Topic 31 "Heart and lungs" — your read (8 October 2026)

The science is right at this level and the three lessons teach it in order, the reviewer said; the ten Grade 4 faults were looked for one by one and none was found. Two Must-fix: a bank distractor true of breathed-out air (replaced by the reversal error) and a guinea-pig item that said "the cat". Eleven Worth fixing: two L03 sentences ("which pumps it" → "the heart pumps that blood"; "his lungs breathe faster" → "he breathes faster, so his lungs take in more air"); the L01 script's missing "never stops, even asleep" line, which five items lean on; the fixed reason set's "Its" under people; a recorder distractor true of the scene; a silly and a duplicate distractor on the exchange item; "water" → "water vapor"; a feedback line's form; and three drawings (the two-box loop's empty top third, the loop frame width, the air tube forking into both lungs). Eleven simplifications left with reasons (the heart "in the middle", "the part of the air a living thing needs", Bruno's minute, water vapour as a distractor, the capstone's purpose-clause options, the smartwatch item's tag, the rule beats, the words, the tiers, the three-sentence beats, the goat's stomach). No key changed.

Two readers answered all 92 items cold and agreed every key (the order item as a list, the multi-select's two sentences, the four typed words). Their flags, all applied: a fogged-window scene that was itself water vapour beside a "water vapor" option (re-scened to a whistled note); "the stomach only" on a loop item (now "the stomach"); "oxygen gas" accepted on the two typed oxygen items; the L01 script now says the heart squeezes more slowly asleep, which one bank item leans on; and the key runs they saw were the bundle's shuffle — the bank's own string has no run of three. Four draw-constraint pairs they spotted are on the type sheet. Two items changed wording (PP-14, PP-41) and sit in blind/2026-10-08-adjudicated/CHANGED_IDS.md for a re-read.

50 items in content/G5T31_pp100_bank.py: 45 four-option MCQs, three typed words (heart, oxygen, lungs), one two-of-four select and one order item. Per atom: LIF5-055 15 · LIF5-056 18 · LIF5-057 17. Easy 23, medium 18, hard 9, rising with the atom's place (the capstone 4 / 9 / 4). MCQ keys A 12 · B 10 · C 12 · D 11. Twelve question types, one exemplar each on the type sheet: what a heart is doing; what the heart is and what a squeeze does; beats counted as squeezes and the tap; the typed heart and two counts compared; which gas passes in or out; where the air goes and which part fills; the two tubes and the claim by its correct reason; why breathe, what the used air carries, what happens where air meets blood; the typed oxygen and the two true sentences; which part in the loop, the blank table and loop drawings, the blood's next stop; why faster; the loop in order, why slower, holding a breath, the typed lungs. The one claim item voices the register's same-tube belief. Every scene is fresh against the lessons, quizzes and practice (the scene-noun grep in the build record).

Skill: review-lesson (Roles B and C; Role A is the two cold readers who follow) → review-questions, review-figures, review-accuracy @ cca3af6 — the non-author review and fix pass of Grade 5 Topic 31, 8 October 2026

Topic 31 "Heart and lungs" — the non-author review (8 October 2026)

1. The short version

The science is right at Florida 5.L.14.1's level and the three lessons teach it in the right order: the heart as a muscle that pumps by squeezing, the lungs as the place where oxygen passes into the blood and the waste gas passes out, then the loop and why both speed up together. Nothing a biologist would strike is left: two sentences in L03 were tightened (the heart pumps blood, never "it" the carbon dioxide; a person breathes, lungs take in air), and one bank distractor that was true of real breathed-out air ("the oxygen her body did not need" — most of the oxygen breathed in comes straight back out) was replaced, because a strong student would have picked it and been marked wrong. The other Must-fix was a slip: a guinea-pig item's distractor said "until the cat wakes up". The one teaching gap was in the L01 video: the article says the heart never stops, even asleep, and two quiz items and three bank items test exactly that, but the script never said it; the line is now spoken. Three drawings were redrawn where the picture did not match the words (the two-box loop sat under an empty third of its frame; the air tube ran into one lung while the text said it splits in two; one label ran to the frame edge on a phone).

