Solar
System
Contents
1. Solar System: Distances from the sun GLE’s 3rd:1,2,4,5,6,7,8,9,17,19,53
4th:1,2,4,6,8,9,18,22,23
2. Planet Graphs
GLE’s 3rd: 9,10
4th:10,11
3. Space Shelter
GLE’s 3rd: 10,11,13,16,17,53
4th: 11,12,14,18,21,22
4. Planet Oobleck
GLE’s 3rd: 1,3,5,6,9,10,18
4th: 1,3,6,7,10,18,21
5. Moon Madness
GLE’s 3rd: 1,4,5,6,7,8,19
4th: 1,4,6,7,9,18,21,23
6. Moon Phases
GLE’s 3rd: 1,4,5,6,9,17,55
4th: 1,4,6,7,10,64,65,66,67
7. Eclipses
GLE’s 3rd:1,4,5,6,9
4th: 1,4,6,7,10,64,65,66,67
8. Moon and Sun size
GLE’s 3rd: 4,5,6
4th: 4,6,7,64,65,66
Internet References
General teaching ideas
http://www.teachengineering.com
Great site for animations/pictures
http://www.classzone.com/books/earth_science/terc/navigation/visualization.cfm
Solar Systems
http://www.enchantedlearning.com/subjects/astronomy/solarsystem/
http://solarsytem.nasa.gov/planets/index.cfm
http://www.pbs.org/spacestation/station/living.htm
http://www.childrensmuseum.org/cosmicquest/spacestation/index2.html
http://www.biospheres.com/
Moon phases/Earth and moon orbits
http://www.JOVE.geol.niu.edu/faculty/stoddard/JAVA/moonphase.html
http://www.ioncmaste.ca/homepage/resources/web_resources/CSA_Astro9/
files multimedia/unit3/phases_moon/phases_moon.html
Eclipses
http://eclipse.gsfc.nasa.gov/eclipse.html
http://www.bbc.co.uk/science/space/solarsystem/sun/solareclipse.shtml
Solar System
Scale model of distances from the sun
Objectives:


Demonstrating how far the planets are from each other.
Comparing the distance between planets
Materials:



meter tape or meter sticks
construction paper
markers
BACKGROUND:
The planets revolve around the Sun, forming the Solar System. The orbits of all the
planets are elliptical in shape, although on the scale of the Solar System they may
seem circular. Measuring the distances from the Sun to the various planets was not an
easy task. For early astronomers, this required making may difficult, often inaccurate
observations through the Earth’s atmosphere. Today, using very sensitive ground- and
space-based equipment we can measure these distances more precisely.
An accurate portrayal of the Solar System shows that the orbits of the planets are
spaced further apart as distance from the Sun increases. For example, the orbits of
Saturn and Neptune are further apart than the Earth and Venus. This observation was
well known by the eighteenth century.
Our Solar System is immense in size by normal standards. We think of the planets as
revolving around the sun, but rarely consider how far each planet is from th sun.
Furthermore, we fail to appreciate the even greater distances to the other stars.
Astronomers use the distance from the sun to the Earth as one “Astronomical unit”.
This unit provides an easy way to calculate the distances of the other planets from the
sun. One AU is equal to 150 million kilometers or 93 million miles
Below is a chart showing planets distance from the sun using astronomical units and its
scale to meters.
Teachers note:
In the lab, the students will measure these distances as meters e.g., "Venus" will be 0.7
meters, or 70 centimeters, from the Sun. Before the lab, we recommend that you use
string to measure the correct distances. This can easily be laid out to see which
student group has the correct answers.
Pluto is no longer considered a planet. According to the new definition, a full-fledged
planet is an object that orbits the sun and is large enough to have become round due to
the force of its own gravity. In addition, a planet has to dominate the neighborhood
around its orbit. Pluto has been demoted because it does not dominate its
neighborhood. Charon, its large “moon” is only about half size of Pluto, while all the
true planets are far larger than their moons.
Overview:
1. This lab is a game that demonstrates to the students how far the planets
are from one another by making them think about placement of the
planets (aka "students"). The object of the game is for the students to
put themselves at the correct planetary order, but to also space
themselves at the measurements that you give them. Eventually there
should be a shape of a planet for each of the students.
