Skill: write-like-james @ cca3af6 · the build: write-lesson, write-mcqs, write-video-script, write-intro, write-summary @ c83cbd2; the non-author review (review-lesson Roles B and C, review-questions, review-figures, review-accuracy) applied @ cca3af6; the blind read (Role A, two cold readers) is next

Topic 14 "Where our weather comes from" — your read (8 October 2026)

Skim first

The lessons in teaching order, each with its one rule sentence; then the intro script; then the question types. The review page follows.

The lessons and their rules

Lesson	Atom	Rule sentence
L01 Rain, snow, sleet or hail: what happened to the water on the way down	EAR5-013	Rain: drops that stayed liquid. Snow: flakes that froze in the cloud. Sleet: rain that froze on the way down. Hail: hard balls from a tall storm cloud.
L01b Sleet or hail: the two kinds of ice	EAR5-013	Sleet: small grains, froze on the way down. Hail: hard bigger balls, froze inside a tall storm cloud. Hail falls even on a warm day.
L02 Swamp, desert, mountain: same day, different weather	EAR5-014	Different environments usually have different weather on the same day. A swamp's air is usually humid. A desert's air is usually dry. A mountain top is usually colder than the land below it.
L03 What the wind from the warm ocean brings to the land	EAR5-004	Ocean air holds a lot of water vapor. The wind brings it over the land. Humid air, clouds, and often rain.

The intro script (119 words, about 60 s)

Here's Miss Navarro's class on the playground in Dallas one May afternoon. The sky has turned dark gray, and the air is warm and sticky. Then warm rain pours down, and everyone runs inside. That same afternoon, a desert town far to the west is hot and dry, and a mountain top is cold. So where did all that water come from? And why is the weather so different from place to place? To find out, we will look at what falls from clouds, how the weather differs from a swamp to a desert to a mountain, and what the ocean wind brings to the land. Okay, so are you ready to find out where our weather comes from?

The question types (from `TYPES_G5T14.md`)

Type 1 (easy · MCQ, the four-kinds set · 013): which kind is falling, from what lands and the day — rain / snow / sleet / hail (fixed, key moves)
Type 2 (medium · MCQ, the what-happened set · 013): what happened to the water, given the kind that fell — the four what-happened statements (fixed)
Type 3 (medium, hard · MCQ, the four-kinds set · 013): which kind fell, from what a report says happened to the water; (hard) which kind reaches the ground from a warmer cloud over very cold air — rain / snow / sleet / hail
Type 4 (easy · MCQ, the four-kinds set · 013): which kind is water that froze into flakes in the cloud / stayed liquid all the way down — rain / snow / sleet / hail
Type 5 (easy · MCQ · 013): which kind lands as hard balls / as small grains — the four kinds, un-rotated
Type 6 (medium · MCQ · 014): which of two places has the more humid air (temperature and the feel of the air in the stem); which reading is most likely at a mountain top; how two equally hot places' humidities compare; which words describe a cool foggy swamp — the two places, "both the same", a fourth; cool / hot × humid / dry
Type 7 (easy · MCQ, the environment set · 014): which kind of place usually has humid air / the driest air / is colder than the land around it — a swamp / a desert / a mountain top / a seacoast (fixed)
Type 8 (hard · MCQ, claim-reason · 014): Odette is wrong when she says humid just means hot; the correct reason — four single-statement reasons
Type 9 (easy, medium · MCQ · 014): what sticky air / low humidity tells you — four single statements
Type 10 (medium · MCQ · 014): how the air or the temperature changes on a move between environments — from dry to humid / colder at the top / whose air holds more
Type 11 (medium · MCQ, the prediction set · 004): the afternoon weather from where the wind comes from; the first change when the wind turns to the ocean — humid-rain / dry-clear / cold-snow / the same (fixed); four single changes
Type 12 (medium · MCQ · 004): the step the water vapor takes as the air rises and cools; what the wind does; what carried energy to the water; what the ocean air is like; the step between humid air arriving and rain — four single statements
Type 13 (easy, medium · MCQ · 004): where most of the water vapor over the ocean / in an ocean wind came from; what the Sun's light does to the ocean's water — four sources; four single statements
Type 14 (medium · MCQ · 004): on which of two days rain is more likely; what a town should expect after the wind turns — the two days, both, neither; the prediction set
Type 15 (hard · typed · 004): the one word for the huge body of water the humid air crossed — ocean, with article forms, sea, gulf, the Atlantic / Pacific, child spellings
Type 16 (hard · MCQ · 004): the correct reason January afternoons stay dry; which statement explains two days; why a sunny desert stays dry; the reason New Orleans is likelier to get rain than Tucson — four single statements
Type 8′ (hard · typed · 013): the name of the kind, from what happened to the water — sleet / hail with article forms and child spellings

Four lesson pages for three atoms, in Miss Navarro's class with Noor, Odette and Nico (the first atom takes two short pages, L01 and L01b, in the course's L05 / L05b pattern).

Noor's class watches small pieces of ice bounce off the school parking lot in March and remembers ice bouncing off it in a summer thunderstorm, so L01 teaches that the four kinds of falling water are told apart by what happened to the water on the way down: rain stayed liquid, snow froze into flakes inside the cloud, sleet fell as rain and froze on the way down, hail froze layer on layer inside a tall storm cloud; L01b then sorts the headache's two ices (the March grains were sleet; the summer balls were hail).

Odette's weather table for one July afternoon reads 90 and sticky in the Everglades swamp, 108 and dry in the Phoenix desert, 48 on top of Pikes Peak, so L02 teaches that different environments usually have different weather on the same day, and that humid does not mean hot (the hotter desert is dry; the cool foggy swamp dawn is humid).

Nico's street in Houston turns sticky, cloudy and then rainy on a day when the wind blows in from the Gulf, and stays dry two days later with the wind from the north, so L03, the capstone, teaches that air that has crossed the warm ocean is holding a lot of water vapor, and the wind brings it, with clouds and often rain, over the land.

Nothing is coined: rain, snow, sleet, hail and "precipitation" are Grade 4 Topic 23's words, "humidity" is Topic 13's (recapped in its exact sentence), and Grade 4's water cycle is recalled in Grade 4's own three sentences and never re-taught.

The non-author review is applied (three must-fixes, fifteen worth-fixing rows, every gate back at its stated result); the blind read by two cold readers follows on the re-cut bundle. Pictures are placeholders until the picture pass.

Questions for James

none

Applied without asking

8 Oct 2026 (the non-author review, review-lesson Roles B and C): one quiz item had two defensible answers ("Hard ice falls on a farm" — sleet is hard ice too; now "Hard balls of ice … during a summer thunderstorm"); one summary why said "the heat does not decide it" (now says why: the swamp has water to evaporate, the desert almost none); one stem was not parseable ("Which part of a rainy day there does the Sun's energy do?" → "what does the Sun's light do?"). Worth fixing and done: the humidity recap aligned to Topic 13's coined sentence ("Humidity is how much water vapor the air is holding."); three comparison items that printed "humidity high / low" now give the temperature and how the air feels (sticky / dry), so the student takes the step; the two drawn prediction items now make the student read the wind arrow instead of the stem; a rain line no longer says rain needs warm air ("above freezing"); the rule cards came off the article pages (the rule block carries the words; the cards stay for the videos); four figures no page used left the register; eight bank distractors that were silly or bundled a reason became single statements a child might hold; one bank item that gave both readings and asked which was usual now asks the student to predict the mountain-top reading; a two-column item table that rendered at poster size is capped at 1.5 × its drawn width. Then, on the coordinator's bite-size flag, L01 (555 words) was split into L01 and L01b, each with its own script, attached question and eight-item quiz, the four-sentence rule and the lexicon line kept whole; L02 was trimmed once more. Articles now 406 / 310 / 418 / 411 words. No key moved; the attached key string is A B B A A B B.

Every claim item is bare yes / no with the correction in the why (one, Odette's documented belief), and the one bank claim asks for the correct reason; every attached question stands alone; units are words in prose and once in each table header; every sentence a student reads has a noun subject and a verb; every bank item maps to one atom; no term is coined; the openers are the narrator's over three different scenes.

The lessons

Everything to rule on is on the Needs James page → the lessons, the open questions and the question types, each a card with buttons

Also on the site

Topic intro and poll · summary and three questions · mixed practice · the PP100 bank · the type sheet

After you answer

Nothing waits on you here. The two cold readers read blind/2026-10-08-reviewed/; their disagreements, if any, go through Role C and a second read of every changed item. The picture pass starts on the five photo and three cartoon placeholders. The six-video batch is built and checked and waits for your go on the Earth and Space strand after the sample.

What the reviews found, and what changed

The non-author review (8 October): guidance, questions, figures, accuracy

The science is right at this level and nothing a meteorologist would strike: sleet in its US sense (ice pellets: rain that froze on the way down), hail's growth as strong wind inside the cloud carrying drops up and more water freezing on, layer on layer, humid not meaning hot, and the Gulf's humid air brought by the wind over Texas, Louisiana, Alabama and Florida. Three simplifications are named and left: the melted-snow route to sleet, rain that began as snow aloft, and lifting without fronts. Grade 4's sentences are reused word for word (the precipitation pair; the Sun's light; Topic 24's ocean line split once at "because"); the condensation line is Grade 4 Topic 23 L02's, not Grade 3 Topic 21's as the build record says. Three must-fixes (a second defensible option on L01-q8; a "does not decide it" why on the summary's second question; an unparseable L03-q8 stem) and fifteen worth-fixing rows (listed above) are applied; the full table is in the review record below. The figures were opened on every built route at 900 px: no label mislabelled, nothing out of frame, no item figure hands over its answer, the headache tables and cross-section are the teaching figures with the answer layer off; the way cards' AIR-band words are small (about 9 px) but legible, and larger on the pair figure.

