Day 3 · Wednesday

Objective: I can explain how Native nations gained and shared deep knowledge of their land over many generations.

Standards: D2.Geo.4.3-5, D2.His.2.3-5

Materials: Notebook, Pencil, 1 paper plate, Crayons, A plant or tree near your home

1. Day 28 — Knowledge of the Land — Big Question Warm-Up · 5 min

   Spaced review from Week 4. Ask: "'Our springs are usually cool and rainy.' Is that weather or climate?" (Climate.) Then ask the day's wonder: "How did you learn to ride a bike or cook? Who taught you? How would you learn with no books?"

2. Mini-Lesson · 10–15 min

   Say: "Native nations have lived on their lands for thousands of years. Over that time they learned the land very well." Hold up three fingers. Say: "They learned by watching closely, by testing what works, and by teaching each new generation." Say: "This is careful knowledge. People learned which plants are food or medicine. They learned when animals move and when to plant." Say: "Elders pass this knowledge on. They use stories, songs and hands-on practice. Children learn by helping." Say: "This knowledge is used today. Many Native nations have scientists and land managers. They care for forests, rivers, fish and wildlife." Ask: "Name the three ways the knowledge grew." (Watching, testing and teaching.) "Who are elders?" (Older people respected for what they know.) "Is this knowledge still used?" (Yes.) If stuck, say: "Think of a family recipe. Someone tried it, fixed it and taught it."

3. Activity / Source Work · 15–20 min

   Source work. Read this source aloud. "Ojibwe people live around the Great Lakes. In early spring, families tap maple trees and boil the sap into sugar. In summer they fish and pick berries. As summer turns to fall, they harvest wild rice, called manoomin, from canoes. One person pushes the canoe with a pole. Another gently knocks ripe grains into it. Some grains fall into the water and grow into next year's rice. In winter, elders tell stories that teach." 1) Your child divides the paper plate into four parts and labels them spring, summer, fall and winter. 2) With crayons and pencil, your child draws and writes one activity from the source in each part. Expect these. Spring: maple sugar. Summer: fishing and berries. Fall: wild rice. Winter: stories. 3) Ask: "Why is it wise to let some grains fall into the water?" (They grow into next year's rice.) "Which words show this happens today?" ("Ojibwe people live" and "families tap.") 4) Go outside to your plant or tree. Your child looks for two minutes and writes three things noticed in the notebook. Ask: "What might you learn by watching it for a whole year?"

4. Notebook Entry · 10 min

   Your child finishes these frames. "Knowledge of the land is shared by ____, ____ and ____. One way this knowledge is used today is ____." Sample: "Knowledge of the land is shared by stories, songs and practice. One way this knowledge is used today is harvesting wild rice."

5. Wrap-Up & Exit Ticket · 5 min

   Read the three exit questions aloud. Praise answers that give a reason and answers in the present tense.

Homework: Your child asks a family member to teach something they learned from an older relative, then writes it down. Look for who taught it and how.

Practice page · Week 6, Day 3

Social Studies

I can explain how Native nations learn and share knowledge of their land.

Show answers

The Saguaro Harvest

The Tohono O'odham Nation lives in the Sonoran Desert of Arizona. Each year in early summer, families gather the red fruit of the tall saguaro cactus. They use long poles made from saguaro ribs to knock the fruit down. They cook the fruit into syrup and jam. The harvest marks the start of the O'odham new year. Elders teach children how and when to harvest, just as their own elders taught them.

Use the reading to answer.

1. 1.

   When does the saguaro harvest happen?
2. 2.

   What tool do people use?
3. 3.

   Who teaches children how to harvest?
4. 4.

   Name one way knowledge is passed down.

Go outside. Pick one plant or tree and record what you notice.

1. 5.

   My plant or tree:
2. 6.

   3 things I notice:
3. 7.

   Who could teach me more about it?

Challenge: Name one way traditional land knowledge is used today.

Materials: a local plant or tree

Objective: I can use patterns to know my ×5 facts.

Standards: 3.OA.C.7, 3.OA.D.9

Materials: 10 nickels, Grid paper, Crayons, 10 index cards or paper slips, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 3. Your child solves 500 − 236 (264). Then ask 7 × 10 (70) and 2 × 8 (16). Count by 5s to 50 together.

