Earth & Space Science Lessons

Stars are so much more than bright dots in the sky. Together, we will learn how patterns in the stars were used long ago and how we still use them today. Students will learn which constellations are visible all year and at different times throughout the year. Then we’ll let our creativity combust as we dive into the art of Constellation Creations. We’ll make and learn how to use a Constellation Wheel, and students will choose their favorite constellation to design a hanging decoration. 

Materials Needed (per student):

• scissors

• cardstock

• tape

• small black plastic or paper plate

• star stickers

• permanent marker

• hole punch

• string

• My Constellation Story (printout)

• Constellation Star Wheel (printout)

• Constellation Dotted Sheet (printout)

Standards Connection:

• DCI: ESS1.B Earth and the Solar System

• SEP: Developing and Using Models

• CCC: Patterns

Students will learn about impact craters as they create their own and measure the destruction caused by them. They will test various-sized meteors and compare their impact. Students will also create variable situations for meteors and record data on the impact of those variables. 

Request access to 'Creating Craters'.

Materials Needed:

• large baking pan or shallow cardboard box

• flour (enough to fill the pan/box)

• balls (various sizes)

• ruler

• meter stick

• paper towels

• beach towel or craft paper under pan/box

• paper and pencil

• optional: cocoa powder (enough to create a thin layer on top of the flour)

• optional: sieve or sifter (only needed if you are using the cocoa powder)

Standards Connection:

• DCI: PS3.A Definitions of Energy

• SEP: Planning and Carrying Out Investigations: Make observations to produce data to serve as the basis for evidence for an explanation of a phenomenon or to test a design solution.

• CCC: Energy and Its Matter: Energy can be transferred in various ways and between objects.

• 3-5-ETS1-3: Plan and carry out fair tests in which variables are controlled, and failure points are considered to identify aspects of a model or prototype that can be improved.

Do you have what it takes to land a rocket on the moon or another planet? Students will build their straw rockets and then investigate the effect of different angles on the trajectory of their rockets. This lesson has a great connection to elementary measurement and geometry standards. 

Request access to 'Landing on the Moon and Planets'.

Materials Needed: 

Per student:

• flexible straw

• scissors

• tape

• straw rocket template

Per group of 3 to 6 students:

• 3 paper plates

• moon and planets template

Standards Connection:

• DCI: ESS1.B Earth and the Solar System - The movement of the Earth, Sun, and Moon causes observable patterns.

• SEP: Plan and carry out an investigation - Make observations to produce data to serve as the basis for evidence for an explanation of a phenomenon or to test a design solution.

• CCC: Influence of Engineering, Technology, and Science on Society and the Natural World - Engineers improve existing technologies or develop new ones to increase their benefit, to decrease known risks, and to meet social demands.

Designing a device to land on the moon is a tough challenge, but can your students also account for the thrust a design needs to have a safe lunar landing? 

Request access to 'Lunar Lander'.

Materials Needed:

• balloons

• small binder clip

• Lander Materials:

  • paper cup

  • straws

  • foam

  • tape

  • pipe cleaners

  • construction paper

  • cardboard

  • mini marshmallows

Standards Connection:

• DCI:

  • PS2.A Forces and Motion

  • PS2.B Types and Interactions

• SEP:

  • Asking questions and Defining Problems

  • Developing and Using Models

  • Planning and Carrying Out Investigations

  • Analyzing and Interpreting Data

  • Obtaining, Evaluating and Communicating Information

• CCC: System and System Models

Students will design a working model to demonstrate how Earth rotates and revolves in the solar system. 

Request access to 'Rotation and Revolution'.

Materials Needed (per group):

• 2 Styrofoam balls (one larger and one smaller)

• playdoh

• glue/tape

• straws

• pipe cleaner

• toothpicks

• paper plate

• markers

• paper clips/brass clips

• paper tubes

Standards Connection:

• DCI: ETS1-3 Plan and carry out fair tests in which variables are controlled, and failure points are considered to identify aspects of a model or prototype that can be improved.

• SEP: Planning and Carrying Out Investigations: Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence using fair tests.

• CCC: Influence of Engineering, Technology, and Science on Society and the Natural World

While space travel is growing, humans must find a way to live safely on other planets without risking harmful exposure to UV rays. Students will explore designs to keep space travelers safe from direct UV rays. 

Request access to 'Space Shelters'.

