First Grade, Spinning Into Space 2002 Colorado Summer Writing Institute 1

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1 Spinning into Space Grade Level or Special Area: 1st Grade - Science Written by: Autumn C. Holland, Indian Peaks Charter School, Granby, CO Martha J. Hund, Cardinal Community Academy, Keenesburg, CO Length of Unit: Nine lessons (45 minutes-one hour each day) I. ABSTRACT In this unit first grade students will develop an understanding of the Earth and its place in the Universe. Through many hands-on activities, pictures, and informational books, the students will be able to visualize the planets and their positions in space. Beginning with the source of our energy, heat, and light, the Sun, the students will travel through each lesson throughout the Universe. By enlarging their view of their Universe, the students will learn attributes of each of the nine planets. By teacher demonstrations, the first grade student will observe the phases of the moon and the wonder of our constellations. II. OVERVIEW A. Concept Objectives 1. Students understand the process and interactions of Earth s systems and the structure and dynamics of Earth and other objects in space. (Colorado Standard 4) B. Content from the Core Knowledge Sequence 1. Sun: source of energy, light, heat (page 39) 2. Moon: phases of the moon (full, half, crescent, new) (page 39) 3. The nine planets (page 39) 4. Stars (page 39) 5. Earth and its place in the Solar System (page 39) C. Skill Objectives 1. The students will be able to recognize that the Sun is a principal source of Earth s heat and light. (Colorado Standard 4.2a.) 2. The students will visualize the size of the Sun in comparison to the size of the Earth. 3. The students will learn that the Sun is at the center of our Universe. 4. The students will know that the Sun is a star and not a planet. 5. The students will understand that the nine planets rotate around the Sun. 6. The students will learn the Sun is composed of gases, has an atmosphere, and sunspots. 7. The students will visualize the four different phases of the Moon. 8. The students will understand that the Sun, and the rotation of the Earth, influences the phases of the Moon by its rotation around the Earth. 9. The students will be able to identify the near and the far side of the Moon. 10. The students will recognize how craters are formed on the Moon's surface. 11. The students will be able to visualize an eclipse. 12. The students will understand how an eclipse occurs with the Sun and the Moon. 13. The students will understand the concept that the Sun heats planets that are closer to it more than planets that are further away. 14. The students will be able to visualize where Mercury and Venus are located in the Solar System. 15. The students will be able to visualize where Mars and Jupiter are in the Solar System. 16. The students will understand that a planet can have more than one moon. First Grade, Spinning Into Space 2002 Colorado Summer Writing Institute 1

2 17. The students will be able to visualize where Saturn and Uranus are located in the Solar System. 18. The students will learn about the different types of rings around Saturn. 19. The students will learn that Uranus is known as the planet-on -its-side. 20. The students will be able to visualize where Neptune and Pluto are located in the Solar System. 21. The students will learn about the different types of weather on Neptune. 22. The students will learn how Pluto was discovered. 23. The students will realize that the rotation of the Earth is what changes day into night. 24. The students will understand that it takes 24 hours for the Earth to rotate one time around the Sun. 25. The students will learn that when it is light on one side of the Earth, it is dark on the other side. 26. The students will recognize the constellation the Big Dipper. III. IV. BACKGROUND KNOWLEDGE A. For Teachers 1. What Your First Grader Needs to Know by E.D. Hirsch, Jr. 2. Solar System, Primary: The Mailbox Theme Series (background for teachers) 3. Web site: 4. Web site: B. For Students 1. Taking Care of the Earth, Core Knowledge Sequence in Kindergarten 2. Seasons and the Weather, Core Knowledge Sequence in Kindergarten RESOURCES A. My Picture Book of the Planets, by Nancy E. Krulik B. Our Solar System, by Seymour Simon C. The Moon Book, by Gail Gibbons D. The Big Dipper, by Franklyn M. Branley E. The Sun, by Jenny Tesar F. Earth: Our Planet in Space, by Seymour Simon G. Mercury, by Gregory L. Vogt H. Venus, by Gregory L. Vogt I. Mars, by Gregory L. Vogt J. Jupiter, by Gregory L. Vogt K. Saturn, by Gregory L. Vogt L. Uranus, by Gregory L. Vogt M. Neptune, by Gregory L. Vogt N. Pluto, by Gregory L. Vogt O. Solar System, Primary, The Mailbox Series P. What Your First Grader Needs to Know, by E. D. Hirsch, Jr. Q. The Earth, by Cynthia Pratt Nicolson R. Glow-in-the-Dark Night Sky Book, by Clint Hatchett First Grade, Spinning Into Space 2002 Colorado Summer Writing Institute 2

