K-2 Astronomy Rev 1

Intellego Unit Studies
All rights reserved

Inspired by the multiple intelligences of every child

Copyright2009 Intellego Unit Studies
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K-2 Earth and Space Science:
HSBC Smart Point Promotion

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Table of Contents

How to use a unit study from Intellego Unit Studies 4
Important Notes to parents 7
Quick Troubleshooting Guide 8
Objectives 10
Materials Needed for this Unit Study 11
Chapter One 16
Activity 1.1 Welcome to the solar system! 21
Activity 1.2 Meet the solar system 23
Activity 1.3 View the solar system 25
Activity 1.4 Travel the Milky Way Galaxy 26
Activity 1.5 Investigate gravity 27
Activity 1.6 Explore asteroids 28
Activity 1.7 Explore meteoroids 30
Activity 1.8 Explore comets 32
Extension Activity Space Shuttle Geometry! 34
Activity 1.9 Complete your KWL chart 35
Activity 1.10 Reflect on and explore the topics in Chapter One 36
Chapter Two 38
Activity 2.1 Introduction to the sun! 42
Activity 2.2 Meet the sun 44
Activity 2.3 Explore the heat and light from the sun 45
Extension Activity View a solar car 46
Activity 2.4 Explore day and night 47
Activity 2.5 Make a sun clock 48
Activity 2.7 Reflect on and explore the topics in Chapter Two 50
Chapter Three 52
Activity 3.1 Introduction to the moon! 56
Activity 3.2 Meet the moon 58
Extension Activity Jump for the moon! 59
Activity 3.3 Explore the phases of the moon 60
Activity 3.4 Explore the moons effect on tides 61
Activity 3.6 Reflect on and explore the topics in Chapter Three 63
Chapter Four 65
Activity 4.1 Introduction to the planets! 70
Activity 4.2 Meet the planets! 72
Activity 4.3 Take a space walk 73
Activity 4.4 Use mnemonics to remember the planetary order 74

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Activity 4.5 Explore earths seasons 76
Extension Activity Explore Mars! 77
Activity 4.7 Reflect on and explore the topics in Chapter Four 79
Chapter Five 81
Activity 5.1 Introduction to the constellations! 85
Activity 5.2 Meet the constellations 87
Activity 5.3 Explore constellations and myths 88
Extension Activity Create paint constellations 89
Activity 5.4 Create a paper star finder 90
Activity 5.6 Reflect on and explore the topics in Chapter Five 92
Final Activity Put your portfolio together 94
Appendix Answer Key 95

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How to use a unit study from

1. The PDF file containing this unit study is graphic intensive and full color. In
addition, the PDF contains all of the links needed for the Internet activities.
Therefore, it is not necessary to print the entire PDF. Instead, view the PDF
on your computer, printing the specific pages your children will need to
complete the written activities. You may also wish to print the Table of
Contents and use it as a checklist to monitor your childs progress.

2. This unit study contains internal links for ease of navigation within the PDF.
Each time you open the PDF, you can scroll to the Table of Contents and click on
the appropriate link to take you to your next activity.

3. Of course, you can always jump in and get started immediately, but we
recommend reviewing the Materials Inventory lists and gathering your
supplies before you begin with the first activity in Chapter One.

Although additional books and library materials are not required to
complete a unit study from Intellego Unit Studies, we recommend a quick
stop at the local library before beginning your unit study. Intellego Unit
Studies does not recommend specific book titles (due to availability
variables in local libraries across the country), but many parents find that
printing the Table of Contents and taking that to the library helps them
gather any additional resources on the topics that their children might
desire.

4. We recommend that children create a portfolio notebook for this unit
study. This provides a handy place to keep the childs expressive work.
Photos of childrens art work and hands-on activities should also be
included in the portfolio, along with their Vocabulary Journal that they
will begin building in Chapter One.

The portfolio notebook can be as simple as a plain file folder with your
childs illustrations on the cover or as elaborate as an entire scrapbook,
complete with all of the bells and whistles. Either way (or everything in
between) is fine.it all depends on the child!

5. Each unit study is organized by chapter. Each chapter begins with a
materials list, a vocabulary introduction, and an activities list.

Each chapter unfolds with a wide variety of engaging multi-sensory
activities. Most activities contain an introduction followed by a web link.
Have your children read the information (or read it to them) and then

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double click on the link (make sure your Internet browser is open). After
you have finished with the web link, return to this Intellego Unit Studies
PDF file to continue on.

Each chapter also includes Extension Activities, set apart in yellow text
boxes for easy identification. The extension activities are not required, but
they are essential to the unit study concept because they create the bridge
between different curriculum areas or skills. For example, the extension
activity may offer a related science experiment or art project that connects
to the theme of the unit study.

Each chapter concludes with a reflection and exploration activity. This
activity presents your children with the opportunity to evaluate and
synthesize what they have learned in each chapter before moving on to the
next. There is no set time limit for this activity. Follow their lead and
allow them to spend additional time exploring related topics of interest.

6. Our unit studies are meant to serve the K-12 population of students,
although subject matter does dictate age appropriateness. If you are using
this unit study with children of varying ages, rest assured that this unit
study is easily adaptable. Possible adaptations:

Any required reading within the unit study or through a web link
may be completed by the student or with the parents help.
Discussion questions can be discussed orally or adapted into
writing exercises.
Writing assignments can be dictated to the parent and then used for
copy work by the student to encourage writing fluency.
Vocabulary lists may be used to build decoding, sight word
recognition, or spelling skills.
Topics may be further explored or researched according to interest
and ability.
All activities can be adapted into expository writing exercises.

You are the best judge of your childrens abilities, skills, and educational
needs. Therefore, there is no right way or wrong way to adapt the
activities within this unit study. This allows you to make adaptations
while still providing the structure, research, preparation and web links to
make it easy on you, the parent!

7. Each unit study incorporates as many areas of curriculum as possible and
as relevant. However, many parents who use Intellego Unit Studies
incorporate separate mathematics and language arts programs in their
childrens study.


