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PROJECT GLADOrange Unified School District
THE SOLAR SYSTEM(Level 5)
IDEA PAGES
I. UNIT THEME: The solar system consists of bodies that orbit the sun in predictable
patterns. The bodies in our solar system include: the sun, inner planets, outer
planets, moons, asteroids and comets The objects in the sky move in regular and predictable patterns The sun gives us energy in the form of light and heat
I. FOCUS/MOTINVATION Big Books Picture File Cards Observation Charts Astronomer Awards Inquiry Chart: What do you know about Space? And What do you want to
know?
II. CLOSURE Solar system mobile TPR solar system—Mapping distances Process all charts Group presentations of team tasks Video: The Magic School Bus Gets Lost in Space Student-authored books: The Solar System
III. CONCEPTS
Content Standards – The solar system consists of planets and other bodies that orbit the sun in predictable paths.1) The sun, an average star, central and largest body in the solar system, made of hydrogen and helium.2) Solar system contains: Earth, moon, sun, eight other planets and their satellites, smaller objects (comets, asteroids)3) Path of a planet (orbit) is due to gravitational attraction between Sun and planet.
Solar System Level 5 CA 2Orange Unified School District - Project G.L.A.D (09/06 JB)
IV. VOCABULARYAsteroids Elliptical Meteoroids Shuttle
Astronomer Gibbous Meteorite Solar flareAtmosphere Granules Orbit Solar wind
Axis Gravity Oxygen Space probeCalcium Helium Photosphere StratosphereCelestial Hydrogen Planet Sunspot
Chromosphere Lunar Radiation Thermosphere
Comet Law of universal gravitation Retrograde Troposphere
Core Mantle Revolve WaningCorona Mesosphere Rotate WaxingEclipse Meteor Satellite
V. ORAL LANGUAGE/READING/WRITING SKILLSListening & Speaking1.0 Listening & Speaking Strategies
Comprehension1.1 Ask questions that seek information not already discussed.1.2 Interpret a speaker’s verbal and nonverbal messages, purposes,
and perspectives.1.3 Make inferences or draw conclusions based on an oral report.
Organization and Delivery of Oral Communication1.4 Select a focus, organization structure, and point of view for an oral
presentation.1.5 Clarify and support spoken ideas with evidence and examples.1.6 Engage the audience with appropriate verbal cues, facial
expressions, & gestures.Analysis and Evaluation of Oral and Media Communications
1.7 Identify analyze & critique persuasive techniques; identify logical fallacies used in oral presentations and media messages.
1.8 Analyze media as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture.
2.0 Speaking Applications (Genres & Their Characteristics)2.1 Deliver narrative presentations.2.2 Deliver informative presentations about an important idea, issue,
or event.2.3 Deliver oral responses to literature.
(Grades 3-5 ELD Standards) Listening & SpeakingComprehensionB: Speak with few words/sentences
Answer simple questions with one/two word responsesRetell familiar stories/participate in short conversations/using
gestures.
EI: Ask/answer questions using phrases/simple sentencesRestate/execute multi step oral directions
I: Ask/ answer question using support elementsIdentify key details from stories/information
EA: Identify main points/support details from content areasA: Identify main points/support details from stories & subject areas
Respond to & use idiomatic expressions appropriatelyComprehension, Organization & Delivery of Oral CommunicationB: Uses common social greetingsEI: Identify main points of simple conversations/stories (read aloud)
Communicate basic needsRecite rhymes/songs/simple stories
I: Speak with standard English grammatical forms/soundsParticipate in social conversations by asking/answering questionsRetell stories/share school activities using vocabulary, descriptive
words/paraphrasingEA: Retell stories including characters, setting, plot, summary, analysis
Use standard English grammatical forms/sounds/intonation/pitchInitiate social conversations by asking & answering
questions/restating & soliciting informationAppropriate speaking based on purpose, audience, subject matterAsk/answer instructional questionsUse figurative language & idiomatic expressions
A: Question/restate/paraphrase in social conversationsSpeak/write based on purpose, audience, & subject matterIdentify main idea, point of view, & fact/fiction in broadcast &
print mediaUse standard English grammatical forms/sounds/intonation/pitch
Reading:1.0 Word Analysis, Fluency & Systematic Vocabulary Development
Word Recognition1.1 Read narrative and expository text aloud with grade-appropriate
fluency and accuracy and with appropriate spacing, intonation, and expression.
Vocabulary and Concept Development1.2 Apply knowledge of word origins, derivations, synonyms, antonyms, and idioms to determine the meaning of words & phrases.1.3 Use Knowledge of root words to determine the meaning of
unknown words within a passage.1.4 Know common roots and affixes from Greek & Latin & use this knowledge to analyze the meaning of complex words.1.5 Understand & explain the figurative and metaphorical use of words in context.
2.0 Students read and understand grade-level appropriate material. They draw upon a variety of comprehension strategies as needed.
Structural Features of Informal Materials2.1 Identify structural patterns found in informational text.2.2 Analyze text that is organized in sequential or chronological
order.Comprehension & Analysis of Grade-Level-Appropriate Text
2.3 Discern main ideas & concepts presented in texts, identifying & assessing evidence that supports those ideas.2.4 Draw inferences, conclusions, or generalizations about text
and support them with textual evidence and prior knowledge.2.5 Distinguish facts, supported inferences, and opinions in text.
2.0 Literary Responses & Analysis:Structural Features in Literature
3.1 Identify & analyze the characteristics of poetry, drama, fiction, & non-fiction and explain the appropriateness of the literary forms chosen by an author for a specific purpose.
Narrative Analysis of Grade-Level-Appropriate Text3.2 Identify the main problem or conflict of the plot & explain
how it is resolved.3.3 Contrast the actions, motives, & appearances of characters in a
work of fiction and discuss the importance of the contrasts to the plot or theme.
3.4 Understand that theme refers to the meaning or moral of a selection and recognize themes in sample works.
3.5 Describe the function and effect of common literary devices.Literary Criticism
3.6 Evaluate the meaning of archetypal patterns & symbols that are found in myth and tradition by using literature from different eras & cultures.
