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Resources for students in grades K-12
Elementary Ideas
Core Content
SC-EP-2.3.3
Students will describe the properties, locations and real or apparent movements of objects in the sky (Sun, moon).
Objects in the sky have properties, locations and real or apparent movements that can be observed and described. Observational data, patterns and models should be used to describe real or apparent movements.
DOK 2
SC-EP-2.3.4
Students will describe the movement of the sun in the sky using evidence of interactions of the sun with the earth (e.g., shadows, position of sun relative to horizon) to identify patterns of movement.
Changes in movement of objects in the sky have patterns that can be observed and described. The Sun appears to move across the sky in the same way every day, but the Sun’s apparent path changes slowly over seasons. Recognizing relationships between movements of objects and resulting phenomena, such as shadows, provides information that can be used to make predictions and draw conclusions about those movements.
DOK 2
SC-EP-2.3.5
Students will understand that the moon appears to move across the sky on a daily basis much like the Sun. The observable shape of the moon can be described as it changes from day to day in a cycle that lasts about a month.
SC-04-2.3.4
Students will identify patterns, recognize relationships and draw conclusions about the Earth-Sun system by interpreting a variety of representations/models (e.g., diagrams, sundials, distance of sun above horizon) of the sun’s apparent movement in the sky.
Changes in movement of objects in the sky have patterns that can be observed, described and modeled. The Sun appears to move across the sky in the same way every day, but the Sun’s apparent path changes slowly over seasons. Data collected can be used to identify patterns, recognize relationships and draw conclusions about the Earth and Sun system.
DOK 3
SC-04-2.3.5
Students will understand that the moon appears to move across the sky on a daily basis much like the Sun. The observable shape of the moon can be described as it changes from day to day in a cycle that lasts about a month
SC-05-2.3.4
Students will:
· analyze global patterns of atmospheric movement;
· explain the basic relationships of patterns of atmospheric movement to local weather.
Global patterns of atmospheric movement can be observed and/or analyzed by interpreting patterns within data. Atmospheric movements influence local weather. Oceans have a major effect on climate, because water in the oceans holds a large amount of heat. Related data can be used to predict change in weather and climate.
DOK 3
SC-05-2.3.5
Students will compare components of our solar system, including using models/representations that illustrate the system.
Earth is the third planet from the Sun in a system that includes the moon, the Sun, eight other planets and their moons, and smaller objects. The Sun, an average star, is the central and largest body in the solar system. Models/diagrams provide understanding of scale within the solar system.
DOK 2
Websites and Classroom Activities
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Books
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Don’t Know Much About the Solar System by Kenneth C. Davis (Don’t Know Much About Series)
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The Planets in Our Solar System by Franklyn M. Branley (Let’s Read and Find Out Science Series)
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The Solar System by Carmen Bredeson (Rookie Read About Science Series)
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The Magic School Bus Lost in the Solar System by Joanna Cole (Magic School Bus Series)
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Postcards from Pluto: a Tour of the Solar System by Loreen Leedy
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There’s No Place Like Space: All About Our Solar System by Tish Rabe (Cat in the Hat’s Learning Library Series)
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Fascinating Fact: Solar System by Jane Walker
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Me and My Place in Space by Joan Sweeney
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Spinning in Space: a Book About the Planets by Dana Rau
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Why Isn’t Pluto a Planet: a Book About Planets by Steve Kortenkamp
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Where are the Stars During the Day? by Melvin Berger
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Across the Solar System by Rod Theodorou
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Amazing Solar System Projects You Can Build Yourself by Delano Lopez
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And Then There Were Eight: Poems About Space by Laura Purdie Salas
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Sun Is My Favorite Star by Frank Asch
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If You Decide to Go to the Moon by Faith McNulty
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Mission to Mars by Franklyn Branley
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Discover the Planets by Cynthia Nicolson
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Planets by Gail Gibbons
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Reaching for the Moon by Buzz Aldrin
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Night Wonders by Jane Peddicord
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Planets! By Lisa Rudy
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Footprints on the Moon by Alexandra Siy
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Destination: Space by Seymour Simon
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Experiments with the Sun and Moon by Salvatore Tucci
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Mysteries in Space by Rosanna Hansen
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Hands on Projects with Earth and Space by Krista West
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DK Guide to Space by Peter Bond
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Kingfisher Facts and Records Book of Space by Clive Gifford
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Space Exploration by Carol Stott
ORQs
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Multimedia
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All About the Solar System DVD by Educational Video Network
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Astronomy Video Quiz DVD by Sunburst Visual Media
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Closer Look at Earth DVD with Teacher’s Guide by 100% Educational Videos
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Closer Look at the Planets DVD with Teacher’s Guide by 100% Educational Videos
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Discover Magazine: The Solar System DVD with Teacher’s Guide by Discovery Channel
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Exploring Space: Our Solar System DVD by Sunburst Visual Media
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Liftoff Into Space DVD by Discovery Education
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Our Solar System DVD by Mazzarella Productions
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Bill Nye the Science Guy Planets DVD by Disney Educational Products
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Solar System and Stars DVD by SVE/Churchill
Here are some ideas of ways to use the novel Rocket Boys by Homer Hickam in your classroom.
