114	38	Adaptations	\N	3	\N	Adaptations Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.267687	Explain the key scientific concepts covered in Adaptations.\nUse scientific vocabulary accurately when discussing Adaptations.\nApply the scientific method to questions related to Adaptations.\nAnalyze data and observations connected to Adaptations.\nConnect Adaptations concepts to real-world applications.	Genetics is the study of heredity — how traits are passed from parents to offspring. DNA (deoxyribonucleic acid) is the molecule that stores genetic information in the form of a double helix.\n\nGenes are segments of DNA that code for specific traits (like eye color or blood type). Humans have about 20,000–25,000 genes organized on 23 pairs of chromosomes. One chromosome in each pair comes from each parent.\n\nTraits can be dominant or recessive. A dominant allele (represented by a capital letter, like B) is expressed when present. A recessive allele (lowercase, like b) is only expressed when two copies are present (bb). A Punnett square helps predict the probability of offspring inheriting specific traits.\n\nEvolution through natural selection explains how populations change over time. Organisms with traits better suited to their environment are more likely to survive and reproduce, passing those traits to the next generation.	[{"term": "DNA", "definition": "Deoxyribonucleic acid; the molecule that carries genetic instructions."}, {"term": "Gene", "definition": "A segment of DNA that codes for a specific protein or trait."}, {"term": "Chromosome", "definition": "A structure made of DNA and proteins; humans have 46 (23 pairs)."}, {"term": "Dominant Trait", "definition": "A trait that is expressed when at least one dominant allele is present."}, {"term": "Recessive Trait", "definition": "A trait that is only expressed when two recessive alleles are present."}, {"term": "Natural Selection", "definition": "The process by which organisms with favorable traits are more likely to survive and reproduce."}]	[{"title": "Punnett Square", "content": "Cross Bb × Bb (both parents carry one dominant and one recessive allele). Results: BB (25%), Bb (50%), bb (25%). So 75% show the dominant trait and 25% show the recessive trait.", "solution": "3:1 ratio of dominant to recessive phenotypes."}]	[{"hint": "Set up a Punnett square with Bb × Bb.", "answer": "25% (bb)", "question": "If both parents have the genotype Bb for eye color (B = brown, b = blue), what percentage of offspring could have blue eyes?"}, {"hint": "Think about which individuals survive and reproduce more successfully.", "answer": "Organisms with favorable traits survive and reproduce more, passing those traits to offspring. Over generations, the population becomes better adapted.", "question": "Explain how natural selection leads to adaptation over time."}]	\N
115	39	Water Cycle	\N	1	\N	Water Cycle Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.269151	Explain the key scientific concepts covered in Water Cycle.\nUse scientific vocabulary accurately when discussing Water Cycle.\nApply the scientific method to questions related to Water Cycle.\nAnalyze data and observations connected to Water Cycle.\nConnect Water Cycle 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
116	39	Cloud Types	\N	2	\N	Cloud Types Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.270088	Explain the key scientific concepts covered in Cloud Types.\nUse scientific vocabulary accurately when discussing Cloud Types.\nApply the scientific method to questions related to Cloud Types.\nAnalyze data and observations connected to Cloud Types.\nConnect Cloud Types 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
117	39	Severe Weather	\N	3	\N	Severe Weather Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.271314	Explain the key scientific concepts covered in Severe Weather.\nUse scientific vocabulary accurately when discussing Severe Weather.\nApply the scientific method to questions related to Severe Weather.\nAnalyze data and observations connected to Severe Weather.\nConnect Severe 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
118	40	Urban Rural and Suburban	\N	1	\N	Urban Rural and Suburban Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.273229	Explain the key ideas and events related to Urban Rural and Suburban.\nUse historical vocabulary when discussing Urban Rural and Suburban.\nAnalyze causes and effects connected to Urban Rural and Suburban.\nConnect past events to present-day situations.\nEvaluate different perspectives on Urban Rural and Suburban.	This lesson explores important concepts related to Urban Rural and Suburban. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Urban Rural and Suburban, 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 Urban Rural and Suburban, 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 Urban Rural and Suburban and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Urban Rural and Suburban connect to or affect the present day?"}]	\N
447	149	American Realism	\N	3	\N	American Realism Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.626473	Identify and explain key concepts related to American Realism.\nApply reading and writing strategies to American Realism tasks.\nAnalyze texts and examples connected to American Realism.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through American Realism.	This lesson focuses on developing your language arts skills through the study of American Realism. 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 American Realism, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
119	40	Local Government	\N	2	\N	Local Government Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.274139	Explain the key ideas and events related to Local Government.\nUse historical vocabulary when discussing Local Government.\nAnalyze causes and effects connected to Local Government.\nConnect past events to present-day situations.\nEvaluate different perspectives on Local Government.	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
120	40	Community Resources	\N	3	\N	Community Resources Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.275192	Explain the key ideas and events related to Community Resources.\nUse historical vocabulary when discussing Community Resources.\nAnalyze causes and effects connected to Community Resources.\nConnect past events to present-day situations.\nEvaluate different perspectives on Community Resources.	This lesson explores important concepts related to Community Resources. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Community 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 Community 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 Community Resources and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Community Resources connect to or affect the present day?"}]	\N
121	41	Regions of the US	\N	1	\N	Regions of the US Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.276455	Explain the key ideas and events related to Regions of the US.\nUse historical vocabulary when discussing Regions of the US.\nAnalyze causes and effects connected to Regions of the US.\nConnect past events to present-day situations.\nEvaluate different perspectives on Regions of the US.	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
122	41	Physical Features	\N	2	\N	Physical Features Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.277396	Explain the key ideas and events related to Physical Features.\nUse historical vocabulary when discussing Physical Features.\nAnalyze causes and effects connected to Physical Features.\nConnect past events to present-day situations.\nEvaluate different perspectives on Physical Features.	This lesson explores important concepts related to Physical Features. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Physical Features, 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 Physical Features, 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 Physical Features and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Physical Features connect to or affect the present day?"}]	\N
123	41	Human Geography	\N	3	\N	Human Geography Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.278398	Explain the key ideas and events related to Human Geography.\nUse historical vocabulary when discussing Human Geography.\nAnalyze causes and effects connected to Human Geography.\nConnect past events to present-day situations.\nEvaluate different perspectives on Human Geography.	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
124	42	Supply and Demand	\N	1	\N	Supply and Demand Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.279631	Explain the key ideas and events related to Supply and Demand.\nUse historical vocabulary when discussing Supply and Demand.\nAnalyze causes and effects connected to Supply and Demand.\nConnect past events to present-day situations.\nEvaluate different perspectives on Supply and Demand.	Economics studies how people, businesses, and governments make decisions about using limited resources. The fundamental problem of economics is scarcity: there are unlimited wants but limited resources.\n\nSupply and demand determine prices in a market economy. When demand increases and supply stays the same, prices rise. When supply increases and demand stays the same, prices fall. The equilibrium price is where supply and demand meet.\n\nOpportunity cost is what you give up when making a choice. If you spend $20 on a book, the opportunity cost is whatever else you could have bought with that $20.\n\nGovernments influence economies through taxation, spending, and regulation. Fiscal policy involves government spending and taxation. Monetary policy involves managing the money supply and interest rates.	[{"term": "Supply", "definition": "The amount of a product or service available for sale."}, {"term": "Demand", "definition": "The desire and ability of consumers to buy a product or service."}, {"term": "Scarcity", "definition": "The condition of having limited resources to meet unlimited wants."}, {"term": "Opportunity Cost", "definition": "What you give up when you choose one option over another."}, {"term": "GDP", "definition": "Gross Domestic Product; the total value of goods and services produced in a country in a year."}, {"term": "Inflation", "definition": "A general increase in prices over time, reducing purchasing power."}]	[{"title": "Supply and Demand", "content": "A popular toy at holiday time: demand is high but supply is limited → price increases. After the holidays: demand drops → price decreases or stores offer sales.", "solution": "Prices rise when demand exceeds supply and fall when supply exceeds demand."}]	[{"hint": "Opportunity cost is what you give up.", "answer": "The concert experience is the opportunity cost.", "question": "You have $50. You can buy a video game or go to a concert. If you choose the game, what is the opportunity cost?"}, {"hint": "How does rain affect demand for umbrellas?", "answer": "Demand increases while supply stays the same, so the price tends to rise.", "question": "Explain what happens to the price of umbrellas when it starts raining heavily."}]	\N
125	42	Producers and Consumers	\N	2	\N	Producers and Consumers Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.280587	Explain the key ideas and events related to Producers and Consumers.\nUse historical vocabulary when discussing Producers and Consumers.\nAnalyze causes and effects connected to Producers and Consumers.\nConnect past events to present-day situations.\nEvaluate different perspectives on Producers and Consumers.	This lesson explores important concepts related to Producers and Consumers. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Producers and Consumers, 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 Producers and Consumers, 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 Producers and Consumers and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Producers and Consumers connect to or affect the present day?"}]	\N
126	42	Trade	\N	3	\N	Trade Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.281531	Explain the key ideas and events related to Trade.\nUse historical vocabulary when discussing Trade.\nAnalyze causes and effects connected to Trade.\nConnect past events to present-day situations.\nEvaluate different perspectives on Trade.	Economics studies how people, businesses, and governments make decisions about using limited resources. The fundamental problem of economics is scarcity: there are unlimited wants but limited resources.\n\nSupply and demand determine prices in a market economy. When demand increases and supply stays the same, prices rise. When supply increases and demand stays the same, prices fall. The equilibrium price is where supply and demand meet.\n\nOpportunity cost is what you give up when making a choice. If you spend $20 on a book, the opportunity cost is whatever else you could have bought with that $20.\n\nGovernments influence economies through taxation, spending, and regulation. Fiscal policy involves government spending and taxation. Monetary policy involves managing the money supply and interest rates.	[{"term": "Supply", "definition": "The amount of a product or service available for sale."}, {"term": "Demand", "definition": "The desire and ability of consumers to buy a product or service."}, {"term": "Scarcity", "definition": "The condition of having limited resources to meet unlimited wants."}, {"term": "Opportunity Cost", "definition": "What you give up when you choose one option over another."}, {"term": "GDP", "definition": "Gross Domestic Product; the total value of goods and services produced in a country in a year."}, {"term": "Inflation", "definition": "A general increase in prices over time, reducing purchasing power."}]	[{"title": "Supply and Demand", "content": "A popular toy at holiday time: demand is high but supply is limited → price increases. After the holidays: demand drops → price decreases or stores offer sales.", "solution": "Prices rise when demand exceeds supply and fall when supply exceeds demand."}]	[{"hint": "Opportunity cost is what you give up.", "answer": "The concert experience is the opportunity cost.", "question": "You have $50. You can buy a video game or go to a concert. If you choose the game, what is the opportunity cost?"}, {"hint": "How does rain affect demand for umbrellas?", "answer": "Demand increases while supply stays the same, so the price tends to rise.", "question": "Explain what happens to the price of umbrellas when it starts raining heavily."}]	\N
139	47	Fiction vs Nonfiction	\N	1	\N	Fiction vs Nonfiction Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.296597	Identify and explain key concepts related to Fiction vs Nonfiction.\nApply reading and writing strategies to Fiction vs Nonfiction tasks.\nAnalyze texts and examples connected to Fiction vs Nonfiction.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Fiction vs Nonfiction.	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
140	47	Character Analysis	\N	2	\N	Character Analysis Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.297539	Identify and explain key concepts related to Character Analysis.\nApply reading and writing strategies to Character Analysis tasks.\nAnalyze texts and examples connected to Character Analysis.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Character Analysis.	This lesson focuses on developing your language arts skills through the study of Character Analysis. 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 Character Analysis, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
141	47	Theme and Moral	\N	3	\N	Theme and Moral Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.298518	Identify and explain key concepts related to Theme and Moral.\nApply reading and writing strategies to Theme and Moral tasks.\nAnalyze texts and examples connected to Theme and Moral.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Theme and Moral.	This lesson focuses on developing your language arts skills through the study of Theme and Moral. 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 Theme and Moral, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
142	48	Essay Structure	\N	1	\N	Essay Structure Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.299787	Identify and explain key concepts related to Essay Structure.\nApply reading and writing strategies to Essay Structure tasks.\nAnalyze texts and examples connected to Essay Structure.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Essay Structure.	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
158	53	Animal Adaptations	\N	2	\N	Animal Adaptations Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.320064	Explain the key scientific concepts covered in Animal Adaptations.\nUse scientific vocabulary accurately when discussing Animal Adaptations.\nApply the scientific method to questions related to Animal Adaptations.\nAnalyze data and observations connected to Animal Adaptations.\nConnect Animal Adaptations concepts to real-world applications.	Genetics is the study of heredity — how traits are passed from parents to offspring. DNA (deoxyribonucleic acid) is the molecule that stores genetic information in the form of a double helix.\n\nGenes are segments of DNA that code for specific traits (like eye color or blood type). Humans have about 20,000–25,000 genes organized on 23 pairs of chromosomes. One chromosome in each pair comes from each parent.\n\nTraits can be dominant or recessive. A dominant allele (represented by a capital letter, like B) is expressed when present. A recessive allele (lowercase, like b) is only expressed when two copies are present (bb). A Punnett square helps predict the probability of offspring inheriting specific traits.\n\nEvolution through natural selection explains how populations change over time. Organisms with traits better suited to their environment are more likely to survive and reproduce, passing those traits to the next generation.	[{"term": "DNA", "definition": "Deoxyribonucleic acid; the molecule that carries genetic instructions."}, {"term": "Gene", "definition": "A segment of DNA that codes for a specific protein or trait."}, {"term": "Chromosome", "definition": "A structure made of DNA and proteins; humans have 46 (23 pairs)."}, {"term": "Dominant Trait", "definition": "A trait that is expressed when at least one dominant allele is present."}, {"term": "Recessive Trait", "definition": "A trait that is only expressed when two recessive alleles are present."}, {"term": "Natural Selection", "definition": "The process by which organisms with favorable traits are more likely to survive and reproduce."}]	[{"title": "Punnett Square", "content": "Cross Bb × Bb (both parents carry one dominant and one recessive allele). Results: BB (25%), Bb (50%), bb (25%). So 75% show the dominant trait and 25% show the recessive trait.", "solution": "3:1 ratio of dominant to recessive phenotypes."}]	[{"hint": "Set up a Punnett square with Bb × Bb.", "answer": "25% (bb)", "question": "If both parents have the genotype Bb for eye color (B = brown, b = blue), what percentage of offspring could have blue eyes?"}, {"hint": "Think about which individuals survive and reproduce more successfully.", "answer": "Organisms with favorable traits survive and reproduce more, passing those traits to offspring. Over generations, the population becomes better adapted.", "question": "Explain how natural selection leads to adaptation over time."}]	\N
143	48	Descriptive Writing	\N	2	\N	Descriptive Writing Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.300791	Identify and explain key concepts related to Descriptive Writing.\nApply reading and writing strategies to Descriptive Writing tasks.\nAnalyze texts and examples connected to Descriptive Writing.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Descriptive 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
144	48	Research Reports	\N	3	\N	Research Reports Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.301792	Identify and explain key concepts related to Research Reports.\nApply reading and writing strategies to Research Reports tasks.\nAnalyze texts and examples connected to Research Reports.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Research Reports.	This lesson focuses on developing your language arts skills through the study of Research Reports. 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 Research Reports, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
145	49	Complex Sentences	\N	1	\N	Complex Sentences Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.303054	Identify and explain key concepts related to Complex Sentences.\nApply reading and writing strategies to Complex Sentences tasks.\nAnalyze texts and examples connected to Complex Sentences.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Complex 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
146	49	Quotation Marks	\N	2	\N	Quotation Marks Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.303994	Identify and explain key concepts related to Quotation Marks.\nApply reading and writing strategies to Quotation Marks tasks.\nAnalyze texts and examples connected to Quotation Marks.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Quotation Marks.	This lesson focuses on developing your language arts skills through the study of Quotation Marks. 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 Quotation Marks, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