3.7 Evaluate the author’s use of various techniques to influence reader’s perspective.
(Grades 3-5 ELD Standards) Reading Word Analysis
Concepts about Print, Phonemic Awareness, Decoding & Word Recognition
B: Recognize familiar phonemesRecognize sound/symbol relationships in own writing
EI: Read orally recognizing/producing phonemes not in primary language
Recognize morphemes in phrases/simple sentencesI: Read aloud with correct pronunciation of most phonemes
Use common morphemes in oral & silent readingEA: Use knowledge of morphemes to derive meaning from
literature/texts in content areasA: Use root & affixes to derive meaning
Fluency & Systematic Vocabulary Development Vocabulary & Concept Development
B: Read aloud simple words in stories/gamesRespond to social & academic interactions (simple ques./ans.)Demonstrate comprehension of simple voc. with actionRetell simple stories with drawings, words, phrasesUses phrases/single word to communicate basic needs
EI: Use content vocabulary in discussions/readingRead simple vocabulary, phrases & sentences independentlyUse morphemes, phonics, syntax to decode & comprehend wordsRecognize & correct grammar, usage, word choice in speaking or
reading aloudRead own narrative & expository text aloud with pacing,
intonation, expressionI: Create dictionary of frequently used words
Decode/comprehend meaning of unfamiliar words in textRecognize & correct grammar, usage, word choice in speaking or
reading aloudRead grade level narrative/expository text aloud with pacing,
intonation, expressionUse content vocabulary in discussions/readingRecognize common roots affixes
EA: Use morphemes, phonics, syntax to decode/comprehend wordsRecognize multiple meaning words in content literature & textsUse common roots & affixesUse standard dictionary to find meaningsRecognize analogies & metaphors in content literature & textsUse skills/knowledge to achieve independent readingUse idioms in discussions & readingRead complex narrative & expository texts aloud with pacing,
intonation, expressionA: Apply common roots & affixes knowledge to vocabulary
Recognize multiple meaning wordsApply academic & social vocabulary to achieve independent
readingUse idioms, analogies & metaphors in discussion & readingUse standard dictionary to find meaningsRead narrative & expository text aloud with pacing, intonation
Reading ComprehensionB: Answer fact questions using one/two word response
Connect simple text read aloud to personal experienceUnderstand & follow one-step directionSequence events from stories read aloud using key words /phrasesIdentify main idea using key words/phrasesIdentify text features: title/table of contents/chapter headings
EI: Use simple sentences to give details from simple stories
Connect text to personal experienceFollow simple two-step directionsIdentify sequence of text using simple sentencesRead & identify main ideas to draw inferencesIdentify text features: title, table of contents, chapter headingsIdentify fact/opinion in grade level text read aloud to students
I: Orally respond to comprehension questions about written textRead text features: title, table of contents, chapter headings,
diagrams, charts, glossaries, indexesIdentify main idea to make predictions & support detailsOrally describe connections between text & personal experienceFollow multi-step directions for classroom activitiesIdentify examples of fact/opinion & cause/effect in
literature/content textEA: Give main idea with supporting detail from grade level text
Generate & respond to text-related comprehension questionsDescribe relationships between text & personal Identify function of text features: format/diagrams/charts/
experiences/glossaryDraw conclusions & make inferences using text resourcesFind examples of fact, opinion, inference, & cause/effect in textIdentify organizational patterns in text: sequence, chronology
A: Make inferences/generalizations, draw conclusions from grade level text resources
Describe main ideas with support detail from textIdentify patterns in text: compare/contrast, sequence, cause/effect
Reading Literacy Response & AnalysisNarrative Analysis of Grade-Level Appropriate TextB: One/two word oral responses to factual comprehension questions
Word/phrase oral response identifying characters and settingsDistinguish between fiction & non-fictionIdentify fairy tales, folk tales, myth, legend using lists,
charts, tablesEI: Orally answer factual questions using simple sentences
Orally identify main events in plotRecite simple poemsOrally describe setting of literature pieceOrally distinguish among poetry, drama, short storyOrally describe character of a selection
I: Paraphrase response to text using expanded vocabularyApply knowledge of language to derive meaning from text
EA: Describe figurative language (simile, metaphor, personification)Distinguish literary connotations from culture to cultureIdentify motives of charactersDescribe themes stated directlyIdentify speaker/narrator in text
Identify main problem of plot and how it is resolvedRecognize first & third person in literary text
A: Describe characters of poetry, drama, fiction & non-fictionEvaluate author’s use of techniques to influence readerDescribe directly stated & implied themesCompare & contrast motives of characters in work of fiction
Writing1.0 Writing Strategies
Organization & Focus1.1 Create multiple-paragraph narrative composition.1.2 Create multiple-paragraph expository compositions.1.3 Use organizational features of printed text to locate relevant
information. 1.4 Create simple documents by using electronic media & employing
organizational features.1.5 Use a thesaurus to identify alternative word choices and meanings.1.6 Edit & revise manuscripts to improve the meaning & focus of
writing by adding, deleting, consolidating, clarifying, and rearranging words & sentences.
2.0 Writing Applications (Genres & Their Characteristics)2.1 Write narratives2.2 Write responses to literature.2.3 Write research reports about important ideas, issues, of events.2.4 Write persuasive letters or compositions.
Written & Oral English Language Conventions1.0 Written & Oral English Language Conventions Sentence Structure
1.1 Identify & correctly use prepositional phrases, appositives, & independent & dependent clauses; use transitions & conjunctions to connect ideas.
Grammar1.2 Identify and correctly use verbs that are often misused, modifiers, and
pronouns.Punctuation1.3 Use a colon to separate hours and minutes and to introduce a list; use
quotation marks around exact words of a speaker and titles of poems, songs, short stories, & so forth.
