Topic 14 — Light bounces off, changes direction or soaks in — internal blueprint (28 September 2026; revised 29 September after James's Physics review)
What I need from you: nothing — every decision is ruled and applied below
Topic 14 at a glance — 0 lessons
| Lesson | Opens on | Format |
|---|
What this topic is, in five lines
What each lesson is
| Lesson | Atom | Headache | Forest (the rule the lesson lands on) | Form | Parts |
|---|---|---|---|---|---|
| L01 Light bounces off | ENE3-013 (fact) | Imagine a dark room; a mirror lies flat on a table and a flashlight above points down at it. A bright spot appears high on the wall — but the flashlight does not point at the wall. So how did light get to the wall? | Light bounces off the things it hits. This is called reflection. | Fact true of every case on a run of surfaces that widens on purpose — the mirror (bounce at the mirror angle, computed), then a white wall (bounces off in every direction: the room gets lighter), then a red book under a lamp (light bounces off the book to your eye: how you see it) — "not just mirrors" (LGT-07). Rule last. (The two register mirror cases moved to L01b so the video carries what its quiz tests — review R01.) | 1 part + quiz |
| L01b What you see in a mirror | ENE3-P02 (proposed; split from L01 on the coordinator's ruling R01, 28 Sep night) | Imagine a cat in front of a mirror on the wall. You see the cat in the mirror — but behind the mirror is only the wall. So where does the cat in the mirror come from? | The picture in a mirror is light that bounced off it to your eye. | Fact with the register's two mirror misconceptions as its cases: light in the room lands on the cat and bounces off; some of that light bounces off the mirror to your eye, so you see a picture (no cat behind the mirror); the same mirror in a room with no light: nothing bounces, you see nothing, a mirror does not make light. Rule last. | 1 part + quiz |
| L02 Light changes direction | ENE3-014 (fact) | Imagine a straw in a glass of water. From the side, the straw looks bent where it goes into the water. Taken out of the water, it is straight. So why did it look bent? | Light changes direction when it goes from one see-through material into another. This is called refraction. | What before why: the straw looks bent (headache) → the fact on a clean case: a flashlight beam into a tank of water changes direction at the surface (Snell, computed) → back to the straw: light from its bottom changes direction where it leaves the water, reaches your eye, so the bottom LOOKS somewhere else (the straw is not bent, the light changed direction) → NE the same straw in the same glass, empty: no water, no change direction, looks straight (the one minimal-difference non-example) → E a coin in a bowl looks higher once water is poured in → E a marker pen behind a thick glass block looks shifted (glass changes direction light too — review R29). Rule last. | 1 part + quiz |
| L03 Light soaks in | ENE3-015 (fact taught as a comparison) | Imagine two T-shirts on a washing line in the sun, one black and one white. A hand touches the black one: warm. The white one: only a little warm. The same Sun shines on both. So why is the black shirt warmer? | A dark surface soaks up most of the light that lands on it. This is called absorption. | One frame, minimal difference (the same shirt shape, only the color changes): black — most soaks in, the shirt gets warm, a little still bounces off (that is why you can see it); white — most bounces off, a little soaks in, only a little warm. "Where did the light go?" — into the shirt, which it warmed (absorbed light does not disappear). Then a black car seat and a dark road in the same frame. Rule last. | 1 part + quiz |
| L04 Sort what light did | ENE3-016 (categorical) | Imagine a sunny afternoon by a pond: the water sparkles, a stick in the shallow water looks bent, a dark rock is hot. Light hit the water, the stick and the rock. Did it do the same thing each time? | When light hits something, it bounces off, changes direction as it goes through, or soaks in. (Bounced off: reflected. Changed direction: refracted. Soaked in: absorbed.) | First the three sort words are coined from the three plain happenings (a three-panel register figure). Then one frame across five cases — "The light hit the ___. What did the light do? It ___. So the light was ___.": the pond (reflected) → the stick (refracted) → the rock (absorbed) → Lidia's face in a shiny spoon (reflected) → a black hat on the grass (absorbed). Then the three sorting sentences as a table: what you see → what the light did → the word. Rule last. | 1 part + quiz |
Minimal differences (write-example-sequence): L02's glass is the same glass with the same straw, water then no water. L03's shirts are the same shape on the same line in the same sun, black then white. L01 and L04 are a fact and a sort, so their sequences widen the surface (mirror → wall → book; pond → stick → rock → spoon → hat) while the frame sentence stays fixed. Headache openers: "Imagine…" in all four (varied inside: a dark room; a glass of water; a sunny day; a sunny afternoon). Contractions in scripts.
