Download Solar System Lesson Plan Grades K-2

Solar System
Solar System, Rotation, Revolution, and Constellations
Grade K-2
BACKGROUND
The Universe is everything in outer space, including stars, black holes, quasars, and galaxies. The Solar System is part of
the Universe. It is composed of the Sun (a star), the nine/eight planets, and many small objects like comets and
asteroids. The Sun radiates light while planets and asteroids are visible only by reflected sunlight. The planets are all
rotating around their own axis, as they revolve around the Sun. The planets are divided into inner and outer planets.
The inner planets are all composed of “rock,” just like the Earth. The outer planets, except for Pluto, are composed of
gas.
1. Mercury is the closest planet to the Sun. It orbits the Sun quickly, once every 88 days. It rotates slowly,
however, only once every 59 days. Mercury is small, about 4850 kilometers (~3000 miles) in diameter.
Because Mercury is so close to the Sun, the side of its surface that faces the Sun is very hot, ~700oK. The
surface of Mercury is gray to orange in color, and is covered with craters. Mercury is named for a
mythical god who ran very fast.
2. Venus, the second planet away from the Sun, is Earth’s closest neighbor. It is about the same size as the
Earth, a little over 12,000 kilometers (7300 miles) in diameter. Venus has a very thick atmosphere,
composed largely of sulfuric acid and CO2. We could not breathe on Venus, because the atmosphere
would be very toxic to humans. This atmosphere gives Venus a brownish-yellow color. It also traps heat
(the greenhouse effect) making the surface of Venus the hottest in the Solar System, about 750 oK.
Venus rotates very slowly, taking 243 days to complete one turn. It is named for the Roman goddess of
love.
3. Earth is a little more than 12,000 kilometers in diameter. It differs from the other planets because it has
liquid water on its surface, maintains life, and has active plate movement. It rotates on its axis every 24
hours (a day) and revolves around the Sun every 365 days (a year). The Earth has one moon.
4. Mars is a little more than half the size of the Earth, having a diameter of 6,790 kilometers. It takes Mars
687 days to revolve once around the Sun. It rotates at about the same speed as the Earth, taking 24.6
hours. Mars has a very thin atmosphere which is composed largely of CO2. Its surface is very cold, and is
covered with craters, volcanoes, and large canyons. Mars is reddish in color. Mars has two small
moons. It is named for the Roman god of war.
5. Jupiter is the largest planet in the Solar System, with a diameter of 142,980 kilometers, more than 11
times wider than the Earth. Jupiter orbits the Sun once every 12 years. It rotates very fast, in only 10
hours. Its surface is made up of gas (mostly hydrogen), so that if you landed on the surface you would
sink into it. Jupiter probably has a core of metallic hydrogen and rock, although evidence for this is
theoretical. The outer gaseous part of Jupiter is broken into bands of white, yellow, red, and brown
clouds. Huge oval-shaped storms also occur on the surface. Jupiter has at least 16 moons. Jupiter is
named for the Roman supreme god of heaven.
6. Saturn is well known for its system of three rings. It is a large planet: at 120,536 kilometers it is only a
little smaller than Jupiter. It revolves around the Sun in 12 years, and rotates a little more than 10
hours. Like Jupiter, Saturn is composed mostly of gas, and has a core composed of rock and metallic
hydrogen. The surface of Saturn looks banded, and has a brown-yellow, butterscotch color. Saturn’s
rings are probably composed of small particles of ice and rock. Saturn has at least 20 moons. It is
named for the Roman god of agriculture.
7. Uranus is 51,118 kilometers in diameter, about 4.4 times the size of the Earth. It revolves around the
Sun slowly, taking 84 years to complete one orbit. It rotates in about 17 hours. It is covered by a thick
layer of gas, and has a fairly uniform blue-green color. Uranus has both at least 15 satellites, and is
surrounded by a system of nine rings. It is named for another Roman god, the grandfather of Jupiter
8. Neptune is slightly smaller than Uranus, with a diameter of 49,500 kilometers. It circles the Sun once
every 165 years, and rotates in 16 hours. Its atmosphere appears blue, and is marked by large dark blue
storm systems. It is surrounded by a system of five rings and at least 8 moons. Neptune is named for
the Roman god of the ocean.
