Skill: write-like-james @ cca3af6 · the build: course-build → write-lesson, write-mcqs, write-video-script, write-intro, write-summary @ cca3af6; the non-author review and fix pass: review-lesson (Role B + Role C) → review-questions, review-figures, review-accuracy @ cca3af6

Topic 17 "Why fresh water is scarce, and how to protect it" — 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 How little of Earth's water is fresh	EAR5-027	97 of every 100 squares are salt water in the ocean. Only about 3 squares are fresh water. Rivers carry the rain water back to the ocean.
L02 Make a bar graph of where Earth's water is	EAR5-028	Number the side in tens, up to 100. A line across at every number. One bar for each place, up to its number.
L03 Let the graph answer the question, and only that question	SR5-023	Data answers the question it was collected for. Read the graph, and say what it shows. Anything more is a guess.
L04 How a town cleans its used water before it goes back to the river	EAR5-045	Used water is cleaned step by step. Then it goes back to the river. So the river stays clean downstream.
L05 Design the fix: name the damage and plan a change	EAR5-046	Name the resource, and how you use it. Name the damage. Plan one change that cuts the damage.
L05b Design the fix: say how the plan helps	EAR5-046	Follow the change step by step. Less of the resource is used. So less damage is done.

The intro script (112 words, about 56 s)

Here's Miss Quiroga's class on a rainy morning. Rain pours onto the playground, the gutters run full, and the drains gurgle. But Miss Quiroga says the town has asked everyone to use less water this summer, because the town's reservoir is low. So how can water be short, when so much of it is falling from the sky? And where is all Earth's water, anyway? To find out, we will look at where Earth's water sits, how to draw it on a graph, and what a town and a school can do to look after the water they use. Okay, so are you ready to find out why fresh water is scarce?

The question types (from `TYPES_G5T17.md`)

Type 1 (easy · MCQ, the four-places set · 027): which place holds about 97 / about 2 / less than 1 of Earth's 100 squares — the ocean / the ice caps and glaciers / under the ground / the lakes and rivers
Type 2 (easy · MCQ · 027): which statement is true of Earth's water; the fresh share out of 100 — four statements; four numbers
Type 3 (easy · MCQ · 027): where a river carries rain or melted snow in the end; what the rain water is in the ocean — four places; four states
Type 4 (easy · MCQ · 028): what goes up the side / along the bottom of a graph to be built from a fresh table — the label and numbers / the names / the title
Type 5 (easy · MCQ, the steps set · 028): which step of the graph routine comes next — write the title and the two labels / write the numbers up the side / rule a line across at every number / draw one bar for each name
Type 6 (easy, medium · MCQ, drawn · 028): the tallest bar on a drawn graph; the bar drawn wrong against its table; a difference between two bars — pets; snacks
Type 7 (easy, medium · MCQ, one drawn · 023): which question a table was made to answer; what the data shows — four questions; four statements
Type 8 (medium · MCQ · 027): which is true of the fresh water — four statements
Type 9 (medium · MCQ, correct reason · 027): Rhea is wrong to say a rainy week adds to Earth's fresh water for good: the correct reason — four single-statement reasons
Type 10 (medium · MCQ · 028): what number the side must reach; how to draw a bar whose number sits between two lines — about 12 / about 4 / about 7 / about 100; just under the 50 line / on the 40 / on the 50 / halfway
Type 11 (easy · MCQ · 045): why a town cleans its used water; where the clean water goes — four reasons; four places
Type 12 (medium · MCQ · 023): which claim goes beyond the data; which question the graph can answer; what to say to a question the data cannot answer; what the class can say from the graph — four statements
Type 13 (medium · MCQ, the cleaning-steps set · 045): which step catches sticks, lets the mud sink, eats the waste — the screens / the settling tanks / the tiny living things / the test
Type 14 (medium · MCQ · 045): who gets the clean water — four receivers
Type 15 (medium · MCQ · 045): which resource a community's action protects — four resources
Type 16 (medium · MCQ, the board-lines set · 046): which line of the fix board a given phrase is — the resource, and how we use it / the damage / our plan / how the plan helps
Type 17 (medium · MCQ · 046): which plan cuts the damage — one real cut against three that cut nothing
Type 18 (medium · MCQ · 046): how a plan helps — four single statements
Type 19 (medium · MCQ, drawn · 046): the missing box in a drawn chain of how a plan helps — four steps
Type 20 (medium · MCQ · 046): which of four is a job the plan must do (Grade 4's criterion, by its definition) — four jobs
Type 21 (hard · typed text · 027): the name of the place that holds about 97 squares — ocean and its article, plural and sea forms, two child spellings
Type 22 (hard · typed numeric, drawn · 028): a difference between two bars on the drawn pets graph — the number, with and without its unit word
Type 23 (hard · MCQ, correct reason · 023): Rocco is wrong to say a graph about last year's rain shows next year: the correct reason — four single-statement reasons
Type 24 (hard · MCQ · 023): what is wrong with a claim that steps past the last row of a table — four statements
Type 25 (hard · MCQ, correct reason · 045): Remy is wrong to say nothing a town does can protect a river: the correct reason — four single-statement reasons
Type 26 (hard · MCQ · 045): what happens the day a flood stops the cleaning — four outcomes
Type 27 (hard · typed numeric · 046): the damage a plan cuts, as a number from two readings — the number, with and without its unit word
Type 28 (hard · MCQ · 046): what a plan that is only partly kept does to the damage — cuts it but not to nothing / to nothing / only on dry weeks / nothing
Type 29 (hard · MCQ · 046): which line to write under 'how the plan helps' for a described plan — four single statements
Type 30 (hard · MCQ · 046): which part of a described design is missing or skipped — the four board lines

