1219	489	Limits and Continuity Unit Test	\N	Complete this test on "Limits and Continuity Unit Test." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this test.	\N	15:00:00	test	100	test	t	3	70	t	1	2026-06-23 11:23:04.795811	2026-06-23 11:23:04.795811	[{"id": 1, "type": "multiple_choice", "options": ["hypotenuse / opposite", "adjacent / hypotenuse", "opposite / adjacent", "opposite / hypotenuse"], "question": "In a right triangle, sin(θ) is defined as:", "correct_answer": "opposite / hypotenuse"}, {"id": 2, "type": "multiple_choice", "options": ["-1", "-1", "0", "1"], "question": "What is the slope of the line y = 1x + -1?", "correct_answer": "1"}, {"id": 3, "type": "multiple_choice", "options": ["2", "-1", "1", "1"], "question": "What is the slope of the line y = 1x + 1?", "correct_answer": "1"}, {"id": 4, "type": "multiple_choice", "options": ["x = 8 and x = 12", "x = -6 and x = -2", "x = 0 and x = 8", "x = 6 and x = 2"], "question": "What are the solutions to x² - 8x + 12 = 0?", "correct_answer": "x = 6 and x = 2"}, {"id": 5, "type": "multiple_choice", "options": ["opposite / hypotenuse", "adjacent / hypotenuse", "hypotenuse / opposite", "opposite / adjacent"], "question": "In a right triangle, sin(θ) is defined as:", "correct_answer": "opposite / hypotenuse"}, {"id": 6, "type": "multiple_choice", "options": ["4", "-4", "-4", "0"], "question": "What is the slope of the line y = 4x + -4?", "correct_answer": "4"}, {"id": 7, "type": "multiple_choice", "options": ["x = 0 and x = 8", "x = 8 and x = 15", "x = -3 and x = -5", "x = 3 and x = 5"], "question": "What are the solutions to x² - 8x + 15 = 0?", "correct_answer": "x = 3 and x = 5"}, {"id": 8, "type": "multiple_choice", "options": ["x = 6 and x = 5", "x = 0 and x = 6", "x = -5 and x = -1", "x = 5 and x = 1"], "question": "What are the solutions to x² - 6x + 5 = 0?", "correct_answer": "x = 5 and x = 1"}, {"id": 9, "type": "multiple_choice", "options": ["adjacent / hypotenuse", "opposite / adjacent", "hypotenuse / opposite", "opposite / hypotenuse"], "question": "In a right triangle, sin(θ) is defined as:", "correct_answer": "opposite / hypotenuse"}, {"id": 10, "type": "multiple_choice", "options": ["x = 4 and x = 5", "x = 9 and x = 20", "x = -4 and x = -5", "x = 0 and x = 9"], "question": "What are the solutions to x² - 9x + 20 = 0?", "correct_answer": "x = 4 and x = 5"}, {"id": 11, "type": "multiple_choice", "options": ["-4", "1", "5", "-5"], "question": "What is the slope of the line y = 5x + -4?", "correct_answer": "5"}, {"id": 12, "type": "multiple_choice", "options": ["opposite / adjacent", "hypotenuse / opposite", "adjacent / hypotenuse", "opposite / hypotenuse"], "question": "In a right triangle, sin(θ) is defined as:", "correct_answer": "opposite / hypotenuse"}]
1220	492	Introduction to Calculus Unit Test	\N	Complete this test on "Introduction to Calculus Unit Test." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this test.	\N	15:00:00	test	100	test	t	3	70	t	1	2026-06-23 11:23:04.7964	2026-06-23 11:23:04.7964	[{"id": 1, "type": "multiple_choice", "options": ["x = 0 and x = 7", "x = 4 and x = 3", "x = 7 and x = 12", "x = -4 and x = -3"], "question": "What are the solutions to x² - 7x + 12 = 0?", "correct_answer": "x = 4 and x = 3"}, {"id": 2, "type": "short_answer", "question": "What is 4^2?", "correct_answer": "16"}, {"id": 3, "type": "true_false", "question": "The Pythagorean theorem states that a² + b² = c² for any right triangle.", "correct_answer": "True"}, {"id": 4, "type": "multiple_choice", "options": ["9", "4", "-4", "5"], "question": "What is the slope of the line y = 4x + 5?", "correct_answer": "4"}, {"id": 5, "type": "multiple_choice", "options": ["3", "12", "4", "4"], "question": "Simplify: 12/4", "correct_answer": "3"}, {"id": 6, "type": "multiple_choice", "options": ["hypotenuse / opposite", "opposite / adjacent", "adjacent / hypotenuse", "opposite / hypotenuse"], "question": "In a right triangle, sin(θ) is defined as:", "correct_answer": "opposite / hypotenuse"}, {"id": 7, "type": "multiple_choice", "options": ["adjacent / hypotenuse", "opposite / adjacent", "opposite / hypotenuse", "hypotenuse / opposite"], "question": "In a right triangle, sin(θ) is defined as:", "correct_answer": "opposite / hypotenuse"}, {"id": 8, "type": "multiple_choice", "options": ["x = -2 and x = -4", "x = 6 and x = 8", "x = 0 and x = 6", "x = 2 and x = 4"], "question": "What are the solutions to x² - 6x + 8 = 0?", "correct_answer": "x = 2 and x = 4"}, {"id": 9, "type": "multiple_choice", "options": ["adjacent / hypotenuse", "hypotenuse / opposite", "opposite / adjacent", "opposite / hypotenuse"], "question": "In a right triangle, sin(θ) is defined as:", "correct_answer": "opposite / hypotenuse"}, {"id": 10, "type": "multiple_choice", "options": ["-1", "7", "6", "1"], "question": "What is the slope of the line y = 1x + 6?", "correct_answer": "1"}, {"id": 11, "type": "multiple_choice", "options": ["x = 7 and x = 6", "x = -1 and x = -6", "x = 1 and x = 6", "x = 0 and x = 7"], "question": "What are the solutions to x² - 7x + 6 = 0?", "correct_answer": "x = 1 and x = 6"}, {"id": 12, "type": "short_answer", "question": "What is 5^3?", "correct_answer": "125"}]
1010	505	Minerals and Rocks Quiz	\N	Complete this quiz on "Minerals and Rocks Quiz." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this quiz.	\N	15:00:00	quiz	100	quiz	t	3	70	t	1	2026-06-23 11:23:04.687963	2026-06-23 11:23:04.687963	[{"id": 1, "type": "multiple_choice", "options": ["The speed of Earth's rotation", "The gravitational pull of the Moon", "The tilt of Earth's axis", "The distance from the Sun"], "question": "What causes the seasons on Earth?", "correct_answer": "The tilt of Earth's axis"}, {"id": 2, "type": "multiple_choice", "options": ["A double helix", "A single strand", "A circular loop", "A triple helix"], "question": "What is the structure of DNA?", "correct_answer": "A double helix"}, {"id": 3, "type": "multiple_choice", "options": ["The gravitational pull of the Moon", "The speed of Earth's rotation", "The tilt of Earth's axis", "The distance from the Sun"], "question": "What causes the seasons on Earth?", "correct_answer": "The tilt of Earth's axis"}, {"id": 4, "type": "multiple_choice", "options": ["A single strand", "A double helix", "A circular loop", "A triple helix"], "question": "What is the structure of DNA?", "correct_answer": "A double helix"}, {"id": 5, "type": "multiple_choice", "options": ["KE = ½mv²", "KE = mc²", "KE = Fd", "KE = mgh"], "question": "What is the formula for kinetic energy?", "correct_answer": "KE = ½mv²"}, {"id": 6, "type": "multiple_choice", "options": ["A triple helix", "A circular loop", "A double helix", "A single strand"], "question": "What is the structure of DNA?", "correct_answer": "A double helix"}, {"id": 7, "type": "multiple_choice", "options": ["KE = ½mv²", "KE = Fd", "KE = mgh", "KE = mc²"], "question": "What is the formula for kinetic energy?", "correct_answer": "KE = ½mv²"}, {"id": 8, "type": "multiple_choice", "options": ["Metallic bond", "Hydrogen bond", "Ionic bond", "Covalent bond"], "question": "What type of bond involves the sharing of electrons?", "correct_answer": "Covalent bond"}]
1011	506	Plate Tectonics Practice	\N	Complete this homework assignment on "Plate Tectonics Practice." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this homework assignment.	\N	15:00:00	homework	100	homework	t	3	70	t	1	2026-06-23 11:23:04.688642	2026-06-23 11:23:04.688642	[{"id": 1, "type": "multiple_choice", "options": ["KE = mc²", "KE = mgh", "KE = Fd", "KE = ½mv²"], "question": "What is the formula for kinetic energy?", "correct_answer": "KE = ½mv²"}, {"id": 2, "type": "multiple_choice", "options": ["KE = mgh", "KE = ½mv²", "KE = mc²", "KE = Fd"], "question": "What is the formula for kinetic energy?", "correct_answer": "KE = ½mv²"}, {"id": 3, "type": "multiple_choice", "options": ["The gravitational pull of the Moon", "The tilt of Earth's axis", "The distance from the Sun", "The speed of Earth's rotation"], "question": "What causes the seasons on Earth?", "correct_answer": "The tilt of Earth's axis"}, {"id": 4, "type": "multiple_choice", "options": ["KE = Fd", "KE = mgh", "KE = ½mv²", "KE = mc²"], "question": "What is the formula for kinetic energy?", "correct_answer": "KE = ½mv²"}, {"id": 5, "type": "multiple_choice", "options": ["Metallic bond", "Hydrogen bond", "Covalent bond", "Ionic bond"], "question": "What type of bond involves the sharing of electrons?", "correct_answer": "Covalent bond"}]
1226	510	Oceanography Unit Test	\N	Complete this test on "Oceanography Unit Test." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this test.	\N	15:00:00	test	100	test	t	3	70	t	1	2026-06-23 11:23:04.79934	2026-06-23 11:23:04.79934	[{"id": 1, "type": "multiple_choice", "options": ["A double helix", "A triple helix", "A single strand", "A circular loop"], "question": "What is the structure of DNA?", "correct_answer": "A double helix"}, {"id": 2, "type": "multiple_choice", "options": ["The speed of Earth's rotation", "The gravitational pull of the Moon", "The distance from the Sun", "The tilt of Earth's axis"], "question": "What causes the seasons on Earth?", "correct_answer": "The tilt of Earth's axis"}, {"id": 3, "type": "multiple_choice", "options": ["A circular loop", "A triple helix", "A double helix", "A single strand"], "question": "What is the structure of DNA?", "correct_answer": "A double helix"}, {"id": 4, "type": "multiple_choice", "options": ["A double helix", "A triple helix", "A circular loop", "A single strand"], "question": "What is the structure of DNA?", "correct_answer": "A double helix"}, {"id": 5, "type": "multiple_choice", "options": ["The gravitational pull of the Moon", "The speed of Earth's rotation", "The tilt of Earth's axis", "The distance from the Sun"], "question": "What causes the seasons on Earth?", "correct_answer": "The tilt of Earth's axis"}, {"id": 6, "type": "multiple_choice", "options": ["KE = mgh", "KE = Fd", "KE = ½mv²", "KE = mc²"], "question": "What is the formula for kinetic energy?", "correct_answer": "KE = ½mv²"}, {"id": 7, "type": "multiple_choice", "options": ["The speed of Earth's rotation", "The distance from the Sun", "The tilt of Earth's axis", "The gravitational pull of the Moon"], "question": "What causes the seasons on Earth?", "correct_answer": "The tilt of Earth's axis"}, {"id": 8, "type": "true_false", "question": "In an exothermic reaction, energy is released to the surroundings.", "correct_answer": "True"}, {"id": 9, "type": "multiple_choice", "options": ["The speed of Earth's rotation", "The gravitational pull of the Moon", "The distance from the Sun", "The tilt of Earth's axis"], "question": "What causes the seasons on Earth?", "correct_answer": "The tilt of Earth's axis"}, {"id": 10, "type": "multiple_choice", "options": ["KE = mgh", "KE = Fd", "KE = ½mv²", "KE = mc²"], "question": "What is the formula for kinetic energy?", "correct_answer": "KE = ½mv²"}, {"id": 11, "type": "true_false", "question": "In an exothermic reaction, energy is released to the surroundings.", "correct_answer": "True"}, {"id": 12, "type": "multiple_choice", "options": ["The distance from the Sun", "The gravitational pull of the Moon", "The tilt of Earth's axis", "The speed of Earth's rotation"], "question": "What causes the seasons on Earth?", "correct_answer": "The tilt of Earth's axis"}]
1012	506	Plate Tectonics Quiz	\N	Complete this quiz on "Plate Tectonics Quiz." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this quiz.	\N	15:00:00	quiz	100	quiz	t	3	70	t	1	2026-06-23 11:23:04.688944	2026-06-23 11:23:04.688944	[{"id": 1, "type": "true_false", "question": "In an exothermic reaction, energy is released to the surroundings.", "correct_answer": "True"}, {"id": 2, "type": "multiple_choice", "options": ["A circular loop", "A double helix", "A single strand", "A triple helix"], "question": "What is the structure of DNA?", "correct_answer": "A double helix"}, {"id": 3, "type": "multiple_choice", "options": ["KE = Fd", "KE = mgh", "KE = mc²", "KE = ½mv²"], "question": "What is the formula for kinetic energy?", "correct_answer": "KE = ½mv²"}, {"id": 4, "type": "multiple_choice", "options": ["KE = Fd", "KE = mc²", "KE = ½mv²", "KE = mgh"], "question": "What is the formula for kinetic energy?", "correct_answer": "KE = ½mv²"}, {"id": 5, "type": "multiple_choice", "options": ["KE = Fd", "KE = mgh", "KE = mc²", "KE = ½mv²"], "question": "What is the formula for kinetic energy?", "correct_answer": "KE = ½mv²"}, {"id": 6, "type": "written_response", "question": "Analyze the key principles related to \\"Plate Tectonics Quiz\\" and explain how they apply in laboratory or real-world settings.", "correct_answer": null}, {"id": 7, "type": "true_false", "question": "In an exothermic reaction, energy is released to the surroundings.", "correct_answer": "True"}, {"id": 8, "type": "true_false", "question": "In an exothermic reaction, energy is released to the surroundings.", "correct_answer": "True"}]
1013	507	Geologic Time Practice	\N	Complete this homework assignment on "Geologic Time Practice." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this homework assignment.	\N	15:00:00	homework	100	homework	t	3	70	t	1	2026-06-23 11:23:04.689541	2026-06-23 11:23:04.689541	[{"id": 1, "type": "written_response", "question": "Analyze the key principles related to \\"Geologic Time Practice\\" and explain how they apply in laboratory or real-world settings.", "correct_answer": null}, {"id": 2, "type": "multiple_choice", "options": ["KE = Fd", "KE = mc²", "KE = ½mv²", "KE = mgh"], "question": "What is the formula for kinetic energy?", "correct_answer": "KE = ½mv²"}, {"id": 3, "type": "multiple_choice", "options": ["KE = mgh", "KE = mc²", "KE = Fd", "KE = ½mv²"], "question": "What is the formula for kinetic energy?", "correct_answer": "KE = ½mv²"}, {"id": 4, "type": "multiple_choice", "options": ["The speed of Earth's rotation", "The tilt of Earth's axis", "The gravitational pull of the Moon", "The distance from the Sun"], "question": "What causes the seasons on Earth?", "correct_answer": "The tilt of Earth's axis"}, {"id": 5, "type": "multiple_choice", "options": ["Covalent bond", "Hydrogen bond", "Ionic bond", "Metallic bond"], "question": "What type of bond involves the sharing of electrons?", "correct_answer": "Covalent bond"}]
1014	507	Geologic Time Quiz	\N	Complete this quiz on "Geologic Time Quiz." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this quiz.	\N	15:00:00	quiz	100	quiz	t	3	70	t	1	2026-06-23 11:23:04.689841	2026-06-23 11:23:04.689841	[{"id": 1, "type": "multiple_choice", "options": ["Ionic bond", "Metallic bond", "Hydrogen bond", "Covalent bond"], "question": "What type of bond involves the sharing of electrons?", "correct_answer": "Covalent bond"}, {"id": 2, "type": "multiple_choice", "options": ["KE = mc²", "KE = ½mv²", "KE = mgh", "KE = Fd"], "question": "What is the formula for kinetic energy?", "correct_answer": "KE = ½mv²"}, {"id": 3, "type": "written_response", "question": "Analyze the key principles related to \\"Geologic Time Quiz\\" and explain how they apply in laboratory or real-world settings.", "correct_answer": null}, {"id": 4, "type": "true_false", "question": "In an exothermic reaction, energy is released to the surroundings.", "correct_answer": "True"}, {"id": 5, "type": "true_false", "question": "In an exothermic reaction, energy is released to the surroundings.", "correct_answer": "True"}, {"id": 6, "type": "multiple_choice", "options": ["KE = mgh", "KE = Fd", "KE = ½mv²", "KE = mc²"], "question": "What is the formula for kinetic energy?", "correct_answer": "KE = ½mv²"}, {"id": 7, "type": "true_false", "question": "In an exothermic reaction, energy is released to the surroundings.", "correct_answer": "True"}, {"id": 8, "type": "multiple_choice", "options": ["The distance from the Sun", "The speed of Earth's rotation", "The gravitational pull of the Moon", "The tilt of Earth's axis"], "question": "What causes the seasons on Earth?", "correct_answer": "The tilt of Earth's axis"}]
1015	508	Ocean Floor Practice	\N	Complete this homework assignment on "Ocean Floor Practice." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this homework assignment.	\N	15:00:00	homework	100	homework	t	3	70	t	1	2026-06-23 11:23:04.690853	2026-06-23 11:23:04.690853	[{"id": 1, "type": "multiple_choice", "options": ["A triple helix", "A single strand", "A circular loop", "A double helix"], "question": "What is the structure of DNA?", "correct_answer": "A double helix"}, {"id": 2, "type": "multiple_choice", "options": ["The tilt of Earth's axis", "The speed of Earth's rotation", "The distance from the Sun", "The gravitational pull of the Moon"], "question": "What causes the seasons on Earth?", "correct_answer": "The tilt of Earth's axis"}, {"id": 3, "type": "multiple_choice", "options": ["KE = Fd", "KE = mc²", "KE = mgh", "KE = ½mv²"], "question": "What is the formula for kinetic energy?", "correct_answer": "KE = ½mv²"}, {"id": 4, "type": "multiple_choice", "options": ["Metallic bond", "Ionic bond", "Hydrogen bond", "Covalent bond"], "question": "What type of bond involves the sharing of electrons?", "correct_answer": "Covalent bond"}, {"id": 5, "type": "written_response", "question": "Analyze the key principles related to \\"Ocean Floor Practice\\" and explain how they apply in laboratory or real-world settings.", "correct_answer": null}]
1227	513	Meteorology Unit Test	\N	Complete this test on "Meteorology Unit Test." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this test.	\N	15:00:00	test	100	test	t	3	70	t	1	2026-06-23 11:23:04.799836	2026-06-23 11:23:04.799836	[{"id": 1, "type": "written_response", "question": "Analyze the key principles related to \\"Meteorology Unit Test\\" and explain how they apply in laboratory or real-world settings.", "correct_answer": null}, {"id": 2, "type": "multiple_choice", "options": ["A single strand", "A double helix", "A triple helix", "A circular loop"], "question": "What is the structure of DNA?", "correct_answer": "A double helix"}, {"id": 3, "type": "multiple_choice", "options": ["The distance from the Sun", "The speed of Earth's rotation", "The gravitational pull of the Moon", "The tilt of Earth's axis"], "question": "What causes the seasons on Earth?", "correct_answer": "The tilt of Earth's axis"}, {"id": 4, "type": "multiple_choice", "options": ["The distance from the Sun", "The tilt of Earth's axis", "The speed of Earth's rotation", "The gravitational pull of the Moon"], "question": "What causes the seasons on Earth?", "correct_answer": "The tilt of Earth's axis"}, {"id": 5, "type": "true_false", "question": "In an exothermic reaction, energy is released to the surroundings.", "correct_answer": "True"}, {"id": 6, "type": "multiple_choice", "options": ["KE = ½mv²", "KE = mgh", "KE = mc²", "KE = Fd"], "question": "What is the formula for kinetic energy?", "correct_answer": "KE = ½mv²"}, {"id": 7, "type": "multiple_choice", "options": ["Ionic bond", "Hydrogen bond", "Covalent bond", "Metallic bond"], "question": "What type of bond involves the sharing of electrons?", "correct_answer": "Covalent bond"}, {"id": 8, "type": "written_response", "question": "Analyze the key principles related to \\"Meteorology Unit Test\\" and explain how they apply in laboratory or real-world settings.", "correct_answer": null}, {"id": 9, "type": "true_false", "question": "In an exothermic reaction, energy is released to the surroundings.", "correct_answer": "True"}, {"id": 10, "type": "true_false", "question": "In an exothermic reaction, energy is released to the surroundings.", "correct_answer": "True"}, {"id": 11, "type": "multiple_choice", "options": ["KE = mc²", "KE = mgh", "KE = ½mv²", "KE = Fd"], "question": "What is the formula for kinetic energy?", "correct_answer": "KE = ½mv²"}, {"id": 12, "type": "true_false", "question": "In an exothermic reaction, energy is released to the surroundings.", "correct_answer": "True"}]
1017	509	Ocean Currents Practice	\N	Complete this homework assignment on "Ocean Currents Practice." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this homework assignment.	\N	15:00:00	homework	100	homework	t	3	70	t	1	2026-06-23 11:23:04.69175	2026-06-23 11:23:04.69175	[{"id": 1, "type": "multiple_choice", "options": ["A circular loop", "A triple helix", "A single strand", "A double helix"], "question": "What is the structure of DNA?", "correct_answer": "A double helix"}, {"id": 2, "type": "multiple_choice", "options": ["A triple helix", "A circular loop", "A double helix", "A single strand"], "question": "What is the structure of DNA?", "correct_answer": "A double helix"}, {"id": 3, "type": "multiple_choice", "options": ["A circular loop", "A triple helix", "A double helix", "A single strand"], "question": "What is the structure of DNA?", "correct_answer": "A double helix"}, {"id": 4, "type": "multiple_choice", "options": ["Covalent bond", "Metallic bond", "Ionic bond", "Hydrogen bond"], "question": "What type of bond involves the sharing of electrons?", "correct_answer": "Covalent bond"}, {"id": 5, "type": "multiple_choice", "options": ["Metallic bond", "Hydrogen bond", "Ionic bond", "Covalent bond"], "question": "What type of bond involves the sharing of electrons?", "correct_answer": "Covalent bond"}]
1018	509	Ocean Currents Quiz	\N	Complete this quiz on "Ocean Currents Quiz." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this quiz.	\N	15:00:00	quiz	100	quiz	t	3	70	t	1	2026-06-23 11:23:04.692124	2026-06-23 11:23:04.692124	[{"id": 1, "type": "written_response", "question": "Analyze the key principles related to \\"Ocean Currents Quiz\\" and explain how they apply in laboratory or real-world settings.", "correct_answer": null}, {"id": 2, "type": "multiple_choice", "options": ["Metallic bond", "Covalent bond", "Ionic bond", "Hydrogen bond"], "question": "What type of bond involves the sharing of electrons?", "correct_answer": "Covalent bond"}, {"id": 3, "type": "true_false", "question": "In an exothermic reaction, energy is released to the surroundings.", "correct_answer": "True"}, {"id": 4, "type": "multiple_choice", "options": ["Covalent bond", "Ionic bond", "Hydrogen bond", "Metallic bond"], "question": "What type of bond involves the sharing of electrons?", "correct_answer": "Covalent bond"}, {"id": 5, "type": "multiple_choice", "options": ["The gravitational pull of the Moon", "The speed of Earth's rotation", "The distance from the Sun", "The tilt of Earth's axis"], "question": "What causes the seasons on Earth?", "correct_answer": "The tilt of Earth's axis"}, {"id": 6, "type": "multiple_choice", "options": ["The speed of Earth's rotation", "The tilt of Earth's axis", "The distance from the Sun", "The gravitational pull of the Moon"], "question": "What causes the seasons on Earth?", "correct_answer": "The tilt of Earth's axis"}, {"id": 7, "type": "multiple_choice", "options": ["Ionic bond", "Covalent bond", "Metallic bond", "Hydrogen bond"], "question": "What type of bond involves the sharing of electrons?", "correct_answer": "Covalent bond"}, {"id": 8, "type": "multiple_choice", "options": ["Metallic bond", "Ionic bond", "Hydrogen bond", "Covalent bond"], "question": "What type of bond involves the sharing of electrons?", "correct_answer": "Covalent bond"}]
1019	510	Marine Ecosystems Practice	\N	Complete this homework assignment on "Marine Ecosystems Practice." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this homework assignment.	\N	15:00:00	homework	100	homework	t	3	70	t	1	2026-06-23 11:23:04.692672	2026-06-23 11:23:04.692672	[{"id": 1, "type": "multiple_choice", "options": ["The gravitational pull of the Moon", "The distance from the Sun", "The tilt of Earth's axis", "The speed of Earth's rotation"], "question": "What causes the seasons on Earth?", "correct_answer": "The tilt of Earth's axis"}, {"id": 2, "type": "multiple_choice", "options": ["KE = ½mv²", "KE = mc²", "KE = Fd", "KE = mgh"], "question": "What is the formula for kinetic energy?", "correct_answer": "KE = ½mv²"}, {"id": 3, "type": "multiple_choice", "options": ["The distance from the Sun", "The speed of Earth's rotation", "The tilt of Earth's axis", "The gravitational pull of the Moon"], "question": "What causes the seasons on Earth?", "correct_answer": "The tilt of Earth's axis"}, {"id": 4, "type": "multiple_choice", "options": ["Covalent bond", "Ionic bond", "Metallic bond", "Hydrogen bond"], "question": "What type of bond involves the sharing of electrons?", "correct_answer": "Covalent bond"}, {"id": 5, "type": "multiple_choice", "options": ["A circular loop", "A single strand", "A triple helix", "A double helix"], "question": "What is the structure of DNA?", "correct_answer": "A double helix"}]
1020	510	Marine Ecosystems Quiz	\N	Complete this quiz on "Marine Ecosystems Quiz." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this quiz.	\N	15:00:00	quiz	100	quiz	t	3	70	t	1	2026-06-23 11:23:04.692972	2026-06-23 11:23:04.692972	[{"id": 1, "type": "true_false", "question": "In an exothermic reaction, energy is released to the surroundings.", "correct_answer": "True"}, {"id": 2, "type": "written_response", "question": "Analyze the key principles related to \\"Marine Ecosystems Quiz\\" and explain how they apply in laboratory or real-world settings.", "correct_answer": null}, {"id": 3, "type": "true_false", "question": "In an exothermic reaction, energy is released to the surroundings.", "correct_answer": "True"}, {"id": 4, "type": "true_false", "question": "In an exothermic reaction, energy is released to the surroundings.", "correct_answer": "True"}, {"id": 5, "type": "written_response", "question": "Analyze the key principles related to \\"Marine Ecosystems Quiz\\" and explain how they apply in laboratory or real-world settings.", "correct_answer": null}, {"id": 6, "type": "true_false", "question": "In an exothermic reaction, energy is released to the surroundings.", "correct_answer": "True"}, {"id": 7, "type": "multiple_choice", "options": ["KE = ½mv²", "KE = mc²", "KE = mgh", "KE = Fd"], "question": "What is the formula for kinetic energy?", "correct_answer": "KE = ½mv²"}, {"id": 8, "type": "true_false", "question": "In an exothermic reaction, energy is released to the surroundings.", "correct_answer": "True"}]
1225	507	Geology Unit Test	\N	Complete this test on "Geology Unit Test." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this test.	\N	15:00:00	test	100	test	t	3	70	t	1	2026-06-23 11:23:04.798866	2026-06-23 11:23:04.798866	[{"id": 1, "type": "true_false", "question": "In an exothermic reaction, energy is released to the surroundings.", "correct_answer": "True"}, {"id": 2, "type": "true_false", "question": "In an exothermic reaction, energy is released to the surroundings.", "correct_answer": "True"}, {"id": 3, "type": "multiple_choice", "options": ["A circular loop", "A triple helix", "A double helix", "A single strand"], "question": "What is the structure of DNA?", "correct_answer": "A double helix"}, {"id": 4, "type": "multiple_choice", "options": ["The distance from the Sun", "The tilt of Earth's axis", "The gravitational pull of the Moon", "The speed of Earth's rotation"], "question": "What causes the seasons on Earth?", "correct_answer": "The tilt of Earth's axis"}, {"id": 5, "type": "true_false", "question": "In an exothermic reaction, energy is released to the surroundings.", "correct_answer": "True"}, {"id": 6, "type": "multiple_choice", "options": ["KE = mc²", "KE = mgh", "KE = Fd", "KE = ½mv²"], "question": "What is the formula for kinetic energy?", "correct_answer": "KE = ½mv²"}, {"id": 7, "type": "multiple_choice", "options": ["KE = mc²", "KE = ½mv²", "KE = Fd", "KE = mgh"], "question": "What is the formula for kinetic energy?", "correct_answer": "KE = ½mv²"}, {"id": 8, "type": "true_false", "question": "In an exothermic reaction, energy is released to the surroundings.", "correct_answer": "True"}, {"id": 9, "type": "written_response", "question": "Analyze the key principles related to \\"Geology Unit Test\\" and explain how they apply in laboratory or real-world settings.", "correct_answer": null}, {"id": 10, "type": "multiple_choice", "options": ["A circular loop", "A single strand", "A double helix", "A triple helix"], "question": "What is the structure of DNA?", "correct_answer": "A double helix"}, {"id": 11, "type": "multiple_choice", "options": ["A single strand", "A circular loop", "A double helix", "A triple helix"], "question": "What is the structure of DNA?", "correct_answer": "A double helix"}, {"id": 12, "type": "multiple_choice", "options": ["Hydrogen bond", "Covalent bond", "Metallic bond", "Ionic bond"], "question": "What type of bond involves the sharing of electrons?", "correct_answer": "Covalent bond"}]
1021	511	Atmosphere Practice	\N	Complete this homework assignment on "Atmosphere Practice." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this homework assignment.	\N	15:00:00	homework	100	homework	t	3	70	t	1	2026-06-23 11:23:04.693877	2026-06-23 11:23:04.693877	[{"id": 1, "type": "multiple_choice", "options": ["A triple helix", "A double helix", "A circular loop", "A single strand"], "question": "What is the structure of DNA?", "correct_answer": "A double helix"}, {"id": 2, "type": "multiple_choice", "options": ["The speed of Earth's rotation", "The tilt of Earth's axis", "The distance from the Sun", "The gravitational pull of the Moon"], "question": "What causes the seasons on Earth?", "correct_answer": "The tilt of Earth's axis"}, {"id": 3, "type": "multiple_choice", "options": ["Ionic bond", "Covalent bond", "Metallic bond", "Hydrogen bond"], "question": "What type of bond involves the sharing of electrons?", "correct_answer": "Covalent bond"}, {"id": 4, "type": "multiple_choice", "options": ["Hydrogen bond", "Ionic bond", "Covalent bond", "Metallic bond"], "question": "What type of bond involves the sharing of electrons?", "correct_answer": "Covalent bond"}, {"id": 5, "type": "true_false", "question": "In an exothermic reaction, energy is released to the surroundings.", "correct_answer": "True"}]
1022	511	Atmosphere Quiz	\N	Complete this quiz on "Atmosphere Quiz." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this quiz.	\N	15:00:00	quiz	100	quiz	t	3	70	t	1	2026-06-23 11:23:04.694213	2026-06-23 11:23:04.694213	[{"id": 1, "type": "multiple_choice", "options": ["A single strand", "A triple helix", "A circular loop", "A double helix"], "question": "What is the structure of DNA?", "correct_answer": "A double helix"}, {"id": 2, "type": "written_response", "question": "Analyze the key principles related to \\"Atmosphere Quiz\\" and explain how they apply in laboratory or real-world settings.", "correct_answer": null}, {"id": 3, "type": "written_response", "question": "Analyze the key principles related to \\"Atmosphere Quiz\\" and explain how they apply in laboratory or real-world settings.", "correct_answer": null}, {"id": 4, "type": "written_response", "question": "Analyze the key principles related to \\"Atmosphere Quiz\\" and explain how they apply in laboratory or real-world settings.", "correct_answer": null}, {"id": 5, "type": "written_response", "question": "Analyze the key principles related to \\"Atmosphere Quiz\\" and explain how they apply in laboratory or real-world settings.", "correct_answer": null}, {"id": 6, "type": "multiple_choice", "options": ["The speed of Earth's rotation", "The distance from the Sun", "The tilt of Earth's axis", "The gravitational pull of the Moon"], "question": "What causes the seasons on Earth?", "correct_answer": "The tilt of Earth's axis"}, {"id": 7, "type": "written_response", "question": "Analyze the key principles related to \\"Atmosphere Quiz\\" and explain how they apply in laboratory or real-world settings.", "correct_answer": null}, {"id": 8, "type": "written_response", "question": "Analyze the key principles related to \\"Atmosphere Quiz\\" and explain how they apply in laboratory or real-world settings.", "correct_answer": null}]
1023	512	Weather Systems Practice	\N	Complete this homework assignment on "Weather Systems Practice." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this homework assignment.	\N	15:00:00	homework	100	homework	t	3	70	t	1	2026-06-23 11:23:04.694809	2026-06-23 11:23:04.694809	[{"id": 1, "type": "multiple_choice", "options": ["A single strand", "A double helix", "A triple helix", "A circular loop"], "question": "What is the structure of DNA?", "correct_answer": "A double helix"}, {"id": 2, "type": "true_false", "question": "In an exothermic reaction, energy is released to the surroundings.", "correct_answer": "True"}, {"id": 3, "type": "multiple_choice", "options": ["The distance from the Sun", "The speed of Earth's rotation", "The tilt of Earth's axis", "The gravitational pull of the Moon"], "question": "What causes the seasons on Earth?", "correct_answer": "The tilt of Earth's axis"}, {"id": 4, "type": "multiple_choice", "options": ["Ionic bond", "Covalent bond", "Metallic bond", "Hydrogen bond"], "question": "What type of bond involves the sharing of electrons?", "correct_answer": "Covalent bond"}, {"id": 5, "type": "true_false", "question": "In an exothermic reaction, energy is released to the surroundings.", "correct_answer": "True"}]
1025	513	Climate Patterns Practice	\N	Complete this homework assignment on "Climate Patterns Practice." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this homework assignment.	\N	15:00:00	homework	100	homework	t	3	70	t	1	2026-06-23 11:23:04.695684	2026-06-23 11:23:04.695684	[{"id": 1, "type": "multiple_choice", "options": ["The gravitational pull of the Moon", "The distance from the Sun", "The speed of Earth's rotation", "The tilt of Earth's axis"], "question": "What causes the seasons on Earth?", "correct_answer": "The tilt of Earth's axis"}, {"id": 2, "type": "multiple_choice", "options": ["KE = ½mv²", "KE = Fd", "KE = mc²", "KE = mgh"], "question": "What is the formula for kinetic energy?", "correct_answer": "KE = ½mv²"}, {"id": 3, "type": "multiple_choice", "options": ["A circular loop", "A double helix", "A single strand", "A triple helix"], "question": "What is the structure of DNA?", "correct_answer": "A double helix"}, {"id": 4, "type": "multiple_choice", "options": ["KE = ½mv²", "KE = Fd", "KE = mgh", "KE = mc²"], "question": "What is the formula for kinetic energy?", "correct_answer": "KE = ½mv²"}, {"id": 5, "type": "multiple_choice", "options": ["The speed of Earth's rotation", "The tilt of Earth's axis", "The gravitational pull of the Moon", "The distance from the Sun"], "question": "What causes the seasons on Earth?", "correct_answer": "The tilt of Earth's axis"}]
1026	513	Climate Patterns Quiz	\N	Complete this quiz on "Climate Patterns Quiz." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this quiz.	\N	15:00:00	quiz	100	quiz	t	3	70	t	1	2026-06-23 11:23:04.696021	2026-06-23 11:23:04.696021	[{"id": 1, "type": "multiple_choice", "options": ["The distance from the Sun", "The tilt of Earth's axis", "The gravitational pull of the Moon", "The speed of Earth's rotation"], "question": "What causes the seasons on Earth?", "correct_answer": "The tilt of Earth's axis"}, {"id": 2, "type": "written_response", "question": "Analyze the key principles related to \\"Climate Patterns Quiz\\" and explain how they apply in laboratory or real-world settings.", "correct_answer": null}, {"id": 3, "type": "multiple_choice", "options": ["KE = ½mv²", "KE = mc²", "KE = mgh", "KE = Fd"], "question": "What is the formula for kinetic energy?", "correct_answer": "KE = ½mv²"}, {"id": 4, "type": "written_response", "question": "Analyze the key principles related to \\"Climate Patterns Quiz\\" and explain how they apply in laboratory or real-world settings.", "correct_answer": null}, {"id": 5, "type": "multiple_choice", "options": ["A double helix", "A triple helix", "A circular loop", "A single strand"], "question": "What is the structure of DNA?", "correct_answer": "A double helix"}, {"id": 6, "type": "multiple_choice", "options": ["KE = mc²", "KE = mgh", "KE = ½mv²", "KE = Fd"], "question": "What is the formula for kinetic energy?", "correct_answer": "KE = ½mv²"}, {"id": 7, "type": "multiple_choice", "options": ["Covalent bond", "Hydrogen bond", "Metallic bond", "Ionic bond"], "question": "What type of bond involves the sharing of electrons?", "correct_answer": "Covalent bond"}, {"id": 8, "type": "multiple_choice", "options": ["Hydrogen bond", "Ionic bond", "Covalent bond", "Metallic bond"], "question": "What type of bond involves the sharing of electrons?", "correct_answer": "Covalent bond"}]
1027	514	Stars and Stellar Evolution Practice	\N	Complete this homework assignment on "Stars and Stellar Evolution Practice." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this homework assignment.	\N	15:00:00	homework	100	homework	t	3	70	t	1	2026-06-23 11:23:04.696867	2026-06-23 11:23:04.696867	[{"id": 1, "type": "written_response", "question": "Analyze the key principles related to \\"Stars and Stellar Evolution Practice\\" and explain how they apply in laboratory or real-world settings.", "correct_answer": null}, {"id": 2, "type": "written_response", "question": "Analyze the key principles related to \\"Stars and Stellar Evolution Practice\\" and explain how they apply in laboratory or real-world settings.", "correct_answer": null}, {"id": 3, "type": "multiple_choice", "options": ["Metallic bond", "Hydrogen bond", "Ionic bond", "Covalent bond"], "question": "What type of bond involves the sharing of electrons?", "correct_answer": "Covalent bond"}, {"id": 4, "type": "multiple_choice", "options": ["A single strand", "A triple helix", "A circular loop", "A double helix"], "question": "What is the structure of DNA?", "correct_answer": "A double helix"}, {"id": 5, "type": "multiple_choice", "options": ["The gravitational pull of the Moon", "The distance from the Sun", "The tilt of Earth's axis", "The speed of Earth's rotation"], "question": "What causes the seasons on Earth?", "correct_answer": "The tilt of Earth's axis"}]
1028	514	Stars and Stellar Evolution Quiz	\N	Complete this quiz on "Stars and Stellar Evolution Quiz." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this quiz.	\N	15:00:00	quiz	100	quiz	t	3	70	t	1	2026-06-23 11:23:04.697163	2026-06-23 11:23:04.697163	[{"id": 1, "type": "true_false", "question": "In an exothermic reaction, energy is released to the surroundings.", "correct_answer": "True"}, {"id": 2, "type": "multiple_choice", "options": ["KE = mgh", "KE = ½mv²", "KE = Fd", "KE = mc²"], "question": "What is the formula for kinetic energy?", "correct_answer": "KE = ½mv²"}, {"id": 3, "type": "multiple_choice", "options": ["KE = mc²", "KE = mgh", "KE = ½mv²", "KE = Fd"], "question": "What is the formula for kinetic energy?", "correct_answer": "KE = ½mv²"}, {"id": 4, "type": "written_response", "question": "Analyze the key principles related to \\"Stars and Stellar Evolution Quiz\\" and explain how they apply in laboratory or real-world settings.", "correct_answer": null}, {"id": 5, "type": "multiple_choice", "options": ["KE = Fd", "KE = ½mv²", "KE = mgh", "KE = mc²"], "question": "What is the formula for kinetic energy?", "correct_answer": "KE = ½mv²"}, {"id": 6, "type": "multiple_choice", "options": ["KE = ½mv²", "KE = mgh", "KE = Fd", "KE = mc²"], "question": "What is the formula for kinetic energy?", "correct_answer": "KE = ½mv²"}, {"id": 7, "type": "multiple_choice", "options": ["KE = mc²", "KE = ½mv²", "KE = mgh", "KE = Fd"], "question": "What is the formula for kinetic energy?", "correct_answer": "KE = ½mv²"}, {"id": 8, "type": "multiple_choice", "options": ["The gravitational pull of the Moon", "The speed of Earth's rotation", "The tilt of Earth's axis", "The distance from the Sun"], "question": "What causes the seasons on Earth?", "correct_answer": "The tilt of Earth's axis"}]
1029	515	Galaxies Practice	\N	Complete this homework assignment on "Galaxies Practice." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this homework assignment.	\N	15:00:00	homework	100	homework	t	3	70	t	1	2026-06-23 11:23:04.697712	2026-06-23 11:23:04.697712	[{"id": 1, "type": "multiple_choice", "options": ["A single strand", "A double helix", "A circular loop", "A triple helix"], "question": "What is the structure of DNA?", "correct_answer": "A double helix"}, {"id": 2, "type": "multiple_choice", "options": ["The speed of Earth's rotation", "The gravitational pull of the Moon", "The tilt of Earth's axis", "The distance from the Sun"], "question": "What causes the seasons on Earth?", "correct_answer": "The tilt of Earth's axis"}, {"id": 3, "type": "true_false", "question": "In an exothermic reaction, energy is released to the surroundings.", "correct_answer": "True"}, {"id": 4, "type": "multiple_choice", "options": ["Metallic bond", "Covalent bond", "Ionic bond", "Hydrogen bond"], "question": "What type of bond involves the sharing of electrons?", "correct_answer": "Covalent bond"}, {"id": 5, "type": "true_false", "question": "In an exothermic reaction, energy is released to the surroundings.", "correct_answer": "True"}]
1031	516	Cosmology Practice	\N	Complete this homework assignment on "Cosmology Practice." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this homework assignment.	\N	15:00:00	homework	100	homework	t	3	70	t	1	2026-06-23 11:23:04.698625	2026-06-23 11:23:04.698625	[{"id": 1, "type": "multiple_choice", "options": ["A triple helix", "A double helix", "A circular loop", "A single strand"], "question": "What is the structure of DNA?", "correct_answer": "A double helix"}, {"id": 2, "type": "multiple_choice", "options": ["A double helix", "A triple helix", "A circular loop", "A single strand"], "question": "What is the structure of DNA?", "correct_answer": "A double helix"}, {"id": 3, "type": "written_response", "question": "Analyze the key principles related to \\"Cosmology Practice\\" and explain how they apply in laboratory or real-world settings.", "correct_answer": null}, {"id": 4, "type": "multiple_choice", "options": ["Covalent bond", "Hydrogen bond", "Ionic bond", "Metallic bond"], "question": "What type of bond involves the sharing of electrons?", "correct_answer": "Covalent bond"}, {"id": 5, "type": "multiple_choice", "options": ["The tilt of Earth's axis", "The gravitational pull of the Moon", "The distance from the Sun", "The speed of Earth's rotation"], "question": "What causes the seasons on Earth?", "correct_answer": "The tilt of Earth's axis"}]
1032	516	Cosmology Quiz	\N	Complete this quiz on "Cosmology Quiz." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this quiz.	\N	15:00:00	quiz	100	quiz	t	3	70	t	1	2026-06-23 11:23:04.698894	2026-06-23 11:23:04.698894	[{"id": 1, "type": "written_response", "question": "Analyze the key principles related to \\"Cosmology Quiz\\" and explain how they apply in laboratory or real-world settings.", "correct_answer": null}, {"id": 2, "type": "multiple_choice", "options": ["Ionic bond", "Hydrogen bond", "Covalent bond", "Metallic bond"], "question": "What type of bond involves the sharing of electrons?", "correct_answer": "Covalent bond"}, {"id": 3, "type": "written_response", "question": "Analyze the key principles related to \\"Cosmology Quiz\\" and explain how they apply in laboratory or real-world settings.", "correct_answer": null}, {"id": 4, "type": "multiple_choice", "options": ["KE = mc²", "KE = ½mv²", "KE = mgh", "KE = Fd"], "question": "What is the formula for kinetic energy?", "correct_answer": "KE = ½mv²"}, {"id": 5, "type": "written_response", "question": "Analyze the key principles related to \\"Cosmology Quiz\\" and explain how they apply in laboratory or real-world settings.", "correct_answer": null}, {"id": 6, "type": "true_false", "question": "In an exothermic reaction, energy is released to the surroundings.", "correct_answer": "True"}, {"id": 7, "type": "multiple_choice", "options": ["Metallic bond", "Covalent bond", "Ionic bond", "Hydrogen bond"], "question": "What type of bond involves the sharing of electrons?", "correct_answer": "Covalent bond"}, {"id": 8, "type": "multiple_choice", "options": ["Metallic bond", "Covalent bond", "Ionic bond", "Hydrogen bond"], "question": "What type of bond involves the sharing of electrons?", "correct_answer": "Covalent bond"}]
1033	517	Globalization Practice	\N	Complete this homework assignment on "Globalization Practice." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this homework assignment.	\N	15:00:00	homework	100	homework	t	3	70	t	1	2026-06-23 11:23:04.700156	2026-06-23 11:23:04.700156	[{"id": 1, "type": "multiple_choice", "options": ["The World Bank", "NATO", "The Red Cross", "The United Nations"], "question": "What international organization was formed after World War II to promote peace?", "correct_answer": "The United Nations"}, {"id": 2, "type": "multiple_choice", "options": ["NATO", "The World Bank", "The Red Cross", "The United Nations"], "question": "What international organization was formed after World War II to promote peace?", "correct_answer": "The United Nations"}, {"id": 3, "type": "multiple_choice", "options": ["1st Amendment", "5th Amendment", "13th Amendment", "19th Amendment"], "question": "What amendment to the U.S. Constitution abolished slavery?", "correct_answer": "13th Amendment"}, {"id": 4, "type": "multiple_choice", "options": ["The Red Cross", "The United Nations", "The World Bank", "NATO"], "question": "What international organization was formed after World War II to promote peace?", "correct_answer": "The United Nations"}, {"id": 5, "type": "multiple_choice", "options": ["The United Nations", "The World Bank", "NATO", "The Red Cross"], "question": "What international organization was formed after World War II to promote peace?", "correct_answer": "The United Nations"}]