Misconceptions (the catalogue's Light rows exposed by these atoms)
| Row | Where it is confronted | Case |
|---|---|---|
| LGT-07 only mirrors and shiny things reflect | L01 (the white wall, the red book, "not just mirrors"); L01 quiz (a brown door, a gray rock, Tobias's claim); practice (Hamid's claim, Elodie's rock); PP-1 (a dull white wall as the type exemplar) | light bounces off a dull thing to your eye: that is how you see it |
| LGT-06 a mirror gives out light | L01b (a mirror in a room with no light: nothing); L01b quiz (Marit's closet mirror; the hallway mirror; "a mirror makes its own light" and "still shows your face" T/F); PP-4's fourth option | no light lands on it, so none bounces off |
| the mirror picture as a thing behind the mirror | L01b (the cat: behind the mirror is only the wall); L01b quiz (Kwesi's dog; Sanjay's ball; Wilma's claim); PP-8 | light from the cat bounces off the mirror to your eye |
| LGT-09 light goes straight through water unchanged | L02 (the beam, the straw, the coin); L02 quiz (the drawn paths J/K/L; "light changes direction in air only" F); PP-2 | the beam changes direction at the surface |
| the straw IS changed direction (the refraction misreading) | L02 (the straw out of the water; "the straw is not bent, the light changed direction"); L02 quiz (Benji's claim, the ruler); PP-5 | the same straw, straight in the hand |
| absorbed light disappears | L03 ("Where did the light go?"); L03 quiz (the black mat; Kiran's claim); practice (the umbrella) | it went into the shirt and warmed it |
| dark things do not reflect | L03 ("a little still bounces off: that is why you can see it"); L03 quiz ("no light bounces off a black cat" F) | the thin line leaving the black shirt |
| ENE-08 cold as a stuff (an Energy row the checker attaches to ENE3-015) | not confronted here — no sentence about cold moving is written ("stays cooler" only); scoped to Topic 15 (ENE3-020/021), where warmth moving is the atom | — |
Check design (design-check-sequence)
- L01 — fact → type (a) fluency: recall (Topic 13: light travels straight) → what does the light do at X ×5 (a white ceiling, a shiny pan, a brown door, a bike reflector, a white sail) → true / false (a gray rock) → two claims (Lidia yes; Tobias no) → the term item last. 10 items.
- L01b — fact with the misconceptions → type (a) fluency: recall (L01) → the register's two cases (the dog behind the mirror: no; the closet mirror: nothing) → where does the light come from just before your eyes (the mirror) → true / false ×3 → the hallway mirror at night (nothing) → two claims (Wilma no; Orson yes). 10 items.
- L02 — fact → type (a) fluency: recall (L01) → true / false ×4 (T T F F) → the drawn paths J/K/L (key K) → a why on a fresh case (Delia's legs) → is the ruler bent (no) → two claims (Benji no; Zofia yes) → the term item last. 11 items.
- L03 — comparison → type (a) fluency: recall (L02) → which hat is warmer (drawn) → what does most of the light do ×3 (a dark blue blanket, a white bedsheet, a black tent) → true / false ×2 → where did the light go (the mat) → a why (white sand) → two claims (Kiran no; Anwar yes) → the term item last. 12 items.
