THE SUN, EARTH,
AND MOON
Earth Science Unit – First Grade
Science Standards ES1A, B, & C
Pasco School District #1
EALR 4: Earth and Space Science
Big Idea: Earth in the Universe
Core Content: Observing the Sun and Moon
K-1 ES1A Many things can be seen in the sky. Some change minute by
minute, while others move in patterns that can be seen if they
are observed day after day.
K-1 ES1B The position of the Sun in the sky appears to change during the
day.
K-1 ES1C The Moon can be seen sometimes during the day and sometimes
during the night. The Moon appears to have different shapes on
different days.
TABLE OF CONTENTS
SECTION ONE – INTRO TO UNIT
Unit Information & Summary
Lesson Outlines
Decoration / Theme Ideas
Activity Summary
Assessment Summary
Other Subject Incorporation
Classroom Description
SECTION TWO – LESSON DETAILS
Unit Vocabulary
Lesson Plans
SECTION THREE –ACTIVITIES
Activities are arranged in order that they appear in the lesson plans,
with the exception of the Paper-Mache Helmet (back of section)
SECTION FOUR – UNIT ASSESSMENT
Assessment Summary & Standard References
Overall Class Grading Scale / Rubric
Traditional Assessment Details (with Verbal Quiz Questions)
Authentic Assessment Details
Unit Grading Record for Child
Three Optional Work Activity Sheets
Final Unit Test
SECTION FIVE
Space Coloring Pages
UNIT INFORMATION
THE SUN, EARTH, AND MOON
Teacher’s Guide
Grade Level: First Grade
Unit Completion Time: Approx. 305 minutes (5 hours), plus art activities and
free time
Science Standards:
Earth and Space Science: Earth in Space: Observing the Sun & Moon
K-1 ES1A Many things can be seen in the sky. Some change minute by minute, while others
move in patterns that can be seen if they are observed day after day.
K-1 ES1B The position of the Sun in the sky appears to change during the day.
K-1 ES1C The Moon can be seen sometimes during the day and sometimes during the night. The
Moon appears to have different shapes on different days.
UNIT SUMMARY
Students will morph into "Jr. Astronauts", and begin by learning vocabulary and a
few basics of the Sun, Earth, and Moon (L1). After learning earth basics (L2), we
will don our spacesuits (activity) travel upward, beyond the sky! Before we can
leave the ground, a lesson (L3) on astronauts and NASA will be taught to
introduce students to space travel and then we leave earth on our pretend
voyage through space.
As we reach outer space, an overview of what we see (L4) will be given through
a narrative first person story, with details of where each object (Sun, Earth, &
Moon) is located, distance, and what each looks like to the astronaut. Students
will display their view of the 3 objects through a textured art drawing (activity)
First stop - the Sun (L5). They will recall that the sun is huge, very far away, but
is able to still provide light and is responsible for our heat. Further details will be
given such as relative size and distance. Moving away from the Sun, we learn
that objects revolve around the Sun, and our earth is one of those. The earth's tilt
when moving around the sun gives us a year and seasons (L6)! A flip book chart
of the sun’s path across the sky will tie in with (L7) as we move closer in and
learn that the earth also spins on its axis. The spinning earth causes day and
night. This movement also makes the sun and moon appear to rise on one side
of the sky and set in the other (L8). Shadow drawing throughout the day will give
the students a personalized sense of the sun’s movement through the sky. At
night, the moon shines!(L9). The sun has objects circling it and the earth does
too – just one - our moon. The moon moves around the earth! The moon’s orbit
is what causes it to “change shapes” (L10).
Day 11-13 sums up the unit with clay modeling, one-on-one oral quiz (activity), a
chance to turn in optional activity work (bonus points), project presentation, test
review, and a final test.
Opportunities for learning include journaling, a learning center, textured
drawings, writing projects, oral projects, clay modeling, media presentation,
outdoor sketching, and a possible field trip to a planetarium.
THEME DECORATION & CONSIDERATIONS
During the unit, to let the child experience astronomy to its fullest, the classroom
should be decorated as outer space. Bulletin boards, ceiling-hanging laminates
of space objects and rocket ships, labels, wall art, globes, and other models can
be utilized. A space on the wall should be reserved to showcase students’
textured art drawings. The Sun/Earth/Moon learning center should remain set up
during the entire unit as to be accessed at any point during the day. Black lights
& posters, glow in the dark stars, flashlights, and window darkeners will add to
the outer space feel, but are optional if unavailable. Enough time (3 days for art
projects, 1-2 weeks for optional activities, and 2 weeks for unit project) is given to
ensure classroom completion of all activities. Free time can be incorporated any
time during the day (recess, breaks) in which children are indoors – not
necessarily directly after the lesson. Please allow for at least 4 free time periods
of 10-15 minutes in which children can work directly on unit projects / activities.
The following are ideas to help you decorate your classroom.
Outer Space Theme
*Fluoro Rockets
Paint cylinders black. When dry, flick fluoro paint onto cylinder. Add cone
made from flouro paper, and stuff tail of cylinder with shredded paper. Hang
and enjoy
*Comet Mural
Cover large sheet of paper with dark blue and purple paint. Flick white paint
over background when dry. Paint medium size circles with paint, when nearly
dry drag cardboard through to form comet tail.
*Sun and Moon
Paint one side of paper plate yellow, one side grey. When dry, add yellow and
orange triangles to the yellow side around the edge. Use cotton reels dipped
in dark blue to print craters on grey side to represent moon.
*Stars
Cover cardboard cut outs with aluminum foil and hang. Stick straws into
glitter balls in a variety of different angles.
*Space Mobile
Use a wire coat-hanger to display the following:
- a moon made from a paper plate. Paint it silver and then add craters by
printing with a cotton reel dipped in black paint
- a comet made from paper squashed into a ball and covered with aluminum foil. Place
in center of two different colored sheets of cellophane. Secure the
cellophane with sticky tape around the ball, leaving a trail of cellophane
for the comet's tail.
- a star made from cardboard. Glue macaroni shapes to the star and paint with
gold spray paint.
- a rocket. Children can design their own using the investigate, design,
produce and appraise approach.
Technology
*Ask children to design a rocket that could take them to the moon, from
small boxes, cylinders, large boxes, etc. Note- they must include all materials
they need ie glue, tape in their plan. Children follow plan to construct
craft. Photograph. Appraise. Were you able to follow your plan? Why? Why not?
Math
*Identify shapes etc used in construction of space craft.
*Track games that require counting 10-9-8-7-6-5-4-3-2-1-Blast Off!
*Construct 3D models of stars using nets.
Language
*Picture talks about astronauts - their special clothes, jobs etc
*Hold a Star viewing night - great for the parents to join in too!
*Teach 'Twinkle Twinkle Little Star'
*List the names of the different planets - underneath each, list their
characteristics ie: Earth - has water and oxygen *Teach 'Hey Diddle Diddle'
*Make UFO's:
2 cups SR Flour
40g butter
1 tbs sugar
1 tbs water
2 tbs custard powder
2 tbs custard powder
1 tbs sugar
extra 3/4 cup milk
12 small strawberries halved
3 tbs apple gel
Grease two shallow 12 cup patty pan tins. Sift flour, add butter. Rub in
butter until mixture is fine and crumbly. Add sugar, mix. Add water, mix to a
firm dough. Refrigerate dough for 30 mins. Roll out pastry, use 5cm cutter to
cut rounds. press into greased patty pan tins. Bake 15 mins, allow to cool.
Combine custard powder and sugar in small pan, add enough milk to make a
smooth paste. Add remaining milk, stir over low heat until mixture boils and
thickens. When cool, place dollops of custard into each pastry case. Top with
half a strawberry and brush with warm apple gel.
* Make Martian Rock cakes
2 cups SR Flour
1 tsp mixed spice
90g butter
1/2 cup sugar
1/4 cup sultanas
2 tbs mixed peel
1 egg
1/3 cup milk
1/4 cup sugar extra
Preheat oven to 180 degrees C. Sift flour and spice into a bowl. Add sugar
and butter. Rub in until it resembles breadcrumbs. Mix in sultanas and mixed
peel. Make well in center, add combined egg and milk to form a soft dough.
Drop tablespoonsful onto trays, allow room for spreading. Sprinkle lightly
with extra sugar. Bake 10 - 15 mins until golden.
Space is big, dark and cold. There is no air or water in space. Astronauts
explore space in specially designed spacecraft called spaceships. Robots are
also used to explore space. The only place in space that people have been to
is the moon. Some people think that there may be life on other planets.
Planets are in outer space. There are 8 planets: Mercury, Venus, Earth, Mars,
Jupiter, Saturn, Uranus, and Neptune. The Sun is in space and is a huge
ball of burning gases.
Astronauts are community helpers. Talk about how astronauts get to the moon
and survive their visits. Talk about what they wear, how they breathe in
space, and what they eat. Discuss why astronauts go to the moon. Ask the
children if an astronaut could bring back a crater. Talk about where the
space shuttles take off and where they land. Show pictures of the moon. Talk
about how there aren't any plants, people, or animals on the moon. Ask the
children what people, plants, and animals need that they can't find on the
moon.
Moon Day is celebrated on July 20th each year because the first people landed
on the moon on that day in 1969. The Journey was made in the spaceship
Columbia by three American astronauts**Neil Armstrong, Edwin Aldrin, Jr. and
Michael Collins, who served as pilot. Neil Armstrong was the first to set
foot on the moon saying, "That's one small step for man, one giant leap for
mankind." Then he and Edwin Aldrin walked on the moon for about two hours,
where they planted an American flag, gathered rock samples and took
photographs.
There are many faraway objects in space. Some of these are moon, stars, and
planets. We live on a ball-shaped planet called earth. There are eight other
ball-shaped planets. These nine planets move around the sun and, along with
their moons, make up the solar system.
We learn about space by looking at it through instruments such as telescopes
and by sending specially trained people called astronauts into space to find
out more about it. Space is big, cold and dark. There is no air or water in
space. The only body in space that people have actually visited is the Moon.
Some people think there might be life in other parts of space.
Show the children pictures of the sun, a full moon, a crescent moon, and a
star.
Discuss the shapes of each one. Have the children trace a circle, crescent,
and star shape in the sand. Then have the children try to make these shapes
by gluing thick yam on construction paper.
Astronaut in Space Activity...
Have the children dramatize an astronaut flying to the moon. First they
prepare for their journey by putting on their space suits, goggles, helmets,
and space gloves. Then they hook up their oxygen tanks. They prepare for takeoff by sitting down and fastening their seat belts. Have the children put
their knees up and grab their ankles. 10-9-8-7-6-5-4-3-2-1 -Blast off! The
spaceship has landed on the moon. The children pretend to get out of the ship
to take a moon walk. Gravity's force is weaker on the moon, so it's harder to
walk.
Have the children each find a partner to walk with on the moon. Have them
jump, walk, and give each other a moon hug. Ask them what they see on the
moon plants, animals, aliens? Have them eat their lunches from tubes. Then
have them walk back to the spaceship to return to Earth. 1 ~9-8-7-6-5-4-3-2-1
--Blast off. The space ship slows down, as gravity finally pulls the ship in
closer and close to Earth.
Room Arrangement...
Hang rocket ship in one corner of your area, with two chairs inside for the
astronauts and equipment.
Place ground control panels on either side of an easel, with chairs and
equipment available for those children to use to "communicate" with the rocket.
One Little Astronaut...
Hold onto the end of a long piece of hose or rope. Have one child hold onto
the other end and pretend to explore space while you recite the poem below.
When you finish the first verse, have a second child join the first. Continue
with additional verses until all of the children are holding onto the hose.
One little astronaut floating out from base, Hooked to a hose, exploring
space. He/She thought it was such an amazing trick, He/She called another
astronaut to join her quick.
Moon Walking...
Create a moon landscape for the children by placing pillows all over the
floor. Cover the floor with white or yellow sheets. Attach sponges to the
children's feet with rubber bands for space shoes. Play eerie and dramatic
music as the children walk across the moon landscape.
Floating in space...
Make space suits for the children by wrapping their arms, legs and bodies in
aluminum foil and taping the foil in place with masking tape. Attach sponges
to the children's feet with rubber bands to make space shoes. Play
appropriate music and let the children pretend to float and move around in
space.
Spaceship Trip...
At music and movement time, let the kids wear their helmets, sit in a circle,
and explain that everyone is going on a spaceship trip to other planets.
Countdown, blast off, and pretend to travel through space until you spot a
planet. Announce that this is a "crawling only" planet, and as you begin to
play some music, the kids can crawl around the area until the music stops. At
that time, everyone hops back into the circle to blast off and travel to the
next planet (a hopping only) planet and so on to as many planets as you have
time for before returning to earth.
