Two readers answered 96 and 101 items cold and agreed every key. What they found was grammar and shape, all applied in v2: a sleeping baby whose chest "job" could be the heart's or the lungs' (now "Which job makes her chest rise and fall?"); sour lemonade where the tongue and the mouth both acted (now "pushes the glass away. Which part did the action?", the hand); a deaf-dog item whose key alone carried ", so"; a table whose plural cell pointed at the one plural option; three options opening with the leaf and the key opening with "water"; a card format that marked the key; letter runs the shuffle had made; "oxygen" and "pump" used before they were said; three five-letter R-names.

Reader C then read the whole v2 bundle, 106 items, and agreed every key; every MCQ had exactly one defensible option, no organ or plant had a motive, and no reflex was dressed as a decision. Two items would not ship as they stood: the mangrove roots, whose key was the only option outside the dry-place trio (a leaf job now sits beside it), and the deaf dog, whose key was the shortest and the only one not opening "The dog's", under a stem with three negatives (two sentences now; the key and one distractor share the ", so" shape). Reader C also named two same-page hand-overs (both typed items re-asked so no table or option prints their cue), three give-away sets for the draw constraints, three order items the bundle listed in one arrangement (a fixed seed in the bundle cutter; the page lists each from its own id), and four typed-key rulings, now recorded.

The teaching is sound and the science honest at Grade 4 depth, the reviewer said: three inside parts each explained as what it is before what it does; three real desert plants that survive their claims (the saguaro never given deep roots, in text or drawing); Grade 3's sense-then-respond pair recalled word for word with the brain step added, reflexes nowhere. Three things had to change, and did: four key tells; the sleeping baby's two true options; the lemonade's second defensible part. Worth fixing, all done: two bank cards printed their own options; "responds" and "acts" were never joined; "its spines are its leaves" met Topic 34's "leaves make food" (one line added); "if nothing is sensed, nothing goes to the brain" over-reached (now scoped to the thing not sensed); Roman / Ruben; the opening video's third beat taught L01's point; a tongue-twister stem; L01 at 394 words. The reviewer answered the author's three questions as the page above shows: one lesson, "pump" kept, "stethoscope" kept.

What a student notices first is the desert side view: a tomato on the left, a mesquite on the right, and one long cream root going down through the dry sand into the wet soil; the three-box sense, brain, action cards read in one glance. Three fixes before the cold read, all made: every blank chain box printed its heading over the question mark (BRAIN over the box the item asked for), so the drawing named the answer; the mesquite's canopy and the DEEP ROOTS chip were clipped at the frame; the item tables and cards were under the phone floor (7 to 10 px). Now a blank box prints no heading, the roots view is taller, the item tables wrap their cells at 12 px and the item cards stand stacked at 13 px, so every asked cell reads at 13.6 px or more in a 344 px phone column. Minor, all done: the arrow between boxes takes Grade 3 Topic 36's length; the rule card after L01's rule is placed; the heart and lungs briefs ask for the whole organ seen from outside, the stomach brief gains its in and out arrows.

53 items in content/G4T33_pp100_bank.py: 43 four-option MCQs, 8 typed words (heart, lungs, stomach, roots, stem, spines, brain twice) and 2 order items. Per atom: LIF4-001 19 · LIF4-002 17 · LIF4-003 17. Easy 17, medium 19, hard 17, sorted easy to hard and rising with the atom's place in the topic. MCQ keys A 11 · B 11 · C 10 · D 11. Fifteen question types, one exemplar each on the type sheet: which job a part is doing; which part does a job; a drawn jobs table with one cell empty; a fact about a part; a child's claim is wrong, pick the reason; type the part from its job; how a part's shape helps in a dry place; which plant survives; a plant claim's reason; type the plant part; which part sensed, decided or acted; the three steps in order; a sense-brain-action claim's reason; type the part that decides; two ideas chained. Every scene is fresh against the lessons, quizzes and practice (the scene-noun grep is in the build record), and the type sheet lists the draw constraints, including the three from Reader C.

Skill: course-build → write-lesson (a categorical match lesson on three parts; a fact lesson with a reason run on three plant parts; the capstone routine, the sense → respond pair re-entered with the brain step) → write-example-sequence, design-check-sequence, sentence-atomise, write-explanation, write-mcqs (quizzes, attached questions, practice, the bank and its type sheet); write-video-script (the opening video, the intro, three lesson scripts, the summary); review-figures (author self-check; the non-author pass is owed) @ efd8fba

Grade 4 Topic 33 — Parts and their jobs, inside animals and plants — build record (v1, 2 October 2026)

What this is, in plain words

Three short lessons, one per atom, and the opening video for the whole Living things part of the year. A child first meets three parts they have never seen: at a check-up the doctor hears thump, thump through a stethoscope, and the lesson shows the heart (a fist-sized lump of muscle that squeezes and pushes blood along tubes — a pump), the two lungs (one on each side; they fill with air) and the stomach (a stretchy bag that mashes food into a thick soup, and the food moves on). Three parts, not nine — the bite-sized call James flagged (L01). Next, Ryan walks the Arizona desert after three months without rain and finds a saguaro and a mesquite alive while his tomato plant died in a week: the mesquite's deep roots reach wet soil far down, the saguaro's thick stem stores water, and the cactus's spines are its leaves — thin so little water dries out, sharp so animals keep away (L02). Last, the capstone: Ruben hears a bike bell and steps aside, but ears cannot move feet — Grade 3's "senses, then responds" gets its middle step: what the ears heard goes to the brain, the brain decides, then the body acts (L03). Every heart, lung, stomach and brain is a child-friendly cutaway placeholder for David's pack; code draws the match tables, the roots-at-two-depths side view and the three-box chain.

Counts. 3 lessons · 3 scripts (150 / 150 / 150 spoken words by the checker's count) + the Living things opening video (89 words, a poll) + intro (117 words, 3 question marks) + summary (108 words) · 3 attached questions + the intro's poll + 3 summary questions · 32 quiz items (10 + 11 + 11; 3 typed, 2 order) · 15 practice items (10 MCQ, 1 order, 1 written answer, 3 typed; three Grade 3 retrievals) · PP100 bank 53 items (43 four-option MCQs, 8 typed, 2 order; LIF4-001 19, LIF4-002 17, LIF4-003 17; easy 17, medium 19, hard 17; MCQ keys A 12 · B 11 · C 10 · D 10) · 41 figures (25 SVG by code, 7 photo placeholders, 9 cartoon placeholders) · checker 0 FAIL, 56 WARN (every WARN answered below) · check_g4_articles.py 0 FAIL (articles 394 / 342 / 309 words — the WARNs answered below) · names register exit 0 · page builds (/tmp/g4t33.html: 3 lessons, 15 practice, 53 pp100, 41 figures) and the opening card is added · check_svg_ids.py PASS (0 ids) · blind bundle cut (86 MCQ, 14 typed, 1 written, 5 order; 106 held) · video batch built, check_brief.py clean except the INTRO's standing R79 hit, grep -ci strand 0 · NOT sent · nothing committed.

