Concept Map for Standard 1 Objective 2 · SWBAT synthesize information about the Moon by reading...

Concept Map for 3rd

Grade Science Standard 1

The Earth,

Sun and

Moon

Comparing the

Moon and the

Earth

(This Bag)

Sun is the

Source of heat

and light.

The

appearance of

the sun, planets

and stars in the

sky

Content Concept: The Earth and the Moon

Literacy Bag (Reading Strategy Focus: Synthesis, Vocabulary, Graphic Organizer)

Essential Question: How do the Earth and Moon appear to move?

Activities:

Activity 1: Identify the shape of the Moon

SWBAT identify the shape of the Moon by observing the night sky and reading about the

phases of the Moon in the story The Moon Book by Gail Gibbons with a parent.

Activity 2: Examine the phases of the Moon

SWBAT examine the phases of the Moon by conducting a visual activity about the Sun,

Moon, and Earth with a parent.

Activity 3: Create a postcard about your visit to the Moon

SWBAT synthesize information about the Moon by reading Postcards From Pluto: A

Tour of the Solar System by Loreen Leedy and creating a three to five sentence postcard

about his or her visit to the Moon using our Moon Vocabulary.

Activity 4: The Earth

SWBAT explain how the Earth moves by reading On Earth by G. Brian Karas and using

new vocabulary with a parent.

Activity 5: Writing a Narrative

SWBAT describe what it would be like to be an astronaut by reading Buzz Aldrin

Reaching for the Moon by Buzz Aldrin and writing a narrative story placing themselves

in his shoes.

Literacy Bag: The Earth and the Moon

Content Concept: Earth movement vocabulary

Standards: 3rd

Grade Core Curriculum & Grade 3 Language Arts Core Curriculum

Grade Level: 3

Science Core Curriculum:

Standard I: Students will understand that the shape of Earth and the moon are spherical

and that Earth rotates on its axis to produce the appearance of the sun and moon moving

through the sky.

Objective 1: Describe the appearance of Earth and the moon.

Objective 2: Describe the movement of Earth and the moon and the apparent movement

of other bodies through the sky.

Language Arts Core:

Standard 6: (Vocabulary): Students learn and use grade level vocabulary to increase

understanding and read fluently.

Objective 1: Learn new words through listening and reading widely.

Standard 8: (Writing): Students write daily to communicate effectively for a variety of

purposes and audiences.

Objective 6: Write in different forms and genres.

Intended Learning Outcomes:

1. Demonstrate a positive learning attitude.

5. Understand and use basic concepts and skills.

6. Communicate clearly in oral, artistic, written, and nonverbal form.

Literacy Bag Essential Question:

How does the Earth move?

Background information for parents to know about the Earth and Moon:

The Earth rotates on its axis, an invisible line that runs from the top to the bottom

of the Earth.

The earth travels in an orbit around the sun

The Earth rotates around the axis

Moon Phases: New, Waxing Crescent, First Quarter, Waxing Gibbous, Full,

Waning Gibbous, Last Quarter, Waning Crescent.

Also refer to: Earth Vocabulary sheet (included with take-home bag materials)

Instructions:

Activity 1: Read the book, Moon Book with your parent. After reading the book,

go outside and observe the shape of the Moon for that night. Once you have

observed the Moon, shade in the circle under the date you are conducting the

observation. On the line underneath the circle you just shaded in, make a

prediction and write the name of that shape based on the information in the book

and on the key pictures on top of the data collection worksheet. To make this

activity more understanding, you will have to collect data by observing the Moon

from Monday through Friday, or until you return the bag.

Activity 2: Refer to the lesson plan! This activity includes step-by-step

instructions for the parent to see and will be depicted in pictures as well. Before

you initially begin the activity, you can refer back to The Moon Book to go over a

few terms and diagrams that would be helpful for students to recognize.

Activity 3: A parent or guardian will read the book Postcards From Pluto by

Loreen Leedy to their student. With the help of a parent or guardian that student

will write a postcard from the Moon to a friend or family member describing what

it is like and how it is different from Earth.

Activity 4: Before reading, a parent or guardian will recite the words on our

vocabulary worksheet. Parent or guardian will then read On Earth by G. Brian

Karas to student. During reading, ask student to listen for the three vocabulary

words. After reading, follow the prompts on the vocabulary worksheet.