2. This lab works best outdoors. Divide the class into groups often ten or
more. Explain the lab to the students. Tell the students they are to
estimate the relative distances of the planets from the sun. Once the
students mark where they think the planets belong, give them the actual
relative distances. Have the students measure the relative distances of
the planets from the Sun. Each student in the group will have a specific
job. Eight of the students will be the planets and will measure the
distance from the sun to their position. The remaining students should
record the information and double check the measurements.
3. Prevent cheating by having the groups start at 90 degrees from each
other. Place an object to indicate the Sun in the center. You may want to
make a round spot on the playground ground. This will make it easier to
see which team is correct.
4. Go over how to measure with a tape measure. Emphasize that the students
must cooperate, because they have to keep count of how far away they
are from each other. Some students may realize that if they mark the
ground off in meters using a piece of chalk and the tape measure they will
complete the activity quickly. You may want to give them this technique as
a hint if they get frustrated or confused.
5. When all the groups have been measured, return to the classroom and
have the students complete the remainder of the worksheet.
Extension: This extension activity helps students grasp the various sizes of planets in our
solar system using mostly fruit with some other items. The class discussion before the
activity encourages students to take an educated guess as to which planet each item
represents.
Equipment:
1 watermelon
1 large grapefruit
1 apple
1 lime
2 cherry tomatoes
1 blueberry
1 large peppercorn
Optional: Three large umbrellas (approx 1m in diameter when opened).
Class discussion before the activity:
Question: Out of all the things in that in our solar system what do you think is the biggest?
Answer: The Sun as it is a star and dwarfs all the planets.
Question: How many planets are there in the solar system?
Answer: Eight. Follow up by asking if they can name one and ask around the class.
*Either of these mnemonics can be used to remember the order of the planets:
My Very Educated Mother Just Served Us Nachos
My Very Easy Method Just Speeds Up Naming
Question: There are two different categories of planets in our solar system: the four
rocky or terrestrial planets and the four gas giants. All the items we will be using today
will be solid – is this accurate for all the planets in our solar system?
Answer: No. The gas giants are mostly made of gases.
 Remind students that not all models can be completely accurate but it is always best
to have models as accurate as possible.
Question: (If you have the three umbrellas, open them up. Place two side by side on the
ground with the outside facing the class and hold the other above and between them.) This
represents part of something very big – ask students to guess what it might be.
Answer: The Sun. Compared to the other objects for the activity, the Sun dwarves them
all. The three umbrellas together represent approximately one quarter of the Sun.
Activity:
Now place all the items on a table.
Here are the items matched to their respective planets (from closest to farthest from
the Sun).
Peppercorn: Mercury
Cherry tomatoes: Venus and Earth
Blueberry: Mars
Watermelon: Jupiter
Large grapefruit: Saturn
Apple: Uranus
Lime: Neptune
1. Ask students to decide which four objects should be gas giants and which four
should be the terrestrial planets.
2. Guide students in the task of placing the fruit in the proper order to represent the
relative sizes of the planets in comparison to each other.
Hints:
Mercury is the smallest planet in the solar system and the closest planet to the Sun.
Jupiter is the biggest planet in the solar system.
Saturn is the second biggest planet in the solar system.
There are two pairs of similar-sized planets out of these four: Uranus, Earth, Venus
and Neptune. Can you work out which pairs belong together and match them to the
right items?
One item should remain for Mars.
3. Next tell students that the terrestrial planets are closer to the Sun than the gas
giants.
Rainy day activity:
This activity allows for students to use scale model to represent the distance from the
sun and practice measuring with beads.
Materials:
 Planet beads (large craft beads 9 colors)
Sun
Mercury
Venus
Earth
Mars
Saturn
Jupiter
Uranus
Neptune


Yellow
Purple
Cream or brown
Green
Red
Orange
Blue
White
Black
4.5 meters of string per group
Meter sticks or measuring device
Overview:
Using the calculated cm distances have the students tie the beads onto the string
using double knots. Students will then answer questions from their handout.
Solar System
Distances from the sun
(Student Sheet)
QUESTION: Is there any order to the distances of the planets from the Sun?
PROCEDURE:
1. Your teacher will divide you into teams of 10 or more. Have eight people
each be a planet. Write the name of their planet on a piece of paper.
2. Work together to the place students in the correct order, from planet
closest to the sun to the planet furthest from the Sun. You will estimate
the distance for each planet from the sun. Place the name of the planet in
its estimated position.
