Grade 3 - Week 5

Subjects covered:
Composition:
Writing Lesson 1: Personal Timeline
Writing Lesson 2: Journal - Mean Kid

Grammar:
Grammar Lesson 20: Nouns Review
Grammar Lesson 21: Proper Nouns
Grammar Lesson 22: Break It Down
Grammar Lesson 23: Possessive Nouns (Singular Possessive)
Grammar Lesson 24: Show They Are Possessive
Penmanship:
Manuscript Writing Lesson 17 - X and Y
Manuscript Writing Lesson 18 - Z
Manuscript Writing Lesson 19 - A Review

Science:
Science Unit 3: Vertebrates - Lesson 1: What Are Vertebrates?
Science Unit 3: Vertebrates - Lesson 2: Temperature
Science Unit 3: Vertebrates - Lesson 3: Fish
Science Unit 3: Vertebrates - Lesson 4: Amphibians
Math:
Math Lesson 19: Writing Numbers 6: Counting by Tens + Math Lesson 19b: Least to Greatest
+ Math Lesson 19c: Adding and Subtracting
Math Lesson 20: Writing Numbers 7: Write That Dash + Math Lesson 20b: Least to greatest
+ Math Lesson 20c: Counting Money
Math Lesson 21: Writing Numbers 8: Time + Math Lesson 21b: Adding and Subtracting Sideways
Math Lesson 22: Writing Numbers 9: Hundreds + Math Lesson 22b: Hours and Minutes
+ Math Lesson 22c: Adding and Subtracting Sideways
Math Lesson 23: Writing Numbers 10: No "And" + Math Lesson 23b: Minute Hand and Hour Hand
Reading:
Reading Lesson 18: Nurse's Song
Reading Lesson 19: The Dancing Monkeys
Reading Lesson 20: The City Mouse and the Country Mouse

Social Studies
Social Studies Lesson 15: Crossing Point
Social Studies Lesson 16: Abbreviations
Social Studies Lesson 17: Physical Activities in Crossing Point
Spelling:
(words beginning with /sk/, /sm/, /sn/, /sp/)
List 5 - Spelling Lesson 1
List 5 - Spelling Lesson 2
List 5 - Spelling Lesson 3
List 5 - Spelling Lesson 4
List 5 - Spelling Lesson 5

Travel:
Travel Brazil: Lesson 8 - Brazil's Flag
Travel Brazil: Lesson 9 - Su Paulo
Travel Brazil: Lesson 10 - Discover Brazil

Name: ___________________________________

Date: ______________

Grammar Lesson 20 - Nouns Review

Read each sentence. Mark whether the red noun is singular or plural. Then mark
whether it tells you of a person, place or thing.
(1) "Kate, will you play with me?" asked James. "We singular
can dig in the sand with my little shovel."
plural

person
place
thing

(2) "Not now, James," said Kate, "for I must make my singular
doll's bed. Get Mary to play with you."
plural

person
place
thing

(3) James went to get Mary to play with him. Then singular
Kate made the doll's bed.
plural

person
place
thing

(4) She sang a song to her doll, and the doll lay very singular
still in her lap. Did the doll hear Kate sing?
plural

person
place
thing

(5) Kate has left her doll in its little bed, and has singular
gone to play with Mary and James. They are all in plural
the shade now by the brook.

person
place
thing

(6) James digs in the soft sand with his shovel, and singular
Mary picks up little stones and puts them in her lap.
plural

person
place
thing

(7) James and Mary are glad to see Kate. She will singular
help them pick up stones and dig by the little brook.
plural

person
place
thing

Name: ___________________________________

Date: ______________

Grammar Lesson 21 - Proper Nouns

A noun is the name of something, such as the
name of a person or the name of a place or the
name of a thing.
A proper noun is the special name of a person,
place or thing.
For example:
This is a girl. Her name is Alice.
The word girl is a noun.
The name Alice is a proper noun because that is
the girl's own special name.

HINT:

Proper nouns ALWAYS begin with a capital letter.

Now you try it. Underline the proper nouns in red. Underline the regular nouns in
blue.
(1) Alice is my friend. (1 proper noun, 1 regular noun)
(2) She has a bird named Gracie. (1 proper noun, 1 regular noun)
(3) Gracie does tricks. (1 proper noun, 1 regular noun)
(4) Alice and I like to play at Glover Park. (2 proper nouns)
(5) Once we saw a cat at the park. (2 regular nouns)
(6) The cat belonged to my neighbor, Mr. Martinez. (1 proper noun, 2 regular nouns)
(7) I don't know why she was at the park. (1 regular noun)
Picture created by Jirka Vtinen and taken from: http://jirkavinse.wordpress.com/2012/01/23/alice/

