Post-lesson quizzes: where to cut
Grades 3, 4 and 5 · every lesson quiz read by a reviewer who was not its author · nothing changed yet · 14 October 2026
Decisions I need from you
Which shape do the Grades 3–5 lesson quizzes take?
Shape A, your words this afternoon for these grades: average near five; the really obvious lessons two or three; the complicated ones more, capped at ten. The readers applied it lesson by lesson (obvious 2–3, one-step 4–6, routine 5–8, complex up to 10) and chose which items stay.
What A does: 5201 questions now → 3100 (40% cut); average 10.1 → 6.0 per lesson; lessons above ten go from 173 to 0. The average sits above five because almost every lesson keeps a trap, a term pair and, where the routine has steps, its scaffold run.
Shape B, the rule you gave the middle-school courses the same afternoon (14 Oct, MS Physics Topic 1): at most five questions, an easy lesson two or three, the rest kept in a reserve. Applied here on top of the readers' keeps it would give about 2522 questions, average 4.9 (an estimate: which five is a second pass). Your note scoped that rule to grades 6–8 and left grades 3–5 on the 29 Sep ruling until you said otherwise.
My recommendation: Shape A for grades 3–5. Younger children need the fluency repetition more than older ones, the readers' keeps already remove the repeats you named, and a hard five would cut scaffold runs on measuring and reading routines that an eight-year-old still needs.
Where do the cut questions go?
Each cut item is either a clean four-option question that stands on its own, or a two- or three-option or figure-bound item that only made sense inside its quiz.
48 of the 2101 cut items are clean four-option questions a PP100 bank could take as they stand; the rest are fluency repeats.
The middle-school rule keeps cut items verbatim in a reserve beside the lesson, where the practice set and the bank can draw on them; nothing is deleted.
My recommendation: The same reserve here: every cut item moves to a reserve list in its lesson, the clean four-option ones also offered to a short bank. Nothing is deleted and any item is one line to restore.
Does the checker enforce the shape you pick, for new quizzes from today?
Today the Grades 3–5 checker has no view on quiz length; the middle-school checker fails a quiz above five since this afternoon.
Shape A would FAIL above ten and WARN above six on a lesson marked obvious or one-step; Shape B would FAIL above five. Existing quizzes are trimmed by the pass above, not by the checker.
My recommendation: Yes, matching whichever shape you pick in the first card.
Applied without asking: the one question attached to each video (the XP gate) is outside this count and is not touched; the mixed practice set and the PP100 are not touched; the readers kept every misconception trap, term recall, boundary case and scaffold run on a multi-step routine.
The plot in five lines
514 lessons, 5201 questions after them. Average 10.1 per lesson; the readers propose 6.0.
Grade 3: 197 lessons, average 10.8 → 5.9; 100 lessons above ten now, 0 after; every quiz loses at least one item.
Grade 4: 163 lessons, average 10.4 → 6.2; 63 lessons above ten now, 0 after; every quiz loses at least one item.
Grade 5: 154 lessons, average 9.0 → 5.9; 10 lessons above ten now, 0 after; every quiz loses at least one item.
What the waste is: same options, new instance (803 items); same sort repeated (407 items).
Charts
Grade 3 by topic: average questions per lesson, now and proposed
Grade 4 by topic: average questions per lesson, now and proposed
Grade 5 by topic: average questions per lesson, now and proposed
Examples: what a cut looks like
Each reader picked the clearest cases in its slice, and one quiz it kept long. Stems are quoted as the student sees them.
Grade 3 · G3T05 L01 — What a force is
19 items; seven are the same 'is this a force?' yes/no with a new scene each, two more re-ask Topics 3 and 4, and the definition is asked twice
- A magnet pulls a steel spoon up to it. Is the magnet's pull a force?
- Earth pulls a falling pencil down. Is Earth's pull a force?
- A girl drags a heavy box across the floor. Is her pull on the box a force?
- The wind pushes a leaf along the sidewalk. Is the wind's push a force?
- A tree's shadow covers a plant every afternoon. Is the shadow a force on the plant?
- A steel pin lies on a table. Which of these is a force on the pin?
Keep: items 3, 5, 6, 7, 10, 16, 18, 19 (19 → 8)
Why: the definition recognised once, one item per named force (magnetic force, weight, contact force), the staring boundary, the only-hands trap, recognition then typed 'force'; 11 items go
Grade 3 · G3T01 L03 — Say how far and which way
15 items cut to 8, but the scaffold run and both coined terms stay
- Which sentence tells EXACTLY where the ball is?
- Which sentence tells EXACTLY where the bag is?
- Which sentence gives a distance AND a direction?
- Which sentence gives a distance AND a direction?
Keep: items 3, 4, 5, 10, 12, 13, 14, 15 (15 → 8)
Why: a three-step routine coining two terms: the scaffold pair (how many steps, which way) stays as a run, one bare EXACTLY item, one distance-AND-direction item, recognition then typed recall for both distance and direction; the paired duplicates (6, 11) and the re-tests of L02 go
Grade 3 · G3T02 L08 — Slowing down
14 items; twelve are 'is it slowing down?' yes/no, six of them the same three-numbers pattern
- A bike rolls up a hill for three seconds. In the first second it goes 5 meters. In the next second it goes 3 meters. In the third second it goes 1 meter. Is the bike slowing down?
- A rowboat moves for three seconds. In the first second it goes 6 meters. In the next second it goes 4 meters. In the third second it goes 2 meters. Is the rowboat slowing down?
- A delivery van moves for three seconds. In the first second it goes 9 meters. In the next second it goes 5 meters. In the third second it goes 1 meter. Is the delivery van slowing down?
- A plane is coming in to land. In the first second it goes 60 meters. In the next second it goes 40 meters. In the third second it goes 20 meters. Is the plane slowing down?
- A car comes up to a red light. Each second it goes less far than the second before. Is the car slowing down?
Keep: items 3, 4, 6, 10, 11 (14 → 5)
Why: one numbers yes, one drawn yes, one drawn no, one steady no, and the slow-but-steady turtle (the case a child gets wrong); the two opening recalls re-test L05 and L07
Grade 3 · G3T01 L06 — Straight or curved path
14 items; eleven are 'straight or curved?' on a dotted line with a new mover each
- Look at the dotted line behind the skateboard. Is the skateboard's path straight or curved?
- Look at the dotted line behind the goldfish. Is the goldfish's path straight or curved?
- Look at the dotted line behind the elevator. Is the elevator's path straight or curved?
- Look at the dotted line from the end of the hose. Is the water's path straight or curved?
- The dotted line shows the path the rocket took as it blasted off. Is the rocket's path straight or curved?
- Look at the dotted line behind the runner. Is the runner's path straight or curved?
Keep: items 1, 3, 5, 12, 13, 14 (14 → 6)
Why: one straight on the ground, one arc, the zip line (straight through the air - the near-miss), the circle trap, recognition then typed 'path'
Grade 4 · G4T08 L02 — Spot the taller wave
Five identical compares and two term recalls for one comparative word
- Which wave has the bigger amplitude?
- Which wave has the bigger amplitude?
- Which wave has the bigger amplitude?
- What do we call how tall a wave is, from the middle line up to its top?
- Which sentence says what a wave's amplitude is?
Keep: items 1, 2, 5 (top / same / bottom), 6 (the arrow), 7 (tops-closer confusion), 9 (one term recall) (10 → 6)
Why: Three compares give one key per outcome; the fourth and fifth are the same decision on a new drawing. Items 9 and 10 both recall the term. L03 (wavelength) is the mirror image and gets the same cut.
Grade 4 · G4T09 L02 — Will the bulb light?
Five "Look at the drawing. Will the bulb light?" in a row
- Look at the drawing. Will the bulb light?
- Look at the drawing. Will the bulb light?
- Look at the drawing. Will the bulb light?
- Look at the drawing. Where is the gap, if there is one?
Keep: items 1, 2 (one each way), 6, 7 (where is the gap), 8, 9, 10 (10 → 7)
Why: The lesson's skill is to follow the loop and find the gap; the where-is-the-gap items test that. After one lights and one does not, the third, fourth and fifth yes/no drawings are repetition only.
Grade 4 · G4T07 L01 — High pitched or low pitched?
Seven high/low sorts a child does without the lesson
- A small bird chirps in a tree. Is the chirp high pitched or low pitched?
- Thunder rumbles far away. Is the rumble high pitched or low pitched?
- A kitten mews for its food. Is the mew high pitched or low pitched?
- Cooper hums a deep note as loudly as he can. Is his hum high pitched or low pitched?
Keep: items 1, 7 (loud but low), 9 (quiet but high), 8 and 10 (the term, MCQ then typed) (10 → 5)
Why: High or low is known before the lesson; what the lesson adds is that pitch is not loudness. The two near-miss items carry that, so five obvious sorts go.
Grade 4 · G4T02 L02 — The one thing you change
Seven "What is the one thing X changes on purpose?" on seven described tests
- Niall waters three pots of the same kind of bean plant: one pot gets a little water, one gets more… What is the one thing Niall changes on purpose?
- A class flies one kite with a short tail, then a longer tail… What is the one thing the class changes on purpose?
- Maeve wraps one ice cube in a cloth, one in foil and one in paper… What is the one thing Maeve changes on purpose?
Keep: items 2, 3, 4 (three instances keyed B, A, C), 9 (the question-form case), 10 (the misconception) (10 → 5)
Why: One decision; three instances are fluency, seven are padding. The same shape runs through Topic 2 L03, L04 and L05.
Grade 5 · G5T04 L04 — Non-contact forces
Thirteen items for one capstone: the contact / non-contact sort runs four times after the forces have each been named once
- A boy pushes a sled across the snow with both hands. Is his push a contact force or a non-contact force?
- A magnet pulls a steel paper clip toward it before they touch. Is the magnet's pull a contact force or a non-contact force?
- A girl pulls a wagon along the sidewalk by its handle. Is her pull a contact force or a non-contact force?
Keep: items 1, 2, 3, 4, 7, 9, 11, 13 (13 → 8)
Why: Items 1–3 already name each force once; one contact case (9) and the hard non-contact case (11, weight) are the fluency the two-way sort needs. Items 5 and 8 test Grade 3 magnetism and Topic 1's universal pull, not this atom.
Grade 5 · G5T10 L02 — New substance, or just a mixture?
Eleven yes/no items on one frame, three of them the dissolved-sugar no-case in different clothes
- Sugar is stirred into warm tea until it cannot be seen. Did mixing make a new substance?
- Kieran stirs a spoon of sugar into lemonade until the sugar cannot be seen. He says the sugar changed into a new substance. Is Kieran right?
- Salt is stirred into a pot of soup until it cannot be seen. Which sentence is true of the salt after stirring?
Keep: items 2, 4, 6, 7, 8, 11 (11 → 6)
Why: The belief item (7) carries the dissolving no-case; the ink item (4) is the boundary worth keeping (a colour that is not a new substance). Item 1 says "no sign appears" in its own stem.
Grade 5 · G5T06 L03 — Where a circuit's energy ends up
Three opening items a child answers without the lesson
- A kitchen timer has a battery and a small buzzer inside. When the time is up, what does the circuit do?
- A toy train has a battery and a motor inside, and the train rolls along the track. What does the motor do?
- A heated seat pad has a battery and a heater inside. What does the heater do when the pad is on?
Keep: items 4, 5, 7, 8, 9, 10 (10 → 6)
Why: A buzzer buzzes and a heater heats; the stem of item 2 says the train rolls. The lesson's work is the carrier, the chain, the bulb-is-warm why and the no-light-means-broken belief.
Grade 5 · G5T09 L02 — Melted or dissolved?
A seven-item melted/dissolved run where four melt cases say the same thing
- A chocolate bar left on a car seat in the sun turns soft and runny. Did the chocolate melt, or did it dissolve?
- A snowman shrinks into a puddle on a sunny afternoon. Did the snow melt, or did it dissolve?
- A crayon left on a hot sidewalk turns into a colored puddle. Did the crayon melt, or did it dissolve?
- The wax at the top of a burning candle turns into a clear liquid. Did the wax melt, or did it dissolve?
Keep: items 1, 2, 4, 6, 8, 9, 10 (10 → 7)
Why: Two per class is the fluency a language sort needs; the snowman (3) also hands over the ice-cube belief item that follows it.
Grade 3 · G3T10 L02 — Unbalanced forces can make something slow down
KEPT LONG: 12 items cut only to 8 - slowing down carries three different misconceptions and a what-then-why pair
- Kenzo rolls a ball across the grass. Nothing pushes the ball forward, and the grass drags it back. What does the ball do?
- Farid throws a ball straight up. After it leaves his hand, nothing pushes it up, and Earth pulls it down. What does the ball do while it goes up?
- Elior throws a ball straight up. After it leaves his hand, the ball slows down as it goes up. Why does it slow down?
- Kavya says a puck sliding on smooth ice needs a push to keep moving. Is Kavya right?
- Rafa says that when the drag back on a sled is stronger than the pull forward, the sled speeds up. Is Rafa right?
Keep: items 1, 2, 4, 6, 7, 8, 10, 11 (12 → 8)
Why: each keep does a different job: brakes, a drawn case, grass drag with nothing pushing forward, which force is stronger, the thrown ball slowing on the way up as what then why, the needs-a-push trap, the drag-makes-it-speed-up trap; only the three re-dressed drawn cases and the rule-as-true-claim go
Grade 3 · G3T20 L06 — Solid, liquid or gas? Sort the sample
Kept long on purpose: the solid/liquid/gas capstone keeps 8 of 13 because the awkward cases are the lesson
- Sugar pours from a jar into a bowl and makes a heap. Each grain keeps its own shape. Which kind of matter is sugar?
- Fog covers a field. What is fog made of?
- Some stuff is shut inside a closed box. Nobody has seen what it does. Which kind of matter is it?
Keep: items 1, 2, 3, 4, 8, 10, 11, 13 (13 → 8)
Why: sugar, honey, air, the sand trap, fog, the sponge trap, which-clue-tells and the closed-box boundary each test a different decision; only the plain repeats (glue, cream, soda gas, milk, a second sponge) go
Grade 3 · G3T39 L01 — A stem grows toward the light
Kept long: 13 items down only to 8, because the quiz asks eight different things about one rule
- Here is a tomato seedling on a shelf. The window is on its right. In which direction will its stem grow over the next week?
- Colette's basil plant leans toward her window. She turns the pot round … What happens over the next week?
- This seedling grows under a lamp that hangs straight above it. In which direction will its stem grow?
- Gunnar puts a lamp to the left of his seedling and watches for one minute. He says the stem will lean toward the lamp before the minute is up. Is Gunnar right?
- Eulalia's seedling has grown so that its stem leans toward the door of her room … Which side does the light come from?
- Between breakfast and supper, a young sunflower's top turns to face the other direction. The plant is no taller at supper. Did the plant grow toward the light, or did a part of it turn?
Keep: items 1, 2, 4, 7, 8, 9, 10, 11 (13 → 8)
Why: direction from the side, from a box hole, after the pot is turned, light from above, the days timescale, grew-not-pushed, reading the light's side back from the lean, and turned-versus-grew are eight different moves; only the five items that restate one of them as a claim or a typed word go
Grade 4 · G4T22 L02 — How the shaking spreads out as waves
Kept long: a mechanism with three live misconceptions
- A town in Utah is sixty miles from where rock in the crust slipped, and its windows shake. How did the shaking reach the town?
- A town five miles from the slip shakes hard, and a town ninety miles from the slip shakes gently. What is the correct reason the far town shakes gently?
- Kyla says the ground under one town slid thirty miles to the next town during an earthquake. Is Kyla right?
- Kendra says earthquakes only happen far away, in other states, so nobody in her state ever feels one. Is Kendra right?
Keep: items 2, 4, 5, 6, 7, 9, 10, 11, 12 (9 of 14) (14 → 9)
Why: The slip, the waves through the crust, weaker with distance, the seismograph read and the boat transfer are each a different step of the mechanism, and the two beliefs (ground slides; earthquakes are elsewhere) are distinct. Only the mirrored map, the duplicated beliefs and the Grade 3 ripples recall come out.
Grade 4 · G4T32 L05 — Why the Moon's shape seems to change
Kept long on purpose: why the Moon's shape seems to change (nine of eleven)
- On a night when we see a crescent Moon, does the Sun still light one half of the Moon?
- Why do we see a half Moon on some nights?
- A girl says Earth's shadow covers part of the Moon, and that makes a crescent Moon. Is she right?
- On a night when we see a crescent Moon, what is the dark part of the Moon?
- In a dark room, a boy holds an orange at arm's length. A flashlight shines from off to his side. Which Moon shape does the orange show him?
Keep: items 3-11; only the two Grade 3 recalls (the Moon makes no light; the Moon goes around Earth) go (11 → 9)
Why: This is a mechanism with a documented wrong cause (Earth's shadow). The lit half under three shapes, the why, the trap met twice in different clothes, two flashlight geometries and the month-long why each ask a different step of the model; none is the previous item with a noun changed. Nine honest items is what the skill has.
Grade 5 · G5T05 L03 — Trace the energy, step by step
Kept long on purpose: the three-step energy trace keeps its whole scaffold run
- A toy dog in Arizona walks across a rug. Inside it are the battery, the wires and the motor. Which part is the energy source?
- In a battery-powered toy dog, the battery is the energy source and the motor is the next part. What carries the energy from the battery to the motor?
- A student in Texas traces a battery-powered buzzer like this: the battery has chemical energy, the buzzer makes a sound, and the sound carries energy to your ears. Which step is missing?
Keep: items 1, 2, 3, 4, 5, 8, 9, 10 (eight) (10 → 8)
Why: Source → type → carrier → where it ends up is a multi-step routine, so the four scaffold steps on one toy stay, then the order item, the pick-the-trace and the missing-step items. Only the two repeated blank-box items go.
Grade 5 · G5T14 L03 — The wind from the warm ocean brings humid air, clouds and rain
Kept long on purpose: the ocean-to-rain chain, eight items
- The Sun's light lands on the warm Gulf near Tampa, Florida, all morning. What happens to the water at the surface of the Gulf?
- The wind blows the Gulf's humid air over Tampa, and the air rises and cools. What happens to the water vapor in the air?
- Two days later in Corpus Christi, the wind blows all day the way the drawing shows. Predict the afternoon weather.
- Here are two days in a town on the coast of Alabama. On which day is rain more likely?
Keep: items 1, 3, 4, 5, 6, 7, 9, 10 (10 → 8)
Why: A four-link mechanism: each link, the ordering, a prediction for wind off the ocean and one for wind off the land, a two-day transfer and the explain each do different work. Only the Topic 13 definition (item 2) and the Sun's-role repeat (item 8) go.
Grade 5 · G5T26 L03 — Trace the ripple through the web, link by link
Kept long: a multi-link ripple keeps its scaffold run
- One year the eagles are gone. Link 1: what happens to the number of marmots?
- Suppose the eagles are gone. Two links away, what happens to the meadow grass?
- Suppose the eagles are gone. Three links away, what happens to the number of voles?
- There are far more foxes. By the end, which living things are there more of? Select every one.
Keep: items 1, 2, 3, 4, 6, 8, 9 (7 of 9) (9 → 7)
Why: Tracing two or three links is a multi-step routine, so the worked → scaffolded → bare run stays whole; only the second and third bare two-link items go. Contrast L02 (one step: same way or opposite way), where the run collapses to one scaffold plus bare items.
32 more examples from the readers
Grade 3 · G3T03 L05 — Earth pulls on every part of you
14 items; three open with 'does Earth pull on your shoulders / fingers / teeth?' and six true-or-false items restate the same claim
- Does Earth pull on your shoulders?
- Does Earth pull on your fingers?
- Does gravity pull on your teeth?
- True or false: Earth pulls on your ears.
- True or false: Earth pulls on your hands only when they touch the ground.
- True or false: Earth pulls only on your feet.
Keep: items 5, 6, 7, 8, 14 (14 → 5)
Why: the what (hanging hair), the why (the monkey's arms), the only-the-touching-part trap, the cat's tail transfer, the raised hand; everything else is a yes a child gives before the lesson
Grade 3 · G3T25 L02 — A defense holds back what the weather brings
14 items; the lightning rod is asked three ways (items 4, 6, 7), and items 11-12 are items 2 and 1 asked backwards
- A metal rod stands on the roof of a school, with a wire running down to the ground. What does the rod keep away from the roof?
- Solomon says the lightning rod on his barn gives lightning a safe path down to the ground. Is Solomon right?
- Lightning strikes Tallulah's tall barn most summers. She puts a metal rod on the roof … Will the rod keep the roof from catching fire?
Keep: items 1, 2, 3, 4, 5, 8, 14 (14 → 7)
Why: one defence per kind of weather, the levee-against-wind mismatch, 'defense' recognised and typed
Grade 3 · G3T42 L03 — What living things do when winter comes
14 items; items 1-3 and 4-9 are the same three-way sort asked twice in two wordings
- Every fall, ducks fly south … Which word is for traveling to another place when the season changes?
- In fall, monarch butterflies fly thousands of miles south … What do the monarchs do when winter comes?
- Swallows leave a farm in September and fly far to the south … What do the swallows do when winter comes?
- A lilac bush has dropped its leaves … Which word is for a plant like this?
- In fall, an apple tree drops all its leaves … What does the apple tree do when winter comes?
Keep: items 1, 2, 3, 10, 12, 13, 14 (14 → 7)
Why: one recognition per coined class, the bare-tree-is-alive boundary, the fox that stays active, two typed terms
Grade 3 · G3T36 L01 — Egg-layers, or babies born alive
14 items; nine are 'X is a <group>. How does X make more Xs?' over one two-option set, then three term items on one word
- A parrot is a bird. How does a parrot make more parrots?
- A horse is a mammal. How does a horse make more horses?
- A raccoon is a mammal. How does a raccoon make more raccoons?
- A ladybug is an insect. How does a ladybug make more ladybugs?
- A turtle lays eggs on a beach … What do we call an animal that lays eggs?
Keep: items 1, 2, 3, 4, 5, 6, 14 (14 → 7)
Why: one item per vertebrate group (bird, reptile, fish lay eggs; horse and manatee are born alive), the only-birds-lay-eggs trap, one recall
Grade 3 · G3T35 L01 — What makes an animal a mammal
12 items (and L02-L05 are built the same way); seven are 'is X a <group>?' over yes/no, plus a three-way pick a child answers from the animal's name
- A hamster has soft fur, and a hamster mother feeds her babies milk. Is the hamster a mammal?
