Day 1 · Monday

Objective: I can explain different reasons explorers and settlers came to North America, including people who did not choose to come.

Standards: D2.His.3.3-5, D2.His.4.3-5

Materials: World map or globe, Yarn or string, 3 pieces about as long as your arm, Tape, 4 index cards, Notebook, Pencil

1. Day 31 — Why People Came — Big Question Warm-Up · 5 min

   Spaced review from Week 6. Ask: "Name one Native nation and tell where its government is today." (Answers vary. Sample: the Cherokee Nation, in Tahlequah, Oklahoma.) Then ask the big question: "Why might someone leave home and cross an ocean?"

2. Mini-Lesson · 10–15 min

   Put a finger on Europe on the map. Say: "More than 500 years ago, ships from Europe began crossing this ocean. Native nations already lived all over the Americas." Say: "Explorers came first. They wanted gold, fame and a faster way to trade with Asia. Many wanted to spread Christianity." Say: "Settlers came to stay. They wanted land to farm, a new start, or to practice their religion their own way." Now put a finger on West Africa. Say: "Not everyone chose to come. Starting in the 1500s, millions of African people were captured and forced onto ships. They were enslaved. In 1619 a ship brought more than 20 captive Africans to Virginia, where English settlers lived. This was wrong, and it caused great suffering." Ask: "Who came looking for gold and trade routes?" (explorers) "Who came to farm and stay?" (settlers) "Who was forced to come?" (enslaved Africans) If your child is stuck, say: "Explorers look. Settlers stay. Enslaved people were forced."

3. Activity / Source Work · 15–20 min

   1) Tape yarn from Spain to the Caribbean islands. Say: "In 1492 Christopher Columbus sailed for Spain and reached these islands." 2) Tape yarn from England to Virginia. Say: "In 1607 English settlers built Jamestown, hoping for riches and land." 3) Tape yarn from West Africa to North America. Say: "Captured African people were carried this way against their will." 4) Your child writes a card for each journey: Who traveled? Why? By choice? 5) Read this source aloud. It was written for this lesson. "The Taíno people lived on the Caribbean islands long before 1492. They farmed, fished and traveled between islands in large canoes. Columbus and his men claimed the islands for Spain and forced many Taíno to work. Great numbers died from sickness and cruel treatment. Taíno descendants live in Puerto Rico, Cuba, the Dominican Republic and the United States today." Ask: "Which words show the Taíno were there first?" ("long before 1492") "Which words show they are here now?" ("live" and "today") Say: "So Columbus did not discover empty land. He reached islands where people already lived." 6) Your child writes a fourth card: Taíno, already home.

4. Notebook Entry · 10 min

   Your child draws a notebook chart with three columns: Group, Reason they came, By choice? Fill three rows. (Explorers: gold, trade routes; yes. Settlers: land or religion; yes. Enslaved Africans: captured and forced; no.) Then finish this frame: "When the ships arrived, the Taíno people may have thought ____ because ____." Sample: "They may have wondered what the strangers wanted."

5. Wrap-Up & Exit Ticket · 5 min

   Read the three exit questions aloud. Praise the words "arrived" or "reached" and any answer that names who was already here.

Homework: Ask a family member about one move in your family's story. Write one sentence telling why they moved. Look for: a reason, and whether it was a choice.

Practice page · Week 7, Day 1

Social Studies

I can explain why different people came to North America.

Show answers

Many Journeys

In 1608 Samuel de Champlain, an explorer from France, built a trading post at Quebec. He wanted furs to sell in Europe. The Innu (Montagnais) and Algonquin people near Quebec, and soon the Wendat (Huron) people from farther west, traded furs with the French for metal tools. In 1620 the Pilgrims sailed from England so they could practice their religion their own way. In 1619 the first captive Africans were brought to Virginia in chains. They did not choose to come.

Fill in the chart from the reading.

Group	Reason they came	By choice?

1. 1.

   Champlain's reason:
2. 2.

   The Pilgrims' reason:
3. 3.

   Did the captive Africans come by choice?

   ○ Yes○ No

Answer each question.

1. 4.

   Name 2 reasons explorers came.
2. 5.

   Name 2 reasons settlers came.
3. 6.

   Who already lived near Quebec when Champlain arrived?

Challenge: How might the Innu, Algonquin or Wendat people have felt about the French traders?

Materials: world map · yarn

Objective: I can use a double plus one more group to know my ×3 facts.

Standards: 3.OA.C.7, 3.OA.B.5

Materials: 30 counters (dried beans, coins or buttons), Plain sheet of paper, 10 index cards or paper slips, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 3. Your child solves 403 − 157 (246). Then ask 2 × 4 (8) and 2 × 9 (18). Count by 3s to 30 together.

