Builds on: Needs government from Weeks 19 to 22, history from Weeks 6 and 7 and your child's own civic action project. One-minute check: ask, "What are the three levels of government?" (Local, state and national.)
Materials: Three-branch chart (from Week 20, or draw three boxes labeled legislative, executive and judicial), 20 index cards (10 for terms, 10 for meanings), Civic Action Project planner, Notebook, Pencil
Warm-Up · 5 min
Spaced review from Week 6. Ask: "Name one Native nation in the United States today and where its homelands are." (Sample: the Navajo Nation in the Southwest, the Lakota on the Great Plains or the Tlingit in southeast Alaska.) Then say: "In Week 7 we learned that English settlers built Plymouth on Wampanoag land in 1620." Ask: "How might each group have seen that?" (Settlers saw a new home. Wampanoag people saw newcomers on their homeland.)
Mini-Lesson · 10–15 min
Say: "Today we review government, citizens and civic action. I will name the week each idea was first taught." Say: "Week 19, levels of government." Ask: "Which level fixes our streets and runs our library?" (Local.) Fill in your own facts: "Our state capital is ___. Our local government is a ___." Say: "Week 20, the three branches." Point to the chart. Say: "The legislative branch makes laws. The executive branch carries them out. The judicial branch decides what laws mean." Say: "Power is split so no one group has too much." Ask: "Congress belongs to which branch?" (Legislative.) "Judges belong to which branch?" (Judicial.) Say: "Week 21, rights and responsibilities." Ask: "Is following the law a right or a responsibility?" (A responsibility.) Say: "Week 22, voting." Say: "Citizens 18 or older can vote." Ask: "Why does a democracy need people to vote and stay informed?" (The people choose the leaders, so their choices shape the laws.) Say: "Week 33, civic action." Ask: "Say the six steps in order." (Identify, research, plan, act, reflect, share.) If stuck, say: "Legislative sounds like laws. Executive means carries out. Judicial sounds like judge."
Activity / Source Work · 15–20 min
Match and label. 1) Write one term on each of ten cards: citizen, law, vote, right, responsibility, legislative, executive, judicial, local, civic action. 2) Write one meaning on each of the other ten cards. A member of a country. A rule made by a government. A way to choose, with one for each person. A freedom the law protects. Something a citizen should do. The branch that makes laws. The branch that carries out laws. The branch that decides what laws mean. Close to home, like a town or county. Working to solve a community problem. 3) Shuffle both sets. Your child matches each term to its meaning. The meanings above follow the order of the terms. 4) Open the planner. Your child labels each step of their own project with its cycle word. Sample: "Counted litter on two days: research." 5) Ask for evidence: "Which planner page shows your research step?" Scores vary. Look for the pattern. The three branches are the most common mix-up.
Notebook Entry · 10 min
In the notebook, your child writes the six steps of civic action in order. Beside each step, your child adds one sentence from their own project. Frame: "Identify: I noticed ___." Sample: "Identify: I noticed the shelter needed socks. Research: I interviewed a shelter worker."
Exit Ticket · 5 min
Your child answers the exit questions in writing. Praise clear branch names and present-tense sentences about Native nations.
Watch for: Mixing up the executive and legislative branches.
Try: Your child points to the chart and says: "Legislative makes laws. Executive carries them out."
Exit ticket:
The President leads one branch of the national government. Name that branch and tell its job.
Is freedom of speech a right or a responsibility? Tell how you know.
Which step of civic action comes right after you act? What do you do in that step?
Show answers
The executive branch. It carries out the laws.
A right. It is a freedom the law protects.
Reflect. You look back honestly at what worked and what did not.
Support: Use a finished three-branch chart and match five pairs of cards, not ten.
Extend: Your child plans one safe civic action for the summer, with a goal, a date and a helper.
Homework: Your child quizzes a family member on the three branches, then they switch roles. Look for the job of each branch, not just its name.
Practice page · Week 36, Day 3
Social Studies
I can review civics, history and the steps of civic action.
Match each branch of government to its job.
Word bank: Executive branch · Judicial branch · Legislative branch
1.
Makes laws
2.
Carries out laws
3.
Decides what laws mean
4.
