Day 4 · Thursday

Objective: I can use several maps together to explain why many people live in a place.

Standards: D2.Geo.2.3-5, D2.Geo.6.3-5, D2.Geo.8.3-5, D3.3.3-5

Materials: Resource map from Day 1, Population map from Day 2, Climate map from Day 3, U.S. map that shows landforms and rivers (a physical map), Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 6. Ask: "What is a claim?" (An answer that you can back up with evidence.) Then ask the big question: "Phoenix sits in a hot desert. Why do more than a million people live there?"

2. Mini-Lesson · 10–15 min

   Say: "Geographers lay maps side by side, like clues." Model with Phoenix. Find it on each map. Say: "The climate map shows a hot, dry desert. The physical map shows a wide, flat valley. The Salt River runs through it." Add a dark dot for Phoenix on the population map. Say: "Water is the missing clue. Long ago, ancestors of today's O'odham people dug canals from the Salt River to water crops. O'odham communities live beside the city today. Now rivers and a long canal from the Colorado River bring water." Write the claim in the notebook: "Many people live in Phoenix because water is brought in and the land is flat." Ask: "Which map shows that the land is flat?" (The physical map.) "Which map shows that the place is hot and dry?" (The climate map.) "Can these maps tell us when Phoenix was founded?" (No. We would need another source.) If stuck, say: "Which map shows that? Put your finger on it."

3. Activity / Source Work · 15–20 min

   Map Detective. The question is: "Why do so many people live in Chicago?" 1) Your child finds Chicago on the physical map and writes one clue. (It is on flat land beside Lake Michigan.) 2) Find Illinois on the resource map. (Corn symbols show farmland all around.) 3) Find it on the population map. (It is a dark area.) 4) Read this source box aloud. "Chicago sits on the flat shore of Lake Michigan. Rich farmland surrounds it. In the 1800s, many railroads met there. Trains and lake ships carried grain and meat in and out. Today more than 2 million people live in the city." 5) In the notebook, your child makes a table with two columns: clue, where I found it. Write four rows. 6) Your child says a claim with two pieces of evidence. Sample: "Many people live in Chicago because it is a place for trade. The physical map shows the lake. The source box says railroads met there." Look for a map or the source box named with each clue.

4. Notebook Entry · 10 min

   Your child writes the answer in this frame: "I think ___ because the ___ map shows ___, and the ___ shows ___." Then add one thing these maps cannot tell, such as what languages people speak. Sample: "I think Chicago grew because the physical map shows a lake for ships, and the resource map shows farms."

5. Exit Ticket · 5 min

   Read the three exit questions aloud. Your child checks one answer by pointing to a map. Praise evidence that names its map.

Homework: With an adult, your child finds one natural feature on a map of your area, such as a river. Look for a reason it may explain where homes were built.

Objective: I can find the area of a shape made of rectangles by adding the parts.

Standards: 3.MD.C.7.d

Materials: Grid paper, Colored pencils, Ruler, Eraser, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 28 Day 2. Ask: "Which unit fits the area of a bedroom floor: square inches or square feet?" (Square feet.) Then practice ×6 and ×7 facts with no clock. Ask 6 × 3, 6 × 10, 7 × 2 and 7 × 6 (18, 60, 14, 42). Your child tells the strategy for 7 × 6.

2. Mini-Lesson · 10–15 min

   Say: "In Week 28 you split L-shapes and counted squares. Today you multiply each part, then add." Say: "Each part is named long by tall." Use the ruler to outline a 7 by 2 rectangle on grid paper. On top of its left end, outline a 3 by 4 rectangle. Erase the line between them. Draw a split line to make the two rectangles again. Your child labels the side lengths of each part. Ask: "What is the area of the bottom part?" (7 × 2 = 14) "The top part?" (3 × 4 = 12) Write 14 + 12 = 26. Say: "So the area of the L is 26 square units. Split, multiply each part, then add." Now split the same L with an up-and-down line. Ask: "What two rectangles do you see?" (3 by 6 and 4 by 2) Write 18 + 8 = 26. Say: "A new split gives the same area." Now your child does more. Outline an H-shape: two 2 by 6 posts with a 2 by 2 bar joining their middles. Your child labels, multiplies and adds. (12 + 12 + 4 = 28 square units)

3. Guided Practice · 10–15 min

   Your child sketches, labels each part, multiplies and adds. 1) An L-shaped room has a 10 feet by 4 feet part and a 3 feet by 3 feet nook. Find its area. (40 + 9 = 49 square feet) 2) A T: a 6 by 2 bar with a 2 by 5 stem under its middle. (12 + 10 = 22 square units) 3) Ask: "What goes wrong if two parts overlap?" (Some squares are counted twice, so the total is too big.) If stuck, say: "Trace one rectangle with your finger. What are its two side lengths? Multiply. Now the next one."

