Day 2 · Tuesday

Objective: I can name bodies of water and tell how they are different.

Standards: D2.Geo.5.3-5, D2.Geo.2.3-5

Materials: Notebook, Pencil, Blue crayon, A U.S. or world map, 1 baking tray, 1 thick book, 2 clear cups with half a cup of drinking water in each, Half a teaspoon of salt, 1 spoon

1. Day 17 — Bodies of Water — Big Question Warm-Up · 5 min

   Spaced review from Week 3. Ask: "On a map key, what does the color blue usually stand for?" (Water.) Then ask the day's wonder: "Where does the water in a river come from, and where is it going?" Take every idea.

2. Mini-Lesson · 10–15 min

   Say: "Water on Earth has different names. The name depends on size, on salt, and on whether the water flows." Rest one end of the tray on the book. Slowly pour the water from one cup onto the high end. Say: "Watch. This water flows downhill in a path. Flowing fresh water is a river. A small river is a stream." Point to the pool at the low end. Say: "This water stays in one place with land around it. That is a lake. A small, shallow lake is a pond." Stir the salt into the second cup with the spoon. Your child may taste one drop on a fingertip. Say: "An ocean is a huge body of salt water. Earth has five oceans. They are the Pacific, Atlantic, Indian, Arctic and Southern. A sea is salt water too. It is smaller than an ocean and partly surrounded by land." Ask: "Which flows, a river or a lake?" (A river.) "Which is bigger, a stream or a river?" (A river.) "Why can we not drink ocean water?" (It is too salty.) If stuck, say: "Ask two things. Is it salty or fresh? Does it flow or stay?"

3. Activity / Source Work · 15–20 min

   Map and chart work. 1) On the map, your child finds the Pacific Ocean, the Atlantic Ocean, the Great Lakes and the Mississippi River. 2) Your child traces the Mississippi with a finger from north to south. Say: "Evidence is what you can point to that shows your answer is true." Ask: "Where does this river end? What is your evidence?" (It ends at the salt water south of Louisiana. The blue line stops there.) Say: "Rivers flow from higher land down to a lake or an ocean." 3) In the notebook, draw a chart with three columns. Head them Water, Salt or fresh, and Flows in a path. List the six water words down the side. Your child fills in each row in pencil. Expect these answers. Ocean: salt, no. Sea: salt, no. River: fresh, yes. Stream: fresh, yes. Lake: mostly fresh, no. Pond: fresh, no. 4) Find the water nearest your home on the map and name its kind.

4. Notebook Entry · 10 min

   Your child draws and labels the six bodies of water with the blue crayon. Then your child finishes this frame. "A ____ is different from a ____ because ____." Sample: "A river is different from a lake because a river flows and a lake stays."

5. Wrap-Up & Exit Ticket · 5 min

   Read the three exit questions aloud. Your child may look at the chart for question 2 only. Praise answers that use the words salt, fresh or flows.

Homework: Your child finds one river or lake on a map of your state and tells a family member its name. Look for the right word, river or lake.

Objective: I can connect equal groups to repeated addition and multiplication.

Standards: 3.OA.A.1

Materials: 30 counters (dried beans, coins or buttons), 6 paper plates or cups, Notebook, Pencil

1. Warm-Up · 5 min

   Spaced review. Ask: "How many are in 4 groups of 5?" (20) Then write 372 − 148 for Week 3 practice (224). Count by 5s to 50 together.

2. Mini-Lesson · 10–15 min

   Build 5 groups of 2 on plates. Say: "I can add the groups." Write 2 + 2 + 2 + 2 + 2 = 10. Say: "Adding the same number again and again is repeated addition." Ask: "How many 2s did I write?" (5) Write 5 × 2 = 10 underneath. Say: "This sign means groups of. We read it: 5 groups of 2 is 10. Many people also say 5 times 2." Point to each number. Say: "The 5 tells how many groups. The 2 tells how many in each group." Now your child does more. Build 3 groups of 4. Your child writes the addition (4 + 4 + 4 = 12). Ask: "How many 4s?" (3) Your child writes 3 × 4 = 12 and reads it aloud.

