Kindergarten - Welcome to the Egerton Family Page!

Transcription

National Headquarters, Civil Air Patrol
ACE Program
Aerospace Connections in Education
Grades K - 6
105 South Hansell Street Maxwell AFB, AL 36112
Web Site: www.capmembers.com/ae PH: 877-227-9142 Email: [email protected] Fax: 334-953-6891
ACE Program for K-6 Educators
Congratulations! You have elected to supplement important traditional school subjects
with the exciting theme of aerospace! Aerospace connects all areas of the curriculum while
providing students meaningful, engaging, challenging, motivational, and fun experiences.
Through the ACE Program, you will teach and reinforce:
-
critical thinking skills
vocabulary
reading
comprehension
cause & effect
comparison & contrast
sequencing
oral communication
written communication
current events
history
geography
social studies
following directions
physical education
art & music
goal setting
-
patriotism
literature
addition
subtraction
multiplication
division
measurement
charts and graphs
averaging
geometry
fractions
scaling
estimation
probability
map skills
engineering
science as inquiry
-
observation skills
properties of objects
air
forces & motion
energy
scientific method
problem solving
technological
achievements
transportation systems
solar system
career introductions
good character traits
decision making skills
teamwork
tolerance
and more….
ACE Program for K-6 Educators
CREDITS
CAP Executive Staff for ACE Development
Volunteer Leaders:
National Commander: Maj. Gen. Amy Courter
National Aerospace Advisor: Lt. Col. Mike McArdle
National Headquarters (NHQ) Staff:
Executive Director: Donnie Rowland
Director of Educational Programs: Jim Mallett
Deputy Director of Aerospace Education: Dr. Jeff Montgomery
Youth Development Program Coordinator: Susan Mallett
AE Program Managers: Debbie Dahl, Angie St. John, Judy Stone
Printing: Jim Tynan, Jacque Pebworth
Mailing: Ronny Bowden, Debbie Dahl, Susan Mallett, Angie St. John, Judy Stone
Graphic Artist: Barb Pribulick
IT Engineer: Alex Nelson
Curriculum Guide Development
Lesson Plan Development and Editing: Angie St. John, Susan Mallett, Marie Berry,
Carla Chin, Susan Clayton, Debbie Dahl, Nancy Darragh, Lydia Drennan,
Jennifer Johnson, Catherine Kenny, Christina Kirkland, Joel Kirkland, Dawn McCord,
Teresa Messick, David St. John, Judy Stone, Megan Tucker, Beppie Walerius,
Amy Williams, Janice Wright
Website & Literature Resource Index: Stacy Griffin, Teresa Holley
Artwork: Microsoft Clipart, NASA, Civil Air Patrol products, others with permission
Special thanks to:

Air Force Association, CAP’s supporting partner for AE initiatives

Susan Mallett, whose vision and direction led to the development of the ACE Program

Angie St. John, for managing the ACE Program and maintaining the ACE Web pages

CAP’s Chief of Drug Demand and Reduction Program (DDRP), Mike Simpkins, for
resources and support

NASA, whose public domain educator resources were used in curriculum development

ACE teachers, who use the ACE Program to excite, educate, and motivate students
(2010) Civil Air Patrol curriculum is not copyrighted; however, any copyrighted material that we received
permission to use will be noted either at the top or bottom of a page.
Aerospace Connections in Education (ACE) Program
105 South Hansell Street Maxwell AFB, AL 36112
PH: 877-227-9142 Email: [email protected] Fax: 334-953-6891
2010-2011 ACE Curriculum
Kindergarten Table of Contents
ACE Program Overview ......................................................................................................................... 2
Teacher Implementation Guidelines ............................................................................................... 3
School-Wide Implementation Guidelines...................................................................................... 5
Lesson Information, Tips, & Suggestions ..................................................................................... 7
Drug Demand Reduction (DDR) Connections .............................................................................8
Forms .......................................................................................................................................................... 11
Class Progress Chart ........................................................................................ 11
Sample Parent Letter ........................................................................................ 12
Award Nomination Forms................................................................................. 13
Lesson Evaluation Form ................................................................................... 19
Pre-Test/Post-Test Record Sheet ..................................................................... 20
Pre-Test/Post-Test ............................................................................................................................. 21
Academic Aerospace Lessons ......................................................................................................... 25
Lesson #1: AirMazing ..................................................................................... 25
Lesson #2: Look, Up in the Sky! Things that Fly............................................... 31
Lesson #3: Alphabet Frisbees.......................................................................... 43
Lesson #4: *Coming in for a Landing .............................................................. 47
Lesson #5: Orbiting Object Paper Plate ........................................................... 55
Lesson #6: Straw Rockets................................................................................ 61
Lesson #7: Rocketing into Shape..................................................................... 67
Lesson #8: A is for Astronaut .......................................................................... 73
Lesson #9: Floating Space Food ...................................................................... 79
Character Aerospace Lessons ......................................................................................................... 85
Lesson #1: Mission - Moon Rocks ................................................................... 85
Lesson #2: High-Flying Honesty ..................................................................... 93
Lesson #3: The Golden Rule .......................................................................... 105
Lesson #4: Only Room for One...................................................................... 113
Lesson #5: Responsibility Flies High ............................................................. 119
Lesson #6: All Aboard the Trust Plane ........................................................... 127
Physical Fitness Aerospace Lessons ......................................................................................... 133
Lesson #1: Pump It Up .................................................................................. 133
Lesson #2: I Believe I Can Fly ........................................................................ 137
Lesson #3: Soaring Skills .............................................................................. 143
Lesson #4: Shuttle Tag.................................................................................. 147
Lesson #5: Land on the Moon ....................................................................... 151
Lesson #6: Follow the Leader ........................................................................ 155
Website and Literature Resources Index ................................................................................. 159
* The Earth squeeze balls provided by CAP to the kindergarten students are to be
used with academic aerospace lesson #4, “Coming in for a Landing.”
CAP’s ACE Program (2010)
ACE PROGRAM OVERVIEW
History
In March 2007, the Civil Air Patrol’s (CAP) National Board voted to expand CAP’s school
programs to encompass the elementary grades to address America’s need for youth
development at an earlier age. Accordingly, CAP developed a “Junior Cadet” prototype
program for field testing in Academic Year (AY) 2007-2008.
In 2008, the program entered its second and final year of field testing and became part of CAP’s
Aerospace Education (AE) mission to expose students to the world of aerospace in hopes of
inspiring the next generation of the aerospace workforce, as well as providing teachers an
engaging theme through which to teach school curricula. Additionally, through the theme of
aerospace, the program continued to promote good character and physical fitness, as these are
much desired traits for the aerospace field, or any profession. A new name for the program,
Aerospace Connections in Education (ACE), was created to better describe the program and to
be more appealing to all grade levels involved, kindergarten through sixth grade. Approximately
300 teachers and 7,000 students participated to field test this program. After the prototype
program completed its second year of field testing with successful results, the program became
available to any teacher or school in the nation beginning with the 2009-2010 school year.
Description
The ACE Program is an aerospace education program for elementary teachers (K-6) who are
regular senior members or teacher members, known as aerospace education members (AEMs),
of the Civil Air Patrol (CAP). The ACE Program curriculum was designed by educators and
incorporates fun, hands-on activities with lesson plans that meet national standards of learning.
ACE provides engaging and meaningful cross-curricular aerospace lessons that support
science, technology, engineering, and math (STEM) initiatives and enrich most school systems’
standard core school curricula. Additionally, many lessons promote good character and
physical fitness. The goal of this program is to help foster good-natured, healthy citizens who
will develop an interest in and appreciation for aerospace as CAP seeks to inspire the
aerospace workforce of the next generation.
The aerospace-themed lessons are divided into three categories that are pertinent to the
success and well-being of elementary students:
1) Character: In developing a future aerospace workforce and citizens of integrity, the ACE
program seeks to foster good character traits in young people that will be of value to the
students and our country as they become productive citizens and enter the workforce.
2) Physical Fitness: As part of the ACE Program, students are encouraged to engage in
physical fitness activities and maintain physically healthy habits that will last a lifetime. The
aerospace-themed lessons help emphasize the importance of physically fit astronauts and
pilots and will help motivate the students to participate in physical fitness exercises. CAP
encourages young people to say no to drugs and yes to healthy eating and exercising habits.
3) Academics: Although the lessons in the categories of character and physical fitness are
correlated to national standards of learning, the lessons found in the “academic” category
relate directly to traditional academic subjects such as science, math, social studies, and
language arts. These lessons are designed to fit easily into and supplement the classroom
teacher’s core curriculum subjects. In addition, these lessons support STEM initiatives.
Basic Participation Requirements
1) Have current membership in the Civil Air Patrol as an AEM or Senior Member.
2) Be an instructor in an elementary school setting (homeschools included).
3) Register to participate online at CAP’s eServices if committed to program fulfillment.
4) Teach a minimum of 12 ACE Program lessons to your students.
5) Submit completion form located online at e-Services at https://www.capnhq.gov.
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CAP’s ACE TEACHER IMPLEMENTATION GUIDELINES
1. Review the information and lessons in the ACE binder.
Students must have an opportunity to be taught at least 12 ACE lessons for their grade
level, as each grade has its own unique set of ACE lessons. Lessons may be taught in any
order, and more than 12 lessons may be taught, if desired. A lesson considered for
omission may just be the lesson that would make a big impact and/or inspire students to
select a career in aerospace! If the entire school is participating, the administrator will
provide further guidance, as per the “School-Wide ACE Implementation Guidelines.”
2. Provide students with an overview and purpose for participation in the program.
Assist the students in defining the term “aerospace.” Simply, the term refers to air and
space; space being referred to as an area beyond Earth’s atmosphere. Explain that ACE
stands for Aerospace Connections in Education and that this program will connect all
subjects to “aerospace” in some manner. Students will see how aerospace can be used to
learn math, science, reading, social studies, and even good character and physical fitness!
Describe some of the lessons in which the students will participate, which may include a fun,
quick aerospace demonstration or lesson. Students may find it interesting to consider an
aerospace career such as: being in charge of designing attire for astronauts or pilots;
designing space experiments; becoming a mechanic who works to repair space vehicles or
aircraft; being a weather forecaster on Earth (or some other planet); designing games that
can be played in space; being a doctor and monitoring the health of pilots or astronauts; or
being a teacher and teaching from space! The possibilities are endless! While completing
the ACE Program, students will have fun and learn at the same time! They may forget the
real meaning of ACE and instead think of the term as meaning “aerospace is cool in
education!” Remind students that the word “ace” also means top-notch, first-rate, and the
best of the best. They can all become “ace” students! (Consider having an “ACE Lift-off
Celebration” for your class if your entire school is not participating. See #2 on the “SchoolWide Implementation Guidelines” for ideas.)
3. Distribute ACE T-shirts, if applicable. (T-shirts are provided based on available funding.)
Encourage students to wear their ACE T-shirts on scheduled ACE lesson days, or keep the
shirts in the classroom for ACE Day wear until the end of the program, when the shirts can
be taken home.
4. Administer the ACE pre-test to the students. (optional) Administering the pre- and
post- test is optional, but strongly encouraged by CAP, and your school administrator may
require it to measure student learning. Each grade level has its own unique test. Each test
question reflects the lesson from which the question is derived. The pre-test, given prior to
beginning the ACE lessons, is the same as the post-test, given after the last scheduled ACE
lesson is taught. If the tests are administered, calculate the average pre-test grade and
post-test grade for your class and enter these two averages when completing the online
ACE completion form. Data from these tests will give academic credibility to the program
and help provide support for continuation of the program.
Best method of administering the ACE pre- and post-test:
1) Distribute the pre-test to students. The test may be read orally to students if needed.
2) Store the completed pre-tests in a secure location for grading at the end of the program.
3) After the last scheduled ACE lesson is taught, administer the post-test. Grade ONLY the
questions on the pre- and post-test that relate directly to the ACE lessons that were
actually taught to the students during the school year. Omit test questions that were not
used. Count the total number of questions used on the test, set the EZ grader to the
number, and grade the pre- and post-tests accordingly. The highest score possible on
each test is 100.
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Civil Air Patrol’s ACE Teacher Implementation Guidelines, continued
5. Begin teaching ACE lessons. Lessons may be taught in any order and may be adjusted
as deemed appropriate for the ability of students and the availability of resources, including
time. An important aspect of this program is the option of inviting guests into the classroom
to present lessons to the students. Some suggested volunteer instructors include: the
school principal, counselor, other school staff members, parent volunteers, and community
members. If a CAP or Air Force Association (AFA) volunteer is desired, initial contact
information for a CAP unit or AFA chapter can be obtained by entering your zip code at
http://cap.findlocation.com/ and http://www.afa.org/contact_link_search.asp, respectively.
Teacher presence with a guest presenter is needed to assist with the class and to connect
the guest’s presentation to future classroom lessons.
6. Consider a method of acknowledging good student work in the ACE Program.
- Make a laminated index card for each student (or use the ACE badge template located
on the ACE teacher page at http://www.capmembers.com/ae) and place a colored star on
each student’s ACE card or badge to reflect satisfactory completion of each ACE lesson.
- Have one or two “ACE Student(s) of the Week” recognized in the classroom,
emphasizing that ace means top-notch and first-rate! Laminate 1-2 airplane shapes
labeled “ACE Student of the Week” and attach the picture(s) of the student(s) in the
“pilot’s seat” of each plane. Give the student(s) a “pilot’s scarf” to wear, if so desired.
The ACE Student(s) of the Week can be the line leader(s) and special helper(s) for the
week.
7. Submit ACE award nominations for national recognition by April 25. Submit any
teacher, student, or school ACE Award nominations NO LATER THAN APRIL 25 of the
current school year. Please read the criteria listed for the award nomination carefully to
ensure each nominee meets requirements to be considered for the award. Nomination
forms
are
located
in
the
curriculum
binder,
as
well
as
online
at
www.capmembers.com/aceteachers. Award winners will receive a plaque, a monetary
award, and national recognition in CAP’s AE newsletter.
8. Administer the ACE post-test to students if the pre-tests were administered at the
beginning of the program. See the detailed information about the pre- and post-tests
provided in #4 of the implementation guidelines on the previous page. Determine the class
pre-test average and post-test average, and record it on the ACE Completion Form online.
9. Complete the online ACE Completion Form located at https://www.capnhq.gov AT
LEAST 3 WEEKS PRIOR to your last day of school. The absolute last day to submit a
completion form is June 15.
Have the following information readily available to help expedite the completion process:
1) CAP ID# and your eServices password
2) ACE pre-test and post-test class score averages (if administered)
3) Lesson category and lesson number for six ACE lessons that you wish to evaluate
You will rate six ACE lessons from 1 (very poor) to 5 (excellent). Brief comments are
helpful.
Failure to submit an online ACE completion form that denotes successful completion
will result in ineligibility to participate in the future.
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SCHOOL-WIDE ACE IMPLEMENTATION GUIDELINES
Schools that have requested “school-wide” participation in Civil Air Patrol’s ACE Program should
select one of the implementation options listed below that works best for the entire school. This
level of participation takes a great deal of coordination among grade levels and with specialists
in the school to ensure that the program is conducted most effectively for all involved. For a
school-wide program to work, there must be a commitment from all teachers to fulfill the
expectations of the administrator, who is the ultimate decision maker in this process. Each
participating teacher in the school should have a clear understanding of the school
administrator’s expectations, as well as CAP’s expectations and guidelines, to include the “ACE
Teacher Implementation Guidelines.”
NOTE: PE teachers, counselors, and science lab teachers are commonly referred to as
“specialists” in the ACE Program.
Option 1)
Each classroom teacher for each grade level is responsible for conducting a
minimum of 12 ACE lessons in his/her classroom. A classroom teacher or grade level
representative may coordinate with “specialists” (see “Note” above) to have the
specialist(s) teach additional ACE lessons to the students beyond the minimum of the 12
that will be conducted in the teacher’s classroom. The classroom teacher or grade level
representative will provide the specialist(s) a copy of any designated lessons to be taught
by the specialist(s). With this option, the classroom teacher implements 12 lessons in
his/her classroom, and if other specialists teach the remaining ACE lessons for the
specific grade level, the entire ACE curriculum will be taught to the students in that
particular class/grade level, thus maximizing the impact of the program.
Option 2)
Each classroom teacher for each grade level is responsible for conducting a
minimum of 8 ACE lessons in his/her classroom, and the counselor and PE specialists
are each responsible for teaching a minimum of 2 other lessons to the teachers’ classes
in order that the classes all receive a total of at least 12 lessons. The grade level
representative should provide the PE teacher and counselor copies of designated
character and physical fitness lessons to be presented to students at their grade level.
Thus, all teacher participants have contributed equitably to successful program
implementation.
Option 3)
Each classroom teacher for each grade level is responsible for teaching a
minimum of 6 ACE lessons in his/her classroom, and the counselor and PE specialists
are each responsible for teaching a minimum of 3 lessons in order that all classes
receive a total of at least 12 lessons. The grade level representative should provide
copies of the character and physical fitness lessons the counselor and PE teacher are to
present. (Note: If a PE teacher OR counselor is NOT participating, then only the
specialist that IS participating would teach all 6 grade level lessons of their particular
area, which would be either physical fitness or character education. Classroom teachers
would not teach any lessons of the particular category of the participating specialist.)
Option 4)
No specialists are involved. Each classroom teacher for each grade level is
responsible for conducting a minimum of 12 ACE lessons in his/her classroom.
If the school has a participating science specialist, the classroom teacher will still conduct a
minimum of 12, 8, or 6 ACE lessons (as noted in options 1, 2, and 3) in his/her classroom. The
remaining lessons necessary to provide students an opportunity to receive 12 total ACE lessons
may be conducted by other school specialists, to include a science specialist, as agreed upon by
the teacher(s), the specialist(s), and the school administrator, who has ultimate authority over the
implementation of the school-wide ACE Program.
Consider inviting guest instructors into the classrooms for the program, as explained in
the “ACE Teacher Implementation Guidelines.”
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Civil Air Patrol’s School-Wide ACE Implementation Guidelines, continued
1. All teachers should understand the selected school-wide ACE implementation method as well as
CAP’s expectations and guidelines expressed in the “ACE Teacher Implementation Guidelines.”
2. Schedule dates for all teachers to teach ACE lessons, or allow individual classroom teachers to
be responsible for selecting their own days and times to present ACE lessons. The program can
be conducted twice a month, once a week for a specified time, or as scheduled when
appropriate for the school or teacher.
3. A school-wide assembly to introduce and “lift off” the ACE Program is strongly encouraged. The
purpose of an “ACE Liftoff” celebration is to explain the program to the students and get them
excited! If a school-wide liftoff event is not conducted, consider a culminating end-of-the-year
ACE celebration, or an aerospace field day. Some ideas that have been used in the past are:
- Have a theme for your program such as, “Let’s Orbit with Energy and Fire Up for Fitness.”
(used by Hayneville Road in Montgomery, AL – the 2008-2009 ACE School of the Year)
- Invite the principal to explain the ACE Program to the students, relating how all areas of the
school curriculum (math, science, English, etc.) relate to aerospace. Additionally, he/she
may describe some careers that relate to aerospace, explaining that there are many career
options other than being an astronaut or pilot, and there are aerospace jobs that are possible
without ever leaving Earth! There are: doctors and nurses to monitor the health of pilots and
astronauts; teachers to teach from space; scientists to design experiments to be performed
in space; mechanics, electricians, and engineers to design and work on aircraft, spacecraft,
and rovers that go to other planets; clothing designers to create protective and improved
clothes for pilots and astronauts; and weather forecasters to help pilots and astronauts fly
safely. Finally, the principal can remind students that the word “ace” also means top-notch,
first-rate, and the best of the best. Encourage the students to really be “ace” students!
- Have a rocket launch outdoors. Select either a rocket powered by air, a combination of air
and water, or powered with a solid-fueled engine. (Rocket kits are available at hobby and
large discount stores. A local CAP unit or a JROTC class at a local high school may have a
Rocketry Club that would conduct a great rocket launching experience for the students.)
- Invite a pilot or other interesting person to speak about aviation or space hobbies or careers.
- Invite model high school students to share the importance of academics, character, and
physical fitness with students.
- Have some students share some poems about aviation or space.
- Have a paper airplane competition.
- Have someone sing an aerospace-related song, such as the ACE “Boomerang” theme song
(performed by Charlotte Ritchie) or “You Were Born to Fly” (performed by Sara Evans).
- Launch a hot air balloon. (For ideas and instructions, click “hot air balloons” at
http://members.gocivilairpatrol.com/aerospace_education/general/index.cfm.)
- Create a PowerPoint slide show presentation of aircraft, the space shuttle, the ISS, and/or
planets for students to watch while listening to “aerospace” type music.
- Coordinate with a local aviation group to have an airplane fly-over. Consider consulting a
CAP unit in your area (http://cap.findlocation.com/), a military base, a private pilot, or your
local emergency team for a potential aircraft fly-over.
4. Consider scheduling a time in the computer lab at least 3 weeks prior to the last day of school for
all teachers to submit their online ACE completion forms (available at https://www.capnhq.gov) in
order to confirm all completion forms for the school have been submitted.
5. If all the classroom teachers at the school complete the program, someone from the school
should request a school ACE plaque by emailing the request to [email protected].
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ACE LESSONS: Helpful Information, Tips, and Suggestions
Lesson Design
Lessons may be taught in any order from any category. Ultimately, a variety of lessons are included
in order for teachers to select ACE lessons that correlate to and enrich the curriculum already being
implemented in the classroom or school.
In the “academic” category of ACE lessons, each grade level has at least one lesson regarding the
following aerospace topics: air, airplanes, rockets, and space, which may include topics such as
planets, the space shuttle, and/or astronauts. The academic lessons have an aerospace theme, but
truly are cross-curricular as they seek to have students apply skills and concepts in science, math,
language arts, and even social studies, in some cases.
ACE character lessons stress good character traits such as honesty, caring, fairness, respect,
responsibility, and trustworthiness. Aerospace is blended, sometimes subtly, into these lessons, but
ultimately, these lessons serve to emphasize good character, which is important for all career fields,
not just aerospace-related careers!
The ACE physical fitness lessons are designed to address elements of physical education. A variety
of ACE K-6 physical fitness lessons stress teamwork, game strategy, good nutrition, cardio activity,
motor skill development, hand-eye coordination, and living a healthy lifestyle. Don’t feel as though
these lessons are only appropriate for PE; many fit well into other academic subjects!
Lesson Planning

Please feel free to make adjustments to ACE lessons as needed to accommodate the ability
level of your students and your available resources such as time and materials.

Review the supplies needed for a lesson ahead of time! There are a few K-6 lessons in
which you may ask the students to start collecting and bringing supplies from home such as
plastic soda bottles and tops of egg cartons. Then when you are ready to conduct a lesson
that requires plastic soda bottles or egg cartons, for example, you will be ready.

If an ACE lesson requires students to make something, consider making it on your own first.
This will help you provide better instruction and guidance for your students. Additionally,
you will have a visual model to show the students to give them a better idea of what they
are making and how to make it.

When a lesson directs you to a website to watch a video clip, obtain additional information,
or access an interactive game for students, please check the URL (website address) ahead
of time to make sure it works. Occasionally, URLs change without notice. In the event you
go to a website provided in an ACE lesson that no longer works, please email us at
[email protected] with the link provided in the ACE lesson so that we may try to find the
updated URL, if one exists, and correct it on the lesson. You may find that some ACE
lessons refer to NASA Explores, which we are aware is no longer available, but CAP still
wishes to provide credit to them for their contributions.

If you find something that doesn’t work, a typo, or a correction that needs to be made in a
lesson, please notify us at [email protected]. Additionally, if you have some helpful
information that we can add to a lesson or have a helpful tip to share with other ACE
teachers, please let us know. We’ll work to share the helpful information.

If you are required to teach character for 10-15 minutes each day, consider dividing ACE
character lessons into small segments in order to teach a particular ACE character lesson
over the course of several days as opposed to all at once in one day.