2. Mini-Lesson · 10–15 min

   Say: "Today we build ×3 facts from ×2 facts." Write 3 × 4. Ask: "What does this tell us to build?" (3 groups of 4.) Build 3 rows of 4 beans on the paper. Lay a pencil under the second row. Say: "I can break apart this array." Ask: "How many rows are above the pencil?" (2) "What is 2 × 4?" (8) "What is below the pencil?" (1 row of 4.) Write 2 × 4 = 8, then 8 + 4 = 12. Write 3 × 4 = 12. Say: "3 groups is 2 groups and one more group. So double it, then add one more group." Next, write 3 × 7. Your child builds 3 rows of 7 on the paper. Say: "Double 7 is 14. One more 7 makes 21." Write 14 + 7 = 21 and 3 × 7 = 21. Turn the paper. Say: "7 × 3 is the same array turned. It is 21 too." Now your child does more. Your child builds 3 × 6 and lays the pencil under row 2. Your child writes 2 × 6 = 12, then 12 + 6 = 18, then 3 × 6 = 18.

3. Guided Practice · 10–15 min

   Your child says the double, then adds one more group. 1) 3 × 5 (10 + 5 = 15). 2) 3 × 8 (16 + 8 = 24). 3) 3 × 9 (18 + 9 = 27). 4) Write 4 × 3. Ask: "Which fact from today has the same product?" (3 × 4 = 12. It is the same array turned.) If stuck, say: "Cover the last row. What is the double? Now add the row you covered."

4. Independent Practice · 15–20 min

   Your child writes the double, the sum and the product. 1) 3 × 2 (4 + 2 = 6). 2) 3 × 3 (6 + 3 = 9). 3) 3 × 10 (20 + 10 = 30). 4) 8 × 3 (24). 5) 5 × 3 (15). 6) Your child draws 3 rows of 9 dots and a line under row 2. Your child writes both parts (2 × 9 = 18; 18 + 9 = 27). 7) Aiyana buys 3 packs of 7 pencils. How many pencils? (3 × 7 = 21) 8) A tricycle has 3 wheels. How many wheels are on 6 tricycles? (6 × 3 = 18) Last, your child makes fact cards for the ×3 facts. Sort them into "know it" and "still building" piles. Use no timer.

5. Exit Ticket · 5 min

   Put the beans and cards away. Read each question aloud; your child writes the answers.

Fact fluency: ×3 facts

Homework: Use the ×3 fact cards for 10 minutes with no timer. Say the double and one more group each time. Sample: "3 × 6 is 12 and 6 more, so 18." Then count by 3s to 30 for a family member.

Objective: I can find the main idea of a paragraph and the details that support it.

Standards: RI.3.2, RI.3.1

Materials: The three paragraphs in this lesson, printed or copied onto paper, Two highlighters or colored pencils in different colors, Reader's notebook, Pencil, Your child's own nonfiction book (homework)

1. Warm-Up · 5 min

   Word study, open syllables. Write ti|ger. Say: "A syllable is one beat of a word. You met open syllables in Week 4. An open syllable ends with a vowel. No consonant closes it in. The vowel is long and says its own name." Your child reads bacon, zero, even, pilot, open and music. For each word ask: "Which long vowel do you hear first?" (a, e, e, i, o, u) Spaced review from Week 4. Ask: "Which kind of old story explains something in nature?" (A myth.)

2. Mini-Lesson · 10–15 min

   Say: "Today we find the main idea of a paragraph. The main idea is what the whole paragraph is mostly about. The other sentences are supporting details. They tell more about the main idea." Draw a tree in the notebook. Say: "The trunk is the main idea. The branches are the details." Read aloud. Title: Sea Otters Stay Warm. 'Sea otters have several tricks for staying warm in cold ocean water. Their fur is the thickest of any animal. A patch the size of a postage stamp can hold up to a million hairs. Otters groom for hours, which fluffs air into the fur. They also eat about one quarter of their body weight each day. All that food helps their bodies make heat.' Think aloud: "I ask what every sentence is about. Fur, grooming and eating all help otters stay warm. The first sentence says that, so it is the topic sentence." Highlight it in one color and write it on the trunk. Highlight three details in the other color. Write them on branches: thick fur, grooming, eating a lot.

3. Guided Practice · 10–15 min

   Read aloud. Title: Built for the Desert. 'Camels are built for life in the desert. Two rows of long eyelashes keep blowing sand out of their eyes. Wide, flat feet let them walk on soft sand without sinking. A camel can even close its nostrils during a sandstorm. The hump stores fat that the camel can live on when food runs short.' 1) Ask: "Which sentence tells about the whole paragraph?" (Camels are built for life in the desert.) Your child highlights it. 2) Ask: "Name three details." (Any three: eyelashes, wide feet, closing nostrils, the hump.) Your child highlights them in the second color. 3) Ask: "How do wide feet help in the desert?" (They keep the camel from sinking into sand.) 4) Ask: "Would 'Camels can be brown or tan' belong here?" (No. It does not show how camels fit desert life.) If stuck, say: "Cover one sentence. Does it tell about the whole paragraph or just one part?"

