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    Quarter 3 · Weeks 19–27

    Week 26 Lesson Packet

    Reasoning: Fractions, Opinion Essays, Weather & Government

    Day 1 · Monday

    Social Studies

    Objective: I can explain scarcity and how it forces people and communities to choose.

    Standards: D2.Eco.1.3-5, D2.Eco.3.3-5

    Builds on: Needs Week 24 Day 4 (opportunity cost) and Day 3 (budgets). One-minute check: "You choose juice instead of milk. What is the opportunity cost?" (The milk.)

    New words:
    • scarcity – not having enough of something for everyone to have all they want
    1. Warm-Up (5 min) — Spaced review from Week 24. Ask: "What is the difference between a need and a want?" (A need is something you must have to live and be safe. A want is nice to have.) Then ask the big question: "Name five things you want. Could you buy them all today? Why not?"
    2. Mini-Lesson (10–15 min) — Say: "Scarcity means there is not enough of something for everyone to have all they want." "Money, time, land, water and materials are all limited." "Scarce does not mean rare, like gold. Everyday things are scarce too." Say: "We have 30 minutes before dinner. You want to draw, read and play outside for 30 minutes each." Ask: "Can you do all three?" (No.) Say: "Time is scarce, so you must choose." Say: "Scarcity makes everyone choose: people, families and whole towns." "A town has enough money this year to fix its old pool or to open the library on Sundays. It cannot do both." "Whatever the town does not choose is its opportunity cost." Ask: "Is time scarce? How do you know?" (Yes. A day has only 24 hours.) "Is a thing scarce only when it is rare?" (No. Anything limited is scarce.) "The town picks the library. What is its opportunity cost?" (Fixing the pool.) If stuck, say: "Is there enough for everyone to have all they want? If not, it is scarce."
    3. Activity / Source Work (15–20 min) — Part 1, a personal choice. 1) Write eight item cards with prices. Board game $12, book $6, art set $8, soccer ball $10. Puzzle $5, kite $7, headphones $15, movie ticket $9. 2) Give your child the 20 play dollars. Your child picks cards without going over $20 and pays you. 3) Your child fills a chart: Item | Price. Then write the total and the money left. 4) Ask: "Which card did you want most but could not buy?" That next-best card is the opportunity cost. Your child writes it on a sticky note. Part 2, a town's choice. 5) Read the pool or library problem again. On two sticky notes, your child lists who benefits from each choice. (Pool: swimmers and families in summer. Library: readers, students and job seekers.) 6) Your child decides, writes the choice on the last note and gives a reason. Choices vary. Look for a total of $20 or less and a named opportunity cost.
    4. Notebook Entry (10 min) — Your child completes: "Scarcity means ___. At home, ___ is scarce, so we ___. In a town, ___ is scarce, so leaders ___." Sample: "Scarcity means there is not enough for everyone to have all they want. At home, the bathroom is scarce in the morning, so we take turns. In a town, money is scarce, so leaders choose which projects to pay for."
    5. Exit Ticket (5 min) — Read each exit question aloud. Your child answers in the notebook. Praise answers that name what is limited.

    Watch for: Thinking scarcity means only rare things, like gold.

    Try: Use a home example. Say: "There is one last slice of pie and three people want it. That is scarcity."

    Exit ticket:
    1. Four children want to use the one swing at the same time. What is scarce? What must they do?
    2. Dev has $10. A ball costs $7 and a game costs $8. Can he buy both? Which economics word explains why he must choose?
    3. Gold is rare. Tap water is not rare. Can clean tap water still be scarce? Tell why.

    Answers: 1) The swing, or time on the swing. They must take turns or choose who goes first. 2) No. 7 + 8 = 15, and $15 is more than $10. Scarcity. 3) Yes. Clean water is limited and costs money to bring to homes, so people cannot use all they want.

    Mathematics

    Objective: I can estimate and measure mass in grams.

    Standards: 3.MD.A.2

    Builds on: Needs Grade 2 measuring with tools and Week 1 comparing numbers. One-minute check: ask "Which is more, 250 or 205?" (250)

    New words:
    • mass – how much stuff is in an object; a heavier object has more mass
    • gram – a small unit of mass; a small paper clip is about 1 gram
    1. Warm-Up (5 min) — Spaced review from Week 25 Day 3. Ask: "How many minutes is it from 2:45 to 3:10?" (15 + 10 = 25 minutes) Then practice ×4 facts with no timer. Ask 4 × 6, 4 × 7 and 4 × 9 (24, 28, 36).
    2. Mini-Lesson (10–15 min) — Say: "Mass is how much stuff is in an object. We measure light objects in grams." Put a paper clip in your child's hand. Say: "This is about 1 gram." Then hand over a nickel. Say: "A nickel is about 5 grams." Put the nickel on the scale and read it together. Say: "We estimate first. Then we measure to check." Hold up 4 nickels. Ask: "Each nickel is about 5 grams. What should the scale show for 4 nickels?" (About 20 grams.) Write 4 × 5 = 20. Put the 4 nickels on the scale and read it. Say: "So 4 nickels have a mass of about 20 grams." Now your child does more. Your child holds a crayon in one hand and a nickel in the other. Ask: "Is the crayon lighter, about the same or heavier?" Your child estimates the crayon in grams, then measures it. Write both numbers in the table.
    3. Guided Practice (10–15 min) — Your child estimates first, then measures, and writes both in the table. 1) An eraser. 2) A key. 3) A marker. Ask after each: "Was your estimate close?" 4) Ask: "Which object has the most mass? How many more grams is it than the lightest?" (Subtract the two masses. Sample: 14 − 6 = 8 grams.) If stuck, say: "Hold a nickel in your other hand. How many nickels does this feel like? Count by 5s."
    4. Independent Practice (15–20 min) — Your child keeps using the table. 1) Estimate and measure a fork. 2) Estimate and measure a small toy. 3) Estimate and measure 10 paper clips together. (About 10 grams.) 4) Order every object in the table from least to greatest mass. Check the scale readings for problems 1 to 4 together. 5) A marker is 9 grams and a key is 14 grams. How many more grams is the key? (14 − 9 = 5 grams) 6) A nickel is about 5 grams. About how many grams are 6 nickels? (6 × 5 = 30 grams) 7) A slice of apple is 35 grams. A cube of cheese is 20 grams. What is the mass of both together? (35 + 20 = 55 grams) 8) A bunch of 8 grapes has a mass of 40 grams. Each grape has the same mass. What is the mass of one grape? (40 ÷ 8 = 5 grams)
    5. Exit Ticket (5 min) — Put the scale away. Read each question aloud; your child answers on paper.

    Watch for: Thinking a bigger object always has more mass, so a large dry sponge is called heavy.

    Try: Your child holds the sponge in one hand and the key in the other, then measures both.

    Exit ticket:
    1. About how many grams is a small paper clip?
    2. A marker has a mass of 12 grams. A crayon has a mass of 7 grams. How many more grams is the marker?
    3. Why do we estimate before we measure?

    Answers: 1) About 1 gram 2) 5 grams (12 − 7 = 5) 3) Answers vary. Look for: to check that the measurement makes sense, and to get better at estimating.

    English Language Arts

    Objective: I can tell when words mean exactly what they say (literal) and when they mean something else (nonliteral), and explain what they really mean.

    Standards: L.3.5.A, RL.3.4

    Builds on: Needs nonliteral words in stories and poems (Weeks 1 and 15) and context clues (Week 22). One-minute check: say, "My backpack weighs a ton." Ask: "Does it really weigh a ton? What does it mean?" (No. It is very heavy.)