1035	518	International Organizations Practice	\N	Complete this homework assignment on "International Organizations Practice." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this homework assignment.	\N	15:00:00	homework	100	homework	t	3	70	t	1	2026-06-23 11:23:04.701083	2026-06-23 11:23:04.701083	[{"id": 1, "type": "multiple_choice", "options": ["The War of 1812", "The Louisiana Purchase", "Taxation without representation", "The Gold Rush"], "question": "Which event is considered a direct cause of the American Revolution?", "correct_answer": "Taxation without representation"}, {"id": 2, "type": "multiple_choice", "options": ["The United Nations", "The World Bank", "NATO", "The Red Cross"], "question": "What international organization was formed after World War II to promote peace?", "correct_answer": "The United Nations"}, {"id": 3, "type": "multiple_choice", "options": ["The War of 1812", "The Louisiana Purchase", "The Gold Rush", "Taxation without representation"], "question": "Which event is considered a direct cause of the American Revolution?", "correct_answer": "Taxation without representation"}, {"id": 4, "type": "true_false", "question": "The Bill of Rights consists of the first ten amendments to the U.S. Constitution.", "correct_answer": "True"}, {"id": 5, "type": "multiple_choice", "options": ["A trade agreement", "The relationship between product availability and consumer desire", "A banking system", "A type of government regulation"], "question": "What is supply and demand?", "correct_answer": "The relationship between product availability and consumer desire"}]
1036	518	International Organizations Quiz	\N	Complete this quiz on "International Organizations Quiz." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this quiz.	\N	15:00:00	quiz	100	quiz	t	3	70	t	1	2026-06-23 11:23:04.701353	2026-06-23 11:23:04.701353	[{"id": 1, "type": "multiple_choice", "options": ["The United Nations", "The Red Cross", "NATO", "The World Bank"], "question": "What international organization was formed after World War II to promote peace?", "correct_answer": "The United Nations"}, {"id": 2, "type": "written_response", "question": "Analyze the causes and effects related to \\"International Organizations Quiz.\\" Support your analysis with specific historical evidence.", "correct_answer": null}, {"id": 3, "type": "multiple_choice", "options": ["The War of 1812", "Taxation without representation", "The Louisiana Purchase", "The Gold Rush"], "question": "Which event is considered a direct cause of the American Revolution?", "correct_answer": "Taxation without representation"}, {"id": 4, "type": "true_false", "question": "The Bill of Rights consists of the first ten amendments to the U.S. Constitution.", "correct_answer": "True"}, {"id": 5, "type": "multiple_choice", "options": ["1st Amendment", "13th Amendment", "5th Amendment", "19th Amendment"], "question": "What amendment to the U.S. Constitution abolished slavery?", "correct_answer": "13th Amendment"}, {"id": 6, "type": "written_response", "question": "Analyze the causes and effects related to \\"International Organizations Quiz.\\" Support your analysis with specific historical evidence.", "correct_answer": null}, {"id": 7, "type": "multiple_choice", "options": ["A banking system", "A trade agreement", "A type of government regulation", "The relationship between product availability and consumer desire"], "question": "What is supply and demand?", "correct_answer": "The relationship between product availability and consumer desire"}, {"id": 8, "type": "written_response", "question": "Analyze the causes and effects related to \\"International Organizations Quiz.\\" Support your analysis with specific historical evidence.", "correct_answer": null}]
1037	519	Human Rights Practice	\N	Complete this homework assignment on "Human Rights Practice." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this homework assignment.	\N	15:00:00	homework	100	homework	t	3	70	t	1	2026-06-23 11:23:04.701937	2026-06-23 11:23:04.701937	[{"id": 1, "type": "multiple_choice", "options": ["5th Amendment", "1st Amendment", "13th Amendment", "19th Amendment"], "question": "What amendment to the U.S. Constitution abolished slavery?", "correct_answer": "13th Amendment"}, {"id": 2, "type": "multiple_choice", "options": ["13th Amendment", "1st Amendment", "19th Amendment", "5th Amendment"], "question": "What amendment to the U.S. Constitution abolished slavery?", "correct_answer": "13th Amendment"}, {"id": 3, "type": "multiple_choice", "options": ["1st Amendment", "19th Amendment", "13th Amendment", "5th Amendment"], "question": "What amendment to the U.S. Constitution abolished slavery?", "correct_answer": "13th Amendment"}, {"id": 4, "type": "multiple_choice", "options": ["19th Amendment", "5th Amendment", "13th Amendment", "1st Amendment"], "question": "What amendment to the U.S. Constitution abolished slavery?", "correct_answer": "13th Amendment"}, {"id": 5, "type": "multiple_choice", "options": ["19th Amendment", "1st Amendment", "13th Amendment", "5th Amendment"], "question": "What amendment to the U.S. Constitution abolished slavery?", "correct_answer": "13th Amendment"}]
1039	520	World Powers Practice	\N	Complete this homework assignment on "World Powers Practice." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this homework assignment.	\N	15:00:00	homework	100	homework	t	3	70	t	1	2026-06-23 11:23:04.703081	2026-06-23 11:23:04.703081	[{"id": 1, "type": "multiple_choice", "options": ["The World Bank", "NATO", "The United Nations", "The Red Cross"], "question": "What international organization was formed after World War II to promote peace?", "correct_answer": "The United Nations"}, {"id": 2, "type": "multiple_choice", "options": ["NATO", "The United Nations", "The Red Cross", "The World Bank"], "question": "What international organization was formed after World War II to promote peace?", "correct_answer": "The United Nations"}, {"id": 3, "type": "multiple_choice", "options": ["The United Nations", "The Red Cross", "NATO", "The World Bank"], "question": "What international organization was formed after World War II to promote peace?", "correct_answer": "The United Nations"}, {"id": 4, "type": "multiple_choice", "options": ["13th Amendment", "1st Amendment", "5th Amendment", "19th Amendment"], "question": "What amendment to the U.S. Constitution abolished slavery?", "correct_answer": "13th Amendment"}, {"id": 5, "type": "multiple_choice", "options": ["The United Nations", "The Red Cross", "The World Bank", "NATO"], "question": "What international organization was formed after World War II to promote peace?", "correct_answer": "The United Nations"}]
1041	521	Regional Conflicts Practice	\N	Complete this homework assignment on "Regional Conflicts Practice." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this homework assignment.	\N	15:00:00	homework	100	homework	t	3	70	t	1	2026-06-23 11:23:04.704031	2026-06-23 11:23:04.704031	[{"id": 1, "type": "multiple_choice", "options": ["The Gold Rush", "The War of 1812", "Taxation without representation", "The Louisiana Purchase"], "question": "Which event is considered a direct cause of the American Revolution?", "correct_answer": "Taxation without representation"}, {"id": 2, "type": "multiple_choice", "options": ["A trade agreement", "A banking system", "A type of government regulation", "The relationship between product availability and consumer desire"], "question": "What is supply and demand?", "correct_answer": "The relationship between product availability and consumer desire"}, {"id": 3, "type": "multiple_choice", "options": ["The War of 1812", "The Gold Rush", "The Louisiana Purchase", "Taxation without representation"], "question": "Which event is considered a direct cause of the American Revolution?", "correct_answer": "Taxation without representation"}, {"id": 4, "type": "written_response", "question": "Analyze the causes and effects related to \\"Regional Conflicts Practice.\\" Support your analysis with specific historical evidence.", "correct_answer": null}, {"id": 5, "type": "multiple_choice", "options": ["The relationship between product availability and consumer desire", "A trade agreement", "A type of government regulation", "A banking system"], "question": "What is supply and demand?", "correct_answer": "The relationship between product availability and consumer desire"}]
1042	521	Regional Conflicts Quiz	\N	Complete this quiz on "Regional Conflicts Quiz." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this quiz.	\N	15:00:00	quiz	100	quiz	t	3	70	t	1	2026-06-23 11:23:04.704393	2026-06-23 11:23:04.704393	[{"id": 1, "type": "multiple_choice", "options": ["The Louisiana Purchase", "The Gold Rush", "Taxation without representation", "The War of 1812"], "question": "Which event is considered a direct cause of the American Revolution?", "correct_answer": "Taxation without representation"}, {"id": 2, "type": "true_false", "question": "The Bill of Rights consists of the first ten amendments to the U.S. Constitution.", "correct_answer": "True"}, {"id": 3, "type": "multiple_choice", "options": ["The Louisiana Purchase", "Taxation without representation", "The War of 1812", "The Gold Rush"], "question": "Which event is considered a direct cause of the American Revolution?", "correct_answer": "Taxation without representation"}, {"id": 4, "type": "multiple_choice", "options": ["A type of government regulation", "A banking system", "The relationship between product availability and consumer desire", "A trade agreement"], "question": "What is supply and demand?", "correct_answer": "The relationship between product availability and consumer desire"}, {"id": 5, "type": "true_false", "question": "The Bill of Rights consists of the first ten amendments to the U.S. Constitution.", "correct_answer": "True"}, {"id": 6, "type": "multiple_choice", "options": ["The Red Cross", "The World Bank", "The United Nations", "NATO"], "question": "What international organization was formed after World War II to promote peace?", "correct_answer": "The United Nations"}, {"id": 7, "type": "written_response", "question": "Analyze the causes and effects related to \\"Regional Conflicts Quiz.\\" Support your analysis with specific historical evidence.", "correct_answer": null}, {"id": 8, "type": "multiple_choice", "options": ["A trade agreement", "A type of government regulation", "The relationship between product availability and consumer desire", "A banking system"], "question": "What is supply and demand?", "correct_answer": "The relationship between product availability and consumer desire"}]
1043	522	Diplomacy Practice	\N	Complete this homework assignment on "Diplomacy Practice." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this homework assignment.	\N	15:00:00	homework	100	homework	t	3	70	t	1	2026-06-23 11:23:04.705055	2026-06-23 11:23:04.705055	[{"id": 1, "type": "multiple_choice", "options": ["A banking system", "A type of government regulation", "The relationship between product availability and consumer desire", "A trade agreement"], "question": "What is supply and demand?", "correct_answer": "The relationship between product availability and consumer desire"}, {"id": 2, "type": "multiple_choice", "options": ["Taxation without representation", "The Louisiana Purchase", "The War of 1812", "The Gold Rush"], "question": "Which event is considered a direct cause of the American Revolution?", "correct_answer": "Taxation without representation"}, {"id": 3, "type": "multiple_choice", "options": ["A banking system", "The relationship between product availability and consumer desire", "A trade agreement", "A type of government regulation"], "question": "What is supply and demand?", "correct_answer": "The relationship between product availability and consumer desire"}, {"id": 4, "type": "multiple_choice", "options": ["The War of 1812", "The Gold Rush", "Taxation without representation", "The Louisiana Purchase"], "question": "Which event is considered a direct cause of the American Revolution?", "correct_answer": "Taxation without representation"}, {"id": 5, "type": "multiple_choice", "options": ["5th Amendment", "1st Amendment", "13th Amendment", "19th Amendment"], "question": "What amendment to the U.S. Constitution abolished slavery?", "correct_answer": "13th Amendment"}]
1044	522	Diplomacy Quiz	\N	Complete this quiz on "Diplomacy Quiz." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this quiz.	\N	15:00:00	quiz	100	quiz	t	3	70	t	1	2026-06-23 11:23:04.705356	2026-06-23 11:23:04.705356	[{"id": 1, "type": "written_response", "question": "Analyze the causes and effects related to \\"Diplomacy Quiz.\\" Support your analysis with specific historical evidence.", "correct_answer": null}, {"id": 2, "type": "multiple_choice", "options": ["19th Amendment", "5th Amendment", "1st Amendment", "13th Amendment"], "question": "What amendment to the U.S. Constitution abolished slavery?", "correct_answer": "13th Amendment"}, {"id": 3, "type": "multiple_choice", "options": ["1st Amendment", "5th Amendment", "13th Amendment", "19th Amendment"], "question": "What amendment to the U.S. Constitution abolished slavery?", "correct_answer": "13th Amendment"}, {"id": 4, "type": "true_false", "question": "The Bill of Rights consists of the first ten amendments to the U.S. Constitution.", "correct_answer": "True"}, {"id": 5, "type": "written_response", "question": "Analyze the causes and effects related to \\"Diplomacy Quiz.\\" Support your analysis with specific historical evidence.", "correct_answer": null}, {"id": 6, "type": "multiple_choice", "options": ["The War of 1812", "The Gold Rush", "The Louisiana Purchase", "Taxation without representation"], "question": "Which event is considered a direct cause of the American Revolution?", "correct_answer": "Taxation without representation"}, {"id": 7, "type": "multiple_choice", "options": ["A trade agreement", "A banking system", "The relationship between product availability and consumer desire", "A type of government regulation"], "question": "What is supply and demand?", "correct_answer": "The relationship between product availability and consumer desire"}, {"id": 8, "type": "multiple_choice", "options": ["The War of 1812", "The Louisiana Purchase", "Taxation without representation", "The Gold Rush"], "question": "Which event is considered a direct cause of the American Revolution?", "correct_answer": "Taxation without representation"}]
1045	523	Culture and Society Practice	\N	Complete this homework assignment on "Culture and Society Practice." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this homework assignment.	\N	15:00:00	homework	100	homework	t	3	70	t	1	2026-06-23 11:23:04.706254	2026-06-23 11:23:04.706254	[{"id": 1, "type": "multiple_choice", "options": ["The United Nations", "NATO", "The Red Cross", "The World Bank"], "question": "What international organization was formed after World War II to promote peace?", "correct_answer": "The United Nations"}, {"id": 2, "type": "multiple_choice", "options": ["A trade agreement", "A banking system", "A type of government regulation", "The relationship between product availability and consumer desire"], "question": "What is supply and demand?", "correct_answer": "The relationship between product availability and consumer desire"}, {"id": 3, "type": "multiple_choice", "options": ["1st Amendment", "19th Amendment", "13th Amendment", "5th Amendment"], "question": "What amendment to the U.S. Constitution abolished slavery?", "correct_answer": "13th Amendment"}, {"id": 4, "type": "multiple_choice", "options": ["5th Amendment", "13th Amendment", "19th Amendment", "1st Amendment"], "question": "What amendment to the U.S. Constitution abolished slavery?", "correct_answer": "13th Amendment"}, {"id": 5, "type": "multiple_choice", "options": ["The relationship between product availability and consumer desire", "A type of government regulation", "A banking system", "A trade agreement"], "question": "What is supply and demand?", "correct_answer": "The relationship between product availability and consumer desire"}]
1046	523	Culture and Society Quiz	\N	Complete this quiz on "Culture and Society Quiz." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this quiz.	\N	15:00:00	quiz	100	quiz	t	3	70	t	1	2026-06-23 11:23:04.706584	2026-06-23 11:23:04.706584	[{"id": 1, "type": "true_false", "question": "The Bill of Rights consists of the first ten amendments to the U.S. Constitution.", "correct_answer": "True"}, {"id": 2, "type": "multiple_choice", "options": ["The Gold Rush", "The Louisiana Purchase", "The War of 1812", "Taxation without representation"], "question": "Which event is considered a direct cause of the American Revolution?", "correct_answer": "Taxation without representation"}, {"id": 3, "type": "multiple_choice", "options": ["5th Amendment", "13th Amendment", "1st Amendment", "19th Amendment"], "question": "What amendment to the U.S. Constitution abolished slavery?", "correct_answer": "13th Amendment"}, {"id": 4, "type": "written_response", "question": "Analyze the causes and effects related to \\"Culture and Society Quiz.\\" Support your analysis with specific historical evidence.", "correct_answer": null}, {"id": 5, "type": "written_response", "question": "Analyze the causes and effects related to \\"Culture and Society Quiz.\\" Support your analysis with specific historical evidence.", "correct_answer": null}, {"id": 6, "type": "true_false", "question": "The Bill of Rights consists of the first ten amendments to the U.S. Constitution.", "correct_answer": "True"}, {"id": 7, "type": "multiple_choice", "options": ["13th Amendment", "1st Amendment", "5th Amendment", "19th Amendment"], "question": "What amendment to the U.S. Constitution abolished slavery?", "correct_answer": "13th Amendment"}, {"id": 8, "type": "multiple_choice", "options": ["The relationship between product availability and consumer desire", "A type of government regulation", "A banking system", "A trade agreement"], "question": "What is supply and demand?", "correct_answer": "The relationship between product availability and consumer desire"}]
1047	524	Social Institutions Practice	\N	Complete this homework assignment on "Social Institutions Practice." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this homework assignment.	\N	15:00:00	homework	100	homework	t	3	70	t	1	2026-06-23 11:23:04.707178	2026-06-23 11:23:04.707178	[{"id": 1, "type": "multiple_choice", "options": ["A trade agreement", "A type of government regulation", "A banking system", "The relationship between product availability and consumer desire"], "question": "What is supply and demand?", "correct_answer": "The relationship between product availability and consumer desire"}, {"id": 2, "type": "true_false", "question": "The Bill of Rights consists of the first ten amendments to the U.S. Constitution.", "correct_answer": "True"}, {"id": 3, "type": "multiple_choice", "options": ["The Louisiana Purchase", "The Gold Rush", "The War of 1812", "Taxation without representation"], "question": "Which event is considered a direct cause of the American Revolution?", "correct_answer": "Taxation without representation"}, {"id": 4, "type": "multiple_choice", "options": ["The Louisiana Purchase", "Taxation without representation", "The Gold Rush", "The War of 1812"], "question": "Which event is considered a direct cause of the American Revolution?", "correct_answer": "Taxation without representation"}, {"id": 5, "type": "multiple_choice", "options": ["A type of government regulation", "A banking system", "The relationship between product availability and consumer desire", "A trade agreement"], "question": "What is supply and demand?", "correct_answer": "The relationship between product availability and consumer desire"}]
1049	525	Social Change Practice	\N	Complete this homework assignment on "Social Change Practice." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this homework assignment.	\N	15:00:00	homework	100	homework	t	3	70	t	1	2026-06-23 11:23:04.708119	2026-06-23 11:23:04.708119	[{"id": 1, "type": "multiple_choice", "options": ["The Gold Rush", "The Louisiana Purchase", "Taxation without representation", "The War of 1812"], "question": "Which event is considered a direct cause of the American Revolution?", "correct_answer": "Taxation without representation"}, {"id": 2, "type": "true_false", "question": "The Bill of Rights consists of the first ten amendments to the U.S. Constitution.", "correct_answer": "True"}, {"id": 3, "type": "multiple_choice", "options": ["19th Amendment", "1st Amendment", "13th Amendment", "5th Amendment"], "question": "What amendment to the U.S. Constitution abolished slavery?", "correct_answer": "13th Amendment"}, {"id": 4, "type": "multiple_choice", "options": ["The World Bank", "The Red Cross", "NATO", "The United Nations"], "question": "What international organization was formed after World War II to promote peace?", "correct_answer": "The United Nations"}, {"id": 5, "type": "multiple_choice", "options": ["The Gold Rush", "Taxation without representation", "The War of 1812", "The Louisiana Purchase"], "question": "Which event is considered a direct cause of the American Revolution?", "correct_answer": "Taxation without representation"}]
1050	525	Social Change Quiz	\N	Complete this quiz on "Social Change Quiz." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this quiz.	\N	15:00:00	quiz	100	quiz	t	3	70	t	1	2026-06-23 11:23:04.708394	2026-06-23 11:23:04.708394	[{"id": 1, "type": "multiple_choice", "options": ["NATO", "The World Bank", "The United Nations", "The Red Cross"], "question": "What international organization was formed after World War II to promote peace?", "correct_answer": "The United Nations"}, {"id": 2, "type": "multiple_choice", "options": ["19th Amendment", "1st Amendment", "13th Amendment", "5th Amendment"], "question": "What amendment to the U.S. Constitution abolished slavery?", "correct_answer": "13th Amendment"}, {"id": 3, "type": "multiple_choice", "options": ["The Louisiana Purchase", "The War of 1812", "Taxation without representation", "The Gold Rush"], "question": "Which event is considered a direct cause of the American Revolution?", "correct_answer": "Taxation without representation"}, {"id": 4, "type": "true_false", "question": "The Bill of Rights consists of the first ten amendments to the U.S. Constitution.", "correct_answer": "True"}, {"id": 5, "type": "true_false", "question": "The Bill of Rights consists of the first ten amendments to the U.S. Constitution.", "correct_answer": "True"}, {"id": 6, "type": "written_response", "question": "Analyze the causes and effects related to \\"Social Change Quiz.\\" Support your analysis with specific historical evidence.", "correct_answer": null}, {"id": 7, "type": "multiple_choice", "options": ["13th Amendment", "1st Amendment", "19th Amendment", "5th Amendment"], "question": "What amendment to the U.S. Constitution abolished slavery?", "correct_answer": "13th Amendment"}, {"id": 8, "type": "multiple_choice", "options": ["The War of 1812", "The Gold Rush", "The Louisiana Purchase", "Taxation without representation"], "question": "Which event is considered a direct cause of the American Revolution?", "correct_answer": "Taxation without representation"}]
1051	526	Analyzing News Practice	\N	Complete this homework assignment on "Analyzing News Practice." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this homework assignment.	\N	15:00:00	homework	100	homework	t	3	70	t	1	2026-06-23 11:23:04.709253	2026-06-23 11:23:04.709253	[{"id": 1, "type": "multiple_choice", "options": ["A trade agreement", "The relationship between product availability and consumer desire", "A banking system", "A type of government regulation"], "question": "What is supply and demand?", "correct_answer": "The relationship between product availability and consumer desire"}, {"id": 2, "type": "multiple_choice", "options": ["The relationship between product availability and consumer desire", "A banking system", "A type of government regulation", "A trade agreement"], "question": "What is supply and demand?", "correct_answer": "The relationship between product availability and consumer desire"}, {"id": 3, "type": "true_false", "question": "The Bill of Rights consists of the first ten amendments to the U.S. Constitution.", "correct_answer": "True"}, {"id": 4, "type": "multiple_choice", "options": ["1st Amendment", "5th Amendment", "13th Amendment", "19th Amendment"], "question": "What amendment to the U.S. Constitution abolished slavery?", "correct_answer": "13th Amendment"}, {"id": 5, "type": "written_response", "question": "Analyze the causes and effects related to \\"Analyzing News Practice.\\" Support your analysis with specific historical evidence.", "correct_answer": null}]
1052	526	Analyzing News Quiz	\N	Complete this quiz on "Analyzing News Quiz." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this quiz.	\N	15:00:00	quiz	100	quiz	t	3	70	t	1	2026-06-23 11:23:04.709555	2026-06-23 11:23:04.709555	[{"id": 1, "type": "multiple_choice", "options": ["1st Amendment", "5th Amendment", "19th Amendment", "13th Amendment"], "question": "What amendment to the U.S. Constitution abolished slavery?", "correct_answer": "13th Amendment"}, {"id": 2, "type": "multiple_choice", "options": ["The War of 1812", "The Louisiana Purchase", "The Gold Rush", "Taxation without representation"], "question": "Which event is considered a direct cause of the American Revolution?", "correct_answer": "Taxation without representation"}, {"id": 3, "type": "multiple_choice", "options": ["5th Amendment", "1st Amendment", "13th Amendment", "19th Amendment"], "question": "What amendment to the U.S. Constitution abolished slavery?", "correct_answer": "13th Amendment"}, {"id": 4, "type": "multiple_choice", "options": ["A type of government regulation", "A banking system", "The relationship between product availability and consumer desire", "A trade agreement"], "question": "What is supply and demand?", "correct_answer": "The relationship between product availability and consumer desire"}, {"id": 5, "type": "true_false", "question": "The Bill of Rights consists of the first ten amendments to the U.S. Constitution.", "correct_answer": "True"}, {"id": 6, "type": "multiple_choice", "options": ["NATO", "The Red Cross", "The World Bank", "The United Nations"], "question": "What international organization was formed after World War II to promote peace?", "correct_answer": "The United Nations"}, {"id": 7, "type": "multiple_choice", "options": ["5th Amendment", "1st Amendment", "19th Amendment", "13th Amendment"], "question": "What amendment to the U.S. Constitution abolished slavery?", "correct_answer": "13th Amendment"}, {"id": 8, "type": "multiple_choice", "options": ["The World Bank", "The Red Cross", "The United Nations", "NATO"], "question": "What international organization was formed after World War II to promote peace?", "correct_answer": "The United Nations"}]
1053	527	Media Literacy Practice	\N	Complete this homework assignment on "Media Literacy Practice." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this homework assignment.	\N	15:00:00	homework	100	homework	t	3	70	t	1	2026-06-23 11:23:04.710181	2026-06-23 11:23:04.710181	[{"id": 1, "type": "true_false", "question": "The Bill of Rights consists of the first ten amendments to the U.S. Constitution.", "correct_answer": "True"}, {"id": 2, "type": "multiple_choice", "options": ["The Louisiana Purchase", "Taxation without representation", "The Gold Rush", "The War of 1812"], "question": "Which event is considered a direct cause of the American Revolution?", "correct_answer": "Taxation without representation"}, {"id": 3, "type": "multiple_choice", "options": ["NATO", "The Red Cross", "The United Nations", "The World Bank"], "question": "What international organization was formed after World War II to promote peace?", "correct_answer": "The United Nations"}, {"id": 4, "type": "multiple_choice", "options": ["The United Nations", "The Red Cross", "The World Bank", "NATO"], "question": "What international organization was formed after World War II to promote peace?", "correct_answer": "The United Nations"}, {"id": 5, "type": "multiple_choice", "options": ["13th Amendment", "19th Amendment", "5th Amendment", "1st Amendment"], "question": "What amendment to the U.S. Constitution abolished slavery?", "correct_answer": "13th Amendment"}]
1232	528	Current Events Unit Test	\N	Complete this test on "Current Events Unit Test." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this test.	\N	15:00:00	test	100	test	t	3	70	t	1	2026-06-23 11:23:04.802159	2026-06-23 11:23:04.802159	[{"id": 1, "type": "multiple_choice", "options": ["A trade agreement", "A banking system", "A type of government regulation", "The relationship between product availability and consumer desire"], "question": "What is supply and demand?", "correct_answer": "The relationship between product availability and consumer desire"}, {"id": 2, "type": "written_response", "question": "Analyze the causes and effects related to \\"Current Events Unit Test.\\" Support your analysis with specific historical evidence.", "correct_answer": null}, {"id": 3, "type": "multiple_choice", "options": ["A trade agreement", "The relationship between product availability and consumer desire", "A type of government regulation", "A banking system"], "question": "What is supply and demand?", "correct_answer": "The relationship between product availability and consumer desire"}, {"id": 4, "type": "written_response", "question": "Analyze the causes and effects related to \\"Current Events Unit Test.\\" Support your analysis with specific historical evidence.", "correct_answer": null}, {"id": 5, "type": "multiple_choice", "options": ["19th Amendment", "5th Amendment", "13th Amendment", "1st Amendment"], "question": "What amendment to the U.S. Constitution abolished slavery?", "correct_answer": "13th Amendment"}, {"id": 6, "type": "multiple_choice", "options": ["A banking system", "The relationship between product availability and consumer desire", "A trade agreement", "A type of government regulation"], "question": "What is supply and demand?", "correct_answer": "The relationship between product availability and consumer desire"}, {"id": 7, "type": "written_response", "question": "Analyze the causes and effects related to \\"Current Events Unit Test.\\" Support your analysis with specific historical evidence.", "correct_answer": null}, {"id": 8, "type": "true_false", "question": "The Bill of Rights consists of the first ten amendments to the U.S. Constitution.", "correct_answer": "True"}, {"id": 9, "type": "multiple_choice", "options": ["A trade agreement", "The relationship between product availability and consumer desire", "A type of government regulation", "A banking system"], "question": "What is supply and demand?", "correct_answer": "The relationship between product availability and consumer desire"}, {"id": 10, "type": "multiple_choice", "options": ["A banking system", "A trade agreement", "The relationship between product availability and consumer desire", "A type of government regulation"], "question": "What is supply and demand?", "correct_answer": "The relationship between product availability and consumer desire"}, {"id": 11, "type": "true_false", "question": "The Bill of Rights consists of the first ten amendments to the U.S. Constitution.", "correct_answer": "True"}, {"id": 12, "type": "multiple_choice", "options": ["The Louisiana Purchase", "The Gold Rush", "The War of 1812", "Taxation without representation"], "question": "Which event is considered a direct cause of the American Revolution?", "correct_answer": "Taxation without representation"}]
1055	528	Civic Engagement Practice	\N	Complete this homework assignment on "Civic Engagement Practice." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this homework assignment.	\N	15:00:00	homework	100	homework	t	3	70	t	1	2026-06-23 11:23:04.711112	2026-06-23 11:23:04.711112	[{"id": 1, "type": "multiple_choice", "options": ["The War of 1812", "Taxation without representation", "The Louisiana Purchase", "The Gold Rush"], "question": "Which event is considered a direct cause of the American Revolution?", "correct_answer": "Taxation without representation"}, {"id": 2, "type": "multiple_choice", "options": ["13th Amendment", "1st Amendment", "5th Amendment", "19th Amendment"], "question": "What amendment to the U.S. Constitution abolished slavery?", "correct_answer": "13th Amendment"}, {"id": 3, "type": "multiple_choice", "options": ["The relationship between product availability and consumer desire", "A trade agreement", "A banking system", "A type of government regulation"], "question": "What is supply and demand?", "correct_answer": "The relationship between product availability and consumer desire"}, {"id": 4, "type": "written_response", "question": "Analyze the causes and effects related to \\"Civic Engagement Practice.\\" Support your analysis with specific historical evidence.", "correct_answer": null}, {"id": 5, "type": "multiple_choice", "options": ["The Louisiana Purchase", "Taxation without representation", "The War of 1812", "The Gold Rush"], "question": "Which event is considered a direct cause of the American Revolution?", "correct_answer": "Taxation without representation"}]
1056	528	Civic Engagement Quiz	\N	Complete this quiz on "Civic Engagement Quiz." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this quiz.	\N	15:00:00	quiz	100	quiz	t	3	70	t	1	2026-06-23 11:23:04.711404	2026-06-23 11:23:04.711404	[{"id": 1, "type": "true_false", "question": "The Bill of Rights consists of the first ten amendments to the U.S. Constitution.", "correct_answer": "True"}, {"id": 2, "type": "multiple_choice", "options": ["A type of government regulation", "The relationship between product availability and consumer desire", "A banking system", "A trade agreement"], "question": "What is supply and demand?", "correct_answer": "The relationship between product availability and consumer desire"}, {"id": 3, "type": "written_response", "question": "Analyze the causes and effects related to \\"Civic Engagement Quiz.\\" Support your analysis with specific historical evidence.", "correct_answer": null}, {"id": 4, "type": "multiple_choice", "options": ["A trade agreement", "A banking system", "The relationship between product availability and consumer desire", "A type of government regulation"], "question": "What is supply and demand?", "correct_answer": "The relationship between product availability and consumer desire"}, {"id": 5, "type": "written_response", "question": "Analyze the causes and effects related to \\"Civic Engagement Quiz.\\" Support your analysis with specific historical evidence.", "correct_answer": null}, {"id": 6, "type": "multiple_choice", "options": ["13th Amendment", "5th Amendment", "1st Amendment", "19th Amendment"], "question": "What amendment to the U.S. Constitution abolished slavery?", "correct_answer": "13th Amendment"}, {"id": 7, "type": "multiple_choice", "options": ["The Louisiana Purchase", "The War of 1812", "Taxation without representation", "The Gold Rush"], "question": "Which event is considered a direct cause of the American Revolution?", "correct_answer": "Taxation without representation"}, {"id": 8, "type": "true_false", "question": "The Bill of Rights consists of the first ten amendments to the U.S. Constitution.", "correct_answer": "True"}]
1229	519	Global Issues Unit Test	\N	Complete this test on "Global Issues Unit Test." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this test.	\N	15:00:00	test	100	test	t	3	70	t	1	2026-06-23 11:23:04.800795	2026-06-23 11:23:04.800795	[{"id": 1, "type": "multiple_choice", "options": ["5th Amendment", "13th Amendment", "19th Amendment", "1st Amendment"], "question": "What amendment to the U.S. Constitution abolished slavery?", "correct_answer": "13th Amendment"}, {"id": 2, "type": "multiple_choice", "options": ["Taxation without representation", "The War of 1812", "The Louisiana Purchase", "The Gold Rush"], "question": "Which event is considered a direct cause of the American Revolution?", "correct_answer": "Taxation without representation"}, {"id": 3, "type": "multiple_choice", "options": ["A type of government regulation", "The relationship between product availability and consumer desire", "A banking system", "A trade agreement"], "question": "What is supply and demand?", "correct_answer": "The relationship between product availability and consumer desire"}, {"id": 4, "type": "multiple_choice", "options": ["The United Nations", "NATO", "The Red Cross", "The World Bank"], "question": "What international organization was formed after World War II to promote peace?", "correct_answer": "The United Nations"}, {"id": 5, "type": "multiple_choice", "options": ["The United Nations", "NATO", "The World Bank", "The Red Cross"], "question": "What international organization was formed after World War II to promote peace?", "correct_answer": "The United Nations"}, {"id": 6, "type": "multiple_choice", "options": ["The United Nations", "The World Bank", "NATO", "The Red Cross"], "question": "What international organization was formed after World War II to promote peace?", "correct_answer": "The United Nations"}, {"id": 7, "type": "multiple_choice", "options": ["Taxation without representation", "The Louisiana Purchase", "The War of 1812", "The Gold Rush"], "question": "Which event is considered a direct cause of the American Revolution?", "correct_answer": "Taxation without representation"}, {"id": 8, "type": "multiple_choice", "options": ["A type of government regulation", "The relationship between product availability and consumer desire", "A banking system", "A trade agreement"], "question": "What is supply and demand?", "correct_answer": "The relationship between product availability and consumer desire"}, {"id": 9, "type": "multiple_choice", "options": ["The War of 1812", "The Gold Rush", "The Louisiana Purchase", "Taxation without representation"], "question": "Which event is considered a direct cause of the American Revolution?", "correct_answer": "Taxation without representation"}, {"id": 10, "type": "multiple_choice", "options": ["A banking system", "A type of government regulation", "The relationship between product availability and consumer desire", "A trade agreement"], "question": "What is supply and demand?", "correct_answer": "The relationship between product availability and consumer desire"}, {"id": 11, "type": "multiple_choice", "options": ["Taxation without representation", "The War of 1812", "The Louisiana Purchase", "The Gold Rush"], "question": "Which event is considered a direct cause of the American Revolution?", "correct_answer": "Taxation without representation"}, {"id": 12, "type": "multiple_choice", "options": ["19th Amendment", "5th Amendment", "1st Amendment", "13th Amendment"], "question": "What amendment to the U.S. Constitution abolished slavery?", "correct_answer": "13th Amendment"}]
1230	522	Geopolitics Unit Test	\N	Complete this test on "Geopolitics Unit Test." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this test.	\N	15:00:00	test	100	test	t	3	70	t	1	2026-06-23 11:23:04.801243	2026-06-23 11:23:04.801243	[{"id": 1, "type": "multiple_choice", "options": ["13th Amendment", "1st Amendment", "5th Amendment", "19th Amendment"], "question": "What amendment to the U.S. Constitution abolished slavery?", "correct_answer": "13th Amendment"}, {"id": 2, "type": "written_response", "question": "Analyze the causes and effects related to \\"Geopolitics Unit Test.\\" Support your analysis with specific historical evidence.", "correct_answer": null}, {"id": 3, "type": "written_response", "question": "Analyze the causes and effects related to \\"Geopolitics Unit Test.\\" Support your analysis with specific historical evidence.", "correct_answer": null}, {"id": 4, "type": "multiple_choice", "options": ["A banking system", "The relationship between product availability and consumer desire", "A type of government regulation", "A trade agreement"], "question": "What is supply and demand?", "correct_answer": "The relationship between product availability and consumer desire"}, {"id": 5, "type": "multiple_choice", "options": ["The relationship between product availability and consumer desire", "A type of government regulation", "A trade agreement", "A banking system"], "question": "What is supply and demand?", "correct_answer": "The relationship between product availability and consumer desire"}, {"id": 6, "type": "written_response", "question": "Analyze the causes and effects related to \\"Geopolitics Unit Test.\\" Support your analysis with specific historical evidence.", "correct_answer": null}, {"id": 7, "type": "written_response", "question": "Analyze the causes and effects related to \\"Geopolitics Unit Test.\\" Support your analysis with specific historical evidence.", "correct_answer": null}, {"id": 8, "type": "multiple_choice", "options": ["The Gold Rush", "Taxation without representation", "The War of 1812", "The Louisiana Purchase"], "question": "Which event is considered a direct cause of the American Revolution?", "correct_answer": "Taxation without representation"}, {"id": 9, "type": "multiple_choice", "options": ["A type of government regulation", "The relationship between product availability and consumer desire", "A trade agreement", "A banking system"], "question": "What is supply and demand?", "correct_answer": "The relationship between product availability and consumer desire"}, {"id": 10, "type": "true_false", "question": "The Bill of Rights consists of the first ten amendments to the U.S. Constitution.", "correct_answer": "True"}, {"id": 11, "type": "multiple_choice", "options": ["The Gold Rush", "The War of 1812", "Taxation without representation", "The Louisiana Purchase"], "question": "Which event is considered a direct cause of the American Revolution?", "correct_answer": "Taxation without representation"}, {"id": 12, "type": "multiple_choice", "options": ["The War of 1812", "The Louisiana Purchase", "Taxation without representation", "The Gold Rush"], "question": "Which event is considered a direct cause of the American Revolution?", "correct_answer": "Taxation without representation"}]
1231	525	Sociology Unit Test	\N	Complete this test on "Sociology Unit Test." Read each question carefully and select or write your best answer. For multiple choice and true/false questions, select one answer. For written response questions, provide a thoughtful and complete answer. You may refer to your lesson materials while completing this test.	\N	15:00:00	test	100	test	t	3	70	t	1	2026-06-23 11:23:04.80169	2026-06-23 11:23:04.80169	[{"id": 1, "type": "multiple_choice", "options": ["5th Amendment", "13th Amendment", "1st Amendment", "19th Amendment"], "question": "What amendment to the U.S. Constitution abolished slavery?", "correct_answer": "13th Amendment"}, {"id": 2, "type": "multiple_choice", "options": ["The Gold Rush", "Taxation without representation", "The War of 1812", "The Louisiana Purchase"], "question": "Which event is considered a direct cause of the American Revolution?", "correct_answer": "Taxation without representation"}, {"id": 3, "type": "multiple_choice", "options": ["The World Bank", "The Red Cross", "NATO", "The United Nations"], "question": "What international organization was formed after World War II to promote peace?", "correct_answer": "The United Nations"}, {"id": 4, "type": "written_response", "question": "Analyze the causes and effects related to \\"Sociology Unit Test.\\" Support your analysis with specific historical evidence.", "correct_answer": null}, {"id": 5, "type": "written_response", "question": "Analyze the causes and effects related to \\"Sociology Unit Test.\\" Support your analysis with specific historical evidence.", "correct_answer": null}, {"id": 6, "type": "written_response", "question": "Analyze the causes and effects related to \\"Sociology Unit Test.\\" Support your analysis with specific historical evidence.", "correct_answer": null}, {"id": 7, "type": "multiple_choice", "options": ["A trade agreement", "A type of government regulation", "The relationship between product availability and consumer desire", "A banking system"], "question": "What is supply and demand?", "correct_answer": "The relationship between product availability and consumer desire"}, {"id": 8, "type": "true_false", "question": "The Bill of Rights consists of the first ten amendments to the U.S. Constitution.", "correct_answer": "True"}, {"id": 9, "type": "multiple_choice", "options": ["The Gold Rush", "The War of 1812", "Taxation without representation", "The Louisiana Purchase"], "question": "Which event is considered a direct cause of the American Revolution?", "correct_answer": "Taxation without representation"}, {"id": 10, "type": "multiple_choice", "options": ["13th Amendment", "1st Amendment", "19th Amendment", "5th Amendment"], "question": "What amendment to the U.S. Constitution abolished slavery?", "correct_answer": "13th Amendment"}, {"id": 11, "type": "multiple_choice", "options": ["A type of government regulation", "A trade agreement", "The relationship between product availability and consumer desire", "A banking system"], "question": "What is supply and demand?", "correct_answer": "The relationship between product availability and consumer desire"}, {"id": 12, "type": "multiple_choice", "options": ["The Louisiana Purchase", "Taxation without representation", "The War of 1812", "The Gold Rush"], "question": "Which event is considered a direct cause of the American Revolution?", "correct_answer": "Taxation without representation"}]
\.


