Lesson: Why Doesn't the Sun Look Big From Earth?
Lesson: How Big Do You Think the Sun Is?
Lesson: Constellations
Lesson:
Stars and Constellations
Lesson: Let's Go To the Planetarium!
Lesson: I Can Be An Astronomer
Lesson: The Sun: Our Nearest Star
Curriculum Extenders for Social Studies
Curriculum Extenders for Science
Planetarium Field Trip Information
Bibliography
MINI LESSON-Science
Why Doesn't the Sun Look Big From Earth?
Rationale
Observing uses one or more of the senses to identify or learn about the properties of objects or events. Inferring involves proposing interpretations, explanations, and causes from observed events and collected data. In this activity students observe the change in apparent size as a basketball is moved farther away. From their observations they infer the relationship between the object's apparent size and the distance away. The purpose of this activity is to provide a hands-on learning experience for the students as to why the sun does not look big from Earth.
Objectives
A. Students will observe how the apparent size of an object seems to decrease as the object is moved away from the observer.
B. Students will infer that the sun looks small because it is very far away from Earth.
Materials
Procedure
Divide students into groups of four. Have two students from each group get one basketball and one baseball.
Ask the students with the balls to stand next to one another at the same distance from the other two students in their group (observers). Have the observers draw the size of the balls on drawing paper using crayons or markers.
Ask the students with the basketball to move backwards until the two
balls seem to be the same size. Have the observers draw the size of the balls.
**Remind students to draw the balls from the perspective of the observer, not the holder**
Have group members repeat the activity until each has had a turn as observer.
Have students gather in a large group and ask them the following questions: Which ball looked bigger at first? (The basketball.) What happened to the way the basketball looked as the person moved father away? (The basketball began to look smaller as it was moved farther away.) Why does the sun look small? (The sun looks small because it is far away from Earth.
Discuss the difference between the size an object seems to be and the size it really is. Ask students to describe what cars look like from an airplane or tall building. Tell students that because nothing was added or taken away, the size of the basketball did not change. Ask them to think of the basketball as a model of the sun. Help them infer that because the sun looks small, it must be very far away.
Assessment
Have students find pictures in magazines in which the objects in the foreground are clearly larger than those in the background. Have students explain how the relative sizes of objects in the picture convey distance.
MINI LESSON-Science
How Big Do You Think the Sun Is?
Rationale
The purpose of this activity to give the students a hands-on learning experience which will allow them to concretely visualize the size difference between the Earth and the Sun.
Objectives
B. Students will formulate models of Earth and the sun to check the hypothesis.
C. Students will communicate the difference between the hypothesis and the model.
Materials
Glue, radish seeds, drawing paper, white paper, basketball
Procedure
Have the students draw Earth and the sun on their drawing paper.
Next have students glue the radish seed onto a separate sheet of white paper and then hold it up next to the basketball.
Tell students to imagine that the sun is the size of the basketball and that the Earth is the size of the seed.
Have students draw the Earth and the sun on a separate sheet of drawing paper again after viewing the model.
Ask students to think about how their drawings are different and have them explain how they revised their drawings.
Assessment
Look to see that the comparative scale of the students' drawings of Earth and the sun is more accurate after they look at the models. Ask students to show or name other pairs of objects that could serve as models of Earth and the sun.
MINI LESSON-Science
Constellations
Rationale
This lesson is designed to familiarize students with star patterns and introduce the concept that people of ancient times invented stories to remember the patterns.
Objectives
A. Students will demonstrate increased awareness of constellations by naming two to six star groups.
B. Students will devise their own stories to remember the arrangement of constellations.
Materials
Mythology books (see bibliography), Lite Brite boards and pegs, black construction paper, white crayons or white ink.
Procedure
Read and discuss stories about how the constellations were named.
Divide the class into as many groups as there are available Lite Brite boards. Hand out black construction paper, upon each of which a different constellation has been drawn with white crayons or white ink.
Have students take turns placing pegs into each Lite Brite board to mark the prominent stars of each constellation.
Have each student trace each constellation pattern with his/her finger.
Review the common and Greek name as each pattern is formed.
Allow each student to imagine a story incorporating his/her favorite constellation.
