Smart – Astronomy
“The heavens declare the glory of God and the firmament showeth his
handiwork” (Psalm 19: 1).
Explore our beautiful and mysterious universe!
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SMART - Astronomy
Table of Contents
Introduction
Bible Activities and Projects
Bible Options
Outer Space
The Wonder of it All
Shooting Stars
The Glory of God
Language Arts Activities and Projects
Acrostic Poem: Astronomy
Word Web
Creative Story Writing
Alphabetical Ordering/ Coding
Astronomy Dictionary
Close Passage
Word Play
Social Studies Activities and Projects
Sample Lessons
Research Projects
Quiz-o-mania
Discovering History
Choosing Exercise
Space Exploration Puzzle
Web Quest
The Solar System PowerPoint
Math Activities
Listing of Ideas
Math-a-ton
Brain-i-ac
Finding Pie
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SMART - Astronomy
Art Projects and Activities
Listing of Ideas
Star Magnet
Balloon Planets
Shooting Star
Planets Coloring Book
Star Posters
P.E. Activities
Space Ship Commander Tag
Space Invaders
Agility Ability Stars
PE Planets
Music
Listing of Music Activities
He’s Still Working on Me
Beautiful Star of Bethlehem
When He Cometh
Silent Night
All Things Bright and Beautiful
Great Is Thy Faithfulness
Away in a Manger
I Sing the Mighty Power of God
Resources: Teacher / Students
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SMART - Astronomy
Introduction
This cross curricular unit focuses on the theme Astronomy. It was
created to support the Science Management and Resource Tool (SMART)
which gives teachers the opportunity to provide interactive instructions
for specific science topics. This unit takes an integrated approach to
teaching science and can be used with grades k-8.
In this unit, you’ll find the theme “Astronomy” infused into other subject
areas apart from science. It aids the teacher in making the teaching/
learning experience more rewarding, interesting and meaningful as
students learn to make connections in their journey towards educational
success.
The unit lends itself to the single-grade classroom, a one-room school, as
well as multi-grades. The teacher is at liberty to adapt materials to suit
specific needs. Teachers are encouraged to use cooperative learning
structures with this unit. However, teachers are not restricted to any
one.
As we pattern our teaching on the Master Teacher (Jesus), let us reflect
upon His method of ministering to the “whole man.” Using an integrated
approach to teaching-learning is one way of modeling Him.
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SMART - Astronomy
Bible Projects and Activities
And all thy children shall be taught of the Lord and
great shall be the reward of thy children (Isaiah).
New King James Version
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SMART - Astronomy
Bible Options
The Bible stories in this section can be used as lessons or as worship ideas. If used as
lessons, the following should be useful:
Lesson 1: The Wonder of It All
Spiritual Focus:
Object:
Text:
God the creator created night and day for our
benefit.
a flashlight, a globe
Genesis 1: 3-5
Lesson 2: Shooting Stars
Spiritual Focus:
Object:
Text:
Christ will return coming in the clouds.
toy space ship / rocket
Luke 21:27
Lesson 3: The Glory of God
Spiritual Focus:
Object:
Text:
The heavens reveal God’s Glory.
star magnets / paper stars
Psalm 19: 1
Additional Activities
•
•
•
•
•
•
•
•
Find the key word or phrase in Bible text
Find and read Bible texts related to topic
Role-play stories or scenes from the stories
Write a summary of the Bible stories
Write poems relating to the story focus
Draw, create posters, or create a simple book
Write a personal response to Bible stories
Work in groups to find songs and text that relate to topic and make a presentation
NB: The spiritual focus is the concept that the teacher should emphasize. Students
should be encouraged to memorize Bible texts. The teacher can substitute other
objects for the ones mentioned/recommended.
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SMART - Astronomy
The Wonder of it All
By Pauline Evans
“And God said, Let there be
light: and there was light. And
God saw the light that it was
good: and God divided the light
from the darkness. And God
called the light Day, and the
darkness he called Night”
(Genesis 1:3-5).
Can you imagine a world where there is
only night or even one where there is
only day? What would that world be
like? How would people and other living
things survive?
fashion as to cater to all life forms on
it.
When we think about the earth rotating
on its axis in a twenty-four hour period
which results in night and day for
varying parts of the earth, all we can
say is “wow!” Every day the same
process is repeated from the time of
creation until now. Isn’t that amazing?
In Genesis 1, we read about the
creation story. It was God, the creator,
who made the night and the day. Before
he made humans, he put in place the
things that they would need to survive
including night hours and day hours.
That’s how wonderful our God is.
The next time you go to bed at night or
wake up in the morning, be reminded
that God was thinking about you when
he made night and day. Then, whisper a
quiet “thank you” in your heart.
The wonder of it all lies in the creative
power of our God, who is creator and
sustainer of our world.
We take for granted the world as we
know it now with its certain hours of
day and night. But what if things were
different? When would we sleep or
wake? We should really be thankful
that our world was created in such a
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SMART - Astronomy
Key Points
Create
God divided the light from the
darkness.
Write a story entitled “ A World
without Night,” or “A World without
Day.”
God, the creator, created night and day.
Everything man needed was put in place
before God created man.
Further Study
Write an essay showing the importance
of having both night and
day.
Make a collage showing day and night.
You can use a variety of materials such
as pictures, paint, markers, crayons.
Check out: Job 38:12
Genesis 1: 14 - 15
Genesis 1: 16 - 18
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SMART - Astronomy
Shooting Stars
By Pauline Evans
“And then shall they see the son
of man coming in a cloud with
power and great glory.” Luke
21:27.
“Look! Look! Another one,” exclaimed my
cousin June as we gazed up into the
bright night sky. We were standing on
our back porch watching the myriad
stars in the sky.
We were really excited when a star would
shoot through the sky seemingly heading
towards the earth. Our only
disappointment at the time was that we
could not see where the falling star
landed.
Our little minds were filled with many
questions such as: What caused a star to
fall? What did a star feel like? Did
wishes made on a falling star come true?
With all these questions swirling around
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in our minds, we were filled with the
anticipation of a time when we would find
answers.
There is also another exciting skywatching event which will take place soon.
The Bible tells us that one day soon,
Jesus the King of Kings will burst the
eastern skies and we shall see Him
coming in the clouds. What an amazing
sight that will be!
Indeed, the whole world will gaze with
wonder at the majestic appearance of our
Lord and Savior.
I want to be ready when Jesus returns.
How about you? The Bible tells us that it
will be a joyous experience for those who
love Christ. However, it will be a
terrifying one for those who have not
accepted Him.
Another great adventure to look forward
to is that we too will get to travel
through space with Christ. Second
Thessalonians 4:17 says “we’ll be caught
up in the clouds, to meet the Lord in the
air.” Imagine that! Just like shooting
stars, we will shoot through the sky on
our way to greater adventure.
