Day 2 · Tuesday

Objective: I can read a population map and explain why many people live in some places and few live in others.

Standards: D2.Geo.6.3-5, D2.Geo.2.3-5

Materials: U.S. map with state names and large cities, Blank U.S. outline with state lines (printed or traced), Notebook, Pencil, Highlighter

1. Warm-Up · 5 min

   Spaced review from Week 4. Ask: "Name two landforms and one body of water." (Samples: mountain, plain, valley; river, lake or ocean.) Then ask the big question: "Where do most Americans live: in high mountains, in deserts, or near coasts and lakes?" Write down the guess.

2. Mini-Lesson · 10–15 min

   Say: "Population is the number of people who live in a place. A population map shows where people live. Darker colors or more dots mean more people in each area." In the notebook, draw two squares of the same size. Put 20 dots in one and 3 dots in the other. Ask: "The land is the same size. Which square is more crowded?" (The one with 20 dots.) "Which would be darker on a population map?" (That one.) Point to these crowded places on the U.S. map. Say: "Many people live along the Northeast coast, from Boston to New York City to Washington, D.C. Many live in southern California around Los Angeles. Many live around Chicago, beside Lake Michigan. Many live in the big Texas cities of Houston and Dallas." Say: "New York City has more than 8 million people, more than any other U.S. city." Say: "Few people live in the Nevada desert, the high Rocky Mountains and most of Alaska." Ask: "What might crowded places have that empty places lack?" (Water, flat land, ports, jobs or milder weather.) If stuck, say: "Count the dots. More dots mean more people."

3. Activity / Source Work · 15–20 min

   Population Detective. 1) On the outline, your child shades the four crowded areas darkly with pencil. Find each city on the U.S. map first. 2) Leave the Nevada desert, the Rocky Mountains and most of Alaska white. Add a key: dark means many people, white means few. 3) Highlight the water beside each dark area: the Atlantic, the Pacific, Lake Michigan and the Gulf of Mexico near Houston. Ask: "What pattern do you see?" (Many crowded places are near water.) 4) Read this source table aloud. Alaska: the largest state, more than 700,000 people. Wyoming: a large state, more than 500,000 people. Rhode Island: the smallest state, more than 1 million people. New Jersey: a small state, more than 9 million people. 5) Ask: "Does the biggest state have the most people? Give evidence." (No. Alaska is the largest, but small Rhode Island has more people.) 6) Beside two white areas, write one reason, such as "very cold" or "dry desert." Printed population maps show more detail. Keep this map for Day 4.

4. Notebook Entry · 10 min

   Your child finishes three frames: "Many people live near ___ because ___. Few people live in ___ because ___. About ___ people live in my town." Leave the town number blank until tonight. Sample: "Many people live near coasts because ports bring jobs. Few people live in high mountains because building there is hard."

5. Exit Ticket · 5 min

   Your child points to the map or the source table before answering each question. Praise answers that give evidence.

Homework: With an adult, your child finds out about how many people live in your town and writes the number. Look for the word "about" before the number.

Objective: I can solve real-world area problems by multiplying.

Standards: 3.MD.C.7.b, 3.OA.A.4

Materials: Grid paper, Ruler, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 26 Day 4. Say: "A box of books has a mass of 5 kilograms. What is the mass of 6 boxes?" (6 × 5 = 30 kilograms) Then practice ×8 facts with no clock. For 8 × 3, double three times: 6, 12, 24. Ask 8 × 2, 8 × 5 and 8 × 10 (16, 40, 80).

2. Mini-Lesson · 10–15 min

   Say: "Real things have area too. We sketch, label the sides, multiply and name the square unit." Read: "A garden is 8 meters long and 5 meters wide. What is its area?" Sketch a rectangle with the ruler. Label the sides 8 meters and 5 meters. Write 8 × 5 = 40. Say: "So the area is 40 square meters." Ask: "Why square meters?" (The sides are in meters, so each square is 1 square meter.) Say: "Sometimes we know the area and one side." Read: "A floor has an area of 42 square feet. One side is 6 feet. How long is the other side?" Sketch it. Write 42 inside and 6 on one side. Label the other side n. Write 6 × n = 42. Ask: "6 times what number is 42?" (7) Say: "So n = 7. The other side is 7 feet." Check: 42 ÷ 6 = 7. Ask: "Is the answer in feet or square feet?" (Feet. A side is a length.) Now your child does more. Read: "A door is 3 feet wide and 7 feet tall." (3 × 7 = 21 square feet) Then read: "A table has an area of 36 square feet. One side is 4 feet." (4 × n = 36; n = 9; 9 feet)