Consider teaching extra ACE lessons around the holidays or after administering
standardized tests.
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ACE LESSONS: Drug Demand Reduction (DDR) Connections
When your school focuses on activities for Red Ribbon Week or other initiatives to help students
“Just Say No to Drugs,” consider implementing these Drug Demand Reduction (DDR)
messages into the ACE lessons for which CAP supplied a classroom set of aerospace items:
Kindergarten: Earth Squeeze Ball (Coming in for a Landing, Academic Lesson #4)
Tell students that Earth is a wonderful planet. Just like we need to do things such as pick up
trash, plant trees, and reduce smoke in the air to keep the Earth healthy, there are things we
should do to stay healthy or to become healthy if we get sick. When we are sick, we take
medicine that our parents or doctor provides us. It is always very important to only take
medicine when a family member, doctor, or school nurse gives it to us. Never take any
medicine from a friend or a stranger! Stay healthy, and live a long time on this beautiful Earth.
1st Grade: Balsa Planes (Plane Art and Plane Chart, Academic Lessons #3 and #4)
Ask students what a real plane needs to fly. Point out that one thing a plane needs to fly is fuel.
Just like people take a car to a gas station to get gas, a plane also has to have gas to give it
energy so its engine(s) will work. Ask students what kind of fuel they put in their bodies to keep
it going. Tell students that if they put the wrong “fuel” inside them, their bodies will not work as
well. Too much candy and too many soft drinks can be bad. Additionally, if they put things that
do not belong in their bodies, such as cigarette smoke or someone else’s medicine, those things
can harm their bodies and cause damage. Remind students to never take candy from
strangers, stay away from cigarette smoke if at all possible, and never take someone else’s
medicine. Putting the right stuff in our bodies will help keep us “flying” for a long time.
2nd Grade: Finger Rockets (Rocket to the Planets, Academic Lesson #8)
Ask students what they see when a real rocket takes off and starts roaring into the sky. Confirm
that yes, they see a trail of smoke, and that’s where smoke should come from – from the end of
a rocket sailing into the sky. Tell students that smoke is not meant to come from our mouths
due to cigarettes. Encourage students to “just say no” to ever trying cigarettes. Remind them it
is a bad habit that can make them smelly, can stain their teeth yellow, and even worse, damage
their lungs. Our lungs help us to breathe, and if they are damaged by cigarettes, we will not be
able to breathe well, and if we cannot breathe, we cannot live. Tell students to let the rocket be
a reminder for where smoke belongs – coming out of a rocket, not from them!
3rd grade: Foam Airplanes (Foam Flyers, Academic Lesson #4)
Ask students what gave their plane the energy to spin the red propellers. Confirm that the
energy released by the spinning rubber band caused the propellers to spin. Ask students what
they do to give their bodies energy. Tell students that if they put the wrong “fuel” inside them,
their bodies will not work as well. Too much candy and too many soft drinks can be bad.
Additionally, if students put things that do not belong in their bodies (such as cigarette smoke,
someone else’s medicine, illegal drugs, etc.), those things can harm their bodies and cause
damage. Remind students to never take candy from strangers, stay away from cigarette smoke
if at all possible, never take someone else’s medicine, and always say no to drugs! Putting the
right stuff in our bodies will help keep us “flying high,” naturally.
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4th grade: Fun Shuttles (Fun Shuttles, Academic Lesson #4)
Tell students that before the first space shuttle went into space for the first time in 1981, it had to
be tested. Scientist, engineers, mechanics, and others worked diligently on all the parts and
tested them before the shuttle was assembled and before it ever went into space. Testing
spacecraft and aircraft is necessary for the safety of those on the ground and in the air.
Experimenting with and testing parts of aircraft and spacecraft are important to make sure
everything works correctly before putting human lives at risk during flight. The testing of some
things, however, is very dangerous. Ask students if they can name some things that would be
dangerous to test or experiment. Point out that NO ONE, not even adults, should experiment
with or test illegal drugs, or drugs that are not prescribed by a doctor. Tell students that if
anyone ever hands them something and says, “Try this; just test it out; you’ll like it,” they should
refuse! Testing drugs or alcohol could have very damaging effects. Tell students they could get
hooked on it, or even worse, die from it, even if they’re just “testing it out.” Some things are
meant to be tested, like parts of a spacecraft, while other things, like drugs and alcohol, are not!
5th grade: Power Planes (Forces of Flight, Academic Lesson #2)
Ask students to review the forces of flight by naming them and explaining how each affects a
Frisbee or an airplane. Ask students to take a piece of notebook paper, drawing paper, or
poster board and divide it in half, lengthwise like a hot dog. Have students draw a line down the
middle of the paper to separate the paper into two sections. Have students write “drag” along
the left edge of the paper and “thrust” along the right edge of the paper. In the “drag” section of
the paper, have students illustrate that drugs and alcohol can drag them down. On the right
side of the paper, have students illustrate things that thrust (or propel) them forward.
Conversely, students could do this same activity by dividing another piece of paper or poster
board in half the other way, drawing a line across the middle of the paper, labeling the top as
“lift” and the bottom as “weight.”
6th grade: Footballs (From Football to Flight, Physical Fitness Lesson #5)
Ask students how a football travels through the air. Confirm that the football spins or spirals as
it flies through the air. Remind students that they should never abuse drugs, prescription or
otherwise, or alcohol as it will cause their lives to spin or spiral out of control! Tell students to
leave the spinning to the football, and make good, healthy choices about what they put into their
bodies so that they will not lose control of their lives to drugs or alcohol!
Additional ideas from CAP’s DDR:
 Put signs on doors that read, “Close the Door on Drugs!”
 Put signs on trash cans that read, “Drugs are Trash!”
 Have everyone wear boots to school on the same day to “Stomp out Drugs.”
 Wear a shirt backwards to “Turn Your Back on Drugs.”
 Have students wear red, white, and blue clothing to promote the theme “Take a Stand
for a Drug-free Land.”
 Wear sweatshirts and/or sweatpants to school one day to promote the theme “Being
Drug Free is No Sweat.”
 Wear a bandanna to school to promote the theme “Band Together Against Drugs.”
 Have the students trace their shoes and then design them for the theme “Stomp Out
Drugs.”
 Make a banner that reads: The students in room ___ pledge to keep all “hands off
drugs." Display handprints of each child with their name under the banner.
9
10
ACE Class Progress Chart
Teacher: ___________________________________
Civil Air Patrol’s
Put X in the square if the student does not meet expectations of successful Elementary ACE Program
completion for each lesson or project. Put an A if the student was absent for the
section. Success is determined by the students’ participation, cooperation, adherence to directives,
and respect for self and others during the lesson or activity. Indicate success with a check mark.
Student Name
A
1
A
2
A
3
A
4
A
5
A
6
A
7
A
8
A
9
C
1
C
2
C
3
C
4
C
5
C
6
P
1
P
2
P
3
P
4
P
5
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
11
P
6
To: Parents
From: YOUR CHILD’S SCHOOL
Date:
Civil Air Patrol’s
Elementary ACE Program
Are you seeking a worthwhile way to be involved and participate at school this year? If so, you
might want to consider volunteering to teach an easy, 30-60 minute lesson in your child’s
classroom. Thanks to the Civil Air Patrol’s new Aerospace Connections in Education (ACE)
Program, we have an opportunity for you to help foster outstanding character development in
your child’s classroom, as well as to help spark student excitement about the field of aerospace
as a possible career choice, as well as an academic accelerator.
The Civil Air Patrol is a non-profit, humanitarian organization with a distinguished history that
began in 1941 and has three main missions: 1) homeland security/emergency services/disaster
relief; 2) cadet programs; and 3) aerospace education. In the process of working to develop
responsible youth and inspiring America’s next generation of aerospace workers, CAP developed a
new elementary program known as the ACE Program. Our school is one of a number of schools
across the country that has the opportunity to participate. Due to our participation, our
students receive complimentary ACE T-shirts and an aerospace item such as a balsa airplane, a
rocket, Frisbee, etc. Teachers receive lesson plans in which the overall goal is to motivate,
inspire, and educate students about the field of aerospace while simultaneously propelling
educational excellence, outstanding character, and physical fitness. Upon completion of the
program, students will receive ACE certificates at the end of the school year.
How can you participate in this program? Consider making a commitment to teach at least one of
the ACE lessons to the class at the time designated by your child’s teacher. The lessons are
written in an easy, step-by-step manner and are self-explanatory. You will be given time to
review and prepare for your presentation. This opportunity is so beneficial because students will
see you in action as a positive, caring role model, and will see a partnership between the home and
school that is working to achieve a common goal to provide an exceptional educational
experience for each of them.
Please be part of making a positive difference in our school. If you would like to participate,
please complete the following and return it to your child’s teacher by the following date:
______________.
Child’s Name _________________________________ Teacher __________________________
Parent Name ___________________________________________________________________
Phone # ___________________________ E-mail _____________________________________
Check the category or categories in which you are interested. The teacher will contact you
pertaining to available time(s).
____Academics
____Character ____Physical Fitness ____Any category is fine
12
ACE Program Awards
The Civil Air Patrol (CAP) and the Air Force Association (AFA) wish to honor outstanding
achievement in the ACE Program. The following awards, therefore, have been established: ACE
Program Student of the Year, ACE Program Teacher of the Year, and ACE Program School of the
Year. We wish to acknowledge schools that go above and beyond to make the program a
successful and integral part of the learning experience. The ACE Program would not be possible
without the enthusiasm and willingness of dedicated teachers to present the program to their
students, and the students are the inspiration and purpose for the program. Without the
elementary students, there would be no need for such a program. It is CAP’s desire to award and
publicize the great work of our schools, teachers, and students.
Award nomination forms are available online at www.capmembers.com/aceteachers, as well
as on the following pages. The deadline to submit nominations is April 25 of the current
school year.
Why should you take the time to submit a nomination?
Individuals and groups take pride in being honored for outstanding achievements. Additionally,
being honored and sharing success stories may inspire others and/or spark new ideas that can
spur students, teachers, and schools onto greater achievements. Not only will the award winners
receive national recognition through the Civil Air Patrol’s AE newsletter and website, but award
winners should publicize their achievement in their local community to help showcase the great
accomplishments taking place within their local schools.
Along with national publicity, as mentioned above, the following prizes are provided to
winners:
ACE Student of the Year: plaque and $50
ACE Teacher of the Year: plaque and a $250 grant to be used as needed
If a complimentary trip to an aerospace workshop/conference is available, he/she
will have the option to accept the pre-determined workshop/conference event.
ACE School of the Year: plaque and $250 grant to be used as needed
Again,
all
award
nomination
forms
can
be
downloaded
online
at
www.capmembers.com/aceteachers. Along with the nomination form, submit any additional
information, pictures, student samples, news articles, or other material to support your nominee.
Providing details and specific examples are important criteria in the selection process. Completed
nominations may be submitted by the methods listed below, and you will receive an email
confirmation upon our receipt of the nomination material.
Email: [email protected] (Email is preferred. Documents and pictures may be sent in separate
emails if the files are large.)
Fax: 334-953-6891
Mail: 105 South Hansell Street, Maxwell AFB, AL, 36112
All nominations must be received by April 25 of the current school year. Winners will be notified by
May 10.
NOTE: Prizes may be subject to change due to available funding.
13
ACE Program Student of the Year Nomination Form
(form can be downloaded at http://www.capmembers.com/aceteachers)
AWARD DESCRIPTION
The ACE Program Student of the Year Award is provided to a student who has proven himself or
herself to be a future scientist, engineer, pilot, astronaut, or other STEM-related professional. Not
only does he/she exhibit enthusiasm for aerospace, but he/she also has the qualities that make
him/her a model student with traits such as good character; the desire to learn; the desire to excel;
the ability to work well with others; and the determination to live a physically fit, healthy, and drugfree lifestyle. Ultimately, this individual has impressed upon his/her teacher and classmates that
he/she has the “right stuff” (reference to America’s first seven astronauts), and even if a STEMrelated career does not become a reality, he/she will be a successful, contributing member of
society. Receiving this award will honor the student's standout performance in the ACE Program
and will help fuel the student’s interest in aerospace as he/she may be part of the future aerospace
workforce of America.
CRITERIA FOR SELECTION
1.
2.
3.
4.
Must be an elementary student in grades K – 6.
Must have participated in at least 12 ACE lessons with his/her class.
Must have at least a C average in all academic subjects.
Must have displayed enthusiasm for and interest in aerospace while maintaining good
character and striving to be physically fit.
5. Must have impressed upon his/her teacher that he/she has the “right stuff” and could easily
be a future scientist, engineer, pilot, astronaut, or other STEM-related professional.
6. Student’s teacher must be an aerospace education member (AEM) of Civil Air Patrol.
PROCEDURE FOR NOMINATION
Any of the students’ current teachers may nominate a student who meets the criteria for the selection of ACE
Student of the Year. Complete the nomination form and either email (preferred), fax, or mail the completed
form and any attachments. Please turn in all nomination documentation by April 25 of the current school
year so that the winner can be announced before school is out for the summer. Submit/attach any pictures,
student work samples, or other material to support the nomination. Photos of student(s) engaged in ACE
activities while wearing ACE shirts is preferable.
Email: [email protected]
Fax: 334-953-6891 Mail: 105 South Hansell Street, Maxwell AFB, AL, 36112
PLEASE TYPE or PRINT
1. Name of student ______________________________________________________________
2. Student’s grade level ______
3. Name of School ______________________________________________________________
4. Name of student’s teacher submitting nomination. ___________________________________
Teacher phone # or email address: _______________________________________________
5. In how many ACE lessons did the student successfully participate? __________
6. As one of the student’s teachers, explain (in no more than one page) why you feel the nominee
is deserving of the ACE Student of the Year Award. Be sure to include information about the
student’s character (and leadership skills if applicable). Include information about the student’s
interest in and participation in aerospace activities.
14
ACE Program Teacher of the Year Nomination Form
AWARD DESCRIPTION
The ACE Program Teacher of the Year Award is provided to a teacher who has done an
exemplary job of implementing the ACE Program in his/her classroom. This teacher has a passion
for teaching and incorporating aerospace into his/her instruction. Not only does he/she inspire
students, but this teacher also inspires other colleagues. By the excitement generated in his/her
classroom and the extra effort to share the information about the ACE Program with other teachers
and the community, this individual is deserving of the ACE Program Teacher of the Year Award.
Self-nominations are accepted and encouraged.
1. Must be an Aerospace Educator Member (AEM) or regular Senior Member of the Civil Air
Patrol.
2. Must be a certified elementary teacher who is employed at the school.
3. Must have done an exemplary job in completing the ACE Program and promoting
aerospace education.
4. Must have had at least 12 ACE lessons taught IN HIS/HER CLASSROOM.
Any administrator, teacher, or parent within the school may nominate an individual (including himself or
herself) who meets the criteria for selection for ACE Teacher of the Year. Complete the nomination form
(type or print clearly) and either email (preferred), fax, or mail the completed form and any attachments.
Submit any pictures, student samples, news articles, or other material to support the nomination. Turn in all
nomination documentation no later than April 25 of the current school year so the winner can be announced
before school is out for the summer.
1. Name of Nominee ____________________________________________________________
2. Name of School _____________________________________________________________
3. Nominee’s Title (e.g. teacher, counselor, etc.) and Grade Level(s) of ACE Instruction:
___________________________________________________________________________
4. Name of person submitting this nomination. (Self nomination is fine and encouraged).
____________________________________________ Title ___________________________
5. Did the nominee complete the pre/post-tests with his/her students? ___ Yes ___ No
6. Did the nominee have any method of acknowledging successful student completion of ACE
lessons? ____ Yes ____ No If yes, please briefly describe.
7. How many ACE lessons were conducted in the nominee’s classroom? ______
lessons, how many did the nominee personally teach? ______
Of these
(In good faith and honesty, please include any lessons in the above totals that the nominee is scheduled
to teach before the end of the year.)
Continue to the next page for numbers 8-11.
15
8. Did the nominee have students wear T-shirts on ACE lesson days? ____Yes ____ No
9. Did the nominee include parent, school, or community volunteers in ACE Program
implementation? ____ Yes _____ No (If yes, please briefly provide details in #11.)
10. Did the nominee provide reports or photos to local media to promote the program to the
community? _____ Yes ______ No (If yes, include details in #11.)
11. Explain why you feel the nominee is deserving of the ACE Teacher of the Year Award. Use as
much space as is needed to explain. Remember that you can send accompanying documentation
(e.g. letters of recommendation, pictures, news articles, etc.) to support the nomination.
16
ACE Program School of the Year Nomination Form
AWARD DESCRIPTION
The ACE Program School of the Year Award is provided to a school that has gone above and
beyond to make aerospace an important part of their school’s atmosphere and instruction. The
type of school deserving of this award has students who know what it means to be part of the ACE
Program and who are excited about participating. Additionally, the school is filled with teachers
who do their best to make the ACE Program a visible and viable part of their classroom instruction.
The school, as a whole, has exemplarily met or exceeded the ACE Program school-wide
implementation guidelines.
1. Participating teachers must be Aerospace Educator Members (AEMs) or Senior Members
of the Civil Air Patrol.
2. All grade level teachers at the school should be registered participants in the program.
3. Participating classes should have each completed at least 12 ACE lessons.
4. School must have executed the ACE Program and promoted aerospace education in an
enthusiastic, exemplary manner.
Any current principal, assistant principal, counselor, or teacher within the school may nominate their school
provided the school meets the ACE School of the Year criteria. Complete the nomination form and either
email (preferred), fax, or mail the completed form and any attachments. Please turn in all nomination
documentation no later than April 25 so that the winner can be announced before school is out for the
summer.
Submit any additional information, pictures, student samples, news articles, or other
material to support your school’s nomination for ACE School of the Year.
PLEASE TYPE or PRINT
1. Name of School ______________________________________________________________
2. Person submitting nomination ________________________________Title _______________
3. # of teachers participating in the ACE Program at each grade level (participation is defined as
being a CAP member and teaching at least 6 ACE lessons in the teacher’s classroom to students)
K _____
1 _____
2 _____
3 _____
4 _____
5 _____
6 _____
Other participants (i.e. counselor, PE, librarian, etc.) _________________________________
4. # of teachers who will have completed pre/post tests by the end of the year ______
5. # of teachers who had a method (beyond verbal) of acknowledging successful student
completion of ACE lessons _______ Please briefly describe method(s) in #8.
6. Average # of teachers who had their students wear T-shirts on lesson days _____
7. Did each class have at least 12 ACE lessons taught to them? ____ yes no ____
Continue to the next page to complete number 8.
17
8. Explain why your school is deserving of the ACE School of the Year. Use as much space as is
needed. Be sure to include the following in your answer:
a. Description of school’s ACE “Lift-Off” or ACE culminating event (if applicable)
b. Information regarding guest speakers or parent involvement specifically related to
the ACE Program (if applicable)
c. Any student success stories related to the ACE Program
d. Details of how aerospace education was promoted at the school aside from
teaching ACE lessons (if applicable)
e. Details of how aerospace was used to promote good character and/or physical
fitness beyond presenting the ACE lessons (if applicable)
f. Efforts to promote the ACE program to the community (if applicable)
g. A list of participating teachers and the number of ACE lessons they each personally
presented to their class (include PE & counselor if applicable)
18
ACE Lesson Evaluation Form
Use this form to help you remember your experience with the ACE lessons. The online ACE
completion form on eServices at https://www.capnhq.gov will have a place for you to rate lessons.
Remember, if you are a classroom teacher, your students should receive a MINIMUM of 12 ACE
lessons, 6 of which should be taught in your classroom or under your supervision in the event
you are utilizing PE teachers, counselor, or other educators at your school to help.
Ratings:
Grade
5 = Excellent 4 = Good 3 = Okay 2 = Poor
NP = not present when lesson was taught
Category: academic,
Lesson #
Rating
1 = Very Poor/Recommend replacing
Comments
character, or PE
19
Class Pre- and Post-Test Grades
Use this form to record your students’ pre- and post-test results. Disregard scores
of students who transferred in or out during the ACE program.
The online ACE completion form on eServices located at https://www.capnhq.gov will Civil Air Patrol’s
Elementary ACE Program
have a place for you to enter the average pre-test and post-test grade if you
administered these tests.
Student Name
Pre-Test Grade Post-Test Grade
(out of 100%)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
Average score:
(out of 100%)
ACE Program Pre __ or Post __ Test
Name: _________________________________________Date ___________
As the teacher reads each question to you, circle the letter of the correct answer. If
you do not know an answer, make your best guess.
Character
SCORE: ______
Lesson 2 – High-Flying Honesty
(out of 100%)
1. What does it mean to be honest?
A. to tell the truth
B. to use good manners
Lesson 3 – The Golden Rule
2. What does the Golden Rule mean?
C. to always do your best on your work
D. treat others nicely, the way you would want to be treated
Lesson 4 – Only Room for One
3. Doing what is right, not just what you like will help you be a ____ person.
E. fair
F. funny
Lesson 6 – All Aboard
4. When you tell the truth and try to do what is right, people can _____
you.
G. tempt
H. trust
Physical Fitness
Lesson 1 – Pump It Up
5. When does your heart beat faster?
I. when you have been sitting
Lesson 1 – Pump It Up
J. when you are exercising
6. Is your heart a muscle that needs exercise?
K. yes
L. no
21
Aerospace
Lesson 1 - AirMazing
7. Which item will travel farther in the wind?
M. a tissue
N. a stick
Lesson 2 – Look, Up in the Sky – Things that Fly
8. Circle the flying machine that cannot fly past the Earth’s sky.
Lesson 3 – Alphabet Frisbees
9. What does a Frisbee do as it flies through the air to keep itself balanced?
O. It spins.
P. It stays still as it moves through the air.
Lesson 4 – Coming in for a Landing
10.
Is there more land or water on our planet, Earth?
Q. land
R. water
Lesson 5 – Object Paper Plate
11. Which word means “an object going around another object” (such as the
moon going around the Earth)?
S. docking
T. orbiting
Lesson 6 & 7 – Straw Rockets, Rocketing into Shape
12.
Which of the following is TRUE about rockets?
U. Rockets move forward because gases and smoke are being pushed out of it.
V. Rockets take people and equipment into the ocean to explore.
W. Rockets are always the same shape and size.
Lesson 8 – A is for Astronaut
13.
What is one reason astronauts wear spacesuits?
X. to make the astronaut stronger
Y. to give the astronauts air (oxygen) to breathe
Z. to make the astronauts float
22
Kindergarten Pre/Post Test Answer Key
1. A.
2. D.
3. E.
4. H.
5. J.
6. K.
7. M.
8. airplane
9. O.
10.R.
11. T.
12.U.
13.Y.
23
24
Civil Air Patrol’s ACE Program
AirMazing!
Kindergarten Academic Lesson #1
Topics: air, weight, motion, forces, distance (science, math)
Length of Lesson: 30-45 minutes
Objectives:
 Students will predict, observe, and evaluate the effect of the air on various
objects.
 Students will understand that “wind” is moving air by observing moving objects.
 Students will be able to determine that stronger blowing wind will make an object
travel farther.
 Students will use measurement, graph, and rank/order skills.
National Science Standards:
 Unifying Concepts and Processes
- Evidence, models, and explanation
- Change, constancy, and measurement
- Form and function
 Science as Inquiry
- Abilities necessary to do scientific inquiry
- Understanding about scientific inquiry
 Physical Science
- Properties of objects and materials
- Position and motion of objects
Background Information: We can’t see air or wind, but we can see things that the wind is
moving: particles of dirt or sand, leaves on the trees, the clouds scurrying across the sky,
sailboats moving across the lakes, and the flag boldly waving.
Air moves because it has been warmed by the sun. Moving air, called wind, is caused by the
uneven heating of the air by the sun. As the sun heats air, it expands and rises. Air from
cooler areas below then rushes in to replace the heated air. Cold air is denser and has
higher pressure; warm air is less dense and has lower pressure. Air flows from areas of
high pressure to areas of low pressure and this creates wind.
25
Students will experiment with leaves, feathers, paper, tissue, and other items to
determine which is carried farthest by the wind. Students will not actually be measuring
the speed of the wind (distance/time); instead they will be observing the movement of
various materials and comparing their distance traveled.
Materials:
- Poem "Who Has Seen The Wind?" by Christina Rossetti (included)
- 1-4 fans or hair dryers with adjustable speeds
- measurement tools (yardstick, measuring tape)
- feathers
- leaves
- pieces of paper (different sizes)
- tissues (different sizes)
- Styrofoam ball
- large marble or rock
- other items to test in the wind
Lesson Presentation:
1.
Read the following poem to the class:
Who Has Seen the Wind? By Christina Rossetti
Who has seen the wind? Neither I nor you:
But when the leaves hang trembling, the wind is passing thro.’
Who has seen the wind? Neither you nor I:
But when the trees bow down their heads, the wind is passing by.
2.
Conduct a class discussion: Can we see the air moving? How do we know when air is
moving? What sense do we use to determine if the air is moving? What can we
observe that tells us that the air is moving? (Discuss dust particles, moving grass,
flags, etc.) Is it windy outside today? How do you know that? What is air called
that is blowing? (wind) Do you know what causes the wind? (use the Background
Information about what causes wind to match the level of understanding of the
students) What are some common things you see being blown by the wind? Why do
you think some objects move farther than others in the wind? What is a prediction?
(a guess about what will happen) How do you determine if your prediction about
something is right? (you try it out) We are going to make a prediction about which
items will move farther in the wind than others. Then, we are going to “test” our
items to see if our prediction is correct.
26
3.
Use the format below and write your first two “test items” on the board (the tissue
and the wadded paper). Show the class a piece of wadded paper and a tissue and
ask them to think about which one might float farther in the wind. Then, as you
show each item to the students, have the students predict which item they think
will travel the farthest and why. Tally the predictions on the board.
Action
Prediction #s
Distance of travel
Tissue
Wadded Paper
4.
The teacher will select two students to stand on a marked line on the floor to test
the predictions by one student dropping a piece of paper and the other, a tissue, in
front of a fan (or hair dryer) on the lowest setting. Each item’s distance from the
line should be measured using a measuring tool of choice. The distance of each
item should be recorded on the board under each item for the class to find out
which prediction was correct.
5.
Discuss with students why the test item went the farthest. (lighter weight) Ask
what they think would happen if the wind had been faster. (would travel farther;
may blow the item “up,” etc.) Tell the students that they will be testing some other
items with different speeds of wind to determine if their predictions are correct.
6.
Next, list the other items on the chalkboard, as noted below. Have the students
assist in testing the items in three different “drops” with three different wind
speeds to determine in which order the items traveled the farthest. To do so,
continue selecting students to drop items for each test, making sure each student
gets a turn to drop and measure an object. (Add more items, if needed, to achieve
this.) Students will measure the distance traveled by each material and the teacher
will record it on the board. Students will assist the teacher in ranking which
objects traveled the farthest based on the data collected.
Object
Drop 1 Distance
(low speed wind)
Drop 2 Distance
(medium speed wind)
Drop 3 Distance
(high speed wind)
Order of
DistanceTraveled
Tissue
Wadded Paper
Feather
Leaf
Styrofoam box
Marble or Rock
27
7.
Have class discussion about the ranking of the objects. Does the size of the object
matter? Do light objects behave differently than heavy objects? Does the shape of
the object matter? Did the speed of the wind make a difference in distance
traveled? What did you notice about the objects that traveled the farthest? What
did you notice about the objects that did not travel far?
Summarization:
Ask students to explain what they learned about air today. Did they learn what makes an
item travel farther in the wind? (Lighter objects travel farther. Faster wind makes an
item travel farther.)
Character Connection: Remind students that they are a force. Just like the wind is a
force that can move objects, they are a force that can help or hurt people. Ask students
to name ways they can make people happy or make people sad or angry. Encourage the
students to be students of good character so that by what they say or do, they “move”
people in a direction of happiness.
Assessment:
 Students will demonstrate their understandings by correctly predicting which
objects will travel farther after observing the first two objects.
 Students will be able to provide correct explanations for their predictions.
Additional activity ideas to enrich and extend the primary lesson (optional):

Make a pinwheel out of paper using a square piece of paper and cut, as shown in step
1. Glue corners together, as in step 2. Connect it with a brad inserted in a straw,
as in step three. Allow the students to practice making the pinwheel move by
producing strong wind (by blowing).
28

Make a bubble solution and allow the students to use a variety of “open items” (e.g.,
funnel, mason jar lid, cookie cutter, etc.) to test the bubbles as they travel in the
air to determine in which direction the wind is blowing. Use the following recipe to
make the bubble solution.
1 cup Joy dishwashing soap
1/4 cup Karo syrup (white)
1 gallon of soft water
Make a child-sized bubble!
Use a child’s plastic
swimming pool and fill the pool with a large amount of
bubble solution. Add a cement block in the middle, upon
which a child can stand. Have a child stand on the
cement block. Put a hula-hoop around the child and
down into the bubble solution. Slowly pull the hula-hoop
up from the bubble solution and over the child’s head
to encase the child in a big bubble. Have the other
students observe how the wind blows the big bubble
until it pops against the body of the enclosed child.
Associated Literature:
Air, Light, Water (Tell Me About) by Mary-Jane Wilkins
New Poems about Air by Andrew Fusek Peters
Bubbles by Bernie Zubrowski
Bubbleology by Dr. Ronald J. Bonnstetter
(video produced by Visual Productions)
Experimenting with Surface Tension and Bubbles by Alan Ward
GEMS: Bubble-ology by Jacqueline Barber & Carolyn Willard
The Unbelievable Bubble Book by John Cassidy
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30
Look, Up in the Sky! Things that Fly
Topics: objects, properties, motion, flight (science)
Length of Lesson: 45 minutes
Objectives:
 Students will identify things that fly.
 Students will determine characteristics of flying things.
 Students will categorize objects as flying or non-flying.
 Students will compare and contrast.
National Science Education Standards:
 Content Standard A: Science as Inquiry
 Content Standard B: Physical Science
Position and motion of objects
 Content Standard D: Earth and Space
- Objects in the sky
Background Information:
In kindergarten, students study properties, such as shape, texture, sound, smell, etc., of
various objects. Students can practice applying their knowledge of properties by analyzing
and classifying objects. This kindergarten aerospace lesson is important because it allows
students to practice learning properties of objects, classifying, and analyzing while being
motivated by flight. This lesson is not intended to teach the technical information
regarding what makes things fly.
Materials:
- pictures of an insect (the fly), an airplane, a space shuttle, and a rocket (included)
- Internet and projector
- chart paper or dry-erase board/chalkboard
- one sheet each of light blue and green construction paper per student (or group of
students)
- student copies of flying and non-flying pictures to cut out (2 pages, attached)
- scissors
- glue and/or tape
- cotton balls (optional)
- crayons (optional)
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NOTE: If classifying objects as flying or non-flying is not challenging enough for your
students, consider completing steps 1-3 of this lesson and then using the
enrichment/extension activity of classifying flying objects as living or man-made.
Another option for this activity is to provide magazines or use computer software to allow
students to find 5 pictures of flying things and 5 pictures of non-flying objects.
1. Show students the attached pictures (or models) of an airplane, a fly, and a space
shuttle. Ask them to share their ideas of how these objects are alike. What do
they have in common? Ultimately, emphasize to students that these objects can all
fly.
2. Ask students what the three objects have that may help the objects be able to fly.
Confirm that the fly and the airplane have wings. Tell students that the space
shuttle has wings, but the wings actually help it to glide to a landing. What really
allows the shuttle to fly straight up into the air are the rockets, which have rocket
engines. Students may realize that an airplane also has an engine, like what they
hear when a lawnmower or car starts. (They also may realize that fuel is also
required for an airplane or space shuttle to fly.)
-
Play a clip to show students the rocket engines at work during a shuttle lift-off:
http://www.footagehouse.com/media/space%20shuttle/A123-095.DEMO.mov
-
Play a clip to show how the wings help the shuttle glide to a landing:
http://www.footagehouse.com/media/space%20shuttle/A219-019.DEMO.mov
3. Show students a picture of a rocket. Ask them if they know what rockets are used
for. Tell students that rockets can launch fireworks up into the air. They can also
launch equipment and people into outer space. Ask students what they think helps a
rocket fly. Confirm that a rocket has one or more powerful engines. Also, point out
that a rocket does not have wings. The little things sticking out from rockets are
called fins! The fins help the rocket stay balanced, to help prevent it from
wobbling.
-
Show a rocket clip at http://stardust.jpl.nasa.gov/highres/launch_tv2.mov or
http://www.vce.com/movies/Archival/RM006.html
4. Using chart paper, the chalk board, or a dry-erase board, make 2 columns at the
front of the classroom. Label one column “flying objects” and the other “non-flying
objects.” Tell students that you will give them some pictures, and they will decide
if the objects can fly or not. Ask students how they can tell if something can fly.
In other words, what are common characteristics of flying things? Students may
conclude that things that fly have wings, have propellers (blades that turn on
planes), leave a trail of smoke/flames, or have engines – just to name a few ideas.
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5. Distribute a light blue and green piece of construction paper to each student. Also,
distribute the two pages of objects to be cut out to each student. (Or, you may
divide the students into small groups to complete the project.)
6. Instruct students to cut out the pictures and paste the objects that can fly on the
blue piece of construction paper (color to represent the sky) and paste pictures of
objects that cannot fly on the green sheet of paper (color to represent the
ground).
7. (Optional) For students who finish early, allow them to decorate their blue piece
of construction paper (that shows flying objects) by spreading out some cotton
balls and gluing them onto the blue construction paper to represent clouds in the
sky. Allow them to decorate the green construction paper by coloring flowers on it,
as the green construction paper could represent grass, showing that the objects on
it stay on the ground. Once students are finished, you may collect student work for
assessment, or allow students to keep their work as you go over the answers
together with the class.
8. Gather the students at the front of the room, and together, correctly classify
objects by taping or gluing a teacher set of the pictures under the correct heading.
As you discuss the correct heading under which each object fits, discuss what helps
the object fly (wings, air, weight, engines, etc.).
Summarization:
Ask students what they learned today. Ask the following review questions:
- Do all things that fly look alike? (no)
- Which of the flying objects we saw today has fins? (rocket)
- What are some of the special things that help some objects fly? (wings, light
weight, air pushing on the object, air flowing over the object, engines)
- What do you think is the best reason to explain why some things fly and some things
do not? (Answers will vary.)
Share with students that you think the best explanation as to why some things fly
and some things don’t is because of how they are made. Some things, like a plane,
are made to fly. Planes have the right kind of wings, weight, and power. Because
people know how to make airplanes, people can travel to different places and visit
family members that may live far away. People who are very sick may be quickly
taken to a hospital by a flying machine. It is a good thing that people know how to
build airplanes. They fly for good reasons.
Pencils, on the other hand, were not made to fly. They do not accomplish anything
by flying. They were made so that we would have something with which to write.
Imagine how hard it would be to write if you always had to chase your flying pencil!
Additionally, flying pencils could cause people to get injured. They have sharp
points, and if something with a sharp point hits your skin or your eye, it could hurt
you! So, pencils were not made to fly!
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Character Connection:
In conclusion, motivate the students with the following
information: Just like objects have special purposes, each of you has a special purpose
too. Whether you are good at reading, music, art, or sports, or even being nice to people,
making people laugh, making people feel better, or helping people with their work, you were
made to do something wonderful. So, keep learning, eating right, exercising, and working
hard so that you can do all of the wonderful things that you were made to do. Make sure
that you make good choices in life to be honest, healthy, and hard-working so that you can
become what you were made to be or what you dream to be!
Assessment:
 teacher observation
 student answers to class discussion questions
 student classification of pictures on the construction paper
 Have students name, draw, or find pictures of as many things that fly as possible.
Then, have the students classify the objects as “living” or “non-living.” During this
activity, discuss student ideas as to what makes something alive. You might prefer
to use the category names “animal” and “man-made.”
 Using play dough or modeling clay, allow students to sculpt models of an airplane,
rocket, and space shuttle.
 Help students complete the two-page enrichment worksheet by reading the
instructions for each set of pictures. (Answers: 1. airplane 2. rocket 3. airplane
4. space shuttle 5. airplane 6. rocket and shuttle)
 Discuss the hazards of making objects fly that should not fly (e.g. pencils, scissors,
rocks, balls in the house, etc.).
Associated Websites:
 What do airplanes sound like?
(Play jet and prop plane sound clip at
http://www.therecordist.com/pages/downloads.html.) Here is a specific list:
- prop plane starting
http://www.therecordist.com/assets/sound/mp3/prop_start_cessna.mp3
- prop plane flying by
http://www.therecordist.com/assets/sound/mp3/Prop_P51_Pass.mp3
- Boeing 777 flying by (jet engine)
http://www.therecordist.com/assets/sound/mp3/Jet_777_PassBy.mp3