Assessment
I will assess the student's ability to verbally identify constellations while pointing to them on the Lite Brite board. Also, I will evaluate the creativity of their stories.
Lesson - Science
Stars and Constellations
Rationale
An important concept to follow up from yesterday's lesson is to talk about stars at night. Students may have many questions about the stars they see at night and where they go during the day. The purpose of this lesson is to discuss the stars students see at night, clarify where they go during the day, and briefly touch on what a constellation is.
ILO's/Objectives
A. Students will discuss what they already know about the stars.
B. Students will be able to define a constellation as a star pattern in the night sky.
C. Students will make a star viewer and different constellations to use in it.
D. Students will share names of constellations with the class.
Materials
Potato chip cans with clear, plastic lids and the bottoms removed, black construction paper, hole punch, pencil, scissors, metallic (or light-colored) crayons, gummed stars, glue, books containing pictures of constellations, the video, Stars and Constellations, by the National Geographic Society, and the book, Now I Know Stars, by Roy Wandelmaier.
Procedure
(Anticipatory Set) In a large group, with the students sitting on the floor in the reading circle, review what the students learned about the sun in the previous lesson. Answer or clarify any questions they might have. Then ask students, "Have you ever gone out at night and looked at the stars in the sky?" Ask what they saw and what they know about the stars.
Explain that there are thousands of stars in the sky. When the sky is clear, there are no clouds, it is easy to see these stars in the sky. Tell the students that the stars are in the sky all day. Ask them why they think we cannot see them during the day. Remind them that the sun is a star but when it is out it is so bright that we cannot see the other stars. However, they are still in the sky.
Read the story, Now I Know Stars, by Roy Wandelmaier. Summarize the information presented in the story. Tell the students that they will watch a brief video which shows pictures of the stars and constellations. Explain that constellations are pictures or patterns in the sky that are made by stars.
Watch 5-10 minutes of the video, Stars and Constellations, from
the National Geographic Society. Next, tell students that they will be making their
own "Star Viewer". Tell them that there will be books on the back table if
they need to get ideas for what type of constellation to make.
(Steps 1-4 = 20 minutes)
Have students return to their seats and explain the directions for
making the star viewer (see attached directions). Circulate around the classroom and
assist students as needed to complete this activity.
(Step 5 = 25 minutes)
(Closure) Five minutes before the class period ends, ask students to clean up their work area and place their star viewers in their desks. If students are not finished with their star viewers, tell them they will have time in the afternoon to work on them. When everything is cleaned up, ask students to share some names of the constellations they made for their star viewers and one thing new they learned about stars that they didn't know before this lesson. Encourage discussion about the number of stars, the sizes, the colors, and formations observed from the video.
Assessment
During this lesson, I will assess what the students already know about stars from our discussion before the lesson. During the activity I will watch how the students make their constellations to determine if they understand how many stars make up a particular constellation, and whether they place the holes in the correct sequence. After the activity I will assess their understanding of today's lesson by listening to the new information they learned while sharing this with the class.
Extensions
Have students complete a connect-a-dot worksheet on the Big Dipper. Then have them draw their own picture of the Big Dipper on story paper and write two sentences about stars.
Have small groups of students work together to create their own renditions of Twinkle, Twinkle, Little Star. In their versions of the song, have them answer these questions: What is a star? What does it look like from Earth? Where are the stars in the daytime? Groups can sing or say their verses for the class.
Have students present a Show of Stars for a kindergarten class. Assign to each small group of students a song, poem, or finger play to present to the class (see attached list).
MINI LESSON - Social Studies
Let's Go To the Planetarium!
Rationale
Students are about to embark on an intellectual journey that is as old as mankind. Archaeology shows that the heavens have long been pondered with curiosity and wonder. Astronomy is a hobby that encourages great thoughts, wonder and hours of peaceful contemplation. The visit to the planetarium will be welcomed back any child who has ever seen a star in the sky and made a wish on it! The purpose of this lesson is to teach students about a planetarium prior to their field trip to one.
ILO's/Objectives
A. Students will discuss what a planetarium is and how astronomers learn from them.
B. Students will make a planetarium from a balloon mold.
Materials
Balloons, black paint, paint brushes, newspaper cut into strips, flour, water, gummed stars, and the story Polaris and His Planetarium.
