Download Sun, Earth, Moon and Beyond

Grade 3
Science
Unit: 06
Lesson: 01
Suggested Duration: 15 days
Sun, Earth, Moon and Beyond
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:
3.8
3.8C
3.8D
The student knows there are recognizable patterns in the natural world and among objects in the sky.
Construct models that demonstrate the relationship of the Sun, Earth, and Moon, including orbits and positions.
Identify the planets in Earth’s solar system and their position in relation to the Sun. Supporting Standard
Scientific Process TEKS:
3.1
3.1A
3.1B
3.2
3.2B
3.2C
3.2D
3.2F
3.3
3.3A
3.3C
3.3D
3.4
3.4A
©2012, TESCCC
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:
Demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor
investigations, including observing a schoolyard habitat.
Make informed choices in the use and conservation of natural resources by recycling or reusing materials such as
paper, aluminum cans, and plastics.
Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and outdoor
investigations. The student is expected to:
Collect data by observing and measuring using the metric system and recognize differences between observed and
measured data.
Construct maps, graphic organizers, simple tables, charts, and bar graphs using tools and current technology to
organize, examine, and evaluate measured data.
Analyze and interpret patterns in data to construct reasonable explanations based on evidence from investigations.
Communicate valid conclusions supported by data in writing, by drawing pictures, and through verbal discussion.
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:
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.
Represent the natural world using models such as volcanoes or Sun, Earth, and Moon system and identify their
limitations, including size, properties, and materials.
Connect grade-level appropriate science concepts with the history of science, science careers, and contributions of
scientists.
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:
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; and materials to support observation
of habitats of organisms such as terrariums and aquariums.
06/13/13
page 1 of 17
Grade 3
Science
Unit: 06 Lesson: 01
GETTING READY FOR INSTRUCTION
Performance Indicator(s):
• 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
Key Understandings and Guiding Questions:
• The Earth is one of several planets that orbits 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:
•
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•
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•
•
•
solar system
Sun
Moon
planet
Mercury
Venus
Earth
•
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•
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•
Mars
Jupiter
Saturn
Uranus
Neptune
orbit
•
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revolution
spin
rotate
rotation
model
limitations
revolve
Materials:
Refer to Notes for Teacher section for materials.
Attachments:
• 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)
©2012, TESCCC
06/13/13
page 2 of 17
Grade 3
Science
Unit: 06 Lesson: 01
• Teacher Resource: Diagram Dilemma KEY
• Teacher Resource: Solar System Sentences (1 for projection)
• Teacher 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
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.
©2012, TESCCC
06/13/13
page 3 of 17
Grade 3
Science
Unit: 06 Lesson: 01
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 day-night
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.
GETTING READY FOR INSTRUCTION SUPPLEMENTAL PLANNING DOCUMENT
Instructors are encouraged to supplement and substitute resources, materials, and activities to differentiate instruction to address the needs
of learners. The Exemplar Lessons are one approach to teaching and reaching the Performance Indicators and Specificity in the
Instructional Focus Document for this unit. Instructors are encouraged to create original lessons using the Content Creator in the Tools
Tab located at the top of the page. All originally authored lessons can be saved in the “My CSCOPE” Tab within the “My Content” area.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – Pre-annotated 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.
• 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.
©2012, TESCCC
06/13/13
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)
• 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”
page 4 of 17
Grade 3
Science
Unit: 06 Lesson: 01
Instructional Procedures
• 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 pre-assess 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.
• How do you think the parts of this system interact or work
together? Accept all answers.
Notes for Teacher
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.
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
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.
©2012, TESCCC
06/13/13
Suggested Day 3
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)
o poppy seeds (0.5 to 0.7 mm,
see Advance Preparation, 2 per
group)
o blue candy sprinkles (1.3 mm,
see Advance Preparation,1 per
group)
o white candy sprinkles (1.2 mm,
see Advance Preparation,1 per
group)
o popcorn kernels, small beads,
or large peppercorns (5 mm, 2
per group)
page 5 of 17
Grade 3
Science
Unit: 06 Lesson: 01
Instructional Procedures
• 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.
