Day 1: The Inner Planets
To prepare, make copies of the Planets Mini-Book template (S-5-6-2_Planets Mini-Book.docx). Cut and assemble them into booklets that include the cover and eight pages for planet information.
Tell students that today’s lesson is about the inner planets, the four planets that are closest to the Sun. Have them tell you which are the four inner planets. Show students a three-dimensional model, solar system Web site, or a picture of the inner planets (S-5-6-2_Inner Planets.docx).
Have students complete the “K” and “W” sections on the K-W-L chart with what they know about the inner planets (S-5-6-1_K-W-L.docx). As a class, discuss what they already know.
Distribute Planets Mini-Books to students (S-5-6-2_Planets Mini-Book.docx). Explain that they will be completing their books with facts on the planets. Have students design a cover for their Planets Mini-Book using crayons, markers, or colored pencils.
Give students information about the inner planets using the Inner Planets PowerPoint presentation (S-5-6-2_Inner Planets PPT.pptx). Have students record information about the inner planets and draw each planet in their mini-books.
Close the lesson by having students complete the “L” section of the K-W-L chart with what they have learned about the inner planets.
Day 2: Measuring the Solar System
Option 1
To prepare, collect materials and prepare a 40–50 m string with knots for measuring. Make a knot at every meter up to 10 meters, then one knot every 10 meters after that. Write the names of the eight planets in large print on unlined papers, so that students can read them from a distance. Select a location, such as a hallway, gym, or athletic field, to model your solar system. This location needs to be 40 m long (approximately 40 yards).
Option 2
To prepare, gather eight food items to represent the planets, with similar sizes to the following: cantaloupe, lemon, lime, radish, walnut, grape, pea, and sunflower seed.
Give students copies of the Planetary Data table (S-5-6-2_Planetary Data.docx). Have them work individually to rank the planets by size and complete the “Smallest to Largest” column by numbering them 1–9.
Explain that with such enormous distances between objects in space, astronomers developed new ways to describe the distances to avoid calculations with huge numbers. Define “astronomical units” and show students the data table in Measuring Distances in Space resource (S-5-6-2_Measuring.docx).
Then tell students that when we measure distances to other stars, even astronomical units are too small, so we use “light-years” instead. Define “light-years.” Tell students that one light-year is equal to 9,460,730,472,580.8 km! Show students the AU vs. Light-Year
T-chart from the Measuring Distances in Space resource, and have them copy it into their journals. Check understanding by asking which unit we would use to study the distance to Mars (AUs), a star in another galaxy (light-years), the Moon (AUs), and the Sun (AUs). Ask students, “What instrument allows us to see objects in space that are light-years away?” (the telescope)
Modeling the Solar System
Option 1: Large Scale Model of Distances
Take the class to the location you have selected for a scale-model of the solar system. Have each group bring along a copy of the Measuring Distances in Space resource (S-5-6-2_Measuring.docx). Tell students that the solar system is made up of mostly space. Divide the class into eight groups and give each group a piece of paper with the name of a planet on it. Have one student hold up the colored paper “Sun” at a designated central point. Have each group use the Measuring Distances in Space sheet to determine their planet’s distance from the Sun in AUs. Then have the group use the knotted string to measure the distance using the scale 1 AU = 1 meter. Have the groups mark the locations of the planets and stand at that location. Then have the groups say the names of their planets in order of distance from the Sun. Note: Remind students that the planets are always in motion, orbiting the Sun, and that they are not located in a straight line from the Sun.
Have students predict how long it would take to travel through space to Mars and Neptune. Have all students walk with you from the “Earth” to “Mars” and tell them that that trip took the Viking 1 mission about one year. Have all students walk with you from the “Earth” to “Neptune” and tell them that that journey took the Voyager about 12 years.
To close the lesson, have each student complete an exit slip to answer the question, “How can we use models to understand the solar system?” (We can use models to help us understand distances between objects in the solar system.)
Option 2: Scale Model Using Foods
Have students look at the Planetary Data table and ask them the following questions:
- “Which is the largest planet?” (Jupiter)
- “Which is the smallest?” (Mercury)
- “Which planet is most similar in size to Earth?” (Venus)
- “Which other planets are similar in size to each other?” (Uranus and Neptune)
Display the very large colored paper Sun that you have prepared, as well as food items to represent the planets. Have students look at the food items and decide which should represent each planet. Then have them guide you in arranging the “planets” in order from Mercury to Neptune.
To close the lesson, have each student complete an exit slip to answer the question, “How can we use models to understand the solar system?” (We can use models to help us understand sizes of objects in the solar system.)
Extension:
- For Option 1, students going beyond the standards can create scale models of the planets out of Play-Doh before they do the outdoor activity to measure the distances between them.
- For Options 1 and 2, students going beyond the standards can evaluate the models in terms of their ability to accurately represent the solar system.
- Students who might need an opportunity for additional learning can explore extra resources, including books on the solar system and Web sites from Related Resources, to use as they complete their mini-books.
- Students needing additional learning opportunities can practice ordering the planets by distance from the Sun using the interactive activity at Solar System Planets: http://esamultimedia.esa.int/docs/issedukit/en/activities/flash/start_toolbar.html#c1_p13_02.swf. Note that this solar system model is not to scale.
- Students who need additional practice can follow you as a guide, step-by-step, to create the first page of the Planets Mini-Book. (Pause during the PowerPoint presentation to allow ample time for students to complete the page for each of the inner planets.)
