Topic 37 "Life cycles of plants and animals": your read (2 October 2026)

Two readers answered 112 and 122 rows cold and agreed every MCQ key. Their flags, all applied in v2: a five-stage wildflower order with no stated start (two defensible first stages); a typed item where "a honeydew" and "fruit" were as right as "seeds"; a key that was the only option with a comma and "and"; a yes / no run whose keys alternated A B A B; seedless watermelons in a stem that keyed "no seeds"; "cocoon" defensible for the caterpillar's case until the stem named the hard case; "spores" offered where no lesson said it; a "cold spring" that let a child defend "the young almonds froze"; the flower's seed place said two ways; four stems or keys that echoed their answer; Tamara and Tatum on one page; "sown" and "gale".

Reader C then read the whole v2 bundle, 129 items, and agreed every key. The two re-scened plants (zucchini, gourd) need an insect, so their no-pollen keys are honest; germination is one story in every item (water and warmth, no light, no soil); no item gives the bee or the plant a motive; the three rings ask by name and their descriptions show the stage without naming it. Three small notes: "spores" in PR-02 (left: Grade 3 Topic 37 teaches the word, and PR-02 is that topic's retrieval item); PP-09's key the longest by two words and the only option with a comma (trimmed in v3); PP-36's young frog with four legs a possible pull for a weaker student (left: the stem asks for "the tadpole" by name and the lesson line says the tadpole has no legs; a watch item for live data).

The topic teaches the right things in the right order, the reviewer said, and the record's claims hold. Two items had to change, and did: both built the no-pollen case on a plant that pollinates itself, so the key was false of the real plant. A netted bean flower still makes a pod and bagged pepper flowers still make peppers; L02's item is now a netted zucchini flower and the bank's bagged flowers are on a gourd vine, and the type sheet's bar list now says no self-pollinating plant as a no-pollen case (beans, peas, peppers, tomatoes, wheat, oats). Worth fixing, all done: wheat as a wind-pollinated case became a pecan tree; a greenhouse grower shaking tomato flowers (which moves the flower's own pollen) became a grower with a small soft brush moving pollen flower to flower; "metamorphosis" said with "in this course" became one plain sentence naming both scientists' words; a tadpole line was added so the frog's young is named; a "bee means to help" belief had no item and now has one (with a TRUE twin so the lesson's claims are not all No); ladybug larvae are spiky, not spotted; pumpkins flower in early summer; five key tells.

The "green cup" ruling: L01 said the seed place three ways ("inside a green cup", "deep inside", "the tiny parts where the seeds will form"), and the figure review confirmed the drawing puts the seed parts inside the cup. Not an error; the lesson, the figure captions, the script and PP-09 now say "the tiny parts deep inside, in the green cup", and v3 trims the item's key to "the tiny parts deep inside the green cup" so no comma marks it.

The reviewer answered the author's five questions as the page above shows, and left the frog, the rider and the once-said "metamorphosis" to you.

What a student notices first: one cut-open flower that recurs with the same shape, two pink flowers with a dotted arrow between them, four seed-travel cards, a bean strip, and life-cycle rings that all turn the same way. Five fixes before the cold read, all made: on a phone every label had shrunk to 5 to 8 px and the item rings' letters to 6 px (the rings are now a 320-unit frame with 18-unit letters, measured at about 18 px in a 360 px view; the cutaway, cards and tables have larger type in tighter frames); the eaten-seed card's droppings were three pale dots (now a bitten berry above the arrow and a small dark mound with pale seeds); the headache cutaway's frame was two-thirds empty; two leader lines pointed at the wrong place; the frog glyph had two legs where the blind text said four. The ring audit: every ring runs clockwise from the top; the grasshopper's egg moved from a leaf to a soil pod; the chicken ring went with the chicken case; the frog ring is now placed beside the tadpole paragraph. Every brief now opens with what the eye goes to first.

52 items in content/G4T37_pp100_bank.py: 46 four-option MCQs, 4 typed words (pollen, seeds, water, warmth) and 2 order items (an oat seed germinating; a toad's four stages). Per atom: LIF4-040 10 · LIF4-041 11 · LIF4-042 10 · LIF4-043 9 · LIF4-044 12. Easy 16, medium 22, hard 14, sorted easy to hard and rising with the atom's place in the topic. MCQ keys A 10 · B 12 · C 12 · D 12. Sixteen question types, one exemplar each on the type sheet: what the yellow dust is and which part it must reach; which of four scenes is pollination; type the dust's name; what a flower can do once pollen lands; where fruit grows when half the flowers are bagged; the reason for very few fruits; the kind of life cycle from its definition; the name of the joining; which carrier takes a described seed; how seeds got where they are; which seeds will germinate; type the one thing a seed lacked; a child's claim is wrong, pick the reason; which of four animals has a given kind of life cycle; which letter on a ring marks a named stage; the stages in order. 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.

Skill: course-build → write-lesson (L01 fact form; L02 process at recognition level; L03 contrast and four carrier cards; L04 fact on a three-cup fair test; L05 classification capstone) → write-example-sequence, design-check-sequence, sentence-atomise, write-explanation, write-mcqs; write-video-script (intro, five lesson scripts, summary) @ efd8fba

Grade 4 Topic 37 — Life cycles of plants and animals — build record (v1, 2 October 2026)

What this is, in plain words

Five short lessons on how a flowering plant makes the next plant and how two kinds of animal grow up. Pollen moves from flower to flower (pollination); once it arrives the flower can make seeds (fertilization); the seeds are carried away so each new plant gets space and light; a seed starts to grow with water and warmth and no light (germination); and an animal's life cycle is either a complete change (caterpillar to butterfly) or gradual growth (a young grasshopper just grows bigger). Written without a blueprint under James's 2 October ruling; the structural decisions are below. Nothing is committed and nothing is sent.

Files: content/G4T37.py (TOPIC, PRACTICE, hooks), content/G4T37_lessons.py (L01–L03), content/G4T37_lessons2.py (L04–L05), content/G4T37_pp100_bank.py (52 items), content/figures.py (49 figures), check_lettered_items.py (the lettered-stage and order-key guard), records/TYPES_G4T37.md, blind/2026-10-02/ (bundle and sequestered keys), handoff/G4T37/videos/batch_G4T37.json + READY.md (built, checked, NOT sent).

