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Outrageous Outer Space Winona State University

Ashley Hagen

November 23, 2010

Education 416 – Dr. Warner

Activities Keyed to Concepts

1. There are eight planets, and one dwarf planet in the solar system.

a. Counting with Planets (Math)

b. Finger play (1) (Language Arts)

c. Dramatic play (Language Arts)

d. Welcome to space! (Intro Activities)

e. Planetarium (Field Trip)

f. Astronomer (Resource Person)

g. Home‐school Connection

2. Planet Earth is the only known planet in the solar system to harbor life.

a. Astronaut, Astronaut, Alien (group game)

3. The sun holds the solar system together providing light, heat and

energy.

a. Solar System Dance (gross motor)

b. Mr. Sun (circle time)

c. Astronomer (Resource Person)

4. The sun is a giant star that is 864,000 miles wide.

a. Coffee Can Galaxy (art)

b. Mr. Sun (circle time)

5. Earths moon is the fifth largest moon in the solar system.

a. Music (1)

b. Moon Craters (fine motor)

6. The moon reflects light from the sun making it seem bright.

a. Music (2)

b. Activity Two: Moon Craters (fine motor)

c. Activity Three: Phases of the Moon (non‐book story)

7. Stars can range in many different colors depending on the surface

temperature.

a. Activity One: Constellations (science)

b. Activity Two: Edible stars (snack)

c. Planetarium (Field Trip)

8. Astronauts operate spacecrafts and space stations, launch and

recapture satellites and conduct experiments.

a. Astronaut, Astronaut, Alien (group game)

b. Finger play (2) (Language Arts)

c. Dramatic play (Language Arts)

d. Attendance/check in

e. Astronaut pudding (snack)

9. Constellations are formed from bright stars that seem close together.

a. Constellations (science)

10. All the planets range in distance from the sun, Mercury being the closest

and Pluto, the dwarf planet, being the farthest.

a. Counting with Planets (Math)

11. A galaxy is a huge structure that contains stars, dust, and gas all held

together by gravity.

a. Coffee Can Galaxy (art)

12. Earth's moon goes through eight different stages.

a. Phases of the moon (non‐book story)

b. Solar System Dance (gross motor)

Outrageous Outer Space Introductory Activities Welcome to Space!

Early Childhood Indicators of Progress: List the Domain, the Domain Component, the Indicator of Progress (number and words describing it), page number where it is found in the MN Early Learning Standards (2005). 1. Approaches to Learning, Imagination and Invention. 1.Approach tasks and experiences with flexibility, imagination, and inventiveness. Page: 24 2. Language and Literacy Development, Listening. 1. Understand non‐verbal and verbal cues. 2. Listen with understanding to stories, directions, and conversations. Page 30 Concepts: Statement of what you want child to take away from the activity…the facts or big ideas.


3. The sun holds the solar system together providing light, heat and energy.

Learning Objectives: Given the (activity ) the (learner) will (accomplishment): 1. Given the imagination activity, the learner will tell a partner about their trip to outer space. 2. Given the solar system activity, the learner will create his or her own piece of the solar system. (Make sure that there is a place in your lesson where this (these) objective(s) are met. Bold & mark it

with an **.) Advanced Preparation: Materials, Set‐up, and Guidance:

• Glow and the dark stars • Styrofoam balls, and stars. (Enough for each child in the class to get one) • Paint • Glitter • Yarn or string

1. Before children arrive in the morning, put glow and the dark stars on the ceiling using

sticky tack. The more stars the better!

1. Introduction/Motivation: How will you get the children’s attention? Turn off the lights in the classroom. I want you all to lie on your backs, and look up at the ceiling at all of the stars. Now, close your eyes. Imagine you are an astronaut today, and you are getting ready to go to outer space. You’re strapped in tight on the rocket ship and the countdown has begun. 1098, you start getting very excited, and nervous, because you have never been to outer space before. 7654321 BLAST OFF!! You’re on your way. Imagine what you see when you arrive in outer space. Allow children to imagine for a minute. I want you each to pair up with someone who is next to you. Tell each other what you saw on your first trip to outer space. **(Objective One).

2. Procedure: Number the steps you will take to conduct this activity/experience. Include the

“words” that you will use to direct them. a. What are some things you saw on your trip to outer space? Allow

students to share some observations. i. Anticipated answers: stars, aliens, planets, the moon, the sun

b. Those are all great observations; today we are going to be starting a new unit. We are going to be learning about outer space. What are some things you already know about outer space?

i. Anticipated answers: there are nine planets, children may name planets, the stars, the moon, constellations, astronauts, rocket ships

c. You all seem to know a lot! There are eight planets, and one dwarf planet in our solar system. The eight planets are, Mercury, Venus, Earth, Mars, Saturn, Uranus, and Neptune. There is one dwarf planet, Pluto. Pluto became a dwarf planet because it was a lot smaller than the other eight planets. Show pictures of each planet as you say the name. Each planet has different characteristics that make them unique. Out of all nine planets, there is only one planet that has life on it. Does anybody know which planet that is?

i. EARTH! d. Exactly planet Earth, where we live, is the only known planet that as life

on it. e. Planets are not the only part of the solar system. There are large

structures called galaxies, which encompasses all the stars, including the sun. The sun is a big part of the solar system and is what all of the planets rotate around. The sun gives planet Earth, light, night and day, and determines our seasons. There are moons, stars, constellations, satellites, and so much more!

f. There is so much to learn about outer space, and there is a special type of worker who studies outer space, does anybody know what this special worker is?

i. Astronaut!! g. Right! An astronaut is a person who studies outer space, and will do

experiments either in space, or at NASA. h. Today during free time, you each will get a chance to create our own

piece of the solar system. I have Styrofoam balls and stars. You can choose to make a planet, the moon, the sun, or a star. If you pick a planet, I would like you to choose a specific planet. The table will have different colors of paint and multiple paintbrushes for each color. Try to keep the paintbrushes in the color they started in, we do not want to mix colors. You can paint your planet, moon, sun or star however you would like. I also have glitter, when you are all done painting you can let me know if you would like glitter and I will help you put it on! Once they are done, and have dried, we will be hanging them around the room as our class solar system!

i. Only three children can be at this table at a time, so while you are playing, make sure you are paying attention when people leave so you can come take your turn!

j. Let’s go go go!

3. Closure & Transition:

Well my little Astronauts, we have all worked very hard on creating our class solar system! Let’s blast over to snack!

