Download Solar System - Big Spring ISD

Grade 6
Science
Unit: 08
Lesson: 01
Suggested Duration: 6 days
Science Grade 06 Unit 08 Exemplar Lesson 01: Solar System
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 unit, students will research the physical properties, locations, and movements of the Sun, planets, Galilean moons, meteors, asteroids, and
comets. They will construct a scale model and display the researched characteristics, as well as the advantages and limitations of the 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.
6.11
Earth and space. The student understands the organization of our solar system and the relationships among the
various bodies that comprise it. The student is expected to:
6.11A Describe the physical properties, locations, and movements of the Sun, planets, Galilean moons, meteors,
asteroids, and comets.
Scientific Process TEKS
6.2
Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field
investigations. The student is expected to:
6.2C Collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic
organizers.
6.3
Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to
make informed decisions and knows the contributions of relevant scientists. The student is expected to:
6.3B Use models to represent aspects of the natural world such as a model of Earth's layers.
6.3C Identify advantages and limitations of models such as size, scale, properties, and materials.
6.4
Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to
conduct science inquiry. The student is expected to:
6.4A Use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, Petri dishes, meter sticks, graduated
cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other
equipment as needed to teach the curriculum.
GETTING READY FOR INSTRUCTION
Performance Indicators
Grade 06 Science Unit 08 PI 01
Construct a scale model of the Sun and planets in the solar system. Attach an information card by each object which lists its name, number of moons, periods of rotation
and revolution, and physical properties. Include additional information cards that describe the physical properties and general location or paths of meteors, asteroids, and
comets. Attach another card identifying advantages and limitations of using this type of model to studying the solar system.
Standard(s): 6.2C , 6.3B , 6.3C , 6.11A
ELPS ELPS.c.1E , ELPS.c.5B
Key Understandings
The solar system consists of the Sun and other celestial objects bound together by gravity.
— Which specific celestial objects are considered part of our solar system?
— What are the physical properties, locations, and movements of the celestial objects in our solar system?
Vocabulary of Instruction
asteroid
comet
solar system
Kuiper belt
Galilean moons
model
Last Updated 05/09/13
page 1 of 21 Grade 6
Science
Unit: 08
Lesson: 01
Suggested Duration: 6 days
meteor
Astronomical Unit (AU)
Materials
adding machine tape (1 m per student)
basketball (for display, 1 per teacher)
books, text books, and reference materials (see Advance Preparation, various per class)
container with scale items (see Advance Preparation, small, 1 per group)
grain of sand (2 per group)
BB (2 per group)
golf ball (1 per group)
ping pong ball (1 per group)
marble ( 2 per group)
tweezers (1 per group)
glue (per group)
grape (real or artificial, for demonstration, 1 per teacher
grapefruit (large, real or artificial, for demonstration, 1 per teacher)
lemon (real or artificial, for demonstration, 1 per teacher)
lithographs from http://teachspacescience.org (see Advanced Preparation) – Optional
markers (per group)
meter sticks (2 per teacher for demonstration and 1 per group)
objects (various for scale measurement, student choice will determine need)
orange (real or artificial, for demonstration, 1 per teacher)
paper (construction, various per class)
paper (various per group)
tape or glue (per group)
scissors (1 per student)
self­adhesive color dots (¾”, 5 per student)
self­adhesive color dots (¼”, 6 per student)
string (various per class)
tape (transparent, several rolls 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.
Teacher Resource: Solar System Object Cards (see Advance Preparation, 1 set per group)
Teacher Resource: Solar System Object Cards KEY
Handout: Characteristics Cards (1 per student)
Teacher Resource: Characteristics Cards KEY
Handout: Comparing Asteroids, Meteors, and Comets (1 per student)
Teacher Resource: Comparing Asteroids, Meteors, and Comets KEY
Handout: Scale Model Practice (1 per group)
Handout: Distance Scale Model PI
Teacher Resource: Distance Scale Model KEY
Teacher Resource: Performance Indicator Instructions KEY (1 for projection)
Resources
None Identified
Advance Preparation
1. Prior to Day 1:
Print on cardstock, laminate, cut apart, and bag the Handout: Solar System Object Cards. You will need one set per group of students.
Locate and select various books, text books, and reference materials for research. You may wish to request, in advance, that your librarian
pull several books and place them on a cart for you to use in your classroom.
Arrange for student computer/Internet use on Days 1–3.
Optional: Download and print, in color, a set of NASA lithographs for each group from http://teachspacescience.org, and laminate for
durability. In the search box in the left margin, type in solar system lithograph. You can download a lithograph with information on the back for
the solar system, the Sun, and each individual planet. The first download is a complete set.
Last Updated 05/09/13
page 2 of 21 Grade 6
Science
Unit: 08
Lesson: 01
Suggested Duration: 6 days
2. Prior to Day 5, gather materials and prepare student containers for the Elaboration activity.
3. Prepare attachment(s) as necessary.
Background Information
During this lesson, students determine size and distance of the planets and other bodies in the solar system and construct models of the solar system. Models with three
dimensions are preferable to pictures and diagrams. Students should experience trying to fashion a physical model of the solar system in which the same scale is used for
the sizes of the objects and distances between them. In most illustrations, distances are underrepresented by a factor of 10 or more.