Decisions made without a blueprint

One line each, with the reason:

• Three lessons, one per atom, in register order — the architecture row names three atoms and the capstone closes the topic; each payoff is one clause.
• L01 teaches THREE parts (heart, two lungs, stomach), not nine — James flagged multi-organ lessons as the bite-sized risk; the brain is L03's part, and Grade 5's SD-6 builds the full roster. Each part gets its own subtitle, its own cutaway and its own table row, so the longest run of idea lines without a figure or subtitle is 8.
• Nothing is coined — heart, lungs, stomach, brain, roots, stem and spines are everyday words; each is explained as what it IS before what it DOES ("a lump of muscle the size of his fist"; "a stretchy bag"; "a soft folded lump about the size of two fists"). "Pump" is explained once in a plain line ("A thing that pushes liquid along is called a pump") so "the heart pumps blood" is not a metaphor. coined_at is empty; the four body parts sit in terms as glossary entries only.
• The stomach "mashes up" food and the food "moves on" — the register's register is match-part-to-job; "digest" and "intestine" are not taught; "a long tube" is the plain phrase for where the food goes, which confronts the stays-in-the-stomach belief without a new word.
• The lungs are "two, one on each side" in every figure, line and brief — the one-bag belief; the lungs cutaway brief says "the gap between them is clear, so the eye counts TWO".
• No nerves, no "messages", no reflexes — the register names none (its behaviour is eyes → brain → hands); "what the ears heard goes to the brain" is the plain phrase; a hand pulled from a hot pan is NOT brain-first, so it is barred from every chain example and from the bank (the type sheet's bar list).
• The brain's two jobs are said in one line — "Your brain does your thinking, and it also takes in everything you sense" — because the documented belief is that the brain only thinks (Johnson and Wellman 1982).
• Three real desert plants, each surviving its claim — the mesquite for deep roots (documented to tens of metres), the saguaro for the water-storing stem (its roots are shallow and wide, so it is never the deep-roots example), the cactus's spines as leaves (botanically modified leaves). The tomato is the near miss (short roots, wide flat leaves).
• "Evaporates" is used with its one-line recap — Grade 3's Matter topics coined it; "water dries out of a wide, flat leaf fast: the water evaporates into the hot air" states the fact without naming the topic.
• The roots side view is a registered VARIANT of Grade 3 Topic 38's plant — that drawer is a potted plant with fixed roots and cannot show two depths; the variant imports Topic 38's plant colours and never shares a page with the original. Each root is a cream line over a dark line so it reads on the pale dry soil and the brown wet soil alike (fixed on the render).
• The chain card is Grade 3 Topic 36's sense → respond card with a third box — Topic 36's card colours are imported; the two-box card is never drawn here (a variant never shares a page with its original); the headache figure is the card with the middle box blank (the answer's layer off).
• The sameness with Grade 3 is said out loud (the register's cross note) — "An animal senses something, then it responds. Here is the step in the middle."
• Every lesson gets a video — L01's parts must be seen in place; L02's roots must be seen reaching down; L03's chain should fill box by box.
• The intro is one scene (field day: Roman's race, Ruben's catch, the prickly plant by the fence) and never reuses a lesson's headache (the doctor, the desert trip, the bike bell).
• The opening video names only things a child can picture — a backyard at sunset, a dog, an oak, a hummingbird, a girl; the map line walks the six topics in a child's words ("where a puppy gets its looks", "who eats whom").

Grade 3 doorways, recalled by one item and one line each, never re-taught: LIF3-020 "Every body part does a job that helps the animal survive" (L01's line and L01-q1, PR-1); LIF3-021 "A plant's roots hold it in the ground, and they take in water from the soil" (L02's line, L02-q1); LIF3-023 "A plant's leaves are where it makes its food, using sunlight, water and a gas from the air" (L02-q2, PR-2); LIF3-004 "Every living thing needs water to stay alive" (L02's line); LIF3-027 "An animal senses something around it with its eyes, ears, nose, tongue, skin or feelers. Then it responds: it does something because of what it sensed." (L03's two lines, L03-q1, PR-3). Neighbouring topics read as built: Grade 3 Topics 36 and 38 (content/), Grade 4 Topics 17 and 22 (the schema and the strand-intro pattern).

The simplification, named: the heart beats "about once a second" (a resting child's heart is about 70 to 100 beats a minute; "about" carries it); "an hour or two" in the stomach (2 to 4 hours for a meal; the point is that the food moves on, and the number is not tested); "deeper than a house is tall" for the wet soil (desert water tables vary; the mesquite's roots are documented far deeper); the spines' two jobs stated without "transpiration". No note is printed in the articles.

Questions for James (the build does not wait on them)

• Should L01 be split into two lessons — "the heart and the lungs" and "the stomach" — rather than one 394-word article on three parts? Context: you flagged multi-organ lessons as a bite-sized risk; this one is three parts, each with a figure and a table row, longest run of idea lines 8, script at 150 words. Recommendation: keep one lesson — the three jobs are one match skill and the table is the lesson's spine; a split would give the stomach a lesson of its own with a thin quiz. Built as one; a split is one dict copied and the quiz divided.
• Should "pump" be said at all, or should the heart only "squeeze and push blood"? Context: "pump" is explained in one plain line before use and the register's own example says "the heart pumps blood"; it is the word every later grade uses. Recommendation: keep it, explained. Built with it.
• Is "stethoscope" a word to keep? Context: the real thing in L01's headache, explained as "a tube for listening"; S36 flags it (five uses). Recommendation: keep — a nine-year-old has met one at a check-up. Built with it.

Design-check-sequence records

`

Skill: design-check-sequence @ efd8fba

Part: L01 (LIF4-001)

Type: (a) one-step match — a part to its job, a job to its part; the answer is one label.

Plan: recall body-part job (pelican, 3 opt, 0) → the thumping part (3 opt, 0) → fills with air (3 bare opt, 1) → pushes blood to the toes (3 opt, 2) → drawn table, blank cell (3 bare opt, 2) → one lung (no) → food stays till morning (no) → the heart pushes blood to the toes (yes) → the rabbit's grass (3 opt, 0) → typed heart. Two-option string B B A; three-option 0 0 1 2 2 0.

Belongs in practice/test instead: the four-way JOB4 / PART4 sets; the count and place facts; the claims as reason items; typed lungs and stomach (PP types 1–6).

`

`

Skill: design-check-sequence @ efd8fba

Part: L02 (LIF4-002)

Type: (c) concept understanding — a structure's shape explained by what it does for the plant where it lives; three documented beliefs.

Plan: recall roots (3 opt, 0) → recall leaves make food (3 opt, 1) → WHAT: prairie grass keeps growing (3 opt, 2) → WHAT: an aloe's thick leaves (3 opt, 1) → WHY: a creosote bush's tiny leaves (3 opt, 0) → no leaves (no) → no water needed (no) → deep roots reach water short roots cannot (yes) → TRANSFER: the water lily's floating leaf (3 opt, 1) → dies first (3 opt, 1) → typed roots. Two-option string B B A; three-option 0 1 2 1 0 1 1.

Belongs in practice/test instead: HELP4; which survives; the claims as reason items; the forest plant in the desert; typed stem and spines (PP types 7–10, 15).

`

`

Skill: design-check-sequence @ efd8fba

Part: L03 (LIF4-003)

Type: (b) scaffolded → bare on the three-step routine, with two documented beliefs and one TRUE claim.

Plan: recall sense-then-respond (frog, 3 opt, 0) → drawn card, middle box blank (3 opt, 1) → bare: which part decided (dog, 3 bare opt, 2) → bare: which part sensed (squirrel, 3 opt, 1) → order: burnt toast (sense, brain, action) → bare: which part acted (sour lemonade, 3 opt, 0) → brain only thinks (no) → the hands decide alone (no) → what the ears heard goes to the brain (yes) → order: the horse's fly → typed brain. Two-option string B B A; three-option 0 1 2 1 0.

Belongs in practice/test instead: four-part sets; orders as MCQ; the claims as reason items; the missing-step items (PP types 11–15).