Decisions made without a blueprint

One line each, with the reason:

• Five lessons, one per atom, in register order — each payoff is one clause; the capstone (044) closes the topic as the architecture row says.
• "pollen" is explained then named in L01, and listed as a term — the register's behaviour line uses the word, Grade 3 never taught it, and every later line leans on it; it is the topic's one short typed key.
• "pollination", "fertilization" and "germination" are coined, as the register writes them; "complete change" and "gradual growth" are the class words — the architecture row gives the plain pair; the register's "(complete metamorphosis)" is read as the technical gloss, so "metamorphosis" is said ONCE in L05's article as the scientists' word and never tested (Questions for James).
• L01 is examples only (bee, wind) with no non-example in the run — "pollen moves from flower to flower" is true of every case of pollination; the near misses (petals blown away, pollen washed to the soil, a bee that flies home) do the boundary work in the checks (Forces log: leave the non-example out when none sits at the boundary).
• The flower's parts are named in plain words — "the little stalks with yellow knobs", "the sticky top", "the green cup", "the tiny parts where the seeds form"; stamen / anther / stigma / ovary are grades 6-8's, and the register's 041 cross note sends "two parents" to 6-8 too, so the mechanism stops at "a tiny part of the pollen … joins with a tiny part in the green cup".
• The bee carries pollen "without meaning to" — the CLAUDE.md rule against purposive verbs for young readers; never "delivers".
• The slogan "No pollen, no seeds" became "A flower that no pollen reaches makes no seeds" — S2/S38 (every sentence has a verb) failed the slogan in the lexicon, the rule card and five fb lines; the sentence form is now everywhere.
• L03's "why" is the outcome the seed gets (space, light), never the plant's wish — no "wants" or "tries"; the crowded / spaced pair is the imagined removal (R165).
• The bird's droppings are said plainly — "the seeds pass through the bird and come out in its droppings"; a nine-year-old knows the word, and the euphemism would hide the event.
• L04 is a three-cup fair test (damp warm dark / damp cold dark / dry warm light) — one variable differs per pair, and the dark cup that sprouts confronts "seeds need light" head on; "fair test" (Topic 2's coin) is leaned on, not re-taught, and the table carries the data.
• L04 keeps one rider: "Once its leaves are open, the plant needs light to make its own food" — without it a child reads "does not need light" as true of the whole plant; it is one line, states a fact Topic 34 teaches, and names no mechanism.
• The germination strip runs left → right as first → last, and the rings run clockwise from the top as first → last — the direction convention for every order and lettered item; stated once here.
• L05's frog is sorted as a complete change — Florida's SC.4.L.16.4 and the grade-4 texts that serve it put the frog with the butterfly (the body form changes completely); the lesson's one question ("does the young look like a small grown-up?") sorts it the same way. Entomology's larva / pupa / nymph words are not used (Questions for James).
• Every lettered ring reads its letters from figures.STAGE_SETS through figures.stage_letter, and check_lettered_items.py re-reads each stem's descriptor against the drawing (11 items, 0 mismatch) — Topic 21's inversion cannot recur.
• Every lesson gets a video — L01 and L02 need the cut flower seen; L03 is four cards a child should watch; L04 is a result a child should see; L05 is a classification run.
• The intro is one scene (Zoey's backyard: a pumpkin vine in flower and a robin's nest), coins nothing, says out loud that a plant's life and an animal's life both go round in a cycle (the register's cross note on 044), and never shows L01's bee or L05's caterpillar.

Grade 3 doorways, recalled by one item and one line each, never re-taught: Grade 3 Topic 37 ("A plant's flower is where its seeds are made." — L01 article, L01-q1, PR-1; "A seed is a plant's package for growing a new plant: a tiny plant and its food, wrapped in a coat." — L04 article, L03-q1, L04-q1, PR-2, PR-13 typed); Grade 3 Topic 40 (the butterfly order "egg, caterpillar, chrysalis, butterfly" — L05 article and ring; "A caterpillar resting inside the hard case it grew around itself is called a chrysalis" — L05 article, L05-q1; the frog order — PR-3). Grade 3 Topic 37's flower_body and fruit_panel drawers are IMPORTED, not redrawn. Neighbouring topics' content as built: Topics 33–36 do not yet exist in this folder (read the architecture rows instead); Topics 16 and 22 read for the schema.

The simplification, named: the pollen's "tiny part" that travels down and joins (a pollen tube and an egg cell, grades 6-8); "a flower that no pollen reaches makes no seeds" (self-pollinating plants exist; none is named at this grade); the frog's tadpole as a complete change with no larva / pupa words; "the sticky top" for the stigma. No note is printed in the articles.

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

• Should "metamorphosis" be coined and tested at Grade 4, or stay as the once-said scientists' word? Context: the register writes "complete change of body form (complete metamorphosis)"; the architecture row gives "complete change / gradual growth"; the word has 13 letters (RECALL_BY_MCQ territory) and Florida's SC.4.L.16.4 uses it. Recommendation: keep "complete change / gradual growth" as the tested words and say "metamorphosis" once, as built; if you want it tested, it is one term entry and two MCQ items.
• Is "fertilization" right to coin at Grade 4? Context: the register's 041 behaviour says "this joining is called fertilisation"; it is a 13-letter word recalled by MCQ, and every later line uses it. Recommendation: coin it, as built; the fallback is "the joining" throughout and one fewer term.
• Is the frog sorted as a complete change acceptable alongside the insects? Context: a strict insect reading would keep "complete metamorphosis" to egg-larva-pupa-adult; the grade-4 standards and texts put the frog with the butterfly, and the lesson's single sorting question gives the same answer. Recommendation: keep the frog (built in L05's run, PR-3's recall, and three bank items); dropping it is three deletions.
• Does the L04 rider ("Once its leaves are open, the plant needs light to make its own food") stay? Context: one atom per lesson says cut a neighbour fact; the rider stops a wrong generalisation. Recommendation: keep it (built).
• Do L05 (372 words) and the three articles just over 300 (L01 308, L02 307, L04 309) stand? Context: the brief allows above 300 with a subtitle or figure every ≤ 8 lines and a reason; L05's longest run without a subtitle or figure is seven lines, the others' four; L05 carries six cases in two frames plus two rings. Recommendation: keep as one article each (built); the split point for L05 would be after the two rings, with the sort run as a second article.

Counts

• Articles (idea + rule + subtitle words): L01 308 · L02 307 · L03 282 · L04 309 · L05 372. Scripts (spoken words, check_g4_articles.py): L01 140 · L02 146 · L03 146 · L04 149 · L05 148; intro 115 (two question marks); summary 169 (opens "Here's everything we found out about life cycles of plants and animals.").
• Quizzes: L01 11 · L02 10 (one FRQ) · L03 10 · L04 10 (one order) · L05 13 (two lettered rings, one order). Attached: one per lesson, three on the summary. Practice: 13 (three Grade 3 retrievals first; two typed terms last).
• PP100 bank: 52 items — per atom LIF4-040 10 · 041 11 · 042 10 · 043 9 · 044 12; easy 16 · medium 22 · hard 14; 46 four-option MCQs, 4 typed (pollen, seeds, water, warmth), 2 order; every hard item carries hb. Bank MCQ keys A 10 · B 12 · C 12 · D 12.
• Figures: 49 — 34 SVG by code, 10 photo placeholders, 5 cartoon placeholders; every photo / cartoon key has an IMAGE_BRIEFS entry.

