Builds on: Needs the chain from Day 1, the web from Day 2 and the maps from Days 3 and 4. One-minute check: "What does specialize mean, and what must people do when they specialize?" (Focus on one job. Then they must trade for the rest.)
Materials: Week 28 Social Studies Check (7 items) with answer key, Notebook with the Day 1 chains, Community web from Day 2, Trade map from Day 3, World map with dots and yarn from Day 4, Pencil, 5 index cards or paper slips (for the practice route), A paper "slice of bread" cut from scrap paper (for reteaching)
Warm-Up · 5 min
Spaced review from Week 24. Ask: "What is opportunity cost?" (The next best thing you give up when you choose.) Then your child gives one example of interdependence at each step: home, town, nation, world. (Samples: "My family cooks dinner." "The library needs its workers." "Potatoes come from Idaho." "Bananas come from Ecuador.")
Mini-Lesson · 10–15 min
Lay out the chains, the web and both maps. Idea 1, chains. Ask: "Name two workers who help milk reach your glass." (Sample: a dairy farmer and a truck driver.) Idea 2, both directions. Ask: "A barber cuts a baker's hair. The barber buys bread. Who depends on whom?" (Each depends on the other.) Idea 3, regions. Ask: "Name one good that comes from the Northeast." (Maple syrup or lobster.) "Is syrup going from Vermont to Texas national or global trade?" (National.) Idea 4, the world. Ask: "Name one good the United States exports." (Corn, soybeans or airplanes.) "For us, are bananas from Ecuador an import or an export?" (An import.) If stuck, say: "Let us find that day's page. Put your finger on the answer."
Activity / Source Work · 15–20 min
Break the Link. 1) In the notebook, your child draws a table with three columns: level, what broke, who feels it. 2) Home level. Say: "The delivery truck does not come this week." Your child traces one Day 1 chain and names who is affected. (Sample: the store runs out, so families go without.) 3) Town level. Say: "The power is out at our web's business for three days." Your child touches each part of the web that is affected. 4) Nation level. Say: "Floods close the railroad tracks out of Iowa." Your child finds an arrow on the trade map. (Sample: corn cannot leave, so farmers and buyers lose.) 5) World level. Say: "Bad weather ruins the banana harvest in Ecuador." Your child follows a piece of yarn. (Fewer bananas arrive, so prices can rise here.) 6) Your child makes up one break for you to solve. Look for two groups named at every level.
Notebook Entry · 10 min
Your child writes three sentences that follow one item from far away to your home, using the words trade and interdependence. Sample: "My banana grew in Ecuador. It came by ship and truck to our store. That trade is global interdependence."
Exit Ticket · 5 min
Ask the three exit questions aloud. Then give the stored Week 28 check: 7 items, about 15 minutes. To fit it, shorten the notebook entry or give the check later today. Score it with the answer key. With 6 or more right, move on to Week 29. With 4 or 5 right, redo the Day 1 page with a new item. Then trace a glass of milk in five picture cards. With 3 or fewer right, reteach Day 1. Pass the paper slice of bread hand to hand along the chain. Then revisit any other day missed. Praise answers that name people.
Watch for: Mixing up the levels, such as calling trade between two states global.
Try: Ask: "Did it cross a border into another country?" If yes, it is global. If it stayed inside the country, it is national.
Exit ticket:
Peanuts travel from Georgia to a store in Ohio. Is that local, national or global trade? How do you know?
Name one good your family uses that comes from another country. Name the country too.
A snowstorm keeps delivery trucks off the roads for three days. Name one group that is affected and tell how.
Show answers
National. The peanuts cross state lines but stay inside the United States.
Answers vary. Look for a real good and country, such as bananas from Ecuador or a shirt from Vietnam.
Answers vary. Look for a real group and effect, such as stores that run short of goods.
Support: Read each check item aloud. Your child may point to a map or chain and answer aloud while you write.
Extend: After the check, your child plans a trade map for one whole dinner. They count how many states and countries helped.
Homework: Your child teaches a family member the word interdependence, using one kitchen item and its chain. Look for a chain with at least four people.
Practice page · Week 28, Day 5
Social Studies
I can get ready for my check by giving examples of interdependence at every level.
Interdependence Ladder: write one example for each level.
1.
Home: I depend on ____ for ____.
2.
Town: ____ depends on ____.
3.
Nation: We get ____ from the state of ____.
4.
World: We get ____ from the country of ____.
Circle the best answer.
5.
When a region does a few jobs very well, it ___.
○ specializes○ borrows○ votes
6.
Which one carries goods across an ocean?
