Day 2 · Tuesday

Objective: I can explain supply and demand and how they affect what sellers do.

Standards: D2.Eco.2.3-5, D2.Eco.7.3-5

Materials: 10 pencils or crayons, 6 index cards, 1 large sheet of paper for a chart, Markers, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 25. Ask: "A baker buys new shoes. Is the baker a producer or a consumer at that moment?" (A consumer.) Then ask the big question: "Why do umbrellas sell out on a rainy day?" Accept guesses.

2. Mini-Lesson · 10–15 min

   Say: "Supply is how much of something sellers have to sell." "Demand is how much of it buyers want to buy." Hold up 2 pencils. Say: "I have 2 pencils to sell. That is my supply. Five neighbors each want one. That is the demand." "Demand is higher than supply. The pencils are hard to get, so the price often goes up." Now hold up 10 pencils. Say: "Now I have 10, and only one buyer. There is plenty, so the price often goes down." Say: "Sellers want a profit. Profit is the money left after paying costs." Write this example. "Mia sells 10 bracelets for $3 each. She takes in $30. Her beads cost $12. Her profit is $18." Say: "A good profit is an incentive. It leads sellers to make more, and it leads new sellers to join." "A loss is an incentive too. It tells a seller to make less or try something else." Ask: "Which word is about sellers?" (Supply.) "Many buyers and few items: which way does the price usually go?" (Up.) "Why would a seller bring more umbrellas on rainy days?" (They sell fast, so the seller earns more profit.) If stuck, say: "Count what the sellers have. Count the buyers. Which number is bigger?"

3. Activity / Source Work · 15–20 min

   Scenario sort. 1) Write six cards. Umbrellas on a rainy day. Sleds in July. Fans during a heat wave. Pumpkins the day after Halloween. Lemonade on the hottest day, with one stand open. Apples at harvest, when every farm stand is full. 2) On the big paper, draw a chart with a marker: Scenario | Supply | Demand | Price may go. 3) For each card, your child says high, low or normal for supply and for demand. Then your child predicts up or down. Expect high demand and up for umbrellas, fans and lemonade. Expect low demand and down for sleds and pumpkins. Expect high supply and down for apples. 4) Ask each time: "How do you know demand is high or low?" 5) Ask: "For which cards would a seller want to bring more? Why?" (Umbrellas, fans and lemonade. A higher price means more profit.) Real prices vary. Look for the pattern, not one right price.

4. Notebook Entry · 10 min

   Your child writes meanings in their own words: "Supply is ___. Demand is ___. Profit is ___." Then draw one picture of high demand and one of high supply. Sample: "Supply is how much sellers have. Demand is how much buyers want. Profit is the money left after costs." Pictures: a long line at one stand, and a table piled with unsold pumpkins.

5. Exit Ticket · 5 min

   Read each exit question aloud. Your child answers in the notebook. Praise answers that use the words supply and demand.

Homework: Your child notices one item that was sold out or on sale this week. Your child explains it to a family member. Look for the words supply and demand used correctly.

Objective: I can estimate and measure mass in kilograms and choose grams or kilograms.

Standards: 3.MD.A.2

Materials: 2 full 1-liter bottles of water (each is about 1 kilogram), Sturdy bag, Backpack with a few books, Thick book and a shoe, 1 small paper clip, 6 index cards. Write one word on each: grape, watermelon, button, dog, feather, bag of potatoes., Scale that shows kilograms (optional, to check), Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Day 1. Ask: "A crayon has a mass of 6 grams. What is the mass of 3 crayons like it?" (3 × 6 = 18 grams) Then practice ÷4 facts with no timer. Ask 24 ÷ 4, 32 ÷ 4 and 36 ÷ 4 (6, 8, 9).

