Project GLAD



Project GLAD

San Bernardino City Unified School District

OUR SOLAR SYSTEM

Third Grade

IDEA PAGES

I. UNIT THEME

• Our solar system is comprised of the Sun, inner planets, outer planets, dwarf planets, moons, asteroids and comets.

• The Sun is a star at the center of the solar system and gives us energy in the form of heat and light.

• The inner planets, outer planets, and dwarf planets revolve around the Sun in an orbit.

• Our Moon revolves around the Earth in an orbit.

• Different cultures have various myths and legends about the bodies in the solar system.

II. FOCUS/MOTIVATION

• Cognitive content dictionary (CCD)

• Observation charts

• Big Books: The Important Book About the Solar System; Did You Know About the Sun?

• Inquiry chart: What do you know about the solar system? What do you want to know?

• Picture file cards

• Super-scientist astronaut awards

III. CLOSURE

• Process all charts

• Single expository paragraph with topic sentence and supporting details

• Student-made big book with descriptions of bodies in the Solar System

• Personal letter: postcard about a planet

• Student-made test

IV. CALIFORNIA SCIENCE CONTENT STANDARDS

Physical Sciences

1.a Students know energy comes from the Sun to Earth in the form of light.

2.a Students know sunlight can be blocked to create shadows.

2.b Students know light is reflected from mirrors and other surfaces.

Earth Sciences

4.a Students know the patterns of stars stay the same, although they appear to move across the sky nightly, and that different stars can be seen in different seasons.

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4.b. Students know the way in which the Moon’s appearance changes during the four-week lunar cycle.

4.c Students know 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 the number that can be seen by the unaided eye.

4.d Students know that Earth is one of several planets that orbit the Sun and that the Moon orbits Earth.

4.e Students know the position of the Sun in the sky changes during the course of the day and from season to season.

V. CALIFORNIA ENGLISH LANGUAGE ARTS (ELA) CONTENT STANDARDS

READING

0 Word Analysis, Fluency and Systematic Vocabulary Development

Students understand the basic features of reading. They select letter patterns and know how to translate them into spoken language by using phonics, syllabication, and work parts. They apply this knowledge to achieve fluent oral and silent reading.

Word Recognition

1 Read narrative and expository text aloud with grade appropriate fluency and accuracy and with appropriate pacing, intonation, and expression.

Vocabulary and Concept Development

2 Apply knowledge of word origins derivations, synonyms, antonyms, and idioms to determine the meaning of words and phrases.

2 Use knowledge of root words to determine the meaning of unknown words with in a passage.

3 Know common roots and affixes derived from Greek and Latin and use this knowledge to analyze the meaning of complex words (e.g. international).

4 Use a thesaurus to determine related words and concepts.

5 Distinguish and interpret words with multiple meanings.

0 Reading Comprehension

Students read and understand grade-level-appropriate material. They draw upon a variety of comprehension strategies as needed (e.g. generating and responding to essential questions, making predictions, comparing information from several sources). The selections in recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students. In addition to their regular school reading

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Students read one half million words annually, including a good representation of grade-level-appropriate narrative and expository test (e.g. classic and contemporary literature, magazines, newspapers, online information).

Structural Features of Informational Materials

2.1 Identify structural patterns found in informational text (e.g., compare and contrast, cause and effect, sequential or chronological order, proposition and support) to strengthen comprehension.

Comprehension and Analysis of Grade-Level-Appropriate Text

2 Use appropriate strategies when reading for different purposes (e.g. full comprehension, location of information, personal enjoyment).

2 Make and confirm predictions about text by using prior knowledge and ideas presented in the text itself, including illustrations titles, topic sentences, important words, and foreshadowing clues.

3 Evaluate new information and hypotheses by testing them against known information and ideas.

4 Compare and contrast information on the same topic after reading several passages or articles.

5 Distinguish between cause and effect and between fact and opinion in expository text.

6 Follow multiple-step instructions in a basic technical manual (e.g. how to use a computer commands or video games).

0 Literary Response and Analysis

Students read and respond to a wide variety of significant works of children’s literature. They distinguish between the structural features of the text and literary terms or elements (e.g. theme, plot, setting, characters). The selection is

Recommended Readings in Literature, Kindergarten Through Grade Eight illustrate the quality and complexity of the materials to be read by students.

Structural Features of Literature

1 Describe the structural differences of various imaginative forms of literature, including fantasies, fables, myths, legends and fairy tales.

Narrative Analysis of Grade-Level-Appropriate Text

2 Identify the main events of the plot, their causes and the influence of each event on future actions.

2 Use knowledge of the situation and setting and of a character’s traits and motivations to determine the causes for that character’s actions.

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3 Compare and contrast tales from different cultures by tracing the exploits of one character type and develop theories to account for similar tales in diverse cultures (e.g., trickster tales).

4 Define figurative language (e.g., simile, metaphor, hyperbole, personification) and identify its use in literary works.

WRITING

0 Writing Strategies

Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g. prewriting, drafting, revising, editing successive versions).

Organization and Focus

1 Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements.

2 Create multiple-paragraph compositions:

a. Provide an introductory paragraph.

b. Establish and support a central idea wit a topic sentence at or near the beginning of the first paragraph.

c. Include supporting paragraphs with simple facts, details, and explanations.

d. Conclude with a paragraph that summarizes the points.

e. Use correct indention.

3 Use traditional structures for conveying information (e.g. chronological order, cause and effect, similarity and difference, and posing and answering a question).

Evaluation and Revision

10 Edit and revise selected drafts to improve coherence and progression by adding, deleting, consolidating, and rearranging text.

0 Writing Applications (Genres and Their Characteristics)

Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research and organizational strategies outlined in Writing Standard 1.0. Using the writing strategies of grade four outlined in Writing Standard 1.0, students:

1 Write narratives:

a. Relate ideas observations, or recollections of an event or experience.

b. Provide a context to enable the reader to imagine the world of the event or experience.

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c. Use concrete sensory details

d. Provide insight into why the selected event or experience is memorable.

3 Write information reports:

a. Frame a central question about an issue or situation.

b. Include facts and details for focus.

c. Draw from more than one source of information (e.g. speakers, books, newspapers, other media sources).

4 Write summaries that contain the main ideas of the reading selection and the most significant details.

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS

The standard for written and oral English language conventions have been placed between those for writing and for listening and speaking because these conventions are essential to both sets of skill.