Materials Needed:

• 1 pipe cleaner

• UV beads (to put on a pipe cleaner to make a space person)

• UV light source (UV flashlight or direct sunlight)

• Various Craft Materials:

  • cardboard

  • aluminum foil

  • craft sticks

  • index cards

  • newspaper

  • construction paper

  • tape

  • pencil and paper

Standards Connection:

• DCI:

  • PS4.A Wave Properties

  • PS4.B Electromagnetic Radiation

• SEP:

  • Asking questions and Defining Problems

  • Planning and Carrying Out Investigations

  • Constructing explanations and designing solutions

• CCC: Patterns

Students will be challenged to construct a model of the James Webb Telescope and then design a way to pack it and deploy it using only string and tape. 

Request access to 'Webb's Telescope'.

Materials Needed (per group):

• 1 paper towel or toilet paper tube

• 1 golden mirror card

• 1 solar shield card

• tape

• string

• scissor

Standards Connection:

• DCI: ETS1-2 Generate and compare multiple solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

• SEP: Planning and Carrying Out Investigations: Planning and carrying out investigations to answer questions or test solutions to problems in 3-5 builds on K-2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions.

• CCC: Influence of Engineering, Technology, and Science on Society and the Natural World

Learn about the importance of the Earth’s most precious resource - water! Students will see firsthand how little fresh water there is on Earth and how to create their own filtration system to help clean it. 

Request access to 'Cleaning Earth's Water'.

Materials Needed:

• plastic cups

• Styrofoam cups

• coffee filters and/or other filtration items (pieces of cloth, cotton, paper towels, filter paper)

• rubber bands

• prepared dirty water

Standards Connection:

• DCI:

  • ESS3.A Natural Resources

  • ESS3.C Human Impacts on Earth Systems

• SEP:

  • Asking questions and Defining Problems

  • Developing and Using Models

  • Planning and Carrying Out Investigations

  • Analyzing and Interpreting Data

  • Obtaining, Evaluating and Communicating Information

  • Constructing explanations and designing solutions

• CCC: Systems and System Models

For thousands of years, humans have been harnessing the power of water. In this lesson, students will learn how water is used to create electricity, then design and test their own water wheel. 

Request access to 'Water Wheels'.

Materials Needed (per student or group):

• 2 disposable plates (Styrofoam recommended) or a 2-liter bottle (for the body of the water wheel)

• wooden dowel or skewer

• tape

• string

• small cup

• misc. building materials (such as small disposable cups, spoons, small bowls, paper clips, index cards, etc.)

• For testing water wheels

  • water

  • large waterproof container (like a sink or plastic storage bin)

  • pitcher or water jug (to create flowing water)

Standards Connection:

• DCI: PS3.A Definitions of Energy

  • Energy can be moved from place to place by moving objects.

• SEP: Constructing explanations and designing solutions

  • Apply scientific ideas to solve design problems.

• CCC: Energy and Matter

  • Energy can be transferred in various ways and between objects.

Students will first learn about the Apollo moon missions and their landing sites. Then, students will be challenged to design, build, and test a contraption that can deposit a moon rover into the middle of the Apollo Impact Crater. 

Request access to 'Rover Retrieval'.

Materials Needed (per group):

• small cup

• 4 rubber bands

• 6 ft. of string

• 1 piece of paper

• 1 ft. of tape

• scissors

• For the crater

  • string

  • 8 oz. cup

  • ball

Standards Connection:

• DCI: ESS1.B Earth and the Solar System - The movement of the Earth, Sun, and Moon causes observable patterns.

• SEP: Constructing Explanations and Designing Solutions - Apply scientific ideas to solve design problems.

• CCC: System and System Models - A system can be described in terms of its components and their interactions.

• 3-5-ETS1-3: Plan and carry out fair tests in which variables are controlled, and failure points are considered to identify aspects of a model or prototype that can be improved.

In this lesson, students get hands-on with the gritty details of how rocks tumble in a river. They'll be tearing up construction paper, playing the role of a river, and figuring out why beaches end up covered in sand. It's not your typical class—it's more like a rock 'n' roll investigation! 

Request access to 'Erosion: Nature's Creative Canvas'.

Materials Needed (per group of 3-4 students):

• 1 printed template

• purple construction paper

Standards Connection:

• DCI: ESS2.A: Earth Materials and Systems – Wind and water can change the shape of the land.

• SEP: Developing Models – Develop a model to represent patterns in the natural world.

• CCC: Stability and Change – Things may change slowly or rapidly.

Bring the environment into your classroom as students create and investigate models of the greenhouse effect and compare them to our atmosphere. 

