Professional Learning: Paper Moon

Moonbeams, Dumplings & Dragon Boats by Nina Simonds, Leslie Swartz, & the Children's Museum, Boston

Anansi the Spider by Gerald McDermott

Owl Moon by Jane Yolen

Where the Mountain Meets the Moon by Grace Lin

When the Sea Turned to Silver by Grace Lin

How Raven Brought Light to People retold by Ann Dixon

Moon Rabbit by Natalie Russell

Available through the Monroe One BOCES Overdrive Account:

Primary/Elementary Titles

Middle/High Titles

Connecting this making activity to stories about the moon from around the world meets the following:

AASL Standards

B.II  Learners adjust their awareness of the global learning community by 

1. Evaluating a variety of perspectives during learning activities.
2. Representing diverse perspectives during learning activities.

NYS Social Studies Standards

3.4 Each community or culture has a unique history, including heroic figures, traditions, and holidays.

3.4a People in world communities use legends, folktales, oral histories, biographies, and historical narratives to transmit cultural histories from one generation to the next.

• Students will examine legends, folktales, oral histories, biographies, and historical narratives to learn about the important individuals and events of each selected world community.
• Students will examine symbols of each selected world community

The origami section (especially the crescent moon) of this activity meets the following:

NYS Next Generation Math Standards

NY-2.G Reason with shapes and their attributes.

1. Classify two-dimensional figures as polygons or non-polygons
2. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them
3. Partition circles and rectangles into two, three, or four equal shares. Describe the shares using the words halves, thirds, half of, a third of, etc. Describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

NY-3-G Reason with shapes and their attributes.

1. Recognize and classify polygons based on the number of sides and vertices (triangles, quadrilaterals, pentagons and hexagons). Identify shapes that do not belong to one of the given subcategories.
2. Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.

NY-4-G Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

1. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
2. a. Identify and name triangles based on angle size (right, obtuse, acute) b. Identify and name all quadrilaterals with 2 pairs of parallel sides as parallelograms. c. Identify and name all quadrilaterals with four right angles as rectangles.
3. Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

The paper circuitry portion of this activity meets the following:

NYS Next Gen Science Standards

4-PS3-2 Energy Students who demonstrate understanding can make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric currents.

PS3.A: Definitions of Energy

• Energy can be moved from place to place by moving objects or through sound, light, or electric currents.

PS3.B: Conservation of Energy and Energy Transfer

• Energy is present whenever there are moving objects, sound, light, or heat. When objects collide, energy can be transferred from one object to another, thereby changing their motion. In such collisions, some energy is typically also transferred to the surrounding air; as a result, the air gets heated and sound is produced.
• Light also transfers energy from place to place.
• Energy can also be transferred from place to place by electric currents, which can then be used locally to produce motion, sound, heat, or light. The currents may have been produced to begin with by transforming the energy of motion into electrical energy.