On the author's calls: no term coined (right — Florida asks for organ jobs, not vessel names; "pulse" and "windpipe" would be convenience terms tested nowhere), "tubes" and "the tap at the wrist" as the words (Grade 4's word and a plain description), the scripts' rule beats with no recap opener (the 30 Sep ruling allows it at the cap), and the rebalanced bank tiers (LIF5-057 4 / 9 / 4; the two items re-made as medium are more of the skill, not new scenes) all stand.

Counts: 2 Must-fix · 11 Worth fixing · 11 Simplification-leave · 7 Not an error (named because a reader will ask). Keys: none changed; no key position moved. Key strings unchanged (lesson quizzes 1 2 1 2 1 + y y; 0 2 1 1 0 1 + n; 1 0 2 0 1 2 0; attached A C B B A C; practice 2 0 1 0 1 1 0 2 0 0; bank A 12 · B 10 · C 12 · D 11; recall B C A).

The ten Grade 4 faults (ROOT_CAUSES_2026-10-07.md), looked for one by one: no bald jargon (nothing coined; five recalled words each with a recap line); no invented belief (only register SD-6, voiced once in L02's quiz and once in the bank); every verdict answers a question asked ("Is Asha right?" → "…and Asha is not right"); "So" opens only deductions ("A thing that pushes liquid along is a pump. So the heart pumps…"); no lettered cases; no vague frame ("leaves a mark", "stays put", "plays a part" — none); no heat sentence; the one contrast pair in one frame (food / air, stomach / lungs); no convenience term recapped or tested; no quoted child at any opener. Clean on all ten.

2. Role B — the guidance checklist, lesson by lesson

Role D (review-accuracy) rows are in §3 under A; Role Q (review-questions, every quiz, attached, summary, practice, recall and bank item, the 4 typed, 3 FRQs, the order item and the multi-select) under Q; review-figures under F.

3. Findings and dispositions

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

4. Role D — accuracy, the atoms against the reference

Deliberately omitted (register scope; do not re-report): the heart's chambers, valves and two sides; arteries, veins, capillaries, "blood vessel"; "pulse", "windpipe / trachea", "alveoli"; why the body needs oxygen (respiration); what blood is made of; blood pressure; the heart rate as a number to learn; that breathed-out air still holds oxygen; water vapour in breath.

5. Role C — what changed, and the second read

Items whose wording, options or drawing changed (ids only, in blind/2026-10-08-reviewed/CHANGED_IDS.md): L02-03, L03-07, PP-29, PP-30, PP-31, PP-35, PP-36, PP-37, PP-40, PP-41. Text-only changes a reader need not re-read: L03 article lines (findings 3, 4), L01 script (5), PR-3 fb (13), PP-35's key clause (1, key wording shortened, position unchanged). No key changed; no key position moved; every key string as in §1. No reorder proposed, so no alternating-run check was needed. No fresh scene was introduced by the fix pass (every rewrite is an option on the item's own scene), so the design-move inventory is unchanged.

Second read: two cold readers on blind/2026-10-08-reviewed/BLIND_BUNDLE_G5T31.md (the whole bundle; the first bundle was never read), with CHANGED_IDS.md beside it. Bundler count line: 83 mcq, 4 text (0 numeric), 3 frq, 1 order, 1 multi — held 92, bundled 92; no shortfall. For PP-47 (the order item) the adjudicator runs skills/review-lesson/check_order_keys.py per reader.

6. Gates after the fixes

7. For James

None. No finding here would change what a student learns by his answer; the author's four calls (no coined term; "tubes" and "the tap"; rule beats without the recap opener; the rebalanced tiers) were read and stand, with the reasons in §1 and rows 20–22.