0 Written and Oral English Language Conventions

Students write and speak with a command of Standard English conventions appropriate to this grade level.

Sentence Structure

1 Use simple and compound sentences in writing and speaking.

2 Combine short, related sentences with appositives, participial phrases, adjectives, adverbs, and prepositional phrases.

Grammar

3 Identify and use regular and irregular verbs, adverbs, prepositions, and coordinating conjunctions in writing and speaking.

Punctuation

4 Use parentheses, commas in direct quotations and apostrophes in possessive case of nouns and in contractions.

4 Use underlining, quotation marks, or italics to identify titles of documents.

Capitalization

6 Capitalize names of magazines, newspapers, works of art, musical compositions, organizations, and the first word in quotations when appropriate.

Spelling

7 Spell correctly roots, inflections, suffixes and prefixes, and syllable constructions.

LISTENING AND SPEAKING

0 Listening and Speaking Strategies

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Students listen critically and respond appropriately to oral communication. They speak in a manner that guides the listener to understand important ideas by using proper phrasing, pitch, and modulation.

Comprehension

1 Ask thoughtful questions and respond to relevant questions with appropriate elaboration in oral settings.

2 Summarize major ideas and supporting evidence presented in spoken messages and formal presentations.

0 Speaking Applications (Genres and Their Characteristics)

Students deliver brief recitations and oral presentations about familiar experiences of interests that are organized about familiar experiences or interests that are organized around a coherent thesis statement. Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0. Using the speaking strategies of grade three outlined in Listening and Speaking Standard 1.0, students:

1 Make brief narrative presentations:

a. Provide a context for an incident that is the subject of the presentation.

b. Provide insight into why the selected incident is memorable.

c. Include well-chosen details to develop character, setting, and plot.

2 Plan and present dramatic interpretations of experiences, stories, poems, or plays with clear diction, pitch, tempo, and tone.

3 Deliver oral summaries of articles and books that contain the main ideas of the event or article and the most significant details.

4 Recite brief poems (i.e., two or three stanzas), soliloquies, or dramatic dialogues, using clear diction, tempo, volume, and phrasing.

VI. CALIFORNIA ENGLISH LANGUAGE DEVELOPMENT (ELD) STANDARDS

LISTENING AND SPEAKING

Comprehension

Beginning Begin to speak with a few words or sentences, using some English phonemes and rudimentary English grammatical forms (e.g., single words or phrases).

Answer simple questions with one- to two-word responses.

Retell familiar stories and participate in short conversations by using appropriate gestures, expressions, and illustrative objects.

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Early Intermediate Begin to be understood when speaking, but may have some inconsistent use of Standard English grammatical form and sounds (e.g. plurals, simple past tense, pronouns [he/she]).

Ask and answer questions using phrases or simple sentences.

Restate and execute multistep oral directions.

Intermediate Ask and answer instructional questions with some supporting elements (e.g., “Is it your turn to go to the computer lab?”)

Listen attentively to stories/information and identify key details and concepts using both verbal and non-verbal responses.

Early Advanced Listen attentively to more complex stories/information on new topics across content areas, and identify the main points, and supporting details.

Advanced Listen attentively to stories and subject area topics, and identify the main points and supporting details.

Demonstrate understanding of idiomatic expressions by responding to and using such expressions appropriately (e.g., “Give me a hand.”)

Comprehension/Organization and Delivery of Oral Communication

Beginning Independently use common social greetings and simple repetitive phrases (e.g., “May I go and play?”).

Early Intermediate Orally identify the main points of simple conversations and stories that are read aloud using phrases or simple sentences.

Orally communicate basic needs (e.g., “May I get a drink of water?”).

Recite familiar rhymes, songs, and simple stories.

Intermediate Be understood when speaking, using consistent standard English grammatical forms and sounds; however, some rules may not be in evidence (e.g., third person singular, male and female pronouns).

Actively participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting information.

Retell stories and talk about school related activities using expanded vocabulary, descriptive words, and paraphrasing.

Early Advanced Retell stories in greater detail including characters, setting, and plot, summary, and analysis.

Be understood when speaking using consistent standard English grammatical forms, sounds, intonation, pitch, and modulation, but may have random errors.

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Actively participate and initiate more extended social conversations with peers and adults on unfamiliar topics by asking and answering questions, restating and soliciting information.

Recognize appropriate ways of speaking that vary based on purpose, audience, and subject matter.

Ask and answer instructional questions with more extensive supporting elements (e.g., “What part of the story was most important?”).

Use simple figurative language and idiomatic expressions to communicate ideas to a variety of audiences (e.g., “It’s raining cats and dogs.”).

Advanced Negotiate and initiate social conversations by questioning restating, soliciting information and paraphrasing.

Consistently use appropriate ways of speaking and writing that vary based on purpose, audience, and subject matter.

Identify the main ideas, points of view, and fact/fiction in broadcast and print media.

Speak clearly and comprehensibly using standard English grammatical forms, sounds, intonation, pitch and modulation.

WORD ANALYSIS

Concepts of Print, Phonemic Awareness, Vocabulary and Concept Development

Beginning Recognizes English phonemes that correspond to phonemes

Students already hear and produce while reading aloud

Early Intermediate While reading orally, recognize and produce English phonemes

that do not correspond to phonemes students already hear and produce (e.g., “a” in cat and final consonants).

Intermediate Pronounce most English Phonemes correctly while reading aloud.

Early Advanced Apply knowledge of common English morphemes in oral and

silent reading to derive meaning from literature and text in content area.

Advanced Apply knowledge of word relationships, such as roots and affixes, to derive meaning from literature and texts in content areas.

Phonemic Awareness, Decoding and Word Recognition

Beginning Recognize sound/symbol relationships in own writing.

Early Intermediate Recognize common English morphemes in phrases and simple sentences (e.g., basic syllabication rules and phonics).

Intermediate Pronounce most English phonemes correctly while reading aloud.

Use common English morphemes in oral and silent reading.

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Early Advanced Apply knowledge of common English morphemes in oral and silent reading to derive meaning from literature and texts in content areas.

Advanced Apply knowledge of word relationships, such as roots and affixes to derive meaning from literature and tests in content areas.

READING

Fluency and Systematic Vocabulary Development

Vocabulary & Concept Development

Beginning Read aloud simple words in stories or games (e.g., nouns and adjectives).

Respond appropriately to some social and academic interactions (e.g., simple question/answer, negotiate play).

