Download Science Grade 03 Unit 06 Exemplar Lesson 01: Sun, Earth, Moon

Grade 3
Science
Unit: 06
Lesson: 01
Suggested Duration: 15 days
Science Grade 03 Unit 06 Exemplar Lesson 01: Sun, Earth, Moon and Beyond
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson
by supplementing with district-approved resources, materials, and activities to best meet the needs of learners. The duration for this
lesson is only a recommendation, and districts may modify the time frame to meet students’ needs. To better understand how your district
may be implementing CSCOPE lessons, please contact your child’s teacher. (For your convenience, please find linked the TEA
Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
In this lesson, students construct models to investigate the relative size and position of the planets in our solar system including
interactions and relationship of the Sun, Earth, and Moon. Students examine the limitations of each model.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education, which are
required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the standard is taught in a
previous or subsequent unit. The TEKS are available on the Texas Education Agency website at http://www.tea.state.tx.us/index2.aspx?
id=6148.
3.8
Earth and space. The student knows there are recognizable patterns in the natural world and among
objects in the sky. The student is expected to:
3.8C Construct models that demonstrate the relationship of the Sun, Earth, and Moon, including orbits and
positions.
3.8D Identify the planets in Earth's solar system and their position in relation to the Sun.
Supporting Standard
Scientific Process TEKS
3.1
Scientific investigation and reasoning. The student conducts classroom and outdoor investigations
following school and home safety procedures and environmentally appropriate practices. The student is
expected to:
3.1A Demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including
observing a schoolyard habitat.
3.1B Make informed choices in the use and conservation of natural resources by recycling or reusing materials such as paper,
aluminum cans, and plastics.
3.2
Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and
outdoor investigations. The student is expected to:
3.2B Collect data by observing and measuring using the metric system and recognize differences between
observed and measured data.
3.2C Construct maps, graphic organizers, simple tables, charts, and bar graphs using tools and current technology to organize,
examine, and evaluate measured data.
3.2D Analyze and interpret patterns in data to construct reasonable explanations based on evidence from
investigations.
3.2F Communicate valid conclusions supported by data in writing, by drawing pictures, and through verbal
discussion.
3.3
Scientific investigation and reasoning. The student knows that information, critical thinking, scientific
problem solving, and the contributions of scientists are used in making decisions. The student is expected
to:
3.3A In all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and
experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so
as to encourage critical thinking by the student.
Last Updated 05/08/13
page 1 of 33 Grade 3
Science
Unit: 06
Lesson: 01
Suggested Duration: 15 days
3.3C Represent the natural world using models such as volcanoes or Sun, Earth, and Moon system and identify their limitations,
including size, properties, and materials.
3.3D Connect grade-level appropriate science concepts with the history of science, science careers, and
contributions of scientists.
3.4
Scientific investigation and reasoning. The student knows how to use a variety of tools and methods to
conduct science inquiry. The student is expected to:
3.4A Collect, record, and analyze information using tools, including microscopes, cameras, computers, hand lenses, metric rulers,
Celsius thermometers, wind vanes, rain gauges, pan balances, graduated cylinders, beakers, spring scales, hot plates, meter
sticks, compasses, magnets, collecting nets, notebooks, sound recorders, and Sun, Earth, and Moon system models timing
devices, including clocks and stopwatches materials to support observation of habitats of organisms such as terrariums and
aquariums.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 03 Science Unit 06 PI 01
Create pre- and post-annotated drawings or diagrams of the solar system including the Sun/Earth/Moon system. Compare the before and after drawings by
writing any revisions and the reasons for those revisions.
Standard(s): 3.3C , 3.3D , 3.8C , 3.8D
ELPS ELPS.c.1C , ELPS.c.5G
Key Understandings
The Earth is one of several planets that orbit the Sun, and our Moon orbits the Earth.
— What planets are included in our solar system?
— What is the position of the Earth and each of the other planets in relation to the Sun and to each other?
— How do the planets in our solar system move in relation to the Sun?
— How does the Sun, Earth, Moon (S/E/M) system function or work?
Models can provide useful information about the world we live in, but they have limitations.
— In what ways can models help us better understand our solar system?
— In what ways is the model like the real thing?
— What are some limitations of the model?
Vocabulary of Instruction
solar system
Sun
Moon
planet
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
orbit
revolve
revolution
spin
rotate
rotation
model
limitations
Materials
adding machine tape (61 cm/24 “ long, 1 per group)
black pepper (coarsely ground, taped to a small square of paper, 1 speck or piece per class)
book (about astronauts or astronomers, per teacher)
book(s) about changes in people’s or scientists’ beliefs about the earth and the solar system (1 per class)
books/websites about Earth, Sun, Moon, solar system, astronauts, etc. (4-5 books per class)
brass brads (4 per pair of students)
butcher paper (about 12”x18”, 1 per group)
craft sticks (1 per pair of students)
crayons (1 box per pair of students)
crayons or colored pencils (per group)
flashlight (1 per class)
flashlights (4 per class, optional)
globe (1 per class)
Last Updated 05/08/13
page 2 of 33 Grade 3
Science
Unit: 06
Lesson: 01
Suggested Duration: 15 days
index cards (5”x7”, see Advance Preparation, 9 per class)
markers (1 packet per group)
metric ruler (1 per class)
moving model or animated model of the S/E/M system (as described in the TEKS 3.4A, 1 per class)
newsprint (at least 12” x 18”)
paper (drawing, for recording and illustrating solar system sentences, per student)
paper plate (1 per group)
rain gauge (for ongoing data collection on weather from previous lesson, 1 per class)
resealable plastic bags (to hold materials, 1 per group)
scale models of the Sun and Earth – from previous activities
scissors ( 1 pair per student)
sphere (yellow, with a diameter of about 14 cm or 5 ½ in.)
Sun ball and Planet Picture Cards with models – from previous activity
tape (transparent, 1 roll per group)
telescopes and binoculars (for a Star Party, per teacher)
thermometer (for ongoing data collection on weather from previous lesson, 1 per group)
transparent tape or glue (1 per group)
wind vane (for ongoing data collection on weather from previous lesson, 1 per class)
yarn (24” long piece, 9 per class)
resealable plastic bag (to hold scaled spherical objects, sandwich sized, 1 per group)
poppy seeds (0.5 to 0.7 mm, see Advance Preparation, 2 per group)
blue candy sprinkles (1.3 mm, see Advance Preparation,1 per group)
white candy sprinkles (1.2 mm, see Advance Preparation,1 per group)
popcorn kernels, small beads, or large peppercorns (5 mm, 2 per group)
gum balls, jaw breakers, or small marbles (12 mm, 1 per group)
gum balls, jaw breakers, or small marbles (14 mm, 1 per group)
planet on a stick (see Advance preparation)
unsharpened pencils (8 per class)
planet model (scaled to show planet size, see Advance Preparation, 1 set per class)
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or student
assessment, attachments that are connected with Performance Indicators or serve as answer keys are available in the district site and
are not accessible on the public website.