Adjudication (8 Oct 2026)

Skill: review-lesson (Role C) @ cca3af6. Two cold readers read blind/2026-10-08-reviewed/ (92 items). Agreement: every key — 0 MCQ disagreements across 83 MCQs; PP-46's two keyed sentences both chosen; PP-47 (order) compared as a list, MATCH first-to-last; the four typed items answered oxygen (PR-12), heart (PP-42), oxygen (PP-44), lungs (PP-50). Flags and outcomes:

Gates after the pass: check_topic 0 FAIL, 29 WARN (S46 A = B = C = D = 0) · check_terms no hits · check_g5_articles 0 FAIL (297 / 299 / 298; scripts 150 / 150 / 150) · key tells 0 of 87 · check_svg_ids PASS · check_lessons 0 FAIL, S118 silent · site rebuilt · bundle re-cut to blind/2026-10-08-adjudicated/ (92 held, 92 bundled) with CHANGED_IDS.md = PP-14, PP-41 (ids only; the accept-list widenings and the script line change no reader-visible item) · batch rebuilt (L01 145 words; key string A C B B A C), check_brief.py all five ✓. Not sent, not committed.

Skill: course-build → write-lesson (three concept introductions in the fact form, what before why, the rule last; L03 the capstone traces the loop and applies it to the running case) → 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 23 renders and five built pages; the non-author pass is owed) @ cca3af6

Grade 5 Topic 31 — Heart and lungs — build record (v1, 8 October 2026)

What this is, in plain words

Three short lessons on the two organs in the chest, the second of the five human-organ topics (Florida SC.5.L.14.1; no Texas or Arizona code). Asha, in Miss Ellison's class, presses two fingers on her wrist and counts 72 beats in one minute, then 120 after 20 jumping jacks (L01: the heart is a muscle; it squeezes again and again; each squeeze pushes blood along tubes to every part of the body; one tap at the wrist is one squeeze; it never stops, even asleep). Bruno swims along the bottom of the pool and must come up for air within a minute, though he can go all afternoon without eating (L02: air goes down a tube from the throat into the lungs; food goes down its own tube, to the stomach; inside the lungs oxygen passes from the air into the blood, and the waste gas, carbon dioxide, passes out of the blood and is breathed out). Arlo stops at the top of a steep hill with his heart thumping fast and his breathing fast, both at once (L03, the capstone: the lungs put oxygen into the blood, the heart pumps that blood to every part of the body, the blood brings the waste gas back to the lungs; up the hill his legs need more oxygen, so both speed up together). Grade 4 Topic 33 taught the three organs' one-line jobs; this topic deepens the heart (a muscle, a pump, the tap) and the lungs (what passes between the air and the blood) and joins them in the loop. It coins no new word: heart, lungs and stomach are Grade 4's, oxygen is Grade 3's, carbon dioxide is Grade 4 Topic 34's, each recalled with one recap line and never re-coined.

Counts. 3 lessons · 3 scripts (147, 150, 150 spoken words) + intro (108 words, 2 question marks) + summary (107 words) · 3 attached questions + the intro's poll + 3 summary questions · 23 quiz items (8 + 8 + 8; two FRQs) · 12 practice items (10 MCQ, 1 typed, 1 written; three Grade 3 / Grade 4 retrievals first) · recall bank 3 items · PP100 bank 50 items (45 four-option MCQs, 3 typed, 1 multi-select, 1 order; LIF5-055 15, LIF5-056 18, LIF5-057 17; easy 23, medium 18, hard 9; MCQ keys A 12 · B 10 · C 12 · D 11) · 23 figures (16 SVG by code, 7 cartoon placeholders, 0 photos) · articles 297 / 299 / 295 words.

Structural decisions (in place of a blueprint)

Lesson order and titles (the architecture row's atom order; the capstone LIF5-057 third): L01 The heart: a muscle that pumps blood (LIF5-055) · L02 The lungs: oxygen in, waste gas out (LIF5-056) · L03 How the heart and lungs work together (LIF5-057). Titles name the skill in student terms. L02 before L03 because the loop needs "oxygen passes into the blood" in hand first.

What each lesson adds beyond Grade 4 Topic 33 (whose lexicon reads "the heart pumps blood all round the body, the lungs take in air, and the stomach mashes up food"): L01 adds that the heart is a MUSCLE (squeezes and lets go), that each squeeze pushes blood along tubes out and other tubes bring it back (a loop), that one tap at the wrist is one squeeze, and that it never stops. L02 adds what happens INSIDE the lungs — oxygen from the air passes into the blood; the waste gas passes out and is breathed out — and meets the register's one documented belief by name (two tubes). L03 adds the loop and the reason both speed up together. Grade 4's sentences are reused word for word where a lesson leans on them ("A thing that pushes liquid along is a pump. So the heart pumps blood all round the body."; "air goes down a tube from his throat"; "the lungs take in air").

