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Integrated Thematic Unit on the Solar System

Julie Kleinschmidt

Winona State University

Initial Background Research

Our Solar System

The Sun

The most important feature of our solar system, the Sun, is a 4.6 billion year old main-sequence star. The planets rotate around the Sun because of the Sun’s strong gravitational force. The Sun is a sphere of hot plasma that converts hydrogen to helium. This nuclear reaction produces an extreme amount of energy. The Sun’s diameter is 864,900 miles. The surface temperature on the Sun is 9,932 degrees Fahrenheit (Rees, 2005, p. 120). The Sun is the reason that Earth experiences day and night and all four seasons. The Sun provides the Earth with just enough heat and light to make it a perfect place for life to evolve. As well as heat and light, the Sun also gives off energy in the form of electromagnetic rays. These rays include gamma rays, x-rays, ultraviolet rays, visible light, infrared rays, microwaves and radio waves. A solar eclipse happens when the Moon moves exactly between the Sun and the Earth. The Moon casts a dark shadow on the Earth and turns the day into night for a short time (Kerrod, 2000). In about 50 billion years the Sun will begin to run out of hydrogen and helium. When this happens the Sun will expand and it will become a red giant. Eventually, the Sun will explode leaving behind an Earth-like sized ball of carbon and oxygen (Burnell, Green, Jones, Jones, Lambourne, Zarnecki, 2003).

Planets

Mercury.

Mercury is considered a rocky planet. Mercury is the second smallest of the planets. It has a diameter of 3,029 miles. Mercury is the closest planet to the sun at 36 million miles away. Mercury has hardly any atmosphere. Since Mercury is so small, there is only a very thin atmosphere. Due to such a thin atmosphere, the temperatures are very extreme. During the night Mercury is a freezing -290 degrees Fahrenheit but during the day Mercury rises to around 800 degrees Fahrenheit. Mercury consists of three layers. The core of the planet is made of iron, its mantle is made of rocky silicate and the crust is made of silicate rock. As a result of the planets structure, its color is a dull grey. The surface of Mercury is filled with craters. Mercury orbits the sun in 88 days and spins on its axis every 58 earth days. Mercury does not have any moons (Rees, 2005, p. 124).

Venus.

Venus is considered to be Earth’s ‘sister planet’. It is also considered a rocky planet. Venus is slightly smaller than earth. Its diameter is 7,521 miles. Venus is the second planet from the sun at about 67 million miles away. Venus does have an atmosphere that contains three layers of clouds. Each of these layers contains sulfuric acid. Although Venus has an atmosphere, it experiences no weather. Its surface temperature is about 867 degrees Fahrenheit. The structure of Venus is much the same as earth. It has a solid iron and nickel inner core, a molten iron and nickel outer core, a rocky mantle and a silicate crust. Venus’s surface is covered with volcanoes. Venus is one of the brightest planets. It appears to be yellow-orange planet. Venus orbits the sun in about 224 days. It spins on its axis in about 243 earth days. This means that a Venusian day is longer than a Venusian year. One thing to note about Venus is that it spins in the opposite direction than all of the other planets. Venus does not have any moons (Rees, 2005, p. 128).

Earth.

Our home planet, Earth is the only planet suitable for human life. It is the largest of the four rocky planets. Its diameter is 7,926 miles. Earth is the third planet from the sun at around 93 million miles away. Earth has a very thick atmosphere made up of a layer of gasses. The most important gas in the atmosphere being oxygen; which supports life on Earth. The atmosphere is also the reason for wind, humidity and precipitation, known as weather. The average surface temperature on Earth is around 60 degrees Fahrenheit. The Earth’s inner core is made up of solid iron-nickel. Its outer core is made up of molten iron-nickel. The mantle is made of solid silicate rock and the crust is solid and rocky. The color of the Earth, as seen from space, is white, blue and green. The Earth orbits the sun in 365 days. It spins on its axis once every 24 hours. The Earth is tiled on its axis by 23.5 degrees which results in all four seasons. The earth has one moon. One important thing about the Earth is that it is the only planet in our solar system is the abundant liquid water on the surface and an oxygen-rich atmosphere. These two factors are the reason Earth can support life as we know it. Earth is sometimes referred to as the ‘Goldilocks’ planet. It is not too hot or too cold, it is ‘just right’ to support biology (Rees, 2004, p. 138).

The Moon.

The Moon orbits the earth in about 27 days. The Earth’s size creates a strong gravitational force that keeps the moon within the Earth’s orbit. The diameter of the moon is 2,160 miles. The surface temperature varies from -240 degrees Fahrenheit to 240 degrees Fahrenheit during the day. There is no atmosphere on the moon and therefore is geologically dead (Rees, 2005, p. 148). During the Moon’s orbital period, it goes through phases as different parts of Moon are lit by the sun. The Moon changes from a full Moon to a waning gibbous, waning crescent, new moon, waxing crescent, waxing gibbous to a full Moon again. The Moon is filled with craters from meteorites crashing into it. The Moon has been visited by 12 people (Lassieur, 2000).

Mars.

Mars is about half the size of the earth. It is the outermost of the four rocky planets. Its diameter is 4,214 miles. It is the fourth planet from the sun at about 141 million miles away. Mars has a very thin atmosphere made up of carbon dioxide. Mars is a very cold and dry planet. The average temperature on Mars is -195 degrees Fahrenheit. Although it does not rain on Mars, there are still dynamic weather systems. Winds are very strong which result in long dust storms. The core of Mars is probably made up of solid iron. The mantle is silicate rock and the crust is all rock. Mars is known as the ‘Red Planet’ because of its rust red color. Mars orbits the sun in 687 days and rotates on its axis every 25 hours. Mars has two moons. Although Mars is a dry planet right now, there is evidence to support that liquid water once flowed across its surface (Rees, 2005, p. 160).

Jupiter.

Jupiter is the largest and most massive of all planets. It is considered a gas giant which means that it is composed of gasses and has no solid surface. Its diameter is 88,846 miles. Around 1,300 Earths could fit inside of Jupiter. Jupiter is the 5th planet from the sun at around 484 million miles away. There is an atmosphere and weather on Jupiter. The atmosphere is mostly made up of hydrogen and helium. It is these gasses that made up the different colored clouds that make up the planet. The average cloudtop temperature of Jupiter is -160 degrees Fahrenheit. Jupiter is dominated by clouds, winds and storms. There is one spot on the planet known as “The Great Red Spot.” This spot is actually an enormous, high pressure storm. This storm was first sighted 340 years ago. The storm is bigger than earth. The core of Jupiter is made up of rock, metal and hydrogen. The inner layer is made up of metallic hydrogen and the outer layer is made up of liquid hydrogen and helium. The outer layer is made up of hydrogen and helium. These gasses result in the grey, blue and rust color of the planet. Jupiter rotates the sun in about 12 Earth years. It rotates on its axis about every 10 hours. Jupiter has 63 moons. It also has three rings that are made up of dust sized particles that orbit around the planet (Rees, 2005, p. 176).

Saturn.

Saturn is also known as a gas giant. Its diameter is 74, 898 miles. It is the second largest planet in our solar system. Saturn is the 6th planet from the sun at around 888 million miles away. There is an atmosphere on Saturn. There are three layers of clouds which causes the production of a smoggy haze. The cloudtop temperature of Saturn is -220 degrees Fahrenheit. Much like Jupiter, there are many storms on Saturn. The core of Saturn is made up of rock and ice. The inner layer is made up of liquid metallic hydrogen and helium. The outer layer consists of liquid hydrogen and helium. The last layer is the atmosphere. Saturn is so dense that if it were possible to fit it into an ocean, it would float. Saturn is a yellowish color that is very hazy. It rotates the sun in 30 years and spins on its axis every 10 hours. Saturn has 34 moons. Saturns rings make it very distinct because they are the largest of any other planet. They range in size from a dust grain to a boulder that is a few yards long. The rings are bright and easy to see (Rees, 2005, p. 186).

