Day 3 · Wednesday

Objective: I can describe ways people give time, things and money to help their community.

Standards: D2.Civ.6.3-5, D2.Civ.10.3-5

Materials: 3 index cards, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 1. Ask: "What is a volunteer?" (A person who helps without being paid.) Then ask the big question: "Have you ever helped someone without being paid? How did it feel?"

2. Mini-Lesson · 10–15 min

   Say: "Giving means sharing what you have to help others." Draw four boxes in the notebook. Label them Time, Talent, Things and Money. Say: "Time means helping with your hours, like raking leaves for an older neighbor. Talent means using a skill, like teaching a friend to draw. Things means donating items you own, like outgrown coats." Say: "A nonprofit is a group whose main job is helping, not earning a profit. Food banks and animal shelters are examples." Say: "People who work together can do more than one person alone. It is also hard. They must agree on a plan, share the jobs and show up." Say: "Families choose different causes. Their choices grow from what they care about and what they have lived through. Each choice deserves respect." Ask: "Luis walks dogs at the shelter every Saturday. Which box?" (Time.) Ask: "Why might a family that loves reading help a library?" (They care about books and want others to have them.) Ask: "What is one challenge of working in a group?" (Agreeing, sharing jobs or showing up.) If stuck, say: "Did the person give hours, a skill, an item or dollars?"

3. Activity / Source Work · 15–20 min

   Giving research. These three groups are made up. 1) Read the three group cards aloud. "The Town Food Bank gives groceries to families who need them. It asks for canned food and Saturday shelf helpers." "The Animal Shelter cares for lost dogs and cats until they find homes. It asks for old towels, pet food and dog walkers." "The Library Friends raise money for children's books. They ask for used books and for helpers at the book sale." 2) Your child makes one index card for each group with three lines: What it does | Who it helps | What it asks for. 3) Ask for evidence: "Which groups ask for a gift of time? Read me the words." (All three: shelf helpers, dog walkers and book sale helpers.) 4) Your child picks one group and gives two reasons. Then you pick one and give your reasons. Ask: "What do I care about that led to my choice?" 5) If you know real groups near you, name them. Choices vary. Look for a reason that names something the chooser cares about.

4. Notebook Entry · 10 min

   Title the page "Giving." Your child writes one way a third grader could give in each of the four boxes. Then finish: "I would like to help ___ because ___." Sample: "Time: weed a neighbor's garden. Talent: read to my brother. Things: give away old books. I would like to help the animal shelter because I love dogs."

5. Exit Ticket · 5 min

   Read the questions aloud. Your child answers in the notebook. Praise answers that respect other people's choices.

Homework: Your child asks family members how they like to help others. Write one way to help together this month. Look for a named person or group and a job.

Objective: I can find different rectangles with the same perimeter and compare their areas.

Standards: 3.MD.D.8, 3.MD.C.7.b

Materials: String loop that measures 12 inches around, Grid paper, Notebook (draw a table with three columns: Rectangle, Perimeter, Area), Pencil

1. Warm-Up · 5 min

   Spaced review from Week 26 Day 4. Ask: "A melon has a mass of 3 kilograms. What is the mass of 7 such melons?" (21 kilograms) Then practice ×5 and ×6 facts with no clock. Ask 5 × 6, 5 × 9, 6 × 6 and 6 × 8 (30, 45, 36, 48).

2. Mini-Lesson · 10–15 min

   Say: "Yesterday the area stayed the same. Today the perimeter stays the same and the area changes." Your child stretches the string loop into a long thin rectangle, then into a square. Ask: "Is the space inside the same?" (No) Say: "The loop is 12 units around. One length plus one width is half of that. Half of 12 is 6." Ask: "Which pairs add to 6?" (1 and 5, 2 and 4, 3 and 3) In the table, record each rectangle your child draws on grid paper. First, 5 by 1. Check: 5 + 1 + 5 + 1 = 12. Area: 1 × 5 = 5. Next, 4 by 2. Check: 4 + 2 + 4 + 2 = 12. Area: 2 × 4 = 8. Last, 3 by 3. Check: 3 + 3 + 3 + 3 = 12. Area: 3 × 3 = 9. Say: "So perimeter 12 can hold 5, 8 or 9 square units. The square holds the most." Now your child does more. Find every rectangle with perimeter 8. (Half of 8 is 4. 3 by 1 has area 3; 2 by 2 has area 4.)

