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Our district is currently looking at curriculum option to teach about Space in the 3-5 grade band. We teach Science through inquiry and our teachers use a mix of STC and FOSS modules. Any suggestions of modules or units that would be a good fit?

Hi This is a great site for you to investigate. Ms. Kashiri is a regular NSTA presenter. NES website http://explorerschools.nasa.gov, register Ms. Rudo Kashiri, NBCT NASA Explorer Schools Education Specialist [email protected] http://explorerschools.nasa.gov

Eric,
What topics are you thinking about teaching in the broader topic of space? Making observations seems like a natural for grades 3-5. Are you thinking of Earth-Moon and Earth-Sun relationships? Observing the Moon and lunar changes can be amenable to inquiry as are observations of the Sun and the connection to reasons for the seasons (which you probably recognize as a GEMS module - The Real Reason for the Seasons, although that module is tagged as for grades 6-8). By the 5th grade (but probably not earlier) making a scale model of the solar system and walking the students through it might be interesting (Build Your Own Solar System). Teams could write a travel brochure for each planets and share. Not a lot of inquiry.
But I really would like to hear what topics you would like to explore. That might trigger some responses from this great group.

Eric, Because the scales of size and distance are so vast within the solar system, sometimes it helps to break down the concepts into two activities. These two activities are from NASA. I got them at an astronomy workshop at Comanche Springs Astronomy Camp from Tom Heisen (the last name may be off). The first is called "Solar System in Your Pocket" and only requires cash register tape for each student. It focuses on the distances between and among the planets. I'm attaching a Power point I developed to help guide students through the activity. I find that if you ham it up, this teacher directed activity is very engaging as well as surprising for students who think that the planets are equally spaced. NASA also has an activity about the comparative sizes of the planets (Worlds in Comparison - I think). I also use a power point to guide that activity. When introducing complete scale models of the solar system, I include links to cities that have made such models that cross the entire city, often with walking and bike paths that follow the model. I think it adds a level of importance to the information when such models are found outside of school and education based institutions. As soon as I find the website(s) with the activities. I'll send those through this forum as well. Bambi

Attachments

Solar_System_in_Your_Pocket.ppt (0.05 Mb)

Worlds_in_Comparison.ppt (1.11 Mb)

Eric, I'm attaching the original documents I received for the earlier mentioned activities. Although these documents are from ASP (Astronomical Society of the Pacific), I know Tom uses them as does Lisa Brown down here in Texas. Another program that can be very beneficial in combination with a variety of other activities is a program out of Texas Tech University run by Dr. Walter Smith and called "The MOON Project." It is an internationally interactive program in which students compare their observations of the moon across latitudes and longitudes in order to analyze patterns on an international level. Here's the website http://www.worldmoonproject.org/ or you can e-mail Dr. Smith at [email protected]. Bambi

Attachments

PocketSolSys.pdf (0.14 Mb)

Worlds_in_Comparison.pdf (0.20 Mb)

Eric, Just one more idea for you to check out - this one is more motivational than strictly associated with typical elementary science standards, but children and many adults I know love it. It is called the "City Lights Astronomical Society for Students" This program focuses on providing science experiences, particularly for inner city youth, using the science that is most accessible to them and their teachers, youth group advisors, etc. - the night sky. Although the services are limited to a designated area, they also offer observing programs for naked eye observations, binocular observations, and telescopic observations. John Wagoner is very helpful and has even let my preservice teachers participate. Check it out! Because students tend to stay out and look for enough time for the constellations to "move," it is a wonderful chance to tell them how far you all have travelled in actuality. I've seen too many "ah ha!" moments for children and adults looking at constellations to dismiss this program as not supportive of standards. I'll stop chewing your ear (eyes? - eww that's gross) off now. Bambi

Attachments

www.classusa.org (External Website)

