Earth & Space and Life: the scripts, on one page

Skim the narration: 53 lessons in 14 topics, the intro and summary of each, scripts only, no questions. A note box sits under every script; one button per topic sends what you wrote to the build as your notes.

Before the rest of Grade 3 is authored — rule on these

1. DONE (16:00): the twelve multi-scene intros are rewritten to one scene with a big-picture headache; the intros on this page are the new versions. Read them as part of the skim.

The question as it stood at 15:30: Twelve of these fourteen intro videos have more than one scene. Hold the intros back from the video batch and rewrite them first?

Today you ruled on Topic 31: one thing to focus on, a simple headache, then dive in; and on Topic 22: bigger picture, more connectives. Among the fourteen here, only Topics 30 (Saskia at sunset) and 38 (Annelie's yard after the storm) hold one scene. Seven switch scene two or three times (Topics 25, 26, 27, 33, 36, 41, 42); five switch once (28, 29, 34, 35, 39). Topic 36 has four scenes (turtles on a beach, a foal, an owl and a beaver, a dog at the door). Topic 33 is the classroom-pets scenario you disliked in Topic 22, and it promises a hamster, a fern and a fish tank that the lessons never use (they use a budgie, an aloe and pond fish).
The lesson scripts themselves do not have this problem. Each holds one running case.

Recommendation: send the 53 lesson videos to the pipeline now; hold the 14 intro videos; rewrite the twelve multi-scene intros to one scene with a big-picture headache and send them as a second batch.
Choices: Hold the intros and rewrite / Send the intros as they are / Rewrite everything before any video goes.

2. RULED (16:30) and DONE: "Here's the rule" is swapped for natural phrasing in every script of Topics 22–42 — the scripts on this page are the new versions. James: "by default, in almost all the cases I've seen so far, 'here's the rule' isn't appropriate. Happy for you to rule on a more natural phrasing in general and make the changes for those lessons that haven't yet been made into videos." The phrasing is chosen by lesson kind — a run of cases closes "So, here's what we've seen."; a generalisation "Here's the pattern."; a consequence "So, when…"; a definition or routine "So, …" — 75 openers, every before → after in grade3/records/RULE_PHRASING_SWEEP_2026-09-30.md; vault 10 Rules/A rule is spoken in natural speech, never announced as here is the rule.md. The intros here also now ask at most three questions (his Topic 27 note).

The question as it stood at 15:30: "Here's the rule" opens the rule beat in 51 of these 53 scripts. Swap it for natural phrasing now, before the videos are made?

You said on Topic 24 not to re-author existing writing, just bear it in mind. None of these 53 videos exists yet, so a swap now is a wording edit in the script files (about an hour, no re-authoring); after the videos are made, the same change is an audio edit per video.
The natural forms already in use elsewhere: "So, when…", "So the whale is a mammal", or simply the rule sentence on its own.

Recommendation: swap now, in these 53 scripts only; leave the Physics and Matter scripts that are already video.
Choices: Swap now / Leave, and apply the rule forward only.

3. Six typed-recall words here are as hard to spell as "chrysalis". Which become MCQ? (James, 16:30, on spelling generally: "allow one or two characters missing or incorrect in the spelling, and then just send a personalized message" — the grader change is with the other agent; this question stays open for the six words.)

The chrysalis ruling (Topic 40, today) needs a threshold to apply across the band. The typed items in these topics ask a child to type: amphibian (3 items), arthropod (2), vertebrate (2), invertebrate (2), reservoir (1), hibernate (1). None of the first four accepts a single misspelling. Also typed, but with common misspellings accepted: explanation, hurricane, telescope, conserving, natural resource, recycling, lightning rod, storm shutters.
Every other typed word here is one a grade-3 child can spell by sounding it out (soil, clay, rot, star, gas, Sun, fossil, stem, roots, flood, levee, mammal, bird, fish, gills, fins, need, migrate, dormant, moist, joint).

Recommendation: MCQ for amphibian, arthropod, vertebrate, invertebrate, reservoir and hibernate; keep the rest typed with their misspelling lists.
Choices: My six / Every coined word of three syllables or more / Keep them typed, add misspellings.

4. RULED (16:30): "garden soil" stays ("definitely don't use loam"); the platypus is out of the rule and the tests but is in Topic 36 L01's article as a fun fact, untested ("it might be fun to include it… as a fun fact… but then not worry about testing it"). "Stay, move away, die" (Topic 42) is not yet ruled.

The question as it stood at 15:30: Two names the authors left open for you: "garden soil" and no platypus. Confirm?

Topic 26 L04 calls the dark, crumbly soil "garden soil" (the everyday name; "loam" is the textbook word and is not a grade-3 atom's term). Topic 36 L01 says "Mammals give birth to live young" and never names the platypus (the one mammal that lays eggs). Topic 42 L04 uses "stay, move away, die" and never says the atom's title words "thrive" and "perish".

Recommendation: keep "garden soil"; leave the platypus out (it breaks the rule for one animal a grade-3 test never asks about); keep "stay, move away, die".
Choices: Confirm all three / Change one (say which).

Applied without asking: the units rule (Topic 24), the hands rule (29 Sep), the intro-ends-on-a-ready-line rule (26 Sep), the vague-sentence rule (Topics 37 and 40) — every hit is in the fixes list below, not re-asked.

Fixes I will make without asking (under rules you have already given; other agents act on these)

Under rules James has already given. Topic/lesson/beat refs so other agents can act on them. No topic content has been edited by this record.

T25 L01, beats 3-8 and the L01 quiz. The quiz asks the child to type "tornado", and "tornado" is in the topic's terms, but the video never says the word (it teaches flood, hurricane, lightning, blizzard). Add one beat on the tornado (a spinning column of very strong wind; the harm it brings is strong wind) or drop the typed item. Same for "windbreak" in L02: coined in terms and asked in practice, never said in the video. A quiz tests what the video taught.
T25 L03, beats 3-6. Three explanation cards are on screen and a red cross lands on "the old-fence card", but the narration only ever voices two explanations (the cow, the wind). Say the third ("the fence was old and fell by itself") in beat 2, or cut the card. Beat 4 says three observations; the screen direction says "the four lines appear".
T25 L01, beat 9. "brings a harm, flood water, strong wind, lightning or deep snow" reads as a list of five in speech. Say "brings a harm: flood water, strong wind, lightning or deep snow".
T26 L04, beat 6 and the summary. "Dark, crumbly, some: garden soil." "Some" is a one-word label a child cannot pin down (some what?). Say "Dark, crumbly, some water runs through: garden soil." Same for "Orange, sticky, sits".
T28 L02, beats 2-3 and the chips. "People cut 20. Only 5 new trees… Then 70. Then 55." Numbers without their unit. Say "cut 20 trees", "5 new trees", "85 trees, then 70 trees, then 55 trees"; the chips PEOPLE CUT 20 / NATURE GREW BACK 5 and the year strip 100, 85, 70, 55 carry "trees" too.
T30 summary. "How bright a star looks depends on two things: how big and bright it is, and how far away it is" is in the summary but in no lesson script (L03's design named it; the script dropped it). A summary restates what was taught; cut the line or add it to L03.
T33 intro. Promises a hamster, a fern and a tank of fish; the lessons use a budgie, an aloe and pond fish. Fold into the intro rewrite (question 1).
T35 L02, beat 3. The narration names three features (feathers, a beak, eggs); the screen direction says "two ticks". The card needs three rows or the rule two features.
T34 L02, beat 7. "The rule." Missing its verb; becomes the natural phrasing under question 2 anyway.
T42 L02, beats 1-2. "Three cactus plants from one cactus: the sunny sill, a shady corner, a bowl of water." and "Two months later: fat and green, thin and pale, soft and brown." Two lists with no actor and no verb; a listener cannot tell which pot is which. Say "Alistair cuts three pieces from one cactus and puts one on the sunny sill, one in a shady corner, one in a bowl of water." and "Two months later, the one on the sill is fat and green, the one in the corner is thin and pale, and the one in the bowl is soft and brown."
Hands in screen directions (the 29 Sep rule: a video avoids hands unless a hand is the point; arms as simple oblongs holding the thing). T26 L01 beat 1 (Meera's handful) and beat 3 (a pin presses); T26 L04 beat 3 (a finger rubs each); T27 L01 beat 1 (sand running through Kezia's fingers); T29 L03 beat 1 (Piet pulls his hand back); T33 L01 beat 9 (Edda's hand with the seed); T35 L03 beat 1 (Ophelia's hand pulled back). Redraw each as the thing alone, or an oblong arm.
Intro connectives. Every intro here strings short sentences with no joining word ("Nobody bent it. In the pot next to it…"; "Black stumps. Ash."). Folded into the intro rewrite (question 1): "But nobody bent it", "So where are they all?".

Left alone, on purpose

T27 L03 beat 2, "Anything in rock is from long ago": the grade-3 tell for "long ago"; a simplification that fits the atom, not an error.
T41 L01 beat 4, "tiny floating plants" for plankton: the fit-for-purpose word at this grade.
T36 L01 rule, "Birds, reptiles, amphibians, fish and insects lay eggs": a few snakes and fish bear live young; the grade-3 rule stands (question 4 covers the platypus).
T29 L01 beat 4, "more than a hundred Earths fit across the Sun": checked, 109.

Topics on this page: 25 Dangerous weather · 26 Soil · 27 Fossils · 28 Using and conserving natural resources · 29 The Sun · 30 The stars · 33 What living things need · 34 Backbone or no backbone · 35 The five vertebrate groups · 36 Eggs, body parts and senses · 38 Plant parts and their jobs · 39 Plants respond · 41 Food chains · 42 Living together and coping with change

Topic 25 · Dangerous weather (G3T25 · 3 lessons)

Intro video (120 words, about 60 s)

Here's a town beside a river. It has rained for three days, so the river is rising, and water is spreading across the road toward the houses. Nobody can stop the rain. But the people aren't just watching: they're stacking bags of sand along the bank as fast as they can. Will the bags hold the water back? Then, in the morning, a fence lies flat in the mud. So what knocked it down: the water, or the wind that blew all night? That's what this topic is about: what dangerous weather can do, how people hold it back, and how to work out what really happened. Okay, so are you ready to find out what dangerous weather can do?

L01 · Weather can do damage · `EAR3-013` (150 words)

Here's Isadora at her window. Three days of rain, and the river's high. Can rain really do any damage? The river rises over its banks, and water spreads to the doors: a flood. Flood water soaks the ground floor. Now let's go to the Florida coast. A hurricane is a huge storm from the sea, and it brings strong wind. Strong wind tears shingles off roofs and knocks trees down. Now let's visit a farm in a thunderstorm. Lightning can set a roof on fire, so when it thunders, go indoors. And now a blizzard in Minnesota brings deep snow that blocks the roads. So, here's what we've seen. Dangerous weather causes damage: it brings flood water, strong wind, lightning or deep snow. Each kind of dangerous weather does its own damage. Nobody can stop the rain, but people build things that hold the water back. Okay, now your turn.

Dangerous weather causes damage: it brings flood water, strong wind, lightning or deep snow. Each kind of dangerous weather does its own damage.

Attached question: Flood water has reached the door of this house. What damage does flood water do to this house? soak the ground floor ✓ · tear the shingles off the roof · set the roof on fire

Screen directions, beat by beat

1	Here's Isadora at her window. Three days of rain, and the river's high.	[the cartoon: Isadora at the window, rain, the high river; no title slide]
2	Can rain really do any damage?	[chip CAN RAIN DO DAMAGE?]
3	The river rises over its banks, and water spreads to the doors: a flood.	[the Day 1 panel, then the Day 3 panel; the water rises; chip FLOOD]
4	Flood water soaks the ground floor.	[chip FLOOD WATER, then chip SOAKS THE GROUND FLOOR beneath it]
5	Now let's go to the Florida coast. A hurricane is a huge storm from the sea, and it brings strong wind.	[the wind panel, before; streaks arrive from the left; chip HURRICANE; chip STRONG WIND]
6	Strong wind tears shingles off roofs and knocks trees down.	[the after panel: the bare roof patch, shingles on the ground, the tree falls]
7	Now let's visit a farm in a thunderstorm. Lightning can set a roof on fire, so when it thunders, go indoors.	[the lightning card: the bolt, then the small flame; chip LIGHTNING]
8	And now a blizzard in Minnesota brings deep snow that blocks the roads.	[the snow panels: snow piles onto the road around the car; chip DEEP SNOW]
9	So, here's what we've seen. Dangerous weather causes damage: it brings flood water, strong wind, lightning or deep snow. Each kind of dangerous weather does its own damage.	[the four-row table builds a row at a time; rule text]
10	Nobody can stop the rain, but people build things that hold the water back.	[the Day 3 panel again, calm; chip PEOPLE PLAN FOR IT]
11	Okay, now your turn.	[the attached question appears]

L02 · A defense holds back what the weather brings · `EAR3-014` (149 words)

Here's Rupert at his front door. The river is rising again. Last spring, flood water came in under this door. Nobody can stop the rain, so what can he do? He and his dad stack sandbags across the doorway, and the sandbags hold the water back. Inside, the floor stays dry. Something built so that weather does less damage is called a defense. Now let's look at the whole town. A long bank along the river, a levee, holds back flood water. Storm shutters hold back strong wind. A lightning rod gives lightning a safe path to the ground. And a snow fence catches blowing snow before it reaches the road. But a levee can't hold back wind. A defense works when it holds back what is coming. Here's the pattern. Nobody can stop the weather, but a defense can hold back what it brings. Okay, now your turn.

Nobody can stop the weather, but a defense can hold back what it brings. A defense works when it holds back what is coming.

Attached question: A wall of sandbags stands across a shop doorway as the river rises. What does the wall hold back? strong wind · flood water ✓ · lightning

Screen directions, beat by beat

1	Here's Rupert at his front door. The river is rising again.	[the cartoon: Rupert at the door, the river high behind; no title slide]
2	Last spring, flood water came in under this door. Nobody can stop the rain, so what can he do?	[chip NOBODY CAN STOP THE RAIN; chip SO WHAT CAN HE DO?]
3	He and his dad stack sandbags across the doorway, and the sandbags hold the water back.	[the sandbag card: bags stack row by row; the water rises to the second row]
4	Inside, the floor stays dry. Something built so that weather does less damage is called a defense.	[chip DRY INSIDE glows; chip DEFENSE]
5	Now let's look at the whole town. A long bank along the river, a levee, holds back flood water.	[the levee card: the river rises up the bank; the town stays dry; chip LEVEE]
6	Storm shutters hold back strong wind. A lightning rod gives lightning a safe path to the ground.	[the shutters card, then the lightning rod card; chips STORM SHUTTERS, LIGHTNING ROD]
7	And a snow fence catches blowing snow before it reaches the road.	[the snow fence card: the drift grows at the fence; the road stays clear; chip SNOW FENCE]
8	But a levee can't hold back wind. A defense works when it holds back what is coming.	[the mismatch card: the streaks pass over the levee; the red cross appears]
9	Here's the pattern. Nobody can stop the weather, but a defense can hold back what it brings.	[rule slide reuses the sandbag doorway; rule text]
10	Okay, now your turn.	[the attached question appears]

L03 · Choose the best explanation · `SR3-022` (146 words)

Here's Harriet in her yard on Tuesday morning. The fence is flat on the grass. Why did it fall? Her brother says a cow pushed it over, and her mom says the wind blew it down. An idea about why something happened is called an explanation. Which explanation is best? Let's check what Harriet observed: branches all over the yard, the wind howling all night, and no cows anywhere near. No cows live near the yard, so the cow explanation doesn't fit. The wind howled all night, branches are down, and the fence lies the way the wind pushed: the wind fits everything. Her brother likes the cow explanation. But liking it doesn't make it fit. So, the best explanation is the one that fits everything you observed. Check each one against every observation, and choose the one that fits them all. Okay, now your turn.

The best explanation is the one that fits everything you observed. Check each explanation against every observation, and choose the one that fits them all.

Attached question: Dulce's trash can lies on its side down the street. Here is what she observed. Which explanation fits everything she observed? A dog knocked the can over. · The can was too full and tipped. · The wind blew the can over. ✓

Screen directions, beat by beat

1	Here's Harriet in her yard on Tuesday morning. The fence is flat on the grass.	[the cartoon: Harriet at the flat fence, branches around; no title slide]
2	Why did it fall? Her brother says a cow pushed it over, and her mom says the wind blew it down.	[two speech chips: A COW PUSHED IT · THE WIND BLEW IT DOWN]
3	An idea about why something happened is called an explanation. Which explanation is best?	[chip EXPLANATION; the three explanation cards, no marks]
4	Let's check what Harriet observed: branches all over the yard, the wind howling all night, and no cows anywhere near.	[the evidence card: the four lines appear one by one]
5	No cows live near the yard, so the cow explanation doesn't fit.	[the question DOES IT FIT WHAT HARRIET OBSERVED? appears above the cards; a red cross on the cow card]
6	The wind howled all night, branches are down, and the fence lies the way the wind pushed: the wind fits everything.	[a red cross on the old-fence card; a green tick on the wind card]
7	Her brother likes the cow explanation. But liking it doesn't make it fit.	[chip LIKING IT DOESN'T MAKE IT FIT]
8	So, the best explanation is the one that fits everything you observed. Check each one against every observation, and choose the one that fits them all.	[rule slide reuses the three marked cards; rule text]
9	Okay, now your turn.	[the attached question appears]

Summary video (233 words, about 116 s)

Dangerous weather, the defenses that hold it back, and the best explanation. Here's everything we found out. First, the weather. Dangerous weather causes damage: it brings flood water, strong wind, lightning or deep snow. Each kind of dangerous weather does its own damage. Flood water soaks the ground floor, strong wind tears shingles off and knocks trees down, lightning can set a roof on fire, and deep snow blocks the roads. Most weather does no damage. One rainy afternoon fills two puddles, and that's all. Next, defenses. Nobody can stop the weather, but a defense can hold back what it brings. Sandbags and a levee hold back flood water. Storm shutters hold back strong wind. A lightning rod gives lightning a safe path to the ground. A snow fence keeps deep snow off the road. A defense works when it holds back what is coming. A levee can't hold back wind. Then, explanations. An idea about why something happened is an explanation. Harriet's fence fell: a cow, or the wind? The best explanation is the one that fits everything you observed. Branches down, the wind howling all night, no cows near: the wind fits everything. Not the funniest one, and not the one you like. The one that fits. That's the whole topic: the damage the weather does, the defense that holds it back, and the explanation that fits. Okay, now your turn.

Topic 26 · Soil (G3T26 · 4 lessons)

Intro video (120 words, about 60 s)

Here's a forest floor in the fall. Leaves drift down, as they have every fall for hundreds of years. So by now it should be buried in leaves. But it isn't: a thin layer, and under it, the ground. Look closely at that ground. Pale, hard bits. Dark, soft crumbs. A piece of an old leaf. So where did all those leaves go, and where did the pale bits come from? And why is the ground here loose and gritty, when the ground by the stream is sticky? That's what this topic is about: what soil is made of, where it came from, and how to tell one soil from another. Okay, so are you ready to dig into soil?

L01 · What soil is made of · `EAR3-001` (147 words)

Here's Meera in the school garden with a handful of soil. Just dirt, says Lyle. Dirt is dirt. Let's look closer, through a round glass that makes small things look bigger: a magnifying glass. Some bits are pale and hard. Meera presses one with a pin: it doesn't squash. Those are bits of rock. Some bits are dark and soft. Here's a bit of a leaf. Here's a bit of twig. Those are bits of dead plants. Now let's take the soil apart another way. Meera puts a spoon of soil in a jar of water and shakes it. An hour later, the bits of rock have sunk to the floor. Most of the bits of dead leaves float at the top. So, here's what we've seen. Soil is made of broken bits of rock mixed with bits of dead plants and animals. Okay, now your turn.

Soil is made of broken bits of rock mixed with bits of dead plants and animals.