--
-- Data for Name: attendance; Type: TABLE DATA; Schema: public; Owner: postgres
--

COPY public.attendance (id, student_id, attendance_date, status, check_in_time, check_out_time, total_hours, notes, recorded_by, created_at) FROM stdin;
\.


--
-- Data for Name: calendar_events; Type: TABLE DATA; Schema: public; Owner: postgres
--

COPY public.calendar_events (id, event_date, event_end_date, event_type, event_name, is_school_day, school_year, notes, created_at) FROM stdin;
1	2026-09-07	\N	holiday	Labor Day	f	2026-2027	\N	2026-06-23 09:51:03.891491
2	2026-10-30	\N	holiday	Nevada Day (Observed)	f	2026-2027	\N	2026-06-23 09:51:03.891491
3	2026-11-11	\N	holiday	Veterans Day	f	2026-2027	\N	2026-06-23 09:51:03.891491
4	2026-11-26	2026-11-27	break	Thanksgiving Break	f	2026-2027	\N	2026-06-23 09:51:03.891491
5	2026-12-21	2027-01-01	break	Winter Break	f	2026-2027	\N	2026-06-23 09:51:03.891491
6	2027-01-18	\N	holiday	Martin Luther King Jr. Day	f	2026-2027	\N	2026-06-23 09:51:03.891491
7	2027-02-15	\N	holiday	Presidents Day	f	2026-2027	\N	2026-06-23 09:51:03.891491
8	2027-03-29	2027-04-02	break	Spring Break	f	2026-2027	\N	2026-06-23 09:51:03.891491
9	2027-05-31	\N	holiday	Memorial Day	f	2026-2027	\N	2026-06-23 09:51:03.891491
10	2027-06-01	2027-08-11	break	Summer Break	f	2026-2027	\N	2026-06-23 09:51:03.891491
\.


--
-- Data for Name: comments; Type: TABLE DATA; Schema: public; Owner: postgres
--

COPY public.comments (id, student_id, assignment_id, course_id, user_id, comment_text, comment_type, is_private, created_at, updated_at) FROM stdin;
\.


--
-- Data for Name: courses; Type: TABLE DATA; Schema: public; Owner: postgres
--

COPY public.courses (id, name, grade_level, subject, course_type, description, credit_hours, is_active, created_by, created_at, updated_at) FROM stdin;
1	Grade 1 Mathematics	1	Math	core	Counting, addition, subtraction, place value, basic geometry	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
2	Grade 1 Language Arts	1	Language Arts	core	Phonics, sight words, reading comprehension, handwriting, basic writing	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
3	Grade 1 Science	1	Science	core	Life science, weather, plants, animals, basic earth science	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
4	Grade 1 Social Studies	1	Social Studies	core	Community helpers, maps, families, American symbols	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
5	Grade 2 Mathematics	2	Math	core	Addition and subtraction fluency, place value, measurement, time, money	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
6	Grade 2 Language Arts	2	Language Arts	core	Reading fluency, comprehension strategies, writing sentences and paragraphs	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
7	Grade 2 Science	2	Science	core	Matter, energy, habitats, life cycles, earth materials	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
8	Grade 2 Social Studies	2	Social Studies	core	Geography basics, history, citizenship, economics	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
9	Grade 3 Mathematics	3	Math	core	Multiplication, division, fractions, area, perimeter	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
10	Grade 3 Language Arts	3	Language Arts	core	Reading comprehension, writing paragraphs, grammar, vocabulary	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
11	Grade 3 Science	3	Science	core	Forces, motion, ecosystems, weather patterns, rocks and minerals	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
12	Grade 3 Social Studies	3	Social Studies	core	Communities, government, geography, economics, history	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
13	Grade 4 Mathematics	4	Math	core	Multi-digit multiplication, long division, fractions, decimals	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
14	Grade 4 Language Arts	4	Language Arts	core	Reading analysis, essay writing, research skills, grammar	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
15	Grade 4 Science	4	Science	core	Energy, waves, Earth structures, fossils, plant and animal adaptations	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
16	Grade 4 Social Studies	4	Social Studies	core	State history, regions of US, Native Americans, exploration	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
17	Grade 5 Mathematics	5	Math	core	Decimals, fractions operations, volume, coordinate planes, order of operations	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
18	Grade 5 Language Arts	5	Language Arts	core	Literature analysis, persuasive writing, research papers, advanced grammar	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
19	Grade 5 Science	5	Science	core	Matter and its interactions, ecosystems, Earth systems, space science	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
20	Grade 5 Social Studies	5	Social Studies	core	American history, colonization, Revolution, Constitution, westward expansion	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
21	Grade 6 Mathematics	6	Math	core	Ratios, proportions, integers, expressions, equations, statistics	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
22	Grade 6 Language Arts	6	Language Arts	core	Literary analysis, argumentative writing, research, speaking and listening	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
23	Grade 6 Science	6	Science	core	Cells, body systems, ecology, weather and climate, engineering design	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
24	Grade 6 Social Studies	6	Social Studies	core	Ancient civilizations, world geography, cultures	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
25	Grade 7 Mathematics	7	Math	core	Pre-algebra, proportional relationships, geometry, probability, statistics	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
26	Grade 7 Language Arts	7	Language Arts	core	Advanced literature, narrative and expository writing, vocabulary development	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
27	Grade 7 Science	7	Science	core	Life science, genetics, evolution, body systems, ecology	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
28	Grade 7 Social Studies	7	Social Studies	core	World history, medieval to modern era, geography, civics	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
29	Grade 8 Mathematics	8	Math	core	Algebra foundations, linear equations, functions, geometry, Pythagorean theorem	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
30	Grade 8 Language Arts	8	Language Arts	core	Critical reading, research papers, persuasive essays, literary criticism	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
31	Grade 8 Science	8	Science	core	Physical science, chemistry basics, physics, Earth and space science	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
32	Grade 8 Social Studies	8	Social Studies	core	US history, Constitution, Civil War, industrialization, civil rights	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
33	Algebra I	9	Math	core	Linear equations, inequalities, polynomials, quadratics, systems of equations	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
34	English 9	9	Language Arts	core	Literature survey, analytical writing, grammar, vocabulary, public speaking	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
35	Biology	9	Science	core	Cell biology, genetics, evolution, ecology, anatomy	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
36	World History	9	Social Studies	core	Ancient civilizations through modern era, world cultures, geography	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
37	Geometry	10	Math	core	Proofs, triangles, circles, area, volume, transformations, trigonometry intro	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
38	English 10	10	Language Arts	core	World literature, research writing, rhetoric, critical analysis	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
39	Chemistry	10	Science	core	Atomic structure, periodic table, bonding, reactions, stoichiometry	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
40	US History	10	Social Studies	core	Colonial era through modern America, government, economics	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
41	Algebra II	11	Math	core	Advanced algebra, polynomials, rational expressions, logarithms, sequences	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
42	English 11 - American Literature	11	Language Arts	core	American literature, college-prep writing, SAT/ACT prep	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
43	Physics	11	Science	core	Mechanics, energy, waves, electricity, magnetism	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
44	US Government and Economics	11	Social Studies	core	Government structure, Constitution, economics, personal finance	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
45	Pre-Calculus	12	Math	core	Advanced functions, trigonometry, limits, intro to calculus	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
46	English 12 - British Literature	12	Language Arts	core	British literature, college essays, advanced composition	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
47	Earth and Space Science	12	Science	core	Geology, oceanography, meteorology, astronomy	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
48	Contemporary World Issues	12	Social Studies	core	Current events, global issues, international relations, sociology	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
49	Music Fundamentals (K-5)	1	Music	elective	Rhythm, melody, singing, basic instruments, music appreciation	0.5	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
50	Music Fundamentals (K-5)	2	Music	elective	Rhythm, melody, singing, basic instruments, music appreciation	0.5	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
51	Music Fundamentals (K-5)	3	Music	elective	Rhythm, melody, singing, basic instruments, music appreciation	0.5	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
52	Music Fundamentals (K-5)	4	Music	elective	Rhythm, melody, singing, basic instruments, music appreciation	0.5	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
53	Music Fundamentals (K-5)	5	Music	elective	Rhythm, melody, singing, basic instruments, music appreciation	0.5	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
54	Music Appreciation (6-8)	6	Music	elective	Music history, genres, theory basics, instrument exploration	0.5	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
55	Music Appreciation (6-8)	7	Music	elective	Music history, genres, theory basics, instrument exploration	0.5	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
56	Music Appreciation (6-8)	8	Music	elective	Music history, genres, theory basics, instrument exploration	0.5	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
57	Music Theory (9-12)	9	Music	elective	Music theory, composition, history, performance	0.5	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
58	Music Theory (9-12)	10	Music	elective	Music theory, composition, history, performance	0.5	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
59	Music Theory (9-12)	11	Music	elective	Music theory, composition, history, performance	0.5	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
60	Music Theory (9-12)	12	Music	elective	Music theory, composition, history, performance	0.5	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
61	French I	9	French	elective	Basic French vocabulary, grammar, conversation, culture	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
62	French I	10	French	elective	Basic French vocabulary, grammar, conversation, culture	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
63	French II	11	French	elective	Intermediate French, reading, writing, conversation	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
64	French II	12	French	elective	Intermediate French, reading, writing, conversation	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
65	Spanish I	9	Spanish	elective	Basic Spanish vocabulary, grammar, conversation, culture	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
66	Spanish I	10	Spanish	elective	Basic Spanish vocabulary, grammar, conversation, culture	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
67	Spanish II	11	Spanish	elective	Intermediate Spanish, reading, writing, conversation	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
68	Spanish II	12	Spanish	elective	Intermediate Spanish, reading, writing, conversation	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
69	Art Fundamentals (K-5)	1	Art	elective	Drawing, painting, crafts, art appreciation	0.5	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
70	Art Fundamentals (K-5)	2	Art	elective	Drawing, painting, crafts, art appreciation	0.5	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
71	Art Fundamentals (K-5)	3	Art	elective	Drawing, painting, crafts, art appreciation	0.5	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
72	Art Fundamentals (K-5)	4	Art	elective	Drawing, painting, crafts, art appreciation	0.5	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
73	Art Fundamentals (K-5)	5	Art	elective	Drawing, painting, crafts, art appreciation	0.5	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
74	Visual Arts (6-8)	6	Art	elective	Drawing, painting, sculpture, art history	0.5	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
75	Visual Arts (6-8)	7	Art	elective	Drawing, painting, sculpture, art history	0.5	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
76	Visual Arts (6-8)	8	Art	elective	Drawing, painting, sculpture, art history	0.5	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
77	Studio Art (9-12)	9	Art	elective	Advanced drawing, painting, mixed media, portfolio development	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
78	Studio Art (9-12)	10	Art	elective	Advanced drawing, painting, mixed media, portfolio development	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
79	Studio Art (9-12)	11	Art	elective	Advanced drawing, painting, mixed media, portfolio development	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
80	Studio Art (9-12)	12	Art	elective	Advanced drawing, painting, mixed media, portfolio development	1.0	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
81	Physical Education (K-5)	1	PE	elective	Basic movement, fitness, coordination, team sports	0.5	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
82	Physical Education (K-5)	2	PE	elective	Basic movement, fitness, coordination, team sports	0.5	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
83	Physical Education (K-5)	3	PE	elective	Basic movement, fitness, coordination, team sports	0.5	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
84	Physical Education (K-5)	4	PE	elective	Basic movement, fitness, coordination, team sports	0.5	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
85	Physical Education (K-5)	5	PE	elective	Basic movement, fitness, coordination, team sports	0.5	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
86	Physical Education (6-8)	6	PE	elective	Fitness, team sports, health education	0.5	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
87	Physical Education (6-8)	7	PE	elective	Fitness, team sports, health education	0.5	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
88	Physical Education (6-8)	8	PE	elective	Fitness, team sports, health education	0.5	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
89	Health and Fitness (9-12)	9	PE	elective	Fitness, nutrition, health, wellness, sports	0.5	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
90	Health and Fitness (9-12)	10	PE	elective	Fitness, nutrition, health, wellness, sports	0.5	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
91	Health and Fitness (9-12)	11	PE	elective	Fitness, nutrition, health, wellness, sports	0.5	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
92	Health and Fitness (9-12)	12	PE	elective	Fitness, nutrition, health, wellness, sports	0.5	t	\N	2026-06-23 09:51:03.891491	2026-06-23 09:51:03.891491
\.


--
-- Data for Name: daily_logs; Type: TABLE DATA; Schema: public; Owner: postgres
--

COPY public.daily_logs (id, student_id, log_date, total_hours, math_hours, ela_hours, science_hours, social_studies_hours, elective_hours, subjects_covered, notes, day_status, logged_by, created_at, updated_at) FROM stdin;
\.


--
-- Data for Name: enrollments; Type: TABLE DATA; Schema: public; Owner: postgres
--

COPY public.enrollments (id, student_id, course_id, enrolled_date, status) FROM stdin;
\.


--
-- Data for Name: grades; Type: TABLE DATA; Schema: public; Owner: postgres
--

COPY public.grades (id, submission_id, assignment_id, student_id, points_earned, point_value, percentage, letter_grade, weight_category, feedback, graded_by, graded_date, is_final, created_at, updated_at) FROM stdin;
\.


--
-- Data for Name: lessons; Type: TABLE DATA; Schema: public; Owner: postgres
--