- A hummingbird has feathers, and it hatches from an egg. Is the hummingbird a mammal?
- A crocodile has dry, scaly skin, and it hatches from an egg. Is the crocodile a mammal?
- Which of these three animals is a mammal? (a fish / a heron / a squirrel)
- A cow has short hair, and a cow mother feeds her calf milk. Which group is the cow in?
Keep: items 1, 2, 3, 6, 10, 12 (12 → 6)
Why: the elephant with few hairs, one no, the swimming sea lion, which feature tells you, the beaver-is-a-fish trap, the recall; the same cut pattern takes each of the five group lessons from 11-13 items to 6-7
Grade 3 · G3T19 L01 — Does it sink or float?
11 items; nine are 'Look at the tank. Does the X sink or float?' with the tank drawn - the child reads the answer off the picture
- Look at the tank. Does the apple sink or float?
- Look at the tank. Does the marble sink or float?
- Look at the tank. Does the brick sink or float?
- Look at the tank. Does the potato sink or float?
Keep: items 2, 4, 6, 7, 10 (11 → 5)
Why: one sinks, the big-things-sink trap, the test routine, the mostly-under orange boundary, writing 'floats' in the table
Grade 3 · G3T33 L02 — Every living thing needs water
11 items; nine are 'does X need water?' yes/no with a new thing each time
- A frog sits by a pond. Does the frog need water to stay alive?
- A plastic bucket stands in the yard all summer. Does the bucket need water?
- A wooden spoon lies in a drawer. Does the spoon need water?
- A wheelbarrow stands out in the rain. Does the wheelbarrow need water?
- An earthworm lives in damp soil. Does the worm need water?
Keep: items 2, 3, 4, 6, 10 (11 → 5)
Why: the desert lizard (the surprising yes), one non-living no, the bighorn-sheep trap, the tree, the drooping mint as evidence
Grade 3 · G3T17 L06 — Pick the right measuring tool
10 items on one fixed option set; every stem is 'X wants to know Y. Which tool does she use?' - each tool is asked two or three times
- Yuki wants to know how cold the pond water is. Which tool does she use?
- Kian wants to know how warm his bath water is. Which tool does he use?
- Chloe wants to know how warm the water in a cup is. Which tool does she use?
- Zain wants to know the mass of his backpack. Which tool does he use?
Keep: items 1, 2, 3, 4, 5 (10 → 5)
Why: one per tool plus the rain-water-in-a-cup transfer; the five cuts are clean four-option MCQs that could go to the bank
Grade 3 · G3T28 L02 — A natural resource can run short
9 items; four number pairs run the one faster-or-slower decision, and the rule is asked twice
- People catch 30 fish from the lake each week. 10 new fish grow big each week. Do the fish run short?
- People catch 25 fish from the river each week, and 10 new fish grow big. Nuala says the river's fish will run short. Is Nuala right?
- People cut 8 trees from this wood each year. 8 new trees grow big each year. Do the trees run short?
- Pickers take 40 baskets of berries … The bushes grow 40 baskets of new berries each summer. Do the berries run short?
- Why does the oil under the ground run short?
Keep: items 1, 2, 4, 7, 9 (9 → 5)
Why: one faster, one equal, one slower, the nature-makes-none case, the rule line last
Grade 3 · G3T17 L01 — What is one mark worth?
L01 and L01b together put 20 items on one atom (SR3-P01); 15 of them are 'Here are the marks between A and B … What is one mark worth?'
- Here are the marks between 40 and 50 on a thermometer. What is one mark worth?
- Here are the marks between 80 and 90 on a thermometer. What is one mark worth? Type the number.
- Here are the marks between 90 and 100 on a thermometer. What is one mark worth? Type the number.
- Here are the marks between 30 and 40 on a ruler … / … between 30 and 40 on a measuring tool …
Keep: L01 items 1, 2, 3, 4, 9, 10; L01b items 1, 3, 4, 5, 9, 10 (10 → 6)
Why: three MCQ worths and one typed in L01, one stretch per tool in L01b, both traps, both from-words items; 20 becomes 12
Grade 3 · G3T21 L05b — Boiling or evaporating?
Boiling-or-evaporating carries four term items (two MCQ, two typed) on words already coined and typed in L03 and L05 of the same topic
- Water in a pot of corn on the stove has bubbles all through it and turns into water vapor fast. What is that change called?
- Water in a soup pot on the stove bubbles all through and turns into water vapor fast. What is that change called? Type the word.
- Water goes into the air slowly from the top of a wet porch step, with no bubbles. What is that change called? Type the word.
Keep: items 1, 3, 4, 5, 8 (10 → 5)
Why: the contrast is the atom: one of each, the hot-no-bubbles near-miss, the why, the puddle-is-boiling trap, one four-way term pick
Grade 4 · G4T03 L01 — What a magnet pulls
Seven "Does the magnet pull it?" including Grade 3's own non-examples
- A magnet comes close to a steel nail. Does the magnet pull the nail?
- A magnet comes close to a ball of aluminum foil. Does the magnet pull the foil?
- A magnet comes close to a plastic ruler. Does the magnet pull the ruler?
- A magnet comes close to an empty steel can. Does the magnet pull the can?
Keep: items 2, 5 (steel, iron), 3, 7 (copper, brass: the new no cases), 9 (coin inference), 10 (nickel and cobalt), 11 (misconception) (12 → 7)
Why: The new learning is the metals a magnet does not pull. The plastic ruler is Grade 3's non-example and the third steel case adds nothing.
Grade 4 · G4T13 L03 — Find the sample that matches two properties
Kept at eight: a two-step routine needs its run
- Which sample in the table fails the first property, sinking?
- The eraser, the paperclip and the glass marble all sink. Which one of them does a magnet pull?
- Emilia wants a sample from the toy box that floats and that a magnet pulls. Which sample matches both properties?
- She tests the water first, and she finds a sinker… Has she found the sample yet?
Keep: items 2–5, 7–10; only the recall of "magnetic" and the second sinks-and-magnet tray go (10 → 8)
Why: Cross out on the first property, test the second on what is left: the scaffold pair, two different property pairs, the none-match tray and the three order-of-steps items each check a different step. The lesson is the topic capstone and James's ceiling of ten is not reached.
Grade 4 · G4T24 L03 — Most of the water in the air comes from the ocean
One fact asked five ways
- Of every 10 cups of water that go into the air, about how many come from the ocean?
- Which place sends the most water into the air?
- Did most of the water vapor in the air evaporate from the ocean?
- A rain cloud hangs over a city. Did all of the cloud's water come from the city's river?
- A rain cloud hangs over a town. Must all of the cloud's water have come from the ground right under the cloud?
Keep: items 3, 4, 6, 9 (9 of 10) (9 → 4)
Why: Items 3, 5 and 7 are the same datum in three wordings; items 6 and 8 are the same belief on two towns. Four items (the datum, an apply, the belief, the why) do the whole job.
Grade 4 · G4T23 L01 — Water falls from clouds: rain, snow, sleet and hail
Six yes/no sorts on one word, two of them obvious
- Snow covers a street in Chicago by morning. Is the snow precipitation?
- Water sprays from a garden sprinkler onto the grass. Is the spray precipitation?
- Rain soaks a cornfield in Iowa. Is the rain precipitation?
- Sleet bounces on a parking lot in Ohio. Is the sleet precipitation?
- Drops of dew sit on a car in the early morning. The sky was clear all night. Is the dew precipitation?
Keep: items 1, 6, 7, 8, 9, 10 (6 of 10) (10 → 6)
Why: A child who has heard the word once sorts rain and a sprinkler without the lesson; snow (yes) and dew (the clear-sky near miss) are the two instances fluency needs. Fog and sleet add nothing.
Grade 4 · G4T23 L05 — Predict the drop's next step
The same recall and the same belief tested across lessons
- Landon says a drop that reaches the sea has finished its journey for good. Is Landon right? (L05 item 9)
- Laura says the water cycle ends when the rain reaches the sea. Is Laura right? (L03 item 6)
- Water vapor cools and turns back into drops of water. What is this step of the water cycle called? (T24 L05 item 1; also T23 L03 item 2)
Keep: the first appearance each time (T23 L03 items 2 and 6) (10 → 6)
Why: Across Topics 23 and 24 the condensation term is recalled three times and the journey-ends-at-the-sea belief twice; later quizzes open with a recall the previous lesson already banked. Nine of this slice's cuts are of this kind.
Grade 4 · G4T35 L05 — Sort living things by how they get their food
Nine sorts on one option set: eleven items for a three-way sort
- A bat eats moths at night. Which role is the bat?
- A goat eats bushes on a hill. Which role is the goat?
- A wild turkey eats seeds and bugs. Which role is the turkey?
- A fern in a shady wood makes its own food, using sunlight. Which role is the fern?
Keep: items 1, 2, 3, 8, 10 (the term, one card per class, the eagle transfer) (11 → 5)
Why: Every item after the three cards asks the same decision on the same producer / consumer / decomposer set with only the animal changed. Four consumers and three producers teach nothing the first of each did not. Five items keep the term, one of each class and the eagle (nothing eats it, still a consumer).
Grade 4 · G4T29 L03 — Sort the seven resources: renewable or nonrenewable?
A two-way sort of seven resources asked seven times, then a transfer
- Here is a card. Which group does its energy resource go in?
- Here is another card. Which group does its energy resource go in?
- A furnace in Minnesota burns natural gas. Which group does natural gas go in?
- A power plant in North Carolina burns coal to make electricity. Which group does coal go in?
Keep: items 1, 2, 5, 8, 9 (one card per class, one text nonrenewable, the plants boundary, the four-option transfer) (9 → 5)
Why: Items 1-4 are four cards on renewable / nonrenewable and items 5-7 are three text cases all keyed nonrenewable. The sort is a one-step decision the lesson taught on all seven; five items are enough, and item 8 (plants take years but regrow) is the only one that needs the lesson's criterion.
Grade 4 · G4T37 L01 — How pollen moves from flower to flower: pollination
Nine yes/no items on 'Is this pollination?' in a thirteen-item quiz
- The wind blows pollen from one oak tree's flowers onto another oak tree's flowers. Is this pollination?
- A butterfly drinks from a lily, gets pollen on its legs, and lands in a second lily. Is this pollination?
- At night, a moth crawls from one honeysuckle flower into the next, with pollen on its back. Is this pollination?
- Rain washes pollen off a flower and onto the soil under it. Is this pollination?
- A bee dusted with pollen from a squash flower goes straight back to its hive. Has the bee pollinated a second squash flower?
Keep: items 2, 3, 4, 8, 9, 10, 13 (where pollen comes from, a wind yes, an animal yes, the bee-goes-home no, both traps, the term) (13 → 7)
Why: Three yes cases and three no cases on one frame, then a trap asked twice (items 9 and 11, one keyed no and one keyed yes). One yes per carrier kind and the sharpest no (pollen carried, but to no second flower) cover the decision; the rest is the same instance again.
Grade 4 · G4T36 L04 — Traits that came from both
Eight 'where did it come from' items on one three-option set, four of them keyed 'both'
- A puppy's parents are both big dogs, and the puppy gets plenty of good food while it grows. It grows into a big dog. Where did its size come from?
- A lamb's parents are both small sheep, and the lamb drank very little milk while it grew. It grew into a small sheep. Where did its small size come from?
- Here is a trait card for a horse's size. Where did the horse's size come from?
- A boy can juggle three balls after a summer of practice. Where did his juggling come from?
Keep: items 1, 2, 3, 4, 9, 10 (one per class, a plant 'both', the trap, the written transfer) (10 → 6)
Why: The new idea is the third class ('both'); items 1, 4, 5 and 8 all key it on size or height with the animal changed, and items 6 and 7 re-ask the two classes Topics 36 L01-L03 already sorted. One of each plus the plant case is the fluency a one-step sort needs.
Grade 4 · G4T31 L02 — A year is one trip around the Sun
A one-fact lesson (one trip around the Sun is a year) with ten items, four of them the same term
- Earth travels around the Sun along a curved path that comes back round. What is that path called?
- Earth has traveled once around the Sun. What is that amount of time called?
- Earth has made one whole trip around the Sun. Is that amount of time one year?
- Earth has traveled once around the Sun. Type the name for that amount of time.
- Type the name of the path Earth travels along as it goes around the Sun.
Keep: items 2, 3, 5, 6, 9, 10 (the number, the figure, the age transfer, the spin-vs-trip trap, the two typed terms) (10 → 6)
Why: 'Year' is asked three times (recognised, yes/no, typed) and 'orbit' twice; both words a Grade 4 child already has. The typed items alone do the recall job; the camping-trip item repeats the 9-years-old transfer.
Grade 5 · G5T03 L03 — How to plan the whole fair test
A plan lesson carrying four fair-test yes/no items when the next lesson (L03b) is a ten-item quiz of exactly that sort
- A class tests whether a heavier sled slides farther down a hill. Both sleds start from the same line on the same hill, and nobody pushes them. Is this a fair test?
- A class tests whether a heavier lunchbox needs a harder push to start sliding, and pushes the heavier lunchbox on a rougher floor. Is this a fair test?
Keep: items 1, 2, 3, 8, 9, 11 (11 → 6)
Why: The change / keep-same / measure scaffold is the routine; the sort has its own lesson. L03b itself goes from ten to six.
Grade 5 · G5T16 L05 — Name the four spheres
Eleven items on one four-option set: name the sphere, object changed each time
- A big round rock lies on a hillside in Wyoming. Which sphere does the big rock belong to?
- A tall cactus grows in the desert in Arizona. Which sphere does the cactus belong to?
- Sand stretches for miles across a desert in Utah. Which sphere does the sand belong to?
- A gray squirrel runs along a branch in a forest in Oregon. Which sphere does the squirrel belong to?
Keep: items 1, 2, 3, 4 (one per sphere), 5 (iceberg) and 10 (pond mud) (11 → 6)
Why: After one case per sphere and the two hard-to-spot cases (frozen water, wet mud), the other five are the same decision on a new noun. All five are clean four-option MCQs the PP100 bank can hold.
Grade 5 · G5T15 L01 — Describe a climate zone: its usual temperature and precipitation
The same three-zone sort asked forwards, backwards and as yes/no: ten items for one decision
- Costa Rica is hot all year, and heavy rain falls most months. Which climate zone is Costa Rica in?
- Which sentence describes the climate of a temperate zone? / It has warm summers, cold winters and rain most months.
- Germany has warm summers and cold winters, with rain in most months. Is Germany in a temperate zone?
- Indonesia is hot all year, with heavy rain most months. Is Indonesia in a polar zone?
Keep: items 1, 2, 3, 4, 9, 10 (10 → 6)
Why: Items 5-6 use items 2-4's stems as their options; items 7-8 run the same sort as yes/no. One item per zone, the descriptors item, the table transfer and the term do the job.
Grade 5 · G5T13 L05 — Rising, falling or staying level: which way the data is going
Seven graphs on rising / falling / staying level, two per class, plus a typed answer with no graph
- Here is the thickness of the ice on a pond in Michigan this week. Which way is the data going?
- Here is the height of a candle on a dinner table in Georgia, measured each hour. Which way is the data going?
- A sunflower in Kansas was 20 centimeters tall on Monday and grew taller every day … Type the one word that says which way the data is going.
Keep: items 1, 2, 4 (one per class), 6 and 9 (a rise with a dip, a level with ups and downs), 8 (falling means shallower) (10 → 6)
Why: The second falling and second level graphs change only the instance; the typed item has no graph and 'grew taller every day' answers it without the lesson.
Grade 5 · G5T21 L03 — The same light looks dimmer the farther away it is
Seven fluency items on a fact a child already holds: a light looks dimmer farther away
- A boat with one lamp sails away from the shore at night. How does its lamp look … as the boat gets farther away?
- A car drives toward a boy at night with its headlights on. How do the headlights look as the car gets nearer?
- Two of the same candles burn in a dark hall … The candle on the left looks dim. Which candle is farther from you?
Keep: items 1, 4, 7, 8 (8 → 4)
Why: One dimmer, one nearer, the boundary (two different lights, so brightness tells you nothing) and the why. The lesson exists to set up L04; four items hold it.
Grade 5 · G5T20 L05 — Why shadows change through the day
A capstone whose quiz re-asks the previous topic's shadow facts
- Late in the afternoon in Texas, the Sun is low in the west. Which way does a tree's shadow point?
- A boy's own shadow … is long at eight in the morning. What will his shadow be like at midday?
- A post's shadow in Oregon points west at nine in the morning. Does the post's shadow point west at five in the afternoon too?
Keep: items 2, 3, 4, 5, 8, 10 (10 → 6)
Why: Four of ten items are Topic 19 L01 and L02 items in new towns. The chain this lesson adds (Earth turns → the Sun's place changes → the shadow changes) lives in the two whys, the ordering and the Sun-climbing link; those stay.
Grade 5 · G5T23 L02 — Biotic or abiotic: sorting the parts of an ecosystem
Seven two-option sorts on one frame; three cases carry the whole skill
- On a forest floor, a mushroom grows on a fallen log. Is the mushroom biotic or abiotic?
- Rain water fills a dip in the forest floor. Is the rain water biotic or abiotic?
- Sunlight comes through the trees… biotic or abiotic?
- The wind blows through the forest… biotic or abiotic?
- A feather from a blue jay lies on the forest floor… biotic or abiotic?
- A pine cone has fallen… biotic or abiotic?
Keep: items 1, 2, 3, 8, 9, 10 (10 → 6)
Why: The frame is 'alive, or once alive?'. One alive, one once-alive (the dead branch is the boundary), one never-alive, then the count item and the two terms. Four more sorts add instances, not skill.
Grade 5 · G5T32 L01 — What the brain does: it takes in messages and decides
Nine items keyed 'brain' in a row
- A squirrel hears a dog bark and runs up a tree. Which part of the squirrel took in the message from its ears?
- A girl sees a ball flying toward her face and ducks. Which part of her decided to duck?
- A girl works out seven times eight in her head. Which part of her is doing the thinking?
- A boy's brain decides to kick a soccer ball. Does his brain send a message to his leg?
Keep: items 3, 4, 5, 6, 10, 11 (11 → 6)
Why: Message in, message out, the tongue-did-not-decide trap, one remembering, the order item and the typed term cover the atom. The other five ask 'brain' again with the scene changed.
Grade 5 · G5T28 L04 — Surroundings change how a trait develops
'Which grows bigger?' five times before the idea is tested
- One gets plenty of water and one gets very little. Which carrot grows bigger?
- One puppy gets plenty of good food, and the other gets very little food. Which puppy grows into the smaller dog?
- Here is a table of two pepper plants… Which plant grew in the poor soil?
- One lives in a stream full of insects… After a year, which trout is most likely bigger?
- One tree grows in a sunny, rich orchard and one on a windy, rocky hilltop. After ten years, which tree is most likely shorter?
Keep: items 1, 4, 5, 6, 8, 9, 10 (10 → 7)
Why: The lesson's point is in items 5, 6, 9 and 10 (the surroundings change what grew, not the instructions). Two which-grows items keep the fluency; three more are the same two-option pick.
Grade 5 · G5T22 L02 — Inner planet or outer planet?
Six identical inner/outer sorts, then two term items for the same pair
- Venus is the second planet from the Sun. Is Venus an inner planet or an outer planet?
- A planet is small, and made of rock. Is the planet an inner planet or an outer planet?
- Saturn is the sixth planet from the Sun. Is Saturn an inner planet or an outer planet?
- Jupiter is the fifth planet from the Sun, big and made mostly of gas. Is Jupiter an inner planet or an outer planet?
- Mercury, Venus, Earth and Mars are the four planets nearest the Sun. What are these four called?
- Jupiter, Saturn, Uranus and Neptune are the four planets farthest from the Sun. What are these four called?
Keep: items 1, 4, 7, 8, 9, 10 (11 → 6)
Why: One inner by position, one outer by made-of, the Saturn-surface trap and its why, the lander transfer, one term item. Every sort item already prints both terms as its options.
Grade 5 · G5T34 L02 — The bladder: a stretchy bag that stores urine
Three yes-or-no bladder states a child knows from life
- A boy has just been to the toilet. What is his bladder like now?
- A girl on a long bus ride has not been to the toilet for three hours… What is her bladder like now?
- A boy at a movie feels that he needs the toilet. Which sentence is true about his bladder?
Keep: items 1, 2, 9 (9 → 3)
Why: Empty after the toilet, full after three hours — no lesson needed. Where the urine goes next, the job, and the typed term are the honest items.
