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A Journey through the Solar System:
Components of the Solar System and Classfication
Subject: Science (Astronomy)
Grade Levels: K-12
OVERVIEW OF THE MODULE:
The solar system is an important science concept to learn, but it can be challenging for students to
understand its abstract concept. Students will explore the Atacama Large Millimeter/Submillimeter
Array (ALMA) observatory located in Chile through this module. The activity will help students to
better understand the solar system and its structure.
“We are just an advanced breed of monkeys on a minor planet of a very average star. But we can
understand the Universe. That makes us something very special.” - Stephen Hawking--
GOALS AND OBJECTIVES:
Goal 1: Students can identify and describe the components of the solar system and their
classifications.
Objectives:
 Students will identify and describe the sun, moon and stars. (Grade: K)
 Students will observe and describe the stars and the planets as seen through a telescope,
graphically in pictures or in video clips. (Grade: K-4)
 Students will be able to compare and contrast the characteristics of planets, comets,
asteroids, and trans-Neptunian objects. (Grade: K-9 - K-12)
 Students will be able to create a definition for the term “planet”. (Grade: K-9 - K-12)
 Students will be abel to formulate an argument for or against the planet status of a
hypothetical solar system object discovered via telescope and then observed in a fly-by of
the New Horizons spacecraft. (Grade: K-9 - K-12)
Goal 2: Student can recognize that components of our solar system are interrelated.
Objectives:
 Students will learn how to identify the sun as the Earth’s closest star. (Grade: K-4)
 Students will be able to recognize that stars are like the sun, some are smaller and some
larger. (Grade: K-4)
 Students will be able to recognize that Earth and its closest star, the sun, are part of a
disk shaped galaxy of stars and that our galaxy is one of billions of galaxies. (Grade: K-5)
 Students will be able to identify that our solar system is a component of the Milky Way
Galaxy. (Grade: K-6)
 Students will be able to construct models with accurate scale that represent the position
of the Earth relative to the sun and to other planets. (Grade: K-5)
ACTIVITIES AND PROCEDURES:
Activity 1: How big are the objects in the solar system? What is distance between planets?
Materials:
 Projector
 Videoclips:
http://www.youtube.com/watch?v=fKTu6B4Rgek
http://www.youtube.com/watch?v=u1Yi58jtNdY
 Lithograph set:
http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Our_Solar_Syst
em_Lithograph_Set.html
 Big White Paper & Pens
 Objects representing planets (see below)
Procedure:
1. Introduction:
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Guide students through the project presentation with the ‘Solar System Lithograph Set’.
Students will be provided basic information about components of the solar system (e.g., Sun,
Mercury, Venus, Earth, Mars, Moon, Saturn, Neptune).
(http://www.nasa.gov/audience/foreducators/topnav/materials/listbytype/Our_Solar_Syst
em_Lithograph_Set.html)
<Example of Lithograph Set>
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The instructor can also use the following resources to describe each planet:
Sun: The sun is a burning ball of heat and gas. It is the main part in our solar system.
That is where the name “solar” came from. The sun makes up about 99.9% of the
solar system. That’s huge!!
Mercury: Mercury is the closest planet to the sun, and the second smallest of the eight
planets. The Romans named it after a messenger of the gods, because it seems to
move faster than the other planets. Even though this is the closest planet to the sun
and the sun appears 2 ½ times larger than it does on earth, the sky is always black.
This is because Mercury contains no atmosphere to provide the scattering of light. Mercury consists
of craters, high multi-ring basins, and lava flows. Scientists believe that Mercury is about 70% metal
and 30% silicate.
Venus: Venus is known as the “jewel of the sky,” and is named after the goddess of love
and beauty. Thick clouds made up of sulfuric acid surround Venus. It is also known as
Earth’s sister planet. However, Venus has no oceans and is surrounded by an
atmosphere that consists mainly of carbon dioxide. A Venusian’s day is 243 of Earth’s
days. At least 85% of Venus’ surface is made up of volcanoes or volcano features.
Earth: Our planet!!! Earth is the only known planet that is able to maintain life! It is
made up of 78% nitrogen, 21% oxygen, and 1% of other substances. Our Earth travels
at about 67,000 miles per hour. The Earth also has 1 moon.