Trip to the Moon...
Cut square face holes out of the sides of paper bags. Let the children
decorate the bags with crayons to make space helmets. Then have them put on
their helmets and blast off for an imaginary trip to the moon. On the way,
have them float around in their space capsule. When they land on the moon,
have the children leap and float in slow motion, as they pretend to plant a
flag, collect moon rocks and take pictures of their surroundings. Then let
them make the return journey back to earth.
Hot Sun Game...
In this game the children circle around the 'hot sun." Pick one child to be
the sun. The others form a circle with the sun in the center. While the music
plays, the children move in a circle around the hot sun. When the music stops,
the child who is standing in front of the sun moves to the center and is the
hot sun for the next round.
Flannel Board Numbers...
You will need cut from felt:
Large blue circle
10 rocket ships, numbered 1-10
Large yellow circle
Pretend the felt board is outer space. Place the moon on the top part and
place the 10 rocket ships around the board. Ask a child to come to the
board and find rocket ship number 1, take it off the board, fly it around the
room and land it back on the moon. Next have a child find rocket ship number 2
and so on. When all the rockets are on the moon, place the Earth on the
board.
"Blast" the rockets off the moon and have them fly (or throw them) to
different children. When all the rockets are with children call out for
rocket number 1 to "fly back to earth". Continue until all the rockets have
landed safely at home!
Songs
Little Stars...
(Music, Music, Music)
Twinkle, twinkle, little stars
Friends of Jupiter and Mars.
All you do the whole night through
Is twinkle, twinkle, twinkle,
Rockets keep flying higher
Keep flying further, further every day,
And need the stars to chart their way,
So while you watch the ships go by,
Keep on lighting up the sky,
Keep on shining through the night
And twinkle, twinkle, twinkle.
Four Little Stars...
Four little stars, Winking at me:
One shop off, Then there were three.
Three little stars, With nothing to do:
One shot off, Then there were two.
Tow little stars, Afraid of the sun:
One shot off, Then there was one.
One little star, Not having any fun:
It shot off, Then there were none.
We're Going on a Space Trip...
(We're Going on a Bear Hunt)
After the "mission commander" (teacher) chants a line, the flight crew
(students) repeats it and the
Motions associated with it.
We're going on a space trip (salute)
Pack your flight bag (put items in a bag and zip it up)
Get on your spacesuit (get dressed)
Let's climb on board (climb steps"
Buckle your safety strap (fasten belt)
Countdown time! 1 0-9-8-7-6-5-4-3-2-1 --Lift off!
I see the Moon. (point ahead of you)
Can't go over it (point above you)
Count go under it (point below you)
Have to go around it
Continue the chant with some obstacles in your way. Sun, planet, asteroid,
meteor, comet... Complete
the chant by pantomiming, " Our Mission is completed (clap) Time to turn
back. I see the comet. I see
the meteor."
Astronaut Song...
(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.
Four Little Stars...
Four little stars
winking at me.
One shot off,
Then there were three!
Three little stars
With nothing to do.
One shot off,
Then there were two!
Two little stars
Afraid of the sun.
One shot off,
Then there was one!
One little star
Alone is no fun.
It shot off,
Then there was none!
Traveling in Space...
I wish I could ride in a spaceship,
It's just what I'd like to do.
I'd travel to Mars and then Neptune-Would you like to come along too?
(point to other person)
Ring Around the Spaceship...
Ring around the spaceship,
(walk with others in circle)
Try to grab a star
(reach up high)
Stardust, stardust,
(wiggle fingers)
All fail down.
(drop to floor)
A Little Rocket...
I'm a little rocket and I'm glad,
Soon I'll blast off from my pad.
(crouch down near floor)
When I get all fired up, hear me roar,
Up, up, up I go watch me soar.
Jump up and pretend to soar)
There's a Tiny Little Star...
(Little White Duck)
There's a little tiny star
Way up in the sky.
A tiny little star,
Up so very high
She twinkles brightly
Through the night:
The stars are shining bright.
But during the day
She is out of sight.
There's a tiny little star
Way up in the sky.
A tiny little star.
Astronauts Round the Moon...
(The bear went over the mountain)
Astronauts went round the moon,
Astronauts went round the moon,
Astronauts went round the moon,
And what do you think they saw?
They saw____
They saw____
They saw____
And that is what they saw.
We'll Be Orbiting Round The Moon...
(She'll be Coming Round the Mountain)
We'll be orbiting round the moon yes we will.
We'll be orbiting round the moon, yes we will,
We'll be orbiting round the moon, yes we will,
We'll be orbiting round the moon,
We'll be orbiting round the moon,
We'll be orbiting round the moon, yes we will.
We'll be landing on the moon, yes we will. etc.
We'll be walking on the moon, yes we will,
We'll be blasting off again, yes we will,
We'll be landing back on Earth, yes we will,
Space Song...
(London Bridge)
The planets spin around the sun,
Around the sun, Around the sun.
The planets spin around the sun,
We live on earth!
The sun is found in the middle,
In the middle, In the middle.
The sun is found in the middle,
It keeps us warm!
The stars are twinkling far away,
Far away, far away.
the stars are twinkling far away,
Now make a wish!
Art
Space Helmets...
Materials: Medium sized paper grocery bag, tape, crayons or markers, glue and
scissors. Cut off the top of the bag, so when the bag is on your head it will
just cover your ears. Cut down part way on one end to form a bill on your
forehead. Reinforce it with tape. Draw, color and cut out emblems to glue on
the sides of the space helmet. Ideas would be American Flag, space ship, and
the letters U S A. or cut a square face hole out of one side of a paper bag.
Let the children decorate the bags with crayons or markers to make space
helmets.
Moon Craters...
Use the bubble wrap that comes in packages and covered it with plaster of
paris. Let dry and peel off. Wouldn't this look like moon craters or such?
Then they let the children paint it.
Shape Robots...
Cut various shapes out of colored paper. Give each child a piece of
construction paper to glue their shapes on to make a robot of some sort.
Allow them to use markers to finish off their robots.
Styrofoam Robots...
Set out Styrofoam packing pieces and toothpicks and paint. Let the children
stick the Styrofoam pieces
Rockets...
Collect cardboard toilet tissue holders and 3 oz. paper cups. The children
can glue or tape the cup onto the top of the tissue holder to create a
rocket. Let the children paint it, or draw on it with felt tip markers. They
may add a door, windows, and ladders.
Stuffed Moons...
Using newsprint cut two patterns out (Fairly Large)stuffed with newpaper and
then painted them. Then hang them around the room.
Glowing Stars...
Have the children cut different sized star shapes out of the white poster
board. Use glow in the dark crayons to color both sides of the stars. Use a
pin to make a small hole in the stars and thread a piece of
clear fishing line through the hole to make a hanger for the stars. Hang
stars from the ceiling with the rest of the stars.
Outer Space Paintings...
Draw a moon, planets and stars on large pieces of white paper with a white
crayon for each child ahead of time. Have the children paint the paper with a
thin layer of blue or black thinned tempera paint. The children will enjoy
the outer space surprises.
Space Creations...
Give children a large piece of white paper. Demonstrate to the children that
if you trace the shape of a scissors, it will make a rocket ship. Encourage
the children to trace the scissors for a rocket and use bottle caps and
circular jar lids for planets and moons. Have paints available for the
children to paint their very
own space creation.
Moon Craters...
Give of the children a sturdy foam paper plate to work with. Glue on dried
beans & other assorted things to provide texture for the moon surface. When
it dries cover with aluminum foil & tuck the edges over
so it doesn't come unwrapped. Then press down gently. This will reveal
craters and fissures, etc. on the moon's surface. Purchase some toothpick
flags to stick on the moon’s surface.
Eyedropper Art...
Have children trace different circular shapes for planets and moons on large
piece of paper. Have the children use eyedroppers to drop mixtures of food
coloring and water on their planets. Strong concentrations work best. Marble
painting or watercolors will also give this activity variety.
Galactic Mobiles...
2 1/2 c. Boiling water 2 c. salt 4 c. flour
Add salt to water, then stir into flour. Have the children knead the dough
until it is a good consistency for shaping. Let them roll the dough out and
use cookie cutters to cut out star and circle shapes. Each child should have
a couple of stars and a couple of circles. Don't forget to put a hole at the
top of each shape for hanging. Bake shapes in the oven at 250 degrees for 2
-3 hours, checking frequently after 2 two hours. Paint them another day.
Air Tanks...
Using 2 liter pop bottles- upside down. 2 for each child (which the parents
sent in.) I duct taped them together, then made 2 small holes in the bottles, one hole on
the top and one on the bottom, Then I put a piece of rope (not very thick) through the holes (make one of the holes large enough to fish the rope out
of) the kids could actually stick their arms through the rope like putting on
a jacket. They were very cute. Then we made helmets by using white paper
cut in a -helmet shape? LOL a rectangle that is rounded at the top. I cut
out a square place for their faces to show through and they put plastic wrap
over the hole and we taped it to the back of the paper. Their faces were
sort of framed within the hole. They decorated their masks with lots of
colors and of course star’s.....and off they went to the moon.
Centers
Housekeeping...
Items may include: hoses, helmets, moon boots, white clothing for their space
suits, gloves, cereal box jet packs or large cardboard tubes taped together
as air tanks, with thin rope looped through each tank as shoulder straps,
Martian hats, milk jug helmets, NASA Ground Control panel: Large sheet of
paper-draw on controls or use milk jug caps, orange juice caps, etc., old
microphone and earphones. Meteors can be balls of aluminum foil wrapped
around long strips of plastic. Tie foil fringes on to end to play meteor
catch. Large boxs for a space ship. Remember to make paper mache planets to
hang around the room as well as glittered cardboard stars to hang. Once these
are made, they can be used year after year. Microphones can be made by
covering toilet paper tubes with tinfoil. Also telescopes may be made with
this same method of covering tissue paper holders. Poke small holes in the
end of the foil so the children can see the light when they look at the light
through their telescopes.
Star Puzzles...
Cut out five to ten star shapes out of tag board. Number the top half with
numbers one thru ten and the bottom half with corresponding dots to the
number. Laminate and cut apart have the children match accordingly.
Star Boards...
On a piece of tag board space the numbers one through ten about two inches
apart. Then cut thirty stars out of tag board and laminate. Have the
children match the correct number of stars to the number board.
Sun and Moon Dough Art...
Materials: Flour, salt, oil, cream of tartar, water, yellow and blue food
coloring, mixing bowl, teaspoons, tablespoons, saucepan, stove.
Activity: Make play-dough by combining the following items in a mixing bowl: 2
cups of flour, 1 cup of salt, 2 tablespoons oil, 4 teaspoons cream of tartar,
2 cups water. Divide this mixture into two bowls. Add four drops of yellow
food coloring for the sun mixture and four drops of blue food coloring for
the moon mixture. The consistency should be runny, so put the mixture in a
saucepan and cook it on a stove or hot plate until it forms a ball. When it's
cool, have the children make a large sun and a large moon. They can make moon
craters with thumb imprints. Then let the play-dough harden.
Moon Mud...
In the bottom of a dishpan, pour in equal parts of cornstarch and water. Add
food coloring, if desired. Mix the cornstarch and water together to make moon
mud. Let one child at a time put his or her hands
Rock Sorter...
Cut 4 or 5 holes of different sizes in top of a shoe box. Set out assorted
sized rocks. Have the children sort rocks closest to hole size in box.
Rocket Game...
Cut out a rocket shape and the numbers one through six. Using a die, have the
children take turns rolling the die and removing the number rolled. Continue
until all the numbers are removed and the rocket can blast off.
Snacks
Dehydrated Food Snacks...
Peel bananas, slice apples, oranges, or other fruit or vegetables. Put into
dehydrator for the day or overnight depending on the fruit. You may use
zip-lock bags or shrink wrap from a meat deli. This is a great science
activity as well as fun for the children to pretend they are astronauts.
Stars...
Bread, star-shaped cookie cutters, strawberry jam, orange marmalade, grape
jelly Have the children cut the bread into star shapes. You can toast the
bread first. Have the children spread jam on their stars. They can choose
strawberry jam for a cool star, orange maramalade for an average stars, or
grape jelly for the hottest star.
Information on the colors: Tasty Stars: Explain to the children that stars
are buring hot.
Scientists can tell how hot a star is by its color. The coolest starts are
red. Orange, yellow and greenish starts are hotter. White starts are even
hotter, and blue stars are the hottest.
Rehydrated foods...
