OUTER SPACE - Thom Zahler Art Studios · This month’s focus is on Outer Space. The lessons revolve around the solar system, astronauts, gravity, moon phases, and more! Children

OUTER SPACE

PROGRAM CURRICULUM

OUTER SPACE SAMPLE WEEKLY ACTIVITY PLANWeek of: Theme: OUTER SPACE

Teachers: Character Focus: Fairness

and Good Sportsmanship

SYNOPSISThis month’s focus is on Outer Space. The lessons revolve around the solar system, astronauts, gravity, moon phases, and more! Children will have the opportunity to make a replica of the solar system, train like an Astronaut, and conduct gravity activities. The character focus will be on fair play and how to engage in good sportsmanship.

Tips for the TeacherIt is very important to read through all of the activities prior to implementing them in the classroom. Preparation is the key to a successful program. Collect outside resources to enhance the activities. (i.e. checking out books for free at the local library). The appendix contains any reference pages or activities that need to be copied. If you find other activities to include there is space at the end of the packet where you can add the necessary details.

1OUTER SPACE UNIT PLAN

OUTER SPACE S Y N O P S I S

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Increasing Parent InvolvementAsk for volunteers to come in and share their experiences on any astronaut missions they have watched on the television.

Ask the parents if they know anyone who is an astronaut or involved in that field to come and speak to the class.

Near the end of the month have the kids invite the parents to come in for a ‘show n tell’ day. Have the parents go around and see the different activities the children have been working on.

Possibly some parents might have some expertise in this area—Invite parents and students one night to a good viewing sight where you can see the sky clearly to try and locate various constellations in the sky. Have some hot chocolate & cookies while exploring the sky!

Event Ideas* Book Suggestions

* Cool Gravity Activities by James Hopwood

* Gravity by Lisa Hill

* The Moon Book by Gail Gibbons

* Everything Kids’ Astronomy Book by Kathi Wagner & Sheryl Racine

* The Magic School Bus Lost in The Solar System by Joanna Cole

* Crafts for Kids Wild Outer Space by Kathy Ross

* Astronauts Today by Rosanna Hansen

* The Big Dipper by Franklyn Branley

* The Earth and Sky by Gallimard Jeunesse

* Is there Life in Outer Space? by Franklyn Branley

Advanced Preparation Order Astronaut Ice Cream (5pks 2.50 each). www.teachersource.com Can break into small pieces for students to sample. 5 packages are enough for approximately 25 students to try.

S Y N O P S I S OUTER SPACE

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Materialschart paper

pencils

pens

string

elastic bands

crayons or markers

scissors

construction or copy paper

graph paper

stapler

index cards

tape

koosh ball

astronaut ice cream

mini-milky ways

stopwatch

plastic cups

posterboard

magazines

playing cards

calculator

glasses

cardboard

chairs

plastic water bottles with labels removed

glitter, sequins, ribbons

beads

raisins, gumdrops, licorice

hard candy for planets (small/big sizes)

canned frosting

mini-marshmallows

large crystal sprinkled sugar

toothpicks

playing ball

apples, oranges, pears

dried fruits

mini-pretzels

balloons

bowl

flour

baking tray

stones or marbles

aluminum foil

tongs

hula hoops or rope or string

beanbags or hacky sacks or footbags

straws with an expanding bend

small rubber ball

medium size canning jar

large mayonaise jar

popsicle sticks

food coloring (optional)

vegetable oil (optional)

small objects- like eraser/paper clips

toilet paper rolls

soccer ball or playground ball

watercolors

paintbrushes

black permanent sharpie

lamp

tennis balls

radio

play doh

a bandana or scarf

3-4 space-themed objects (optional)

paper plates

rulers

a stuffed animal or puppet

contact paper

origami paper

small paper fasteners

the book, “Winners Never Quit” by Mia Hamm

the book, There’s No Place Like Space! by Tish Rabe

Preview our ThemeAsk students what they already know about Outerspace? Ask students what things they would like to learn. Create a K-W-L chart by labeling a chart with the following:

K (What I Know) W (What I’d Like to Know) L (What I Learned)

This chart is a great way to recap and review what has been learned.

Tell students that this month they will learn all about solar systems, astronauts, gravity, moon, rockets and more!

Review the activity areas for the day.

Materials: chart paper

markers

When I Grow-up!Ask the students if they have ever thought about what they would like to be when they grow up? Have the students write down what career path they want to pursue. Have students share their responses. Make a graph on the board to catch the similarities and differences among the group. Does anyone want to be an astronaut or work in the science field?


Materials: chart paper or board

AOUTER SPACE Group Gathering

OUTER SPACE S N A C K S T A T I O N

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Save our PlanetRemind students that it is important to take care of our Earth. Brainstorm all the different ways they can help. Encourage responses about recycling, turning off lights, picking up trash, using cloth napkins, etc. What will happen to our Earth if we do not take care of it.


Materials: NONE

What is NASA?NASA stands for National Aeronautics and Space Administration. Tell the students about their vision—to reach new heights and reveal the unknown so that what we do and learn will benefit all humankind. For 50 years, NASA has been trying to answer basic questions.

* What’s out there in space?

* How do we get there?

* What will we find?

* What can we learn there or learn just by trying to get there, that will make life better here on Earth?

* Review the activity areas for the day.

Materials: NONE

What Do You Know?Refer back to the K-W-L chart created on the 1st day of this theme. Ask children to tell what they have learned so far about Outerspace during this first week. Write children’s responses on the chart.


Materials: K-W-L chart

Marker

S N A C K S T A T I O N OUTER SPACE

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There’s No Place Like Space!Ask students to follow along carefully as you read the book, There’s No Place Like Space! This newly revised book represents Pluto as a Dwarf Planet and overviews the planets, constellations, and moon.


Materials: The book, There’s No Place Like Space! by Tish Rabe

Twinkle Twinkle Little StarAsk the students to sing along and recite one of the most famous English nursery rhymes—Twinkle, Twinkle Little Star. The lyrics are from an early nineteenth-century English poem, ‘The Star’ by Jane Taylor. Read aloud the poem and have the students share their thoughts about it.


Materials: The Star Reproducible (see Appendix)

Future of NASAWhat are your goals? The end of the Space Shuttle program does not mean the end of NASA or even sending humans into space. What’s next for NASA?

Designing & building capabilities to send humans to explore the Solar System, working toward a goal of landing humans on Mars.

Conducting science missions that will seek new knowledge and understanding of Earth, Solar System, and Universe.


Materials: NONE

Compare/ContrastThink about life outside of the planet Earth. How would life be similar and different to our lives here on Earth? Create a Venn diagram together as a class. What are some challenges about the other Planets?


Materials: NONE


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Speak to me!Review Outerspace words with the students. See Appendix for some suggestions. Research other words if possible to continue to add to the list.


Materials: Outerspace words (see Appendix)

Gravity for KidsWhat keeps us from floating off into space? Why does something I drop fall to the ground? Gravity attracts all objects toward each other. Discuss the importance of gravity and why it is so difficult for Astronauts to be in Space. Tell the students they will be doing some gravity activities this week.


Materials: NONE

NicknamesDo you have a nickname? What is its purpose? Discuss with students why some of the planets have nicknames. Are they appropriate?

* Jupiter- the gas giant

* Mars- the red planet

* Venus- the morning star/evening star

* Saturn- the ring planet


Materials: NONE


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Say it All!See if the students can remember both ways that they have been taught to remember the names of the planets. (1- Young Science- week 1, Monday & 2. Group Gathering- week 2, Monday There’s No Place Like Space book by Tish Rabe). As a group, come up with a different way to remember the names of all our planets.


Materials: NONE

Compare/ContrastCompare the size, color, and temperature differences between the objects in the solar system. Discuss similarities and differences about the objects. Share any observations made about each of the objects.


Materials: NONE

Different is good!Learn the differences between the planets by having the teacher recite facts about one planet at a time to the entire class. The students should raise their hands or stand up when they think they know which planet is being described.


Materials: NONE

Take a BreathWe take our atmosphere on Earth for granted; it’s all around us. But spend a second on any other planet in the Solar System and you’ll realize just how good we have it here.

* Earth: primarily Nitrogen and Oxygen

* Venus- Carbon Dioxide

* Mars- Carbon Dioxide is very thin

* Jupiter/Saturn/Uranus/Neptune- primarily hydrogen and helium

* Pluto- near sun, thin atmosphere but when travel to outer region, atmosphere freezes and collapses to the planet’s surface.


Materials: NONE

Favorite FactAsk the students to think back over the last four weeks. Encourage the students to share their favorite fact or activity.


Materials: NONE

OUTER SPACE SNACK STATION BHealthy Eating

Place small strips of paper and pencils or pens at the Snack Station area. Ask students to write down a few healthy snacks that they would like to see offered this month. If their parents do anything special with their healthy snacks like ants on the log, etc, encourage students to write it down so perhaps it could be the featured, snack of the day. Students can put their suggestions into a box the teacher has placed within the station area.

Materials: small strips of paper pencils or pens

What do Astronauts Eat?Space food is either dried out or heat-treated. It has a pretty high shelf life (2-3 years). The food is carefully contained and drinks are packaged as dehydrated powders. Astronauts add water to freeze-dried foods.

Place large index cards and pencils or pens at the Snack Station. Students are to brainstorm what types of food they think astronauts are served in space. What do you think the food tastes like? How do you think you would enjoy eating the food?

Materials: 4x6 index cards (or paper cut in half)

pencils


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The Smell TestBeing in space can put a damper on the Astronauts’ appetites. Without gravity, food aromas waft away before they make it to their nose. When you can’t smell food very well, you can’t really taste it. While eating your snack today, hold your nose while eating and see if you notice any differences. Can you taste your food?

Materials: NONE

Astronaut Ice CreamThese specially preserved ice creams are freeze-dried and require no refrigeration. Each package comes with an explanation of the freeze-drying process. Encourage students to try a sample of the ice cream by breaking it into small pieces. How did it feel when you put it in your mouth? Does it taste like regular ice cream?

Materials: Astronaut Ice Cream

Serve Yourself SamplesPart of the Snack Station includes students serving themselves. On this day provide something like a small bag of chips, individual cracker packs, pieces of fruit, or fruit cups. Try to have a few items so there is a variety. Explain to students that some days there will be a snack choice in which they can choose one drink and one food item. On this day they will be able to go to the station, choose their own item by serving themselves instead of waiting to be served.

Materials: small snacks

The Milky WayPlace small strips of paper and pencils or pens at the Snack Station area. Ask students to write down why there are mini milky ways being offered at the snack station today? Students can put their suggestions into a box the teacher has placed within the station area.

Materials: Mini Milky Way candy bars Small strips of paper

pencils


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The Milky Way ResultsThe Milky Way is the galaxy that contains our Solar System. All the stars that can be seen in the night sky are part of the Milky Way galaxy. Did you guess correctly?

Place large index cards and pencils or pens at the Snack Station. Students are to write down one question they still have about Outerspace that they would like answered and place it on the suggestion box the teacher has placed within the station area.


pencils

Marshmallow Constellation

On page 28 of the book, There’s No Place Like Space!”, there is a picture of different constellations that are seen in our sky. With mini-marshmallows and toothpicks, try and make one of the constellations on the page.


Pencils There’s No Place like Space! book by Tish Rabe

Mini-marshmallows

Space EatingThere is no gravity in space. That is why astronauts float around in their spaceships. When they eat, they tie down or attach everything to their food trays. While eating your snack today, try using only your hand that you usually do not use. Was it a challenge? Did you overcome it?

Materials: NONE

Lunar Ice CreamMake your own ice cream at home! Try out this delicious treat! Take a copy of the recipe and try it out! Delicious.

Materials: Make your own Ice Cream Recipe (see Appendix)

Crazy AliensHave fun creating your own crazy alien. With toothpicks and an assortment of food, create an alien….than go ahead and eat it!

Materials: raisins Gumdrops

Licorice Any other candies or treats you can stick on

toothpicks


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UFOA UFO is an unidentified flying object. While many sightings are reported each year, most claims of UFO’s are later to be found false. Create your own UFO (Unusual Fruit Original) with an assortment of fruit. Be as creative as you wish!

Materials: Cut up pieces of apples, oranges and pears

Space Food!Have a sample of some dried fruits…see how it compares to the real food. Which do you prefer? Do you think Astronauts get tired of eating space food?

Materials: Dried fruits…. any assortments

Brownie & Moon PieTry out this recipe for an “Out of this world” dessert. Since we are discussing moons…nothing is better than having a moon to eat! Try out this recipe at home.

Materials: Brownie & Mud Pie recipe (see Appendix)

Pretzel ConstellationsTry creating your own constellation using mini-pretzels. How creative can you get?