3. Once you have made your estimation, your team will get the actual
scaled distances from your teacher. Put the eight students in the correct
order. Use the tape measure to find the right distance. Note how close
your estimated distance is to the actual scaled distance.
4. The team is complete when it has all the planets in the correct order
and distances from the sun.
Solar System
Distances from the sun
(Student Sheet)
QUESTION: Is there any order to the distances of the planets from the Sun?
planet
Scaled distance from
Sun
MERCURY
40 centimeters (cm)
VENUS
70 centimeters (cm)
EARTH
1 meter (m)
MARS
1.5 meters (1 m & 50 cm)
JUPITER
5.2 meters (5 m & 20 cm)
SATURN
9.5 meters (9 m & 50 cm)
URANUS
19.2 meters (19 m & 20 cm)
NEPTUNE
30.1 meters (30 m & 10 cm)
Discussion:
1. Using the scaled distances, do you see any relationship between the distances
between the planets as you move away from the Sun? Explain your answer.
2. Why do you think scientist use scaled models to represent the solar system?
Planet Comparison
Overview:
This activity is to allow students to practice reading graphs as well as to learn that all
planets are not the same. Theses graphs also reinforce concepts such as density,
velocity, mass, gravity, and temperature. These graphs do not have to be used during a
science lesson, they can be incorporated into a math lesson to reinforce the science
content.
Planet Comparison
(Student Sheet)
Directions: Read each graph and answer the questions beside each graph.
Gravity
1. Which planet has the greatest amount of
gravity?
2. Which planet has the least amount of
gravity?
3. Which planet would you weigh the most
on? Explain your answer.
Mass
1. Which planet is the most massive?
2. Which planet is the least massive?
3. Which planets have masses over 75?
4. What relationship do you see between the
mass of a planet and the amount of gravity
found on a planet?
Density
1.Which planet has the highest density?
2.Which planet has the lowest density?
3.Which set of planets have the Highest
density: inner rocky planets or outer gaseous
planets?
4.Which planet could float on water?
Temperature
1. Which planet has the highest
temperature?
2. Which planet(s) have the lowest
temperature?
3. Which planet has the greatest span of
temperatures?
4. Which planets would water remain in
the gas state only?
5. Which planets would water only remain
as a solid?
A Day (makes one complete turn on its own axis)
1. Which planet takes the longest time to
make one complete turn?
2. Which planet takes the shortest time to
make one complete turn?
Orbital Velocity
3. How many planets have shorter days than
earth?
(how fast a planet orbits the sun)
1.
Which planet moves around the sun the
fastest?
2. Which planet moves around the sun the
slowest?
3. Which planet revolves at a speed of
15 miles /second?
4. What relationship can be determined between orbital speed and distance from
the sun?
Space Shelter
(Adapted from Teach Engineering)
Summary:
The invasion has taken place and we need to find a new home. To ensure your survival
beyond earth's occupation you must design a shelter that can be built on another
planet. Students will research the characteristics of a planet of their choice. They will
design a shelter that will allow them to survive on a new planet, and explain it in words.
Engineering Connection:
If it were necessary to build a shelter on another planet, many types of engineers
would need to be involved. Civil and environmental engineers would be in charge of
designing the structure, while electrical and mechanical engineers would design power
sources for the shelter. Depending on the planet chosen and the complexity of the
shelter other types of engineers, such as environmental or chemical engineers would be
needed.
Material:
Internet or reference books
Markers
Banner paper
Investigating Questions (Return to Contents) {questions to ask after presentations)

What features of your design will help you to survive on your planet?

Why do people not live on that planet now?

Where is a good place to find information about planets?
Space Shelter
(Student sheet)
Introduction
Imagine what it would be like to live on another planet. The earth is very different
from the other eight planets of the solar system. It has an atmosphere abundant with
oxygen for us to breathe, fresh water for us to drink, soil that enables us to grow food
to eat, and resources that provide energy. The earth has been a successful biosphere
for over 3.8 billion years. But if the human race was forced to leave earth, how would
we adapt to living on another planet? Think of what you would need to survive, such as
food, water, oxygen, and shelter. How would you create air, water, and food supplies on
the new planet? What would you take with you from earth and how would you get to
your new home? What are the conditions on the new planet (temperature, weather,
climate, etc.)? How would you build a shelter to protect you from your new
environment? An engineer would be responsible for addressing these types of
problems. They would find solutions to help the human race survive on a new planet.