Is speaking your mind a right or a responsibility?
○ right○ responsibility
5.
Is obeying laws a right or a responsibility?
○ right○ responsibility
History and civic action.
6.
Name one Native nation in the United States today and where it is.
7.
Why might a Taíno person and a Spanish sailor have told the story of 1492 differently?
8.
Our state capital is ____.
Challenge:Label one step of your own civic action project with its cycle word.
Materials: three-branch chart · civics term cards
Mathematics
Objective: I can solve problems with time, mass, liquid volume, line plots, area and perimeter.
Builds on: Review of Weeks 24 to 31. Each skill below names the week and day that first taught it. One-minute check: ask, "How many minutes are in one hour?" (60) "How many minutes from 3:00 to 3:25?" (25)
Materials: Analog clock with movable hands (or a paper plate clock), Inch ruler with quarter-inch marks, Grid paper, Notebook, Pencil
Warm-Up · 5 min
Spaced review from Day 2. Ask: "Which is greater, 1/6 or 1/4? Why?" (1/4; fourths are bigger pieces.) Then practice ×5 and ×9 facts with no clock. Ask 5 × 6, 5 × 8, 9 × 4 and 9 × 7 (30, 40, 36, 63).
Mini-Lesson · 10–15 min
Say: "Today is measurement: time, mass, liquid volume, line plots, area and perimeter." Elapsed time across an hour came in Week 25 Day 3. Say: "A show starts at 2:40 and lasts 45 minutes. When does it end?" Draw an open number line. Mark 2:40 at the left. Say: "Jump to the hour first." Jump 20 minutes to 3:00. Ask: "How many minutes are still left?" (45 − 20 = 25) Jump 25 more minutes to 3:25. Say: "So the show ends at 3:25." Mass and liquid volume came in Week 26 Days 1 to 3. Say: "Grams fit a pencil. Kilograms fit a dog. Liters fit a bucket of water. A mug holds less than 1 liter." Area by multiplying came in Week 29 Day 1. Perimeter by adding sides came in Week 30 Day 3. Draw a rectangle 7 squares long and 4 squares tall. Write 7 × 4 = 28 square units for the area. Write 7 + 4 + 7 + 4 = 22 units for the perimeter. Now your child does more. Lunch starts at 11:40 and ends at 12:15. How long is lunch? (20 + 15 = 35 minutes) Find the area and perimeter of a 5 by 4 rectangle. (20 square units; 18 units)
Guided Practice · 10–15 min
Solve these together. Your child names the unit before solving. 1) Telling time, Week 25 Day 1. Set the minute hand 3 small marks past the 7. Set the hour hand between 4 and 5. What time is it? (4:38; 35 minutes and 3 more) 2) Practice starts at 5:35 and lasts 50 minutes. When does it end? (6:25; 25 minutes to 6:00, then 25 more) 3) Word problems with units, Week 26 Day 4. One bag of rice has a mass of 5 kilograms. What is the mass of 4 bags? (4 × 5 = 20 kilograms) 4) A tank holds 42 liters. Tom pours it equally into 6 buckets. How many liters go in each bucket? (42 ÷ 6 = 7 liters) If stuck, say: "What is being measured? Name the unit. Then choose add, subtract, multiply or divide."
Independent Practice · 15–20 min
Your child works alone and writes the unit in every answer. 1) How long is it from 9:20 to 9:55? (35 minutes) 2) A walk starts at 7:50 and lasts 25 minutes. When does it end? (8:15; 10 minutes to 8:00, then 15 more) 3) Choose grams or kilograms for a bicycle, then for a grape. (kilograms; grams) 4) Line plots came in Week 24 Days 4 and 5. Leaf lengths in inches are 1, 1 1/4, 1 1/4, 1 1/2, 1 3/4, 1 3/4, 1 3/4 and 2. Rule a line from 1 to 2 marked in quarter inches. Draw an X for each leaf. Which length is most common? (1 3/4 inches; 3 Xs) 5) How many leaves are longer than 1 1/2 inches? (4) 6) Draw a rectangle 8 squares long and 4 squares tall. Find its area and perimeter. (32 square units; 24 units) 7) A garden is 3 meters by 8 meters. How much fence goes around it? (22 meters) 8) A jug holds 12 liters. Ana pours out 5 liters. How many liters are left? (12 − 5 = 7 liters)
Exit Ticket · 5 min
Read each question aloud. Your child answers on paper and may draw a number line or a rectangle.
