Day 3 · Wednesday

Objective: I can explain reasons prices go up or down in a market.

Standards: D2.Eco.7.3-5, D2.Eco.2.3-5, D2.Eco.11.3-5

Materials: 2 store flyers or receipts from different stores (or two price lists you write), 6 index cards, Highlighter, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 25. Ask: "What is barter?" (Trading goods or services directly, with no money.) Then ask the big question: "Why might strawberries cost less in June than in January?" Accept guesses.

2. Mini-Lesson · 10–15 min

   Say: "A market is any place where buyers and sellers trade. A farmers market, a store and a website are all markets." Say: "Prices may rise for three reasons: many buyers, a scarce supply, or higher costs to make or ship." "Prices may fall when there is plenty, when few buyers want it, or when sellers compete." "In many places, strawberries are picked nearby in early summer, so there are plenty. In winter they travel far, which costs more." "Sellers set prices, but buyers' choices and sellers' costs push them up or down." Say: "Now three words about a whole country." Write each word. "Inflation is when most prices rise over time. In 1950, mailing a letter cost 3 cents. Today a stamp costs more than 60 cents." "Deflation is the opposite. Most prices fall over time. It is much less common." "Unemployment is when people who want a job and are looking for one cannot find one." "One strawberry price is not inflation. Inflation is most prices rising together." Ask: "Name one reason a price might fall." (Plenty, few buyers or sellers competing.) "Bread, socks and bus rides all cost more than last year. Which word fits?" (Inflation.) "A factory closes. Its workers look for jobs but find none. Which word fits?" (Unemployment.) If stuck, say: "Is it one price or most prices? Is it about prices or about jobs?"

3. Activity / Source Work · 15–20 min

   Price detective. 1) In the two flyers or receipts, your child finds the same item at two prices, such as a gallon of milk. Highlight both prices. 2) Your child fills a chart: Item | Price at store A | Price at store B | Difference. 3) Your child gives two possible reasons for the difference. Ask: "What evidence on the page supports that?" (The word sale, a brand name or a size.) 4) Write six reason cards. A bad harvest. A big sale. Lots of sellers. A costume made popular by a new movie. Higher shipping costs. A store that ordered too many calendars. 5) Your child sorts them into Pushes price up and Pushes price down. Expect up for the bad harvest, the popular costume and shipping costs. Expect down for the sale, lots of sellers and the extra calendars. Real prices vary. Look for a reason that fits each card.

4. Notebook Entry · 10 min

   Your child writes two reasons a price might go up and two reasons it might go down. Then write the three country words with a meaning for each. Sample: "Inflation: most prices go up over time. Deflation: most prices go down. Unemployment: people who want jobs cannot find them."

5. Exit Ticket · 5 min

   Read each exit question aloud. Your child answers in the notebook. Praise answers that tell one price from most prices.

Homework: Your child asks an older relative what a loaf of bread cost when they were a child. Compare it with today's price. Look for the word inflation used correctly.

Objective: I can estimate and measure liquid volume in milliliters and liters.

Standards: 3.MD.A.2

Materials: Empty 1-liter bottle, Measuring cup with milliliter marks, Teaspoon, Water, a tray and a towel, 4 containers: mug, large bowl, pot, pitcher, A tall thin container and a short wide one (for the extension), Paper with a 3-column table: container, estimate, measured liters, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 25 Day 4. Ask: "A class starts at 9:20 and lasts 35 minutes. When does it end?" (9:55) Then practice ×8 facts with no timer. Ask 8 × 3, 8 × 6 and 8 × 7 (24, 48, 56).

2. Mini-Lesson · 10–15 min

   Say: "Liquid volume is how much liquid a container holds. We measure it in liters." Fill the bottle with water. Say: "This is 1 liter." Fill the teaspoon. Say: "A milliliter is a tiny amount. This teaspoon holds about 5 milliliters. Milliliters are for very small amounts." Now measure the pot. Ask: "How many liters will fill the pot? Estimate first." Write the estimate in the table. Pour full bottles into the pot and count each one aloud. Stop when the pot is full. Suppose it takes 3 bottles. Say: "So the pot holds about 3 liters." Write the measure beside the estimate. Now your child does more. Your child estimates the large bowl in liters. Then your child fills it with full bottles, counts them and writes the measure.

