Day 4 · Thursday

Objective: I can explain how countries around the world trade and depend on each other.

Standards: D2.Eco.14.3-5, D2.Eco.15.3-5, D2.Geo.7.3-5

Materials: World map or globe, 5 household items with "Made in" or "Product of" labels (clothes, toys, foods or tools), 5 small sticky dots (or bits of a sticky note), 5 pieces of yarn or string, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 26. Ask: "Which word names a good that comes into a country? Which names a good sent out?" (Import. Export.) Then ask the big question: "Where was your shirt made?" Your child finds the tag and reads it aloud.

2. Mini-Lesson · 10–15 min

   Say: "Interdependence reaches around the whole world. That is global interdependence. No country can make everything, so countries trade." Find each place on the map as you name it. Say: "Cocoa beans for chocolate come mostly from West Africa, from countries such as Ghana and Côte d'Ivoire. Many bananas sold here come from Guatemala, Ecuador and Costa Rica. Coffee grows in warm places such as Brazil and Vietnam. The United States sells soybeans, corn and airplanes to other countries." Say: "A phone is often put together in one country, such as China, Vietnam or India. Its parts come from many other countries." Ask: "Bananas need warm weather all year. Why does the United States import most of its bananas?" (Most of the country is too cold to grow them.) Say: "Trade does not affect everyone the same way. Shoppers get more goods and more choices. Workers who make exports earn pay. But workers can lose jobs when a factory moves to another country." Ask: "A company here sells an airplane to another country. Who gains?" (The workers who built it and the buyers who needed it.) If stuck, say: "Did it cross a border? Who sold it? Who bought it?"

3. Activity / Source Work · 15–20 min

   Label Hunt. 1) Your child finds five "Made in" or "Product of" labels on clothes, toys, foods or tools. 2) In the notebook, make a table with three columns: item, country, continent. Fill in one row for each item. 3) Place a sticky dot on each country on the world map. Stretch a piece of yarn from the dot to your home. 4) Make a tally of items from each continent. The tally must add up to 5. 5) Ask: "Which continent sent us the most? What is your evidence?" (Your child reads the tally.) 6) Pick one item. Ask: "Who was helped by this trade?" (Sample: its makers and our family.) Many families find several labels from Asia. Real results vary. Look for the pattern in your own tally.

4. Notebook Entry · 10 min

   Your child makes a table with two columns: "We import" and "We export." Write at least three goods in each column. Then finish the frame: "Global interdependence means ___." Sample: "Global interdependence means countries depend on each other for goods they cannot make well."

5. Exit Ticket · 5 min

   Read the exit questions aloud. Your child writes each answer in the notebook, then reads one aloud. Praise answers that name a real country.

Homework: Your child finds five more "Made in" labels at home and adds them to the tally. Look for a tally that now adds up to 10.

Objective: I can find the area of L-shapes and T-shapes on grid paper.

Standards: 3.MD.C.6, 3.MD.C.7.d

Materials: Centimeter grid paper, Crayons (two colors), Ruler, Eraser, Scissors (for the support move), Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 21 Day 4. Ask: "How many fourths make 1 whole?" (4) "How many fourths make 2 wholes?" (8) Then practice ×6 facts with no clock. Ask 6 × 2, 6 × 3 and 6 × 6 (12, 18, 36). For 6 × 7, use 5 groups and 1 more group: 35 + 7 = 42.

2. Mini-Lesson · 10–15 min

   Say: "Some shapes are made of two rectangles. We split them, find each area, then add." Use the ruler to outline a rectangle 5 squares long and 2 squares tall on grid paper. Say: "We call this a 5 by 2 rectangle." On top of its left end, outline a 2 by 3 rectangle that is 3 squares tall. Erase the line between them. Say: "This is an L-shape. Its rows are not all the same length." Draw the split line back in. Your child colors the bottom part red and the top part blue. Ask: "What is the area of the red part?" (2 rows of 5 is 10 square units.) "The blue part?" (3 rows of 2 is 6 square units.) Write 10 + 6 = 16. Say: "So the area of the L is 16 square units." Your child counts every square once to check. (16) Say: "No square has two colors, so the parts do not overlap." Now your child does more. Outline a T-shape. The top bar is 6 squares long and 1 square tall. The stem hangs under the middle, 2 squares long and 3 squares tall. Your child colors and adds. (6 + 6 = 12 square units)

3. Guided Practice · 10–15 min

   You outline each shape. Your child splits it with one line, colors and adds. 1) An L: a 6 by 2 bottom part. On top of its left end sits a 2 by 3 part, 3 squares tall. (12 + 6 = 18 square units) 2) A T: a 5 by 1 bar. Under its middle hangs a 1 by 4 stem, 4 squares tall. (5 + 4 = 9 square units) 3) Your child splits the L from problem 1 with an up-and-down line. (10 + 8 = 18 square units) Ask: "Did the area change?" (No.) If stuck, say: "Find one rectangle and color it. What rectangle is left?"

