THE PLANETS
A Two Week
Unit By
Nicole Hedrick
Ying Vang
Nick Tamble
And
Jeanna Trost
Planets
Unit Goal:
Students will learn the heliocentric nature of our planetary system by
researching history of the planets, determining effects space travel has on our future,
calculating and demonstrating the distances of planets to the sun, constructing a model of
our solar system and classifying planets into solid and gaseous states.
Multicultural Element: This element will be satisfied on the first day of the unit by the
teacher being sensitive to the cultural heritage of students (the teacher will not cover any
astronomical reading type stuff…) and discussed as we cover the space exploration of
different countries in Social Studies.
Disabled/ELL Element: For the essay portion of the unit, the teacher will make sure
that only one person of this background is included with two others that may help them
along because the teacher will pre-determine the groups. Also, these children will be
encouraged to share with their special education teacher readings, citation sheets,
vocabulary, etc…
Instruction Strategies: In this unit teaching strategies include lecture, cooperative
learning, discovery learning (research), hands-on learning, role-reversal, student-student
teaching/learning
Technology: Research on websites—ideas available in the bibliography of the unit.
Fulfills literacy comprehension requirement
Hypothetical classroom situation: There are 27 students in
this 5th Grade class. The students will be assigned one planet
per group. This unit will be presented middle to the end of the
year so the students will have some background with group
work, math, research, writing, and discipline
Weekly and Daily lesson schedule:
Day 1: Pre-test (go over what the students might or might not know by asking
questions), objectives and overview (of the unit), and the distribution of the
roles. After distributing and separating students into roles they can work on
vocabulary mobiles as an icebreaker and the mobile will be a reference later on
in the unit. The students will receive a letter to take home to parents. Literacy
Requirement: Vocabulary will be noted and referenced throughout the lesson as
children learn decoding and sight words.
Day 2: Nick’s Social Studies lesson on “Who has their hands in the galactic pie?”
which introduces different countries that participate in space exploration. Nick’s
lesson is followed by Jeanna’s lesson on research on the internet, in books,
magazines, and newspapers and on creative roles the students will have. The
materials and websites will be in the classroom. The students will also receive
the criteria for their essays.
Day 3: The students will continue research and begin writing the essay.
Day 4: The students will continue to work on the essay—Literacy Requirement:
Days 2 through 4 incorporate writing skills of all students and higher order
literacy because of the role playing.
Day 5: Math lesson by Nicole using toilet paper to measure the distance
between planets—incorporates drama and mathematics. The students will
receive a worksheet proceeding Nicole’s lesson that they will have to use on a
later day.
Day 6: The students will participate in Nick’s Science lesson entitled “Would You
Like Solid or Gaseous Ma’am?” which explains the physical properties of the inner
and outer planets.
Day 7: The students will make Ying’s Art Project which includes constructing
paper mache’ planets with accurate physical features discovered through Nick’s
Science lesson and research
Day 8: The students will continue to work on Ying’s Art Project followed by an
optional review with other students.
Day 9: The students will set up the Solar system using the math lesson Nicole
taught and the planets made in Ying’s Art lesson. After these the Solar system is
constructed, the students will spend time preparing presentations about the
planet they have learned about.
Day 10: The students will set up for 5 minutes
presentations and then give them. After the
presentations the students will be tested on what
they have learned. The students will demonstrate
their fluency and higher order thinking through their
tests and presentations.
Lesson One, Day 1
Unit: The planets in our solar system
Lesson: Introduction
Grade Level: 5th Grade
Time: 1 hour
Objectives: The students will be able to recall and
state what they know about our solar system,
design a word mobile to memorize terms, and listen.
Materials: 9 hangers, yarn, index cards, books to look up terms, markers,
scissors, a hole puncher, and project guidelines.
Procedure:
Hook:
1. The teachers will split the class into two teams.
2. One student in each team will be the spokesperson and the teacher
will only listen to that person.
3. The teacher will ask questions and the first spokesperson to raise
his/her hand will get the 1st chance to answer the question. If the
team answers the question right, they will receive a point and the
teacher will record the points earned by the teams. If the first team to
answer the question answers it wrong, the 2nd team gets a chance to
answer.
4. If the students talk, it will be their loss—since there is a point system
anyone who talks when the teacher is talking will lose a team point.
The team that wins receives a piece of candy.
