Day 1 · Monday

Objective: I can explain what producers are and name the resources they use.

Standards: D2.Eco.3.3-5

Materials: A loaf of bread or a sandwich, 6 index cards, Colored pencils, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 24. Ask: "You have time for one game, checkers or tag. You pick tag. What did you give up?" (Checkers. That is the opportunity cost.) Put the bread on the table. Ask: "Who made this bread? How many people and tools helped?"

2. Mini-Lesson · 10–15 min

   Say: "A producer is a person or business that makes goods or provides services. A service is work done for other people." Say: "Producers use three kinds of resources." Hold up the bread. Say: "Natural resources come from nature. Bread starts with wheat, which needs soil, water and sun." "Human resources are people's work, skills and knowledge. The baker's know-how is a human resource. In Week 1 we called it human capital." "Capital resources are tools, machines and buildings that people made. An oven and a delivery van are capital resources." In the notebook, draw three columns: Natural | Human | Capital. Write wheat, baker's skill and oven under them. Ask: "Is a nurse a producer?" (Yes. A nurse provides a service.) "Is water natural or capital?" (Natural. It comes from nature.) "Which kind is a rolling pin?" (Capital. People made it as a tool.) If stuck, say: "Is it from nature, a person's skill, or a tool people made?"

3. Activity / Source Work · 15–20 min

   Source work: a morning at the bakery. 1) Read this source aloud. "Ana Ruiz unlocks her bakery at five o'clock. She measures flour ground from wheat, then adds water and salt. Her big mixer kneads the dough while the oven heats. Ana shapes forty loaves by hand, a skill her father taught her. At seven, a driver loads the warm loaves into a van and takes them to the grocery store." 2) Your child makes six cards from the source: wheat, water, Ana's skill, the driver's work, mixer, oven. Draw each with colored pencils. 3) Your child sorts the cards under Natural, Human and Capital. Expect these groups. Natural: wheat, water. Human: Ana's skill, the driver's work. Capital: mixer, oven. 4) Ask for evidence: "Which words show that Ana has a skill?" (She shapes loaves by hand, and her father taught her.) "Who are the producers?" (Ana and the driver.) "Which one provides a service?" (The driver. He delivers.) 5) Your child charts three producers near home: Producer | Makes or does | One resource. Sample row: dentist | fixes teeth | drill, capital. Look for a resource that fits its kind.

4. Notebook Entry · 10 min

   Your child writes: "A producer is ___." Then add two new examples to each column of the chart. Sample: "A producer is a person or business that makes goods or provides services." Natural: trees, sunlight. Human: a teacher's knowledge, a builder's skill. Capital: a hammer, a school bus.

5. Exit Ticket · 5 min

   Read each exit question aloud. Your child answers in the notebook without looking back. Praise answers that give a reason for the kind of resource.

Homework: Your child names three producers your family used today and one resource each one needs. Look for the right kind named, such as a bus (capital) for a driver.

Objective: I can tell time to the nearest minute.

Standards: 3.MD.A.1

Materials: Analog clock with movable hands and minute marks. A paper-plate clock works. Write 1 to 12 around it and draw 4 small marks between each pair of numbers. Pin on two paper hands with a paper fastener., Digital clock (for the homework check), Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 24 Day 4. Ask: "A string ends 1 quarter-inch mark past 6. How long is it?" (6 1/4 inches) Then practice ×5 facts with no timer. Ask 5 × 4, 5 × 7 and 5 × 9 (20, 35, 45). Count by 5s to 60 while your child touches each clock number.

2. Mini-Lesson · 10–15 min

   Say: "The short hand is the hour hand. The long hand is the minute hand." Point to the small marks. Say: "Each number is 5 more minutes. Each small mark is a minute mark, and it stands for 1 minute." Set the clock to 3:22. Ask: "Which number did the minute hand just pass?" (The 4.) Count by 5s to the 4: 5, 10, 15, 20. Then count the small marks by 1s: 21, 22. Say: "The minute hand is 2 marks past the 4, so it shows 22 minutes." Ask: "Which two numbers is the hour hand between?" (3 and 4) Say: "Use the number the hour hand has passed. So the time is 3:22." Now your child does more. Set the clock with the minute hand 3 marks past the 9 and the hour hand close to 8. Your child counts by 5s to the 9, then by 1s. Ask: "Is the hour 7 or 8?" (7. The hour hand has not reached 8, so the time is 7:48.)

