Day 5 · Friday

Objective: I can show what I know about landforms, bodies of water, climate, and resources.

Standards: D2.Geo.5.3-5, D2.Geo.4.3-5, D2.Eco.3.3-5

Materials: Week 4 check (7 items), Pencil, Notebook, 1 sheet of plain paper, A map of your state, Colored pencils

1. Day 20 — Week 4 Check: Geography of Our Region — Big Question Warm-Up · 5 min

   Spaced review from Week 3. Ask: "North is at the top of a map. Where is west?" (On the left.) Then play Sort Race. Say each word. Your child calls out landform, water or resource. Canyon (landform). Lake (water). Iron (resource). Plateau (landform). Stream (water). Soil (resource). Sea (water). Hill (landform). Today's big question: "What makes our region different from every other place?"

2. Mini-Lesson · 10–15 min

   Review the week's four ideas with one new question each. Say: "Landforms are shapes of the land." Ask: "Ravi's town sits on high land that is flat on top. Name the landform." (A plateau.) Say: "Bodies of water differ by salt and by flow." Ask: "A small, shallow body of fresh water sits in a park. What is it?" (A pond.) Say: "Climate is the usual weather over many years." Ask: "'Summers here are hot and sticky.' Is that weather or climate?" (Climate.) Say: "Natural resources come from nature." Ask: "Which is a natural resource, a forest or a bookshelf?" (A forest.) If your child misses one, say: "Let us look at that day's notebook page together." Reread the page, then ask again with a new example.

3. Activity / Source Work · 15–20 min

   Make a map of your state. 1) Your child looks at the state map and draws the state's outline on plain paper in pencil. A rough shape is fine. 2) Your child marks your town with a dot and writes its name. 3) Your child draws and labels one landform, such as a mountain range or a plain. 4) Your child draws and labels one body of water with a blue colored pencil. 5) Your child adds one natural resource with a small picture, such as a tree for forests. 6) Your child adds a compass rose and a key for every symbol. Ask: "What is your evidence that the river belongs there?" (It is in the same place on the state map.) Ask: "Which direction is the landform from our town?" (Answers vary. Check with the compass rose.) Maps will differ. Look for features placed in about the right part of the state.

4. Notebook Entry · 10 min

   Keep this entry to about 5 minutes so the check fits. In the notebook, your child finishes three frames. "This week the easiest idea was ____. The hardest idea was ____. My favorite landform is ____ because ____." Sample: "My favorite landform is a canyon because a river carved it."

5. Wrap-Up & Exit Ticket · 5 min

   Read the three exit questions aloud. Then give the stored Week 4 check, 7 items, about 15 minutes. A short break first is fine, or give it later the same day. Score it together. With 6 or more right, move on. With 4 or 5 right, redo the Day 1 notebook page and rebuild any missed landforms. With 3 or fewer right, reteach the Day 2 Mini-Lesson with the tray and cups. Praise careful thinking, not speed.

Homework: Your child tells a family member three geography facts about your region, using the state map. Look for one landform, one body of water and one resource.

Objective: I can show what I know about equal groups, repeated addition and arrays (Week 4 check).

Standards: 3.OA.A.1, 3.OA.A.3

Materials: Stored Week 4 check and its answer key, 30 counters (dried beans, coins or buttons), Playing cards, aces through 5s, Paper plates or cups and grid paper (for reteaching), Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 1. Your child rounds 467 to the nearest 10 (470) and the nearest 100 (500). Then count by 10s to 100 together.

2. Mini-Lesson · 10–15 min

   Play Flip and Build for 10 minutes. Use the cards ace through 5; an ace is 1. Say: "The first card is the number of groups. The second card is how many in each." Model one turn. Flip a 4, then a 3. Say: "4 groups of 3." Build 4 rows of 3 beans. Write 3 + 3 + 3 + 3 = 12, then 4 × 3 = 12. Say: "The factors are 4 and 3. The product is 12." Now your child takes every turn: flip, build, write both sentences, name the factors and product. Ask each turn: "How many groups? How many in each?" A correct turn wins the two cards. Play about 6 turns.

3. Guided Practice · 10–15 min

   Do three check-style problems together. 1) Your child draws 2 groups of 6 and writes the sentence (2 × 6 = 12). 2) Write 5 + 5 + 5. Your child writes it as multiplication (3 × 5 = 15). 3) A shelf has 4 rows of 5 books. How many books? (4 × 5 = 20) If stuck, say: "Which number is the groups? Which number is how many in each?"

4. Independent Practice · 15–20 min

   Give the stored Week 4 check now. It has 7 items and no clock. Your child works alone for about 15 minutes, then you score it with the answer key. Choose a route by the result. 6 or more right: move on, and play Flip and Build again for fun. Your child can also hunt for arrays at home, such as egg cartons, windows and tiles. Write a multiplication sentence for each one. 4 or 5 right: find the kind of item missed. For drawings of groups, redo Day 1 Guided Practice. For addition and multiplication sentences, redo Day 2 Guided Practice. For arrays or word problems, redo Day 3 Guided Practice on grid paper. Then build three arrays with counters and turn each one. 3 or fewer right: reteach the Day 1 and Day 2 Mini-Lessons with plates before starting Week 5. Your child puts counters on the plates and names the groups aloud. Sample: 3 groups of 4 is 12. Teach one each day, then give the check again.

5. Exit Ticket · 5 min

   After the check, your child answers these three questions; then go over any missed check items together.

Fact fluency: Skip-counting by 10s

Homework: Play 10 rounds of Flip and Build with a family member, cards ace through 5. Say each turn as "__ groups of __ is __." Sample: a 5 then a 2 is 5 groups of 2, which is 10.

Objective: I can show what I know about folktales, fables, myths and their lessons.