4. Independent Practice · 15–20 min

   Say: "The topic sentence is not always first. Read this one alone." Title: One Busy Tail. 'A squirrel's bushy tail works like an umbrella in the rain. On cold nights the squirrel wraps the tail around its body like a blanket. The tail helps the squirrel balance on thin branches. A quick flick of the tail warns other squirrels of danger. A squirrel's tail does many jobs.' 1) Your child draws a tree and writes the main idea on its trunk. (The last sentence: a squirrel's tail does many jobs.) 2) Your child writes three details on the branches. (Any three: umbrella, blanket, balance, warning.) 3) Under the tree, your child writes how one detail shows a job the tail does. Look for: a main idea that covers every sentence, and details in your child's own short words.

5. Exit Ticket · 5 min

   Read each question aloud. Your child answers in the notebook in complete sentences and may look back at the paragraphs.

Homework: Read a nonfiction book for 15 minutes. Your child tells a family member the main idea of one paragraph and one detail. Look for: a main idea that covers the whole paragraph.

Objective: I can describe a design problem that magnets can solve, with criteria for success and constraints.

Standards: 3-PS2-4, 3-5-ETS1-1

Materials: Shoebox, Scissors or craft knife (adult use only), 2 magnets (disc or fridge magnets), Test pile: 3 steel paper clips, 1 steel washer or bottle cap, 1 coin, 1 strip of aluminum foil, 1 plastic lid, Masking tape and thin cardboard, such as a cereal box, Science notebook and pencil

1. Day 31 — Define a Magnet Design Problem — Wonder Warm-Up · 5 min

   Spaced review from Week 4. Ask: "What do opposite poles do? What do like poles do?" (Opposite poles attract. Like poles repel.) Then open the fridge door a little and let it pull shut. Ask: "What keeps this door shut?" (Most fridge doors have a magnet strip in the seal. It pulls on the steel frame.) Say: "Someone designed that. This week you design a magnet latch."

2. Mini-Lesson · 10–15 min

   Say: "Engineers use science to solve problems. They work in five steps: define the problem, plan, build, test, improve. Today is step one." Hold up the shoebox. Say: "This is a cabinet. Its door will swing open. We need a magnet latch to hold it shut." Say: "Criteria are what the design must do. We can test each one." Give three: it stays shut when the box is turned door-side down and shaken gently 5 times. It opens with one finger. It works 5 times in a row. Say: "Constraints are limits." Give three: at most 2 magnets. Only tape, thin cardboard, paper clips and steel washers or caps. About 20 minutes to build. Ask: "'The door must close flat.' Criterion or constraint?" (Criterion. It is something the design must do.) "'Use no glue.'" (Constraint. It is a limit.) "'Build it in 20 minutes.'" (Constraint.) If stuck, say: "Is this something the latch must DO, or a rule that LIMITS us?"

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

   1) An adult uses the scissors to cut a door in one long side of the shoebox. Make it about as wide as a hand. Cut three edges and fold the fourth as a hinge. 2) Your child shuts the door and turns the box door-side down. Ask: "What happened? What force pulled the door?" (It fell open. Gravity pulled it down.) 3) Magnet test. Keep the same magnet; change only the object. Your child touches the magnet to each item in the test pile and fills in a table: Object | Attracted? (Yes or No). Expect yes for the steel clips and washer, and no for foil, plastic and most coins. Some bottle caps are aluminum, so test yours. If results differ, say: "Real results vary. Look for the pattern." 4) Lay out the allowed materials: magnets, tape, cardboard, clips and washers. Together, say each criterion and constraint again. Safety: small magnets are dangerous if swallowed. Keep them away from little children, phones and bank cards.

4. Science Notebook Entry · 10 min

   In the notebook, your child writes: "Our cabinet door falls open. I will design a magnet latch that ___." Then two lists: Criteria (3) and Constraints (3). Last: "Magnets can help because ___." Sample: "Magnets can help because a magnet attracts steel and can hold the door shut."

5. Wrap-Up & Exit Ticket · 5 min

   Read the three exit questions aloud; your child answers on paper. Praise criteria that can be tested and reasons that use the word "limit."

Homework: Find 2 magnet closures at home, such as a cabinet catch, a fridge door or a bag snap. Sketch one. Look for: labels on the magnet and on the part it pulls.