Uranus.

Uranus is the third largest planet. It is also a gas giant. Its diameter is 31,763. Uranus is the 7th planet from the sun at about 2 billion miles away. Uranus does have an atmosphere. Methane-ice clouds surround the planet. The core of Uranus is rock and possibly ice. Next, there is a layer of water, methane and ammonia ices. The atmosphere consists of hydrogen, helium and other gasses. This causes the planet to be a pale blue color. Uranus orbits the sun in 84 earth years and rotates on its axis every 17 hours. Uranus has 27 moons (Rees, 2005, p. 196).

Neptune.

Neptune is known as “The Blue Planet.” Neptune is also the smallest and the coldest of all of the four gas giants. Its diameter is 30, 760 miles. It is the most distant planet from the sun being about 3 billion miles away. Neptune does have an atmosphere and weather. The cloudtop temperature on Neptune is -320 degrees Fahrenheit. Neptune is known for being very windy and stormy. There is a spot on Neptune that is known as “The Great Dark Spot” which is a storm system that is almost as big as earth. Neptune’s’ core is made up of rock and possibly ice, followed by a layer of water, methane and ammonia ices. The atmosphere is made of up hydrogen, helium and methane gasses. The color of Neptune is dark blue. Neptune orbits the sun every 165 earth years and rotates on its axis every 16 hours. Neptune has 13 moons (Rees, 2005, p. 200).

Pluto.

Pluto is by far the smallest planet. Many astronomers argue that Pluto should not be considered a planet but should be regarded as the largest Kuiper Belt object. The diameter of Pluto is 1,432 miles. Pluto is the most distant from the sun at about 4 billion miles away. The surface temperature on Pluto is -364 degrees Fahrenheit. Pluto has a large rocky core, a mantle rich in water ice and a thin, icy crust. Pluto orbits the sun in about 249 earth years and rotates on its axis in about 7 earth days. Pluto has one moon (Rees, 2005, p. 204).

Asteroids

The main asteroid belt lies between Mars and Jupiter. Asteroids are remnants of a planet that for some reason, split apart. They are small, dry, dusty objects. Asteroids vary in shape and size. Most asteroids have been ‘captured’ by a larger body such as a planet or a Moon. Other asteroids have not yet been captured and have the capability to collide with other bodies (Nardo, 2002).

Comets

Comets are often referred to as ‘dirty snowballs’ because they are made up of mainly snow and dust. They are leftover particles from planets and stars billions of years ago. Comets also orbit other bodies. When they enter the inner solar system they become very bright. When they get close to the sun they can produce a long, glowing tail.

Meteors/Meteorites

Meteors and meteorites are also known as shooting stars but are really not stars. They are small particles. When they reach the Earth’s atmosphere, they heat up and glow. During the year, Earth experiences meteor showers. When a meteor hits the ground it is then called a meteorite. Sometimes they can produce craters on the Earth’s surface (Rees, 2005, 220).

Concepts

1. There are two kinds of planets: gas giants and rocky planets.

2. The four outermost planets are gas giants and include: Jupiter, Saturn, Uranus and Neptune.

3. The four innermost planets are rocky planets and include: Mercury, Venus, Earth and Mars.

4. The Sun is the only star within our solar system.

5. All planets orbit the Sun.

6. All planets rotate on an axis.

7. Gravity is a force that holds all planets and moons in place.

8. Earth is the only planet in our solar system that has an abundant water supply and supports evolution and life.

9. Asteroids, comets and meteors also orbit within the solar system.

10. Some planets have moons, which orbit them.

11. There are many stars outside of our solar system.

12. Astronauts explore space.

13. There are eight planets within our solar system.

Theme Goals

1. To broaden children’s awareness of the size of our solar system.

2. To broaden children’s awareness of the size of the Universe.

3. To enhance children’s understanding of the uniqueness of Earth.

4. To increase children’s knowledge on the 8 planets.

5. To promote children’s awareness of gravity.

6. To enhance children’s ability to think about the ‘big picture’.

7. To increase children’s appreciation for Earth.

Vocabulary

1. Asteroids- remnants of a failed planet. Small, dry, dusty rock like objects that orbit in the solar system.

2. Atmosphere- air surrounding a planet

3. Comets- rock like objects made up of snow and ice leftover from planets and stars from billions of years ago that orbits the Sun.

4. Craters- an impact formed when an asteroid, comet or meteor collides with a celestial body.

5. Gas giants- four outermost planets in our solar system that include: Jupiter, Saturn, Uranus and Neptune. These planets do not have a solid surface and our gaseous in nature.

6. Gravity-a force of attraction between all masses in the Universe. The more mass a body has- the more gravitational force it exerts.

7. Meteors- small particles that hit the earth’s atmosphere. If they break through the atmosphere they are considered meteorites.

8. Orbit- the path that one celestial body takes as it revolves around another celestial body. Every planet in our solar system orbits the Sun.

9. Rocky planets- The three innermost planets in our solar system that include: Mercury, Venus, Earth and Mars. They are made up mostly of rock.

10. Rotate- how a planet spins on its axis.

11. Solar Eclipse- when the Moon moves exactly between the Sun and the Earth a shadow is cast back on Earth and darkens a specific area for a short period of time

Planets

Diameter

Distance from Sun

Structure

Atmosphere/

Weather

Color

Orbit

Rotation

Moons

Other

Mercury

3,029 miles

36 million miles

Iron rich

Very thin/-290 to 810 degrees

Grey/

Cratered

88 days

60 days

0

Venus

7,520 miles

67.2 million miles

Same as Earth

Yes-thick clouds w/sulfuric acid/867 degrees

Bright

Yellow/

Orange

225 days

243 days

0

Slowest spin

Wrong direction

volcanoes

Earth

7,926 miles

93 million miles

Iron-nickel

Rock

Yes-oxygen/

59 degrees

Blue

Green

White

365 days

24 hours

1

Goldilocks Planet

Mars

4,213 miles

141.6 million miles

Iron/rock

Very thin-cold, dry

Dynamic weather systems

Dust storms

-195 degrees

“The Red Planet”

687 days

25 hours

2

Liquid water once was present

Jupiter

88,846 miles

483.6 million miles

Hydrogen

Helium

Yes/colored clouds/winds/

Storms

-160 degrees

Colored clouds-blue, red, rust

12 years

10 hours

63

Largest

“Great Red Spot”

Saturn

74,898 miles

888 million miles

Hydrogen helium

Yes/cloudy stormy

-220 degrees

Hazy yellow

30 years

11 hours

34

Rings

Density

Uranus

31,763 miles

1.78 billion miles

Hydrogen

Helium

Yes/methane ice clouds

-353 degrees

Pale blue

84 years

17 hours

27

Extreme tilt of 98 degrees

Neptune

30,760 miles

2.8 billion miles

Hydrogen

Helium

Methane

Yes/surprisingly dynamic

Storms/super fast winds

-320 degrees

Deep blue

165 years

16 hours

13

“The Great Dark Spot”

Atmosphere

Coldest planet

Pluto

1,432 miles

3.7 billion miles

Rocky core

Thin icy crust

Yes/escapes rapidly

-364 degrees

Grey

248 years

7 days

1

Largest Kuiper belt object

Unusual orbit

Reference:

Rees, M. (2005). Universe - The Definitive Visual Guide (2005). New York : Dk Publishing.