Procedure
Read Polaris and His Planetarium to the class (see attached copy). Ask students to describe what a planetarium is. Ask students to review how a star show is made. Ask students if they have any questions about the story or their trip to the planetarium.
Have students cover a blown-up balloon with strips of newspaper dipped in flour paste. Be sure that they leave a hole from which to remove the balloon. Let dry.
Have children pop and remove the balloon, then paint the form black. They may stick gummed stars over the balloon form in constellation patterns and hang with a string when finished. As an option, have them cut it in half, then paint stars on the inside or outside, or punch holes and shine a light through them.
Have a discussion with the students about their trip to the planetarium and discuss the rules and regulations of this field trip.
Assessment
I will assess the students understanding about the planetarium from the discussion session after the story is read and after their activity is completed.
Social Studies lesson
I Can Be An Astronomer
Rationale
Astronomers are scientists who study the stars. Before the telescope was invented in the 1600's, astronomers had to rely on their eyes alone. With the telescope, they could see much farther into space, and they discovered other planets and millions more stars. The purpose of this lesson is to teach students about what an astronomer does and discuss the specialized equipment and instruments an astronomer might use, such as a telescope. This lesson will also touch on astronomy as a career.
ILO's/Objectives
A. Students will describe what an astronomer does.
B. Students will explain what a telescope is used for.
C. Students will write one question to ask the guest speaker (astronomer).
D. Students will write a paragraph (four sentences) about astronomy and draw a picture of a telescope.
Materials
Story paper, pencils, and the book, I Can Be An Astronomer by Paul P. Sipiera.
Procedure
Read the story, I Can Be An Astronomer by Paul P. Sipiera. Discuss the information presented in the book and what being an astronomer means. Explain to the students that it is a job just like any other job. The people who are astronomers are just like other people, they also need to go to school for many years to learn about the sun, stars, and planets.
Have students to think about one thing they would ask an astronomer
if they had the opportunity to do so. Give each student a piece of story paper and have
them write one question they would ask an astronomer and draw a picture about that
question. While the students are writing their sentence, tell them they will be having a
special guest come in to talk to them in a few minutes.
(Steps 1-2 = 15 minutes)
Ask an astronomer from the university, either a professor or an astronomy student, to come into the classroom to talk to the children (Prior to today's lesson of course).
Have the speaker bring in a telescope. Allow the students to experience looking at an object across the room using the telescope. Have the astronomer explain how the telescope works and how he/she uses it in their job.
Have the speaker explain to the students what he/she does as an astronomer (career information) and how he/she became interested in the field of astronomy.
Have the speaker discuss the history of astronomy (Galileo, Newton,
Lippershey, telescope, etc.). Have him/her explain what a planetarium is and how one is
used by an astronomer. Ask the speaker to bring in pictures of a planetarium so that they
can visually see and understand what he/she is talking about. This will also help the
students understand where it is that they will be going at the end of this unit.
(Steps 3-6 = 30 minutes)
(Closure) Have the students thank their special guest for coming into their classroom to talk about astronomers. Ask the students how they liked their guest speaker and what they thought about the information that he/she presented. Answer any questions they might have about astronomers.
Assessment
Have a discussion with the students about being an astronomer. Ask the students about the job, what a telescope is and does, what an astronomer studies, what a planetarium is, etc. I will assess the students from their answers to these questions along with the question they wrote prior to the guest speaker. During the discussion, I will note what was discussed and write comments about their answers which I will later place in their school portfolios.
Extensions
1. Have the students write thank you letters to the guest speaker on drawing paper, and have them draw a picture to go along with them.
2. Read The Glow-in-the-Dark Planetarium Book and do activities using a star cap which is found in the IMC of the library.
Rationale
An important goal for science education is to help students understand what the sun is and how the sun effects life on Earth. The purpose of this lesson is to teach students what the sun is and how it effects their daily lives. By providing students with information about the sun and its relationship with the Earth, students will develop an understanding of its importance and the fact that life on Earth would not exist without the sun.