○ a ship○ a bike○ a shopping cart
7.
A store worker who puts milk on the shelf is part of the ___.
○ chain that brings milk to us○ weather○ map key
Challenge:Follow one thing you used today from far away to your hands. Write it in 2 sentences.
Mathematics
Objective: I can show what I know about area on the Week 28 check.
Builds on: Needs everything from Days 1 to 4. One-minute check: ask "What is area?" (The flat space a shape covers.) Then your child counts 2 rows of 3 squares (6 square units).
Materials: Stored Week 28 check and its answer key, 7 index cards or paper slips. Write one on each: "2 rows of 7" (the model card), "3 rows of 6", "4 rows of 5", "2 rows of 9", "L: 2 rows of 4 and 2 rows of 2", "T: bar of 5 squares, stem of 3 squares", "17 unit squares, any shape", Grid paper, Paper squares from Day 1 (for reteaching), Notebook, Pencil
Warm-Up · 5 min
Spaced review from Week 26 Day 4. Say: "One bottle holds 2 liters. How much do 4 bottles hold?" (4 × 2 = 8 liters) Then practice ×3 and ×6 facts with no clock. Ask 3 × 3 and 6 × 3 (9, 18). Ask 3 × 9 and 6 × 9 (27, 54). Say: "A ×6 fact is double the ×3 fact."
Mini-Lesson · 10–15 min
Play Draw and Tell for 10 minutes. Mix the 6 game cards face down. Keep the model card out. Say: "Pick a card, draw the shape on grid paper, and tell its area with the unit." Model a turn with the model card. Outline 2 rows of 7 squares. Count by rows: 7, 14. Say: "So the area is 14 square units." Now your child takes every turn. Answers: 3 rows of 6 is 18 square units. 4 rows of 5 is 20 square units. 2 rows of 9 is 18 square units. The L is 8 + 4 = 12 square units. The T is 5 + 3 = 8 square units. The last card is 17 square units. Ask each turn: "How did you count? Did you say square units?" A correct turn wins the card. At the end, ask: "Which two cards had the same area but different shapes?" (3 rows of 6 and 2 rows of 9)
Guided Practice · 10–15 min
Do three check-style problems together. 1) Ask: "Why must the squares not overlap?" (A spot would be counted twice.) 2) Ask: "Which unit fits the area of a door: square centimeters, square feet or feet?" (square feet) 3) An L has a part with 4 rows of 3 squares and a part with 1 row of 5 squares. What is its area? (12 + 5 = 17 square units) If stuck, say: "Sketch it on grid paper. What does each square stand for?"
Independent Practice · 15–20 min
Give the stored Week 28 check now. It has 7 items. Find it with the Week 28 lessons. Your child works alone for about 15 minutes, with no clock running. Score it with the answer key, then choose a route. 6 or 7 right: move on to Week 29. 4 or 5 right: find the kind of item missed. Items 1 and 2 ask what area means; redo Day 1 Guided Practice. Item 3 asks for the best unit; redo Day 2 Guided Practice. Items 4, 5 and 7 ask for rows; redo Day 3 Guided Practice. Item 6 is an L-shape; redo Day 4 Guided Practice. 3 or fewer right: reteach the Day 1 Mini-Lesson with paper squares. Then reteach the Day 3 Mini-Lesson before starting Week 29.
Exit Ticket · 5 min
After the check, your child answers these three questions. Then go over any missed check items together.
Watch for: Leaving off the unit, or writing plain "units" for an area.
Try: Before handing in the check, your child points to each answer and says the full unit aloud.
Fact fluency: ×3 and ×6 facts
Exit ticket:
Find the area of a grid rectangle with 5 rows of 2 squares.
Tell one time in real life when someone needs to know an area.
Which needs the word "square" in its unit: the space a rug covers or the length of its edge?
Show answers
10 square units
Answers vary. Look for: covering a floor, a wall, a table or a garden (a space, not a length).
The space the rug covers
Support: Read each check item aloud. Your child may sketch every item on grid paper.
Extend: After the check, your child designs a shape with an area of exactly 20 square units. A family member checks it by counting.
Homework: Practice ×3 and ×6 facts with no clock. Your child says 3 × 7 = 21, then doubles it: 6 × 7 = 42. Then your child says 3 × 5 and 6 × 5 (15, 30).
Practice page · Week 28, Day 5
Mathematics
I can get ready for my area quiz.
Get ready: find each area and write the unit.
1.
A shape is covered by 11 unit squares with no gaps. What is its area?
2.
A rectangle has 3 rows of 4 squares. What is its area?
3.
Which needs the word square in its unit?