Reference List

Burnell, J. B., Green, S., Jones, B., Jones, M., Lambourne, R., & Zarnecki, J. (2004). An

Introduction to the Sun and Stars (Co-published Ed ed.). New York: Cambridge University Press.

Kerrod, R. (2000). The Sun. Mankato: Thameside Press.

Lassieur, A. (2000). The Moon. San Diego: Children's Press.

Nardo, D. (2002). Asteroids. San Diego: KidHaven Press.

Rees, M. (2005). Universe - The Definitive Visual Guide (2005). New York : Dk Publishing.

ACTIVITIES KEYED TO CONCEPTS


· Introductory Activities

· Art

· Music I



· Math

· Music II



· Math

· Music II


· Fine Motor

· Music II

· Fingerplay I

· Field Trip

5. All planets orbit the Sun.

· Science

· Fingerplay I

· Field Trip


· Science


· Gross Motor

· Snack


· Fingerplay I

· Non-Book Story

· Resource Person


· Group Game

· Large Group


· Science

· Gross Motor

· Music II

· Fingerplay II

· Check in Idea

· Home School Connection



· Fine Motor

· Music II

· Field Trip


· Gross Motor

· Fingerplay II

· Dramatic Play

· Snack



· Art

· Music I

· Field Trip

INTRODUCTORY ACTIVITIES

TITLE: What is the Solar System?

CONCEPTS FOSTERED:





13. There are 8 planets within our solar system.

LEARNING OBJECTIVE:

Given the introductory activities, the students will predict what the poem is about.

Given the introductory activities, the students will name things that they think are associated with the solar system.

Given the introductory activities, the students will verbalize the name of each planet.

EARLY CHILDHOOD INDICATORS OF PROGRESS:

Domain: Approaches to Learning

Domain Component: Curiosity

Indicator of Progress:

1. Show eagerness and a sense of wonder as a learner

2. Show interest in discovering and learning new things

Page Number: 20

Domain: Language and Literacy Development

Domain Component: Listening


2. Listen with understanding to stories, directions and conversations

Page Number: 30

MATERIALS NEEDED:

· Copy of poem “Look Afar” by Waltrina Kirkland-Mullins

· Glow in the dark stars

· Set of inflatable planets

· Butcher paper

· Copy of book There’s No Place Like Space by Tish Rabe

· Markers

INTRODUCTION:

(Before leading the students into the classroom, attach glow in the dark stars on the ceiling and walls) Preschoolers, we are going to start learning about something very exciting over the next week. Right now, I want you all to close your eyes and think about what it might be. (Turn off the lights) Okay, now give your eyes a moment to adjust and open your eyes and look around the classroom. What happened to our room? Do you know what is covering the walls and the ceiling? Does anybody have an idea what we might be learning about? (Turn on the lights)

PROCEDURE:

1. Tell the students that you will be giving them another clue about what they will be learning about by reading them a poem. Tell them to listen carefully and pick out words that might give them a clue.

2. Read the poem “Look Afar” with expression, emphasizing the words blue, twinkle, light, orbit, revolve and take flight.

“Look Afar”

Up in the sky, way beyond the blue

Something wonderful, vast, exciting and new

Is calling . . . calling . . . inviting you

To take a look afar

And explore a place filled with twinkle and light

And objects that orbit, revolve or take flight

Come on, let’s find out what they are!

3. Ask the students if they have a better guess as to what they will be learning about after reading the poem.

4. Ask the students question such as “What twinkles?” and “What do you know that is above the sky?”

5. Read the poem again, if necessary.

6. Tell the students that they will be learning about outer space.

7. Have the students brainstorm about things that might be found in outer space, or things that they already know about outer space. Make a list on a piece of butcher paper.

8. Have a discussion about the topics that the students brought up. Tell the students to keep the list in mind as we learn about outer space.

9. Show the students the inflatable planet set. Tell the students that the place where we live, Earth, is a planet. Tell them that they are 8 planets within our solar system. Introduce each planets name and have the student repeat the name of each planet after you. Introduce the sun first, followed by the rocky planets and finally the gas giants, in the correct order. Emphasize that we live on planet Earth. Pass the planets around the circle.

10. Read the students the story There’s No Place Like Space

CLOSURE AND TRANSITION:

I hope that all of you learned something about outer space today! We will learn a lot of exciting things about outer space this week. As I dismiss you, please name one thing that you would like to learn about this week.

SOURCE:

Website:

Kirkland-Mullins, W. (n.d.). 96.06.08: Our Planet . . . Our Solar System. Yale University.

Retrieved April 22, 2010, from http://www.yale.edu/ynhti/curriculum

MATH

TITLE OF ACTIVITY: Ordinal Numbers in Space

CONCEPTS FOSTERED:

2. The four outermost planets are gas giants and include; Jupiter, Saturn, Uranus and Neptune.

3. The four innermost planets are rocky planets and include: Mercury, Earth, Mars and Venus.

LEARNING OBJECTIVE:

Given the ordinal number activity, the students will correctly order all eight planets beginning with the one closest to the sun.


Domain: Cognitive Development

Domain Component: Mathematical and Logical Thinking

Indicator of Progress: Patterns and Relationships

8. Order or sequence several objects on the basis of one characteristic.

Page number: 44

MATERIALS NEEDED:

· Paper

· Contact paper

· Paint

· Scissors

· Markers

· Velcro

· Glitter/Sparkles

· Poster board/ cardboard

· Glue

· Container for planets

INTRODUCTION:

Where else have you heard somebody say first, second and third? (Answers might include; in a race or grades). We use these terms to put things in order. All of our planets in the solar system have an order to them too. We start with the planet that is closest to the sun and end with the planet that is the furthest from our sun. (Pull out all eight planets). Let’s review the names of our planets with our song. (Sing the planet song and hold up each planet as you go).

Planet Song

Sung to “Twinkle Twinkle Little Star”

Here are eight planets that we know.Round and round the Sun they go.Mercury, Venus, Earth, and Mars,Are rocky planets near our star.

Jupiter, Saturn, Uranus, Neptune.All gas giants with many moons.These are the eight planets that we know.Round and round the Sun they go.

PROCEDURE:

1. In my hands I have the solar system! Should we open up our solar system and see what it looks like? What seems to be missing from our solar system? (Expected response: the planets)

2. (Bring out the planets) Let’s review the names of each planet. As I point to the planet, say its name out loud. (Go through each planet)

3. On the solar system you see an ordinal number where each planet belongs. This one says “first”. That means it is the first planet from the sun. Does anybody know what the next one says? (Expected response: second) As I point to each ordinal number, say it out loud. (Go through each ordinal number up to eighth)

4. It is your job to put the planets in order beginning with the planet that is closest to the sun.

5. When you think you know where each planet belongs on the solar system, you may Velcro the planet to its correct position.

6. For this activity, you will work in groups of three. Please sit quietly as I dismiss you to a table. (Dismiss students by saying for example “John, you’re the first one to pick a table, Suzy you are the second one to pick a table” and so on)

7. Remember; if you get stuck, you can always try singing the planet song to help you remember.

8. (Walk around and help students when needed) Ask various questions throughout the lesson such as; which planet is closest to the sun? Which planet is furthest away from the sun? Which ordinal number is earth from the sun? How many planets come before Earth? How many planets come after Earth? Which are the four rocky planets? Which are the four gaseous planets?