3 V. LESSONS Lesson One: Our Energy Source, the Sun! A. Daily Objectives 1. Concept Objective(s) a. Students understand the process and interactions of Earth s systems and the structure and dynamics of Earth and other objects in space. (Colorado Standard 4) 2. Lesson Content a. The Sun 3. Skill Objective(s) a. The students will be able to recognize that the Sun is a principal source of Earth s heat and light. (Colorado Standard 4.2a.) b. The students will visualize the size of the Sun in comparison to the size of the Earth. c. The students will learn that the Sun is at the center of our Universe. d. The students will know that the Sun is a star and not a planet. e. The students will understand that the nine planets rotate around the Sun. f. The students will learn the Sun is composed of gases, has an atmosphere, and sunspots. B. Materials 1. The Sun, by Jenny Tesar 2. A round piece of cardboard about 1 foot across per student (the cardboard from a frozen pizza works well) 3. Different colors of construction paper or oak tag 4. Scissors 5. Tape 6. String/yarn cut into approximately 12-inch lengths 7. Pencil, crayons, or markers 8. Large piece of yellow paper cut into the shape of the Sun 9. Hole punch 10. Templates of sun for students to trace around 11. Yellow punch ball/basketball 12. Gum ball 13. Appendices A, B and F C. Key Vocabulary 1. Energy: power that makes heat and light 2. Solar: sun 3. Surface: outside layer of something 4. Sunspots: dark spots on the Sun, cooler than other parts of the Sun s surface 5. Gas: a substance, such as air, that has no shape and can only be felt when it moves 6. Atmosphere: the layer of gases that surround the Sun and each of the planets 7. Solar System: a group of celestial bodies that orbit the star called Sun D. Procedures/Activities 1. Inform the students that we are going to take an imaginary rocket ship journey to the center of our Solar System. 2. Elicit discussion on where we might be traveling. Guide the children s discussion towards the Sun. 3. Hang the paper Sun in front of the classroom and begin discussing the necessary vocabulary. (See Appendix A for Sun diagram idea.) First Grade, Spinning Into Space 2002 Colorado Summer Writing Institute 3

4 4. After discussing vocabulary, read the book The Sun, by Jenny Tesar. Ask the students the following discussion questions: a. What is the Sun? (a star) b. What is its shape? (It is round like a ball.) c. Where is the Sun located in our Solar System? (at the center) d. How many planets travel around the Sun? (nine) e. Is the Sun solid? (No, it is made of very hot gases.) f. Does the the Sun's surface stay the same? (No, it is always changing.) g. What do sunspots look like? (They appear as dark spots on the surface.) h. What are the gases around the Sun called? (Its atmosphere.) i. What is an aurora? (It is a glow in the atmosphere of the earth near the North and South Pole.) j. What is a solar eclipse? (It occurs when the Moon is between the Earth and the Earth.) k. Does the Sun shine all of the time? (Yes, but you only see it at daytime.) l. What does the Sun give us? (Light, heat, and energy) 5. Demonstrate to the students with yellow punch ball/basketball and gumball how the Sun is larger than the Earth as discussed on page 5, The Sun by Jenny Tesar. 6. Begin to create the mobile of the nine planets. (You may want prepare cardboard circle before lesson!) (See Appendix B.) 7. Pass the cardboard circle that has been divided into four parts to the students. (See Appendix B.) 8. Instruct the students that the middle point where the lines cross will be the position where the sun will be hung. 9. Punch holes in the cardboard according to how the planets are located in proportion to the Sun. (Four holes for the inner planets and five holes for the outer planets. These could be hole punched ahead of time.) 10. Pass out yellow paper and templates for the children to trace around and then cut out. 11. Instruct the students to label the planet as the Sun on one side of the paper. 12. Punch one hole in the top part of the Sun, pass out string/yarn, and tie a knot into hole. 13. Attach Sun in the center of the cardboard circle. 14. Have students put their mobiles in a safe place in the room for the next lesson. E. Assessment/Evaluation 1. Teacher observation of students participation during discussion of the Sun. Lesson Two: The Moon and All of Its Phases A. Daily Objectives 1. Concept Objective(s) a. Students understand the process and interactions of Earth s systems and the structure and dynamics of Earth and other objects in space. (Colorado Standard 4) 2. Lesson Content a. The Moon 3. Skill Objective(s) a. The students will visualize the different phases of the Moon. b. The students will be able to identify the near and far side of the Moon. c. The student will recognize how craters are formed on the Moon s surface. First Grade, Spinning Into Space 2002 Colorado Summer Writing Institute 4