Scope calls (decided and recorded, not asked). No chambers, no valves, no two sides of the heart, no "artery / vein / blood vessel" (the word is "tubes", Grade 4's), no "pulse" (the lesson says "the tap at the wrist"), no "windpipe" ("a tube from the throat"), no WHY the body needs oxygen (respiration is grades 6-8's; the lessons say "every part of the body needs oxygen to work" as a told fact), no heart rate as a fact to learn (72 and 120 are Asha's two counts; the rule says "about once a second"). "Oxygen" and "carbon dioxide" are said as the told names because both are already the course's words (Grade 3 Topic 33: "it takes in oxygen from the water through its gills"; Grade 4 Topic 34: "that gas is called carbon dioxide") — recalled, never coined, never tested as chemistry: the items ask which part of the air passes into the blood and which gas is breathed out, nothing about what the gases are.

The headache scenes and who asks. L01: Asha counting her own wrist beats — a thing a science class really does — and the NARRATOR asks "So what is beating under her fingers?" (no quoted child). L02: Bruno under the water; the narrator states the surprise before asking ("He can go all afternoon without eating. But he cannot go even one minute without air.") and asks what his body takes from the air. L03: Arlo at the top of the hill; the narrator asks why the heart and the breathing speed up together. Openers vary: a classroom count, a pool, a hill. The only quoted child in the topic is Asha in L02's claim item, voicing the register's documented belief.

The example sequences, written out.

• L01 (fact form, positives only — the heart pumps in every case, so no honest non-example): frame "Is Asha's heart pumping blood?"; object Asha's heart; one feature a step (what Asha is doing): asleep (yes, slowly) → sitting still (yes, about once a second) → doing jumping jacks (yes, about twice a second). The asleep case is the hard-to-spot member, placed in the article's "The tap" section and in the verdict table whose title is the frame's question. Shape p p p.
• L02 (fact form, two states of one thing): frame "What passes between the air and the blood?"; object the air in Bruno's lungs; feature the breath: in (oxygen passes into the blood) → out (carbon dioxide passes out of the blood). The breath table is its figure. The two-tubes contrast is a parallel pair, not a sequence: "Food goes down its own tube, to the stomach. Air goes down its own tube, to the lungs." (check_parallel.py: only the deciding words differ).
• L03 (fact form, the loop's stops): frame "Where is the blood now, and what passes in or out of it?"; object Arlo's blood; feature the place: the lungs (oxygen in) → the heart (pumped along) → the leg muscles (oxygen out, carbon dioxide in) → the lungs (carbon dioxide out). Then a second two-case fact run on activity: sitting still (slow) → riding up the hill (fast), carried by the table.

Check types. L01 type (a) fluency on a one-step fact with its hard-to-spot members (8 items); L02 type (c) what / why / misconception / transfer, FRQ last (8 items; the one claim item in the topic); L03 type (c) what / why / transfer, FRQ last (8 items; no claim item — no documented belief). Full design-check-sequence records below.

Which lessons could do without a video, and why. None. L01's squeeze-and-push with the tap at the wrist is a motion; L02's two tubes lighting and the gas arrows crossing are the teaching; L03's loop running round and then running faster is the atom. All three carry video="video and article".