Play rocket sound clip at
http://www.therecordist.com/assets/sound/mp3/Rocket_Away.mp3
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35
36
37
38
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NAME ____________________________
Circle the picture of the airplane in row 1.
1.
Make an “X” on the flying machine that does NOT have wings in row 2.
2.
Make an “X” on the flying machine that cannot fly into space in row 3.
3.
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Circle the picture of the space shuttle in row 4.
4.
Circle the flying machine that people like us ride every day in row 5.
5.
Circle the two flying machines that have fire coming out of them when they take off in row 6.
6.
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Alphabet Frisbees
Topics: alphabet, motion (language arts, science)
A
Objectives:
 Students will demonstrate and explain how a Frisbee flies.
 Students will demonstrate alphabetical order.
 Students will identify words that start with designated letters.
 Content Standard E: Science and Technology
- Abilities of technological design
This is a kinesthetic way to teach the alphabet and reinforce alphabetic order. Students are
also introduced to a very basic explanation of an object in flight. This is a fun activity to teach
basic skills.
Materials:
- sturdy, paper plates with a white underside (one or more per student)
- crayons, markers, or paint
- Frisbee (optional)
1. Show students a paper plate (or an actual Frisbee), and demonstrate how to toss it to
make it fly. Ask students what we call something that looks like a paper plate and flies.
Confirm that we call it a Frisbee.
2. Throw the Frisbee or paper plate again and ask students what they notice as the
Frisbee flies through the air. Confirm that the Frisbee spins as it flies. Explain that
the reason the Frisbee spins is to keep it from flipping and flopping as it glides through
the air. Demonstrate slowly to students how you initiate the spinning of the Frisbee by
your wrist action when you throw it. Demonstrate what happens if you try to toss the
Frisbee without having it spin. Demonstrate what happens if you try to toss it like a
softball. Explain that Frisbees glide through the air because of their shape and
because of the special way that air moves over and below the Frisbee. It spins to keep
it stable, or balanced, as it flies through the air, as it does not have wings like a plane.
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3. Ask students what letter “Frisbee” starts with. Confirm that it starts with the
letter “f.” Make a large “F” on the underside of a paper plate (the side on which you
do not put food). Ask students what other words start with the letter “f.” Draw
some of the words on the paper plate. (For example, students might say fork,
finger, flip-flop, flame, frame, freeze, face, farm, fin, flipper, fair, etc. Draw
several of these items on the paper plate.)
4. Tell students that you would like their help to create alphabet paper plate Frisbees
that they can play with in the classroom or outside.
5. Assign each student a letter of the alphabet to use to decorate their Frisbee (or
have letters in a cup, and have students draw a letter out of a cup). The letter may
be capitalized or lower case as desired by the teacher. If more than 25 students
are in the class, assign separate capital and lower case letters to provide additional
characters. If fewer than 25 students are in the class, assign some students more
than one paper plate Frisbee to make. (Remember, the letter “F” Frisbee has
already been made by you.)
6. Give each student a paper plate, and instruct them to do as you did. Make their
assigned letter very big on their paper plate using their very best printing skills.
Draw pictures of words that start with that letter.
7. Once students have finished, have the students stand on one side of the classroom
or open space that allows the students to pass freely without running into furniture
or other obstacles. Allow them to practice tossing their Frisbee to the other side
of the room or open area. Provide students a “toss” signal and a “retrieve” signal to
avoid anyone getting hit by a flying Frisbee. (If you are outside in an open area,
consider allowing students to run to retrieve their Frisbee.)
8. Once everyone has gotten some practice tossing the paper plate Frisbee correctly,
collect the Frisbees, arranging them in alphabetical order.
9. Arrange students in a line on one side of the room. Count out the correct number
of Frisbees to use so that each child just has one Frisbee, and no letter is skipped
in the alphabet. For example, if you have 15 students, use the Frisbees that have
the letters A – O on them.
10. Tell the students that when you give them the signal, you want them all to toss
their Frisbees, but wait for a second signal before retrieving any Frisbee of their
choice and returning to the side of the room where they are currently standing.
11. Give the signal and have each student toss his/her paper plate like a Frisbee. Then,
signal for students to pick up any plate (other than one they decorated) and return
to the other side of the room.
12. Ask students to stand in a line facing you (or in a circle), holding their Frisbee
underneath their chin so that you can see what letter they have.
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13. Exclaim that the Frisbees are all out of alphabetical order! Ask students if they
can arrange themselves so that the letters are in alphabetical order, from their
right to left (your left to right). (You may wish for them to arrange themselves in a
circle so they can easily see everyone’s letters.)
14. While students stand holding their plate directly below their chin, confirm that the
order is correct. The teacher or an assigned student may perform the check.
Students could also “sound off” their letter moving down the line (or around the
circle) from A to the last letter. Involve students in deciding how to correct any
mistakes.
15. Repeat as desired to reinforce alphabetic order and allowing students to direct
themselves in arranging themselves in alphabetical order. If there are fewer than
26 students in the class, consider using the last part of the alphabet rather than
the first part. For example, if you have 15 students, use letters L- Z.
16. When finished, collect the alphabet Frisbees to use at a later time.
Summarization:
Ask students to explain why the Frisbee flies. Ask students what else they could do with the
paper plate Frisbees. (get exercise by tossing and retrieving the Frisbees, practice tossing and
catching the Frisbee with a partner, place numbers on the other side of the Frisbee to
practice numerical order, see who can throw the Frisbee the farthest distance, etc.)
Character Connection: Tell students that in life, many things must happen in a certain order.
For example, we learn the letters in the alphabet and the sounds of the letters before we
start making words. We crawl before we walk, and we learn to walk before we can run.
Sometimes, learning skills come easy to us, but sometimes, it is not so easy. Sometimes, we
wish we could just skip learning something, and jump forward to something else. Tell students
that we should never give up on learning something. If we keep practicing, we will get it, and
then we can move on to something new. Encourage students to always do their best and to
keep practicing and learning.
Assessment:
 Teacher observation of the students may provide quick clues about individual
development both socially and academically that may help teachers better focus their
classroom efforts.
 Provide additional plates for students to decorate any way they wish and take home.
 Time students to see how long it takes for them to arrange themselves correctly in
alphabetical order.
 Write numbers on the other side of the plates and practice numerical order.
 Create enough plates with letters that can be used to spell kindergarten friendly words.
Mix up the plates, distribute them to the students, have them toss the plates, and then
try to group themselves in such a way that their arrangement of letters forms a word.
 Have a contest to see who can make their letter fly the farthest or closest to a target.
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46
Coming in for a Landing
Topics: Earth’s land and water, counting (science, social studies, math)
Objectives:
 Students will identify landmasses and water on a globe.
 Students will gather data and form a conclusion based on data.
 Students will conclude that there is more water on Earth than land.
National Standards:
Science
- Ability necessary to do scientific inquiry
 Content Standard D: Earth and Space Science
Math
 Content Standard 3: Compute fluently and make reasonable estimates
Earth’s surface is composed of both land and water. A little more than 70% of Earth’s surface
is covered by water while close to 30% of Earth’s surface is land. This lesson allows students
to realize this science/geography fact through a fun, interactive activity.
Materials:
 inflatable globe (looks like a beach ball and is available at most teacher and science
stores)
 chalkboard, dry erase board, or chart paper and marker
 paper for each student, or use attached data sheet (optional)
 green and blue crayon for each student, or a pencil can be used (optional)
1. Ask students if they have ever heard of the word UFO. Ask students if they know
what it means. Explain that it is some type of flying object that no one knows really
what it is. It is an Unidentified Flying Object. It may not be a plane, a rocket, or a
space shuttle. That would lead one to believe it is a spaceship from outer space!
Ask students if they think spaceships from outer space and aliens are real. Explain
that an alien in this context is a being from another planet!
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2. Tell students that we will pretend that UFOs are real and that the Secret
Spaceship Agency called to let the students know that there is a UFO out in space
that is headed for Earth. Their satellites are viewing this UFO from space and it
appears that the UFO has lost all its power and it is headed straight for Earth. So,
the UFO could land anywhere on Earth. The agency wants to know if the
kindergarten class thinks the UFO will land on land or in water when it finally gets
to Earth.
3. Have the class vote on where they think the spaceship is most likely to land on
planet Earth: on land or in water.
4. Tell students that while we may not know for sure, we can get more information to
see where the UFO will probably land. Tell them that when we gather information,
we are collecting data. Data means information. They will act like scientists today,
as scientists do fun activities to gather data or information.
5. Hold up the inflatable globe. Ask students if they know what it is. While walking
around the room showing the globe, explain that it is a globe. It shows every place
on our planet, Earth. It shows where land and water is. Ask students how they can
tell which part on the globe is land and water. Explain that the water is blue and
the land is green.
6. Put a small sticker on the globe to show the state where the students live. Ask
them to notice how much more of the world there is than just this one place where
they live.
7. Explain how the class will gather data to answer their question regarding where the
UFO will land. Tell them that the class will take turns tossing and catching the
globe. When a person catches the globe, he or she needs to freeze their hands and
look to see if their pointing finger is touching land or water. Ask each student to
hold up their pointing finger on the hand with which they hold their pencil (index
finger next to thumb). Show students an example by tossing the globe, catching it,
and showing them what your index finger landed on. Practice this procedure with
the class.
8. Once students seem to understand the globe concept, tell them that they will
gather data and compare the number of times fingers land on land and in water.
The location with the highest times of landing will be the best scientific guess
about where the UFO will land.
9. Prepare to collect data as a class, making two columns on the chalkboard/ dry erase
board for “Land” and “Water,” making a tally mark (or writing “w” for water and “l”
for land) for each landing site. If you want students to also document the results
at their seats, distribute the attached “Globe Data Sheet,” or allow them to use
their own paper to copy your information as you demonstrate and write it on the
chalkboard/ dry erase board. If students are documenting data using the “Globe
Data Sheet” or their own paper, consider allowing them to use a green crayon and
blue crayon to write the letters “w” and “l.”
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10. Tell students that you will say, “3, 2, 1, toss” prior to each toss, and when the
student who catches the ball identifies whether his/her finger is touching land or
water, the teacher will write the data on the board. (If students are also
documenting data, have everyone write the appropriate beginning letter for either
land or water in the correct column on their data sheet.) Repeat the procedure
about 10-20 times according to time available. You may choose to make sure that
each student has an opportunity to catch the ball in order to contribute data.
11. Help students total their data. Ask the class how many total times a pointer finger
landed on water. Tell them to count the number of Ws they see on the board (or
that they wrote on their paper). Write the total number in the box at the top of
water column on the board (and on student data sheets if used). Ask students how
many times a finger landed on land. Tell them to count the number of Ls they see
on the board or wrote on their data sheet. Write the total number in the box at
the top of the land column on the board (and on student data sheets if used).
12. Ask students to think about their data or information. Tell them that now that
they have more information (in fact, they actually did an experiment like a
scientist) they can make a scientific guess about whether the UFO will probably
land on land or in water. (Data results should show that the UFO is more likely to
land in water since there is more water than land on Earth.)
13. Ask students what you should tell the Secret Spaceship Agency when you call back
to tell them where the class thinks the flying UFO will probably land. Ask students
why it will probably land in water. (There is more water on Earth than land, so
there is a greater chance the UFO will land in water.) Thank students for being
good scientists and helping you collect data to answer the Secret Space Agency’s
question. Tell them the Secret Space Agency just learned that the UFO just got
its engines working and is headed back to its home.
Summarization:
Ask students what they learned about the surface of the Earth today. Explain that when
Earth is viewed from space satellites, we can get a better idea about what earth really
looks like. The benefits of seeing the earth from space can help us determine what the
weather will be like and understand the Earth better.
Character Connection: Learning to understand the Earth better is just one of the things
we need to learn about in life. We also need to learn about how we can be useful on the
Earth as smart and good people who will protect our planet for the future.
Drug Demand Reduction (DDR) Connection: See page 8.
Assessment:
 completed data sheets
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Additional activities to help enrich and extend the primary lesson (optional):
 Have students color the attached “Globe Coloring Sheet.”
 Allow students to draw and color a flying spaceship (UFO) and alien. To incorporate
shapes in their drawing, tell students that they should use at least one square, one
circle, and one triangle in their drawing.
 Bring a large map of a state or country to school and discuss with the students how
a map and a globe are alike and different. Distribute a copy of the attached world
map to each student. Allow them to color the land in different colors (such as
brown or green). After students finish coloring, give them some type of small
sticker, such as a star, to place on the map to indicate where they live in this great
big world.
 Tell the students that just like each of them are different, many people, places, and
things are different in other parts of the world compared to where they live.
Reading a book or showing a video about different countries may demonstrate this
for the students.
Associated Website:
http://www.pbs.org/teachersource/mathline/lessonplans/esmp/chances/chances3_procedure.shtm
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GLOBE DATA SHEET
NAME _________________________
Trace or write a blue “w” in the water column each time someone’s pointing finger (index
finger next to thumb) lands on water on the globe. Trace or write a green “l” in the land
column each time someone’s pointing finger lands on land on the globe.
water
total times landed on water
land
total times landed on land
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Globe Coloring Sheet
NAME ____________________________
Color the land green. Color the ocean water blue.
water
land
land
land
ocean
(water)
land
ocean
(water)
land
ocean
(water)
land
There is more
on the Earth than
.
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WORLD MAP
NAME _________________________
When we make a flat picture (map) of the globe, it looks like this picture. Create a colorful world
by coloring the water blue and coloring the land any other colors except blue.
ocean
(water)
ocean
(water)
ocean
(water)
There is more
ocean
(water)
on the Earth than
.
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Orbiting Object Paper Plate
Topic: orbiting objects (science)
Length of Lesson: 30 – 35 minutes
Lesson Reference: DLTK http://www.dltk-kids.com/crafts/space/morbit.htm
Objectives:
 Students will learn what “orbit” means and create a representation of orbiting
bodies.
 Students will distinguish between man-made objects and objects that are not manmade.
National Science Standards
– Position and motion of objects
 Content Standard D: Earth and Space Science
– Objects in the sky
– Evidence, models, and explanation
An object orbits another object when it revolves around it. The earth has a natural revolving
object which is our moon. The earth also has artificial (or man-made) objects that orbit it such
as satellites and the International Space Station. In order to orbit the Earth, an object has
to escape Earth’s gravitational pull just enough to fall around the Earth. The moon is Earth's
only natural satellite. A satellite is an object that is held in orbit around a larger object, such
as a planet. We call the moon a "natural" satellite because it is not man-made. How is the moon
held in its orbit around Earth? It is held in its orbit by the pull of Earth's gravity.
Materials:
- Paper plates (one for each child)
- Brass brad (one for each child)
- orbiting object template copies (printed on cardstock)
- Sharp pencil or other object to poke hole (adult
assistance)
- crayons; markers; or paint and paintbrush or sponges
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NOTE: Have a completed example of a moon orbiting a paper plate Earth. You may wish to
already have a small hole in the middle of the paper plates (see step # 8).
Regarding the orbiting object template for student use, you may wish to copy the same
orbiting object (i.e., crescent moon, whole moon, or alien) for all students to use, or you may
wish to have copies of all three objects so that students may choose an object to orbit their
paper plate Earth. Adjust instructions in step #6 accordingly.
1. Ask the class if they can name anything that is out in space that constantly goes
around the Earth. Confirm correct answers. Explain that there are man-made
objects in space that go around the earth, such as the International Space Station,
which is like a work place and home in space where astronauts live and work for long
periods of time. There are also objects in space that go around the Earth that
were not made by man. The moon is one of these objects.
2. Show students your paper plate and orbiting moon example. Demonstrate how the
moon goes around the earth. Explain to students that when something goes around
and around another object, we call this orbiting. The moon is constantly orbiting
the Earth. The Earth constantly goes around the sun; therefore, the Earth is
orbiting the sun.
3. Tell students that they will get to make an orbiting object paper plate craft today.
4. Distribute materials.
5. Tell the students to color or paint the bottom of a paper plate using colors that
represent the earth – blue and green. (You may choose for students to cut out and
color the Earth picture from the “Coming in for a Landing” academic lesson #4.)
6. Have the students cut out and color or paint the orbiting object template that is
printed on cardstock paper. (or if template is printed on copy paper rather than
cardstock, have students glue the orbiting object onto a file folder and cut it out)
7. Use a hole punch to punch a hole in the end of the rectangle of the orbiting object
(opposite end of the orbiting object). (These can be done by the teacher or other
adult assistant).
8. Help students poke a hole in the center of the plate with a sharp object in order to
insert the brad (adult supervision and assistance is required)! (See “NOTE” prior to
“Lesson Presentation.”)
9. Have students place the long rectangle of the orbiting object behind the paper
plate, lining up the hole punch with the hole in the center of the paper plate.
Attach the orbiting object template to the paper plate by inserting the brad
through the center hole in the paper plate and the hole punch in the template.
10. Have students orbit their object around the earth.
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Summarization:
Ask students what “orbit” means. Ask students to name an object that is not man-made
that orbits the earth. (the moon) Ask students to name an object that is not
man-made that orbits the sun. (Earth – or other planets the students may know.)
Character Connection: Just like the Earth stays on its path as it orbits the Sun,
We should also stay on the path to good character. What would happen if the
Earth got off of its path around the Sun? (Earth would get too hot or too
cold; living things would be harmed.) What happens when we do not stay on
the path to good behavior? What happens when we continue to make good
choices that keep us on the right path in life?
Assessment:
 Students should be able to explain their orbit model to each other.
Additional activity ideas to enrich and extend the primary lesson:
 Have students model this concept on the playground. Ask one group of students to
draw the Earth (a 10-inch circle filled with blue chalk), and another group to draw
the Moon (3-inch circle filled with white chalk). The Moon should be about 3 feet
away from the Earth so that students can move about easily. Note: Orbit sizes not
to scale for this activity. Remind students that distances in space are vast and that
this is a model to help understand motion. Ask another group to draw a line
indicating the Moon’s orbit around the Earth. Pick one student to act as the Earth
and one to act as the Moon.

Provide a cut-out of the moon and the earth. Have students color and cut out. Have
them glue them in the correct relation to each other on a piece of black
construction paper and draw an orbit of the moon around the earth with chalk.

Have children keep a moon diary and write the time of night they observe the moon.
Tell them to draw a line from where they are standing (either a stick figure or an
X) to where the moon appears in the sky. Ask them to do this for several hours
before bedtime when the moon is full. Ask them to share and tell why they think
the moon appears in a different location each time they looked.
Associated Websites and Literature:
 Visit http://www.enchantedlearning.com/subjects/astronomy/moon/ for ideas and
facts about the moon.

Tomecek, Steve. Ill; Guida, Lisa Chauncy. (2008) Jump Into Science: Moon.
Washington D.C., National Geographic Society

Accompany a boy on a fascinating excursion to the moon in the book If You Decide
To Go To The Moon by Faith Mcnulty and illustrated by Steven Kellogg.
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Sample picture of Earth to show students the blue (water) areas and the green (land)
areas.
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Templates for the objects that will orbit your paper plate earth. (See “NOTE” prior to
“Lesson Presentation.”)
Source: DLTK at http://www.dltk-kids.com/crafts/space/morbit.htm
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This is another template option. This template will go along nicely with the academic
aerospace lesson “Coming in for a Landing” to visualize an “alien” flying around Earth in its
spaceship.
Source: DLTK at http://www.dltk-kids.com/crafts/space/morbit.htm
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Straw Rockets
Topics: counting, graphing, motion (math, science)
Lesson Reference: NASA’s 3…2…1..Liftoff!
http://www.nasa.gov/audience/forkids/activities/A_Launch_Straw_Rocket.html
Objectives:
 Students will provide a basic explanation for how their straw rockets work.
 Students will practice hitting a target.
 Students will count, record data, and create a graph.
National Standards:
Math
 Number and Operations
 Data Analysis and Probability Standard
- Represent data using concrete objects, pictures, and graphs.
- Describe parts of the data and the set of data as a whole to determine what the
data show.
 Representation: Create and use representations to organize, record, and communicate
mathematical ideas
 Connections: Recognize and apply mathematics in contexts outside of mathematics
Science
 Content Standard A: Science As Inquiry
 Content Standard E: Science and Technology
- Understanding about science and technology
- Evidence, models, and explanation
Sir Isaac Newton (a scientist and mathematician in England in the 1600s) described rocket
science principles in his three laws of motion. His third law of motion states that every
action has an equal and opposite reaction. This law can be applied to rockets by a rocket
expelling fuel or propellant out of its engine causing the rocket to move in the opposite
direction. The rocket pushes the propellant out, and the propellant then pushes the
rocket in the opposite direction. The propellant comes out of the engine. This is the
action. The rocket lifts off the launch pad in the opposite direction. This is the reaction.
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Materials:
- rocket pattern (one per student)
- glue stick or regular glue
- straw (one per student)
- tape
- crayons
- “Rocket Chart” copies
- scissors
- assembled targets (one per group of 4-5 students; see “note” below)
NOTE: To assemble a target, join 4 different colored pieces of construction paper together
using tape. Have a sufficient number of target areas set up in the classroom prior to beginning
the lesson. Consider making large targets by using butcher paper, or attach multiple pieces of
construction paper to make a larger target. Also, set up “toe” lines by placing a piece of
masking tape on the ground several feet in front of each target. This will let students know
where to stand to launch their rockets.
Prior to making the “Rocket Chart” copies, write the colors being used on the targets on the
graph portion of the worksheet.
1. Show students a picture or video clip of a rocket launch (video clip available at
http://www.tcd.ie/Science/videos/apo17_rocket_launch.mov). (You may use the
rocket picture from academic lesson #2, “Things that Fly.”) Have students express
in words what happens when a rocket launches. What do they see and hear?
2. Ask students why a rocket goes up. Explain that stuff (gases) being pushed out of
the bottom of a rocket causes it to move upward, in the opposite direction of the
smoke and flames coming out of the other end of the rocket.
3. Ask students what rockets do. Explain that they take people and equipment to space.
4. Tell students that they will make a rocket today. It will not have smoke and flames
coming out of it to make it move, but it will move because of something else. Tell
students you will talk more about how their rocket works later.
5. Distribute materials (rocket pattern and straw) to students.
(Students should have scissors, glue stick or regular glue, and
crayons at their desks.)
6. Help students assemble their rocket by providing the following
instructions:
1) Color the rocket and cut out the rocket pattern following
along the black dotted lines.
2) Glue the rocket together along the edges of the rocket, but
do NOT glue the bottom edges together!
3) Press down firmly along the edges of the rocket to make a
tight seal so that air cannot escape around the edges.
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7. Tell students to write their name on their rocket, and put it to the side so that the
glue can dry.
8. While the glue is drying, demonstrate how the rocket works by inserting the straw
through the bottom end of the rocket and giving a forceful blow through the straw.
9. Ask students why they think the rocket launched. Explain that it is because of
something we cannot see. Provide students clues such as, “You can’t see it. It is all
around us.” Confirm that it is air. When you blow air into the rocket, it doesn’t just
stay there. The air slams into the front of the rocket which helps move it forward,
but also, the air that was blown into the rocket travels quickly out of the rocket.
So, the force of air made their rocket move.
10. Tell students that you want to see if you can hit the target hanging on the wall.
Ask students to watch closely to tell you which color your rocket hits or comes
closest to hitting. Launch your rocket and confirm correct color.
11. Tell students that you want them to practice launching their rocket at the target,
but you want them to keep track of which color their rocket hits or comes closest
to hitting.
12. Distribute the “Rocket Chart” sheet and instruct students to write their name on
their paper. Tell students to select 4 crayons that match the colors of the target.
(or you may already have the crayons available at the target areas) Tell students
that each time they launch their rocket, they should color one of the squares on
their paper the same color that their rocket hit (or came closest to hitting.) Tell
students that just like they helped watch your rocket to make sure you knew which
color your rocket hit, they can be helpers in their group by watching to see what
color their classmate’s rocket hits. Tell students that at NO time are they to
launch their rocket at any one. Also, tell them no one is to launch their rocket until
you give them a signal.
13. Divide students into small groups of 4 or 5 members per group, and assign them a
target area.
14. Provide the signal for the first student in line at the target to launch their rocket
and color the first square on their rocket sheet. Then, give the signal for the next
person in line to do the same. Continue this process until each student has had an
opportunity to launch his/her rocket 10 times.
15. Have students return to their seats.
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16. If time permits, help students use their individual colored boxes to complete the
graph. (Students should indicate the number of times their rocket hit each color
listed on the graph by coloring the correct number of boxes for each color. Each
colored box on the graph will represent one hit. For example, if a student’s rocket
hit the yellow target 5 times, he/she should color the first 5 boxes above the word
“yellow,” making sure to stay in the correct row.)
Summarization:
Ask students how a real rocket works. Ask students how their rocket works. Ask
students to name a reason that rockets are used. Tell students that the picture on their
rocket today is actually a picture of the kind of rocket that was used to take Americans to
the moon way back in 1969 and the early 1970’s. The name of the very powerful rocket is
the Saturn V. (pronounced Saturn 5)
Character Connection: Remind students that just like rockets can soar into the sky, or sail
across the room like they did today, they also need their good character to keep them
flying high. Being nice, helping others, and following directions are all good ways to keep
one soaring in the right direction!
Assessment:
 completed graph sheet
 Have a contest to see whose rocket can sail the farthest across the room.

Conduct an experiment to see if rockets fly farther when launched horizontally
(across the room) or vertically (up into the air). Have students lie on their backs
and launch their rockets. (Have students wear safety goggles to avoid the rocket
falling back down into their eyes.) Discuss how Earth’s gravity likes to pull things
down to the ground, and it takes a lot more power to travel straight up, trying to
escape Earth’s gravity.