Materials: Mini-pretzels

Edible Solar SystemHave fun creating your own edible solar system.

Materials: 8 inch paper plates (inexpensive ones)

Different sized hard candies to represent the planets

Butterscotch- sun Red hots, skittles, mints, etc.

Colored, large crystal sprinkled sugar Canned frosting

Draw 9 circles on the paper plate to represent the orbital paths of each planet.

Use canned frosting; attach a ‘candy planet’ on each path around a ‘candy’ sun. A butterscotch candy can be used for the sun. The smaller planets: Mercury, Venus, Earth,

Mars, and Pluto should be represented with smaller candies, while the larger planets should be represented with larger candies.

To be more detailed, a red spot on Jupiter, dark spot on Neptune, etc can be shown by attaching smaller candies onto a larger candy. String licorice can be used to depict the rings on larger planets and Colored sugar crystals should be sprinkled on between Mars and Jupiter to depict the asteroid belt.


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Select Favorite Astronaut Food

If NASA were having a contest for the next food available to be made for the astronauts, what would be your vote?

Materials: slips of paper

Bar GraphResults are in! After everyone votes from yesterday, here is the data. Create a simple bar graph to show the results. Any surprises?

Materials: paper or graph paper for bar graphs

Design a PlanetUsing the snack of the day, try and create a planet. Be as creative as you can!

Materials: Today’s snacks

TidbitsHere are a few fun facts about our night sky and all that space has to offer. Share these while students are eating snack and encourage discussion.

The word ‘planet’ means ‘wanderer.’

There are 7 main rings on Saturn which are made of chunks of ice

Seven of the nine planets have moons orbiting them. The two moons of Mars are not round they are more oblong like baking potatoes

Although Venus is farther from the sun than Mercury, Venus is the hottest planet in our solar system. Its clouds are 15 miles think and act like a greenhouse, trapping in heat and causing the planet’s temperatures to remain at about 900 degrees Fahrenheit.

An eclipse occurs when one body in space blocks our view of another. For example, when the moon passes in front of the Sun, we see a solar eclipse. When the moon passes in front of the Earth’s Shadow, we see a lunar eclipse.

CSocial Studies is not a focus during this month

OUTER SPACE WORLD EXPLORERS

DOur Solar System Facts

Pass out the reproducible page in the appendix that is titled, Our Solar System Facts. Ask the students about what they see on the page. Our Solar System is made up of the Sun and everything that orbits it (the nine (eight) planets moving in elliptical orbits around it). Teach the students the simple way to remember all of the planets in our solar system. Have the student write the name of the planet next to the phase.

My=Mercury, Very=Venus, Easy=Earth, Method=Mars, Just=Jupiter, Sped=Saturn, Up=Uranus, Naming=Neptune, Planets=Pluto

Materials: pencils or pens Paper

Reproducible page (see Appendix)

Label meIt is important for students to learn where all our planets are located. Distribute the Label Me diagram (see reproducible pages in the appendix). Have students read the definitions and then label the diagram.

Materials: crayons or markers Label me reproducible (see Appendix)

Pencils or pens

OUTER SPACE Young Scientists

OUTER SPACE Y O U N G S C I E N T I S T S

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Solar System BooksIn order to make the books, students will use copy or construction paper and fold the pages into fourths.

1. Students cut on the folded lines so that each sheet of paper makes 4 pages for the books.

2. Students will at least need 12 pages for their book so they can add asteroids, comets, moons and other solar system facts.

3. Staple the pages together on one side.

4. Have students make a cover for the Solar System book

5. Each page should include:

* Name

* Description of it

* Picture

* Using the Solar System Facts (see Solar System Facts in Appendix) and any other internet or reference book you may have. Encourage students to do some research before creating their books. Students may work on the book for a few days. Make sure students have some empty pages in case they would like to add additional information as they learn more.

Materials: pencils crayons

scissors construction or copy paper

stapler Solar System Facts (see Appendix)

Y O U N G S C I E N T I S T S OUTER SPACE

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Where, Oh Where Does that Little Object GoWe have been working on the Solar System all week. This is a nice review of where each object is located.

Each of the eight planets and the dwarf planet Pluto orbits around the Sun in a very special way. The students need to decide which planet or dwarf planet goes into what orbit on the solar system map below. Each orbit pattern is numbered 1 through 9. Have the students put the number of the orbit pattern that belongs to each object in the box under the object’s name. Distribute the Little Object Reproducible (see Appendix) to the students.

Materials: pencils Little Object Reproducible (see Appendix)

Fill in the BlanksWith a partner, fill in the missing words. Use the clues in the sentence to help figure out the appropriate word.

Materials: Fill in the blank reproducible (see Appendix)

Memory GameDivide the group into two teams. Give each team the Memory Game reproducible (See Appendix). See which team can answer all the questions first.

Materials: Memory Game Reproducible (see Appendix)

Solar System ShuffleHow well do you know the planets? Students will match the ‘shuffled solar system’ deck of cards to the correct description.

Students will read all the descriptions and then take 1 playing card and put it next to the description it matches. If students need help, offer additional reference books to look up answers.

Materials: 10 playing cards with paper over the card labeled with one of the following: Jupiter, Saturn, Moon, Sun,

Mercury, Pluto, Halley’s Comet, Venus, Uranus, Mars (can make multiple sets) Solar System Shuffle Reproducible (see Appendix) cut into strips or put on sentence strips


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Planet Hop (2 day activity)The Planet Hop reproducible (see Appendix) lists the gravitational pull (relative to Earth’s) of each planet in our solar system. Also included in the chart is the number of Earth years it takes for that planet to make a complete revolution around the Sun. Your mission is to calculate your weight and age on each planet as you jump from one planet to the next.

Ex: If the planet has a gravitational pull 2.5 times greater than that of Earth, then a 220 pound earthling would weigh 550 pounds on that planet. (2.5 x 220=550)

Example: It only takes the Earth 365.24 days to revolve once around the Sun. Due to their great distance from the Sun, some planets may take hundreds of Earth years to complete the same journey. If you take your age and divide it by the length of time it takes a particular planet to complete a revolution around the Sun, you can determine what your age would be in terms of that planet’s year. For instance, if you are 10 years old on Earth and it takes Planet W 20 years to complete a revolution, then you would only be .5 Planet W years old (10/20=.5). If time when you are done, re-do the activity using the age of 75 to see what your lifespan would be on each planet.

Enter your age (Earth years): Enter your weight (pounds on Earth)

Materials: Planet Hop reproducible (see Appendix) Calculator

Planet Hop-Part 2Complete the remaining planets that have not been calculated. Also, students can complete the chart again using the age of 75.


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Balloon ChallengeThis is a challenging and fun gravity experiment to try. Students may need a friend to help stack the balloons on top of each other. Try the first challenge and then encourage students to try to go further and go for a second, third, and maybe even a fourth balloon.

1. Blow up first balloon.

2. Place the longest end of the straw in your mouth with the bent (up) end pointing toward the sky/ceiling.

3. Hold your balloon just above the bent end of straw.

4. Blow through the straw and see if you can suspend the balloon in mid-air.

5. If students are feeling confident, blow up the second balloon making sure it is slightly bigger than the first balloon that they blew up.

6. Place the second balloon just above the first balloon to see if they can get both balloons to stay afloat (one on top of the other).

7. Continue adding a balloon making sure that it is slightly bigger than the one before it. Can anyone suspend three balloons in mid-air at the same time?

Materials: 3-4 balloons A straw that has an expanding bend

A partner


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Spinning BallCan you lift a ball up from the tabletop without touching the ball or tipping over the jar? See how gravity can help you.

Instructions:

1. Place the ball on the top of the table.

2. Place the jar over the ball so that the ball is inside the mouth of the canning jar.

3. Start spinning the jar around in circular motion (keeping it on the table).

4. Once the ball starts spinning inside the jar lift it from the tabletop.

5. The ball is lifted from the table and will continue to spin inside the jar until it loses its speed.

What’s Happening? This works because the ball spinning inside the jar is trying to escape but the jar itself forces the ball to stay inside the wall of the jar. Due to the force of the spin or speed, the ball will continue to spin until it loses its speed and gravity will pull it back to earth and the ball will fall from the jar.

Materials: small rubber ball Flat tabletop surface

Medium size canning jar (wide mouth) or a jar with a lip/neck (lg Mayonaise jar)

Gravity Free WaterWhat goes up must come down right? Well, try bending the rules a little with a cup of water that stays inside the glass when held upside down.

1. Put the cardboard over the mouth of the glass, making sure that no air bubbles enter the glass as you hold onto the cardboard.

2. Turn the glass upside down (over a sink or outside until you practice).

3. Take away your hand holding the cardboard.

What’s Happening? If all goes to plan the cardboard and water should stay put. Even though the cup of water is upside down the water stays in place, defying gravity! With no air inside the glass, the air pressure from outside the glass is greater than the pressure of the water inside the glass. The extra air pressure manages to hold the cardboard in place, keeping you dry and your water where it should be, inside the glass.

Materials: A glass filled right to the top with water Piece of cardboard


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Orbital ForcesTo demonstrate orbital motions and forces using an eraser swung by a string. A center-directed force that causes an object to follow a circular path is called a centripetal force. When you swing an eraser from the end of a string, you must pull on the string--exerting a centripetal force. What happens when you let go?

1. Hold the free end of the ribbon and swing the ball in a circle.

2. In this activity, the centripetal force on the ball is produced by string tension. That is, the string transmits the centripetal force which pulls the eraser into a circular path. For a satellite orbiting Earth ,there is no string connection! What produces the centripetal “towards the center of the Earth” force?

3. Let go of the string and watch which direction the ball travels. The string makes it easier to follow the direction of the eraser.

4. Where did the ball go?

5. The circle shown below represents the path of the ball while you were swinging it with the string. Draw an arrow from the circle to represent the path of the ball when you released it. Explain your answer.

Materials: string & eraser

Astronaut Jeopardy We have been working on the Outerspace theme for three weeks. This is a nice review of what we have learned.

Divide the students into 4 groups. Each group will need to come up with 5 questions (easiest question worth 100 and hardest question worth 500 points).

Each group will select one category to focus on—either sun, planets, solar system, earth. Write down each of your questions on a piece of paper and the answer on the back. Give each question a value point of 100, 200, 300, 400 ,or 500.

If there is time, play the Jeopardy game.

Materials: pencils paper

YOU


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Making CraterCan you see the craters that have been made on the Moon? Take a look at a reference book and study the moon. These craters are scars from space rocks that have crashed into the surface long ago. Also, a few craters made from meteorites on Earth have formed into crater lakes.

Steps:

1. Pour the flour in the baking tray and spread out evenly with your hand (about an inch deep).

2. Drop the marble or stone in the flour.

3. Carefully remove the marble/stone from the flour.

4. Look at the crater the marble/stone has made.

5. Repeat steps 2 and 3 a few times so that you can see several craters.

Materials: small baking tray Flour

Stones or marbles


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Phases of the Moon-Part 1What people sometimes call ‘moonlight’ is really sunlight reflecting on the Moon’s surface. The Moon itself puts out no light at all. It takes about four weeks for the Moon to orbit once around Earth. During this time, the Moon’s position relative to Earth and the Sun is constantly changing. There are a few different phrases of the moon.

Instructions:

1. Pretend the lamp is the Sun, the ball is the Moon, and your head is Earth. Darken the room except for the lamp. (If there is a closet, have a few students go in at a time.

2. Now, hold the ball straight out in front of you. Stand facing the lamp. The ball will appear dark because the lighted side of the ball is facing away from you. This position represents the New Moon, dark and about to be born. Now, turn just a little tiny bit to your left, still holding the ball straight out. You will see only a thin-lighted crescent on the right side of the ball. Now turn to the left a little more until the light is on your right. You will see half the lighted side of the ball. This position represents the First Quarter phase of the Moon. Now turn to the left again, so the lamp is behind you. (If the ball is directly in the shadow of your head, raise the ball up a little higher.) You will see the entire lighted side of the ball. Now you are looking at the Full Moon. Now turn again so the lamp is on your left. Now you are looking at the Last Quarter phase.

3. What’s Happening? The Moon’s orbit actually dips a little bit above and below an imaginary line drawn between Earth and the Sun. That is why Earth seldom blocks the Sunlight from reflecting off the full Moon. Once in a while, though, Earth does get directly in the way, and we have the exciting event called a lunar eclipse. This week, encourage the students to go outside each day or evening and observe the Moon moving through its phases. At night, look carefully, especially when the Moon is just a crescent, and find the dark part of the Moon. We can see the dark part because it reflects Earth light-that is, Sunlight reflected from Earth. So, how long does each phase of the Moon last? Well, the phases are just names we give to certain points along the Moon’s smooth path around Earth. Technically, each phase, just like the one called a New Moon, when the Moon is exactly between Earth and the Sun, lasts only a brief instant. But to our eyes, a New Moon can last for a few days, representing the time that the Moon appears in the sky too near the Sun’s position for us to see it at all. The time it takes the Moon to go through all its phases is about a month, and that was so important to our ancestors that they created the period of time we call a month. Maybe you’ve even noticed that the word month is like the word moon.