You’re Job
Earth has just been invaded by aliens, and humans must relocate to another planet. To
ensure survival beyond earth’s occupation you must design a shelter that can be built
on another planet. You will also have to consider how to get to your new or chosen
planet from earth, and five items that you will take and why you choose them.
Directions
1. Receive the planet that you would like to move to after earth is invaded.
Research this planet and find out information about the new environment in
which you will live. Some things to think about for survival are climate,
atmosphere composition, surface composition, day length, distance from the sun,
force of gravity etc.
2. Design an ideal shelter that would allow you to survive on the new planet. Explain the
characteristics of your house including materials used and special design features. You
may need to design new materials to survive the harsh environments of other planets.
3. Present your design to the class. In your presentation include your answers on your
research handout.
Go to the following websites to help with your research and presentation:
http://www.enchantedlearning.com/subjects/astronomy/solarsystem/
http://solarsytem.nasa.gov/planets/index.cfm
http://www.pbs.org/spacestation/station/living.htm
http://www.biospheres.com/
SPACE SHELTER RESEARCH HANDOUT
Name of planet:
Distance from Earth:
Distance from Sun:
Day length:
Percentage of oxygen in atmosphere:
Strength of gravity:
Climate:
Surface composition:
Any other facts you need to know to survive:
How will you get to the new planet from earth?
What 5 things will you take with you and why?
Rubric for Performance Assessment
Activity Title: Space Shelter
1
Grade Level: 3-5
2
3
Weight
Criteria
Developing
Proficient
Advanced
(X
factor)
Did not include
Presentation
all facts.
Disorganized.
Design
Poor, does not
ensure survival.
Good information
All facts are
but lacks 1 quality presented in a clear
of advanced
manner and are well
presentation.
organized.
Design shows good
research and
survival is likely.
Design shows
careful research of
planet and original
thought in design,
All necessary
Research
Skills
Incomplete
All necessary
information found
collection of
information found
and more. Went
information.
through research.
beyond
expectations.
Total:
Comments:
Subtotal
The Planet of Oobleck
Objective:
Students will observe physical characteristics of an unknown sample to determine the
state of matter of the sample. Students’ will build a model based on observed
characteristics.
Materials:
Oobleck
Cornstarch
Spoon
Water
Large Bowl
Exploration- per group
Bowl with oobleck
Spoons
Toothpick
Wax paper (to prevent mess on table)
Heating Demonstration:
Glass beaker
Hot plate
Building a model
Variety of supplies ex: paperclips, cups, paper, foil, plastic wrap
Getting Ready:
This recipe will make enough for class of 30.
1. Place 6 cups of water into mixing bowl.
2. Add green food coloring drop by drop until desired color is achieved.
3. Add 10 cups of starch while mixing —ONE CUP AT A TIME—to the
water.
4. Add more starch if needed for thickening.
5. Place a small sample of Oobleck in foil and place in the freezer overnight.
(Keep frozen until the class activity)
6.Cover the remaining oobleck and place in the refrigerator.
Background:
Scientists have attempted to explain the unusual properties of Oobleck and similar substances
in various ways. There is extensive literature on the subject including a 1906 article by Albert
Einstein.
When most fluids cool they become more viscous. This means that their resistance to flowing
increases. Cooking oil is a common example. Such fluids are called Newtonian. But there is
another class of liquids called non-Newtonian. Their viscosity increases not with temperature,
but when the liquid is stirred or compressed. But naming the property doesn’t explain it, and
some scientists have concentrated on the shape of starch molecules and how they fit together.
Others have speculated that the electrical charge of the molecules is the key to Oobleck’s
strange behavior.
If you decide to discuss this question with your students, begin by asking them for their ideas
on why Oobleck behaves the way it does. Then ask them to imagine that they can see the
individual molecules of cornstarch and water and to think about how they might act when being
poured or pushed and pulled. This gives the students the opportunity to formulate their own
models.
In one possible model, the starch molecules are compared to sand and water in a plastic
squeeze bottle. The grains of sand are closely packed with a little water in between. The
water’s surface tension doesn’t allow all the space between the sand grains to be filled with
sand. Squeezing the bottle gently forces the sand grains to move against each other. This
increases the spaces and allows more water to fill the spaces. The more gently you squeeze the
more time there is for the water to fill the spaces and provide lubrication. But if you squeeze
the bottle quickly, there isn’t enough water between the sand grains and friction between the
sand grains resists the flow.
