Day 4 · Thursday

Objective: I can explain why people, regions and countries specialize and trade.

Standards: D2.Eco.4.3-5, D2.Eco.14.3-5

Materials: World map or globe, 5 household items with "Made in" labels, 5 sticky notes, 1 sheet of scrap paper cut into 8 slips, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Week 13. Ask: "What is a port?" (A place on the coast where ships load and unload.) Then read the label on a shirt or toy together. Ask the big question: "Where was it made? How did it get to us?"

2. Mini-Lesson · 10–15 min

   Say: "No one can make everything they need. So people specialize and trade." "A dentist fixes teeth all day. She does not also grow her food and sew her clothes. She gets very good at one job and uses her pay to buy the rest." "Businesses, regions and countries specialize too." Find Guatemala and Ecuador on the map. Say: "Bananas need warm weather all year. The United States buys many of its bananas from countries like these." "An import is a good that comes into a country from another country. An export is a good a country sends out to sell." Trace a path from Guatemala to the United States. Say: "Bananas come in. They are an import for us." Trace from the Midwest to Japan. Say: "U.S. corn sold to Japan goes out. It is an export. Export sounds like exit." Say: "Trade gives people more kinds of goods. It also means countries depend on each other. If a storm hurts banana farms, our stores have fewer bananas and the growers earn less." Ask: "Canada sells maple syrup to the United States. For Canada, is it an import or an export?" (An export.) "For the United States?" (An import.) "Why does a dentist not grow all her own food?" (She specializes and trades for the rest.) If stuck, say: "Stand in the country. Is the good coming in or going out?"

3. Activity / Source Work · 15–20 min

   Label hunt. 1) Your child finds five items at home with "Made in" labels. 2) Your child writes each item and its country on a sticky note and places it on the map. 3) Your child fills a chart: Item | Made in | Continent. Count the different countries. 4) Ask: "Which items are imports for our country?" (Every item made in another country.) "What is your evidence?" (The label.) "Why might these goods come from far away?" (They are made where the materials, skills or factories are.) 5) Trade game. Write "bananas" on four slips for your child and "wheat" on four slips for you. Trade two for two. Ask: "What does each country have now?" (Both foods.) "What happens to you if my wheat harvest fails?" (I get less wheat. We depend on each other.) Finds vary by home. Look for each note on the right country.

4. Notebook Entry · 10 min

   Your child writes a meaning and one example for import and for export. Then complete: "If a storm hurts banana farms, ___." Sample: "An import comes in, like bananas. An export goes out, like corn. If a storm hurts banana farms, our stores have fewer bananas and growers earn less."

5. Exit Ticket · 5 min

   Read each exit question aloud. Your child answers in the notebook. Praise answers that say which country the good enters or leaves.

Homework: Your child finds three labels from three different countries and shows each country on a map. Look for the word import used correctly.

Objective: I can solve one-step word problems about mass and liquid volume.

Standards: 3.MD.A.2, 3.OA.A.3, 3.NBT.A.2

Materials: Index card with the unit words: grams, kilograms, liters, Highlighter or crayon, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review from Day 3. Ask: "A pail is filled by 7 full 1-liter bottles. How many liters does it hold?" (7 liters) Then practice ÷7 facts with no timer. Ask 28 ÷ 7, 49 ÷ 7 and 63 ÷ 7 (4, 7, 9).

2. Mini-Lesson · 10–15 min

   Say: "Mass and liquid volume problems use what we know: add, subtract, multiply or divide. Every number in a problem has the same unit." Read aloud: A bowl holds 250 grams of oats. Hana adds 175 grams more. How many grams of oats are in the bowl now? Ask: "What is the unit?" (grams) Your child highlights it. Draw a bar model: one long box split into two parts. Write 250 in one part and 175 in the other. Ask: "Are we joining or taking away?" (Joining, so add.) Write 250 + 175 = 425. Say: "So the bowl holds 425 grams of oats. An answer without its unit is not finished." Now your child does more. Read aloud: A bucket holds 9 liters of water. Ana pours out 4 liters. How many liters are left? Your child draws a tall box with marks from 0 to 9 and crosses off 4. (9 − 4 = 5 liters)