5 B. Materials 1. The Moon Book, by Gail Gibbons 2. Orange, half peeled 3. Flash light 4. Popsicle stick 5. Darkened classroom 6. Appendix C, Moon Phases 7. Large Styrofoam ball 8. One smaller Styrofoam ball for each student 9. Rock for teacher and a small rock for each student C. Key Vocabulary 1. Phases: the different shapes we see as the Moon moves around the Sun 2. Near side: the side of the Moon that is always facing the Earth 3. Far side: the side of the Moon that is always turned away from the Earth 4. Rotation: when something moves around another object 5. Crater: a large indent caused by meteors 6. Orbit: the invisible curved path followed by one object, such as the Moon, around another object, such as the Earth D. Procedures/Activities 1. Read the book The Moon Book, by Gail Gibbons. Ask the students the following discussion questions: a. What is the brightest and the biggest light in our sky? ( the moon) b. Does the Moon make its own light? (No, it reflects the sun's light.) c. What is it made up of? (rock and dust) d. What is an orbit? (It is the path of one object around another.) e. Does a man really live in the moon? ( No, it is legend.) f. How long does it take for the Moon to travel around the Earth? (about one month) g. Does the Moon change shape? (No, it appears to, but these are phases of the Moon causing us to see parts of it.) h. What is a waxing Moon? ( It is when the surface that we see is getting bigger.) i. What is a lunar elcipse? ( It is when the Earth and moon are exactlly lined up. The Earth blocks off the sunlight that usually lights up the Moon.) j. What is the Latin word for moon? ( Luna) k. What is the Moon's pull? ( It is gravity.) l. What are the moon's craters? ( indentions in the surface of the Moon) m. When did the first man land on the Moon? ( July 20, 1969) 2. Using the Styrofoam ball, hold ball so class can observe how pressing a rock into the surface causes indentions, which form the craters. (Refer to page in book that discusses craters.) 3. Pass around Styrofoam ball so students can feel the indentions that are made to represent craters. Explain that meteors hitting the moon s surface formed craters. 4. The students will create their own craters by pressing rocks into the surface of their own Styrofoam balls. 5. Discuss and simplify the phases of the moon that are discussed in the book. 6. Begin the experiment using the materials listed above. First, insert the stick into the half peeled orange. First Grade, Spinning Into Space 2002 Colorado Summer Writing Institute 5

6 7. Turn off the lights and turn on the flashlight. Lay down the flashlight on the edge of the table. 8. Sit or kneel on the floor facing the flashlight from about five feet away. 9. Hold the stick a little above and in front of you, with the peeled side of the orange facing you. (Have the students notice that none of the sun s light is shinning on the side of the moon that faces you.) 10. Tell the students that this is called the new moon phases. 11. Slowly turn a full circle counterclockwise. (The peeled side of the orange should always face you.) 12. As you turn, the sun s light begins shining on the Moon. 13. The lighted part of the moon will start as a thin crescent, become wider until it is a full Moon, and then become thinner again. 14. Pass out moon phases sheet (Appendix C). Have the students color in each phase as you discuss the different phases of the Moon. E. Assessment/Evaluation 1. Student will be evaluated on the completion of Moon phase sheet. 2. Teacher observations and questioning during the moon phase experiment. Lesson Three: Eclipse A. Daily Objectives 1. Concept Objective(s) a. Students understand the process and interactions of Earth s systems and the structure and dynamics of Earth and other objects in space. (Colorado Standard 4) 2. Lesson Content a. The Moon s eclipse 3. Skill Objective(s) a. The students will be able to visualize an eclipse. b. The students will understand how an eclipse occurs with the Sun and the Moon. B. Materials 1. The Moon Book, by Gail Gibbons 2. Two pieces of paper (8 ½ x 11 ) (one paper with a hole in the middle) 3. Paper for every student 4. Colored pencils, crayons, or markers C. Key Vocabulary 1. Lunar Eclipse: a darkening of the moon caused by the passing of the Earth between the Sun and the Moon 2. Lunar: the Latin word for moon 3. Solar eclipse: a darkening of the Sun caused by the passing of the Moon between the Sun and the Earth 4. Moon: a ball of rock that moves around a planet D. Procedures/Activities 1. Review and discuss the information about an eclipse from the book, The Moon Book. 2. Take children outside to demonstrate how an eclipse occurs. 3. Hold the paper with the hole punched in the center toward the Sun and hold the other paper in the other arm, stretched out. Focus the sunlight to shine through the hole onto the second paper. First Grade, Spinning Into Space 2002 Colorado Summer Writing Institute 6

