Day 3 · Wednesday

Objective: I can tell the difference between goods and services and sort examples.

Standards: D2.Eco.3.3-5

Materials: 12 index cards, 2 baskets or boxes with paper labels: Goods, Services, Markers, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 13. Ask: "What is a warehouse?" (A big building where goods wait before they go to stores.) Then ask the big question: "A groomer washes your dog. What did you buy? Can you put it in a bag?" Accept guesses.

2. Mini-Lesson · 10–15 min

   Say: "Goods are things you can touch and keep, like apples, socks and books." "Services are work people do for others, like teaching a class or fixing a sink." "People pay for both, because both have value." Teach the bag test. Say: "Can I put it in a bag and take it home? Then it is a good. Did someone do work for me? Then it is a service." Hand your child a pencil. Say: "This is a good." Then wipe the table for your child. Say: "I did work for you. That was a service." Say: "Many businesses give both. A restaurant sells food, which is a good. The server brings it, which is a service." "A service often uses tools. A dentist uses a drill, but you pay for the dentist's work." "Some services are paid for with taxes, like firefighting and trash pickup." Ask: "Is a piano lesson a good or a service?" (A service.) "Is a piano?" (A good.) "A vet sells dog food and gives checkups. Which is which?" (Dog food is a good. A checkup is a service.) If stuck, say: "Can you put it in a bag and take it home?"

3. Activity / Source Work · 15–20 min

   Card sort. 1) Write one item on each card with a marker. Six goods: apple, sweater, scooter, book, pencil, loaf of bread. Six services: piano lesson, taxi ride, fixing a sink, vet checkup, mowing a lawn, teaching a class. Shuffle the cards. 2) Your child sorts the cards into the Goods and Services baskets. Your child says the bag test aloud for at least four cards. 3) Count each basket and write the totals in a chart: Goods | Services. Expect 6 and 6. 4) Tricky round. Name three businesses: a garden shop that plants trees, a pet store that grooms dogs, a computer store that repairs laptops. Your child names the good and the service for each. (Plants and planting. Pet supplies and grooming. Computers and repairs.) 5) Your child names one business near home that gives both. If a card lands in the wrong basket, use the bag test again together.

4. Notebook Entry · 10 min

   Your child draws a T-chart, Goods | Services, with five new examples on each side. Then write one sentence about a business that gives both. Sample: "Goods: milk, socks, crayons, a ball, a lamp. Services: a bus trip, an eye exam, a drum lesson, house painting, babysitting. A bakery sells bread and delivers cakes."

5. Exit Ticket · 5 min

   Read each exit question aloud. Your child answers in the notebook. Praise answers that name the work in a service.

Homework: Your child lists five goods and five services your family used this week. Look for services that name work, not objects.

Objective: I can find elapsed time when it crosses an 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 2. Ask: "How many minutes is it from 6:25 to 6:50?" (25 minutes) Then practice ×9 facts with no timer. Ask 9 × 3, 9 × 6 and 9 × 8 (27, 54, 72).

2. Mini-Lesson · 10–15 min

   Say: "Sometimes the time passes an hour. The minutes start over at each new hour. So we jump to the hour first." Say: "A walk goes from 9:45 to 10:20. How long is it?" Draw an open number line. Write 9:45 at the left end and 10:20 at the right end. Mark 10:00 between them. Say: "The hour is my friendly stop. An hour has 60 minutes, so from 45 up to 60 is 15." Ask: "How many minutes is it from 9:45 to 10:00?" (15) Move the clock hands to show it. Draw that jump and write 15 above it. Ask: "How many minutes is it from 10:00 to 10:20?" (20) Draw that jump and write 20 above it. Write 15 + 20 = 35. Say: "So the walk is 35 minutes long." Ask: "Why did I stop at 10:00?" (The minutes start over there, so both jumps are easy.) Now your child does more. Ask: "How long is it from 4:52 to 5:30?" Your child marks 5:00 on the line and makes two jumps. (8 + 30 = 38 minutes)

3. Guided Practice · 10–15 min

   Your child marks the hour on every line before jumping. Your child writes the minutes above each jump, then adds. 1) 8:50 to 9:30 (10 + 30 = 40 minutes). 2) 11:40 to 12:25 (20 + 25 = 45 minutes). 3) 6:47 to 7:15 (13 + 15 = 28 minutes). 4) 12:35 to 1:10 (25 + 10 = 35 minutes). Say: "After 12 comes 1, so the hour to mark is 1:00." If stuck, say: "Which hour is between the two times? How many minutes to that hour? How many minutes after it?"

4. Independent Practice · 15–20 min

   Your child draws a line for each one, marks the hour and adds the two jumps. Ask now and then: "How many minutes take you up to the hour?" 1) 2:35 to 3:05 (25 + 5 = 30 minutes). 2) 10:25 to 11:05 (35 + 5 = 40 minutes). 3) 1:50 to 2:35 (10 + 35 = 45 minutes). 4) 5:44 to 6:20 (16 + 20 = 36 minutes). 5) 7:38 to 8:09 (22 + 9 = 31 minutes). 6) 3:15 to 3:50. Does this one pass an hour? (No; one jump of 35 minutes.) 7) A show starts at 6:40 and ends at 7:30. How long is the show? (20 + 30 = 50 minutes) 8) Dad walks the dog from 8:54 to 9:21. How long is the walk? (6 + 21 = 27 minutes) Check two answers by moving the clock hands.

5. Exit Ticket · 5 min

   Read each question aloud. Your child draws a number line for the first two and marks the hour.

Fact fluency: ×9 facts

Homework: Your child finds the start and end of one show or activity that passes an hour. Then your child finds how long it lasted. Sample: 6:45 to 7:15 (15 + 15 = 30 minutes).