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Our unit studies provide concrete examples and applications of the skills
your children are learning in their separate math and language arts
studies. For example, if your children are currently learning about parts of
speech, encourage them to apply that knowledge to reading and writing
activities within the unit study. You may wish to print a page from one of
the web links they found particularly engaging. Ask them to identify parts
of speech after they have read for content. In addition, any writing
activities that they complete can also be used to show them how they are
using the various parts of speech in their own writing. This type of
application can be incorporated with any language arts curriculum or
concept, from nouns and verbs to multi-page expository writing.

All of our unit studies provide opportunities for children to practice and
apply reading skills. For reluctant readers, you may want to encourage
their reading by reading along with them as you progress through the
various activities and web links. Add challenging words to their
vocabulary journal. Check their comprehension by allowing them to read
the directions for activities, experiments, and crafts. Regardless of your
childs reading level, this unit study provides the opportunity to explore
the written word and practice decoding and encoding skills.

In the area of mathematics, encourage your children to identify patterns,
look for classifications, or apply their math skills to the activities within
the unit study. For example, any experiments or activities that require
measuring can easily be used to demonstrate new mathematical concepts
or reinforce acquired knowledge with practical applications. Ratios,
fractions, decimals, and other concepts can be brought into any activity
that requires children to sort information, compile lists, compare and
contrast, measure, create, or build.

There is no right or wrong way to incorporate your language arts and math
curriculums into this unit study. The key is to look for areas where there is
a natural connection between what your child is working on in language
arts and math and what your child is doing within a unit study.
Experiment, try some new things, and enjoy the integrative process!

8. An answer key is located in the Appendix, which can be found at the end of
the file or by clicking on the Chapter Answers link in the bookmarks.

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*Important Notes to parents:

Intellego Unit Studies tests and verifies all Internet links in our unit
studies continually and we make changes accordingly. To provide you
with corrected links, Intellego Unit Studies uses a link redirection
database. When you click on an external link in the unit study, your
internet browser will access the Intellego Unit Studies link database for the
actual current link. Any corrections to the page of the unit study may also
be displayed. If your browser does not allow for the redirections, you will
need to cut and paste the link into your browsers address bar. If you
should discover an expired link, please report it here.

This unit study contains links to Internet sites. Although we make every
effort to link only to child-safe websites, Internet content can change
rapidly. Please supervise your children at all times when they are online.
If you encounter material unsuitable for children, please notify us here.

Many of the activities in this unit study require parent supervision and
assistance. Please use common sense and supervise your children when
they are using tools or sharp instruments. Experiments and hands-on
activities should be completed ONLY under the supervision of a
responsible adult.

Many of the activities in this unit study utilize videos available on
www.youtube.com. Intellego Unit Studies cannot control the content
available to children on YouTube. We strongly recommend that parents
open the YouTube videos for their children and then enlarge the video
window to full screen. That way, your children will not be distracted by
competing images while watching their video, and they will not be exposed
to possible inappropriate material loaded by other users of YouTube.


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Quick Troubleshooting Guide:

Problem: Videos/interactive web sites play slowly or with interruptions

Solution: This is due to your connection speed and/or the speed of your
computer. Verify your Internet connections and verify that your system
meets the minimum requirements for an Intellego Unit Study by clicking
here.

Problem: Nothing happens when you click on a link to go to a web site

Solution: This problem is associated with the settings for PDFs on your
computer. To resolve this issue, you will need to know what version of
Adobe Reader/Acrobat is on your computer. Follow the steps below:

How to find the version of Adobe Acrobat or Reader

1. Open Adobe on your computer
2. Click on the Help tab
3. Click on About Adobe Reader/Acrobat

The window that appears will detail which Adobe product and version is
on your computer.

Click on the window to close it.

If you are using Adobe Reader/Acrobat 9:
PDF documents may open with a message bar across the top indicating
that you are viewing the document in PDF/A mode. This is an ISO
standard for PDFs.

Links will not work in PDF/A mode.

To access the links, perform the following steps:

1. Load the CD and open the unit study.

2. For Windows:
a. Click on Edit on the top toolbar
b. Click on Preferences from the drop down menu

For Mac OS:
Click on Acrobat > Preferences


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3. Click on the Documents option under Categories

4. Choose Never under View Documents in PDF/A mode

5. Click on the OK button to exit this window

If you are using Adobe Reader/ Acrobat 8 or an older version:

1. Load the CD and open the unit study

2. Click on Edit on the top menu bar

3. Click on Preferences from the drop down menu

4. Click on Trust Manager

5. Select allow all for Internet access from PDF

Problem: The first time you open a link in one of the unit studies, you receive a
Security Warning

Solution:

1. Check the box for Remember my action for this site

2. Click on the Allow button


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Objectives

Welcome to the K-2 Earth and Space Science: ASTRONOMY unit study!

After completing this unit study, your children should be able to:

1. Describe the solar system.

2. Identify and describe the planets.

3. Explain that the sun is the source of heat and light on earth.

4. Understand the phases of the moon.

5. Explain the effect of the moon on earths tides.

6. Explain seasons on earth as related to the tilt of the earths axis.

7. Identify several major constellations.


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Materials Needed for this Unit Study

Materials for every chapter:
Vocabulary journal
Writing and drawing materials
Paper

Chapter One

Activity 1.2 Meet the solar system
Crayons, markers, or colored pencils
Scissors and glue

Activity 1.4 Travel the Milky Way Galaxy
Coffee filters, any size, 2-6
One large sheet (11 x 17) of black construction paper
One large sheet (11 x 17) of colored or white
construction paper (optional)
Colored water-color pens
Water
Plastic sheet to protect table (a garbage bag works
fine)
Eye dropper or drinking straw
Scissors
Glue stick
Blue (or other color) glitter (optional)

OR

Round cardboard from frozen pizza box.
4 large sheets (11" x 17") black construction paper
Glitter--gold, silver, red, orange, yellow, blue,
purple, or any other colors you like
White glue
Paintbrush, about 1/4 to 1/2 inch wide
Scissors
Thread (black is best) or fine nylon fishing line
Small, 4-holed button
Large, sturdy sewing needle
16 sequins or very small beads, black is best
(optional)
Tape measure or yard (meter) stick