ILO's/Objectives
A. Students will list what they already know about the sun.
B. Students will develop a set of questions that they would like to explore about the sun.
C. Students will recognize that the sun is a star and stars give off heat and light.
D. Students will infer that the sun and other stars appear small because they are so far from Earth.
E. Students will relate that the sun looks the brightest because it is the closest star to Earth.
F. Students will write sentences about the sun from the information they have learned after listening to the story and will use them for their sun project.
Materials
White and yellow construction paper, pencils, glue, scissors, circle patterns, ray pattern handout, sentence handout, string, hole punch, and the book The Sun: Our Nearest Star by Franklyn M. Bradley.
Procedure
(Anticipatory set) In a large group, with students sitting on the floor in the reading circle, have one student turn off the lights. Ask the students to imagine what life on Earth would be like if there was no sun. Allow students time to think about this question. Turn on the lights and ask students to share what they feel life would be like without the sun. Tell them in a few minutes we will be reading a story together that will tell us why we need the sun.
Ask students what they already know about the sun and write their responses on a KWL chart located in the reading circle.
Next ask the students what they would like to know about the stars and
write their responses in another column on the KWL chart.
(Steps 1-3 = 15 minutes)
Read the book The Sun: Our Nearest Star by Franklyn M. Branley. Tell the students to think about one thing they learned new while listening to the story.
After reading the book, ask the students to state any new information they have learned while listening to the story. Write their responses on the KWL chart.
Ask if listening to the story has raised any other questions they would like to explore in further detail. Write their responses on the KWL chart.
Summarize the information presented in the book for the students. Tell them that now they know that:
There is a star in the daytime sky.
The sun is the star of the daytime.
It is a sphere.
It is far away.
It gives us light.
It keeps us warm.
We all need the sun.
Compare the information discussed in the book to the information on the
KWL chart.
(Steps 4-8 = 30 minutes)
Have the students to return to their seats, explain the "sun making" activity, have them gather one sheet each of white and yellow construction paper, one sentence handout, two ray pattern handouts (see attached copies) from the back table and allow them to begin their projects.
Circulate around the classroom and assist students as needed to complete this activity.
(Closure) Five minutes before the class period ends, ask students to clean up their work area and place their suns on the back table if they are finished with them. If students are not finished with their suns tell them they will have time in the afternoon to work on them. When everything is cleaned up, ask the students to share with the class some of the new things they have learned about the sun that they didn't know before listening to the story.
Assessment
During this lesson, I will assess what the students already know about the sun through their responses on the KWL chart. During discussion I will ask the following questions: What is the sun? (The sun is a star.) What is the closest star to Earth? (The sun is the closet star to Earth.) What shape is the sun? (The sun is a sphere.) Why do we need the sun? (The sun gives us light and heat that all living things need.) I will also discuss how the sun can be dangerous (Too much sun can cause sunburn and harm the skin. Never look directly at the sun because it will damage your eyes.)
Extensions
1. Have the students try this experiment. The experiment will show that the sun makes plants grow. Get two cans. Put soil in each can. Plant six bean seeds in each can. Put some water on the soil in each can. The soil should be kept damp, but not wet. Put one can in the sun and the other can in a dark place. Watch the beans grow for the next three weeks. Ask the students: Do the beans in the dark grow? Do the beans in the sun grow? Which beans grow better? Follow up with a brief discussion on how all living things need the sun to live and grow.
2. Explore the power of the sun. In this activity, students will explore different materials and the light from the sun. Select materials which are transparent , translucent and opaque and let the students discover by observation which materials the light will shine through. Have the students look through the same objects to determine which ones they can see through. Mix the objects so that the students can sort them. Have them sort the objects first by whether they think they will be able to see through them and them have them check the results by actually looking through the objects. (CAUTION: Be sure to caution the students against looking directly into the sun)
CURRICULUM EXTENDERS FOR SOCIAL STUDIES
Stars on the Flag
Many states and countries have stars on their flags. Copy some of these flags for a bulletin board display. Use stars to design your own room flag.
Follow the Drinking Gourd
Read the book Follow the Drinking Gourd by Jeanette Winter to the class. Sing the song by the same name. Talk about how the constellation we call the Big Dipper helped slaves follow the North Star on their way to freedom. Look for other children's books dealing with the same subject.
