Unit 6Family edition: Week 32

Grade 1 · Social Studies · Lesson 21Not a lesson in your Grade 1 Science bookGrade 2 · Social Studies · Lesson 19Grade 2 · Science · Lesson 22Family edition · Week 32

The objects in our exhibit

Big question: Can one thing hold more than one story?

Start with Listen

Story time optional

Picture books you can read together on this site.

The Doll That Bommakka MadeA clay doll tells how Bommakka shaped and painted it, and where it went.ReadWho Made the Tomato Chutney?Tara and Ravi carry the market shopping home, and something starts to drip.Read

From the library

Free with a library card. Availability varies.

The Quilt Storyby Tony JohnstonBorrow in LibbyRocks: Hard, Soft, Smooth, and Roughby Natalie M. RosinskyBorrow in LibbyBorrow in Hoopla

Standards this week

The same codes and I Can statements as the printed books.

Books by grade

Grade 1

Social Studies

Your bookLesson 21 in the Grade 1 Social Studies book
  • 1.4I can compare life across past places and identify change and continuity.
  • 1.6.2I can connect making, transporting and marketing jobs and the importance of work at home.

Science

Not in the Grade 1 Science book this week.

Grade 2

Social Studies

Your bookLesson 19 in the Grade 2 Social Studies book
  • 2.1.1I can use family interviews, photos, artifacts and documents to learn family history.

Science

Your bookLesson 22 in the Grade 2 Science book
  • 2-PSI-1I can observe and classify materials by properties.
  • 2-PSI-2I can test and choose a material for a stated purpose.
  • 2-PSI-3I can take apart an object, reuse its pieces and record the new construction.
Grade 1 Social Studies book, p. 111–112Grade 2 Social Studies book, p. 114–115
In your book

Session 1, Read and notice: A spoon’s unfinished story

Week 32 big question: Can one thing hold more than one story?

Start with a story (optional) The Doll That Bommakka Made — Read it hereA clay doll tells how Bommakka shaped and painted it, and where it went.

A label should not say more than the facts show.

A wooden spoon gets a place in a child’s museum story. An older relative remembers using it to make soup long ago. There is a photo, too, showing a spoon like it by a cooking pot. The child writes, “This spoon made every family meal,” on the first label. Wait, can the spoon and photo really tell us that much?

A good label can ask an honest question.

The child tries again, this time letting the sources guide the words. The new label says, “Our relative remembers using this spoon for soup. The photo shows a spoon like it. But we do not know if it is this one.” There are still questions about its provenance, or where it came from. Who made the spoon, and when did someone buy it? A memory, object, photo, and document can each help in different ways.

One spoon links many jobs, paid and unpaid.

Follow the spoon’s story back, and you find many kinds of work. Someone got the material, then someone made it into a spoon. Others moved it, advertised it, or sold it for home use. At home, people used and cared for it through unpaid work. Cooking and cleaning are examples. They earned no money for that work, but it still helped the household. A new spoon might use a different material to do the same job. Yet an old spoon may still stir soup well; new is not always better.

Look and think

Show what you notice

  1. Which first label said more than the evidence showed?
  2. What jobs and home tasks can go with a thing we use each day?

Answer your waypointact it outtell or dictatewrite

Grade 2 Science book, p. 127–129
In your book

Session 2, Investigate: Materials and pieces

Choose what to use by the job it must do.

Try bending a piece of cloth, then a piece of card. Cloth bends easily, while card may stay stiff in your hands. These materials have different features. Each property helps us choose a material for a job. We can sort them by color, texture, hardness, and how they bend. Cloth is flexible, so it bends to make a soft wrap. But a cover that holds up a display needs different properties. A wooden block is usually harder than soft cloth. Its job can change, too. Six blocks can make a wall, then come apart and become steps. Count the pieces again, though, and all six are still there. What will you make with them next?

Set up the test

Gather safe household object · optional family photo and document · equal-sized cloth and card pieces · six large blocks · two supports · paper

Safety Use sturdy, nonvaluable objects without sharp edges. Get permission before handling family artifacts; avoid private documents in a public exhibit.