Capitalization1.4 Use correct capitalization.Spelling1.5 Spell roots, suffixes, prefixes, contractions, and syllable constructions
correctly.(Grades 3-5 ELD Standards) Writing Strategies & Applications
Penmanship, Organization & Focus
B: Write alphabetLabel key parts of common objectCreate simple sentences/phrasesWrite brief narratives/stories using few standard grammatical
FormsEI: Write narratives that include setting and character
Respond to literature using simple sentences, drawings, lists, chartsWrite paragraphs of at least four sentencesWrite words/simple sentences in content areaWrite friendly letterProduce independent writing
I: Narrate sequence of eventsProduce independent writingUse a variety of genres in writingCreate paragraph developing central idea using grammatical formUse complex vocabulary & sentences in all content areasWrite a letter with detailed sentences
EA: Write detailed summary of storyArrange compositions with organizational patternsIndependently write responses to literatureUse complex vocabulary & sentences in all content areasWrite a persuasive letter with relevant evidenceWrite multi-paragraph narrative & expository compositions
A: Write short narrative in all content areasWrite persuasive compositionWrite narratives that describe setting, character, objects, eventsWrite multi-paragraph narrative & expository compositionsIndependently use all steps of writing process
Writing ConventionsB: Begin own name & sentences with capital letter
Use period at end of sentenceEI: Begin proper nouns & sentences with capital letter
Use period at end of sentence/use some commasEdit for basic conventions
I: Produces independent writingUse standard word order
EA: Produces independent writing with correct capitals, punctuation, spelling
Use standard word orderEdit for basic conventions
A: Use complete sentences & correct orderUse correct parts of speechEdit for punctuation, capitalization, & spellingProduce writing with command of standard conventions
VI. SCIENCE STANDARDS
Earth Science –
The solar system consists of planets and other bodies that orbit the sun in predictable paths.
a) The sun, an average star, central and largest body in the solar system, made of hydrogen and helium.
b) Solar system contains: Earth, moon, sun, eight other planets and their satellites, smaller objects (comets, asteroids)
c) Path of a planet (orbit) is due to gravitational attraction between Sun and planet.
Investigation and Experimentation
6. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
a. Classify objects (e.g., rocks, plants, leaves) in accordance with appropriate criteria.
b. Develop a testable question.
c. Plan and conduct a simple investigation based on a student-developed question and write instructions others can follow to carry out the procedure.
d. Identify the dependent and controlled variables in an investigation.
e. Identify a single independent variable in a scientific investigation and explain how this variable can be used to collect information to answer a question about the results of the experiment.
f. Select appropriate tools (e.g., thermometers, meter sticks, balances, and graduated cylinders) and make quantitative observations.
g. Record data by using appropriate graphic representations (including charts, graphs, and labeled diagrams) and make inferences based on those data.
h. Draw conclusions from scientific evidence and indicate whether further information is needed to support a specific conclusion.
i. Write a report of an investigation that includes conducting tests, collecting data or examining evidence, and drawing conclusions.
VII. RESOURCES AND MATERIALS
Cohn, A. Solar System SOS, Accord Publishing, Limited, September 1998.
Cole, J. and Degen, B., The Magic School Bus Lost in the Solar System, Teacher Created Materials, August 1996.
Davis, K., Don’t Know Much About the Solar System, Harper Collins Publishers, July 2001.
Glover, L., National Geographic Encyclopedia of Space
Graham, I., My Book of Space , Kingfisher
Graham, I., The Best Book of the Moon , Kingfisher
Hayden, K., Astronaut Living in Space Eyewitness Readers, DK Publishing.
Holland, S., DK Eye Wonder Space , DK Publishing, Inc
Mansfield F., The Planets in Our Solar System: Stage 2, Harper Collins Publishers, April 1998.Meachen-Rau, D., and Labbo, L., The Solar System, Compass Point Books, January 2000
Mirabito, M., The Exploration of Outer Space With Cameras: A History of the Nasa Unmanned Spacecraft Missions.
Myring, L., Finding Out about Sun, Moon and Planets, Usborne
O'Leary, Exploring Inner & Outer Space
Rabe, T., There’s No Place Like Space! All About Our Solar System., Random House, Incorporated, October 1999.
Robson E. and Rowe, A., Solar System, Golden Books Publishing Company, March 1999.Seymour, S. Our Solar System, Volume 1, Morrow, William & Co., August 1992.
Sipiera, P., The Solar System, Scholastic Library Publishing, April 1997
National Geographic – National Geographic, September 1983. National Geographic SocietyNational Geographic, October 1986. National Geographic SocietyNational Geographic, August 1990. National Geographic SocietyNational Geographic, November 1996. National Geographic SocietyNational Geographic, April 1997. National Geographic SocietyNational Geographic, July 2004. National Geographic Society
Internet ResourcesEnchanted Learning: Zoom Astronomy http:/www.enchantedlearning.com/subjects/astronomyNASA: “Star Child” astronomy site http:/starchild.gsfc.nasa.govAstronomy for Kids! http:/dustbunny.com/afk/index.htmlwww.amazing-space.stsci.edukids.msfc.nasa.govwww. spacekids .com spaceplace.jpl.nasa.gov
Project GLADOrange Unified School District
THE SOLAR SYSTEM(Level 5)
UNIT PLANNING PAGES
I. FOCUS AND MOTIVATION Observation Charts Inquiry Charts Exploration Chart Cognitive Content Dictionary- signal word Astronomer Awards Big Book Personal Interactions
II. INPUT Timeline Solar system map (pictorial) Comparative input of Earth & Sun Narrative
Mae Jameson story from Houghton Mifflin Expert groups— parts of the solar system Graphic organizer—Venn diagram on Earth & Sun
III. GUIDED ORAL PRACTICE T Graph with social skills/Team points Picture-file cards – observe, classify, categorize, label, highlight Process Grid Team Tasks Expert Groups Personal Interaction Reader’s Theater Sentence Patterning Chart Poetry
a. Solar System – Yes Ma’amb. Solar Systemc. Family of the Sund. The Planet Poeme. The Solar Systemf. Asteroidg. Solar Sound Offh. Astronomer Bugaloo
IV. READING/WRITING
A. Total Class Co-op strip paragraph with responding, revising and editing Found poetry Narrative – story map SQ3R
