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By: Marisa Cottrell, Angie Doyle, and LeKeisha Weimerskirch EDUC 416 Earth Saturn Venus Jupiter Uranus Mercury Neptune Jovian Planets Mars The Solar System Neptune’s Moons Constellations Terrestrial Planets Earth’s Moon Moons/ Satellites Stars Mars’s Moons Jupiter’s Moons Asteroids and Comets Shooting Stars Saturn’s Moons Kuiper Belt Uranus’s Moons Asteroid Belt Oort Belt The Sun Background Information: What are Terrestrial Planets? There are four terrestrial planets. They are Mars, Mercury, Venus, and Earth. The terrestrial plants make up the inner solar system because they are the four closest planets to the sun. “They are all composed mostly of rock and heavy metals. These planets have a core made of heavy metals that is mostly iron; the core is surrounded by a mantle of silicate rock” (Cessna, 2010). All of these plants share many common physical features. Some of these features include “…volcanoes, canyons, mountains, and craters” (Cessna, 2010). Another common feature of the terrestrial planets is there lack of moons. “Mercury and Venus have none while Earth has one. Mars has two small moons” (Cessna, 2010). These planets also have no ring around them like the Jovian Planets. Mars is referred to as the “red planet” because the surface is red. Mars is one of the planets that do have moons. “Mars has two moons, their names are Deimos and Phobo” (Kids astronomy, 2011). Mars is the farthest planet away from the sun in the inner solar system or also known as the fourth planet from the sun. Many scientists study Mars because of its likeness of Earth. Kids Astronomy, 2011 states: “Evidence suggests that Mars once had rivers, streams, lakes, and even an ocean. As Mars' atmosphere slowly depleted into outer space, the surface water began to permanently evaporate. Today the only water on Mars in either frozen in the polar caps or underground.” Mercury is the closest planet to the sun out of all of them. Mercury is also close to the earth. It is so close that you can see it. “It is visible to observers on Earth in the late evening or early morning sky” (Kids astronomy, 2011). Mercury is also known as the morning star because it “ shines brightly in the early morning just before the sun rises” (Kids astronomy, 2011). If you were looking at Mercury, it appears to be grey in color. Mercury is one of the planets in the inner solar system that does not have any moons. Like all plants, comets and asteroids hit Mercury, but with Mercury the dents never go away “Because Mercury's crust is so thick and hard, no volcanic activity can make its way through to the surface of the planet. Since this surface volcanic activity cannot happen, Mercury will forever retain its scars” (Kids astronomy, 2011). Venus is the second closest planet to the sun. Venus is known as Earth’s sister planet because they are very similar. Kids Astronomy (2011) states: “It is almost identical in size, chemistry, gravity and density as the Earth. In other words, Venus is made up of almost the exact same types of materials as the Earth and in about the same amounts. Venus has volcanoes, mountains and sand, just like Earth.” The only difference between the Earth and Venus is that Venus cannot support human life. Venus is the other planet in the inner solar system that does not have any moons. Venus is one of the closest planets to earth. It is so close that “it appears as the brightest planet in the night sky” (Kids astronomy, 2011). When looking at Venus, it appears to be a light yellow color. Earth is the third planet from the sun. A person cannot actually see the earth because we are on it. If you could see it or have seen pictures of it, earth is a blue color (water) with white (clouds) and brown/green (continents). The earth is the biggest of all of the terrestrial planets. Earth is 30 percent land and 70 percent water. Earth is the only planet that has water in liquid form on it. Water in liquid form is important because humans need water in order to survive. The earth has one moon. “Its name is Luna” (Kids astronomy, 2011). The moon serves as a shield to protect us from asteroids and comets. Earth is the only planet that we know of, that has humans living on the planet. “The Earth's temperature, weather, atmosphere and many other factors are just right to keep us alive” (Kid’s astronomy, 2011). What are Jovian planets? “Jovian planets are also known as gas giants” (Cessna, 2009). These four planets: Jupiter, Saturn, Uranus and Neptune, are the four largest and outer-most planets of the solar system. The name Jovian originated from Jupiter by meaning Jupiter-like. They are large masses of gas containing a somewhat rocky core. The most prevalent gases in Jovian planets atmospheres are helium and hydrogen. It is nearly impossible to determine exactly what the core is made of or where it is located due to the extreme temperatures, but it is believed to be made of heavy liquid compounds like nickel. Each of these four Jovian planets have dozens of moons or satellites (Cessna, 2009). Jupiter is often referred to as the prototype for Jovian planets, and is also the largest planet in the solar system. Its brightness can be viewed from earth with the naked eye. Although Jupiter is not known for beautiful rings, it, like all other Jovian planets, has very faint ones. Not only is Jupiter the largest of the planets, it also has the most moons, 63 (Cessna, 2009). Saturn is the next largest planet in the solar system and is know for its highly visible, large rings. Allegedly, the first person to spot Saturn’s rings was Galileo using a telescope. Saturn has 61 moons, but only 52 of them have been named (Cessna, 2009). The next two gas giants in the atmosphere are the “ice giants.” These planets contain significantly higher levels of methane and ammonia. Uranus was once confused as a star because of its dimness and slow orbit, but William Herschel declared it a planet in 1781. A distinguishing feature of Uranus is its extreme tilt. Uranus sits on its side with a 97.77-degree tilt. Neptune’s distinguishing feature is its bright blue color which can be explained by the high levels of ammonia. In the Voyagers mission in 1989, they discovered that it too, has a difficult to see ring (Cessna, 2009). What are stars? Stars are large objects in space that produce light. Because stars are located so far from earth, it takes us years before we see their light, and they seem to twinkle because of their movement over time. Our galaxy contains over 100 billion stars that can often form shapes and patterns. which are know as constellations. Certain constellations can only be seen during certain times of the year, not because they are moving, but because the earth is rotating and orbiting. Some stars are made of subatomic particles creating a very dense star, but most are made of gases and a gas-like substance called plasma (Globio, 2011). When stars are first formed in clouds and gases, they are called nebulas. They begin spinning and as the hydrogen heats up, they become protostars. These protostars cannot be seen on earth because they lack heat and light. They do not become stars until they spin enough to reach a high enough temperature due to nuclear fusion. The surface temperature of a star determines its color and brightness. The hottest stars are blue and the coolest visible stars are red. Our sun is a star that falls right in the middle. The sun is the closest star to the earth and it provides heat to us that keeps everything living. It is not extremely large, small, old or young. The outermost layers, or the sun’s atmosphere, can be directly observed. The elements that earth contains are very similar to those of the sun, but at a much cooler temperature. Because of the suns extreme heat, these elements are found in the gaseous state (Lochner, 2010). Because of the suns extreme heat, it causes the solar wind. The solar wind is a stream of charged particles that flow extremely fast. This is a consequence of the extreme energy contained in the corona or core. This extreme amount of energy makes it impossible for the corona to be gravitationally bound to the sun, itself (Lochner, 2010). What are satellites? A satellite is “any object, man-made or natural, that orbits another body.” Most commonly satellites are naturally occurring and revolve around a planet. They are also called moons. Satellites can also be man-made. These objects are launched into space and orbit body’s ranging from the Earth, other moons, the sun, and many other objects in space. These include satellites used for weather and communication (Greene,2011). The majority of our planets have moon. Mercury and Venus are the two planets in our solar system that do not have moons. Our planet, Earth, only has one moon. This moon is called Luna. Each month Luna has a full moon name as well. These can be seen in the attached chart (Blue Moose Webworks, 2009). There are no other planets with just one moon. Mars has two moons, Phobos and Deimos. Neptune has the smallest number of moons of the remaining planets. It has 13 moons. Five of the moons are unnamed and the others are named Triton, Nereid, Naiad, Thalassa, Despina, Larissa, Proteus, and Galatea (Blue Moose Webworks, 2009). Jupiter, Saturn, and Uranus all have a large number of moons. Uranus has 27 moons, 6 of which are unnamed. Saturn has 61 moons and Jupiter has 63 moons. Not all of the moons are spherical in shape in these three planets (Blue Moose Webworks, 2009). What are asteroids and comets? Another body in the solar system is called an asteroid. Asteroids are minor planets that are made from the remaining material in outer space. They are small, rocky bodies. In our solar system there are over 250,000 asteroids. There are three categories to classify asteroids. They are C-type, which are very stony and dark, Stype, which are moderately bright and contain metal, and M-type, which are large and have metallic cores. (Blue Moose Webworks) Asteroids are grouped according to where they orbit. The most common group is called the asteroid belt. Between Mars and Jupiter there is a large belt of asteroids that is 2-4 AU’s long. An AU (astronomical unit) is equivalent to the distance from the earth to the sun (Greene, 2011), Comets are another body that can be found in outer space. Sometimes they are called dirty snowballs or icy mud balls. They contain ice from frozen water and gases and dust and debris that did not get used to create a planet. Comets are usually invisible, unless they are close to the sun. They are usually easier to see at sunrise or sunset. (Arnett, 2010), The Kuiper belt is located past Neptune and is about 30 to 50 AU’s from the sun. It is shaped like a disc and is the source of many comets. Currently there are nine known objects that are orbiting between Jupiter and Neptune in this Kupier belt. The objects in the belt are small and icy and are very similar to Pluto. The objects in this belt are typically red in color. Besides the nine known objects, there are over 35,000 objects in the Kupier Belt that are greater than 100 km in diameter (Arnett, 2010). The Oort Cloud is also a commonly known object in outer space. In 1950 Jan Oort noticed that comets do not come from a specific direction and there is a large group of them that lie at around 50,00 AU. He decided that comets lie in a cloud in the outside of the solar system. Here he believed that as many as a trillion comets reside. The comets inside the Oort Cloud are so small and so far from the Earth so we have no evidence that they actually exist (Arnett, 2010). Full Moon Name Month Wolf Moon January Snow Moon February Worm Moon March Pink Moon April Flower Moon May Strawberry Moon June Buck Moon July Sturgeon Moon August Harvest Moon September Hunter's Moon October Beaver Moon November Cold Moon December (Arnett, 2010) Concepts: 1. The solar system has eight planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune. 2. There are two types of planets, Jovian and Terrestrial. 