Early Intermediate Apply knowledge of content related vocabulary to discussions and reading.

Read simple vocabulary phrases and sentences independently.

Use knowledge of English morphemes, phonics, and syntax to decode and interpret the meaning of unfamiliar words in simple sentences.

Demonstrate internalization of English grammar, usage, and work choice by recognizing and correcting some errors when speaking or reading aloud.

Read own writing of narrative and expository text aloud with some pacing, intonation, and expression

Intermediate Create a dictionary of frequently used words.

Use knowledge of English morphemes, phonics, and syntax to decode and interpret the meaning of unfamiliar words in written texts

Demonstrate internalization of English grammar, usage, and word choice by recognizing and correcting errors when speaking or reading aloud.

Read grade appropriate narrative and expository texts aloud with appropriate pacing, intonation, and expression.

Use content related vocabulary in discussions and reading.

Recognize some common roots and affixes when attached to known vocabulary (e.g., speak, speaker).

Early Advanced Use knowledge of English morphemes, phonics and syntax to decode and interpret the meaning of unfamiliar words.

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Recognize words that sometimes have multiple meanings in literature and texts in content areas (e.g., present (gift), present (time).

Use some common roots and affixes when attached to known vocabulary.

Recognize simple analogies and metaphors in literature and texts in content areas (e.g., “fly like a bird”).

Use decoding skills and knowledge of academic and social vocabulary to achieve independent reading.

Use some common idioms in discussions and reading (e.g., “scared silly”).

Read increasingly complex narrative and expository texts aloud with appropriate pacing, intonation and expression.

Advanced Apply knowledge of common roots and affixes when attached to known vocabulary.

Recognize that words sometimes have multiple meanings and apply this knowledge consistently.

Apply this knowledge of academic and social vocabulary to achieve independent reading.

Use common idioms, some analogies and metaphors in discussion and reading.

Use a standard dictionary to determine measuring of unknown words.

Read narrative and expository text aloud with appropriate pacing, intonation, and expression.

Reading Comprehension

Comprehension & Analysis of Grade-Level Appropriate Text

Beginning

Early Intermediate

Intermediate Use detailed sentences to orally respond to comprehension questions about written text (e.g., “The brown bear lives with his family in the forest.”).

Read and identify text features such as titles, table of contents, chapter headings, diagrams, charts, glossaries, and indexes in written texts.

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Read and use detailed sentences to orally identify main ideas and use them to make predictions and provide supporting details for predictions made.

Early Advanced Describe main ideas and supporting details of a text.

Generate and respond to comprehension questions related to the text.

Describe relationships between text and their experience.

Advanced Use resources in the text (such as ideas, illustrations, titles, etc.) to draw inferences, conclusions, and to make generalizations.

Comprehension

Beginning Respond orally to stories read to them by answering factual comprehension questions, using one- or two-word responses (e.g., “brown bear”).

Orally identify relationship between simple text read to them and their won experience using key words and/or phrases.

Understand and follow simple one-step directions for classroom or work-related activities.

Early Intermediate Read and listen to simple stories and demonstrate understanding by using simple sentences to respond to explicit detailed questions (e.g., “The bear is brown.”)

Read and orally identify relationships between written text and their own experience using simple sentences.

Understand and follow simple two-step directions of classroom or work-related activities.

Intermediate Read and use more detailed sentences to orally describe relationships between text and their own experiences.

Understand and follow some multi-step directions for classroom-related activities.

Early Advanced/ Locate and identify the function of text features such as

Advanced format, diagrams, charts, glossaries, and indexes.

Comprehension and Analysis of Appropriate Text

Beginning Identify the basic sequences of events in stories read to them, using key words or pictures

Identify the main idea in a story read aloud using key words and/or phrases.

Point out text features such as title, table of contents, and chapter headings.

Early Intermediate Orally identify the basic sequence of written text using simple sentences.

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Read and orally identify the main ideas and use them to draw inferences about written text using simple sentences.

Read and identify basic text features such as title, table of contents, and chapter headings.

Intermediate Read and orally identify examples of fact/opinion and cause/effect in literature and content area texts.

Early Advanced Describe main ideas and supporting details of a text.

Generate and respond to comprehension questions related to the text.

Describe relationships between text and their experience.

Advanced Use resources in the text (such as ideas, illustrations, titles, etc.) to draw inferences, conclusions, and to make generalizations.

VII. VOCABULARY

|Dense |Hydrogen |Helium |

|Shine |Crater |Revolution |

|Predictable |Ultraviolet |Reflect |

|Telescope |Comet |Orbit |

|Dwarf planet |Asteroid |Gravity |

|Astrononaut |Constellation |Planet |

|Inner planet |Tilt |New moon |

|Waxing crescent |First quarter |Waxing gibbous |

|Waning gibbous |Full moon |Waning crescent |

|Outer planet |Oxygen |Phases |

|Atmosphere |Radiation |Milky way |

|Comets |Meteors |Revolve |

|Gaseous |Inhospitable |Axis |

|Satellite |Sunspots |Photosynthesis |

|Solar eclipse |Lunar eclipse |Seasons |

VIII. RESOURCES AND MATERIALS

Books

• Aldrin, B. Reaching for the Moon (Harper Collins Publishers).

• Cohn, A. Solar System SOS (Accord Publishing).

• Cole, J. and Degen, B., The Magic School Bus Lost in the Solar System (Teacher

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• Created Materials).

• Davis, K., Don’t Know Much About the Solar System (Harper Collins Publishers).

• 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).

• Myring, L. and Snowden, S. Finding Out about Sun and Planets (Usborne).

• Mansfield F., The Planets in Our Solar System: Stage 2 (Harper Collins Publishers).

• Meachen-Rau, D., and Labbo, L. The Solar System (Compass Point Books).

• Moore, E. The Magic School Bus: Space Explorers (Scholastic).

• Mora, F. The Fox in the Moon: Based on a Peruvian Folktale (Hampton Brown). 

• Pearce, Q. L. The Stargazer’s Guide to the Galaxy (Tom Doherty).

• Rabe, T., There’s No Place Like Space! All About Our Solar System (Random House).

• Robson E. and Rowe, A. Solar System (Golden Books Publishing Company).

• Simon, S.  Our Solar System (Morrow, William & Co.).

• Sipiera, P. The Solar System (Scholastic Library Publishing).

• Sis, P., Stary Messenger Galileo (Sunburst).

