anchor
Faces of the Moon
Bob Crelin · Book ID 6522
Open book: Faces of the Moon[V] Catalogue identity and source text present. Selected read-along locations reviewed: 3, 4, 5, 7, 14, 20. Playback and other locations remain unverified.
Observe the Moon:
Why Does It Look Different?
Draft for teacher review
Why does the Moon’s appearance change even though the Moon itself does not change shape?
18 minutes · selected passages · drawing, oral or written responses
Draft for teacher review
Review the selected reading before teaching. Source notes
Prepare this inquiry
- Choose your grade band above.
- Open the source books below, check the selected reading locations, and rehearse the five-minute reading slot. If it runs long, use one checked example.
- Open the student page. Choose a drawing, oral or written response and any partner or scribe support your students need.
Lesson draft. Check the selected sources and rehearse the reading before teaching.
Books for this inquiry
Explore the connected text set. Book links use your TumbleBookLibrary access. If sign-in opens the library home, return here and select the book again.
optional companion
What is the Sun?
Bridget Heos · Book ID 6932
Open book: What is the Sun?[V] Catalogue identity and source text present. Selected read-along locations reviewed: 30. Playback and other locations remain unverified.
Model limits: a flat two-tone cutout is an analogy and does not reproduce lighting geometry by itself. A teacher must show the Earth viewpoint as well as the sunlit half. Sizes, distances and orbital tilt are not represented. Never look directly at the Sun; use paper diagrams indoors.
K–2 · Lesson draft
1. Objectives and success criteria
Order a few visible Moon shapes and explain that the Moon reflects sunlight.
I can order crescent, quarter and full, and say that the Moon reflects sunlight.
The source notes below qualify what this draft can currently support.
2. Materials
No purchases required: access to the selected book(s), this page or plain paper, and a pencil or an oral/drawing response. A teacher read-aloud, shared screen or existing audio access can replace independent reading. Printing is optional.
Use only these selections for this grade band. Numbers refer to the read-along’s Page-N clips, which may differ from a printed book. Clip offsets start at that page clip, not at the start of the whole book. A page can replace its caption; wait for the indicated detail.
Scroll sideways in the reading table for instructions and review status.
| Book / ID | Reading location | What to read or pause on | Review status |
|---|---|---|---|
| Faces of the Moon · 6522 | Read-along pages 4, 5, 7, 20 | Name waxing crescent, first quarter and full in sequence. Page 20 supplies a clear crescent image. Read only the phase-name sentences; omit rise/set details. | [V] Location visually reviewed |
| Faces of the Moon · 6522 | Read-along page 14; Page-14 clip offsets 00:26 | At the reflection paragraph, explain that moonlight is reflected sunlight. Stop before the longer orbital explanation if the group needs a shorter selection. | [V] Location visually reviewed |
Reading plan: use a teacher read-aloud of the indicated sentences, capped at 200 words; do not autoplay every selected page in full. At a planning pace of 100 words per minute this reserves two minutes for reading, 90 seconds for navigation and 90 seconds for pauses. This is an estimate, not a measured classroom reading.
[VERIFY: a five-minute selected-reading rehearsal in the actual edition, including navigation and pauses.] If a source is unavailable, omit its dependent comparison and use only a checked anchor passage. If the anchor is unavailable, use the organizer to collect questions; that fallback does not meet the source-dependent science objectives.