Figures. Code draws every exact thing: the loop (L01's heart-and-body variant; L03's full loop; three item variants with one box blank), the two tubes, the air-and-blood exchange, four tables (Asha's counts; the verdict table; breathing in / out; sitting / hill), two part-and-job item tables, and the three rule cards. Cartoon placeholders for the four scenes with children (the intro's track; Asha's wrist; Bruno under the water; Arlo's hill), the body cutaway, and the heart and the lungs — the last two IMPORTED from Grade 4 Topic 33's figures so the course draws each organ once. No photo is owed: every real thing in this topic is a person or an organ. Imported drawers: Grade 3 Topic 17's primitives; Grade 3 Topic 20's table_svg; Grade 4 Topic 4's placeholders; Grade 4 Topic 3's rule_card; Grade 4 Topic 33's _item_table, heart_cartoon, lungs_cartoon. Depiction register and tie-breaks in figures.py's docstring (oxygen arrows red and DOWN the LEFT with the word oxygen on them; waste arrows blue and UP the RIGHT with the words carbon dioxide — words on every arrow, never colour alone). check_svg_ids.py PASS (no ids at all: arrowheads are polygons).

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

None. The one place a ruling could have been asked — whether "oxygen" and "carbon dioxide" are said at Grade 5 — is settled by the course itself (both are earlier topics' words, so they are recalled) and recorded above as a judgement call.

Design-check-sequence records

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Skill: design-check-sequence @ cca3af6

Part: L01 The heart: a muscle that pumps blood

Type: (a) — a one-step fact (the heart is a muscle that pumps blood by squeezing) with hard-to-spot members (still, asleep); the payoff is a state-the-job behaviour, not a mechanism to explain.

Plan: 8 items, climbing recognise → apply. Fluency ×3: which part thumps after the stairs (3 opt); is the standing deer's heart pumping (y / n); is the sleeping cat's heart squeezing (y / n) — the always-true fact tested where a child thinks it switches off. Apply ×5: what each thump the nurse hears does; what pushes blood out to cold toes; what a muscle does; what happens to the squeezes when a girl runs for a bus; what a real heart IS (last, the hard-to-spot "a lump of muscle" against the stomach's bag and the lungs' sponge). No claim item: the register names no belief about the heart. Two-option string y y; three-option keys 1 0 2 1 2 1.

Belongs in practice/test instead: the J4 what-the-heart-does set, the M4 what-it-is set, the S4 what-a-squeeze-does set, the counts (bank types 1–4).

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Skill: design-check-sequence @ cca3af6

Part: L02 The lungs: oxygen in, waste gas out

Type: (c) — the atom is what happens inside the lungs (oxygen into the blood, the waste gas out) and the register names a belief for it.

Plan: 8 items. What ×3 (where the breathed-in air goes; which part of the air passes into the blood; which gas leaves with the used air — the two recalled words recognised among sisters, 3 opt each); why ×1 MCQ (why a girl must breathe straight after blowing up a balloon); misconception ×1 (register LIF5 SD-6 'food, air travel down the same tube to the same place inside you', voiced by Asha — the air she breathes in goes to her stomach — bare yes / no, addressed in the lesson's 'The air does not go to the stomach.' and the two-tubes pair); transfer ×2 (a horse's breath on a cold morning; an astronaut's air tanks); why FRQ last on a FRESH case (a sleeping girl's breaths — read against the article's pool and the quiz's balloon, horse and astronaut). Two-option string n. Three-option keys 0 2 1 1 0 1.

Belongs in practice/test instead: the G4 which-gas set, the W4 where-the-air-goes set, the two-tubes statements, the claim by its correct reason, the typed oxygen, the multi-select (bank types 5–9).

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Skill: design-check-sequence @ cca3af6

Part: L03 How the heart and lungs work together

Type: (c) — the capstone is an explanation (how the two work together; why both speed up) with no documented belief.

Plan: 8 items. What ×3 (where a reader's blood picks up oxygen; which part pumps the blood that carries oxygen to the brain; where the blood carries a woman's carbon dioxide); why ×2 (why a sprinting boy's heart beats faster; why a girl on the stairs breathes faster — reason MCQs, options reasons only); transfer ×2 (a dog after chasing a ball — which sentence is true; the loop drawing with the lungs box blank, blind text as data); why FRQ last on a FRESH case (a boy carrying heavy boxes upstairs — read against the article's hill and the quiz's sprint, stairs and dog). No claim item. Three-option keys 1 0 2 0 1 2 0.

Belongs in practice/test instead: the P4 which-part set, the table and loop blanks, the next-part items, the R4 reason set, the order item, the chained items, the typed lungs (bank types 10–12).