Use construction paper, geometric figures, and streamers to create a rocket. (See
picture below.)
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STRAW ROCKET PATTERN
Source: http://www.nasa.gov/pdf/113936main_Straw_Rocket_Pattern.pdf
65
Rocket Chart
Name _________________________
1. Launch your rocket toward the target.
2. Color the first box below the same color as the color that your rocket hit. If your rocket did not hit a color, use the color that it came closest to
hitting.
3. Launch your plane 9 more times so that each of the 10 boxes below will have a color.
1
2
3
4
5
6
7
8
9
10
1
2
3
4
5
6
7
8
9
10
Colors
Teachers: Help students use their colored boxes above to complete the graph below.
# of hits
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Rocketing into Shape
Topic: shapes (math)
Lesson Reference: 3..2..1…Liftoff! - An educational guide from NASA available at
http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/3-2-1.Liftoff.html
Objectives:
 Students will identify shapes.
 Student will construct a rocket using a given pattern.
 Students will practice listening and following specific
directions.
National Math Standards:
 Geometry
- Analyze characteristics and properties of 2- and 3-dimensional geometric
shapes and develop mathematical arguments about geometric shapes.
- Specify locations and describe spatial relationships using coordinate
geometry and other representational systems.
- Apply transformations.
- Use visualization, spatial reasoning and geometric modeling to solve
problems.
 Communication
- Organize and consolidate mathematical thinking through communication.
- Communicate mathematical thinking coherently and clearly.
- Use the language of mathematics to express mathematical ideas precisely.
 Connections:
- Recognize and apply mathematical contexts outside of mathematics.
This lesson allows students to practice shape and pattern recognition by matching shapes
to a pre-made rocket pattern.
Materials:
 picture, poster, or model of a rocket (a picture is included)
 construction paper (one piece per student)
 one tangram rocket per student (copy included)
 one set tangram pieces per student (copy included)
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


crayons or markers
scissors
glue sticks or glue
NOTE: After making enough copies of the tangram sheet, if you anticipate a short time to
conduct the lesson, you can cut the tangram pieces for the students and have the sets of
pieces in bags to distribute to the students.
1. Show students a picture, poster, or model of a rocket. Ask students what they
know about a rocket. (tall, skinny, loud, produce hot flame, can carry people or
things to space) Tell students that the top, pointy part of the rocket is called the
nosecone. The tiny triangles that can be seen on some rockets are not wings. They
are called fins.
2. Teach student this song to the tune of “I’m a Little Teapot.”
I’m a little rocket tall and thin. Here is my nosecone (point to top of head), here are
my fins (hands on hips). When I get all fired up, launch begins. Watch me rise
(stand on tip-toes) and see me grin.” (jump and smile)
3. Show students the tangram rocket and demonstrate how to build a rocket out of
the tangram pieces.
4. Distribute the tangram sheet to students.
5. Have students cut on the DOTTED line to separate the tangram rocket from the
tangram pieces.
6. As a class, count the number of squares, the number of triangles, and the number
of rectangles.
7. Ask students what shape or shapes they do not see. (circle, diamond)
8. (optional) Direct students to color each shape a different color. For example, all
squares are red; all rectangles are blue; all triangles are green.
9. Distribute a piece of construction paper to each student, and have students cut out
the tangram shapes.
10. Have students assemble the rocket on the construction paper, which should be
placed next to the finished tangram rocket picture. (Consider encouraging students
to try to build the rocket on their own first, only looking at the finished example
when needed.)
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11. Once students have the pieces in place, have students glue the pieces onto the
finished rocket or their piece of construction paper. (If you have students glue the
pieces onto the finished rocket tangram picture, you may choose to have them glue
the pieces using a certain order. For example, you may instruct them to glue the
triangles on first, the rectangles second, and the squares third.)
Summarization:
Tell students that today, they practiced recognizing shapes, and they used different
shapes to make a rocket.
Character Connection: Explain to students that just like there are many different shapes,
there are many different kinds of people, but when we all come together and work
together, we can make beautiful things. Encourage students to work well with each other
and thank them for following directions today in making their tangram rocket.
Assessment:
 Observe students as they color shapes and glue them on the paper.
 Ask students to point to specified shapes on the rocket. Evaluate.
Additional activity ideas to enrich and extend the lesson (optional):
 Repeat a similar process with a different rocket picture and set of shapes online.
Go to
http://www.nasa.gov/audience/forkids/kidsclub/flash/games/leveltwo/KC_Rocket_
Builder.html

Provide students with another set of tangram pieces to cut out. Allow them to
experiment making other objects using some or all of the pieces.

Cut large tangram shapes out of construction paper. Cut the same number and type
of shapes as found on the tangram rocket. Laminate for future use. Make a die
with the tangram shapes on it. Provide students with a copy of the tangram rocket
to use as a guide. Students roll the die and choose a shape. Using the die to direct
construction, they build a large tangram rocket on the floor. If students roll a
shape that is not available, simply roll again. Keep rolling the die until all shapes are
used and the rocket is complete. Compare the rocket on the floor to the rocket on
the page. Ask student if the rockets look the same. Students may use tally marks
to track the number of rolls it takes to complete the rocket. Count tally marks by
5’s or 10’s. Build the rocket several times and compare the number of rolls.
Students can also track the number of times they rolled triangles, squares, or
rectangles.

For an alphabet lesson using rockets, go to
http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Rocket_
Alphabet.html
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Lightning rod
Nosecone
body
Fins
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71
72
A is for Astronaut!
Topics: vocabulary, spacesuit, astronaut (science)
Lesson Reference: Astronaut Toilet Paper Roll Craft from DLTK’s website located at
http://www.dltk-kids.com/p.asp?b=m&p=http://www.dltk-kids.com/crafts/space/pastronaut.asp
Objectives:
 Students will analyze the word “astronaut” in terms
of letters and sounds.
 Students will define astronaut.
 Students will identify 2 purposes of a spacesuit.
 Students will follow directions while making an
astronaut craft.
 Students will practice their coloring, cutting, and
gluing skills.
 Standard C: Life Science
- Organisms and environments
 Standard E: Science and Technology
- Abilities of technological design
Letter and word recognition is practiced daily in kindergarten. This lesson allows students
to take a giant leap by studying the letters and definition of the word “astronaut.” Beyond
word study, students get to practice their art skills by making an astronaut craft.
Regarding spacesuits, this lesson presents two of several reasons spacesuits are essential
for surviving in the vacuum of space. Some reasons astronauts need spacesuits are 1) to
provide oxygen; 2) to protect from extreme temperatures of space, about -250 degrees
Fahrenheit to 250 degrees Fahrenheit (about 120 degrees Celsius to -100 degrees
Celsius); 3) to protect from radiation; 4) maintain appropriate pressure; and 5) to protect
from micrometeoroids and other debris that may be floating in space.
For additional spacesuit information and activities, go to:
http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Suited_for_Spa
cewalking_Educator_Guide.html
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Materials:
- picture of astronauts (included)
- toilet paper tubes (one per student)
- astronaut patterns (one per student)
-
scissors
crayons
glue or glue sticks
1. Tell students that you have a mystery word to share with them. Write the word
“astronaut” on the board. Ask students to count how many letters there are in the
word. Ask students to name any letters that appear more than once. (a and t) Have
students say each letter as you point to it starting with the letter “a” at the
beginning of the word and ending with the letter “t” at the end of the word. Have
students sound out each letter of the word as you point to it. Ask students if they
have any idea what this mystery word is.
2. Confirm or reveal that the pronunciation of the word is astronaut. Ask students if
they know what an astronaut is. Confirm that it is the name given to American
people who go far past the Earth’s sky, and out into space. (If students are
unfamiliar with the term “space,” explain that it is a huge place past Earth’s sky
that we cannot see from the ground, or even in an airplane. Our planet, Earth, is
one of many planets that are out in space. Show a picture of the solar system. Tell
students that if they could launch in a rocket and keep going up, up, up, they would
be in space.) Confirm that we call American people who go into space “astronauts.”
3. Show students a picture of an astronaut in the orbiter and working out in space.
Ask students to describe what they see in the pictures. Why do students think
that the astronaut who is outside the orbiter is wearing a big, bulky spacesuit?
Help students understand 2 reasons why astronauts wear a spacesuit when they are
outside their spaceship.
a. There is no air in space. Astronauts wear a spacesuit that contains air for
them to breathe. The air supply is located in the astronaut’s backpack
attached to the spacesuit.
b. Also, the temperature in space is not like it is here on Earth. If astronauts
did not have on a spacesuit, they would freeze in the shadow of the sun
because it is very, very cold in the darkness of space. If they were in the
sunlight, they would burn to a crisp because the temperature in the sunlight
of space is very, very hot!!! Spacesuits help keep the temperature inside
the spacesuit just right so the astronauts are comfortable – not too hot and
not too cold.
Tell students that they will make an astronaut craft today.
4. Distribute a toilet paper tube and pattern to each student and help them complete
the astronaut craft instructions.
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ASTRONAUT CRAFT INSTRUCTIONS
1) Color the parts of the spacesuit.
2) Cut out the template pieces.
3) Glue the large rectangular piece on first to cover the
tube.
4) Glue the thin strip around the middle as a belt.
5) Glue the oxygen tank onto the back.
6) Glue on the head, arms, and boots.
Summarization:
Ask a student volunteer to explain what an astronaut is. Pick two students to share a
reason why astronauts must wear a spacesuit when they are out of their spaceship.
Tell students that before people became astronauts, they had to go to school, just like the
students in the room. The future astronauts tried hard to do a good job and make good
grades. They had to eat right, exercise, and get plenty of rest. They did all the things
that the students are supposed to be doing right now. Only people who work hard and who
can work well with others can become astronauts. Express that even if the students don’t
think they want to be an astronaut, when they see pictures of an astronaut, it should
remind them of working hard and working well with others. That’s the right thing to do.
Encourage students to always do their best and get along with others. Express that you
hope their astronaut craft will help them remember the interesting things they learned
today about astronauts and spacesuits. Erase the mystery word and see if students can
help spell the word astronaut again. Congratulate them on a job well done.
Assessment:
 completed astronaut craft
 Tell students that just like astronauts wear a special spacesuit to keep them safe,
students must wear special clothing too sometimes. Ask them what kind of special
clothing they might wear and why. (When they ride their bicycle, they should have
a helmet. When they are outside at night, they should have something bright on
them or something that reflects light so that they can be seen. In the winter time,
they may need to wear heavy coats, gloves or toboggans. They might wear goggles
to protect their eyes in the pool. They might wear a raincoat to keep them from
getting wet in the rain. People on earth where special clothes too!)

Allow students to color the attached “A is for astronaut” picture.
75
http://grcimagenet.grc.nasa.gov/GRCDigitalImages/1996/1996_03867L.jpg
http://images.jsc.nasa.gov/lores/STS005-04-134.jpg
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Template from DLTK’s website at
http://www.dltk-kids.com/p.asp?b=m&p=http://www.dltk-kids.com/crafts/space/pastronaut.asp
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Floating Space Food
Topic: food preparation, space environment (science)
Objectives:
 Students will demonstrate how foods are made and eaten in the micro-gravity
environment of space.
 Students will classify items as liquids or solids.
 Content Standard C: Life Science
- Organisms and environments
Background Information: (from NASA’s Space Food and Nutrition, an educator’s guide)
In many ways, living in space is not very different from living on Earth. In other ways, it is
quite different. Astronauts in orbit above Earth must do the same things inside their
spacecraft to live as we do on Earth. They have to eat, work as a part of a team, exercise,
relax, maintain hygiene, and sleep. The only significant differences from living on Earth are
that they operate in the confined space of the Space Shuttle orbiter cabin and that
everything inside the cabin appears to “float,” which is an effect of microgravity.
Microgravity refers to an environment in which the local effects of gravity have virtually been
eliminated by freefall. For example, imagine that you and a friend are riding in an elevator car
when the elevator cable breaks. As you plummet down the elevator shaft, you and your friend
experience microgravity. In other words, you are falling together inside the car. This makes
both of you appear to float. Of course, gravity has not really gone away when you fall, but its
effects inside the elevator car have.
Because of microgravity effects in the Space Shuttle, as the Space Shuttle is in a state of
“freefall” around the earth, some jobs become a little more difficult, like handling tools, as the
tools will “float away” if not handled correctly. Other jobs, however, become easier. Moving up
and down and all around through the space shuttle orbiter is very easy. Moving massive objects
is easier, too, because the objects feel much lighter in space. Once you get a massive object
moving, it keeps on going until something stops it. If not careful, objects will collide with the
inside walls of the spacecraft with the same force used to get it moving!
Travelers have known for a long time that condensing food will make their journey easier. It is
no different in the space program. Hikers use re-hydratable foods so they do not have to
carry very much weight with them. This makes it easier to travel. All weight going into space
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raises the fuel consumption at liftoff. It is important to eliminate as much weight as possible.
Because the fuel cells on the space shuttle produce water as a byproduct, water is easily
attainable. Therefore, taking foods along that can be re-hydrated with this water make sense
because this reduces the amount of weight on liftoff. The re-hydrated foods also take up
much less space, and space is a valuable commodity onboard the space shuttle.
Materials:
- tablespoon measuring device
- ¼ cup measuring cup
- instant chocolate pudding packages (a regular 3.4 ounce package makes about 5 servings
using 2 tablespoons per student)
- bowl for holding pudding mix
- plastic self-sealing bags, one per student (sandwich size; sliding seal works best for
kindergarten students)
- water, ¼ cup for each student
- bowl or container to hold water
- scissors
- dry milk, 2 tablespoons per student (optional – adds thickness and flavor)
- spoons (optional)
- straws (optional)
- Internet and projector (optional)
NOTE: A timesaving tip for this lesson is to distribute plastic bags to students with 2
tablespoons of pudding mix and 2 tablespoons of dry milk (optional) already in the bag. This is
not necessary, however, if you choose to emphasize measurement in this lesson. The following
lesson plan incorporates measurement and works best if a table is arranged with the pudding
mix, dry milk (optional), and water. The correct measuring devices should be placed by each
ingredient. Students should form a line at the table and put the correct amount of each
ingredient in their own individual bag.
Another timesaving idea is to present information about how food must be taken into space and
how astronauts eat, and then simulate the astronaut eating experience using applesauce in
plastic self-sealing bags rather than making pudding. Choose the most appropriate method of
eating for your class from step #8 of the lesson plan that follows.
1. Show the students a bowl and a plastic zip bag. Ask them which item we would use in our
kitchens at home to make pudding and which item would be easier for astronauts to use
to make pudding. Have students explain their answer. Review some of the information,
as appropriate for your group, from the background section with the students. Tell
them that things float in space. (Things float in the space shuttle and International
Space Station NOT because there is no gravity, but rather because the space shuttle
and International Space Station are in a state of freefall.) Tell students that
astronauts have to be careful when they cook and eat while on the space station or in
the shuttle because they don’t want their food to float into important things like their
spacecraft controls or experiments.
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2. (optional) Share a video clip showing astronauts eating in space.
website choices:
http://spaceflight.nasa.gov/living/spacefood/index.html
http://spaceflight.nasa.gov/gallery/video/living/html/food.html
Here are two
3. Tell them they are going to pretend they are astronauts and are going to try to
make pudding in space! Have students wash their hands or wipe their hands using a
sanitizing wipe.
4. Distribute a plastic self-sealing clear sandwich bag to each student.
5. Show students the brown pudding mix and the white dry milk. Ask students if they
know what these two powders are. Tell students that they will add 2 tablespoons
of dry pudding mix and 2 tablespoons of dry milk to their plastic bag. Show
students what the tablespoon-measuring device looks like. Explain that each time
they add a spoonful to their container, they are adding one tablespoon. Explain
that they need two tablespoons, so they will need to add two spoonfuls to their bag.
Tell them that these two powders would be added to their bag here on Earth
before they went to space. Then, tell students they will add ¼ cup of water to
their bag and seal it. Tell students that there is a special machine that they would
use in space to add water to their bag, but today, they will need to pretend that
they are using a special machine to add the water. Tell them that once they have
the ingredients in their bag, they are to seal it, and begin kneading the bag.
Basically, that means slowing squishing the bag over and over to mix the ingredients
together to form the pudding. Demonstrate the process for students. (Continue
kneading until the mixture thickens a bit.)
6. Before students begin, ask students which of the ingredients are solids and which
is a liquid. (The pudding mix and dry milk are solids, and the water is a liquid.)
7. Have students line up at the table where you have the ingredients. Supervise as
students get two tablespoons of pudding mix, two tablespoons of dry milk, and add
¼ cup of water. After sealing the bag, students should begin kneading the pudding
bags until they are ready to eat.
8. Once the bag is mixed, ask the students if they have a created a liquid or a solid.
(liquid – The mix dissolved in the water.)
9. There are several ways to eat the pudding.
1) Cut one of the corners of the bag and squeeze it into the mouth.
2) Cut a small slit or open the top slightly and insert a straw.
3) Open the bag and eat with a spoon. Students could experiment and decide
which is/are the best way(s) to eat pudding in space. Let each student
explain his/her reasoning for answers.
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Summarization:
Ask students why they used water for this activity instead of milk. (Astronauts do not
take liquid milk into space. They take a milk powder and add water to it to get milk.
Powder takes up less room and weighs less than taking liquids.) Ask students why making
pudding in the plastic bag would work best in space. (Preparing the food inside plastic bags
prevents water from escaping inside the space shuttle cabin. This activity shows how
astronauts prepare dry mixes and freeze-dried foods in space.)
Character Connection: Share with students how floating in microgravity makes things
harder to do. Compare how the effects of microgravity or “freefall” are much like living in
a world with no rules. Discuss how much fun it would be without rules. Then discuss how
chaotic things would become if there were no rules. Thus, having rules is like having the
effects of gravity working on us…it keeps us in order and working together to make the
world a nice place to live.
Assessment:
 teacher observation of activity
Associated Websites:
Learn more about food in space and how to create an astronaut food tray at
http://www.ag.iastate.edu/centers/ftcsc/media/foodtray.pdf
Additional activity ideas to enrich and extend the primary lesson:

Play space food game at
http://www.nasa.gov/audience/forkids/games/G_Guess_the_Space_Food.html

Make a list or draw pictures of other food items you could make inside a plastic
bag. Share ideas with the class.

Make and eat other “space foods,” such as instant mashed potatoes and tang.
Other kinds of food used in space include fresh fruits, dried fruits, nuts, and precooked foods in foil/plastic pouches to be prepared in the microwave oven. Some
foods are eaten in the natural form, such as chocolate-coated candy.

Plan an astronaut lunch with sandwiches on tortilla bread, banana chips, and a fruit
drink in a pouch. Have students think about a lunch tray that would keep their food
from floating.
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
Conduct the experiment below:
Materials: paper plates, slices of bread, tortillas, banana chips, and a banana, a soda,
and a fruit drink in a pouch (such as a Capri Sun)
Directions:
Show students the following items: slice of bread, tortilla, banana chips (dried
bananas), a banana, a soda, and a fruit drink in a pouch. Ask students which of these
items would be good for astronauts to take into space and why. Tell students they will
conduct an experiment to understand which is better to take into space, sandwich
bread or tortillas.
Along with two paper plates for each pair of students, distribute a clear self-sealing
sandwich bag with a piece of bread in it to each pair of students. Distribute a clear
self-sealing sandwich bag with tortilla in it to each pair of students.
Have students look closely at the bags. Tell them to remove the slice of bread and put
it on one of the paper plates. Ask them to tear the slice of bread into about 4 pieces
on the paper plate the best that they can. Ask students to place pieces of sandwich
bread back in the bag. Ask students if they see anything on the paper plate and in the
bag with the bread. (crumbs) Ask students what would happen with those crumbs if
they were in space right now. (They would be floating around the room!)
Repeat the procedure with the tortilla. Compare the amount of crumbs on the tortilla
plate and in the tortilla bag to those used with the sandwich bread.
Ask students which is better to take to space and why. (The tortilla is better. It
creates fewer crumbs.) Show students 10 slices of bread stacked one on top of
another. Show students 10 tortillas stacked one on top of another. Ask students which
takes up less room. The tortillas would be better to take to space because they take up
less room also.)
Show students the banana and banana chips. Ask which they think is better for
astronauts and why. (banana chips because they will not rot)
Show students the soda and fruit drink pouch. Tell them to watch and listen carefully
as you show them how to open each. Ask which they think would be better for
astronauts and why. (The fruit drink pouch would be better. When soda opens, it can
spew.) Ask students what happens shortly after they start drinking a soda. (burp) Tell
students that burping after drinking a soda is caused by little gas bubbles that float up
from your stomach toward your mouth, like little tiny balloons floating up. Those little
tiny gas bubbles leave you when you burp them out. In space, those tiny gas bubbles
from the soda don’t float up! They just float around in astronaut’s stomachs, which can
make them feel sick. So, astronauts don’t want to drink sodas in space.)
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84
Mission: Moon Rocks
Kindergarten Character Lesson #1
Topics: sun, moon, teamwork, graphing (science, math)
Objectives:
 Students will contribute to a team project.
 Students will complete a number graph.
 Students will identify properties of the sun and moon.
National Standards:
 National Character Education Project: Principles 1, 2, 3, 4, 6, 7, 9
 National Academies of Science: NS.K-4.3
 National Math Standard: NMS.K- 1
The International Space Station (ISS) is an example of a
project wherein many nations, or countries, are
contributing to an overall project for mankind to be able
to live and work in space. Each "nation" or country is
sharing supplies and people toward this project, so this is
an "international" program.
In this international
program, everyone contributes to the project with the
resources they have and, thus, everyone can reap the rewards of the successful project.
It is the hope of the American nation that we live and work in peace with other nations on
this earth so that we can all reap the rewards for a
brighter future for the entire world.
Working as a part of the ISS team is a giant leap toward
world peace becoming a reality. Each team member has an
assigned part to give or share from their nation's
resources. This portion is called their "contribution" to
the project. Each nation's contribution has to be exactly
the right amount to make the project successful. If too
much or too little is contributed, the project may fail. For example, if there is too much
or too little weight, the structure may not work correctly. Thus, all nations have to work
as a team and organize their contributions to best fit the overall project. They have to
have the right ingredients to make the project work.
85
As mankind travels back to the moon, new
space stations will be built there. Further
exploration of the moon will include gathering
samples from the land of the moon, such as
moon rocks, to study the history of the moon.
All nations will need to continue to work
together to find out the mysteries hidden on
the moon’s surface to determine if mankind
can live and work on the moon.
The following lesson will demonstrate the importance of contributing the right ingredients
to make a delicious recipe called Moon Rocks. Each person will contribute materials or
effort to make the recipe a tasty treat for everyone. Additionally, during this lesson,
students will have the opportunity to practice counting and organizing information to
ensure that the recipe is a success.
Materials:
- suggested “Moon Rocks” Recipe (like trail mix):
o bag of chocolate chips
o can or jar of peanuts
o bag mini pretzels
o bag of M&M’s
o bag mini marshmallows
- 1 small paper drinking cup per student
- large bowl
- mixing spoon
- 1 paper plate per student
NOTE:
Either send the parent letter at the end of this lesson home to parents to solicit contributions
of items for the recipe or gather ingredients for the lesson yourself. Request that parents
send items the day before the lesson so that you can gather any ingredients that are not
brought in by the students prior to the lesson. Consider making “Moon Rock Cookies” for
students to eat also (or incorporate it into the lesson). (See “enrichment/extension” section.)
1. Display pictures of the sun and moon. Discuss with the students how the sun
provides light and warmth and the light of the moon helps people to find their way
when traveling. Before there were maps or navigational Global Positioning Systems
(GPSs), people used the sun, moon and stars to know direction of travel. Looking at
the moon at night also sparks our imagination. What is out there? Could we live
there? To find out more about the moon, the space program continues to make
efforts to travel there and explore the land of the moon.
86
2. Discuss how the sun and moon work together as a team to share light with us. The
moon acts like a “mirror” and shines the sun’s light to us here on Earth. Ask the
students what good things come from the sharing of the sun and moon’s gift of light
for us on Earth.
3. Make a connection with the students about what good each of them can do when
they work as a team member to share their special gifts with others. Guide a
discussion on what they can share with others (smiles, kindness, food, singing,
helping others do something, etc.).
4. Tell students that they will be mixing materials to make a special recipe called
Moon Rocks. If all students could not bring some items to school to share for the
recipe, explain that they can each measure and help mix the ingredients to make
the Moon Rocks.
5. Ensure all hands are clean prior to starting.
6. Each student and the teacher should be given a small paper drinking cup and a paper
plate. The teacher will begin the process of measuring and mixing the ingredients
into the big bowl by using his/her paper drinking cup to select one ingredient to put
in the cup and add to the bowl. Then, allow each student to come to the ingredient
table and fill his/her cup with one of the ingredients and pour this into the big bowl
and use the spoon to mix the ingredients together. When each student has had a
turn to contribute to the bowl and mix the ingredients, add any remaining
ingredients into the bowl and mix to create the Moon Rocks.
7. When all ingredients are mixed in the bowl, let each student come and get one
drinking cup of Moon Rocks. When at their desk, they should pour their moon rocks
on their paper plate for investigation.
8. Prior to eating the Moon Rocks, the teacher should lead a discussion with the
children to look at, touch, and smell their Moon Rocks and describe the texture,
appearance, color and smell of the materials much as a scientist would do after
collecting samples of rocks from the moon.
9. Have students then each count the number of each ingredient and complete their
Moon Rock Graph.
10. After the scientific descriptions and sample counts are made, allow the students to
eat their moon rocks and enjoy their group effort.
Summarization:
Discuss how everyone contributed in some way to make the Moon Rocks and the benefits
of everyone contributing to the common goal to make things work well. (Everyone in the
class shared either some ingredients for the Moon Rocks recipe or they shared their
efforts to help measure and mix the ingredients to make the recipe a success.) This
sharing and giving effort of the entire class resulted in a delicious treat for all to enjoy.
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Without the team spirit of each person, the results would not have been as good. Thus,
when everyone works together as a team, the end result is usually a success.
Assessment:
The teacher will observe the students’ participation in the class
discussion of identifying and describing the texture and surface
of the moon and in counting their ingredients. The students’
graph can be used to measure understanding of counting and
graphing items.
Additional activity ideas to enrich and extend the primary
lesson (optional):
 Make “Moon Rock Cookies” for the students to eat.
No baking required!  Measure the following ingredients into a big, big bowl:
- ½ cup wheat germ
- 1 ½ cups peanut butter
- 1 ½ cups honey
- 3 cups dried milk
- ¾ cup graham cracker crumbs
- (other items you wish such as chocolate chips, peanuts, etc.)
Mix everything together first with a wooden spoon. Now use your hands to shape
the dough into small round balls (or moon rocks). If you wet your hands, it will be
easier to work with the dough. You may wish to roll each moon rock in powdered
sugar. They are ready to eat! If there are any left over, keep them in a covered
bowl in the refrigerator. Makes about 5 dozen moon rocks!

Read On the Moon by Anna Milbourne and Benji Davies.

Show and/or draw pictures of different phases of the moon and discuss.