4. Independent Practice · 15–20 min

   You outline shapes 1 to 5 on grid paper, long by tall. Your child splits, shades, multiplies and adds. 1) An L: a 6 by 3 bottom part with a 2 by 2 part on top of its right end. (18 + 4 = 22 square units) 2) An L: a 9 by 2 bottom part with a 4 by 4 part on top of its left end. (18 + 16 = 34 square units) 3) A T: a 7 by 2 bar with a 3 by 3 stem under its middle. (14 + 9 = 23 square units) 4) Steps: 6 by 2, 4 by 2 and 2 by 2 parts, stacked and lined up on the left. (12 + 8 + 4 = 24 square units) 5) A U: two 1 by 5 posts with a 4 by 1 base joining their bottoms. (5 + 5 + 4 = 14 square units) 6) Your child splits shape 1 a different way. (sample: 4 by 3 and 2 by 5; 12 + 10 = 22 square units) 7) A room is made of a 9 feet by 4 feet part and a 2 feet by 2 feet closet. What is its total area? (36 + 4 = 40 square feet) 8) A garden has two beds that do not overlap. One is 5 meters by 5 meters. The other is 3 meters by 4 meters. What is the total area? (25 + 12 = 37 square meters)

5. Exit Ticket · 5 min

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

Fact fluency: ×6 and ×7 facts

Homework: Your child draws an L on grid paper. It has a 5 by 2 bottom part with a 2 by 4 part on top of its left end. Your child finds the area two ways. (10 + 8 = 18 square units; 12 + 6 = 18 square units)

Objective: I can combine facts from two or more sources and write a big-idea sentence.

Standards: W.3.8, RI.3.9, L.3.4.B, RF.3.3.A, L.3.5.C

Materials: Writer's notebook with subtopic pages, Two colored pencils, Three sources

1. Warm-Up · 5 min

   Word study, possessives in meaning. Say each phrase. Your child says it shorter with a possessive, then spells the possessive. "The whiskers of the cat." (The cat's whiskers.) "The trucks of the farmers." (The farmers' trucks.) "The room of my sister." (My sister's room.) Ask: "The boys' boots: one boy or more?" (More than one) Spaced review from Week 17. Ask: "What is plagiarism?" (Copying someone else's words and calling them yours.)

2. Mini-Lesson · 10–15 min

   Say: "To synthesize means to combine ideas from different sources into one new understanding." Read these two cards aloud. "Two Source Cards. Source A says: In summer, a strong hive may hold about 50,000 bees. Nearly all of them are female workers. A worker lives only about six weeks in summer. Source B says: A summer colony can have 20,000 to 60,000 bees. Summer workers wear out their wings and die after five or six weeks. The queen lays the eggs." Write the steps. 1) Match facts on the same point. 2) Check facts that two sources agree on. 3) Circle facts that differ or stand alone. 4) Write a big-idea sentence that fits both. Think aloud: "Hive size. A says about 50,000. B says 20,000 to 60,000. The number 50,000 is inside that range. They agree, so I make a check." Write: In summer, a hive holds tens of thousands of bees. Ask: "Does my sentence say anything that neither source said?" (No) Word parts. Write agree. Say: "Add dis- and you get disagree, to not agree. Add -ment and you get agreement, when two sides agree." Say: "Some words show how sure we are." Write wonder, suspect, know from least sure to most sure.

3. Guided Practice · 10–15 min

   1) Ask: "A says about six weeks. B says five or six weeks. Do they agree or disagree?" (Agree. It is the same fact in different words.) 2) Ask: "Which fact is only in A? Which is only in B?" (A: nearly all are female workers. B: the queen lays the eggs.) Your child circles both. 3) Ask: "Where does believe go on our line of sure words?" (Between suspect and know.) Say: "For a fact in one source only, write 'one source says.' Then check a third source." 4) Together, write a big-idea sentence about a worker's life. (Sample: "A summer worker bee lives only five or six weeks.") If stuck, say: "Are they saying different facts, or the same fact in different words?"

4. Independent Practice · 15–20 min

   Your child works through each subtopic page. 1) In one color, check each fact found in two or more sources. 2) In the other color, circle facts that differ or stand alone. 3) For facts that differ, check a third source or write a range. 4) Write one big-idea sentence at the top of each page. Look for: the notes below support the sentence; it adds nothing new; it is in your child's own words. Sample for otters: "A sea otter's thick fur keeps cold water away from its skin."

