Download Solar System Model and

Solar System Model and “Planet Walk”
NGSSS Science Benchmarks:
SC.5.E.5.1, SC.5.E.5.2, SC.5.E.5.3, SC.5.E.5.4, SC.5.N.1.1
NGSSS Mathematics Benchmarks:
MACC.5.MD.2: Represent and interpret data.
MACC.5.G.1: Graph points on the coordinate plane to solve real-world and
mathematical problems.
Description:
Students will be working in groups to create a model of a planet. Students will also be
making observations of the planet characteristics. Students will size up the distance
between the planets and create a model of the solar system.
Objectives:
 Create and explore a model of our Solar System
 Compare and/or contrast the common characteristics of the inner and outer
planets.
 Identify the Earth’s position within the Solar System.
 Distinguish among objects in our solar system based on their relative positions
and/or their characteristics.
 Compare the sizes of the planets.
 List the planets in order from closest to the Sun to farthest away.
 Classify the planets as rocky planets or gas giants.
 Observe the scale of the solar system.
General Instructions to the Teacher:
 Students will be working in groups (8 groups)
 Students should be ready to work as soon as the period begins. The materials
should be set out at each lab station, if possible. A central supply area, if
needed, should be easily accessible.
Materials for "Solar System" Model:
At each station students should have:
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2 index cards
1 Ruler
1 set of objects that represent the planet
Lab guides and science journal for recording data
Markers
Clay
Masking tape
Foil
Wax Paper
Wooden kabob skewer
Measuring tape
Blank Paper
Science Little Reader Book
Teacher Directions:
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Find a large open space area outdoors to complete the model demonstration
(field or court).
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Plan to divide students into eight groups. Assign each student a number from
1-8.
o Students will work together to create the model of their planet.
o Each group will get a description of the planet and materials to create their
model.
Vocabulary: atmosphere, ellipse, gas giant, inner planet, orbit, outer planet, planet,
rocky planet, solar system, year
ENGAGE: Prior Knowledge Questions
1. Name all the planets you can think of.
2. What object is at the center of the solar system?
3. What force keeps the planets from flying out of the solar system?
EXPLAIN: Background Information:
Our Solar System is made up of eight planets, their moons, and our sun. The planets
and their moons revolve around, or orbit the sun.
The orbits are not round. They are elliptical ( E-lip-tih-cul). Elliptical means egg-shaped.
The first four planets are called the inner planets. They are closest to the sun. Their
names are Mercury, Venus, Earth and Mars. These planets are made mostly of rock.
The next four planets are called the outer planets. Saturn, Jupiter, Uranus and Neptune
are called gas giants because they are made mostly of gases.
Our solar system is made up of a star -- the sun -- eight planets, 146 moons, a bunch of
comets, asteroids and space rocks, ice and several dwarf planets, such as Pluto.
The eight planets are Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and
Neptune.
Mercury is closest to the sun. Neptune is the farthest. Remember the order of the
planets like this: My Very Educated Mother Just Showed Us Neptune.
EXPLORE: “Planet Walk”
To model the distances of planets (with a different scale) you will need a large area. Ask
students holding their planet objects to walk the following distances from the Sun:
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
1 step
from Sun
1.5 steps
from Sun
2 steps
from Sun
3 steps
from Sun
10 steps
from Sun
19 steps
from Sun
38 steps
from Sun
60 steps
from Sun
If you want to make the entire model to the same scale, multiply all the distances by
100! (This assumes the children take two steps per meter.)
Space allowing, your students could model planetary orbits by walking around the Sun.
See if you can get close to the correct year lengths for each planet!
Scientific Background
The six closest planets are all visible to the naked eye and were observed by ancient
civilizations. The word planet is Greek for “wandering star” because planets move from
night to night against a backdrop of stationary stars.
Common Misconceptions:
Saturn is the only planet with rings.
Reality: All of the giant planets in our solar system have rings: Jupiter, Saturn, Uranus,
and Neptune. Jupiter's ring is thin and dark, and cannot be seen from Earth. Saturn's
rings are the most magnificent. Uranus has nine dark rings around it. Neptune's rings
are also dark.
Giant planets have solid surfaces.
Reality: The giant planets are all made of gas.
Planets move at the same speed.
Reality: The speed of the planets varies. Each planet speeds up when it is near the sun
and travels more slowly when it is far from the sun.
Planets are in arranged in straight line.
Reality: It is impossible for all the planets to form a straight line out from the sun
because each planetary orbit is tilted slightly.
EVALUATE:
Student will create an illustration of the solar system and label planets (note inner/outer
planet). Model should include evident characteristics of planet and color. A short
description of each planet will be helpful. This can be stapled in the student’s
Interactive Science Notebook or posted as authentic student work.
References:
Science & Children Magazine – September 2008 – Volume 46 Number 1
Sciencenter - www.sciencenter.org/saganp
Modified and adapted from CPALMS and Discovery resources.
EXTEND: Enrichment Activity
GIZMOS: Solar System