`

The key strings

• Attached questions in video order (L01, L02, L03, summary 1–3): A A B A B C — A 3 of 6.
• Lesson quizzes, two-option items (first option = yes): L01 B B A · L02 B B A · L03 B B A — no four in a row alternate; in each lesson the two No claims carry documented beliefs and the Yes claim is the belief's true twin.
• Three-option items: L01 0 0 1 2 2 0; L02 0 1 2 1 0 1 1; L03 0 1 2 1 0; practice three-option 0 2 1 2 2 1 1 2, two-option B A.
• PP100 MCQ keys: A 12 · B 11 · C 10 · D 10 (43 MCQs); the eight typed and two order items carry no letter.
• Order items (L03-q5, L03-q10, PR-10, PP-46, PP-47): every key is stored first to last, sense first; no item asks the reverse.

The example sequences, written out

L01 (examples only; the rule induced after): The heart is a lump of muscle the size of a fist. It squeezes again and again; each squeeze pushes blood along tubes to every part of the body. So the heart pumps blood all round the body. · On each side of the heart sits a lung; air fills both when Roman breathes in. So the lungs take in air. · The stomach is a stretchy bag; it squeezes the food into a thick soup, and the food moves on. So the stomach mashes up food. · A dog has the same three parts doing the same jobs. · Rule.

L02 (shape → how it helps, against the tomato): Far below the dry top soil the ground is still wet; the mesquite's roots are very deep, so they reach that wet soil; the tomato's roots are short, so they reached only dry soil, and it died. · The saguaro's stem is thick and fat; when rain comes it fills with water and gets fatter; the stem stores that water. · Water dries out of a wide, flat leaf fast; the cactus has no wide, flat leaves — its spines are its leaves: thin, so little dries out; sharp, so animals keep away. · Rule.

L03 (the routine run once, then named): An animal senses, then responds (Grade 3). · Ruben's ears heard the bell → what his ears heard went to his brain → his brain decided: step aside → his feet moved. · Everything you see and hear goes to your brain; the brain decides; the right part moves. · Ryan's nose → brain → legs; the deer's ears → brain → legs. · If nothing is sensed, nothing goes to the brain, and the body does not act. · Rule.

The rules applied

Misconceptions confronted, by name

The vault's catalogue (Elementary physics misconceptions catalogue (grades 3-5).md) has no rows on internal parts, plants or the senses; these come from the literature named in each item's source.

Checker result, every WARN answered

python3 build_tools_check_topic.py grade4/topic33_build/content/G4T33.py → 0 FAIL, 56 WARN (S30-COUNTS typed=14 fail=0 warn=0; S36-COUNTS unusual_words=46; S37 strand=0; S38 fragments=0; S39 hits=0; S29 0; S35 typed_long=0).

• S8 beat carries 3–4 sentences (×5): kept — the elementary micro-lesson's beats are one scene each with two to four short sentences (Topics 18 and 22 carry the same and their records say so); every beat is ≤ 40 words and the scripts are 150 / 150 / 150.
• S13 L02-q10 stem contains key text 'the lettuce': kept — the stem must name the three plants it compares ("a lettuce plant with short roots"), and the two distractors ("the tree", "the thick-stem plant") are named the same way, so no option is the key by match; the stem does not state the deciding fact.
• S36 unusual words (46), one line each: thump ×15, thumps ×5, thumping ×4 — fine, the sound a child knows, and L01's headache; mashed ×9, mashing ×5 — fine, the lesson's own job word in its other forms ("mashes up" is the taught phrase); pouch ×7 — fine, explained in its stem ("a big stretchy pouch that scoops fish"); saguaro ×7 — fine, the real plant's name, a photo beside it; stretchy ×6 — fine, a grade-4 word; waxy ×6 — fine, "a waxy coat" is explained by what it does; stethoscope ×5 — ask James (Question 3), explained as "a tube for listening"; lung ×5 — fine, the singular of the taught word; scoops ×5 — fine, an everyday verb; muscle ×4 — fine, a grade-4 word, with the fist for size; spine ×4 — fine, the singular; antelope ×3, pelican ×3, raccoon ×2, chameleon ×1, dandelion ×2 — fine, US animals and plants a child knows by sight, each in one item; pounce / pounces / pouncing ×5 — fine, the cat's literal move; swishes / swish ×4 — fine, the horse's literal move; aloe ×2, agave ×2, yucca ×2, sagebrush ×1, creosote ×1, prairie ×1 — fine, real US plants named once each with their shape stated in the stem, so the name carries no load; flicks ×2, sniffs / sniffing ×2, trots ×1, hovers ×1, zips ×1 — fine, literal everyday verbs; burnt ×2 — fine (US "burnt toast" is common); spat ×2 — fine, the plain past of spit; droop ×1, panting ×1 — fine, literal; crib ×1, trash ×1, concert ×1, shrub ×1 — fine, everyday US nouns; stilts / stilt ×2 — fine, the comparison the mangrove needs ("like stilts"), with "stand up out of the mud" beside it.
• check_g4_articles.py: L01 394, L02 342 and L03 309 words above the 300 WARN line — kept with the reasons: L01 has 8 figures and 6 subtitles (longest run of idea lines without one: 8) and Question 1 asks whether to split it; L02 has 12 figures and 6 subtitles (longest run: 4); L03 has 9 figures and 5 subtitles (longest run: 3). Every section feeds an item.
• check_brief.py: every video ✓ except the INTRO's standing R79 hit (an intro has no rule slide and no bullets; accepted on every topic) and the intro/questions "at the limit" note (3 question marks: two felt questions and the ready line).

Bank freshness, re-performed

Scene nouns of every lesson, quiz, attached and summary item (doctor, stethoscope, check-up, field day, race, cactus, saguaro, mesquite, tomato, Arizona, desert, bike, bell, path, park, cookies, kitchen, deer, twig, dog panting, horse, pool, pelican, cat, rabbit, grass, prairie, Kansas, aloe, creosote, Nevada, water lily, pond, lettuce, frog, fly, doorbell, toast, squirrel, hawk, lemonade, antelope, lion, toad, beetle, California; practice: snake, egg, seal, yucca, bear, berries, baby, mom, whistle) grepped against the bank and the practice set. Hits read one by one: cactus (barrel cactus, prickly pear, the no-leaves claims — the atom's own thing, in different moves: thinner after drought, the rabbit kept away, the reason items, the typed spines); desert (the place word, in 8 bank stems — every one a different plant or state); dog (a dog's breath and a dog that cannot hear — different atoms from L01's panting dog and L03's dog turning its head); rabbit (sniffs spines; hears a bark — different atoms from L01's grass); bear (ate a fish; PR's berries — different atoms); bell (the bike bell) → the bank's school-bell order item was RE-SCENED to a classroom clock; the owl that decided to dive was RE-SCENED to a heron so the owl card (PP-33) does not print its answer; the typed stomach's bear became a coyote (the bear's fish already stands as PP-3). No bank item reuses a taught scene with a noun changed.

Blind-text grep

grep -h '^\[Drawing:' grade4/topic33_build/blind/2026-10-02/BLIND_BUNDLE_G4T33.md → nine drawing lines. Each read against ITS item's answer: the stomach table (answer "stomach") — the line names the heart and the lungs rows and "?, mashes up food", no "stomach"; the doorbell card (answer "brain") — no "brain"; the plant table (answer "a thick stem") — no "stem"; the bear card (answer "brain") — no "brain"; the heart table (answer "heart") — no "heart"; the lungs table (answer "lungs") — no "lungs"; the job table (answer "mashes up food") — "the stomach, ?", no "mash"; the owl card (answer "hears a mouse") — "dives down", no "hear" / "sound"; the rain card (answer "runs under the porch roof") — no "run" / "porch". 0 hits on each item's own answer word. The part names and job words that DO appear in the lines are the GIVEN rows of the same table (the data the item supplies), never the blank cell.