4. Sources: (n.d.). Retrieved November 15, 2010, from Perfectly Preschool:

http://www.perfectlypreschool.com/Preschool‐Lesson‐Plans/Outer‐Space/index.php

Outrageous Outer Space Math

Counting with Planets

Early Childhood Indicators of Progress: List the Domain, the Domain Component, the Indicator of Progress (number and words describing it), page number where it is found in the MN Early Learning Standards (2005). 1. Cognitive Development, mathematical and logical thinking. 1. Demonstrate increasing interest in and awareness of numbers and counting. 2. Demonstrate ability to count in sequence. Page 44 2. Physical and Motor Development, Fine Motor Development. 1. Develop small muscle control and coordination, 2. Use eye‐hand coordination to perform a variety of tasks. Page 52 Concepts: Statement of what you want child to take away from the activity…the facts or big ideas. 1. There are eight planets, and one dwarf planet in the solar system. 11.All the planets range in distance from the sun, Mercury being the closest and Pluto, the dwarf planet, being the farthest. Learning Objectives: Given the (activity ) the (learner) will (accomplishment): 1. Given the counting with planets activity the learner will order the planets from closest to furthest from the sun. 2. Given the counting with planets activity the student will match the number of dots on one planet to the correct numeral planet and place on a magnetic surface. (Make sure that there is a place in your lesson where this (these) objective(s) are met. Bold & mark it

with an **.)

Advanced Preparation: Materials, Set‐up, and Guidance: • 10 planet circles with dots from 0‐9 • 10 planet circles with the numerals from 0‐9 • Magnet pieces • Magnetic surface, cookie sheet • Picture showing each planets distance from the sun (attached)

1. Each card should have the name of the planet written on it. The numeral, or dots on

each circle will correspond with its distance from the sun. For example, Mercury will have one dot and the numeral one.

2. The pieces should be laminated, after lamination a small piece of magnet should be

placed on the back of each circle.

1. Introduction/Motivation: How will you get the children’s attention? Good morning, boys and girls! I am going to sing a song, you can listen to it the first time and then we will sing it again and we will all sing it together. This is how the song goes:

Planet Song Sung to Ants Go Marching

The Planets revolve around the sun...hurrah, hurrah The Planets revolve around the sun...hurrah, hurrah

The Planets revolve around the sun, they spin on their axis everyone And they all go spinning...around and around they go Mercury, Venus, Earth and Mars...hurrah, hurrah Mercury, Venus, Earth and Mars...hurrah, hurrah

Mercury, Venus, Earth and Mars all whirling and twirling among the stars And they all go spinning, around, and around they go Jupiter and Saturn are next in line...hurrah, hurrah Jupiter and Saturn are next in line...hurrah, hurrah

Uranus, Neptune and Pluto makes nine And they all go spinning around, and around they go

Boom, boom, BOOM!

2. Procedure: Number the steps you will take to conduct this activity/experience. Include the “words” that you will use to direct them.

a. In the song we just sung, it told us the location of each planet from the sun. Today we are going to be practicing our counting as well as learning where each planet is located from the sun.

b. You will be matching two planet cards: one set of cards will have dots, the other set of cards will have numerals, and both cards will be illustrating the distance from the sun.

c. We are going to count the dots on the card, and match it with the correct numeral**(Objective One). For example, (show the card with three dots on it) how many dots are on this card? Yes! There are three dots on this card, which means it is the third planet from the sun. Can someone come show me which card has the numeral three on it? Great job!

d. We are going to be sticking our matched pairs onto a cookie sheet in order from closest to furthest. **(Objective Two).

e. Once you have finished the first time, you can play this game again with a friend. You and your partner will work together to count and order the planets

3. Closure and transition: How will you end the activity/experience?

Who can tell me what planet is the first planet from the sun (Mercury)?

Who can tell me what is the second planet from the sun (Venus)? Who can tell me what the third planet is from the sun (Earth)? What about the fourth planet from the sun (Mars)? Who thinks they know what the fifth planet from the sun is (Jupiter)? What is the sixth planet from the sun (Saturn)? Who knows what the seventh planet from the sun is (Uranus)? How about the eighth planet from the sun (Neptune)? Finally, what is the ninth planet from the sun (Pluto)? Great job! You all do so well counting and ordering the planets! Let’s sing our song again that we sang at the beginning (sing the song with the students). By the time the song is over, let’s all be sitting on the circle rug for our next activity!

5. Source: Sun, Moon, Stars & Planets Theme. (2003). Retrieved October 2010, from

Child's Play Family Daycare: http://www.angelfire.com/dc/childsplay/sun_moon_stars_planets_theme.htm#songs

Warner, Penny. (2010). Marvelous Mathematics. Winona, MN: Winona State University. Google Images: Location of planets from sun, each planet

Mercury Venus

Earth

Saturn

Jupiter

Mars

Uranus

Neptune

Pluto

Outrageous Outer Space Science

Constellations

Early Childhood Indicators of Progress: List the Domain, the Domain Component, the Indicator of Progress (number and words describing it), page number where it is found in the MN Early Learning Standards (2005). 1. Physical and Motor Development, Fine Motor Development. 1. Develop small muscle control and coordination. 2. Use eye‐hand coordination to perform a variety of tasks. Page 52 2. Approaches to Learning, Imagination and Invention. 1. Approach tasks and experiences with flexibility, imagination and inventiveness. Page 24. Concepts: Statement of what you want child to take away from the activity…the facts or big ideas. 8. Stars can range in many different colors depending on the surface temperature. 10. Constellations are formed from bright stars that seem close together.

Learning Objectives: Given the (activity ) the (learner) will (accomplishment): 1. Given the constellation activity, the student will compare pictures of common constellations. 2. Given the constellation activity, the learner will create a constellation with given art materials. (Make sure that there is a place in your lesson where this (these) objective(s) are met. Bold & mark it


• Black Cardstock • Star Stickers • White, yellow, silver, metallic crayons, markers or colored pencils • Constellation pictures • Little Bear, You’re a Star! A Greek Myth About the Constellations by: Jean

Marzollo

1. Find pictures of common constellations, laminate before using 2. Cut card stock paper in fourths, there should be enough for each student to do

ATLEAST one. 3. Create a teacher sample constellation to use as an example

1. Introduction/Motivation: How will you get the children’s attention?

Boys and girls, please join me on the circle rug for a story! The title of the book is called, Little Bear, You’re a Star! Read the story to the students, putting out the constellations.


a. In the story I just read, we learned about constellations. Constellations are made up of groups of stars. Some of the stars are brighter and closer to us so we see them better, and some stars are further away which means we don’t see them as well.

b. How many of you have looked for constellations at night in the sky? Sometimes you have to look very hard, and it usually has to be dark out for you to actually see the stars and constellations. How many constellations do you think there are in the sky? Allow students to guess. Those are all great answers; there are around 88 constellations in the night’s sky.

c. Some constellations are more common than others, and some constellations have stories behind them, like in the story we just read! Today we are going to look and compare some common constellations and then we are going to be able to create our own!

