Topic 42 — Living together and coping with change — blueprint (29 September 2026, authored end to end; no blueprint gate)
What I need from you: 4 decisions
Do the words "thrive" and "perish" stay out of the student text?
LIF3-063 is titled "Thrive, move, or perish". The lessons say "stays and survives well", "moves away" and "dies" — the words a Grade 3 student has (L02 taught "survives well", Topic 36 taught "survive"), and NGSS 3-LS4-4's own three outcomes. "Thrive" and "perish" appear nowhere a student reads.
My recommendation: keep them out; the atom's title is the register's, not the student's.
Does every attached question use a fresh scene (as built), or the video's own scene?
the vault note says an attached question is easy for someone who has just watched — "the video's own scene (same objects, same names)". This topic's seven gates use fresh scenes (baboons for the meerkats, moss for the cactus, cranes for the geese, rabbits for the pond; zebras, a jumping mouse, catfish), so each is a small transfer, not the video's own case. All seven stand alone, so no rule is broken; the non-author reviewer asked which reading you want.
My recommendation: keep the fresh scenes — the quiz that follows repeats the move on more fresh scenes, and a gate on the video's own picture tests memory of the scene, not the atom.
Does L03 stay one lesson, or split into an animals lesson and a plants lesson?
L03 coins three words — migrate, hibernate, dormant. The register merged plant and animal seasonal responses into one classify atom (LIF3-062's cross note). The script runs to 149 words with three coinings and the bison boundary case; the article has 35 idea lines under six subtitles. Your "bite-sized" flag names multi-step lessons as a length risk. records/ATOM_PROPOSALS_G3T42.md writes the split as LIF3-062a/b, provisional, not recommended.
My recommendation: keep one lesson — every case answers one question ("what does it do when winter comes?") on one table, which is the classify performance the register argued for.
Do the nine question types on the type sheet stand?
nine types, nine exemplars, in TYPES_G3T42.md. LIF3-063 carries three types alone (6 easy, 7 medium, 9 hard typed as a pair with LIF3-061) because it is the topic's capstone Transformation atom and the one the tests reach for; every other atom has two. Type 4 pairs LIF3-061 with LIF3-063 ("moves away" as a distractor for a rooted plant). The non-author review found three of the first nine exemplars were page items re-nouned; all three are re-instanced (a storm-flattened wood, caribou that walk, a lake a town drains).
My recommendation: approve nine.
Topic 42 at a glance — 4 lessons
| Lesson | Opens on | Format | |
|---|---|---|---|
| L01 | Living in a group helps an animal survive | Here is Josephine at the wildlife park. | video + article |
| L02 | Survives well, survives poorly, or does not survive | Here's Alistair with three small cactus plants, all cut from one big cactus. | video + article |
| L03 | What living things do when winter comes | Here is Iolanthe's yard in October. | video + article |
| L04 | When a place changes quickly: stay, move away, or die | Here is Benedict's pond in June: fish, two herons, and tall grass round the edge. | video + article |
What this topic is, in five lines
Four short lessons, one per atom, the last topic of the Life strand and of the Grade 3 course. A student learns that living in a group helps an animal survive — the group keeps watch (staying safe), keeps warm, or gets food together — and that some animals live alone and survive well (L01). Then that a place suits a living thing well, a little, or not at all: a place that gives it everything it needs (survives well), only some (survives poorly), or too little or far too much of something (does not survive), taught on one cactus in three places and then an earthworm (L02). Then what living things do when winter comes: geese migrate, the groundhog hibernates, the maple goes dormant, the bison stays active in a thick coat (L03). Then what happens when a place changes quickly: the drought pond's fish die, its herons move away, its tough grasses stay and survive well — one change, three endings, the same change helping some and harming others — and then a meadow paved for a parking lot (L04).
Every real animal, plant and place is a photograph; the four children are cartoons for David's pipeline; the four sort tables, the before/after place strips and the rule cards are SVG. Every verdict chip sits under the question it answers, printed as the column heading. The topic reuses, and never re-coins, Topic 33's "need" and "a place that suits it", Topic 36's "survive" and job words, Topic 36/39's "responds" and Topic 23's "typical weather"; it coins migrate, hibernate and dormant (TEKS 3.12A's words).
Applied without asking (rulings you have already given, and the coordinator's 29 Sep rulings on the non-author review): hard PP100 items are typed (two of nine exemplars, both text entry); every attached question stands alone with its own drawing; no option bundles a verdict with a reason; every stem a positive question; colour in figures with kinds and a brief each; people and hands never glyphs; scene changes spoken with "let's" and never as an imperative; the intro ends on a ready line and a poll, names no lesson and coins nothing; three questions on the summary; contractions and varied openers; surprising members first (the meerkat sentry, the wolf pack and the honeybee ball before any everyday picture; a lone tiger; a drought that HELPS the grass; a human change); no intention words, no "adapt" or "evolve", hibernating and migrating described as what is observed; one lesson per atom, four lessons; names checked against the course register and re-checked before the report.
Living in a group helps an animal survive L01
Here is Josephine at the wildlife park.
Ten meerkats dig in the sand for beetles.
One meerkat stands tall on a rock and does not eat.
It stands there all the time the others feed.
Why does it stand there, hungry?
A group is many animals of one kind living together.
One meerkat keeps watch and barks when a hawk comes, so the other meerkats feed in safety: staying safe.
A wolf pack chases a moose from all sides and catches it: getting food.
Thousands of honeybees crowd into a ball in the hive, so the bees in the middle stay warm: keeping warm.
A tiger hunts alone and survives well.
Living in a group helps an animal survive: staying safe, keeping warm, or getting food together.
Some animals live alone and survive well.
Video: the hawk's shadow and the meerkats vanishing into the burrow; the groups table filling row by row — video and article.
