Download Final Unit Plan

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
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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
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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
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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
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http://nineplanets.org/
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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
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Color Blind Web Design. (2007). People and Their Jobs. The Coloring Spot. Retrieved
from http://thecoloringspot.com/people/people-jobs-coloring-pages-1.html
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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
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Warner, P. (2011). Marvelous Mathematics. 1-17
Warren, J. Moon theme activities. Retrieved from
http://www.preschoolexpress.com/theme-station10/moon-june.shtml