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SMART - Astronomy
Key Points
We can learn more about Christ’s return
by observing the sky’s activities.
Christ will return, coming in the clouds of
heaven.
The righteous will be caught up in the
clouds to meet Christ in the air.
Create
Draw a picture depicting the return of
Jesus Christ.
Write a story about the day you
witnessed Christ’s return.
Write a poem entitled, “My Lord’s
Return.”
Further Study
Check out: Matthew 24: 30
1st Thessalonians 4: 16 - 18
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SMART - Astronomy
The Glory of God
By Pauline Evans
“The heavens declare the glory
of God and the firmament
showeth his handiwork,” Psalm
19:1.
When was the last time you gazed into
the sky? Do you ever stop to wonder
how it all began? Have you ever stood
on the beach at night staring up at the
vast expanse of the universe, admiring
the myriad stars? It is an amazing
experience.
As a child I used to love observing the
sky especially at nights. I was so
fascinated with the variety of objects
so very high up. I used to wish I could
just reach out and touch them.
Impossible! But such beauty is worth
taking note of.
This beauty reminds me of the Creator
and His creative power. The Bible tells
us that in the beginning, God created
the heavens and the Earth. He also
placed the stars, the moon, and the sun
in place.
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There are many theories of how this
universe began. Many people get
confused trying to keep up with the
varying views. However, there is one
view that has remained constant over
time, “God is the creator and sustainer
of our universe.”
When God created the world, He also
placed certain natural laws in place that
would regulate the order in the
universe. Such order can be seen in the
sun which rule the day and the moon
which rule the night, the shining of the
stars, the revolution of the planets. It
is mind-boggling just thinking about the
awesomeness of it all.
The Bible refers to this as the
handiwork of God. When we gaze with
wonder at the sky’s objects, we are
actually seeing God’s marvelous work.
The night sky in essence gives glory to
God. It testifies of His Omniscience.
From our position on earth and even
with all the information gathered from
astronomers, we only know a part of
God’s creative power. There comes a
time, however, in the earth made new,
when we will be able to study all the
wonders of the universe. I am looking
forward to that day. Are you?
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SMART - Astronomy
Key points
God is the creator of the universe.
God’s handiwork can be seen in the
night sky.
The heavens reveal God’s glory.
Further study
Create
Create a poem entitled “Night Sky.”
Write a paragraph explaining how God’s
glory is affirmed by the heavens.
Create a collage of the heavens and the
many objects therein. Use cloth, paper,
pictures and other necessary materials.
Be as creative as possible.
Check out Psalm 90: 1-2 and
Ecclesiastes 1: 5.
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SMART- Astronomy
The Secret Message Activity
Name _____________
Date_____________
Use the alphabet code to find the text below:
A=1
B=2
C=3
D=4
E=5
F=6
G=7
H=8
I=9
J = 10
K = 11
L = 12
M = 13
N = 14
O = 15
P = 16
Q = 17
R = 18
S = 19
T = 20
U = 21
V = 22
W = 23
X = 24
Y = 25
Z = 26
Message
___ ___ ___
___ ___ ___ ___ ___ ___ ___
20
8
8
5
5
1
22
5
14
19
___ ___ ___ ___ ___ ___ ___
___ ___ ___
4
20
5
3
12
1
18
5
8
5
___ ___ ___ ___ ___
___ ___
___ ___ ___
7
15
7
12
15
___ ___ ___
1
14
4
18
25
6
15
4
___ ___ ___
20
8
5
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SMART- Astronomy
___ ___ ___ ___ ___ ___ ___ ___ ___
6
9
18
13
1
13
5
14
___ ___ ___ ___ ___ ___ ___
19 8 15 23 5 20 8
20
___ ___ ___
8 9 19
___ ___ ___ ___ ___ ___ ___ ___ ___
8 1
14 4
9 23 15 18 11
(___ ___ ___ ___ ___ 19 : 1)
16
19
1
12
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SMART- Astronomy
The Secret Message
Activity
Name: Key
Date_____________
Use the alphabet code to find the text below:
A=1
B=2
C=3
D=4
E=5
F=6
G=7
H=8
I=9
J = 10
K = 11
L = 12
M = 13
N = 14
O = 15
P = 16
Q = 17
R = 18
S = 19
T = 20
U = 21
V = 22
W = 23
X = 24
Y = 25
Z = 26
Message
T
H
E
H
E
A
V
E
N
20
8
5
8
5
1
22
5
14
D
E
C
4
5
3
12
G
L
O
7
12
15
A
1
N
14
D
4
L
R
18
T
20
A
R
E
1
18
5
Y
O
25
H
8
15
T
20
S
19
H
E
8
5
F
G
O
6
7
15
D
4
E
5
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SMART- Astronomy
F
I
R
M
A
M
E
6
9
18
13
1
13
S
H
O
W
E
T
H
H I
19
8
15
23
5
20
8
8
H
A
N
D
I
8
1
14
4
5
N
14
T
20
W
O
R
K
9
23
15
18
11
( P
S
A
L
16
19
1
12
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9
S
19
M 19:1)
13
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SMART- Astronomy
Language Arts Projects and
Activities
Poetry
Grammar
ABC Order
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Spelling
Reading
Creative Writing
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SMART- Astronomy
Poetry Mania
Name _____________________
Date _____________
Create an acrostic poem using the letters of the word astronomy:
A _________________________________
S _________________________________
T _________________________________
R _________________________________
O _________________________________
N _________________________________
O _________________________________
M _________________________________
Y __________________________________
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SMART- Astronomy
Poetry Mania
Name: Sample
Date _____________
Create an acrostic poem using the letters of the word astronomy:
A - All will enjoy
S - Studying the starry sky
T - Telescope in hand
R - Ready to begin
O – Owning the right to see
N – Night’s natural lights
O – Observe with delight
M - Myriads of sights
Y - You’ll love the amazing scene
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SMART- Astronomy
Astronomy Word Web
Name ________________________
Date _______________
Create a word web by writing eight words associated with the word astronomy. Use
each word to create a sentence.
