Ten optional 25-minute… | Foundation Science · T4 W35–36 · Lessons

Use local preparation and complete source/access route first. Times are suggested activity allocations, not completion limits. Short check components may continue later. Child question, one useful observation and choice to finish remain central. No fixed repeats or required result. Codes are partial/conditional opportunities controlled by the exact crosswalk.

Week 35 · Day 171 · Meet a pad, choose a wonder

Goal/codes: Ask a child-owned question and describe one encountered part/material/property; SFU03 partial, SFI01, SFI02; SFH01 only actual example.

Prepare: One approved broad cloth/pad or PLAN. Before feature accessible; material reliable label or UNKNOWN. No press required today.

Notice · 3 min. “What do you notice? What would you like to find out?” Child chooses a visible or safely felt part, or the described PLAN. Welcome a spontaneous child question; offer “What happens when we let go?” only if a prompt is useful.
Name · 4 min. Adult names exact local item/source and known material or UNKNOWN. “A fold changes its shape; it may still be the same cloth.” Child chooses one word for a property encountered, without identifying hidden filling.
Try or plan · 7 min. Child chooses one welcomed gentle action or a before-only look. One actor at a time; director/no-touch/report/model route complete. Ask for a prior idea before any chosen action. Pause or finish if the useful feature is unavailable.
Make meaning · 5 min. “What did you notice about your chosen part?” Child makes a small drawing, points, signs, uses AAC or dictates a phrase. Teacher adds access/status, not an invented result.
Share or keep · 4 min. Child keeps it private or tells a willing adult their question and one observation. If the adult responds, record the actual response only if useful; no audience required.
Next · 2 min. Choose keep question, choose a new one, or finish. One shared phrase plus child idea is enough.

Teacher keeps: one useful shared source/stage phrase or sketch, relevant individual idea/response and support; actual direct/report/model status. Add missing facts only if needed for the claim. Do not fabricate a prior prediction, physical trial or willing audience.

Week 35 · Day 172 · Before, press, let go

Goal/codes: Predict before an optional gentle try and compare one actual accessible feature across stages; SFI01, SFI02, SFI04.

Prepare: Before/press/release aid; real approved item or unrevealed NOTE stages. Do not show model release before prediction.

Choose · 3 min. “Which part shall we watch or safely feel?” Child chooses edge, side outline or another accessible feature. Establish a useful before view; “unclear” can lead to adjustment or report.
Predict · 4 min. “What might that part do when we press? What about when we let go?” Capture the child’s prior idea or NOT RECORDED without giving the answer.
Try or model · 7 min. One welcomed gentle palm press and release, child alone or adult alone. Observe what is actually available during each stage; no person presses alongside child tactile access. A hidden centre stays unavailable. Model route: reveal NOTE one stage at a time; fictional source only.
Compare · 5 min. Put one short before/press/release phrase or sketch beside the prior idea. “What matched? What was different or unclear?” Adult report is attributed, not the child’s vision.
Respond · 4 min. Child chooses a new question, another optional look, or finish. An unexpected/unchanged result is welcome; no promised return and no required second press.
Keep · 2 min. Teacher keeps one shared row and relevant individual words/support. A later idea stays later, not backdated.

Week 35 · Day 173 · An edge has its own story

Goal/codes: Describe a specific material response without assuming an unseen part; SFU03 partial, SFI02, SFI03.

Prepare: One clear side/edge view or NOTE drawing. No hand-on-hand action. The whole pad need not be visible.

Invite · 3 min. “Which bit has a story you can notice?” Child selects edge, outline or broad crease. One selected part is enough; do not demand a whole-pad report.
Before · 4 min. Name chosen feature and before access: seen, safely self-felt, attributed report or model. A before feature not available is left unclear rather than invented.
Notice · 7 min. Optional single gentle press/release, only if useful and welcomed. Child looks or independently feels with nobody else pressing; director route adult acts and reports any feature the child cannot access. Model route isolates the drawn visible side.
Represent · 5 min. Child puts an outline, sign or short phrase in the broad shared space. “Did your chosen bit change?” Use local lower/wider/similar/unclear words, not an all-soft-material claim.
Question · 4 min. “What can this edge tell us? What is still hidden?” Accept a child’s own new safe question about another accessible bit without requiring another trial.
Close · 2 min. Keep the bounded part description. Teacher does not infer hidden filling, measured force or whole-object return.