d. Show and pass around the pictures as you discuss the constellations. The first constellation we are going to be talking about is Ursa Major, which is also known as the great bear. The next constellation is called Ursa Minor, or the little bear. Both of these constellations were talked about in the story I read. Do you recognize the pictures from the pictures in the story?

e. There is also Orion, this constellation is known as the hunter. Cassiopeia who is a wife. What letter does this constellation look like? Yes, it looks like a sideways “W”. That is also how it looks in the sky! There is also the big dipper and little dipper. These two constellations are two of the easiest to spot in the night sky sometimes. The big dipper is part of the Big Bear constellation, and the Little Dipper is the little bear constellation!

f. After looking at these constellations, what are some differences you notice? (Objective One)

i. Anticipated answers: some have more stars than others, some are small while some are big, some have bigger groups of stars, some are animals, some are shapes, or letters.

g. Those are all great answers! What are some things that are the same in all the constellations? (Objective One)

i. Anticipated Answers: all of them have stars in them, they all have more than one star, they all show a picture of something

h. Great! We are now going to create our own constellations! We will be doing this during free time. You are able to play with whatever you choose to, but during free time make sure to take time and come create your constellation. We will be at the yellow table! You may all go play!

i. Allow students to play. When students come to the table explain to them what to do. Remember, these are the pictures of the constellations we looked at as a group. We noticed that there are things that make them the same, and some things that make them different. You can create your own constellation now. Here is a piece of black paper. You can use stickers, or writing utensils, or both. (Objective two). When you are done we will write the name of your constellation! Once you have finished your first one, you can make another one if you would like to!

3. Closure and Transition: How will you end the activity/experience?

We all made very creative constellations today, let’s share them with the

class and them hang them on the wall for everybody to see. One by one let the students share their constellation, describing what they created. Hang them on the wall within the room. If you created a constellation with four stars, you may go line up for a bathroom break. If you created a constellation with eight stars you may go line up. Continue to count until all children are lined up.

6. Source: Adapted from:

Warner, Penny. (2010). Sensational Science. Winona, MN: Winona State University.

Google Images: Ursa Major, Ursa Minor, Orion, Cassiopia

Outrageous Outer Space Group Game

Astronaut, Astronaut, Alien

Early Childhood Indicators of Progress: List the Domain, the Domain Component, the Indicator of Progress (number and words describing it), page number where it is found in the MN Early Learning Standards (2005). 1. Physical and Motor Development, Gross Motor Development. 1.Develop large muscle control and coordination. 2. Develop body strength, balance, flexibility, and stamina. 4. Develop ability to move their body in space with coordination. Page 50 2. Social and Emotional Development, Social Competence and Relationships. 1.Interact easily with one or more children. 4. Begin to participate successfully as a member of a group. Page 18 Concepts: Statement of what you want child to take away from the activity…the facts or big ideas. 9. Astronauts operate spacecrafts and space stations, launch and recapture satellites and

conduct experiments.

2. Planet Earth is the only known planet in the solar system to harbor life.

Learning Objectives: Given the (activity) the (learner) will (accomplishment): 1.Given the astronaut lesson, the students will discuss astronaut’s duties, as well as, the importance of an astronaut. 2. Given the Astronaut Astronaut Alien game, the student will actively participate in the game. (Make sure that there is a place in your lesson where this (these) objective(s) are met. Bold & mark it


• Curious George and the Rocket by H. A. Rey


Today we are going to read about Astronauts. Before we start, who knows what an astronaut is? Allow students to answer. Great answers. Today we are going to read Curious George and the Rocket, Read the story.


a. In the story, Curious George was pretending to be an astronaut. An astronaut can have many different jobs. An astronaut can operate spacecrafts and space stations, launch and recapture satellites and conduct experiments. An astronaut can be a pilot of a spacecraft, and work in space.

b. Does anybody know where majority of astronauts in the United States work? Allow students to answer. Awesome, that is correct; most astronauts work at NASA, which stands for National Aeronautics and Space Administration. Those are all very big words; let’s say them together. National Aeronautics and Space Administration.

c. Being an astronaut is not an easy job; astronauts have made many accomplishments. Does anybody know of any of these accomplishments? Great answers, after discovering all of the planets, astronauts have came to the conclusion that planet Earth is the only known planet in the solar system that has life form on it. Another big accomplishment is when Buss Aldrin and Neil Armstrong set foot on the moon for the first time.

d. To this day, Astronauts are continuing to work very hard with their research and work with outer space. Astronauts have to work with their team members with a lot of things that they do. It is very important that they work together so their jobs can be done correctly. We are now going to break up in mini groups and have a discussion. I will split you up, once I tell you where to go you can go sit with your group members and discuss with one another the importance of astronauts, what their duties are, and what you think it would be like to be an astronaut. ***(Objective One)

e. Split students up into groups of two or three. Allow them to talk for 3‐5 minutes. Walk around and listen and ask questions.

f. You all did such a great job with your discussion. Sometimes astronauts have to discuss with their team members important information they find. We are now going to play game called Astronauts, Astronauts, Aliens. I want you all to sit in a circle. This game is like duck, duck, grey duck.

g. For those of you who may not no how to play there will be one person who is outside of the circle. They will walk around the circle GENTLY tapping the person on the headsaying astronaut, they will then

randomly tap a head and say alien. When they do that the alien needs to get up and chase that person before they make it back to the opening and sit down. When we are playing we need to make sure we are gently tapping heads, and when we are running we need to be in control of our bodies! We only run around the circle one time, if the person is caught before they get to the opening, they are the still the person it. If the person ends up sitting down before they get caught, the other person it is. It is important to sit patiently, and quietly waiting for our turn. We also need to make sure everybody gets a turn, so if you know somebody already got picked, you should pick somebody else, to make sure we are fair. We will all get a turn! All right! Let’s play! ***(Objective two).

3. Closure and transition: How will you end the activity/experience?

Boys and girls, before we go onto our next activity, take a second and quietly think about what it would be like if you were an astronaut. I want you to think about one thing that you would do if you were an astronaut, when you have an idea raise your hand! When I call on you and you answer, you may go choose something to do for free time. Call on students.

7. Source: Traditional

Outrageous Outer Space Art

Coffee Can Galaxy

Early Childhood Indicators of Progress: List the Domain, the Domain Component, the Indicator of Progress (number and words describing it), page number where it is found in the MN Early Learning Standards (2005). 1. Creativity and the Arts, Creating. 1. Use a variety of media and materials for exploration and creative expression. Page 38 2. Approaches to Learning, Imagination and Invention. 1. Approach tasks and experiences with flexibility, imagination, and inventiveness. Page 24 Concepts: Statement of what you want child to take away from the activity…the facts or big ideas.