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Activity 1.5 Investigate gravity
One 1-gallon milk container (empty)
30 marbles
Rubber band
Scissors

Activity 1.6 Explore asteroids
Ingredients and kitchen tools for mashed potatoes
Cookie sheet
Oven mitt
Spoons

Activity 1.8 Explore comets
Paper
Shiny gift bag filler
Tape
One straight drinking straw
Blow dryer
Marker

Extension Activity Space Shuttle Geometry!
Scissors

Chapter Two

Activity 2.2 Meet the sun
Drawing or painting materials

Activity 2.3 Explore the heat and light from the
sun
5 solar beads for each student
2 clear ziplock bags with five beads in each
1 piece of string for each student
1 large bowl of water
Clear spray sunscreen
Fabric
White and black paper
Umbrella

OR

Yellow and orange construction paper
Scissors
Craft stick or pencil

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Activity 2.4 Explore day and night
Globe
Masking tape
Pen or marker
Flashlight

Activity 2.5 Make a sun clock
Pencil
Compass

Chapter Three

Activity 3.2 Meet the moon
Binoculars
Paper
Pen or pencil

Extension Activity Jump for the moon!
Jump rope

Activity 3.3 Explore the phases of the moon
Oreo cookies
Paper towel
Plastic spoon and knife
Marker

OR

Paper
Printer
Scissors
Paint

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Chapter Four

Activity 4.2 Meet the planets!
Paper for students to draw planet-tac-toe boards
Pencils
Pennies, poker chips, or other game markers

Activity 4.3 Take a space walk
Ball, about 8 inches in diameter
2 pins with small round heads
1 pin with very small round head
2 peppercorns
1 small walnut
1 acorn
2 peanuts
Index cards
Glue or tape
Bright markers
Yardstick
Large open space

OR

Large ball about 27 inches in diameter (beach ball)
5 peas
1 orange
2 walnuts
Tape measure
Large open space

Activity 4.5 Explore earths seasons
Globe
Small table lamp
Clay
Toothpick
Flexible ruler
Paper
Pencil

Extension Activity Explore Mars!
Paper
Light-colored sand
Steel wool
Scissors
Magnifying glass
Water

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Chapter Five

Activity 5.2 Meet the constellations
Pencil, crayon or marker

Activity 5.3 Explore constellations and myths
8.5 by 11 white paper
8.5 by 11 black construction paper
8.5 by 11 construction paper, multiple colors
Pencil
Crayons/markers
Wide-mouth one hole punch or star stickers
Colorful yarn (optional)
Black umbrella (optional)
Stick-on glow-in-the-dark stars (optional)

Extension Activity Create paint constellations
Newspaper
White paper
Paint
Paintbrush
Pencil

Activity 5.4 Create a paper star finder
Paper
Printer

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Chapter One
Introduction to the Solar System


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Materials for Chapter One
Vocabulary journal
Paper

Crayons, markers, or colored pencils
Scissors and glue

Coffee filters, any size, 2-6
One large sheet (11 x 17) of black construction paper
One large sheet (11 x 17) of colored or white construction paper (optional)
Colored water-color pens
Water
Plastic sheet to protect table (a garbage bag works fine)
Eye dropper or drinking straw
Scissors
Glue stick
Blue (or other color) glitter (optional)

OR

Round cardboard from frozen pizza box.
4 large sheets (11" x 17") black construction paper
Glitter--gold, silver, red, orange, yellow, blue, purple, or any other colors
you like
White glue
Paintbrush, about 1/4 to 1/2 inch wide
Scissors
Thread (black is best) or fine nylon fishing line
Small, 4-holed button
Large, sturdy sewing needle
16 sequins or very small beads, black is best (optional)
Tape measure or yard (meter) stick

One 1-gallon milk container (empty)
30 marbles
Rubber band
Scissors

Materials continued on next page

All rights reserved

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Materials for Chapter One

Ingredients and kitchen tools for mashed potatoes
Cookie sheet
Oven mitt
Spoons

Paper
Shiny gift bag filler
Tape
One straight drinking straw
Blow dryer
Marker

Scissors

Suggested Resources

For this unit study, we recommend that you also read various age-
appropriate biographies with your childrem. Ask your local childrens
librarian for age-appropriate biographies on Copernicus, Galileo, Sally
Ride, and Neil Armstrong!


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Chapter One Vocabulary
Help your children build vocabulary while having fun!

The vocabulary of children is diverse and dynamic. Therefore, we have not
included a vocabulary list as each childs vocabulary is at a different stage of
development. Instead, Intellego Unit Studies encourages children to build their
own vocabulary lists.

We recommend starting a Vocabulary Journal in Chapter One that your children
can add to in each lesson. Below are some ideas for helping your children build
vocabulary while having fun!

1. Have your children identify all unfamiliar words as they encounter
them in this chapter.

2. Use the link below, if you choose, for the online childrens dictionary.
Or help your children develop dictionary skills by using a dictionary in
your home.

http://kids.yahoo.com/reference/dictionary/english/entry/

3. Copy the unfamiliar words into their Vocabulary Journal (a notebook
will do just fine!) and then illustrate the word.

4. Use the new word in a sentence. Encourage them to come up with
rhymes, either real words or nonsense words, and include those as
well.

5. Write the new words in the air with their fingers, making huge
sweeping motions as they write.

6. Write the words on the floor with their toes!

7. Clap out the syllables in each new word.

8. Examine the new word. Identify if it plays by the rules phonetically,
so that it can be sounded out for spelling, or if it is a rule breaker that
must be memorized.

9. The objective here is to help them use as many senses as possible so
that retention of the new words is increased.

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Activity List for Chapter One

Activity 1.1 Welcome to the solar system!


Activity 1.3 View the solar system




Activity 1.7 Explore meteoroids



Activity 1.9 Complete your KWL chart

Activity 1.10 Reflect on and explore the topics in Chapter One


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Welcome to the solar system! We begin our study
of the solar system with a brief activity to find out
what your children already know as well as what
they want to know.