Handout: Planet Picture Cards (1 set per group)
Handout: Planet Puzzler (1 per group or 1 for projection)
Handout: Order Up (1 per group or 1 for projection)
Handout: Navigating the Solar System Evaluation (1 per student)
Teacher Resource: Navigating the Solar System KEY
Optional Teacher Resource: Distance from the Sun
Handout: Diagram Dilemma Evaluation (1 per student)
Teacher Resource: Diagram Dilemma KEY
Teacher Resource: Solar System Sentences (1 for projection)
TeachTeacher Resource: Comparing Models (1 to project)
Handout: Thinking About Models (1 per student)
Handout: Orbit Order Cubes (1 per group)
Handout: Sun Earth Moon System (1 per pair; cut in half)
Handout: Astronomers and Astronauts: Scientists Who Made a Difference (1 per student)
Teacher Resource: Performance Indicator Instructions KEY
Resources
None Identified
Last Updated 05/08/13
page 3 of 33 Grade 3
Science
Unit: 06
Lesson: 01
Suggested Duration: 15 days
Advance Preparation
1. Locate and preview book(s) or passage(s) about changes in people’s or scientists’ beliefs about the shape, motion, and position of
the Earth in the solar system.
2. Locate and preview age-appropriate books/websites about Sun, Earth, Moon, solar system, astronauts, astronomers, exploration,
etc.
3. Obtain a yellow sphere (“Sun”) such as a large grapefruit or plastic ball with a diameter of about 14 cm or 5½ inches.
4. Prepare the Planet Picture Cards: Run on cardstock, cut apart, and laminate (1 set per group).
5. Prepare gallon-size, resealable, plastic bags with a paper plate, planet picture cards, tape, and scaled spherical objects. Glue or
tape the very small planet models (poppy seeds and candy sprinkles) onto small squares of paper (1 bag per group).
6. Assemble adding machine tape number lines: fold a 61 cm/24 in. tape into eight equal sections, and number the sections 1 –8 with
a marker (1 per group).
7. Prepare for the human solar system: You need a large unobstructed area marked off in concentric circular orbits at least two feet
apart. Outline orbits with colored chalk (blacktop) or different colored sticky dots (activity center/gymnasium).
8. Assemble the planet on a stick: Place each scaled planet model onto the end of an unsharpened pencil. The “Sun” will hold a
flashlight. The planet model could be made of sturdy paper or from scaled Styrofoam™ balls. (A kit is available­ Styrofoam™ Solar
System Kit, White, for about $8.50.)
9. Write the name of the planets and Sun on a 5”x7” index card or other sturdy paper. Tie yarn on the card so students can wear it as
a name tag.
10. (Optional) For the distance from the Sun activity, secure eight meter sticks or meter lengths of string.
11. Prepare the Orbit Order Cubes: Run the Handout: Orbit Order Cubes on cardstock, cut apart, fold into a cube, and tape (1 per
group).
12. Print the Handout: Astronomers and Astronauts: Scientists Who Made a Difference. Copy as two-sided pages to make a
booklet (1 per student).
13. Prepare attachment(s) as necessary.
Background Information
Models help us to think about how things work or why things happen. Models can be conceptual (drawings, descriptions, etc.) or physical (3-D), but they all
have limitations. Because of those limitations, models may convey misleading information or possess characteristics that are inaccurate. Grade 3 science
TEKS introduce the use of models and their limitations. In this lesson, students examine various models of the solar system and the Sun, Earth, Moon system
and begin to see how and why each model has its limitations.
Earth is called the “third rock from the Sun” because it is one of four terrestrial or rocky planets that orbit the inner region of our solar system. The outer region
is composed of the gas giants – Jupiter, Saturn, Uranus, and Neptune. The Earth, as well as the other planets, revolves around the Sun in an elliptical path
called an orbit. If viewed from far above the North Pole, each orbit follows a counterclockwise direction. The Earth takes one year, or 365.26 days, to complete
one revolution. Mercury makes the trip in 88 Earth days; Neptune takes over 164 Earth years. As the planets orbit the Sun, they also rotate or spin on their axes.
All the planets, except Venus and Uranus, rotate in a counterclockwise direction (if viewed from far above the Earth’s North Pole). Our day­night cycle – 24
hours – closely corresponds to one complete rotation of the Earth on its axis. In previous grades, students have examined day and night as the result of the
rotation of the Earth on its own axis. This lesson references that cycle; however, the pattern will be explored further in later grades.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – Pre­annotated Diagram
NOTE: 1 Day = 50 minutes
Suggested Days 1 and 2
Weather Data Collection: Resume weather data collection for two weeks during the winter
(See Unit 03: Weather Here and There for details.). Additional time has been built into this
unit for this activity.
1. Ask:
What planet do we live on? (Earth)
2. Revisit the globe as a model of the Earth. Facilitate a discussion:
Say:
Many years ago, people thought the Earth was flat and motionless.
Why might they have thought this? Answers may vary. Students may
indicate that it looks flat based on the part of the Earth we can see, and we
cannot feel it moving.
Last Updated 05/08/13
Materials:
thermometer (for ongoing data collection on
weather from previous lesson, 1 per group)
rain gauge (for ongoing data collection on
weather from previous lesson, 1 per class)
wind vane (for ongoing data collection on
weather from previous lesson, 1 per class)
globe (1 per class)
book(s) about changes in people’s or
scientists’ beliefs about the earth and the
solar system (1 per class)
page 4 of 33 Grade 3
Science
Unit: 06
Lesson: 01
Suggested Duration: 15 days
Over the years, scientists, mathematicians, and explorers have
found many ways to prove that the Earth is shaped like a sphere
and is constantly moving through space.
What evidence do we have today? We have eyewitness accounts from
the astronauts and photos of the Earth taken from space by spacecraft
and satellites.
3. Reflect back on the Teacher Resource: PowerPoint: Third Rock from the
Sun (Unit 05 Lesson 03) as a reminder of some of the planets in our solar
(Sun) system. Share an excerpt from a book or story about people’s or
scientists’ beliefs regarding the position and movement of the Earth. Or say:
From the beginning, humans have created myths, legends, and
models to explain the Earth and its relationship to other objects in
the sky.
Not that long ago, people thought the Earth was the center of the
solar system.
Over time, those ideas and models have changed as scientists
have gathered new evidence.
In this lesson, you will create and revise your own model of the
solar system based on evidence.
4. Briefly pre­assess students’ understanding of the term solar system (the
Sun and all of the objects that move around it).
Ask:
What types of things might be included in a model of our solar
system? Accept all answers.
newsprint (at least 12” x 18”, 1 sheet per
student)
books/websites about Earth, Sun, Moon, solar
system, astronauts, etc. (4-5 books per class)
Safety Notes:
Remind students they should never look directly at the Sun or
view it through a telescope. Students may think that
sunglasses will protect their eyes. Warn them of the danger.
Instructional Notes:
Differentiate between the terms “round” and “sphere”
(shaped like a ball). The Engage activity is intended to create
curiosity and a “need to know”. Placing books in a
library/astronomy center will facilitate students’ access to
expert knowledge about the lesson topics.
Misconceptions:
Students may think the Earth is flat and
motionless.
Students may think the Earth is the center of
the solar system and the largest object in the
solar system.
How do you think the parts of this system interact or work
together? Accept all answers.
5. Pre-annotated Diagram: Give each student a large sheet of newsprint on
which to draw and label the solar system (Sun, planets, etc.) to the best of
their ability and with as much detail as possible. This picture would show how
it might look to a traveler in space. Assure students that this is simply a
record of what they Know or think they Know at this time. They will have a
chance to compare their knowledge with current scientific explanations about
our solar system and how it works. Save for revisions.
EXPLORE – Part 1: Planet Puzzler
Suggested Day 3
1. Weather Data Collection: Resume weather data collection for two weeks
during the winter (See Unit 03: Weather Here and There for details.).
Additional time has been built into this unit for this activity.