The key strings

• Attached questions in video order (L01 … L05, S1 S2 S3): A B B A A B C B (B 4 of 8 = 50 %).
• L01 two-option y/n run: y y y n n n n (no four alternate; No 4 of 7 = 57 %); three-option 0 2 1 1.
• L02 three-option 0 0 2 1 2 0 1; two-option n y.
• L03 four-option (carrier set) 0 1 2 3 3; three-option 0 1 2; two-option n y.
• L04 three-option 1 0 1 2 1; two-option n n y y.
• L05 two-option (complete / gradual, then claims) c g g c g c · n n y → 0 1 1 0 1 0 1 1 0; rings L and P; three-option 0.
• Bank: see Counts. The fixed sets (C4 carriers; complete change / gradual growth sisters) are whitelisted from the single-longest-option check by name; the remaining single-longest keys (PP-1 "pollen", PP-5 "the wind", PP-14, PP-27, PP-50) are one-word or fixed-set keys where the distractors are the same kind of thing.

Design-check-sequence records

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Skill: design-check-sequence @ efd8fba

Part: L01 (LIF4-040) Type: (a) one-step categorisation — a scene is or is not pollination. Plan: 11 items; one Grade 3 recall (3 opt); one part item (3 opt); a y/n run of five (two carriers, three near misses); term recognition (3 opt); the pollen-is-seeds claim (y/n); the wheat apply item (3 opt). Belongs in practice/test: the typed "pollen" (PR-12, PP hard).

Part: L02 (LIF4-041) Type: (c) concept — a because-clause (pollen arrives, so seeds form). Plan: 10 items; recall (pollination); WHAT ×2 (pear; netted bean); WHY as FRQ on a fresh case (squash, Ohio — read against the apple orchard, the netted flower and the bean quiz item); the claim (flower makes seeds without pollen — No); a process item (what the joined part becomes); transfer (greenhouse shaking); a TRUE claim; where the plums grow; the term item last. Belongs in practice/test: the "how many melons" count, the hives claim by reason.

Part: L03 (LIF4-042) Type: (a) one-step categorisation on the carrier set, plus the why. Plan: 10 items; recall (seed); four carrier items keys 0 1 2 3; the why (3 opt); claim No; claim Yes; where-will-they-grow; the grape transfer (carrier set). Belongs in practice/test: the two-step sea-bean item; the no-way-to-travel claim by reason.

Part: L04 (LIF4-043) Type: (c) concept with an order routine inside it. Plan: 10 items; recall (what is packed in a seed); WHAT ×2 (corn in a drawer; peas in a cold basement); claims No ×2 (dark; soil), Yes ×2; the first part out (3 opt); ORDER first → last (last third); the term item last. Belongs in practice/test: typed water / warmth; the four-case sort.

Part: L05 (LIF4-044) Type: (a) one-step categorisation (complete change / gradual growth). Plan: 13 items; recall (chrysalis); six fixed-set items c g g c g c; two lettered rings from STAGE_SETS; ORDER (grasshopper); claims (every insect — No; two animals — No; puppy — Yes). Belongs in practice/test: which-of-four-animals; claims by reason; the four-stage rings.

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The example sequences, written out

• L01 (fact form): E the bee on the apple flower (pollen sticks, rubs off at the next flower) → E the wind on corn (no petals, no sweet juice, a yellow cloud) → the name. Frame on the two figures: "Pollen moves from this flower to the next flower, carried by <a bee / the wind>."
• L03 (one frame, four cards): "<The wind / Water / The dog / The bird> carries the seed away." — dandelion (tuft of hairs) → coconut (floats) → burr (hooks on fur) → berry (eaten, droppings). The verdict mark is the arrow on every card; no card is a non-example (every seed is carried).
• L05 (two frames, alternating, broken at the end by the sort table): "The young <X> looks nothing like the grown-up, and its body changes completely: this is a complete change." / "The young <X> looks like a small grown-up, and it just grows bigger: this is gradual growth." — butterfly (C) → grasshopper (G) → ladybug (C) → chicken (G) → frog (C) → dog (G); the sorting sentence "To sort a life cycle, ask one question: does the young look like a small grown-up?" comes before the rule. Near misses in the checks: the moth's cocoon (a soft case, still a complete change), the garter snake (gradual, not an insect), the kitten.

The rules applied

Misconceptions confronted, by name

The physics catalogue is silent on Life beliefs; the sources are the literature named per item (Driver, Squires, Rushworth and Wood-Robinson, Making Sense of Secondary Science, 1994; Russell and Watt, SPACE Growth report, 1990; AAAS Project 2061 assessment items on life cycles; Shepardson 1997 on children's ideas about insects).

Checker result, every WARN answered

python3 build_tools_check_topic.py grade4/topic37_build/content/G4T37.py → 0 FAIL, 80 WARN; grade4/check_g4_articles.py → 0 FAIL (four article WARNs above 300, answered under Questions for James).

• S8 beat carries 3 sentences (×5: L01 beat 1, L02 beats 1 and 6, L03 beat 1, L05 beat 4) — kept: each opening beat is scene + person + question, in three short sentences a voice reads as one breath; L02's rule beat is the lexicon sentence, three sentences long, spoken word for word.
• S10 scene word 'dusted' (L01-q8), 'hardly' (L02 FRQ) — kept: "dusted" and "hardly" are ordinary words, not scene objects; the squash hive bee and the Ohio squash garden are fresh scenes.
• S22 negative stem over negative options (L02-q3) — kept: the no-pollen case is the atom's own contrast; the stem was rewritten to "pollen never lands on it" and the options name what grows.
• S36, 73 unusual words (the whole list is in the checker output; the rulings):
• fine, taught or glossed on the page: petals / petal (named on the cutaway), germinate / pollinate / pollinates (the coined words' verb forms), stalk (the drawing's own word, "the little stalks"), grub (glossed "a soft white grub"), maggot (glossed), pod ("a pod grows around seeds"), tuft / tufts ("a tuft of fine hairs"), fluff / fluffy, hedge, mesh ("a tall mesh cage"), split, spun, sown, sprouting / sprouted, swollen, shrink, scatters, wriggles, spiky, uphill, burr / burrs (the lesson's own object, glossed "a seed case covered in tiny hooks"), kernel (popcorn), gale (one practice item, "a strong gale").
• US plants and animals a nine-year-old meets (the variety is the bank's freshness): holly, hazel, almond(s), raspberry / raspberries, cucumber(s), cantaloupe, melon(s), kiwi, avocado, yucca, sycamore, persimmon, oat, magnolia, marigolds, cockroach, mantis, mosquito, katydid, wasp, cicada, stink (bug), garter (snake).
• ask James: metamorphosis (said once; Questions for James).
• S30 typed = 6, fail 0, warn 0 (every accept list carries bare, article and child-spelling forms). S35 typed_long 0 (the long terms are in RECALL_BY_MCQ). S37 strand 0. S39 0. S38 0 fragments.
• check_brief.py: one hit, G4T37-INTRO — closing: no closing screen text as short bullets (R79) — the standing accepted hit (an intro teaches nothing, so it has no rule slide and no bullets; James, 25 Sep 2026); every lesson and the summary ✓.
• If the batch tool bans a word a lesson must say: none — the BANNED list (force, gravity, lift, leak, energy …) touches no line of this topic.