9. Pluto is the most distant planet from the Sun. It has an eccentric, oval-shaped orbit, which is tilted with
respect to the rest of the Solar System. Pluto revolves around the Sun in 248 years, and rotates in a
period of 6.4 days. Pluto is probably composed of rock. Its surface and color are unknown. It has one
large moon. Pluto is named for the Roman god of outer darkness.
Ever since the discovery of Pluto in 1930, kids grew up learning about the nine planets of our solar system. That all
changed starting in the late 1990s, when astronomers began to argue about whether Pluto was a planet. In a highly
controversial decision, the International Astronomical Union ultimately decided in 2006 to call Pluto a “dwarf planet,”
reducing the list of “real planets” in our solar system to eight. But many kids (and adults) cling to the notion of nine
planets.
Regardless of your view, here’s the order of the eight larger planets, starting nearest the sun and working outward
through the solar system: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune.
Star - is a massive, luminous sphere of plasma held together by its own gravity. Provides energy for its system.
Planet - is an astronomical object orbiting a star.
Moon – is a small object orbiting a planet.
Orbit - is a curved path of an object around a point in space.
The planets move around the Sun. This motion is called revolution. Each of the planets also spins around an internal
axis which is called rotation. Although these are simple concepts, our language sometimes uses these words differently.
For example, revolving sometime is used to mean an object turning on itself, like a revolving door; this is actually
rotation. This makes the astronomical use of these terms confusing for students.
All the planets spin in the same direction as Earth (counterclockwise), except Venus, Uranus, and Pluto, which spin
backward.
BASIC LESSON
Objective(s)
Students will be able to…
 Identify that there are objects in the sky, including stars, moon, and planets
 Identify the sun as a star
State Science Content Standard(s)
4.6. Identify objects (e.g., moon, stars, meteors) in the sky and their patterns of movement and explain that light and
heat comes from a star called the sun
Materials
Safety
From the Kit
Provided by Teacher
 None
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Scissors
 The Planets in Our Solar System by
 Color crayons/pencils
Franklyn M. Branley
 Play dough or clay
 10 Solar System Placemats
 Toothpicks
 Giant Magnetic Solar System
 Ziploc bags or plastic
 PLANET WORKSHEET – binder
container for Play Dough
 Solar System Poster
Key Vocabulary
Mastery Questions
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Earth
Moon
Planets
Solar System
Star
Sun
Orbit
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See Lesson
Detailed Plan
Prior to class starting, place the magnetic planets on your white board. The magnets accurately represent the actual
picture of the planets but the sizes are not relatively correct. Please do not put tape on the back of the planets if you do
not have a white board because it will ruin the magnetic effect.
Engage
The Solar System is part of the Universe. It is composed of the Sun, moon, stars, and planets. Before reading a story to
provide background to the Solar System. Ask probing questions: What is in the sky during the day/night? Is there
something on the other side of the sky? Can we get to outer space in a……..? Who goes to space? What does the sun do
for us? Who can show me where the Sun is? Is it hot or cold? Who can tell me about their favorite planet? What does
it look like? What is a star? What is a planet? Where do you find planets? Can you name some of the planets? What is
the difference between a planet and a moon? … a planet and a sun? What is earth – planet, moon, or sun? How do we
know?
Now read The Planets in Our Solar System by Franklyn M. Branley to your class. After reading the book ask the same
questions to your students.
Exploration
Divide the students into groups of two or three and give each group a placemat with the colored side up. Also give each
student a copy of the PLANET WORKSHEET
1) Discuss the eight planets of the Solar System with the students. Go over a few of the "facts,” gearing the discussion
toward the worksheet or pictures of the planets. Use the Solar System placemats to help students locate the
different planets and to understand their orbits. Use information in the background material or the book to help
share information.
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Mercury: is the closest to the Sun, it is not very big
Venus: has a very spooky atmosphere, that makes this planet the hottest in the Solar System
Earth: is one of the planets, noted for its forest, water, and life
Mars: is about the same size as Earth
Jupiter: is the largest planet, and it not made up of just rocks, it is made in part of gas
Saturn: is noted for its rings, and it like Jupiter is more of a gas planet
Uranus: has some rings, and is a gas planet also
Neptune: has some rings, and it a gas planet
Pluto: dwarf planet – no longer consider a planet
2) Have the students color the planets on the Planet Worksheet (binder) after you have shared information. Note that
the planets are not to scale on the worksheet. Tell them to color the planets to look as real as possible. Have the
students cut out their pictures, and place them on top of the correct planet on the Solar System Placemat.