Six lesson pages for five atoms, in Miss Quiroga's class with Rhea, Rocco and Remy.

Rain pours on the playground and Rhea says most of Earth's water must be fresh, so L01 counts Earth's water as Grade 4's 100 squares: 97 are salt water in the ocean, about 3 are fresh, and the rain only runs back to the ocean through the rivers.

Rhea turns the class's table into a bar graph in L02, with Grade 4's two bar-graph rules said word for word, the side numbered in tens because the ocean's number is 97, and "less than 1" written where lakes and rivers are too small for a bar.

Rocco says the graph is about water so it shows the town's lake is running low, and L03 tries four questions on the graph and finds it answers only the question it was made for.

L04 follows a Missouri town's used water through screens, settling tanks, tiny living things and a test, so the river below the town stays clean; Remy's "only the government counts" is answered by the town's own center.

L05 and L05b design the school garden's fix on the board — the resource, the damage, the plan, how the plan helps — and say honestly that a dry week brings the hose back on.

No term is coined; "reservoir", "conserving", "criterion" and the two graph rules are recalled from Grades 3 and 4.

The non-author review and fix pass is applied (one must-fix, fifteen worth-fixing, every key letter unchanged); the two cold readers are owed; pictures are placeholders.

The questions the author put to you

none

Questions for James

none. The author's five judgement calls were checked and stand (squares not buckets; the 0–100 graph variant; "damage" for "harm"; L03's four-case sequence as the SR5-023 lesson; "water-cleaning center" as a convenience name). Nothing left open would change what a student learns.

Applied without asking

8 Oct 2026, the non-author pass (James's 2 Oct rule: text is cheap, go with the improvement): L05b's quiz had question 4 giving away question 3's answer and question 3's drawing giving away question 4's, on one page — question 4 is now a cloth-napkins plan (fewer trees cut). The green-square sentence in L01 now reads with the grid's own label ("fresh water we can reach, nearly all of it under the ground"). L02's "why lines first" key no longer says every bar's top lands on a line, which the lesson's own 97 bar contradicts; it says the lines show where each bar's top should reach. L02's last quiz item has its own graph (fruit in lunch boxes) instead of sharing the bird-feeder graph with L03's quiz. Eight "says nothing about" lines now name what was and was not measured. Three distractor pairs with one shared feedback line have their own. "Upstream" (never taught) left an option. "Using a natural resource like the river's water" bridges Grade 4's energy-resource line to the river. "Settling tanks" is named in passing in the article, where before it was only a label. Three on-screen chips still said HARM after your harm → damage swap; they say DAMAGE. Rocco's card carries its "who" line above the card. Five bank items had distractors no child would pick (Rocco's and Remy's "correct reason" items, the two "which plan cuts the damage" items, the storm-drain item); they have child-shaped wrong answers now. Keys unchanged everywhere. Build record: v1; this pass: records/REVIEW_G5T17_2026-10-08.md.

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 the re-cut bundle (blind/2026-10-08-reviewed/, eleven changed ids first); the picture pass starts on the nine placeholders; the batch (8 videos, built and checked, not sent) waits for your word on the Grade 5 sample.

What the reviews found, and what changed

The non-author review and fix pass (8 October): one must-fix, fifteen worth fixing, five simplifications left, the author's calls upheld

Skill: review-lesson (Role B, the guidance reviewer, with Role C's fix pass) → review-questions, review-figures, review-accuracy @ cca3af6

Grade 5 Topic 17 — Why fresh water is scarce, and how to protect it — non-author review and fix pass (8 October 2026)

The short version

The topic teaches what it says it teaches, and nothing an Earth scientist would strike. The shares are Grade 4's (97 / 2 / 1 squares, lakes and rivers less than 1); Grade 4's two bar-graph rules are reused word for word; L03 teaches "does the graph answer this question?" by four cases on one graph before it states the rule; the town's cleaning steps are right as far as they go; the design routine ends with how the plan helps and says honestly that a dry week brings the hose back.