STAAR Notes:
This is an important foundational piece for the understanding of gravity and its effects on our solar system. 6.11B is marked as a Supporting Standard and will be tested on
STAAR Grade 8 under Reporting Category 3: Earth and Space. The information in this unit also builds content for standards 8.7A, B, and C. Both Readiness Standards 8.7A
and 8.7B and Supporting Standard 8.7C will be tested on STAAR Grade 8 under Reporting Category 3: Earth and Space.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – Objects
NOTE: 1 Day = 50 minutes
Suggested Day 1
1. Write the following terms on the board: Sun, asteroids, meteors, comets, planets, and
Galilean moons. Divide the class into groups of 3–4. Allow 3–5 minutes for the
groups to discuss the objects.
Ask:
What do all these objects have in common? (They are all objects that are a
part of our solar system.)
Are there any other objects that you think belong to our Solar System?
Answers may vary. Make a list of objects students suggest such as stars, black
holes, etc. Acknowledge all answers but correct any developing misconceptions in
step 2.
Misconceptions:
Students may think that stars are included in the
solar system.
Students may think that the solar system contains
only the Sun, Moon, and planets.
Science Notebooks:
Students record the solar system description in their notebooks.
2. Instruct students to write this description in their science notebooks.
Say/Display:
Our solar system is made up of the Sun and all of the planets and their
moons, meteors, asteroids, comets, and minor planets.
EXPLORE/EXPLAIN – Solar System Research
Suggested Day 1 (continued)
1. Distribute a set of cards from the Teacher Resource: Solar System Object Cards
(see Advance Preparation) to each group.
2. Instruct students to match the name of the object to its description. Allow students
about 3–5 minutes to complete the activity.
3. Project the Teacher Resource: Solar System Object Cards KEY, and allow groups
to check their matches. Instruct them to make any necessary corrections.
Materials:
books, text books, and reference materials (see
Advance Preparation, various per class)
lithographs from http://teachspacescience.org (see
Advanced Preparation) – Optional
4. Collect the Solar System Object Cards sets.
Attachments:
5. Distribute the Handout: Characteristics Cards to each student.
6. Inform students that they will be researching the physical properties, locations, and
movements of objects in our Solar System and they are to record all information on
these cards. The cards will used as part of the Performance Indicator at the end of
the lesson. Students are allowed to use books, reference materials, and the Internet
to locate information (see Advance Preparation).
7. Explain to students that they are going to be divided into three groups so that
everyone is not beginning their research at the same point and therefore, will need
the same resources at the same time.
Say:
You may work with a partner within your group, but the entire group may
not work together.
8. Project the Handout: Characteristics Cards, and discuss the expectations of the
assignment. Point out that there is one card for the Sun; eight cards for the major
planets; four cards for the Galilean moons; one card each for asteroids, meteors,
Last Updated 05/09/13
Teacher Resource: Solar System Object Cards
(see Advance Preparation, 1 set per group)
Teacher Resource: Solar System Object Cards
KEY
Handout: Characteristics Cards (1 per student)
Teacher Resource: Characteristics Cards KEY
Instructional Notes:
Consider pre-selecting specific websites for students to use in
their research.
Additionally, consider developing a structure of check points to help
ensure that students are making timely progress with their
research.
page 3 of 21 Grade 6
Science
Unit: 08
Lesson: 01
Suggested Duration: 6 days
and comets; and one Advantages/Limitations card to be filled in as a component of
the Performance Indicator. Answer any questions students may have regarding the
task.
Basic characteristics of the Sun were studied in Grade 3. In Grade
5, students compared the physical characteristics of the Sun,
Earth, and Moon. Students also constructed models to
9. Divide the class into three groups. Instruct each group to begin their research: Group
demonstrate their orbits. In Grade 3, students identified the planets
1: comets, asteroids, and meteors; Group 2: the Sun; and Group 3: the planets.
and their order from the Sun. New for this grade are comets,
Say:
asteroids, and meteors.
Group 1 will begin with comets, asteroids, and meteors. Group 2 will
begin with the Sun. Group 3 will begin with the planets.
STAAR Note:
Although not marked as a Supporting Standard, this SE builds
10. Monitor groups, and assist as necessary.
content for Readiness Standard 8.8A.
11. Remind students they will need to have their cards available for the following day.
EXPLORE/EXPLAIN – Solar System Research (continued)
Suggested Day 2
1. Instruct students to continue their research.
Attachments:
2. Monitor groups, and assist as necessary checking to ensure that students are
making timely progress.
EXPLORE/EXPLAIN – Solar System Research (continued)
Handout: Characteristics Cards (from previous
activity)
Suggested Day 3
1. Instruct students to complete their research by mid-class.
Materials:
2. Monitor groups, and assist as necessary checking to ensure that students are
making timely progress.
tape or glue (per group)
3. Distribute the Handout: Comparing Asteroids, Meteors, and Comets to each
student.