Although sand grains are much larger than molecules of starch, starch molecules are quite
large and the mix of cornstarch and water may react very much like a mixture of sand and
water. This is one explanation for why Oobleck flows like a fluid, but reacts as a solid when
suddenly compressed.
Other scientists base their Oobleck models on chemistry. Cornstarch is made of long chain
molecules called polymers. When water is added to cornstarch and the mixture is compressed,
the molecules become "tangled" and are unable to slide easily against one another.
A third model suggests that starch molecules acquire an electric charge as they rub together.
The faster they are rubbed, the more electrical attraction is created among the molecules.
This causes the increase in viscosity.
You could end the discussion by explaining just how difficult it is to observe what’s going on at
a molecular level just by observing the properties of a substance. Since there is no conclusive
explanation of why Oobleck behaves as it does, suggest to your students that perhaps one day
one of them will become a scientist and discover an explanation for the strange properties of
Oobleck that everyone will agree is the correct one.
Overview:
1. Hand each group of students their supplies.
2. Tell students that NASA has sent soil samples of soil from a newly discovered
planet for them to explore.
3. Have students following the directions on the sheet and record observations on
their data sheet.
4. Place some oobleck in a beaker and heat the substance to show students what heat
can do to Oobleck.
5. Let students make observations of what happens to Oobleck when it is frozen.
6. Discuss as a class, conclusions on the state of matter of oobleck based on their
observations. Be sure to give students an opportunity to explain their reasoning for
their conclusions.
7. Have the students design and build a spaceship that can land on the planet Oobleck.
Literary Connection:
Bartholomew and the Oobleck
Teacher Notes:
This oobleck activity can be done as an assessment while teaching states of matter
instead of an activity while teaching about the solar systems.
This is a good opportunity for students to learn lab safety. Have the students wear
safety goggles due to the unknown sample.
The Planet of Oobleck
(Student Sheet)
Introduction
A new and interesting substance has been found on a newly identified planet. NASA
has taken a sample of this substance for you to explore.
Task
You will work in a group of two or three to design a model of a spaceship that you will
use to land on an unknown planet. You will have the opportunity to make observations on
a gathered sample of this substance prior to designing your spaceship. You will have to
take into account the planets composition so that you can safely land your spaceship on
the unknown substance.
Procedure
1. Obtain a sample of the Oobleck from your teacher.
2. Complete the Oobleck investigation to determine the properties of the planet.
(This will help you decide what you will need to build your spaceship.)
Test
1. The quick finger poke test
2. The slow finger poke test
3. Pour test
4. Bounce test
5. Shatter test
6. Shape test
7.Heat test
**teacher demonstration
8.Cool test
**teacher demonstration
Observation
Liquid
Solid
3. Now that you know the properties of the planet service you are to design on
paper in the space below, a spaceship that can land on the Planet Oobleck
without sinking, take off without getting stuck, stay on the planet for at least an
hour, and carry at least 6 people. Hovercrafts were not allowed, as the spaceship
has to actually land. However, the spaceship could hover first, before landing.
4. Write an explanation of how your spaceship will work
5. Using the materials given, build a model of your spaceship.
Moon Madness
(Adapted from “Our Private World” workshop)
Objective:
A learning experience designed to demonstrate the scale of the earth and moon
to students. The experience integrates math and science by incorporating the
concepts of volume, diameter, and mass, as well as distance and measurement.
The activities also develop interesting facts about the earth and moon
Materials: (per group of students)
Zip Lock bag with a large ball of clay
Balance
Toothpicks
Craft sticks
Markers
Ball of string
Construction paper
Scissors
Tape
Ruler
Background:
Scientist use a variety of scale models to represent the solar system. To
compare physical characteristics of the moon and earth scientist use ratios.
Earth and Moon Compared:
The Moon has approximately ¼ Earth’s diameter, 1/50 Earth’s volume a, and 1/80
Earth’s mass. Earth is very dense overall (it is the densest planet in the solar
system). But the Moon is light for its size. The difference is partly because
Earth has a large core of iron and other heavy metallic elements, while the Moon
has only a small core, it has a core at all. The moon’s surface gravity is 1/6 of
Earth’s, and escape velocity from the surface is about 1/5 of Earths. The
average distance between Earth and Moon is approximately 30 times Earth’s
diameter. If you could fly to the Moon at a constant speed of 1000 kilometers
per hour, which is the speed of a fast passenger jet, it would take sixteen days
to get there.