3. Vocabulary
| Word | Student-friendly definition | Source tag |
|---|---|---|
| phase | The changing shape of the sunlit Moon that we see. | [V] 6522 |
| reflect | Send light back from a surface. | [V] 6522, 6932 |
| lunar eclipse | An event in which the Moon is in Earth’s shadow. | [V] 6932 |
4. Timed steps — 18 minutes
| Minutes | Teacher action | Exact teacher questions | Likely responses | Partial/incorrect response and teacher move |
|---|---|---|---|---|
| 2 | Introduce the question and invite an initial response. | Why does the Moon’s appearance change even though the Moon itself does not change shape? | Ideas vary; accept observations and questions without certifying guesses. | If a student guesses, ask what evidence could help them check. |
| 5 | Read only the selected passages listed in Materials. Pause to identify the source-supported detail. | Which shape shows more of the sunlit surface? Where does the Moon’s light come from? | [V] The full phase shows more of the sunlit part than the crescent. The light comes from the Sun. | If students blame Earth’s shadow for phases, compare the ordinary phase explanation with the separate eclipse paragraph. If they say the Moon makes light, return to the reflection explanation. |
| 5 | Order waxing crescent, first quarter and full using the selected images. Point to the lit part and explain that the Moon reflects sunlight. | What is your evidence? Which part still needs checking? | [V] The full phase shows more of the sunlit part than the crescent. The light comes from the Sun. | If students blame Earth’s shadow for phases, compare the ordinary phase explanation with the separate eclipse paragraph. If they say the Moon makes light, return to the reflection explanation. |
| 3 | Share through SOLO, SUPPORTED or LISTENING; students can draw, speak or dictate. | Where does the Moon’s light come from? | A supported explanation or an explicit verification question. Predictions stay labelled as predictions. | If the response is incomplete, point back to one relevant detail rather than supplying a guessed event. |
| 3 | Collect the exit response using any participation mode. | Order three selected shapes and say where moonlight comes from. | Crescent, first quarter, full. The Moon reflects sunlight. | If students blame Earth’s shadow for phases, compare the ordinary phase explanation with the separate eclipse paragraph. If they say the Moon makes light, return to the reflection explanation. |
The five-minute reading slot is for selected passages. If rehearsal exceeds it, reduce the selections to one checked example. The full read is an EXTENSION.
5. Participation options
| Mode | Drawing response | Oral response | Written response |
|---|---|---|---|
| SOLO — work independently from the page, book or organizer. | Draw one example for: Order three selected shapes and say where moonlight comes from. Add or point to the evidence. | Privately rehearse an explanation, then tell it to the teacher or record it with an existing device. | Complete the organizer independently and add the evidence or a verification question. |
| SUPPORTED — use a partner, frames, word bank or teacher prompts. | Draw with a partner; use the vocabulary bank to label or dictate the key feature, stage or connection. | Use the frame: “I notice __. My evidence is __. I still need to check __.” A partner can prompt. | Write with a partner or scribe using the same frame. Choose words from the vocabulary table. |
| LISTENING — hear read-aloud/audio and respond without needing to read or write. | Listen to each short passage; draw a response or point to a teacher-drawn option. The teacher supplies any labels. | Listen and tell, point, gesture or use a communication aid to answer. No reading is required. | Dictate to an adult or partner, who writes the response and reads it back. The student does not need to read or write. |
Apply the chosen mode during the organizer, share and exit response. A listening response never requires the student to read or write; written output can be scribed.
6. Exit ticket
Order three selected shapes and say where moonlight comes from.
| Level | Look-for | Sample student response | Teacher next step |
|---|---|---|---|
| Got it | Meets the success criterion with source evidence or, in a gap outline, correctly identifies missing evidence. | Crescent, first quarter, full. The Moon reflects sunlight. | Offer one new checked example to transfer the explanation. |
| Partly | Shows part of the criterion but leaves an explanation or evidence link incomplete. | I ordered the shapes but did not explain the light. | Revisit one selected passage and complete the missing evidence link. |
| Not yet | Shows the listed misconception or supplies unsupported details. | The Moon switches its own light on. | Model one supported example and have the student point, draw or retell it. |
7. Misconceptions to watch for
The Moon does not produce its own light and does not change its physical shape.
Phases are not caused by Earth’s shadow. A Moon that is not visible is not evidence it has disappeared.
A flat model is not to scale and compresses a three-dimensional orbit; it cannot show eclipse frequency or accurate sizes/distances.