3. Guided Practice · 10–15 min

   Your child highlights the unit, draws a bar model and writes the number sentence. 1) There are 6 bags of sand. Each bag is 3 kilograms. What is the total mass? (6 × 3 = 18 kilograms) 2) A farmer pours 35 liters of milk equally into 5 cans. How many liters are in each can? (35 ÷ 5 = 7 liters) 3) A box of nails is 320 grams. A box of screws is 265 grams. What is their mass together? (320 + 265 = 585 grams) 4) Dev has a dog that is 18 kilograms and a cat that is 5 kilograms. How many more kilograms is the dog? (18 − 5 = 13 kilograms) If stuck, say: "What is happening: joining, taking away, equal groups or sharing? Draw the bar. Then choose the sign."

4. Independent Practice · 15–20 min

   Your child writes a number sentence and the unit for every answer. 1) 640 grams − 280 grams (360 grams). 2) 8 jars of 7 liters each (8 × 7 = 56 liters). 3) 36 grams shared equally into 4 bags (36 ÷ 4 = 9 grams). 4) Draw a bar model for 135 grams and 248 grams joined. (135 + 248 = 383 grams) 5) A bag holds 725 grams of rice. Sofia uses 350 grams. How many grams are left? (725 − 350 = 375 grams) 6) 9 pails each hold 6 liters. How many liters is that in all? (9 × 6 = 54 liters) 7) 48 kilograms of apples are packed equally into 6 crates. How many kilograms are in each crate? (48 ÷ 6 = 8 kilograms) 8) A puppy was 4 kilograms. Now it is 11 kilograms. How many kilograms did it gain? (11 − 4 = 7 kilograms)

5. Exit Ticket · 5 min

   Read each question aloud. Your child writes a number sentence and the unit for each answer.

Fact fluency: ÷7 facts

Homework: Your child solves three problems. 1) 6 pots hold 5 liters each. How many liters is that in all? (6 × 5 = 30 liters) 2) A 13-kilogram bag loses 5 kilograms. How many kilograms are left? (13 − 5 = 8 kilograms) 3) 24 grams of raisins are shared equally into 3 bowls. How many grams are in each bowl? (24 ÷ 3 = 8 grams)

Objective: I can use nonliteral phrases in my own descriptive writing and make sure a reader can tell what they really mean.

Standards: L.3.5.A, L.3.3.A, W.3.4

Materials: Writer's notebook, Day 1 sentence cards, Colored pencils, Pencil

1. Warm-Up · 5 min

   Word study: meanings. Write texture, departure, temperature and future. Ask: "Which word tells how warm or cold the air is?" (temperature) "Which word tells how something feels when you touch it?" (texture) "Which word means leaving?" (departure) "Which word names the time that has not happened yet?" (future) Spaced review from Week 22. Read: "The enormous dog filled the whole doorway." Ask: "What does enormous mean? Which clue helps?" (very big; it filled the whole doorway)

2. Mini-Lesson · 10–15 min

   Say: "Writers choose nonliteral words on purpose. One sharp comparison can beat five plain describing words. It only works if the reader can tell what it means." Write the flat sentence "The basement was cold." Show three ways to change it. 1) Use like or as to compare: "The basement was as cold as a snowbank." 2) Call the thing something else: "The basement was a refrigerator." 3) Let the thing act like a person or animal: "The cold air nipped at my toes." Ask after each: "What does it really mean?" (It was very cold.) Then read this model aloud. "Grandpa's Workshop": Grandpa's workshop is a treasure chest. Tools hang on the wall like shiny fish on a line. The old saw sings when it bites into a board. Sawdust smells sweet and tickles my nose. A lamp as bright as noon sits over the bench. I could stay there all day.

