Day 3 · Wednesday

Objective: I can describe how Pueblo nations and the Navajo Nation adapted to the desert Southwest.

Standards: D2.Geo.4.3-5, D2.His.2.3-5

Materials: U.S. map, 12 sugar cubes or small boxes, 2 ice cubes of the same size, 2 small plates, Thick towel, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 11. Ask: "Why does land behind a tall mountain often stay dry?" (Wet ocean air drops its rain on the other side.) Then say: "The Southwest has a hot, dry climate. How could people grow food and stay cool in a desert?"

2. Mini-Lesson · 10–15 min

   Point to Arizona and New Mexico. Say: "Pueblo nations include the Hopi, Zuni, Acoma and Taos. Each one is its own nation." Say: "A pueblo is a village of homes joined together, built of stone and adobe. Adobe is mud mixed with straw and dried hard in the sun." Say: "Some pueblos rise four or five stories, like apartments. Long ago, people climbed ladders to the upper rooms." Say: "Thick walls slow the heat. Rooms stay cooler by day and warmer on cold desert nights." Say: "Water is precious here. Hopi farmers are known for dry farming. They grow corn with only rain and melted snow." Say: "People have lived at Taos Pueblo for about 1,000 years. Families live there today." Say: "The Navajo call themselves Diné. The Navajo Nation has the largest reservation in the country and its own government. A hogan is a traditional Navajo home of logs and earth." Ask: "Is Pueblo one nation or many?" (Many.) "What is adobe made from?" (Mud and straw.) If stuck, say: "Think of mud drying in the sun. What does it turn into?"

3. Activity / Source Work · 15–20 min

   Thick-wall test and model. 1) Put one ice cube on each plate. 2) Fold the towel thick and cover one cube. Leave the other bare. Change only the cover. Keep the cubes, plates and warm spot the same. 3) Wait 15 minutes. Meanwhile your child stacks the sugar cubes into a stepped pueblo with two or three levels. Ask: "Where would the ladders go?" 4) Your child draws a chart with two columns, Pueblo and Hogan, and three rows: materials, shape, nation. (Stone and adobe, stacked rooms, Pueblo nations. Logs and earth, round or many-sided, Navajo Nation.) 5) Check the ice. Record in a small table: Cube, Covered or bare, Melted a little or a lot. Expect the covered cube to melt less. If not, say: "Real results vary. Look for the pattern." Try once more with a thicker fold. 6) Ask: "How is the towel like a thick adobe wall?" (Both slow the heat getting in.)

4. Notebook Entry · 10 min

   Your child makes a fact card with five headings: Region, Nations, Homes, Food and water, Today. Sample: Southwest; Hopi, Zuni, Acoma, Taos, Navajo; pueblos and hogans; corn, beans and squash, with dry farming. Under Today, write: "People live at Taos Pueblo and in the Navajo Nation today." Then finish: "Thick adobe walls help because ___."

5. Exit Ticket · 5 min

   Read each question aloud. Your child answers in the notebook. Praise answers that link a home to the desert climate.

Homework: Your child tells a family member how a pueblo stays cool in the desert and draws one with ladders. Look for the idea that thick walls slow heat.

Objective: I can solve grouping word problems where I find how many groups there are.

Standards: 3.OA.A.3, 3.OA.A.2

Materials: 30 counters (dried beans, coins or buttons), 6 small cups or bags, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Day 2. Read: "32 crayons are shared equally by 4 children. How many each?" Your child answers with an equation (32 ÷ 4 = 8). Then practice ÷4 and ÷8 facts with no clock. Ask 36 ÷ 4, 40 ÷ 8 and 64 ÷ 8 (9, 5, 8). For ÷4, your child may halve twice.