• Taylor, H., Coyote Places the Stars (Alladin)

• Thurber, J. Many Moons (Harcourt Brace)

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National Geographic

• National Geographic, September 1983.  National Geographic Society

• National Geographic, October 1986.  National Geographic Society

• National Geographic, August 1990.  National Geographic Society

• National Geographic, November 1996.  National Geographic Society

• National Geographic, April 1997.  National Geographic Society

• National Geographic, July 2004.  National Geographic Society

Internet Resources

• Enchanted Learning:  Zoom Astronomy, http:/subjects/astronomy

• NASA: “Star Child”  astronomy site,  http:/starchild.gsfc.

• Astronomy for Kids!, http:/afk/index.html

• amazing-space.stsci.edu

• kids.msfc.

•

• National Aeronautics and Space Administration,

Project GLAD

San Bernardino Unified School District

OUR SOLAR SYSTEM

Third Grade

UNIT PLANNING PAGES

FOCUS/MOTIVATION

• Big Books

• Observation charts

• Inquiry chart

• Cognitive content dictionary with signal word

• Picture file cards

• Super-scientist astronaut awards

• Read aloud: Gail Gibbons

• Personal interaction

INPUT

• Pictorial input: Solar system

• Pictorial input: Sun

• Narrative input: The Moon

• Read aloud: Folktale

• Read aloud: Expository text

• Timeline: Ellen Ochoa (Latina Astronaut)

• 10/2 lecture with primary language

GUIDED ORAL PRACTICE

• T-graph for social skills: cooperation

• Chants, songs, poems

• Sentence patterning chart

• Review/processing of charts

• Listen and Sketch

• Picture file exploration

• Exploration report

• Mind map

• Process Grid

READING/WRITING

A. Total Class

• Narrative story map: The Moon

• Cooperative strip paragraph (expository paragraph): responding, revising, editing

• Poetry frame with flip chant

• Found poetry

• Expository and narrative read alouds

• Model letter writing: “postcards”

PLANNING PAGES

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• Model descriptive paragraph

• DRTA

B. Small Group Practice

• Team tasks (anything modeled whole class)

• Expert Groups

• Ear-to-ear reading

• Leveled Reading Groups:

o Co-op strip paragraph: Struggling readers

o Group frame: English Language Learners, primary language support with beginning and early intermediate proficiency levels

o Clunkers and Link with SQ3R: On-level and challenge students

C. Individual Use

• Learning logs

• Interactive journals

• Focused reading with personal ccd

• Poetry Booklet

• All team tasks taken to individual tasks

D. Writer’s Workshop

• Mini-lesson

• Write

• Author’s chair

• Conference

• Publish

CLOSURE/EVALUATION/ASSESSMENT

• Process all charts

• Single expository paragraph with topic sentence and supporting details

• Student-made big book with descriptions of bodies in the Solar System

• Personal letter: postcard about a planet

• Teacher-made test

• Student presentations of work products

EXTENDED ACTIVITIES FOR INTEGRATION

• Poetry

• Science Explorations

• Guided Art Explorations

Project GLAD

San Bernardino City Unified School District

OUR SOLAR SYSTEM

Third Grade

SAMPLE DAILY LESSON PLAN

DAY ONE

Focus/Motivation

• Set Standards: Astronaut Awards

• Cognitive content dictionary with signal word

• Observation charts

• Inquiry chart: What do you know about the solar system? What do you want to know about the solar system?

• Big Book: The Important Book of the Solar System

o 10/2 and personal interaction

Input

• Solar System pictorial

o 10/2

o Learning log

o Primary language/ELL review

• Graphic organizer: Ellen Ochoa timeline with pictures

Guided Oral Practice

• Chant/poem

• T-graph for social skills: cooperation

• Picture file exploration

o Free exploration

o Observe, categorize, compare, order, infer

o Exploration report with group reporting

Input

• Narrative input: The Moon

o Learning log

Reading/Writing

• Team tasks (team points)

• Writer’s workshop

o Mini lesson

o Write

o Author’s chair

Closure

• Process the inquiry chart

• Interactive journals

• Home-school connection

SAMPLE DAILY LESSON PLANS

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DAY TWO

Focus/Motivation

• Cognitive content dictionary with signal word

• Process home/school connection

• Review solar system pictorial with word cards

• Review narrative input with word cards and speech bubbles

• Review Ellen Ochoa timeline with word cards

Guided Oral Practice

• Chants-sketch, highlight, picture file cards

Input

• Sun pictorial

o 10/2

o Learning log

o Primary language/ELL review

Reading/Writing

• Expert Groups

• Team tasks

• Writer’s Workshop

o Mini lesson

o Share

o Author’s chair

Closure

• Read aloud

• Process the inquiry chart

• Home-school connection

DAY THREE

Focus/Motivation

• Cognitive content dictionary with student selected signal word

• Process home-school connection

• Review the Sun pictorial with word cards

Guided Oral Practice

• Chants/poem: highlight, sketch, picture file

• Story map of narrative input

• Sentence patterning chart: astronauts

o Reading game, trading game, flip chant

SAMPLE DAILY LESSON PLANS

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Input

• Read aloud: The Sun

• Review Sun pictorial with word cards

Reading/Writing

• Team tasks

• Expert groups

• Oral Team Evaluation

• Mind map of Sun

• Process grid: Sun (the first row)

• Coop strip paragraph

o Read, respond, revise, edit

Closure

• Interactive journals

• Process inquiry chart

• Home-school connection

DAY FOUR

Focus/Motivation

• Cognitive content review with student selected signal word

• Process home/school connection

Guided Oral Practice

• Chants/poems: highlight, sketch, picture file cards

Reading/Writing

• Team tasks

• Leveled Reading/Flexible Groups

o ELD Group Frame: Story retell

o Struggling/emergent readers: Coop strip paragraph reading group

• Writer’s Workshop

o Mini lesson

o Write

o Author’s Chair

SAMPLE DAILY LESSON PLANS

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Closure

• Interactive Journals

• Process charts

• Home-school connection

DAY FIVE

Focus/Motivation

• Cognitive content dictionary with student selected signal word

• Process home/school connection with partner and group share

• Read aloud: Listen and sketch

Reading/Writing

• Found poetry

• Team tasks

• Leveled Reading/Flexible Groups

o Clunkers and Links/SQ3R

• Ear-to-ear reading with poetry booklet

• Focused reading: Reading the walls with the ccd

• Writer’s Workshop

o Mini lesson

o Write

o Author’s Chair

• DRTA

Closure

• Process inquiry chart

• Evaluate week

• Letter home

The Sun Bigbook

Did you know that objects in our solar system move in a regular and predictable orbit around the Sun?