3. Guided Practice · 10–15 min

   Your child builds, writes the addition, then writes the multiplication sentence. 1) 2 groups of 6 (6 + 6 = 12; 2 × 6 = 12). 2) 4 groups of 5 (5 + 5 + 5 + 5 = 20; 4 × 5 = 20). 3) Write 6 + 6 + 6. Ask: "How many 6s?" (3, so 3 × 6 = 18) 4) Go backward. Write 3 × 2. Ask: "What does this tell you to build?" (3 groups of 2, which is 6.) If stuck, say: "Count the plates. Write that number first. Then write how many are on one plate."

4. Independent Practice · 15–20 min

   Your child writes the repeated addition and the multiplication sentence. 1) 3 groups of 5 (5 + 5 + 5 = 15; 3 × 5 = 15). 2) 4 groups of 2 (2 + 2 + 2 + 2 = 8; 4 × 2 = 8). 3) 6 groups of 3 (6 × 3 = 18). 4) 2 groups of 7 (2 × 7 = 14). 5) You draw 5 circles with 4 dots in each (5 × 4 = 20). 6) Write 4 × 4. Your child draws it and solves (4 groups of 4; 16). 7) 3 vases hold 3 flowers each. How many flowers? (3 × 3 = 9) 8) 5 friends get 5 stickers each. How many stickers? (5 × 5 = 25)

5. Exit Ticket · 5 min

   Put the plates away and read each question aloud; your child writes the answers.

Fact fluency: Skip-counting by 5s

Homework: Draw 2 equal-group pictures of things at home. Write each as addition and as multiplication. Sample: 3 chairs with 4 legs each, 4 + 4 + 4 = 12, 3 × 4 = 12.

Objective: I can listen to a fable, retell it, and state its moral.

Standards: RL.3.2, SL.3.2

Materials: Reader's notebook, Pencil, Your child's own book

1. Warm-Up · 5 min

   Word study, consonant-le. Write cable, bugle, stable, candle, simple, middle. Your child counts back three letters, draws the line and reads each word. (ca|ble, bu|gle, sta|ble, can|dle, sim|ple, mid|dle) Ask: "Why is the a in stable long?" (The first syllable ends in a vowel.) Spaced review, Week 3. Ask: "How is a quote different from a paraphrase?" (A quote copies exact words inside quotation marks. A paraphrase uses your own words.)

2. Mini-Lesson · 10–15 min

   Say: "A fable is a very short story, often with talking animals. It teaches a lesson called a moral. Listen without looking." Read aloud "The Boy Who Cried Wolf," a fable from Aesop of ancient Greece: [A shepherd boy sat on a hill, bored with watching sheep. "Wolf! Wolf!" he shouted. The villagers dropped their work and ran up the hill. There was no wolf. The boy laughed at their red faces. The next day he played the same trick, and again they came running. On the third day, a real wolf crept out of the woods. "Wolf! Wolf!" cried the boy. This time nobody came, and the wolf scattered the whole flock.] Think aloud: "To retell, I say the key events in order. First, the boy tricks the villagers. Next, he tricks them again. Finally, a real wolf comes, and nobody helps." Write the three sentences, and your child reads them back. Say: "The moral is not an event. It is what people should learn. Moral: People stop believing a liar, even when he tells the truth."

3. Guided Practice · 10–15 min

   Read aloud "The Ant and the Grasshopper," another fable from Aesop, while your child listens: [All summer, Grasshopper sang in the sunny field. Ant marched past, dragging a seed to her nest. "Why work so hard?" laughed Grasshopper. "Come and sing!" Ant shook her head. "Winter is coming," she said. When snow covered the field, Grasshopper shivered with an empty belly. Ant sat snug in her nest with food to last until spring.] 1) Ask: "What did each character do in summer?" (Grasshopper sang. Ant stored food.) 2) Ask: "What happened in winter?" (Grasshopper was cold and hungry. Ant had plenty.) 3) Your child retells the fable in three sentences with first, next and finally. 4) Ask: "What is the moral?" (Get ready today for what you will need later.) If stuck, say: "Who had food in winter? Why did she have it?"