159	53	Food Webs	\N	3	\N	Food Webs Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.32106	Explain the key scientific concepts covered in Food Webs.\nUse scientific vocabulary accurately when discussing Food Webs.\nApply the scientific method to questions related to Food Webs.\nAnalyze data and observations connected to Food Webs.\nConnect Food Webs concepts to real-world applications.	This lesson covers scientific concepts related to Food Webs. 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 Food Webs. Identify the independent and dependent variables."}]	\N
147	49	Homophones	\N	3	\N	Homophones Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.305148	Identify and explain key concepts related to Homophones.\nApply reading and writing strategies to Homophones tasks.\nAnalyze texts and examples connected to Homophones.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Homophones.	This lesson focuses on developing your language arts skills through the study of Homophones. 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 Homophones, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
148	50	Oral Presentations	\N	1	\N	Oral Presentations Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.306682	Identify and explain key concepts related to Oral Presentations.\nApply reading and writing strategies to Oral Presentations tasks.\nAnalyze texts and examples connected to Oral Presentations.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Oral Presentations.	This lesson focuses on developing your language arts skills through the study of Oral Presentations. 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 Oral Presentations, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
149	50	Discussion Skills	\N	2	\N	Discussion Skills Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.307967	Identify and explain key concepts related to Discussion Skills.\nApply reading and writing strategies to Discussion Skills tasks.\nAnalyze texts and examples connected to Discussion Skills.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Discussion Skills.	This lesson focuses on developing your language arts skills through the study of Discussion Skills. 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 Discussion Skills, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
150	50	Active Listening	\N	3	\N	Active Listening Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.310457	Identify and explain key concepts related to Active Listening.\nApply reading and writing strategies to Active Listening tasks.\nAnalyze texts and examples connected to Active Listening.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Active Listening.	This lesson focuses on developing your language arts skills through the study of Active Listening. 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 Active Listening, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
127	43	Multi-Digit Multiplication	\N	1	\N	Multi-Digit Multiplication Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.283223	Define and explain the key concepts of Multi-Digit Multiplication.\nSolve problems involving Multi-Digit Multiplication with accuracy.\nApply Multi-Digit Multiplication strategies to real-world situations.\nShow work and explain reasoning when solving Multi-Digit Multiplication problems.\nIdentify and correct common errors in Multi-Digit Multiplication.	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 × 8. This means 5 groups of 8, or 8 added 5 times.", "solution": "5 × 8 = 40"}, {"title": "Distributive Property", "content": "Calculate 27 × 8 using the distributive property. Break 27 into 20 + 7: (20 × 8) + (7 × 8) = 160 + 56.", "solution": "27 × 8 = 216"}]	[{"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 7 rows of desks with 5 desks in each row. How many desks total?"}]	\N
128	43	Long Division	\N	2	\N	Long Division Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.284105	Define and explain the key concepts of Long Division.\nSolve problems involving Long Division with accuracy.\nApply Long Division strategies to real-world situations.\nShow work and explain reasoning when solving Long Division problems.\nIdentify and correct common errors in Long Division.	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 90 ÷ 9. Ask: how many times does 9 go into 90?", "solution": "90 ÷ 9 = 10"}, {"title": "Division with Remainder", "content": "Divide 97 ÷ 9. 9 goes into the dividend 10 times with a remainder.", "solution": "Quotient: 10, Remainder: check your calculation"}]	[{"hint": "Use long division or think about multiplication facts.", "answer": null, "question": "Calculate: 32 ÷ 3"}, {"hint": "Divide and look at the whole number quotient.", "answer": null, "question": "26 students need to form equal teams of 7. How many full teams can be made?"}]	\N
129	43	Estimation	\N	3	\N	Estimation Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.284978	Define and explain the key concepts of Estimation.\nSolve problems involving Estimation with accuracy.\nApply Estimation strategies to real-world situations.\nShow work and explain reasoning when solving Estimation problems.\nIdentify and correct common errors in Estimation.	This lesson covers important mathematical concepts related to Estimation. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Estimation, 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 Estimation. 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 Estimation using the methods from this lesson."}]	\N
130	44	Equivalent Fractions	\N	1	\N	Equivalent Fractions Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.28637	Define and explain the key concepts of Equivalent Fractions.\nSolve problems involving Equivalent Fractions with accuracy.\nApply Equivalent Fractions strategies to real-world situations.\nShow work and explain reasoning when solving Equivalent Fractions problems.\nIdentify and correct common errors in Equivalent 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
132	44	Introduction to Decimals	\N	3	\N	Introduction to Decimals Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.288669	Define and explain the key concepts of Introduction to Decimals.\nSolve problems involving Introduction to Decimals with accuracy.\nApply Introduction to Decimals strategies to real-world situations.\nShow work and explain reasoning when solving Introduction to Decimals problems.\nIdentify and correct common errors in Introduction to Decimals.	Decimals are another way to represent parts of a whole, using the base-ten system. The decimal point separates the whole number part from the fractional part. The first digit after the decimal is in the tenths place, the second in the hundredths place, and so on.\n\nTo add or subtract decimals, line up the decimal points and add zeros as placeholders if needed. Then add or subtract as you would with whole numbers. To multiply decimals, multiply as if they were whole numbers, then count the total decimal places in both factors and place the decimal point in the product.\n\nDecimals and fractions are closely related: 0.5 = 1/2, 0.25 = 1/4, 0.75 = 3/4. To convert a fraction to a decimal, divide the numerator by the denominator.	[{"term": "Decimal", "definition": "A number that uses a decimal point to show a value between whole numbers."}, {"term": "Tenths", "definition": "The first place to the right of the decimal point (0.1)."}, {"term": "Hundredths", "definition": "The second place to the right of the decimal point (0.01)."}, {"term": "Place Value", "definition": "The value of a digit based on its position in the number."}]	[{"title": "Adding Decimals", "content": "Add 3.45 + 2.30. Line up decimal points: 3.45 + 2.30 = 5.75.", "solution": "3.45 + 2.30 = 5.75"}, {"title": "Decimal to Fraction", "content": "Convert 0.6 to a fraction. 0.6 = 6/10 = 3/5.", "solution": "0.6 = 3/5"}]	[{"hint": "Line up the decimal points and add column by column.", "answer": "5.79", "question": "Calculate: 4.56 + 1.23"}, {"hint": "Divide 3 by 4.", "answer": "0.75", "question": "Convert 3/4 to a decimal."}]	\N
133	45	Unit Conversion	\N	1	\N	Unit Conversion Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.29004	Define and explain the key concepts of Unit Conversion.\nSolve problems involving Unit Conversion with accuracy.\nApply Unit Conversion strategies to real-world situations.\nShow work and explain reasoning when solving Unit Conversion problems.\nIdentify and correct common errors in Unit Conversion.	This lesson covers important mathematical concepts related to Unit Conversion. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Unit Conversion, 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 Unit Conversion. 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 Unit Conversion using the methods from this lesson."}]	\N
134	45	Area of Rectangles	\N	2	\N	Area of Rectangles Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.29105	Define and explain the key concepts of Area of Rectangles.\nSolve problems involving Area of Rectangles with accuracy.\nApply Area of Rectangles strategies to real-world situations.\nShow work and explain reasoning when solving Area of Rectangles problems.\nIdentify and correct common errors in Area of Rectangles.	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 5 cm. Area = length × width.", "solution": "A = 10 × 5 = 50 cm²"}, {"title": "Perimeter of a Rectangle", "content": "Find the perimeter of the same rectangle. P = 2(length + width).", "solution": "P = 2(10 + 5) = 2(15) = 30 cm"}]	[{"hint": "A = ½ × base × height.", "answer": null, "question": "Find the area of a triangle with base 14 and height 7."}, {"hint": "C = 2πr.", "answer": "43.96", "question": "Find the circumference of a circle with radius 7. Use π ≈ 3.14."}]	\N
135	45	Perimeter Problems	\N	3	\N	Perimeter Problems Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.291969	Define and explain the key concepts of Perimeter Problems.\nSolve problems involving Perimeter Problems with accuracy.\nApply Perimeter Problems strategies to real-world situations.\nShow work and explain reasoning when solving Perimeter Problems problems.\nIdentify and correct common errors in Perimeter Problems.	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 14 cm and width 7 cm. Area = length × width.", "solution": "A = 14 × 7 = 98 cm²"}, {"title": "Perimeter of a Rectangle", "content": "Find the perimeter of the same rectangle. P = 2(length + width).", "solution": "P = 2(14 + 7) = 2(21) = 42 cm"}]	[{"hint": "A = ½ × base × height.", "answer": null, "question": "Find the area of a triangle with base 6 and height 9."}, {"hint": "C = 2πr.", "answer": "43.96", "question": "Find the circumference of a circle with radius 7. Use π ≈ 3.14."}]	\N
136	46	Number Patterns	\N	1	\N	Number Patterns Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.293179	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
137	46	Input-Output Tables	\N	2	\N	Input-Output Tables Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.294108	Define and explain the key concepts of Input-Output Tables.\nSolve problems involving Input-Output Tables with accuracy.\nApply Input-Output Tables strategies to real-world situations.\nShow work and explain reasoning when solving Input-Output Tables problems.\nIdentify and correct common errors in Input-Output Tables.	This lesson covers important mathematical concepts related to Input-Output Tables. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Input-Output Tables, 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 Input-Output Tables. 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 Input-Output Tables using the methods from this lesson."}]	\N
138	46	Order of Operations	\N	3	\N	Order of Operations Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.295019	Define and explain the key concepts of Order of Operations.\nSolve problems involving Order of Operations with accuracy.\nApply Order of Operations strategies to real-world situations.\nShow work and explain reasoning when solving Order of Operations problems.\nIdentify and correct common errors in Order of Operations.	A ratio compares two quantities. It can be written as a:b, a/b, or "a to b." Ratios can be simplified just like fractions by dividing both parts by their greatest common factor.\n\nA proportion states that two ratios are equal. To solve a proportion like x/4 = 6/8, cross-multiply: 8x = 24, so x = 3. You can also think of it as scaling: 6/8 simplifies to 3/4, so x = 3.\n\nA unit rate expresses a ratio with a denominator of 1. If you drive 150 miles in 3 hours, the unit rate is 150 ÷ 3 = 50 miles per hour. Unit rates make it easy to compare options.	[{"term": "Ratio", "definition": "A comparison of two quantities (e.g., 3:5 or 3/5)."}, {"term": "Proportion", "definition": "An equation showing two ratios are equal (a/b = c/d)."}, {"term": "Unit Rate", "definition": "A rate with a denominator of 1 (e.g., $3 per hour)."}, {"term": "Cross-Multiply", "definition": "A method for solving proportions: a/b = c/d means a × d = b × c."}]	[{"title": "Simplifying a Ratio", "content": "Simplify 12:8. The GCF of 12 and 8 is 4. Divide both by 4: 12:8 = 3:2.", "solution": "12:8 = 3:2"}, {"title": "Solving a Proportion", "content": "Solve: x/5 = 12/20. Cross multiply: 20x = 60. Divide: x = 3.", "solution": "x = 3"}]	[{"hint": "Find the GCF and divide both by it.", "answer": "3:2", "question": "Simplify the ratio 18:12."}, {"hint": "Set up a proportion: 4/6 = 10/x, then cross-multiply.", "answer": "$15", "question": "If 4 notebooks cost $6, how much do 10 notebooks cost?"}]	\N
151	51	Forms of Energy	\N	1	\N	Forms of Energy Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.312404	Explain the key scientific concepts covered in Forms of Energy.\nUse scientific vocabulary accurately when discussing Forms of Energy.\nApply the scientific method to questions related to Forms of Energy.\nAnalyze data and observations connected to Forms of Energy.\nConnect Forms of Energy 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
152	51	Energy Transfer	\N	2	\N	Energy Transfer Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.313729	Explain the key scientific concepts covered in Energy Transfer.\nUse scientific vocabulary accurately when discussing Energy Transfer.\nApply the scientific method to questions related to Energy Transfer.\nAnalyze data and observations connected to Energy Transfer.\nConnect Energy Transfer 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
153	51	Electricity	\N	3	\N	Electricity Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.314821	Explain the key scientific concepts covered in Electricity.\nUse scientific vocabulary accurately when discussing Electricity.\nApply the scientific method to questions related to Electricity.\nAnalyze data and observations connected to Electricity.\nConnect Electricity 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
154	52	Rocks and Minerals	\N	1	\N	Rocks and Minerals Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.316118	Explain the key scientific concepts covered in Rocks and Minerals.\nUse scientific vocabulary accurately when discussing Rocks and Minerals.\nApply the scientific method to questions related to Rocks and Minerals.\nAnalyze data and observations connected to Rocks and Minerals.\nConnect Rocks and Minerals 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
155	52	Erosion and Weathering	\N	2	\N	Erosion and Weathering Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.317092	Explain the key scientific concepts covered in Erosion and Weathering.\nUse scientific vocabulary accurately when discussing Erosion and Weathering.\nApply the scientific method to questions related to Erosion and Weathering.\nAnalyze data and observations connected to Erosion and Weathering.\nConnect Erosion and Weathering 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
157	53	Plant Adaptations	\N	1	\N	Plant Adaptations Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.319202	Explain the key scientific concepts covered in Plant Adaptations.\nUse scientific vocabulary accurately when discussing Plant Adaptations.\nApply the scientific method to questions related to Plant Adaptations.\nAnalyze data and observations connected to Plant Adaptations.\nConnect Plant Adaptations 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
160	54	Native Americans of Nevada	\N	1	\N	Native Americans of Nevada Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.322779	Explain the key ideas and events related to Native Americans of Nevada.\nUse historical vocabulary when discussing Native Americans of Nevada.\nAnalyze causes and effects connected to Native Americans of Nevada.\nConnect past events to present-day situations.\nEvaluate different perspectives on Native Americans of Nevada.	This lesson explores important concepts related to Native Americans of Nevada. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Native Americans of Nevada, 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 Native Americans of Nevada, 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 Native Americans of Nevada and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Native Americans of Nevada connect to or affect the present day?"}]	\N
161	54	Nevada Statehood	\N	2	\N	Nevada Statehood Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.323668	Explain the key ideas and events related to Nevada Statehood.\nUse historical vocabulary when discussing Nevada Statehood.\nAnalyze causes and effects connected to Nevada Statehood.\nConnect past events to present-day situations.\nEvaluate different perspectives on Nevada Statehood.	This lesson explores important concepts related to Nevada Statehood. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Nevada Statehood, 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 Nevada Statehood, 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 Nevada Statehood and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Nevada Statehood connect to or affect the present day?"}]	\N
162	54	Nevada Geography	\N	3	\N	Nevada Geography Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.324579	Explain the key ideas and events related to Nevada Geography.\nUse historical vocabulary when discussing Nevada Geography.\nAnalyze causes and effects connected to Nevada Geography.\nConnect past events to present-day situations.\nEvaluate different perspectives on Nevada Geography.	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
163	55	Northeast and Southeast	\N	1	\N	Northeast and Southeast Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.325758	Explain the key ideas and events related to Northeast and Southeast.\nUse historical vocabulary when discussing Northeast and Southeast.\nAnalyze causes and effects connected to Northeast and Southeast.\nConnect past events to present-day situations.\nEvaluate different perspectives on Northeast and Southeast.	This lesson explores important concepts related to Northeast and Southeast. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Northeast and Southeast, 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 Northeast and Southeast, 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 Northeast and Southeast and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Northeast and Southeast connect to or affect the present day?"}]	\N
164	55	Midwest and Southwest	\N	2	\N	Midwest and Southwest Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.326664	Explain the key ideas and events related to Midwest and Southwest.\nUse historical vocabulary when discussing Midwest and Southwest.\nAnalyze causes and effects connected to Midwest and Southwest.\nConnect past events to present-day situations.\nEvaluate different perspectives on Midwest and Southwest.	This lesson explores important concepts related to Midwest and Southwest. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Midwest and Southwest, 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 Midwest and Southwest, 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 Midwest and Southwest and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Midwest and Southwest connect to or affect the present day?"}]	\N
165	55	West Region	\N	3	\N	West Region Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.327556	Explain the key ideas and events related to West Region.\nUse historical vocabulary when discussing West Region.\nAnalyze causes and effects connected to West Region.\nConnect past events to present-day situations.\nEvaluate different perspectives on West Region.	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
166	56	European Explorers	\N	1	\N	European Explorers Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.32876	Explain the key ideas and events related to European Explorers.\nUse historical vocabulary when discussing European Explorers.\nAnalyze causes and effects connected to European Explorers.\nConnect past events to present-day situations.\nEvaluate different perspectives on European Explorers.	This lesson explores important concepts related to European Explorers. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying European Explorers, 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 European Explorers, 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 European Explorers and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does European Explorers connect to or affect the present day?"}]	\N