One thing had to change: in the L05b quiz, question 4's stem told the student question 3's answer, and question 3's drawing told the student question 4's answer, on one page. Question 4 is now a different plan (cloth napkins, so fewer trees are cut). Fifteen smaller things were worth fixing and are fixed: a sentence that disagreed with the picture beside it; a quiz key the lesson's own 97 bar contradicted; one drawing shared by two quizzes so that one quiz's key was the other's; eight "says nothing about" lines that named no measurement; three distractor pairs with identical feedback; one unmet word ("upstream") in an option; the word HARM in three on-screen chips after James's harm → damage swap; three bank "correct reason" and "which plan" items whose distractors no child would pick; and Rocco's card, whose "who" line sat on the card's border. Every key letter is unchanged. All gates pass at their stated results. The blind bundle is re-cut; eleven items need a second cold read.

Nothing here needs James. The author's five judgement calls stand (below).

The author's calls, judged

Call	Verdict	Why
"Squares out of 100", not the register's "buckets"	Not an error	Grade 4 Topic 24 taught Earth's water as 100 squares and its grid is imported unchanged; one depiction per thing beats the register's e.g. Items vary the container (cups, buckets, jars, bottles) as fresh instances.
The registered graph variant (0–100 in tens, the ocean bar just under the 100 line, "less than 1" chips for lakes and rivers)	Not an error	Grade 4's drawer refuses a value off its gridlines and the ocean's value is 97; L02 teaches the between-lines case in one sentence a Grade 5 student needs anyway. The register's point (the ocean bar towers over the river bar) survives on the picture. One consequence fixed below (L02-q8).
"damage" for "harm"	Not an error	James's own 30 Sep word swap; the board heading says "The damage". Three screen chips had kept HARM — fixed.
L03's p n p n sequence inside the single SR5-023 lesson (the 7 Oct judges-cases rule)	Not an error	The rule says a judging rule gets its own example-sequence lesson, never folded into a build lesson. L03 IS that lesson: four cases on one object, one feature flipped per step, the deciding features named in the headings ("A place that is not on the graph", "A different question about the same place"), the verdict after each case, the rule last. The data routine ("read the bars, say what they show") is each yes verdict's second sentence, not a second lesson folded in. The lesson teaches the judgement by the cases before it states it; no fix.
"Water-cleaning center" as a convenience name	Not an error	Described before it is named ("a big building by the river where it cleans its used water"); never a key, never recapped. "Settling tanks" was a label on the figure only — now named in passing in the article too (W8).
Articles 393 / 361 / 335 words	Simplification-leave	Each has a subtitle or a figure every five idea lines or fewer; L02 is long because the graph is built in six stages. Now 393 / 359 / 348 (L04 gained one naming line).

Findings

Verdicts: Must-fix · Worth fixing · Simplification-leave · Not an error. Every Must-fix and Worth-fixing row is applied.