Some foods are dehydrated in space by having water added to them at mealtime.
For snack, give children small zip-lock bags in which you have put one-eighth
cup instant pudding and one fourth cup mild. Be sure the bags are securely
closed. Have the children gently knead the mixture until the pudding forms.
Snip off a small piece of one of the bottom corners. Encourage the children
to squeeze the pudding into their mouths from the bag. The children will love
it!
Cheese Robots...
At snack-time cut cheese into different sized chunks. Then provide the
children with pretzel sticks and let them put the chunks together to create
"cheese robots."
Astronaut Roll Ups...
4 McIntosh Apples
4 navel oranges
2 tb. butter
Peel, core and slice apples. Peel and de-seed oranges. Puree fruit in a
blender or food processor. Lightly butter a 15" x 10" x 1" pan. Bake at 200
degrees for 3 hours, with the door slightly ajar. Remove when dry, cut into
12 pieces. Place pieces on waxed paper and roll them up.
Vegetable Astronauts...
At snack-time cut vegetables such as celery, cucumbers and zucchini into
different sized chunks. Then provide the children with toothpicks and let them put the
chunks together to create "vegetable astronauts" or robots (have the children remove the
toothpicks before eating their snacks.)
Moon Balls...
Ingredients: 2 C. Peanut butter 1 1/3 C. Honey
2 C. Raisins 2 C. Dry milk
3 1/2 C. Graham cracker crumbs (keep 1/2 c. separate)
Mix dry milk, raisins, and 3 c. graham cracker crumbs
Add honey and peanut butter, mix will (hands do best)
Roll into small balls
Place remaining 1/2 c. of graham cracker crumbs in a large baggie
Place several balls at a time into the baggie and shake, then place on a
Cookie sheet.
Chill then eat
ACTIVITY SUMMARY
* See activities section for complete description of individual activities
During a Lesson:
Paper Mache - Astronaut Helmet & Milk Carton Breath Tank to wear during
lessons in space
Textured Drawing – Sun, Earth, & Moon as viewed from outer space
Sun Path Flip Book – Plotting the Sun’s path through the sky (3 from morning, 3
from afternoon)
Shadow Drawing – Students paired up to draw body shadows as cast in
morning and late noon
Shadow Tag – Students try to step on other students shadows while obeying
certain rules!
Clay Modeling – Circular models representing the Sun / Earth / Moon and their
size / location
Throughout the Unit:
Win a Chance to Wear the Astronaut Suit – Real child-sized astronaut suit, 2
students a day
Sun/Moon/Earth Learning Center - Shadow puppets, activities, books, viewmaster, moon rocks
Astronaut Journal – Short writing each day covering what the Jr. Astronaut
believes he learned
Optional Activities – Three activities; students choose one (story, poem, or
numbers worksheet)
Unit Project – Three per group (5 groups), one student per group assigned as
earth, sun or moon, with individual written work and group oral presentation at
end of unit.
End of Unit Field Trip:
ASSESSMENT SUMMARY
Traditional
Quiz on Earth & Vocabulary - lesson based (5 pts)
Quiz on Sun – lesson based (5 pts)
Project Presentation (Individual-10pts, Group-5pts)
Final Test – unit, lesson, and activity based (16 questions – 50 pts; Optional
Drawing – 5 pts)
Authentic
Textured Drawing – grasp of basic facts and spatial relationships / roles of
Earth/Sun/Moon (5 pts)
Astronaut Journal – grasp of lesson, ability to answer specifically, writing skills,
completion (5 pts)
Sun Path Flip Book – grasp of sun path, ability to follow instructions, visual
comprehension (5 pts)
Clay Modeling / Oral Quiz –
Part 1: Hand/eye coordination, geometric shape, size comparison, visual
modeling (5 pts)
Part 2: Sun/Moon/Earth relationships & Roles (5 pts)
Optional Activities:
Narrative Space Story - worth 4 bonus pts
Measurement Page - worth 3 bonus pts
Bedtime Poem - worth 2 pts
Total Points Available: Traditional: 75 pts, Authentic: 25 pts, Bonus: up to 9 pts
= 109 pts.
Grade Scaling:
90-100 = A 80-89 = B 70-79 = C 63-69 = D Below 63 = Fail
OTHER SUBJECT INCORPORATIONS
Math - Sun flip book (charting), number relationships (24 hr/earth, 365 day/sun,
28 day/moon), time of day (shadows), optional activity (worksheet), size
comparison (clay modeling), geometry (clay modeling)
Language Arts – Vocabulary, optional activities (story or poem), journaling, unit
project
Art Media - Space suit creation, texture drawing, clay modeling, unit project,
shadow drawing
Physical Education - Shadow tag
Social Studies - NASA and astronaut history (L3)
Technology – Space Suit creation, discussion of rocket ships
MY CLASSROOM DESCRIPTION
Summary: ? kids, ages 6-7
Special Situations:
Adapted Activities for this Unit:
Deaf: modeling, artwork, bulletin boards, classroom decorations, photos, written
words & instructions for all activities, quizzes, and tests, vocabulary on paper,
sun path flip book, planetarium trip
Blind: modeling, verbal answers for all quizzes & one-on-one verbal test, touch &
feel of all students texture & clay artwork, descriptive verbal words during, verbal
description of the sun's path, using hands and fingers to point out sun’s path,
choice to make flipbook “textured”, feeling of movement of the globe & clay
models, perimeter walk around shadow drawings, specific sounds from other
students for when shadow is tagged, textured art project
Gifted: Three "Optional Activity" projects available for bonus points (choose one)
Kinestetic: Shadow tag & drawing, clay modeling, paper mache helmet, textured
art project
VOCABULARY LIST
Earth - the 3rd planet from the sun, where we live
Sun - the closest star; it gives light and heat to the earth as well as
other planets
orbiting it
Moon - the earth's only natural satellite
Rocket Ship - a special vehicle made for flying into space
Astronaut - a person who travels into outer space to learn something
new
Air Tank - a tank filled with oxygen that lets astronauts breathe in
outer space
Gravity - the force that keeps you on the ground
Outer Space - aka the universe, it is the area outside of the earth's
sky and contains
the objects you see when you look up (such as sun, stars, earth,
planets, comets)
Satellite - an object that revolves around another object, can be
natural or manmade
Revolve - to move all the way around an object
Spin - to turn around and around in a circle
Orbit - the specific path an object travels while revolving around
another object
Axis - a strait line through the middle of an object going from top to
bottom or side to
side
Day - the time after sunrise when it is light outside
Night - the time after sunset when it is dark outside
LESSON PLAN 1: INTODUCTION TO SUN, EARTH, AND MOON
Grade Level: 1st
I. Goal:
Indicator ES1B > Compare the features of the day and night sky
Recall that the Sun is a source of heat and light for the Earth
II. Objective:
The student will have a basic understanding that they live on planet earth, the
Sun shines in the day time and gives us heat, and the moon shines at night time.
III. Relevance:
“Welcome aboard our classroom spaceship! Each day you live, play, eat, sleep,
and go to school here on planet earth. But did you realize there are many other
places above the sky you could learn about? Two of them we see each day! One
is the Sun that gives us daytime, and one is the moon that shines for us at night.
Have you ever wondered what they are like? On a hot day, you notice that the
sun is shining brightly – but during the cold, cold winter the sun is shining also.
Where did all the nice heat go to? Also, have you ever noticed that the moon
actually looks like its changing shape?! It’s the same moon every night – and
we’ll learn why it changes so much. During the next two weeks you will become
junior astronauts as we travel through space to learn all about how the moon,
sun, and our home Earth works together to make sure we have a good life!”
IV. Activating Prior Knowledge
“You may already know about the different kinds of weather and seasons here on
earth. And how the Sun gives us light and heat. But what about in the winter, or
at night? What happens to the Sun’s heat in the winter….and where does its light
go at night? On our trip to outer space we’ll see exactly what happens to cause
the different seasons and what causes day and night time.”
V. Lesson Agenda:
The following agenda will be posted on the board as well as read aloud. Short
answers will be written next to the first three questions.
What is the Earth?
What is the Sun?
What is the Moon?
Read Vocabulary List
Optional Activities
Group Project!
Creating our Space Suit
VI. Personalization
The lesson will be personalized to the child through them becoming Jr.
Astronauts aboard our decorated classroom spaceship, and with the creation of
their own space suit in art class, immediately following science. This will get them
excited about the material and thinking of the places we will be exploring.
VII. Instructional Plan
A. Initial Engaging Activity:
“Alllll aboard the rocket ship!!” When it’s time for science class, the Children
will be instructed to stand up and we will form a line to march to our new
space ship. Once children return to their seats (docking stations), the room
will be darkened, and the black lights will be turned on. This will transform
the decorated “glow-in-the-dark” room, filled with stars, comets, and other
space objects into an out-of-this world type of place. (Care will be taken that
it is seen as an exciting adventure and enough light will be produced for more
fearful children.) The real child-sized space suit that the children will have a
chance to wear will be brought out and the contest will be explained (one
drawing, two children win each day). They will also be informed that we
will begin creation of their own space suits today in art class.
B. Modeling and Expectations:
After the initial activity, an overview of all 3 objects – Earth, Moon, and Sun
will be given, along with basic facts about each. Shortened definitions will
be written beside the agenda questions. A word bank for each object on the
board will be created whenever children answer questions or input thought..
* Beginning with the earth, we will learn briefly that the Earth is
round, has land and water, people and animals, oxygen to breathe, seasons,
and day & night. Children will be asked what they normally do during the
day, night, and various seasons. Prompt questions will be asked such as “Is it
hot or cool during Christmas? Why do you believe that is?” to give the
teacher a feel for prior beliefs and knowledge. Sample word bank on Earth:
Big, Round, Green, Blue, Air, Dogs, Winter, Summer, School, Moms.
* The Sun’s basic facts will then be reviewed – it is large, gives us
heat, and gives us light. The students will be introduced to the fact that the
Sun is millions of miles away (so far it would take hundreds of years to drive
there!), but is so huge that it’s light and heat reaches us anyway. The fact
that it is made of pure gas and doesn’t have land will be touched upon as
well, getting students prepared for Lesson 5 (Hello, Sun!). Sample word bank
on Sun: Huge, Gas, Yellow, Orange, Rise, Go Down, Light, Hot, Beach.
* Finally, the moon will be introduced. “What do you think the
moon is?” will be asked to get a feel for the children’s knowledge of the
moon so far. Many unusual answers will be expected, such as “It’s made of
cheese”, “It’s the Sun at night”, and “It’s where the man on the moon lives”
due to the fact that moon knowledge has most likely never been touched upon
for the children, and because it’s an object they have personally looked upon
more than the sun – and therefore had time to quietly think about these issues.
Sample word bank on Sun: Huge, Gas, Yellow, Orange, Rise, Go Down,
Light, Hot, Beach.
* After giving basic facts on our three object topics, a unit vocabulary
sheet will be gone over. There are 17 words on the sheet, some of which the
student may be familiar with (Earth, Sun, Moon, Spin, Astronaut, Rocket
Ship) and the other words will be directly related to the topic of the
remaining unit lessons. Definitions have been simplified to correspond
immediately to the unit information and what the child needs to know.
* Three Optional “Fun” Unit Activities (designed for the more gifted
students) are available for the students – writing a story about their trip to
space using the vocabulary, completing a numbers worksheet, and writing
their own Bedtime Poem, with reference to the moon, after the reading of
“Goodnight, Moon!” in Lesson 9. These activities will be discussed briefly
and students will be instructed to think about what they may be interested in
doing. The activities are worth bonus points, and only one can be completed.
Individual activity sheets for all 3 will be handed out at separate points during
the unit based difficulty and how much they’re worth.
* The Unit Project will also be handed out and discussed. Children
will be divided into three groups today and assigned a role as either. Earth,
Moon, or Sun. Group topics and further information will be given tomorrow
so children won’t be too overloaded with information.
* To sum up the core lesson, we will discuss the creation of our space
suits as promised during the initial activity. The children will learn they will
create a helmet and air tank to protect them as our spaceship travels. Space
suits will be started during art class immediately following science class.
* 3-5 minutes of journaling time will be given for students to write
their personal thoughts in the “Jr. Astronaut” section of their science journal.
C. Guided Practice
During discussion, students will be encouraged to submit words that relate to
each of our three topics (Sun, Earth, Moon) for our word bank.