Attachments:
4. Instruct them to find a new partner to help them complete the handout. Encourage
students to use their Characteristics Cards.
5. Project the Teacher Resource: Comparing Asteroids, Meteors, and Comets
KEY, and allow students to check their answers.
6. Instruct students to affix the handout to their notebooks.
Handout: Characteristics Cards (from previous
activity)
Handout: Comparing Asteroids, Meteors, and
Comets (1 per student)
Teacher Resource: Comparing Asteroids,
Meteors, and Comets KEY
Instructional Note:
The Handout: Comparing Asteroids, Meteors, and Comets may
be assigned as homework if students to not complete it in class.
Science Notebooks:
Students affix the Handout: Comparing Asteroids, Meteors, and
Comets to their notebooks.
EXPLORE/EXPLAIN – Scale
Suggested Day 4
1. Inform students they will be learning about the concept of scale today.
2. Note: Reference the downtown area of a nearby city or town the students may have
visited so they can visualize how long a block is. Hold up the items listed as you read
the analogy below.
Say:
Materials:
meter sticks (2 per teacher for demonstration and 1
per group)
grape (real or artificial, for demonstration, 1 per
teacher)
grapefruit (large, real or artificial, for demonstration,
1 per teacher)
orange (real or artificial, for demonstration, 1 per
teacher)
lemon (real or artificial, for demonstration, 1 per
teacher)
paper (various per group)
markers (per group)
objects (various for scale measurement, student
choice will determine need)
Most of the solar system is space. One way to help get a mental picture of
the relative sizes in the solar system is to imagine a model in which
everything is reduced in size by a factor of a billion (1,000,000,000).
At this scale:
The Sun would be 1.5 meters in diameter (about the height of a man) and
150 m (about a city block) from the Earth. Using meter sticks, demonstrate 1.5
m in height and 150 meter sticks would be a block.
Earth would be about 1.3 cm in diameter (the size of a grape).
Jupiter would be 15 cm in diameter (the size of a large grapefruit) and 750
m (5 blocks) away from the Sun.
Saturn (the size of an orange) would be 1,500 m (10 blocks) away.
Uranus and Neptune (lemons) 3,000 and 4,500 m (20 and 30 blocks) away.
A human on this scale would be the size of an atom.
Attachments:
The nearest star would be over 40,000 km away.
Handout: Scale Model Practice (1 per group)
Last Updated 05/09/13
page 4 of 21 Grade 6
Science
Unit: 08
Lesson: 01
Suggested Duration: 6 days
3. Say:
Today, we are going to practice using scale to build a distance model of
objects in our classroom.
Distances will be measured from the door of our classroom in meters.
You will come up with a scale the same way maps have a scale (Model how
50 miles may be equivalent to a cm on a map.)
You may use conventional measurements, such as cm or mm, or
unconventional measurements such as objects (Model for students with
paperclip, cubes, etc.).
You will work with a group and choose five objects to measure.
You will illustrate your model on paper including the names of the
objects, actual measurements, and their scale measurements.
Instructional Notes:
Scale is a difficult concept for students. You may wish to perform a
web search for scale models of planets (optional).
Science Notebooks:
Students record scale model measurements in their notebooks.
4. Divide the class into groups of 3–4, and distribute the Handout: Scale Model
Practice to each group. Answer any questions they may have regarding the
instructions.
5. Monitor and assist as necessary.
6. You may wish for students to display their models.
ELABORATE – Match Up
Suggested Day 5
1. Prior to class, write the information below on the board. The standard measurement
in parentheses may be included or not at teacher discretion.
Sun = 30.48 cm (12.00 in) Inform students that the basketball represents the Sun.
Mercury = 0.10 cm (0.04 in)
Venus = 0.25 cm (0.10 in)
Earth = 0.28 cm (0.11 in)
Mars = 0.15 cm (0.06 in)
Jupiter = 3.12 cm (1.23 in)
Saturn = 2.64 cm (1.04 in)
Uranus = 1.12 cm (0.44 in)
Neptune = 1.09 cm (0.43)
Materials:
basketball (for display, 1 per teacher)
container with scale items (see Advance
Preparation, small, 1 per group)
grain of sand (2 per group)
BB (2 per group)
golf ball (1 per group)
ping pong ball (1 per group)
marble ( 2 per group)
tweezers (1 per group)
2. Group students in pairs.
Attachments:
3. Display the basketball at the front of the room.
4. Instruct students to decide which items might represent each planet based on relative
size and place them in their correct order. Some planets are so close in size that the
same object can be used to represent both planets on this scale. Students may refer
to their Characteristic Cards.
