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TITLE OF LESSON PLAN:
Planetary Profiles
LENGTH OF LESSON:
Two class periods
GRADE LEVEL:
6-8
SUBJECT AREA:
Astronomy/Space
CREDIT:
Audrey Carangelo, freelance curriculum developer.
OBJECTIVES:
Students will understand the following:
1. The characteristics of the planets and moons in the solar system
2. How astronomers study planets and moons
3. The difference between a scientific theory and a scientific fact
MATERIALS:
For this lesson, you will need:
pens, pencils, and markers
scissors
large sheets of paper
paints, glue, and tape
books and magazines
encyclopedias with articles about space and planets
computer with Internet access
PROCEDURE:
1. Explain to students that they will create profiles of the nine planets in the solar system. Each group
in the class will present a written and oral report about a planet. Presentations should include photos,
illustrations, and any other multimedia materials that groups wish to present. Student groups should
create materials that can be part of a class solar system display.
2. Have the class brainstorm information to be included in the planetary profiles. Suggested topic
questions include the following:
- How large is the planet? (What is its equatorial diameter?)
- What is its atmosphere like?
- What are some of its geological traits?
- How many moons does the planet have?
- How long is the planet's “day”? How long is its “year”?
- What is the surface gravity like on the planet?
- How did scientists learn about the planet?
- Who first discovered the planet? When?
- Over the course of history, how and why have scientific theories about the planet changed? For
instance, how and when did the theory that the Earth is round become a fact?
- What are the chances that life exists—or may have existed—on this planet?
3. As a class, choose the top ten questions to be answered in the planet profile. List these questions on
the board.
4. Divide the class into nine groups. Write the name of each planet on a slip of paper and place the
slips into a hat. Have each group pick a slip of paper with their assigned planet.
5. Collect encyclopedias and a variety of books and magazine articles about the planets. If possible,
purchase a copy of "Planets 2001: Beyond the Millennium" for student viewing. If you have Internet
access for your students, you might also want to bookmark the planet-related Internet sites listed
below.
6. Encourage groups to research and gather data about their planet. Remind them to address the ten
questions selected by the class.
7. Suggest that students plan how they will present their planetary information. Presentations may be
in the form of a written report with illustrations, a three-dimensional model, or a bulletin board
display.
8. Allow class time for each group to present its planet's profile. Include a class discussion period for
students to ask any questions they still have. This may prompt further exploration and research.
9. Display the planet profiles for other classes to view.
ADAPTATIONS:
Adaptation for older students:
Instead of a written report, encourage students to create multimedia presentations about their planets.
Invite student groups to present their information in one of a variety of forms, such as a
computer-generated slide show, a video documentary, a magazine article, or a Web site.
DISCUSSION QUESTIONS:
1. Describe the nine planets in the solar system. Compare and contrast the other planets with Earth.
How are the four inner planets different from the five outer planets?
2. Explain the various technologies that astronomers use to study the planets and their moons.
3. Compare the use of robots and space probes for space exploration with astronaut travel. Discuss the
advantages and limitations of each. Which do you think is the best way to explore the solar system?
4. Discuss how the analysis of extreme conditions on Earth can help scientists understand the
conditions on other planets.
5. Discuss what makes a theory a theory. How does a theory become a fact? What are some past
theories about the solar system that have proven to be false?
6. How do you think scientists will explore the planets in the future?
EVALUATION:
You can evaluate your students on the completion of their planetary profiles using the following
three-point rubric:
- Three points:Reports and presentations fully answer the class's top ten topic questions in an
interesting and creative way. There is full group participation during the presentations.
- Two points:Reports answer the top ten topic questions but the reports are not presented creatively.
The whole group participates in the presentation.
- One point:Reports do not answer the top ten questions and the group does not fully participate in
the presentation.
EXTENSION:
Universal Time Line
Invite students to devise an illustrated and informative time line that presents major cosmic events.
Suggest that students begin the time line with the big bang and end with the first appearance of
dinosaurs on Earth. Encourage students to include important events such as the creation of galaxies,
the formation of our sun and solar system, and the beginning of life on Earth.
One Giant Leap
Have students research newspaper and magazine archives for articles about the first Apollo lunar
landing and moon walk. Challenge them to reenact this exciting world event through either a video
documentary, a radio play, or a front-page news article. Follow up this activity with a discussion
comparing today's space missions with the missions of nearly 40 years ago.
