Time: prep time to make copies and reserve library or computer time and approximately 5-6 days class time for students

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1 Title: Great Planetary Debate Summary: Students will work in groups of two to research a given planetary body in the solar system. They will then "defend their planet/moon" while competing against other teams in a Great Planetary Debate. Source: Courtesy of Jennifer Bergman. Grade level: 7-12 Time: prep time to make copies and reserve library or computer time and approximately 5-6 days class time for students Student Learning Outcomes: *Students will gain in-depth knowledge on a given planetary body in the solar system. *Students will share their knowledge through writing and through presenting to the class. MATERIALS AND WORKSHEETS: *Pen or pencil *Access to library and/or computers (or cart of applicable books brought to room) Worksheets:

2 *Student Research Sheet (see below) DIRECTIONS: 1. Teacher should read through the Student Research Sheet and Teacher Assessment Sheet. The teacher will want to make any changes with regard to schedule and organization to those two sheets prior to making copies (one copy of each for student). When using this activity in the classroom, have EACH student fill out a Student Research Sheet (in case one is absent, suspended, etc.) For flow of activity and general timing, see Student Research Sheet. Depending on class size and class level, timing for class may vary. 2. After students have been given the Student Research Sheet and Assessment Sheet, the teacher will want to go through the Student Research Sheet in detail, emphasizing important points with the class. You should make it clear that the final goal in doing their research is so that students will be able to "defend" their planet/moon against all others. That is, at the end of each debate set (see tournament brackets below), students in the class will vote on which of the two bodies they would rather visit. So the goal of the defending students during the debate is to convince their voting classmates that their planet/moon is the most interesting place to visit of the two bodies. 3. After students have paired up and have completed research on their given planet or moon, they should write an opening statement (to be given by one student) and a closing statement (to be given by other student). These statements should bring out many details about the planet or moon they studied and of course, should be interesting! The rebuttal time could be given

3 by either student or both students and doesn't need to be written out beforehand. During rebuttal time, students should address what the other team has said. 4. The following is a debate format, which is extremely simple and makes sure each debate doesn't take up too much time! Team One's Opening Statement (30 seconds) Team Two's Opening Statement (30 seconds) Team One's Rebuttal Time (90 seconds) Team Two's Rebuttal Time (90 seconds) Team One's Closing Statement (30 seconds) Team Two's Closing Statement (30 seconds) Hopefully, the following tournament brackets will cover your classroom needs (extra branches can, of course, be drawn in). For simplicity's sake, have construction paper squares for each student (have them pick up one black one and one red one upon entering class). At the end of each debate, students vote for the planet they want to visit using their colored cards (see tournament brackets). This makes counting very easy and takes away any personal nature in the voting. See Tournament Brackets Below. 5. A comment from a teacher -- This was by far one of the most popular activities with my students that we did in the whole schoolyear! I had students really get into this, creating extreme sports that could be done on their planet alone, or spending an hour researching their opponents' planet/moon the day before their debate. I also was always surprised by the results (so different from class to class). I was pleasantly surprised to see that the popular kids didn't always win and the planets/moons that you would think would be popular didn't always win!

4 Planetary Debate - Student Sheet Name: Hour: 1. Day one In last 5 minutes of class, choose a partner to work on this project with. 2. Day two Choose planetary body (Choose a planetary body from list below...no repeats will be allowed within the classroom). Mercury Venus Earth's Moon Mars Jupiter Saturn Uranus Neptune Pluto 2003UB313 (Object found in outer solar system that will likely be considered the 10th planet) Titan (moon of Saturn) Triton (moon of Neptune) Io (moon of Jupiter) Europa (moon of Jupiter) Ganymede (moon of Jupiter) Callisto (moon of Jupiter) 3. Also on Day two Use library materials to research your planet/moon (use card catalog, encyclopedias, computers ). Use the internet to research your planet/moon. These internet sites would be a good place to start:

5 Windows to the Universe (Our Solar System Section) The Nine Planets Google Search Ask Jeeves 4. Day three Finish any research and begin writing opening and closing arguments. 5. Day four - Write opening and closing arguments and practice these. Make sure to look up the basics about your opponents' planet/moon so you can use these facts during rebuttal time. 6. Day five-six Great Planetary Debate! Grading for Great Planetary Debate project: 10 points In class work and participation 10 points Information sheet 10 points Written and Spoken Opening/Closing statement 10 points Debate participation Total: 40 points Information Sheet Name: Hour: 1. Name of your planet/moon. 2. What is the order of this planet from the sun? If you are researching a moon, what is its order from the mother planet?

6 3. What is the average distance from the sun? (miles and kilometers) If you are researching a moon, use the average distance of the mother planet. 4. What is the minimum distance from Earth? (miles and kilometers) If you are researching a moon, use the minimum distance of the mother planet. Hint: use the Windows to the Universe site for this! 5. A. Give the mythological origin of the name of your planet/moon. B. Why was that name chosen for your planet/moon? 6. What is the diameter of your planet/moon in miles and kilometers? 7. Compare the size of your planet/moon to that of the Earth (using diameters of the two bodies). How much larger or smaller is your planet than the Earth? 8. A. Compare the gravity of your planet/moon to that of the Earth. B. If an object weighed 100 pounds on the Earth, what would it weigh on your planet/moon? 9. What is the temperature range, highs and lows, found on your planet/moon? (Fahrenheit and Celsius)

7 10. What does your planet/moon look like? Describe its colors, surface features or appearance of clouds/atmosphere, and unique features. 11. List the common elements present and their state of matter (solid, liquid, gas). 12. What is the atmosphere like on your planet/moon? List the gases present and their percentages. 13. What are the names of your planet's moons. Describe any unique features found on your planet's moons. If you are researching a moon, omit this question. 14. What probes have been sent or will be sent to your planet/moon? What did they find out? (If many missions have been sent, list the most important and their findings.). 15. Based on what you have learned, do you think life as we know it can be found on your planet/moon? Explain your answer using fact and reason. 16. Give any other information that you would like to share about your planet/moon. (What makes your planet unique? special? distinct from the others?) 17. Attach a picture you've printed (or drawn) of your planet/moon. Label important features.

8 18. Please write your opening or closing statement here. These statements should provide important facts and information about the planet/moon and should convince the class they want to visit your planet/moon above any other! Remember, you will only have 30 seconds for your opening and closing statements (so practice, practice, practice!).

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11 SUGGESTED ASSESSMENT FOR GREAT PLANETARY DEBATE Grading for planetary debate project Student Name: In-class work and participation Information Sheet complete (All questions answered and good explanations given. Neat, grammatically correct.) Opening or Closing Statement (Must be well written. Contains no spelling or grammar errors. Remember, one student from the group will have written and said the opening statement and the other student in the group will have written and said the closing statement.)

12 Debate participation (Remember: one point will be taken away for each personal dig or insult used during the debate! You are arguing the positive points of your planetary body, not any negative feelings you may have about your debate opponents! Arguments should be easy to understand, should bring up important and accurate information about the planetary body...) SCORE = /40