While looking at an image of the moon, students record what they see, think, and wonder. Here is a cumulative list of wonders from grade 3 students:
How was the moon made? What is it made of?
Does the moon rotate?
What makes the moon glow?
Is the moon solid or hollow?
Why does the moon have so many craters?
How many people have been to the moon?
How far is the moon?
What is the temperature on the moon?
Why does the moon not have gravity?
What is the difference between a moon and a planet?
Why is the moon not always a circle?
Thinking about this last question, I invited students to respond to a probing question: When is the next full moon? In other words, how often do we see a full moon in the sky? Students were asked to make a claim. I tallied the responses.
When is the next full moon?
In about a week: 17/66 (26%)
In about two weeks: 12/66 (18%)
In about a month: 26/66 (39%)
In about a year: 11/66 (17%)
It looks like we all have different ideas. That means it's time to investigate! Students observe the moon and draw its shape over time using a moon chart.
How was the moon made? What is it made of?
Does the moon rotate?
What makes the moon glow?
Is the moon solid or hollow?
Why does the moon have so many craters?
How many people have been to the moon?
How far is the moon?
What is the temperature on the moon?
Why does the moon not have gravity?
What is the difference between a moon and a planet?
Why is the moon not always a circle?
Thinking about this last question, I invited students to respond to a probing question: When is the next full moon? In other words, how often do we see a full moon in the sky? Students were asked to make a claim. I tallied the responses.
When is the next full moon?
In about a week: 17/66 (26%)
In about two weeks: 12/66 (18%)
In about a month: 26/66 (39%)
In about a year: 11/66 (17%)
It looks like we all have different ideas. That means it's time to investigate! Students observe the moon and draw its shape over time using a moon chart.