- L04 — sort → type (a) fluency on the fixed set reflected / refracted / absorbed: recall (L03) → eight described cases (two drawn) → two claims (Jovan no; Fenna yes) → the term match last. 12 items. Three-option key string 0 2 2 1 0 0 1 2 1.
Type list for the PP100 (seven types on eight numbers; TYPE_SHEET_ONLY; revised 29 Sep 2026 after James's review)
1. easy · ENE3-013 · a dull light surface in sunlight: what does the light do — four happenings.
2. easy · ENE3-014 · a beam into water: what does most of the light do at the top — four happenings.
3. easy · ENE3-015 · a hot dark thing: what did most of the light do — four happenings.
4. hard (James, 29 Sep: "hard because it involves the new terms") · ENE3-016 · a described case: reflected / refracted / absorbed / made by the thing.
5. hard (James, 29 Sep: "also hard") · ENE3-014 · a thing in water looks bent: why — four single-statement reasons; the key says the light changed direction where it left the water.
6. medium · ENE3-015 + 013 · a dark and a white thing in the same sun, the dark one warmer: why — four reasons.
7. hard · ENE3-016 · TEXT: a fresh case described by its look, the stem naming the crossing (from the water into the air); type the word (refracted).
8. ~~hard · ENE3-013 + ENE3-017 · a face seen in a shop window; which thing does the light come from just before his eyes~~ — struck by James, 29 Sep 2026 ("i don't like this question — i think you can delete"). ENE3-013 has no pair type until James rules on a replacement.
Figures (drawn in content/figures.py)
Depiction register additions on top of Topic 13's: the bounce (the incoming line ends on the surface and ONE line leaves the same point at the mirror angle — for every surface, dull or shiny; James, 29 Sep 2026: reflection is one direction, drawn with the angle in equal to the angle out); the change direction (the line changes direction at the surface between air and water or glass, computed by Snell's law, n = 1.33); soaks in (the line ends on the dark surface, which carries a warm orange halo; one thin line still leaves it); where it looks (a pale dashed ghost of the displaced part); the mirror, the glass, the tank, the T-shirt, the rock, the hat, the spoon. The scope line for Topic 13's pictures: there every line ended where it hit something; here the drawing goes on to show what the light did there — nothing in Topic 13 becomes false. Every figure has an IMAGE_BRIEFS entry and an IMAGE_KINDS entry (svg for ray geometry; cartoon for people, hands, animals and scenes; photo for a real straw in water, a real beam changing direction, a real mirror).
Deliberately not taught
That light carries energy and that absorbed light shows up as warmth as an energy statement (ENE3-033, Topic 15 — here "the shirt gets warm" is the observation); the law of reflection as a rule (the drawing obeys it; the words say "bounces off"); why light changes direction (speed in the material — out of grade); total internal reflection; color and why a red book is red; the Moon (Topic 13's non-example); the full light-path model (ENE4-050).
This grade’s course architecture — open only if you want the whole map
Skill: course-build → atomise (architecture, step 6b gate) → write-like-james @ acc4fb6
Grade 3 Science — course architecture v3 (James's rulings of 25 September, plus Olivia Mullins's sequencing)
Read this in five minutes. Grade 3 Science is ONE course with a fixed order; nobody picks strands. It arranges the 183 Grade 3 atoms into four strands and forty-two small topics, each with its own mixed practice, summary video and PP100. Nothing below writes a lesson sentence. The atoms stay where they are: the Science Knowledge Graph's 3-5 registers.
Rulings recorded (James, 25 September 2026)
- Strand order: Physics, Matter, Earth & Space, Life. James: "I don't think it matters hugely … Happy to go with 1 Physics 2 Matter 3 Earth and space 4 Life. That works well." Strands may be intermingled later if a reason appears; none does yet.
- Grade 3 is one course. "We're not going to allow students to pick any strand … we need to structure Grade 3 as we think Grade 3 should be structured best." v1's line about students choosing strands was wrong and is gone.