5. The teacher then explains that they will be doing a unit on the planets
in the solar system and states the objectives as well as the different
activities the students will do.
Meat:
1. After introducing the unit, the teacher uses what he/she finds out from
the quiz show about who knows what and splits the class up into
groups of 3 (these can be determined by watching the students
interact at the game show OR they can be determined prior to class
time).
2. When the students separate into their groups, they will be handed a
list of terms, a hanger, some yarn, a hole puncher, some index cards,
and some dictionaries or reference books BUT THEY HAVE TO PUT
THE DEFINITIONS IN THEIR OWN WORDS (if they want crayons,
markers…those will be available too). The Students are to work
together in the teams to create a mobile full of terms and definitions
having to do with the unit. There will be books available to look these
things up.
3. This project serves as an ice-breaker. As soon as the students have
completed their mobiles (they will be given half an hour or less), the
teacher assigns a planet to each group, gives them the unit outline,
and hands out the citation forms. The students can look at the roles
and determine who should be what among themselves, go back to
their desks, and take out an assignment they were given earlier that
day.
Assessment:
The teacher is finding out what the students know with the quiz show so
the teacher will know who is literate in the solar system…the definitions
on the note cards will be looked at so the teacher knows if the students
reworded the dictionary definitions. These words will be used on the unit
test. The teacher will also be observing to see how well the students are
working together. They have to interact for this activity and if the
students are not working well, the teacher will intervene in any way
he/she has to.
Letter to parents,possible pre-test questions, and Student Unit handout
follow this lesson.
HYTT
Elementar
y
5th Grade News Letter
Dear Parents,
Over the next two weeks we will be doing a Unit
on the Planets in our solar system. Throughout this
Unit the students will be researching the history of
the planets, determining effects space travel has on
our future, calculating and demonstrating the
distances of plants to the sun, constructing a model of
our solar system, and classifying planets into solid
and gaseous states.
After completing this unit you will be invited
to join us in class for presentations of our
planets. We hope your children will enjoy these
next two weeks. If you have any questions,
concerns, or useful material we could borrow
feel free to give the staff a call or visit at school.
We hope to see you May 2, 2002 at 2:30 pm.
Possible questions and answers for
the Pretest (game show)
1. How many planets are there? A. 9 planets
2. What planet is closest to the sun? A. Mercury
3. Why do people float in space? A. Because space has less gravity than
the lanets do.
4. What is gravity? A. Gravity is the force that pulls objects towards the
center of the Earth.
5. What other planets have gravity? A. Mercury, Venus, Mars, Jupiter,
Saturn, Uranus, Neptune, and Pluto.
6. What planets have rings? A. Jupiter, Saturn, Uranus, and Neptune.
7. What two planets do not have moons? A. Mercury and Venus.
8. Is Pluto a real planet? A. Yes, because it has gravity.
9. What is the name of Pluto’s moon? A. Charon
10. How long is a year? A. A year is the time it takes for a planet to go all
the way around the sun.
11. What does one year on Uranus equal in Earth years? A. One year on
Uranus is 84 Earth years.
12. What does one year on Neptune equal in Earth years? A. One year on
Neptune is 165 Earth years.
13. Why is Mars red? A. Because there is a lot of rusty iron in its soil.
14. List the nine planets. A. Mercury, Venus, Earth, Mars, Jupiter, Saturn,
Uranus, Neptune, and Pluto.
15. Is there life on Mars? A. No life has been founded on Mars. Living things
need water, and there is no liquid water on Mars. Therefore, scientists do
not believe there is life on Mars.
16. Do moons have to be round? A. No, Mars does not have round moons.
17. What are the Inner Planets? A. The Inner Planets are the four planets
closest to the sun. Mercury, Venus, Earth, and Mars.
18. What color are Venus’s clouds? A. Yellow, because it is made of a deadly
yellow poison called sulfuric acid.
19. Does it rain on Venus? A. No, because it is too hot for rain to form. Rain
on Venus dries up instantly.
20. What is Jupiter’s Red Spot? A. A huge storm of swirling gas that has
lasted for hundreds and hundreds of years.
21. What is the Planet Jupiter made of? A. Mostly gas
22. What are Saturn’s rings made of? A. Made of ice, rock, and dust.
23. What is Saturn’s nickname? A. The Floating Planet, because it’s made of
materials that are lighter then water.