Handout: Characteristics Cards (from previous
activity)
Sun = 30.48 cm (12.00 in) (basketball)
Mercury = 0.10 cm (0.04 in) (grain of sand)
Venus = 0.25 cm (0.10 in) (BB)
Earth = 0.28 cm (0.11 in) (BB)
Mars = 0.15 cm (0.06 in) (grain of sand)
Jupiter = 3.12 cm (1.23 in) (golf ball)
Saturn = 2.64 cm (1.04 in) (ping pong ball)
Uranus = 1.12 cm (0.44 in) (marble)
Neptune = 1.09 cm (0.43) (marble)
5. Monitor and assist as necessary.
EVALUATE – Performance Indicator
Suggested Days 5 (continued) and 6
Grade 06 Science Unit 08 PI 01
Materials:
Construct a scale model of the Sun and planets in the solar system. Attach an information card by
each object which lists its name, number of moons, periods of rotation and revolution, and physical
properties. Include additional information cards that describe the physical properties and general
location or paths of meteors, asteroids, and comets. Attach another card identifying advantages and
limitations of using this type of model to studying the solar system.
Standard(s): 6.2C , 6.3B , 6.3C , 6.11A
ELPS ELPS.c.1E , ELPS.c.5B
1. Refer to the Teacher Resource: Performance Indicator Instructions KEY for
information on administering the assessment.
Last Updated 05/09/13
adding machine tape (1 m per student)
self­adhesive color dots (¾”, 5 per student)
self­adhesive color dots (¼”, 6 per student)
string (various per class)
tape (transparent, several rolls per class)
scissors (1 per student)
paper (construction, various per class)
glue (per group)
page 5 of 21 Grade 6
Science
Unit: 08
Lesson: 01
Suggested Duration: 6 days
Attachments:
Handout: Characteristics Cards (from previous
activity)
Handout: Distance Scale Model PI (1 per
student)
Teacher Resource: Distance Scale Model KEY
Teacher Resource: Performance Indicator
Instructions KEY (1 for projection)
Last Updated 05/09/13
page 6 of 21 Grade 6
Science
Unit: 08 Lesson: 01
Solar System Object Cards
©2012, TESCCC
The Sun
A medium-size star that is about halfway
through its lifespan. It provides a pulling force,
called gravity, keeping space objects in an
orbit around itself. The star produces its own
light, heat, and energy through nuclear fusion.
During fusion, the star converts hydrogen to
helium.
Asteroids
Pieces of rock, or a combination of rock and
metal, which usually follow a regular orbit
around the Sun. The area between Mars and
Jupiter has the largest concentration of them.
They range in size from tiny pebbles to about
930 km (578 mi) in diameter.
Meteors
If a piece of asteroid hits the atmosphere at
high velocity, friction causes it to begin to
vaporize. The gases coming off of the material
begin to glow. This streak of light is now
known by this term. If the Earth crosses its
path, many can be seen and are called a
shower.
Comets
Called “dirty snowballs”. They are a mixture of
water, gas ices, and rock. They travel in huge
oval orbits around the Sun. Orbits may take
thousands of years to complete and take
these objects long distances. When its orbit
brings it close to the Sun, the dust and ice
heat up to produce a “tail”.
Planets
Bodies that are in orbit around the Sun. They
are massive enough for their own gravity to
make them (nearly) round and have cleared
the area around them of smaller objects in
their orbit. They may be solid or gaseous
objects. They may or may not have moons
orbiting them.
11/01/2012
page 1 of 1
Grade 6
Science
Unit: 08 Lesson: 01
Solar System Object Cards KEY
©2012, TESCCC
The Sun
A medium-size star that is about halfway
through its lifespan. It provides a pulling force,
called gravity, keeping space objects in an
orbit around itself. The star produces its own
light, heat, and energy through nuclear fusion.
During fusion, the star converts hydrogen to
helium.
Asteroids
Pieces of rock, or a combination of rock and
metal, which usually follow a regular orbit
around the Sun. The area between Mars and
Jupiter has the largest concentration of them.
They range in size from tiny pebbles to about
930 km (578 mi) in diameter.
Meteors
If a piece of asteroid hits the atmosphere at
high velocity, friction causes it to begin to
vaporize. The gases coming off the material
begin to glow. This streak of light is now
known by this term. If the Earth crosses its
path, many can be seen and are called a
shower.
Comets
Called “dirty snowballs”. They are a mixture of
water, gas ices, and rock. They travel in huge
oval orbits around the Sun. Orbits may take
thousands of years to complete and take
these objects long distances. When its orbit
brings it close to the Sun, the dust and ice
heat up to produce a “tail”.
Planets
Bodies that are in orbit around the Sun. They
are massive enough for their own gravity to
make them (nearly) round, and have cleared
the area around them of smaller objects in
their orbit. They may be solid or gaseous
objects. They may or may not have moons
orbiting them.