- Topic 1 is the pilot. "That topic 1, I think, works as a good pilot."
- Small topics. "3 atoms is fine for testing. PP100s on quite granular stuff is absolutely fine … A 4-atom topic and a 5-atom topic is great. 9 is too many, really … if something's got 9 atoms, we should be considering splitting it." So sound, soil, fossils and natural resources each stand alone, and every v1 topic of nine or more was split (Card 2). Topics 1 and 2 keep 8 and 7 lessons because James approved Topic 1 as it stands and Topic 2 is one chain about speed; both are flagged as split candidates once their PP100 data arrives.
- Forces opens with Earth's pull and magnets, before the word "force" (Olivia Mullins call, 25 September; James: "I think I'll follow that"). Topics 3 and 4 teach the two non-touching pulls with no talk of forces; Topic 5 coins "force" on both of them and on the hand push together, so the hand push never becomes the whole category. Her two classroom misconceptions (Earth pulls only on your feet; "balanced" is a kind of force) are in the register and the lessons.
- States of matter start with air (Olivia): air takes up space → gases spread → liquids → solids → the sort.
Applied from the earlier rulings: four strands; Motion before Forces before Energy; Scientific Reasoning atoms taught inside the topics that use them; one intro video per strand and per topic, each teaching nothing; one atom, one lesson, both video and article; a summary video before every PP100; PP100 banks of at least fifty items tagged by depth of reasoning; the Forces topics reuse the golden pack; the language rules (Earth's pull, carriers not forms, no "leak" or "lift").
Card 1 — The strands and their order
The call: Physics → Matter → Earth & Space → Life, each with its own intro video and its own end-of-strand test.
| Strand | Topics | Atoms | Why it sits here |
|---|---|---|---|
| Physics | 1-15 | 64 | Motion first: what you can see, before the invisible cause. Energy last: "faster means more energy" needs speed. |
| Matter | 16-21 | 22 (+7 Scientific Reasoning) | Uses the measuring tools and feeds Earth's water cycle in Grade 4. |
| Earth & Space | 22-31 | 41 (+4 Scientific Reasoning) | Weather uses tables and graphs; "the Sun powers Earth" must precede food chains. |
| Life | 32-42 | 43 | Ends the year; leans on Space (the Sun), Forces (Earth's pull) and Matter (properties). |
Scientific Reasoning's 13 atoms are spread through Topics 1, 16, 17, 22, 23 and 25 (Card 4). Total 183 lessons.
Card 2 — The topics
The call: forty-two topics, most of three to six lessons; a mixed mastery practice set, a summary video and a PP100 at the end of every one.
| # | Topic (student-facing title) | Atoms (in teaching order) | Lessons | The big idea it serves |
|---|---|---|---|---|
| Physics | ||||
| 1 | Where is it? Did it move? | MOT3-001, 002, 003, 004, 005, 006, 007, 008 (+ SR3-020, 021 inside L07/L08) | 8 | You say where something is with a landmark; moving means its position changed; motions can repeat — L07/L08 (pattern → predict) stay for NGSS 3-PS2-2 (James, 29 Sep 2026); TX/FL/AZ have no such content standard |
| 2 | Fast and slow | MOT3-020, 021, 022, 023, 024, 025, 026 | 7 | Faster means farther in the same time, or the same distance in less time |
| 3 | Earth pulls things down | FOR3-021, 029, 030, 028, 022 (+ a closing lesson naming gravity) | 6 | Earth pulls every object, all the time, straight down, on every part of it, without touching; a strong enough pull can beat it; the pull's name is gravity (JM 28 Sep 2026; no word "force" yet) |
| 4 | Magnets | FOR3-023, 024, 025 | 3 | A magnet pulls steel without touching; two magnets pull or push; use a magnet to solve a problem (no word "force" yet) |
