Grade 3 - Week 3

Subjects covered:
Analogies: Analogies Lesson 5: Good and Bad Analogies Lesson 6: Nice and Mean Art: Art Lesson 8: Turtle Pattern Art Lesson 9: How to Draw a Fox Art Lesson 10: Circus Popcorn Art Lesson 11: Pencil Cup Grammar: Grammar Lesson 11: Making Nouns Plural (a) Grammar Lesson 12: Making Plural Nouns (b) Grammar Lesson 13: Making Plural Nouns (c) Grammar Lesson 14: Making Plural Nouns (d) Grammar Lesson 15: Making Plural Nouns (e) Penmanship: Manuscript Writing Lesson 9 - M and N Manuscript Writing Lesson 10 - O and P Manuscript Writing Lesson 11 - Q and R Manuscript Writing Lesson 12 - S and T Manuscript Writing Lesson 13 - Practice A to T

Health: Health Unit 1: The Human Body - Lesson 1: Cells Health Unit 1: The Human Body - Lesson 2: Skin, Bones, and Muscles Health Unit 1: The Human Body - Lesson 3: Your Body's Systems Health Unit 1: The Human Body - Lesson 4: From Cell to Baby to Child Math: Math Lesson 11: Place Value 5 + Math Lesson 11b: Subtraction Practice Math Lesson 12: Expanded Form 7 + Math Lesson 12b: Addition Practice Math Lesson 13: Place Value 6 + Math Lesson 13b: Quarters Reading: Reading lesson 8: The Turtle Who Could Not Stop Talking Reading Lesson 9: The Fox and His Bag Reading Lesson 10: The First Circus Reading Lesson 11: Vegie Pizza Reading Lesson 12: Tommy Social Studies: Social Studies Lesson 10 - Maps: Find it on the Map Social Studies Lesson 11 - Maps: The Dig Site Social Studies Lesson 12 - How Did It Get Buried? Social Studies Lesson 13 - Archaeology Social Studies Lesson 14 - Daniel, the Security Guard Spelling: (numbers 0 - 20) List 3 - Spelling Lesson 1 List 3 - Spelling Lesson 2 List 3 - Spelling Lesson 3 List 3 - Spelling Lesson 4 List 3 - Spelling Lesson 5 Travel: Travel Brazil: Lesson 1 - Brazil Travel Brazil: Lesson 2 - The Amazon River Travel Brazil: Lesson 3 - Anacondas

Name: ___________________________________

Date: ______________

Analogies Lesson 5 - Good and Bad

http://www.englishforeveryone.org/Topics/Analogies.htm

Name: ___________________________________

Date: ______________

Analogies Lesson 6 - Nice and Mean

Name: ___________________________________ Art Lesson 8 - Turtle Pattern

Date: ______________

Today you are going to make a paper turtle. Follow the instructions below:

Note: The turtle in the example shown was colored with markers and colored pencils, but you may paint or use other art mediums.

Step 1:

Step 2:

Step 3:

Place your patterns on a piece of white paper.

Trace your patterns.

Trace one shell, one tail, one head, and FOUR legs.

Step 4:

Step 5:

Step 6:

Cut out your turtle pieces.

Color your turtle any way you like. You can make your turtle look real or you can decorate your turtle and make it look fancy.

Glue all your together.

turtle

pieces

Note for parent/teacher for art lesson 8: Cut out the following patterns. Trace them onto cardboard or other thick, stiff paper (like poster board). Cut them out. Give the cardboard (or poster board) patterns to your child to use.

Name: ___________________________________

Date: ______________

Art Lesson 9 - How to Draw a Fox

http://fc05.deviantart.net/fs71/f/2010/186/1/5/How_to_draw_a_fox_by_birch21.jpg

Name: ___________________________________ Art Lesson 10 - Circus Popcorn

Date: ______________

On the next page is a pattern for a tiny popcorn cup like you would find at a circus. Cut it out. Fold on the lines. And glue it together.

http://img2.etsystatic.com/000/0/5185672/il_fullxfull.193099018.jpg

Name: ___________________________________ Art Lesson 11 - Pencil Cup

Date: ______________

Today you are going to make a pencil cup. Follow the instructions below:

Note: The pencil cup in the example shown was painted with acrylic paints, but you may use crayons or markers or other art mediums.

Step 1:

Step 2:

Step 3:

Get an empty food can (such as a refried beans can or a soup can or a tomato can) and remove the label.

Wash the inside of the can. Dry it well. (Be careful of sharp edges. You might want to get an adult to help you.)

Get a piece of paper and fold it in half long ways.

Step 4:

Step 5:

Step 6:

Cut the paper in half.

Wrap one of the halved papers around the can and glue it on.

After the glue dries, paint, color and/or decorate your can.

Name: ___________________________________

Date: ______________

Grammar Lesson 11 - Making Nouns Plural (a)

Remember: A singular noun is one person or one place or one thing. A plural noun is more than one person or more than one thing or more than one place. Make each of these singular nouns plural by adding an s at the end. book ____________________ cat dog bird ____________________ ____________________ ____________________

rope ____________________ brick ____________________ clip ____________________

bear ____________________ lid ____________________

door ____________________

Name: ___________________________________

Date: ______________

Grammar Lesson 12 - Making Nouns Plural (b)

Remember: A singular noun is one person or one place or one thing. A plural noun is more than one person or more than one thing or more than one place. When a noun ends in s, x, z, ch or sh, you must es to make it plural. For example, add es to change the singular word dish to the plural word dishes.

dish dishes
Add es to each noun to make it plural. box ____________________

boss ____________________ waltz ____________________ peach ____________________ fox ____________________

leech ____________________ wish ____________________ glass ____________________ watch ____________________ stitch ____________________

Name: ___________________________________

Date: ______________

Grammar Lesson 13 - Making Nouns Plural (c) Remember: A singular noun is one person or one place or one thing. A plural noun is more than one person or more than one thing or more than one place. To make a noun plural add s.

cat cats
When a noun ends in s, x, z, ch or sh, you must es to make it plural.

dish dishes

Look at each word. Decide if it needs an s or an es to make it plural. jar ____________________ oil loss fax ____________________ ____________________ ____________________

horse ____________________ waltz ____________________ wish ____________________ stone ____________________

apple ____________________ crivetz ___________________

* A crivetz is a cold wind that blows from northeast quadrant in Rumania and southern Russia.