Every lesson, one line each
Grade 3 — 197 lessons (2129 → 1171 questions)
| Topic | Lesson | Title | Simplicity | Now | Proposed | What goes | Note |
|---|---|---|---|---|---|---|---|
| G3T01 | L01 | Say where it is | one-step | 10 | 6 | answerable without the lesson ×3; same options, new instance ×1 | two coined terms (reference point, position), each with a recognition item then a typed recall; the sentence-spotting pair carries the concept |
| G3T01 | L02 | Spot the missing reference point | one-step | 10 | 6 | same sort repeated ×2; other ×1; answerable without the lesson ×1 | yes/no sort on 'does the description name a reference point'; the gate pair 7-8 (three steps from the gate / three steps away) is the minimal pair and both stay |
| G3T01 | L03 | Say how far and which way | routine | 15 | 8 | same sort repeated ×3; same options, new instance ×2; second recall of the same term ×1; other ×1 | three-step routine with two coined terms; the scaffold pair (how many steps, which way) stays as a run, one bare EXACTLY item, one AND item, recognition then recall for both terms |
| G3T01 | L04 | Did it move? | one-step | 10 | 5 | same sort repeated ×4; second recall of the same term ×1 | moved / did not move from before-and-after pictures; one unseen mover (shadow), one tiny mover (minute hand), two no-cases, the trap |
| G3T01 | L05 | Measure how far it moved | routine | 10 | 7 | same options, new instance ×2; second recall of the same term ×1 | first ruler routine: the three-step scaffold run, two bare typed readings, two different set-up errors as traps |
| G3T01 | L05b | Measure how far it moved when the zero is not at the start | routine | 10 | 7 | same options, new instance ×2; second recall of the same term ×1 | subtraction routine: the full scaffold run (start mark, stop mark, difference), two bare readings, the Tom trap (reads the stop mark) and the Ana check |
| G3T01 | L06 | Straight or curved path | one-step | 14 | 6 | same sort repeated ×8 | eleven straight/curved sorts cut to three: one straight on the ground, one arc, the zip line (straight through the air, the near-miss); keep the circle trap, the term pair |
| G3T02 | L01 | Always somewhere new | obvious | 8 | 4 | same sort repeated ×3; second recall of the same term ×1 | a moving thing is always somewhere new; the truck pair (driving / waiting) and the bus (never stays in one place) carry it |
| G3T02 | L02 | Did it change direction? | one-step | 11 | 5 | same sort repeated ×4; second recall of the same term ×2 | changed direction yes/no: a drawn yes and no, two near-misses (stops; speeds up along a straight track), one reversal |
| G3T02 | L03 | Farther in the same time | one-step | 11 | 5 | same options, new instance ×4; same sort repeated ×1; second recall of the same term ×1 | faster = farther in the same time; one drawn comparison, the tie, the different-times boundary, the 'you cannot tell' distractor in frame, one in numbers |
| G3T02 | L04 | Same distance, less time | one-step | 13 | 6 | same options, new instance ×3; same sort repeated ×2; second recall of the same term ×1; other ×1 | faster = less time over the same distance; the misconception (longer time means faster) is kept as the closing claim; 9 is the only four-option item and the combined boundary |
| G3T02 | L05 | What speed means | one-step | 13 | 6 | same options, new instance ×3; second recall of the same term ×2; same sort repeated ×2 | speed coined: a yes-case, the two half-sentences (distance only, time only), one table comparison, recognition then typed recall |
| G3T02 | L06 | Fastest to slowest | routine | 12 | 7 | second recall of the same term ×3; same sort repeated ×1; same options, new instance ×1 | multi-step routine (farthest to fastest, shortest to slowest, then the order): the full scaffold run stays, one order MCQ, the produced order, the transfer insert |
| G3T02 | L07 | Speeding up | one-step | 10 | 5 | same sort repeated ×4; second recall of the same term ×1 | speeding up yes/no: the fast-but-steady jet, a drawn yes and no, a numbers yes, the slow-but-speeding-up caterpillar |
| G3T02 | L08 | Slowing down | one-step | 14 | 5 | same sort repeated ×6; second recall of the same term ×2; answerable without the lesson ×1 | slowing down yes/no: one numbers yes, one drawn yes, one drawn no, one steady no, the slow-but-steady turtle (slow is not slowing down) |
| G3T02 | L09 | The same speed | one-step | 13 | 5 | same sort repeated ×4; second recall of the same term ×3; answerable without the lesson ×1 | same speed yes/no: drawn yes, numbers yes, drawn no, the 5-5-6 near miss, slow-and-steady |
| G3T03 | L01 | Earth pulls it down | one-step | 11 | 5 | same options, new instance ×3; same sort repeated ×2; other ×1 | Earth pulls it down: what pulls, the two wrong pullers as false claims (the air, the shelf), one true claim, the typed term Earth's pull |
| G3T03 | L02 | Earth is always pulling | one-step | 10 | 5 | same sort repeated ×3; second recall of the same term ×1; answerable without the lesson ×1 | always pulling, tested on the three cases students think it switches off (still, going up, moving along) plus the two traps |
| G3T03 | L03 | Earth's pull has a name: gravity | one-step | 11 | 6 | same options, new instance ×2; same sort repeated ×2; other ×1 | naming lesson: one yes in the new word, two traps (stops while going up; only moving things), recognition MCQ, the true claim, typed gravity |
| G3T03 | L04 | Earth pulls straight down | one-step | 11 | 5 | same options, new instance ×4; second recall of the same term ×1; answerable without the lesson ×1 | direction: the plane (forward distractor), the truck on a hill (down-the-hill distractor), the swing at its top (sideways), the arrow still rising (up), the trap |
| G3T03 | L05 | Earth pulls on every part of you | one-step | 14 | 5 | same sort repeated ×4; answerable without the lesson ×3; second recall of the same term ×2 | every part of you: the hanging hair (what), the monkey's arms (why), the only-the-part-touching trap, the cat's tail (transfer), the raised hand (true) |
| G3T03 | L06 | A strong enough pull beats Earth's pull | routine | 13 | 7 | same sort repeated ×4; second recall of the same term ×2 | a comparison with a datum (which pull is stronger): what, why, trap, a push beating the pull, not-strong-enough, the caught ball, a strong-enough yes |
| G3T04 | L01 | A magnet pulls steel | one-step | 13 | 6 | same options, new instance ×4; answerable without the lesson ×1; other ×1; same sort repeated ×1 | magnet pulls steel: steel vs plastic, steel vs aluminium (the metal-but-not-steel boundary), one select-all, the any-metal trap, inferring the material, typed steel |
| G3T04 | L01m | Which metals are magnetic | one-step | 7 | 5 | answerable without the lesson ×1; same sort repeated ×1 | three-way sort (a magnet / magnetic / not magnetic): one item per class, one metal-vs-metal pair, typed magnetic |
| G3T04 | L02 | Two magnets pull or push | one-step | 9 | 5 | same sort repeated ×3; answerable without the lesson ×1 | two magnets: pull together, push apart, the always-stick trap, the has-to-touch false claim, turning one magnet round |
| G3T04 | L03 | Solve a problem with a magnet | routine | 10 | 6 | same sort repeated ×3; answerable without the lesson ×1 | two-question routine (what must the magnet pull, where must it go): the toy-box run in full, one bare steel case, one bare wood case, the plastic key |
| G3T05 | L01 | What a force is | routine | 19 | 8 | same sort repeated ×8; second recall of the same term ×3 | the topic's coining lesson: definition recognised, one item per named force (magnetic force, weight, contact force), the staring boundary, the only-hands trap, recognition then typed force |
| G3T05 | L02 | Push or pull? | one-step | 11 | 5 | same options, new instance ×3; same sort repeated ×2; second recall of the same term ×1 | push or pull: a pull, a push, Earth's pull (non-contact), a nose-bump push, the force-is-inside trap |
| G3T05 | L02c | What counts as a push? | one-step | 8 | 6 | same sort repeated ×1; other ×1 | what counts as a push: leaning on a rock, the hand just above (near-miss), a pull (not a push), the still leg stopping a ball, the always-moves trap, typed push |
| G3T05 | L03 | A force acts on one object | one-step | 8 | 5 | same options, new instance ×2; second recall of the same term ×1 | a force acts on one object: magnet, Earth, foot, door, and the false claim |
| G3T05 | L04 | Which way does the force act? | one-step | 11 | 6 | same options, new instance ×3; second recall of the same term ×1; same sort repeated ×1 | one direction: the false claim, 'to the right only', three arrow readings (a pull, Earth's pull, a magnet's pull up), the two-directions trap |
| G3T06 | L01 | Some forces act without touching | one-step | 12 | 5 | same sort repeated ×6; second recall of the same term ×1 | touching / not touching: hand (touches), Earth (does not), magnet (does not), the laundry basket, the boy on the grass (touching the ground, still pulled) |
| G3T06 | L02 | A rubbed balloon pulls without touching | one-step | 11 | 6 | same sort repeated ×4; second recall of the same term ×1 | rubbed balloon: what, why, the must-have-touched trap, the only-after-rubbing claim, the salt transfer, static electricity named |
| G3T06 | L03 | Contact forces and non-contact forces | one-step | 14 | 6 | same sort repeated ×7; second recall of the same term ×1 | the two names coined: the definition, what 'contact' means, one contact force, Earth and a magnet as non-contact, the trap |
| G3T07 | L01 | A push or pull starts things moving | one-step | 11 | 6 | same sort repeated ×4; second recall of the same term ×1 | a push or pull starts things moving: wind on a sail, the looking girl (no), letting go (Earth's pull starts it), nobody touches it, breath push, the claim |
| G3T07 | L02 | A push or pull can slow or stop things | one-step | 8 | 5 | same sort repeated ×2; second recall of the same term ×1 | slow or stop: what, why, the stopped-by-itself trap, the cart pulled back, a pull back on a sliding box |
| G3T07 | L03 | A push or pull can change direction | one-step | 11 | 5 | same sort repeated ×3; same options, new instance ×2; second recall of the same term ×1 | change direction: what, push from the left, push from the right, nobody touches it (straight), the claim |
| G3T07 | L04 | A push or pull can change shape | one-step | 8 | 4 | same sort repeated ×4 | change shape yes/no: a push that does, a pull that does, a kick that does not, a pull that does not |
| G3T08 | L01 | A stronger push makes a bigger change | one-step | 10 | 5 | same options, new instance ×3; same sort repeated ×2 | stronger push, bigger change: the marble, inferring the stronger force from speed, from where the balls stopped, the swing claim, the same-distance trap |
| G3T08 | L02 | Draw the force as an arrow | routine | 12 | 8 | same options, new instance ×3; scaffold run collapsed ×1 | two-check routine (tail on the object's middle; points the way the force acts): two direction scaffolds, two start-point scaffolds including the magnet's pull on the nail, a yes, a no, the floating-arrow trap, the term |
| G3T08 | L03 | A longer arrow shows a stronger force | one-step | 10 | 6 | same options, new instance ×2; answerable without the lesson ×1; same sort repeated ×1 | longer arrow: read two drawings, the reverse (who gets the longer arrow), girl vs Earth on the bucket, equal arrows, the big-box trap, the transfer |
| G3T09 | L01 | More than one force at once | one-step | 9 | 5 | same sort repeated ×4 | more than one force at once: the rope, the kite, two claims (one true, one false), the still vase's two forces |
| G3T09 | L02 | A still object has forces on it | one-step | 9 | 5 | second recall of the same term ×2; same sort repeated ×1; same options, new instance ×1 | a still object has forces on it: the shelf pushes up, both forces named, the ground pushes up, the no-forces trap, the swing claim |
| G3T09 | L03 | Balanced, or not balanced? | one-step | 12 | 6 | same sort repeated ×3; same options, new instance ×2; answerable without the lesson ×1 | balanced coined: the same trunk drawn balanced then not (the minimal pair), balanced means same strength, the one-balanced-force trap, recognition, typed balanced |
| G3T09 | L04 | Balanced forces: a moving object keeps its speed | routine | 10 | 6 | same options, new instance ×2; same sort repeated ×2 | balanced forces on a moving thing: steady yes, the drawing prediction, must-be-still false, the no-forces distractor on the puck, the always-still trap, the transfer |
| G3T09 | L05 | Balanced forces: a still object stays still | one-step | 10 | 6 | same sort repeated ×4 | balanced forces on a still thing: the drawn lamp, the rope knot, two equal pushes, the picture (balanced, not no forces), the no-forces trap, the shelf taken away |
| G3T10 | L01 | Unbalanced forces can make things speed up | routine | 12 | 7 | same options, new instance ×2; same sort repeated ×2; answerable without the lesson ×1 | speeding up: a drawn unbalanced case, one in words, the drawn balanced contrast, which force is stronger, keeps-getting-faster, the must-be-balanced trap, unbalanced named |
| G3T10 | L02 | Unbalanced forces can make something slow down | complex | 12 | 8 | same options, new instance ×2; same sort repeated ×1; answerable without the lesson ×1 | slowing down carries three misconceptions (needs a push to keep moving; the push is still inside; Earth stops pulling): brakes, a drawn case, grass drag with nothing forward, which is stronger, the ball thrown up as what then why, two traps |
| G3T10 | L03 | Unbalanced forces can change the direction something moves | routine | 11 | 7 | same sort repeated ×3; same options, new instance ×1 | change direction: the tap, straight on its new path, which marble turns, push from behind (speeds up instead), where on the road the forces are unbalanced, the balanced-bend trap, turns only while the push acts |
| G3T11 | L01 | Air is something | obvious | 8 | 3 | answerable without the lesson ×3; same sort repeated ×2 | air is something: what moves past the runner's face, what bent the flame, the breeze-is-nothing trap |
| G3T11 | L02 | Air is made of tiny pieces too small to see | one-step | 9 | 5 | answerable without the lesson ×2; same sort repeated ×2 | air is made of particles: what reaches the skin, why you cannot see them, particles all around a shut room, the made-of-nothing trap, typed particle |
| G3T11 | L03 | Sound comes from vibration | one-step | 10 | 6 | same sort repeated ×3; answerable without the lesson ×1 | sound from vibration: the cymbal quiet then struck (minimal pair), humming (hidden vibration), grabbing the triangle (what), the still-drum trap, the term |
| G3T11 | L04 | Sound travels to your ear | one-step | 9 | 6 | same sort repeated ×2; same options, new instance ×1 | sound travels through the air to the ear: what it travels through, back turned, has to touch (no), the four steps in order, the touches-my-ear trap, the needs-light trap |
| G3T11 | L05 | Sound shakes things at a distance | routine | 9 | 7 | same options, new instance ×2 | shakes at a distance: what the salt does, farther means less, closer means more, why (the vibration travels through the air), the sound carries energy, the has-to-touch trap, still-a-little-when-farther |
| G3T12 | L01 | Everything has energy | one-step | 12 | 7 | same sort repeated ×3; answerable without the lesson ×1; same options, new instance ×1 | everything has energy: a still person, higher has more, hotter has more, why the sock has energy, the no-energy trap, recognition then typed energy |
| G3T12 | L02 | Spotting energy: moving, hot or high up are the easy ones | one-step | 12 | 6 | same sort repeated ×3; same options, new instance ×2; second recall of the same term ×1 | spotting energy: hot (thermal), high up (gravitational), moving, the still spoon (hard to spot), the only-animals trap, typed thermal energy |
| G3T12 | L03 | Moving things have kinetic energy | one-step | 12 | 6 | same sort repeated ×6 | kinetic energy yes/no: a roller, a parked car, a falling leaf (moving down counts), which has it, the TEKS name mechanical energy, typed kinetic energy |
| G3T12 | L04 | Faster means more kinetic energy | one-step | 9 | 4 | same options, new instance ×4; same sort repeated ×1 | faster means more kinetic energy: one pair, the same-speed tie, a one-second drawing, the whatever-the-speed trap |
| G3T12 | L05 | Sound, light and heat carry energy | one-step | 12 | 6 | same options, new instance ×3; same sort repeated ×3 | carriers: one item each for sound, light and heat, where the energy came from, light-carries-nothing trap, the lamp-gives-no-heat trap |
| G3T12 | L06 | Electricity carries energy | one-step | 9 | 5 | same sort repeated ×3; answerable without the lesson ×1 | electricity carries energy: along the wire, pull the plug, through-the-air false, what carries it along the wire, the power cut transfer |
| G3T12 | L07 | Energy always comes from somewhere | complex | 11 | 8 | same sort repeated ×2; answerable without the lesson ×1 | energy comes from somewhere and goes somewhere: each item is a different step (spring gives all its elastic energy away, battery as source, why it stops, flame as source, where the energy went, your arm as source, elastic named, chemical named) |
| G3T12 | L08 | A force is not energy | one-step | 11 | 6 | same options, new instance ×4; second recall of the same term ×1 | force or energy: a push sentence, an energy sentence, Earth's pull, the sliding sled (energy, not a force inside), the force-inside trap, the hot pan with nothing pushing |
| G3T13 | L01 | Light comes from a light source | one-step | 13 | 6 | same options, new instance ×4; same sort repeated ×3 | light source or lit up: the streetlight pair, a firefly (yes), the snowman (bright but lit), the Moon, the bright-wall trap, the kite claim |
| G3T13 | L02 | Light travels in straight lines | one-step | 10 | 5 | same sort repeated ×5 | straight lines: one true claim, the drawing, the three cards in line then with the middle hole raised (the minimal pair), round the corner |
| G3T13 | L03 | Where will the shadow be? | routine | 11 | 7 | same options, new instance ×2; same sort repeated ×2 | where the shadow is: lamp on the left, light overhead, mug taken away, lamp moved (shadow moves), the same-side trap, what a shadow is, the term |
| G3T13 | L04 | You see it when light reaches your eye | complex | 9 | 6 | same sort repeated ×3 | seeing needs light at the eye: what (nothing), why, the eye-beams trap, the flame claim, the hour-long wait, the lamp switched on |
| G3T14 | L01 | Light bounces off | one-step | 9 | 5 | same options, new instance ×2; answerable without the lesson ×1; other ×1 | Does light bounce off a dull surface? Keep the dull-surface scenes, both traps and the term. |
| G3T14 | L01b | What you see in a mirror | one-step | 8 | 4 | second recall of the same term ×2; other ×1; same options, new instance ×1 | Two mirror misconceptions (something behind it; it works in the dark) plus 'a mirror makes no light'; four items cover all three. |
| G3T14 | L02 | Light changes direction | one-step | 9 | 6 | other ×2; same options, new instance ×1 | Light changes direction at the water surface; keep the scene, the non-example, the drawing, the looks-bent-but-is-not trap and the term. |
| G3T14 | L03 | Light soaks in | one-step | 11 | 6 | second recall of the same term ×3; same sort repeated ×1; same options, new instance ×1 | Dark soaks in, light bounces off; black-white comparison, one dark case, the a-little-bounces boundary, the white why, the disappears trap, the term. |
| G3T14 | L04 | Sort what light did | routine | 13 | 8 | same options, new instance ×4; second recall of the same term ×1 | Three-way sort with coined terms; one scene per class plus one non-water refraction, the trap, and the three typed terms. |
| G3T15 | L01 | Things that give light are usually warm too | one-step | 9 | 4 | same options, new instance ×3; second recall of the same term ×1; answerable without the lesson ×1 | Things that give light are usually warm: one yes, the glow-stick 'usually' boundary, the reverse (warm but no light), the trap. |
| G3T15 | L02 | Light carries energy | one-step | 8 | 4 | same options, new instance ×2; answerable without the lesson ×2 | Light carries energy: sun vs shade, the where-did-the-energy-come-from why, a lamp as a non-Sun source, the trap. |
| G3T15 | L03 | Rubbing warms things up | one-step | 12 | 6 | same options, new instance ×4; answerable without the lesson ×1; second recall of the same term ×1 | Rubbing warms both things: one rub, one still non-example, the why, the only-one-warms trap, the cold-pushed-out trap, the brake-pad transfer. |
| G3T16 | L01 | Observe with more than your eyes | one-step | 13 | 5 | answerable without the lesson ×3; same options, new instance ×2; same sort repeated ×2; second recall of the same term ×1 | The atom is 'observing uses any sense, not only eyes'; one ears item, the need-to-see true/false, the trap, recognition and recall of 'observation'. |
| G3T16 | L02 | Observation or idea about it? | one-step | 11 | 6 | same sort repeated ×4; same options, new instance ×1 | Observation vs idea taught in minimal pairs; two full pairs, the hard sound case, and one three-option pick keep the pairing without five pairs. |
| G3T16 | L03 | Describe an object by its properties | one-step | 12 | 6 | same sort repeated ×4; same options, new instance ×1; other ×1 | One item per property class, one pick that sorts property from non-property, the term. |
| G3T16 | L04 | Sort objects by one property | one-step | 6 | 4 | same options, new instance ×1; answerable without the lesson ×1 | Sort by one given property: two figure reads, the misplaced bead, the shape-not-size pick. |
| G3T16 | L05 | Which property can sort these? | one-step | 6 | 4 | same options, new instance ×2 | Which property can sort these: three cases on different properties plus the all-one-group non-example. |
| G3T16 | L06 | Put objects in order by a property | routine | 10 | 6 | same options, new instance ×3; answerable without the lesson ×1 | Order by a property: one figure read, which property can order, the sort-vs-order pair, the colour-is-not-an-order trap, one drag item. |
| G3T17 | L01 | What is one mark worth? | routine | 10 | 6 | same options, new instance ×4 | Count the spaces, work out one mark: three MCQ worths, one typed, the every-mark-is-1 trap, the from-words version. L01b carries the same atom for a further ten. |
| G3T17 | L01b | Marks worth 1, 2, 5 or 10 | routine | 10 | 6 | same options, new instance ×4 | Same atom as L01 on four tools; keep one stretch per tool, the all-tools-same trap, the from-words item. Twenty items on one atom across L01/L01b fall to twelve. |
| G3T17 | L02 | Read a Fahrenheit thermometer | routine | 13 | 8 | same options, new instance ×4; answerable without the lesson ×1 | Four-step reading routine: keep the full scaffold run (multi-step), two bare readings, the odd-number trap, recognition and recall of 'temperature'. |
| G3T17 | L03 | Read a Celsius thermometer | routine | 11 | 6 | same options, new instance ×4; other ×1 | Same routine as L02 on the Celsius side (marks worth 1): the which-side item, the scaffold run, one bare read, the two-scales-one-temperature item. |
| G3T17 | L04 | Measure mass with a digital scale | routine | 12 | 6 | same options, new instance ×5; second recall of the same term ×1 | Digital scale: the zero check, g = grams, 'mass' recognised, one read, the numbers-still-changing trap, 'mass' typed. |
| G3T17 | L05 | Measure the volume of a liquid | routine | 13 | 8 | same options, new instance ×3; second recall of the same term ×1; other ×1 | Graduated cylinder: unit, 'volume' recognised, scaffold run, one bare read, the odd-number trap, the tool named. |
