Moon Mats

Target Curriculum: Science

Target Grade: 3

SOLs: SCI.3.8  
Time: at least 1 hour

Objective:
Students will draw a diagram of the phases of the moon and will make placemats of these to keep on their desks. The objective for the entire unit, of which this is part, would be for the students to be able to identify and describe each phase of the moon.

Purpose:
The purpose of this particular lesson is to reinforce information that has already been presented. It is a hands on activity that allows extra experience for the tactile learner. The product of this activity will be placemats that will be placed on the students' desks. This will allow the students to review the information throughout the school day at just a glance.

Materials:
For each student:
-Large piece of black construction paper (or 2 pieces glued edge to edge)
-White construction paper
-1 piece of yellow chalk
-1 piece of white chalk
-Markers (blue and green)
-Label strips for each phase that the teacher has previously made
-Contact paper (clear)
-Circle template for moon
-Circle template for earth
-Copy of The Moon Book by Gail Gibbons (Scholastic, 1997)
For the teacher:
The Moon Book

Procedure:
In the previous lesson a DRTA (Direct Reading/Teaching Activity) should be done using The Moon Book. At this point, concentrate on the parts dealing strictly with the different phases of the moon. For this activity start out by reviewing what was discussed on the previous day. Tell the children that they will be making diagrams of the moon phases to keep on their desks. Also inform them that these will become placemats so that they will tend to be more careful in their work.
Give each child the necessary materials. Discuss the moon's revolution around the earth. The first step in making the diagram will be to make the earth. Have the children turn to the diagram in their moon books. Let the children use the circle template for the earth and draw a circle on their white construction paper. They can use their markers to make this circle look like the earth and then cut this out. This earth should be glued into the center of their black paper.
The next step is to begin drawing the moons. Ask the children to name the moon phase that begins the cycle (they can use their books). Then ask them how much light we see from a new moon. Point out that when they draw the new moon they will only have to draw the outline. Have the children use their books and draw the new moon in the correct position on their diagrams. They should use their template and the white chalk. Students can then glue the appropriate label next to the picture. (Note: I chose to type these and then I used a smaller font to write a description for each phase.)
Continue this procedure for each cycle of the moon. The lighted part of the moon will be colored in with yellow chalk. Students should also draw direction arrows from one phase to the other. The cycle should come back full circle in the end. Be very careful to ensure that the children understand that the waxing phases begin to become light on the right side of their moon and then the light moves to the left as the waning cycle begins.
When this is completed, place these on their desks and cover each with a piece of contact paper. You will want to let the contact paper lap over onto their desk to keep the mats in place.

Observations:
The teacher will have to closely monitor the children during this activity because it is very easy for them to get confused when drawing a complex diagram. As you go around the room, ask the students to point to particular phases, etc.
At the end of the unit (or a few times during), a blank diagram with the phases drawn could be given to the students to label. Be sure to provide a word bank.

Extension:
Some other activities:
(1) Make moon phase cookies: I used the back sides of striped shortbread cookies for this activity. I divided the children into groups of four and gave each child 2 cookies. Then I gave each group a cup of icing that had been tinted yellow. The object was to make each phase of the moon by using the icing to color in the lighted part. The phases had to be made in sequence and displayed that way. I then asked students to identify the phases. Then it was chow down time!
(2) I created a song to help the children remember the difference between waxing and waning. It is sung to the tune of "If You're Happy and You Know It".
"If it's waxing you'll be seeing more light.
It will be getting so much brighter on the right.
If it's waxing then you know
You'll be seeing more of a glow.
Soon a full moon will light up your dark night.

If it's waning there's less light for you and me.
Don't go whining about the darkness that you see.
The cycle is coming to an end
But it will begin again
A cycle goes round and round can't you see."

(3) I have also recently found some good pictures on these web sites.
http://pads1.pa.msu.edu/courses/1999spring/ISP205/sec-1/images/moon_phases.JPG

http://astro.sau.edu/~astro/html/im-sky/moon~phases.gif