Materials: lamp (no lampshade) Tennis ball


30

Phases of the Moon-Part2If students did not have an opportunity to try the moon demonstration yesterday, give them a chance today.

PlayDoh Solar SystemsStudents will create a model of the solar system using play doh to represent planets and other objects in the solar system. The students can use as much or as little of the playdoh. However, the model should represent approximate sizes and colors of planets. For example, Jupiter should be much bigger than Pluto and Mars should be red play doh if available.

May also include other objects in the solar system like asteroids, moons, etc.

Materials: Different colors of playdoh Cardstock or heavier paper

Space PhrasesStudents can work with a partner or do the work independently. Look at each square of the Space Phrases reproducible (see Appendix) and see if the students can figure out the answer. Once it is complete, students can create their own puzzle and see if classmates can guess correctly.

Answers:

* Falling Star

* Big Dipper

* Rocket

* Milky Way

* Count Down

* Little Dipper

* Shooting Star

* Blast Off

Materials: pencils Space Phrases Reproducible (See Appendix)

EAstronaut Training Part 1

Astronauts need to pass a NASA Space Physical which is equivalent to a military physical. It is difficulty and involves hard work! Tell the students that they will practice various exercises all week and see if they can improve upon their time. Keep track of the total number of each exercise on a piece of paper for the entire week. Make sure a friend keeps track of the time. For each exercise, students get 30 seconds to do as many as they can. Write each number down. 30 seconds of Push-ups (2-3 minute break), 30 seconds of sit-ups (2-3 minute break) and 30 seconds of jumping jacks.

Materials: paper & stopwatch

Astronaut Training Part 2Complete the Astronaut training. See if the students have improved upon their sets. Have they completed more reps within the 30 second time frame for each activity?


OUTER SPACE LET LOOSE

OUTER SPACE L E T L O O S E

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Astronaut Training Part 3Complete the Astronaut training. Do they notice any significant gains? Are the exercises getting any easier?


Astronaut Training Part 4Complete the Astronaut training. Any aha moments?


Astronaut Training Part 5Complete the Astronaut training? Look back at the worksheets on Monday. Did the students improve? What did this lesson teach us?


L E T L O O S E OUTER SPACE

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Making Music with WaterHave you ever tried making music with glasses or bottles filled with water? Experiment with your own special sounds by turning glasses of water into instruments, make some cool music and find out how it works.

Instructions:

* Line the glasses up next to each other and fill them with different amounts of water. The first should have just a little water while the last should almost be full, the ones in between should have various amounts of water.

* Hit the glass with the least amount of water (lightly) and observe the sound, then hit the glass with the most water, which makes the higher sound?

* Hit the other glasses (lightly) and see what noise they make, see if you can get a tune going by hitting the glasses in a certain order.

What’s happening? Each of the glasses with have a different tone when hit with the pencil, the glass with the most water will have the lowest tone while the glass with the least water will have the highest. Small vibrations are made when you hit the glass, this creates sound waves which travel through the water. More water means slower vibrations and a deeper tone.

Materials: 3-4 glasses (any type of glass, short, tall, etc) Water

Wooden stick such as a pencil

Living Room HopscotchWhen living in space, Astronauts are in close quarters. Have the students create an indoor hopscotch board to use as a group. Label ten pieces of paper, 1-10, and find any type of small object (eraser, paper clip,etc) to use as the throwing object.

Materials: paper Small objects (eraser, paper clips, coin, etc)


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Space RaceDivide the children into two equal teams. Have the teams line up next to each other, single file. Hand the first member of each team a large ball, such as a soccer ball, and tell them it’s a ‘spacecraft’ or ‘planet.’ When you say, ‘Blast off’, the first player in each line passes the ball overhead to the player behind him/her, when then passes the ball under his/her legs to the player behind him/her. The ball continues to be passed over and under to the back of the line. The last player then runs to the front of the line with the ball and starts the process over again. Play continues until every player on a team has been to the front of the line and the team is back in its original lineup. The first team to finish wins!

Materials: soccer ball or playground ball

Freeze TagOne student is the ‘freeezer’, trying to tag the other students. If that student approaches the person, the student has to call out something in Outerspace (like comet, planet, Earth, asteroid, etc) before the freezer touches him/her. If the student calls out something than he/she can’t be tagged. If not, then the student is tagged out. Continue until there is a winner. This can be played several times.

Materials: NONE

Sun, Earth, Moon Role PlayVolunteer to be the Sun, the Earth, or the Moon! This is the students chance to be better than a mere Astronaut! Students are a planetary body. Ask lots of questions to the students acting out the role. Move around room, give hints, sing songs, and test out different ideas. Can role play other planets as well.

Materials: NONE


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Duck, Duck, Blast off! Have everyone sit in a circle on the floor. Select one player to start the game. The first person starts by saying, “10.” The person to the left says, “9,” and so on until you get to “1.”The person who comes after 1 is the “Astronaut” and should get up when everyone else yells “Blast Off!” The Astronaut walks around the outside of the circle and taps each seated child on the head, saying “Star” with each tap until he or she randomly decides to tap someone and say, “Comet!” The Comet runs around the circle after the Astronaut, who tries to get to the Comet’s vacated spot in the circle and sit down before the Comet tags him or her. If the Comet does not catch the Astronaut before he or she sits in the vacated spot, then the Comet becomes the Astronaut and the game begins again with the new Astronaut starting the countdown by yelling out “10!” If the Comet manages to catch and tag the Astronaut before he or she sits down, then the Astronaut begins the next round by yelling out “10!” Play several rounds.

Materials: NONE

Relay RaceStudents are divided into two teams. This is a relay race in which the students have to move the moon rocks (aluminum foil balled up) with tongs from one hula hoop to the other. The first team to move all the moon rocks first, wins.

Materials: Aluminum foil (balled up to form moon rocks) Tongs

Hula hoops (or anything to form a big circle (rope, string, etc)

Comet TossUse three pieces of paper and cut out one to represent the Sun, Jupiter, and Earth. Sun is worth 1 point, Jupiter is worth 3 points, and Earth is worth 5 points. Lay them out a little distance from the starting line. Students will take turns dropping a footbag and lightly kicking it with the top of a foot. Land in a circle and earn as many points as there are listed. The player with the most points after 5 rounds wins.

Materials: paper (to make 3 circles) Footbag or beanbag or hacky sacks


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Pitch & KickBeing precise is always important especially with Astronauts. Draw a 3 by 3 foot square using string, chalk or paper. Have the kicker stand on one side of the box and the pitcher on the other. To play, the pitcher tosses the footbag underhand toward the box. If the kicker kicks it and it lands outside the box, s/he earns a point. If s/he misses the pitch but the footbag lands outside the box, s/he gets another toss. And if the pitch or the kick lands inside the box, the player switch roles. The first player to get ten points wins.

Materials: footbag or beanbag or hacky sacks 3 by 3 foot square using chalk, string, or any other objects

Amazing GravitySet up two chairs back to back with about 2’-4’ of space in between them. During this activity, the students will take turns standing between the chairs with their arms extended slightly to the sides (ex- approximately 10inches from their waists). The backs of their hands will touch the backs of the chairs; there should be just enough space in between the chairs so that the children can do this. Have another student sit in each chair to secure it, and then have the other children take turns standing between the chairs with their palms facing inward toward their bodies. Tell them to push their arms outward against the chairs, keeping both arms straight as you count to 30. Once you finished counting, have the student whose turn it is step forward, away from the chairs, and relax his/her arms. The child’s arms should rise up very slowly on its own, without any effort by the child. The students will be completely amazed at this!

Materials: 2 chairs

Dancing Alien CreaturesPlay Star Wars or Star Trek music and have the students dance around like Alien creatures. Ask the students if anyone has seen the movie, E.T.? Encourage the students to mimic ET’s behaviors.

Materials: radio, Star Wars or Star Trek music


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I went to the Moon!Have everyone sit in a circle on the floor. Set the stage for this game by telling the students: Real astronauts are tested for many important things before they are allowed to go into space. One thing astronauts need is a good memory, so let’s see if everybody can remember what they brought to the moon.

To begin, the first player says, “ I went to the Moon, and I took _______’ filling in the blank with an item that starts with the letter A. The second player must repeat what the first player said and add an item that begins with the letter B. This continues until a player can’t remember the whole list. The last player to correctly repeat the whole list of items being taken to the moon wins. The teacher may write down each item on a piece of paper as the game progresses.

Materials: NONE

Robot GameStudents will partner-up. Each 2-player team will decide who is the robot and who is the operator. Tie a bandana, or scarf over the eyes of the starting team’s robot and make sure s/he can’t see through it. Place a few space-themed items in random locations around the area. When you say, “Go”, the operator must give the robot commands that will help the robot find each item. Each command must be 2 words or fewer, such as “left”, “forward.” The operator must use similar commands to direct the robot to find each item, and then return back to the starting point with the items. Time each team, the team with the lowest time wins!

Materials: A bandana or scarf 3-4 space-themed objects like a plastic star, toy rocket ship, etc or jusT Regular objects A stopwatch


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Keep LimberIt is important to keep limbs loose and limber. Practice some stretching moves and teach one another exercises that you can do to stay fit! Remember to drink lots of water!

Materials: NONE

Be a ConstellationA group of students work together to form a constellation. Can use any of the templates or create their own.

Materials: NONE

Jumping Cups3,2,1….rubber bands provide the fuel for this activity.

Have the students do a drawing of a flying spaceship and then cut it out so it can fit on one of the cups. Cut both rubber bands so that they are no longer circles. Tie one knot on each end of both rubber bands. Cut four small slits into the rim of one of the cups. (one cup will be used as is, so do not cut both cups). Then stretch the rubber bands across the rim of the cup and slide each end into one of the slits (the rubber bands should form the letter X across the top of the cup). The knots should be enough to hold the rubber bands in place. On the cup with the slits & elastics, tape the picture of the flying spaceship on the outside (the tip of the spaceship should be point to the bottom of the cup). To launch, place the regular cup on the ground. Put the rocket cup over it and press down and quickly let go. Watch the cup blast off!!!

Materials: 2 disposable plastic cups per student 2 rubber bands per student

scissors clear tape

construction paper

FOUTER SPACE CREATIVE CORNER

OUTER SPACE C R E A T I V E C O R N E R

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Scrap Paper PicturesDraw an outline of Earth on a piece of plain paper. Can look up various pictures of Earth on the internet or reference guides. Tear colored pieces of paper to match the colors of Earth (greens, blues, darker & lighter shades). Glue the pieces of colored paper onto the outline of Earth. Pieces can overlap.

Materials: Construction paper Paper

Pencils Glue

Save Earth!Have the students brainstorm different ways to save our Earth. What can individuals do to make a difference? Recycle & reuse! Have the students make a Posterboard collage together to educate others on how to ‘Go Green!’ Hints: turn of electricity, shut down computers, use energy-saving bulbs, recycle, reuse, use cloth napkins, walk more!

Materials: Posterboard Markers

Pens Magazine cutouts

Draw a Space Shuttle! (2 day activity)Students will have the opportunity to draw a Space Shuttle following a step by step guide. Display the reproducibles (see Appendix) on the table so that the students are able to follow the steps. This also reinforces a lesson in sequencing. This activity can be done over two days.

Materials: paper Markers

Draw a Space Shuttle-Part 2!Students will continue working on their picture of the Space Shuttle. When it is complete, encourage students to create the planets and starts around it.

Materials: paper Markers

C R E A T I V E C O R N E R OUTER SPACE

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Magic BottlesThinking about Outerspace can be magical experience. Students will make a magic bottle!

1. Fill the water bottles with water leaving about 2 inches of empty space

2. Cut the ribbon into 3-4 inch pieces

3. Add glitter, sequins, and ribbon to the bottles in interesting combinations.

4. Optional- can add tiny bit of food coloring to the water OR few tablespoons of oil to make bubbles in the water

5. Glue the lid onto the bottle so that the bottle cannot be opened.

6. Play with the magic bottles! Look and see what is floating, sinking, etc.

Materials: plastic water bottles with the labels removed Glitter Sequins Metallic ribbon Food coloring (optional)

Vegetable oil (optional) glue

Explore Watercolors in Outerspace (2 day activity)This activity will allow students to think about how close shapes look large and faraway look small. First, have all the students start by drawing a very large planet in one corner of their watercolor paper. Next, a rocket, several medium and a few small circle planets could be added until the paper is full. (See Appendix for an example). Details like bumps and rings around the planets could be added to make their picture more interesting. When the drawing is complete, all the lines will be traced with a black permanent marker. To add lots of stars, the students will need to use a white crayon and draw lots of little X’s all over the paper. They need to press hard and draw many to make an impact after painting. Lastly, the planets and rocket are pained in with watercolor paints and after they have dried a bit (no big wet spots that will want to bleed), the background is painted with lots of black watercolor paint. This lesson can be spread out over 2 days.