Earth Science Is Space Science
Point out to students that scientists apply what they know about Earth's geology to their analysis of
other planets. For instance, understanding volcanoes on Earth can help scientists understand volcanic
formations on Venus. Have students create a map that shows any geological regions on Earth that
match the geology of other planets or moons. Instruct students to describe these geological formations
and indicate which planets have similar structures.
Life on Other Planets
Lead students in discussing that living beings require food and some form of habitat to survive.
Encourage students to design a life form that would thrive on one of the other planets or moons in our
solar system. Ask them to give examples of where this life form might also exist in an extreme
environment on Earth.
SUGGESTED READINGS:
Off the Planet: Surviving Five Perilous Months Aboard the Space Station Mir
Linenger, Jerry M., New York: McGraw-Hill, 2000
Describes space station training, activities, and conditions that were present in a real space station
environment.
Looking for Earths: The Race to find New Solar Systems
Boss, Alan, New York: John Wiley, 1998
This book written in a journal format begins April 18, 1963 and concludes January 17, 1997. It
addresses the practicality and possibility of finding another earth like planet in another galaxy.
WEB LINKS:
Welcome to the Planets
A collection of the best images from NASA's planetary exploration program.
http://pds.jpl.nasa.gov/planets/
Views of the Solar System
Pictures of the solar system.
http://bang.lanl.gove/solarsys
Jet Propulsion Laboratory's Home Page
Space information.
http://www.jpl.nasa.gov/orgs/
Galileo K-12 Science Lesson Plans
Science lesson plans for K-12 classrooms.
http://www-hpcc.astro.washington.edu/scied/galileo.html
The Mars Millenium Project
The Mars Millenium Project is a national science, arts and technology initiative. Access a teacher's
guide, information about Mars, a "Chat & Internet" section, and conversations with scientists,
astronauts, and artists. Imagining and creating a communi
http://www.mars2030.org/
VOCABULARY:
comet
A celestial body that consists of a fuzzy-appearing head usually surrounding a bright nucleus, usually
with a highly eccentric orbit, and that often, when in the part of its orbit near the sun, develops a long
tail that points away from the sun.
Context:
The massive gravitational pull of Jupiter drew the comet Shoemaker-Levy into a collision course with
the planet.
galaxy
Any of the very large groups of stars and associated matter that are found throughout the universe.
Context:
Our solar system is part of a larger group of stars known as the Milky Way galaxy.
meteorite
A meteor, which is a small particle of matter from the solar system, that reaches the surface of the
Earth without being completely vaporized.
Context:
A shooting star that lands on Earth is known as a meteorite.
planet
Any of the large bodies that revolve around the sun in the solar system.
Context:
It takes the planet Earth 365 days to revolve around the sun.
probe
A man-made device used to send information from outer space or a celestial body to Earth.
Context:
The Voyager space probe transmitted pictures of Saturn's rings to scientists on Earth.
solar system
The sun and the group of celestial bodies that are held by its attraction and revolve around it.
Context:
It is believed that Earth is the only planet in the solar system that can support life.
ACADEMIC STANDARDS:
Grade Level:
6-8
Subject Area:
Earth science
Standard:
Understands basic features of the Earth.
Benchmarks:
Knows that Earth is the only body in our solar system that appears able to support life.
Grade Level:
6-8
Subject Area:
Earth science
Standard:
Understands basic Earth processes.
Benchmarks:
Knows how landforms are created through a combination of constructive and destructive forces.
Grade Level:
6-8
Subject Area:
Earth science
Standard:
Understands essential ideas about the composition and structure of the universe and the Earth's place
in it.
Benchmarks:
Knows characteristics of our sun and its position in the universe.
Benchmark:Knows characteristics and movement patterns of the nine planets in our solar system.
Benchmark:Knows that the planet Earth and our solar system appear to be somewhat unique,
although similar systems might yet be discovered in the universe.
Benchmark:Knows that gravitational force keeps planets in orbit around the sun and moons in orbit
around the planets.
DiscoverySchool.com
http://www.discoveryschool.com
Copyright 2001 Discovery.com.
Teachers may reproduce copies of these materials for classroom use only.