The evolution program will let her insert little standardized pictures (with, if she desires, little-standardized-picture combinatorics or modifications) in various proportions into an environment, with each picture having an assigned array of traits, some of which the program can attempt to demonstrate (like speed moving across the screen) but others of which are left implicit, and then she can fiddle with how these traits affect their survival and reproduction (independently)! It gets pretty mathy under the hood but the program comes with lots of preprogrammed examples she can run, including some she can interact with like by trying to catch lizards and seeing if their color and speed affects the next generation.

The mathy parts are hard but she really likes the interactive parts!

Can she try to make all the lizards ORANGE.

If she selectively catches all the other colors in a few generations almost all the lizards will be ORANGE.

Heeee! (She tells herself these are poison orange lizards. Like poison dart frogs! Because poison orange lizards are cooler.)

Still, she does need to do homework, and make notes for a video about her first week of school, and go to sleep and wake up for class the next morning.

This is her day 2 schedule (literature, electronics, gym, and civics)! Literature is working through a short story anthology so she doesn't have to play catchup. Today they are reading a story about a family that lives on the moon. The kids love it but the parents are sick of spring; the kids have a pretty limited window into that and are the perspective characters, so there are hints but not a full understanding of why the family is preparing to move back planetside against the kids' will.

She is kind of confused about a lot of this! And makes notes on the parts that are confusing her, so she can ask the teacher after class or look things up.

She is actually supposed to ask questions during class! The teacher pauses every page or three to draw the class out on what they're getting out of it and whether they get it all.

Good!

Her questions are mostly really basic stuff, though she knows a bit about Amentan springs and stuff from what she's learned already.

The teacher encourages the other kids to answer each other's questions when they can but fills in himself as necessary.

She is less good at the answering questions part, unfortunately.

Eventually they wrap the story and are sent to recess! Onis finds Bright before Zon does, but only by a few seconds.

"Hi!" she says (and signs) to them both.

"Hi!" they reply. Onis signs, "Do you want to play kickball?" at the same time as Zon says, "Do you want to see the card game Genvo learned?"

She translates these both ways! And: "I want to do kickball first, since I was having to sit still really long. But we can see the card game in the second half of recess!"

Zon droops. Onis bounces and leads her off to where kickball is, explaining the rules as they go.

Hmmmm she is going to need to do some friend management...

She invites Zon to kickball!

"I told Genvo I'd play... and I can't run..."

Nod. "I promise I'll come play later!"

Zon plods off to his friends.

Off to kick ball, then.

Bright pays close attention to the rules.

There are four zones marked in chalk on this blacktop area of the playground and you stay in your zone with your team and try to kick it through any other zone out of bounds! No hands!

(She'll take that to also mean 'no tentacles' and stay in Amentan shape.)

This is fun! She's not very experienced at the base game but seems to learn it really quickly.

They're supposed to play till somebody has fifty points! It looks like they're not liable to get there before recess is over.

She bows out a bit through, when the jitteryness is out of her body, and says she promised to play cards with someone else, too, so she's gonna go do that!

Genvo's card game is a deckbuilder he brought from home! Zon tries to catch her up on how it works in the minutes remaining by acting as one player with her.