Attached question: Here is soil under a magnifying glass. What is the pale bit the black arrow touches? a bit of a dead leaf · a bit of rock ✓ · a drop of water

Screen directions, beat by beat

1	Here's Meera in the school garden with a handful of soil. Just dirt, says Lyle. Dirt is dirt.	[the cartoon: Meera's handful; speech chip DIRT IS DIRT; no title slide]
2	Let's look closer, through a round glass that makes small things look bigger: a magnifying glass.	[the magnifying glass moves over the soil; chip MAGNIFYING GLASS; the lens view fills the screen, no labels]
3	Some bits are pale and hard. Meera presses one with a pin: it doesn't squash. Those are bits of rock.	[a pin presses a pale grain; chip BIT OF ROCK appears on the grain]
4	Some bits are dark and soft. Here's a bit of a leaf. Here's a bit of twig. Those are bits of dead plants.	[chip DARK CRUMB, then chip BIT OF DEAD LEAF, as each is named]
5	Now let's take the soil apart another way. Meera puts a spoon of soil in a jar of water and shakes it.	[the jar: murky brown; chip JUST AFTER SHAKING]
6	An hour later, the bits of rock have sunk to the floor.	[the grains settle into a pale layer; chip BITS OF ROCK]
7	Most of the bits of dead leaves float at the top.	[leaf bits rise to the top; chip BITS OF DEAD LEAVES]
8	So, here's what we've seen. Soil is made of broken bits of rock mixed with bits of dead plants and animals.	[rule slide reuses the labelled lens view; rule text]
9	Okay, now your turn.	[the attached question appears]

L02 · The bits of rock come from bigger rocks breaking apart · `EAR3-002` (142 words)

Here's Kezia at the beach with a handful of sand. Every grain is a tiny bit of rock. Where did they all come from? Here's a big rock on the cliff. A crack runs down it. At the bottom of it lie pieces that have broken off: big pieces, pebbles, and grit, tiny bits of rock. Now consider one pebble. The waves roll it against other pebbles, year after year. Tiny bits rub off. The pebble gets smaller and rounder. The bits that rub off are grains of sand. So a grain of sand was once part of a bigger rock. Boulder, rock, pebble, grit, grain of sand. All the same stuff, smaller and smaller. And it takes far longer than a person lives. So, the bits of rock in soil come from bigger rocks slowly breaking apart. Okay, now your turn.

The bits of rock in soil come from bigger rocks slowly breaking apart.

Attached question: Here is a cracked rock on a hillside, with grit at the bottom of it. Where did the grit come from? Bits broke off the big rock. ✓ · It fell from the sky. · It grew out of the ground.

Screen directions, beat by beat

1	Here's Kezia at the beach with a handful of sand. Every grain is a tiny bit of rock. Where did they all come from?	[the cartoon: sand running through Kezia's fingers; chip WHERE FROM?; no title slide]
2	Here's a big rock on the cliff. A crack runs down it. At the bottom of it lie pieces that have broken off: big pieces, pebbles, and grit, tiny bits of rock.	[the cracked rock; chip CRACK; chips BROKEN-OFF PIECES, then GRIT, as each is named]
3	Now consider one pebble. The waves roll it against other pebbles, year after year. Tiny bits rub off. The pebble gets smaller and rounder.	[the pebble rolls in the waves; it shrinks and rounds; specks drift off it]
4	The bits that rub off are grains of sand. So a grain of sand was once part of a bigger rock.	[the specks become grains; chip GRAIN OF SAND]
5	Boulder, rock, pebble, grit, grain of sand. All the same stuff, smaller and smaller. And it takes far longer than a person lives.	[the size strip builds left to right; chip ALL THE SAME STUFF, SMALLER AND SMALLER]
6	So, the bits of rock in soil come from bigger rocks slowly breaking apart.	[rule slide reuses the size strip; rule text]
7	Okay, now your turn.	[the attached question appears]

L03 · The dark crumbs come from dead things rotting · `EAR3-003` (150 words)

Here's Roshan in the fall, raking the dead leaves under the oak into a big pile. Now it's spring. The pile is small. Under the top leaves, it's dark and crumbly. Where did all the leaves go? Let's look under a hedge, where leaves fall every year. Here's a cut through the ground. At the top, whole leaves, from this fall. Lower down, leaves in bits. At the bottom, dark crumbs. You can't tell they were leaves. A dead leaf slowly goes soft, falls apart, and turns into dark crumbs. We say it rots. And the crumbs mix into the soil. An apple core rots. A dead beetle rots. A pebble doesn't: it's rock, not a dead thing. So, here's what we've seen. The dark crumbs in soil come from dead plants and animals rotting away. The leaves didn't vanish. They became part of the soil. Okay, now your turn.

The dark crumbs in soil come from dead plants and animals rotting away.

Attached question: A dead leaf lies on the ground under a bush for a whole year. What does it turn into? a new green leaf · a small stone · dark crumbs ✓

Screen directions, beat by beat

1	Here's Roshan in the fall, raking the dead leaves under the oak into a big pile.	[the cartoon: the tall pile; no title slide]
2	Now it's spring. The pile is small. Under the top leaves, it's dark and crumbly. Where did all the leaves go?	[the pile shrinks to the spring panel; the top leaves lift; chip WHERE DID THE LEAVES GO?]
3	Let's look under a hedge, where leaves fall every year. Here's a cut through the ground.	[the layers strip, no labels]
4	At the top, whole leaves, from this fall. Lower down, leaves in bits. At the bottom, dark crumbs. You can't tell they were leaves.	[chip WHOLE LEAVES, then LEAVES IN BITS, then DARK CRUMBS, as each is named]
5	A dead leaf slowly goes soft, falls apart, and turns into dark crumbs. We say it rots. And the crumbs mix into the soil.	[one leaf softens, breaks into bits, becomes crumbs; chip IT ROTS; the crumbs sink into the soil layer]
6	An apple core rots. A dead beetle rots. A pebble doesn't: it's rock, not a dead thing.	[three small cards: the apple core, the beetle, the pebble; the pebble's card stays unchanged]
7	So, here's what we've seen. The dark crumbs in soil come from dead plants and animals rotting away. The leaves didn't vanish. They became part of the soil.	[rule slide reuses the labelled layers strip; rule text]
8	Okay, now your turn.	[the attached question appears]

L04 · Tell two soils apart · `EAR3-004` (127 words)

Here's Flora filling two pots. Soil is soil, she says. Brown is brown. Is it? Here are three soils on three plates. Look: pale yellow-brown, orange-brown, dark brown. Not the same brown at all. Flora feels them. Gritty, like sand. Smooth and sticky. Soft and crumbly. Now let's test them. One full cup of water on each soil, in a cup with holes, over a jar. One minute later: Through the pale soil, the water runs fast. On the orange soil, it sits. Through the dark soil, some runs through. Pale, gritty, fast: sandy soil. Orange, sticky, sits: clay soil. Dark, crumbly, some: garden soil. To tell two soils apart, look at their color, feel them, and test how fast water runs through. Okay, now your turn.

To tell two soils apart, look at their color, feel them, and test how fast water runs through.

Attached question: Here is a soil from the playground edge: its color, its feel and its water test. Which soil is it? sandy soil ✓ · clay soil · garden soil

Screen directions, beat by beat

1	Here's Flora filling two pots. Soil is soil, she says. Brown is brown. Is it?	[the cartoon: the two bowls of soil; chip BROWN IS BROWN?; no title slide]
2	Here are three soils on three plates. Look: pale yellow-brown, orange-brown, dark brown. Not the same brown at all.	[the three swatches; a chip on each as its color is named]
3	Flora feels them. Gritty, like sand. Smooth and sticky. Soft and crumbly.	[a finger rubs each; chips GRITTY, SMOOTH AND STICKY, SOFT AND CRUMBLY]
4	Now let's test them. One full cup of water on each soil, in a cup with holes, over a jar. One minute later:	[the water test; water poured on each cup; a one-minute timer]
5	Through the pale soil, the water runs fast. On the orange soil, it sits. Through the dark soil, some runs through.	[the jar levels rise: high, none, part; chips RUNS THROUGH FAST, SITS ON TOP, SOME RUNS THROUGH]
6	Pale, gritty, fast: sandy soil. Orange, sticky, sits: clay soil. Dark, crumbly, some: garden soil.	[the three cards; the name chip appears on each]
7	To tell two soils apart, look at their color, feel them, and test how fast water runs through.	[rule slide reuses the table; rule text]
8	Okay, now your turn.	[the attached question appears]

Summary video (200 words, about 100 s)

A handful of soil. Here's everything we found out about it. First, what soil is. Soil is made of broken bits of rock mixed with bits of dead plants and animals. Shaken in a jar of water, the bits of rock sink to the floor, and most of the bits of dead leaves float. Soil is not one stuff. Next, the bits of rock. The bits of rock in soil come from bigger rocks slowly breaking apart. Boulder, rock, pebble, grit, grain of sand. All the same stuff, smaller and smaller, over far longer than a person lives. Then, the dark crumbs. The dark crumbs in soil come from dead plants and animals rotting away. Whole leaves at the top, leaves in bits below, dark crumbs at the bottom. The leaves didn't vanish. They became part of the soil. And last, telling soils apart. To tell two soils apart, look at their color, feel them, and test how fast water runs through. Pale, gritty, fast: sandy soil. Orange, sticky, sits: clay soil. Dark, crumbly, some: garden soil. That's the whole topic: bits of rock and bits of dead things, mixed, and every soil a little different. Okay, now your turn.

Topic 27 · Fossils (G3T27 · 5 lessons)

Intro video (120 words, about 60 s)

Here's Lumi by a river with her class. She turns over a flat gray rock, and there on it is the shape of a fish, bones and all. But there's no fish. There's nothing you could pick up, just its shape, pressed into solid rock. Most dead things rot away and are gone. Yet this one has lasted, in solid rock, for a very, very long time. So how did it last, and what can it tell us about the fish, and about this place, long ago? That's what this topic is about: the few dead things that last, and what they tell us about long ago. Okay, so are you ready to find out what fossils can tell us?

L01 · What happens after a living thing dies · `EAR3-029` (148 words)

Here's Hal's pumpkin on the ground by the porch step, the day after Halloween. By December it's soft and caved in. By spring, only a dark patch is left. Where did it go? It rotted away, and became part of the soil. A dead fish on a riverbank rots in weeks; its bones crumble in years. Now let's go back a very, very long time. A dinosaur leaves a footprint in mud. The sun dries the mud. New mud covers the print, piles up, and hardens into rock. The dinosaur rotted away. Its footprint lasted. A shell buried in mud lasts millions of years. In the open, it crumbles. So, after a living thing dies, its body usually rots away and becomes part of the soil. Sometimes a hard part or a print gets buried fast, and it lasts a very, very long time. Okay, now your turn.

After a living thing dies, its body usually rots away and becomes part of the soil. Sometimes a hard part or a print gets buried fast, and it lasts a very, very long time.

Attached question: A dead crab lies on a rock, in the open air. What happens to it over the next few years? It hardens into rock · It lasts a very, very long time · It rots away ✓

Screen directions, beat by beat

1	Here's Hal's pumpkin on the ground by the porch step, the day after Halloween.	[the cartoon: the pumpkin by the step; no title slide]
2	By December it's soft and caved in. By spring, only a dark patch is left. Where did it go?	[the pumpkin collapsing; then a dark patch; chip WHERE DID IT GO?]
3	It rotted away, and became part of the soil.	[the rotting-pumpkin photo; chip PART OF THE SOIL]
4	A dead fish on a riverbank rots in weeks; its bones crumble in years.	[the two-panel fish card; chip GONE INTO THE SOIL on the second panel]
5	Now let's go back a very, very long time. A dinosaur leaves a footprint in mud.	[strip panel 1]
6	The sun dries the mud. New mud covers the print, piles up, and hardens into rock.	[strip panels 2 and 3 appear on their words]
7	The dinosaur rotted away. Its footprint lasted.	[strip panel 4; chip IT LASTED]
8	A shell buried in mud lasts millions of years. In the open, it crumbles.	[the shell pair: buried side first, then the open side]
9	So, after a living thing dies, its body usually rots away and becomes part of the soil. Sometimes a hard part or a print gets buried fast, and it lasts a very, very long time.	[rule slide reuses the strip; rule text]
10	Okay, now your turn.	[the attached question appears]

L02 · What a fossil is · `EAR3-030` (147 words)

Here's Romy at a riverbed. She picks up a flat rock with a curly shell shape pressed in it. There's no shell, only its shape. What made it, and how long ago? Here's a dinosaur's footprint in rock. Long ago it pressed its foot into mud. The mud hardened, and the print lasted. It's a mark a living thing made. So is a leaf print. Now here's a bone in rock. The soft body rotted away; the bone got buried and lasted. It's a part of a living thing. A part of a living thing from long ago, or a mark it made, that has lasted until today, is called a fossil. A footprint is a fossil. A leaf print is a fossil. Not only dinosaur bones. Romy's shell shape is a mark a sea animal left, long ago. She's holding a fossil. Okay, now your turn.

A fossil is a part of a living thing from long ago, or a mark it made, that has lasted until today.

Attached question: Here is a leaf shape pressed into rock, from a very, very long time ago. Is it a fossil? yes ✓ · no

Screen directions, beat by beat

1	Here's Romy at a riverbed. She picks up a flat rock with a curly shell shape pressed in it.	[the cartoon: Romy and the rock; no title slide]
2	There's no shell, only its shape. What made it, and how long ago?	[the shell-shape photo; chip WHAT MADE THIS?]
3	Here's a dinosaur's footprint in rock. Long ago it pressed its foot into mud. The mud hardened, and the print lasted.	[the footprint photo]
4	It's a mark a living thing made. So is a leaf print.	[chip A MARK IT MADE; the fern print photo]
5	Now here's a bone in rock. The soft body rotted away; the bone got buried and lasted. It's a part of a living thing.	[the bone photo; chip A PART OF IT]
6	A part of a living thing from long ago, or a mark it made, that has lasted until today, is called a fossil.	[the fossil family card; chip FOSSIL]
7	A footprint is a fossil. A leaf print is a fossil. Not only dinosaur bones.	[the family card's members light up in turn]
8	Romy's shell shape is a mark a sea animal left, long ago. She's holding a fossil.	[the cartoon again; chip A FOSSIL]
9	Okay, now your turn.	[the attached question appears]

L03 · Fossil or not? · `EAR3-031` (150 words)

Here's Bryn's box of summer finds. Her sister says only some are fossils. Which ones? Bryn asks two questions. Did a living thing leave it? Is it from long ago? Anything in rock is from long ago. A shell from the beach this summer. A living thing left it, yes. Long ago? No. Not a fossil. Now a shell shape in rock. A living thing, yes. In rock, so long ago, yes. Two yeses: a fossil. A footprint in rock: a mark a living thing made, long ago. A fossil. The same print in wet sand today? Not a fossil. Now a rock that looks like a face. Did a living thing leave it? No, wind and water wore it by chance. Not a fossil. So, ask two questions. Did a living thing leave it? Is it from long ago? Two yeses mean it's a fossil. Okay, now your turn.

To decide if something is a fossil, ask two questions. Did a living thing leave it, a part or a mark? Is it from long ago? Two yeses mean it is a fossil.

Attached question: Here is a bone, found in rock at the bottom of a cliff. Is it a fossil? yes ✓ · no

Screen directions, beat by beat

1	Here's Bryn's box of summer finds. Her sister says only some are fossils. Which ones?	[the cartoon: Bryn and the box; then the six-card row, no verdicts; no title slide]
2	Bryn asks two questions. Did a living thing leave it? Is it from long ago? Anything in rock is from long ago.	[the two questions appear as two rows under an empty card]
3	A shell from the beach this summer. A living thing left it, yes. Long ago? No. Not a fossil.	[the beach-shell card; tick, then cross, then chip NOT A FOSSIL, each on its word]
4	Now a shell shape in rock. A living thing, yes. In rock, so long ago, yes. Two yeses: a fossil.	[the shell-in-rock card; tick, tick, chip FOSSIL]
5	A footprint in rock: a mark a living thing made, long ago. A fossil. The same print in wet sand today? Not a fossil.	[the footprint-in-rock card: tick, tick, FOSSIL; then the sand-print card: tick, cross, NOT A FOSSIL]
6	Now a rock that looks like a face. Did a living thing leave it? No, wind and water wore it by chance. Not a fossil.	[the face-rock card; cross, then NOT A FOSSIL — the second question is not asked]
7	So, ask two questions. Did a living thing leave it? Is it from long ago? Two yeses mean it's a fossil.	[rule slide reuses the shell-in-rock card; rule text]
8	Okay, now your turn.	[the attached question appears]

L04 · What the fossil creature was like · `EAR3-032` (146 words)

Here's Yolanda at the museum. A fossil skull has long pointed teeth, and the sign says this animal ate meat. But nobody alive has seen it. How can anyone know? The fossil shows sharp, pointed teeth. A dog today has sharp, pointed teeth, and uses them to bite meat. So we think the fossil animal ate meat, like a dog. Now a different fossil jaw shows flat, wide teeth. A cow today has flat, wide teeth, and grinds up plants. So we think this animal ate plants, like a cow. The sharp teeth are what the fossil shows: an observation. It ate meat is what we think. Nobody saw it eat: an idea about it. So, a fossil shows a part, or a mark. Compare it with living things today. That gives us an idea about what the fossil creature was like. Okay, now your turn.

A fossil shows a part, or a mark. Compare it with living things today. That gives us an idea about what the fossil creature was like.

Attached question: A fossil jaw shows flat, wide teeth. What do we think the animal ate? meat · plants ✓

Screen directions, beat by beat

1	Here's Yolanda at the museum. A fossil skull has long pointed teeth, and the sign says this animal ate meat.	[the cartoon: Yolanda and the skull; chip THIS ANIMAL ATE MEAT; no title slide]
2	But nobody alive has seen it. How can anyone know?	[chip HOW CAN ANYONE KNOW?]
3	The fossil shows sharp, pointed teeth. A dog today has sharp, pointed teeth, and uses them to bite meat.	[the sharp-teeth evidence card: left panel, then the dog appears]
4	So we think the fossil animal ate meat, like a dog.	[chip IT ATE MEAT]
5	Now a different fossil jaw shows flat, wide teeth. A cow today has flat, wide teeth, and grinds up plants.	[the flat-teeth evidence card: left panel, then the cow]
6	So we think this animal ate plants, like a cow.	[chip IT ATE PLANTS]
7	The sharp teeth are what the fossil shows: an observation.	[the shows-vs-think card, left column]
8	It ate meat is what we think. Nobody saw it eat: an idea about it.	[right column]
9	So, a fossil shows a part, or a mark. Compare it with living things today. That gives us an idea about what the fossil creature was like.	[rule slide reuses the sharp-teeth card; rule text]
10	Okay, now your turn.	[the attached question appears]

L05 · What the place was like back then · `EAR3-033` (148 words)

Here's Nils on a dry hill. He splits a rock, and inside is the shape of a fish. Fish live in water. How did it get up here? The fossil shows a fish, in rock on a hill. Fish live in water. So we think this hill was once under water. Did somebody carry it up? No. The fish is inside the rock, and the rock is part of the hill. Now a dry field far from the sea, its rock packed with sea shells. It was once under water too. And palm leaves in the rock of a snowy place: palms grow where it's warm, so it was once warm. So, a fossil shows what lived in a place long ago. Compare it with where that living thing lives today. That gives us an idea about what the place was like back then. Okay, now your turn.

A fossil shows what lived in a place long ago. Compare it with where that living thing lives today. That gives us an idea about what the place was like back then.