2. Show students a yellow ball approximately 14 cm (5½ inches) in diameter,
and facilitate a discussion:
What part of our solar system do you think this model might
represent? Why? (The Sun) Students may suggest that it represents the
Sun because of its color.
What do you know about the Sun? Answers may vary. Be brief –
students will explore characteristics of the Sun later.
This model of the Sun is about 10 billion times smaller than the real
Sun.
3. Direct students attention back to the globe and ask:
What does this model represent? (The Earth)
4. Hold the models side by side.
Ask:
Do you notice anything wrong with these two models? Answers may
vary. If needed, prompt students to compare the relative sizes.
Is the Earth bigger than the Sun? (No, the Sun is much bigger than
Earth.) Reinforce the comparison by stating that it would take more than 1
million Earths to fill the Sun.
Last Updated 05/08/13
Materials:
sphere (yellow, with a diameter of about 14 cm or
5 ½ in.)
resealable plastic bag (see Advance Preparation,
gallon, 1 per group)
paper plate (1 per group)
resealable plastic bag (to hold scaled spherical
objects, sandwich sized, 1 per group)
poppy seeds (0.5 to 0.7 mm, see Advance
Preparation, 2 per group)
blue candy sprinkles (1.3 mm, see Advance
Preparation,1 per group)
white candy sprinkles (1.2 mm, see Advance
Preparation,1 per group)
popcorn kernels, small beads, or large
peppercorns (5 mm, 2 per group)
gum balls, jaw breakers, or small marbles (12
mm, 1 per group)
gum balls, jaw breakers, or small marbles (14
mm, 1 per group)
tape (transparent, 1 roll per group)
page 5 of 33 Grade 3
Science
Unit: 06
Lesson: 01
Suggested Duration: 15 days
What might we do to make the models more accurate? We could
make the Earth much smaller or the Sun much larger to reflect the
differences in size.
Attachments:
Handout: Planet Picture Cards (1 per group)
Handout: Planet Puzzler (1 per group or 1 for
projection)
5. Show students a blue candy sprinkle.
Say:
We will use this model to represent the Earth.
This candy sprinkle is also about 10 billion times smaller than our
real Earth.
This yellow ball and this candy sprinkle give us a good idea of the
size difference between the Sun and the Earth.
Safety Notes:
Always wait for and follow teacher instructions whether
written or spoken. Stress that a safe science student never
tastes any substance without teacher permission.
Both the yellow ball and the candy sprinkle are 10 billion times
smaller than what they represent - the Sun and the Earth.
6. Introduce the exploration activity by informing students that they will be
working together in a group to examine and identify models that represent
the planets in our solar system based on relative size.
7. Divide the class into groups of four students.
Instructional Notes:
It is important to note that students will not be able to relate
to the magnitude of 10 billion; it is merely used for emphasis.
However, the relative sizes of the scaled models will give
students a sense of how very small our Earth is compared to
the Sun.
8. Distribute to each group: a paper plate; tape; a small, resealable, plastic bag
with spherical everyday objects (see Advance Preparation); and the following
handouts: Handout: Planet Picture Cards and Handout: Planet Puzzler.
Identify and provide simple names for each of the items
Explain the task.
(candy sprinkle, dark seed, etc.) so that students have a
Your task is to use the information on the handout to match the
common vocabulary during the activity. Glue the very small
everyday objects (models) with the Planet Picture Cards.
You will use these models of the Sun (yellow ball) and Earth (blue
candy sprinkle) to help guide you to select the appropriate sized
model for each of the other planets.
Carefully remove the everyday objects from the small, resealable,
plastic bag, and spread them out on the paper plate.
planet models onto small pieces of paper. This will enable
students to locate and manipulate the tiny models more
easily. Place each group’s materials in a gallon­size,
resealable, plastic bag to make distribution of materials
easier.
Lay out the Planet Picture Cards so that all group members can see The size of the model you use for the Sun will determine the
them. As I name each planet, point to the card with that planet’s
relative size of the objects that are used to represent each of
name and picture.
the planets. The objects suggested in this lesson are based
Now, let’s read the first clue on your handout. “Earth is one of the
smaller planets. As far as we know, it is the only planet in our solar
system that has living things.”
on a 14 cm (5½ inch) model of the Sun
Collect the paper plates and small, plastic bags for reuse
We know that the blue candy sprinkle is going to represent Earth.
Place the blue candy sprinkle onto the planet Earth card.
As a group, read and follow each of the clues on the handout and
match the objects to the planets. When your group agrees that you
are finished, raise your hands. Do not tape the objects until I have
checked your work.
What else do you need to know before you begin? Answers will vary.
(3.1B).
Misconception:
Students may think the Earth is the center of the
solar system and the largest object in the solar
system.
9. Monitor the activity, and prompt students as needed.
10. When all student groups have matched and taped an appropriate model onto
each planet card, debrief the activity through a discussion.
We have used some everyday objects as models for the Sun and
planets in our solar system.
What can we tell about the Sun and planets from these models? We
can see the relative sizes of the Sun and planets. These models are
somewhat spherical in shape - not just round or flat.
What planets are included in our Solar System? (Mercury, Venus,
Earth, Mars, Jupiter, Saturn, Uranus, Neptune)
Carefully place your group’s planet cards, and tape back in the
gallon bag. We are finished with the plates; small, plastic bags; and
Last Updated 05/08/13
page 6 of 33 Grade 3
Science
Unit: 06
Lesson: 01
Suggested Duration: 15 days
Handout: Planet Puzzler.
In the next activity, we will discuss how these models can be used
to better represent our solar system.
EXPLORE – Part 2: Order Up
Suggested Days 4, 5, and 6
1. Distribute the gallon bags from the Explore: Part 1 to the appropriate groups.
Explain that in the last activity, students examined how these models help us
see how the planets compare in size with each other and with the Sun.
Ask:
What might we do with these models to better represent our solar
system? Students may or may not suggest that they can put the planets in
the correct order from the Sun; model the paths or orbits of the planets
around the Sun; model the distances of the planets from each other and
the Sun, etc.
2. Give each group of students a piece of adding machine tape (about 61
cm/24 inches long). The tape needs to be folded into eight equal sections
with the sections numbered 1–8. Students will orient the paper strip number
line so that section 1 is closest to the classroom model of the Sun and
section 8 is farthest away.
Say:
Scientists have determined there are eight planets in our solar
system. Over the years, they have gathered evidence about each
planet’s size and distance from the Sun.
As a group, you will use clues to help you arrange the planets in
the correct order from the Sun.
Place your adding machine tape so that section 1 is closest to our
model of the Sun and section 8 is farthest away.
3. Distribute Handout: Order Up.
Say:
As a group, read each clue on the Handout: Order Up. You will use
those clues to place your planet cards where you think they belong
on the number line.
4. Model the process by reading and discussing the first clue.
Let’s do the first one together. Clue number 1 says, “The smallest
planets are called ‘inner planets’ because they are closer to the
Sun.” Look at your planet cards, and find the four smallest planets.
Materials:
Sun ball and Planet Picture Cards with models –
from previous activity
adding machine tape (61 cm/24 “ long, 1 per
group)
transparent tape or glue (1 per group)
butcher paper (about 12”x18”, 1 per group)
markers (1 packet per group)
index cards (5”x7”, see Advance Preparation, 9
per class)
yarn (24” long piece, 9 per class)
flashlight (1 per class)
planet on a stick (see Advance preparation)
unsharpened pencils (8 per class)
planet model (scaled to show planet size, see
Advance Preparation, 1 set per class)
Attachments:
Handout: Order Up (1 per group or 1 for
projection)
Handout: Navigating the Solar System
Evaluation (1 per student)
Teacher Resource: Navigating the Solar
System KEY
Optional Teacher Resource: Distance from
the Sun
Safety Notes:
Remind students they should never look directly at the Sun.