| G3T17 | L06 | Pick the right measuring tool | one-step | 10 | 5 | same options, new instance ×5 | Four tools, four jobs, one fixed option set: one item per tool plus the rain-water transfer. |
| G3T17 | L07 | Two groups, two different answers | one-step | 10 | 6 | same options, new instance ×4 | Different ways vs a mistake: one of each kind of 'different way', both kinds of mistake, the trap, what to do next. |
| G3T18 | L01 | Which has more mass? | one-step | 12 | 6 | same options, new instance ×5; second recall of the same term ×1 | Lower pan = more mass: first read, level pans, the bigger-means-more trap, the pillow-vs-brick surprise, the digital-scale version, the number-falls item. |
| G3T18 | L02 | Which takes up more space? | routine | 13 | 7 | same options, new instance ×5; second recall of the same term ×1 | Water rises more for the thing that takes more space: the can-two-things-share-space idea, one comparison, the same-space class, the mass-means-space trap, one level read, 'volume' recognised and typed. |
| G3T18 | L03 | Which is warmer? | one-step | 11 | 5 | same options, new instance ×3; second recall of the same term ×2; other ×1 | Bigger number is warmer: one pair, the same-temperature class, the hand trap, the mixed-scales trap, the read-the-same-side item. |
| G3T19 | L01 | Does it sink or float? | obvious | 11 | 5 | answerable without the lesson ×6 | Sink or float is read off the tank; what the lesson adds is the test routine, the big-things-sink trap, the mostly-under orange boundary and writing it in the table. |
| G3T19 | L02 | Does a magnet pull it? Sort them | one-step | 13 | 6 | same options, new instance ×3; other ×3; second recall of the same term ×1 | Magnet pulls it or not: one pulled, the metal-not-pulled foil, the every-metal trap, the test routine, 'magnetic' recognised and typed. |
| G3T19 | L03 | Mix two materials to do a job | routine | 10 | 7 | second recall of the same term ×2; same options, new instance ×1 | Mix two materials and test fairly: the result, the fair test, read the results, the mask transfer, one-thing-different, 'strong' recognised and typed. |
| G3T19 | L04 | Say why that material | one-step | 10 | 6 | same options, new instance ×4 | Material - property - job: a material pick, its property, a see-through pick, a right justification, the magnetic fridge door, a wrong justification. |
| G3T20 | L01 | Everything is made of tiny pieces too small to see | one-step | 8 | 5 | same options, new instance ×2; second recall of the same term ×1 | Everything is made of pieces too small to see: one yes, the only-air trap, the why-can-you-see-it mechanism, the big-enough-to-see trap, 'matter'. |
| G3T20 | L02 | Air takes up space | one-step | 9 | 4 | answerable without the lesson ×3; same options, new instance ×2 | Air takes up space, taught on the balloon: the balloon, the nothing-inside trap, the why, the empty-bottle transfer. |
| G3T20 | L03 | Gases spread out to fill their container | one-step | 10 | 6 | same options, new instance ×2; same sort repeated ×1; second recall of the same term ×1 | A gas fills its container: one yes, the air-has-a-shape trap, the sand non-example (pours but heaps), the which-is-a-gas pick, 'gas' recognised and typed. |
| G3T20 | L04 | Liquids take the shape of their container | one-step | 10 | 6 | same options, new instance ×2; answerable without the lesson ×1; other ×1 | A liquid pours and takes its container's shape: one yes, the flat-top read, the gas non-example, the slow-honey trap, 'liquid' recognised and typed. |
| G3T20 | L05 | Solids keep their shape | one-step | 10 | 5 | second recall of the same term ×1; same options, new instance ×1; answerable without the lesson ×1; same sort repeated ×1; other ×1 | A solid keeps its shape: one yes, the liquid non-example, the squashy-pillow trap, one three-way pick for recognition, 'solid' typed. |
| G3T20 | L06 | Solid, liquid or gas? Sort the sample | complex | 13 | 8 | same options, new instance ×4; second recall of the same term ×1 | Capstone sort with the awkward cases - kept long on purpose: sugar, honey, air, the sand trap, fog, the sponge trap, which-clue-tells, the closed-box boundary. |
| G3T21 | L01 | Melting | one-step | 11 | 6 | same options, new instance ×3; other ×1; answerable without the lesson ×1 | Melting: one melt, one stays-solid, the sugar-dissolves trap, a non-ice melt, 'melting' recognised and typed. |
| G3T21 | L02 | Freezing | one-step | 10 | 6 | same options, new instance ×3; other ×1 | Freezing: one freeze, the cold-went-in trap, a non-water freeze, the warm-room non-example, 'freezing' recognised and typed. |
| G3T21 | L03 | Evaporation | one-step | 10 | 6 | same options, new instance ×2; other ×2 | Evaporation: open vs capped, the soaked-in trap, the cold-day-still-dries boundary, 'evaporation' recognised and typed. |
| G3T21 | L04 | Where the water went | one-step | 10 | 6 | same options, new instance ×2; second recall of the same term ×2 | Evaporated water is in the air as vapour: one where-is-it, the into-nothing trap, its state, the muggy-day transfer, 'water vapor' recognised and typed. |
| G3T21 | L05 | Boiling | one-step | 8 | 5 | second recall of the same term ×2; other ×1 | Boiling: what is in the bubbles, what happens at 212, the hot-but-not-boiling non-example, 'boiling' recognised (four-way) and typed. |
| G3T21 | L05b | Boiling or evaporating? | one-step | 10 | 5 | second recall of the same term ×4; same options, new instance ×1 | Boiling vs evaporating: one of each, the hot-no-bubbles near-miss, the why, the puddle-is-boiling trap, one four-way term pick. Four term items re-recall words coined and typed in L03 and L05. |
| G3T21 | L06 | Condensation | one-step | 11 | 6 | second recall of the same term ×2; answerable without the lesson ×1; same sort repeated ×1; other ×1 | Condensation: cold glass, the warm-mug minimal pair, the pickle-juice trap, where the water came from, 'condensation' recognised and typed. |
| G3T21 | L07 | Same water, different state | one-step | 12 | 7 | other ×3; same options, new instance ×1; second recall of the same term ×1 | Same water in every state - the strand's keystone: three distinct traps (melt, freeze, heat) kept, the sealed-bag mass datum, 'state' recognised and typed. One over the one-step target for the three traps. |
| G3T22 | L01 | The thermometer measures how warm the air is | one-step | 12 | 5 | second recall of the same term ×3; other ×2; same options, new instance ×1; answerable without the lesson ×1 | The thermometer measures what it is in: yard air, soup, the hand-gives-no-number item, the sun-on-a-hot-wall boundary, where to hang it. |
| G3T22 | L02 | The wind vane shows where the wind is from | one-step | 11 | 5 | same options, new instance ×2; second recall of the same term ×2; answerable without the lesson ×1; other ×1 | Wind vane: two reads, the from-not-toward trap, naming a north wind, 'wind vane' typed. |
| G3T22 | L03 | The rain gauge measures how much rain fell | routine | 12 | 6 | same options, new instance ×3; answerable without the lesson ×1; other ×1; second recall of the same term ×1 | Rain gauge: one MCQ read, the unit, one typed read, the odd-number trap, empty it after reading, 'rain gauge' typed. |
| G3T22 | L04 | Write it down in a table | routine | 12 | 8 | scaffold run collapsed ×1; second recall of the same term ×1; answerable without the lesson ×1; other ×1 | Write readings in a table: heading scaffold, bare row-and-column, not-a-reading boundary, why headings, row/column/heading recognised and three typed. |
| G3T22 | L04b | The unit goes in the top row | obvious | 9 | 4 | same options, new instance ×2; second recall of the same term ×2; answerable without the lesson ×1 | Unit once in the top row: read a number through its heading, the no-unit headache, the why, the explain FRQ. |
| G3T22 | L05 | Record today's weather | routine | 10 | 7 | second recall of the same term ×2; answerable without the lesson ×1 | Record a day's weather: the three-instrument scaffold run and assembled row (multi-step, kept whole), one bare row, the looked-at-clouds and felt-the-air traps. |
| G3T22 | L06 | Find a value in the table | routine | 10 | 5 | same options, new instance ×3; answerable without the lesson ×1; scaffold run collapsed ×1 | Find a value in a table: heading scaffold, a two-day compare, a reverse lookup, the shaded-column scaffold, the warmest-day transfer. |
| G3T23 | L01 | Read a bar graph | routine | 14 | 8 | same options, new instance ×5; other ×1 | Read a bar graph: the kind, tallest bar, picture-graph contrast, a typed difference, a typed count, fewest, a typed read on the side scale, 'bar graph' typed. |
| G3T23 | L02 | Make a graph of a season | routine | 9 | 5 | same options, new instance ×2; answerable without the lesson ×1; second recall of the same term ×1 | Make a graph: labels along the bottom, bar height, spot the wrong bar, the missing side numbers, read the season at a glance. |
| G3T23 | L03 | What is next July likely to be like? | routine | 10 | 7 | same options, new instance ×2; second recall of the same term ×1 | Predict from a pattern: what, why, 'typical weather' recognised, the likely-not-certain boundary, the one-year-only boundary, the picnic use, the term typed. |
| G3T24 | L01 | What a volcano is | routine | 13 | 7 | second recall of the same term ×3; answerable without the lesson ×1; same options, new instance ×1; other ×1 | What a volcano is: one yes, a mountain that is not, the geyser near-miss, the lava-is-fire trap, the fifty-years boundary, 'lava' and 'volcano' typed. |
| G3T24 | L02 | Volcanoes change the land fast | one-step | 10 | 6 | second recall of the same term ×2; answerable without the lesson ×1; other ×1 | Volcano changes land fast: what covers the field, 'erupts' recognised, why it is hard, the slow trap, the forest transfer, 'erupts' typed. |
| G3T24 | L03 | What an earthquake is | one-step | 12 | 6 | same options, new instance ×3; second recall of the same term ×1; other ×1; answerable without the lesson ×1 | What an earthquake is: one yes, the rattling-windows non-example, both traps, the three-way pick, the term typed. |
| G3T24 | L04 | Earthquakes change the land fast | one-step | 8 | 5 | second recall of the same term ×1; other ×1; answerable without the lesson ×1 | Earthquake changes land fast: the crack, why, the swallows-houses trap, the which-event figure, loose rocks slide. |
| G3T24 | L05 | What a landslide is | one-step | 10 | 6 | second recall of the same term ×3; same options, new instance ×1 | What a landslide is: one yes, a dry-day slide, the no-slope non-example, the few-pebbles non-example, the three-way pick, the term typed. |
| G3T24 | L06 | Landslides change the land fast | one-step | 9 | 5 | second recall of the same term ×2; other ×1; same options, new instance ×1 | Landslide changes land fast: what lies below, what the slope shows, why, the slow trap, the which-event figure. |
| G3T25 | L01 | Weather can do damage | routine | 14 | 7 | second recall of the same term ×5; same options, new instance ×1; answerable without the lesson ×1 | Dangerous weather and its damage: one damage item per kind (wind, lightning, flood, blizzard's snow), the not-dangerous boundary, 'tornado' recognised and typed. |
| G3T25 | L02 | A defense holds back what the weather brings | one-step | 14 | 7 | same options, new instance ×3; second recall of the same term ×2; other ×2 | A defence holds back what the weather brings: one defence per kind, the mismatch non-example, 'defense' recognised and typed. The lightning rod is asked three times (4, 6, 7). |
| G3T25 | L03 | Choose the best explanation | routine | 12 | 8 | same options, new instance ×3; other ×1 | Best explanation: fits/does-not-fit scaffold pair, 'explanation' recognised, one bare which-fits-all, which observation rules it out, the nobody-saw-it boundary, both terms typed. |
| G3T26 | L01 | What soil is made of | one-step | 13 | 6 | same options, new instance ×3; second recall of the same term ×2; answerable without the lesson ×1; other ×1 | What soil is: one rock bit, one dead-plant bit, the one-stuff trap, the jar take-apart, the soil-is-alive trap, 'soil' typed. |
| G3T26 | L02 | The bits of rock come from bigger rocks breaking apart | one-step | 10 | 5 | same options, new instance ×2; second recall of the same term ×2; other ×1 | Rock bits come from bigger rocks: the pebble, the never-breaks trap, the timescale, the rubbing demonstration, the sand-not-beetle pick. |
| G3T26 | L03 | The dark crumbs come from dead things rotting | one-step | 12 | 6 | other ×2; same options, new instance ×2; second recall of the same term ×2 | Dark crumbs come from rotting: the apple core, the into-nothing trap, the crumbs-are-rock trap, 'rots' recognised, which-will-rot, 'rots' typed. |
| G3T26 | L04 | Tell two soils apart | routine | 13 | 6 | second recall of the same term ×5; same options, new instance ×1; answerable without the lesson ×1 | Tell soils apart by look, feel and water: one item per soil, the water-test figure, the all-brown trap, 'clay' typed. |
| G3T27 | L01 | What happens after a living thing dies | one-step | 10 | 6 | same options, new instance ×2; second recall of the same term ×1; answerable without the lesson ×1 | Rot-or-last on new cases with one boundary (hard part, buried fast); six cases carry both sides, the soft-vs-hard pair, the trap and the transfer. |
| G3T27 | L02 | What a fossil is | one-step | 10 | 6 | same options, new instance ×2; answerable without the lesson ×1; second recall of the same term ×1 | Coins 'fossil' on marks and parts; keep the surprising footprint, the two traps, the mark/part sort once, the recognise set and the recall. |
| G3T27 | L03 | Fossil or not? | one-step | 10 | 7 | same sort repeated ×2; answerable without the lesson ×1 | Find-card sort on two questions; keep two yes cards, two no cards, the tunnels (a mark), both traps. |
| G3T27 | L04 | What the fossil creature was like | routine | 10 | 7 | same options, new instance ×1; second recall of the same term ×1; other ×1 | Evidence-to-idea routine; keep both teeth cases, the footprint size, shows vs think both ways, the colour boundary, the trap. |
| G3T27 | L05 | What the place was like back then | routine | 9 | 5 | same options, new instance ×3; second recall of the same term ×1 | Same frame as L04 turned on the place; one under-water case, one climate case, one ground case, idea-vs-shows, the transfer. |
| G3T28 | L01 | Everything you own started as a natural resource | one-step | 10 | 7 | second recall of the same term ×1; answerable without the lesson ×1; same options, new instance ×1 | Name the resource a product started as; one item per class (oil, tree, sand, rock, wheat), the 'started at the store' trap, the recall. |
| G3T28 | L02 | A natural resource can run short | one-step | 9 | 5 | same options, new instance ×3; second recall of the same term ×1 | Faster / same / slower than nature replaces; one case of each plus the makes-none case and the rule line. |
| G3T28 | L03 | Why conserving matters | one-step | 11 | 6 | second recall of the same term ×4; answerable without the lesson ×1 | What runs short if everyone wastes it: one case per resource, the word 'conserving' recognised then recalled, the transfer. |
| G3T28 | L04 | Reduce, reuse, or recycle? | one-step | 12 | 7 | same sort repeated ×5 | Three-way sort; one or two per class, the drop-in-the-bin-is-reusing trap, the jar reuse-vs-recycle boundary, the recall. |
| G3T29 | L01 | The Sun is a huge ball of glowing gas | one-step | 10 | 6 | second recall of the same term ×2; answerable without the lesson ×1; other ×1 | What the Sun is: made of gas, not on fire, not coin-sized, a hundred Earths across, glows because it is hot, 'gas' recalled. |
| G3T29 | L02 | The Sun is a star | obvious | 11 | 5 | second recall of the same term ×4; answerable without the lesson ×1; other ×1 | The shortest lesson in the strand: two traps (stars are dots; the Moon is a star), the fly-close picture, which-is-a-star, the recall. |
| G3T29 | L03 | The Sun's light carries energy to Earth | one-step | 9 | 5 | same options, new instance ×2; second recall of the same term ×1; answerable without the lesson ×1 | Sun's light carries energy to Earth: a warmed thing, a not-the-Sun boundary, most energy, night cooling, no Sun. |
| G3T30 | L01 | Stars are not all the same | one-step | 8 | 5 | other ×2; second recall of the same term ×1 | Stars differ in size and brightness; the two to-scale drawings, the brighter-than pair, the biggest-star trap, the every-star fact. |
| G3T30 | L02 | Why stars look like dots | one-step | 9 | 5 | same options, new instance ×2; second recall of the same term ×2 | Far things look like dots: the classic lamp, which lantern is closer, the above-the-clouds trap, walking toward a window, the star itself. |
| G3T30 | L03 | Why the Sun looks so big and bright | one-step | 9 | 5 | second recall of the same term ×2; same options, new instance ×2 | Near things look bigger and brighter: the campfires, why the Sun, the stars-gone-at-noon trap, what decides brightness, the faint-but-big near miss. |
| G3T30 | L04 | A telescope shows more stars | obvious | 9 | 4 | answerable without the lesson ×2; same options, new instance ×1; other ×1; second recall of the same term ×1 | One instrument, one fact: more stars, why, the stars-were-there-already trap, the recall. |
| G3T31 | L01 | Earth travels around the Sun | one-step | 10 | 6 | second recall of the same term ×3; answerable without the lesson ×1 | Earth's orbit: the two traps (Sun goes round Earth; Earth never moves), the path named, one lap, a straight line is not an orbit, the recall. |
| G3T31 | L02 | The Moon travels around Earth | obvious | 9 | 5 | second recall of the same term ×4 | The Moon travels around Earth and comes along: the two traps, a month, the half-lap case. |
| G3T31 | L03 | Earth is a planet | routine | 13 | 7 | second recall of the same term ×3; same options, new instance ×1; answerable without the lesson ×1; other ×1 | Earth is one of eight planets: a yes case, the term recognised, solar system recognised, the Sun and Moon traps, planets shine by sunlight, the recall. |
| G3T31 | L04 | The eight planets in order | routine | 10 | 8 | other ×1; same options, new instance ×1 | Ordering routine: the worked-to-bare run stays whole (closest, farthest, after Earth, Earth third, two tap-to-order sets), plus the biggest-planet trap. |
| G3T31 | L05 | A model of the Sun, Earth and the Moon | routine | 11 | 8 | second recall of the same term ×3 | Model routine: the scaffold run (marble, ball, carry the marble), a wrong model, the Sun-round-Earth trap, what a model gets wrong, new objects, the recall. |
| G3T32 | L01 | Living things grow | one-step | 10 | 6 | same options, new instance ×2; answerable without the lesson ×1; second recall of the same term ×1 | Grew by itself vs got bigger from outside: the bean, two non-examples, the unseen-oak trap, the three-way pick, the recall. |
| G3T32 | L02 | Living things feed | one-step | 11 | 6 | second recall of the same term ×3; other ×1; answerable without the lesson ×1 | Eats food or makes its own: one of each, the roots-eat-soil trap, what a plant uses, the three-way pick, the recall. |
| G3T32 | L03 | Living things move | one-step | 10 | 6 | same options, new instance ×3; answerable without the lesson ×1 | Moves by itself, even a plant: the bean leaves, the kite, two traps (a tree never moves; only walking counts), the three-way pick, the every-living-thing line. |
| G3T32 | L04 | Living things make more of their own kind | obvious | 10 | 5 | answerable without the lesson ×4; second recall of the same term ×1 | Make more of their own kind: the acorn, the plants-have-no-babies trap, the toy robot, the lamb-too-young boundary, the three-way pick. |
| G3T32 | L05 | Alive or not alive? Ask four questions | routine | 12 | 7 | second recall of the same term ×2; answerable without the lesson ×2; same options, new instance ×1 | Four-question sort: the worked goldfish, a wave, a seed, a music box that moves, the cloud trap, the fern that does nothing, the moving-is-enough trap. |
| G3T33 | L01 | Every living thing needs food | obvious | 10 | 5 | answerable without the lesson ×2; same options, new instance ×2; other ×1 | Every living thing needs food: a non-living no, the tree, the fern trap, the needs-vs-wants toy ball, the whale. |
| G3T33 | L02 | Every living thing needs water | obvious | 11 | 5 | same options, new instance ×3; answerable without the lesson ×2; second recall of the same term ×1 | Every living thing needs water: the desert lizard, a non-living no, the bighorn-sheep trap, the tree, the drooping mint. |
| G3T33 | L03 | Every living thing needs air | one-step | 11 | 6 | same options, new instance ×3; answerable without the lesson ×1; second recall of the same term ×1 | Every living thing needs air: the shark, the fish trap, the ball full of air, the rose bush, where a fish gets air, the pump transfer. |
| G3T33 | L04 | Every living thing needs a place that suits it | one-step | 12 | 6 | same options, new instance ×4; other ×1; second recall of the same term ×1 | A place that suits it: pick the place, a no, the zoo-penguin trap, a yes, the needs-vs-wants rubber bone, the recall. |
| G3T34 | L01 | Make a group from one shared feature | one-step | 12 | 6 | same options, new instance ×5; second recall of the same term ×1 | Group by one body feature: one shared-covering pair, a body feature yes and no, the card sort, a different feature gives different groups, the recall. |
| G3T34 | L02 | Backbone or no backbone | one-step | 13 | 8 | second recall of the same term ×2; answerable without the lesson ×2; same options, new instance ×1 | Backbone or none: the eel, a plain yes, the hard-outside lobster, two traps (big must have a backbone; curls so none), which is a vertebrate, both terms recalled. |
| G3T34 | L03 | What makes an animal an arthropod | routine | 14 | 8 | second recall of the same term ×3; same options, new instance ×1; answerable without the lesson ×1; other ×1 | Three-question check: a yes, a backbone no, a casing-but-no-legs no, the every-shell trap, which feature every arthropod has, which feature the snail lacks, the recall. |
| G3T35 | L01 | What makes an animal a mammal | one-step | 12 | 6 | same options, new instance ×4; answerable without the lesson ×1; second recall of the same term ×1 | Two-feature rule: the elephant (few hairs), a no, the swimming sea lion, which feature tells you, the beaver-is-a-fish trap, the recall. |
| G3T35 | L02 | What makes an animal a bird | one-step | 12 | 6 | same options, new instance ×3; second recall of the same term ×2; answerable without the lesson ×1 | Feathers, beak, eggs: a yes, an insect that flies, a mammal that glides, which feature tells you, the kiwi that cannot fly, the recall. |
| G3T35 | L03 | What makes an animal a reptile | one-step | 12 | 6 | same options, new instance ×4; other ×1; second recall of the same term ×1 | Dry scaly skin, eggs on land: a yes, the frog's wet-skin no, the river crocodile, which feature tells you, the alligator-is-a-fish trap, the recall. |
| G3T35 | L04 | What makes an animal an amphibian | one-step | 13 | 7 | same options, new instance ×2; second recall of the same term ×2; answerable without the lesson ×1; other ×1 | Moist skin, water then land: the bullfrog, a dry-skin no, the salamander, the trout that stays in water, which feature tells you, the tadpole is a young amphibian, the recall. |
| G3T35 | L05 | What makes an animal a fish | one-step | 11 | 6 | answerable without the lesson ×2; same options, new instance ×1; second recall of the same term ×1; other ×1 | Gills and fins: the scaleless catfish, the walrus that breathes air, the flat stingray, which feature tells you, the hippo-is-a-fish trap, 'gills' recalled. |