D. Key Points and Summary
“Ok class, we need to get out of our rocket ship now so we can head back to
class. (Class stands, marches around the room, lights turn on, blacklights are
turned off, and everyone sits back down.) Won’t it be such fun once we get
our suits created and we can blast off for outer space in the ship? Let’s look
at the board - what a terrific word bank we have come up with. Look at how
much you all know already! (I will then read over the word bank, and the
short answers for the agenda questions). Tomorrow we will learn more detail
about what our earth is like, and then on Wednesday our space suits will be
finished and we’ll prepare for our journey by learning what real astronauts
are like!”
E. Independent Practice
Vocabulary sheet will be passed out to take home for study. At the end of the
lesson, as with each lesson in the unit, a prompt / thought question will given
to the students to journal about. Today, students will be asked to create their
own word bank for the Sun, Moon, and Earth in their journal – copying the
words on the board – and to come up with as many other words that they feel
relate to the object.
F. Resources and Materials
Classroom Decorations
Child-size Astronaut Suit (purchased by teacher at amazon.com!)
Vocabulary Sheet
Chalkboard, Dry Erase Board or Smart Board for Word Bank
VIII. Assessment:
The independent practice will be used as today’s assessment. Journaling
activities will provide authentic assessment for the entire unit. (See assessment
guide and worksheets for more information)
A. Matched Objective: During the overview, students learned about two
specific objects in the sky – the Sun (day), and the Moon (night).
Students discussed the role of the sun and it’s affect on seasons, as well as
made contributions to the word bank.
B. Consistent with Strategies
Throughout the lesson, I asked specific fact based questions and guided
children to create a word bank. The journaling assessment for the day uses
the same word bank creation, and quizzing strategy during later lessons will
be primarily fact based using the same questions asked of children during
class.
IX. Accommodations:
Summary: 15 kids, ages 6-7 (9 girls, 6 boys)
Special Situations: One deaf student, one blind student
A. Accommodation of Learning Differences
_ Blind / Auditory Learners – Stomping sounds were made as we
headed “to the space ship”. Descriptive adjectives were used
during the lesson, and the object topic (i.e. Moon) was continually
reinforced (“The moon is..”). Each word bank entry was said
aloud 2 times. All written words on the board were read aloud
while being pointed out. Vocabulary list was gone over verbally.
Unit Project and Optional Projects were described verbally.
_ Deaf / Visual Learners – All instructions, agenda items, object
topics, and word bank items were written out. The classroom was
visually stimulating, and labels of many space object names and
facts were scattered around the room. Vocabulary list was passed
out to each student. When words or agenda items were spoken,
the written item was pointed out. The astronaut suit was spoken
of, as well as shown around the room.
_ Kinesthetic – Chances to move around the room were given twice
as we headed to and from our space ship and “docking stations”
(seats). Students were also encouraged to “jump up” when they
had a new word bank addition.
_ Other – all information is given at a pace suitable for slower
learners. Much of the information is repeated 2-3 times during the
course of the lesson.
B. Rates of Completing Tasks:
_ This lesson did not contain any tasks that could not be completed
during the specified time. If the student wishes to continue his
journaling during free time or at home, he may. Blind students
keep a cassette tape journal of their thoughts and may wish to
complete at home.
X. Teaching Strategies
A. Promotion of Various Levels of Thinking
_ Knowledge – topic facts, vocabulary list review
_ Application – the student applied their new knowledge by coming
up with word bank ideas verbally, and by continuing their word
bank in their science journal.
LESSON PLAN 2: “WELCOME TO EARTH, OUR HOME”
Grade Level: 1st
I.
Science Standard:
K-1 ES1A Many things can be seen in the sky. Some change minute by
minute, while others move in patterns that can be seen if they are observed
day after day.
II.
Objective:
The student will gain a basic understanding of the seasons and day and night
due to Earth’s orbit around the sun and its rotation on its axis.
III.
Lesson:
“Welcome aboard our classroom spaceship today! Yesterday we talked about
the Sun and the Moon. Turn to a partner and talk about something that you
learned about the Sun or Moon yesterday. Does anyone know what a season
is? Turn to your partner and talk about it for a minute. (Write down ideas on
the white board.) We have names for the seasons. Help me name them:
Spring, Summer, Fall and Winter. Each one is different, but why? What is
spring like? Turn to your partner and talk about it for a minute. (Write down
ideas on the white board.) What is summer like? Turn to your partner and
talk about it for a minute. (Write down ideas on the white board.) What is
fall like? Turn to your partner and talk about it for a minute. (Write down
ideas on the white board.) What is winter like? Turn to your partner and talk
about it for a minute. (Write down ideas on the white board.) We now know
some things about each of the seasons, but we still do not know why they
happen at a certain time of the year. The Earth, this wonderful place we all
live on, slowly moves around the Sun in 365 days, which makes a year. This
movement around the Sun is called an orbit. We go slowly around the Sun in
an almost circular orbit (great place to draw a picture and have kids draw it in
their Science Notebooks). This helps in the making of our seasons but is not
the whole reason. Our Earth has an axis, from north pole to south pole, that it
rotates on. How many of you know what an axis is? An axis is a line that runs
through the middle of something either up and down or side to side. Our
Earth rotates on this up and down axis. (Blow up a balloon so it is somewhat
round, put some vegetable oil on a bamboo skewer and slowly insert it
through the balloon to show what an axis looks like. Slowly rotate it to
demonstrate how the earth moves.) It takes the Earth 24 hours to turn
completely around. This is what creates our day and night. When the Sun is
shining on us, it is daytime. When it is not shinning on us, and it is dark, it is
night. Our Earth does not stand straight up and down, it sort of tilts to one
side. (Use the balloon to show this also). The Earth’s axis is actually 23
degrees off center. As it orbits the Sun, it is either tilted towards the Sun or
away from the Sun, this causes the seasons of the year. Review the following
diagram:
When the axis is tilted away from the sun it is winter time and usually cold, when it is
tilted toward the sun it is summer time and usually very warm or hot. During Spring and
Fall (Autumn) the axis is the same and the conditions are very much the same. A model
of the above diagram will help students understand the importance of the tilt of the axis
and why the seasons are either very similar or very different. Styrofoam balls work very
well and can be used year after year if properly stored in an zip-lock bag.
IV.
o
o
o
o
Lesson Agenda
What are the Seasons?
What causes the Seasons?
What causes Day?
What causes Night?
o
o
o
o
o
What is an orbit?
What is an axis?
Read Vocabulary List
Quiz on Earth and Vocabulary (5 questions)
Continue working on Space Suits
Lesson Plan 3: “Preparing for Our Journey”
Grade Level: 1st
I.
Goal:
Discussion of astronauts and their duties; introduction to NASA, spaceships,
and what it’s like in outer space.
II.
Objective:
The student will learn about what an astronaut is and what they do. They will
also learn about what NASA is, about spaceships, and what outer space is like.
III.
Lesson
“Welcome aboard our classroom spaceship today!” Yesterday we talked
about the Seasons, Day and Night, and what causes them. Turn to a partner
and talk about something that you learned about the Seasons, Day and Night,
or what causes them. Today we are going to learn about what an Astronaut is
and what they do. We are also going to learn about what NASA is, about
spaceships and a little about outer space. What do think an astronaut is? Turn
to your partner and have a short discussion on what you think an astronaut is.
(Write down some of their ideas on the white board.) (Using the information
attained from the kids, fill in the gaps with information that may have been
missed.) “Astro” means space and “naut” means explorer. An astronaut is
like a sailor on the ocean but he or she is a sailor in space. They have very
specific chores and duties to do when they blast off into space. There are pilot
astronauts, they fly the space shuttle; mission specialists, they do the work
that the space flight is all about, like repairing the Hubble Telescope; payload
specialists, they carry out the experimental tests on the spacecraft; and finally
the commander, who is responsible for the mission and its safety. Usually
there is only one commander and one pilot (the commander can also fly the
space shuttle) and the rest of the crew is mission and payload specialists.
Astronauts go through vigorous training and have to handle many physical
challenges in order to travel to space and be employed by NASA. Being an
astronaut takes intense endurance and stamina.
NASA stands for National Aeronautics and Space Administration. It was
started in 1958 and is in charge of U.S. Science and Technology that has to do
with airplanes or space. They make satellites, space probes, rockets, space
shuttles, space stations and many other things that are beneficial to all
mankind. A lot of engineers and scientists also work for NASA. They are
constantly working at making space flight better for the future.
Most of you have more than likely seen a picture or a model of an airplane,
rocket, space shuttle or satellite. These are all forms of spaceships. Some are
manned, which means that a man flies them, many are unmanned, which
means that a computer more than likely flies it. NASA has sent hundreds of
spaceships into space, most of them satellites and space probes. They are sent
out to learn more about outer space.
So what is outer space? Turn to your partner and talk about it for a minute.
(Write down some of their responses on the white board.) Outer space is that
area above 80 KM or 50 miles. Anyone who journeys above that point is
considered to be an astronaut (space explorer). Outer Space is not an empty
black space as some people think it is. It has galaxies, stars, nebulas, black
holes, plasma, comets, asteroids, cosmic dust, and man-made things like
satellites and probes scattered all over it. The only difference between it and
out atmosphere, is that we have many more particles of air that surround us
here on Earth. Things are a long way apart in Outer Space. It can take a stars
light 10 million light years or more to reach us. That is a long time! But just
like explorers of old that first sailed the Earth’s oceans, our astronauts want to
explore the “Final Frontier”. We want to find out all about it!
IV.
Lesson Agenda
o What is an Astronaut?
o What is NASA?
o What is a Satellite?
o Can you name a type of spaceship?
o What is Outer Space?
o Read new Vocabulary List.
o Optional Activity
o Finish our Space Suits!
LESSON PLAN 4: “Above the Sky: Where are the Sun and Moon?”
Grade Level: 1st
I.
Science Standard:
K-1 ES1B The position of the Sun in the sky appears to change during the
day.
K-1 ES1C The Moon can be seen sometimes during the day and sometimes
during the night. The Moon appears to have different shapes on different
days.
II.
Objective:
Students will learn where the Sun, Earth, and Moon are in relationship to each
other.
III.
Lesson:
“Welcome aboard our classroom spaceship today! Yesterday we talked about
Astronauts, NASA, spaceships and outer space. Turn to your partner and talk
about one of the things you learned yesterday. Today we are going to talk
and learn about where the Sun is and where the Earth and Moon are in relation
to the Sun. The Sun is a star! A yellow star! It is located on Orion’s arm on
the outskirts of the Milky Way Galaxy. The Sun lies in the center of our Solar
System. Just as the Earth orbits the Sun, the Sun orbits around the center of
the Milky Way Galaxy, but it is much, much larger than our Solar system.
The Earth is the third planet from the Sun in our Solar system. It is
93,000,000 (million) miles from the Sun. (A great place for the Earth as a
Peppercorn model. Use an 8” ball as the Sun, mark off 78 feet and set a
peppercorn down, this represents the Earth, then set a grain of salt 2.4 inches
from the Earth, this represents the Moon.) Remind the kids that the Earth
orbits the Sun in an almost circular pattern that takes 365 days to complete.
The Moon is approximately 240,000 miles from Earth. It also has an almost
circular orbit around the Earth. It takes 29 days to orbit the Earth. How does
this compare to distances we are used to. If you drove from here to Yakima
(60 miles) it would take 4,000 trips to equal the distance to the Moon, and it
would take 1,550,000 trips to equal the distance to the Sun. How many years
does each equal if you made a trip per day. To the Moon, it would take
almost 5.5 years, to the Sun it would take 2,123 years! That’s a long time and
a great distance!
IV.
Lesson Agenda:
o What is the Milky Way Galaxy?
o What is Our Solar System?
o What is an orbit?
o Review new and old Vocabulary Words.
o Texture Drawing
LESSON PLAN 5: “Hello, Sun: Our Closest Star”
Grade Level: 1st
I.
Goal:
To discuss the details of the Sun’s size, its role as a heat and light provider,
and other characteristics that affect Spaceship Earth.
II.
Objective:
The student will learn about just how big the Sun is in relationship to Earth
and that it provides us with just the right amount of heat and light for Earth to
be the way it is.
III.