What are the four smallest planets? (Mars, Mercury, Earth, Venus)
Where should we place these four planet cards on the number line
To avoid collisions, allow sufficient personal space for
based on this clue? (We should place them on sections 1–4.)
movement.
Do we know from this clue the correct order of these four planets?
No
Your group’s task is to read and follow the clues in order and use
the information from each clue to arrange and rearrange your
cards.
You may not know the exact placement of every planet card until
you get to the last clue.
What else do you need to know before you begin? Answers will vary.
Instructional Notes:
This would be an appropriate time to talk with students about
the tentative nature of science as exemplified in the 2006
demotion of Pluto to a “dwarf” planet. Scientists continually
evaluate and critique current scientific explanations and use
logical reasoning and newfound evidence to develop new
models and understandings about the natural world
5. Monitor and prompt the students as needed.
Model for students how the cards can be placed sideways on
6. When students finish the activity, compare the results. If there are any
the adding machine tape so that they fit into the numbered
discrepancies, allow students to verbalize the rationale for their arrangement.
sections.
When a consensus is reached, students can tape or glue the planet cards
onto the adding machine tape in the correct order.
Ask:
Save the adding machine tape models for the next activity.
What new information does this model of our solar system
provide? It shows the position of the planets in relation to the Sun.
Last Updated 05/08/13
page 7 of 33 Grade 3
Science
Unit: 06
Lesson: 01
Suggested Duration: 15 days
What is the position of the Earth and each of the other planets in
relation to the Sun and to each other? Students should be able to
respond based on what they have learned from the various investigations
and using the model(s).
Suggested Day 5
Collect the plastic bags for reuse (3.1B).
The spin/orbit activities are adapted from New Horizons
“Orbit and Spin” lesson.
7. Reflect on the previous activities through a discussion.
You have explored how the planets compare in size and position in If you place butcher paper underneath the Sun and planet
relation to the Sun. By observing the Sun and planets in the sky,
strips, you can draw in the orbits using markers. Then, trace
scientists have also determined their patterns of movement.
around the Sun, remove the planet strips, and sketch or
How do the planets in our solar system move in relation to the
Sun?
Answers will vary.
place individual planet cards/models at different points in
their orbits (rather than in a line) to create a birds-eye view of
the solar system. The orbits will all be equidistant from each
other because this model does not take into account the
8. Introduce concepts and academic vocabulary related to these patterns of
relative distance of each planet from the Sun.
movement.
Ask:
What do the words “spin” and “orbit” mean to you? Answers will vary. Refer to Optional Teacher Resource: Distance from the Sun
9. Demonstrate the word “spin” by turning or spinning around in one place.
Demonstrate the word “orbit” by placing an object on the floor and walking
around it. Point out the path you are making as you walk.
if you choose to extend this activity to show the relative
distances of the planets (at least to Jupiter) from the Sun.
10. Ask:
How would you describe the difference in spinning and orbiting?
Responses should indicate that you do not make a path when you are
spinning; you turn in place. When you orbit, you make or follow a path
around another object.
For misconceptions below: It may help to connect the “t” in
“rotate” with the “t” in turn.
What are some examples of things that spin? Answers may vary, but
could include a top, a ballet dancer, an ice skater, controls or dials that
turn, a swivel office chair, a Sit ’N Spin toy, etc.
What are some examples of things that create an orbit or path?
Answers may vary, but could include the paths followed by race cars or
runners going around a track, a person in a revolving door, a tether ball or
other ball on a string, satellites, etc.
11. Say:
Scientists use the words “rotate” and “revolve” to describe the
movements of the Sun and planets (as well as other objects in
space).
12. Define rotate and rotation using a globe to demonstrate. Explain that the
Sun and all the planets rotate or spin on their axes. Define revolve and
revolution as the movement of the planets in a curved path (orbit) around
the Sun.
13. Allow students the opportunity to add these definitions to the glossary in their
science notebook.
14. Instruct students to work with a partner to kinesthetically model the
movements of the Sun and one of the planets. Instruct students to slowly
demonstrate one complete rotation and then one complete revolution.
Emphasize that in the real solar system, these movements are continual and
regular.
15. Locate an area in the room where you can model the solar system with the
Sun and adding machine tape models. Place the model of the Sun on the
floor in the center of this area. Have students lay their adding machine tape
models out in spoke-fashion from the Sun. The tapes can be arranged to
facilitate the idea of elliptical orbits. Reiterate that each planet follows a
nearly circular path, or orbit, around the Sun. Trace the (counterclockwise)
path or orbit of each planet around the Sun. Explain that as each planet
orbits the Sun, it is also rotating on its axis. Draw a counterclockwise arrow
around the model of the Sun and the Earth as a representation of rotation
(emphasize that all planets rotate).
Last Updated 05/08/13
Misconceptions:
Students may think the Earth is the center of
the solar system and the largest object in the
solar system.
Students may think the Sun revolves around
the Earth.
Check For Understanding:
Students should be able to demonstrate understanding of
rotation and revolution.
The Handout: Navigating the Solar System Evaluation
provides the teacher with a formative assessment
opportunity.
Science Notebooks:
This would be an appropriate time to add definitions for solar
system, planet, orbit, rotation, and revolution to the glossary
in the science notebook.
Add Handout: Navigating the Solar System Evaluation to the
science notebook.
page 8 of 33 Grade 3
Science
Unit: 06
Lesson: 01
Suggested Duration: 15 days
16. Debrief this model of the solar system.
Ask:
What can we learn about our solar system from this model? The Sun
is in the center of the solar system. The planets orbit the Sun in a
particular order (but not in a straight line). The Sun and planets rotate or
turn on their axes. We can get an idea of how the planets compare in size
to the Sun and to each other.
Students can add solar system, planet, orbit, rotation, and revolution
to the notebook glossary.
Suggested Day 6
17. Review and reinforce the previous concepts by having students form a
human solar system based on the floor model. Select nine students to
represent the Sun and planets. Give each student the appropriate nametag
and their “planet on a stick” (“Sun” gets a flashlight.). Have them position
themselves in correct order from the Sun facing counterclockwise. Ask
students to demonstrate rotation with their model. Have them continue to
rotate their models as they revolve or travel in their orbit around the Sun.
Provide music or a cadence to help them all move at a steady pace. When
Mercury has completed one revolution, have students “freeze” and observe
each planet’s position along its orbit, then continue until Neptune has made
at least one complete trip around the Sun. The “Solar System Jingle” can be
used to elaborate on the terms “rotate,” “revolve” (travel around), and “orbit”
(special route).
18. Elaborate and extend the model.
Ask:
Based on this model, can you predict which planets complete a
revolution or trip around the Sun faster than our Earth? Slower
than our Earth? (Faster: Mercury and Venus; Slower: Mars, Jupiter,
Saturn, Uranus, and Neptune)
How might a planet’s distance from the Sun affect its
temperatures? The closer planets are hotter, and the distant planets are
colder.
In what ways can models help us better understand our solar
system? Models allow us to see objects that are too big to view in their
entirety.