24. What color is Uranus? A. Blue-Green with faint gray rings.
25. Is Uranus hot or cold? A. Cold.
26. What is beyond Pluto? A. Billions and billions of stars.
27. Is the sun a star or a planet? A. It is a Star.
Planet Unit Guide for Students
WORD LIST—do we want every group to have the same words for
the mobile?
1. solar system
2. sun
3. gravity
4. orbit
5. rotate
6. crater
7. NASA
8. Great Red Spot
9. asteroids
10. atmosphere
11. Inner Planets
12. Gas Planets
13. star
14. oxygen
15. Greenhouse Effect
16. year
17. comets
OBJECTIVES
You will show your knowledge of our solar system by defining terms of
characteristics in our solar system, by explaining characteristics of specific
aspects of our solar system creatively, by constructing a presentation and writing
a paper that examines specific planets and roles, and by applying what you have
learned on a post-test composed of vocabulary, labeling planets, and writing
essay questions about NASA and what you learned from the presentations.
SCHEDULE FOR PLANET UNIT
Day 1: Team quiz (just to see what you know); split into groups; begin to work
together in groups; vocabulary
Day 2: Learn about NASA; introduction to your paper; research for your paper;
filling out citation cards for your paper
Day 3: Continue to research and write your papers
Day 4: Finish writing papers
Day 5: You will find out how to measure the distance the planets are from the
sun!
Day 6: You will find out or learn more about the atmospheres around the
planets in a Science lesson.
Day 7: You will be able to design your own planet.
Day 8: You will continue to design your planet AND there is an optional review
time for the test.
Day 9: You will set up the solar system in the hallway using the toilet paper
measuring system and then prepare the presentations you will give about your
planet.
Day 10: You will give 5 minute presentations about your planets to the rest of
the class; following the presentations you will have a unit test.
Roles
Astronaut: You will work on how to prepare for space travel—
what does the planet look like from a space ship or telescope
(you will be needed for the designing of the planet!) You are
also responsible for checking the toilet paper measurements and
for part of the paper. Make sure you give an astronaut
perspective on the paper—discuss how you could travel to the
planet and what space travel would be like.
Scientist: You are responsible for directing the toilet paper
measurements, for the size and shape of the planet, for
finding information about the atmosphere of the planet and
what it would be like to live there (if you can). You must
put this scientific evidence in the paper.
paper (be as
Astronaut and
also be in charge of
planet, making the
an advertisement
planet is the best.
Media Specialist: In charge of organizing the
creative as you want but, make sure the
Scientist type out their own work!) You will
mixing the right colors of paint for the
planet hang the right way, and for creating
(included in your presentation) on why your
Your teams will work together on compiling EVERYTHING, but the individual
roles will give you a chance to work individually on the projects before
compilation.
Social Studies Lesson, Day 2
Unit: The Planets
Lesson: Space Exploration
Subject: Social Studies
Grade Level: 5
Duration: 45 Minutes
Who Has Their Hands in the Galactic
Pie?
Goal: The teacher will successfully relate historical facts on human guided
space exploration. Children will become familiar with early space
explorers and relationships between countries as exploration has
progressed.
Objective: Upon completion of the lesson, the children will be able to explain
what countries contributed to certain space missions. They will evaluate
the current relationships in space and know if it’s beneficial to share
responsibilities in space.
Materials: Internet website: http://kids.msfc.nasa.gov/, old newspaper clipping
or copies of the first orbit, first landing, shuttle explosion, overhead
projector, transparencies
Procedure: Introduction: The day before the Unit begins, have the students
look over the NASA website and other that relate to the topic, (those
without internet access at home may use the school connection). Tell
them to write down people and countries that have contributed to space
exploration.
Explanation: On the lesson day, check participation of web segue. Write
on overhead what people contributed, what countries are noted, and brief
notes. Introduce newspaper clippings (or copies of) and have classroom
discussion…who was first in space…on the moon…who has been in space
the most…are people friends in space, why?
Active Learning: Group kids in 4’s and have them compare notes from
website or clippings. Offer the question: Why can we get along better in
space than on Earth? Require at least one page of notes or composition
per group.
Confirm Learning: Ask kids to restate overhead notes and major headlines of
clippings.
