Day 2 · Tuesday

Objective: I can explain what consumers are and how they make smart choices.

Standards: D2.Eco.1.3-5, D2.Eco.2.3-5

Materials: 2 similar food packages of different sizes (such as two cereal boxes), 3 sticky notes, Store flyer (or a sale sign you write, such as "Crackers: 2 boxes for $5 this week"), Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 24. Ask: "Is a toothbrush a need or a want? Tell why." (A need. It keeps teeth healthy.) Then ask the big question: "Someone produced your breakfast today. Who used it? What do we call that person?" Accept guesses.

2. Mini-Lesson · 10–15 min

   Say: "A consumer is a person who buys or uses goods and services." "You are a consumer when you eat cereal, ride a bus or borrow a library book. Using counts, even when you do not pay." Say: "Producers and consumers need each other. Producers need buyers. Consumers need people to make things." "One person can be both. A baker produces bread and consumes shoes." Say: "Smart consumers compare three things: price, size and quality. Quality means how good it is and how long it lasts." Set out the two packages. Write $4 on two sticky notes and stick one on each. Ask: "Both cost $4. This one holds more. Which is the better buy?" (The bigger one. You get more for the same money.) Ask: "What if the bigger one goes stale before we finish it?" (Then it is not the better buy for us.) Say: "Sellers use incentives to change what consumers do. A sale rewards you for buying now. A library late fee is a cost that pushes you to return books on time." Ask: "Are you a consumer at a movie theater?" (Yes. You use a service.) "Is a late fee an incentive?" (Yes. It pushes people to be on time.) If stuck, say: "Who makes it? That is the producer. Who uses it? That is the consumer."

3. Activity / Source Work · 15–20 min

   Comparison shopping. 1) Write new prices on the sticky notes. Keep it simple: the same price for two sizes, or two prices for the same size. 2) Your child fills a chart: Item | Price | Size | Quality. For quality, write one thing your child notices, such as a sturdy box. 3) Your child picks the better buy. Say: "Point to the number that proves it." 4) Open the flyer. Your child finds one incentive, such as a sale or a coupon. Ask: "What does the seller want consumers to do?" (Buy now, or buy more.) "Is it a good deal if we do not need it?" (No.) 5) Your child lists five things consumed today and marks each G for good or S for service. Choices vary. Look for a reason based on price, size or quality.

4. Notebook Entry · 10 min

   Your child completes: "A consumer is ___. Producers and consumers need each other because ___. Three smart tips are ___." Sample: "A consumer is a person who buys or uses goods and services. They need each other because producers need buyers and consumers need makers. Compare price, compare size, check quality."

5. Exit Ticket · 5 min

   Read each exit question aloud. Your child answers in the notebook. Praise reasons that mention more than price.

Homework: Your child tracks five things the family consumes today and names who produced one of them. Look for at least one good and one service.

Objective: I can find elapsed time within one hour.

Standards: 3.MD.A.1

Materials: Analog clock with movable hands and minute marks, Paper for open number lines, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Day 1. Ask: "The hour hand is between 2 and 3. The minute hand is 4 marks past the 7. What time is it?" (2:39) Then practice ÷5 facts with no timer. Ask 20 ÷ 5, 35 ÷ 5 and 45 ÷ 5 (4, 7, 9). Then count by 5s to 60 together, because every clock number is 5 more minutes.

2. Mini-Lesson · 10–15 min

   Say: "Elapsed time is how much time passes from the start to the end." Say: "Lunch starts at 12:15 and ends at 12:50. How long is lunch?" Draw a line. Write 12:15 at the left end and 12:50 at the right end. Say: "This is an open number line. I jump to a friendly time first, a time that ends in 0." Draw a jump from 12:15 to 12:20 and write 5 above it. Draw a jump from 12:20 to 12:50 and write 30 above it. Ask: "How do I find the total?" (Add the jumps.) Write 5 + 30 = 35. Say: "So lunch lasts 35 minutes." Check on the clock. Move the minute hand from the 3 to the 10 and count by 5s. Say: "The clock agrees. The hand passed 7 numbers, and 7 × 5 = 35." Say: "The start goes at the left end. The end goes at the right end. The jumps show the minutes between them." Now your child does more. Ask: "How long is it from 2:10 to 2:36?" Your child draws the line and makes two jumps. (20 + 6 = 26 minutes)