B. Flexible Group Practice Team tasks ELD review Ear to ear reading Flexible group reading – leveled Labeling of charts Focused reading Expert groups
C. Individual Learning logs Text and You Interactive Journals Writers Workshop Individual Tasks Listen and sketch
D. Reading/Writing Workshop Mini lesson Write Author’s Chair Conference
V. EXTENDED ACTIVITES Make big book Write Chant Make a model of the solar system Jeopardy Posters Research about different planets
VI. CLOSURE Process all learning and inquiry chart Required expository, narrative and poetry writing Graffiti Wall Read the walls Team Feud Space Ice Cream Teacher and student made test
Project GLADOrange Unified School District
THE SOLAR SYSTEM(Level 5)
Sample Daily Lessons
Day 1:
Focus/Motivation Astronomer Awards Observation Charts Big Book, The Important Thing About Our Solar System Inquiry Chart: What do you know about the Solar System? What are you
wondering? Cognitive Content Dictionary
Input Sun Comparative Pictorial Timeline
Guided Oral Practice Poetry T Graph for Social Skills: Team Points Science Free Exploration: Picture file cards, simulate observing “in the field’
process skills (observing, categorizing, comparing, ordering, inferring), group reporting
Input Map of Solar System - Pictorial 10:2 Lecture with primary language groups Vocabulary Card Review
Reading/Writing Learning Log-You are an astronomer: What observations about the Solar System
have you made so far? Primary Language Review, ELL Review Writer’s Workshop
o Mini lesson on types of writingo Plan, share, writeo Author’s Chair
Closure Interactive journal writing Poetry Home-School Connection Process Inquiry Chart
Day 2
Focus/Motivation Process Home-School Connection Astronomer Notebook Award Cognitive Content Dictionary – with Signal word Review Timeline with word cards, pictures Review Sun Comparative Pictorial with word cards
Input Mae Jemison Narrative Chant and Highlight
Guided Oral Practice Reader’s Theater Poetry
Input Earth Comparative Pictorial Sentence Patterning Chart
o Trading Gameo Flip Chants
Reading/Writing Inner Planets Expert Groups: Team Tasks
o Solar System Pictorialo Sun and Earth Comparative Pictorialo Timeline
Interactive journal writing Writer’s Workshop
o Mini lessono Plan, share, writeo Author’s Chair
Closure Poetry Read Aloud Home-School Connection
Day 3
Focus/Motivation Process Home-School Connection Cognitive Content Dictionary – with Signal word Review Narrative with Conversation Bubbles Review Earth Comparative Pictorial with word cards Astronomer Book Marks
Input / Guided Oral Practice / Reading/Writing Story Map Process Grid Expert Groups Cooperative Strip Paragraph Found Poem Graphic Organizer Sun and Earth Interactive journal writing Group Frame Team Tasks
o Solar System Pictorialo Mae Jemison narrativeo Comparative, Sun and Eartho Story Mapo Sentence Patterning Charto Flip Chanto Timeline
Writer’s Workshopo Mini lesson o Plan, share, writeo Author’s Chair
Closure Read Aloud Poetry Home/School Connection
Day 4
Focus/Motivation Astronomer Awards Listen and Sketch Poetry Process Charts Process Home-School Connection Cognitive Content Dictionary – with Signal word
Input Revisit Observation Charts
Guided Oral Practice Flexible Reading Groups
o SQ3Ro Chunk and Linko ELDo Group Frame
Reading/Writing Process Grid Learning Log Revising/Editing Co-op Strip Paragraph Listen and Sketch Team Tasks
o Cognitive Content Dictionaryo Solar System Pictorialo Mae Jemison narrativeo Comparative, Sun and Eartho Story Mapo Sentence Patterning Charto Flip Chanto Timelineo Team Evaluations
Closure Personal Interaction – What do you think about space aliens and why? Home/School Connection Interactive journal writing
Day 5
Focus/Motivation Poetry Process Inquiry Chart Process Home-School Connection Cognitive Content Dictionary – with Signal word Strip Book – Stars can ____ but stars cannot ______.
Reading/Writing Co-op Strip Paragraph with struggling readers Process Grid Learning Log Listen and Sketch Review Inquiry Charts/Process Learning Ear to Ear reading with Poetry Booklets Team Tasks
o Cognitive Content Dictionaryo Solar System Pictorialo Mae Jemison narrativeo Comparative, Sun and Eartho Story Mapo Sentence Patterning Charto Flip Chanto Timelineo Team Evaluations
Team task presentations Debate
Closure Team Feud Graffiti Wall Space Ice Cream
Big Book-The Important Thing About Our Solar System, by Darcie Elmes
The important thing about our solar system is that it consists of planets and other
bodies that orbit the sun in predictable paths.
It is true that our Solar System includes the Earth, the Moon and the Sun. As the Earth rotates around the sun, our moon rotates around us.
But, the important thing about our solar system is that it consists of planets and
other bodies that orbit the sun in predictable paths.
The important thing about our solar system is that it consists of planets and other
bodies that orbit the sun in predictable paths.
It is true that the Sun, an average star, is the central and largest body in our solar system.
And that it is composed of helium and hydrogen.
But, the important thing about our solar system is that it consists of planets and
other bodies that orbit the sun in predictable paths.
The important thing about our solar system is that it consists of planets and other
bodies that orbit the sun in predictable paths.
It is true that our Solar System includes eight other planets and their satellites. And that the planets are named: Mercury, Venus, Earth, Mars, Jupiter, Saturn,
Uranus, and Neptune.
But, the important thing about our solar system is that it consists of planets and
other bodies that orbit the sun in predictable paths.
The important thing about our solar system is that it consists of planets and other
bodies that orbit the sun in predictable paths.
It is true that our Solar System also includes smaller objects, such as asteroids and comets.
And that asteroids are mini-planets that orbit in the Asteroid Belt located between Mars and Jupiter.
Comets are balls of ice, dust and rocks, with bright tails made of gas.
But, the important thing about our solar system is that it consists of planets and
other bodies that orbit the sun in predictable paths.
The important thing about our solar system is that it consists of planets and other
bodies that orbit the sun in predictable paths.
It is true that the path, or orbit, of a planet around the Sun is due to gravitational attraction between the Sun and that planet.
And that the Sun’s gravity holds our Solar System together.
But, the important thing about our solar system is that it consists of planets and
other bodies that orbit the sun in predictable paths.