Week 35 · Day 174 · Make the look work for you

Goal/codes: Choose an accessible observation and useful adjustment without inventing evidence; SFI01, SFI02; SFH01 conditional.

Prepare: Stable item/view, broad aid and exact alternative. Adult preflights any changed access; no forced tactile contact.

Choose · 3 min. “What would help you notice your part?” Child chooses a clearer side view, shorter words, an adult mover/report, quiet route, model or pause.
Ask · 4 min. Child asks a useful question and gives a prior idea if a new try is chosen. Adult says which action and observation will be available; a report is openly named.
Use · 7 min. Run one welcomed safe look/press/release only if available. No simultaneous pressing with child touch. Access may stay unclear. Complete model route uses described NOTE with no real try; child can direct broad paper outlines.
Explain · 5 min. “What did that help you notice?” Preserve actual direct observation or the attributed report/model. Access improvement is not a new material property or a guaranteed learning gain.
Listen · 4 min. A willing adult listens to the child’s useful question. Child may ask a clarifying question about the adult’s report; a fictional listener reply is not real feedback.
Finish · 2 min. Note just the adjustment, response and support useful for next teaching. No access diagnosis or fixed route label.

Week 35 · Day 175 · Fresh AL, then your next wonder

Goal/codes: Reason from a new fictional source: compare prior idea/stages and choose an open next question; source-based SFI04/01/03 opportunities, not physical SFI02 evidence.

Prepare: Hold AL and key until first response. No NOTE rehearsal of AL details; teacher reads neutral exact source.

Open · 3 min. “Here is a new invented notebook. What does it tell you?” Introduce only held AL; source/picture access can be read/described without hints.
Respond · 4 min. Child chooses point/sign/AAC/drawing/words/director response to AL prompts. Capture first response and access/support; no correctness feedback or key example.
Continue · 7 min. Use the rest of the short check as appropriate. Later short components allowed; not a timed finish. No unique required next question/action/wait/feeling.
After capture · 5 min. Only after first responses, use separate key and child-owned feedback. Distinguish source comparison from real material handling; correct an unsupported all-pad rule with source limits.
Playful return · 4 min. Child may give a paper puppet a pretend resting place, choose an original pad outline or keep the work private. This is an optional artefact/story, not proof of real comfort or a physical investigation.
Next · 2 min. Choose next teaching: stage relation, prior-versus-later idea, source fiction, or useful question. No term-grade inference.

Week 36 · Day 176 · A useful next look

Goal/codes: Choose a next observation time/question and keep its meaning local; SFI01, SFI02, SFI04.

Prepare: Original NOTE or actual available prior row. Safe item still approved; do not recreate an earlier result from memory as observation.

Recall · 3 min. “What would you like to notice next?” Child chooses a new question, a later look, the same question again or finish. Do not supply a rebound target.
Predict · 4 min. If a new try/look is chosen, capture prior idea before its observation. Name ordinary time/action: “when the hand leaves” or “after our conversation”; no imposed timer or fixed wait.
Look · 7 min. One optional welcomed press/release or before-only look. Keep the actual moment/access clear. Model route rereads NOTE’s later observation and asks what a different earlier moment might leave unknown; no invented earlier result.
Compare · 5 min. Compare only the available chosen feature with the child’s prior idea. A difference from an earlier row may include time, fold or action; don’t isolate material as its cause.
Choose · 4 min. Child tells a willing adult a useful next question or keeps a private note. No repeat required to satisfy a quota.
Keep · 2 min. Add one short new phrase only if it helps. Earlier unavailable/missing observations remain missing.

Week 36 · Day 177 · Two useful tries, honest differences

Goal/codes: Compare available observations and name meaningful differences; SFI02, SFI03, SFI04, SFU03 partial.

Prepare: Any two actual useful rows or NOTE plus its complete limits. Two physical tries are optional, not required.