  1. Sort cloth, card, and a wooden block by color, texture, hardness, and how they bend.
  2. Guess: will cloth or card hold a block better? Lay each over the same gap, then add the block.Adult: Use the same two supports and the same large block. Set it on gently. Record bending or falling.
  3. Build a wall with six blocks. Draw it. Rebuild the same pieces into steps.
  4. Record your material choice and test. What changed when you rebuilt? What stayed the same?

Try the model

A model to try after your real test.

Getting the model ready…

Grade 1 Social Studies book, p. 113Grade 2 Social Studies book, p. 116Grade 2 Science book, p. 130

Session 3: Record and make — A careful object label

A careful object label

Find the story of a safe thing from home. A simple new thing is fine.

  1. Ask a family helper how the thing is used. Look at the thing, a photo, and a paper about it. Mark what is missing.Adult: Only with permission. A paper might be a dated note or a receipt. Do not make up missing sources. Private family stories may stay private.
  2. How was this kind of thing used long ago and now? Who made, moved, sold, and used it? Who put it in ads?Adult: Help the child keep what is known apart from what might be true. A story from a trusted adult outside the family is community history.
  3. Use your test to pick a stand or a wrap. Add your careful label and block drawings.

Connect the ideas. What should a label say when we do not know a fact yet?

Look closely

Tap a picture to make it big. Zoom in and find the clues.

Primary source · photographA museum in Salem, Massachusetts, about 1910. Look closely: find the big skeleton. Where are the labels?Detroit Publishing Co. · Public domain

Field trip

Visit with a grown-up. These open other websites in a new tab.

Grade 1 Social Studies book, p. 114Grade 2 Social Studies book, p. 117Grade 2 Science book, p. 131

My evidence page: Object evidence and material evidence

Make a careful label. Add your stand test. Draw your blocks before and after you built them again.

  • 1What I know and my source
  • 2Test and rebuilding record

3Choose and explain · Checkpoint game

Listen, then choose. Finish the game to earn this week’s stamp.

The game needs JavaScript turned on.

For the adult · what each grade shows

Grade 1

Show how your thing was made, moved, sold, and used at home, and which material held up the block.

Grade 2

Explain what each source shows about your object and what it cannot prove.

Showing the Grade 1 line for your book.

Showing the Grade 2 line for your book.

Take a photo of the evidence page or the test. Add your child’s own words. It stays on this device.

Add to my portfolio

Parent corner

How to run this week, in a few minutes.

At a glance

Time

From the workbook: Read and notice about 20 min · Investigate 20–30 min, plus short checks · Record and make 20–30 min.

Core

Write a careful object label from real sources, and test cloth and card.

Materials
  • safe household object
  • optional family photo and document
  • equal-sized cloth and card pieces
  • six large blocks
  • two supports
  • paper
Safety

Use sturdy, nonvaluable objects without sharp edges. Get permission before handling family artifacts; avoid private documents in a public exhibit.

Short week

Read together, then do Investigate steps 1–2. Record your material test. If you skip the object-source work and block rebuilding, note it as “not yet” for your teacher.

Next week

Retrieve a producer, consumer, good, and service connected to the object without looking at week 14.

Library books

  • The Quilt Story by Tony Johnston. A quilt carries a family story across many years.
  • Rocks: Hard, Soft, Smooth, and Rough by Natalie M. Rosinsky. Describes what rocks are made of and their pieces.
Answer key (for grown-ups)

Talk together

  1. Which first label said more than the evidence showed?
    “Every family meal” overclaims. The revised label separates memory, visual similarity, and uncertainty. The example is fiction used to teach reasoning, not a family-history record.
  2. What jobs and home tasks can go with a thing we use each day?
    Accept material gathering, making, transporting, marketing or selling, cooking, washing, repairing, and storage. Distinguish known roles for this object from plausible roles for its type.

What to expect in the investigation

Card commonly supports the block better than cloth across a gap, but thickness and gap width matter. Use actual outcomes. Six blocks remain six after rebuilding, though shape and purpose change. Record color, texture, hardness, and flexibility explicitly. A wooden block is usually harder than cloth. Name the property, not just “good” or “bad.” A cover that holds up a display needs different properties than a soft wrap, and tests help choose. Drawings and records show what changed and what stayed the same.

Checkpoint question

Choice C. Reteach “looks like” versus “is this exact object.”

Kindergarten this weekSocial Studies: Days and months in orderScience: Use less and reuse