Day 1 · Monday

Objective: I can trace goods through a chain of people and read the key on a resource or population map.

Standards: D2.Eco.4.3-5, D2.Geo.2.3-5, D2.Geo.6.3-5

Materials: 16 index cards (for three chains), 2 sheets of plain paper (for two practice maps), Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 29. Ask: "Which kind of map shows the usual weather of a place?" (A climate map.) Say: "This catch-up week starts with chains of workers and map keys." Ask the big question: "How many workers helped bring you a glass of milk?" Write your child's guess.

2. Mini-Lesson · 10–15 min

   Say: "Interdependence means people depend on each other for goods and services." Write six cards: cow, dairy farmer, milk truck driver, bottling plant worker, grocery worker, family. Your child puts them in order and counts the workers. Compare with the guess. Say: "Each one depends on the one before. Each worker specializes in one job." Ask: "What happens to the family's milk if the truck driver stays home?" (The milk does not reach the plant or the store.) Now the key. In the notebook, draw only a key. A fish means fishing. A wheat stalk means farms. A tree means forests. Say: "Read the key before the map." Ask: "What does the tree stand for?" (Forests.) Ask: "A map has dark and light shading. Where do you find out what dark means?" (In the key.) If stuck, say: "Point to the symbol in the key. Read the words beside it."

3. Activity / Source Work · 15–20 min

   Catch-up practice. 1) Write two more sets of five cards and shuffle each set. T-shirt: cotton farmer, cloth mill worker, sewing factory worker, truck driver, store worker. Peanut butter: peanut farmer, sheller who removes the shells, factory worker, truck driver, store worker. 2) Your child orders both chains and tells what each worker adds. Meanwhile, you draw two maps. 3) Draw the same rectangle on both sheets of paper. It is Clover State, a made-up place. Add a lake at the top, an ocean along the bottom and mountains on the right. Title Map 1 "Resources." Copy the key from the mini-lesson. Put fish by the lake and the ocean, wheat in the middle and trees in the mountains. Title Map 2 "Population." Its key says dark means many people and light means few. Shade dark by the lake and at one spot on the coast. Shade the rest light. 4) Your child reads each title and key aloud, then answers. "Where are the forests?" (In the mountains.) "Where do the most people live?" (By the lake and on the coast.) "Use both maps. Why might many people live there?" (Water, fishing jobs and ships are close.) "Why might few people live in the mountains?" (Steep land is hard to build and farm on.) Look for answers that use the key's words.

4. Notebook Entry · 10 min

   Your child writes a "Fixed It!" note. "I used to think ___. Now I know ___." Sample: "I used to think dark on a population map meant hot. Now I know it means many people."

5. Exit Ticket · 5 min

   Read the questions aloud. Your child answers in writing with both maps in view. Praise each answer that names the key.

Homework: Your child orders the milk cards for a family member and explains interdependence. Look for the words "depends on."

Objective: I can tell area and perimeter apart and find both for shapes made of rectangles.

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

Materials: 30 square tiles (or 1-inch paper squares), Yarn or string, about 40 inches long, Grid paper, Crayons in two colors, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 30 Day 3. A triangle has sides of 6, 9 and 10 cm. Your child finds the perimeter (25 cm). Then practice ×6 facts with no clock. Ask 6 × 3, 6 × 6 and 6 × 8 (18, 36, 48). This is a catch-up day. Look back at the Week 29 to 31 checks and the Unit 5 test. Note any kind of problem your child missed.

2. Mini-Lesson · 10–15 min

   Say: "Today we use the floor and fence picture. The floor is area. The fence is perimeter." Build 3 rows of 7 tiles. Ask: "How many tiles cover the floor?" (21) Write 3 × 7 = 21. Say: "The area is 21 square units." Lay yarn around the outside edge. Say: "The yarn is the fence. Add the four sides." Write 7 + 3 + 7 + 3 = 20. Say: "So the area is 21 square units and the perimeter is 20 units." Next, draw an L on grid paper. Draw a rectangle 6 squares long and 2 squares tall. On top of its left end, draw a rectangle 2 squares long and 3 squares tall. Shade each part a different color. Write 6 × 2 = 12 and 2 × 3 = 6, then 12 + 6 = 18. Say: "So the area of the L is 18 square units." Now your child does more. Your child builds 4 rows of 5 tiles and finds both measures. (20 square units; 18 units)

3. Guided Practice · 10–15 min

   Work on grid paper. Your child shades each inside and traces each outside edge in the other color. 1) Find the perimeter of the L from the Mini-Lesson. Start at the bottom left corner and walk around. (6 + 2 + 4 + 3 + 2 + 5 = 22 units) 2) Find both measures of a 2 by 9 rectangle (18 square units; 22 units). 3) Draw a rectangle 5 squares long and 2 squares tall. Put a 2 by 2 square on top of its left end. Find the area and the perimeter. (Area: 10 + 4 = 14 square units. Perimeter: 5 + 2 + 3 + 2 + 2 + 4 = 18 units.) If stuck, say: "Are we covering the floor or walking the fence? Cover means multiply. Walk means add every outside side."