#	Part / location	Check	The fault	Verdict	The rewrite (applied)
M1	L05b quiz, q3 and q4	review-questions 17 / B4 (a later part never gives away an earlier answer)	q4's stem said "so less coal is burned and less smoke goes into the air" — q3's key is "Less coal is burned…"; and q3's drawn chain ends "Less smoke goes into the air" — q4's key. Both on one page.	Must-fix	q4 re-scened: "A class in Colorado uses cloth napkins at snack time instead of paper napkins. What does the plan cut?" — the trees cut down to make paper / the snacks the children eat / the time snack time takes; fb and why follow the chain to the trees. Key position unchanged.
W1	L01 article, the green square	B6 figure–text agreement; review-figures 2026-10-05	The imported grid labels the green square "FRESH WATER WE CAN REACH"; the sentence beside it said "1 square is fresh water under the ground", and the next line put lakes and rivers inside that same square.	Worth fixing	"Yes, 1 square is fresh water we can reach, nearly all of it under the ground." Script matched (and trimmed to 149 words: "But rivers carry the rain water back to the ocean").
W2	L02 quiz q8	review-accuracy step 4 (the course against itself)	Key "Each bar's top will land on a line" — the lesson had just taught that the ocean's 97 does not sit on a line. A strong student objects.	Worth fixing	Key "The lines show where each bar's top should reach."; fb and why say the same; Grade 4's "easy to draw and easy to read" kept.
W3	L02 quiz q9 and L03 quiz q7–q8	review-questions 26 / 43 (a check is a fresh instance; one quiz's key is not another's)	One drawing (the bird feeder) carried L02-q9 "which bird visited most often?" (sparrow) and L03-q8 "what does the graph show?" (sparrows visited most often).	Worth fixing	L02-q9 gets its own graph, `q_graph_fruit` (fruit in a class's lunch boxes: banana 12, orange 9, grapes 5, pear 7); the feeder graph stays L03's. New figure rendered and read on the page.
W4	L03 article; L03-q4, q5, q9; PR-8; PP-24, PP-26, PP-27	B2 sentence atomisation (the explicit link stated — never "says nothing about")	Eight lines said "says nothing about X" / "and nothing about X" instead of what was and was not measured.	Worth fixing	Each names the measurement: "The graph has one bar for all the lakes on Earth together, not a bar for one lake."; "The table measured how far the car rolled, and never what the class liked."; "The table has no row for a smooth floor."; "and never measured smell"; "and never measured how a shower feels"; "and never measured every paper plane"; "and never counted flowers"; "the graph does not count next year, warmth or the roof".
W5	L03-q9, PR-8, RECALL-2	B5 (fb aimed at that wrong option)	Two distractors shared one feedback line (L03-q9, PR-8); RECALL-2's two options shared one line.	Worth fixing	Each distractor's fb names its own case ("The candle that burned longest may have had no smell at all. The table measured burning time only."; "The fastest shower head may feel soft or harsh…"); RECALL-2's wrong option opens "Rain has no salt in it."
W6	L04 quiz q5	B4 distractors name only what the student has met	Option "the town itself, upstream of the center" — "upstream" is never taught (only "downstream" was glossed).	Worth fixing	"the town's own homes"; fb "The homes take their water from the river above the center…"
W7	L04 article and forest, the Grade 4 recall	B1 prerequisites; B2 the link stated	"Using any energy resource changes the land, the air or the water. Using the river's water changes the water too" — river water is not an energy resource, so "too" had no bridge.	Worth fixing	"Using a natural resource like the river's water changes the water too: the water that leaves the town is dirty." (Grade 3's word, recalled.)
W8	L04 article, the tanks	Root cause 1 (a label dropped bald); review-questions 11	"SETTLING TANKS" was a label on the figure and a caption, never said in the prose; the bank's fixed set names the step by that label.	Worth fixing	One idea line after the step: "The town calls these wide tanks the settling tanks." — explain, then label; a convenience name used only as the step's label, never a key on its own.
W9	L05 script screen, L05b script screen, summary screen	James's harm → damage swap (30 Sep); the board figure says "The damage"	THE HARM / CUTS THE HARM / LESS HARM in three on-screen chips.	Worth fixing	THE DAMAGE / CUTS THE DAMAGE, DOES NOT END IT / LESS USED, LESS DAMAGE. Batch rebuilt; `grep -ci harm` on the batch = 0.
W10	L04 quiz q3 (the claim)	Root cause 6 (say the specific thing)	fb "That counts." and why "What a town does counts" — counts for what?	Worth fixing	"The town protects the river itself." in both fb; why ends "The town protects the river itself, so the girl is not right."
W11	PP-44 (Rocco's reason), PP-46 (Remy's reason), PP-37 (Virginia lights), PP-38 (Oklahoma gasoline), PP-07 (storm drain)	review-questions 74 (silly distractor) and 48 (a hard tag names its thinking)	Hard "correct reason" items with three absurd distractors ("drawn in pencil", "rivers clean themselves in a single day") are easy; "paint the switches blue", "wash the car every weekend", "steam, boiled by the ocean" are picks no child makes.	Worth fixing	Distractors a child would pick: "Rain never falls the same two years in a row." / "A class made the graph, not a scientist." / "The graph has too few bars to show anything."; "The government pays for everything a town builds." / "A river cleans itself as it flows along." / "A town can protect only its own lake, not a river."; "Open the blinds, and keep the lights on as well." / "Replace the bulbs with new bulbs that use the same electricity."; "Buy a bigger car with a bigger gas tank." / "Drive to school a little faster."; "fresh water, kept apart in a pool by the shore". Key positions unchanged.
W12	PP-49 (forks)	review-questions 5 (explicit subject)	"How many fewer plastic forks a week did the plan throw away?" — a plan throws nothing away.	Worth fixing	"How many fewer plastic forks a week does the class throw away now?"
W13	PR-12 (the written design task), model	B2 plain words	"so the woods run short of trees less soon"	Worth fixing	"so fewer trees are cut, and the woods keep more of their trees."
W14	PR-13 and RECALL-6	review-questions 26 (fresh instance)	Near-twins: "A town builds a big lake to store its water for / through dry summers. What is that / the lake called?"	Worth fixing	PR-13: "A city in Washington builds a wall across a valley, and a big lake forms behind it to store the city's water. What is the lake called?" Options unchanged.
W15	L03 figure `card_rocco`	review-figures 3 / 17 (text clear of the frame)	The "Rocco says the graph shows this" line sat on the card's bottom-left border.	Worth fixing	The who-line is the card's top line ("Rocco says the graph shows this:"), where the frame question sits on the teaching cards. Re-rendered and read.
S1	L04 headache	review-accuracy	"Pipes carry water from the river into every home" — real towns treat drinking water first.	Simplification-leave	The lesson is about used water; drinking-water treatment goes on the deliberately-omitted list.
S2	L04 cleaning steps	review-accuracy	Four steps (screens, settling, tiny living things, a test); real works also disinfect and aerate.	Simplification-leave	Recorded by the author; nothing stated is wrong.
S3	L01 shares	review-accuracy	97 / 2 / 1: the true groundwater share is nearer 1.7 of 100 and ice nearer 1.7; "about" and Grade 4's taught values.	Simplification-leave	The course keeps one dataset; L01 says "about" and "nearly all".
S4	L02 "less than 1" chips	review-figures 12	No bar for lakes and rivers.	Simplification-leave	The lesson says why ("A bar that short cannot be drawn"), and the honest zero-height bar would be invisible.
S5	L04 "The town built the water-cleaning center itself"	review-accuracy	A town council's works stand for "local".	Simplification-leave	The belief is about governments far away; a town is local government and the point holds.
N1	L03 structure	7 Oct judges-cases rule	See the author's-calls table.	Not an error	—
N2	L01–L05b openers	Root cause 11	Two of six lessons open with a quoted child (Rhea, Rocco); both claims are the register's; L04's Remy speaks after the steps; the other four are the narrator over the scene.	Not an error	—
N3	Every claim item	Root cause 2	Three quiz claims and three bank claims, each with its register source line.	Not an error	—
N4	L02 the 97 chip	review-figures 17	The value chip sits over the 100 gridline's number area.	Not an error	Inside the plot, above the bar, readable at 900 px.
N5	Intro poll	review-questions 35	Ready line names the topic; three replies; no coined word.	Not an error	—
N6	Figures: all 60 rendered PNGs and the built routes	review-figures 1–17, 26	Every figure opened on its own render and on the page (six article routes, six quiz routes, practice, PP100, summary, intro); the page forces one colour scheme, so one shot each. Labels on the thing; every item graph's blind text is bar-top numbers; every board's blind text lists the lines present; every chain's prints "(blank)"; the ramp and plane tables read as data; the wrong-bar graphs (washing at 25; ice caps at 60; cookies at 6) show the fault the stem asks for and nothing else.	Not an error	—