Bank freshness, re-performed

Scene nouns of every lesson, quiz, attached, intro and practice item: apple orchard hive beehive school garden corn dandelion park coconut burr dog holly cardinal robin pumpkin bean cup cupboard fridge shelf towel cage jar grasshopper ladybug chicken chick hen frog puppy cherry oak rose lily magnolia squash hummingbird sunflower wheat blueberry pear tomato greenhouse plum okra strawberry cottonwood cranberry maple grape peach pea radish beetle cricket snake maggot kitten moth cocoon mosquito cucumber bat cactus watermelon tumbleweed lettuce cockroach firefly orange mantis.

Grep of the bank (stems, options, whys): hits only on cup (the flower's "green cup", a part not a scene), garden ("garden pond", "garden bush"), bean (sea beans), lily (water lily), jar (a dry jar in the four-case sort), wheat (the four-case sort — L01-q11's wheat was a pollen scene, a different atom and move), pea (seeds glued to a card — a new scene kind), moth (yucca and primrose moths as pollinators; silkworm moth as an option), beetle (mealworm beetle as an option), frog and grasshopper (the two taught animals on rings and in claims — the register names them, and the brief asked for lettered-stage items on these cycles; recorded as a judgement call). The hives scene (L02) was found in two bank items and re-scened ("no bees fly"; "bees visit raspberry flowers"); the dry-jar-on-a-sunny-shelf option was moved to a windowsill.

Blind-text grep

python3 build_tools_blind_bundle.py … blind/2026-10-02 → 114 mcq, 6 text, 1 frq, 6 order; grep "[Drawing:" | grep -icw "first|next|last|young|adult|egg|order" → 0; the five drawing lines list only what is drawn at each letter (an oval on a leaf; a striped crawler; a pointed case on a twig; a four-winged insect; a small / middle-sized / bigger green jumper, wings only on the last; a cluster of clear balls; a round body with a wavy tail, with and without back legs; a squat body with four legs).

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

Rendered with headless Chrome and opened: flower_cut_labels, flower_seeds_form, pollen_path_bee, travel_cards, card_eaten, germ_strip, seedlings_crowded, seedlings_spaced, table_cups, rule_cycles, rule_fertilization, rings_pair, fruit_strip, sort_table_all, ring_butterfly, ring_grasshopper, q_ring_jklm, q_ring_npr, pp_ring_klmn, pp_ring_rstv. Fixed on the render: the cutaway's top label clipped (frame deepened); the rings' bottom arc clipped (frame deepened, glyphs enlarged); the bean roots crossed the card frame (shortened, scaled); the shade patch was invisible (a gray patch on the soil). The built page screenshotted at 900 px for every lesson's article route, L05's quiz and the bank: placeholders show their notes, figures sit inline, labels legible. check_svg_ids.py → PASS (0 ids).

Names run

python3 build_tools_names.py Zimmerman Tamara Zoey Theodore → all four "free", exit 0 (Topic 37's row in NAMES_POOL.md). No other name appears; the uncle and the grandmother are unnamed.

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

Every idea line, headache, forest line, caption, fb, why and script beat was read against the fourteen rows. Rows that changed something: (2) four lines split at "and / so" (L02 close; L03 burr; L05 ladybug, frog); (4) "it" replaced by "the bee", "the tiny part", "the green cup" in L02; (5/6) "the bee delivers" never written — "pollen sticks … some rubs off"; "the seed travels" → "the wind carries the seed away"; (7) pollen, fertilization, germination each arrive after the plain event; (12) the L05 caterpillar description cut to one clause; (14) every idea line ≤ 22 words (S1 0), every spoken sentence with a verb (S38 0). The new-scene rule: every scene opens with its introducing sentence ("Here is one apple flower, cut down the middle."; "Zoey sets up three cups …"; "Now consider a ladybug, whose young …").

Judgement calls

• The frog as a complete change (above); the rider in L04; "metamorphosis" said once.
• "sweet juice" for nectar — nectar is not a Grade 3-5 word in the registers; "sweet juice" is what a nine-year-old says.
• The bank's two four-stage rings add a "tadpole with back legs" and a "bigger young grasshopper" stage that the lesson rings do not draw — both are true stages, drawn in the same glyph register, and the stems ask only for stages the lesson named (the tadpole with no legs; the first stage with wings).
• "Theodore says …" claims appear in both lesson quizzes and the bank (as in Topic 22); the children are the course's only licensed claim-makers.
• The practice set runs to 13, one over "about twelve", so that "pollen" and "seed" each get an MCQ offering the word before the typed item (S33).
• Grade 3's fruit_panel draws an apple, so L02's fruit strip is an apple strip although L02's scene is also apples — one depiction per thing outranks variety here.

Owed

• The blind read of blind/2026-10-02/BLIND_BUNDLE_G4T37.md by a reader who has not seen the keys; check_order_keys.py on each reader file.
• The non-author review-questions and review-figures passes; the review-accuracy pass (the frog call, the pollen "tiny part" simplification).
• The picture pass (15 placeholders) through David's pack — AFTER James's sign-off, since the record carries Questions for James.
• The video batch is built and checked and NOT sent (handoff/G4T37/videos/READY.md): James's review of these scripts is the cue.
• Vault-sync: no new general rule arose; the "No pollen, no seeds" slogan failing S38 is an instance of an existing rule, noted here only.

v2 — reviews applied (2 October 2026)

Skill: course-build → write-lesson (lesson lines, scripts) · write-mcqs (every item change; check_key_tells.py) · write-explanation (fb and why lines) · review-figures (author re-render after the drawer changes) @ e23b67f

In plain words. The blind read, the questions-and-accuracy review and the figure review of 2 October are applied in place. Two items that keyed on plants that pollinate themselves now use plants that do not (a zucchini, a gourd vine). The flower's seed place is said one way everywhere ("the tiny parts deep inside, in the green cup"). The item rings are redrawn so their letters read at about 18 px on a phone, every ring item asks for a stage by its name, the frog has four legs, the grasshopper's egg sits in the soil, and the eaten-seed card ends in droppings. Zoey replaces Tatum (two "Ta…a" girls on one page). L05 is shorter (the chicken case and the closing line cut). No key's letter or meaning changed except where a row below says so. Nothing is committed; the batch is rebuilt and checked and NOT sent.