Activity 5: Read the book Buzz Aldrin Reaching for the Moon with your child. As

you read ask your child what they think it would be like to be an astronaut. Write

down notes about Buzz’s experience being an astronaut as you read. When you

are done reading with your child, ask your child questions about what they think it

would be like in space. Have your child write a realistic fiction story about what

they think it would be like being an astronaut and how the earth and moon would

look from space.

Differentiation:

Based on individual student’s strengths and weaknesses, the included texts can be

switched to those that are more appropriate (either more or less challenging). The list of

Additional Resources provides an extensive choice of texts on a variety of levels.

Activity pages can also be eliminated or added. For instance, for a student who needs

some fluency practice, a poem about the Moon or Earth can be added to the bag. The

student can be asked to read the poem three times each night until they can read it with

accuracy and expression. In addition, an advanced student can be asked to write a more

complex form of poetry.

The parent and student feedback form also provides the classroom teacher with an

opportunity to provide differentiated instruction. Comments and notes the parents offer

about difficult activities or concepts will inform the teacher about the student’s need for

additional skill instruction in specific areas.

Principles of Engagement:

Engagement is developed through opportunities for children to collaborate with

an adult family member; to discuss and explore content topics through real-world

experiences; to make choices by selecting texts and forming questions; to build their

conceptual knowledge and recognize their own competence for comprehending and

learning from texts.

Assessment:

Students are accountable for returning the take-home bag on the assigned day

(usually a Friday) with all of the activity sheets and the feedback form completed.

Several of the completed activity sheets and/or assignments are added to a class book.

For example, in the Moon and Earth Bag, the student’s postcard based on Postcards

From Pluto: A Tour of the Solar System will be displayed in class, and the astronaut story

based on Buzz Aldrin Reaching for the Moon by Buzz Aldrin will be a compiled

narratives storybook.

Additional Resources:

What's out there? A Book About Space by Lynn Wilson Illustrated by Paige

Billin-Frye. Published in 2007 by Grosset and Dunlap in New York.

About Space by Jana Carson. Published by Treasure Bay in 2008 in Novato, CA.

Wonder Why Stars Twinkle and other questions about space by Carole Stott.

Published by Kingfisher in New York in 1993.

The Moon by Seymour Simon. Published by Simon & Schuster Books For Young

Readers; Revised edition (September 1, 2003).

Why Does the Moon Change Shape? (Tell Me Why, Tell Me How) by Melissa

Stewart. Published by Marshall Cavendish Children's Books (September 2008).

Internet Resources

Walking on the Moon - http://www.smithsonianeducation.org/students/idealabs/walking_on_the_moon.html

Earth and Moon Viewer - http://www.fourmilab.ch/earthview/

Kids Astronomy - http://www.kidsastronomy.com/earth/moons.htm

Space Place - http://spaceplace.nasa.gov/

http://www.smithsonianeducation.org/students/idealabs/walking_on_the_moon.html

http://www.fourmilab.ch/earthview/

http://www.kidsastronomy.com/earth/moons.htm

http://spaceplace.nasa.gov/

Materials Checklist for Moon Bag

Please help make sure our bag returns to school with the following materials:

Texts:

● Buzz Aldrin Reaching for the Moon by Buzz Aldrin; HarperCollins; 1 edition

● The Moon Book by Gail Gibbons; Publisher: Holiday House, March 1998. Printed

in the United States

● On Earth by G. Brian Karas

● Postcards from Pluto: A Tour of the Solar System, by Loreen Leedy; Publisher:

Holiday House Year: 2006. Printed in the United States

Activity Supplies:

● Styrofoam ball

● Pencil

● Mini LED flashlight

● Tape and/or magnets

● Paper Moon phases (8 of them)

● Paper Earth

● Paper Sun

● Scratch Paper

● Story Sheet

● Postcard

Student Activity and Reference Sheets:

● Phases of the Moon Data Collection worksheet.