Watch for: Treating an hour as 100 minutes, so 2:40 plus 45 minutes becomes 2:85.
Try: Your child jumps to the next hour first on the number line, then adds the minutes left.
Fact fluency: ×5 and ×9 facts
Exit ticket:
What is the area of a rectangle 7 units by 5 units?
What is the perimeter of a rectangle 9 cm by 2 cm?
A class starts at 1:45 and lasts 30 minutes. When does it end?
Show answers
35 square units
22 cm
2:15
Support: Keep the clock and grid paper in reach. Use start times on the hour or half hour, such as 4:30 plus 20 minutes (4:50).
Extend: Your child finds two rectangles with an area of 18 square units and different perimeters. Sample: 2 by 9 (22 units) and 3 by 6 (18 units).
Homework: Your child solves two problems. A movie starts at 6:40 and lasts 50 minutes. When does it end? (7:30) A rug is 7 feet by 2 feet. Find its area and perimeter (14 square feet; 18 feet).
Practice page · Week 36, Day 3
Mathematics
I can solve problems with time, mass, liquid volume, line plots, area and perimeter.
Pencil Lengths (inches)
The line plot shows 8 pencils. Above 5 inches there are 2 Xs. Above 5 1/2 inches there are 3 Xs. Above 5 3/4 inches there is 1 X. Above 6 inches there are 2 Xs.
Solve each problem and write the unit.
1.
Maya starts practice at 2:35 and practices for 45 minutes. When does she stop?
2.
Which unit fits the mass of an apple?
○ grams○ kilograms
3.
Which unit fits the water in a fish tank?
○ milliliters○ liters
4.
A jug holds 4 liters. Sam pours in 3 more liters. How much is in it now?
5.
What is the area of a 9 by 4 rectangle?
6.
What is the perimeter of a 7 by 5 rectangle?
Use the line plot of pencil lengths above.
7.
How many pencils are 5 1/2 inches long?
8.
How many pencils were measured in all?
Challenge:A class starts lunch at 11:50. Lunch lasts 35 minutes. When does it end?
English Language Arts
Objective: I can review story skills and answer questions about a story using evidence from the text.
Builds on: Needs central message from Week 1 Day 4 and text evidence from Week 3 Day 2. One-minute check: ask, "What is a central message?" (the big lesson a story teaches)
Materials: Writer's notebook, The story in this lesson, copied or printed, Highlighter, Story map drawn in the notebook (characters, setting, problem, events, solution), Pencil
Warm-Up · 5 min
Word study, about 3 minutes. Dictate this sentence: "The unhappy giant cried." Your child writes it. Check it together: un- plus happy, a soft g before i, and y changed to i before -ed. Spaced review from Week 3 Day 4. Ask: "In 'The Lion and the Mouse,' how does the mouse solve the lion's problem?" (The mouse chews through the ropes of the net.)
Mini-Lesson · 10–15 min
Read the story aloud while your child follows along. "The Kite Contest": Imani had spent all week building a kite out of newspaper and straws. On the morning of the contest, a gust of wind snapped one of the straws. Imani's shoulders drooped. "It's ruined," she whispered. Her friend Wen dug through his backpack and pulled out two pencils and a roll of tape. "Don't quit yet," he said. Together they taped the pencils where the straw had been. When the whistle blew, Imani's kite wobbled, dipped, and then soared higher than all the others. She did not win the prize for the prettiest kite. She won something better: the Never Give Up ribbon. Say: "Today we review three story skills. You learned central message in Week 1 and how a character changes in Week 2. In Week 3 you learned to answer with evidence." Write the two steps: answer, then prove it with "In the text it says ___." Think aloud. Say: "How does Imani feel when the straw snaps? She feels crushed. In the text it says her shoulders drooped and she whispered, 'It's ruined.'" Highlight those words. Say: "A character's actions move a story along. Watch what Wen does next." Ask: "What does Wen pull out of his backpack?" (two pencils and a roll of tape)
Guided Practice · 10–15 min
1) Fill in the story map together. (Characters: Imani and Wen. Setting: the morning of a kite contest. Problem: the wind snaps a straw. Events: Wen brings pencils and tape, and they fix the kite. Solution: the kite flies high.) 2) Ask: "How does Wen help solve the problem?" Your child marks the evidence with the highlighter. (He gives pencils and tape, and they tape the pencils where the straw was.) 3) Ask: "What is the central message?" (Do not give up. A friend can help you solve a problem.) 4) Ask: "What does soared tell you about the kite? What is the clue?" (It flew up high. The clue is "higher than all the others.") If stuck, say: "Put your finger on the sentence that proves it. Read it to me."