3. Terrestrial planets are the “rocky” planets and are located closest to the sun: Mercury, Venus, Earth and Mars. 4. Jovian planets are the “gassy” planets and are located furthest from the sun: Jupiter, Saturn, Uranus and Neptune. 5. There are many stars in the solar system including the sun. 6. The sun is the center of the universe. 7. The Kuiper belt contains asteroids and comets and is located just past the Jovian planets. 8. The asteroid belt contains asteroids and is located between the Terrestrial and Jovian planets. 9. Most planets have at least one, if not multiple, moons/satellites. 10. Astronauts are people who explore outer space. Theme Goals: 1. 2. 3. 4. 5. 6. 7. To enhance children’s knowledge about the Solar System. To understand the difference between Jovian and Terrestrial planets. To increase knowledge about where the planets are located. To broaden children’s awareness of the types of stars and constellations. To understand the difference between asteroids and comets. To promote awareness of moons and satellites. To broaden children’s awareness of what astronauts do. Vocabulary: Solar System: The sun together with all the planets and other bodies that revolve around it Terrestrial Planets: The four smallest planets that are located closest to the sun. These include: Mercury, Venus, Earth and Mars. Jovian Planets: The four largest planets that are made of mostly gas and located furthest from the sun. These include: Jupiter, Saturn, Uranus and Neptune. Satellite: A natural body that revolves around a planet Star: A large, self-luminous body in the sky Constellation: Various groups of stars that form patterns or shapes. Sun: A very large star that is the center of the universe. Asteroid: Small bodies that orbit around the sun, mostly between Mars and Jupiter. Comet: A body made of dust and gas that moves about the sun. Galaxy: Large system of stars held together by mutual gravitation Activities Keyed to Concepts: 11. The solar system has eight planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune. Art Lesson 1: Paint the Planets Finger Play 1: Ten Astronauts Non-book Story 1: What is the Sun? Music 2: Planet Song Field Trip/Walk 1: Going to the Planetarium Home School Connection 1: Family Night at the Observatory Introductory Activity: 2 Music 3: Planets in the Solar System Non-book Story 2: The Magic School Bus Lost in the Solar System Snack 2: Solar System Fruit Home School Connection 2: In-class Planetarium Introductory Activity 3: Planet Balls Math Lesson 3: Eight Planets Group Game 3: Pin the Earth on the Solar System Art Lesson 3: Planet Pie Prints Music 6: Astronaut Song Non-Book Story 3: The Three Astronauts 12. There are two types of planets, Jovian and Terrestrial. Field Trip/Walk 1: Going to the Planetarium Home School Connection 1: Family Night at the Observatory Introductory Activity: 2 Large Group/Circle Time 2 Non-book Story 2: The Magic School Bus Lost in the Solar System Resource Person 2: Astronomer/Scientist Home School Connection 2: In-class Planetarium Introductory Activity 3: Planet Balls Resource Person 3: Geologist 13. Terrestrial planets are the “rocky” planets and are located closest to the sun: Mercury, Venus, Earth and Mars. Field Trip/Walk 1: Going to the Planetarium Resource Person 1: Worker from the Observatory Home School Connection 1: Family Night at the Observatory Math Lesson 2: Pattern Game Large Group/Circle Time 2 Non-book Story 2: The Magic School Bus Lost in the Solar System Resource Person 2: Astronomer/Scientist Home School Connection 2: In-class Planetarium Resource Person 3: Geologist 14. Jovian planets are the “gassy” planets and are located furthest from the sun: Jupiter, Saturn, Uranus and Neptune. Field Trip/Walk 1: Going to the Planetarium Resource Person 1: Worker from the Observatory Home School Connection 1: Family Night at the Observatory Math Lesson 2: Pattern Game Large Group/Circle Time 2 Non-book Story 2: The Magic School Bus Lost in the Solar System Resource Person 2: Astronomer/Scientist Home School Connection 2: In-class Planetarium 15. There are many stars in the solar system including the sun. Math Lesson 1: Count the Stars Fine Motor Skills: Making a Night Sky Finger Play 2: Stars Snack 1: Edible Stars Attendance/Check In 1: Sun/Moon Wheel Introductory Activity 1: Decorating the Room Field Trip/Walk 1: Going to the Planetarium Resource Person 1: Worker from the Observatory Home School Connection 1: Family Night at the Observatory Attendance/Check In 2: Star Bulletin Board Home School Connection 2: In-class Planetarium Music 5: Twinkle, Twinkle, Twinkle Little Star Music 6: Astronaut Song Home School Connection 3: Find the Big Dipper 16. The sun is the center of the universe. Non-book Story 1: What is the Sun? Field Trip/Walk 1: Going to the Planetarium Resource Person 1: Worker from the Observatory Home School Connection 1: Family Night at the Observatory Home School Connection 2: In-class Planetarium Introductory Activity 3: Planet Balls Group Game 3: Pin the Earth on the Solar System 17. The Kuiper belt contains asteroids and comets and is located just past the Jovian planets. Science Lesson 1: What’s the Weight? Group Game 1: Comet, Comet, Asteroid Introductory Activity 1: Decorating the Room Field Trip/Walk 1: Going to the Planetarium Resource Person 1: Worker from the Observatory Home School Connection 1: Family Night at the Observatory Science Lesson 2: Making Comets Gross Motor Lesson: Asteroid Belt Field Trip 2: Space/Air Museum Home School Connection 2: In-class Planetarium Large Group 3: Asteroid Toss Resource Person 3: Geologist 18. The asteroid belt contains asteroids and is located between the Terrestrial and Jovian planets. Science Lesson 1: What’s the Weight? Group Game 1: Comet, Comet, Asteroid Introductory Activity 1: Decorating the Room Field Trip/Walk 1: Going to the Planetarium Resource Person 1: Worker from the Observatory Home School Connection 1: Family Night at the Observatory Gross Motor Lesson: Asteroid Belt Field Trip 2: Space/Air Museum Home School Connection 2: In-class Planetarium Large Group 3: Asteroid Toss Resource Person 3: Geologist 19. Most planets have at least one, if not multiple, moons/satellites. Fine Motor Skills: Making a Night Sky Finger Play 2: Stars Non-book Story 1: What is the Sun? Music 1: I’m a Little Astronaut Attendance/Check In 1: Sun/Moon Wheel Field Trip/Walk 1: Going to the Planetarium Resource Person 1: Worker from the Observatory Home School Connection 1: Family Night at the Observatory Music 4: 10 9 8 7 6 5 4 3 2 1 Blast Off Finger Play 3: Five Little Aliens Home School Connection 2: In-class Planetarium Finger Play 6: I’m a Little Rocket Fieldtrip/ Walk 3: Virtual Trip to the Moon 20. Astronauts are people who explore outer space. Large Group 1: I Want to be an Astronaut Finger Play 1: Ten Astronauts Music 1: I’m a Little Astronaut Group Game 2: Blast Off Art Lesson 2: Recycled Rocket Ship Finger Play 4: Five Little Astronauts Dramatic Play 1: Astronaut Costume Field Trip 2: Space/Air Museum Home School Connection 2: In-class Planetarium Science Lesson 3: Diet Coke Rocket Music 6: Astronaut Song Finger Play 5: Countdown Non-Book Story 3: The Three Astronauts Dramatic Play 2: Space Ship Attendance/Check In 3: Little Astronauts Snack 3: Space Food Title: Decorate the Room Concepts Fostered: 5. There are many stars in the solar system including the sun. 7. The Kuiper belt contains asteroids and comets and is located just past the Jovian planets. 8. The asteroid belt contains asteroids and is located between the Terrestrial and Jovian planets. Learning Objective: Given the decorating activity the preschool students will create one star, one asteroid, and one comet. Early Childhood Indication of Progress: Physical and Motor Development Fine Motor Development 3. Explore and experiment with a variety of tools (e.g. spoons, crayons, paintbrushes, scissors, keyboards) p. 52 Materials: White paper Pencil Scissors Crayons Asteroid Cut Out Star Cut Out Comet Cut Out Comets and Asteroids by Amanda Davis Teacher Preparation: Before the lesson, the teacher needs to gather all of the materials and put them at the table that will be used for making the stars, comets, and asteroids. Introduction: “Good morning boys and girls. Today we are going to move into a new topic, we are going to talk about the solar system. But before we start to learn about the solar system, we need to make our room look like the solar system.” Procedure: 1. Bring two children over to the table. 