• The Sun is one of the hundreds of billions of stars located in the Milky Way galaxy.

• The Sun is the closest star to the Earth. It appears bigger than other stars because it is closer to Earth.

• The Sun is a medium-sized star in comparison to other stars.

Without the Sun we could not live!

Did you know that objects in our solar system move in a regular and predictable orbit around the Sun?

• The Sun is at the center of our solar system and is located 93 million miles away from Earth.

• Inner planets, outer planets, dwarf planets, and other objects revolve around the Sun in an orbit.

• The Sun’s strong gravitational pull holds the planets and other objects in place.

Without the Sun we could not live!

Did you know that objects in our solar system move in a regular and predictable orbit around the Sun?

• The Sun is the largest object in our solar system and is estimated to be approximately 4.6 million years old.

• The Sun is composed of hydrogen, helium, and other elements.

• The dark spots on the Sun are called sunspots and are cooler regions.

• Solar flares are huge explosions near the sunspots.

Without the Sun we could not live!

Did you know that objects in our solar system move in a regular and predictable orbit around the Sun?

• The Sun provides energy in the form of heat and light.

• Without light from the Sun, there would be no life on Earth.

• It takes about eight minutes for light from the Sun to reach the Earth.

• Plants use the Sun’s light to make food through a process called photosynthesis. When the plants make food they give off oxygen that animals and people breathe.

Without the Sun we could not live!

Did you know that objects in our solar system move in a regular and predictable orbit around the Sun?

• Light from the Sun can be reflected off of mirrors and other surfaces.

• The Sun’s light is also reflected off the Moon.

• Sunlight can also be blocked to create shadows.

• Sometimes the Moon comes directly between the Earth and the Sun and blocks our view of the Sun. This is called a solar eclipse.

• Sometimes the Earth comes directly between the Sun and the Moon. This is called a lunar eclipse.

Without the Sun we could not live!

Did you know that objects in our solar system move in a regular and predictable orbit around the Sun?

• The Earth’s seasons are dependent upon the Earth’s relative location in its revolution around the Sun.

• Sometimes the Sun’s rays hit the Earth in different angles depending upon Earth’s relative location in the orbit.

• The Earth’s revolution around the Sun causes four seasons throughout the year: spring, summer, autumn (fall), and winter.

Without the Sun we could not live!

Did you know that objects in our solar system move in a regular and predictable orbit around the Sun?

• People should not look directly at the Sun because doing so may cause damage to the eyes.

• It appears that throughout the day the Sun moves across the sky, but the Sun does not actually move.

• The appearance of the Sun’s movement is due to Earth’s rotation.

Without the Sun we could not live!

The Sun is the source of all life on our planet.

Without the Sun we could not exist!

The Important Book

of the Solar System

(cover page)

The important thing about the solar system is that objects in the sky move in regular and predictable patterns.

In conclusion, the important thing about the solar system is that objects in the sky move in regular and predictable patterns.

(Page one)

The important thing about the solar system is that objects in the sky move in regular and predictable patterns.

In conclusion, the important thing about the solar system is that objects in the sky move in regular and predictable patterns.

(Page 2)

The important thing about the solar system is that objects in the sky move in regular and predictable patterns.

In conclusion, the important thing about the solar system is that objects in the sky move in regular and predictable patterns.

(Page 3)

The important thing about the solar system is that objects in the sky move in regular and predictable patterns.

In conclusion, the important thing about the solar system is that objects in the sky move in regular and predictable patterns.

(page 4)

The important thing about the solar system is that objects in the sky move in regular and predictable patterns.

In conclusion, the important thing about the solar system is that objects in the sky move in regular and predictable patterns.

(Page 5)

The important thing about the solar system is that objects in the sky move in regular and predictable patterns.

In conclusion, the important thing about the solar system is that objects in the sky move in regular and predictable patterns.

(Page 6)

The important thing about the solar system is that objects in the sky move in regular and predictable patterns.

In conclusion, the important thing about the solar system is that objects in the sky move in regular and predictable patterns.

(Page 7)

The important thing about the solar system is that objects in the sky move in regular and predictable patterns.

In conclusion, the important thing about the solar system is that objects in the sky move in regular and predictable patterns.

(Page 8)

Our solar system consists of the Sun, the eight official planets, at least three dwarf planets, moons, an asteroid belt, many comets and meteors. The Sun is the center of the solar system. All the planets in our solar system revolve, or travel in a circle, around the Sun in paths called orbits. It takes our planet, Earth, about 365 days to completely revolve around the Sun. The length of time that it takes for a planet to travel in an orbit around the Sun depends on the planet’s distance from the Sun.

(Page 1)

The planets that orbit close to the Sun are called inner planets. The four inner planets are Mercury, Venus, Earth and Mars. The four inner planets are small and are composed mostly of rock. Mercury and Venus do not have moons, but Earth has one moon and Mars has two small moons. Earth is the only planet in our solar system that is currently known to support life.

(page 2)

The four planets that orbit farther from the Sun are called outer planets. The outer planets include: Jupiter, Saturn, Uranus, and Neptune. The outer planets are mostly huge, gaseous planets with rings and many moons. Because they are farther away from the Sun than the inner planets, they receive less heat and light from the Sun.

(page 3)

There have been recent changes to the classification of objects in the solar system. Pluto was formerly considered to be the ninth planet from the Sun, but on August 24, 2006 the International Astronomical Union reclassified Pluto as a dwarf planet. There are now currently three dwarf planets: Pluto, Ceres, and 2003 UB313. The International Astronomical Union expects to announce additional dwarf planets in the near future.

(page 4)

As a planet orbits the Sun, it also rotates, or spins, on its axis. One complete rotation of a planet is a day. Each planet rotates at a different speed; therefore, each planet’s day is a different length of time.

It takes approximately twenty-four hours for Earth to make one complete rotation. As a planet rotates, one side of the planet faces the Sun and the other side of the planet faces away from the Sun. On the side of the planet facing the Sun, it is daytime. On the side facing away from the Sun, it is nighttime.