7 4. The students will complete Appendix C as you read about the different phases of the moon. E. Assessment/Evaluation 1. Teacher observation 2. Completion of Appendix C Lesson Four: The Planets Closest to the Sun A. Daily Objectives 1. Concept Objective(s) a. Students understand the process and interactions of Earth s systems and the structure and dynamics of Earth and other objects in space. (Colorado Standard 4) 2. Lesson Content a. Mercury and Venus 3. Skill Objective(s) a. The students will understand the concept that the Sun heats planets that are closer to it more than on Earth. b. The students will be able to visualize where Mercury and Venus are located in the Solar System. B. Materials 1. Paper made planets of Mercury and Venus to be hung next to the Sun for Solar System display 2. Mercury, by Gregory L. Vogt 3. Venus, by Gregory L. Vogt 4. Template of Mercury and Venus 5. Gray paper for each student 6. Orange paper for each student (or any bright colored piece of paper) 7. Pencil 8. Hole punch 9. String/yarn cut into approximately 12-inch lengths 10. Scissors C. Key Vocabulary 1. Radiate: heat bouncing back off an object 2. Planet: celestial body that orbits the sun D. Procedures/Activities 1. Begin the lesson with the question about what planets are closest to the Sun. 2. Ask the students if they know what two planets are closest to the Sun. After eliciting responses, place Mercury and Venus display planets next to the Sun on the Solar System bring created. 3. Read the book Mercury, by Gregory L. Vogt. Ask the students the following discussion questions: a. What is the planet closest to the Sun? ( Mercury) b. What kind of surface does it have? (rocky) c. What makes it difficult for us to see Mercury? ( the Sun) d. Does Mercury have an atmosphere? (No,because the gravity is too weak to keep the gases from escaping to outer space.) e. What is the outer part of Mercury called?( the crust) f. How do we learn about Merccury? ( with space probes) g. What are comets? (large pieces of ice and dirt that orbit the Sun) h. What is the Basin called on Mercury? ( Caloris Basin) First Grade, Spinning Into Space 2002 Colorado Summer Writing Institute 7

8 i. Does Mercury orbit the Sun? ( yes) j. What is a transit? ( It is when Mercury passes between the Sun and Earth.) 4. Have the students discuss the main information about the planet of Mercury. Ask them questions about the craters, the temperature, and why they think that it does not contain a lot of air. 5. Have the students trace the template of Mercury, cut it out, label it, and hang it with the string onto their mobile. 6. When all the students have finished, regroup and read the book Venus, by Gregory L. Vogt. 7. Discuss the important parts of the book with the students. a. What is Venus called? ( the evening star when it appears in the western sky after sunset and the morning star when it appears in the eastern sky before sunrise ) b. Why is Venus called Earth's twin? ( They are about the same size and it is closest to the Earth.) c. Can life exist on Venus? Why or why not? ( No, because there is no water on Venus.) d. Is Venus an inner or an outer planet? (inner) e. What is the main gas in the planet's atmosphere? ( carbon dioxide) f. What is the greenhouse effect? ( The thick atmosphere holds in most of the Sun's heat. The air stays very warm.) g. What is the hottest of all planets? ( Venus) h. What is one complete orbit called? ( a revolution) i. Who was the first astronomer to look at Venus through a telescope? ( Galileo Galilei) j. Does Venus have craters? (yes) 8. Have the students trace the template of Venus and cut it out. Then, hang it on their mobile. 9. Remind the students that these planets are the two closest to the Sun. 10. Ask the students to label the planet as Venus on one side of the paper. 11. Have students put their mobiles in a safe place in the room for the next lesson. E. Assessment/Evaluation 1. Completion of hanging Mercury and Venus in the appropriate place on their mobile. 2. Teacher observation during class discussion on Mercury and Venus. Lesson Five: Mars and Jupiter A. Daily Objectives 1. Concept Objective(s) a. Students understand the process and interactions of Earth s systems and the structure and dynamics of Earth and other objects in space. (Colorado Standard 4) 2. Lesson Content a. The planets of Mars and Jupiter 3. Skill Objective(s) a. The students will be able to visualize where Mars and Jupiter are in the Solar System. First Grade, Spinning Into Space 2002 Colorado Summer Writing Institute 8

9 b. The students will understand that a planet can have more than one moon. B. Materials 1. Paper made planets of Mars and Jupiter to be hung (for Solar System display) 2. Mars, by Gregory L. Vogt 3. Jupiter, by Gregory L. Vogt 4. Template of Mars and Jupiter 5. Red paper for each student (Mars) 6. Brown paper for each student (Jupiter) 7. Hole punch 8. String/yarn cut into approximately 12- inch lengths 9. Scissors C. Key Vocabulary 1. Great Red Spot: a giant windstorm on Jupiter 2. Rings: a thin layer of gases, ice, or dust that circles the planets of Jupiter, Saturn, Uranus and Neptune D. Procedures/Activities 1. Begin the lesson with the question about what planets would come after Mercury and Venus. 2. After eliciting responses, place Mars and Jupiter display planets next to the Sun. 3. Read the book Mars, by Gregory L. Vogt. Ask the students the following discussion questions: a. Is Mars an inner or an outer planet? (inner) b. What is it made of? ( rock and ice) c. Is Mars smaller or larger than Earth? ( smaller) d. What scientist saw lines on Mars? ( Giovanni Schiaparellli) e. Is the atmosphere thick or thin? (thin) f. Is Mars cold or hot? (cold) g. How often does mars orbit around the Sun? ( once every 687 days) h. How many moons does Mars have? ( two) i. What makes the surface of the planet appear rusty? ( The sand and small rocks found on the surface are made of iron and oxygen. When they combine it forms iron oxide.) 4. Have the students discuss the main information about the planet of Mars. Ask them questions about the red-orange, dusty soil, how large the craters are on Mars, and if there is water. 5. Instruct the students to trace the template of Mars, cut it out, and label it as Mars. 6. Hang it with the string onto their mobile. 7. When all the students have finished, regroup and read the book Jupiter, by Gregory L. Vogt. 8. Discuss the important parts of the book with the students. a. In what order is Jupiter located from the Sun? ( fifth) b. What do scientist call Jupiter? ( the giant planet) c. What did Galilleo discover about Jupiter? ( It had four large moons.) d. How does the atmosphere of Jupiter appear? ( It appears as stripes that circles the planet.) e. What is the Great Red Spot? (It is a hurricane that is twice the diameter of Earth.) f. How often does it take for the trip around the Sun? ( about every 12 years) g. How many rings does Jupiter have? ( 3 rings) First Grade, Spinning Into Space 2002 Colorado Summer Writing Institute 9