Conclusion: Tell the students how new of an idea Space Exploration is
compared to the signing of the Declaration of Independence. End with a
thought prodding question such as: If we have gone this far in space in
the last 50 years, how far can we go the next 50?
Introduction to Research Project,
Days 2, 3, 4
Unit: The Planets in Out Solar System
Lesson: Research Project
Grade Level: 5th Grade
Time: 30 minutes for lesson; 3 days for project
Objectives: The students will be able to conduct
research; creatively compile information; discover
and explain a planet by writing a report; and
combine information about the physical state of the
planet, the history of the planet, and space travel or
tools used to learn about the planet according to
individual roles.
Materials: paper, pencil, citation format, internet, books, magazines
Procedures:
Hook:
1. The teacher will begin by separating the students into their groups.
The teacher will then ask the students to pull out their unit plans so
they know what their roles are.
2. The teacher will appoint a student out of the classroom to record the
ideas onto the board. The teacher will then put an ice-cream bucket
space hat on (made by cutting a circle out of the side of the bucket for
the face) and ask the students to tell the astronaut what to do—the
astronaut here needs to do things a real astronaut would do. As the
students raise their hands and are called on one at a time, the teacher
will act out the ideas and the recorder will write down the ideas.
3. The teacher will then pull out a thick pair of glasses and a telescope
and ask the students to tell the scientist what to do—just as before,
the scientist needs to do what a real scientist would do. As the
students raise their hands and re called on one at a time, the teacher
will act out the ideas and the recorder will write down the ideas.
4. The teacher will then pull out a microphone and put lipstick on. The
teacher will then ask the students to tell the media specialist what to
do—the media specialist here needs to do things a real media
specialist would do. As the students raise their hands and are called
on one at a time, the teacher will act out the ideas and the recorder
will write down the ideas.
5. After this activity the teacher will explain that the people in the groups
will each write a part of the essay that will be included and helpful with
the presentation at the end of the unit.
Meat:
1.
The teacher will give some criteria for the Essays and pass out the
citation
sheet (the students should know that any information
taken from a source needs to be cited)…
a. What is the history of your planet
b. What are some distinctive physical features on your planet?
c. How could you travel to and from your planet (if you can’t, why
not)?
d. How do you think space travel will effect the future?
2.
The teacher will introduce the “book table”—a table full of
reference books, the list of internet sources, and the
“periodical/newspaper table.” All the sources will be in the
classroom as well as a guide to citing sources.
3.
The teacher will pass out sheets with the citation format and
criteria for essay on it and explain the students EACH need 2
citations.
4.
The students have work time.
Assessment:
The teacher will look for creativity (if the students act according to
the roles they were assigned) in the writing samples, if the students cited
sources, and if the information the students discovered is accurate. The
teacher will also walk around the room to see how the students are
working together.
After this lesson plan is the criteria for the Essay and the Citation Format.
Research Criteria for
Essay/Citation Format to Hand
to Students
Criteria for Essay
1.
2.
3.
4.
5.
What is the history of your planet
What are some distinctive physical features on your planet?
How could you travel to and from your planet (if you can’t, why not)?
How do you think space travel will effect the future?
You need 2 citations from each person.
Citation Format
Information or quote
Book Title/Article Title/Name of Web site/Author
Page Number/Copyright date/Publisher/Date of Magazine or Article/Web address/Day
visited
Math Lesson, Day 5
Subject: Math
Grade Level: 5th
Lesson: Comparing Planetary Distances
Time: 40 minutes
Materials:




400 sheet roll of toilet paper
Graph of planets and area to fill in the distances.
Pen/pencil
Worksheet
Objective: Learners will be able to see the distance of the planets from the sun
using a roll of toilet paper. The learners will calculate the distance between
each planet using the sheets of toilet paper. Learners will know the real
distance from the sun.
Hook: Teacher will introduce that today you will see the distances your planets
is from the sun by using roll of toilet paper. The entire class will go to the
gym or outside (if weather permits) to see the distance each planet is from
the sun. Pick one students to be the sun for the day.
Procedure:
1. Have students estimate how many sheets of toilet paper their planet will
be from the sun.
2. Have students record their answer.
3. Students will have already researched how far their planet is actual from
the sun.
4. Give them 19.5 to divide with the actual distance from the sun to
calculate how many sheets of toilet paper will represent their planet.
5. When we are unrolling the toilet paper we will count each sheet as a
class.