Independent Practice · 15–20 min
1) Your child answers two questions in the notebook with evidence. "Why did Imani win a ribbon?" "How does Imani change from the beginning to the end?" Sample: "Imani won because she fixed her kite and flew it anyway. In the text it says the kite soared higher than all the others." 2) Your child writes a short story of 6 to 8 sentences about a time they almost gave up but kept going. Checklist: a clear problem. Events in order with two time-order words from Week 10, such as first and finally. One line of dialogue with quotation marks, as in Week 11. An ending that shows how the problem turned out.
Exit Ticket · 5 min
Ask the three questions aloud. Your child may look back at the story and at their own writing.
Watch for: Answering from their own ideas without going back to the text.
Try: Ask for a highlighted sentence before your child writes any answer.
Exit ticket:
Which of Wen's words show that he believes the kite can still fly?
Why is the ribbon "something better" than the prize for the prettiest kite? Use the text.
Read the line of dialogue in your own story. What does it show about your character?
Show answers
"Don't quit yet."
It honors not giving up, which matters more than looks. In the text it says the ribbon is called Never Give Up.
Answers vary. Look for: quotation marks and a feeling or trait the words show.
Support: Read the story twice. Your child answers each question aloud before writing, and the story may be 4 sentences.
Extend: Your child retells the ending as Wen, in 4 or 5 sentences that use the word I.
Homework: Retell "The Kite Contest" to a family member. Tell the central message and one piece of evidence (10 minutes).
Practice page · Week 36, Day 3
English Language Arts
I can answer questions about a story with evidence.
The Garden Plan
Omar planted bean seeds in a row. Every morning he checked the soil, but nothing grew. 'They're never coming up,' he grumbled, kicking a pebble. His neighbor, Mrs. Chen, showed him how to water the seeds a little each day instead of once a week. Omar tried it. Two weeks later, tiny green sprouts poked through the dirt. Omar grinned and ran to tell Mrs. Chen.
Use the story above. Answer with evidence: 'In the text it says ...'
1.
How does Omar feel when nothing grows? How do you know?
2.
How does Mrs. Chen help solve the problem?
3.
What is the central message?
4.
How does Omar change from beginning to end?
Add un- or -ful. Write the new word and its meaning.
5.
un + happy
6.
care + ful
7.
help + ful
Challenge:Write two sentences about a time something went wrong and you fixed it. Use the words first and finally.
Science
Objective: I can explain weather, climate, forecasts and ways to reduce weather hazards.
Standards: 3-ESS2-1, 3-ESS2-2, 3-ESS3-1
Builds on: Needs the Quarter 3 notebook pages from Weeks 19 to 27. One-minute check: ask, "What does a forecast tell us?" (What the weather will probably be.)
Materials: Science notebook pages from Weeks 19 to 27, and a pencil, Thermometer, Rain gauge from Week 19 (or a clear, straight-sided cup and a ruler), Today's weather forecast from a newspaper, radio or phone, read with an adult, Quarter 4 Review: Science printout (from the Assessments page) and a ruler
Day 178 — Review: Weather, Climate and Hazards (Q3) — Wonder Warm-Up · 5 min
Spaced review from Week 19. Ask: "Name the five parts of weather." (Temperature, precipitation, wind, clouds and humidity.) Then your child reads the thermometer at a window. Now the wonder. Ask: "Is today's weather usual for this time of year here? How could we find out?"