167	56	Age of Discovery	\N	2	\N	Age of Discovery Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.329708	Explain the key ideas and events related to Age of Discovery.\nUse historical vocabulary when discussing Age of Discovery.\nAnalyze causes and effects connected to Age of Discovery.\nConnect past events to present-day situations.\nEvaluate different perspectives on Age of Discovery.	This lesson explores important concepts related to Age of Discovery. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Age of Discovery, 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 Age of Discovery, 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 Age of Discovery and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Age of Discovery connect to or affect the present day?"}]	\N
168	56	Impact on Native Peoples	\N	3	\N	Impact on Native Peoples Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.330709	Explain the key ideas and events related to Impact on Native Peoples.\nUse historical vocabulary when discussing Impact on Native Peoples.\nAnalyze causes and effects connected to Impact on Native Peoples.\nConnect past events to present-day situations.\nEvaluate different perspectives on Impact on Native Peoples.	This lesson explores important concepts related to Impact on Native Peoples. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Impact on Native Peoples, 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 Impact on Native Peoples, 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 Impact on Native Peoples and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Impact on Native Peoples connect to or affect the present day?"}]	\N
181	61	Point of View	\N	1	\N	Point of View Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.345222	Identify and explain key concepts related to Point of View.\nApply reading and writing strategies to Point of View tasks.\nAnalyze texts and examples connected to Point of View.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Point of View.	This lesson focuses on developing your language arts skills through the study of Point of View. 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 Point of View, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
183	61	Comparing Texts	\N	3	\N	Comparing Texts Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.346943	Identify and explain key concepts related to Comparing Texts.\nApply reading and writing strategies to Comparing Texts tasks.\nAnalyze texts and examples connected to Comparing Texts.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Comparing Texts.	This lesson focuses on developing your language arts skills through the study of Comparing Texts. 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 Comparing Texts, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
184	62	Persuasive Writing	\N	1	\N	Persuasive Writing Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.348042	Identify and explain key concepts related to Persuasive Writing.\nApply reading and writing strategies to Persuasive Writing tasks.\nAnalyze texts and examples connected to Persuasive Writing.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Persuasive 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
185	62	Narrative Essays	\N	2	\N	Narrative Essays Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.348903	Identify and explain key concepts related to Narrative Essays.\nApply reading and writing strategies to Narrative Essays tasks.\nAnalyze texts and examples connected to Narrative Essays.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Narrative Essays.	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
186	62	Research Papers	\N	3	\N	Research Papers Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.349863	Identify and explain key concepts related to Research Papers.\nApply reading and writing strategies to Research Papers tasks.\nAnalyze texts and examples connected to Research Papers.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Research Papers.	This lesson focuses on developing your language arts skills through the study of Research Papers. 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 Research Papers, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
187	63	Verb Tenses	\N	1	\N	Verb Tenses Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.35096	Identify and explain key concepts related to Verb Tenses.\nApply reading and writing strategies to Verb Tenses tasks.\nAnalyze texts and examples connected to Verb Tenses.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Verb Tenses.	This lesson focuses on developing your language arts skills through the study of Verb Tenses. 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 Verb Tenses, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
188	63	Prepositions	\N	2	\N	Prepositions Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.351776	Identify and explain key concepts related to Prepositions.\nApply reading and writing strategies to Prepositions tasks.\nAnalyze texts and examples connected to Prepositions.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Prepositions.	This lesson focuses on developing your language arts skills through the study of Prepositions. 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 Prepositions, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
189	63	Comma Rules	\N	3	\N	Comma Rules Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.352689	Identify and explain key concepts related to Comma Rules.\nApply reading and writing strategies to Comma Rules tasks.\nAnalyze texts and examples connected to Comma Rules.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Comma Rules.	This lesson focuses on developing your language arts skills through the study of Comma Rules. 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 Comma Rules, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
190	64	Greek and Latin Roots	\N	1	\N	Greek and Latin Roots Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.353936	Identify and explain key concepts related to Greek and Latin Roots.\nApply reading and writing strategies to Greek and Latin Roots tasks.\nAnalyze texts and examples connected to Greek and Latin Roots.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Greek and Latin Roots.	This lesson focuses on developing your language arts skills through the study of Greek and Latin Roots. 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 Greek and Latin Roots, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
191	64	Context Clues	\N	2	\N	Context Clues Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.354919	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
192	64	Academic Vocabulary	\N	3	\N	Academic Vocabulary Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.355866	Identify and explain key concepts related to Academic Vocabulary.\nApply reading and writing strategies to Academic Vocabulary tasks.\nAnalyze texts and examples connected to Academic Vocabulary.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Academic 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
169	57	Decimal Place Value	\N	1	\N	Decimal Place Value Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.33226	Define and explain the key concepts of Decimal Place Value.\nSolve problems involving Decimal Place Value with accuracy.\nApply Decimal Place Value strategies to real-world situations.\nShow work and explain reasoning when solving Decimal Place Value problems.\nIdentify and correct common errors in Decimal Place Value.	Decimals are another way to represent parts of a whole, using the base-ten system. The decimal point separates the whole number part from the fractional part. The first digit after the decimal is in the tenths place, the second in the hundredths place, and so on.\n\nTo add or subtract decimals, line up the decimal points and add zeros as placeholders if needed. Then add or subtract as you would with whole numbers. To multiply decimals, multiply as if they were whole numbers, then count the total decimal places in both factors and place the decimal point in the product.\n\nDecimals and fractions are closely related: 0.5 = 1/2, 0.25 = 1/4, 0.75 = 3/4. To convert a fraction to a decimal, divide the numerator by the denominator.	[{"term": "Decimal", "definition": "A number that uses a decimal point to show a value between whole numbers."}, {"term": "Tenths", "definition": "The first place to the right of the decimal point (0.1)."}, {"term": "Hundredths", "definition": "The second place to the right of the decimal point (0.01)."}, {"term": "Place Value", "definition": "The value of a digit based on its position in the number."}]	[{"title": "Adding Decimals", "content": "Add 3.45 + 2.30. Line up decimal points: 3.45 + 2.30 = 5.75.", "solution": "3.45 + 2.30 = 5.75"}, {"title": "Decimal to Fraction", "content": "Convert 0.6 to a fraction. 0.6 = 6/10 = 3/5.", "solution": "0.6 = 3/5"}]	[{"hint": "Line up the decimal points and add column by column.", "answer": "5.79", "question": "Calculate: 4.56 + 1.23"}, {"hint": "Divide 3 by 4.", "answer": "0.75", "question": "Convert 3/4 to a decimal."}]	\N
171	57	Multiplying Decimals	\N	3	\N	Multiplying Decimals Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.334021	Define and explain the key concepts of Multiplying Decimals.\nSolve problems involving Multiplying Decimals with accuracy.\nApply Multiplying Decimals strategies to real-world situations.\nShow work and explain reasoning when solving Multiplying Decimals problems.\nIdentify and correct common errors in Multiplying Decimals.	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 × 4. This means 9 groups of 4, or 4 added 9 times.", "solution": "9 × 4 = 36"}, {"title": "Distributive Property", "content": "Calculate 14 × 2 using the distributive property. Break 14 into 10 + 4: (10 × 2) + (4 × 2) = 20 + 8.", "solution": "14 × 2 = 28"}]	[{"hint": "Multiply using your times tables or repeated addition.", "answer": null, "question": "Calculate: 8 × 6"}, {"hint": "Multiply rows by desks per row.", "answer": null, "question": "A classroom has 8 rows of desks with 6 desks in each row. How many desks total?"}]	\N
172	58	Multiplying Fractions	\N	1	\N	Multiplying Fractions Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.335256	Define and explain the key concepts of Multiplying Fractions.\nSolve problems involving Multiplying Fractions with accuracy.\nApply Multiplying Fractions strategies to real-world situations.\nShow work and explain reasoning when solving Multiplying Fractions problems.\nIdentify and correct common errors in Multiplying Fractions.	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 × 5. This means 4 groups of 5, or 5 added 4 times.", "solution": "4 × 5 = 20"}, {"title": "Distributive Property", "content": "Calculate 25 × 5 using the distributive property. Break 25 into 20 + 5: (20 × 5) + (5 × 5) = 100 + 25.", "solution": "25 × 5 = 125"}]	[{"hint": "Multiply using your times tables or repeated addition.", "answer": null, "question": "Calculate: 12 × 5"}, {"hint": "Multiply rows by desks per row.", "answer": null, "question": "A classroom has 7 rows of desks with 7 desks in each row. How many desks total?"}]	\N
173	58	Dividing Fractions	\N	2	\N	Dividing Fractions Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.336127	Define and explain the key concepts of Dividing Fractions.\nSolve problems involving Dividing Fractions with accuracy.\nApply Dividing Fractions strategies to real-world situations.\nShow work and explain reasoning when solving Dividing Fractions problems.\nIdentify and correct common errors in Dividing 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
174	58	Mixed Numbers	\N	3	\N	Mixed Numbers Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.337305	Define and explain the key concepts of Mixed Numbers.\nSolve problems involving Mixed Numbers with accuracy.\nApply Mixed Numbers strategies to real-world situations.\nShow work and explain reasoning when solving Mixed Numbers problems.\nIdentify and correct common errors in Mixed Numbers.	This lesson covers important mathematical concepts related to Mixed Numbers. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Mixed 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 Mixed 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 Mixed Numbers using the methods from this lesson."}]	\N
175	59	Volume of Rectangular Prisms	\N	1	\N	Volume of Rectangular Prisms Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.338681	Define and explain the key concepts of Volume of Rectangular Prisms.\nSolve problems involving Volume of Rectangular Prisms with accuracy.\nApply Volume of Rectangular Prisms strategies to real-world situations.\nShow work and explain reasoning when solving Volume of Rectangular Prisms problems.\nIdentify and correct common errors in Volume of Rectangular Prisms.	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 7 cm. Area = length × width.", "solution": "A = 10 × 7 = 70 cm²"}, {"title": "Perimeter of a Rectangle", "content": "Find the perimeter of the same rectangle. P = 2(length + width).", "solution": "P = 2(10 + 7) = 2(17) = 34 cm"}]	[{"hint": "A = ½ × base × height.", "answer": null, "question": "Find the area of a triangle with base 6 and height 6."}, {"hint": "C = 2πr.", "answer": "43.96", "question": "Find the circumference of a circle with radius 7. Use π ≈ 3.14."}]	\N
176	59	Converting Units	\N	2	\N	Converting Units Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.339603	Define and explain the key concepts of Converting Units.\nSolve problems involving Converting Units with accuracy.\nApply Converting Units strategies to real-world situations.\nShow work and explain reasoning when solving Converting Units problems.\nIdentify and correct common errors in Converting Units.	This lesson covers important mathematical concepts related to Converting Units. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Converting Units, 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 Converting Units. 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 Converting Units using the methods from this lesson."}]	\N
177	59	Metric System	\N	3	\N	Metric System Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.340564	Define and explain the key concepts of Metric System.\nSolve problems involving Metric System with accuracy.\nApply Metric System strategies to real-world situations.\nShow work and explain reasoning when solving Metric System problems.\nIdentify and correct common errors in Metric System.	This lesson covers important mathematical concepts related to Metric System. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Metric System, 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 Metric System. 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 Metric System using the methods from this lesson."}]	\N
178	60	Plotting Points	\N	1	\N	Plotting Points Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.341823	Define and explain the key concepts of Plotting Points.\nSolve problems involving Plotting Points with accuracy.\nApply Plotting Points strategies to real-world situations.\nShow work and explain reasoning when solving Plotting Points problems.\nIdentify and correct common errors in Plotting Points.	This lesson covers important mathematical concepts related to Plotting Points. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Plotting Points, 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 Plotting Points. 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 Plotting Points using the methods from this lesson."}]	\N
179	60	Ordered Pairs	\N	2	\N	Ordered Pairs Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.342849	Define and explain the key concepts of Ordered Pairs.\nSolve problems involving Ordered Pairs with accuracy.\nApply Ordered Pairs strategies to real-world situations.\nShow work and explain reasoning when solving Ordered Pairs problems.\nIdentify and correct common errors in Ordered Pairs.	This lesson covers important mathematical concepts related to Ordered Pairs. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Ordered Pairs, 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 Ordered Pairs. 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 Ordered Pairs using the methods from this lesson."}]	\N
180	60	Graphing Patterns	\N	3	\N	Graphing Patterns Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.343736	Define and explain the key concepts of Graphing Patterns.\nSolve problems involving Graphing Patterns with accuracy.\nApply Graphing Patterns strategies to real-world situations.\nShow work and explain reasoning when solving Graphing Patterns problems.\nIdentify and correct common errors in Graphing Patterns.	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
193	65	Properties of Matter	\N	1	\N	Properties of Matter Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.357552	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
194	65	Chemical vs Physical Changes	\N	2	\N	Chemical vs Physical Changes Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.358565	Explain the key scientific concepts covered in Chemical vs Physical Changes.\nUse scientific vocabulary accurately when discussing Chemical vs Physical Changes.\nApply the scientific method to questions related to Chemical vs Physical Changes.\nAnalyze data and observations connected to Chemical vs Physical Changes.\nConnect Chemical vs Physical Changes concepts to real-world applications.	Chemistry studies matter and how it changes. All matter is made of atoms — tiny particles composed of protons (positive), neutrons (neutral), and electrons (negative).\n\nElements are pure substances made of one type of atom. The periodic table organizes all known elements by atomic number. Elements in the same column (group) share similar properties. Metals are on the left, nonmetals on the right.\n\nAtoms bond together to form compounds and molecules. Ionic bonds form when atoms transfer electrons (metals + nonmetals). Covalent bonds form when atoms share electrons (nonmetals + nonmetals).\n\nIn a chemical reaction, reactants transform into products. The law of conservation of mass states that matter is neither created nor destroyed — the total mass of reactants equals the total mass of products. Chemical equations must be balanced to reflect this.	[{"term": "Atom", "definition": "The smallest unit of an element that retains the properties of that element."}, {"term": "Element", "definition": "A pure substance made of only one type of atom."}, {"term": "Compound", "definition": "A substance made of two or more elements chemically bonded together."}, {"term": "Molecule", "definition": "Two or more atoms bonded together."}, {"term": "Chemical Reaction", "definition": "A process where substances (reactants) change into new substances (products)."}, {"term": "Periodic Table", "definition": "An organized chart of all known elements arranged by atomic number."}]	[{"title": "Balancing an Equation", "content": "Unbalanced: H₂ + O₂ → H₂O. Count atoms: 2H and 2O on left, 2H and 1O on right. Balanced: 2H₂ + O₂ → 2H₂O.", "solution": "2H₂ + O₂ → 2H₂O (4H and 2O on each side)"}]	[{"hint": "Think about how many types of atoms are involved.", "answer": "An element is one type of atom; a compound is two or more elements bonded together.", "question": "What is the difference between an element and a compound?"}, {"hint": "Na is a metal, Cl is a nonmetal.", "answer": "Ionic — metals and nonmetals form ionic bonds by transferring electrons.", "question": "Is NaCl (table salt) an ionic or covalent compound?"}]	\N
195	65	Mixtures and Solutions	\N	3	\N	Mixtures and Solutions Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.359421	Explain the key scientific concepts covered in Mixtures and Solutions.\nUse scientific vocabulary accurately when discussing Mixtures and Solutions.\nApply the scientific method to questions related to Mixtures and Solutions.\nAnalyze data and observations connected to Mixtures and Solutions.\nConnect Mixtures and Solutions concepts to real-world applications.	This lesson covers scientific concepts related to Mixtures and Solutions. 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 Mixtures and Solutions. Identify the independent and dependent variables."}]	\N
196	66	Water Cycle	\N	1	\N	Water Cycle Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.360671	Explain the key scientific concepts covered in Water Cycle.\nUse scientific vocabulary accurately when discussing Water Cycle.\nApply the scientific method to questions related to Water Cycle.\nAnalyze data and observations connected to Water Cycle.\nConnect Water Cycle 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
197	66	Ocean Currents	\N	2	\N	Ocean Currents Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.361524	Explain the key scientific concepts covered in Ocean Currents.\nUse scientific vocabulary accurately when discussing Ocean Currents.\nApply the scientific method to questions related to Ocean Currents.\nAnalyze data and observations connected to Ocean Currents.\nConnect Ocean Currents concepts to real-world applications.	This lesson covers scientific concepts related to Ocean Currents. 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 Ocean Currents. Identify the independent and dependent variables."}]	\N