History of Space Exploration
1957 - The Sovient Union launches the fisrt artificial satelite, Sputnik 1. It circled the globe once every 95 minutes for more than a year before falling back to Earth.1961 - The first human in space is Russian cosmonaut Yuri Gagarin aboard Vostok 1 .1961 - The first American in space is Alan Shepard aboard Freedom 71962 - John Glenn aboard Friendship 7 is the first American to orbit the Earth1963 - Russian Valentina Tereshkova is the first woman in space1969 - Americans Nei lArmstrong and Edwin "Buzz" Aldrinare the first people to walk on the moon during the Apollo 11mission.1976 - Two Viking spacecraft landed on Mars. They photographed their landing sites and sent back the first data about Mars' soil and atmosphere1981 - The first reusable spacecraft, the space shuttle Columbia is launched. They are able to lift heavy cargoes into orbit and provide labs for carrying out scientfiic research in space.1983 - Sally Ride is the first American woman in space1992 - Mission specialist Mae Jemison is the first Arfrican American woman in Space1989 - Magellan is lanched to orbit ana study Venus1989 - Galieleo is lanched to orbit and study Jupiter1996 - Mars Pathfinder is lanuched to land on Mars, take samples of the soil and charcterize the Matian enviornment for futher exploration1999 - Stardust is lanched to collect a Comet Coma sample2001 - Genesis collects a solar wind sample in order to study the origns of the universe2003 - Mars Surveyor lands on mars to explore the Martian landscape and see if water is or was on Mars. If they find evidence of this, that means that life could have been sustained on Mars.
No Longer a Planet
R – 17 1 Hours, O – 84 YearsDark and cold, tilted on its axisLooks blue, because of Methane Gas Narrow Rings of ice and rock
R – 16 years, O – 165 YearsIce and RockHydrogen Atmosphere8 moons,Smallest of Gas Giants R – 10 hours, O – 12 years
Largest PlanetClouds swirl on planetMade of Hydrogen, Helium1,300 Earths
R – 10 Hours, O – 29 Years Spins so fast it bulges in the middle
Hundreds of rings made of ice and rockGaseous Planet
Band of Rock and metal chunks Ram into each other and break up smaller R – 24hours, O – 687 Days
Comets then, meteors, if they hit Earth meteorites Cold with a thin Atmosphere
R – 24 hours, O – 365 DaysOnly planet with Life
Tilted on Axis, seasons
R – 243 Days, O – 225 daysHottest Planet, 900 degreesAir is poisonous
R – 59 days, O – 88 days Closest to the sun, bare rocky ball
Craters on surface from crashing meteoritesNo atmosphere
870,00 miles across More light than 3,800 billion, trillion light bulbs Largest thing in the Solar System
(Photo isn’t shown due to copyright permission)
Earth Comparative3rd Planet from the Sun
365 days to orbit the sun24 hours to rotate on its axis
Lithospere
Liquid water tosupport life.
Earth’s atmosphere absorbs and reflectsThe right amount of Solar Energy
Sun ComparativeLargest Star
870,000 miles across
(Picture is copyrighted – It is a NASA photo)
Hot gases
29 million degrees
Mae Jemison Narrative- GLAD 5 Day Demo FOUR...THREE...TWO...ONE...Liftoff!
The space shuttle Endeavour thundered into themorning sky above the Kennedy Space Center. It soaredhigher, higher over the Atlantic Ocean. In a few minutes,Endeavour was in orbit around the Earth.Aboard the spacecraft, Mea Jemison had just madehistory. She was the first African American women in space.It was September 12, 1992.However, Mae wasn't thinking about dates in historybooks. Her thoughts were of the wonder and adventure ofspace travel."I'm closer to the stars- somewhere I've always dreamed tobe," said Mae during a live interview from space on atelevision broadcast.-1-Adapted from Houghton Mifflin
Mae Jemison Narrative- GLAD 5 Day Demo Mae travled to different countries as part of hermedical training. She studied in Cuba, provided medical carefor people in rural areas in Kenya and in Cambodia and arefugee camp in Thailand.Mae graduated from Cornell University MedicalSchool in 1981. She served her intership at the Los AngelesCounty/University MedicalCenter. Then she started workingas a doctor in Los Angeles.Even though Mae has launched her career as adoctor, she wasn't finished traveling yet. She rememberedtrips from when she was studying to be a doctor, andwanted to help people all over the world. Mae decided tojoin the Peace Corps, an organization of volunteers whowork to improve conditions in developing nations. -4-Mae spent more than two years in West Africa as aArea Peace Corps Medical Officer for Sierra Leone andLiberia. It was an important responsibility for someone whowas only twenty-six years old."I learned a lot from that experience," Mae said. "I wasone of the youngest doctors over there, and I had to learnto deal with how people reacted to my age, while assertingmyself as a doctor."Mae returned to Los Angeles after her tour of duty wasover in the Peace Corps, and returned to her medicalpractice. She also started taking advanced engineeringclasses..-5-
Mae Jemison Narrative- GLAD 5 Day Demo Although Mae was a fully trained astronaut she still had to wait four years before going into space. As she waited she worked with other scientists who were developing experiments for her mission. She also trained with her fellow crew members.On September 12, 1992, the long wait was over. The space shuttle Endeavour was ready for liftoff. Mae Jemison boarded a van with her crew members, all of them dressed in orange space suits and headed towards the shuttle launch pad.At 10:23 a.m. Endeavour lifted off on its historic space journey. Dr. Mae Jemison had earned her place in the history books as the first Afro-American woman in space. Mae said, " My participation in the space shuttle mission helps to say that all peoples of the world have astronomers, physicists, and explorers."Endeavour's mission was devoted to scientific research.Mae was responsible for several key experiments, she had helped design an experiment to study the loss of bone cells in space. Astronauts lose bone cells in weightlessness, and the longer they stay in space, the more they lose. If too many bone cells are lost, bones become weak and break easily. Scientist hope to find a way to prevent this from happening. Mae explained, " The real issue is how to keep people healthy while they're in space."Mae also investigated a new way of controlling space sickness. Astronauts take medicine to control space sickness such as dizziness and nausea, but sometimes the medicine makes them feel tired.Mae had been trained in the use of "biofeedback" techniques. Biofeedback uses meditation and relaxation to control the body's function. Mae wore special monitoring equipment to record her heart rate, breathing, temperature,
Mae Jemison Narrative- GLAD 5 Day Demo . Mae took lessons in weightlessness and learned how tomove her body and operate tools in space. In space there isless gravity, so people and objects drift about. Since thereis no "up" or "down" in space, astronauts don't need to liedown to sleep. They can sleep in any position. To keep fromdrifting, they zip themselves into specialized sleeping bagsattached to the shuttle's walls.At the end of the training year, Mae became an officialmission specialist astronaut. "We're the one's people oftencall scientist astronauts," Mae said. " Our responsibilities areto be familiar with the shuttle and how it operates, to do theexperiments once you get into orbit, to help launch thepayloads or satellites, and also do extravehicular activities,which are the space walks.".-7-
Mae was also in charge of the frog experiment. Shefertilized eggs from female South African frogs. A few dayslater, tadpoles hatched. She then watched the tadpoles verycarefully. Her goal was to find out if the tadpoles woulddevelop normally in the near-zero gravity of space. "Whatwe've seen is that the eggs were fertilized and the tadpoleslooked pretty good. It was exciting because that's a questionthat we didn't have any information on before," said Mae.On September 20, 1992, at 8:53 a.m., Endeavourlanded at the Kennedy Space Center. The crew had spentmore than 190 hours... almost eight days in space. They hadtraveled 3.3 million miles and had completed 127 orbits ofthe Earth'After her space mission, Mae returned home toChicago. Her hometown greeted her with six days ofparades, speeches, and celebrations. Then went toHollywoodto accept the American Black Achievementaward's Trailblazer Awards for being the first Afro-Americanwoman in space.MaeJemison had made her childhood dream cometrue. She was ready for new challenges. Mae formed herown company called The Jemison Group, Inc. The JemisonGroups goal is to develop ways of using science andtechnology to improve the quality of life. .
