Reading and Writing about the Solar System

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Students learn through reading and writing about the solar system.

OBJECTIVE
Students will:

1. Listen to read-aloud book and watch video.
2. Write in response to the book and video.
3. Listen to and read poems about the solar system.
4. Write in response to poems.

MATERIALS

1. Books from booklist, especially Magic School Bus books.
2. The Magic School Bus: Gets Lost in Space video
3. Copies of poems Planet Roll Call (PDF) and Solar System in Motion (PDF)
4. Black construction paper
5. White copy paper
6. Scraps of brightly colored (red, orange, yellow) construction paper
7. Scissors and glue sticks
8. Tracing pattern in school bus shape
9. Lined paper, pencils

SET UP AND PREPARE

1. Make a sample of school bus launching into the solar system on black paper. Use scraps of colored paper to make rocket flames and other details.
2. Make copies of poems.
3. Preview video and read books.
4. Make School Bus stationery by tracing school bus onto copy paper and making copies.

REPRODUCIBLES

1. Planet Roll Call (PDF)
   
2. Solar System in Motion (PDF)
   

DIRECTIONS

Day 1
Read book The Magic School Bus: Lost in the Solar System aloud. Suggestion: There's a lot happening on each page including sidebars, additional facts, and student "reports." I read through the main text the first time so students get the flow of the story. On second reading I include a few of the other details.

Day 2
Show video The Magic School Bus: Gets Lost in Space. Follow with discussion of the book and video and how they're the same and different.

Day 3
Read book a second time, adding more of the details. Introduce students to the Magic School Bus Web site.

Day 4
Write about a favorite planet.

1. Discuss planets, make a list of planet names
2. Talk about personal favorite, ask students to turn and talk to person next to them about planet they like and why. Ask two or three children to share.
3. Introduce school bus stationery. Show sample of school bus rocketing into space on black paper with flames of red, orange, and yellow paper trailing behind.
4. Generate a word bank with students' help. Pay special attention to powerful verbs: swirl, blast, spin, climb, soar, zoom, propel, etc.
5. Ask students to write about their favorite planet and why they like it. Use school bus stationery.
6. Students color and cut out school bus and glue it to black paper.
7. Students add details with colored paper and crayons.

Other suggestions for writing topics:

• Compare and contrast two planets. How they are same and different?
• Narrative written from alternate perspective. What if planets could talk? What would they say about one another?

Day 5
Introduce poems

1. Choral reading of "Planet Roll Call."
2. Repeated reading with one student taking the part of teacher and small groups assigned to play parts of planets, so everyone has a speaking part.
3. Sing "Solar System in Motion."
4. Repeat the song with two students standing and playing parts of sun and earth.

Day 6
Write a poem

1. Use word bank generated from previous writing assignment and add adjectives to the list of powerful verbs.
2. Here are ideas for poems. None of these ideas need lines that rhyme:
   • Graphic organizer you provide
   • Start with the name of a planet and have lines that consist of "as ___________ as a _____________," to help students write with similes.
   • Write from the perspective of a planet and have every line begin with "I wish...".
   • Write a conversation between two neighboring planets.
   • Acrostic poem using the name of a planet (I'm not a fan of these but some children like them).
   • Group poem you write together as a class.

   Use your imagination and play around with these and other ideas.

3. Allow 25 minutes for writing and 10 minutes for sharing.

SUPPORTING ALL LEARNERS
Among the difficult concepts for children (and adults) to understand are the immense distances and tremendous sizes of the planets. The idea that the earth is 93 million miles from the sun, for example, or 1 million earths will fit inside the sun! Another concept that's difficult is that some planets are composed of gases. These are new, far-fetched ideas for the children and tough to wrap one's mind around at any age. For most 2nd graders this will be the first time they have studied the solar system, so have realistic expectations and expect misconceptions. Having a KWL chart and adding to it each day may help students form questions as well as see their newly acquired knowledge.

LESSON EXTENSION
Solar System Journal
By the spring of 2nd grade you'll have students who want to write more than is assigned. I have a stack of blue exam books for this purpose. I introduce science journals to a few students apart from the class and make journaling seem very special. Soon, classmates are asking for their own journals. I don't correct journals but I do read and respond in writing.

ASSESS STUDENTS
Did student:

• Listen to books?
• Participate in choral reading?
• Make an effort during writing time?
• Ask for help as needed?
• Generate original ideas?
• Share what she wrote?

HOME CONNECTION
Weekly Newsletter
Although few parents probably read my newsletter, I accept that and continue to write and send it home every Friday. In it I tell parents what we've accomplished during the week, preview upcoming events, and ask for their help in some small way. While parents are busy with other responsibilities, there are those who want to work with their children at home and I encourage that. I have high expectations of my students and of their parents as well.

EVALUATE THE LESSON
When you think about your teaching, ask yourself these questions:
Did I:

• Listen attentively to students?
• Clear up misunderstandings about content?
• Spend sufficient time talking through writing assignments and modeling before asking students to write?
• Provide a rich bank of words?
• Encourage original thinking?
• Provide support for struggling writers?
• Set aside time for sharing?
  

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