In what ways is the model like the real thing? Some models show us
appropriate scaled sizes and some show appropriate scaled distances.
What are some limitations of the model? The models of the solar
system we use in the classroom are not able to show us the composition of
the planets, the atmosphere, the orbits (in real time), etc.
19. Finally, display an animated orbital view of the solar system.
20. Distribute the Handout: Navigating the Solar System Evaluation. Students
can work individually to complete the Cloze statement by filling in the missing
words. If needed, provide a word bank. Add the completed handout to the
notebook.
21. (Optional) At this point, it would be appropriate to connect this scale model of
size with the scale model of distance from the Sun. Refer to Optional Teacher
Resource: Distance from the Sun for directions.
EXPLAIN – Part 1: Comparing Models
Suggested Days 7 and 8
1. Weather Data Collection: Resume weather data collection for two weeks
during the winter (See Unit 03: Weather Here and There for details.).
Additional time has been built into this unit for this activity.
2. Reflect on the previous activity by focusing on the use and concept of
models.
Say/Ask:
Last Updated 05/08/13
Materials
crayons or colored pencils (per group)
paper (drawing, for recording and illustrating
solar system sentences, per student)
page 9 of 33 Grade 3
Science
Unit: 06
Lesson: 01
Suggested Duration: 15 days
We have explored several models, which can be used to help us better
understand our solar system.
Why is it important to be able to see and make models of our solar
system? The solar system cannot be experienced directly by us. We
need models to help us learn things about our solar system, its parts, and
how the parts work together.
3. Distribute the Handout: Diagram Dilemma Evaluation. Explain that the
diagram/drawing is another type of model.
Ask:
What do you think this diagram represents? The solar system
What would make it easier to understand? Labeling the Sun and
planets would make it easier to understand.
Attachments:
Handout: Diagram Dilemma Evaluation (1
per student)
Teacher Resource: Diagram Dilemma KEY
Teacher Resource: Solar System
Sentences (1 for projection)
Teacher Resource: Comparing Models (1
for projection)
Handout: Thinking about Models (1 per
student)
Instructional Note:
It is not important for students to know that Venus, and
possibly Uranus, are exceptions to the counterclockwise
4. Students can color and label each planet.
rotation of the planets.
5. Instruct students to check their papers for accuracy.
Ask:
Check For Understanding:
What does this diagram help us learn about the solar system? The
order of the planets from the Sun; relative sizes of the planets.
How might we improve this model and make it better? Besides
labeling it, we can make the Sun much bigger by showing only a small
portion of it on the edge of the page. Orbits could be drawn to curve
around the Sun. Arrows could be added to represent rotation and
revolution.
What things about the real solar system cannot be represented by
this model? Answers may vary, but could include size, spherical shape,
distances, etc.
The Handout: Thinking about Models provides the teacher
with a formative assessment opportunity.
Science Notebooks:
Add Handout: Diagram Dilemma Evaluation to the science
notebook.
Students create and record their own solar system sentence.
Suggested Day 8
Project the Teacher Resource: Solar System Sentences. Explain the creation and purpose
of this mnemonic device. (Mnemonic devices often make it easier to remember information.)
(Optional) Students can illustrate their sentences. The
illustrated sentences could be compiled in a class book and
placed in a library/astronomy center with other solar system
6. Discuss how this is a different representation, or model, of our solar system.
books and learning activities.
7. Instruct students to create and record their own sentence in their science
notebooks. Provide students the opportunity to share their sentences.
8. Ask:
What is the strength of this sentence model? It helps us to
remember the order of the planets for the Sun.
What are the weaknesses or limitations of this model? It is very
limited; it does not help us understand anything else.
9. Compare and contrast the sentence model and labeled diagram model using
or projecting the Handout: Comparing Models.
Ask:
How is the sentence model like the diagram model? They both
represent the order of the planets from the Sun.
Record responses in the overlapping circles.
How is the sentence model different from the diagram model? It is
a verbal, written model. It is helpful in remembering the order because the
sentence has meaning. It does not show anything about the planets’
shapes or sizes. The Sun is not included in this model. It does not list the
actual names of the planets. The representative words may change
depending on which sentence is used.
Record responses in the sentence circle.
How is the diagram model different from the sentence model? It is
a better representation of what the solar system looks like. It includes the
Last Updated 05/08/13
page 10 of 33 Grade 3
Science
Unit: 06
Lesson: 01
Suggested Duration: 15 days
Sun (although the size and picture are misleading). It demonstrates the
relative sizes of the planets to each other. Once it is labeled, it shows the
actual names of the planets.
Record responses in the diagram circle.
10. Distribute the Handout: Thinking about Models to each student. Provide
students the time to complete this activity.
11. Reiterate that models are different from the real thing, but each one can be
used to help us learn something about the real thing.
ELABORATE – Orbit Order
Suggested Day 9
1. Students can play the game Orbit Order to reinforce their knowledge of the
position of the planets in the solar system. This game format asks students to
consider order from the perspective of individual planets, not just the
sequential order from the Sun.
2. How the game works:
Students will roll the Orbit Order Cubes.
They must then identify what planet comes before and what planet comes
after the planet that was rolled.
3. Decide on some rules for the game, such as who will roll first, how scores or
points will be recorded, how answers will be verified or checked for accuracy,
how the winner will be determined, etc.
Materials
tape (clear, 1 roll per class)
scissors (1 pair per teacher)
Attachments:
Handout: Orbit Order Cubes (see Advance
Preparation, 1 per group)
Instructional Notes:
Mercury and Neptune are left off of the cube since they only
4. Allow time for students to play with a partner or small group.
have one planet neighbor. This enables you to match the six
5. Follow up the activity by asking students what was difficult for them and how
they were able to arrive at their answers.
faces of the cube with the remaining six planets.
Check For Understanding:
6. Project the following diagram (or something similar):
As students play the game the teacher is able to formatively
assess student understanding of planet order.
7. Ask some formative assessment questions about the order of the planets:
What two planets are closest to Earth? (Mars and Venus)
If you could “blast off” from Earth and head towards Saturn, what
planets would you pass on your way there? (Mars and Jupiter)
If you saw a diagram that looked like the one shown below, what
planet would be represented by the circle labeled “B”? (Venus)
EXPLORE/EXPLAIN – Sun, Earth, Moon (S/E/M) System
Suggested Days 10, 11, and 12
1. Distribute a large sheet of newsprint to each student.
Materials:
2. Instruct students to draw the Sun, Earth, Moon system to the best of their
ability and with as much detail as possible. Once again, this picture would
show how it might look to a traveler in space. Assure students that this is
simply a record of what they Know or think they Know at this time. They will
have a chance to compare their knowledge with current scientific
explanations later. Save for later.
3. Display the scale models of the Sun and Earth that were used in the solar
system activities. If you have not already done so, use the hallway or a visible
marker to position the model of the Sun about 15 meters (if using the 1 to 10
billion scale) away from the model Earth. (This activity needs an area at least
15 meters [49 feet] long)
Last Updated 05/08/13
scale models of the Sun and Earth – from
previous activities
newsprint paper (about 12”x18”, 1 piece per
student)
black pepper (coarsely ground, taped to a
small square of paper, 1 speck or piece per
class)
metric ruler (1 per class)
craft sticks (1 per pair of students)
brass brads (4 per pair of students)
page 11 of 33 Grade 3
Science
Unit: 06
Lesson: 01
Suggested Duration: 15 days
resealable plastic bags (to hold materials, 1
per group)
crayons (1 box per pair of students)
scissors (1 pair per student)
tape (transparent, for attaching the model to
the craft stick, about 2” piece per pair)
flashlights (4 per class, optional)
moving model or animated model of the S/E/M
system (as described in the TEKS 3.4A, 1 per
class)
4. Inform students that the Moon is our closest neighbor in space.
Ask:
What everyday object might be used to represent the moon based
on these Sun and Earth models? Accept all answers.