Name: ___________________________________

Date: ______________

Grammar Lesson 22 - Break It Down

Read each sentence. Mark whether the red noun is singular or plural. Then mark
whether it tells you of a person, place or thing. Then mark whether it is a regular
noun or a proper noun.
(1) Cristian wanted to build a tree singular
house.
plural

person
place
thing

noun
proper noun

(2) He didn't have the supplies he singular

needed.
plural

person
place
thing

noun
proper noun

(3) He asked his dad to take him to singular

the store.
plural

person
place
thing

noun
proper noun

(4) Dad drove Cristian to Home Depot. singular

plural

person
place
thing

noun
proper noun

(5) They bought wood, nails and a singular

hammer.
plural

person
place
thing

noun
proper noun

(6) They also bought a small door.

singular
plural

person
place
thing

noun
proper noun

(7) Dad and Cristian built the tree singular

house together. Cristian's brother, plural
Carlos, helped them.

person
place
thing

noun
proper noun

(8) It turned out to be a pretty good singular

tree house.
After it was built, plural
Cristian and Carlos would play with
their toys in there.

person
place
thing

noun
proper noun

Name: ___________________________________

Date: ______________

Grammar Lesson 23 - Possessive Nouns (Singular Possessive)

Remember that the way a noun is written tells you about the word. If it has an /s/
at the end, it is plural. If it doesn't have an /s/, it is singular. If it has a capital
letter at the beginning, it is a proper noun. If it has a lower case letter at the
beginning, it is just a regular noun.

Here is another trick to learn. If there is an /'s/ at the end of the noun, that
means something belongs to it. For example:
This is a bear's cave.
There is an /'s/ at the end of the word bear. That means something belongs to
the bear. What belongs to the bear? -----

http://photoblog.uppe.net/

Find and underline the possessive noun in each sentence. Write what the noun owns
or possesses.
(1) My aunt's cat is very smart.
(2) Dad's car can go really fast.
(3) The store's parking lot was empty.
(4) I thought the butterfly's wings were pretty.
(5) The little girl's scream of delight made everyone
turn and look.
(6) Uncle Bill's salsa is the best!
(7) The plant's flowers smelled pretty.
(8) Ebony's room was always a mess.
(9) The lamp's lightbulb needs to be changed.
(10) My toothbrush's bristles are bent.

____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________
____________________

Name: ___________________________________

Date: ______________

Grammar Lesson 24 - Show They Are Possessive

Change each singular noun into a possessive noun.

PEOPLE

PLACES

(1) father ____________________

(1) beach ____________________

(2) driver ____________________

(2) park ____________________

(3) sister ____________________

(3) Disneyland ____________________

(4) student ____________________

(4) planet ____________________

(5) Tom ____________________

(5) house ____________________

(6) baby ____________________

(6) forest ____________________

THINGS
(1) bus ____________________

(4) soup ____________________

(2) turtle ____________________

(5) knife ____________________

(3) hammer ____________________

(6) wind ____________________

Name: ___________________________________

Date: ______________

Manuscript Writing Lesson 17 - X and Y

Name: ___________________________________

Date: ______________

Manuscript Writing Lesson 18 - Z

Name: ___________________________________

Date: ______________

Manuscript Writing Lesson 19 - A Review

Name: ___________________________________

Date: ______________

Math Lesson 19: Writing Numbers 6 - Counting by Tens

twenty
eighty

thirty
ninety

forty

Write each number.

80 _________________________
50 _________________________
20 _________________________
90 _________________________
60 _________________________
30 _________________________
40 _________________________
70 _________________________

fifty

sixty

seventy

Math Lesson 19b: Least to Greatest

A number that is least is a small number or a number that means not very many.
A number that is greatest is a large number or a number that means a lot of
something.

Write numbers in order from the least to the greatest.

3

__________

__________

__________

__________

__________

__________

__________

__________

__________

__________

__________

__________

Math Lesson 19c: Adding and Subtracting

Add or subtract. Pay attention to the symbols + and -.

167
- 34

238
+ 41

522
+ 346

97
+ 11

437
- 337

346
- 21 5

918
+ 271

870
- 250

727
- 503

283
+ 9 14

1722
+ 256

9833
- 721

1082
+ 8517

7005
- 7003

6054
- 5043

Tell how many:

How many slices of pie?

How many slices of pizza?

How many pieces of

chocolate?

__________

__________

__________

Name: ___________________________________

Date: ______________

Math Lesson 20: Writing Numbers 7 - Write That Dash

There is a trick to writing numbers 21 to 99. Every single one of those numbers
has a dash - in it. Here are some examples:
21

twenty-one

63

sixty-three

44

forty-four

37

thirty-seven

See how each number has a dash in it? If you forget the dash, the number is
wrong... so don't forget!

Write each number... and remember to use a dash.

93 _________________________
77 _________________________
62 _________________________
86 _________________________
24 _________________________
55 _________________________
48 _________________________
31 _________________________
89 _________________________
35 _________________________

Math Lesson 20b: Least to Greatest

A number that is least is a small number or a number that means not very many.
A number that is greatest is a large number or a number that means a lot of
something.