12. A galaxy is a huge structure that contains stars, dust, and gas all held together by gravity.


Learning Objectives: Given the (activity ) the (learner) will (accomplishment): 1. Given the coffee can galaxy activity; the student will compare different galaxies in the solar system. 2. Given the coffee can galaxy activity; the student will create his or her own galaxy. (Make sure that there is a place in your lesson where this (these) objective(s) are met. Bold & mark it


• 2‐3 coffee cans depending on class size. • Black construction paper, one for each student • 2 marbles • White, grey, metallic paint • Star stickers • White crayons • Pictures of galaxies, see attached

1. This activity will be done in small groups; the rest of the students will be having free time.


Sing: twinkle twinkle little star Twinkle, twinkle little star How I wonder what you are Up above the world so high Like a diamond in the sky Twinkle twinkle little star How I wonder what you are


“words” that you will use to direct them. a. Today we are going to create our own galaxy! Does anybody know what

a galaxy is? Allow students to answer. Those are all great guesses. A galaxy is a large structure that holds many different sized stars. Stars can range in sizes from very tiny, to very large like the sun.

b. There are about 100 billion stars in each galaxy! Can you imagine how big the galaxies are if it can fit over 100 billion stars? There are many different galaxies in the universe, so none of them look the same. Here are some pictures of different galaxies. I am going to pass them around, I want you to look closely and compare each picture. ***(Objective one). You may talk with someone around you and compare the picture you are holding with the picture they have. Talk about things that look the same, and things that look different. Allow the students time to observe the pictures, and compare the pictures with one another.

c. All right, if everybody could bring me up their pictures. Today we are going be creating our own galaxies. As you seen in the pictures, all the galaxies looked different, so none of our galaxies should look the same.

d. I am only going to have three students doing the galaxy painting at a time. Everybody else can have free time. When I call your name I want you to come over right away!

e. When you are doing your galaxy painting, we are going to put a piece of black construction paper into a coffee can. You then have cups of paint, you need to use the spoon to get the marble out of the paint cup and put it into the coffee can. Once you have the marbles in there, put the lid on tightly and shake and roll the can around. When you decide you are done, I will take your picture out of the can and we will set it aside to dry. After it has dried, we can go back and add stars!

f. Lets go, go go! Call first three students over to the table.

3. Closure & Transition: Today we created our own star galaxies, we learned that galaxies are very large and are homes to many stars. What else in our universe do you think

might be large like a galaxy? Raise your hand when you have an idea, when you give me your answer, you may line up for recess! Call on students to answer.

8. Sources:

Preschool Space Science. (n.d.). Retrieved November 2010, from Everything Preschool: http://www.everythingpreschool.com/themes/space/science.htm

Google Images: Galaxies

Outrageous Outer Space Fine Motor Moon Craters

Early Childhood Indicators of Progress: List the Domain, the Domain Component, the Indicator of Progress (number and words describing it), page number where it is found in the MN Early Learning Standards (2005). 1. Physical and Motor Development, fine motor development. 1. Develop small muscle control and coordination. 2. Use eye‐hand coordination to perform a variety of tasks. 3. Explore and experiment with a variety of tools. Page 52 2. Approaches to Learning, imagination and invention. 1. Approach tasks and experiences with flexibility, imagination, and inventiveness. Page 24 Concepts: Statement of what you want child to take away from the activity…the facts or big ideas.



Learning Objectives: Given the (activity ) the (learner) will (accomplishment): 1. Given the moon crater activity, the students will form Model Magic dough into some sort of circle or ball to create a moon. 2. Given the moon crater activity, the students will place various items into Model Magic Dough to produce craters. (Make sure that there is a place in your lesson where this (these) objective(s) are met. Bold & mark it


• Model Magic dough‐ enough for each student • Various small objects – marker caps, marbles, pennies, etc. to create craters • Pictures of moon craters‐ see attached • Happy Birthday Moon By: Frank Asch


Today we are going to learn about the moon! Like everything else, the moon has its very own name, Luna! First, we are going to read a story! The title of the story is called, Happy Birthday Moon. Read story to children, pointing out pictures of the moon.


“words” that you will use to direct them.

a. Some planets have more than one moon, but earth only has one moon, and it is the one you see each night! The moon is very bright, and lights up the whole sky. It is the second brightest thing in the sky, the first brightest is the sun. This helps us see around at night when it is very dark. If you were to ever land on the moon, you would notice that there is no wind, and there are no seasons. This means that the moon does not have winter, summer, spring, or fall like we do on Earth.

b. How many of you have looked at the moon at night either through a telescope or just with your bare eyes? Have you noticed that some parts of the moon are dark while other parts of the moon are light? Why do you think the moon has dark parts and light parts? Allow students to answer.

c. In space there is a lot of stuff floating around called debris, some part of the debris are large rocks. When debris hits the moon is causes craters. Who thinks they know what a crater is? Allow students to answer

i. Suspected answers: Food, hole, rock, planet, part of outer space d. A crater is a large depression, or hole, on the surface of the moon that is

formed when something hard, like debris, runs into it. The moons surface has many craters. Some of them are small, and some of them are very large.

e. Today we are going to create our own moons. Let’s all go sit at a table and I will pass out dough for you to use for your moon. When you get to your table let’s sit quietly.

f. Lead students to the tables. g. I am going to give each of you dough, this type of dough is like Play Doh,

except when we leave it out it is going to harden so you can keep the moon you make. What shape is the moon?

i. Anticipated answers: circle, round, ball h. Right, the moon is a round, so when I give you your dough, you should

form it into a ball, or circle of some sort so it resembles the moon. **(Objective One)

i. Allow students to work with their dough for a while. j. Once all students have their dough in the shape they want it for their

moon, pass out items for craters.

k. 123 eyes on me! I am going to pass out small tools to your tables. You can use these tools, as well as your fingers, to push into your dough; this will create the craters of your moon. **(Objective Two)

l. Allow students to continue to work until they are happy with their moon.

m. When you are all done with your moon you can set your moon on the table to dry.


We are going to go to free time, when I call your name you may go find an activity to do.

Hey Diddle Diddle

The cat and the fiddle (Child’s name) jumped over the moon The little dog laughed to see such a sport And the dish ran away with the spoon!

9. Sources: Traditional, Google images: moon craters

Outrageous Outer Space Gross Motor

Solar System Dance

Early Childhood Indicators of Progress: List the Domain, the Domain Component, the Indicator of Progress (number and words describing it), page number where it is found in the MN Early Learning Standards (2005). 1. Physical and Motor Development, Gross Motor Development. 1. Develop large muscle control and coordination. 2.Develop body strength, balance, flexibility and stamina. 4. Develop ability to move their body in space with coordination. Page 50 2. Creativity and the Arts, Creating. 1. Use a variety of media and materials for exploration and creative expression. 2. Participate in art and music experiences. 3. Participate in creative movement, drama, and dance. Page: 38 Concepts: Statement of what you want child to take away from the activity…the facts or big ideas.