10 h. How many moons orbi Jupiter? (16) i. What do space probes carry? ( cameras and radios) 9. Next, the students will trace the template of Jupiter and cut it out. 10. Jupiter can be hung on their mobile. 11. Have students put their mobiles in a safe place in the room for the next lesson. E. Assessment/Evaluation 1. Completion of hanging Mars and Jupiter in the appropriate place on their mobile. 2. Teacher observation during class discussion on Mars and Jupiter Lesson Six: Saturn and Uranus A. Daily Objectives 1. Concept Objective(s) a. Students understand the process and interactions of Earth s systems and the structure and dynamics of Earth and other objects in space. (Colorado Standard 4) 2. Lesson Content a. The planets Saturn and Uranus 3. Skill Objective(s) a. The students will learn about the different type of rings around Saturn. b. The students will be able to visualize where Saturn and Uranus are in the Solar System. c. Students will learn that Uranus is known as the planet-on-its-side. B. Materials 1. Paper made planets of Saturn and Uranus to be hung next to the Sun (for Solar System display) 2. Uranus, by Gregory L. Vogt 3. Saturn, by Gregory L. Vogt 4. Template of Saturn and Uranus 5. Green paper for Uranus 6. Cream/white colored paper for Saturn 7. Marker crayons, or colored pencils 8. Pencil 9. Hole punch 10. String/yarn cut into approximately 12- inch lengths 11. Scissors C. Key Vocabulary 1. Grooves: long, narrow furrows or channels 2. Galileo: a great scientist who saw Saturn for the first time through a telescope four centuries ago 3. Tilt: to cause to slope, as by raising one end; incline 4. Telescope: the tool used to look through and observe objects at a far distance D. Procedures/Activities 1. Begin the lesson with the question about what planets would come after Mars and Jupiter. 2. After eliciting responses, place Saturn and Uranus display planets next to the Sun on the Solar System display. 3. Read the book Saturn, by Gregory L. Vogt. Ask the students the following discussion questions: a. How much larger is Saturn than Earth? ( ten times larger) b. Could Saturn float? ( Yes, it is less dense than water.) First Grade, Spinning Into Space 2002 Colorado Summer Writing Institute 10

11 c. What is Saturn's atmosphere made of? ( hydrogen and helium) d. Is Saturn warm or cold? ( very cold) e. Is Saturn tilted? ( yes) f. Does it have rings? (yes) g. Is Saturn a stormy planet or a calm planet? ( mostly calm) h. How many moons are known to us that Saturn has? ( 18) i. What is the name of the Saturn's moon? ( Titan) 4. Then, have the students trace the template of Saturn, cut it out, and label it as Saturn. 5. Hang it with the string onto their mobile. 6. When all the students have finished, regroup and read the book Uranus, by Gregory L. Vogt. 7. Discuss the important parts of the book with the students. a. Is Uranus an inner or outer planet? ( outer) b. How many planets away from the Sun is Uranus? ( seventh) c. What gives Uranus its blue-green color? ( methane) d. Uranus has no solid surface, so what kind of surface does it have? ( It has a thick atmosphere made of hydrogen and helium.) e. How long does it take for Uranus to orbit the Sun? ( 84 years) f. How many rings have scientists discovered around Uranus? ( 11) g. How many moons does Uranus have? ( at least 13) h. In what year did people start to discover more about Uranus? ( 1977) 8. Have the students trace the template of Uranus and cut it out. 9. Uranus can be hung on their mobile. 10. Have students put their mobiles in a safe place in the room for the next lesson. E. Assessment/Evaluation 1. Completion of hanging Saturn and Uranus in the appropriate place on their mobile. 2. Teacher observation during class discussion on Saturn and Uranus. Lesson Seven: Neptune and Pluto A. Daily Objectives 1. Concept Objective(s) a. Students understand the process and interactions of Earth s systems and the structure and dynamics of Earth and other objects in space. (Colorado Standard 4) 2. Lesson Content a. Neptune and Pluto 3. Skill Objective(s) a. The students will learn about the different types of weather on Neptune. b. The students will be able to visualize where Neptune and Pluto are in the Solar System. c. The students will learn how Pluto was discovered. B. Materials 1. Paper made planets of Neptune and Pluto to be hung next to the Sun (for Solar System display) 2. Neptune, by Gregory L. Vogt 3. Pluto, by Gregory L. Vogt 4. Template of Neptune and Pluto 5. Blue paper for Neptune First Grade, Spinning Into Space 2002 Colorado Summer Writing Institute 11