Write numbers in order from the least to the greatest.

(1)

(2)

(3)

(4)

(5)

(6)

10

_______

________

________

_______

________

________

30

20

_______

________

________

20

80

30

_______

________

________

125

75

50

_______

________

________

5,000

6,000

8,000

_______

________

________

12

________ ________
15

12

________ ________
10

15

________ ________
90

10

________ ________
100

175

________ ________
10,000

7,000

________ ________

8
________
18
________
25
________
70
________
150
________
9,000
________

Math Lesson 20c: Counting Money

Name: ___________________________________

Date: ______________

Math Lesson 21: Writing Numbers 8 - Time

Write the time with words. Don't forget to use a dash in numbers 21 to 99.
________________________________________________
________________________________________________

________________________________________________

________________________________________________

________________________________________________
________________________________________________

________________________________________________

________________________________________________
________________________________________________

________________________________________________

________________________________________________

Math Lesson 21b: Adding and Subtracting Sideways

Add or subtract.
5 + 9 = ________

1 + 19 = ________

10 + 5 = ________

18 - 3 = ________

11 - 6 = ________

3 + 5 = ________

12 - 4 = ________

3 + 3 + 3 = ________

14 + 2 = ________

2 + 1 + 5 = ________

20 - 10 = ________

15 - 5 = ________

6 + 6 = ________

4 + 2 + 1 = ________

Write numbers in order from the least to the greatest.

(1)

(2)

(3)

102

100

99

_______

________

________

140

300

134

_______

________

________

44

16

21

_______

________

________

104

101

________ ________
200

365

________ ________
35

32

________ ________

103
________
400
________
41
________

Name: ___________________________________

Date: ______________

Math Lesson 22: Writing Numbers 9 - Hundreds

Write each number.

100 _________________________
200 _________________________
300 _________________________
400 _________________________
500 _________________________
600 _________________________
700 _________________________
800 _________________________
900 _________________________

Math Lesson 22b: Hours and Minutes

(1) Do you see the numbers 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, and 12 on the clock?
Those are the hours on a clock. How many hours are there?
(2) Point to 5 o'clock.

(3) Point to 3 o'clock.

(4) Point to 10 o'clock.
(5) Now ignore the numbers and, instead, look at the little lines that go all the way
around the clock. Those are minutes. Count the minutes with me.
(6) Can you show me where 10 minutes is?
(7) Can you show me where 25 minutes is?

Math Lesson 22c: Adding and Subtracting Sideways

Add or subtract.
16 - 4 = ________

22 - 11 = ________

12 + 2 = ________

18 - 9 = ________

3 + 2 + 3 = ________

3 + 16 = ________

11 - 4 = ________

10 + 10 = ________

7 + 7 + 1 = ________

8 + 6 = ________

20 - 8 = ________

15 - 10 = ________

1 + 13 = ________

5 + 5 + 5 = ________

Write numbers in order from the least to the greatest.

(1)

(2)

(3)

1,000

1,002

1,001

_______

________

________

3,000

6,000

7,000

_______

________

________

3,450

3,451

3,453

_______

________

________

1,004

1,005

________ ________
8,000

5,000

________ ________
3,452

3,454

________ ________

1,003
________
4,000
________
3,455
________

Name: ___________________________________

Date: ______________

Math Lesson 23: Writing Numbers 10 - No "And"

When you write a number, such as 194, do NOT write the word "and". When you
are talking about numbers, the word "and" means a decimal point.
One hundred ninety-four looks like this: 194
One hundred and ninety-four looks like this: 100.94
We are not going to be writing decimal points today, so do not write the word "and"
in your numbers.
345 __________________________________________________________
263 __________________________________________________________
960 __________________________________________________________
155 ___________________________________________________________
838 __________________________________________________________
105 ___________________________________________________________
206 __________________________________________________________
236 __________________________________________________________
472 __________________________________________________________
501 __________________________________________________________
750 __________________________________________________________
618 __________________________________________________________

Math Lesson 23b: Minute Hand and Hour Hand

Let's talk about the hands on a clock. The hands are the parts you see in red. The
long hand is called the minute hand. The minute hand is usually long enough to
touch the numbers. The shorter hand is called the hour hand. It does not touch
the numbers because it is too short.

(1) On the clock above, what number is the minute hand pointing to? ________
(2) On the clock above, what number is the minute hand pointing to? ________
(3) How many hours are there on a clock? ________
(4) How many minutes are there on a clock? ________

(5) What number is the minute hand pointed to?

(6) What number is the hour hand pointed to?

(7) What number is the minute hand pointed to?

(8) What number is the hour hand pointed to?

(9) What number is the minute hand pointed to?

(10) What number is the hour hand pointed to?

(11) Did you notice that all the minute hands are pointed to the 12?