    1. Warm-Up (5 min) — Word study: the ending -ture. Write picture. Say: "At the end of a word, -ture says /cher/." Your child reads six words and underlines -ture in each: picture, nature, future, mixture, creature, capture. Ask: "What sound ends all six words?" (/cher/) Spaced review from Week 25. Ask: "Two texts share a topic. What do we call the part each one teaches most about?" (its focus)
    2. Mini-Lesson (10–15 min) — Say: "Literal words mean exactly what they say. Nonliteral words mean something else. They help you picture or feel something." Write: "The dog ran across the yard." Say: "That can really happen. It is literal." Write: "The classroom was a beehive." Think aloud: "I ask, 'Could this really happen just the way the words say?' No. No bees live in the classroom. So I ask, 'What does it really mean?' A hive is busy and buzzing. The classroom was busy and noisy." Write the two questions in the notebook. Then write: "The puppy ran into the kitchen." and "Mom ran into an old friend at the store." Say: "The same words can work both ways. The puppy really ran. Mom did not crash into anyone. She met her friend by surprise."
    3. Guided Practice (10–15 min) — Write these sentences on the cards. Your child sorts them into literal and nonliteral piles. 1) The snow was a white blanket over the yard. 2) The dog ran fast. 3) He swims like a fish. 4) My brother is a night owl. 5) The soup was too hot to eat. 6) The pond was a mirror at sunrise. 7) Mom bought six apples. 8) The old truck roared like a lion. (Nonliteral: 1, 3, 4, 6, 8. Literal: 2, 5, 7.) Then ask: 1) "What does card 1 really mean?" (Snow covered the whole yard.) 2) "What does card 4 really mean?" (He likes to stay up late.) 3) "What does card 6 really mean?" (The water was still and shiny.) 4) Say: "A lion roared at the zoo." Ask: "Literal or nonliteral?" (literal) If stuck, say: "Could this really happen just this way? If not, what is the writer telling you?"
    4. Independent Practice (15–20 min) — Your child reads this story aloud. "The Big Race": My stomach was full of butterflies as I stood at the starting line. The whistle blew, and I shot off like a rocket. By the second lap my legs were rubber. Ahead of me, Dana ran past the tall oak tree. "Keep going!" Coach shouted. I ran until my lungs were on fire. At the finish line, Mom gave me a bear hug and a cold bottle of water. I came in third, and I was on top of the world. 1) Find four nonliteral phrases and copy them into the notebook. 2) Mark each one N in one color and write "It really means ___." 3) Copy one literal sentence and mark it L in the other color. Look for meanings like these. Full of butterflies: nervous. Like a rocket: very fast. Legs were rubber: tired and wobbly. Lungs on fire: sore from hard breathing. On top of the world: very happy.
    5. Exit Ticket (5 min) — Read each question aloud. Your child may look back at "The Big Race."

    Watch for: Explaining a nonliteral sentence word by word, such as saying the classroom had real bees in it.

    Try: Ask, "Could this really happen? If not, what is the writer trying to tell you?" Your child answers with "It really means."

    Exit ticket:
    1. What question helps you check whether words are literal?
    2. "Mom gave me a bear hug." Literal or nonliteral? What does it really mean?
    3. Write one literal sentence and one nonliteral sentence about running.

    Answers: 1) Could this really happen just the way the words say? 2) Nonliteral. Mom gave a big, strong hug. No bear was there. 3) Answers vary. Sample: "I ran two laps." "I flew around the track like the wind."

    Science

    Objective: I can explain how an animal's body parts and behaviors help it survive in its climate.

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

    Builds on: Needs Week 11: an adaptation is a body feature or a behavior that helps a living thing survive. One-minute check: ask "What does a camel's hump store?" (Fat, for energy.)

    New words:
    • blubber – a thick layer of fat under the skin of whales and some other sea animals
    • insulate – to slow heat from moving in or out
    1. Day 126 — How Animals Survive in Their Climate — Wonder Warm-Up (5 min) — Spaced review from Week 25. Ask: "What is a forecast?" (A prediction about coming weather, made from data.) Then the wonder. Ask: "Icy water would chill you in minutes. How does a whale stay warm there all year?"
    2. Mini-Lesson (10–15 min) — Say: "An adaptation is a body feature or a behavior that helps a living thing survive where it lives." Say: "Animals survive well where their adaptations fit the climate." Say: "A polar bear has thick fur and a thick layer of fat. Its small ears lose little heat." Say: "Whales have a fat layer called blubber. Fur and fat insulate. To insulate means to slow heat from leaving." Say: "A camel's hump stores fat for times with little food." Say: "A desert jackrabbit has long, thin ears. Warm blood flows through them, and body heat escapes into the air." Say: "Many desert animals are nocturnal. They rest in shade by day and come out in the cool night." Ask: "Fur and fat do the same job in the cold. What is it?" (They slow body heat from leaving.) Ask: "Could a jackrabbit survive well on Arctic ice? Give evidence." (No. Its long, thin ears would lose too much heat, and it would find no plants to eat.) If stuck, say: "Ask two things. What is the climate like? What does this body part do about it?"
    3. Investigation / Hands-On (15–20 min) — Fat Glove Test. 1) Spoon the shortening into one bag. Push a second bag inside it. Squeeze until the fat spreads all around the inner bag. This is the fat glove, often called a blubber glove. 2) Put the last two bags one inside the other, with no fat. This is the plain glove. 3) Your child slides one hand into each glove. An adult holds the tops above the water. 4) Lower both gloved hands into the ice water together. Count the seconds on the clock until each hand feels too cold. Safety: stop at 30 seconds, or sooner if it hurts, and dry both hands with the towel. 5) Record it in a table with two columns: Glove, Seconds until too cold. 6) Swap hands and repeat. Change only one thing: fat or no fat. Keep the bags, the water and the time the same. Expect the plain hand to feel cold within seconds. The fat hand may still feel fine at 30 seconds. Say: "Real results vary. Look for the pattern."
    4. Science Notebook Entry (10 min) — Your child makes a chart in the notebook with four columns: Animal, Climate, Adaptation, How it helps. They fill rows for the polar bear, whale, camel and jackrabbit. Then they finish the frame. "The hand with fat lasted ___ seconds. The hand without fat lasted ___ seconds. This shows ___." Sample: "This shows that fat slows heat from leaving a body."
    5. Wrap-Up & Exit Ticket (5 min) — Ask the three exit questions aloud. Praise answers that use the word because.

    Watch for: Saying an animal grew its fur or fat because it wanted or needed to.

    Try: Say: "A polar bear cub is born with thick fur. It did not choose it." Young animals grow features like their parents' features.

    Exit ticket:
    1. In the glove test, which hand felt cold first? What does that tell you about a layer of fat?
    2. A musk ox has long, thick wool. Which climate fits it, and why?
    3. Could a musk ox live well in a hot desert? Explain with evidence about its wool.

    Answers: 1) The hand without fat. A layer of fat insulates: it slows heat from leaving the body. 2) A polar or very cold climate. The thick wool holds in body heat. 3) No. Its thick wool would hold in heat, so the musk ox would overheat.

    Print Day 1 practice pages →

    Day 2 · Tuesday

    Social Studies

    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

    Builds on: Needs Day 1 (scarcity) and Week 24 Day 3 (incentives). One-minute check: "Is time scarce? Tell why." (Yes. There are only so many hours in a day.)

    New words:
    • supply – how much of something sellers have to sell
    • demand – how much of something buyers want to buy
    • profit – the money a seller has left after paying the costs
    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.

    Watch for: Thinking demand means what one person wants, not how much all buyers want.

    Try: Ask each family member to raise a hand for two items. Say: "More hands means more demand."

    Exit ticket:
    1. A farm stand has 3 watermelons. Twelve families each want one. Is demand higher or lower than supply? What may happen to the price?
    2. Sam sells 5 birdhouses for $4 each. His wood and nails cost $8. What is his profit?
    3. Raincoats are selling fast at a high price this month. What will raincoat makers most likely do? Why?