3) Have the students use clay or play dough to make models of the planets. Have the students try to make models that
reflect the real sizes of the planets, as shown on the Solar System Placemat. You may have them mount their
models on toothpicks.
How to Make Colored Play Dough
Materials
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1 cup water
1 tablespoon vegetable oil
1/2 cup salt
1 tablespoon cream of tartar
Food coloring
Saucepan
1 cup flour
Directions
1. Combine water, oil, salt, cream of tartar, and food coloring in a saucepan and heat until warm.
2. Remove from heat and add flour.
3. Stir, then knead until smooth. The cream of tartar makes this dough last 6 months or longer, so resist the
temptation to omit this ingredient if you don't have it on hand.
4. Store this dough in an airtight container or a Ziploc freezer bag.
Multiply this recipe by 6 to get enough for a class of 30 students, but it should be made in two batches. Large amounts
of dough are difficult to stir because the mixture becomes firm.
Assessment
Teacher will observe students ability to accurately answer questions and apply information. Ask oral questions to assess
student knowledge. Using the poster found in the kit, ask the students to point out a star, a planet, and a moon. Ask
them what is important about the sun.
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Resources
Solar System Projects for Students http://www.universetoday.com/37995/solar-system-projects-for-kids/
Kindergarten - Math/Science Nucleus www.msnucleus.org/membership/html/k-6/uc/pdf/uckearth.pdf
ADVANCED LESSON
Objective(s)
Students will be able to…
 Describe the cause of day and night as a result of the sun shining on Earth as it rotates
 Define a constellation as a group of stars that form a pattern
 Identify shapes of common constellations
 Listen to books/stories read by the teacher and then will be given the
opportunity to create their own "Constellation Creation."
State Science Content Standard(s)
4.6. Identify objects (e.g., moon, stars, meteors) in the sky and their patterns of movement and explain that light and
heat comes from a star called the sun
1.4 Use models that illustrate simple concepts and compare those models to the actual phenomenon
Materials
Safety
Provided by Teacher
 Warn students not to look directly into
From the Kit
the flashlights as the lights are very
Earth Globe
 Black Construction Paper
bright.
4 Flashlights
 Star stickers
 Large unencumbered space for rotation
Orrery (Solar System Model)
 White Chalk or crayon
activity.
There’s No Place Like Space!
 Warn students to be careful as the spin
By Tish Rabe
to show rotation and walk around to
 Constellation Map
show revolution.
 Orion, Pegasus, Cassiopeia
constellation stories –
binder/website
Key Vocabulary
Mastery Questions
 See Lesson
 Star
 Moon
 Planet
 Day and night
 Rotation
 Revolution
 Light and dark
 Sky
 Earth
 Sun
 Constellation
 Pattern
 Big Dipper
 North Star
Detailed Plan
Lesson 1: Rotation vs Revolution
Engage
1. Using the Orrery (Solar System Model), demonstrate to the students how the planets move or revolve around
the sun. Each complete time around is called a revolution. Ask the students if they know what a complete
revolution of Earth is called. (Year) Be sure to point out how each planet has a different revolution time as
shown by the model. See background material for revolution (orbit) time.
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Explanation/Exploration
1) Explain the astronomical meaning of revolve and rotate to the students by using the earth globe. Take the globe
and move it in a circle like a planet revolution to demonstrate revolve. Now take the ball and keeping it in the same
place turn it on an axis to demonstrate rotation.
2) Safely darken the classroom. Have 4 students stand back to back forming a box. Give each one a flashlight to shine
straight outwards. These students are the “Sun”. Select 7-8 students to slowly revolve around the “Sun”
counterclockwise. They are “planets”. After one revolution, have the “planets” rotate by spinning slowly as they
revolve around the Sun. Make sure you do this activity in a large open space.
i) Ask the “Sun” how long it takes the planets to complete one revolution. Ask them how long one revolution
of the Earth takes (365 days or one year). Ask the “planets how long it takes them to rotate. Also ask them
how long it takes the real Earth to rotate (1 day or 24 hours)
3) Have a pair of students pretend to be the Earth and the Moon. Have the “Earth” stand still and rotate, and the
“Moon” revolves around the Earth. Explain to the class that these two motions happen as the entire Earth-Moon
system revolves around the Sun.
