Earth, Sky, and Space

Overview

In this first lesson of the six-part “Outside the Solar System” unit, students distinguish Earth, the nearby sky, and outer space. Using photographs, objects, picture cards, and a simple model, students begin identifying what space contains and communicate observations in accessible ways.

Learning intentions

Students will be able to:

• Identify Earth as our round home.
• Describe the sky as the air and things we see above Earth.
• Identify outer space as the huge place beyond Earth’s air.
• Sort and represent objects found on Earth, in the nearby sky, and in outer space.
• Record one observation by drawing, using a symbol, taking a photograph, or dictating a sentence.

Success criteria

• I can identify Earth, the sky, and space.
• I can place a picture or object in a category and show or tell why.
• I can use a model to show where space is in relation to Earth.
• I can identify or represent one thing found in space.

Curriculum links

• Reading informational science texts: determine a central idea and give an accurate summary based on the text or images, not prior opinions.
• Reading science and technical information: connect information in words with photographs, diagrams, and models.
• Writing informative/explanatory texts: record an observation through drawing, symbols, a photograph, or dictated language.
• New Jersey/Common Core literacy connections: analyze information presented visually, ask and answer questions about images, and participate in a short science investigation.

Lesson structure (55 minutes)

1. 0–5 min · Greeting and visual schedule. Teacher welcomes students, displays the visual schedule and opening image, and previews the sequence: look, learn, sort, build, share, and check out. Students choose a greeting and indicate readiness by voice, sign, gesture, eye gaze, or AAC.

2. 5–10 min · Sensory preview and vocabulary. Teacher shows a globe or Earth ball, large sky and space photographs, blue yarn, and black fabric; introduces “Earth,” “sky,” “space,” and “object” with the visual meanings: Earth is our round home, the sky is the air and things we see above Earth, and space is the huge place beyond Earth’s air. Students handle or observe materials as comfortable and respond to “What is this?” using speech, pointing, signs, AAC, or a two-choice board.

3. 10–20 min · Mini-lesson and model. Teacher uses the Earth, sky, and space teaching slides alongside a large Earth photo and a flashlight. Explain that the sky does not end at a hard line: air becomes thinner as we move away from Earth, and outer space is very large. Show that space includes stars, planets, moons, rocks, dust, gas, and spacecraft. Model one sort, thinking aloud: “This is a moon. It belongs in outer space.” Students identify Earth or space in repeated two-choice questions and notice details in the images.

4. 20–35 min · Picture-card investigation. Teacher places large sorting mats labeled Earth, sky near Earth, and outer space. In groups of two or three, students sort picture cards and safe models, using the sorting directions and discussion prompts. Assign card holder, placer, and communicator/observer roles; rotate roles or provide adult-supported alternatives. Students place each item, then show or tell a reason. The teacher records whether each student identifies Earth, sky, and space with zero, one, or two prompts and whether the student accepts or rejects a misplaced card.

5. 35–45 min · Build a class model. Teacher demonstrates placing Earth at the center of a paper plate or floor space, blue yarn around it for air/sky, and black cloth beyond it for space. Students use glue sticks or Velcro to place picture cards beyond Earth and add drawings or marks with crayons and markers. Students may use pre-cut pieces, adapted scissors, partner-assisted scanning, or a picture-only option. Ask, “Where would this go?” and “What do you notice?”

6. 45–51 min · Gallery walk and observation. Teacher displays the gallery-walk questions and invites students to view each model from their seats or at a quiet observation station. Students point to, gesture toward, photograph, draw, or dictate one thing they notice and communicate one question or response. Peers give a simple “I notice…” response using speech, sign, AAC, or a choice board.

7. 51–55 min · Exit check and cleanup. Teacher displays the closing review and exit question and asks each student, “Is this Earth or space?” while showing one picture. Students answer with a picture, gesture, AAC, sign, or words, then select or draw one thing found in space. Students return materials with adult support.

Resources

• the Earth, sky, and space slide deck
• the picture-based observation sheet
• Globe or Earth ball
• Large Earth, sky, and space photographs
• Flashlight
• Black fabric and blue yarn
• Large sorting mats, picture cards, and safe space models
• Paper plates, glue sticks or Velcro, crayons, and markers
• AAC devices, two-choice boards, timer, headphones, and adapted scissors

Assessment

• During sorting, use a simple class checklist to record each student’s identification of Earth, sky, and space with zero, one, or two prompts.
• Check whether students accept or reject a misplaced card and whether their model places space beyond Earth’s air.
• Review the picture-based observation sheet and the exit response for one accurate space object or observation.

Differentiation

• Reduce choices to two or three, use high-contrast real photographs and objects, repeat the same visual vocabulary, and provide sentence starters such as “This is ___” or “It belongs in ___.”
• Accept pointing, eye gaze, gestures, signs, AAC, partner-assisted scanning, photographs, drawings, symbols, or dictated responses; no reading is required.
• Provide pre-cut or Velcro pieces, adapted scissors, adult-supported group roles, and a tactile-free picture-only alternative.
• Seat students away from bright lights, offer headphones, movement breaks, and a quiet observation station. Extend students who are ready by asking them to explain how a model shows that space does not begin at a hard line.