● Earth Vocabulary sheet

● Vocabulary Graphic Organizer

● Astronaut Story Final Draft

The Earth and Moon Literacy Bag by Kelli-Ann Allen, Mandy Callahan, Jared Newbold and Melissa Thies

Activity 1: Phases of the Moon Observation Activity

Students will be able to identify the shape of the Moon by observing the night sky, and reading

about the phases of the Moon, with a parent.

Materials: The Moon Book by. Gail Gibbons

Phases of the Moon Data Collection worksheet.

1. Read the book, Moon Book with your parent.

2. After reading the book, go outside and observe the shape of the Moon for that night.

Once you have observed the Moon, shade in the circle under the date you are conducting

the observation.

3. On the line underneath the circle you just shaded in, make a prediction and write the

name of that shape based on the information in the book and on the key pictures on top of

the data collection worksheet.

4. To make this activity more understanding, you will have to collect data by observing the

Moon from Monday, through Friday or until you return the bag back.


Phases of the Moon Chart for

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

_________

_________

_________

__________

__________

__________

__________

__________

__________

__________

__________

__________

__________

__________

__________

__________

__________

__________

__________

__________

__________

__________

__________

__________

__________

__________

__________

__________


Activity 2: Phases of the Moon at a closer view

Students will be able to examine the phases of the Moon by conducting a visual activity

about the Sun, Moon, and Earth, with a parent.

Materials:

Styrofoam ball

Pencil

Mini LED flashlight

Tape and/or magnets

Paper Moon phases (8 of them)

Paper Earth

Paper Sun

The Moon Book, by Gail Gibbons (optional)

This activity includes step-by-step instructions for the parent to see and will be depicted

in pictures as well. Before you initially begin the activity, you can refer back to The

Moon Book to go over a few terms and diagrams that would be helpful for students to

recognize.

1. For the setup, you should conduct this activity on a wall in the house where you can

tape the visuals on the wall. If you choose to conduct this activity on the refrigerator, then

you can use the magnets to prop the visuals on there.

2. The next thing that you are going to do is applying the Styrofoam ball to the end of the

pencil in the hole that has already been made. Do not push too hard when doing this, as

it may easily make a hole through both sides of the ball. You will use your right hand for

holding the Moon ball, and your left hand holding the flashlight. This is the position you

will be in when you begin your activity. The initial setup should look like this:


3. It is important that you ask questions to your child that will make them really think

about the process of the Moon, but the most important thing to ask them before you ask

any other question is this:

Where do we live? (On Earth)

If we are on Earth, which side of the Moon will we be able to see in this phase?

(The inner side of the Moon)

**In order for your child to successfully complete this activity, they need to be

standing in the spot where the Earth is at so that they can give more accurate

answers to the phases of the Moon and how much sunlight they see reflecting off of

the Moon. Depending on how much space you have available, you might not be able

to have your child placed right on the Earth. You can also let the stand near the

Earth where they will be able to see Moon at the same angle as the Earth. Your

child will be changing direction when the Moon goes around its orbit, so be sure to

remind him/her where we should be standing if we are living on Earth.

4. When you and your child are in your first position for the phases, ask the following

questions to hear what they are observing and what they notice. Here are some that you

will ask:

Take a look at where the Moon is placed. If we are on Earth, what do we

see?

How much light do you see on the Moon? (There is no light.)

Take a look at the phases of the Moons that we have posted down here.

Which one of these phases matches what you see? (New Moon.)*You can

refer to the Moon phases section in The Moon Book by Gail Gibbons as a

reference.

Take that Moon phase from the row and place it on the spot where it

would go for that phase.

5. The next thing you will do it move the Moon ball an eighth around the Earth and place

the flashlight towards it to make an accurate visual representation of this phase. Your

placement should look like this:


6. Continue to ask your child the questions that are listed above:


see?

How much light do you see on the Moon? (I see a little bit this time now.)


Which one of these phases matches what you see? (Waxing

Crescent.)*You can refer to the Moon phases section in The Moon Book

by Gail Gibbons as a reference.



Once you have done this, you can move the Moon ball around its Moon orbit another

eighth and tilt the flashlight to where you are directly hitting the Moon ball. It should

look like this:

7. There is a pattern going on here with the phases. With this activity, you will notice that

the light from the Sun is reflecting more and more on the Moon phase by phase. Be sure

to ask your child the same or similar questions as before:


see?