4. Independent Practice · 15–20 min

   Your child sketches each shape, shades the area and traces the perimeter. 1) A 6 by 8 rectangle (48 square units; 28 units). 2) A 2 by 8 rectangle (16 square units; 20 units). 3) A square with 8-unit sides (64 square units; 32 units). 4) A 7 by 10 rectangle (70 square units; 34 units). 5) You draw a rectangle 8 squares long and 2 squares tall. Add a 3 by 3 square on top of its left end. Your child finds the area. (16 + 9 = 25 square units) 6) Your child finds the perimeter of that L. (8 + 2 + 5 + 3 + 3 + 5 = 26 units) 7) Tiles cover a floor 4 feet by 8 feet. Each tile is 1 square foot. How many tiles are needed? (32 tiles) 8) Edging goes around a rug 4 feet by 7 feet. How many feet of edging are needed? (22 feet)

5. Exit Ticket · 5 min

   Read each question aloud; your child answers on grid paper with no tiles and writes the unit each time.

Fact fluency: ×6 facts

Homework: Your child draws a 2 by 10 rectangle on grid paper and finds both measures (20 square units; 24 units). Then your child finds one rectangle at home and runs a finger around its perimeter.

Objective: I can understand the important words in a passage and paraphrase it in my own words (catch-up day).

Standards: W.3.8, RI.3.4, RI.3.2, L.3.4.A, L.3.4.B, L.3.4.D, RF.3.3.C

Materials: Reader's notebook, Highlighter, Three index cards, Beginning dictionary, Pencil

1. Warm-Up · 5 min

   Word study (about 3 minutes). Say: "This week we review tricky words and add three: taught, does and friend." Write taught, does, friend, tough, caught and people. Your child reads each word. Ask: "Which two words rhyme?" (taught, caught) "In which word does gh say /f/?" (tough) Your child underlines the tricky part in does, friend and people. Spaced review from Week 13. Ask: "What does the prefix re- mean in reread?" (Again.)

2. Mini-Lesson · 10–15 min

   Say: "Today is a catch-up day for the hardest research skill." Read aloud "Staying Warm in Cold Water": Sea otters live in the chilly ocean along the northern Pacific coast. Unlike seals and whales, they have no blubber, the thick layer of fat that keeps those animals warm. Instead, otters have the densest fur of any animal. The hairs are packed so tightly that water cannot reach the skin. Otters spend hours grooming. They rub their fur and blow air into it. The trapped air acts like a blanket and holds in body heat. Food is fuel, too. A sea otter eats about a quarter of its body weight every day. That food gives its body the energy to make heat. Ask: "What is the main idea?" (Sea otters have special ways to stay warm.) Write the four steps. 1) Find tricky words and use clues. 2) Cover the passage. 3) Say it in your own words. 4) Check the meaning. Think aloud for step 1: "Blubber. The words right after it say the thick layer of fat. So blubber is thick fat." Then: "Densest. The next sentence says packed so tightly. Densest means most tightly packed." Your child highlights both words and their clues. Add two word checks. Write unlike. Say: "Un- means not, so unlike means not like." Split blub|ber and den|sest between the two middle consonants and read each part.

3. Guided Practice · 10–15 min

   1) Ask: "Find grooming. Which words give a clue?" (They rub their fur and blow air into it.) Look up groom in the dictionary. Your child picks the meaning that fits otters. (To clean and care for fur.) 2) Paraphrase one sentence together: "Instead, otters have the densest fur of any animal." (No animal has thicker fur than a sea otter.) 3) Your child tries: "The trapped air acts like a blanket and holds in body heat." (Sample: Air caught in the fur keeps the otter's warmth inside.) 4) Ask: "Did the meaning stay the same? Did most words change?" (Yes to both.) If stuck, say: "Cover the sentence. Tell me what it means as if I were five years old."