12 6. Black paper for Pluto 7. Marker crayons, or colored pencils 8. Pencil 9. Hole punch 10. String/yarn cut into approximately 12- inch lengths 11. Scissors C. Key Vocabulary 1. Hurricane: a wind with a speed greater than 74 miles (119 kilometers) per hour, according to the Beaufort scale 2. Scooter: a fast moving white cloud in Neptune s atmosphere D. Procedures/Activities 1. Begin the lesson with the question about what planets might come after Saturn and Uranus. 2. After eliciting responses, place Neptune and Pluto planets on the Solar System display. 3. Read the book Neptune, by Gregory L. Vogt. Ask the students the following discussion questions: a. How far away from the Sun is Neptune? (eighth) b. Is Neptune visible from Earth? (yes) c. Is Neptune considered large or small? (giant) d. What gives Neptune its blue color? (methane) e. What does Neptune have that is stronger than any other planet? (winds) f. What is Scooter? (a cloud that scoots around Neptune) g. What is the Great Dark Spot? (a giant storm that has now disappeared from Neptune) h. How often does Neptune travel around the Sun? (once every 165 years) i. Because Neptune is tilted, what does it have that Earth also has? (summer and winter seasons) j. What is Triton? (It is one of Neptune's moons.) 4. Have students trace the template of Saturn, cut it out, label it, and hang it on their mobile. 5. When the entire group of students has finished, regroup and read the book Pluto, by Gregory L. Vogt. Ask the students the following discussion questions: a. What planet is farthest from the Earth? (Pluto) b. Is Pluto cold or hot? (cold, as it is far from the Sun) c. Is Pluto large or small? (the smallest in the Solar System) d. Who discovered Pluto? (an astronomer named Clyde Tombaugh) e. Who was Pluto named for? (the Roman god of the underworld) f. How often does Pluto orbit around the Sun? (every 248 years) g. What is Pluto's atmosphere made of? (mostly of nitrogen) h. How many moons does Pluto have? (one, Charon) 6. Follow direction #5 for creating Pluto. 7. Then Pluto can be hung on their mobile. 8. Have students put their mobiles in a safe place in the room for the next lesson. E. Assessment/Evaluation 1. Teacher observation during lesson. 2. Placement of planets on mobile. Lesson Eight: Earth s Relationship with the Sun A. Daily Objectives First Grade, Spinning Into Space 2002 Colorado Summer Writing Institute 12

13 1. Concept Objective(s) a. Students understand the process and interactions of Earth s systems and the structure and dynamics of Earth and other objects in space. (Colorado Standard 4) 2. Lesson Content a. The Earth 3. Skill Objective(s) a. The students will realize how the rotation of the Earth is what changes day into night. b. Students will understand that it takes 24 hours for the Earth to rotate one time around the Sun. c. The students will learn that when it is light on one side of the Earth, it is dark on the other side. B. Materials 1. The Earth, by Cynthia Pratt Nicolson 2. A large ball 3. A small piece of masking tape (labeled with the word home) 4. A flashlight 5. A darkened classroom 6. Blue Paper 7. Hole punch 8. Template of Earth 9. Scissors 10. String/yarn cut into approximately 12- inch lengths 11. One index card per student 12. Pencil 13. Appendix D C. Key Vocabulary 1. Axis: a straight line around which a body rotates 2. Equator: a great circle around the middle of the Earth that divides the hemispheres 3. Hemisphere: either the northern or southern half of the Earth, using the equator as the divider D. Procedures/Activities 1. Begin the lesson with the question, what planet has not been discussed 2. After eliciting responses, place Earth in the appropriate place in the display Solar System. 3. Read the book The Earth, by Cynthia Pratt Nicolson. Ask the students the following discussion questions: a. Is Earth an inner or an outer planet? (inner) b. Is the Earth the center of the Solar System? (no, the Sun is) c. What does Earth look like from space? (It looks like a blue, brown, and white ball.) d. What is Earth sometimes called? (the blue planet) e. What gases make up Earth s atmosphere? (nitrogen and oxygen) f. How many layers does Earth have? (3) g. What are plates? (the crust is broken into sections called plates) h. What is plate movement called? (continental drift) i. How long does it take for the Earth to orbit the Sun? (365 days) j. Why is the Earth like a large magnet? (It pulls other metals towards it. ) First Grade, Spinning Into Space 2002 Colorado Summer Writing Institute 13