3. Guided Practice · 10–15 min

   You set each time. Your child counts aloud, then writes the time. 1) Minute hand 2 marks past the 3, hour hand between 2 and 3 (2:17). 2) Minute hand 1 mark past the 8, hour hand between 9 and 10 (9:41). 3) Minute hand 3 marks past the 11, hour hand almost at 12 (11:58). Ask: "Why is it not 12:58?" (The hour hand has not reached 12.) 4) Your child sets the clock to 6:04 (4 marks past the 12) and tells why the hour is 6. If stuck, say: "Find the number the minute hand just passed. Count by 5s to it. Then count the small marks by 1s."

4. Independent Practice · 15–20 min

   You set the clock for problems 1 to 4. Your child writes each time. 1) Minute hand 1 mark past the 1, hour hand just past 1 (1:06). 2) Minute hand 3 marks past the 6, hour hand between 4 and 5 (4:33). 3) Minute hand 3 marks past the 2, hour hand just past 11 (11:13). 4) Minute hand 3 marks past the 7, hour hand between 12 and 1 (12:38). Now your child sets the clock and tells where the minute hand points. 5) 5:19 (4 marks past the 3). 6) 8:52 (2 marks past the 10; the hour hand is close to 9). 7) Lena looks at the kitchen clock. The hour hand is between 6 and 7. The minute hand is 2 marks past the 5. What time is it? (6:27) 8) Dad looks at his watch. The hour hand is just past 9. The minute hand is 4 marks past the 12. What time is it? (9:04)

5. Exit Ticket · 5 min

   Read each question aloud. Your child answers on paper and may look at the clock.

Fact fluency: ×5 facts

Homework: Your child reads 5 times on a clock with hands at home and writes each one. At least 2 times must not end in 0 or 5. Check each time with a digital clock. Sample: 6:43.

Objective: I can tell how two texts about the same topic focus on different parts of it, and I can use new science words.

Standards: RI.3.9, RI.3.4, RI.3.2, RF.3.3.B, RF.3.3.C, L.3.4.C, RF.3.4.A

Materials: Reader's notebook, Ruler, Pencil, 6 index cards or paper slips

1. Warm-Up · 5 min

   Word study: the endings -tion and -sion. Write action and vision. Say: "The ending -tion says /shun/. The ending -sion often says /zhun/." Your child writes six words on cards: action, station, lotion, vision, division, mansion. Your child reads each word aloud and sorts the cards by ending. Ask: "Which -sion word says /shun/?" (mansion) Spaced review from Week 24. Ask: "A cereal box says, 'Try the crunchiest flakes ever!' What is the author's purpose?" (to persuade)

2. Mini-Lesson · 10–15 min

   Say: "Two texts can share a topic but teach different parts of it. The part a text teaches most about is its focus." Say: "Read to find out what each text mostly teaches about bees." Take turns reading aloud. Text 1, "Inside the Hive": A honeybee hive is a busy home. One queen lays all the eggs, sometimes more than 1,000 in a single day. Worker bees do every other job. Young workers clean the cells and feed the larvae, or baby bees. Older workers guard the door and fly out to gather nectar and pollen. Bees turn nectar into honey and store it in wax cells for winter. In summer, a worker bee lives about six weeks. Text 2, "Bees on the Farm": When a bee visits a flower to drink nectar, pollen sticks to its fuzzy body. The bee flies to the next flower, and some pollen rubs off. This is called pollination. Because the flower gets pollen, it can make seeds and fruit. Apples, blueberries and cherries all depend on pollinators like bees. Some farmers rent hives each spring so that bees will pollinate their orchards. In summer, a worker bee lives about five to six weeks. Think aloud: "Both texts are about honeybees. That is the topic. Text 1 keeps telling about jobs in the hive. So that is its focus." Use the ruler to draw two columns: Text 1 focuses on | Text 2 focuses on. Write "jobs inside the hive" in the first column.