Figures (author self-check on the renders and the built page; the non-author review-figures pass is owed)

Rendered to /tmp/g4t33_figs/png/ with headless Chrome and opened: roots_compare, roots_headache, chain_bell, chain_three, q_chain_doorbell, pp_chain_owl, pp_chain_rain, jobs_table_3, fits_table_3, q_table_blank_stomach, pp_table_blank_job, rule_fits, rule_parts, heart_cartoon (placeholder). Fixed on the render: the roots were drawn in Topic 38's pale root colour and vanished against the pale dry soil — each root is now a cream line over a dark line; the mesquite's canopy ran off the top of the frame and its label sat on the leaves — the tree is shorter and the label sits to its right. The built page (/tmp/g4t33.html) was screenshotted on #/lesson/L01/article, #/lesson/L02/article, #/lesson/L03/article, #/lesson/L03/quiz and the home route and read: every figure renders in place (no empty box), the tables build row by row under their parts, the chain cards fill box by box, the placeholders print their notes, the opening-video card sits above the topic intro. check_svg_ids.py → PASS (no SVG here carries a def with an id). Image kinds: 25 svg · 9 cartoon · 7 photo; a brief in IMAGE_BRIEFS for all 16 placeholders.

Names run

python3 build_tools_names.py Underwood Roman Ruben Ryan → Underwood free · Roman free · Ruben free · Ryan free, exit 0. No other character name appears; places are real US places (Texas, Arizona, Kansas, Nevada, Utah, New Mexico, Colorado, Florida, North Carolina, California).

Sentence-atomise self-check (one table per paragraph, collapsed to the rows that changed)

Judgement calls

• Three parts in L01, not the roster — Question 1 records the split option.
• "Pump" explained and used — Question 2.
• "Stethoscope" kept — Question 3.
• No coined term, so no term items — the hard tier produces the everyday part names instead (8 typed items), which is the brief's "typing produces a term".
• The three children as claim-makers more than once each — three names and nine quiz claims plus two practice claims; each child's claims are on different beliefs and different scenes (Topics 18 and 22 took the same call).
• The No-keyed claims at 67 % — two No and one Yes per lesson; within the 70 % line.
• Reflexes barred — a hand pulled from a hot pan is the textbook "response" but is not brain-first; it would make the lesson's rule false in the one case a child knows best, so it is on the bar list.
• The saguaro is never the deep-roots plant — its roots are shallow and wide; the mesquite carries deep roots, and the bank's "deep roots store water" distractor is kept false.
• "Evaporates" used with a recap, not re-taught — Grade 3 Matter's coin.
• Articles over 300 words — kept with figures and subtitles every ≤ 8 lines; recorded above.
• The order items' convention — sense first, stem's direction, no reverse ask; stated in the type sheet.
• The opening video is not in the topic batch — the batch tool routes a subject-opening video through handoff/STRAND_INTROS/ on James's word (its own note); the READY.md carries an author's note; the coordinator builds that entry.

Owed

• Blind review of blind/2026-10-02/BLIND_BUNDLE_G4T33.md (106 items held; the keys file is sequestered) by a reader who has not seen the keys.
• The non-author review-figures pass over the 25 SVG renders and the 16 placeholders' briefs; review-questions; review-lesson; review-accuracy on the heart rate, the stomach's timing, the mesquite's root depth, the saguaro's storage and the spines-are-leaves claim.
• The picture pass (David's pack) on the 7 photo and 9 cartoon placeholders — after James's sign-off, since this record carries Questions for him.
• The video batch (handoff/G4T33/videos/batch_G4T33.json, READY.md written) is NOT sent; the Living things opening video goes through handoff/STRAND_INTROS/ on James's word.
• Nothing committed.

v2 — reviews applied (2 October 2026)

Skill: write-lesson (lesson lines; write-video-script for the opening video's beat 3 and the L01 / L02 script trims) → write-mcqs (every item change; check_key_tells.py), write-explanation (fb and why lines), review-figures (author re-render after the drawer changes; the non-author pass is records/FIGURES_REVIEW_G4T33_2026-10-02.md) @ e23b67f

In plain words. The three reviews (blind read, guidance / questions / accuracy, figures) are applied in place. Ruben is now Dean (a different first letter and length; 0 hits in grade4 / grade3 / demos / reviews before the pick; build_tools_names.py Underwood Roman Dean Ryan → all free, exit 0; grep of the OLD name in every content file and in build_tools_video_batch.py → 0; the rebuilt batch carries Dean). L01 lost its three untested lines; L02 explains "spines" before using it, adds the one line that keeps it in step with Topic 34 ("The saguaro makes its food in its green stem instead.") and tells "stores water" and "keeps water in" apart in two sentences; L03 joins Grade 3's "responds" to the card's "action" and scopes the no-sense line; the opening video's beat 3 teaches nothing. Every blank chain box now prints no heading over its "?"; the item cards are stacked and the item tables wrapped, so the asked cell of every item reads at 13.6 px or more in a 344 px phone column. Key tells 0. Nothing committed; the batch is NOT sent.

Finding → change

Checker lines (after the pass)

• build_tools_check_topic.py grade4/topic33_build/content/G4T33.py → 0 FAIL, 51 WARN (S30-COUNTS typed=14 fail=0 warn=0; S36-COUNTS unusual_words=44; S37 strand=0; S38 fragments=0; S39 hits=0). New S36 word: response ×1 — fine, Grade 3's coined verb in its noun form, used once to join "responds" to "action". Every other WARN is as answered in v1 (the S8 multi-sentence beats; S13 "the lettuce"; S36 words).
• grade4/check_g4_articles.py → 0 FAIL: scripts 150 / 150 / 150; articles 365 / 397 / 328 (WARN above 300, kept: L01 has 9 figures and 6 subtitles, longest run 6; L02 has 12 figures and 6 subtitles, longest run 7 — the two store / keep-in sentences and the Topic 34 line are the review's own additions; L03 has 9 figures and 5 subtitles, longest run 4); intro 117 (≤ 120); opening video 90 (≤ 90); summary 108 (≤ 175), opener ok.
• check_key_tells.py → KEY TELLS: 0 of 86 MCQs flagged (a: 0, b: 0, c: 0) (fixed-set exempt: 33).
• build_tools_names.py Underwood Roman Dean Ryan → all free, exit 0. Old name in content files and the batch builder: 0.
• check_svg_ids.py on figures.py and on the built page → PASS (41 figures, 0 ids).
• build_tools_video_batch.py → 5 videos, key string A A B A B C (A 3 of 6); check_brief.py → every video ✓ except the INTRO's standing R79 hit and the intro/questions at-the-limit note; grep -ci strand 0. NOT sent; the Living things opening video routes through handoff/STRAND_INTROS/ on James's word, as READY.md says.

Key strings (v2)

• Attached questions in video order: A A B A B C.
• Lesson two-option strings (first option = yes): L01 B B A · L02 A B B · L03 B A B.
• Three-option strings: L01 0 0 1 2 2 0; L02 0 1 2 1 0 1 1; L03 0 1 2 1 0.
• PP100 MCQ keys: A 11 · B 11 · C 10 · D 11 (43 MCQs). Changed ids: PP-02, PP-10 (cells), PP-18 (options), PP-21, PP-24, PP-32, PP-33, PP-34, PP-36 (order), PP-40, PP-49, PP-50; L02-q5, L02-q6–q8 (order), L02-q9; L03-q6, L03-q8–q9 (order); PR-06 (cells).