COPY public.lessons (id, unit_id, title, description, lesson_number, video_url, video_title, video_duration, content, supplementary_links, is_active, created_at, learning_objectives, instructional_content, vocabulary, examples, guided_practice, video_source) FROM stdin;
14	5	Letter Sounds N-Z	\N	2	\N	Letter Sounds N-Z Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.147379	Identify and explain key concepts related to Letter Sounds N-Z.\nApply reading and writing strategies to Letter Sounds N-Z tasks.\nAnalyze texts and examples connected to Letter Sounds N-Z.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Letter Sounds N-Z.	This lesson focuses on developing your language arts skills through the study of Letter Sounds N-Z. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Letter Sounds N-Z, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
15	5	Consonant Blends	\N	3	\N	Consonant Blends Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.148542	Identify and explain key concepts related to Consonant Blends.\nApply reading and writing strategies to Consonant Blends tasks.\nAnalyze texts and examples connected to Consonant Blends.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Consonant Blends.	This lesson focuses on developing your language arts skills through the study of Consonant Blends. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Consonant Blends, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
16	6	Common Sight Words	\N	1	\N	Common Sight Words Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.149984	Identify and explain key concepts related to Common Sight Words.\nApply reading and writing strategies to Common Sight Words tasks.\nAnalyze texts and examples connected to Common Sight Words.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Common Sight Words.	Building a strong vocabulary improves reading comprehension, writing quality, and communication skills. There are several strategies for learning new words.\n\nWord parts (prefixes, roots, and suffixes) help you decode unfamiliar words. The prefix "un-" means "not" (unhappy = not happy). The root "duct" means "to lead" (conduct, produce). The suffix "-tion" turns a verb into a noun (celebrate → celebration).\n\nContext clues help you figure out word meanings while reading. Look for definitions, examples, comparisons, or contrasts near the unknown word.\n\nTo improve spelling, practice writing words, break them into syllables, and look for patterns. Many spelling rules have patterns: "i before e except after c," double the final consonant before adding -ing to short vowel words (run → running).	[{"term": "Synonym", "definition": "A word with a similar meaning to another word (e.g., happy and joyful)."}, {"term": "Antonym", "definition": "A word with the opposite meaning (e.g., hot and cold)."}, {"term": "Root Word", "definition": "The base part of a word that carries the core meaning."}, {"term": "Prefix", "definition": "A letter group added to the beginning of a word to change its meaning (e.g., un-, re-, pre-)."}, {"term": "Suffix", "definition": "A letter group added to the end of a word (e.g., -tion, -ly, -ful)."}, {"term": "Homophone", "definition": "Words that sound the same but have different meanings and spellings (e.g., their/there/they're)."}]	[{"title": "Using Word Parts", "content": "\\"Unbelievable\\" = un (not) + believe + able (capable of). Meaning: not capable of being believed; incredible.", "solution": "unbelievable = not capable of being believed"}, {"title": "Context Clues", "content": "\\"The arid desert received less than five inches of rain per year.\\" Clue: \\"less than five inches of rain\\" tells us arid means very dry.", "solution": "arid = extremely dry"}]	[{"hint": "dis- (not) + agree (to be in harmony) + -ment (state of).", "answer": "dis-agree-ment: the state of not agreeing", "question": "Break the word \\"disagreement\\" into its prefix, root, and suffix. Define each part."}, {"hint": "\\"There\\" = a place. \\"Their\\" = belonging to them. \\"They're\\" = they are.", "answer": "They went there to pick up their order.", "question": "Write the correct homophone: \\"They went (their/there/they're) to pick up (their/there/they're) order.\\""}]	\N
17	6	Reading Simple Sentences	\N	2	\N	Reading Simple Sentences Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.151022	Identify and explain key concepts related to Reading Simple Sentences.\nApply reading and writing strategies to Reading Simple Sentences tasks.\nAnalyze texts and examples connected to Reading Simple Sentences.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Reading Simple Sentences.	Reading comprehension means understanding what you read — not just the words, but the meaning behind them. Strong readers actively engage with text by asking questions, making predictions, and connecting what they read to what they already know.\n\nThe main idea is what the text is mostly about. Supporting details are the facts, examples, and descriptions that explain or prove the main idea. To find the main idea, ask: "What is the author mostly telling me?"\n\nMaking inferences means reading between the lines. Authors do not always state everything directly. Use clues from the text plus your own knowledge to draw conclusions. For example, if a character puts on a coat and grabs an umbrella, you can infer it is cold and rainy outside.\n\nWhen you encounter unfamiliar words, use context clues — the surrounding words and sentences — to figure out the meaning. Look for definitions, examples, synonyms, or antonyms nearby.	[{"term": "Main Idea", "definition": "The central point or message of a text."}, {"term": "Supporting Details", "definition": "Facts, examples, or descriptions that back up the main idea."}, {"term": "Inference", "definition": "A conclusion drawn from evidence and reasoning, not stated directly."}, {"term": "Context Clues", "definition": "Words or phrases surrounding an unfamiliar word that help reveal its meaning."}, {"term": "Summary", "definition": "A brief restatement of the most important points of a text."}, {"term": "Author's Purpose", "definition": "The reason an author writes: to inform, persuade, entertain, or explain."}]	[{"title": "Finding the Main Idea", "content": "Read this passage: \\"Bees are essential pollinators. They carry pollen from flower to flower, helping plants reproduce. Without bees, many fruits and vegetables would not grow.\\" The main idea is that bees play a vital role in plant reproduction.", "solution": "Main idea: Bees are essential pollinators that help plants reproduce."}, {"title": "Making an Inference", "content": "The passage says: \\"Maria checked her watch again and tapped her foot.\\" What can you infer? Maria is probably waiting for someone or something and feels impatient.", "solution": "Inference: Maria is impatient about waiting."}]	[{"hint": "Ask yourself: What is this paragraph mostly about? What facts support that?", "answer": null, "question": "Read a paragraph from your current text. Identify the main idea in one sentence and list two supporting details."}, {"hint": "Look at the sentences around the unknown word for hints.", "answer": null, "question": "Find a word you do not know in your reading. Use context clues to determine its meaning, then check a dictionary."}]	\N
18	6	Reading Comprehension	\N	3	\N	Reading Comprehension Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.152213	Identify and explain key concepts related to Reading Comprehension.\nApply reading and writing strategies to Reading Comprehension tasks.\nAnalyze texts and examples connected to Reading Comprehension.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Reading Comprehension.	Reading comprehension means understanding what you read — not just the words, but the meaning behind them. Strong readers actively engage with text by asking questions, making predictions, and connecting what they read to what they already know.\n\nThe main idea is what the text is mostly about. Supporting details are the facts, examples, and descriptions that explain or prove the main idea. To find the main idea, ask: "What is the author mostly telling me?"\n\nMaking inferences means reading between the lines. Authors do not always state everything directly. Use clues from the text plus your own knowledge to draw conclusions. For example, if a character puts on a coat and grabs an umbrella, you can infer it is cold and rainy outside.\n\nWhen you encounter unfamiliar words, use context clues — the surrounding words and sentences — to figure out the meaning. Look for definitions, examples, synonyms, or antonyms nearby.	[{"term": "Main Idea", "definition": "The central point or message of a text."}, {"term": "Supporting Details", "definition": "Facts, examples, or descriptions that back up the main idea."}, {"term": "Inference", "definition": "A conclusion drawn from evidence and reasoning, not stated directly."}, {"term": "Context Clues", "definition": "Words or phrases surrounding an unfamiliar word that help reveal its meaning."}, {"term": "Summary", "definition": "A brief restatement of the most important points of a text."}, {"term": "Author's Purpose", "definition": "The reason an author writes: to inform, persuade, entertain, or explain."}]	[{"title": "Finding the Main Idea", "content": "Read this passage: \\"Bees are essential pollinators. They carry pollen from flower to flower, helping plants reproduce. Without bees, many fruits and vegetables would not grow.\\" The main idea is that bees play a vital role in plant reproduction.", "solution": "Main idea: Bees are essential pollinators that help plants reproduce."}, {"title": "Making an Inference", "content": "The passage says: \\"Maria checked her watch again and tapped her foot.\\" What can you infer? Maria is probably waiting for someone or something and feels impatient.", "solution": "Inference: Maria is impatient about waiting."}]	[{"hint": "Ask yourself: What is this paragraph mostly about? What facts support that?", "answer": null, "question": "Read a paragraph from your current text. Identify the main idea in one sentence and list two supporting details."}, {"hint": "Look at the sentences around the unknown word for hints.", "answer": null, "question": "Find a word you do not know in your reading. Use context clues to determine its meaning, then check a dictionary."}]	\N
19	7	Writing Letters	\N	1	\N	Writing Letters Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.153652	Identify and explain key concepts related to Writing Letters.\nApply reading and writing strategies to Writing Letters tasks.\nAnalyze texts and examples connected to Writing Letters.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Writing Letters.	Strong writing follows a clear structure: introduction, body paragraphs, and conclusion. The introduction opens with a hook to catch the reader's attention, provides background context, and ends with a thesis statement that presents your main argument.\n\nEach body paragraph should begin with a topic sentence, followed by evidence or examples, and an explanation of how the evidence supports your thesis. Use transitions like "furthermore," "in contrast," "for example," and "as a result" to connect ideas smoothly.\n\nThe conclusion restates the thesis in new words, summarizes key points, and leaves the reader with a final thought. Never introduce new evidence in the conclusion.\n\nRevision is essential. After drafting, re-read for clarity, organization, evidence, grammar, and spelling. Reading aloud helps catch awkward phrasing and errors.	[{"term": "Thesis Statement", "definition": "A sentence that states the main argument or point of an essay."}, {"term": "Topic Sentence", "definition": "The first sentence of a paragraph that introduces its main idea."}, {"term": "Supporting Evidence", "definition": "Facts, quotes, or examples that prove your point."}, {"term": "Transition", "definition": "A word or phrase that connects ideas between sentences or paragraphs."}, {"term": "Conclusion", "definition": "The final paragraph that summarizes the main points and restates the thesis."}, {"term": "Hook", "definition": "An opening sentence designed to grab the reader's attention."}]	[{"title": "Writing a Thesis Statement", "content": "Topic: school uniforms. Weak thesis: \\"School uniforms are good.\\" Strong thesis: \\"School uniforms reduce peer pressure, decrease morning decision fatigue, and promote a sense of community among students.\\"", "solution": "A strong thesis is specific and lists the main points you will discuss."}, {"title": "Using Transitions", "content": "Without transition: \\"Exercise improves mood. It strengthens muscles.\\" With transition: \\"Exercise improves mood. Additionally, it strengthens muscles.\\"", "solution": "Transitions create smooth connections between ideas."}]	[{"hint": "State your position and include 2-3 reasons you will discuss.", "answer": null, "question": "Write a thesis statement for an essay about the importance of reading."}, {"hint": "Start with your point, support it with facts or examples, then wrap up.", "answer": null, "question": "Write a body paragraph with a topic sentence, two pieces of evidence, and a concluding sentence."}]	\N
20	7	Writing Words	\N	2	\N	Writing Words Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.15606	Identify and explain key concepts related to Writing Words.\nApply reading and writing strategies to Writing Words tasks.\nAnalyze texts and examples connected to Writing Words.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Writing Words.	Strong writing follows a clear structure: introduction, body paragraphs, and conclusion. The introduction opens with a hook to catch the reader's attention, provides background context, and ends with a thesis statement that presents your main argument.\n\nEach body paragraph should begin with a topic sentence, followed by evidence or examples, and an explanation of how the evidence supports your thesis. Use transitions like "furthermore," "in contrast," "for example," and "as a result" to connect ideas smoothly.\n\nThe conclusion restates the thesis in new words, summarizes key points, and leaves the reader with a final thought. Never introduce new evidence in the conclusion.\n\nRevision is essential. After drafting, re-read for clarity, organization, evidence, grammar, and spelling. Reading aloud helps catch awkward phrasing and errors.	[{"term": "Thesis Statement", "definition": "A sentence that states the main argument or point of an essay."}, {"term": "Topic Sentence", "definition": "The first sentence of a paragraph that introduces its main idea."}, {"term": "Supporting Evidence", "definition": "Facts, quotes, or examples that prove your point."}, {"term": "Transition", "definition": "A word or phrase that connects ideas between sentences or paragraphs."}, {"term": "Conclusion", "definition": "The final paragraph that summarizes the main points and restates the thesis."}, {"term": "Hook", "definition": "An opening sentence designed to grab the reader's attention."}]	[{"title": "Writing a Thesis Statement", "content": "Topic: school uniforms. Weak thesis: \\"School uniforms are good.\\" Strong thesis: \\"School uniforms reduce peer pressure, decrease morning decision fatigue, and promote a sense of community among students.\\"", "solution": "A strong thesis is specific and lists the main points you will discuss."}, {"title": "Using Transitions", "content": "Without transition: \\"Exercise improves mood. It strengthens muscles.\\" With transition: \\"Exercise improves mood. Additionally, it strengthens muscles.\\"", "solution": "Transitions create smooth connections between ideas."}]	[{"hint": "State your position and include 2-3 reasons you will discuss.", "answer": null, "question": "Write a thesis statement for an essay about the importance of reading."}, {"hint": "Start with your point, support it with facts or examples, then wrap up.", "answer": null, "question": "Write a body paragraph with a topic sentence, two pieces of evidence, and a concluding sentence."}]	\N
21	7	Writing Simple Sentences	\N	3	\N	Writing Simple Sentences Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.157294	Identify and explain key concepts related to Writing Simple Sentences.\nApply reading and writing strategies to Writing Simple Sentences tasks.\nAnalyze texts and examples connected to Writing Simple Sentences.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Writing Simple Sentences.	Every sentence has two essential parts: a subject (who or what the sentence is about) and a predicate (what the subject does or is). A complete sentence expresses a complete thought.\n\nThe eight parts of speech are nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections. Understanding these helps you construct clear, correct sentences.\n\nProper punctuation helps readers understand your writing. Periods end statements, question marks end questions, and exclamation marks show strong feeling. Commas separate items in a list, join independent clauses with conjunctions, and set off introductory elements.\n\nSubject-verb agreement means the verb must match the subject in number: "The dog runs" (singular) vs. "The dogs run" (plural).	[{"term": "Noun", "definition": "A word that names a person, place, thing, or idea."}, {"term": "Verb", "definition": "A word that shows action or a state of being."}, {"term": "Adjective", "definition": "A word that describes or modifies a noun."}, {"term": "Adverb", "definition": "A word that describes a verb, adjective, or another adverb (often ends in -ly)."}, {"term": "Subject", "definition": "The person, place, or thing that performs the action in a sentence."}, {"term": "Predicate", "definition": "The part of the sentence that tells what the subject does or is."}]	[{"title": "Identifying Parts of Speech", "content": "\\"The brave firefighter quickly climbed the tall ladder.\\" Noun: firefighter, ladder. Verb: climbed. Adjective: brave, tall. Adverb: quickly.", "solution": "Each word serves a specific function in the sentence."}, {"title": "Correcting a Sentence", "content": "Incorrect: \\"Me and him went to the store.\\" Correct: \\"He and I went to the store.\\" Use subject pronouns (I, he, she, we, they) as subjects.", "solution": "\\"He and I went to the store.\\""}]	[{"hint": "The subject is who/what the sentence is about. The predicate is everything else.", "answer": "Subject: The old oak tree. Predicate: swayed gently in the wind.", "question": "Identify the subject and predicate in: \\"The old oak tree swayed gently in the wind.\\""}, {"hint": "Use commas to separate items in a list.", "answer": "\\"I need eggs, milk, bread, and butter from the store.\\"", "question": "Add commas where needed: \\"I need eggs milk bread and butter from the store.\\""}]	\N
22	8	Nouns	\N	1	\N	Nouns Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.158878	Identify and explain key concepts related to Nouns.\nApply reading and writing strategies to Nouns tasks.\nAnalyze texts and examples connected to Nouns.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Nouns.	This lesson focuses on developing your language arts skills through the study of Nouns. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Nouns, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
23	8	Verbs	\N	2	\N	Verbs Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.160209	Identify and explain key concepts related to Verbs.\nApply reading and writing strategies to Verbs tasks.\nAnalyze texts and examples connected to Verbs.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Verbs.	This lesson focuses on developing your language arts skills through the study of Verbs. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Verbs, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
24	8	Capitalization and Punctuation	\N	3	\N	Capitalization and Punctuation Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.161387	Identify and explain key concepts related to Capitalization and Punctuation.\nApply reading and writing strategies to Capitalization and Punctuation tasks.\nAnalyze texts and examples connected to Capitalization and Punctuation.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Capitalization and Punctuation.	Every sentence has two essential parts: a subject (who or what the sentence is about) and a predicate (what the subject does or is). A complete sentence expresses a complete thought.\n\nThe eight parts of speech are nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections. Understanding these helps you construct clear, correct sentences.\n\nProper punctuation helps readers understand your writing. Periods end statements, question marks end questions, and exclamation marks show strong feeling. Commas separate items in a list, join independent clauses with conjunctions, and set off introductory elements.\n\nSubject-verb agreement means the verb must match the subject in number: "The dog runs" (singular) vs. "The dogs run" (plural).	[{"term": "Noun", "definition": "A word that names a person, place, thing, or idea."}, {"term": "Verb", "definition": "A word that shows action or a state of being."}, {"term": "Adjective", "definition": "A word that describes or modifies a noun."}, {"term": "Adverb", "definition": "A word that describes a verb, adjective, or another adverb (often ends in -ly)."}, {"term": "Subject", "definition": "The person, place, or thing that performs the action in a sentence."}, {"term": "Predicate", "definition": "The part of the sentence that tells what the subject does or is."}]	[{"title": "Identifying Parts of Speech", "content": "\\"The brave firefighter quickly climbed the tall ladder.\\" Noun: firefighter, ladder. Verb: climbed. Adjective: brave, tall. Adverb: quickly.", "solution": "Each word serves a specific function in the sentence."}, {"title": "Correcting a Sentence", "content": "Incorrect: \\"Me and him went to the store.\\" Correct: \\"He and I went to the store.\\" Use subject pronouns (I, he, she, we, they) as subjects.", "solution": "\\"He and I went to the store.\\""}]	[{"hint": "The subject is who/what the sentence is about. The predicate is everything else.", "answer": "Subject: The old oak tree. Predicate: swayed gently in the wind.", "question": "Identify the subject and predicate in: \\"The old oak tree swayed gently in the wind.\\""}, {"hint": "Use commas to separate items in a list.", "answer": "\\"I need eggs, milk, bread, and butter from the store.\\"", "question": "Add commas where needed: \\"I need eggs milk bread and butter from the store.\\""}]	\N
1	1	Counting to 20	\N	1	\N	Counting to 20 Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.12538	Define and explain the key concepts of Counting to 20.\nSolve problems involving Counting to 20 with accuracy.\nApply Counting to 20 strategies to real-world situations.\nShow work and explain reasoning when solving Counting to 20 problems.\nIdentify and correct common errors in Counting to 20.	This lesson covers important mathematical concepts related to Counting to 20. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Counting to 20, start by identifying what you know and what you need to find. Choose the appropriate operation or strategy, show your work step by step, and check your answer.\n\nProblem-solving involves understanding the question, planning your approach, executing your plan, and verifying the result. Always label your answers with appropriate units and check that your solution makes sense in the context of the problem.	[{"term": "Operation", "definition": "A mathematical process such as addition, subtraction, multiplication, or division."}, {"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A mathematical statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}]	[{"title": "Applying Concepts", "content": "Apply the methods from this lesson to solve a problem involving Counting to 20. Identify the key information, set up your work, and solve step by step.", "solution": "Verify your answer by substituting back or using a different method."}]	[{"hint": "Review the examples above and follow the same process.", "answer": null, "question": "Solve a problem related to Counting to 20 using the methods from this lesson."}]	\N
3	1	Number Patterns	\N	3	\N	Number Patterns Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.132474	Define and explain the key concepts of Number Patterns.\nSolve problems involving Number Patterns with accuracy.\nApply Number Patterns strategies to real-world situations.\nShow work and explain reasoning when solving Number Patterns problems.\nIdentify and correct common errors in Number Patterns.	This lesson covers important mathematical concepts related to Number Patterns. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Number Patterns, start by identifying what you know and what you need to find. Choose the appropriate operation or strategy, show your work step by step, and check your answer.\n\nProblem-solving involves understanding the question, planning your approach, executing your plan, and verifying the result. Always label your answers with appropriate units and check that your solution makes sense in the context of the problem.	[{"term": "Operation", "definition": "A mathematical process such as addition, subtraction, multiplication, or division."}, {"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A mathematical statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}]	[{"title": "Applying Concepts", "content": "Apply the methods from this lesson to solve a problem involving Number Patterns. Identify the key information, set up your work, and solve step by step.", "solution": "Verify your answer by substituting back or using a different method."}]	[{"hint": "Review the examples above and follow the same process.", "answer": null, "question": "Solve a problem related to Number Patterns using the methods from this lesson."}]	\N
4	2	Adding Within 10	\N	1	\N	Adding Within 10 Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.134177	Define and explain the key concepts of Adding Within 10.\nSolve problems involving Adding Within 10 with accuracy.\nApply Adding Within 10 strategies to real-world situations.\nShow work and explain reasoning when solving Adding Within 10 problems.\nIdentify and correct common errors in Adding Within 10.	Addition is one of the four basic operations in mathematics. When we add numbers, we combine their values to find a total, called the sum.\n\nTo add numbers, start with the ones place and work left. If a column adds to 10 or more, write the ones digit below the line and carry the tens digit to the next column. This process is called regrouping.\n\nAddition has useful properties. The commutative property tells us that 3 + 5 gives the same result as 5 + 3. The associative property tells us that (2 + 3) + 4 equals 2 + (3 + 4). The identity property tells us that adding zero to any number leaves it unchanged.\n\nWord problems require you to identify what is being combined. Look for clue words like "total," "altogether," "combined," "in all," and "how many more." Set up the addition expression, solve carefully, and check that your answer makes sense in context.	[{"term": "Sum", "definition": "The result of adding two or more numbers together."}, {"term": "Addend", "definition": "Any number being added in an addition problem."}, {"term": "Carrying (Regrouping)", "definition": "Moving a value to the next place value column when a sum exceeds 9."}, {"term": "Commutative Property", "definition": "Changing the order of addends does not change the sum (a + b = b + a)."}, {"term": "Associative Property", "definition": "Changing the grouping of addends does not change the sum."}, {"term": "Identity Property", "definition": "Adding zero to any number gives that same number (a + 0 = a)."}]	[{"title": "Basic Addition", "content": "Add 72 + 64. Start in the ones place: 2 + 4 = 6. Write 6. Continue to the tens place.", "solution": "72 + 64 = 136"}, {"title": "Word Problem", "content": "A library has 221 fiction books and 512 nonfiction books. How many books does the library have in total? Identify the operation: we are combining two quantities, so we add.", "solution": "221 + 512 = 733 books"}]	[{"hint": "Start with the ones place. Regroup if the sum exceeds 9.", "answer": "43", "question": "Calculate: 21 + 22"}, {"hint": "Identify the two quantities and add them.", "answer": "656 items", "question": "A store sold 374 items on Monday and 282 items on Tuesday. How many items were sold in total?"}]	\N
5	2	Adding Within 20	\N	2	\N	Adding Within 20 Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.135304	Define and explain the key concepts of Adding Within 20.\nSolve problems involving Adding Within 20 with accuracy.\nApply Adding Within 20 strategies to real-world situations.\nShow work and explain reasoning when solving Adding Within 20 problems.\nIdentify and correct common errors in Adding Within 20.	Addition is one of the four basic operations in mathematics. When we add numbers, we combine their values to find a total, called the sum.\n\nTo add numbers, start with the ones place and work left. If a column adds to 10 or more, write the ones digit below the line and carry the tens digit to the next column. This process is called regrouping.\n\nAddition has useful properties. The commutative property tells us that 3 + 5 gives the same result as 5 + 3. The associative property tells us that (2 + 3) + 4 equals 2 + (3 + 4). The identity property tells us that adding zero to any number leaves it unchanged.\n\nWord problems require you to identify what is being combined. Look for clue words like "total," "altogether," "combined," "in all," and "how many more." Set up the addition expression, solve carefully, and check that your answer makes sense in context.	[{"term": "Sum", "definition": "The result of adding two or more numbers together."}, {"term": "Addend", "definition": "Any number being added in an addition problem."}, {"term": "Carrying (Regrouping)", "definition": "Moving a value to the next place value column when a sum exceeds 9."}, {"term": "Commutative Property", "definition": "Changing the order of addends does not change the sum (a + b = b + a)."}, {"term": "Associative Property", "definition": "Changing the grouping of addends does not change the sum."}, {"term": "Identity Property", "definition": "Adding zero to any number gives that same number (a + 0 = a)."}]	[{"title": "Basic Addition", "content": "Add 50 + 58. Start in the ones place: 0 + 8 = 8. Write 8. Continue to the tens place.", "solution": "50 + 58 = 108"}, {"title": "Word Problem", "content": "A library has 654 fiction books and 617 nonfiction books. How many books does the library have in total? Identify the operation: we are combining two quantities, so we add.", "solution": "654 + 617 = 1271 books"}]	[{"hint": "Start with the ones place. Regroup if the sum exceeds 9.", "answer": "91", "question": "Calculate: 37 + 54"}, {"hint": "Identify the two quantities and add them.", "answer": "601 items", "question": "A store sold 486 items on Monday and 115 items on Tuesday. How many items were sold in total?"}]	\N
6	2	Addition Word Problems	\N	3	\N	Addition Word Problems Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.136404	Define and explain the key concepts of Addition Word Problems.\nSolve problems involving Addition Word Problems with accuracy.\nApply Addition Word Problems strategies to real-world situations.\nShow work and explain reasoning when solving Addition Word Problems problems.\nIdentify and correct common errors in Addition Word Problems.	Addition is one of the four basic operations in mathematics. When we add numbers, we combine their values to find a total, called the sum.\n\nTo add numbers, start with the ones place and work left. If a column adds to 10 or more, write the ones digit below the line and carry the tens digit to the next column. This process is called regrouping.\n\nAddition has useful properties. The commutative property tells us that 3 + 5 gives the same result as 5 + 3. The associative property tells us that (2 + 3) + 4 equals 2 + (3 + 4). The identity property tells us that adding zero to any number leaves it unchanged.\n\nWord problems require you to identify what is being combined. Look for clue words like "total," "altogether," "combined," "in all," and "how many more." Set up the addition expression, solve carefully, and check that your answer makes sense in context.	[{"term": "Sum", "definition": "The result of adding two or more numbers together."}, {"term": "Addend", "definition": "Any number being added in an addition problem."}, {"term": "Carrying (Regrouping)", "definition": "Moving a value to the next place value column when a sum exceeds 9."}, {"term": "Commutative Property", "definition": "Changing the order of addends does not change the sum (a + b = b + a)."}, {"term": "Associative Property", "definition": "Changing the grouping of addends does not change the sum."}, {"term": "Identity Property", "definition": "Adding zero to any number gives that same number (a + 0 = a)."}]	[{"title": "Basic Addition", "content": "Add 49 + 59. Start in the ones place: 9 + 9 = 18. Since the sum is 10 or more, write 8 and carry 1. Continue to the tens place.", "solution": "49 + 59 = 108"}, {"title": "Word Problem", "content": "A library has 226 fiction books and 532 nonfiction books. How many books does the library have in total? Identify the operation: we are combining two quantities, so we add.", "solution": "226 + 532 = 758 books"}]	[{"hint": "Start with the ones place. Regroup if the sum exceeds 9.", "answer": "127", "question": "Calculate: 52 + 75"}, {"hint": "Identify the two quantities and add them.", "answer": "278 items", "question": "A store sold 157 items on Monday and 121 items on Tuesday. How many items were sold in total?"}]	\N
7	3	Subtracting Within 10	\N	1	\N	Subtracting Within 10 Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.138232	Define and explain the key concepts of Subtracting Within 10.\nSolve problems involving Subtracting Within 10 with accuracy.\nApply Subtracting Within 10 strategies to real-world situations.\nShow work and explain reasoning when solving Subtracting Within 10 problems.\nIdentify and correct common errors in Subtracting Within 10.	Subtraction is the operation of finding the difference between two numbers. It tells us how much remains when a quantity is taken away, or how far apart two numbers are.\n\nTo subtract, align the numbers by place value and subtract each column from right to left. If the top digit is smaller than the bottom digit, borrow (regroup) from the next column to the left.\n\nWord problems use clue words like "how many more," "how many fewer," "difference," "remaining," and "left over." Subtraction is the inverse of addition, meaning you can check your answer by adding: if a − b = c, then c + b should equal a.	[{"term": "Difference", "definition": "The result of subtracting one number from another."}, {"term": "Minuend", "definition": "The number being subtracted from (the larger number)."}, {"term": "Subtrahend", "definition": "The number being subtracted."}, {"term": "Borrowing (Regrouping)", "definition": "Taking a value from the next place value column when the top digit is smaller than the bottom digit."}]	[{"title": "Basic Subtraction", "content": "Subtract 77 − 58. Ones place: 7 − 8. Since 7 < 8, borrow from the tens place.", "solution": "77 − 58 = 19"}, {"title": "Checking with Addition", "content": "If 85 − 37 = 48, check by adding: 48 + 37 = 85. ✓ Correct.", "solution": "85 − 37 = 48"}]	[{"hint": "Work right to left. Borrow if needed.", "answer": "46", "question": "Calculate: 196 − 150"}, {"hint": "Add your answer to the subtrahend.", "answer": "Yes, 46 + 150 = 196", "question": "Check your answer by adding: does 46 + 150 = 196?"}]	\N
8	3	Subtracting Within 20	\N	2	\N	Subtracting Within 20 Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.139512	Define and explain the key concepts of Subtracting Within 20.\nSolve problems involving Subtracting Within 20 with accuracy.\nApply Subtracting Within 20 strategies to real-world situations.\nShow work and explain reasoning when solving Subtracting Within 20 problems.\nIdentify and correct common errors in Subtracting Within 20.	Subtraction is the operation of finding the difference between two numbers. It tells us how much remains when a quantity is taken away, or how far apart two numbers are.\n\nTo subtract, align the numbers by place value and subtract each column from right to left. If the top digit is smaller than the bottom digit, borrow (regroup) from the next column to the left.\n\nWord problems use clue words like "how many more," "how many fewer," "difference," "remaining," and "left over." Subtraction is the inverse of addition, meaning you can check your answer by adding: if a − b = c, then c + b should equal a.	[{"term": "Difference", "definition": "The result of subtracting one number from another."}, {"term": "Minuend", "definition": "The number being subtracted from (the larger number)."}, {"term": "Subtrahend", "definition": "The number being subtracted."}, {"term": "Borrowing (Regrouping)", "definition": "Taking a value from the next place value column when the top digit is smaller than the bottom digit."}]	[{"title": "Basic Subtraction", "content": "Subtract 63 − 49. Ones place: 3 − 9. Since 3 < 9, borrow from the tens place.", "solution": "63 − 49 = 14"}, {"title": "Checking with Addition", "content": "If 85 − 37 = 48, check by adding: 48 + 37 = 85. ✓ Correct.", "solution": "85 − 37 = 48"}]	[{"hint": "Work right to left. Borrow if needed.", "answer": "58", "question": "Calculate: 92 − 34"}, {"hint": "Add your answer to the subtrahend.", "answer": "Yes, 58 + 34 = 92", "question": "Check your answer by adding: does 58 + 34 = 92?"}]	\N
9	3	Subtraction Word Problems	\N	3	\N	Subtraction Word Problems Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.140638	Define and explain the key concepts of Subtraction Word Problems.\nSolve problems involving Subtraction Word Problems with accuracy.\nApply Subtraction Word Problems strategies to real-world situations.\nShow work and explain reasoning when solving Subtraction Word Problems problems.\nIdentify and correct common errors in Subtraction Word Problems.	Subtraction is the operation of finding the difference between two numbers. It tells us how much remains when a quantity is taken away, or how far apart two numbers are.\n\nTo subtract, align the numbers by place value and subtract each column from right to left. If the top digit is smaller than the bottom digit, borrow (regroup) from the next column to the left.\n\nWord problems use clue words like "how many more," "how many fewer," "difference," "remaining," and "left over." Subtraction is the inverse of addition, meaning you can check your answer by adding: if a − b = c, then c + b should equal a.	[{"term": "Difference", "definition": "The result of subtracting one number from another."}, {"term": "Minuend", "definition": "The number being subtracted from (the larger number)."}, {"term": "Subtrahend", "definition": "The number being subtracted."}, {"term": "Borrowing (Regrouping)", "definition": "Taking a value from the next place value column when the top digit is smaller than the bottom digit."}]	[{"title": "Basic Subtraction", "content": "Subtract 57 − 41. Ones place: 7 − 1 = 6.", "solution": "57 − 41 = 16"}, {"title": "Checking with Addition", "content": "If 85 − 37 = 48, check by adding: 48 + 37 = 85. ✓ Correct.", "solution": "85 − 37 = 48"}]	[{"hint": "Work right to left. Borrow if needed.", "answer": "32", "question": "Calculate: 71 − 39"}, {"hint": "Add your answer to the subtrahend.", "answer": "Yes, 32 + 39 = 71", "question": "Check your answer by adding: does 32 + 39 = 71?"}]	\N
10	4	Basic Shapes	\N	1	\N	Basic Shapes Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.142084	Define and explain the key concepts of Basic Shapes.\nSolve problems involving Basic Shapes with accuracy.\nApply Basic Shapes strategies to real-world situations.\nShow work and explain reasoning when solving Basic Shapes problems.\nIdentify and correct common errors in Basic Shapes.	Geometry is the study of shapes, sizes, and spatial relationships. Two-dimensional shapes have length and width. Three-dimensional shapes also have depth.\n\nPerimeter is the distance around a shape. For a rectangle, P = 2(length + width). Area is the space inside a shape. For a rectangle, A = length × width. For a triangle, A = ½ × base × height. For a circle, A = π × r².\n\nVolume measures the space inside a 3D shape. For a rectangular prism (box), V = length × width × height. For a cylinder, V = π × r² × height.\n\nAngles are measured in degrees. A right angle is 90°, a straight angle is 180°, and a full rotation is 360°. The angles in any triangle always add up to 180°.	[{"term": "Perimeter", "definition": "The total distance around the outside of a shape."}, {"term": "Area", "definition": "The amount of space inside a two-dimensional shape, measured in square units."}, {"term": "Volume", "definition": "The amount of space inside a three-dimensional shape, measured in cubic units."}, {"term": "Radius", "definition": "The distance from the center of a circle to its edge."}, {"term": "Diameter", "definition": "The distance across a circle through its center; equal to 2 × radius."}, {"term": "Vertex", "definition": "A point where two sides of a shape meet (corner)."}]	[{"title": "Area of a Rectangle", "content": "Find the area of a rectangle with length 15 cm and width 8 cm. Area = length × width.", "solution": "A = 15 × 8 = 120 cm²"}, {"title": "Perimeter of a Rectangle", "content": "Find the perimeter of the same rectangle. P = 2(length + width).", "solution": "P = 2(15 + 8) = 2(23) = 46 cm"}]	[{"hint": "A = ½ × base × height.", "answer": null, "question": "Find the area of a triangle with base 11 and height 10."}, {"hint": "C = 2πr.", "answer": "43.96", "question": "Find the circumference of a circle with radius 7. Use π ≈ 3.14."}]	\N
11	4	Measuring Length	\N	2	\N	Measuring Length Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.143123	Define and explain the key concepts of Measuring Length.\nSolve problems involving Measuring Length with accuracy.\nApply Measuring Length strategies to real-world situations.\nShow work and explain reasoning when solving Measuring Length problems.\nIdentify and correct common errors in Measuring Length.	This lesson covers important mathematical concepts related to Measuring Length. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Measuring Length, start by identifying what you know and what you need to find. Choose the appropriate operation or strategy, show your work step by step, and check your answer.\n\nProblem-solving involves understanding the question, planning your approach, executing your plan, and verifying the result. Always label your answers with appropriate units and check that your solution makes sense in the context of the problem.	[{"term": "Operation", "definition": "A mathematical process such as addition, subtraction, multiplication, or division."}, {"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A mathematical statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}]	[{"title": "Applying Concepts", "content": "Apply the methods from this lesson to solve a problem involving Measuring Length. Identify the key information, set up your work, and solve step by step.", "solution": "Verify your answer by substituting back or using a different method."}]	[{"hint": "Review the examples above and follow the same process.", "answer": null, "question": "Solve a problem related to Measuring Length using the methods from this lesson."}]	\N
12	4	Telling Time to the Hour	\N	3	\N	Telling Time to the Hour Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.144141	Define and explain the key concepts of Telling Time to the Hour.\nSolve problems involving Telling Time to the Hour with accuracy.\nApply Telling Time to the Hour strategies to real-world situations.\nShow work and explain reasoning when solving Telling Time to the Hour problems.\nIdentify and correct common errors in Telling Time to the Hour.	This lesson covers important mathematical concepts related to Telling Time to the Hour. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Telling Time to the Hour, start by identifying what you know and what you need to find. Choose the appropriate operation or strategy, show your work step by step, and check your answer.\n\nProblem-solving involves understanding the question, planning your approach, executing your plan, and verifying the result. Always label your answers with appropriate units and check that your solution makes sense in the context of the problem.	[{"term": "Operation", "definition": "A mathematical process such as addition, subtraction, multiplication, or division."}, {"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A mathematical statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}]	[{"title": "Applying Concepts", "content": "Apply the methods from this lesson to solve a problem involving Telling Time to the Hour. Identify the key information, set up your work, and solve step by step.", "solution": "Verify your answer by substituting back or using a different method."}]	[{"hint": "Review the examples above and follow the same process.", "answer": null, "question": "Solve a problem related to Telling Time to the Hour using the methods from this lesson."}]	\N
25	9	Plants and Animals	\N	1	\N	Plants and Animals Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.163417	Explain the key scientific concepts covered in Plants and Animals.\nUse scientific vocabulary accurately when discussing Plants and Animals.\nApply the scientific method to questions related to Plants and Animals.\nAnalyze data and observations connected to Plants and Animals.\nConnect Plants and Animals concepts to real-world applications.	Plants are living organisms that produce their own food through photosynthesis. This process takes place in the chloroplasts of plant cells, using chlorophyll (the green pigment) to capture light energy.\n\nThe equation for photosynthesis is: 6CO₂ + 6H₂O + light energy → C₆H₁₂O₆ + 6O₂. In words: carbon dioxide plus water plus sunlight produces glucose (sugar) and oxygen. The glucose provides energy for the plant, and the oxygen is released into the air — which is what animals and humans breathe.\n\nPlants have a life cycle: seed → germination → seedling → mature plant → flower → pollination → seed production. Roots absorb water and minerals from the soil. Stems transport water and nutrients. Leaves are the primary site of photosynthesis.\n\nPlants are essential to life on Earth. They produce oxygen, provide food, prevent soil erosion, and form the base of most food chains.	[{"term": "Photosynthesis", "definition": "The process by which plants convert sunlight, water, and carbon dioxide into glucose and oxygen."}, {"term": "Chlorophyll", "definition": "The green pigment in plant cells that absorbs light energy for photosynthesis."}, {"term": "Chloroplast", "definition": "The organelle in plant cells where photosynthesis takes place."}, {"term": "Germination", "definition": "The process by which a seed begins to grow into a new plant."}, {"term": "Pollination", "definition": "The transfer of pollen from the male part of a flower to the female part."}, {"term": "Root System", "definition": "The underground parts of a plant that absorb water and nutrients."}]	[{"title": "Photosynthesis Equation", "content": "6CO₂ + 6H₂O + sunlight → C₆H₁₂O₆ + 6O₂. Reactants: carbon dioxide and water. Products: glucose and oxygen. Energy source: sunlight.", "solution": "Plants take in CO₂ and water, use sunlight, and produce sugar and oxygen."}, {"title": "Plant Life Cycle", "content": "A bean seed is planted in soil → it absorbs water and germinates → a root grows down, a shoot grows up → leaves develop and photosynthesis begins → the plant flowers → bees pollinate the flowers → new bean pods (seeds) form.", "solution": "Seed → Germination → Growth → Flowering → Pollination → Seed Production"}]	[{"hint": "Think about what the plant takes in from its environment.", "answer": "Sunlight, water, and carbon dioxide.", "question": "What three things does a plant need for photosynthesis?"}, {"hint": "Think about which pigment is involved in photosynthesis.", "answer": "Chlorophyll absorbs red and blue light and reflects green light.", "question": "Explain why plants appear green."}]	\N
26	9	Animal Habitats	\N	2	\N	Animal Habitats Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.164426	Explain the key scientific concepts covered in Animal Habitats.\nUse scientific vocabulary accurately when discussing Animal Habitats.\nApply the scientific method to questions related to Animal Habitats.\nAnalyze data and observations connected to Animal Habitats.\nConnect Animal Habitats concepts to real-world applications.	An ecosystem includes all living things (biotic factors) and nonliving things (abiotic factors) in an area, and the interactions between them. Biotic factors include plants, animals, and microorganisms. Abiotic factors include sunlight, water, temperature, and soil.\n\nEnergy flows through ecosystems in food chains and food webs. Producers (plants) capture energy from the Sun. Primary consumers (herbivores) eat producers. Secondary consumers (carnivores) eat primary consumers. Decomposers break down dead organisms and recycle nutrients back into the soil.\n\nOnly about 10% of energy transfers from one level to the next. This is why there are fewer top predators than herbivores in any ecosystem.\n\nBiomes are large-scale ecosystems defined by climate. Major biomes include tropical rainforest, desert, grassland, temperate forest, taiga (boreal forest), and tundra. Each biome supports different types of organisms adapted to its conditions.	[{"term": "Ecosystem", "definition": "A community of living organisms interacting with their physical environment."}, {"term": "Food Chain", "definition": "A sequence showing how energy and nutrients pass from one organism to another."}, {"term": "Producer", "definition": "An organism that makes its own food (usually through photosynthesis)."}, {"term": "Consumer", "definition": "An organism that eats other organisms for energy."}, {"term": "Decomposer", "definition": "An organism that breaks down dead material and recycles nutrients."}, {"term": "Biome", "definition": "A large region characterized by its climate and the types of organisms that live there."}]	[{"title": "Food Chain Example", "content": "Grass (producer) → Grasshopper (primary consumer) → Frog (secondary consumer) → Snake (tertiary consumer) → Hawk (top predator). Decomposers recycle nutrients from dead organisms at every level.", "solution": "Energy flows from producers to consumers, with only ~10% transferred at each step."}]	[{"hint": "Start with a plant (producer) and build up.", "answer": null, "question": "Create a food chain with at least four organisms. Label each as producer, primary consumer, secondary consumer, or top predator."}, {"hint": "Think about what decomposers do with dead material and nutrients.", "answer": "Dead material would pile up and nutrients would not be recycled back into the soil, eventually starving producers.", "question": "What would happen to an ecosystem if all decomposers disappeared?"}]	\N
27	9	Life Cycles	\N	3	\N	Life Cycles Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.165416	Explain the key scientific concepts covered in Life Cycles.\nUse scientific vocabulary accurately when discussing Life Cycles.\nApply the scientific method to questions related to Life Cycles.\nAnalyze data and observations connected to Life Cycles.\nConnect Life Cycles concepts to real-world applications.	This lesson covers scientific concepts related to Life Cycles. Science is the systematic study of the natural world through observation, experimentation, and analysis.\n\nThe scientific method provides a framework for investigation: observe → ask a question → research → form a hypothesis → design and conduct an experiment → analyze data → draw conclusions → communicate results.\n\nWhen designing an experiment, identify the independent variable (what you change), the dependent variable (what you measure), and the controlled variables (what you keep the same). A control group provides a baseline for comparison.\n\nAlways record observations carefully and accurately. Look for patterns in your data. Your conclusion should state whether the data supports or does not support your hypothesis.	[{"term": "Hypothesis", "definition": "A testable prediction based on observation and prior knowledge."}, {"term": "Variable", "definition": "A factor that can change in an experiment."}, {"term": "Control Group", "definition": "The group in an experiment that does not receive the treatment, used for comparison."}, {"term": "Data", "definition": "Information collected through observation and measurement."}, {"term": "Conclusion", "definition": "A summary of findings based on data analysis."}]	[{"title": "Scientific Method in Action", "content": "Observation: Plants near the window grow taller. Question: Does more sunlight help plants grow? Hypothesis: Plants exposed to more sunlight will grow taller. Experiment: Grow identical plants with different amounts of light. Measure height after 2 weeks.", "solution": "The scientific method turns observations into testable experiments."}]	[{"hint": "What would you change? What would you measure?", "answer": null, "question": "Design a simple experiment related to Life Cycles. Identify the independent and dependent variables."}]	\N