12. Earth's moon goes through eight different stages. Learning Objectives: Given the (activity ) the (learner) will (accomplishment): 1. Given the solar system dance activity, the learner will choose a cardboard cut out. 2. Given the solar system dance activity, the learner will participate in dance, and other movement activities. (Make sure that there is a place in your lesson where this (these) objective(s) are met. Bold & mark it

with an **.)

Advanced Preparation: Materials, Set‐up, and Guidance:

• Large premade cardboard cut outs of planets, moon (in different phases), sun, and stars. (Children can decorate these prior to this activity)

• Music (with and without words) • Papa, Please Get the Moon for Me By: Eric Carle

1. Introduction/Motivation: How will you get the children’s attention? I am going to read you a story called, Papa, Please Get the Moon for Me.

Read the story to the children. Focus on the phases of the moon, and the activity the girl is doing with the moon once she gets it.


“words” that you will use to direct them. a. Do you think this story was real or make believe?

i. Anticipated answers: Make believe b. Exactly, this story was make believe in some ways. Although the moon

does go through various phases and get smaller, you would never be able to take the moon out of the sky. The moon, stars, and planets are all millions of miles away from Earth, only allowing us to reach them in a Rocket ship!

c. Once the girl in the story got the moon, what did she do with it? i. Anticipated answers: Danced with it

d. Awesome, you are all such good listeners. Once she had the moon in her hands, she danced all around with the moon. Today we are all going to dance with something from space.

e. You are able to dance with the sun, a star, one of the phases of the moon, one of the eight planets, or the dwarf planet.

f. If you choose a planet, or moon phase, I would like you to tell me which planet, or moon phase you are choosing.

g. What are some planets or moon phases we could choose? i. Anticipated answers: Pluto, mercury, mars, earth, Neptune, Saturn, Venus, Uranus, Jupiter, new moon, half moon, crescent moon, ¾ moon.

h. Great answers, those are all of the planets or moon phases you can choose from. When you know what you would like, you may come up and get it. **(Objective one)

i. Allow students to come up and grab a cardboard shape. j. First, I want you all to spread out around the carpeted area, make sure

you stay on the carpet, but also make sure you are an arms distance away from the person around you.

k. First we are going to free dance! I will turn on music; I want you to dance around the room with your moon, planet, sun or star, as the girl from the story did. Turn on music and allow students to dance around the room. **(Objective two)

l. All right, now we are going to switch it up and play Simon says. When I tell you something, I want you to put your solar system part on that part of your body. For example, if I say Simon says put your solar system part on your head, you would put it on your head. Play game of Simon says. **(Objective two).

m. The last activity we are going to do is a game called can you move like me. I am going to show you the action, and then I want you to follow me. For example. Can you put your solar system piece up high? You would say I can put my solar system part up high while you are doing it! Do this activity with the children.


All right, let’s all lay down where we are. Put your solar system part on your stomach. I want you to all close your eyes. Lets pretend we are taking a trip. Imagine the solar system part you chose. Is it in your head? Ok now imagine that you are taking a trip to that place. Imagine what it will be like when you get there, what you will see, what the weather will be like, what you might wear, how you will get there. Keep imagining your trip! Allow students to quietly rest, and imagine their trip for a couple minutes. Once you have returned from your trip you may get up and find a book or puzzle for a quiet activity.

10. Sources: Jones, D., & Figiel, C. (2010). Can you Move like Me? Retrieved

November 14, 2010, from Songs for Teaching: http://www.songsforteaching.com/actionparticipation/exercisemovement/canyoumovelikemecarolinedanny.htm

Sonnen, S. (2010, July 13). Preschool Lesson Plan: Outer Space.

Retrieved November 14, 2010, from http://www.associatedcontent.com/article/5563374/preschool_lesson_plan_outer_space.html

Outrageous Outer Space Circle Time Mr. Sun

Early Childhood Indicators of Progress: List the Domain, the Domain Component, the Indicator of Progress (number and words describing it), page number where it is found in the MN Early Learning Standards (2005). 1. Approaches to Learning, Curiosity. 1. Show eagerness and a sense of wonder as a learner. 2. Show interest in discovering and learning new things. Page 20 2. Physical and Motor Development, Fine Motor Development. 1. Develop small muscle control and coordination. 2. Use eye‐hand coordination to perform a variety of tasks. Page 52 Concepts: Statement of what you want child to take away from the activity…the facts or big ideas.



Learning Objectives: Given the (activity ) the (learner) will (accomplishment): 1. Given the sun fading activity, the student will predict what will happen when the objects sit on the paper in the sun all day. 2. Given the sun fading activity, the student will match the objects to the faded print. (Make sure that there is a place in your lesson where this (these) objective(s) are met. Bold & mark it


• Sun fading construction paper • Various small objects can be from inside, or objects from outside in nature.

During morning group:

1. Right away in the morning the students should find 3‐5 small objects of their choice from in the classroom, or outside.

2. Bring the children outside, this should be done in an area that is not very trafficked and has a lot of sun light all day. Have the students put their piece of paper on the ground; they should then arrange the objects on their paper. After all the students have arranged their objects on the paper, go back inside.

3. Collect papers and objects before afternoon group.


Sing Mr. Sun with the children:

Oh Mister Sun, Sun, Mister Golden Sun,

Please shine down on me

Oh Mister Sun, Sun, Mister Golden Sun, Hiding behind a tree...

These little children Are asking you

To please come out So we can play with you

Oh Mister Sun, Sun, Mister Golden Sun,

Please shine down on me!

2. Procedure: Number the steps you will take to conduct this activity/experience. Include the “words” that you will use to direct them

a. The sun is very important. Raise your hand if you can tell me something you know about the sun?

i. Anticipated Answers: its yellow, it provides us with day, it gives heat, it’s really bright, it hurts your eyes if you look at it, it is in the sky.

b. Those are all great answers. The sun is very important not only for us on Earth, but also for the whole solar system. The sun is what holds the solar system together. All of the planets rotate around the sun. The sun provides Earth with light, heat, and energy. The earth slowly moves in a circle around the sun, this is how we get the different seasons. When earth moves in a circle around the sun, the sun is not always shining directly on a certain part of Earth making it not as warm, or giving us winter.

c. Another cool fact about the sun is that it is not a planet, but is actually a giant star that is 864,000 miles wide! That would be bigger then more than ten of our schools put together! The sun is also very hot! The temperature of the sun is 10,000 degrees Fahrenheit! Can you imagine if you were able to live on the sun, and how hot it would be? Actually, it would be impossible to live on the sun, or even get close to the sun because of how hot it is. Everything would just melt.