Invite · 3 min. “Would another look help your question?” Child can choose yes, change question or finish. A previous shared row is usable; no new log from every child.
Name · 4 min. With guidance, name exact item/part, fold/form, gentle action and observation moment where known. “We did not record that” is accepted; no technical fair-test recital.
Try or compare · 7 min. One optional welcomed safe action or compare already available rows. Adult directs safety; child controls question/stop. Model route compares NOTE’s pressed and later-release stages, not an invented second physical trial.
Show · 5 min. Child puts two short phrases or broad outlines beside each other. “What is alike? What is different?” Match conditions only if actually checked; cloth folded twice is not automatically another material.
Decide · 4 min. Child chooses what they can say from the available sources and one still-open question. Changes in action/time/form can affect the comparison, so no isolated material cause claim.
Keep · 2 min. Teacher retains meaningful differences/interruption, not an elaborate audit sheet. One local item does not establish composition breadth.

Week 36 · Day 178 · Is there a small local pattern?

Goal/codes: Identify a guided pattern only from sufficient comparable observations; SFI03, SFI05.

Prepare: Useful actual rows if available; otherwise NOTE (one reported try) plus original two-row pattern source below. No forced repeats.

Choose · 3 min. “Do these notes show something alike?” Child chooses available shared rows; if only one exists, that one is useful and no repeat-pattern claim is made.
Source · 4 min. If local comparable rows are absent, use this complete original PAD-PAIR-36 · FICTIONAL MODEL: “Same folded cloth E; same named visible side; two welcomed single gentle presses, each viewed as hand left; both reports: pressed side lower than before, released above pressed but below before. No measured force or broad material claim.” Do not suggest it happened locally.
Find · 7 min. Child points/signs/describes the shared qualitative relation or a difference/uncertainty. Enough comparable rows for the claim matters; no fixed count, AB design or all-soft-material rule.
Represent · 5 min. Use a provided broad two-row space or short shared phrases. Keep source/access/time and guidance. Drawing a taller outline is a representation, not physical return evidence.
Tell · 4 min. Child chooses “in these notes…” or “in our available tries…” and explains one bounded idea to a willing adult, or rehearses privately with status clear.
Next · 2 min. Keep a useful pattern/question/uncertainty. If rows differ in time/action/form, describe that rather than forcing a pattern.

Week 36 · Day 179 · Teach a helpful observer

Goal/codes: Explain a useful observation sequence to a willing person and use actual response if it occurs; SFI05, SFI01; SFI02 only actual direct safe observation.

Prepare: One broad three-stage aid; willing listener optional. No audience, real enactment or touch required.

Purpose · 3 min. “What would help a helper notice your chosen part?” Child chooses the feature and a short invitation: before, one gentle press if welcomed, let go, notice.
Tell · 4 min. Child dictates, signs, points or uses AAC to communicate their original words. Include available part and moment, not a demanded result. Teacher separates child choices from adult wording/support.
Listen or model · 7 min. A willing adult follows the child’s safe observation direction only if available; actual action/reading is named. Otherwise adult uses a paper listener labelled MODEL or reads the plan. No invented participation/result.
Respond · 5 min. “What worked? What would you change?” Optional change or unchanged direction is acceptable. A helper report stays attributed; child’s direct access remains separate.
Keep · 4 min. Child chooses private sequence, broad display or willing sharing. It is useful communication; neat drawing/word count is not Science evidence by itself.
Next · 2 min. Keep exact response/support only as needed. Hold AM facts until tomorrow’s first response; no practice copying.

Week 36 · Day 180 · Fresh AM, then keep wondering

Goal/codes: Reason from a fresh bounded pattern/different-time source and choose an open next question; SFI03/01/04 source opportunities, not physical proof.

Prepare: Hold AM/key; no prior AM demonstration. Exact neutral text and diagram alternative ready.

Open · 3 min. “Here are three new invented notes. What can they tell us?” Introduce held AM with source identity and complete accessible wording.
Respond · 4 min. Capture first child response to shared relation, difference/limit and open next question. Allow all response modes; no teaching answer or assumed right wait/material/fold.
Continue · 7 min. Finish a short component if appropriate or return later. Not a timed completion; one useful answer may be recorded with needed support. Missing predictions stay missing.
After capture · 5 min. After first responses only, use separate key. Name a source-supported local pattern and the different-time limit; no isolated cause or universal elasticity claim.
Own ending · 4 min. Child chooses one favourite actual observation or model idea and a new wonder, a paper puppet scene, or finish. Original play remains separate from evidence about real comfort.
Next · 2 min. Teacher chooses next support from source/stage/pattern/question evidence. No full-standard or learner-outcome improvement claim.