Name: ___________________________________

Date: ______________

Grammar Lesson 14 - Making Nouns Plural (d)

http://www.animalindo.com/uploads/dsKqA/399.jpg

Remember: A singular noun is one person or one place or one thing. A plural noun is more than one person or more than one thing or more than one place. When a noun ends in a consonant and then a y, you must change the y to i and es to make it plural. If it ends with a vowel and then a y, just add s.

toy toys
Make each noun plural. city ____________________

kitty kitties
mommy____________________ daddy ____________________ pony ____________________ turkey____________________ lady ___________________

nighty ____________________ monkey____________________ boy baby ____________________ ____________________

Name: ___________________________________

Date: ______________

Grammar Lesson 15 - Making Nouns Plural (e) Remember: When a noun ends in a consonant and then a y, you must change the y to i and es to make it plural. If it ends with a vowel and then a y, just add s.

toy toys

kitty kitties

Make each noun plural. candy money bunny bay tray ____________________ ____________________ ____________________ ____________________ ____________________ holly Friday ____________________ ____________________

Saturday ____________________ sky ruby mystery ____________________ ____________________ ____________________

dictionary ____________________

Health Unit 1 The Human Body Lesson 1 Cells Name: __________________________________________ Date: ____________

Cells

Think of playing in the sand on the beach. When you think of sand you probably just think of a big piece of ground that you play on. But have you ever looked at sand? Have you seen all the little, tiny, colorful bits and pieces that make up the sand on the beach? Well, just like sand on the beach is made up of trillions of tiny sand grains, your body is made up of trillions of small bits called cells - approximately 50,000,000,000,000 (50 trillion) cells. These cells are so small that you cannot see them with your eyes. Instead you need a microscope to see them.

There are 200 different types of cells in your body. For example there are skin cells that come together to make up your skin, muscle cells that make up your muscles, blood cells that make up your blood, and many other kinds of cells. When cells group together like this they are called cell tissue.

Connective tissue

Nervous tissue

And each type of cell has a different job. Blood cells carry Epithelial tissue Muscle tissue oxygen from the air you breath all around your body. Muscle cells are stretchy so that your muscles can move. Nerve cells let you feel things, like hot and cold and pain. Now here is the really interesting thing about cells. Cells are alive. Just like people, each cell grows and changes, repairs itself when it gets hurt, and uses energy. And just like people, cells can grow old and die. That is why, just like people have babies, cells make copies of themselves (kind of like having babies). Cells may be the smallest part of your body - so small that you cannot see them with your eyes - but they are very important. Everything you do affects whether they are healthy or not. When you go outside and play, it helps your cells to be healthy. When you eat good food, it helps your cells to be healthy. When you drink lots of water, it helps your cells to be healthy. When you get plenty of rest at night, yes, even that helps your cells to be healthy. As you read this book, you will learn more about keeping yourself and your cells healthy.

Health Unit 1 The Human Body Lesson 2 Skin, Bones, and Muscles Name: __________________________________________ Date: ____________

Skin, Bones, and Muscles

Remember that when many cells group together they form cell tissue. Cell tissue makes up very important parts of your body. For example, cell tissue forms your skin, your bones, and your muscles. Bones

Every person has a skeleton made up of 206 different bones. Bones are important because they help you to stand up and because they protect important organs in your body, like your brain and your heart. When a baby is born it has 300 bones made out of cartilage. (Feel the stiff, bendy part of your nose. That is cartilage.) During childhood, the time you're living in right now, those cartilage bones begin to change.

Some of them fuse together, like the bones that make up your head, so that you only have 206 bones. And all of your bones begin to grow and to change from cartilage into regular bone. If you are a girl, the changes to your bones will be finished when you are 24-years-old. If you are a boy, the changes will be finished when you are 28. Muscles

When you think of muscles you probably just think of the muscles that pop up when you flex your arms, but did you know that there are more than 600 different muscles in your body? And did you know that muscles have more jobs than just making your arms strong? There are three kinds of muscles. The first kind of muscles is called skeletal muscle because they help your skeleton. Skeletal muscles are attached to

your bones or skeleton. They are important because they help your body to stand up tall and upright and they help you to pick things up and to push and pull and move. You could not run without skeletal muscles or write with a pencil. You could not get dressed or smile or talk without them. Most of your skeletal muscles are hidden beneath your skin, but there is one skeletal muscle that you can see - your tongue. Without that muscle you wouldn't even be able to eat.

All of these skeletal muscles are yours to control. You tell yourself when to run. You tell yourself to eat. You tell yourself to pick your shirt off the floor and fold it and put it away. You are in control of these muscles. But you are not in control of the second group of muscles. The second group of muscles is called smooth muscles. Your brain tells your body what to do with these smooth muscles without you even thinking about it. Your smooth muscles get tight and relax to help food go through your body as it digests. Your smooth muscles relax to hold urine (pee) in your bladder until it is time to go to the bathroom and then they tighten to push the urine out when you are ready. Smooth muscles help your eyes to stay focused so you can see. And smooth muscles even help to push a baby out when it is time to be born. And all of this happens without you having to think about it. Imagine that. The third group of muscles is called cardiac muscles. When you hear the word "cardiac" you should always think of the heart because that is what cardiac muscles are for - to control your heart, to make it beat and to pump your blood around your body. Like smooth muscles, you don't control cardiac muscles. Your brain tells them what to do for you. Skin

Skin is the layer of cell tissue that covers over your whole body. It protects your body from dangerous bacteria and other things that could get inside you and make you sick or even kill you. It keeps your body at just the right temperature. And it allows you to have a sense of touch. Like your brain and your heart, your skin is an organ. In fact it is the biggest organ your whole body has.

Skin is made up of three different layers. The bottom layer is called subcutaneous. It is mostly made out of fat. On hot days or if you start to feel very warm because you have been exercising or playing, it will cool you down by making you sweat. On cold days, it will send more blood through your skin and may make tiny little muscles pop up that you call goosebumps to make you warm.

