Download The Planets

The Solar System Project
Astronomy
Essential Questions
How are the planets similar?
How are the planets different?
How did the solar system form?
Objectives
In your presentation, you will need to consider the
following GENERAL aspects of your topic.
1. General properties (mass, diameter, density,
composition, rotational periods, orbital period,
distance from the sun, rings etc.)
2. Surface conditions and how these compare to
other planets
3. The atmosphere and composition
4. Internal structure and composition (layering) of
the planet
5. External structures of the planet (lava flows,
mountains, craters, etc.)
6. List and describe any (or the most important)
satellite missions to the object and any major
discoveries
7. Major similarities with other solar system
objects
8. Major differences with other solar system
objects
You will also need to present the answers to the
questions related to your topic below. Additionally, you
will need to know the answers to these questions as a
viewer of your classmates’ presentations.
These are not the only things you need to cover, but
make sure you have covered these items in detail.
Mercury—
1. similarity to moon and cratering
2. caloris basin and how it came to be
3. what are scarps? how did they form?
4. what are the results of having such a thin
atmosphere?
Venus—
1. brightness and why
2. cloud composition and greenhouse effect (and
its effects on the temp. of planet)
3. lava flows and types of volcanoes
4. similarity to earth (what are terras and
planitias?)
Earth— Teacher presents
1. tectonic plates
2. liquid water
3. layers of atmosphere and where weather occurs
4. Aurora borealis and why it happens
5. main gases in atmosphere and effects on temp.
The Moon-1. Structures: Craters, mare (maria), highlands,
rilles, rays, regolith
2. How did these structures form?
3. Difference between the highlands and the maria
(ages and composition); what are the differences
between moon rocks and Earth rocks?
4. Giant Impact theory and why we believe the
Moon formed this way
Mars—
1. why is it red?
2. structures: Mountians (Olympus Mons), Valles
Marineris, Tharsis Bulge
3. structures: ice caps and composition
4. fluctuation of color with seasons
5. presence of water? Evidence?
Jupiter—
1. main gases
2. why does it have a banded appearance? layers
of gases (composition and temp. and structure)
3. Great Red Spot…what is it? How big?
Rotation? Winds? Source of energy?
4. Rings
Jupiter’s Galilean moons—
1. Their names and the origin of their names.
2. Their mass and diameter.
3. Size relative to Jupiter and our moon.
4. Distance from Jupiter.
5. Is there the potential for life on any of them?
Saturn—
1. rings and composition (presence of water ice)
2. Cassini and Encke division (different rings) and
why are there gaps in the rings
3. composition of clouds
4. atmospheric activity (winds, layers, storms)
Uranus—
1. composition of atmosphere and effects on color
(wind speeds, layers of gases, etc.)
2. incline of axis and how did it get to be that way
3. ring structure and composition
4. similarity to Neptune (how is it similar? In what
ways?)
Neptune—
1. Great Dark Spot-- what is it? How big?
Rotation? Winds? Source of energy?
2. Scooter
3. gases and effects on color
4. winds (how fast and why they exist)
Pluto—
1. elliptical orbit and incline of orbit
2. why it’s not considered a planet any longer
(what’s the definition of a planet and why
doesn’t Pluto fit this definition)
3. why does Pluto fit the definition of a dwarf
planet (what else is it similar to? What are the
other dwarf planets?)
4. what are Kuiper Belt objects and how is Pluto
more similar to other Kuiper Belt objects (this is
pronounced “KI-per”)
Notes from your teacher
 Participation is perhaps the most important
component of your grade—you need to be in
class and you need to contribute to the group
while in class.
 Read the chapter in the book on your topic.
 Save your presentation frequently.
 The presentation should have notes and images
in each slide. There is no limit to the number of
slides, but the presentation should last 15-20
minutes.
 Do NOT copy and paste information—all
information must be in your own words and you
should understand what you say.
 You will be asked questions while you present,
and you will be graded on your response to
those questions.
Procedural Notes
 You will have 3 days using the computers to
complete your presentation. This presentation is
your project grade and you will be assessed
using the senior project rubric.
 The websites you will be using for research
are…..
1. http://www.nineplanets.org/
2. http://www.windows.ucar.edu/tour/link=/our_so
lar_system/solar_system.html
3. http://www.jpl.nasa.gov/solar_system/
 You may also use any sites that are linked to
this site at the bottom of the pages. Use the
textbook as a guide for what information is
important.
What do I need to produce?
 Each person will need to create at least 5 slides
and present those slides. Each person speaks and
presents for an equal amount of time (~5
minutes). The slides should be yours, but there
should be some unification with the other slides in
the presentation.
 Each slide must have a relevant visual picture,
diagram, audio clip, or video clip in addition to
notes and words.
 The last slide of your individual part of the
presentation should include a works cited page in
APA format.
 On the last day of research, you will need to submit
a notes page (not a notes page from the program)
that the audience will use to follow the presentation.
If you do not, you will be deducted 10 points and
will have to make your own copies of the notes
page.
 The notes page should have some empty space for
the audience to write down some information. The
notes page should also include at least a couple of
pictures or diagrams.
 On the last day, you will need to save and submit the
entire presentation and notes page to your teacher.
If the presentation and notes are not submitted, 10
points will be deducted for each day it is late.
Story Board for Presentation
Each member of the group must turn in the last day of research
Presentation Assessment Rubric
The following are descriptions of areas that will be considered in the assessment
of your portion of the presentation.
Criteria
Below
Standards
Content is
scientific,
current, and
correct
Complete and
thorough in all
aspects of topic
Depth of content
Appropriate
level of content
for class and
grade level
Appearance of
presentation
Knowledgeable
while presenting
Meets
Standards
0-2
Almost
Meets
Standards
3-6
7-8
9-10
Content is not
scientific,
current, or
correct
Some of the
material is
scientific and
correct
All content is
scientific,
current, and
correct
Content is
incomplete;
missing major
aspects of
topic
Content barely
scratches the
surface of the
topic
Content is
almost
complete;
missing minor
aspects topic
Minimal depth
of content; little
explanation
Content is
scientific, but 1
or 2 facts may
be incorrect or
outdated
Content is
complete, but
missing some
detail
Good content
with some
explanations
Not up to high
school level or
copied higher
level material
without
understanding
Disorganized;
not neat; too
few images;
too many
words
no elaboration
and doesn’t
handle
questions
Barely high
school level;
limited
understanding
of content
High school
level; uses own
words that
show
understanding
In-depth
presentation of
content;
attention to
details
Appropriate
level; own
words that show
full
understanding
Somewhat
organized; too
many words;
irrelevant
images
Tries to
elaborate; little
explanation
when asked
questions
Mostly reads
presentation
Organized;
relevant
images; not
completely
unified
Elaborates;
answers
questions
Organized;
relevant images;
unified
presentation
Speaks to
class; uses
appropriate
skills
Equal division;
fulfills time
limit
Speaks to class;
excellent
speaking skills
Time during
presentation
Reads
presentation;
inappropriate
presentation
Does not fulfill
time limit
Research and
contributions in
class
Not on task;
few
contributions
Listening to
other
presentations
Sleeping; not
listening; asks
inappropriate
questions
Appropriate
presentation
skills
Divided
unequally;
doesn’t fulfill
time limit
On task some
of the time;
minor
contributions
Minimal
listening
On task; made
contributions
while in class
Listening
Exceeds
Standards
Content is
complete and
detailed
Elaborates with
details and
handles
questions well
Equal division
of time; used
the full time
presenting
On task; made
significant
contributions in
class
Active and
engaged
listening; asks
appropriate
questions
Score & Comments