Figures opened on the render and the built page

Rendered to /tmp/g4t33_v2_figs/.png and opened: roots_compare, roots_headache, chain_headache, chain_bell, q_chain_doorbell, pp_chain_owl, q_table_blank_stomach, pr_table_blank_stem (twice — the first wrap split "reaching water far down" under a wider header; fixed), plus chain_three, pr_chain_bear, pp_chain_rain, pp_table_blank_heart / lungs / job, rule_parts and the three re-noted placeholders written. Built page /tmp/g4t33_v2.html (opening card added by add_strand_intro.py): the three article routes, the L03 and L01 quiz routes, the practice route and the PP100 route screenshotted at 1280 px and in a true 360 px iframe (/tmp/g4t33_figs/page/, the sheet__360i.png strips read). Measured in the 360 px iframe (/tmp/g4t33_measure.json): every item table's body text 13.6–13.9 px and its "?" 22.7–23.2 px; every stacked item card's text 17.2 px and its "?" 37 px; no blank box carries a heading; the roots views' labels 11–12 px and chips about 10 px (teaching figures, not under the item floor); the horizontal teaching chain cards' body text 6.6 px (teaching, Topic 36's shape; recorded, not changed).

Blind bundle, re-cut

grade4/topic33_build/blind/2026-10-02-v2/BLIND_BUNDLE_G4T33.md (86 MCQ, 14 typed, 1 written, 5 order; 106 held; keys sequestered in KEYS_SEQUESTERED_G4T33.json). Nine [Drawing: lines, each read against ITS item's answer word (stomach; brain; stem; brain; heart; lungs; mashing; ears / hear / mouse; porch / run) → 0 hits; the part names and gerund jobs in the lines are the given rows. Old name in the bundle: 0. Bundle letter runs of three or more: none.

Judged differently, and why

• L01 lands at 365 words, not ~300. The three lines the review named were cut (about 30 words); cutting further would remove taught lines (the once-a-second thump PP-8 tests; the two-lungs line the one-bag belief needs). One lesson, as the review and James's question both lean.
• PP-32 rewritten in two sentences, not the review's three — the checker fails a three-sentence stem tagged medium (S23); the review's meaning is kept ("one part first. Which part is that?").
• PP-50 asks "blocked first" and its fourth option is "no step was blocked" — "every step happened" did not answer the new ask.
• The runs PP-01–03 and PP-33–36 were in the shuffled bundle, not the source — the source letters were already spread; four option orders were changed so both the bundle and the source are spread (see the table), and the source count stays balanced.
• Only the ITEM tables take the gerund cells and the ITEM cards stack; the teaching tables keep "pumps / take in / mashes" (the rule sentence's verbs) and the teaching cards stay horizontal (Topic 36's shape with the longer arrow). Both are registered variants in the docstring.
• The spines photo moved up inside L02's spines section so the review's extra sentences do not make a run of more than 8 idea lines (S16).

Owed after v2

A fresh blind read of the v2 bundle by readers who have not seen the keys; James's three questions stand (one L01; "pump"; "stethoscope") and the picture pass waits on them; the batch is NOT sent; nothing committed.

v3 — polish (2 October 2026)

Skill: write-mcqs (every item change; check_key_tells.py at 0) → write-explanation (every changed why and the new wrong-term lines); write-like-james (the Needs-you page, records/REVIEW_NEXT_G4T33.md) @ e23b67f

In plain words. Reader C read the whole v2 bundle cold, 106 items, and agreed every key; no second option was defensible anywhere. What was left was shape and housekeeping: two bank keys a child could pick by their look alone (PP-25's key was the only option outside the dry-place trio; PP-49's key was the shortest and the only one not opening "A dog / The dog's", under a stem with three negatives); two same-page hand-overs (L01's table printed the heart row the typed L01-10 then asked for; PR-06's key "a thick stem" sat above the typed PR-14); three draw constraints to add; three order items the bundle listed in one arrangement; four typed-key rulings to record; and Roman / Ryan sharing an initial and a length. All applied below. Ryan is now Victor (a third initial and a third length; 0 hits across grade4/ grade3/ demos/ reviews/ before the pick; build_tools_names.py Underwood Roman Dean Victor → all free, exit 0; the figure key ryan_desert_cartoon is now victor_desert_cartoon, the batch rebuilt with the new name in L02's and L03's scripts). Nothing committed; the batch is NOT sent.

Flag → change

Checks after v3

• python3 ~/Documents/CourseBuilding-Vault/skills/write-mcqs/check_key_tells.py grade4/topic33_build/content/G4T33.py → KEY TELLS: 0 of 86 MCQs flagged (a: 0, b: 0, c: 0); KEY LONGEST (any margin) 25 of 86; fixed-set exempt 33.
• python3 build_tools_check_topic.py grade4/topic33_build/content/G4T33.py → 0 FAIL, 51 WARN (unchanged from v2: S30-COUNTS typed=14 fail=0 warn=0; S36-COUNTS unusual_words=44; S37 strand=0; S38 fragments=0; S39 hits=0; the S8 beats, S13 "the lettuce" and the S36 words as answered in v1 and v2).
• python3 grade4/check_g4_articles.py grade4/topic33_build/content/G4T33.py → 0 FAIL (articles 365 / 397 / 328, the WARNs above 300 answered in v2; scripts 150 / 150 / 150; intro 117; summary 108, opener ok).
• python3 build_tools_build_topic_site.py grade4/topic33_build/content/G4T33.py /tmp/g4t33_p.html → 3 lessons, 15 practice, 53 pp100, 41 figures; python3 grade4/topic33_build/content/add_strand_intro.py /tmp/g4t33_p.html → opening intro card added.
• python3 ~/Documents/CourseBuilding-Vault/skills/review-figures/check_svg_ids.py grade4/topic33_build/content/figures.py → PASS (41 figures, 0 ids).
• python3 build_tools_names.py Underwood Roman Dean Victor → Underwood free · Roman free · Dean free · Victor free, exit 0. "Ryan" in the content files, the batch and the bundle: 0.
• python3 build_tools_video_batch.py grade4/topic33_build/content/G4T33.py → 5 videos, key string A A B A B C (A 3 of 6); check_brief.py → L01, L02, L03 and the summary ✓; the INTRO's standing R79 hit and the at-the-limit question-mark note, as before; grep -ci strand 0. READY.md's NOT-SENT author's note restored for v3. NOT sent.
• Blind bundle re-cut: grade4/topic33_build/blind/2026-10-02-v3/ — 86 MCQ, 14 text, 1 FRQ, 5 order (106 held); keys sequestered. Nine [Drawing: lines, each read against its item's answer word → 0 hits (the given rows only, as in v2). "Ryan" in the bundle: 0.

Counts and key strings after v3

Unchanged from v2: 3 lessons · 32 quiz items (10 + 11 + 11; 3 typed, 2 order) · 3 attached + 3 summary questions · 15 practice · bank 53 (43 four-option MCQs, 8 typed, 2 order): LIF4-001 19 · 002 17 · 003 17; easy 17 / medium 19 / hard 17; bank MCQ keys A 11 · B 11 · C 10 · D 11; attached A A B A B C; lesson two-option strings L01 B B A · L02 A B B · L03 B A B; three-option strings as in v2 (no option moved position; PP-25 and PP-49 keep their key index and letter).

