Day 5 · Friday

Objective: I can show what I know about producers, consumers, goods and services on the Week 25 check.

Standards: D2.Eco.3.3-5, D2.Eco.5.3-5

Materials: Stored Week 25 check and its answer key, 12 goods and services cards from Day 3, 10 play dollars from Day 4, 1 sheet of paper for a mini budget, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 24. Ask: "Jo can go skating or fishing on Sunday. She picks fishing. What is her opportunity cost?" (Skating.) Then play a quick sort. You name it, and your child says producer, consumer, good or service. A dentist (producer). A shopper buying milk (consumer). A sweater (good). A piano lesson (service). A taxi driver (producer).

2. Mini-Lesson · 10–15 min

   Say: "Today you show what you know. First we warm up three ideas." Idea 1. Say: "One person can be a producer and a consumer. A vet produces a service by caring for pets. After work, the vet buys groceries and is a consumer." Idea 2. Find the apple card. Say: "An apple grower uses soil and rain, the pickers' skill, and ladders." Ask: "Which is natural? Which is human? Which is capital?" (Soil and rain. The pickers' skill. Ladders.) Idea 3. Say: "Money can be saved, spent or shared. A bank may pay savers interest." Ask: "Who pays interest to a saver?" (The bank.) Then explain the check. Say: "The check has 7 items. Read each question twice. Where you see lines, write a full sentence." Ask: "Can someone be a producer and a consumer on the same day?" (Yes.) If stuck, say: "Who makes it or does it? Who uses it?"

3. Activity / Source Work · 15–20 min

   Job game. 1) Your child picks a pretend job, such as gardener, and says what the job produces. Is it a good or a service? 2) Your child names one natural, one human and one capital resource for the job. 3) Record it in a chart: Job | Produces | Good or service | Natural | Human | Capital. Sample row: gardener | neat lawns | service | soil | gardening skill | mower. 4) Pay your child the 10 play dollars for the work. On the paper, your child writes a mini budget: Save, Spend and Share, with a reason for each. The amounts must add to $10. 5) Your child names two things to buy with the Spend money. Is each a good or a service? 6) Swap. You pick a job. Your child draws three Day 3 cards and quizzes you: "Good or service?" Give one wrong answer on purpose for your child to catch. Jobs vary. Look for resources that fit their kind.

4. Notebook Entry · 10 min

   Keep this to 5 minutes today so the check fits. In the notebook, your child completes: "I am a consumer when ___. I can be a producer when ___." Sample: "I am a consumer when I eat lunch. I can be a producer when I wash the car for my family."

5. Exit Ticket · 5 min

   Ask the three exit questions aloud. Then give the stored Week 25 check. It has 7 items and takes about 15 minutes. Score it with the answer key. 6 or more right: move on to Week 26. 4 or 5 right: redo Day 3's goods and services sort. 3 or fewer right: reteach Day 1 with a play bakery. Praise full sentences. If time is short, give the check later today.

Homework: Your child tells a family member how that person's job makes them a producer. Then name two things that person consumes. Look for one good and one service.

Objective: I can show what I know about telling time and elapsed time.

Standards: 3.MD.A.1

Materials: Stored Week 25 check and its answer key, Analog clock with movable hands and minute marks, Paper for open number lines, Masking tape or a long strip of paper (for reteaching on the floor), Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 22 Day 2. Ask: "Which is greater, 1/2 or 1/3? Why?" (1/2; halves are bigger pieces than thirds.) Then practice ×5 and ×7 facts with no timer. Ask 5 × 8, 7 × 7 and 7 × 8 (40, 49, 56).

2. Mini-Lesson · 10–15 min

   Play Set, Read, Jump for 10 minutes. Say: "I set a time. You read it. Then you jump on a number line to find a new time." Model one turn. Set the clock to 2:47. Say: "The minute hand is 2 marks past the 9, so it is 2:47." Say: "Now I jump forward 25 minutes." Draw a line from 2:47. Jump 13 minutes to 3:00, then 12 more to 3:12. Write 13 + 12 = 25. Say: "So 25 minutes after 2:47 is 3:12." Now your child takes every turn: read the clock, draw the line, jump and tell the new time. Turn 1: set 4:18 and jump forward 20 minutes (4:38). Turn 2: set 9:53 and jump forward 15 minutes (10:08). Turn 3: set 12:06 and jump forward 40 minutes (12:46). Turn 4: set 7:30 and jump back 45 minutes (6:45). Ask each turn: "Do the minutes pass an hour?"