○ the space a mat covers○ the length of a pencil
4.
An L is made of a 4 by 1 bar and a 1 by 3 bar. What is its area?
Show what you know.
5.
Give one real-life time when you would find area.
Challenge:Draw a shape with an area of 9 square units that is not a square.
English Language Arts
Objective: I can show what I know about planning a research project.
Standards: W.3.7, W.3.8, SL.3.1
Builds on: Needs all of Week 28: a narrow topic, a research question with subtopics, the timeline and three source cards. One-minute check: your child reads the research question aloud and names one subtopic. (Answers vary. Look for a smaller part of the topic.)
Materials: Week 28 weekly check, Pencil, Colored pencil, 3 source cards, Writer's notebook with the timeline
Warm-Up · 5 min
Word study, contractions. Give a quick, unhurried spelling check. Say each word, then say it in a short sentence: don't, isn't, we're, she'll, you've, it's. Challenge word: shouldn't. Correct it together. Your child touches each apostrophe and names the dropped letters. Spaced review from Week 22. Ask: "'The path was so narrow that only one hiker fit.' What does narrow mean?" (Not wide. The clue is that only one hiker fit.)
Mini-Lesson · 10–15 min
Review the week with new examples. 1) Topics. Say: "Climb down a ladder from Plants." (Sample: Plants, Trees, Pine trees, Why pine trees stay green in winter.) 2) Questions. Ask: "Is 'Is the moon far away?' open-ended? Make it stronger." (No. Sample: Why does the moon seem to change shape?) 3) Order. Your child points to the timeline and tells the plan with first, next, then and finally. 4) Sources. Your child holds up one source card. Ask the four trust questions: "Who wrote it? Is it made to teach? Is it recent? Does another source agree?" (Listen for answers read from the card and the book.) 5) Key words. Ask: "Which words would you look up for 'How do bridges hold up heavy trucks?'" (bridges and trucks, or bridges and heavy) Say: "You know how to plan a research project. Now show it on your own."
Guided Practice · 10–15 min
Give the stored Week 28 weekly check. It has 7 items. Say: "Show what you know. If one is hard, skip it and come back." Your child works alone with a pencil. Read the directions aloud if asked, but give no hints. Score it together with the answer key. Your child fixes each miss in colored pencil and says the right answer aloud. Then follow this route. 6 or more right: move on to Week 29. 4 or 5 right: redo the Day 2 practice page and revisit Day 2. 3 or fewer right: reteach Day 1 with a new ladder, then Day 4.
Independent Practice · 15–20 min
Hold a planning talk. 1) Your child explains the research question, the three subtopics and the three sources. This takes about 5 minutes. 2) You ask two questions. Use "Can you tell me more about ___?" and "What do you mean by ___?" 3) Your child asks you one question to check your understanding. A good one is "What do you think my report will explain?" 4) Your child skims source 1 and lists three useful headings in the notebook. A useful heading for the otter question would be "A Coat of Fur." Look for: full sentences; staying on topic; an answer that links to your question; headings that match a subtopic.
Exit Ticket · 5 min
Ask the three questions aloud. Your child answers aloud to close the week.
Watch for: A fixed question that is still yes/no, such as changing "Do" to "Can."
Try: Your child starts again with How or Why, then tests it: "Can one word answer this?"
Exit ticket:
What do you do after you choose your sources?
Change "Do birds fly south?" into an open-ended question.
Which part of planning was easiest for you? Which was hardest? Tell why.
Show answers
Take notes.
Answers vary. Sample: "Why do some birds fly south in winter?"
Answers vary. Look for: two named steps and a reason for each.
Support: Read each check item aloud. For items that need a written sentence, your child may say the answer while you write it.
Extend: Your child writes one more check question about choosing sources, with its answer, and quizzes you.
Homework: Tell a family member your research question and the titles of your three sources. Then read in one source for 15 minutes. Look for one fact that surprises you.
Practice page · Week 28, Day 5
English Language Arts
I can get ready for my check on topics, questions, sources and text features.
Circle or write the best answer.
1.
Which topic is narrower?
○ Weather○ How tornadoes form
2.
Change it into an open research question: 'Do frogs eat bugs?'
3.
Why is a museum page by a scientist better than an unsigned post?
4.
Which book part helps? You want to find the page about frog eggs fast.
○ index○ cover○ caption
5.
Which book part helps? You want to see the big parts of the book.
○ table of contents○ caption○ bold word
6.
Which book part helps? You want to know what a photo shows.
○ glossary○ caption○ title
Challenge words: write the contraction.
