Day 3 · Wednesday

Objective: I can read a climate map and explain why places in the United States have different climates.

Standards: D2.Geo.10.3-5, D2.Geo.2.3-5, D2.Geo.4.3-5

Materials: U.S. map with state names, Blank U.S. outline (printed or traced), Globe (or a ball with a line drawn around its middle), 6 crayons or colored pencils, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 12. Ask: "How do thick adobe walls help people in the hot Southwest?" (They keep rooms cool by day.) Then ask the big question: "In January, people in Miami swim outdoors. People in Minneapolis skate on frozen lakes. Why?"

2. Mini-Lesson · 10–15 min

   Say: "A climate map uses colors to show places with the same usual weather. Each colored area is a climate zone." Hold the globe. Teach three causes. Cause 1. Run a finger from the equator to Florida, then on to Maine. Say: "Places closer to the equator are usually warmer. They get more direct sunlight." Cause 2. Point to an ocean. Say: "Water warms up and cools down slowly. So places beside an ocean have milder summers and winters." Cause 3. Find the Rocky Mountains on the U.S. map. Say: "High land is colder than low land. Tall mountains can also block rain clouds. The land on the far side stays dry." Ask: "Which is closer to the equator, Texas or Montana?" (Texas.) "So which is usually warmer?" (Texas.) Ask: "Two towns are equally far north. One is beside the ocean. Which has milder winters?" (The town beside the ocean.) If stuck, say: "Find the equator. Is the place near it or far? Is an ocean close by?"

3. Activity / Source Work · 15–20 min

   Make a Climate Map. Read this source box aloud. "Southeast: hot, humid summers and mild winters. Southwest desert: hot and dry. Northern states from Montana to Maine: warm summers and cold, snowy winters. California coast: mild, with dry summers. Hawaii and the southern tip of Florida: tropical, warm all year. Northern Alaska: very cold." 1) Your child makes a key with six colors, one for each zone. 2) Your child colors each zone on the outline. Rough edges are fine. Printed maps show more zones. 3) Find your home. Ask: "Which zone is nearest to us?" 4) In the notebook, make a chart with three columns: place, climate, how people adapt. Fill in three rows. Phoenix: hot and dry; people use shade and air conditioning. Minneapolis: cold, snowy winters; people use snow plows and warm coats. Your home: your child decides both. 5) Say: "People also build in ways their community has passed down. Pueblo peoples have long built thick adobe walls that stay cool. Many builders in the Southwest still do." 6) Ask: "Which zones are closest to the equator? Are they the warmest? Give evidence." (Hawaii and southern Florida. Yes, they are warm all year.) Keep this map for Day 4.

4. Notebook Entry · 10 min

   Your child finishes two frames: "I live in a ___ climate. In my climate, people ___." Then draw your home in summer and in winter. Sample: "I live in a climate with cold, snowy winters. In my climate, people wear boots and heat their homes."

5. Exit Ticket · 5 min

   Your child writes the answers to questions 1 and 2 and says question 3 aloud. Praise the word usually in any answer.

Homework: Your child asks a family member what the weather is usually like in each season. They write one sentence for each season. Look for the word "usually."

Objective: I can split a rectangle into two smaller rectangles to find its area.

Standards: 3.MD.C.7.c, 3.OA.B.5

Materials: Grid paper, Crayons (two colors), Ruler, Scissors, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 13 Day 3. Your child breaks apart 9 × 3 and writes one equation. Look for 9 × 3 = (5 × 3) + (4 × 3) and 15 + 12 = 27. Then practice ×9 facts with no clock. For 9 × 4, use 10 groups minus 1 group: 40 − 4 = 36. Ask 9 × 2, 9 × 5 and 9 × 10 (18, 45, 90).

2. Mini-Lesson · 10–15 min

   Say: "In Week 13 you broke a hard fact into two easy facts. Today a rectangle shows why that works." Use the ruler to outline 7 rows of 6 squares on grid paper. Say: "In Week 21 an area model showed a fraction. This area model shows 7 × 6. The factors are its side lengths." Draw a line under row 5. Your child colors the top 5 rows red and the bottom 2 rows blue. Ask: "What is the area of the red part?" (5 × 6 = 30) "The blue part?" (2 × 6 = 12) Write 7 × 6 = (5 × 6) + (2 × 6). Write 30 + 12 = 42. Say: "So the area is 42 square units, and 7 × 6 = 42." Cut along the line, then push the parts back together. Ask: "Was any square lost or added?" (No.) Say: "The two small areas add up to the whole area. That is the distributive property." Now your child does more. Outline 9 rows of 8. Your child splits it into 5 rows and 4 rows, colors and writes the equation. (9 × 8 = (5 × 8) + (4 × 8); 40 + 32 = 72 square units)