Fact vs. figure of speech: the poem gives the Moon a face and a personality. Use the explanatory back matter for reflection and viewpoint, not the personification.
8. Printable student page
A separate, clean organizer with space to draw or write. Students may dictate or point while someone records their response.
Open K–2 student page9. Extensions
EXTENSION: Keep an optional Moon log with an adult from a safe location. Record “not visible” without guessing a phase; never look directly at the Sun.
EXTENSION: Read the full anchor outside the timed lesson.
Extensions are optional teacher-created activities. They are not evidence of events or facts in the books.
10. Source verification log
[V] = supported by reviewed source text or specifically recorded page images; [P] = partly supported or inferred; [U] = unsupported by available source material. Page verification applies only where explicitly stated. These tags do not certify playback, human review or reproduction rights.
[V] 6522 explains that the Moon reflects sunlight and that different amounts of its sunlit half are visible as it orbits Earth.
[V] 6932 separates reflected moonlight and position-dependent appearance from a lunar eclipse in Earth’s shadow.
[V] Numeric reading locations in Materials were checked against the recorded page images. They certify only those selected passages, not a whole-book or audiovisual review.
[VERIFY: duration of the selected reading in the actual edition, including navigation and pauses.] The 18-minute plan is a schedule, not a measured playback claim.
Catalogue identity was cross-checked against the repository’s authenticated 7 October 2026 catalogue snapshot. A catalogue entry is not a content claim. Raw texts and page images are excluded from this site.
11. Accuracy checklist
Confirmed in this draft: No phase explanation based on Earth’s shadow.
Confirmed in this draft: The Moon never makes its own light.
Confirmed in this draft: Models name their limitations; direct Sun viewing is prohibited.
Self-audit: no invented source quotations, page numbers or timestamps; no direct source quotations are published.
Self-audit: the timed steps total 18 minutes in this version. Selected-reading duration still requires rehearsal.
Self-audit: optional activities are labelled EXTENSION; no standards codes appear in this lesson.
Changes from the requested full lesson: kept missing locators explicit; marked source gaps/inferences; used selected passages; held unsupported activities instead of filling them from memory. This is an editorial draft, not a final accuracy approval.
Change reported in this pass: added visually checked read-along locations and grade-specific reading selections; retained every unresolved locator and the reading-rehearsal requirement.
Grades 3–5 · Lesson draft
1. Objectives and success criteria
Use a labelled model to explain the visible portion of the sunlit half, distinguishing phases from a lunar eclipse.
I can relate the visible sunlit portion to viewpoint and explain why phases are not Earth’s shadow.
The source notes below qualify what this draft can currently support.
2. Materials
No purchases required: access to the selected book(s), this page or plain paper, and a pencil or an oral/drawing response. A teacher read-aloud, shared screen or existing audio access can replace independent reading. Printing is optional.
Use only these selections for this grade band. Numbers refer to the read-along’s Page-N clips, which may differ from a printed book. Clip offsets start at that page clip, not at the start of the whole book. A page can replace its caption; wait for the indicated detail.
Scroll sideways in the reading table for instructions and review status.
| Book / ID | Reading location | What to read or pause on | Review status |
|---|---|---|---|
| Faces of the Moon · 6522 | Read-along pages 3, 14; Page-14 clip offsets 00:26, 00:33 | Use the ball/lamp illustration to identify a model. On page 14 compare reflected sunlight, the sunlit half and the changing Earth viewpoint. Its animation and the classroom paper model are not to scale. | [V] Location visually reviewed |
| What is the Sun? · 6932 | Read-along page 30 | Read only the lunar-eclipse paragraph in the lower part of the caption: the Moon is in Earth’s shadow during a lunar eclipse. Skip the unrelated solar-eclipse/corona explanation. Compare with the ordinary-phase mechanism in 6522. | [V] Location visually reviewed |
Reading plan: use a teacher read-aloud of the indicated sentences, capped at 200 words; do not autoplay every selected page in full. At a planning pace of 100 words per minute this reserves two minutes for reading, 90 seconds for navigation and 90 seconds for pauses. This is an estimate, not a measured classroom reading.