#### Finding → change

#### Checker lines (after the changes)

• python3 build_tools_check_topic.py grade4/topic37_build/content/G4T37.py → 0 FAIL, 81 WARN (74 S36 words as before plus incomplete, gourd, project, craft — fine, taught or everyday; S8 ×5 and S10 ×2 kept as in v1; the L05 S8 beat is scene + two verdict sentences).
• python3 grade4/check_g4_articles.py … → 0 FAIL; articles L01 317 · L02 307 · L03 282 · L04 309 · L05 342 (captions counted; 335 idea-line words); scripts 144 · 145 · 146 · 149 · 150; intro 116; summary 169.
• python3 build_tools_names.py Zimmerman Tamara Zoey Theodore → all free, exit 0.
• check_svg_ids.py → 47 figures, 0 ids, PASS.
• python3 grade4/topic37_build/check_lettered_items.py → checked 11 lettered or order items — 0 mismatch.
• KEY TELLS: 0 of 116 MCQs flagged (a: 0, b: 0, c: 0) (42 fixed-set exempt).
• check_brief.py handoff/G4T37/videos/batch_G4T37.json → 6 ✓, INTRO the standing R79 hit; batch rebuilt (7 videos), NOT sent.
• Blind bundle grade4/topic37_build/blind/2026-10-02-v2/ → 116 mcq, 6 text, 1 frq, 6 order; [Drawing: lines grep first|next|last|young|adult|egg|order → 0.

#### Key strings (v2)

L01 two-option y y n n y n n n y (0 0 1 1 0 1 1 1 0; No 5 of 9), three-option 0 2 1 1 · L02 three-option 0 0 2 1 2 0 1, two-option n y · L03 four-option 0 1 2 3 3, three-option 0 1 2, two-option n y · L04 three-option 1 0 1 2 1, two-option n n y y · L05 two-option c g g c g c n n y, rings L and P, three-option 0, four-option (ring) 2 · attached A B B A A B C B (unchanged) · bank MCQ A 10 · B 12 · C 12 · D 12 (unchanged).

#### Changed ids

L01: article lines 12–13, q3–q13 (order, the moth item, two new claims, pecan, term last; quiz now 13). L02: forest 2, article line "The joining", script beat 3, q3, q7, q8. L03: q9, two captions. L04: cupboard caption, germ-strip caption, q1. L05: article (ladybug, chicken cut, tadpole lines, frog ring placed, sort-table caption, metamorphosis line, closing line cut), script beats 3–4, q1, q7, q8, q9. Intro beat 1, blurb. PR-6, PR-7, PR-8. PP-9, 15, 17, 19, 20, 27, 29, 33, 34, 35, 36, 38, 40, 43, 52. Figures: every ring, the cutaway family, pollen paths, travel cards, both tables, the frog / froglet / egg-in-soil glyphs; deleted sort_table_headache, ring_chicken.

#### Judged differently, and why

• The frog ring's third bank stage is a young frog with a short tail, not "tadpole with back legs": with two tadpole stages, "which letter marks the tadpole?" has two answers. The toad ORDER item keeps "tadpole with back legs" (an order, not a ring).
• A Yes claim was added to L01 beside the asked-for No claim, so the lesson is not all-No and the two-option run stays under 60 % No.
• Tables are re-sized through a local table13 rather than by editing Topic 18's shared drawer, which other agents are building against tonight.

v3 — polish (2 October 2026)

Skill: course-build → write-mcqs (check_key_tells.py, one bank key trimmed) · write-like-james (the Needs-you page REVIEW_NEXT_G4T37.md) @ e23b67f

In plain words. Reader C re-read the whole v2 bundle cold (129 items: 116 MCQs, 6 typed, 1 written answer, 6 order) and agreed every key. Nothing was blocking. Three small notes came back; one is applied and two are left on purpose, with the reason here. No key's letter or meaning changed. No script line changed, so the video batch is not rebuilt (v2's handoff/G4T37/videos/batch_G4T37.json stands, checked, NOT sent). Nothing is committed.

#### The three notes

#### Checker lines (v3)

• python3 ~/Documents/CourseBuilding-Vault/skills/write-mcqs/check_key_tells.py grade4/topic37_build/content/G4T37.py → KEY TELLS: 0 of 116 MCQs flagged (a: 0, b: 0, c: 0) (42 fixed-set exempt).
• python3 grade4/topic37_build/check_lettered_items.py → checked 11 lettered or order items — 0 mismatch.
• python3 build_tools_check_topic.py grade4/topic37_build/content/G4T37.py → 0 FAIL, 81 WARN (the same 81 as v2: S36 words, S8 ×5, S10 ×2, all answered above).
• python3 grade4/check_g4_articles.py grade4/topic37_build/content/G4T37.py → 0 FAIL; articles 317 · 307 · 282 · 309 · 342; scripts 144 · 145 · 146 · 149 · 150; intro 116; summary 169; opener ok.
• python3 build_tools_build_topic_site.py grade4/topic37_build/content/G4T37.py /tmp/g4t37_p.html → 5 lessons, 13 practice, 52 pp100, 47 figures.
• check_svg_ids.py content/figures.py → 47 figures, 0 ids, PASS.
• python3 build_tools_names.py Zimmerman Tamara Zoey Theodore → all four free, exit 0.
• Blind bundle re-cut: grade4/topic37_build/blind/2026-10-02-v3/ → 116 mcq, 6 text, 1 frq, 6 order, 129 held; [Drawing: lines grep first|next|last|young|adult|egg|order → 0.
• Video batch: no script line changed; not rebuilt, not sent.

#### Changed ids (v3)

PP-9 (option B's text and the why; key index unchanged). The bank file's header comment (v3 line). records/TYPES_G4T37.md (v3 note). Nothing else.

#### Owed after v3

• James's read of course_preview/review/REVIEW_NEXT_G4T37.html (six questions, one renamed child), then the picture pass (15 placeholders) through David's pack.
• His notes on the scripts are the cue to send the seven-video batch.
• Watch item: PP-36's option M in live data.