198	66	Atmosphere	\N	3	\N	Atmosphere Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.362434	Explain the key scientific concepts covered in Atmosphere.\nUse scientific vocabulary accurately when discussing Atmosphere.\nApply the scientific method to questions related to Atmosphere.\nAnalyze data and observations connected to Atmosphere.\nConnect Atmosphere 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
199	67	Solar System	\N	1	\N	Solar System Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.363704	Explain the key scientific concepts covered in Solar System.\nUse scientific vocabulary accurately when discussing Solar System.\nApply the scientific method to questions related to Solar System.\nAnalyze data and observations connected to Solar System.\nConnect Solar System 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
200	67	Stars and Galaxies	\N	2	\N	Stars and Galaxies Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.364546	Explain the key scientific concepts covered in Stars and Galaxies.\nUse scientific vocabulary accurately when discussing Stars and Galaxies.\nApply the scientific method to questions related to Stars and Galaxies.\nAnalyze data and observations connected to Stars and Galaxies.\nConnect Stars and Galaxies 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
201	67	Earth Moon System	\N	3	\N	Earth Moon System Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.365476	Explain the key scientific concepts covered in Earth Moon System.\nUse scientific vocabulary accurately when discussing Earth Moon System.\nApply the scientific method to questions related to Earth Moon System.\nAnalyze data and observations connected to Earth Moon System.\nConnect Earth Moon System 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
202	68	13 Colonies	\N	1	\N	13 Colonies Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.366946	Explain the key ideas and events related to 13 Colonies.\nUse historical vocabulary when discussing 13 Colonies.\nAnalyze causes and effects connected to 13 Colonies.\nConnect past events to present-day situations.\nEvaluate different perspectives on 13 Colonies.	This lesson explores important concepts related to 13 Colonies. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying 13 Colonies, 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 13 Colonies, 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 13 Colonies and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does 13 Colonies connect to or affect the present day?"}]	\N
203	68	Colonial Life	\N	2	\N	Colonial Life Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.367822	Explain the key ideas and events related to Colonial Life.\nUse historical vocabulary when discussing Colonial Life.\nAnalyze causes and effects connected to Colonial Life.\nConnect past events to present-day situations.\nEvaluate different perspectives on Colonial Life.	Throughout history, conflicts and revolutions have shaped nations and reshaped the world. Understanding these events requires examining their causes, key events, and lasting effects.\n\nEvery major conflict has multiple causes — political, economic, social, and ideological. The American Revolution, for example, was caused by taxation without representation, restrictions on colonial trade, and the desire for self-governance.\n\nWars and conflicts produce both immediate and long-term effects. They change borders, create new governments, affect economies, and alter societies. The aftermath often includes treaties, new laws, and shifts in political power.\n\nWhen studying conflicts, consider multiple perspectives. Different groups may experience the same event very differently. Examining primary sources — letters, documents, speeches from the time — helps us understand these perspectives.	[{"term": "Revolution", "definition": "A fundamental change in political power or organizational structures, often achieved through force."}, {"term": "Independence", "definition": "Freedom from the control or authority of another nation."}, {"term": "Patriot", "definition": "A colonist who supported independence from Britain."}, {"term": "Treaty", "definition": "A formal agreement between nations."}, {"term": "Cause", "definition": "An event or condition that leads to a result."}, {"term": "Effect", "definition": "The result or outcome of a cause."}]	[{"title": "Cause and Effect", "content": "Cause: British Parliament imposed the Stamp Act (1765), taxing printed materials in the colonies. Effect: Colonists protested (\\"No taxation without representation\\"), eventually leading to the American Revolution.", "solution": "Historical events have interconnected causes and effects."}]	[{"hint": "Think about what led to the event and what changed because of it.", "answer": null, "question": "Identify two causes and two effects of a major conflict related to Colonial Life."}, {"hint": "Different groups may have experienced events differently.", "answer": "Different groups had different motivations, experiences, and outcomes. Understanding multiple perspectives gives a more complete picture.", "question": "Why is it important to examine multiple perspectives when studying historical conflicts?"}]	\N
204	68	Road to Revolution	\N	3	\N	Road to Revolution Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.368743	Explain the key ideas and events related to Road to Revolution.\nUse historical vocabulary when discussing Road to Revolution.\nAnalyze causes and effects connected to Road to Revolution.\nConnect past events to present-day situations.\nEvaluate different perspectives on Road to Revolution.	Throughout history, conflicts and revolutions have shaped nations and reshaped the world. Understanding these events requires examining their causes, key events, and lasting effects.\n\nEvery major conflict has multiple causes — political, economic, social, and ideological. The American Revolution, for example, was caused by taxation without representation, restrictions on colonial trade, and the desire for self-governance.\n\nWars and conflicts produce both immediate and long-term effects. They change borders, create new governments, affect economies, and alter societies. The aftermath often includes treaties, new laws, and shifts in political power.\n\nWhen studying conflicts, consider multiple perspectives. Different groups may experience the same event very differently. Examining primary sources — letters, documents, speeches from the time — helps us understand these perspectives.	[{"term": "Revolution", "definition": "A fundamental change in political power or organizational structures, often achieved through force."}, {"term": "Independence", "definition": "Freedom from the control or authority of another nation."}, {"term": "Patriot", "definition": "A colonist who supported independence from Britain."}, {"term": "Treaty", "definition": "A formal agreement between nations."}, {"term": "Cause", "definition": "An event or condition that leads to a result."}, {"term": "Effect", "definition": "The result or outcome of a cause."}]	[{"title": "Cause and Effect", "content": "Cause: British Parliament imposed the Stamp Act (1765), taxing printed materials in the colonies. Effect: Colonists protested (\\"No taxation without representation\\"), eventually leading to the American Revolution.", "solution": "Historical events have interconnected causes and effects."}]	[{"hint": "Think about what led to the event and what changed because of it.", "answer": null, "question": "Identify two causes and two effects of a major conflict related to Road to Revolution."}, {"hint": "Different groups may have experienced events differently.", "answer": "Different groups had different motivations, experiences, and outcomes. Understanding multiple perspectives gives a more complete picture.", "question": "Why is it important to examine multiple perspectives when studying historical conflicts?"}]	\N
205	69	Causes of the Revolution	\N	1	\N	Causes of the Revolution Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.370342	Explain the key ideas and events related to Causes of the Revolution.\nUse historical vocabulary when discussing Causes of the Revolution.\nAnalyze causes and effects connected to Causes of the Revolution.\nConnect past events to present-day situations.\nEvaluate different perspectives on Causes of the Revolution.	Throughout history, conflicts and revolutions have shaped nations and reshaped the world. Understanding these events requires examining their causes, key events, and lasting effects.\n\nEvery major conflict has multiple causes — political, economic, social, and ideological. The American Revolution, for example, was caused by taxation without representation, restrictions on colonial trade, and the desire for self-governance.\n\nWars and conflicts produce both immediate and long-term effects. They change borders, create new governments, affect economies, and alter societies. The aftermath often includes treaties, new laws, and shifts in political power.\n\nWhen studying conflicts, consider multiple perspectives. Different groups may experience the same event very differently. Examining primary sources — letters, documents, speeches from the time — helps us understand these perspectives.	[{"term": "Revolution", "definition": "A fundamental change in political power or organizational structures, often achieved through force."}, {"term": "Independence", "definition": "Freedom from the control or authority of another nation."}, {"term": "Patriot", "definition": "A colonist who supported independence from Britain."}, {"term": "Treaty", "definition": "A formal agreement between nations."}, {"term": "Cause", "definition": "An event or condition that leads to a result."}, {"term": "Effect", "definition": "The result or outcome of a cause."}]	[{"title": "Cause and Effect", "content": "Cause: British Parliament imposed the Stamp Act (1765), taxing printed materials in the colonies. Effect: Colonists protested (\\"No taxation without representation\\"), eventually leading to the American Revolution.", "solution": "Historical events have interconnected causes and effects."}]	[{"hint": "Think about what led to the event and what changed because of it.", "answer": null, "question": "Identify two causes and two effects of a major conflict related to Causes of the Revolution."}, {"hint": "Different groups may have experienced events differently.", "answer": "Different groups had different motivations, experiences, and outcomes. Understanding multiple perspectives gives a more complete picture.", "question": "Why is it important to examine multiple perspectives when studying historical conflicts?"}]	\N
206	69	Key Battles	\N	2	\N	Key Battles Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.371364	Explain the key ideas and events related to Key Battles.\nUse historical vocabulary when discussing Key Battles.\nAnalyze causes and effects connected to Key Battles.\nConnect past events to present-day situations.\nEvaluate different perspectives on Key Battles.	This lesson explores important concepts related to Key Battles. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Key Battles, 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 Key Battles, 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 Key Battles and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Key Battles connect to or affect the present day?"}]	\N
207	69	Declaration of Independence	\N	3	\N	Declaration of Independence Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.372332	Explain the key ideas and events related to Declaration of Independence.\nUse historical vocabulary when discussing Declaration of Independence.\nAnalyze causes and effects connected to Declaration of Independence.\nConnect past events to present-day situations.\nEvaluate different perspectives on Declaration of Independence.	Throughout history, conflicts and revolutions have shaped nations and reshaped the world. Understanding these events requires examining their causes, key events, and lasting effects.\n\nEvery major conflict has multiple causes — political, economic, social, and ideological. The American Revolution, for example, was caused by taxation without representation, restrictions on colonial trade, and the desire for self-governance.\n\nWars and conflicts produce both immediate and long-term effects. They change borders, create new governments, affect economies, and alter societies. The aftermath often includes treaties, new laws, and shifts in political power.\n\nWhen studying conflicts, consider multiple perspectives. Different groups may experience the same event very differently. Examining primary sources — letters, documents, speeches from the time — helps us understand these perspectives.	[{"term": "Revolution", "definition": "A fundamental change in political power or organizational structures, often achieved through force."}, {"term": "Independence", "definition": "Freedom from the control or authority of another nation."}, {"term": "Patriot", "definition": "A colonist who supported independence from Britain."}, {"term": "Treaty", "definition": "A formal agreement between nations."}, {"term": "Cause", "definition": "An event or condition that leads to a result."}, {"term": "Effect", "definition": "The result or outcome of a cause."}]	[{"title": "Cause and Effect", "content": "Cause: British Parliament imposed the Stamp Act (1765), taxing printed materials in the colonies. Effect: Colonists protested (\\"No taxation without representation\\"), eventually leading to the American Revolution.", "solution": "Historical events have interconnected causes and effects."}]	[{"hint": "Think about what led to the event and what changed because of it.", "answer": null, "question": "Identify two causes and two effects of a major conflict related to Declaration of Independence."}, {"hint": "Different groups may have experienced events differently.", "answer": "Different groups had different motivations, experiences, and outcomes. Understanding multiple perspectives gives a more complete picture.", "question": "Why is it important to examine multiple perspectives when studying historical conflicts?"}]	\N
208	70	Constitution	\N	1	\N	Constitution Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.373582	Explain the key ideas and events related to Constitution.\nUse historical vocabulary when discussing Constitution.\nAnalyze causes and effects connected to Constitution.\nConnect past events to present-day situations.\nEvaluate different perspectives on Constitution.	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
209	70	Bill of Rights	\N	2	\N	Bill of Rights Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.37447	Explain the key ideas and events related to Bill of Rights.\nUse historical vocabulary when discussing Bill of Rights.\nAnalyze causes and effects connected to Bill of Rights.\nConnect past events to present-day situations.\nEvaluate different perspectives on Bill of Rights.	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
210	70	Westward Expansion	\N	3	\N	Westward Expansion Video Lesson	6-8 min	\N	\N	t	2026-06-23 11:23:04.375474	Explain the key ideas and events related to Westward Expansion.\nUse historical vocabulary when discussing Westward Expansion.\nAnalyze causes and effects connected to Westward Expansion.\nConnect past events to present-day situations.\nEvaluate different perspectives on Westward Expansion.	Throughout history, conflicts and revolutions have shaped nations and reshaped the world. Understanding these events requires examining their causes, key events, and lasting effects.\n\nEvery major conflict has multiple causes — political, economic, social, and ideological. The American Revolution, for example, was caused by taxation without representation, restrictions on colonial trade, and the desire for self-governance.\n\nWars and conflicts produce both immediate and long-term effects. They change borders, create new governments, affect economies, and alter societies. The aftermath often includes treaties, new laws, and shifts in political power.\n\nWhen studying conflicts, consider multiple perspectives. Different groups may experience the same event very differently. Examining primary sources — letters, documents, speeches from the time — helps us understand these perspectives.	[{"term": "Revolution", "definition": "A fundamental change in political power or organizational structures, often achieved through force."}, {"term": "Independence", "definition": "Freedom from the control or authority of another nation."}, {"term": "Patriot", "definition": "A colonist who supported independence from Britain."}, {"term": "Treaty", "definition": "A formal agreement between nations."}, {"term": "Cause", "definition": "An event or condition that leads to a result."}, {"term": "Effect", "definition": "The result or outcome of a cause."}]	[{"title": "Cause and Effect", "content": "Cause: British Parliament imposed the Stamp Act (1765), taxing printed materials in the colonies. Effect: Colonists protested (\\"No taxation without representation\\"), eventually leading to the American Revolution.", "solution": "Historical events have interconnected causes and effects."}]	[{"hint": "Think about what led to the event and what changed because of it.", "answer": null, "question": "Identify two causes and two effects of a major conflict related to Westward Expansion."}, {"hint": "Different groups may have experienced events differently.", "answer": "Different groups had different motivations, experiences, and outcomes. Understanding multiple perspectives gives a more complete picture.", "question": "Why is it important to examine multiple perspectives when studying historical conflicts?"}]	\N
224	75	Plot Structure	\N	2	\N	Plot Structure Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.390841	Identify and explain key concepts related to Plot Structure.\nApply reading and writing strategies to Plot Structure tasks.\nAnalyze texts and examples connected to Plot Structure.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Plot Structure.	This lesson focuses on developing your language arts skills through the study of Plot Structure. 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 Plot Structure, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
225	75	Author Purpose	\N	3	\N	Author Purpose Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.391697	Identify and explain key concepts related to Author Purpose.\nApply reading and writing strategies to Author Purpose tasks.\nAnalyze texts and examples connected to Author Purpose.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Author Purpose.	This lesson focuses on developing your language arts skills through the study of Author Purpose. 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 Author Purpose, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
226	76	Claims and Evidence	\N	1	\N	Claims and Evidence Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.392826	Identify and explain key concepts related to Claims and Evidence.\nApply reading and writing strategies to Claims and Evidence tasks.\nAnalyze texts and examples connected to Claims and Evidence.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Claims and Evidence.	This lesson focuses on developing your language arts skills through the study of Claims and Evidence. 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 Claims and Evidence, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
227	76	Counterarguments	\N	2	\N	Counterarguments Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.393757	Identify and explain key concepts related to Counterarguments.\nApply reading and writing strategies to Counterarguments tasks.\nAnalyze texts and examples connected to Counterarguments.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Counterarguments.	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
228	76	Persuasive Techniques	\N	3	\N	Persuasive Techniques Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.395124	Identify and explain key concepts related to Persuasive Techniques.\nApply reading and writing strategies to Persuasive Techniques tasks.\nAnalyze texts and examples connected to Persuasive Techniques.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Persuasive Techniques.	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
229	77	Evaluating Sources	\N	1	\N	Evaluating Sources Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.396268	Identify and explain key concepts related to Evaluating Sources.\nApply reading and writing strategies to Evaluating Sources tasks.\nAnalyze texts and examples connected to Evaluating Sources.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Evaluating Sources.	This lesson focuses on developing your language arts skills through the study of Evaluating Sources. 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 Evaluating Sources, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