Attached question: Sea shell fossils are found in rock in a dry desert. What do we think this place was like long ago? a dry desert, like today · under water ✓

Screen directions, beat by beat

1	Here's Nils on a dry hill. He splits a rock, and inside is the shape of a fish.	[the cartoon: Nils, grandpa, the split rock; no title slide]
2	Fish live in water. How did it get up here?	[the fish fossil photo; chip HOW DID IT GET HERE?]
3	The fossil shows a fish, in rock on a hill. Fish live in water. So we think this hill was once under water.	[the fish evidence card: left panel, arrow, then the water panel and chip THIS HILL WAS ONCE UNDER WATER]
4	Did somebody carry it up? No. The fish is inside the rock, and the rock is part of the hill.	[the not-carried card]
5	Now a dry field far from the sea, its rock packed with sea shells. It was once under water too.	[the shells evidence card builds on its words]
6	And palm leaves in the rock of a snowy place: palms grow where it's warm, so it was once warm.	[the palm evidence card builds]
7	So, a fossil shows what lived in a place long ago. Compare it with where that living thing lives today. That gives us an idea about what the place was like back then.	[rule slide reuses the fish card; rule text]
8	Okay, now your turn.	[the attached question appears]

Summary video (297 words, about 148 s)

We met a rotting pumpkin, a footprint that lasted, two questions, and what a fossil tells us. Here's everything we found out. First, what happens after a living thing dies. After a living thing dies, its body usually rots away and becomes part of the soil. Sometimes a hard part or a print gets buried fast, and it lasts a very, very long time. Most dead things rot. Almost none last. Next, the word for what lasted. A fossil is a part of a living thing from long ago, or a mark it made, that has lasted until today. A footprint is a fossil. A leaf print is a fossil. A shell is a fossil. Not only dinosaur bones. And the soft body is gone. Then, how to tell. To decide if something is a fossil, ask two questions: did a living thing leave it, and is it from long ago? Two yeses mean it's a fossil. Now, what a fossil tells us. A fossil shows a part, or a mark. Compare it with living things today, and you get an idea about what the fossil creature was like. Sharp, pointed teeth, like a dog's: we think it ate meat. What the fossil shows is an observation. What we think is an idea about it. And a fossil shows what lived in a place long ago. Compare it with where that living thing lives today, and you get an idea about what the place was like back then. Fish in the rock of a dry hill: we think the hill was once under water. Nobody carried the fish up. The rock formed around it. That's the whole topic: almost everything rots, a few things last, and those few tell us about long ago. Okay, now your turn.

Topic 28 · Using and conserving natural resources (G3T28 · 4 lessons)

Intro video (117 words, about 58 s)

Here's a bedroom. On the desk there's a plastic robot, a paper book and a glass of water, and the desk itself is wood. Where did they all come from? The store, you might say. But the store got them from somewhere, and that place from somewhere before. Now think of every bedroom in town, year after year. So could the places these things come from ever run out? And if they could, then what happens to this old robot matters too. That's what this topic is about: where your things really started, why some can run short, and what people do about it. Okay, so are you ready to find out where your things really started?

L01 · Everything you own started as a natural resource · `EAR3-040` (150 words)

Here's Zora in the toy store with a red plastic car. Where did it come from? The store, says Zora. But where did the store get it? From a factory. And what did the factory make it from? Plastic is made from oil, deep under the ground. So the car started as oil. And now a paper cup. Paper comes from wood, from trees. The cup started as a tree. A glass jar. Glass is made by melting sand. The jar started as sand. A metal spoon. Metal is melted out of rock. The spoon started as rock. A wooden chair started as a tree, bread as wheat, a wool hat as a sheep, and the water in your glass as a lake. Here's the pattern. Everything you own started as a natural resource: a thing we take from nature to make things or to use. Okay, now your turn.

Everything you own started as a natural resource: a thing we take from nature to make things or to use.

Attached question: This ruler is plastic. What natural resource did it start as? a tree · sand · oil from under the ground ✓

Screen directions, beat by beat

1	Here's Zora in the toy store with a red plastic car. Where did it come from? The store, says Zora.	[the cartoon: Zora with the car; speech chip THE STORE; no title slide]
2	But where did the store get it? From a factory. And what did the factory make it from?	[a truck, then a factory; a question mark]
3	Plastic is made from oil, deep under the ground. So the car started as oil.	[the from → to strip: the car, an arrow, the oil pump; chip STARTED AS OIL]
4	And now a paper cup. Paper comes from wood, from trees. The cup started as a tree.	[the strip: the cup, an arrow, a tree; chip STARTED AS A TREE]
5	A glass jar. Glass is made by melting sand. The jar started as sand.	[the strip: the jar, an arrow, a sand pile; chip STARTED AS SAND]
6	A metal spoon. Metal is melted out of rock. The spoon started as rock.	[the strip: the spoon, an arrow, a rock; chip STARTED AS ROCK]
7	A wooden chair started as a tree, bread as wheat, a wool hat as a sheep, and the water in your glass as a lake.	[four small strips in a row: chair → tree, bread → wheat, hat → sheep, glass → lake]
8	Here's the pattern. Everything you own started as a natural resource: a thing we take from nature to make things or to use.	[rule slide reuses the car strip and the cup strip; rule text; chip NATURAL RESOURCE]
9	Okay, now your turn.	[the attached question appears]

L02 · A natural resource can run short · `EAR3-041` (150 words)

Here's Saul at the edge of the wood near his town. Every year the town cuts trees for houses and paper. This year the wood has 100 trees. People cut 20 trees. Only 5 new trees grew big enough to count. Next year the wood has 85 trees, then 70, then 55. People are cutting the trees faster than nature grows new ones. The wood is running short of trees. Now try the same wood with only 5 trees cut a year. People cut 5 trees and nature grows back 5 trees, so the wood stays at 100 trees. And now the oil under the ground. Pumps bring up a lot every day. Nature makes new oil so slowly it takes millions of years. So the oil runs short. Here's the pattern. A natural resource runs short when people use it faster than nature replaces it. Okay, now your turn.

A natural resource runs short when people use it faster than nature replaces it.

Attached question: In this wood, people cut 30 trees a year, and 10 new trees grow big each year. Do the trees run short? yes ✓ · no

Screen directions, beat by beat

1	Here's Saul at the edge of the wood near his town. Every year the town cuts trees for houses and paper.	[the cartoon: Saul by the stumps; no title slide]
2	This year the wood has 100 trees. People cut 20 trees. Only 5 new trees grew big enough to count.	[the take-and-replace card: PEOPLE CUT 20, NATURE GREW BACK 5; no verdict chip]
3	Next year the wood has 85 trees, then 70, then 55.	[the year strip fills: 100, 85, 70, 55]
4	People are cutting the trees faster than nature grows new ones. The wood is running short of trees.	[chip FASTER THAN NATURE GROWS BACK; then chip RUNS SHORT]
5	Now try the same wood with only 5 trees cut a year. People cut 5 trees and nature grows back 5 trees, so the wood stays at 100 trees.	[the card changes to PEOPLE CUT 5 TREES, NATURE GREW BACK 5 TREES; chip DOES NOT RUN SHORT]
6	And now the oil under the ground. Pumps bring up a lot every day. Nature makes new oil so slowly it takes millions of years.	[the oil card: PEOPLE PUMP UP A LOT, NATURE MAKES BACK ALMOST NONE]
7	So the oil runs short.	[chip RUNS SHORT]
8	Here's the pattern. A natural resource runs short when people use it faster than nature replaces it.	[rule slide reuses the two wood cards; rule text]
9	Okay, now your turn.	[the attached question appears]

L03 · Why conserving matters · `EAR3-042` (143 words)

It's August, and it hasn't rained for weeks. Here's Enid, spraying the lawn all afternoon. Does her hose matter? The town's water sits in a big lake people built, called a reservoir. In spring, rain filled it to the top. All summer the town used it, and this August almost no rain came back. The reservoir is running short. Now suppose every family leaves a hose running. The reservoir runs short much sooner, and there's less water for everyone. Enid turns the hose off. She's using water carefully, so it doesn't run short: that's called conserving it. People plan ahead too: foresters plant new trees, towns build reservoirs. Conserving is your part. So, conserving a natural resource means using it carefully, so it does not run short. If everyone wastes it, there is less of it left for everyone. Okay, now your turn.

Conserving a natural resource means using it carefully, so it does not run short. If everyone wastes it, there is less of it left for everyone.

Attached question: A boy leaves the faucet running while he brushes his teeth. If everyone in town does this, what runs short? the water in the reservoir ✓ · the trees in the woods · the oil under the ground

Screen directions, beat by beat

1	It's August, and it hasn't rained for weeks. Here's Enid, spraying the lawn all afternoon.	[the cartoon: Enid and the hose; a hot sun; no title slide]
2	Does her hose matter?	[a question mark; the hose's pipe runs off-screen]
3	The town's water sits in a big lake people built, called a reservoir. In spring, rain filled it to the top.	[the reservoir drawing, the level at the top; chip RESERVOIR; chip SPRING: FULL]
4	All summer the town used it, and this August almost no rain came back. The reservoir is running short.	[the level falls to low; chip AUGUST: LOW; chip RUNNING SHORT]
5	Now suppose every family leaves a hose running. The reservoir runs short much sooner, and there's less water for everyone.	[many hoses; the level drops further; chip LESS WATER FOR EVERYONE]
6	Enid turns the hose off. She's using water carefully, so it doesn't run short: that's called conserving it.	[Enid turns the faucet; chip USING IT CAREFULLY; then chip CONSERVING]
7	People plan ahead too: foresters plant new trees, towns build reservoirs. Conserving is your part.	[the tree-planting photo; the reservoir wall]
8	So, conserving a natural resource means using it carefully, so it does not run short. If everyone wastes it, there is less of it left for everyone.	[rule slide reuses the full and low reservoir; rule text]
9	Okay, now your turn.	[the attached question appears]

L04 · Reduce, reuse, or recycle? · `EAR3-043` (150 words)

Here's Ori's kitchen: an empty can, an empty jar, the faucet running. Let's conserve, says his mom. Ori turns the faucet off while he brushes. He uses less water. Using less is called reducing. Now he carries one bottle all week: the same bottle, used again. Using the same thing again is called reusing. And now the can. A truck takes it to a factory, which melts it into new cans. Sending a used thing off to be made into a new thing is called recycling. Now let's take the jar two ways. Washed and kept for crayons: the same jar, used again. Reusing. Dropped in the bin, melted into new glass: a new thing. Recycling. So, here's what we've seen. Reducing is using less. Reusing is using the same thing again. Recycling is sending a used thing off to be made into a new thing. Okay, now your turn.

Reducing is using less. Reusing is using the same thing again. Recycling is sending a used thing off to be made into a new thing.

Attached question: A girl fills the same bottle from the faucet every morning. Is she reducing, reusing or recycling? reducing · reusing ✓ · recycling

Screen directions, beat by beat

1	Here's Ori's kitchen: an empty can, an empty jar, the faucet running. Let's conserve, says his mom.	[the cartoon: Ori's kitchen; no title slide]
2	Ori turns the faucet off while he brushes. He uses less water. Using less is called reducing.	[the case card: the faucet off; chip LESS IS USED; then chip REDUCING]
3	Now he carries one bottle all week: the same bottle, used again. Using the same thing again is called reusing.	[the case card: the bottle refilled; chip THE SAME THING, USED AGAIN; then chip REUSING]
4	And now the can. A truck takes it to a factory, which melts it into new cans. Sending a used thing off to be made into a new thing is called recycling.	[the case card: the can to the bin, the truck, new cans; chip MADE INTO A NEW THING; then chip RECYCLING]
5	Now let's take the jar two ways. Washed and kept for crayons: the same jar, used again. Reusing.	[the jar card, left: crayons in the jar; chip REUSING]
6	Dropped in the bin, melted into new glass: a new thing. Recycling.	[the jar card, right: the bin, new glass; chip RECYCLING]
7	So, here's what we've seen. Reducing is using less. Reusing is using the same thing again. Recycling is sending a used thing off to be made into a new thing.	[rule slide reuses the sort table; rule text]
8	Okay, now your turn.	[the attached question appears]

Summary video (268 words, about 134 s)

Where your things started, how a resource runs short, why conserving matters, and the three things you can do. Here's everything we found out. First, where things started. The plastic car started as oil from under the ground. The paper cup started as a tree. The glass jar started as sand. The spoon started as rock. Everything you own started as a natural resource: a thing we take from nature to make things or to use. The store is a stop on the way. Nature is the start. Next, running short. In Saul's wood, people cut 20 trees a year and only 5 trees grew back, so the wood shrank: 100 trees, then 85, 70, 55. A natural resource runs short when people use it faster than nature replaces it. Cut only 5 trees a year, and the wood stays at 100 trees. Then, why conserving matters. The town's water sits in a reservoir. In a dry summer, rain refills it slower than the town uses it. If everyone wastes a natural resource, there is less of it left for everyone. Conserving a natural resource means using it carefully, so it does not run short. And last, the three things you can do. Reducing is using less. Reusing is using the same thing again. Recycling is sending a used thing off to be made into a new thing. The faucet off: reducing. The bottle refilled all week: reusing. The can melted into new cans: recycling. That's the whole topic: where it started, how it runs short, why it matters, and what you can do. Okay, now your turn.

Topic 29 · The Sun (G3T29 · 3 lessons)

Intro video (114 words, about 57 s)

Here's a farm at sunrise. An hour ago the sky was full of stars, but now the Sun is rising over the hill, and one by one the stars fade. The valley turns bright, then warm. Never look straight at the Sun, though: it's far too bright for your eyes. So what is the Sun, really, and why does the valley warm up as soon as it appears? And those tiny stars that just faded have more to do with our Sun than you might think. That's what this topic is about: what the Sun is, and what it does for Earth. Okay, so are you ready to find out what the Sun is?

L01 · The Sun is a huge ball of glowing gas · `SPA3-001` (147 words)

Here's Jax on the beach. The Sun comes up, and everything turns bright. So what is the Sun? Is it on fire? A rock? And how big is it? It looks the size of a coin, but only because it's far, far away. Here's the Sun and Earth drawn to size. Earth is the dot: more than a hundred Earths fit across the Sun. The Sun isn't rock. It's gas, a kind of matter like the air, and that gas is very hot. Very hot things glow, like this stove ring. The Sun's gas glows brightly enough to light up Earth. It isn't a campfire either: a campfire needs wood and air, and the Sun has neither. Nothing shines light onto the Sun. Its glow is its own. So, the Sun is a huge ball of glowing gas. It makes its own light. Okay, now your turn.

The Sun is a huge ball of glowing gas. It makes its own light.

Attached question: Here is the Sun. What is it made of? glowing gas ✓ · rock · burning wood

Screen directions, beat by beat

1	Here's Jax on the beach. The Sun comes up, and everything turns bright.	[the sunrise photo; no title slide]
2	So what is the Sun? Is it on fire? A rock? And how big is it?	[three chips in turn: ON FIRE? · A ROCK? · HOW BIG?]
3	It looks the size of a coin, but only because it's far, far away.	[sun_small_sky; chip LOOKS SMALL]
4	Here's the Sun and Earth drawn to size. Earth is the dot: more than a hundred Earths fit across the Sun.	[sun_earth_dots; the row of 109 dots fills in left to right; chip MORE THAN 100 EARTHS FIT ACROSS THE SUN]
5	The Sun isn't rock. It's gas, a kind of matter like the air, and that gas is very hot.	[sun_filtered_photo; chip GAS, VERY HOT]
6	Very hot things glow, like this stove ring. The Sun's gas glows brightly enough to light up Earth.	[stove_ring_photo, then back to the Sun; chip GLOWING GAS]
7	It isn't a campfire either: a campfire needs wood and air, and the Sun has neither.	[campfire_vs_sun; the two chips appear on their words]
8	Nothing shines light onto the Sun. Its glow is its own.	[sun_moon_light; the Sun's rays leave it; the Moon is lit by them; chip MAKES ITS OWN LIGHT]
9	So, the Sun is a huge ball of glowing gas. It makes its own light.	[rule slide reuses the Sun ball; rule text]
10	Okay, now your turn.	[the attached question appears]

L02 · The Sun is a star · `SPA3-007` (124 words)

It's a clear night. Cassia lies in the garden and looks up. The Sun isn't in the sky. Thousands of tiny points of light are. What are they? Every one of them is a star. A star is a huge ball of glowing gas that makes its own light. And that's exactly what the Sun is. So the Sun is a star. It's the same kind of thing as the stars in the night sky. The other stars are far, far away. Up close, each one would look like our Sun. The Sun is the star closest to Earth. It's our star. So, the Sun is a star, the same kind of thing as the stars in the night sky. Okay, now your turn.

The Sun is a star. It is the same kind of thing as the stars in the night sky.

Attached question: Here are some stars in the night sky. Up close, each one would look like what? the Moon · a cloud · our Sun ✓

Screen directions, beat by beat

1	It's a clear night. Cassia lies in the garden and looks up.	[the night sky photo; no title slide]
2	The Sun isn't in the sky. Thousands of tiny points of light are. What are they?	[chip WHAT ARE THEY?]
3	Every one of them is a star. A star is a huge ball of glowing gas that makes its own light.	[a few stars glow brighter in turn; chip STAR]
4	And that's exactly what the Sun is.	[the Sun ball appears beside the star field]
5	So the Sun is a star. It's the same kind of thing as the stars in the night sky.	[sun_day_star_night; chip THE SAME KIND OF THING: STARS]
6	The other stars are far, far away. Up close, each one would look like our Sun.	[star_to_sun: one star ringed, the dashed line, the Sun ball]
7	The Sun is the star closest to Earth. It's our star.	[the Sun ball; chip OUR STAR]
8	So, the Sun is a star, the same kind of thing as the stars in the night sky.	[rule slide reuses the Sun ball and the star strip; rule text]
9	Okay, now your turn.	[the attached question appears]

L03 · The Sun's light carries energy to Earth · `SPA3-002` (147 words)

It's noon. Piet touches the park slide. Ouch, it's hot! Nobody touched it all morning. So where did the warmth come from? The Sun's light travels to Earth in straight lines and lands on the slide. Light carries energy. So the Sun's light carries energy to the slide, and it warms up. It lands on the sand, the sea, the grass and you, and carries energy there too. Now let's look at cocoa on a stove. The stove warms it, not the Sun. Not all warmth comes from the Sun, but most of Earth's energy does. At night the Sun isn't in our sky, so the slide cools down. Imagine no Sun at all: the ground would stay dark and frozen. So, the Sun is the main source of the energy reaching Earth. Its light carries that energy to everything it lands on. Okay, now your turn.

The Sun is the main source of the energy reaching Earth. Its light carries that energy to everything it lands on.

Attached question: The Sun's light lands on this sand all morning. What happens to the sand? It cools down. · It warms up. ✓ · It stays the same.

Screen directions, beat by beat

1	It's noon. Piet touches the park slide. Ouch, it's hot!	[the cartoon: Piet pulls his hand back; speech chip OUCH!; no title slide]
2	Nobody touched it all morning. So where did the warmth come from?	[chip WHERE DID THE WARMTH COME FROM?]
3	The Sun's light travels to Earth in straight lines and lands on the slide.	[sun_light_earth: the lines run from the Sun to Earth; then the slide with lines landing on it]
4	Light carries energy. So the Sun's light carries energy to the slide, and it warms up.	[chip LIGHT CARRIES ENERGY, then chip WARM on the slide]
5	It lands on the sand, the sea, the grass and you, and carries energy there too.	[the sunlit field photo]
6	Now let's look at cocoa on a stove. The stove warms it, not the Sun.	[the table: the cocoa row highlights, its no cell red]
7	Not all warmth comes from the Sun, but most of Earth's energy does.	[the two yes rows highlight green; chip MOST OF IT: THE SUN]
8	At night the Sun isn't in our sky, so the slide cools down.	[slide_night; chip NO SUNLIGHT: THE SLIDE COOLS DOWN]
9	Imagine no Sun at all: the ground would stay dark and frozen.	[earth_no_sun; chip NO SUN: DARK AND FROZEN]
10	So, the Sun is the main source of the energy reaching Earth. Its light carries that energy to everything it lands on.	[rule slide reuses sun_light_earth small; rule text]
11	Okay, now your turn.	[the attached question appears]

Summary video (262 words, about 131 s)

What the Sun is, what it's one of, and what it does for Earth. Here's everything we found out. First, what the Sun is. The Sun is a huge ball of glowing gas. It makes its own light. It looks small only because it's far, far away. Drawn to size, Earth is a tiny dot beside it: more than a hundred Earths fit across the Sun. It isn't rock, and it isn't a campfire. A campfire needs wood and air. The Sun has neither. Its gas is so hot that it glows. Nothing shines light onto the Sun: its glow is its own. The Sun lights up the Moon. Nothing lights up the Sun. Next, the stars. The Sun is a star, the same kind of thing as the stars in the night sky. Up close, a night-time star would look like our Sun. The Sun is the star closest to Earth. Then, what the Sun does for Earth. The Sun is the main source of the energy reaching Earth. The Sun's light carries energy to everything it lands on, and where it lands, the thing warms up. The slide, the sea, the grass, you. A stove or a lamp gives some warmth and light too. But most of it comes from the Sun. At night the Sun isn't in our sky, and things cool down. With no Sun at all, the ground would stay dark and frozen. That's the whole topic: a huge ball of glowing gas, a star, and the source of Earth's light and warmth. Okay, now your turn.