1. Interdisciplinary unit for Rocket Boys by Kris Anderson
Course overview:
A novel study integrating core content subjects areas in an interdisciplinary unit where students will experience the underlying themes of space exploration, following your dreams, literary elements, and mining results in relation to the novel Rocket Boys.
http://www.stevespanglerscience.com/uploads/images/cms_pdfs/rocket-boys-unit-plan.pdf
2. Reading Group Toolbox from the Homer Hickam Official site
http://www.homerhickam.com/groups/toolbox.shtml
3. Activities for various core content areas.
Reading Practice Quiz on Accelerated Reader -21 points
English/Language Arts
Mr. Hickam’s book is based on his experience growing up and not wanting to follow his father’s footsteps in the coal-mining career. As a writing exercise, have your student write about their own decisions in their future careers based on their parent’s occupations when they were growing up.
Personal Expressive writing
Reflective writing
Science
Rocket Boys is set in late 1950s and 60s. Create a timeline of influential political leaders, events, inventions, or important dates that happened during this time frame. Be sure to include NASA events. This should be a creative exercise in which the student decides to put in the timeline.
2.2 Students identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events.
2.4 Students use the concept of scale and scientific models to explain the organization and functioning of living and nonliving things and predict other characteristics that might be observed.
2.6 Students understand how living and nonliving things change over time and the factors that influence the changes.
English/Language Arts
Homer Hickam, the author of Rocket Boys, has published several different articles on how he came to write the book and his thoughts on his proud finished product. Research different book reviews of Rocket Boys and combine them in an over all analysis.
Literary Writing
English/Language Arts
Compose a letter to an amateur rocketeer introducing your self and asking at least three questions about rockets and their career. Please include your most curious question about rockets to make the letter more personable and creative.
Transactive Writing
Idea/Development Support
English/Language Arts
Miss Riley was a significant character in the book Rocket Boys. She is the teacher that helped Sonny and his friends get enrolled in the advanced math classes they needed for rocketry. Think about a teacher who influenced you to pursue a career and create an appreciation page for them and their efforts.
Reflective Writing
Idea/Development Support
Science
Research two coal mines in Western Kentucky and conduct personal interviews with an employee there via email, telephone, or face to face. Interviews should include basic questions about daily operations, community involvement, and the field of coal-mining.
2.3 Students identify and analyze systems and the ways their components work together or affect each other
2.4 Students use the concept of scale and scientific models to explain the organization and functioning of living and nonliving things and predict other characteristics that might be observed.
2.5 Students understand that under certain conditions nature tends to remain the same or move toward a balance.
Science
NASA is offering limited tickets to people who want to view the next rocket launch. Write a letter to NASA explaining why you would like to attend the launch and what you already know about rocket science.
2.1 Students understand scientific ways of thinking and working and use those methods to solve real-life problems.
2.3 Students identify and analyze systems and the ways their components work together or affect each other
2.5 Students understand that under certain conditions nature tends to remain the same or move toward a balance.
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