Topic 3 Earth pulls things down — what needs James (7)

Topic 3 · Lesson 1; Lesson 2; Lesson 4; Lesson 6

Does "gravity" join "Earth's pull" as a second name from Lesson 1 on, or stay where you put it?

What it says now: Lessons say "Earth pulls it down" throughout (your 25 Sep rule: Earth is the doer, the pull is Earth's pull, "gravity" names the happening; your 28 Sep order: "leave gravity at the end"). Lesson 1 says the name once ("It has a science name too — gravity"); Lesson 6 names it and retests the topic in that word; every typed answer accepts both names.

Olivia's suggestion: "Do not say, 'We call this Earth's pull.' Rather say, 'This pull from the Earth has a name. It's gravity.'… Every time you say gravity you say 'or the Earth's pull' to define it." Then, after Lesson 5: "Maybe disregard previous comments about not calling it the Earth's pull. Still call it the Earth's pull but start talking about gravity earlier."

Recommendation: Keep your rule and order; add one Lesson 1 recognition item on the name ("What is the name for the pull that comes from Earth?" — gravity / speed / position).

Reason: Her second note agrees with the first half of your rule. Pairing on every line would touch six live videos' audio (not single-word edits) and every stem in the topic. What is missing is cheap: Lesson 1's typed term item has no MCQ offering "gravity" before it (recognition before recall).

Topic 3 · Lesson 1; Lesson 2; Lesson 3; Lesson 4; Lesson 6

Do the moving-up cases stay in Lessons 1 to 4, or wait until pushes and pulls are taught?

What it says now: 13 quiz items put a thing on its way up (a thrown ball, a jumping child, a bird, a frog, an arrow) and ask only "Is Earth pulling on it?" or "Which way?". Lesson 1's video shows a jump and a throw after the apple and the ball. You added Lesson 2's atom (FOR3-029) on 28 Sep for exactly these cases: "Something's moving upwards. Is the Earth pulling? … make it super clear that the Earth is always pulling on any object."

Olivia's suggestion: "this is a very hard concept: that Earth is pulling things down while things are going up. They have not learned about other forces yet… just keep it simple and stop the video." (Lesson 1, the video script) · "Save the movement questions for later." (Lesson 2, question uiz) · "I can see how doing only falling down might build a misconception but I think we can just address it later on." (Lesson 2, the video script)

Recommendation: Keep them. If you want to meet her part-way, trim Lesson 1's video to the apple and the ball and leave Lessons 2 to 4 whole.

Reason: No item asks why the thing goes up; that is Lesson 5's and Topic 7's job. Removing them teaches Earth's pull on still and falling things only, the misconception you named. Her Lesson 1 cut (at 44 s) also removes the rule and the "your turn", so it is a re-close (R2 in the video file), not a trim.

Topic 3 · Lesson 2; Lesson 3; Lesson 5; Lesson 6; the intro video; the summary video; the test bank

Do Lessons 5 and 6 move out of this topic to after pushes and pulls, with Lesson 3 folded into Lesson 2?

What it says now: Lesson 5 "A strong enough pull beats Earth's pull" is atom FOR3-022, the one Florida's SC.3.E.5.4 demands, prerequisites Lessons 1 and 4 (both here); you approved it 28 Sep with the plane and the bungee cord. Lesson 6 names gravity and retests. Lesson 3 "Earth pulls straight down" is FOR3-030, your 28 Sep addition, with its own 48-second video. The physics lessons already run in Olivia's order at topic grain: Topic 3 Earth pulls things down → 4 Magnets → 5 What a force is → 7 A push or pull starts things moving → 9 Balanced forces (whose first many-forces lesson puts Earth's pull beside the floor's push).

Olivia's suggestion: "I like most of this video but it's too early for it. The kids need to learn other forces first… we just need to move the video until later" (Lesson 5) · "this video doesn't have enough to be a video on its own… put it into the previous video" (Lesson 3) · "it'll be: 1. gravity 2. magnets 3. the applied force. There can be a lesson on how objects have multiple forces acting on them at once."

Recommendation: Keep all three here; add one forward line in Topic 9's first many-forces lesson instead.

Reason: Moving Lesson 5 moves its atom on the register (knowledge-graph repo), about 20 of the 50 bank items, and re-renders the intro and summary (the rocket, "how anything gets back up"); Topic 7 or 9 then teaches it with the word "force". Folding Lesson 3 is a new Lesson 2 render. Lesson 5 is already the gentlest two-pulls treatment the strand has (no "force"; "beat" as the everyday word).

Topic 3 · the intro video

Does the intro get re-scripted on "why do things fall down and not up?"

What it says now: The live intro (59 s, approved 28 Sep with your scene-1 line "So what pulled her down? It was the Earth.") shows a diver, the girl on the bar and a rocket, and ends on "how can anything go up?", the hook for Lesson 5. A re-script is a new 60-second video with a new id; the beats are drafted (R1 in handoff/G3T03/videos/FEEDBACK_OLIVIA_2026-10-03.md, 113 words): a cup falls; "why down and not up?"; a spoon floats up, called wrong; the girl on the bar; the ready line and poll.

Olivia's suggestion: "you are starting by telling them something that they already know (things fall down) but saying it a bit in a way like you are giving them new information. Instead, I would acknowledge that they know things fall down and challenge them: 'Have you ever thought about why things fall down and not up?'… the person on the diving board jumps; they don't dive… I think the rocket ship portion should be removed."

Recommendation: Keep the live intro unless Lesson 5 moves; then R1 replaces it.

Reason: Her framing is good and costs one render; but the rocket is Lesson 5's hook, so the intro and A35 go together.

Topic 3 · the summary video — new version

Swap in the new version?

What changed: Edit 1 (2026-09-29): visual-only, audio unchanged — hand redrawn as a mitten; same video_id, version 2.

Reason: It does what Olivia asked for in this video; the spoken lines she named are the only ones that change.