11/01/2012
page 1 of 1
Grade 6
Science
Unit: 08 Lesson: 01
Characteristics Cards
Name: Sun
Period of Rotation:
Period of Revolution:
Orbit:
Location:
Size/Mass:
Atmosphere:
Name:
Number of Moons:
Period of Rotation:
Period of Revolution:
Orbit:
Location:
Size/Mass:
Terrestrial or Gas Giant:
Atmosphere:
Physical Properties:
Physical Properties:
Name:
Number of Moons:
Period of Rotation:
Period of Revolution:
Orbit:
Location:
Size/Mass:
Terrestrial or Gas Giant:
Atmosphere:
Name:
Number of Moons:
Period of Rotation:
Period of Revolution:
Orbit:
Location:
Size/Mass:
Terrestrial or Gas Giant:
Atmosphere:
Physical Properties:
Physical Properties:
Name:
Number of Moons:
Period of Rotation:
Period of Revolution:
Orbit:
Location:
Size/Mass:
Terrestrial or Gas Giant:
Atmosphere:
Name:
Number of Moons:
Period of Rotation:
Period of Revolution:
Orbit:
Location:
Size/Mass:
Terrestrial or Gas Giant:
Atmosphere:
Physical Properties:
Physical Properties:
©2012, TESCCC
11/01/2012
page 1 of 3
Grade 6
Science
Unit: 08 Lesson: 01
Name:
Number of Moons:
Period of Rotation:
Period of Revolution:
Orbit:
Location:
Size/Mass:
Terrestrial or Gas Giant:
Atmosphere:
Name:
Number of Moons:
Period of Rotation:
Period of Revolution:
Orbit:
Location:
Size/Mass:
Terrestrial or Gas Giant:
Atmosphere:
Physical Properties:
Physical Properties:
Name:
Name:
Number of Moons:
Period of Rotation:
Period of Revolution:
Orbit:
Location:
Size/Mass:
Terrestrial or Gas Giant:
Atmosphere:
Physical Properties:
Galilean Moons:
Name:
Distance from Planet:
Location:
Orbital Period of
Revolution:
Other Characteristics:
©2012, TESCCC
Name:
Distance from Planet:
Location:
Orbital Period of
Revolution:
Other Characteristics:
Name:
Distance from Planet:
Location:
Orbital Period of
Revolution:
Other Characteristics:
11/01/2012
Name:
Distance from Planet:
Location:
Orbital Period of
Revolution:
Other Characteristics:
page 2 of 3
Grade 6
Science
Unit: 08 Lesson: 01
Name: Meteors
General Location/Path:
Name: Asteroids
General Location/Path:
Physical Properties:
Physical Properties:
Name: Comets
General Location/Path:
Physical Properties:
Model of Solar System:
Advantages
©2012, TESCCC
Limitations
11/01/2012
page 3 of 3
Grade 6
Science
Unit: 08 Lesson: 01
Characteristics Cards KEY
Note: Some numeric values may differ depending on the research source used. Accept reasonable differences.
Name: Sun
Name: Mercury
Period of Rotation: The apparent rotation of the star, as
viewed from Earth, at its equator is about 25–28 days.
Period of Rotation: 58.6 days
Period of Revolution: It takes the solar system about
Period of Revolution: 87.9 days
225–250 million years to complete one orbit of the
galaxy.
17
st
Orbit: 26,000 light-years (2.47954 X 10 km) from the
Orbit: 1 from the Sun; 58,000,000 km
center of the Milky Way
Location: Close to the inner rim of Orion Arm in the
Location: 0.387 AU; 58 million km (36 million miles)
Milky Way galaxy
30
22
Size/Mass: 1.989 X 10 kg
Size/Mass: 33 X 10 kg
Atmosphere: Mostly hydrogen which extends past the
Terrestrial or Gas Giant: Terrestrial
orbit of Pluto
Physical Properties: Composed of hydrogen that
Atmosphere: It has an exceptionally thin atmosphere
changes to helium during nuclear fusion. The Sun is
composed of sodium and potassium gas.
powered by the energy produced in the core and
Physical Properties: Close to the Sun, very cold at night
therefore, produces basically all of the heat and light
and very hot during the day, craters
received on Earth.
Name: Venus
Number of Moons: 0
Period of Rotation: 243.1 days
Period of Revolution: 224.7 days
nd
Orbit: 2 from the Sun
Location: 0.723 AU; 108 million km (67.24 million miles)
22
Size/Mass: 487 X 10 kg
Terrestrial or Gas Giant: Terrestrial
Atmosphere: Carbon dioxide with minor amounts of
nitrogen and trace amounts of nitrogen, helium, neon,
and argon
Physical Properties: About the same size of Earth, thick
cloud cover traps much of the Sun's heat causing the
hottest average temperature of all the planets
Name: Earth
Number of Moons: 1
Period of Rotation: 23 hours 53 minutes
Period of Revolution: 365.3 days
rd
Orbit: 3 from the Sun
Location:1 AU; 150 million km (92.9 million miles)
22
Size/Mass: 598 X 10 kg
Terrestrial or Gas Giant: Terrestrial
Atmosphere: Nitrogen and oxygen and minor amounts
carbon dioxide, ozone, argon, and helium
Name: Mars
Number of Moons: 2
Name: Jupiter
Number of Moons: Has 62 moons, 50 official, and 12
unofficial
Period of Rotation: 9 hours 55 minutes
Period of Revolution: 4,332.9 days
th
Orbit: 5 from the Sun
Location: 5.203 AU; 778 million km (483.88 million miles)
22
Size/Mass: 190,000 X 10 kg
Terrestrial or Gas Giant: Gas giant
Atmosphere: Mainly helium and hydrogen with trace
amounts of water, ammonia, methane, and other
carbon compounds
Temperature:
Physical Properties: Has a red spot where a giant storm
has been raging for at least 300 years, has no solid
surface, has a faint ring, under its atmosphere there is
a large liquid ocean of hydrogen and water
Physical Properties: Has atmosphere and temperature
ranges which allow life, has liquid water
Period of Rotation: 24 hours 37 minutes
Period of Revolution: 686.9 days
th
Orbit: 4 from the Sun
Location:1.524 AU; 228 million km (141.71 million miles)
22
Size/Mass: 64.2 X 10 kg
Terrestrial or Gas Giant: Terrestrial
Atmosphere: Thin layer of mainly carbon dioxide;
nitrogen, argon, and small traces of oxygen and water
vapor also present
Temperature:
Physical Properties: Has much higher mountains and far
deeper canyons than the Earth, temperature ranges
similar to Earth, may have frozen water at poles
©2012, TESCCC
05/08/12
page 1 of 3
Grade 6
Science
Unit: 08 Lesson: 01
Name: Saturn
Number of Moons: Has 53 official moons and 9 unofficial
moons.