Mars: Mars is the fourth planet from the sun. It is known as the red planet, because
the rocks, soil, and sky have a red tint. Mars was named after the god of war. One
reason scientists believe that there could be life on Mars is because of the seasonal
color changes it has. The average temperature on Mars is -81 degrees Fahrenheit.
Jupiter: Jupiter is the fifth planet from the sun. The size of Jupiter equals up to more
than 1,000 earths. It also contains more matter than all of the other planets combined.
There are four rings on Jupiter, but they aren’t visible to Earth.
Saturn: Saturn is the sixth planet from the sun. It is also the second largest of the
eight planets. One significant factor of Saturn is its very visible rings. Winds move at
very high speeds around Saturn. Saturn has 31 recognized moons.
Uranus: Uranus is the seventh planet from the sun. It is the third largest in the solar
system. It is 83% hydrogen, 15% helium, and 2% other substances. Uranus has a
greenish color to it due to methane. Uranus also has a variety of narrow rings.
Neptune: Neptune is the eighth planet from the sun, and it is also the fourth largest
planet. Neptune has eight moons. Neptune’s bluish tint is from the fact that is made
up of 1% methane.
Pluto: Pluto, formerly known as the ninth planet from the sun, has recently been
discovered to be a dwarf planet, which does not fall under the true definition of a
planet. Little is known about this little planet. However, a spaceship was launched to
Pluto recently, and it will take 9 ½ years to get there! Pluto is also smaller than seven
of the moons in our solar system.
(Resource from “Understanding the Solar System workshop” from http://tinyurl.com/7mbyny5)
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Watch the following short video clip: ‘star size comparison’ as a group.
(http://www.youtube.com/watch?v=fKTu6B4Rgek).
Visit the Where is Planet X? website (whereisplanetx.wordpress.com) to see pictures that
explorers uploaded to the website to compare the size of planets they can observe through
their eyes and ones through telescopes in the Atacama Large Milimenter/Submilimeter
Array (ALMA) observatory.
Watch the following short video clip ‘Distance between planets’ as a group.
(http://www.youtube.com/watch?v=u1Yi58jtNdY)
Check the calendar (whereisplanetx.wordpress.com) and if the class schedule meets, join in a
live conference call with a researcher working in the observatory who will explain about
planets, classifications and the size/distance of the planets in the solar system. Students can
ask questions to the researchers.
2. Enagement Activity
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Create small groups for an activity, ‘Size and Distance in the Solar System’.
Provide the following objectives pepared to each group.
o Sun – a balloon that can be blown up to an 8-inch diameter
o Mercury – a pinhead, diameter .03 inch sprinkle*
o Venus – a peppercorn, diameter .08 inch
o Earth – a second peppercorn
o Mars – a second sprinkle*
o Jupiter – a pecan, walnut, or chestnut of .9 inch diameter
o Saturn – a filbert or acorn, diameter of .7 inch
o Uranus – a peanut or coffee bean, diameter .3 inch
o Neptune – a second peanut or coffee bean
o Pluto – a third sprinkle*
*Colored candy ball used to decorate cakes and cookies
* Resource from http://www.uwgb.edu/wsgc/k12/curriculum/activity_for_size_and_distance.pdf
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As a group, students will put all the objects out on a table.
Size of the Planets
 Students will discuss which object represents which planet as a small group first and
then discuss as a whole group.
 Students will arrange the objects in the correct order and place a name tag (e.g., Sun)
for each object.
Distance between Planets
 Provide each group with a large sheet of paper and let them think about how much
space they need to take between planets and place objects on the paper. They are
asked to write down the name of each planet on the paper and include the proper
amount of space between planets.
 Share their work with the whole class.
Encourage students to post their questions in the ‘Ask to Explorers’ section of the website
(whereisplanetx.wordpress.com) anytime, if more questions come up.

If students posted some questions, check the answers to the questions from the
researchers/explorers when the next class meets.
3. Connection to “Where is Planet X” Adventure
(This is how you can use the adventure for your lesson):
 Students can see pictures that explorers uploaded to the website to compare the size of
planets they can observe through their eyes and the ones through telescopes at the Atacama
Large Milimenter/Submilimeter Array (ALMA) observatory.