The blind read (Role A) — owed

Not yet run. Two cold readers read blind/2026-10-08-reviewed/BLIND_BUNDLE_G5T14.md (98 MCQ, 7 typed, 3 FRQ, 2 order; 110 held; 7 adversarial rows) with the keys sequestered; the adjudicator runs check_order_keys.py on the two order items (keys stored ocean-first, the way the stems ask).

The bank, in brief

52 items in content/G5T14_pp100_bank.py: 48 four-option MCQs and four typed words (sleet, hail, ocean ×2). Per atom: EAR5-013 18 · EAR5-014 14 · EAR5-004 20. Easy 16, medium 25, hard 11, rising with the atom's place. MCQ keys A 11 · B 13 · C 15 · D 9. Sixteen types on the type sheet: the four-kinds sort from what lands; what happened from the kind; the kind from a report; the definition picks; the more humid place (temperature and the feel of the air); the mountain-top reading; the environment set; Odette's claim by its correct reason; what sticky or dry air tells you; a move between environments; the prediction set from where the wind came; the steps of the chain; where the water vapor came from; two days or two seasons compared; the typed ocean; two ideas chained. Every scene is fresh against the lessons, quizzes and practice (the scene-noun grep is in the build record).

The records, in full

The non-author review record (8 October 2026, both passes)

Skill: review-lesson (Role B, the guidance reviewer, and Role C, the fix pass) → review-questions, review-figures, review-accuracy @ cca3af6 · reviewer: a non-author agent, 8 October 2026 · Role A (the blind key read) is NOT here: two cold readers follow on blind/2026-10-08-reviewed/

Grade 5 Topic 14 — Where our weather comes from — the non-author review (8 October 2026)

§1 The takeaway, in plain words

The topic teaches the right things in the right order and nothing a meteorologist would strike at this level: the four kinds of falling water are told apart by what happened to the water on the way down; sleet is the US ice pellet (rain that froze on the way down); hail's growth is "strong wind inside the cloud carries drops up, and more water freezes on, layer on layer"; a swamp, a desert and a mountain top have different weather on one day and humid does not mean hot; air that crossed the warm Gulf is holding a lot of water vapor and the wind brings it, with clouds and often rain, over the land (TEKS 5.10A). Grade 4's water cycle is recalled in Grade 4's own sentences and never re-taught; "humidity" is recapped, now in Topic 13's exact words. None of the ten Grade 4 faults is here (openers, invented beliefs, bald jargon, bare "No", "so" before a name, lettered cases, vague frames, travelling heat, convenience terms, first-person bans).

Three things needed fixing before a cold read: one quiz item had two defensible answers (hard ice = sleet or hail), one summary why used the banned "does not decide it" line, and one stem was not English a ten-year-old could parse. Twelve more were worth fixing and are done: the humidity recap aligned to Topic 13's coined sentence, three comparison items that printed "humidity high / low" and then asked which place was more humid, two drawn prediction items whose stems said in words what the drawing showed, a rain line that said rain needs warm air, the rule cards duplicated under every rule block, four figures no page used, seven silly or reason-bundled bank distractors, one bank item that gave both readings and asked which was usual, and a two-column item table that rendered at poster size. L01 was then split into L01 and L01b on the coordinator's bite-size flag (§1b); the articles now run 406 / 310 / 418 / 411 words, each with its one-line reason in §6. Every gate is back at its stated result; the blind bundle is re-cut; the batch is rebuilt and checked and NOT sent. Nothing for James.

§1b Structural decision (second pass, 8 October 2026, on the coordinator's bite-size flag)

L01 is split into L01 and L01b, the course's own pattern for a long lesson (Topic 3 L05 / L05b, Topic 7 L02 / L02b), because 555 words was nearly twice Grade 3's approved median and James's standing flag for this grade is bite-size.

L01 "Rain, snow, sleet or hail: what happened to the water on the way down" — the four kinds sorted by what happened to the water. Headache: Noor's window in March; rain in the fall, snow in January, ice now — so what decides what falls from a cloud? The narrator asks. The four way-down cards (sequence 1, frame "Did the water freeze on the way down?"), the sort table, the four-sentence rule WHOLE (the lexicon line is untouched), a closing return. Article 406 words, 8 figures, 6 subtitles, longest idea-line run 5; script 140 words; attached question snow / rain (a car in Oklahoma on a very cold morning); quiz 8 (four sorts, the kind from what happened, what happened from the kind twice, the drawn card); four-option string 1 2 3 0 2 3 1 2.
L01b "Sleet or hail: the two kinds of ice" — the boundary run and the capstone sort. Headache: the same window; last summer's ice; "So was it the same kind of ice both times?" L01's sleet and hail sentences recalled in two lines, the sorting pair, the pair figure, the eight-line "Is this hail?" run (sequence 2, moved here with its sequences block; both crossings; S118 silent), the sorting pair as the rule step, the closing return that answers the window's question. Article 310 words, 2 figures, 3 subtitles, longest run 8; script 132 words; attached question sleet / hail (the Oklahoma summer-storm car); quiz 8 (hail? yes / no on two cases; sleet or hail; the kind from a hot-day report; "Did the water freeze on the way down?" on grains and on balls; the quarters transfer; what tells hail apart from sleet); two-option string A B B A B, three-option 0 0, four-option 3.
New fresh scenes (checked against the bank's bar list and the practice set): a schoolyard in Maine (L01 what-happened, snow), a dock on a lake in Michigan, a carport in Alabama, a driveway in Vermont, a backyard table in Delaware, a shed roof in Idaho (L01b). Attached key string in video order now A B B A A B B (B 4 of 7). The summary, lexicon, bank, practice and recall bank are unchanged; RECALL_BANK items tagged before="L01" still sit before L01.
Working words added to CHECKER_SCENE_OK for the new headache (cloud, January, rain, snow, falls…), so quiz stems may say them.

L02 trimmed, not split (447 → 418): the contrast-pair line after the dawn cases repeated the four frame lines and the table, and the two closing lines became one. It stands because its seam (humidity / the mountain) would leave a 120-word mountain page with no rule of its own; three environments and the belief's two-time counter are one comparison. L03 stands at 411: Grade 4's chain in its own three sentences, the one new step, its minimal pair and the two cross-sections, longest run 5.

§2 Role A

Not run here (the brief forbids it). Bundle for the two cold readers: grade5/topic14_build/blind/2026-10-08-reviewed/BLIND_BUNDLE_G5T14.md (98 MCQ, 7 typed, 3 FRQ, 2 order; 110 held; keys in KEYS_SEQUESTERED_G5T14.json). Order items L03-07 and PR-11 store the key ocean-first, the way both stems ask ("from the ocean to the rain"); the adjudicator runs check_order_keys.py on them.

§3 Findings — one row per finding, every check run listed

Verdicts: Must-fix · Worth fixing · Simplification-leave · Not an error. "Applied" rows are done in this pass.