7.
would not = ____
8.
should not = ____
Challenge:Skim one of your sources. Write three headings that look useful.
Science
Objective: I can show what I know about traits, inheritance and variation.
Standards: 3-LS3-1
Builds on: Needs Days 1 to 4 and this week's notebook pages. One-minute check: ask "What are offspring?" (The young of a living thing.)
Materials: Week 28 Science Check (7 items) and its answer key, Pencil, Animal family pictures from this week, Science notebook, Plain paper and colored pencils
Day 140 — Week 28 Check: Traits and Inheritance — Wonder Warm-Up · 5 min
Spaced review from Week 20. Ask: "How is weather different from climate?" (Weather is what the air is like today. Climate is the usual weather of a place over many years.) Now the wonder. Ask: "If you found a baby animal alone, which clues would tell you who its parents are?" (Its traits, such as body shape, covering and markings.)
Mini-Lesson · 10–15 min
Say: "Today we pull the week together with four words." Hold up four fingers and review: trait, inherited, offspring, variation. For each word your child gives the meaning and one example. Samples: trait, leaf shape; inherited, a giraffe's patches; offspring, a chick; variation, bean sizes. Then play Fix the Mistake. Read each sentence and your child corrects it. "A foal gets all its traits from its mother." (No. Traits come from both parents.) "A pumpkin seed might grow into a bean plant." (No. It inherits pumpkin traits from its parent plant.) "A chick that looks different must have other parents." (No. Variation among siblings is normal.) "A dog's leash is one of its traits." (No. A leash is not part of its body.) If stuck, say: "Find that day's notebook page. Read your sentence frame aloud."
Investigation / Hands-On · 15–20 min
Build a Family. 1) Your child picks one animal family picture. 2) On plain paper, they list 4 traits of the parent in a table. The table has three columns: Trait, Parent, My new offspring. 3) With colored pencils, they draw two new offspring that could belong to this family. Each one shares at least 3 of the parent's traits. Each one shows 1 small variation, such as a patch or a darker coat. 4) They fill in the third column and circle each variation. 5) You draw one "impossible baby," such as a duckling with fur. Ask: "Could this baby come from these parents? Why not?" (No. Offspring inherit the traits of their own kind from their parents.) Nothing is tested today; your child applies the week's ideas. Expect drawings that are alike but not identical. If both offspring match exactly, ask: "Where is the variation?"
Science Notebook Entry · 10 min
Your child writes a notebook reflection with three frames. "The easiest idea this week was ___. The trickiest idea was ___. One trait I want to learn more about is ___." Sample: "The easiest idea was that traits come from parents. The trickiest idea was variation. I want to learn more about fur color."
Wrap-Up & Exit Ticket · 5 min
Ask the three exit questions aloud and praise clear examples. Then give the Week 28 Science Check, which has 7 items. Your child answers alone in pencil. Allow about 10 minutes, later today if time is short. Score it with the key. With 6 or more right, your child makes a trait poster for a pet or houseplant and its parent. With 4 or 5 right, redo the Day 3 page with 5 new beans and tell why no two match. With 3 or fewer right, reteach Day 2. Match parent and baby animal pictures and name one shared trait for each pair.
Watch for: Saying traits come "from food" or "from growing" instead of from parents.
Try: Return to an animal family picture. Ask: "Who passed these patches or stripes to the baby?" Point to the parent.
Exit ticket:
Name one trait of an animal you know. Tell where the animal got that trait.
A gardener plants seeds from one tall pea plant. Will every new plant be exactly the same? Explain.
Which of this week's four words was hardest for you? Tell what it means.
Show answers
Answers vary. Look for: a body feature, and the idea that it was passed down from the animal's parents.
No. They will all be pea plants, but each one varies a little.
Answers vary. Look for: a correct meaning of trait, inherited, offspring or variation.
Support: Your child gives the word meanings aloud while you write them. In Build a Family, they draw one offspring instead of two.
Extend: After the check, your child designs a one-page trait poster. It shows one animal family with labeled inherited traits and one variation.
Homework: Teach a family member the words trait, inherited and variation, with one example of each. Look for: correct meanings and real examples.
Practice page · Week 28, Day 5
Science
I can get ready for my traits check.
Get ready! Match each word to its meaning.
Word bank: trait · offspring · inherited · variation
1.
the young of a living thing: ____
2.
a feature of a living thing, like leaf shape: ____
3.
passed from parents to offspring: ____
4.
small differences among living things of the same kind: ____
Draw and label.
5.
Draw a parent animal and one of its young. Label 2 traits they share.
Challenge:Name one trait you can measure with a ruler.