Period of Rotation: 10 hours 13 minutes
Period of Revolution: 10,759.2 days
th
Orbit: 6 from the Sun
Location: 9.539 AU; 14.29 million km (887.14 million
miles)
22
Size/Mass: 56,900 X 10 kg
Terrestrial or Gas Giant: Gas giant
Atmosphere: Thick atmosphere of hydrogen and helium;
methane and ammonia also present
Physical Properties: Atmosphere of methane and helium,
no solid surface, first planet discovered to have rings.
The sky gradually turns into liquid until it becomes an
ocean of liquid chemicals.
Name: Uranus
Number of Moons: 21
Period of Rotation: 17.2 hours
Period of Revolution: 30,684 days
th
Orbit: 7 from the Sun
Location: 19.18AU; 2,871million km (1,783.98 million
miles)
22
Size/Mass: 8,690 X 10 kg
Terrestrial or Gas Giant: Gas giant
Atmosphere: Mainly of hydrogen and minor amounts of
helium and methane
Physical Properties: Spins on its side, has a large rocky
core, almost identical to the planet Neptune, has dark
rings, cold
Name: Neptune
Number of Moons: 13
Period of Rotation: 16 hours 17 minutes
Period of Revolution: 60,190 days
th
Orbit: 8 from the Sun
Location: 30.06 AU; 4,504 million km (2,796.46 million
miles)
22
Size/Mass:10,280 X 10 kg
Terrestrial or Gas Giant: Gas giant
Atmosphere: Mainly hydrogen and helium, small
amounts of methane
Physical Properties: Has six rings, has a storm called
The Great Dark Spot, has faint rings, cold
Galilean Moons: Students may have to perform specific searches for orbital periods.
Name: Io
Name: Callisto
Name: Ganymede
Distance from Planet:
Distance from Planet:
Distance from Planet:
421,600 km
1,883,000 km
1,070,000 km
th
th
th
Location: 5 from Jupiter
Location: 8 from Jupiter
Location: 7 from Jupiter
Orbital Period of
Orbital Period of
Orbital Period of
Revolution: 1.769 days
Revolution: 16.689 days
Revolution: 7.154 days
Other Characteristics:
Other Characteristics:
Other Characteristics:
nd
Active volcanism; sulfur,
2 largest moon, cratered Largest moon in solar
iron, and rocky material;
surface, ice, thin
system, ice, grooved
rd
3 largest moon
atmosphere
terrain on cratered surface
©2012, TESCCC
05/08/12
Name: Europa
Distance from Planet:
670,900 km
th
Location: 6 from Jupiter
Orbital Period of
Revolution: 3.551 days
Other Characteristics:
th
4 largest moon, ice, may
have ocean under surface
of ice, smallest moon, has
phases like Earth’s moon
page 2 of 3
Grade 6
Science
Unit: 08 Lesson: 01
Name: Meteors
General Location/Path: Most likely source for most
meteors is the asteroid belt between Jupiter and Mars.
A meteoroid is a small to large-size particle of debris in
our solar system. The visible path of a meteoroid that
enters Earth's atmosphere is called a meteor. This is
sometimes called a shooting star or falling star.
Meteorites are meteoroids that reach the ground and
survive the impact. Meteor showers are when multiple
meteors are visible just seconds or minutes apart.
Name: Asteroids
General Location/Path: There are four sets of asteroids
fields: 1) the main belt, 2) Trojans, 3) scattered disc,
and 4) Kuiper belt. A large collection of objects in orbit
between Jupiter and Mars is known as the main belt.
Physical Properties: Space is littered with rocks several
meters in diameter or less. These are asteroids that
have been pulled into a planets gravitational field and
either burn up or impact on a planet or moon surface.
The majority of meteors are very small specks of dust
and quickly burn up in the atmosphere. The larger ones
produce remarkable fireballs that are exceptionally
bright. On most any clear night, you can observe
meteors, commonly a few per hour. Fireballs, however,
are rare.