Lesson:
“Welcome aboard our classroom spaceship today!” Yesterday we talked and
learned about where the Sun is and where the Earth and Moon are in
relationship to the Sun. Turn to your partner and talk about one of the things
you learned about yesterday. Today we are going to talk and learn about the
Sun in greater detail. As we saw yesterday with the ball and peppercorn
model, the Sun is really big! I mean really big! The Sun’s diameter is 109
times bigger than Earth’s. (Great place for another model. Using a meter
stick, cut out a strip of paper 1 centimeter wide by 10 centimeters long, tape it
on the white board; now cut a strip 109 centimeters wide by 10 centimeters
long, tape it directly underneath the 1 x 10 cm strip to show the diameter
difference.) Now, how many Earth’s do you think it would take to completely
fill up the Sun? (Let kids offer guesses and write them down on the white
board.) It would take 1,300,000 Earth’s to fill up the Sun! Could you
imagine how long it would take you to count to 1.3 million! It takes quite a
long time to just count to a thousand. The Sun is certainly huge! The Sun is a
star, but it’s not a really big star. There are stars that have diameters that are
over 100 times bigger than our Sun’s! Our Sun is also in the middle of how
hot it is and how bright it is. The Sun is a big ball of energy! It produces heat
and light. Our planet Earth receives all the light and heat it can handle each
day from the Sun, and that is just a tiny amount of energy that it produces.
Our planet is just the right distance from the Sun, any closer and it would get
to warm, and further away, and it would get to cold. The Sun provides all the
energy that plants need to grow and they are the primary food source for
animals all over the world
IV.
Lesson Agenda:
o What is the Sun?
o What types of Energy does the Sun create?
o Review vocabulary.
o Do Optional Activity #2
o Free Time – Unit project, optional activities, finish textured drawing
LESSON PLAN 6: “Our Earth, The Spaceship”
Grade Level: 1st
I.
Goal:
To have students gain a more thorough understanding of Spaceship Earth.
II.
Objective:
Students will learn and understand more about orbits, satellites, the earth’s
movement and revolution around the Sun, the year length, and the causes of
seasonal changes.
III.
Lesson:
“Welcome aboard our classroom spaceship today!” Yesterday we talked and learned
about the Sun. Turn to a partner and talk about something that you learned about the
Sun yesterday. We discussed and learned a little about orbits in Lesson #2. Let’s
turn to our notebooks and review a little of what we learned in that lesson. (Ask for
input on orbits, seasons, and night and day.)
Let’s discuss orbits a little more. We know that an orbit is a path that an object takes
around something else. Our Sun orbits around the middle of the Milky Way galaxy,
our planet Earth orbits around the Sun, the Moon orbits around the Earth. Everything
in the universe circles or “orbits” something else. It’s true for meteors and planets,
stars and galaxies. They’re all under the influence of each other, moving in an ageless
and eternal dance. All large objects have a gravitational field. Gravity is the pull of
all objects to each other, the closer they are, the greater the force of gravity between
them. This is why a person is held to the ground by the gravitational force of the
much more massive Earth. The only way to escape the gravitational pull of a massive
object is to have considerable mass your-self and or move at a high speed. Orbits
happen because an object has enough mass and speed to avoid the pull of gravity
from the much larger object it is near. Using the the Earth as an example, we can see
why. Say you launched a baseball into the air. Under normal circumstances the ball
would quickly fall back to the ground. But what happens if you were to throw the ball
higher? It would still fall back to Earth but take longer depending on how high it
went. If you were to throw the ball fast enough and high enough it would go into
orbit. Another good example is a ball on a string being swung round and round. As
long as person hangs onto the string while swinging the ball it goes in a circle, but
when its let go, the ball goes in a straight line.
Objects that orbit around something are called satellites. There are all kinds
of satellites. There are natural satellites and there are man-made satellites.
Our Moon is a natural satellite because it orbits the Earth. Our Earth is a
natural satellite because it orbits the Sun. Humans have created and have sent
into our atmosphere different types of satellites. These include the Hubble
telescope, radio and TV satellites, and many other types that are used for
weather and exploration. Remember that all these orbit the Earth.
In Lesson 2 we learned that the Earth orbits the Sun and that it takes 365 days
to do that. The time it takes for the Earth to orbit the Sun is called a year. The
path the Earth moves around the Sun is almost circular, so we are almost the
same distance from the Sun at all times. So if we are basically the same
distance from the sun all the time, how do we end up having four seasons?
Each season is about 3 months long, or 90 days. But how do we end up with
such nice, long, warm summer days and such cold, short, nasty winter days?
It is all in the way the Earth tilts towards the sun or away from the sun. In the
summer the Earth’s axis is tilted toward the sun so we get those nice warm,
long summer days. In the winter the Earth’s axis is tilted away from the Sun
so we get short cold nasty winter days. It’s all about how much Sun time we
have. The longer the Sun shines on the surface of the Earth the warmer it will
be. The shorter the period of time the colder it will be. (This is once again a
great spot to use a model to display the tilt of the Earth on its axis and to show
how it looks when its summer and how it looks when it is winter.) In the
Spring and Fall the Earth’s tilt is the same so the weather and seasons are
usually very nice. In the Spring plants begin to grow, flowers bloom, birds
sing, and everything is pretty nice. In the Fall the plants quite growing, turn
very colorful, like bright reds, yellows, and oranges, the birds are thinking
about flying south, but the everything is still pretty nice. So even though there
are differences, things are very much the same when it comes to the weather
during the Spring and Fall.
IV.
Lesson Agenda:
o What are the Seasons?
o How long is a Year?
o What is the path called that the Earth travels around the Sun?
o Name a Man-made satellite.
o Why do the seasons happen?
o Review the Vocabulary List.
o Discuss flip books.
LESSON PLAN 7: “Hold Tight! Spaceship Earth is Spiinnnnniiinnnnggg!”
Grade Level: 1st
I.
Science Standard:
K-1 ES1A Many things can be seen in the sky. Some change minute by
minute, while others move in patterns that can be seen if they are observed
day after day.
K-1 ES1B The position of the Sun in the sky appears to change during the
day.
II.
Objective:
Students will discuss and learn more about the Earth’s rotation on its axis.
They will also learn about the length of a day and causes of day and night.
III.
Lesson:
“Welcome aboard our classroom spaceship today!” Yesterday we talked and learned
more about orbits, a year, the seasons, and all about satellites. Turn to your partner
and tell them about something you learned yesterday. Today we are going to
continue to talk about and learn about our days and nights. A day is 24 hours long. It
begins at 12:00 am, which is midnight and ends at 11:59:59 pm. An hour is made up
of 60 minutes and there are 60 seconds in each minute. The first 12 hours of a day
are AM hours, or ante meridiem (before noon) and the second 12 hours are PM
hours, post meridiem (after noon). When it is noon time it is the middle of the day.
When it is midnight, it is often considered the middle of the night. We start school at
8:50 am and finish a day of school at 3:20. That is six and a half hours. How many
of you can tell me what time it is right now? Excellent! So why do we have day and
night? Turn to your partner and talk about it for a minute. (Take responses from
children as to why they think there is day and night.) Day time and night time
happen because of the Earth’s rotation on its axis. The Earth turns on its axis once
every 24 hours. When it is day time, we are facing the Sun and it is shining on the
surface of the Earth at that location and when it is night time we are facing away
from the Sun and are looking at the Moon, Stars and rest of the Milky Way Galaxy.
When it is Noon here in Pasco, Washington, the USA, it is midnight in Kabul,
Afghanistan, Central Asia. (Great place to bring out the blow up globes and use them
to help students understand this concept better.)
IV.
Lesson Agenda:
o What is an axis?
o What does rotation mean?
o What is day?
o What is night?
o Review other vocabulary.
o Do flipbook plotting.
o Short Quiz on the Sun/ Earth’s orbit around the Sun/ and Vocab.
LESSON PLAN 8: “Sunrise, Sunset!”
Grade Level: 1st
I.
Science Standard:
K-1 ES1B The position of the Sun in the sky appears to change during the
day.
II.
Objective:
Students will discuss and learn that the Earth’s rotation causes the Sun to
appear like it is moving across the sky. The Sun remains in one spot and we
rotate on our axis from west to east.
III.
Lesson:
“Welcome aboard our classroom spaceship today!” Yesterday we talked and learned
about days and nights. Turn to your partner and talk to them about something you
learned yesterday. Today we are going to talk and learn about the reasons for Sun
rises and Sun sets. In Lesson 2 and Lesson 6 we learned about the orbit of the Earth
around the Sun. (Great place to use the visual of the Earth orbiting around the Sun.)
We also learned about the Earth rotating on its axis. We know that it takes 24 hours
for the Earth to rotate once. As the Earth is orbiting the Sun it is also rotating on its
axis. That is why we have 365 days and nights of the year. The Sun is the center of
our Solar System and stays in one place. All of the planets in our Solar System orbit
around the Sun and all the planets rotate on their axis. Some rotate slower or faster
than Earth, but each planet has a day and a night. As the Earth and other planets
rotate they expose one half of their surface to the Sun. The side that is lit up by the
Sun, as we learned yesterday, makes the days. On the opposite side it is dark and that
makes the night. As the Earth slowly rotates it exposes new surface area to the Sun
and on the other side of the earth it disappears into the darkness of night. (This is a
great place to demonstrate this phenomena using the inflatable plastic globe and a
bright light bulb without a cover on it. Turn on the bright light and turn off the room
lights, then stand in a spot where all the kids can see the globe as you slowly rotate it
on its axis. Have them note how one side is moving into the light and one side is
moving into the dark.) Explain to them that the part of the Earth that is moving into
the light is entering Sunrise and the part that moving into the dark is entering Sunset.
The area that is moving into the light is morning time. The area that is moving into
the dark is night time. As the Earth slowly rotates during the day, we move from
early morning to noon to afternoon to late afternoon and then to night. So the Earth
slowly rotates in front of the Sun and it appears like the Sun is moving across the sky
but we are really moving from west to east in front of the Sun. (Make sure that this is
clear to students, that the Earth is rotating, moving in front of the Sun, not the Sun
moving across the sky.) So we experience sunrises and sunsets, mornings and
afternoons, days and nights, because of the Earth’s rotation on its axis.
IV.
Lesson Agenda:
o What is a Sunrise?
o What is a Sunset?
o What is morning?
o What is afternoon?
o Activity: Shadow Drawing
o Activity: Shadow Tag
o Begin Clay Modeling of the Sun, Earth and Moon
LESSON PLAN 9: GOODNIGHT, MOON!
Grade Level: 1st
I. Goal:
Indicator ES1C > The Moon can be seen sometimes during the day and
sometimes during the night. The Moon appears to have different shapes on
different days.
II. Objective:
After having produced a Sun-Path Flip Book, and studied Sun patterns in the
day, students will be able to apply their knowledge to the moon and realize that
the moon has the same moving pattern. They will also understand that the moon
is made of rock, it has no air to breath, and it reflects the sun’s light.
III. Relevance:
This lesson builds upon prior knowledge that objects in the sky appear to travel in
a path during the day – and as, as we learn, well as night.
IV. Activating Prior Knowledge
“Remember how we’ve learned that the Sun travels in a path due to the earth
spinning round and round? Today we will learn about the moon. The moon is like
the sun in that it appears to rise and set in the sky. If you wanted to, you could
even do a Moon Flip Book!”
V. Lesson Agenda:
The following agenda will be posted on the board as well as read aloud.
Read Goodnight, Moon
What is the Moon? (review)
Details about the Moon
Intro to Moon Phases
Option Activity #3 – Bedtime Poem
Journaling and Free Time for Science Activity of Choice
VI. Personalization
Children will be asked after the initial story what it is like at their home at bedtime.
What time do they go to bed? Do they go to be when it’s dark? Do they
sometimes sleep when it’s daylight? Why do we sleep when it’s dark? What
would happen if we didn’t have the moon coming out at night time?
VII. Instructional Plan
A. Initial Engaging Activity:
“Alllll aboard the rocket ship!!” Ok, Class. Let’s put on our space suits
(don completed helmet and air tank) and head to our rocket ship (march
around the room, darken, and turn on black lights, as with previous lessons).
Once class is settled, read Goodnight, Moon! by Margaret Wise Brown.
B. Modeling and Expectations:
After Goodnight, Moon., students will be asked personalized
questions about their own bedtime routines, their thoughts of night time, and
their views of the moon. (See Personalization)
* Basic facts (from Lesson 1) about the moon will be reviewed, as
well as a recreation of the moon word bank (students will refer to their
journal)
* As our classroom rocket ship “lands” on the moon, I will walk
around the room, describing what “we see” in detail. Vivid adlibbed
description would include: “Gee, Class, I sure am glad we have our air tank!
This moon has no air on it so we couldn’t breathe without it. Boy, its weird
how it is always night here. ..How fun it is! Watch me! I can bounce really
high because there isn’t much gravity (see vocab list)! Since you guys are
smaller than me, do you think you can bounce higher? (Yes). Let’s all try it
together! (Children stand up and bounce around the room for a minute…then
settle back down as our rocket ship moves to a crater. Students are
encouraged to tell what they see while bouncing around). This is a deep
crater! It’s filled with moon rocks and moon dust. I don’t see any plants or
life around here – it must be because there is no water or oxygen on the
moon! And, look, there’s the sun. I’m glad we have space suits to keep us
cool or else we’d melt from the sun’s heat on the moon!”. More factual
details will also be given such as how the moon reflects the sunlight, it is
smaller than the earth, and how it has no life or sky. This will tie in with the
visit to the planetarium the following evening when the children travel with
Larry Cat to go live on the moon.