230	77	Note-Taking Strategies	\N	2	\N	Note-Taking Strategies Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.39721	Identify and explain key concepts related to Note-Taking Strategies.\nApply reading and writing strategies to Note-Taking Strategies tasks.\nAnalyze texts and examples connected to Note-Taking Strategies.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Note-Taking Strategies.	This lesson focuses on developing your language arts skills through the study of Note-Taking Strategies. 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 Note-Taking Strategies, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
232	78	Debate Skills	\N	1	\N	Debate Skills Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.399244	Identify and explain key concepts related to Debate Skills.\nApply reading and writing strategies to Debate Skills tasks.\nAnalyze texts and examples connected to Debate Skills.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Debate Skills.	Rhetoric is the art of effective communication and persuasion. Since ancient Greece, speakers and writers have used three main appeals to persuade their audiences.\n\nEthos establishes the speaker's credibility. A doctor discussing medicine has built-in ethos through expertise. Writers build ethos by demonstrating knowledge, fairness, and good character.\n\nPathos appeals to emotions — empathy, fear, pride, anger, or hope. Storytelling and vivid language create emotional connections. However, relying only on pathos without evidence weakens an argument.\n\nLogos uses logic, data, and evidence. Statistics, research studies, and logical reasoning build a case that is hard to refute. The strongest arguments combine all three appeals.\n\nEffective argumentation also addresses counterclaims. Acknowledging and rebutting opposing viewpoints shows fairness and strengthens your position.	[{"term": "Ethos", "definition": "A persuasive appeal based on the credibility or authority of the speaker."}, {"term": "Pathos", "definition": "A persuasive appeal to the audience's emotions."}, {"term": "Logos", "definition": "A persuasive appeal based on logic, evidence, and reasoning."}, {"term": "Claim", "definition": "The main argument or position being made."}, {"term": "Counterclaim", "definition": "An opposing argument that challenges the claim."}, {"term": "Rebuttal", "definition": "A response that disproves or weakens a counterclaim."}]	[{"title": "Identifying Appeals", "content": "\\"As a 20-year veteran teacher (ethos), I have seen countless students struggle with overcrowded classrooms (pathos). Studies show that reducing class size by 30% improves test scores by 15% (logos).\\"", "solution": "This passage uses all three rhetorical appeals."}, {"title": "Addressing a Counterclaim", "content": "Claim: Schools should start later. Counterclaim: Later starts conflict with parents' work schedules. Rebuttal: Adjusted bus routes and before-school programs can accommodate working families.", "solution": "Acknowledging and responding to opposition strengthens the argument."}]	[{"hint": "Start with your claim, then support it with credibility, emotion, and evidence.", "answer": null, "question": "Write a short persuasive paragraph using at least one example of ethos, pathos, and logos."}, {"hint": "What kind of evidence is this — emotional, credibility-based, or logical?", "answer": "Ethos (appeal to expert authority) and Logos (statistical evidence).", "question": "Identify the rhetorical appeal (ethos, pathos, or logos) in this statement: \\"Nine out of ten dentists recommend this toothpaste.\\""}]	\N
233	78	Group Discussions	\N	2	\N	Group Discussions Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.400157	Identify and explain key concepts related to Group Discussions.\nApply reading and writing strategies to Group Discussions tasks.\nAnalyze texts and examples connected to Group Discussions.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Group Discussions.	This lesson focuses on developing your language arts skills through the study of Group Discussions. 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 Group Discussions, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
234	78	Presentations	\N	3	\N	Presentations Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.400989	Identify and explain key concepts related to Presentations.\nApply reading and writing strategies to Presentations tasks.\nAnalyze texts and examples connected to Presentations.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Presentations.	This lesson focuses on developing your language arts skills through the study of Presentations. 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 Presentations, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
211	71	Understanding Ratios	\N	1	\N	Understanding Ratios Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.37702	Define and explain the key concepts of Understanding Ratios.\nSolve problems involving Understanding Ratios with accuracy.\nApply Understanding Ratios strategies to real-world situations.\nShow work and explain reasoning when solving Understanding Ratios problems.\nIdentify and correct common errors in Understanding Ratios.	A ratio compares two quantities. It can be written as a:b, a/b, or "a to b." Ratios can be simplified just like fractions by dividing both parts by their greatest common factor.\n\nA proportion states that two ratios are equal. To solve a proportion like x/4 = 6/8, cross-multiply: 8x = 24, so x = 3. You can also think of it as scaling: 6/8 simplifies to 3/4, so x = 3.\n\nA unit rate expresses a ratio with a denominator of 1. If you drive 150 miles in 3 hours, the unit rate is 150 ÷ 3 = 50 miles per hour. Unit rates make it easy to compare options.	[{"term": "Ratio", "definition": "A comparison of two quantities (e.g., 3:5 or 3/5)."}, {"term": "Proportion", "definition": "An equation showing two ratios are equal (a/b = c/d)."}, {"term": "Unit Rate", "definition": "A rate with a denominator of 1 (e.g., $3 per hour)."}, {"term": "Cross-Multiply", "definition": "A method for solving proportions: a/b = c/d means a × d = b × c."}]	[{"title": "Simplifying a Ratio", "content": "Simplify 12:8. The GCF of 12 and 8 is 4. Divide both by 4: 12:8 = 3:2.", "solution": "12:8 = 3:2"}, {"title": "Solving a Proportion", "content": "Solve: x/5 = 12/20. Cross multiply: 20x = 60. Divide: x = 3.", "solution": "x = 3"}]	[{"hint": "Find the GCF and divide both by it.", "answer": "3:2", "question": "Simplify the ratio 18:12."}, {"hint": "Set up a proportion: 4/6 = 10/x, then cross-multiply.", "answer": "$15", "question": "If 4 notebooks cost $6, how much do 10 notebooks cost?"}]	\N
212	71	Unit Rates	\N	2	\N	Unit Rates Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.377842	Define and explain the key concepts of Unit Rates.\nSolve problems involving Unit Rates with accuracy.\nApply Unit Rates strategies to real-world situations.\nShow work and explain reasoning when solving Unit Rates problems.\nIdentify and correct common errors in Unit Rates.	A ratio compares two quantities. It can be written as a:b, a/b, or "a to b." Ratios can be simplified just like fractions by dividing both parts by their greatest common factor.\n\nA proportion states that two ratios are equal. To solve a proportion like x/4 = 6/8, cross-multiply: 8x = 24, so x = 3. You can also think of it as scaling: 6/8 simplifies to 3/4, so x = 3.\n\nA unit rate expresses a ratio with a denominator of 1. If you drive 150 miles in 3 hours, the unit rate is 150 ÷ 3 = 50 miles per hour. Unit rates make it easy to compare options.	[{"term": "Ratio", "definition": "A comparison of two quantities (e.g., 3:5 or 3/5)."}, {"term": "Proportion", "definition": "An equation showing two ratios are equal (a/b = c/d)."}, {"term": "Unit Rate", "definition": "A rate with a denominator of 1 (e.g., $3 per hour)."}, {"term": "Cross-Multiply", "definition": "A method for solving proportions: a/b = c/d means a × d = b × c."}]	[{"title": "Simplifying a Ratio", "content": "Simplify 12:8. The GCF of 12 and 8 is 4. Divide both by 4: 12:8 = 3:2.", "solution": "12:8 = 3:2"}, {"title": "Solving a Proportion", "content": "Solve: x/5 = 12/20. Cross multiply: 20x = 60. Divide: x = 3.", "solution": "x = 3"}]	[{"hint": "Find the GCF and divide both by it.", "answer": "3:2", "question": "Simplify the ratio 18:12."}, {"hint": "Set up a proportion: 4/6 = 10/x, then cross-multiply.", "answer": "$15", "question": "If 4 notebooks cost $6, how much do 10 notebooks cost?"}]	\N
213	71	Proportional Relationships	\N	3	\N	Proportional Relationships Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.37879	Define and explain the key concepts of Proportional Relationships.\nSolve problems involving Proportional Relationships with accuracy.\nApply Proportional Relationships strategies to real-world situations.\nShow work and explain reasoning when solving Proportional Relationships problems.\nIdentify and correct common errors in Proportional Relationships.	A ratio compares two quantities. It can be written as a:b, a/b, or "a to b." Ratios can be simplified just like fractions by dividing both parts by their greatest common factor.\n\nA proportion states that two ratios are equal. To solve a proportion like x/4 = 6/8, cross-multiply: 8x = 24, so x = 3. You can also think of it as scaling: 6/8 simplifies to 3/4, so x = 3.\n\nA unit rate expresses a ratio with a denominator of 1. If you drive 150 miles in 3 hours, the unit rate is 150 ÷ 3 = 50 miles per hour. Unit rates make it easy to compare options.	[{"term": "Ratio", "definition": "A comparison of two quantities (e.g., 3:5 or 3/5)."}, {"term": "Proportion", "definition": "An equation showing two ratios are equal (a/b = c/d)."}, {"term": "Unit Rate", "definition": "A rate with a denominator of 1 (e.g., $3 per hour)."}, {"term": "Cross-Multiply", "definition": "A method for solving proportions: a/b = c/d means a × d = b × c."}]	[{"title": "Simplifying a Ratio", "content": "Simplify 12:8. The GCF of 12 and 8 is 4. Divide both by 4: 12:8 = 3:2.", "solution": "12:8 = 3:2"}, {"title": "Solving a Proportion", "content": "Solve: x/5 = 12/20. Cross multiply: 20x = 60. Divide: x = 3.", "solution": "x = 3"}]	[{"hint": "Find the GCF and divide both by it.", "answer": "3:2", "question": "Simplify the ratio 18:12."}, {"hint": "Set up a proportion: 4/6 = 10/x, then cross-multiply.", "answer": "$15", "question": "If 4 notebooks cost $6, how much do 10 notebooks cost?"}]	\N
214	72	Positive and Negative Numbers	\N	1	\N	Positive and Negative Numbers Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.379943	Define and explain the key concepts of Positive and Negative Numbers.\nSolve problems involving Positive and Negative Numbers with accuracy.\nApply Positive and Negative Numbers strategies to real-world situations.\nShow work and explain reasoning when solving Positive and Negative Numbers problems.\nIdentify and correct common errors in Positive and Negative Numbers.	This lesson covers important mathematical concepts related to Positive and Negative Numbers. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Positive and Negative 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 Positive and Negative 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 Positive and Negative Numbers using the methods from this lesson."}]	\N
215	72	Adding Integers	\N	2	\N	Adding Integers Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.380944	Define and explain the key concepts of Adding Integers.\nSolve problems involving Adding Integers with accuracy.\nApply Adding Integers strategies to real-world situations.\nShow work and explain reasoning when solving Adding Integers problems.\nIdentify and correct common errors in Adding Integers.	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 35 + 27. Start in the ones place: 5 + 7 = 12. Since the sum is 10 or more, write 2 and carry 1. Continue to the tens place.", "solution": "35 + 27 = 62"}, {"title": "Word Problem", "content": "A library has 988 fiction books and 688 nonfiction books. How many books does the library have in total? Identify the operation: we are combining two quantities, so we add.", "solution": "988 + 688 = 1676 books"}]	[{"hint": "Start with the ones place. Regroup if the sum exceeds 9.", "answer": "100", "question": "Calculate: 63 + 37"}, {"hint": "Identify the two quantities and add them.", "answer": "560 items", "question": "A store sold 204 items on Monday and 356 items on Tuesday. How many items were sold in total?"}]	\N
216	72	Subtracting Integers	\N	3	\N	Subtracting Integers Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.381953	Define and explain the key concepts of Subtracting Integers.\nSolve problems involving Subtracting Integers with accuracy.\nApply Subtracting Integers strategies to real-world situations.\nShow work and explain reasoning when solving Subtracting Integers problems.\nIdentify and correct common errors in Subtracting Integers.	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 65 − 35. Ones place: 5 − 5 = 0.", "solution": "65 − 35 = 30"}, {"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": "65", "question": "Calculate: 75 − 10"}, {"hint": "Add your answer to the subtrahend.", "answer": "Yes, 65 + 10 = 75", "question": "Check your answer by adding: does 65 + 10 = 75?"}]	\N
217	73	Writing Expressions	\N	1	\N	Writing Expressions Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.3833	Define and explain the key concepts of Writing Expressions.\nSolve problems involving Writing Expressions with accuracy.\nApply Writing Expressions strategies to real-world situations.\nShow work and explain reasoning when solving Writing Expressions problems.\nIdentify and correct common errors in Writing Expressions.	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: 4x = 8. Divide both sides by 4.", "solution": "x = 2"}, {"title": "Two-Step Equation", "content": "Solve: 4x + 7 = 15. Step 1: Subtract 7 from both sides → 4x = 8. Step 2: Divide by 4.", "solution": "x = 2"}]	[{"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
219	73	Inequalities	\N	3	\N	Inequalities Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.385074	Define and explain the key concepts of Inequalities.\nSolve problems involving Inequalities with accuracy.\nApply Inequalities strategies to real-world situations.\nShow work and explain reasoning when solving Inequalities problems.\nIdentify and correct common errors in Inequalities.	This lesson covers important mathematical concepts related to Inequalities. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Inequalities, 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 Inequalities. 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 Inequalities using the methods from this lesson."}]	\N
220	74	Mean Median and Mode	\N	1	\N	Mean Median and Mode Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.386176	Define and explain the key concepts of Mean Median and Mode.\nSolve problems involving Mean Median and Mode with accuracy.\nApply Mean Median and Mode strategies to real-world situations.\nShow work and explain reasoning when solving Mean Median and Mode problems.\nIdentify and correct common errors in Mean Median and Mode.	Statistics is the study of collecting, organizing, and interpreting data. The three most common measures of central tendency are mean, median, and mode.\n\nThe mean (average) is found by adding all values and dividing by how many there are. The median is the middle value when data is sorted — if there is an even number of values, average the two middle ones. The mode is the most frequent value.\n\nProbability measures how likely something is to happen. P(event) = favorable outcomes / total outcomes. A probability of 0 means impossible, 1 means certain. The probability of flipping heads on a fair coin is 1/2 = 0.5 = 50%.	[{"term": "Mean", "definition": "The average; sum of all values divided by the count."}, {"term": "Median", "definition": "The middle value when data is ordered from least to greatest."}, {"term": "Mode", "definition": "The value that appears most frequently in a data set."}, {"term": "Range", "definition": "The difference between the highest and lowest values."}, {"term": "Probability", "definition": "The likelihood of an event occurring, expressed as a number between 0 and 1."}]	[{"title": "Finding the Mean", "content": "Data: 8, 5, 12, 9, 6. Sum = 40. Count = 5. Mean = 40 ÷ 5.", "solution": "Mean = 8"}, {"title": "Finding Probability", "content": "A bag has 3 red and 7 blue marbles. P(red) = 3/(3+7) = 3/10.", "solution": "P(red) = 0.3 = 30%"}]	[{"hint": "First sort the numbers, then find the middle one.", "answer": "9", "question": "Find the median of: 14, 7, 11, 3, 9"}, {"hint": "Count favorable outcomes (1 and 2) out of total (6).", "answer": "2/6 = 1/3", "question": "A die has 6 faces. What is the probability of rolling a number less than 3?"}]	\N
221	74	Data Displays	\N	2	\N	Data Displays Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.387014	Define and explain the key concepts of Data Displays.\nSolve problems involving Data Displays with accuracy.\nApply Data Displays strategies to real-world situations.\nShow work and explain reasoning when solving Data Displays problems.\nIdentify and correct common errors in Data Displays.	Statistics is the study of collecting, organizing, and interpreting data. The three most common measures of central tendency are mean, median, and mode.\n\nThe mean (average) is found by adding all values and dividing by how many there are. The median is the middle value when data is sorted — if there is an even number of values, average the two middle ones. The mode is the most frequent value.\n\nProbability measures how likely something is to happen. P(event) = favorable outcomes / total outcomes. A probability of 0 means impossible, 1 means certain. The probability of flipping heads on a fair coin is 1/2 = 0.5 = 50%.	[{"term": "Mean", "definition": "The average; sum of all values divided by the count."}, {"term": "Median", "definition": "The middle value when data is ordered from least to greatest."}, {"term": "Mode", "definition": "The value that appears most frequently in a data set."}, {"term": "Range", "definition": "The difference between the highest and lowest values."}, {"term": "Probability", "definition": "The likelihood of an event occurring, expressed as a number between 0 and 1."}]	[{"title": "Finding the Mean", "content": "Data: 8, 5, 12, 9, 6. Sum = 40. Count = 5. Mean = 40 ÷ 5.", "solution": "Mean = 8"}, {"title": "Finding Probability", "content": "A bag has 3 red and 7 blue marbles. P(red) = 3/(3+7) = 3/10.", "solution": "P(red) = 0.3 = 30%"}]	[{"hint": "First sort the numbers, then find the middle one.", "answer": "9", "question": "Find the median of: 14, 7, 11, 3, 9"}, {"hint": "Count favorable outcomes (1 and 2) out of total (6).", "answer": "2/6 = 1/3", "question": "A die has 6 faces. What is the probability of rolling a number less than 3?"}]	\N
222	74	Measures of Variability	\N	3	\N	Measures of Variability Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.388205	Define and explain the key concepts of Measures of Variability.\nSolve problems involving Measures of Variability with accuracy.\nApply Measures of Variability strategies to real-world situations.\nShow work and explain reasoning when solving Measures of Variability problems.\nIdentify and correct common errors in Measures of Variability.	This lesson covers important mathematical concepts related to Measures of Variability. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Measures of Variability, 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 Measures of Variability. 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 Measures of Variability using the methods from this lesson."}]	\N
235	79	Cell Structure	\N	1	\N	Cell Structure Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.402608	Explain the key scientific concepts covered in Cell Structure.\nUse scientific vocabulary accurately when discussing Cell Structure.\nApply the scientific method to questions related to Cell Structure.\nAnalyze data and observations connected to Cell Structure.\nConnect Cell Structure 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
236	79	Plant vs Animal Cells	\N	2	\N	Plant vs Animal Cells Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.403534	Explain the key scientific concepts covered in Plant vs Animal Cells.\nUse scientific vocabulary accurately when discussing Plant vs Animal Cells.\nApply the scientific method to questions related to Plant vs Animal Cells.\nAnalyze data and observations connected to Plant vs Animal Cells.\nConnect Plant vs Animal Cells 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
237	79	Cell Functions	\N	3	\N	Cell Functions Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.4045	Explain the key scientific concepts covered in Cell Functions.\nUse scientific vocabulary accurately when discussing Cell Functions.\nApply the scientific method to questions related to Cell Functions.\nAnalyze data and observations connected to Cell Functions.\nConnect Cell Functions 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
238	80	Digestive System	\N	1	\N	Digestive System Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.405868	Explain the key scientific concepts covered in Digestive System.\nUse scientific vocabulary accurately when discussing Digestive System.\nApply the scientific method to questions related to Digestive System.\nAnalyze data and observations connected to Digestive System.\nConnect Digestive System concepts to real-world applications.	This lesson covers scientific concepts related to Digestive System. 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 Digestive System. Identify the independent and dependent variables."}]	\N