3. Guided Practice · 10–15 min

   Your child outlines each rectangle, draws the split line, colors and writes the equation. 1) 6 rows of 6, split into 5 rows and 1 row (30 + 6 = 36 square units). 2) 8 rows of 7, split into 5 rows and 3 rows (35 + 21 = 56 square units). 3) Write 7 × 7 = (5 × 7) + (n × 7). Your child finds n and the area (n = 2; 35 + 14 = 49 square units). 4) Outline 2 rows of 9. Split it with an up-and-down line into 5 columns and 4 columns. Ask: "What are the two products?" (2 × 5 = 10 and 2 × 4 = 8) Your child adds them. (10 + 8 = 18 square units) If stuck, say: "Cover one color. What fact do you see? Now the other color. Add the two."

4. Independent Practice · 15–20 min

   Your child draws each split, writes the two products and adds. 1) 8 rows of 8, split into 5 rows and 3 rows (40 + 24 = 64 square units). 2) 9 rows of 4, split into 5 rows and 4 rows (20 + 16 = 36 square units). 3) 7 rows of 8, split into 5 rows and 2 rows (40 + 16 = 56 square units). 4) 6 rows of 7, with a split your child chooses (sample: 35 + 7 = 42 square units). 5) 3 rows of 7, split into 5 columns and 2 columns (15 + 6 = 21 square units). 6) Write 7 × 7 = (4 × 7) + (n × 7). Find n and the area (n = 3; 28 + 21 = 49 square units). 7) A quilt has 8 rows of 9 squares. Each square is 1 square foot. Split it to find the area. (sample: 45 + 27 = 72 square feet) 8) A floor has 9 rows of 9 tiles. Each tile is 1 square foot. Split it to find the area. (sample: 45 + 36 = 81 square feet)

5. Exit Ticket · 5 min

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

Fact fluency: ×9 facts

Homework: Your child draws and splits three rectangles: 6 rows of 7, 7 rows of 8 and 8 rows of 9. Areas: 42, 56 and 72 square units.

Objective: I can figure out tricky science and history words and then say an idea in my own words.

Standards: W.3.8, RI.3.4, L.3.4.A, L.3.4.C, L.3.4.D

Materials: Writer's notebook, Three sources, Highlighter, 3 index cards, A children's dictionary, or the glossary in one source, A sheet of paper for covering text

1. Warm-Up · 5 min

   Word study, possessives. Dictate this sentence: "The teacher's dog ran to the players' bench." Your child writes it. Check it together. Ask: "How many teachers? How many players?" (One teacher, so 's. Many players, so s then an apostrophe.) Spaced review from Week 28. Ask: "Is 'Do bees sleep?' open-ended or yes/no? Make it stronger." (Yes/no. Sample: How do bees rest?)

2. Mini-Lesson · 10–15 min

   Say: "Plagiarism means using someone's words or ideas as if they were yours. There are two honest choices. Quote the exact words in quotation marks and cite. Or paraphrase in your own words and cite." Say: "You can't paraphrase a sentence until you understand its important words." Read this text aloud. "A Hive Is a Busy Town. A honeybee colony is a highly organized community. Each worker has a specific task, or job. Young workers are nurse bees that feed the larvae, the wormlike baby bees. Guard bees defend the entrance, so wasps and other robbers cannot get in. The oldest workers are foragers. They leave the hive to search for nectar and pollen." Write four steps. 1) Find the tricky words. 2) Work them out. 3) Cover and say it your way. 4) Check the meaning. Think aloud on sentence one: "Colony. The whole text is about bees in one hive. A colony must be a group that lives together. Organized. I know the root word organize, to arrange in a plan. So organized means arranged in a plan." Look up colony in the dictionary. Say: "My guess fits." Cover the sentence with the paper. Say: "Bees in a hive live as a group with a plan." Uncover and compare. Say: "Same meaning, new words."

3. Guided Practice · 10–15 min

   Your child highlights each tricky word first. 1) Ask: "What are larvae? Which words tell you?" (Baby bees. The clue is "the wormlike baby bees.") 2) Ask: "What does defend mean? What is the clue?" (Guard or keep safe. Robbers cannot get in.) 3) Ask: "What root word hides in foragers? What do foragers do?" (Forage. They search for food.) Your child checks forage in the dictionary. 4) Your child covers the guard bee sentence and paraphrases it. (Sample: "Guard bees keep wasps and other thieves out of the hive.") If stuck, say: "Close the book. Tell it to me as if I were five. Now write that."

4. Independent Practice · 15–20 min

   1) Your child chooses three sentences from their own sources, each with a tricky word. 2) In the notebook, your child writes each word, its meaning and the clue used. Clues can be nearby words, a root word, or the glossary. 3) Your child paraphrases each sentence on an index card with the four steps. 4) Your child adds a code to each card, such as (S2, p. 9). 5) Your child rereads all notes and puts quotation marks around any copied words. Look for: the meaning stays the same; the words and the sentence shape change; a code on every card.