To begin, ask your children to describe the solar
system. What is it? What does it look like? What
does it include? How big is it?

Have your children complete the first two sections
of the following KWL worksheet before they
complete the activities in Activity 1.2. They will
complete the final section of the KWL chart in
Activity 1.9.


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What I already
know about the
solar system

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

What I want to
know about the
solar system

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

What I learned
about the solar
system

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________


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Have you ever looked up at the sky and wondered what was up there? When you
see the sun, the moon and the stars, you are actually seeing objects in our solar
system. Our solar system can be a pretty popular
and busy place! There are planets whirling
around, asteroids banging into moons, meteorites
hurling through space, and all sorts of debris and
space junk traveling about.

But what exactly is the solar system? Follow the
link below to learn about our solar system. After
opening the link, click on Level 1: Solar System
and read the page. We will return to this
StarChild web site in future activities.
http://starchild.gsfc.nasa.gov/docs/StarChild/Sta
rChild.html

At the above web site, your children learned that
the solar system is comprised of our sun and everything that travels around it. In
the following activity, we introduce the eight planets. Your children will explore
each planet in more depth in Chapter Four, so we provide this activity as an
overview of whats to come and to familiarize your children with the planets.
http://starchild.gsfc.nasa.gov/docs/StarChild/teachers/search.html

Before your children go to bed tonight, have them spend a few moments
observing the night sky (this works best on clear nights). Have them record their
observations in words or drawings on the following activity page. They will add
to this page in the morning!


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My sky observations:
NIGHT
DAY

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Yesterday, your children were introduced to the solar
system and the eight planets. Last night, they
recorded their observations of the night sky.

We continue our visual exploration of the solar
system with another observation activity. Take your
children outside and have them observe the sky (this
works best on sunny or partly cloudy days).
Remind them to never look directly at the
sun! Have them record their observations on the
activity sheet they began yesterday.

Use the following questions for discussion or as writing prompts:

1. What did you see in the night and day skies?
2. What was different?
3. What was the same?
4. What parts of the solar system did you see?
5. Could you see any of the planets?

Now that your children have observed the sky, lets take a look at what our solar
system really looks like. You may select one or all of the following three videos,
depending on the interest and age of your children. All three videos provide
detailed information that goes beyond the scope of our K-2 unit study on
astronomy. However, each video will provide your children with solid visual
imagery of our solar system.

3-minute overview:
http://video.nationalgeographic.com/video/player/science/space-sci/solar-
system/solar-system-sci.html

18-minute overview:
http://videos.howstuffworks.com/hsw/19652-earth-science-solar-system-
video.htm

45-minute overview:
http://www.neok12.com/php/watch.php?v=zX617d724d50615971706702&t=Sol
ar-System

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.
In the previous activities, your children
viewed video(s) of our solar system after
observing the night and day sky and
learning a bit about the planets in our solar
system. In this activity, we explore the
Milky Way Galaxy, where our solar system
is located

Follow the two links below to brief
definitions of galaxies and the Milky Way
Galaxy.
http://starchild.gsfc.nasa.gov/docs/StarChild/universe_level1/galaxies.html

http://starchild.gsfc.nasa.gov/docs/StarChild/universe_level1/milky_way.html


1. What is a galaxy?
2. In which galaxy is our solar system located?
3. Why is our galaxy named the Milky Way?

Next, its time for a hands-on activity to make a galaxy! You can select one or
both of the following activities to create with your children:

Make a galaxy montage:
http://spaceplace.nasa.gov/en/kids/galex/art.s
html

Make a galactic mobile:
http://spaceplace.nasa.gov/en/kids/galex_ma
ke2.shtml

After your children have completed their galaxy
montage or mobile, have them write or dictate
a story about inter-galactic exploration based
on their montage or mobile. Use the following
points as a guide for their story:
Who is on the intergalactic exploration?
What are they traveling in?
What are they searching for?
What do they find in their exploration?

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In the previous activity, your children learned that
a galaxy contains stars, gas and dust that are held
together as a group by gravity. Gravity is also what
holds objects with mass on earth. But what is
gravity? Lets find the answer to that question and
much more by exploring gravity at the following
link. First, read the web page on gravity. Then
watch the video on gravity. Finally, complete the
hands-on experiment to learn about gravity.
http://ksnn.larc.nasa.gov/k2/s_whatGravity.html


1. How would you explain gravity?

2. Can you feel gravity?

3. Can you see gravity? How about
the effects of gravity?

4. How does gravity affect your life?
(Hint: How high could you jump if
there were less gravity on earth?)

Next, have your children imagine that for
one day, there is no gravity on earth.
Have your children write, dictate, draw or
paint a story that describes what their day
was like without any gravity!

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l

So far in this unit study,
your children have been
introduced to the solar
system, the eight planets,
the Milky Way Galaxy, and
the force of gravity. Now it
is time to explore other
objects in our solar system:
asteroids!

What is an asteroid? Lets
find out with the following
overview at the link below:
http://starchild.gsfc.nasa.g
ov/docs/StarChild/solar_sy
stem_level1/asteroids.htm

Have your children use the
activity sheet on the
following page to draw or
paint an asteroid!

Then, fire up the oven and enjoy the following hands-on activity: Asteroid
potatoes!
http://spaceplace.nasa.gov/en/kids/potatoe_recipe.shtml


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What is an asteroid?

__________________________

__________________________

__________________________

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In the previous activity, your children explored asteroids. In this activity, we turn
our attention to another object in our solar system: meteoroids! Follow the link
below to read about meteoroids:
http://starchild.gsfc.nasa.gov/docs/StarChild/solar_system_level1/meteoroids.h
tml

What happens when a meteor hits earth? See the crater below in Arizona!
http://apod.gsfc.nasa.gov/apod/ap990711.html

Next, have your children use the activity sheet on the following page to draw or
paint a meteoroid!


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What is a meteoroid?

__________________________

__________________________

__________________________

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In the previous activities, your children learned about asteroids and meteoroids.
Now its time to learn about comets! Follow the link below to a quick reading
about comets!
http://starchild.gsfc.nasa.gov/docs/StarChild/solar_system_level1/comets.html

Next, have your children use the activity sheet on the following page to draw or
paint a comet!

