Download Teaching Our Universe

TEACHING
GUIDE
TEACHING
Our
Universe
3rd Grade Reading Level
ISBN 0-8225-4790-2 Green
2
TEACHING
OUR
UNIVERSE
Standards
Earth and
Space Sciences
• Understands the composition and structure of the universe and Earth’s place in it.
Language Arts— • Demonstrates competence in the general skills and strategies of the reading process.
Reading
• Demonstrates competence in the general skills and strategies for reading a variety of
informational texts.
Language Arts— • Uses the general skills and strategies of the writing process.
Writing
• Uses the stylistic and rhetorical aspects of writing.
• Uses grammatical and mechanical conventions in written compositions.
• Gathers and uses information for research purposes.
Visual Arts
• Understands the characteristics and merits of one’s own artwork and the artwork of
others.
Multiple Intelligences Utilized
• Spatial, linguistic, logical-mathematical, interpersonal, and intrapersonal
Copyright © 2003 by Lerner Publications Company
All rights reserved. International copyright secured. Student pages may be
reproduced by the classroom teacher for classroom use only, not for commercial
resale. No other part of this teaching guide may be reproduced, stored in a
retrieval system, or transmitted in any form or by any means—electronic,
mechanical, photocopying, recording, or otherwise—without the prior written
permission of Lerner Publishing Group, except for the inclusion of brief
quotations in an acknowledged review.
LernerClassroom
A division of Lerner Publishing Group
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Minneapolis, MN 55401 U.S.A.
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Website address: www.lernerclassroom.com
Manufactured in the United States of America
2 3 4 5 6 7 — IG — 11 10 09 08 07 06
Books in the Our Universe
series:
Earth
Jupiter
Mars
Mercury
The Moon
Neptune
Pluto
Saturn
The Solar System
Stars
The Sun
Uranus
Venus
TEACHING
Lesson 1
Who Am I?
Purpose: Students will identify characteristics of the
planets, sun, and moon.
Materials
• Our Universe books
• pencils
• crayons, markers, or
colored pencils
• Who Am I?
pp. 8–9
• lined paper
Objectives
• Name the planets in the solar system.
• Identify planets in the solar system using given clues.
• Differentiate between the planets in our solar system.
• Assess knowledge gained from reading nonfiction
texts.
• List additional facts about the planets.
Activity Procedures
Prepare
(teacher)
• Copy Who Am I? pp. 8–9 for each student.
Pretest
(teacher, students)
• Discuss prior knowledge of the solar system.
• Discuss the special features of the planets in the
solar system.
OUR
UNIVERSE
Read
(students)
• Students will read each of the books in the Our
Universe series. This will take a number of days to
complete. Students may take notes as they read to
help them recall specific features of the planets.
Model
(teacher)
• Read and complete the first riddle from Who Am I?
pp. 8–9 together.
Practice
(students)
• Have students complete the rest of Who Am I?
pp. 8–9 on their own.
• Students may use Our Universe books for reference,
as needed.
Discuss
(class, teacher)
• Review the unique features of the planets in the
solar system. How did these features help in the
identification process?
Evaluate
(teacher, class)
• Review the answers to Who Am I? pp. 8–9.
• What additional facts did students add for each of
the planets?
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4
TEACHING
OUR
UNIVERSE
Lesson 2
Let’s Orbit
Purpose: Students will develop an understanding of
the moon’s orbit around Earth, and Earth’s orbit
around the sun.
Materials
• Our Universe books
• Let’s Orbit p. 12
• brass fasteners (3 per
student)
• crayons or markers
• scissors
• black construction
paper
• glue
Objectives
• Define orbit.
• Describe the orbits of Earth and its moon.
• Apply knowledge of orbits to a project.
• Compare the orbits of the moon and Earth.
• Assemble a model of Earth, the sun, and the moon.
• Assess models for accuracy.
Activity Procedures
Prepare
(teacher)
• Copy Let’s Orbit p. 12 for each student.
