Download Distance between the Planets

Distance between the Planets
Objectives:
• Recognize the order of the planets in our solar system
• List a few key characteristics of each planet
• Define the terms “orbit,” “revolution,” and “rotation”
Missouri Curriculum Frameworks:
K-2:
Strand I. Scientific Inquiry (B. Investigations)
1a. create and refine ideas and questions about the world by asking for information, making
careful observations, and trying things out (1.1, 1.2, 1.6, 1.7)
Strand V. Universe (A. Characteristics of the Universe)
1b. describe the major components of our solar system (1.3, 1.8)
Strand VI. Force, Motion, and Mechanical Energy (A. Relative Motion)
1a. describe the position of an object relative to another object (1.8, 1.10)
3-4:
Strand V. Universe (C. Tools of Space Exploration)
2a. identify prominent features of the Earth and planets (1.4)
Strand VI. Force, Motion, and Mechanical Energy (A. Relative Motion)
Compare one object’s position and motion relative to another object (1.6, 3.2, 3.3)
Materials:
Sun cutout
Planet cutouts
5 fist-sized rocks
Several pebbles
Flashlight
5 inflated balloons
Discussion:
At the beginning of class, ask the students how many planets there are in our solar system (9).
Ask if they can name them in order (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus,
Neptune, and Pluto). If the students have trouble remembering, give them the sentence “My Very
Excellent Mother Just Served Us Nine Pizzas” to help them.
Activity:
1. Take the class to a large open space.
2. Give the planet and sun cutouts to 10 volunteers.
3. Place the “Sun” in the center, and ask your planet volunteers to mark off the following
line from the sun: Mercury, 1 foot; Venus, 2 feet; Earth, 3 feet or one pace; Mars, 4 feet;
Jupiter, 5 feet; Saturn, 8 paces; Uranus 17 paces; Neptune 26 paces; and Pluto, 34 paces.
4. Ask the students to tell what the Sun is (a star). Explain that the Sun looks so big and
bright because it is so close to us. Ask students what a star is made of (bright ball of gas).
Give the student a flashlight and an inflated balloon to represent what the Sun is and what
it is made of.
5. Discuss the properties of the 4 inner planets and give each of these “planets” a rock to
show that they are rocky planets.
6. Ask students what Jupiter, Saturn, Neptune, and Uranus are mostly made of (gases).
Hand an inflated balloon to each of these “planets.”
7. Ask students to make a prediction about Pluto’s properties. Many will predict it is a gas.
Hand “Pluto” a rock. Tell students that the fact that Pluto is rocky and not gaseous has
some scientists believing that it is in fact an asteroid, not a planet.
8. Give the remaining students a pebble and have them form an asteroid belt between Mars
and Jupiter. Explain that asteroids are small bits of rock.
9. Ask the students to make observations about their solar system model.
10. Now have each of the “planets” start orbiting the “Sun,” moving simultaneously and
counterclockwise at the same speed. Stress that the students never leave their orbit. Ask
students if they know what this orbit around the sun is called (revolution).
11. Ask the students which planets would take longer to make a complete orbit and why (the
outer planets because they have more distance to cover). Explain to the students that the
gravitational pull of the Sun causes the inner planets (those closest to the Sun) to orbit
faster than the outer planets.
12. After orbiting the Sun once, bring in the concept of “rotation.” Have the students move
around the Sun again, only this time they should spin around like tops to represent the
planets’ rotation on ther axis.
13. Tell students it takes one year for the Earth to revolve around the Sun and one day for the
Earth to rotate on its own axis.