* A brief introduction to moon phases will be given – name of the
phases, and pictures & models to show what they look like. Children will
learn the phases in detail during Lesson 10.
* Optional activity #3 – Bedtime Poem, with Moon Reference will
be handed out and briefly discussed.
* A few minutes of Journaling time will be given, with a prompt
question of “Would you like to live on the moon?”. Free Time will then be
allowed for students to work on unit projects, optional activities, finish their
clay modeling project, or to visit the learning center.
C. Guided Practice
During discussion, students will be encouraged to voice their knowledge of
the moon based on Lesson 1 and add words to the Moon Word Bank.
D. Key Points and Summary
(Rocket ship returns to earth as in previous lessons.) Let’s review our word
bank. (I will then read over the word bank). What new words did we add?
Remember to add these to your science journal.
E. Independent Practice
Vocabulary list will need to be referred to for some of the lesson’s words. At
the end of the lesson, as with each lesson in the unit, a prompt / thought
question will be given to the students to journal about. Today, students will
be asked to add new words to their moon word bank and to answer the
question “Would you want to live on the moon?”
F. Resources and Materials
Goodnight, Moon by Margaret Wise Brown
Moon Models and Photos to Introduce Phases
Children’s space suits (should remain in the classroom each day)
Vocabulary Sheet (included in Unit Teacher’s Guide)
Chalkboard, Dry Erase Board or Smart Board for Word Bank
VIII. Assessment:
The independent journaling will be used as today’s assessment. Journaling
activities will provide authentic assessment for the entire unit. (See assessment
guide and worksheets for more information)
A. Matched Objective: During the review, recalled that all of the objects in
the sky appear to move in a path – and that the rule applies to the moon (I.
1-3.1).
B. Consistent with Strategies
Throughout the lesson, I asked specific fact based questions and guided
children to create a word bank. The journaling assessment for the day
builds upon the word bank creation, and quizzing strategy during later
lessons will be primarily fact based using the same questions asked of
children during class.
IX. Accommodations:
Summary: 15 kids, ages 6-7 (9 girls, 6 boys)
Special Situations: One deaf student, one blind student
C. Accommodation of Learning Differences
_ Blind / Auditory Learners – Stomping sounds were made as we
headed “to the space ship”. Descriptive adjectives were used
during the lesson. Each word bank entry was said aloud 2 times.
All written words on the board were read aloud while being
pointed out. Vocabulary list was gone over verbally. Unit Project
and Optional Projects were described verbally.
_ Deaf / Visual Learners – All instructions, agenda items, object
topics, and word bank items were written out. The classroom was
visually stimulating, and labels of many space object names and
facts were scattered around the room. Large photos and models of
the Moon and its phases were used. When words or agenda items
were spoken, the written item was pointed out. Each child wore
their space suit. I performed exaggerated bouncing to emphasize
lower moon gravity.
_ Kinesthetic – Chances to move around the room were given twice
as we headed to and from our space ship and “docking stations”
(seats). Students were also encouraged to “jump up” when they
had a new word bank addition. Exaggerated bouncing “around
the moon” was also a fun, personalized activity about lower
gravity.
_ Other – all information is given at a pace suitable for slower
learners. Much of the information is repeated 2-3 times during the
course of the lesson.
D. Rates of Completing Tasks:
_ Free time was given so students could work on finishing a project
of choice. Journaling time was given and a short answer is
expected. Students may take journals home if they want to go into
more detail. Students have
X. Teaching Strategies
A. Promotion of Various Levels of Thinking
_ Knowledge – moon facts, first person “visit” to the moon
_ Application – the student applied their new knowledge by coming
up with new moon word bank ideas verbally, describing what they
saw on the moon, and by journaling their prompt question.
LESSON PLAN 10: “The Moon and Its Phases”
Grade Level: 1st
I.
Science Standard:
K-1 ES1C The Moon can be seen sometimes during the day and sometimes
during the night. The Moon appears to have different shapes on different
days.
II.
Objective:
Students will discuss and learn about the Moons orbit around the Earth, how
long it takes, and why there appears to be different shapes in the sky at night
from the Moon.
III.
Lesson:
“Welcome aboard our classroom spaceship today!” Yesterday we talked and learned
about the Moon’s size, roles and characteristics. Turn to your partner and talk about
something that you learned about yesterday. Today we are going to finish our discussion
on the Moon by discussing the Moons orbit around the Earth and its phases that we see in
the sky on a daily basis. How many of you remember how long it takes the Earth to
rotate on its axis? Yes, 24 hours! How long do you think it takes the moon to rotate on
its axis? (Allow guesses; write some of them on the white board.) It takes the moon
almost 28 days to rotate once on its axis. How many remember how long it takes the
Earth to orbit the Sun? Yes, 365 days! How long do you think it takes the moon to orbit
the Earth? (Allow guesses; write them on the white board.) It takes the Moon almost 28
days to orbit the Earth! That is very unique, the fact that it takes 28 days to orbit the
Earth and 28 days to rotate on its axis. What does this mean? It is a special thing
because it means we only get to see one side of the moon, all the time. It is essential for
students to know that the Moon reflects light from the Sun and just like Earth, half of the
Moon is always lit by the Sun. Because of the positions of the Sun, the Moon, and Earth,
the Moon appears to change shape. The amount of reflected light from the Moon that is
seen from Earth determines the phase. The changing shapes of the Moon are called
phases. There are four main phases: New moon – the entire half/side of the Moon facing
Earth is dark. Quarter moon – half of the side of the Moon facing Earth is lighted and the
other half is dark; the Moon appears as a half circle; there are two quarter moon phases in
the cycle. (NOTE TO TEACHER: Students may see the name also as Half moon.) Full
moon – the entire half/side of the Moon facing Earth is lighted; the Moon appears as a
full circle. Crescent moon – a small section (less than a quarter moon) of the half/side of
the Moon facing Earth is lighted. The change in the Moon’s phases from new moon to
new moon takes about four weeks, 29½ days.
IV.
Lesson Agenda:
o What is reflected light?
o What are phases?
o Review the Vocabulary
o Finish Clay modeling.
LESSON OUTLINE
I. Lesson 1 (15 min. lesson, 10 minutes for vocabulary and activity / project
discussions)
a. “Intro to Sun, Earth, & Moon”
_ Overview of all 3 objects and their relationship to one another
b. Go over vocabulary sheets
c. Discuss optional activities for unit
d. Introduce Unit Project - instructions and group divisions
e. Begin Space Suits – Helmet and Air tank (art class)
II. Lesson 2 (25 minutes for lesson & quiz)
a. “Welcome to Earth, Our Home!”
_ Basic info on seasonal changes and days & nights
b. Quiz on Earth & vocabulary (5 questions)
c. Continue Space Suits (art class)
III. Lesson 3 (25 minutes for lesson and activity overview)
a. “Preparing for Our Journey”
_ Discussion of astronauts and their duties; intro to NASA, spaceships, and
what is like in outer space
b. Pass out Optional Activity #1 (1st person story of a trip to space)
c. Finish Suits (art class)
IV. Lesson 4 (20 Minutes)
a. “Above the Sky: Where are the Sun and Moon?” (Wear Space Suits!)
_ Basic locations of all 3 objects and distances from each other
b. Texture Drawing – Sun, Moon, & Earth using glitter, sand, grass, & paint (Art
Class)
V. Lesson 5 (25 minutes for lesson and activity overview)
a. “Hello, Sun: Our Closest Star” (Wear Space Suits!)
_ Details of the Sun’s size, roles (heat, light), and characteristics
b. Pass out Optional Activity #2 (worksheet on time & measurements)
c. Free Time – Unit project, optional activities, finish textured drawing
VI. Lesson 6 (35 minutes for lesson and flipbook discussion)
a. “Our Earth, the Spaceship”
_ Orbits, satellites, the earth’s movement/revolution around the sun, year
length, and causes of seasonal changes
b. Pass out and discuss flip-books and tomorrow’s drawings
c. Free Time – Unit project, optional activities, color flip books, unit project
VII. Lesson 7 (25 minutes for lesson, 5-10 minutes for each plotting)
a. “Hold Tight! Spaceship Earth is Spiinnnnniiinnnnggg!”
_ Axis rotation, day length, causes of day and night
b. Flipbook Plotting – Early morning, noon, afternoon (before dismissal)
c. Quiz on the Sun / Earth’s Revolution around Sun / Vocab (5 questions)
VIII. Lesson 8 (20 minutes for lesson / incorporation, 5-10 minutes for shadow
activities)
a. “Sunrise, Sunset”
_ Sun’s movement across the sky and causes (Incorporate of flipbook)
b. Shadow Drawing – Pairs will draw their body shadows in the morning &
afternoon
c. Shadow Tag - Students try to step on other’s moving shadows (rules apply)
d. Begin Clay Modeling of Sun, Moon & Earth
IX. Lesson 9 (30 minutes for lesson and activity discussion)
a. “Goodnight, Moon!”
_ Reading of Goodnight, Moon; Details of the Moon’s size, roles, and
characteristics
b. Pass out Optional Activity #3 (Bedtime Poem incorporating the Moon)
c. Free Time – Journal, optional Activities, Learning Center, or Clay Modeling
X. Lesson 10 (30 minutes for lesson)
a. “The Moon and It’s Phases”
_ Revolution of the Moon around the Earth & time it takes, position of the
moon during each phase (New, Whole, Half)
b. Finish Clay Modeling
XI. Day 11
a. Clay Modeling One-on-One Verbal Quiz (5 questions)
b. Review for Test
c. Turn in Optional Activities
XII. Day 12
a. Unit Projects Due & Group Presentation
b. Free Time – Study, Learning Center, Individual Help
XIII. Day 13
a. TEST DAY! (16 questions, 1 bonus)
UNIT ACTIVITIES
Activity 1: Creation of Student Space Suits
Subject: Science, Art, Technology, Social Studies
Grade: 1st Grade
Prep Time: 30 minutes
Duration: 25-30 minutes per day over 3 day period
Mission: Students will create their own space suit for wearing during the unit!
Objective: Students will learn about two forms of necessary equipment for
survival in space
Paper-Mache Astronaut Helmet
See following instructions: First the basic shape is accomplished by inflating a
balloon to slightly bigger than the child's head. If you need something other
than the basic oval shape you can layer plastic grocery bags (if you can still get
them) or crumpled up newspaper to adjust the basic shape.
Once you have the basic shape you apply as many layers of paper mache as
needed to get a good strong shape.
Keep layering. Once your shape has some strength you can pop the balloon to
remove it from the inside of the helmet.
Keep applying layers until you think your helmet has the strength needed.
Once helmet is finished, student can color it with markers or crayon.
Paper Mache Recipe 1
The best paper mache recipe for young kids.
Ingredients- Flour, water, newspaper (or other scrap paper)
Make a Flour Paste by stirring approximately three parts water into one part flour
until the mixture is smooth and creamy.
Dip each piece of paper (or use a stiff paint brush) in the liquid mixture and apply it
to your piece one at a time to create each layer.
** TIP- You can store flour paste in the fridge in a jar so that it keeps for
longer.
Paper Mache Recipe 2
Ingredients- Wallpaper paste, water, newspaper (or other scrap paper)
Mix one part wallpaper paste with three parts water. Stir well and the paste is ready
to use.
Dip each piece of paper in the liquid mixture and apply it one piece at a time to form
your shapes.
Paper Mache Recipe 3
Ingredients- Glue, water, newspaper (or other scrap paper)
Mix two parts white glue (PVA) with one part warm water. Stir well and the Paste is
ready to use.
Dip each piece of paper in the liquid mixture and apply it one piece at a time to form
your shapes.
Omit provided articles to save art time and focus only on the project as
students will have learned the information in the day’s “Preparing for Our
Journey”
(L3) Milk Carton Air Tank (alternative air tank idea above)
Materials:
30+ individual quart milk cartons (previously donated by parents)
Construction paper
Glue or tape
Yarn
Inexpensive plastic tubing
NASA badge color page to paste on
Preparation – punch 4 holes in one side of each carton in the upper & bottom left
& right corners
Directions:
1. Explain the purpose of the Air tank
2. Pass out construction paper color of choice & paste NASA badge on it
3. Allow children to color NASA badge and decorate the air tank cover
4. Have each student glue 2 milk cartons side by side, ensuring the holes are on
the back
5. Glue Construction paper to the front to make a “cover”
6. Thread yarn through the wholes to convert tank into a wearable “backpack”
* Children will wear completed Space suits beginning with the 4th day’s lesson. This gives the
paper-mache helmet and glued air tank enough time to dry. Suits are to be worn when exploring
the sun, the earth’s revolution around the sun, watching the earth spin, and the two moon
lessons. Be sure to have a couple of extra space suits on hand for children who are unable to
complete projects.