Materials: Watercolor paper Pencils White crayon Black permanent Sharpie Watercolors Paintbrushes


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Explore Watercolors-Part 2!

Have the students start where they left off from yesterday and finish the simple but dramatic painting!

Planet PostcardStudents will create a planet postcard. Students will pretend that they could go on any planet and they need to write to a friend describing their planet.

Materials: paper (to make a postcard)

Markers Pencils

Planet Advertisement Students will make an advertisement about their planet they selected. Students will pretend that they can go on any planet. They will need to persuade people to come to their planet. Can include pictures and facts about their planet as well as reasons why to come and visit.

Materials: paper markers pencils


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Toilet Paper Roll Constellations (3 day activity)The star studded sky we see each clear night is divided into many regions. Each area is assigned a name which belongs to a constellation. There are 88 constellations (including north & south hemispheres) which may or may not resemble the intended animal or object. This activity helps students identify some of the most common constellations. This activity can be done over the course of three days.

The students will construct a template that will help them to identify star patterns called constellations.

Instructions:

1. Cut 4 pieces of aluminum foil approximately 10 x 15 cm each

2. Affix each piece of foil over the end of a toilet paper roll. Students can secure the foil over the ends using scotch tape.

3. Temporarily secure one of the templates (see Appendix) over the foil covered toilet paper roll using an elastic band. Be sure to line up the circle over the tub and have the side labeled ‘outside’ showing.

4. With a sharp pencil carefully punch out the pattern on the template.

5. Now look through the open end of the toilet paper roll while looking at a light source (room light). One should see a constellation pattern.

6. As the Earth orbits the sun, we get to see different constellations with each season. The template provides an example for each season.

Materials: For each student: Four toilet paper rolls Four strips of aluminum foil 10x15cm Pencil Constellation templates (see Appendix) Tape Scissors Elastic band


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Toilet Paper Roll Constellations-Part 2

Have the students continue to make the toilet paper roll constellations. Encourage the students to research other star charts from the reference books or the internet to create more constellation templates. Remember to reverse the image so it looks correct when you look through the open end of the toilet paper roll. Students may create artwork or colorful patterns to wrap around the exterior of each toilet paper roll.

Toilet Paper Roll Constellations-Part3

Students will continue working on the constellation activity. Students may create artwork or colorful patterns to wrap around the exterior of each toilet paper roll.

How I wish upon a Star! -- Constellations are a group of stars that form an object or animal. People draw imaginary lines between the stars to make animals and other objects. Students will draw, decorate, and name their own constellation. If they wish, encourage the students to write a short story describing their constellation.

Materials: Construction paper Paper Pencils Glue crayons


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Popsicle Stick Star Ornament (2 day activity)Students will make their own stars using popsicle sticks.

Instructions:

1. Draw up a template of a star using craft sticks.

2. Place one stick inside one line then add some glue to the top. Position second stick on this.

3. Continue step 2 until all 10 sticks are in place.

4. Attach some fishing line or string to one point for hanging.

5. Decorate as desired. Try different colors…or glow in the dark markers for a magical bedroom at night.

Materials: 10 popsicle sticks, colored or plain Glue String

Paint or, pens, markers, glitter, etc to decorate stars Star example (see Appendix)


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Moon PlatesStudents will color and cut paper plates to form a handy reminder of the phases of the moon. Students can leave the plates white to represent the moon or add color and details to each plate.

Instructions:

1. Students will color one plate black. This plate represents the new moon. Leave this plate whole.

2. Paint two plates like a full moon. They can be painted white, yellow, or gray. Students can add craters, dark areas or any other details.

3. Cut one plate in half. This will be the first and last quarter moon. Each student will only use half the plate. Color it the same as the other moon plates that were not black. Two students can share one plate.

4. The students will only cut one of the moon colored plates. The rest of the moons will stay the way they are for assembly.

5. Show students how to find the center of a plate by gently folding it in half just at the edges or by making a tiny mark at the top and bottom of the plate using a ruler placed in the center of the plate circle. These two marks are for beginning the drawing of the crescent. The leftover part of the plate will form the gibbous moon.

6. Using a pencil, show students how to lightly trace an arc from one mark to the other. Take a look at their arcs before letting them cut out Tell them they need to make the cut as smooth as possible).

7. Now ready for assembly. Place the black moon first on table. Then stack each one on top in this order: crescent, quarter, gibbous, full. Hold all together at the top and punch a hole in all layers making sure the hole goes through all plates. Insert a small paper fastener.

8. Now review all the phases using the assembled booklet. Students can write the phase name on the back or front.

9. The book works for the complete 29 day cycle of the phases just by turning it upside down so that the lit side of the moon is on the opposite side. The new moon (black plate) serves as a way to show the dark, unlit side when any of the plates of partial phases are rotated down onto it.

Materials: 3.5 paper plates (per student) pencils paper punch small paper fasteners

markers, crayons, or paints rulers scissors


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Moon Plates-Part 2 Have students continue working on their moon plates.

Solar System Wall Display- Part 1 Students will cut out different sized planets, moons, stars, comets, meteorites, rings, and a sun. Have the students place all of their Solar System on black poster paper and glue each one to the paper.

Materials: construction paper Black poster paper Glue Scissors markers

Solar System Placemats Part 2 Encourage students to use their solar system display from yesterday or make a new drawing and turn it into a placemat. Carefully add a sheet of contact paper over the picture so it will last for years to come!

Materials: Contact paper Origami Students will follow the step by step directions to make their own Sun origami

Materials: 3 ½ “- square origami paper Origami template (see Appendix)

GWinners Never Quit

Discuss with students what it means to have good sportsmanlike behavior. Read the story, “Winners Never Quit, by Mia Hamm. Discuss who she is and why you think she wrote the book. What lessons did you get from reading the story? Have you ever felt the same way that Mia did in the story? Share responses with the group.

Materials: The book, Winners Never Quit, by Mia Hamm

Be a Bad ExampleWhen talking about what it means to be a good and bad sport, everyone in the group will act out examples of both. Have the students show the unpleasant reactions that people might get when they are a bad sport! Also, have students portray hilarious examples of themselves in positive ways. This activity will allow students to become more aware of their own actions.

Materials: NONE

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Show a Play by PlayThere are many examples of true sportsmanship behavior. Have the students sit in a circle. Take a koosh ball and pass it around the room. When a student has possession of it, s/he must share a true moment in either real-world situations (like the softball players that carried an injured opponent around the bases on her final at bat) or in his/her personal life that is a true example of human kindness.

Materials: koosh ball or small item safe to toss

Be a Good Sport Red Rover…Red Rover…send a student right over! Split the students into two groups and line up across from one another. Like in the game, Red Rover…a team may ask to send someone over to their line to join them However, in order to join the line, the team has to call out one way that someone can be a good sport (hint: be polite, don’t show off, learn the rules, play fair, cheer for your teammates, etc) If a team does not call out an example before the student reaches their line, the student can go back to his/her team.

Materials: NONE

Act it OutPlay charades with various words associated with good sportsmanlike behavior. You can create your own list (i.e. polite, thoughtful, fair, listen, biggest cheerleader, no excuses, honest etc.) and you can also ask the children to create some words or phrases. Write words/phrases onto strips of paper. Place into a bowl or similar item. Children take turns choosing a piece of paper and acting out their word while the others guess.

Materials: strips of paper

Lose GracefullyNot everyone can win; so we need to teach our students how to accept victory as well as defeat—and do so gracefully! Have the students brainstorm phases that they can say the next time s/he suffers defeat. For example, ‘close game.’

Materials: NONE

Attitude MakeoverTuning up good sportsmanship is about how to help our students play the game called life- and how to play it well. We must replace poor losing attitude with those genuine values of fairness and forgiveness. Have students partner-up and act out a situation with a good ending.

Materials: NONE

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How many different ways?There are many ways you can say good job. Have the students sit in a circle. Take a koosh ball and pass it around the room. When a student has possession of it, s/he must say another word or phrase for ‘good job.’ As a class, keep track of how many different ways you can say good job.

Materials: koosh ball or small item safe to toss

Be Fair! Making beaded necklaces is an activity that can help students practice being honest and fair. Splitting up the available beads and cutting string to the proper size gives students a chance to practice being considerate and caring also. Have students make a beaded necklace, bracelet, anklet, or one for a family member.

Materials: beads & string

Key QuestionsThere are 6 questions that the teacher has placed in a bowl. Students will pick one out of the bowl and answer the question.

6 key questions:

1. Have you ever said, “that’s not fair”? When?

2. What does it mean to be fair?

3. Is being fair the best way to be? Why

4. Can you think of a situation that is not fair? When?

5. Is a situation not fair just because you don’t like it?

6. Who decides what is fair and what is not?

Materials: strips of paper

CharadesDiscuss good and bad sportsmanlike behavior with the students. Have students come up with a partner and act out an example of GOOD sportsmanlike behavior. Have the rest of the group guess the example.

Materials: NONE


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There’s no I in the word TEAM

What’s teamwork? Students should be able to appreciate the contributions made by classmates and know how to work as part of a team to complete a project. Discuss the activities over the last few weeks and see if students can give examples when they felt like they were helping a classmate or working as a team to solve a problem.

Materials: NONE

Human PyramidAll students must work together to form a pyramid. By communicating and working together as a team, the students will be successful. Students should not be standing or climbing on one another. There are other ways to form pyramids if the students think outside the box.

Materials: NONE

Hint: This would be a top view, looking down from above!

o /|\

o/ \o /|\ /|\

o/ \o/ \o /|\ /|\ /|\ / \ / \ / \

Copy Cat Tell students to stand in a circle. Ask students to silently choose a leader and to keep their choices a secret. Explain that each person will mimic the moves of his/her leader and no one else. Before beginning, ask everyone to close their eyes and assume a pose. Once participants’ eyes open, they may begin to slowly change from their starting pose to that of their leader. In the end, everyone will be in the same position.

Use this activity to launch a discussion about how it felt to follow along with the crowd and to have a designated leader. Have students share their experiences.

Materials: NONE

Name in a HatHave each student write his/her name down on a small slip of paper and drop it into a shoebox. Each player then takes turns picking a name from the hat and taping it to another student’s forehead—without letting the student see the name on the paper.

Have each student mingle, asking other questions about the name on his/her forehead. Have all children continue asking questions until each player figures out whose name is on his/her forehead. Use only positive descriptions or questions.

Materials: slips of paper Tape

pencils bowl

C H A R A C T E R D E V E L O P M E N T OUTER SPACE

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Playing with MarblesStudents work together in groups to play this marble game.

1. Make a circle with the string approximately 5 feet in diameter

2. The first group piles four marbles into a pyramid formation in the center of the circle

3. Another group attempts to hit the formation with one of their marbles.

4. If the pile falls over and marbles roll outside the circle, those marbles belong to the group who hit them.

5. Then the next group makes a pyramid. Another group tries to hit the marbles.

6. The group with the most marbles at the end of playing wins.

Materials: a bag of marbles String to form a big circle (about 5 feet)

Alien AllieAlien Allie has a reputation for having unsportsmanlike conduct on planet Mars. Sometimes Alien Allie does not make the right choices. Have students come up and role-play a situation and how Alien Allie can react better now that he knows that everyone must be a good sport!

Materials: Puppet or stuffed animal

Spud

Each player gets a number (start with one). One person begins and throws the ball up into the air as high as possible while yelling one of the numbers. The rest of the players scatter as far away from the ball as possible, but the person whose number was called must catch the ball and then yell, “Spud!” All the runners must now freeze. The player with the ball can take three giant steps toward any of the frozen runners. Now the person with the ball tries to hit the target. If the target person is hit, they get the first letter “S” from S-P-U-D. If hit, they must also become the new ball thrower. If the thrower misses, s/he earns the letter and must continue throwing the ball. Once a player gets all the letters from SPUD, s/he is out of the game.

Materials: Ball


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Compliments GameEach student will have a piece of paper that they will write their name on. Put the papers on the desks. The students then will rotate around the room until they have the chance to visit every other student’s paper. While they are at a student’s paper, they are to write a compliment to that person. Share lots of examples with students on words or phrases they can use. This activity makes everyone feel special!