4. Independent Practice · 15–20 min

   You outline shapes 1 to 6. Each part is named long by tall. Your child splits and adds. 1) An L: a 5 by 1 bottom part with a 1 by 3 part on top of its left end. (5 + 3 = 8 square units) 2) An L: a 4 by 3 bottom part with a 2 by 2 part on top of its right end. (12 + 4 = 16 square units) 3) A T: a 7 by 2 bar with a 3 by 2 stem under its middle. (14 + 6 = 20 square units) 4) A T: a 5 by 1 bar with a 1 by 5 stem under its middle. (5 + 5 = 10 square units) 5) Steps: rows of 3, 2 and 1 squares, lined up on the left (6 square units). 6) A plus sign: a row of 3 squares, with 1 square above the middle and 1 below (5 square units). 7) A patio plan is an L. Each square is 1 square foot. One part has 2 rows of 6. The other part has 2 rows of 2. What is the area? (12 + 4 = 16 square feet) 8) Nia builds a T from square-inch tiles. The bar has 8 tiles and the stem has 6. What is the area? (14 square inches)

5. Exit Ticket · 5 min

   Put the crayons away. Read each question aloud; your child may sketch on grid paper.

Fact fluency: ×6 facts

Homework: Your child draws an L on grid paper. It has a 6 by 1 bottom part with a 1 by 4 part on top of its left end. Your child splits it two ways. (6 + 4 = 10 square units; 5 + 5 = 10 square units)

Objective: I can find three trustworthy sources for my project and record their details.

Standards: W.3.8, RI.3.5

Materials: 4 to 6 nonfiction books, magazines or encyclopedia articles about the topic, gathered ahead from home or the library, 3 index cards, Writer's notebook with the research question, Pencil

1. Warm-Up · 5 min

   Word study, contractions in meaning. Say each sentence. Your child says it again with a contraction. "We have read it." (We've read it.) "You are next." (You're next.) "She will come." (She'll come.) Ask: "Which fits, your or you're: ___ my friend?" (You're, because it means you are.) Spaced review from Week 6. Ask: "Where is a glossary, and what does it give you?" (At the back of a book. It gives the meanings of key words.)

2. Mini-Lesson · 10–15 min

   Say: "A source is where information comes from. A trustworthy source is one you can believe." Say: "Use three sources. One source alone might be wrong or leave things out." Step 1, key words. Write "How do sea otters stay warm in cold water?" Think aloud: "I don't look up the whole question. I pick the most important words: sea otter, fur, warm." Underline them. Step 2. Say: "I look for my key words in the index or the table of contents. Then I skim the headings. The same key words work in a library catalog or a search box." Step 3, the trust test. Write four questions: Who wrote it? Is it made to teach? Is it recent? Does another source agree? Read these two pretend sources aloud. "Two Sources About Sea Otters. Source A is a library book from 2022 called Otters of the Kelp Forest. The author, Dana Okoro, is a scientist who studies sea animals. The book has an index and labeled photos. It says a sea otter has the thickest fur of any animal. Source B is a page called Wow Otter Facts. It has no author and no date. It says otters stay warm because they never get wet. Toy ads fill both sides of the page." Think aloud on Source A: "An author is named, and she is a scientist. It is made to teach. It is recent. I trust it."

3. Guided Practice · 10–15 min

   1) Ask: "Who wrote Source B?" (No one is named.) 2) Ask: "Is Source B made to teach or to sell?" (To sell. It is covered in toy ads.) 3) Ask: "Source B says otters never get wet. Does Source A agree?" (No. Source A says thick fur keeps otters warm.) Ask: "Which source do you trust? Give two reasons." (Source A. It has an expert author and is made to teach.) 4) Fill in a source card for Source A together. Ask for each line. (Title: Otters of the Kelp Forest. Author: Dana Okoro. Year: 2022. Type: book. Found: library.) If stuck, say: "Find the author's name first. No name? Be careful."