    Answers: 1) Higher. The price may go up. 2) $12 (5 × 4 = 20, and 20 − 8 = 12) 3) Make more raincoats, because they can earn more profit.

    Mathematics

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

    Standards: 3.MD.A.2

    Builds on: Needs Day 1 grams. One-minute check: ask "About how many grams is a nickel?" (5 grams)

    New words:
    • kilogram – a bigger unit of mass; one large full bottle of water is about 1 kilogram
    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.

    Watch for: Choosing kilograms for anything that feels a little heavy, such as an apple.

    Try: Your child holds that object in one hand and the bottle in the other. Much lighter than the bottle means grams.

    Exit ticket:
    1. Which unit would you use for the mass of a bag of apples, grams or kilograms?
    2. Which unit would you use for the mass of a crayon, grams or kilograms?
    3. A puppy is 7 kilograms. A kitten is 2 kilograms. How many kilograms are they together?

    Answers: 1) Kilograms 2) Grams 3) 9 kilograms (7 + 2 = 9)

    English Language Arts

    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

    Builds on: Needs Day 1: literal and nonliteral, and the question "Could this really happen?" One-minute check: say, "He swims like a fish." Ask: "Is that literal? What is the writer telling you?" (No, it is nonliteral. He swims very well.)

    New words:
    • saying – a group of words people often use that means something different from what the words say
    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."

    Watch for: Explaining a saying word by word, such as "hit the hay" means punching hay.

    Try: Ask, "Would a person really do this here?" Reread the sentence before and after, then test a meaning that fits.

    Exit ticket:
    1. In the story, what does "hit the hay" really mean? Which words helped you?
    2. "The new bike cost an arm and a leg, so Dad saved for months." What does the saying mean?
    3. Use "hold your horses" in your own sentence that shows its real meaning.

    Answers: 1) Go to bed. The clue is "so worn out" and "right after dinner." 2) It cost a lot of money. Dad had to save for months. 3) Answers vary. Sample: "Hold your horses and wait for the light to turn green."

    Science

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

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

    Builds on: Needs Week 22: deciduous trees drop their leaves in fall. One-minute check: ask "In which season do deciduous trees drop their leaves?" (Fall.)

    New words:
    • evergreen – a plant that keeps green leaves or needles all year
    • drip tip – the pointed end of a leaf that lets rain run off
    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.

    Watch for: Saying a plant decides or learns to grow thick leaves or spines.

    Try: Say: "A plant cannot choose its parts. Each plant grows the kind of leaves and stems its parent plants had."

    Exit ticket:
    1. In the towel test, what did the wax paper stand for on a real plant?
    2. A pine keeps its needles all winter. Name two features of the needles that help.
    3. A water lily has wide, thin leaves that float on a pond. Could it live in a desert? Explain.

    Answers: 1) The waxy coating on leaves or stems. It slows water from escaping. 2) They are thin, and they have a waxy coating. Both mean little water is lost. 3) No. A desert has no pond, and wide, thin leaves would dry out quickly.

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    Day 3 · Wednesday

    Social Studies

    Objective: I can explain reasons prices go up or down in a market.

    Standards: D2.Eco.7.3-5, D2.Eco.2.3-5, D2.Eco.11.3-5

    Builds on: Needs Day 2 (supply, demand and profit). One-minute check: "Which word means how much sellers have to sell?" (Supply.)

    New words:
    • market – any place where buyers and sellers trade
    • inflation – when most prices rise over time
    • deflation – when most prices fall over time
    • unemployment – when people who want a job and are looking for one cannot find one
    1. Warm-Up (5 min) — Spaced review from Week 25. Ask: "What is barter?" (Trading goods or services directly, with no money.) Then ask the big question: "Why might strawberries cost less in June than in January?" Accept guesses.
    2. Mini-Lesson (10–15 min) — Say: "A market is any place where buyers and sellers trade. A farmers market, a store and a website are all markets." Say: "Prices may rise for three reasons: many buyers, a scarce supply, or higher costs to make or ship." "Prices may fall when there is plenty, when few buyers want it, or when sellers compete." "In many places, strawberries are picked nearby in early summer, so there are plenty. In winter they travel far, which costs more." "Sellers set prices, but buyers' choices and sellers' costs push them up or down." Say: "Now three words about a whole country." Write each word. "Inflation is when most prices rise over time. In 1950, mailing a letter cost 3 cents. Today a stamp costs more than 60 cents." "Deflation is the opposite. Most prices fall over time. It is much less common." "Unemployment is when people who want a job and are looking for one cannot find one." "One strawberry price is not inflation. Inflation is most prices rising together." Ask: "Name one reason a price might fall." (Plenty, few buyers or sellers competing.) "Bread, socks and bus rides all cost more than last year. Which word fits?" (Inflation.) "A factory closes. Its workers look for jobs but find none. Which word fits?" (Unemployment.) If stuck, say: "Is it one price or most prices? Is it about prices or about jobs?"
    3. Activity / Source Work (15–20 min) — Price detective. 1) In the two flyers or receipts, your child finds the same item at two prices, such as a gallon of milk. Highlight both prices. 2) Your child fills a chart: Item | Price at store A | Price at store B | Difference. 3) Your child gives two possible reasons for the difference. Ask: "What evidence on the page supports that?" (The word sale, a brand name or a size.) 4) Write six reason cards. A bad harvest. A big sale. Lots of sellers. A costume made popular by a new movie. Higher shipping costs. A store that ordered too many calendars. 5) Your child sorts them into Pushes price up and Pushes price down. Expect up for the bad harvest, the popular costume and shipping costs. Expect down for the sale, lots of sellers and the extra calendars. Real prices vary. Look for a reason that fits each card.
    4. Notebook Entry (10 min) — Your child writes two reasons a price might go up and two reasons it might go down. Then write the three country words with a meaning for each. Sample: "Inflation: most prices go up over time. Deflation: most prices go down. Unemployment: people who want jobs cannot find them."
    5. Exit Ticket (5 min) — Read each exit question aloud. Your child answers in the notebook. Praise answers that tell one price from most prices.

    Watch for: Calling one higher price inflation.

    Try: Ask: "Is it one thing or most things?" One costly toy is supply and demand. Most prices rising together is inflation.

    Exit ticket:
    1. Three new ice cream shops open on the same street. What will most likely happen to ice cream prices there? Why?
    2. Over ten years, the prices of most things in a country go up. Is that inflation, deflation or unemployment?
    3. Mr. Hall wants to work. He applies for jobs every week, but no one hires him. Which new word describes this?

    Answers: 1) They may go down, because the sellers compete for customers. 2) Inflation. 3) Unemployment.

    Mathematics

    Objective: I can estimate and measure liquid volume in milliliters and liters.