239	80	Circulatory System	\N	2	\N	Circulatory System Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.406768	Explain the key scientific concepts covered in Circulatory System.\nUse scientific vocabulary accurately when discussing Circulatory System.\nApply the scientific method to questions related to Circulatory System.\nAnalyze data and observations connected to Circulatory System.\nConnect Circulatory System concepts to real-world applications.	This lesson covers scientific concepts related to Circulatory System. 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 Circulatory System. Identify the independent and dependent variables."}]	\N
240	80	Respiratory System	\N	3	\N	Respiratory System Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.407785	Explain the key scientific concepts covered in Respiratory System.\nUse scientific vocabulary accurately when discussing Respiratory System.\nApply the scientific method to questions related to Respiratory System.\nAnalyze data and observations connected to Respiratory System.\nConnect Respiratory System concepts to real-world applications.	This lesson covers scientific concepts related to Respiratory System. 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 Respiratory System. Identify the independent and dependent variables."}]	\N
241	81	Biomes	\N	1	\N	Biomes Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.409008	Explain the key scientific concepts covered in Biomes.\nUse scientific vocabulary accurately when discussing Biomes.\nApply the scientific method to questions related to Biomes.\nAnalyze data and observations connected to Biomes.\nConnect Biomes 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
242	81	Ecosystems	\N	2	\N	Ecosystems Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.409917	Explain the key scientific concepts covered in Ecosystems.\nUse scientific vocabulary accurately when discussing Ecosystems.\nApply the scientific method to questions related to Ecosystems.\nAnalyze data and observations connected to Ecosystems.\nConnect Ecosystems 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
448	150	Harlem Renaissance	\N	1	\N	Harlem Renaissance Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.627566	Identify and explain key concepts related to Harlem Renaissance.\nApply reading and writing strategies to Harlem Renaissance tasks.\nAnalyze texts and examples connected to Harlem Renaissance.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Harlem Renaissance.	This lesson focuses on developing your language arts skills through the study of Harlem Renaissance. 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 Harlem Renaissance, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
243	81	Human Impact on Environment	\N	3	\N	Human Impact on Environment Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.410849	Explain the key scientific concepts covered in Human Impact on Environment.\nUse scientific vocabulary accurately when discussing Human Impact on Environment.\nApply the scientific method to questions related to Human Impact on Environment.\nAnalyze data and observations connected to Human Impact on Environment.\nConnect Human Impact on Environment 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
245	82	Ancient Egypt	\N	2	\N	Ancient Egypt Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.413167	Explain the key ideas and events related to Ancient Egypt.\nUse historical vocabulary when discussing Ancient Egypt.\nAnalyze causes and effects connected to Ancient Egypt.\nConnect past events to present-day situations.\nEvaluate different perspectives on Ancient Egypt.	This lesson explores important concepts related to Ancient Egypt. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Ancient Egypt, 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 Ancient Egypt, 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 Ancient Egypt and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Ancient Egypt connect to or affect the present day?"}]	\N
246	82	Ancient Greece	\N	3	\N	Ancient Greece Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.413996	Explain the key ideas and events related to Ancient Greece.\nUse historical vocabulary when discussing Ancient Greece.\nAnalyze causes and effects connected to Ancient Greece.\nConnect past events to present-day situations.\nEvaluate different perspectives on Ancient Greece.	This lesson explores important concepts related to Ancient Greece. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Ancient Greece, 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 Ancient Greece, 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 Ancient Greece and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Ancient Greece connect to or affect the present day?"}]	\N
247	83	Maps and Globes	\N	1	\N	Maps and Globes Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.415338	Explain the key ideas and events related to Maps and Globes.\nUse historical vocabulary when discussing Maps and Globes.\nAnalyze causes and effects connected to Maps and Globes.\nConnect past events to present-day situations.\nEvaluate different perspectives on Maps and Globes.	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
248	83	Climate Zones	\N	2	\N	Climate Zones Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.416214	Explain the key ideas and events related to Climate Zones.\nUse historical vocabulary when discussing Climate Zones.\nAnalyze causes and effects connected to Climate Zones.\nConnect past events to present-day situations.\nEvaluate different perspectives on Climate Zones.	This lesson explores important concepts related to Climate Zones. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Climate Zones, 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 Climate Zones, 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 Climate Zones and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Climate Zones connect to or affect the present day?"}]	\N
249	83	Cultural Geography	\N	3	\N	Cultural Geography Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.417073	Explain the key ideas and events related to Cultural Geography.\nUse historical vocabulary when discussing Cultural Geography.\nAnalyze causes and effects connected to Cultural Geography.\nConnect past events to present-day situations.\nEvaluate different perspectives on Cultural Geography.	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
250	84	Roman Republic	\N	1	\N	Roman Republic Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.41823	Explain the key ideas and events related to Roman Republic.\nUse historical vocabulary when discussing Roman Republic.\nAnalyze causes and effects connected to Roman Republic.\nConnect past events to present-day situations.\nEvaluate different perspectives on Roman Republic.	This lesson explores important concepts related to Roman Republic. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Roman Republic, 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 Roman Republic, 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 Roman Republic and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Roman Republic connect to or affect the present day?"}]	\N
251	84	Roman Empire	\N	2	\N	Roman Empire Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.41916	Explain the key ideas and events related to Roman Empire.\nUse historical vocabulary when discussing Roman Empire.\nAnalyze causes and effects connected to Roman Empire.\nConnect past events to present-day situations.\nEvaluate different perspectives on Roman Empire.	This lesson explores important concepts related to Roman Empire. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Roman 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 Roman 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 Roman Empire and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Roman Empire connect to or affect the present day?"}]	\N
252	84	Fall of Rome	\N	3	\N	Fall of Rome Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.420067	Explain the key ideas and events related to Fall of Rome.\nUse historical vocabulary when discussing Fall of Rome.\nAnalyze causes and effects connected to Fall of Rome.\nConnect past events to present-day situations.\nEvaluate different perspectives on Fall of Rome.	This lesson explores important concepts related to Fall of Rome. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Fall of Rome, 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 Fall of Rome, 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 Fall of Rome and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Fall of Rome connect to or affect the present day?"}]	\N
265	89	Short Stories	\N	1	\N	Short Stories Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.434771	Identify and explain key concepts related to Short Stories.\nApply reading and writing strategies to Short Stories tasks.\nAnalyze texts and examples connected to Short Stories.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Short Stories.	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
266	89	Poetry Analysis	\N	2	\N	Poetry Analysis Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.435635	Identify and explain key concepts related to Poetry Analysis.\nApply reading and writing strategies to Poetry Analysis tasks.\nAnalyze texts and examples connected to Poetry Analysis.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Poetry Analysis.	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
267	89	Drama and Plays	\N	3	\N	Drama and Plays Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.436568	Identify and explain key concepts related to Drama and Plays.\nApply reading and writing strategies to Drama and Plays tasks.\nAnalyze texts and examples connected to Drama and Plays.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Drama and Plays.	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
272	91	Active vs Passive Voice	\N	2	\N	Active vs Passive Voice Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.442123	Identify and explain key concepts related to Active vs Passive Voice.\nApply reading and writing strategies to Active vs Passive Voice tasks.\nAnalyze texts and examples connected to Active vs Passive Voice.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Active vs Passive Voice.	This lesson focuses on developing your language arts skills through the study of Active vs Passive Voice. 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 Active vs Passive Voice, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
268	90	Narrative Writing	\N	1	\N	Narrative Writing Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.437938	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
269	90	Expository Writing	\N	2	\N	Expository Writing Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.438976	Identify and explain key concepts related to Expository Writing.\nApply reading and writing strategies to Expository Writing tasks.\nAnalyze texts and examples connected to Expository Writing.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Expository 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
270	90	Argumentative Essays	\N	3	\N	Argumentative Essays Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.439958	Identify and explain key concepts related to Argumentative Essays.\nApply reading and writing strategies to Argumentative Essays tasks.\nAnalyze texts and examples connected to Argumentative Essays.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Argumentative Essays.	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
271	91	Phrases and Clauses	\N	1	\N	Phrases and Clauses Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.4411	Identify and explain key concepts related to Phrases and Clauses.\nApply reading and writing strategies to Phrases and Clauses tasks.\nAnalyze texts and examples connected to Phrases and Clauses.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Phrases and Clauses.	This lesson focuses on developing your language arts skills through the study of Phrases and Clauses. 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 Phrases and Clauses, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
274	92	Word Origins	\N	1	\N	Word Origins Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.44424	Identify and explain key concepts related to Word Origins.\nApply reading and writing strategies to Word Origins tasks.\nAnalyze texts and examples connected to Word Origins.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Word Origins.	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
275	92	Connotation vs Denotation	\N	2	\N	Connotation vs Denotation Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.445126	Identify and explain key concepts related to Connotation vs Denotation.\nApply reading and writing strategies to Connotation vs Denotation tasks.\nAnalyze texts and examples connected to Connotation vs Denotation.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Connotation vs Denotation.	This lesson focuses on developing your language arts skills through the study of Connotation vs Denotation. 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 Connotation vs Denotation, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
253	85	Constant of Proportionality	\N	1	\N	Constant of Proportionality Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.422007	Define and explain the key concepts of Constant of Proportionality.\nSolve problems involving Constant of Proportionality with accuracy.\nApply Constant of Proportionality strategies to real-world situations.\nShow work and explain reasoning when solving Constant of Proportionality problems.\nIdentify and correct common errors in Constant of Proportionality.	A ratio compares two quantities. It can be written as a:b, a/b, or "a to b." Ratios can be simplified just like fractions by dividing both parts by their greatest common factor.\n\nA proportion states that two ratios are equal. To solve a proportion like x/4 = 6/8, cross-multiply: 8x = 24, so x = 3. You can also think of it as scaling: 6/8 simplifies to 3/4, so x = 3.\n\nA unit rate expresses a ratio with a denominator of 1. If you drive 150 miles in 3 hours, the unit rate is 150 ÷ 3 = 50 miles per hour. Unit rates make it easy to compare options.	[{"term": "Ratio", "definition": "A comparison of two quantities (e.g., 3:5 or 3/5)."}, {"term": "Proportion", "definition": "An equation showing two ratios are equal (a/b = c/d)."}, {"term": "Unit Rate", "definition": "A rate with a denominator of 1 (e.g., $3 per hour)."}, {"term": "Cross-Multiply", "definition": "A method for solving proportions: a/b = c/d means a × d = b × c."}]	[{"title": "Simplifying a Ratio", "content": "Simplify 12:8. The GCF of 12 and 8 is 4. Divide both by 4: 12:8 = 3:2.", "solution": "12:8 = 3:2"}, {"title": "Solving a Proportion", "content": "Solve: x/5 = 12/20. Cross multiply: 20x = 60. Divide: x = 3.", "solution": "x = 3"}]	[{"hint": "Find the GCF and divide both by it.", "answer": "3:2", "question": "Simplify the ratio 18:12."}, {"hint": "Set up a proportion: 4/6 = 10/x, then cross-multiply.", "answer": "$15", "question": "If 4 notebooks cost $6, how much do 10 notebooks cost?"}]	\N
254	85	Proportional Graphs	\N	2	\N	Proportional Graphs Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.422991	Define and explain the key concepts of Proportional Graphs.\nSolve problems involving Proportional Graphs with accuracy.\nApply Proportional Graphs strategies to real-world situations.\nShow work and explain reasoning when solving Proportional Graphs problems.\nIdentify and correct common errors in Proportional Graphs.	A ratio compares two quantities. It can be written as a:b, a/b, or "a to b." Ratios can be simplified just like fractions by dividing both parts by their greatest common factor.\n\nA proportion states that two ratios are equal. To solve a proportion like x/4 = 6/8, cross-multiply: 8x = 24, so x = 3. You can also think of it as scaling: 6/8 simplifies to 3/4, so x = 3.\n\nA unit rate expresses a ratio with a denominator of 1. If you drive 150 miles in 3 hours, the unit rate is 150 ÷ 3 = 50 miles per hour. Unit rates make it easy to compare options.	[{"term": "Ratio", "definition": "A comparison of two quantities (e.g., 3:5 or 3/5)."}, {"term": "Proportion", "definition": "An equation showing two ratios are equal (a/b = c/d)."}, {"term": "Unit Rate", "definition": "A rate with a denominator of 1 (e.g., $3 per hour)."}, {"term": "Cross-Multiply", "definition": "A method for solving proportions: a/b = c/d means a × d = b × c."}]	[{"title": "Simplifying a Ratio", "content": "Simplify 12:8. The GCF of 12 and 8 is 4. Divide both by 4: 12:8 = 3:2.", "solution": "12:8 = 3:2"}, {"title": "Solving a Proportion", "content": "Solve: x/5 = 12/20. Cross multiply: 20x = 60. Divide: x = 3.", "solution": "x = 3"}]	[{"hint": "Find the GCF and divide both by it.", "answer": "3:2", "question": "Simplify the ratio 18:12."}, {"hint": "Set up a proportion: 4/6 = 10/x, then cross-multiply.", "answer": "$15", "question": "If 4 notebooks cost $6, how much do 10 notebooks cost?"}]	\N
255	85	Scale Drawings	\N	3	\N	Scale Drawings Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.423843	Define and explain the key concepts of Scale Drawings.\nSolve problems involving Scale Drawings with accuracy.\nApply Scale Drawings strategies to real-world situations.\nShow work and explain reasoning when solving Scale Drawings problems.\nIdentify and correct common errors in Scale Drawings.	This lesson covers important mathematical concepts related to Scale Drawings. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Scale Drawings, 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 Scale Drawings. 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 Scale Drawings using the methods from this lesson."}]	\N
256	86	Multiplying and Dividing Integers	\N	1	\N	Multiplying and Dividing Integers Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.425005	Define and explain the key concepts of Multiplying and Dividing Integers.\nSolve problems involving Multiplying and Dividing Integers with accuracy.\nApply Multiplying and Dividing Integers strategies to real-world situations.\nShow work and explain reasoning when solving Multiplying and Dividing Integers problems.\nIdentify and correct common errors in Multiplying and Dividing Integers.	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 10 × 8. This means 10 groups of 8, or 8 added 10 times.", "solution": "10 × 8 = 80"}, {"title": "Distributive Property", "content": "Calculate 24 × 9 using the distributive property. Break 24 into 20 + 4: (20 × 9) + (4 × 9) = 180 + 36.", "solution": "24 × 9 = 216"}]	[{"hint": "Multiply using your times tables or repeated addition.", "answer": null, "question": "Calculate: 12 × 12"}, {"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
257	86	Operations with Fractions	\N	2	\N	Operations with Fractions Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.425848	Define and explain the key concepts of Operations with Fractions.\nSolve problems involving Operations with Fractions with accuracy.\nApply Operations with Fractions strategies to real-world situations.\nShow work and explain reasoning when solving Operations with Fractions problems.\nIdentify and correct common errors in Operations with 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
258	86	Rational Number Word Problems	\N	3	\N	Rational Number Word Problems Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.426697	Define and explain the key concepts of Rational Number Word Problems.\nSolve problems involving Rational Number Word Problems with accuracy.\nApply Rational Number Word Problems strategies to real-world situations.\nShow work and explain reasoning when solving Rational Number Word Problems problems.\nIdentify and correct common errors in Rational Number Word Problems.	A ratio compares two quantities. It can be written as a:b, a/b, or "a to b." Ratios can be simplified just like fractions by dividing both parts by their greatest common factor.\n\nA proportion states that two ratios are equal. To solve a proportion like x/4 = 6/8, cross-multiply: 8x = 24, so x = 3. You can also think of it as scaling: 6/8 simplifies to 3/4, so x = 3.\n\nA unit rate expresses a ratio with a denominator of 1. If you drive 150 miles in 3 hours, the unit rate is 150 ÷ 3 = 50 miles per hour. Unit rates make it easy to compare options.	[{"term": "Ratio", "definition": "A comparison of two quantities (e.g., 3:5 or 3/5)."}, {"term": "Proportion", "definition": "An equation showing two ratios are equal (a/b = c/d)."}, {"term": "Unit Rate", "definition": "A rate with a denominator of 1 (e.g., $3 per hour)."}, {"term": "Cross-Multiply", "definition": "A method for solving proportions: a/b = c/d means a × d = b × c."}]	[{"title": "Simplifying a Ratio", "content": "Simplify 12:8. The GCF of 12 and 8 is 4. Divide both by 4: 12:8 = 3:2.", "solution": "12:8 = 3:2"}, {"title": "Solving a Proportion", "content": "Solve: x/5 = 12/20. Cross multiply: 20x = 60. Divide: x = 3.", "solution": "x = 3"}]	[{"hint": "Find the GCF and divide both by it.", "answer": "3:2", "question": "Simplify the ratio 18:12."}, {"hint": "Set up a proportion: 4/6 = 10/x, then cross-multiply.", "answer": "$15", "question": "If 4 notebooks cost $6, how much do 10 notebooks cost?"}]	\N