(page 5)

The Moon is Earth’s only natural satellite. The Moon revolves around Earth in an orbit, just as Earth revolves around the Sun. It takes about thirty days for the Moon to orbit the Earth. Although the Moon appears to shine its own light, it does not. The moonlight that you see at night is actually light from the Sun. The sunlight hits the Moon and is reflected to the Earth.

(page 6)

Have you ever wondered why the shape of the Moon appears to change? The Moon does not change shape, but its appearance in the night sky does. As the Moon revolves around the Earth, we see different amounts of light being reflected off the Moon. The different appearances of the moon are called the moon’s phases.

(page 7)

We are always learning more about the objects in our solar system as new technology becomes available. Only time will tell what new discoveries astronomers will uncover in the future!

(page 8)

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Ellen Ochoa Timeline Information

Born: May 10, 1958; Los Angeles, California

Grew up in La Mesa, California.

Plays the flute, flies planes, and enjoys volleyball and bicycling. Married to Coe Fulmer Miles and has two children.

Previous Occupation: Engineer

1971 Her parents got divorced and she lived with her mom and 3 brothers and 1 sister

1975 Graduated from Grossmont High school as valedictorian

Her mother, Rosanne Ochoa was a firm believer in the value of education and the idea that a person can succeed at anything if he or she tries hard enough.

1980 Received a bachelor of science degree in physics from San Diego University again as valedictorian

1981 Received a Master of Science degree from San Diego University

1985 Received a doctorate in electrical engineering from Stanford University

1985 worked at Sandia National Laboratory in Albuquerque, New Mexico. Sandia’s work for NASA includes developing optical, computerized recordings and models of events and phenomena in space. She patented three optical devices.

January 1990 Selected by NASA

July 1991 Became an astronaut: She was assign crew representative for flight software, computer hardware and robotics, Assistant for Space Station to the Chief of the Astronaut Office.

1992 Received two Space Act Tech Bried Awards

April 4-12, 1993 First female Latina astronaut who served on a nine-day mission aboard the Space Shuttle Discovery to deploy and capture a research satellite used for the study of the Sun. Also during this time she took part in studies of Earth’s atmosphere and the effect of the Sun on Earth’s climate and environment.

1993 Space Flight Medal

1994 Space Flight Medal

Nov. 3-14, 1994 She was payload commander aboard the Space Shuttle Atlantis, where she continued the series of Spacelab flights to study the energy of the Sun during an 11-year solar cycle and to learn how changes in the Sun’s irradiance affect the Earth’s climate and environment.

May 27 to June 6, 1999 She flew aboard the Discovery, which became the first Space Shuttle to dock with the Space Station. Working 200 miles above the Earth, she operated a robot arm that helped transfer four tons of clothing, computers and medical equipment from one ship to the other.

1995 Receive Outstanding Leadership Medal

1997 Awarded Exceptional Service Medal from NASA

1999 Space Flight Medal

April 8-19, 2002 She was part of the 13th Shuttle mission to visit the International Space Station. The mission was to deliver and install the SO (S-Zero) Truss. It was the first time the station’s robotic arm was used to maneuver spacewalkers around the station, and the first time that all of a shuttle crew’s spacewalks were based from the station’s Quest Airlock.

2002 Space Flight Medal

She was recipient of numerous other awards, including the Women in Aerospace Outstanding Achievement Award, The Hispanic Engineer Albert Baez Award for Outstanding Technical Contribution to Humanity, the Hispanic Leadership Award, and San Diego State University Alumna of the year.

A pioneer of spacecraft technology, she patented an optical system to detect defects in a repeating pattern.

June 9, 2006 attended the naming ceremony for a school named after her, Ellen Ochoa Learning Center: Pre-K – 8th grade.

*A veteran of four Space flights. She has been in space 978 hours

Ochoa has won numerous awards for the success as an engineer, an astronaut, and a role model for anyone who believes that excellence will eventually find its recognition and reward.

Present: Deputy Director of Flight Crew Operations: helping to manage and direct the Astronaut Office and Aircraft Operations and is not planning to go on any more missions.

[pic]

Narrative Input

Yvannah’s Trip to the Observatory

By Hilda Reyes and Lillian Duran-Stoeff

#1

“What a beautiful night! The moon looks big, round, and bright!” I said to my mom. My mom agreed with me. “Is it made out of cheese? Can it be eaten? Does it have a face?” I asked my mom. My mom laughed and answered, “No Yvannah, La Luna looks like it has a face, but it does not have a face nor is it made up of cheese or can be eaten.” She told me that long ago the Romans called it Luna, and the Greeks called it Selene or Artemis.

#2

I told my mom that at school I had read a book about a fox and the Moon. I told her that in the book a fox was inside the moon. “Oh, I’m afraid that is only a folktale. I think it’s time we visit the observatory,” said my mom.

#3

When we arrived to the observatory we learned that we were in for a special treat. The observatory would be having a special guest, the astronaut Mae Jemison. “Today is our lucky day!” my mom exclaimed enthusiastically. “Who is Mae Jemison?” I curiously asked. “Oh she is an extraordinary astronaut. In 1988, she became the fifth African American astronaut and the first African American female astronaut in NASA history.” “Wow!”, I yelled. “I have so much to ask her. I want to learn everything!”

#4

The rest of my day was so exciting! I was able to meet Dr. Mae Jemison. I didn’t even know that there were any female astronauts until I met Mae Jemison! She taught me so much! Did you know that our solar system is composed of 1 Sun, 8 planets, dwarf planets, moons, meteors, asteroids, and comets?

#5

That’s not all. I learned that our moon is so bright because light from the sun is reflected on it; therefore making it look illuminated or lit up. I was so surprised to learn that because I always thought that the Moon had its own light! In addition, the moon revolves around our planet in 27 days and 8 hours.

#6

Did you ever wonder why the moon’s appearance seems to change shapes? Well, this is part of the moon phases. It takes 29 days for the moon to pass through all of them. Depending on how much light the moon is receiving from the sun, will depend on how much of the illuminated surface will be visible from our planet Earth.

#7

After a while, mom said we better head back home. I thanked Dr. Mae Jemison. She told me to continue learning, and to remember that I could be anything I wanted to be if I continued to learn and make good decisions.

#8

On the way back from the observatory, I was thinking about how much knowledge I had learned, and how much I still wanted to learn. Who knew, maybe I would be the next Dr. Mae Jemison, and travel to space.