4. Independent Practice · 15–20 min

   1) Your child writes three note cards. Each card has one tricky word from the passage, its meaning and the clue. Good choices are chilly, coast, densest and trapped. 2) On the back of each card, your child paraphrases one sentence from the passage. 3) In the notebook, your child writes a three-sentence summary in their own words. Sample: "Sea otters stay warm without a layer of fat. Their thick fur holds air that keeps heat in. They also eat a lot so their bodies can make heat." Look for: the main idea, two key details, and no more than three copied words in a row.

5. Exit Ticket · 5 min

   Ask the three questions. Your child may look at the passage for questions 1 and 3, but covers it for question 2.

Homework: Explain to a family member, in your own words, how sea otters stay warm without blubber. Then read your own book for 15 minutes.

Practice page · Week 32, Day 1

English Language Arts

I can figure out important words and paraphrase a passage.

Show answers

Arctic Foxes in Winter

Arctic foxes live in the frozen far north. Their thick white fur is good camouflage, because it blends in with the snow so enemies cannot see them. Their small, rounded ears lose less heat than big ears do. When a fox sleeps, it curls up and wraps its bushy tail around its face like a scarf. In winter, food is scarce, or hard to find, so foxes sometimes follow polar bears and eat the leftovers.

Use the text above.

1. 1.

   What does camouflage mean? What clue helped?
2. 2.

   What does scarce mean?

   ○ Hard to find○ Very cold○ Very large
3. 3.

   Unknown = un- + known. What does it mean?
4. 4.

   Split into syllables: winter
5. 5.

   Paraphrase: 'When a fox sleeps, it wraps its bushy tail around its face like a scarf.'
6. 6.

   What is the main idea?

Write the tricky word that fits.

Word bank: rough · thought

1. 7.

   The fox's fur feels ____. (not smooth)
2. 8.

   We ____ about foxes all week. (past of think)

Challenge: Write a three-sentence summary of the passage in your own words.

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

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

Materials: Sorting cards from Week 29 (if you still have them), 10 blank index cards and a marker, 2 sheets of paper labeled Inherited and Learned, Bean cups and Bean Log from Week 31, Ruler marked in centimeters, Science notebook and pencil

1. Flex Day 1 — Catch-Up: Inherited or Learned — Wonder Warm-Up · 5 min

   Bean check: measure the tallest sprout in each cup in centimeters and record both. Spaced review from Week 28. Ask: "What do we call the young of a living thing?" (Offspring.) Play Born With or Practiced. Say three items: a porcupine's quills, whistling a tune, a rooster's comb. (Born with, practiced, born with.) Then the wonder. Ask: "A spider spins a web with no lessons. How does it know how?"

2. Mini-Lesson · 10–15 min

   Say: "Use one key question. Was it passed from parents to offspring? Or did it take practice, teaching or watching others?" Write the key question on paper and keep it in view. Say: "A spider spinning a web is a behavior. No one teaches the spider, so the behavior is inherited. We call that an instinct." Say: "A dog that sits on command was taught, so that behavior is learned." Say: "Behaviors can be inherited too. Many insects and spiders never meet their parents." Ask: "A newborn foal stands and walks within hours. Inherited or learned?" (Inherited. No one taught it.) Ask: "A child ties shoelaces. Inherited or learned?" (Learned. It took teaching and practice.) Ask: "A young songbird sings better after hearing adult birds. What does that tell you?" (Some behaviors are partly inherited and partly learned.) If stuck, say: "Who taught it? Did it need practice?"

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

   Reteach Card Sort. 1) Write these 10 new cards. A robin's red breast. A newly hatched chick pecking at the ground. A child swimming laps. A newborn baby crying. Saying "please." A rabbit's long ears. A bear cub fishing the way its mother does. Riding a bicycle. The color of a tulip's petals. A songbird's song. 2) Mix them with the Week 29 cards. If those are lost, use the new cards alone. 3) Your child places each card on a sheet and says "born with" or "had to learn." 4) For any card you disagree on, read the key question together. 5) Keep a tally with two columns: Sorted right | Needed the key question. Answers: the robin, chick, baby, rabbit and tulip cards are inherited. Swimming, "please," the bear cub and the bicycle are learned. The songbird's song is partly both, so it may sit between the sheets. Look for at least 8 of the 10 new cards sorted with a sound reason.

4. Science Notebook Entry · 10 min

   Your child chooses the 3 hardest cards and writes a reason for each. Frame: "___ was tricky because ___. It is ___ because ___." Sample: "The chick pecking was tricky because it is an action. It is inherited because no one taught the chick." Then they copy today's bean data into the notebook.

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud; your child answers aloud or in writing. Praise every answer that comes with a reason.

Homework: Play Born With or Practiced with a family member, using 5 new examples. Look for: a reason with each answer.