Materials: Index Cards or paper

KnotsThe circle of students stand close together putting their hands in a clump in the middle, mingling them. Everyone can then close their eyes and take hands. Students then open eyes and check to see all have two different hands. Players, without losing contact try to untangle into a circle. To add challenge, see that players do not take the hand of the person next to them.

Materials: NONE

2OUTER SPACEAPPENDIX

OUTER SPACE A P P E N D I X

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ADDITIONAL ACTIVITY AREAS

ACTIVITY:

AREA:

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PREPARATION:

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OUR SOLAR SYSTEM

My

Very

Easy

Method

Just

Sped

Up

Naming

PLANETS


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Label Me Diagram

SunThe Sun is a star at the center of our Solar System.

MercuryMercury is the planet closest to the Sun.

VenusVenus is the second planet from the Sun. It is the hottest planet.

EarthEarth is the third planet from the Sun and the planet we live on.

MarsMars is a red planet and the fourth planet from the Sun.

JupiterJupiter is the fifth planet from the Sun. This gas giant is the largest planet.

SaturnSaturn is the sixth planet from the Sun. This gas giant has large, beautiful rings.

UranusUranus is a gas giant and is the seventh planet from the Sun.

NeptuneNeptune is a gas giant and is usually the eighth planet from the Sun.

Pluto Pluto is a dwarf planet that is usually the farthest planet from the Sun. It is smaller than the 8 planets.


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Label Me Diagram (answers)


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Our Solar Systemis made up of the Sun and everything that orbits it [the nine (eight) planets moving in elliptical orbits around it]. There are also a lot of asteroids (small lumps of rock). The moons orbit the planets. Mercury and Venus are the only planets that do not have any moons. The Sun’s gravity keeps the planets and a variety of other objects, including comets, move the way they do because of the Sun’s orbit.

Sun(Sol)

The Sun is a star, a huge ball of gases - mainly hydrogen and helium. Stars make their own light, heat and energy. The sun is the largest object in our Solar System. Millions of stars form a galaxy. The stars in a galaxy are held together by the force of gravity between them. There are millions of galaxies in the Universe. All the planets orbit the Sun in the same direction.

All the planets are made up of different materials. Their differences are mainly the result of their different distances from the Sun.

Mercury(Morning Star/Evening Star)

Mercury is a very small planet and is the closest planet to the Sun. This planet is extremely hot during the day and very cold at night. Mercury is mainly made up of iron. Mercury does not have any moons and is so much smaller than Earth. It is covered with craters.

Venusis Earth’s system planet

it is identical in size to Earth. It is the closest planet to Earth. This planet is different from all the other planets as it spins backwards. Its poisonous clouds trap the Sun’s heat, making Venus the hottest of all the planets. Venus does not have any moons.

Solar System Facts


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EarthEarth is the only planet in the solar system to have life discovered. It is the same size as Venus. Earth is the third rock from the Sun.

MoonEarth has one moon called Luna.

The Earth’s MoonYour weight depends on your mass and on the strength of the Earth’s gravity. The moon is smaller than the Earth, so its gravity is less. The moon’s gravity is about one-sixth of the Earth’s gravity. If you could go to the moon your mass would be the same, but your weight would be less.

MarsSometimes called the ‘Red Planet’ because the rocks and soil are a reddish brown color. Mars is much colder than Earth and is about half its size.

MoonsMars has two moons call Deimos and Phobos.

Jupiteris the king of the planets. It is the first and largest of the giant gas planets. It is beautiful colored with streaks and swirls caused by winds and storms

Jupiter has a big Red Spot which is a giant storm.

MoonsJupiter has 63 moons.

Saturnis the second largest planet and has more moons than any other planet. The rings of Saturn are bands of ice and rock and they are bright and very beautiful.

MoonsSaturn has 34 moons

Uranusis bigger than Earth and spins on its side. It is identical to Neptune . Uranus is a bluey-green ball made of gas and water, with molten rock at its centre.

MoonsUranus has 27 moons. Five are large and the rest are small.


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Neptuneis the smallest of the gas giants and has very dark rings. It is a blue ball with many white clouds. Neptune has a giant storm much like the storm on Jupiter ‘The Great Dark Spot’. It has six rings which circle the planet.

MoonsNeptune has 13 known moons.

PlutoPluto was changed from a planet to ‘The Dwarf Planet’ in 2006. Because it is so small many scientists don’t consider it a planet at all.

MoonsPluto has 3 moons.

Solar System FactsWe now only have 8 planets (instead of 9)

Mercury, Venus, Earth, Mars and Pluto are rocky planets.

Jupiter, Saturn, Uranus and Neptune are made mainly of gas.

Inner PlanetsThe four planets closest to the Sun are known as the inner plants. They are rocky planets.

Outer planetsThe other planets are the outer planets. Except for Pluto, the outer planets are made of gas.

Asteroidsmost of the asteroids have orbits between Mars and Jupiter,

Cometsare made out of dust and ice, kind of like a dirty snowball. Comets are soaring beacons with their beautiful tails.


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WHERE DOES THAT LITTLE OBJECT GO?

EARTHJUPITERMARSMERCURYNEPTUNEPLUTOSATURNURANUSVENUS


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How to Draw a NASA Space ShuttleStep 1:

Begin by simply drawing a torpedo like shape like you see here which is going to act as theT frame for the shuttle.

Step 2: Using the shape you drew in step one, begin drawing out the actual body of the shuttle which should include the wing and tail.


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Step 3: Draw in another wing on the opposite side, and then draw a fin in the back of the shuttle. Draw in and color some bold lines on the edges of the wing, and then add some solid markings on the front and sides of the shuttle.

Step 4: Now lets draw in the front window or windshield like so, and then sketch in some definitions and details along the whole body of the shuttle like you see here.


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Step 5: This is how your drawing looks when you are all done. Now you can color it in and draw some planets and stars all around the shuttle for added scenery.


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Twinkle, twinkle, little star,

How I wonder what you are.

Up above the world so high,

Like a diamond in the sky.

When the blazing sun is gone,

When he nothing shines upon,

Then you show your little light,

Twinkle, twinkle, all the night.

Then the traveller in the dark,

Thanks you for your tiny spark,

He could not see which way to go,

If you did not twinkle so.

In the dark blue sky you keep,

And often through my curtains peep,

For you never shut your eye,

Till the sun is in the sky.

As your bright and tiny spark,

Lights the traveller in the dark.

Though I know not what you are,

Twinkle, twinkle, little star.



Up above the world so high,

Like a diamond in the sky.




The Star

by Jane Taylor


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Make your own Ice Cream RecipeIngredients:

2 cups heavy whipping cream

2 cups half-and-half cream

1/2 cup white sugar

2 teaspoons vanilla extract

1 bag crushed ice

4 cups coarse salt

For each child you’ll need:2 pint-size resealable plastic freezer bags

1 gallon-size resealable plastic freezer bag

Gloves or towel to protect fingers

1. In a pitcher or large measuring cup, stir together the whipping cream, half-and-half, sugar, and vanilla extract until sugar has dissolved.

1. Pour about 1/2 cup of mixture into a pint-size plastic bag and seal carefully, squeezing out extra air. Place each sealed bag into a second pint-size bag, again squeezing out extra air. Seal carefully.

1. 3. Fill each gallon-size plastic bag about halfway with ice and add 1/2 cup coarse salt. Place one sealed small bag into the large bag, squeeze out most of the air, and seal the large bag.

1. Wear mittens or thick gloves, or wrap the bag in a towel to protect hands against the extreme cold. Shake and massage the bag for about 5 minutes or until mixture thickens into ice cream. Add more salt and ice to the outer bag if ice cream hasn’t formed after 10 minutes of continuous motion.

1. Remove the outer pint-size bag before you open the inner bag so you don’t get any of the salty ice on your ice cream!


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Fill in the blanks belowWORD BANK:

ASTEROID ECLIPTIC GASEOUS MOONS

MERCURY CENTER ROCK SUN

INNER SOLAR SYSTEM PLUTO PLANETS

EARTH MARS JUPITER

Our ______________ consists of the sun, eight _________ and a dwarf planet (and their moons), an __________ belt, and many comets and meteors. The Sun is the ___________of our Solar System. The planets, their moons, the asteroids, comets, meteoroids and other rocks and gas all orbit the _______.

The planets that orbit the sun are (in order from the Sun): ________, Venus, Earth, Mars, _________ (the biggest planet in our Solar System), Saturn (with large, orbiting rings), Uranus, Neptune, and Pluto (a dwarf planet). A belt of asteroids (many minor planets made of rock and metal) orbits between ______ and Jupiter. These objects all orbit the Sun in roughly circular orbits that lie in the same plane, called the ________ (_______is an exception to this; it has an elliptical orbit that is tilted over 17° from the ecliptic).

The ________planets (those planets that orbit close to the Sun) are quite different from the outer planets (those planets that orbit far from the Sun). The inner planets are Mercury, Venus, _______, and Mars. They are relatively small, composed mostly of _______, and have few or no moons. The outer planets are Jupiter, Saturn, Uranus, Neptune, and Pluto (a dwarf planet). They are mostly huge, mostly ________, ringed, and have many _______ (again, the exception is Pluto which is small, rocky, dwarf planet with one large moon and two tiny moons).


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Fill in the blanks ANSWERSOur Solar System consists of the sun, eight planets and a dwarf planet (and their moons), an asteroid belt, and many comets and meteors. The Sun is the center of our Solar System. The planets, their moons, the asteroids, comets, meteoroids and other rocks and gas all orbit the Sun.

The planets that orbit the sun are (in order from the Sun): Mercury, Venus, Earth, Mars, Jupiter (the biggest planet in our Solar System), Saturn (with large, orbiting rings), Uranus, Neptune, and Pluto (a dwarf planet). A belt of asteroids (many minor planets made of rock and metal) orbits between Mars and Jupiter. These objects all orbit the Sun in roughly circular orbits that lie in the same plane, called the ecliptic (Pluto is an exception to this; it has an elliptical orbit that is tilted over 17° from the ecliptic).

The inner planets (those planets that orbit close to the Sun) are quite different from the outer planets (those planets that orbit far from the Sun). The inner planets are Mercury, Venus, Earth, and Mars. They are relatively small, composed mostly of rock, and have few or no moons. The outer planets are Jupiter, Saturn, Uranus, Neptune, and Pluto (a dwarf planet). They are mostly huge, mostly gaseous, ringed, and have many moons (again, the exception is Pluto which is small, rocky, dwarf planet with one large moon and two tiny moons).


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Memory Game Answer the following questions….using your memory.

1. How many planets and dwarf planets are in our Solar System?________________

2. Which planet or dwarf planet is nearest the sun?_______________

3. Which planet or dwarf planet is farthest from the Sun?____________

4. Which planet is the biggest?_________________

5. Which planet has the biggest, most easily-seen rings orbiting it?____________

6. What is the name of the group of objects that orbit the Sun between Mars and Jupiter?______________

7. What is at the center of our Solar System?___________

8. Are the inner planets made of rock or gas?___________

9. What are the icy objects with huge tails that orbit the Sun?_____________

10. Which planet is called the ‘red planet?’_____________


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Solar System ShuffleThis dwarf planet has a moon which is almost as big as it.

The dirt here is full of iron which makes this space body look red.

Cold methane gas makes this planet look like a big blue-green ball in the sky.

This planet moves so fast, it was named after the swift messenger of the ancient Greek gods.

Over 1,000 rings surround this beautiful planet.

The yellow dwarf star found in our solar system.

This dirty snowball can be seen from Earth every 76 Earth years.

The Great Red spot would make this a terrible place for a vacation.

The only space body in our solar system, other than Earth, where humans have visited.

The greenhouse effect is so strong here that this is the hottest planet.


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Planet Hop Ex: If the planet has a gravitational pull 2.5 times greater than that of Earth, then a 220 pound earthling would weigh 550 pounds on that planet. (2.5 x 220=550)

Example: It only takes the Earth 365.24 days to revolve once around the Sun. Due to their great distance from the Sun, some planets may take hundreds of Earth years to complete the same journey. If you take your age and divide it by the length of time it takes a particular planet to complete a revolution around the Sun, you can determine what your age would be in terms of that planet’s year. For instance, if you are 10 years old on Earth and it takes Planet W 20 years to complete a revolution, then you would only be .5 Planet W years old (10/20=.5).

If there is time when you are done, re-do the activity using the age of 75 to see what your lifespan would be on each planet.