The second or middle layer is called the dermis. Hair grows from this layer. It is also the dermis that lets you feel. The dermis lets you feel hot things and cold things. It tells you when you get hurt by making you feel pain. And it is what lets you know the texture of things - rough, slimy, soft, smooth, etc. The top layer is called the epidermis and it is the part of your skin that you can see and touch. It is made out of dead skin cells. Healthy living skin cells are formed at the bottom of the epidermis, but as they travel up to the top they die. So, what you see on your hands (and everywhere else on your body) are really dead skin cells. Surprisingly enough, these dead skin cells are a good thing. You see, they are strong and tough and just right for covering your body and protecting it. They do not last long though. Even though you can't see it happening, every minute of the day about 30,000 to 40,000 dead skin cells flake off the surface of your skin. In fact, just in the time it took you to read about skin, you probably lost 40,000 skin cells. In a whole year, you lose about 9 pounds of skin cells. But since your body is always making new skin cells, you will never run out of skin. The other part of the top epidermis layer is a substance called melanin. Melanin is what gives your skin its color. If you have dark skin it means you have a lot of melanin. If you have light skin it means you only have a little bit of melanin. Melanin is a protector of your skin, so when you spend a lot of time out in the sun your skin will make extra melanin and your skin will get darker and you will get a tan. Skin, muscle, bone - do you see how they all work together? Without bones your body would be like a jellyfish; it wouldn't have the ability to stand upright. Without muscles, you wouldn't be able to move. Without skin, you wouldn't have a protective covering for your body. All three of these together make your body work. You could not survive without them. That is why it is very important that you take good care of yourself so that your body can make the changes it needs and so that all your cells and cell tissue have the strength to do their jobs. For example, when you eat foods that have a lot of calcium in them, you help your bones to grow and change from cartilage into regular bone. When you get regular exercise, it makes your muscles strong. And when you take baths or wash your hands, it keeps your skin clean. You have a very nice body and it works in an amazing way, but to keep it that way you need to take care of it.

Health Unit 1 The Human Body Lesson 3 Body Systems

Name: __________________________________________

Date: ____________

Your Body's Systems

Cells also group together to form other important parts of your body, too - your organs. We've already talked about organs like your skin, heart and brain, but there are other important organs. Some of these are your lungs, which help you to breath, your stomach and intestines, which help to digest your food, your kidneys, which help to clean your blood, and your bladder and bowel, which help you to get rid of your body's waste. Just like your skin, muscles and bones work together, your organs all work together too. They depend on each other. Think of a car. Could you make your car go if there were no wheels? Could you drive if your steering wheel wouldn't turn? If you ran out of gas, would your car start? In order for your car to work well, all its parts have to be in good working order. The same is true for your body. All of your body's part have to be in good working order for your body to work right. If one organ stops working, the other organs may stop working as well and you may die. (For example, if your heart stops working, your body cannot live.) Or the other organs may try to compensate (do more work) for the organ that stopped working. (For example, if your thyroid gland stops working right, your adrenaline gland will try to do the work for it. But the adrenaline gland was not meant to do this, so eventually it will get tired and stop working too.) Whenever one organ stops working right there are always symptoms or signs that this has happened. For example, if you don't get enough sleep at night you may get dark circles under your eyes. If you have stomach problems, you may also get headaches. If you have anemia (when your blood does not have enough iron in it), your tongue, which should be pinkish, will turn pale. And if your kidneys don't work right, you may be short. This is why it is so important to take care of your WHOLE body. And this is why you should pay special attention to what you learn in this book, because everything you learn will help you to be healthy.

Health Unit 1 The Human Body Lesson 4 From Cell to Baby Name: __________________________________________ Date: ____________

From Cell to Baby to Child

Even before you were born, the cells and cell tissues that make up your body were working to form you in just the right way so that you would be born as a healthy, perfect baby. And they continue to work so that you can be a healthy, growing child. Let's look at how this process took place.

egg cell

sperm cell

egg cell surrounded by sperm cells

Every person starts out in life as a single egg cell in his mother. During sex, the father passes more than 100,000,000 sperm cells to the mother, which then swim until they find the egg. When they find it, they surround the egg and work to find a way in. Only one sperm cell, however, will find a way in. When this happens - when that sperm cell finds a way into the egg cell - a baby begins to grow. The baby does not look like a baby at first. At first it still looks like an egg cell. But then the egg cell breaks in half and forms two cells. Those two cell break in half and form two more cells and so on and so on until lots of cells cluster together. (See the first picture on the next page.)

After a month, a spinal cord and a heart begin to form. After two months (see the second picture), the baby is about 1 inches long and all it's important body systems are working. At 3 months (see the third picture), the baby begins to form the parts of its face - its eye, nose, mouth, and ears - and its sex organs (penis or vulva) begin to develop. The baby is almost 5 inches long. Five months after the baby started growing (see the fourth picture), he or she will have hair and nails, a fine, soft fur will cover its body. At seven months (see the fifth picture), the baby is very active. It likes to kick and move. It enjoys music. And it recognizes the voices of its mother and father. At 8 months (see the last picture), the baby has grown very big and it is hard for the baby to wiggle around so much because it is crowded in its mother's womb. Still, it manages to turn itself head-down. At 9 months, the baby is ready to be born. When the baby is finally born a week or two later, it is healthy and perfect. All of its body systems are working together - its skin, bones and muscles, and all its organs. When its mother feeds her baby breast milk, she helps her baby to stay healthy so that all its body systems can continue to grow and work right. But the baby will not stay a baby forever. Soon enough that baby will grow into a child and that child has to learn how to take care of himself or herself. He or she needs to learn how to eat good foods, how to get exercise and how to keep his or her body clean - all the things you are learning. If the child does these things well, he or she will grow big and strong. And if the child does not take good care of himself or herself, he or she may be sick a lot or have health problems.