2. Mini-Lesson · 10–15 min

   Say: "Yesterday we knew the number of groups. Today we know how many go in each group. We find how many groups." Read aloud: "Ana has 24 cookies. She puts 4 in each bag. How many bags does she fill?" Ask: "What is the total?" (24) "How many in each group?" (4) "What is unknown?" (The number of bags.) Your child counts out 24 beans and fills cups, 4 beans in each. Count by 4s as each cup fills: 4, 8, 12, 16, 20, 24. Ask: "How many cups?" (6) "Are any beans left over?" (No.) Write 24 ÷ 4 = ?. Say: "So 24 ÷ 4 = 6. Ana fills 6 bags." Say: "Check: 6 groups of 4 is 24." Now your child does more. Read: "A coach has 36 players. She makes teams of 9. How many teams?" Your child skip-counts by 9s, writes the equation and answers. (9, 18, 27, 36; 36 ÷ 9 = 4; 4 teams)

3. Guided Practice · 10–15 min

   Your child writes an equation with ?, skip-counts to check and answers in a sentence. 1) 20 apples go in bags of 5. How many bags? (20 ÷ 5 = 4; 4 bags) 2) 42 stickers go 7 on each page. How many pages? (42 ÷ 7 = 6; 6 pages) 3) A board is 30 inches long. It is cut into pieces 6 inches long. How many pieces? (30 ÷ 6 = 5; 5 pieces) 4) Read two stories: "12 pens go in 3 equal cups" and "12 pens go 3 in each cup." Ask: "Which is sharing?" (The first: 4 pens in each cup. The second is grouping: 4 cups.) If stuck, say: "Circle the group size. Count by that number up to the total. Count your jumps."

4. Independent Practice · 15–20 min

   For problems 3 to 8, your child writes an equation with ?. Problems 5 to 8 also need an answer sentence. 1) 35 ÷ 7 = ? (5). 2) 72 ÷ 8 = ? (9). 3) Draw 16 dots. Circle groups of 4. (16 ÷ 4 = 4) 4) Draw 21 dots. Circle groups of 3. (21 ÷ 3 = 7) 5) 36 chairs are set in rows of 6. How many rows? (6 rows) 6) 45 crayons go 5 in each box. How many boxes? (9 boxes) 7) Some spiders have 56 legs in all. Each spider has 8 legs. How many spiders? (7 spiders) 8) 18 socks are matched in pairs. How many pairs? (9 pairs) Check that each answer names the groups, such as rows or boxes.

5. Exit Ticket · 5 min

   Put the cups away. Read each question aloud; your child answers on paper.

Fact fluency: ÷4, ÷8 facts

Homework: Your child puts 24 small objects in piles of 3, then in piles of 6, and writes both equations. Answers: 24 ÷ 3 = 8; 24 ÷ 6 = 4.

Objective: I can write an ending that solves the problem and fits my story.

Standards: W.3.3.D

Materials: Writer's notebook, Narrative draft with rising action, Two colored pencils

1. Warm-Up · 5 min

   Word study, about 3 minutes. Dictate: "The tiger stopped digging by the basket." Your child writes it. Check it together: the capital, the period, and the doubled p and g. Spaced review from Week 11. Ask: "Show excited with two body clues, and do not say excited." (Sample: I bounced on my toes and could not stop grinning.)

2. Mini-Lesson · 10–15 min

   Say: "Endings can be happy, sad, surprising or open-ended. A strong ending matches the story and settles the problem. It also shows how the character feels or changed." Read aloud "Hana's Climb": All summer, Hana had practiced on the low wall at the gym. Today she stood under the tall one. She gripped the first blue hold and climbed. Halfway up, she looked down, and her legs began to shake. Then her foot slipped. "I can't," she whispered. Below her, Coach Dee called, "One hold at a time!" Hana pressed her forehead against the wall. She reached for the next hold, then the next. Read two endings. Ending A: Hana went home. Ending B: Hana slapped the bell at the top, and it clanged across the gym. Back on the mat, her arms felt like noodles, but she grinned. "Can I go again?" she asked. Ask: "Which ending settles Hana's problem?" (B. She reaches the top.) Ask: "How can you tell Hana changed?" (She grins and wants to climb again.) Think aloud: "The problem was her fear. Ending B answers it. It shows her feeling with a body clue and a line of dialogue. It is a happy ending."

3. Guided Practice · 10–15 min

   1) Ask: "How could Ending B become open-ended?" (Sample: Hana looked over at the taller wall next door and wondered.) 2) Write the climax of your child's story together in one or two sentences. It is the moment the character faces the problem head-on. 3) Draft two possible endings, one in each color. Read both aloud. 4) Your child picks one and explains why it fits better. If stuck, say: "Read your problem sentence. What would your character do or say once it is over?"