How much light do you see on the Moon? (The Moon is lit half way.)


Which one of these phases matches what you see? (First Quarter

Moon)*You can refer to the Moon phases section in The Moon Book by

Gail Gibbons as a reference.



Do you notice a pattern as we are going around the Moon’s orbit? (There

is more and more light being reflected on the Moon.)


What do you think the Moon will look like in the next phase?

Continue the process by moving the Moon ball another eighth around the Earth and place

the flashlight where the light is directly hitting the Moon. Your setup should look like

this:

8. Continue the same process as before, but be sure that you ask them thought-provoking

questions and why this might be happening. They can even make predictions about the

phases as well. This is what your next position should look like:

9. By the end of this activity, you should have all eight phases posted on the Moon and

gone through the questions that are listed in this activity. You can turn off the flashlight

and put the Moon ball down. You are more than welcome to ask your own questions


about this activity to your child. Some concluding questions that you can ask your child

are:

When we were going away from the Sun, what was happening with the Moon? (It

was getting brighter and brighter; More sunlight was being reflected on the

Moon; The Moon’s shape looked like it was getting bigger.)Right! It was

WAXING, which means getting more and more sunlight.

What was happening to the Moon when it was getting closer to the Sun? (It was

getting skinnier and skinnier; There was less and less sunlight on it; The Moon’s

shape was getting smaller.) Right! The Moon was WANING, which means it was

getting skinnier and disappearing.

Take a look at all of our phases. Do you see a pattern? What do you think about

the First Quarter Moon and Last Quarter Moon? (They are the opposite of each

other.)

Are there any other phases that are similar to each other? Which ones?

There are so many patterns and similarities that you can name with the phases!

Let your child share what they think and you can share your thoughts about

what you see.


Activity 3: Write a postcard from the Moon to a friend or family member describing

what it is like and how it is different from Earth.

Language Arts Core

Standard 8 (Writing): Students write daily to communicate effectively for a variety of purposes and

audiences.

Objective 6 Write in different forms and genres.

Science Core



through the sky.



Lesson Objective:

Students will be able to synthesize information about the moon by reading a story and by

using their background knowledge to create a 3 to 5 sentence postcard about his or her

visit to the moon using our moon vocabulary.

Materials:

Postcards from Pluto: A Tour of the Solar System, by Loreen Leedy

Postcard Template

Crayons

Markers

Scissors

1. Read Postcards from Pluto: A Tour of the Solar System, by Loreen Leedy

with your child. Begin reading the story and as your child feels comfortable

invite them to read along with you. Talk about the different things you would

see in space and what it would be like to visit.

2. Students will use their knowledge of the moon and the examples from the

book to create a postcard about visiting the moon. There is a postcard template

included for your child to cutout and write their message on one side and draw

a picture on the other side. Parents have your students think about these

questions and use them to help your student create their postcard:

What would you see on the moon?

What is the environment like?

Are there people or creatures living on the moon?

How is the weather?


What are some interesting facts you have learned about the

moon?

How is the Moon different from Earth?

3. Have your child pick someone they would like to send their postcard too and

then have he or she begin writing on the postcard template. Once they are

done have them draw a picture of the moon on the other side of the postcard.

Please color your picture and don’t forget to address it with a false address!

Example postcard:

Dear _____________,

The Moon is so different from Earth;

it is very hot during the day and freezing

at night. It was so cool to see Neil Armstrong’s

footprints, and I left my own. These footprints

will last for a long time because there is no rain

or wind to get rid of them. I have noticed that the

Moon has no light of its own, but it reflects

sunlight like a mirror. I wish you could be here

to explore the Moon with me. See you soon!

Love,

_________________________

______________

_________________

Stacy Allen

1030 West 12th

Street

San Pedro, Ca 90731

23

cents


Postcard Template

Dear _____________,

Love,

_________________________

Dear _________________,

Love,

_________________________

Address:


Activity 4: The Earth

Students will be able to explain how the Earth moves by reading On Earth by G. Brian

Karas and using new vocabulary with a parent.

Core Curriculum:



through the sky.



Language Arts Core:

Standard VI: (Vocabulary): Students learn and use grade level vocabulary to increase

understanding and read fluently.