#	Part / location	Check (skill)	The fault	Verdict	The rewrite, and what was done
1	L01-q8	review-questions 4 (second defensible option)	"Hard ice falls on a farm in Oklahoma. What happened to the water…?" — sleet grains are hard ice too, so "fell as rain, then froze on the way down" is defensible beside the key	Must-fix	Stem → "Hard balls of ice fall on a farm in Oklahoma during a summer thunderstorm. What happened to the water that made these balls?"; fb C → "…lands as small grains of sleet, not hard balls." Applied.
2	Summary question 2, why	review-lesson B5 (a why says why; no "does not decide it")	"The two places are equally hot, so the heat does not decide it."	Must-fix	"Water evaporates from the swamp all day, and the desert has almost no water to evaporate. So the swamp's air is the humid one, whatever the temperature." Applied.
3	L03-q8 stem	review-questions 2, 3 (exam-like wording; stem names what options do)	"Which part of a rainy day there does the Sun's energy do?" — not parseable; "the Sun's energy" against the course's "the Sun's light carries energy"	Must-fix	"On a rainy day in a city on the coast of the warm Gulf, what does the Sun's light do?" Options unchanged (three happenings). Applied.
4	L02 forest, article, script; RECALL_BANK-3; 17 fb / why lines	review-lesson B3 (one word for one thing; recap in the coining words)	Topic 13's lexicon has landed as "Humidity is how much water vapor the air is holding."; this topic recapped "The amount of water vapor the air is holding is called its humidity." — a second form of the coined sentence (the author's record names this as the alignment owed)	Worth fixing	Every recap line now "Humidity is how much water vapor the air is holding." (21 strings across the three modules). Script L02 148 words. Applied.
5	L02-q1, PR-7 (tables), PP-22 (stem)	review-questions 63 (is the whole task finding a cell?)	The table printed "Humidity: high / low" and the stem asked which place has the more humid air — a cell read, no step	Worth fixing	Tables and stem now give the temperature and "The air feels: sticky / dry"; the student maps sticky → holding a lot of water vapor → humid. fb, why, alt and blind lines rewritten; blind lines carry "sticky / dry" (data), never "humid". Applied.
6	L03-q5, L03-q6 (drawn predictions)	review-questions 72 / review-figures 24 (cover the figure)	Stems said "the wind blows in from over the warm ocean… as the drawing shows" — answerable with the drawing covered	Worth fixing	Stems → "the wind blows all day the way the drawing shows. Predict the afternoon weather." The student reads the arrow against THE OCEAN / THE LAND. fb and why open on what the drawing shows. Applied.
7	L03-q4 stem	review-questions 46 (stem carries the key's word)	"Clouds have built up over Tampa…" keyed "clouds and rain"	Worth fixing	"The Gulf's humid air has risen and cooled over Tampa. What weather does Tampa most likely get that afternoon?"; why carries the condensing step. Applied.
8	L02-q3 stem	review-questions 46	"…reads 100 degrees Fahrenheit, and its air is dry. Is its humidity high?" — "dry" is the answer in other words	Worth fixing	"A desert in Utah reads 100 degrees Fahrenheit one afternoon. Is its humidity high?" — the rule (a desert's air is usually dry) does the work; fb trimmed under 30 words. Applied.
9	L01-q10 stem	review-questions 3	"What is it?" over four kinds of precipitation	Worth fixing	"Which kind of precipitation is it?" Applied.
10	L01 Rain line and way_rain caption	review-accuracy 1 (true as stated)	"the air was warm all the way down" — rain falls on cold days; the deciding thing is above freezing	Worth fixing	Line → "No: the air was above freezing all the way, so the drops stayed liquid." (22 words); caption → "The air is warmer than freezing all the way down."; the alt names WARM as "warmer than freezing". Applied.
11	L03 gulf_vapor caption	brief language rule ("never 'the air is full of water'")	"water vapor fills the air above it"	Worth fixing	"…and the air above it is holding a lot of water vapor." Applied.
12	L01, L02, L03 articles: rule_l0x figures	review-figures 11 (one figure, not two relabelled); Topic 27 precedent	The yellow rule card repeated the rule block's words directly beneath it on every article	Worth fixing	The three rule-card figs leave the articles; the drawers stay in FIGURES for the videos and the summary. Applied.
13	figures.py register	review-figures (Topic 27: unplaced figures deleted); bite-size	card_balls, table_sort, hail_car_photo, sleet_photo were in FIGURES / IMAGE_BRIEFS but on no page — two photo placeholders would have been generated for nothing	Worth fixing	Removed from FIGURES, _PHOTO and IMAGE_BRIEFS (drawers kept). 38 → 34 figures (28 SVG, 5 photo, 3 cartoon → 26 SVG, 5 photo, 3 cartoon). Applied.
14	q_table_days (L03-q9), q_table_two, pr_table_two	review-figures 17 / Topic 10 floor-and-ceiling	A 295-unit two-column table drawn at width 100 % rendered its cells at about 40 px on the quiz page	Worth fixing	`_item_table()` caps an item table's display width at 1.5 × its drawn width (≤ 720 px). Re-rendered and read: both tables now sit at a sensible size. Applied.
15	PP-23	review-questions 63, 20	Stem gave both readings (82 at the town, 50 at the top) and asked "which reading is usual for a mountain top?" — the answer is in the stem	Worth fixing	"…a town at the bottom of a mountain in Wyoming reads 82 degrees Fahrenheit. Which reading is most likely at the top of the mountain that afternoon?" — 82 (the same as the town) / 50 / 95 / 110 degrees Fahrenheit; key stays at B. Medium (a one-step apply with number options, 8 Oct rule). Applied.
16	PP-24, PP-27, PP-35, PP-46, PP-49, PP-50, PP-51, PP-52	review-questions 15, 49 (no reason clause; no verdict + reason), 74 (silly distractor)	"…same humidity, because the temperatures are the same" · "Neither place has any humidity." · "both the same, because they are in the same state" · "neither, because water vapor is in clouds only" · "in a rainy day" · "It pulls the rain out of the ground." · "…same humidity, because both are hot" · "Cold air in January cannot move over the land at all." · "The day of the week decided the weather…" · "Clouds cannot form above sand, only above grass." · "New Orleans is the bigger city, so it gets more rain."	Worth fixing	Each a single statement a child might hold: "Both places have the same humidity." · "Both places have low humidity." · "both the same" · "whichever cousin is in the hotter place" · "on a rainy day" · "It carries the clouds back out to sea." · "Both places have the same humidity." · "January is too cold for rain to fall anywhere in Texas." · "Tuesday was a hotter day than Thursday." · "The desert's air is too hot for clouds to form." · "New Orleans is the bigger city." Key positions unchanged (bank keys A 11 · B 13 · C 15 · D 9). Applied.
17	PP-46 key	check_key_tells (key alone joins clauses) — surfaced once the long distractor above was cut	"The marsh has water to evaporate, and the desert has almost none."	Worth fixing	"The marsh has water to evaporate." (the why keeps the desert half). KEY TELLS 0 of 99. Applied.
18	PR-10 option	S36 / grade-level words	"cold air, with snow flurries likely"	Worth fixing	"cold air, with snow likely" (the fixed set's words). Applied.
19	L01 article, 571 words	brief (above 300 needs a subtitle or figure every ≤ 8 idea lines and a reason)	The longest article in the grade so far	Worth fixing (trim), then stands	Cut "Sleet and hail are both pieces of ice, so here is how to tell them apart." (the subtitle "Sleet or hail?" says it) and the rule card. 555 words, 29 idea lines, 8 figures, 7 subtitles, longest run 8 (the boundary frame run, one line a case). Stands because a four-way sort plus its boundary pair IS the atom's whole behaviour (what lands + what happened × 4, then the sleet-or-hail run with both crossings), and no mid-article check exists in the site shape; splitting would be a fourth lesson and video — a packaging call, not a learning one, so decided here (6 Oct rule).
20	L02 article, 484 words	as 19	Two lines repeated the frame lines' content ("Swamp air is holding… humidity is high / Desert air… low"); one line repeated the rule ("The swamp's air is usually humid, the desert's… the mountain top is usually cold.")	Worth fixing (trim)	The pair → "So the swamp's humidity is high, and the desert's humidity is low."; the rule-duplicate line cut (the "Day after day" subtitle keeps its one bridge line); rule card cut. 447 words, longest run 6. Stands: three environments, the documented belief with its two-time counter, and the mountain's fact each feed items.
21	L03 article, 433 words	as 19	"So when the wind comes in from the warm ocean, you can predict…" repeated the rule two lines above	Worth fixing (trim)	The two "Predicting the weather" lines → one: "All along the Gulf coast, in Louisiana, Alabama and Florida, a Gulf wind brings the same humid air, clouds, and often rain." (22 words; carries the transfer to Mobile / Biloxi / Tampa); rule card cut. 411 words, longest run 5. Stands: the recalled Grade 4 chain plus the one new step and its minimal pair.
22	L01 Sleet: "fell as rain, then froze on the way down"; "the cloud is a little warmer, but the air near the ground is very cold"	review-accuracy 1	US sleet (ice pellets) often starts as snow that melts in a warm layer and refreezes below; the lesson tells the rain route only and the register's own Grade 4 description is the same route	Simplification-leave	Named here; no change. The frame "Did the water freeze on the way down? Yes" is true either way.
23	L01 Hail: "Strong wind inside the cloud carries drops up there, and more water freezes onto each piece, layer on layer."; "heavy enough to land before it melts"	review-accuracy 1	Updraft and supercooled water, unnamed	Simplification-leave	Correct at grade 5; the register's cross note and the brief bar the terms.
24	L01 Rain: "stayed liquid all the way down"	review-accuracy 1	Much mid-latitude rain begins as snow aloft and melts on the way down	Simplification-leave	The standard elementary account (Florida 5.E.7.4 items use it); the rule sentence is what every state item keys.
25	L02 readings: Phoenix 108 / dawn 75; Everglades 90 / dawn 70; Pikes Peak 48; Colorado Springs 85 (July afternoon)	review-accuracy 1 (numbers)	Pikes Peak summit July mean high ≈ 48; Colorado Springs ≈ 85; Phoenix July high ≈ 106–108; Phoenix July LOW ≈ 83 — "the desert" at dawn 75 is a desert outside the city, not Phoenix	Simplification-leave	The line says "the desert", not Phoenix; the counter (hotter and dry; cooler and humid) does not rest on the number.
26	L02 "Up a mountain": the fact stated, the why left to Topic 15	review-lesson B1 / register SD-6	—	Not an error	Correct call: SD-6 ("higher up means closer to the Sun") and its thin-air counter are EAR5-016's; stating the fact and testing only the fact is right, and the belief is not stated here.
27	L03 "the Gulf of Mexico, the warm ocean water south of Texas"; "over the warm land, the humid air rises"	review-accuracy 1	The Gulf is an arm of the Atlantic; lifting without fronts or sea-breeze mechanism	Simplification-leave	TEKS names the ocean; fronts and air masses are grades 6-8 (the type sheet's bar list).
28	L03 recall lines	review-accuracy 4 (the course against itself) — re-performed, not read	"Water falls from clouds as rain, snow, sleet or hail. Water falling from clouds like this is called precipitation." = Grade 4 Topic 23 lexicon line 1, word for word · "The Sun's light carries energy to the water on Earth. The water warms up and evaporates." = Topic 23 line 4, word for word · "Most of the water that goes into the air evaporates from the ocean. The ocean is where most of the water is." = Topic 24 line 3 split at "because" (recorded) · "When water vapor cools down enough, it turns back into liquid water: it condenses." = Grade 4 Topic 23 L02's idea line ("…That change is called condensation."), not Grade 3 Topic 21's lexicon ("When water vapor touches something cold…") as the author's record says	Not an error (one attribution slip in the record)	No student text changes; the doorway is Grade 4 Topic 23 L02. Noted for the record.
29	L01 four-sentence rule (47 words)	review-lesson B1 / write-summary	—	Not an error	The author's call stands: the four sentences are the atom's behaviour; the summary must say the four kinds; the summary's 132 protected words carry the standing note only.
30	No term coined (`terms={}`)	review-lesson B3 / S46	—	Not an error	Verified against the printed lexicons of G4T23, G4T24, G3T21, G4T25, G5T13: every word used here was coined earlier; S46 A = B = 0.
31	PP-46 (visitor), PP-52 (New Orleans): the two items reworded under ruling 12	review-questions 49	—	Not an error	Verdict in the stem, four single-statement reasons; after rows 16–17 every option is one clause.
32	Openers: L01 narrator asks over the window; L02 narrator asks over the table; L03 narrator asks over the street; Odette alone voices a belief (SD-2, sourced)	ROOT_CAUSES 1, 2, 11	—	Not an error	Three different openers, no quoted child asking the question, one documented belief.
33	"So" lines: "So was it the same kind…?" (question) · "So how does the weather differ…?" · "So humidity tells you…" (deduction after four readings) · "So the air over the Gulf is holding…" (deduction) · "So Houston's air turns sticky…" · "So the swamp's humidity is high…" (deduction via the definition)	ROOT_CAUSES 4	—	Not an error	Every "so" is a question or a deduction; no "so" before a name.
34	Contrasts: sleet / hail sorting pair; desert afternoon / swamp dawn; ocean air / land air	ROOT_CAUSES 8	—	Not an error	Each pair in one frame.
35	Heat: "warm water evaporates faster than cool water"; "the hotter thing" idiom not needed	ROOT_CAUSES 7	—	Not an error	Nothing says heat moves.
36	Vague frames ("what did the wind have to do with it?")	ROOT_CAUSES 6	—	Not an error	The headache question; answered by the lesson's new step.
37	Scripts stand alone (L01 150, L02 148, L03 150 words): each quiz fact is spoken (the four rule sentences and "even on a hot day"; the recap, the belief and the mountain line; the chain and the land wind)	review-questions 52 (video–article parity)	—	Not an error	Checked item by item against the beats.
38	Figures opened on the built page (every article route, every quiz route, practice, PP100, summary, home) at 900 px, light scheme (the page forces one scheme): way cards (the drop turning to a grain through the COLD band; the ball at every height under the taller cloud with its up-arrow; WARM / COLD in the caption's order), four_falling, both sort tables, the three weather tables (unit once in the header, numerals in cells), the Gulf cross-sections (blue arrow from the sea with WIND FROM THE GULF, HUMID AIR over the shore, the rain cloud over the city; tan arrow from the right with DRY AIR, no cloud), the two item forms (THE OCEAN / THE LAND / THE WIND only), the item tables, the placeholders	review-figures 1–14	AIR-band words sit at about 9 px on the single way cards (legible; the pair figure prints them larger)	Simplification-leave	No label mislabelled; nothing out of frame; no figure hands over its item's answer; the headache forms (table_three_headache without the humidity column; gulf_headache without wind) are the teaching figures with the answer layer off.
39	S22 WARNs (later stems carry "rain", "hail", "desert"); S11 (fb[key] non-empty); S13 (summary q2 names both options); S18 (30 quiz items as one set); S26 (no typed term-recall); S8 (beats of 3–4 sentences)	check_lessons / check_topic	—	Not an error	Working words, the course's item shape, the stem-names-every-option exemption, three quizzes of ten, no term coined, continuous-speech beats — each answered in the author's record and re-read here.