| G3T35 | L06 | Place a vertebrate in its group | one-step | 10 | 7 | same options, new instance ×3 | Five-way sort: one animal per group (two with the key, three without), one typed group name, the manatee-must-be-a-fish trap. |
| G3T36 | L01 | Egg-layers, or babies born alive | one-step | 14 | 7 | same options, new instance ×4; other ×1; second recall of the same term ×1; answerable without the lesson ×1 | Two-class frame by group: bird, reptile and fish lay eggs; horse and manatee are born alive; the only-birds-lay-eggs trap; the recall. |
| G3T36 | L02 | Body parts do jobs that help the animal survive | one-step | 10 | 6 | same options, new instance ×3; second recall of the same term ×1 | Part → job: one item per job (food, safe, warm, moving), one job → part, one wrong-job claim. |
| G3T36 | L03 | Animals sense, then respond | routine | 12 | 7 | second recall of the same term ×3; same options, new instance ×2 | Sense then respond: which part sensed, which act is the response, which came first, the rat's whiskers, the skunk that senses nothing, both words recalled. |
| G3T37 | L01 | What a seed is | one-step | 14 | 6 | second recall of the same term ×3; other ×2; same options, new instance ×2; answerable without the lesson ×1 | What a seed is: the cherry stone, what is inside, the pine's cones, the seed-is-dead trap, the coconut as one big seed, the recall. |
| G3T37 | L02 | What a spore is | one-step | 10 | 6 | answerable without the lesson ×1; other ×1; second recall of the same term ×1; same options, new instance ×1 | What a spore is: the fern's dots, the tiny-seed trap, seed-vs-spore inside, moss, which plant makes spores, the recall. |
| G3T37 | L03 | Seeds or spores? Sort the plant | routine | 12 | 7 | same options, new instance ×3; second recall of the same term ×1; answerable without the lesson ×1 | Seeds or spores, then flowering or not: flowers → seeds, cones → seeds, no flowers or cones → spores, the pine as nonflowering-with-seeds, both terms recalled. |
| G3T37 | L04 | What the flower does | one-step | 10 | 6 | second recall of the same term ×2; answerable without the lesson ×1; same options, new instance ×1 | The flower is where seeds are made: the cherry, the pea, the only-pretty trap, no flowers → no seeds, flower before fruit, the recall. |
| G3T38 | L01 | The roots hold the plant in the ground | one-step | 10 | 6 | second recall of the same term ×2; answerable without the lesson ×1; same options, new instance ×1 | Roots hold and take in water: the tugged bush, the roots-eat-soil trap, the radish, roots in air, the blown-over tree, the recall. |
| G3T38 | L02 | The stem holds the plant up | one-step | 12 | 6 | second recall of the same term ×3; same options, new instance ×1; answerable without the lesson ×1; other ×1 | The stem holds the plant up: the rose, the palm trunk, snapped corn, the cut daisy, which job, the recall. |
| G3T38 | L03 | The stem carries water from the roots to the leaves | routine | 10 | 6 | second recall of the same term ×2; same options, new instance ×1; answerable without the lesson ×1 | Water up the stem: the blue daisy, soil → roots → stem → leaves in order, the rain trap, the bitten stem, which direction, the recall. |
| G3T38 | L04 | The leaves make the plant's food | one-step | 12 | 6 | same options, new instance ×3; second recall of the same term ×2; answerable without the lesson ×1 | Leaves make the food: the apple tree, the dark-cupboard parsley, the cabbage, what a leaf uses, roots cannot in the dark, the recall. |
| G3T39 | L01 | A stem grows toward the light | routine | 13 | 8 | second recall of the same term ×3; answerable without the lesson ×2 | Kept long on purpose: direction from the side, from a box hole, after the pot is turned, light from above, the days timescale, grew-not-pushed, read the light's side back from the lean, turned-vs-grew — eight different moves. |
| G3T39 | L02 | A root grows down | one-step | 9 | 5 | same options, new instance ×2; second recall of the same term ×2 | A root grows down: the upside-down seed, the heavy trap, the tipped pot, the days timescale, no soil at all. |
| G3T39 | L03 | Animals respond by moving, plants by growing | one-step | 9 | 5 | same options, new instance ×2; second recall of the same term ×2 | Animals move, plants grow: one of each, the plants-do-not-respond trap, the days timescale, the recall. |
| G3T40 | L01 | Every life runs in a cycle | one-step | 11 | 6 | same options, new instance ×2; second recall of the same term ×2; answerable without the lesson ×1 | Every life runs in a cycle: next stage for a plant and an animal, the it-is-a-line trap, the only-animals trap, the last stage, the recall. |
| G3T40 | L02 | Put a life cycle in order | routine | 13 | 8 | second recall of the same term ×2; answerable without the lesson ×1; same sort repeated ×1; other ×1 | Ordering routine: the moth scaffold run stays whole, two bare orderings (insect, plant), the two-different-animals trap, the tadpole-only transfer, the recall. |
| G3T40 | L03 | Offspring take after their parents | one-step | 11 | 6 | same options, new instance ×3; second recall of the same term ×2 | Offspring take after parents: an animal, a plant, the exact-copy trap, the wanted-it trap, features from both parents, the recall. |
| G3T40 | L04 | Same kind, small differences | one-step | 10 | 5 | same options, new instance ×3; second recall of the same term ×2 | Shared or differs: the ladybugs, the small chick, the twins trap, bean height, the piglets' shared tail. |
| G3T40 | L05 | Surroundings can shape a feature | one-step | 11 | 6 | same options, new instance ×4; second recall of the same term ×1 | Parents or surroundings: a plant and an animal shaped by surroundings, one from parents, the sun-tan, the patches-from-grass trap, the recall. |
| G3T41 | L01 | Every food chain starts with the Sun | one-step | 11 | 7 | other ×2; second recall of the same term ×2 | Starts with the Sun: before the plant, the plant first, the biggest-animal trap, the tiny floating plants, the plant-eats-the-Sun trap, which is a chain, the recall. |
| G3T41 | L02 | Read the arrows in a food chain | routine | 10 | 7 | same options, new instance ×2; other ×1 | Reading arrows: the scaffold run on the field chain, a bare read on the river chain, the arrow-direction trap, order a chain, what an arrow says. |
| G3T41 | L03 | Take one living thing out of the chain | complex | 10 | 8 | same options, new instance ×1; second recall of the same term ×1 | Kept long: both directions from one removal, the two-step effect down the chain, the why, the good-for-everyone trap, the plant removal's two effects, the only-the-next-link trap. |
| G3T42 | L01 | Living in a group helps an animal survive | one-step | 10 | 5 | same options, new instance ×4; second recall of the same term ×1 | Living in a group: one case per job, the every-animal-needs-a-group trap, the bobcat that lives alone. |
| G3T42 | L02 | Survives well, survives poorly, or dies | one-step | 11 | 6 | same options, new instance ×4; second recall of the same term ×1 | Three classes on the sunflower trio, the frog's survives-poorly case, the water-is-enough trap, 'poorly' recalled. |
| G3T42 | L03 | What living things do when winter comes | routine | 14 | 7 | same sort repeated ×6; second recall of the same term ×1 | Three coined classes: one recognition per class, the bare-tree-is-alive boundary, the active fox boundary, two terms recalled. |
| G3T42 | L04 | When a place changes quickly: stay, move away, or die | one-step | 10 | 5 | same options, new instance ×4; second recall of the same term ×1 | Stay, move or die: one of each from two changes, plus the harms-everything-the-same trap. |
Grade 4 — 163 lessons (1692 → 1013 questions)
| Topic | Lesson | Title | Simplicity | Now | Proposed | What goes | Note |
|---|---|---|---|---|---|---|---|
| G4T01 | L01 | Spot the friction | one-step | 10 | 5 | same options, new instance ×4; same sort repeated ×1 | Two-way sort (do two surfaces rub?) then locate the rubbing; the drawer is the only case where friction is not underneath. |
| G4T01 | L02 | Why a heavy thing is hard to push | complex | 10 | 7 | second recall of the same term ×1; answerable without the lesson ×1; same options, new instance ×1 | Misconception lesson (friction on a still object); where, direction, balance, boundary and the FRQ all earn their place. |
| G4T01 | L03 | Why sliding things stop | complex | 10 | 6 | second recall of the same term ×2; other ×1; same options, new instance ×1 | Two beliefs confronted (push runs out; needs a push to keep moving); coin and puck give the stop-soon and slide-far pair. |
| G4T01 | L04 | Which surface lets it slide farther? | routine | 10 | 7 | same options, new instance ×2; second recall of the same term ×1 | Three-step routine (rougher -> more friction -> shorter); the scaffold run stays whole, the bare run drops to two. |
| G4T01 | L05 | Helpful friction, unhelpful friction | one-step | 11 | 6 | same sort repeated ×3; second recall of the same term ×1; same options, new instance ×1 | Helpful/unhelpful sort; the swing-slowing case (item 3) is the one that breaks "friction only slows things", so it stays. |
| G4T02 | L01 | A question you can test | one-step | 12 | 6 | same sort repeated ×5; same options, new instance ×1 | Opinion vs measurable, then testable vs not; six items give two instances per class plus the term. |
| G4T02 | L02 | The one thing you change | one-step | 10 | 5 | same options, new instance ×4; second recall of the same term ×1 | One decision (spot the thing changed on purpose); three described tests, one question-form case, one misconception. |
| G4T02 | L03 | Keep everything else the same | one-step | 9 | 5 | same options, new instance ×3; second recall of the same term ×1 | Keep-the-same identification in two forms (what must stay; what slipped) plus the why and the misconception. |
| G4T02 | L04 | What you measure to see the result | one-step | 10 | 5 | answerable without the lesson ×2; same options, new instance ×2; other ×1 | One decision (measure the thing the question asks about, after the change); the hot-chocolate item keeps the start-vs-after near miss. |
| G4T02 | L05 | Fair test or unfair test? | one-step | 11 | 6 | same sort repeated ×4; second recall of the same term ×1 | Fair/unfair sort coining the term last; one yes, two no (one with the double change spelled out), MCQ term then typed term. |
| G4T02 | L06 | Test friction on different floors | routine | 10 | 7 | other ×2; second recall of the same term ×1 | Plan-the-test routine; the four scaffold lines stay as the routine's steps, then the missing-line bare item, the misconception and the transfer. |
| G4T03 | L01 | What a magnet pulls | one-step | 12 | 7 | same sort repeated ×2; second recall of the same term ×1; answerable without the lesson ×1; same options, new instance ×1 | The new performance is the metals a magnet does NOT pull (copper, brass); two yes, two no, the coin inference, the nickel/cobalt fact and the misconception. |
| G4T03 | L02 | A magnet has two poles | one-step | 10 | 6 | second recall of the same term ×2; answerable without the lesson ×1; same options, new instance ×1 | A fact (two different ends) with its terms; the U-shaped magnet is the only transfer. |
| G4T03 | L03 | Pull together or push apart? | one-step | 13 | 6 | same options, new instance ×3; second recall of the same term ×2; same sort repeated ×2 | Four facing-pole cases in one frame; one drawn each way, one words case, the covered-magnet inference, the terms and the misconception. |
| G4T03 | L03b | Why a magnet always pulls steel | complex | 10 | 7 | answerable without the lesson ×1; second recall of the same term ×1; same options, new instance ×1 | Mechanism lesson (the near end becomes the opposite pole); the paperclip chain and the near/far pair carry the transfer. |
| G4T03 | L04 | Closer magnet, stronger pull | one-step | 10 | 6 | second recall of the same term ×2; scaffold run collapsed ×1; same options, new instance ×1 | Closer -> stronger; one scaffold pair, the book-vs-desk transfer, the direction item, the misconception and the why (weaker than Earth's pull). |
| G4T03 | L05 | Make a paperclip float | routine | 10 | 7 | second recall of the same term ×1; answerable without the lesson ×1; same options, new instance ×1 | Build-and-explain model; the balanced pulls, what pulls up, why it stops, what the model shows and cannot show, one transfer, the misconception, the FRQ. |
| G4T04 | L01 | Find the energy source and the receiver | one-step | 12 | 6 | same options, new instance ×4; answerable without the lesson ×1; second recall of the same term ×1 | Source/receiver sort; the soup-warms-cold-hands case is the near miss, the two rock misconceptions stay. |
| G4T04 | L02 | Name the carrier | one-step | 14 | 7 | same options, new instance ×4; second recall of the same term ×1; other ×1; over the cap of ten ×1 | Fixed four-carrier sort; one case per carrier, the term pair and the heat-along-the-wire misconception. |
| G4T04 | L03 | Energy can move across a gap | one-step | 13 | 6 | same options, new instance ×6; second recall of the same term ×1 | Energy can move across a gap, except electricity, which needs the wire; one touching case, two gap cases, the two misconceptions, the FRQ. |
| G4T05 | L01 | Moving things hand over energy when they hit | one-step | 9 | 6 | same sort repeated ×1; same options, new instance ×1; other ×1 | A moving thing hands over energy when it hits; one yes, the miss and the still-bike non-examples, the kinetic-energy item and the term. |
| G4T05 | L02 | What each object does after the hit | one-step | 8 | 5 | same options, new instance ×3 | Predict the two objects after the hit; one pair, a second slows-down instance, the FRQ and the who-gained-energy item. |
| G4T05 | L03 | The sound and the warmth are energy too | one-step | 8 | 6 | same options, new instance ×2 | Some energy leaves as sound and some as warmth; one of each, the energy-is-gone misconception, the FRQ, the where-is-it-now item. |
| G4T05 | L04 | How far it slides is the evidence | routine | 9 | 6 | second recall of the same term ×2; same options, new instance ×1 | Evidence routine (slide distance -> energy handed over -> speed); the two-step drawing pair stays whole. |
| G4T06 | L01 | Which thing heats the other | one-step | 10 | 6 | same options, new instance ×3; second recall of the same term ×1 | The hotter heats the colder; the plain case, the cold-cold case (milk heats the frozen pea), the thermometer reading, the same-temperature boundary and the two misconceptions. |
| G4T06 | L02 | What happens to the temperatures | routine | 10 | 7 | same options, new instance ×3 | Both temperatures change until they meet; the pair, the equal-start boundary, one thermometer reading, the meeting-number transfer, the misconception, the FRQ. |
| G4T06 | L03 | Conductors and insulators | one-step | 12 | 6 | same sort repeated ×4; same options, new instance ×1; second recall of the same term ×1 | Conductor/insulator sort; one conductor, two insulators (one with the evidence), one apply, the coat-makes-heat misconception, the term. |
| G4T06 | L04 | Why metal feels colder than wood | complex | 9 | 7 | same options, new instance ×2 | Misconception-heavy why lesson; feels colder vs is colder, the four-option why, the thermometer check, the hot-day reversal, the FRQ. |
| G4T07 | L01 | High pitched or low pitched? | one-step | 10 | 5 | answerable without the lesson ×5 | High/low sort is obvious; what the lesson adds is pitch vs loudness, so the loud-low hum and the quiet-high ting stay with one plain case and the term pair. |
| G4T07 | L02 | Faster vibration, higher pitch | one-step | 10 | 6 | second recall of the same term ×1; scaffold run collapsed ×1; same options, new instance ×1; other ×1 | Faster vibration -> higher pitch; one scaffold pair, two bare cases (one asked the other way round), the why and the misconception. |
| G4T07 | L03 | Stronger vibration, louder sound | one-step | 12 | 6 | second recall of the same term ×2; same options, new instance ×2; scaffold run collapsed ×1; other ×1 | Stronger vibration -> louder, and louder is not higher; the also-higher-pitched? item and the what-changes item are the lesson's point. |
| G4T07 | L04 | Draw the light's path to your eye | routine | 11 | 7 | same options, new instance ×2; second recall of the same term ×1; other ×1 | Two-step drawing routine; the scaffold run stays whole, one bare drawing, the why and the bounces-off-a-book misconception. |
| G4T07 | L05 | Why the dark hides everything | complex | 12 | 7 | other ×2; same options, new instance ×2; second recall of the same term ×1 | Capstone why; sees nothing, why, two documented misconceptions (eyes send light; eyes get used to the dark), the flashlight and window transfers, the FRQ. |
| G4T08 | L01 | A wave carries energy across the water | one-step | 12 | 6 | same options, new instance ×3; second recall of the same term ×2; other ×1 | A wave carries energy, not the water; the stays-in-place observation, the energy-not-water item, the term pair, the misconception, the FRQ. |
| G4T08 | L02 | Spot the taller wave | one-step | 10 | 6 | same options, new instance ×2; other ×1; second recall of the same term ×1 | Comparative term; three compares (top, same, bottom), the arrow item, the tops-closer confusion and one term recall. |
| G4T08 | L03 | Spot how far apart the tops are | one-step | 10 | 6 | same options, new instance ×2; other ×1; second recall of the same term ×1 | Mirror of L02; three compares, the arrow item, the taller-means-longer confusion, one term recall. |
| G4T08 | L04 | Draw the wave the words describe | routine | 10 | 6 | same options, new instance ×3; answerable without the lesson ×1 | Words -> drawing construct; the scaffold pair, one one-change pick, one two-change pick, the misconception and the produce FRQ. |
| G4T08 | L05 | Send a message with a pattern of flashes | routine | 10 | 6 | second recall of the same term ×2; same options, new instance ×2 | Read and send one agreed code; one read per code, one send, the taps-are-not-words misconception, the must-know-the-code item, the FRQ. |
| G4T09 | L01 | A circuit is a complete loop | one-step | 10 | 5 | same options, new instance ×3; second recall of the same term ×2 | Complete loop or not; one drawn each way, the long-wires boundary, the one-wire misconception, the term. |
| G4T09 | L02 | Will the bulb light? | one-step | 10 | 7 | same options, new instance ×3 | Diagnosis: follow the loop, find the gap; two lights?, two where-is-the-gap, the battery-side boundary, the misconception, the fix. |
| G4T09 | L03 | Build a circuit that lights a bulb | routine | 9 | 6 | second recall of the same term ×1; answerable without the lesson ×1; other ×1 | Four-step build routine; the two wire-placement scaffolds, the order item, the bare finish, find-the-gap and the safety item. |
| G4T09 | L04 | Electrical conductors and electrical insulators | one-step | 13 | 6 | same sort repeated ×5; second recall of the same term ×2 | Electrical conductor/insulator sort; one metal, one plastic, one tested-across-the-gap, the apply, the why-safe, the pencil-lead boundary, the term. |
| G4T10 | L01 | What each part of a circuit does | one-step | 7 | 5 | second recall of the same term ×1; same options, new instance ×1 | Four parts, four jobs; one pick per part and the battery-is-a-box-of-electricity misconception. |
| G4T10 | L02 | The current carries the energy around the loop | complex | 11 | 6 | second recall of the same term ×3; same options, new instance ×2 | The current goes all the way round and carries the energy; where it flows, what it carries, two matching bulbs, the used-up misconception, the term pair. |
| G4T10 | L03 | Say what a circuit gives out | one-step | 9 | 6 | same options, new instance ×2; second recall of the same term ×1 | Light / heat / sound / moves sort; one per class (the lit bulb also warms), the open-switch boundary and the why-the-fan-stops item. |
| G4T11 | L01 | Say what the design must do | one-step | 11 | 6 | same sort repeated ×4; same options, new instance ×1 | Testable job or not; one measured yes, one yes without a number (spins as it falls), one no, the which-is-a-test item, the "strong" misconception, the term. |
| G4T11 | L02 | Say what the design must stay inside | one-step | 12 | 6 | same sort repeated ×5; same options, new instance ×1 | Criterion/constraint sort; two criteria, one constraint, the which-kind item, the time-is-a-criterion misconception, the term. |
| G4T11 | L03 | Check the idea before you build | routine | 10 | 8 | second recall of the same term ×1; same options, new instance ×1 | Check-the-idea routine; the worked run (criterion, constraint, verdict) stays whole, then one cross-out each way, the neither item, the FRQ and the build-first misconception. |
| G4T12 | L01 | Moving air and moving water can turn things | one-step | 12 | 5 | same sort repeated ×5; second recall of the same term ×1; answerable without the lesson ×1 | Moving air or water turns the wheel, still does not; one of each for air, one for water, the breeze-is-energy and water-has-kinetic-energy claims. |
| G4T12 | L02 | Spot the energy change in a device | one-step | 12 | 6 | same options, new instance ×4; second recall of the same term ×1; over the cap of ten ×1 | In-with / out-with on fixed sets; two in-picks, two out-picks, the fan-makes-energy misconception, the whole-card bare item. |
| G4T12 | L03 | Build a device to the criterion and the constraint | routine | 12 | 6 | second recall of the same term ×4; same options, new instance ×1; other ×1 | Build-to-the-board routine; constraint check, the two energy-hand-over steps, the next-step item, the FRQ and the missing-part transfer. |
| G4T12 | L04 | Test the design against the criterion | routine | 11 | 6 | second recall of the same term ×2; same options, new instance ×1; other ×1; answerable without the lesson ×1 | Test against the criterion; the fair-test scaffold pair, one verdict, the cannot-tell row, the looks-stronger misconception, the FRQ, the sled transfer. |
| G4T13 | L01 | Same material, same answer in water | one-step | 10 | 5 | same sort repeated ×4; second recall of the same term ×1 | Same material, same answer whatever the size; one sinks, one floats, the tiny-washer and thick-cube misconceptions, the cut-off-piece transfer. |
| G4T13 | L02 | Floater or sinker: the material decides | one-step | 12 | 6 | same options, new instance ×3; second recall of the same term ×2; answerable without the lesson ×1 | Floater/sinker by material, then heavy-for-its-size named dense; one results read each way, two heavy-for-size items, the big-log misconception, the dense term, the typed term. |
| G4T13 | L03 | Find the sample that matches two properties | routine | 10 | 8 | second recall of the same term ×1; same options, new instance ×1 | Capstone two-step routine kept long on purpose: the scaffold pair, three bare trays (two property pairs and the none case), and the three order-of-steps items that catch stopping after one property. |
| G4T14 | L01 | Say whether it is a mixture | one-step | 14 | 7 | same sort repeated ×6; answerable without the lesson ×1 | a two-way sort (one kind of stuff / two or more) run nine times; two of each class plus the shaken-water transfer and the term pair do the whole job |
| G4T14 | L02 | Each part of a mixture is still itself | one-step | 10 | 4 | answerable without the lesson ×4; same sort repeated ×2 | a fact that is nearly common sense; the only honest tests are the property ones (magnet still pulls the nail, does not start pulling corks), picking the parts back out, and the rule sentence |