Sugar Stonehenge
Show pictures of Stonehenge, an ancient observatory found in England. Let children glue sugar cubes together to make a model Stonehenge. Find pictures of the early observatories and build models for them, too.
Same Stars, Different Story
Compare legends from different cultures to see how the same star formations inspired different stories about them.
Astronomy in Different Lands
Find out how astronomy grew in different cultures. Have children write reports or make a class book from the information you find.
Working with the Stars
Today, many but not all, astronomers and planetarium directors have gone to college to learn more about the stars. A large number of astronomers are amateurs who study the sky on their own. Many important sky discoveries have been made by them. Other people who work with astronomy include those who work the scopes, develop film, analyze light, and run computers. Ask the people you meet at the planetarium to tell children how they learned to do their jobs.
CURRICULUM EXTENDERS FOR SCIENCE
Orbit Times
Star Calendar
Make a Big Dipper seasonal calendar. Use to sizes of paper plates. Draw the words "spring," "summer," "fall," "winter," and "This side up" around the rim. Use a paper fastener to attach the second paper plate to the center of the plate. Draw the Big Dipper onto the plate, with the paper fastener as the North Star. Hold the plate with "This side up" at the top. Instruct your students to align the Big Dipper next to each season. This will demonstrate how it will be positioned in the sky as it appears to revolve around the North Star during the four seasons of the year.
Spinning Tops
Spin tops to show children how planets spin around and around. Let children shine a flashlight on the top to show how it moves from light to dark and back again. Explain that our earth's spinning makes us have day and night.
Make a Crater
Wet a smooth layer of sand, then let children drop stones onto it. Remove the stones and show children the indentations they made. Compare them to craters found on earth and objects in space.
PLANETARIUM FIELD TRIP INFORMATION
Countdown Checklist
Use this checklist to help get yourself and your class ready for the big day of the planetarium field trip.
Begin Countdown:
_____ Set up the date for the field trip with the planetarium.
_____ Follow school procedure for choosing the date and getting permission for the field trip.
_____ Arrange transportation for the trip: buses or volunteer drivers.
_____ Decide whether or not you plan to take sack lunches on your trip. If so, notify the school cafeteria of the date you will be gone.
_____ Determine where buses or cars will park at the planetarium.
_____ Locate restroom facilities.
_____ Consider lining up publicity for your trip with a local newspaper or TV station.
_____ Check out related books from school and public libraries.
_____ Determine what bulletin boards and art activities will be made and gather the necessary materials.
_____ Decide what forms and activity sheets you will use and duplicate them.
_____ _____________________________________________________________
_____ _____________________________________________________________
_____ _____________________________________________________________
_____ _____________________________________________________________
_____ _____________________________________________________________
_____ _____________________________________________________________
_____ _____________________________________________________________
The Countdown Continues:
____ Send out parent letter with permission slip.
_____ See that all slips are returned.
_____ Determine specific duties for adult volunteers.
_____ Reconfirm date and time with adult volunteers. Let them know which duties are expected.
_____ Develop a field trip itinerary for the time of departure, arrival and return. Allow for bathroom breaks. Duplicate copies for adult helpers.
_____ If you are taking a sack lunch, decide where and when you will eat and wash hands before eating.
_____ Make arrangements for photography or videotaping for the field trip. Check on what is permissible to film at the planetarium.
_____ Double check on arrangements with the planetarium.
_____ Double check on arrangements with the bus company.
_____ Inquire about first-aid kits on the bus and at the planetarium. Decide what first-aid supplies you will need to carry. Keep in mind special needs of the class.
_____ Prepare thank-you notes to send after the trip.
_____ Locate coolers or carry-on boxes for lunches.
_____ Locate a backpack or tote bag for carrying special supplies and permission slips.
_____ Plan activities for bus or car ride, i.e. songs, games, seating chart, passenger lists and buddies.
_____ Complete badges and sack projects.
_____ Discuss what it is like in a planetarium and how children are expected to behave.
_____ Practice appropriate behavior for the trip, i.e. how to ask questions, how to shake hands and how to say "thank you." Role play good behavior ahead of time.
