Day 4 · Thursday

Objective: I can make a world map that shows where the foods in a breakfast come from.

Standards: D2.Eco.14.3-5, D2.Geo.7.3-5, D2.Geo.1.3-5

Materials: World map or globe (to copy from), 1 large sheet of plain paper (for the breakfast map), 3 to 5 breakfast foods with labels, such as a banana, oatmeal, orange juice and cocoa, Colored pencils (at least 2 colors), Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 26. Ask: "What is an import?" (A good that one country buys from another country.) Then set out the breakfast foods. Ask the big question: "How many countries helped make this breakfast?" Write your child's guess.

2. Mini-Lesson · 10–15 min

   Say: "Today you are a mapmaker. Your map will tell the story of one breakfast. A good map has a title, a key and a compass rose." Model one food. Find Guatemala on the world map. Say: "Many bananas sold in the U.S. grow in Guatemala, Ecuador or Costa Rica. Bananas need warm weather all year." Say: "A ship carries them to a U.S. port, and a truck brings them here." Copy this Food Facts chart into the notebook. Bananas: Guatemala, Ecuador, Costa Rica. Oats: Canada and the northern Midwest. Oranges for juice: Florida, Brazil, Mexico. Cocoa: Côte d'Ivoire and Ghana in West Africa. Coffee: Brazil and Colombia. Say: "Each country grows or makes some things well, so countries trade. We depend on their farmers, and they depend on our buyers." Ask: "Why are bananas not grown in most of the U.S.?" (Most of it is too cold in winter.) Ask: "Which ocean would a ship from West Africa cross to reach us?" (The Atlantic.) Ask: "What three parts does your map need?" (A title, a key and a compass rose.) If stuck, say: "Find the country on the world map first."

3. Activity / Source Work · 15–20 min

   Breakfast map challenge. 1) Your child sketches the world on the large sheet of paper, copying the world map. Rough shapes for the seven continents are fine. Label the Atlantic and Pacific Oceans. 2) Your child reads each food label for "Product of" or "Grown in." If a label does not say, use the Food Facts chart and write "likely." 3) Mark a dot and the food's name at each place. Plot at least four foods. Mark your home with a star. 4) Draw a route from each dot to the star. Use one color for ships over oceans and a second color for trucks or trains over land. Add an arrowhead at the home end. 5) Add a title, a compass rose and a key. The key shows both colors, the dot and the star. 6) Count the countries on the map. Compare the count with the guess. Ask for evidence: "Which food crossed water? How does your map show it?" (Sample: the bananas. The ship color runs from Guatemala to a U.S. port.) Look for routes that start at a growing place and end at home.

4. Notebook Entry · 10 min

   Your child writes two sentences. "I was surprised that ___." "My breakfast shows interdependence because ___." Sample: "I was surprised that oats may come from Canada. My breakfast shows interdependence because farmers in three countries grew it."

5. Exit Ticket · 5 min

   Your child answers with the finished map in view. Praise a clear key and arrows that point home.

Homework: Your child shows the breakfast map to a family member and tells one food's story. Look for the key being used.

Objective: I can solve the Garden Fence Challenge and explain which rectangle is the best design.

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

Materials: String tied in a loop 24 inches around (each inch stands for 1 foot of fence), Ruler, Grid paper, 20 square tiles (or 1-inch paper squares), Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 30 Day 4. A rectangle has a perimeter of 16 units and a length of 5 units. Your child finds the width (5 + 5 = 10; 16 − 10 = 6; 6 ÷ 2 = 3 units). Then practice ×4 and ×7 facts with no clock. Ask 4 × 6, 4 × 8, 7 × 5 and 7 × 8 (24, 32, 35, 56).

2. Mini-Lesson · 10–15 min

   Read the challenge aloud: "Ms. Okafor has 24 feet of fence for a rectangle garden. Which shape gives the most room to plant?" Bend the string loop into a long, thin rectangle 1 inch wide. Your child measures the long side with the ruler (11 inches). Check the fence: 1 + 11 + 1 + 11 = 24. Say: "One length plus one width is half the fence. Half of 24 is 12." Write 1 + 11 = 12. Start a table with three columns: width, length, area. Write 1 × 11 = 11. Say: "So the 1 by 11 garden has an area of 11 square feet." Outline it on grid paper. Next row: width 2. Ask: "What length makes 12?" (10) Write 2 × 10 = 20. Say: "The fence is the same, but the area grew." Now your child does more. Your child bends the string to width 3, then fills in the row. (3 by 9; 3 × 9 = 27 square feet)

3. Guided Practice · 10–15 min

   Your child finishes the table and outlines each garden on grid paper. 1) Width 4. (4 by 8; 4 × 8 = 32 square feet) 2) Width 5. (5 by 7; 5 × 7 = 35 square feet) 3) Width 6. (6 by 6; 6 × 6 = 36 square feet) 4) Ask: "Which garden is best for planting? Why?" (The 6 by 6 square. It has the most area, 36 square feet.) Ask: "What about width 7?" (It is the 5 by 7 garden turned.) If stuck, say: "The width and length must make 12. What goes with this width?"