3. Guided Practice · 10–15 min

   1) Your child finds three nonliteral phrases in the model and tells each real meaning. (Treasure chest: full of wonderful things. Like shiny fish on a line: hanging in a neat row. Sings and bites: makes a high sound and cuts.) 2) Ask: "Which sentence is a literal sense detail?" ("Sawdust smells sweet and tickles my nose.") 3) Together, rewrite three flat sentences: "The wind blew." "The puppy was soft." "The backpack was heavy." (Samples: "The wind pushed me down the street." "The puppy was as soft as a cotton ball." "The backpack was a bag of bricks.") 4) Look at the Day 1 cards. Your child picks the card that paints the clearest picture and tells why. If stuck, say: "What else is very cold, soft or heavy? Compare it to that."

4. Independent Practice · 15–20 min

   Your child writes a describing paragraph of 5 to 7 sentences about a place your child knows well. Ideas: a kitchen, a playground, a beach. Checklist: 1) A first sentence that names the place. 2) At least three nonliteral phrases, one in each of three sentences. 3) One literal sense detail. 4) A closing sentence. Then your child underlines each nonliteral phrase with a colored pencil and marks it N. Your child writes each real meaning in the margin. Look for: comparisons a reader would know, and meanings that fit the place.

5. Exit Ticket · 5 min

   Your child reads the paragraph aloud, then answers the three questions.

Homework: Your child adds one more sense detail to the paragraph and draws the place (10 minutes). Look for a detail that names a sound, smell or touch.

Objective: I can explain in simple words what climate change is and how people are designing solutions.

Standards: 3-ESS3-1

Materials: Thermometer from Week 19, 1 clear jar, bowl or food container big enough to cover the thermometer, A sunny spot outdoors or on a windowsill, Clock or watch, Science notebook and pencil

1. Day 129 — Climate Is Changing: Scientists and Solutions — Wonder Warm-Up · 5 min

   Spaced review from Week 20. Ask: "What was Earth like during the last ice age?" (Much colder, with thick ice over much of Canada.) Then the wonder. Ask: "Has an older relative ever said winters or summers feel different now?"

2. Mini-Lesson · 10–15 min

   Say: "Climate change means Earth's usual weather patterns are changing over many years." Say: "Thermometer records from around the world show Earth's average temperature has risen about 2°F in 150 years." Say: "Two degrees sounds small, but across the whole Earth it is enough to melt ice." Say: "The main cause is burning coal, oil and gas for electricity, heat and cars. Burning adds a gas called carbon dioxide to the air." Say: "That gas holds in extra heat, a bit like a blanket." Name what scientists measure: shrinking glaciers and sea ice, slowly rising seas, and more very hot days in many places. Say: "This happens slowly, and many people are working on it." Name solutions. Solar panels and wind turbines make electricity without burning. Shade trees and light-colored roofs cool towns. Flood walls hold water back, and rain gardens soak up heavy rain. Ask: "How do scientists know Earth is warmer than 150 years ago?" (Thermometer records from around the world.) Ask: "Which solutions make electricity without burning anything?" (Solar panels and wind turbines.) If stuck, say: "Think of the blanket. What does one more blanket do on a bed?"

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

   Heat Trap Model and Solutions. Safety: handle the jar and the thermometer gently. 1) Lay the thermometer in the sunny spot for 5 minutes by the clock. Read it and record the open reading. 2) Cover the thermometer with the clear jar in the same spot. Wait 5 more minutes and record the covered reading. 3) Lift the jar, wait 5 minutes and read once more. Change only one thing: cover or no cover. Keep the spot and the waiting time the same. Do the readings close together, so the sunshine is about equal. Use a table with two columns: Test, Temperature. Expect the covered reading to be the highest of the three. No sunshine today? Use these made-up readings now, and test on the next sunny day: open 74°F, covered 83°F, open again 75°F. Say: "Real results vary. Look for the pattern." 4) Say: "The jar is a rough model. It keeps warmed air from drifting away. The gases hold in heat a different way. Both end up warmer." 5) Your child names three solutions people use and one your family can do.

4. Science Notebook Entry · 10 min

   Record the readings in the notebook. Then your child finishes three frames. "Climate change means ___. Scientists know because ___. People are helping by ___." Sample: "People are helping by using solar power and planting shade trees."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud. End on the solutions, and remind your child that many people are working on this.

Homework: With a family member, choose one small way to use less energy at home. Try it this week. Look for: a specific action, such as turning off unused lights.