3. Guided Practice · 10–15 min

   1) Ask: "What does Text 2 keep telling about?" (how bees carry pollen and help plants make fruit) Your child writes it in the second column. 2) Ask: "Which two details fit each focus?" (Text 1: the queen lays eggs; young workers feed larvae. Text 2: pollen rubs off; farmers rent hives.) 3) Your child points to larvae and pollination. Ask: "Which nearby words tell each meaning?" ("or baby bees"; "This is called" points back to pollen moving between flowers.) 4) Write pollen, pollinate, pollinator, pollination. Ask: "Which small word hides in all four?" (pollen) Say: "A word you know can unlock a longer word." Your child reads pol|li|na|tion in syllables. If stuck, say: "If this text had one heading, what would it be? That heading is the focus."

4. Independent Practice · 15–20 min

   Your child works in the notebook. 1) Add two more details under each focus. 2) Write the main idea of each text in one sentence. 3) Write what nectar, larvae, pollen and pollination mean, using the texts. 4) Write a heading that fits each whole text. Look for: main ideas that match each focus. Samples: "Honeybees share the work of the hive." "Bees help flowers make fruit." Meanings should come from the texts. Nectar is a sweet drink in flowers. Pollen is flower dust that sticks to bees.

5. Exit Ticket · 5 min

   Read each question aloud. Your child may look back at both texts and answers in the notebook.

Homework: Your child teaches a family member the words pollen and pollination, using Text 2 (10 minutes). Look for the meaning in your child's own words, not read from the page.

Objective: I can identify cirrus, cumulus, stratus and cumulonimbus clouds and tell what weather each often brings.

Standards: 3-ESS2-1

Materials: 12 cotton balls, 1 sheet of dark blue or black paper, Glue, White crayon or chalk, Science notebook and pencil, A window or outdoor spot with a view of the sky

1. Day 121 — Cloud Types — Wonder Warm-Up · 5 min

   Spaced review from Week 24. Ask: "Engineers test a design and find a failure point. What do they do next?" (They improve it and test again.) Then look out a window. Ask: "Describe the clouds you see with three words." Now the wonder. Ask: "Can a cloud's shape give a clue about the weather?"

2. Mini-Lesson · 10–15 min

   Say: "Clouds are made of tiny water drops or bits of ice floating in the air." Say: "A cloud's shape gives a clue about the weather, not a promise." Say: "Cirrus clouds are thin, wispy streaks, very high up. They are made of ice. The name means curl of hair." Say: "Cirrus clouds often come in fair weather. Many of them can mean a change in a day or so." Say: "Cumulus clouds are puffy white heaps with flat bottoms. The name means heap. They usually come on fair days." Say: "Stratus clouds make a flat gray layer, like a blanket over the sky. The name means layer. They may bring drizzle." Say: "The tall, dark storm clouds from Week 21 are called cumulonimbus clouds. They are giant towers, dark underneath. Nimbus means rain cloud. They bring thunderstorms." Ask: "Which cloud name means layer?" (Stratus.) Ask: "Which cloud is made of ice and looks like thin hair?" (Cirrus.) Ask: "A puffy cloud grows taller all afternoon and turns dark below. What might be coming?" (A thunderstorm. It is turning into a cumulonimbus cloud.) If stuck, say: "Is it wispy, puffy, flat or tall?"

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

   Cotton Cloud Chart and Sky Tally. 1) Fold the dark paper into four boxes. 2) Your child builds one cloud in each box and glues it down. Cirrus: pull 1 cotton ball into thin wisps near the top. Cumulus: glue 3 whole balls in a heap. Stratus: stretch 2 balls into one flat sheet. Cumulonimbus: stack 5 balls into a tall tower with a wide top. 3) With the white crayon, label each box with the cloud's name and its usual weather. 4) Go outside or to a window. Safety: never look straight at the sun. Match the real sky to the chart. 5) Start a Sky Tally in the notebook. Draw a table with three columns: Date, Cloud type, Weather. Add one row every day this week. Use the same place and time of day. On Day 4 you will count the rows. Real skies are often mixed, and some days are clear. Say: "Real results vary. Pick the closest match, or write clear."

4. Science Notebook Entry · 10 min

   Your child draws and labels all four cloud types, with the usual weather under each. Then give three frames. "Today I saw ___ clouds. They looked ___. They often mean ___." Sample: "Today I saw cumulus clouds. They looked puffy with flat bottoms. They often mean fair weather."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud; the cotton chart may stay in view. Praise shape words and the word usually.

Homework: Look at the sky tomorrow morning and add a row to the Sky Tally. Look for: a cloud type or the word clear.