Hi everyone I am enjoying all of the attachments from you. Thanks for sharing, so I guess it is my turn. (smile) Please feel free to view the link on NASA Endeavor Fellows Program You will see my students and yep, you're right me from our successful National Lab Day last May, 2010. http://www.us-satellite.net/nasa/endeavor Please feel free to contact U.S. Satellite, Inc for information on a fantastic opportunity to gain STEM Certification. Enjoy!! netosh

Eric, When I am thinking about what I materials I will use for instruction, I must first determine what I want my students to have learned by the end of my unit or lessons. The next thing I usully do is to go to the standards to see what the expectations are for this age student. So I did just. I went to the Benchmarks for Science literacy (project 2061 current version) and this is what I found for grade 3-5 students: By the end of the 5th grade, students should know that •The patterns of stars in the sky stay the same, although they appear to move across the sky nightly, and different stars can be seen in different seasons. 4A/E1 •Telescopes magnify the appearance of some distant objects in the sky, including the moon and the planets. The number of stars that can be seen through telescopes is dramatically greater than can be seen by the unaided eye. 4A/E2 •Planets change their positions against the background of stars. 4A/E3 •The earth is one of several planets that orbit the sun, and the moon orbits around the earth. 4A/E4 •Stars are like the sun, some being smaller and some larger, but so far away that they look like points of light. 4A/E5 At this point, I might group the standards that seem to go together well. For example,it looks like I could put together two units one about stars and one more focused on the earth and the other planets. Then I would think about how students learn and developmental appropriateness of the topics. By doing this ,I would decide which of these units would fit better in the grade 3-4 range and which might better lend itself to grade 4-5. Next I would create my assessment and then begin to determine my instructional actvities. Now those STC and FOSS kits will come in handy..:-) I hope this response is somewhat helpful Kathy

Having been in the exciting position of developing science curriculum that focused on aerospace themes, I know how you can feel like a "kid in a candy shop" when you are getting ready to plan a new unit of study. I really like the information that Kathy put forth when she said: [i] When I am thinking about what I materials I will use for instruction, I must first determine what I want my students to have learned by the end of my unit or lessons. The next thing I usully do is to go to the standards to see what the expectations are for this age student. So I did just. I went to the Benchmarks for Science literacy (project 2061 current version) and this is what I found for grade 3-5 students: [/i] I know Don also mentioned that it is so important to figure out what you want the students to learn- and making sure that it is developmentally appropriate- and this is where Benchmarks helps out a lot- before picking activities that sound like fun. Once you know what you need them to learn and what they will do to show you they learned it- then comes the challenge of picking fun activities that teach or reinforce what you need to teach and what the students are capable of learning. Have fun and let us know how things are going along the way!

Bambi and all, Thanks for sharing some really good resources. I'm new at using the LC but can already see that it is and will continue to be an interactive resource center. I look forward to sharing resources as well with the community. :) Again, thanks! :)

I have been thinking about this forum since attending the keynote speaker at the NSTA conference in San Francisco. Dr. Jeff Goldstein was the speaker. Attending this session, erased a misconception, I had been carrying for years. I also had my conceptual understanding of a few ideas deepen. This presentation is mentioned in another thread but it definitely belongs here.

Here is the link to Jeff's blog. It also includes the gist of his talk. I hope you enjoy it.

Blog on the Universe

When I tried to teach space science to elementary students in the past I struggled because the concepts are so abstracts. Are there any units or lessons that you might share that might help these concepts become more concrete for young children? Please share.

Choose the Kits which have the best fit to the objectives (standards) in your state. I recommend using the book Writing in Science by Betsy Rupp Fulwiler as part of the program. Betsy does an excellent job describing the use of science notebooks to strengthen the science as well as the English Language Arts skills; a must if one wants to addresses the commonalities in those contents with the ELA Common Core and the upcoming Next Generation of Science Standards.