3. Guided Practice · 10–15 min

   Work over the tray. 1) Ask: "Does the mug hold less than, about or more than 1 liter?" Your child pours a full mug into the empty bottle to check. (Less.) 2) Pour a mug of water into the measuring cup. Your child reads the milliliter mark at the top of the water, with eyes level. Write it down. 3) Ask the unit for each: a raindrop, a wading pool, an eyedropper, a bucket. (milliliters, liters, milliliters, liters) 4) A bucket is filled by 4 full 1-liter bottles. How many liters does it hold? (4 liters) If stuck, say: "Is it far less than this bottle? Use milliliters. Is it about one bottle or more? Use liters."

4. Independent Practice · 15–20 min

   Your child keeps using the table. 1) Estimate, then measure the pitcher in liters. 2) Estimate, then measure one more container of your choice in liters. 3) Order the pot, the bowl and the pitcher from least to greatest. Check the table for problems 1 to 3 together. 4) Which unit fits a small carton of cream? (milliliters) 5) Which unit fits a watering can? (liters) 6) How many full mugs fill the 1-liter bottle? Estimate, then test. (Answers vary; often 3 or 4.) 7) A watering can holds 6 liters. Ava pours out 2 liters. How many liters are left? (6 − 2 = 4 liters) 8) Each jug holds 2 liters. How many liters do 7 jugs hold? (7 × 2 = 14 liters)

5. Exit Ticket · 5 min

   Dry the table first. Read each question aloud; your child answers on paper.

Fact fluency: ×8 facts

Homework: Your child reads the labels on 3 drink or soap containers and writes milliliters or liters for each. Sample: a small bottle, 500 milliliters; a large bottle, 2 liters.

Objective: I can tell literal from nonliteral words in a poem, explain what they really mean, and tell how a picture adds to a poem.

Standards: L.3.5.A, RL.3.4, RL.3.7, RF.3.4.B

Materials: Reader's notebook, Drawing paper, Colored pencils, Pencil

1. Warm-Up · 5 min

   Word study: dictation. Say this sentence twice: "The creature in the picture loves adventure." Your child writes it. Check together: a capital letter, a period, and -ture in three words. Your child writes any missed word again. Spaced review from Week 15. Ask: "What do we call the pattern of rhymes at the ends of lines?" (the rhyme scheme)

2. Mini-Lesson · 10–15 min

   Say: "Poets use nonliteral words to help you see and hear a scene. Sense words do that too." Read the poem aloud once. Your child follows with a finger. "Storm at Night": The wind howls at my window, / It rattles the old gate. / The thunder grumbles loudly, / The rain drums on our slate. / Then morning yawns and stretches, / The puddles shine like glass, / And sunlight creeps in softly / Across the dripping grass. Lines 1 to 4 are stanza 1, and lines 5 to 8 are stanza 2. Tell your child that slate means flat stone roof tiles. Think aloud on line 1: "Can wind really howl like a wolf? No. It really means the wind is loud and strong." Draw two columns in the notebook, Nonliteral and Literal. Write "howls" in the first. Think aloud on line 2: "Can wind really rattle a gate? Yes. That line is literal. It helps me hear the storm." Write "rattles the old gate" in the second.

3. Guided Practice · 10–15 min

   1) Your child writes four more nonliteral phrases in the first column and tells what each really means. (Rain drums: rain taps hard and fast. Morning yawns and stretches: the day starts slowly. Shine like glass: the puddles are smooth and bright. Sunlight creeps in: light spreads slowly and gently.) 2) Ask: "Which sense does 'rattles the old gate' use?" (hearing) 3) Ask: "How does the feeling change from stanza 1 to stanza 2?" (from loud and scary to calm and gentle) 4) Ask: "If an artist painted stanza 1, what could the picture add?" (dark colors, bent trees or a worried face to show the scary mood) If stuck, say: "Could a real morning yawn? What is the poet helping you picture?"