Name: ___________________________________

Date: ______________

Manuscript Writing Lesson 9 - M and N

Name: ___________________________________

Date: ______________

Manuscript Writing Lesson 10 - O and P

Name: ___________________________________

Date: ______________

Manuscript Writing Lesson 11 - Q and R

Name: ___________________________________

Date: ______________

Manuscript Writing Lesson 12 - S and T

Name: ___________________________________

Date: ______________

Manuscript Writing Lesson 13 - Practice A to T

Name: ___________________________________ Math Lesson 11 - Place Value 5

Date: ______________

Write 204,756 on this chart. Did you remember to put a comma in? __________

Millions

Hundred Ten Thousands Thousands Thousands

Hundreds

Tens

Ones

Write 113,905 on this chart. What place is the 9 in? _____________________

Millions

Hundred Ten Thousands Thousands Thousands

Hundreds

Tens

Ones

Write 934,706 on this chart. What place is the 9 in? _____________________

Millions

Hundred Ten Thousands Thousands Thousands

Hundreds

Tens

Ones

Write 200,345 on this chart. What place is the 3 in? _____________________

Millions

Hundred Ten Thousands Thousands Thousands

Hundreds

Tens

Ones

Write 758,140 on this chart. What place is the 5 in? _____________________

Millions

Hundred Ten Thousands Thousands Thousands

Hundreds

Tens

Ones

Write 271,499 on this chart. What place is the 2 in? _____________________

Millions

Hundred Ten Thousands Thousands Thousands

Hundreds

Tens

Ones

Write 118,203 on this chart. What place is the 0 in? _____________________

Millions

Hundred Ten Thousands Thousands Thousands

Hundreds

Tens

Ones

Write two hundred thirteen thousand, five hundred twenty-two.

Millions

Hundred Ten Thousands Thousands Thousands

Hundreds

Tens

Ones

Write eight hundred forty-six thousand, five hundred fifteen.

Millions

Hundred Ten Thousands Thousands Thousands

Hundreds

Tens

Ones

Write six hundred one thousand, three hundred thirty-three.

Millions

Hundred Ten Thousands Thousands Thousands

Hundreds

Tens

Ones

Write four hundred thousand, two hundred thirty-four.

Millions

Hundred Ten Thousands Thousands Thousands

Hundreds

Tens

Ones

Math Lesson 11b: Subtraction Practice

90 - 20

83 - 52

78 -41

22 -1 1

74 -14

67 - 35

13 - 7

88 - 63

54 - 22

15 - 8

71 - 30

47 - 25

19 - 7

93 - 23

65 - 52

44 - 13

79 - 36

16 -7

15 - 6

65 - 51

12 - 2

33 - 12

18 - 11

38 - 24

52 - 41

Name: ___________________________________

Date: ______________

Math Lesson 12 - Expanded Form 7

Match the expanded number to the standard number. Draw a line to match each one. 50,000 + 6,000 + 700 + 10 2,033

20,000 + 3,000 + 100 + 7

56,710

400 + 50 + 7

196,421

2,000 + 30 + 3

522,439

100,000 + 90,000 + 6,000 + 400 + 20 + 1

23,107

500,000 + 20,000 + 2,000 + 400 + 30 + 9

457

400,000 + 50,000 + 7,000

5,671

5,000 + 600 + 70 + 1

457,000

Math Lesson 12b: Addition Practice

21 + 34

40 + 50

63 + 16

23 +1 1

98 + 1

82 + 13

30 + 47

66 + 23

54 + 22

25 + 14

75 +12

37 + 21

19 + 1

93 + 13

41 + 22

24 + 53

70 + 26

76 + 12

15 + 10

48 + 51

12 + 2

33 + 33

18 + 11

18 + 21

52 + 41

Name: ___________________________________ Math Lesson 13 - Place Value 6

Date: ______________

Millions

Hundred Ten Thousands Thousands Thousands

Hundreds

Tens

Ones

In the number 203,456, what is the place value of 6? ______________________ In the number 119,572, what is the place value of 9? ______________________ In the number 200,438, what is the place value of 2? ______________________ In the number 908,371, what is the place value of 7? ______________________ In the number 344,008, what is the place value of 3? ______________________ In the number 567,560, what is the place value of 7? ______________________ In the number 870,316, what is the place value of 3? ______________________ In the number 411,568, what is the place value of 4? ______________________ In the number 105,444, what is the place value of 5? ______________________ In the number 972,318, what is the place value of 7? ______________________ In the number 144,000, what is the place value of 1? ______________________ In the number 672,309, what is the place value of 3? ______________________ In the number 724,194, what is the place value of 2? ______________________

Math Lesson 13b: Quarters

One quarter is 25.

25 + 25

How much is two quarters? Add them.

25 25 + 25

How much is three quarters?

How much is three quarters?

25 25 25 + 25

Name: ___________________________________

Date: ______________

Reading Lesson 8 - The Turtle Who Could Not Stop Talking An East Indian Fable Look at the title of the story. Tell what you think this story will be about.

Once a Turtle lived in a muddy little pond, and he loved to crawl out in the sun and talk to everyone who passed. He talked to the beasts, he talked to the birds, and he talked to the fishes. In fact, he never stopped talking. Well, one day there came flying by two beautiful wild geese. "Friend Turtle," cried the Geese, "would you like to fly with us to our beautiful home far away? We live on a shining blue pool that is just as clear as glass." The turtle's own pool was muddy. A shining blue pool clear as glass - he would certainly like to see that! "But how could I go with you? I have no wings," he said. "Oh, we will take you," said the Geese, "if you promise to keep your mouth closed, and speak not a single word." "Why of course I'll keep my mouth closed. I'll do just as you say," said the Turtle. So the next day the Geese came back carrying with their bills a stick which they held between them. "Take hold of this stick with your mouth," they said to the Turtle. "But don't say a word as we fly; for, if you do, you will lose your hold and fall down kerplunk to the ground."

"I'll do just as you say," said the Turtle, eager to depart. So the Turtle took hold of the stick, and the Geese soared up in the air, carrying him between them. Over the treetops they flew and up in the bright blue sky. But as they passed over a village, the children down below saw their old friend, the Turtle. "Oh, look at the Turtle!" they cried. "I'm taking a long, long journey," the Turtle wanted to boast, but he remembered just in time and did not open his mouth. "How silly he looks!" cried the children. "Silly yourself!" the Turtle wanted to answer crossly; but he remembered just in time and did not open his mouth. "How does he ever keep his mouth closed?" the children jeered. "Do you suppose he can really stop talking?" This was too much for the Turtle. "Of course I can stop talking!" he cried, and, as he opened his mouth to speak, he lost his hold of the stick and fell down, crash, at their feet. "Poor little Turtle," said the children. "He really could not stop talking."
Story taken from: My House Book - Story Time p178-179, edited by Olive Beaupre Miller, copyright 1937 by Olive Beaupre Miller, published by The Book House for Children in Chicago To hear this story read aloud: http://librivox.org/in-the-nursery-of-my-bookhouse-by-olive-beaupre-miller/

From: http://thepicturebookteachersedition.blogspot.com/2012/03/harry-dirty-dog-by-gene-zion.html

At the beginning of the story, before you even read anything, you looked at the title of the story and tried to figure out what the story was about. Were you right? yes no

A moral of a story is the lesson you learned from the story. What was the moral of this story? ____________________________________ ______________________________________________________________ ______________________________________________________________

Name: ___________________________________

Date: ______________

Reading Lesson 9 - The Fox and His Bag

Written by Sidney G. Firman and Ethel H. Maltby Illustrated by Frederick Richardson

Look at the title of the story. Tell what you think this story will be about.