When a minute hand is pointed to the 12 that means /o'clock/. The other hand the hour hand - tells you what time it is.
Look at the first clock with the red hands. The minute hand is pointed to the 12
and the hour hand is pointed to the 3. That means it is 3 o'clock.
(12) On the next page, can you tell me what time each of those clocks say?
Tell the time on each of the clocks below:
(13) What time does this clock say it is?
________ o'clock

(14) What time does this clock say it is?

________ o'clock

(15) What time does this clock say it is?

________ o'clock

(16) What time does this clock say it is?

________ o'clock

Name: ___________________________________

Date: ______________

Reading Lesson 18 - Nurse's Song

by William Blake

When the voices of children are heard on the green,

And laughing is heard on the hill,
My heart is at rest within my breast,
And everything else is still.
"Then come home, my children, the sun is gone down,
And the dews of the night arise;
Come, come, leave off play, and let us away
Till the morning appears in the skies."
"No, no, let us play, for it is yet day,
And we cannot go to sleep;
Besides in the sky the little birds fly,
And the hills are all covered with sheep."
"Well, well, go and play till the light fades away,
And then go home to bed."
The little ones leaped, and shouted, and laughed,
And all the hills echoed.
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, page 152

Answer the questions.

(1) Is this prose or a poem? _________________________________________

(2) How many verses are there? ______________________________________

(3) How many stanzas are there? _____________________________________

(4) Circle the rhyming words.

Name: ___________________________________

Date: ______________

Reading Lesson 19 - The Dancing Monkeys

adapted by Aesop

Once upon a time a prince had some monkeys. They were very bright, funny little
monkeys and so he taught them to dance. Heel-toe, forward and back! Soon they
were able to dance for all the world like men and women. So the prince gave the
monkeys fine clothes and he put them up on a stage to dance for all his friends.
Night after night they dance just like real people.
By and by those who watched them began to say to each other: "Well, well, these
must be men! We thought at first they were monkeys but surely they must be
men!"
And the monkeys, too, began to think they were part of the tribe of man and to
hold their heads very high.
"We're just as good as men!" they said to one another.
But, one day, a mischievous boy thought up a little trick. He threw some nuts on
the stage as the monkeys were lined up to dance. Suddenly, at sight of the nuts,
those monkeys forgot they were dancers; they forgot they had called themselves
men. Breaking the line of their dance, they thought only of scrambling for nuts.
Fighting with one another, they kicked and bit and chattered. And none of them
was willing that any other monkey should get a single nut. That was a tussle for
you! They tore all the clothes off each other. And now what a how-do-you-do! As

they stood there without any clothes, everyone who was watching could see they
were not really men. They were nothing at all but monkeys!
The people roared with laughter, while an old man cried from the crowd: "He, who
thinks himself a man, will have to act like a man. Squabbling, you show yourselves
monkeys! Fighting, you show yourselves beasts!"

Answer the questions.

(1) Is this prose or a poem? _________________________________________

(2) The moral of the story is in the last paragraph, where the old man said: " He,
who thinks himself a man, will have to act like a man. Squabbling, you show
yourselves monkeys! Fighting, you show yourselves beasts!"
What is the difference between a human and an animal? ____________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
What is the moral of this story? _____________________________________
______________________________________________________________

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 92 - 93

(3) Cause and Effect:

A cause is a reason why something happens.
An effect is what happens.
In the story, the monkeys danced so well that they seemed like people, and that
made everyone wonder if they really were people or not. What did that cause one
boy to do?
______________________________________________________________
______________________________________________________________

What was the effect of his throwing nuts onto the stage? __________________
______________________________________________________________
______________________________________________________________

Name: ___________________________________

Date: ______________

Reading Lesson 20 - The City Mouse and the Country Mouse

adapted by Aesop

http://scottgustafson.com/WN_mini_painting2.html

Once upon a time, there was one little Mouse who lived in the country and there
was another little Mouse who lived in the city. The Country Mouse was very poor;
he lived in a hole in the ground and had to work very hard, but the City Mouse was
very rich and he lived in the pantry of a great big city house. Well, one day, the
City Mouse, all dressed in his best city clothes, came to visit the Country Mouse in
his poor little hole in the field.
"Why, my dear friend," said the City Mouse, seeing how the Country Mouse lived.
"How very poor you are!"

"Yes, I suppose I'm poor," said the little

Country Mouse. "I haven't much to offer a
friend; but if you'll make yourself
comfortable, I'll get you something to eat."
So the City Mouse lay down lazily while the Country Mouse went away and worked
hard in the fields, digging up roots and wheat-stalks. By and by he came home,
very tired from his work but happy and proud of the dinner he was bringing home
to his friend.
"Is that all you have to eat?" The City Mouse turned up his nose. "All this hard
work in the fields and nothing to show for your labor but a few poor roots and
wheat-stalks! You should see how I live in the city -- all the finest food to be had,
and for no work at all. The Cook in the house bakes the cake and, when she is out
of the way, I sneak out and help myself! Thus she does all the work and I have all
the fun. Come up to town and see!"
And now the Country Mouse was very sorry for himself. "I do work hard," he said,
"and I get little in return. It must be fine not to work! I'll go to town with you!"
So the two Mice walked back to town till they came to the grandest home the
Country Mouse had ever seen, where they scampered into the pantry.
"This is like real living," said the City Mouse very proudly. "Look at those goodies
on the shelf. We'll make a meal off that chocolate cake!"