_____ Anticipate possible anxieties some children might have, such as fear of the dark.
_____ _____________________________________________________________
_____ _____________________________________________________________
_____ _____________________________________________________________
_____ _____________________________________________________________
JUNIOR ASTRONOMER GUIDELINES
Go over these guidelines with the students before the field trip. If your students can write, ask them to transfer these suggestions to poster board before your trip. Use the badge patterns (see attached copies) to make an attractive border for each poster.
On the way:
1. Stay in your seat and use the seat belt.
2. Keep your hands and possessions to yourself.
3. Watch the noise level (talk quietly, without shouting).
4. Thank the driver and helpers at the end of the trip.
At the planetarium:
1. Stand quietly in line until you are allowed inside the planetarium, then sit in designated seating as directed.
2. Sit quietly in your seat so everyone can see and hear the planetarium show.
3. Keep still while the planetarium guide is talking to you.
4. Listen to what the guide has to say; raise your hand if you have a question.
5. After the show, wait in your seat until directed to leave the planetarium.
6. Thank the guide and any other people in the planetarium who helped with the tour.
Other guidelines to follow:
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
_______________________________________________________
Date_______________
Dear parents/guardians,
On_________________________we will be taking a field trip to the______________ Planetarium. During the coming weeks, we will be doing a variety of class projects designed to help us prepare for and expand upon what the children will learn on this visit. You are encouraged to discuss the activities that your child brings home, and to visit the classroom to see the projects being developed.
A visit to a planetarium provides an opportunity for the children to grow in many different ways, not just in science, but in other areas of the curriculum such as social studies, language arts, the creative arts, and mathematics. A trip to a planetarium can help in the development of an enjoyable and educational hobby, both now and later in life.
We will be taking a bus to and from the planetarium on the day of the field. If you would like to join us on our trip to the planetarium please feel free to do so. We will leave at______________and plan to be back at_______________.
Please complete the following permission slip and return to my by______________.
Thank you,
________________________
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_______Yes, my child,___________________________, has permission to go to the _________________Planetarium on______________, 19____.
_______No, my child does not have permission to go to the __________________ Planetarium.
Signed:_______________________________Date:_________________________
ADULT RESOURCES
Arnold, V. and C. Smith. (1986). Orbits. New York: MacMillan Publishing Company.
This is a level nine reading text which has interesting stories about the sun, moon and stars. It also contains a story about a Greek myth , making a telescope, looking at the stars, and includes several poems. These stories could easily be used as introductions to a unit on astronomy.
Atwater, Mary. (1993). Earth and Sky. New York: MacMillan/Mcgraw-Hill School Publishing Company.
A teacher's planning guide for a primary level astronomy unit. The book offers background information and activities for primary grades on our Sun, stars, shadows and the rotation of the Earth.
Gallant, Roy A. (1986). Our Universe. Washington D.C.: National Geographic Society.
A beautiful picture book with chapters on the sun, asteroids and meteors, comets, deep space, shuttles and starships and the nine planets. Detailed photographs and charts with fascinating facts. A wonderful reference book for teachers.
Hartman, B. (1993). Let's Learn at the Planetarium! Minnesota: American Teaching Aids.
The information in this book contains many activities, guidelines, bulletin board ideas, and curriculum extenders designed for a thematic unit on astronomy. This is a great resource for teachers to get lesson plan ideas and activities from.
Ranger Rick's Nature Scope. (1992). Washington D.C.: National Wildlife Federation.
This issue of Nature Scope is filled with all levels of activities for an astronomy unit. A lot of good background information to use when developing a unit. It includes a section on the universe, the solar system, the night sky, and the history of astronomy and the space program.
Reigot, B. (1988). A Book About Planets and Stars. New York: Scholastic Inc.
This is an informational book which discusses the solar system, gravity, the sun, the orbits of planets, the Earth, the stars and how stars began including information about the life and death of stars. A wonderful resource for background information when preparing for a unit on astronomy.
Simon, S. (1986). The Sun. New York: Mulberry Books.
A book of fascinating photographs and easy-to-read text. Filled with facts about our Sun and other stars. Great explanation of sunspots and other unique Sun facts. Good reference book for teachers and older elementary students.