Activity 2: Textured Drawing
“Sun, Earth, & Moon in Outer Space”
Subject: Science, Art
Grade: 1st Grade
Prep Time: Gather materials, no prior prep
Duration: 15-25 minutes per day over 3 day period
Mission: Students will draw and label the sun, moon, and earth as they would
appear in outer space
Objective: Student will demonstrate a spatial understanding of the relative
positions of the Earth, Moon, and Sun in outer space, along with visual
understanding of modeling an object. Labeling will also demonstrate a
comprehension of basic facts, names, previous knowledge and beliefs, and
charting skills.
Materials:
10x10 sheets of paper
Water Color Paints & Brushes
Crayons
Little, Big, Biggest Circles for Size Comparison / Tracing
Puff Paint for outlining circles
Sand, Grass, & Blue Paint (For Earth)
Gold (For Sun) & Silver Glitter (For Moon)
Glue
Directions
1. Ensure students understand this is a graded activity and encourage detail
2. Have supplies set out at each table (students can share)
3. Explain what the student is to accomplish
4. Help individually with those who need circle drawing help
5. Prompt for relative size comparisons (“Is the moon smaller than the earth?”,
“How much bigger is the Sun?”, “Which is closer, the sun or the moon?”
6. Prompt for correct use of materials as noted above, but do not force
7. Encourage drawing of what they already know is in outerspace (stars,
rocketships, comets)
8. On the last day, have students label everything in their pictures as detailed as
possible from what’s on earth (sand, water, land, people) to what else they drew
in outerspace (star, constellation * Display finished artwork on dedicated wall or
bulletin board for the rest of the unit
AUTHENTIC ASSESSMENT – WORTH 5 POINTS
See assessment worksheets for breakdown
Activity 3: Sun Path Flip Book
Subject: Science, Math
Grade: 1st Grade
Prep Time: 40 minutes to create flipbook master, make copies, bind together
Duration: 5 minutes each session, 6 times in one day (once each hour or so)
Mission: Students will create a personal flip book of the sun’s path over a
recognized area at school
Objective: Student will demonstrate an understanding of that the sun appears to
move through the sky, and that it’s position varies based on the time of day.
Teacher Preparation:
1. Find a spot in the school yard the sun will be visible from during each session.
2. Situate an 8x10 blank page landscape style and draw a basic shapes outline
of the view, with the horizon line going across the center. Recognizable buildings,
trees, playground features should be at the top of the line, ground features below
the horizon (parking spaces, grass, etc). Do not draw in a sun, clouds or sky
features! Be sure to mark your spot as your students will need to view the real
scene exactly as you do.
3. Make one full copy of your drawing for each student on card stock
4. One regular copy paper, make 6 more copies of the scene for each student
5. Using a cutting board, chop the copy paper copies along the horizon (you’ll
end up with just the top half with the buildings / sky exposed (10x4)
6. Attach 6 half page copies to one full card stock scene, attach another blank
card stock for the back cover, hole punch along edges and thread with yarn to
make a binding.
Materials:
Copies of a blank flipbook (see above)
Same accessible spot for all 6 viewings
Pencils
Sunny Day
Crayons
Directions
1. Ensure students understand this will be a graded activity
2. Have students sit at your marked spot during 6 different times of the day
3. Instruct students to look where the sun is located and draw it on their first
page, using the familiar scenery as a guide to where to put it. The plotting begins
on the first half page.
4. Ensure students record the time of day on top of the page being used
5. After the 6 plots, the students will have a noticeable pathway of sun movement
when they “flip” through their pages
AUTHENTIC ASSESSMENT – WORTH 5 POINTS
See assessment worksheets for breakdown
Activity 4: Shadow Drawing
Subject: Science, Art
Grade: 1st Grade
Duration: 5 minutes each session, Morning & Afternoon)
Mission: Student pairs (Shadow & Drawer) will draw each other’s shadows while
standing in the same spot (one morning, one afternoon) and explain why they are
in different spots.
Objective: Student will demonstrate an understanding of the sun’s movement
during the day, and therefore, the shadows move based on what part of the
object the sun’s light is hitting.
Materials:
Same sunny, accessible spot for both drawings
Sidewalk Chalk
Pavement
Directions
1. Pair students into groups of 2 (uneven matches could work with teacher)
2. For the morning drawing, have student #1 be the shadow and #2 be the
drawer
3. The shadow should stand in one spot, and let the drawer mark it
4. Have the drawer trace the shadow on the ground
5. For the noon drawing, have #1 & #2 switch roles
6. Standing in the same spot, have the drawer trace another shadow
7. Discuss their findings – Why has the shadow moved?
Activity 5: Shadow Tag Game
Subject: Science, Phys. Ed.
Duration: 5-10 minutes after shadow drawings, 2 times in one day (morning &
afternoon)
Mission: One group of morning students will attempt to step on the other students
shadows, while following guidelines. In the afternoon, the groups will reverse
roles – but not places!
Objective: Student will demonstrate a personal understanding of the sun’s
movement during the day, and how their own shadows move based on where the
sun is in the sky.
Directions
1. Divide class into two groups and have each group face each other behind 2
very long parallel lines, ensuring group #1 has their back to the sun (morning)
2. Instruct group #2 to jump on #1’s shadows. Group #1 can try to escape by
running left to right, but not front or back. The child is out when their shadow is
tagged!
3. In the afternoon, have groups in same spots but now their roles are reversed
due to the sun’s movement – group #1 are the taggers and #2 are the shadows.
4. Discuss their findings – Why has their roles reversed? What caused it
Activity 6: Clay Modeling
Circular models representing the Sun / Earth / Moon’s size and location
Subject: Science, Art, Math (Size Comparison & Geometry)
Grade: 1st Grade
Prep Time: 30 minutes (make homemade clay and teacher model)
Duration: 20 minutes per day over a 3 day period
Mission: Student pairs (Shadow & Drawer) will draw each other’s shadows while
standing in the same spot (one morning, one afternoon) and explain why they are
in different spots.
Objective: Student will demonstrate an understanding of the sun’s movement
during the day, and therefore, the shadows move based on what part of the
object the sun’s light is hitting.
Materials:
Homemade clay
Previously made models (in clay and on paper)
Paints & Brushes
Optional: Leftover texture materials from Textured Drawing activity
Directions
1. Instruct children as to what is expected of them and the upcoming quiz.
2. Explain the meaning of model and show a completed teacher-made model.
3. Have children construct round models of the sun, moon, and earth out of clay,
making each model a relative size to each other.
4. Once clay is dry, have students paint each ball according to its correct
properties. Students may also use leftover textured materials if available.
Air Hardening Modeling Clay
2 cups baking soda
1 cup cornstarch (cornflour)
1.5 cups cold water
(makes about 2 pounds - the recipe can be halved).
Baking soda and cornstarch make a smooth, pliable play clay that can be
colored with everyday food coloring - or left white and painted once it hardens.
When you have made your model, leave it to air dry - turning every 12 hours
or so.
Place ingredients in a pan and stir until smooth. Set the pan over a medium heat and
stir until boiling. Stir out any lumps and cook until it is the consistency of mashed
potatoes.
Turn out onto a plate and cover with a damp, well-wrung kitchen towel - let cool.
Dust a work surface with cornstarch and knead until pliable.
AUTHENTIC ASSESSMENT – 2 PARTS, WORTH 10 POINTS TOTAL
See assessment worksheets for breakdown
Optional Activities for Bonus Points – Due on Day
11:
Student can choose only one. Not mandatory. All 3 will be discussed at the
beginning of the unit to give children the chance to think upon what they would
like to do. Each project will be handed out during various points in the unit based
on the difficulty and length of time to complete.
1. First Person Narrative Space Story – write a two page paper about your
trip into space. You must at least 10 words from our vocabulary list! (LA /
Writing)
2. Measurement and Numbers Worksheet – answer 8 number questions
relating to the earth, sun, and moon. Some information the student may
need to look up individually! (Math)
3. Bedtime Poem with Moon Reference – At least 2 stanzas, 4 lines each
(LA / Poetry) Clay Rocket
Extended Activities Throughout the Unit:
1. Win a Chance to Wear the Astronaut Suit! A drawing will be held each
morning, selecting two student names from the pile to see who will get to
wear the space suit the next day. Selected winners will be able to don the
full space suit for 30 minutes during the morning (winner 1) and afternoon
(winner 2). Space suit is sized to fit the larger kids in class, and was
purchased by teacher on sale at amazon.com.
2. Sun/Moon/Earth Learning Center – A “space station” will be set up
during the entire unit for the students to explore shadow puppets,
flash lights, planet / star models, space themed coloring pages, guided
activities, books, view-master slides, NASA information, short astronaut
biographies, sand, earth rocks, moon rocks, and short, kid-friendly historical
articles on the earth, sun & moon.
This “space station” also has a docking port (computer) where the child can link
to kid friendly astronomy sites and outer space web quests.
3. Astronaut Journal – (Part of their regular Science Journal Book); Short
writing each day covering what the Jr. Astronaut has learned during his travels
through space. (Writing)
End of Unit Field Trip – Evening of Day 10
Unit Project / Presentation – Due on Day 12
Three students to a group: Each student in a group is assigned to be an earth,
sun or moon. Individuals will be create a one page written report on “who they
are” (sun? moon? Earth?), what they look like, what they do, time it takes them to
do things, and the specific roles they play.
The individual student is also responsible for an easily visible art media project
representing “who they are” (photo, drawing, painting, modeling, etc.). Groups
are responsible for giving an oral presentation to answer their assigned topic.
Topics include: Does the earth move or does the sun move?, What does the
moon look during each phase?, What causes day and night?, What causes the
weather to change?, Show the revolution of the earth around the sun and the
moon around the earth?, Where would you be on earth if it was daytime? Night
time?. Most of the unit project can be completed in class and is designed to give
children an introduction to group work. Individual work is graded heavier (10 pts)
than group work (5 pts).
ASSESSMENT SUMMARY
First Grade - Sun, Moon, Earth
SC Science Standard 1-3: The student will demonstrate an understanding of the
features of the sky and the patterns of the Sun and the Moon. (Earth Science)
Indicators
Upon unit completion, students will be able to:
1. Compare the features of the day and night sky.
2. Recall that the Sun is a source of heat and light for Earth.
3. Recognize that the Sun and the Moon appear to rise and set.
4. Illustrate changes in the Moon’s appearance (including patterns over time).
Traditional
Quiz on Earth & Vocabulary - lesson based (5 questions, 5 pts)
Quiz on Sun Properties, Earth’s Revolution, & Vocab – lesson based (5
questions, 5 pts)
Unit Project Presentation (Individual-10pts, Group-5pts)
Final Test – unit, lesson, & activity based (16 questions – 50 pts; Bonus – 5 pts)
Authentic
Textured Drawing – basic facts, spatial relationships, roles of Earth/Sun/Moon (5
pts)
Astronaut Journal – grasp of lessons, writing skills, completion (5 pts)
Sun Path Flip Book – grasp of sun path, following instructions, visual
comprehension (5 pts)
Clay Modeling / Oral Demonstration –
Part 1: Hand/eye coordination, geometric shape, size comparison, visual
modeling (5 pts)
Part 2: Sun/Moon/Earth relationships & Roles (5 pts)
Optional Activities:
Narrative Space Story - 4 bonus pts
Measurement Page - 3 bonus pts
Bedtime Poem - 2 pts
Total Points Available:
Traditional: 75 pts
Authentic: 25 pts
Bonus: up to 9 pts
Total: 109 possible pts.
A record / grade keeping master checklist is included. Make copies for each of
your children and fill out points earned as the unit progresses.
Rubric & Grade Scaling:
90-100 = A
80-89 = B
70-79 = C
63-69 = D
Below 63 = Fail
GRADE: 90-100 PTS 80-89 PTS 70-79 PTS 63-69 PTS BELOW 63
A
A = Student retained
exception amount
of astronomy info.
B = Student achieved
above average
results
C = Student
performed
average work
D = Student performed
below average.
F = Student did not
grasp unit
information.
