Skill: write-like-james @ a538c92 · the build: write-lesson, write-mcqs, write-video-script @ a538c92
Topic 23 "Weather over a season, and far away" — your read (28 September 2026, night)
Five lessons in the Earth & Space strand, straight after Topic 22's class weather table: read a bar graph of the class's records, make one from a season's records, use three years of records to say what next July is likely to be like, compare one day's weather in two places, and describe the typical weather of a place nobody has visited. Read by the author as you, then a non-author review (30 findings and two decision cards, all adjudicated and applied — the coordinator ruled the seam with Topic 22), then a cold read of every changed item (53 of 53 keys agreed). Reply by number.
The three that unblock the bank
1. Does the class rain gauge read millimeters or inches? This is Topic 22's question, sitting on Topic 22's page — but it changes this topic too. Topic 22 landed first and built the class weather table with the heads Day · Temperature (°F) · Wind from · Rain (mm) · How windy, read in the morning; Topic 23 now reads that table back unchanged, so a student who finishes Topic 22 meets the same table here, and a "rainy day" is a day the gauge read more than 0 mm. Every rain cell in this topic (12, 25, 50 mm) and eleven lines follow your answer; if you choose inches, both topics change together (a ½-inch gauge marked in quarters; the cells become ½, 1, 2). Recommendation: millimeters — a grade-3 gauge in inches needs quarters, and the atom's own example says "5 mm". L04's report Millimeters / inches
2. Does "how many more" belong in L01, as one part with one quiz item? The hard numeric bank type reads two bars and finds the difference — your own model of a hard item ("starting at 12 cm and ending up at 28, so you have to find a difference"). The review pointed out that nothing taught it, and your Topic 1 ruling says a difference is its own lesson. The reviewer's call, applied: teach it in L01 in one short part after the fall graph ("October's bar lands on 7. September's on 4. 7 take away 4 is 3, so October had 3 more rainy days") with one typed quiz item, because grade-3 maths already owns "how many more" on bar graphs (CCSS 3.MD.3); the bank's type 2 then tests a taught step at its hard end (Tulsa: 9 − 3 = 6). The other road is a lesson of its own. L01 A part in L01 / its own lesson / drop the type
3. Do the ten question types stand, with the typed hard tier? Your night ruling is applied: the hard tier is typed — how many more rainy days (numeric), the month likely to have the fewest rainy days on a ten-year graph (text), the faraway place where it rains on the most days (text). Easy and medium are four-option MCQs and are the bulk. Type 5 (what is next year's month likely to be like) is shown in two forms, three years and ONE year — the one-year form keys "You cannot tell yet.", because once is not a pattern — so the sheet carries eleven exemplars; every atom is tested alone and in a pair; no place name carries the answer's word (the Namib, in Africa; Borneo). The ten types, eleven exemplars, coverage table Approve all / strike these / edit these
The lessons
4. L01 Read a bar graph — the class's week of morning temperatures as orange bars; find the top, follow it across, read the number; Wednesday lands between 70 and 80, so each line is worth 5 (Topic 17's step, recalled) and it was 75 °F; the fall rainy-days graph; how many more; a picture graph of sunny days. Quiz: eight typed reads on fresh towns, one typed difference, three tallest / shortest, one picture count, the term last. The graph's axis is "the numbers up the side", never "the scale" (Topic 17 gave that word to the mass tool — say if you want "axis" now). Article · script · quiz Fine / say where
5. L02 Make a graph of a season — the class weather table's rainy-day count for spring (a rainy day: the gauge read more than 0 mm) → the labels → one bar for each month, up to its number → the whole spring at a glance, April the most. The platform cannot take a drawing, so the checks ask the steps: what goes along the bottom, how tall a bar is (typed), which bar is drawn wrong, and that a graph with no numbers cannot be read — "each line could be worth 1, or 2, or 10". Article · quiz Fine / say where
6. L03 What is next July likely to be like? — Yasmin packs for Phoenix; Elio's class weather table for three Julys: 2, 3, 1 rainy days and 28, 30, 26 hot days; the same every year is a pattern, and a pattern lets you say what happens next (Topic 1's rule, recalled); so next July is likely to be hot and dry; "typical weather" coined; the records say most days, not one day; one year is not a pattern. "Climate" is never said — Grade 4 coins it (say if you want it here). Article · quiz Fine / say where
7. L04 Two places, the same day — the video call, snow behind Yasmin at 30 °F and sun behind Elio at 80 °F; the weather report is the class weather table for more than one place; read the same column for both: 80 is bigger than 30 (warmer), 12 mm is more than 0 (wetter), windy is more wind than calm (windier; calm, breezy, windy said once); Seattle and Miami; Columbus and Denver at 60 and 60 (neither). Article · quiz Fine / say where
8. L05 What is the weather usually like far away? — the class's map (drawn); the Sahara, Antarctica and the Amazon from information cards (usual July morning temperature; rainy days in a whole year) → hot and dry, very cold and snowy, hot and rainy; January in Columbus and January in the Sahara, described, never explained. Article · quiz Fine / say where
Applied without asking
The earlier topic's table read back unchanged (Topic 22's class weather table, its How windy column, read in the morning); hard bank items typed; every attached question stands alone with its own drawing; no option bundles a verdict with a reason; every stem a positive question; hard means more of the skill; "you cannot tell" only where it is genuinely right (a graph with no numbers; one year of records — and it IS the key there); no place name hands over its answer; a prediction figure never animates; a video that reads a graph draws the graph; colour, and no drawn people (the video call, the suitcase and the map are cartoons for David; the four places are photos); three videos (L01–L03) and two articles (L04, L05), all five scripted; the register notes for SR3-012 (leans on what one mark is worth), EAR3-022 (checked by its steps; a rainy day defined against the gauge), EAR3-021 (How windy) and EAR3-024 ("typical weather", not "climate") wait in ATOM_PROPOSALS_G3T23.md for your word.
Also on the site
Intro and poll · summary and three questions · mixed practice · the blueprint's decisions
After you answer
1 → both topics' rain cells stand or change together. 2 → L01 stands, or a lesson is split out, or type 2 goes and a typed between-numbers read takes its place. 3 → a bank of about fifty from the approved types, a second cold read, the hand-over folder for David. Register notes → the knowledge-graph repo.