Root-causes checklist (the ten Grade 4 faults, each looked for): 1 bald jargon — none coined; "settling tanks" fixed (W8) · 2 invented misconceptions — none; three register beliefs, each sourced · 3 verdict with no question — none; every verdict recaps and contradicts · 4 "So" before a told fact — none · 5 lettered cases — none · 6 vague phrasing — W4, W10 fixed · 7 heat as object — n/a · 8 contrasts not parallel — none · 9 convenience term tested — "water-cleaning center" never keyed; W8 · 10 first-person ban — n/a; "we call it" frames stand · 11 quoted child at the top — two of six, both documented.

Items changed after the read (keys unchanged throughout)

Stem, option or figure: L02-08 (key wording), L02-09 (new figure, new scene), L04-05 (one option), L05b-04 (re-scened), PR-13 (stem), PP-07 / PP-37 / PP-38 / PP-44 / PP-46 (distractors), PP-49 (stem). Feedback or why only: L03-04, L03-05, L03-09, L04-03, PR-08, PR-12 (model), RECALL-2, PP-24, PP-26, PP-27. Prose: L01 one idea line and one script beat; L03 one idea line; L04 forest and two idea lines (one new); three screen chips. Figures: card_rocco relaid; q_graph_fruit added (60 figures). Key strings: attached A B B A A B A B B unchanged; every quiz, practice and bank key index unchanged. The second-read list is blind/2026-10-08-reviewed/CHANGED_IDS.md (ids only).

Gates after the fixes

build_tools_check_topic.py → 0 FAIL, 52 WARN; S46-COUNTS B=0 C=0 D=0. The two new S36 words are "snack" (L05b-q4, a school word) and "harsh" (PR-8 fb, beside "soft"); the rest are the author's answered list.
build_tools_check_terms.py → 0 declared terms, no hits.
grade5/check_g5_articles.py → 0 FAIL; articles 286 / 393 / 359 / 348 / 265 / 245; scripts 149 / 149 / 145 / 149 / 150 / 147; intro 112; summary 165.
check_key_tells.py → KEY TELLS: 0 of 126 MCQs flagged.
check_svg_ids.py → PASS (60 figures, 0 ids).
vault check_lessons.py --adapter tools/check_adapter_g5.json → 0 FAIL, 89 WARN; S118 0 FAIL.
Blind bundle re-cut to blind/2026-10-08-reviewed/ → 118 mcq, 5 text (4 numeric), 1 frq; 124 held; [Drawing:] lines grepped for wrong / missing / right / yes / no: / most / the cookies bar / 3 children → 0 hits.
build_tools_video_batch.py → 8 videos, key string A B B A A B A B B; check_brief.py every video ✓ with only the standing intro-questions and summary-protected notes; grep -ci harm 0; grep -ci strand 0. Not sent.
Page rebuilt to /tmp/g5t17_review.html (6 lessons, 13 practice, 53 pp100, 60 figures); L02 quiz and L05b quiz re-shot and read after the fixes.