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.
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.
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.
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. Explain the task.
• Your task is to use the information on the handout to match the
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.
• Lay out the Planet Picture Cards so that all group members can
see them. As I name each planet, point to the card with that
planet’s name and picture.
• 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.”
• 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
©2012, TESCCC
06/13/13
Notes for Teacher
o gum balls, jaw breakers, or
•
small marbles (12 mm, 1 per
group)
o gum balls, jaw breakers, or
small marbles (14 mm, 1 per
group)
tape (transparent, 1 roll per group)
Attachments:
• Handout: Planet Picture Cards (1
per group)
• Handout: Planet Puzzler (1 per
group or 1 for projection)
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.
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.
Identify and provide simple names for
each of the items (candy sprinkle, dark
seed, etc.) so that students have a
common vocabulary during the activity.
Glue the very small 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 gallon-size,
resealable, plastic bag to make
distribution of materials easier.
The size of the model you use for the
Sun will determine the relative size of
the objects that are used to represent
each of the planets. The objects
suggested in this lesson are based on a
14 cm (5½ inch) model of the Sun
Collect the paper plates and small,
page 6 of 17
Grade 3
Science
Unit: 06 Lesson: 01
Instructional Procedures
•
Notes for Teacher
have checked your work.
What else do you need to know before you begin? Answers will
vary.
9. Monitor the activity, and prompt students as needed.
10. When all student groups have matched and taped an appropriate model
plastic bags for reuse (3.1B).
Misconception:
• Students may think the Earth is the
center of the solar system and the
largest object in the solar system.
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 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
Suggested Day 4
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.
©2012, TESCCC
06/13/13
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)
o unsharpened pencils (8 per
class)
o planet model (scaled to show
planet size, see Advance
Preparation, 1 set per class)
Attachments:
page 7 of 17
Grade 3
Science
Unit: 06 Lesson: 01
Instructional Procedures
Notes for Teacher
• Place your adding machine tape so that section 1 is closest to our • Handout: Order Up (1 per group or
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.
What are the four smallest planets? (Mars, Mercury, Earth, Venus)
Where should we place these four planet cards on the number
line based on this clue? (We should place them on sections 1–4.)
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.
5. Monitor and prompt the students as needed.
6. When students finish the activity, compare the results. If there are any
discrepancies, allow students to verbalize the rationale for their
arrangement. When a consensus is reached, students can tape or glue the
planet cards onto the adding machine tape in the correct order.
Ask:
• What new information does this model of our solar system
provide? It shows the position of the planets in relation to the Sun.
• 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
7. Reflect on the previous activities through a discussion.
©2012, TESCCC
06/13/13
•
•
•
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.
To avoid collisions, allow sufficient
personal space for movement.
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
Model for students how the cards can
be placed sideways on the adding
machine tape so that they fit into the
numbered sections.
Save the adding machine tape models
for the next activity.
Collect the plastic bags for reuse (3.1B).
The spin/orbit activities are adapted
from New Horizons “Orbit and Spin”
lesson.
If you place butcher paper underneath
the Sun and planet strips, you can draw
in the orbits using markers. Then, trace
around the Sun, remove the planet
strips, and sketch or place individual
planet cards/models at different points
in their orbits (rather than in a line) to
page 8 of 17
Grade 3
Science
Unit: 06 Lesson: 01
Instructional Procedures
• You have explored how the planets compare in size and position
•
in relation to the Sun. By observing the Sun and planets in the
sky, scientists have also determined their patterns of movement.
How do the planets in our solar system move in relation to the
Sun?
Answers will vary.
8. Introduce concepts and academic vocabulary related to these patterns of
movement.
Ask:
• What do the words “spin” and “orbit” mean to you? Answers will
vary.
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.
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.
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.
Notes for Teacher
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 relative
distance of each planet from the Sun.