9. Check the student’s boards to see if the planets are in the correct order.*


It is time to clean up, please take each planet off of the solar system and put it in its container. Then fold your solar system board. (Dismiss each group to put their board away by asking them each a question).

SOURCE:

Original:

Julie Kleinschmidt

Adapted From:

CanTeach: Songs & Poems - Space. (n.d.). CanTeach - resources for educators. Retrieved March 22, 2010,

from http://www.canteach.ca/elementary/songspoems34

Planet Printouts available at:

http://preschool-is-fun.blogspot.com/2010/01/planet-ratio-in-our-solar-system.html

SCIENCE

TITLE OF ACTIVITY: Bringing the Solar System to Life

CONCEPTS FOSTERED:

5. All planets orbit the sun.



LEARNING OBJECTIVE:

Given the Bringing the Solar System to Life activity, the students will demonstrate how the Earth rotates.

Given the Bringing the Solar System to Life activity, the students will demonstrate how the Moon orbits the Earth.

Given the Bringing the Solar System to Life activity, the students will demonstrate how the eight planets orbit the sun.





1. Understand non-verbal and verbal cues

2. Listen with understanding to stories, directions, and conversations

3. Follow directions that involve a two or three-step sequence of actions

Page Number: 30

Domain: Cognitive Development

Domain Component: Mathematical and Logical Thinking

Indicator of Progress: Spatial Relationships/Geometry

10. Use words that show understanding of order and position of objects

Page Number: 44

Domain: Physical and Motor Development

Domain Component: Gross Motor Development

Indicators of Progress:

1. Develop large muscle control and coordination

Page Number: 50

MATERIALS NEEDED:

· Chalk

· Store bought inflatable solar system

· Tape

· Paper

· Aluminum foil

· Permanent Marker

· Glow in the dark stars

· Bin for all of the materials

TEACHER PREPARATION:

· Inflate all of the solar system spheres.

· Write the name of the planet, sun or moon on a piece of paper and tape it to its corresponding celestial body

· Cover the glow in the dark stars in aluminum foil so that they shine in the sun

· Use chalk to draw a circle and eight other circles around it to represent the orbits.

· Label where each planet or moon should stand

INTRODUCTION:

Good morning friends! Please choose a letter to sit on and sit criss-cross applesauce on the rug. Today, we are going to learn how the planets move and their positions in space. We will start by singing the song: “Solar System in Motion.” (Sing the song as a class)

The Earth rotates around, (hold the inflatable planet Earth and spin itThe Earth rotates around.Once a day, every day,The Earth rotates around.The moon orbits the Earth, (move the Moon around the Earth)The moon orbits the Earth.Once a month, every month,The moon orbits the Earth.The Earth orbits the sun, (move the Earth around the Sun)The Earth orbits the sun.Once a year, every year,The Earth orbits the sun.

PROCEDURE:

1. In our song we use the word rotate. Repeat the word after me, rotate. Question 1: Does anybody know or have a prediction what rotate means, what else do you know that rotates? Expected response: I don’t know, it spins around. The word, rotate means to spin or to turn around.

2. Everybody please stand up and show me how you rotate (demonstrate and have the students spin around, caution them to not become dizzy).

3. All eight planets in our solar system rotate (Pick up the inflatable planet earth and demonstrate how it rotates).

4. In our song we also use the word orbit. Repeat after me, orbit. Question 2: Does anybody know or have a prediction what the word orbit means? Expected response: moves around something, I don’t know.

5. The word orbit means to move around another object. We know from our song that the Moon orbits the Earth. (Demonstrate the Moon orbiting the Earth using the inflatable planets).

6. We also know from our song that the Earth orbits the sun (Demonstrate the Earth orbiting the Sun using the inflatable planets).

7. Next, we are going to practice rotating and orbiting outside. We are going to rotate, orbit and shine. I am going to hand out 15 of you a planet, the sun or a moon. The rest of you will be stars, twinkling behind the planets. If you are not a planet the first time, you will get a chance to be a planet the second time and carry it back to the room. (hand out the materials) Once you get your object, please line up single file at the door.

8. As you walk down the hallway, pretend that you are the object that you are carrying. Remember, all of these are silent objects so be sure not to make a sound.

9. Each person holding a planet needs to look at the letters on the planet and try and find which circle to stand on. The stars can stand outside of the solar system and twinkle around silently. The moons can stand next to their planet. (Assist students where needed).

10. When I say “go” all of the planets and the sun can rotate, but when I say “freeze” you need to stop and be silent. (Have the students spin around and remind them not to get too dizzy). Go!*

11. Freeze! Now we are going to have the moons rotate their planet. Some planets have a moon or many moons, others do not. The planets that have a moon please raise your hand. When I say “go” all the moons may orbit their planet and when I say “freeze” please stop.*

12. Freeze! Now we are going to practice orbiting the sun. All of the planets orbit the sun and the sun always stays in one place. When I say “go” you may follow your orbit along the sun. The planets never leave their orbit! *

13. Freeze! Now we are going to try and do it altogether. The moons orbit your planet, the planets need to rotate and orbit! If you get too dizzy please stop and try not to stay on your orbit and not run into each other! “Go”*

14. Freeze! If you have a planet or a moon, please switch with somebody with a star.

15. Repeat the exercise with group two. (Depending on the class size, group two might not be necessary. If there is a teacher aid, have two separate exercises going on at once).


Now it is time to go inside. Please line up single file behind me. Hold onto your object and again, pretend that you are the object and be perfectly silent. Please place your object in this bin and find a seat at a table.

SOURCE:

Adapted from:

Preschool Education Music & Songs: Space. (2001, April 29). Preschool Education:

Discover The Fun In Learning. Retrieved March 23, 2010, from

http://www.preschooleducation.com/sspace.shtml

Classroom Teacher:

Sally Spooner, Sunset Elementary School, Cody, Wyoming

Website for purchasing inflatable solar system:

http://www.1worldglobes.com/1WorldGlobes/inflatable_solar_system.htm

GROUP GAME

TITLE: Flying Meteors!

CONCEPTS FOSTERED:


LEARNING OBJECTIVE:

Given the flying meteors activity, students will follow directions to toss and catch a meteor.


Domain: Social and Emotional Development

Domain Component: Social Competence and Relationships


1. Interact easily with one or more children

Page Number: 18




1. Develop large muscle control and coordination

3. Use a variety of equipment for physical development

Page Number: 50

MATERIALS NEEDED:

· Homemade meteors (See Large Group Lesson)

· Large open space such as a gym or outdoors

INTRODUCTION:

Does everybody remember what we made yesterday during circle time? Meteors! That’s right. What do you remember about meteors? How would you like to use your meteors to play a game today? Please listen closely so that I can tell you how to play the game.

PROCEDURE:

1. Explain to the students that they will be moving to the gym or outside to play Flying Meteors

2. Have the students line up behind the door

3. Tell the students to pretend that they are on the moon. Remind them that astronauts moved slowly on the moon so they can pretend they are in slow motion

4. Upon arrival of the gym or outdoors, have the students warm up by telling them to reach for the stars, and reach for the ground. Also have the students squat, count to 10 and ‘blast off’ like they did when they went to the moon

5. Tell the students that they will be working in partners to play Flying Meteors

6. Explain the rules of the game

FLYING METOR RULES

1) Each team uses one meteor

2) Partners face each other and stand close to one another

3) The youngest partner begins by throwing the meteor to their partner

4) Once a player has caught a meteor, he/she takes one step backward

5) The players continue to throw the meteor and taking steps backward once the meteor has been caught

6) If a player drops the meteor, the players restart and stand close together once again

7. Put the students in teams of two

8. Have the students face their partner, standing in two lines

9. Monitor the students while they are playing


It is almost time to go back inside; you can each throw the meteor two more times. When you have thrown it twice, please bring me your meteor and line up behind me. This time when we go inside, pretend that you are a star and twinkle your hands without touching anybody else!