Astronomy
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SMART- Astronomy
Astronomy Word Web
Name_________________
Date_______________
Sentences
1.____________________________________________________________________
2.____________________________________________________________________
3.____________________________________________________________________
_____________________________________________________________________
4.____________________________________________________________________
5.____________________________________________________________________
6.____________________________________________________________________
7.____________________________________________________________________
8.____________________________________________________________________
_____________________________________________________________________
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SMART- Astronomy
Astronomy Word Web
Name: Sample
Date _______________
Create a word web by writing eight words associated with the word astronomy. Use
each word to create a sentence.
telescope
planets
space
stars
revolve
Astronomy
astronomers
comets
asteroids
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SMART- Astronomy
Astronomy Word Web
Name: Key (answers will vary)
Date_______________
Sentences
1.____________________________________________________________________
2.____________________________________________________________________
3.____________________________________________________________________
_____________________________________________________________________
4.____________________________________________________________________
5.____________________________________________________________________
6.____________________________________________________________________
7.____________________________________________________________________
8.____________________________________________________________________
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SMART- Astronomy
Journey to Outer Space
Name___________________________
Date___________________
You have just taken an amazing trip to outer space. Your friends are anxious to hear about your trip.
Write your story. Be sure to make your story interesting and entertaining.
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SMART- Astronomy
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Smart- Astronomy
Where Do I Fit In?
Name____________________
Date________________________
Put these words in alphabetical order:
1.
Space
2.
Revolution
3.
Orbit
4.
Asteroid
5.
Uranus
6.
Astronomer
7.
Universe
8.
Satellite
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Smart- Astronomy
Where Do I Fit In?
Name____________________
Date________________________
Put these words in alphabetical order:
1.Asteroid
Space
2.Astronomers
Revolution
3.Orbit
Orbit
4.Revolution
Asteroid
5.Satelite
Uranus
6.Space
Astronomer
7.Universe
Universe
8.Uranus
Satellite
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Smart- Astronomy
Word Fever
Below are some words that are associated with the topic astronomy. Use a dictionary to
find the meaning of each word and write each meaning on the lines provided.
1. Satellite ___________________________________________
__________________________________________________
2. Space _____________________________________________
__________________________________________________
3. Asteroid ___________________________________________
____________________________________________________
4. Astronomer _________________________________________
5. Orbit______________________________________________
____________________________________________________
6. Rotation ___________________________________________
7. Revolution __________________________________________
____________________________________________________
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Smart- Astronomy
8. Solar System ______________________________________
___________________________________________________
9. Star _____________________________________________
___________________________________________________
10. Rocket ___________________________________________
___________________________________________________
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Smart- Astronomy
Reading Close Passage
Name ______________________
Date ______________
Use the words from the word box to complete the passage below.
hottest
Earth
center
sun
Jupiter
life
Mercury
orbit
At the _________________ of our solar system is the sun. All the planets
____________ the sun. The closest planet to the sun is _______________________.
Its temperature is the _________________ of all the planets. _____________ is the
third planet from the sun. It is the only planet in our solar system that has the right
conditions to support plant and animal _______________. The largest planet in our solar
system is _____________________. It is the fifth planet from the _____________.
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Smart- Astronomy
Reading Cloze Passage
Name ______________________
Date ______________
Use the words from the word box to complete the passage below.
hottest
Earth
center
sun
Jupiter
life
Mercury
orbit
At the center of our solar system is the sun. All the planets orbit the sun. The closest
planet to the sun is Mercury. Its temperature is the hottest of all the planets due to its
proximity to the sun. Earth is the third planet from the sun. It is the only planet in our
solar system that has the right conditions to support plant and animal life. The largest
planet in our solar system is Jupiter. It is the fifth planet from the sun.
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Smart- Astronomy
Word Play
Name ______________________
Date _______________
Complete the following by supplying a noun for each letter in the word below:
A____________________
S____________________
T____________________
R____________________
O____________________
N____________________
O____________________
M____________________
Y_____________________
Supply a verb for each of the letters in the word below
S_____________________
T_____________________
A_____________________
R_____________________
S_____________________
Supply an adjective for each letter in the word below:
S_____________________
P_____________________
A_____________________
C_____________________
E_____________________
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Smart- Astronomy
Word Play
Date ____________
Name: Sample
Complete the following by supplying a noun for each letter in the word below:
A - Astronaut
S - Satellite
T - Telescope
R - Revolution
O - Object
N - Neptune
O - Observation
M - Mercury
Y - Year
Supply a verb for each of the letters in the word below
S - Survey
T - Travel
A - Action
R - Rotate
S - Stare
Supply an adjective for each letter in the word below:
S - Special
P - Pretty
A - Active
C - Central
E - Eager
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Smart- Astronomy
Social Studies Activities
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Smart- Astronomy
Travel to Outer Space
Objectives: Students will be able to:
1. Investigate the planets in our solar system
2. Create a proposal to promote one of the planets in our solar system
3. Differentiate between two or more planets
Motivation: Round table exercise – a sheet of paper and a pencil will be passed around within each
group and students will take turns to write as many words as they can that are related to the solar system.
They will be given 10 seconds to do this. The reporter of each group will share with the class.
Strategies/Procedures/Activities:
• Scenario: NASA has decided to visit a planet soon. Before deciding which planet to visit, NASA
has agreed to listen to a proposal from you recommending a planet of your choice.
• Your task is to persuade NASA to visit your planet of choice.
• You will work in groups of four to research the planet you favor, then develop a presentation to
present to NASA.
• Your aim is to convince NASA to visit the planet of your choice.
• Your presentation may take the form of a:
1. PowerPoint
2. Poster
3. Flow chart or
4. Travel brochure
Roles:
A. Each team member must choose one of the following roles:
- Mission Commander (M.C.)
-Geographical Specialist (G.E.)
-Photographer (P)
- Environmentalist (E)
Each member is responsible for finding answers to questions relating to his /her role. The letters in
parenthesis at the end of each question show the role/ job related to it.
B. Use your textbooks or the following websites to help you in your research.
C. Record the necessary information.
D. Create a presentation on the planet of your choice.
E. Present your presentation to the team from NASA.
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Smart- Astronomy
F. Review the questions that will guide your research.
Questions:
1. What is the name of your planet?
2. Which number is your planet from the sun? (From 1 to 9) (M.C.)
3. Does it have any moons? How many? What are there names?
4. How long does it take for your planet to orbit the sun? (in earth years) (M.C.)
5. What does the interior (inside) of your planet look like? (G.S.)
6. What is the surface of your planet made of? (G.S.)
7. What is the temperature of your planet? Is it colder or hotter than earth? (E)
8. What is the atmosphere made of? (E)
9. Are there any myths or legends associated with your planet? Share one.
10. Can you find pictures of your planet? (P)
11. Can you tell your planet apart from others? How? (P)
Resources:
Class texts and or encyclopedias
Planets http://www.starchild.gsfc.nasa.gov/docs/StarChild/solar_systemlevel1/planets.html
http://sse.jpl.nasa.gov/planets/profile-cfm?Object=SolarSys
Summary of Learning
Planets in our solar system
Position of planets
Composition of planets
Planet atmosphere
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Smart- Astronomy
Evaluation
Cooperating with team members
Report includes authentic information
Group presentation
Homework: Write a story entitled, “Myself as a Planet.”