Enter your age (Earth years):

Enter your weight (pounds on Earth)

Planet Gravitational Pull

Revolutional period

Your weight (pounds) Your age (years

Mercury 0.3887.9 days on Earth (1/4 of

a year)

Venus 0.91224.7 Earth

days (2/3 of a year)

Mars 0.38686.9 Earth

days

Jupiter 2.5411.86 Earth

years

Saturn 0.9329.46 Earth

years

Uranus 0.884.01 Earth

years

Neptune 1.2164.79 Earth

years

Pluto 0.04248 Earth

years


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Watercolor Painting Example


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Outerspace Vocabulary Words Astronaut

A person who pilots a spacecraft or works in space

Astronomer A person who studies the planets, stars, sun, moon, and other heavenly bodies

Constellation A group of stars that form a pattern in the sky that looks like a picture

Lunar rover A vehicle used by astronauts to explore the surface of the moon

Satellite A natural or man-made object that moves around a planet

Solar system The sun and all the planets that move around it

Telescope An instrument that uses lenses to make faraway objects appear closer

Universe Everything that exists, including the earth, the planets, and all of space.


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Brownie & Moon Pie MoonPies- any flavor

1 box of brownie mix

Instructions:

Prepare pan as directed on brownie mix. Break up MoonPies into chunks and place in the bottom of the prepared pan. Prepare brownie mix as directed for the cakelike recipe, pour brownie batter on top of MoonPies. Cook as directed. Serve warm with ice cream!

Star Example


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PHASES OF THE MOON

SPACE PHRASES


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ORIGAMI TEMPLATE

HUMAN BODY G R O U P G A T H E R I N G

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BHUMAN BODY SNACK STATIONFood Pyramid

Have the students review the Food Pyramid. What does it show? It is a general guideline on what type of foods to eat and which ones to use more sparingly. Identify the food groups and the numerous foods in each food group. What are your favorites? A meal is balanced with 3 or more food groups represented. What about the figure on the template? What does it represent (a reminder that exercise is part of a healthy lifestyle).

Materials: Food Pyramid Template

Blend it Up!

Have students experiment with fruits. Whip up some smoothies for them to try. Slice some fruit, add milk and voila! What’s the consensus?

Materials: blender Various fruits Ice cubes, water and/or

milk

I Spy a Food Label! Teaching students how to read labels is very important. Collect food labels from a variety of snack foods (or bring in a sample snack of each food). Have students look and share what the label is telling us. Compare percentages of calories from fat for each item.

Materials: A variety of healthy and unhealthy snacks to read labels (choc-chip

cookies, chips, baked chips, raisins, carrots, etc

AUSTRALIA

PROGRAM CURRICULUM

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Top 2

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Tim T

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Waltz

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Mask

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Look

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MONDAY TUESDAY WEDNESDAY FRIDAYTHURSDAY

GROU

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EXPL

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T

AUSTRALIA SAMPLE WEEKLY ACTIVITY PLANWeek of: Theme: AUSTRALIA

Teachers: Character Focus: Honor

SynopsisThis month’s focus is on the continent of Australia. The lessons focus on the Aboriginal people, traditional food, music, cultures and popular landmarks. Students will create flags, make instruments, explore the Great Barrier Reef and play traditional Australian games. The character trait will discuss the word honor.

Tips for the TeacherIt is very important to read through all of the activities prior to implementing them in the classroom. Preparation is the key to a successful program. Collect outside resources to enhance the activities. (i.e. checking out books for free at the local library). The appendix contains any reference pages or activities that need to be copied. If you find other activities to include there is space at the end of the packet where you can add the necessary details.

1AUSTRALIA UNIT PLAN

australia S Y N O P S I S

4

Increasing Parent Involvement l Are there any parents or children who are from Australia? If so, let

them speak to the group and share their own traditions or information about the continent.

l Encourage the students to go home and talk about the Australian unit to siblings and/or caretakers.

l Have an Australian musical celebration in the classroom.

l Plan a trip to the Outback @ home with the family. Any particular sights in Australia that you plan to visit?

Event IdeasInvite families to do their own research on Australia and share their findings with the class!

Book SuggestionsAre We There Yet? by Alison Lester

Possum Magic by Mem Fox

The Australian History Collection by Bryce Courtenay

Wonderful Animals of Australia(National Geographic) by Jane McCauley

Look What Came From Australia by Kevin Davis

Inside a Coral Reef by Carole Telford

Destination: Australia by Jonathan Grupper

The Australian Outback and Its People by Kate Darian-Smith

This is Australia by Miroslav Sasek

Diary of a Wombat by Jackie French

Lonely Planet Australia

Children from Australia to Zimbabwe: A Photographic Journey Around the World by Maria Ajmera

Advanced PreparationMany lessons refer students to use the reference materials. Please make sure there are plenty of materials.

S Y N O P S I S australia

5

Materialschart paper

pencils

pens

elastic bands

crayons or markers

scissors

construction or copy paper

graph paper

stapler

index cards

tape

hole punch

reproducibles

glue sticks

posterboard

chalk

cardstock or cereal boxes

Books listed

Australian music

Wool products

Pictures of Sheep

Globe

Paintbrushes

Paint

Q-tips

Grape Stems

Gift wrapping tubes (or paper towel tubes)

Soccer/volleyballs

Internet Access

Tennis balls

Boomerangs

Stopwatch

Marbles

Frosting, Food Coloring, White choc-chips

White bread

Margarine

Multi-color sprinkles

Yellow cake

Unsweetened coconut

Vegemite sample

Goldfish

Toothpicks

Mini-Marshmallows

2AUSTRALIA CURRICULUM

Preview our Theme Ask students what they already know about the Australian continent. Ask students what things they would like to learn? Create a K-W-L chart by labeling a chart with the following:

K (What I Know) W (What I’d Like to Know) L (What I Learned)

This chart is a great way to recap and review what has been learned.

We will be focusing on the Australian continent: sights, food, music, and culture.

Review the activity areas for the day

Materials: chart paper, markers

Nickname Show Locate Australia on a globe. Ask the students why they think Australia is called the “Land down under?” Hint: Look at where Australia is situated on the globe.

{The “land down under” refers to Australia’s position on Earth. Australia is the only continent with a permanent population that is entirely below the equator.


Materials: Globe

AAUSTRALIA GROUP GATHERING

australia G R O U P G A T H E R I N G

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Bah Bah Black SheepHave the students recite the rhyme.

“Baa, Baa black sheep, have you any wool?

Yes sire, yes sir, three bags full

One for the master, one for the dame,

And one for the little boy who lives down the lane.

Ask the students if they can figure out why that song has any relevance to Australia? Australia produces more wool than any other country. There is a saying, “Australia rides on the sheep’s back.” What does it mean? What type of products use wool?


Materials: SHEEP PICTURES Wool products

I’m leaving on a Jet Plane!Australia is a far distance from the United States. Look to see how far it will take to travel on an airplane. Depending on where you start in the United States, you may find a direct flight. How long do you need to be on an airplane? Use the reference materials as a guide. Would you want to take the flight to Australia?


Materials: Reference materials

ExportsAustralia’s a major exporter of agricultural products (especially wheat, wool), minerals, (iron-ore and gold) and energy (forms of liquified natural gas and coal). Ask the students for a show of hands who knows what exports are? According to the Wikipedia, the term export is derived from the conceptual meaning as to ship the goods and services out of the port of a country. Any good, commodity, transported from one country to another. It usually involves a trade. Discuss the exports that Australia has and talk about the importance of them.


Materials: None

G R O U P G A T H E R I N G australia

11

What Season? There are four seasons in Australia but they are the opposite of ours in the United States. Imagine what life would be like living in Australia right now?

* Summer: December-February

* Autumn: March-May

* Winter: June-August

* Spring: September-November


Materials: None

Top 20! Take a few minutes and jot down the top 20 countries that you would like to visit. According to the Human Development Index (HDI), Australia is ranked #2, right behind Norway. United States is ranked #13.

1-Norway, 2-Australia, 3-Iceland, 4-Canada, 5- Ireland, 6- Netherlands, 7-Sweden, 8- France, 9-Switzerland, 10- Japan, 11-Luxembourg, 12- Finland, 13- USA


Materials: None


12

Fascinating Facts: Australia seems like a great place to visit. Any of you want to go to Australia in your life time? Share the following with the students:

6th largest nation (Russia, Canada, China, USA, Brazil)

Only nation to govern the entire continent

Highest Point- Mt. Kosciuszko

Driest inhabited continent on Earth

Mainland- largest island, smallest/flattest/continent on Earth

Independent and Western Democracy population-more than 22 million. Only nation to occupy an entire continent

Many different animals live in Australia (kangaroo, koala, platypus, spiny anteater, and over 700 bird species (400 bird species found nowhere else in the world)


Materials: None

Look Back, ReviewRefer back to the K-W-L chart created on the 1st day of this theme. Ask students to tell what they have learned so far about the continent of Australia over the last few lessons. Write students’ responses on the chart.


Materials:KWLchartfromfirstlesson

Misconceptions and Facts Ask the students what they know about Australia. Is it a myth or a fact? For example, Koalas are marsupials, not bears. Do many people live in the Outback? Look through the reference materials to check your answers.


Materials: Chart Paper

G R O U P G A T H E R I N G australia

13

What time is it? Locate Australia on a globe or map. Discuss where it is in relation to the United States. In the reference materials, find information about the time zones and see what the time difference is between where you are located and Australia. Have the students research the time zone differences among the continent of Australia just like in the United States.

Australia is divided into three separate time zones:

* Australian Eastern Standard Time (AEST)

* Australian Central Standard Time (ACST)

* Australian Western Standard Time (AWST)


Materials: globe or map Pencils Markers/crayons

What to Pack?Draw a picture of a suitcase on the board. Ask the students what they would pick-up in Australia and bring home in their suitcases. Think about ALL the different things we have talked about- focusing on travel, instruments, foods, symbolic things, destinations, etc. Each student will visit the board and write or draw one item to add to the list. No repeats!

Materials: paper


14

BAUSTRALIA SNACK STATIONVegemite

An iconic Australian spread. It is made from what is leftover in the vat after beer is brewed. It consists of dormant yeast, boiled-down vegetable stock and lots of salt. It is a semi-edible dark brown paste. 22 million jars of Vegemite are produced every year. Only eat it in small quantities, never by the tablespoon. Usually thinly spread on a piece of toast. Would you try it? Vote: Place a tally mark under the YES or NO column.

Materials: Vegemite sample Chart paper with two columns: Yes and No

Beetroot Australians enjoy beets. A simple vegetable that is served a variety of ways. Australians call it “beetroot” and it is commonly served on a hamburger. Would you try beets on your hamburger?

Materials: chart to record responses

Australian Meat PieA traditional Australian Meat Pie recipe. Sounds like anything you make at home? Take a copy of the recipe and bring it home. It looks delicious!

Materials: Australian Meat Pie Recipe

Tribute to the Great Barrier Reef

The reef is a marine playground. To give tribute, grab a handful of goldfish, create a coral with mini marshmallows on a toothpick, and enjoy this Natural Wonder!

Materials:Goldfish Toothpicks Mini-marshmallows

australia S N A C K S T A T I O N

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The Australian Cookie Make an Australian flag cookie. Look at pictures of the Australian flag and see if you can recreate it on the cookie! Once it is done, show it to the other students before taking a big bite!

Materials: white frosting blue and red food coloring

white chocolate chips plastic knives to spread

SUGAR Cookies

LamingtonsLamingtons are traditional Australian Finger Cakes. Cook a simple yellow cake. Once cooled, cut into 1 1/2 inch squares. Dip into Lemon Sugar Glaze (see recipe below) --warmed with a few drops of food coloring. Then, pressed into unsweetened coconut on each side. Let side for an hour. Serve! Store, chilled in an airtight container

Materials: squares of yellow cake Lemon Sugar Glaze recipe

Food coloring unsweetened coconut Lamington Picture

Tim TamA brand of chocolate biscuit manufactured by Arnotts in Australia. It is composed of two layers of chocolate malted biscuit, separated by a light chocolate cream filling and coated in a thin layer of textured chocolate. This treat is now offered in the USA during select months of the year. Packaged through Pepperidge Farm and says, “Australia’s favorite cookie.” What US snack do we eat that is similar to the biscuits. Write your answer down on a piece of paper and discuss responses as a group.

Materials: Tim Tam Picture

Fairy BreadA great Aussie kid classic! All kids were introduced to this growing up. Take a slice of white bread, crust trimmed. Spread softened margarine. Add multi-color sprinkles on it. Cut into triangles. Enjoy!!!

Materials: White Bread (crust trimmed) Softened margarine Multi-color sprinkles Fairy Bread Picture

S N A C K S T A T I O N australia

17

And the Winner is…Think of your FAVORITE food item that comes from Australia. Let’s see what item has the most votes. Write your item on a piece of paper and put it in the bowl. Once everyone has voted, tally up the responses and make a class bar graph! What item won?