SOURCE:

Website:

Sun, Moon, Stars & Planets Theme. (n.d.). Angelfire. Retrieved April 8, 2010, from

http://www.angelfire.com/dc/childsplay

Traditional:

The main idea of the game

ART

TITLE OF ACTIVITY: Coffee Filter Planets

CONCEPTS FOSTERED:

1. There are two kinds of planets: gas giants and rocky planets


LEARNING OBJECTIVE:

Given the coffee filter planets activity, the students will design their own planet.



Domain Component: Imagination and Invention


1. Approach tasks and experiences with flexibility, imagination, and inventiveness.

Page Number: 24

Domain: Creativity and the Arts

Domain Component: Creating


1. Use a variety of media and materials for exploration and creative expression

2. Participate in art and music experiences.

Page Number: 38

MATERIALS NEEDED:

· Coffee Filters

· Markers

· Spray Bottle

· Water

· Black Paper

· Glue

· Gel pen for black paper

· Plastic lid

· Q-tips

INTRODUCTION:

In order to review our planets, let’s sing the planet song!

Planet Song

Sung to “Twinkle Twinkle Little Star”

Here are eight planets that we know.Round and round the Sun they go.Mercury, Venus, Earth, and Mars,Are rocky planets near our star.

Jupiter, Saturn, Uranus, Neptune.All gas giants with many moons.These are the eight planets that we know.Round and round the Sun they go.

Just for fun today, each of you will be creating the ninth planet in the solar system! You will be using different materials to create the planet! Here is an example of what your work might look like. (Show the students an example of the coffee filter planet).

PROCEDURE:

1. Tell the students the process in which you made your ninth planet. (Colored the coffee filter, sprayed it with water, and glued it to black paper).

2. Hand out each student a coffee filter. Have them take out their markers, or pass out the markers to the students. Tell the students to be creative and create a design on their planet. Emphasize the fact that each planet should be unique.

3. As the students are ready, have them spray their coffee filter with the spray bottle filled with water.

4. Give the students glue and black paper. Tell them to put glue on the back of their coffee filter (the side that they did not color on) and paste it to the black paper. (It is easier to put the glue in a plastic lid and have students use Q-tips to apply the glue on the back of their coffee filter)

5. Encourage the students to think of a name for the new planet. Ask them if it belongs with the gas giants or rocky planets and where its place is within the solar system. Invite them to have a conversation with their tablemates about what their planet is like.

6. Write the name of each child’s planet on the top of the black paper with a gel pen.

7. Have the children use gel pens to draw stars around their planet, if desired.


It is time to clean up our art project now. As you finish, please clean up any mess that might have been left behind. Wipe up any glue that might be spilled and put away your materials. You may choose to leave your project at school to be hung up or take it home. (Where possible, have the students hang up their own planets). (Dismiss the students by the color they are wearing).

SOURCE:

Website:

Pre-K Space Theme Unit - PreKinders. (n.d.). PreKinders: Website for Pre-K & Preschool Teachers.

Retrieved April 11, 2010, from http://prekinders.com/spaceunit

GROSS MOTOR

TITLE OF ACTIVITY: Moon Walk

CONCEPTS FOSTERED:

7. Gravity is a force which holds all the planets and moons in place.



LEARNING OBJECTIVE:

Given the moon walk activity, students will count down from 10 to zero.

Given the moon walk activity, the students will squat down and jump up.

Given the moon walk activity, the students will pretend to walk on the moon.



Domain Component: Imagination and Invention


1. Approach tasks and experiences with flexibility, imagination and inventiveness.

Page Number: 24




1. Develop large muscle control and coordination.

Page Number: 50

MATERIALS NEEDED:

· Chalkboard

· Chalk

· Sponges

· String

· Grey Sheet

· Picture of a space shuttle

INTRODUCTION:

Today, we are going to be astronauts! Does anybody know what an astronaut is? An astronaut is somebody who flies in a rocket and goes into space. We have had astronauts land on our very own moon. Would you like to go to the moon today? Before we go, we need to train to be astronauts. Can everybody stand up please? (Demonstrate all stretches) Reach down as far as you can without bending your knees and touch your toes. Now reach up to the sky. Reach sideways, and to the other side. Stretch your arm across your body, now your other arm. Okay, we are almost ready to go to the moon.

PROCEDURE:

1. Write the numbers 10 through zero on the chalkboard.

2. Show the children the picture of a space shuttle and tell them to pretend they are inside of one.

3. Have the children stand within the room so that they have enough space but can still see the chalkboard.

4. Tell the students that first you must take a ride in the space shuttle before you can get to the moon.

5. In order to blast off from Earth, you must count backwards from 10.

6. Have the students practice counting from 10 to zero and say blast off after zero.

7. Explain that the students first need to squat down. Then when everyone says blast off, to jump up as high as they can.

8. Demonstrate and countdown from 10 to zero with the students. When everyone says blast off, jump up.

9. Tell the students that they are flying through space. Narrate the trip and have the students move their bodies from left and right as they fly through space.

10. Tell the students that they have made a safe landing on the moon. They have to be very careful because on the moon, there is very little gravity. Tell them that gravity is a force that makes things stay in one place. Explain that if we didn’t have gravity, we would float away into space. On the moon, there is less gravity on Earth, so our bodies feel very light and it seems as though we are moving in slow motion. Tell them that astronauts found it difficult to walk on the moon.

11. Tell the students that since there is less gravity, they have to wear special shoes on the moon.

12. Tie a sponge on each child’s feet.

13. Tell them that it is safe to exit the space shuttle. Walk the students over to a large grey sheet (or two sheets, depending on class size).

14. Tell the students to explore the moon. Have them walk, jump, skip and hop on the moon. Let them explore the space shoes on their own while monitoring the students for safety.

15. It’s almost time to go back to our shuttle, please take your moon shoes off (help where needed).


We have had a big day on the moon, now it is time to head back to our home planet. Who remembers the name of our home planet? Yes, let us go back to Earth. Everybody aboard the spaceship! (Go back to original spot, off of the sheets) It’s almost time to blast off, get in your positions! (Have the students squat). Okay, ready? 10, nine, eight, seven, six, five, four, three, two, one, blast off! (Have students jump) Welcome back to Earth. Please find a seat on the carpet. Dismiss the students by having them say one thing that they learned on their adventure to the moon.

SOURCES:

Website:

"Pre-K Space Theme Unit - PreKinders." PreKinders: Website for Pre-K & Preschool Teachers. N.p., n.d.

Web. 22 Apr. 2010.

Adapted From:

Newman, Sherry. "Space Games." The Perpetual Preschool. N.p., 18 Jan. 2001. Web. 22 Apr. 2010.

Image:

http://scrapetv.com/News/News%20Pages/Science/Images/space-shuttle-endeavour-launch-2.jpg

FINE MOTOR

TITLE OF ACTIVITY: Stargazer

CONCEPTS FOSTERED:



LEARNING OBJECTIVE:

Given the stargazer activity, the students will trace a constellation.

Given the stargazer activity, the students will create a mechanism for viewing the constellation.