 Students can join in a live conference call with a researcher working in the observatory who
will explain about planets, classifications and the size/distance of the planets in the solar
system. Students can ask questions to the researchers/explorers.
 Students can upload their questions to the ‘Ask to Explorers’ section in the website if more
questions come up in their mind.
Asessment:
 Grades 4-12: Students can be evalualted with a quiz consisting of multiple choices and/or
short-answer questions about basic information of each planet, classification, size and
distance of the planets in the solar system.
 Grades K-3: Students can be evalualted with drawing a picture and explaining their
favoriate planets in the solar system.
Activity 2 (Grades 6-12): Is Naboo a planet?
Materials:
 Copies of classifying solar system objects
 Copies of Information of Planet Naboo
 Projector
 Laptop for each group
Procedures:
1. Introduction:

Provide basic information on the classification of the solar system.
o
Planet: A non-luminous celestial body larger than an asteroid or comet, illuminated by light
from a star, such as the sun, around which it revolves.
Satellite: A celestial body that orbits a planet; a moon.
Comet: A celestial body, observed only in that part of its orbit that is relatively close to the
sun, having a head consisting of a solid nucleus surrounded by a nebulous coma up to 2.4
million kilometers (1.5 million miles) in diameter and an elongated curved vapor tail arising
from the coma when sufficiently close to the sun.
Asteroid: Any of numerous small celestial bodies that revolve around the sun, with orbits
lying chiefly between Mars and Jupiter and characteristic diameters between a few and
several hundred kilometers. Also called minor planet, planetoid.
o
o
o
* All from The American Heritage Dictionary, Fourth Edition, 2000:
http://pluto.jhuapl.edu/common/content/pdfs/whatisaplanet.pdf
2. Provide more specific characteristics of planets.
The American Heritage Dictionary actually lists two definitions:
Planet (noun): 1. A nonluminous celestial body larger than an asteroid or comet, illuminated by light
from a star, such as the sun, around which it revolves. In the solar system there are nine known
planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, and Pluto. 2. One of the seven
celestial bodies, Mercury, Venus, the moon, the sun, Mars, Jupiter, and Saturn, visible to the naked eye
and thought by ancient astronomers to revolve in the heavens about a fixed Earth and among fixed
stars.
During the annual meeting of the International Astronomical Union (IAU) in the summer of 2006,
members in attendance approved a newer definition for planet and other bodies. Here is a summary
of the IAU resolution: The IAU therefore resolves that planets and other bodies in our solar system,
except satellites, be defined into three distinct categories in the following way:
1) A “planet” is a celestial body that:
 is in orbit around the Sun
 has sufficient mass for its self-gravity to overcome rigid body forces so that it assumes a
hydrostatic equilibrium (nearly round) shape, and
 has cleared the neighborhood around its orbit
2) A “dwarf planet” is a celestial body that:
 is in orbit around the Sun
 has sufficient mass for its self-gravity to overcome rigid body force so that it assumes a
hydrostatic equilibrium (nearly round) shape
 has not cleared the neighborhood around its orbit, and
 is not a satellite
3) All other objects, except satellites, orbiting the Sun shall be referred to collectively as “Small
Solar-System Bodies”
* Resource from http://pluto.jhuapl.edu/common/content/pdfs/whatisaplanet.pdf
3. Check the calendar on the Where is Planet X? website (whereisplanetx.wordpress.com) and join in
a live video conference with a researcher working at the ALMA observatory if your class meets the
schedule. The researcher will explain about classification and planets, and students can ask questions.
2. Enagagement Activity:

Students will be introduced to a hypothetical solar system object that has been discovered
via telescope in the ALMA observatory. The researchers in the observatory named the object
Naboo. The students will watch a video in which explorers introduce Naboo on the What is
Planet X website (whereisplanetx.wordpress.com). Students also will be provided a copy of
information on Naboo.
<Naboo’s Characteristics>
Naboo
Hope
* Downloaded from http://pluto.jhuapl.edu/common/content/pdfs/whatisaplanet.pdf

As a small group, students will be asked to discuss if Naboo should be considered a planet or
not, based on its characteristics on the information sheet. They will be provided a copy of
information about other planets (e.g., Earth, Venus, Mars), so studetns can use the
information as a reference to make their decision.