§4 Items changed (id → what changed; keys only where they moved)

L01-q8 (stem, fb) · L01-q10 (stem) · L02-q1 (fb, why; its table) · L02-q3 (stem, fb, why) · L02-q4 / q5 / q6 / q7 and L02 FRQ model (the recap sentence only) · L03-q4 (stem, why) · L03-q5 (stem, fb, why) · L03-q6 (stem, fb, why) · L03-q8 (stem) · L03-q2 (why recap) · Summary question 2 (why) · RECALL_BANK-3 (stem, fb, why) · PR-7 (fb, why; its table) · PR-9 (why recap) · PR-10 (one option word) · PP-14, PP-22, PP-23, PP-24, PP-27, PP-30, PP-35, PP-45, PP-46, PP-49, PP-50, PP-51, PP-52 (stems or options as in rows 4, 5, 15–17). No key moved; PP-23's key is a new string ("50 degrees Fahrenheit") at the same position. Attached key string A B A A B B unchanged; quiz strings unchanged; bank keys A 11 · B 13 · C 15 · D 9.

§5 Gates after the fixes (re-run after the split)

build_tools_check_topic.py → 0 FAIL, 17 WARN (S46-COUNTS B=0 C=0 D=0; S36 unusual words and S8 continuous-speech beats only, answered in the author's record).
build_tools_check_terms.py → hits {} (0 declared terms, 4 lessons; A = B = 0).
grade5/check_g5_articles.py → 0 FAIL; articles L01 406 · L01b 310 · L02 418 · L03 411 (were 571 / — / 484 / 433); scripts 140 / 132 / 148 / 150; intro 119; summary 136, opener exact.
check_key_tells.py → KEY TELLS: 0 of 106 MCQs flagged.
check_svg_ids.py → PASS (34 figures, 0 ids).
check_lessons.py --adapter tools/check_adapter_g5.json → 0 FAIL, 68 WARN; S116 and S118 silent (every sequence loc re-read: each lands on its verdict line).
build_tools_names.py Noor Odette Nico Navarro → exit 0.
Blind bundle re-cut (overwritten): blind/2026-10-08-reviewed/ — 98 MCQ, 7 typed, 3 FRQ, 2 order, 110 held, 7 adversarial rows; the six [Drawing: …] lines carry data only.
Batch rebuilt: handoff/G5T14/videos/batch_G5T14.json (6 videos: INTRO, L01, L01b, L02, L03, SUMMARY); check_brief.py every video ✓ with the two standing notes only (intro 3 question marks; summary 132 protected words); grep -ci strand 0. NOT sent. Nothing committed.
Built page (/tmp/g5t14_review.html: 4 lessons, 15 practice, 52 pp100, 34 figures) re-screenshotted on the L01 and L01b article and quiz routes, the L02 article and the home page, and read.

§6 The article word counts, before and after, with the verdict

Lesson	Before	After	Idea lines · figures · subtitles · longest run	Verdict in one line
L01	571	406 (+ L01b 310)	20 · 8 · 6 · 5 (L01b: 17 · 2 · 3 · 8)	Split in the course's L05 / L05b pattern: the four kinds on one page, the sleet-or-hail boundary on the next, each with its own script, attached question and quiz.
L02	484	418	23 · 9 · 5 · 6	Stands: three environments, the documented belief met at two times of day, the mountain's fact — one comparison; the only seam would leave a rule-less mountain page.
L03	433	411	21 · 7 · 5 · 5	Stands: Grade 4's chain recalled in its own three sentences plus the one new step and its minimal pair.

§7 For James

None. No finding here changes what a student learns by his choosing one way or the other; the packaging call on L01's length is decided above and recorded.

§8 Owed after this pass

Two cold readers on blind/2026-10-08-reviewed/ (Role A), then Role C on their disagreements; the picture pass on the 5 photo and 3 cartoon placeholders; the batch waits for James's go on the Earth and Space strand. One line for the author's record: the condensation recall is Grade 4 Topic 23 L02's sentence, not Grade 3 Topic 21 L06's.

The build record (v1, 8 October 2026 — the author's; the review above supersedes its counts where they differ: four lesson pages, 34 figures, articles 406 / 310 / 418 / 411, the humidity recap in Topic 13's words)

Skill: course-build → write-lesson (L01 the four-way sort with its hail boundary pair; L02 the comparison lesson meeting the documented humidity belief; L03 the prediction lesson, the capstone) → write-example-sequence, design-check-sequence, sentence-atomise, write-explanation, write-mcqs (quizzes, attached questions, practice, the recall bank, the PP100 bank and its type sheet); write-intro (the topic intro); write-video-script (three lesson scripts); write-summary (the summary); review-figures (author self-check on nine renders and seven built-page screenshots; the non-author pass is owed) @ c83cbd2

Grade 5 Topic 14 — Where our weather comes from — build record (v1, 8 October 2026)

What this is, in plain words

Three short lessons on where a day's weather comes from. Noor's class watches small pieces of ice bounce off the school parking lot in March and remembers ice bouncing off it in a summer thunderstorm: the four kinds of falling water are told apart by what happened to the water on the way down — rain stayed liquid, snow froze into flakes inside the cloud, sleet fell as rain and froze on the way down, hail froze layer on layer inside a tall storm cloud (L01; the sleet-or-hail boundary gets its own sorting sentence and its own example sequence). Odette's weather table for one July afternoon reads 90 degrees Fahrenheit and sticky in the Everglades swamp, 108 and dry in the Phoenix desert, 48 on top of Pikes Peak: different environments usually have different weather on the same day, and humid does not mean hot (L02; the register's "humidity is just another word for heat" belief is Odette's own claim, answered with the register's own counter). Nico's street in Houston turns sticky, cloudy and then rainy on a day when the wind blows in from the Gulf of Mexico, and stays dry two days later with the wind from the north: air that has crossed the warm ocean is holding a lot of water vapor, and the wind brings humid air, clouds and often rain over the land (L03, the capstone, TEKS 5.10A; the water cycle is recalled in Grade 4's own sentences and never re-taught).