2. Explain, “Today I want each of you to make one star, one comet, and one asteroid that we will place in our classroom. I already have all of the planets made and the sun. We will place all of these items around the room.” 3. Explain, “Before we start to make them, I am going to show you pictures of comets and asteroids out of the book Comets and Asteroids.” Show the children the pictures in the book. 4. Explain, “Great now I have shapes of a comet, asteroid, and star that I want you to trace on your paper.” Allow time for the students to complete this. 5. Explain, “Now I want you to color each of you shapes so they look like they are really.” Allow time for students to complete this. 6. Explain, “Alright, now I want you to cut the shapes out and write your name of the back.” Allow time for students to complete this. ** 7. Allow enough time so that all the students can complete this. Closure and Transition: “Great job with this activity. Tomorrow when you come to class I will have all of the planets, the sun, your stars, asteroids, and comets put up in the room. Now I need you to go to one of the other activities that is going on in the room right now.” Source: Cottrell, M. Original Introductory Activity Concepts fostered: 21. The solar system has eight planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune. 22. There are two types of planets, Jovian and Terrestrial. Learning Objective: Give the introductory lesson, preschool students will list the planets in our solar system. Early Childhood Indicators of Progress: 1. Domain: Language and Literacy Development (III) 2. Domain Component: Listening 3. Indicator of Progress: 2. Listen with understanding to stories, directions, and conversations 4. Page: 30 Materials Needed: Model of the Solar System The Planets in our Solar System by Franklyn M. Branley Introduction: 1. Show the students a model of the solar system 2. Ask the students what they know about our solar system and if anyone can name the planets Procedure: 1. Read the book The Planets in our Solar System by Frankly M. Branley 2. *Go back to the model and have the children help you identify what each planet is 3. *Have the students list the planets and any characteristics they remember about the different planets Closure and Transition: 1. Tell the students that we will be studying the planets in our solar system over the next couple of weeks 2. Have the students put their things away and get ready for the next lesson Source Original: Angie Doyle TITLE OF ACTIVITY: Planet Balls CONCEPTS FOSTERED: 1. The solar system has eight planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune 2. There are two types of planets, Jovian and Terrestrial 6. The sun is the center of the universe LEARNING OBJECTIVE: Given the Planet Balls activity, the students will discover the eight planets in the solar system and the sun. EARLY CHILDHOOD INDICATORS OF PROGRESS: Domain VI: Physical and Motor Development- Gross Motor Development 1: Develop large muscle control and coordination (Pg. 50) Domain V: Cognitive Development- Scientific Thinking and Problem-Solving 2: Identify and/or describe objects by physical characteristics. MATERIALS NEEDED: Jumbo yellow/orange ball (sun) Nerf saucer ball (Ball with a Frisbee around it- Saturn) Blue & green ball (Earth) Tennis ball (Venus) Softball (Uranus) Basketball (Jupiter) Red pool ball (Mars) Blue kickball (Neptune) Wiffle ball (Mercury) Bouncy ball (Pluto) 5+ golf balls (stars)-Enough golf balls so each student has a ball in their hands INTRODUCTION: The teacher will ask the students what outer space is and if they know anything about it. The teacher will then explain that we will be spending the whole week learning about outer space. PROCEDURE: 1. The students will stand in a circle with one ball in their hands. 2. We will sing “Twinkle Twinkle” (Traditional) while the students pass their balls to the person next to them. 3. When we are done with the song the students will keep the ball in their hands. The teacher will ask if the students know of any objects that are found in outer space. *When they answer with any of the planets, stars, or the sun the teacher will share a fact about that space body and place it in the middle of the circle, with all objects orbiting the sun correctly. (Planets closest-furthest from the sun: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto (optional)). * 4. Discuss the distance from the sun the planets are (which are close and which are far away), the colors of the planets, and the size of the planets. CLOSURE AND TRANSITION: To end the lesson, the students will be asked to return their ball to the basket and share one fact they learned about outer space. They will then be dismissed to wash their hands. SOURCE: Adapted fromCowling, T. (2010). Teaching the Solar System to Preschoolers. In Bright Hub. Retrieved from http://www.brighthub.com/education/earlychildhood/articles/64291.aspx Title: Count the Stars Concepts Fostered: 5. There are many stars in the solar system including the sun. Learning Objective: Given the stars the preschool students place the right number of stars in the cans. Early Childhood Indications of Progress: Cognitive Development Mathematical and Logical Thinking 2. Demonstrate understanding of one-to-one correspondence between objects and numbers. p. 44 Materials: 70 star cut outs 11 small tin cans Scissors Construction paper Marker Clear packing tape Small container with a lid Teacher Preparation: Print out all of the stars in color. Cut and laminate all of the stars. Place the stars in the container (There should be 25 extra stars in case some get lost) Wash and dry all of the tin cans. Cut out 11 strips of construction paper. Write the number 0-10 on each set of strips. Then place one strip on each can and put the tape over it. Take the marker and draw the correct amount of dots on the bottom of each can so the students can self correct while doing the activity. At the table, before the activity. Set the can out in order from 0-10. Then put the container of stars out, next to the cans. Introduction “Good morning boys and girls. At night when you look in the sky, you see hundreds of stars. There are so many that you could spend all night trying to count them. But today we are going to trying to count some of these stars.” Procedure 1. Bring two children over to the activity at a time. 2. Once the children are there explain to them “In front of you there are cans that are labeled with numbers. I want you to take the stars and place the stars in the cans. You need to look at the number on the outside of that can and place that many stars in that can. Once you have placed the stars in the can, you can look at the bottom of the cans to see if you put the correct number of stars in the can.” 3. Allow students up to 5 minutes to finish the activity. 4. When the students are finished place the stars in the cans explain, “ I want you to go through the cans. Please say the number on the outside of the can and then take out the stars and count them.” * If they have the incorrect number of stars in a can, have them count out that many stars with the extras. 5. Once the student has counted all of the stars, have the help you put them back into the container and let them move onto the next activity. 6. Allow time so that every student can do steps 1-5. Closure and Transition: Explain “You did a great job counting the stars today. Tonight before you go to bed try and look up at the night sky and see how many stars you can count. Now you are going to go pick another activity that is going on in the classroom.” Source: Warner, P. (2011). Marvelous Mathematics. 1-17 Title: Pattern Game Concepts fostered: 3. Terrestrial planets are the “rocky” planets and are located closest to the sun: Mercury, Venus, Earth and Mars. 4. Jovian planets are the “gassy” planets and are located furthest from the sun: Jupiter, Saturn, Uranus and Neptune. Learning Objective: Given the pattern game lesson, the preschool students will complete patterns on their own. Early Childhood Indicators of Progress: 1. Domain: Cognitive (v) 2. Domain Component: Mathematical and logical thinking 3. Indicator of Progress: 6. Recognize and duplicate simple patterns 4. Page: 44 Materials Needed: Cut out solar system pieces Laminate solar system pieces File folder with patterns started Patterns in real life pictures Introduction: 1. Show students pictures of Jovian and Terrestrial planets 2. Discuss the differences of the two types of planets with the students 3. Refer to the model and show them what planets are Jovian and what one are Terrestrial Procedure: 1. Take out the solar system pieces and make a simple pattern using the pieces on the table with the students. 2. Ask the students what am I making? 3. Make multiple patterns for the students until they all understand what is being done. 4. Open the file folder game and direct students attention to the first pattern. (You might want to cover up the other patterns while looking at just the first one) 5. *Have the students help complete the first pattern 6. *Continue completing all the patterns inside the file folder game, encouraging and praising the students as you go. 7. If the students understand the concept of patterns, continue on. If not, keep reviewing simple patterns. 8. Next, have the students create their own patterns. 9. Give each child 2-3 different pieces only (example: 4 earth pieces and 4 Jupiter pieces) 10. *Have students demonstrate their knowledge by creating their own patterns with the laminated pieces on the table and then show the rest of the group. The rest of the group will try to add on to the original pattern. Closure and Transition: 1. Have the students put their things away and get ready for the next lesson Source Original: Angie Doyle Pattern Pieces: Mercury Mars Venus Jupiter Earth Saturn TITLE OF ACTIVITY: Eight Planets CONCEPTS FOSTERED: 1. The solar system has eight planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune LEARNING OBJECTIVE: Given the Eight Planets activity, the students will show the eight planets in order from smallest to largest and count them. EARLY CHILDHOOD INDICATORS OF PROGRESS: Domain V: Cognitive Development- Mathematical and Logical Thinking 3: Demonstrate ability to count in sequence (Pg. 44) Domain V: Cognitive Development- Scientific Thinking and Problem-Solving 8: Order or sequence several objects on the basis of one characteristic (Pg. 44) MATERIALS NEEDED: Planet Image Cards (Printed and Laminated)- See following pages INTRODUCTION: The teacher will explain at large group/circle time that at the math table there will be cards with images of the planets on them that they will be asked to put in order. PROCEDURE: 1. 1-3 students will be allowed to go to the math table at one time. 2. *The student(s) will work on putting the planets in order from smallest to largest. 3. After the planet cards are in order from smallest to largest, the student(s) will point to each card and count time. * CLOSURE AND TRANSITION: To end the lesson, the students will be asked to group the planets together however they would like. They will be informally assessed by teacher observation on how they classify the objects. The students may leave as they please because this activity will be done in a center/station. SOURCE: Adapted fromFirst School. (2010). Planets Space Day Theme. In First School. Retrieved from http://www.first-school.ws/activities/occasions/spaceday.htm Title: What’s the Weight? Concepts Fostered: 7. The Kuiper belt contains asteroids and comets and is located just past the Jovian planets. 8. The asteroid belt contains asteroids and is located between the Terrestrial and Jovian planets. Learning Objective: Given the rock activity the preschool students will use a scale to help them decide which rocks are heavier. Early Childhood Indication of Progress: Cognitive Development Scientific Thinking and Problem Solving 6. Use tools for investigation of the environment. p. 46 Materials: 8 various sizes of rocks Balance scale Marker 2 of the exact same wooden blocks 2 blocks of different sizes Teacher Preparation: Before the activity, the teacher needs to gather all of the materials and place them on the table. Take the marker and put a number on each rock, 1-8. Introduction: “Good morning boys and girls. Last week I got a call from a scientist who needs our help. He told me that he found some asteroids and he needs us to figure out which ones are heavier than the others. “ Procedure: 1. Have one student come to the table at a time. 2. Explain, “Now the scientist could not send us the actual asteroids, but he has sent us exact models of them. Since you have not worked with this type of scale yet I will show you how to work it.” 3. Place the one of the same sized blocks on each end of the scale. Explain, “As you can see, these blocks are the same. Because they are the same, there weight is also the same so the scale stays balanced.” 