259	87	Angles	\N	1	\N	Angles Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.427852	Define and explain the key concepts of Angles.\nSolve problems involving Angles with accuracy.\nApply Angles strategies to real-world situations.\nShow work and explain reasoning when solving Angles problems.\nIdentify and correct common errors in 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 6 cm and width 10 cm. Area = length × width.", "solution": "A = 6 × 10 = 60 cm²"}, {"title": "Perimeter of a Rectangle", "content": "Find the perimeter of the same rectangle. P = 2(length + width).", "solution": "P = 2(6 + 10) = 2(16) = 32 cm"}]	[{"hint": "A = ½ × base × height.", "answer": null, "question": "Find the area of a triangle with base 7 and height 4."}, {"hint": "C = 2πr.", "answer": "43.96", "question": "Find the circumference of a circle with radius 7. Use π ≈ 3.14."}]	\N
260	87	Area of Circles	\N	2	\N	Area of Circles Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.428742	Define and explain the key concepts of Area of Circles.\nSolve problems involving Area of Circles with accuracy.\nApply Area of Circles strategies to real-world situations.\nShow work and explain reasoning when solving Area of Circles problems.\nIdentify and correct common errors in Area of Circles.	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 6 cm and width 8 cm. Area = length × width.", "solution": "A = 6 × 8 = 48 cm²"}, {"title": "Perimeter of a Rectangle", "content": "Find the perimeter of the same rectangle. P = 2(length + width).", "solution": "P = 2(6 + 8) = 2(14) = 28 cm"}]	[{"hint": "A = ½ × base × height.", "answer": null, "question": "Find the area of a triangle with base 6 and height 4."}, {"hint": "C = 2πr.", "answer": "43.96", "question": "Find the circumference of a circle with radius 7. Use π ≈ 3.14."}]	\N
262	88	Probability	\N	1	\N	Probability Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.430799	Define and explain the key concepts of Probability.\nSolve problems involving Probability with accuracy.\nApply Probability strategies to real-world situations.\nShow work and explain reasoning when solving Probability problems.\nIdentify and correct common errors in Probability.	Statistics is the study of collecting, organizing, and interpreting data. The three most common measures of central tendency are mean, median, and mode.\n\nThe mean (average) is found by adding all values and dividing by how many there are. The median is the middle value when data is sorted — if there is an even number of values, average the two middle ones. The mode is the most frequent value.\n\nProbability measures how likely something is to happen. P(event) = favorable outcomes / total outcomes. A probability of 0 means impossible, 1 means certain. The probability of flipping heads on a fair coin is 1/2 = 0.5 = 50%.	[{"term": "Mean", "definition": "The average; sum of all values divided by the count."}, {"term": "Median", "definition": "The middle value when data is ordered from least to greatest."}, {"term": "Mode", "definition": "The value that appears most frequently in a data set."}, {"term": "Range", "definition": "The difference between the highest and lowest values."}, {"term": "Probability", "definition": "The likelihood of an event occurring, expressed as a number between 0 and 1."}]	[{"title": "Finding the Mean", "content": "Data: 8, 5, 12, 9, 6. Sum = 40. Count = 5. Mean = 40 ÷ 5.", "solution": "Mean = 8"}, {"title": "Finding Probability", "content": "A bag has 3 red and 7 blue marbles. P(red) = 3/(3+7) = 3/10.", "solution": "P(red) = 0.3 = 30%"}]	[{"hint": "First sort the numbers, then find the middle one.", "answer": "9", "question": "Find the median of: 14, 7, 11, 3, 9"}, {"hint": "Count favorable outcomes (1 and 2) out of total (6).", "answer": "2/6 = 1/3", "question": "A die has 6 faces. What is the probability of rolling a number less than 3?"}]	\N
263	88	Sampling	\N	2	\N	Sampling Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.431747	Define and explain the key concepts of Sampling.\nSolve problems involving Sampling with accuracy.\nApply Sampling strategies to real-world situations.\nShow work and explain reasoning when solving Sampling problems.\nIdentify and correct common errors in Sampling.	This lesson covers important mathematical concepts related to Sampling. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Sampling, 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 Sampling. 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 Sampling using the methods from this lesson."}]	\N
264	88	Comparing Populations	\N	3	\N	Comparing Populations Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.432633	Define and explain the key concepts of Comparing Populations.\nSolve problems involving Comparing Populations with accuracy.\nApply Comparing Populations strategies to real-world situations.\nShow work and explain reasoning when solving Comparing Populations problems.\nIdentify and correct common errors in Comparing Populations.	This lesson covers important mathematical concepts related to Comparing Populations. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Comparing Populations, 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 Populations. 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 Populations using the methods from this lesson."}]	\N
277	93	Genetics Basics	\N	1	\N	Genetics Basics Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.447504	Explain the key scientific concepts covered in Genetics Basics.\nUse scientific vocabulary accurately when discussing Genetics Basics.\nApply the scientific method to questions related to Genetics Basics.\nAnalyze data and observations connected to Genetics Basics.\nConnect Genetics Basics concepts to real-world applications.	Genetics is the study of heredity — how traits are passed from parents to offspring. DNA (deoxyribonucleic acid) is the molecule that stores genetic information in the form of a double helix.\n\nGenes are segments of DNA that code for specific traits (like eye color or blood type). Humans have about 20,000–25,000 genes organized on 23 pairs of chromosomes. One chromosome in each pair comes from each parent.\n\nTraits can be dominant or recessive. A dominant allele (represented by a capital letter, like B) is expressed when present. A recessive allele (lowercase, like b) is only expressed when two copies are present (bb). A Punnett square helps predict the probability of offspring inheriting specific traits.\n\nEvolution through natural selection explains how populations change over time. Organisms with traits better suited to their environment are more likely to survive and reproduce, passing those traits to the next generation.	[{"term": "DNA", "definition": "Deoxyribonucleic acid; the molecule that carries genetic instructions."}, {"term": "Gene", "definition": "A segment of DNA that codes for a specific protein or trait."}, {"term": "Chromosome", "definition": "A structure made of DNA and proteins; humans have 46 (23 pairs)."}, {"term": "Dominant Trait", "definition": "A trait that is expressed when at least one dominant allele is present."}, {"term": "Recessive Trait", "definition": "A trait that is only expressed when two recessive alleles are present."}, {"term": "Natural Selection", "definition": "The process by which organisms with favorable traits are more likely to survive and reproduce."}]	[{"title": "Punnett Square", "content": "Cross Bb × Bb (both parents carry one dominant and one recessive allele). Results: BB (25%), Bb (50%), bb (25%). So 75% show the dominant trait and 25% show the recessive trait.", "solution": "3:1 ratio of dominant to recessive phenotypes."}]	[{"hint": "Set up a Punnett square with Bb × Bb.", "answer": "25% (bb)", "question": "If both parents have the genotype Bb for eye color (B = brown, b = blue), what percentage of offspring could have blue eyes?"}, {"hint": "Think about which individuals survive and reproduce more successfully.", "answer": "Organisms with favorable traits survive and reproduce more, passing those traits to offspring. Over generations, the population becomes better adapted.", "question": "Explain how natural selection leads to adaptation over time."}]	\N
278	93	DNA and Heredity	\N	2	\N	DNA and Heredity Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.44837	Explain the key scientific concepts covered in DNA and Heredity.\nUse scientific vocabulary accurately when discussing DNA and Heredity.\nApply the scientific method to questions related to DNA and Heredity.\nAnalyze data and observations connected to DNA and Heredity.\nConnect DNA and Heredity concepts to real-world applications.	Genetics is the study of heredity — how traits are passed from parents to offspring. DNA (deoxyribonucleic acid) is the molecule that stores genetic information in the form of a double helix.\n\nGenes are segments of DNA that code for specific traits (like eye color or blood type). Humans have about 20,000–25,000 genes organized on 23 pairs of chromosomes. One chromosome in each pair comes from each parent.\n\nTraits can be dominant or recessive. A dominant allele (represented by a capital letter, like B) is expressed when present. A recessive allele (lowercase, like b) is only expressed when two copies are present (bb). A Punnett square helps predict the probability of offspring inheriting specific traits.\n\nEvolution through natural selection explains how populations change over time. Organisms with traits better suited to their environment are more likely to survive and reproduce, passing those traits to the next generation.	[{"term": "DNA", "definition": "Deoxyribonucleic acid; the molecule that carries genetic instructions."}, {"term": "Gene", "definition": "A segment of DNA that codes for a specific protein or trait."}, {"term": "Chromosome", "definition": "A structure made of DNA and proteins; humans have 46 (23 pairs)."}, {"term": "Dominant Trait", "definition": "A trait that is expressed when at least one dominant allele is present."}, {"term": "Recessive Trait", "definition": "A trait that is only expressed when two recessive alleles are present."}, {"term": "Natural Selection", "definition": "The process by which organisms with favorable traits are more likely to survive and reproduce."}]	[{"title": "Punnett Square", "content": "Cross Bb × Bb (both parents carry one dominant and one recessive allele). Results: BB (25%), Bb (50%), bb (25%). So 75% show the dominant trait and 25% show the recessive trait.", "solution": "3:1 ratio of dominant to recessive phenotypes."}]	[{"hint": "Set up a Punnett square with Bb × Bb.", "answer": "25% (bb)", "question": "If both parents have the genotype Bb for eye color (B = brown, b = blue), what percentage of offspring could have blue eyes?"}, {"hint": "Think about which individuals survive and reproduce more successfully.", "answer": "Organisms with favorable traits survive and reproduce more, passing those traits to offspring. Over generations, the population becomes better adapted.", "question": "Explain how natural selection leads to adaptation over time."}]	\N
279	93	Natural Selection	\N	3	\N	Natural Selection Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.44926	Explain the key scientific concepts covered in Natural Selection.\nUse scientific vocabulary accurately when discussing Natural Selection.\nApply the scientific method to questions related to Natural Selection.\nAnalyze data and observations connected to Natural Selection.\nConnect Natural Selection concepts to real-world applications.	Genetics is the study of heredity — how traits are passed from parents to offspring. DNA (deoxyribonucleic acid) is the molecule that stores genetic information in the form of a double helix.\n\nGenes are segments of DNA that code for specific traits (like eye color or blood type). Humans have about 20,000–25,000 genes organized on 23 pairs of chromosomes. One chromosome in each pair comes from each parent.\n\nTraits can be dominant or recessive. A dominant allele (represented by a capital letter, like B) is expressed when present. A recessive allele (lowercase, like b) is only expressed when two copies are present (bb). A Punnett square helps predict the probability of offspring inheriting specific traits.\n\nEvolution through natural selection explains how populations change over time. Organisms with traits better suited to their environment are more likely to survive and reproduce, passing those traits to the next generation.	[{"term": "DNA", "definition": "Deoxyribonucleic acid; the molecule that carries genetic instructions."}, {"term": "Gene", "definition": "A segment of DNA that codes for a specific protein or trait."}, {"term": "Chromosome", "definition": "A structure made of DNA and proteins; humans have 46 (23 pairs)."}, {"term": "Dominant Trait", "definition": "A trait that is expressed when at least one dominant allele is present."}, {"term": "Recessive Trait", "definition": "A trait that is only expressed when two recessive alleles are present."}, {"term": "Natural Selection", "definition": "The process by which organisms with favorable traits are more likely to survive and reproduce."}]	[{"title": "Punnett Square", "content": "Cross Bb × Bb (both parents carry one dominant and one recessive allele). Results: BB (25%), Bb (50%), bb (25%). So 75% show the dominant trait and 25% show the recessive trait.", "solution": "3:1 ratio of dominant to recessive phenotypes."}]	[{"hint": "Set up a Punnett square with Bb × Bb.", "answer": "25% (bb)", "question": "If both parents have the genotype Bb for eye color (B = brown, b = blue), what percentage of offspring could have blue eyes?"}, {"hint": "Think about which individuals survive and reproduce more successfully.", "answer": "Organisms with favorable traits survive and reproduce more, passing those traits to offspring. Over generations, the population becomes better adapted.", "question": "Explain how natural selection leads to adaptation over time."}]	\N
280	94	Nervous System	\N	1	\N	Nervous System Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.450527	Explain the key scientific concepts covered in Nervous System.\nUse scientific vocabulary accurately when discussing Nervous System.\nApply the scientific method to questions related to Nervous System.\nAnalyze data and observations connected to Nervous System.\nConnect Nervous System concepts to real-world applications.	This lesson covers scientific concepts related to Nervous System. 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 Nervous System. Identify the independent and dependent variables."}]	\N
281	94	Skeletal and Muscular Systems	\N	2	\N	Skeletal and Muscular Systems Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.451409	Explain the key scientific concepts covered in Skeletal and Muscular Systems.\nUse scientific vocabulary accurately when discussing Skeletal and Muscular Systems.\nApply the scientific method to questions related to Skeletal and Muscular Systems.\nAnalyze data and observations connected to Skeletal and Muscular Systems.\nConnect Skeletal and Muscular Systems concepts to real-world applications.	This lesson covers scientific concepts related to Skeletal and Muscular Systems. 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 Skeletal and Muscular Systems. Identify the independent and dependent variables."}]	\N
282	94	Immune System	\N	3	\N	Immune System Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.452288	Explain the key scientific concepts covered in Immune System.\nUse scientific vocabulary accurately when discussing Immune System.\nApply the scientific method to questions related to Immune System.\nAnalyze data and observations connected to Immune System.\nConnect Immune System concepts to real-world applications.	This lesson covers scientific concepts related to Immune System. 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 Immune System. Identify the independent and dependent variables."}]	\N
283	95	Population Dynamics	\N	1	\N	Population Dynamics Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.453416	Explain the key scientific concepts covered in Population Dynamics.\nUse scientific vocabulary accurately when discussing Population Dynamics.\nApply the scientific method to questions related to Population Dynamics.\nAnalyze data and observations connected to Population Dynamics.\nConnect Population Dynamics concepts to real-world applications.	This lesson covers scientific concepts related to Population Dynamics. 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 Population Dynamics. Identify the independent and dependent variables."}]	\N
284	95	Symbiotic Relationships	\N	2	\N	Symbiotic Relationships Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.454336	Explain the key scientific concepts covered in Symbiotic Relationships.\nUse scientific vocabulary accurately when discussing Symbiotic Relationships.\nApply the scientific method to questions related to Symbiotic Relationships.\nAnalyze data and observations connected to Symbiotic Relationships.\nConnect Symbiotic Relationships concepts to real-world applications.	This lesson covers scientific concepts related to Symbiotic Relationships. 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 Symbiotic Relationships. Identify the independent and dependent variables."}]	\N
285	95	Conservation	\N	3	\N	Conservation Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.455403	Explain the key scientific concepts covered in Conservation.\nUse scientific vocabulary accurately when discussing Conservation.\nApply the scientific method to questions related to Conservation.\nAnalyze data and observations connected to Conservation.\nConnect Conservation concepts to real-world applications.	This lesson covers scientific concepts related to Conservation. 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 Conservation. Identify the independent and dependent variables."}]	\N
286	96	Middle Ages in Europe	\N	1	\N	Middle Ages in Europe Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.457063	Explain the key ideas and events related to Middle Ages in Europe.\nUse historical vocabulary when discussing Middle Ages in Europe.\nAnalyze causes and effects connected to Middle Ages in Europe.\nConnect past events to present-day situations.\nEvaluate different perspectives on Middle Ages in Europe.	This lesson explores important concepts related to Middle Ages in Europe. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Middle Ages in Europe, 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 Middle Ages in Europe, 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 Middle Ages in Europe and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Middle Ages in Europe connect to or affect the present day?"}]	\N
288	96	Asian Civilizations	\N	3	\N	Asian Civilizations Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.458893	Explain the key ideas and events related to Asian Civilizations.\nUse historical vocabulary when discussing Asian Civilizations.\nAnalyze causes and effects connected to Asian Civilizations.\nConnect past events to present-day situations.\nEvaluate different perspectives on Asian Civilizations.	Throughout history, conflicts and revolutions have shaped nations and reshaped the world. Understanding these events requires examining their causes, key events, and lasting effects.\n\nEvery major conflict has multiple causes — political, economic, social, and ideological. The American Revolution, for example, was caused by taxation without representation, restrictions on colonial trade, and the desire for self-governance.\n\nWars and conflicts produce both immediate and long-term effects. They change borders, create new governments, affect economies, and alter societies. The aftermath often includes treaties, new laws, and shifts in political power.\n\nWhen studying conflicts, consider multiple perspectives. Different groups may experience the same event very differently. Examining primary sources — letters, documents, speeches from the time — helps us understand these perspectives.	[{"term": "Revolution", "definition": "A fundamental change in political power or organizational structures, often achieved through force."}, {"term": "Independence", "definition": "Freedom from the control or authority of another nation."}, {"term": "Patriot", "definition": "A colonist who supported independence from Britain."}, {"term": "Treaty", "definition": "A formal agreement between nations."}, {"term": "Cause", "definition": "An event or condition that leads to a result."}, {"term": "Effect", "definition": "The result or outcome of a cause."}]	[{"title": "Cause and Effect", "content": "Cause: British Parliament imposed the Stamp Act (1765), taxing printed materials in the colonies. Effect: Colonists protested (\\"No taxation without representation\\"), eventually leading to the American Revolution.", "solution": "Historical events have interconnected causes and effects."}]	[{"hint": "Think about what led to the event and what changed because of it.", "answer": null, "question": "Identify two causes and two effects of a major conflict related to Asian Civilizations."}, {"hint": "Different groups may have experienced events differently.", "answer": "Different groups had different motivations, experiences, and outcomes. Understanding multiple perspectives gives a more complete picture.", "question": "Why is it important to examine multiple perspectives when studying historical conflicts?"}]	\N
