• construct two models of the solar system that accurately depict the distances between the planets to scale

• accurately convert the distances between the planets to a preselected scale

• measure distances in metric units

• identify patterns in the distances between the planets

Per class

• Box of sidewalk chalk of at least 6 different colors
• Trundle wheel (or meter sticks)
• 4 sentence strips for vocabulary

Per student team/group of 4

• 9 small stickers to represent the planets (available from most office supply stores) -  "space stickers" if they are available.

• Metric rulers (with cm and mm)
• 1 piece of white poster board
• Markers

Per Student

• Science notebook or note paper
• Video Viewing handout  (View)
• Scaling the Solar System worksheet  (View)

• Outer Planets - the 5 planets farthest from the Sun.
• Inner Planets - the 4 planets closest to the Sun.
• pattern - a repeated occurrence of something.
• scale model - a representation depicted using proportional measurements.

Set-up Directions:

Set up a method for students to view the video (a single computer and projector, or a lab). Download the brainpop video and preview it carefully. If individual computers are being used, bookmark the brainpop Web site on each computer.

Gather the stickers, poster board, markers, and metric rulers for teams. Duplicate copies of Scaling the Solar System and Video Viewing for teams, as well.

Write the Daily Challenge Question on the board.

Teacher Presentation & Motivation:

Students will view the video in cooperative teams, so arrange them in that fashion. Show students the Daily Challenge Question written on the board and pass out the Video Viewing and Scaling the Solar System worksheets. Focus attention on the vocbulary words posted on the sentence strips. Lead a discussion about what patterns are. Ask students to look at the numbers that represent the distances between each of the nine planets and the sun and to see if they see a pattern in the distances. Then bring attention to the other vocabulary words and discuss them.

Explain that students will first view a video about our solar system. Then they will work in teams to create a small scale model of our solar system.

Activity 1 - What's in our Neighborhood?

The brainpop video Solar System highlights some basic information about the nine planets in our solar system. While students view the video, either on class computers or in a projector format, they will be given opportunity to share and compare information with classmates.

 

 

Focus for Media Interaction
Focus for Media Interaction: The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.

Give your students a specific focus for media interaction: "This video presents background information on our solar system. You are responsible for recording information on the Video Viewing handout. I will pause the video to provide time for writing. If you need more time, please raise your hand.At certain points in the video, I will pause and allow time for you to Pair and Share with a partner."

 

Viewing Activities
What will your students be responsible for while viewing this piece of multi-media or video?

Begin the video.

PAUSE the video after the information about Mars. Give student teams a chance to "pair and compare" the information they recorded about the inner planets. Remind students that they are going to be comparing both the inner and outer planets.

PLAY until after the information is given about Pluto. PAUSE. Allow students to record information and to Pair and Share.

PLAY until the end.

Post Viewing Activities
How will students utilize the information they gathered while viewing the multi-media or video?

Allow students time to record and to share and compare the information presented at the end of the video. Field any questions or observations that may have come up in the video. Explain that the video will provide background information as they proceed to the next scale model acitivity.

Activity 2 - A Small Model

This activity allows students to compare the distances between the sun and the planets (both in actual distance and by converting those actual distances  to scaled distances). Students work independently and in teams to convert distances and then use stickers to make a small poster model of the solar system with stickers representing the planets. By doing this, students can begin to see the pattern of planetary distances (closer planets are closer together and the further planets are further apart).

Direct students' attention back to the Scaling the Solar System worksheet. Write the words scale model on the board and have students discuss the purpose of scale models. Tell students that they are going to build two scale models of the solar system. The first smaller one will be inside the classroom and the second will be outside. Have students discuss the benefits of each (the smaller model and the larger model). Work with students on the first set of conversions on the worksheet so they understand how to work each scale and then give them a few minutes to complete the work independently.

Once all students have completed the conversions, review the correct answers with them. Tell students that they will be working together to construct a scale model of the solar system. Distribute the poster board, markers and stickers for each team. Give teams time to complete their models. Students should begin to see the pattern described earlier as they put their stickers on the models. Be sure each team labels the planets and sun on their posters.

When done, have teams discuss the patterns that they see in their models. 

Wrap Up:

Once all teams are done constructing their models, focus their attention back on the Daily Challenge Question. Ask students to view their models and to think about patterns that they might now see. In their notebooks students write a short response to the Daily Challenge Question, focusing on the planetary distances. They should try to use learned terms (inner and outer planets, etc.) in their entry.

Set-up Directions:
If the class is large, consider dividing the class in half to create two model groups. Students will need their completed Scaling the Solar System worksheet from Day 1, sidewalk chalk, and a trundle wheel or meter sticks.

Teacher Presentation & Motivation:

Having completed the activities in Day 1, students have a better understanding of the distances between planets in our solar system. Today's activities will give them an even better view of the magnitude of distance.

Bring students' focus to the Daily Challenge Question.

Activity 1 - Review Before You Do

Students review Day 1's information.

In partners, students conduct a review interview. They ask a partner: What two pieces of information do you remember from Day 1's activities? What is one thing that you learned in Day 1?

Allow time for the interviews and for students to report their findings to the class. 

Activity 2 - Walking Scale Model

Review the steps which they will be performing to create the walking scale model as a class (see below).

Review with students the appropriate behavior before taking them outside to begin this activity. They are working as part of a very large team, and steady focus on the task is imperative. If you have broken the class in half to create two models, each group should follow these directions:

Assign small groups of students to each planet. Each group should have access to chalk, their handout, and a meter stick or trundle wheel.

The teacher draws a large circle in the center of the model(s) to represent the Sun. Students measure distances from the Sun to "their" planets and mark the distances with chalk. Once marked, students draw a circle representing the planet and then add a circle from the planet around the Sun to represent the planet's orbit around the Sun. Remind students to periodically check the accuracy of the distance of the orbit from the Sun as they draw it. Students may need to make "tick" marks before drawing the circle.

As teams finish this task, they may use chalk to list facts about their planet beneath (or within) the planet. 

When all groups are finished, take them for a "planet walk." As you walk the inner planets' orbits, remind students that it takes light eight minutes to travel from the Sun to the Earth. Ask them to imagine how long it would take light to travel to the outer planets.

Wrap Up:
After the planet walk, students return to the classroom to respond to the Daily Challenge Question in their journals or science notebooks. Allow for feedback to today's activity.