4. Take those blocks off and put one of the different sized blocks on each end of the scale. Explain, “ As you can see, these blocks are different sizes. Because they are not the same weight, the scale is not balanced. The block that is the lightest is higher and the block that is heavier is lower.” 5. Explain,” Now you are going to do the same thing with the rocks. I want you to grab the rocks labeled 1 and 2. Then put one rock on each side. Once the rocks are both on there, figure out which one weights more and which one weights less. Then put the rock that weights more on the left side of the table and the rock that weights less on the right side of the table. Repeat this with all of the sets of rocks” Allow time of students to finish. ** 6. Allow enough time so that all students can do steps 1-5. Closure and Transition: “Thank so much for your help today, I will call the scientist tonight and tell him what asteroids are the heaviest and lightest. I need you to go to another activity that is happening in the room.” Source: Warren, J. Moon theme activities. Retrieved from http://www.preschoolexpress.com/theme-station10/moon-june.shtml Title: Making Comets Concepts fostered: 7. The Kuiper belt contains asteroids and comets and is located just past the Jovian planets. Learning Objective: Given the comets lesson, preschool students will describe characteristics of comets. Early Childhood Indicators of Progress: 1. Domain: Cognitive Development (V) 2. Domain Component: Scientific thinking and problem-solving 3. Indicator of Progress: 2. Identify and/or describe objects by physical characteristics 4. Page: 46 Materials Needed: Crushed ice/snow Dirt Buckets Trays Freezer Introduction: 1. Show the students a picture of the Kuiper Belt 2. Explain that many different things make up the Kuiper Belt including comets 3. Ask students what comets are Procedure: 1. Discuss that comets are made of mainly ice and dust/dirt from the outer space 2. Tell the students today we will be making our own comets 3. Show them pictures of comets and discuss that they usually have more ice that dust/dirt 4. Have students make their own comets with ice/snow and dirt 5. Freeze the comets afterwards Closure and Transition: 1. *Have the students share their comets with the class 2. *Have another discussion asking children to describe what comets are made of 3. Have the students put their things away and get ready for the next lesson Source Original: Angie Doyle TITLE OF ACTIVITY: Diet Coke Rocket CONCEPTS FOSTERED: 10. Astronauts are people who explore outer space LEARNING OBJECTIVE: Given the rocket activity, the learner will predict it will launch off the ground. Given the rocket activity, the learner will question how and why the rocket worked. EARLY CHILDHOOD INDICATORS OF PROGRESS: Domain II: Approaches to Learning- Children Show Progress in Curiosity 1: Show eagerness and a sense of wonder as a learner (Pg. 20) Domain V: Cognitive Development- Scientific Thinking and Problem-Solving 3: Express wonder about the natural world (Pg. 44) MATERIALS NEEDED: 24 oz Diet Coke 2-Liter Diet Coke 1 pack of Mentos- It may be helpful to tape 4 and 8 Mentos together INTRODUCTION: The teacher will ask the students what types of transportation to astronauts use to get to outer space. The teacher will ask if anyone has seen a rocket launch. PROCEDURE: 1. The students will line up in a straight line along a grassy area outside. 2. *The teacher will ask the students how they predict the rocket will work and what will happen when the teacher puts the Mentos in the Diet Coke. * 3. The teacher will drop Mentos in the Diet Coke and stand back so the students can see the blast off. The 24 oz bottle will be used first, and then this is repeated with the 2-Liter. CLOSURE AND TRANSITION: To end the lesson, the teacher will ask if anyone knows why the rocket launched. The teacher will explain that it was a blast of energy that was created when the Mentos met the Diet Coke. The teacher will ask if there are any questions. After answering them the students will “Blast Off” back inside in a straight line, just like a rocket. SOURCE: Traditional Title: Comet, Comet, Asteroid Concepts Fostered: 7. The Kuiper belt contains asteroids and comets and is located just past the Jovian planets. 8. The asteroid belt contains asteroids and is located between the Terrestrial and Jovian planets. Learning Objective: Given the game comet, comet, asteroid the preschool students will pick one student and try to out run that student around the circle. Early Childhood Indication of Progress: Physical and Motor Development Gross Motor Development 2. Develop body strength, balance, flexibility, and stamina Materials: No Materials Needed Teacher Preparation: No Teacher Preparation Needed Introduction: “Good afternoon boys and girls. Today we are going to play a game. This game is a well-known game that we have actually played before. The only difference is that it has to do with asteroids and comets since we just talked about them.” Procedure: 1. Have the students sit in a circle. 2. Explain, “Now you all know the game duck, duck, goose. Well today we are going to play comet, comet, asteroid. This is the same as duck, duck, goose except instead of saying duck or goose you say comet or asteroid. If you are it you still need to tap everyone on the head but instead of saying duck you say comet. When you want to pick someone to chase you, instead of saying goose you say asteroid. Then they still chase you until they tag you or you sit safely in their old spot.” 3. The teacher can start the game out and the children pick one another from there on out. ** 4. Play the game for 10-15 minutes or until the children are no longer interested. Closure and Transition: “Good job playing comet, comet, asteroid. You all looked like you had fun. Now the next time you and your friends play duck, duck, goose I challenge you to teach them to play it this way instead. Now lets go wash our hands and get ready for lunch.” Source: Adapted from the traditional game duck, duck, goose. itle: Blast Off Concepts fostered: 10. Astronauts are people who explore outer space. Learning Objective: Given the Social Studies lesson, preschool students will discuss the roles and characteristics of astronauts. Early Childhood Indicators of Progress: 1. Domain: Approaches to Learning (III) 2. Domain Component: Imagination and Invention 3. Indicator of Progress: 3. Try out various pretend roles in play or with make-believe objects 4. Page: 24 Materials Needed: Large printouts of rockets o Must have enough “seats” for each astronaut (Student) Astronaut Handbook by Meghan McCarthy Music Introduction: 1. Ask the students what astronauts are and what they do 2. Read the story Astronaut Handbook by Meghan McCarthy Procedure/Rules and Directions: 1. Tell the students that we are going to pretend to be astronauts today 2. We will be playing a game called blast off 3. Place the large rocket printouts on the floor 4. Tell the students that when the music is playing, they can pretend to be flying around (on the carpet) in outer space 5. Once the music shuts off, they must quickly return to a rocket ship 6. There are only 2 spots/seats per rocket so the student must find an empty seat when the music stops Closure and Transition: 5. *Ask the students what their favorite part about being an astronaut was 6. *Have a discussion with the students about the roles and characteristics of astronauts 7. Have the students put their things away and get ready for the next lesson Source Disney Amazing Moms. (2010). Space birthday party theme. Retrieved 4/10, 2011, from http://www.amazingmoms.com/htm/party-space-birthday.htm TITLE OF ACTIVITY: Pin the Earth on the Solar System CONCEPTS FOSTERED: 1. The solar system has eight planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune 6. The sun is the center of the universe LEARNING OBJECTIVE: Given Pin the Earth on the Solar System, the learner will communicate with a peer in locating the correct position for the Earth. EARLY CHILDHOOD INDICATORS OF PROGRESS: Domain I: Social and Emotional Development- Social Competence and Relationships 1: Interact easily with one or more children (Pg. 18) Domain III: Language and Literacy Development- Speaking 4: Use language for a variety of purposes (Pg. 32) MATERIALS NEEDED: A poster of the solar system (or a large image of the solar system projected onto a magnetic white board) Cut-out of the Earth with a magnet on the back INTRODUCTION: The teacher will explain to the students that they are going to work together to try to put the Earth back to the correct place in the solar system. All astronauts in outer space use teamwork, so we are going to use teamwork in the classroom. PROCEDURE: 1. The solar system poster will be taped to a magnetic white board or an image of the solar system will be projected on to a magnetic white board. 2. The students will take turns being blindfolded. Once student will have their eyes covered, will spin in two circles, and then will be guided by the other student to walk up to the board and to put the Earth on top of the Earth that is on the magnetic board. 3. *The student’s partner will use directional words to lead them as close as they can to the correct location.* 4. The students will take turns getting a chance to attempt to place the Earth in the correct location. CLOSURE AND TRANSITION: To end the lesson, the teacher will ask the students which words were the most helpful in getting their partner closest to the correct location. To dismiss the students to the next location, give the students directions on how to get to the next place they are going, but do not disclose the location. SOURCE: Adapted from- Cowling, T. (2010). Outer Space Games. In Bright Hub. Retrieved from http://www.brighthub.com/education/early-childhood/articles/95440.aspx Title: Paint the Planets Concepts Fostered: 23. The solar system has eight planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune. Learning Objective: Given the painting activity the preschool students will create a painting reflecting one of the eight planets. Early Childhood Indication of Progress: Creativity and the Arts Responding 1. Show others and/or talk about what they have made or done. p. 40 Materials: Water color paint Bowls Coffee filters Eyedroppers Smocks Marker Our Solar System by Amanda Davis Teacher Preparation: Before the activity, the teacher needs to get the watercolor ready and put each color of paint into a separate bowl. Have all of the other materials placed out on the table. Introduction: “Good morning boys and girls. Today we are going to talk about some of the planets. There are eight plants in our solar system. They are: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune. For our art activity, you all are going to get the chance to take a closer look at these planets, then you will create a painting of one of the planets.” Procedure: 1. Bring two students over to the table two at a time. 2. Once they get to the table, have them put the smocks on. 3. Explain while showing pictures of the planets from the book, This is a picture of Mercury. It is the closest planet to the sun. This is a picture of Venus. Is known as Earth’s sister planet because they are almost the same size. This is a picture of Earth. This is the planet that we live on. This is a picture of Mars. Mars is known as the red planet because its surface is red. This is a picture of Jupiter. It is the largest planet in the solar system. This is a picture of Saturn. Saturn is known for its large rings. This is a picture of Uranus. Uranus is one of the ice giants. This is a picture of Neptune. Neptune is known for its bright blue color.” 