Where would you position the “Moon” to represent its distance
from the Earth in this model? Accept all answers.
5. Show students the speck of black pepper and place the speck of black
pepper approximately 3.8 cm away from the candy sprinkle representing the
Earth. Remind students that humans have never traveled farther than the
moon.
Ask:
What can we learn about the Sun, Earth, and Moon system from
this model? Answers will vary, but should relate to the relative sizes and
distances.
If the moon is so much smaller than the Sun, why do they appear
to be about the same size when viewed from Earth? Accept all
answers as a lead-in for the next investigation.
Attachments:
Handout: Sun Earth Moon System (1 per
pair; cut in half)
Safety Note:
To avoid collisions, allow sufficient personal space for
movement.
Suggested Day 11
6. Explain that the tiny Earth and Moon models (candy sprinkle and black
pepper speck) are far too small to see and manipulate. Present a new set of
models that students can use to learn more about the S/E/M system. Give
each pair of students 1 craft stick, 4 brass fasteners, and the Handout: Sun
Earth Moon System (half a sheet).
Ask:
Based on what you have learned so far, which of the circular
models would be best to use to represent the Sun? The Earth?
Our Moon? Why? (Sun would be the largest and our Moon would be the
smallest.)
What do you think the arrows on these models represent? The
arrows indicate that the Sun, Earth, and Moon rotate or spin.
7. Instruct students to color all three circular models and carefully cut them out.
Instruct students not to cut the Moon from its “orbit arm”.
Instructional Notes:
The distances used in this portion of the lesson are based
on the 1 to 10 billion scale model used in the previous
activities. From this point forward, the focus will be on
constructing models to demonstrate the positions and orbits
in the S/E/M system rather than on scale.
If students propose a model of the Moon similar in size to the
Sun, validate their observations by stating that from Earth, the
two look similar in size. Students will investigate this
phenomenon shortly.
Ensure that students do not cut the Moon off its “orbit arm”.
Save the Earth-Sun connector piece for later.
8. Students will work with their partner to explore why the Sun and Moon appear
to be similar in size when viewed from Earth.
Partner #1 attaches the Sun to the craft stick with a small piece of tape.
Partner #2 will hold the Moon by its orbit arm.
Partners face each other about 30 cm/1 ft. apart with their models at eye
level. Partner #2 should be able to see the colored sides of both the Moon
and Sun.
With one eye closed, Partner #2 will observe the size of the Moon in
relation to the Sun as Partner #1 slowly backs away. When the two models
appear to be about the same size, Partner #2 should say “stop”.
Trade models, and repeat the process so that Partner #1 can observe.
9. Debrief the activity by discussing how an object that is closer to Earth, like
our Moon, may appear as big or bigger than a much larger object that is
farther away like the Sun.
Suggested Day 12
The partner holding the Moon will be viewing it (and the Sun)
as he would from Earth.
Punch holes at the triangle or circle in the center of each
model and strip. Use a brad to connect the Earth to the
Moon’s orbit arm and the end of the Sun-Earth connector.
Use another brad to connect the Sun to the other end.
In previous grades, students have examined day and night
as the result of the rotation of the Earth on its own axis.
In Grade 2, students explored the changing pattern of the
moon and learned that this pattern cycles about every four
10. Reflect on the previous activities.
Say:
weeks.
You have explored the relative sizes of the Sun, Earth, and Moon
based on current scientific understanding.
Last Updated 05/08/13
Misconception:
page 12 of 33 Grade 3
Science
Unit: 06
Lesson: 01
Suggested Duration: 15 days
In the next activity, you will observe how patterns of movement in
the S/E/M system have provided us with some predictable
patterns that we use in everyday life.
Students may think the Sun and Moon are
about the same size and the stars are much
smaller than both the Sun and Moon.
11. Ask:
How would you place the S/E/M models to show their positions in
relationship to one another? Show you partner. Students should
place the Moon closest to the Earth with the Sun farthest away.
You already know the Earth travels or revolves around the Sun.
How do you think the Moon interacts with the Earth and Sun?
Show your partner. Responses may vary.
Science Notebooks:
Students should write a three sentence summary on their
understanding of the relationship between the Earth, Sun,
and Moon.
12. Students can assemble the S/E/M model to check their predictions.
Reinforce the vocabulary words, orbit, revolve, and rotate as students
demonstrate the orbit of the Moon around the Earth as the Earth revolves
around the Sun. It would be beneficial to sketch a diagram (with orbits and
arrows) to show the patterns of movement.
13. Elaborate on and extend the model.
Ask:
Which part of our S/E/M system produces light? (The Sun)
The Moon sometimes shines brightly in the night sky. How would
you explain this? (The Moon does not produce light. The moonlight is
actually light from the Sun bouncing off the Moon’s surface.)
Do you think that other planets have moons that orbit them?
Answers may vary.
Direct interested students to the library/astronomy center for answers.
14. Form a human model of the S/E/M system in a large unobstructed area.
Whole class model: Have most of the students link elbows back-to-back in a
circle to represent the Sun. Three or four students can form the Earth in a
similar way. One student will represent the Moon. Rehearse movements
before distributing flashlights and dimming the lights (optional).
Sun and Earth can slowly rotate as the Earth also slowly revolves around
the Sun.
The Moon will trot around the Earth (It is not safe for the Moon to try and
rotate at the same time.).
15. Elaborate and extend the model. Connect it with patterns of time and
students’ prior learning in the primary grades.
Ask:
How does the Sun, Earth, Moon (S/E/M) system function or work?
Answers will vary depending on student understanding of the concept.
Based on this model, which movement takes about 24 hours and
results in day and night? (One complete rotation of the Earth on its
axis)
Which movement takes a year? (One complete revolution of the Earth
around the Sun)
How many times has the Earth orbited the Sun in your lifetime?
Responses should match their age in years.
Which movement takes about four weeks and is the basis for our
month? (One complete revolution of the Moon around the Earth)
16. Share a scientific model of the S/E/M system such as a mechanical model or
animated model.
17. Instruct students to write a three sentence summary in their journal on their
understanding of the relationship between the Earth, Sun, and Moon.
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page 13 of 33 Grade 3
Science
Unit: 06
Lesson: 01
Suggested Duration: 15 days
ELABORATE – Space Science Careers
Suggested Day 13
1. Share a book about astronauts or astronomers. Discuss the information in
the book and the qualifications and aspirations of those who pursue a career
in that field.
2. Relate the job responsibilities or the contributions of the scientist(s) in the
book(s) to the concepts introduced in this unit.
3. Distribute the Handout: Astronomers and Astronauts: Scientists who
Made a Difference.
4. Read the booklet as a whole class. Ask Guiding Questions about each
scientist, such as:
What was their major contribution to their field of study?
Why is this person considered important?
Materials:
book (about astronauts or astronomers, per
teacher)
telescopes and binoculars (for a Star Party,
per teacher)
Attachments:
Handout: Astronomers and Astronauts:
Scientists who Made a Difference (1 per
student)
(For the astronomers) Do we still believe their work is important
today?