They were creeping up to the cake, when bang! the kitchen

door opened and there appeared the face of the Cook.
"Scat!" she cried and the Mice in a panic ran off to a
hole.
"We'll have another chance in a moment," the
City Mouse managed to squeak; but, when they
crept out again, the Cook dashed in at once and
chased them with a broom.
"Have a little patience, my friend. We'll get what we want in a
moment," the City Mouse said, breathing hard.
So they waited a long, long time till they thought the Cook had forgotten them and
then they came out again, very, very hungry now after their long walk to town. But,
just as they started to nibble, the Cook pushed open the door and shoved in their
most dreaded foe, Dame Pussy Cat herself!
"Mice in here!" she cried. "Catch them for me, Pussy!"
Off scampered the Mice in a jiffy, their hearts beating fast with fright, and as
they crouched in the hole, hungry and terrified, Dame Pussy came and sat down,
watching beside their hole and ready to spring in a moment if they should so much
as show even the tips of their noses. Then the Country Mouse said to the City
Mouse:
"Your life of ease, my friend, is not so fine as it sounds;
for, though you do not work, neither are you certain of
eating. I'd far rather work and know that I also shall
eat!" And off he ran back home by ways out of reach of
the Cat.

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 84 - 86

Answer the questions.

(1) Is this story prose or a poem? ____________________________________

(2) Who are the two main characters?

Country Mouse
City Mouse

Cook
Cat

(3) What is the first thing that happened in this story?

The City Mouse visited the Country Mouse.
The Country Mouse visited the City Mouse.

(4) What is the second thing that happened in this story?

The City Mouse visited the Country Mouse.
The Country Mouse visited the City Mouse.

(5) The City Mouse liked the city life. Why did he like it? __________________
______________________________________________________________
______________________________________________________________

(6) The Country Mouse did NOT like the city life. Why didn't he like it? _______
______________________________________________________________
______________________________________________________________

Name: ___________________________________

Date: ______________

Science Unit 3: Vertebrates

Lesson 1: What Are Vertebrates?

Vertebrates are animals that have a backbone or

spinal column. Feel your back. Do you feel your spine? ------ That means you are a vertebrate. The goat in the
picture above is a vertebrate too. That's because it also
has a spine.
What kinds of animals have spines? Do you know? ----- Take a
look at the pictures in this lesson and see if you can guess.
----Yes, vertebrates are animals such as fish, birds,
reptiles and amphibians, and mammals.
Why are creatures with spines called vertebrates? Well,
feel your spine again. Do you feel all those bumps? ----Each bump is a bone called a vertebrae. So, creatures
with vertebrae are called vertebrates.

Find the vertebrae on the animals in each of these illustrations.

Name: ___________________________________

Date: ______________

Science Unit 3: Vertebrates

Lesson 2: Temperature
Do you remember what all
vertebrates have? ----- Yes, they
all have backbones. But you can
also tell that vertebrates have a lot
of differences too. For example,
fish live in water but birds live on
land. A bird could never live in
water. And a fish could never live
on land. They weren't made to live
that way. They may both have
backbones but they are very
different sort of creatures.
One big difference that you will
find in vertebrates is their body
temperature.
A human's body
temperature is about 98.7 F. A
dog's body temperature is about
101 F.
A parrot's body
temperature is about 104 F.
For some animals, their body
temperature changes depending on
where they are. If you put a fish
or an amphibian (like a frog) or a
reptile (like a snake or lizard) in a
cold place, their body temperature
grows cold and the animal slows
down and doesn't move very much
If you put one of them in a warm
place, such as in the sun, their body
temperature warms up too. The
animal can move much more quickly
then. We call animals like this cold
blooded.

Mammals and birds are different.

They are warm blooded. That
means they stay warm all the time
no matter where they are. It
doesn't matter if it's hot or cold,
their body temperature doesn't
change, and these creatures will
be able to move around and do
the things they need to do.
Warm blooded creatures eat
more
than
cold
blooded
creatures. The food they eat
turns into energy in their bodies.
The energy keeps the temperature in their body from changing so that they don't get too
hot or too cold.

Are you warm blooded like a mammal or bird? Or are

you cold blooded like a fish, amphibian or reptile? ----Darken the bubble to mark which one you are:

I am cold blooded.
I am warm blooded.

Name: ___________________________________

Date: ______________

Science Unit 3: Vertebrates

Lesson 3: Fish

Let's talk about one group of vertebrates - fish.