Video (1993). Stars and Constellations. Washington D.C.: National Geographic Society.
An informative, quality video for elementary students. This could be used as an introduction to an astronomy unit or shown in bits and pieces to introduce each lesson. Most of the language is easily understood-not a lot of scientific jargon.
Weiner, Esther. (1992). Dirt-Cheap Science. New York: Scholastic Professional Books.
Activity-bases units, games and experiments for grades one through four. Filled with great ideas on life, earth and physical science. Several astronomy lessons which were adaptable to our unit.
CHILDREN'S LITERATURE
Branley, F. M. (1961). The Sun: Our Nearest Star. New York: Thomas Crowell Company.
A picture book about the sun. It discusses what the sun is, compares the sun in size to things familiar to children, explains how far away the sun is, describes the sun as a sphere, provides an experiment to do using sunlight, and discusses the importance of the sun. It also summarizes all of the information given throughout the book in a brief paragraph at the end of the book.
Branley, F. M. (1962). The Big Dipper. New York: Thomas Y. Crowell Company.
An introduction to looking at the skies. A beginning reader book that talks about the stars, especially the constellation, the big dipper. It tells how to locate it, what we know about the famous group of stars and also includes some folklore connected with the big dipper.
Branley, F. M. (1985). Sunshine Makes The Seasons. New York: Harper & Row Publishers.
This book describes how sunshine and the tilt of the Earth's axis are responsible for the changing seasons. It discusses the importance of sunshine, how long it takes the Earth to rotate, and information about why the length of days change throughout the year. It also provides examples to experiment with the children.
Branley, F. M. (1961, 1986). What Makes Day and Night? New York: Harper & Row Publishers.
A simple explanation of how the rotation of the Earth causes day and night. A simplistic picture book to use with an astronomy unit. It also includes a simple experiment to do concerning the concept of rotation.
Carle, E. (1992). Draw Me a Star. New York: Scholastic Inc.
This is a picture book about drawing the stars. Beautifully illustrated. Shows you how to draw a star. Could be used as additional reading during an astronomy unit.
Dayrell, Elphinstone. (1968). Why the Sun and the Moon Live in the Sky. Boston: Houghton Mifflin Company.
An African folktale about the sun and the moon and how they came to live in the sky. One of several books that could be used for a lesson on folktales and the history of astronomy.
Dexter, Robin. (1996). Stars Near and Far. USA: Troll Associates.
A children's picture book which provides basic facts about the stars and constellations. It also contains information about the sun, the Earth's rotation, and the solar system. It has beautiful illustrations.
Elkin, Benjamin. (1966). Why the Sun Was Late. New York: Parents Magazine Press.
An African folktale about how the sun rises. Another look at a different culture and its beliefs.
Fowler, A. (1991). The Sun is Always Shining Somewhere. Chicago: Children's Press.
This book examines the sun in the context of other, more distant stars and discusses the night sky along with the movement of the Earth. Touches on why we need the sun.
Gibbons, G. (1992). Stargazers. New York: Holiday House.
The information in this picture book provides answers to basic questions about stars including how constellations were names, and explains how telescopes work. Some important dates in the history of stargazing are also included.
Ginsburg, Mirra. (1975). How the Sun Was Brought Back to the Sky. New York: MacMillan Publishing Company.
A Slovenian folktale about sunrise and sunset. This book can be used to read to the class or could be read independently by primary students.
Hopkins, L.B. (1989). Still As a Star. Boston: Little, Brown, and Company.
A collection of poems for children about the stars, sun, moon, and night. The poems are simple, short, and easy to understand. Could be read to children of any age. Beautifully illustrated. Good reference for integrating language arts with a science unit.
Wandelmaier, Roy. (1985). Now I Know Stars. New Jersey: Troll Associates.
An easy-to-read book for primary grades. Watercolor pictures and a text that explains some basic ideas about stars, provides the student with an understandable resource. Great pictures!
Wilson, Lynn. (1993). What's Out There? New York: Grosset & Dunlap, Inc.
The text and illustrations in this book provide information about the sun, moon, and planets that make up our solar system. The information is written in an easy-to-read and understand fashion.