289	97	Renaissance Art and Ideas	\N	1	\N	Renaissance Art and Ideas Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.460055	Explain the key ideas and events related to Renaissance Art and Ideas.\nUse historical vocabulary when discussing Renaissance Art and Ideas.\nAnalyze causes and effects connected to Renaissance Art and Ideas.\nConnect past events to present-day situations.\nEvaluate different perspectives on Renaissance Art and Ideas.	This lesson explores important concepts related to Renaissance Art and Ideas. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Renaissance Art and Ideas, 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 Renaissance Art and Ideas, 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 Renaissance Art and Ideas and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Renaissance Art and Ideas connect to or affect the present day?"}]	\N
290	97	Protestant Reformation	\N	2	\N	Protestant Reformation Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.460908	Explain the key ideas and events related to Protestant Reformation.\nUse historical vocabulary when discussing Protestant Reformation.\nAnalyze causes and effects connected to Protestant Reformation.\nConnect past events to present-day situations.\nEvaluate different perspectives on Protestant Reformation.	This lesson explores important concepts related to Protestant Reformation. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Protestant Reformation, 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 Protestant Reformation, 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 Protestant Reformation and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Protestant Reformation connect to or affect the present day?"}]	\N
291	97	Age of Exploration	\N	3	\N	Age of Exploration Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.461753	Explain the key ideas and events related to Age of Exploration.\nUse historical vocabulary when discussing Age of Exploration.\nAnalyze causes and effects connected to Age of Exploration.\nConnect past events to present-day situations.\nEvaluate different perspectives on Age of Exploration.	This lesson explores important concepts related to Age of Exploration. Social studies encompasses history, geography, government, economics, and culture.\n\nWhen studying Age of Exploration, 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 Age of Exploration, 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 Age of Exploration and explain its significance."}, {"hint": "Think about lasting impacts on laws, culture, or geography.", "answer": null, "question": "How does Age of Exploration connect to or affect the present day?"}]	\N
292	98	Rights and Responsibilities	\N	1	\N	Rights and Responsibilities Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.46299	Explain the key ideas and events related to Rights and Responsibilities.\nUse historical vocabulary when discussing Rights and Responsibilities.\nAnalyze causes and effects connected to Rights and Responsibilities.\nConnect past events to present-day situations.\nEvaluate different perspectives on Rights and Responsibilities.	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
293	98	Local and State Government	\N	2	\N	Local and State Government Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.463904	Explain the key ideas and events related to Local and State Government.\nUse historical vocabulary when discussing Local and State Government.\nAnalyze causes and effects connected to Local and State Government.\nConnect past events to present-day situations.\nEvaluate different perspectives on Local and State Government.	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
294	98	Civic Participation	\N	3	\N	Civic Participation Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.464778	Explain the key ideas and events related to Civic Participation.\nUse historical vocabulary when discussing Civic Participation.\nAnalyze causes and effects connected to Civic Participation.\nConnect past events to present-day situations.\nEvaluate different perspectives on Civic Participation.	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
307	103	Analyzing Arguments	\N	1	\N	Analyzing Arguments Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.478754	Identify and explain key concepts related to Analyzing Arguments.\nApply reading and writing strategies to Analyzing Arguments tasks.\nAnalyze texts and examples connected to Analyzing Arguments.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Analyzing Arguments.	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
308	103	Evaluating Evidence	\N	2	\N	Evaluating Evidence Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.479653	Identify and explain key concepts related to Evaluating Evidence.\nApply reading and writing strategies to Evaluating Evidence tasks.\nAnalyze texts and examples connected to Evaluating Evidence.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Evaluating Evidence.	This lesson focuses on developing your language arts skills through the study of Evaluating Evidence. 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 Evaluating Evidence, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
309	103	Identifying Bias	\N	3	\N	Identifying Bias Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.480503	Identify and explain key concepts related to Identifying Bias.\nApply reading and writing strategies to Identifying Bias tasks.\nAnalyze texts and examples connected to Identifying Bias.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Identifying Bias.	This lesson focuses on developing your language arts skills through the study of Identifying Bias. 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 Identifying Bias, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
311	104	Research Methods	\N	2	\N	Research Methods Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.482566	Identify and explain key concepts related to Research Methods.\nApply reading and writing strategies to Research Methods tasks.\nAnalyze texts and examples connected to Research Methods.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Research Methods.	This lesson focuses on developing your language arts skills through the study of Research Methods. 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 Research Methods, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
314	105	Literary Movements	\N	2	\N	Literary Movements Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.485521	Identify and explain key concepts related to Literary Movements.\nApply reading and writing strategies to Literary Movements tasks.\nAnalyze texts and examples connected to Literary Movements.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Literary Movements.	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
315	105	Comparative Analysis	\N	3	\N	Comparative Analysis Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.48648	Identify and explain key concepts related to Comparative Analysis.\nApply reading and writing strategies to Comparative Analysis tasks.\nAnalyze texts and examples connected to Comparative Analysis.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Comparative Analysis.	This lesson focuses on developing your language arts skills through the study of Comparative Analysis. 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 Comparative Analysis, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
316	106	Formal vs Informal Writing	\N	1	\N	Formal vs Informal Writing Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.487707	Identify and explain key concepts related to Formal vs Informal Writing.\nApply reading and writing strategies to Formal vs Informal Writing tasks.\nAnalyze texts and examples connected to Formal vs Informal Writing.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Formal vs Informal 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
317	106	Public Speaking	\N	2	\N	Public Speaking Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.488674	Identify and explain key concepts related to Public Speaking.\nApply reading and writing strategies to Public Speaking tasks.\nAnalyze texts and examples connected to Public Speaking.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Public Speaking.	This lesson focuses on developing your language arts skills through the study of Public Speaking. 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 Public Speaking, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
318	106	Digital Literacy	\N	3	\N	Digital Literacy Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.489544	Identify and explain key concepts related to Digital Literacy.\nApply reading and writing strategies to Digital Literacy tasks.\nAnalyze texts and examples connected to Digital Literacy.\nUse evidence from texts to support your ideas.\nStrengthen vocabulary and language skills through Digital Literacy.	This lesson focuses on developing your language arts skills through the study of Digital Literacy. 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 Digital Literacy, write a response that includes a claim, evidence from the text, and an explanation."}]	\N
296	99	Slope	\N	2	\N	Slope Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.467162	Define and explain the key concepts of Slope.\nSolve problems involving Slope with accuracy.\nApply Slope strategies to real-world situations.\nShow work and explain reasoning when solving Slope problems.\nIdentify and correct common errors in Slope.	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
298	100	Solving by Graphing	\N	1	\N	Solving by Graphing Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.469351	Define and explain the key concepts of Solving by Graphing.\nSolve problems involving Solving by Graphing with accuracy.\nApply Solving by Graphing strategies to real-world situations.\nShow work and explain reasoning when solving Solving by Graphing problems.\nIdentify and correct common errors in Solving by Graphing.	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
299	100	Solving by Substitution	\N	2	\N	Solving by Substitution Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.470218	Define and explain the key concepts of Solving by Substitution.\nSolve problems involving Solving by Substitution with accuracy.\nApply Solving by Substitution strategies to real-world situations.\nShow work and explain reasoning when solving Solving by Substitution problems.\nIdentify and correct common errors in Solving by Substitution.	This lesson covers important mathematical concepts related to Solving by Substitution. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Solving by Substitution, 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 Solving by Substitution. 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 Solving by Substitution using the methods from this lesson."}]	\N
300	100	Real-World Systems	\N	3	\N	Real-World Systems Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.471108	Define and explain the key concepts of Real-World Systems.\nSolve problems involving Real-World Systems with accuracy.\nApply Real-World Systems strategies to real-world situations.\nShow work and explain reasoning when solving Real-World Systems problems.\nIdentify and correct common errors in Real-World Systems.	This lesson covers important mathematical concepts related to Real-World Systems. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Real-World Systems, 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 Real-World Systems. 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 Real-World Systems using the methods from this lesson."}]	\N
301	101	Understanding Functions	\N	1	\N	Understanding Functions Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.472492	Define and explain the key concepts of Understanding Functions.\nSolve problems involving Understanding Functions with accuracy.\nApply Understanding Functions strategies to real-world situations.\nShow work and explain reasoning when solving Understanding Functions problems.\nIdentify and correct common errors in Understanding Functions.	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
302	101	Linear vs Nonlinear	\N	2	\N	Linear vs Nonlinear Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.473424	Define and explain the key concepts of Linear vs Nonlinear.\nSolve problems involving Linear vs Nonlinear with accuracy.\nApply Linear vs Nonlinear strategies to real-world situations.\nShow work and explain reasoning when solving Linear vs Nonlinear problems.\nIdentify and correct common errors in Linear vs Nonlinear.	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
303	101	Function Tables	\N	3	\N	Function Tables Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.474305	Define and explain the key concepts of Function Tables.\nSolve problems involving Function Tables with accuracy.\nApply Function Tables strategies to real-world situations.\nShow work and explain reasoning when solving Function Tables problems.\nIdentify and correct common errors in Function Tables.	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
304	102	Pythagorean Theorem	\N	1	\N	Pythagorean Theorem Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.475508	Define and explain the key concepts of Pythagorean Theorem.\nSolve problems involving Pythagorean Theorem with accuracy.\nApply Pythagorean Theorem strategies to real-world situations.\nShow work and explain reasoning when solving Pythagorean Theorem problems.\nIdentify and correct common errors in Pythagorean Theorem.	This lesson covers important mathematical concepts related to Pythagorean Theorem. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Pythagorean Theorem, 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 Pythagorean Theorem. 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 Pythagorean Theorem using the methods from this lesson."}]	\N
321	107	Chemical Reactions Basics	\N	3	\N	Chemical Reactions Basics Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.492825	Explain the key scientific concepts covered in Chemical Reactions Basics.\nUse scientific vocabulary accurately when discussing Chemical Reactions Basics.\nApply the scientific method to questions related to Chemical Reactions Basics.\nAnalyze data and observations connected to Chemical Reactions Basics.\nConnect Chemical Reactions Basics concepts to real-world applications.	Chemistry studies matter and how it changes. All matter is made of atoms — tiny particles composed of protons (positive), neutrons (neutral), and electrons (negative).\n\nElements are pure substances made of one type of atom. The periodic table organizes all known elements by atomic number. Elements in the same column (group) share similar properties. Metals are on the left, nonmetals on the right.\n\nAtoms bond together to form compounds and molecules. Ionic bonds form when atoms transfer electrons (metals + nonmetals). Covalent bonds form when atoms share electrons (nonmetals + nonmetals).\n\nIn a chemical reaction, reactants transform into products. The law of conservation of mass states that matter is neither created nor destroyed — the total mass of reactants equals the total mass of products. Chemical equations must be balanced to reflect this.	[{"term": "Atom", "definition": "The smallest unit of an element that retains the properties of that element."}, {"term": "Element", "definition": "A pure substance made of only one type of atom."}, {"term": "Compound", "definition": "A substance made of two or more elements chemically bonded together."}, {"term": "Molecule", "definition": "Two or more atoms bonded together."}, {"term": "Chemical Reaction", "definition": "A process where substances (reactants) change into new substances (products)."}, {"term": "Periodic Table", "definition": "An organized chart of all known elements arranged by atomic number."}]	[{"title": "Balancing an Equation", "content": "Unbalanced: H₂ + O₂ → H₂O. Count atoms: 2H and 2O on left, 2H and 1O on right. Balanced: 2H₂ + O₂ → 2H₂O.", "solution": "2H₂ + O₂ → 2H₂O (4H and 2O on each side)"}]	[{"hint": "Think about how many types of atoms are involved.", "answer": "An element is one type of atom; a compound is two or more elements bonded together.", "question": "What is the difference between an element and a compound?"}, {"hint": "Na is a metal, Cl is a nonmetal.", "answer": "Ionic — metals and nonmetals form ionic bonds by transferring electrons.", "question": "Is NaCl (table salt) an ionic or covalent compound?"}]	\N
305	102	Transformations	\N	2	\N	Transformations Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.476345	Define and explain the key concepts of Transformations.\nSolve problems involving Transformations with accuracy.\nApply Transformations strategies to real-world situations.\nShow work and explain reasoning when solving Transformations problems.\nIdentify and correct common errors in Transformations.	This lesson covers important mathematical concepts related to Transformations. Mathematics builds step by step — each new skill relies on understanding previous concepts.\n\nWhen approaching Transformations, 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 Transformations. 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 Transformations using the methods from this lesson."}]	\N
306	102	Volume of Cylinders Cones and Spheres	\N	3	\N	Volume of Cylinders Cones and Spheres Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.477178	Define and explain the key concepts of Volume of Cylinders Cones and Spheres.\nSolve problems involving Volume of Cylinders Cones and Spheres with accuracy.\nApply Volume of Cylinders Cones and Spheres strategies to real-world situations.\nShow work and explain reasoning when solving Volume of Cylinders Cones and Spheres problems.\nIdentify and correct common errors in Volume of Cylinders Cones and Spheres.	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 12 cm and width 6 cm. Area = length × width.", "solution": "A = 12 × 6 = 72 cm²"}, {"title": "Perimeter of a Rectangle", "content": "Find the perimeter of the same rectangle. P = 2(length + width).", "solution": "P = 2(12 + 6) = 2(18) = 36 cm"}]	[{"hint": "A = ½ × base × height.", "answer": null, "question": "Find the area of a triangle with base 8 and height 10."}, {"hint": "C = 2πr.", "answer": "43.96", "question": "Find the circumference of a circle with radius 7. Use π ≈ 3.14."}]	\N
319	107	Atomic Structure	\N	1	\N	Atomic Structure Video Lesson	10-15 min	\N	\N	t	2026-06-23 11:23:04.49104	Explain the key scientific concepts covered in Atomic Structure.\nUse scientific vocabulary accurately when discussing Atomic Structure.\nApply the scientific method to questions related to Atomic Structure.\nAnalyze data and observations connected to Atomic Structure.\nConnect Atomic Structure concepts to real-world applications.	Chemistry studies matter and how it changes. All matter is made of atoms — tiny particles composed of protons (positive), neutrons (neutral), and electrons (negative).\n\nElements are pure substances made of one type of atom. The periodic table organizes all known elements by atomic number. Elements in the same column (group) share similar properties. Metals are on the left, nonmetals on the right.\n\nAtoms bond together to form compounds and molecules. Ionic bonds form when atoms transfer electrons (metals + nonmetals). Covalent bonds form when atoms share electrons (nonmetals + nonmetals).\n\nIn a chemical reaction, reactants transform into products. The law of conservation of mass states that matter is neither created nor destroyed — the total mass of reactants equals the total mass of products. Chemical equations must be balanced to reflect this.	[{"term": "Atom", "definition": "The smallest unit of an element that retains the properties of that element."}, {"term": "Element", "definition": "A pure substance made of only one type of atom."}, {"term": "Compound", "definition": "A substance made of two or more elements chemically bonded together."}, {"term": "Molecule", "definition": "Two or more atoms bonded together."}, {"term": "Chemical Reaction", "definition": "A process where substances (reactants) change into new substances (products)."}, {"term": "Periodic Table", "definition": "An organized chart of all known elements arranged by atomic number."}]	[{"title": "Balancing an Equation", "content": "Unbalanced: H₂ + O₂ → H₂O. Count atoms: 2H and 2O on left, 2H and 1O on right. Balanced: 2H₂ + O₂ → 2H₂O.", "solution": "2H₂ + O₂ → 2H₂O (4H and 2O on each side)"}]	[{"hint": "Think about how many types of atoms are involved.", "answer": "An element is one type of atom; a compound is two or more elements bonded together.", "question": "What is the difference between an element and a compound?"}, {"hint": "Na is a metal, Cl is a nonmetal.", "answer": "Ionic — metals and nonmetals form ionic bonds by transferring electrons.", "question": "Is NaCl (table salt) an ionic or covalent compound?"}]	\N