Fish are specially designed to live in water. They have fins to help them swim and
scales to help protect their bodies... and they have gills.
You and I have lungs, as do most vertebrates. Fish are different. They have gills.
Lungs help us to absorb oxygen from the air. That's perfect for creatures that
live on land. But fish live in water, so they have to get their oxygen from water
instead of air. And that is what gills are for.
Water goes in through the fish's mouth. Then the water goes across the fish's
gills. When it does this, oxygen from the water travels into the fishes blood
vessels and the blood carries the oxygen to the rest of the fish's body. At the
same time, carbon dioxide passes from the gills and back into the water.
(Remember that you breath in oxygen and breathe out carbon dioxide. You try
that. Breathe in some oxygen right now. Hold it. Now breathe out carbon dioxide.
That's pretty neat that you can do that, isn't it? And just think, fish do that, too,
only they use gills for this instead of lungs.)

Name: ___________________________________

Date: ______________

Science Unit 3: Vertebrates

Lesson 4: Amphibians

Frogs breathe with their lungs and through their skin.

Salamanders only breathe through their skin.

Let's talk about another group of vertebrates - amphibians.

The most interesting thing about amphibians is that they breathe with both their
lungs and their skin. That sounds kind of crazy - breathing through your skin - but
that's what amphibians do. To take in air through their skin, their skin must be
moist. That is one why amphibians must live in wet areas.
Another reason they live in wet
areas is because they must lay
their eggs in the water.
Amphibians lay sticky, jellycovered eggs. They have to lay
their eggs in water because
without water the eggs would dry
out. Amphibians lay lots of eggs
at one time. Frog mothers lay
hundreds of eggs at a time.
It's a funny thing. Human babies
look like little tiny humans. Bird
babies look like little tiny birds.

Dog babies look like little tiny dogs. Horse babies look like little tiny horses. But
amphibian babies? They don't look like their parents. They have a different shape
and they change as they get older.

frog eggs

frog tadpoles

tadpoles with legs

When a baby frog is hatched, it's a tadpole. It lives only in the water (it can't go
on land like its parents). It has a tail for swimming. It has gills, like a fish, for
breathing. As it gets older, it's body changes and it starts to look more like a
grown-up frog. It's gills disappear. It grows legs. The tail goes away. And finally,
it is an adult frog, able to breath through its skin and with its lungs, and able to go
on land. That amazing change is called metamorphosis.

Name: ___________________________________
Spelling List 5 - Lesson 1
sk words - skate, skirt, skunk, skull
sm words - smell, smile, smoke
sn words - snack, sniff, snoop, snowman
sp words - spill, spool, spoon, sport, spunk
Write each word one time.

Date: ______________

Name: ___________________________________

Date: ______________

Spelling List 5 - Lesson 2

smell
sniff
snowman

snoop
skirt
spool

sport
smoke

skate
spoon

spill
spunk

snack
skull

smile
skunk

SK WORDS

SM WORDS

1. ____________________________

1. ____________________________

2. ____________________________

2. ____________________________

3. ____________________________

3. ____________________________

4. ____________________________

SN WORDS

SP WORDS

1. ____________________________

1. ____________________________

2. ____________________________

2. ____________________________

3. ____________________________

3. ____________________________

4. ____________________________

4. ____________________________
5. ____________________________

Name: ___________________________________

Date: ______________

Spelling List 5 - Lesson 3

smell
sniff
snowman

snoop
skirt
spool

sport
smoke

skate
spoon

spill
spunk

snack
skull

smile
skunk

Unscramble the letters.

1. moske ____________________

15. ports ____________________

2. pools ____________________

16. sunkk ____________________

3. snoop ____________________
4. taske ____________________
5. finsf ____________________
6. mowsnan ____________________
7. skunp ____________________
8. lipsl ____________________
9. luksl ____________________
10. ellms ____________________
11. miles ____________________
12. spoon ____________________
13. skitr ____________________
14. cansk ____________________

Name: ___________________________________

Date: ______________

Spelling List 5 - Lesson 4

smell
sniff
snowman

snoop
skirt
spool

sport
smoke

skate
spoon

spill
spunk

snack
skull

smile
skunk

Somewhere near each picture, write the spelling the word that best describes that
particular picture. Cross off each word (in the list above) as you use it.

You should have three words left over from your list. Let's use a secret code for those last three words:

1=E

2=F

3=K

4=L

5=M

7=P

8=S

9=U

10 = I

_____ _____ _____ _____ _____

_____ _____ _____ _____ _____

10

6=N

_____ _____ _____ _____ _____

Name: ___________________________________

Date: ______________

Spelling List 5 - Lesson 5

Alphabetize your words.

skull (1) ___________________

skirt
skate (2) ___________________
skunk
(3) ___________________

smell
smoke
smile

(1) ___________________
(2) ___________________
(3) ___________________

(4) ___________________

spill
(1) ___________________
spool
sport (2) ___________________
spoon
spunk (3) ___________________

sniff
(1) ___________________
snoop
snack
(2) ___________________
snowman
(3) ___________________

(4) ___________________

(4) ___________________

(5) ___________________

Sea is another word for ocean. An ocean or sea is a huge body of salt water. The oceans and seas on
our planet are all connected together. Look at a globe and you will see that this is true.