• Prepare a sun, moon, Earth model to use as an
example.
Pretest
(students)
• What does the word orbit mean?
• How does this term relate to the sun, moon and
Earth?
Read
(class)
• Read books from the Our Universe series, particularly
Earth, The Sun and The Moon.
Model
(students, teacher)
• On the board, have student volunteers draw the sun,
Earth, and Earth’s moon.
• Ask volunteers to draw ovals representing the orbital
paths of the moon and Earth.
• Show students your sun, moon, Earth model.
Demonstrate how to assemble a model of the sun,
moon, and Earth on black construction paper using
brass fasteners and Let’s Orbit p. 12.
Practice
(students)
• Color and cut out the sun, moon, and Earth, and cut
out arms A and B from Let’s Orbit p. 12.
• Use a brass fastener to attach one end of arm A to
the center of the moon.
• Use a brass fastener to attach the other end of arm A
and one end of arm B to the center of Earth. (Earth
will have two arms sticking out of it.)
• Use a brass fastener to attach the other end of arm B
to the center of the sun. This fastener should go
through the center of the construction paper to
anchor the sun to the paper.
• Move Earth around the sun and the moon around
Earth to demonstrate their orbits.
Discuss
(class)
• How does the model you created show the orbits of
Earth and Earth’s moon?
• How are their orbits alike and different?
• How could you create an orbit model for all of the
planets in the solar system?
Evaluate
(small group, teacher)
• Students will evaluate their understanding by acting
out the moon’s and Earth’s orbits in groups of three
for the teacher.
• Teacher will evaluate student models for functionality
and accuracy.
• Hang orbit models in the classroom or a hallway.
TEACHING
Lesson 3
Our Solar System
Purpose: Students will learn the placement of the
planets in our solar system.
Materials
• Our Universe books
• Planet Pages
pp. 10–11
• black construction
paper
• white construction
paper
• crayons, markers, or
colored pencils
• glue
• pencils
• silver crayons
• compasses
• scissors
Objectives
• Name the planets in our solar system.
• Identify the location of each planet in our solar
system.
• Organize planets in the correct order.
• Illustrate the orbits of each planet.
• Construct a two-dimensional model of the solar
system.
• Compare solar system models.
Activity Procedures
Prepare
(teacher)
• Divide students into groups of three or four.
• Copy Planet Pages pp. 10–11 for each group.
• Draw and cut out a sample sun using white
construction paper.
Pretest
(class)
• Discuss what the solar system looks like.
• Talk about how the planets orbit the sun.
OUR
UNIVERSE
Read
(small groups)
• Students will read Our Universe books to familiarize
themselves with the appearance of the planets in our
solar system and their relation to the sun and one
another.
Model
(teacher)
• Show students how to place the sun in the center of
the black construction paper. Demonstrate how to
use a compass to draw orbital paths around the sun
for each planet.
Practice
(small groups)
• Color and cut out a sun from white construction
paper.
• Color and cut out the planets from Planet Pages
pp. 10–11.
• Glue the sun in center of the black construction
paper.
• Use a pencil to draw each planet’s orbit using a
compass. Trace over orbits with a silver crayon.
• Glue each planet on its appropriate orbital path.
Evaluate
(teacher)
• Share solar system models with the class.
• Evaluate solar system models for accuracy and
neatness.
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TEACHING
OUR
UNIVERSE
Lesson 4
My Trip to . . .
Purpose: Students will use their knowledge of the
solar system to write an informative and entertaining
story.
Materials
• Our Universe books
• Organize It p. 13
• My Trip to ___ p. 14
• My Trip to Rubric
p. 16
• Editing Help
p. 15
• pencils
• colored pens
• lined paper
Objectives
• Read and comprehend a nonfiction text.
• Recall information from a nonfiction text.
• Review and organize information using a graphic
organizer.
• Relate facts about the solar system.
• Create an entertaining story containing facts about
the solar system.
• Assess story planning techniques and a final product.