2. Mini-Lesson · 10–15 min

   Say: "Grams are for light things. Heavier things are measured in kilograms." Your child holds a full bottle in one hand. Say: "This is about 1 kilogram." Put the paper clip in the other hand. Ask: "Which is heavier, 1 kilogram or 1 gram?" (1 kilogram, by a lot.) Now estimate the backpack. Put both bottles in the bag. Say: "This bag is about 2 kilograms." Hold the bag in one hand and the backpack in the other. Ask: "Is the backpack lighter, about the same or heavier?" Say what you feel, such as: "It feels a little heavier than 2 bottles. So my estimate is 3 kilograms." Check on a scale if you have one. Now your child does more. Your child holds one bottle and the thick book. Ask: "Is the book less than, about or more than 1 kilogram?" Then ask: "Which unit fits a grape? Which unit fits a dog?" (grams; kilograms)

3. Guided Practice · 10–15 min

   Your child holds the bottle whenever it helps. 1) Your child sorts the 6 cards into grams and kilograms. (grams: grape, button, feather; kilograms: watermelon, dog, bag of potatoes) 2) Your child holds the shoe and a bottle. Ask: "Is the shoe less than, about or more than 1 kilogram?" (Less, for most shoes.) 3) A cat is 4 kilograms. A dog is 9 kilograms. How many more kilograms is the dog? (9 − 4 = 5 kilograms) If stuck, say: "Is it much lighter than the water bottle? Use grams. Is it as heavy as the bottle, or heavier? Use kilograms."

4. Independent Practice · 15–20 min

   Your child writes the unit for problems 1 to 4 and tells why. 1) An egg (grams). 2) A bicycle (kilograms). 3) A key (grams). 4) A kitchen chair (kilograms). 5) Your child finds 2 things lighter than the bottle and 2 things heavier. (Answers vary; check each by holding it.) 6) Draw 5 boxes and write 3 kilograms in each. What is the mass of 5 bricks at 3 kilograms each? (5 × 3 = 15 kilograms) 7) A suitcase is 14 kilograms. A backpack is 6 kilograms. What is their mass together? (14 + 6 = 20 kilograms) 8) A 24-kilogram sack of soil is split equally into 4 pots. How many kilograms go in each pot? (24 ÷ 4 = 6 kilograms)

5. Exit Ticket · 5 min

   Read each question aloud. Your child answers on paper and may hold the bottle.

Fact fluency: ÷4 facts

Homework: Your child names 3 things at home to measure in grams and 3 to measure in kilograms. Sample: a coin, a teabag and a button; a chair, a pet and a bag of rice.

Objective: I can explain the real meaning of common sayings whose words do not mean exactly what they say.

Standards: L.3.5.A, SL.3.1, L.3.6

Materials: Reader's notebook, Drawing paper, Crayons or markers, Pencil

1. Warm-Up · 5 min

   Word study: syllables. Write creature, adventure, signature and temperature. Your child draws lines between the syllables and circles -ture. (crea|ture, ad|ven|ture, sig|na|ture, tem|per|a|ture) Ask: "Which word has four syllables?" (temperature) Spaced review from Week 24. Read: "I zipped my coat and ran outside." Ask: "Is a character telling this, or someone outside the story? How do you know?" (a character; the words I and my)

2. Mini-Lesson · 10–15 min

   Say: "Many everyday sayings are nonliteral. You cannot add up the words. You learn the meaning from how people use the saying." Write: "We ran for the porch because it was raining cats and dogs." Your child sketches the literal picture for fun. Ask: "Could pets really fall from the sky?" (no) Think aloud: "Running for the porch is my clue. It must mean the rain is very hard." Now read this story aloud. "The Bake Sale": On Saturday our team held a bake sale. I had a sore throat and felt under the weather, but I did not want to miss it. "Hold your horses," said Coach Diaz when we grabbed for the cookies. "Those are for customers." Ben almost let the cat out of the bag about the surprise gift for Coach, so I covered his mouth. Counting the money was a piece of cake because every treat cost one dollar. That night I was so worn out that I hit the hay right after dinner. Think aloud: "Under the weather. The sore throat is my clue. It means feeling a little sick."

