Ten 12-minute additions, not a complete science sequence. The cell, plate, rock, energy and matter diagrams are original simplified models. Use no live tissue, unknown chemicals, heat, microscopes without school approval or real hazard prediction. Where a task asks for a test plan, a paper plan is not a conducted investigation. See the inquiry mat, clean learner copy and staff key. Facts and limits are in the source ledger.
Day 11 · Cell structures are not whole organisms · AC9S8U01, AC9S8I04
Kit: original paper plant/animal outline cards with nucleus, membrane and plant-cell wall labels. 0–2: Name these drawings as models, not microscope views. 2–4: Predict which label belongs to both cell types and which to the plant-card model. 4–10: Place labels, then name one feature omitted by a flat drawing and how a real specimen could be checked under school rules. 10–12: Check: both modeled cells have membranes and nuclei; the wall label belongs to the plant model. Routes: move large label cards; trace raised outlines; explain the matches by speech/sign/AAC. Response move: if all cells are treated alike, compare the two model boundaries without claiming every living cell has a nucleus. Home: sketch a model's missing detail; no sample collection.
Day 12 · Cells, tissues and a system · AC9S8U02
Kit: original cards muscle cell → muscle tissue → stomach wall → digestive system, marked simplified. 0–2: Say the chain shows levels, not that one cell alone is an organ. 2–4: Predict where many similar cells work together. 4–10: Order the four cards and give a cautious function link: muscle contraction helps move food; ask what else the full system would need. 10–12: Check: a tissue is made of cells and an organ has multiple tissues. Routes: sort large cards; use a text hierarchy; dictate/point to the level chain. Response move: if “stomach = one tissue”, insert at least another tissue as an unanswered detail. Home: name a model hierarchy in a non-body setting, such as parts of a machine.
Day 13 · Three ways plates meet · AC9S8U03, AC9S8I04
Kit: three original arrow strips: apart, together, past. 0–2: Identify the strips as motion models, not live hazard maps. 2–4: Predict which shows divergent, convergent and transform boundaries. 4–10: Match terms, sketch one possible feature or process for each using the USGS summary, and name missing evidence (rock ages, earthquakes or mapping) for a real location. 10–12: Check: a transform model slides past; it does not show a gap opening. Routes: slide safe paper strips; raised-arrow board; verbal/AAC comparison. Response move: if a diagram predicts a real earthquake, separate boundary type from local risk evidence. Home: find a labelled geoscience diagram, no field visit.
Day 14 · Rock pathways have processes and time · AC9S8U04
Kit: sediment / sedimentary / metamorphic / melt / igneous word cards and process arrows. 0–2: Say the rock cycle has multiple pathways and long timescales. 2–4: Predict what burial/compaction changes and what melting/cooling produces. 4–10: Build two possible pathways; label weathering/deposition, heat/pressure and cooling where relevant, then flag that a classroom card sort cannot date or identify an actual rock. 10–12: Check: rock type is not determined by colour alone. Routes: arrow cards; tactile sequence; written flow. Response move: if every rock must follow one circular order, add an alternative branch. Home: draw two possible arrows between named categories, not collect rocks.
Day 15 · Fresh Science check A · AC9S8U01, AC9S8U03, AC9S8I06
Kit: new cell and plate cases in ASSESSMENT. 0–2: Recall model versus real evidence. 2–4: Explain access/output rules without previewing cases. 4–10: Independent first response. 10–12: Collect before discussion; staff checks source and model limits with key. Routes: annotate; tactile cards; exact-word dictated response. Response move: reteach one mistaken boundary or cell feature with a new diagram after collection. Home: explain why one drawing cannot prove an event.
Day 16 · Where energy is, where it goes · AC9S8U05
Kit: original toy spring-and-paper-flag storyboard; no actual loaded spring. 0–2: Name a compressed spring as a potential-energy model and a moving flag as kinetic. 2–4: Predict a transfer chain when the spring is released in the story. 4–10: Arrange stored → moving → sound/thermal surroundings arrows; distinguish transfer from energy disappearing, and identify what the storyboard cannot measure. 10–12: Check: a stationary compressed spring is not “no energy” in this model. Routes: arrow tiles; tactile start/finish marks; short spoken/written explanation. Response move: if all energy is called kinetic, ask what the compressed state can do next. Home: find an everyday energy story without operating a device.
Day 17 · Element, compound or mixture? · AC9S8U06
Kit: original circle-pair diagrams: identical single atoms, identical joined unlike pairs, and two unjoined types; models only. 0–2: Clarify that circle colours are symbols, not proof from appearance. 2–4: Predict which diagram could stand for an element, compound or mixture. 4–10: Sort, explain what bonding/combination the model asserts and what an actual sample would require to classify. Compare a formula label with a model only when supplied; do not infer formula from colour. 10–12: Check: a mixture may contain more than one particle type without all being chemically joined. Routes: large magnetic/paper circles; raised paired pieces; text-only descriptors. Response move: if “two colours means mixture” despite bonded pairs, ask whether units repeat identically. Home: read a packaged ingredient list as a question, no tasting or mixing.
Day 18 · Change type needs evidence · AC9S8U07, AC9S8I06
Kit: paper-only case cards: torn paper, melted ice in a labelled drawing, and an invented laboratory record showing a new substance formed (no procedure). 0–2: Say visible change alone is not a complete chemical test. 2–4: Predict physical versus chemical candidate and what would distinguish them. 4–10: Sort with “supported / needs evidence”; tear is a physical change, melting remains water, while the lab record’s claim needs method and product evidence. No reaction is performed. 10–12: Check: colour change alone is not conclusive. Routes: case strips; tactile sort; oral/AAC justification. Response move: if a new appearance is equated with a new substance, request composition evidence. Home: no home chemical experiment.
Day 19 · An anomaly belongs in the record · AC9S8I05, AC9S8I06
Kit: invented device readings for four repeated checks: 8, 9, 41, 8 arbitrary units, with a note “sensor moved before reading 3”. 0–2: Label all data fictional and unit arbitrary. 2–4: Predict which reading merits a method check. 4–10: Plot four dots; describe typical values and anomalous 41 without silently removing it; propose a repeat with sensor position held fixed. 10–12: Check: the note suggests a possible error, not proof of cause. Routes: number strips; raised dot plot; dictated analysis. Response move: if learner averages away 41, inspect the third method note before summarising. Home: explain why a surprising number should be investigated rather than erased.
Day 20 · Fresh Science check B · AC9S8U05, AC9S8U06, AC9S8I07
Kit: new energy/matter case in ASSESSMENT. 0–2: Recall evidence language. 2–4: Give access options but no case hints. 4–10: Independent first response. 10–12: Collect, then use the teacher key to plan a next step. Routes: sort model cards; annotate diagram; speech/sign/AAC explanation. Response move: if a paper model is called a real measured result, ask what measurement would be needed in a new case. Home: name one useful and one missing feature of any model.