3. Guided Practice · 10–15 min

   Your child sketches in the notebook or on grid paper, labels what is known and writes an equation. 1) A photo is 5 inches by 5 inches. What is its area? (5 × 5 = 25 square inches) 2) A patio is 10 feet by 7 feet. What is its area? (10 × 7 = 70 square feet) 3) A wall has an area of 72 square feet. One side is 8 feet. How long is the other side? (8 × n = 72; n = 9; 9 feet) 4) A sandbox has an area of 20 square meters. One side is 5 meters. How long is the other side? (5 × n = 20; n = 4; 4 meters) If stuck, say: "Sketch it and label what you know. Is the unknown the area or a side?"

4. Independent Practice · 15–20 min

   Your child sketches and labels each one, writes an equation and names the unit. 1) A garden is 3 meters by 10 meters. Find the area. (3 × 10 = 30 square meters) 2) A photo is 4 inches by 5 inches. Find the area. (4 × 5 = 20 square inches) 3) A tile is 9 centimeters by 9 centimeters. Find the area. (9 × 9 = 81 square centimeters) 4) A mat is 7 feet by 8 feet. Find the area. (7 × 8 = 56 square feet) 5) A rectangle has an area of 49 square units. One side is 7 units. Find the other side. (7 × n = 49; n = 7; 7 units) 6) A banner has an area of 18 square feet. One side is 2 feet. Find the other side. (2 × n = 18; n = 9; 9 feet) 7) A field has an area of 64 square meters. One side is 8 meters. Find the other side. (8 × n = 64; n = 8; 8 meters) 8) Sketch a rectangle with an area of 12 square units and one side of 3 units. Label the other side. (3 × n = 12; n = 4; 4 units)

5. Exit Ticket · 5 min

   Read each question aloud. Your child sketches, answers on paper and writes the unit.

Fact fluency: ×8 facts

Homework: Your child solves four problems. Areas: 6 feet by 6 feet and 2 inches by 9 inches (36 square feet; 18 square inches). Other side: area 21 with one side 3, and area 40 with one side 8 (7; 5).

Objective: I can record my sources and use research words like source, author and cite.

Standards: W.3.8, L.3.6, RF.3.3.B

Materials: Writer's notebook, 3 source cards, Three sources, Colored pencil

1. Warm-Up · 5 min

   Word study, possessives. Write teacher's, friend's, sister's, girls', students', birds'. Your child underlines the owner in each word and circles the apostrophe. Ask: "Where does the apostrophe sit when many girls own something?" (After the s.) Spaced review from Week 28. Ask: "Name two questions from the trust test." (Any two: Who wrote it? Is it made to teach? Is it recent? Does another source agree?)

2. Mini-Lesson · 10–15 min

   Write "bees fan wings" on a notebook page with no code. Ask: "Where did this fact come from?" (I can't tell.) Say: "If you can't say where a fact came from, you can't check it. You can't give credit either." Review one word. Say: "The author wrote it." Teach two new words. Say: "To cite means to tell where you got information. The publisher is the company or group that printed and shared it." Say: "Today we make a Sources page at the back of the project section." Write a model entry: S1. Honeybees at Work, by R. Lin. Meadow Press, 2021. Book. Ask: "Who is the author? Who is the publisher?" (R. Lin; Meadow Press) Say: "To cite inside your notes, add the code and the page." Write (S1, p. 12). Say: "That means source 1, page 12." Word parts. Write citation. Think aloud: "I see -tion at the end. It says shun. I split before it: ci|ta|tion. I can hear the base word cite. A citation tells where a fact came from."