Objective 1: Learn new words through listening and reading widely.

Intended Learning Outcomes:

1. Demonstrate a positive learning attitude.

5. Understand and use basic concepts and skills.

6. Communicate clearly in oral, artistic, written, and nonverbal form.

Materials:

On Earth by G. Brian Karas

Vocabulary Graphic Organizer

1. Look at the vocabulary worksheet and follow the prompts.

Background information for parents:

The Earth rotates on its axis, an invisible line that runs from the top to the bottom

of the Earth.

The earth travels in an orbit around the sun

The Earth rotates around the axis

Also refer to: Earth Vocabulary sheet (included with take-home bag materials)


Axis

Explain

In the story, the author has

drawn a picture of the Earth

on its axis. If you say that

the earth spins on its axis,

you mean that the Earth

spins on an imaginary line

that goes from the top to the

bottom of the Earth. The

axis, as the author wrote,

circles the sun in a great

sweep.

Say the word with me: axis

Discuss and

Summarize ►If you were talking about

the center around which the

Earth rotates, you would be

talking about the earth’s

axis.

►Now you describe the

Earth’s axis. (Allow

students plenty of time to

think of examples and

share).

Start your sentence with:

“The Earth spins on its

_________.” or “The Earth

tilts on its _____.”

►What is the word that means on

an imaginary line that goes

from the top to the bottom of

the Earth? axis

Orbit

Explain

In the story, the author told us

that while the Earth spins we

also travel in an orbit around

the sun, so by the time we get

back to where we started,

we’re one year older. The

Earth’s orbit is oval and

revolves around the sun.

Say the word with me:

Orbit

Discuss and Summarize

►If you saw a picture with the

Earth revolving around the

sun, you would say that was

the Earth’s orbit.

►Now you think of the Earth’s

orbit. What does it do? (allow

students plenty of time to think

of examples and share).

► What is the word that

describes the Earth revolving

around the sun? orbit

Rotate

Explain

In the story, the author told us

that the Earth spins and we

circle, rotate, and revolve.

Rotate means to spin or turn.

The Earth spins like a top and

rotates around an imaginary

line that goes from top to

bottom, the Earth’s axis.

Say the word with me:

rotate

Discuss and Summarize

►If something rotates

like the Earth, it spins.

►What is the word that means

to spin, or in our case, spin

around an imaginary line that

goes from the top to the

bottom of the Earth? rotate


Develop Vocabulary

Combine the words by asking students to

make a choice between two of the words

in the following situations and example:

►An imaginary line that goes from the

top to the bottom of the Earth. Is this the

axis or orbit of the Earth?

►The Earth revolves around the sun. Is

this the earth’s orbit or axis?

Maintain and Use Vocabulary

Maintain all three words by asking

students to use the words in examples or

situations.

►Share an example of something that

rotates.

►Give an example of an orbit.

►What is the Earth’s axis?

Use and Assess Vocabulary

Ask students to use one of the new

vocabulary words:

►What is the Earth’s axis? An

imaginary line that goes from the top to

the bottom of the Earth, or is it how the

earth revolves around the sun?

►What is something that can rotate? A

steering wheel or a tree?

► Does the Earth rotate around the sun

in an orbit?


Activity 5: Writing a Narrative Story

Subject: Reading - Science Grade: 3rd

Lesson Title: What would it be like to be an Astronaut?

Core Curriculum:

Science Standard I: Students will understand that the shape of Earth and the moon are

spherical and that Earth rotates on its axis to produce the appearance of the sun and moon

moving through the sky. Objective 1: Describe the appearance of Earth and the moon. c.

List the differences in the physical appearance of Earth and the moon as viewed from

space.

Writing Standards: Text Types and Purposes: 3. Write narratives to develop real or

imagined experiences or events using effective technique, descriptive details, and clear

event sequences. a. Establish a situation and introduce a narrator and/or characters;

organize an event sequence that unfolds naturally. b. Use dialogue and descriptions of

actions, thoughts, and feelings to develop experiences and events or show the response of

characters to situations.

Lesson Objective:

Students will be able to describe what it would be like to be an astronaut by reading Buzz

Aldrin Reaching for the Moon and writing a narrative story placing themselves in his

shoes.