Mini-Lesson · 10–15 min
Say: "Today is Quarter 3, weather and climate." Your child finds the page for each idea. Week 19: weather is what the air is like at one place and time. A thermometer measures temperature. A rain gauge measures rainfall. A wind vane shows where the wind comes from. Week 20: climate is the usual weather of a place over many years. Tables and graphs of weather data show its patterns. Week 25: tall, dark cumulonimbus clouds can bring thunderstorms. A forecast is a prediction made from data and patterns. Week 21: severe weather is a hazard, and people design ways to reduce the harm. Lightning rods, storm shelters and storm shutters are such designs. Model a claim. Say: "A lightning rod is a good design for a tall building. It carries lightning safely to the ground. Its limit is that it protects only that building." Ask: "'It snowed last night.' Weather or climate?" (Weather.) "'Winters here are usually mild.' Weather or climate?" (Climate. Usually means many years.) "A tall, dark cloud is growing. What might be coming?" (A thunderstorm.) If stuck, say: "Is it about one day, or about many years?"
Investigation / Hands-On · 15–20 min
Weather Review. 1) Your child reads the thermometer outside in the shade and records the temperature and the time. 2) They check the rain gauge and record the depth, or write "none." 3) They read today's forecast with an adult and name the predicted high and the chance of rain. With no forecast, they make their own from the sky and wind. 4) Ask: "Is today usual for this month here?" A good answer thinks about many years. 5) They choose one hazard that happens in your area and name one design that reduces harm. They make a claim with "because" and give one limit. Record steps 1 to 3 in a table with three columns: Part of weather, Today's data, Tool. Expect your reading to differ a little from the forecast, which is a prediction. Say: "Real results vary. Look for the pattern." Safety: stay indoors if a storm is near.
Science Notebook Entry · 10 min
Your child makes a one-page Quarter 3 review. It has the meanings of weather and climate, a labeled drawing of one tool, and one cloud type with its weather. They add one hazard and a design that reduces its harm. Sample: "Storm shutters protect windows from things blown by hurricane wind."
Wrap-Up & Exit Ticket · 5 min
Ask the three exit questions aloud and praise the word "usually" in climate answers. Then give the Quarter 4 Review: Science, found on the Assessments page. It takes 20 to 30 minutes and samples Weeks 28 to 35. Give it after a break today, or on any day this week. Your child needs a pencil and the ruler. Read questions aloud, but give no hints. Its scoring notes name the weeks to revisit.
Watch for: Using "weather" and "climate" as if they mean the same thing.
Try: Ask, "Is this about today, or about many years?" Today is weather. Many years is climate.
Exit ticket:
"The wind is strong this afternoon." "Autumn here is usually dry." Which sentence is weather, and which is climate? Name the clue words.
The thermometer reads 5 degrees warmer than the forecast high. Was the forecast bad science? Explain.
Choose a lightning rod, a storm shelter or storm shutters. Which hazard does it protect against, and how?
Show answers
The first is weather: "this afternoon." The second is climate: "usually."
No. A forecast is a prediction from data and patterns. Real weather can turn out a little different.
Answers vary. Look for: the hazard named and how the design reduces harm, such as shutters stopping flying objects from breaking windows.
Support: Give a Quarter 3 word bank for the notebook page: weather, climate, temperature, precipitation, forecast, hazard.
Extend: Your child writes 3 ways your climate differs from a very different place on the Week 22 map.
Homework: Teach a family member the difference between weather and climate, with one example of each. Look for: "today" and "usually."
Practice page · Week 36, Day 3
Science
I can review weather, climate, forecasts and weather hazards.
Weather Review. Read the tools and the forecast with an adult.
1.
Temperature now: ____
2.
Forecast high today and chance of rain: ____
3.
Is today's weather usual for this time of year where I live?
Answer each one.
4.
What does a rain gauge measure?
○ wind speed○ how much rain falls○ temperature
5.
What is the difference between weather and climate?
6.
Pick one weather hazard. Name one design that reduces harm.
Challenge:Why do people check a forecast before a trip?
Materials: thermometer · weather forecast from a newspaper or app (with an adult)