Counts. 3 lessons · 3 scripts (150, 149, 150 spoken words) + intro (119 words, 3 question marks) + summary (136 words, opener exact) · 3 attached questions + the intro's poll + 3 summary questions · 30 quiz items (10 + 10 + 10) · 15 practice items (10 MCQ, 1 order, 1 written, 3 typed; three Grade 3 / Grade 4 retrievals first) · RECALL_BANK 8 items · PP100 bank 52 items (48 four-option MCQs, 4 typed; EAR5-013 18, EAR5-014 14, EAR5-004 20; easy 16, medium 25, hard 11; MCQ keys A 11 · B 13 · C 15 · D 9) · 38 figures (28 SVG by code, 7 photo placeholders, 3 cartoon placeholders) · articles 571 / 484 / 433 words · checker 0 FAIL, 16 WARN (5 S8 beat-length notes and 13 S36 word notes, every one answered below) · check_g5_articles.py 0 FAIL · check_terms.py no hits (S46-COUNTS B=0 C=0 D=0; 0 declared terms, 8 recalled) · check_key_tells.py KEY TELLS: 0 of 99 MCQs flagged · check_svg_ids.py PASS (38 figures, 0 ids written) · vault check_lessons.py 0 FAIL, 54 WARN (S118 silent: 0 FAIL, 0 WARN) · names register exit 0 · page builds (/tmp/g5t14_test.html: 3 lessons, 15 practice, 52 pp100, 38 figures), the three script routes, the L01 and L03 article routes, the L02 quiz route and the practice route screenshotted at 900 px and L01's article at 390 px, and read · blind bundle cut to blind/2026-10-08 (91 MCQ, 7 typed, 3 written, 2 order; 103 held) · video batch built (5 videos), check_brief.py every video ✓ (the intro's standing three-question-marks note and the summary's standing protected-words note only), grep -ci strand 0 · NOT sent (every Grade 5 batch waits for James's word; this topic is in the Earth and Space strand, after the sample).

Structural decisions (in place of a blueprint)

Lesson	Title (the skill in student terms)	Headache scene and who asks	Example sequence	Check type	Video?
L01 EAR5-013	Rain, snow, sleet or hail: what happened to the water on the way down	Noor's class at the school window in Dallas, March: small pieces of ice bounce off the parking lot; last summer ice bounced off it in a thunderstorm. The NARRATOR asks: "So was it the same kind of ice both times?" No person voices a claim (no documented belief on this atom).	Two sequences. (1) ONE object (the water falling from the cloud over the parking lot), frame "Did the water freeze on the way down?": rain (no) → snow (no, it froze in the cloud) → sleet (yes) → hail (no, it froze inside the storm cloud); the only feature that moves is the air the water falls through. (2) The headache's boundary, ONE object (the ice on the parking lot), frame "Is this hail?": small grains in March (no) → hard balls, same March day (yes) → hard balls in hot July (yes) → drops of water, same July day (no); deciding feature the form of what lands; both crossings. A sorting sentence pins sleet against hail before the run.	(a) fluency: six described cases → rain / snow / sleet / hail; two yes / no items on the hail boundary; the kind from what happened and the reverse; a drawn card; a transfer	video and article
L02 EAR5-014	Swamp, desert, mountain: same day, different weather	Odette's weather table at home in Florida: one July afternoon, the Everglades swamp 90 degrees and sticky, Phoenix 108 and dry, the top of Pikes Peak 48. The NARRATOR asks: "So how does the weather differ from place to place?" Odette voices the documented SD-2 belief (humid just means hot) inside the lesson; the verdict follows her question at once and the counter is the register's own (the hotter desert is dry; the cool foggy swamp dawn is humid).	ONE object (the air), frame "Is this air humid?", deciding feature the place: the swamp, afternoon (yes) → the desert, afternoon (no) → the desert, dawn (no) → the swamp, dawn (yes). The mountain is a two-row table (Colorado Springs 85, Pikes Peak's top 48) stated as this topic's fact; WHY is Topic 15's.	(a) fluency with the comparisons in tables: the more humid place (table); the colder place on a mountain; two yes / no; the documented claim (bare yes / no); which place holds little water vapor; what sticky air tells you; two transfers; one written why	video and article
L03 EAR5-004	What the wind from the warm ocean brings to the land	Nico's street in Houston on a June morning; the weather report says the wind is blowing in from the Gulf; sticky air by noon, tall clouds by two, rain in the afternoon. The NARRATOR asks: "So where did the water for that rain come from, and what did the wind have to do with it?" No claim (no documented belief on this atom).	Fact form (no sequence block): the Sun warms the Gulf's water, the water evaporates, the air over the Gulf holds a lot of water vapor; the wind brings that air over the land; it rises and cools, the water vapor condenses, rain falls. The contrast pair is the SAME street two days later with the wind from dry land (dry air, no cloud, no rain), written in one frame.	(b) scaffolded then bare: the worked case is Houston (on the page); four scaffold steps on Tampa; the bare prediction on Corpus Christi with the wind from the ocean (drawn) and then from the land (drawn); an order item; the Sun's part; a two-day table; a written why on Galveston	video and article

One line each, with the reason:

Three lessons, one per atom, in register order; EAR5-004 (ocean air shapes the weather) is the capstone and sits last, as the architecture row names it; L03 USES L02's humidity language ("the air is holding a lot of water vapor") and L01's rain.
This topic coins NO new term. Rain, snow, sleet, hail and "precipitation" are Grade 4 Topic 23's words (its L01 coined precipitation and named the four); "water vapor", "freezes", "evaporates", "condenses" are Grade 3 Topic 21's; "weather" is Grade 4 Topic 25's; "humidity" is Grade 5 Topic 13's (EAR5-010, written in parallel): the register's behaviour line is the recap used here — "The amount of water vapor the air is holding is called its humidity" — with "water hiding in the air" beside it, never a second coining. So terms={}, coined_at={} (set explicitly) and recalled_terms lists the eight recalled words. The practice set's typed items type "sleet", "hail" (one word each, closed, spellable) and "ocean"; the vault's S26 WARN ("no typed term-recall item") is answered by this line.
The sort key in L01 is "what happened to the water on the way down" (the register's title and the brief's instruction), stated as what-before-why: for each kind the student first sees what lands, then learns what happened. The rule line is four sentences in ONE frame ("X is <what lands> that <what happened>"), so the summary can say the four kinds word for word (47 words) — the longest rule in the topic and the reason the summary's protected words sit at 132.
The way-down card is one depiction for every kind (the same card: a rain cloud, the falling thing drawn at three heights in the state it has there, an AIR band coloured warm / cold at each height, the ground, the name chip); only the states and the band change between kinds. Hail's card is the same card with a taller cloud and an up-arrow inside it. Grade 4 Topic 23's four falling-water cards, cloud, drop, flake, rain lines, water body, sun and tiny-pieces-of-water dots are IMPORTED, never redrawn; the way-down card is a NEW thing registered in figures.py.
Sleet or hail is the headache and the boundary, because it is the pair a child confuses (both are ice; the register's example is "hard ice balls in a summer storm counting as hail"). The sorting sentence ("A grain of sleet is small, and it froze on the way down, on a very cold day. A ball of hail is hard and bigger, and it froze inside a tall storm cloud, often on a warm day.") stands before the run; check_parallel.py-shaped pair (both sentences share the frame "A <piece> of <kind> is <size>, and it froze <where>, <when>").
Hail's mechanism is kept to what a ten-year-old can picture: "strong wind inside the cloud carries drops up there, and more water freezes onto each piece, layer on layer" — no updraft term, no supercooling; the balls "land before they can melt, even on a warm day". Simplification named below.
L02's three environments are Florida 5.E.7.5's own (swamp, desert, mountain), each a real US place a child can picture (the Everglades, Phoenix, Pikes Peak with Colorado Springs at its foot). The readings are typical July afternoon values (90 / 108 / 48 degrees Fahrenheit; 85 at Colorado Springs; 75 and 70 at dawn) chosen so the hot-and-dry desert and the cool-and-humid swamp dawn carry the belief's counter. Humidity is given as "high / low" with the sticky / dry feel beside it; the hygrometer and any percent reading are Topic 13's and are not used.
The mountain's WHY is not said. The register's SD-6 belief ("higher up means closer to the Sun, so it should be warmer") and its counter (thin air up high) belong to Topic 15's elevation factor (EAR5-016). L02 states the fact ("a mountain top is usually colder than the land below it"), tests it, and leaves the reason to Topic 15. Recorded as a belief deliberately NOT stated.
L03 recalls the water cycle in Grade 4's own sentences and never re-teaches it (James, 25 Sep 2026): "The Sun's light carries energy to the water on Earth. The water warms up and evaporates." (Topic 23 L04, word for word); "Most of the water that goes into the air evaporates from the ocean" + "The ocean is where most of the water is." (Topic 24 L03's rule, split into two sentences to fit the 22-word idea line — the only change); "When water vapor cools down enough, it turns back into liquid water: it condenses." (Grade 3 Topic 21 L06). The NEW step is the wind bringing the ocean's humid air over the land and the air rising and cooling there — the register's performance.
The Gulf of Mexico is the ocean (TEKS; Texas scenes), introduced as "the warm ocean water south of Texas" before its name is used alone. The rule line says "the warm ocean" so that it carries to the Atlantic and Pacific coasts in the items.
Every lesson gets a video — each has a motion a child should watch (the drop turning to a grain as it falls through the cold band; the table filling row by row; the wind arrow sweeping the humid air over the land and the cloud forming). None could do without one.
The intro is one scene (Miss Navarro's class on the playground in Dallas in a warm May rain) with two felt questions and the ready line; it names no lesson's example (L01's March ice at the school window is not in it), coins nothing, says "To find out, we will look at…" after its questions, and ends on the poll. Narrative type (write-intro step 2). Its one map line names the three subjects in words a child already has (what falls from clouds; a swamp, a desert, a mountain; the ocean wind).
One child carries each scene; a second name never hands over an object. Noor (L01), Odette (L02), Nico (L03); Miss Navarro only in the intro. Odette voices the one documented belief (in L02 and in one bank claim-reason item).
Figure kinds: the way-down cards, the four falling-water cards, the sort table, the weather tables, the Gulf cross-sections and the rule cards are drawn by code (exact); the three scenes with children are cartoon placeholders with briefs; the swamp, desert, fog, mountain top, Gulf, hail on a car hood and sleet on a sidewalk are photo placeholders. No person or hand is a glyph. On-screen numbers are numerals; the unit sits ONCE in each table's header ("Temperature (degrees Fahrenheit)", Grade 3 Topic 22 L04b's convention); the wind arrows are named by colour and direction, never lettered.
Recall bank (ruling 11): 8 items, each tagged recalls=<atom> and before=<lesson>, gathered in RECALL_BANK and NOT placed in the quizzes; none recalls the lesson immediately before. Mixed practice still carries three Grade 3 / Grade 4 retrievals as items in their own right.