Item ids changed in v3 (for the mini re-read)

Lesson quizzes: L01-10 (stem, why) · L01-06, L01-08 (name) · L03-09 (name). Practice: PR-14 (stem, why, wrong-term lines) · PR-08 (name) · PR-15 (accept list). Bank: PP-25 (option C) · PP-49 (stem, options B and C, why) · PP-20, PP-28, PP-47 (name) · PP-39 (accept list) · PP-43 (wrong-term lines) · PP-44 (accept list, wrong-term lines). Lesson text, not items: L02's headache, article captions and script, L03's article and script, the roots-view label and the cookies cards (name only). Records: TYPES_G4T33.md (v3 header, type 13 row and exemplar, the ⟂ list, the quiz-page note, two "nearest" lines, the typed-key rulings), grade4/NAMES_POOL.md row 33.

Judgement calls, v3

1. The two same-page hand-overs were fixed by re-asking, not by moving the typed item up. Both typed items stay last: a typed item never sits in the first third, the MCQ offering the word among its sisters comes first (recognition before recall), and a typed item's why would have handed the table item its blank cell had it come first.
2. PP-49's key keeps ", so" and a distractor gets one too. The one-clause key the review asked for in v2 ("Nothing went to the dog's brain.") became the shortest option and the only one with a different opener; a cause-and-effect key with a matching distractor shape reads better to a nine-year-old and passes the checker.
3. PP-49 runs to three sentences. The checker allows three on a hard item (S23); the alternative single sentence carried three negatives.
4. "Trunk" is refused, with a kind line. A child who types "trunk" has the right idea and the wrong word; the feedback says a tree has a trunk and a cactus has a stem, so the lesson's word is taught again rather than marked without a reason.
5. The order-item listings are a tool matter. The cutter's fixed seed, not the items, produced the shared arrangement; the keys are right and the page lists each item from its own id.

Owed after v3

• A mini re-read of the changed items above (blind/2026-10-02-v3/) by a reader who has not seen the keys.
• James's questions on the Needs-you page (records/REVIEW_NEXT_G4T33.md → course_preview/review/REVIEW_NEXT_G4T33.html); the picture pass (7 photo and 9 cartoon placeholders) waits on them.
• James's notes on the scripts are the cue to send the five-video batch; the Living things opening video routes through handoff/STRAND_INTROS/ on his word.

Skill: course-build → write-mcqs → write-explanation, design-check-sequence @ efd8fba · v2 fix pass (reviews applied) Skill: write-mcqs → write-explanation, review-figures (author re-render) @ e23b67f · v3 polish (Reader C's re-read applied) Skill: write-mcqs → write-explanation @ e23b67f

Topic 33 — Parts and their jobs, inside animals and plants — the PP100's question types, with their exemplars (v3, 2 October 2026 — the three reviews and Reader C's re-read applied; Ruben is now Dean, Victor is now Victor)

In one line: 53 items — 43 four-option MCQs, 8 typed, 2 order items; fifteen types; LIF4-001 19 items (12 easy, 4 medium, 3 hard), LIF4-002 17 (5 / 7 / 5), LIF4-003 17 (0 / 8 / 9); MCQ keys A 11 · B 11 · C 10 · D 11; check_key_tells.py → KEY TELLS: 0 of 86 MCQs flagged (the fixed sets JOB4, JOB4_ING, PART4, HELP4 sit under two or more items each; the attached questions' three-option gerund set is declared in KEY_TELL_EXEMPT_SETS).

What this page is. James reads a bank as its question TYPES first (vault: A bank is reviewed as its question types first, one exemplar each). Under the Grade 4 standing brief the bank is built straight away (content/G4T33_pp100_bank.py); this sheet is the way in. Each type line says what the stem asks, what the four options (or the accept list) are, and prints one exemplar in full. Tags follow depth of reasoning — easy = one fact or a one-step match; medium = the rule applied to a fresh case, a reason picked, a drawn table or card read, an order picked; hard = two ideas chained, a claim judged by its correct reason, a missing step found, or a word produced — and rise with the atom's position (LIF4-001 mostly easy, LIF4-003 medium and hard only).

Rulings already applied. Four options on every MCQ (four fixed sets: JOB4 "pumps blood all round the body / takes in air / mashes up food / decides what to do"; JOB4_ING, its gerund form "pumping blood all round the body / taking in air / mashing up food / deciding what to do", used only under the job-cell table item because the item tables' cells are gerunds (v2: one grammatical number for every part, so no cell's verb points at the one plural option); PART4 "the heart / the lungs / the stomach / the brain"; HELP4 "This part reaches water far down. / This part stores water. / This part keeps water in. / This part keeps animals away."; each set turned so the key lands on a different letter); every claim item is "X is wrong to say … What is the correct reason?" with four single-statement reasons and no verdict-plus-reason option; the hard tier is typed where typing produces (the part named from its job, 4–7 letters each, generous accept lists with article, plural and child-spelling forms; v3 rulings on Reader C's questions: "tummy" accepted for the stomach; "spikes", "prickles" and "thorns" accepted for spines, "needles" not (a pine's leaves; its own feedback line); "trunk" and "body" not accepted for the stem (the lesson says stem; each gets its own feedback line); singular and plural on every list) or an order item; no "you cannot tell" padding anywhere; every stem a positive question; US spelling; units as words.

The bar list (real things a generated item must never use): "digest", "organ", "intestine", "gut" (not taught; the plain words are "mashes up" and "a long tube"); "nerve", "message", "signal", "reflex" (the register names none; a hand pulled from a hot pan is NOT brain-first, so it is never a chain example); "adaptation" / "adapt" (Grade 5's word); any ruminant (cow, sheep, goat, deer) in a STOMACH item (their stomachs have four parts; use a horse, pig, bear, fox, wolf, coyote, snake); any fish in a LUNGS item (gills); the saguaro's roots as DEEP roots (they are shallow and wide — the deep-root plant is the mesquite); a cactus's spines as "thorns"; nothing frightening (no smoke that is a fire, no injured animal, no predator kill shown); no scene from a lesson, quiz, attached or practice item (list in the bank file's header).

The fifteen types

Hard because — type 6, 10 and 14: the word is produced, not picked, from the job alone. Type 9's wide-leaf item: what heat does to a wide leaf must be held against what a leaf is for. Type 12's order items: the three steps are produced in order on a sense other than hearing. Type 13: each claim is judged by its correct reason, which needs the brain's job held against the sense organ's or the body's. Type 15: two ideas chained (short roots AND wide leaves; the chain run on the scene THEN the missing step named).

Order-item convention: every order item's key is stored in the direction the stem asks ("first to last" = sense first); no item asks "last to first". The chain card drawer reads left → right = SENSES → BRAIN → ACTS.