4. Explain to the students, “Now each of you will make a painting of one of the planets. You will each get a coffee filter. Then you need to write your name along the edge with the marker.” Allow time for students to write their name and assist them if needed. 5. Explain to the students, “ Now in front of you is the bowls of paint. If you want to use a color, then you need to grab the eyedropper and fill it with the paint. Then you can bring it to your coffee filter and squeeze out a small amount of the paint. Once you have finished with that color, put the eyedropper back and you can pick another color to use if you want.” Allow time for students to complete their planet. 6. After the students have finished their painting, ask them, “So which planet did you make?” Student Responses will vary. 7. Allow enough time so that all students can complete this activity. Closure and Transition: “Good job today, tomorrow when they dry we will hang them up in our classroom and you will get the chance to tell the class which painting is yours and which planet you painted. Now I need you to go to one of the other activities that is happening in the room.” Source: Cox, K. Space Theme. Retrieved from http://prekinders.com/space-theme/ Title: Recycled Rocket Ship Concepts fostered: 10. Astronauts are people who explore outer space. Learning Objective: Given the art lesson, preschool students will construct a rocket ship out of recycled materials. Early Childhood Indicators of Progress: 1. Domain: Creativity and the Arts (IV) 2. Domain Component: Creating 3. Indicator of Progress: 1. Use a variety of media and materials for exploration and creative expression 4. Page: 38 Materials Needed: Recycled materials o Pop bottles, toilet paper rolls, paper towel rolls, cardboard (cereal boxes), etc o Markers, crayons, colored pencils o Glue Introduction: 1. Review the roles and characteristics of astronauts 2. Ask the students how astronauts get around in space Procedure/Rules and Directions: 1. Talk about what rocket ships are and what they look like 2. Tell the student that we are going to be making rocket ships out of recycled materials 3. Show the students an example of one you made or kept from previous years 4. Let the students create their rocket however they would like Closure and Transition: 1. *Have the students share their rocket ships with the class when everyone has completed theirs 2. Have the students put their things away and get ready for the next lesson Source Original: Angie Doyle TITLE OF ACTIVITY: Planet Pie Prints CONCEPTS FOSTERED: 1. The solar system has eight planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune. LEARNING OBJECTIVE: Given the Planet Pie Prints, the learner will create their own image of a planet. EARLY CHILDHOOD INDICATORS OF PROGRESS: Domain IV: Creativity and the Arts- Creating 2: Participate in art and music experiences (Pg. 38) Domain VI: Physical and Motor Development- Fine Motor Development 1: Develop small muscle control and coordination (Pg. 52) MATERIALS NEEDED: 3+ Metal circle pie/cake pans Paintbrushes Large paper (big enough for the full pan to fit on top of) Multiple colors of paint INTRODUCTION: The teacher will explain to the students that in outer space the planets all look different in color and texture. Today they will make a painting of their own planet. PROCEDURE: 1. The students will put their paint shirts on and come to the table. 2. Each student will be asked to write their name on their paper. 3. Each student will paint the bottom of the pan with the colors of their choice (the fewer colors, the better- Two colors work the best). They will be instructed to attempt to not mix the colors 4. Once the student paints the whole bottom of the pan, they will flip it over and press it on to their paper (the teacher may need to assist with this). 5. *Slowly they will peel the pan from the paper and see their planet.* 6. They can name their planet and have the teacher write it on their paper for them. CLOSURE AND TRANSITION: To end the lesson, the teacher will compare the images of their planets and find similarities and differences between their planets. Students will be dismissed and asked to wash off their pan with soap and water, dry it, and then wash their own hands for snack. SOURCE: Rhonda Norton- Redeemer Lutheran Preschool: Winona, MN Title: Making a Night Sky Concepts Fostered: 9. Most planets have at least one, if not multiple, moons/satellites. 5. There are many stars in the solar system including the sun. Learning Objective: Given the night sky activity the preschool students will create a moon and at least 3 stars to place in their night sky. Early Childhood Indication of Progress: Physical and Motor Development Fine Motor Development 1. Develop small muscle control and coordination p. 52 Materials: Construction Paper o Yellow o Grey o Black Scissors Glue Pencil Star Cut Out Moon Cut out Teacher Preparation: Before class students bring all of the materials to the table. Introduction: “Good afternoon boys and girls. As we talked about, most planets have moons. Even the earth has a moon. Most of you have probably seen the moon in the night sky. You probably have also seen the stars in the night sky. Well today each of you are going to get the chance to make your own night sky.” Procedure: 1. Bring two students over to the table at a time. 2. Explain,” You will be making your own night sky. To start out with, I want you to trace the circle on the grey paper and then cut it out.” Allow time so students can complete this. 3. Explain, “Good. Now we are going to make the stars. I want you to trace at least 3 stars on the yellow paper. Once you have finished tracing, I want you to cut the stars out.” All time so students can complete this. ** 4. Explain, “Great now I am going to give you a black piece of paper. On this paper I want you to glue your moon and stars down on the paper.” Allow time so students can complete this. 5. Allow enough time so that all students can complete this activity. Closure and Transition: “Great job with this activity. Tomorrow with they are dry; we are going to hang them up out in the hallway. Now I want you to go to one of the other activities that is taking place in the room right now.” Source: Cottrell, M. Original Gross Motor: Asteroid Belt Concepts fostered: 7. The Kuiper belt contains asteroids and comets and is located just past the Jovian planets. 8. The asteroid belt contains asteroids and is located between the Terrestrial and Jovian planets. Learning Objective: Given the gross motor game, preschool students will assist each other in keeping the asteroids (balloons) from hitting the earth (ground). Early Childhood Indicators of Progress: 1. Domain: Approaches to Learning (III) 2. Domain Component: Imagination and Invention 3. Indicator of Progress: 3. Try out various pretend roles in play or with make-believe objects 4. Page: 24 Materials Needed: Inflated balloons (asteroids) Large printout of Earth Introduction: 1. Talk with the students about the asteroid and Kuiper Belt 2. Describe to the students that sometimes asteroids/comets escape the belts and hit the earth Procedure: 5. Tell the students that many asteroids are about to hit the earth and it’s our job to protect it 6. When it's time to play have the children form a circle 7. *Toss the balloons or "asteroids" in the air and the children have to keep the asteroids from hitting the Earth. Closure and Transition: 1. Have the students put their things away and get ready for the next lesson Source Disney Amazing Moms. (2010). Space birthday party theme. Retrieved 4/10, 2011, from http://www.amazingmoms.com/htm/party-space-birthday.htm Title: I Want to be an Astronaut Concepts Fostered: 10. Astronauts are people who explore outer space. Learning Objective: Given the astronaut activity the preschool students will determine how astronauts move in space and move that way. Early Childhood Indication of Progress: Physical and Motor Development Gross Motor Development 4. Develop ability to move their body in space with coordination p. 50 Materials: I Want to be an Astronaut by Byron Barton CD player CD of the song “Orbiting Around the Moon” Teacher Preparation: Before the lesson, the teacher needs to get the book. The teacher also needs to have the CD in the CD player ready to go so the teacher can just push play during the lesson. Introduction: “Good morning boys and girls, its nice to see you all here. Today we are going to talk about astronauts. To start off, lets sing our song, “The Astronaut Song”.” o Outer space is where I really like to go I ride inside a spaceship, don't you know I like to travel near the stars Wave to Jupiter and Mars Outer space is where I really like to go Procedure: 1. “Good job boys and girls, it was nice to hear all of your voices this morning. Now I am going to read you the book I Want to be an Astronaut.” Read the book to the students and make sure to move the book around so all of the students can see the pictures. a. I Want to be an Astronaut is about a young child who imagines what it is like to be an astronaut and all of the things that they want to do in outer space. 2. After reading the book explain, “Alright students, now lets pretend that we are astronauts. I want you to stand up and lets put our space suits on. Lets start out by putting the suit on.” Allow time for student to put on their suits. 3. Explain, “Alright now that we have our suits on, let’s get our boots and our helmets on.” Allow time for students to put these items on. 4. Explain, “Now that we have our suits on, I want you all to crouch down. Then we are going to count backwards from 10. After 1 I want you to yell “Blast Off” and jump up in the air. When you land on your feet I then want you to move around how you think an astronaut would move around in space. When you are moving around, I want you to look out for the other children moving around” 5. Start the countdown. When the children are moving around, play the song “Orbiting Around the Moon” Have the student’s move around until the music stops. ** 6. After the music stops, have all the students sit down and discuss some of the things they did. Closure and Transition: “Boys and girls, great job on being astronauts. Tonight at home I want you to go and try to get your parents to be astronauts to with you. Now I need you to go line up at the door so we can go outside.” Source: Charner, K. (1996). The giant encyclopedia of circle time and groups activities for children 3 to 6. Gryphon House Inc. Orbiting Round the Moon. Retrieved from http://www.everythingpreschool.com/themes/space/songs.htm The Astronaut Song. Retrieved from http://www.everythingpreschool.com/themes/space/songs.htm Large Group/Circle Time Concepts fostered: 2. There are two types of planets, Jovian and Terrestrial. 