Deliberately omitted (so the next reader does not re-report them)

Drinking-water treatment before the river water reaches the homes; disinfection and aeration at the cleaning works; the true fractions (ocean 96.5, ice 1.7, groundwater 1.7, lakes 0.01, rivers 0.0002 of 100); the water cycle's step names (Grade 4 Topic 24); what the tiny living things are (bacteria) and how they eat waste; sludge disposal; where the cleaned water's remaining nutrients go.

Owed after this pass

The two cold readers (Role A) on blind/2026-10-08-reviewed/BLIND_BUNDLE_G5T17.md, with the eleven ids in CHANGED_IDS.md read first; the picture pass on the 5 cartoon and 4 photo placeholders; the batch waits for James's word.

The bank, in brief

53 items in content/G5T17_pp100_bank.py: 49 four-option MCQs, one typed word (ocean) and three typed numbers. Per atom: EAR5-027 10 · EAR5-028 10 · SR5-023 10 · EAR5-045 9 · EAR5-046 14. Easy 16, medium 25, hard 12, rising with the atom's place in the topic. MCQ keys A 14 · B 14 · C 12 · D 9. Thirty types, one exemplar each on the type sheet: the four places; which statement is true; where the river carries rain; the graph's labels and steps; a drawn graph read, a wrong bar found, a difference typed; which question a table was made for and what the data shows; a claim beyond the data; the cleaning steps; who gets the clean water; which resource a community protects; the board's four lines; which plan cuts the damage; how a plan helps; the missing box in a chain; a job the plan must do; the three children's beliefs by their correct reason; the flood day; the partly kept plan; the missing part of a design. Every scene is fresh against the lessons, quizzes and practice (the author's scene-noun grep is in the build record; re-performed in the review for the five rewritten items).

The records, in full

The build record (v1, 8 October 2026)

Skill: course-build → write-lesson (L01 the fact with the documented belief met after the evidence; L02 the graph routine on the class's own data, Grade 4's two bar-graph rules recalled word for word; L03 a classification of questions by example sequence with the data routine run on every yes case; L04 the fact in the examples form with a near-miss contrast and the documented belief; L05 / L05b the design capstone in two short parts) → 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 (six lesson scripts, the elementary micro-lesson anatomy); write-summary (the summary) @ cca3af6

Grade 5 Topic 17 — Why fresh water is scarce, and how to protect it — build record (v1, 8 October 2026)

What this is, in plain words

Rain pours on Miss Quiroga's school, and Rhea says most of Earth's water must be fresh because rain is fresh. The topic counts Earth's water as 100 squares (Grade 4's picture): 97 are salt water in the ocean, about 3 are fresh, and the fresh rain only runs back to the ocean through the rivers (L01). Rhea builds the class's bar graph of the five places from its table, counting the side in tens because the ocean's number is 97, and writing "less than 1" where lakes and rivers are too small for a bar (L02). Rocco says the graph is about water, so it shows the town's lake is running low; the class tries four questions on the graph and finds it answers only the question it was made for — how much water each place on it holds (L03). Then the two protect-a-place lessons: a town on a river cleans its used water, step by step, before it returns it, so the river below the town stays clean (L04); and the class designs its own fix for the school garden's hose — the resource, the damage, the plan (L05) — then follows the rain from the roof to the barrels to the garden to the smaller damage, and says honestly that on a dry week the hose comes back on (L05b).

Counts. 6 lesson pages (5 atoms; EAR5-046 in two parts) · 6 scripts (150, 149, 145, 149, 150, 147 spoken words by the course count) + intro (112 words, 3 question marks) + summary (165 words, one part) · 6 attached questions + the intro's poll + 3 summary questions · 49 quiz items (8 + 9 + 9 + 8 + 8 + 7) · 13 practice items (11 MCQ, 1 numeric, 1 written; three Grade 3 / Grade 4 retrievals first; "reservoir" recalled by MCQ last) · recall bank 8 items · PP100 bank 53 items (49 four-option MCQs, 1 typed term, 3 typed numbers; EAR5-027 10, EAR5-028 10, SR5-023 10, EAR5-045 9, EAR5-046 14; easy 16, medium 25, hard 12; MCQ keys A 14 · B 14 · C 12 · D 9) · 59 figures (50 SVG by code, 4 photo placeholders, 5 cartoon placeholders) · checker 0 FAIL, 50 WARN (S46-COUNTS B=0 C=0 D=0; every WARN answered below) · check_terms.py 0 declared terms, no hits · check_g5_articles.py 0 FAIL (articles 279 / 393 / 361 / 335 / 265 / 245 words) · check_key_tells.py KEY TELLS: 0 of 126 MCQs flagged · check_svg_ids.py PASS (59 figures, 0 ids written) · vault check_lessons.py 0 FAIL, 89 WARN (S118: 0 FAIL, one one-way-crossing WARN answered below) · names run exit 0 · page builds (/tmp/g5t17_test.html: 6 lessons, 13 practice, 53 pp100, 59 figures) and all six article routes, the L02 and L05 quiz routes, the practice and PP100 routes screenshotted at 900 px and read · blind bundle cut to blind/2026-10-08 (118 MCQ, 5 typed of which 4 numeric, 1 written; 124 held) · video batch built (8 videos, key string A B B A A B A B B, B 5 of 9), check_brief.py every video ✓ with only the standing intro-questions and summary-protected notes, grep -ci strand 0 · NOT sent. Nothing committed.