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The key strings

Lesson quizzes (MCQ keys in order; two-option items as y / n): L01 1 2 1 2 1 with two-option y y (positions 2 and 3) · L02 0 2 1 1 0 1 with two-option n (position 5) · L03 1 0 2 0 1 2 0. No position above 60 % in any lesson's same-size items (S7 silent). Attached questions in video order (L01, L02, L03, summary ×3): A C B B A C (A 2 of 6). Practice MCQ keys 2 0 1 0 1 1 0 2 0 0. Bank MCQ keys A 12 · B 10 · C 12 · D 11. Recall bank B C A. No four alternating keys in a row anywhere (vault S116 silent).

The example sequences, written out (one self-check table per sequence)

check_lessons.py S118: silent (0 FAIL, 0 WARN) on all four blocks.

The rules applied (rulings 1–13 of the brief, and the vault notes they point to)

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

Not stated anywhere: Grade 4 Topic 33's two beliefs (one big lung; food stays in the stomach) — Grade 4's job, already tested there; any belief about the heart (the register names none; Reiss and Tunnicliffe's "the heart is where feelings are" is NOT in the register, so it is not stated or tested). No belief was invented; the physics catalogue has no row on these atoms.

Checker result, every WARN answered

build_tools_check_topic.py: 0 FAIL, 28 WARN (S46 A = 0, B = 0, C = 0, D = 0). build_tools_check_terms.py: no hits (0 declared terms; the five recalled words skip A, B, D and are reused in every lesson). grade5/check_g5_articles.py: 0 FAIL (scripts 147 / 150 / 150; articles 297 / 299 / 295; intro 108; summary 107, opener ok). check_key_tells.py: KEY TELLS: 0 of 87 MCQs flagged (a: 0, b: 0, c: 0) (seven fixed sets declared in KEY_TELL_EXEMPT_SETS). check_svg_ids.py: PASS. check_lessons.py (vault, Grade 5 adapter): 0 FAIL, 47 WARN, stamp written; S118 silent. build_tools_names.py Arlo Asha Bruno Ellison: all from Topic 31's row (Arlo in Topic 16, Asha in Topic 37, Bruno in Topic 13 — cross-topic recurrence is information only; one child per name within this topic). build_tools_build_topic_site.py → /tmp/g5t31_test.html builds (3 lessons, 12 practice, 50 pp100, 23 figures); screenshots of the three article routes, the L02 quiz route and the practice route opened and read (figures inline, headings every ≤ 8 lines, the rule box, every quiz item). check_brief.py handoff/G5T31/videos/batch_G5T31.json: all five videos ✓ (no finding at all; grep -ci strand = 0). The batch is NOT sent.

Earlier runs' FAILs, all fixed before this record: five idea lines of 24–27 words (split); three scripts of 191–197 words (rewritten to 147–150: rule beats without the recap opener, one scene sentence fewer, the pump definition left to the article); articles of 315–367 words (trimmed to 295–299); twelve key tells (keys shortened, distractors given the same joiner); a quiz stem reusing the headache's "fingers"; one stem carrying an earlier item's key; a bank tier that fell at the capstone (LIF5-057 had more easy than hard: two easy items re-made as medium, one as the fingers' oxygen item); an intro line that counted its parts ("two parts did that work" → "his heart and his lungs did that work"); two closing bullets flagged for "every part of"; a bug in the item loop's blind text that blanked two boxes; the two-tubes pair recast in one frame after check_parallel.py showed three varying slots.

