Comets, Stars, The Moon, And Mars PDF Free Download


COMICS, STARS, THE MOON, AND MARS: SPACE POEMS AND PAINTINGS Author: Louisiana Last modified by: Angela Germany Created Date: 1/13/2009 4:31:00 PM Company: Legislature Other titles: COMICS, STARS, THE MOON, AND MARS: SPACE POEMS AND PAINTINGS. A field guide to the stars and planets, including the moon, satellites, comets, and other features of the universe by Menzel, Donald H. (Donald Howard), 1901-1976.

  1. Stars: Stars are the celestial bodies, which emit light of their own. The Sun is also a star. Ursa Major: It is a group of seven stars and is also known as “Saptarishi”. We hope the given CBSE Class 8 Science Notes Chapter 17 Stars and the Solar System Pdf free download will help you.
  2. Comets, Stars, the Moon, and Mars: Space Poems and Paintings - Kindle edition by Florian, Douglas. Download it once and read it on your Kindle device, PC, phones or tablets. Use features like bookmarks, note taking and highlighting while reading Comets, Stars, the Moon, and Mars.

Comets, Stars, the Moon, and Mars: Space Poems and Paintings

Written By: Douglas Florian

Illustrated By: Douglas Florian

Comets, Stars, The Moon, And Mars PDF Free Download

Publisher: Harcourt, Incorporated

Copyright Date: 2007

ISBN: 978-0-15-205372-7

Genre: Poetry, Informational Poetry, Non-Fiction

Format: Short Poems


Major Awards: Mind the Gap Award, 2008

Summary: Douglas Florian uses vivid, detail-oriented pictures to accompany his poetic journey through space. Covering twenty planets/space topics, he gives factual information using short poems. The easy-flow of the poems paired with the colorful pictures will excite young readers as they learn about the eight planets and twelve other space objects!

Personal Response:

Comets Stars The Moon And Mars Pdf Free Download Pdf

  • I read this book to my four-year-old niece; throughout the book she commented on the charactersitics of each planet. She noticed the small details, picking up on things such as hidden text and images within each illustration. While reading the book, she made comments about each planet, and told me what she already knew about the planets. She happened to know that Saturn has rings and that Venus is very hot! She enjoyed the subtle rhyming in the poems and would often repeat the words she heard.
  • When I first read this book, I loved the amount of information within. I found the information to be easy to comprehend and bountiful. I looked at the pictures and loved the bright colors and pictorial representations of each planet/space object. However, I must not have looked closely enough at them because my niece ended up pointing things out that I had not even noticed (such as the thermometer on Venus and cutouts on certain pages). It just goes to show how our minds picked up on different things that we each found equally important and eye-catching. One thing I learned from this book is to take time to look at the pictures closely because oftentimes they will provide just as much information about the book as the words do!

Art Connections: I talked about the art in this book a little in my personal response, however, there is a lot more to say! A characteristic of great illustrations within a children’s book is that they are relevant. Every picture, every detail of every picture, and every cutout was relevant to the topic for a specific page. The artist, Douglas Florian (who also wrote the book), used brown paper bags as his canvas and then used a variety of techniques to create a picture (paint, multimedia, and rubber stamps). Different patterns, shapes, and colors were used to create complete images throughout the book. The words that were written were meticulously depicte, and the depictions were clearly relatable to the text.


Classroom Connections: This book would fit best into a lesson or introduction about space. First grade is a great time to introduce space and the idea that there is more “out there” to young children. To do so, I would read the book to the students as a group. I would go very slow and allow them to look at the pictures. I like the idea of putting students into groups and then coming together at the end to share ideas, so I would divide the students into small groups next. In a perfect classroom, I would have enough books for each group, so I will assume that I do! Each group would be assigned a planet and it would be their jobs to pick out characteristics of each planet based on the text and the illustrations. I understand that, as first-graders, their reading skills aren’t mastered yet; so to prepare, I would type up lists for each group. These lists would contain about twenty adjectives that match up with each planet. The students then would only have to find words that match words on the page that their planet is on. For example, Uranus is described as being gaseous and wide, so I would include those two adjectives on the “Adjective List” (as well as other adjectives that don’t match up to Uranus). After the students finished this, we would talk about each group’s findings as a class. The standard that this would meet is a standard that needs to be met by third grade. It is 1.5.3.D: Write, developing an awareness of style, using a variety of sentence structures, adjectives, precise nouns, and action words. As a teacher, this technique is called scaffolding. I would introduce students to the definition of an adjective in a different subject, and then carry it over to science to build on their knowledge. This standard can be found at Another standard that this would cover is one that needs to be met by fourth grade. It is 3.3.4.B1 and talks about identifying planets and their characteristics. This standard can be found at

ESOL Accommodation: Because this book has such vived, detail-oriented pictures, I could use this book with ELLs. The adaptation of this lesson to meet ELL needs would be a simple one. Like I said above, the students would use both the pictures and the text to describe the planets. So, ELLs could easil complete this activity by describing the vivid pictures. This would enable them to be an active participant within their groups and within the class discussion.

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