PoetryBooklet
Name _______
PlanetsBy Darcie Elmes
Planets here, planets therePlanets, planets everywhere.
Cold planets orbiting slowly,Hot planets rotating daily,Gaseous planets made mostly of atmosphere,And rocky planets made mostly of core and mantle.
Planets around the sun,Planets in the universe,Planets throughout the galaxy,And planets of the Milky Way.
Planets here, planets therePlanets, planets everywhere.
Planets! Planets! Planets!
Solar System BugalooBy Jessica Norquist
I’m an astronomer and I’m here to say,I study the stars everyday.Sometimes I use a satellite; sometimes I use a ‘scope,One day I want to go to Mars, I sure hope.
Asteroids, Meteroids, and Comets tooDoing the astronomer BUGALOO!
The planets revolve and orbit the sun.Elliptical paths for everyoneEach one is made of rock, ice or gasAnd each one has a different mass.
Their travel is predictable, yes it’s true!Doing the astronomer bugaloo!
The paths that travel around the sun,Is due to gravitational attractionGravity keeps things in their place.Even with objects out in space.
That’s the Universal Las of Gravity!Astronomer bugaloo for you and me!
The Family of the Sunby NASM's Melvin Zisfein and Robert W. Wolfe,
The family of the Sun.The family of the Sun.Here are nine planets inThe family of the Sun.
Mercury is hot.And Mercury is small.Mercury has no atmosphere:It's just a rocky ball.
(Repeat refrain...The family of the Sun.)
Venus has thick cloudsThat hide what is below.The air is foul, the ground is hot.It rotates very "slow."
(Repeat refrain)
We love the Earth, our home.Its oceans and its trees.We eat its food; we breathe its air.So no pollution, please.
(Repeat refrain)
Mars is very red.It's also dry and cold.Some day you might visit MarsIf you are really bold.
(Repeat refrain)
Great Jupiter is big.We've studied it a lot.We found that it has 16 moonsAnd a big red spot.
(Repeat refrain)
Saturn has great rings.We wondered what they were.Now we know they're icy rocksWhich we saw as a blur.
The family of the Sun.The family of the Sun.Here are two more planets inThe family of the Sun.
Uranus and NeptuneWe don't know much about.Maybe you will study themAnd then we'll all find out.
(Repeat refrain)
Pluto's last in line.It's farthest from the Sun*It's small and cold and icy too.To land there won't be fun.
The family of the Sun.The family of the Sun.There are nine planets andNow our journey's done.
Twinkle, Twinkle, Little Star
Twinkle, twinkle, little star,I know what you really are: Giant ball of glowing gas, One of billions in a mass!Twinkle, twinkle, little star,Oh, how big you really are!
Twinkle, twinkle, giant star,Larger than the Earth by far!Since your distance is a lot,You look like a tiny dot.Twinkle, twinkle, giant star,Very bright, yet very far!
Stars are twinkling, everyone,Some are bigger than the sun!Just a twinkle in the sky,Just because you're oh, so high!Twinkle, twinkle, little star,Oh, how big you really are!
Solar Sound OffBy Pam Netherton
I just know what I’ve been taught, The core of the sun is very hot!Hydrogen atoms bump and fuse
To form helium and energy we use.Sound off ….. Solar heatSound off ….. Solar light
Sound off 1,2,3,4 …. Nuclear Furnance!
Protons pass through the Radiactive Aone,Transferring heat by contact alone.
The tachocline’s where transfer turns,To the convective zone where heat then churns.
Sound off ….. RadiationSound off ….. Convection
Sound off 1,2,3,4 ….Heat Transfer!
The next layer out is the photosphere.That’s the layer we see from here.
Finally out through the Chromosphere,That’s what we call Sun’s atmosphere!
Sound off ….. Solar flareSound off ….. Prominence
Sound off 1,2,3,4 ….Flaming Gas!
Sound off ….. Bubbling GasSound off …..5 Layers
Sound off 1,2,3,4 ….Sun’s Structure!
#____ Name_________________Home School Connection
List everything you know about our solar system. Discuss this with list with your parent and ask them to list what they know.
Parent You
#____ Name_________________Home School Connection
What about space most interests you? Discuss this with your parents.
Parent You
#____ Name_________________Home School Connection
Mae Jemison was a female astronaut who set herself very high goals. Make two lists with your parent one showing short-term goals and another showing long-term goals. Discuss with your parents about what you need to do to accomplish those goals.
Short-term Long-term
#____ Name_________________Home School Connection
Draw a picture of the solar system. Make a mnemonic to remember the order of the planets. See if your parents can name all of the planets in order.
Parent You
#____ Name_____________
Home School Connection
Draw a picture representing how gravity works. Discuss gravity with your parents.
Discussion Picture
#____ Nombre_________________Eduque en la Conexión de casa
Liste todo que usted sabe acerca de nuestro sistema solar. Discuta esto con lista con su padre y pida que ellos listen lo que ellos saben.