2. Mini-Lesson · 10–15 min

   Say: "Today we find patterns in the ×5 facts." Lay down 6 nickels one at a time. Count: 5, 10, 15, 20, 25, 30. Write 6 × 5 = 30. Say: "6 groups of 5 is 30." Lay down the rest and count on to 50. Your child writes all ten products in a row. Ask: "Look at the ones digits. What do you see?" (They go 5, 0, 5, 0.) Say: "Two 5s make a ten. So every second product ends in 0." Next, say: "Here is another way. 5 is half of 10." Color 10 rows of 6 on grid paper. Write 10 × 6 = 60. Fold the array in half so 5 rows show. Ask: "How many rows now?" (5) Say: "5 rows of 6 is half of 10 rows of 6. Half of 60 is 30." Write 5 × 6 = 30. Now your child does more. Your child colors 10 rows of 4 and writes 10 × 4 = 40. Then your child folds it and writes 5 × 4 = 20. Ask: "How did the ×10 fact help?" (Half of 40 is 20.)

3. Guided Practice · 10–15 min

   Your child picks nickels or half of the ×10 fact. 1) 3 × 5 (15). Count the nickels: 5, 10, 15. 2) 5 × 8. Ask: "What is 10 × 8?" (80) "What is half?" (Half of 80 is 40, so 5 × 8 = 40.) 3) 9 × 5 (45). 4) Ask: "Could 5 × 7 be 32?" (No. A ×5 product ends in 5 or 0.) "What is it?" (35) If stuck, say: "Think of the ×10 fact. Now cut it in half."

4. Independent Practice · 15–20 min

   Your child writes each product and may use the nickels. 1) 4 × 5 (20). 2) 5 × 5 (25). 3) 5 × 3 (15). 4) 5 × 9 (45). 5) 10 × 5 (50). 6) 10 × 2 = 20. Use half to find 5 × 2. (Half of 20 is 10.) 7) A hand has 5 fingers. How many fingers are on 8 hands? (8 × 5 = 40) 8) Omar saves 7 nickels. How many cents does he have? (7 × 5 = 35) Last, your child makes fact cards for the ×5 facts. Sort them into "know it" and "still building" piles. Use no timer.

5. Exit Ticket · 5 min

   Put the nickels and grid paper away. Read each question aloud; your child writes the answers.

Fact fluency: ×5 facts

Homework: Find groups of 5 at home, such as fingers, toes or nickels. Write 3 multiplication sentences that match. Sample: 4 hands, 4 × 5 = 20 fingers.

Objective: I can use a diagram to answer questions and explain steps in order.

Standards: RI.3.7, RI.3.3

Materials: Three sheets of plain paper, Pencil, Colored pencils, Reader's notebook, Your child's own nonfiction book

1. Warm-Up · 5 min

   Word study, Unit 1 review. Dictate: "Turn left at the farm to see the boat." Your child writes it, then checks each word against yours. Look at ur in turn, ar in farm and oa in boat. Spaced review, Week 2. Ask: "How do readers figure out a trait the author never names?" (They infer it from what the character says and does.)

2. Mini-Lesson · 10–15 min

   Say: "Some features teach with pictures. A diagram is a drawing with labels. It shows the parts of something or the steps in order. A map shows where places are. A chart puts facts in rows and columns." On plain paper, draw four boxes in a circle, joined by arrows. Label them egg, caterpillar (larva), chrysalis (pupa) and adult butterfly. Read aloud "A Butterfly's Life Cycle": [A mother butterfly glues each tiny egg to a leaf. A caterpillar chews its way out and eats leaves day and night. It grows so fast that its skin splits, and a bigger skin waits underneath. Next, the caterpillar hangs from a twig. Its skin splits one last time and uncovers a smooth shell called a chrysalis. Hidden inside, it grows wings. Finally, an adult butterfly crawls out and dries its wings in the sun. Later, it lays eggs of its own.] Think aloud: "The words give me details. The diagram shows the order at a glance. I put my finger on the egg and follow the arrows. The last arrow points back to the egg, so the steps repeat. That is a cycle."

3. Guided Practice · 10–15 min

   Your child answers with the diagram and the words. 1) Ask: "Which stage does the first arrow lead to?" (The caterpillar, or larva.) 2) Ask: "Which stage comes just before the adult?" (The chrysalis, or pupa.) 3) Ask: "Where does the diagram send you after the adult? Why?" (Back to the egg, because the adult lays eggs.) 4) Ask: "Why does a caterpillar need a new skin?" (It grows so fast that the old skin splits.) Then your child retells the cycle aloud with the order words first, next, then, finally. If stuck, say: "Put your finger on the egg. Follow each arrow and say 'then.'"