Bank freshness, re-performed

Scene nouns of every lesson, quiz, attached, summary, intro, recall-bank and practice item: wrist, thumb, clock, jumping jacks, Asha, Bruno, Arlo, Ellison, swimming pool, underwater, bike, hill, track, race, finish; stairs, deer, field, sleeping cat, patch of sun, nurse, snow, toes, bus, doctor's model; balloon, cold-morning horse, astronaut, space suit, sleeping girl; reader, puzzle, dog with a ball, park, heavy boxes; neck tap, goalkeeper, cold-morning boy, monkey bars; squirrel, singer, sleeping dog; goat, hummingbird, leaf, rabbit's cage, baker's dough, slide, tower of blocks, cold hands, teacher at the board, fox, raked leaves, snowman. Grep over every bank stem, option and order list (word-bounded, plural allowed) after the pass: 3 hits, each read and kept — PP-25 "A doctor presses two fingers on the top of a boy's foot" (the quiz's doctor holds a model; a doctor is a person, not a scene, and the foot tap is a fresh instance of the tap move, used nowhere else), PP-35 "A guinea pig sleeps" (the grep's "cat" matched nothing; the hit is the word "sleeps", a verb; the quiz's sleeping cat tests the heart alone, this item tests both organs together), PP-37 "shovels snow" (the quiz's snow is the cold-toes blood item; this is the why-faster reason set). Re-scened during the pass: the nurse's wrist count → a smartwatch's count; the neck tap → the top of a boy's foot; the wrist taps after a race → a fitness band after a game of tag; a cow in a field → in its barn; a sleeping cat → a guinea pig; a boy across a field → across the playground; the mail carrier (used twice) and the cat's leap dropped for two medium items.

Blind-text grep

4 [Drawing: …] lines in the bundle (the part-and-job table with one blank; the loop with the lungs, the heart, the body box blank). Each line is data: the cells, the box order with "?" in the blank, the chips, the arrow colours, directions and words. Grep of the lines for the answer words in their own item (lungs on the blank-lungs lines, heart on the blank-heart line, body on the blank-body line) and for verdict words (correct / answer / wrong): 0 hits. The blank-lungs loop drops the AIR IN / AIR OUT chips, which would have named the answer.

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

Renders opened at 900 px: loop_full, loop_heart_body, two_tubes, lung_exchange, pumping_table, pulse_table, breath_table, rest_hill_table, q_loop_blank_lungs, pp_table_blank_lungs, rule_l01, rule_l02; and the five page screenshots. Fixed on the render: lung_exchange's title and arrow labels crossed the box and ellipse edges (boxes moved apart, ellipse enlarged); rule_l02's one long rule line ran to the frame edge (split into four lines). Every label points at the thing it names; the oxygen arrows run down the left in red with the word oxygen, the waste arrows up the right in blue with the words carbon dioxide; the item loops print "?" in one box; no def ids. The heart and lungs cartoons are Grade 4 Topic 33's placeholders, unchanged.

Names run

python3 build_tools_names.py Arlo Asha Bruno Ellison → Arlo INFO (Topic 16), Asha INFO (Topic 37), Bruno INFO (Topic 13), Ellison free. All four are Topic 31's row of grade5/NAMES_POOL.md; one child per name within the topic (Asha L01 and the L02 claim; Bruno the intro and L02; Arlo L03). No other name appears anywhere in the topic (grep of the content for capitalised names: none beyond these and Miss Ellison).

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

The mechanical twin (vault S1 / S26 / S40 / S67 / S77 family through check_lessons.py) ran clean after the splits.

write-intro and write-summary self-checks

Intro (narrative type): the three lessons read and their rule lines listed (the lexicon); none said, paraphrased or implied — the intro says the chest "thumps" and the breathing "slows with it" and names the two organs as the parts that did the work (Grade 4's words; the object is the big picture), never "pumps", "muscle", "oxygen" or the loop. No "is called", "it turns out", "depends on", "step by step"; no counted list (the "two parts" line was recast after check_brief.py's intro/count); one scene (the finish line on the school track), one child, one time; two question marks plus the ready line's; the map line "To find out, we will look at the heart, the lungs, and how the two work together." follows a question and names subjects in words the child has; no pointer at L01's wrist count; 108 words; the scene could happen on any school field; the poll with the three fixed replies.

Summary: opener "Here's everything we found out about heart and lungs." with nothing before it; the three lessons' rule lines in teaching order, word for word; no coined term (none to say; the recalled words appear inside the rule lines); no example re-told, no scene with an action; connectives First / Next / And last; 107 words, one part; three summary bullets, one per lesson; "Okay, now your turn."; three attached questions on fresh scenes (a goalkeeper; a cold-morning breath; monkey bars), keys B A C. check_brief.py summary: clean, no protected-words note.