Grade 3 and Grade 4 doorways, printed and reused word for word on first reuse (never re-taught):

Grade 3 Topic 21 "Heating and cooling" (MAT3-040..046) — lexicon: "When a solid warms up enough, it turns into a liquid: it melts." · "When a liquid cools down enough, it turns into a solid: it freezes." · "Water left open to the air goes into the air, bit by bit: it evaporates." · "The water that evaporated is still there, in the air, as water vapor." · "When water heats up to 212 degrees Fahrenheit, it boils, and it turns into water vapor fast." · "When water vapor touches something cold, it turns back into liquid water: it condenses." · "Ice, water and water vapor are the same stuff: water." Terms: melting, freezing, evaporation, water vapor, boiling, condensation, state. Reused here: "When water vapor cools down enough, it turns back into liquid water: it condenses." (L03 article, L03-q3 why, RECALL_BANK-7); "Water freezes at 32 degrees Fahrenheit" and "When a liquid cools down enough, it turns into a solid: it freezes" (RECALL_BANK-2); "Water left open to the air goes into the air, bit by bit: it evaporates" (RECALL_BANK-8); "water vapor" throughout.
Grade 4 Topic 23 "The water cycle" (EAR4-053..057) — lexicon: "Water falls from clouds as rain, snow, sleet or hail. Water falling from clouds like this is called precipitation." · "Fallen water gathers in streams, rivers, lakes, the sea and the ground. Water gathering like this is called collection. It is ready to evaporate again." · "The water cycle is one loop that goes round and round: evaporation, condensation, precipitation, collection, then evaporation again. It has no start and no end." · "The Sun's light carries energy to the water on Earth. The water warms up and evaporates. So the Sun's energy keeps the water cycle going." · "To predict a drop's next step, find where the drop is in the loop. Its next step is the next arrow round." Terms: precipitation, collection, water cycle. Reused here: the precipitation sentence pair (L01 forest and article, PR-1, RECALL_BANK-1); "The Sun's light carries energy to the water on Earth. The water warms up and evaporates." (L03 article and forest, L03-q1 why, RECALL_BANK-5); Topic 23's four falling-water cards and its L01 descriptions of snow, sleet and hail (the flakes freezing in a very cold cloud; rain freezing into grains through very cold air; balls of ice forming in a tall storm cloud) are the base this lesson builds its sort on.
Grade 4 Topic 24 "Where Earth's water is" (EAR4-058..062) — lexicon line 3: "Most of the water that goes into the air evaporates from the ocean, because the ocean is where most of the water is." (L03 article as two sentences; L03 forest; PR-3, RECALL_BANK-6, bank types 13 and 15 why lines); Topic 24 L03's "Of every 10 cups of water that go into the air, about 9 come from the ocean" (RECALL_BANK-6) and "The wind carries water vapor and clouds a long way across the land" (PR-3 why).
Grade 4 Topic 25 "Weather and climate" (EAR4-070) — "The weather is what the sky and the air are like at a place on one day." (RECALL_BANK-4). "Climate" is not used in this topic.
Grade 5 Topic 13 (EAR5-010, in parallel) — the register's behaviour: "humidity is the amount of invisible water vapour the air is holding" → the recap line here, "The amount of water vapor the air is holding is called its humidity." (L02 forest, article, script; RECALL_BANK-3), with "Water vapor is water hiding in the air, too small to see." beside it. If Topic 13's lexicon lands with different words, the coordinator aligns this one line (one find-and-replace, recorded here as the place to look).

The simplifications, named: hail's growth as "strong wind inside the cloud carries drops up there, and more water freezes onto each piece, layer on layer" (no updraft, no supercooled water); "the balls land before they can melt" (near enough; a child sees warm-day hail); sleet as "fell as rain, then froze on the way down" (the US sense of sleet, ice pellets; the melting-snow route to sleet is not told); "the air over the Gulf is holding a lot of water vapor" (holding, not saturation); "over the warm land the humid air rises" (no front, no sea breeze mechanism — grades 6-8); "a mountain top is usually colder than the land below it" stated without its why (Topic 15).

Questions for James

None. Every structural decision above either follows a ruling he has given or would not change what a student learns (names, the readings chosen, example order, which coast the items use).

Design-check-sequence records

Skill: design-check-sequence @ c83cbd2

Part: L01 (EAR5-013)

Type: (a) one-step categorisation — a described case is placed as rain, snow, sleet or hail; the deciding features are what lands and what happened to the water.

Plan: six described cases → the four kinds (4 opt: 1 2 3 0, then 2 after the two yes / no items); hail? (yes); hail? (no); the kind from what happened (4 opt, 2); what happened from the kind (4 opt, 3); a transfer (a report's description, 4 opt, 3); the drawn card last (4 opt, 2). Four-option string 1 2 3 0 2 3 3 2; two-option string A B. No typed item (the names are Grade 4's; the practice set types sleet and hail).

Belongs in practice/test instead: the typed names; the claim-reason form (none here: no documented belief); the "what happened" fixed set as a bank type (type 2).

Skill: design-check-sequence @ c83cbd2

Part: L02 (EAR5-014)

Type: (a) one-step comparison — which of two environments has the more humid air, or is colder; the comparison sits in a small table where readings are compared.

Plan: the more humid place (table, 2 opt) → the colder place on a mountain (3 opt, 1) → humid? on a hot dry desert (no) → humid? on a cool foggy swamp (yes) → Odette's documented claim (no) → which kind of place holds little water vapor (3 opt, 1) → what sticky air tells you (3 opt, 1) → a drive from swamp to desert (3 opt, 0) → a climb (3 opt, 2) → the written why on a fresh pair (Louisiana swamp / Arizona desert at the same temperature). Three-option string 1 1 1 0 2; two-option string A B B A B... written as placed: q1 A, q3 B, q4 A, q5 B.

Belongs in practice/test instead: the claim-reason form (bank type 8, Odette); the "which environment" fixed set (bank type 7); three-way comparisons.

Skill: design-check-sequence @ c83cbd2

Part: L03 (EAR5-004)

Type: (b) multi-step routine — from the Sun on the ocean to rain on the land, then the bare prediction from where the wind comes from.

Plan: the worked case (Houston) is on the page; the scaffolded steps on a SECOND case (Tampa): what the Sun's light does to the Gulf's water (3 opt, 0) → that air's humidity (2 opt, B) → what the water vapor does as the air rises and cools (3 opt, 2) → the afternoon weather (3 opt, 1); the bare prediction on a THIRD case (Corpus Christi) with the wind drawn from the ocean (3 opt, 0) and from the land (2 opt, A); the four steps as an ORDER item (ocean first); the Sun's part (3 opt, 1); a two-day table (2 opt, B); the written why on a fourth coast (Galveston). Three-option string 0 2 1 0 1; two-option string B A B.

Belongs in practice/test instead: the typed "ocean"; the two-city comparison and the January / June reason items (bank types 14 and 16).

The key strings

Attached questions in video order (L01, L02, L03, summary 1–3): A B A A B B — A 3 of 6 (50 %).
Lesson quizzes: four-option string L01 1 2 3 0 2 3 3 2; two-option strings L01 A B · L02 A B A B · L03 B A B; three-option strings L02 1 1 1 0 2 · L03 0 2 1 0 1. No position over 60 % in any lesson (course S7 silent; the vault's S7 reads the three lessons' two-option items as one set of nine and counts A 4 of 9 after the L03 flips — under 60 %); no four alternating keys in a row (S116 silent after L01-q9 / q10 were swapped and L03-q6 re-ordered).
PP100 MCQ keys A 11 · B 13 · C 15 · D 9.
Claim verdicts: L02-q5 no (the only bare-verdict claim item in the topic; one documented belief, one No). The practice set and the bank carry no bare-verdict claim; the bank's one claim is the reason form (PP-45, Odette).

The example sequences, written out (and the S118 result)

L01 sequence 1, frame "Did the water freeze on the way down?", object the water falling from the cloud over the parking lot, feature the air — warm all the way down (no: rain) → below freezing inside the cloud and all the way down (no: snow) → warm under the cloud, very cold near the ground (yes: sleet) → very cold high inside a tall storm cloud, warm below (no: hail). One feature per step, the object held at every flip, both crossings (n→p at snow→sleet, p→n at sleet→hail). The frame's question is asked before each verdict in the article (the 7 Oct rule).
L01 sequence 2, frame "Is this hail?", object the ice on the school parking lot, features form and day — small grains, a cold March afternoon (no) → hard balls, the same March day (yes: form) → hard balls, a hot July afternoon (yes: day, the irrelevant feature varied between positives; the register's "hard ice balls in a summer storm" case) → drops of water, the same July day (no: form). n p p n; both crossings by the deciding feature; the object held.
L02, frame "Is this air humid?", object the air, features place and time — the swamp, afternoon (yes) → the desert, afternoon (no: place) → the desert, dawn (no: time) → the swamp, dawn (yes: place). p n n p; both crossings by the place; the time varies only between the two negatives, so the student sees that cooling the desert does not make it humid and cooling the swamp does not make it dry.
L03 carries no sequences block: a fact form (the Sun-ocean-wind-rain chain), with the land-wind day as the one-feature contrast pair on the same street, written in one frame.
Self-check (write-example-sequence): minimal difference at each flip — L01-1 the air, L01-2 the form, L02 the place; maximal variation among positives — L01-2 varies the day (March → July) with the form held; L02's two positives are the swamp at two times; both sides — every sequence crosses both ways; same object — held at every flip in all three. check_lessons.py S118: silent (0 FAIL, 0 WARN).