Let students use bite-sized chocolate, white cream-filled cookies to illustrate the
phases of the moon. They should take the cookies apart and scrape the cream to
show the phases of the moon. They can draw the Earth in the center of a paper
plate and arrange the cookies around the earth on the plate’s perimeter. (See
example on page 92.) For information about the moon and the phases of the moon,
go to http://www.moonconnection.com/moon_phases.phtml.
 Milbourne, Anna and Davies, Benji. On the Moon. 2004. ISBN- 10:0794506178

Berenstain, Jan and Berenstain, Stan. The Berenstain Bears on the Moon. ISBN-
10:039471804
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MISSION: MOON ROCKS
Date _________
Dear Parents of Student: ____________________,
As a part of our Civil Air Patrol Aerospace Connections in Education
(ACE) Program, our class will soon have a special lesson about
teamwork, as relates to the International Space Station and
exploration of the moon. As a part of that lesson, we will be making a
special recipe called “Moon Rocks.” As your child’s teacher, I would like
to give each student a chance to practice sharing and giving to
complete a class (team) “mission” by bringing a small item to contribute
to the “mission”.
If possible, it would be helpful if your child could bring the following
item:
______________________________________________
Please send the above item on _____________________.
NOTE: If you are unable to send this item, please let me know by
returning a note on this letter tomorrow so that I can make alternate
plans.
It is understandable if you are unable to do so. Your child will not be
made to feel bad and will still be able to participate as a mission team
member in another manner.
Thank you so much for your help!
Sincerely,
____________________
89
What are the
characteristics
of the sun?
What does it do?
What are the
characteristics of
the moon and stars?
What do they do?
90
MOON ROCKS GRAPH
Student Name ____________________________
Count each item. Color the number of boxes to match the number of items
above each matching picture to make your graph. Use the color for each item
to color your graph. Share this with the class. Your teacher will make a class
graph.
10 or
more
9
8
7
6
5
4
3
2
1
Color
RED
BLUE
GREEN
ORANGE
BROWN
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Using Bite-Sized Oreo Cookies to Demonstrate
Phases of the Moon
first
quarter
waxing gibbous
waxing
crescent
S
U
N
L
I
G
H
T
new moon
full moon
waning
crescent
waning gibbous
third
quarter
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High-Flying Honesty
Topic: honesty (language arts)
Objectives:
 Students will define honesty.
 Students will identify honest characters.
 Students will name benefits of being honest.
 Students will apply their understanding of honesty to identify acts of honesty.
 Students will connect the letters in the word honesty with aerospace items.
National Character Education Partnership (CEP) Standards:
 Principles 1, 2, 3, 4, 5, 6, 9
Honesty can be defined as the human quality of communicating and acting truthful. Being
honest is being free of trickery/deception. It is adhering to what is real and true.
Qualities of being honest include:
1.
2.
3.
4.
Telling the truth, even when it is difficult.
Keeping your word and doing what you say you will do.
Not stealing.
Not cheating.
It is important for kindergarteners to have a meaningful understanding of honesty in
order for them to practice it daily. Being honest will help them have friends and keep
friends. They will have the respect of their friends, teachers, and family. By
understanding honesty and practicing it daily, the young students will set a foundation that
will help them continue to be trustworthy, respectable citizens.
Materials:
- “Mercury and the Woodsman” (Aesop fable included at the end of the lesson)
- piece of paper labeled “ Honesty” (or use the included Cappy picture)
- piece of paper labeled “ Not Honesty” (or use the included Cappy picture)
- tape (for hanging paper)
- “H-O-N-E-S-T: This is What it Means to Me!” coloring sheet and teacher
descriptions (included at the end of the lesson)
93
1. Write the word “honest” on the board. Ask students if they have ever heard the
word “honest” or “honesty.” Ask if it means something good or bad. For example, if
someone is honest, is that good? Ask if anyone knows what the word means.
2. Lead students in a discussion to help them understand what honesty or being honest
means such as the following examples:
“Honesty is always telling the truth. For example, if I say I have a pet dinosaur at
home, I would not be telling the truth. I would not be being honest with you. If I
said I have a pet cat at home, that is an example of being honest. I really do have a
cat at home.”
“Also, being honest means not taking things that do not belong to you. If I find a
book bag on the floor and keep it for myself, that is not being honest. If I turn
the book bag in to my teacher, that is being honest. I didn’t keep something that
was not mine.”
3. Ask students to tell you something about themselves that others might find
surprising. Stress that it has to be something that is real and true.
4. Tell students that you are going to read a story to them. Tell them to listen to find
out which characters are honest and which are not honest. Ask them to listen to
what happens to the honest person and to the person who is not honest.
5. Read “Mercury and the Woodsman.” You may wish to use puppets and props to
visually enhance the story.
6. After the story, ask the following questions:
 Who was honest? (the first Woodsman who lost his axe)
 What happened because he was honest? (He got his axe back as well as the
gold and silver axes, too.)
 Who was not honest? (the second woodsman who threw his axe in the water)
 What happened because he was not honest? (He didn’t get his axe back.)
 Why do you think the second man did not get his axe back? (Mercury was
not happy with the man because he did not tell the truth about the axes.
The man was trying to take things that were not his.)
 Do you think the first Woodsman had a good feeling inside or a bad feeling
inside about what happened? (good)
 Do you think the person who was not honest and did not tell the truth had a
good feeling or bad feeling inside at the end of the story? (bad) Why do you
think he felt bad? (because he did not do the right thing and he did not get
his axe back)
94
7. Ask students to share their ideas about why being honest is important. (People are
less likely to be mad at you. People want to help you. People can believe what you
say and can trust you. You have a good feeling inside when you tell the truth.)
8. Ask students to share what happens when people are not honest. (If they do not
tell the truth, something bad can happen to someone else. If they tell something
that is not true, or take something that is not theirs, they can get in a lot of
trouble and people will not trust them.)
9. Ask students to tell you again what being honest means. (Telling the truth, not
taking things that don’t belong to you) Have everyone state that together:
“Honesty is telling the truth and not taking things that don’t belong to you.”
10. Divide the classroom in half. On one side of the room, display a smiley face and the
term “honesty” (or use the attached  sheet). On the other side of the room, show
a sad face with the words “not honesty” (or use the attached  sheet).
11. Do the following activity together:
Say the following: I need everyone to gather in the middle of the room. I’m going
to read something to you. Listen carefully. “When my mom asked where the candy
bar was, I told her the truth; I ate it.” Boys and girls, when I give you the signal, I
want you to move to this side of the room (point to poster with the “”) if you think
this person was being honest, or move to this side of the room (point to poster with
the “”) if you think this person was not being honest. Listen one more time while I
read the example. (Restate candy bar example, and give the signal. Verify the
correct answer.) Ask a student to explain why it was an example of being honest.
Continue the procedure with the following examples.
A. Ryan said, “It’s my fault that the ball is on the roof. I threw it up there.”
(Honest – told the truth)
B. Pamela told her mom that she had finished writing her ABC’s so that she could
play with her new puppy, even though Pamela had not really written all of her
ABC’s. (Not honest – did not tell the truth)
C. Audrey found a purse in the store and turned it in to the lost and found.
(Honest – did not take something that did not belong to her)
D. Even though Tyler lost his lunch money, he did not take anyone else’s lunch
money. (Honest – did not take anything that was not his)
E. I told the teacher exactly what I saw when she asked me about what happened
on the playground. (Honest – told the truth)
F. When no one was looking, Jamie took Dominic’s pencil. (Not honest – took
something that was not his)
G. When the teacher asked, “Has anyone seen Dominic’s pencil?” Jamie said, “I’m
sorry. I took his pencil.” (Honest – told the truth)
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14. Close the lesson with the students completing the “H-O-N-E-S-T, This is What it Means to
Me!” sheet. Have the students color each picture of each item you discuss that begins with
each letter spelling the word “honest” using the H-O-N-E-S-T descriptions.
Summarization:
Ask students what they learned today. Confirm correct responses and redirect incorrect
responses. Restate that we have learned that honesty means telling what really happened;
telling the truth. If we are honest, we tell the truth, and we do not take things that do not
belong to us. Being honest helps make us good people. We will have friends and people will
think good things about us. Being honest can prevent us from getting into trouble or getting
into more trouble. When we have jobs, being honest will help us keep our jobs. Being honest is
important, so we need to do it everyday, even when it seems like we are scared to. Always tell
the truth. Be honest!
Assessment
 student answers to discussion questions
 observation of students choosing honest or dishonest sides of the room
 Have students draw a picture of the story they heard today to help them
remember what they learned. Have them write “Be Honest” at the top of their
paper. Allow students to share their pictures with the rest of the class.

Provide students with the necessary materials for them to create puppets and
props for the fable, “Mercury and the Woodsman.” (Puppets could be made with
paper bags or socks.) Then, allow the students to re-tell the story using their own
puppets and props.

Call on students to role-play honest or dishonest acts. Let the other students in
the class decide if the person is acting out an honest act.
I Am Honest, Sarah L. Schuette
Too Many Tamales, Soto
I Am Honest, Mary Elizabeth Salzmann
A Day’s Work, Bunting
Lost and Found: A Story About Honesty, Cindy
A Birthday for Frances, Hoban
Leaney
Kids Talk About Honesty, Carrie Finn
Berenstain Bears and the Truth,
S Berenstain
Tyrone, the Double Dirty, Rotten Cheater,
Wilhelm
A Big, Fat, Enormous Lie, Sharmat
Liar, Liar, Pants on Fire, Cohen
Music for Mercury and the Woodsman:
“Tell the Truth (Mercury and the Woodsman)” is available for download on several sites on the
Internet. To find sites, go to Yahoo and conduct an audio search for “Tell the Truth (Mercury and
the Woodsman).” Most downloads cost about $1.00.
96
A simplified version of this story is available at the following website:
http://www.lkpstoryteller.com/mercury.htm
“Mercury and the Woodsman”
Aesop Fable
A Woodsman was chopping down a tree on the bank of a river, when his axe,
bouncing off the trunk, flew out of his hands and fell into the water. As he stood by
the water's edge, feeling sad about his loss, a fairy, named Mercury, appeared and
asked him the reason for his sadness.
On learning what had happened, and feeling sorry for the Woodman’s troubles,
Mercury dove into the river, and, brought up a golden axe. Mercury asked him if
that was the axe he had lost. The Woodsman replied that it was not, so Mercury
dived into the river a second time. When he brought up a silver axe, asked if that
was his.
"No, that is not mine either," said the Woodsman. Once more Mercury dove into
the river, and brought up the missing axe. The Woodsman was overjoyed at
recovering his property, and thanked his new friend warmly. Mercury was so
pleased with the Woodman’s honesty that he gave him the other two axes as a
present.
When the Woodsman told the story to his woodsmen friends, one of them was
filled with envy and jealousy over the Woodsman’s good fortune to have gotten
three axes when he only lost one. So, he went and began to chop a tree at the edge
of the river, and pretended to let his axe drop into the water.
Mercury appeared at the river as before, and, when he learned that the second
woodsman’s axe had fallen in the river, too, he dove and brought up a golden axe,
just as he had done on the previous occasion.
Without waiting to be asked whether it was his axe or not, the second woodsman
cried, "That's mine, that's mine," and stretched out his hand eagerly for the
wonderful golden axe. Mercury was so disgusted at this man’s dishonesty that he
would not give him the golden axe, and he also refused to dive for the axe he had
“intentionally” let fall into the river.
97
98
Cappy says,
“This is honesty!”

99
100
Cappy says,
“This is NOT honesty!”

101
102
H-O-N-E-S-T, This is What it Means to Me!
Teacher will read the description of the letters on the following page that form the word HONEST.
Students will color the matching picture and draw a line from the picture to the matching word.
Name: _______________________
H--- Helicopter
O--- Orbiter
N--- Neptune
E--- Earth
S---Sun
T---Telescope
103
H-O-N-E-S-T, This is What it Means to Me!
Read the description of the letters that form the word HONEST. Students will color the matching
picture and draw a line from the picture to the matching word.
Descriptions for Teacher to Read:
H- Helicopter- a helicopter can hover over you and never move away! For you,
students: When you tell something that is not true, this dishonesty will hover over you
for a long time and people will not forget it! So, be honest!
O- Orbiter- the airplane part of the Space Shuttle is called an orbiter. It orbits, or
goes around the earth, until it is time to land back on earth. If everything does not
work right, it won’t land. For you, students: When people tell things that are not right,
they are not being honest, so just like the Orbiter, we have to tell things that are right
so we can have a safe landing each day on earth! So, be honest!
N- Neptune- Neptune is a planet. It is in our solar system and revolves around the
sun, just like Earth does. It needs the sun to stay in orbit in the solar system. For
you, students: When you tell the truth and always act in an honest manner, you will
always feel like you are in the sun’s bright rays! So, be honest!
E- Earth- Earth is our home. Its blue waters and green earth are beautiful when seen
from space! We call our planet, “Mother Earth.” For you, students: Whether you are
at home with your mother, or far away from home, it is important that you do what is
right and always tell the truth. Your mother will be proud of you! So, be honest!
S- Sun- The Sun is the star around which our Earth rotates. The Sun gives us light
and warmth and helps us and plants to grow. For you, students: When you are honest
and do what is right, you will grow to be a good adult that others will respect and like.
So, be honest!
T- Telescope- A telescope is a magnifying glass that helps us see what is far away
from us. The biggest telescopes can help us see, up close, the moon and other planets
in space at night. For you, students: Being honest is just like being seen in a telescope.
People can see you up close and they can know if you are honest or not. We all want to
be seen as honest. So, be honest!
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The Golden Rule
Topic: respect (language arts)
Objectives:
 Students will explain the term respect.
 Students will identify likenesses and differences.
 Principles 1, 2, 3, 4, 6, 7, 9
“Respect” can either be used as a verb or a noun. When used as a verb, respect means
showing honor or admiration for someone or something (e.g. I respect our soldiers for
serving in the military to protect our freedoms).
Respect also means to show
consideration for someone or something. (e.g. I respected the individual by thanking him
for his advice, even though I disagreed.) When respect is used as a noun, it is the state of
showing honor or thoughtfulness. (e.g. we show respect for our school by keeping it neat
and clean.) For the very young, respect can be defined as treating others the way you
would like to be treated. It means using good manners.
This lesson on respect is important because it causes the children to think critically about
individual differences and how to be respectful. Students need to understand respect in
order to create a harmonious world where different people with different ideas can work
in a safe, peaceful environment.
Materials:
- “Why Frog and Snake Never Play Together” African folktale (included)
- story props (optional)
- “Respect” page
1. Write the word “respect” on the board. Tell the students that we are going to
work together to learn how to say this word and learn what it means.
2. Help students sound out the word until it is read correctly. Ask students if they
have ever heard this word before and if anyone knows what it means.
3. Ask students if they have ever heard of the “Golden Rule” and what it means. “Do
unto others, as you would have them do unto you” means that we should treat people
the way we would like to be treated! Explain to students that “respect” is like the
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Golden Rule. When we respect someone or when we show respect, we treat the
person nicely, the way we would want to be treated if we were that person. Tell
them, “For example, pretend you were a teacher for a moment. If you told a
student to come sit on the floor to listen to a story and the student said, ‘No. I
don’t want to,’ would that make you feel good as a teacher? No! That is an example
of not showing respect.”
4. Ask students to give examples of words that they use to show good manners. (yes
ma’am, please, no thank you, etc.)
5. Ask students to give examples of ways they are nice to people. (sharing, not calling
people names, smiling at others, giving gifts, following directions, etc.)
6. Help students realize that their answers for the previous two questions show that
they know what respect means and how to be respectful. When they use good
manners and are nice to people, they are following the “Golden Rule.” They are
treating people the way they would want to be treated. When following the “Golden
Rule,” we are showing respect. Respect and caring have a lot in common. Tell
students to repeat after you: “Respect is being nice and using good manners.” Tell
students that we should always show respect to people no matter who they are,
whether it’s our best friend, someone who we may not really like, or someone who is
very different from us. We can always be nice and use good manners.
7. Tell students you are going to read them a story about a frog and a snake. Ask
them to listen for examples of how they show respect to each other. Also, listen
for what actions characters in the story take that do not show respect.
8. Read the story “Frog and Snake.” (You may use puppets, animal pictures, etc. to
visually enhance the story.)
9. After the story, ask the following questions:
 How did the frog-child show respect for the snake-child? (Even though the snake
was different, the frog played with him and taught him how to hop.)
 How did the snake-child show respect for the frog-child? (Even though the frog
was different, the snake played with him and taught him how to crawl.)
 Which characters did not show respect? (the mothers)
 How did the mothers not show respect? (The frog mother told the frog-child
never to play with the snake-child again. The snake mother told the snake-child
to eat the frog-child!)
 Do we want to hurt people that we don’t like, that we don’t know, or that are
different from us? (No!) Tell students that we want to try not to hurt anyone’s
feelings. Chances are, if we show respect, we will all be able to get along with
others. When we show respect, we are treating others the way we would want
to be treated by them.
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10. Distribute a “Respect” paper to each student (attached). Instruct them to draw a
picture showing frog and snake playing together to help remind them to show
respect to others, even if they are different from us.
Summarization:
Ask students to explain what respect means. Confirm appropriate answers and redirect
incorrect answers. Ask students why it is important to show respect (So people will like you, to
feel good inside, so we can all get along). Remind the students to show respect. That means
using good manners such as saying thank you and please, and it means treating others the way
you would like to be treated – nicely!
Assessment:
 student answers during discussion
 Instruct students to look around the room. Ask them to raise their hands to tell ways
that they are different from other kids in the class. As an example, you may say, “I am
different from Sarah because I am taller than she is.” Encourage students to point out
as many differences as possible and list them on the board. Count how many
differences the class thought of. Remind students that even though we are different
in so many ways, we still show respect for one another.

Refer to the list of differences on the board. Ask students to help make a list of ways
we are alike. Ask students how the frog and snake were alike. (both are animals, both
had feelings, both wanted to play, had mothers, etc.)

Prepare a solar oven and make Solar Roasted Marshmallows, as found on attached
“SRM” sheet. Explain how the sun’s rays warm our hearts and even provide enough heat
to cook food!

Use the solar oven to cook hot dogs and make “Hot Dog Pictures” showing how the
students can become “Hot Dogs” by being kind and good to others.

Work with students to create a “do” and “do not” list for respect. Have students sign
it, and post it in the room as a reminder to treat others respectfully. Examples:
Do:
Don’t:
Listen when others are talking.
Yell at people.
Follow directions.
Make fun of people.
Use good manners, such as please and thank you.
Exclude others from play.
 Two of Them, Aliki
 Friend is Someone Who Likes You, J Anglund
 Velveteen Rabbit, M Bianco
 Once a Mouse: A Fable Cut in Wood, M Brown
 Daddy, J Caine
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“Why Frog and Snake Never Play Together”
An African Folktale
Once upon a time, the child of the Frog was hopping along in the bush when he
spied someone new lying across the path before him. This someone was long and
slender, and his skin seemed to shine with all the colors of the rainbow.
“Hello there,” called Frog-child. “What are you doing lying here in the path?”
“Just warming myself in the sun,” answered the someone new, twisting, turning
and uncoiling himself. “My name is Snake-child. What’s yours?”
“I’m Frog-child. Would you like to play with me?”
So Frog-child and Snake-child played together all morning long in the bush.
“Watch what I can do,” said Frog-child, and he hopped high into the air. “I’ll
teach you how, if you want,” he offered.
So he taught Snake-child how to hop, and together they hopped up and down
the path through the bush.
“Now watch what I can do,” said Snake-child, and he crawled on his belly
straight up the trunk of a tall tree. “I’ll teach you how, if you want.”
So he taught Frog-child how to slide on his belly and climb into trees.
After a while they both grew hungry and decided to go home for lunch, but they
promised each other to meet again the next day.
“Thanks for teaching me how to hop,” called Snake-child.
“Thanks for teaching me how to crawl up trees,” called Frog-child.
Then they each went home.
“Look what I can do, Mother!” cried Frog-child, crawling on his belly.
“Where did you learn how to do that?” his mother asked.
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“Snake-child taught me,” he answered. “We played together in the bush this
morning. He’s my new friend.”
“Don’t you know the Snake family is a bad family?” his mother asked. “They have
poison in their teeth. Don’t ever let me catch you playing with one of them again.
And don’t let me see you crawling on your belly, either. It isn’t proper.”
Meanwhile, Snake-child went home and hopped up and down for his mother to
see.
“Who taught you to do that?” she asked.
“Frog-child did,” he said. “He’s my new friend.”
“What foolishness,” said his mother. “Don’t you know we’ve been on bad terms
with the Frog family for longer than anyone can remember? The next time you play
with Frog-child, catch him and eat him up. And stop that hopping. It isn’t our
custom.”
So the next morning when Frog-child met Snake-child in the bush, he kept his
distance.
“I’m afraid I can’t go crawling with you today,” he called, hopping backwards a
hop or two.
Snake-child eyed him quietly, remembering what his mother had told him. “If he
gets too close, I’ll spring at him and eat him,” he thought. But then he remembered
how much fun they had together and how nice Frog-child had been to teach him
how to hop. So he sighed sadly to himself and slid away into the bush.
And from that day onward, Frog-child and Snake-child never played together
again. But they often sat alone in the sun, each thinking about their one day of
friendship.
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RESPECT
“The Golden Rule”
“Do unto others as you would have them do unto you.”
Treat people nicely, and use good manners.
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SRM = Solar Roasted Marshmallows
Follow the Golden Rule:
“Do Unto Others as You Would Have Them Do Unto You!”
Demonstrate how delicious the golden rays of
the sun can be when you make some roasted
marshmallows and share them with each other!!!!
SRMs…. Uuuum-uuuum GOOD!
Materials:
- 1 shoe box per team or student
- aluminum foil to cover the inside and sides of box
- skewer per box
- marshmallows
Procedures:
- Have the students line the inside and outside of the box with aluminum foil.
- Inside the box, insert the skewer with marshmallows on it.
- Take outside around noon and place in direct sunlight.
- Watch the sun roast the marshmallows and enjoy!
How does this work? The sun’s rays are reflected by the aluminum foil and
turned into heat energy to cook the marshmallow.
Why noon and not another time? For a box roaster, like this, the sun has to
shine directly down on the foil to reflect the heat onto the marshmallow to cook all
sides of the marshmallow (except the top). If the sun shines into the box at an
angle, only a part of the marshmallow will be cooked.
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Only Room for One
Topic: fairness
Objectives:
 Students will understand the term fairness.
 Students will share ways to be fair.
 Students will illustrate themselves being fair.
 Students will experiment with helicopter landing for rescue purposes.
 Principles 1, 2, 3, 4, 5, 6, 7, 9
Fairness is the state of being free from self-interest, bias, and favoritism. A synonym for fair
is impartial, and an antonym is prejudice.
Teaching the concept of fairness is important
because people make decisions each day that affect others. Being fair requires one to make
decisions based on what is right, without regard to one’s own selfish interest. Examples of
fairness include:
- treating people the way you want to be treated.
- taking turns and sharing
- not playing favorites
- playing by the rules
- being honest
Materials:
- story “Only Room for One” (included)
- hula-hoop
- drawing paper
- gem clips
- pencil/crayons
- copies of the rotorcraft (paper helicopter) (included)
1. Pretend you have a very important question to ask the students. Ask students if
they think it is ok for only those students who have green shirts or green on their
shirts to have recess today. (Or some other color shirt or other fun activity) As
students answer yes or no, ask them to explain their answer. If students ask, “Why
green?” you may tell them that green is your favorite color and that you want to do
something extra special for students who are wearing your favorite color.
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2. When a student mentions the word “fair,” write it on the board. If students fail to
mention the word “fair,” write it on the board as soon as you determine it is a good
time in the conversation to discuss its meaning.
3. Ask students to explain the meaning of “fair.”
4. After discussing, write and tell a child friendly definition for fair such as “doing
what is right and not just what you like.”
5. Lead students in naming ways of being fair, such as following rules, not playing
favorites, and sharing.
6. Ask students to share examples of being fair.
7. Ask students to share examples of not being fair.
8. Tell students that you are going to read a story, “Only Room for One.”
students to listen for things in the story that are fair and not fair.
Ask
9. After reading the story, ask students to name things that were fair and not fair.
To encourage conversation, here are a few questions: In the story, who was being
fair? (the beaver) How was he being fair? (He asked the others to help with the
intentions on building a house they could all share.) Was it fair for the neighbors to
expect the old beaver to share his house when they wouldn’t help him build it? (no)
How should the others have acted to show fairness? (They should have done their
fair share of the work so they could all benefit.)
10. Continue the story discussion by talking about the fact that although many people
are warned when bad weather, such as storms, are headed their way, they continue
with their lives, ignoring the warnings, just like in the story. Then, when the storm
hits and they need to get to safety, they have to get help. Ask the class, “Is it fair
to use emergency vehicles to rescue people when the people didn’t follow the
warning instructions?” (No, not really fair, but it is important that we continue to
help people in need if we can, even when they choose to ignore warnings.)
11. Tell the class that one way to help people get to safe places is by using helicopters.
Helicopters can drop into small areas and pull people to safety. Then, tell the
students they will be making paper helicopters and will be trying to drop their
helicopters into the “drop zone” just like a helicopter has to do to bring people to
safely.
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12. Let each student cut out a paper helicopter and write their name on it. (Let them
color and decorate them, also, if desired, and there is time.) Add a gem clip to each
helicopter, as shown in the diagram on the attached helicopter pattern page. Allow
each student the opportunity to do a helicopter drop into the hula-hoop. Have them
stand on a chair above the hula-hoop to try to make the drop. Make sure you stand
beside each student to hold them as they get on and off the chair.
13. When the helicopter drop is completed, discuss how the students can be fair to
others in our class and at home.
14. Direct students to draw a picture that illustrates themselves treating someone
fairly, using some examples they have just discussed.
15. Encourage volunteers to explain their pictures.
16. Display pictures under the title of “Fairness Flies High” (with a picture of a
helicopter by the title) so that the whole class can see and reflect on the many
ways to show fairness.
Summarization:
Tell students that we learned about being fair today. Ask someone to remind the class
what being fair means. Ask someone to give an example of being fair. Ask students why it
is important to be fair. Encourage all students to practice being fair because it builds
good character, and with good character, you can have good friends, be trusted, and do
well in your work.
Assessment:
 student responses to discussion questions
 student pictures
 Allow students to create, illustrate, and share a happy, fair ending for the story.
(e.g. The others could begin building a house in the cold weather, and the old beaver
could come out to help them build.)

Show students some pictures of world issues, advertisements, book covers, etc. and
let them decide if the picture depicts fair or unfair acts.

Allow the students time to experiment with the paper helicopter in making the long
and short-based patterns and compare drop speeds. Add another gem clip to
experiment with how weight changes the helicopter landing. Fold the helicopter
rotor blades in different directions may also become a variable. Discuss all with
students.
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 That’s Not Fair, J. Sarnoff

Everett Anderson’s Friend, L. Clifton

Arthur’s Pen Pal, L Hoban

Best Friends for Frances, R. Hoban

Thomas and the Helicopter Rescue: A Revolving Picture Book with Flaps by
Christopher Awdry, Wilbert V. Awdry, Owain Bell (Illustrator)
Only Room for One
By Marie Berry
There once was an old beaver that worked hard all day in
the hot summer building his house. He asked his neighbors to
help him so that he could build his house big enough for them
all to fit into during the long, cold winter. His neighbors were
too busy having picnics and parties at the river. So, the poor
old beaver could only make the house big enough for one
person, since no one would help him.
Finally, the tiny structure was complete. The old beaver
was so proud to have his sturdy house. Soon the strong north
winds blew, but the old beaver was snug and warm inside his
brand new house. He had plenty of food and water.
Shortly, his friends came knocking on the tiny front door
asking to come in. They wanted to take shelter and get some
food. Sadly, there was only room for one. The old beaver told
them, “If you had helped me instead of playing, we could all be
together in a bigger house. I had only enough strength to
build this much of a house. I’m sorry; there is only room for
one.”
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Paper Helicopter Pattern
Have students add his/her name, and then color and cut out the long-base
helicopter pattern, fold, and add a gem clip before dropping. If time, experiment
with the short-based paper helicopter to compare and contrast the speed of the
two sizes in dropping. Add more weight for another speed drop variable.
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118
Responsibility Flies High!
Topic: responsibility
Objectives:
 Students will explain responsibility.
 Students will identify examples of people being responsible.
 Students will identify their responsibilities at school.
 Students will make and fly responsibility kites.
 Principles 1, 2, 3, 4, 5, 6, 7, 9
Responsibility is a noun meaning the quality of being dependable. A synonym for
responsibility is obligation. Being responsible means doing what one is supposed to do.
Some tips to help one be responsible are:
- Plan (think ahead before you say or do something)
- Do your best
- Be honest (even if it is admitting you made a mistake)
The ability of students to understand this lesson is crucial in order to teach them
accountability. It is important for them to understand what is expected of them and that
they are in charge of their actions.
Materials:
- kite with the word “responsibility” written on it
- different colored kite ribbons – enough for each child to have one (pattern
included)
- marker
- tape
- string
1. Color, cut-out and hang the “Class Responsibility Kite” (located at the end of this
lesson) in the front of the room. (or make a larger kite, which is really best)
Remove the kite and string from the picture, if you use the picture kite, as you will
then add a long piece of real string to the bottom of the kite.
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2. Pronounce the word, responsibility, and then have the class say the word with you.
Ask someone to tell the class how many letters are in this word. Share with the
kindergarteners your understanding that this is a “big” word with a “big” meaning.
Ask if anyone knows what this “big” word means.
3. Guide the class in understanding that responsibility means taking ownership of a job
or action. The following example will help explain this concept to the students:
“If I tell the class that you have a responsibility to learn how to count to 100, each
of you has a job to do. You have to learn to count to 100. I have given you a
responsibility. So, responsibility means doing the job that you are told to do, and it
means doing things. Responsibility also means that you do what you know is right to
do. Another example is that Jill accidentally spilled milk from her cereal on her
brother’s homework.. She tried to clean it up, but it was ruined. Even though she
knew he would be angry at her and would have to do his homework again, she told
him what she had done. She “owned up” to her responsibility. Sometimes, we do
not do a very good job with responsibility. Sometimes, we don’t do what we were
supposed to, or we don’t act like we are supposed to. When that happens, we are
showing that we are not being honest, dependable, honorable, or good. Thus, we
would not get a smiley face for responsibility, would we?”
Tell students to remember that the big word just means doing what you are
supposed to and being honest about your actions. Ask them to repeat the word
“responsibility” after you. Then ask them to repeat what it means, “doing what you
are supposed to and being honest about your actions.” (Do this a couple of times to
reinforce.)
4. Tell the class that you are going to read some situations, and they should give a
silent applause/cheer if it is an example of being responsible. (Silent applause is
done by raising both hands in the air and waving.). If it is not an example of being
responsible, they should make an “x” with their arms. After each example, ask
students to explain why the example is responsible or not.
A. Ryan was told to practice writing his ABC’s at home and he did.
applause – He was given a responsibility, and he did it.)
(Silent
B. Cindy spilled milk on the floor in the lunchroom. When the teacher found
out, she asked, “Who is responsible for this?”
Cindy said she was
responsible for the accident. (Silent applause – She was honest about her
action of spilling the milk. She took responsibility for what she did.)
C. Miguel was supposed to feed his dog as soon as he got home. Instead, Miguel
decided to play his video games for a while. (X – He did not do what he was
supposed to. This is an example of not being responsible.)
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D. The lunchroom workers served only cake, brownies, and cookies for lunch.
(X – They are not providing a healthy lunch. They have a responsibility to
serve foods that will help children/adults be healthy. Eating only junk food
will not help us stay healthy.)
E. Mom drove Justine to her dentist appointment on time. They were not late.
(Silent applause – We all have a responsibility to be on time.)
F. Instead of going to sleep when Natasha’s mom put her to bed on a school
night, Natasha turned on her TV and watched cartoons until late at night.
She did not want to get up for school the next morning. (X – Everyone has a
responsibility to get plenty of sleep.)
5. Tell the class that together, they will make Responsibility Kite Ribbons to remind
them of things they are responsible for at school. Tell the students you need a
good example of something for which they are responsible at school from each of
them. Explain that you will write each of their suggestions on a colored kite ribbon
(use sheet included in this lesson plan or make your own) and will put their name on
it. Then, they can attach it to the kite string below the Responsibility Kite. As
students provide examples, write each example on a colored ribbon and allow the
contributing student to use tape to attach it to the string below the kite. (Example
answers: be on time, have a sharpened pencil, have paper, walk in a line, be quiet in
halls, don’t litter, clean messes, be nice, do homework, learn, ask questions, follow
directions, be honest, be fair, care for others, learn to tie shoes, learn to count,
etc.) Discuss each item as it is placed on the Responsibility Kite.
6. After completing the class Responsibility Kite, tell the children that you are going
to place it in the hall for others to see how their class is learning to be responsible.
7. If time allows, have the students build a paper bag kite and fly it outside. (The
directions included in this lesson plan.)
Summarization:
Ask students to think about all the ways they, as kindergarteners, can show responsibility.
The long string of Responsibility Ribbons on the kite should remind them of how important
each one of them is, and how important each action they make is to everyone else. Ask a
student to remind everyone what responsibility means. Tell students that if they do the
things posted on the kite, they will become responsible, and well-respected, students at
school. Tell students as they act responsibly, they develop beautiful character, just like a
beautiful kite flying in the sky, that everyone will enjoy being around.
Assessment:
 observation of “silent applause” and “x” activity
 kindergarten responsibility suggestions
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 Have students pick a responsibility example and draw a picture of it. Share the
pictures. Place the pictures near the kite in the hall.