One day a fox was going to market. On the way he caught a bumble-bee. He put the bumble-bee into a bag. Then he went on. Soon the fox came to a house. He rapped at the door, "Rap! Rap! Rap!" A woman came and opened the door.

The fox said, "I am going to market. May I leave my bag here?" The woman said, "Yes, you may." "Do not open the bag," said the fox. Then he went on.

When the fox had gone, the woman said, "I wonder what is in this bag. I will see." So, she opened the bag. Out flew a bumble-bee. A rooster caught him and ate him up.

By and by the fox came back. He looked in the bag and said, "Where is my bumble-bee?" The woman said, "I just looked in the bag, and the bumble-bee flew out. Then a rooster ate him up." The fox said, "Then give me the rooster." "Very well," said the woman. So the fox ran after the rooster. He caught him and put him into the bag.

Soon the fox came to another house. He went to the door and rapped, "Rap! Rap! Rap!" A woman opened the door. The fox said, "I am going to market. May I leave my bag here?" "Yes, you may," said the woman. "Do not open the bag," said the fox. Then he went on. When the fox had gone, the woman said, "I wonder what is in this bag. I will see." So she opened the bag. Out flew the rooster. A pig caught him and ate him up.

By and by the fox came back. rooster?"

He looked in the bag and said, "Where is my

The woman said, "I just looked in the bag, and the rooster flew out. Then a pig ate him up." The fox said, "Then give me the pig." "Very well," said the woman. So, the fox ran after the pig. He caught him and put him into the bag.

The fox walked on. Soon he saw another house. He said, "I will leave my bag here." So he rapped, "Rap! Rap! Rap!" A woman said, "Who is there?" The fox said, "It is I, the fox. May I leave my bag here?" The woman said, "Yes, you may." The fox put the bag on the floor. "Do not open the bag," he said. Then he went on. When the fox was gone, the woman said, "I wonder what is on this bag. I will see." So, she opened the bag. Out jumped the pig. A little boy ran after the pig. But the pig got away.

Soon the fox came back. He looked in the bag and said, "Where is my pig?" The woman said, "I just looked in the bag, and the pig jumped out. My little boy ran after it. But the pig got away." The fox said, Then give me the little boy." "Very well," said the woman. So the fox took the little boy and put him into the bag.

At the next house the fox rapped, "Rap! Rap! Rap!" A woman opened the door. The fox said, "I am going to market. May I leave my bag here? It is very heavy." The woman said, "Yes, you may." So the fox put the bag on the floor. "Do not open the bag," he said. Then he went on. Soon the little boy friend, "Oh, let me out! Please let me out!" The woman opened the bag and let out the little boy. Then she put her dog into the bag.

By and by the fox came back. He took the bag and went into the woods. He said, "What a fine dinner I shall have!" Then he slowly opened the bag. Out jumped the dog and caught the fox. The dog had a fine dinner that time.

The Children's First Reader - http://www.childrensbooksonline.org/Childs_First_Reader/index.htm - by Sidney G. Firman and Ethel H. Maltby, published by the John C. Winston Company, pages 2-18

(1) A main character is who was this story mostly about. In this story, who was the main character? the the the the bumble-bee fox pig fourth woman the first woman the dog the boy the rooster the second woman the third woman

(2) First the fox caught a bumble-bee. Do you think he really wanted to eat a bumble-bee for dinner? yes no (3) Next the fox put the rooster into his bag. rooster? yes no (4) After that, he put a pig into his bag. Did he really want to eat the pig? yes no (5) Lastly, he put a little boy into his bag. Did he really want to eat the little boy? yes no (6) Why do you think the fox kept leaving his bag with the women? He wanted to have someone watch his bag. He wanted to trick people into giving him a better dinner. Did he really want to eat the

Name: ___________________________________

Date: ______________

Reading Lesson 10 - The First Circus

Written by Fanny Louise Burgheim

Look at the title of the story. Tell what you think this story will be about.

There was a little boy who decided to go out into the wide, wide world to seek his fortune. Now before he could reach the wide, wide world, he had to pass through a mighty forest. As he entered the forest, a wee monkey screamed to him from the top of a big tree.
"The First Circus" from the Never Grow Old series, written by Fanny Louise Burgheim, edited by Watty Piper, published by the Platt & Monk Co., Inc. in New York

"Where are you going, little boy?" "I am going out into the wide, wide world to seek my fortune," answered the boy. "Would you like to come along?" The monkey thought for a minute; then he scratched his head and said, "Yes, I believe I should. I'm very tired of this mighty forest." So the wee monkey went with the little boy.

By and by they heard something snarl, and there stood a terrible wildcat. "Where are you going, little boy?" asked the wildcat. "I am going out into the wide, wide world to seek my fortune," answered the boy. "Would you like to come along?" The wildcat thought for a minute; then he scratched his head and said, "Yes, I believe I should. I'm very tired of this mighty forest." So the terrible wildcat went with the little boy and the wee monkey.

By and by they heard a woofwoof, and there stood a great brown bear. "Where are you going, little boy?" asked the bear. "I am going out into the wide, wide world to seek my fortune," answered the boy. "Would you like to come along?" The bear thought for a minute; then he scratched his head and said, "Yes, I believe I should. I'm very tired of this mighty forest. So the great brown bear went with the little boy, the wee monkey, and the terrible wildcat.

By and by they heard something roar, and there stood a fierce, shaggy lion. "Where are you going, little boy?" asked the lion. "I am going out into the wide, wide world to seek my fortune," answered the boy. "Would you like to come along?" The lion thought for a minute; then he scratched his head and said, "Yes, I believe I should. I'm very tired of this mighty forest." So, the fierce, shaggy lion went with the little boy, the wee monkey, the terrible wildcat, and the great brown bear.

