# Our Solar System Students will travel through the solar system and learn how far apart the planets are and how they move through the solar system.

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1 Our Solar System Students will travel through the solar system and learn how far apart the planets are and how they move through the solar system. Grade Level: 2nd Objectives: Students will create a model to demonstrate how far apart planets in our Solar System are from each other. Students will differentiate between the two ways in which planets move through the solar system (rotation and revolution). Students will demonstrate how those planets move using a model. Materials: Planet walk posters Objects to represent planet sizes (optional) Chalk Yard stick Earth ball Appendixes: Plant walk distances: Page 4,5 Orrery diagram: Page 6 Planet walk posters: Page 7-14 Time Considerations: Preparations: 30 minutes Lesson Time: minutes Intro: 10 minutes Activity 1: 20 minutes Activity 2:10 minutes Activity 3:10 minutes Conclusion: 10 minutes Related Lesson Plans: Our Amazing Moon, Our Special Planet, Comparing Worlds, Solar System in Your Pocket Nevada Department of Education Standards Solar System and Universe E.2.B.1 Students know objects in the sky display patterns in how they look, where they are located and how they move. Forces and Motion P.2.B Students understand that position and motion of objects can be described. P.2.B.2 Students know things move in different ways and at different speed (e.g., straight line, zigzag, vibration, circular motion, fast/slow). Background The solar system is the neighborhood in which our planet resides. It is called the solar system because it centers around the sun. There are now eight planets that orbit the sun and a number of smaller dwarf planets. Our earth is the third planet from the sun and is the only one we know of that supports life. The four inner planets are known as the rocky planets because they have solid surfaces. These are, in order, Mercury, Venus, Earth and Mars. The asteroid belt separates the inner planets from the outer, Excellence in Environmental Education Guidelines Strand 1 Questioning, Analysis, and Interpretation Skills F) Learners understand that relationships, patterns, and process can be represented by models. gas planets. The outer planets are made of lighter materials, mainly gas. These are, in order, Jupiter, Saturn, Neptune and Uranus. The planets are not evenly spaced and the outer planets are very far from the sun. The planets in the solar system are not stationary; they move in several different ways. The first way planets move is called rotation. This is where a planet spins on its axis; one complete rotation is a day. The second biggest movement planets make is called revolution. This is where planets orbit the sun, one revolution makes a year. The speeds of these 1

3 It is rather difficult to get past Uranus in the planet walk. If this is the case, you can talk about how far we would have to go to get to Neptune and that Uranus is the center of our solar system (when the dwarf planet Pluto is included). Activity 2: Planets in Motion After traveling through the solar system, bring the students together to talk about how the planets move in the solar system. Use the earth ball to demonstrate. Begin by asking questions: Are the planets lined up in a straight line? (no) Do they stay in one place or do they move? (move) That s right, the planets all move through the solar system. We are going to talk about the two main ways they move today. Lets think about Earth; how does Earth move? (if the students bring up spin, orbit, or another name for the motions go with that way first) Earth spins on its axis, or rotates. Show the earth ball spinning. What does this motion create? (day and night) Earth also moves around, or orbits the sun. This is called a revolution. Show this with the earth ball. What does this create? (a year) Now all of the planets move this way, but they all move at different speeds. We are now going to do an activity that will show us the difference in how the planets move. Activity 3: Orrery Bring the students to the orrery. Explain that the marks on the ground represent the paths that the planets take around the sun. Each mark represents two weeks. Choose students to represent each planet and the sun in the orrery. Explain that we will be moving all at the same time to revolve around the sun. Each time the instructor claps, the students will move one mark in the orrery. This needs to be made clear so the students don't get ahead of themselves. It is good to practice with one or two steps before doing the whole thing. Have the students start in a line along the orrery. Ask the students if the planets are lined up like this in space. (no) We will see what happens when they start moving. Tell Earth that they will need to yell out stop! when he/she completes one full revolution. (It is helpful to make a special mark so the student knows when they have gone all the way around.) When the planets stop, point out to the class where each planet is. Are they lined up? Why not? Our Solar System 3