Topic 30 · The stars (G3T30 · 4 lessons)

Intro video (108 words, about 54 s)

Here's Saskia in the yard at sunset. The sky turns orange, and the Sun goes down behind the roofs. As the sky darkens, tiny dots of light come out, one by one. Some look bright. Some are so faint she can hardly see them. Saskia knows the Sun is a star. But next to those dots, the Sun looked big and bright. Why? And are there more stars up there, hidden, that her eyes can't see? That's what this topic is about: how stars differ, why they look like dots, and how to see more of them. Okay, so are you ready to find out about the stars?

L01 · Stars are not all the same · `SPA3-003` (149 words)

Here's Percival by his tent on a clear night. Two stars sit side by side above the trees. One looks bright, the other faint. Percival says every star is the same, but is he right? Every star is a huge ball of glowing gas, like the Sun, making its own light. Now let's put three stars side by side, drawn to size. The middle one's the Sun. This star is bigger than the Sun. And this star is smaller. Now let's go back to Percival's two stars. This one looks bright, and this one looks faint. And the Moon? It's bright, but it makes no light of its own; sunlight lands on it. So it's not a star. So, here's what we've seen. Stars are not all the same: some are bigger than the Sun and some are smaller, and some look brighter than others. Okay, now your turn.

Stars are not all the same: some are bigger than the Sun and some are smaller, and some look brighter than others.

Attached question: Here is a star drawn to size beside the Sun. How does this star compare with the Sun? It is bigger than the Sun. · It is smaller than the Sun. ✓ · It is the same size as the Sun.

Screen directions, beat by beat

1	Here's Percival by his tent on a clear night. Two stars sit side by side above the trees.	[the cartoon: Percival by the tent, looking up; two stars above the treeline, one bright and one faint; no title slide]
2	One looks bright, the other faint. Percival says every star is the same, but is he right?	[chip ALL THE SAME? beside the two stars]
3	Every star is a huge ball of glowing gas, like the Sun, making its own light.	[the night-sky photo; one dot grows into the glowing ball; chip A HUGE BALL OF GLOWING GAS]
4	Now let's put three stars side by side, drawn to size. The middle one's the Sun.	[the three discs appear; label THE SUN under the middle disc]
5	This star is bigger than the Sun. And this star is smaller.	[chip BIGGER under the right disc as it is named; chip SMALLER under the left disc]
6	Now let's go back to Percival's two stars. This one looks bright, and this one looks faint.	[the two stars; chip LOOKS BRIGHT then chip LOOKS FAINT, each on its word]
7	And the Moon? It's bright, but it makes no light of its own; sunlight lands on it. So it's not a star.	[the Moon; sunlight arrows arrive from the Sun at the left; chip NO LIGHT OF ITS OWN, then chip NOT A STAR]
8	So, here's what we've seen. Stars are not all the same: some are bigger than the Sun and some are smaller, and some look brighter than others.	[rule slide reuses the three discs and the two stars; rule text]
9	Okay, now your turn.	[the attached question appears]

L02 · Why stars look like dots · `SPA3-004` (147 words)

Here's Lysander beside a long, straight road at night. Far away, a car's headlights look like two tiny dots. As the car comes closer, they grow into two big, bright circles. The headlights didn't change, so what did? Here's a street lamp beside Lysander. It's near, so it looks big. And now the same lamp, far down the road. It's far away, so it looks like a dot. Here's one lamp at three distances. The farther away a light is, the smaller it looks. Now let's think about a star. Up close, it looks like the Sun: a huge ball of glowing gas. But a star is far, far away, much farther than any lamp. So from Earth it looks like a tiny dot. So, every star except the Sun looks like a tiny dot of light because it is so far away. Okay, now your turn.

Every star except the Sun looks like a tiny dot of light because it is so far away.

Attached question: Two flashlights of the same kind shine in a dark field. Why does one of them look like a tiny dot? It is far away. ✓ · It is a smaller flashlight. · It gives out less light.

Screen directions, beat by beat

1	Here's Lysander beside a long, straight road at night. Far away, a car's headlights look like two tiny dots.	[the cartoon: Lysander at the roadside; two tiny dots far down the road; no title slide]
2	As the car comes closer, they grow into two big, bright circles. The headlights didn't change, so what did?	[the two dots grow into two bright circles as the car nears; chip WHAT CHANGED?]
3	Here's a street lamp beside Lysander. It's near, so it looks big.	[the near lamp, a big warm glow; chip NEAR: LOOKS BIG]
4	And now the same lamp, far down the road. It's far away, so it looks like a dot.	[the far lamp appears as a small dot down the road; chip FAR AWAY: LOOKS LIKE A DOT]
5	Here's one lamp at three distances. The farther away a light is, the smaller it looks.	[the three-distance strip: big, smaller, a dot]
6	Now let's think about a star. Up close, it looks like the Sun: a huge ball of glowing gas.	[the glowing ball fills the frame; chip A STAR, UP CLOSE]
7	But a star is far, far away, much farther than any lamp. So from Earth it looks like a tiny dot.	[the ball shrinks to a dot in a navy sky; chip FROM EARTH: A TINY DOT]
8	So, every star except the Sun looks like a tiny dot of light because it is so far away.	[rule slide reuses the ball-to-dot picture; rule text]
9	Okay, now your turn.	[the attached question appears]

L03 · Why the Sun looks so big and bright · `SPA3-005` (147 words)

Here's Georgiana in the yard at sunset. The Sun is low behind the fence. Georgiana knows the Sun is a star. But next to it, every other star is only a tiny dot. Why is the Sun different? Let's look at a row of street lamps at night, all the same kind. The lamp beside you is closest, so it looks biggest and brightest. The far lamps look like dots. The Sun is the closest star to Earth. Every other star is much, much farther away. So the Sun looks bigger and brighter than every other star. It's not the biggest, just the closest. By day, the Sun's light fills the sky, so you can't see the other stars. But they're still there. So, the Sun looks bigger and brighter than every other star only because it is the closest star to Earth. Okay, now your turn.

The Sun looks bigger and brighter than every other star only because it is the closest star to Earth.

Attached question: Here is a row of the same kind of porch lights along a street at night. Which light looks biggest and brightest? the closest light ✓ · the farthest light · they all look the same

Screen directions, beat by beat

1	Here's Georgiana in the yard at sunset. The Sun is low behind the fence.	[the cartoon: Georgiana in the yard; the orange sky; the Sun low behind the fence; no title slide]
2	Georgiana knows the Sun is a star. But next to it, every other star is only a tiny dot. Why is the Sun different?	[the sky darkens to stars; chip WHY SO DIFFERENT?]
3	Let's look at a row of street lamps at night, all the same kind.	[the lamp row; chip ALL THE SAME KIND]
4	The lamp beside you is closest, so it looks biggest and brightest. The far lamps look like dots.	[chip CLOSEST: LOOKS BIGGEST AND BRIGHTEST on the near lamp; chip FAR: DOTS on the far lamps]
5	The Sun is the closest star to Earth. Every other star is much, much farther away.	[Earth and the Sun; the other stars at the far edge; chip THE CLOSEST STAR under the Sun]
6	So the Sun looks bigger and brighter than every other star. It's not the biggest, just the closest.	[chip NOT THE BIGGEST, then chip THE NEAREST]
7	By day, the Sun's light fills the sky, so you can't see the other stars. But they're still there.	[the day and night panels of one patch of sky; chip STILL THERE on the day panel]
8	So, the Sun looks bigger and brighter than every other star only because it is the closest star to Earth.	[rule slide reuses the lamp row and the Sun-and-stars picture; rule text]
9	Okay, now your turn.	[the attached question appears]

L04 · A telescope shows more stars · `SPA3-006` (136 words)

Here's Zadie on the balcony on a clear night. In one small patch of sky she counts twelve stars. Then she looks at the same patch through a long tube with glass in it, and counts hundreds. Where did they come from? The tube is called a telescope. It has a wide opening at one end and glass inside. A far star sends only a little light to Earth. Your eye alone catches too little of it to see the star. The telescope's wide opening catches much more of that light and sends it to your eye. So the faint star shows. The stars didn't move. They were there all along. The telescope just gathers more of their light. So, a telescope shows far more stars than your eyes alone can see. Okay, now your turn.

A telescope shows far more stars than your eyes alone can see.

Attached question: Coral looks at one patch of the night sky with her eyes, then through a telescope. What happens to the number of stars she sees? She sees fewer stars. · She sees the same number of stars. · She sees many more stars. ✓

Screen directions, beat by beat

1	Here's Zadie on the balcony on a clear night. In one small patch of sky she counts twelve stars.	[the cartoon: Zadie on the balcony; the patch of sky with twelve stars; no title slide]
2	Then she looks at the same patch through a long tube with glass in it, and counts hundreds. Where did they come from?	[the patch fills with hundreds of faint stars; chip HUNDREDS?]
3	The tube is called a telescope. It has a wide opening at one end and glass inside.	[the telescope photo; chip TELESCOPE; the wide opening glows as it is named]
4	A far star sends only a little light to Earth. Your eye alone catches too little of it to see the star.	[the faint-light picture: a far star, two thin lines, one reaches a small eye; chip TOO LITTLE LIGHT]
5	The telescope's wide opening catches much more of that light and sends it to your eye. So the faint star shows.	[the telescope's wide end catches many lines; they narrow to the eye; chip MORE LIGHT: THE STAR SHOWS]
6	The stars didn't move. They were there all along. The telescope just gathers more of their light.	[the two patches side by side; chip STILL WHERE THEY WERE]
7	So, a telescope shows far more stars than your eyes alone can see.	[rule slide reuses the two patches; rule text]
8	Okay, now your turn.	[the attached question appears]

Summary video (256 words, about 128 s)

Stars that differ, stars that look like dots, the Sun, and the telescope. Here's everything we found out. First, every star is a huge ball of glowing gas, like the Sun, and it makes its own light. Stars are not all the same: some are bigger than the Sun and some are smaller, and some look brighter than others. The Moon is bright, but sunlight lands on it. It makes no light of its own, so it's not a star. Next, the lamps. The same lamp looks big when it's near and like a dot when it's far away. Every star except the Sun looks like a tiny dot of light because it is so far away. Then the row of the same lamps. The closest one looks biggest and brightest. The Sun looks bigger and brighter than every other star only because it is the closest star to Earth. How bright a star looks depends on two things: how big and bright it is, and how far away it is. By day, the Sun's light fills the sky, so you can't see the other stars. But they're still there. Last, the telescope. A far star sends only a little light, too little for your eye alone. A telescope shows far more stars than your eyes alone can see. It gathers more of their light; it doesn't move them. That's the whole topic: stars differ, they look like dots because they're far, the Sun is the closest, and a telescope shows more. Okay, now your turn.

Topic 33 · What living things need (G3T33 · 4 lessons)

Intro video (115 words, about 58 s)

Here's a desert at noon. The sand is baking, there's no shade, and it hasn't rained for months. Nothing could live here, you might think. But look: a lizard on a rock, a beetle under it, a cactus, all as alive as you. So what does this place give them that keeps them alive? The lizard eats, but the cactus never eats, and there's no pond and no puddle, yet none of them is dying of thirst. And would a fish, a fern, or you, stay alive here? That's what this topic is about: what every living thing must have to stay alive. Okay, so are you ready to find out what living things need?

L01 · Every living thing needs food · `LIF3-003` (149 words)

Here's Teodor's parakeet. Does something this small really need food? Imagine nobody feeds it. The parakeet gets weak, and if the food never comes, it dies. Something a living thing must have to stay alive is called a need. The parakeet needs food. Now consider the geranium on the windowsill. It never eats anything, but it needs food too. A plant does not eat: it makes its own food in its leaves, using sunlight and water. It does not eat the soil. And now an ant, a deer, and Teodor himself. Every one of them needs food. The toy bird on the shelf needs no food. It's not a living thing. So, here's what we've seen. Every living thing needs food to stay alive. A plant does not eat: it makes its own food. So yes: the parakeet needs food, every day. Edda feeds it. Okay, now your turn.

Every living thing needs food to stay alive. A plant does not eat: it makes its own food.

Attached question: Here is a pea plant growing in a garden. Does it need food to stay alive? yes ✓ · no

Screen directions, beat by beat

1	Here's Teodor's parakeet. Does something this small really need food?	[the cartoon: Teodor and Edda at the cage; chip DOES IT NEED FOOD?; no title slide]
2	Imagine nobody feeds it. The parakeet gets weak, and if the food never comes, it dies.	[the parakeet card; chip NO FOOD, then chip WEAK, then chip DIES]
3	Something a living thing must have to stay alive is called a need. The parakeet needs food.	[chip NEED; the card's tick appears under NEEDS FOOD TO STAY ALIVE?]
4	Now consider the geranium on the windowsill. It never eats anything, but it needs food too.	[the geranium photo; chip NEVER EATS; then chip NEEDS FOOD]
5	A plant does not eat: it makes its own food in its leaves, using sunlight and water. It does not eat the soil.	[chip MAKES ITS OWN FOOD; a sunlight ray on the leaves; the soil in the pot glows, then a cross on EATS THE SOIL]
6	And now an ant, a deer, and Teodor himself. Every one of them needs food.	[the run: the ant, the deer, Teodor's lunch; a tick lands on each card]
7	The toy bird on the shelf needs no food. It's not a living thing.	[the toy bird; the card with a cross]
8	So, here's what we've seen. Every living thing needs food to stay alive. A plant does not eat: it makes its own food.	[rule slide reuses the parakeet card and the geranium; rule text]
9	So yes: the parakeet needs food, every day. Edda feeds it.	[the parakeet in its cage; Edda's hand with the seed]
10	Okay, now your turn.	[the attached question appears]

L02 · Every living thing needs water · `LIF3-004` (149 words)

Here's Sibyl's aloe plant. No water for a month, and it looks fine. Does it need water? An aloe plant comes from hot, dry places. When rain comes, it takes in lots of water and keeps it in its thick leaves. So an aloe plant does need water, just now and then. Left dry for a very long time, it dries up and dies. Now consider a camel. It walks for days, then drinks a huge amount at once. It needs water. And now a tomato plant. A week with no water, and its leaves droop. Sibyl waters the soil, and next day they stand up again. A glass bottle in the desert needs no water. It's not a living thing. So, here's what we've seen. Every living thing needs water to stay alive. So Sibyl's aloe plant needs water: a little, now and then. Okay, now your turn.

Every living thing needs water to stay alive.

Attached question: Here is a basil plant. Nobody has looked after it for a week, and its leaves droop. What does it need? more sunlight · water ✓ · more soil

Screen directions, beat by beat

1	Here's Sibyl's aloe plant. No water for a month, and it looks fine. Does it need water?	[the cartoon: Sibyl and the aloe plant; chip DOES IT NEED WATER?; no title slide]
2	An aloe plant comes from hot, dry places. When rain comes, it takes in lots of water and keeps it in its thick leaves.	[the aloe plant photo; rain; the leaves glow blue; chip KEEPS WATER IN ITS LEAVES]
3	So an aloe plant does need water, just now and then. Left dry for a very long time, it dries up and dies.	[the aloe plant card; the tick under NEEDS WATER TO STAY ALIVE?; chip NOW AND THEN]
4	Now consider a camel. It walks for days, then drinks a huge amount at once. It needs water.	[the camel photo; chip DAYS BETWEEN DRINKS; a tick]
5	And now a tomato plant. A week with no water, and its leaves droop. Sibyl waters the soil, and next day they stand up again.	[the drooping plant, then the same plant standing up; chip NEEDS WATER]
6	A glass bottle in the desert needs no water. It's not a living thing.	[the bottle; the card with a cross]
7	So, here's what we've seen. Every living thing needs water to stay alive.	[rule slide reuses the aloe plant card and the tomato plant; rule text]
8	So Sibyl's aloe plant needs water: a little, now and then.	[Sibyl gives the aloe plant a little water]
9	Okay, now your turn.	[the attached question appears]

L03 · Every living thing needs air · `LIF3-005` (150 words)

Here's Tycho at the pond. The fish never come up. So do fish need air? A little air is mixed into the water. You can't see it, but the fish takes it in. In water with no air mixed in, a fish gets weak. It needs that air. Now consider a whale. It can't take in air from the water, so it comes up, breathes in, and dives again. It needs air. And now a plant: its leaves take in air. Tycho breathes all day. A dog pants after a run. Every one needs air. The tin can on the pond floor needs no air. It's not a living thing. So, here's what we've seen. Every living thing needs air to stay alive. A fish needs air too: it takes in air from the water. So Tycho's fish need air. They take it from the water. Okay, now your turn.

Every living thing needs air to stay alive. A fish needs air too: it takes in air from the water.

Attached question: Here is a sea turtle swimming up to the top of the sea. What does it come up for? food · sunshine · air ✓

Screen directions, beat by beat

1	Here's Tycho at the pond. The fish never come up. So do fish need air?	[the cartoon: Tycho holding his breath, fish below; chip DO FISH NEED AIR?; no title slide]
2	A little air is mixed into the water. You can't see it, but the fish takes it in.	[the pond fish photo; tiny pale dots in the water; chip AIR IN THE WATER]
3	In water with no air mixed in, a fish gets weak. It needs that air.	[the pond fish; the pale dots fade and the fish droops; chip NEEDS THE AIR IN THE WATER]
4	Now consider a whale. It can't take in air from the water, so it comes up, breathes in, and dives again. It needs air.	[the whale photo; the blow; chip COMES UP FOR AIR; a tick]
5	And now a plant: its leaves take in air. Tycho breathes all day. A dog pants after a run. Every one needs air.	[the run: the leaves, Tycho, the dog; a tick lands on each card]
6	The tin can on the pond floor needs no air. It's not a living thing.	[the tin can; the card with a cross]
7	So, here's what we've seen. Every living thing needs air to stay alive. A fish needs air too: it takes in air from the water.	[rule slide reuses the fish card and the whale; rule text]
8	So Tycho's fish need air. They take it from the water.	[the pond fish again; chip TAKES IN AIR FROM THE WATER]
9	Okay, now your turn.	[the attached question appears]

L04 · Every living thing needs a place that suits it · `LIF3-006` (150 words)

Here's Odessa at the zoo. The king penguins live in a cold room with a pool. A king penguin comes from a cold island by the sea. It needs a cold place with water to swim in. On a hot, dry hill it gets too hot. So the zoo builds the cold room. A place suits a living thing when the living thing can stay alive there. A pet fish needs water, not the carpet. An aloe plant needs dry and sunny, not a swamp. A frog needs damp, near water. And now Emil's dog. It needs a dry home, not too hot or cold. Its toys are not a need. The toy penguin needs no place at all. It's not a living thing. So, here's what we've seen. Every living thing needs a place that suits it. So the cold room suits the king penguins. Okay, now your turn.

Every living thing needs a place that suits it. A place suits a living thing when the living thing can stay alive there.

Attached question: Here is a water lily plant. Which place suits it? a dry, sandy desert · a pond ✓ · a snowy mountain top

Screen directions, beat by beat

1	Here's Odessa at the zoo. The king penguins live in a cold room with a pool.	[the cartoon: Odessa at the king penguin pool, goats on the hill through the window; chip WHY COLD AND WET?; no title slide]
2	A king penguin comes from a cold island by the sea. It needs a cold place with water to swim in.	[the king penguin photo; chip COLD, WITH WATER]
3	On a hot, dry hill it gets too hot. So the zoo builds the cold room.	[the penguin place card: the cold pool with a tick, the hot hill with a cross]
4	A place suits a living thing when the living thing can stay alive there.	[chip A PLACE THAT SUITS IT]
5	A pet fish needs water, not the carpet. An aloe plant needs dry and sunny, not a swamp. A frog needs damp, near water.	[the three place cards in turn, a tick and a cross on each]
6	And now Emil's dog. It needs a dry home, not too hot or cold. Its toys are not a need.	[the dog cartoon; a tick on the home; the toys fade to grey]
7	The toy penguin needs no place at all. It's not a living thing.	[the toy penguin; the card with a cross]
8	So, here's what we've seen. Every living thing needs a place that suits it.	[rule slide reuses the penguin card and the fish card; rule text]
9	So the cold room suits the king penguins.	[the zoo cartoon again; a tick on each]
10	Okay, now your turn.	[the attached question appears]

Summary video (230 words, about 115 s)

Food, water, air, and a place that suits it. Here's everything we found out. First, what a need is. Something a living thing must have to stay alive is called a need. Every living thing needs food to stay alive. Without food, the parakeet gets weak, and then it dies. A plant does not eat: it makes its own food. It needs sunlight to make it, and it does not eat the soil. Next, water. Every living thing needs water to stay alive. An aloe plant keeps water in its thick leaves, so it needs a drink only now and then. Then air. Every living thing needs air to stay alive. A fish needs air too: it takes in air from the water. A whale comes up to the top of the sea for its air. And last, a place. Every living thing needs a place that suits it. A place suits a living thing when the living thing can stay alive there. A king penguin needs a cold place with a pool. An aloe plant needs a dry, sunny place. A frog needs a damp place near water. A toy or a bottle needs none of these. Only living things have needs. And a need is not a want: a dog stays alive without its toys. Four needs, and every living thing has all four. Okay, now your turn.