Then, complete the following hands-on activity with your children and make a
paper comet!
http://www.nasa.gov/audience/forstudents/k-4/playandlearn/paper-
comet.html

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What is a comet?

__________________________

__________________________

__________________________

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Help! Buzz Lightyear needs to load his space shuttle to get back home, but
he cant fit everything in the cargo hold. Can you help? Follow the link
below to a hands-on extension activity on geometry and spatial reasoning:

http://www.nasa.gov/pdf/227841main_Lo
ad_the_Shuttle.pdf


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In Activity 1.1, your children began their KWL chart on the solar system. Think of
all they have learned in this chapter!

Now it is time to complete the final section of the Chapter One KWL chart.
Before completing this step, briefly review all that they have done in this chapter:










Have your children now complete the final section of the KWL chart.


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Activity 1.10 Reflect on and explore the topics in Chapter One

This activity presents your children with the opportunity to evaluate and
synthesize what they have learned in this chapter. Follow their lead and allow
them to reflect on this chapter using the following guided questions:

1. What was your favorite activity?

2. What did you learn that surprised you?

3. How do these topics and information relate to your life?

4. How will you use the information you learned?

5. What would you like to know more about?

Children should be encouraged to answer these questions using their preferred
method of output. Select from the options on the next page based on your childs
age, interests and abilities, or create your own.

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Write the answers in a journal
Make a chart, diagram or outline
Write a poem or story

Give a speech
Record the answers into a tape recorder
Narrate a story

Paint pictures
Draw pictures
Create dot-to-dot drawings for others to complete

Write a song
Use music to tell a story
Select music as an accompaniment to your own story

Write a play
Present a skit or act out a narrative
Role play a situation

Design a board game or PowerPoint presentation
Create a collage or scrapbook
Create a diorama or create clay models

Prepare a photo essay
Select photos or artwork to illustrate a story
Select photos or artwork to tell a story

Remember, the method of output is not as important as the reflection
that takes place as they are thinking through and answering the
questions! Remember to record your childs work for inclusion in the
portfolio at the end of this unit study.

All rights reserved

38
Chapter Two
The Sun

All rights reserved

39
Materials for Chapter Two
Vocabulary journal
Paper

Drawing or painting materials

Activity 2.3 Explore the heat and light from the sun
5 solar beads for each student
2 clear Ziploc bags with five beads in each
1 piece of string for each student
1 large bowl of water
Clear spray sunscreen
Fabric
White and black paper
Umbrella

OR

Yellow and orange construction paper
Scissors
Craft stick or pencil

Globe
Masking tape
Pen or marker
Flashlight

Pencil
Compass

40
Chapter Two Vocabulary



1. Have your children identify all unfamiliar words as they encounter them in
this chapter.

2. Use the link below, if you choose, for the online childrens dictionary. Or
help your children develop dictionary skills by using a dictionary in your
home.


3. Copy the unfamiliar words into their Vocabulary Journal (a notebook will
do just fine!) and then illustrate the word.

4. Use the new word in a sentence. Encourage them to come up with rhymes,
either real words or nonsense words, and include those as well.

5. Write the new words in the air with their fingers, making huge sweeping
motions as they write.



8. Examine the new word. Identify if it plays by the rules phonetically, so
that it can be sounded out for spelling, or if it is a rule breaker that must
be memorized.

9. The objective here is to help them use as many senses as possible so that
retention of the new words is increased.

41
Activity List for Chapter Two

Activity 2.1 Introduction to the sun!



Extension Activity View a solar car




Activity 2.7 Reflect on and explore the topics in Chapter Two


42
ity 2.6.

Welcome to Chapter Two! We begin our study of the
sun with a brief activity to find out what your children
already know as well as what they want to know.

To begin, ask your children to describe the sun. What
is it? Where is it? What does it provide for us on
earth?

Have your children complete the first two sections of
the following KWL worksheet before they complete
the activities in Activity 2.2. They will complete the final section of the KWL
chart in Activ


43

What I already
know about the
sun

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

What I want to
know about the
sun

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

What I learned
about the sun

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________


44
In Chapter One, your children learned that the sun is at the center of our solar
system. In this chapter, we learn more about the sun and why it is so important
to life on earth. Lets begin with the following film about the sun, our closest star!
http://video.nationalgeographic.com/video/player/science/space-sci/solar-
system/sun-101-sci.html?source=pincl

Next, read the following web page about the sun:
http://starchild.gsfc.nasa.gov/docs/StarChild/solar_system_level1/sun.html#

Use the following question for discussion or as a writing prompt:

1. How does the sun support life on earth?

Then, have your children draw or paint a picture that shows the importance of
the sun for life on earth.

45

In activity 2.2, your children learned that the sun is
important for life on earth. In this activity, we take a
closer look at the heat and light from the sun.

Lets begin with this animated film on heat and light
from the sun:
http://www.youtube.com/watch?v=AXRIvespGOo&fe
ature=related

Next, its time for a hands-on activity. Select one or
both of the following activities, based on the materials you have available.

Solar beads activity:
http://tonto.eia.doe.gov/kids/resources/teachers/pdfs/SolarBeadsPrimary.pdf

Solar puppet show: (Have the children put on the show, instead of the teacher!)
http://www.energyquest.ca.gov/projects/sunenergy.html


All rights reserved

46

Did you know that you can use the suns
power as fuel to power a car? Watch the
video below of two kids experimenting with
the power of the suns rays and their toy
solar car.

http://pbskids.org/dragonflytv/show/sola
rcar.html

Use the following for discussion or as writing prompts:

1. What made the car in the above video move?

2. If you could build a machine or vehicle that runs on solar power, what
would you make?

3. What would your solar machine or vehicle look like? Draw or paint it!


47

In the previous activities,
your children learned about
the suns heat and light and
how they are necessary for
life on earth. In this activity,
we turn our attention to
another important concept
about the sun: day and night
on earth. Lets begin with
an outdoor activity so
children can track the
location of the sun during
the day. This will be
something that you will
return to throughout the
day, so begin in the morning
on a day when you will be
home and available to track
the suns location in the sky
several times during the day.
http://starchild.gsfc.nasa.gov/docs/StarChild/teachers/sun_motion.html

Did the sun actually move? Children typically believe that the sun did move
across the sky. In reality, the earths movement is responsible for the suns
changing positions in our sky during the course of the day! The earth spins on its
axis, completing one revolution every 24 hours.