Field trip: Air Force museum
NB: This lesson is also done as a webquest lesson
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Smart- Astronomy
Quiz-o-mania
How much do you know?
Name ______________________
Date ______________
1. What is the name of the planet nearest to the sun?
_________________________________________
2. Which number among planets is the earth from the sun? (From 1 to 9)
__________________________________________
3. How many moons does Jupiter have?
_____________________________________________
4. How many earth years does it take for Mars to orbit the sun?
_____________________________________________
5. Which planet is the farthest from the sun?
______________________________________________
6. Name one dwarf planet:
_______________________________________________
7. Which planet is sometimes called the red planet?
_________________________________________________
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Smart- Astronomy
8. Create a word from the word astronomer that is the name of a planet?
____________________________________________________
9. Which planet is the closest planet to Earth?
____________________________________________________
10. Which planets have rings around them?
____________________________________________________
NB: This quiz is also done as a PRS quiz.
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Smart- Astronomy
Quiz-o-mania
How much do you know?
Name: Key
Date ______________
1. What is the name of the planet nearest to the sun?
Answer: Mercury
2. Which number is the earth from the sun? (From 1 to 9)
Answer: Third
3. How many moons does Jupiter have?
Answer: 16
4. How many earth years does it take for Mars to orbit the sun?
Answer: 686.98
5. Which planet is the farthest from the sun?
Answer: Pluto
6. Name one dwarf planet:
Answer: Pluto
7. Which planet is sometimes called the red planet?
Answer: Mars
8. Create a word from the word astronomer that is the name of a planet?
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Smart- Astronomy
Answer: Mars
9. Which planet is the closest planet to Earth?
Answer: Venus
10. Which planets have rings around them?
Answer: Jupiter, Uranus, Neptune, Saturn
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Smart- Astronomy
Getting to know me
Name: _____________________
Date _____________
Direction: Observe the picture of the planet below; then fill in the blanks with
information about this planet.
Planet __________________________________________
Number from sun (1-9) ___________________________________
Length of time to orbit the sun _______________________
Number of satellites _______________________________
Something interesting I learned about this planet _________
______________________________________________
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Getting to Know Me
Name: Key
Date _____________
Direction: Observe the picture of the planet below; then fill in the blanks with
information about this planet.
Planet: Uranus
Number from sun (1-9): seventh
Length of time to orbit the sun: approx., 84 years
Number of satellites: 15
Something interesting I learned about this planet: (answers will vary).
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Guided Project
Name: ________________
Date: ______________
Objectives: Students will be able to
1. Categorize planets as inner and outer planets
2. Alphabetizes the names of the planets
3. Put the planets in order of distance from the sun
Procedures/Strategies/ Activities
Read the following passage; then complete the activities that follow:
A planet is a large space object which revolves around a star. It also reflects that star's
light. Eight planets have been discovered in our solar system. Mercury, Venus, Earth, and
Mars are the planets closest to the Sun. They are called the inner planets. The inner
planets are made up mostly of rock. The outer planets are Jupiter, Saturn, Uranus, and
Neptune. Jupiter, Saturn, Uranus, and Neptune are large balls of gases with rings around
them. Each of the eight planets travels around the sun in a different orbit. In its orbit,
there are not many other objects like the planet.
Dwarf planets are objects that are similar to planets except that they orbit the sun in
areas where there are many similar objects.
Activity 1: Place the planets under the correct headings.
INNER PLANETS
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OUTER PLANETS
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Activity 2: Write the names of the planets in ABC order.
1. _______________________
5. ___________________
2. _______________________
6. ___________________
3. _______________________
7. ___________________
4. _______________________
8. ___________________
Activity 3: Put the planets in order of distance from the sun.
The Sun
1. _____________________________
2. _____________________________
3. _____________________________
4. _____________________________
5. _____________________________
6. _____________________________
7. _____________________________
8. _____________________________
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Guided Project
Name: Key
Date: ______________
Objectives: Students will be able to
4. Categorize planets as inner and outer planets
5. Alphabetize the names of the planets
6. Put the planets in order of distance from the sun
Procedures/Strategies/ Activities
Read the following passage; then complete the activities that follow:
A planet is a large space object which revolves around a star. It also reflects that star's
light. Eight planets have been discovered in our solar system. Mercury, Venus, Earth, and
Mars are the planets closest to the sun. They are called the inner planets. The inner
planets are made up mostly of rock. The outer planets are Jupiter, Saturn, Uranus, and
Neptune. Jupiter, Saturn, Uranus, and Neptune are large balls of gases with rings around
them. Each of the eight planets travels around the Sun in a different orbit. In its orbit,
there are not many other objects like the planet.
Dwarf planets are objects that are similar to planets except that they orbit the Sun in
areas where there are many similar objects.
Activity 1: Place the planets under the correct headings.
INNER PLANETS
OUTER PLANETS
1. Mercury
1. Jupiter
2. Venus
2. Saturn
3. Earth
3. Uranus
4. Mars
4. Neptune
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Smart- Astronomy
Activity 2: Write the names of the planets in ABC order.
1. Earth
5. Neptune
1. Jupiter
6. Saturn
2. Mars
7. Uranus
3. Mercury
8. Venus
Activity 3: Put the planets in order of distance from the sun.
The Sun
1. Mercury
2. Venus
3. Earth
4. Mars
5. Jupiter
6. Saturn
7. Uranus
8. Neptune
NB:This lesson is also done as an Interwrite Lesson.
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Smart- Astronomy
Discovering History
Several people have been involved in the history of Astronomy. Some are listed below.
For this project, you will research one person, document your findings and make a
presentation before the class. Be sure to include the major contribution this person has
made to the field of Astronomy. You can use the links below to help with your research.
You can use Microsoft Word, PowerPoint or any other appropriate tools to enhance your
presentation.
Nicolaus Copernicus (1473 -1543)
Johannes Kepler (1571 – 1630)
httP://plato.stanford.edu/entries/copernicus/
http://kepler.nasa.gov/johannes/
Galileo Galilei (1564 – 1642)
http://plato.standard.edu/entries/galileo
Fred Hoyle (1915 - 2001)
http://www.kirjasto.sci.fi/hoyle.htm
Gerald Hawkins (1928 – 2003)
http://www.independent.co.uk/news/obituaries/gerald-hawkins-548590.html
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Smart- Astronomy
Choose Me
Name ______________________
Date ______________
Place a check mark beside the pictures that are directly related to astronomy.
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Smart- Astronomy
Choose Me
Date ______________
Name: Key
Place an x beside the pictures that are directly related to space.