Skill: course-build → write-mcqs → write-explanation, design-check-sequence @ efd8fba

Topic 37 — Life cycles of plants and animals — the PP100's question types, with their exemplars (v1, 2 October 2026)

In one line: 52 items, 46 four-option MCQs, 4 typed, 2 order; sixteen types; every item on exactly one atom; difficulty rises with the atom (LIF4-040 mostly easy; 044 medium and hard only). MCQ keys A 10 · B 12 · C 12 · D 12.

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/G4T37_pp100_bank.py); this sheet is the way in. Each type line says what the stem asks and what the options (or the accept list) are, and prints one exemplar in full below.

Rulings already applied. Four options on every bank MCQ (two fixed sets: the carrier set "the wind / water / an animal's fur / an animal that eats the fruit", word for word the lesson's four cards; the sister-term set for the two class words). The long coined words (pollination, fertilization, germination, complete change, gradual growth) are recalled by MCQ (RECALL_BY_MCQ); the typed keys are short closed words inside the lexicon (pollen, seeds, water, warmth). Claims are bare yes / no or "X is wrong … What is the correct reason?" with four single statements. Every lettered ring reads its letters from ONE list (figures.STAGE_SETS); every order key runs first → last, the stem's way.

The bar list (real things a generated item must never use): no flower part by its name (stamen, anther, stigma, ovary, ovule — grades 6-8); no "nectar" (the course says "sweet juice"); no "larva", "nymph", "pupa" or "metamorphosis" in an item; no self-pollinating plant as a no-pollen case; no dragonfly, mayfly or salamander in a sort (their young are debatable at this grade); no rattlesnake or other animal whose life-cycle claim a child could dispute; no animal from outside the US; no scene from the lessons, quizzes, intro or practice (the list is in the build record).

The sixteen types

Hard because — type 3 / 8 / 12: the word is produced, not picked. Type 7: the term from its whole definition among sisters. Type 13: a claim judged by its correct reason, which needs the lesson's idea held against the belief (the one-animal idea against "two animals"; the gradual-growth frame against "every insect"); the sea beans chain two ideas (an air-filled coat floats → water carries → lands along the coast). Type 15's hard ring: the wings come last, so the winged glyph must be found among three wingless ones. Type 16's toad: a half-changed stage placed between the tadpole and the toad.

One exemplar per type, in full

Type 1 (easy, LIF4-040). Inside a tulip, the little stalks around the middle end in knobs covered in yellow dust. What is the yellow dust called? — pollen / seeds / sap / soil. Why: The yellow dust on a flower's little stalks is called pollen. The tulip's knobs are covered in that yellow dust. So the dust is pollen. (nearest lesson-side instance: L01-q2, the cherry flower's part; here the name, on a tulip)

Type 2 (easy, LIF4-040). Which of these is pollination? — A moth carries pollen from one yucca flower into another. / Rain washes pollen off a flower onto the ground below it. / The wind blows a flower's petals into a garden pond. / A bee carries sweet juice from a flower back to its hive. (nearest: L01's y/n run, one scene per item; here four scenes in one item)

Type 3 (hard, LIF4-040, typed). A bee crawls out of a cotton plant's flower with yellow dust on its legs and carries the dust to the next flower. Type the name of the yellow dust. — accept pollen, the pollen, polen, pollin, pollon, pollen dust, polin, pollan. (nearest: PR-12, an orange tree; here cotton)

Type 4 (easy, LIF4-041). Pollen lands on the sticky top of a kiwi flower. What can that flower now do? — make more pollen / grow new petals / make seeds / grow a new root. (nearest: L02-q2, a pear flower)

Type 5 (medium, LIF4-041). A grower covers half the flowers on a pepper plant with small paper bags before any insect can reach them, and leaves the other half open. What happens by the end of summer? — Peppers grow only where the bagged flowers were. / Peppers grow where every flower was. / Peppers grow only where the open flowers were. / No peppers grow at all. (nearest: L02-q3, one netted bean flower; here half a plant, a comparison)

Type 6 (medium, LIF4-041). One cold, rainy spring, no bees fly for the two weeks the almond trees are in flower, and that fall the farm picks very few almonds. What is the reason? — The rain washed the flowers off the trees. / Cold stops almond trees from making any flowers. / The young almonds froze on the branches. / Hardly any pollen reached the almond flowers. (nearest: L02's FRQ, squash with no bees; here the reason is picked, on a tree crop)

Type 7 (hard, LIF4-044). Which words name the kind of life cycle in which the young looks nothing like the grown-up and its body changes completely? — gradual growth / complete change / pollination / germination. (nearest: L05's fixed-set items, which give a case; here the definition only)

Type 8 (hard, LIF4-041, typed). Pollen reaches a honeydew flower and joins with its inside part. Type what the flower can now make. — accept seeds, seed, a seed, its seeds, the seeds, new seeds, seads, seeeds, sedes, seedes. (nearest: L02-q2 picks "make seeds"; here produced)

Type 9 (easy, LIF4-042). A bear eats a bush full of blackberries and walks two miles into the woods before the seeds come out in its droppings. What carries the seeds away? — the wind / water / an animal's fur / an animal that eats the fruit. (nearest: L03-q5, a cardinal and holly berries)

Type 10 (medium, LIF4-042). A persimmon tree stands alone in a field, yet young persimmon trees come up along a fox's path through the woods each year. How did the seeds get there? — The wind blew the whole fruit along the path. / Rain water floated the seeds along the path. / The seeds came out in a fox's droppings. / The seeds rolled there by themselves. (nearest: L03-q9, floating seeds along a river; here the carrier is inferred from where the young trees are)

Type 11 (medium, LIF4-043). Which of these seeds will germinate? — a wheat seed in a dry jar on a warm windowsill / a wheat seed on a damp cloth in a cold freezer / a wheat seed in a dry jar in a warm, dark box / a wheat seed on a damp cloth in a warm, dark box. (nearest: L04's three cups, one at a time; here four cases sorted in one item)

Type 12 (hard, LIF4-043, typed). Zinnia seeds on a damp cloth sit in a cold cellar all winter, and none of them germinate. Type the one thing the seeds were missing. — accept warmth, warm, heat, being warm, warmness, a warm place, warm air, warmpth, wormth, warmeth, warmnes. (nearest: L04-q3 picks "warmth"; here produced)

Type 13 (hard, LIF4-044). Tamara is wrong when she says a young walking stick insect must turn into something that looks nothing like a walking stick before it is grown. What is the correct reason? — A walking stick has no young at all. / Every insect's young looks like a small grown-up. / A walking stick is not an insect. / Its young looks like a small grown-up. (nearest: L05-q11, the bare yes / no on "every insect"; here the reason, on a new insect)