Lets explore day and night with the following link that contains an interesting
reading, a video, and then a hands-on activity to learn about day and night!
http://ksnn.larc.nasa.gov/k2/s_nightDay.html

Finally, enjoy this online interactive game that combines concepts of telling time
and the location of the sun. After you enter the site, read the introduction and
directions before playing the game:
http://www.numbernut.com/basic/activities/dates_4bar_daynight.shtml

tellego Unit Studies
All rights reserved

48

In this chapter, your children have studied the sun. They have also learned that
the sun does not move; rather the earth spins on its axis which makes it appear
that the sun is moving through the sky. In this hands-on activity, your children
will make a sun clock and learn how to tell time using the power of the sun!
Follow the link below to the directions:
http://www.exploratorium.edu/science_explorer/sunclock.html


1. Why did people in the past use the sun to tell time?

2. Why is time important?

3. How else do we use the sun in our lives?
Copyright2009 In


49

In Activity 2.1, your children began their KWL chart on the sun. Think of all they
have learned in this chapter!

Now it is time to complete the final section of the Chapter Two KWL chart.









50

Activity 2.7 Reflect on and explore the topics in Chapter Two








51


Give a speech
Narrate a story

Paint pictures
Draw pictures

Write a song

Write a play




All rights reserved

52
Chapter Three
The Moon

All rights reserved

53
Materials for Chapter Three
Vocabulary journal
Paper

Binoculars
Paper
Pen or pencil

Jump rope

Oreo cookies
Paper towel
Plastic spoon and knife
Marker

OR

Paper
Printer
Scissors
Paint

54
Chapter Three Vocabulary



this chapter.

home.







be memorized.


55
Activity List for Chapter Three

Activity 3.1 Introduction to the moon!




Activity 3.4 Explore the moons effect on tides


Activity 3.6 Reflect on and explore the topics in Chapter Three


56

hat
ow.

Welcome to Chapter Three! We
begin our study of the moon with a
brief activity to find out what your
children already know as well as w
they want to kn

To begin, ask your children to
describe the moon. What is it? What
does it look like? Where is it?

Have your children complete the first
two sections of the following KWL
worksheet before they complete the
activities in Activity 3.2. They will complete the final section of the KWL chart in
Activity 3.5.


57

What I already
know about the
moon

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

What I want to
know about the
moon

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

What I learned
about the moon

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________


58
n
on!

In Chapter Two, your children learned
about the sun. In this chapter, we focus o
the moon! Lets begin with the following
film about our mysterious mo
http://video.nationalgeographic.com/video
/player/science/space-sci/solar-
system/moon-101-sci.html?source=pincl

Next, explore the following web page about the moon:
http://starchild.gsfc.nasa.gov/docs/StarChild/solar_system_level1/moon.html

Then have your children ramp up their creative writing engines and complete the
following activity:

The toad in the moon:
http://home.howstuffworks.com/science-projects-for-kids-the-moon1.htm

Later tonight, set aside some time to explore the moon with binoculars! What
your kids see might lead to more stories!
http://home.howstuffworks.com/science-projects-for-kids-the-moon3.htm


All rights reserved

59

Its time to take an exercise break! But first, watch the short film about
how astronauts get in shape and stay in shape, and why its good for
children! Watch the clip and then get up and start jumping for the moon!

http://www.nasa.gov/audience/foreducators/fitexplorer/train/N_Jum
pMoon_detail.html


60
hese

In the previous activity, your children learned that the
moon orbits the earth. Have they ever noticed that the
moon changes shapes in the sky? Do they know what
those changes are called? Lets find the answers to t
questions and more at the following web page:
http://starchild.gsfc.nasa.gov/docs/StarChild/questions/q
uestion3.html

Next, lets hear from an astronomer who explains the
phases of the moon:
http://www.youtube.com/watch?v=YdI1aDjWLlY

The following web site features a moon phase interactive. Explore the moons
journey around the earth by playing with the controls.
http://www.ioncmaste.ca/homepage/resources/web_resources/CSA_Astro9/file
s/multimedia/unit3/phases_moon/phases_moon.swf

Now lets explore phases of the moon with a hands-on activity! Select one or both
of the following activities:

Oreo moon phases:
http://analyzer.depaul.edu/paperplate/Oreo%20Moon%20Phases.htm

Phases of the moon craft: http://www.dltk-
teach.com/rhymes/moon/mphases.htm

61
of the water.

Remember back in Chapter Two when we
explored the effect of the sun on the earth? We
learned that the sun provides heat and energy.
Did you know that the moon also has an effect on
earth? Its true! The moons gravity actually
pulls the water on earth toward it, which is what
creates high tides and low tides. Not to be
confused with a wave, which is the water on the surface moved by wind, the tides
represent the overall raising and lowering

Lets begin by looking at the two photographs below. The pictures are of the
same boat at the same dock; however one is at high tide and the other at low tide.

Discuss:

1. What changes do you see in the pictures above?

2. Which picture was taken at high tide, and which picture was taken at low tide?

Next, read the following brief web page on the moons effect on tides and then
click the Play Video link to see a 4-minute film that explains the moons effect
on tides:
http://science.howstuffworks.com/question72.htm

62

In Activity 3.1, your children began their KWL chart on the moon. Think of all
they have learned in this chapter!

Now it is time to complete the final section of the Chapter Three KWL chart.