Topic 34 · Backbone or no backbone (G3T34 · 3 lessons)

Intro video (117 words, about 58 s)

Here's Tallis in the aquarium tunnel. A shark glides overhead, a jellyfish drifts past, a crab scuttles by, and an octopus clings to the glass. Four animals that look nothing alike, yet the sign says three of them go in one group, and the shark is on its own. Which three, and why? Tallis guesses it's size, but the octopus is nearly as big. Not legs either: the jellyfish has none, the crab has ten. So what are the sign-makers looking at? They sort every animal this way, one side or the other. That's what this topic is about: sorting animals into groups by what their bodies have. Okay, so are you ready to start sorting animals?

L01 · Make a group from one shared feature · `LIF3-010` (147 words)

Here are Jethro and Kerensa with the same six animal cards. Jethro makes three piles, Kerensa two. Who did it right? Look at the animals' bodies: the lion has fur, the parrot feathers, the snake scales. Something that is part of an animal's own body is called a feature. Jethro picks one feature: fur. Lion, yes. Bear, yes. Parrot, owl, snake, lizard: no. So the lion and the bear go in. The others stay out. That's one group: has fur. Feathers make a second group. Scales make a third. Those are Jethro's three piles. Now let's look at Kerensa's piles. She picks wings. Parrot and owl, yes. The rest, no. Two groups. Same cards, different feature, so different groups. Both children were right. So, to make a group, pick one feature. Every animal with that feature goes in. Every other animal stays out. Okay, now your turn.

To make a group, pick one feature. Every animal with that feature goes in the group. Every other animal stays out.

Attached question: Here are four farm animals: a cow, a hen, a goat and a duck. Which feature do the hen and the duck share? fur · scales · feathers ✓

Screen directions, beat by beat

1	Here are Jethro and Kerensa with the same six animal cards. Jethro makes three piles, Kerensa two. Who did it right?	[the cartoon: the two children and their piles; no title slide]
2	Look at the animals' bodies: the lion has fur, the parrot feathers, the snake scales. Something that is part of an animal's own body is called a feature.	[the three close-ups; chip FEATURE appears on the word]
3	Jethro picks one feature: fur. Lion, yes. Bear, yes. Parrot, owl, snake, lizard: no.	[the six cards under HAS FUR?; a tick or cross lands under each card as it is named]
4	So the lion and the bear go in. The others stay out. That's one group: has fur.	[the two cards slide into the HAS FUR box]
5	Feathers make a second group. Scales make a third. Those are Jethro's three piles.	[the three boxes fill in turn]
6	Now let's look at Kerensa's piles. She picks wings. Parrot and owl, yes. The rest, no. Two groups.	[the same cards regroup into HAS WINGS and NO WINGS]
7	Same cards, different feature, so different groups. Both children were right.	[the three boxes and the two boxes side by side; chip BOTH RIGHT]
8	So, to make a group, pick one feature. Every animal with that feature goes in. Every other animal stays out.	[rule slide reuses the three covering boxes; rule text]
9	Okay, now your turn.	[the attached question appears]

L02 · Backbone or no backbone · `LIF3-011` (147 words)

Here's a snake winding round a branch. Mirren says it has no bones. Right? Here's an X-ray of the snake: a line of many small bones, its whole length. A line of bones down the middle of the back, inside the body, is called a backbone. An animal with a backbone is a vertebrate. Now consider a worm: long and thin like the snake, but inside, no bones at all. An animal with no backbone is an invertebrate. A fish: a line of bones, head to tail. A cat: bones down its back. Both vertebrates. A turtle: a hard shell outside, a backbone inside. Vertebrate. A crab: a hard shell outside, nothing inside. Invertebrate. So, a backbone is a line of bones down the middle of the back, inside the body. An animal with a backbone is a vertebrate; with none, an invertebrate. Okay, now your turn.

A backbone is a line of bones down the middle of the back, inside the body. An animal with a backbone is called a vertebrate. An animal with no backbone is called an invertebrate.

Attached question: Here is a jellyfish. It is soft all the way through, with no bones anywhere. Is the jellyfish a vertebrate or an invertebrate? a vertebrate · an invertebrate ✓

Screen directions, beat by beat

1	Here's a snake winding round a branch. Mirren says it has no bones. Right?	[the cartoon; speech chip NO BONES?; no title slide]
2	Here's an X-ray of the snake: a line of many small bones, its whole length.	[the X-ray; the line of bones glows head to tail]
3	A line of bones down the middle of the back, inside the body, is called a backbone. An animal with a backbone is a vertebrate.	[chip BACKBONE on the line; then chip VERTEBRATE; the table's first row: a tick]
4	Now consider a worm: long and thin like the snake, but inside, no bones at all. An animal with no backbone is an invertebrate.	[the worm; the diagram's worm with nothing inside; the table's second row: a cross; chip INVERTEBRATE]
5	A fish: a line of bones, head to tail. A cat: bones down its back. Both vertebrates.	[the fish X-ray, then the cat; two ticks land]
6	A turtle: a hard shell outside, a backbone inside. Vertebrate. A crab: a hard shell outside, nothing inside. Invertebrate.	[the turtle, then the crab; a tick, then a cross; chip A SHELL IS NOT A BACKBONE]
7	So, a backbone is a line of bones down the middle of the back, inside the body. An animal with a backbone is a vertebrate; with none, an invertebrate.	[rule slide reuses the fish and the worm; rule text]
8	Okay, now your turn.	[the attached question appears]

L03 · What makes an animal an arthropod · `LIF3-070` (147 words)

Here's Inigo at a rock pool, watching a crab. A crab, a spider and a beetle look nothing alike, but scientists put them in one group. Why? Look at the crab's leg: hard pieces, bending only at the joints. That's a jointed leg. Its whole body has a hard shell on the outside: a hard outer casing. And inside, no bones: no backbone. Three questions. No backbone? Yes. Hard outer casing? Yes. Jointed legs? Yes. An animal with all three is called an arthropod. The spider: no bones inside, a hard casing, eight jointed legs. Three yeses, an arthropod. The beetle: three yeses too. But the turtle has a backbone. One no: not an arthropod. The snail has no legs. One no: not an arthropod. So, an arthropod is an animal with three features: no backbone, a hard outer casing, and jointed legs. Okay, now your turn.

An arthropod is an animal with three features: no backbone, a hard outer casing, and jointed legs.

Attached question: Here is an ant. It has no backbone, a hard outer casing and six jointed legs. Is the ant an arthropod? yes ✓ · no

Screen directions, beat by beat

1	Here's Inigo at a rock pool, watching a crab. A crab, a spider and a beetle look nothing alike, but scientists put them in one group. Why?	[the cartoon; the spider and the beetle appear beside the crab; chip WHAT DO THEY SHARE?; no title slide]
2	Look at the crab's leg: hard pieces, bending only at the joints. That's a jointed leg.	[the close-up photo; the drawn leg bends at its two joints; chip JOINTED LEG]
3	Its whole body has a hard shell on the outside: a hard outer casing. And inside, no bones: no backbone.	[the crab photo; chip HARD OUTER CASING; then chip NO BACKBONE]
4	Three questions. No backbone? Yes. Hard outer casing? Yes. Jointed legs? Yes. An animal with all three is called an arthropod.	[the three-question card; the crab's row fills tick by tick; chip ARTHROPOD]
5	The spider: no bones inside, a hard casing, eight jointed legs. Three yeses, an arthropod. The beetle: three yeses too.	[the spider, then the beetle; two rows fill]
6	But the turtle has a backbone. One no: not an arthropod. The snail has no legs. One no: not an arthropod.	[the turtle's row: a cross under No backbone?; the snail's row: a cross under Jointed legs?]
7	So, an arthropod is an animal with three features: no backbone, a hard outer casing, and jointed legs.	[rule slide reuses the three-question card and the crab; rule text]
8	Okay, now your turn.	[the attached question appears]

Summary video (245 words, about 122 s)

Features, groups, backbones and arthropods. Here's everything we found out. First, features. Something that is part of an animal's own body, like fur, feathers, legs or bones, is called a feature. To make a group, pick one feature. Every animal with that feature goes in the group. Every other animal stays out. Where an animal lives, or who likes it, is not a feature. Pick a different feature, and you get different groups. Next, the backbone. A backbone is a line of bones down the middle of the back, inside the body. An animal with a backbone is called a vertebrate. An animal with no backbone is called an invertebrate. The snake bends, but it has a backbone. The turtle has a hard shell outside and a backbone inside. The crab has a hard shell outside and no bones inside. So at the aquarium, the jellyfish, the crab and the octopus have no backbone, and they go in one group. The shark has a backbone, so it is on its own. And last, arthropods. An arthropod is an animal with three features: no backbone, a hard outer casing, and jointed legs. The crab, the spider and the beetle have all three. The turtle has a backbone, so it is out. The snail has no legs, so it is out. That's the whole topic: pick a feature to make a group, backbone or no backbone, and the three features of an arthropod. Okay, now your turn.

Topic 35 · The five vertebrate groups (G3T35 · 6 lessons)

Intro video (118 words, about 59 s)

Here's a river at dusk. A bat swoops over the water, a fish jumps, a frog sits on the bank, a heron stands still, and a snake slides by. Five animals, and every one has a backbone. Now, the bat flies like a bird, but it isn't a bird. The frog swims like the fish, but it isn't a fish. So what is the bat, and what is the frog? Scientists put these five into five different groups, and it isn't about who flies or swims. So what's the giveaway? That's what this topic is about: the five groups of backboned animals, and which group each animal belongs in. Okay, so are you ready to sort the animals?

L01 · What makes an animal a mammal · `LIF3-015` (149 words)

Here's Fabiola on a boat. A whale comes up beside it. 'What a big fish!' she says. But it isn't a fish. Let's look closely. The whale has a little hair, around its mouth. And its mother feeds it milk. An animal with hair or fur, whose mother feeds her babies milk, is called a mammal. So the whale is a mammal. Now a shark, in the same sea. No hair, no fur, no milk. Not a mammal. And now a bat, flying at night. Fur, and milk for its babies. A mammal. Here's an owl, flying at night too. Feathers, not fur. Not a mammal. And a dog with her puppies. Fur, and milk. A mammal. So, here's what we've seen. A mammal has hair or fur, and a mammal mother feeds her babies milk. So the whale is a mammal, not a fish. Okay, now your turn.

A mammal has hair or fur, and a mammal mother feeds her babies milk.

Attached question: Here is a cat. It has fur, and a cat mother feeds her babies milk. Is the cat a mammal? yes ✓ · no

Screen directions, beat by beat

1	Here's Fabiola on a boat. A whale comes up beside it. 'What a big fish!' she says. But it isn't a fish.	[the cartoon: Fabiola at the rail, the whale surfacing; speech chip WHAT A BIG FISH!; no title slide]
2	Let's look closely. The whale has a little hair, around its mouth. And its mother feeds it milk.	[the whale's head photo, the hairs ringed; then the mother and calf; chips HAIR and MILK]
3	An animal with hair or fur, whose mother feeds her babies milk, is called a mammal. So the whale is a mammal.	[the whale feature card builds: two ticks appear under their questions, then the chip MAMMAL]
4	Now a shark, in the same sea. No hair, no fur, no milk. Not a mammal.	[the shark photo; the shark card: two crosses, chip NOT A MAMMAL]
5	And now a bat, flying at night. Fur, and milk for its babies. A mammal.	[the bat photo; the bat card: two ticks, chip MAMMAL]
6	Here's an owl, flying at night too. Feathers, not fur. Not a mammal.	[the owl photo; the owl card: two crosses, chip NOT A MAMMAL]
7	And a dog with her puppies. Fur, and milk. A mammal.	[the dog photo; the dog card: two ticks, chip MAMMAL]
8	So, here's what we've seen. A mammal has hair or fur, and a mammal mother feeds her babies milk.	[the rule card: the run of three at the left, the rule text at the right]
9	So the whale is a mammal, not a fish.	[the whale card again, chip MAMMAL]
10	Okay, now your turn.	[the attached question appears]

L02 · What makes an animal a bird · `LIF3-016` (150 words)

Here's Bertram at the zoo. The penguins dive and swim. 'Birds fly,' he says. 'So a penguin can't be a bird.' Let's look closely. The penguin has short, tight feathers. It has a beak. And it lays eggs. Feathers, a beak, and eggs. So the penguin is a bird, even though it cannot fly. Now a seal, on the same icy shore. Fur, not feathers, and no beak. Not a bird. And now an ostrich. It can't fly either. But feathers, a beak, and eggs. A bird. Here's the bat again. It flies, but fur, not feathers, and no beak. Not a bird. Feathers make a bird, not flying. And a robin on its nest. Feathers, a beak, and eggs. A bird. So, here's what we've seen. A bird has feathers and a beak, and it lays eggs. So a penguin is a bird after all. Okay, now your turn.

A bird has feathers and a beak, and it lays eggs.

Attached question: Here is a duck. It has feathers, swims well and dives for its food. Which of these tells you it is a bird? it swims well · it dives for food · it has feathers ✓

Screen directions, beat by beat

1	Here's Bertram at the zoo. The penguins dive and swim. 'Birds fly,' he says. 'So a penguin can't be a bird.'	[the cartoon: Bertram at the glass, penguins swimming; the sign BIRDS; no title slide]
2	Let's look closely. The penguin has short, tight feathers. It has a beak. And it lays eggs.	[the penguin photo; the feathers ringed; the beak ringed; then the egg on its feet]
3	Feathers, a beak, and eggs. So the penguin is a bird, even though it cannot fly.	[the penguin card builds: two ticks, chip BIRD]
4	Now a seal, on the same icy shore. Fur, not feathers, and no beak. Not a bird.	[the seal photo; the seal card: two crosses, chip NOT A BIRD]
5	And now an ostrich. It can't fly either. But feathers, a beak, and eggs. A bird.	[the ostrich photo; the ostrich card: two ticks, chip BIRD]
6	Here's the bat again. It flies, but fur, not feathers, and no beak. Not a bird. Feathers make a bird, not flying.	[the bat photo; the bat card: two crosses, chip NOT A BIRD; chip FEATHERS MAKE A BIRD]
7	And a robin on its nest. Feathers, a beak, and eggs. A bird.	[the robin photo; the robin card: two ticks, chip BIRD]
8	So, here's what we've seen. A bird has feathers and a beak, and it lays eggs.	[the rule card: the run of three at the left, the rule text at the right]
9	So a penguin is a bird after all.	[the penguin card again, chip BIRD]
10	Okay, now your turn.	[the attached question appears]

L03 · What makes an animal a reptile · `LIF3-017` (150 words)

Here's a keeper with a snake. 'It's slimy!' says Ophelia. She touches it: it's dry. Let's look closely. The snake has dry, scaly skin. And it lays its eggs on land. An animal with dry, scaly skin that lays its eggs on land is called a reptile. So the snake is a reptile. Now an eel, long and thin like the snake. Slimy skin, eggs in the water. Not a reptile. A fish. And now a sea turtle. Dry, scaly skin. At night it lays its eggs in the sand, on land. A reptile. Here's a salmon in the same sea. Slimy skin, eggs in the water. Not a reptile. A fish. And a lizard on a warm rock. Dry, scaly skin, and eggs on land. A reptile. So, here's what we've seen. A reptile has dry, scaly skin, and it lays its eggs on land. Okay, now your turn.

A reptile has dry, scaly skin, and it lays its eggs on land.

Attached question: Here is a gecko on a wall. It has dry, scaly skin, and it lays its eggs on land. Is the gecko a reptile? yes ✓ · no

Screen directions, beat by beat

1	Here's a keeper with a snake. 'It's slimy!' says Ophelia. She touches it: it's dry.	[the cartoon: Ophelia's hand pulled back, the keeper with the snake; speech chip IT'S SLIMY!; then chip DRY!; no title slide]
2	Let's look closely. The snake has dry, scaly skin. And it lays its eggs on land.	[the snake skin photo, the scales ringed; then the eggs in the sand]
3	An animal with dry, scaly skin that lays its eggs on land is called a reptile. So the snake is a reptile.	[the snake card builds: two ticks, chip REPTILE]
4	Now an eel, long and thin like the snake. Slimy skin, eggs in the water. Not a reptile. A fish.	[the eel photo; the eel card: two crosses, chip NOT A REPTILE]
5	And now a sea turtle. Dry, scaly skin. At night it lays its eggs in the sand, on land. A reptile.	[the sea turtle photo; the beach photo; the sea turtle card: two ticks, chip REPTILE]
6	Here's a salmon in the same sea. Slimy skin, eggs in the water. Not a reptile. A fish.	[the salmon photo; the salmon card: two crosses, chip NOT A REPTILE]
7	And a lizard on a warm rock. Dry, scaly skin, and eggs on land. A reptile.	[the lizard photo; the lizard card: two ticks, chip REPTILE]
8	So, here's what we've seen. A reptile has dry, scaly skin, and it lays its eggs on land.	[the rule card: the run of three at the left, the rule text at the right]
9	Okay, now your turn.	[the attached question appears]

L04 · What makes an animal an amphibian · `LIF3-018` (150 words)

Here's Evander with a jar of pond water. Tadpoles swim in it, with tails and no legs. Weeks later, the tadpoles have legs and no tails. Small frogs, on a stone. Let's look at a grown frog. Its skin is smooth and moist. Moist means a little wet. Its life began in the pond as a tadpole, then it moved onto the bank. Water first, then land. An animal with smooth, moist skin, which starts its life in water and then lives on land, is called an amphibian. So the frog is an amphibian. Now a small fish in the same pond. Wet skin, but it never leaves the water. Not an amphibian. And a salamander. Smooth, moist skin, and a pond first. An amphibian. So, here's what we've seen. An amphibian has smooth, moist skin. It starts its life in water, then lives on land. Okay, now your turn.

An amphibian has smooth, moist skin. It starts its life in water, then lives on land.

Attached question: Here is a tree frog. It has smooth, moist skin, and it began life as a tadpole in a pool. Which group is it in? a reptile · an amphibian ✓ · a fish

Screen directions, beat by beat

1	Here's Evander with a jar of pond water. Tadpoles swim in it, with tails and no legs.	[the cartoon, left panel: the jar of tadpoles; no title slide]
2	Weeks later, the tadpoles have legs and no tails. Small frogs, on a stone.	[the cartoon, right panel: frogs on the stone; a calendar flips]
3	Let's look at a grown frog. Its skin is smooth and moist. Moist means a little wet.	[the frog photo; chip SMOOTH, MOIST SKIN]
4	Its life began in the pond as a tadpole, then it moved onto the bank. Water first, then land.	[the three-panel figure builds left to right; chip WATER FIRST, THEN LAND]
5	An animal with smooth, moist skin, which starts its life in water and then lives on land, is called an amphibian. So the frog is an amphibian.	[the frog card builds: two ticks, chip AMPHIBIAN]
6	Now a small fish in the same pond. Wet skin, but it never leaves the water. Not an amphibian.	[the small-fish photo; the small-fish card: two crosses, chip NOT AN AMPHIBIAN]
7	And a salamander. Smooth, moist skin, and a pond first. An amphibian.	[the salamander photo; the salamander card: two ticks, chip AMPHIBIAN]
8	So, here's what we've seen. An amphibian has smooth, moist skin. It starts its life in water, then lives on land.	[the rule card: the run of three at the left, the rule text at the right]
9	Okay, now your turn.	[the attached question appears]

L05 · What makes an animal a fish · `LIF3-019` (144 words)

Here's Gwendolen at a tank. A seahorse hangs on a plant. 'That's not a fish,' she says. 'It's a tiny horse!' A fish takes in air from the water. Here's how: under the flap on each side of its head are red combs. The red combs are called gills. And the thin flaps a fish swims with are called fins. Now the seahorse. Under the flaps on its head are gills. It swims with the small fin on its back. A fish. Now a dolphin, in the same sea. No gills: it comes up to breathe air. Not a fish. A mammal. And now a shark. Gills, and fins. A fish. And a goldfish. Gills, and fins. A fish. So, here's what we've seen. A fish takes in air from the water with its gills, and it swims with fins. Okay, now your turn.