Part 1 — LIF3-060 — Explain how living in a group helps an animal survive
Part 1q — quiz, 10 items
Survives well, survives poorly, or does not survive L02
Here's Alistair with three small cactus plants, all cut from one big cactus.
He puts one on the sunny windowsill, one in a shady corner, and one in a bowl of water.
Two months later, the sill cactus is fat and green.
The corner cactus is thin and pale.
The bowl cactus is soft and brown.
Why did three plants from one cactus end up so different?
A cactus comes from the desert, so it needs a dry, bright place.
The sunny sill is dry and bright: it gives the cactus everything it needs, so the cactus survives well.
The shady corner is dry but dark: it gives the cactus only some of what it needs, so the cactus survives poorly.
The bowl of water is far too wet: the roots rot, so the cactus does not survive.
An earthworm survives well in damp soil, poorly in dry, sandy soil, and not at all on a hot sidewalk.
A place that gives a living thing everything it needs: it survives well.
A place that gives it only some of what it needs: it survives poorly.
A place with too little, or far too much, of something it needs: it does not survive.
Video: the three pots ringed in turn; the places table filling — video and article.
Part 1 — LIF3-061 — Decide whether a living thing survives well, poorly or not at all in a described place
Part 1q — quiz, 11 items
What living things do when winter comes L03
Here is Iolanthe's yard in October.
Geese fly over in a V.
The maple is red.
A groundhog eats clover by the fence.
Now it is January.
Snow covers the yard, and the maple is bare.
The geese are gone, and so is the groundhog.
Where did everyone go?
Winter here is typically cold, with snow, so the clover and the beetles are gone.
The geese flew south to a place with open water and food, and in spring they fly back: the geese migrate.
The groundhog stays in its burrow, its body cold and slow, not eating, living on its stored fat: the groundhog hibernates.
The maple dropped its leaves and stopped growing, and in spring it grows new leaves: the maple is dormant.
The bison stays out all winter in a thick coat and digs through the snow for grass: it stays active.
When winter comes, some animals migrate, some hibernate, many plants go dormant, and some animals stay active in a thick winter coat.
Video: a map line south and back for the geese; the seasons table filling — video and article.
Part 1 — LIF3-062 — Name how a plant or animal responds when the season changes
Part 1q — quiz, 11 items
When a place changes quickly: stay, move away, or die L04
Here is Benedict's pond in June: fish, two herons, and tall grass round the edge.
Now it is August.
No rain has fallen for two months.
The pond is a bed of cracked, dry mud.
The fish and the herons are gone.
Where is everything?
The drought changed the pond quickly: the water is gone.
A fish cannot leave the water, and the water is gone, so the fish died.
A heron can fly, so the herons moved away to a pond that still has water.
The grasses need little water, so they spread over the dry mud and survive well.
One change, three endings: the drought harmed the fish and helped the grass.
When a place changes quickly, some living things stay and survive well, some move away, and some die.
The same change helps some living things and harms others.
Video: a heron lifting off; the change table filling; the meadow strip — video and article.
Part 1 — LIF3-063 — Predict whether living things stay and survive well, move away, or die when their place changes quickly
Part 1q — quiz, 10 items
Language decisions
- "Group" is not coined (the everyday word covers it); one idea line says what a group is here. The help a group gives is named with Topic 36's job words, so the student meets no new set.
- The three L02 verdicts are NGSS 3-LS4-3's own words — survives well, survives poorly, does not survive — and "survives poorly" is glossed once as "alive, but only just".
- Hibernating is described as what is observed (body cold and slow, not eating, living on stored fat), never "sleeps all winter"; migrating as flying (or walking, or swimming) to a place with food and back in spring, never "goes on vacation".
- No intention word anywhere: no animal "decides", "wants", "tries" or "chooses"; the meerkats are never "friends"; nothing "adapts" or "evolves". Some survive and some do not, in the atom's words. "Dies" is said plainly.
- "Thrive" and "perish" (the atom's title words) are not student words (decision 1).
- The Topic 39 seam is closed by a cut: L03 never says the maple "responded"; the neutral "Each living thing responds to winter in its own way" stays. An amendment to Topic 39's rule ("…or by stopping its growing…") is queued separately by the coordinator.
PP100 type sheet (TYPE_SHEET_ONLY; James's 28 Sep night ruling: hard items are typed)
Nine types, nine exemplars, in records/TYPES_G3T42.md (rendered course_preview/review/TYPES_G3T42.html): 4 easy MCQs, 3 medium MCQs, 2 hard text-entry items. Coverage: every atom alone; LIF3-061 + LIF3-063 in two pair types.
Figures
51: 22 svg (four sort tables in their growing states, two before/after strips, four rule cards), 22 photo placeholders (every real animal, plant and place), 7 cartoon placeholders (the four children's scenes). Each carries an image kind and a David-only brief. Self-check: records/FIGURES_G3T42_2026-09-29.md.
Deliberately not taught
Why animals form groups (intention); the words thrive, perish, adapt, evolve, extinct, habitat, ecosystem; food chains (Topic 41 owns them); torpor as distinct from hibernation; which plants are evergreen; the mechanism of leaf drop; that a changed place can be changed back.
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 |
| 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 |
| 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 |
| 11 | Energy: what has it, how it travels | ENE3-001, 002, 003, 004, 005, 034 | 6 | Energy makes things happen; light, sound and electricity carry it; faster means more |
| 12 | Sound | ENE3-030, 031, 032 | 3 | Sound comes from vibration and travels to your ear |
| 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 |
| 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 | MAT3-063, 064, 065, 022, 023, 021, 020, 024 | 8 | Air first (Olivia's order): air is something you can feel; it is made of tiny pieces too small to see; so is every kind of matter; 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.