6. Once your number is called your group will call out your planet and go sit
next to the sheet that represents your planet.
7. Students may write their planet’s name on the sheet or mark it some
how.
8. When everyone is sitting beside their planet tell them that one sheet
represents a million km.
9. Have all students fill in there graphs of the number of sheets for all
planets.
10. Talk briefly about the planets that are closets to the sun are the hottest
and the planets farthest away are the coldest.
11. Go back to the classroom and have students calculate the shortest
distance between each planet and the farthest distance between each
planet. Have students use toilet paper sheets to calculate.
12. Discuss answer on the overhead.
13. Give a handout that represents the distance of planets form the sun using
million km.
14. Allow students to work in their groups on worksheet comparing distances.
Assessment: The students accurately model the distances in the solar system
using toilet paper. The students calculated and recorded data correctly. The
learners were informed how big our solar system is and understood what
each of toilet paper sheet represented.
Actual distances, Toilet Paper distances, and student worksheet are included
after this lesson.
Actual Distances (Graph for
Journal)
Planets
Accurate distance
from the sun
Mercury
57.9 million km.
Venus
108.2 million km.
Earth
149.6 million km.
Mars
227.9 million km.
Jupiter
778.3 million km.
Saturn
1,429.4 million km.
Uranus
2,871.0 million km.
Neptune
4,504.3 million km.
Pluto
5,913.5 million km.
This is what a graph sheet would look like in the student’s math
journal.
Amount of TP (Graph for Journal)
Planets
Number of sheets
of toilet paper
Mercury
3
Venus
Between 5 and 6
Earth
Between 7 and 8
Mars
Between 11 and 12
Jupiter
40
Saturn
74
Uranus
149
Neptune
233
Pluto
305
This is what a graph sheet would look like in the student’s math
journal.
Student Worksheet
Name_________________________
Use the data table that we record form the toilet paper experiment.
Use the handout given out in class of the actual distance from the sun.
* Note- you may also need to use a calculator for some problems. *
1. What is the distance of Jupiter using toilet paper sheets?
_____________________
2. Calculate the shortest distance between each two neighboring planets
using toilet paper sheets?
_________________________________________________
3. What is Earth’s average distance form the sun?
_______________________
4. Calculate the difference between Neptune and Pluto?
___________________
5. What are three planets that are closest to the sun?
__________________________
6. What is the coldest planet?
_______________________________________
7. What is the hottest planet?
______________________________________
8. What is the planet you are researching actual distance from the sun?
___________
9. What is the planet you are researching distance using toilet paper form
the sun? _________________
Science Lesson, Day 6
Unit: Planets
Lesson: Planet Classification
Subject: Science
Grade Level: 5
Duration: 45 minutes
Would You Like Solid or Gaseous Ma’am
Goal: The teacher will successfully explain the
qualities of the inner and outer planets. Students
will become familiar with the planets and distinguish
between the inner and outer planets.
Objective: Upon completion of the lesson, the students will be able to explain
what properties and the chemical make-up of each planet. They will
create a chart of the planets and classify into solid and gas categories and
state some properties of each.
Materials: Astronomy Textbook, photos of each planet, overhead projector,
transparencies, and butcher paper.
Procedure: Introduction: Ask the obvious question of what planet we live on.
Wee if the students can tell any other planets that could be inhabited by
humans. Post photos on the board and ask the same question again.
Explanation: Verbally name and categorize the 8 planets into solid and
gaseous states. Touch on temperatures of the planets and get the
students reading the section in planets in the text.
Active Learning: Group students in 2’s and have them create a table that
divides the planets into two columns. An example may need to be
provided. The students must include at least two properties fore each
planet.
Confirm Learning: Ask if we could possibly live on the outer planets, why? Is
Earth our only possible home now, why?
Conclusion: Tell the students that sometimes when they look up in the sky,
they are not seeing stars, they maybe looking at a planet, explain Venus—
‘the morning star’—and when it is best to see her.
Art Lesson, Day 7 and 8
Lesson Plan
Name: Ying Vang
Grade: 5
Est. Time: 1 ½ day
Title:
Goal: The students will construct a 3D image of a planet of their choice by
using a variety of visual arts materials and process for personal expression in
groups. Then as a class the students will assemble the solar system. The
students will demonstrate a proficiency using a variety of visual arts materials
and processes for personal expression.