A fish takes in air from the water with its gills, and it swims with fins.

Attached question: Here is a trout in a river. It takes in air with its gills and swims with fins. Which group is it in? a reptile · a mammal · a fish ✓

Screen directions, beat by beat

1	Here's Gwendolen at a tank. A seahorse hangs on a plant. 'That's not a fish,' she says. 'It's a tiny horse!'	[the cartoon: Gwendolen at the glass, the seahorse; speech chip A TINY HORSE!; no title slide]
2	A fish takes in air from the water. Here's how: under the flap on each side of its head are red combs.	[the gill photo; the flap ringed; the red comb ringed]
3	The red combs are called gills. And the thin flaps a fish swims with are called fins.	[chip GILLS on the comb; chip FINS on a goldfish's fins]
4	Now the seahorse. Under the flaps on its head are gills. It swims with the small fin on its back. A fish.	[the seahorse photo; the seahorse card builds: two ticks, chip FISH]
5	Now a dolphin, in the same sea. No gills: it comes up to breathe air. Not a fish. A mammal.	[the dolphin photo; the dolphin card: a cross, a tick, chip NOT A FISH]
6	And now a shark. Gills, and fins. A fish.	[the shark photo; the shark card: two ticks, chip FISH]
7	And a goldfish. Gills, and fins. A fish.	[the goldfish photo; the goldfish card: two ticks, chip FISH]
8	So, here's what we've seen. A fish takes in air from the water with its gills, and it swims with fins.	[the rule card: the run of three at the left, the rule text at the right]
9	Okay, now your turn.	[the attached question appears]

L06 · Place a backboned animal in its group · `LIF3-012` (144 words)

Here's Jonquil's class playing Mystery Animal. Her card says: fur, milk from its mother, and all day swimming in the river. 'A fish!' says someone. Let's look at the features, not the river. Fur, and milk. Those are a mammal's features. So the mystery animal is a mammal. Jonquil turns the card over. A river otter. Here are the five groups in one table. Now let's sort. A kangaroo: fur and milk. A mammal. A toucan: feathers and a beak. A bird. A chameleon: dry, scaly skin, and eggs in the soil. A reptile. A poison dart frog: smooth, moist skin, a tadpole first. An amphibian. And a swordfish: gills and fins. A fish. So, to place a backboned animal in its group, look at its features, not where it lives or how it moves. Its features fit one group. Okay, now your turn.

To place a backboned animal in its group, look at its features, not where it lives or how it moves. Its features fit one group.

Attached question: Here is a gorilla with her baby. She has hair, and she feeds her baby milk. Which group is the gorilla in? a mammal ✓ · a bird · a reptile

Screen directions, beat by beat

1	Here's Jonquil's class playing Mystery Animal. Her card says: fur, milk from its mother, and all day swimming in the river. 'A fish!' says someone.	[the cartoon: Jonquil with the card; the card's three lines appear; speech chip A FISH!; no title slide]
2	Let's look at the features, not the river. Fur, and milk. Those are a mammal's features. So the mystery animal is a mammal.	[the sort card: the three lines; the mammal chip rings green]
3	Jonquil turns the card over. A river otter.	[the otter photo]
4	Here are the five groups in one table.	[the group key: five rows appear one by one]
5	Now let's sort. A kangaroo: fur and milk. A mammal. A toucan: feathers and a beak. A bird.	[the kangaroo photo, its sort card rings mammal; the toucan photo, its card rings bird]
6	A chameleon: dry, scaly skin, and eggs in the soil. A reptile. A poison dart frog: smooth, moist skin, a tadpole first. An amphibian.	[the chameleon card rings reptile; the dart frog card rings amphibian]
7	And a swordfish: gills and fins. A fish.	[the swordfish card rings fish]
8	So, to place a backboned animal in its group, look at its features, not where it lives or how it moves. Its features fit one group.	[the rule card: the key at the left, the rule text at the right]
9	Okay, now your turn.	[the attached question appears]

Summary video (224 words, about 112 s)

Mammal, bird, reptile, amphibian, fish. Here's everything we found out. First, mammals. A mammal has hair or fur, and a mammal mother feeds her babies milk. A whale has a little hair and feeds its baby milk, so a whale is a mammal, not a fish. Next, birds. A bird has feathers and a beak, and it lays eggs. A penguin cannot fly, but it has feathers and a beak and lays eggs. A bird. Then reptiles. A reptile has dry, scaly skin, and it lays its eggs on land. A sea turtle swims all day, but it comes to the beach to lay its eggs. A reptile. Then amphibians. An amphibian has smooth, moist skin. It starts its life in water, then lives on land. A frog is a tadpole in the pond first, and then it lives on the bank. Then fish. A fish takes in air from the water with its gills, and it swims with fins. A seahorse has gills and a fin, so a seahorse is a fish. And the sort. To place a backboned animal in its group, look at its features, not where it lives or how it moves. A river otter swims all day, but it has fur and drank milk. A mammal. Five groups. Every backboned animal fits one of them. Okay, now your turn.

Topic 36 · Eggs, body parts and senses (G3T36 · 3 lessons)

Intro video (113 words, about 56 s)

Here's a beach at night. The sand starts to move, and out crawl tiny turtles, dozens of them, racing for the sea. No mother turtle is anywhere near, and yet here they all are. So how did they begin? Look at how they move, too. Each one has wide, flat flippers, not feet. Why flippers? And every single turtle heads straight for the water, in the dark, as if it knew which way the sea was. That's what this topic is about: how baby animals begin, what their body parts do for them, and how animals notice the world around them. Okay, so are you ready to look closely at how animals live?

L01 · Egg-layers, or babies born alive · `LIF3-013` (150 words)

Here's Fiorella's uncle's python. This morning: eggs in its tank! 'Only birds lay eggs,' says Fiorella. Is she right? The python laid them. In each egg a baby grows, then hatches. An animal that lays eggs is an egg-layer. Now a toad lays eggs in the pond, and tadpoles hatch out. Next, a goldfish lays eggs. And a butterfly lays eggs on a leaf. And a hen on her nest. All egg-layers. Now let's go to the sea. A dolphin lays no eggs: her baby's born alive. Babies born alive are called live young. Next, a bat's baby is born alive. And a cow's calf is born alive. All give birth to live young. So, here's what we've seen. Birds, reptiles, amphibians, fish and insects lay eggs. Mammals give birth to live young. A python is a reptile, so it laid the eggs. Fiorella wasn't right. Okay, now your turn.

Birds, reptiles, amphibians, fish and insects lay eggs, and the babies hatch out. Mammals give birth to live young: the baby is born alive, not in an egg.

Attached question: Here is a lizard on a warm rock. A lizard is a reptile. How does a lizard mother make more lizards? she lays eggs ✓ · she gives birth to live young

Screen directions, beat by beat

1	Here's Fiorella's uncle's python. This morning: eggs in its tank! 'Only birds lay eggs,' says Fiorella. Is she right?	[the cartoon: Fiorella at the tank, the python round its eggs; no title slide]
2	The python laid them. In each egg a baby grows, then hatches. An animal that lays eggs is an egg-layer.	[the python photo; a baby python's head breaks a shell; chip EGG-LAYER; the sort table: the python row, a tick under LAYS EGGS?]
3	Now a toad lays eggs in the pond, and tadpoles hatch out.	[the toad eggs photo; the toad row fills: a tick, chip EGG-LAYER]
4	Next, a goldfish lays eggs.	[the goldfish photo; the goldfish row fills]
5	And a butterfly lays eggs on a leaf.	[the butterfly photo; the butterfly row fills]
6	And a hen on her nest. All egg-layers.	[the hen photo; the hen row fills; the five EGG-LAYER chips glow]
7	Now let's go to the sea. A dolphin lays no eggs: her baby's born alive. Babies born alive are called live young.	[the dolphin photo; the dolphin row: a cross, chip LIVE YOUNG]
8	Next, a bat's baby is born alive.	[the bat photo; the bat row: a cross, LIVE YOUNG]
9	And a cow's calf is born alive. All give birth to live young.	[the cow photo; the cow row: a cross, LIVE YOUNG; the three chips glow]
10	So, here's what we've seen. Birds, reptiles, amphibians, fish and insects lay eggs. Mammals give birth to live young.	[rule slide reuses the full sort table; rule text]
11	A python is a reptile, so it laid the eggs. Fiorella wasn't right.	[the python photo again; chip A REPTILE: AN EGG-LAYER]
12	Okay, now your turn.	[the attached question appears]

L02 · Body parts do jobs that help the animal survive · `LIF3-020` (149 words)

Here's Griffin feeding the ducks, a hen beside him. The duck's foot is wide and flat; the hen's, thin. Why? Skin joins the duck's toes: a webbed foot. It pushes the water, so the duck swims about its pond. The hen's thin toes grip the ground and scratch up seeds: getting food. Two feet, two different jobs. To survive means to stay alive. And now a polar bear. Thick fur keeps the warmth in: keeping warm or cool. Next, a woodpecker. Its sharp beak chips into wood for insects: getting food. Now a hedgehog. Its spines stop a fox biting it: staying safe. And a camel. Its wide feet don't sink in sand: moving about. So, here's what we've seen. Every body part does a job that helps the animal survive: getting food, staying safe, keeping warm or cool, or moving about where it lives. Okay, now your turn.

Every body part does a job that helps the animal survive: getting food, staying safe, keeping warm or cool, or moving about where it lives.

Attached question: Here is a giraffe. Its long neck reaches leaves high up in the trees. Which job does the long neck do? staying safe · getting food ✓ · keeping warm or cool

Screen directions, beat by beat

1	Here's Griffin feeding the ducks, a hen beside him. The duck's foot is wide and flat; the hen's, thin. Why?	[the cartoon; the two feet ringed; no title slide]
2	Skin joins the duck's toes: a webbed foot. It pushes the water, so the duck swims about its pond.	[the duck's foot close up; chip WEBBED FOOT; the duck paddles across the pond; the jobs table: the duck row, chip MOVING ABOUT]
3	The hen's thin toes grip the ground and scratch up seeds: getting food. Two feet, two different jobs.	[the hen's foot scratching; the hen row, chip GETTING FOOD]
4	To survive means to stay alive.	[chip SURVIVE = STAY ALIVE]
5	And now a polar bear. Thick fur keeps the warmth in: keeping warm or cool.	[the polar bear photo; the row fills, chip KEEPING WARM OR COOL]
6	Next, a woodpecker. Its sharp beak chips into wood for insects: getting food.	[the woodpecker photo; the row fills, chip GETTING FOOD]
7	Now a hedgehog. Its spines stop a fox biting it: staying safe.	[the hedgehog photo; the row fills, chip STAYING SAFE]
8	And a camel. Its wide feet don't sink in sand: moving about.	[the camel photo; the row fills, chip MOVING ABOUT]
9	So, here's what we've seen. Every body part does a job that helps the animal survive: getting food, staying safe, keeping warm or cool, or moving about where it lives.	[rule slide reuses the six-row table; rule text]
10	Okay, now your turn.	[the attached question appears]

L03 · Animals sense, then respond · `LIF3-027` (148 words)

Here's Clemency's cat asleep on the sofa. In the kitchen, the cupboard clicks. The cat's ears twitch, and it runs there. How did it know? The click travels through the air to the cat's ears: it hears it. When an animal notices something around it, we say it senses it. Then the cat runs to the kitchen because of what it sensed. We say it responds. Now let's put the cat far down the garden. The click can't reach it. No sensing, so no response: it sleeps on. Now a snake. It smells a mouse with its tongue, then slides toward it. And a rabbit sees a hawk, then runs to its burrow. Sense first, respond after. So, an animal senses something around it with its eyes, ears, nose, tongue, skin or feelers. Then it responds: it does something because of what it sensed. Okay, now your turn.

An animal senses something around it with its eyes, ears, nose, tongue, skin or feelers. Then it responds: it does something because of what it sensed.

Attached question: Here is a fox. A mouse squeaks under the snow, and the fox pounces. Which body part did the fox sense the mouse with? its eyes · its ears ✓

Screen directions, beat by beat

1	Here's Clemency's cat asleep on the sofa. In the kitchen, the cupboard clicks. The cat's ears twitch, and it runs there. How did it know?	[the cartoon; the cupboard door; the cat runs; no title slide]
2	The click travels through the air to the cat's ears: it hears it. When an animal notices something around it, we say it senses it.	[sound lines from the door to the cat's ears; the card's left box: SENSES — hears the click (with its ears)]
3	Then the cat runs to the kitchen because of what it sensed. We say it responds.	[the arrow; the right box: RESPONDS — runs to the kitchen; chip FIRST SENSES, THEN RESPONDS]
4	Now let's put the cat far down the garden. The click can't reach it. No sensing, so no response: it sleeps on.	[the garden; the sound lines fade before the cat; the card with two red crosses]
5	Now a snake. It smells a mouse with its tongue, then slides toward it.	[the snake photo; the snake card fills]
6	And a rabbit sees a hawk, then runs to its burrow. Sense first, respond after.	[the rabbit photo; the rabbit card fills; chip SENSE FIRST, RESPOND AFTER]
7	So, an animal senses something around it with its eyes, ears, nose, tongue, skin or feelers. Then it responds: it does something because of what it sensed.	[rule slide reuses the cat's card; rule text]
8	Okay, now your turn.	[the attached question appears]

Summary video (218 words, about 109 s)

Eggs, body parts and senses. Here's everything we found out. First, how baby animals begin. Birds, reptiles, amphibians, fish and insects lay eggs, and the babies hatch out. A python is not a bird, but it lays eggs. So do a toad, a goldfish and a butterfly. They are all egg-layers. Mammals give birth to live young: the baby is born alive, not in an egg. The dolphin, the bat and the cow. Next, body parts. To survive means to stay alive. Every body part does a job that helps the animal survive: getting food, staying safe, keeping warm or cool, or moving about where it lives. The duck's webbed foot pushes the water, so the duck swims about the pond where it lives. Then, senses. An animal senses something around it with its eyes, ears, nose, tongue, skin or feelers. Then it responds: it does something because of what it sensed. The click reaches the cat's ears, and the cat runs to the kitchen. No sensing, no response. When the click cannot reach the cat, it sleeps on. And the dog at the door? It heard footsteps on the path. Sense first, then respond. That's the whole topic: eggs or live young, a job for every body part, and sense first, then respond. Okay, now your turn.

Topic 38 · Plant parts and their jobs (G3T38 · 4 lessons)

Intro video (102 words, about 51 s)

Here's Annelie's yard the morning after a storm. The fence is down. The trash can rolled away. But the old tree is still standing. What held it in the ground all night? And the sunflower is still standing tall, taller than Annelie. It has no bones. What holds it up? And look closer: every leaf on the sunflower faces the sky, as if each one had a job to do. That's what this topic is about: the parts of a plant, and the job each part does. Okay, so are you ready to find out what each part of a plant does?

L01 · The roots hold the plant in the ground · `LIF3-021` (149 words)

Here's Leonie in the yard, pulling up a dandelion. She tugs, and it won't come. She tugs harder, and out it comes, with a long white root and soil still clinging to it. Something held the dandelion in the ground: its root, gripping the soil. Now let's look at a carrot plant. Pull it up, and the orange carrot comes out of the soil. The carrot is a root. It held the carrot plant in the ground. Now let's look at a tall tree in a storm. The wind pushes it, and it stays. Under the ground, its roots spread out wide, and they hold the tree in the ground. You've already seen the roots' other job. They take in water from the soil. So, here's what we've seen. A plant's roots hold it in the ground, and they take in water from the soil. Okay, now your turn.

A plant's roots hold it in the ground, and they take in water from the soil.

Attached question: Here is a weed just pulled out of a flower bed. Which part was holding it in the ground? the roots ✓ · the stem · the leaves

Screen directions, beat by beat

1	Here's Leonie in the yard, pulling up a dandelion. She tugs, and it won't come.	[the cartoon: Leonie tugging; no title slide]
2	She tugs harder, and out it comes, with a long white root and soil still clinging to it.	[the dandelion photo: the long root, the soil]
3	Something held the dandelion in the ground: its root, gripping the soil.	[the register plant: halo on the roots; chip HOLDS IT IN THE GROUND]
4	Now let's look at a carrot plant. Pull it up, and the orange carrot comes out of the soil.	[the carrot plant photo]
5	The carrot is a root. It held the carrot plant in the ground.	[chip A CARROT IS A ROOT]
6	Now let's look at a tall tree in a storm. The wind pushes it, and it stays.	[the tree drawing; wind arrows]
7	Under the ground, its roots spread out wide, and they hold the tree in the ground.	[halo on the roots; chip HOLD IT IN THE GROUND]
8	You've already seen the roots' other job. They take in water from the soil.	[the register plant; blue arrows into the roots; chip TAKES IN WATER]
9	So, here's what we've seen. A plant's roots hold it in the ground, and they take in water from the soil.	[rule slide reuses the dandelion photo and the plant; rule text]
10	Okay, now your turn.	[the attached question appears]

L02 · The stem holds the plant up · `LIF3-022` (110 words)

Here's Anton beside his sunflower. It stands taller than he does, on one thin green stem. A sunflower has no bones, so what holds it up? Its stem does. Now let's look at a tree. Its thick brown trunk holds up every branch and every leaf. A tree trunk is a stem, a very big one. Now let's look at a little bean plant on a windowsill. Its thin stem holds its leaves up too. Now imagine the wind snaps the sunflower's stem. The top flops to the ground, and nothing holds it up anymore. So, here's what we've seen. A plant's stem holds it up. Okay, now your turn.

A plant's stem holds it up.

Attached question: Here is a corn plant standing tall in a field. Which part holds it up? the roots · the stem ✓ · the leaves

Screen directions, beat by beat

1	Here's Anton beside his sunflower. It stands taller than he does, on one thin green stem.	[the cartoon: Anton and the sunflower; no title slide]
2	A sunflower has no bones, so what holds it up? Its stem does.	[the register plant: halo on the stem; chip HOLDS IT UP]
3	Now let's look at a tree. Its thick brown trunk holds up every branch and every leaf.	[the trunk photo]
4	A tree trunk is a stem, a very big one.	[the tree drawing; halo on the trunk; chip A TREE TRUNK IS A STEM]
5	Now let's look at a little bean plant on a windowsill. Its thin stem holds its leaves up too.	[the bean plant photo]
6	Now imagine the wind snaps the sunflower's stem. The top flops to the ground, and nothing holds it up anymore.	[the cartoon: Anton's sunflower snapped, its head on the grass; chip NOTHING HOLDS IT UP]
7	So, here's what we've seen. A plant's stem holds it up.	[rule slide reuses the sunflower cartoon and the trunk photo; rule text]
8	Okay, now your turn.	[the attached question appears]

L03 · The stem carries water from the roots to the leaves · `LIF3-022` (143 words)

Here's Marisa with a stick of celery, standing in a glass of red water. The next morning, the leaves at the top have red lines in them. How did red water get up there? Marisa cuts the stick across. Inside, a ring of little red dots. The red water went up inside the stem. The stem carried it up to the leaves. The celery stick has no roots, so the water went in at the cut end. A whole plant works the same way, from its roots. The roots take in water from the soil. The stem carries that water up to the leaves. In a tall tree, the trunk carries water from the roots all the way up to the highest leaf. So, here's what we've seen. A plant's stem carries water from the roots to the leaves. Okay, now your turn.