4. Independent Practice · 15–20 min

   1) Your child draws a picture for one stanza. 2) Under it, your child writes two sentences. Sentence 1 tells what the drawing shows that matches the words. Sentence 2 tells one thing the picture adds beyond the words. Sample: "My colors are dark, so the storm feels scary." 3) Your child reads the poem aloud three times, not timed. Aim for correct words, a steady pace and expression. Use a rough, loud voice for the storm and a soft voice for the morning. Name one thing that improved by the third reading.

5. Exit Ticket · 5 min

   Read each question aloud. Your child may look back at the poem and the drawing.

Homework: Your child reads "Storm at Night" aloud to a family member with expression. Your child shares one nonliteral phrase and its real meaning (10 minutes). Look for a voice that changes from the storm to the morning.

Objective: I can describe how people design clothing, homes and tools to live safely in different climates.

Standards: 3-ESS3-1

Materials: 2 ice cubes of the same size, 2 small bowls of the same kind, 1 thick, dry dish towel, Clock or watch, 1 coin and a hardcover book, 1 sheet of blank paper, Crayons, Science notebook and pencil

1. Day 128 — How People Adapt to Climate — Wonder Warm-Up · 5 min

   Spaced review from Week 24. Ask: "What do engineers call a limit on a design, such as time or materials?" (A constraint.) Then the wonder. Ask: "People have no thick fur. How do they live in very cold places?"

2. Mini-Lesson · 10–15 min

   Say: "Animals are born with their adaptations. People design solutions." Say: "Some weather is a hazard. A good design lowers the harm." Heavy snow: lay the coin on the flat book, then tilt the book steeply. The coin slides off. Say: "Snow slides off a steep roof in the same way, so it cannot pile up." Bitter cold. Say: "Walls filled with fluffy material insulate a house. Layers of clothing trap air, and trapped air insulates too." Heat waves. Say: "Thick walls, shady porches and trees keep homes cooler. Light colors bounce sunlight away." Floods. Say: "Some homes in flood zones stand on tall posts called stilts." Model a claim. Say: "My claim: a shady porch is a good design for a hot climate. My evidence: shade blocks direct sun, so the rooms stay cooler." Ask: "Is a winter coat an adaptation you are born with?" (No. People design it and put it on.) Ask: "A town has long heat waves. Name two designs that would help." (Any two: shade trees, porches, thick walls, light-colored roofs, fans.) If stuck, say: "Name the weather problem first. What would block it, shed it or lift you above it?"

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

   Thick Walls Test and Home Design. 1) Put one ice cube in each bowl. 2) Wrap one cube in the towel, folded twice, and set it back in its bowl. This models thick walls. Leave the other cube bare. 3) Your child predicts which cube melts faster. 4) Set the bowls side by side, away from sun and heaters, for 15 minutes. Change only one thing: wrap or no wrap. Keep the cube size, the bowl, the place and the time the same. 5) While you wait, your child picks one hazard: heavy snow, a heat wave, a flood or bitter cold. On the blank paper, they draw a home in crayon with two design features and label them. 6) After 15 minutes, unwrap the cube and compare. Record it in a table with two columns: Cube, Size left. Expect the wrapped cube to be a little larger. If they look the same, rewrap it and check again later. Say: "Real results vary. Look for the pattern." Say: "The towel slowed the room's heat from reaching the ice. Thick walls slow outdoor heat from reaching the rooms."

4. Science Notebook Entry · 10 min

   In the notebook, your child lists three ways your home, clothes or tools fit your climate. Then they finish the frame. "My claim: ___ is a good design for ___ because ___." Sample: "My claim: thick walls are a good design for a hot climate because our wrapped ice melted more slowly."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions. Praise claims that give a reason.

Homework: With a family member, find 3 things at home that fit your climate. Look for: each one matched to a kind of weather.