Standards: RL.3.2

Materials: Week 4 English Language Arts Check (find it with the Week 4 lessons), Day 4's chart of folktales, fables and myths, Reader's notebook, Pencil, Your child's own book

1. Warm-Up · 5 min

   Word study check, not timed. Say each word, use it in a sentence, and your child writes it: table, apple, puzzle, maple, candle, simple. Challenge word: tremble. Correct together. Your child rewrites any missed word and splits it before the le syllable. Spaced review, Week 1. Ask: "Name three words that show the order of events." (Any three: first, next, then, after that, finally.)

2. Mini-Lesson · 10–15 min

   Your child explains folktale, fable and myth in one sentence each without notes. Check against Day 4's chart. Then read aloud a new tale, "The Young Mule and the Marsh": [A young mule was in a hurry to reach the barn. "Do not cross the marsh," said the old ox. "The mud is deep. Take the road." The mule snorted. "The marsh is shorter," he said, and he trotted straight in. Soon the mud gripped his legs like glue. He stood stuck until sunset, when the farmer pulled him out with a rope. The ox was already asleep in the warm barn.] Think aloud: "Step 1, the kind. It is very short, the animals talk, and it teaches a lesson. It is a fable. Step 2, the lesson. I do not say what happened. I say what people should learn: Listen to good advice."

3. Guided Practice · 10–15 min

   1) Ask: "Which advice did the mule ignore?" (The ox said, "Do not cross the marsh.") 2) Say: "Give me one event from the fable. Now give me the moral. How are they different?" (Event: the mule got stuck. Moral: listen to good advice. An event happens in the story. A moral is for everyone.) 3) Ask: "What would this story need to become a myth?" (Gods or magical beings, and it would explain something in nature.) 4) Ask: "Which two features make 'Stone Soup' a folktale?" (Any two: clever character, pattern of three, a lesson, told aloud for many years.) If stuck, say: "Look at the chart. Which column fits a clever person and a pattern of three?"

4. Independent Practice · 15–20 min

   Your child takes the Week 4 English Language Arts Check alone. It has 8 items and takes about 15 minutes. Read the directions aloud, but give no hints. Score it with the answer key. 6 or more right: your child is ready for Week 5. 4 or 5 right: redo the Day 4 practice page and make three new sorting cards. 3 or fewer right: reteach Day 4, then reread the Day 2 fables and state each moral. Afterward, your child reads their own book and writes its lesson in the reader's notebook.

5. Exit Ticket · 5 min

   Read each question aloud after the check is scored. Your child answers aloud in full sentences.

Homework: Read your own book for 15–20 minutes. Tell a family member the lesson of what you read. Say whether it reminds you of a folktale, a fable or a myth.

Objective: I can show what I know about magnets, static electricity and non-contact forces.

Standards: 3-PS2-3

Materials: Stored Week 4 science check (7 items) and its answer key, 2 magnets, 2 steel paper clips, 1 balloon and a wool sock, Tiny bits of tissue paper, 6 paper plates (1 for the maze, 5 for the extension), Marker, Science notebook and pencil

1. Day 20 — Week 4 Check: Magnets and Static — Wonder Warm-Up · 5 min

   Spaced review from Week 1. Ask: "Name three things a force can do to an object's motion." (Any three: start it, stop it, speed it up, slow it down, turn it.) Then say: "Today you are the magnet expert. Can a magnet steer a paper clip through a maze without touching it?"

2. Mini-Lesson · 10–15 min

   Keep this review to 10 minutes and the maze to 15, so the check fits. Do three quick demos. Your child does each one and names what happens. 1) Say: "Make two magnets repel." Ask: "Which poles are facing?" (Like poles.) 2) Say: "Lift a paper clip with a magnet." Ask: "Why does the clip stick, when foil would not?" (The clip is steel, which has iron.) 3) An adult blows up the balloon. Your child rubs it on the wool and lifts tissue bits. Ask: "Is this magnetism?" (No. It is static electricity, from rubbing.) Then ask: "What is the same about all three?" (The force worked without touching.) Say: "Those are non-contact forces." If stuck on a demo, say: "Tell me what you see first. Then name the force." Reteach that one idea for a minute before moving on.

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

   1) Your child draws a simple maze on a paper plate with the marker. Mark Start and Finish. Make the paths two fingers wide. 2) Set a paper clip on Start. Hold a magnet under the plate, touching the bottom. 3) Your child steers the clip to Finish by moving only the magnet. 4) Now test a question: does a bigger gap weaken the pull? Lower the magnet one finger-width below the plate and try again. Then try two finger-widths. Change only the gap. Keep the same magnet, clip and plate. 5) Record in a chart with two columns: Gap, Did the clip follow? Expect the clip to follow well when the magnet touches the plate. Expect it to stop following as the gap grows. If your magnet still works at two fingers, say: "Real results vary. Keep going until it stops." Ask: "How can the magnet move the clip through the plate?" (Its force works without touching, even through thin things.)

4. Science Notebook Entry · 10 min

   Your child draws the maze test, then finishes three frames. "The magnet moved the clip without ___." "The pull got ___ when the gap got bigger." "One thing I still wonder is ___." Sample: "The magnet moved the clip without touching it. The pull got weaker when the gap got bigger."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud. Then give the stored Week 4 science check: 7 items, about 10 minutes, working alone. Score it with the key. 6 or more right: move on to Week 5. 4 or 5 right: redo the Day 2 sorting test with 6 new objects. Redo Day 4 if distance was missed. 3 or fewer right: reteach Day 1 with the pencil rollers, then Day 2. Praise careful explaining, not speed.

Homework: Explain contact and non-contact forces to a family member, with one example of each. Listen for: contact needs touching, like a push; non-contact works across a gap, like a magnet.