| G4T14 | L03 | Say whether it is a solution | one-step | 12 | 7 | same sort repeated ×4; answerable without the lesson ×1 | can-you-see-the-parts sort; keep one plain yes, the coloured-all-through yes (item 6, the real trap), one no, the four-option pick, 'is every mixture a solution?' and the term pair |
| G4T14 | L04 | Dissolved is not gone | complex | 13 | 8 | second recall of the same term ×2; answerable without the lesson ×1; same options, new instance ×1; same sort repeated ×1 | the topic's misconception lesson (gone / turned into water / melted); every belief keeps its trap, plus the melt-vs-dissolve contrast and the term pair |
| G4T15 | L01 | Break it into pieces: the mass stays the same | one-step | 9 | 5 | same options, new instance ×2; answerable without the lesson ×1; same sort repeated ×1 | two 'same' readings, one lost-piece near miss, the lighter-crumbs trap, the why |
| G4T15 | L02 | Add the pieces to find the whole | routine | 9 | 6 | same options, new instance ×2; answerable without the lesson ×1 | a multi-step routine (read two scales, add) — the full worked → scaffolded → bare run stays; one bare figure case, one three-piece case, one pan-balance apply |
| G4T15 | L03 | Mix it: the mass stays the same | routine | 9 | 6 | second recall of the same term ×1; other ×1; same options, new instance ×1 | predict the mass after mixing; keeps the what, the why, both traps (more / lighter), the figure read and the dissolving boundary |
| G4T16 | L01 | The same water, as a solid, a liquid or a gas | one-step | 11 | 5 | same options, new instance ×4; answerable without the lesson ×1; same sort repeated ×1 | state-naming is a Grade 3 skill; one item per state plus the two traps (gone for good; a different stuff) carry this atom |
| G4T16 | L02 | New material or the same material? | one-step | 11 | 5 | same options, new instance ×3; answerable without the lesson ×2; same sort repeated ×1 | two-way sort; one new (burning), one same (melting), one new that looks like cooking (egg), the charcoal-vanishes trap and the dissolving trap |
| G4T16 | L03 | The clue that a new material formed | complex | 12 | 9 | same sort repeated ×2; answerable without the lesson ×1 | kept long on purpose: the clue run covers each clue class and the no-clue near miss, boiling water is the bubbles trap, frost the colour trap, rust-as-mud a real belief, plus the why and the transfer |
| G4T17 | L01 | Describe a rock by its grains and its shine | routine | 11 | 8 | answerable without the lesson ×2; same options, new instance ×1 | a four-question describing routine; keep the two non-obvious word→question matches, two figure reads, the tell-apart apply, the gray-and-hard trap and the term pair |
| G4T17 | L02 | Rocks are made of minerals | one-step | 11 | 7 | answerable without the lesson ×2; same options, new instance ×2 | rock / mineral sort: one per class, the muffin transfer, both traps and the term pair |
| G4T17 | L03 | Test a mineral to tell it apart | complex | 13 | 9 | answerable without the lesson ×2; same options, new instance ×1; second recall of the same term ×1 | a four-test routine: the scaffold run stays whole (multi-step), one table apply, the bare case, the gold trap, and the term items for luster and streak |
| G4T18 | L01 | What igneous rock looks like | one-step | 9 | 5 | same sort repeated ×3; other ×1 | fact-form recognition of one look; one yes-card, one no-card, one described no, the glassy yes and the term |
| G4T18 | L02 | How igneous rock forms | complex | 11 | 7 | answerable without the lesson ×2; same options, new instance ×1; other ×1 | mechanism lesson: the what, the why, one fast and one slow figure read, both traps, the transfer |
| G4T18 | L03 | What sedimentary rock looks like | one-step | 11 | 6 | same sort repeated ×4; second recall of the same term ×1 | twin of L01; one yes-card, one no-card, the shells yes, the painted-stripes trap and the two terms (family, sediment) |
| G4T18 | L04 | How sedimentary rock forms | complex | 12 | 8 | second recall of the same term ×2; same sort repeated ×2 | process capstone: settling order, first step, why layers, shells-grew trap, what turns layers to rock, the transfer, and the two by-formation sorts |
| G4T19 | L01 | Spot metamorphic rock: wavy stripes, or flat sheets | routine | 13 | 8 | same sort repeated ×3; second recall of the same term ×1; same options, new instance ×1 | two looks (bands / sheets) each kept once in figure and in words, the stripes-vs-layers trap, one name per look, the family term |
| G4T19 | L02 | How heat and squeezing change a rock into a new rock | complex | 10 | 6 | same sort repeated ×2; answerable without the lesson ×1; same options, new instance ×1 | mechanism: the what, the why, two distinct traps (never changes; melted), the transfer, the two-agents recall |
| G4T19 | L03 | Sort any rock into its family from the clue in its grains | one-step | 10 | 7 | same options, new instance ×3 | three-class capstone: one card per class, the stripes pair (flat layers vs wavy bands) as the boundary, the which-question apply and the trap |
| G4T19 | L04 | Which rocks can hold water, oil or natural gas | one-step | 10 | 6 | same sort repeated ×2; answerable without the lesson ×1; same options, new instance ×1 | two-class sort by soak-in; one figure per class, the which-rock pick, the lake trap, and the bead transfer |
| G4T20 | L01 | Weathering: rock breaks right where it sits | one-step | 10 | 6 | same sort repeated ×3; second recall of the same term ×1 | fact with one boundary: two yes, the carried-not-weathering no, the term and both traps |
| G4T20 | L02 | What does the breaking: roots and ice push the crack wider | obvious | 8 | 3 | same options, new instance ×5 | a two-way sort whose cue is in every stem ('freezing night' / 'root'); one of each and the roots-too-soft trap are enough |
| G4T20 | L03 | What does the breaking: water, wind, heat and cold wear the rock away | one-step | 9 | 4 | same options, new instance ×4; second recall of the same term ×1 | three wearing agents, one case each (the cue is in the stem), plus the water-too-soft trap |
| G4T20 | L04 | Erosion: the pieces are carried away | one-step | 10 | 5 | same options, new instance ×4; answerable without the lesson ×1 | erosion against weathering: one of each, the drawing transfer, the term, the same-thing trap |
| G4T20 | L05 | What carries the pieces | one-step | 12 | 6 | same options, new instance ×3; answerable without the lesson ×1; other ×1; same sort repeated ×1 | four carriers, one case each, the 'glacier' word that the ice case needs, and the ice-does-not-move trap |
| G4T20 | L06 | Deposition: the carrier drops the pieces | one-step | 10 | 6 | same options, new instance ×4 | deposition against erosion with its near miss (still rolling), one cause of each kind (slowed / melted), the term and the fastest-water trap |
| G4T20 | L07 | Weathering, erosion or deposition? | one-step | 10 | 6 | same options, new instance ×4 | three-class capstone: one case per class, the two traps and the drawing transfer |
| G4T21 | L01 | Deeper is older: the bottom layer formed first | routine | 14 | 7 | other ×2; scaffold run collapsed ×2; same options, new instance ×1; answerable without the lesson ×1; same sort repeated ×1 | Fact (deeper is older) plus the numbering routine; 14 items because the deleted L02's quiz was folded in. Seven items carry both jobs. |
| G4T21 | L02 | A fossil is as old as its layer | one-step | 10 | 6 | answerable without the lesson ×2; same options, new instance ×1; second recall of the same term ×1 | One decision (deeper fossil is older) applied to cases; the same-layer boundary (5), the sank-through trap (6) and the transfer (10) carry the quiz. |
| G4T21 | L03 | Read the landscape's story from its layers | complex | 12 | 9 | same sort repeated ×2; other ×1 | Capstone multi-step routine (layer -> living thing -> place -> story in order); the scaffold run 2-5 is kept whole because the routine has three moves. |
| G4T22 | L01 | What is under the ground: Earth's rocky crust | one-step | 10 | 6 | same sort repeated ×3; other ×1 | One fact (dig anywhere, reach the rocky crust) with two near misses (sea water, soil depth); six items is plenty. |
| G4T22 | L02 | How the shaking spreads out as waves | complex | 14 | 9 | same sort repeated ×2; other ×1; same options, new instance ×1; second recall of the same term ×1 | Mechanism lesson (slip -> waves through crust -> weaker with distance) with three live misconceptions; kept long on purpose. |
| G4T22 | L03 | Which defense protects better? Test both the same way | routine | 11 | 7 | other ×2; answerable without the lesson ×1; same options, new instance ×1 | Comparison routine (same test, less damage wins) with its fair-test boundary (6) and two beliefs (8, 9). |
| G4T23 | L01 | Water falls from clouds: rain, snow, sleet and hail | one-step | 10 | 6 | same sort repeated ×2; answerable without the lesson ×2 | Six yes/no sorts on one word; two instances (one yes, one near-miss no) plus the cloud items and the term are enough. |
| G4T23 | L02 | Where the fallen water goes | one-step | 10 | 6 | answerable without the lesson ×2; same sort repeated ×2 | Where fallen water goes: the chain (1, 2, 8), soaking in (3), the air boundary (7), the term (10). |
| G4T23 | L03 | The water cycle: four steps in one loop | routine | 10 | 7 | same options, new instance ×2; second recall of the same term ×1 | Trace the loop: two next-step items, two beliefs, the term, one diagram read. |
| G4T23 | L04 | The Sun's energy keeps the water cycle going | routine | 10 | 6 | second recall of the same term ×2; answerable without the lesson ×1; same sort repeated ×1 | Why lesson: the Sun warms, so water evaporates faster; 'sucks like a straw' is the trap (6). |
| G4T23 | L05 | Predict the drop's next step | one-step | 10 | 6 | scaffold run collapsed ×1; answerable without the lesson ×1; other ×1; second recall of the same term ×1 | Predict the next step: one scaffold, one bare card, two prose cases, the two-steps-ahead item (8) and the transfer (10). |
| G4T24 | L01 | Where Earth's water is: nearly all of it is salt water | one-step | 11 | 6 | other ×2; same sort repeated ×2; answerable without the lesson ×1 | Fact with a fresh/salt sort: one of each class (2, 3), the ice-cap fact (5), the grid (7), the belief (9), ice is water (11). |
| G4T24 | L02 | Why fresh water matters | routine | 9 | 6 | answerable without the lesson ×1; same sort repeated ×1; same options, new instance ×1 | Explanation: used faster than rain replaces it; the ocean-town belief (5) and its why (7) are the heart. |
| G4T24 | L03 | Most of the water in the air comes from the ocean | one-step | 9 | 4 | same sort repeated ×3; other ×1; second recall of the same term ×1 | One fact (most vapor is from the ocean) asked five ways; four items suffice: the datum, an apply, the belief, the why. |
| G4T24 | L04 | Rain is fresh water: the ocean is connected to all the water | one-step | 9 | 6 | other ×1; second recall of the same term ×1; answerable without the lesson ×1 | Fact killing salty rain: the pan (3), the why (4), the coast belief (5), the mountain-lake transfer (6), the term last (9). |
| G4T24 | L05 | Build the water cycle model | complex | 12 | 9 | second recall of the same term ×1; same sort repeated ×1; answerable without the lesson ×1 | Capstone build-the-model routine; the scaffold run on Levi's model is kept nearly whole because labelling the model has many parts; two predicts and the salty-drip trap close it. |
| G4T25 | L01 | Weather, season and climate | one-step | 11 | 6 | same sort repeated ×4; answerable without the lesson ×1 | Three-way concept (weather / season / climate): one item per class, the season explanation (4), the belief (6), the term (8), the hot-place-but-weather near miss (11). |
| G4T25 | L02 | Make a bar graph: the title and the two labels | routine | 8 | 6 | other ×1; same sort repeated ×1 | Graph-frame routine: the three scaffold steps (side label, bottom label, title), the scale pick (5), spot the missing part (6), the why (8). |
| G4T25 | L03 | Make a bar graph: the lines, then the bars | routine | 7 | 4 | second recall of the same term ×1; other ×1; answerable without the lesson ×1 | Second half of the graph routine: rule the lines (2, 6 why), bar height (3), spot the wrong bar (4). Only four honest items exist. |
| G4T25 | L04 | Compare two places: the same numbers up the side | routine | 8 | 5 | second recall of the same term ×1; same options, new instance ×1; same sort repeated ×1 | Compare two graphs on the same scale: one which-town read, the typed difference (4), the bars-look-as-tall trap (5), what to check first (6). |
| G4T25 | L05 | Read the climate off the records | routine | 8 | 5 | second recall of the same term ×1; same sort repeated ×1; same options, new instance ×1 | Capstone first half: the Yuma scaffold pair, the why, one apply graph, the produced climate sentence. |
| G4T25 | L06 | The day that does not fit | routine | 8 | 5 | second recall of the same term ×2; same options, new instance ×1 | The odd result: find it on a graph (2) and in a table (8), check it first (3), mistake or real (4), one odd day is not a climate (5). |
| G4T26 | L01 | Read a map: what is where | routine | 10 | 6 | same sort repeated ×2; other ×1; second recall of the same term ×1 | Map-reading routine: one where-is read, the hills pattern, the river's direction, the side-view trap, legend recognised then typed. |
| G4T26 | L02 | Earth's four parts act on one another | one-step | 11 | 6 | other ×3; same sort repeated ×2 | Fact: the four parts act on one another; one sort into a part, one yes, the nothing-changed boundary (7), the separate-places belief (8), the term last. |
| G4T26 | L03 | Spot the interaction: the two questions | routine | 10 | 6 | same sort repeated ×2; other ×1; same options, new instance ×1 | Two-question frame (acting part, changed part, so X acts on Y): the scaffold run is kept whole, then two bare cases and the nothing-changed trap (10). |
| G4T26 | L04 | More interactions: say the acting part first | one-step | 8 | 5 | second recall of the same term ×2; same options, new instance ×1 | Second half of the frame: air on land (2), land on air (3, the reversed-direction case), living on water (4), the direction trap (7), the transfer (8). |
| G4T27 | L01 | How people get electricity from the wind | routine | 12 | 8 | other ×1; second recall of the same term ×1; answerable without the lesson ×1; same sort repeated ×1 | Chain fact (wind pushes blades, blades turn the machine, electricity along wires): each link once, the wall-socket belief (7), still air (8), night (11), two terms. |
| G4T27 | L02 | How people get electricity from moving water | routine | 12 | 7 | other ×2; answerable without the lesson ×1; second recall of the same term ×1; same options, new instance ×1 | three-link chain (moving water → wheel → machine → electricity) plus the still-water near miss; 12 items were two per link |
| G4T27 | L03 | How people get electricity from sunlight | routine | 12 | 7 | answerable without the lesson ×2; other ×2; same options, new instance ×1 | the no-wheel chain (light → panel → electricity along a wire) with the night and cloud boundaries and the 'light but no energy' trap |
| G4T27 | L04 | How people get energy from plants: wood to burn and food to eat | routine | 10 | 6 | other ×2; answerable without the lesson ×1; same options, new instance ×1 | two faces of one source (wood burnt, food eaten); both faces kept, the regrow line kept, the two transfers kept |
| G4T28 | L01 | Coal: the black rock that burns | routine | 13 | 7 | answerable without the lesson ×2; other ×2; same sort repeated ×1; second recall of the same term ×1 | the fuel coin (one yes, one no), what coal is, where it came from, the why, the 'always been rock' trap, the term twice (fuel MCQ, coal typed) |
| G4T28 | L02 | Oil: the thick dark liquid pumped up from deep rock | routine | 12 | 7 | other ×3; answerable without the lesson ×2 | what oil is, where it sits in the rock, where it came from, the two documented beliefs (lake, dinosaurs), the sequence, gasoline, the typed term |
| G4T28 | L03 | Natural gas: the gas piped from deep rock to the stove | routine | 9 | 6 | other ×2; same options, new instance ×1 | what the gas is, who burns it, where it came from and sits, the gas-station confusion, the power-plant use, the term |
| G4T28 | L04 | Three fuels from under the ground | one-step | 6 | 5 | answerable without the lesson ×1 | three-fuel capstone: already short; one self-answering item goes |
| G4T29 | L01 | Nature makes more of it in our lifetimes: renewable resources | one-step | 10 | 6 | same options, new instance ×2; answerable without the lesson ×1; second recall of the same term ×1 | the plain question 'does nature make more quicker than we use it' on a yes, a no, the river's refilling, the rate line, the term and the used-up-wind trap |
| G4T29 | L02 | Used up quicker than nature renews them: coal, oil and natural gas | one-step | 12 | 7 | same options, new instance ×2; answerable without the lesson ×1; other ×1; second recall of the same term ×1 | coal, oil and gas judged by the same plain question; kept the 3-option version, the sort against sunlight and wind, the term, the 'out by next year' trap, the reason, the transfer and 'fossil fuels' |
| G4T29 | L03 | Sort the seven resources: renewable or nonrenewable? | one-step | 9 | 5 | same options, new instance ×2; same sort repeated ×2 | a seven-resource two-way sort: one card per class, one text nonrenewable, the plants boundary (takes years but regrows), the four-option transfer |
| G4T29 | L04 | Two things that are not energy resources | one-step | 7 | 4 | answerable without the lesson ×1; other ×1; same options, new instance ×1 | two non-examples (a recycled thing; electricity) each as a claim, plus the prerequisite recall and the three-way pick |
| G4T29 | L05 | Using any energy resource changes the land, the air or the water | routine | 10 | 6 | other ×3; same options, new instance ×1 | one card per resource kind (coal, dam, panels), the why, the 'changes nothing' trap, the invisible-gas transfer and the half-as-much datum item |
| G4T29 | L06 | Weigh up an energy resource: one advantage, one disadvantage | routine | 11 | 7 | answerable without the lesson ×2; same options, new instance ×1; other ×1 | the judgement routine: one advantage and one disadvantage for a dam, solar, coal and logs, the datum why, the 'no disadvantage' trap, the term |
| G4T30 | L01 | Where the Sun goes across the sky each day | routine | 10 | 7 | second recall of the same term ×1; same options, new instance ×1; other ×1 | rises east, highest at midday (not overhead), sets west; shadow recall kept because item 6 reads shadows; the term last |
| G4T30 | L02 | Longer days in summer, shorter days in winter | routine | 10 | 6 | other ×4 | summer long and high, winter short and low: the two paths on the figure, the two month picks, both beliefs (same path; same length), the shadow link |
| G4T30 | L03 | Read a season from the records | routine | 9 | 6 | other ×1; answerable without the lesson ×1; second recall of the same term ×1 | a graph-read routine: the scaffold pair kept whole, one figure case per season asked, the prose case, the typed production |
| G4T30 | L04 | What comes next? Predict the next step in the pattern | routine | 10 | 7 | answerable without the lesson ×2; same options, new instance ×1 | a prediction routine: scaffold pair kept, the one-month-on and turnaround predictions, a sunset-time shape, one typed step, the year-repeat |
| G4T31 | L01 | Earth spins around once a day | one-step | 8 | 5 | answerable without the lesson ×1; other ×1; second recall of the same term ×1 | one fact (one spin = about 24 hours = a day): the number, the figure, a transfer, the cannot-feel-it trap, the typed term |
| G4T31 | L02 | A year is one trip around the Sun | one-step | 10 | 6 | second recall of the same term ×2; answerable without the lesson ×1; same options, new instance ×1 | one fact (one trip = 365 days = a year): the number, the figure, the age transfer, the spin-vs-trip trap, two typed terms |
| G4T31 | L03 | Star patterns keep their shapes | one-step | 9 | 5 | other ×2; same options, new instance ×2 | the shape stays while the whole pattern moves: two figure items, the term, the together item, the Big Dipper trap, the moves transfer |
| G4T31 | L04 | Different stars in different seasons | one-step | 7 | 5 | other ×1; same options, new instance ×1 | different patterns in different seasons: the June/December no, next-summer return, the why, the daytime-stars trap, the next-winter yes |
| G4T31 | L05 | Earth spins, so the whole sky seems to move | complex | 9 | 6 | answerable without the lesson ×1; same options, new instance ×1; other ×1 | recognition that Earth spins: the Sun item, the Paul trap, the fair-ride transfer, the Moon transfer, the together why, the stopped-Earth transfer |
| G4T32 | L01 | The Moon's shape seems to change | one-step | 10 | 6 | other ×3; answerable without the lesson ×1 | the lit part changes gradually over about a month; the ball does not: the prerequisite recall, the transfer, the month, the cloud trap, the night-to-night step, the where-is-the-rest item |
| G4T32 | L02 | Name the Moon's shapes: full, half, crescent and new | one-step | 10 | 6 | same options, new instance ×2; same sort repeated ×1; second recall of the same term ×1 | four names: one item per shape (two on figures, two in words), the not-quite-full near miss, the 'gone away' trap |
| G4T32 | L03 | Put the Moon's shapes in order | routine | 10 | 8 | answerable without the lesson ×1; other ×1 | an ordering routine: the scaffold run kept whole (direction after new, after full; read the direction off a figure; the next shape), then two full orderings |
| G4T32 | L04 | Predict the Moon's next shape | routine | 10 | 6 | answerable without the lesson ×2; other ×1; same options, new instance ×1 | a prediction routine: the week-apart scaffold, two dated steps, two figure steps (one week, two weeks), the next-full-Moon transfer |
| G4T32 | L05 | Why the Moon's shape seems to change | complex | 11 | 9 | answerable without the lesson ×2 | KEPT LONG: a mechanism with a documented wrong cause (Earth's shadow); the lit half under three shapes, the half-Moon why, the trap twice (claim, then what the dark part is), two orange geometries, the month why |
| G4T33 | L01 | Inside the body: what the heart, the lungs and the stomach do | one-step | 10 | 6 | answerable without the lesson ×2; same options, new instance ×1; other ×1 | three parts, three jobs: one item per part, the table, both traps (one big lung; lunch stays till morning), the rabbit transfer, the typed heart |
| G4T33 | L02 | Plant parts with shapes that fit a dry place | routine | 11 | 7 | answerable without the lesson ×3; other ×1 | three shapes for a dry place (deep roots, fat leaves, tiny leaves), both traps, the pond transfer, the which-dies-first comparison, the typed part |
| G4T33 | L03 | Sense, then brain, then action | routine | 11 | 7 | answerable without the lesson ×2; scaffold run collapsed ×1; same options, new instance ×1 | a three-step routine: the card scaffold, one bare item per step (sensed / decided / did), both orderings kept for the multi-step skill, the trap, the typed brain |
| G4T34 | L01 | What a plant makes its food from: light, water and air | routine | 10 | 7 | answerable without the lesson ×2; second recall of the same term ×1 | three things a plant uses (water from roots, a gas from the air, light) and what it makes (sugar); the dark-closet test, both traps (food from soil; eats sunlight), the why, the term |
| G4T34 | L02 | An animal cannot make its own food, so it eats | one-step | 10 | 5 | same options, new instance ×3; answerable without the lesson ×2 | one frame ('cannot make its own food, so it eats'): one eater, the three-way sort, the trap, the why, the transfer to yourself in the sun |