Winter, J. (1988). Follow the Drinking Gourd. New York: Random House.
This book discusses slavery and the underground railroad system used by many slaves to escape captivity. A journey to freedom using a song and following the night sky, the drinking gourd which is known as the Big Dipper. This book could easily be used to tie in culture or the issue of slavery in a unit.
Zelinsky, Paul O. (1982). The Sun's Asleep Behind the Hill. New York: Greenwillow Books.
An Armenian folktale/song about the Sun and where it is at night. Another great folktale that could be used to do a lesson on the beliefs of other cultures and the way that they explained natural phenomena.
CHILDREN'S RESOURCES
Asimov, Issac. (1968). Galaxies. Chicago: Follat Publishing Company.
An informational books which discusses how people have been studying the sun, moon, and planets for many thousands of years. It also discusses astronomers using telescopes to view the universe, constellations, and the Milky Way.
Branley, F. M. (1967). A Book of Stars for You. New York: Thomas Y. Crowell Company.
A good reference book for children about our Sun and stars. Detailed explanations of the great distances in space. Some information on constellations and the origins of stars.
Branley, F.M. (1964). The Sun. New York: Thomas Y. Crowell Company.
Although dated in some areas, this is a good reference book detailing the layers of the sun, the motions of the sun and the evolution of the sun. A lot of details appropriate for older students.
Cole, J. (1990). The Magic School Bus: Lost in the Solar System. New York: Scholastic Inc.
This is a fact-based book about the solar system. It involves a field trip into the solar system and explains many concepts and facts about the planets and the sun as the children are exploring outer space.
Farndon, John. (1992). How the Earth Works. New York: Readers Digest.
A wonderful resource book for students and teachers. Chapters cover the planet Earth, the Earth's structure, rocks and soil, the changing landscape, oceans and the atmosphere. The book answers such questions as why the sky changes color.
Fradin, D. B. (1983). Astronomy. Chicago: Children's Press. A new true book that presents basic information about the stars, constellations, galaxies, universe, Earth, and the solar system. It also briefly discusses space travel and astronomers. A great resource for students to use during an astronomy unit.
Lewellen, J. (1954). Moon, Sun, and Stars. Chicago: Children's Press.
A new true book that introduces astronomy with emphasis on the relationship between the moon, the earth and the sun. A great resource for students to use during an astronomy unit.
Ride, S. and O'Shaughnessy. (1994). The Third Planet. New York: Crown Publishers, Inc.
Awesome color photographs taken from space. Interesting text about the Earth, satellite instruments, the parts of the atmosphere, climate, the reshaping of the land masses on Earth and much more. A wonderful book to look at. Discusses the impact of human life on the planet Earth.
Scott, Carole. (1993). Night Sky. London: Dorling Kindersley.
Lots of facts on stars, our sun and solar system, constellations, galaxies, planets, comets, meteors, asteroids, the moon, and the tools that astronomers use. Short blurbs on each page whet the appetite to do further research. A great resource for students.
Sipiera, P. P. (1986). I Can Be An Astronomer. Chicago: Children's Press.
This book discusses the work that astronomers do as they study the stars to learn more about the universe. It has nice illustrations which will captive the attention of readers of all ages.
Taylor, Barbara. (1991). Seeing is Not Believing. New York: Random House Inc.
A primary level book filled with easy-to-do activities using light and shadows, reflections, sundials, mirrors, periscopes and kaleidoscopes. A great book for students to use for ideas on unit projects or for a teacher to use to set up science stations in the classroom.
Wilkin, F. (1983). Microscopes and Telescopes. Chicago: Children's Press.
This book describes the various parts of telescopes and microscopes along with the functions of each. It also discusses the uses of these instruments and how to operate them properly. This book can be used for background information for a lesson on telescopes or microscopes.
Wortzman, Ricki and Gillian Kydd. (1992). Explorations In Science. Canada: Addison-Wesley Publishers Limited.
This activity book for students or teachers contains several shadow experiments. Provides many questions promoting hands-on experimenting with one's shadow. Also offers several ideas on art and language arts projects that can be integrated with a science unit on shadows.
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