Our

Solar System

Poetry Book

Name: _____________________________________

Solar System Cadence

We just know what we’ve been told,

The solar system’s very old!

Sun, Planets, comets, asteroids too,

They’re a family like me and you!

Sound off-Inner Planets

Sound off-Outer Planets

Sound off-Dwarf Planets

Sound off- One, two, three, four….Solar System!

Predictable patterns is how they move

Turning is how they get their groove,

Planets orbit the Sun in a circular path,

Eight planets altogether if you do your math!

Sound off-Orbit

Sound off-Rotation

Sound off-Revolution

Sound off-One, two, three, four…Predictable Patterns!

Astronomers and Astronauts, too

Studying the solar system for me and you,

They use telescopes and travel to the moon,

Space Shuttles through space is how they move.

Sound off- Neil Armstrong

Sound off- Ellen Ochoa

Sound off- Mae Jemison

Sound off- One, two, three, four…Space Exploration!

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I Know an Astronaut

I know an astronaut,

A pioneering astronaut,

A Latina astronaut,

Whose name is Ellen Ochoa.

She was the first Latina to travel into outer space.

She deployed and captured a research satellite used for the study of the Sun.

She patented three optical devices.

She received numerous awards and recognitions.

I know an astronaut,

A pioneering astronaut,

A Latina astronaut,

Who believes in the value of education.

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McGrath/Stoeff/Reyes 2006

Yes, Ma’am

Are you the Sun?

Are you the Sun?

Where are you located?

What are you made of?

Tell me more.

Are you the inner planets?

How do you know?

Who are you?

What are you composed of?

Give me more information.

Tell me more.

Are you the Earth’s moon?

What do you do?

How long does it take?

What are you composed of?

Tell me more.

Tell me more.

Are you the outer planets?

How do you know?

Who are you?

What are you composed of?

Tell me more.

Are you dwarf planets?

What do you do?

Who are you?

What is your size?

Tell me more.

Yes, Ma’am

Yes, Ma’am

Center of the Solar System.

Helium and hydrogen.

Light and energy.

Yes, Ma’am

We're closer to the Sun.

Mercury, Venus, Earth, and Mars.

Rock and metals.

Few or no moons.

Small with warm temperatures.

Yes, Ma’am

Revolve around the Earth.

Almost a month.

Rock and dust.

I reflect light from the Sun.

Mountains and craters.

Yes, Ma’am

Furthest from the Sun.

Jupiter, Saturn, Uranus and Neptune.

Hydrogen and helium.

Colder with less light.

Yes, Ma’am

Revolve around the Sun.

Pluto, Ceres, and Eris.

Smaller than other planets.

There may be others!

Reyes, 2007

Astronauts

Astronauts here. Astronauts there,

Astronauts, astronauts everywhere!

Courageous astronauts traveling,

Intelligent astronauts learning,

Devoted astronauts studying.

And brave astronauts exploring.

Astronauts in space shuttles.

Astronauts on the Moon,

Astronauts above the Earth,

And astronauts at NASA’s space center.

Astronauts here. Astronauts there,

Astronauts, astronauts everywhere!

Astronauts! Astronauts! Astronauts!

McGrath/Stoeff/Reyes 2006

Sun Bugaloo

I’m the sun and I’m here to say

I radiate heat each and every day.

I’m a medium-sized star close to you

I’m the center of the solar system, yes-it’s true!

Heat, light, energy, too!

Doing the Sun Bugaloo!!

I’m 93 million miles from Earth

Sit right there-let me tell you what I’m worth!

My heat provides energy for you to live

Don’t look directly at me, for blindness I may give!

Heat, light, energy, too!

Doing the Sun Bugaloo!!

I’m 4.5 billion years old.

Without my heat your planet would be cold.

I’m a huge, rotating, glowing mass-

Just one big ball of fiery gas!

Heat, light, energy, too!

Doing the Sun Bugaloo!!

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McGrath/Stoeff/Reyes 2003

Home-School Connection #1

Interview your family members about what they know about the solar system. Sketch and write the information they tell you in the table below.

Student’s Signature _________________ Parent Signature________________

Conexión de Casa-Escuela #1

Entrevista a los miembros de tu familia sobre lo que saben del Sistema Solar. Escribe y traza la información que te den.

Firma del estudiante__________________ Firma del padre________________

Home-School Connection #2

Ask your family members what they know about the sun or the moon. Ask them to tell you any stories or legends that they were told as children about the sun or the moon. Sketch and write the information they give you.

Student’s Signature _________________ Parent Signature________________

Conexión de Casa-Escuela #2

Pregúntale a los miembros de tu familia que es lo que saben sobre el sol y la luna. Pide que te cuenten alguna historia o leyenda que se les contó a ellos de chicos sobre el sol o la luna. Escribe o traza la información que te den.

Firma del estudiante__________________ Firma del padre________________

Home-School Connection #3

Go outside and observe the moon. Sketch what you see in the sky and predict which phase of the moon you are observing.

Student’s Signature _________________ Parent Signature________________

Conexión de Casa-Escuela #3

Ve afuera y observa la luna. Traza lo que vez en el cielo y predice que etapa de la luna estas observando.

Firma del estudiante__________________ Firma del padre________________

Home-School Connection #4

Tell your family members what you learned about the astronaut Ellen Ochoa. Ask them if they have heard of any other astronauts or space voyages. Sketch and write what they tell you below.

Student’s Signature _________________ Parent Signature________________

Conexión de Casa-Escuela #4

Cuéntale a los miembros de tu familia lo que aprendiste de la astronauta Ellen Ochoa. Pregúntales si han escuchado de otros astronautas o viajes al espacio.

Firma del estudiante__________________ Firma del padre________________

Outer Planets

(Jupiter, Saturn, Uranus, and Neptune)

Characteristics

The four outer planets possess similar characteristics. They are all larger than the inner planets and are surrounded by rings and moons. The outer planets are made up largely of the same gases that make up stars: hydrogen and helium.

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Location in Space

Jupiter, Saturn, Uranus, and Neptune are located in the Milky Way galaxy. They are farther away from the sun than the inner planets. The outer planets receive less heat and light from the Sun than the inner planets.

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Motion

Outer planets revolve around the Sun in an orbit. Planets farther from the Sun have longer revolving and rotating periods. For example, it takes Jupiter 12 Earth years to revolve around the Sun. It takes Saturn 30 Earth years to revolve around the Sun. Uranus takes 84 Earth years to revolve around the Sun. In addition, one Neptune revolution is 164 Earth years.