14 4. Discuss the main information about Earth. For example, how do you think Earth was created? 5. Have students trace templates of Earth, cut it out, label it, and hang on mobile. 6. Hang Solar System mobiles in the room for display. 7. Teach about how the Earth s rotation changes the time of day. Ask the students to imagine the ball is the Earth. Apply the tape, labeled home, to pretend that is where you live. 8. Darken the classroom. 9. Hold the ball at the North and South Poles. 10. Ask one of the students to shine the flashlight directly at the ball. The flashlight represents the Sun. 11. Slowly turn the ball and observe how the taped spot changes positions with the light. 12. Repeat again for the students to understand how day and night occur. 13. To cumulate the lesson, and to teach students where home is in relation to the Solar System, hand out an index card per student. 14. On one side of the index card have the students decorate it or write a message to a friend. 15. The other side will be labeled with their address (see Appendix D). E. Assessment/Evaluation 1. Discussion during the Earth rotation activity. 2. Completion of postcard. 3. Placement of Earth on mobile. Lesson Nine: Star Light, Star Bright A. Daily Objectives 1. Concept Objective(s) a. Students understand the process and interactions of Earth s systems and the structure and dynamics of Earth and other objects in space. (Colorado Standard 4) 2. Lesson Content a. Stars and constellations 3. Skill Objective(s) a. Students will recognize the constellation the Big Dipper. B. Materials 1. Glow-In-The -Dark Night Sky Book, by Clint Hatchett 2. The Big Dipper, by Franklyn Branley 3. Sticky Stars 4. One piece of black construction paper per student 5. Flash light 6. White crayon C. Key Vocabulary 1. Constellations: stars that form different patterns or images in the sky 2. Astronomers: people who watch the night sky and study stars D. Procedures/Activities 1. Ask children to describe what they see in the sky at night. Do they know any of the stars names or constellations? 2. Make the classroom dark and have the children sit close enough to be able to see the book, Glow-In-The -Dark Night Sky Book. First Grade, Spinning Into Space 2002 Colorado Summer Writing Institute 14

15 3. Turn the flashlight on and point it to the first page of the book. Next, turn off the flashlight. The students can see the illumination of the constellations as they glow in the dark. 4. Continue to read the book in its entirety. 5. When the book is completed, discuss with the students what was similar or different to the night sky they observed? 7. Show the constellation the Big Dipper in the book, The Big Dipper by Franklyn Branley. 8. Pass out the black construction paper and sticky stars for the children to create the Big Dipper. 9. Instruct the students to trace with the white crayons from star to star. 10. Students will then hand in their constellation. E. Assessment/Evaluation 1. Teacher observation during class discussion. 2. Placement of stars in the correct position to create the Big Dipper. VI. VII. VIII. CULMINATING ACTIVITY A. Create a miniature solar system (see Appendix E). B. Create a travel brochure on the planets. Assign the students a planet from the Solar System. Students are to promote the assigned planet in the brochure. C. Solar System Assessment (Appendix H) HANDOUTS/WORKSHEETS A. Appendix A: Structure of the Sun B. Appendix B: Diagrams for Mobile C. Appendix C: Moon Phases D. Appendix D: Post Card Example E. Appendix E: Creating a Miniature Solar System F. Appendix F: Templates of the Solar System G. Appendix G: Rubric for Solar System Mobile H. Appendix H: Solar System Assessment I. Appendix I: Solar System Assessment Answer Key BIBLIOGRAPHY A. Krulik, Nancy. My Picture Book of the Planets. New York: Scholastic Inc., ISBN B. Cole, Johanna. The Magic School Bus: Lost in the Solar System. New York: Scholastic Inc., ISBN C. Simon, Seymour. Our Solar System. New York: Morrow Junior Books, ISBN D. Reigot, Betty Polisar. A Book About Planets and Stars. New York: Scholastic Inc., ISBN E. Gibbons, Gail. The Moon Book. New York: Scholastic Inc., ISBN F. Wilson, Lynn. What s Out There? : A Book About Space. Grosset & Dunlap, Publishers, ISBN G. Branley, Franklyn M. The Sky Is Full of Stars. New York: Harper Collins Publishers, ISBN H. Branley, Franklyn M. The Big Dipper. New York: Harper Collins Publishers, ISBN First Grade, Spinning Into Space 2002 Colorado Summer Writing Institute 15