Give students a copy of the “Home Responsibility Kite” pattern (located at the end
of this lesson), 5 colored ribbons (or copies of “Responsibility Kite Ribbons”),
crayons, tape, scissors, and a pipe cleaner. Tell them that they will make a “home”
responsibility kite. Have students decorate the kite to take home. Tell them to
illustrate responsibilities they have at home on the ribbons. Allow them to tape or
glue the pipe cleaner on the bottom of the kite to which the ribbons will also be
taped. Allow students to share their Home Responsibility Kites. As an option,
magnets could be added to the back of the kite so students could attach their kite
to their refrigerator at home.

Have the students complete and color the dot-to-dot kite picture (included).
Associated Literature and Websites:
 Bernstein Bears’ Trouble at School, by S. Bernstein

Little Toot by H. Gramatky

If You Had to Choose, What Would You Do? by S. M. Humphrey

Kipper’s Kite by Mick Inkpen

Kite in the Park by Lucy Cousins

Find out more about kites in the classroom:
http://www.blueskylark.org/zoo/class.html
http://webtech.kennesaw.edu/jcheek3/kites.htm
http://www.first-school.ws/activities/onlinestory/animals/spotwindyday.htm

Show a story about responsibility at http://pbskids.org/lions/parakeets/.

Have students play a game that requires them to identify things that do not belong.
http://pbskids.org/jakers/games/tidyup/.
Paper Bag Kite
Materials per student: large paper bag, hole punch, paper ring reinforcements, scissors,
string, paint or markers, stapler or glue, crepe paper, streamers
Directions:
1. Punch a hole on each of the four corners of a large paper bag, at least one inch
from the edge of the bag.
2. Place a paper ring reinforcement on each hole.
3. Cut two three-foot lengths of string and tie each end to a hole to form two loops.
4. Cut another three-foot length of string and tie it through the two loops to create a
handle.
5. Have the child decorate the bags with paint or markers, and glue or staple crepe
paper streamers onto the bags.
6. When the child holds onto the string and runs, the kite will fill with air and float
behind the child.
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Dot-to-Dot Kite Picture
Name ____________________________________________
Source:
http://www.coloring.ws/t.asp?b=m&t=http://www.coloring.ws/ctd/cdkite.gif
123
CLASS
RESPONSIBILITY
KITE
Kite pattern:
http://www.first-school.ws/t/cp_seasonal/s_kite_1.html
124
______________’s
HOME
RESPONSIBILITY
KITE
Kite pattern:
http://www.first-school.ws/t/cp_seasonal/s_kite_1.html
125
Responsibility Kite Ribbon Pattern
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All Aboard the Trust Plane!
Topic: trust (language arts)
Objectives:
 Students will define trust/trustworthy.
 Students will identify people they trust.
 Students will name trustworthy traits.
 Principles 1, 2, 3, 6, 7, 9
The noun trustworthiness is the quality of being trustworthy, an adjective that describes
someone who is honest and dependable. In fact, honest, dependable, and reliable are all
synonyms for the term trustworthy.
Being trustworthy is important. If we cannot trust one another, our relationships will be
damaged, as well as one’s integrity. Each individual should learn early in life to be
trustworthy, as it will affect his/her character and reputation for a lifetime.
This kindergarten lesson regarding trustworthiness is important because young people
must first identify trustworthy traits in others in order to better understand how to be
trustworthy themselves.
Materials:
- blindfold
- pencil/Marker
- crayons
- scissors
- tape
- dry erase board/chalkboard and dry erase marker/chalk
- “Being Trustworthy Makes Me Soar” sheet for each student (included)
1. Ask for a volunteer. Announce that you will blindfold the volunteer, spin him/her,
and safely lead the person around the room and safely back to his/her seat.
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2. While leading the student, have them hold your hand, or guide the student by the
shoulders. Explain that you are responsible for the student’s safety. Ask students
to remember what they learned about responsibility. Ask a student to remind
everyone what it means to be responsible. (For added effect, ask the class if you
should let go of the student) Tell them that a responsible person can be trusted
and is known as trustworthy.
3. Once the student is safely seated, remove the blindfold and ask the student a few
questions.
 Why did you volunteer?
 After you volunteered and found out that you would be blind-folded, were
you scared? Why or why not?
4. Hopefully, the student will answer that he/she trusted you. If not, ask the student
if he/she trusted you. Ask someone to explain the word trust.
5. Ask students if they have ever been at a pool where someone told them to jump
into their arms and they would catch them. If so, they jumped, trusting that the
person would really catch them. When we trust someone, we believe that the
person will do what he/she says they will do. Explain that trust includes being
honest and being responsible. If we are both honest and responsible, we are
trustworthy. We are trustworthy if we continue to tell the truth and do our jobs
well.
6. Provide some examples of people you trust and why you trust them. Here are some
examples to share:
 I trust my mom because she always tries to do what is right. She loves me.
I can depend on her.
 In school, I trusted my teachers because they came to school each day and
worked hard to help me learn. They always told the truth. I could depend on
them.
 At this school, I trust our principal because he/she makes sure we have a
safe school to attend. He/she always tries to be fair. I can depend on
him/her.
7. Ask the students what words they heard in every example you gave. (I can depend
on him/her.) Explain to them that when they are known as being trustworthy,
people know they can depend on them.
8. Tell students that since you are teaching about trust and people you can depend on,
you are reminded of the principal (or another trustworthy individual of your
choice), and that you are going to draw a picture of him/her (or if you are the
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principal, make a picture of the teacher) on the board to show that he/she is
someone you trust. On the person’s shirt, write one reason why you trust him/her.
(For example, you might write “gives good directions.”
9. On the board, do your best to draw a plane with a banner flying behind it. Tell
students that being trustworthy helps us fly high in life. Tell the students that you
are going to write why you are trustworthy in the banner. (For example, you might
write, “I can be trusted to help students.”
10. Ask students to name things they can be trusted to do and write keywords of their
answers on the board. (possible answers include: walk quietly, do homework, listen,
follow directions, be nice, be honest, be on time, help clean up, try hard, wait my
turn, be fair, speak kindly, exercise daily, eat right, etc.)
11. Distribute the “Being Trustworthy Makes Me Soar!” page to each student. Tell
students they should write something they can be trusted to do in the banner.
Then, they can color the airplane. They can color over the writing in the banner
with a light colored crayon such as yellow or orange. Help students as needed.
12. Allow some student volunteers to share what they wrote on their banner. Display
all airplanes/banners in the hall on a “Trustworthy” display.
Summarization:
Ask someone to explain what it means to be trustworthy. Explain that sometimes,
trust can be broken. Ask students what might happen if the trust between two people
is broken. (To encourage correct thought, you may refer to the story the “Boy Who
Cried Wolf”.) When we show that we are not trustworthy, people may be mad at us,
not believe what we say, and may not be our friend. Getting someone to trust us again
may take a long time.
Relate the idea that doing something adventurous is always exciting. When you do
something that is out of the ordinary and a bit scary, you really need someone you
trust to help you do this adventure. Give them the example of learning to fly an
airplane. Ask them what kind of characteristics the pilot needs who will be teaching
you to fly. (possible answers include: be honest and responsible - so all rules of flying
are followed; smart; have lots of experience so he/she has a good understanding of
what makes an airplane fly; kindness - so if you get scared, he/she will not make you
feel bad, etc.)
Ask students why it is important to be a trustworthy person. Encourage the students
to always be trustworthy so they will feel good inside, so people will respect them, want
to be their friends, and have good things to say about them. Mostly, be a trustworthy
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person because it is the right thing to do. It is a part of our character that makes us
shine and really fly high in life.
Assessment:
 “Whom Do You Trust?” and “Being Trustworthy Makes Me Soar!” sheet completion
Additional activity idea to enrich and extend the primary lesson (optional):
 Distribute the “Whom Can You Trust?” sheet to each student to complete.
Allow students to add legs to their trustworthy person (using streamers or make
“accordion” style paper strips). Have students add yarn or cotton balls for hair.
Explain that we need to be trusted with our words and our actions. Have students
place their trustworthy people in a selected area, such as on a bulletin board.
 Molly’s Lies, K. Chorao

Country Bunny & the Little Gold Shoes, D. Heyward

Emmet Otter’s Jug-Band Christmas, R. Hoban

Swimmy, L. Lionni

Cowardly Clyde, B. Peet

Little Engine that Could, W. Piper

The Little Airplane, Lois Lenski

Air Show, Anastasia Suen

I Love Planes!, Philemon Sturges

We’re Going on an Airplane: Ragged Bears, Steve Augarde

Not in the House, Newton!, Judith Heide Gilliland
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Being Trustworthy Makes Me Soar!!
Write an example of something you can be trusted to do
inside the banner flying behind the airplane. Color the
banner a light color. Color the airplane too.
Name: ___________________________________________________
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Name ______________________________________
I
trust
because
___________________ .
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Pump It Up!
Kindergarten Physical Fitness Lesson #1
Topic: heart rate (PE, science)
Objective:
 Students will determine how exercising increases the heart rate, which increases
the flow of oxygen to the brain for optimal brain fitness.
National Physical Education Standards:
 Standard 1: Demonstrates competency in motor skills and movement patterns.
 Standard 2: Understands movement concepts, principles, strategies, and tactics as
they apply to the learning and performance of physical activities.
 Standard 5: Exhibits responsible personal and social behavior that respects self
and others in physical activity settings.
 Standard 6: Values physical activity for health, enjoyment, challenge, selfexpression, and/or social interaction.
Having good overall health is important in being happy, feeling good, and thinking well. To
have good overall health, one needs a good diet, plenty of rest, and regular exercise.
Regular exercise improves all parts of the body, including organs, bones, and muscles. The
major muscle needing regular exercise is the heart muscle. By exercising long enough and
vigorously enough, the heart rate increases, thus demonstrating that the heart muscle has
been stimulated and has benefited from the exercise.
It is important to note to students that without good physical fitness, they cannot have
good academic or “school work” fitness. Without a healthy body that is pumping oxygen to
the brain, the brain cannot work well.
Materials:
- orange cones, carpet squares or anything to mark-off an exercise course
- pictures of animals that are depicted in the exercise course (animals will be
selected that have a variety of types of movement, such as light and heavy, fast
and slow)
- class chart for listing students heart rates
NOTE: Prior to teaching this lesson, the instructor should create a class chart showing
student names and two columns labeled “before exercise” and “after exercise.” Also, the
instructor should have developed an exercise course. An alternative, if equipment is not
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available, is to assign various exercises or movements to each animal picture. Present
animal pictures to the students and have them do the assigned exercise motion. Using
music would enhance this alternate idea.
1. Ask students to explain the benefits of exercise. Summarize the main benefits to
the students.
2. Ask students how many times their heart beats in fifteen seconds. To give
students an idea of how long fifteen seconds is, have them count aloud for fifteen
seconds. Then ask, “How many times do you think your heart beat during that
time?” Tell students they will learn how to find out during today’s lesson.
3. Demonstrate how to feel and count one’s heartbeat by doing his/her own.
4. Display a class chart with a column labeled “before exercise” and “after exercise.”
5. The teacher will record his/her number of heartbeats on the class chart in the
column labeled “before exercise.”
6. Do vigorous exercises for 15 seconds, and then recount the heartbeats. Record on
the class chart.
7. Compare the two numbers of beats to demonstrate how exercise will increase the
pumping of the heart for each “beat.”
8. Tell the students to place their hands over their hearts to feel their own
heartbeats. Guide the students to count the beats for 15 seconds. The teacher or
the students will record each student’s number of beats on the class chart under
the column “before exercise.” Ask students if it is what they predicted.
9. Lead the students in warm-up exercises for the body---small and large arm circles;
fast and slow marching in place.
10. (See “NOTE” prior to “Lesson Presentation.”) Show the students how they will go
through the exercise course and do the appropriate actions for each animal they
encounter while going through the course, and explain how their heartbeats will be
counted and recorded at the end of the course.
11. The students will move through the exercise course, as noted above. After the
entire class has completed the course, allow the students to count their heartbeats
for 15 seconds. Each student’s heartbeat count will be recorded in the “after
exercise” column.
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12. Guide the students in comparison of their heartbeat counts and in discussion of why
their heartbeat count increased or not. Ask students if they thought this would
happen, and why or why not.
Summarization:
Review why it is important to exercise and what students can do to increase their
heartbeat counts to make their heart muscle healthier. When their heart muscle is
healthier, it will “pump it up!” That is, the heart’s beating will pump the oxygen in the
blood up to their brain so they can think and work better.
Assessment:
 teacher observation of the students completing the activity as planned
 The students can go through the exercise course and also add vocal demonstrations
of each animal.

The students can work with the teacher to make a class poem or story about how
animals move.

The students can secretly be given the name of the animal they are to portray.
Then, every student should begin the portrayal while trying to locate other
students who are portraying the same animal and stay with those students in a
separate group. By the end of the activity, the students should be physically
categorized into groups representing the same animal.

The students can learn to count their heartbeat in a specific amount of time
before, during, and after an entire session of physical activity. Then students make
a class graph to show how their hearts begin to build strength by increasing the
amount of exercise, thus increasing heart rates.
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I Believe I Can Fly!
Topics: aerobic activity, motion, flying vehicles (science, PE)
Objectives:
 Students will use choreographed motions to simulate being an airplane, rocket, and
space shuttle.
 Students will work on muscle control.
 Students will analyze changes in heart rate before and after physical activity to
demonstrate endurance.
This activity will help develop the children’s endurance. Endurance is one element of
fitness. Endurance is developed when someone regularly engages in aerobic activity. During
aerobic exercise, the heart beats faster and a person breathes harder. When done
regularly and for continuous periods of time, aerobic activity strengthens the heart and
improves the body’s ability to deliver oxygen to all its cells.
Materials:
- gym or large open area
- picture or model of an airplane, a rocket, and a shuttle (pictures attached)
- optional: aerospace-related music to play when students are “flying” such as
“Danger Zone,” “You Were Born to Fly,” and “I Believe I Can Fly”
1. Before the activity, have the students check their heart rates. Help them find
their pulse using two fingers at the neck, the wrist, or just put their hand over
their heart. Give them 15 seconds to count the beats. Tell them they will check it
again at the end of the activity to see if it has increased, so remember how many
times their heart beat now.
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2. Conduct warm-up exercises: Jumping Jacks, March in Place---slow and fast, and
Airplane Twist (arms straight out to your side and then twist left, right)
3. Show students a picture or model of an airplane, space shuttle, and a rocket. Ask
for a volunteer to name the pictures (or models) you are showing them. State that
today, they will be training on how to be an airplane, a space shuttle, and a rocket.
Tell them that all of these flying vehicles require fuel in order to fly. Just like
people stop at a gas station to put gas in their cars to keep their cars running, the
flying vehicles also must have fuel. During today’s activity, students must “fuel up,”
before they take-off and after they land. They will simulate fueling up by doing 510 push-ups (or other designated movement) before they “take off” and “land.”
4. Tell students that you will first show them how to be an airplane, and then allow
students a short time to “be a plane.” You should consider calling out directions to
students until everyone is standing with arms extended and “flying.”
- Do 5 – 10 push-ups to fuel up.
- Lie on the floor.
- Make the sound of a propeller by closing lips, inhaling through nose, and blowing
through somewhat pursed lips allowing loose lips to vibrate. (or make a jet
sound such as “rrrr”)
- Begin to crawl.
- Stand up, with arms extended outwards from body, and “fly” (jog) around the
room.
- Come in for a landing by crawling on the floor again, and then lying flat.
- Do 5-10 push-ups to refuel.
Tell students that they are NOT to come in for a landing until you announce that it
is time to land.
5. Repeat step 4, but by showing students how to imitate a space shuttle with their
body, and then allow students a short time to “be a space shuttle.”
- Do 5 – 10 push ups to fuel up.
- Stand very tall and straight with arms straight up, almost touching your ears.
Tell students your arms will be the two white rockets on the side of the shuttle.
- Start with a countdown from 10. When you reach 6, make a “shhh” sound. Tell
students that means some engines have started. Continue the countdown to 0.
- Jump up and down while making a loud “roarroarroar” sound.
- Then, drop your arms and rest them behind your back. Tell students that a
short time after the shuttle launches, its two rockets on the side come off.
- Tell students that the shuttle flies 17, 500 miles an hour around the Earth, so
they are to run as fast as they can in a circle around the playing area.
- Simulate coming in for a landing by leaning over and blowing through your mouth
to make the sound of wind (NOT a whistle). The shuttle glides to a landing;
therefore, carefully crawl, and then stop.
- Do 5-10 push-ups to fuel up again.
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6. Repeat step 4 again using this rocket simulation. Show students how to simulate
being a rocket, and then allow students a short time to “be a rocket.”
- Do 5 – 10 push-ups to fuel up.
- Stand as straight and tall as possible. Give a countdown such as “5, 4, 3, 2, 1,
lift-off.”
- To lift-off, start jumping up and down with arms by side, being as straight as
possible, and making a “shrroarroarroar” sound.
- Tell students that when rockets launch out into space, they eventually fall
back to Earth, and when they do, the temperature gets so high, that it
causes the rocket to burn up. Have students shake while making the short
“h” sound and eventually collapse on the floor.
7. With remaining time, have students fly like a plane by jogging, jump up and down
like a rocket, or run around the playing area like the orbiter of the space shuttle.
Each time you say “Fuel up,” they must stop, do 5-10 push-ups, and start “flying”
again.
8. Leave time at the end of the session to have the children take their heart rate
again for 15 seconds. Have them compare the amount of heartbeats per 15 seconds
before and after the game.
Summarization:
Take time to acknowledge the good work of the students. Call some specific names of students
who you noticed did a great job being an airplane, rocket, and space shuttle. Ask students if
they learned anything through this activity. (Possible answers include: heartbeat increased
after exercising, the space shuttle flies really fast, a rocket burns up when it comes back
through the earth)
Ask students if they must have fuel like the flying machines. Confirm that yes, they do. Food
is our fuel. Encourage kids to eat healthy so they get good fuel to give them energy and keep
them alert throughout the day. Just like pilots or astronauts wouldn’t put bad fuel in their
plane or space shuttle, people need to be careful what kind of fuel they use for their bodies.
Cigarettes, drugs, too much candy, and other things we could put into our bodies could harm us.
If someone they know is trying to get them to drink or eat something that they think might be
bad for them, politely say, “I need to ask my mom, dad, grand mom, or granddad.”
Ask
students what they should do if a stranger ever tries to get them to eat or drink something.
Confirm that they should never taste, eat, or drink anything from strangers. Encourage
students to make good choices and eat healthy foods to keep them fueled and flying high.
Assessment:
 Have an airplane, space shuttle, and rocket race.
 Give students a copy of the pictures to color.
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Soaring Skills
Topics: coordination, balance
Objectives:
 Students will develop their hand-eye coordination and balance.
 Students will work on correct posture.
 Standard 4: Achieves and maintains a health-enhancing level of physical fitness.
Physical fitness results in better coordination of muscles, and an increase in strength,
flexibility, and stamina. Improvements in these areas help athletic performance and also
help reduce the risk of injury. Strong, limber muscles are less susceptible to strain and
sprain. Balancing activities will improve posture. Poor posture is a major cause of injury,
and often leads to big problems later in life. Exercising in proper form promotes better
posture, as well as the strengthening and stretching of muscles that help you stand.
Materials:
- 3 buckets (large coffee cans work well)
- 20 or more bean-bags (or may use foam balls, ping pong balls or whiffle balls)
- 3 spot markers or orange cones
- a whistle
1. Warm up with repetitions of jumping jacks, windmills (alternating hand to toe
touches), and hopping.
2. Explain to students that they will be participating in pilot and astronaut training
today. Tell them that pilots and astronauts must have great balancing skills, must
be able to have their hands and eyes work well together, and must be able to land
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on a target. Tell them that they will be moving in a path and performing different
activities to work on these skills.
3. Divide students into 3 groups. The first group will toss and catch the bean-bags (or
balls) with partners. Each pair has a bean-bag they toss to each other while
standing 3—4 feet apart. Explain to students that pilots and astronauts must be
able to have their hands and eyes work well together (hand-eye coordination).
4. The second group will form a line and attempt to toss a bean-bag (or ping pong ball)
in a bucket from about 2-3 feet. After 3 tries they go to the end of the line. This
will help them practice aiming and getting an object to go where they intend.
5.
The third group will balance a bean-bag (or book) on their heads while walking down
to a cone, turning around and coming back. Tell them that balance is important. An
airplane needs to stay balanced in the air in order for it to fly well, and a pilot has
the responsibility of keeping his or her plane balanced.
6. After about 5 minutes, blow a whistle and move each group to the next station until
all three groups have attended all three stations.
Summarization:
This activity improves hand-eye coordination and balance. Students feel an accomplishment
when they catch the bean-bag or toss it into the bucket. Ask the students: “Did you enjoy the
activities? Was it hard getting the object in the bucket? Which was easiest: trying to throw
an object into a bucket or balancing a bean-bag/book on your head?” Ask students what they
did if they didn’t get the object in the bucket, or if they dropped their object in the other
activities. Tell them that pilots and astronauts practice in simulators for a long time, learning
how to improve their flight skills. Encourage students to always keep trying to reach their
goals. Don’t give up! With practice come improvements!
Assessment:
 teacher observation of the students participating in the beanbag circuit
 Activity-“Free To Be”
Materials: cassette tape and tape or CD player and CD
Description: Have the children find a space of their own, called “self-space”. Once they
have found their self-space, have them begin to travel around “general space” by
walking when the music begins. When the music changes beat, they are to change the
method of travel such as leaping, skipping, hopping, galloping, tossing and throwing the
bean-bags, etc. Classical music has been used successfully for this activity, but any
music that provides changes of beat may be used (as long as it is approved and
appropriate for your school). Students could complete the “Look What I Can Do”
worksheet (included in this lesson plan) about self-space and return it to school.
 The students could complete the “It’s a Balancing Act” worksheet (included in this
lesson plan) about balance at home and return it to school.
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"It’s a Balancing Act"
Date: __________
Dear Mom and Dad,
During our Ace Program Physical Fitness class we
have been learning to balance. Please make sure that I can do
the following things when I practice at home.
1. I can balance on one foot at a time. ____
2. I can balance a small object on my head and walk across the
room. ____
3. I can balance as I walk across a line on the floor. ____
4. (Student can make up one.) I can balance as I…
____
_____________________________________________________
If I can show you that I can do these things, please check each
one and sign your name so that I can return this to school on the
next school day. Doing these activities and returning this letter is
showing that I am trying to be coordinated in my movement and
responsible in my actions. Any questions or comments may be
written on the back.
LOVE,
“ME”   ________________________
Sign _______________________________
[Parent's name]
_____________
[Date]
Idea from www.pecentral.org
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"Look What I Can Do"
Date: _________
Dear Mom and Dad,
During our Ace Program Physcial Fitness class we have been
learning how important it is to be able to find and move in our
“self-space.” Ask me to show you how I can find and move inside
my self-space. Please make sure that I can do the following things
when I practice at home.
1. I am not close to anyone. ____
2. I am not close to anything in the room. ____
If I can show you that I can do these two things, please check
them off and sign your name so that I can return this form to
school on the next school day. Any comments or questions may be
written on the back.
LOVE,
“ME”   ______________
Sign:
_______________________________
[Parent's name]
_______________
[Date]
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Shuttle Tag
Topics: aerobic activity, space shuttles (PE, science)
Objectives:
 Students will work as a team to complete a game.
 Students will show good sportsmanship.
 Students will name U.S. shuttles/orbiters that have been used in spaceflights.
 Students will define meteoroid.
 Students will compare and contrast changes in heart rate before and after physical
activity to demonstrate endurance.
 Standard 4: Achieves and maintains a health-enhancing level of physical fitness.
This activity will help develop the children’s endurance. Endurance is one element of
fitness. Endurance is developed when someone regularly engages in aerobic activity. During
aerobic exercise, the heart beats faster and a person breathes harder. When done
regularly and for continuous periods of time, aerobic activity strengthens the heart and
improves the body’s ability to deliver oxygen to all its cells.
In this game, the students are trying not to let the “meteoroid” tag them before they
reach the other side of the playing area.
Materials:
- gym or large open area
- (optional) For a class of about 25, have 5 sets of laminated cards labeled 1-5. If
using colored paper, each number set, such as the 1’s, should be on a designated
color. (For example, all of the 1’s may be yellow, the 2’s red, etc.)
- (optional) yarn, plastic string, etc., to create “necklaces” with the numbered cards
- picture or model of space shuttle (picture attached)
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1. Before the activity, have the students check their heart rates. Help them find
their pulse using two fingers at the neck, the wrist, or just put their hand over
their heart. Give them 15 seconds to count the beats. Tell them they will check it
again at the end of the activity to see if it has increased, so remember how many
times their heart beat now.
2. Conduct warm-up exercises: jumping jacks, march in place---slow and fast, and
airplane twist (arms straight out to your side and then twist left, right)
3. Tell students that today’s game will be a version of tag. Students will try to run
from one side to another without getting tagged. Tell students that the students
who are “IT” will be called meteoroids. Ask students if they know what meteoroids
are. (A meteoroid is a rocky object that is traveling in space that could be as small
as a speck, but not as large as an asteroid which is a large rocky body in outer space
that goes around the sun) Ask for one to three student volunteers, depending on
the total number of students playing, to be “meteoroids.”
4. Ask students if they have ever seen a picture of a space shuttle. Ask if they know
what the space shuttle is. (The space shuttle is a launch vehicle capable of carrying
people and things into space. It is like an 18-wheeler truck that can go to space,
but it looks very different from a truck. Show a picture or model of the space
shuttle. Tell students that the part of the space shuttle that looks like a plane is
called the orbiter. Tell students that there have been 5 orbiters that have flown in
space: Columbia, Challenger, Discovery, Atlantis, and Endeavour. Tell them that
during today’s game, they will be divided into groups and given the name of an
orbiter. Explain that even a meteoroid that is the size of a pebble could damage an
orbiter in space if it “tags” the orbiter. The orbiter might have to go to the space
station for repairs or be repaired after it returns to Earth.
5. Divide the students into five groups with an equal number of members in each
group. Assign each group the name of an orbiter and a corresponding number (1.
Columbia, 2. Challenger, 3. Discovery, 4. Atlantis, 5. Endeavour). Explain that
students should remember their orbiter name and number. [OPTIONAL: If you
have laminated sets of numbered card “necklaces,” give all of the “1’s” to the
Columbia group to wear, all of the “2’s” to the Challenger group, etc. By doing so, it
will make it easy for you, as instructor, to ensure that the correct group or
individuals are running when called.]
6. Give the parameters of the game. Show students the playing area including the
lines behind which “orbiters” stand, the area where meteoroids can run, and the
sidelines where those tagged by the meteoroid stay. Tell the students that this
game requires listening for their orbiter name and number to be called, and when it
is called, they run to the “safe” area at the other end of the field. If the teacher
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calls “entire fleet,” everyone needs to run from one side of the playing area to the
other. They do not want to get tagged by the “meteoroids.” Meteoroids must tag
only someone’s shoulder, arm, or back. The “meteoroids” will remain between the
two lines of the playing field. If a meteoroid tags an “orbiter,” the orbiter must go
to the sidelines for repairs. To “conduct repairs,” the student must immediately do
5 jumping jacks and remain on the sideline. At any time when the teacher or
meteoroids call out “repairs,” those on the sideline again do 5 jumping jacks.
7. Call out the name and number of a group, and that group will try and run from one
side of the playing area to the other. Continue the game until only 1 orbiter is left.
This will be the “winner,” and/or this person represents the winning team. The
winner can now become a meteoroid and can select one or two other students to be
meteoroids.
8. Leave time at the end of the session to have the children take their heart rate
again for 15 seconds. Have them compare the amount of heartbeats per 15 seconds
before and after the game.
Summarization:
Ask students why the game was important. (Example answers would be: Allowed them to
practice following directions, allowed them to practice good sportsmanship, gave them
exercise – including their heart, and learned the names of the orbiters that have flown in
space) Tell students that by exercising regularly, they maintain strong, healthy bodies, and
that will help them “fly” well in life. It will give them energy to keep going! Also, just like
you had to pay attention during the game, you have to pay attention during life to make
good choices. If something tags you during life, you have to “make repairs” and get
yourself going in the right direction again!
Assessment:
 Arrange students in teams of five members per team. Give each student on the
team a different orbiter/shuttle name so that a team consists of one person
representing Columbia, another person representing Challenger, etc. Play “orbiter”
tag again, but this time, the winning team will be the one who gets the most
“orbiters” (team members) from one side to the other without getting tagged after
3-5 passes.
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SPACE SHUTTLE
http://www.nasa.gov/audience/forkids/activities/cp_countdown.html
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Land on the Moon
Topics: hand-eye coordination, motion, moon (PE, science)
Lesson Reference: www.pecentral.org
Objectives:
 Students will practice hand-eye coordination.
 Students will practice hitting a moving target.
 Students will practice rolling a ball and running
 Students will cooperate with team members.
Hand-eye coordination is the ability of the vision system to coordinate the information
received through the eyes to control, guide, and direct the hands in the accomplishment of
a given task, such as handwriting or catching a ball. Hand-eye coordination uses the eyes to
direct attention and the hands to execute a task. Hand-eye coordination improves through
middle childhood, with advances in speed, timing, and coordination. By the age of nine, the
eyes and hands are well differentiated, that is, each can be used independently of the
other. Finger differentiation is evident as well. Nine-year-olds can use carpentry and
gardening tools with reasonable skill and complete simple sewing projects. Incorporating
the use of bean-bags in physical movement programs provides several advantages to
developing hand-eye coordination:
-
-
Bean-bags teach self-control, coordination, direction, and manipulation of the body.
When using bean-bags, focus on eye, hand, and leg coordination. Special needs
students will benefit from repeated practice manipulating the bean-bags.
Bean-bags teach directionality when throwing and catching. You can teach the
concepts of throwing and catching front, back, side, left, and right.
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Materials:
- 3 class kick balls
- 12 bean bags (foam balls or whiffle balls can also be used)
- a whistle
- 3 orange cones
1. Ask students if they know that the moon is moving around the Earth. Tell them
that it indeed is. Ask students to explain how we can land on the moon if it is
always moving? Explain that it takes a lot of planning and thinking ahead. For
example when a quarterback on a football team throws the football to a teammate
who is running, he/she knows that the person catching the football is not going to
be in the same place when the football finally reaches him/her. Tell students that
as they get older, they can learn ways to use math to actually figure out how to land
something on a moving target.
2. Tell students that they will practice landing a spacecraft on the moon today. Tell
them that the ball represents the moving moon, and the bean-bag represents their
spacecraft.
3. Let the students know this is not a relay. Everyone will take his or her time rolling
(and/or kicking) the ball, running, and throwing a bean-bag. They are trying to see
how many times they can hit the moving ball (the moon) with their bean-bag
(spacecraft).
4. Begin by showing the students how to roll the ball ahead of them slowly, run
towards the ball, and then try to hit the ball with the bean-bag they are holding.
Tell them to not rush. Tell them that they will count how many times they hit the
ball before they get to the cone. They should listen for the whistle to know when
to stop. (You may give students a partner so one person may roll the ball while the
other person tries to have his/her bean-bag make contact with the moving ball.)
5. Divide the class into 3 lines.
6. Place a cone about 10 yards in front of each line.
7.
On your signal (blow the whistle), the first person in each line rolls the ball into the
open space toward the cone, runs toward the ball, and then throws the bean-bag at
the moving ball.
8. The goal is to find out how many times the students can hit the ball before the
teacher signals to stop (approximately 30 seconds). Faster students may go around
the cone and be headed back towards the line by the time the whistle is blown.
CAP’s ACE Program
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9.
The student takes the ball and the bean-bags back to the next person in line and
the game begins again.
Summarization:
Tell students that this activity allowed them to practice the skills of throwing, rolling,
running, cooperating with others, and counting. These are all skills that one needs when
trying to become an astronaut and working on the International Space Station! Also, they
had an opportunity to see what it is like to try to land something on a moving target.
Assessment:
 The students can draw a picture of themselves rolling the ball and throwing the
bean-bag.