Domain Component: Fine Motor Development


1. Develop small muscle control and coordination

2. Use eye-hand coordination to perform a variety of tasks

3. Explore and experiment with a variety of tools

Page Number: 52

MATERIALS NEEDED:

· Empty paper towel roll

· Aluminum foil

· Push pin

· Hole punch

· Constellation Guide

· Scissors

· Rubber Band

· Markers

· Our Stars by Anne Rockwell

INTRODUCTION:

How many of you have ever looked at the sky when it is dark out and there are no clouds in the sky? What did you see? Those glowing, twinkling lights in the sky are stars. Did you know that there is only one star in our solar system? Can anybody guess what it is? The star that we have in our solar system is the sun! Outside of our solar system though, there are billions and billions of stars. A long time ago, people on Earth used stars to tell the time. They made up patterns for the stars which we call constellations. Repeat after me, constellations.

PROCEDURE:

1. Inform the students that you will be reading a book called Our Stars by Anne Rockwell, so that they can learn more about stars.

2. Read Our Stars

3. Ask the students if they have any questions about the book or about stars.

4. Show the students a picture of each of the constellations and the month that it represents.

5. Show the students an example of a stargazer that you made. Tell them which constellation you chose to create and why. (I chose to create the constellation Libra, because it represents the month I was born; October)

6. Pass the stargazer around and have children look through the hole, toward the light, in order to view the constellation.

7. Tell the students that they will be making their own stargazer, choosing any constellation that they want.

8. Have the students move to tables.

9. Place printouts of each of the constellations at each table; invite the students to choose which constellation they would like to make today.

10. Pass out the materials, except the push pin.

11. Invite the students to decorate the paper towel roll using the markers.

12. Have the students punch a hole in the middle of a piece of pre-cut, black paper.

13. Have the students put the paper over the top of the paper towel roll and wrap it with a rubber band.

14. Help the students attach a piece of aluminum foil to the other end with a rubber band.

15. Place the desired constellation over the aluminum foil, use it as a guide and have students use the push pin to put holes where the red dots are, and through the foil.

16. Write the name of the constellation on each students stargazer

17. Have the students remove the constellation guide and look through the hole toward the light to view their constellation. Remind the students not to look directly at the sun because it is dangerous for their eyes.


Now that you have made your stargazer, trade with a few friends to look at the constellation that they chose. Tonight, if the weather is clear and the stars are out, go outside with your parents and take a look in the sky. See if you can find your constellation! Remember, that some of them the constellations not out this time of year so don’t get upset if you can’t see it. (Dismiss the students and have them say the name of the constellation they created and why)

SOURCE:

Website:

"Science Fun: Make a Stargazer." Easy Fun School. N.p., n.d. Web. 22 Apr. 2010.

For printouts of the constellation guides: http://spaceplace.jpl.nasa.gov/en/kids/st6starfinder/st6starfinder.shtml

LARGE GROUP

TITLE: Meteor Poets

CONCEPTS FOSTERED:


LEARNING OBJECTIVE:

Given the Meteor Poets activity, the students will create a meteor.





2. Listen with understanding to stories, directions, and conversations.

Page Number: 30


Domain Component: Fine Motor Development


1. Develop small muscle control and coordination

Page Number: 52

MATERIALS NEEDED:

· Styrofoam balls

· Aluminum Foil

· Silver Ribbon

· Packing tape

· Copy of the book Comets, Stars, the Moon, and Mars by Douglas Florian

· Example of previously made meteor

INTRODUCTION:

Good morning, class! Does anybody know what poetry is? (Take answers from multiple students) Poetry is a different style of writing. Poetry can be written in many different ways. Today, we will be learning more about space through poetry. Then, we will be making our very own meteors, which we will use tomorrow!

PROCEDURE:

1. Have the students sit in a circle, on a rug

2. Show the students the copy of the book and introduce the title

3. Select a few poems to read aloud to the students. Use vocal variety and emphasize important words. Select poems from the book such as the Sun, Earth, Comets, Meteors and Asteroids. End with the poem about Meteors for the purpose of this lesson.

4. Have a brief discussion with the students about the contents of each poem being read.

5. Tell the students that they will have a change to make their very own meteor.

6. Show the students the meteor that you created. Pass it around the circle so that every student can see it.

7. Tell the students that sometimes, meteors fall and hit Earth. Most of the meteors are very small or break up before they hit the Earth. Explain that sometimes there are meteor showers. Meteor showers look like stars falling down on Earth.

8. Pass out a Styrofoam ball to each student and tell the students to hold onto their ball.

9. Pass out aluminum foil for each student.

10. Explain that they students must wrap the Styrofoam ball in the aluminum foil like a present. Help students where needed/wanted.

11. Hand out pieces of silver ribbon for the tail and durable tape to attach the tail to the meteor.

12. Initial each students meteor

13. Invite the students to stand up and toss their ball gently in the air, while trying to catch it.


Please sit down and keep your meteor in your lap. Remember, you will get a chance to use these meteors tomorrow to play a fun game! I am going to collect your meteors but we will know which one is yours because it has your initials on it. As I call your name, please stand up and give me your meteor and line up at the door.

SOURCE:

"Free crafts for kids - make a comet.." Kids crafts - free childrens activities and gifts for kids.. N.p., n.d.

Web. 22 Apr. 2010.

MUSIC I

TITLE: “The Family of the Sun”

CONCEPTS:


2. The four outermost planets are gas and include: Jupiter, Saturn, Uranus and Neptune.



LYRICS:

Sung To: “The Farmer in the Dell”

The family of the Sun,The family of the Sun,Here are nine planets inthe family of the Sun.

Mercury is hot,And Mercury is small.Mercury has no atmosphere;It's just a rocky ball.

Venus has thick cloudsThat hide what is below.The air is foul; the ground is hot.It rotates very slow.

We love the Earth our home,Its oceans and its trees.We eat its food; we breathe its air,So no pollution, please.

Mars is very red.It's also dry and cold.Some day you might visit MarsIf you are really bold.

Great Jupiter is big.We've studied it a lot.We found that it has lots of moons,And a great big, red spot.

Saturn has great rings.We wondered what they were.Now we know they're icy rocksWhich we saw as a blur.

Uranus is far.It's cold and greenish-blue.We found it rotates sideways,And it has a lot of moons.

Neptune has a spot;A stormy patch of blue.The planet has a lot of cloudsAnd rings around it, too.

SOURCE:

"Encyclopedia Smithsonian: The Family of the Sun - Song for Children." Smithsonian Institution. N.p., n.d.

Web. 22 Apr. 2010.

MUSIC II

TITLE: Solar System

CONCEPTS:

4. The Sun is a star in our solar system.



LYRICS:

Sung To: “Twinkle, Twinkle Little Star”

Twinkle, twinkle, little star,Oh so bright and oh so far.In the sky, a tiny dot.Glowing gas that’s very hot!Twinkle, twinkle, little star,Oh so bright and oh so far.

Beaming, beaming, gleaming moon,Like a giant white balloon,Round and round the Earth you spin,Through the month, new shapes you’re in.Beaming, beaming, gleaming moon,Like a giant white balloon.

Glowing, glowing, red-hot sun.Shining light on everyone.Earth goes round you once a year.You’re a star with atmosphere!Glowing, glowing, red-hot sun,Shining light on everyone.

SOURCE:

" Outer Space Preschool Storytime." Johnson County Library Blogs — Connecting with patrons,

connecting with colleagues. Web. 22 Apr. 2010.

.

FINGERPLAY I

TITLE: “Sunshine”

CONCEPTS:

4. The sun is the only star within our solar system.


8. Because of its distance from the sun, Earth is the only planet in our solar system that has an abundant water supply and supports evolution and life.