Activity Procedures
Prepare
(teacher)
• Copy Organize It p. 13, My Trip to ___ p. 14, Editing
Help p. 15, and My Trip to Rubric p. 16 for each
student.
Pretest
(class)
• Discuss what students know about the solar system.
• Review the steps in the writing process.
• Explain to students that they will be using
information from the Our Universe books to write a
fictional story containing some factual information
about the solar system.
Read
(students)
• Each student will read one Our Universe book to
gain specific knowledge about a particular planet,
the moon, sun, or stars in our solar system.
Discuss
(class)
• What makes an interesting story?
• What kinds of details should you include in the
stories you are going to write?
Model
(teacher)
• Show students how to use Organize It p. 13 to help
plan a story.
• Demonstrate how to use Organize It p. 13 to write
a rough draft of a story. (This should occur around
Day 3 of the project.)
Practice
(students)
• Day 1– Students will read and note important
information from one of the Our Universe books.
• Day 2– Students will use Organize It p. 13 to plan
their stories.
• Day 3– Each student will use their completed
Organize It p. 13 to write a rough draft of their story.
• Day 4– Students will use Editing Help p. 15 to edit
their stories. (Students may also read and edit
classmates’ stories.)
• Day 5– Students will revise their stories and write
final drafts on My Trip to ___ p. 14.
Evaluate
(class, teacher)
• Share completed stories with the class.
• Teacher should assess stories using My Trip to Rubric
p. 16.
TEACHING
Additional Resources
BOOKS
Arnold, Eric. Race into Space. New York: Random
House Children’s Books, 2004.
Students will learn about space exploration from
its beginnings to space exploration of the future.
Branley, Franklin Mansfield. International Space
Station. New York: HarperCollins Publishers,
2000.
This book explains how the space station was
built, its purpose, and what life is like for the
astronauts who live there.
_____. Mission to Mars. New York: HarperCollins
Publishers, 2002.
This book explores the possibility of humans
inhabiting Mars in the future. It includes
information on Mars mission plans, including
some of the experiments that astronauts plan to
perform on Mars.
Brown, Jeff. Stanley in Space: New York:
HarperCollins, 2003.
This comedic fiction title tells about the
Lambchop family’s adventure into space. A fun
companion to a nonfiction-based space unit.
Davis, Kenneth C. Don’t Know Much About the Solar
System. New York: HarperCollins, 2004.
This book uses illustrations, riddles, and a
question-and-answer format to inform students
about many aspects of the solar system, including
information about planets, asteroids, and eclipsewatching.
Ganeri, Anita, John Malam, Clare Oliver, and Adam
Hibbert. Earth and Space: Questions and
Answers. New York: Parragon Publishing, 2004.
This book answers kids’ questions about Earth
and the solar system.
Hayden, Kate. DK Readers: Astronaut Living in Space.
New York: DK Publishing, Inc., 2000.
Students will learn about the preparation an
astronaut must go through in order to travel into
space. Written about a female astronaut’s
experience, this book is sure to be a hit among
girls interested in space exploration.
Holland, Simon, and Carole Stott. Space. New York:
DK Publishing, Inc., 2001.
This reference book’s photographs and easy-toread text teach young readers about planets,
stars, galaxies, space exploration, and more.
OUR
UNIVERSE
Moore, Eva. Space Explorers. New York: Scholastic,
Inc., 2000.
Mrs. Frizzle’s class learns all about the solar system
during an outer space adventure.
Ross, Michael Elsohn. Earth Cycles. Minneapolis:
Lerner Publishing Group, 2001.
This illustrated book examines three of Earth’s
cycles – the day/night cycle, the seasons cycle,
and the moon cycle.
Stott, Carole. I Wonder Why Stars Twinkle and Other
Questions about Space. Boston: Houghton
Mifflin Company, 2003.
This informative book answers common questions
about space.
Wetterer, Margeret. Clyde Tombaugh and the Search
for Planet X. Minneapolis: Lerner Publishing
Group, 1996.