Physical Properties: Asteroids are thought to be the
result of the Big Bang; asteroids become elliptical
and/or oddly shaped rocky bodies due to collisions
with one another.
Name: Comets
General Location/Path: Beyond Neptune is a belt of icy
bodies that were brought closer to the Sun by gravity.
Short-period comets take less than 200 years to orbit
the Sun. Long-period comets can take as long as 30
million years to orbit the Sun.
Physical Properties: Frozen chunks of gases and rock
and dust debris and a frozen nucleus or rocky core.
As a comet nears the Sun, it will warm up and develop
an atmosphere known as a coma. When the Sun's heat
causes ices on the nucleus surface to sublimate to
gases, the atmosphere (coma) will get larger. A long,
bright tail will form when the pressure of sunlight and
solar wind blows the coma materials away from the
Sun.
©2012, TESCCC
05/08/12
page 3 of 3
Grade 6
Science
Unit: 08 Lesson: 01
Comparing Asteroids, Meteors, and Comets
Meteors
Asteroids
All 3
Comets
©2012, TESCCC
11/01/2012
page 1 of 1
Grade 6
Science
Unit: 08 Lesson: 01
Comparing Asteroids, Meteors, and Comets KEY
Note: These are suggested answers; others may apply.
Meteors
Asteroids
A piece of asteroid falling
through the Earth’s atmosphere
Asteroids
and meteors
Orbit the Sun
Composed of rock and iron or
nickel
Too small to be a called a planet
Found mainly between Mars and
Jupiter
Both are asteroids.
Found mainly between
Mars and Jupiter
All 3
A “shooting star”, travels at a high
rate of speed, friction causes this
chunk of space debris to burn up in
a streak of light known as a meteor
An asteroid that does not burn
up completely and impacts
the Earth's surface is called a
meteorite
Part of our solar system
Originate further out in
the solar system
Found mainly between
Mars and Jupiter
Orbit the Sun
Orbits the Sun
A mixture of water, gas
ices, and rock
May take thousands of
years to complete orbit
Comets
©2012, TESCCC
05/08/13
page 1 of 1
Grade 6
Science
Unit: 08 Lesson: 01
Scale Model Practice
Purpose: Design a distance scale model of objects in our classroom.
Materials:
meter stick
paper
markers
small objects (for scale measurement)
Procedure:
1. Select five objects in the classroom for measurement.
2. Measure their distances from the classroom door in meters.
3. Draw a table to list the objects and their measurements in your notebooks.
4. Decide on a scale to make their distances smaller and more manageable to illustrate on paper.
5. Record your scale in your notebooks.
6. Measure each object according to its scale, and record this in your notebooks.
7. Select a piece of paper, and illustrate your model including the following:
a. Door
b. Name of each object
c. Actual distance in meters
d. Scale measurement units
e. Scale key
f. Names of all group members
Object
©2012, TESCCC
Distance from Door (m)
11/01/12
Scale Distance (units)
page 1 of 1
Grade 6
Science
Unit: 08 Lesson: 01
Distance Scale Model PI
Note: This scale model shortens the distance between the Sun and Kuiper Belt from 39.5 AU to 1 meter.
Materials:



meter stick
adding machine tape
11 self-adhesive color dots (5 large dots and 6 small dots) or markers
Procedure:
1.
At one end of the paper tape, place a large adhesive dot. At the other end of the paper tape,
place a small adhesive dot. Label the large, adhesive dot the "Sun" and the small, adhesive dot
"Kuiper Belt". If the dots are too small to label, write the labels on the crease next to the dot.
2.
Fold the paper tape in half, and crease it. Unfold the tape, and lay it flat. Place a large, adhesive
dot in the center of the crease. Label this dot "Uranus".
3.
Fold the paper tape back in half again. Next, fold it in half a second time. Completely unfold the
paper tape, and lay it flat. Place a large, adhesive dot at the first new crease, and label it as
"Saturn". Place another large adhesive dot at the other new crease, and label it "Neptune".
4.
Fold the paper tape back into quarters as in step 3, then fold it in half one more time. Unfold it,
and lay it flat again. Place a large, adhesive dot at the crease between the Sun and Saturn, and
label it "Jupiter". The new crease between Neptune and the Kuiper belt will remain unlabeled.
5.
Fold the Sun to the crease where Jupiter is. Place a small, adhesive dot on this crease, and label
it the "Asteroid Belt".
6.
At this point, folding becomes very difficult to get precise distances. Fold the Sun to the asteroid
belt, and crease it. Place a small, adhesive dot close to, but not touching, both sides of the
crease. Label the dot closer to the Sun "Earth" and the dot on the other side of the crease "Mars".
7.
Hold the paper tape vertically. Fold the Sun dot forward over the Earth dot until the two closest
edges of each dot meet. This will create a new crease. Place two small, adhesive dots between
the Sun and Earth on each side of this new crease. Label the adhesive dot closer to the Sun
"Mercury" and the other adhesive dot "Venus".
8.
