Planets+in+Our+Solar+System+3-5

Lesson Objectives

By the end of this lesson, students should be able to:
 * Name various objects found in the solar system, including the sun, the eight planets in order from the sun, moons, asteroids, meteoroids, comets, and Kuiper Belt objects
 * Compare and contrast the inner and outer planets of the solar system
 * Describe the sun, planets, and solar system objects



Engage: Activate Prior Knowledge; Generate Interest

Play the song [|Planets Placement Dance] for the students. You can print the lyrics [|here]. Explain to them that in this lesson they will be learning more about the planets and other objects in the solar system.

**Activate Prior Knowledge**

Ask students to define what a solar system is and to brainstorm a list of objects found in our solar system. Record their answers on a KWL chart to review during the l essons. After you have noted some responses, show the interactive glossary term [|space]. Ask students to explain whether “space” is a good description of the area beyond Earth, and allow students time to respond.

Post the essential questions that constitute what students will be learning. Students may read them or you may wish to read them aloud together.


 * How is the solar system structured?
 * What are the eight planets in order of their orbit from the Sun?
 * How are the inner planets and outer planets similar and different from one another?
 * What are moons and which planets have them?
 * What are comets and where do they come from?
 * What objects make up the Kuiper Belt?

Explore: Allowing Students to Experience Content

Show students the video segments [|The Planets of Our Solar System] and[|Scale Models of Our Solar System]. Have students take notes, using the Essential Questions as organizers for their notes. Students should continue to add details about each planet to their space object charts. Assign small groups of students specific space objects to concentrate on in their note taking. After watching the videos, give each group two minutes to compare notes. Then have each group present their findings to the class as they fill out their charts as well. Correct any misconceptions that arise during the presentations.

Direct students through the Hands-On Activity: [|Modeling the Solar System]

Have the students complete the Exploration [|Planets in Our Solar System] completing the [|Student Guide] as they work.



Ask students to view or show the video **[|Space School: The Solar System]**, **[|The Asteroid Belt],** and **[|Comets]** and use the essential questions as advance organizers to take notes as they watch. Discuss what information students will need to gather from the videos to help organize their note-taking. A simple graphic organizer in the form of a space object chart is useful in helping students organize information about each solar system object. Simply write the name of a solar system object on the left side of a chart and leave space on the right to write details about it.





Provide students with the reading passages **[|Little Moons, Big Moons]** and **[|The Wanderers].** Have students read the passages and take notes using the Essential Questions as organizers. Note that eBooks are also available for these passages. Ask students to write down the names of the largest and smallest moons and to specify how many moons orbit inner planets and how many orbit each outer planet.

Finally, assign or show students the interactive glossary terms **[|orbit],** **[|satellite]**,and **[|star]**. Ask them to explain why both the Earth and moon are satellites.

Explain: Firm Up Understanding; Allow Students to Explain What They Know

Have groups present their model solar systems, explaining the relative size and distance of each object they created. As groups present, record their information on the board, following the design of the space object chart they have been completing throughout the lesson. By the end of the presentations, there will be an “official” chart for the entire class to use as a resource.

Play the Planets Placement Dance again. This time have students represent each object in the song and act it out.

Elaborate: Allow Students to Apply What They Know

**Virtual Lab: Is Anyone Out There? (Level One)** Virtual Labs, in addition to being an inquiry instructional tool, can be used to assess students’ skills in science investigation. For this concept, the virtual lab [|Is Anyone Out There?] is particularly appropriate. Before assigning the lab to students, however, you may need to model the appropriate process. The [|Teacher Guide] for this lab will help you achieve this.

First, distribute a copy of the [|Student’s Guide Level 1] to each student; this worksheet includes both a planning sheet and a sample data table. Talk students through the Introduction, and demonstrate for them how to manipulate each variable in the Investigate tab; make sure that students understand what each variable refers to, and review terms with students as necessary. (For example, students might need to review the meaning of “orbit.”) Give students time to complete their planning sheets, and approve each plan before you let students complete the Virtual Lab by themselves; be sure to verify that each student’s plan identifies only one independent variable.

As students work, circulate and offer assistance as needed. Save time during the second session for students to present their conclusions to their classmates. As a class, work to determine the kind of planet, based on the variables used in the Virtual Lab, which is most likely to support life.



**Project Ideas:** To help your students apply their understanding of the solar system, you may wish to have them complete some or all of the following projects. The time required to complete each project will vary; some may require students to work outside the classroom.
 * Students use star charts or other astronomical sources to find specific stars, planets, and other objects in the night sky. If possible, they should use binoculars or telescopes to view solar system objects. Ask students to draw pictures of the star patterns and any planets they are able to see and identify.
 * Have students research the next return of Halley’s comet. Have them make a mockup of a newspaper’s front page (or news Web site home page) to show other events taking place at that time as a way to express how students view life at that future time.
 * Ask students to imagine what types of life might live on other planets or their moons. Ask them to “design” a creature fit to live on a planet, moon, or other solar system object of their choice. They should draw a picture of their creature and explain how it is suited to life on its home world.
 * Using index cards, pencils, and markers, students create a set of solar system “trading cards” that includes the Sun, each planet, asteroids, comets, and at least one planetoid. On each index card, students should draw a picture of each object and list essential information—for example, what kind of object is it, where is it located in the solar system, how does it orbit the Sun, and does it have any satellites? Students should also list the object’s surface make-up, size, temperature, and other interesting information. The completed cards can be used to help students review for an assessment.

Evaluate: Check for Understanding

Have students complete the Brief Constructed Response (BCR) item titled [|Planets in Our Solar System]. You may also wish to assign the online concept assessment and use the results in the student reports to guide you in assigning any remediation to students

.You can also use the Assessment Builder tool to create a concept assessment and assign this to students.