Skill: course-build → write-video-script, write-lesson, write-mcqs, sentence-atomise @ fb2b865

James's notes on Topic 39 — triage (2 October 2026)

Source: reviews/james/NOTES_G3T39_2026-10-02.md. Four notes (the intro script, L01, L03, the summary script). None of this topic's videos exists, so every change is a text edit; nothing is committed.

In plain words

The intro is now his five sentences: a bean plant, go away and come back, it has moved toward the light, all plants respond to their surroundings, that's what this topic is about, the ready line. Liesl is Emma (a name a child can spell; the names register shows it nowhere else in the course). The pea tendril is gone from L03: its forest line, its article section, its script beat, its quiz item and its photo, and the PP100 exemplar whose key it was now sits on a seedling leaning out from under a shelf. The summary opens "Plants respond to their surroundings. Here's everything we found out about how plants respond." and speaks only the rules: 141 words became 91.

The table

his note (verbatim)	action	where
"this is a simple premise that you've worded in a confusing way - reword it like this: Here's a bean plant. Go away and return, you'll see that it's moved towards the light. That's because all plants respond to their surroundings. And that's what this topic is all about. Okay, so are you ready to find out how plants respond?"	applied: his sentences in his order, written as full sentences with a subject and a verb each (S38); US spelling ("toward"); the screen follows the words (the plant standing straight, the DAY chip counting up and the same plant leaning to the window, the sunlight, the replies). 46 words, 1 question mark, no coining, no map line, no lesson named; the poll unchanged. The 30 Sep intro (Tindra's windowsill, the upside-down seed, "doing something") is replaced whole	`content/G3T39.py` intro_script
"'Liesl' - don't use names like this where they are very hard to spell if we're showing them in written articles or questions"	applied: Emma throughout L01 — lesson_type note, headache, article idea lines and captions, script beat 1 and its screen cue; the figure key `liesl_window_cartoon` → `emma_window_cartoon` with its description, alt text and image brief; the finished cartoon moved to `handoff/G3T39/images/generated/emma_window_cartoon.jpg` (the picture carries no text, so no re-render is needed). `build_tools_names.py Emma Liesl Tindra`: Emma topic39 only, Liesl free, Tindra free. Old-name grep over `content/*.py` and the built page: 0	`content/G3T39_lessons.py` L01; `content/figures.py`; `handoff/G3T39/images/generated/`
"tendril - not a word kids will know - you can just delete this example, we have enough"	applied: deleted everywhere — L03's forest line ("A pea tendril grows round a stick it touches. A root turns and grows down." → "A seed's root turns and grows down. The root responds by growing too."), the article's "Two more plants" section (now "One more plant": the root, with L02's Day 7 jar drawing as its figure, so the example set keeps a figure), script beat 5, quiz item L03-q5 (Rosalia's pea plant; the quiz is 10 items, the moving/growing key string 0 1), the figure `pea_tendril_photo` (function, key, kind, brief), the figures docstring, and the lesson_type and check_design notes. PP-8 (type 8, "which of these is a plant responding by growing") had the tendril as its key: re-instanced as "a seedling's stem leaning further out from under a shelf each day, toward the light", key position unchanged; the type sheet carries a dated note	`content/G3T39_lessons.py` L03; `content/figures.py`; `content/G3T39.py` PP100; `records/TYPES_G3T39.md`
"Plants respond. - to what? --> Plants respond to their surroundings."	applied, beat 1	`content/G3T39.py` summary_script
"And agin, the summary can be more concise by not recapping all the individual examples: stem grows toward the light / seeds grow down, whichever way up / animals respond by moving, quicky; plant responds by growing (cut the cat and bean examples)"	applied: beat 1 "Plants respond to their surroundings. Here's everything we found out about how plants respond."; then the four lexicon sentences word for word (the stem toward the light; not a push, by itself; the root down whichever way up; moving quickly / growing slowly), the one-line "A root isn't falling" boundary, and "Okay, now your turn." Cut: the turned pot, the upside-down seed's root and the jar on its side, the cat and the bean plant. 141 → 91 words (cap 175). The three attached questions unchanged	`content/G3T39.py` summary_script

The new intro, in full

Here's a bean plant. → [the cartoon: a bean plant in a pot on a sunny windowsill, standing straight; no title slide]
Go away and come back, and you'll see that it has moved toward the light. → [time passes: the DAY chip counts up; the same plant now leans toward the window]
That's because all plants respond to their surroundings. → [the leaning plant; sunlight through the window]
And that's what this topic is all about. → [the windowsill scene holds]
Okay, so are you ready to find out how plants respond? → poll (Yes, let's go! / Not sure yet / Let me watch that again)

The new summary, in full

Plants respond to their surroundings. Here's everything we found out about how plants respond.
First, when the light comes from one side, a plant's stem grows toward the light, a little each day.
The light does not push the plant. The plant grows toward the light by itself.
Next, a seed's root grows down, whichever way up the seed is planted.
A root isn't falling. It grows down, a little each day.
Then, an animal responds by moving, quickly. A plant responds by growing, slowly, over days.
Okay, now your turn.

Judgements

"it has moved toward the light" is James's word. The topic's own line is that the stem GROWS, not moves (Topic 32's turning is the moving part), but the intro teaches nothing and "moved" is the everyday word a child uses for what they see; the lessons draw the line. Kept as he wrote it.
His intro has no "To find out, we will look at…" map line (1 Oct rule). His wording is a ruling and says "no teaching beyond what he wrote", so the map line is left out; "that's what this topic is all about" does its job.
"Plants respond to their surroundings." and the opener "Here's everything we found out about how plants respond" are both his; both are spoken, as beat 1's two sentences.
The summary keeps the two lexicon sentences his bullets do not name ("The light does not push the plant…" and "A root isn't falling…") because they are rules, not examples, and the convention is that every lexicon sentence is spoken; cutting them is a one-line change if he prefers.
L03's article section after the tendril went needed a figure (a new example set gets a subtitle and a figure): it reuses L02's jar_three_seeds_after, the topic's own drawing of the root that turned, as the script's beat 6 already does.
handoff/G3T39/images/generated/pea_tendril_photo.jpg and the image session's takes/qc records for the tendril photo and G3T39_liesl_window_cartoon are left on disk (history; no page reads them). The stale copies in course_preview/topic39/media/fig/ were removed.
closing_bullets: this topic's module has no such field (Topics 2–10 do), so there was nothing to match; the summary's three attached questions already map to the three rules.
Checker: python3 build_tools_check_topic.py grade3/topic39_build/content/G3T39.py → 0 FAIL, 16 WARN (19 before; all S36 unusual-word lines of pre-existing kinds, plus the S11 type-sheet bank). S38 fragments 0. Budgets: intro 46 words (cap 120), summary 91 (cap 175), L01 145, L02 138, L03 123 (cap 150). Page rebuilt: course_preview/topic39/index.html (old names 0). Not committed; no video exists.