The moon’s surface is covered with rock and grit that are mostly dark-gray
minerals, so it reflects light poorly compared to Earth, which always has highly-
reflective clouds. The Moon reflects visible light about 1/3 as well as Earth, and
because of its much smaller size, has a visual brightness less than 1/40 that of
Earth, when both are fully illuminated and seen from the same distance. Earth is
also considered a dynamic planet (changing) while the Moon is unchanging.
Procedure: THIS IS A TEACHER GUIDED ACTIVITY
1. Draw your Vision:
Before class, prepare an earth cut out of construction paper. At the beginning of
the class, tape your earth to the board or wall in front of the class. Without any
instruction, have the students get into their cooperative groups. Once the groups have
assembled, direct the students’ attention to what you have taped to the board or wall.
Ask them what they think it might be; allow the groups to discuss this for a minute or
two. Have each group report back their guess. Once all groups have shared, if no one
has guessed that the circle represent the earth, provide this information to the
students. Then explain that since you have provided the earth, each of them is to
prepare a “moon” that is the same scale as the earth based on what they know about
the earth and moon. They will then place their “moon” at a distance from the earth
that represents the distance of the moon from the earth at this scale.
2. Playing with Dough:
Have the students take their bag of clay or Play Dough from the tray. Instruct the
students to take their clay from the bag and divide it into 50 balls that are the same
size. All members of the group can be involved in this process. Emphasize that it is
important that the balls be as close to the same size as is possible. Once this process
is completed, have the students select one ball that is average in its size and set it
aside. Next, take the remaining 49 balls and combine them into one larger ball. Have
the students study the balls carefully and see if they can determine what they might
have just done. Lead them into the realization that they have just made a model of the
earth and moon. And even though each group may not have started with the same
amount of clay, the resulting models (although different in size) will be done to the
same scale.
At this point, ask the students what property they could determine from the
information that they have discovered in the first activity. What do they know about
the earth and moon from playing with the clay? They should recognize that it would
take 49 moons to fill one earth. Direct them to the realization that they are talking
about “volume” and this will be the first property to record in their data table. Under
Earth they will list “49” and under Moon the number “1” should be recorded.
Have the students take the balance from the tray. Ask them what property they
might be working with if they are using the balance. They should be able to answer
“mass”. Ask the students to determine the mass of their earth then that of their
moon; add this data to the group chart. How can they use this information to support
their volume finding? Lead the students toward determining the ratio between the
two measurements and see if it is the same as the volume.
It is important at this point to note that because the earth and moon are not made of
the same materials, the earth’s mass is actually closer to 80 times that of the moon.
3. Sticking To It:
Would it take more time to walk from one side of the earth to the other side
walking through the middle or to do the same thing with the moon? Students should
obviously note that it will take more time to cross through the earth. But just how
much longer would it take? Is there a way that we could estimate the difference?
Have the students measure diameter in the following manner. Take a toothpick from
the tray and stick it all the way through the moon ball. Make a mark on the toothpick
where it sticks out on each side of the ball. Remove the toothpick from the ball, and
color in between the marks. This now becomes the Moon Measurement ruler. Repeat
this procedure with the Earth ball, only use a craft stick rather than the toothpick.
You now have your Earth Measurement Ruler.
Measure the length of the craft stick that represents the Earth’s diameter in
approximate Moon units. The student should discover that it takes a little more than
3.5 Moon units to equal an Earth unit. This can be verified by taking a ruler, measuring
the moon unit on the toothpick, then measuring the Earth unit on the craft stick.
Using a calculator, divide the measurement of the Earth’s diameter by the
measurement for the Moon’s diameter. All answers should come out somewhere around
3.7. You can discuss why each group came up with the same ratio, even though the
actual measurements might have been different. Have the students add the diameter
data to their group chart.
4. Spinning a Yarn:
Students should now predict how far apart they think the Earth and Moon should
be if they were creating a scale model of the solar system using their clay ball models.