4. Independent Practice · 15–20 min

   1) In the reader's notebook, your child writes the butterfly cycle in four sentences. Each starts with an order word: first, next, then or finally. 2) Read these steps aloud: [How Bread Is Made. A baker mixes flour, water, salt and yeast into dough. The baker kneads the dough until it is smooth. The dough rests in a warm place. The yeast makes gas bubbles, so the dough rises. The baker bakes the loaf in a hot oven.] 3) Your child draws a four-box diagram of the steps with labels and arrows, using colored pencils. 4) They write one question the diagram answers, with its answer. Look for: stages in the order egg, caterpillar, chrysalis, adult; boxes labeled mix, knead, rise, bake; bread arrows in a line. Sample: "What happens just before baking?" (The dough rises.)

5. Exit Ticket · 5 min

   Read each question aloud. Your child answers in full sentences and may look at both diagrams.

Homework: Read your own nonfiction book for 15–20 minutes. Then draw a labeled four-step diagram of something you do every day, such as brushing your teeth. Use arrows.

Practice page · Week 6, Day 3

English Language Arts

I can use a diagram to answer questions and tell steps in order.

Show answers

The Life Cycle of a Frog

This diagram shows four stages in a circle with arrows. A frog lays eggs in a pond. Each egg hatches into a tadpole, which swims with a tail and breathes with gills. The tadpole grows legs and becomes a froglet, which still has a short tail. The froglet becomes an adult frog that lives on land and in water. The adult lays eggs, and the cycle starts again.

Use the diagram to answer.

1. 1.

   What comes right after the egg?
2. 2.

   What stage comes right before the adult frog?
3. 3.

   What happens after the adult lays eggs?
4. 4.

   What do the arrows show?
5. 5.

   Write the four stages with first, next, then and finally.
6. 6.

   Which would show where a pond is in a park?

   ○ a diagram○ a map○ a chart

Split each word into syllables.

1. 7.

   apple

2. 8.

   maple

Challenge: Draw your own diagram of how a seed grows into a plant. Use labels and arrows.

Objective: I can measure bounce heights and use the pattern to predict the next bounce.

Standards: 3-PS2-2

Materials: Rubber ball or tennis ball (plus a second, different ball for the extension), Yardstick or tape measure, Masking tape, A hard floor beside a wall, Science notebook and pencil

1. Day 28 — Bouncing Ball Patterns — Wonder Warm-Up · 5 min

   Spaced review from Day 2. Ask: "Which changed our pendulum's count more, the string length or the weight?" (The string length.) Then drop the ball and let it bounce until it stops. Ask: "What did you notice about each bounce?" (Each one was lower.) Say: "Let's measure that pattern and use it to predict."

2. Mini-Lesson · 10–15 min

   Say: "A bouncing ball has a pattern. Each bounce is lower than the one before." Drop the ball again and count the bounces together. Ask: "Did any bounce go higher than the one before it?" (No.) Say: "Each time the ball hits the floor, it loses some of its bounce. You can hear part of it as sound." Write an example: a ball dropped from 36 inches bounces to 24, then 16, then 11. Ask: "Will the next bounce be higher or lower than 11?" (Lower.) Say: "The steps down were 12, then 8, then 5." Ask: "Is the next step likely bigger or smaller than 5?" (Smaller.) "So what is a good prediction?" (About 7 or 8 inches.) Say: "Here is a measuring trick. At the top of a bounce, the ball stops for an instant. So dropping it from that height acts like the next bounce." If stuck, say: "Look at the last two numbers. Go lower, but by a smaller step."

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

   1) Tape the yardstick upright on the wall with 0 at the floor. 2) Draw a chart with two columns: Bounce number, Height (inches). Make rows for bounces 1 to 5. 3) Hold the ball with its bottom at 36 inches. Open your fingers to drop it, with no push. 4) Your child kneels with eyes level with the bounce. Your child watches the bottom of the ball at its highest point and marks that height with tape. Drop twice more to check, then record bounce 1. 5) For bounce 2, drop the ball from the bounce 1 mark and record. Repeat for bounces 3 and 4. 6) Your child predicts bounce 5 from the pattern, writes it down, then tests. Change only the drop height. Keep the same ball, floor and no-push drop. Expect each height to be lower, with smaller steps down. The numbers depend on your ball. If a result looks odd, say: "Real results vary. Drop again and look for the pattern." Ask: "How close was your prediction?"

4. Science Notebook Entry · 10 min

   Under the chart, your child circles the bounce 5 prediction and the measured height. Then finish two frames. "Each bounce was ___ than the one before." "My prediction was ___ inches off." Sample: "Each bounce was lower than the one before. My prediction was 2 inches off."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud. Praise a prediction that is lower than the last bounce and comes with a reason.

Homework: Drop 3 safe objects, such as a sock ball, a rubber ball and a plastic cup. Describe each bounce pattern. Look for which bounced most, and each bounce lower than the last.