3. Guided Practice · 10–15 min

   Your child draws a line for each one and writes the minutes above every jump. Ask after each one: "Which jump landed on a friendly time?" 1) 9:20 to 9:50 (30 minutes; one jump). 2) 1:05 to 1:45 (25 + 15 = 40 minutes; jump to 1:30 first). 3) 7:13 to 7:40 (7 + 20 = 27 minutes; jump to 7:20 first). 4) 3:26 to 3:55 (4 + 20 + 5 = 29 minutes). If stuck, say: "Jump to the next time that ends in 0. Write the minutes above the jump. Then jump again and add."

4. Independent Practice · 15–20 min

   Your child draws an open number line for each one. The start time goes at the left end and the end time at the right end. Your child checks two answers on the clock. 1) 4:05 to 4:30 (25 minutes). 2) 10:20 to 10:55 (35 minutes). 3) 6:35 to 6:50 (15 minutes). 4) 3:00 to 3:48 (48 minutes). 5) 1:18 to 1:51 (2 + 30 + 1 = 33 minutes). 6) 8:07 to 8:44 (3 + 30 + 4 = 37 minutes). 7) Tariq reads from 5:10 to 5:55. How long does he read? (45 minutes) 8) Mei bakes bread from 11:22 to 11:50. How long does it bake? (8 + 20 = 28 minutes)

5. Exit Ticket · 5 min

   Read each question aloud. Your child draws a number line for each and writes the minutes.

Fact fluency: ÷5 facts

Homework: Your child times one activity at home, such as a snack. Your child writes the start time, the end time and the minutes. Sample: 6:10 to 6:25 (15 minutes).

Objective: I can compare the details and the order of events in two texts, including cause and effect.

Standards: RI.3.9, RI.3.3, RI.3.1

Materials: Reader's notebook, Ruler, Two colored pencils, Pencil, Both bee texts from Day 1 (reopen that lesson, or print it)

1. Warm-Up · 5 min

   Word study: syllables. Write vacation, addition, division and confusion. Your child draws lines between the syllables and circles each ending. (va|ca|tion, ad|di|tion, di|vi|sion, con|fu|sion) Ask: "Which base word hides in division? In confusion?" (divide; confuse) Spaced review from Week 22. Read: "Mia yawned and rubbed her eyes at the table." Ask: "What can you infer?" (She is tired. Yawning and rubbing her eyes are the clues.)

2. Mini-Lesson · 10–15 min

   Your child rereads both bee texts aloud. Say: "Careful readers compare details, such as numbers, names and steps." Use the ruler to draw four columns: Detail | Text 1 | Text 2 | Match? Say: "Each row gets one label: Match, Different, or Only in one text." Think aloud with the first row: "How long does a worker live in summer? Text 1 says about six weeks. Text 2 says about five to six weeks." Write both. Ask: "Could both be true at the same time?" (Yes. Six weeks fits inside five to six weeks.) Write "Mostly match. Text 2 gives a range." Say: "Writers round numbers in different ways. A small gap is not a real disagreement." Next write "Where is honey stored?" Say: "Text 1 says in wax cells. Text 2 never tells about honey. Missing is not the same as different." Write "Only in one text."

3. Guided Practice · 10–15 min

   1) Add the row "What do bees get from flowers?" Ask: "What does each text say?" (Text 1: nectar and pollen. Text 2: nectar to drink, and pollen sticks to the bee. Match.) 2) Your child lists the pollination steps in Text 2 in the notebook and numbers them. (1 The bee visits a flower. 2 Pollen sticks. 3 It flies to the next flower. 4 Pollen rubs off. 5 The flower can make seeds and fruit.) 3) Your child writes the "because" sentence in the notebook, the cause in one color and the effect in the other. (Cause: the flower gets pollen. Effect: it can make seeds and fruit.) Ask: "Which word signals the cause?" (because) 4) Ask: "In Text 1, why do bees store honey?" (to have food for winter) If stuck, say: "Put one finger on each text. Find the same kind of detail in both."