3. Guided Practice · 10–15 min

   Your child rereads "The Bake Sale" aloud. 1) Ask: "What does 'hold your horses' really mean? Which clue helps?" (Wait. The team grabbed for cookies, and Coach stopped them.) 2) Ask: "What does 'let the cat out of the bag' really mean? Which clue helps?" (Told a secret. The gift was a surprise, and the narrator covered Ben's mouth.) 3) Ask: "What does 'a piece of cake' really mean? Which clue helps?" (Very easy. Every treat cost one dollar.) 4) Your child acts out one saying the literal way, then the real way. If stuck, say: "Would a person really do this? Read the sentence around it and try a meaning that fits."

4. Independent Practice · 15–20 min

   Your child chooses three sayings from today. 1) Fold one sheet of drawing paper down the middle for each saying. 2) Draw the literal picture on the left and the real meaning on the right. 3) Under the drawings, write one new sentence that uses the saying. The sentence must hold a clue to the real meaning. Sample: "Hold your horses! The paint is still wet." Look for: two different pictures and a sentence not copied from the story. The sentence needs a clue a reader could use.

5. Exit Ticket · 5 min

   Read each question aloud. Your child may look back at "The Bake Sale."

Homework: Your child asks a family member for one saying, in English or another language. Your child writes its literal and real meanings (10 minutes). Look for both meanings.

Objective: I can explain how plant parts help plants survive in hot, cold and wet climates.

Standards: 3-LS4-3, 3-ESS2-2

Materials: 2 paper towels of the same kind, 1 sheet of wax paper, about 12 inches long, Water and a tablespoon, 2 plates, A warm or sunny spot, Science notebook and pencil

1. Day 127 — How Plants Survive in Their Climate — Wonder Warm-Up · 5 min

   Spaced review from Week 22. Ask: "What does arid mean?" (Very dry.) Then the wonder. Ask: "A plant cannot walk to shade or water. How could it survive a desert or a freezing winter?"

2. Mini-Lesson · 10–15 min

   Say: "Plants cannot move, so their parts must fit the climate." Say: "Desert plants save water in three ways." Say: "Some store it. An aloe stores water in its thick leaves. A baobab tree stores water in its huge trunk." Say: "Some have a waxy coating that slows water from escaping. Some have tiny leaves or spines, so less water escapes." Say: "Maples and oaks are deciduous. Their broad leaves lose water, and frozen ground gives little back. So the leaves drop in fall." Say: "Pines are evergreen. Their thin needles have a waxy coating and lose little water, so the tree keeps them through winter." Say: "The rainforest floor is dim. Some plants there grow leaves wider than a dinner plate, which catch more of the weak light." Say: "Many rainforest leaves end in a point called a drip tip. Rain runs off, so the leaf dries quickly." Ask: "Which loses less water in winter, a pine needle or a maple leaf? Why?" (The needle. It is thin and waxy.) Ask: "A fern needs damp shade. Could it survive in a sunny desert? Give evidence." (No. Its thin leaves would dry out fast.) If stuck, say: "Ask one thing. Is water hard to get here, or is light hard to get?"

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

   Waxy Coating Test. 1) Fold both paper towels the same way and lay each on a plate. 2) Your child drips 2 tablespoons of water onto each towel. 3) Wrap one towel fully in the wax paper. This models a leaf with a waxy coating. Leave the other towel open. 4) Set both plates side by side in the same warm or sunny spot. 5) Your child predicts which towel dries first. 6) Feel both towels after 20 minutes, then again at bedtime. Record it in a table with three columns: Towel, After 20 minutes, At bedtime. Use the words wet, damp or dry. Change only one thing: wax cover or no cover. Keep the towel, the water and the spot the same. Do the notebook entry while you wait. Expect the open towel to dry faster. After 20 minutes the difference may be small, so the bedtime check matters. Say: "Real results vary. Look for the pattern."

4. Science Notebook Entry · 10 min

   Your child makes a chart with four columns: Plant, Climate, Adaptation, How it helps. They fill rows for the aloe, maple, pine and a rainforest plant with drip tips. Then give the frame. "A ___ survives well in a ___ climate because ___." Sample: "A pine survives well in a cold climate because its thin, waxy needles lose little water."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud. Praise answers that name water or light.

Homework: Feel both towels at bedtime and finish the table. Write one sentence about which dried first and why. Look for: the word wax or coating.