[VERIFY: a five-minute selected-reading rehearsal in the actual edition, including navigation and pauses.] If a source is unavailable, omit its dependent comparison and use only a checked anchor passage. If the anchor is unavailable, use the organizer to collect questions; that fallback does not meet the source-dependent science objectives.
3. Vocabulary
| Word | Student-friendly definition | Source tag |
|---|---|---|
| phase | The changing shape of the sunlit Moon that we see. | [V] 6522 |
| reflect | Send light back from a surface. | [V] 6522, 6932 |
| lunar eclipse | An event in which the Moon is in Earth’s shadow. | [V] 6932 |
4. Timed steps — 18 minutes
| Minutes | Teacher action | Exact teacher questions | Likely responses | Partial/incorrect response and teacher move |
|---|---|---|---|---|
| 2 | Introduce the question and invite an initial response. | Why does the Moon’s appearance change even though the Moon itself does not change shape? | Ideas vary; accept observations and questions without certifying guesses. | If a student guesses, ask what evidence could help them check. |
| 5 | Read only the selected passages listed in Materials. Pause to identify the source-supported detail. | Has the Moon changed shape, or has our view of the sunlit half changed? How is a lunar eclipse different from ordinary phases? | [V] We see changing amounts of the sunlit half as the Moon orbits. A lunar eclipse places the Moon in Earth’s shadow; ordinary phases are not explained that way. | If students blame Earth’s shadow for phases, compare the ordinary phase explanation with the separate eclipse paragraph. If they say the Moon makes light, return to the reflection explanation. |
| 5 | Draw a labelled Sun/light direction, Earth/viewer and Moon at different positions. Use a two-tone Moon cutout or teacher diagram to mark a sunlit half and compare the portion visible from Earth; distinguish an eclipse. | What is your evidence? Which part still needs checking? | [V] We see changing amounts of the sunlit half as the Moon orbits. A lunar eclipse places the Moon in Earth’s shadow; ordinary phases are not explained that way. | If students blame Earth’s shadow for phases, compare the ordinary phase explanation with the separate eclipse paragraph. If they say the Moon makes light, return to the reflection explanation. |
| 3 | Share through SOLO, SUPPORTED or LISTENING; students can draw, speak or dictate. | How is a lunar eclipse different from ordinary phases? | A supported explanation or an explicit verification question. Predictions stay labelled as predictions. | If the response is incomplete, point back to one relevant detail rather than supplying a guessed event. |
| 3 | Collect the exit response using any participation mode. | Explain phases with viewpoint and distinguish a lunar eclipse. | Our view of the sunlit half changes as the Moon orbits; Earth’s shadow is the separate lunar-eclipse case. | If students blame Earth’s shadow for phases, compare the ordinary phase explanation with the separate eclipse paragraph. If they say the Moon makes light, return to the reflection explanation. |
The five-minute reading slot is for selected passages. If rehearsal exceeds it, reduce the selections to one checked example. The full read is an EXTENSION.
5. Participation options
| Mode | Drawing response | Oral response | Written response |
|---|---|---|---|
| SOLO — work independently from the page, book or organizer. | Draw one example for: Explain phases with viewpoint and distinguish a lunar eclipse. Add or point to the evidence. | Privately rehearse an explanation, then tell it to the teacher or record it with an existing device. | Complete the organizer independently and add the evidence or a verification question. |
| SUPPORTED — use a partner, frames, word bank or teacher prompts. | Draw with a partner; use the vocabulary bank to label or dictate the key feature, stage or connection. | Use the frame: “I notice __. My evidence is __. I still need to check __.” A partner can prompt. | Write with a partner or scribe using the same frame. Choose words from the vocabulary table. |
| LISTENING — hear read-aloud/audio and respond without needing to read or write. | Listen to each short passage; draw a response or point to a teacher-drawn option. The teacher supplies any labels. | Listen and tell, point, gesture or use a communication aid to answer. No reading is required. | Dictate to an adult or partner, who writes the response and reads it back. The student does not need to read or write. |
Apply the chosen mode during the organizer, share and exit response. A listening response never requires the student to read or write; written output can be scribed.