FINGERPLAY:

The sun makes the outside a warm place to play (arms above head in circle) It makes the flowers grow each day (holding up hands wiggling fingers) The sun hides its face during the night (cover face with hands) But during the daytime it shines - oh so bright (arms above head in circle)

SOURCE:

"Sunshine Theme." Step By Step Child Care. N.p., n.d. Web. 22 Apr. 2010.

FINGERPLAY II

TITLE: “Countdown to the Moon”

CONCEPTS:


12. Astronauts have traveled to the moon.

FINGERPLAY:

Come on, everybody! Let's go to the moon! (Motion "come one" with one hand)

Hurry, hurry! We're leaving soon! (Pretend to tap watch)

Put up your hand and let's all count. (Hold up 5 fingers)

We're going to lift off and zoom about! (Sweep other hand upward from hip)

Ready? 5...4...3...2...1... (Show each number of fingers)

Blast off! (Jump up and raise both hands in the air)

SOURCE:

"Pre-K Space Theme Unit - PreKinders." PreKinders: Website for Pre-K & Preschool Teachers. N.p., n.d.

Web. 22 Apr. 2010.

NON-BOOK STORY

TITLE: Goldilocks and the Three Planets

CONCEPT:


METHOD OF DELIVERY: Magnet Board

STORY SUMMARY: Goldilocks lives on a star far, far away from the Milky Way Galaxy. One day, she decides that she is lonely and would like to find another place to live. She is tired of living on such a bright, hot, star. So she packs up all of her belongings and climbs aboard her spaceship. Goldilocks is nervous about her adventure but hopes to find a better place to call her home. Once aboard her spaceship, Goldilocks counts down “10, 9, 8, 7, 6, 5, 4, 3, 2, 1, Blast off!” Traveling through the Universe she comes across a solar system with one sun and 8 different planets. Close to the sun, she sees three planets that look like they might be suitable for living. These three planets are Venus, Earth, and Mars. The first planet she decides to try out is Venus. When she lands on Venus, she takes a look around. When she looks up she sees a red sky. All over the ground there are many Volcanoes. Goldilocks then began to sweat and proclaimed, “This planet is too hot!” So she went off in search of another home. The next planet Goldilocks landed on was Mars. Again, Goldilocks steps off her spaceship and takes a look around. She notices that there are clouds, but there is no rain. Goldilocks begins to shiver and declares, “This planet is too cold!” Discouraged, she takes off again. From her spaceship, Goldilocks sees a planet that looks blue, white and green. She decides to see if this planet will make a good home. On her way, she flies past a large, grey sphere with many craters in it. Upon landing, Goldilocks climbs out of her ship. She looks up and sees a beautiful blue sky. She looks around and sees green trees and vibrant flowers. She notices people swimming in a nearby lake. She can hear birds chirping nearby. She takes a deep breath and smiles, “This planet is juuust right.” She knows she has found her home.

SOURCE:

Original:

Julie Kleinschmidt

Traditional:

Goldilocks and the Three Bears

Patterns for Magnet Story

DRAMATIC PLAY

TITLE: Space Station

CONCEPTS:


DESCRIPTION/MATERIALS: The dramatic play area will be a space station located on another planet. There will be a variety of homemade costumes for the students to use. There will be a variety of white clothes such as overalls, sweatpants, shorts, shirts, and gloves for the students to wear. There will also be homemade patches that have Velcro on the back to stick to clothes. The patches will say things such as USA and NASA. There will also be helmets, black felt belts and rubber boots that have been spray painted silver. There will also be homemade air tanks. The air tanks will be made out of two, two liter bottles that are taped together. Straps can be hot glued on them so that the children can wear them on their backs. Other miscellaneous clothing will be available to look like ‘alien’ costumes. These will be made out of colorful and shiny fabrics. The materials will be in boxes and the student will be free to invent their own costumes. The walls surrounding the dramatic play area will be covered in black paper and glow in the dark stars. A space center will be made out of large appliance boxes. They will be painted grey and labeled “Space Station.” Inside the space station there will be a control panel. The control panel will consist of old keyboards and cell phones so there are buttons for the children to press. Other materials included will be a fake telescope made out of a paper towel roll, glow sticks, head phones and walkie talkies.

LANGUAGE DEVELOPMENT: Language development will be addressed through a variety of print around the dramatic play area. The space station, control panel, and costumes will be labeled. The children are also being exposed to a keyboard within the control panel. Since the space station is on another planet, astronauts will have to talk to the ‘aliens’ to learn more about their planet and ‘aliens’ will have to talk to astronauts to learn about them.

SOURCE:

Website:

Kalpendra. "The Importance Of Dramatic Play In Preschool." Article Base. N.p., 15 Apr. 2010. Web. 22

Apr. 2010.

dramatic-play-in-preschool>.

ATTENDANCE/CHECK IN IDEA

TITLE: Jupiter’s Moons

CONCEPT:


IDEA: Students names will be written on small, color cutouts of a picture of a moon. (I chose the moon Io so there would be a color contrast between Jupiter and the name tags) The name tags will be laminated. The name tags will be kept in a small basket toward the front of the room. Upon arrival, the students will find their name in the basket and place them on a large print out of the planet Jupiter. Jupiter will also be laminated. Jupiter will be filled with small pieces of Velcro depending on how many students are in the class. Each name tag will also have a piece of Velcro attached to it.

SOURCE:

Original: Julie Kleinschmidt

SNACK

TITLE: Zero Gravity Snack

CONCEPTS:



DIRECTIONS: Give each child a Ziploc bag. Use one package of pudding for four children. Help the children put instant pudding in each of their bags. Help the children add the corresponding amount of milk to follow the recipe. Make sure that all bags are completely sealed. Let the students carefully mush, squish and shake the bags until the pudding gets thick. Trim a small amount of each of the corners of the bag so that the children can suck the pudding out. Explain that astronauts have to eat differently while they are in space because there is no gravity. Serve this snack with water.

SOURCE:

"Space Snacks." The Perpetual Preschool. N.p., 29 June 1999. Web. 22 Apr. 2010.

FIELD TRIP

TITLE: Planetarium

CONCEPTS:

4. The Sun is a star in our solar system.




PREP: Explain to the students that the planetarium is similar to a museum. It is a place where you go to learn about stars and other things in space. Tell them that they will be going into a room with a dome shaped ceiling. They will be looking at and learning about the night sky. Prepare them for any other event that you might be attending at the planetarium as well. Remind them that they need to be good listeners at the planetarium. Assign students buddies and go over guidelines for fieldtrips. Explain that there are teachers at the planetarium who will help them understand and answer questions that they might have about the solar system.

SOURCE:

Original: Julie Kleinschmidt

RESOURCE PERSON

RESOURCE PERSON: Somebody from the local Recycling Company or agency

CONCEPTS:


STUDENTS PREP: Remind the children that Earth is the only planet in our solar system that people can live on. Earth is so unique because there is water, trees, and grass. People who live on Earth cause harm to the planet in many ways. One of the ways that we can help save and protect the Earth is to recycle! Tell the student that somebody is going to be coming in to talk about how recycling can protect our Earth.

VISITORS PREP: Tell the recycling person that the students have not been learning specifically about Earth, but about different parts of the solar system. Tell them that they have discussed how important it is to protect Earth because it is so unique within the solar system.