You do not have to use just one company; choose the kits which have the best fit to the objectives (standards) in your state. I recommend using the book Writing in Science by Betsy Rupp Fulwiler as part of the program, as well. Betsy does an excellent job describing the use of science notebooks to strengthen the science as well as the English Language Arts skills; a must if one wants to addresses the commonalities in those contents with the ELA Common Core and the upcoming Next Generation of Science Standards. Betsy also mentions and supports the kits-programs in her book, and her strategy is great fit with any hands-on science program Ü

Robin, Thank you for your input. I agree that the kits should be chosen to meet your own state science standards at a particular grade level. I decide to do some research and this is what I found out. In Vermont , in [b]Grades 1 and 2[/b], here are the expectations. S1-2:44 (DOK 2) Students demonstrate their understanding of Characteristics of the Solar System by… [list] •?Observing and recording how the sky looks at different times. AND •?Keeping a journal record of the shape of the moon each night for a month. [/list] Science Concepts: a. The moon looks slightly different every day, but looks the same again about every four weeks. b. The moon can be seen sometimes at night and sometimes during the day. S1-2:45 (DOK 1) Students demonstrate their understanding of Processes and Change over Time within Systems of the Universe by… [list] •?Drawing a picture of stars in the night sky. [/list] Science concept: a. There are more stars in the sky than anyone can easily count, but they are not scattered evenly; and they are not all the same in brightness or color. [b]Grades 3-4[/b]S3-4:44 (DOK 2) Students demonstrate their understanding Characteristics of the Solar System by… [list] · Creating a model of the planets and their correct order from the sun. AND · Drawing or building and then explaining a model of the earth rotating on its axis in relation to the sun and moon (i.e., day and night). [/list] Science Concepts: a. The earth is one of several planets that orbit the sun, and the moon orbits the earth. b. Like all planets and stars, the earth is approximately spherical in shape. The rotation of the earth on its axis every 24 hours produces the night and day cycle. S3-4:45 (DOK 2) Students demonstrate their understanding of Processes and Change over Time within Systems of the Universe by… [list] · Identifying similar star patterns or groups from night photographs of the same location at different times of the years. AND · Comparing similarities and differences between the sun and stars. [/list] Science Concepts: a. Stars are like the sun, but so far away that they look like points of light. Some are smaller; some are larger than the sun. b. The patterns of the stars stay the same, although they appear to move across the sky. STC does not have an elementary level kit that addresses the VT standards. FOSS has a kit Sun, Earth & Stars which is a Grade 3-4 Module has the following objectives: [list] • Observe and record how the Sun, Earth’s star, rises in the east and sets in the west in a predictable pattern. • Learn that Earth rotates on its axis, causing day and night. Day happens when a location on Earth is facing toward the Sun, and night happens when a location is facing away from the Sun. • Understand that the exact path the Sun takes in the sky varies by season. • Understand that shadows are the areas of darkness created when an opaque object blocks light and that shadows on Earth depend on the position of the Sun in the sky. • Learn that Earth is one of several planets that orbit the Sun in the solar system. • Learn that the Moon orbits Earth and can appear in the sky during both day and night; observe and record how the Moon changes its appearance or phase in a regular pattern over 4 weeks. • Learn how useful telescopes are in studying the solar system, as they make distant objects look closer and larger. • Learn that stars are suns positioned at great distances from Earth and form groups called constellations that appear to move together across the sky at night. • Use tools to collect and analyze data to develop logical conclusions about the movements of objects in the sky. [/list] It looks like this kit may address the major concepts of the standards. So if I use this kit, is it all inclusive of what I need to do to implement good science instruction? Are there other pieces? Robin mentioned a resource [quote]Writing in Science[/quote]by Betsy Fulwiler. can you go into a bit more detail about how this resource would help me as a classroom teacher provide science instruction that will allow the students to be proficient or above in meeting the afore mentioned standards?