5. Instruct students to complete the two interactive pages in the booklet.
6. Instruct students to write one question that they would like to ask a space
scientist about his/her job or another space science topic.
Questions can be submitted to an “Ask the Scientist (Astronomer, Astronaut)”
site.
7. (Optional) Late fall or winter can provide good conditions for a Star Party in
conjunction with a Family Science Night. For one of the stations or activities,
telescope enthusiasts or local university astronomers could be invited to
facilitate and supervise students in viewing the night sky. Families could also
bring or provide binoculars for observing the celestial bodies.
EVALUATE – Performance Indicator
Suggested Days 14 and 15
Grade 03 Science Unit 06 PI 01
Materials:
Create pre- and post-annotated drawings or diagrams of the solar system including the
Sun/Earth/Moon system. Compare the before and after drawings by writing any revisions
and the reasons for those revisions.
Standard(s): 3.3C , 3.3D , 3.8C , 3.8D
ELPS ELPS.c.1C , ELPS.c.5G
newsprint (1 sheet per student)
Attachments:
1. Refer to the Teacher Resource: Performance Indicator Instructions KEY
for information on administering the assessment.
Last Updated 05/08/13
Teacher Resource: Performance Indicator
Instructions KEY
page 14 of 33 Grade 3
Science
Unit: 06 Lesson: 01
Planet Picture Cards
©2012, TESCCC
EARTH
JUPITER
MERCURY
VENUS
05/07/13
page 1 of 2
Grade 3
Science
Unit: 06 Lesson: 01
MARS
NEPTUNE
SATURN
URANUS
©2012, TESCCC
NASA. (Photographer) (1972-2013). Planets [Print].
05/07/13
page 2 of 2
Grade 3
Science
Unit: 06 Lesson: 01
Planet Puzzler
Use the clues on this page to match an everyday object with each of the
planets pictured on your cards. Remember to use our models of the Sun
and Earth to help you make your decisions.
1. Earth is one of the smaller planets. As far as we know, it is the only
planet in our solar system that has living things.
2. Jupiter is the largest of the planets. It is made of gases. The largest
swirling ball of gas is called the Great Red Spot.
3. Mercury is the smallest planet. It travels around the Sun faster than any
other planet. Temperatures are very hot on Mercury.
4. Venus is about the same size as the Earth. Because it looks so bright in
the night sky, Venus is sometimes called the Evening Star.
5. Only Jupiter is larger than Saturn. Saturn has many rings made of ice and
dust.
6. Mars is a small inner planet. It is about half the size of the Earth. Mars is
covered with iron rocks.
7. Uranus is similar to Neptune in size and appearance. Both planets are
large gas planets.
8. Neptune is a large outer planet. It appears to be bluish-green in color.
When you have finished matching an everyday object with each planet,
raise your hand. Your teacher will tell you what you need to do next.
©2012, TESCCC
09/24/12
page 1 of 1
Grade 3
Science
Unit: 06 Lesson: 01
Order Up
Read and follow the clues in order. Use the information from each clue to
arrange and rearrange your cards on the number line.
1. The four smallest planets are called “inner planets” because they are
closer to the Sun.
2. The four larger planets are called “outer planets” because they are
farther away from the Sun.
3. Mercury is closest to the Sun.
4. Neptune is the most distant planet from the Sun.
5. Earth is sometimes called the “Third Rock from the Sun”.
6. The two planets closest to Earth are Mars and Venus.
7. Venus is closer to the Sun than the Earth is.
8. The two planets closest to Uranus are Neptune and Saturn.
9. Where is Jupiter?
When you have finished ordering your planets on the number line, raise
your hand. Your teacher will tell you what you need to do next.
1
©2012, TESCCC
2
3
4
5
09/24/12
6
7
8
page 1 of 1
Grade 3
Science
Unit: 06 Lesson: 01
Navigating the Solar System Evaluation
Complete the paragraph by filling in the missing words.
Our solar system is very large. The ___________ is at the center of
it. There are eight _____________ that move around the Sun. The first
planet from the Sun is _____________. Next, is the planet
____________. Third from the Sun is _____________. This is the planet
where we live. The fourth planet from the Sun is _____________. These
four planets are called the _____________ planets. The next four planets
are called the _____________ planets. The fifth planet from the Sun and
the largest of all the planets is _______________. _______________ is
the sixth planet from the Sun.
It is followed by _____________.
Finally, there is _____________,
the eighth planet from the Sun.
©2012, TESCCC
05/07/13
page 1 of 1
Grade 3
Science
Unit: 06 Lesson: 01
Navigating the Solar System KEY
Complete the paragraph by filling in the missing words.
Our solar system is very large. The Sun is at the center of it. There
are eight planets that move around the Sun. The first planet from the
Sun is Mercury. Next, is the planet Venus. Third from the Sun is Earth.
This is the planet where we live. The fourth planet from the Sun is Mars.
These four planets are called the inner planets. The next four planets are
called the outer planets. The fifth planet from the Sun and the largest of
all the planets is Jupiter. Saturn is the sixth planet from the Sun.
It is followed by Uranus.
Finally, there is Neptune,
the eighth planet from the Sun.
©2012, TESCCC
09/24/12
page 1 of 1
Grade 3
Science
Unit: 06 Lesson: 01
Distance from the Sun
The table below lists the scaled size and distance for each planet based on the 1 to 10 billion
model used in the lesson. Distances are expressed in meters from the Sun as well as
distance between planets.
Scaled Diameter
(1 to 10 million model)
Sun
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Approximate Scaled
Distance from the
Sun (meters)
Approximate Scaled
Distance between
Planets (meters)
6
11
15
23
78
142
287
450
6
5
4
8
55
64
145
163
14 cm/5.5 in. ball
(large grapefruit)
0.5 mm (poppy seed)
1.2 mm (candy sprinkle)
1.3 mm (candy sprinkle)
0.7 mm (poppy seed)
14 mm (gum ball)
12 mm (jaw breaker)
5 mm (large peppercorn)
5 mm (popcorn kernel)
Materials: area at least 23 meters long (distance to Mars) or 78 meters (distance to Jupiter);
sun ball (14 cm/5.5 in.); set of planet model cards; 8 meter sticks or meter strings; and flags
or markers (optional).
Procedures:
1. Practice measuring ground distance in paces. Mark or tape a “start” and “finish” line 5
meters apart. Have students see how many paces (natural steps) it takes to walk the
distance. Select two students who average about two steps per meter to be “pace
travelers”. They can use a pace count to measure the distances as each is measured with
meter sticks.
2. Distribute the “Sun” and planet cards to nine students.
3. Locate a spot from which you can walk at least 23 meters (distance to Mars) or 78 meters
(distance to Jupiter) in a straight line. Mark that spot with the sun ball.
4. Use six meter sticks placed end-to-end to mark off the distance to Mercury. Mark the spot
for Mercury with the planet card and/or flag.
5. Measure another five meters. Mark the spot for Venus.
6. Measure another four meters to Earth and another eight meters to Mars.
7. It will be necessary to convert to paces to measure the distance to Jupiter, the first outer
planet. Pace off another 55 meters (or about 110 steps for the “pace travelers”) to get to
Jupiter. Mark the spot.
8. The remaining planets (Saturn, Uranus, and Neptune) will be beyond the school grounds.
However, with advance preparation, you could pinpoint and communicate each planet’s
location in the neighborhood if it were measured.