<Example of information of other planets>
* Downloaded from http://pluto.jhuapl.edu/common/content/pdfs/whatisaplanet.pdf

The instructor will divide a full class into two groups (Naboo is a planet vs. Naboo is not a
planet) for debate. As a group, students will have time to discuss their thoughts and prepare
the debate. Each group will take turns to determine their opinions about the planet Naboo.

Students will be allowed to ask questions about information they need for making their
decision to researchers via online chatting or online discussion forum on the Where is Planet
X? website. The researcher and explorers working at the ALMA observatory can give them
hints and supplementary information. Students can also use the student-student online
forum to discuss their ideas.
The instructor may see the following reasons…
Naboo should be considered a planet
 It is large enough that it is spherical due to its own gravity, unlike most asteroids.
 It orbits the Sun.
 It has a moon, Hope.
 It is not large enough to sustain fusion reactions and is therefore not a star.
 If its physical characteristics are similar to those of the other known planets in our Solar
System then it, too, should be considered a planet, as should all other similar objects.
Naboo should not be considered a planet
 It is really very small compared to most of the other planets.
 Its moon is large relative to its size.
 Its composition (rocky/ice) is out of sequence. The terrestrial planets are close to the Sun,
and it isn’t a gas giant like its planetary neighbors toward the Sun: Neptune, Uranus,
Saturn, and Jupiter.
 Its orbit is highly inclined with respect to the ecliptic plane.
 It crosses another planet’s orbit (Pluto’s).
 It is among many other bodies in a ‘belt’ instead of being ‘the largest body around’ like the
other planets.
 If Pandora is a planet, and we find more bodies of similar size as we are predicted to do,
then we will have too many planets to memorize all of their names!
* Downloaded from http://pluto.jhuapl.edu/common/content/pdfs/whatisaplanet.pdf
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After a debate, students will vote on whether Naboo is a planet or not.
Review the characteristics of planets to wrap up the lesson.
Students will be encouraged to visit the Where is Planet X? website to post questions in the
“Ask to Explorers” section if they have more questions about planets.
3. Connection to “Where is Planet X” Adventure
(This is how you can use the adventure for your lesson):
 Students can have a live video conference with a researcher. The researcher will explain
about the charactieristics of planets.
 Students can watch the introduction video about Naboo on the website.
 Students can ask questions about information they need for making their decision to
researchers via online chatting or the online discussion forum. The researcher and explorers
can give hints and supplementary information. Students also can use the student-student
online forum to discuss their ideas.
 Students can visit the Where is Planet X? website anytime to post questions in the “Ask to
Exploerers” section if they have more questions about planets.
Assessment:
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As a group, students will be asked to submit a summary of their opinions (Naboo is a planet
vs. not a planet) and reasons to support their point. The instructor will assess their
knowledge based on the summary.
Student’s work (e.g., coherence with adequate supporitng evidence, teamwork) for debate
will be assessed.
ADDITIONAL RESOURCES:
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Our Solar System: (Grades: K-5) http://www.kidsastronomy.com/solar_system.htm
New Horizons (Grades: 3-12): http://pluto.jhuapl.edu/education/educators_eduGuide.php
What is a planet?: http://pluto.jhuapl.edu/common/content/pdfs/whatisaplanet.pdf
Activity for Size and Distance in our Solar System:
http://www.uwgb.edu/wsgc/k12/curriculum/activity_for_size_and_distance.pdf
A Journey through the Solar System:
Pattern of Celestial Objects in Our Solar System
Subject: Science (Astronomy)
Grade Levels: K-12
OVERVIEW OF THE MODULE:
The solar system is an important science concept to learn, but it can be challenging for students to
understand its abstract concepts. Students will explore the Keck Observatory located in Hawaii
through this module. The activity will help students to understand the pattern of celestial objects in
the solar system.
GOALS AND OBJECTIVES:
Goal 1: Student will be able to recognize and describe the causes of the repeating patterns of celestial
events.
Objectives:
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Students will be able to describe the difference between the motions of orbit and spin.