Objective: At the end of this lesson, the learners will be able to put together a
3D image of the solar system. The learner will know where each planet is in the
solar system as well as distinguish their differences.
Materials:
 Balloons
 Paper Mache` materials (flour, water)
 A paper bowl
 Recycled newspapers and papers
 Paints/brushes
 Scissors
 Wooden sticks
 A picture of each planet
 A picture of the solar system
 Computer access so the kids can search the internet for resources
Procedures:
Hook
 Show pictures of the planets and the solar system
 Discuss the surface of each planet with the students
Activity
 Tell the class that they will be creating a 3D image of the solar system
 They will be broken down into 9 groups of 2 to 3 students
 They will choose a planet and create a 3D image of it, one group for each
planet.
 Show them. Blow up the balloon to the size you want. Create the paper
mache` materials by mixing the flour and water together until thick like
glue.




Start putting strips of newspaper into the mache` and put them on the
balloon. Show them how to create bumps and designs with the paper
mache`.
Let student know this will not be done in one day. You will have to let it
dry over night and then we will paint it the next day.
Have one student get up and get the materials for the group
Have the students get to work.
Closure
 Have the group clean up after themselves and put things away. Have
them find a spot to place their planet until the next day when they can
work on it again.
 Have them go back to their seats and wait until everyone is ready for
dismissal.
Assessment: Informal assessment. Making sure each child is on task. If the
finished project shows that the group studied their planet and shows details of
important features of their planet.
Reflection: How did the lesson go? What would I do next time?
Optional Review
This will follow the completion of the art lesson on Day 8. The students can
work individually or with each other to study for the test or begin to prepare for
the presentations.
Day 9, Work Day
Things the students do…
1. The students will set up the Solar System using the math lesson Nicole
taught them—so the planets are the right distance from the sun.
2. The students will spend time working on their presentations—they are
to creatively present what they discovered (parents are invited to
watch).
3. Study vocabulary, where the planets are, and NASA information.
Day 10, Presentations and Post-test
The students will present in the order of the planets and will have to listen because there
is an essay on the test about what they learned about other planets. The order is: 1.
Mercury; 2. Venus; 3. Earth; 4. Mars; 5. Jupiter; 6. Saturn; 7. Uranus; 8. Neptune; 9.
Pluto
The post test is on the next page.
Post Test, Day 10
Vocabulary Section
Match the words with the right definition.
A) Gravity; B) Big Red Spot; C) Asteroid; D) Inner Planets; E) Gas Planets;
F) Green House Effect; G) Star; H) Atmosphere; I) Solar system; J) Comets
___ Mercury, Venus, Earth, and Mars
___ Balls of ice and dust
___ A force that pulls objects towards the center of a planet
___ A pocket of gas that grows and warms up.
___ Jupiter, Saturn, Uranus, and Neptune.
___ A huge storm of swirling gas that has lasted for hundreds of years.
___ Carbon dioxide traps heat in a planet’s atmosphere.
___ Chunks of rocks and metal in orbit around the sun.
___ Layers of air around a planet
___ The sun, and all the bodies that orbit around it-planets, moons, asteroids,
and comets.
Planet Diagram Please label the Planets.
(2pt for each planet)
SUN
Essays
1. Name three things about any planet besides the one you presented. How
would you present it differently? (Be creative, for ex…draw pictures, do
skits…) (8pt)
2. If you traveled to space with NASA what planet would you visit? Why?
What role would you want to have in the journey? Why would you want
that role? (4pt)
Answer Key to Matching section: D; J; A; G; E; B; F; C; H; I
Bibliography
Ying Vang, Nicole Hedrick, Nick Tamble, and Jeanna Trost
Teaching Literacy
Professor Pickel
February 26, 2002
Annotated Bibliography for unit
Astronmy. (2002) Plan your visit to Astro Hot
Spots. (Vol. # 30 No. 3.) Kalmbach
Pulishing Corporation, WI.
This is an article about astro hot spots which
is important in Space travel. When the
students are writing their paragraphs, this
article may inspire some creativity.
Children’s Museum of Indianapolis. (1999.) Cosmic Quest: Field Guide to the
Universe. Childrensmuseum.org. Last visited February 26, 2002.
http://www.childrensmuseum.org/cosmicquest/fieldguide/index.html
This site is informative and interactive. It is credible and has tons of
information on outer space. I think this is an excellent source for teachers
to find information on different planets and stars. It is also a great source
for students to use as a reference.