Any time a bunch of water comes together in one place it is called a "body of water". I see three
bodies of water on this map. I see a lake and a sea and a river. Do you? ----- Would you point to each
of them, please? -----

Name: ___________________________________
Date: ______________

Social Studies Lesson 15 - Crossing Point

A river is a water course. It's kind of like a road, but it's made out of water
instead a hard substance that you could drive on. Rivers are almost always made up
of "fresh water". Fresh water is water with no salt in it.
The Noua River has a little bit of salt water that comes in from the sea and flows
into the lake. Where would the salt water part of the Noua River be? ----- The
other side (the west side) of the river is fresh water. Looking at the map, where
do you think the fresh water and the salt water would mix? ----A lake is a body of still water surrounded by land. What is "still water" do you
think? ----- Well, oceans have waves - great big ones that go crashing onto the
shore. Lakes do not. Lake water mostly sits very still. Sometimes on a windy day,
the wind might blow upon the lake a bit and cause ripples on the water of the lake.
Those ripples might push against the shore in teeny, tiny waves, but those waves
are nothing compared to the great waves the ocean has.

Most lakes are fresh water lakes. In fact it is possible that you might never see a
salt water lake in your entire life, but real salt water lakes do exist; there's just
not that many of them. Lake Titicaca is one of those lakes. A very, very, very long
time ago Titicaca use to be part of a sea. But the land under it rose until it became

a mountain. Titicaca wasn't a sea anymore. It became

a lake - a lake that had salt water trapped in it.
Because Lake Titicaca is a salt water lake that was
once a sea, it still has sea creatures in it. For example,
seahorses still live in Lake Titicaca and sea horses
really belong in the ocean.
Another thing you will notice on the map is a lot of
black lines. What do you think those are? ----- Yes,
the black lines are streets. And all those streets make
up a city. What is the name of the city? ----What forest is Crossing Point near? -----

Name: ___________________________________

Date: ______________

Social Studies Lesson 16 - Abbreviations

There are a lot of abbreviations in the map above. An abbreviation means to take a word
and shorten it so that you don't have to write the whole thing. For example, the word
"street" can be shortened to st. St. is an abbreviation for street.
See if you can identify some more abbreviations below. Use the map to help you find the
abbreviation for each word.
(1) _______ Drive

(6) _______ Railroad

(2) _______ West

(7) _______ Boulevard

(3) _______ North

(8) _______ East

(4) _______ Lane

(9) _______ Avenue

(5) _______ Highway

(10) _______ Road

Name: ___________________________________

Date: ______________

Social Studies Lesson 17 - Physical Activities in Crossing Point

Below are pictures of physical activities that the people of Crossing Point can participate
in. (Find the activity page for instructions.)

These are labels for the pictures on the previous page. Cut them out and glue
them in the box of the appropriate picture.
jogging

hiking

surfing

off road vehicles

walking on the beach

swimming

skateboarding

bicycling

children's park

Each activity also has a symbol. Cut out each symbol and glue it to the corner of
each picture.
jogging

backpacking
hiking

walking

off road
vehicles

swimming

surfing

bicycling skateboarding

park

Name: ___________________________________

Date: ______________

Travel Brazil - Lesson 8

Brazil's Flag

This flag was adopted by Brazil as Brazil's official flag in 1992. Before that,
Brazil had many other flags. It shows the constellations Southern Cross (also
called Crux), Scorpius, Canis Major, and other constellations. All in all, there are
27 stars. There is one star for each state in Brazil and one star for the Federal
District.

Name: ___________________________________

Date: ______________

Travel Brazil - Lesson 9

So Paulo

http://www.capital.ro/typo3temp/pics/SaoPauloHeli_a8850c5f2d.jpg

So Paulo is the largest city in Brazil with a

population of 10,659,386 people living there in
2010.
You
can see from
the
picture
that So Paulo
is huge! Look
at all those
buildings!

Things to do in So Paulo
(1) Visit the Skye Bar with
its crimson red pool on the
Roof of the Unique Hotel.
There you can eat a fine
meal cooked by an amazing
French chef while looking
over the city of So Paulo.
And if you want to dance,
you can dance until morning.
All the cool people go
there.
(2) Take a samba dance
class. Every year in So
Paulo the So Paulo Carnival
parade takes place. Samba
schools teach their dance
students a beautiful samba
dance so that they can
participate in the parade.

