Choose one, repeat a favourite or skip. Each starts fresh; no earlier lesson, printer, lamp, experiment, purchased material, account, photograph or completed record is required. Keep familiar communication supports; an adult can read/describe. These are conversation/model/design opportunities, not home physical assignments or supplied actual observations.
| Day | Standalone free home offer | Optional further idea |
|---|---|---|
| 21 | Invent a pretend shadow picture or ask a light question. Say, sign or direct one broad idea; stop there if wanted. | Choose whether it is for yourself, an imaginary reader or inquiry alone. An intended reader is not an actual response. |
| 22 | Describe an imaginary lamp, broad card and wall. Choose which makes light and which receives it in that story. | Invent a bright-looking thing that only receives light. Keep the described setup clear; no real device inspection is required. |
| 23 | Tell or direct a straight-path idea: light source, blocker, screen. Name it a model. | Choose one thing a model cannot show about an actual lamp, such as edge clarity. No ray-count or numerical calculation. |
| 24 | Ask a question about changing one imaginary card position while lamp and screen stay. Offer a prediction, not a made-up result. | Choose what you would notice if a suitable trial were ever wanted. No trial is assigned. |
| 25 | Ask a fresh question about an imaginary screen's material. Keep this separate from school fresh C. | Choose an own way to show the question—story, mark, sign or directed description. No answer key or matched held source. |
| 26 | Plan how you might record a result: labelled picture, table or spoken explanation. Leave results empty where none exist. | Include who would observe/operate, and how you would show “unclear”. No invented earlier measurement. |
| 27 | Imagine a screen moving while source and blocker stay. Choose a question about what might change. | Name one condition to keep, or choose a different one-variable question. No actual room movement or distance instruction. |
| 28 | An adult can read two fictional labels: “ideal drawing” and “actual observation”. Explain one difference. | Say what information would help decide whether two future observations are comparable. No other investigator or actual dataset is supplied. |
| 29 | Invent a private shadow-pattern/message design. Give one part an own meaning, with no equipment. | If wanted, tell a willing familiar person the intended meaning; record no response unless it actually occurs. Private work is sufficient. |
| 30 | Choose keep/change/stop for one genuinely available idea, or start fresh. State one question still open. | Offer a different harmless imaginative purpose or choose inquiry alone. No catch-up, all-ten completion or progress log. |
Parents owe no notes, photos or physical tests. A source-only answer, adult-scribed plan and actual learner Science reasoning, observation and equipment action are not interchangeable evidence. If a real-world observation is volunteered, attribute what was actually noticed; do not fill gaps with model predictions. Local apparatus review remains an educator/setting decision.