Mnemonic Way To Remember Planets – With all the recent changes in the solar system, it’s hard to keep up with the changes. This unit focuses on current information about the eight planets and five dwarf planets in our solar system, while enabling students to understand that new discoveries and insights are being made every day. The lessons below allow students to examine the planets in our solar system, even the reduced dwarf planet Pluto, and explore the unique and interesting aspects of each one. This unit is highly practical and provides students with many opportunities to make predictions, observations and inferences about the solar system.
SOL 4.8 Students explore and understand the relationship between Earth, Moon and Sun. Belongs to the basic concept
Mnemonic Way To Remember Planets
Our solar system is ancient. Early astronomers believed that the Earth was the center of the universe and that all other heavenly bodies revolved around it. We now know that our sun is the center of the solar system and eight planets, a handful of dwarf planets, 170 named moons, dust, gas and thousands of asteroids and comets orbit the sun.
The Solar System.pptx Powerpoint Presentation Ppt
Our solar system consists of eight planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune.
Mercury, Venus, Earth and Mars are considered as terrestrial planets. Jupiter, Saturn, Uranus and Neptune are called gas giants.
Mercury is the closest planet to the sun and is a small planet with lots of craters. Mercury is similar to our moon. Since Pluto was reclassified from a planet to a dwarf planet, Mercury is now the smallest planet in the solar system.
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Venus is the second from the sun. It is similar in size and mass to Earth, and has a permanent cloud cover that traps so much heat that the surface temperature of Venus is hot enough to melt lead.
Earth is one third of the sun. Earth’s atmosphere, liquid water on Earth, and its distance from the Sun, among many other factors, make Earth a home for life.
Mars is fourth from the sun. Mars has a thin atmosphere and the red planet has an extensive network of canyons and river channels. Scientists speculate that Mars once supported a wet, warm climate similar to Earth’s.
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Jupiter fifth from the Sun. Jupiter is the largest planet in the solar system and is considered a gas giant. Jupiter does not have a solid surface.
Saturn is sixth from the Sun. Early scientists thought Saturn was the only planet with rings, but we now know that the four gas giants (Jupiter, Saturn, Uranus and Neptune) have rings.
The eight planets, in order from largest to smallest, are Jupiter, Saturn, Uranus, Neptune, Earth, Venus, Mars and Mercury.
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Pluto is no longer included in the list of planets in our solar system due to its small size and irregular orbit. Many astronomers question whether Pluto should be grouped with Earth and Jupiter. In 2006, this debate led to the International Astronomical Union (IAU), the authority on the naming of celestial bodies, to officially reclassify Pluto. On August 24, 2006, Pluto’s status was officially changed from a planet to a dwarf planet.
In 2006, a new special class of objects called “dwarf planets” was discovered. It is agreed that “planets” and “dwarf planets” are two separate classes of objects. The first members of the dwarf planet category are Ceres, Pluto, and 2003 UB313, named Eris.
A dwarf planet has not “cleared the neighborhood” around its orbit, meaning it has no gravitational dominance, and it shares its orbital space with other objects of the same size.
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Earth orbits the Sun once every 365 ¼ days. The moon orbits Earth about once a month.
The phases of the Moon depend on its position relative to Earth and the Sun. The phases of the moon include new, waxing, first quarter, waxing, full, waning gibbous, last (third) quarter, and waning crescent.
The sun is a medium-sized yellow star, about 110 times the diameter of Earth. The age of the sun is about 4.6 billion years.
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Our moon is a small rocky satellite about one-fourth the diameter of Earth and one-eightieth the mass. It has extreme temperatures, almost no atmosphere or life, and very little water.
Our understanding of the solar system changed from the earth-centered model of Aristotle and Ptolemy to the sun-centered model of Copernicus and Galileo.
Craters are bowl-shaped cavities formed by the impact of rocks on the surface of planets, moons or asteroids.
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A dwarf planet is a celestial body with all the characteristics of a planet, except for the “clearance” around its orbit.
A satellite is an object that is in orbit around a planet or moon by gravity, like the moon
On the first day of the unit, students will be introduced to the eight planets and five dwarf planets of the solar system. They studied the differences between the two types of planets and then created a solar system scale based on the eight planets. After watching a video of astronomers helping to discover that the planets revolve around the sun in elliptical motions, they used the solar system’s mobile devices to recreate the theory proposed by the four astronomers in the clip. Finally, students receive a chart to record the phases of the moon for the next two weeks.
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This lesson focuses on understanding the differences between planets and dwarf planets. Since future lessons focus on individual planets, this will be the only opportunity for students to learn about dwarf planets. We’ll start by building a collapsible set that compares and contrasts the planets and dwarf planets.
Then we read selections from Elaine Landau’s book Pluto: From Planet to Dwarf to learn more about Pluto’s discovery in 1930 and its reclassification in 2006. Finally, we made our own blink comparisons from simple objects like boxes and tracing paper to let students can read. Understand the method Clyde Tombaugh used to discover Pluto.
This lesson begins with a KWL chart of what students know about the sun and what they would like to learn more about. Next, the class got out with the solar cell phone they made earlier and drew a 13′ circle on the pavement using a long piece of string and chalk to represent the sun. The group then compared the size of the “sun” to the size of the planet on the phone. Inside, the class watches a NASA Sun For Kids video, pairs up, and makes charts in their science notebooks about “why can’t we live in the sun” and “why can’t we live without the sun”. Students use videos and background knowledge to answer these questions. After discussing the answers in groups, students re-read the questions that have been posted on the KWL table and try to answer based on what they know.
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The lesson begins with a reading of “If You Decide to Go to the Moon” by Faith McNulty. The class then looks at the moon using Google Earth and discusses views of the moon and other characteristics of the moon. The next class will address misconceptions about the moon and use Google Earth to prove them wrong. Students then watch Wonderville explain the phases of the moon, then take turns with an interactive portion at the end of the presentation to solidify their knowledge. Next students make a folding accordion showing the eight phases of the moon.
At the end of class, students will do a 3-2-1 analysis in their journals and write three things that being on the moon is different from being on Earth, two things people once believed about the moon were not true, and one thing they still want to know. about the moon.
This lesson begins with students making predictions in their science journals about two thermometers placed in the sun, one in a closed jar and one outdoors. They would predict what would happen to the temperature of each thermometer after sitting in the sun the whole time. Students then analyze pictures of Mercury and Venus, as well as pictures of the solar system moving in class to draw conclusions about the two planets. In their science journal, they write about the size of the two planets compared to other planets, as well as their relative distances from the Sun and why they are considered terrestrial planets. After covering Mercury’s day length over its year, the class will model Mercury’s rotation using materials such as table lamps, globes, and clay to better understand it. At the end of the lesson, students observe the thermometer from the start of learning and draw conclusions about why the temperature changes. They then made a connection between the thermometer in the sealed jar and the cloud cover covering Venus to understand the greenhouse effect.
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To begin the lesson, students complete the first two parts of a KWL diagram for Earth. Furthermore, students will analyze the image
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