Encourage the students to hold the small models up to one another in an effort to
visualize how far apart they think they will be. Once the group has reached a
consensus, place the Earth model in place and take the string from the tray. Roll the
string out to where the Moon model should be placed and cut the string to show the
estimated distance. Place the Moon model at the end of the string.
Instruct all groups to now prepare another piece of string with a length that is almost
exactly 30 times the measurement of their Earth model’s diameter. After the
calculation has been completed and the string has been cut, lay it along beside the
original string measurement that is in place. Calculate how close their prediction was
to the actual distance. Have students record their data on the lab sheet.
Students are generally amazed at how far apart the Earth and Moon are in their model.
It is difficult for them to grasp how big space actually is. Ask them what planet in
space is next closest to the Earth. The correct answer is Venus and at its closet orbit,
it is 41 million km away. This is equivalent to 3000 Earth diameters; Venus is 100 times
further away than the moon.
5. Putting It To The Test:
Now that the students have worked with their own models and learned about many
properties for the Earth and Moon, it is time to test what they have learned. Have
each group revisit the paper models that were made at the beginning of the learning
experience. With the information that has been recorded on the group charts, have
the students now determine if the size and location of their Moon in relationship to
the Earth is accurate. Within the group, the students are to design a method that will
allow them to more accurately create their Moon model. Allow the groups to complete
this task and then move the new paper model to its more accurate location in
relationship to the Earth paper model.
Moon Madness
(student sheet)
Purpose: Comparing properties of the Earth and Moon with ratios.
Properties
Earth
Moon
Volume
Mass
Diameter
How far away is the moon from the earth? ____________________
Modeling Moon Phases
Objective:
Students will model the difference between revolving and rotating. Students will also
model how the moon orbits the earth and observe the phases of the moon.
Materials:
Lamp with clear light bulb
Dark room
Small Styrofoam ball
Pencil
Background:
It’s probably easiest to understand the moon cycle in this order: new moon and full moon, first
quarter and third quarter, and the phases in between.
As shown in the above diagram, the new moon occurs when the moon is positioned between the
earth and sun. Three objects are in approximate alignment. The entire illuminated portion of
the moon is on the back side of the moon, the half that we cannot see. At a full moon, the
earth, moon, and sun are in approximate alignment, just as the new moon , but the moon is on
the opposite side of the earth. The entire sunlit part of the moon is facing us. The shadowed
portion is entirely hidden from view.
The first quarter and third quarter moons, happen when the moon is at a 90 degree angle with
respect to the earth and sun. So we are seeing exactly half of the moon illuminated and half in
shadow.
Once you understand those four key moon phases, the phases between should be fairly east to
visualize, as the illuminated portion gradually transitions between them. An easy way to
remember and understand those “between” lunar phase names is by breaking out and defining 4
words: Crescent, gibbous, waxing, and waning. The word crescent refers to the phases where
the moon is less than half illuminated. The word gibbous refers to phases where the moon is
more than half illuminated. Waxing means growing or expanding in illumination, and waning
means shrinking or decreasing in illuminated. Thus you can simply combine the two words to
create the phase name, as follows:
After the new moon, the sunlit portion is increasing but less than half, so it is waxing crescent.
After the first quarter, the sunlit portion is still increasing, but now it is more than half, so it
is a waxing gibbous. After the full moon, the light continually decreases. So the waning
gibbous phase occurs next. Following the third quarter is the waning crescent, which wanes
until the light is completely gone--- a new moon.
Getting Ready:
1.
Find a room that can be darkened completely.
2. Plug in the lamp and place it in the middle of the room at about eye level.
3. Try out different bulbs to see which one works best. (halogen lights do not work
well)
4. Place pencil points into Styrofoam ball to be used as “handles”
Darken the room so that the lamp in the center is the main source of light.
1. Arrange students in a circle around the lamp.
2. Hand out the moon balls.
3. Explain that students’ head represent earth, the lamp is the sun, and white
spheres moons.
Part I. Revolving Vs Rotating
1. Have the students walk around the circle.
Tell Them: As they are walking around the lamp, the Earth takes one year
to revolve around the sun.
2. Have the students hold their “moon pops” at eye level and turn around in a
circle.
Tell Them: As they turn in a circle, the “moon pop” revolves around them.
This is the same way the earth rotates about its axis while
the moon revolves around the earth.
Part II. Observing Moon Phases
1. Ask students to hold their sphere at arm’s
length, up above their heads, directly in front
of the sun.