X
X
X
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Smart- Astronomy
Space Exploration Word
Search
Name _______________________
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ASTRONOMY
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SEASONS
SOLAR
SPACE
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Date ______________
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TELESCOPE
PLANETS
MARS
ORBIT
Created by Discoverypuzzle.com
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Smart- Astronomy
Space Exploration Word
Search Solution
Name: Key
Date _______________
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(Over,Down,Direction)
ASTEROID(1,14,E)
ASTRONOMY(12,13,N)
AXIS(15,9,SW)
EARTH(7,9,E)
JUPITER(11,15,W)
MARS(8,8,W)
ORBIT(13,8,S)
PLANETS(7,1,SW)
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TELESCOPE(1,9,NE)
UNIVERSE(2,1,SE)
SUN(3,4,NW)
SPACE(3,13,NE)
SOLAR(9,10,SE)
SEASONS(8,11,NW)
ROCKET(9,7,N)
REVOLVE(10,1,S)
Created by Discoverypuzzle.com
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Smart- Astronomy
MATH ACTIVITIES AND
PROJECTS
There are several activities that can be incorporated into the theme “Astronomy.” Here
are some sample ideas:
•
Addition & Subtraction Activities: Incorporate Astronomy terms or
words into addition and subtraction problems.
Sample 1: The Earth is about 150 million kilometers from the sun. Mars is about 228
million kilometers from the sun. How many million kilometers away from the sun are both
planets altogether?
150 million kilometers
+228 million kilometers
378 million kilometers
Sample 2: It takes the Earth approximately 365.27 days to orbit the sun. It takes
Mercury approximately 87.97 days to orbit the sun. What is the difference between the
time it takes the Earth to orbit the sun and the time it takes Mercury to orbit the sun?
365.27
- 87.97
277.30
•
Numeration:
Create numeration problems for students to solve.
Sample 3: Write this number in standard form: Three hundred seventy-eight million
kilometers.
378, 000, 000 km
•
Multiplication & Division Activities:
Create multiplication/division
problems using terms or words related to astronomy.
Sample 4:There are 24 hours in one day. How many hours are there in one week?
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• Statistics
Give students information on several planets such as length of time to orbit the sun, and
ask them to plot a graph showing the given information. Remind students to give their
graph a title and label their axis. Post or print questions for students to answer using
their graphs.
Sample questions: 1. Which planet shown takes the longest time to orbit the sun?
2. Which planet takes less time than earth to orbit the sun?
3. What is the difference between the time it takes Mercury and the
time it takes Mars to orbit the sun?
Venn Diagrams: Have students create Venn Diagrams to show a comparison
between two planets. Then ask students to identify and write the members of each
individual set; the union of both sets; the intersection of each set.
Sample: Earth = set E
Jupiter = set J
Write the members of each set: E = (
J=(
)
)
EUJ=(
)
EnJ=(
)
•
Smaller kids can do counting exercises. They can count the number of planets, the
number of moons on each planet, etc.
•
Have students research to find out more about the tools that are used for
measuring time, air pressure.
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Smart- Astronomy
Math-a-ton
Name _____________________
Date ____________
Solve the following math problems. Show working for all questions where possible.
1. The Earth is about 150 million kilometers from the sun. Mars is about 228 million
kilometers from the sun. How many million kilometers away from the sun are both planets
altogether?
2. Write this number in standard form: 378 million kilometers.
________________________________________________________________
3. Write this number in expanded form: 378 million.
________________________________________________________________
4. Write the number in word form: 378 million.
________________________________________________________________
5. It takes the Earth approximately 365.27 days to orbit the sun. It takes Mercury
approximately 87.97 days to orbit the sun. What is the difference between the
time it takes the Earth to orbit the sun and the time it takes Mercury to orbit the
sun?
6. The Earth takes about 365 days to revolve around the sun. There are 7 days in one
week. How many weeks are there in 365 days?
7. There are 24 hours in one day. How many hours are there in one week?
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Smart- Astronomy
Math-a-ton
Date ____________
Name Key
Solve the following Math problems. Show working for all problems where possible.
1. The Earth is about 150 million kilometers from the sun. Mars is about 228 million
kilometers from the sun. How many million kilometers away from the sun are both planets
altogether?
150 million kilometers
+228 million kilometers
378 million kilometers
2. Write this number in standard form: 378 million kilometers.
378, 000, 000
3. Write this number in expanded form: 378 million.
300,000,000 + 70,000,000 + 8,000,000
4. Write the number in word form: 378 million.
Three hundred seventy-eight million
5. It takes the Earth approximately 365.27 days to orbit the sun. It takes Mercury
approximately 87.97 days to orbit the sun. What is the difference between the time it
takes the Earth to orbit the sun and the time it takes the Mercury to orbit the sun?
365.27
- 87.97
277.30
6. The Earth takes about 365 days to revolve the sun. There are 7 days in one week. How
many weeks are there in 365 days? Round your answer to the nearest whole number.
365 divided by 7= 52
7. There are 24 hours in one day. How many hours are there in one week?
24 x 7 = 168
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Smart- Astronomy
Brain-i-ac
Name _______________________
Date ______________
Use the graph below to answer these questions:
Planets and their Moons
35
30
25
20
15
10
5
0
Earth
Mars
Saturn
Uranus
Neptune
Planets
1. Label the Y axis correctly:
2. Which planet shown has the least number of moons?
3. Which planet shown has the most moons?
4. How many moons does Uranus have?
5. How many more moons does Uranus have than Neptune?
6. Which planet has two moons?
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Smart- Astronomy
Use the Venn diagram to answer the questions that follow:
Earth
Plant life
Animal life
Much water
Jupiter
Moon
Orbit
Planet
7. List the members of set: E = (
Rings
Largest planet
)
8. List the members of set: J= (
)
9. List the member of: E U M = (
)
10. List the members of: E n M = (
)
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Smart- Astronomy
Brain-i-ac
Name _____________
Date __________
Use the graph below to answer these questions:
Planets and their Moons
35
30
25
20
15
10
5
0
Earth
Mars
Saturn
Uranus
Neptune
Planets
1. Label the Y axis correctly: Number of planets
2. Which planet shown has the least number of moons? Earth
3. Which planet shown has the most moons? Saturn
4. How many moons does Uranus have? 21
5. How many more moons does Uranus have than Neptune? 8
6. Which planet has 2 moons? Mars
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Smart- Astronomy
Use the Venn diagram to answer the questions that follow:
Earth
Plant life
Animal life
Much water
Jupiter
Moon
Orbit
Planet
Rings
Largest planet
7. List the members of set: E = (plant life, animal life, much water, moon, orbit planet)
8. List the members of set: J= (rings, largest planet, moon, orbit, planet)
9. List the member of: E U M = ( plant life, animal life, much water, moon, orbit, planet,
rings, largest planet)
10. List the members of: E n M = (moon, orbit, planet)
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Smart- Astronomy
Finding Pi
Use your ruler and string to measure several circular objects. You are to measure the
distance around each object and also the distance across the centre/ middle of the
objects. Record your measurement in the chart below.