    Standards: 3.MD.A.2

    Builds on: Needs Day 2: a small unit for small amounts and a bigger unit for big amounts. One-minute check: ask "Which unit fits the mass of a wagon, grams or kilograms?" (kilograms)

    New words:
    • liquid volume – how much liquid a container holds
    • liter – a unit of liquid volume; a large water bottle holds 1 liter
    • milliliter – a tiny unit of liquid volume; a teaspoon holds about 5 milliliters
    1. Warm-Up (5 min) — Spaced review from Week 25 Day 4. Ask: "A class starts at 9:20 and lasts 35 minutes. When does it end?" (9:55) Then practice ×8 facts with no timer. Ask 8 × 3, 8 × 6 and 8 × 7 (24, 48, 56).
    2. Mini-Lesson (10–15 min) — Say: "Liquid volume is how much liquid a container holds. We measure it in liters." Fill the bottle with water. Say: "This is 1 liter." Fill the teaspoon. Say: "A milliliter is a tiny amount. This teaspoon holds about 5 milliliters. Milliliters are for very small amounts." Now measure the pot. Ask: "How many liters will fill the pot? Estimate first." Write the estimate in the table. Pour full bottles into the pot and count each one aloud. Stop when the pot is full. Suppose it takes 3 bottles. Say: "So the pot holds about 3 liters." Write the measure beside the estimate. Now your child does more. Your child estimates the large bowl in liters. Then your child fills it with full bottles, counts them and writes the measure.
    3. Guided Practice (10–15 min) — Work over the tray. 1) Ask: "Does the mug hold less than, about or more than 1 liter?" Your child pours a full mug into the empty bottle to check. (Less.) 2) Pour a mug of water into the measuring cup. Your child reads the milliliter mark at the top of the water, with eyes level. Write it down. 3) Ask the unit for each: a raindrop, a wading pool, an eyedropper, a bucket. (milliliters, liters, milliliters, liters) 4) A bucket is filled by 4 full 1-liter bottles. How many liters does it hold? (4 liters) If stuck, say: "Is it far less than this bottle? Use milliliters. Is it about one bottle or more? Use liters."
    4. Independent Practice (15–20 min) — Your child keeps using the table. 1) Estimate, then measure the pitcher in liters. 2) Estimate, then measure one more container of your choice in liters. 3) Order the pot, the bowl and the pitcher from least to greatest. Check the table for problems 1 to 3 together. 4) Which unit fits a small carton of cream? (milliliters) 5) Which unit fits a watering can? (liters) 6) How many full mugs fill the 1-liter bottle? Estimate, then test. (Answers vary; often 3 or 4.) 7) A watering can holds 6 liters. Ava pours out 2 liters. How many liters are left? (6 − 2 = 4 liters) 8) Each jug holds 2 liters. How many liters do 7 jugs hold? (7 × 2 = 14 liters)
    5. Exit Ticket (5 min) — Dry the table first. Read each question aloud; your child answers on paper.

    Watch for: Thinking the taller container always holds more liquid.

    Try: Pour each container into the 1-liter bottle, one at a time, and compare the water levels.

    Exit ticket:
    1. Which unit would you use for the ink in a pen, milliliters or liters?
    2. Which unit would you use for the water in a rain barrel, milliliters or liters?
    3. A pot is filled by 6 full 1-liter bottles. How many liters does it hold?

    Answers: 1) Milliliters 2) Liters 3) 6 liters

    English Language Arts

    Objective: I can tell literal from nonliteral words in a poem, explain what they really mean, and tell how a picture adds to a poem.

    Standards: L.3.5.A, RL.3.4, RL.3.7, RF.3.4.B

    Builds on: Needs Day 1 (literal and nonliteral) and sense details in poems (Week 15). One-minute check: ask, "Can leaves really dance? What does it mean?" (No. The leaves twirl in the wind.)

    1. Warm-Up (5 min) — Word study: dictation. Say this sentence twice: "The creature in the picture loves adventure." Your child writes it. Check together: a capital letter, a period, and -ture in three words. Your child writes any missed word again. Spaced review from Week 15. Ask: "What do we call the pattern of rhymes at the ends of lines?" (the rhyme scheme)
    2. Mini-Lesson (10–15 min) — Say: "Poets use nonliteral words to help you see and hear a scene. Sense words do that too." Read the poem aloud once. Your child follows with a finger. "Storm at Night": The wind howls at my window, / It rattles the old gate. / The thunder grumbles loudly, / The rain drums on our slate. / Then morning yawns and stretches, / The puddles shine like glass, / And sunlight creeps in softly / Across the dripping grass. Lines 1 to 4 are stanza 1, and lines 5 to 8 are stanza 2. Tell your child that slate means flat stone roof tiles. Think aloud on line 1: "Can wind really howl like a wolf? No. It really means the wind is loud and strong." Draw two columns in the notebook, Nonliteral and Literal. Write "howls" in the first. Think aloud on line 2: "Can wind really rattle a gate? Yes. That line is literal. It helps me hear the storm." Write "rattles the old gate" in the second.
    3. Guided Practice (10–15 min) — 1) Your child writes four more nonliteral phrases in the first column and tells what each really means. (Rain drums: rain taps hard and fast. Morning yawns and stretches: the day starts slowly. Shine like glass: the puddles are smooth and bright. Sunlight creeps in: light spreads slowly and gently.) 2) Ask: "Which sense does 'rattles the old gate' use?" (hearing) 3) Ask: "How does the feeling change from stanza 1 to stanza 2?" (from loud and scary to calm and gentle) 4) Ask: "If an artist painted stanza 1, what could the picture add?" (dark colors, bent trees or a worried face to show the scary mood) If stuck, say: "Could a real morning yawn? What is the poet helping you picture?"
    4. Independent Practice (15–20 min) — 1) Your child draws a picture for one stanza. 2) Under it, your child writes two sentences. Sentence 1 tells what the drawing shows that matches the words. Sentence 2 tells one thing the picture adds beyond the words. Sample: "My colors are dark, so the storm feels scary." 3) Your child reads the poem aloud three times, not timed. Aim for correct words, a steady pace and expression. Use a rough, loud voice for the storm and a soft voice for the morning. Name one thing that improved by the third reading.
    5. Exit Ticket (5 min) — Read each question aloud. Your child may look back at the poem and the drawing.

    Watch for: Calling every describing phrase nonliteral, even ones that can really happen.

    Try: Ask, "Could this happen just the way the words say?" Wind can rattle a gate, so that line is literal.

    Exit ticket:
    1. "The thunder grumbles loudly." Literal or nonliteral? What does it really mean?
    2. Find one literal phrase in stanza 2.
    3. What did your picture add to the poem?

    Answers: 1) Nonliteral. Thunder cannot grumble like a person. It makes a low, rumbling sound. 2) "The dripping grass." Grass really drips after rain. 3) Answers vary. Look for: a mood, color or detail not stated in the poem.

    Science

    Objective: I can describe how people design clothing, homes and tools to live safely in different climates.

    Standards: 3-ESS3-1

    Builds on: Needs Day 1: to insulate means to slow heat from moving. One-minute check: ask "Name one weather hazard from Week 21." (Sample: a flood, a blizzard or a tornado.)

    New words:
    • stilts – tall posts that hold a building up off the ground
    • heat wave – several days of very hot weather that can make people sick
    1. Day 128 — How People Adapt to Climate — Wonder Warm-Up (5 min) — Spaced review from Week 24. Ask: "What do engineers call a limit on a design, such as time or materials?" (A constraint.) Then the wonder. Ask: "People have no thick fur. How do they live in very cold places?"
    2. Mini-Lesson (10–15 min) — Say: "Animals are born with their adaptations. People design solutions." Say: "Some weather is a hazard. A good design lowers the harm." Heavy snow: lay the coin on the flat book, then tilt the book steeply. The coin slides off. Say: "Snow slides off a steep roof in the same way, so it cannot pile up." Bitter cold. Say: "Walls filled with fluffy material insulate a house. Layers of clothing trap air, and trapped air insulates too." Heat waves. Say: "Thick walls, shady porches and trees keep homes cooler. Light colors bounce sunlight away." Floods. Say: "Some homes in flood zones stand on tall posts called stilts." Model a claim. Say: "My claim: a shady porch is a good design for a hot climate. My evidence: shade blocks direct sun, so the rooms stay cooler." Ask: "Is a winter coat an adaptation you are born with?" (No. People design it and put it on.) Ask: "A town has long heat waves. Name two designs that would help." (Any two: shade trees, porches, thick walls, light-colored roofs, fans.) If stuck, say: "Name the weather problem first. What would block it, shed it or lift you above it?"
    3. Investigation / Hands-On (15–20 min) — Thick Walls Test and Home Design. 1) Put one ice cube in each bowl. 2) Wrap one cube in the towel, folded twice, and set it back in its bowl. This models thick walls. Leave the other cube bare. 3) Your child predicts which cube melts faster. 4) Set the bowls side by side, away from sun and heaters, for 15 minutes. Change only one thing: wrap or no wrap. Keep the cube size, the bowl, the place and the time the same. 5) While you wait, your child picks one hazard: heavy snow, a heat wave, a flood or bitter cold. On the blank paper, they draw a home in crayon with two design features and label them. 6) After 15 minutes, unwrap the cube and compare. Record it in a table with two columns: Cube, Size left. Expect the wrapped cube to be a little larger. If they look the same, rewrap it and check again later. Say: "Real results vary. Look for the pattern." Say: "The towel slowed the room's heat from reaching the ice. Thick walls slow outdoor heat from reaching the rooms."
    4. Science Notebook Entry (10 min) — In the notebook, your child lists three ways your home, clothes or tools fit your climate. Then they finish the frame. "My claim: ___ is a good design for ___ because ___." Sample: "My claim: thick walls are a good design for a hot climate because our wrapped ice melted more slowly."
    5. Wrap-Up & Exit Ticket (5 min) — Ask the three exit questions. Praise claims that give a reason.