3. Guided Practice · 10–15 min

   Your child draws each rectangle and records its area. 1) Perimeter 18. Half of 18 is 9. Look for 8 by 1 (area 8) and 7 by 2 (area 14). Then find 6 by 3 (area 18) and 5 by 4 (area 20). 2) Both have perimeter 16: 7 by 1 and 4 by 4. (7 and 16 square units) 3) A rectangle has perimeter 28 and one side of 2. Find the other side and the area. (Half of 28 is 14; 14 − 2 = 12; 2 × 12 = 24 square units). If stuck, say: "Find half of the perimeter. Which two numbers add to that half?"

4. Independent Practice · 15–20 min

   Your child sketches each rectangle and finds its area. 1) Find every rectangle with perimeter 6. (Only 2 by 1, with area 2.) 2) Both have perimeter 30: 14 by 1 and 13 by 2. (14 and 26 square units) 3) Both have perimeter 40: 18 by 2 and 10 by 10. (36 and 100 square units) 4) Both have perimeter 26: 12 by 1 and 10 by 3. (12 and 30 square units) 5) A rectangle has perimeter 34 and one side of 7. Find the other side and the area. (Half of 34 is 17; 17 − 7 = 10; 7 × 10 = 70 square units) 6) On grid paper, draw 9 by 1 and 7 by 3. Find each perimeter and area. (Both perimeters are 20 units; the areas are 9 and 21 square units.) 7) Leo bends 32 inches of wire into a rectangle, 10 by 6 or 8 by 8. Which holds more space? (8 by 8, with 64 square inches; the other has 60.) 8) Two play spaces each use 36 feet of rope. One is 16 by 2. The other is 10 by 8. Which is bigger? (10 by 8, with 80 square feet; the other has 32.)

5. Exit Ticket · 5 min

   Read each question aloud; your child may draw.

Fact fluency: ×5 and ×6 facts

Homework: Both have perimeter 38: 18 by 1 and 10 by 9. Your child finds each area. (18 and 90 square units)

Objective: I can edit my report for capitals, punctuation, spelling and subject-verb agreement.

Standards: L.3.1.F, L.3.2.A, L.3.2.B, L.3.2.D, L.3.2.E, L.3.2.F, L.3.2.G, W.3.5

Materials: Revised draft, Colored pencil, Ruler, Beginning dictionary, Writer's notebook, Pencil

1. Warm-Up · 5 min

   Word study (about 3 minutes). Dictate this sentence: "She said the people brought enough food." Your child writes it in the notebook. Check it together, one word at a time. Your child fixes any word and underlines the tricky parts in said, people, brought and enough. Spaced review from Week 29. Ask: "Where does the apostrophe go in the two girls coats?" (After the s: girls' coats. There is more than one girl.)

2. Mini-Lesson · 10–15 min

   Say: "Editing fixes how the writing looks and follows the rules. We edit with CUPS." Write the four letters down the page. C is for capitals: the first word, names, months and the important words in a title. Show a title: "how honeybees make honey" becomes "How Honeybees Make Honey." Say: "Small words like a, the, and, of and in stay lowercase unless they come first or last." U is for usage: the subject and verb agree. One bee fans. Many bees fan. P is for punctuation. Check end marks and the comma between a city and its state. Check apostrophes that show owning. Put quotation marks around exact words copied from a source. S is for spelling. Open the dictionary. Say: "The two guide words at the top name the first and last words on that page." Ask: "The guide words are hive and hop. Is honey on this page?" (Yes. It comes between them in ABC order.) Last, show the ruler trick: slide the ruler down and read one line at a time.