d. The sun can also be very dangerous. What are some things that we need to be careful of when we are out in the sun?

i. Anticipated answers: Getting sunburned, hurting our eyes

e. Exactly, the sun is very powerful, if we are out in the sun we want to make sure we are protecting our skin and our eyes! We want to make sure we are always wearing sunscreen, and wearing sunglasses! This is very important because we want to make sure we are being healthy at all times.

f. This morning we put our objects and paper outside and let it sit in the sun all day. I went and collected all of your papers and objects. What happened was very interesting!

g. Before I give you your paperback, I want you to predict with your neighbor what you think the sun did to the paper. **(Objective One) Make sure that you are both talking and sharing your ideas.

h. Alright, I am going to give you your paper back, I want you to just hold it in your lap for a second and look at what happened. Who can tell me what is different about their paper?

i. Anticipated answers: the sun faded the color; you can see where the objects were.

i. Exactly, when we left the piece of paper outside all day with the objects on top of it, the sun faded the color of the paper that was showing. The areas where the objects were did not fade because the sun was not able to get to that part. The sun was shining all of its energy onto the paper, and in turn the paper was soaking up all of the suns energy. After a while, all that energy was breaking up the color making it fade and look lighter.

j. I put all of the objects you used for your picture in a bag with your name on it, please come up and get it.

k. When you get your bag you may go sit back down. You can take out your objects and I want you to match your objects to the correct shape on your paper! **(Objective two). If you match all of your objects to your paper, you and a friend can trade and you can try to do each other’s!


With all of this sun talk, I think it is time to go outside! If you like to go swimming in the summer you may go line up, if your favorite color is yellow, you may go line up, if you like to play outside when its sunny, you may go line up. Keep asking students questions that pertain to the sun until all students have lined up.

11. Sources: How to Create an Easy Art Project for Kids. (n.d.). Retrieved November 13,

2010, from EHow: http://www.ehow.com/how_5237534_create‐easy‐art‐project‐kids.html

Outrageous Outer Space Music

Concepts:



Climb Aboard the Spaceship (Sung to “Itsy Bitsy Spider”)

Climb aboard the space ship, we’re going to the moon. Hurray and get ready, we’re going to blast off soon. Put on your helmets and buckle up real tight.

Here comes the countdown, let’s count with all our might 10‐9‐8‐7‐6‐5‐4‐3‐2‐1‐‐‐ BLAST OFF!

Moon Song

(Sung to “Farmer in the Dell”)

We’re going to the Moon, We’re going to the Moon.

Put on your helmet, climb on board; We’re blasting off real soon.

We’re walking on the moon, We’re walking on the moon.

We’ll plant a flag and find some rocks. We’re walking on the moon.

Sources: Challenger Learning Center. (2010). Space: for preschool children. Retrieved November 11, 2010 from Challenger Learning Center: www.clcpaducah.org/forms/songsANDplays.pdf

Outrageous Outer Space Language Arts

Finger Plays Concepts:


9. Astronauts operate spacecrafts and space stations, launch and recapture

satellites and conduct experiments.

Five Brave Astronauts

Five brave astronauts floated into space. The first one disappeared without a trace.

The second one somersaulted past the moon. The third one entered the atmosphere too soon. The fourth one took off counting ten to zero. And the fifth one landed safely like a hero

Nine Planets

One little two little three little planets Four little five little six little planets

Seven little eight little nine little planets Orbiting the sun.

Mercury Venus and the earth Mars Jupiter and Saturn Uranus Neptune and Pluto

orbiting the sun.

Sources: Music & Songs: Space. (n.d.). Retrieved November 2010, from Preschool Education: http://www.preschooleducation.com/sspace.shtml

NonBook Story Phases of the Moon

Concepts:


12. Earth's moon goes through eight different stages.

Summary of Story: There once was a boy named Charlie who loved looking at the

moon. He would look at the moon each night, and watch how it would change. He

realized that it would slowly change shapes, until it was back at the starting shape

and the process would start all over again. One day he asked his dad why the moon

changed shapes, his dad told him that the moon always was the same shape, round,

but because the moon does not have light of its own and uses the light from the sun

we can not always see the whole moon. Sometimes the sun cannot shine its light on

the full moon, which is when we only see part of it. That night when Charlie was

looking at the moon he remembered what his dad told him, that the moon goes

through different phases. Charlie remembered each phase.

• First phase‐ New Moon‐ no moon at all, the moon is lined up with the sun

and the earth

• Second phase‐ waxing crescent moon –

• Third Phase‐ half moon

• Fourth phase‐ waxing gibbous‐ ¾ of the moon

• Fifth phase‐ Whole moon

• Sixth phase‐ Waning gibbous‐ ¾ of moon

• Seventh phase‐ half moon

• Eighth Phase‐ crescent moon, waning crescent

• Starting over again on first phase, new moon

Charlie was so excited that he learned all about the different phases of each moon.

Now when he observed the moon at night, he could tell what phase it was in!

Method of Delivery: This story will be done as a felt board story. The pictures will be

laminated and a piece of Velcro will be stuck to the back so it sticks to the felt. The

teacher will go through the different phases of the moon and put up a picture of

what the moon looks like during that phase. The materials will be left out so the

students are able to use it during free time, or quiet time. The students will be to

hear about the phases of the moon through the teacher, and later practice and order

them on their own.

Materials:

• A picture of each phase of the moon, laminated

• A picture of the sun, laminated

• Velcro pieces

• Felt board

Sources: Traditional. Google images: moon phases, sun

Dramatic Play Concepts:



satellites, and conduct experiments.

Materials:

• Telescopes

• Astronaut space suit (if actual space suit is not accessible, use white

overalls, snow pants, etc,)

• Helmets

• Rocket ships‐ made out of boxes

• Glow in the dark stars

• Walkie Talkies

• Cardboard circles (hung from ceiling as planets)

• Old bed sheet

• Old pillows

• Soft blocks

• Notepads and crayons

• Moon boots‐ use sponges and rubber bands, or newspapers and rubber

bands

• Flashlights

• Air tanks‐ can be made from paper bags or old milk jugs tied together

• Old garden hose, or hose from hardware store

Description: The astronaut dramatic play area will be open everyday during the

space unit. The students will be able to use both imagination and props to be an

astronaut. They will be able to wear an astronaut spacesuit, and fly in their rocket

ship. Students can use their telescopes to look at the stars and planets. The teacher

can create a bumpy moon terrain by laying out pillows and soft blocks in an area

and place an old bed sheet on top of it. Students will be able to walk around and

experience the craters of the moon. Students can move around the room in slow

motion as if they are in space with no gravity.

Language Development This will address language development because the

“Astronauts” will have to work together as a team to fly into outer space. They will

communicate their ideas and findings as they “travel” through space. This set up will

allow for many students, and will ensure that social learning and language

development takes place.