Object
Distance around
outside of object
Distance across
centre of object
Distance around
divided by distance
across centre
1.
2.
3.
4.
5.
6.
7.
What do you notice about the numbers in the 4th column?
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Smart- Astronomy
Art and Craft
Listed below are some ideas that students can be involved in for arts and crafts:
Draw and color different sizes and shapes of stars
Draw and color various objects/ equipment related to astronomy.
Make a papier mache' model of the earth or other planets
Create decorative star magnets
Create a collage of objects in the solar system
Create a collage of things associated with astronomy
Design a shooting star
Construct a space ship
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Smart- Astronomy
Star Magnet
Grades: K-2
Project: Star Magnets
Materials:
Small self-adhesive magnet, 3” flat wooden star (5” x 1”),
decorative ribbon, scissors, craft paint, washable school
glue, washable paint pens.
Instructions
1. Choose a color you like and paint the wooden star, then allow to dry.
2. Create colorful designs with the washable paint pens; then write a
personal message on the star.
3. Fold the piece of ribbon in half, matching the ends, and cut a “V” shape so
that both ends of the piece of ribbon have a “V”.
4. The ribbon should be folded in half at an angle so that both ends can be
seen hanging down.
5. Apply the glue onto the magnet; then paste the magnet onto the star.
Allow to dry.
6. You can now hang your magnet on any metallic surface.
Adapted from http://www.elmers.com
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Balloon Planet
Grades: K - 5
Project: Solar System / Balloon Planets
Materials needed:
Newspaper torn into small strips, round balloons,
disposable bowl, water, 8-oz Elmer’s glue, glue
paint and paint brush
Instructions
1. Blow up each balloon to planet size.
2. Place a little water in a bowl. Mix the glue with the water in bowl.
3. Soak the newspaper strips in mixture and cover the surface of the
balloon – let dry overnight.
4. Paint each to look like a different planet.
Adapted from http://www.elmers.com
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Shooting Star Craft
Grades: K – 2
Project: Shooting Star
Materials Needed:
wax paper, scissors, string, washable paint pens,
star-shaped template.
Instructions
1. Draw star shapes on the wax paper (you can use Elmer’s washable 3D
paint pens to do this). Use a cardboard or plastic template of a star to
trace around if desired. Draw your lines wide and thick.
2. Use different colors (red, blue and silver) of glitter paint pens for a
festive 4th-of-July look, or any other look you desire.
3. Fill in the center of the stars with regular colored or glitter paint pens.
4. Draw “tails” coming off of the bottom of your stars with the silver
glitter paint pens for a “shooting star” look.
5. Place on a flat surface and allow paint to dry overnight, or longer if
necessary.
6. Peel the stars off the wax paper and punch a hole in the top of each
star.
7. Thread the hole with string and hang the stars in your classroom, or use
as a 4th–of-July party decoration.
Adapted from http://www.elmers.com
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Rays of Sunlight
Grades: K - 2
Project: Sun Catcher
Materials Needed: a plastic container lid (butter), glitter, food coloring,
measuring cup, string, washable school glue, small wild
flowers (optional).
Instructions:
1.
Measure out about 1/3 cup of (Elmer’s) washable school glue into a
measuring cup.
2.
Add about 5 drops of food coloring to the 1/3 cup of glue and stir
well. The mixture will dry much darker than it is when wet, so don’t
add any more color than this.
3.
Pour a thin layer of mixture into the lid of the plastic container. Fill
about halfway to the top.
4.
Arrange small flowers (optional) on top of the glue and sprinkle
lightly with glitter.
5.
Cover flowers and glitter with additional glue mixture to the top of
the lid and allow to dry until completely solid (usually 2 – 4 days).
6.
Pop sun catcher out of lid.
7.
Punch a small hole in the top of the sun catcher.
8.
Hang your sun catcher in a well-lit window.
Adapted from http://www.elmers.com
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Physical Education
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Space Tag
Name of Activity: Spaceship Commander Tag
Suggested Grade Level: 1-2
Materials Needed: 2 or 3 hula hoops. Large open area to run
Description of Idea
Divide the students into two groups. One set of students will wear the hula
hoops around their waists and will be the Spaceship Commanders. The other
group of students will be the aliens.
The aliens are chased (skipping, walking, etc.) by the Spaceship Commanders.
If the aliens get tagged, they must do a certain number of specific
exercises (e.g. 10 jumping jacks or 5 pushups), in order to re-enter the game.
A student can be a Spaceship Commander for 2 or 3 minutes before he/she
chooses someone from the opposite gender to take over their ship. The
aliens should have 4 or 5 seconds head start before the Spaceship
Commanders are released.
Adapted from pecentral.org
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Space Invader
Name of Activity: Space Invaders
Suggested Grade Level: 3-5
Materials Needed: 2 small gator skin balls.
Description of Idea
Divide the class into two groups. One group will be the stars; the other will
be the rockets. Choose 2 students to be space invaders.
The space invaders must move around the gym (general space) and tag the
rockets with a gator-skin ball. The rockets must travel (skip, jog, gallop)
throughout general space (the gym) without getting tagged by a space
invader or a star.
The stars are to spread out in their own personal space throughout the gym.
They have to keep their feet frozen but can move their arms and try to
touch any rocket traveling too close to them.
When a rocket gets tagged by a star or space invader, the rocket (student)
has to go to a designated area in the gym to perform an exercise (jumping
jacks, push-ups, curl-ups). After he/she completes the exercise, he/ she
may re-enter the game.
After a few minutes, switch positions so that everyone has a chance to be
rockets or stars.
Adapted from pecentral.org
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PE Planets
Name of Activity: PE Planets
Suggested Grade Level: 3-5
Physical activity: bouncing, dribbling and catching
Purpose of Activity: To use various ball skills to reinforce the names of
planets, their order in relation to the sun, and the revolving of the planets
around the sun.
Prerequisites:
The children should have experience dribbling and catching different sized
balls.
The children should be able to distinguish the difference between a
bounce/catch and a dribble.
Materials Needed:
A variety of different sized balls for each child that
will bounce/dribble and 10 cones of various sizes with
the name of a planet on each cone. One cone will be
marked “sun.”
Description of Idea
The names of the planets should be written or taped to the cones. The
children will know the names of the planets by looking at the signs on the
cones.
