Day 4 · Thursday

Objective: I can make a clear poster that explains my civic action and its results.

Standards: D4.3.3-5, D4.2.3-5

Materials: Poster board (or 4 sheets of paper taped together), Markers, 2 photos or drawings from the action, Bar graph and reflection page from Day 3, Glue stick, Ruler, Scrap paper, 3 index cards, Civic Action Project rubric (24 points), Pencil

1. Warm-Up · 5 min

   Spaced review from Week 8. Ask: "What is a caption?" (The words beside a picture that tell what it shows.) Your child reads one sentence from yesterday's reflection. Then ask the big question: "Someone walks past your poster. What one thing should they learn?"

2. Mini-Lesson · 10–15 min

   Say: "A good poster tells your project's story in six parts." Write the list on scrap paper. 1) A title. 2) The issue. 3) What we did. 4) The results. 5) What we learned. 6) What is next, with thank-yous. Say: "The issue box needs one fact and its source. The results box needs a number or the bar graph." Say: "Use a photo that shows a person's face only if that person said yes." Now test the letter size. Write a title on scrap paper in letters as tall as your thumb. Prop it up. Your child walks six big steps away and reads it. Ask: "Could you read it from there?" (Yes, if the letters are tall and thick.) "Which box holds the bar graph?" (The results.) "Why does the fact need a source?" (So readers can check it and trust it.) If stuck, say: "Tell me the story aloud first: problem, action, result. Now find the box for each."

3. Activity / Source Work · 15–20 min

   Poster build. 1) Your child sketches a layout on scrap paper: six boxes, with the title across the top. 2) With the ruler, draw light pencil lines for the title on the poster board. 3) Your child writes the title in thumb-tall marker letters. 4) Your child writes the issue with one fact and its source. 5) Glue in the two photos or drawings. Your child writes a caption for each. 6) Glue in the bar graph and write the total beside it. 7) Your child copies what we learned and what is next from the reflection page, then adds thank-yous. 8) Check with the rubric. Are all six parts there? Does every number match the log? Can the title be read from six steps away? Ask for evidence: "Where on the poster is the number that shows your result?" Posters vary. Look for a clear story, not fancy art. Any unfinished box can be completed after the lesson.

4. Notebook Entry · 10 min

   Today's entry goes on the index cards. Your child writes three talking points, one short sentence on each card: the issue, what we did and the result. Sample: "Card 1: People at the shelter need warm socks. Card 2: We ran a sock drive for four days. Card 3: We collected 37 pairs."

5. Exit Ticket · 5 min

   Your child checks the poster against the six-part list, then answers the exit questions aloud. Praise a clear result number and helpful captions.

Homework: Your child says the three talking points aloud two times. Look for eyes up from the cards on the second try.

Objective: I can sort quadrilaterals in a family tree that shows how the groups fit together.

Standards: 3.G.A.1

Materials: Large sheet of paper for the tree poster, The 9 quadrilateral cards from Day 2, Glue stick or tape, Markers, Ruler, Index card (to test square corners), Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 33 Day 3. A rectangle of 16 squares is split into 2 equal parts. Ask how many squares are in each part and what fraction each is (16 ÷ 2 = 8 squares each; 1/2). Then practice ×7 and ×8 facts with no clock. Ask 7 × 4, 7 × 7, 8 × 4 and 8 × 7 (28, 49, 32, 56).

2. Mini-Lesson · 10–15 min

   Say: "Each smaller group fits inside a bigger group, like a family tree." With markers, draw six boxes on the poster and write a rule in each. Top box: Quadrilateral, 4 sides. Under it: Trapezoid, at least one pair of same-direction sides. Under that: Parallelogram, two pairs. Under that, side by side: Rectangle, 4 square corners, and Rhombus, 4 equal sides. At the bottom, joined to both: Square. Work the 4 by 4 square card fully. Start at the top and read each rule aloud. Test with the ruler and the index card. Ask each time: "Does it pass?" (Yes, at every box.) Say: "So a square has all six names. Its most specific name is its lowest box, Square." Say: "A shape gets the name of every box above it." Now your child does more. Your child walks the 6 by 2 rectangle card down the tree. (quadrilateral, trapezoid, parallelogram, rectangle; it stops at Rectangle)

3. Guided Practice · 10–15 min

   Your child walks each card down the tree, says each name, and glues it in its lowest box. 1) The rhombus card. (quadrilateral, trapezoid, parallelogram, rhombus) 2) The slanted card. (quadrilateral, trapezoid, parallelogram) 3) The roof card. (quadrilateral, trapezoid) 4) The kite card. (quadrilateral only; it has no same-direction sides) Glue the two cards from the Mini-Lesson too. If stuck, say: "Start at the top. Read the rule in the box. If the shape passes, go down one box."

4. Independent Practice · 15–20 min

   Your child uses the poster and writes each answer in the notebook. 1) List every name for the 5 by 5 square card, then glue it. (all six names) 2) List every name for the 4 by 3 rectangle card, then glue it. (quadrilateral, trapezoid, parallelogram, rectangle) 3) Where does the lopsided card go? (the Quadrilateral box only) 4) True or false: every rhombus is a parallelogram. (True. Rhombus sits under Parallelogram.) 5) True or false: every parallelogram is a rectangle. (False. The slanted card has no square corners.) 6) True or false: every square is a trapezoid. (True. Square sits under every other box.) 7) I have two pairs of same-direction sides. My sides are 6, 2, 6 and 2 inches. My corners are not square. What is my lowest box? (Parallelogram) 8) I have exactly one pair of same-direction sides. What is my lowest box? (Trapezoid) Keep the poster for Day 5.