Draw constraints (⟂ — never on one test together; the blind read's pairs added in v2): PP-8 (thumps in your chest → the heart) ⟂ PP-12 (where is the heart → in her chest); PP-11 (how many lungs → two) ⟂ PP-38 (typed lungs: "two parts … one on each side"); PP-5 (which part pushes blood → heart) ⟂ PP-20 (the heart is the part that pumps the blood, as a reason) ⟂ PP-21 (the heart moves the blood on, as the key); PP-9 ⟂ PP-10 ⟂ PP-18 (each drawn jobs table prints the rows the other two ask for); PP-13 (deep root reaches water far down) ⟂ PP-17 (which part grows down deep → the roots) ⟂ PP-28 (deep roots reach water far down, as the key); PP-27 (a cactus's spines are its leaves) ⟂ PP-43 (typed stem: "the plant's leaves are thin spines") ⟂ PP-44 (typed spines: "leaves are thin and sharp") — two of the three state that the spines are the leaves and the third asks for that word (v3, Reader C); PP-35 ⟂ PP-36 (two four-order items on one shape); PP-35 (the swimmer's four written orders, one of them the right order spelled out) ⟂ PP-45 ⟂ PP-46 (the two order items — PP-35's key prints the order they ask the student to produce; v3, Reader C); PP-50 (earplugs: the sense step blocked first) ⟂ PP-49 (the dog that cannot hear: nothing went to its brain); PP-33 (owl card, first box) ⟂ PP-29 was the owl deciding — re-scened to a heron, so no longer a pair. Quiz-page note (not a bank pair): L01-05's drawn table prints the heart row that L01-04 asks for — safe one item at a time, which is the delivery; if L01's quiz is ever shown on one page, L01-05 moves above L01-04. Same-page hand-overs Reader C named (v3): L01-10 no longer asks for "the part that pumps blood" (the table's own heart row) — it asks for the fist-sized lump of muscle in the middle of the chest that squeezes once a second, which no table or option prints; PR-14 no longer asks for "the thick, fat part that stores water" (PR-06's key, "a thick stem", beside the table's "storing water" cell) — it asks for the tall, thick green part a saguaro's arms and spines grow from, which gets fatter after rain. Both typed items stay LAST in their sets, after the MCQs that offer the word among its sisters (recognition before recall; term-recall items sit last). Order-item listings: the blind-bundle cutter and the page each shuffle an order item's three sentences by a fixed seed, so the bundle listed PR-10, PP-45 and PP-46 as action, sense, brain (the page lists PR-q10 and the two bank items from their own ids); PP-45 ⟂ PP-46 is the draw constraint that keeps the two bank order items off one test, and the cutter's seed is a tool note for the coordinator (the key is the stem's order, first to last, and is unchanged).

One exemplar per type, in full

Type 1 (easy, LIF4-001). A fox trots up a steep hill, and its heart beats fast. What is the fox's heart doing? — pumps blood all round the body / takes in air / mashes up food / decides what to do. Why: The heart pumps blood all round the body. The fox's heart beats fast as it climbs. So its heart is pumping blood all round its body. (nearest lesson-side instance: L01's attached question, a galloping horse, three options — here the fixed set is four and "decides" joins it)

Type 2 (easy, LIF4-001). A whale comes up to the top of the sea and breathes in. Which part of the whale fills with air? — the brain / the heart / the lungs / the stomach. (nearest: L01-q3, a cat breathes in, three bare options)

Type 3 (easy, LIF4-001). [drawn table: the lungs — taking in air; ? — pumping blood all round the body; the stomach — mashing up food] Here is a table of parts inside the body and their jobs, with one part missing. Which part goes in the empty cell? — the lungs / the stomach / the brain / the heart. (nearest: L01-q5, the same drawer with the stomach's cell blank; here a different cell and four options)

Type 4 (easy, LIF4-001). How many lungs does an otter have? — one / two / three / four. (nearest: L01-q6, Victor's one-big-lung claim, yes / no)

Type 5 (medium, LIF4-001). Dean is wrong to say the lunch he ate stays in his stomach for a week. What is the correct reason? — The stomach mashes food for an hour or two, then it moves on. / Food leaves the stomach as soon as it arrives there. / The stomach holds food for one whole day, then it moves on. / Food stays in the stomach only while a person is awake and moving. (nearest: L01-q7, the same belief as a bare yes / no claim)

Type 6 (hard, typed, LIF4-001). After a chase, one part inside a fox squeezes fast again and again, and each squeeze pushes blood along tubes round its body. Type the name of that part. — heart (accept: heart, the heart, his / her / its / a heart, hart, heart muscle, hearts). (nearest: L01-q10, which now asks for the fist-sized lump of muscle in the middle of the chest that squeezes once a second — here the clue is the squeeze that pushes blood along tubes, after a chase)

Type 7 (easy, LIF4-002). A sagebrush in Utah has tiny leaves. How do the tiny leaves help it in the dry heat? — This part keeps water in. / This part keeps animals away. / This part reaches water far down. / This part stores water. (nearest: L02-q5, a creosote bush's tiny leaves, three options in a different wording)

Type 8 (medium, LIF4-002). A barrel cactus is fat after a rainy week and thinner after a dry month. Why did it get thinner? — Its spines fell off. / Its roots got smaller in the dry ground. / It used up the water stored in its stem. / It stopped making its food for the month. (nearest: L02's saguaro paragraph, "the stem fills with water and gets fatter" — here the stem's stored water is used, the reverse)

Type 9 (medium, LIF4-002). Roman is wrong to say a cactus has no leaves. What is the correct reason? — A cactus grows leaves only in the rainy season. / A cactus's spines are its leaves. / A cactus's leaves are hidden inside its stem. / A cactus's roots do the job of leaves. (nearest: L02-q7, Dean's no-leaves claim, yes / no)

Type 10 (hard, typed, LIF4-002). A thick, fat part of a desert plant in New Mexico fills with rain water and stores it through the dry months. The plant's leaves are thin spines. Type the name of the thick, fat part. — stem (accept: stem, the stem, its / a stem, stems, thick stem, the / a thick stem, stemm, stam). (nearest: PR-14, which now asks for the tall, thick green part a saguaro's arms and spines grow from, fatter after rain — here the part is named from storing water, and the spines line rules out "leaves"; "trunk" and "body" are not accepted and get their own feedback line)

Type 11 (medium, LIF4-003). A girl feels cold wind on her skin and zips up her coat. Which part of the girl sensed the cold? — her brain / her hands / her skin / her coat. (nearest: L03-q5, the squirrel's eyes sensed the hawk, three options)

Type 12 (medium, LIF4-003). A swimmer hears the starting whistle and dives into the pool. In which order do the three steps happen? — brain, then ears, then legs / ears, then legs, then brain / ears, then brain, then legs / legs, then brain, then ears. (nearest: L03-q5 order item on burnt toast — here the order is picked among four written orders)

Type 13 (hard, LIF4-003). A dog cannot hear. Dean is wrong to say the dog will still turn when someone hidden behind a fence calls its name. What is the correct reason? — The dog's legs decide to turn by themselves. / The dog's ears heard nothing, so nothing went to its brain. / The dog's brain hears the name on its own, so it needs no ears. / A dog turns its head at every sound, whether it heard it or not. (nearest: L03's line "If nothing is sensed, nothing goes to the brain, and the body does not act" — no item on the page tests it)

Type 14 (hard, typed, LIF4-003). A rabbit's ears hear a dog bark, and one part inside the rabbit decides to run. Type the name of the part that decides. — brain (accept: brain, the brain, his / her / its / a brain, brains, brane, brian). (nearest: L03-q11, a bird's eyes and a worm)

Type 15 (hard, LIF4-003). A girl wears earplugs at a loud concert. A friend behind her says her name, and she does not turn round. Which step of sense, brain, action was blocked first? — the brain step / the action step / the sense step / no step was blocked. (nearest: none on the page; the chain is run with one step removed; "blocked first" because PP-49 tells the reader that when nothing reaches the brain, the brain decides nothing — so "did not happen" was true of two steps)

Skill: course-build → review-lesson (Roles B, B2) · review-questions · review-accuracy @ e23b67f — non-author review, filed by the coordinator from the reviewer's report

Topic 33 — guidance, questions and accuracy review, 2 October 2026

The teaching is sound and the science honest at Grade 4 depth. Three inside parts each explained as what it IS before what it DOES; three real desert plants that survive their claims (the saguaro never given deep roots, in text or drawing); Grade 3's sense → respond pair recalled word for word with the brain step added, reflexes nowhere. Every record claim re-performed true. Not caught by the record: the key-tell line (4), two items with a second defensible option, two bank cards that print half their own options, and a word switch (responds → acts) never joined.