5. Exit Ticket · 5 min

   Ask the three questions. Your child reads one big-idea sentence aloud.

Homework: Read your big-idea sentences to a family member. Ask which subtopic sounds most interesting and star that page. Then read your own book for 15 minutes. Look for a clear, loud reading voice.

Practice page · Week 29, Day 4

English Language Arts

I can combine facts from two sources into one big-idea sentence.

Show answers

Two Source Cards

Source 1: A giant panda eats bamboo for about 12 hours a day. Source 2: Pandas spend 10 to 16 hours each day eating bamboo. Source 2 also says wild pandas sometimes eat small animals, such as rodents.

Use the source cards above.

1. 1.

   What fact do both sources agree on?
2. 2.

   Which fact is in only one source?
3. 3.

   Write a big-idea sentence that fits both sources.
4. 4.

   Add dis- to agree. Write the new word and what it means.
5. 5.

   Add -able to agree. Write the new word.
6. 6.

   Put these words in order from least sure to most sure: knew, wondered, believed, suspected.

Circle the correct possessive.

1. 7.

   The two ____ coats were wet.

   ○ girl's○ girls'
2. 8.

   My ____ panda book is new. (one sister)

   ○ sister's○ sisters'

Challenge: Only one source says a fact. Should you write 'scientists know' or 'some scientists believe'? Why?

Objective: I can explain that some traits depend on what is inherited and also on the environment or practice.

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

Materials: Science notebook and pencil, Ruler, Two pictures of the same kind of plant, one healthy and one wilted or pale (or two such houseplants, or two sketches you draw)

1. Day 144 — Some Traits Have Two Parts — Wonder Warm-Up · 5 min

   Spaced review from Week 10. Ask: "Name three nonliving parts of an ecosystem." (Sample: light, water, air or soil.) Now the wonder. Ask: "Two seeds from one packet are planted in different places. Will the plants always grow the same?" Write down your child's prediction.

2. Mini-Lesson · 10–15 min

   Say: "Some traits have two parts. One part is inherited. The other part depends on the environment." Say: "The environment is everything around a living thing: food, water, sunlight, soil, warmth and space." Example 1. Say: "A male house finch inherits feathers that can turn red. The red comes from colors in the berries and seeds he eats. With less of that food, his new feathers grow in yellow or orange." Example 2. Say: "A child inherits how tall they can grow. Healthy food and sleep help the body reach that height." Example 3. Say: "You inherit your muscles. Exercise makes them stronger." In the notebook, draw a chart with two columns: Inherited part, Environment part. Fill in the house finch row together. Ask: "Can food change a house finch's feather color?" (Yes.) "Can food change your eye color?" (No. The environment does not change every trait.) "A tree on a windy cliff grows bent to one side. What bent it?" (The wind, which is part of its environment.) If stuck, say: "What did it get from its parents? What around it could change that?"

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

   Two-Part Trait Evidence. 1) Show the two plant pictures. Ask: "What is the same?" (The kind of plant and its leaf shape, which are inherited.) "What is different?" (Size, color or drooping, caused by the environment.) 2) Read this made-up sample record aloud: "Six marigolds grew from one seed packet. All had the same soil, water and light. Three grew in a warm room and three in a chilly room." 3) Your child uses the ruler to draw a table with four columns: Room, Plant 1, Plant 2, Plant 3. Warm room: 30, 28 and 31 centimeters tall. Chilly room: 14, 17 and 15 centimeters tall. 4) Ask: "What was changed?" (The warmth.) "What was kept the same?" (The kind of seed, the soil, the water and the light.) "Which group grew taller?" (The warm room.) 5) Ask: "All six came from one packet. What most likely caused the difference?" (The warmth, part of the environment.) These numbers are made up for practice. Real plants give other numbers. Say: "Real results vary. Look for the pattern."

4. Science Notebook Entry · 10 min

   Your child makes a 3-column chart: Trait, Inherited Part, Environment or Practice Part. They complete 4 rows: house finch color, a child's height, muscle strength and marigold height. Then they finish the frame: "Some traits have two parts because ___." Sample: "Some traits have two parts because parents pass on the trait, and food, water or practice changes it."

5. Wrap-Up & Exit Ticket · 5 min

   Read the three exit questions aloud. Check the warm-up prediction together, and praise answers that name a part of the environment.

Homework: Find one plant near home that looks extra healthy or stressed. Tell what in its environment might be the cause. Look for: water, light, soil or space.