4. Independent Practice · 15–20 min

   Your child works in the notebook. 1) Add three more rows to the chart and label each one. Ideas: what worker bees do, which fruits need bees, what bees do with nectar. 2) Write the order of a worker's jobs in Text 1 with the words first and later. 3) Write one cause-and-effect sentence about Text 2 using because or so. Look for: each label checked against both texts. Sample for part 2: "First, young workers clean cells and feed larvae. Later, older workers guard the door and gather food." Sample for part 3: "Pollen rubs off on a flower, so the flower can make fruit."

5. Exit Ticket · 5 min

   Read each question aloud. Your child may use the chart and both texts.

Homework: Your child explains the pollination steps to a family member with first, next, then and finally (10 minutes). Look for all five steps in order.

Objective: I can explain that air pushes on everything and that high and low air pressure bring different weather.

Standards: 3-ESS2-1

Materials: 1 plastic cup, Water, 2 index cards or squares of thin cardboard, larger than the top of the cup, 1 drinking straw, Sink or large tub, Towel, Science notebook and pencil

1. Day 122 — Air Pressure — Wonder Warm-Up · 5 min

   Spaced review from Week 19. Ask: "A wind blows from the north toward the south. What do we name it?" (A north wind. Wind is named for where it comes from.) Then the wonder. Ask: "You cannot see air. Can it push on things?"

2. Mini-Lesson · 10–15 min

   Say: "Air is real stuff. It has weight, and it pushes on everything it touches. That push is called air pressure." Say: "Air pushes from every side, even upward." Show it over the sink. Fill the cup to the very top with water. Lay a card flat on top and press it with your palm. Turn the cup upside down, then slowly take your palm away. The card usually stays on. Say: "The air below the card pushes up harder than the water pushes down." If the card falls, say: "Real results vary. Let's fill the cup fuller and use a dry, flat card." Say: "A barometer is a tool that measures air pressure." Say: "When the pressure is high, the sky is usually clear and calm. When it is low, clouds, wind and rain or snow are more likely." Say: "Falling pressure can mean stormy weather is coming. Rising pressure often means clearing skies." Ask: "Does air push only downward?" (No. It pushes from every side, even up.) Ask: "The pressure has been low all day. What sky would you expect?" (Cloudy, maybe windy, with rain or snow.) If stuck, say: "Think of the card. Air held it up."

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

   Air Pushes, Then Pressure Data. Safety: work over the sink and wipe spills with the towel, so no one slips. 1) Straw test. Refill the cup. Your child dips the straw in and holds a finger over the top. They lift the straw out. 2) They lift the finger. Change only one thing: finger on or finger off. Keep the straw and the depth the same. Watch the water. Record it in a table with two columns: Finger, Water stays? Expect: finger on, yes; finger off, no. Say: "With your finger on top, air pushes up from below and holds the water in." 3) Pressure data. Copy this made-up record for one town into the notebook, in three columns: Day, Pressure, Sky. Day 1, high, sunny. Day 2, low, rain. Day 3, high, sunny. Day 4, low, cloudy. Day 5, high, sunny. Day 6, low, sunny. 4) Ask: "What pattern do you see?" (High days were sunny. Low days were mostly cloudy or rainy.) Ask: "Which day broke the pattern?" (Day 6.) Say: "That is why scientists say usually."

4. Science Notebook Entry · 10 min

   Add today's row to the Sky Tally from Day 1. Then your child finishes four frames. "Air pressure is ___. When the pressure is high, the sky is usually ___. When it is low, ___ is more likely. I know air pushes because ___." Sample: "I know air pushes because it held the card up."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud. Praise the words usually and likely.

Homework: Show a family member the straw test over a sink and explain it. Look for: the words air pushes.