©2012, TESCCC
05/07/13
page 1 of 1
Grade 3
Science
Unit: 06 Lesson: 01
Diagram Dilemma Evaluation
©2012, TESCCC
05/07/13
page 1 of 1
Grade 3
Science
Unit: 06 Lesson: 01
Diagram Dilemma KEY
Neptune
Saturn
Uranus
Mars
Venus
Jupiter
Earth
Sun
Mercury
©2012, TESCCC
09/24/12
page 1 of 1
Grade 3
Science
Unit: 06 Lesson: 01
Solar System Sentences
Here is a simple way to remember the planets in order from the Sun.
My
Very
Excellent
Mother
Just
Served
Us
Noodles.
e
e
a
a
u
a
r
e
r
c
u
r
y
n
u
s
r
t
h
r
s
p
i
t
e
r
t
u
r
n
a
n
u
s
p
t
u
n
e
Create your own sentence. Make it something “catchy” and easy to
remember.
M________________ V________________ E________________
M________________ J________________ S________________
U________________ N________________.
©2012, TESCCC
09/24/12
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Grade 3
Science
Unit: 06 Lesson: 01
Comparing Models
Sentence
©2012, TESCCC
Diagram
09/24/12
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Grade 3
Science
Unit: 06 Lesson: 01
Thinking about Models
My
Very
Educated
Mouse
Just
Sleeps
Under
Newspapers
Student 1
Student 2
Student 3
1. These students made models of the solar system. Which model do you
think best represents the solar system?
2. Explain why you chose that model.
3. Models cannot show or tell us everything about the real world. Think
about the model you chose. How is it different from our real solar
system?
©2012, TESCCC
09/24/12
page 1 of 1
Grade 3
Science
Unit: 06 Lesson: 01
Orbit Order Cubes
Earth
Jupiter
Venus
Uranus
Mars
Saturn
©2012, TESCCC
09/24/12
page 1 of 1
Grade 3
Science
Unit: 06 Lesson: 01
Sun Earth Moon System
(Not to Scale)
©2012, TESCCC
09/24/12
page 1 of 1
Draw a picture of the
Sun, Earth, and Moon system.
Nicolaus
Copernicus
Copernicus
(Ko-purr-nik-us) was an
astronomer and
mathematician from
Poland. Poland is a
country in Europe. He lived
from 1473–1543. He is
remembered for his
theory stating that the Sun
was at the center of the
solar system and the Earth
moved around the Sun. He
also theorized that the Earth
was rotating on an axis.
Galileo was an Italian scientist who lived from 1564
–1642.
He made a telescope. He
used the telescope to
observe the night sky. He
studied the craters on the
Moon, and he discovered
the four largest moons
orbiting around Jupiter.
Galileo Galilei
Draw a picture of yourself as an astronaut.
Sally Ride
Gus Grissom
Sally Ride (1951–2012)
was an American
physicist and
astronaut. She was the
first American woman
to launch into space.
She was a crew
member on the Space
Shuttle Challenger. Ms.
Ride was also the
youngest American
astronaut.
Virgil “Gus” Grissom
was one of NASA’s
original project Mercury
astronauts. He was
the second American
to fly in space. Mr.
Grissom was an Air
Force pilot before
training to be an
astronaut. Sadly, Gus
Grissom died aboard
the Apollo 1 when an
accident occurred
during a pre-launch
test.
Cassini was an Italian
astronomer who lived
from 1625–1712. He was
the first person to
observe and write about
four of Saturn’s moons.
Giovanni Cassini
Edmond Halley
Edmond Halley was an
astronomer, a
mathematician, and a
meteorologist who lived in
England from 1656–1742.
He is best known for
calculating the number of
years it took for (Halley’s)
comet to be visible.
Halley’s Comet was last
seen in the (inner) Solar
System in 1986. It will not
be visible again until
2061.
Pictures courtesy of Wikipedia. The images are in the public domain. PD-US-1923abroad|out_of_copyright_in=1680 1724 1787.
other_versions=http://www.oac.cdlib.org/ar
Wilhelm Beer
Wilhelm Beer was an
astronomer who lived from
1797–1850 in Berlin,
Prussia. Prussia is now
called Germany. Wilhelm is
recognized as the first
person to create an exact
map of the Moon. He also
created the first globe of
Mars. He worked with
another scientist– Johann
Mädler.
http://upload.wikimedia.org/wikipedia/commons/1/10/Wilhelm_Beer.j
Clyde Tombaugh
Photo courtesy of NASA
Neil Armstrong
Clyde Tombaugh was an
astronomer who lived from
1906–1997 in the United
States. He is best known as
the scientist who
discovered the dwarf planet
Pluto in 1930. In August of
2006, the organization of
astronomers reclassified
Pluto as a dwarf planet.
Alan Shepard
Pictures courtesy of NASA
Neil Armstrong was
an American
astronaut. He lived
from 1930–2012. He
was the first person to
walk on the Moon.
The event happened
in July 1969.
Mr. Armstrong was an
aerospace engineer,
a test pilot, and a
university professor.
He also earned the
rank of Eagle Scout in
the Boy Scouts.
Alan Shepard was a
test pilot, a naval aviator, and an astronaut.
In 1961, he was the
second person, but
the first American, to
travel into space. Ten
years later, he became the fifth person
to walk on the Moon.
He also hit some golf
balls while he was on
the surface of the
Moon.
Grade 3
Science
Unit: 06 Lesson: 01
Performance Indicator Instructions KEY
Performance Indicator
Create pre- and post-annotated drawings or diagrams of the solar system including the
Sun/Earth/Moon system. Compare the before and after drawings by writing any revisions and
the reasons for those revisions.
(3.3C, 3.3D; 3.8C, 3.8D)
1C; 5G
Materials:
newsprint (1 sheet per student)
Instructional Procedures:
1. Give each student a large sheet of newsprint on which to draw and label a post annotated
diagram of the solar system including the Sun/Earth/Moon system with as much detail as possible.
Explain that their drawings should reflect what they have learned from the models and scientific
explanations they have been studying.
2. Ask students to list or verbalize the limitations of their models. Possible sentence starter: Some
things my diagram/model cannot show about our solar system (the Sun/Earth/Moon system) are:
_________________.
3. Distribute pre-annotated diagrams from Day 1 of this lesson. Instruct students to compare their
pre and post diagrams by writing all the changes and the reasons for those changes. For
example, one student might state that his or her post annotated drawing includes eight planets
rather than six because he or she now knows that scientists have determined that there are eight
planets as seen in all the previous models. A different student may have rearranged the order of
the planets because he or she remembered the solar system sentence model.
4. Student diagrams should successfully identify the planets in our solar system and their position in
relation to the Sun (3.8D). Likewise, students should be able to demonstrate via a diagram (or
other model) the relationship of the Sun, Earth, and Moon including orbits and positions (3.3 C;
3.8C). In addition, you may want to assess student efforts in analyzing and evaluating changes in
their own thinking or understanding.
5. Share Performance Indicator rubric or expectations with students prior to students beginning the
assessment.
6. Answer any questions students may have regarding the assessment.
Instructional Notes:
You will need the students’ pre-annotated drawings of solar system and Sun/Earth/Moon system that
were completed earlier in the lesson. Students could either include the position and orbit of the Moon
in their post annotated diagram of the solar system or use the back of their paper to draw the S/E/M
system separately. You may even have students who want to create 3-D models of the S/E/M system
with clay, polystyrene balls, etc.
Step 2 is a good place to end the evaluation in progress. Resume with Step 3 the next day.
©2012, TESCCC
05/08/13
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