SOURCE:

Original:

Julie Kleinschmidt

HOME SCHOOL CONNECTION

TITLE: Phases of the Moon

CONCEPTS:


DESCRIPTION: Send home a letter and sample chart of the phases of the moon (see attached). Explain to the students that the moon changes every night because it is rotating the Earth and the Earth is rotating the Sun. The amount of light that the Sun shines on the Earth affects how much of the moon that we can see. Have the students sit down with their parents each night to draw the phases of the moon. Create a “Phases of the Moon” book with the sample chart on the cover. Provide the number of pages the children will be observing with the date on each page.

SOURCE:

Adapted From:

Warner, P (2010). Sensational Science. Class lecture notes for Early Childhood

Curriculum I. Winona State University: Winona, MN

PARENT LETTER:

Dear Parents or Guardians,

This week we will begin our unit on the solar system. Your children will be learning more about the planets within the solar system, the Sun, astronauts, stars and many other parts of the solar system. I have many exciting and challenging lessons planned for this week. We will end our unit on Friday with a trip to the planetarium.

I encourage you all to become involved in this unit by taking your children outside and looking at the stars and the moon. Our home school connection this week will be a book that is entitled “My Phases of the Moon Book.” I have attached it at the end of this letter. What I am asking of you is to take a look at the moon every night with your child. Observe what the moon looks like and draw a picture of it in the book provided. Talk about how the moon looks different every night. Below I have attached some resources for more information about the phases of the moon.

Thank you for your cooperation and do not hesitate to contact me if you have any questions.

Resources:

http://www.moonconnection.com/moon_phases.phtml

http://www.space.com/spacewatch/mystery_monday_030908.html

Sincerely,

Julie Kleinschmidt

[email protected]

815-529-7455

My Phases of the Moon Book

WEEKLY BLOCK SCHEDULE

Monday

Tuesday

Wednesday

Thursday

Friday

Circle Time

Introductory Activities

Goldilocks and the Three Planets

Music I

Fingerplay I

Music II

Planetarium

Table/Play Time

Space Station

Moon Walk

(Space Station)

Coffee Filter Planets

(Space Station)

Ordinal Numbers in Space

(Space Station)

Planetarium

Snack

Zero Gravity Snack

Planetarium

Outside

Flying Meteors

Bringing the Solar System to Life

Planetarium

Nap

Planetarium

Circle Time

Meteor Poets

Stargazer

Recycling Resource Person

Fingerplay II

Planetarium

CHILDREN’S BOOKS WITH SUMMARIES

1. The Sun is My Favorite Star by Frank Asch

This story follows the Sun from morning until night. The Sun wakes up a small child, and plays a part of his entire day. They play hide and seek when the Sun goes behind a cloud. Science is taught when the young child learns that the sun is hot and bright because a leaf smoldered when a magnifying glass was put under the sun. There are large, bright watercolor drawings to enhance the book.

2. Mooncake by Frank Asch

This story is about a bear who is curious as to what the moon tastes like. He builds a rocket ship so that he can go to the moon and have a taste. The construction of his rocket ship goes into late fall. When he begins his countdown to go to the moon, he falls asleep. He wakes up when the wind begins to blow. Never having seen winter before, he goes outside of his rocket ship and believes that he is on the moon.

3. What’s Out There by Lynn Wilson

This is a short, simple and easy to understand books. Wilson gives information regarding the nine planets and their relation to the sun. She covers how the Earth travels around the Sun, and how it spins. She also talks about the Moon, gravity, and asteroids. This book serves as a simple introduction to the Universe.

4. The Magic School Bus Lost in the Solar System by Bruce Degen

The students in Miss Frizzle’s classroom have a trip to the planetarium planned. When that falls through, Miss Frizzle saves the day by launching the school bus into space. The students visit the Moon, the Sun, Mercury, Venus and Mars. When an asteroid breaks one of the tail lights, Miss Frizzle gets lost in space. The students explore the outer planets by themselves but reconnect later in the classroom.

5. The Planets by Gail Gibbons

This is a non-fiction book explaining parts of our solar system. She uses short, declarative sentence describing every planet in the solar system. She also describes concepts such as days, years, orbit and rotation. Simple illustrations fill the pages.

6. Curious George and the Rocket by H.A. Rey

George is curious about rockets and space. After several times of getting himself into trouble, George blasts off into space. His adventures are followed through his time in space accompanied by colorful illustrations. After all his mishaps, George ends up being the first monkey in space and gets a medal.

7. Green Wilma, Frog in Space by Tedd Arnold

Green Wilma is hungry and determined to catch a delicious fly when she is down by her pond. She is too busy trying to catch a fly that she does not notice when a family of aliens are near her pond. On accident, the alien parents take her instead of their child, Blooger. Wilma is hungry and confused, but she has the time of her life.

8. Papa, Please Get the Moon for Me by Eric Carle

Monica wants to play with the moon, but she cannot reach it. So, she asks her father to get it for her. Papa climbs on a ladder above a mountain but the moon is too large. He waits until it is smaller and brings it to his daughter so she can play with it until it shrinks and disappears. The moon then reappears in the sky. The illustrations are done in large, colorful brushstrokes.

9. Our Earth by Anne Rockwell

This is a simple book that talks about geographical components of the Earth. The sentences are simple and state basic information about the North and South Poles, islands, water, deserts, caves, mountains, and rainforests. Colorful and uncomplicated illustrations accompany the text.

10. Big, Silver, Space Shuttle by Ken Wilson-Max

This story is about a space shuttle that prepares for liftoff, and blasts off into space. The shuttle releases fuel tanks and launches a weather satellite. The terminology is advanced but it will hold the students attention because of the complex flaps and intricate details.

RESOURCES

CanTeach: Songs & Poems - Space. (n.d.). CanTeach - resources for educators. Retrieved March 22, 2010,

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"Encyclopedia Smithsonian: The Family of the Sun - Song for Children." Smithsonian Institution. N.p., n.d.

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"Free crafts for kids - make a comet.." Kids crafts - free childrens activities and gifts for kids.. N.p., n.d.

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Kalpendra. "The Importance Of Dramatic Play In Preschool." Article Base. N.p., 15 Apr. 2010. Web. 22

Apr. 2010.

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Kirkland-Mullins, W. (n.d.). 96.06.08: Our Planet . . . Our Solar System. Yale University.

Retrieved April 22, 2010, from http://www.yale.edu/ynhti/curriculum

Newman, Sherry. "Space Games." The Perpetual Preschool. N.p., 18 Jan. 2001. Web. 22 Apr. 2010.

" Outer Space Preschool Storytime." Johnson County Library Blogs — Connecting with patrons,

connecting with colleagues. Web. 22 Apr. 2010.

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Pre-K Space Theme Unit - PreKinders. (n.d.). PreKinders: Website for Pre-K & Preschool Teachers.

Retrieved April 11, 2010, from http://prekinders.com/spaceunit

Preschool Education Music & Songs: Space. (2001, April 29). Preschool Education:

Discover The Fun In Learning. Retrieved March 23, 2010, from

http://www.preschooleducation.com/sspace.shtml

Sally Spooner, Sunset Elementary School, Cody, Wyoming

"Science Fun: Make a Stargazer." Easy Fun School. N.p., n.d. Web. 22 Apr. 2010.

"Space Snacks." The Perpetual Preschool. N.p., 29 June 1999. Web. 22 Apr. 2010.

Sun, Moon, Stars & Planets Theme. (n.d.). Angelfire. Retrieved April 8, 2010, from

http://www.angelfire.com/dc/childsplay

"Sunshine Theme." Step By Step Child Care. N.p., n.d. Web. 22 Apr. 2010.

Warner, P (2010). Sensational Science. Class lecture notes for Early Childhood

Curriculum I. Winona State University: Winona, MN

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