The rules applied (rulings 1–13 of the brief, and where each bites)

Ruling	Where it bites
1 Openers: the scene, the narrator asks; a student speaks only for a documented belief	Every headache ends on the narrator's question. Odette (L02) voices the register's SD-2 belief; Noor and Nico voice nothing. Openers vary: a school window in March, a weather table at a kitchen table, a street with a weather report.
2 No per-lesson misconception slot	L01 and L03 carry no claim item; their slots are plain and transfer items (the Texas quarters report; the two-day table).
3 A sentence's subject is a noun	"the water left the cloud as rain and froze near the ground"; "The wind blows that humid air over the land"; "its water vapor condensed into rain clouds" — every "it" re-read, bare ones replaced (L01's "No: it froze high inside…" became "the water froze high inside…").
4 The video stands alone	Each script opens on its scene and people, carries the question, every case the rule needs, and the rule word for word; 149–150 words.
5 What before why; one change a step	L01: what lands (drops, flakes, grains, balls) before what happened to the water; L02: the table of readings before humidity is explained; L03: the sticky, cloudy, rainy day before the Sun-ocean-wind chain. Non-examples only where they pin a boundary (sleet against hail; the desert at dawn against the swamp at dawn); L03 has none beyond the land-wind pair.
6 Terms coined in the frame; convenience terms never tested	Nothing coined here; every recalled term recapped on first reuse (humidity, precipitation, condenses); "sticky" and "the way down" are plain words.
7 Precise verbs	"the Sun's light carries energy to the water", "the water warms up and evaporates", "the wind blows / brings", "the air is holding water vapor", "condenses"; never "gives / gets"; heat never travels (nothing in the topic says heat moves).
8 No lettered cases	The swamp, the desert, the mountain top; Monday and Wednesday; the wind arrow named by colour and direction; letters nowhere.
9 Contrasts in one frame	"A grain of sleet is small, and it froze on the way down, on a very cold day. / A ball of hail is hard and bigger, and it froze inside a tall storm cloud, often on a warm day."; "The desert afternoon is hotter, and its air is dry. / The swamp dawn is cooler, and its air is humid."; "Air that crossed the warm ocean is holding a lot of water vapor, so it brings clouds and rain. / Air that crossed dry land is holding little water vapor, so it brings clear, dry weather."
10 Forces named	No force is named in this topic; "Earth pulls the big drops down" (Grade 4's sentence) is not reused; nothing says "gravity".
11 Recall bank	8 items in `RECALL_BANK`, each before the lesson that needs it (two before L01, two before L02, four before L03), none for the lesson immediately before; the quizzes carry no recall items; practice carries three retrievals as items.
12 No verdict + reason options	The one lesson claim is bare yes / no with the correction in the why; the one bank claim is "Odette is wrong when she says… What is the correct reason?" with four single statements; two drafted bank items that paired a verdict with a reason (a visitor's claim; New Orleans against Tucson) were rewritten with the verdict in the stem before the bundle was cut; no exception needed.
13 No new rules; collisions recorded	Topic 24's 23-word rule against the 22-word idea line (recorded below); the humidity recap written from the register while Topic 13 is in flight (recorded above).

Also applied: the 8 Oct "So" boundary (no coining sentence anywhere; "So, here's what we've seen" was cut from L02's and L03's scripts for the word cap, and the rule beats open on the rule itself, which the 30 Sep table allows where the beat before names the cases); a bare "No" only after a "?" (L02 article: "Is she right?" / "No, she is not right."; L01's frame lines "Is this hail?" / "No, it is sleet"); the claim in L02's script is recapped and contradicted, not answered "No" ("Odette thinks humid just means hot. But Phoenix is hotter and dry… So humid does not mean hot."); every number carries its unit word in prose and the unit once in each table's header; "biggest / smallest" absent; US spelling (gray, vapor, color); "strand" absent (S37 0); no "leak", "lift", "snap" (S43 0 after one bank distractor saying "no energy" was re-worded); grade-level words (S36 answered below); every sentence has a subject and a verb (S38 fragments 0 after "One afternoon, three places, three different weathers." gained its verb); no run of rhetorical questions (one question per headache, answered after the cases).

Misconceptions used, by name — and the beliefs deliberately NOT stated

Belief (source)	Where it is met	Items
Humidity is just another word for heat (register EAR5 SD-2, pre-existing; counter: a cool foggy morning reads low on the thermometer, high on the hygrometer)	L02: Odette's claim in the article and script; the verdict after the hotter-and-dry desert; the cool foggy swamp dawn; "So humidity tells you how much water vapor the air is holding, not how hot the air is."	L02-q5 (bare no); PP-45 (claim-reason, Odette); L02-q3, q4, PR-9, PP-24, PP-29, PP-46 as plain items on the same line
Higher up means closer to the Sun, so it should be warmer (register EAR5 SD-6, pre-existing)	NOT stated. L02 states and tests only the fact (a mountain top is usually colder than the land below it); the belief and its counter (thin air up high) are Topic 15's (EAR5-016, elevation).	none
Air weighs nothing / the equator is closer to the Sun (register SD-2, SD-6)	Topic 13's and Topic 15's; not touched.	none

No belief exists in the register for EAR5-013 or EAR5-004, so no claim is voiced or tested on them; their slots are plain and transfer items. Beliefs considered and NOT stated anywhere: "hail only falls in winter" (prevented by the hot-July hail case, never asserted), "the rain came from the lake" (Grade 4's; PR-3 recalls Topic 24's answer as a plain item), "the Sun sucks the water up" (Grade 4's; the Sun's-light sentence is used, the belief never stated).

Checker results, every WARN answered

build_tools_check_topic.py: 0 FAIL, 16 WARN. S46-COUNTS B=0 C=0 D=0; S43 hits=0; S42 0; S41 0; S40 0; S39 0; S38 0; S37 0; S30 typed=7 fail=0 warn=0; S29 0; S45 0; S44 0.
S8 "beat carries 3–4 sentences" ×5: kept — the Grade 3-5 script is laid out as continuous speech, one paragraph a beat with the cues under it (vault: Script narration is laid out as continuous speech, with cues after the paragraph); every beat is under 50 words and each video is at or under 150.
S36 unusual words ×13, each answered: humidity ×55 (Topic 13's required term, recapped on first reuse here — fine); condensed / condense / condensing ×9 (Grade 3 Topic 21's coined word in its verb forms — fine); pikes ×6 (Pikes Peak, a named US mountain, introduced as "a mountain in Colorado" — fine); noor ×5, navarro ×2 (names — fine); driest ×2 (the everyday superlative of dry — fine); trampoline, soccer, tv, flurries ×1 each (everyday US words a ten-year-old knows — fine); humidities ×1 → swapped ("Both places have the same humidity"; 0 after the swap). Swapped during the build: bleachers → seats, dent(s) → hit / bounces off, hiker → a girl. None asked of James (the 6 Oct rule: no trivial questions).
build_tools_check_terms.py: no hits (0 declared terms; the eight recalled terms are counted for reuse and every one is said in the lessons that lean on it).
grade5/check_g5_articles.py: 0 FAIL; intro 119 ≤ 120, summary 136 ≤ 175, opener exact; scripts 150 / 149 / 150 ≤ 150. Articles 571 / 484 / 433 words — three WARNs above 300, kept: a subtitle or figure every ≤ 8 idea lines (the longest run is 8, in L01's hail-or-sleet frame run; 6 and 5 in L02 and L03), each section feeds an item, and Grade 3's approved articles run to 505 (median 308). L01 is the longest because a four-way sort with a boundary pair carries four what-and-why cases and an eight-line frame run; a split would separate the sort from its boundary. L01 was trimmed from 626 (the frame run compressed; two hail lines folded into one).
check_key_tells.py: KEY TELLS: 0 of 99 MCQs flagged (from 17 in the first draft; keys trimmed or distractors named as fully as the key, never padded; the four fixed sets declared in KEY_TELL_EXEMPT_SETS).
check_svg_ids.py: PASS — the module writes no ids.
vault check_lessons.py --adapter tools/check_adapter_g5.json: 0 FAIL, 54 WARN; S118 silent (0 FAIL, 0 WARN). S11 ×40 "fb[key] is not empty" — the course's item shape (every option has an fb; the key's is the confirming fact; Topic 5 carries the same WARN) — kept. S22 ×6 "a later stem carries an earlier key" — every hit is a working word of the topic ("hail", "rain", "desert") that the stems must say; none is a verdict or a scene-specific key — kept. S4 ×2 (two hard bank stems of 46–48 words) — kept: both are hard items whose stem must give two days or two seasons (the 28 Sep rule tags a three-sentence stem hard; both are now two or three sentences). S7 ×1 (two-option items across the three lessons read as one set: A 4 of 9) — under 60 %, kept. S13 ×1 (the summary's second question names both options, "a swamp" and "a desert", in its stem) — the stem-names-every-option case the rule exempts; kept. S18 ×1 (30 live checks over 14) — the adapter counts the three quizzes as one set; each quiz is 10. S26 ×1 (no typed term-recall) — answered above (no term coined). S8 ×5 as above.
check_brief.py on handoff/G5T14/videos/batch_G5T14.json: every video ✓; the INTRO's standing note (3 question marks, at the limit — two felt questions and the ready line) and the SUMMARY's standing note (132 protected words of 132 — one rule sentence per lesson, L01's four-sentence rule is 47 of them; every rule spoken word for word). The R79 closing-bullet hits on the first build were fixed (bullets cut to a few words each). grep -ci strand = 0. Key string A B A A B B.
build_tools_names.py Noor Odette Nico Navarro: exit 0; Noor also appears in Grade 5 Topics 1 and 2, Odette in Topic 13 and Nico in Topic 8 — information only (James, 6 Oct); within this topic each name is one child; Navarro is free.