4. Independent Practice · 15–20 min

   Your child adds 4 to 6 sentences to the draft. 1) The climax: one or two sentences. 2) The falling action: one sentence about what happens right after. 3) The ending: solve or wrap up the problem. 4) The last sentence shows a feeling or a change with a body clue or dialogue. Frame: At last, ___. I ___ (body clue). "___," I said. Checklist: it answers the problem sentence. It fits what came before. It shows a feeling. It does not stop with "The end."

5. Exit Ticket · 5 min

   Ask the three questions. Your child reads the last sentence of the draft for question 3.

Homework: Read your own book for 15 minutes. Then think of the ending of a book you know. Tell a family member whether it is happy, sad, surprising or open-ended, and why. Look for: a reason from the story.

Practice page · Week 12, Day 3

English Language Arts

I can choose an ending that solves the problem.

Show answers

Look: Strong endings

1. An ending can be happy, sad, surprising or open-ended.
2. A strong ending solves the problem and fits the story.
3. Show how the character feels or changed with a body clue or dialogue.

The Spelling Bee

Rosa practiced her spelling words every night for a month. On the day of the school spelling bee, her hands shook as she stepped up to the microphone. "Your word is 'volcano,'" said the judge. Rosa closed her eyes and pictured the word on her flash cards.

Use the story above.

1. 1.

   Which ending fits the story better?

   ○ A: Rosa went home.○ B: "V-O-L-C-A-N-O," Rosa said. The crowd cheered, and her hands finally stopped shaking.
2. 2.

   Why is that ending better?
3. 3.

   What kind of ending is B?

   ○ happy○ sad○ open-ended
4. 4.

   Write a surprising ending for Rosa's story.

Add -ed or -ing. Use the rules you know.

1. 5.

   stop + ed → ____
2. 6.

   hide + ing → ____
3. 7.

   smile + ed → ____

Challenge: Write an open-ended last line for Rosa's story.

Objective: I can connect several food chains into a food web.

Standards: 3-LS4-3

Materials: 10 index cards, Large sheet of paper, or 4 sheets taped together, Markers in 3 colors, Science notebook, Pencil

1. Day 58 — Food Webs — Wonder Warm-Up · 5 min

   Spaced review from Week 11. Ask: "A bear rests in a den all winter. Is that something it has or something it does?" (Does. It is a behavioral adaptation.) Then ask: "Does a fox eat only rabbits?" (No. Foxes also eat mice, birds, insects and berries.)

2. Mini-Lesson · 10–15 min

   First write one name on each card: sun, clover, berry bush, grasshopper, mouse, rabbit, robin, snake, fox, hawk. Say: "Most animals eat more than one food. Many are eaten by more than one predator. So food chains connect. Many connected food chains make a food web." Lay two chains: clover, rabbit, fox, and below it clover, grasshopper, robin, hawk. Say: "We have only one clover card. Both chains share it." Slide the chains together at the clover. Add the mouse. Say: "A mouse eats berries. A snake, a fox or a hawk may eat the mouse." Ask: "Which card do both chains share?" (Clover.) Ask: "Name two things a fox eats." (Rabbits, mice or berries.) Ask: "A hawk cannot find a mouse. What else could it eat?" (A rabbit, robin or snake.) If stuck, say: "Pick one animal. Ask what it eats. Draw an arrow from each food to it."

3. Investigation / Hands-On · 15–20 min

   Build a Forest-Edge Food Web. 1) Spread the cards on the big paper. Put the sun at the bottom and the clover and berry bush just above it. 2) Draw a wavy line from the sun to each producer. 3) Your child draws an arrow from each food to each eater. From clover: to rabbit and grasshopper. From berries: to mouse, robin and fox. From grasshopper: to robin and mouse. From mouse: to snake, fox and hawk. From rabbit: to fox and hawk. From robin and from snake: to hawk. 4) Count arrows in a table: Animal, Arrows in, Arrows out. Expect hawk 4 in, fox 3 in, mouse 2 in and 3 out. 5) Your child traces 3 different chains, each in its own color. A web with other true arrows is fine.

4. Science Notebook Entry · 10 min

   Your child copies the web into the notebook, or tapes in a photo of it. Under it they write 2 food chains found inside the web. Look for chains like: berries → mouse → snake → hawk. Then give the frame: "A food web is ___."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three questions with the web in view. Praise answers that follow the arrows.

Homework: Your child shows the web to a family member. Look for two different paths the sun's energy can take to reach the hawk.