Amazing Space is an excellent resource website created by the Formal Education Group of the Space Telescope Science Institute's Office of Public Outreach.There are many interactive learning modules, teacher's guides, lesson plans,graphic organizers, and science content reading selections. It can be found at: http://amazing-space.stsci.edu/eds/tools/type/explorations.php.p=Teaching+tools%40%2Ceds%2Ctools%2C

hi to all i am new user of this site plz guide me and help me to use this

plz help me i want to discuse with me on science. [email protected] 00923216522453

hi Kathy renfrew how are u? i want to take help about different topics of physics.

hi Kathy renfrew how are u? i want to take help about different topics of physics.

Zahid, I am well. I was wondering what you wanted help with in physics? if it is teaching ohysics to elementary students you are in the correct forum. If you are concerned about another age leveland/or physics content , maayeb the physical science is where you should be. Please let me know what I can do to help? Kathy

Hi Eric,

You've received lots of great resources and teaching ideas from the other posters. One more that I'd like to add is the NASA educational materials search. This search enables you to find all of the NASA products that find your need. You can do a key word search and search for materials for specific grade levels.

Eric asks, 'We teach Science through inquiry and our teachers use a mix of STC and FOSS modules. Any suggestions of modules or units that would be a good fit?'
Hi Eric, Did you see that FOSS has a Sun, Moon and Stars Kit for 3 - 6 grades? I have included the web link for you. I have found the FOSS kits to be an excellent option for providing elementary aged students with inquiry activities.

Hi Eric,
Several of thread posters have recommended the FOSS kits. These kits are fantastic! In addition to the FOSS kits, Delta Education also carries a set of kits called 'Science in a Nutshell'. Here are the
Earth and Space science kits. I have used these kits extensively in elementary and middle school classrooms, and also for informal education.

In addition to the kit modules - what other truly hands on consumables types activities does anyone have to recommend for 3-5 earth & Space science? Here are some ideas to get us started that I love (many have been mentioned by me or others here and in other threads as well)
The Solar System on a roll of toilet paper - I don't actually use the TP anymore -I have bright nylon rope on reels and the kids clip on the planets as they go. We do this outside and I stake the ropes to a central point and have teams radiate out. Its a great day to have a parent in to help out and I readily hand off the digital cameras to catch the kids enthusiasm and shock at how far apart things are getting as they go. depending on 'where' the group is I use a different approach each time - I've let them place the planets on where they think they should be - use as much rope as you need etc.and then we compare and adjust. Sometimes its like a game of red rover with calling out for how many steps they can take to get to the next planet out. Other times I have them use my large measuring tapes - one group might do the whole run, or experts might measure out to their planet specifically. Either way - photos are the key - they allow us to come back inside and remember what we did while continuing the conversation into the final 'E's and print outs along side of their own illustrations go a long way in their journals as well.

The original TP lesson plan
Scalable Solar System Page

Caryn,

Thanks for posting your activities. The Year of the Solar System (YSS) website has lots of hands-on activities relating to Earth and Space Science. Each month has a theme with related activities. The July 2011 activities relate to Asteroids: Leftovers from Planet Building. You can access the activities from other months here. I did this crater impact activity with 4 & 5 graders. It worked great and the kids really enjoyed it!

Hi Eric, ElizaBeth, Robin, and all the other Thread Participants! There are so many great ideas posted here. I am wondering Eric if you could share what you came up with for your district's program. I especially appreciated Robin's mention of the 'Writing and Science' connection and use of science notebooks. We can't forget to incorporate all of the Best Practices we know work when we use a different kit or textbook to teach the concepts.
Many NASA resources have been mentioned throughout this thread. If you aren't a member of NEON (NASA's Educator's Online Network), I would encourage you to check out.

SHAMELESS PLUG FOR NASA RESOURCES

I just wanted to share that I went to a free (your tax dollars at work) NASA training last week on a program called 'Afterschool Universe'. It is geared toward informal educators, so the room was filled with girl scout council level people, but it was wonderful. The activities are incredibly well thought out, paced and appropriate. They also have in school and family involvement versions of most of the activities. Anyone who attends the training is qualified to lead the program and can apply to be a trainer as well, so look for a workshop in your area!

Here is the website: http://universe.nasa.gov/au/