Ten separate 12-minute additions sample carbon transfer, scientific method, waves and atom conservation. This is not a complete Science sequence. All counters/readings are fictional or representational, never measurements of air, health or safety. Use the clean learner copy, inquiry mat, source ledger and teacher key. No chemicals, flames, sensors or electric devices are required. For each block, the teacher records a source detail, reasoning and any access/content prompt separately.
Day 11 · Where a carbon arrow starts and ends · AC9S9U03, AC9S9I04
Kit: paper labels atmosphere / plant / soil; original arrow atmospheric CO₂ → plant carbon labelled photosynthesis. 0–2: State that the diagram is a simplified process model, not a local carbon measurement. 2–4: Predict which direction the labelled photosynthesis arrow points. 4–10: Place arrow, name atmosphere and biosphere, then add a possible return arrow labelled respiration without assuming equal amounts. 10–12: Check: photosynthesis takes carbon from atmospheric CO₂ into plant material; the card says nothing about a rate. Routes: move printed labels; build a raised-token sequence; dictate a precise text diagram. Response move: if arrows are treated as identical amounts, ask for a measured flux before comparing size. Home: describe one omitted reservoir, with no field collection.
Day 12 · Processes are not interchangeable · AC9S9U03, AC9S9I06
Kit: three original cards plant takes in CO₂ in photosynthesis, living organisms release CO₂ in respiration, fuel combustion releases CO₂, after the NASA carbon-cycle explanation. 0–2: Label each as a general process, not a claim about a named town. 2–4: Predict the arrow direction relative to the atmosphere. 4–10: Sort the three cards, then critique “every upward arrow is respiration”; name combustion as another pathway and one omitted condition. 10–12: Check: one arrow symbol cannot tell us its process without a label. Routes: orient arrow strips; read a linear text chain; compare aloud/AAC. Response move: if combustion is called photosynthesis, trace where atmospheric CO₂ enters/leaves in each description. Home: add a question a full carbon model must answer; no personal emissions diary.
Day 13 · Design a fair model comparison · AC9S9I01, AC9S9I02
Kit: paper-only scenario: two groups intend to compare how far an identical paper disc travels from a ramp raised by one or two support blocks; no real test is run. 0–2: Define a model-planning question, not a conducted investigation. 2–4: Predict a direction cautiously and identify ramp height as the changed factor. 4–10: Plan the same disc, ramp surface and release point; say what must be recorded over repeated trials and how travel distance would be measured. 10–12: Check: varying both release point and ramp height prevents a clean comparison. Routes: place variable/control cards; complete a structured text plan; challenge a flawed plan orally. Response move: if a prediction is presented as a result, ask where the observations are. Home: rewrite the question for another harmless paper model.
Day 14 · Keep an anomaly visible · AC9S9I05, AC9S9I06
Kit: fictional counter readings 12, 13, 12, 20 arbitrary units from four cards; note says card 4 was read after its boundary label moved. These are not carbon data. 0–2: Name the invented status and unit. 2–4: Predict which reading merits a method check. 4–10: Mark all four on a number line, describe the cluster 12–13 and anomalous 20, then propose re-reading with the boundary held still. 10–12: Check: the moved label is a possible explanation, not proof that 20 is wrong. Routes: number tiles; tactile raised marks; spoken table audit. Response move: do not silently delete 20 or average away the method note. Home: state one reason repeated observations matter.
Day 15 · Fresh Science check A · AC9S9U03, AC9S9I06
Kit: new carbon-arrow/model-limits case S-A, publicly accessible alongside its teacher key. 0–2: Revisit source versus model words only. 2–4: Offer neutral text access without previewing the case in class. 4–10: Collect a first response to S-A; use a locally unseen equivalent if prior access matters. 10–12: Record the arrow explanation and stated limit separately before consulting the teacher key. Routes: labelled cards; linear text; learner-dictated explanation. Response move: reteach the specific arrow or claim boundary with a different diagram after collection. Home: choose a new model and name one feature it omits.
Day 16 · A sound wave needs a medium · AC9S9U04
Kit: original text cards tap in air / sound from a speaker in air / same source imagined in a vacuum; no speaker or loud demonstration. 0–2: Say these are scenarios, not measurements. 2–4: Predict whether a mechanical sound wave can cross an empty vacuum. 4–10: Draw or direct a sequence of neighbouring air-particle motions for the air case; explain why this model stops without a medium and what the dots do not show (actual molecule paths or loudness). 10–12: Check: sound does not carry through a vacuum; light behaves differently. Routes: paper dot row; tactile dots; spoken/AAC particle-model critique. Response move: if particles are drawn travelling with the sound across the room, show a local back-and-forth motion. Home: describe the model without making or recording noise.
Day 17 · Choose a wave model for a question · AC9S9U04, AC9S9I04
Kit: original crest–trough–crest paper strip and dot-neighbour-dot strip. 0–2: Name both as simplified representations. 2–4: Ask which better shows a repeating spatial pattern and which suggests neighbouring medium particles. 4–10: Choose one for the fictional question “How might a disturbance move through air?”, state one strength and one omission; do not infer sound speed from spacing. 10–12: Check: the picture can represent transfer without moving a whole row of air from source to ear. Routes: compare raised strips; write two sentences; direct a partner's card placement. Response move: match the chosen representation to the actual question. Home: sketch one changed feature and what it would mean.
Day 18 · Count atoms, not pictures · AC9S9U07
Kit: original H and O letter counters beside 2H₂ + O₂ → 2H₂O; symbols represent the balanced hydrogen–oxygen reaction in RSC guidance, not a classroom experiment. 0–2: Identify subscripts and coefficients. 2–4: Predict H and O counts on each side. 4–10: Count left H=4/O=2 and right H=4/O=2; explain why changing H₂O to H₂O₂ is not a permissible balancing step. 10–12: Check: a coefficient changes the number of whole formula units; a subscript changes the substance representation. Routes: four H/two O counters; text count table; oral equation audit. Response move: if a learner changes subscripts, rebuild with whole molecule cards. Home: practise counting a supplied paper equation; do not mix substances.
Day 19 · Review a claim before repeating it · AC9S9H01, AC9S9I07
Kit: invented note: “A single paper model worked once; therefore the finding is reliable for all classrooms.” No method, repetitions, reviewer or classroom outcome is given. 0–2: Label it a fictional claim. 2–4: Predict two questions another reviewer should ask. 4–10: Write a three-line peer-review memo: source/method needed, one narrower statement, one reproducible next test. Explain that feedback and publication can refine science without guaranteeing a claim is true. 10–12: Check: one successful demonstration is not universal evidence. Routes: review-card sort; audio/AAC memo; marked-up draft. Response move: if “peer reviewed” is used as proof, ask what independent method/detail was actually examined. Home: phrase a fair critique of an invented claim.
Day 20 · Fresh Science check B · AC9S9U04, AC9S9U07, AC9S9I06
Kit: new wave-model and atom-count case S-B, also publicly accessible. 0–2: Recall how to label a model and count each element. 2–4: Give response/access instructions only. 4–10: Collect a first response to S-B; substitute a locally unseen equivalent if needed. 10–12: Collect before coaching; key separates wave-medium reasoning, atom conservation and model limits. Routes: tactile tokens; text table; spoken/AAC explanation. Response move: use a new equation or medium scenario after collection to target the missing idea. Home: describe one scientific model's useful and omitted feature.
All new prose/cards © NeuroForgeIO Pty Ltd 2026, CC BY 4.0. External science principles are attributed in the source ledger.