63

Activity 3.6 Reflect on and explore the topics in Chapter Three








64


Give a speech
Narrate a story

Paint pictures
Draw pictures

Write a song

Write a play




65
Chapter Four
The Planets


All rights reserved

66
Materials for Chapter Four
Vocabulary journal
Paper

Paper for students to draw planet-tac-toe boards
Pencils
Pennies, poker chips, or other game markers

Ball, about 8 inches in diameter
2 pins with small round heads
1 pin with very small round head
2 peppercorns
1 small walnut
1 acorn
2 peanuts
Index cards
Glue or tape
Bright markers
Yardstick
Large open space

OR

Large ball about 27 inches in diameter (beach ball)
5 peas
1 orange
2 walnuts
Tape measure
Large open space

Globe
Small table lamp
Clay
Toothpick
Flexible ruler
Paper
Pencil

Materials continued on next page

All rights reserved

67
Materials for Chapter Four

Paper
Light-colored sand
Steel wool
Scissors
Magnifying glass
Water

68
Chapter Four Vocabulary



this chapter.

home.







be memorized.


69
Activity List for Chapter Four

Activity 4.1 Introduction to the planets!



Activity 4.4 Use mnemonics to remember the planetary order




Activity 4.7 Reflect on and explore the topics in Chapter Four


70

Welcome to Chapter Four! We begin our study of the
planets with a brief activity to find out what your
children already know as well as what they want to
know.

To begin, ask your children to describe the planets.
Which is the biggest? Which is closest to the sun?
Which planet can support life?

Have your children complete the first two sections of
the following KWL worksheet before they complete the
activities in Activity 4.2. They will complete the final section of the KWL chart in
Activity 4.6.


71

What I already
know about the
planets

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

What I want to
know about the
planets

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

What I learned
about the planets

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________


72

tem:
l

In Chapter One, your children
completed an activity on the
planets. Now its time to get
better acquainted with these
large objects in our solar system.
Follow the link below to the
StarChild website and read
about the eight planets in our
solar sys
http://starchild.gsfc.nasa.gov/d
ocs/StarChild/solar_system_lev
el1/planets.htm

Next, take a virtual tour of the solar system with this online interactive:
http://www.artyastro.com/artyastro.htm

Now that you children have traveled the solar system, follow the link below to the
planet and moon worksheet:
http://starchild.gsfc.nasa.gov/docs/StarChild/teachers/planets_moons.html

How about a game of planet tic-tac-toe to see what weve learned about the
planets? Follow the link below to the hands-on game:
http://starchild.gsfc.nasa.gov/docs/StarChild/teachers/planet_tac_toe.html


73

In this activity, your children can take a planetary walk! The following website
contains an outdoor kinesthetic activity to help children understand the distances
between objects in our solar system.
* Note: remember to bring a camera or sketch pad to record your walk!

http://home.howstuffworks.com/science-projects-for-kids-the-incredible-
universe9.htm

Discuss:
Heres another solar system
model to try that does not
require as much space.

http://home.howstuffwork
s.com/science-projects-for
kids-the-incredible-
universe5.htm

1. How was your planetary walk?

2. What did you learn on your planetary walk?

3. What planet is closest to Earth?

4. What plant is closest to the sun?

5. What planet is farthest from the sun?
-

74

Help your children remember the names and order of
the planets using mnemonics!

You can use the mnemonic listed below or create one of
your own to help your children remember the planets
and their order!

Mnemonic: My Very Educated Mother Just Showed Us Neptune

My = Mercury
Very =Venus
Educated = Earth
Mother = Mars
Just = Jupiter
Showed = Saturn
Us = Uranus
Neptune

Create your own mnemonic using the activity sheet on the following page.

All rights reserved

75

M______________(Mercury)

V______________(Venus)

E______________(Earth)

M______________(Mars)

J______________(Jupiter)

S______________(Saturn)

U____________(Uranus)

N__________(Neptune)

New Mnemonic:

___________________________________________

___________________________________________

76


Your children are already familiar with the seasons, but do they
know why we have seasons? We have seasons because of the
earths tilt on its axis. Follow the link below to read about how
the tilt of the earth creates our seasons. Be sure to also watch
the movie and complete the hands-on activity at the following
site:
http://ksnn.larc.nasa.gov/k2/s_seasons.html


All rights reserved

77

Few planets capture our imagination like Mars! In this extension activity,
we explore the finding of water on Mars and why that is a really cool
discovery!

Follow the link below to read a quick introduction about water on mars.
Then be sure to watch the film and complete the hands-on activity!

http://ksnn.larc.nasa.gov/k2/s_waterMars.html


78

In Activity 4.1, your children began their KWL chart on the planets. Think of all
they have learned in this chapter!

Now it is time to complete the final section of the Chapter Four KWL chart.









79

Activity 4.7 Reflect on and explore the topics in Chapter Four








80


Give a speech
Narrate a story

Paint pictures
Draw pictures

Write a song

Write a play




81
Chapter Five
Constellations

All rights reserved

82
Materials for Chapter Five
Vocabulary journal
Paper

Pencil, crayon or marker

8.5 by 11 white paper
8.5 by 11 black construction paper
8.5 by 11 construction paper, multiple colors
Pencil
Crayons/markers
Wide-mouth one hole punch or star stickers
Colorful yarn (optional)
Black umbrella (optional)
Stick-on glow-in-the-dark stars (optional)

Newspaper
White paper
Paint
Paintbrush
Pencil

Paper
Printer

83
Chapter Five Vocabulary



this chapter.

home.







be memorized.


84
Activity List for Chapter Five

Activity 5.1 Introduction to the constellations!






Activity 5.6 Reflect on and explore the topics in Chapter Five


85
y
5.5.

Welcome to Chapter Five! We begin our study
of the constellations with a brief activity to find
out what your children already know as well as
what they want to know.

To begin, ask your children to describe the
constellations. What are they? How are they
used? Do you know of any?