3. Guided Practice · 10–15 min

   1) Write information. Your child splits it and names the base word. (in|for|ma|tion; inform, to tell facts) 2) Write illustration. Your child splits it and names the base word. (il|lus|tra|tion; illustrate, to show with a picture) 3) Open source 1 to its title page. Ask: "Where are the title, the author, the publisher and the year?" (Your child points to each. The year is often on the back of the title page.) 4) Your child says one sentence with cite and one with publisher. (Sample: "I will cite my source beside every note.") If stuck, say: "The author's name follows the word by. The publisher is a company name, often at the bottom."

4. Independent Practice · 15–20 min

   1) Your child makes the Sources page and numbers the sources S1, S2 and S3. 2) For each one, your child records the title, the author and the type. Add the publisher and year when they are easy to find. If no author is named, write the title alone. 3) In colored pencil, your child adds the code and page number beside every note. 4) Your child adds publisher and cite to the word bank. Look for: titles copied exactly with capitals; an author, not a publisher, after "by"; a code beside every note. Check by pointing to any note. Ask: "Show me the page this came from."

5. Exit Ticket · 5 min

   Ask the three questions. Your child uses at least two word-bank words in the answers.

Homework: Find the author, publisher and year of any book at home. Then read source 3 for 15 minutes and add two notes with codes, such as (S3, p. 8). Look for the page number in each code.

Objective: I can identify behaviors that living things learn by practice or by being taught.

Standards: 3-LS3-2

Materials: 8 index cards, Marker, Science notebook and pencil, 1 pair of rolled socks, Large bowl or laundry basket, Envelope of cards from Day 1, 1 shoe with laces

1. Day 142 — Learned Behaviors — Wonder Warm-Up · 5 min

   Spaced review from Week 11. Ask: "What is an instinct?" (Something an animal does without being taught, such as a bird flying south.) Now the wonder. Ask: "Could you read when you were a baby? How did you learn?" Talk about who helped and how much practice it took.

2. Mini-Lesson · 10–15 min

   Say: "A learned behavior is something a living thing does that it learned. It learned by practicing, by being taught or by watching others." Say: "It is not passed from parents to offspring." Give examples. People: reading, speaking a language, tying shoes, swimming. Animals: a dog learns to sit on a signal. A young chimpanzee watches its mother catch termites with a stick, then tries. A bear cub follows its mother and learns where food is. Say: "A baby learns the language spoken around it. No one is born knowing words." Now show it. Tie a shoe slowly while your child watches, then they copy you. Say: "You watched, then practiced. That is learning." Ask: "A sea otter pup watches its mother crack clams with a rock. Then it tries. Inherited or learned?" (Learned, by watching and practicing.) "A horse comes when its owner whistles. Inherited or learned?" (Learned.) "Could you tie shoes on the day you were born?" (No. It was learned.) If stuck, say: "Who taught it? How much practice did it take?"

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

   Part 1, Learned Behavior Cards. 1) Your child writes 8 learned behaviors with the marker, one on each card. They write 5 for people and 3 for animals. 2) For each card they tell who taught it or how it was practiced. Sample: "swimming, lessons at the pool." Add the cards to the Day 1 envelope. Part 2, Practice Test. 3) Set the bowl on the floor. Your child stands 5 big steps away and tosses the rolled socks 5 times. Count the hits. 4) They practice 10 more tosses. 5) They toss 5 more times, and you count the hits again. Record in a table with two columns: Round, Hits out of 5. Change only the amount of practice. Keep the same socks, bowl, distance and number of tosses. Expect more hits after practice, though not every time. If the score drops, say: "Real results vary. Look for the pattern over more rounds." Ask: "Is tossing into a bowl inherited or learned? What is your evidence?"

4. Science Notebook Entry · 10 min

   In the notebook, your child writes the heading "Learned Behaviors" and copies the meaning. They make a 2-column chart: Behavior, How It Was Learned. They fill in at least 6 rows from their cards and add the sock toss. Then they finish the frame: "I know tossing is learned because ___." Sample: "I know tossing is learned because I got 1 hit before practice and 3 hits after."

5. Wrap-Up & Exit Ticket · 5 min

   Read the three exit questions aloud. Praise answers that name how a behavior was learned: practice, teaching or watching.

Homework: Ask a family member to name something they learned recently and how they learned it. Write one sentence about it. Look for: practice, teaching or watching.