This illustrated title from the On My Own
Biographies series tells the story of Clyde
Tombaugh, the person who discovered Pluto.
Zemlika, Shannon. Neil Armstrong. Minneapolis:
Lerner Publishing Group, 2003.
This title from the History Maker Biographies series
tells the life story of astronaut Neil Armstrong,
one of the first people to land on the moon.
WEBSITES
Astronomy for Kids
http://www.kidsastronomy.com/explore_index.htm
This site is full of astronomy information, from
space shuttle facts to telescope functions, Mars
tidbits and more.
NASA Kids’ Club
http://www.nasa.gov/audience/forkids/kidsclub/
flash/index.html
This kid-centered website contains photos and
information about astronauts, the international
space station, and the United States’ space plan. It
also includes interactive games for kids of all ages.
Space Science for Kids
http://spacekids.hq.nasa.gov/osskids/
This site contains links to a variety of kid-friendly
space sites.
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Who Am I?
Directions: Read each riddle and write the name of the planet it describes on the line
below. Write one additional fact about that planet under its name.
I am the closest star to Earth. I am at the center of the solar system.
Who am I?
Fact:
I am home to plants, animals, and people. It takes me 365 days to orbit the sun.
Who am I?
Fact:
I am the closest planet to the sun. I don’t have any moons. I am really hot.
Who am I?
Fact:
I am yellow and have wide, flat rings. I am the 6th planet from the sun.
Who am I?
Fact:
I am usually the farthest planet from the sun. I am covered with ice.
Who am I?
Fact:
Teaching Our Universe
9
I am a blue planet with strong winds and storms. I am too far away to see without a telescope.
Who am I?
Fact:
I am the largest planet. I have a big storm called the Great Red Spot.
Who am I?
Fact:
I have red rocky ground. I am the 4th planet from the sun.
Who am I?
Fact:
I am the 2nd planet from the Sun. Sometimes, I am called Earth’s twin.
Who am I?
Fact:
I have 21 moons. I rotate on my side. I am one of the giant planets.
Who am I?
Fact:
Teaching Our Universe
10
Planet Pages
Jupiter
Neptune
Uranus
Teaching Our Universe
11
Planet Pages
Pluto
Mercury
Venus
Earth
Mars
Saturn
Teaching Our Universe
12
arm B
arm A
Let’s Orbit
Sun
Moon
Earth
Teaching Our Universe
Teaching Our Universe
Organize It
Date
Name
13
14
My Trip to
By
Teaching Our Universe
15
Editing Help
Is every sentence a complete sentence?
Does every sentence have a capital letter at the beginning?
Does every sentence have punctuation at the end?
Did you use describing words in your story?
Does your story have a beginning, middle, and an end?
Use this Proofreading Checklist:
Use these Editor’s Marks
Check for errors in capitalization.
Capitalize.
Make a lowercase letter.
Add a period. •
Add a comma.
,
>
Check for errors in punctuation.
sp
Spell correctly.
Be sure that your paragraphs are indented.
Indent paragraph.
Check your grammar.
Add something.
Teaching Our Universe
>
Circle any words you think are misspelled.
/
16
My Trip to Rubric
Student
Score
Elements
4
• Student completed each step in the writing process.
• Story has a beginning, middle, and end.
• Few or no spelling errors.
• Complete sentences throughout story.
• Paragraphs are constructed appropriately.
3
• Student completed each step in the writing process.
• Story has a beginning, middle, and end.
• Some spelling errors.
• Nearly all sentences are complete.
• Paragraphs are used in the story.
2
• Student completed most steps in the writing process.
• Story does not have a beginning, middle, or end.
• Many spelling errors.
• Some sentences are complete.
• Paragraphs are attempted but not used correctly.
1
• Student did not complete steps in the writing process.
• Story does not have a beginning, middle, or end.
• Numerous spelling errors.
• Few complete sentences.
• Paragraphs are not used.
Comments
Teaching Our Universe