(Grade: K-3 – K-5)
Students will be able to demonstrate the spins of the Earth and the Moon, as well as the
orbits of the Earth around the Sun, and the Moon around the Earth. (Grade: K-3 – K-5)
Students will recognize and describe that the spin of Earth produces observable effects.
(Grade: K-5)
o The day and night cycle.
o The apparent movement of the sun, moon, planets, and stars.
Students will be able to recognize and describe that the orbit of the Earth produces effects.
o Recognize that the pattern of stars in the sky stays the same although their locations
in the sky appear to change with the season. (Grade: K-4)
o The observable patterns of stars in the sky stay the same although different stars
can be seen in different seasons. (Grade: K-5)
o Length of year. (Grade: K-5)
Students will be able to identify and describe the general pattern of movement of all objects
in our solar system. (Grade: K-5)
VOCABULARY:
 Orbit: The path of a celestial body or an artificial satellite as it revolves around another body
(American Heritage Dictionary).
 Spin: To rotate rapidly; whirl; turn (American Heritage Dictionary).
ACTIVITIES AND PROCEDURES:
Activity. Where is Planet X?
 Track the orbit of each planet using Starwalk.
 Why do we have a different sky? Observe constellations and take pictures of them using
Starwalk.
Materials:
 Projector and computer
 iPads or Smartphones with Starwalk app
 Online planetarium (http://neave.com/planetarium/)
 A list of constellations:
http://www.astro.wisc.edu/~dolan/constellations/constellation_list.html
 Different constellations depending on season and hemisphere video clip
http://www.youtube.com/watch?v=82p-DYgGFjI&feature=related
 Constellation maps: http://stars.astro.illinois.edu/sow/cm.html
Procedures:
1. Introduction:
 Teach the concept of Orbit and Spin.
 Ask students if they have ever heard of the terms orbit and spin. Let students to talk
about some of their preknowledge. Then introduce the concepts of orbit and spin:
Orbit: affix something (like a ball) securely to a string that is about 2 or 3 feet long
and, grasping the end of the string opposite the ball, swing it around your head. The
ball is orbiting your hand. Place an object, such as a large ball, in the front of the
room and walk around it; you are orbiting the ball/object. Note to students that you
are tracing out a path as you orbit the object. Also discuss the fact that although the
ball you swung around your head was attached via a string, actual bodies in orbit
are not attached by a string.
Spin: you should stand in one place and spin around. Ask students to verbalize what
is different about the motion of orbit and the motion of spin. They should indicate
that you do not make a path when you are spinning, you stay in one place.
* Resource from: http://pluto.jhuapl.edu
 Discuss about the examples in the real world as follows:
Orbit: satellite ball on the end of a string, runners on a track
Spin: top, ice skater in one spot, ballerina spinning on her toes on a music box, dias
such as volume on a stereo
 Introduce students to the fact that the Moon is orbiting the Earth, and that the Earth is
orbiting the Sun. Watch the video clip, “Orbit” created by the researcher in the Keck
Observatory on the “Where is Planet X?” website (whereisplanetx.wordpress.com)

Teach why we view different celestial objects depending on the season and location.
 Introduce students to the major constellations that they can observe with the nakedeye. Use the online planetarium (http://neave.com/planetarium/)
 Discuss what constellations students can observe tonight. Choose several bright
constellations (e.g., Orion, Leo) among them. Use the list of constellations:
(http://www.astro.wisc.edu/~dolan/constellations/constellation_list.html)
 Divide students into groups depending on the number of constellations you choose.
 Using the video resource, ‘Different constellations depending on season and
hemisphere’ (http://www.youtube.com/watch?v=82p-DYgGFjI&feature=related) to
discuss the relationship between the motion of the Earth (orbit and spin) and
observable celestial objects.
 Ask students which season it is (e.g., Spring) and where they are (e.g., Austin, TX-northern hemisphere) and show them a constellation map
(http://stars.astro.illinois.edu/sow/cm.html) that they can observe in where they live.

Teach how to use Starwalk app using smartphones, iPad, etc. Students will watch the video
in the website as a whole group (whereisplanetx.wordpress.com) and try out the app in their
devices as a small group (The teacher may need to create small groups for students who do
not own the devices)
2. Engagement Activities:

Explain the collaboration activity, ‘Where is Planet X?’