| G4T34 | L03 | Trace the energy in any food back to the Sun | routine | 11 | 7 | answerable without the lesson ×2; other ×1; same options, new instance ×1 | trace the energy back: both scaffolds, one two-step chain, what carries it (light), both traps (the store; the Sun's warmth), one bare chain, the typed answer |
| G4T35 | L01 | Living things that make their own food: producers | one-step | 10 | 6 | same options, new instance ×3; answerable without the lesson ×1 | 'does it make its own food?' — one yes, one no, the term, the seaweed boundary, the soil trap, the three-way pick |
| G4T35 | L02 | Living things that eat other living things: consumers | one-step | 10 | 6 | same options, new instance ×3; answerable without the lesson ×1 | 'does it eat other living things?' — one yes, one no, the girl eating plants (a plant-eater is a consumer too), the term, the wolf-only trap, the three-way pick |
| G4T35 | L03 | Living things that feed on dead things: decomposers | one-step | 10 | 6 | same options, new instance ×4 | 'does it feed on dead things?' — the live-worm near miss, the too-small-to-see yes, the mushroom-is-a-plant trap, the term, the three-way pick, the crumbly-wood why |
| G4T35 | L04 | Where the dead leaves go: decomposers feed the soil | routine | 10 | 7 | other ×1; answerable without the lesson ×1; same sort repeated ×1 | the chain: break into bits → bits in the soil → roots take them in → the bits are nutrients, not food; both traps, the compost transfer, the no-decomposers imagining |
| G4T35 | L05 | Sort living things by how they get their food | one-step | 11 | 5 | same sort repeated ×6 | a three-way sort of nine living things on one option set: the term, one card per class, the too-small-to-see decomposers in text, the eagle transfer (nothing eats it, still a consumer) |
| G4T35 | L06 | Read a food web: what it eats, and what eats it | routine | 11 | 6 | other ×3; answerable without the lesson ×1; second recall of the same term ×1 | a web-reading routine: the arrow trap, the count scaffold, one what-it-eats and one what-eats-it on the pond, one on the forest, the typed term |
| G4T36 | L01 | Traits that came from the parents | one-step | 9 | 5 | same options, new instance ×2; other ×1; second recall of the same term ×1 | traits from the parents: the like-parents prediction, what counts as a trait, one animal and one plant case, the typed term |
| G4T36 | L02 | Traits that came from how it lived | one-step | 8 | 5 | same options, new instance ×3 | two-way frame on one option set: an injury, a skill, a plant, the dimple near miss (from the parents), the trimmed-tree transfer |
| G4T36 | L03 | Sort a trait: inherited or acquired | one-step | 11 | 7 | same options, new instance ×4 | a two-way sort on one option set: one inherited, one acquired, a card, the Sylvia boundary (her mother swims too, but lessons made it), the scar trap, both terms |
| G4T36 | L04 | Traits that came from both | one-step | 10 | 6 | same options, new instance ×4 | three-way sort on one option set: one item per class plus one plant 'both', the height-only-from-parents trap, the written transfer |
| G4T36 | L05 | A behavior it was born knowing, or one it learned | one-step | 12 | 7 | same options, new instance ×5 | two-way sort on one option set: one of each, the puppies-must-learn link, the which-sentence-tells-you criterion, the link to inherited, both terms |
| G4T37 | L01 | How pollen moves from flower to flower: pollination | one-step | 13 | 7 | same options, new instance ×3; other ×2; answerable without the lesson ×1 | nine yes/no items on one frame ('is this pollination?'); kept where pollen comes from, one wind yes, one animal yes, the bee-goes-home no, both traps, the term |
| G4T37 | L02 | When pollen arrives, the flower can make seeds | routine | 10 | 7 | answerable without the lesson ×2; other ×1 | the process at recognition level: what the flower can now do, the netted flower, the written why, the trap, what the tiny part becomes, the greenhouse-brush transfer, the term |
| G4T37 | L03 | Why seeds travel away from the parent plant | routine | 10 | 6 | answerable without the lesson ×3; same options, new instance ×1 | four carriers, one item each on the four-option set, the why, the crowded-shade transfer, the downstream apply |
| G4T37 | L04 | What a seed needs to start growing: germination | routine | 10 | 6 | answerable without the lesson ×2; other ×1; same options, new instance ×1 | the fair test: what happens damp and warm, what was missing when cold, the soil trap, root first, the order, the term |
| G4T37 | L05 | Complete change or gradual growth? Sort the life cycle | one-step | 13 | 7 | same options, new instance ×3; answerable without the lesson ×2; other ×1 | a two-way sort on one option set: a grub, a cricket (an insect that grows gradually — the key contrast), a maggot, the butterfly ring, the grasshopper order, both traps |
| G4T38 | L01 | The same winter looks different from place to place | routine | 10 | 6 | answerable without the lesson ×2; same options, new instance ×1; other ×1 | the same winter in two places: a cold-place pond, a mild-place tree, a cold-place frog, the green-in-January trap, the which-flowers-first apply, the goose apply, the climate why |
| G4T38 | L02 | Read what a place was like long ago from its fossils | routine | 10 | 7 | same options, new instance ×2; answerable without the lesson ×1 | a two-step read (where can it live today → what was the place like): the layer recall item 7 needs, the scaffold pair, two land environments, the cliff's two layers, the mountain transfer, the Alabama trap |
| G4T38 | L03 | No living one anywhere: the kind is extinct | one-step | 11 | 7 | same options, new instance ×3; second recall of the same term ×1 | 'is there a living one anywhere?': the rare-not-extinct boundary, one extinct yes, the gone-from-here-not-everywhere boundary, the living-kind case, the frog transfer, the T. rex trap, the term |
| G4T38 | L04 | When a place changes: the kind lives on, moves, or is extinct | complex | 12 | 8 | answerable without the lesson ×3; second recall of the same term ×1 | KEPT NEAR THE CAP: a three-way prediction with two documented wrong beliefs (grows a bigger beak because it needs one; chose to move knowing); one case per outcome, the why, both traps, the transfer, the term |
Grade 5 — 154 lessons (1380 → 916 questions)
| Topic | Lesson | Title | Simplicity | Now | Proposed | What goes | Note |
|---|---|---|---|---|---|---|---|
| G5T01 | L01 | Earth pulls on everything, all the time | one-step | 9 | 5 | same sort repeated ×2; same options, new instance ×2 | Universal fact (Earth pulls on everything): one yes-case that looks free, two documented beliefs, the term, one transfer is enough. |
| G5T01 | L02 | Down means toward Earth's center | complex | 9 | 6 | answerable without the lesson ×2; second recall of the same term ×1 | Round-Earth "down": the globe item, the why, the upside-down-Australia belief, a far-side transfer, the four-children count and the meaning of down. |
| G5T01 | L03 | Evidence that Earth's pull points toward the ground | routine | 10 | 6 | same options, new instance ×2; same sort repeated ×1; answerable without the lesson ×1 | Evidence routine: one no-case, one hard yes-case, the evidence sentence, one pick-the-evidence, recognition then recall of "evidence". |
| G5T02 | L01 | Balanced or unbalanced? Read the force arrows | one-step | 10 | 6 | same sort repeated ×3; other ×1 | Two-way sort off scaled arrows: one drawing per class, the still-means-no-forces belief, what the longer arrow means, the four-force transfer, the term. |
| G5T02 | L02 | Predict how the motion changes when the forces are unbalanced | routine | 8 | 6 | same options, new instance ×1; other ×1 | Two-decision routine: the scaffold pair stays (multi-step), then one case per outcome and the no-forward-force transfer. |
| G5T02 | L03 | The same push on more mass makes a smaller change | complex | 7 | 6 | second recall of the same term ×1 | Mass and change in motion: what→why on one cart, two claims (one true, one false), the drawn transfer, the term mass. |
| G5T03 | L01 | Investigating unbalanced forces: two pulls on a box | routine | 10 | 7 | answerable without the lesson ×2; same options, new instance ×1 | Investigation routine: read the two scales, name the one thing changed, the still-means-no-forces belief, fill the table, transfer, the why, what to do next. |
| G5T03 | L02 | Say what you expect before you test | one-step | 9 | 6 | same sort repeated ×2; second recall of the same term ×1 | Testable prediction: the sail minimal pair, the vague-is-safe belief, pick the checkable prediction, the wrong-prediction transfer, the term. |
| G5T03 | L03 | How to plan the whole fair test | routine | 11 | 6 | same sort repeated ×4; same options, new instance ×1 | Plan the whole test: the scaffold run (change, keep same, measure) stays as a multi-step routine, then the missing line, the question line, the two-things fault. |
| G5T03 | L03b | Spotting a test that is not fair | one-step | 10 | 6 | same sort repeated ×4 | A ten-item yes/no sort on one frame; six instances — three per class, with the hard yes-case (syrup vs water IS the change) kept — is the fluency a one-step sort needs. |
| G5T03 | L04 | Why you run a test more than once | routine | 8 | 6 | other ×1; second recall of the same term ×1 | Why repeat: the spread of three bounces, the why, the once-is-enough belief, read the usual result, which runs to look at, how many throws. |
| G5T03 | L05 | Design a force experiment: the plan | routine | 8 | 6 | answerable without the lesson ×1; same options, new instance ×1 | Design the plan: the change / keep-same / measure scaffold stays as a routine, then the checkable prediction, the missing part, the two-changes fix. |
| G5T03 | L05b | Design a force experiment: carry it out | routine | 8 | 5 | other ×2; second recall of the same term ×1 | Carry it out: the unit in the top row, read the table, compare with the prediction twice (one transfer), write the result. |
| G5T04 | L01 | What rubbing does to a balloon | one-step | 9 | 6 | same options, new instance ×3 | Rubbing charges: the ruler before/after pair, where the charge came from, the backwards transfer, the two sister terms (charged, uncharged). |
| G5T04 | L02 | What a charged balloon can pull | one-step | 10 | 6 | same options, new instance ×2; answerable without the lesson ×1; second recall of the same term ×1 | Charged pulls uncharged: one pull, the sticky belief and its evidence, the unrubbed no-case, the all-three transfer, the term attracts. |
| G5T04 | L03 | Two charged balloons: pull together or push apart? | one-step | 9 | 5 | other ×1; answerable without the lesson ×1; same options, new instance ×1; second recall of the same term ×1 | Attract or repel: the same-cloth pair, the always-pull-together belief, the cloth-near-straw attract case, the hair why, the term repel. |
| G5T04 | L04 | Non-contact forces | routine | 13 | 8 | other ×2; same sort repeated ×2; same options, new instance ×1 | Capstone over cap at 13: one name-the-force item per force, the only-magnets belief, the common feature, one contact and one non-contact sort case, the term. Eight is enough for a three-step routine. |
| G5T05 | L01 | Chemical energy is stored energy | one-step | 10 | 5 | same options, new instance ×3; answerable without the lesson ×1; other ×1 | Stored vs released: one of each, the electricity-is-stored belief, the two-year transfer, the burning candle. |
| G5T05 | L02 | Where a battery's stored energy ends up | routine | 10 | 6 | answerable without the lesson ×2; same options, new instance ×2 | Where the energy ends up: kinetic and thermal cases, the three carriers (electricity, heat, sound) once each, the two-place transfer. |
| G5T05 | L03 | Trace the energy, step by step | routine | 10 | 8 | same options, new instance ×2 | Three-step trace: the four scaffold steps on one toy stay (multi-step routine), then a blank middle box, the order item, pick the right trace, the missing step. |
| G5T05 | L04 | Where a dead battery's energy went | complex | 9 | 7 | answerable without the lesson ×1; other ×1 | Where a dead battery's energy went: light to the wall, warm parts, the why, the energy-no-longer-exists belief, still has energy, sound carried it, the list. |
| G5T05 | L05 | Where the rolling ball's energy went | routine | 9 | 6 | answerable without the lesson ×1; other ×1; same options, new instance ×1 | Investigation data: read the table, infer which rubbed most, where the kinetic energy went, the ran-out-of-energy belief, the inverse read, the bike transfer. |
| G5T06 | L01 | What a circuit needs to do its job | one-step | 10 | 7 | same options, new instance ×2; answerable without the lesson ×1 | Three requirements: one drawing per answer in the fixed four-option run, the new-battery belief, the in-words transfer, type the missing part. |
| G5T06 | L02 | How to draw a circuit as one loop | routine | 10 | 8 | same options, new instance ×1; answerable without the lesson ×1 | Drawing routine: the three scaffold steps and the order item stay (multi-step), one pick-the-loop drawing, the stops-short prediction, the bare description, type "loop". |
| G5T06 | L03 | Where a circuit's energy ends up | one-step | 10 | 6 | answerable without the lesson ×3; same options, new instance ×1 | What the part gives out: the carrier, one energy-chain blank, the bulb-is-warm why, the no-light-means-broken belief, the kinetic transfer, type what a buzzer gives. |
| G5T06 | L04 | Predict what a circuit gives out after a swap | one-step | 10 | 6 | same options, new instance ×2; scaffold run collapsed ×1; answerable without the lesson ×1 | Predict after a swap: one scaffold step, one drawn case, light-and-heat, the broken-bulb near miss, the switch-swap transfer, type the output. |
| G5T06 | L05 | Build a circuit that does a job: the doorbell | routine | 9 | 6 | same sort repeated ×2; answerable without the lesson ×1 | Build for a job: the motor case, the open-switch loop, the switch's role, the swap that meets the criterion, the criterion line, type the part. |
| G5T07 | L02 | Say the problem, and what the soft barrier does | routine | 9 | 6 | same options, new instance ×2; scaffold run collapsed ×1 | Criterion, constraint, and why a soft stopper: one criterion pick, one constraint pick, the push direction, the squashing stopper, the drawer transfer, the why. |
| G5T07 | L02b | Plan, build and test the soft barrier | routine | 8 | 6 | same options, new instance ×1; other ×1 | Plan, build, test: the criterion check, the constraint no-case, the fair set of tries, the test-table verdict, what comes next, what comes first. |
| G5T07 | L03 | Whose barrier did better against the criterion? | one-step | 8 | 6 | same options, new instance ×2 | Judge against the criterion: one plain read, the boat pair where a new criterion flips the verdict, the one-failure belief, the neither case, what decides. |
| G5T07 | L03b | Whose experiment plan did better against the criterion? | one-step | 8 | 5 | same options, new instance ×3 | Judge two plans: one per criterion, the neither case, what decides, the would-a-second-change-help transfer. |
| G5T07 | L04 | Use where the barrier failed to choose what to change next | one-step | 10 | 6 | same sort repeated ×2; answerable without the lesson ×1; same options, new instance ×1 | Change where it failed: one failure read, the start-again belief, the passed-every-test boundary, the change-the-test distractor, test the same way, the term. |
| G5T08 | L01 | The air pumped into a ball adds to its mass | one-step | 8 | 5 | same sort repeated ×1; same options, new instance ×1; answerable without the lesson ×1 | Gas has mass: the empty-looking jar, let the air out, the 4 g of air, the cannot-see-it belief, true of every gas. |
| G5T08 | L02 | Dissolves or not: the material decides | one-step | 9 | 6 | answerable without the lesson ×2; same options, new instance ×1 | The material decides: amount does not matter, grinding does not matter, the melted belief, time does not matter, the two-powders transfer, the term. |
| G5T08 | L03 | Heavier or lighter than water, for its size | one-step | 9 | 6 | same options, new instance ×3 | Heavier than water for its size: one sinker, one floater, one two-cup read, the big-light vs small-heavy transfer, the cut candle, the term density. |
| G5T08 | L04 | How to name a mystery material | routine | 8 | 6 | same options, new instance ×1; second recall of the same term ×1 | Name a mystery material: the three-step scaffold stays (multi-step), one bare run with the table, what to do when two are left, the look-alike belief. |
| G5T09 | L01 | Why you can get the parts of a mixture back | one-step | 8 | 5 | answerable without the lesson ×1; same options, new instance ×1; other ×1 | Parts keep their properties: one property named, a second by colour, the paper-clip claim, the still-magnetic why, which part kept the property. |
| G5T09 | L02 | Melted or dissolved? | one-step | 10 | 7 | same sort repeated ×3 | Melted or dissolved: one over target — two cases per class kept because the word confusion is the whole lesson; then the ice belief, the nothing-warmed-it why, one material or two. |
| G5T09 | L03 | What speeds up dissolving | one-step | 9 | 6 | same options, new instance ×3 | What speeds dissolving: one case per condition (heat, size, stirring), the three-glass transfer, the slowest-possible apply, the why. |
| G5T09 | L04 | Separate solids by a difference you can see | routine | 10 | 8 | same options, new instance ×2 | Find the difference, pick the tool: one difference item, one item per tool (sieve, hand, filter), the fastest-tool apply, sieve and filter recognised, sieve recalled. |
| G5T09 | L05 | Separate with a magnet | one-step | 9 | 5 | same sort repeated ×4 | Magnet separates: the aluminium trap, the all-metals belief, the why, the copper no-case, the look-alike cars transfer. |
| G5T09 | L06 | Choose the separating method | routine | 10 | 7 | same options, new instance ×3 | Choose the method: the property step once, one item per method in the fixed four-option run, the filter-for-a-solution belief, the same-size jacks transfer. |
| G5T10 | L01 | The signs that a new substance has formed | one-step | 9 | 7 | same options, new instance ×2 | The four signs: one drawing-free item per sign in the fixed run, the boiling-pan boundary, the trapped-air belief, the term substance. |
| G5T10 | L02 | New substance, or just a mixture? | one-step | 11 | 6 | same options, new instance ×4; answerable without the lesson ×1 | Over cap at 11: one plain yes, the ink boundary (a colour that is not a new substance), the two-sign yes, the dissolved-sugar belief, the drawn pair, the term chemical change. |
| G5T10 | L03 | Warmth changes the pace of a change | one-step | 9 | 5 | same options, new instance ×3; other ×1 | Warmth and pace: the apple pair, the fizz with data, the slower case, the faster case, the room-cools reversal. |
| G5T11 | L01 | The total mass holds through every change | complex | 9 | 7 | second recall of the same term ×2 | Mass holds: broken, melted, dissolved, the why, the opened-box boundary, the shaken can, the term conserved. |
| G5T11 | L02 | Measure the mass before and after the change | routine | 8 | 7 | answerable without the lesson ×1 | Measure-before-measure-after: the four scaffold steps stay (multi-step, with the lid-off trap), what to ask of an open bowl, the order item, why cap the bottle. |
| G5T11 | L03 | A result counts for more when another group gets it too | complex | 7 | 5 | same options, new instance ×1; second recall of the same term ×1 | A second group's result: the what, the why, the we-were-careful belief, what to ask when two groups disagree, what makes a result count for more. |
| G5T11 | L04 | Add the solid to the liquid: the mass holds when it dissolves | one-step | 8 | 6 | answerable without the lesson ×1; second recall of the same term ×1 | Add the solid: which numbers to add, the prediction, the does-not-count belief, one numeric forward, one numeric backward, the term solution. |
| G5T11 | L05 | The mass holds when the state changes inside a sealed container | one-step | 8 | 5 | answerable without the lesson ×1; other ×1; second recall of the same term ×1 | State change in a sealed bag: melt, freeze, one typed number, the why, the evaporate-inside transfer. |
| G5T11 | L06 | Where the missing mass went | complex | 8 | 6 | second recall of the same term ×1; other ×1 | Where the missing mass went: the towel, the stopped-existing belief, the flat soda, the lid-on / lid-off pair, what to count with the vase. |
| G5T12 | L01 | How a smell crosses a room | complex | 8 | 6 | same options, new instance ×2 | Smell crosses a room: what reaches the nose, who smells it first, where it is strongest, the one-solid-piece belief, why it takes a minute, the written explanation. |
| G5T12 | L02 | Drawing the tiny pieces of a gas | one-step | 10 | 6 | same options, new instance ×3; answerable without the lesson ×1 | Five yes/no reads of a drawing, two what-is-wrong items, two pick-the-drawing items, one transfer; the two what-is-wrong items each name a different error, so both stay. |
| G5T12 | L03 | Where the sugar goes | complex | 8 | 7 | same options, new instance ×1 | Dissolving is misconception-heavy (melted, turned into water, gone); the quiz stays long but one of the three 'pieces spread' instances goes. |
| G5T12 | L04 | What scientists call the smallest pieces | obvious | 5 | 3 | same options, new instance ×1; second recall of the same term ×1 | A told fact: everything is atoms, you cannot see one, the word. Three items do it. |
| G5T13 | L01 | Humidity is water hiding in the air | one-step | 10 | 5 | same options, new instance ×2; answerable without the lesson ×1; other ×1; second recall of the same term ×1 | Ten items for one sentence; the keeps are a high case, the humid-is-not-hot misconception and its applied form, the same-temperature transfer, the term. |
| G5T13 | L02 | Air pressure is the air's push | one-step | 8 | 5 | answerable without the lesson ×1; other ×1; second recall of the same term ×1 | Keeps the what, the weighs-nothing misconception, the dented-bottle why, the term and the inside-of-the-window transfer. |
| G5T13 | L03 | Measure the whole weather picture | routine | 10 | 7 | same options, new instance ×2; second recall of the same term ×1 | Three instruments, so three which-instrument items stay (one per class), then one read, one missing-cell, one heading, the unit. |
| G5T13 | L04 | Read a line graph | routine | 10 | 7 | other ×1; same options, new instance ×1; second recall of the same term ×1 | A three-step read, so the two scaffold steps stay with the bare reads, the between-dots misconception and the term. |
| G5T13 | L05 | Rising, falling or staying level: which way the data is going | one-step | 10 | 6 | same sort repeated ×2; other ×2 | Seven items share one option set; one per class, the two boundary cases (a rise with a dip, a level with ups and downs) and the falling-means-shallower transfer stay. |
| G5T14 | L01 | Rain, snow, sleet or hail: what happened to the water on the way down | one-step | 8 | 6 | same sort repeated ×2 | Four classes, so four name-it items stay, plus the process-to-name (sleet) and name-to-process (hail) pair. |
| G5T14 | L01b | Sleet or hail: the two kinds of ice | one-step | 8 | 5 | same sort repeated ×2; same options, new instance ×1 | Two kinds of ice, one decision; keeps the sleet verdict, the froze-on-the-way-down pair, the hail transfer, the what-tells-them-apart item. |