Complete the Advantages/Limitations card on your Characteristic Cards.
9.
Attach an information card by each object which lists its name, number of moons, periods of
rotation and revolution, and physical properties. Include additional information cards that describe
the physical properties and general location or paths of meteors, asteroids, and comets. Attach
another card identifying advantages and limitations of using this type of model to study the solar
system.
©2012, TESCCC
05/08/13
page 1 of 1
Grade 6
Science
Unit: 08 Lesson: 01
Distance Scale Model KEY
Note: This scale model shortens the distance between the Sun and Kuiper Belt from 39.5 AU to 1 meter.
Materials:
 meter stick
 adding machine tape
 11 self-adhesive color dots (5 large dots and 6 small dots) or markers
 tape or glue
Procedure:
1. At one end of the paper tape, place a large adhesive dot. At the other end of the paper tape, place a small
adhesive dot. Label the large, adhesive dot the "Sun" and the small, adhesive dot "Kuiper Belt". If the
dots are too small to label, write the labels on the crease next to the dot. Note: Students may not
remember to do this. Remind them periodically.
2. Fold the paper tape in half and crease it. Unfold the tape, and lay it flat. Place a large, adhesive dot in the
center of the crease. Label this dot "Uranus".
3. Fold the paper tape back in half again. Next, fold it in half a second time. Completely unfold the paper
tape, and lay it flat. Place a large, adhesive dot at the first new crease, and label it as "Saturn". Place
another large adhesive dot at the other new crease, and label it "Neptune".
4. Fold the paper tape back into quarters as in step 3, then fold it in half one more time. Unfold it, and lay it
flat again. Place a large, adhesive dot at the crease between the Sun and Saturn, and label it "Jupiter".
The new crease between Neptune and the Kuiper belt will remain unlabeled.
5. Fold the Sun to the crease where Jupiter is. Place a small, adhesive dot on this crease, and label it the
"Asteroid Belt".
6. At this point, folding becomes very difficult to get precise distances. Fold the Sun to the asteroid belt, and
crease it. Place a small, adhesive dot close to, but not touching, both sides of the crease. Label the dot
closer to the Sun "Earth" and the dot on the other side of the crease "Mars".
7. Hold the paper tape vertically. Fold the Sun dot forward over the Earth dot until the two closest edges of
each dot meet. This will create a new crease. Place two small adhesive dots between the Sun and Earth
on each side of this new crease. Label the adhesive dot closer to the Sun "Mercury" and the other
adhesive dot "Venus". Note: The dots may be too large to fit in this space without touching each
other. If so, instruct students to draw small dots to represent these planets. Remind them that this
model represents scaled distance, not planetary size.
8. What are some limitations of this model? Answers may vary, but students should come to the
conclusion that this model only showed scaled distances, not the size of the objects. Even at this
scale, it is difficult to show all distances accurately. The inner planets’ scale was slightly off. This
model shows the planets in a relatively straight line rather than in their orbits.
9. What are some advantages to this model? Answers may vary, but students should come to the
conclusion that even at this scale, there is a lot of emptiness in space. This scale allows the model
to be a manageable size.
10. Attach an information card by each object which lists its name, number of moons, periods of rotation and
revolution, and physical properties. Include additional information cards that describe the physical
properties and general location or paths of meteors, asteroids, and comets. Attach another card identifying
advantages and limitations of using this type of model to study the solar system.
AB
©2012, TESCCC
05/08/13
page 1 of 1
Grade 6
Science
Unit: 08 Lesson: 01
Performance Indicator Instructions KEY
Performance Indicator

Construct a scale model of the Sun and planets in the solar system. Attach an information card by each
object which lists its name, number of moons, periods of rotation and revolution, and physical
properties. Include additional information cards that describe the physical properties and general
location or paths of meteors, asteroids, and comets. Attach another card identifying advantages and
limitations of using this type of model to studying the solar system.
(6.2C; 6.3B, 6.3C; 6.11A)
1E; 5B
Materials:








adding machine tape (1 m per student)
self-adhesive color dots (¾”, 5 per student)
self-adhesive color dots (¼”, 6 per student)
string (various per class)
tape (transparent, several rolls per class)
scissors (1 per student)
paper (construction, various per class)
glue (per group)
Attachments:



Handout: Characteristics Cards (from previous activity)
Handout: Distance Scale Model PI (1 per student)
Teacher Resource: Distance Scale Model KEY
Instructional Procedures:
1. Distribute the Handout: Distance Scale Model PI to each student. Review procedures with students, and
answer any questions they may have regarding the assessment. (see Instructional Note)
2. Instruct students to cut out their Characteristics Cards and back with construction paper for stiffness to be
used for labels.
3. Monitor and assist as necessary.
Instructional Notes:
It may be helpful to project an image of a finished product to give students a visual idea of the expectations. Do
not keep the image posted for students to copy.
©2012, TESCCC
05/08/13
page 1 of 2
Grade 6
Science
Unit: 08 Lesson: 01
©2012, TESCCC
05/08/13
page 2 of 2