6. Exit ticket
Explain phases with viewpoint and distinguish a lunar eclipse.
| Level | Look-for | Sample student response | Teacher next step |
|---|---|---|---|
| Got it | Meets the success criterion with source evidence or, in a gap outline, correctly identifies missing evidence. | Our view of the sunlit half changes as the Moon orbits; Earth’s shadow is the separate lunar-eclipse case. | Offer one new checked example to transfer the explanation. |
| Partly | Shows part of the criterion but leaves an explanation or evidence link incomplete. | I explained reflected light but confused the phase and eclipse. | Revisit one selected passage and complete the missing evidence link. |
| Not yet | Shows the listed misconception or supplies unsupported details. | Earth’s shadow covers the Moon each month to make phases. | Model one supported example and have the student point, draw or retell it. |
7. Misconceptions to watch for
The Moon does not produce its own light and does not change its physical shape.
Phases are not caused by Earth’s shadow. A Moon that is not visible is not evidence it has disappeared.
A flat model is not to scale and compresses a three-dimensional orbit; it cannot show eclipse frequency or accurate sizes/distances.
Fact vs. figure of speech: the poem gives the Moon a face and a personality. Use the explanatory back matter for reflection and viewpoint, not the personification.
8. Printable student page
A separate, clean organizer with space to draw or write. Students may dictate or point while someone records their response.
Open Grades 3–5 student page9. Extensions
EXTENSION: Keep an optional Moon log with an adult from a safe location. Record “not visible” without guessing a phase; never look directly at the Sun.
EXTENSION: Read the full anchor outside the timed lesson.
Extensions are optional teacher-created activities. They are not evidence of events or facts in the books.
10. Source verification log
[V] = supported by reviewed source text or specifically recorded page images; [P] = partly supported or inferred; [U] = unsupported by available source material. Page verification applies only where explicitly stated. These tags do not certify playback, human review or reproduction rights.
[V] 6522 explains that the Moon reflects sunlight and that different amounts of its sunlit half are visible as it orbits Earth.
[V] 6932 separates reflected moonlight and position-dependent appearance from a lunar eclipse in Earth’s shadow.
[V] Numeric reading locations in Materials were checked against the recorded page images. They certify only those selected passages, not a whole-book or audiovisual review.
[VERIFY: duration of the selected reading in the actual edition, including navigation and pauses.] The 18-minute plan is a schedule, not a measured playback claim.
Catalogue identity was cross-checked against the repository’s authenticated 7 October 2026 catalogue snapshot. A catalogue entry is not a content claim. Raw texts and page images are excluded from this site.
11. Accuracy checklist
Confirmed in this draft: No phase explanation based on Earth’s shadow.
Confirmed in this draft: The Moon never makes its own light.
Confirmed in this draft: Models name their limitations; direct Sun viewing is prohibited.
Self-audit: no invented source quotations, page numbers or timestamps; no direct source quotations are published.
Self-audit: the timed steps total 18 minutes in this version. Selected-reading duration still requires rehearsal.
Self-audit: optional activities are labelled EXTENSION; no standards codes appear in this lesson.
Changes from the requested full lesson: kept missing locators explicit; marked source gaps/inferences; used selected passages; held unsupported activities instead of filling them from memory. This is an editorial draft, not a final accuracy approval.
Change reported in this pass: added visually checked read-along locations and grade-specific reading selections; retained every unresolved locator and the reading-rehearsal requirement.