Request access to 'Greenhouse Effect'.

Materials Needed:

• 5 jars (preferably glass, but you could make other types work)

  • 3 jars are control variables (so for classes, teachers can have these 3 jars)

  • 2 jars per group of students

Per group:

• white vinegar

• baking soda

• measuring

• spoons

• measuring cups

• plastic cling wrap

• rubber bands (large enough to fit over the mouth of the jars)

• heat source (like a heat lamp, space heater, or direct sunlight)

• masking

• tape

• sharpie

• thermometer (preferably non-contact infrared thermometer; a standard thermometer would work, but you’d need one for each different jar)

Standards Connection:

• DCI: ESS3.C: Human Impact on Earth Systems – Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space.

• SEP: Obtaining, Evaluating and Communicating Information – Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem.

• CCC: System and System Models – A system can be described in terms of its components and their interactions.

Students will design a device to grab ocean pollution from the water. 

Request access to 'Ocean Pollution Grabber'.

Materials Needed:

• craft sticks

• rubber bands

• tape

• cardboard pieces

• plastic spoons

• small paper cups

• construction paper

• paper tubes

• straws

• paper clips

Standards Connection:

• DCI: ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

• SEP: Obtaining, Evaluating, and Communicating Information: Obtain and combine information to explain phenomena or solutions to a design problem.

• CCC: Science Addresses Questions About the Natural and Material World: Science findings are limited to questions that can be answered with empirical evidence.

Students will work in teams to discover and build structures that demonstrate how engineers construct buildings to survive powerful forces such as earthquakes.

Request access to 'Earthquake Structures'.

Materials Needed:

Per class:

• 1-4 pans of jello (for simulating an earthquake and testing structures)

Per group:

• 30 toothpicks

• 30 mini marshmallows

Standards Connection:

• DCI: ETS1-3 Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved

• SEP: Planning and Carrying Out Investigations: Planning and carrying out investigations to answer questions or test solutions to problems in 3-5 builds on K-2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions.

• CCC: Influence of Engineering, Technology, and Science on Society and the Natural World

Students come together to create solutions to help the Carter family with a huge flooding issue. As much as they love their house next to the beautiful river, last year, flash flooding caused their home to flood twice! It caused major damage to carpets, floors, and walls. Although everything has been repaired, the Carter family needs help to find a solution to instantly stop flood waters from ruining their house again. Students are challenged to design a device, using what they have learned about water-absorbing crystals, to stop flood waters from entering the Carter Family Home. 

Request access to ‘Flash Flood Frenzy’.

Materials Needed:

• bag of water-absorbing crystals (see example)

• small plastic house (either pre-made or built with Legos/building blocks)

• water source

• masking tape

• scissors

• eye dropper

• paint tray

• pipe cleaners

• student notebook

• variety of construction materials (e.g., cardboard, plastic wrap, foil, plastic bottles, sponges, craft sticks, etc.)

Standards Connection:

• DCI:

  • ESS3.B Natural Hazards

  • ETS1.B Developing Possible Solutions

• SEP: Engaging in Argument from Evidence

• CCC:

  • Cause and Effect

  • Influence of Engineering, Technology, and Science on Society and the Natural World

  • Science is a Human Endeavor

  • Constructing Explanations and Designing Solutions

Students will design and build a volcano, focusing on the physical and chemical changes that occur within the volcano during an eruption. 

Request access to 'Volcanoes'.

Materials Needed (per group):

• plastic Solo cup

• aluminum foil

• plastic bin/sink

• paper plate

• toilet paper tube

• baking soda

• vinegar

• construction paper

• masking tape

• measuring spoons

Standards Connection:

• DCI: PS1-4 Construct an argument with evidence that some changes caused by heating or cooling can be reversed and some cannot.

• SEP: Planning and Carrying Out Investigations: Planning and carrying out investigations in K-2 builds on prior experiences and processes to simple investigations.

• CCC: Energy and Matter: Objects may break into smaller pieces and be put together into larger pieces or may change shapes.

Students will learn about alternative energy sources as they design and build working wind turbines. Students will test various structures within their turbines to create the most effective design. 

Request access to 'Wind Turbines'.