Materials: paper Bowl Graph Paper

Aeroplane Jelly AdAeroplane Jelly is an Australian favorite, a national icon. It was created by Bert Appleroth who is a fan of aviation. Go to www.alldownunder.com to watch the Jingle about the product. It was the longest running jingle--written by Albert Francis Lenertz.

What is your favorite type of Jelly? Is there a particular jingle that you have stuck in your head?

Materials: none

“Shrimp on the Barbie” Often quoted phrase. Barbie is an Australian slang for BBQ. The commercial was commissioned for broadcast in the USA, so they did not change the word shrimp to Prawn which is what the Australians say to refer to “shrimp.” The actual slogan by Paul Hogan is ,” I’ll slip an extra shrimp on the barbie for you.”

What types of slogans do we have here in the USA?

Materials: “Shrimp on the Barbie” Picture

Vegemite


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Australian Meat Pie RecipeIngredients

500 g minced beef

1 onions, chopped

1 cup water, divided

2 beef bouillon cubes

1/4 cup ketchup

2 teaspoons Worcestershire sauce

pepper

1/2 teaspoon oregano

1 pinch nutmeg

3 tablespoons plain flour

2 puff pastry sheets

DirectionsPre-heat oven at 220 degrees Celsius.

Brown meat and onion.

Add 3/4 cup of the water, bouillon cubes, ketchup and Worcestershire sauce, pepper, oregano, and nutmeg.

Boil and cover for 15 minutes.

Blend flour with the remaining 1/4 cup water until it becomes a smooth paste; add to the meat mix.

Let cool.

Grease a pie dish and line with puff pastry.

Add the cooled filling mixture; brush edges of pastry with milk or beaten egg; put the pastry top on; press edges down with a fork.

Trim edges and glaze top with milk or beaten egg.

Bake in a very hot oven, 220 degrees Celsius for 15 minutes.

Reduce heat to 180 degrees Celsius and bake for 25 more minutes, or until golden brown.

S N A C K S T A T I O N australia

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Lamingtons Lemon Sugar GlazeYield: 3 cups

Prep 10 mins

Start to Finish 10 mins

Ingredients2 tablespoons light corn syrup

2 tablespoons fresh lemon juice

2 pounds (7-1/2 cups) confectioners’ sugar

Directions1. In a small saucepan or a microwavable dish, heat corn syrup, 1/2 cup water and lemon juice until hot.

Add mixture to sugar in a large mixing bowl. Beat on low speed until smooth; use to glaze cakes immediately. (If glaze becomes too stiff while working with it, heat in the microwave or over a double boiler.) Makes 3 cups.


20

Perfect Yellow CakeYield: one 9-by-13 inch cake

Prep 20 mins

Start to Finish 1 hr 10 mins

Ingredients3 cups all-purpose flour

1 tablespoon baking powder

1 teaspoon baking soda

1/2 teaspoon salt

1 cup unsalted butter, softened

2 cups sugar

4 eggs

1 1/2 teaspoons vanilla extract

1 1/4 cups buttermilk

Directions1. Heat oven to 350 degrees F. Grease a 9-by-13-by-2-inch pan and line bottom with parchment. Combine flour, baking powder, baking soda and salt; set aside.

2. Beat butter and sugar until fluffy, 2 min. Add eggs one at a time, beating after each addition until incorporated. Add vanilla. Scrape down sides of bowl.

3. Add flour mixture and buttermilk alternately in three stages, beginning and ending with flour. Smooth batter into pan and bake until cake tester inserted into center of cake comes out clean, 45 to 48 min. Cool in pan for 15 min. Makes one 9-by-13 inch cake.

Tim Tam

Fairy Bread

CAUSTRALIA WORLD EXPLORERSPassport to Learning:

Have students fill out the appropriate pages in their passport. If new students have joined, please give them a copy of the reproducible pages in the appendix. Look over where the students have traveled already. So many more places to visit!

Materials: paper Pencils Markers or crayons Passport to Learning reproducible

Common Australian SayingsIn the USA, we have many common sayings that you hear people use. Every place has their own words/sayings. For example, Aussie means someone who comes from Australia. G’Day means hello and mate means buddy. Create a list of the common Australian sayings and words and see how big your list can grow. Use reference materials as a guide.

Materials: pencils crayons paper

australia W O R L D E X P L O R E R S

22

Wave the FlagFlags are symbolic. The first Australian flag was first flown September 3, 1901 over Royal Exhibition building in Melbourne. The date is still celebrated as Australian National Flag Day. The Union Flag is in the upper corner, the large white seven-pointed star “Commonwealth Star”, is in the lower hoist, and the fly section contains a representation of the Southern Cross Constellation (5 stars total, 1 is a small five-pointed star, and the other 4 are larger seven-pointed stars). Have students make their own Australian Flag.

Materials: paper Crayons (blue, white, red) Flag reproducible

Australian Federation Canberra is the national capital and the center of government. Locate it on a map.

Australia is divided into six states and two territories. Look through the research materials and see if you can come up with a few highlights of each one.

New South Wales- Australia’s oldest and most populated state

Victoria- is the smallest of the mainland states in size but very populated

Queensland- Australia’s second-largest state in size (home of the Great Barrier Reef)

South Australia- Australia’s fourth-largest state

Western Australia- Largest state

Tasmania- smallest state

Northern Territory

Australian Capital Territory

Materials: Australia reproducible

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Australian Government Australia is a constitutional monarchy with Queen Elizabeth II of the United Kingdom as its Head of State. There are two major political groups that usually form government, federally, and in the states: the Australian Labor Party, and the Coalition which is a formal grouping of the Liberal Party and its minor partner, the National Party. Make a compare/contrast chart for Australia and the USA and see how our governments are similar and/or different. Use the reference materials as a guide.

Materials: Compare/Contrast chart

CurrencyThe Australian unit of currency is the dollar which divides into 100 cents is the national currency. Australian notes are unique because it is the first and only notes manufactured from a plastic called polymer instead of paper. The notes last longer and are more durable. The Australian dollar comes in 5, 10, 20, 50 and 100 and depict famous Australians, past and present. The coins come in 1,2, 5, 10, 20, 50, 100 and 1 or 2 dollar denominations and some have pictures of kangaroos, platypus, male lyrebird, etc. Be a detective and find out which coin depicts which animals?

Materials: Reference materials Coin reproducible

The Great Barrier ReefIt is the largest reef in the world. Located off the East coast of topical North Queensland. It is larger than the entire country of Italy put together. The size is over 70 million football fields. It is an expansive ocean habitat and the sites are breathtaking. The Great Barrier Reef is known as one of the “7 Natural Wonders of the World.” It has over 1600 different species of fish. One is the Anemone Fish (Clown Fish) that Nemo (from Finding Nemo, movie) is based on. This type of fish can be seen all over the reef. Look through the reference materials and see all the different pictures of the reef. Many people scuba dive, snorkel, and other water activities to explore the Reef. The Great Barrier Reef is the only living organism on Earth that is visible from space. How can we save the Reef from becoming endangered?


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Commonwealth Coat of ArmsCommonwealth Coat of Arms is an emblem. It symbolizes the ownership and authority of the Australian government. Reflects on the national unity of Australia. It is made up of symbols representing our state, a shield representing Federation, a kangaroo, an emu, a Golden Wattle and a Commonwealth Star. Look at the reference materials to see some pictures of the emblem.


Who loves Green & Gold! Think about the significance of the colors, green and gold. Those colors have long been associated with Australia’ sporting events. These colors also have a strong significance in other areas, especially environment connections. Formally recognized in 1984 as the national colors for Australia. These colors are displayed proudly in the sporting arena!

Gold= images of country’s beaches, grains, harvests, fleece of Australian wool.

Green= evokes forests, gum trees and pastures.

Make a picture only using the colors green and gold to represent Australia.

Materials: paper crayons (green and gold)

OpalsA stone famous for its brilliant colors. Australia is home to the world’s highest quality, precious opal. Opals are valued for their stability as well as their brilliance. Where do you usually see opals worn? The white opal is mined in South Australia. The most famous and sought after opal is the Black opal which is mined in Lightning Ridge, New South Whales. The precious opal is a small percentage of total opal mined. One is extremely lucky to find one. What would you do with the opal if you were the lucky one?

Materials: paper Marker, crayons Opal Reproducible

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Floral Emblem The National Floral Emblem of Australia is the Golden Wattle, Acacia pycnantha, which symbolizes unity. It is green & gold and flowers in late winter and early spring. It is ideally suited to withstand Australia’s droughts, winds, and bushfires. It has bright, yellow, scented flowers and leaves that are shiny green. The flower is typically found in the under-story of eucalyptus forests. This flower became the national flower in 1988. September 1st is considered National Wattle Day!

Materials: none

The UluruA recognizable landmark in the Southern part of the Northern Territory. It is formerly known as Ayers Rock, or the Big One. The large sandstone rock formation appears to change color at different times of the day and year. It has a glowing red at sunrise and sunset. This landmark is sacred to the Anangu, the Aboriginal people of the area. They do not like people climbing on the rock (tourists, etc) as they feel it is a sacred monument. What are your thoughts? Would you climb it if you went to Australia?

Materials: Chart paper Markers, Uluru reproducible


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AUSTRALIA SIMILARITIES USA

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Golden Wattle

DAUSTRALIALET LOOSEWoggabaliri

A non-competitive game played with a soccer ball or volleyball. Usually played in groups of four to six players that stand in a circle. Using feet and knees only, in no set order but without consecutive touches, the players attempt to keep the ball from touching the ground. The group that has the most touches in a set time wins. If the ball touches the ground, the count is restarted.

Materials: soccer balls volleyballs

Jumping Kangaroos There are an estimated 40 million kangaroos in Australia. The Australian national rugby team is named the Kangaroos. One student is assigned as the Dingo which tries to catch all the kangaroos. Every student is now a jumping kangaroo. The purpose is to get across from one side of the room to the other without being caught by the Dingo (Kangaroo’s natural predator). If you get caught, you freeze in place and try to get other “kangaroo’s” out when they pass by. Last kangaroo standing, wins.

Materials: none

Home Among The Gum Trees Many kids who grow up in Australia learn this song. While students are listening to it, encourage them to sing along!

Materials: Song lyrics

Internet- you tube “Home Among The Gum Trees”

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Free Dance! Using the homemade Didgeridoo (wind instruments)….put on some Australian music and let the students dance! Encourage them to use their inner spirit and go with the rhythm of the music

Materials: Australian music Use homemade Didgeridoo wind

instruments

Waltzing MatildaThis song is regarded as Australia’s unofficial National Anthem. It tells the story of the struggles endured by Shearers in the outback in the 1800’s. Written by a Famous Australian Poet named Banjo Patterson who lived 1864-1941. While the students are listening to the song, play musical chairs. Each time the music stops, have one less chair available for the students. Whoever doesn’t find a seat, is out. Last player standing, wins!

Materials: chairs Music, “Waltzing Matilda”

Four Square Australia’s climate is warm and sunny so children have lots of time to play outdoors. A favorite among Australian kids. Use chalk and draw a big square that measures approximately 2 to 3 yards on each side. Divide the square into four equal squares. If playing the game inside, feel free to use tape. Mark the squares, King, Queen, (top 2), Jack, Dunce (bottom 2). The squares

are ranked in that order. Each player stands inside one of the four squares.

The King bounces his ball inside his square to either the Jack, Queen, or Dunce. The King must bounce the ball hard enough to reach its destination in one bounce.

The player who catches the bounced ball bounces it on to another player.

If the player who is bouncing the ball doesn’t bounce it hard enough to get it into a square, that player is out. If the player to whom the ball is bounced misses it, that player becomes the Dunce.

Each of the other players who are not King move up a rank. So the Dunce becomes the Jack and the Jack becomes the Queen.

The object of the game is to keep moving up in rank to become the King. So players must get the King out.

There are no points to the game and no ending time. Players just keep bouncing the ball and try to get King out or become the King themselves.

Materials: chalk tennis ball tape (if playing indoors)

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Boomerang Fun! Boomerang throwing was a popular activity with Aboriginal groups in many parts of Australia. The returning boomerang was created solely for the purpose of amusement/sport. The word boomerang had its origins from the word for a ‘fighting stick’ that was thrown. Follow the directions of the use of a boomerang. It should only be used outside. Set up an aiming mark of a height to achieve a consistent routine. One person should be the ‘thrower’ and the other person is the ‘watcher’ for safety purposes.

Make sure all other stud Woggabaliri – A non-competitive game played with a soccer ball or volleyball. Usually played in groups of four to six players that stand in a circle. Using feet and knees only, in no set order but without consecutive touches, the players attempt to keep the ball from touching the ground. The group that has the most touches in a set time wins. If the ball touches the ground, the count is restarted.