    Watch for: Thinking the towel makes heat, so the wrapped ice should melt faster.

    Try: Your child feels the dry towel. It is not warm. Say: "A wrap makes no heat. It slows heat from moving, in or out."

    Exit ticket:
    1. How is the way people fit a climate different from the way a polar bear fits it?
    2. In the ice test, which cube melted more slowly? What does that tell you about thick walls?
    3. Make a claim about one design in your drawing. Give one reason it lowers harm from the weather.

    Answers: 1) A polar bear is born with fur and fat. People design and make things, such as coats and heated homes. 2) The wrapped cube. Thick walls insulate: they slow heat from moving, so a home stays cooler in hot weather. 3) Answers vary. Look for: a named design and how it blocks, sheds or avoids the weather problem.

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    Day 4 · Thursday

    Social Studies

    Objective: I can explain why people, regions and countries specialize and trade.

    Standards: D2.Eco.4.3-5, D2.Eco.14.3-5

    Builds on: Needs Week 13 Day 4, where regions specialized and traded. One-minute check: "What does specialize mean?" (To focus on making the things you are best at making.)

    New words:
    • import – a good that comes into a country from another country
    • export – a good that a country sends out to sell to another country
    1. Warm-Up (5 min) — Spaced review from Week 13. Ask: "What is a port?" (A place on the coast where ships load and unload.) Then read the label on a shirt or toy together. Ask the big question: "Where was it made? How did it get to us?"
    2. Mini-Lesson (10–15 min) — Say: "No one can make everything they need. So people specialize and trade." "A dentist fixes teeth all day. She does not also grow her food and sew her clothes. She gets very good at one job and uses her pay to buy the rest." "Businesses, regions and countries specialize too." Find Guatemala and Ecuador on the map. Say: "Bananas need warm weather all year. The United States buys many of its bananas from countries like these." "An import is a good that comes into a country from another country. An export is a good a country sends out to sell." Trace a path from Guatemala to the United States. Say: "Bananas come in. They are an import for us." Trace from the Midwest to Japan. Say: "U.S. corn sold to Japan goes out. It is an export. Export sounds like exit." Say: "Trade gives people more kinds of goods. It also means countries depend on each other. If a storm hurts banana farms, our stores have fewer bananas and the growers earn less." Ask: "Canada sells maple syrup to the United States. For Canada, is it an import or an export?" (An export.) "For the United States?" (An import.) "Why does a dentist not grow all her own food?" (She specializes and trades for the rest.) If stuck, say: "Stand in the country. Is the good coming in or going out?"
    3. Activity / Source Work (15–20 min) — Label hunt. 1) Your child finds five items at home with "Made in" labels. 2) Your child writes each item and its country on a sticky note and places it on the map. 3) Your child fills a chart: Item | Made in | Continent. Count the different countries. 4) Ask: "Which items are imports for our country?" (Every item made in another country.) "What is your evidence?" (The label.) "Why might these goods come from far away?" (They are made where the materials, skills or factories are.) 5) Trade game. Write "bananas" on four slips for your child and "wheat" on four slips for you. Trade two for two. Ask: "What does each country have now?" (Both foods.) "What happens to you if my wheat harvest fails?" (I get less wheat. We depend on each other.) Finds vary by home. Look for each note on the right country.
    4. Notebook Entry (10 min) — Your child writes a meaning and one example for import and for export. Then complete: "If a storm hurts banana farms, ___." Sample: "An import comes in, like bananas. An export goes out, like corn. If a storm hurts banana farms, our stores have fewer bananas and growers earn less."
    5. Exit Ticket (5 min) — Read each exit question aloud. Your child answers in the notebook. Praise answers that say which country the good enters or leaves.

    Watch for: Mixing up import and export.

    Try: Your child puts a finger on your country on the map. Say: "In is import. Exit is export."

    Exit ticket:
    1. A toy made in Vietnam is sold in a U.S. store. For the United States, is the toy an import or an export?
    2. A U.S. farmer sells wheat to a bakery company in Egypt. For the United States, is the wheat an import or an export?
    3. A carpenter builds tables all day and buys vegetables from a farmer. Why is that smarter than each of them doing both jobs?

    Answers: 1) An import. 2) An export. 3) Each one specializes and gets very good at one job. Trading gives both of them tables and vegetables.

    Mathematics

    Objective: I can solve one-step word problems about mass and liquid volume.

    Standards: 3.MD.A.2, 3.OA.A.3, 3.NBT.A.2

    Builds on: Needs the units from Days 1 to 3 and the four operations from earlier quarters. One-minute check: ask "Which unit measures the water in a bucket?" (liters) Then ask 6 × 8 (48).

    1. Warm-Up (5 min) — Spaced review from Day 3. Ask: "A pail is filled by 7 full 1-liter bottles. How many liters does it hold?" (7 liters) Then practice ÷7 facts with no timer. Ask 28 ÷ 7, 49 ÷ 7 and 63 ÷ 7 (4, 7, 9).
    2. Mini-Lesson (10–15 min) — Say: "Mass and liquid volume problems use what we know: add, subtract, multiply or divide. Every number in a problem has the same unit." Read aloud: A bowl holds 250 grams of oats. Hana adds 175 grams more. How many grams of oats are in the bowl now? Ask: "What is the unit?" (grams) Your child highlights it. Draw a bar model: one long box split into two parts. Write 250 in one part and 175 in the other. Ask: "Are we joining or taking away?" (Joining, so add.) Write 250 + 175 = 425. Say: "So the bowl holds 425 grams of oats. An answer without its unit is not finished." Now your child does more. Read aloud: A bucket holds 9 liters of water. Ana pours out 4 liters. How many liters are left? Your child draws a tall box with marks from 0 to 9 and crosses off 4. (9 − 4 = 5 liters)
    3. Guided Practice (10–15 min) — Your child highlights the unit, draws a bar model and writes the number sentence. 1) There are 6 bags of sand. Each bag is 3 kilograms. What is the total mass? (6 × 3 = 18 kilograms) 2) A farmer pours 35 liters of milk equally into 5 cans. How many liters are in each can? (35 ÷ 5 = 7 liters) 3) A box of nails is 320 grams. A box of screws is 265 grams. What is their mass together? (320 + 265 = 585 grams) 4) Dev has a dog that is 18 kilograms and a cat that is 5 kilograms. How many more kilograms is the dog? (18 − 5 = 13 kilograms) If stuck, say: "What is happening: joining, taking away, equal groups or sharing? Draw the bar. Then choose the sign."
    4. Independent Practice (15–20 min) — Your child writes a number sentence and the unit for every answer. 1) 640 grams − 280 grams (360 grams). 2) 8 jars of 7 liters each (8 × 7 = 56 liters). 3) 36 grams shared equally into 4 bags (36 ÷ 4 = 9 grams). 4) Draw a bar model for 135 grams and 248 grams joined. (135 + 248 = 383 grams) 5) A bag holds 725 grams of rice. Sofia uses 350 grams. How many grams are left? (725 − 350 = 375 grams) 6) 9 pails each hold 6 liters. How many liters is that in all? (9 × 6 = 54 liters) 7) 48 kilograms of apples are packed equally into 6 crates. How many kilograms are in each crate? (48 ÷ 6 = 8 kilograms) 8) A puppy was 4 kilograms. Now it is 11 kilograms. How many kilograms did it gain? (11 − 4 = 7 kilograms)
    5. Exit Ticket (5 min) — Read each question aloud. Your child writes a number sentence and the unit for each answer.