Type 14 (medium, LIF4-044). Which of these animals has a life cycle of complete change? — a katydid, whose young looks like a small katydid / a horse, whose foal looks like a small horse / a june bug, whose young is a fat white grub / a duck, whose duckling looks like a small duck. (nearest: L05's two-option sorts, one animal each; here one of four)

Type 15 (medium, LIF4-044, drawn ring pp_ring_klmn). This ring shows a frog's life cycle, with its stages marked K, L, M, N. Which letter marks the stage with a tail and no legs at all? — K / L / M / N. Blind text: a ring of 4 stages with arrows running round it; at K: a cluster of six small clear balls with a dark dot in each; at L: a round dark green body with a wavy tail and no legs; at M: a round dark green body with a wavy tail and two small back legs; at N: a squat dark green body with four legs. (nearest: L05-q8 and q9, the butterfly and grasshopper rings)

Type 16 (hard, LIF4-044, order). Put the stages of a toad's life in order, from first to last. — eggs in the pond → tadpole → tadpole with back legs → toad. (nearest: PR-3, the frog's three stages; here four, with the half-changed stage)

Draw constraints (⟂) for the test builder

• PP-6 (the dust came from the little stalks) ⟂ PP-1 (the dust is called pollen): PP-1's key word sits in PP-6's stem.
• PP-22 (the joining is called fertilization) ⟂ PP-40 (typed: what the flower can now make — "seeds"): PP-22's stem says "where a seed can form".
• PP-50 and PP-51 (the two class words from their definitions) ⟂ every type-14 item on the same draw, and ⟂ each other.
• PP-16 (the root comes out first) ⟂ PP-32 (the oat seed order).
• PP-36 (frog ring, the tadpole) ⟂ PP-47 (the toad order) ⟂ PP-48 (tadpole and frog, by reason).
• The two typed need items (PP-44 water, PP-45 warmth) ⟂ PP-29 (the cold garage pot: "warmth") and PP-15 (water and warmth).

Items changed at review (v2, 2 October 2026)

PP-9 key "the tiny parts deep inside, in the green cup" (distractors equalised) · PP-15 "spread" · PP-17 D "They hold a lot of sweet juice inside." (no purpose; distractors equalised) · PP-19 a gourd vine (peppers self-pollinate) · PP-20 "One rainy spring" (no "cold"; new distractors) · PP-27 "space and light" · PP-29 "planted" · PP-33 / PP-34 every option "whose young is a …" · PP-35 / PP-36 / PP-52 asked by name (the caterpillar; the tadpole; the grown grasshopper) — the frog ring's third stage is a young frog with a short tail, so "the tadpole" names one stage · PP-38 "a small brown cicada with no wings" · PP-40 "Type what the flower can now make inside it", accept list 19 forms · PP-43 "Those seeds would crowd under the parent." Bar list additions: no self-pollinating plant as a no-pollen case (beans, peas, peppers, tomatoes, wheat, oats). Simplification list: a seed also needs air (PP-46 says only water and warmth). Draw constraint added: the item rings' blind text states the convention "arrows running clockwise from the stage at the top". Zoey replaces Tatum as the third child.

Items changed at polish (v3, 2 October 2026)

PP-9 key "the tiny parts deep inside the green cup" (the comma cut; it was the only option with one; the distractors are within four characters of the key). Reader C's PR-02 and PP-36 notes are answered in the build record's v3 section and left as built. Key-tell checker after the change: KEY TELLS: 0 of 116 MCQs flagged.

Skill: course-build → review-lesson (Roles B, B2) · review-questions · review-accuracy @ fb37d14 — non-author review, filed by the coordinator from the reviewer's report

Topic 37 — guidance, questions and accuracy review, 2 October 2026

The topic teaches the right things in the right order and the record's claims hold — but two items key on a biology the plant itself refutes. Beans and peppers pollinate themselves, so a netted bean flower still makes a pod and bagged pepper flowers still make peppers; L02-q3 and PP-19 reward a false prediction and must change plant. Everything else is wording: PR-08 and PP-40 (blind read) still stand, five key tells, one meta line, "metamorphosis" said imprecisely.

Key-tell checker: KEY TELLS: 5 of 114 MCQs flagged (a: 5, b: 1, c: 0) — L02-q7, L03-q9, L04-q1, PP-27, PP-43.

PP-09 ruling. The lesson says one place three times ("inside a green cup, the tiny parts where the seeds will form"); the cutaway draws the seed parts inside the cup; no sepals drawn or named. Within the course "the green cup" is the swollen base — true for an apple. Not a confirmed error; Worth fixing: L01 → "At the bottom of the flower is a green cup. Deep inside it are the tiny parts where the seeds will form."; PP-09 key → "the tiny parts deep inside the green cup".

Essentials

L02-q3 (netted bean) and PP-19 (bagged pepper): self-pollinating plants as the no-pollen case — change the plant. PR-08: anchor the stem. PP-40: ask for what forms inside.

Worth fixing

L01-q11 wheat → pecan; L02-q7 tomato shaking moves its own pollen → a brush flower to flower; "Scientists call a complete change metamorphosis, and in this course we say…" → "complete metamorphosis" / "incomplete metamorphosis", no meta; the tadpole line; a "bee means to help" item; pumpkins flower in summer; ladybug larvae spotted; PP-38 key restates the stem; L05-q7's stem states the verdict; the five key tells.

Leave

PR-02 "spores" (Grade 3 Topic 37 taught it); PR-05 watermelon (seedless still needs pollen; the stem stipulates); L05-q1 cocoon (stem says "hard case"); PP-46 "only water and warmth" (air omitted — add to the omitted list); Topic 34's rider a faithful paraphrase; Tamara/Tatum (coordinator rules a rename: Tatum → a free name).

Author's questions: 1 keep the tested words, say "complete metamorphosis" and once "incomplete metamorphosis" (Florida SC.4.L.16.4 is assessed in those words), never tested. 2 coin "fertilization" — yes. 3 keep the frog. 4 keep the rider. 5 keep L01/L02/L04 whole; trim L05 to ~330 (cut the chicken case from the run; the duplicated closing line).

Skill: review-figures @ fb37d14 — non-author figure review with the page pass, filed by the coordinator from the reviewer's report

Topic 37 — figure review, 2 October 2026

What a student notices first: the pages are clean and calm — one cut-open flower that recurs four times with the same shape, two pink flowers with a dotted arrow between them, four identical seed-travel cards, a four-card bean strip with no Sun, five life-cycle rings that all turn the same way. On a phone every label shrinks to 5–8 px; the item rings' letters are 6 px.