Bank freshness, re-performed

Scene nouns of every lesson, quiz, attached, summary and practice item (parking lot, school window, Dallas, Everglades, Phoenix, Pikes Peak, Colorado Springs, Houston, Nico's street, the TV weather map; Vermont field, Ohio sidewalk, Kansas trampoline, Georgia pond, Nebraska porch, Minnesota car roof, Idaho report, Oklahoma farm, Iowa card, Texas quarters; Louisiana swamp / Nevada desert table, Colorado town, Utah desert, South Carolina swamp, Georgia marsh, Mississippi-to-New-Mexico drive, Washington climb, Louisiana / Arizona at 95; Tampa steps, Corpus Christi, Louisiana order, Alabama two-day table, Galveston; Oklahoma car, Tampa / Las Vegas, Mobile; Arkansas picnic table, Georgia / Nevada at 95, Biloxi; Illinois town, Virginia water bottle, Ohio pond, North Dakota lake, Nebraska greenhouse, Massachusetts bus stop, New Jersey / Arizona table, Montana valley road, Florida / Nevada at 93, Panama City, South Carolina order, Maine coast, Kentucky town, Iowa ballpark, Georgia coast) grepped against the bank's stems and options: 0 scene-kind hits after the re-scene pass (the first draft had a car roof, a farm and a Utah desert in the same move as a quiz item; each was re-scened — a shed roof, a cornfield, a California desert). State names recur between quiz and bank (Louisiana, Nevada, Kentucky, Illinois…) only where the scene kind and the move differ (a swamp table against a coast town; a typed sleet town against a parking garage); listed here so the reviewer can see them. The design-move inventory is in TYPES_G5T14.md.

Blind-text grep

Six items carry a drawing. For each, the drawing's hidden blind line was read against the item's key: the two Gulf drawings name only the sea, the land, the city, the Sun and the arrow's direction ("from over the sea toward the city" / "from the far right over the land toward the city") and say "no cloud is drawn" — never humid, dry, rain or clear; the sleet card prints its pieces as data ("14 small round white pieces, each about 3 px across") and never "grains" or a name; the three tables print the place or day with its reading — the row name that is the key appears in the data, as it must (the skill IS reading the table: the student compares humidity high against low, or wind from the ocean against wind from the land), and no blind line carries a verdict word (humid, more, rainy). Literal grep for the keys' words in the [Drawing: …] lines of blind/2026-10-08/BLIND_BUNDLE_G5T14.md: 3 hits, all table row names (Louisiana, Monday, New Jersey), 0 give-aways.

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

Nine figures rendered to PNG through headless Chrome and read (way_four_named, way_sleet_hail, gulf_sea_wind, gulf_land_wind, q_gulf_land, table_three_places, table_sort_named, and the two item cards in the built page); the three script routes, the L01 and L03 article routes, the L02 quiz route and the practice route screenshotted at 900 px, and L01's article at 390 px, and read. Fixed on the render: the sleet grain was too small to read beside the drop (r 2.8 → 3.4); the DRY AIR chip sat on a city block (moved to the HUMID AIR chip's slot over the shore, one slot per meaning); the tall way-down cards filled the whole article column (display width fixed at 250 px, the item cards at 220 px); the first Gulf drawing asked for 40 vapor dots in a 200 by 60 box and the Topic 21 dot-spreader refused (22 dots in 220 by 66, no row, no two touching). Checked on the render: the hail card's up-arrow sits inside the taller cloud; the air band reads COLD / WARM at each height in the order the caption gives; the wind arrows' colours match their chips and the captions (blue from the Gulf, tan from the land); every table header carries the unit once and the cells are numerals. Open: at 390 px the whole built page overflows its viewport (the title does not wrap) — a site-builder matter shared by every topic (Topic 5's record names it), not a figure fault.

Sentence-atomise self-check (collapsed to the rows that changed)

Every idea line, headache line, forest line, caption and script beat was read for one idea per sentence, cause before effect, a noun subject, a verb carrying the cause, the plain word before the term. Twenty-five idea lines over 22 words or three sentences were split or trimmed at the sentence (the course's S1 found them; all now ≤ 22 words, ≤ 2 sentences). Changes of kind: "Ice fell both times. So was it the same kind of ice both times? Let's look." → the "Let's look" cut (three sentences in one line); "One afternoon, three places, three different weathers." → "On one afternoon, three places had three different weathers." (a verb); "No: it froze high inside the storm cloud" → "No: the water froze high inside the storm cloud" (a noun subject); Topic 24's 23-word rule → two sentences; "Is the desert's air humid at dawn, when it has cooled to 75 degrees Fahrenheit? No: …" → the reading on its own line, then the frame's question and verdict; "the balls are heavy, so they land before they can melt" folded onto the ball line to keep the hail section under eight lines. Scripts went through the same pass (the 7 Oct fix): "So, here's what we've seen" dropped where the beat before names the cases; "the wind is blowing in" → "the wind blows in"; every number with its unit word ("108 degrees Fahrenheit").

Judgement calls and rule collisions

Not coining anything. Every word the atoms need was coined in Grade 3, Grade 4 or Topic 13; re-coining would break "A coined term is used from then on, with a one-line recap on first reuse". Recapped, not coined; terms={}.
The humidity recap is written from the register's behaviour line while Topic 13 is in flight. If Topic 13's lexicon lands with different words, this topic's one recap line (L02 forest / article / script; RECALL_BANK-3) is the place to align — one string, recorded here.
Topic 24's rule sentence is 23 words and the idea-line cap is 22; the because-clause became its own sentence ("The ocean is where most of the water is."). The sentence is not split mid-way, and the forest line keeps Grade 4's words.
The mountain's WHY is left to Topic 15, so L02 states the fact and its items ask only the fact; the SD-6 belief is not stated here (ruling 2: a belief is confronted only where the lesson addresses it).
The L01 rule is four sentences (47 words). The four kinds are one frame and the summary must say each; this is the whole of the atom's behaviour. The cost is the summary's 132 protected words (the standing note); the alternative (a rule naming only the sort key) would leave the summary without the four kinds.
Articles above 300 words kept, with the reason above; L01 trimmed from 626 to 571.
S8 beat length kept, with the reason above.
The Gulf cross-section's item form prints "THE OCEAN" and "THE WIND" only, no Gulf name and no chip naming the air, so the drawing carries the direction and nothing else; the teaching form names the Gulf.
Blind drawing lines of tables name the key row — unavoidable and correct for a table-reading skill; recorded above so the blind reader is not misled.
Two drafted bank items paired a verdict with a reason (ruling 12) and were rewritten with the verdict in the stem before the bundle was cut; no exception is claimed.

Owed

The non-author reads: review-figures over the 38 renders and the built pages; review-questions over the 30 quiz items, 15 practice items, 8 recall items and 52 bank items; review-accuracy against the register (hail's growth story, sleet's US sense, the Gulf readings).
The blind read of blind/2026-10-08/BLIND_BUNDLE_G5T14.md (keys sequestered in KEYS_SEQUESTERED_G5T14.json); the adjudicator runs check_order_keys.py on the two order items (both keys stored ocean-first, the way the stems ask).
The picture pass for the three cartoon and seven photo placeholders (David's pack) — after the text is reviewed; no question for James holds it.
The videos: the batch is built and checked and NOT sent; it waits for James's go on the Earth and Space strand (after the sample).
The one-line alignment of the humidity recap if Topic 13's lexicon lands with other words.
The site's 390 px overflow (a shared-tool matter) to the site builder's owner.

Topic 14 "Where our weather comes from" — your read (8 October 2026)

Skim first

The lessons and their rules

The intro script (119 words, about 60 s)

The question types (from TYPES_G5T14.md)

Questions for James

Applied without asking

The lessons

Also on the site

After you answer

What the reviews found, and what changed

The records, in full

Grade 5 Topic 14 — Where our weather comes from — the non-author review (8 October 2026)

§1 The takeaway, in plain words

§1b Structural decision (second pass, 8 October 2026, on the coordinator's bite-size flag)

§2 Role A

§3 Findings — one row per finding, every check run listed

§4 Items changed (id → what changed; keys only where they moved)

§5 Gates after the fixes (re-run after the split)

§6 The article word counts, before and after, with the verdict

§7 For James

§8 Owed after this pass

Grade 5 Topic 14 — Where our weather comes from — build record (v1, 8 October 2026)

What this is, in plain words

Structural decisions (in place of a blueprint)

Questions for James

Design-check-sequence records

The key strings

The example sequences, written out (and the S118 result)

The rules applied (rulings 1–13 of the brief, and where each bites)

Misconceptions used, by name — and the beliefs deliberately NOT stated

Checker results, every WARN answered

Bank freshness, re-performed

Blind-text grep

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

Sentence-atomise self-check (collapsed to the rows that changed)

Judgement calls and rule collisions

Owed

The question types (from `TYPES_G5T14.md`)