Materials: soccer balls volleyballs

Jumping Kangaroos There are an estimated 40 million kangaroos in Australia. The Australian national rugby team is named the Kangaroos. One student is assigned as the Dingo which tries to catch all the kangaroos. Every student is now a jumping kangaroo. The purpose is to get across from one side of the room to the other without being caught by the Dingo (Kangaroo’s natural predator). If you get caught, you freeze in place and try to get other “kangaroo’s” out when they pass by. Last kangaroo standing, wins.

Materials: none

Home Among The Gum Trees Many kids who grow up in Australia learn this song. While students are listening to it, encourage them to sing along!

Materials: Song lyrics Internet- you tube “Home Among The Gum Trees”

Free Dance! Using the homemade Didgeridoo (wind instruments)….put on some Australian music and let the students dance! Encourage them to use their inner spirit and go with the rhythm of the music

Materials: Australian music Use homemade Didgeridoo wind instruments


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Boomerang Fun! Boomerang throwing was a popular activity with Aboriginal groups in many parts of Australia. The returning boomerang was created solely for the purpose of amusement/sport. The word boomerang had its origins from the word for a ‘fighting stick’ that was thrown. Follow the directions of the use of a boomerang. It should only be used outside. Set up an aiming mark of a height to achieve a consistent routine. One person should be the ‘thrower’ and the other person is the ‘watcher’ for safety purposes.

Make sure all other students are in a ‘safe’ area to watch the activity. Skill and success is a result of practice

Materials: Boomerangs

Brain GameChallenge your brain without using a calculator or a paper and pencil. How quickly can you solve it? Did you get it right? Have a friend time you while figuring out the problem.

Take 1,000 kangaroos and add 10 kangaroos to it

Now add another 1,000 kangaroos

Now add 20 kangaroos more





What’s the answer? How long did it take you?

A) 5,000 B) 4100 C) 4290 D) None of the Above

Materials: stopwatch

Bounce Eye Believed to derive from Australian settlers of 1700‘s. Draw a one foot diameter circle on the ground in chalk (or use masking tape). 2 marbles are placed in the center of the circle. 3-4 players each are given 3 marbles. Take turns, players hold a marble with fully extended arm at eye level. Player drops the marble and tries to knock the other marbles out of the circle which are then his(her) to keep. Whoever has knocked the most marbles, wins!

Materials: marbles chalk or tape


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Down Down Down A traditional Aussie ball game. The game begins with two or more players arranged within easy throwing distance and a tennis (or soft) ball is tossed between them. When the ball is caught it is then thrown to the next person, but if the ball is dropped the other players shout, “Down on one knee” for the first mistake, after which the player who dropped the ball drops to one knee. The next mistake by the same player brings about shouts of ,”Down on two knees” then followed by:

“Down on one elbow”, “Down on two elbows”, before finally, “Down on your chin.” During this time, players who are “down” are still required to catch the ball. Whoever has less “downs” by the end of the game, wins.

Materials: tennis or soft ball

Bullrush! A game played in Australia and New Zealand. The more players, the more fun! All of the students start on one side of the “field” except for one who stands in the middle. The child in the middle calls out one person from the group who must run across the “field” without being tagged. At any point during the run, the child whose name has been called can shout, “Bullrush,” and all of the rest of the students must run across “field” without being tagged. If anyone is caught, they are in the middle too. Game continues until one person is left to be tagged.

Materials: none


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Home Among the Gum TreesChildren’s Song

I’ve been around the world

A couple of times, or maybe more,

I’ve seen the sights, I’ve had delights

On ev’ery foreign shore,

But when my friends all ask me

The place that I adore,

I tell them right away.

CHORUS

Give me a home among the gum trees,

With lots of plum trees,

A sheep or two, a kangaroo.

A clothesline out the back,

Veranda out the front

And an old rocking chair.

You can see me in the kitchen

Cooking up a roast,

Or vegemite on toast,

Just you and me, a cup of tea.


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Later on, we’ll settle down,

And mull up on the porch

And watch the possums play.

CHORUS

There’s a Safeway on the corner

And a Woolworths down the street,

And a New World’s just been opened

Where they regulate the heat,

But I’d trade them all tomorrow

For the simple bush retreat

Where the kookaburras call.

CHORUS

Some people like their houses

With fences all around,

Others live in mansions,

And some beneath the ground,

But me, I like the bush, you know,

With rabbits running round

And a pumpkin vine out the back.


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Waltzing MatildaTraditional Song

Once a jolly swagman

Camped by a billabong,

Under the shade

Of a coolibah tree,

And he sang as he watched

And waited ‘til his billy boiled

“You’ll come a-waltzing,

Matilda, with me.”

Waltzing Matilda,

Waltzing Matilda

You’ll come a-waltzing,

Matilda, with me


And waited ‘til his billy boiled,



Down came a jumbuck

To drink at the billabong,

Up jumped the swagman

And grabbed him with glee,

And he sang as he stowed

That jumbuck in his tucker bag,



Waltzing Matilda,

Waltzing Matilda


Matilda, with me






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Down rode the squatter,

Mounted on his thoroughbred,

Up came the troopers,

One, two, three,

“Where’s that jolly jumbuck

You’ve got in your tucker bag?



Waltzing Matilda,

Waltzing Matilda


Matilda, with me





Up jumped the swagman,

Sprang into the billabong,

“You’ll never catch me

Alive,” said he,

And his ghost may be heard

As you pass by the billabong,


Matilda, with me.

Waltzing Matilda,

Waltzing Matilda


Matilda, with me





DAUSTRALIACREATIVE CORNERFood Web

The Great Barrier Reef is home to many different types of species. Take a look at the food web reproducible. Research the different animals that live in the Great Barrier Reef and make your own food web graph.

Materials: paper, markers Food Web reproducible

Food ChainHave students take different colors of construction paper and cut wide strips. Take each strip and write an animal or plant, or species in the Great Barrier Reef. Make a “chain link” of each strip with the bottom of the food chain to the top of the food chain.

For example- this would be the order of one food chain strip: bottom strip (algae), Giant Clam strip, Box Jellyfish strip, Sea Turtle strip, Whale (top strip)

Materials: construction paper Glue Markers

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Endangered Animals PosterSelect one of the animals that may be threatened. For example, the Dugong, which is the only marine mammal in Australia that feeds mainly on plants. There has been a significant decline in Dugong population along the Urban coast of Queensland. This animal is vulnerable to threats and changes to the environment, especially with its slow breeding rate. If there is a reduction of sea grass, the Dugong can’t find food. Create a poster on how to SAVE the Dugong! Include possible human threats (oil spills, boating accidents, etc) and also unpredictable natural factors (coral bleaching, etc).

Materials: paper Dugong pictures pencils, markers, crayons

National Symbol StampHave the students create their own national symbol stamp. Design a “stamp” incorporating one or more of Australia’s national symbols. (Colors: green/gold, the opal, Golden Wattle, Kangaroo, Emu, Flag)

Materials: Paper Markers, crayons

Indigenous ArtFirst people to live in our land were the Aborigines. The Aboriginal people of Australia have been using art in many forms such as body and cave painting. They used symbols in their paintings. Look at the symbols chart and create your own painting incorporating some of them. Use your imagination!

Materials: paper paints paintbrushes Symbol reproducible

Natural Wonders In 1997, CNN announced a listing of the Seven Natural Wonders of the World--the Great Barrier Reef being one of them. There are a variety of amazing places all over the globe but the 7 natural wonders of the world are the most awe-inspiring. They are known for their natural beauty.

If you had a chance to create your own natural wonder, what would it be? What would it look like? Where would it be located?

Materials: paper Markers, crayons

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Aboriginal MaskMasks were used for a variety of ceremonies, rituals and dances to honor ancient spirits. See some examples below. Create your own mask or use the templates below. Take q-tips and dip in paint and create your own circular patterns. When finished, cut out the mask.

Materials: paper Pencil Markers/crayons Skin-tone card stock scissors Q-tips paint

Coral ReefCoral Reefs are home to thousands of species and they are a breeding ground for fish. Think about why coral reefs are important, whey they are in trouble, and what we can do to save them. There are many different types of coral (see reference materials). Use grape stems to create your own coral reef picture. Use paints to color the stem and add to a picture. Don’t forget to include fish, algae, sharks, octopus and all the other species that live in the Reef.

Materials: grape stems paint, PAINTBRUSHES paper

Kangaroo Dot Style PaintingJan 26th is Australia Day, their official national day. To honor and celebrate this day, paint the silhouette of a kangaroo. Students may use markers, crayons or paints. Can create your own kangaroo or use the template below.

Materials: Kangaroo Reproducible paper

markers, crayons, paints

Boomerang CraftThere are two kinds of Boomerangs: non-returning ones to use for hunting and returning ones to use with sports. Boomerangs are often decorated with designs important to the Aboriginal legends. Use few colors with repetitive patterns. Sketch the shape of a boomerang on card stock. Use a combination of different geometric designs, colors, and elements of nature to create a one of a kind Boomerang.

Materials: Boomerang Reproducible

Cardstock paints,

paintbrushes, markers, crayons

scissors


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Wind InstrumentsThe indigenous Australians of northern Australia developed the Didgeridoo around 1,500 years ago. They made these wind instruments from eucalyptus trees hollowed out by termites. It is one of the oldest musical instruments known. Students will have an opportunity to create their own didgeridoo craft from a gift wrap tube or a few paper towel rolls put together. Use traditional symbols and paint the cardboard tube. Blow through one end to make trumpet-like sounds.

Materials: Gift wrapping tubes (paper towel tubes) paint paint brushes Didgeridoo examples


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EAUSTRALIA CHARACTER DEVELOPMENTWord Play

Think about the word honor. How is honor used? Brainstorm all the different ways that we use this word. For example, “high honor roll, “ the “honor system, “to love and honor.” Each student must contribute an example to the list.

Materials: Chart paper markers

Honor CodeIf students could create their own honor code, what would you include? Write this line on the top of a piece of paper and then fill in the rest...”On my honor, I will try...

What do you want to include in your own pledge? Try new things? Keep a positive attitude? Be honest? Make a pledge to yourself. Sign your name at the bottom.

Materials: Paper

Good/Bad ExamplesCreate a chart for the class. One column title it, “Good examples of honoring one’s parents/caregivers. The other column title it, “Bad examples of honoring one’s parents/caregivers.

Example: Good- Thanking Dad for cooking dinner Bad- Complaining about what is being served for dinner

As a class, come up with examples of good and bad examples. Discuss why it is important to honor your parents/caregivers.

Materials: paper

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Fingerprint Pictures Each fingerprint is unique. There are no two fingerprints that are the same. What else makes us unique? Honor your uniqueness.

Make pictures out of your fingerprints. Have fun and let your creativity shine!

Have students share their thoughts.

Materials: paper inkpads/washablefinger

paints

Homemade Card of ThanksHonor means treating people as special doing more than what is expected. Honor looks for what needs to be different before being asked. Honor comes when you recognize a person’s worth or value.

Think of one person who you honor. Make them a card and write about all the ways that you can thank this person. Remember, the gift of time, attention, loyalty, and commitment to others is a more meaningful gift than money. Make sure you give the card to the person and say thank you.

Materials: paper, markers, crayons

Mirror, Mirror on the wall No two people are exactly alike. Take a look at yourself in a mirror. What type of person do you see? Share one of your honorable attributes to the class.

Materials: mirror

Honor GameTake an index card and think about what honor means to you. Write only one word (or a few) down on your index card and initial the card. Once the group has written their response, mix up the index cards. Then tape one card on each person’s back without showing it to them. Each of the students go around the room and help the other students figure out the answer on their index card. Make sure you don’t tell them the answer, just describe it or give examples. Once someone has guessed the right word, remove the index card from the back and help others solve their mystery word.

Materials: index cards tape

Family HonorSit in a circle and give examples to the group on how you have seen honor demonstrated in your family? Have one person jot down answers on a piece of chart paper. See if there are any patterns once everyone has had the opportunity to share examples.

Materials: chart paper

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MilitaryDo you know anyone in the military? If so, please stand and share their name and branch of service. Discuss why military men and women show honor each and everyday? What do they do for our country?

Materials: none

Quote! Write the following quote on the board, “Honesty is the best policy.” Ask the students, why is this a common saying? What does it actually mean? Give the students an opportunity to share other favorite quotes or stories about honor and honesty.

Materials: none

AccountabilityMake a weekly log to keep track of the following information. For one week, keep track of all the ways you have demonstrated honor. Not only in your own actions but others as well. At the end of the week, we will discuss all the different ways you have demonstrated honor. Any repetitions? What do you think that means?

Materials: weekly log


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OUTER SPACE - Thom Zahler Art Studios · This month’s focus is on Outer Space. The lessons revolve around the solar system, astronauts, gravity, moon phases, and more! Children