By and by they heard a sharp, trumpet-like sound, and there lifting up its trunk, stood a huge, gray elephant. "Where are you going, little boy?" asked the elephant. "I am going out into the wide, wide world to seek my fortune," answered the boy. "Would you like to come along?" The elephant thought for a minute; then he scratched his head and said, "Yes, I believe I should. I'm very tired of this mighty forest."

So, the huge, gray elephant went with the little boy, the wee monkey, the terrible wildcat, the great, brown bear, and the fierce, shaggy lion.

By and by they saw something very, very big galloping along like a rocking-horse, and there stood a very tall giraffe. "Where are you going, little boy?" asked the giraffe. "I am going out into the wide, wide world to seek my fortune," answered the boy. "Would you like to come along?" The giraffe thought for a minute; then he scratched his head and said, "Yes, I believe I should. I'm very tired of this mighty forest." So the very tall giraffe went with the little boy, the wee monkey, the terrible wildcat, the great, brown bear, the fierce, shaggy lion, and the huge, gray elephant.

By and by, as they went along through the mighty forest, the little boy and the animals became very good friends, and the little boy taught them clever tricks. He taught the wee monkey to ride on the fierce lion's shaggy back; he taught the terrible wildcat to spring through hoops; he taught the very tall giraffe and the huge gray elephant to toss the wee monkey high into the air and to catch him again; and he taught the great, brown bear to dance.

By and by they came to the end of the mighty forest, and there was the wide, wide world! Before long they found themselves surrounded by ever so many little children who laughed and laughed when they saw the little boy and all the animals. Now this pleased the little boy, so he asked the animals to do their many tricks for the children. Then he began to travel, and finally he and his animals had gone from one end of the wide, wide world to the other, and everywhere they went they made all the little girls and all the little boys very happy.

By and by other people made friends with wild animals, and taught them to do funny tricks. And nowadays, you know, we always go to the circus once a year to laugh at the wee monkey, the terrible wildcat, the great, brown bear, the fierce, shaggy lion, the huge, gray elephant, and the very tall giraffe.

(1) A main character is who was this story mostly about. In this story, who was the main character? the little boy the monkey the wildcat the bear the elephant the lion the giraffe

(2) Put these story pictures in order. Write a number from 1 to 5 to show the story events in order.

The great brown bear went with the little boy, the wee monkey, and the terrible wildcat.

The wee monkey went with the little boy.

The very tall giraffe went with the little boy, the wee monkey, the terrible wildcat, the great, brown bear, the fierce, shaggy lion, and the huge, gray elephant.

Everywhere they went they made all the little girls and all the little boys very happy.

The huge, gray elephant went with the little boy, the wee monkey, the terrible wildcat, the great, brown bear, and the fierce, shaggy lion.

Name: ___________________________________ Reading Lesson 11 - Vegie Pizza

Date: ______________

http://garlicgirl.com/wp-content/uploads/2012/07/Summer-Veggie-Pizza.jpg

Did you know you can make a pizza at home? Before you begin, ask a grown-up for help. Then gather the ingredients. You will need a piece of pita bread, one-half cup of spaghetti sauce, a few chopped vegetables, such as green pepper, mushrooms, or tomatoes, and one-half cup of grated mozzarella cheese.

The first step is to heat the oven to 350. Then, spread the sauce on the bread. Next, sprinkle on the vegetables and top the pizza with cheese. Before you put your pizza in the oven, put a little more sauce on top. Finally, bake it for six to eight minutes. The last step is to EAT IT UP!

Below are the steps for making pizza at home. They are not in order. Write a number from 1 - 5 to show the right order. _____ Put the pizza in the oven and bake for six to eight minutes. _____ Sprinkle on vegetables and top with cheese. _____ Heat the oven. _____ Ask a grown-up for help. _____ Spread sauce on the bread.
Lesson taken from Comprehension Plus Level C, by Dr. Diane Lapp and Dr. James Flood, 2001 by Modern Curriculum Press, an imprint of Pearson Learning, a division of Pearson Education, Inc., 299 Jefferson Road, P.O. Box 480, Parsippany, NJ 07054-0480, p17

Name: ___________________________________Date: ______________ Reading Lesson 12 - Tommy

Read the poem out loud. Find and circle the rhyming words.
Poem taken from "Houghton Mifflin Literary Readers" Book 2, 1989 by Houghton Mifflin Company, p19 Poem may be found online at: http://www.mdusd.k12.ca.us/valhalla/poems/tommy.html

Name: ___________________________________

Date: ______________

Social Studies Lesson 10 - Find it on the Map

I want you to help me find some things on this map. Can you do that for me? Okay. (1) Point to Lake Tauani... Now, show me the road that goes around the lake. (2) If I had a boat and I wanted to drive it around the lake, how would I get it in the lake? Where would I go to put my boat in the lake? (3) What if I wanted to see the old ship wreck? Where would I go? (4) Suppose I wanted to go to the observatory. What island would I go to?... What if I wanted to go snorkeling? Where would I go? (5) If I wanted to go swimming at the beach, where would I go?... Where would I park my car? (6) Where is the dig site?... What do you suppose people are digging up at the dig site?

Name: ___________________________________

Date: ______________

Social Studies Lesson 11 - The Dig Site

Take a look at the map above. It shows us a closer look at the dig site. What do you think people are digging up at the dig site? A long time ago, there was a great rain and the lake got too full of water. The water in the lake kept getting higher and higher until it spilled out of the lake and ran over the dry ground. Some animals got caught by surprise and were buried by the water and mud from the lake. Those animals that got buried died and turned into fossils.

http://www.answersingenesis.org/museum/images/docs/digsite.jpg

Fossils are plants or animals that have died and turned into rock. How did a plant or an animal turn into rock? Well, first the plant or animal must be quickly buried with dirt or mud. Next water has to cover the plant or animal. After that, the water must break apart the plant or animal until only minerals are left. When it's all done, there will be a rock there that is in the same shape as the plant or the animal. That animal-shaped rock or plant-shaped rock is a fossil.