Assign each planet a number in relation to their order from the sun, for
example...Mercury - one bounce/dribble, Venus - 2 bounces/dribbles, and
Pluto - 9 bounces/dribbles.
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The teacher will call out the planet, and the children will bounce/dribble the
ball the specified number of times. The teacher will count and
bounce/dribble with them to reinforce the numbers.
The teacher will also bounce/dribble the ball a specific number of times
while the children watch and listen. The children will count and choose which
planet corresponds to the number of bounces/dribbles. This encourages
children to use their auditory and visual skills.
After students have become familiar with the planets, divide the class into 9
planet groups. Place the cone marked “sun” in the center of the gym or
playing area. Spread the planets out in a line toward one side of the gym. Ask
students to line up behind their specified cone planet.
Cone sizes can vary: small cones for the smallest planets and the largest
cones for the larger planets.
Teacher demonstration will show each group their ORBIT around the Sun.
On go, children will bounce/dribble and catch their balls around the sun,
making their planets’ orbits. The children are encouraged to walk as they
bounce/dribble and catch their balls as they "r
\evolve" around the sun.
Adapted from pecentral.org
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Agility Ability Stars
Name of Activity: Agility Ability Stars
Suggested Grade Level: 4-5
Purpose of Activity: Students will increase their understanding of the skillrelated fitness component of agility.
Activity cues: Quick changes of direction, keep center of gravity low, stay
on the balls of your feet.
Prerequisites: Background information pertaining to the skill-related fitness
component of agility.
Materials Needed:
Tape or chalk to mark a four-foot star on the floor,
stopwatches.
Have students pair up with a partner. One partner will keep time as the
other partner traces the points of the star with several of the following
movements; shuffle slide, sprint forward, jog backwards, hop, jump, skip,
fast-pace walk.
When students are tracing the star with their foot pattern, they need to
make a sharp, precise turn at each point of the star. Have the students
record their time and try to improve on their time over a few class periods.
The partners then switch places (alternate roles).
Allow students to try the activity several times and try to improve on their
time while still tracing the star.
Adapted from pecentral.org
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Music activities/ Ideas
The teacher can have students doing several musical activities with the songs
included in this section. Some ideas are listed below:
The songs can be incorporated into the other subject areas as an introductory or
culminating activity.
Students could be engaged in a sing-along. It would be nice to get the music to
each song and to play it while students sing along.
Have students analyze and discuss the verses of the song and make connections as
they relate to Astronomy.
The students could be engaged in clapping the rhythm or beats of the songs.
If recorders are available, students could learn to play the music to the songs.
Students could carry out research to find out more about the authors of the
songs. Have them share their findings with the class. They could do it as a project:
get a picture of the author, paste it to a poster board, then attach their written
or typed information to the poster board.
Have students write another verse to song/songs.
Students could choose their favorite song from the list and write what the song
means to them.
Ask students to create lyrics for one of the tunes in this section.
Have students create a new tune for one of the songs.
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He's Still Working On Me
Words and Music: Joel Hemphill
He's still working on me to make me what I ought to be.
It took Him just a week to make the moon and stars,
The Sun and the Earth and Jupiter and Mars.
How loving and patient He must be, He's still working on me.
There really ought to be a sign upon the heart,
Don't judge him/her yet, there's an unfinished part.
But I'll be perfect just according to His plan
Fashioned by the Master's loving hands.
He's still working on me to make me what I ought to be.
It took Him just a week to make the moon and stars,
The Sun and the Earth and Jupiter and Mars.
How loving and patient He must be, He's still working on me.
In the mirror of His Word reflections that I see
Make me wonder why He never gave up on me.
He loves me as I am and helps me when I pray
Remember He's the Potter, I'm the clay.
He's still working on me to make me what I ought to be.
It took Him just a week to make the moon and stars,
The Sun and the Earth and Jupiter and Mars.
How loving and patient He must be, He's still working on me.
http://www.preciouslordtakemyhand.com
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All things bright and
beautiful
Words: Cecil F. Alexander, Hymns for Little Children, 1848.
Music: “Royal Oak,” 17th Century English melody; arranged by Martin F. Shaw,
1915.
All things bright and beautiful,
All creatures great and small,
All things wise and wonderful:
The Lord God made them all.
Each little flower that opens,
Each little bird that sings,
He made their glowing colors,
He made their tiny wings.
All things bright and beautiful,
All creatures great and small,
All things wise and wonderful:
The Lord God made them all.
[Most hymnals omit the following verse]
The rich man in his castle,
The poor man at his gate,
He made them, high or lowly,
And ordered their estate.
All things bright and beautiful,
All creatures great and small,
All things wise and wonderful:
The Lord God made them all.
The purple headed mountains,
The river running by,
The sunset and the morning
That brightens up the sky.
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All things bright and beautiful,
All creatures great and small,
All things wise and wonderful:
The Lord God made them all.
The cold wind in the winter,
The pleasant summer sun,
The ripe fruits in the garden,
He made them every one.
All things bright and beautiful,
All creatures great and small,
All things wise and wonderful:
The Lord God made them all.
The tall trees in the greenwood,
The meadows where we play,
The rushes by the water,
To gather every day.
All things bright and beautiful,
All creatures great and small,
All things wise and wonderful:
The Lord God made them all.
He gave us eyes to see them,
And lips that we might tell
How great is God Almighty,
Who has made all things well.
All things bright and beautiful,
All creatures great and small,
All things wise and wonderful:
The Lord God made them all.
http://www.preciouslordtakemyhand.com
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Away in a Manger
Music: “Mueller,” James R. Murray, 1887.
Away in a manger, no crib for a bed,
The little Lord Jesus laid down His sweet head.
The stars in the sky looked down where He lay,
The little Lord Jesus, asleep on the hay.
The cattle are lowing, the Baby awakes,
But little Lord Jesus, no crying He makes;
I love Thee, Lord Jesus, look down from the sky
And stay by my cradle till morning is nigh.
Be near me, Lord Jesus, I ask Thee to stay
Close by me forever, and love me, I pray;
Bless all the dear children in Thy tender care,
And fit us for heaven to live with Thee there.
http://www.preciouslordtakemyhand.com
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Silent Night
Words: Josef Mohr, circa 1816-1818. Stanzas 1 & 3 translated from German to
English by John Freeman Young, 1863; translator of stanzas 2 & 4: anonymous.
Music: “Stille Nacht,” Franz X. Gruber, circa 1820.
Silent night, holy night,
All is calm, all is bright
Round yon virgin mother and Child.
Holy Infant, so tender and mild,
Sleep in heavenly peace,
Sleep in heavenly peace.
Silent night, holy night,
Shepherds quake at the sight;
Glories stream from heaven afar,
Heavenly hosts sing Alleluia!