    Watch for: Leaving off the unit, or writing a mass unit for a liquid.

    Try: Your child highlights the unit in the question and copies it beside the answer line before solving.

    Exit ticket:
    1. A jug holds 15 liters. 6 liters are poured out. How many liters are left?
    2. There are 3 boxes. Each box is 9 kilograms. What is the total mass?
    3. A jar has 560 grams of beans. 240 grams are used. How many grams are left?

    Answers: 1) 9 liters (15 − 6 = 9) 2) 27 kilograms (3 × 9 = 27) 3) 320 grams (560 − 240 = 320)

    English Language Arts

    Objective: I can use nonliteral phrases in my own descriptive writing and make sure a reader can tell what they really mean.

    Standards: L.3.5.A, L.3.3.A, W.3.4

    Builds on: Needs Days 1 to 3: telling literal from nonliteral and saying what a phrase really means. One-minute check: your child turns "The dog was fast" into a nonliteral sentence. (Sample: "The dog was a rocket.")

    1. Warm-Up (5 min) — Word study: meanings. Write texture, departure, temperature and future. Ask: "Which word tells how warm or cold the air is?" (temperature) "Which word tells how something feels when you touch it?" (texture) "Which word means leaving?" (departure) "Which word names the time that has not happened yet?" (future) Spaced review from Week 22. Read: "The enormous dog filled the whole doorway." Ask: "What does enormous mean? Which clue helps?" (very big; it filled the whole doorway)
    2. Mini-Lesson (10–15 min) — Say: "Writers choose nonliteral words on purpose. One sharp comparison can beat five plain describing words. It only works if the reader can tell what it means." Write the flat sentence "The basement was cold." Show three ways to change it. 1) Use like or as to compare: "The basement was as cold as a snowbank." 2) Call the thing something else: "The basement was a refrigerator." 3) Let the thing act like a person or animal: "The cold air nipped at my toes." Ask after each: "What does it really mean?" (It was very cold.) Then read this model aloud. "Grandpa's Workshop": Grandpa's workshop is a treasure chest. Tools hang on the wall like shiny fish on a line. The old saw sings when it bites into a board. Sawdust smells sweet and tickles my nose. A lamp as bright as noon sits over the bench. I could stay there all day.
    3. Guided Practice (10–15 min) — 1) Your child finds three nonliteral phrases in the model and tells each real meaning. (Treasure chest: full of wonderful things. Like shiny fish on a line: hanging in a neat row. Sings and bites: makes a high sound and cuts.) 2) Ask: "Which sentence is a literal sense detail?" ("Sawdust smells sweet and tickles my nose.") 3) Together, rewrite three flat sentences: "The wind blew." "The puppy was soft." "The backpack was heavy." (Samples: "The wind pushed me down the street." "The puppy was as soft as a cotton ball." "The backpack was a bag of bricks.") 4) Look at the Day 1 cards. Your child picks the card that paints the clearest picture and tells why. If stuck, say: "What else is very cold, soft or heavy? Compare it to that."
    4. Independent Practice (15–20 min) — Your child writes a describing paragraph of 5 to 7 sentences about a place your child knows well. Ideas: a kitchen, a playground, a beach. Checklist: 1) A first sentence that names the place. 2) At least three nonliteral phrases, one in each of three sentences. 3) One literal sense detail. 4) A closing sentence. Then your child underlines each nonliteral phrase with a colored pencil and marks it N. Your child writes each real meaning in the margin. Look for: comparisons a reader would know, and meanings that fit the place.
    5. Exit Ticket (5 min) — Your child reads the paragraph aloud, then answers the three questions.

    Watch for: Stacking several comparisons in one sentence until the picture is confusing.

    Try: Allow one comparison per sentence. Ask, "Can you picture it clearly? What does it really mean?"

    Exit ticket:
    1. Make this sentence nonliteral: "The soup was hot." What does your sentence really mean?
    2. Which nonliteral phrase in your paragraph do you like best? What does it really mean?
    3. Read the literal sense detail in your paragraph. Which sense does it use?

    Answers: 1) Answers vary. Sample: "The soup was lava." It means the soup was very hot. 2) Answers vary. Look for: a phrase from the paragraph with a clear real meaning. 3) Answers vary. Look for: a detail that could really happen and a correct sense.

    Science

    Objective: I can explain in simple words what climate change is and how people are designing solutions.

    Standards: 3-ESS3-1

    Builds on: Needs Week 20 Day 3: Earth's climate has changed over long times. One-minute check: ask "One cold week arrives in spring. Has the climate changed?" (No. One week is weather. Climate is the pattern over many years.)

    New words:
    • climate change – a change in Earth's usual weather patterns that lasts for many years
    • carbon dioxide – a gas in the air; burning coal, oil and gas adds more of it
    1. Day 129 — Climate Is Changing: Scientists and Solutions — Wonder Warm-Up (5 min) — Spaced review from Week 20. Ask: "What was Earth like during the last ice age?" (Much colder, with thick ice over much of Canada.) Then the wonder. Ask: "Has an older relative ever said winters or summers feel different now?"
    2. Mini-Lesson (10–15 min) — Say: "Climate change means Earth's usual weather patterns are changing over many years." Say: "Thermometer records from around the world show Earth's average temperature has risen about 2°F in 150 years." Say: "Two degrees sounds small, but across the whole Earth it is enough to melt ice." Say: "The main cause is burning coal, oil and gas for electricity, heat and cars. Burning adds a gas called carbon dioxide to the air." Say: "That gas holds in extra heat, a bit like a blanket." Name what scientists measure: shrinking glaciers and sea ice, slowly rising seas, and more very hot days in many places. Say: "This happens slowly, and many people are working on it." Name solutions. Solar panels and wind turbines make electricity without burning. Shade trees and light-colored roofs cool towns. Flood walls hold water back, and rain gardens soak up heavy rain. Ask: "How do scientists know Earth is warmer than 150 years ago?" (Thermometer records from around the world.) Ask: "Which solutions make electricity without burning anything?" (Solar panels and wind turbines.) If stuck, say: "Think of the blanket. What does one more blanket do on a bed?"
    3. Investigation / Hands-On (15–20 min) — Heat Trap Model and Solutions. Safety: handle the jar and the thermometer gently. 1) Lay the thermometer in the sunny spot for 5 minutes by the clock. Read it and record the open reading. 2) Cover the thermometer with the clear jar in the same spot. Wait 5 more minutes and record the covered reading. 3) Lift the jar, wait 5 minutes and read once more. Change only one thing: cover or no cover. Keep the spot and the waiting time the same. Do the readings close together, so the sunshine is about equal. Use a table with two columns: Test, Temperature. Expect the covered reading to be the highest of the three. No sunshine today? Use these made-up readings now, and test on the next sunny day: open 74°F, covered 83°F, open again 75°F. Say: "Real results vary. Look for the pattern." 4) Say: "The jar is a rough model. It keeps warmed air from drifting away. The gases hold in heat a different way. Both end up warmer." 5) Your child names three solutions people use and one your family can do.
    4. Science Notebook Entry (10 min) — Record the readings in the notebook. Then your child finishes three frames. "Climate change means ___. Scientists know because ___. People are helping by ___." Sample: "People are helping by using solar power and planting shade trees."
    5. Wrap-Up & Exit Ticket (5 min) — Ask the three exit questions aloud. End on the solutions, and remind your child that many people are working on this.