3. Guided Practice · 10–15 min

   Copy this student sample onto paper for your child to edit. Its title is "a day in the hive": in april a hive is very busy. The worker bees fans there wings all day. One bee guard the door. The queens job is to lay eggs. Our hive came from a farm in salem oregon. We never get enuf honey 1) C: fix the capitals. (Title: A Day in the Hive. Also In, April, Salem, Oregon.) 2) U: fix two verbs. (The worker bees fan. One bee guards.) 3) P: add three marks. (The queen's job. Salem, Oregon. A period after honey.) 4) S: fix two words. (their wings, enough) Your child looks up enough in the dictionary with the guide words. If stuck, say: "Slide the ruler down one line. Touch each word as you read it aloud."

4. Independent Practice · 15–20 min

   Your child edits the whole report with the ruler, one CUPS letter at a time, in colored pencil. 1) C: check the title, names, months and each first word. 2) U: underline the subject and verb in each sentence and check that they agree. 3) P: check end marks, commas in places, apostrophes and quotation marks. 4) S: circle three topic words and check each in a source or the dictionary. Use the year's spelling patterns too, such as doubling before -ing. To check, choose one paragraph. Look for: no capital, end-mark or agreement errors left.

5. Exit Ticket · 5 min

   Ask the three questions. Your child writes the answer to question 2 in the notebook.

Homework: Read your own book for 15 minutes. Then find three titles at home, on books or boxes. Tell which words are capitalized and which small words are not.

Objective: I can give examples of how the environment can change animals' traits.

Standards: 3-LS3-2

Materials: 4 index cards and a marker, Colored pencils, including red and yellow, Bean cups with the box, and the Bean Log from Day 1, Science notebook and pencil

1. Day 153 — Animals in Different Environments — Wonder Warm-Up · 5 min

   Spaced review from Week 29. Ask: "A beaver's big front teeth: inherited or learned?" (Inherited.) Bean check: take a quick look and add a line to the Bean Log. Then the wonder. Ask: "Can the environment change animals too, or only plants?"

2. Mini-Lesson · 10–15 min

   Say: "An animal inherits its traits. But food, space, temperature and care can change how those traits show." Say: "Remember the house finch. Its red comes from colors in the berries and seeds it eats. With less of that food, new feathers grow in yellow or orange." Your child colors one red finch and one yellow finch and labels the difference "food." Say: "A goldfish in a tiny, crowded bowl with dirty water often grows slowly and gets sick. Some people say a fish grows to fit its bowl. That is not healthy growth. The poor water has stunted the fish." Ask: "What part of the environment makes a house finch red?" (Its food.) Ask: "Is a yellow house finch still a house finch?" (Yes.) Ask: "What does a fish need to reach its full size?" (Clean water, enough space and enough food.) If stuck, say: "Think about what the animal eats and where it lives. Which of those changed?"

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

   Environment Detective. 1) Write one case on each index card. Card A: two house finches grow new feathers. One eats many red berries. One finds few. Card B: two goldfish hatch together. One lives in a big, clean pond. One lives in a small, crowded bowl. Card C: two dogs come from one litter. One walks daily and eats measured meals. One gets many table scraps and little exercise. Card D: two Siamese kittens from one litter. One grows up in a cold house and one in a warm house. 2) Your child reads each card and predicts the result. 3) Tell the usual result. (A: the first is often redder. B: the bowl fish is often smaller and less healthy. C: the second dog is often heavier. D: the kitten in the cold house often grows darker fur.) 4) Your child fills in a table: Animal | What changed in the environment | Result | Still the same kind? 5) They sort the cards by cause: food, space, exercise or temperature. Look for a real environment part in every row. Say: "These are common patterns. Not every animal responds the same way."

4. Science Notebook Entry · 10 min

   In the notebook, your child draws a red house finch and a yellow one and labels the food difference. Then they finish the frame: "Good care helps a pet grow healthy because ___." Sample: "Good care helps a pet grow healthy because enough food, clean water and space let its inherited traits grow well."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud. Praise answers that name the exact part of the environment.

Homework: Talk with a family member about how food, water or space affects a pet or a garden plant. Write 2 sentences. Look for: one part of the environment and one result.