You might wonder, how fast do animals or plants have to be buried in order to become a fossil. Well, look at the fossil below to find out:

Here is a fossil of a fish eating another fish. This fish got buried so fast that it didn't even get a chance to swallow its dinner. That's how fast these fossilized plants and animals get buried. On the left are the fossils of a turtle and a bunch of fish. You'd think they could have just swam away when the flood of water came. They are water animals after all! But, remember, it isn't just water that covers the animals and plants. It's mud, too. And you can't swim in mud. At the Lake Tauani dig site, the people are digging up a dinosaur. The people must dig slowly and carefully. They don't want to damage the fossil. Fossils are fragile and must be handled very carefully. And dinosaur fossils are very rare. (That means there aren't that many of them.) And rare fossils are worth a lot of money. So the people must be especially careful with the dinosaur fossil.
Fishes picture: http://www.answersingenesis.org/assets/images/articles/am/v2/n2/fossil-fish.jpg Turtle picture: http://4.bp.blogspot.com/-u4iKABBeKUw/T4Mv3nNHnoI/AAAAAAAACNM/4jVpUG-fz_E/s1600/fossil-stone.jpg

Name: ___________________________________

Date: ______________

Social Studies Lesson 12 - How Did It Get Buried?

Plants and animals get buried in mud waters and then they fossilize. Later, people can dig the fossils of those plants and animals up. People who dig for fossils are called archaeologists. But plants and animals aren't the only things archaeologists dig up. Sometimes archaeologists dig up old buildings that people lived in a long time ago, buildings that got buried under lots of dirt. Sometimes archaeologists dig up other things in the dirt, too - things like clay pots or toys or dishes, or even gigantic statues. In the picture you see a giant statue called a moai [pronounced moh-eye]. This moai is on an island called Easter Island. A long time ago, when a person from that island died, a moai was made of him. Later the moai were buried. Archaeologists have found and dug up many moai on Easter Island.

But how do houses and pots and toys and dishes and statues get buried? On Easter Island, the people that lived a long time ago buried the moai. But that is not the usual way things get buried. Watch the video "Uncovering th e Past*" to see how it usually happened. (You may need a free program called Swiff Player to view the video.):
https://www.dropbox.com/s/5qroe8pihornrfq/Week%203%20-%20Uncovering%20the%20Past.swf

*This video is part of the History 3 curriculum at http://www.k12.com/ that I purchased for my daughter a long time ago. It is from unit 1, lesson 5. Please purchase History 3 for your child at: https://ecomm.k12.com/ecommerce/public/courseDetails.xhtml?cid=133851.

Name: ___________________________________

Date: ______________

Social Studies Lesson 13 - Archaeology*

Imagine that a whole village of people are living near a river thousands of years ago. As they go about their duties every day, they drop things on the ground. For example, picture a farmer out working in his wheat field. He loses the iron blade from the knife he's using to cut wheat from the stalks. He can't find it, so he goes to get another knife, leaving the old blade on the ground. Back in the village the farmer's wife accidentally drops a clay pot. It breaks into pieces. She sighs and tosses the broken pieces aside.

*This lesson (story, pictures and video clip) is part of the History 3 curriculum at http://www.k12.com/ that I purchased for my daughter a long time ago. It is from unit 1, lesson 5. Please purchase History 3 for your child at: https://ecomm.k12.com/ecommerce/public/courseDetails.xhtml?cid=133851.

A little boy is playing in the dirt just beyond the hut. He has a little clay model of an ox hitched to a cart. He runs the cart through the dirt and says, "Moo! Moo!" until his mother calls him to come inside. He leaves the cart where it is and runs into the house. His mother has a new toy for him! He's so excited that he forgets all about his ox and cart. The next day the boy's father goes out into the yard and accidentally kicks dirt over the clay ox and cart. The toy stays in the yard with the dirt over it. Now let's imagine that the summer gets drier and drier. The wheat starts to die. The people who live in the village have less and less to eat. They get together and decide to pack up their belongings and move to another place where there is more rain. So they collect their things and start down the river. They leave behind the things they don't want anymore: cracked jars, dull knives, and stores to wheat kernels that are too hard and dry to use.

The deserted village stands by the river for years. Slowly the buildings starts to fall down. Dust blows over the ruins. One year the river floods and washes mud over the dust. Grass starts to grow in the mud. Eventually - thousands of years later - you can barely see the village anymore. Dirt and grass cover the ruins from sight. It just looks like a field by a river. Watch the video "Uncovering the Past*" to see how it usually happened. (You may need a free program called Swiff Player to view the video.):
https://www.dropbox.com/s/5qroe8pihornrfq/Week%203%20-%20Uncovering%20the%20Past.swf

Hundreds of years later, a woman comes along to look at the field. She sees a piece of brick poking up from the grass. She bends down and starts to brush dirt away from the brick. It's the corner of a building! She says to herself, "People used to live here!" The next day the woman comes back with shovels, brushes, and special knives. She starts to dig down into the field. When she finds the remains of houses and tools, she digs carefully and brushes dirt away from them. She writes down exactly where she finds each item. Then she examines everything very carefully. She wants to discover more about the people who used to live in the village. One day the woman finds the iron knife blade that the farmer lost in the field so long ago. She thinks: "These people knew how to make iron. They knew how to grow wheat and harvest it for food. And they used iron tools to harvest their grain."

Another day she finds the clay pot that the farmer's wife broke. Now she knows that the people of the village knew how to make dishes from clay. And when she finds the little ox and cart that the boy lost in the yard, she knows that the people of the village used oxen harnessed to wagons to help them in their farm work. She also knows that their children had toys. By finding the knife blade, the pot pieces, and the toy ox and cart, the woman learns several things about the people who used these items long ago. The woman might even discover that the people left their village because there was no rain. When she digs up the remains of the hard, spoiled wheat that the people left behind, she can tell that the wheat was ruined by lack of rain. So she thinks: "I'll bet that these people left their village during a dry season. They probably went to find a place where it was rainy and where they could grow food to eat." This woman is finding out about history, even though she doesn't have any written letters or other papers. She is discovering the story of the people of the village from the things that they left behind them. This way of studying the past is called archaeology. People who dig objects out of the ground and learn from them are called archaeologists.

Name: ___________________________________

Date: ______________

Social Studies Lesson 14 - Daniel, the Security Guard

The archaeologists that work at the dig site are very concerned about their fossils. They worry that someone might want to steal them when they are not there. Why would someone want to steal a dinosaur fossil? Well, look at ebay and see how much an oviraptor dinosaur egg is worth. Go to http://www.ebay.com/ and run a search for "oviraptor egg". If one dinosaur egg is worth that much, imagine what a dinosaur bone would be worth! Or what an entire dinosaur fossil would be worth! Yes, the archaeologists are very worried. So, they hired Daniel to be a night watchman for them. A night watchman is a kind of security guard who watches over things at night time. In this case, Daniel watches over the fossils. He walks around and patrols the area to make sure no one is sneaking around the dig site when they are not supposed to. If he sees anything suspicious, he calls the police right away. He keeps those dinosaur fossils safe from thieves and vandals.
http://www.123rf.com/

Name: ___________________________________ Spelling List 3 - Lesson 1

Date: ______________

Copy each word.