16 I. Tesar, Jenny. The Sun. Des Plains, Illinois: Reed Educational & Professional Publishing, ISBN J. Scholastic Reference. All About Space. New York: Scholastic Inc., ISBN K. Gallant, Roy. Earth s Place In Space. New York: Marshall Cavendish Corporation, ISBN L. Seymour, Simon. Earth: Our Planet In Space. New York: Macmillan Publishing Company, ISBN M. Vogt, Gregory L. Jupiter. Brookfield, Connecticut: The Milbrook Press, ISBN N. Vogt, Gregory L. Saturn. Brookfield, Connecticut: The Milbrook Press, ISBN O. Vogt, Gregory L. Uranus. Brookfield, Connecticut: The Milbrook Press, ISBN P. Vogt, Gregory L. Pluto. Brookfield, Connecticut: The Milbrook Press, ISBN Q. Vogt, Gregory L. Mars. Brookfield, Connecticut: The Millbrook Press, ISBN R. Vogt, Gregory L. Neptune. Brookfield, Connecticut: The Millbrook Press, ISBN S. Vogt, Gregory L. Venus. Brookfield, Connecticut: The Millbrook Press, ISBN X. T. Vogt, Gregory L. Mercury. Brookfield, Connecticut: The Millbrook Press, ISBN U. Bourgeois, Paulette. The Moon. Toronto, ON: Kids Can Press, ISBN V. Tomecek, Steve. Sun. Washington, D. C.: National Geographic Society, ISBN W. Stone, Lynn M. The Changing Earth. Vero Beach, Florida: The Rourke Book Co., Inc., ISBN X. Rockwell, Anne. Our Stars. San Diego, CA.: Silver Whistle, ISBN Y. Hatchett, Clint. The Glow In the Dark Night Sky. New York: Random House, ISBN Z. Wyler, Rose. The Starry Sky. New York: Simon & Schuster, ISBN AA. Sis, Peter. Starry Messenger. New York: Frances Foster Books, ISBN BB. Atkinson, Stuart. Usborne Understanding Science: Astronomy. London, England: CC. Usborne Publishing Ltd., ISBN Branley, Franklyn M. The International Space Station. New York: Harper Collins Publishers, ISBN DD. Pratt Nicolson, Cynthia. The Earth. New York: General District Service, Inc., ISBN First Grade, Spinning Into Space 2002 Colorado Summer Writing Institute 16

17 Appendix A Structure of the Sun First Grade, Spinning Into Space 2002 Colorado Summer Writing Institute 17

18 Appendix B Diagrams for Mobile First Grade, Spinning Into Space 2002 Colorado Summer Writing Institute 18

19 Appendix C Moon Phases First Grade, Spinning Into Space 2002 Colorado Summer Writing Institute 19

20 Appendix D Post Card Example First Grade, Spinning Into Space 2002 Colorado Summer Writing Institute 20

21 Appendix E Creating a Miniature Solar System First Grade, Spinning Into Space 2002 Colorado Summer Writing Institute 21

22 Appendix F Templates of the Solar System First Grade, Spinning Into Space 2002 Colorado Summer Writing Institute 22

23 Appendix G Rubric for Solar System Mobile Process Below Average Satisfactory Excellent 1. Has a clear vision of final product 2. Properly organized to compete project 3. Managed time wisely 4.Acquired needed knowledge base 1,2,3 4,5,6 7,8,9 1,2,3 4,5,6 7,8,9 1,2,3 4,5,6 7,8,9 1,2,3 4,5,6 7,8,9 Product Below Average Satisfactory Excellent 1. Format 1,2,3 4,5,6 7,8,9 2.Mechanics of mobile 3. Organization and structure 4. Demonstrates knowledge 1,2,3 4,5,6 7,8,9 1,2,3 4,5,6 7,8,9 1,2,3 4,5,6 7,8,9 Name Date Total Points First Grade, Spinning Into Space 2002 Colorado Summer Writing Institute 23

24 Appendix H Solar System Assessment Name Date Fill in the blanks. 1. The sun is the source of three things. What are they? a. b. c. 2. The is the center of our Solar System. 3. One rotation of the Earth takes hours. 4. The Earth moves around the. It does not move. 5. Groups of stars formed into patterns are called. 6.A occurs when the moon lines up exactly between the sun and the Earth. 7.When the sun, Earth, and moon exactly line up it is called a. 8.The four inner planets are,,, and. 9. The outer planets are,,,, and. 10.When it is day where you are, it is for people on the opposite side of the Earth. First Grade, Spinning Into Space 2002 Colorado Summer Writing Institute 24

25 Appendix I Solar System Assessment Answer Key 1. light, energy, and heat 2.Sun 3.24 hours 4. Sun 5. Constellations 6. Solar eclipse 7. Lunar eclipse 8. Mercury, Venus, Earth, and Mars 9. Jupiter, Saturn, Uranus, Neptune and Pluto 10. Night First Grade, Spinning Into Space 2002 Colorado Summer Writing Institute 25

26 Appendix J Template of Jupiter First Grade, Spinning Into Space 2002 Colorado Summer Writing Institute 26

27 Appendix K Template of the Saturn Since Jupiter and Saturn are so much larger than the other planets, this pattern is not true to scale. If you want to make a pattern true to scale, there is a website that will enable you to do this. Please refer to First Grade, Spinning Into Space 2002 Colorado Summer Writing Institute 27