3. Terrestrial planets are the “rocky” planets and are located closest to the sun: Mercury, Venus, Earth and Mars. 4. Jovian planets are the “gassy” planets and are located furthest from the sun: Jupiter, Saturn, Uranus and Neptune. Learning Objective: Given the circle time activity, children will describe similarities and differences of the two different types of planets. Early Childhood Indicators of Progress: 1. Domain: Language and Literacy Development (III) 2. Domain Component: Listening 3. Indicator of Progress: 2. Listen with understanding to stories, directions, and conversations 4. Page: 30 Materials Needed: There’s no place like Space by Tish Rabe List of actions for the settler Introduction: 1. Start with a settler song a. Everybody do this, do this, do this Everybody do this, just like me. 2. Change the actions each time you sing it 3. Let the children each have one turn making up the actions 4. The teacher should be the last one to have a turn and the action should be sit down Procedure: 1. Once the students are settled, read the book There’s No Place Like Space by Tish Rabe 2. Have a discussion with the students about the two different types of planets 3. Have the teacher write down similarities and differences on a Venn diagram Closure and Transition: 1. Have the students put their things away and get ready for the next lesson Source Original: Angie Doyle TITLE OF ACTIVITY: Asteroid Toss CONCEPTS FOSTERED: 7. The Kuiper belt contains asteroids and comets and is located just past the Jovian planets 8. The asteroid belt contains asteroids and is located between the Terrestrial and Jovian planets LEARNING OBJECTIVE: Given the Asteroid Toss, the learner will participate in tossing the asteroids to their peers. EARLY CHILDHOOD INDICATORS OF PROGRESS: Domain I: Social and Emotional Development- Social Competence and Relationships 1: Interact easily with one or more children (Pg. 18) Domain II: Approaches to Learning- Imagination and Invention 1: Approach tasks and experiences with flexibility, imagination, and inventiveness (Pg. 24) MATERIALS NEEDED: 2 crumpled balls of (recycled) paper per each student in two different colors (white vs. colored) 2 sheets/blankets/rugs INTRODUCTION: The teacher will explain to the students that in outer space the Kuiper belt is located between the Terrestrial and Jovian planets. In this belt there are many asteroids and today we are going to toss asteroids to our friends. Since we are in outer space, the asteroids are weightless compared to how much they would weigh on the planet Earth. PROCEDURE: 1. The students will be separated into two groups (Terrestrial and Jovian) and each group will stand on a sheet. 2. *The students will be instructed to throw the crumpled papers (which scattered on the sheets) toss them to a friend on the other rug.* This will be difficult due to the large motor skills that are still developing and because the paper is so light. 3. The students will be required to stay on their sheet. The goal is to get all of the white asteroids to the opposite side and the colored asteroids to the opposite side. CLOSURE AND TRANSITION: To end the lesson, the teacher will ask the students to count how many asteroids did not make it to the opposite side. These asteroids will have landed in the Kuiper Belt. To end the activity the students will be asked to gather two asteroids and dispose of them in the recycling bin. SOURCE: Original- by LeKeisha Weimerskirch Music 1. I’m a Little Astronaut Tune: I’m A Little Teapot I’m a little astronaut Flying to the moon. My rocket is ready, We blast off soon. I climb aboard And close the hatch. 5-4-3-2-1, off we blast! 9. Most planets have at least one, if not multiple, moons/satellites. 10. Astronauts are people who explore outer space. Warren, J. Moon theme activities. Retrieved from http://www.preschoolexpress.com/theme-station10/moon-june.shtml 2. Planet Song Tune: Ants Go Marching The Planets revolve around the sun...hurrah, hurrah The Planets revolve around the sun...hurrah, hurrah The Planets revolve around the sun, they spin on their axis everyone And they all go spinning...around and around they go Mercury, Venus, Earth and Mars...hurrah, hurrah Mercury, Venus, Earth and Mars...hurrah, hurrah Mercury, Venus, Earth and Mars all whirling and twirling among the stars And they all go spinning, around, and around they go Jupiter and Saturn are next in line...hurrah, hurrah Jupiter and Saturn are next in line...hurrah, hurrah Uranus, Neptune and Pluto makes nine And they all go spinning around, and around they go Boom, boom, BOOM! 24. The solar system has eight planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune. Sun, moon, stars, and planets theme: songs, finger plays, nursery rhymes. Retrieved from http://www.preschoolkids.net/sun_moon_stars_planets_theme.htm 3. Planets in the Solar System To the tune of She’ll be Comin’ Round the Mountain There are eight planets in our solar system (just eight!) There are eight planets in our solar system (just eight!) Mercury, Venus, Earth, and Mars Jupiter, Saturn, Uranus, And Neptune orbit ‘round our star the Sun (just eight!) 1. The solar system has eight planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune. Denver Museum of Nature and Science. (2011). Sing Along. Retrieved 4/10, 2011, from www.dmns.org/media/2946/singAlong.pdf 4. 10 9 8 7 6 5 4 3 2 1 Blast off! No specific tune Off we go into outer space Off we go at a zipping pace, Rockets are ready, all things are steady. Off to visit the moon. Space ship, Space ship, passing the stars in the sky, gleaming brightly see the comets go by. Repeat 9. Most planets have at least one, if not multiple, moons/satellites. Pam. (2004). Blast Off. Retrieved 4/10, 2011, from http://www.perpetualpreschool.com/preschool_themes/space/space.htm 5. Twinkle Twinkle Little Star Twinkle twinkle little star How I wonder what you are Up above the world so high Like a diamond in the sky Twinkle twinkle little star How I wonder what you are. 5. There are many stars in the solar system including the sun Traditional 6. Astronaut Song Sung to “If You’re Happy and You Know It” Outer space is where I really like to go. I ride inside a spaceship don’t you know? I like to travel near the stars, Wave to Jupiter and Mars. Outer space is where I really like to go. 1. The solar system has eight planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune. 5. There are may stars in the solar system including the sun. 10. Astronauts are people who explore outer space Child’s Play Family Daycare. (2002). Sum, Moon, Stars & Planets Theme for Preschoolers. Preschool Kids. Retrieved from http://www.preschoolkids.net/sun_moon_stars_planets_theme.htm Finger Plays: 1. Ten Astronauts Ten astronauts in a rocket ship (Hold up fingers and touch both hands together at fingertips to make point of rocket) Flying through space going to make a little trip (Keep point of rocket with hands and go back and forth) Going past Mars and Jupiter, too! (Keep point of rocket with hands and go back and forth) Ten little astronauts, what a crew! (Hold up 10 fingers) 10 Astronauts are people who explore outer space. 25. The solar system has eight planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune. Sun, moon, stars, and planets theme: songs, finger plays, nursery rhymes. Retrieved from http://www.preschoolkids.net/sun_moon_stars_planets_theme.htm 2. Stars At night I see the twinkling stars (fist up and open hands over your head) And a great big smiling moon (circle arms overhead) My Mommy tucks me into bed (Lay pointer of one hand across the palm of the other hand) And sings a good-night tune. (Rock your hands back and forth) 5. There are many stars in the solar system including the sun. 9. Most planets have at least one, if not multiple, moons/satellites. Music & songs: space. Retrieved from http://www.preschooleducation.com/sspace.shtml 3. 5 Little Aliens 5 little aliens went out to play over the moon to the milky way. (wave 5 fingers) mama alien went hep hep hep (wave thumb) 4 little aliens came floating back. (Go from 4-3, 3-2, 2-1, 1-0 while waving that many finer) Father alien went HEP HEP HEP the 5 little aliens came floating back (Wave pointer and then the whole hand) 9. Most planets have at least one, if not multiple, moons/satellites. Schmidt, Sonya. (2004). Five little aliens. Retrieved 4/10, 2011 from http://www.perpetualpreschool.com/preschool_themes/space/space.htm 4. 5 Little Astronauts 5 little astronauts floating in space, (wave 5 fingers) looking at the stars with a smile on their face. (move whole hand side to side while smiling) When along came a space ship to beam one out and the 4 little astronauts gave a little yell " HEY " (Go from 4-3, 3-2, 2-1 and 1-0 and put down one finger at a time) 10. Astronauts are people who explore outer space. Schmidt, Sonya. (2004). Five little aliens. Retrieved 4/10, 2011 from http://www.perpetualpreschool.com/preschool_themes/space/space.htm 5. Countdown Come on, everybody! Let’s go to the moon! (Motion “come on” with one hand) Hurry, hurry! We’re leaving soon! (Pretend to tap wristwatch) 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) 10. Astronauts are people who explore outer space. Preschool Colonial. (2002). Space Songs and Fingerplays. Teacher Songs. Retrieved from http://www.preschoolkids.net/sun_moon_stars_planets_theme.htm 6. I’m a Little Rocket I’m a little rocket pointing at the moon (Raise arms above head and fingertips touching) Now I’m getting fueled up (Wiggle hips) We’ll be ready soon. (Stand up straight and tall) When it’s time to board me, then I’ll say (Slowly bend knees and crouch down- arms still above head) Blast off! Zoom! We’re on our way! (Jump up and down) 9. Most planets have at least one, if not multiple, moons/satellites Preschool Colonial. (2002). Space Songs and Fingerplays. Teacher Songs. Retrieved from http://www.preschoolkids.net/sun_moon_stars_planets_theme.htm Non-book stories: 1. What is the Sun? by Reeve Lindbergh Published by Candlewick Press This story is about a child who asks what the sun, moon, and earth are before bed The child ask many questions about the about the functions of the sun, moon, and earth. This child’s parent answers all of the questions and then tucks the child into bed. For this story, the teacher will use a magnet board. The teacher will have pictures to represent each of the questions that the child asks and pictures that represent the answer the parent gives. When reading the story, put each picture up on the cookie sheet when it is being talked about and then remove it when moving on to the next picture. 