Judgement calls and rule collisions

1. "Oxygen" and "carbon dioxide" are recalled, not coined. The brief allowed them as told names if judged the plain words a Grade 5 child meets; the course already says both (Grade 3 Topic 33's fish "takes in oxygen"; Grade 4 Topic 34 coins carbon dioxide). The coined-term rule says reuse with a one-line recap, never re-coin — so terms is empty, recalled_terms carries both, each gets one recap line in L02, and neither is tested as chemistry (the items ask which part of the air passes into the blood and which gas is breathed out). Recorded, not asked.
2. A topic with no coined term. The checker's term items (S33 / S34) have nothing to read; the practice set still climbs to production by typing "oxygen" (a recalled, closed, spellable word) after an MCQ that offers it, and recalls "carbon dioxide" by MCQ (RECALL_BY_MCQ: two words, thirteen letters). The vault's S26 WARN is answered above.
3. The scripts' rule beats carry no recap opener. 150 words would not hold the scene, the two cases, the rule and "So, here's what we've seen." The rule is the last teaching beat and is spoken whole; the opener is dropped, which the 30 Sep ruling allows where the beat before has done the naming. The article keeps the full shape.
4. The pump definition lives in the article, the script says "The heart is a pump." Grade 4 coined the pump in full ("A thing that pushes liquid along is a pump"); the article repeats it word for word before "So the heart pumps blood all round the body." The script, at the cap, states it after showing the pushing. Both media teach the atom's behaviour (pumps blood round the body).
5. The capstone's bank tiers. S31 asks the last atom to have at least as many hard as easy items; the honest hard items on LIF5-057 are four (the order item, two chained items, the typed lungs), so the easy tier was cut to four by re-making two easy picks as medium moves (which part the blood goes through next; what happens to the oxygen at the fingers) — more of the skill, not a stranger scene.
6. The two-tubes pair. James's own heat pair varied two slots; check_parallel.py asks for the deciding words only. "Food goes down its own tube, to the stomach. Air goes down its own tube, to the lungs." passes and says the two-tubes idea in the frame itself; every restatement (fb, why, bank options) uses the same form.
7. No photo in the topic. Every real thing here is a person or an organ, which the pack renders as a cartoon; a stethoscope or a swimming pool photo would decorate, not teach. Recorded so the picture pass does not look for one.

Owed

• The non-author passes: review-figures over the 23 renders and five pages; review-questions over the 23 quiz, 3 attached, 3 summary, 12 practice, 3 recall and 50 bank items; review-accuracy (the loop at this level — one heart box, no sides; "oxygen leaves the blood" at the muscles; the breath table).
• The blind read of blind/2026-10-08 by two cold readers, then adjudication and CHANGED_IDS.
• The batch is built and checked (handoff/G5T31/videos/batch_G5T31.json, five videos, check_brief.py clean) and NOT sent: every Grade 5 batch waits for James's go after the sample.
• The picture pass (7 cartoons, 0 photos) after the text is clean and reviewed; no question for James holds it.
• Deploy and commit are the coordinator's.

The recall bank

Non-author review applied (8 October 2026) — pointer

Skill: review-lesson (Roles B and C) → review-questions, review-figures, review-accuracy @ cca3af6. The full record is REVIEW_G5T31_2026-10-08.md; the page for James is REVIEW_NEXT_G5T31.md. In short: 2 Must-fix (PP-35's stray "the cat"; PP-30's distractor true of breathed-out air), 11 Worth fixing (two L03 sentences tightened; the L01 script now says the heart never stops, even asleep; R4 person-neutral; PP-29 and PP-31 distractors; L02-q3 "water vapor"; the two-box loop's frame; the loop frame width; the air tube forking into both lungs; PR-3's fb form), 11 Simplification-leave, 7 Not an error. No key changed; no key position moved. Counts now: scripts 150 / 150 / 150; articles 297 / 299 / 298. Gates re-run to their stated results (§6 of the review record). Blind bundle re-cut to blind/2026-10-08-reviewed/ with CHANGED_IDS.md; batch rebuilt and checked, not sent.