Text: Buzz Aldrin Reaching for the Moon by Buzz Aldrin

Materials: The Text Scratch Paper Story Sheet pencil

Lesson:

Read the book Buzz Aldrin Reaching for the Moon

As you read keep the question “What would it be like to be an astronaut?” in your

mind.

Write down notes about Buzz’s experience as you read so that you can refer to them

later.

Think about the book, and Buzz’s experience being an astronaut.

What was it like in space?

What does the earth look like from space?

What does the moon look like?

Write a realistic fiction story about what you think it would be like to be an astronaut.

Realistic fiction – untrue, but could happen, some events people and places are real.

Describe what you see as you are in space, what the earth looks like and what it would

be like on the moon.


Vocabulary List

Model - a description or construction used to help form a picture of something (as an

atom) that cannot be seen directly

Orbit - the path taken by one body circling around another body

Sphere - a globe-shaped body (a round ball or a globe of the earth)

Moon - the earth's natural satellite that shines by reflecting light from the sun and

revolves about the earth in about 29½ days

Axis - a straight line about which a body or a geometric figure rotates or may be

supposed to rotate

Earth - the planet on which we live

Sun - the star around which the planets revolve, from which they receive heat and light

Planet – a heavenly body other than a comet, asteroid, or satellite that travels in orbit

around the sun

Stars - a natural body visible in the sky especially at night that gives off light or shines

by reflection

Rotation - the act of rotating especially on an axis

Revolution - the action by a heavenly body of going round in an orbit or the time taken

to complete one orbit

Appearance - the way someone or something looks

Astronaut – a person trained to travel in space.


Parent Explanation & Participation Letter

Dear Parents,

I firmly believe that home is the first classroom and parents are the first teachers. Parents who read to their

children everyday and talk about what they are reading together promote a joy of reading and literacy

achievement. It is my desire to encourage reading at home and to support your role as your child’s most

important teacher. To this end, next week we will start our thematic take-home bag program.

Our bags correlate with the Utah State Core Curriculum and the current units we are studying in our

classroom. Each bag includes books and enrichment activities for you and your child to enjoy at home.

The activities will provide skill reinforcement and exciting, hands-on activities to build upon what the

children have been learning in class.

For this program to be successful we must work together to make sure the bags are taken care of and

returned to school on time. Typically, the bags will go home on a Monday and are to be returned at the end

of the week, on Friday. Every student will have the opportunity to take home a different thematic bag

twelve times during the school year. When your child brings home a bag I need you to help your son or

daughter complete the activities at home, one per night, and then return the bag on the assigned due date.

Please make certain all books and materials are returned in the bag. Each bag will have a materials list and parent feedback form. If there are lost or damaged materials, please indicate as such on the feedback form.

If you would like your child to participate in this exciting enrichment program, please sign the permission

slip below and return it to school by _______________________.

I am confident that you and your child will learn from and enjoy the take-home bags. Thank you for your

support.

Sincerely,

_______________________________________________________________________________

I grant permission for my child ____________________________________ to participate in the take-home

bag program. I understand the important role I play in my child’s education and I agree to participate in the

provided activities with my child. I also understand that if he or she loses or damages the bags or materials

we are responsible for replacing them.

Parent’s signature ____________________________________ Date ________

Student’s signature ___________________________________ Date ________

At this time, I do not wish for my child _______________________________ to participate in the take-

home literacy bag program.

Parent’s signature ____________________________________ Date ________


Parent and Student Feedback Form

Once you have completed the activities in the ___________Take-Home Bag, please

complete this form and return it to school with the bag.

Parent

My child and I enjoyed:

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

My child was able to complete the following activity / skill with ease:

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

One activity / skill that was difficult or challenged my child:

_________________________________________________________________

_________________________________________________________________

Please note any damaged books or items that need to be replaced: __________

_________________________________________________________________

Student

My favorite activity in the bag was:

_________________________________________________________________

_________________________________________________________________

One new thing I learned was:

_________________________________________________________________


Classroom Take-Home Bag Check OUT

BAG TITLE:

Student Name

Date checked

OUT

Date checked

IN

Comments: *materials missing,

skill sheets to add, repairs needed *Student skills to be reinforced

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