Name: ___________________________________ Spelling List 3 - Lesson 2

Date: ______________

Connect the dots.

Name: ___________________________________ Spelling List 3 - Lesson 3

Date: ______________

zero seven thirteen nineteen

one eight fourteen twenty

two nine fifteen

three ten sixteen

four eleven seventeen

five twelve eighteen

six

How many e's does each word have? Count the e's in each word. Then put the word into the right category.

No E _________________ _________________ _________________

One E _________________ _________________ _________________ _________________ _________________ _________________ _________________

Two E's _________________ _________________ _________________ _________________ _________________ _________________ _________________

Three E's _________________ _________________ _________________

Four E's _________________

Name: ___________________________________ Spelling List 3 - Lesson 4

Date: ______________

zero seven thirteen nineteen

one eight fourteen twenty

two nine fifteen

three ten sixteen

four eleven seventeen

five twelve eighteen

six

Write the English number under (or wherever you find room) the Mayan number:

Name: ___________________________________ Spelling List 3 - Lesson 5 zero seven thirteen nineteen one eight fourteen twenty two nine fifteen three ten sixteen

Date: ______________

four eleven seventeen

five twelve eighteen

six

Count the tally marks. Write how many in each box.

Name: ___________________________________ Travel Brazil - Lesson 1 Brazil

Date: ______________

Brazil is the largest country in South America. Of all the countries in the world, it is the fifth largest. Russia has the most land. Canada has the second most land. China has the third most land. The United States has the fourth most land. Brazil has the fifth most land. And Australia has the sixth most land. Find Brazil on the different maps.

http://www.rtcc.org/files/2012/09/bigstock_canopy_of_the_rainforest_in_Ta_3104688_featured.jpg

Most of Brazil is a tropical rainforest. A tropical rainforest is a forest of VERY tall trees in a place that is warm ALL year long. It is very wet in tropical rainforests because it rains a LOT. Most tropical rainforests get 80 inches of rain every year. In fact, tropical rainforests have only two seasons - wet and dry. In the wet season it rains almost every day. In the dry season it stops raining. But whether it's raining or not, it's always warm.
Watch the video "What is the Rainforest?" at: http://www.youtube.com/watch?v=OS2VrgRFCzc

http://mlauni.pottsgrove.wikispaces.net/file/view/brazil-valley-rainforest-lg.jpg/100161449 /brazil-valley-rainforest-lg.jpg

Name: ___________________________________ Travel Brazil - Lesson 2 The Amazon River

Date: ______________

http://brazilwallpapers10.net/wp-content/uploads/images/db/amazon-river.jpg

The Amazon River is the second largest river in the world. (The longest river of all is the Nile River in Egypt.) The Amazon River is 4,000 miles long (6,400 km) and it is very wide. During the wet season, it is 120 miles wide in some areas. The Amazon River starts in the country Peru and ends in Brazil, where it pours 200,000 cubic meters of fresh water into the Atlantic Ocean every single second.

http://www.bibliotecapleyades.net/imagenes_ciencia/agua17_02.gif

The Amazon River is the home of some amazing animals. One of those amazing animals is the Amazon River dolphin or boto. It is the largest species of river dolphin in the world. It is about 6 feet long. (That's taller than most men.) And it is very, very pink. Amazon River dolphins usually live in a family group called a pod with about 5 to 8 other dolphins. About 5,000 different kinds of fish, crabs and turtles live in the Amazon River, too. This includes electric eels and catfish and a strange fish called the piranha. Piranha are an ugly fish with sharp teeth, and they eat meat. Piranhas come together in big schools because they like to hunt together and also because being together in a group protects them from their enemies. The Amazon River is also home to yacare caiman, a type of crocodile. There are about 10,000,000 yacare caiman. Yacare caiman grow to be about 6 to 8 feet long. Even though they are very big animals, they are not particularly dangerous to humans because they prefer to eat fish and birds.
Take a tour on a boat down the Amazon River: https://www.youtube.com/watch?v=yOBH46W5IpE

Name: ___________________________________ Travel Brazil - Lesson 3 Anacondas

Date: ______________

If the anaconda is the world's biggest and deadliest snake, a snake so dangerous that stories are told of anacondas carrying off children, then why is this little Brazilian boy playing with one? The reason why this little boy can play with the anaconda is that the snake is full. That's right. This snake already has a belly full of food and it's not hungry anymore. You see, anacondas take weeks to digest their food and they can go for months without eating. So, this anaconda snake here is safe to play with because he's not hungry.

Watch a short video about "Swimming With the Anaconda" snake here*: http://video-cdn.abcnews.com/120921_ntl_anacondas_1145.mp4

This anaconda is 23 feet long. http://i8.photobucket.com/albums/a34/jimmydavid/serpientegigante.jpg

Anacondas love water and are never far from it. They can hold their breathe for ten minutes. They swim very fast and very quietly and can sneak up on their prey so well that the water barely ripples when they swim along the surface. Anacondas are meat eaters. They like to eat turtles, caimans, birds, and mammals. Because anaconda snakes are not poisonous, they have to kill their prey another way. They way they do it is by squeezing their prey until their prey dies. After eating, anacondas won't eat again for weeks or even months. Another thing that makes anacondas unusual is that they don't lay eggs like most snakes do. Instead, they give birth to live babies. In fact, they can have up to 78 babies at a time.
*Original video with article here: abcnews.go.com/Travel/swimming-anacondas-brazils-untamed-savannahs/story?id=17293350

http://assets.natgeotv.com/Shows/6712.jpg

When anaconda babies are born, they are ready to live on their own. They are born knowing what to eat and how to survive. Anacondas live about ten years. Anacondas can grow up to 22 feet long, but there are reports of anacondas being up to 40 feet long. So far, though, no one has caught one that long, but, if you ever did catch an anaconda that is longer than 30 feet, you would win a prize of$50,000.