4) Ask the class if the Earth and Moon “shine” by themselves (no). Ask the students where the light comes from (the
Sun). State that the light starts from the Sun, bounces off (is reflected) from the Moon and then we see it on Earth.
It may look like the Moon has its own light, but it does not.
5) Using the Earth globe, show students that the Earth does not rotate straight up and down, but that its rotational axis
is tilted at an angle away from the Sun. The actual tilt averages about 23.50. Designate a spot in a clear part of the
classroom as the Sun. Tell the students that when you say “revolution” they should start walking around the Sun.
When you say “rotation”, they should start to turn around on their axes. This can be a fun game. Continue until the
students get it right. This may take a while!
6) As the students are rotating on their axes, make sure they realize that when they are facing the flashlights (the Sun)
it is day, and when they are facing away it is night. Ask as the Earth rotates what is happening as it enters the light
and what happens as it enters the dark. (sunrise and sunset)
7) Make sure that your students understand that rotation and revolution are going on at the same time. Some
students may have difficulty doing both activities simultaneously. You may wish to have a student with good motor
skills demonstrate them to the class. Tell the students that everything in the Universe is moving: the Earth, the
Moon, the planets, the Sun, and even entire galaxies. The one thing all the parts of the Universe have in common is
that they are moving. Your students are moving with the Earth as you talk!
Evaluation
Have the students tell a neighbor the cause of night and day using the terms Earth, Sun, rotate, and revolution. Have
them agree on a description. Let several groups share with the class.
Lesson 2: Constellations
Background
Thousands of years ago, people told stories about the stars. They imagined lines between the various stars so that
groups of stars took on different shapes that represented people and objects in stories. These stories were handed
down from generation to generation. The stories may have changed with time, but the star groupings in the sky are
generally the same. The figures that early stargazers imagined among the stars are now called constellations (groups of
stars that appear to make patterns in the sky). There are 88 universally recognized constellations in the sky. Only at the
equator can most of the constellations be seen.
Engage
Prior to doing this activity have the students try to look at the night sky (of course clear weather is important) the night
before class. Review the concept of stars and what they do. To start class, read “There’s No Place Like Space” to review
the solar system and introduce the concept of constellations.
Using the website http://www2.istp.org/StudentsCorner/CoinDesEnfants9899/ClassProj/MChinese/Constellations/lesson.html#gemini share a couple of constellations shapes and stories with
your students.
OR
Use the stories found in the binder or ExplorationWorks website, share the stories and pictures for Orion, Pegasus, and
Cassiopeia. Be sure to point out how the constellation fits the corresponding picture. Using the constellation map
found in the kit, indicate where the constellations are found. Orion – East side of map. Pegasus – just below north.
Cassiopeia – is found farther north than Andromeda (north on map) so is not pictures on this constellation map.
Exploration
1. After listening to the different stories associated with the constellations tell your students they will be creating
their own constellations and stories.
2. Give each student 10 star stickers and tell them to place the stars on their black construction paper.
3. Next, Then give them a piece of chalk and have them draw lines connecting the stars together, forming a
constellation.
4. Looking at their picture, have them name their constellation
5. From their picture and name, the students may write a story or create a story to go with their constellation.
6. After completing their story, the students will share their “Constellation Creation” with the rest of the class.
Assessment
The children will be evaluated through the creation of their constellations and ability to work in groups on the
computers.
Resources
 Constellations for Every Kid Janice VanCleave
 sitemaker.umich.edu/megangregory/files/lesson_3_unit_plan.pdf
http://www2.istp.org/StudentsCorner/CoinDesEnfants98-99/ClassProj/MChinese/Constellations/lesson.html#gemini
- This website shows pictures and tells the stories of many constellations. This can be used to show and discuss with
students what constellations look like and the stories behind them.
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EXPLORE MORE
The following sites can be used to update information for yourself and to show students a place to go to get new
information.
http://www.windows.umich.edu/
Windows on the Universe - an excellent site with lots of information on the Solar System.
http://www.hawastsoc.org
View of the Solar System, information on each of the planets.
http://oposite.stsci.edu/pubinfo/Anim.html
Animations of planets and galaxies. The main Hubble Space Telescope site contains many Hubble Space
Telescope pictures.
http://seds.lpl.arizona.edu/nineplanets/nineplanets.html/
Collection of information on the nine planets. Also contains links to music and the planets. Audio files that you
can download.