Discovery Channel. (February 26, 2002) Space Guide. Discoverychannel.com.
Last visited February 26, 2002.
http://dsc.discovery.com/guides/space/space.html
This site contains up-to-date information about what is going on in space right now. It
has links to different articles and information. I think this source is good for the teachers
to look at and a good reference for the students when they are doing their research.
Ebersole, Rene. (2002) North to Mars. Current Science. (Vol. # 87 No. 13)
Weekly Reader Corporation.
This is an article that will be easily understood by the students. It also
will be a help in getting those creative juices flowing for the paragraph
they are going to write.
Kerr, Andrew and Cole, Carolyn (1995-2001). Busy Teacher’s Website K-12.
Last visited February 26, 2002.
http://www.ceismc.gatech.edu/busyt/homepg.html
This is an excellent site for teachers to find both websites and resourceful lesson
plans on the internet. It covers a huge variety of subjects and guides you to all
kinds of great resources. I think it is beneficial to any teacher to visit this site!!!
Marshall Space Flight Center. (Last updated February 12, 2002.) NasaKids: A
Product of Science at Nasa. Last visited February 26, 2002.
http://kids.msfc.nasa.gov/
This site is an interactive site for students to learn more about space and current events
about Nasa. There is a Teacher corner—so it is also beneficial and informative for
teachers to find information there. I think this site is a good reference for teachers to
draw information for the unit from and for students to use as a reference.
Krulik, Nancy E. (1991) My Picture Book of the Planets. Sholastic, NY
This is a book with great images of the planets—this will definitely help
the students with their art projects. There are also good captions for the
students and teachers to learn about the planets.
Pasachoff, Jay M. (1992) Field guide to the Stars and Planets. Houghton Mifflin
This is a great reference for both the teachers and the students. The
teachers will be able to find distances between planets, about the planets,
and about space travel in our solar system. I think this is going to be a
well used reference for the students when they are doing their research
and for the teachers when they are explaining vocabulary.
Science and Children. (2002) The Slice of Life-exploring Earth’s resource.
(Vol. #39 No. 5). National Science Teacher Association, VA
This is a great reference for teachers who are doing units on space. It
has ideas and information about our solar system. I highly recommend
any teacher who is doing a lesson to look through this book for great
ideas to keep kids involved in learning.
Smithsonian National Air and Space Museum. (1994-2000). Center for Earth
and Planetary Studies. Last visited February 26, 2002.
http://www.nasm.edu/ceps/rpif/
This is a site that contains information and images about and of Earth
along with the other planets of our solar system. You can purchase stuff
but also learn A TON! I think this site is great for a teacher resource as
well as a place for students to go to get the information for their
paragraphs.
Books for in the room (research)
Asimov, Isaac. (1990) Library of the Universe Neptune: The Farthest Giant.
Gareth Stevens Publishing, Milwaukee.
Asimov, Isaac. (1990) Library of the Universe Pluto: A double planet? Gareth
Stevens Publishing, Milwaukee.
Asimov, Isaac. (1990) Library of the Universe Venus: A Shrouded Mystery.
Gareth Stevens Publishing, Milwaukee.
Branley, Franklyn M. (1969) A book of Mars for You. Thomas Crowell Company,
New York.
Branley, Franklyn M. (1969) A book of Venus for You. Thomas Crowell
Company, New York.
Branley, Franklyn M. (1958) The Nine Planets. Thomas Crowell Company, New
York.
Chamberlain, Joseph Miles and Nicholson, Thomas D. (1962). Creative
Educational Society Inc.
Cole, Joanna. (1990) The Magic School Bus Lost I the Solar System. Scholastic
Inc.
Gallant, Roy A. (1956). Exploring Mars. Garden City Book.
Krulik, Nancy. (1991). My Picture Book of the Planets. Scholastic Inc.
Lyon, Julie. (1957). Our Sun and the Worlds Around It. Golden Press, New
York.
Mayal, R. Newton and others. (1959). The Sky Observers Guide: A Handbook
for Amateur Astronomers. Golden Press.
Moore, Patrick. (1987) Stars and Planets. Mitchell Beazley Publishers.