Structural decisions (in place of a blueprint)

Lesson	Title (the skill in student terms)	Headache scene, and who asks	Example sequence / spine	Check type	Video?
L01 EAR5-027	How little of Earth's water is fresh	the rainy morning at school; Rhea voices the register's belief ("most of Earth's water must be fresh, because rain is fresh"); the narrator: "Let's count Earth's water and see"	the fact in the examples form: Grade 4's hundred squares recalled → the five places in a table (97 / 2 / 1 / less than 1 / less than 1) → where the rain goes (Grade 3's cross-section; Grade 4's "rivers carry the rain water back to the ocean") → Rhea recapped and contradicted → the rule	(c) what / what / what / claim / why / transfer / apply / apply	video and article
L02 EAR5-028	Make a bar graph of where Earth's water is	Rhea with the class's table; the narrator: "How does Rhea turn the table into a bar graph?"	the routine, Grade 4's two rules recalled word for word, then staged on the board: title and side label → the side in tens to 100 (because the ocean's number is 97) → names and bottom label → a line at every number → the ocean bar just under the 100 line → the short bars → "less than 1" in place of a bar → read: the ocean bar towers → the rule	(b) scaffolded on a fresh table (a family's gallons): side label, top number, bottom, lines-or-bars, a drawn wrong bar, a drawn graph with no lines, a right graph, why lines first, a fresh graph read	video and article
L03 SR5-023	Let the graph answer the question, and only that question	the finished graph on the board; Rocco voices the register's overclaim ("the graph is about water, so it also shows our town's lake is running low"); the narrator: "Which questions can the graph answer? Let's try some."	p n p n on ONE object (the class's graph), frame "Can the graph answer this question?", two deciding features (is the place on the graph; does it ask how much water the place holds); the data routine (read the bars, say what they show) run on each yes; a table of three more; Rocco recapped and contradicted; the rule	(a) fluency yes / no on a fresh table (a ramp test; string y y n n), what the table shows, the claim (a boy, last spring's rain shows next month), the question a feeder graph was made for, the feeder graph read, what to say to a question the data cannot answer	video and article
L04 EAR5-045	How a town cleans its used water before it goes back to the river	a town on a river in Missouri; the narrator: "Where does all that dirty water go?"	the fact with one minimal pair on the same town: used water straight back (the river below turns cloudy and smelly, the fish die) → cleaned first, step by step (screens, settling tanks, tiny living things, a test) → clean; Grade 4's "using any energy resource changes the land, the air or the water" recalled; Remy's documented belief ("only the government; nothing our town does counts") after the steps, recapped and contradicted; the rule	(c) what / why / claim / apply / apply / transfer / transfer / what	video and article
L05 EAR5-046 (part 1)	Design the fix: name the damage and plan a change	Remy with the hose in the school garden; the reservoir low (Grade 3's word recalled with its gloss); the narrator: "Can the class use less of its water, and still keep the garden alive?"	the design routine on the board, line by line: the resource and how we use it → the damage → our plan; Grade 4's "criterion" recalled in one line as the job the barrels must do; the rule	(b) scaffolded on a fresh case (the sprinkler family): resource, damage, which plan cuts it; a drawn board with the damage line missing; a plan that cuts nothing (a bigger printer); the cafeteria's trays (damage, plan line); the criterion recalled	video and article
L05b EAR5-046 (part 2)	Design the fix: say how the plan helps	the barrels under the gutter pipes in the rain; Miss Quiroga asks for the board's fourth line	the chain followed step by step (roof → gutter and pipe → barrels → the garden watered from them → the hose stays off → less water taken from the reservoir) → the fourth line → the honest limit (a dry week empties the barrels; the plan cuts the damage, it does not end it) → the rule	(b) scaffolded on the sprinkler family's plan (first step, last step), a drawn chain with a missing box (the lights-off plan), what the plan cuts, does a fountain plan help, what a partly kept plan does to the damage, a transfer (a jug in the fridge)	video and article