4 Students acting as planets revolving around the Sun during Orrery Activity Photo By: NOS If the students can remember how many times they revolved around the sun, use that to further show how planets move at different speeds take different amount of time to make a revolution around the sun. To help students remember how many revolutions they made they can each have a partner help them to keep track while they are walking. They should see that the planets closer to the sun (Mercury) completed more revolutions move faster than those further away (Mars). Conclusion Bring the students back into the class and review the topics discussed. Some key points they should have learned: - The inner planets are closer together than the outer planets. - The planets are very far apart. - The planets all move within the solar system. - A revolution is when a planet makes a complete orbit around the sun. This is also a year. A rotation is when a planet completes a spin on its axis. This creates day and night. Assessment Assess the students understanding of rotation and revolution by asking what kind of motion we are seeing during the orrery. You can also assess the listening skills of the students as they count out the paces for the planet walk. During the conclusion, assess their understanding of the overarching concepts. Extensions Have students create their own pneumonic device to remember the order of the planets. Along the planet walk show an object that represents the relative size of the planets. Planet Walk Distances Mercury: 10 paces from the sun Venus: 9 paces from Mercury 19 paces from the sun Earth: 7 paces from Venus 26 paces from the sun Mars: 14 paces from Earth 40 paces from the sun Jupiter: 109 paces from Mars 149 paces from the sun Saturn: 112 paces from Jupiter 261 paces form the sun Uranus: 249 paces from Saturn 510 paces from the sun 4

5 Vocabulary Neptune: 281 paces from Uranus 791 paces from the sun Orbit: the path that a planet takes around the sun Orrery: a model of the solar system that demonstrates how the planets move relative to each other Revolution: when a planet completes an orbit around the sun; creates one year Rotation: when a planet completes one spin along its axis; creates day and night Sources Orrery activity adapted from the GEMS space science Curriculum Sequesnces; Unit 3. The Solar System 5

6 Orrey Set Up Arrive to school at least 20 minutes prior to the start of the lesson. Using side walk chalk, draw the orrey on a cleared concrete or black top area. The following measurements represents the radial distance each planet is from the sun. Each dash mark (number of dashes are not correct in this diagram) represents two weeks worth of time. This model demonstrates that each planet, indeed orbits the sun but, takes a different amount of time to complete one revolution. Students will demonstrate and see these different rates of revolution by walking each orbit. Four students should start at one side of the orrey and begin walking each dash mark at a normal walking pace. Very soon students will notice that Mercury revolves around the sun faster than the other planets. Mercury: Venus: Earth: Mars: 58 cm (22.8 inches) from the Sun & 6 dash marks (12 weeks to orbit) 108 cm (42.5 inches) from the Sun & 16 dash marks (32 weeks to orbit) 150 cm (59.1 inches) from the Sun & 26 dash marks (52 weeks to orbit) 228 cm (89.8 inches) from the Sun & 50 dash marks (100 weeks to orbit) 6

7 Mercury 3,000 miles wide 36 million miles from the sun Temperature Range: -300 F to 800 F Mercury has the biggest temperature range of any other planet. It can change as much as 1,000 F between day and night. 7

8 Venus 8,000 miles wide 64 million miles from the sun Average Temperature: 855 F Venus spins backwards - the sun rises in the west and sets in the east. 8

9 Earth 8,000 miles wide 93 million miles from the sun Average Temperature: 59 F Earth is called the Blue Planet because more than 70% of Earth s surface is covered with liquid water. Earth is where we live! 9

10 Mars 4,000 miles wide 143 million miles from the sun Temperature Range: -200 F to 32 F Mars is called the Red Planet because of its red soil. The soil is red because it contains rust. 10

11 Jupiter 90,000 miles wide 483 million miles from the sun Average Temperature: -101 F Jupiter has 3x more matter than all of the other planets combined.1,321 Earths could fit inside Jupiter. 11

12 Saturn 70,000 miles wide 887 million miles from the sun Average Temperature: -274 F Saturn has beautiful rings of rock, ice, and dust. 12

13 Uranus 30,000 miles wide 1,785 million miles from the sun Average Temperature: -328 F Uranus has 11 known rings and 27 known moons. 13

14 Neptune 30,000 miles wide 2,796 million miles from the sun Average Temperature: -346 F Neptune is the fourth largest planet. About 60 Earths could fit inside of it. 14

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