Refer to Optional Teacher Resource:
Distance from the Sun if you choose to
extend this activity to show the relative
distances of the planets (at least to
Jupiter) from the Sun.
For misconceptions below: It may help
to connect the “t” in “rotate” with the “t”
in turn.
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.
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
©2012, TESCCC
06/13/13
page 9 of 17
Grade 3
Science
Unit: 06 Lesson: 01
Instructional Procedures
Notes for Teacher
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).
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.
©2012, TESCCC
06/13/13
page 10 of 17
Grade 3
Science
Unit: 06 Lesson: 01
Instructional Procedures
• In what ways can models help us better understand our solar
•
•
Notes for Teacher
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
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:
• 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.
©2012, TESCCC
06/13/13
Suggested Days 7 and 8
Materials:
• crayons or colored pencils (per
group)
• paper (drawing, for recording and
illustrating solar system sentences,
per student)
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
page 11 of 17
Grade 3
Science
Unit: 06 Lesson: 01
Instructional Procedures
4. Students can color and label each planet.
Notes for Teacher
that Venus, and possibly Uranus, are
exceptions to the counterclockwise
rotation of the planets.
5. Instruct students to check their papers for accuracy.
Ask:
• 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.
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.)
6. Discuss how this is a different representation, or model, of our solar
Check for Understanding:
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.
(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 books and learning
activities.
system.
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.
©2012, TESCCC
06/13/13
page 12 of 17
Grade 3
Science
Unit: 06 Lesson: 01
Instructional Procedures
• How is the diagram model different from the sentence model? It is
Notes for Teacher
a better representation of what the solar system looks like. It includes
the 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
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.
4. Allow time for students to play with a partner or small group.
5. Follow up the activity by asking students what was difficult for them and
how they were able to arrive at their answers.
Project
the
following
diagram
(or
something
similar):
Suggested Day 9
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 have one planet
neighbor. This enables you to match the
six faces of the cube with the remaining
six planets.
Check for Understanding:
As students play the game the teacher
is able to formatively assess student
understanding of planet order.
Sun
A
B
C
D
Mars
6. 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
©2012, TESCCC
06/13/13
page 13 of 17
Grade 3
Science
Unit: 06 Lesson: 01
Instructional Procedures
•
Notes for Teacher
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.
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)
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.
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
©2012, TESCCC
06/13/13
Materials:
• 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)
• 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)
Attachments:
• Handout: Sun Earth Moon System
(1 per pair; cut in half)
Safety Note:
To avoid collisions, allow sufficient
personal space for movement.
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
page 14 of 17
Grade 3
Science
Unit: 06 Lesson: 01
Instructional Procedures
Notes for Teacher
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”.
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.
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
10. Reflect on the previous activities.
Say:
• You have explored the relative sizes of the Sun, Earth, and Moon
based on current scientific understanding.
• 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.
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.
Ensure that students do not cut the
Moon off its “orbit arm”. Save the EarthSun connector piece for later.
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 weeks.
Misconception:
• Students may think the Sun and
Moon are about the same size and
the stars are much smaller than
both the Sun and Moon.
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
©2012, TESCCC
06/13/13
page 15 of 17
Grade 3
Science
Unit: 06 Lesson: 01
Instructional Procedures
Notes for Teacher
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.
ELABORATE – Space Science Careers
1. Share a book about astronauts or astronomers. Discuss the information in
the book and the qualifications and aspirations of those who pursue a
©2012, TESCCC
06/13/13
Suggested Day 13
Materials:
page 16 of 17
Grade 3
Science
Unit: 06 Lesson: 01
Instructional Procedures
Notes for Teacher
•
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
•
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)
scientist, such as:
•
What was their major contribution to their field of study?
•
•
Why is this person considered important?
(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
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)
1. Refer to the Teacher Resource: Performance Indicator Instructions
Attachments:
• Teacher Resource: Performance
Indicator Instructions KEY
KEY for information on administering the assessment.
©2012, TESCCC
06/13/13
page 17 of 17