* A grade of D will require an individual student meeting with the teacher to go
over test results, what happened, and to get a firm grasp on where the student’s
true knowledge stands – and to find ways to reinforce what was taught
* A grade of F will require a parent / teacher meeting to discuss reasons why
child did poorly and what can be done to improve performance.
TRADITIONAL ASSESSMENTS – 75
Points
For written quizzes and tests, students will be given the questions orally and
have a chance to see them written on the board.
Introduction, Earth, & Vocabulary Quiz – 1 point per
question
1. What star gives us light and heat? (Sun)
2. What large object do we see in the sky at night? (Moon)
3. What are the changes in weather patterns on earth called? (Seasons)
4. What does Axis mean? Draw an example. (strait line through the middle of an
object going from top to bottom or side to side)
5. What is gravity? (force that keeps you on the earth’s ground)
Sun Properties & Earth Revolution Quiz – 1 point per
question
1. What is the Sun made of? (Gas)
2. How far away from the earth is the Sun? (93 million miles or 212 years going
50 mph)
3. How long does it take the earth to revolve around the sun? (365 Days)
4. What is a satellite? (an object that revolves around another object, can be
natural or manmade)
5. What is an orbit? (specific path an object travels while revolving around
another object)
Unit Project / Presentation – 15 points (10 Individual, 5
Group)
Individual Assessment: 10 pts
1. Report Completion (2 pts)
2. Knowledge of Assigned Role (2 pts)
3. Property Facts (2 pts)
4. Role Facts (2 pts)
5. Grammar (1 pt)
6. Neatness (1 pt)
Group Assessment: 5 pts
1. Teamwork (1 pt)
2. Oral Communication (1 pts)
3. Overall Presentation (1 pt)
4. Knowledge of Group Topic
FINAL TEST ON UNIT – 50 points and 5 Bonus Points
1. Multiple Choice = #1-5 worth 2 pts each, #6 worth 3 pts (13 pts total)
2. Matching = 7 questions, 3 pts each (21 pts total)
3. Short Answer = 4 questions, 4 pts each (16 pts total)
4. Bonus Drawing/Labeling = up to 5 pts
SUN, EARTH, AND MOON
UNIT TEST ANSWER KEY
Science Class – First Grade
MULTIPLE CHOICE: Read the questions carefully and circle the correct answer.
1. A
2. C
3. D
4. B
5. A
6. B
MATCHING: Read definitions & choose correct answer from the list. Not all
words are used!
7. Day
8. Reflection
9. Shadow
10. Night
11. Moon
12. Astronaut
13. Rocket Ship
SHORT ANSWER: Please read the question carefully and answer in your own
words
14. Gravity: the force that keeps you on the ground
15. Satallite: an object that revolves around another object; natural or manmade
16. The sun changed positions; it was going along a path; the earth was spinning
17. The sun’s movement across the sky; the earth is spinning
BONUS QUESTION Labeling of all learned lesson facts (2 pts)
Correct positioning / size comparison (1 pt)
Creativity (1 pt)
Extra labeling (Stars, Comets, etc) (1 pt)
OPTIONAL ACTIVITY #2
NUMBERS WORKSHEET ANSWER KEY
Science Class – First Grade
Short Answer: Please give the number that answers the following questions!
1. 24 hours
2. 28 days
3. 93 million miles
4. 365 (or 366)
5. 7 days
6. Apprx. 238,900 miles
7. 1,000,000
8. 49
SUN, EARTH, AND MOON UNIT TEST
Science Class – First Grade
Name: ______________________ Date: _______________
MULTIPLE CHOICE: Read the questions carefully and circle the correct answer.
1. What is the closest star to earth?
a. Sun
b. Moon
c. Andromeda
d. Pluto
2. When do we see the Moon?
a. In school
b. At recess
c. At night
d. During the day
3. Why couldn’t Larry Cat breathe on the moon?
a. He was tired from the ride
b. He was sick
c. He had just chased his brother into a crater
d. There was no oxygen
4. What does SPIN mean?
a. To jump up and down
b. To turn around and around in circles
c. To fall down
d. To play a game
5. How long is one day?
a. 24 hours
b. 15 hours
c. 6 am to 4 pm
d. 4 weeks
6. How long does it take the Moon (earth’s satellite!) to revolve around the earth?
a. one year
b. 28 days
c. 365 days
d. 28 weeks
MATCHING: Read definitions & choose correct answer from the list. Not all
words are used!
Moon
Rocket Ship
Astronaut
Day
Gravity
Shadow
Reflection
Night
Orbit
7. __________: the time after sunrise when it is light outside.
8. __________: when light bounces off an object and travels back into the air
9. __________: created when an object blocks light from passing through it
10. __________: the time after sunset when it is dark outside
11. __________: the earth's only natural satellite
12. __________: a person who travels into outer space to learn something new
13. __________: a special vehicle made for flying into space
SHORT ANSWER: Please read the question carefully and answer in your own
words
13. What does GRAVITY mean?
________________________________________________________________
________________________________________________________________
________________________________________________________________
14. What is a SATALLITE? Name one of the Sun’s Satellites.
________________________________________________________________
________________________________________________________________
________________________________________________________________
15. Describe what happens in your flip book? What happened to the Sun? Why?
________________________________________________________________
________________________________________________________________
________________________________________________________________
16. What caused your shadow to move? What is really moving – the sun or
earth?
________________________________________________________________
________________________________________________________________
________________________________________________________________
BONUS QUESTION: Complete the optional activity
question below to earn bonus points! Just like our
other extra activities, this is optional, and you will not
lose points if you don’t do it.
ATTENTION ASTRONAUTS:
The Space Camera is Broken!
Draw, color, and label the sun, moon, and earth as it would look if you were in
outer space.
Draw in everything you think you might see in space.
When you finish, answer the thought question.
THOUGHT QUESTION:
Where would you send this drawing if you were a
real astronaut, working out in space?
Answer:_____________________________
AUTHENTIC ASSESSMENTS – 25 Points
Astronaut Journal - 5 points
1. Creativity (1 pt).
2. Noticeable grasp of daily lessons (1 pt)
3. Attempted daily thought questions (1 pt)
3. Completed all entries (2 pt)
Textured Drawing – 5 points
1. Creativity (1 pt).
2. Size / Distance relationships (1 pt)
3. Correctness of labeled / drawn facts (2 pt)
Sun Flip Book - 5 points
1. Neatness (1 pt).
2. Grasp of “why” it moves – discussion participation (1 pt)
3. Followed Directions / Completed (1 pt)
3. Sun follows an obvious path (2 pt)
Sun, Earth, & Moon Clay Modeling – 2 parts, 10 total
points
Prompt Questions:
1. What are the 3 objects you have designed.
2. Why do they look the way they look?
3. Can you describe each of their roles?
4. Demonstrate what object revolves around the earth.
5. Demonstrate what object revolves around the sun.
Model also graded on:
Hand/eye coordination during creation (1 pt)
Geometric shape – circles (1 pt)
Size comparison – small, medium, large (1 pt)
Visual modeling – ability to position objects correct as if looking from space (2
pts)
OPTIONAL ACTIVITY #2
NUMBERS WORKSHEET
Science Class – First Grade
Name: ______________________ Date: _______________
Short Answer: Please give the number that answers the following questions!
1. How many hours in one day?
2. How long does it take the moon to revolve around the earth?
3. How many miles away from the earth is the sun?
4. How many days does it take for the earth to go around the sun??
5. How many days are there in one week?
6. How many miles is the moon away from the earth?
7. How many earths would fit inside of the sun?
8. How many moons would fit inside the earth
OPTIONAL ACTIVITY #3
Bedtime Poem – Moon Reference
Science Class – First Grade
Name: ______________________ Date: _______________
We just finished reading Goodnight, Moon in class.
Think about what you do at home for your own bedtime.
Write a 2 stanza poem with 4 lines each (like we learned in
English) about your bedtime or what you like to do at night.
Include the moon as part of your poem.
BE CREATIVE!
STANZA 1
LINE 1
LINE 2
LINE 3
LINE 4
STANZA 2
LINE 5
LINE 6
LINE 7
LINE 8
OPTIONAL ACTIVITY #1
YOUR TRIP THROUGH SPACE
Science Class – First Grade
Name: ______________________ Date: _______________
Pretend you are on a voyage in space. Describe how you
got there, what you will wear, and what you see happening.
Be creative!
You must include at least 10 words from your vocabulary list in your 2 page
story!
UNIT GRADE RECORDS - Traditional
Child’s Name: ___________
Overall Points: ______
Date: _______ Introduction, Earth, & Vocabulary Quiz – 1 point per question
POINTS:
___________ 1. What star gives us light and heat? (Sun)
___________ 2. What large object do we see in the sky at night? (Moon)
___________ 3. What are the changes in weather patterns on earth called? (Seasons)
___________ 4. What does Axis mean? Draw an example. (strait line through the middle of an
object going from top to bottom or side to side)
___________ 5. What is gravity? (force that keeps you on the earth’s ground)
___________ = TOTAL POINTS
Date: ________ Sun Properties & Earth Revolution Quiz – 1 point per question
POINTS:
___________ 1. What is the Sun made of? (Gas)
___________ 2. How far away from the earth is the Sun? (93 million mi. or 212 yrs at 50 mph)
___________ 3. How long does it take the earth to revolve around the sun? (365 Days)
___________ 4. What is a satellite? (an object that revolves around another object, can be
natural or manmade)
___________ 5. What is an orbit? (specific path an object travels while revolving around another
object)
___________ = TOTAL POINTS
Date: ________ Unit Project / Presentation – 15 points (10 Individual, 5 Group)
Individual Assessment: 10 pts
1. Report Completion (2 pts) ________
2. Knowledge of Role (2 pts) ________
3. Property Facts (2 pts) ____________
4. Role Facts (2 pts) _______________
5. Grammar (1 pt) _________________
6. Neatness (1 pt) __________________
Group Assessment: 5 pts
7. Teamwork (1 pt) ________
8. Oral Communication (1 pts) _____
9. Overall Presentation (1 pt) ______
10. Knowledge of Group Topic _____
___________ = TOTAL POINTS
Date: ________ FINAL TEST ON UNIT – 50 points and 5 Bonus Points
POINTS:
___________ 1. Multiple Choice = #1-5 worth 2 pts each, #6 worth 3 pts (13 pts total)
___________ 2. Matching = 7 questions, 3 pts each (21 pts total)
___________ 3. Short Answer = 4 questions, 4 pts each (16 pts total)
___________ 4. Bonus Drawing/Labeling = up to 5 pts
___________ = TOTAL POINTS
UNIT GRADE RECORDS - Authentic
Child’s Name: ___________
Overall Points: ______
Date: ________ Astronaut Journal - 5 points
POINTS:
___________ 1. Creativity (1 pt).
___________ 2. Noticeable grasp of daily lessons (1 pt)
___________ 3. Attempted daily thought questions (1 pt)
___________ 3. Completed all entries (2 pt)
___________ = TOTAL POINTS
Date: ________ Textured Drawing – 5 points
POINTS:
___________ 1. Creativity (1 pt).
___________ 2. Size / Distance relationships (1 pt)
___________ 3. Correctness of labels (2 pt)
___________ = TOTAL POINTS
Date: ________ Sun Flip Book - 5 points
POINTS:
___________ 1. Neatness (1 pt).
___________ 2. Grasp of “why” (1 pt)
___________ 3. Completed Correctly (1 pt)
___________ 3. Sun follows an obvious path (2 pt)
___________ = TOTAL POINTS
Date: ________ Sun, Earth, & Moon Clay Modeling – 2 parts, 10 total points
POINTS:
___________ 1. What are names of each?
___________ 2. Why do they look the way they look?
___________ 3. Can you describe each of their roles?
___________ 4. Demonstrate which object revolves around the earth.
___________ 5. Demonstrate what object revolves around the sun.
POINTS:
___________ Hand/Eye Coordination (1 pt)
___________ Geometric shape – circles (1 pt)
___________ Compare – small, medium, large (1 pt)
___________ Visual modeling – ability to position objects as if viewing from space (2 pts)
___________ = TOTAL POINTS
Date: ________ Optional Activities – worth up to 4 points, students choose
only one.
Narrative Story (4 pts):
POINTS:
_____1. 10 Vocab Words (2 pts)
_____2. Creative (2 pts)
Numbers Worksheet (3 pts):
POINTS:
_____1. Completion (1 pt)
_____2. All Correct (2 pts)
Bedtime Poem (2 pts):
POINTS:
_____1. Completion (1 pt)
_____2. Referenced Moon (1 pt)
__________ = TOTAL POINTS