| 5 | What a force is | FOR3-012, 001, 008, 006 | 4 | Earth's pull, a magnet's pull and your push are all forces; push or pull; on one object; in one direction |
| 6 | Forces that touch, and forces that don't | FOR3-020, 027, 026 | 3 | Some forces act without touching: Earth, magnets, a rubbed balloon; most pushes touch |
| 7 | Pushes and pulls change things | FOR3-002, 003, 004, 005, 007 | 5 | A push or pull starts, stops, turns or squashes; you can test it — L05 "Test what a push does" cut (James, 29 Sep 2026); FOR3-007 needs a register ruling (recommended: demonstrated inside L01–L04, no lesson of its own) |
| 8 | Strong or weak: drawing a force | FOR3-009, 010, 011 | 3 | A stronger push makes a bigger change; an arrow shows a force's direction and strength |
| 9 | Balanced forces | FOR3-040, 041, 042, 043, 045 | 5 | Several forces act at once; balanced forces leave motion as it is, still or steady |
| 10 | Unbalanced forces | FOR3-044, 046, 047 | 3 | Unbalanced forces speed up, slow down or turn — lessons retitled by effect (James, 29 Sep 2026): Unbalanced forces can make things speed up / slow down / change the direction something moves |
| 11 | Sound | MAT3-063, 064, ENE3-030, 031, 032 | 5 | Sound first (James, 29 Sep 2026: rows 11 and 12 swapped so the drum and the jumping rice are Energy's worked example). Opens on air, moved here from Topic 20 (James, 29 Sep 2026: "a full lesson on that in the sound topic"): air is something you can feel (MAT3-063); air is made of tiny pieces too small to see (MAT3-064); then sound comes from vibration, travels through the air to your ear, shakes things at a distance |
| 12 | Energy: what has it, how it travels | ENE3-001, 002, 003, 004, 005, 034 | 6 | Was Topic 11 until 29 Sep 2026. A thing HAS energy (moving, hot, high up) or energy is CARRIED from a source to a receiver — never "energy at work", never "energy makes things happen" (James, 29 Sep 2026). NOTE for the Energy rebuild agent: this row's atom list and lesson count are the pre-ruling ones; rewrite them from the approved Energy decision page (topic12_build/records/DECISION_ENERGY_G3T12_2026-09-29.md: seven lessons, three atoms reworded, one new atom ENE3-P03 force versus energy) |
| 13 | Light: sources, straight lines, shadows | ENE3-010, 011, 012, 017 | 4 | Light comes from a source, travels straight, makes shadows, must reach the eye |
| 14 | Light bounces, bends or soaks in | ENE3-013, 014, 015, 016 | 4 | Reflection, refraction, absorption, sorted |
| 15 | Light and heat | ENE3-020, 021, 033 | 3 | Light-givers give heat; rubbing makes heat; light carries energy |
| Matter | ||||
| 16 | Describe it, sort it | SR3-001, 002, MAT3-001, 002, 003 | 5 | Observe with more than your eyes; describe an object by its properties; sort and order |
| 17 | Measuring tools | SR3-003, 004, 005, 006, 007 | 5 | Thermometer, scale, measuring jug; pick the right one; two groups can disagree |
| 18 | Which has more? | MAT3-004, 062, 005, 006 | 4 | More mass, more space, warmer, decided by a measurement; MAT3-062 "everything takes up space" (JM ruling on Olivia's comment, 28 Sep 2026) sits before the space comparison — MAT3-062 taught implicitly inside the volume lesson, no lesson of its own (James, 29 Sep 2026; "Everything takes up space" lesson cut) |
| 19 | Sinks, floats, sticks to a magnet: choosing materials | MAT3-007, 008, 060, 061 | 4 | Test a property, then pick the material for the job |