Students can draw a picture of themselves headed for a landing on the moon.

Activity: Peanut Butter and Jelly
Materials Needed:
- cones for boundaries (optional)
Description of Idea
Establish boundaries for the playing area. (Optional) Set up cones to establish boundaries
for the playing area. Each student must secretly decide to be either "peanut butter" or
"jelly.” Have all students walk into the playing area. On the teacher's "STOP" signal,
students should stop walking and shout whether they are "peanut butter" or "jelly.” If
students hear the opposite spread from another student, they join hands or lock elbows to
become a peanut butter and jelly sandwich. The sandwich then walks in the playing area
together. The sandwich team must now secretly decide whether to be "peanut butter" or
"jelly" when the "STOP" signal is heard again. The activity continues until thick sandwiches
are made or the activity can stop at the teacher's discretion.
Teaching Suggestions:
 Have students walk first. Change the movement only if students can safely travel in
that mode while holding hands or locking elbows with other students.

If students do not want to hold hands or lock elbows, give each student a foam
noodle to grab instead.

Instead of "peanut butter and jelly", use other terms such as "ham and cheese.”
CAP’s ACE Program
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CAP’s ACE Program
154
Follow the Leader
Topics: leadership skills, following skills
Objectives:
 Students will follow visual directions.
 Students will work as a part of a team.
 Students will practice leadership skills.
Background Information: When working as a team, each member needs to be able to focus
on the leader and do as instructed, just as the entire team does. Team members also need
to be able and willing to take on the role of leader, when needed. Students must follow
the directives of a leader and utilize teamwork skills in order to be part of a productive,
cooperative classroom or a school. It is also important when playing in physical education
or in team sports. A good team is only as strong as its weakest link, so everyone has to do
his or her best. In addition, a good team is only as strong as its leader, who has to be
respectful of all members of the team and do what is best for the entire team. Learning
to work under the leadership of one person and as a team is what businesses do, what
airplane and space shuttle crews do, and what the countries do while working on the
International Space Station.
Materials:
- music to turn on and off, or a whistle to start and stop
- a large space, such as a playground or gym
- a clock with a minute hand
The teacher will direct the students to get in a line or a circle. One student will be
designated the leader. All students will be instructed to follow the exact physical motions
of the leader while the music plays. When the music stops, another student will become
CAP’s ACE Program
155
the leader. If there is no music, the leader will demonstrate physical activities at the
start and stop signal of a whistle, bell or other sound.
1.
2.
3.
4.
Put students in groups of 4-5.
Assign each student in each group a number.
Have each group form a line or a circle.
Begin the same process, as with the total class activity, and change leaders by
calling out the next number.
At the conclusion of the activity, and after each student has had the opportunity to
become a group leader, have students sit with their group in a circle. Let each group have
a turn to describe something special or funny about how their group performed as a team.
They can also describe what was hard in being selected as the leader.
Summarization:
The teacher will gather the students in one large group. As the leader of the classroom,
the teacher will give final directions for the physical education session. The teacher will
remind the students that a good trait of a good leader is to praise the rest of the team.
Thus, the teacher will reward the students for the nice work in being leaders, as well as in
being cooperative team members, with appropriate praise, or even with a special treat.
Assessment:
 teacher observation of students completing the activity as planned
 The class can learn a specific dance or pattern of activities during the session.

The class can alternate between following visual directions and following verbal
directions.

The class can use scarves or hats or other items to use in leading movement.

The members of each class group can be named by vocabulary words of the week or
different colors, or other names associated with other parts of the curriculum.

The class can extend the physical activity to a music activity by learning songs to
which movement can be created.

The students can take turns being the leader for group art activities and doing
group art projects.

The students can learn to count their heartbeat in a specific amount of time before
an activity, during warm-up activities, and after an entire session of activities to
learn how good exercise benefits the heart muscle for overall good health.
Complete “My Favorite Physical Activity Sheet” attached. Remind the students of
the activities the class has completed during the Physical Fitness section of the
program: Kindergarten Lessons 1-6.

