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/
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.
The Earth and Moon Literacy Bag by Kelli-Ann Allen, Mandy Callahan, Jared Newbold and Melissa Thies
Phases of the Moon Chart for
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
_________
_________
_________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
__________
The Earth and Moon Literacy Bag by Kelli-Ann Allen, Mandy Callahan, Jared Newbold and Melissa Thies
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:
The Earth and Moon Literacy Bag by Kelli-Ann Allen, Mandy Callahan, Jared Newbold and Melissa Thies
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:
The Earth and Moon Literacy Bag by Kelli-Ann Allen, Mandy Callahan, Jared Newbold and Melissa Thies
6. Continue to ask your child the questions that are listed above:
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? (I see a little bit this time now.)
Take a look at the phases of the Moons that we have posted down here.
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.
Take that Moon phase from the row and place it on the spot where it
would go for that phase.
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:
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? (The Moon is lit half way.)
Take a look at the phases of the Moons that we have posted down here.
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.
Take that Moon phase from the row and place it on the spot where it
would go for that phase.
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.)
The Earth and Moon Literacy Bag by Kelli-Ann Allen, Mandy Callahan, Jared Newbold and Melissa Thies
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
The Earth and Moon Literacy Bag by Kelli-Ann Allen, Mandy Callahan, Jared Newbold and Melissa Thies
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.
The Earth and Moon Literacy Bag by Kelli-Ann Allen, Mandy Callahan, Jared Newbold and Melissa Thies
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
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 2: Describe the movement of Earth and the moon and the apparent movement
of other bodies 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?
The Earth and Moon Literacy Bag by Kelli-Ann Allen, Mandy Callahan, Jared Newbold and Melissa Thies
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
The Earth and Moon Literacy Bag by Kelli-Ann Allen, Mandy Callahan, Jared Newbold and Melissa Thies
Postcard Template
Dear _____________,
Love,
_________________________
Dear _________________,
Love,
_________________________
Address:
The Earth and Moon Literacy Bag by Kelli-Ann Allen, Mandy Callahan, Jared Newbold and Melissa Thies
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:
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 2: Describe the movement of Earth and the moon and the apparent movement
of other bodies 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)
The Earth and Moon Literacy Bag by Kelli-Ann Allen, Mandy Callahan, Jared Newbold and Melissa Thies
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
The Earth and Moon Literacy Bag by Kelli-Ann Allen, Mandy Callahan, Jared Newbold and Melissa Thies
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?
The Earth and Moon Literacy Bag by Kelli-Ann Allen, Mandy Callahan, Jared Newbold and Melissa Thies
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.
The Earth and Moon Literacy Bag by Kelli-Ann Allen, Mandy Callahan, Jared Newbold and Melissa Thies
The Earth and Moon Literacy Bag by Kelli-Ann Allen, Mandy Callahan, Jared Newbold and Melissa Thies
The Earth and Moon Literacy Bag by Kelli-Ann Allen, Mandy Callahan, Jared Newbold and Melissa Thies
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.
The Earth and Moon Literacy Bag by Kelli-Ann Allen, Mandy Callahan, Jared Newbold and Melissa Thies
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 ________
The Earth and Moon Literacy Bag by Kelli-Ann Allen, Mandy Callahan, Jared Newbold and Melissa Thies
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:
_________________________________________________________________
The Earth and Moon Literacy Bag by Kelli-Ann Allen, Mandy Callahan, Jared Newbold and Melissa Thies
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