| 20 | Solids, liquids and gases | MAT3-065, 022, 023, 021, 020, 024 | 6 | MAT3-063 and 064 (air is something; air is made of tiny pieces) moved to Topic 11 Sound on 29 Sep 2026 (James: "move that lesson from matter to the sound topic"); Topic 20 opens on a recall of them and coins "matter". Then (Olivia's order): every kind of matter is made of tiny pieces; air takes up space; gases spread out to fill their space; liquids take their container's shape; solids keep theirs; then the sort with the awkward cases. MAT3-063, 064, 065 were added on 28 Sep 2026 (JM's rulings on Olivia's comments) before MAT3-022 in the chain; eight lessons is over JM's 3–6 size, so the Topic 20 build record (decision 1) proposes a split after MAT3-022 into "Air is something" (4) and "Solids, liquids and gases" (4), renumbering Matter to 16–22, Earth & Space 23–32, Life 33–43 — nothing after Topic 19 is authored, so the renumbering costs nothing now |
| 21 | Heating and cooling | MAT3-040, 041, 042, 043, 044, 045, 046 | 7 | Heating and cooling change the state but it is the same water (split candidate: melting/freezing vs evaporating/condensing) |
| Earth & Space | ||||
| 22 | Measuring the weather | EAR3-017, 018, 019, SR3-010, EAR3-020, SR3-011 | 6 | Three instruments, a weather diary, reading it back |
| 23 | Weather over a season, and far away | SR3-012, EAR3-022, 023, 021, 024 | 5 | A season's records make a chart; the chart predicts; other places differ |
| 24 | Volcanoes, earthquakes, landslides | EAR3-007, 010, 008, 011, 009, 012 | 6 | What each one is, then how it changes the land fast |
| 25 | Dangerous weather | EAR3-013, 014, SR3-022 | 3 | Weather can do damage; a defence holds it back; pick the sensible cause |
| 26 | Soil | EAR3-001, 002, 003, 004 | 4 | Soil is broken rock plus dead things |
| 27 | Fossils | EAR3-029, 030, 031, 032, 033 | 5 | A few dead things last as fossils and tell of the past |
| 28 | Using and conserving natural resources | EAR3-040, 041, 042, 043 | 4 | Everything you own started as a natural resource; some run short |
| 29 | The Sun | SPA3-001, 007, 002 | 3 | A huge glowing ball of gas; a star; the source of Earth's energy |
| 30 | The stars | SPA3-003, 004, 005, 006 | 4 | Stars differ; they look like dots because they are far; telescopes show more |
| 31 | The solar system | SPA3-010, 011, 012, 013, 014 | 5 | Earth orbits the Sun with seven other planets; the Moon orbits Earth |
| Life | ||||
| 32 | Alive or not | LIF3-001, 007, 008, 009, 002 | 5 | Living things grow, feed, move and make more; sort living from non-living |
| 33 | What living things need | LIF3-003, 004, 005, 006 | 4 | Food, water, air and a place that suits them |
| 34 | Backbone or no backbone | LIF3-010, 011, 070 | 3 | Grouping by shared features; vertebrates, invertebrates, arthropods |
| 35 | The five vertebrate groups | LIF3-015, 016, 017, 018, 019, 012 | 6 | Mammal, bird, reptile, amphibian, fish, then the sort |
| 36 | Eggs, body parts and senses | LIF3-013, 020, 027 | 3 | Egg-layers or live birth; body parts do survival jobs; animals sense, then respond |
| 37 | How plants make new plants | LIF3-071, 072, 014, 024 | 4 | Seeds, spores, the sort, the flower's job |
| 38 | Plant parts and their jobs | LIF3-021, 022, 023 | 3 | Roots, stem, leaves |
| 39 | Plants respond | LIF3-025, 026, 028 | 3 | Stems grow to the light, roots grow down; plants respond by growing, animals by moving |
| 40 | Life cycles and family likeness | LIF3-030, 031, 040, 041, 042 | 5 | Every life runs in a cycle; offspring take after their parents but differ |
| 41 | Food chains | LIF3-050, 051, 052 | 3 | Every food chain starts with the Sun; remove a link and the rest changes |
| 42 | Living together and coping with change | LIF3-060, 061, 062, 063 | 4 | Groups, places and seasons decide who survives |
Totals: 183 lessons, 42 practice sets, 42 PP100s (banks of at least 50 items each), 4 strand tests (after Topics 15, 21, 31, 42), 1 end-of-grade test.