(3) Go to a soccer game at

the Pacaembu Stadium.
Brazilian
people
love
soccer, a game that they
call foot ball because
players kick the ball with
their foot. You will be able
to cheer for your favorite
team along with them.

All pictures on this page and the next were taken from: http://www.saopaulo-hotel.travel/travel-info/30-things-to-do-in-sao-paulo

(4) There are 6,000 pizza

restaurants in So Paulo.
Many people think that So
Paulo has the best pizza in
the entire world, even
better than pizzas made in
Italy. (Italian people are
often
credited
with
inventing pizza.)

(5) You can visit the zoo

and the Jardim Botanic
Garden. The gardens are
so peaceful and beautiful
that many people have
their picture taken there.
And the zoo has many
animals native to Brazil,
such as tapirs, anteaters,
and certain kinds of birds.

(6) Have dinner at the

famous restaurant, Terraco
Italia. Terraco Italia sits
on the rooftop of the
Avenida Iperanga building.
From there you can see all
over So Paulo.

Name: ___________________________________

Date: ______________

Travel Brazil - Lesson 10

Discover Brazil

Watch* episode 3 of Discovery Atlas - "Brazil Revealed" - on amazon.com or

netflix.com.

*Parents please preview this episode for suitability before you show it to your children.

Name: ___________________________________

Date: ______________

Travel Brazil - Lesson 11

Brazil Photo Album

Now that you've traveled all over Brazil and learned about it's animals and people,
it's time to add your photos from your trip to your Travel Brazil Journal. Choose
your favorite photos - just your favorites - and glue them into your journal.

Name: ___________________________________

Date: ______________

Writing Lesson 1: Personal Timeline

A timeline is a chart or graph that shows events that happened during a certain period of time. For
example, here is a list of United States presidents and what year they became president:
Year the man
became president

Name of President

1789
1797
1801
1809
1717
1825
1829
1837
1841

George Washington
John Adams
Thomas Jefferson
James Madison
James Monroe
John Quincy Adams
Andrew Jackson
Martin Van Buren
William Henry Harrison
John Tyler
James K. Polk
Zachary Taylor
Millard Fillmore
Franklin Pierce
James Buchanan
Abraham Lincoln
Andrew Johnson
Ulysses S. Grant
Rutherford B. Hayes
James A. Garfield
Chester Arthur
Grover Cleveland
Benjamin Harrison
Grover Cleveland
William McKinley
Theodore Roosevelt
William Howard Taft
Woodrow Wilson
Warren G. Harding
Calvin Coolidge
Herbert Hoover
Franklin D. Roosevelt
Harry S. Truman
Dwight D. Eisenhower
John F. Kennedy
Lyndon B. Johnson
Richard Nixon
Gerald Ford
Jimmy Carter
Ronald Reagan
George Bush
Bill Clinton
George W. Bush
Barach Obama

1845
1849
1850
1853
1857
1861
1865
1869
1877
1881
1885
1889
1893
1897
1901
1909
1913
1921
1923
1929
1933
1945
1953
1961
1963
1969
1974
1977
1981
1989
1993
2001
2009

Here is another example of a timeline. This is an example of a personal timeline - a timeline that shows
events in one person's life:

Year

Event

2000

Samuel Lancaster was born in Huntington Beach, California. He was not born at a hospital like
most babies. He was born at home.
Samuel's baby sister, Tracy, was born when Samuel was 1-year-old. She was born at home, too.
Samuel, his sister Tracy, and his mom and dad moved to Santee Lakes, California.
When Samuel was 3-years-old, he started preschool at Tutor Time Preschool. He thought it was
so much fun. He could hardly wait to go each day.
In the summer of 2004, Samuel and his family went to the San Diego Zoo. It was Samuel's first
trip to a zoo. He loved it! Samuel's favorite animal was the panda bear.
Samuel started kindergarten. He was a big kid now! He even got to ride the bus to school. Mrs.
Smith was his teacher. She was really nice to the boys and girls.
Miss Brightbill was Samuel's 1st grade teacher.
Mr. Koleski was Samuel's 2nd grade teacher. He had never had a man-teacher before! But half
way through 2nd grade, Samuel and his family moved back to Huntington Beach. Samuel had to
go to a new school. It was hard to move because Samuel had to leave all his friends behind. But
he made new friends at his new school. And he really liked his new teacher a lot. Her name
was Mrs. Soper and she had red hair.

2001
2002
2003
2004
2005
2006
2007

Now I want you to make a timeline too. I want you to make your own personal timeline. I'm going to
help you. We're going to write down when you were born and what things you did as you were growing
up. Come on. It'll be fun. Let's write it all on the next page.

Year

Event

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Year

Event

________________________________________________________________
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Year

Event

________________________________________________________________
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Name: ___________________________________

Date: ______________

Writing Lesson 2: Journal - Mean Kid

Suppose a mean kid called you a bad name. What would you do? Use at least three
of the lines to write your answer.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________