    Watch for: Feeling worried, or thinking climate change will happen all at once.

    Try: Explain that it happens slowly over many years. Scientists measure it carefully, and many people are working on solutions.

    Exit ticket:
    1. Tell in your own words what climate change means.
    2. In the jar test, which reading was higher, and why?
    3. Pick one solution. Make a claim about how it helps, and give one reason.

    Answers: 1) Earth's usual weather patterns are changing over many years, and Earth is slowly warming. 2) The covered reading. The jar kept the sun-warmed air from drifting away. 3) Answers vary. Look for: a named solution and a reason. Sample: shade trees help in heat waves because shade keeps streets cooler.

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    Day 5 · Friday

    Social Studies

    Objective: I can use scarcity, supply, demand and trade ideas in a market simulation.

    Standards: D2.Eco.4.3-5, D2.Eco.7.3-5, D2.Eco.1.3-5

    Builds on: Needs Days 1 to 4 of this week. One-minute check: "What do sellers hope to have left after paying their costs?" (A profit.)

    1. Warm-Up (5 min) — Spaced review from Week 25. Ask: "Name the three jars in a money plan." (Save, Spend and Share.) Then ask the big question: "You have $10 and three things you want. Which comes first? Why?"
    2. Mini-Lesson (10–15 min) — Say: "Today we run a market." Write the goods cards: 6 stickers, 6 bookmarks and only 2 slime cups. Lay them out. Write $2 on each sticky note and tag each kind of good. Say: "Sellers want a profit. Buyers want good value. Each buyer has $10, so no one can buy everything." Give the rules. Sellers may change prices between rounds. Buyers may say no to a price. Everyone speaks politely. With only two people, each toy animal is a buyer with $10, and you shop for it. Say: "Watch what happens to a popular item when it runs low." Ask: "Which good is scarce before we start?" (Slime. There are only 2.) "Three buyers each want slime. Can all of them get one?" (No.) "What might the seller do to the slime price in round 2?" (Raise it.) If stuck, say: "Count the cards. Count the buyers who want one."
    3. Activity / Source Work (15–20 min) — Market rounds. 1) Round 1. Every good costs $2. Buyers shop until they stop or run out of money. 2) Your child fills a chart: Good | Round 1 price | Number sold | Round 2 price | Number sold. 3) Put the cards and money back. Swap roles. 4) Round 2. The seller may change prices, such as slime to $4 and bookmarks to $1. Buyers shop again. 5) Your child finishes the chart and counts the money left. Ask: "Why did the seller change that price? Use the words supply and demand." (Sample: slime supply was low and demand was high.) "What did you want but not buy?" (That is the opportunity cost.) Slime usually sells out first. Real results vary. Look for the pattern: a good that many buyers want and few sellers have gets a higher price. If slime did not sell, ask which good did and why.
    4. Notebook Entry (10 min) — Keep this to 5 minutes today so the check fits. In the notebook, your child completes: "I bought ___. I spent $__ and had $__ left. The price of ___ changed because ___." Sample: "I bought one slime and two stickers. I spent $8 and had $2 left. The price of slime changed because many buyers wanted it and there were only two."
    5. Exit Ticket (5 min) — Ask the three exit questions aloud. Then give the stored Week 26 check. It has 7 items and takes about 15 minutes. Score it with the answer key. 6 or more right: move on to Week 27. 4 or 5 right: redo Day 2's chart with three new scenarios. 3 or fewer right: reteach Day 2 with a mini market that has few of one item. Praise reasons that use supply and demand. If time is short, give the check later today.

    Watch for: Thinking sellers raise prices just to be mean.

    Try: Ask: "Many people want the last slime cup. What can the seller do?" Link the higher price to low supply and high demand.

    Exit ticket:
    1. In your market, which price changed? Tell why, using the word supply or demand.
    2. What was your opportunity cost in the market?
    3. The seller suddenly gets 10 more slime cups. What will most likely happen to the slime price? Why?

    Answers: 1) Answers vary. Look for: a price that rose because supply was low or demand was high, or fell for the opposite reason. 2) Answers vary. Look for: the next-best good your child wanted but did not buy. 3) It will most likely go down, because the supply is now much higher.

    Mathematics

    Objective: I can show what I know about mass and liquid volume.

    Standards: 3.MD.A.2

    Builds on: Needs everything from Days 1 to 4. One-minute check: ask "Which is heavier, 1 gram or 1 kilogram?" (1 kilogram)

    1. Warm-Up (5 min) — Spaced review from Week 25 Day 1. Ask: "The hour hand is between 5 and 6. The minute hand is 3 marks past the 2. What time is it?" (5:13) Then practice ×7 and ×8 facts with no timer. Ask 7 × 6, 7 × 8 and 8 × 8 (42, 56, 64).
    2. Mini-Lesson (10–15 min) — Play Unit Choice for 10 minutes. Lay out the 3 unit cards. Say: "I name a thing. You pick the best unit card and tell why." Model one turn. Say: "A bag of dog food. Am I measuring how heavy, or how much liquid?" (How heavy.) Say: "It is heavier than many water bottles. So the best unit is kilograms." Now your child takes every turn. Name four things first: a car (kilograms), a grape (grams), a wading pool (liters), a button (grams). Then name four more: a feather (grams), a bucket of paint (liters), a bowling ball (kilograms), pond water (liters). Ask each turn: "How heavy, or how much liquid? A small amount or a large amount?" Then your child names 3 things for you and checks your cards. Last, hold up the full bottle. Ask: "Does a mug hold more than 1 liter or less? A bucket?" (Less; more.)
    3. Guided Practice (10–15 min) — Do three check-style problems together. Your child draws a bar model for each. 1) A block of cheese is 750 grams. Lena cuts off 200 grams. How many grams are left? (750 − 200 = 550 grams) 2) A gardener shares 32 liters of water equally among 4 trees. How many liters does each tree get? (32 ÷ 4 = 8 liters) 3) A goat is 27 kilograms. A lamb is 9 kilograms. How many more kilograms is the goat? (27 − 9 = 18 kilograms) If stuck, say: "What is the unit? Are we joining, taking away, making equal groups or sharing?"
    4. Independent Practice (15–20 min) — Give the stored Week 26 check now. Find it with the Week 26 lessons. It has 7 items. Allow about 15 minutes, with no time limit. Your child may draw bar models. Score it with the answer key. Then choose a route by the result. 6 or 7 right: move on to Week 27. 4 or 5 right: find the kind of item missed. For items 1 and 2, grams or kilograms, redo the Day 2 card sort. For items 3 and 4, liters, redo problem 1 in Day 3 Guided Practice with a mug and the bottle. For items 5, 6 and 7, word problems, redo Day 4 Guided Practice with bar models. 3 or fewer right: reteach the Day 2 and Day 4 Mini-Lessons before Week 27. Your child holds the full bottle and sorts real objects into grams or kilograms.
    5. Exit Ticket (5 min) — After the check, your child answers these three questions; then go over any missed check items together.