| G5T14 | L02 | Swamp, desert, mountain: same day, different weather | one-step | 10 | 6 | same options, new instance ×2; answerable without the lesson ×1; other ×1 | Keeps the humid/dry comparison, the two traps (hot but dry; cool but humid), the humid-is-not-hot misconception, the mountain transfer and the explain. |
| G5T14 | L03 | The wind from the warm ocean brings humid air, clouds and rain | complex | 10 | 8 | answerable without the lesson ×1; same options, new instance ×1 | A four-link chain: the links, the ordering, the two wind-direction predictions and the two-day transfer all do different work, so the quiz stays long. |
| G5T15 | L01 | Describe a climate zone: its usual temperature and precipitation | one-step | 10 | 6 | same sort repeated ×4 | Three zones, so three sort items stay, with the two-descriptors item, the table transfer and the term. |
| G5T15 | L02 | What latitude is: how far from the equator | one-step | 7 | 5 | same options, new instance ×1; other ×1 | A definition lesson: equator, latitude, two reads, the equator at 0. |
| G5T15 | L03 | Nearer the equator, hotter all year | complex | 10 | 8 | same options, new instance ×2 | The closer-to-the-Sun belief needs the why, the claim, the 93-million-miles what, the lamp model and the beams, so this stays near eight. |
| G5T15 | L04 | Higher up, colder: a place's elevation | complex | 9 | 7 | same options, new instance ×2 | Keeps the term, the why, the closer-to-the-Sun claim and its what, one pick, the same-latitude transfer and Kilimanjaro. |
| G5T15 | L05 | Near the ocean or a great lake, milder | one-step | 9 | 6 | same options, new instance ×2; other ×1 | Keeps the two halves of milder, the why and its slow-warming fact, the reverse pick (which is on the coast) and the great-lake transfer. |
| G5T15 | L06 | Spot what makes a place's climate | routine | 9 | 7 | same options, new instance ×2 | Three makers, three card items, then one prose pair per maker and the explain; the capstone earns seven. |
| G5T16 | L01 | The geosphere: Earth's rock and soil | one-step | 9 | 5 | same options, new instance ×2; answerable without the lesson ×1; other ×1 | Keeps the hard-to-spot member (sand), the two non-members (a puddle, cave air), the wet-soil boundary and the term. |
| G5T16 | L02 | The hydrosphere: Earth's water | one-step | 9 | 5 | same options, new instance ×2; answerable without the lesson ×1; other ×1 | Keeps a non-member, the two hard members (ice, well water), the hail pick and the term. |
| G5T16 | L03 | The atmosphere: Earth's air | one-step | 9 | 5 | answerable without the lesson ×1; same options, new instance ×1; same sort repeated ×1; other ×1 | Keeps the thing-in-the-air trap (crow), the high air, the wind, how far up, the term. |
| G5T16 | L04 | The biosphere: Earth's living things | one-step | 10 | 6 | same options, new instance ×3; answerable without the lesson ×1 | Keeps the girl (people are living things), the sea water non-member, moss on a cliff, where living things live, the soil boundary and the term. |
| G5T16 | L05 | Name the four spheres | one-step | 11 | 6 | same sort repeated ×4; over the cap of ten ×1 | Eleven items on one four-option set; one per sphere, the iceberg and the pond mud (the two hard-to-spot cases) are enough. The five cuts are clean four-option items the PP100 bank can take. |
| G5T16 | L06 | Name the spheres at work in an event | routine | 10 | 8 | same options, new instance ×2 | Two steps (who acts, who is changed), so the scaffold pair stays with one item per sphere pairing, the hawk-and-mouse boundary and the two-spheres volcano. |
| G5T17 | L01 | How little of Earth's water is fresh | one-step | 8 | 5 | same options, new instance ×2; second recall of the same term ×1 | Keeps the two shares, where the fresh water is, the rain-is-fresh misconception and its why. |
| G5T17 | L02 | Make a bar graph of where Earth's water is | routine | 9 | 7 | same options, new instance ×1; other ×1 | A multi-step routine, so the three scaffold steps stay with the next-step, the wrong-bar, the left-out and the why-lines-first items. |
| G5T17 | L03 | A graph answers only the question it was made for | one-step | 9 | 6 | other ×2; same options, new instance ×1 | Keeps a plain yes, a derived yes, the two kinds of no (not on the table; not a measurement), the next-month misconception and the smell transfer. |
| G5T17 | L04 | How a town cleans its used water before it goes back to the river | one-step | 8 | 5 | other ×2; answerable without the lesson ×1 | Keeps what the centre does, the only-the-government misconception, who benefits, the no-cleaning minimal pair and the chimney transfer. |
| G5T17 | L05 | Design the fix: name the damage and plan a change | routine | 8 | 7 | other ×1 | Resource, damage, plan is a three-step routine; the scaffold run stays, then a no-plan, a new damage, a line read and the 'criterion' term. |
| G5T17 | L05b | Design the fix: say how the plan helps | routine | 7 | 5 | same options, new instance ×1; answerable without the lesson ×1 | Keeps the first-step and last-step scaffolds, the blank box, the cuts-but-not-to-nothing nuance and the fridge-jug transfer. |
| G5T18 | L01 | How loose sediment turns into stone | routine | 8 | 6 | other ×1; answerable without the lesson ×1 | Keeps what presses, what glues, how long, what the mud is today, the ordering and the loose-beach-sand boundary. |
| G5T18 | L02 | How coal, oil and natural gas were made | routine | 9 | 7 | other ×1; same options, new instance ×1 | Keeps coal's source and oil's source (four-option, fresh), how long, the dinosaur-bones misconception, why nonrenewable, the oil-and-gas transfer, the term. |
| G5T18 | L03 | Match a landform to its maker: wind, water or ice | routine | 10 | 7 | same sort repeated ×3 | Three makers, one item each plus water's dropping case, then the three coined names (landform, canyon, delta), each a different term. |
| G5T18 | L04 | Predict the landform: keep the maker working for a very long time | routine | 9 | 8 | same options, new instance ×1 | Four landforms on one four-option set, one each, then the one-flood and never-changes misconceptions, the why-so-long and the dirt-path transfer. |
| G5T19 | L01 | A shadow is long, then short, then long again | one-step | 9 | 5 | same options, new instance ×4 | One pattern (long, short, long); keeps the drawing pick, the longest time, the 4-pm-equals-11-am misconception, shorter-means-morning and the 9-to-noon transfer. |
| G5T19 | L02 | A shadow swings round through the day | one-step | 8 | 6 | same options, new instance ×2 | Keeps the Sun-opposite-the-shadow read, the chalk-line figure, the noon case, the direction list, the misconception and the northwest-to-northeast transfer. |
| G5T19 | L03 | Construct a line graph | routine | 8 | 7 | other ×1 | A multi-step construct: both axis scaffolds, the right dot, the next step, the misconception, the bare placement and the six-readings transfer stay. |
| G5T19 | L04 | Graph a day of shadows | routine | 8 | 6 | same options, new instance ×2 | Keeps the which-graph-could-be-right misconception, the typed read, the two halves of the dip, what the lowest dot shows and why the graph dips. |
| G5T19 | L05 | Experiment or observation study: did you change something on purpose? | one-step | 9 | 5 | same sort repeated ×2; same options, new instance ×1; second recall of the same term ×1 | Two classes, one each, plus the dog-chased-the-ducks boundary (changed, but not on purpose), the must-be-an-experiment misconception and one term item. |
| G5T20 | L01 | Day on one side of Earth, night on the other | one-step | 10 | 6 | same options, new instance ×2; answerable without the lesson ×1; second recall of the same term ×1 | Keeps the two drawing reads, the why, the Sun-switches-off misconception, where the Sun is shining and how much of Earth is lit. |
| G5T20 | L02 | Why scientists use a model | one-step | 10 | 6 | same options, new instance ×3; answerable without the lesson ×1 | Three reasons (too big, too small, too slow), one each, plus the exact-copy misconception, the picture-in-the-mind boundary and the term. |
| G5T20 | L03 | Show day and night with a globe and a lamp | routine | 10 | 7 | same options, new instance ×2; answerable without the lesson ×1 | Keeps the two stand-ins, how to make night, one turn is one day, the carry-it-round misconception, the figure read and the tennis-ball transfer. |
| G5T20 | L04 | Why the Sun seems to cross our sky | complex | 10 | 7 | same options, new instance ×3 | The Sun-goes-round-Earth belief needs the what, the why for sunrise and sunset, the claim, the chair transfer, the Moon-and-stars why and the stopped-Earth transfer. |
| G5T20 | L05 | Why shadows change through the day | complex | 10 | 6 | same options, new instance ×3; answerable without the lesson ×1 | The capstone chain (Earth turns → Sun's place changes → shadow changes); four of its ten items are Topic 19's shadow facts re-asked, so only the chain's own links, the ordering and the figure reads stay. |
| G5T20 | L06 | Where the globe model gets it wrong | one-step | 10 | 6 | same options, new instance ×4 | Keeps size no, shape yes, the keeps-turning no, the smooth-Earth misconception, one other-model transfer and the which-is-wrong pick. |
| G5T21 | L01 | The parts a model of a system needs | one-step | 10 | 6 | same options, new instance ×3; second recall of the same term ×1 | Keeps a complete model, a missing-part no, the extra-thing boundary, the circuit's missing battery, the take-the-lamp-out why and the term. |
| G5T21 | L02 | Show how Earth, the Moon and the Sun move, all at once | routine | 8 | 7 | answerable without the lesson ×1 | Three motions built up one at a time; the scaffold steps stay with the spin-equals-orbit misconception, the never-turns model and the two-weeks prediction. |
| G5T21 | L03 | The same light looks dimmer the farther away it is | one-step | 8 | 4 | same options, new instance ×3; answerable without the lesson ×1 | Seven fluency items on a fact most children already hold; one dimmer, one nearer, the two-different-lights boundary and the why are enough. |
| G5T21 | L04 | Why the Sun outshines the stars | complex | 8 | 6 | same options, new instance ×2 | The evidence chain: why, what counts as evidence, the Sun moved far away, brighter means nearer, the blank box, the Sun is a star. |
| G5T21 | L05 | What a galaxy is | one-step | 8 | 5 | same options, new instance ×1; other ×1; second recall of the same term ×1 | Keeps one galaxy yes, the star-pattern no, the one-star no, how many stars and the term. |
| G5T21 | L06 | Our galaxy: the Milky Way | one-step | 9 | 6 | same options, new instance ×2; second recall of the same term ×1 | Keeps where Earth is, why the band is pale, the far-off-galaxy misconception, the separate-stars transfer, which is nearer and the name. |
| G5T22 | L01 | What every planet has in common | one-step | 8 | 5 | other ×2; same options, new instance ×1 | Keeps what planets travel around, the tiny member, the Moon non-member, the shared-path boundary and the true-of-every-planet closer. |
| G5T22 | L02 | Inner planet or outer planet? | one-step | 11 | 6 | same options, new instance ×4; second recall of the same term ×1 | Six identical two-option sorts then a trap, a why, a transfer and two term items; the sort needs one instance per class per cue |
| G5T22 | L03 | What an asteroid is | one-step | 8 | 6 | answerable without the lesson ×2 | Four attribute facts, a why, two transfers and the typed term; two of the attribute facts are handed over by later stems |
| G5T22 | L04 | What a comet is | one-step | 10 | 6 | answerable without the lesson ×1; other ×1; same options, new instance ×1; second recall of the same term ×1 | What a comet is made of, when and why it has a tail, then the term; the tail fact was asked four ways |
| G5T22 | L05 | Sort a solar-system object | routine | 11 | 8 | same options, new instance ×2; answerable without the lesson ×1 | Capstone sort over five classes: one fluency item per class kept, the star-or-planet trap and its why, one frame question, the typed term |
| G5T23 | L01 | What an ecosystem is: living things and the things they use, together | one-step | 9 | 5 | same sort repeated ×3; same options, new instance ×1 | Is this part of the ecosystem: one list item, one yes, one no, the trap and the term are enough for a one-step idea |
| G5T23 | L02 | Biotic or abiotic: sorting the parts of an ecosystem | one-step | 10 | 6 | same sort repeated ×4 | Seven two-option sorts on one frame; one alive, one once-alive, one never-alive plus the count item and the two terms is the whole skill |
| G5T23 | L03 | How a living thing depends on other living things: for food, or for a place to live or hide | one-step | 8 | 4 | same sort repeated ×3; answerable without the lesson ×1 | Three-way sort: one per class and the eagle apply item; the rest repeat |
| G5T23 | L04 | How a living thing depends on abiotic things: water, air, sunlight, soil and rock | one-step | 8 | 5 | same options, new instance ×3 | Four-option match to water/air/sunlight/soil: one per class (item 4 is the trout near-miss) plus one sentence-sort |
| G5T23 | L05 | How two living things affect each other | one-step | 12 | 7 | same sort repeated ×2; answerable without the lesson ×2; second recall of the same term ×1 | Three-way sort kept at one per class plus the cleaner-shrimp boundary, the goat-is-not-a-predator boundary and the terms |
| G5T24 | L01 | A plant's body is built from the air and from water | complex | 8 | 7 | same options, new instance ×1 | Kept long: the band's counter-intuitive keystone, each item meets the soil belief from a different side; only the third 'where did it come from' goes |
| G5T24 | L02 | The control group: the bean plants that get no fertilizer | one-step | 8 | 5 | same sort repeated ×2; other ×1 | Which group is the control: one plain case each way, the both-got-extra near-miss (4), the no-control case (6), the term |
| G5T24 | L03 | Why the control group matters | routine | 8 | 6 | same options, new instance ×2 | Comparison with a datum: one did-nothing, one did-something with the difference trap, the why, the spare-tank trap, the no-control case, the term |
| G5T24 | L04 | The pot test: how it is set up | routine | 8 | 6 | same options, new instance ×1; answerable without the lesson ×1 | Multi-step set-up: the scaffold run stays whole; one of the two mirrored suppose items and the obvious why go |
| G5T24 | L04b | The pot test: what the numbers show | routine | 8 | 6 | other ×1; answerable without the lesson ×1 | The argument from the numbers: both subtractions, the could-it verdict, the table read, the counterfactual and the transfer stay |
| G5T25 | L01 | Trace a food's energy back to the Sun | routine | 9 | 7 | same options, new instance ×2 | Three-step trace: one step back, one transfer, the plant-from-Sun step, a whole-chain pick, the order item, a transfer and the missing step |
| G5T25 | L02 | Trace the matter round the loop | routine | 9 | 7 | answerable without the lesson ×1; same options, new instance ×1 | Each step of the loop once (decomposers, carbon dioxide out, soil in, air in), the order item, one transfer, the recall |
| G5T25 | L03 | Matter loops back round to the plants, energy flows through | complex | 7 | 6 | same options, new instance ×1 | Kept nearly whole: the energy-does-not-loop idea is met as thermal loss, a why, a claim, a wrong arrow, a dead leaf and the recall sentence |
| G5T26 | L01 | Draw a food web from who eats what | routine | 9 | 6 | same options, new instance ×3 | Build-the-web routine: direction, count, one web check, the select-all, the no-arrows-in card and the egret transfer |
| G5T26 | L02 | Predict how the next link changes | one-step | 9 | 5 | same options, new instance ×3; scaffold run collapsed ×1 | Same-way or opposite-way is one decision; one scaffold, one forward, two backward and the why are enough |
| G5T26 | L03 | Trace the ripple through the web, link by link | routine | 9 | 7 | same options, new instance ×2 | Kept long: a multi-link routine keeps its three-link scaffold run, one bare two-link, the first-link pick, the select-all end state and the why |
| G5T27 | L01 | The signs of a healthy ecosystem | routine | 10 | 7 | same sort repeated ×3 | One item per sign, one rot-is-healthy yes, the mowed-grass trap, the two-pond table and the term |
| G5T27 | L02 | Beneficial or harmful: what people do to an ecosystem | one-step | 10 | 6 | same sort repeated ×3; same options, new instance ×1 | Two-way sort: one plain each way, the two tidy-looks-good traps (4, 6), one link to the signs, the term |
| G5T27 | L03 | Predict what a habitat change does to its populations | routine | 10 | 8 | same options, new instance ×2 | Kept long: the dam chain stays whole as its scaffold run, then one of each bare move and the term |
| G5T28 | L01 | Match offspring to a parent | one-step | 9 | 5 | same sort repeated ×4 | Matching by shared traits: one match, the size near-miss (5), one no, the plant case and the best-guess transfer |
| G5T28 | L02 | Parents pass instructions to their offspring | one-step | 8 | 6 | same options, new instance ×1; answerable without the lesson ×1 | What set the trait, when, which traits are inherited, the learned-tricks trap, the notch why and the tied-branch transfer |
| G5T28 | L03 | Why brothers and sisters are not the same | one-step | 9 | 5 | answerable without the lesson ×2; same options, new instance ×2 | One decision (a different mix); keep the what, the match case, one animal why, one plant why and the not-really-their-brother trap |
| G5T28 | L04 | Surroundings change how a trait develops | routine | 10 | 7 | same options, new instance ×3 | Two-part idea (instructions set what could be, surroundings set what did): two which-grows items, the did-the-soil-change-the-instructions trap, the seeds-in-rich-soil transfer and the two summing-up whys |
| G5T29 | L01 | Same place, different structures: how each kind survives there | one-step | 9 | 5 | answerable without the lesson ×2; second recall of the same term ×1; same options, new instance ×1 | Which structure does the job here: one part-pick, the term, the all-the-same no, the roots job and the musk-ox-in-Florida boundary |
| G5T29 | L02 | Behaviors that raise an animal's chance of survival | one-step | 9 | 6 | same sort repeated ×1; same options, new instance ×1; answerable without the lesson ×1 | One how per named behaviour (hibernating, migrating, huddling), the two behaviour terms and the chipmunk non-example |
| G5T29 | L02b | Born knowing or learned: both can raise the chance of survival | one-step | 8 | 5 | same options, new instance ×2; same sort repeated ×1 | Two-way sort: two instincts (the options swap sides), one learned, one how, and the can-learned-help yes |
| G5T29 | L03 | Predict who pulls through when the place changes | one-step | 9 | 5 | same options, new instance ×3; answerable without the lesson ×1 | One plain case, one camouflage, the spots-do-not-matter boundary (4), the white-hares reversal (6) and the term |
| G5T29 | L04 | Why those individuals pull through | complex | 8 | 6 | same options, new instance ×2 | Kept most: the individuals-changed-themselves belief is met on moths, snails, fish and sparrows; only the repeated before-facts go |
| G5T30 | L01 | What the stomach does to your lunch | obvious | 6 | 3 | answerable without the lesson ×2; same options, new instance ×1 | A one-frame fact: what the food is like after an hour, what the juices do, the word organ |
| G5T30 | L02 | The intestines: how the useful parts of food reach your blood | one-step | 8 | 5 | same options, new instance ×2; second recall of the same term ×1 | Which organ, where the useful parts go, how they reach the toes, what the organ looks like, the term |
| G5T30 | L03 | What the liver does | one-step | 6 | 4 | same options, new instance ×1; other ×1 | Two jobs (juice for fat, cleaning blood), where the juice works, the term |
| G5T30 | L04 | The pancreas: the hidden organ behind the stomach | obvious | 6 | 3 | same options, new instance ×1; answerable without the lesson ×1; second recall of the same term ×1 | A one-frame fact: what it makes, where it sits, its name |
| G5T30 | L05 | The path a bite of food takes | routine | 8 | 6 | same options, new instance ×2 | The trace routine keeps each step once, the select-two, the order item and the explain |
| G5T31 | L01 | The heart: a muscle that pumps blood | one-step | 8 | 5 | same options, new instance ×2; answerable without the lesson ×1 | Does it beat at rest, what a beat does, what a muscle does, faster when running, what the heart is |
| G5T31 | L02 | The lungs: oxygen in, carbon dioxide out | one-step | 8 | 5 | same options, new instance ×3 | Oxygen in, carbon dioxide out, why you gasp, the air-to-stomach trap and the explain |
| G5T31 | L03 | How the heart and lungs work together | complex | 8 | 7 | answerable without the lesson ×1 | Kept long: the capstone links lungs, blood and heart in both directions and under effort; each item is a different link |
| G5T32 | L01 | What the brain does: it takes in messages and decides | one-step | 11 | 6 | same options, new instance ×5 | Nine items keyed 'brain'; one message-in, one message-out, the tongue-did-not-decide trap, one remembering, the order item and the typed term |
| G5T32 | L02 | The sensory organs: what each one gathers | one-step | 10 | 6 | same options, new instance ×2; other ×1; second recall of the same term ×1 | Five-organ match: one per organ and the term |
| G5T32 | L03 | What the skin does: a covering that keeps germs out | one-step | 10 | 5 | same options, new instance ×4; answerable without the lesson ×1 | Three jobs once each (germs out, touch, sweat cools), the whole-skin boundary (7) and the typed term |
| G5T33 | L01 | The skeleton: bones that hold you up and protect the soft parts inside | one-step | 11 | 6 | same options, new instance ×3; answerable without the lesson ×1; other ×1 | Holds up (the jellyfish), the term, one protect case each, the tent-pole transfer and the typed recall |
| G5T33 | L02 | The muscles: they pull on bones, and they can only pull | one-step | 11 | 6 | same options, new instance ×4; answerable without the lesson ×1 | Shorter when it squeezes, pulls the bone, never pushes, the term, holding-still-is-pulling, the typed recall |
| G5T33 | L03 | How the skeleton and muscles work together: a pair of muscles at a joint | complex | 9 | 7 | same options, new instance ×1; second recall of the same term ×1 | Kept long: which muscle pulls, the joint, why there, what the partner does, why one muscle cannot straighten, how many muscles, the explain |
| G5T34 | L01 | The kidneys: two organs that clean the blood | one-step | 10 | 6 | same options, new instance ×3; other ×1 | What they take out, the dark-urine case and the pale why, the organ term, the word urine, the typed recall |
| G5T34 | L02 | The bladder: a stretchy bag that stores urine | obvious | 9 | 3 | answerable without the lesson ×3; other ×1; same options, new instance ×1; second recall of the same term ×1 | A one-frame fact: where the urine goes next, the bladder's job, the typed term |
| G5T34 | L03 | The path from the blood to the toilet | routine | 9 | 7 | same options, new instance ×2 | Kept long: the four-step scaffold run (marked scaffold), the list pick, the order item and the nothing-to-drink transfer |
| G5T34 | L04 | The reproductive organs: the organs a baby starts from | obvious | 6 | 3 | answerable without the lesson ×1; same options, new instance ×1; other ×1 | Florida's benchmark level: the job, the two sets differ, the term |
Skill: write-like-james → review-questions (nine non-author readers) @ b7b5b27 · built 14 October 2026 by build_tools_quiz_trim_report.py · readers: grade3_1, grade3_2, grade3_3, grade4_1, grade4_2, grade4_2b, grade4_3, grade5_1, grade5_2, grade5_3