El padre Usted
#____ Nombre_________________
Eduque en la Conexión de casa
¿Qué tal espacie la mayoría de los intereses usted? Discuta esto con sus padres.El padre Usted
#____ Nombre_________________Eduque en la Conexión de casa
Mae Jemison era un astronauta femenino que se puso las metas muy altas. La marca dos listas con su padre una actuación las metas a corto plazo y otra actuación las metas a largo plazo. Discuta con sus padres acerca de lo que usted se debe hacer alcanzar esas metas.
A corto plazo A largo plazo
#____ Nombre_________________Eduque en la Conexión de casa
Dibuje un retrato del sistema solar. Haga un mnemotécnico para recordar la orden de los planetas. Vea si sus padres pueden denominar todos los planetas en la orden.
Discusión Retrato
#____ Nombre_________________
Eduque en la Conexión de casa
Dibuje un retrato que representa cómo trabajo de gravedad. Discuta la gravedad con sus padres.
Discusión Retrato
Comets, Asteroids, and Meteoroids
Asteroids can be found all over the solar system, but most orbit the sun in the asteroid belt between Mars and Jupiter. Asteroids are space rocks that never formed into a planet. Since they are like tiny planets, they are sometimes called planetoids. Astronomers have found more than 20,000 asteroids since 1801, and continue to find more every year.
Some asteroids are as big as mountains while others are quite small. Ceres is the largest asteroid, almost 600 miles across. Asteroids can crash into each other. When they crash into each other they become even smaller pieces, called meteoroids, which may hit Earth. Even though asteroids are small, some even have tiny moons!
Comets are dirty, rocky snowballs that orbit the sun. Whenever they get near the sun, part of their frozen head defrosts into a dusty gaseous “tail” millions of miles long.
Then the comet appears as a brilliant streak we see in the sky for weeks or months. The comet always travels with its tail pointing away from the sun, so sometimes it looks like the comet is traveling backwards.
Astronomers believe that all comets come from two places: the Oort Cloud, a huge icy ring around the edge of our solar system, and the Kuiper Belt, a ring of planet leftovers inside the Oort Cloud. Comets orbit the sun in predictable time periods. Short-period comets orbit in about 200 years, and probably come from the Kuiper Belt. Long-period comets orbit in more than 200 years and probably come from the Oort Cloud.
Inner PlanetsThe nine planets in our solar system are divided into two groups: inner planets and outer planets. The inner planets are closest to the sun. They are Mercury, Venus, Earth, and Mars. These planets are also called the terrestrial planets because they are most similar to Earth.
Mercury is a small planet which is the closest to the Sun. Since it is between the Sun and Earth, it is often hidden in the Sun’s glare. The Sun appears nine times larger on Mercury than on Earth. The Sun covers this planet in deadly radiation. Mercury is a ball of rock that has craters hills, plains and mountains. The days and nights on Mercury are long – the time between one sunrise and the next is 180 Earth days. Mercury is the speed demon of the Solar System, however, because it takes only 88 days to orbit around the Sun.
Venus is second from the Sun and has an orbit twice as big as Mercury. Venus is sometimes called the morning or evening star because it appears just after sunset and before sunrise. With sunlight reflecting off its dense cloud cover, Venus is brighter than anything in the sky except for the Sun and moon. Because of its location between the Sun and Earth, Venus goes through phases as does our moon. Venus is a hostile place. Its atmosphere is carbon dioxide. The upper clouds are poisonous sulfuric acid. Its surface temperature is approximately 900 degrees. The atmosphere alone would crush you!
Earth, the third planet from the sun, is the largest of the inner planets. It is the only planet known to have liquid water and to support life. Earth’s atmosphere absorbs and reflects the right amount of solar energy to keep the planet at the correct temperature for living things such as humans to survive. Earth has one moon. It takes 24 hours to rotate on its axis and 365 days to orbit the sun.
Mars is a small rocky planet with a thin atmosphere. It is the fourth planet from the sun, and about half the size of Earth. A year on Mars is nearly twice as long as a year on Earth. It takes 687 Earth days for mars to complete one orbit around the Sun. Mars is sometimes called the Red Planet because its soil is dark reddish brown. Mars has two moons and the largest volcano in the solar system, named Olympus Mons. Dust storms on Mars last for months and affect the whole planet. Space probes have found deep valleys and sedimentary rocks, which causes them to believe that Mars may have had flowing water in the past.
Moons and Rings
Every planet except Mercury and Venus has at least one natural satellite, called a moon. So far, we have found 72 moons in our galaxy. Moons have many different sizes and shapes. For example, our moon, named Luna, is spherical, and about 2400 miles across. Other moons, like the two moons of Mars, are small (14 miles across) and rocky with irregular shapes. Io, one of Jupiter’s moons, has active volcanoes. Titan, one of Saturn’s moons, has a dense atmosphere and glows red. All moons are made of rock. Moons orbit their planets in the same direction as the planets’ rotations, except for Triton, a moon of Neptune, that rotates retrograde, and Charon, Pluto’s moon, which does not orbit.
In addition to moons, each of the gas giant planets has rings, which are made of bits of dust, ice crystals, and small rocks. Saturn has 7 rings, Uranus has 11 rings, and Neptune has 4 rings. Saturn’s rings are 270,000 kilometers across and 6 miles thick. Rings orbit around their planets much like moons, however scientists have observed different speed at different parts of the rings. Scientists believe that rings may have formed when moons collided and shattered. They are probably temporary.
The SunAlthough the Sun is the largest star within our solar system, it is an
ordinary, medium-sized star that’s much like countless others. It looks different because it is closer to Earth than any other star. Our Sun is 93 million miles away from us, which seems far, until you consider that the next closest star is 25 trillion miles away!
Our Sun is 870,000 miles across. It is large enough to hold one million Earths. Its surface temperature is 10,000 degrees Fahrenheit, and its core temperature is 29 million degrees Fahrenheit. The sun has several layers of gases. The layers don’t have definite boundaries between them, but instead, each layer blends into the next. The layer at the center of the Sun is called the core, which is small compared to the rest of the Sun, but contains most of the Sun’s mass. The surface of the sun, called the photosphere, looks grainy, or blotchy, because it has very hot, bright areas, called granules, surrounded by cooler areas. The photosphere also has dark spots, called sunspots, and solar flares, which are bursts of energy.
The Sun is made of hot gases, containing many of the same materials we find here on the Earth. These materials, called elements, include hydrogen, helium, calcium, sodium, magnesium, and iron. The energy that comes from the Sun is the result of hydrogen being fused into helium.