28	10	Types of Weather	\N	1	\N	Types of Weather Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.166818	Explain the key scientific concepts covered in Types of Weather.\nUse scientific vocabulary accurately when discussing Types of Weather.\nApply the scientific method to questions related to Types of Weather.\nAnalyze data and observations connected to Types of Weather.\nConnect Types of Weather concepts to real-world applications.	Weather describes the short-term conditions of the atmosphere — temperature, humidity, precipitation, wind, and cloud cover. Climate is the long-term pattern of weather in a region.\n\nThe water cycle is the continuous movement of water through Earth's systems. It has four main stages: evaporation (water becomes vapor), condensation (vapor forms clouds), precipitation (water falls as rain or snow), and collection (water gathers in bodies of water or soaks into ground). The Sun's energy drives the water cycle.\n\nDifferent types of clouds indicate different weather. Cumulus clouds are fluffy and often mean fair weather. Stratus clouds are flat layers that may bring steady rain. Cumulonimbus clouds are tall and bring thunderstorms.\n\nWeather is measured using instruments: thermometers (temperature), barometers (air pressure), anemometers (wind speed), and rain gauges (precipitation).	[{"term": "Weather", "definition": "The short-term atmospheric conditions at a specific time and place."}, {"term": "Climate", "definition": "The average weather conditions in a region over a long period of time."}, {"term": "Evaporation", "definition": "The process by which liquid water becomes water vapor (gas)."}, {"term": "Condensation", "definition": "The process by which water vapor cools and becomes liquid water (forms clouds)."}, {"term": "Precipitation", "definition": "Water that falls from clouds as rain, snow, sleet, or hail."}, {"term": "Atmosphere", "definition": "The layer of gases surrounding Earth."}]	[{"title": "The Water Cycle", "content": "Sun heats a lake → water evaporates into vapor → vapor rises and cools → condensation forms clouds → clouds produce precipitation (rain) → rain flows back into the lake.", "solution": "Evaporation → Condensation → Precipitation → Collection"}]	[{"hint": "One is short-term, the other is long-term.", "answer": "Weather is daily atmospheric conditions; climate is the average conditions over decades.", "question": "Explain the difference between weather and climate."}, {"hint": "What happens when water vapor cools?", "answer": "Water vapor cools and changes from gas to liquid, forming clouds.", "question": "Describe what happens during condensation in the water cycle."}]	\N
30	10	Weather Patterns	\N	3	\N	Weather Patterns Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.169074	Explain the key scientific concepts covered in Weather Patterns.\nUse scientific vocabulary accurately when discussing Weather Patterns.\nApply the scientific method to questions related to Weather Patterns.\nAnalyze data and observations connected to Weather Patterns.\nConnect Weather Patterns concepts to real-world applications.	Weather describes the short-term conditions of the atmosphere — temperature, humidity, precipitation, wind, and cloud cover. Climate is the long-term pattern of weather in a region.\n\nThe water cycle is the continuous movement of water through Earth's systems. It has four main stages: evaporation (water becomes vapor), condensation (vapor forms clouds), precipitation (water falls as rain or snow), and collection (water gathers in bodies of water or soaks into ground). The Sun's energy drives the water cycle.\n\nDifferent types of clouds indicate different weather. Cumulus clouds are fluffy and often mean fair weather. Stratus clouds are flat layers that may bring steady rain. Cumulonimbus clouds are tall and bring thunderstorms.\n\nWeather is measured using instruments: thermometers (temperature), barometers (air pressure), anemometers (wind speed), and rain gauges (precipitation).	[{"term": "Weather", "definition": "The short-term atmospheric conditions at a specific time and place."}, {"term": "Climate", "definition": "The average weather conditions in a region over a long period of time."}, {"term": "Evaporation", "definition": "The process by which liquid water becomes water vapor (gas)."}, {"term": "Condensation", "definition": "The process by which water vapor cools and becomes liquid water (forms clouds)."}, {"term": "Precipitation", "definition": "Water that falls from clouds as rain, snow, sleet, or hail."}, {"term": "Atmosphere", "definition": "The layer of gases surrounding Earth."}]	[{"title": "The Water Cycle", "content": "Sun heats a lake → water evaporates into vapor → vapor rises and cools → condensation forms clouds → clouds produce precipitation (rain) → rain flows back into the lake.", "solution": "Evaporation → Condensation → Precipitation → Collection"}]	[{"hint": "One is short-term, the other is long-term.", "answer": "Weather is daily atmospheric conditions; climate is the average conditions over decades.", "question": "Explain the difference between weather and climate."}, {"hint": "What happens when water vapor cools?", "answer": "Water vapor cools and changes from gas to liquid, forming clouds.", "question": "Describe what happens during condensation in the water cycle."}]	\N
31	11	Day and Night	\N	1	\N	Day and Night Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.170406	Explain the key scientific concepts covered in Day and Night.\nUse scientific vocabulary accurately when discussing Day and Night.\nApply the scientific method to questions related to Day and Night.\nAnalyze data and observations connected to Day and Night.\nConnect Day and Night concepts to real-world applications.	This lesson covers scientific concepts related to Day and Night. Science is the systematic study of the natural world through observation, experimentation, and analysis.\n\nThe scientific method provides a framework for investigation: observe → ask a question → research → form a hypothesis → design and conduct an experiment → analyze data → draw conclusions → communicate results.\n\nWhen designing an experiment, identify the independent variable (what you change), the dependent variable (what you measure), and the controlled variables (what you keep the same). A control group provides a baseline for comparison.\n\nAlways record observations carefully and accurately. Look for patterns in your data. Your conclusion should state whether the data supports or does not support your hypothesis.	[{"term": "Hypothesis", "definition": "A testable prediction based on observation and prior knowledge."}, {"term": "Variable", "definition": "A factor that can change in an experiment."}, {"term": "Control Group", "definition": "The group in an experiment that does not receive the treatment, used for comparison."}, {"term": "Data", "definition": "Information collected through observation and measurement."}, {"term": "Conclusion", "definition": "A summary of findings based on data analysis."}]	[{"title": "Scientific Method in Action", "content": "Observation: Plants near the window grow taller. Question: Does more sunlight help plants grow? Hypothesis: Plants exposed to more sunlight will grow taller. Experiment: Grow identical plants with different amounts of light. Measure height after 2 weeks.", "solution": "The scientific method turns observations into testable experiments."}]	[{"hint": "What would you change? What would you measure?", "answer": null, "question": "Design a simple experiment related to Day and Night. Identify the independent and dependent variables."}]	\N
32	11	Sun Moon and Stars	\N	2	\N	Sun Moon and Stars Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.171464	Explain the key scientific concepts covered in Sun Moon and Stars.\nUse scientific vocabulary accurately when discussing Sun Moon and Stars.\nApply the scientific method to questions related to Sun Moon and Stars.\nAnalyze data and observations connected to Sun Moon and Stars.\nConnect Sun Moon and Stars concepts to real-world applications.	Our solar system consists of the Sun, eight planets, their moons, and many smaller objects. The four inner planets (Mercury, Venus, Earth, Mars) are rocky. The four outer planets (Jupiter, Saturn, Uranus, Neptune) are gas or ice giants.\n\nEarth rotates on its axis once every 24 hours, creating day and night. It revolves around the Sun once every 365.25 days, creating a year. The tilt of Earth's axis (23.5°) causes the seasons as different parts of Earth receive varying amounts of sunlight throughout the year.\n\nStars are massive balls of hot gas that produce energy through nuclear fusion. Our Sun is a medium-sized star. Stars vary in size, temperature, color, and brightness. They go through a life cycle: nebula → main sequence star → red giant → white dwarf (or supernova for massive stars).\n\nOur galaxy, the Milky Way, contains billions of stars. The observable universe contains billions of galaxies.	[{"term": "Solar System", "definition": "The Sun and all objects that orbit around it, including planets, moons, asteroids, and comets."}, {"term": "Orbit", "definition": "The curved path an object follows as it revolves around another object due to gravity."}, {"term": "Rotation", "definition": "The spinning of an object on its axis (causes day and night on Earth)."}, {"term": "Revolution", "definition": "The movement of an object around another object (Earth revolves around the Sun, creating a year)."}, {"term": "Light-Year", "definition": "The distance light travels in one year — about 5.88 trillion miles."}, {"term": "Galaxy", "definition": "A massive system of stars, gas, and dust held together by gravity."}]	[{"title": "Why Seasons Occur", "content": "In June, the Northern Hemisphere tilts toward the Sun → longer days, more direct sunlight → summer. In December, it tilts away → shorter days, less direct sunlight → winter. The Southern Hemisphere has opposite seasons.", "solution": "Seasons are caused by Earth's axial tilt, not distance from the Sun."}]	[{"hint": "My Very Educated Mother Just Served Us Nachos.", "answer": "Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune", "question": "List the eight planets in order from the Sun."}, {"hint": "One is spinning, the other is orbiting.", "answer": "Rotation is spinning on an axis (day/night). Revolution is orbiting around another object (year).", "question": "What is the difference between rotation and revolution?"}]	\N
70	24	Pushes and Pulls	\N	1	\N	Pushes and Pulls Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.218555	Explain the key scientific concepts covered in Pushes and Pulls.\nUse scientific vocabulary accurately when discussing Pushes and Pulls.\nApply the scientific method to questions related to Pushes and Pulls.\nAnalyze data and observations connected to Pushes and Pulls.\nConnect Pushes and Pulls concepts to real-world applications.	This lesson covers scientific concepts related to Pushes and Pulls. Science is the systematic study of the natural world through observation, experimentation, and analysis.\n\nThe scientific method provides a framework for investigation: observe → ask a question → research → form a hypothesis → design and conduct an experiment → analyze data → draw conclusions → communicate results.\n\nWhen designing an experiment, identify the independent variable (what you change), the dependent variable (what you measure), and the controlled variables (what you keep the same). A control group provides a baseline for comparison.\n\nAlways record observations carefully and accurately. Look for patterns in your data. Your conclusion should state whether the data supports or does not support your hypothesis.	[{"term": "Hypothesis", "definition": "A testable prediction based on observation and prior knowledge."}, {"term": "Variable", "definition": "A factor that can change in an experiment."}, {"term": "Control Group", "definition": "The group in an experiment that does not receive the treatment, used for comparison."}, {"term": "Data", "definition": "Information collected through observation and measurement."}, {"term": "Conclusion", "definition": "A summary of findings based on data analysis."}]	[{"title": "Scientific Method in Action", "content": "Observation: Plants near the window grow taller. Question: Does more sunlight help plants grow? Hypothesis: Plants exposed to more sunlight will grow taller. Experiment: Grow identical plants with different amounts of light. Measure height after 2 weeks.", "solution": "The scientific method turns observations into testable experiments."}]	[{"hint": "What would you change? What would you measure?", "answer": null, "question": "Design a simple experiment related to Pushes and Pulls. Identify the independent and dependent variables."}]	\N
33	11	Earth Materials	\N	3	\N	Earth Materials Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.172508	Explain the key scientific concepts covered in Earth Materials.\nUse scientific vocabulary accurately when discussing Earth Materials.\nApply the scientific method to questions related to Earth Materials.\nAnalyze data and observations connected to Earth Materials.\nConnect Earth Materials concepts to real-world applications.	Earth's structure consists of layers: the crust (thin outer layer), mantle (thick layer of semi-solid rock), outer core (liquid metal), and inner core (solid metal).\n\nThe theory of plate tectonics explains that Earth's crust is divided into large plates that float on the semi-liquid mantle. Where plates meet, we see earthquakes, volcanoes, and mountain formation. Convergent boundaries (plates colliding) create mountains. Divergent boundaries (plates separating) create rift valleys. Transform boundaries (plates sliding past each other) cause earthquakes.\n\nThe rock cycle describes how rocks continuously change form. Igneous rocks form when magma cools. Sedimentary rocks form when layers of sediment are compressed over time. Metamorphic rocks form when existing rocks are changed by heat and pressure. Any rock type can transform into any other over geological time.\n\nWeathering breaks rocks down. Erosion moves the broken material. Deposition drops it in new locations. These processes shape Earth's surface over millions of years.	[{"term": "Igneous Rock", "definition": "Rock formed from cooled and solidified magma or lava."}, {"term": "Sedimentary Rock", "definition": "Rock formed from compressed layers of sediment over time."}, {"term": "Metamorphic Rock", "definition": "Rock that has been changed by heat and pressure."}, {"term": "Plate Tectonics", "definition": "The theory that Earth's crust is divided into plates that move on the mantle."}, {"term": "Erosion", "definition": "The wearing away and transport of rock and soil by wind, water, or ice."}, {"term": "Weathering", "definition": "The breaking down of rocks by physical, chemical, or biological processes."}]	[{"title": "The Rock Cycle", "content": "Granite (igneous) → weathering breaks it into sediment → sediment compresses into sandstone (sedimentary) → heat and pressure transform it into quartzite (metamorphic) → melting creates magma → cooling forms new igneous rock.", "solution": "Rocks cycle between igneous, sedimentary, and metamorphic forms."}]	[{"hint": "Think about cooling, compression, and transformation.", "answer": "Igneous (cooled magma), Sedimentary (compressed sediment), Metamorphic (changed by heat/pressure).", "question": "Name the three types of rocks and how each is formed."}, {"hint": "What occurs when two plates push together?", "answer": "Plates collide, forming mountains or subduction zones (one plate slides under another).", "question": "What happens at a convergent plate boundary?"}]	\N
34	12	Community Helpers	\N	1	\N	Community Helpers Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.174356	Explain the key ideas and events related to Community Helpers.\nUse historical vocabulary when discussing Community Helpers.\nAnalyze causes and effects connected to Community Helpers.\nConnect past events to present-day situations.\nEvaluate different perspectives on Community Helpers.	This lesson explores important concepts related to Community Helpers. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Community Helpers, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying Community Helpers, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to Community Helpers and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Community Helpers connect to or affect the present day?"}]	\N
35	12	Rules and Laws	\N	2	\N	Rules and Laws Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.175305	Explain the key ideas and events related to Rules and Laws.\nUse historical vocabulary when discussing Rules and Laws.\nAnalyze causes and effects connected to Rules and Laws.\nConnect past events to present-day situations.\nEvaluate different perspectives on Rules and Laws.	The United States is a constitutional republic — a form of democracy where citizens elect representatives to make laws, guided by the Constitution.\n\nThe Constitution divides government into three branches to prevent any one group from having too much power (separation of powers). The legislative branch (Congress) writes laws. The executive branch (President) enforces laws. The judicial branch (courts) interprets laws. Each branch can limit the others through checks and balances.\n\nThe Bill of Rights protects individual freedoms: freedom of speech, religion, press, assembly, and petition (1st Amendment); the right to bear arms (2nd); protection from unreasonable searches (4th); the right to a fair trial (6th); and protection against cruel punishment (8th).\n\nCitizens participate in democracy by voting, serving on juries, paying taxes, staying informed, and engaging in civic life.	[{"term": "Constitution", "definition": "The supreme law of the land; establishes the structure and powers of government."}, {"term": "Democracy", "definition": "A system of government where citizens have the power to choose their leaders."}, {"term": "Legislative Branch", "definition": "The branch of government that makes laws (Congress: Senate + House of Representatives)."}, {"term": "Executive Branch", "definition": "The branch of government that enforces laws (President and Cabinet)."}, {"term": "Judicial Branch", "definition": "The branch of government that interprets laws (Supreme Court and federal courts)."}, {"term": "Bill of Rights", "definition": "The first ten amendments to the U.S. Constitution, guaranteeing individual freedoms."}]	[{"title": "Checks and Balances", "content": "Congress passes a law → President can veto it → Congress can override with 2/3 vote → Supreme Court can declare it unconstitutional. Each branch checks the others.", "solution": "No single branch can act without oversight from the others."}]	[{"hint": "Think: make laws, enforce laws, interpret laws.", "answer": "Legislative (makes laws), Executive (enforces laws), Judicial (interprets laws).", "question": "Name the three branches of government and the main function of each."}, {"hint": "What would happen if one branch had unlimited power?", "answer": "It prevents any one branch from becoming too powerful, protecting citizens' rights.", "question": "Why is the system of checks and balances important?"}]	\N
36	12	Being a Good Citizen	\N	3	\N	Being a Good Citizen Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.176274	Explain the key ideas and events related to Being a Good Citizen.\nUse historical vocabulary when discussing Being a Good Citizen.\nAnalyze causes and effects connected to Being a Good Citizen.\nConnect past events to present-day situations.\nEvaluate different perspectives on Being a Good Citizen.	The United States is a constitutional republic — a form of democracy where citizens elect representatives to make laws, guided by the Constitution.\n\nThe Constitution divides government into three branches to prevent any one group from having too much power (separation of powers). The legislative branch (Congress) writes laws. The executive branch (President) enforces laws. The judicial branch (courts) interprets laws. Each branch can limit the others through checks and balances.\n\nThe Bill of Rights protects individual freedoms: freedom of speech, religion, press, assembly, and petition (1st Amendment); the right to bear arms (2nd); protection from unreasonable searches (4th); the right to a fair trial (6th); and protection against cruel punishment (8th).\n\nCitizens participate in democracy by voting, serving on juries, paying taxes, staying informed, and engaging in civic life.	[{"term": "Constitution", "definition": "The supreme law of the land; establishes the structure and powers of government."}, {"term": "Democracy", "definition": "A system of government where citizens have the power to choose their leaders."}, {"term": "Legislative Branch", "definition": "The branch of government that makes laws (Congress: Senate + House of Representatives)."}, {"term": "Executive Branch", "definition": "The branch of government that enforces laws (President and Cabinet)."}, {"term": "Judicial Branch", "definition": "The branch of government that interprets laws (Supreme Court and federal courts)."}, {"term": "Bill of Rights", "definition": "The first ten amendments to the U.S. Constitution, guaranteeing individual freedoms."}]	[{"title": "Checks and Balances", "content": "Congress passes a law → President can veto it → Congress can override with 2/3 vote → Supreme Court can declare it unconstitutional. Each branch checks the others.", "solution": "No single branch can act without oversight from the others."}]	[{"hint": "Think: make laws, enforce laws, interpret laws.", "answer": "Legislative (makes laws), Executive (enforces laws), Judicial (interprets laws).", "question": "Name the three branches of government and the main function of each."}, {"hint": "What would happen if one branch had unlimited power?", "answer": "It prevents any one branch from becoming too powerful, protecting citizens' rights.", "question": "Why is the system of checks and balances important?"}]	\N
37	13	Maps and Directions	\N	1	\N	Maps and Directions Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.177708	Explain the key ideas and events related to Maps and Directions.\nUse historical vocabulary when discussing Maps and Directions.\nAnalyze causes and effects connected to Maps and Directions.\nConnect past events to present-day situations.\nEvaluate different perspectives on Maps and Directions.	Geography studies Earth's physical features, climates, and human populations. Physical geography examines landforms, water systems, and climate. Human geography examines where and how people live.\n\nMaps are essential tools. Political maps show borders and cities. Physical maps show landforms and elevation. Thematic maps display specific data (population, climate, resources). Maps use a compass rose for direction, a scale for distance, and a legend (key) to explain symbols.\n\nEarth has seven continents (Africa, Antarctica, Asia, Australia, Europe, North America, South America) and five oceans (Pacific, Atlantic, Indian, Southern, Arctic). Latitude and longitude create a coordinate system for locating any place on Earth.\n\nGeography influences human settlement, culture, and economic activity. People settle near water sources, fertile land, and moderate climates. Natural resources shape economies — oil-rich regions develop differently than agricultural regions.	[{"term": "Continent", "definition": "One of the seven large landmasses on Earth."}, {"term": "Latitude", "definition": "Lines that run east-west and measure distance north or south of the Equator."}, {"term": "Longitude", "definition": "Lines that run north-south and measure distance east or west of the Prime Meridian."}, {"term": "Landform", "definition": "A natural feature of Earth's surface (mountains, valleys, plains, plateaus)."}, {"term": "Climate Zone", "definition": "A region with consistent weather patterns (tropical, temperate, polar)."}, {"term": "Natural Resource", "definition": "Materials from nature that people use (water, minerals, timber, soil)."}]	[{"title": "Reading Coordinates", "content": "Washington, D.C. is located at approximately 38°N latitude, 77°W longitude. The \\"N\\" means north of the Equator, and \\"W\\" means west of the Prime Meridian.", "solution": "Latitude and longitude pinpoint any location on Earth."}]	[{"hint": "Use the first letter of each continent as a memory aid.", "answer": "Continents: Africa, Antarctica, Asia, Australia, Europe, North America, South America. Oceans: Pacific, Atlantic, Indian.", "question": "Name the seven continents and the three largest oceans."}, {"hint": "Think about water, climate, and resources.", "answer": "People settle near water, fertile soil, and moderate climates where they can grow food, access resources, and travel.", "question": "Explain how geography influences where people choose to live."}]	\N
38	13	Land and Water	\N	2	\N	Land and Water Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.178629	Explain the key ideas and events related to Land and Water.\nUse historical vocabulary when discussing Land and Water.\nAnalyze causes and effects connected to Land and Water.\nConnect past events to present-day situations.\nEvaluate different perspectives on Land and Water.	This lesson explores important concepts related to Land and Water. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Land and Water, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying Land and Water, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to Land and Water and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Land and Water connect to or affect the present day?"}]	\N
39	13	My Neighborhood	\N	3	\N	My Neighborhood Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.179787	Explain the key ideas and events related to My Neighborhood.\nUse historical vocabulary when discussing My Neighborhood.\nAnalyze causes and effects connected to My Neighborhood.\nConnect past events to present-day situations.\nEvaluate different perspectives on My Neighborhood.	This lesson explores important concepts related to My Neighborhood. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying My Neighborhood, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying My Neighborhood, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to My Neighborhood and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does My Neighborhood connect to or affect the present day?"}]	\N
40	14	The Flag	\N	1	\N	The Flag Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.181583	Explain the key ideas and events related to The Flag.\nUse historical vocabulary when discussing The Flag.\nAnalyze causes and effects connected to The Flag.\nConnect past events to present-day situations.\nEvaluate different perspectives on The Flag.	This lesson explores important concepts related to The Flag. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying The Flag, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying The Flag, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to The Flag and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does The Flag connect to or affect the present day?"}]	\N
41	14	National Holidays	\N	2	\N	National Holidays Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.182716	Explain the key ideas and events related to National Holidays.\nUse historical vocabulary when discussing National Holidays.\nAnalyze causes and effects connected to National Holidays.\nConnect past events to present-day situations.\nEvaluate different perspectives on National Holidays.	This lesson explores important concepts related to National Holidays. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying National Holidays, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying National Holidays, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to National Holidays and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does National Holidays connect to or affect the present day?"}]	\N
42	14	Famous Americans	\N	3	\N	Famous Americans Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.183716	Explain the key ideas and events related to Famous Americans.\nUse historical vocabulary when discussing Famous Americans.\nAnalyze causes and effects connected to Famous Americans.\nConnect past events to present-day situations.\nEvaluate different perspectives on Famous Americans.	This lesson explores important concepts related to Famous Americans. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Famous Americans, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying Famous Americans, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to Famous Americans and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Famous Americans connect to or affect the present day?"}]	\N
55	19	Reading with Expression	\N	1	\N	Reading with Expression Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.201424	Identify and explain key concepts related to Reading with Expression.\nApply reading and writing strategies to Reading with Expression tasks.\nAnalyze texts and examples connected to Reading with Expression.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Reading with Expression.	Reading comprehension means understanding what you read — not just the words, but the meaning behind them. Strong readers actively engage with text by asking questions, making predictions, and connecting what they read to what they already know.\n\nThe main idea is what the text is mostly about. Supporting details are the facts, examples, and descriptions that explain or prove the main idea. To find the main idea, ask: "What is the author mostly telling me?"\n\nMaking inferences means reading between the lines. Authors do not always state everything directly. Use clues from the text plus your own knowledge to draw conclusions. For example, if a character puts on a coat and grabs an umbrella, you can infer it is cold and rainy outside.\n\nWhen you encounter unfamiliar words, use context clues — the surrounding words and sentences — to figure out the meaning. Look for definitions, examples, synonyms, or antonyms nearby.	[{"term": "Main Idea", "definition": "The central point or message of a text."}, {"term": "Supporting Details", "definition": "Facts, examples, or descriptions that back up the main idea."}, {"term": "Inference", "definition": "A conclusion drawn from evidence and reasoning, not stated directly."}, {"term": "Context Clues", "definition": "Words or phrases surrounding an unfamiliar word that help reveal its meaning."}, {"term": "Summary", "definition": "A brief restatement of the most important points of a text."}, {"term": "Author's Purpose", "definition": "The reason an author writes: to inform, persuade, entertain, or explain."}]	[{"title": "Finding the Main Idea", "content": "Read this passage: \\"Bees are essential pollinators. They carry pollen from flower to flower, helping plants reproduce. Without bees, many fruits and vegetables would not grow.\\" The main idea is that bees play a vital role in plant reproduction.", "solution": "Main idea: Bees are essential pollinators that help plants reproduce."}, {"title": "Making an Inference", "content": "The passage says: \\"Maria checked her watch again and tapped her foot.\\" What can you infer? Maria is probably waiting for someone or something and feels impatient.", "solution": "Inference: Maria is impatient about waiting."}]	[{"hint": "Ask yourself: What is this paragraph mostly about? What facts support that?", "answer": null, "question": "Read a paragraph from your current text. Identify the main idea in one sentence and list two supporting details."}, {"hint": "Look at the sentences around the unknown word for hints.", "answer": null, "question": "Find a word you do not know in your reading. Use context clues to determine its meaning, then check a dictionary."}]	\N
56	19	Building Vocabulary	\N	2	\N	Building Vocabulary Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.202383	Identify and explain key concepts related to Building Vocabulary.\nApply reading and writing strategies to Building Vocabulary tasks.\nAnalyze texts and examples connected to Building Vocabulary.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Building Vocabulary.	Building a strong vocabulary improves reading comprehension, writing quality, and communication skills. There are several strategies for learning new words.\n\nWord parts (prefixes, roots, and suffixes) help you decode unfamiliar words. The prefix "un-" means "not" (unhappy = not happy). The root "duct" means "to lead" (conduct, produce). The suffix "-tion" turns a verb into a noun (celebrate → celebration).\n\nContext clues help you figure out word meanings while reading. Look for definitions, examples, comparisons, or contrasts near the unknown word.\n\nTo improve spelling, practice writing words, break them into syllables, and look for patterns. Many spelling rules have patterns: "i before e except after c," double the final consonant before adding -ing to short vowel words (run → running).	[{"term": "Synonym", "definition": "A word with a similar meaning to another word (e.g., happy and joyful)."}, {"term": "Antonym", "definition": "A word with the opposite meaning (e.g., hot and cold)."}, {"term": "Root Word", "definition": "The base part of a word that carries the core meaning."}, {"term": "Prefix", "definition": "A letter group added to the beginning of a word to change its meaning (e.g., un-, re-, pre-)."}, {"term": "Suffix", "definition": "A letter group added to the end of a word (e.g., -tion, -ly, -ful)."}, {"term": "Homophone", "definition": "Words that sound the same but have different meanings and spellings (e.g., their/there/they're)."}]	[{"title": "Using Word Parts", "content": "\\"Unbelievable\\" = un (not) + believe + able (capable of). Meaning: not capable of being believed; incredible.", "solution": "unbelievable = not capable of being believed"}, {"title": "Context Clues", "content": "\\"The arid desert received less than five inches of rain per year.\\" Clue: \\"less than five inches of rain\\" tells us arid means very dry.", "solution": "arid = extremely dry"}]	[{"hint": "dis- (not) + agree (to be in harmony) + -ment (state of).", "answer": "dis-agree-ment: the state of not agreeing", "question": "Break the word \\"disagreement\\" into its prefix, root, and suffix. Define each part."}, {"hint": "\\"There\\" = a place. \\"Their\\" = belonging to them. \\"They're\\" = they are.", "answer": "They went there to pick up their order.", "question": "Write the correct homophone: \\"They went (their/there/they're) to pick up (their/there/they're) order.\\""}]	\N
57	19	Story Elements	\N	3	\N	Story Elements Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.203316	Identify and explain key concepts related to Story Elements.\nApply reading and writing strategies to Story Elements tasks.\nAnalyze texts and examples connected to Story Elements.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Story Elements.	Literature allows us to explore human experiences, emotions, and ideas through storytelling. When analyzing literature, look at several key elements.\n\nCharacterization is how an author reveals a character — through their actions, words, thoughts, appearance, and what others say about them. Dynamic characters change over the course of the story, while static characters remain the same.\n\nConflict drives the plot forward. Internal conflict occurs within a character (a difficult decision). External conflict occurs between a character and an outside force (nature, society, another character).\n\nTheme is the deeper message the author wants to convey. It is not a topic (like "love") but a statement about that topic (like "true love requires sacrifice"). To identify theme, look at what characters learn and how conflicts resolve.\n\nLiterary devices like metaphor, simile, symbolism, and foreshadowing add layers of meaning. Recognizing these enriches your understanding of the text.	[{"term": "Theme", "definition": "The underlying message or central idea of a literary work."}, {"term": "Symbolism", "definition": "Using objects, characters, or events to represent abstract ideas."}, {"term": "Metaphor", "definition": "A comparison between two unlike things without using \\"like\\" or \\"as.\\""}, {"term": "Simile", "definition": "A comparison using \\"like\\" or \\"as\\" (e.g., \\"fast as lightning\\")."}, {"term": "Tone", "definition": "The author's attitude toward the subject matter."}, {"term": "Characterization", "definition": "How an author develops and reveals a character's personality."}, {"term": "Conflict", "definition": "The struggle between opposing forces that drives the plot."}, {"term": "Foreshadowing", "definition": "Hints or clues about events that will happen later in the story."}]	[{"title": "Identifying Theme", "content": "In a story where a shy student finds courage to speak up against bullying, the theme might be: \\"Standing up for what is right requires courage, but it inspires others to do the same.\\"", "solution": "Theme = a message about life, not just a topic word."}, {"title": "Analyzing Characterization", "content": "The author writes: \\"Jake straightened his shoulders, took a deep breath, and walked into the room full of strangers.\\" This shows Jake is nervous but determined — revealed through his actions.", "solution": "Indirect characterization through actions."}]	[{"hint": "Consider: what do they say? What do they do? What do others say about them?", "answer": null, "question": "Choose a character from your current reading. Describe how the author reveals their personality using at least two methods of characterization."}, {"hint": "Look for comparisons or objects that seem to represent something larger.", "answer": null, "question": "Identify one example of figurative language (simile, metaphor, or symbolism) in your reading and explain what it means."}]	\N
58	20	Topic Sentences	\N	1	\N	Topic Sentences Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.204979	Identify and explain key concepts related to Topic Sentences.\nApply reading and writing strategies to Topic Sentences tasks.\nAnalyze texts and examples connected to Topic Sentences.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Topic Sentences.	Every sentence has two essential parts: a subject (who or what the sentence is about) and a predicate (what the subject does or is). A complete sentence expresses a complete thought.\n\nThe eight parts of speech are nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections. Understanding these helps you construct clear, correct sentences.\n\nProper punctuation helps readers understand your writing. Periods end statements, question marks end questions, and exclamation marks show strong feeling. Commas separate items in a list, join independent clauses with conjunctions, and set off introductory elements.\n\nSubject-verb agreement means the verb must match the subject in number: "The dog runs" (singular) vs. "The dogs run" (plural).	[{"term": "Noun", "definition": "A word that names a person, place, thing, or idea."}, {"term": "Verb", "definition": "A word that shows action or a state of being."}, {"term": "Adjective", "definition": "A word that describes or modifies a noun."}, {"term": "Adverb", "definition": "A word that describes a verb, adjective, or another adverb (often ends in -ly)."}, {"term": "Subject", "definition": "The person, place, or thing that performs the action in a sentence."}, {"term": "Predicate", "definition": "The part of the sentence that tells what the subject does or is."}]	[{"title": "Identifying Parts of Speech", "content": "\\"The brave firefighter quickly climbed the tall ladder.\\" Noun: firefighter, ladder. Verb: climbed. Adjective: brave, tall. Adverb: quickly.", "solution": "Each word serves a specific function in the sentence."}, {"title": "Correcting a Sentence", "content": "Incorrect: \\"Me and him went to the store.\\" Correct: \\"He and I went to the store.\\" Use subject pronouns (I, he, she, we, they) as subjects.", "solution": "\\"He and I went to the store.\\""}]	[{"hint": "The subject is who/what the sentence is about. The predicate is everything else.", "answer": "Subject: The old oak tree. Predicate: swayed gently in the wind.", "question": "Identify the subject and predicate in: \\"The old oak tree swayed gently in the wind.\\""}, {"hint": "Use commas to separate items in a list.", "answer": "\\"I need eggs, milk, bread, and butter from the store.\\"", "question": "Add commas where needed: \\"I need eggs milk bread and butter from the store.\\""}]	\N
59	20	Supporting Details	\N	2	\N	Supporting Details Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.206127	Identify and explain key concepts related to Supporting Details.\nApply reading and writing strategies to Supporting Details tasks.\nAnalyze texts and examples connected to Supporting Details.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Supporting Details.	This lesson focuses on developing your language arts skills through the study of Supporting Details. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Supporting Details, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
60	20	Conclusion Sentences	\N	3	\N	Conclusion Sentences Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.207235	Identify and explain key concepts related to Conclusion Sentences.\nApply reading and writing strategies to Conclusion Sentences tasks.\nAnalyze texts and examples connected to Conclusion Sentences.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Conclusion Sentences.	Every sentence has two essential parts: a subject (who or what the sentence is about) and a predicate (what the subject does or is). A complete sentence expresses a complete thought.\n\nThe eight parts of speech are nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections. Understanding these helps you construct clear, correct sentences.\n\nProper punctuation helps readers understand your writing. Periods end statements, question marks end questions, and exclamation marks show strong feeling. Commas separate items in a list, join independent clauses with conjunctions, and set off introductory elements.\n\nSubject-verb agreement means the verb must match the subject in number: "The dog runs" (singular) vs. "The dogs run" (plural).	[{"term": "Noun", "definition": "A word that names a person, place, thing, or idea."}, {"term": "Verb", "definition": "A word that shows action or a state of being."}, {"term": "Adjective", "definition": "A word that describes or modifies a noun."}, {"term": "Adverb", "definition": "A word that describes a verb, adjective, or another adverb (often ends in -ly)."}, {"term": "Subject", "definition": "The person, place, or thing that performs the action in a sentence."}, {"term": "Predicate", "definition": "The part of the sentence that tells what the subject does or is."}]	[{"title": "Identifying Parts of Speech", "content": "\\"The brave firefighter quickly climbed the tall ladder.\\" Noun: firefighter, ladder. Verb: climbed. Adjective: brave, tall. Adverb: quickly.", "solution": "Each word serves a specific function in the sentence."}, {"title": "Correcting a Sentence", "content": "Incorrect: \\"Me and him went to the store.\\" Correct: \\"He and I went to the store.\\" Use subject pronouns (I, he, she, we, they) as subjects.", "solution": "\\"He and I went to the store.\\""}]	[{"hint": "The subject is who/what the sentence is about. The predicate is everything else.", "answer": "Subject: The old oak tree. Predicate: swayed gently in the wind.", "question": "Identify the subject and predicate in: \\"The old oak tree swayed gently in the wind.\\""}, {"hint": "Use commas to separate items in a list.", "answer": "\\"I need eggs, milk, bread, and butter from the store.\\"", "question": "Add commas where needed: \\"I need eggs milk bread and butter from the store.\\""}]	\N
273	91	Misplaced Modifiers	\N	3	\N	Misplaced Modifiers Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.443017	Identify and explain key concepts related to Misplaced Modifiers.\nApply reading and writing strategies to Misplaced Modifiers tasks.\nAnalyze texts and examples connected to Misplaced Modifiers.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Misplaced Modifiers.	This lesson focuses on developing your language arts skills through the study of Misplaced Modifiers. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Misplaced Modifiers, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
13	5	Letter Sounds A-M	\N	1	\N	Letter Sounds A-M Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.146267	Identify and explain key concepts related to Letter Sounds A-M.\nApply reading and writing strategies to Letter Sounds A-M tasks.\nAnalyze texts and examples connected to Letter Sounds A-M.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Letter Sounds A-M.	This lesson focuses on developing your language arts skills through the study of Letter Sounds A-M. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Letter Sounds A-M, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
2	1	Comparing Numbers	\N	2	\N	Comparing Numbers Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.130353	Define and explain the key concepts of Comparing Numbers.\nSolve problems involving Comparing Numbers with accuracy.\nApply Comparing Numbers strategies to real-world situations.\nShow work and explain reasoning when solving Comparing Numbers problems.\nIdentify and correct common errors in Comparing Numbers.	This lesson covers important mathematical concepts related to Comparing Numbers. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Comparing Numbers, start by identifying what you know and what you need to find. Choose the appropriate operation or strategy, show your work step by step, and check your answer.\n\nProblem-solving involves understanding the question, planning your approach, executing your plan, and verifying the result. Always label your answers with appropriate units and check that your solution makes sense in the context of the problem.	[{"term": "Operation", "definition": "A mathematical process such as addition, subtraction, multiplication, or division."}, {"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A mathematical statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}]	[{"title": "Applying Concepts", "content": "Apply the methods from this lesson to solve a problem involving Comparing Numbers. Identify the key information, set up your work, and solve step by step.", "solution": "Verify your answer by substituting back or using a different method."}]	[{"hint": "Review the examples above and follow the same process.", "answer": null, "question": "Solve a problem related to Comparing Numbers using the methods from this lesson."}]	\N
29	10	Four Seasons	\N	2	\N	Four Seasons Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.167803	Explain the key scientific concepts covered in Four Seasons.\nUse scientific vocabulary accurately when discussing Four Seasons.\nApply the scientific method to questions related to Four Seasons.\nAnalyze data and observations connected to Four Seasons.\nConnect Four Seasons concepts to real-world applications.	This lesson covers scientific concepts related to Four Seasons. Science is the systematic study of the natural world through observation, experimentation, and analysis.\n\nThe scientific method provides a framework for investigation: observe → ask a question → research → form a hypothesis → design and conduct an experiment → analyze data → draw conclusions → communicate results.\n\nWhen designing an experiment, identify the independent variable (what you change), the dependent variable (what you measure), and the controlled variables (what you keep the same). A control group provides a baseline for comparison.\n\nAlways record observations carefully and accurately. Look for patterns in your data. Your conclusion should state whether the data supports or does not support your hypothesis.	[{"term": "Hypothesis", "definition": "A testable prediction based on observation and prior knowledge."}, {"term": "Variable", "definition": "A factor that can change in an experiment."}, {"term": "Control Group", "definition": "The group in an experiment that does not receive the treatment, used for comparison."}, {"term": "Data", "definition": "Information collected through observation and measurement."}, {"term": "Conclusion", "definition": "A summary of findings based on data analysis."}]	[{"title": "Scientific Method in Action", "content": "Observation: Plants near the window grow taller. Question: Does more sunlight help plants grow? Hypothesis: Plants exposed to more sunlight will grow taller. Experiment: Grow identical plants with different amounts of light. Measure height after 2 weeks.", "solution": "The scientific method turns observations into testable experiments."}]	[{"hint": "What would you change? What would you measure?", "answer": null, "question": "Design a simple experiment related to Four Seasons. Identify the independent and dependent variables."}]	\N
46	16	Adding Two-Digit Numbers	\N	1	\N	Adding Two-Digit Numbers Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.189305	Define and explain the key concepts of Adding Two-Digit Numbers.\nSolve problems involving Adding Two-Digit Numbers with accuracy.\nApply Adding Two-Digit Numbers strategies to real-world situations.\nShow work and explain reasoning when solving Adding Two-Digit Numbers problems.\nIdentify and correct common errors in Adding Two-Digit Numbers.	Addition is one of the four basic operations in mathematics. When we add numbers, we combine their values to find a total, called the sum.\n\nTo add numbers, start with the ones place and work left. If a column adds to 10 or more, write the ones digit below the line and carry the tens digit to the next column. This process is called regrouping.\n\nAddition has useful properties. The commutative property tells us that 3 + 5 gives the same result as 5 + 3. The associative property tells us that (2 + 3) + 4 equals 2 + (3 + 4). The identity property tells us that adding zero to any number leaves it unchanged.\n\nWord problems require you to identify what is being combined. Look for clue words like "total," "altogether," "combined," "in all," and "how many more." Set up the addition expression, solve carefully, and check that your answer makes sense in context.	[{"term": "Sum", "definition": "The result of adding two or more numbers together."}, {"term": "Addend", "definition": "Any number being added in an addition problem."}, {"term": "Carrying (Regrouping)", "definition": "Moving a value to the next place value column when a sum exceeds 9."}, {"term": "Commutative Property", "definition": "Changing the order of addends does not change the sum (a + b = b + a)."}, {"term": "Associative Property", "definition": "Changing the grouping of addends does not change the sum."}, {"term": "Identity Property", "definition": "Adding zero to any number gives that same number (a + 0 = a)."}]	[{"title": "Basic Addition", "content": "Add 67 + 74. Start in the ones place: 7 + 4 = 11. Since the sum is 10 or more, write 1 and carry 1. Continue to the tens place.", "solution": "67 + 74 = 141"}, {"title": "Word Problem", "content": "A library has 437 fiction books and 373 nonfiction books. How many books does the library have in total? Identify the operation: we are combining two quantities, so we add.", "solution": "437 + 373 = 810 books"}]	[{"hint": "Start with the ones place. Regroup if the sum exceeds 9.", "answer": "96", "question": "Calculate: 68 + 28"}, {"hint": "Identify the two quantities and add them.", "answer": "676 items", "question": "A store sold 311 items on Monday and 365 items on Tuesday. How many items were sold in total?"}]	\N
72	24	Simple Machines	\N	3	\N	Simple Machines Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.220623	Explain the key scientific concepts covered in Simple Machines.\nUse scientific vocabulary accurately when discussing Simple Machines.\nApply the scientific method to questions related to Simple Machines.\nAnalyze data and observations connected to Simple Machines.\nConnect Simple Machines concepts to real-world applications.	This lesson covers scientific concepts related to Simple Machines. Science is the systematic study of the natural world through observation, experimentation, and analysis.\n\nThe scientific method provides a framework for investigation: observe → ask a question → research → form a hypothesis → design and conduct an experiment → analyze data → draw conclusions → communicate results.\n\nWhen designing an experiment, identify the independent variable (what you change), the dependent variable (what you measure), and the controlled variables (what you keep the same). A control group provides a baseline for comparison.\n\nAlways record observations carefully and accurately. Look for patterns in your data. Your conclusion should state whether the data supports or does not support your hypothesis.	[{"term": "Hypothesis", "definition": "A testable prediction based on observation and prior knowledge."}, {"term": "Variable", "definition": "A factor that can change in an experiment."}, {"term": "Control Group", "definition": "The group in an experiment that does not receive the treatment, used for comparison."}, {"term": "Data", "definition": "Information collected through observation and measurement."}, {"term": "Conclusion", "definition": "A summary of findings based on data analysis."}]	[{"title": "Scientific Method in Action", "content": "Observation: Plants near the window grow taller. Question: Does more sunlight help plants grow? Hypothesis: Plants exposed to more sunlight will grow taller. Experiment: Grow identical plants with different amounts of light. Measure height after 2 weeks.", "solution": "The scientific method turns observations into testable experiments."}]	[{"hint": "What would you change? What would you measure?", "answer": null, "question": "Design a simple experiment related to Simple Machines. Identify the independent and dependent variables."}]	\N