6. The sun is the center of the universe. 9. Most planets have at least one, if not multiple, moons/satellites. 1. The solar system has eight planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune. 2 .The Magic School Bus Lost in the Solar System by Joanna Cole On a special field trip in the magic school bus, Ms. Frizzle's class goes into outer space and visits each planet in the solar system. Delivery Method: Felt board story Felt pieces for each planet Felt pieces for characters Felt pieces for different things they discover on each planet 1. The solar system has eight planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune. 2. There are two types of planets, Jovian and Terrestrial. 3. Terrestrial planets are the “rocky” planets and are located closest to the sun: Mercury, Venus, Earth and Mars. 4. Jovian planets are the “gassy” planets and are located furthest from the sun: Jupiter, Saturn, Uranus and Neptune. 3. The Three Astronauts by Umberto Eco After reading the story to the students, I will use large tongue suppresser sticks to make three images of astronauts and one Martian. The students will act out the story in the puppet theater where the astronauts from different countries meet up on Mars. 1. The solar system has eight planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune. 10. Astronauts are people who explore outer space Color Blind Web Design. (2007). People and Their Jobs. The Coloring Spot. Retrieved from http://thecoloringspot.com/people/people-jobs-coloring-pages-1.html Dramatic Play: 1. The classroom will have an astronaut costume for dramatic play. This will include: boots, a suit, gloves and a helmet. This will be used for pretending they are astronauts on different planets and moons. This will encourage language development by encouraging them to use new vocabulary about the solar system. 10. Astronauts are people who explore outer space. Original by Angie Doyle 2. Space Ship: The teacher will lay a gray sheet/rug down on the floor for the surface of the planet. On top of this will be a refrigerator covered in white butcher paper that has been decorated to look like a space ship. There will be hula-hoops tied to the space ship so the astronauts do not float away. A coat rack will also be on the sheet with toys hanging from it that the “astronauts” can play with without the force of gravity. 10. Astronauts are people who explore outer space Original by LeKeisha Weimerskirch Attendance/Check In 1. Sun/Moon Wheel The teacher can start by cutting out a circle and at least five triangles for each child. Then color the empty half of the big circle and the triangles yellow. Then color the other half of the circle gray. Now glue the triangles onto the yellow side of the circle so it looks like the sun. Then on the bulletin board, put a large piece of white paper up. Take an x-acto knife and cut slits in the paper long enough so that each half of the circles will fix in it. Take each circle and place half of it in one of the slits. Take a pin and put it in the middle of the circle. Make sure that the circle will now spin. Complete this with every circle. After this is complete, take a marker a write each child’s name next to a circle. When the children arrive each day have them turn their circle to the sun. At the end of the day have the children turn there circle to the moon. If their circle is at the top of the board, either a parent or teacher can lift them up or there will be a step stool near so they reach their circle. 9. Most planets have at least one, if not multiple, moons/satellites. 5. There are many stars in the solar system including the sun. 2. Attendance/Check-in Idea: The classroom will have an interactive bulletin board that the students will update at the beginning of each day. The bulletin board will be of the night sky with enough Velcro spots for each student. When the student gets to school each morning, he or she will have to find their star with their name and picture on it and place it on the bulletin board. 5. There are many stars in the solar system including the sun. 3. Little Astronauts: Each student will have an astronaut to color and glue to a Popsicle stick. These Popsicle sticks will go in a recycled tin can covered with a rocket ship. They will be used to decide groups for stations throughout the week, who gets to answer questions, and other activities throughout the week. 10. Astronauts are people who explore outer space Color Blind Web Design. (2007). People and Their Jobs. The Coloring Spot. Retrieved from http://thecoloringspot.com/people/people-jobs-coloring-pages-1.html Snack: 1. Edible Stars Wheat bread Star shaped cookie cutters Strawberry jam or grape jelly Plastic knifes Give each child 2 slices of bread and a plastic knife. Have the children put the jelly of their choice on the bread. Have them put the sandwich together and cut the bread with the star shaped cookie cutter. Then they can enjoy. Make sure there is enough supplies so that children can have more than one if they want to. 5. There are many stars in the solar system including the sun. Sun, moon, stars, and planets theme: songs, finger plays, nursery rhymes. Retrieved from http://www.preschoolkids.net/sun_moon_stars_planets_theme.htm 2. Solar System Fruit Use different sized round fruit and add details to the fruit with food coloring or frosting. Arrange the fruit into solar systems and let the children pick which planet they would like to eat. 1. The solar system has eight planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune. 3. Space Food After discussing the types of food astronauts use in space, the students will get to try dried food for snack (Beef jerky, Raisins, other dried fruit, etc.). 10. Astronauts are people who explore outer space Rhonda Norton- Redeemer Lutheran Preschool: Winona, MN Fieldtrip/Walk 1. The preschool class will go to the local planetarium. Before the trip, the teacher needs to contact the planetarium and talk about what to show the students. At the planetarium, the students will see all of the planets. They will learn which planets are Jovian and which planets are Terrestrial. They will also get to see the sun, the Kuiper Belt, the Asteroid Belt, the sun, the moon, and stars. They will learn what order all of these plants, the sun, and asteroids go in. 26. The solar system has eight planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune. 27. There are two types of planets, Jovian and Terrestrial. 28. Terrestrial planets are the “rocky” planets and are located closest to the sun: Mercury, Venus, Earth and Mars. 29. Jovian planets are the “gassy” planets and are located furthest from the sun: Jupiter, Saturn, Uranus and Neptune. 30. There are many stars in the solar system including the sun. 31. The sun is the center of the universe. 32. The Kuiper belt contains asteroids and comets and is located just past the Jovian planets. 33. The asteroid belt contains asteroids and is located between the Terrestrial and Jovian planets. 34. Most planets have at least one, if not multiple, moons/satellites. 2. Take the students to a Space/Air Museum. Explore different pieces that have been brought back from space such as moon rocks, asteroid remains, etc. If possible, explore satellites or rocket ships/simulated rocket ships. 7. The Kuiper belt contains asteroids and comets and is located just past the Jovian planets. 8. The asteroid belt contains asteroids and is located between the Terrestrial and Jovian planets. 10. Astronauts are people who explore outer space. 3. Virtual trip to the moon: The students will sit in seats lined up in front of the TV/Projector. They will wear “Astronaut gear” that they created throughout the week and participate in a field trip to the moon. The video will be played on a projector or a TV. 9. Most planets have at least one, if not multiple, moons/satellites 10. Astronauts are people who explore outer space The Rock The Dance. (2010). Discovery Shuttle Launch. YouTube. Retrieved from http://www.youtube.com/watch?v=tDiQja08CZY Resource Person 1. The preschool class will have a worker from the observatory come and talk about what an observatory is. Some of the questions the class will ask are: 1. When is the best time to go to the observatory? 2. Why is Pluto no longer a planet? 3. How can you tell if what you are looking at is a star? 4. How do you use a telescope? 5. What planets can you see with the telescope? 3. Terrestrial planets are the “rocky” planets and are located closest to the sun: Mercury, Venus, Earth and Mars. 4. Jovian planets are the “gassy” planets and are located furthest from the sun: Jupiter, Saturn, Uranus and Neptune. 5. There are many stars in the solar system including the sun. 6. The sun is the center of the universe. 7. The Kuiper belt contains asteroids and comets and is located just past the Jovian planets. 8. The asteroid belt contains asteroids and is located between the Terrestrial and Jovian planets. 9. Most planets have at least one, if not multiple, moons/satellites. 2. Invite an astronomer into your classroom to act as a resource for your students. If there are no astronomers, professors from nearby universities that teach astronomy will work. Have them share personal experiences with children and let the children ask them questions. Example Questions: 1. What’s the favorite part of your job? 2. What is your favorite planet and why? 3. Would you ever go into outer space if you could? 4. Where would you visit if you go to outer space and why? 2. There are two types of planets, Jovian and Terrestrial. 3. Terrestrial planets are the “rocky” planets and are located closest to the sun: Mercury, Venus, Earth and Mars. 4. Jovian planets are the “gassy” planets and are located furthest from the sun: Jupiter, Saturn, Uranus and Neptune. 3. Geologist- The geologist will come in and bring different materials they have that have come from outer space. The objects brought in will vary due to what the specific geologist has access to. The geologist will discuss what types of materials come from space. The questions that the geologist is asked will vary on the resources available to the geologist. 2. There are two types of planets, Jovian and Terrestrial 3. Terrestrial planets are the “rocky” planets and are located furthest from the sun: Jupiter, Saturn, Uranus and Neptune 7. The Kuiper belt contains asteroids and comets and is located just past the Jovian planets 8. The asteroid belt contains asteroids and is located between the Terrestrial and Jovian planets. Home School Connection 1. After the worker from the observatory comes, send a letter home to the parents explaining that there was a worker from the observatory that came to talk to the class. The observatory will now hold a special night where only students from our class can go and tour the observatory and look at the night sky. Explain that this will be a great way for the students to actually see some of the things that we are talking about in class. This is not required of them. But if they are free the observatory would love to have them. 35. The solar system has eight planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune. 36. There are two types of planets, Jovian and Terrestrial. 