5. Exit Ticket · 5 min

   Ask the three questions. Your child may look back at "A Hive Is a Busy Town."

Homework: Find one tricky word in a source. Write what you think it means and the clue that helped. Then check it in a glossary or dictionary. Look for a clue copied from the same sentence. About 15 minutes.

Practice page · Week 29, Day 3

English Language Arts

I can figure out tricky words and then say an idea in my own words.

Show answers

Look: paraphrase in three steps

1. Find the tricky words and figure them out.
2. Cover the sentence. Say it in your own words.
3. Check that the meaning stayed the same.

Desert Plants

A cactus can survive for months without rain. Its thick stem stores water like a sponge, so the plant stays alive during a long drought, when no rain falls for many weeks. Sharp spines protect the cactus from thirsty animals. A barrel cactus is one kind that is round and fat.

Use the clues in the text above.

1. 1.

   What does drought mean? Underline the clue.
2. 2.

   What does survive mean here?

   ○ Stay alive○ Grow flowers○ Fall down
3. 3.

   You know protect means 'keep safe.' What does protection mean?
4. 4.

   Look up spine in a dictionary. Which meaning fits a cactus?

   ○ The bones down your back○ A sharp, pointed part like a needle○ The back edge of a book
5. 5.

   Paraphrase: 'Its thick stem stores water like a sponge.'
6. 6.

   Using someone's exact words as if they were yours is called ____.

Write it a shorter way with a possessive.

1. 7.

   the spines of the cactus
2. 8.

   the coats of the farmers

Challenge: Name two ways to use a source's idea without plagiarizing.

Objective: I can sort traits and behaviors as inherited or learned and explain my choice.

Standards: 3-LS3-1, 3-LS3-2

Materials: Envelope of trait cards from Day 1 and behavior cards from Day 2, 7 blank index cards, Marker, Two sheets of paper labeled Inherited and Learned, Science notebook and pencil

1. Day 143 — Sorting: Inherited or Learned? — Wonder Warm-Up · 5 min

   Spaced review from Week 4. Ask: "What happens when the north poles of two magnets face each other?" (They repel, or push apart.) Now the wonder. Ask: "A spider spins a web, and nobody showed it how. Is web-spinning inherited or learned?" Take one guess and save it.

2. Mini-Lesson · 10–15 min

   Say: "To sort, ask one question. Did it come from the parents with no teaching, or did it take practice, teaching or watching?" Model two cards aloud. "Curly hair: no practice needed. Inherited." "Making a sandwich: someone showed you. Learned." Say: "Here is a surprise. Some things animals do are inherited too. In Week 11 we called them instincts." Say: "A spider spins its web without lessons. A newborn piglet finds its mother's milk." Say: "So an action is not always learned. Ask whether it needed teaching or practice." Lay the two labeled sheets side by side. Put the curly hair idea on Inherited and the sandwich idea on Learned by pointing. Ask: "A baby cries when it is hungry. Inherited or learned?" (Inherited. No one taught it.) "A child says please. Inherited or learned?" (Learned.) "A cat's whiskers?" (Inherited. They are a body feature.) If stuck, say: "Could it do this with no teacher and no practice?"

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

   Card Sort. 1) Take the 16 trait and behavior cards from the envelope and mix them. Leave the test question card out. 2) Your child writes 4 new cards with the marker, two of each type. 3) They sort all 20 cards onto the Inherited and Learned sheets. For each card they say "came from parents" or "had to learn." 4) You write 3 challenge cards: a spider spinning a web, a rabbit's long ears, a horse coming when called. Your child sorts them. (Web: inherited, an instinct. Ears: inherited. Horse: learned.) 5) Count each pile. Record in a table with three columns: Pile, Number of cards, Hardest card. Nothing is changed here. Keep the same sorting question for every card. Expect about 12 cards on Inherited and 11 on Learned. A card that is partly both may sit between the sheets. Counts may differ, so say: "Real results vary. Look for the pattern, and tell me your reason."

4. Science Notebook Entry · 10 min

   Your child copies the final sort into a 2-column notebook chart titled "Inherited or Learned?" They place at least 12 items and circle the hardest one. Then they finish the frame: "The hardest card was ___. I decided it was ___ because ___." Sample: "The hardest card was the spider web. I decided it was inherited because no one teaches a spider."

5. Wrap-Up & Exit Ticket · 5 min

   Read the three exit questions aloud. Return to the spider guess from the warm-up, and praise reasons that mention teaching or practice.

Homework: With a family member, sort 5 traits or behaviors of pets or people into inherited or learned. Explain one choice. Look for: a reason about teaching or practice.