97	33	Main Idea and Details	\N	1	\N	Main Idea and Details Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.249236	Identify and explain key concepts related to Main Idea and Details.\nApply reading and writing strategies to Main Idea and Details tasks.\nAnalyze texts and examples connected to Main Idea and Details.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Main Idea and Details.	This lesson focuses on developing your language arts skills through the study of Main Idea and Details. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Main Idea and Details, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
86	29	Times Tables 1-5	\N	2	\N	Times Tables 1-5 Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.23696	Define and explain the key concepts of Times Tables 1-5.\nSolve problems involving Times Tables 1-5 with accuracy.\nApply Times Tables 1-5 strategies to real-world situations.\nShow work and explain reasoning when solving Times Tables 1-5 problems.\nIdentify and correct common errors in Times Tables 1-5.	Multiplication is repeated addition. When we multiply 4 × 3, we are adding 4 three times: 4 + 4 + 4 = 12.\n\nFor multi-digit multiplication, use the standard algorithm: multiply each digit of the bottom number by every digit of the top number, shifting one place left for each row, then add the partial products together.\n\nThe commutative property means 6 × 7 = 7 × 6. The distributive property lets you break apart problems: 8 × 12 = 8 × (10 + 2) = 80 + 16 = 96. These properties make mental math easier.\n\nIn word problems, look for clue words like "each," "every," "per," "times," and "groups of." These signal multiplication.	[{"term": "Product", "definition": "The result of multiplying two or more numbers."}, {"term": "Factor", "definition": "A number being multiplied."}, {"term": "Commutative Property", "definition": "The order of factors does not change the product (a × b = b × a)."}, {"term": "Distributive Property", "definition": "a × (b + c) = (a × b) + (a × c)."}, {"term": "Zero Property", "definition": "Any number multiplied by zero equals zero."}]	[{"title": "Basic Multiplication", "content": "Calculate 5 × 9. This means 5 groups of 9, or 9 added 5 times.", "solution": "5 × 9 = 45"}, {"title": "Distributive Property", "content": "Calculate 30 × 3 using the distributive property. Break 30 into 30 + 0: (30 × 3) + (0 × 3) = 90 + 0.", "solution": "30 × 3 = 90"}]	[{"hint": "Multiply using your times tables or repeated addition.", "answer": null, "question": "Calculate: 7 × 11"}, {"hint": "Multiply rows by desks per row.", "answer": null, "question": "A classroom has 8 rows of desks with 5 desks in each row. How many desks total?"}]	\N
111	37	Gravity	\N	3	\N	Gravity Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.264564	Explain the key scientific concepts covered in Gravity.\nUse scientific vocabulary accurately when discussing Gravity.\nApply the scientific method to questions related to Gravity.\nAnalyze data and observations connected to Gravity.\nConnect Gravity concepts to real-world applications.	Force is a push or pull that can change an object's speed, direction, or shape. Newton's three laws of motion describe how forces affect objects.\n\nNewton's First Law (Inertia): An object at rest stays at rest, and an object in motion stays in motion at constant velocity, unless a net external force acts on it. A ball on a table won't move unless pushed.\n\nNewton's Second Law: Force = mass × acceleration (F = ma). A greater force produces greater acceleration. A more massive object needs more force to accelerate at the same rate.\n\nNewton's Third Law: Every action has an equal and opposite reaction. When you push against a wall, the wall pushes back on you with equal force.\n\nFriction is a force that opposes motion between surfaces in contact. Gravity is the force that pulls objects toward each other — on Earth, it accelerates objects downward at 9.8 m/s².	[{"term": "Force", "definition": "A push or pull that can change an object's motion."}, {"term": "Newton's First Law", "definition": "An object at rest stays at rest, and an object in motion stays in motion, unless acted on by an outside force (inertia)."}, {"term": "Newton's Second Law", "definition": "Force equals mass times acceleration (F = ma)."}, {"term": "Newton's Third Law", "definition": "For every action, there is an equal and opposite reaction."}, {"term": "Friction", "definition": "A force that opposes the motion of objects in contact."}, {"term": "Gravity", "definition": "The force of attraction between objects with mass; on Earth, g ≈ 9.8 m/s²."}, {"term": "Acceleration", "definition": "The rate of change of velocity over time."}]	[{"title": "Newton's Second Law", "content": "A 10 kg box is pushed with a force of 50 N. What is its acceleration? F = ma → 50 = 10 × a → a = 50/10.", "solution": "a = 5 m/s²"}, {"title": "Newton's Third Law", "content": "A swimmer pushes water backward (action). The water pushes the swimmer forward (reaction). This is why swimming works.", "solution": "Action and reaction forces are equal in magnitude and opposite in direction."}]	[{"hint": "Use F = ma.", "answer": "F = 5 × 3 = 15 N", "question": "Calculate: A 5 kg object accelerates at 3 m/s². What force is acting on it?"}, {"hint": "What force opposes the ball's motion?", "answer": "Friction between the ball and grass slows it down until it stops.", "question": "Explain why a soccer ball eventually stops rolling on grass."}]	\N
131	44	Adding Fractions	\N	2	\N	Adding Fractions Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.287485	Define and explain the key concepts of Adding Fractions.\nSolve problems involving Adding Fractions with accuracy.\nApply Adding Fractions strategies to real-world situations.\nShow work and explain reasoning when solving Adding Fractions problems.\nIdentify and correct common errors in Adding Fractions.	Addition is one of the four basic operations in mathematics. When we add numbers, we combine their values to find a total, called the sum.\n\nTo add numbers, start with the ones place and work left. If a column adds to 10 or more, write the ones digit below the line and carry the tens digit to the next column. This process is called regrouping.\n\nAddition has useful properties. The commutative property tells us that 3 + 5 gives the same result as 5 + 3. The associative property tells us that (2 + 3) + 4 equals 2 + (3 + 4). The identity property tells us that adding zero to any number leaves it unchanged.\n\nWord problems require you to identify what is being combined. Look for clue words like "total," "altogether," "combined," "in all," and "how many more." Set up the addition expression, solve carefully, and check that your answer makes sense in context.	[{"term": "Sum", "definition": "The result of adding two or more numbers together."}, {"term": "Addend", "definition": "Any number being added in an addition problem."}, {"term": "Carrying (Regrouping)", "definition": "Moving a value to the next place value column when a sum exceeds 9."}, {"term": "Commutative Property", "definition": "Changing the order of addends does not change the sum (a + b = b + a)."}, {"term": "Associative Property", "definition": "Changing the grouping of addends does not change the sum."}, {"term": "Identity Property", "definition": "Adding zero to any number gives that same number (a + 0 = a)."}]	[{"title": "Basic Addition", "content": "Add 15 + 53. Start in the ones place: 5 + 3 = 8. Write 8. Continue to the tens place.", "solution": "15 + 53 = 68"}, {"title": "Word Problem", "content": "A library has 924 fiction books and 966 nonfiction books. How many books does the library have in total? Identify the operation: we are combining two quantities, so we add.", "solution": "924 + 966 = 1890 books"}]	[{"hint": "Start with the ones place. Regroup if the sum exceeds 9.", "answer": "95", "question": "Calculate: 25 + 70"}, {"hint": "Identify the two quantities and add them.", "answer": "493 items", "question": "A store sold 174 items on Monday and 319 items on Tuesday. How many items were sold in total?"}]	\N
156	52	Fossils	\N	3	\N	Fossils Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.317973	Explain the key scientific concepts covered in Fossils.\nUse scientific vocabulary accurately when discussing Fossils.\nApply the scientific method to questions related to Fossils.\nAnalyze data and observations connected to Fossils.\nConnect Fossils concepts to real-world applications.	This lesson covers scientific concepts related to Fossils. Science is the systematic study of the natural world through observation, experimentation, and analysis.\n\nThe scientific method provides a framework for investigation: observe → ask a question → research → form a hypothesis → design and conduct an experiment → analyze data → draw conclusions → communicate results.\n\nWhen designing an experiment, identify the independent variable (what you change), the dependent variable (what you measure), and the controlled variables (what you keep the same). A control group provides a baseline for comparison.\n\nAlways record observations carefully and accurately. Look for patterns in your data. Your conclusion should state whether the data supports or does not support your hypothesis.	[{"term": "Hypothesis", "definition": "A testable prediction based on observation and prior knowledge."}, {"term": "Variable", "definition": "A factor that can change in an experiment."}, {"term": "Control Group", "definition": "The group in an experiment that does not receive the treatment, used for comparison."}, {"term": "Data", "definition": "Information collected through observation and measurement."}, {"term": "Conclusion", "definition": "A summary of findings based on data analysis."}]	[{"title": "Scientific Method in Action", "content": "Observation: Plants near the window grow taller. Question: Does more sunlight help plants grow? Hypothesis: Plants exposed to more sunlight will grow taller. Experiment: Grow identical plants with different amounts of light. Measure height after 2 weeks.", "solution": "The scientific method turns observations into testable experiments."}]	[{"hint": "What would you change? What would you measure?", "answer": null, "question": "Design a simple experiment related to Fossils. Identify the independent and dependent variables."}]	\N
182	61	Figurative Language	\N	2	\N	Figurative Language Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.346096	Identify and explain key concepts related to Figurative Language.\nApply reading and writing strategies to Figurative Language tasks.\nAnalyze texts and examples connected to Figurative Language.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Figurative Language.	This lesson focuses on developing your language arts skills through the study of Figurative Language. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Figurative Language, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
170	57	Adding and Subtracting Decimals	\N	2	\N	Adding and Subtracting Decimals Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.333183	Define and explain the key concepts of Adding and Subtracting Decimals.\nSolve problems involving Adding and Subtracting Decimals with accuracy.\nApply Adding and Subtracting Decimals strategies to real-world situations.\nShow work and explain reasoning when solving Adding and Subtracting Decimals problems.\nIdentify and correct common errors in Adding and Subtracting Decimals.	Addition is one of the four basic operations in mathematics. When we add numbers, we combine their values to find a total, called the sum.\n\nTo add numbers, start with the ones place and work left. If a column adds to 10 or more, write the ones digit below the line and carry the tens digit to the next column. This process is called regrouping.\n\nAddition has useful properties. The commutative property tells us that 3 + 5 gives the same result as 5 + 3. The associative property tells us that (2 + 3) + 4 equals 2 + (3 + 4). The identity property tells us that adding zero to any number leaves it unchanged.\n\nWord problems require you to identify what is being combined. Look for clue words like "total," "altogether," "combined," "in all," and "how many more." Set up the addition expression, solve carefully, and check that your answer makes sense in context.	[{"term": "Sum", "definition": "The result of adding two or more numbers together."}, {"term": "Addend", "definition": "Any number being added in an addition problem."}, {"term": "Carrying (Regrouping)", "definition": "Moving a value to the next place value column when a sum exceeds 9."}, {"term": "Commutative Property", "definition": "Changing the order of addends does not change the sum (a + b = b + a)."}, {"term": "Associative Property", "definition": "Changing the grouping of addends does not change the sum."}, {"term": "Identity Property", "definition": "Adding zero to any number gives that same number (a + 0 = a)."}]	[{"title": "Basic Addition", "content": "Add 23 + 74. Start in the ones place: 3 + 4 = 7. Write 7. Continue to the tens place.", "solution": "23 + 74 = 97"}, {"title": "Word Problem", "content": "A library has 168 fiction books and 268 nonfiction books. How many books does the library have in total? Identify the operation: we are combining two quantities, so we add.", "solution": "168 + 268 = 436 books"}]	[{"hint": "Start with the ones place. Regroup if the sum exceeds 9.", "answer": "107", "question": "Calculate: 21 + 86"}, {"hint": "Identify the two quantities and add them.", "answer": "809 items", "question": "A store sold 310 items on Monday and 499 items on Tuesday. How many items were sold in total?"}]	\N
223	75	Analyzing Characters	\N	1	\N	Analyzing Characters Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.389947	Identify and explain key concepts related to Analyzing Characters.\nApply reading and writing strategies to Analyzing Characters tasks.\nAnalyze texts and examples connected to Analyzing Characters.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Analyzing Characters.	This lesson focuses on developing your language arts skills through the study of Analyzing Characters. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Analyzing Characters, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
231	77	MLA Format Basics	\N	3	\N	MLA Format Basics Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.398097	Identify and explain key concepts related to MLA Format Basics.\nApply reading and writing strategies to MLA Format Basics tasks.\nAnalyze texts and examples connected to MLA Format Basics.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through MLA Format Basics.	This lesson focuses on developing your language arts skills through the study of MLA Format Basics. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of MLA Format Basics, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
218	73	Solving One-Step Equations	\N	2	\N	Solving One-Step Equations Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.384205	Define and explain the key concepts of Solving One-Step Equations.\nSolve problems involving Solving One-Step Equations with accuracy.\nApply Solving One-Step Equations strategies to real-world situations.\nShow work and explain reasoning when solving Solving One-Step Equations problems.\nIdentify and correct common errors in Solving One-Step Equations.	An equation is a statement that two expressions are equal, like 2x + 3 = 11. Solving an equation means finding the value of the variable that makes the statement true.\n\nTo solve, use inverse operations to isolate the variable. Whatever you do to one side, you must do to the other side to maintain balance. For 2x + 3 = 11: subtract 3 from both sides to get 2x = 8, then divide both sides by 2 to get x = 4.\n\nAlways check your solution by substituting it back into the original equation: 2(4) + 3 = 8 + 3 = 11. ✓\n\nExpressions can be simplified by combining like terms. Like terms have the same variable raised to the same power. For example, 3x + 5x = 8x, but 3x + 5x² cannot be combined because x and x² are different.	[{"term": "Variable", "definition": "A letter or symbol that represents an unknown value."}, {"term": "Expression", "definition": "A mathematical phrase containing numbers, variables, and operations (no equals sign)."}, {"term": "Equation", "definition": "A mathematical statement that two expressions are equal (has an equals sign)."}, {"term": "Coefficient", "definition": "The number multiplied by a variable (in 3x, the coefficient is 3)."}, {"term": "Constant", "definition": "A fixed number with no variable attached."}, {"term": "Inverse Operation", "definition": "An operation that undoes another (addition undoes subtraction, multiplication undoes division)."}]	[{"title": "One-Step Equation", "content": "Solve: 7x = 63. Divide both sides by 7.", "solution": "x = 9"}, {"title": "Two-Step Equation", "content": "Solve: 7x + 5 = 68. Step 1: Subtract 5 from both sides → 7x = 63. Step 2: Divide by 7.", "solution": "x = 9"}]	[{"hint": "Subtract 7 from both sides, then divide by 3.", "answer": "x = 5", "question": "Solve: 3x + 7 = 22"}, {"hint": "Combine like terms (the x terms).", "answer": "6x − 3", "question": "Simplify: 4x + 2x − 3"}]	\N
244	82	Mesopotamia	\N	1	\N	Mesopotamia Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.412335	Explain the key ideas and events related to Mesopotamia.\nUse historical vocabulary when discussing Mesopotamia.\nAnalyze causes and effects connected to Mesopotamia.\nConnect past events to present-day situations.\nEvaluate different perspectives on Mesopotamia.	This lesson explores important concepts related to Mesopotamia. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Mesopotamia, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying Mesopotamia, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to Mesopotamia and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Mesopotamia connect to or affect the present day?"}]	\N
261	87	Surface Area and Volume	\N	3	\N	Surface Area and Volume Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.429638	Define and explain the key concepts of Surface Area and Volume.\nSolve problems involving Surface Area and Volume with accuracy.\nApply Surface Area and Volume strategies to real-world situations.\nShow work and explain reasoning when solving Surface Area and Volume problems.\nIdentify and correct common errors in Surface Area and Volume.	Geometry is the study of shapes, sizes, and spatial relationships. Two-dimensional shapes have length and width. Three-dimensional shapes also have depth.\n\nPerimeter is the distance around a shape. For a rectangle, P = 2(length + width). Area is the space inside a shape. For a rectangle, A = length × width. For a triangle, A = ½ × base × height. For a circle, A = π × r².\n\nVolume measures the space inside a 3D shape. For a rectangular prism (box), V = length × width × height. For a cylinder, V = π × r² × height.\n\nAngles are measured in degrees. A right angle is 90°, a straight angle is 180°, and a full rotation is 360°. The angles in any triangle always add up to 180°.	[{"term": "Perimeter", "definition": "The total distance around the outside of a shape."}, {"term": "Area", "definition": "The amount of space inside a two-dimensional shape, measured in square units."}, {"term": "Volume", "definition": "The amount of space inside a three-dimensional shape, measured in cubic units."}, {"term": "Radius", "definition": "The distance from the center of a circle to its edge."}, {"term": "Diameter", "definition": "The distance across a circle through its center; equal to 2 × radius."}, {"term": "Vertex", "definition": "A point where two sides of a shape meet (corner)."}]	[{"title": "Area of a Rectangle", "content": "Find the area of a rectangle with length 5 cm and width 5 cm. Area = length × width.", "solution": "A = 5 × 5 = 25 cm²"}, {"title": "Perimeter of a Rectangle", "content": "Find the perimeter of the same rectangle. P = 2(length + width).", "solution": "P = 2(5 + 5) = 2(10) = 20 cm"}]	[{"hint": "A = ½ × base × height.", "answer": null, "question": "Find the area of a triangle with base 12 and height 5."}, {"hint": "C = 2πr.", "answer": "43.96", "question": "Find the circumference of a circle with radius 7. Use π ≈ 3.14."}]	\N
276	92	Academic Language	\N	3	\N	Academic Language Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.445999	Identify and explain key concepts related to Academic Language.\nApply reading and writing strategies to Academic Language tasks.\nAnalyze texts and examples connected to Academic Language.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Academic Language.	This lesson focuses on developing your language arts skills through the study of Academic Language. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Academic Language, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
287	96	Islamic Golden Age	\N	2	\N	Islamic Golden Age Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.458023	Explain the key ideas and events related to Islamic Golden Age.\nUse historical vocabulary when discussing Islamic Golden Age.\nAnalyze causes and effects connected to Islamic Golden Age.\nConnect past events to present-day situations.\nEvaluate different perspectives on Islamic Golden Age.	This lesson explores important concepts related to Islamic Golden Age. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Islamic Golden Age, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying Islamic Golden Age, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to Islamic Golden Age and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Islamic Golden Age connect to or affect the present day?"}]	\N
310	104	Thesis Statements	\N	1	\N	Thesis Statements Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.481705	Identify and explain key concepts related to Thesis Statements.\nApply reading and writing strategies to Thesis Statements tasks.\nAnalyze texts and examples connected to Thesis Statements.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Thesis Statements.	This lesson focuses on developing your language arts skills through the study of Thesis Statements. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Thesis Statements, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
297	99	Graphing Linear Equations	\N	3	\N	Graphing Linear Equations Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.468085	Define and explain the key concepts of Graphing Linear Equations.\nSolve problems involving Graphing Linear Equations with accuracy.\nApply Graphing Linear Equations strategies to real-world situations.\nShow work and explain reasoning when solving Graphing Linear Equations problems.\nIdentify and correct common errors in Graphing Linear Equations.	An equation is a statement that two expressions are equal, like 2x + 3 = 11. Solving an equation means finding the value of the variable that makes the statement true.\n\nTo solve, use inverse operations to isolate the variable. Whatever you do to one side, you must do to the other side to maintain balance. For 2x + 3 = 11: subtract 3 from both sides to get 2x = 8, then divide both sides by 2 to get x = 4.\n\nAlways check your solution by substituting it back into the original equation: 2(4) + 3 = 8 + 3 = 11. ✓\n\nExpressions can be simplified by combining like terms. Like terms have the same variable raised to the same power. For example, 3x + 5x = 8x, but 3x + 5x² cannot be combined because x and x² are different.	[{"term": "Variable", "definition": "A letter or symbol that represents an unknown value."}, {"term": "Expression", "definition": "A mathematical phrase containing numbers, variables, and operations (no equals sign)."}, {"term": "Equation", "definition": "A mathematical statement that two expressions are equal (has an equals sign)."}, {"term": "Coefficient", "definition": "The number multiplied by a variable (in 3x, the coefficient is 3)."}, {"term": "Constant", "definition": "A fixed number with no variable attached."}, {"term": "Inverse Operation", "definition": "An operation that undoes another (addition undoes subtraction, multiplication undoes division)."}]	[{"title": "One-Step Equation", "content": "Solve: 2x = 16. Divide both sides by 2.", "solution": "x = 8"}, {"title": "Two-Step Equation", "content": "Solve: 2x + 7 = 23. Step 1: Subtract 7 from both sides → 2x = 16. Step 2: Divide by 2.", "solution": "x = 8"}]	[{"hint": "Subtract 7 from both sides, then divide by 3.", "answer": "x = 5", "question": "Solve: 3x + 7 = 22"}, {"hint": "Combine like terms (the x terms).", "answer": "6x − 3", "question": "Simplify: 4x + 2x − 3"}]	\N
324	108	Waves and Sound	\N	3	\N	Waves and Sound Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.495819	Explain the key scientific concepts covered in Waves and Sound.\nUse scientific vocabulary accurately when discussing Waves and Sound.\nApply the scientific method to questions related to Waves and Sound.\nAnalyze data and observations connected to Waves and Sound.\nConnect Waves and Sound concepts to real-world applications.	Energy is the ability to do work or cause change. It comes in many forms: kinetic (motion), potential (stored), thermal (heat), electrical, chemical, nuclear, light, and sound.\n\nThe law of conservation of energy states that energy cannot be created or destroyed — only transformed from one form to another. A roller coaster at the top of a hill has potential energy. As it descends, potential energy converts to kinetic energy.\n\nElectrical circuits require a power source, a conductor, and a load (like a light bulb). Current flows through a closed circuit. A switch opens or closes the circuit. Series circuits have one path; parallel circuits have multiple paths.\n\nWaves transfer energy without transferring matter. Mechanical waves (sound) need a medium. Electromagnetic waves (light) can travel through empty space. All waves have wavelength, frequency, and amplitude.	[{"term": "Energy", "definition": "The ability to do work or cause change."}, {"term": "Kinetic Energy", "definition": "The energy of motion (KE = ½mv²)."}, {"term": "Potential Energy", "definition": "Stored energy based on position or condition."}, {"term": "Circuit", "definition": "A closed loop through which electric current can flow."}, {"term": "Wavelength", "definition": "The distance between two consecutive peaks of a wave."}, {"term": "Frequency", "definition": "The number of wave cycles that pass a point per second, measured in Hertz (Hz)."}]	[{"title": "Energy Transformation", "content": "A flashlight: Chemical energy (battery) → Electrical energy (circuit) → Light energy (bulb) + Thermal energy (heat).", "solution": "Energy transforms between forms but the total amount stays the same."}]	[{"hint": "Chemical energy in your body starts the chain.", "answer": "Chemical → kinetic (pedaling) → mechanical (wheels turning) → some thermal (friction/heat).", "question": "List three energy transformations that happen when you ride a bicycle."}, {"hint": "Think about the path electricity follows.", "answer": "Series has one path (if one component fails, all fail). Parallel has multiple paths (components work independently).", "question": "What is the difference between a series circuit and a parallel circuit?"}]	\N
351	117	Poetry Forms	\N	3	\N	Poetry Forms Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.523964	Identify and explain key concepts related to Poetry Forms.\nApply reading and writing strategies to Poetry Forms tasks.\nAnalyze texts and examples connected to Poetry Forms.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Poetry Forms.	Literature allows us to explore human experiences, emotions, and ideas through storytelling. When analyzing literature, look at several key elements.\n\nCharacterization is how an author reveals a character — through their actions, words, thoughts, appearance, and what others say about them. Dynamic characters change over the course of the story, while static characters remain the same.\n\nConflict drives the plot forward. Internal conflict occurs within a character (a difficult decision). External conflict occurs between a character and an outside force (nature, society, another character).\n\nTheme is the deeper message the author wants to convey. It is not a topic (like "love") but a statement about that topic (like "true love requires sacrifice"). To identify theme, look at what characters learn and how conflicts resolve.\n\nLiterary devices like metaphor, simile, symbolism, and foreshadowing add layers of meaning. Recognizing these enriches your understanding of the text.	[{"term": "Theme", "definition": "The underlying message or central idea of a literary work."}, {"term": "Symbolism", "definition": "Using objects, characters, or events to represent abstract ideas."}, {"term": "Metaphor", "definition": "A comparison between two unlike things without using \\"like\\" or \\"as.\\""}, {"term": "Simile", "definition": "A comparison using \\"like\\" or \\"as\\" (e.g., \\"fast as lightning\\")."}, {"term": "Tone", "definition": "The author's attitude toward the subject matter."}, {"term": "Characterization", "definition": "How an author develops and reveals a character's personality."}, {"term": "Conflict", "definition": "The struggle between opposing forces that drives the plot."}, {"term": "Foreshadowing", "definition": "Hints or clues about events that will happen later in the story."}]	[{"title": "Identifying Theme", "content": "In a story where a shy student finds courage to speak up against bullying, the theme might be: \\"Standing up for what is right requires courage, but it inspires others to do the same.\\"", "solution": "Theme = a message about life, not just a topic word."}, {"title": "Analyzing Characterization", "content": "The author writes: \\"Jake straightened his shoulders, took a deep breath, and walked into the room full of strangers.\\" This shows Jake is nervous but determined — revealed through his actions.", "solution": "Indirect characterization through actions."}]	[{"hint": "Consider: what do they say? What do they do? What do others say about them?", "answer": null, "question": "Choose a character from your current reading. Describe how the author reveals their personality using at least two methods of characterization."}, {"hint": "Look for comparisons or objects that seem to represent something larger.", "answer": null, "question": "Identify one example of figurative language (simile, metaphor, or symbolism) in your reading and explain what it means."}]	\N
340	114	Solving Linear Equations	\N	1	\N	Solving Linear Equations Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.512773	Define and explain the key concepts of Solving Linear Equations.\nSolve problems involving Solving Linear Equations with accuracy.\nApply Solving Linear Equations strategies to real-world situations.\nShow work and explain reasoning when solving Solving Linear Equations problems.\nIdentify and correct common errors in Solving Linear Equations.	An equation is a statement that two expressions are equal, like 2x + 3 = 11. Solving an equation means finding the value of the variable that makes the statement true.\n\nTo solve, use inverse operations to isolate the variable. Whatever you do to one side, you must do to the other side to maintain balance. For 2x + 3 = 11: subtract 3 from both sides to get 2x = 8, then divide both sides by 2 to get x = 4.\n\nAlways check your solution by substituting it back into the original equation: 2(4) + 3 = 8 + 3 = 11. ✓\n\nExpressions can be simplified by combining like terms. Like terms have the same variable raised to the same power. For example, 3x + 5x = 8x, but 3x + 5x² cannot be combined because x and x² are different.	[{"term": "Variable", "definition": "A letter or symbol that represents an unknown value."}, {"term": "Expression", "definition": "A mathematical phrase containing numbers, variables, and operations (no equals sign)."}, {"term": "Equation", "definition": "A mathematical statement that two expressions are equal (has an equals sign)."}, {"term": "Coefficient", "definition": "The number multiplied by a variable (in 3x, the coefficient is 3)."}, {"term": "Constant", "definition": "A fixed number with no variable attached."}, {"term": "Inverse Operation", "definition": "An operation that undoes another (addition undoes subtraction, multiplication undoes division)."}]	[{"title": "One-Step Equation", "content": "Solve: 8x = 40. Divide both sides by 8.", "solution": "x = 5"}, {"title": "Two-Step Equation", "content": "Solve: 8x + 9 = 49. Step 1: Subtract 9 from both sides → 8x = 40. Step 2: Divide by 8.", "solution": "x = 5"}]	[{"hint": "Subtract 7 from both sides, then divide by 3.", "answer": "x = 5", "question": "Solve: 3x + 7 = 22"}, {"hint": "Combine like terms (the x terms).", "answer": "6x − 3", "question": "Simplify: 4x + 2x − 3"}]	\N
363	121	Cellular Respiration	\N	3	\N	Cellular Respiration Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.53672	Explain the key scientific concepts covered in Cellular Respiration.\nUse scientific vocabulary accurately when discussing Cellular Respiration.\nApply the scientific method to questions related to Cellular Respiration.\nAnalyze data and observations connected to Cellular Respiration.\nConnect Cellular Respiration concepts to real-world applications.	All living things are made of cells — the basic units of life. There are two main types: prokaryotic cells (no nucleus, like bacteria) and eukaryotic cells (with a nucleus, like plant and animal cells).\n\nEvery cell has essential components. The cell membrane controls what enters and leaves. The cytoplasm is the gel-like substance that fills the cell. The nucleus houses DNA, which contains genetic instructions. Mitochondria are the "powerhouses" that produce energy through cellular respiration.\n\nPlant cells have additional structures: a rigid cell wall for support, chloroplasts for photosynthesis, and a large central vacuole for storage.\n\nCells reproduce through cell division. Mitosis produces two identical cells for growth and repair. Meiosis produces four genetically unique cells for sexual reproduction.	[{"term": "Cell", "definition": "The basic unit of life; the smallest structure that can perform all life functions."}, {"term": "Nucleus", "definition": "The organelle that contains the cell's DNA and controls cell activities."}, {"term": "Mitochondria", "definition": "Organelles that produce energy (ATP) through cellular respiration."}, {"term": "Cell Membrane", "definition": "The outer boundary of the cell that controls what enters and exits."}, {"term": "Cytoplasm", "definition": "The gel-like fluid inside the cell that holds organelles in place."}, {"term": "Ribosome", "definition": "Organelles that produce proteins by translating genetic instructions."}]	[{"title": "Animal vs. Plant Cell", "content": "Both have: nucleus, mitochondria, cell membrane, ribosomes. Only plant cells have: cell wall, chloroplasts, large central vacuole.", "solution": "Plant cells have structures for photosynthesis and structural support that animal cells lack."}]	[{"hint": "Think about energy production.", "answer": "Mitochondria produce ATP (energy) through cellular respiration.", "question": "What is the function of the mitochondria?"}, {"hint": "Think about structures unique to plant cells.", "answer": "Plant cells have cell walls and chloroplasts; animal cells do not.", "question": "Name two differences between plant and animal cells."}]	\N
376	126	Byzantine Empire	\N	1	\N	Byzantine Empire Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.551094	Explain the key ideas and events related to Byzantine Empire.\nUse historical vocabulary when discussing Byzantine Empire.\nAnalyze causes and effects connected to Byzantine Empire.\nConnect past events to present-day situations.\nEvaluate different perspectives on Byzantine Empire.	This lesson explores important concepts related to Byzantine Empire. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Byzantine Empire, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying Byzantine Empire, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to Byzantine Empire and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Byzantine Empire connect to or affect the present day?"}]	\N
395	132	Volume of Solids	\N	2	\N	Volume of Solids Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.571171	Define and explain the key concepts of Volume of Solids.\nSolve problems involving Volume of Solids with accuracy.\nApply Volume of Solids strategies to real-world situations.\nShow work and explain reasoning when solving Volume of Solids problems.\nIdentify and correct common errors in Volume of Solids.	Geometry is the study of shapes, sizes, and spatial relationships. Two-dimensional shapes have length and width. Three-dimensional shapes also have depth.\n\nPerimeter is the distance around a shape. For a rectangle, P = 2(length + width). Area is the space inside a shape. For a rectangle, A = length × width. For a triangle, A = ½ × base × height. For a circle, A = π × r².\n\nVolume measures the space inside a 3D shape. For a rectangular prism (box), V = length × width × height. For a cylinder, V = π × r² × height.\n\nAngles are measured in degrees. A right angle is 90°, a straight angle is 180°, and a full rotation is 360°. The angles in any triangle always add up to 180°.	[{"term": "Perimeter", "definition": "The total distance around the outside of a shape."}, {"term": "Area", "definition": "The amount of space inside a two-dimensional shape, measured in square units."}, {"term": "Volume", "definition": "The amount of space inside a three-dimensional shape, measured in cubic units."}, {"term": "Radius", "definition": "The distance from the center of a circle to its edge."}, {"term": "Diameter", "definition": "The distance across a circle through its center; equal to 2 × radius."}, {"term": "Vertex", "definition": "A point where two sides of a shape meet (corner)."}]	[{"title": "Area of a Rectangle", "content": "Find the area of a rectangle with length 10 cm and width 4 cm. Area = length × width.", "solution": "A = 10 × 4 = 40 cm²"}, {"title": "Perimeter of a Rectangle", "content": "Find the perimeter of the same rectangle. P = 2(length + width).", "solution": "P = 2(10 + 4) = 2(14) = 28 cm"}]	[{"hint": "A = ½ × base × height.", "answer": null, "question": "Find the area of a triangle with base 14 and height 10."}, {"hint": "C = 2πr.", "answer": "43.96", "question": "Find the circumference of a circle with radius 7. Use π ≈ 3.14."}]	\N
420	140	pH Scale	\N	3	\N	pH Scale Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.597294	Explain the key scientific concepts covered in pH Scale.\nUse scientific vocabulary accurately when discussing pH Scale.\nApply the scientific method to questions related to pH Scale.\nAnalyze data and observations connected to pH Scale.\nConnect pH Scale concepts to real-world applications.	This lesson covers scientific concepts related to pH Scale. Science is the systematic study of the natural world through observation, experimentation, and analysis.\n\nThe scientific method provides a framework for investigation: observe → ask a question → research → form a hypothesis → design and conduct an experiment → analyze data → draw conclusions → communicate results.\n\nWhen designing an experiment, identify the independent variable (what you change), the dependent variable (what you measure), and the controlled variables (what you keep the same). A control group provides a baseline for comparison.\n\nAlways record observations carefully and accurately. Look for patterns in your data. Your conclusion should state whether the data supports or does not support your hypothesis.	[{"term": "Hypothesis", "definition": "A testable prediction based on observation and prior knowledge."}, {"term": "Variable", "definition": "A factor that can change in an experiment."}, {"term": "Control Group", "definition": "The group in an experiment that does not receive the treatment, used for comparison."}, {"term": "Data", "definition": "Information collected through observation and measurement."}, {"term": "Conclusion", "definition": "A summary of findings based on data analysis."}]	[{"title": "Scientific Method in Action", "content": "Observation: Plants near the window grow taller. Question: Does more sunlight help plants grow? Hypothesis: Plants exposed to more sunlight will grow taller. Experiment: Grow identical plants with different amounts of light. Measure height after 2 weeks.", "solution": "The scientific method turns observations into testable experiments."}]	[{"hint": "What would you change? What would you measure?", "answer": null, "question": "Design a simple experiment related to pH Scale. Identify the independent and dependent variables."}]	\N
446	149	Transcendentalism	\N	2	\N	Transcendentalism Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.625651	Identify and explain key concepts related to Transcendentalism.\nApply reading and writing strategies to Transcendentalism tasks.\nAnalyze texts and examples connected to Transcendentalism.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Transcendentalism.	This lesson focuses on developing your language arts skills through the study of Transcendentalism. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Transcendentalism, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
434	145	Factoring Polynomials	\N	2	\N	Factoring Polynomials Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.613237	Define and explain the key concepts of Factoring Polynomials.\nSolve problems involving Factoring Polynomials with accuracy.\nApply Factoring Polynomials strategies to real-world situations.\nShow work and explain reasoning when solving Factoring Polynomials problems.\nIdentify and correct common errors in Factoring Polynomials.	A quadratic equation has the form ax² + bx + c = 0. Its graph is a parabola — a U-shaped curve that opens upward (when a > 0) or downward (when a < 0).\n\nThere are three main methods for solving quadratic equations: factoring, completing the square, and the quadratic formula. Factoring works when the expression can be written as a product of two binomials. For example, x² − 5x + 6 = (x − 2)(x − 3), giving solutions x = 2 and x = 3.\n\nThe quadratic formula x = (−b ± √(b² − 4ac)) / 2a works for any quadratic equation. The discriminant (b² − 4ac) tells you how many real solutions exist: positive means two solutions, zero means one, negative means no real solutions.\n\nThe vertex of the parabola is at x = −b/(2a). This gives the maximum or minimum value of the function.	[{"term": "Quadratic Equation", "definition": "An equation of the form ax² + bx + c = 0."}, {"term": "Parabola", "definition": "The U-shaped curve produced by graphing a quadratic function."}, {"term": "Vertex", "definition": "The highest or lowest point of a parabola."}, {"term": "Factoring", "definition": "Rewriting an expression as a product of simpler expressions."}, {"term": "Quadratic Formula", "definition": "x = (−b ± √(b² − 4ac)) / 2a, used to solve any quadratic equation."}]	[{"title": "Factoring", "content": "Solve x² − 7x + 12 = 0. Find two numbers that multiply to 12 and add to −7: −3 and −4. Factor: (x − 3)(x − 4) = 0.", "solution": "x = 3 or x = 4"}, {"title": "Quadratic Formula", "content": "Solve 2x² + 3x − 2 = 0. a=2, b=3, c=−2. Discriminant = 9 + 16 = 25. x = (−3 ± 5)/4.", "solution": "x = 1/2 or x = −2"}]	[{"hint": "Find two numbers that multiply to 20 and add to −9.", "answer": "x = 4 or x = 5", "question": "Factor and solve: x² − 9x + 20 = 0"}, {"hint": "a=1, b=2, c=−8. Plug into the formula.", "answer": "x = 2 or x = −4", "question": "Use the quadratic formula to solve: x² + 2x − 8 = 0"}]	\N
470	157	Congress	\N	2	\N	Congress Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.650432	Explain the key ideas and events related to Congress.\nUse historical vocabulary when discussing Congress.\nAnalyze causes and effects connected to Congress.\nConnect past events to present-day situations.\nEvaluate different perspectives on Congress.	This lesson explores important concepts related to Congress. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Congress, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying Congress, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to Congress and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Congress connect to or affect the present day?"}]	\N
493	165	Anglo-Saxon and Medieval	\N	1	\N	Anglo-Saxon and Medieval Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.674679	Identify and explain key concepts related to Anglo-Saxon and Medieval.\nApply reading and writing strategies to Anglo-Saxon and Medieval tasks.\nAnalyze texts and examples connected to Anglo-Saxon and Medieval.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Anglo-Saxon and Medieval.	This lesson focuses on developing your language arts skills through the study of Anglo-Saxon and Medieval. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Anglo-Saxon and Medieval, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
504	168	Portfolio Development	\N	3	\N	Portfolio Development Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.685616	Identify and explain key concepts related to Portfolio Development.\nApply reading and writing strategies to Portfolio Development tasks.\nAnalyze texts and examples connected to Portfolio Development.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Portfolio Development.	This lesson focuses on developing your language arts skills through the study of Portfolio Development. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Portfolio Development, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
506	169	Plate Tectonics	\N	2	\N	Plate Tectonics Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.688304	Explain the key scientific concepts covered in Plate Tectonics.\nUse scientific vocabulary accurately when discussing Plate Tectonics.\nApply the scientific method to questions related to Plate Tectonics.\nAnalyze data and observations connected to Plate Tectonics.\nConnect Plate Tectonics concepts to real-world applications.	Earth's structure consists of layers: the crust (thin outer layer), mantle (thick layer of semi-solid rock), outer core (liquid metal), and inner core (solid metal).\n\nThe theory of plate tectonics explains that Earth's crust is divided into large plates that float on the semi-liquid mantle. Where plates meet, we see earthquakes, volcanoes, and mountain formation. Convergent boundaries (plates colliding) create mountains. Divergent boundaries (plates separating) create rift valleys. Transform boundaries (plates sliding past each other) cause earthquakes.\n\nThe rock cycle describes how rocks continuously change form. Igneous rocks form when magma cools. Sedimentary rocks form when layers of sediment are compressed over time. Metamorphic rocks form when existing rocks are changed by heat and pressure. Any rock type can transform into any other over geological time.\n\nWeathering breaks rocks down. Erosion moves the broken material. Deposition drops it in new locations. These processes shape Earth's surface over millions of years.	[{"term": "Igneous Rock", "definition": "Rock formed from cooled and solidified magma or lava."}, {"term": "Sedimentary Rock", "definition": "Rock formed from compressed layers of sediment over time."}, {"term": "Metamorphic Rock", "definition": "Rock that has been changed by heat and pressure."}, {"term": "Plate Tectonics", "definition": "The theory that Earth's crust is divided into plates that move on the mantle."}, {"term": "Erosion", "definition": "The wearing away and transport of rock and soil by wind, water, or ice."}, {"term": "Weathering", "definition": "The breaking down of rocks by physical, chemical, or biological processes."}]	[{"title": "The Rock Cycle", "content": "Granite (igneous) → weathering breaks it into sediment → sediment compresses into sandstone (sedimentary) → heat and pressure transform it into quartzite (metamorphic) → melting creates magma → cooling forms new igneous rock.", "solution": "Rocks cycle between igneous, sedimentary, and metamorphic forms."}]	[{"hint": "Think about cooling, compression, and transformation.", "answer": "Igneous (cooled magma), Sedimentary (compressed sediment), Metamorphic (changed by heat/pressure).", "question": "Name the three types of rocks and how each is formed."}, {"hint": "What occurs when two plates push together?", "answer": "Plates collide, forming mountains or subduction zones (one plate slides under another).", "question": "What happens at a convergent plate boundary?"}]	\N
61	21	Adjectives	\N	1	\N	Adjectives Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.208494	Identify and explain key concepts related to Adjectives.\nApply reading and writing strategies to Adjectives tasks.\nAnalyze texts and examples connected to Adjectives.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Adjectives.	This lesson focuses on developing your language arts skills through the study of Adjectives. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Adjectives, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
62	21	Adverbs	\N	2	\N	Adverbs Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.209544	Identify and explain key concepts related to Adverbs.\nApply reading and writing strategies to Adverbs tasks.\nAnalyze texts and examples connected to Adverbs.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Adverbs.	This lesson focuses on developing your language arts skills through the study of Adverbs. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Adverbs, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
63	21	Complete Sentences	\N	3	\N	Complete Sentences Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.210482	Identify and explain key concepts related to Complete Sentences.\nApply reading and writing strategies to Complete Sentences tasks.\nAnalyze texts and examples connected to Complete Sentences.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Complete Sentences.	Every sentence has two essential parts: a subject (who or what the sentence is about) and a predicate (what the subject does or is). A complete sentence expresses a complete thought.\n\nThe eight parts of speech are nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections. Understanding these helps you construct clear, correct sentences.\n\nProper punctuation helps readers understand your writing. Periods end statements, question marks end questions, and exclamation marks show strong feeling. Commas separate items in a list, join independent clauses with conjunctions, and set off introductory elements.\n\nSubject-verb agreement means the verb must match the subject in number: "The dog runs" (singular) vs. "The dogs run" (plural).	[{"term": "Noun", "definition": "A word that names a person, place, thing, or idea."}, {"term": "Verb", "definition": "A word that shows action or a state of being."}, {"term": "Adjective", "definition": "A word that describes or modifies a noun."}, {"term": "Adverb", "definition": "A word that describes a verb, adjective, or another adverb (often ends in -ly)."}, {"term": "Subject", "definition": "The person, place, or thing that performs the action in a sentence."}, {"term": "Predicate", "definition": "The part of the sentence that tells what the subject does or is."}]	[{"title": "Identifying Parts of Speech", "content": "\\"The brave firefighter quickly climbed the tall ladder.\\" Noun: firefighter, ladder. Verb: climbed. Adjective: brave, tall. Adverb: quickly.", "solution": "Each word serves a specific function in the sentence."}, {"title": "Correcting a Sentence", "content": "Incorrect: \\"Me and him went to the store.\\" Correct: \\"He and I went to the store.\\" Use subject pronouns (I, he, she, we, they) as subjects.", "solution": "\\"He and I went to the store.\\""}]	[{"hint": "The subject is who/what the sentence is about. The predicate is everything else.", "answer": "Subject: The old oak tree. Predicate: swayed gently in the wind.", "question": "Identify the subject and predicate in: \\"The old oak tree swayed gently in the wind.\\""}, {"hint": "Use commas to separate items in a list.", "answer": "\\"I need eggs, milk, bread, and butter from the store.\\"", "question": "Add commas where needed: \\"I need eggs milk bread and butter from the store.\\""}]	\N
312	104	Citations and Bibliography	\N	3	\N	Citations and Bibliography Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.483429	Identify and explain key concepts related to Citations and Bibliography.\nApply reading and writing strategies to Citations and Bibliography tasks.\nAnalyze texts and examples connected to Citations and Bibliography.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Citations and Bibliography.	This lesson focuses on developing your language arts skills through the study of Citations and Bibliography. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Citations and Bibliography, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