Sources: Traditional

Outrageous Outer Space Attendance

Concepts:



Description: A bulletin board will be created at student’s reach. The bulletin board will be covered in black construction paper. Star stickers can be added to the construction paper. Also, circle cut outs for the planets; the moon and the sun can be added to create an outer space theme. One Velcro piece for each student should be added to the bulletin board. The student will be given a blank astronaut to color (see below). Once the student is done coloring, the teacher can cut out the astronaut, put a piece of Velcro on the back and write the students name in black marker across the front of the astronaut. When the student comes in each morning, the astronauts will be placed on a table below by the bulletin board. They will Velcro their astronaut to the board. The teacher will be able to see which students are missing by the astronauts that are not placed on the board. At the end of the day all astronauts can be taken off and placed on the table for the next day. Source: Google Images: Astronaut Cartoon

Outrageous Outer Space Snack

Concepts: 8. Stars can range in many different colors depending on the surface

temperature. 9. Astronauts operate spacecrafts and space stations, launch and recapture


Astronaut Pudding

Ingredients: • Instant pudding mix • Milk

Materials:

• Ziploc Bags Directions: In a Ziploc bag (one for each student) put an eighth of a cup of instant pudding mix and a 1/4 cup milk. Make sure the bags are securely closed. Have the children gently knead the mixture until the pudding forms. Snip off one of the corners and encourage the children to squeeze the pudding into their mouths from the bag.

Edible Stars

Ingredients: • 2 slices of bread for each child • Different flavored jellies

Materials:

• Star cookie cutters • Plastic knives

Directions: Depending on time and materials the bread can either be toasted or untoasted. Give each child two‐pieces of bread; allow them to use the star cookie cutters and press into their break to make a star shape. The child can then choose a jelly to use and spread it on their stars. Source: Sun, Moon, Stars & Planets Theme. (2002). Retrieved November 11, 2010, from

http://www.angelfire.com/dc/childsplay/sun_moon_stars_planets_theme.htm#songs

Outrageous Outer Space Field Trip Planetarium

Concepts: 14. There are eight planets, and one dwarf planet in the solar system.

7. Stars can range in many different colors depending on the surface

temperature.

**The field trip will touch on all concepts

Description: The students will be taking a class field trip to a planetarium. During this field trip the students will be learning about outer space through hands on experiences. They will get a closer look at outer space through an exploradome, pictures, telescopes, and guided tours. During the field trip, the students will be able to go inside of a dome that uses software to enhance the experience, and teach about outer space as if you were there.

Outrageous Outer Space Resource Person Astronomer

Concepts: 1. There are eight planets, and one dwarf planet in the solar system.


**The Astronomer will touch on all concepts

Description: An astronomer from a local university or organization will come in to speak with the children. The astronomer will educate the children on outer space through questions, hands on learning, pictures, and activities. The astronomer will talk to the children about outer space, such as, planets, stars, constellations, the sun, moon, etc. The astronomer will also discuss different types of jobs children could do when they group up involving the solar system, and outer space. Jobs will be both gender appropriate. A list of questions will be sent to the astronomer before hand, so he or she has an idea of what type of things to say. Questions: 1. What is your job? What types of things do you do? 2. Do you have to wear a special uniform? 3. How many planets are there? What are there differences and similarities?

4. Is there life form on all of the planets? 5. What does a star really look like? 6. Are all the planets round? 7. What is the largest star? 8. Has anybody ever walked on the sun? Is it possible to get near the sun? What would happen if something did?

9. What is the life cycle of a star? 10. What happens when Earth rotates around the sun? 11. What is the moon like? 12. What is a galaxy? What does it look like? 13. What are things that we can do at home to see outer space? 14. Would I ever be able to travel to outer space? 15. What does an astronaut do? 16. Do all of the planets revolve around the Sun?

Monday: Welcome to Space! Tuesday: Moon craters & Astronomer Visit Wednesday: Astronaut, Astronaut, Alien Thursday: Sun and Stars! Friday: Solar system Dance & Planetarium Trip!

About this week: This week we talked about outer space! We learned about all of the planets, including our new dwarf planet Pluto! We also learned about the importance of the sun, and our awesome moon! We created our very own constellations after learning about stars, and pretended to be Astronauts! We had a lot of fun visiting the planetarium, and talking with an astronomer!

Activity! Activity! Activtiy! -Look at the stars and the moon through a telescope with your child! See how many constellations you can find! -Stars in a Jar: Put oil, glitter, blue water, and star confetti in a jar or bottle and glue the top shut. Your very own starry night! -Make your own Telescope: Take a paper towel roll and let child decorate how every they want. Put two pieces of black tissue paper at the end of the paper sowl roll and secure with a rubber band. Pocke holes in tissue paper with a spall point, such as, pencil. Have them hold it up to the light, and they will see the stars!

Sing with your child! Climb Aboard the Spaceship (Sung to “Itsy Bitsy Spider”)

Climb aboard the space ship, we’re goi

ng to the moon. Hurray and get ready, we’re going to

blast off soon. Put on your helmets and buckle up re

al tight. Here comes the countdown, let’s count

with all our might 10-9-8-7-6-5-4-3-2-1‐‐‐ BLAST OFF!

Books: There's No Place Like Space: All About Our Solar System By: Tish Rabe Magic School Bus Lost In The Solar System By: Joanna Cole

This week: Outrageous Outer Space!

Concepts:


Sources: Traditional

Outrageous Outer space! Monday Tuesday Wednesda

y Thursda

y Friday

Group Time (Songs, stories, games, discussion, etc.)

Intro

Activities:

Welcome to

Space!

Group Game:

Astronaut

Astronaut Alien

Circle Time: Mr. Sun

Gross Motor: Solar

System Dance

Stories

Non Book Story: Phases of the Moon

Small Group Activities

Intro

Activities:

Welcome to

Space!

Math:

Counting with

planets!

Fine

Motor: Moon

Craters

Art:

Coffee Can

Galaxy

Science:

Constellations

Special Activities (Field

Astronomer Visits!