Why this grouping
- Every prerequisite edge points backwards in this order. Checked atom by atom in the assembled files; no forward reference.
- Animal topics (33-35) and plant topics (36-38) are separate, as James asked; the plant-versus-animal response contrast (LIF3-028) closes Topic 38 because it needs both sides taught.
- Topics 3 and 4 teach Earth's pull and magnets without the word force; Topic 5 coins it on all three kinds (Olivia's sequence). Topic 8 carries the two force-arrow atoms so Topics 9 and 10 can draw balanced and unbalanced forces.
- Topic 24 puts "what a volcano is" straight before "volcanoes change the land fast", and the same for earthquakes and landslides: what it is, then what it does.
What changes: the folder gets grade3/topicNN_build/ per topic; Topic 1's blueprint is approved; Topic 1 is built first.
Card 3 — Topic 1 is the pilot (approved)
The call: pilot "Where is it? Did it move?" end to end — 8 lessons, an attached question per video, a ten-item quiz after each, mixed practice, summary video, PP100 — before any other topic starts.
- It is the first thing a Grade 3 student meets, so the whole format ladder gets tried where the stakes are lowest.
- It holds a fact, four sorts, two routines and a prediction. Every check type the course needs appears once.
- Its quiz items are drawings of everyday scenes, so the figure pipeline for young grades gets tested too.
- Topics 3 to 10 follow, reusing the golden Forces pack where its lessons match (push or pull, force on one object, strength, direction, more than one force, the balanced and unbalanced lessons).
Card 4 — Scientific Reasoning is taught where it is used
The call: each of the 13 Scientific Reasoning atoms is a lesson inside the topic that first needs it, with its check there; no separate strand, no separate test.
| SR atom | Host topic | Why there |
|---|---|---|
| SR3-001 Observe with more than your eyes; SR3-002 Observation or idea about it? | 16 Describe it, sort it | describing an object's properties is observing |
| SR3-003 Read a thermometer; SR3-004 Measure mass with a scale; SR3-005 Measure the volume of a liquid; SR3-006 Pick the right measuring tool; SR3-007 Two groups, two different answers | 17 Measuring tools | the tools before "which has more?" uses them |
| SR3-010 Record results in a table; SR3-011 Find a value in a table | 22 Measuring the weather | the weather diary is the first table students fill and read back |
| SR3-012 Read a pictograph or bar graph | 23 Weather over a season | the graph before the graphing routine |
| SR3-020 Spot the pattern; SR3-021 Use the pattern to predict | 1 Where is it? Did it move? (inside L07 and L08) | the swing's repeat is the pattern |
| SR3-022 Choose the sensible cause | 25 Dangerous weather | first place students pick a cause for an event |
Card 5 — Tests and benchmarks
The call: a PP100 per topic; a static end-of-strand test per strand (some free response); one static end-of-grade test; all Grade 3 tests are our own banks, seeded from released grade-5 items filtered to Grade 3 atoms.
- No state tests science before grade 5 (D1 ruling). The released STAAR, Florida SSA and AZSCI grade-5 forms give the style and difficulty; items tagged to Grade 3 atoms seed the banks.
- The strand tests fall after Topics 15, 21, 31 and 42.
- The end-of-grade test samples all four strands with free-response items.
What happens next
Topic 1 is built as the first interactive version for James: the topic intro (video script and article), eight lessons each as a video script with animation guidance and an article with figures, one attached question per video, a ten-item quiz per lesson, mixed practice, the summary video script and the PP100 bank. Topic 3 follows, reusing the golden pack.