Our solar system includes everything that orbits around the sun, including 9 planets, 72 moons, and multitudes of asteroids, comets, and meteoroids. There are many star systems within the galaxy.
The core of the Sun is so dense, it takes a million years for light to make its way to the surface from the core, but it only takes eight minutes to get from the Sun to the Earth. If the Sun continues to burn the way it does today, it would run out of hydrogen in 5 billion years. As it cools, it would get larger and swallow up Mercury and Venus, and turn Earth into a bubbling, boiling mass.
The Outer Planets
The nine planets of our solar system are divided into two groups: inner planets and outer planets. The outer planets are furthest from the sun. They are Jupiter, Saturn, Uranus, Neptune, and Pluto. Except for Pluto, these planets are also called the gas giants because they are composed entirely of gases.
Jupiter, the fifth planet from the sun, is the largest planet in our solar system. It is the largest planet. You could fit eleven Earths along its diameter and more than a thousand Earths inside it. Jupiter is made up of twice as much materials as all the outer planets put together. Jupiter is so big and bright that you can see it from Earth without a telescope. Jupiter has at least 16 moons orbiting around it, as well as one very thin ring. It has a very active atmosphere that produces energy that causes a huge circular storm, called the Great Red Spot, which has lasted for more than 300 years. Jupiter makes one rotation in about 10 hours and orbits the sun in about 12 Earth years.
Saturn is the sixth planet from the sun. It is best known for the beautiful system of rings that circle the planet. Recently, is was learned that the circles are made up of ice and rocky grains that orbit Saturn. Saturn also has at least 18 moons. It rotates in about 10 hours and orbits the sun in a bit more than 29 Earth years. Saturn is the second largest planet, but it is very light. So light, in fact, that it could float on water.
Uranus, the seventh planet from the sun is the last planet you can see from the earth without a telescope. Uranus is 3 ½ times the size of Earth. Uranus is giant blue ball of gas and liquid that has at least 15 moons and faint rings. Uranus lies on its side, unlike other planets. A day on Uranus would last 10 hours and 45 minutes. That’s how long it takes to spin around on its axis. However, it would take 84 Earth years for Uranus to complete one orbit around the Sun.
Neptune is the eighth planet, and furthest gas giant. It looks like Uranus because of its greenish color, but it is slightly smaller. Neptune can only be seen through a telescope. Even then, it is very difficult to study. It has at least 8 moons and a faint ring, as well as circular storms. Neptune makes one rotation in about 16 hours, and orbits the sun about 165 Earth years. Not much is known of this distant planet.
Pluto is the smallest planet and the farthest from the sun. It is an icy planet so far out in space that it takes 248 Earth years to orbit the Sun once. . Pluto has one moon half its size. From Pluto, the sun looks like a very bright star, and very little heat or light reaches Pluto. Unlike the other outer planets, Pluto is not made of gas, but instead has a rocky surface that is covered by frozen gases. It takes about 7 Earth days to rotate, and 249 Earth years to orbit the sun. Pluto has a strange orbit – the shape of a long, flattened circle. Sometimes Pluto is closer to the sun than Neptune.
Process GridCelestial Body
Size & Appearance
Composition Movement(Orbit & Rotation)
Temperature &
Atmosphere
Location Other Important
FactsSun 870,000
miles acrossHot gases, containing same elements as Earth, such as hydrogen, helium, calcium, sodium, magnesium
Everything in our solar system orbits around the sun
10,000 degrees F on surface29 million degrees F at core
93 million miles from Earth
Largest starHave several layers of gases. Center of the sun is called the core.
Inner Planets:
Mercury, Venus,
Earth, Mars
Mercury is a ball of rock.Venus goes through phases like our moon.Earth is the largest of the inner planets.Mars is a small planet
Earth is only planet with liquid water.Mars may have had water in the past.Mars and Mercury are rocky planets.
Mercury orbits in 88 days Venus has an orbit twice as big as MercuryEarth rotates in 24 hours and orbits in 365 days.A year on Mars is twice as long as on Earth.
Mercury has no atmosphere.Venus has a thick atmosphere that traps heat and is made of carbon dioxide.Earth’s atmosphere reflects and absorbs right amount of heat for life.
Closest planets to the Sun.
Also called terrestrial planets because they are more like Earth.Mars has the largest volcano in the solar system.
Outer Planets: Jupiter, Saturn, Uranus, Neptune,
Pluto
Jupiter is the largest planetSaturn 2nd largest planet, so light it could float on water.Uranus is 3 ½ times the size of Earth , blue, faint ringsNeptune smaller than Uranus – faint ringPluto smallest planet
All outer planets except Pluto are made of gas Pluto is made of rock and ice.
Jupiter rotates in 10 hours and orbits in 12 Earth years.Saturn rotates in 10 hours and orbits in 29 Earth years.Uranus rotates in 10 hours and 45 minutes and orbits in 84 Earth years.Pluto rotates in 7 Earth days and orbits in 249 Earth years.
Jupiter has an active atmosphere --- huge storm called Red Spot, which has lasted 300 years.Neptune also has circular storms.
Furthest from the Sun
Also called gas giants because they are composed entirely of gases.
Moons and Rings
Moons are many different shapes and sizes. Small moons of Mars are only 14 miles across. Our moon, Luna, is 2400 miles across.Saturn’s rings are 270,000 kilometers across and 6 miles thick.
Moons are made of rock.Rings are made of dust, ice crystals, and small rocks.
Moons orbit in same direction as their planet, except for Triton (one of Neptune’s moons), which orbits retrograde, and Charon (Pluto’s moon), which does not orbit.Rings orbit around their planet.
Titan, a moon of Saturn, has a dense atmosphere and glows red.
Around every planet but Mercury and Venus.
72 moons in our galaxy
Comets, Asteroids, Meteoroids
Ceres is largest Asteroid – 600 miles across. Most are less than a few miles.Meteoroids are broken up asteroids.Comets’ tails can be millions of miles long.
Asteroids and meteoroids are rock.Comets are dirty, rocky, snowballs.
Some asteroids have small moons!Comets travel with its tail pointing away from the sun
No atmosphere Most asteroids orbit between Mars and Jupiter.
Can be as big as mountains.