 Where is Planet X activity: As a group, students will be asked to take pitures of stars
with their devices and upload the pictures to the Where is Planet X? website
(whereisplanetx.wordpress.com) to compare to the night sky map depending on the
different hemisphere or different season. For futher information, please visit
whereisplanetx.wordpress.com site.
 Activity 1: Consellataions
o First, as a group, students will choose the specific constellations they want to
observe. They will observe the selected constellation and take the pictures using
Starwalk [if they have their own cameras, they can use them.].
o As a team, they will take pictures of the constellations in the night and they will be
asked to come to the next class with the pictures. Each team will choose the best
picture among those they took. They will be asked to go to
whereisplanetx.wordpress.com. to upload the picture. Students need to choose a
hemisphere including their specific location, a constellation, and observing time.
Students can click the specific constellation from the sky map on the site to upload
their picture. Students also will be asked to view other pictures that other people
uploaded to the site.
 Students will share their experiences and see how many other people uploaded the
same constellations (See the map in the whereisplanetx.wordpress.com.) Students will
discuss the difference of the sky map between two hemispheres and the reasons.
 If you can meet the schedule of the real-time chat with explorers (See the calendar in
the Where is Planet X? site) and allow students have Q&A time with explorers.
 Activity 2: Orbits of Planets
o Students will be divided into small groups and assigned one of the planets that can
be observed in the current night sky. For example, if you can see Venus, Saturn, and
Jupiter with your naked-eye, simply using only your eyes to see celestial objects in
the sky, divide students into three teams as follows: Venus, Saturn, and Jupiter.
o Discuss about ‘What planets are visible tonight?’ and the reason. Use the online
planetarium (http://neave.com/planetarium/)
o Each group will be asked to observe each planet and figure out the orbit of each
planet using the Starwalk app.
o In the next class, as a group, students will be asked to share their experiences, draw
the orbit on the paper provided, and then create a digital presentation about the
orbit to present their work to their peers (using Google presentations, Powerpoint,
Prezi, Keynote).
o To wrap up, students will discuss each planet’s orbit and the difference compared to
the Earth based on orbital period (days), velocity, axial tilt, number of moons. (Use
the NASA planetary fact sheet and notes:
http://nssdc.gsfc.nasa.gov/planetary/factsheet/planetfact_notes.html#grav
o Encourge students to visit Where is Planet X? site (whereisplanetx.wordpress.com)
to post their questions about orbits of planets anytime.
3. Connection to “Where is Planet X” Adventure
(This is how you can use the adventure for your lesson):
 Students can watch the video clip, “Orbit” in “What is Planet X?” website
(whereisplanetx.wordpress.com) that the researcher/explorers created.
 Students can particiapte in real-time chat with explorers (See the calendar in the Where is
the Planet X? site) and allow students have Q&A time with explorers.
 Students can watch the video on how to use the Starwalk application and how to uplaod
their pictures to the sky map in the site.
 Students can upload their picture to the sky map in whereisplanetx.wordpress.com.
 Students can upload their questions about orbits, spin, constellations to the “Ask to
explorers” section in the site.
Asessment:
 Grades 4-12: Students can be evaluated with a quiz consisting of multiple choices and/or
short-answer questions about patterns of celestial objects including orbits, spins, planets,
constellations.
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Grade K-3: Students can be evaluated with drawing a picture of their favorite
constellation/planet they can observe in the current night sky and explain why they can see
the constellation/planet in the sky.
ADDITIONAL REOUSRCES:
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The concept of orbiting
http://www.nasa.gov/mov/194278main_043_how_do_we_stay_in_space.mov
NASA Planetary Fact sheet notes (terms):
http://nssdc.gsfc.nasa.gov/planetary/factsheet/planetfact_notes.html#grav
NASA Planetary Fact sheet:
http://nssdc.gsfc.nasa.gov/planetary/factsheet/planet_table_ratio.html
Different constellations depending on season and hemisphere
http://www.youtube.com/watch?v=82p-DYgGFjI&feature=related
The orbits of planets: http://www.telescope.org/nuffield/pas/solar/solar7.html