Christ the Savior is born,
Christ the Savior is born!
Silent night, holy night,
Son of God, love’s pure light;
Radiant beams from Thy holy face
With the dawn of redeeming grace,
Jesus, Lord, at Thy birth,
Jesus, Lord, at Thy birth.
Silent night, holy night
Wondrous star, lend thy light;
With the angels let us sing,
Alleluia to our King;
Christ the Savior is born,
Christ the Savior is born!
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Beautiful Star of Bethlehem
Oh, beautiful Star of Bethlehem
Shining afar through shadows dim,
Giving a light for those who long have gone (have gone),
And guiding the wise men on their way
Unto the place where Jesus lay,
Beautiful Star of Bethlehem, shine on (shine on).
Oh, beautiful Star (beautiful, beautiful Star),
Of Bethlehem (Star of Bethlehem),
Shine upon us until the glory dawn (glory dawn);
Oh, give us Thy light to light the way
Into the land of perfect day,
Beautiful Star of Bethlehem, shine on (shine on).
Oh, beautiful Star, the hope of light,
Guiding the pilgrim through the night.
Over the mountain till the break of dawn (the dawn),
And into the light of perfect day
It will give out a lovely ray,
Beautiful Star of Bethlehem, shine on (shine on).
Oh, beautiful Star (beautiful, beautiful Star),
Of Bethlehem (Star of Bethlehem),
Shine upon us until the glory dawn (glory dawn);
Oh, give us Thy light to light the way
Into the land of perfect day,
Beautiful Star of Bethlehem, shine on (shine on).
Oh, beautiful Star, the hope of rest,
For the redeemed, the good and blest.
Yonder in glory when the crown is won (is won).
For Jesus is now that Star divine,
Brighter, brighter He will shine.
Beautiful Star of Bethlehem, shine on (shine on).
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Oh, beautiful Star (beautiful, beautiful Star),
Of Bethlehem (Star of Bethlehem),
Shine upon us until the glory dawn (glory dawn);
Oh, give us Thy light to light the way
Into the land of perfect day,
Beautiful Star of Bethlehem, shine on (shine on).
http://www.preciouslordtakemyhand.com
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I Sing the Mighty Power of
God
Words: Isaac Watts, Divine and Moral Songs for Children, 1715
Music: “Ellacombe,” adapted and harmonized by William Henry Monk, 1868
I sing the mighty power of God, that made the mountains rise,
That spread the flowing seas abroad, and built the lofty skies.
I sing the wisdom that ordained the sun to rule the day;
The moon shines full at God’s command, and all the stars obey.
I sing the goodness of the Lord, who filled the earth with food,
Who formed the creatures through the Word, and then pronounced them good.
Lord, how Thy wonders are displayed, where’er I turn my eye,
If I survey the ground I tread, or gaze upon the sky.
There’s not a plant or flower below but makes Thy glories known,
And clouds arise and tempests blow by order from Thy throne;
While all that borrows life from Thee is ever in Thy care;
And everywhere that we can be, Thou, God art present there.
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Great is Thy Faithfulness
Words: Thomas O. Chisholm, 1923.
Music: “Faithfulness (Runyan),” William M. Runyan, 1923.
Great is Thy faithfulness, O God my Father;
There is no shadow of turning with Thee;
Thou changest not, Thy compassions, they fail not;
As Thou hast been, Thou forever will be.
Great is Thy faithfulness!
Great is Thy faithfulness!
Morning by morning new mercies I see.
All I have needed Thy hand hath provided;
Great is Thy faithfulness, Lord, unto me!
Summer and winter and springtime and harvest,
Sun, moon and stars in their courses above
Join with all nature in manifold witness
To Thy great faithfulness, mercy and love.
Great is Thy faithfulness!
Great is Thy faithfulness!
Morning by morning new mercies I see.
All I have needed Thy hand hath provided;
Great is Thy faithfulness, Lord, unto me!
Pardon for sin and a peace that endureth
Thine own dear presence to cheer and to guide;
Strength for today and bright hope for tomorrow,
Blessings all mine, with ten thousand beside!
Great is Thy faithfulness!
Great is Thy faithfulness!
Morning by morning new mercies I see.
All I have needed Thy hand hath provided;
Great is Thy faithfulness, Lord, unto me!
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When He Cometh
Words: William O. Cushing, 1856.
Music: George F. Root, 1866
When He cometh, when He cometh
To make up His jewels,
All His jewels, precious jewels,
His loved and His own.
Like the stars of the morning,
His brightness adorning,
They shall shine in their beauty,
Bright gems for His crown.
He will gather, He will gather
The gems for His kingdom;
All the pure ones, all the bright ones,
His loved and His own.
Like the stars of the morning,
His brightness adorning,
They shall shine in their beauty,
Bright gems for His crown.
Little children, little children,
Who love their Redeemer,
Are the jewels, precious jewels,
His loved and His own.
Like the stars of the morning,
His brightness adorning,
They shall shine in their beauty,
Bright gems for His crown.
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Resources
Dickinson, Terrence. The Universe and Beyond. Camden House. 1999,
Dickinson, Terrence, Ferris, Timothy, Cooke, Rob. Nightwatch: A Practical Guide to Viewing the
Universe. Firefly Books. 2006.
Fix, John D. Astronomy: Journey to the Cosmic Frontier. McGraw Hill. 2002.
Foresman, Scott. Science. Pearson Education, Inc. U.S.A.
Moore, Patrick. Atlas of the Universe. Firefly Books. 2003.
Online Resources:
http://www.nasa.gov
http://planet-facts.com
http://www.nineplanets.org
http://www.nasa.gov/multimedia/imagegallery/iotd.htm
http://space.about.com
http://www.exploratorium.edu/
http://apod.nasa.gov/apod/archivepix.html
http://tycho.usno.navy.mil/what.html
http://www.preciouslordtakemyhand.com
www.Discoverypuzzle.com
http://www.kidsastronomy.com
http://www.littlemountain.ws/universewebsite.htm
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http://www.ed.sc.edu/caw/toolboxcreateyourown.html
http://www.elmers.com
Children’s Books
Ford, Harry. The Young Astronomer. Darling Kindersley Publishing.1998.
LaFontaine, Bruce. Exploring the Solar System. Dover Publication.1998.
Rey, H. A. Find the Constellation. HMCo Children’s Books. 1976
VanCleave, Janice. Astronomy for Every Kid. John Wiley and Sons. 1991.
More Children’s Books
The Big Dipper and You by Edwin Krupp and Robin Rector Krupp.
The Best Book of the Moon by Ian Graham
The Mystery of Mars by Sally Ride and Tam O'Shaughnessy
The Stars: A New Way to See Them by H. A. Rey
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