Visit a

Planetarium

trips, special events, etc.) Other

Notes

Outrageous Outer Space Children Books

Title: There's No Place Like Space: All About Our Solar System Author: Tish Rabe Publisher: Random House Books for Young Readers Year: 2006 Summary: The Cat and the Hat takes a journey through the solar system. Thing one and Thing two are in a spacecraft, and want you to join. You will join along as you stop at each planet and learn fun facts about each. After each planet, the Cat and the Hat continues to take you on an adventure to see constellations, the sun, and the final stop the moon. The cat and the Hat then present two eager junior astronomers with a telescope. Title: Roaring Rockets (Amazing Machine Series) Author: Tony Mitton and Ant Parker Publisher: Kingfisher Year: 2000 Summary: Learn all about rockets through rhyming and artwork. Three silly animals teach you all about how rockets work in certain ways, travel to far away places, and do very unique things. These silly animals blast off into space and take you for a fun adventure. Title: Here In Space Author: David Milgrim Publisher: Troll Communications L.L.C Year: 2003 Summary: One little boy looks at outer space differently. He realizes that living on earth also means that he is living in space. Follow along with him on his journey as he looks at Earth as an explorer might see it. There are crazy pioneers (humans), a wild frontier, living creatures, a miscellaneous geography, and an astounding amount of archeological remains.

Title: The Magic School Bus Lost in the Solar System Author: Joanna Cole, Bruce Degan Publisher: Scholastic, Inc. Year: 1992 Summary: The field trip to the planetarium is hindered when the museum turns out to be closed, but Ms. Frizzle saves the day. The Magic School Bus turns into a spaceship and takes the class on a trip zooming through the atmosphere, to the Moon, and beyond! Title: A Is for Astronaut: Exploring Space from A to Z Author: Traci N. Todd Publisher: Chronicle Books, LLC Year: 2006 Summary: Learn your ABC’s with outer space. This book is filled with information about outer space, from planets and animals to food that astronauts eat. Each letter has an exciting word, and interesting information to go along with it to allow curiosity and imagination as children read through it. Title: The Planets in Our Solar System Author: Frankly M. Branley Publisher: HarperCollins Publishers Year: 1998 Summary: Many people know a lot about the earth because of living on it. But many people don’t know a lot about the rest of the planets. Learn about the nine planets through fun facts, amazing information and colorful illustrations with a group of children and an astronomer. Did you know that 1,000 Earths would fit inside of Jupiter if it were allow? After reading this story, have fun participating in some of the hands on activities the author provides.

Title: Galaxies, Galaxies! Author: Gail Gibbons Publisher: Holiday House, Inc Year: 2006 Summary: Planet Earth is in the Milky Way Galaxy, the cloudy band of light that stretches across the night sky. For year’s astronomers thought that the Milky Way Galaxy was the whole universe. Now we know that there are billions of galaxies that range in shapes, sizes and what is in them. Title: If I Were an Astronaut Author: Eric Braun Publisher: Coughlan Publishing Year: 2009 Summary: Dream big! Imagine your self as an astronaut heading for outer space in your very own space suit. The spokesperson for the space team imagines herself blasting off, performing fun science experiments and walking outside of the space station. How much fun would it be to sleep up side down like a bat or eating dried food? What do you want to be when you get older?

Title: The Sun: Our Nearest Star Author: Franklyn M. Branley Publisher: HarperCollins Publishers Year: 2002 Summary: The sun brings heat, warmth, and energy to the Earth. Learn about what the sun made of, how big is it and how far away it is? Our sun is a daytime star and is much bigger than Earth and much farther away than the moon. The composition and heat of the sun are described on a bright page of golds, oranges, and reds while the fate of the Earth without the sun is on a dark page of blacks, grays and silvers. Most importantly, the solar energy from the sun keeps us alive. After reading all about the sun, try to do the two projects at the end of the book! Title: Wake Up, Sun Author: David L. Harrison Publisher: Random House Children’s Books Year: 1986 Summary: When the farm animals wake up in the middle of the night, they are distressed ‐ the sun is gone! In vain the animals try to find the sun and wake it with their cries. All their noise wakes not the sun, but the farmer's baby, who starts crying ‐ just as the sun finally rises. Now the animals think only the baby can wake the sun!

Outrageous Outer Space Resources

Arnett, B. (2005, February 2). The Nine Planets. Retrieved September 2010 from The

Nine Planets: http://nineplanets.org/ Challenger Learning Center. (2010). Space: for preschool children. Retrieved

November 11, 2010, from Challenger Learning Center: www.clcpaducah.org/forms/songsANDplays.pdf

Constellations . (2010). Retrieved September 2010 from Windows to the Universe:

http://www.windows2universe.org/the_universe/Constellations/constnavi.html

Dunbar, B. (2007, November 29). Star. Retrieved September 2010 from NASA:

http://www.nasa.gov/worldbook/star_worldbook.html How to Create an Easy Art Project for Kids. (n.d.). Retrieved November 13, 2010,

from EHow: http://www.ehow.com/how_5237534_create‐easy‐art‐project‐kids.html

Jones, D., & Figiel, C. (2010). Can you Move like Me? Retrieved November 14, 2010,

from Songs for Teaching: http://www.songsforteaching.com/actionparticipation/exercisemovement/canyoumovelikemecarolinedanny.htm

Martin, D. (2010, September 15). Solar System Exploration. Retrieved September

2010 from National Aeronautics and Space Administration: http://solarsystem.nasa.gov/planets/profile.cfm

Music & Songs: Space. (n.d.). Retrieved November 2010, from Preschool Education:

http://www.preschooleducation.com/sspace.shtml (n.d.). Retrieved November 15, 2010, from Perfectly Preschool:

http://www.perfectlypreschool.com/Preschool‐Lesson‐Plans/Outer‐Space/index.php

Preschool Space Science. (n.d.). Retrieved November 2010, from Everything

Preschool: http://www.everythingpreschool.com/themes/space/science.htm

Schneider, H. (2009). Backyard Guide to the Night Sky. Washington, D.C.: National

Geographic Society. Solar System. (2009). Retrieved September 2010 from Kids Astronomy:

http://www.kidsastronomy.com/neptune.htm

Solar System. (2010). Retrieved September 2010 from National Geographic:

http://science.nationalgeographic.com/science/space/solar‐system Sonnen, S. (2010, July 13). Preschool Lesson Plan: Outer Space. Retrieved November

14, 2010, from http://www.associatedcontent.com/article/5563374/preschool_lesson_plan_outer_space.html

Sun, Moon, Stars & Planets Theme. (2002). Retrieved November 11, 2010, from

http://www.angelfire.com/dc/childsplay/sun_moon_stars_planets_theme.htm#songs

Sun, Moon, Stars & Planets Theme. (2003). Retrieved October 2010, from Child's Play

Family Daycare: http://www.angelfire.com/dc/childsplay/sun_moon_stars_planets_theme.htm#songs

The Earth's Moon. (2010). Retrieved September 2010 from Windows to the

Universe: http://www.windows2universe.org/earth/moons_and_rings.html Understanding the Moon Phases. (2010). Retrieved September 2010 from Moon

Connection: http://www.moonconnection.com/moon_phases.phtml Warner, Penny. (2010). Marvelous Mathematics. Winona, MN: Winona State

University. Warner, Penny. (2010). Sensational Science. Winona, MN: Winona State University.

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