64	22	Word Families	\N	1	\N	Word Families Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.211762	Identify and explain key concepts related to Word Families.\nApply reading and writing strategies to Word Families tasks.\nAnalyze texts and examples connected to Word Families.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Word Families.	Building a strong vocabulary improves reading comprehension, writing quality, and communication skills. There are several strategies for learning new words.\n\nWord parts (prefixes, roots, and suffixes) help you decode unfamiliar words. The prefix "un-" means "not" (unhappy = not happy). The root "duct" means "to lead" (conduct, produce). The suffix "-tion" turns a verb into a noun (celebrate → celebration).\n\nContext clues help you figure out word meanings while reading. Look for definitions, examples, comparisons, or contrasts near the unknown word.\n\nTo improve spelling, practice writing words, break them into syllables, and look for patterns. Many spelling rules have patterns: "i before e except after c," double the final consonant before adding -ing to short vowel words (run → running).	[{"term": "Synonym", "definition": "A word with a similar meaning to another word (e.g., happy and joyful)."}, {"term": "Antonym", "definition": "A word with the opposite meaning (e.g., hot and cold)."}, {"term": "Root Word", "definition": "The base part of a word that carries the core meaning."}, {"term": "Prefix", "definition": "A letter group added to the beginning of a word to change its meaning (e.g., un-, re-, pre-)."}, {"term": "Suffix", "definition": "A letter group added to the end of a word (e.g., -tion, -ly, -ful)."}, {"term": "Homophone", "definition": "Words that sound the same but have different meanings and spellings (e.g., their/there/they're)."}]	[{"title": "Using Word Parts", "content": "\\"Unbelievable\\" = un (not) + believe + able (capable of). Meaning: not capable of being believed; incredible.", "solution": "unbelievable = not capable of being believed"}, {"title": "Context Clues", "content": "\\"The arid desert received less than five inches of rain per year.\\" Clue: \\"less than five inches of rain\\" tells us arid means very dry.", "solution": "arid = extremely dry"}]	[{"hint": "dis- (not) + agree (to be in harmony) + -ment (state of).", "answer": "dis-agree-ment: the state of not agreeing", "question": "Break the word \\"disagreement\\" into its prefix, root, and suffix. Define each part."}, {"hint": "\\"There\\" = a place. \\"Their\\" = belonging to them. \\"They're\\" = they are.", "answer": "They went there to pick up their order.", "question": "Write the correct homophone: \\"They went (their/there/they're) to pick up (their/there/they're) order.\\""}]	\N
65	22	Prefixes and Suffixes	\N	2	\N	Prefixes and Suffixes Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.212679	Identify and explain key concepts related to Prefixes and Suffixes.\nApply reading and writing strategies to Prefixes and Suffixes tasks.\nAnalyze texts and examples connected to Prefixes and Suffixes.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Prefixes and Suffixes.	This lesson focuses on developing your language arts skills through the study of Prefixes and Suffixes. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Prefixes and Suffixes, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
66	22	Context Clues	\N	3	\N	Context Clues Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.213697	Identify and explain key concepts related to Context Clues.\nApply reading and writing strategies to Context Clues tasks.\nAnalyze texts and examples connected to Context Clues.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Context Clues.	This lesson focuses on developing your language arts skills through the study of Context Clues. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Context Clues, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
43	15	Ones and Tens	\N	1	\N	Ones and Tens Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.185546	Define and explain the key concepts of Ones and Tens.\nSolve problems involving Ones and Tens with accuracy.\nApply Ones and Tens strategies to real-world situations.\nShow work and explain reasoning when solving Ones and Tens problems.\nIdentify and correct common errors in Ones and Tens.	This lesson covers important mathematical concepts related to Ones and Tens. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Ones and Tens, start by identifying what you know and what you need to find. Choose the appropriate operation or strategy, show your work step by step, and check your answer.\n\nProblem-solving involves understanding the question, planning your approach, executing your plan, and verifying the result. Always label your answers with appropriate units and check that your solution makes sense in the context of the problem.	[{"term": "Operation", "definition": "A mathematical process such as addition, subtraction, multiplication, or division."}, {"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A mathematical statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}]	[{"title": "Applying Concepts", "content": "Apply the methods from this lesson to solve a problem involving Ones and Tens. Identify the key information, set up your work, and solve step by step.", "solution": "Verify your answer by substituting back or using a different method."}]	[{"hint": "Review the examples above and follow the same process.", "answer": null, "question": "Solve a problem related to Ones and Tens using the methods from this lesson."}]	\N
44	15	Hundreds	\N	2	\N	Hundreds Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.186461	Define and explain the key concepts of Hundreds.\nSolve problems involving Hundreds with accuracy.\nApply Hundreds strategies to real-world situations.\nShow work and explain reasoning when solving Hundreds problems.\nIdentify and correct common errors in Hundreds.	This lesson covers important mathematical concepts related to Hundreds. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Hundreds, start by identifying what you know and what you need to find. Choose the appropriate operation or strategy, show your work step by step, and check your answer.\n\nProblem-solving involves understanding the question, planning your approach, executing your plan, and verifying the result. Always label your answers with appropriate units and check that your solution makes sense in the context of the problem.	[{"term": "Operation", "definition": "A mathematical process such as addition, subtraction, multiplication, or division."}, {"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A mathematical statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}]	[{"title": "Applying Concepts", "content": "Apply the methods from this lesson to solve a problem involving Hundreds. Identify the key information, set up your work, and solve step by step.", "solution": "Verify your answer by substituting back or using a different method."}]	[{"hint": "Review the examples above and follow the same process.", "answer": null, "question": "Solve a problem related to Hundreds using the methods from this lesson."}]	\N
45	15	Comparing Three-Digit Numbers	\N	3	\N	Comparing Three-Digit Numbers Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.187597	Define and explain the key concepts of Comparing Three-Digit Numbers.\nSolve problems involving Comparing Three-Digit Numbers with accuracy.\nApply Comparing Three-Digit Numbers strategies to real-world situations.\nShow work and explain reasoning when solving Comparing Three-Digit Numbers problems.\nIdentify and correct common errors in Comparing Three-Digit Numbers.	This lesson covers important mathematical concepts related to Comparing Three-Digit Numbers. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Comparing Three-Digit Numbers, start by identifying what you know and what you need to find. Choose the appropriate operation or strategy, show your work step by step, and check your answer.\n\nProblem-solving involves understanding the question, planning your approach, executing your plan, and verifying the result. Always label your answers with appropriate units and check that your solution makes sense in the context of the problem.	[{"term": "Operation", "definition": "A mathematical process such as addition, subtraction, multiplication, or division."}, {"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A mathematical statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}]	[{"title": "Applying Concepts", "content": "Apply the methods from this lesson to solve a problem involving Comparing Three-Digit Numbers. Identify the key information, set up your work, and solve step by step.", "solution": "Verify your answer by substituting back or using a different method."}]	[{"hint": "Review the examples above and follow the same process.", "answer": null, "question": "Solve a problem related to Comparing Three-Digit Numbers using the methods from this lesson."}]	\N
47	16	Subtracting Two-Digit Numbers	\N	2	\N	Subtracting Two-Digit Numbers Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.19092	Define and explain the key concepts of Subtracting Two-Digit Numbers.\nSolve problems involving Subtracting Two-Digit Numbers with accuracy.\nApply Subtracting Two-Digit Numbers strategies to real-world situations.\nShow work and explain reasoning when solving Subtracting Two-Digit Numbers problems.\nIdentify and correct common errors in Subtracting Two-Digit Numbers.	Subtraction is the operation of finding the difference between two numbers. It tells us how much remains when a quantity is taken away, or how far apart two numbers are.\n\nTo subtract, align the numbers by place value and subtract each column from right to left. If the top digit is smaller than the bottom digit, borrow (regroup) from the next column to the left.\n\nWord problems use clue words like "how many more," "how many fewer," "difference," "remaining," and "left over." Subtraction is the inverse of addition, meaning you can check your answer by adding: if a − b = c, then c + b should equal a.	[{"term": "Difference", "definition": "The result of subtracting one number from another."}, {"term": "Minuend", "definition": "The number being subtracted from (the larger number)."}, {"term": "Subtrahend", "definition": "The number being subtracted."}, {"term": "Borrowing (Regrouping)", "definition": "Taking a value from the next place value column when the top digit is smaller than the bottom digit."}]	[{"title": "Basic Subtraction", "content": "Subtract 60 − 17. Ones place: 0 − 7. Since 0 < 7, borrow from the tens place.", "solution": "60 − 17 = 43"}, {"title": "Checking with Addition", "content": "If 85 − 37 = 48, check by adding: 48 + 37 = 85. ✓ Correct.", "solution": "85 − 37 = 48"}]	[{"hint": "Work right to left. Borrow if needed.", "answer": "39", "question": "Calculate: 113 − 74"}, {"hint": "Add your answer to the subtrahend.", "answer": "Yes, 39 + 74 = 113", "question": "Check your answer by adding: does 39 + 74 = 113?"}]	\N
48	16	Word Problems	\N	3	\N	Word Problems Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.191876	Define and explain the key concepts of Word Problems.\nSolve problems involving Word Problems with accuracy.\nApply Word Problems strategies to real-world situations.\nShow work and explain reasoning when solving Word Problems problems.\nIdentify and correct common errors in Word Problems.	This lesson covers important mathematical concepts related to Word Problems. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Word Problems, start by identifying what you know and what you need to find. Choose the appropriate operation or strategy, show your work step by step, and check your answer.\n\nProblem-solving involves understanding the question, planning your approach, executing your plan, and verifying the result. Always label your answers with appropriate units and check that your solution makes sense in the context of the problem.	[{"term": "Operation", "definition": "A mathematical process such as addition, subtraction, multiplication, or division."}, {"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A mathematical statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}]	[{"title": "Applying Concepts", "content": "Apply the methods from this lesson to solve a problem involving Word Problems. Identify the key information, set up your work, and solve step by step.", "solution": "Verify your answer by substituting back or using a different method."}]	[{"hint": "Review the examples above and follow the same process.", "answer": null, "question": "Solve a problem related to Word Problems using the methods from this lesson."}]	\N
49	17	Measuring in Inches	\N	1	\N	Measuring in Inches Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.193336	Define and explain the key concepts of Measuring in Inches.\nSolve problems involving Measuring in Inches with accuracy.\nApply Measuring in Inches strategies to real-world situations.\nShow work and explain reasoning when solving Measuring in Inches problems.\nIdentify and correct common errors in Measuring in Inches.	This lesson covers important mathematical concepts related to Measuring in Inches. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Measuring in Inches, start by identifying what you know and what you need to find. Choose the appropriate operation or strategy, show your work step by step, and check your answer.\n\nProblem-solving involves understanding the question, planning your approach, executing your plan, and verifying the result. Always label your answers with appropriate units and check that your solution makes sense in the context of the problem.	[{"term": "Operation", "definition": "A mathematical process such as addition, subtraction, multiplication, or division."}, {"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A mathematical statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}]	[{"title": "Applying Concepts", "content": "Apply the methods from this lesson to solve a problem involving Measuring in Inches. Identify the key information, set up your work, and solve step by step.", "solution": "Verify your answer by substituting back or using a different method."}]	[{"hint": "Review the examples above and follow the same process.", "answer": null, "question": "Solve a problem related to Measuring in Inches using the methods from this lesson."}]	\N
50	17	Measuring in Centimeters	\N	2	\N	Measuring in Centimeters Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.195237	Define and explain the key concepts of Measuring in Centimeters.\nSolve problems involving Measuring in Centimeters with accuracy.\nApply Measuring in Centimeters strategies to real-world situations.\nShow work and explain reasoning when solving Measuring in Centimeters problems.\nIdentify and correct common errors in Measuring in Centimeters.	This lesson covers important mathematical concepts related to Measuring in Centimeters. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Measuring in Centimeters, start by identifying what you know and what you need to find. Choose the appropriate operation or strategy, show your work step by step, and check your answer.\n\nProblem-solving involves understanding the question, planning your approach, executing your plan, and verifying the result. Always label your answers with appropriate units and check that your solution makes sense in the context of the problem.	[{"term": "Operation", "definition": "A mathematical process such as addition, subtraction, multiplication, or division."}, {"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A mathematical statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}]	[{"title": "Applying Concepts", "content": "Apply the methods from this lesson to solve a problem involving Measuring in Centimeters. Identify the key information, set up your work, and solve step by step.", "solution": "Verify your answer by substituting back or using a different method."}]	[{"hint": "Review the examples above and follow the same process.", "answer": null, "question": "Solve a problem related to Measuring in Centimeters using the methods from this lesson."}]	\N
51	17	Time to Nearest 5 Minutes	\N	3	\N	Time to Nearest 5 Minutes Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.19617	Define and explain the key concepts of Time to Nearest 5 Minutes.\nSolve problems involving Time to Nearest 5 Minutes with accuracy.\nApply Time to Nearest 5 Minutes strategies to real-world situations.\nShow work and explain reasoning when solving Time to Nearest 5 Minutes problems.\nIdentify and correct common errors in Time to Nearest 5 Minutes.	This lesson covers important mathematical concepts related to Time to Nearest 5 Minutes. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Time to Nearest 5 Minutes, start by identifying what you know and what you need to find. Choose the appropriate operation or strategy, show your work step by step, and check your answer.\n\nProblem-solving involves understanding the question, planning your approach, executing your plan, and verifying the result. Always label your answers with appropriate units and check that your solution makes sense in the context of the problem.	[{"term": "Operation", "definition": "A mathematical process such as addition, subtraction, multiplication, or division."}, {"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A mathematical statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}]	[{"title": "Applying Concepts", "content": "Apply the methods from this lesson to solve a problem involving Time to Nearest 5 Minutes. Identify the key information, set up your work, and solve step by step.", "solution": "Verify your answer by substituting back or using a different method."}]	[{"hint": "Review the examples above and follow the same process.", "answer": null, "question": "Solve a problem related to Time to Nearest 5 Minutes using the methods from this lesson."}]	\N
52	18	Counting Coins	\N	1	\N	Counting Coins Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.197412	Define and explain the key concepts of Counting Coins.\nSolve problems involving Counting Coins with accuracy.\nApply Counting Coins strategies to real-world situations.\nShow work and explain reasoning when solving Counting Coins problems.\nIdentify and correct common errors in Counting Coins.	This lesson covers important mathematical concepts related to Counting Coins. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Counting Coins, start by identifying what you know and what you need to find. Choose the appropriate operation or strategy, show your work step by step, and check your answer.\n\nProblem-solving involves understanding the question, planning your approach, executing your plan, and verifying the result. Always label your answers with appropriate units and check that your solution makes sense in the context of the problem.	[{"term": "Operation", "definition": "A mathematical process such as addition, subtraction, multiplication, or division."}, {"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A mathematical statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}]	[{"title": "Applying Concepts", "content": "Apply the methods from this lesson to solve a problem involving Counting Coins. Identify the key information, set up your work, and solve step by step.", "solution": "Verify your answer by substituting back or using a different method."}]	[{"hint": "Review the examples above and follow the same process.", "answer": null, "question": "Solve a problem related to Counting Coins using the methods from this lesson."}]	\N
53	18	Making Change	\N	2	\N	Making Change Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.198427	Define and explain the key concepts of Making Change.\nSolve problems involving Making Change with accuracy.\nApply Making Change strategies to real-world situations.\nShow work and explain reasoning when solving Making Change problems.\nIdentify and correct common errors in Making Change.	This lesson covers important mathematical concepts related to Making Change. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Making Change, start by identifying what you know and what you need to find. Choose the appropriate operation or strategy, show your work step by step, and check your answer.\n\nProblem-solving involves understanding the question, planning your approach, executing your plan, and verifying the result. Always label your answers with appropriate units and check that your solution makes sense in the context of the problem.	[{"term": "Operation", "definition": "A mathematical process such as addition, subtraction, multiplication, or division."}, {"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A mathematical statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}]	[{"title": "Applying Concepts", "content": "Apply the methods from this lesson to solve a problem involving Making Change. Identify the key information, set up your work, and solve step by step.", "solution": "Verify your answer by substituting back or using a different method."}]	[{"hint": "Review the examples above and follow the same process.", "answer": null, "question": "Solve a problem related to Making Change using the methods from this lesson."}]	\N
54	18	Reading Graphs	\N	3	\N	Reading Graphs Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.199502	Define and explain the key concepts of Reading Graphs.\nSolve problems involving Reading Graphs with accuracy.\nApply Reading Graphs strategies to real-world situations.\nShow work and explain reasoning when solving Reading Graphs problems.\nIdentify and correct common errors in Reading Graphs.	A function is a mathematical relationship where each input produces exactly one output. We write f(x) = 2x + 3 to define a function. If x = 4, then f(4) = 2(4) + 3 = 11.\n\nLinear functions produce straight lines when graphed. The equation y = mx + b is called slope-intercept form. The slope (m) describes how steep the line is, and the y-intercept (b) tells where the line crosses the y-axis.\n\nTo find slope between two points (x₁, y₁) and (x₂, y₂), use m = (y₂ − y₁)/(x₂ − x₁). A positive slope means the line rises from left to right. A negative slope means it falls. A slope of zero is a horizontal line.\n\nThe domain is all valid inputs, and the range is all valid outputs. For most linear functions, both the domain and range include all real numbers.	[{"term": "Function", "definition": "A rule that assigns exactly one output to each input."}, {"term": "Domain", "definition": "The set of all possible input values (x-values)."}, {"term": "Range", "definition": "The set of all possible output values (y-values)."}, {"term": "Slope", "definition": "The steepness of a line; rise over run; m = (y₂ − y₁)/(x₂ − x₁)."}, {"term": "Y-intercept", "definition": "The point where a line crosses the y-axis (where x = 0)."}, {"term": "Slope-Intercept Form", "definition": "y = mx + b, where m is slope and b is the y-intercept."}]	[{"title": "Finding Slope", "content": "Find the slope between (1, 3) and (4, 9). m = (9 − 3)/(4 − 1) = 6/3.", "solution": "m = 2"}, {"title": "Evaluating a Function", "content": "If f(x) = 3x − 5, find f(4). Substitute: f(4) = 3(4) − 5 = 12 − 5.", "solution": "f(4) = 7"}]	[{"hint": "Use m = (y₂ − y₁)/(x₂ − x₁).", "answer": "m = 2", "question": "Find the slope of the line passing through (2, 5) and (6, 13)."}, {"hint": "Use slope-intercept form: y = mx + b.", "answer": "y = 3x − 2", "question": "Write the equation of a line with slope 3 and y-intercept −2."}]	\N
67	23	Solids Liquids and Gases	\N	1	\N	Solids Liquids and Gases Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.215329	Explain the key scientific concepts covered in Solids Liquids and Gases.\nUse scientific vocabulary accurately when discussing Solids Liquids and Gases.\nApply the scientific method to questions related to Solids Liquids and Gases.\nAnalyze data and observations connected to Solids Liquids and Gases.\nConnect Solids Liquids and Gases concepts to real-world applications.	This lesson covers scientific concepts related to Solids Liquids and Gases. Science is the systematic study of the natural world through observation, experimentation, and analysis.\n\nThe scientific method provides a framework for investigation: observe → ask a question → research → form a hypothesis → design and conduct an experiment → analyze data → draw conclusions → communicate results.\n\nWhen designing an experiment, identify the independent variable (what you change), the dependent variable (what you measure), and the controlled variables (what you keep the same). A control group provides a baseline for comparison.\n\nAlways record observations carefully and accurately. Look for patterns in your data. Your conclusion should state whether the data supports or does not support your hypothesis.	[{"term": "Hypothesis", "definition": "A testable prediction based on observation and prior knowledge."}, {"term": "Variable", "definition": "A factor that can change in an experiment."}, {"term": "Control Group", "definition": "The group in an experiment that does not receive the treatment, used for comparison."}, {"term": "Data", "definition": "Information collected through observation and measurement."}, {"term": "Conclusion", "definition": "A summary of findings based on data analysis."}]	[{"title": "Scientific Method in Action", "content": "Observation: Plants near the window grow taller. Question: Does more sunlight help plants grow? Hypothesis: Plants exposed to more sunlight will grow taller. Experiment: Grow identical plants with different amounts of light. Measure height after 2 weeks.", "solution": "The scientific method turns observations into testable experiments."}]	[{"hint": "What would you change? What would you measure?", "answer": null, "question": "Design a simple experiment related to Solids Liquids and Gases. Identify the independent and dependent variables."}]	\N
68	23	Properties of Matter	\N	2	\N	Properties of Matter Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.216329	Explain the key scientific concepts covered in Properties of Matter.\nUse scientific vocabulary accurately when discussing Properties of Matter.\nApply the scientific method to questions related to Properties of Matter.\nAnalyze data and observations connected to Properties of Matter.\nConnect Properties of Matter concepts to real-world applications.	This lesson covers scientific concepts related to Properties of Matter. Science is the systematic study of the natural world through observation, experimentation, and analysis.\n\nThe scientific method provides a framework for investigation: observe → ask a question → research → form a hypothesis → design and conduct an experiment → analyze data → draw conclusions → communicate results.\n\nWhen designing an experiment, identify the independent variable (what you change), the dependent variable (what you measure), and the controlled variables (what you keep the same). A control group provides a baseline for comparison.\n\nAlways record observations carefully and accurately. Look for patterns in your data. Your conclusion should state whether the data supports or does not support your hypothesis.	[{"term": "Hypothesis", "definition": "A testable prediction based on observation and prior knowledge."}, {"term": "Variable", "definition": "A factor that can change in an experiment."}, {"term": "Control Group", "definition": "The group in an experiment that does not receive the treatment, used for comparison."}, {"term": "Data", "definition": "Information collected through observation and measurement."}, {"term": "Conclusion", "definition": "A summary of findings based on data analysis."}]	[{"title": "Scientific Method in Action", "content": "Observation: Plants near the window grow taller. Question: Does more sunlight help plants grow? Hypothesis: Plants exposed to more sunlight will grow taller. Experiment: Grow identical plants with different amounts of light. Measure height after 2 weeks.", "solution": "The scientific method turns observations into testable experiments."}]	[{"hint": "What would you change? What would you measure?", "answer": null, "question": "Design a simple experiment related to Properties of Matter. Identify the independent and dependent variables."}]	\N
69	23	Changes in Matter	\N	3	\N	Changes in Matter Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.217257	Explain the key scientific concepts covered in Changes in Matter.\nUse scientific vocabulary accurately when discussing Changes in Matter.\nApply the scientific method to questions related to Changes in Matter.\nAnalyze data and observations connected to Changes in Matter.\nConnect Changes in Matter concepts to real-world applications.	This lesson covers scientific concepts related to Changes in Matter. Science is the systematic study of the natural world through observation, experimentation, and analysis.\n\nThe scientific method provides a framework for investigation: observe → ask a question → research → form a hypothesis → design and conduct an experiment → analyze data → draw conclusions → communicate results.\n\nWhen designing an experiment, identify the independent variable (what you change), the dependent variable (what you measure), and the controlled variables (what you keep the same). A control group provides a baseline for comparison.\n\nAlways record observations carefully and accurately. Look for patterns in your data. Your conclusion should state whether the data supports or does not support your hypothesis.	[{"term": "Hypothesis", "definition": "A testable prediction based on observation and prior knowledge."}, {"term": "Variable", "definition": "A factor that can change in an experiment."}, {"term": "Control Group", "definition": "The group in an experiment that does not receive the treatment, used for comparison."}, {"term": "Data", "definition": "Information collected through observation and measurement."}, {"term": "Conclusion", "definition": "A summary of findings based on data analysis."}]	[{"title": "Scientific Method in Action", "content": "Observation: Plants near the window grow taller. Question: Does more sunlight help plants grow? Hypothesis: Plants exposed to more sunlight will grow taller. Experiment: Grow identical plants with different amounts of light. Measure height after 2 weeks.", "solution": "The scientific method turns observations into testable experiments."}]	[{"hint": "What would you change? What would you measure?", "answer": null, "question": "Design a simple experiment related to Changes in Matter. Identify the independent and dependent variables."}]	\N
71	24	Speed and Direction	\N	2	\N	Speed and Direction Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.219496	Explain the key scientific concepts covered in Speed and Direction.\nUse scientific vocabulary accurately when discussing Speed and Direction.\nApply the scientific method to questions related to Speed and Direction.\nAnalyze data and observations connected to Speed and Direction.\nConnect Speed and Direction concepts to real-world applications.	This lesson covers scientific concepts related to Speed and Direction. Science is the systematic study of the natural world through observation, experimentation, and analysis.\n\nThe scientific method provides a framework for investigation: observe → ask a question → research → form a hypothesis → design and conduct an experiment → analyze data → draw conclusions → communicate results.\n\nWhen designing an experiment, identify the independent variable (what you change), the dependent variable (what you measure), and the controlled variables (what you keep the same). A control group provides a baseline for comparison.\n\nAlways record observations carefully and accurately. Look for patterns in your data. Your conclusion should state whether the data supports or does not support your hypothesis.	[{"term": "Hypothesis", "definition": "A testable prediction based on observation and prior knowledge."}, {"term": "Variable", "definition": "A factor that can change in an experiment."}, {"term": "Control Group", "definition": "The group in an experiment that does not receive the treatment, used for comparison."}, {"term": "Data", "definition": "Information collected through observation and measurement."}, {"term": "Conclusion", "definition": "A summary of findings based on data analysis."}]	[{"title": "Scientific Method in Action", "content": "Observation: Plants near the window grow taller. Question: Does more sunlight help plants grow? Hypothesis: Plants exposed to more sunlight will grow taller. Experiment: Grow identical plants with different amounts of light. Measure height after 2 weeks.", "solution": "The scientific method turns observations into testable experiments."}]	[{"hint": "What would you change? What would you measure?", "answer": null, "question": "Design a simple experiment related to Speed and Direction. Identify the independent and dependent variables."}]	\N
73	25	Plant Life Cycles	\N	1	\N	Plant Life Cycles Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.222321	Explain the key scientific concepts covered in Plant Life Cycles.\nUse scientific vocabulary accurately when discussing Plant Life Cycles.\nApply the scientific method to questions related to Plant Life Cycles.\nAnalyze data and observations connected to Plant Life Cycles.\nConnect Plant Life Cycles concepts to real-world applications.	Plants are living organisms that produce their own food through photosynthesis. This process takes place in the chloroplasts of plant cells, using chlorophyll (the green pigment) to capture light energy.\n\nThe equation for photosynthesis is: 6CO₂ + 6H₂O + light energy → C₆H₁₂O₆ + 6O₂. In words: carbon dioxide plus water plus sunlight produces glucose (sugar) and oxygen. The glucose provides energy for the plant, and the oxygen is released into the air — which is what animals and humans breathe.\n\nPlants have a life cycle: seed → germination → seedling → mature plant → flower → pollination → seed production. Roots absorb water and minerals from the soil. Stems transport water and nutrients. Leaves are the primary site of photosynthesis.\n\nPlants are essential to life on Earth. They produce oxygen, provide food, prevent soil erosion, and form the base of most food chains.	[{"term": "Photosynthesis", "definition": "The process by which plants convert sunlight, water, and carbon dioxide into glucose and oxygen."}, {"term": "Chlorophyll", "definition": "The green pigment in plant cells that absorbs light energy for photosynthesis."}, {"term": "Chloroplast", "definition": "The organelle in plant cells where photosynthesis takes place."}, {"term": "Germination", "definition": "The process by which a seed begins to grow into a new plant."}, {"term": "Pollination", "definition": "The transfer of pollen from the male part of a flower to the female part."}, {"term": "Root System", "definition": "The underground parts of a plant that absorb water and nutrients."}]	[{"title": "Photosynthesis Equation", "content": "6CO₂ + 6H₂O + sunlight → C₆H₁₂O₆ + 6O₂. Reactants: carbon dioxide and water. Products: glucose and oxygen. Energy source: sunlight.", "solution": "Plants take in CO₂ and water, use sunlight, and produce sugar and oxygen."}, {"title": "Plant Life Cycle", "content": "A bean seed is planted in soil → it absorbs water and germinates → a root grows down, a shoot grows up → leaves develop and photosynthesis begins → the plant flowers → bees pollinate the flowers → new bean pods (seeds) form.", "solution": "Seed → Germination → Growth → Flowering → Pollination → Seed Production"}]	[{"hint": "Think about what the plant takes in from its environment.", "answer": "Sunlight, water, and carbon dioxide.", "question": "What three things does a plant need for photosynthesis?"}, {"hint": "Think about which pigment is involved in photosynthesis.", "answer": "Chlorophyll absorbs red and blue light and reflects green light.", "question": "Explain why plants appear green."}]	\N
74	25	Animal Life Cycles	\N	2	\N	Animal Life Cycles Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.223427	Explain the key scientific concepts covered in Animal Life Cycles.\nUse scientific vocabulary accurately when discussing Animal Life Cycles.\nApply the scientific method to questions related to Animal Life Cycles.\nAnalyze data and observations connected to Animal Life Cycles.\nConnect Animal Life Cycles concepts to real-world applications.	This lesson covers scientific concepts related to Animal Life Cycles. Science is the systematic study of the natural world through observation, experimentation, and analysis.\n\nThe scientific method provides a framework for investigation: observe → ask a question → research → form a hypothesis → design and conduct an experiment → analyze data → draw conclusions → communicate results.\n\nWhen designing an experiment, identify the independent variable (what you change), the dependent variable (what you measure), and the controlled variables (what you keep the same). A control group provides a baseline for comparison.\n\nAlways record observations carefully and accurately. Look for patterns in your data. Your conclusion should state whether the data supports or does not support your hypothesis.	[{"term": "Hypothesis", "definition": "A testable prediction based on observation and prior knowledge."}, {"term": "Variable", "definition": "A factor that can change in an experiment."}, {"term": "Control Group", "definition": "The group in an experiment that does not receive the treatment, used for comparison."}, {"term": "Data", "definition": "Information collected through observation and measurement."}, {"term": "Conclusion", "definition": "A summary of findings based on data analysis."}]	[{"title": "Scientific Method in Action", "content": "Observation: Plants near the window grow taller. Question: Does more sunlight help plants grow? Hypothesis: Plants exposed to more sunlight will grow taller. Experiment: Grow identical plants with different amounts of light. Measure height after 2 weeks.", "solution": "The scientific method turns observations into testable experiments."}]	[{"hint": "What would you change? What would you measure?", "answer": null, "question": "Design a simple experiment related to Animal Life Cycles. Identify the independent and dependent variables."}]	\N
75	25	Butterfly Metamorphosis	\N	3	\N	Butterfly Metamorphosis Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.224468	Explain the key scientific concepts covered in Butterfly Metamorphosis.\nUse scientific vocabulary accurately when discussing Butterfly Metamorphosis.\nApply the scientific method to questions related to Butterfly Metamorphosis.\nAnalyze data and observations connected to Butterfly Metamorphosis.\nConnect Butterfly Metamorphosis concepts to real-world applications.	This lesson covers scientific concepts related to Butterfly Metamorphosis. Science is the systematic study of the natural world through observation, experimentation, and analysis.\n\nThe scientific method provides a framework for investigation: observe → ask a question → research → form a hypothesis → design and conduct an experiment → analyze data → draw conclusions → communicate results.\n\nWhen designing an experiment, identify the independent variable (what you change), the dependent variable (what you measure), and the controlled variables (what you keep the same). A control group provides a baseline for comparison.\n\nAlways record observations carefully and accurately. Look for patterns in your data. Your conclusion should state whether the data supports or does not support your hypothesis.	[{"term": "Hypothesis", "definition": "A testable prediction based on observation and prior knowledge."}, {"term": "Variable", "definition": "A factor that can change in an experiment."}, {"term": "Control Group", "definition": "The group in an experiment that does not receive the treatment, used for comparison."}, {"term": "Data", "definition": "Information collected through observation and measurement."}, {"term": "Conclusion", "definition": "A summary of findings based on data analysis."}]	[{"title": "Scientific Method in Action", "content": "Observation: Plants near the window grow taller. Question: Does more sunlight help plants grow? Hypothesis: Plants exposed to more sunlight will grow taller. Experiment: Grow identical plants with different amounts of light. Measure height after 2 weeks.", "solution": "The scientific method turns observations into testable experiments."}]	[{"hint": "What would you change? What would you measure?", "answer": null, "question": "Design a simple experiment related to Butterfly Metamorphosis. Identify the independent and dependent variables."}]	\N
313	105	Historical Context	\N	1	\N	Historical Context Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.48459	Identify and explain key concepts related to Historical Context.\nApply reading and writing strategies to Historical Context tasks.\nAnalyze texts and examples connected to Historical Context.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Historical Context.	This lesson focuses on developing your language arts skills through the study of Historical Context. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Historical Context, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
76	26	Continents and Oceans	\N	1	\N	Continents and Oceans Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.226113	Explain the key ideas and events related to Continents and Oceans.\nUse historical vocabulary when discussing Continents and Oceans.\nAnalyze causes and effects connected to Continents and Oceans.\nConnect past events to present-day situations.\nEvaluate different perspectives on Continents and Oceans.	Geography studies Earth's physical features, climates, and human populations. Physical geography examines landforms, water systems, and climate. Human geography examines where and how people live.\n\nMaps are essential tools. Political maps show borders and cities. Physical maps show landforms and elevation. Thematic maps display specific data (population, climate, resources). Maps use a compass rose for direction, a scale for distance, and a legend (key) to explain symbols.\n\nEarth has seven continents (Africa, Antarctica, Asia, Australia, Europe, North America, South America) and five oceans (Pacific, Atlantic, Indian, Southern, Arctic). Latitude and longitude create a coordinate system for locating any place on Earth.\n\nGeography influences human settlement, culture, and economic activity. People settle near water sources, fertile land, and moderate climates. Natural resources shape economies — oil-rich regions develop differently than agricultural regions.	[{"term": "Continent", "definition": "One of the seven large landmasses on Earth."}, {"term": "Latitude", "definition": "Lines that run east-west and measure distance north or south of the Equator."}, {"term": "Longitude", "definition": "Lines that run north-south and measure distance east or west of the Prime Meridian."}, {"term": "Landform", "definition": "A natural feature of Earth's surface (mountains, valleys, plains, plateaus)."}, {"term": "Climate Zone", "definition": "A region with consistent weather patterns (tropical, temperate, polar)."}, {"term": "Natural Resource", "definition": "Materials from nature that people use (water, minerals, timber, soil)."}]	[{"title": "Reading Coordinates", "content": "Washington, D.C. is located at approximately 38°N latitude, 77°W longitude. The \\"N\\" means north of the Equator, and \\"W\\" means west of the Prime Meridian.", "solution": "Latitude and longitude pinpoint any location on Earth."}]	[{"hint": "Use the first letter of each continent as a memory aid.", "answer": "Continents: Africa, Antarctica, Asia, Australia, Europe, North America, South America. Oceans: Pacific, Atlantic, Indian.", "question": "Name the seven continents and the three largest oceans."}, {"hint": "Think about water, climate, and resources.", "answer": "People settle near water, fertile soil, and moderate climates where they can grow food, access resources, and travel.", "question": "Explain how geography influences where people choose to live."}]	\N
77	26	Map Skills	\N	2	\N	Map Skills Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.227067	Explain the key ideas and events related to Map Skills.\nUse historical vocabulary when discussing Map Skills.\nAnalyze causes and effects connected to Map Skills.\nConnect past events to present-day situations.\nEvaluate different perspectives on Map Skills.	Geography studies Earth's physical features, climates, and human populations. Physical geography examines landforms, water systems, and climate. Human geography examines where and how people live.\n\nMaps are essential tools. Political maps show borders and cities. Physical maps show landforms and elevation. Thematic maps display specific data (population, climate, resources). Maps use a compass rose for direction, a scale for distance, and a legend (key) to explain symbols.\n\nEarth has seven continents (Africa, Antarctica, Asia, Australia, Europe, North America, South America) and five oceans (Pacific, Atlantic, Indian, Southern, Arctic). Latitude and longitude create a coordinate system for locating any place on Earth.\n\nGeography influences human settlement, culture, and economic activity. People settle near water sources, fertile land, and moderate climates. Natural resources shape economies — oil-rich regions develop differently than agricultural regions.	[{"term": "Continent", "definition": "One of the seven large landmasses on Earth."}, {"term": "Latitude", "definition": "Lines that run east-west and measure distance north or south of the Equator."}, {"term": "Longitude", "definition": "Lines that run north-south and measure distance east or west of the Prime Meridian."}, {"term": "Landform", "definition": "A natural feature of Earth's surface (mountains, valleys, plains, plateaus)."}, {"term": "Climate Zone", "definition": "A region with consistent weather patterns (tropical, temperate, polar)."}, {"term": "Natural Resource", "definition": "Materials from nature that people use (water, minerals, timber, soil)."}]	[{"title": "Reading Coordinates", "content": "Washington, D.C. is located at approximately 38°N latitude, 77°W longitude. The \\"N\\" means north of the Equator, and \\"W\\" means west of the Prime Meridian.", "solution": "Latitude and longitude pinpoint any location on Earth."}]	[{"hint": "Use the first letter of each continent as a memory aid.", "answer": "Continents: Africa, Antarctica, Asia, Australia, Europe, North America, South America. Oceans: Pacific, Atlantic, Indian.", "question": "Name the seven continents and the three largest oceans."}, {"hint": "Think about water, climate, and resources.", "answer": "People settle near water, fertile soil, and moderate climates where they can grow food, access resources, and travel.", "question": "Explain how geography influences where people choose to live."}]	\N
78	26	Natural Resources	\N	3	\N	Natural Resources Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.227929	Explain the key ideas and events related to Natural Resources.\nUse historical vocabulary when discussing Natural Resources.\nAnalyze causes and effects connected to Natural Resources.\nConnect past events to present-day situations.\nEvaluate different perspectives on Natural Resources.	This lesson explores important concepts related to Natural Resources. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Natural Resources, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying Natural Resources, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to Natural Resources and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Natural Resources connect to or affect the present day?"}]	\N
79	27	Past Present and Future	\N	1	\N	Past Present and Future Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.229082	Explain the key ideas and events related to Past Present and Future.\nUse historical vocabulary when discussing Past Present and Future.\nAnalyze causes and effects connected to Past Present and Future.\nConnect past events to present-day situations.\nEvaluate different perspectives on Past Present and Future.	This lesson explores important concepts related to Past Present and Future. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Past Present and Future, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying Past Present and Future, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to Past Present and Future and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Past Present and Future connect to or affect the present day?"}]	\N
80	27	Important Historical Figures	\N	2	\N	Important Historical Figures Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.23003	Explain the key ideas and events related to Important Historical Figures.\nUse historical vocabulary when discussing Important Historical Figures.\nAnalyze causes and effects connected to Important Historical Figures.\nConnect past events to present-day situations.\nEvaluate different perspectives on Important Historical Figures.	This lesson explores important concepts related to Important Historical Figures. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Important Historical Figures, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying Important Historical Figures, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to Important Historical Figures and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Important Historical Figures connect to or affect the present day?"}]	\N
81	27	Timeline of Events	\N	3	\N	Timeline of Events Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.230963	Explain the key ideas and events related to Timeline of Events.\nUse historical vocabulary when discussing Timeline of Events.\nAnalyze causes and effects connected to Timeline of Events.\nConnect past events to present-day situations.\nEvaluate different perspectives on Timeline of Events.	This lesson explores important concepts related to Timeline of Events. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Timeline of Events, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying Timeline of Events, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to Timeline of Events and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Timeline of Events connect to or affect the present day?"}]	\N
82	28	Needs vs Wants	\N	1	\N	Needs vs Wants Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.232295	Explain the key ideas and events related to Needs vs Wants.\nUse historical vocabulary when discussing Needs vs Wants.\nAnalyze causes and effects connected to Needs vs Wants.\nConnect past events to present-day situations.\nEvaluate different perspectives on Needs vs Wants.	This lesson explores important concepts related to Needs vs Wants. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Needs vs Wants, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying Needs vs Wants, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to Needs vs Wants and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Needs vs Wants connect to or affect the present day?"}]	\N
83	28	Goods and Services	\N	2	\N	Goods and Services Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.233185	Explain the key ideas and events related to Goods and Services.\nUse historical vocabulary when discussing Goods and Services.\nAnalyze causes and effects connected to Goods and Services.\nConnect past events to present-day situations.\nEvaluate different perspectives on Goods and Services.	This lesson explores important concepts related to Goods and Services. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Goods and Services, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying Goods and Services, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to Goods and Services and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Goods and Services connect to or affect the present day?"}]	\N
295	99	Solving Multi-Step Equations	\N	1	\N	Solving Multi-Step Equations Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.466314	Define and explain the key concepts of Solving Multi-Step Equations.\nSolve problems involving Solving Multi-Step Equations with accuracy.\nApply Solving Multi-Step Equations strategies to real-world situations.\nShow work and explain reasoning when solving Solving Multi-Step Equations problems.\nIdentify and correct common errors in Solving Multi-Step Equations.	An equation is a statement that two expressions are equal, like 2x + 3 = 11. Solving an equation means finding the value of the variable that makes the statement true.\n\nTo solve, use inverse operations to isolate the variable. Whatever you do to one side, you must do to the other side to maintain balance. For 2x + 3 = 11: subtract 3 from both sides to get 2x = 8, then divide both sides by 2 to get x = 4.\n\nAlways check your solution by substituting it back into the original equation: 2(4) + 3 = 8 + 3 = 11. ✓\n\nExpressions can be simplified by combining like terms. Like terms have the same variable raised to the same power. For example, 3x + 5x = 8x, but 3x + 5x² cannot be combined because x and x² are different.	[{"term": "Variable", "definition": "A letter or symbol that represents an unknown value."}, {"term": "Expression", "definition": "A mathematical phrase containing numbers, variables, and operations (no equals sign)."}, {"term": "Equation", "definition": "A mathematical statement that two expressions are equal (has an equals sign)."}, {"term": "Coefficient", "definition": "The number multiplied by a variable (in 3x, the coefficient is 3)."}, {"term": "Constant", "definition": "A fixed number with no variable attached."}, {"term": "Inverse Operation", "definition": "An operation that undoes another (addition undoes subtraction, multiplication undoes division)."}]	[{"title": "One-Step Equation", "content": "Solve: 7x = 63. Divide both sides by 7.", "solution": "x = 9"}, {"title": "Two-Step Equation", "content": "Solve: 7x + 7 = 70. Step 1: Subtract 7 from both sides → 7x = 63. Step 2: Divide by 7.", "solution": "x = 9"}]	[{"hint": "Subtract 7 from both sides, then divide by 3.", "answer": "x = 5", "question": "Solve: 3x + 7 = 22"}, {"hint": "Combine like terms (the x terms).", "answer": "6x − 3", "question": "Simplify: 4x + 2x − 3"}]	\N