Must fix before a cold read

1. Phone size (278 px column, measured before the builder change c30858e — re-measure): item-ring letters 6.0 px; cutaway labels 7.5; teaching-ring names 7.3; pollen-path chips 5.8; travel-card chips 5.1; germ-strip numerals 5.0; tables 5.6. Item rings in a 320-unit frame (content now 63 % of 460) with 18–20-unit letter chips and glyphs ×1.6; cutaway, travel cards and tables larger type or tighter frames.
2. card_eaten droppings are three pale dots; the carrier sign is a second berry. Draw a small dark mound with pale seeds in it.
3. flower_cut_headache frame two-thirds empty. 300-wide frame.
4. Cutaway pointers: "pollen: yellow dust" enters through the right petal; "where the seeds form" ends on the cup wall, not an oval. Reroute; end on the middle oval.
5. g_frog shows two legs; blind text says "four legs" (pp_ring_klmn, ring_frog). Draw two each side or change the text.

PP-09 / cutaway ruling

Neither the drawing nor the item is wrong: for an apple flower the apple grows from the green base below the petals and the sepals are small points at its rim (not drawn); the ovals sit inside that cup on every render. Make item and L02 use one phrase ("the tiny parts deep inside, in the green cup"). Optional: two small green sepal tips at the rim.

Page pass

Every placed figure renders on its page as alone; no clipping or overlap; placeholders show notes. check_svg_ids.py: 49 figures, 0 ids, PASS. Bbox: 0 out-of-frame, 0 text overlaps. check_lettered_items.py: 11 items, 0 mismatch.

Ring audit

All clockwise from the top, one arrow style, no word labels on item stages. ring_butterfly PASS · ring_grasshopper PASS (egg-on-leaf glyph reused — grasshopper eggs sit in soil; a soil-pod glyph) · ring_frog direction PASS, glyph FAIL · ring_dog PASS · ring_chicken PASS (hen's egg on a leaf) · the five item rings PASS letters match stems; tadpole stages honest. Every item ring is the teaching ring with letters, egg at the top — answerable from position; acceptable while the convention stays. The page never states "clockwise from the top" (arrows carry it); the bundle cutter should print it once per ring item. L05-08 ("hard case") and PP-36 ("tail and no legs") stems name the drawn feature — ask by name ("which letter marks the chrysalis / the tadpole?").

Unplaced (9)

card_wind, card_water, card_fur, card_eaten, ring_frog, ring_dog, ring_chicken, rings_pair — video-only, keep and mark. sort_table_headache — delete or place beside the L05 question. Suggest ring_frog in L05 beside the frog paragraph.

Briefs, minor

All 15 briefs have who/what/where, No text, style; none has an eye-first line; dandelion's "to one side" names no side; cupboard_cartoon asks for letters A B C (text in a rendered picture — risky); hoppers_photo hard to source. Pollen-path arrow ends short of the second flower; germ_strip shows no water/warmth (the table carries them — caption note); seedling in-figure captions repeat the page caption. Grade 3 imports appear as drawn. Captions never say "real".

Best: germ_strip; travel_cards; ring_butterfly. Weakest: card_eaten; flower_cut_headache; the item rings at phone width.

Skill: course-build → review-lesson (Role A blind key read, two readers; Role C adjudication by the coordinator) @ fb37d14

Topic 37 — Life cycles of plants and animals — blind read, 2 October 2026

Every MCQ key agreed by two blind readers (112 and 122 rows; MCQ disagreements 0); the order items matched on text; typed pollen / seed(s) / water / warmth on list. The three big ideas hold across the bundle: no pollen → no seeds and no fruit; germination needs water and warmth and never light; young that looks like a small grown-up → gradual growth. No item gives the bee or the plant a motive. Lettered stems match their rings.

Flags carried into the fix pass

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

Skill: review-lesson @ e23b67f (Role A — blind key reader, Reader C, cold read of v2 bundle only)

Takeaway

Every item has exactly one option I would defend, and I could answer all 120 from the lessons' plain words alone. The v1 worries are settled: the netted zucchini (L02-03) and the bagged gourd (PP-19) are both insect-pollinated plants, so "no fruit, no seeds" and "gourds only where the open flowers were" are the honest keys. The three rings ask by name and their pictures describe only what a student would see (a pointed case, a crawler, a round body with a wavy tail, a jumper with a wing), so the drawing never hands over the stage. Germination is one story everywhere: water and warmth, no light, no soil (L04-02/04/05/06/V-01, PR-07, PP-15/30/31/44/45/46). The two sorts each have one honest bin. No item says the bee means to carry pollen or that the plant wants anything; L01-09 and L01-11 test that very misconception and key against it. "The green cup at the bottom" is one phrase (L01-02, PP-06) and PP-09 shortens it to "in the green cup" without changing it. Tamara, Zoey and Theodore start with different letters and sounds; no nine-year-old merges them. Three small notes, none blocking: PR-02 names "spores" as a distractor (a word the topic never teaches), PP-09's key is the longest option by two words, and PP-36's M (four legs, short tail) could be read by a weaker student as "a tadpole too", though a strong one picks L.

Items

Adversarial answers (typed items)

Cross-item notes

• Zucchini (L02-03) and gourd (PP-19) replace the self-pollinating cases; both need an insect, so the keys are honest. Tomato in L02-07 is a brush-pollinated greenhouse crop; the grower's reason (seeds) is the only true option, so it stands.
• Rings (L05-08, L05-09, PP-35, PP-36, PP-52): every stem asks by name; every description is what the eye sees, not the stage's name. L05-01's stem on the same page ("hangs from a twig… hard case") does spell out what a chrysalis looks like before L05-08 asks for it; this is the taught fact, so I would leave it.
• Germination: water + warmth, no light, no soil — consistent across L04, SUMMARY-02, PR-07, PP-15/29/30/31/44/45/46.
• Sorts: every "complete change" case is a grub, maggot, caterpillar, tadpole or wriggler; every "gradual growth" case is a small wingless or small version. No case sits on the line.
• Intention: no item says the bee means to carry pollen or that the plant wants anything. L01-09 and L01-11 key against that myth; PR-04 and PP-18 say "for sweet juice… pollen rubs off".
• "The green cup at the bottom" appears in L01-02 and PP-06; PP-09 says "in the green cup" — one phrase.
• Names: Tamara, Zoey, Theodore — distinct first letters and lengths; no merge.
• Key by length or shape: PP-09 only (key longest by two words). Yes/no run in L01-03 to L01-11 reads yes, yes, no, no, yes, no, no, no, yes — no pattern.
• Unmet term: PR-02 option A "spores".

Would not ship as is: none. Minor polish worth a look: PR-02 (replace "spores" with a met word such as "petals" already there, or "roots"), PP-09 (trim A by two words), PP-36 (M is a tadpole with legs to a weaker reader; the key L still stands).