One line each, with the reason:

The unit word is "squares out of 100", not the register's "buckets". Grade 4 Topic 24 taught Earth's water as 100 squares (97 blue, 2 white, 1 green) and its grid is the course's one depiction of that split; one depiction per thing wins over the register's e.g., and the taught values (97 / 2 / 1, "a slice of 1" for lakes and rivers) are reused exactly. Items vary the container (cups, buckets, jars, bottles) as fresh instances of the same split.
EAR5-027 re-enters Grade 4's fact with the five places' numbers and meets the rain belief by Grade 4's own sentence (rivers carry the rain water back to the ocean); the lesson adds the table L02 graphs and nothing Grade 4 did not teach.
The graph is a registered variant of the Grade 4 bar graph (same frame, title, two labels, numbered gridlines, bars to values) with a 0–100 axis in tens, because Grade 4's drawer asserts every value is a multiple of the gridline step and the ocean's value is 97; the lesson teaches that 97 sits just under the 100 line, and lakes and rivers get a "less than 1" chip on the baseline instead of a bar (an honest zero-height bar). Every item graph on fresh data is Grade 4's drawer unchanged.
L03 teaches the judging rule by example sequence inside the SR5-023 lesson, with the routine run on each yes case. The 7 Oct rule says a rule that judges cases gets its own example-sequence lesson, never folded into the build lesson that runs one case; here the atom IS "use the data to answer the question the test asked", whose last step ("and nothing more") is the judgement, and the register's belief is the overclaim. The architecture gives SR5-023 one lesson; the sequence is the lesson's spine and the read is each yes verdict's second sentence. Recorded as collision 1 below, not legislated.
"Water-cleaning center" is a convenience name (described first: "a big building by the river where it cleans its used water. The town calls it the water-cleaning center"); never tested, never recapped; the cleaning steps are the tested content.
EAR5-046 is two lesson pages, L05 and L05b, one atom (James's flag that the design lesson would run long); L05's quiz is the check between; a/b numbering because the two are halves of one idea.
The design board has four lines (the resource and how we use it; the damage; our plan; how the plan helps) because TEKS 5.11A asks for the plan AND how it helps; the board is Grade 4 Topic 2's board, the course's one depiction of a plan written down.
"damage", never "harm": the S36 word list carries James's own swap (30 Sep 2026: harm → damage); applied across every file (128 replacements) before the gates ran.
One running class, three children, one teacher, each scene carried by one child (Rhea L01–L02, Rocco L03, Remy L04's claim and L05–L05b); nobody hands a scene to a second child.
Every lesson gets a video: each has a motion a child should watch (rain running to the ocean, a graph building bar by bar, a card landing on the graph, water through the four steps, the board filling, the rain down the pipe into the barrel).
The intro is the rainy morning and a teacher's real message (the town has asked everyone to use less water); it names no term, points at no lesson's example (Rhea's claim is not in it), and ends on the ready line and the poll.

Grade 3 and Grade 4 doorways, recalled by one line and (where the idea is from further back) one recall-bank item, never re-taught: Grade 4 Topic 24 ("Nearly all of Earth's water is salt water in the ocean. Most of the fresh water is frozen in ice caps and glaciers, or under the ground."; "Rivers carry the rain water back to the ocean"; salt water / fresh water) — L01 forest and lines, RECALL-1 / -2, PR-1; Grade 4 Topic 25 ("A bar graph also needs two labels: one up the side saying what the numbers count, and one along the bottom saying what each bar stands for."; "Before you draw any bar, rule a line right across at every number. Then draw one bar for each name, up to its number.") — L02 forest and lines (the first split at its colon into two idea lines for the 22-word budget, every word kept), RECALL-3 / -4, PR-2; Grade 4 Topic 29 ("Using any energy resource changes the land, the air or the water") — L04 line, RECALL-5; Grade 3 Topic 28 ("A big lake built to store a town's water is called a reservoir"; "A natural resource runs short when people use it faster than nature replaces it"; "Conserving a natural resource means using it carefully, so it does not run short") — L05 lines, RECALL-6 / -7, PR-3, PR-13; Grade 4 Topic 11 ("A job the design must do is called a criterion") — L05 line, RECALL-8, L05-q8.

The simplifications, named: the five places' shares are rounded to whole squares (97 / 2 / 1) as Grade 4 taught them; lakes and rivers are "less than 1" each rather than their true tiny fractions; the water-cleaning steps are four (screens, settling, tiny living things, a test) with no chemicals or air pumps; "tiny living things, far too small to see" stands for bacteria; "the town built it itself" stands for a town council's works, which is local, not the state or federal government the belief has in mind.

Questions for James

None. No lesson's best teaching was genuinely uncertain; the judgement calls below were decided for the student and recorded.