4. Independent Practice · 15–20 min

   1) Your child underlines two or three key words in their own research question. 2) Your child looks up those words in each book's index or table of contents. 3) Your child chooses the three sources that pass the trust test. 4) Your child fills in one source card for each: title, author, year, type, where found. 5) Your child writes the most useful page numbers on each card. Look for: every line filled in; key words, not the whole question; a reason for each choice. A good reason sounds like "It has an author and a page about otter fur."

5. Exit Ticket · 5 min

   Ask the three questions. Your child holds the source cards and answers aloud.

Homework: Skim one source for 15 minutes. Write two more page numbers on its card that help answer your subtopic questions. Look for pages that match a subtopic.

Practice page · Week 28, Day 4

English Language Arts

I can tell if a source is trustworthy and record its details.

Show answers

Look: the trust test

1. Who wrote it? Is it meant for learners?
2. Is it recent?
3. Does another source say the same thing?

Two Sources About Frogs

Source A: a children's science book called Frogs Up Close, written by Dr. Ana Ruiz, a scientist who studies frogs. It came out in 2023 and has labeled photos. Source B: a post by 'FrogFan77' with no real name. It says frogs can live for 200 years. No other source says this.

Use the sources above.

1. 1.

   Which source is more trustworthy?

   ○ Source A○ Source B
2. 2.

   Give two reasons from the trust test.
3. 3.

   Fill in the source card for Source A. Title: ____ Author: ____
4. 4.

   What two key words would you search for 'How do frogs breathe underwater?'
5. 5.

   Why should you use more than one source?

Sort the contractions. Write each one under the right heading.

Word bank: didn't · she's · we've · you're · she'll · wouldn't

1. 6.

   not (n't): ____
2. 7.

   is / are ('s, 're): ____
3. 8.

   will / have ('ll, 've): ____

Challenge: Make one source card for a real book about your topic: title, author, type and where you found it.

Objective: I can describe traits animals inherit from their parents and notice variation among their young.

Standards: 3-LS3-1

Materials: Pictures of 3 animal families, each showing a parent with 2 or more young (library book, magazine or printed photos), Science notebook and pencil, Colored pencils, 6 sticky notes

1. Day 139 — Animal Traits — Wonder Warm-Up · 5 min

   Spaced review from Week 14. Ask: "What is camouflage?" (Colors or patterns that help a living thing blend in with its surroundings.) Now the wonder. Ask: "Why does a giraffe calf have brown patches before it has ever seen another giraffe?" Listen for the idea that the patches are inherited.

2. Mini-Lesson · 10–15 min

   Say: "Animals inherit traits from their parents. A giraffe calf is born with patches. A duckling hatches with webbed feet. A fawn is born with four hoofed legs." Say: "Variation shows up in animal families too. Two dark brown horses can sometimes have a reddish foal. A trait from a grandparent can show up again." Say: "Some traits change as the young grow. A fawn's white spots fade. That change is part of what it inherits, like a life cycle." Point to one trait on a pictured parent, then find it on the young. Ask: "A fawn has spots, but its mother does not. Is the fawn from different parents?" (No. Its mother had spots as a fawn, and they faded.) "How can two dark horses have a reddish foal?" (A trait from a grandparent can show up again.) "Is barking at the mail carrier a physical trait?" (No. It is something the dog does.) If stuck, say: "Can you see it in a photo of the animal standing still?"

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

   Animal Family Study. 1) Lay out the 3 animal family pictures. 2) For each family, your child writes 2 shared traits on a sticky note. Samples: body shape, number of legs, fur pattern, beak shape. 3) On a second note they write 1 way a young animal looks different. It may differ from its parent or from a sibling. 4) They place both notes under the picture. 5) Draw two boxes in the notebook: Changes with age, Stays. Your child moves each difference note into a box and tells why. Fluffy down, small size and fading spots change with age. A different coat color or marking usually stays, so it is variation. The six notes are the data. Nothing is changed; your child observes. Keep one rule the same: use only what the picture shows. Expect the shared traits to be body features. If the sorting differs from yours, say: "Real results vary. Look for the pattern, and tell me your reason."

4. Science Notebook Entry · 10 min

   Your child sketches one animal family, with a parent and 2 young, using colored pencils. They label 4 shared traits and 1 variation. The title is "Animal Traits Are Inherited." Then they finish the frames: "The young are like the parent because ___. One variation is ___." Sample: "The young are like the parent because they inherited its long ears. One variation is a white patch."

5. Wrap-Up & Exit Ticket · 5 min

   Read the three exit questions aloud. Praise answers that separate body features from actions.

Homework: Look at a pet, a bird outside or an animal picture. Write 3 inherited body traits it has. Look for: features, not actions.