84	28	Saving and Spending	\N	3	\N	Saving and Spending Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.234234	Explain the key ideas and events related to Saving and Spending.\nUse historical vocabulary when discussing Saving and Spending.\nAnalyze causes and effects connected to Saving and Spending.\nConnect past events to present-day situations.\nEvaluate different perspectives on Saving and Spending.	This lesson explores important concepts related to Saving and Spending. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Saving and Spending, consider the historical context — what was happening in the world at that time? Who were the key people and groups involved? What were their motivations?\n\nCritical analysis of sources is essential. Primary sources (diaries, speeches, photographs) give us direct evidence from the time period. Secondary sources (textbooks, documentaries) provide analysis and interpretation. Consider the author's perspective and possible bias when evaluating any source.\n\nConnecting past events to the present helps us understand why the world is the way it is today. Many current institutions, borders, and social systems have roots in historical events.	[{"term": "Primary Source", "definition": "An original document or object from the time period being studied."}, {"term": "Secondary Source", "definition": "A source that analyzes or interprets primary sources (textbooks, articles)."}, {"term": "Chronology", "definition": "The arrangement of events in the order they occurred."}, {"term": "Perspective", "definition": "A particular point of view or way of looking at events."}, {"term": "Bias", "definition": "A tendency to favor one side, sometimes unfairly; present in many historical sources."}]	[{"title": "Analyzing a Source", "content": "When studying Saving and Spending, ask: Who created this source? When? Why? What perspective does it represent? What might be missing?", "solution": "Critical analysis reveals more than surface-level reading."}]	[{"hint": "Choose something that had a lasting impact.", "answer": null, "question": "Identify one key event, person, or concept related to Saving and Spending and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Saving and Spending connect to or affect the present day?"}]	\N
98	33	Making Inferences	\N	2	\N	Making Inferences Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.250238	Identify and explain key concepts related to Making Inferences.\nApply reading and writing strategies to Making Inferences tasks.\nAnalyze texts and examples connected to Making Inferences.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Making Inferences.	This lesson focuses on developing your language arts skills through the study of Making Inferences. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Making Inferences, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
99	33	Summarizing	\N	3	\N	Summarizing Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.251165	Identify and explain key concepts related to Summarizing.\nApply reading and writing strategies to Summarizing tasks.\nAnalyze texts and examples connected to Summarizing.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Summarizing.	This lesson focuses on developing your language arts skills through the study of Summarizing. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Summarizing, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
100	34	Narrative Writing	\N	1	\N	Narrative Writing Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.252539	Identify and explain key concepts related to Narrative Writing.\nApply reading and writing strategies to Narrative Writing tasks.\nAnalyze texts and examples connected to Narrative Writing.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Narrative Writing.	Strong writing follows a clear structure: introduction, body paragraphs, and conclusion. The introduction opens with a hook to catch the reader's attention, provides background context, and ends with a thesis statement that presents your main argument.\n\nEach body paragraph should begin with a topic sentence, followed by evidence or examples, and an explanation of how the evidence supports your thesis. Use transitions like "furthermore," "in contrast," "for example," and "as a result" to connect ideas smoothly.\n\nThe conclusion restates the thesis in new words, summarizes key points, and leaves the reader with a final thought. Never introduce new evidence in the conclusion.\n\nRevision is essential. After drafting, re-read for clarity, organization, evidence, grammar, and spelling. Reading aloud helps catch awkward phrasing and errors.	[{"term": "Thesis Statement", "definition": "A sentence that states the main argument or point of an essay."}, {"term": "Topic Sentence", "definition": "The first sentence of a paragraph that introduces its main idea."}, {"term": "Supporting Evidence", "definition": "Facts, quotes, or examples that prove your point."}, {"term": "Transition", "definition": "A word or phrase that connects ideas between sentences or paragraphs."}, {"term": "Conclusion", "definition": "The final paragraph that summarizes the main points and restates the thesis."}, {"term": "Hook", "definition": "An opening sentence designed to grab the reader's attention."}]	[{"title": "Writing a Thesis Statement", "content": "Topic: school uniforms. Weak thesis: \\"School uniforms are good.\\" Strong thesis: \\"School uniforms reduce peer pressure, decrease morning decision fatigue, and promote a sense of community among students.\\"", "solution": "A strong thesis is specific and lists the main points you will discuss."}, {"title": "Using Transitions", "content": "Without transition: \\"Exercise improves mood. It strengthens muscles.\\" With transition: \\"Exercise improves mood. Additionally, it strengthens muscles.\\"", "solution": "Transitions create smooth connections between ideas."}]	[{"hint": "State your position and include 2-3 reasons you will discuss.", "answer": null, "question": "Write a thesis statement for an essay about the importance of reading."}, {"hint": "Start with your point, support it with facts or examples, then wrap up.", "answer": null, "question": "Write a body paragraph with a topic sentence, two pieces of evidence, and a concluding sentence."}]	\N
101	34	Informational Writing	\N	2	\N	Informational Writing Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.253485	Identify and explain key concepts related to Informational Writing.\nApply reading and writing strategies to Informational Writing tasks.\nAnalyze texts and examples connected to Informational Writing.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Informational Writing.	Strong writing follows a clear structure: introduction, body paragraphs, and conclusion. The introduction opens with a hook to catch the reader's attention, provides background context, and ends with a thesis statement that presents your main argument.\n\nEach body paragraph should begin with a topic sentence, followed by evidence or examples, and an explanation of how the evidence supports your thesis. Use transitions like "furthermore," "in contrast," "for example," and "as a result" to connect ideas smoothly.\n\nThe conclusion restates the thesis in new words, summarizes key points, and leaves the reader with a final thought. Never introduce new evidence in the conclusion.\n\nRevision is essential. After drafting, re-read for clarity, organization, evidence, grammar, and spelling. Reading aloud helps catch awkward phrasing and errors.	[{"term": "Thesis Statement", "definition": "A sentence that states the main argument or point of an essay."}, {"term": "Topic Sentence", "definition": "The first sentence of a paragraph that introduces its main idea."}, {"term": "Supporting Evidence", "definition": "Facts, quotes, or examples that prove your point."}, {"term": "Transition", "definition": "A word or phrase that connects ideas between sentences or paragraphs."}, {"term": "Conclusion", "definition": "The final paragraph that summarizes the main points and restates the thesis."}, {"term": "Hook", "definition": "An opening sentence designed to grab the reader's attention."}]	[{"title": "Writing a Thesis Statement", "content": "Topic: school uniforms. Weak thesis: \\"School uniforms are good.\\" Strong thesis: \\"School uniforms reduce peer pressure, decrease morning decision fatigue, and promote a sense of community among students.\\"", "solution": "A strong thesis is specific and lists the main points you will discuss."}, {"title": "Using Transitions", "content": "Without transition: \\"Exercise improves mood. It strengthens muscles.\\" With transition: \\"Exercise improves mood. Additionally, it strengthens muscles.\\"", "solution": "Transitions create smooth connections between ideas."}]	[{"hint": "State your position and include 2-3 reasons you will discuss.", "answer": null, "question": "Write a thesis statement for an essay about the importance of reading."}, {"hint": "Start with your point, support it with facts or examples, then wrap up.", "answer": null, "question": "Write a body paragraph with a topic sentence, two pieces of evidence, and a concluding sentence."}]	\N
102	34	Opinion Writing	\N	3	\N	Opinion Writing Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.254599	Identify and explain key concepts related to Opinion Writing.\nApply reading and writing strategies to Opinion Writing tasks.\nAnalyze texts and examples connected to Opinion Writing.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Opinion Writing.	Strong writing follows a clear structure: introduction, body paragraphs, and conclusion. The introduction opens with a hook to catch the reader's attention, provides background context, and ends with a thesis statement that presents your main argument.\n\nEach body paragraph should begin with a topic sentence, followed by evidence or examples, and an explanation of how the evidence supports your thesis. Use transitions like "furthermore," "in contrast," "for example," and "as a result" to connect ideas smoothly.\n\nThe conclusion restates the thesis in new words, summarizes key points, and leaves the reader with a final thought. Never introduce new evidence in the conclusion.\n\nRevision is essential. After drafting, re-read for clarity, organization, evidence, grammar, and spelling. Reading aloud helps catch awkward phrasing and errors.	[{"term": "Thesis Statement", "definition": "A sentence that states the main argument or point of an essay."}, {"term": "Topic Sentence", "definition": "The first sentence of a paragraph that introduces its main idea."}, {"term": "Supporting Evidence", "definition": "Facts, quotes, or examples that prove your point."}, {"term": "Transition", "definition": "A word or phrase that connects ideas between sentences or paragraphs."}, {"term": "Conclusion", "definition": "The final paragraph that summarizes the main points and restates the thesis."}, {"term": "Hook", "definition": "An opening sentence designed to grab the reader's attention."}]	[{"title": "Writing a Thesis Statement", "content": "Topic: school uniforms. Weak thesis: \\"School uniforms are good.\\" Strong thesis: \\"School uniforms reduce peer pressure, decrease morning decision fatigue, and promote a sense of community among students.\\"", "solution": "A strong thesis is specific and lists the main points you will discuss."}, {"title": "Using Transitions", "content": "Without transition: \\"Exercise improves mood. It strengthens muscles.\\" With transition: \\"Exercise improves mood. Additionally, it strengthens muscles.\\"", "solution": "Transitions create smooth connections between ideas."}]	[{"hint": "State your position and include 2-3 reasons you will discuss.", "answer": null, "question": "Write a thesis statement for an essay about the importance of reading."}, {"hint": "Start with your point, support it with facts or examples, then wrap up.", "answer": null, "question": "Write a body paragraph with a topic sentence, two pieces of evidence, and a concluding sentence."}]	\N
103	35	Subject-Verb Agreement	\N	1	\N	Subject-Verb Agreement Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.255944	Identify and explain key concepts related to Subject-Verb Agreement.\nApply reading and writing strategies to Subject-Verb Agreement tasks.\nAnalyze texts and examples connected to Subject-Verb Agreement.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Subject-Verb Agreement.	This lesson focuses on developing your language arts skills through the study of Subject-Verb Agreement. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Subject-Verb Agreement, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
104	35	Pronouns	\N	2	\N	Pronouns Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.256917	Identify and explain key concepts related to Pronouns.\nApply reading and writing strategies to Pronouns tasks.\nAnalyze texts and examples connected to Pronouns.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Pronouns.	This lesson focuses on developing your language arts skills through the study of Pronouns. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Pronouns, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
105	35	Conjunctions	\N	3	\N	Conjunctions Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.257854	Identify and explain key concepts related to Conjunctions.\nApply reading and writing strategies to Conjunctions tasks.\nAnalyze texts and examples connected to Conjunctions.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Conjunctions.	This lesson focuses on developing your language arts skills through the study of Conjunctions. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Conjunctions, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
106	36	Using a Dictionary	\N	1	\N	Using a Dictionary Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.259176	Identify and explain key concepts related to Using a Dictionary.\nApply reading and writing strategies to Using a Dictionary tasks.\nAnalyze texts and examples connected to Using a Dictionary.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Using a Dictionary.	This lesson focuses on developing your language arts skills through the study of Using a Dictionary. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Using a Dictionary, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
107	36	Finding Information	\N	2	\N	Finding Information Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.260061	Identify and explain key concepts related to Finding Information.\nApply reading and writing strategies to Finding Information tasks.\nAnalyze texts and examples connected to Finding Information.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Finding Information.	This lesson focuses on developing your language arts skills through the study of Finding Information. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Finding Information, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
108	36	Taking Notes	\N	3	\N	Taking Notes Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.261096	Identify and explain key concepts related to Taking Notes.\nApply reading and writing strategies to Taking Notes tasks.\nAnalyze texts and examples connected to Taking Notes.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Taking Notes.	This lesson focuses on developing your language arts skills through the study of Taking Notes. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Taking Notes, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
398	133	Medieval and Renaissance Works	\N	2	\N	Medieval and Renaissance Works Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.57461	Identify and explain key concepts related to Medieval and Renaissance Works.\nApply reading and writing strategies to Medieval and Renaissance Works tasks.\nAnalyze texts and examples connected to Medieval and Renaissance Works.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Medieval and Renaissance Works.	This lesson focuses on developing your language arts skills through the study of Medieval and Renaissance Works. Strong readers and writers share a set of core practices: they read actively, think critically, and communicate clearly.\n\nActive reading means engaging with the text by highlighting key ideas, asking questions, making connections, and summarizing in your own words. Critical thinking means evaluating arguments, recognizing bias, and forming your own well-supported opinions.\n\nWhen writing about what you read, always support your ideas with evidence from the text. Use direct references and explain how the evidence connects to your point. This strengthens your analysis and makes your writing more convincing.	[{"term": "Analysis", "definition": "Detailed examination of the elements or structure of something."}, {"term": "Evidence", "definition": "Information used to support a claim or argument."}, {"term": "Perspective", "definition": "A particular attitude toward or way of regarding something; point of view."}]	[{"title": "Textual Evidence", "content": "When making a claim about a text, support it with a specific reference: \\"The author suggests that persistence matters, as shown when the character states, 'I won't give up no matter what.'\\"", "solution": "Always connect your evidence back to your main point."}]	[{"hint": "Claim → Evidence → Explanation. This is the C-E-E structure.", "answer": null, "question": "Based on your study of Medieval and Renaissance Works, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
85	29	Multiplication Concepts	\N	1	\N	Multiplication Concepts Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.235951	Define and explain the key concepts of Multiplication Concepts.\nSolve problems involving Multiplication Concepts with accuracy.\nApply Multiplication Concepts strategies to real-world situations.\nShow work and explain reasoning when solving Multiplication Concepts problems.\nIdentify and correct common errors in Multiplication Concepts.	Multiplication is repeated addition. When we multiply 4 × 3, we are adding 4 three times: 4 + 4 + 4 = 12.\n\nFor multi-digit multiplication, use the standard algorithm: multiply each digit of the bottom number by every digit of the top number, shifting one place left for each row, then add the partial products together.\n\nThe commutative property means 6 × 7 = 7 × 6. The distributive property lets you break apart problems: 8 × 12 = 8 × (10 + 2) = 80 + 16 = 96. These properties make mental math easier.\n\nIn word problems, look for clue words like "each," "every," "per," "times," and "groups of." These signal multiplication.	[{"term": "Product", "definition": "The result of multiplying two or more numbers."}, {"term": "Factor", "definition": "A number being multiplied."}, {"term": "Commutative Property", "definition": "The order of factors does not change the product (a × b = b × a)."}, {"term": "Distributive Property", "definition": "a × (b + c) = (a × b) + (a × c)."}, {"term": "Zero Property", "definition": "Any number multiplied by zero equals zero."}]	[{"title": "Basic Multiplication", "content": "Calculate 9 × 8. This means 9 groups of 8, or 8 added 9 times.", "solution": "9 × 8 = 72"}, {"title": "Distributive Property", "content": "Calculate 22 × 7 using the distributive property. Break 22 into 20 + 2: (20 × 7) + (2 × 7) = 140 + 14.", "solution": "22 × 7 = 154"}]	[{"hint": "Multiply using your times tables or repeated addition.", "answer": null, "question": "Calculate: 4 × 8"}, {"hint": "Multiply rows by desks per row.", "answer": null, "question": "A classroom has 6 rows of desks with 7 desks in each row. How many desks total?"}]	\N
87	29	Times Tables 6-12	\N	3	\N	Times Tables 6-12 Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.238138	Define and explain the key concepts of Times Tables 6-12.\nSolve problems involving Times Tables 6-12 with accuracy.\nApply Times Tables 6-12 strategies to real-world situations.\nShow work and explain reasoning when solving Times Tables 6-12 problems.\nIdentify and correct common errors in Times Tables 6-12.	Multiplication is repeated addition. When we multiply 4 × 3, we are adding 4 three times: 4 + 4 + 4 = 12.\n\nFor multi-digit multiplication, use the standard algorithm: multiply each digit of the bottom number by every digit of the top number, shifting one place left for each row, then add the partial products together.\n\nThe commutative property means 6 × 7 = 7 × 6. The distributive property lets you break apart problems: 8 × 12 = 8 × (10 + 2) = 80 + 16 = 96. These properties make mental math easier.\n\nIn word problems, look for clue words like "each," "every," "per," "times," and "groups of." These signal multiplication.	[{"term": "Product", "definition": "The result of multiplying two or more numbers."}, {"term": "Factor", "definition": "A number being multiplied."}, {"term": "Commutative Property", "definition": "The order of factors does not change the product (a × b = b × a)."}, {"term": "Distributive Property", "definition": "a × (b + c) = (a × b) + (a × c)."}, {"term": "Zero Property", "definition": "Any number multiplied by zero equals zero."}]	[{"title": "Basic Multiplication", "content": "Calculate 4 × 11. This means 4 groups of 11, or 11 added 4 times.", "solution": "4 × 11 = 44"}, {"title": "Distributive Property", "content": "Calculate 26 × 7 using the distributive property. Break 26 into 20 + 6: (20 × 7) + (6 × 7) = 140 + 42.", "solution": "26 × 7 = 182"}]	[{"hint": "Multiply using your times tables or repeated addition.", "answer": null, "question": "Calculate: 11 × 10"}, {"hint": "Multiply rows by desks per row.", "answer": null, "question": "A classroom has 5 rows of desks with 6 desks in each row. How many desks total?"}]	\N
88	30	Division Concepts	\N	1	\N	Division Concepts Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.239384	Define and explain the key concepts of Division Concepts.\nSolve problems involving Division Concepts with accuracy.\nApply Division Concepts strategies to real-world situations.\nShow work and explain reasoning when solving Division Concepts problems.\nIdentify and correct common errors in Division Concepts.	Division is the inverse of multiplication. It splits a total into equal groups. When we write 12 ÷ 3 = 4, we are saying 12 can be split into 3 equal groups of 4.\n\nFor long division, follow the steps: Divide, Multiply, Subtract, Bring down (DMSB). Repeat until all digits have been processed. If there is a leftover amount, record it as the remainder.\n\nTo check your work, multiply the quotient by the divisor and add the remainder. The result should equal the dividend. For example: 17 ÷ 5 = 3 remainder 2. Check: 3 × 5 + 2 = 17. ✓	[{"term": "Quotient", "definition": "The result of dividing one number by another."}, {"term": "Dividend", "definition": "The number being divided."}, {"term": "Divisor", "definition": "The number you are dividing by."}, {"term": "Remainder", "definition": "The amount left over when division does not come out evenly."}]	[{"title": "Basic Division", "content": "Divide 120 ÷ 8. Ask: how many times does 8 go into 120?", "solution": "120 ÷ 8 = 15"}, {"title": "Division with Remainder", "content": "Divide 123 ÷ 8. 8 goes into the dividend 15 times with a remainder.", "solution": "Quotient: 15, Remainder: check your calculation"}]	[{"hint": "Use long division or think about multiplication facts.", "answer": null, "question": "Calculate: 50 ÷ 7"}, {"hint": "Divide and look at the whole number quotient.", "answer": null, "question": "44 students need to form equal teams of 4. How many full teams can be made?"}]	\N
89	30	Division Facts	\N	2	\N	Division Facts Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.240294	Define and explain the key concepts of Division Facts.\nSolve problems involving Division Facts with accuracy.\nApply Division Facts strategies to real-world situations.\nShow work and explain reasoning when solving Division Facts problems.\nIdentify and correct common errors in Division Facts.	Division is the inverse of multiplication. It splits a total into equal groups. When we write 12 ÷ 3 = 4, we are saying 12 can be split into 3 equal groups of 4.\n\nFor long division, follow the steps: Divide, Multiply, Subtract, Bring down (DMSB). Repeat until all digits have been processed. If there is a leftover amount, record it as the remainder.\n\nTo check your work, multiply the quotient by the divisor and add the remainder. The result should equal the dividend. For example: 17 ÷ 5 = 3 remainder 2. Check: 3 × 5 + 2 = 17. ✓	[{"term": "Quotient", "definition": "The result of dividing one number by another."}, {"term": "Dividend", "definition": "The number being divided."}, {"term": "Divisor", "definition": "The number you are dividing by."}, {"term": "Remainder", "definition": "The amount left over when division does not come out evenly."}]	[{"title": "Basic Division", "content": "Divide 78 ÷ 6. Ask: how many times does 6 go into 78?", "solution": "78 ÷ 6 = 13"}, {"title": "Division with Remainder", "content": "Divide 80 ÷ 6. 6 goes into the dividend 13 times with a remainder.", "solution": "Quotient: 13, Remainder: check your calculation"}]	[{"hint": "Use long division or think about multiplication facts.", "answer": null, "question": "Calculate: 50 ÷ 8"}, {"hint": "Divide and look at the whole number quotient.", "answer": null, "question": "32 students need to form equal teams of 6. How many full teams can be made?"}]	\N
90	30	Division Word Problems	\N	3	\N	Division Word Problems Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.241248	Define and explain the key concepts of Division Word Problems.\nSolve problems involving Division Word Problems with accuracy.\nApply Division Word Problems strategies to real-world situations.\nShow work and explain reasoning when solving Division Word Problems problems.\nIdentify and correct common errors in Division Word Problems.	Division is the inverse of multiplication. It splits a total into equal groups. When we write 12 ÷ 3 = 4, we are saying 12 can be split into 3 equal groups of 4.\n\nFor long division, follow the steps: Divide, Multiply, Subtract, Bring down (DMSB). Repeat until all digits have been processed. If there is a leftover amount, record it as the remainder.\n\nTo check your work, multiply the quotient by the divisor and add the remainder. The result should equal the dividend. For example: 17 ÷ 5 = 3 remainder 2. Check: 3 × 5 + 2 = 17. ✓	[{"term": "Quotient", "definition": "The result of dividing one number by another."}, {"term": "Dividend", "definition": "The number being divided."}, {"term": "Divisor", "definition": "The number you are dividing by."}, {"term": "Remainder", "definition": "The amount left over when division does not come out evenly."}]	[{"title": "Basic Division", "content": "Divide 88 ÷ 8. Ask: how many times does 8 go into 88?", "solution": "88 ÷ 8 = 11"}, {"title": "Division with Remainder", "content": "Divide 92 ÷ 8. 8 goes into the dividend 11 times with a remainder.", "solution": "Quotient: 11, Remainder: check your calculation"}]	[{"hint": "Use long division or think about multiplication facts.", "answer": null, "question": "Calculate: 56 ÷ 5"}, {"hint": "Divide and look at the whole number quotient.", "answer": null, "question": "38 students need to form equal teams of 5. How many full teams can be made?"}]	\N
91	31	Understanding Fractions	\N	1	\N	Understanding Fractions Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.242592	Define and explain the key concepts of Understanding Fractions.\nSolve problems involving Understanding Fractions with accuracy.\nApply Understanding Fractions strategies to real-world situations.\nShow work and explain reasoning when solving Understanding Fractions problems.\nIdentify and correct common errors in Understanding Fractions.	A fraction represents a part of a whole. The denominator tells you how many equal parts the whole is divided into, and the numerator tells you how many of those parts you have.\n\nTo find equivalent fractions, multiply or divide both the numerator and denominator by the same number. For example, 1/3 = 2/6 = 3/9. To simplify a fraction, divide both parts by their greatest common factor.\n\nTo add or subtract fractions, they must have the same denominator (a common denominator). Find the least common denominator, convert each fraction, then add or subtract the numerators. To multiply fractions, multiply numerators together and denominators together. To divide fractions, multiply by the reciprocal of the second fraction.\n\nFractions connect to decimals and percentages. To convert a fraction to a decimal, divide the numerator by the denominator.	[{"term": "Fraction", "definition": "A number representing a part of a whole, written as a/b."}, {"term": "Numerator", "definition": "The top number in a fraction; shows how many parts are selected."}, {"term": "Denominator", "definition": "The bottom number in a fraction; shows how many equal parts the whole is divided into."}, {"term": "Equivalent Fractions", "definition": "Fractions that represent the same value (e.g., 1/2 = 2/4)."}, {"term": "Improper Fraction", "definition": "A fraction where the numerator is greater than or equal to the denominator."}, {"term": "Mixed Number", "definition": "A whole number combined with a fraction (e.g., 2 ½)."}]	[{"title": "Equivalent Fractions", "content": "Find a fraction equivalent to 3/4. Multiply both parts by 2: (3×2)/(4×2) = 6/8. So 3/4 = 6/8.", "solution": "3/4 = 6/8"}, {"title": "Adding Fractions", "content": "Add 1/4 + 2/4. The denominators are the same, so add the numerators: (1+2)/4 = 3/4.", "solution": "1/4 + 2/4 = 3/4"}]	[{"hint": "Find the greatest common factor of 8 and 12, then divide both by it.", "answer": "2/3", "question": "Simplify the fraction 8/12 to lowest terms."}, {"hint": "When denominators are the same, add the numerators.", "answer": "3/5", "question": "Add: 2/5 + 1/5"}]	\N
92	31	Comparing Fractions	\N	2	\N	Comparing Fractions Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.243482	Define and explain the key concepts of Comparing Fractions.\nSolve problems involving Comparing Fractions with accuracy.\nApply Comparing Fractions strategies to real-world situations.\nShow work and explain reasoning when solving Comparing Fractions problems.\nIdentify and correct common errors in Comparing Fractions.	A fraction represents a part of a whole. The denominator tells you how many equal parts the whole is divided into, and the numerator tells you how many of those parts you have.\n\nTo find equivalent fractions, multiply or divide both the numerator and denominator by the same number. For example, 1/3 = 2/6 = 3/9. To simplify a fraction, divide both parts by their greatest common factor.\n\nTo add or subtract fractions, they must have the same denominator (a common denominator). Find the least common denominator, convert each fraction, then add or subtract the numerators. To multiply fractions, multiply numerators together and denominators together. To divide fractions, multiply by the reciprocal of the second fraction.\n\nFractions connect to decimals and percentages. To convert a fraction to a decimal, divide the numerator by the denominator.	[{"term": "Fraction", "definition": "A number representing a part of a whole, written as a/b."}, {"term": "Numerator", "definition": "The top number in a fraction; shows how many parts are selected."}, {"term": "Denominator", "definition": "The bottom number in a fraction; shows how many equal parts the whole is divided into."}, {"term": "Equivalent Fractions", "definition": "Fractions that represent the same value (e.g., 1/2 = 2/4)."}, {"term": "Improper Fraction", "definition": "A fraction where the numerator is greater than or equal to the denominator."}, {"term": "Mixed Number", "definition": "A whole number combined with a fraction (e.g., 2 ½)."}]	[{"title": "Equivalent Fractions", "content": "Find a fraction equivalent to 3/4. Multiply both parts by 2: (3×2)/(4×2) = 6/8. So 3/4 = 6/8.", "solution": "3/4 = 6/8"}, {"title": "Adding Fractions", "content": "Add 1/4 + 2/4. The denominators are the same, so add the numerators: (1+2)/4 = 3/4.", "solution": "1/4 + 2/4 = 3/4"}]	[{"hint": "Find the greatest common factor of 8 and 12, then divide both by it.", "answer": "2/3", "question": "Simplify the fraction 8/12 to lowest terms."}, {"hint": "When denominators are the same, add the numerators.", "answer": "3/5", "question": "Add: 2/5 + 1/5"}]	\N
93	31	Fractions on a Number Line	\N	3	\N	Fractions on a Number Line Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.244436	Define and explain the key concepts of Fractions on a Number Line.\nSolve problems involving Fractions on a Number Line with accuracy.\nApply Fractions on a Number Line strategies to real-world situations.\nShow work and explain reasoning when solving Fractions on a Number Line problems.\nIdentify and correct common errors in Fractions on a Number Line.	A fraction represents a part of a whole. The denominator tells you how many equal parts the whole is divided into, and the numerator tells you how many of those parts you have.\n\nTo find equivalent fractions, multiply or divide both the numerator and denominator by the same number. For example, 1/3 = 2/6 = 3/9. To simplify a fraction, divide both parts by their greatest common factor.\n\nTo add or subtract fractions, they must have the same denominator (a common denominator). Find the least common denominator, convert each fraction, then add or subtract the numerators. To multiply fractions, multiply numerators together and denominators together. To divide fractions, multiply by the reciprocal of the second fraction.\n\nFractions connect to decimals and percentages. To convert a fraction to a decimal, divide the numerator by the denominator.	[{"term": "Fraction", "definition": "A number representing a part of a whole, written as a/b."}, {"term": "Numerator", "definition": "The top number in a fraction; shows how many parts are selected."}, {"term": "Denominator", "definition": "The bottom number in a fraction; shows how many equal parts the whole is divided into."}, {"term": "Equivalent Fractions", "definition": "Fractions that represent the same value (e.g., 1/2 = 2/4)."}, {"term": "Improper Fraction", "definition": "A fraction where the numerator is greater than or equal to the denominator."}, {"term": "Mixed Number", "definition": "A whole number combined with a fraction (e.g., 2 ½)."}]	[{"title": "Equivalent Fractions", "content": "Find a fraction equivalent to 3/4. Multiply both parts by 2: (3×2)/(4×2) = 6/8. So 3/4 = 6/8.", "solution": "3/4 = 6/8"}, {"title": "Adding Fractions", "content": "Add 1/4 + 2/4. The denominators are the same, so add the numerators: (1+2)/4 = 3/4.", "solution": "1/4 + 2/4 = 3/4"}]	[{"hint": "Find the greatest common factor of 8 and 12, then divide both by it.", "answer": "2/3", "question": "Simplify the fraction 8/12 to lowest terms."}, {"hint": "When denominators are the same, add the numerators.", "answer": "3/5", "question": "Add: 2/5 + 1/5"}]	\N
94	32	Area and Perimeter	\N	1	\N	Area and Perimeter Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.245659	Define and explain the key concepts of Area and Perimeter.\nSolve problems involving Area and Perimeter with accuracy.\nApply Area and Perimeter strategies to real-world situations.\nShow work and explain reasoning when solving Area and Perimeter problems.\nIdentify and correct common errors in Area and Perimeter.	Geometry is the study of shapes, sizes, and spatial relationships. Two-dimensional shapes have length and width. Three-dimensional shapes also have depth.\n\nPerimeter is the distance around a shape. For a rectangle, P = 2(length + width). Area is the space inside a shape. For a rectangle, A = length × width. For a triangle, A = ½ × base × height. For a circle, A = π × r².\n\nVolume measures the space inside a 3D shape. For a rectangular prism (box), V = length × width × height. For a cylinder, V = π × r² × height.\n\nAngles are measured in degrees. A right angle is 90°, a straight angle is 180°, and a full rotation is 360°. The angles in any triangle always add up to 180°.	[{"term": "Perimeter", "definition": "The total distance around the outside of a shape."}, {"term": "Area", "definition": "The amount of space inside a two-dimensional shape, measured in square units."}, {"term": "Volume", "definition": "The amount of space inside a three-dimensional shape, measured in cubic units."}, {"term": "Radius", "definition": "The distance from the center of a circle to its edge."}, {"term": "Diameter", "definition": "The distance across a circle through its center; equal to 2 × radius."}, {"term": "Vertex", "definition": "A point where two sides of a shape meet (corner)."}]	[{"title": "Area of a Rectangle", "content": "Find the area of a rectangle with length 15 cm and width 3 cm. Area = length × width.", "solution": "A = 15 × 3 = 45 cm²"}, {"title": "Perimeter of a Rectangle", "content": "Find the perimeter of the same rectangle. P = 2(length + width).", "solution": "P = 2(15 + 3) = 2(18) = 36 cm"}]	[{"hint": "A = ½ × base × height.", "answer": null, "question": "Find the area of a triangle with base 9 and height 8."}, {"hint": "C = 2πr.", "answer": "43.96", "question": "Find the circumference of a circle with radius 7. Use π ≈ 3.14."}]	\N
95	32	Types of Angles	\N	2	\N	Types of Angles Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.24658	Define and explain the key concepts of Types of Angles.\nSolve problems involving Types of Angles with accuracy.\nApply Types of Angles strategies to real-world situations.\nShow work and explain reasoning when solving Types of Angles problems.\nIdentify and correct common errors in Types of Angles.	Geometry is the study of shapes, sizes, and spatial relationships. Two-dimensional shapes have length and width. Three-dimensional shapes also have depth.\n\nPerimeter is the distance around a shape. For a rectangle, P = 2(length + width). Area is the space inside a shape. For a rectangle, A = length × width. For a triangle, A = ½ × base × height. For a circle, A = π × r².\n\nVolume measures the space inside a 3D shape. For a rectangular prism (box), V = length × width × height. For a cylinder, V = π × r² × height.\n\nAngles are measured in degrees. A right angle is 90°, a straight angle is 180°, and a full rotation is 360°. The angles in any triangle always add up to 180°.	[{"term": "Perimeter", "definition": "The total distance around the outside of a shape."}, {"term": "Area", "definition": "The amount of space inside a two-dimensional shape, measured in square units."}, {"term": "Volume", "definition": "The amount of space inside a three-dimensional shape, measured in cubic units."}, {"term": "Radius", "definition": "The distance from the center of a circle to its edge."}, {"term": "Diameter", "definition": "The distance across a circle through its center; equal to 2 × radius."}, {"term": "Vertex", "definition": "A point where two sides of a shape meet (corner)."}]	[{"title": "Area of a Rectangle", "content": "Find the area of a rectangle with length 9 cm and width 3 cm. Area = length × width.", "solution": "A = 9 × 3 = 27 cm²"}, {"title": "Perimeter of a Rectangle", "content": "Find the perimeter of the same rectangle. P = 2(length + width).", "solution": "P = 2(9 + 3) = 2(12) = 24 cm"}]	[{"hint": "A = ½ × base × height.", "answer": null, "question": "Find the area of a triangle with base 8 and height 4."}, {"hint": "C = 2πr.", "answer": "43.96", "question": "Find the circumference of a circle with radius 7. Use π ≈ 3.14."}]	\N
96	32	Symmetry	\N	3	\N	Symmetry Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.247533	Define and explain the key concepts of Symmetry.\nSolve problems involving Symmetry with accuracy.\nApply Symmetry strategies to real-world situations.\nShow work and explain reasoning when solving Symmetry problems.\nIdentify and correct common errors in Symmetry.	This lesson covers important mathematical concepts related to Symmetry. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Symmetry, start by identifying what you know and what you need to find. Choose the appropriate operation or strategy, show your work step by step, and check your answer.\n\nProblem-solving involves understanding the question, planning your approach, executing your plan, and verifying the result. Always label your answers with appropriate units and check that your solution makes sense in the context of the problem.	[{"term": "Operation", "definition": "A mathematical process such as addition, subtraction, multiplication, or division."}, {"term": "Expression", "definition": "A combination of numbers, variables, and operations."}, {"term": "Equation", "definition": "A mathematical statement that two expressions are equal."}, {"term": "Solution", "definition": "A value that makes an equation true."}]	[{"title": "Applying Concepts", "content": "Apply the methods from this lesson to solve a problem involving Symmetry. Identify the key information, set up your work, and solve step by step.", "solution": "Verify your answer by substituting back or using a different method."}]	[{"hint": "Review the examples above and follow the same process.", "answer": null, "question": "Solve a problem related to Symmetry using the methods from this lesson."}]	\N
109	37	Balanced and Unbalanced Forces	\N	1	\N	Balanced and Unbalanced Forces Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.262683	Explain the key scientific concepts covered in Balanced and Unbalanced Forces.\nUse scientific vocabulary accurately when discussing Balanced and Unbalanced Forces.\nApply the scientific method to questions related to Balanced and Unbalanced Forces.\nAnalyze data and observations connected to Balanced and Unbalanced Forces.\nConnect Balanced and Unbalanced Forces concepts to real-world applications.	Force is a push or pull that can change an object's speed, direction, or shape. Newton's three laws of motion describe how forces affect objects.\n\nNewton's First Law (Inertia): An object at rest stays at rest, and an object in motion stays in motion at constant velocity, unless a net external force acts on it. A ball on a table won't move unless pushed.\n\nNewton's Second Law: Force = mass × acceleration (F = ma). A greater force produces greater acceleration. A more massive object needs more force to accelerate at the same rate.\n\nNewton's Third Law: Every action has an equal and opposite reaction. When you push against a wall, the wall pushes back on you with equal force.\n\nFriction is a force that opposes motion between surfaces in contact. Gravity is the force that pulls objects toward each other — on Earth, it accelerates objects downward at 9.8 m/s².	[{"term": "Force", "definition": "A push or pull that can change an object's motion."}, {"term": "Newton's First Law", "definition": "An object at rest stays at rest, and an object in motion stays in motion, unless acted on by an outside force (inertia)."}, {"term": "Newton's Second Law", "definition": "Force equals mass times acceleration (F = ma)."}, {"term": "Newton's Third Law", "definition": "For every action, there is an equal and opposite reaction."}, {"term": "Friction", "definition": "A force that opposes the motion of objects in contact."}, {"term": "Gravity", "definition": "The force of attraction between objects with mass; on Earth, g ≈ 9.8 m/s²."}, {"term": "Acceleration", "definition": "The rate of change of velocity over time."}]	[{"title": "Newton's Second Law", "content": "A 10 kg box is pushed with a force of 50 N. What is its acceleration? F = ma → 50 = 10 × a → a = 50/10.", "solution": "a = 5 m/s²"}, {"title": "Newton's Third Law", "content": "A swimmer pushes water backward (action). The water pushes the swimmer forward (reaction). This is why swimming works.", "solution": "Action and reaction forces are equal in magnitude and opposite in direction."}]	[{"hint": "Use F = ma.", "answer": "F = 5 × 3 = 15 N", "question": "Calculate: A 5 kg object accelerates at 3 m/s². What force is acting on it?"}, {"hint": "What force opposes the ball's motion?", "answer": "Friction between the ball and grass slows it down until it stops.", "question": "Explain why a soccer ball eventually stops rolling on grass."}]	\N
110	37	Magnets	\N	2	\N	Magnets Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.263639	Explain the key scientific concepts covered in Magnets.\nUse scientific vocabulary accurately when discussing Magnets.\nApply the scientific method to questions related to Magnets.\nAnalyze data and observations connected to Magnets.\nConnect Magnets concepts to real-world applications.	Energy is the ability to do work or cause change. It comes in many forms: kinetic (motion), potential (stored), thermal (heat), electrical, chemical, nuclear, light, and sound.\n\nThe law of conservation of energy states that energy cannot be created or destroyed — only transformed from one form to another. A roller coaster at the top of a hill has potential energy. As it descends, potential energy converts to kinetic energy.\n\nElectrical circuits require a power source, a conductor, and a load (like a light bulb). Current flows through a closed circuit. A switch opens or closes the circuit. Series circuits have one path; parallel circuits have multiple paths.\n\nWaves transfer energy without transferring matter. Mechanical waves (sound) need a medium. Electromagnetic waves (light) can travel through empty space. All waves have wavelength, frequency, and amplitude.	[{"term": "Energy", "definition": "The ability to do work or cause change."}, {"term": "Kinetic Energy", "definition": "The energy of motion (KE = ½mv²)."}, {"term": "Potential Energy", "definition": "Stored energy based on position or condition."}, {"term": "Circuit", "definition": "A closed loop through which electric current can flow."}, {"term": "Wavelength", "definition": "The distance between two consecutive peaks of a wave."}, {"term": "Frequency", "definition": "The number of wave cycles that pass a point per second, measured in Hertz (Hz)."}]	[{"title": "Energy Transformation", "content": "A flashlight: Chemical energy (battery) → Electrical energy (circuit) → Light energy (bulb) + Thermal energy (heat).", "solution": "Energy transforms between forms but the total amount stays the same."}]	[{"hint": "Chemical energy in your body starts the chain.", "answer": "Chemical → kinetic (pedaling) → mechanical (wheels turning) → some thermal (friction/heat).", "question": "List three energy transformations that happen when you ride a bicycle."}, {"hint": "Think about the path electricity follows.", "answer": "Series has one path (if one component fails, all fail). Parallel has multiple paths (components work independently).", "question": "What is the difference between a series circuit and a parallel circuit?"}]	\N
112	38	Food Chains	\N	1	\N	Food Chains Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.265911	Explain the key scientific concepts covered in Food Chains.\nUse scientific vocabulary accurately when discussing Food Chains.\nApply the scientific method to questions related to Food Chains.\nAnalyze data and observations connected to Food Chains.\nConnect Food Chains concepts to real-world applications.	An ecosystem includes all living things (biotic factors) and nonliving things (abiotic factors) in an area, and the interactions between them. Biotic factors include plants, animals, and microorganisms. Abiotic factors include sunlight, water, temperature, and soil.\n\nEnergy flows through ecosystems in food chains and food webs. Producers (plants) capture energy from the Sun. Primary consumers (herbivores) eat producers. Secondary consumers (carnivores) eat primary consumers. Decomposers break down dead organisms and recycle nutrients back into the soil.\n\nOnly about 10% of energy transfers from one level to the next. This is why there are fewer top predators than herbivores in any ecosystem.\n\nBiomes are large-scale ecosystems defined by climate. Major biomes include tropical rainforest, desert, grassland, temperate forest, taiga (boreal forest), and tundra. Each biome supports different types of organisms adapted to its conditions.	[{"term": "Ecosystem", "definition": "A community of living organisms interacting with their physical environment."}, {"term": "Food Chain", "definition": "A sequence showing how energy and nutrients pass from one organism to another."}, {"term": "Producer", "definition": "An organism that makes its own food (usually through photosynthesis)."}, {"term": "Consumer", "definition": "An organism that eats other organisms for energy."}, {"term": "Decomposer", "definition": "An organism that breaks down dead material and recycles nutrients."}, {"term": "Biome", "definition": "A large region characterized by its climate and the types of organisms that live there."}]	[{"title": "Food Chain Example", "content": "Grass (producer) → Grasshopper (primary consumer) → Frog (secondary consumer) → Snake (tertiary consumer) → Hawk (top predator). Decomposers recycle nutrients from dead organisms at every level.", "solution": "Energy flows from producers to consumers, with only ~10% transferred at each step."}]	[{"hint": "Start with a plant (producer) and build up.", "answer": null, "question": "Create a food chain with at least four organisms. Label each as producer, primary consumer, secondary consumer, or top predator."}, {"hint": "Think about what decomposers do with dead material and nutrients.", "answer": "Dead material would pile up and nutrients would not be recycled back into the soil, eventually starving producers.", "question": "What would happen to an ecosystem if all decomposers disappeared?"}]	\N
113	38	Habitats	\N	2	\N	Habitats Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.26678	Explain the key scientific concepts covered in Habitats.\nUse scientific vocabulary accurately when discussing Habitats.\nApply the scientific method to questions related to Habitats.\nAnalyze data and observations connected to Habitats.\nConnect Habitats concepts to real-world applications.	An ecosystem includes all living things (biotic factors) and nonliving things (abiotic factors) in an area, and the interactions between them. Biotic factors include plants, animals, and microorganisms. Abiotic factors include sunlight, water, temperature, and soil.\n\nEnergy flows through ecosystems in food chains and food webs. Producers (plants) capture energy from the Sun. Primary consumers (herbivores) eat producers. Secondary consumers (carnivores) eat primary consumers. Decomposers break down dead organisms and recycle nutrients back into the soil.\n\nOnly about 10% of energy transfers from one level to the next. This is why there are fewer top predators than herbivores in any ecosystem.\n\nBiomes are large-scale ecosystems defined by climate. Major biomes include tropical rainforest, desert, grassland, temperate forest, taiga (boreal forest), and tundra. Each biome supports different types of organisms adapted to its conditions.	[{"term": "Ecosystem", "definition": "A community of living organisms interacting with their physical environment."}, {"term": "Food Chain", "definition": "A sequence showing how energy and nutrients pass from one organism to another."}, {"term": "Producer", "definition": "An organism that makes its own food (usually through photosynthesis)."}, {"term": "Consumer", "definition": "An organism that eats other organisms for energy."}, {"term": "Decomposer", "definition": "An organism that breaks down dead material and recycles nutrients."}, {"term": "Biome", "definition": "A large region characterized by its climate and the types of organisms that live there."}]	[{"title": "Food Chain Example", "content": "Grass (producer) → Grasshopper (primary consumer) → Frog (secondary consumer) → Snake (tertiary consumer) → Hawk (top predator). Decomposers recycle nutrients from dead organisms at every level.", "solution": "Energy flows from producers to consumers, with only ~10% transferred at each step."}]	[{"hint": "Start with a plant (producer) and build up.", "answer": null, "question": "Create a food chain with at least four organisms. Label each as producer, primary consumer, secondary consumer, or top predator."}, {"hint": "Think about what decomposers do with dead material and nutrients.", "answer": "Dead material would pile up and nutrients would not be recycled back into the soil, eventually starving producers.", "question": "What would happen to an ecosystem if all decomposers disappeared?"}]	\N