4. Independent Practice · 15–20 min

   Now flip the problem. Mr. Diaz has 20 square patio tiles, each 1 foot on a side. He wants the shortest border. Your child builds each patio with tiles. 1) A 1 by 20 patio. Find its perimeter. (1 + 20 + 1 + 20 = 42 feet) 2) A 2 by 10 patio. (2 + 10 + 2 + 10 = 24 feet) 3) A 4 by 5 patio. (4 + 5 + 4 + 5 = 18 feet) 4) Which patio needs the shortest border? (4 by 5, the one closest to a square) 5) A new garden has 18 feet of fence. List every rectangle and its area. (1 by 8, area 8; 2 by 7, area 14; 3 by 6, area 18; 4 by 5, area 20) 6) Which of those is best for planting? (4 by 5, area 20 square feet) 7) One bag of soil covers 6 square feet. How many bags cover the 36 square foot garden? (36 ÷ 6 = 6 bags) 8) A gate 3 feet wide replaces part of the 24 feet of fence. How much fence is needed now? (24 − 3 = 21 feet) Last, your child writes one sentence of advice to each gardener.

5. Exit Ticket · 5 min

   Read each question aloud; your child may sketch or make a small table but uses no string or tiles.

Fact fluency: ×4 and ×7 facts

Homework: Your child explains the Garden Fence Challenge to a family member and shows the table. Then your child solves it for 10 feet of fence. (1 by 4, area 4; 2 by 3, area 6; the best is 2 by 3)

Objective: I can interview a family expert, ask good follow-up questions and recount what I learned (enrich day).

Standards: SL.3.3, SL.3.1, SL.3.1.C, SL.3.2, W.3.8, L.3.5.B

Materials: Writer's notebook, Pencil, A family member or neighbor with a skill to share, One large index card

1. Warm-Up · 5 min

   Word study (about 3 minutes). Use four words in meaning. Ask: "Which word fits? My grandma ___ me to knit." (taught) "Which word fits? I ___ the ball with one hand." (caught) "Which word means hard, not easy?" (tough) "Which word means one more time?" (again) Your child says a new sentence with each word. Spaced review from Week 3. Ask: "Where do the quotation marks go? Mom said, Dinner is ready." (Around Dinner is ready.)

2. Mini-Lesson · 10–15 min

   Say: "Today is the Family Expert Interview. An interview is a talk where you ask questions to learn from someone. A good interviewer listens closely and asks follow-up questions that dig deeper." Write three follow-up stems: "Can you tell me more about ___?" "Why did you ___?" "What happened next?" Read aloud this model, "Talking with Uncle Dev": Q: How did you learn to play the drums? A: My neighbor gave me lessons when I was nine. I practiced on a pillow first. Q: Why a pillow? A: Drums are loud! A pillow let me learn the beats quietly. Q: What was the hardest part? A: Keeping a steady beat with both hands. "Slow is smooth," my teacher said. Think aloud: "The first question was planned. Why a pillow? was a follow-up. It used a word he had just said." Ask: "Which other question could be a follow-up?" (What was the hardest part?) Point to the last line. Say: "The teacher's exact words have quotation marks."

3. Guided Practice · 10–15 min

   Hold a two-minute practice interview. You are the expert on a skill you really have, such as making pancakes. 1) Your child writes three How, Why or What questions about your skill. 2) Your child asks two of them and takes notes in short phrases. 3) Your child asks one follow-up that uses something you just said. (Sample: "You said the pan must be hot. Why?") 4) Your child recounts two things you said, in order. If stuck, say: "Say back one thing I told you. Now ask why or how about it."

4. Independent Practice · 15–20 min

   Your child interviews a family member or neighbor for about 10 minutes. If no one else is home, you are the expert. 1) Ask at least five questions, with two follow-ups, and take notes. 2) On the index card, write an Expert Card. Recount the three most important things you learned, in order. 3) Add one quote in quotation marks. 4) Add one describing word that fits the expert in real life, such as patient, skillful or helpful. Tell what the expert did that shows it. Sample: "Uncle Dev is patient. He practiced on a pillow first." Check the card with the expert for mistakes.