Objective: I can combine information from two texts into one summary using grade-level science words.

Standards: RI.3.9, W.3.2, L.3.6

Materials: Writer's notebook, Both bee texts from Day 1 (reopen that lesson, or print it), Pencil

1. Warm-Up · 5 min

   Word study: dictation. Say this sentence twice: "The station was full of motion and confusion." Your child writes it. Check together: a capital letter, a period, and -tion or -sion spelled correctly in three words. Your child fixes any word by writing it again. Spaced review from Week 21. Ask: "Which linking word adds one more reason: also or but?" (also)

2. Mini-Lesson · 10–15 min

   Say: "Mix two paints and you get a new color. Combine two texts and you get a fuller picture." Write the plan for a combined summary in four lines. Line 1: a topic sentence that fits both texts. Line 2: two or three key facts from Text 1. Line 3: two or three key facts from Text 2. Line 4: a wrap-up sentence. Say: "Three rules. Use your own words. Tell a shared fact only once. Leave out opinions." Think aloud: "My topic sentence must fit both texts. Text 1 is about hive jobs. Text 2 is about flowers and fruit." Write: "Honeybees work hard inside their hives and outside on flowers." Then show how to pick a key fact. Say: "I ask, 'Does this fact explain the focus?' The queen laying eggs does. It stays."

3. Guided Practice · 10–15 min

   1) Your child jots three key facts from Text 1 as short notes. (the queen lays the eggs; workers clean, feed larvae, guard and gather food; bees make and store honey) 2) Your child jots three key facts from Text 2 as short notes. (pollen moves from flower to flower; pollen lets flowers make seeds and fruit; fruit farms depend on bees) 3) Ask: "Which fact do both texts tell?" (how long a worker bee lives) Say: "We tell it once." 4) Write the second sentence together: "Inside the hive, the queen lays eggs while workers clean, feed larvae and guard the door." Ask: "Would 'Honey is the best food' belong here?" (No. It is an opinion.) If stuck, say: "Cover the text. Tell me the two biggest things it taught you."

4. Independent Practice · 15–20 min

   Your child writes the combined summary in 5 to 7 sentences. Offer these frames: "Honeybees ___ and ___. Inside the hive, ___. Workers also ___. Outside, bees ___. This helps ___. In summer, a worker lives ___. Together, ___." A model wrap-up: "Bees keep both their hive and our fruit farms going." Your child underlines each science word used: nectar, pollen, larvae, pollination. Checklist: 1) The topic sentence fits both texts. 2) At least two facts come from each text. 3) No fact is told twice. 4) No opinions.

5. Exit Ticket · 5 min

   Your child reads the summary aloud, then answers the three questions from the summary.

Homework: Your child reads the summary to a family member, who tells one thing they learned (10 minutes). Look for a clear, steady voice.

Objective: I can read symbols on a weather map, including H, L, cold fronts and warm fronts.

Standards: 3-ESS2-1

Materials: 2 sheets of blank paper, Red and blue markers or crayons, Pencil, Science notebook

1. Day 123 — Reading Weather Maps — Wonder Warm-Up · 5 min

   Spaced review from Week 20. Ask: "Weather or climate: Autumn here is usually dry and sunny?" (Climate.) Then the wonder. Ask: "A map can show roads and rivers. How could a map show weather?"

2. Mini-Lesson · 10–15 min

   On one sheet of paper, draw a big box for land. Mark W on the left edge and E on the right. Draw three dots in a row: West Town, Middle Town and East Town. Say: "Weather maps use symbols, so one picture can show weather in many places." Write a blue H over East Town. Say: "H marks high pressure." Write a red L in the top left corner. Say: "L marks low pressure." Say: "A front is the line where cold air and warm air meet." Draw a blue line between West Town and Middle Town. Add blue triangles that point east. Say: "This is a cold front. Colder air is moving in. The triangles point the way it moves." Say: "A cold front often brings a short band of showers or storms. Then the air turns cooler and drier." In a corner, draw a red line with half circles. Say: "This is a warm front. It often brings clouds and steady rain, then warmer air." Ask: "Where is the L? What sky is likely near it?" (Top left. Cloudy, maybe rain.) Ask: "Which town will the cold front reach next?" (Middle Town. The triangles point east.) If stuck, say: "Find the color first. Blue is cold, and red is warm." Fronts go a little beyond Grade 3, so keep this light.

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

   Map Reading and Town Data. 1) Your child points to each symbol on the sample map and says its meaning. 2) They tell the likely weather in each town. Record it in a table with three columns: Town, Symbol clue, Likely weather. Expect these. West Town: the cold front has passed, so cooler and drier. Middle Town: the cold front is next, so showers, then cooler. East Town: the H, so clear and calm. Accept other answers that fit the symbols. 3) On the second sheet, your child draws their own map with pencil and markers. It needs three towns, an H, an L, both kinds of front and a key. 4) Town data. Copy these made-up high temperatures for Middle Town: Monday 74°F, Tuesday 76°F, Wednesday 61°F, Thursday 59°F. Ask: "On which day did the cold front pass? What is your evidence?" (Wednesday. The high dropped 15 degrees, and it stayed cool.)

4. Science Notebook Entry · 10 min

   Your child makes a map key in the notebook with four symbols. They are H, L, cold front and warm front. They write a meaning for each. Sample: "Blue line with triangles: cold front, cooler air coming." Add a row to the Sky Tally.

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud, with your child's map and key open. Praise careful map reading, not memory.

Homework: Redraw your map key from memory, then check it. Look for: correct colors and shapes.