A plant's stem carries water from the roots to the leaves.

Attached question: Here is a young plant. Its roots have taken in water from the soil. Which part carries the water up to the leaves? the roots · the stem ✓ · the leaves

Screen directions, beat by beat

1	Here's Marisa with a stick of celery, standing in a glass of red water.	[the cartoon: Marisa and the glass; no title slide]
2	The next morning, the leaves at the top have red lines in them. How did red water get up there?	[the celery photo: red lines in the leaves; chip HOW?]
3	Marisa cuts the stick across. Inside, a ring of little red dots.	[the cut-end photo]
4	The red water went up inside the stem. The stem carried it up to the leaves.	[chip THE STEM CARRIED IT UP]
5	The celery stick has no roots, so the water went in at the cut end. A whole plant works the same way, from its roots.	[the register plant; blue arrows in the soil]
6	The roots take in water from the soil. The stem carries that water up to the leaves.	[the blue arrows go up the stem; chip CARRIES WATER UP]
7	In a tall tree, the trunk carries water from the roots all the way up to the highest leaf.	[the tree drawing; arrows up the trunk]
8	So, here's what we've seen. A plant's stem carries water from the roots to the leaves.	[rule slide reuses the celery photo and the plant; rule text]
9	Okay, now your turn.	[the attached question appears]

L04 · The leaves make the plant's food · `LIF3-023` (144 words)

Here's Jonas's bean plant on a sunny windowsill. Jonas wraps one leaf in foil, so no light can reach it. Now let's wait two weeks. Jonas takes the foil off, and that leaf is pale yellow. The other leaves are still dark green. So why did the covered leaf turn pale? The leaves are where a plant makes its food. They use sunlight, and the water the stem brings up from the roots. Under the foil, no light landed on that leaf. It could not make food, and it lost its green. Now let's look at a pine tree. Its needles are its leaves, and they make its food. And a lettuce is a bunch of leaves, making food in the sun. So, here's what we've seen. A plant's leaves are where it makes its food, using sunlight and water. Okay, now your turn.

A plant's leaves are where it makes its food, using sunlight and water.

Attached question: Here is a lettuce plant in a sunny garden. Which part makes its food? the roots · the stem · the leaves ✓

Screen directions, beat by beat

1	Here's Jonas's bean plant on a sunny windowsill. Jonas wraps one leaf in foil, so no light can reach it.	[the cartoon: Jonas wrapping the leaf; no title slide]
2	Now let's wait two weeks. Jonas takes the foil off, and that leaf is pale yellow.	[the photo: one pale leaf among green ones]
3	The other leaves are still dark green. So why did the covered leaf turn pale?	[chip WHY PALE?]
4	The leaves are where a plant makes its food. They use sunlight, and the water the stem brings up from the roots.	[the register plant: light arrows on the leaves, water arrows up the stem; chip FOOD IS MADE HERE]
5	Under the foil, no light landed on that leaf. It could not make food, and it lost its green.	[the pale leaf; chip NO LIGHT, then chip NO FOOD beneath it]
6	Now let's look at a pine tree. Its needles are its leaves, and they make its food.	[the pine needles photo]
7	And a lettuce is a bunch of leaves, making food in the sun.	[the lettuce photo]
8	So, here's what we've seen. A plant's leaves are where it makes its food, using sunlight and water.	[rule slide reuses the pale-leaf photo and the plant; rule text]
9	Okay, now your turn.	[the attached question appears]

Summary video (182 words, about 91 s)

Roots, stem, leaves. Here's everything we found out. First, the roots. A plant's roots hold it in the ground, and they take in water from the soil. The dandelion came up with soil clinging to its root. The carrot is a root. A tree's roots hold it through a storm. Next, the stem. A plant's stem holds it up. A sunflower has no bones, and its stem holds it up. A tree trunk is a stem, a very big one. And the stem has a second job. A plant's stem carries water from the roots to the leaves. The red water went up inside the celery, all the way to the leaves. Then the leaves. A plant's leaves are where it makes its food, using sunlight and water. The leaf under the foil got no sunlight, so it turned pale. Pine needles are leaves. A lettuce is a bunch of leaves. Now let's put the three together. The roots take in water. The stem carries it up. The leaves use it, with sunlight, to make the plant's food. Okay, now your turn.

Topic 39 · Plants respond (G3T39 · 3 lessons)

Intro video (117 words, about 58 s)

Here's Tindra's bean plant on the kitchen windowsill. It leans right over toward the glass, and nobody bent it. This morning Tindra walked over to the window herself. But a plant can't walk, so how did it end up leaning toward the light? In the pot beside it, she has pushed a seed in upside down. Which way will its root grow: up, or down? And if the plant leaned and the root turns, then plants are doing something after all, even in their pots. That's what this topic is about: how plants respond to what is around them, and how that is different from animals. Okay, so are you ready to find out how plants respond?

L01 · A stem grows toward the light · `LIF3-025` (145 words)

Here's Liesl's bean plant on the windowsill on Monday. It stands straight up. Now let's look on Friday. The plant leans toward the window, and it's taller. Nobody touched the pot. So what happened to the plant? The light comes from the window. Day by day, the stem grew toward the light. Now let's turn the pot round, so the plant leans away from the window. A week later, it leans toward the window again. Now consider a seedling in a box with one hole, on the right. Its stem grows toward the hole. And a seedling under a lamp straight above grows straight up, toward the light. The light doesn't push the plant. The plant grows toward the light by itself, a little each day. So, when the light comes from one side, a plant's stem grows toward the light. Okay, now your turn.

When the light comes from one side, a plant's stem grows toward the light, a little each day.

Attached question: Here is a seedling with a lamp to its right. In which direction will its stem grow over the next week? to the left, away from the lamp · to the right, toward the lamp ✓ · straight down

Screen directions, beat by beat

1	Here's Liesl's bean plant on the windowsill on Monday. It stands straight up.	[the cartoon: Liesl and the straight plant; no title slide]
2	Now let's look on Friday. The plant leans toward the window, and it's taller.	[the photo: the plant leaning toward the window]
3	Nobody touched the pot. So what happened to the plant?	[chip WHAT HAPPENED?]
4	The light comes from the window. Day by day, the stem grew toward the light.	[the day strip builds: Day 1, Day 3, Day 5; chip TOWARD THE LIGHT]
5	Now let's turn the pot round, so the plant leans away from the window. A week later, it leans toward the window again.	[the turned pot; then the week-later drawing; chip TOWARD THE LIGHT AGAIN]
6	Now consider a seedling in a box with one hole, on the right. Its stem grows toward the hole.	[the box, Day 1; then a week later, the stem leaning to the hole]
7	And a seedling under a lamp straight above grows straight up, toward the light.	[the lamp-above drawing; chip STRAIGHT UP]
8	The light doesn't push the plant. The plant grows toward the light by itself, a little each day.	[the Day 5 seedling; chip NOT A PUSH; chip A LITTLE EACH DAY]
9	So, when the light comes from one side, a plant's stem grows toward the light.	[rule slide reuses the day strip; rule text]
10	Okay, now your turn.	[the attached question appears]

L02 · A root grows down · `LIF3-026` (139 words)

Here's Eskil's jar. Three bean seeds sit against the wet paper: one the right way up, one on its side, one upside down. In which direction will each root grow? Now let's wait a week. The right-way-up seed's root grows down. The root of the seed on its side grows down. And the upside-down seed. Its root comes out of the top, turns, and grows down. Whichever way the seed sits, the root grows down. Now let's lay the jar on its side. The roots point sideways now. Three days later, every root tip has turned. The roots grow down again. The root isn't falling. It grows down, a little each day, even a root as thin as a thread. Here's the pattern. A seed's root grows down, whichever way up the seed is planted. Okay, now your turn.

A seed's root grows down, whichever way up the seed is planted.

Attached question: Here is a bean seed planted on its side. In which direction will its root grow? up · down ✓ · sideways

Screen directions, beat by beat

1	Here's Eskil's jar. Three bean seeds sit against the wet paper: one the right way up, one on its side, one upside down.	[the jar drawing, Day 1, the three seeds labeled; no title slide]
2	In which direction will each root grow? Now let's wait a week.	[chip WHICH DIRECTION?; the DAY chip counts up to 7]
3	The right-way-up seed's root grows down. The root of the seed on its side grows down.	[the first root appears, then the second; chip ROOTS DOWN]
4	And the upside-down seed. Its root comes out of the top, turns, and grows down.	[the third root curls out of the top and down; the green shoots rise]
5	Whichever way the seed sits, the root grows down.	[the Day 7 jar; chip WHICHEVER WAY UP]
6	Now let's lay the jar on its side. The roots point sideways now.	[the jar drawing lying; chip ROOTS POINT SIDEWAYS]
7	Three days later, every root tip has turned. The roots grow down again.	[the tips bend down; chip ROOT TIPS TURN DOWN]
8	The root isn't falling. It grows down, a little each day, even a root as thin as a thread.	[close on one thread-thin root tip; chip GROWING, NOT FALLING]
9	Here's the pattern. A seed's root grows down, whichever way up the seed is planted.	[rule slide reuses the Day 7 jar; rule text]
10	Okay, now your turn.	[the attached question appears]

L03 · Animals respond by moving, plants by growing · `LIF3-028` (144 words)

Here's Noemi in the kitchen. She opens the cat food tin, and the cat comes running. The cat heard the tin. It responded by moving, in a second. Now let's look at the bean plant on the windowsill. All week, its stem grew toward the window. The plant has no ears and no legs. But it responded too: it grew toward the light, over days. Now consider a pea plant beside a stick. Its thin tendril touches the stick, and over days it grows round it. And here's a seed planted upside down. Its root turns and grows down, over days. Most of the time, a plant responds by growing. A few plant responses are quick moves, like petals closing at night. Here's the pattern: an animal responds by moving, quickly, and a plant responds by growing, slowly, over days. Okay, now your turn.

An animal responds by moving, quickly. A plant responds by growing, slowly, over days.

Attached question: Here is a blackbird on a lawn. A cat appears, and the blackbird flies up into a tree. How does the blackbird respond? by moving ✓ · by growing

Screen directions, beat by beat

1	Here's Noemi in the kitchen. She opens the cat food tin, and the cat comes running.	[the cartoon: Noemi, the tin, the cat racing in; no title slide]
2	The cat heard the tin. It responded by moving, in a second.	[the respond card: the animal column fills — MOVING, IN ABOUT A SECOND]
3	Now let's look at the bean plant on the windowsill. All week, its stem grew toward the window.	[the day strip, Day 1 to Day 5]
4	The plant has no ears and no legs. But it responded too: it grew toward the light, over days.	[the plant column fills — GROWING, OVER DAYS]
5	Now consider a pea plant beside a stick. Its thin tendril touches the stick, and over days it grows round it.	[the tendril photo; chip GROWS ROUND IT]
6	And here's a seed planted upside down. Its root turns and grows down, over days.	[the upside-down seed from the jar; chip GROWS DOWN]
7	Most of the time, a plant responds by growing. A few plant responses are quick moves, like petals closing at night.	[the full respond card; a small daisy closing beside the plant column]
8	Here's the pattern: an animal responds by moving, quickly, and a plant responds by growing, slowly, over days.	[rule slide reuses the respond card; rule text]
9	Okay, now your turn.	[the attached question appears]

Summary video (148 words, about 74 s)

Plants respond. Here's everything we found out. First, the stem. When the light comes from one side, a plant's stem grows toward the light, a little each day. If you turn the pot round, a week later the stem has grown back toward the window. The light does not push the plant. The plant grows toward the light by itself. Next, the root. A seed's root grows down, whichever way up the seed is planted. The upside-down seed's root turned and grew down. If you lay the jar on its side, three days later the root tips turn down again. A root isn't falling. It grows down, a little each day. Then, moving or growing. An animal responds by moving, quickly. A plant responds by growing, slowly, over days. The cat ran to its tin in a second. The bean plant took five days. Okay, now your turn.

Topic 41 · Food chains (G3T41 · 3 lessons)

Intro video (117 words, about 58 s)

Here's a fox at the edge of a meadow at sunset. A fox can't live on grass: it sniffs and turns away. Yet if all the grass here died, the fox would go hungry before long. How can that be? Look what else is out here: a rabbit, a beetle, a hawk circling. Each one eats something, and some eat each other. So who eats whom, where does it all start, and what has the Sun, going down behind the fox, got to do with its dinner? That's what this topic is about: who eats what, where the food starts, and what changes when one living thing goes. Okay, so are you ready to follow the food?

L01 · Every food chain starts with the Sun · `LIF3-050` (147 words)

Here's Lenka on the wildlife-park bus. The elephant eats leaves. But what feeds the leaves? A leaf never eats. It makes its own food, and it needs sunlight. The Sun's light lands on the leaves. The leaves make food. The elephant eats the leaves. Now let's go to sea. A herring eats tiny shrimp, and the shrimp eat tiny floating plants, too small to see. The Sun's light lands on those tiny plants. This chain starts with the Sun too. And now let's go to a meadow. A fox eats a rabbit, the rabbit ate grass, and the Sun's light lands on the grass. A line of living things, each one food for the next, is called a food chain. Here's the pattern. Every food chain starts with the Sun: its light carries energy to a plant, and the plant makes its food. Okay, now your turn.

Every food chain starts with the Sun. The Sun's light carries energy to a plant, and the plant makes its food. The animals eat.

Attached question: Here is a pond food chain: pondweed, tadpole, water snake. Where does this food chain start, before the pondweed? with the water snake · with the Sun ✓ · with the mud

Screen directions, beat by beat

1	Here's Lenka on the wildlife-park bus. The elephant eats leaves. But what feeds the leaves?	[the cartoon: Lenka at the bus window, the elephant pulling leaves; chip WHAT FEEDS THE LEAVES?; no title slide]
2	A leaf never eats. It makes its own food, and it needs sunlight.	[the two cards: leaves, elephant, with the arrow between them]
3	The Sun's light lands on the leaves. The leaves make food. The elephant eats the leaves.	[the Sun appears at the left; its three yellow arrows land on the leaves card; the dark arrow to the elephant glows]
4	Now let's go to sea. A herring eats tiny shrimp, and the shrimp eat tiny floating plants, too small to see.	[the green-water photo, then the sea chain builds from the right: herring, shrimp, tiny floating plants]
5	The Sun's light lands on those tiny plants. This chain starts with the Sun too.	[the Sun and its yellow arrows appear at the left of the sea chain]
6	And now let's go to a meadow. A fox eats a rabbit, the rabbit ate grass, and the Sun's light lands on the grass.	[the meadow photo, then the meadow chain with the Sun]
7	A line of living things, each one food for the next, is called a food chain.	[chip FOOD CHAIN over the meadow chain]
8	Here's the pattern. Every food chain starts with the Sun: its light carries energy to a plant, and the plant makes its food.	[rule slide reuses the meadow chain; rule text]
9	Okay, now your turn.	[the attached question appears]

L02 · Read the arrows in a food chain · `LIF3-051` (148 words)

Here's Uri's poster: grass, a rabbit, a fox. His arrows go from the fox to the rabbit, and from the rabbit to the grass. Eshan's poster has the same pictures, but his arrows point in the other direction. In which direction should they point? In a food chain drawing, the arrow points from the food to the eater. Read it as 'is eaten by'. The grass is eaten by the rabbit. The rabbit is eaten by the fox. Now let's read Uri's arrow: the fox is eaten by the rabbit. That never happens, so his arrows point in the wrong direction. And now let's read a garden chain. What does the robin eat? The arrow into the robin comes from the snail, so the robin eats the snail. So, the arrow points from the food to the eater. Read it as 'is eaten by'. Okay, now your turn.

In a food chain drawing, the arrow points from the food to the eater. Read it as 'is eaten by'.

Attached question: Look at this food chain: desert grass, mouse, owl. What does the owl eat? the mouse ✓ · the desert grass · the Sun

Screen directions, beat by beat

1	Here's Uri's poster: grass, a rabbit, a fox. His arrows go from the fox to the rabbit, and from the rabbit to the grass.	[the cartoon: Uri's poster with its arrows pointing left; no title slide]
2	Eshan's poster has the same pictures, but his arrows point in the other direction. In which direction should they point?	[Eshan's poster beside Uri's; chip WHICH DIRECTION?]
3	In a food chain drawing, the arrow points from the food to the eater. Read it as 'is eaten by'.	[the meadow chain with the Sun; 'is eaten by' appears above each dark arrow as it is said]
4	The grass is eaten by the rabbit. The rabbit is eaten by the fox.	[the halo moves to the first arrow, chip THE GRASS IS EATEN BY THE RABBIT; then to the second, chip THE RABBIT IS EATEN BY THE FOX]
5	Now let's read Uri's arrow: the fox is eaten by the rabbit. That never happens, so his arrows point in the wrong direction.	[Uri's reversed chain; the question 'In which direction does the arrow point?' above; chip WRONG DIRECTION below]
6	And now let's read a garden chain. What does the robin eat? The arrow into the robin comes from the snail, so the robin eats the snail.	[the garden chain; the halo on the arrow into the robin; chip THE SNAIL IS EATEN BY THE ROBIN]
7	So, the arrow points from the food to the eater. Read it as 'is eaten by'.	[rule slide reuses the meadow chain with its labels; rule text]
8	Okay, now your turn.	[the attached question appears]

L03 · Take one living thing out of the chain · `LIF3-052` (143 words)

Here's the meadow a year later. The farmer moved every rabbit away. The grass is taller than ever, and a thin fox trots by. Why? Take the rabbit out of the chain. The grass has no eater now, so there is more grass. The fox has lost its food, so it goes hungry. Now imagine the foxes are gone instead. The rabbits have no eater now, so there are more rabbits. More rabbits eat more grass, so there is less grass. And now imagine the grass dies. The rabbits go hungry, and then the foxes go hungry too. So, take one living thing out of a food chain, and its neighbors change. The thing it ate has no eater now, so there is more of it. The thing that ate it has lost its food, so it goes hungry. Okay, now your turn.

Take one living thing out of a food chain, and its neighbors change. The thing it ate has no eater now, so there is more of it. The thing that ate it has lost its food, so it goes hungry.

Attached question: The snails are gone from this garden food chain: lettuce, snail, robin. What happens to the lettuce? There is more lettuce. ✓ · There is less lettuce. · The lettuce stays the same.

Screen directions, beat by beat

1	Here's the meadow a year later. The farmer moved every rabbit away.	[the cartoon: Tillie at the fence, tall grass; no title slide]
2	The grass is taller than ever, and a thin fox trots by. Why?	[the thin fox; chip WHY?]
3	Take the rabbit out of the chain. The grass has no eater now, so there is more grass.	[the meadow chain; the rabbit card fades and is crossed out, chip GONE; chip MORE GRASS under the grass]
4	The fox has lost its food, so it goes hungry.	[chip HUNGRY under the fox]
5	Now imagine the foxes are gone instead. The rabbits have no eater now, so there are more rabbits. More rabbits eat more grass, so there is less grass.	[the rabbit card returns; the fox card is crossed out; chips MORE RABBITS, then LESS GRASS]
6	And now imagine the grass dies. The rabbits go hungry, and then the foxes go hungry too.	[the grass card crossed out; chip HUNGRY under the rabbit, then under the fox]
7	So, take one living thing out of a food chain, and its neighbors change. The thing it ate has no eater now, so there is more of it. The thing that ate it has lost its food, so it goes hungry.	[rule slide reuses the no-rabbit chain with its chips; rule text]
8	Okay, now your turn.	[the attached question appears]

Summary video (206 words, about 103 s)

The Sun, the plant, the animals that eat. Here's everything we found out. First, where it all starts. Every food chain starts with the Sun. The Sun's light carries energy to a plant, and the plant makes its food. An animal cannot make its own food, so it eats. The elephant eats leaves. The herring eats shrimp that ate tiny floating plants. Next, the arrows. In a food chain drawing, the arrow points from the food to the eater. Read the arrow as 'is eaten by'. The grass is eaten by the rabbit. The rabbit is eaten by the fox. Uri's arrows pointed the other way, and they said the fox is eaten by the rabbit. That never happens. Then, what happens when one living thing goes. Take one living thing out of a food chain, and its neighbors change. The thing it ate has no eater now, so there is more of it. More grass. The thing that ate it has lost its food, so it goes hungry. A hungry fox. And when the plant goes, every animal in the chain goes hungry. That's the whole topic: the Sun, then a plant, then the eaters, each arrow pointing to the next. Okay, now your turn.