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Interesting Facts

Jupiter is the first of the outer planets and is the fifth planet from the Sun. It is about 484 million miles away from the Sun. It is the largest of all the eight planets, and has at least sixteen moons. It has rings and is known for its giant red circle called the “Great Red Spot”. Scientists do not think that life exists on Jupiter.

Saturn is the second outer planet and is the sixth planet from the Sun. It is about 887 million miles away from the Sun. Saturn is the second largest planet in the solar system. It has hundreds of rings and 24 moons. Scientists are not sure whether forms of life exist on Saturn.

Uranus is the third outer planet and the seventh planet from the Sun. It is about 1.8 billion miles away from the Sun. Uranus is the third largest planet, is tilted and spins on its side. Uranus has at least fifteen moons and ten rings. Scientists believe that it is unlikely that forms of life exist on Uranus.

Neptune is the fourth outer planet and the eighth planet farthest from the Sun. It is about 2.8 billion miles from the Sun. It appears to be blue because of the gas in its atmosphere. Neptune is the fourth largest planet in the solar system and is only slightly smaller than Uranus. Neptune has at least eight moons.

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Inner Planets

(Mercury, Venus, Earth, and Mars)

Characteristics

The four inner planets possess similar characteristics. They are all smaller in size than the outer planets and are composed of solid rock-like materials and metals. They have warmer temperatures than the four outer planets because they are closer to the Sun. In addition, they have few or no moons.

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Location in Space

Mercury, Venus, Earth, and Mars are located in the Milky Way galaxy. They are the planets closest to the Sun and receive more of the Sun’s heat and light than the outer planets.

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Motion

Inner planets revolve around the Sun in an orbit. Inner planets take less time to revolve around the Sun than outer planets. It takes Mercury only 88 Earth days to complete one revolution, and Venus 225 Earth days to complete one revolution. It takes 365 days for Earth to revolve around the Sun and almost two Earth years for Mars to complete one revolution.

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Interesting Facts

Mercury is the planet closest to the Sun. It is 36 million miles away from the Sun. Mercury has no atmosphere to keep heat from escaping. Therefore, days are very hot and nights are very cold. There is also no water on Mercury and the gases are not the kinds of gases that could support life.

Venus is the second planet closest to the Sun. It is 37 million miles away from the Sun. Venus is approximately the same size as Earth and contains plentiful water vapor. Venus turns on its axis very slowly and is almost as hot as Mercury.

Earth is the third planet from the Sun. It is 93 million miles away from the Sun. It takes 24 hours for Earth to spin on its axis. Earth has one natural satellite, the moon. Earth is the planet on which we live and is currently the only known planet that contains forms of life.

Mars is the fourth and last inner planet from the Sun. It is 142 million miles away from the Sun. It is known for its red rusty color and has two small moons. There are ice caps at its North and South poles. Many scientists believe that it could be possible for forms of life to exist on Mars, but there has been no proof of it so far.

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The Moon

Characteristics

Although the Moon and the Earth have some similar geographical features, they are very different from one another. The Moon is made of rock and dust, but is not the same kind of rock and soil found on Earth. The Moon is covered with high mountain peaks, flat plains, valleys, and many craters. There are both large and small craters on the Moon and scientists believe that they were formed by objects hitting the surface of the Moon.

The Moon is a very inhospitable place. The Moon has no water, air, or atmosphere. In addition, there is no weather on the Moon. That means there is no rain, clouds, wind, or snow. Also, there is no sound because there are no air waves to carry sound. The Moon can be very hot at times and at other times it is freezing. There is no life on the Moon.

Location in our Solar System

The Moon is located 238,900 miles away from Earth. Scientists believe the Moon may have been part of the Earth, and broke off during a collision.

Motion

The Moon is Earth’s only natural satellite. It revolves around the Earth in an orbit and travels 2,200 miles per hour. It takes about twenty-seven days and eight hours to revolve around the Earth. As the Moon revolves around the Earth, it also makes one complete rotation. The same side of the Moon is always facing Earth.

Interesting Facts

Although it appears that the moon is lit, it actually reflects light from the sun that makes it look like it is shining. The moon looks different every night because it is going through a phase. Some people think that the Moon actually changes shape, but it does not. The moon appears to change shape according to the amount of light that is reflected on it. It takes 29 days for the Moon to pass through all its phases, and then the phases begin all over again.

Throughout the years, scientists have learned about the Moon by using telescopes and other instruments. On July 20, 1969 Neil Armstrong was the first man to land on the Moon. He was one of the astronauts on Apollo 11. There were five more Moon landings after the Apollo 11 expedition. Each time the astronauts returned to Earth, they brought rocks and soil that they had analyzed all over the world. Since 1972 no one has visited the Moon.

The Earth

Characteristics

Earth is similar in many ways to other inner planets, but it also possesses unique characteristics. Earth is the only planet located in the solar system that is currently known to support life. Earth’s atmosphere is composed of nitrogen, oxygen and other gases. The atmosphere protects us from radiation and burns up meteors before they hit the surface of the Earth. In addition, Earth has one natural satellite, the Moon.

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Location in Space

The planet Earth is located in the Milky Way galaxy. It is the third planet from the Sun, located between Venus and Mars. Earth is located approximately ninety-three million miles away from the Sun.

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Motion

Earth revolves around the Sun in an orbit. It takes approximately 365 days for Earth to completely revolve around the Sun. In addition, it takes approximately 24 hours for the Earth to finish a complete rotation on its axis.

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Interesting Facts

Earth is an interesting planet. It is the fifth largest planet and is the largest of the inner planets. Like the Sun, Earth was formed over approximately 4.57 billion years ago. Life on Earth would not be possible without the heat and energy generated by the Sun’s light. Plants use the Sun’s light to make their own food through a process called photosynthesis.

Earth’s surface is very unique. Over 70 percent of the Earth’s surface is covered by water, with most of the water being saltwater. Under the sea, there are many undersea mountains, volcanoes, and ocean trenches. The rest of the Earth is covered by seven continents and many islands. On land there are deserts, mountains, plains, plateaus and other geographical features.

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|Objects |Characteristics |Location in Space |Motion |Interesting Facts |

|Sun | | | | |

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|Inner Planets | | | | |

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|Outer Planets | | | | |

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|Moon | | | | |

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|Earth | | | | |

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