5. Exit Ticket · 5 min

   Read each question aloud; your child answers on paper and may look at the poster.

Fact fluency: ×7 and ×8 facts

Homework: Your child draws the quadrilateral family tree from memory, then checks it against the poster. (Six boxes: Quadrilateral, Trapezoid, Parallelogram, Rectangle, Rhombus, Square.)

Objective: I can perform a memorized poem with expression and answer a question about what it means.

Standards: SL.3.4, SL.3.5, SL.3.6, SL.3.3, RF.3.4.B, RL.3.4

Materials: Index card with "The Creek" from Day 3, Family members as an audience, Phone or tablet to record sound, Writer's notebook, Pencil

1. Warm-Up · 5 min

   Word study, about 3 minutes. Say center, gentle and magic. Ask: "Which word means soft and kind?" (gentle) "Which word names the middle?" (center) Your child says one sentence with magic. Spaced review from Week 33. Ask: "Name two voice tips for giving a talk." (Any two: loud enough, clear, steady pace, expression.)

2. Mini-Lesson · 10–15 min

   Say: "Today you recite your poem for an audience." Write the tips on paper and act out each one. 1) Stand tall and still. 2) Take a breath, then say the title. 3) Pause at the end of each stanza. 4) Let your face match the words. 5) If you forget a line, pause, breathe and glance at the card. Next, plan the voice with a think-aloud. Say: "The first stanza is lively, so my voice is bright. The winter lines are still, so I slow down and get quiet. At 'But spring' I grow louder again." Your child marks the card with a slash at the end of each line for a breath. They underline "But spring." Recite the first stanza yourself as a model. Ask: "Where did I pause?" (at the end of the stanza)

3. Guided Practice · 10–15 min

   1) Your child performs the poem once for you. Share two strengths and one tip. Sample: "You paused after the first stanza. Your winter lines were soft. Next time, look up on the last line." 2) Ask, as an audience member would: "What does the poet want us to notice about the creek?" (It seems alive. It is noisy and moving, then still in winter, then moving again.) Your child answers in a complete sentence. 3) Ask: "Which words show that winter has ended?" ("But spring comes knocking at its door.") 4) Your child performs again and uses your tip. If stuck on a meaning question, say: "Start with 'The poem says' and finish with a line you know."

4. Independent Practice · 15–20 min

   1) Your child performs the poem for the family while you record the sound. 2) Each listener asks one question about the poem or the performance. Your child answers each one in a complete sentence with a detail. 3) Your child listens to the recording. 4) In the notebook, your child writes two sentences: one strength and one change for next time. Sample: "I paused after the first stanza. Next time I will slow down on the winter lines." Look for: the title said first, a pace that is easy to follow, and answers in complete sentences.

5. Exit Ticket · 5 min

   Ask the three questions aloud. Your child answers the second one in a complete sentence, as if you were the audience.

Homework: Perform "The Creek" for someone who did not hear it today, by phone or in person (10 minutes). Look for the title first and a pause between stanzas.

Objective: I can present my trait survey and use my data to explain what I found.

Standards: 3-LS3-1

Materials: Bar graph from Day 3 (Day 168), 5 index cards for notes, Science notebook and pencil, Clock or watch

1. Day 169 — Present Survey Findings — Wonder Warm-Up · 5 min

   Spaced review from Week 28. Ask: "Twin lambs have the same parents. Why might they still look a little different?" (Each lamb gets its own mix of traits from its parents.) Then your child reads the three pattern sentences from Day 3 aloud. Now the wonder. Ask: "What can your graph tell someone who never saw your survey?"

2. Mini-Lesson · 10–15 min

   Say: "Scientists share their findings so others can learn from them and check them." Teach the five parts of a survey talk. One: the question. Two: how many you checked and how. Three: the graph. Four: the patterns, with numbers. Five: what this shows about variation. Model a short talk with the Day 3 sample. Say: "My question was what eye colors people near me have. I looked at 12 people and tallied each one once. Here is my graph. Brown was most common, with 7. Green was least common, with 2. This shows variation. Each person inherits eye color from their parents." Add one honest limit. Say: "My survey tells about these 12 only." Ask: "Which part gives the numbers?" (Part four, the patterns.) "Which sentence tells why the group varies?" (Each one inherits traits from its own parents.) "Does my survey tell about everyone in the world?" (No. It tells about the group I checked.) Teach two speaking tips: face your listeners, and point to the graph. If stuck, say: "Point to the tallest bar. Say its name and its number."

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

   Survey Talk. 1) Your child writes one index card for each part, with only a few words. 2) They practice once aloud. Glance at the clock and aim for two to three minutes. 3) They present to at least one family member. 4) The listener keeps a small table with two columns: Part, Included. 5) The listener asks two questions. Try "Would the pattern be the same with 50?" and "Which result surprised you?" 6) Your child answers by pointing to the data. Keep the talk in the same order as the cards. Listen for all five parts and at least two numbers. If a part is skipped, point to that card and your child adds it. For the first question, a strong answer is honest. Sample: "I do not know. I would need to check more."

4. Science Notebook Entry · 10 min

   Self-check in the science notebook. Your child rates three skills from 1 to 3: speaking clearly, using the graph, and answering questions. Then they finish this frame. "Next time I will ___." Sample: "Next time I will say the numbers more slowly."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud. Praise every finding that came with a number.

Homework: Give the talk to another family member, in person or by phone. Ask them one question about a pet's or plant's traits. Look for: numbers in the talk.