Have your children complete the first two
sections of the following KWL worksheet
before they complete the activities in Activit
5.2. They will complete the final section of the KWL chart in Activity


86

What I already
know about
constellations

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

What I want to
know about
constellations

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________

What I learned
about
constellations

____________________________________

____________________________________

____________________________________

____________________________________

____________________________________


87
d

In this unit study, your children have already
learned that the sun is a star. In this chapter, we
turn our attention to more stars, and specifically,
the constellations! Lets begin with a brief
animated film that explains the stars and
constellations:
http://www.youtube.com/watch?v=WNDw1qD4j
NM&feature=relate

Follow the link below to learn more about constellations and to view a few
constellations with the online virtual telescope!
http://library.thinkquest.org/3645/constellations.html?tqskip1=1

Next, complete the following lesson where your children will complete a dot-to-
dot worksheet on two constellations and then make their own constellation.
http://rip.physics.unk.edu/Astronomy/Constellations(k-2).html


88

In the previous activity, your children learned
that constellations are groups of stars that have
been given special names. In many aboriginal
and ancient cultures, long before the days of
television and internet, people would sit outside
at night and tell stories about what they saw in
the stars. In this activity, we will explore some of
these stories, or myths, and how they relate to
constellations. Your children will also have
another opportunity to make their own
constellation and create a myth to go with it.

There are two links for this activity. The first link below will take you to the
lesson plan. The second link will take you to four different constellation myths
that you can use with the lesson plan.

Lesson:
http://starchild.gsfc.nasa.gov/docs/StarChild/teachers/constellations.html

Myths:
http://starchild.gsfc.nasa.gov/docs/StarChild/teachers/star_art2.html


89


In the previous activities, your children had an opportunity to create their own
constellations. Heres another activity that uses paint to create interesting
patterns that your children can use to find constellations.

http://home.howstuffworks.com/science-projects-for-kids-the-incredible-
universe13.htm


90

In the previous activities, your children have learned about the constellations and
they have created their own constellations. In this activity, your children will
create a paper star finder that they can use for star finding games that work with
the real constellations in the sky. Follow the link below to make your star finder!

http://spaceplace.nasa.gov/en/kids/st6starfinder/st6starfinder.shtml

Use the following for discussion or as writing prompts:

1. Which constellations are easiest for you to view?

2. How many constellations can you find in the sky now?

91

In Activity 5.1, your children began their KWL chart on constellations. Think of
all they have learned in this chapter!

Now it is time to complete the final section of the Chapter Five KWL chart.







92

Activity 5.6 Reflect on and explore the topics in Chapter Five








93


Give a speech
Narrate a story

Paint pictures
Draw pictures

Write a song

Write a play




94

Final Activity Put your portfolio together!

Congratulations! You have now completed the Astronomy unit study.

Now it is time to finalize your childs portfolio. This project can take many
forms from a simple collection of your childs work in a file folder for record
keeping to an elaborate scrapbook with artwork and more! There is no right
or wrong way to compile this portfolio. Let your children lead the way!


95
Appendix Answer Key

Chapter One


1. What did you see in the night and day skies?

Answers will vary. Possible answers include the sun, moon, stars, planes,
birds, and maybe even other planets.

2. What was different?

Answers should include: the stars were not visible during the day and the sun
was not visible at night.

3. What was the same?

Most likely, the two were quite different. Even if the moon was visible during
the day, it would be in another location at night.

4. What parts of the solar system did you see?

Sun, moon, stars, and possibly planets.

5. Could you see any of the planets?

Answers will vary.


1. What is a galaxy?

A galaxy contains stars, gas, and dust which are held together as a group by
gravity.

2. What galaxy is our solar system in?

The Milky Way.


96
3. Why is our galaxy named the Milky Way?
Before we had telescopes, people could not see many of the stars very clearly.
They blurred together in a white streak across the sky. A myth by the ancient
Greeks said this white streak was a "river of milk". The ancient Romans called
it the Via Galactica, or "road made of milk". This is how our galaxy became
known as the Milky Way.


1. How would you explain gravity?

Answers will vary, but should focus on the fact that gravity is what holds
objects on earth.

2. Can you feel gravity?

No, but you can feel its effects, such as jumping in the air and returning to
earth.

3. Can you see gravity? How about the effects of gravity?

You cannot see gravity, but you can see its effects. Roll a ball down a hill or
push a pencil off of a table and you see the effects of gravity.

4. How does gravity affect your life? (Hint: How high could you jump if there
were less gravity on earth?)

Answers will vary, but should include the fact that gravity holds us on earth.

97
Chapter Two


1. How does the sun support life on earth?

The suns gravity keeps earth in stable orbit.
The sun is also responsible for our weather and climate (heat).
Light powers photosynthesis that plants need to grow which in turn produces
the food and oxygen that animals need to eat and breathe.


1. What made the car in the above video move?

The energy (heat) from the sun.

2. If you could build a machine or vehicle that runs on solar power, what would
you make?

Answers will vary.

3. What would your solar machine or vehicle look like? Draw or paint it!

Answers will vary.


1. Why did people in the past use the sun to tell time?

Answers will vary, but may include:
The sun was convenient.
Clocks had not been invented yet.
Clocks were not available (at sea, in the fields, etc.)

2. Why is time important?

Answers will vary, but may include:
Time helps us regulate our lives.
Time allows us to make plans (soccer practice is at 3:00).
Time allows us to coordinate our plans with others (meet me at the mall at
noon)


98
3. How else do we use the sun in our lives?

Answers will vary. Possible answers include:
The sun is used for solar power.
The sun can be used for cooking.
The sun can warm our homes through the windows.
We use the sun for light during the day.
We use the sun to grow crops.

99
Chapter Three


1. What changes do you see in the pictures above?

Answers will vary but should focus on the level of the water and the location of
the boat near the dock.

2. Which picture was taken at high tide, and which picture was taken at low tide?

The picture on the left was taken at high tide. The picture on the right was
taken at low tide.

100
Chapter Four

1. How was your planetary walk?

Answers will vary.

2. What did you learn on your planetary walk?

Answers will vary but should focus on the location of the planets and order
from the sun.

3. What planet is closest to Earth?

Mars.

4. What plant is closest to the sun?

Mercury.

5. What planet is farthest from the sun?

Neptune.

All rights reserved

101
Chapter Five


1. Which constellations are easiest for you to view?

Answers will vary, but typically, the Big Dipper and Little Dipper are the
easiest to locate.

2. How many constellations can you find in the sky now?

Answers will vary, but on a clear night, your children should be able to locate
several different constellations, depending on your location and the time of
year.

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