CAP’s ACE Program
156
Directions: In the space provided, draw yourself participating in your favorite physical
activity.
STUDENT: ____________________________ enjoys
_____________________________________________________________.
CAP’s ACE Program
157
CAP’s ACE Program
158
Civil Air Patrol
Aerospace Connections in
Education (ACE) Program
Website and
Literature Resources
Index
CAP’s ACE Program
159
Character education--team work---respect for self and others-----goal setting----etc.
Website Resources
Website
Brief Summary
http://www.urba
next.uiuc.edu/ce
/stratindex.html
The activities are divided into primary,
intermediate, and upper-grade levels, each
with appropriate developmental strategies.
The purpose of each activity is to address
the holistic approach to teaching. The
focus concentrates on blending the
affective, and cognitive domains in an
integrative and cohesive manner.
The study of heroes applies across the
curriculum in all grade levels. It can be an
integral part of character education, media
arts and computer literacy and a tool for
reading comprehension and the
development of writing skills. MY HERO
can be used to enrich
thematic studies in the arts and sciences.
The Academy of Achievement brings
students face-to-face with the
extraordinary leaders, thinkers and
pioneers who have shaped our world.
http://myhero.com
http://www.achi
evement.org/
Age
Group
SelfPaced
Student
knowledge
assessed?
k-12
no
yes
k-12
yes
no
4-12
no
no
http://www.acade
micentertainment.
com/
Academic Entertainment Inc, offers a wide
range of School Assembly Programs and
Educational performers nationwide. We
cater primarily to K-12 schools, but also
offer programs for colleges and higher
education institutions. We offer the
highest quality, most entertaining, and
above-all, educational programs for your
school assembly.
k-12
no
no
http://www.uen.
org/utahlink/tou
rs/tourFames.cgi
?tour_id=13289
This site discusses setting goals, planning,
taking notes, changing behavior and more.
k-12
yes
no
CAP’s ACE Program
160
http://pbskids.o
rg/arthur/paren
tsteachers/activ
ities/diversity.ht
ml?cat=diversity
Here are some class activities from the
PBS Arthur: Teacher's Corner
k-12
yes
yes
http://www.proj
ectwisdom.com/
Project Wisdom is one of the oldest and
most respected character education
programs in the nation. Its collection of
daily words of wisdom is currently licensed
to over 14,000 schools nationwide. The
messages set a positive tone for the day
for everyone on campus. This program
imparts an understanding of core ethical
values and fosters caring behavior.
k-12
yes
yes
http://www.ethi
csusa.com/kids.c
fm
The site features fairytales & folk tales
from around the world that speak to
themes of positive human behavior such as
courage, justice & kindness.
k-12
no
no
http://www.good
character.com/T
eacherResources
.html
This website is just packed with great
stuff for propagating basic human
kindness. Their own description is way too
modest, but here it is: "Want to encourage
kindness on campus? Access our free
Teacher’s Guide, lesson plans, activity
ideas, teachers’ experiences, and other
materials to help you successfully
incorporate kindness into your school." A
real gem.
k-12
no
yes
http://www.hear
twoodethics.org/
Heartwood Institute is a non-profit
organization dedicated to helping teach
children universal attributes of good
character that form the foundations of
community. Through research, product
development, and support for teachers and
families, Heartwood is contributing to a
better world for all.
k-12
yes
yes
CAP’s ACE Program
161
http://www.urba
next.uiuc.edu/ce
/stratindex.html
http://www.char
actercounts.org/
defsix.htm
http://www.good
character.com/E
Stopics.html
http://www.aaet
eachers.org/cha
racter.shtml
http://www.star
sportsmanship.co
m/kc2005/star.
php
The activities are divided into primary,
intermediate, and upper-grade levels, each
with appropriate developmental strategies.
The purpose of each activity is to address
the holistic approach to teaching. The
focus concentrates on blending the
affective and cognitive domains in an
integrative and cohesive manner.
These six core ethical values form the
foundation of the CHARACTER COUNTS!
youth-ethics initiative
Discussion Questions, Writing
Assignments, Student Activities, and
Parent Involvement tips for Character
Education and Life Skills. Just pick and
click.
"Core Virtues" is a practical, nonsectarian
approach to character education on a K-6
grade level that involves approximately
twenty minutes per day of reading and
discussion. Its goals are the cultivation of
character through such virtues as respect,
courage, diligence, patience, responsibility,
compassion, perseverance, faithfulness,
and more. Core Virtues is distributed by:
The Link Institute
STAR Sportsmanship is the first web-
k-4
yes
no
k-6
yes
no
k-12
yes
yes
k-12
yes
yes
3-12
yes
yes
based role-play simulation program focused
on teaching sportsmanship to K-12
students, their coaches, and parents. The
program teaches behavioral skills for
school, sports, and life and enhances
students’ decision-making skills.
CAP’s ACE Program
162
Leadership skills--good citizenship----patriotism----youth service--- community service
Website Resources
Website
Brief Summary
http://www.midgefrazel.ne
t/patriotism.html
http://www.patriotism.org/
memorial_day
http://www.partnershipinp
atriotism.com/
Connecting Patriotism and Character
Education
Gives information on how this holiday first
came to be.
Through its focus on patriotism, children
are provided with age appropriate
activities ...
This page is from the teaching guide for
the video "Citizenship" in the video series
The Six Pillars of Character™ featuring
the Popcorn Park Puppets™. Even if you
aren't showing this video there is a lot of
material here you can use to create a
lesson plan. Feel free to modify it to suit
your needs.
http://www.goodcharacter.
com/pp/citizenship.html
http://doe.sd.gov/octa/ddn
4learning/themeunits/Patri
otism/general.htm
CAP’s ACE Program
General Sites and Activities button1. U.S.
Presidents button1 ... Revisit the hymns,
protests, and patriotism of America's
grassroots music. ...
Age
Group
SelfPaced
k-4
no
Ways
to
assess
student
knowledge
no
k-4
no
no
k-4
no
no
k-4
no
no
k-4
no
no
163
Aerospace Education --weather, flight, airplanes, helicopters, adopt-a-pilot, hot air balloons,
space exploration, fun sites for all ages of kids and all areas of aerospace
Website Resources
Website
Brief Summary
http://wright.n
asa.gov/index.h
tm
Learn about the development of
the first manned, powered flight
from its conception through
research and experimentation, to
success and beyond. This website
features facts, lesson plans,
simulations, activities, and
contains information on how to
participate in the Centennial of
Flight Celebration
This project helps integrate
NASA research and technology
into the K-12 curriculum through
web-based resources, computer
simulations, and videoconferences.
Many ready-made lesson plans,
activities, and experiments that
deal with the science of
aerodynamics are available.
This program helps students
design and study the flight of a
kite. Kites with different lengths,
widths, and materials can be
designed and tested with variable
wind speeds and control lines. The
aerodynamic forces on the kite,
and the stability of the design are
computed by this software.
http://learn.ar
c.nasa.gov/
http://www.gr
c.nasa.gov/WW
W/K12/airplane/kit
eprog.html
CAP’s ACE Program
Ways to
assess
student
Grade
level
SelfPaced
6-12
no
knowledge
yes
k-12
no
no
Interactive
game
6-12
yes
no
Interactive
Etc……
Website, Lesson
Plans/Materials,
Activity, Web
casts/Video, CDROM, Simulation
164
http://www.gr
c.nasa.gov/WW
W/K12/airplane/bg
p.html
http://www.gr
c.nasa.gov/WW
W/K12/airplane/bg
a.html
http://www.avs
cholars.com/Av
Scholars/Chan
nels/Outreach
_Sectors/ed_
main.htm
http://www.av
kids.com/
http://www.bo
eing.com/comp
anyoffices/abo
utus/kids/
http://www.youn
geagles.org/gam
es/
CAP’s ACE Program
This interactive website serves as
a guide to how jet engines work.
Activities, data, and engine
simulations are available for
teachers and students.
Learn about how airplanes fly,
including the forces that lift them
off the ground, keep them in the
air, and help them land.
k-12
yes
no
k-12
yes
no
The channel for educators
contains information to help
educators explore ways
aviation/aerospace programs can
be incorporated into their
curriculum. Educators are
directed to various organizations
that offer aviation educational
programs and activities for
students of all grades (K-12).
Students and educators can have
fun while they learn, and aviation
can provide the motivation to open
young minds.
Here educators can review and
download lesson plans, classroom
activities, reading lists and
resource materials. Download the
free AVKids Activity Guide and
Teacher’s Resource, a 120-page
book of lesson plans in a format
similar to AIMS™. PDF versions
of the Guide are available in
English, French, German,
Portuguese and Spanish.
Kids Activity pages
k-12
no
no
k-12
yes
no
Interactive
game
k-6
no
no
Printable games
Pitch, yaw, roll game, Flying
checklist game, and mission match
k-12
yes
no
165
http://www.fa
a.gov/educatio
n_research/ed
ucation/
The Federal Aviation
Administration (FAA) maintains a
wealth of information at the FAA
Aviation Ed Program for students
and teachers. The FAA’s Aviation
Education Programs offer a wide
range of information on their web
site, including curriculum guides,
career information, resource
materials, teacher workshops,
aviation career education summer
camps for teens, special field
trips, government/ industry/
education partnerships, and
activities for the classroom,
games, and fun experiments that
enhance learning and increase
students awareness of aviation
careers. Students and teachers
can have fun while they learn, and
aviation can provide the
motivation to open young students’
minds about aviation career
opportunities.
k-12
no
no
http://spaceplac
e.nasa.gov/en/ki
ds/
This website is filled with games,
animations, projects, and fun
facts about Earth, space and
technology.
k-12
yes
no
A Learning Center for Young
Astronomers
k-3
yes
no
Calling all paper airplane experts!
Start a Paper Airplane Contest in
your school and prove just how far
and how long your airplanes can
fly. It's a fun way to learn about
aerodynamics!
k-12
yes
no
http://starchil
d.gsfc.nasa.gov
/docs/StarChil
d/StarChild.ht
ml
http://teacher.
scholastic.com/
paperairplane/i
ndex.htm#top
CAP’s ACE Program
166
http://educati
on.nasa.gov/ho
me/index.html
http://www.na
sm.si.edu/wrig
htbrothers/cla
ssroomActiviti
es/K3_teacher_ins
tructions.html
http://inventin
gflightschools.
org/links/links.
html
CAP’s ACE Program
National Aeronautics and Space
Administration (NASA) provides a
wealth of educational information
& resource materials for students,
parents, and educators. A wide
range of information is available
through various NASA web sites.
Visit NASA’s numerous web sites
below for more information:
NASA Connect For Kids Only
Earth Science Enterprise
NASA Space Place Space Link
NASA Education Amazing Space
Destination Earth
NASA Why Files Star Child
NASA Kids NASA Glenn
Educational Activities
Imagine the Universe! SciJinks
Classroom of the Future
QUEST: The Internet in the
Classroom
NASA Glenn Research Center:
Beginner's Guide to Aeronautics
By assembling online puzzles,
students learn to identify the
parts of a modern DC-3 airplane
and the parts of the 1903 Wright
Flyer. Students are introduced to
how the parts function to make
the airplane fly.
This website contains excellent
resources for information related
to flight, additional student
activities, sources for curriculum
materials, help and mentoring
from interested flight
organizations, and other Teacher
resources.
k-12
yes
yes
k-3
no
no
k-12
no
no
This curriculum
incorporates a
multidisciplinary
approach to
teaching.
Interactive
activities are
provided as
extensions to
the content and
scope of the
curriculum.
167
http://www.bui
ldandfly.com/
The Academy assists classroom
teachers who wish to integrate
aerospace education concepts into
math, science, social studies, language
arts and technology education
programs to meet goals and
objectives of the national standards
for these disciplines.
The Academy's work with informal
after-school programs, community
groups and summer camps enables it
to be a valuable resource to help train
newcomers to the sport, hobby and
educational opportunities of model
aviation. Curriculum support and
materials for middle school physical
science and math programs may by
found by contacting us for a copy of
AeroLab, a DVD/CD featuring
activities developed by science
teachers for teachers thanks to the
generous support of the Alcoa
Foundation. AeroLab lessons feature
simple foam and balsa aircraft as
tools to teach the concepts of force
and motion, potential/kinetic energy
and centripetal force. The activities
allow students to practice important
math skills to determine average
speed and distance flown. All labs are
aligned with middle school physical
science and math standards and are
"S.T.E.M. Compliant." The labs
provide opportunities for students to
make predictions, collect data, graph
results and draw conclusions, as well
as participate in lessons designed for
directed and guided inquiry.
k-12
yes
yes
http://webspa
ce.webring.com
/people/us/sse
agraves/aerosp
aceandastrono
myunit.htm
Aerospace and Astronomy
Lesson Plans ~ Thematic Units ~
Online Activities ~ WebQuests
k-8
yes
yes
CAP’s ACE Program
Teacher created
lessons and
online activities.
168
http://inventin
gflightschools.
org/links/links.
html
This website contains excellent
resources for information related
to flight, additional student
activities, sources for curriculum
materials, help and mentoring
from interested flight
organizations, and other teacher
resources.
k-12
no
no
http://www.ka
thimitchell.com
/balloons.htm
http://www.lap
laza.org/about
_lap/kellogg/ta
os/michelle/te
acher.html
Links, history, models
k-12
no
no
This lesson provides the students
with an understanding of how hot
air balloons are designed, tested,
and the parts of a balloon. Hands
on activities have been
incorporated to extend and
reinforce the concepts. The
students will make two models of
hot air balloons. There are also
color pages, frequently asked
questions on ballooning, a virtual
balloon ride, a worksheet on the
parts of a hot air balloon, and an
exam.
This astronomy website is packed
with games, activities, fun facts,
and resources to help teachers,
parents, and students of all ages
reach out and touch our universe.
Discover the wonders of our solar
system in a spectacular 3-D
environment. Take a flyby tour of
the sun and each planet in its
orbit, observe planets and
extraterrestrial weather patterns
up close, and more.
k-12
no
yes
k-8
yes
yes
k-12
no
yes
http://www.kid
sastronomy.co
m/
http://www.nat
ionalgeographic
.com/solarsyst
em/splash.html
CAP’s ACE Program
This curriculum
incorporates a
multidisciplinary
approach to
teaching and
learning. The
interactive
activities are
provided as
extensions to
the content and
scope of the
curriculum.
interactive
169
http://wings.av
kids.com/
http://www.em
ints.org/ethem
es/resources/
S00000017.sh
tml
http://www.ench
antedlearning.co
m/subjects/astr
onomy/
CAP’s ACE Program
The K-8 Aeronautics Internet
Textbook
These sites are about space
exploration and the various
technologies that have made this
possible. Learn about satellites
and spacecrafts. There are many
interactive features, such as
virtual tours of the planets,
webcasts, and other exhibits. See
photographs and videos of various
launches and space explorations.
There is a link to an eThemes
Resource on the International
Space Station.
Zoom Astronomy is a
comprehensive on-line site about
space and astronomy. It is
designed for people of all ages and
levels of comprehension. It has an
easy-to-use structure that allows
readers to start at a basic level
on each topic and then to progress
to much more advanced
information as desired, simply by
clicking on links.
k-8
yes
yes
k-12
yes
yes
k-12
yes
yes
170
Physical Fitness: good health; exercise; dance; aerobics; healthy food; fun outdoor games;
fun indoor games
Website Resources
Brief Summary
Age
Group
SelfPaced
http://www.kidshealth.
org/parent/nutrition_fi
t/fitness/hate_sports.
html
Team sports can help a child gain
self-esteem, coordination, and
general fitness, and help them learn
how to work with other kids and
adults. But some kids aren't natural
athletes and they may tell you directly or indirectly - that they just
don't like sports. What then?
k-12
no
Assess
student
knowledge?
no
http://www.pecentral.o
rg/
Welcome to the premier website for
health and physical education
teachers, parents, and students. Our
goal is to provide the latest
information about developmentally
appropriate physical education
programs for children and youth. To
combat the high obesity rate, we
offer programs like Log It and Get
Active Stay Active where students
can log their physical activity and
pedometer steps.
k-12
yes
yes
http://www.mypyramid.
gov/kids/kids_game.ht
ml
An interactive computer game where
kids can reach Planet Power by
fueling their rocket with food and
physical activity. “Fuel” tanks for each
food group help students keep track of
how their choices fit into MyPyramid.
k-12
yes
yes
Website
CAP’s ACE Program
171
http://www.tandalay.co
m/?gclid=CKGRtqywhY0
CFQT4gAodYgZCgg
Tandalay PE & Recreation Lesson
Plans are consistent with NASPE
Standards and benchmarks for
Physical Education. Your Site License
includes a complete online
assessment and grading program. Our
one-of-a-kind assessment program
enables users to assess ALL aspects
of NASPE standards and benchmarks
with ease. Percentages and grades
are automatically calculated based on
developmental level, skill, cognitive,
behavioral, and social assessments all with no extra prep! Easy,
effective, and enjoyable!
k-12
yes
no
k-12
no
yes
Tandalay offers staff development
workshops anytime - anywhere! Put
FUN into fitness, and PLAY into PE
with Tandalay! Call today to reserve
your dates.
Our goal at Tandalay is to provide
every student with a successful
movement experience, in a physically
and emotionally safe environment.
http://www.mrgym.com/
CAP’s ACE Program
Our goal is to provide one of the
most comprehensive Elementary
Physical Education and Secondary
Physical Education resources
available on the internet. On this
site you will find a wide variety of
physical education games, including
cooperative games and activities,
sports games, lead up activities, and
much more. Furthermore, you will
find ideas on physical education
assessment, field day ideas, cheap or
free physical education equipment
and more.
172
http://www.fda.gov/oc/op
acom/kids/default.htm
Tons of interactive health games
k-12
yes
no
http://www.learntobehe
althy.org/?wt.srch=1&g
clid=CJCv9P23hY0CFQ
0ggAodiwgtiw
LearntobeHealthy.org is an online
health science learning site designed
to help educators communicate
important health concepts to
children K-6. The site contains
comprehensive lesson plans,
interactive games and activities,
webquests and more. The goal of the
site is to inspire children – and their
families – to make healthy choices
that will last a lifetime.
Want to learn all about vaccines?
What should you do after you touch
raw meat? What are antihistamines
used for? Find out answers to these
questions and more.
There is a lot of cool information you
can use. Maybe you want to start
working out or you’re stressed out
about school. There are lots of
different topics from which to
choose.
This website is designed to help
teach youth how to better manage
daily conflicts and challenges.
Your body and how it works.
Interactive games.
k-12
yes
yes
k-12
no
no
k-12
yes
yes
k-4
yes
no
k-12
yes
no
http://www.kids.gov/k_
health.htm
http://www.girlshealth.
gov/
http://www.urbanext.ui
uc.edu/conflict/index.h
tml
http://www.brainpop.co
m/health/seeall/
CAP’s ACE Program
173
Character education--team work---respect for self and others-----goal setting----etc.
Title/Author
Abiyoyo Returns/
Pete Seeger
Amber Was Brave,
Essie Was Smart/
Vera B. Williams
Anna Banana &
Me/
Lenore Blegvad
Arthur’s Computer
Disaster/ Marc
Brown
Best Best
Friends/
Margaret ChodosIrvine
Cork & Fuzz: short
and tall/
Dori Chaconas
Evie & Margie/
Bernard Waber
Faithful Friend/
Robert San Souci
CAP’s ACE Program
Brief Summary
An African tale which tells what happens
when a giant who has been banished is
called back to save a town from flooding.
(Teamwork)
A series of poems tells how two sisters
help each other deal with life while their
mother is working and their father has
been sent to jail. (Respect & Teamwork)
Anna Banana’s fearlessness inspires a
playmate to face his own fears. (Goal
setting)
Arthur disobeys his mother by playing his
favorite game on her computer, which
leads to a lesson in taking responsibility
for one’s actions.
Mary and Clare do everything together at
preschool but Mary’s birthday
celebration puts a strain on the girls’
friendship. (Teamwork & Respect)
The friendship between Cork, a muskrat,
and Fuzz, a possum, is in trouble when
Cork decides that since he is older, he
has to be taller. (Respect)
Best friends, Evie and Margie, are
surprised to experience jealousy when
they try out for the same part in the
school play. (Teamwork & Respect)
A retelling of the traditional tale from
the French West Indies in which two
friends, Clement and Hippolyte,
encounter love, zombies, and danger on
the island of Martinique. (Morals)
Library
Classification
& Grade
Levels
Non-Fiction
Grades 1-4
AR
Level
Age
Range
Interest
Level
2.7
6-9
LG
4.2
7-11
MG
Non-Fiction
Grades 2-6
2.3
4-8
LG
Easy Fiction
Grades K-3
2.4
4-8
LG
Easy Fiction
Grades K-3
2.0
3-7
LG
2.0
6-9
LG
Easy Fiction
Grades K-2
Easy Fiction
Grades 1-4
3.2
4-8
LG
Easy Fiction
Grades K-3
5.2
5-10
MG
Non-Fiction
Grades K-5
174
Gossie & Gertie/
Olivier Dunrea
Head, Body, Legs:
a story from
Liberia/ Won-Ldy
Paye
Hooway for
Wodney Wat/
Helen Lester
John Henry/
Julius Lester
Legend of the
Bluebonnet: an Old
Tale of Texas/
Tomie De Paola
Gossie and Gertie are best friends, and
everywhere Gossie goes, Gertie goes
too—except when she doesn’t, and
sometimes that’s even better. (Morals)
In this tale from the Dan people of
Liberia, Head, Arms, Body, and Legs learn
that they do better when they work
together. (Teamwork)
All his classmates make fun of Rodney
because he can’t pronounce his name, but
it is Rodney’s speech impediment that
drives away the class bully.(Respect &
Morals)
Retells the life of the legendary AfricanAmerican hero who raced against a steam
drill to cut through a mountain. (Goal
setting)
A retelling of the Comanche Indian
legend of how a little girl’s sacrifice
brought the flower called bluebonnet to
Texas. (Morals)
1.0
2-5
LG
Easy Fiction
Grades K
2.3
3-7
LG
Non-Fiction
Grades K-2
3.1
4-8
LG
Easy Fiction
Grades K-3
4.0
4-8
LG
Non-Fiction
Grades K-3
4.2
5-9
LG
Non-Fiction
Grades K-4
Mightier Than the
Sword: World
Folktales for
Strong Boys/ Jane
Yolen
My Best Friend/
Mary Ann Rodman
A collection of folktales from around the
world that demonstrate the triumph of
brains over brawn. (Morals)
5.0
8-12
MG
Non-Fiction
Grades 3-7
Six-year-old Lily has a best friend all
picked out for play group day, but
unfortunately the differences between
first-graders and second-graders are
sometimes very large. (Respect)
2.2
4-8
LG
Easy Fiction
Grades K-3
Rosie & Michael/
Judith Viorst
Two friends tell what they like about
each other—even the bad things.
(Respect)
3.3
6-9
LG
Easy Fiction
Grades 1-4
Saint Francis and
the Wolf/
Richard Egielski
In Gubbio, Italy, Saint Francis shows the
villagers that neither wealth nor
strength are as powerful as love and
compassion. (Morals & Respect)
4.3
8-12
LG
Non-Fiction
Grades 3-7
CAP’s ACE Program
175
Shrinking Violet/
Cari Best
Sophie’s Window/
Holly Keller
Alex Ryan, Stop
That! /
Claudia Mills
All of the Above: a
novel/
Shelley Pearsall
Happy Kid! / Gail
Gauthier
Sixth-Grade
Glommers, Norks,
and Me/ Lisa
Papademetriou
CAP’s ACE Program
Violet, who is very shy, finally comes out
of her shell when she is cast as Lady
Space in a play about the solar system
and saves the production from disaster.
When Caruso, a little bird who is afraid
to fly, is blown out of his home one windy
night, he must rely on a new friend, a dog
named Sophie, to take him back to his
parents. (Teamwork)
Seventh-grader Alex Ryan enjoys
attracting attention, but when his antics
cause problems with his would-begirlfriend on a school outing, he has
second thoughts about his
actions.(Respect)
Relates how a school project to build the
world’s largest tetrahedron affects the
lives of everyone involved. (Teamwork)
After his mother bribes him into reading
a self-help book on how to form
satisfying relationships and enjoy a happy
life, Kyle finds there may be more to the
book than he realized. (Morals &
Respect)
Allie Kimball finds that middle school is
full of strange new beasts, like
glommers—girls who never go anywhere
alone—and norks—a combination of a
nerd and a dork. (Respect)
4.2
4-8
LG
Easy Fiction
Grades K-3
2.4
4-8
LG
Easy Fiction
Grades K-3
4.9
8-12
MG
Fiction
Grades 3-7
5.3
8-12
MG
Fiction
Grades 3-7
4.9
10-14
MG
Fiction
Grades 5-9
4.2
10-12
MG
Fiction
Grades 5-7
Morals
176
Leadership skills--good citizenship----patriotism----youth service--- community service
Title/ Author
Goodbye, Curtis/
Kevin Henkes
Mrs. Katz and Tush/
Patricia Polacco
Miss Rumphius/
Barbara Cooney
Somebody Loves You,
Mr. Hatch/ Eileen
Spinelle
Chrysanthemum/
Kevin Henkes
Down the Road/ Alice
Schertle
Emma’s Magic
Winter/
Jean Little
Flower Garden/ Eve
Bunting
Gardener/ Sarah
Stewart
CAP’s ACE Program
Brief Summary
Everyone in the neighborhood says a
fond farewell to Curtis, their
beloved longtime letter carrier, on
his last day of work. (comm. service)
A long-lasting friendship develops
between Larnel, and young AfricanAmercian, and Mrs. Katz, a lonely,
Jewish widow, when Larnel presents
Mrs. Katz with a scrawny kitten
without a tail. (citizenship)
Great-aunt Alice Rumphius was once
a little girl who loved the sea, longed
to visit faraway places, and wished
to do something to make the world
more beautiful. (community service)
An anonymous valentine changes the
life of the unsociable Mr. Hatch,
turning him into a laughing friend
who helps and appreciates all his
neighbors. (citizenship)
Chrysanthemum loves her name,
until she starts going to school and
the other children make fun of it.
(citizenship)
Hetty is very careful with the eggs
she has bought on her very first
trip to the store, but she runs into
trouble. (youth service)
With the help of her new friend who
has magic boots just like her own,
Emma overcomes her shyness and no
longer hates reading out loud in
school. (citizenship)
Helped by her father, a young girl
prepares a flower garden as a
birthday surprise for her mother.
(youth service)
Explains what happens when, after
her father loses his job, Lydia Grace
goes to live with her Uncle Jim in
the city, but takes her love for
gardening with her. (comm. service)
3-6
Interest
Level
LG
Library
Classification
& Grade Levels
Easy Fiction
Grades K-1
3.1
4-8
LG
Easy Fiction
Grades K-3
3.8
3-8
LG
Easy Fiction
Grades K-3
3.9
4-7
LG
Easy Fiction
Grades K-2
3.3
4-8
LG
Easy Fiction
Grades K-3
3.4
4-8
LG
Easy Fiction
Grades K-3
2.5
7-9
LG
Easy Fiction
Grades 2-4
2.2
4-8
LG
Easy Fiction
Grades K-3
3.9
5-9
LG
Easy Fiction
Grades K-4
AR
Level
Age
Range
2.4
177
Hot Day on Abbott
Avenue/
Karen English
The Josefina Story
Quilt/
Eleanor Coerr
Mr. Putter and Tabby
Bake the Cake/
Cynthia Rylant
My Best Friend/
Mary Ann Rodman
Once Upon a Time/
Niki Daly
Planting a Rainbow/
Lois Ehlert
Scarebird/ Sid
Fleischman
America the
Beautiful/
Katherine Lee Bates
American Flag/
Patricia Quiri
American Flag/
Debbie Yanuck
CAP’s ACE Program
After having a fight, two friends
spend the day ignoring each other,
until the lure of a game of jump rope
helps them to forget about being
mad. (citizenship)
While traveling west with her family
in 1850, a young girl makes a
patchwork quilt chronicling the
experiences of the journey. (youth
service)
With his fine cat Tabby at his side,
Mr. Putter bakes a Christmas cake
for his neighbor Mrs. Teaberry.
(good citizenship)
Six-year-old Lily has a best friend
all picked out for play group day, but
unfortunately the differences
between first-graders and secondgraders are sometimes very large.
(good citizenship; character ed.—
respect)
Sarie struggles when she reads
aloud in her class, but then she and
her best friend find a book about
Cinderella and begin to read
together. (youth service)
A mother and child plant a rainbow
of flowers in the family garden.
(community service)
A lonely old farmer realizes the
value of human friendship when a
young man comes to help him and his
scarecrow with their farm. (youth
service)
Four verses of the nineteenthcentury poem, illustrated by the
author’s great-great-grandnephew.
(patriotism)
Describes the history and symbolism
of the American flag. (patriotism)
2.9
5-8
LG
Easy Fiction
Grades K-3
2.7
7-9
LG
Easy Fiction
Grades 2-4
2.8
6-9
LG
Easy Fiction
Grades 1-4
2.2
4-8
LG
Easy Fiction
Grades K-3
3.4
4-8
LG
Easy Fiction
Grades K-3
2.6
3-8
LG
Easy Fiction
Grades K-3
3.9
5-8
LG
Easy Fiction
Grades K-3
2.9
8-12
LG
Non-Fiction
Grades 3-7
4.8
7-9
LG
An introduction to the American
flag, including its design,
modifications through the years,
uses on holidays, and importance as
a symbol of the United States.
(patriotism)
3.6
5-8
LG
Non-Fiction
Grades 2-4
Non-Fiction
Grades K-3
178
American Heroes/
Marfe Ferguson
Delano
American Moments:
Scenes from
American History/
Robert Burleigh
Impossible Patriotism
Project/
Linda Skeers
Nothing but the
Truth: a
Documentary Novel/
Avi
O, Say Can You See?:
American Symbols,
Landmarks, and
Inspiring Words/
Sheila Keenan
Red, White, and Blue:
the story of the
American Flag/
John Herman
Red, White, Blue and
Uncle Who?: the
Stories behind Some
of America’s Patriotic
Symbols/
Teresa Bateman
Stars and Stripes:
the Story of the
American Flag/
Sarah Thomson
This is America: the
American Spirit in
Places and People/
Don Robb
CAP’s ACE Program
Profiles of fifty-three Americans
from the past four hundred years
who set out, spoke up, stood tall,
fought hard, or dared to dream.
(patriotism)
A look at a cross-section of people
and events in American history from
1621 to 2001 representing the many
facets of American life. (patriotism)
8.4
10-14
MG
Non-Fiction
Grades 5-9
5.6
6-10
LG
Non-Fiction
Grades 1-5
Caleb has a hard time coming up with
a way to symbolize patriotism for
Presidents’ Day until he realizes
that his dad, who is away from home
in the military, is what patriotism is
all about. (patriotism)
A ninth-grader’s suspension for
singing “The Star Spangled Banner:
during homeroom becomes a national
news story. (patriotism)
3.0
4-8
LG
Easy Fiction
Grades K-3
3.6
11-16
UG
Fiction
Grades 6-11
Explains places, objects, documents,
and holidays that symbolize life in
the United States. (patriotism)
5.6
4-8
LG
Non-Fiction
Grades K-3
Describes how the American flag
came into being, how it has changed
over the years, and its importance
as the symbol of our country.
(patriotism)
3.2
6-8
LG
Non-Fiction
Grades 1-3
7.5
6-10
MG
Non-Fiction
Grades 1-5
An introduction to the history of
the American flag, from colonial
times to the present. (patriotism)
4.5
4-8
LG
Non-Fiction
Grades K-3
Discusses people, places and ideals
that express the American spirit.
(patriotism)
7.2
6-11
LG
Non-Fiction
Grades 1-6
Examines seventeen patriotic
symbols-from birds to bells to
mountains to monuments-and
explains how they came to represent
America. (patriotism)
179
Aerospace Education ---weather---flight---airplanes---helicopters---careers--hot air balloons---space---astronomy
Title/Author
Brief Summary
AR
Level
Age
Range
Interest
Level
Library
Classification
& Grade
Range
Fiction
Grades 3-7
Amazing Flight of
Darius Frobisher/
Bill Harley
When his adventurous father disappears
during a hot-air balloon flight, 10 year old
Darius is sent to live with an aunt. A
strange bicycle repairman changes his life
with a secret he has built.
4.4
8-12
MG
Can it Rain Cats and
Dogs? /Melvin Berger
Answers questions about the weather.
4.6
7-9
MG
El Nino: Stormy
Weather for People
and Wildlife/ Caroline
Arnold
Explores the nature of the El Nino and
its effects on people and wildlife.
8.4
8-11
MG
Experiments on the
Weather/
Zella Williams
Fantastic Flights:
One Hundred Years
of Flying on the
Edge/PatrickO’Brien
Flight: the Journey
of Charles
Lindbergh/ Robert
Burleigh
The Glorious Flight:
Across the Channel
with Louis Bleroit,
July 25, 1909/ Alice
Provensen
Magic School Bus
Kicks Up a Storm/
Nancy White
A collection of science experiments
related to weather, from the greenhouse
effect to making a cloud.
4.3
7-10
LG
Non-Fiction
Grades 2-5
Describes seventeen twentieth-century
historic flights and their pilots, from the
Wright Brothers to those of the space
shuttles.
6.0
6-10
MG
Non-Fiction
Grades 1-5
Describes how Charles Lindbergh
achieved the remarkable feat of flying
nonstop and solo from New York to Paris
in 1927.
3.5
7-11
MG
Non-Fiction
Grades 2-6
A biography of the man whose fascination
with flying machines produced the Bleroit
XI, which in 1909 became the first
heavier-than-air machine to fly the
English Channel.
2.6
3-8
LG
Non-Fiction
Grades K-3
Led by Ralphie as superhero
“Weatherman,” Mrs. Frizzle’s class
boards the magic school bus for a trip
inside a storm cloud.
3.4
5-8
LG
Non-Fiction
Grades K-3
CAP’s ACE Program
Non-Fiction
Grades 2-4
Non-Fiction
Grades 3-6
180
Pink Snow and
Other Weird
Weather/ Jennifer
Dussling
Weather
Forecasting/
Gail Gibbons
Weather Words and
What They Mean/
Gail Gibbons
Weather/ Lorrie
Mack
Weather/ Simon
Seymour
What Will the
Weather Be?/
Lynda DeWitt
Whatever the
Weather/
Karen Wallace
Apache Helicopter:
the AH-64/
Matthew Pitt
Asteroids, Comets,
and Meteorites/
Steve Kortenkamp
Blizzards/ Nathan
Olson
Bombers/ Jennifer
Reed
Comets and
Asteroids/
Ian Graham
Comets, Meteors,
and Asteroids/
Simon Seymour
CAP’s ACE Program
Discusses what makes some weather
patterns so unusual.
2.9
6-8
LG
Non-Fiction
Grades 1-3
Describes forecasters at work in weather
stations as they use sophisticated
equipment to track and gauge the changes
in the weather.
Introduces basic weather terms and
concepts.
4.0
6-10
LG
Non-Fiction
Grades 1-5
3.5
4-8
LG
Non-Fiction
Grades K-3
Text and atmospheric photography look
at how weather can affect our lives.
5.0
5-8
LG
Explores the causes, changing patterns
and forecasting of weather.
6.3
7-11
MG
Explains the basic characteristics of
weather and how meteorologists gather
data for their forecasts.
3.6
5-9
LG
Non-Fiction
Grades K-3
Non-Fiction
Grades 2-6
Non-Fiction
Grades K-4
Text, illustrations, and photographs of a
boy looking out the window introduce
different kinds of weather as it changes
day to day.
Provides general information about
helicopters and specific facts about the
features and operation of the Apache
helicopters.
This book describes the small solar
system bodies: asteroids, comets, and
meteorites.
1.6
4-8
LG
Non-Fiction
Grades K-3
5.8
10-14
MG
Non-Fiction
Grades 5-9
3.7
6-9
LG
Non-Fiction
3.9
7-10
LG
Non-Fiction
Grades 2-5
TBD
4-8
5.8
8-12
MG
Non-Fiction
6.4
8-11
MG
Non-Fiction
Grades 3-6
A brief introduction to blizzards,
including how they form, where they
happen, and blizzard safety.
Simple text and photographs describe
bombers, their parts, and what they do.
This book explains how comets and
asteroids form, what they are made of,
and how they are studied by astronomers.
It presents facts on specific comets,
asteroids, and meteorites.
Text and illustrations explore the
characteristics of comets, meteors, and
asteroids.
Non-Fiction
181
Destination Jupiter/ Describes the characteristics of the
planet Jupiter and its moons, as revealed
Simon Seymour
5.7
5-9
MG
Non-Fiction
Grades K-4
Destination Mars/
Simon Seymour
Destination Space/
Simon Seymour
6.4
5-9
MG
Explains new discoveries about the
universe made possible by the Hubble
Telescope.
A brief introduction to droughts,
including what they are, what they
impact, and types of droughts.
An introduction to the Earth and its
relationship with the sun and the moon.
6.5
5-10
MG
Non-Fiction
Grades K-4
Non-Fiction
Grades K-5
3.9
7-10
LG
Non-Fiction
Grades 2-5
3.9
7-11
LG
Non-Fiction
Grades 2-6
This introduction to Earth describes how
the planet looks from space, discusses its
orbit in the solar system, explains why
Earth can support life, and looks at what
missions to outer space have revealed
about the planet.
A brief introduction to comets, icy
objects from the far reaches of the solar
system that pass by Earth at regular
periods in their orbit around the sun.
A brief introduction to meteors, from
their origins to the differences between
meteors, meteorites, and meteoroids.
A brief introduction to the planets in our
solar system.
4.6
8-10
LG
Non-Fiction
5.1
8-11
LG
Non-Fiction
Grades 3-6
4.6
8-11
LG
Non-Fiction
Grades 3-6
4.1
8-11
LG
Non-Fiction
Grades 3-6
A brief introduction to the star at the
center of our solar system, the sun.
4.0
8-11
LG
Non-Fiction
Grades 3-6
Photographs, diagrams, and illustrations
describe the four planets that are the
farthest from the Sun.
Discusses real-life missions, training
required to be a pilot, and descriptions of
planes.
5.5
8-12
MG
Non-Fiction
6.9
9-15
MG
Non-Fiction
Grades 4-10
This book describes the first landing on
the Moon, including information about the
space race and the "Apollo 11" crew and
spacecraft.
3.9
6-9
LG
Non-Fiction
Droughts/ Nathan
Olson
Earth: Our Planet in
Space/
Simon Seymour
Earth/Elaine Landau
Exploring Comets/
Jennifer Way
Exploring Meteors/
Rebecca Olien
Exploring the
Planets in Our Solar
System/Rebecca
Olien
Exploring the Sun/
Rebecca Olien
Far Planets/ Ian
Graham
Fighter Planes:
Fearless Fliers/
Karen & Glen Bledsoe
First Moon Landing/
Steve Kortenkamp
CAP’s ACE Program
by photographs sent back by unmanned
spaceships.
Examines old beliefs and newest
discoveries about Mars.
182
Floods/ Lisa
Trumbauer
Galaxies/ Simon
Seymour
Helicopters: HighFlying Heroes/
Karen Bledsoe
Jupiter/ Elaine
Landau
Let’s Explore
Comets and
Asteroids/ Helen
Orme
Let’s Explore Earth/
Helen Orme
Let’s Explore
Jupiter/ Helen
Orme
Let’s Explore Mars/
Helen Orme
Let’s Explore
Mercury/
Helen Orme
Let’s Explore
Neptune/
Helen Orme
Let’s Explore Pluto
and Beyond/
Helen Orme
CAP’s ACE Program
An introduction to floods and their
impact on the natural environment and
people.
Identifies the nature, locations,
movements, and different categories of
galaxies, examining the Milky Way and
other known examples.
Discusses various types of helicopters
and their role in the military and the
flying skills necessary to become a pilot.
Not
AR
10-12
6.8
8-11
MG
Non-Fiction
Grades 3-6
7.3
9-15
MG
Non-Fiction
Grades 4-10
This book is a description of Jupiter and
includes information on its numerous
moons, the space probes which have
studied it, and its unique characteristics.
Investigates the latest discoveries about
comets and asteroids, describes how they
differ and where they are found,
highlights space missions to various
comets and asteroids.
Earth, how movements of its plates cause
earthquakes and volcanoes, and the use of
robots to explore the planet’s deepest
oceans.
Jupiter, its windy storms, and the
possibility of drilling for water on its
moon Europa.
4.6
8-10
LG
Non-Fiction
Grades 3-5
4.7
7-9
LG
Non-Fiction
Grades 2-4
4.1
7-9
LG
Non-Fiction
Grades 2-4
4.2
7-9
LG
Non-Fiction
Grades 2-4
Mars, the discovery of frozen water on
the planet, and the possibility of manned
missions to the planet.
Mercury, its huge cliffs and craters, and
NASA’s MESSENGER mission to the
planet.
Neptune, its rocky and dusty rings, and
the most recent findings sent to Earth by
the Hubble Space Telescope.
Pluto, explains its change in classification
from planet to dwarf planet, and
describes the other space objects found
beyond Pluto’s orbit.
4.1
7-9
LG
Non-Fiction
Grades 2-4
4.6
7-9
LG
Non-Fiction
Grades 2-4
4.3
7-9
LG
Non-Fiction
Grades 2-4
4.5
7-9
LG
Non-Fiction
Grades 2-4
Non-Fiction
Grades 5-7
183
Let’s Explore
Saturn/ Helen Orme
Let’s Explore the
Moon/
Helen Orme
Let’s Explore the
Sun/
Helen Orme
Let’s Explore
Uranus/
Helen Orme
Let’s Explore Venus/
Helen Orme
Look at Earth/ Mary
R. Dunn
Look at Jupiter/
Suzanne Slade
Look at Mars/ Mary
R. Dunn
Look at Mercury/
Mary R. Dunn
Look at Neptune/
Suzanne Slade
Look at Pluto and
Other Dwarf
Planets/Anna Kaspar
Look at Saturn/
Suzanne Slade
CAP’s ACE Program
Saturn, describes its fabulous rings and
intricate moon system, and highlights
ongoing and future missions to the planet.
the moon, explains why the moon appears
to change shape, and describes the
historic moon missions.
the sun, describes its birth and eventual
death, and highlights its importance to all
objects in the solar system.
Uranus, describes its crazy spin, and
highlights other facts unique to the
seventh planet.
Venus, the use of radar to examine its
surface, and the possibility of a mission
to the planet.
This introduction to Earth discusses its
orbit and axis; provides facts about the
planet and its moon; and looks at the
atmosphere, oceans, and interior of the
ever-changing planet.
This book is an introduction to the planet
Jupiter and some of its many moons.
3.9
7-9
LG
Non-Fiction
Grades 2-4
3.7
7-9
LG
Non-Fiction
Grades 2-4
4.1
7-9
LG
Non-Fiction
Grades 2-4
4.0
7-9
LG
Non-Fiction
Grades 2-4
4.3
7-9
LG
Non-Fiction
Grades 2-4
4.5
7-10
LG
Non-Fiction
Grades 2-5
4.2
7-10
LG
This book describes Mars's year,
environment, surface, and moons. It also
discusses plans for a spacecraft to be
sent to the planet.
This book describes Mercury's year, size,
environment, and surface. It also
discusses spacecraft that have been sent
to the planet.
This book describes Neptune's year,
environment, moons, and rings. It also
explains how scientists study the planet.
This book describes what a planet is and
provides information about Pluto's moons,
the Kuiper Belt, Eris, asteroid belts, and
Ceres.
4.6
7-10
LG
Non-Fiction
Grades 2-5
Non-Fiction
Grades 2-5
4.7
7-10
LG
Non-Fiction
Grades 2-5
5.0
7-10
LG
Non-Fiction
Grades 2-5
4.9
7-10
LG
Non-Fiction
Grades 2-5
This book describes Saturn's year,
environment, moons, and rings. It also
discusses spacecraft that have been sent
to the planet.
4.4
7-10
LG
Non-Fiction
Grades 2-5
184
Look at Uranus/
Suzanne Slade
Look at Venus/
Mary R. Dunn
Magic School Bus
Inside a Hurricane/
Joanna Cole
Magic School Bus
(MSB) Inside the
Earth/
Joanna Cole
MSB Lost in the
Solar System/
Joanna Cole
MSB Sees Stars: a
Book about Stars/
Joanna Cole
CAP’s ACE Program
This book describes Uranus's year,
rotation, environment, moons, and rings.
It also explains how scientists study the
planet.
This introduction to Venus, the second
planet from the Sun, discusses its orbit
and axis; provides facts about the planet;
looks at its landforms; and reviews the
history of the exploration of this planet.
Ms. Frizzle introduces her class to
weather projects and takes them on a hot
air balloon ride into a hurricane.
4.4
7-10
LG
Non-Fiction
Grades 2-5
4.6
7-10
LG
Non-Fiction
Grades 2-5
4.3
6-9
LG
Non-Fiction
Grades 1-4
On a special field trip in the magic school
bus, Ms. Frizzle’s class learns firsthand
about different kinds of rocks and the
formation of the Earth.
3.6
7-11
LG
Non-Fiction
Grades 2-6
On a special field trip in the magic school
bus, Ms. Frizzle’s class goes into outer
space and visits each planet in the solar
system.
Ms. Frizzle and her class take a trip to
outer space to learn all about the stars.
3.7
6-9
LG
Non-Fiction
Grades 1-4
3.3
5-7
LG
Non-Fiction
Grades K-2
185
Physical fitness---good health---exercise---dance---aerobics---healthy food----fun outdoor games----fun indoor
games
Title/ Author
Basketball for Fun!/
Brian Eule
Blood: the
Circulatory System/
Gillian Houghton
Bones: the Skeletal
System/
Gillian Houghton
Breath: the
Respiratory System/
Gillian Houghton
Guts: the Digestive
System/
Gillian Houghton
Muscles: the
Muscular System/
Gillian Houghton
Nerves: the Nervous
System/
Gillian Houghton
CAP’s ACE Program
AR
Level
Age
Range
Describes the basic rules, skills and
important people and events in the
sport of basketball. (outdoor/indoor
games)
An introduction to the circulatory
system and how it is connected to the
other systems of the body.
(health/exercise)
4.6
8-11
Interest
Level
LG
5.4
7-10
LG
Non-Fiction
Grades 2-6
An introduction to bones and the
skeletal system and how it is
connected to the other systems of
the body. (good health)
An introduction to the body system
that helps us to breathe and how it is
connected to the other systems in
the body. (good health)
An introduction to the process of
digestion and how it is connected to
other systems of the body. (good
health)
An introduction to the muscular
health)
4.7
7-10
LG
Non-Fiction
Grades 2-5
4.5
7-10
LG
Non-Fiction
Grades 2-5
4.6
7-10
LG
Non-Fiction
Grades 2-5
4.8
7-10
LG
Non-Fiction
Grades 2-5
An introduction to the nervous
health)
5.5
7-10
LG
Non-Fiction
Grades 2-5
Brief Summary
Library
Classification
& Grade Levels
Non-Fiction
Grades 3-6
186
Bread and Cereal/
Tea Benduhn
Card Tricks/
Cynthia Klingel
Chess/ Dana Rau
Chess for Kids/
Michael Basman
Fruit/ Tea Benduhn
Meat and Beans/
Tea Benduhn
Milk and Cheese/
Tea Benduhn
Vegetables/ Tea
Benduhn
Girls’ Basketball:
Making Your Mark on
the
Court/LoriColeman
Girls’ Soccer: Going
for the Goal/ Lori
Coleman
Girls’ Volleyball:
Setting up Success/
Heather Schwartz
Girls’ Softball:
Winning on the
Diamond/ Heather
Schwartz
CAP’s ACE Program
Discusses how eating plenty of wholegrain bread and cereal helps to make
a healthy heart. (good food)
Presents a history of cards and card
tricks, along with tips and easy stepby-step instructions for performing
several tricks. (indoor games)
Introduces the history and rules of
chess and discusses how it can be
played with family and friends,
through the mail, on a computer, in
clubs, and in international
tournaments. (indoor games)
A fascinating step-by-step guide
from setting up the board to basic
moves, to more advanced tactics and
strategy. (indoor games)
Discusses how eating a wide variety
of fruit provides energy and
promotes healing. (good food)
Discusses how eating meat and beans
provides protein to build strong
muscles. (good food)
Discusses how eating milk and cheese
makes bones & teeth strong.
(good food)
Discusses how eating a variety of
vegetables keeps the entire body
healthy. (good food)
Describes the game of basketball and
the skills needed to play.
(indoor/outdoor games; exercise)
Not
AR
5-9
4.0
7-9
LG
Non-Fiction
Grades 2-4
4.6
8-11
LG
Non-Fiction
Grades 3-6
Not
AR
8-12
Non-Fiction
Grades 3-7
Not
AR
5-9
Non-Fiction
Grades K-4
Not
AR
5-9
Non-Fiction
Grades K-4
Not
AR
5-9
Non-Fiction
Grades K-4
Not
AR
5-9
Non-Fiction
Grades K-4
4.9
8-14
MG
Non-Fiction
Grades 3-9
Describes soccer, the skills needed
to play, and the ways to compete.
(exercise; indoor/outdoor games)
5.2
8-14
MG
Non-Fiction
Grades 3-9
Describes volleyball, the skills
needed for it and the ways to
compete. (exercise; indoor games)
5.0
8-14
MG
Non-Fiction
Grades 3-9
Describes softball, the skills needed
for it, and the ways to compete.
(exercise; outdoor games)
4.6
8-14
MG
Non-Fiction
Grades 3-9
Non-Fiction
Grades K-4
187
Magic School Bus
Inside the Human
Body/ Joanna Cole
Sleep is for
Everyone/
Paul Showers
Busy Body Book: a
Kid’s Guide to
Fitness/ Lizzy
Rockwell
Please Play Safe!:
Penguin’s Guide to
Playground Safety/
Margery Cuyler
Stompin’ at the
Savoy: The Story of
Norma Miller/
Norma Miller
Knockin’ on Wood:
Starring Peg Leg
Bates/ Lynne
Barasch
Dance/ Andree Grau
Good Sports:
Rhymes about
Running, Jumping,
Throwing, and More/
Jack Prelutsky
CAP’s ACE Program
A special field trip on the magic
school bus allows Ms. Frizzle’s class
to get a first-hand look at major
parts of the body. (health; exercise)
Describes the importance of sleep
and what happens to our brains and
bodies during slumber. (good health)
4.6
6-9
LG
Non-Fiction
Grades 1-4
2.6
3-6
LG
Non-Fiction
Grades K-1
An introduction to the human body,
how it functions, and its need for
exercise. (good health; exercise)
4.3
5-9
LG
Non-Fiction
Grades K-4
Penguin and his animal friends
demonstrate how to play safely and
use good manners. (exercise)
2.2
3-5
LG
Non-Fiction
Grades K
Chronicles Norma Miller’s early life
and rise to fame as one of the
original performers of the Lindy Hop.
(dance)
4.9
9-13
MG
Non-Fiction
Grades 4-8
Presents a picture book biography of
Clayton “Peg Leg” Bates, an African
American who lost his leg in a factory
accident at the age of twelve and
went on to become a world-famous
tap dancer. (dance)
Surveys all forms of dance
throughout the world, discussing its
cultural and social significance, its
costume, its history, and noted
dancers and choreographers. (dance)
A collection of poetry about
participation sports. (exercise;
games)
4.4
6-10
LG
Non-Fiction
Grades 1-5
Not
AR
10-14
3.8
8-12
Non-Fiction
Grades 5-9
LG
Non-Fiction
Grades 3-7
188

Kindergarten - Welcome to the Egerton Family Page!

Transcription

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