    Watch for: Mixing mass units and liquid units, such as answering a water problem in grams.

    Try: Ask before each item: "Are we measuring how heavy, or how much liquid?"

    Exit ticket:
    1. Which unit would you use for the mass of a wheelbarrow of dirt, grams or kilograms?
    2. A pitcher holds 2 liters. How many liters do 5 pitchers hold?
    3. Which felt strongest this week: grams and kilograms, liters, or word problems?

    Answers: 1) Kilograms 2) 10 liters (5 × 2 = 10) 3) Answers vary. Look for: a named skill and a reason.

    English Language Arts

    Objective: I can tell literal from nonliteral language and explain what nonliteral phrases really mean on the weekly check.

    Standards: L.3.5.A, RL.3.4, SL.3.2

    Builds on: Needs Days 1 to 4: literal and nonliteral language, sayings, sense words and the Day 4 paragraph. One-minute check: your child says one nonliteral sentence and its real meaning.

    1. Warm-Up (5 min) — Word study: spelling check, not timed. Say each word, then say it in a short sentence: picture, nature, future, mixture, furniture, adventure. Challenge word: temperature. Correct together. Your child writes any missed word again and underlines -ture. Spaced review from Week 20. Ask: "What does fixable mean?" (It can be fixed.)
    2. Mini-Lesson (10–15 min) — Say: "Today you show what you know about literal and nonliteral language. Every answer has two parts." Write: "This is literal." and "This is nonliteral. It really means ___." Practice with new sentences. Read each one and ask both parts. "The playground was an anthill at recess." (Nonliteral. It was crowded and busy.) "The alarm clock screamed at six." (Nonliteral. It rang very loudly.) "The alarm clock rang at six." (Literal.) "Keep your eyes peeled for the bus." (Nonliteral. Watch carefully.) Think aloud on the last one: "Nobody peels eyes. The bus is my clue. It means watch closely." Then ask: "Which sense does 'the smoky campfire' use?" (smell)
    3. Guided Practice (10–15 min) — 1) Read your child's Day 4 paragraph aloud. Your child listens with eyes closed. 2) Your child names the nonliteral phrases heard and tells what each really means. 3) Switch. Your child reads one stanza of "Storm at Night" aloud with expression. You name a nonliteral phrase and give a wrong meaning on purpose. Your child corrects you. (Sample: you say "The rain is playing a real drum." Your child says, "No. The rain taps hard on the roof.") 4) Ask: "Which phrase this week painted the clearest picture for you? Why?" If stuck, say: "Listen for something that could not really happen. That phrase is nonliteral."
    4. Independent Practice (15–20 min) — Give the stored Week 26 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 27. For a stretch, your child writes a short poem with nonliteral phrases and reads it aloud. 4 or 5 right: redo the Day 1 practice page. Then your child sorts ten new sentence cards as literal or nonliteral. 3 or fewer right: reteach Day 1 and Day 2 with fold-over drawings. Draw the literal picture on one side and the real meaning on the other. If time allows, your child draws a favorite phrase two ways: literal and real.
    5. Exit Ticket (5 min) — Read each question aloud after the check. Your child answers with both parts.

    Watch for: Saying "nonliteral" without telling the real meaning.

    Try: Ask for two parts every time: "This is nonliteral. It really means ___."

    Exit ticket:
    1. "The moon followed our car home." Literal or nonliteral? What does it really mean?
    2. "Grandpa is an early bird, so he waters the garden at sunrise." What does "early bird" mean?
    3. Say one literal and one nonliteral sentence about your breakfast.

    Answers: 1) Nonliteral. The moon stayed in sight the whole ride, so it seemed to follow. 2) A person who gets up early. The clue is "at sunrise." 3) Answers vary. Sample: "I ate toast." "My toast was a brick."

    Science

    Objective: I can explain adaptations of animals, plants and people to their climates.

    Standards: 3-LS4-3, 3-ESS2-2, 3-ESS3-1

    Builds on: Needs the adaptation charts from Days 1 and 2 and the design claim from Day 3. One-minute check: ask "Thick fur or a winter coat: which one do people design?" (The coat.)

    1. Day 130 — Week 26 Review and Weekly Check — Wonder Warm-Up (5 min) — Spaced review from Week 25. Ask: "Which cloud type is thin and wispy and made of ice?" (Cirrus.) Then play a match game. Write one adaptation on each index card: long thin ears, thick leaves that store water, thin waxy needles, long thick wool. Your child names the living thing and its climate. (Jackrabbit, desert. Aloe, desert. Pine, cold winters. Musk ox, polar.)
    2. Mini-Lesson (10–15 min) — Say: "Today we check four skills." 1) Animals. Ask: "A caribou grows a thicker coat each fall. How does that help?" (It holds in body heat through the winter.) Ask: "A desert lizard rests under a rock at midday. Why?" (It stays cooler and loses less water.) 2) Plants. Ask: "Why does a waxy skin help a desert plant?" (Wax slows water from escaping.) 3) People. Ask: "Name two designs for a town with long heat waves." (Sample: shade trees and thick walls.) 4) Arguing from evidence. Model it. Say: "Claim: a pine survives well in a snowy climate. Evidence: its thin, waxy needles lose little water. Reasoning: so it does not dry out while the ground is frozen." Ask: "A moss needs damp shade. How well would it survive in a hot desert? Give your evidence." (Not at all. It would dry out in the sun.) If stuck, say: "Open your chart. Find the row. Read the How it helps box."
    3. Investigation / Hands-On (15–20 min) — Adaptation Poster. 1) Your child chooses one climate: arid, polar, tropical or temperate. 2) They divide the blank paper into three parts: Animal, Plant, People. 3) In each part, they draw and label in crayon one adaptation or design that fits that climate. 4) Under each drawing, they write one sentence about how it helps. 5) On the back, they name one living thing from another climate that would not survive there, with a reason. 6) Check the poster together in a table with three columns: Part, Fits the climate?, Reason given? Expect the People part to slip most often. A design must answer the weather, not just look nice. Posters differ from child to child. Look for the pattern in every part: feature, climate, reason.
    4. Science Notebook Entry (10 min) — Your child writes a reflection in the notebook with two frames. "The most surprising adaptation I learned is ___ because ___. One design that helps people in my climate is ___." Sample: "The most surprising adaptation is the jackrabbit's ears because ears can cool a body."
    5. Wrap-Up & Exit Ticket (5 min) — Ask the three exit questions aloud. Then give the Week 26 Science Check, which has 7 items. Allow about 10 minutes, later today if time is short. Score it with the key. With 6 or more right, your child invents an animal for a climate and labels three adaptations. With 4 or 5 right, redo the Day 2 plant page. Then find one real plant and name a part that helps it. With 3 or fewer right, reteach Day 1: repeat the glove test and talk about fur, fat and big ears.

    Watch for: Telling where a living thing lives, not how its feature helps: "It has fur because it lives in the Arctic."

    Try: Ask: "What does the fur do?" Then use the frame: "The ___ has ___, which ___."

    Exit ticket:
    1. A caribou has wide hooves that spread out on snow. How do they help it in a polar climate?
    2. A plant has tiny leaves, a waxy skin and thick stems. Which climate fits it? Give one reason.
    3. How do layers of clothing help people in a very cold climate?

    Answers: 1) Wide hooves keep it from sinking deep, so it can walk on snow and reach food. 2) An arid climate, such as a desert. Those parts save or store water. 3) Layers trap air, and trapped air insulates, so body heat stays in.

    Print Day 5 practice pages →

    Worksheets

    • math — Day 126 — Mass: Grams and Kilograms
    • math — Day 127 — Liquid Volume
    • math — Day 128 — Mass Word Problems
    • math — Day 129 — Volume Word Problems
    • math — Day 130 — Measurement Practice