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Space Solar System Unit for Preschool, Pre-K and Kindergarten

$10.00

SPACE SOLAR SYSTEM UNIT FOR PRESCHOOL, PRE-K AND KINDERGARTEN

This resource includes space thematic lessons, activities, poems, songs and centers for your little learners.

Buy the BUNDLE and SAVE! You can purchase this resources in the Thematic Activities for Little Learners Bundleand the Little Learners Mega-Bundle!
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THIS RESOURCE INCLUDES

Lesson Resources

Week 25 Plans
This is a template for lesson plans during a space unit. Pick and choose what ideas and resources work for your learners.

Space – Whole Group
These resources can be used during whole group instruction for a space theme. They include a poem, word cards, tracing page and table sign in sheets.

Space Interactive Poem
Use this poem during a thematic lesson, whole group or a literacy center and have learners name things that are found in space.

Lesson Plans

Space Thematic Plans
Use these plans as a guide for engaging solar system read alouds and activities in the classroom.

Up In Space Song
Use this song throughout the unit about taking a trip through space.

Me and Space
Read Me and My Place in Space and have learners create an astronaut craft as to add to their Me and Space booklet.

Astronauts
Read Astronaut Handbook and complete the Astronaut chart together. Have learners complete the page in the booklet.

The Sun and Moon
Read The Sun and the Moon and write down facts together on a chart. Have learners write the facts in their booklet.

The Stars
Read The Sky is Full of Stars or Our Stars and answer the questions. Have learners write the definitions and create their own constellation.

The Solar System
Read The Planets in Our Solar System and put the planets in order on the chart. Have learners write the names of the planets in their booklet.

Space Sensory Charts
Explore space with the five senses. Complete the charts together and have learners draw and write about what they believe space to be like using their senses on the interactive page.

Up In Space Class Book
Use this resource to create a class book from the predictable chart created during the week.

Literacy Centers

Literacy Center | Alphabet Pocket Chart
Have learners match the alphabet cards on a pocket chart.

Literacy Center | Missing Sound
Have learners match the missing vowel sound on each word card.

Literacy Center | Rhyming Puzzles
Have learners match the puzzles by finding the pictures that rhyme.

Math Centers

Math Center | Counting to Twenty
Have learners put the numbers to twenty in order by counting up or counting down.

Math Center | Shape Sort
Have learners sort the shape pictures on the shape mats.

Math Center | Teen Number Mats
Have learners count and write the number on each mat.


LEARNING STANDARDS INCLUDED IN THIS RESOURCE

Common Core Standards

Language Arts

CCSSL.K.1a
Print many upper- and lowercase letters.
CCSSL.K.1d
Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
CCSSRF.K.1d
Recognize and name all upper- and lowercase letters of the alphabet.
CCSSRF.K.2a
Recognize and produce rhyming words.
CCSSRF.K.2d
Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.).
CCSSRF.K.3
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSSRF.K.3b
Associate the long and short sounds with common spellings (graphemes) for the five major vowels.
CCSSRI.K.2
With prompting and support, identify the main topic and retell key details of a text.
CCSSRI.K.7
With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
CCSSRI.K.9
With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
CCSSSL.K.4
Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
CCSSSL.K.5
Add drawings or other visual displays to descriptions as desired to provide additional detail.
CCSSW.K.2
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Math

CCSSK.CC.A.2
Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
CCSSK.CC.A.3
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
CCSSK.CC.B.4
Understand the relationship between numbers and quantities; connect counting to cardinality.
CCSSK.CC.B.4a
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
CCSSK.CC.B.4b
Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
CCSSK.CC.B.5
Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
CCSSK.G.A.2
Correctly name shapes regardless of their orientations or overall size.

Texas Essential of Knowledge and Skills

Language Arts

TEKSLA.K.2.A.i
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing… The student is expected to: demonstrate phonological awareness by: identifying and producing rhyming words.
TEKSLA.K.2.B.i
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing…The student is expected to: demonstrate and apply phonetic knowledge by: identifying and matching the common sounds that letters represent;
TEKSLA.K.2.B.ii
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing…The student is expected to: demonstrate and apply phonetic knowledge by: using letter-sound relationships to decode, including VC, CVC, CCVC, and CVCC words.
TEKSLA.K.2.C.i
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing…The student is expected to: demonstrate and apply spelling knowledge by: spelling words with VC, CVC, and CCVC.
TEKSLA.K.2.D.v
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing…The student is expected to: demonstrate print awareness by: identifying all uppercase and lowercase letters; and
TEKSLA.K.2.E
Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking–beginning reading and writing…The student is expected to: develop handwriting by accurately forming all uppercase and lowercase letters using appropriate directionality.

TEKSLA.K.5.G
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: evaluate details to determine what is most important with adult assistance;

TEKSLA.K.5.H
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: synthesize information to create new understanding with adult assistance; and

TEKSLA.K.5.I
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts..The student is expected to: monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down with adult assistance.

TEKSLA.K.8.D.i
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts–genres…The student is expected to: recognize characteristics and structures of informational text, including: the central idea and supporting evidence with adult assistance;

TEKSLA.K.8.D.ii
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts–genres…The student is expected to: recognize characteristics and structures of informational text, including: titles and simple graphics to gain information.

Math

TEKSMA.K.2.A
Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to: count forward and backward to at least 20 with and without objects;

TEKSMA.K.2.B
Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to: read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures;

TEKSMA.K.2.C
Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to: count a set of objects up to at least 20 and demonstrate that the last number said tells the number of objects in the set regardless of their arrangement or order;

TEKSMA.K.2.D
Number and operations. The student applies mathematical process standards to understand how to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system. The student is expected to: recognize instantly the quantity of a small group of objects in organized and random arrangements.

TEKSMA.K.6.A
Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to: identify two-dimensional shapes, including circles, triangles, rectangles, and squares as special rectangles.
TEKSMA.K.6.E
Geometry and measurement. The student applies mathematical process standards to analyze attributes of two-dimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to: classify and sort a variety of regular and irregular two- and three-dimensional figures regardless of orientation or size.

Science

TEKSSCI.K.4.B
Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world. The student is expected to: use the senses as a tool of observation to identify properties and patterns of organisms, objects, and events in the environment.
TEKSSCI.K.8.C
Earth and space. The student knows that there are recognizable patterns in the natural world and among objects in the sky. The student is expected to: observe, describe, and illustrate objects in the sky such as the clouds, Moon, and stars, including the Sun.

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