37. Terrestrial planets are the “rocky” planets and are located closest to the sun: Mercury, Venus, Earth and Mars. 38. Jovian planets are the “gassy” planets and are located furthest from the sun: Jupiter, Saturn, Uranus and Neptune. 39. There are many stars in the solar system including the sun. 40. The sun is the center of the universe. 41. The Kuiper belt contains asteroids and comets and is located just past the Jovian planets. 42. The asteroid belt contains asteroids and is located between the Terrestrial and Jovian planets. 43. Most planets have at least one, if not multiple, moons/satellite 2. Invite the parents into your classroom for an in-school planetarium. Rent a planetarium to set up in your classroom and let your students show their parents everything they’ve learned about the solar system! 1. The solar system has eight planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune. 2. There are two types of planets, Jovian and Terrestrial. 3. Terrestrial planets are the “rocky” planets and are located closest to the sun: Mercury, Venus, Earth and Mars. 4. Jovian planets are the “gassy” planets and are located furthest from the sun: Jupiter, Saturn, Uranus and Neptune. 5. There are many stars in the solar system including the sun. 6. The sun is the center of the universe. 7. The Kuiper belt contains asteroids and comets and is located just past the Jovian planets. 8. The asteroid belt contains asteroids and is located between the Terrestrial and Jovian planets. 9. Most planets have at least one, if not multiple, moons/satellites. 10. Astronauts are people who explore outer space. 3. Find the Big Dipper Parents will receive a copy of the Big and Little Dipper. The parents will be asked to spend some time at night outside trying to find them. The students will then be asked to share about their experiences in class if they found the big and little dipper or if they saw any other shapes or objects in the sky at night. 5. There are many stars in the solar system including the sun Veloso, B. (2009). Stuff From Room 311. Retrieved from https://stufffromthelab.wordpress.com/page/16/ Day/Time 9:00-9:20 9:20-9:40: Circle Time 10:00-10:45: Directed Play/Centers 10:45:-11:20 Large Group 11:20-11:40 Snack 11:40-12:00 Circle Time 12:00-12:30 Directed Play/Centers Day 1 Doors Open/ Freeplay Attendance 2: Star Bulletin Board Introductory Activity 2: The Planets Music 2: Planet Song Opening Activity 1: Decorating The Room Math Lesson 3: Eight Planets Group Game 3: Pin the Earth on the Solar System’ Finger Play 5: Countdown Snack 2: Solar System Fruit Music 3: Planets in the Solar System Non-book Story 1: What is the Sun? Art Lesson 1: Paint the Planets Dramatic Play 2: Space Ship Day 2 Doors Open/ Freeplay Introductory Activity 3: Planet Balls Finger Play 4: Five Little Astronauts Field Trip 2: Space/Air Museum Field Trip 1: Going to the Planetarium 12:30-12:45 Dismissal/Goodbye Day 3 Doors Open/ Freeplay Attendance 1: Sun/Moon Wheel Day 4 Doors Open/Freeplay Large Group 2: There’s No Place Like Space Music 6: Astronaut Song Finger Play 1: Ten Astronauts Large Group 1: I Want to be an Astronaut Music 1: I’m a Little Astronaut Day 5 Doors Open/Freeplay Attendance 3: Little Astronauts Music 5: Twinkle, Twinkle, Little Star Finger Play 2: Stars Resource Person 2: Astronomer/Scientist Math Lesson 1: Count The Stars Science Lesson 1: What’s the Weight? Resource Person 1: Worker from the Observatory Finger Play 1: Ten Astronauts Non-book Story 2: The Magic School Bus Lost in the Solar System Dramatic Play 1: Astronaut Costumes Math Lesson 2: Pattern Game Science Lesson 3: Diet Coke Rocket Art Lesson 2: Recycled Rocket Ship Group Game 2: Blast Off Fieldtrip 3: Virtual Trip to the Moon Snack 3: Space Food Music 4: 10 9 8 7 6 5 4 3 2 1 Blast Off Non-book Story 3: The Three Astronauts Finger Play 6: I’m a Little Rocket Art Lesson 3: Planet Pie Prints Science Lesson 2: Making Comets Group Game 1: Comet, Comet, Asteroid Resource Person 3: Geologist Snack 1: Edible Stars Gross Motor Lesson: Asteroid Belt Large Group 3: Asteroid Toss Finger Play 3: Five Little Aliens Fine Motor Skills: Making a Night Sky 10 Children’s Books 1. Martian Rock by Carol Diggory Shields. Published by Candlewick Press This book is about a group of friends and their journey in outer space. They start their journey on the farthest planet. They stop at each planet and the sun. They describe the characteristics of all of the places they stop at. But they get homesick and decided to go visit earth quick before they go home. 2. The Sun is my Favorite Star by Frank Asch Published by Harcourt Inc. This book is about the sun and why this child likes the sun so much. The book talks about all of the things the sun does for us on Earth. It also talks about all the different activities you can do with the sun. 3. The Earth and I by Frank Asch Published by Harcourt Inc. This book is about the earth and a child. The child and the earth are friends. They do lots of activities together and they do things that make one another happy. It also discusses some of the ways that the earth takes care of you and how to take care of the earth. 4. The Rooftop Rocket Party by Roland Chambers Published by Roaring Book Press Finn went to visit Doctor Gass. He has lots of questions about the moon and rockets for Doctor Gass, who always has the answers for anything scientific except for one thing. The boy then goes on an adventure in space. 5. Comets, Stars, The Moon, and Mars by Douglas Florian Published by Harcourt Inc. This book is made up of poems and paintings based on the solar system. There is a poem for each one of the planets, the sun, the moon, comets, constellations, and many other things in the solar system. 6. The Birth of the Moon by Colby Hol Published by North-South Books This book about how at night the animals could not see anything. They wanted the sun to shine all day, but the sun could not. The sun had to light the other side of the world. But the sun told the animals to watch the sky that night. That night there was a moon and all the animals were grateful. 7. The Moon Seems to Change by Franklin M. Branley Published by Harper and Row This book is about the moon and how it seems to change. It explains why the moon looks different at times and why the moon changes. It also explains the names of the different types of moons. 8. Our Stars by Anne Rockwell Published by Harcourt Inc This book is about the stars. There are many stars at night and one star during the day, the sun. It talks about constellations and how they were formed. It then talks about the Earth and the moon, comets, meteors, and astronauts. 9. What’s Out There? A Book About Space by Lynn Wilson Published by Grosset & Dunla This book is about all outer space. It explains what is the sun made of, what causes day and night, and why the moon changes shape. This book also talks about the planets, stars, and comets. 10. On the Moon by Anna Milbourne. Published by Usborne Books This book is about the wonders of the moon. This book takes you on a journey to find out what it is like to fly into outer space, walk on the moon surface, and take a look at the earth from the moon. Resources Arnett, B. (2010). The nine (8) planets. Retrieved 2/20, 2011, from http://nineplanets.org/ Blue Moose Webworks. (2009). Go astronomy. Retrieved 2/20, 2011, from http://www.go-astronomy.com/planets/planet-moons.htm Cessna, A. (2009, June 22). Jovian planets. Retrieved from http://www.universetoday.com/33061/jovian-planets/ Cessna, A. (2010, January 11). Terrestrial planets. Retrieved from http://www.universetoday.com/50287/terrestrial-planets/ Charner, K. (1996). The giant encyclopedia of circle time and groups activities for children 3 to 6. Gryphon House Inc. Child’s Play Family Daycare. (2002). Sum, Moon, Stars & Planets Theme for Preschoolers. Preschool Kids. Retrieved from http://www.preschoolkids.net/sun_moon_stars_planets_theme.htm Color Blind Web Design. (2007). People and Their Jobs. The Coloring Spot. Retrieved from http://thecoloringspot.com/people/people-jobs-coloring-pages-1.html Cowling, T. (2010). Outer Space Games. In Bright Hub. Retrieved from http://www.brighthub.com/education/early-childhood/articles/95440.aspx Cowling, T. (2010). Teaching the Solar System to Preschoolers. In Bright Hub. Retrieved from http://www.brighthub.com/education/earlychildhood/articles/64291.aspx Cox, K. Space Theme. Retrieved from http://prekinders.com/space-theme/ Denver Museum of Nature and Science. (2011). Sing Along. Retrieved 4/10, 2011, from www.dmns.org/media/2946/singAlong.pdf Disney Amazing Moms. (2010). Space birthday party theme. Retrieved 4/10, 2011, from http://www.amazingmoms.com/htm/party-space-birthday.htm First School. (2010). Planets Space Day Theme. In First School. Retrieved from http://www.first-school.ws/activities/occasions/spaceday.htm Globio (2011). Stars: The mysteries of the night sky. Retrieved from http://www.globio.org/glossopedia/article.aspx?art_id=56 Greene, N. (2011). Satellite. Retrieved 2/20, 2011, from http://space.about.com/od/glossaries/g/satellite.htm Kids astronomy. (2011). Retrieved from http://www.kidsastronomy.com/solar_system.htm Lochner, J. (2010, February 3). The sun. Retrieved from http://imagine.gsfc.nasa.gov/docs/science/know_l1/sun.html Music & songs: space. Retrieved from http://www.preschooleducation.com/sspace.shtml Orbiting Round the Moon. Retrieved from http://www.everythingpreschool.com/themes/space/songs.htm Pam. (2004). Blast Off. Retrieved 4/10, 2011, from http://www.perpetualpreschool.com/preschool_themes/space/space.htm Preschool Colonial. (2002). Space Songs and Fingerplays. Teacher Songs. Retrieved from http://www.preschoolkids.net/sun_moon_stars_planets_theme.htm Schmidt, Sonya. (2004). Five little aliens. Retrieved 4/10, 2011 from http://www.perpetualpreschool.com/preschool_themes/space/space.htm Schmidt, Sonya. (2004). Five little astronauts. Retrieved 4/10, 2011 from http://www.perpetualpreschool.com/preschool_themes/space/space.htm Sun, moon, stars, and planets theme: songs, finger plays, nursery rhymes. Retrieved from http://www.preschoolkids.net/sun_moon_stars_planets_theme.htm The Astronaut Song. Retrieved from http://www.everythingpreschool.com/themes/space/songs.htm The Rock The Dance. (2010). Discovery Shuttle Launch. YouTube. Retrieved from http://www.youtube.com/watch?v=tDiQja08CZY Veloso, B. (2009). Stuff From Room 311. Retrieved from https://stufffromthelab.wordpress.com/page/16/ Warner, P. (2011). Marvelous Mathematics. 1-17 Warren, J. Moon theme activities. Retrieved from http://www.preschoolexpress.com/theme-station10/moon-june.shtml