4. Independent Practice · 15–20 min

   Your child works in the reader's notebook. 1) Write both morals in their own words. 2) Under each moral, write one key detail that shows it. 3) Draw a small picture for each fable. 4) Write one sentence about a real time when one moral would help. Look for: morals that are lessons for people, not events; details that come from the fable. Sample: "Moral: Plan ahead. Detail: Ant had food in winter because she worked all summer. This helps when I pack my bag the night before."

5. Exit Ticket · 5 min

   Read each question aloud. Your child answers aloud in full sentences without looking back. Listen for events told in order.

Homework: Read your own book for 15–20 minutes. Then tell a family member one of today's fables from memory. Ask them to guess the moral. Look for events in order and a moral that is a lesson.

Objective: I can test objects and sort them into magnetic and not magnetic.

Standards: 3-PS2-3

Materials: 1 bar or disc magnet, 10 test objects: steel paper clip, aluminum foil, coin, metal spoon, plastic spoon, house key, rubber band, wooden pencil, steel bottle cap or jar lid, sheet of paper, 2 bowls with paper labels: Yes and No, Science notebook and a pencil for writing

1. Day 17 — Which Things Are Magnetic? — Wonder Warm-Up · 5 min

   Spaced review from Week 2. Ask: "A lamp sits still on a table. Are the forces on it balanced or unbalanced?" (Balanced.) Then hold up the paper clip and the foil. Ask: "Both are metal. Will a magnet pick up both?" Take a guess, but do not test yet.

2. Mini-Lesson · 10–15 min

   Say: "A magnet attracts things that have iron in them. Steel is mostly iron, so most steel things are magnetic." Touch the magnet to the paper clip and lift. Ask: "What is the clip probably made of?" (Steel, which has iron.) Say: "Many other metals are not magnetic. Aluminum and copper are two of them." Hold the magnet to the foil. Ask: "Is foil a metal? Did the magnet attract it?" (Yes, it is aluminum. No.) Say: "Plastic, wood, paper, rubber and glass are not magnetic either." Ask: "So does metal always mean magnetic?" (No. It needs iron, or one of a few other metals.) Say: "Spoons, keys and coins can surprise us. So scientists test. They do not guess." If stuck, say: "Ask two questions. Is it metal? Does that metal have iron in it?"

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

   Safety: a bottle cap can have a sharp edge, so hold it by the top. 1) In the notebook, draw a chart with three columns: Object, Prediction, Result. List the 10 objects. 2) Your child writes Yes or No for every prediction before testing anything. 3) Test one object at a time. Change only the object. Keep the same magnet and touch it the same way. Look for a pull you can feel, or a lift. 4) Write Yes or No in the Result column, then drop the object in its bowl. 5) Circle each surprise. Expect Yes for the paper clip and the steel cap. Expect No for the foil, plastic spoon, rubber band, pencil wood and paper. The metal spoon, key and coin depend on their metal; many will not stick. If your results differ, say: "Real results vary. The magnet shows us what is inside." Ask: "Which objects in the No bowl are metal?" (The foil, and maybe the key, coin or spoon.)

4. Science Notebook Entry · 10 min

   Your child finishes two sentence frames under the chart. "A magnet attracted ___ and ___." "Not all metals are magnetic. For example, ___ is metal but was not attracted." Sample: "A magnet attracted the paper clip and the bottle cap. The foil is metal but was not attracted."

5. Wrap-Up & Exit Ticket · 5 min

   Ask the three exit questions aloud. Praise any answer that points back to a test result instead of a guess.

Homework: Test 5 more objects at home with a magnet and add them to the chart. Look for a prediction written before each result. Keep magnets away from phones and computers.