Topic 42 · Living together and coping with change (G3T42 · 4 lessons)

Intro video (119 words, about 60 s)

Here's a beach at dusk. Thousands of starlings swirl together in one huge, twisting cloud, while on the sand a single heron stands alone. Why so many together, when the heron is alone and doing fine? Last week a storm flattened the dunes where the rabbits lived. But there's no rabbit to be seen tonight, so where did they go? And in a month this beach will be frozen hard, and the starlings, the heron and the crabs under the sand will all have to cope somehow. That's what this topic is about: who survives, together or alone, in which place, through the winter, and when a place changes. Okay, so are you ready to find out who survives?

L01 · Living in a group helps an animal survive · `LIF3-060` (148 words)

Here's Josephine at the wildlife park. Ten meerkats dig for beetles. One stands tall on a rock, and doesn't eat. Why? It's keeping watch. A hawk flies over. The watcher barks, and every meerkat runs into the burrow. Later, another meerkat takes the watch, and the first one eats. So each meerkat feeds in safety: staying safe. Now consider a pack of wolves. One wolf can't catch a moose. The pack chases it from all sides, and catches it: getting food. And now honeybees in winter. Thousands crowd into a ball inside the hive. The bees in the middle stay warm: keeping warm. But a tiger hunts alone. It survives well, with no group at all. So, here's what we've seen. Living in a group helps an animal survive: staying safe, keeping warm, or getting food together. Some animals live alone and survive well. Okay, now your turn.

Living in a group helps an animal survive: staying safe, keeping warm, or getting food together. Some animals live alone and survive well.

Attached question: Here are baboons on the rocks. Two sit up high and look out while the others eat. Which job does the group do? staying safe ✓ · keeping warm · getting food

Screen directions, beat by beat

1	Here's Josephine at the wildlife park. Ten meerkats dig for beetles. One stands tall on a rock, and doesn't eat. Why?	[the cartoon: Josephine at the wall, the meerkat on the rock ringed; no title slide]
2	It's keeping watch. A hawk flies over. The watcher barks, and every meerkat runs into the burrow.	[the meerkat photo; a hawk's shadow crosses; chip KEEPS WATCH; the meerkats vanish into the burrow]
3	Later, another meerkat takes the watch, and the first one eats. So each meerkat feeds in safety: staying safe.	[the groups table: the meerkat row fills; chip STAYING SAFE]
4	Now consider a pack of wolves. One wolf can't catch a moose. The pack chases it from all sides, and catches it: getting food.	[the wolf pack photo; the row fills; chip GETTING FOOD]
5	And now honeybees in winter. Thousands crowd into a ball inside the hive. The bees in the middle stay warm: keeping warm.	[the bee cluster photo; the row fills; chip KEEPING WARM]
6	But a tiger hunts alone. It survives well, with no group at all.	[the tiger photo; the row fills; chip LIVES ALONE]
7	So, here's what we've seen. Living in a group helps an animal survive: staying safe, keeping warm, or getting food together. Some animals live alone and survive well.	[rule slide reuses the four-row table; rule text]
8	Okay, now your turn.	[the attached question appears]

L02 · Survives well, survives poorly, or does not survive · `LIF3-061` (150 words)

Here's Alistair. Three cactus plants from one cactus: the sunny sill, a shady corner, a bowl of water. Two months later: fat and green, thin and pale, soft and brown. Why? A cactus comes from the dry, bright desert. The sunny sill gives it everything it needs, so it survives well. The shady corner is dry but dark: only some of what it needs, so it survives poorly. The bowl is far too wet. The roots rot, so the cactus does not survive. Now consider an earthworm. In damp soil, it survives well. In dry sand, it survives poorly. On a hot sidewalk, it does not survive. Here's the pattern. A place that gives a living thing everything it needs: it survives well. Only some of what it needs: it survives poorly. Too little, or far too much, of something it needs: it does not survive. Okay, now your turn.

A place that gives a living thing everything it needs: it survives well. Only some of what it needs: it survives poorly. Too little, or far too much, of something it needs: it does not survive.

Attached question: Moss needs a damp, shady place. Here is moss on the damp, shady side of an old wall. How does the moss survive there? survives well ✓ · survives poorly · does not survive

Screen directions, beat by beat

1	Here's Alistair. Three cactus plants from one cactus: the sunny sill, a shady corner, a bowl of water.	[the cartoon: the three pots placed; no title slide]
2	Two months later: fat and green, thin and pale, soft and brown. Why?	[the after cartoon; the three pots ringed in turn]
3	A cactus comes from the dry, bright desert.	[the desert photo]
4	The sunny sill gives it everything it needs, so it survives well.	[the sill; the places table, row 1; chip SURVIVES WELL]
5	The shady corner is dry but dark: only some of what it needs, so it survives poorly.	[the corner; row 2; chip SURVIVES POORLY]
6	The bowl is far too wet. The roots rot, so the cactus does not survive.	[the bowl; row 3; chip DOES NOT SURVIVE]
7	Now consider an earthworm.	[the earthworm photo]
8	In damp soil, it survives well.	[row 4; chip SURVIVES WELL]
9	In dry sand, it survives poorly.	[row 5; chip SURVIVES POORLY]
10	On a hot sidewalk, it does not survive.	[row 6; chip DOES NOT SURVIVE]
11	Here's the pattern. A place that gives a living thing everything it needs: it survives well. Only some of what it needs: it survives poorly. Too little, or far too much, of something it needs: it does not survive.	[rule slide reuses the six-row table; rule text]
12	Okay, now your turn.	[the attached question appears]

L03 · What living things do when winter comes · `LIF3-062` (147 words)

Here's Iolanthe's yard in October. Geese fly over, the maple is red, and a groundhog eats clover by the fence. Now it's January. Snow, a bare maple, no geese, no groundhog. Where did everyone go? The geese flew south, to open water and food. In spring they fly back. That's migrating. The groundhog is in its burrow, body cold, heart beating very slowly. It doesn't eat for months, living on its stored fat. That's hibernating. The maple dropped its leaves and stopped growing. In spring it grows new ones. A plant that has stopped growing for the winter is dormant. But the bison stays out all winter, in a thick coat, digging through the snow for grass. It stays active. So, when winter comes, some animals migrate, some hibernate, many plants go dormant, and some animals stay active in a thick winter coat. Okay, now your turn.

When winter comes, some animals migrate, some hibernate, many plants go dormant, and some animals stay active in a thick winter coat.

Attached question: Every fall, these cranes fly south to a warmer place with food, and every spring they fly back. What do they do when winter comes? migrates ✓ · hibernates · goes dormant

Screen directions, beat by beat

1	Here's Iolanthe's yard in October. Geese fly over, the maple is red, and a groundhog eats clover by the fence.	[the October cartoon; no title slide]
2	Now it's January. Snow, a bare maple, no geese, no groundhog. Where did everyone go?	[the January cartoon; chip WHERE DID EVERYONE GO?]
3	The geese flew south, to open water and food.	[the geese photo; a map line runs south]
4	In spring they fly back. That's migrating.	[the map line runs back; the seasons table row 1; chip MIGRATES]
5	The groundhog is in its burrow, body cold, heart beating very slowly. It doesn't eat for months, living on its stored fat. That's hibernating.	[the groundhog photo; row 2; chip HIBERNATES]
6	The maple dropped its leaves and stopped growing. In spring it grows new ones. A plant that has stopped growing for the winter is dormant.	[the maple pair; row 3; chip GOES DORMANT]
7	But the bison stays out all winter, in a thick coat, digging through the snow for grass. It stays active.	[the bison photo; row 4; chip STAYS ACTIVE]
8	So, when winter comes, some animals migrate, some hibernate, many plants go dormant, and some animals stay active in a thick winter coat.	[rule slide reuses the four-row table; rule text]
9	Okay, now your turn.	[the attached question appears]

L04 · When a place changes quickly: stay, move away, or die · `LIF3-063` (143 words)

Here's Benedict's pond in June: fish, herons, grass. Now it's August, after two months with no rain: cracked mud. Where is everything? A fish can't leave the water, and the water is gone. The fish died. A heron can fly. The herons moved away, to a pond that still has water. The tough grasses need little water. They spread across the dry mud: they stay, and survive well. One change, three endings. The drought harmed the fish, and helped the grass. Now consider a meadow. Builders cover it with a parking lot. The flowers die. The field mice move away. The pigeons eat crumbs off the lot, and survive well. So, when a place changes quickly, some living things stay and survive well, some move away, and some die. The same change helps some living things and harms others. Okay, now your turn.

When a place changes quickly, some living things stay and survive well, some move away, and some die. The same change helps some living things and harms others.

Attached question: Deep flood water covers this field all summer. Here are two rabbits on the last dry bank. What most likely happens to the rabbits? stays and survives well · moves away ✓ · dies

Screen directions, beat by beat

1	Here's Benedict's pond in June: fish, herons, grass.	[the June cartoon; no title slide]
2	Now it's August, after two months with no rain: cracked mud. Where is everything?	[the August cartoon; chip WHERE IS EVERYTHING?]
3	A fish can't leave the water, and the water is gone. The fish died.	[the change table, row 1; chip DIES]
4	A heron can fly. The herons moved away, to a pond that still has water.	[a heron lifts off; row 2; chip MOVES AWAY]
5	The tough grasses need little water. They spread across the dry mud: they stay, and survive well.	[the cracked pond photo; row 3; chip STAYS AND SURVIVES WELL]
6	One change, three endings. The drought harmed the fish, and helped the grass.	[the three chips side by side]
7	Now consider a meadow. Builders cover it with a parking lot.	[the meadow strip: before, then after]
8	The flowers die.	[the meadow table, row 1; chip DIES]
9	The field mice move away.	[row 2; chip MOVES AWAY]
10	The pigeons eat crumbs off the lot, and survive well.	[row 3; chip STAYS AND SURVIVES WELL]
11	So, when a place changes quickly, some living things stay and survive well, some move away, and some die. The same change helps some living things and harms others.	[rule slide reuses the pond table; rule text]
12	Okay, now your turn.	[the attached question appears]

Summary video (284 words, about 142 s)

Groups, places, seasons, and a place that changes. Here's everything we found out. First, groups. Living in a group helps an animal survive: staying safe, keeping warm, or getting food together. One meerkat keeps watch, so the others feed in safety. The wolf pack catches a moose no one wolf could. The bees in the ball stay warm. Some animals live alone and survive well. The tiger hunts alone. Next, places. A place that gives a living thing everything it needs: it survives well. A place that gives it only some of what it needs: it survives poorly. A place with too little, or far too much, of something it needs: it does not survive. The cactus in the bowl of water rotted. Then, winter. When winter comes, some animals migrate, some hibernate, many plants go dormant, and some animals stay active in a thick winter coat. The geese fly south and back. The groundhog stays in its burrow, body cold and slow, living on its fat. The maple drops its leaves and stops growing. The bison digs through the snow. And last, a place that changes quickly. When a place changes quickly, some living things stay and survive well, some move away, and some die. The same change helps some living things and harms others. The drought killed the fish, and the grass spread over the mud. That's the whole topic: together or alone, in which place, through the seasons, and when a place changes. And that's the end of the Life strand: you have followed living things from what they need, through how they grow and respond, to how they live together and cope when their world changes. Okay, now your turn.

Topics 22, 23, 24, 31, 32, 37 and 40 are not here: James commented on them on 30 Sep and his notes are being applied.
Built by build_tools_skim_scripts.py from the topic modules and SKIM_SCRIPTS_ES_LIFE_2026-09-30.md. Nothing here was edited; the page only reads the scripts.

Earth & Space and Life: the scripts, on one page

Before the rest of Grade 3 is authored — rule on these

Left alone, on purpose

Topic 25 · Dangerous weather (G3T25 · 3 lessons)

Intro video (120 words, about 60 s)

L01 · Weather can do damage · EAR3-013 (150 words)

L02 · A defense holds back what the weather brings · EAR3-014 (149 words)

L03 · Choose the best explanation · SR3-022 (146 words)

Summary video (233 words, about 116 s)

Topic 26 · Soil (G3T26 · 4 lessons)

Intro video (120 words, about 60 s)

L01 · What soil is made of · EAR3-001 (147 words)

L02 · The bits of rock come from bigger rocks breaking apart · EAR3-002 (142 words)

L03 · The dark crumbs come from dead things rotting · EAR3-003 (150 words)

L04 · Tell two soils apart · EAR3-004 (127 words)

Summary video (200 words, about 100 s)

Topic 27 · Fossils (G3T27 · 5 lessons)

Intro video (120 words, about 60 s)

L01 · What happens after a living thing dies · EAR3-029 (148 words)

L02 · What a fossil is · EAR3-030 (147 words)

L03 · Fossil or not? · EAR3-031 (150 words)

L04 · What the fossil creature was like · EAR3-032 (146 words)

L05 · What the place was like back then · EAR3-033 (148 words)

Summary video (297 words, about 148 s)

Topic 28 · Using and conserving natural resources (G3T28 · 4 lessons)

Intro video (117 words, about 58 s)

L01 · Everything you own started as a natural resource · EAR3-040 (150 words)

L02 · A natural resource can run short · EAR3-041 (150 words)

L03 · Why conserving matters · EAR3-042 (143 words)

L04 · Reduce, reuse, or recycle? · EAR3-043 (150 words)

Summary video (268 words, about 134 s)

Topic 29 · The Sun (G3T29 · 3 lessons)

Intro video (114 words, about 57 s)

L01 · The Sun is a huge ball of glowing gas · SPA3-001 (147 words)

L02 · The Sun is a star · SPA3-007 (124 words)

L03 · The Sun's light carries energy to Earth · SPA3-002 (147 words)

Summary video (262 words, about 131 s)

Topic 30 · The stars (G3T30 · 4 lessons)

Intro video (108 words, about 54 s)

L01 · Stars are not all the same · SPA3-003 (149 words)

L02 · Why stars look like dots · SPA3-004 (147 words)

L03 · Why the Sun looks so big and bright · SPA3-005 (147 words)

L04 · A telescope shows more stars · SPA3-006 (136 words)

Summary video (256 words, about 128 s)

Topic 33 · What living things need (G3T33 · 4 lessons)

Intro video (115 words, about 58 s)

L01 · Every living thing needs food · LIF3-003 (149 words)

L02 · Every living thing needs water · LIF3-004 (149 words)

L03 · Every living thing needs air · LIF3-005 (150 words)

L04 · Every living thing needs a place that suits it · LIF3-006 (150 words)

Summary video (230 words, about 115 s)

Topic 34 · Backbone or no backbone (G3T34 · 3 lessons)

Intro video (117 words, about 58 s)

L01 · Make a group from one shared feature · LIF3-010 (147 words)

L02 · Backbone or no backbone · LIF3-011 (147 words)

L03 · What makes an animal an arthropod · LIF3-070 (147 words)

Summary video (245 words, about 122 s)

Topic 35 · The five vertebrate groups (G3T35 · 6 lessons)

Intro video (118 words, about 59 s)

L01 · What makes an animal a mammal · LIF3-015 (149 words)

L02 · What makes an animal a bird · LIF3-016 (150 words)

L03 · What makes an animal a reptile · LIF3-017 (150 words)

L04 · What makes an animal an amphibian · LIF3-018 (150 words)

L05 · What makes an animal a fish · LIF3-019 (144 words)

L06 · Place a backboned animal in its group · LIF3-012 (144 words)

Summary video (224 words, about 112 s)

Topic 36 · Eggs, body parts and senses (G3T36 · 3 lessons)

Intro video (113 words, about 56 s)

L01 · Egg-layers, or babies born alive · LIF3-013 (150 words)

L02 · Body parts do jobs that help the animal survive · LIF3-020 (149 words)

L03 · Animals sense, then respond · LIF3-027 (148 words)

Summary video (218 words, about 109 s)

Topic 38 · Plant parts and their jobs (G3T38 · 4 lessons)

Intro video (102 words, about 51 s)

L01 · The roots hold the plant in the ground · LIF3-021 (149 words)

L02 · The stem holds the plant up · LIF3-022 (110 words)

L03 · The stem carries water from the roots to the leaves · LIF3-022 (143 words)

L04 · The leaves make the plant's food · LIF3-023 (144 words)

Summary video (182 words, about 91 s)

Topic 39 · Plants respond (G3T39 · 3 lessons)

L01 · Weather can do damage · `EAR3-013` (150 words)

L02 · A defense holds back what the weather brings · `EAR3-014` (149 words)

L03 · Choose the best explanation · `SR3-022` (146 words)

L01 · What soil is made of · `EAR3-001` (147 words)

L02 · The bits of rock come from bigger rocks breaking apart · `EAR3-002` (142 words)

L03 · The dark crumbs come from dead things rotting · `EAR3-003` (150 words)

L04 · Tell two soils apart · `EAR3-004` (127 words)

L01 · What happens after a living thing dies · `EAR3-029` (148 words)

L02 · What a fossil is · `EAR3-030` (147 words)

L03 · Fossil or not? · `EAR3-031` (150 words)

L04 · What the fossil creature was like · `EAR3-032` (146 words)

L05 · What the place was like back then · `EAR3-033` (148 words)

L01 · Everything you own started as a natural resource · `EAR3-040` (150 words)

L02 · A natural resource can run short · `EAR3-041` (150 words)

L03 · Why conserving matters · `EAR3-042` (143 words)

L04 · Reduce, reuse, or recycle? · `EAR3-043` (150 words)

L01 · The Sun is a huge ball of glowing gas · `SPA3-001` (147 words)

L02 · The Sun is a star · `SPA3-007` (124 words)

L03 · The Sun's light carries energy to Earth · `SPA3-002` (147 words)

L01 · Stars are not all the same · `SPA3-003` (149 words)

L02 · Why stars look like dots · `SPA3-004` (147 words)

L03 · Why the Sun looks so big and bright · `SPA3-005` (147 words)

L04 · A telescope shows more stars · `SPA3-006` (136 words)

L01 · Every living thing needs food · `LIF3-003` (149 words)

L02 · Every living thing needs water · `LIF3-004` (149 words)

L03 · Every living thing needs air · `LIF3-005` (150 words)

L04 · Every living thing needs a place that suits it · `LIF3-006` (150 words)

L01 · Make a group from one shared feature · `LIF3-010` (147 words)

L02 · Backbone or no backbone · `LIF3-011` (147 words)

L03 · What makes an animal an arthropod · `LIF3-070` (147 words)

L01 · What makes an animal a mammal · `LIF3-015` (149 words)

L02 · What makes an animal a bird · `LIF3-016` (150 words)

L03 · What makes an animal a reptile · `LIF3-017` (150 words)

L04 · What makes an animal an amphibian · `LIF3-018` (150 words)

L05 · What makes an animal a fish · `LIF3-019` (144 words)

L06 · Place a backboned animal in its group · `LIF3-012` (144 words)

L01 · Egg-layers, or babies born alive · `LIF3-013` (150 words)

L02 · Body parts do jobs that help the animal survive · `LIF3-020` (149 words)

L03 · Animals sense, then respond · `LIF3-027` (148 words)

L01 · The roots hold the plant in the ground · `LIF3-021` (149 words)

L02 · The stem holds the plant up · `LIF3-022` (110 words)

L03 · The stem carries water from the roots to the leaves · `LIF3-022` (143 words)

L04 · The leaves make the plant's food · `LIF3-023` (144 words)

L01 · A stem grows toward the light · `LIF3-025` (145 words)

L02 · A root grows down · `LIF3-026` (139 words)

L03 · Animals respond by moving, plants by growing · `LIF3-028` (144 words)

L01 · Every food chain starts with the Sun · `LIF3-050` (147 words)

L02 · Read the arrows in a food chain · `LIF3-051` (148 words)

L03 · Take one living thing out of the chain · `LIF3-052` (143 words)

L01 · Living in a group helps an animal survive · `LIF3-060` (148 words)

L02 · Survives well, survives poorly, or does not survive · `LIF3-061` (150 words)

L03 · What living things do when winter comes · `LIF3-062` (147 words)

L04 · When a place changes quickly: stay, move away, or die · `LIF3-063` (143 words)