5. Exit Ticket · 5 min

   Ask the three questions. Your child may look at the notes and the Expert Card.

Homework: Read your Expert Card to another family member. Answer one question they ask about it in a complete sentence.

Practice page · Week 32, Day 4

English Language Arts

I can ask follow-up questions and recount what an expert said.

Show answers

An Interview with Aunt Rosa

Me: How did you learn to fix bikes? Aunt Rosa: My dad taught me when I was ten. We fixed a rusty old bike together. First, we cleaned the chain. Then we pumped up the flat tires. Last, we tightened the brakes. Me: What was the hardest part? Aunt Rosa: The brakes! I had to try three times. "Never give up on a good bike," my dad said.

Use the interview above.

1. 1.

   Which question was a follow-up question?

   ○ How did you learn to fix bikes?○ What was the hardest part?
2. 2.

   Write a new follow-up question for Aunt Rosa.
3. 3.

   Recount the three steps in order.
4. 4.

   Copy the quote with its quotation marks.
5. 5.

   Which describing word fits Aunt Rosa in real life? Tell what she did that shows it.

Sort: does the word have gh that says /f/?

1. 6.

   tough

   ○ yes○ no
2. 7.

   taught

   ○ yes○ no

Challenge: Interview a family member. Write the three most important things they said, in order.

Objective: I can design a bird with traits that help it survive in a chosen habitat and explain my choices.

Standards: 3-LS4-2, 3-LS4-3

Materials: Tweezers, a clothespin, a spoon and 2 chopsticks or unsharpened pencils (model beaks), 3 small dishes: 30 grains of dry rice, 20 dried beans, 20 small cereal pieces, Cup to drop the food into (model stomach), Drawing paper and colored pencils, Bean cups and Bean Log from Week 31, Science notebook and pencil

1. Flex Day 4 — Enrich: Design-a-Bird Project — Wonder Warm-Up · 5 min

   Bean check: record both cups in the Bean Log. Spaced review from Week 30. Ask: "In the beak model, which beak picked up beans best? Why did that matter?" (Answers vary. Listen for: that beak had an advantage for that food.) Then the wonder. Ask: "What would the best bird for a snowy forest look like?"

2. Mini-Lesson · 10–15 min

   Say: "Today you are a scientist and an artist. You will design a bird for one habitat. Its traits must help it survive there." Read three habitat cards aloud. Snowy forest: big seeds inside cones, long cold winters, white ground. Marsh: insects in soft mud, shallow water, tall brown reeds. Meadow: tiny seeds on the ground, green and tan grass, hawks overhead. Say: "Real birds do not choose their traits. They inherit them. In each habitat, birds with helpful traits survive and raise more young." Ask: "Would thick, fluffy feathers help in the snowy forest? In a hot marsh?" (Yes in snow, because they hold warmth. In heat the bird could get too warm.) Ask: "Why might brown streaked feathers help among reeds?" (Camouflage.) Ask: "Can one bird be the best in every habitat?" (No. A trait that helps in one place can hurt in another.) If stuck, say: "Name the food first. Then ask which body part gets that food."

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

   Design-a-Bird. 1) Your child picks a habitat and its food: beans for big seeds, cereal for insects, rice for tiny seeds. 2) Beak test. Count slowly to 20 while your child moves food into the cup with one beak. They use one hand and take one piece at a time. Count the pieces moved. 3) Repeat with each of the 4 beaks on the same food. Change only the beak. Keep the food, the count to 20, the hand and the dish the same. Table: Beak | Pieces moved. 4) Your child picks the beak shape with the highest number. 5) They choose 2 more traits for that habitat. Ideas: feather color, thick feathers, long wading legs or strong gripping feet. 6) They draw and label the bird. 7) Ask: "Would your bird survive well, less well or not at all in another habitat?" Tweezers often do well with rice and cereal. The clothespin often grips beans. Real results vary. Use your own data.

4. Science Notebook Entry · 10 min

   Your child writes a field guide entry in the notebook: the bird's name, habitat, food, beak results and 3 labeled traits. Each trait needs a reason. Frame: "My bird's ___ helps it ___ in the ___." Sample: "My bird's thin, pointed beak helps it pull insects from mud in the marsh."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud; your child points to the table and the drawing while answering. Praise reasons that link a trait to the habitat.

Homework: Present your bird to a family member. Explain one trait and how it helps the bird survive. Look for: a clear link between the trait and the habitat.