Key-tell checker: KEY TELLS: 4 of 86 MCQs flagged (a: 3, b: 1, c: 0) — L01-vq1, summary q1, L02-q9, PP-49.

Essentials

1. Key tells to zero. 2. PP-2 (sleeping baby) two true options. 3. L03-q6 (sour lemonade) — the tongue also acts.

Worth fixing

1. PP-33 / PP-34 cards print their own options. 5. ACTS vs Grade 3's "responds" never joined. 6. "Its spines are its leaves" meets "leaves make food" (Topic 34 next) — one line. 7. "If nothing is sensed, nothing goes to the brain, and the body does not act" over-reaches. 8. Roman / Ruben — rename Ruben (coordinator's rule). 9. Opening video beat 3 teaches L01's thesis (strand intro teaches nothing). 10. PP-32 stem a tongue-twister. 11. L01 at 394 words — keep one lesson, trim three untested lines (~40 words).

Leave

"pump" explained — keep; "stethoscope" — keep; the named simplifications; lungs "fill with air" (right scope); the stomach line; the intro's hands question; PP-52; PP-12 / PP-16 easy-tier; SPINES_ACCEPT lenient; Topic 34 agreement confirmed (both print LIF3-021 identically); Grade 3 Topic 36's sentences recalled word for word.

Author's three questions: (1) keep ONE L01, trimmed to ~300; (2) "pump" explained — keep; (3) "stethoscope" — keep.

Skill: review-figures @ e23b67f — non-author figure review with the page pass, filed by the coordinator from the reviewer's report

Topic 33 — figure review, 2 October 2026

What a student notices first: the desert side view — a tomato on the left, a mesquite on the right, and in the teaching form one long cream root going down through the dry sand into the wet soil. The three-box SENSES → BRAIN → ACTS cards read in one glance. Sixteen grey placeholders await David's pictures. (The body outline, heart, lungs, stomach, saguaro and mesquite are placeholders, not SVG; the 25 SVGs are 11 tables, 2 roots views, 9 chain cards, 3 rule cards.)

Must fix before a cold read

1. The blank box names the answer. Every blank chain box keeps its heading: chain_headache prints BRAIN over the "?"; q_chain_doorbell and pr_chain_bear print BRAIN; pp_chain_owl prints SENSES, pp_chain_rain prints ACTS. The alt texts describe a figure never drawn. Fix in _box: head = "" when blank.
2. Roots view out of frame: the mesquite's canopy clipped at the top; the DEEP ROOTS chip on the bottom edge. gy 100 → 110, H 300 → 320.
3. Item text under the phone floor (344 px column): item tables' cells and "?" row 9.8 px; item chain cards' boxes 7.0 px (the "?" 16.5). Wrap long job cells and trim the 40-unit margin; draw a stacked item variant of the chain card (three boxes stacked, W≈260).

Page pass

PASS for rendering at 1280 and 360; no bleed; check_svg_ids.py: 41 figures, 0 ids, PASS. Phone text: teaching tables 7.2–9.8 px, rule cards 7.9, roots labels 7.4 and chips 6.1, chain body 7.0. Frame fill ≥ 0.79; no overlaps.

Roots audit

The MESQUITE is drawn deep (taproot through the water line into the wet band, four side roots). The TOMATO is shallow. The saguaro appears in no roots drawing. Headache form = teaching form with the wet band, line, roots and chips off: pass.

Check 12

The three-box card is a local redraw in Topic 36's colours — a cousin, acceptable as the registered variant; the arrow should take Grade 3 Topic 36's length (48, not 24).

Unplaced

rule_parts — place after L01's rule (L02 and L03 show theirs). chain_cookies, chain_deer — video stills; keep, record as video-only.

Briefs, minor

Complete bar the "eye must see first" line; body_three_cartoon "the child's left, which is the viewer's right"; heart and lungs briefs say "cutaway" — ask for the whole organ seen from outside (the stomach and head cutaways are needed and calm); stomach brief gains in/out arrows; faces handled. Roots labels 12 units → 18–20; chips bigger. No caption says "real"; no item caption/alt/blind names the key except the drawn heading (fix 1).

Best: roots_compare; chain_bell; fits_table_3. Weakest: chain_headache; the blank-table items on a phone; roots_headache.

Skill: course-build → review-lesson (Role A blind key read, two readers; Role C adjudication by the coordinator) @ e23b67f

Topic 33 — Parts and their jobs, inside animals and plants — blind read, 2 October 2026

Every key agreed by two blind readers (96 and 101 rows; MCQ disagreements 0 for both; the five order items matched by listed position; fourteen typed answers on list; the FRQ models match). The named hazards all pass: no cactus or saguaro is given deep roots; no reflex is used as a brain-decides case; no organ or plant has a motive; the three-box cards hide the asked box. The faults are grammar and shape.

Flags carried into the fix pass

Readers' files: blind/2026-10-02/READER_A.md, READER_B.md.

Skill: review-lesson @ e23b67f — Role A, Reader C (cold, bundle only), G4T33 v2, 2026-10-02

Takeaway. The v2 bundle reads clean at Grade 4. Both re-written items are fixed: the sleeping-baby item (PP-02) now has one true job (only taking in air makes a chest rise and fall) and the lemonade item (L03-06) now asks only for the part that did the action, so the hand is the lone answer. Every MCQ has exactly one defensible option; the three-box cards never print the blank box's heading, and the "decides" word sits in all three options so it hands nothing over. No organ or plant is given a motive, the saguaro-style cactus is only ever credited with a water-storing stem, and no reflex is dressed as a decision (the horse's tail swish in L03-10 is the nearest case, acceptable at this grade). Two key-tells remain: PP-25's key is the only option outside the dry-place trio, and PP-49's key is the shortest option and the only one not opening "A dog / The dog's", under a stem too knotted for a nine-year-old. Typed keys need "trunk" (PR-14, PP-43) and "spikes / prickles / thorns" (PP-44) ruled on.

Adversarial answers (typed items)

Cross-item notes

• Same-page hand-overs: L01-05's table prints "the heart, pumping blood all round the body" above L01-10 (type the part that pumps blood); PR-06's option "a thick stem" above PR-14 (type the thick fat part that stores water). Move the typed item above the table item or re-case it.
• Bank ⟂ constraints: PP-09 / PP-10 / PP-18 (each table shows the other two jobs); PP-27 / PP-43 / PP-44 (two of them state "spines are the leaves" and the third asks for that word); PP-35 / PP-45 / PP-46 (PP-35's option A spells out the order).
• Order items: PR-10, PP-45 and PP-46 all list action, sense, brain — three of five order items share one arrangement, so a child who learns "2, 3, 1" once is rewarded. Shuffle one.
• Terms: "pump" is defined in L01-10's stem before it is asked; "responds" is coined by L03-01; "spines" first appears in PR-06 after L02 — all in order from the bundle's view.
• Motives and reflexes: none found. The saguaro-shaped cactus (PR-14, PP-43) is credited only with a water-storing stem; the deep-root claims sit on prairie grass, a dandelion, beach grass and a Nevada shrub.
• Names: Dean / Ryan / Roman read apart; Roman and Ryan share an initial and a length, so a weaker reader may blur them. Not blocking.
• PP-19 and PP-21 lean on facts the bundle does not show taught ("an hour or two"; air passing into blood) — a lesson check, not an item fault.

Would not ship as is: PP-25, PP-49. Fix before next draw: L01-05 / L01-10 order, PR-06 / PR-14 order, PR-14 / PP-43 "trunk" and PP-44 "spikes / prickles / thorns" rulings.