Materials Needed:

• water or Gatorade bottles (partially filled)

• straws

• string

• plates

• nuts/bolts

• dowel rods

• plastic spoons

• foam pieces

• cups

• tape

• index cards

• toothpicks

• cut pool noodles

• any other materials to build

Standards Connection:

• DCI:

  • PS3.B Conservation of Energy and Energy Transfer

  • ESS3.A Natural Resources

• SEP:

  • Asking questions and Defining Problems

  • Developing and Using Models

  • Planning and Carrying Out Investigations

  • Analyzing and Interpreting Data

  • Obtaining, Evaluating and Communicating Information

  • Constructing explanations and designing solutions

• CCC: Cause and Effect

Let’s get rockin’ with hands-on learning about types of rocks, and weathering and erosion! 

Request access to 'Rock n' Roll'.

Materials Needed:

• broken crayons

• scissors

• aluminum foil

• cup of hot water

• plastic knife

• timer

• food coloring

• eye dropper

• sugar cubes

• plastic container

Standards Connection:

• DCI:

  • ESS2.A Earth Materials and Systems

  • ESS2.C The Roles of Water in Earth’s Surface Processes

• SEP:

  • Asking questions and Defining Problems

  • Developing and Using Models

  • Planning and Carrying Out Investigations

  • Analyzing and Interpreting Data

  • Obtaining, Evaluating and Communicating Information

  • Constructing explanations and designing solutions

• CCC: Patterns

Students will learn about the importance and cause of the autumnal equinox. They will then build their own sundial and explore how it works. 

Request access to 'Sundial'.

Materials Needed:

• paper plate

• straw

• glue stick

• scissors

• tape

• pencil

• Simple Sundial template (PDF)
  *If you can’t print the template, we will show you how to draw it with a ruler.

• compass or phone app that will allow you to find North (for teacher use)

Standards Connection:

• DCI: ESS1.B Earth and the Solar System

• CCC: Patterns

Students will explore seed germination by testing different materials, such as soil, cotton, or paper towels, to determine which supports growth best. They can also experiment with a variety of seed types to compare germination rates or combine both approaches for a more in-depth investigation. This hands-on project fosters curiosity and critical thinking while teaching fundamental concepts of plant biology and experimental design. 

Request access to 'Paper Plate Greenhouse'.

Materials Needed (per student or group):

• paper plates

• plastic bags

• yarn

• Lima beans (or other seeds that sprout quickly)

• paper towels

• cotton balls

• copy paper

• water

• paper

• scissors

• art supplies (optional)

• window suction cups with hooks (for hanging the greenhouses)

Standards Connection:

• DCI:

  • LS1.A Structure and Function

  • LS1.B Growth

• SEP:

  • Developing and using models

  • Planning and Carrying Out Investigations

• CCC: Structure and Function

Water is everywhere, and it is our planet’s most valuable resource. Students will learn just how little available water humans have and the importance of keeping it clean when they are presented with the issue of our city’s water being contaminated. They will have to work together to learn ways our water could become contaminated, how we can prevent it from happening, and most importantly, how to clean the sample they have been given of the contaminated water.

*This is lesson 1 of 2 of a mini water pollution unit. Classes are encouraged to join us for both weeks, but it is required. 

Request access to 'Filtration Investigation'.

Materials Needed (per group):

• 2-liter bottle, cut in half (ask students to bring them in from home)

• 3-inch square mesh (fine nylon screen or fine cheesecloth)

• rubber band

• 1 long stirring utensil (a chopstick works great)

• filter materials (your choice, whatever you have available)

  • filter paper

  • coffee filters (at least 6 inches in diameter)

  • sand

  • large and small pebbles

  • cotton balls

  • cloth

  • any other materials

• measuring cups

• polluted water (prepared by the teacher a couple of days ahead of time)*

*Teacher preparation tips:

• You will want something to stir the polluted water really well on the day of the lesson.

• Recommend making it in a gallon jug with a lid. You would probably need about 2 full jugs per class.

• The following items are pollutant suggestions, but you can put anything into your polluted water that you’d like to:

  • water (about ¾ of a jug)

  • green liquid food coloring

  • soil

  • organic matter (like orange rinds and grass)

  • detergent

  • vinegar

  • baking soda

  • salt

  • pepper

  • foam peanuts

  • shreds of newspaper

  • etc.

Standards Connection:

• DCI: ESS2.C: The Roles of Water in Earth’s Surface Processes – Nearly all of Earth’s available water is in the ocean. Most fresh water is in glaciers or underground; only a tiny fraction is in streams, lakes, wetlands, and the atmosphere.

• SEP: Planning and carrying out investigations – Conduct an investigation using fair tests in which variables are controlled and the number of trials considered.

• CCC: Scale, Proportion and Quantity – Natural objects and/or observable phenomena exist from the very small to the immensely large.