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BLAST
OFF!

It is time to take a virtual tour of our


solar system and learn about the
different objects that make up our
solar system

SOLAR SYSTEM 101! ITS TIME


TO LET YOUR MINDS FREE AND
EXPLORE DEEP INTO SPACE!
Before we even get beyond our planet the first thing
we need to learn about is our Moon! Why is the moon
important to the earth? Does the moon really effect the
waves in the ocean? People who are naturally curious
about the moon and know a lot about it are generally
considered a genius!
https://youtu.be/NCweccNOaqo

WHAT IS YOUR TASK?


Students will be put in groups of 3.
Students will determine the different objects in our
solar system and the purpose that they serve.
Students will observe and study each different entity in
space, while being guided through the internet.
Students will construct a solar system diagram to show
an understanding of orbit and space.

NOW IT IS TIME TO EXPLORE OUR SOLAR


SYSTEM! DONT FORGET NOTES, NOTES,
AND MORE NOTES!
https://solarsystem.nasa.gov/kids/#
http://science.nationalgeographic.com/science/space/s
olar-system/
http://kids.nineplanets.org/jupiter.htm
https://solarsystem.nasa.gov/planets/profile.cfm?Obje
ct=Sun
http://www.sciencekids.co.nz/sciencefacts/space/defini
tions.html
http://www.planetsforkids.org/

WHAT IF YOU WERE AN


ASTRONAUT?
What would you see in our solar system and why?
What is in the center of our solar system and why is it
important?
Describe the eight different planets in our solar
system.
What is the Milky Way? Describe what it looks like.
What are comets?
What is considered a Dwarf Planet?

NOW THAT YOUR RESEARCH IS


DONE IT IS TIME TO MAKE A
SOLAR SYSTEM OF YOUR OWN!

Supplies will be supplied in the classroom.

PROCESS
Get in groups of 3.
Take notes on the solar system from the
websites.
Have 1 student from each group bring a shoe
box to class.
Have students make a diorama of the solar
system by creating the objects in the solar
system with the available supplies.(You can
bring items from home)
Using sticky notes label the diorama and put
facts in the diorama.

EXAMPLES

RUBRIC/EVALUATION
CATEGORY
Group Timeline

4
Group independently
develops a reasonable,
complete timeline
describing when different
parts of the work
(e.g.,planning, research,
first draft, final draft) will be
done. All students in group
can independently describe
the high points of the
timeline.

3
Group independently
develops a timeline
describing when most parts
of the work will be done. All
students in group can
independently describe the
high points of the timeline.

2
Group independently
develops a timeline
describing when most parts
of the work will be done.
Most students can
independently describe the
high points of the timeline.

1
Group needs adult help to
develop a timeline AND/OR
several students in the
group cannot independently
describe the high points of
the timeline.

Ideas/Research Questions Researchers independently


identify at least 4
reasonable, insightful,
creative ideas/questions to
pursue when doing the
research.

Researchers independently
identify at least 4
reasonable ideas/questions
to pursue when doing the
research.

Researchers identify, with


some adult help, at least 4
reasonable ideas/questions
to pursue when doing the
research.

Researchers identify, with


considerable adult help, 4
reasonable ideas/questions
to pursue when doing the
research.

Each student in the group


can, with minimal prompting
from peers, clearly explain
what information s/he is
responsible for locating.

One or more students in the


group cannot clearly explain
what information they are
responsible for locating.

Delegation of
Responsibility

Each student in the group Each student in the group


can clearly explain what
can clearly explain what
information is needed by the information s/he is
group, what information
responsible for locating.
s/he is responsible for
locating, and when the
Teacher Name:
Mr. Friend
information
is needed.

Plan for Organizing


Information

Students have developed a Students have developed a Students have developed a Students have no clear plan
Student
________________________________________
clear
planName:
for organizing
the clear plan for organizing the clear plan for organizing the for organizing the
information as it is gathered information in the final
information as it is gathered. information AND/OR
and in the final research
research product. All
All students can
students in the group cannot
product. All students can
students can independently independently explain most explain their organizational
independently explain the
explain this plan.
of this plan.
plan.
planned organization of the
research findings.

Quality of Sources

Researchers independently
locate at least 2 reliable,
interesting information
sources for EACH of their
ideas or questions.

Researchers independently
locate at least 2 reliable
information sources for
EACH of their ideas or
questions.

Researchers, with some


adult help, locate at least 2
reliable information sources
for EACH of their ideas or
questions.

Researchers, with extensive


adult help, locate at least 2
reliable information sources
for EACH of their ideas or
questions.

CONGRATULATIONS YOU ARE NOW


AND EXPERT ON OUR SOLAR SYSTEM!
You know different objects in our solar system along
with different facts about those objects. You could be
an astronaut for yourself!

FOR FURTHER STUDIES

STANDARDS
3-6.1.A
Strand 6: Composition and Structure of the Universe and the motion of the
objects within it.
1. The Universe has observable properties and structure
A. The earth, Sun, and Moon are part of a larger system that includes other
planets and smaller celestial bodies
Describe our sun as a star because it provides light energy to the solar system
Observe and identify the moon as a reflection of light.

3-6.2.A
Strand 6: Composition and structure of the Universe and the Motion of the
Objects Within It
2. Regular and predictable motions of objects in the universe can be
described and explained as the result of gravitational forces
Illustrate and describe how the sun appears to move slowly across the sky from east to
west during the day.

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