Goals:

To become familiar with the members of the solar system and planetary order.

To identify differences and characteristics of individual planets.

To visualize the great size of the solar system and make the image more manageable by converting large distances to a smaller scale.

Content Areas:

Science - planets, solar system

Language Arts - descriptive writing

Math - mathematical conversions, map scale

Materials:

Video - Chedd-Angier Production Company. (1990). The Grand Tour: Exploring the Planets. New York, NY:
McGraw HIll Aerospace and Defense Group.

Construction paper

Rulers

Calculators

Data table of planetary distances

Procedure: (2.5 to 3 hours)

1) The teacher should lead a discussion to brainstorm information about the planets. The goal is to list some known properties of the planets and to name the 9 planets in order. Introduce this mnemonic device:
 
My Very Educated Mother Just Served Us Nine Pizzas
 
Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune Pluto

2) Video tape on the planets The Grand Tour: Exploring the Planets. Since we cannot take a field trip to another planet, we must rely on video images from telescopes and space crafts. While watching the video, have students write down individual characteristics of planets.

3) Teacher lead discussion of individual characteristics of planets. Divide students into planetary teams (ex. Team Pluto). Each group will brainstorm descriptive words and characteristics of its planet. Cut out model planets on construction paper. Have each team write its descriptive terms on each planet (These will be used later in a creative writing exercise).

4) Discussion of mathematical conversions. Bring a map (topographic, road map) that has the scale listed on the map to class. For example, the scale 1 inch = 25 miles. Ask students, "Why is this used?"

5) Using a table of distances between the planets and the sun, have students decide how to convert millions of miles into a "reasonable" scale (cm, in, ft).

6) Model distances between planets that have been scaled down to fit in the gym, outside, or in the classroom.

Assessment:

Students will be expected to be able to recite the names of the nine planets in order. Ask students to write the names of the planets in order or ask students to individually tell the teacher the order while others are working in groups. Criteria for success:
 
5 Student can name the nine planets in order without prompting.

4 Student can name the nine planets in order with little prompting.

3 Student can name all nine planets, some in order with prompting.

2 Student can name some planets and some order with prompting.

1 Students cannot name planets or order.

Students can be assessed on participation within their groups. Did they contribute? See the Discussion Rubric in the assessment section of the unit plan for details concerning evaluation of group participation. Assessment can be quantified if desired, based upon the number and quality of the descriptions of the planets.

Group demonstration of mathematical conversions. Did the students properly scale the distance from the sun to their planet? Can all members of the group explain how to convert for their scale? Criteria for success:
 

5 Student group properly converted distance to scale and demonstrated its method correctly.

4 Student group properly converted distance to scale, but had some difficulty demonstrating its method.

3 Student group converted distance to scale with some errors and had difficulty demonstrating its method.

2 Student group converted distance to scale with many errors and had difficulty demonstrating its method.

1 Student group did not convert distance to scale and could not demonstrate its method.

Back to Week 1 - Day 1

Making Waves - written by Jennifer Cannistra, Jamie Hanna, Michael LeRoy, & Kim Mongoven

This page was submitted by St. Norbert College Ocean Voyagers Program