3. Guided Practice · 10–15 min

   Do four check-style problems together. 1) The hour hand is between 8 and 9. The minute hand is 3 marks past the 5. What time is it? (8:28) 2) How long is it from 2:25 to 3:05? (35 + 5 = 40 minutes) 3) Sam starts homework at 4:40 and works for 35 minutes. When does he finish? (5:15) 4) Recess ended at 10:30 and lasted 25 minutes. When did it start? (10:05) If stuck, say: "Is it a clock to read, a how-long problem, or a start or end to find? Draw the line first."

4. Independent Practice · 15–20 min

   Give the stored Week 25 check now. Find it with the Week 25 lessons. It has 7 items. Allow about 15 minutes, with no time limit. Your child may draw number lines and use the clock. Score it with the answer key. Then choose a route by the result. 6 or 7 right: move on to Week 26. 4 or 5 right: find the kind of item missed. For items 1 and 2, reading the clock, redo Day 1 Guided Practice. For item 3, elapsed time inside one hour, redo Day 2 Guided Practice. For items 4 and 7, elapsed time that passes an hour, redo Day 3 Guided Practice. For items 5 and 6, finding an end or a start, redo Day 4 Guided Practice. 3 or fewer right: reteach the Day 2 and Day 3 Mini-Lessons before Week 26. Tape a long number line on the floor, and your child hops to friendly times.

5. Exit Ticket · 5 min

   After the check, your child answers these three questions; then go over any missed check items together.

Fact fluency: ×5 and ×7 facts

Homework: Your child writes a time diary for tomorrow morning: 3 activities, each with a start time and its minutes. Then your child finds each end time. Sample: Breakfast starts at 7:30 and lasts 20 minutes, so it ends at 7:50.

Objective: I can compare two texts on the same topic on the weekly check.

Standards: RI.3.9, RI.3.3, RI.3.4

Materials: Stored Week 25 weekly check (8 items) and its answer key, Notebook with this week's charts, Highlighter, Pencil, Your child's own book

1. Warm-Up · 5 min

   Word study: spelling check, not timed. Say each word, then say it in a short sentence: action, station, vacation, vision, division, mansion. Challenge word: permission. Your child writes them in the notebook. Correct together. Your child highlights the ending in any missed word and writes the word again. Spaced review from Week 17. Ask: "Add -ly to quick. What does the new word mean?" (quickly; in a quick way)

2. Mini-Lesson · 10–15 min

   Say: "Today you show what you know about two texts on one topic. First we warm up with a new pair." Your child reads both aloud. Text A, "Built for Pecking": A woodpecker's beak is strong and shaped like a chisel. With it, the bird pecks holes in tree trunks. Stiff tail feathers press against the bark, so the bird stays steady while it works. Its long, sticky tongue reaches deep into a hole to pull out insects. Text B, "A Home for Many": Woodpeckers peck nest holes in dead trees. After the chicks grow up, the family moves out. Because few other animals can dig such holes, bluebirds and squirrels move into the empty ones. Some people leave a dead tree standing so that woodpeckers can use it. Ask: "What topic do both share?" (woodpeckers) "What is the focus of each?" (A: how a woodpecker's body helps it peck. B: how woodpecker holes help other animals.) Ask: "In Text A, what is the effect of the stiff tail feathers?" (The bird stays steady while it works.)

3. Guided Practice · 10–15 min

   1) Your child closes the notebook and retells each woodpecker text in one or two sentences. 2) Ask: "Which text tells about a woodpecker's tongue? Which label fits that detail?" (Text A. Only in one text.) 3) Your child asks one question about woodpeckers that neither text answers. (Sample: "How long does a woodpecker live?") Together, name where to look. (a library book or an encyclopedia) 4) Your child says one conclusion about woodpeckers with evidence from each text. (Sample: "Woodpeckers are skilled builders. Their beaks work like chisels, and other animals move into their holes.") If stuck, say: "Tell me one thing Text A taught you. Now one thing from Text B."

4. Independent Practice · 15–20 min

   Give the stored Week 25 weekly check now. It has 8 items. Your child works alone for about 15 minutes. You may read directions aloud, but give no hints. Score it with the answer key. Choose a route by the result. 6 or more right: move on to Week 26. For a stretch, your child charts the focus of two library books about one animal. 4 or 5 right: redo the Day 2 practice page. Then your child makes a detail chart for the two woodpecker texts. 3 or fewer right: reteach Day 1. Read two short texts aloud and sort fact cards into a Text 1 pile and a Text 2 pile. For the rest of the block, your child reads their own book.

5. Exit Ticket · 5 min

   Read each question aloud after the check. Your child may look back at the woodpecker texts.

Homework: Your child reads for 15 minutes about any animal and writes two facts with the title of the book. Look for facts in your child's own words.

Objective: I can use cloud types, air pressure and map symbols to explain a forecast.

Standards: 3-ESS2-1

Materials: Week 25 Science Check (8 items) and its answer key, Cotton cloud chart, weather map, map key, season graph and forecast chart from this week, Science notebook and pencil

1. Day 125 — Week 25 Review and Weekly Check — Wonder Warm-Up · 5 min

   Spaced review from Week 20. Ask: "Why do scientists use many years of data to describe a climate?" (One year can be odd. Many years show the usual pattern.) Then open the forecast chart from Day 4 and fill in What happened. Ask: "Was your forecast right, partly right or wrong? Which clue helped most?"

2. Mini-Lesson · 10–15 min

   Say: "Today we check four skills." 1) Clouds. Hold up the cotton chart. Ask: "Describe each cloud and its usual weather." (Cirrus: thin and wispy, often fair. Cumulus: puffy heaps, usually fair. Stratus: a flat gray layer, maybe drizzle. Cumulonimbus: tall dark towers, thunderstorms.) 2) Air pressure. Ask: "What did the cup and card show?" (Air pushes on everything, even upward.) Ask: "The pressure is rising. What often happens?" (The sky clears.) 3) Map symbols. Ask: "What do the triangles on a blue line tell you?" (It is a cold front, and they point the way it moves.) 4) Weather data. Say: "Here is the usual snowfall in a made-up town. December 8 inches, January 14 inches, February 10 inches." Ask: "Which month is usually snowiest? How many more inches fall than in December?" (January. 14 − 8 = 6 more inches.) Ask: "Why is a forecast better with data than without?" (Data shows what is typical and what is changing.) If stuck, say: "Open your notebook to that day. Read me one line."

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

   Forecaster Report. 1) Your child plans a weather report about one minute long. They use their own map from Day 3, today's sky and the season graph. 2) The report needs four parts. They are a cloud type, a pressure or front clue, one graph number and tomorrow's forecast. 3) They stand by the map and give the report to the family. 4) A listener ticks a table with two columns: Part, Included. 5) Your child adds any missing part and gives that part again. Expect the number from the graph to be the part most often left out. Forecasts differ from place to place and day to day. Look for a forecast that follows from the clues.

4. Science Notebook Entry · 10 min

   Your child writes a reflection with two frames. "My forecasts were right ___ out of ___ times so far. The most useful clue was ___ because ___." Sample: "My forecasts were right 1 out of 1 times so far. The most useful clue was the clouds because they got thicker before the rain."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud. Then give the Week 25 Science Check, which has 8 items. Allow about 10 minutes, later today if time is short. Score it with the key. With 6 or more right, keep the 3-day forecast chart for a week and score how many forecasts came true. With 4 or 5 right, redo the Day 3 map page, then draw the four map symbols from memory. With 3 or fewer right, reteach Day 1: build the cotton clouds again and name the real clouds outside together.

Homework: Give your family a forecast for tomorrow at dinner, with one clue. Look for: a clue and the word likely or usually.