2. Tell students to move their sphere to the
left until they see a thin crescent (Waxing
Crescent).
o Look around the room and help as
needed.
Question: If the bright side of moon is
facing toward or away from the sun?
3. Continue to turn moon to the left until half is lit. (1st Quarter Moon)
Question: For the moon to be more full, does it have to move towards or away
from the sun?
4. Move more to the left in a circle until more than half of the moon is lit. (Waxing
Gibbous)
5. Continue moving in circle to the left until the side facing the students is fully
lit. (Full Moon)
6. Continue moving in circle until only a crescent is not lit. (Wanning Gibbous)
Question: As the moon moves towards the sun, does it get fuller or thinner?
7. Continue moving in circle toward the sun until half the moon is lit.
(3rd Quarter Moon)
8. Continue moving in same direction until only a small crescent is lit. (Wanning
Crescent)
9. Half students now face the sun. The side of the moon pop facing the students
should be dark. (New Moon)
Teacher Note:
 Depending on the level of your students, you can choose to eliminate “waxing
and wanning” and/or “1st and 3rd”

Have students move through the phases until they understand the phases of
the moon.

Have the students draw a diagram for each phase of the moon.
Extension:
Have the students observe the moon in the night sky once a week for a month. Have
the students draw a picture of what they observe and write a sentence describing
what they see about the moon.
Literary Connection:
The Moon Seems to Change, by Franklyn M. Branley
Footprints on the Moon, by Alexandra Siy
Moon Riddle
This object is part of the solar system.
It is smaller than the Earth.
It is usually seen at night.
It has holes called craters on its surface.
It goes around the Earth.
It seems to change shape on different nights.
If you look up at night, you will probably see it.
Oreo Moon Phases
Objective:
To informally test students’ knowledge of moon phases.
Materials:
one Oreo per child
Paper towel
Knife or spoon
Overview:
1. Tell your students that they will be using the Oreo cookies to create phases of the
moon that can be seen from Earth.
2. Have each student at their own desk create a New moon with their cookie. Walk
around to assess your students’ knowledge.
3. Following same steps with full moon, Gibbous moon, quarter moon, crescent moon.
Alternate way:

Give each student 4 Oreo cookies and have them show you all the phases of the
moon in the correct order.
Modeling Eclipses
Objective:
Students will model solar and lunar eclipses.
Materials:
Lamp
Dark room
Small Styrofoam ball
Pencil
Background:
Few astronomical phenomena are as captivating as the sight of a total solar eclipse. A solar
eclipse occurs when the disc of the Moon passes in front of the disc of the Sun and blocks the
sun’s light. This moment can last from a few seconds to no more than about 7 minutes.
Solar eclipses are an astronomical wonder: even though the actual diameter of the Sun is much
larger than the Moon’s, the Sun is farther from the Moon. In fact, the Sun is just about 400
times larger than the Moon, and also about 400 times farther away: This means that both the
Sun and Moon have approximately the same apparent size in the sky.
Solar eclipses can occur only when the Moon is in the new phase. Only a new Moon can line up in
the sky with the sun, and allow Earth observers to see its disc cross the Sun’s. Solar eclipses
are relatively rare events and we do not observe them every month. To understand why, one
must look at the lunar orbit in respect to the Earth’s orbit. The diagram below shows that the
lunar orbit does not lie exactly in the plane of the ecliptic, rather, the moon is inclined to this
plane by 5 o .
Because the orbital plane of the Moon is at an angle to the ecliptic, the probability is high that
when the Moon reaches the new phase, it will lie either above or below the ecliptic, and will not
align directly in front of the solar disc. Hence, in most months, we do not observe solar
eclipses at the phase of the new Moon. In short, solar eclipses can occur when the new moon is
in the plane of the ecliptic orbit of the Earth.
Lunar eclipses occur when the Moon passes into the shadow of the Earth. As the lunar phases
diagram shows, this can occur only during the full Moon phase, since the Earth’s shadow will be
cast in a direction opposite the sun, and only the full Moon is opposite the sun in the sky. The
geometry of a lunar eclipse, seen below makes this clear:
Similarly, a lunar eclipse can occur only when the full Moon is simultaneously in the plane of the
ecliptic, so just as in the case of solar eclipses, we do not have lunar eclipses every month.
Because the Earth is larger than the Moon, the Earth’s shadow is wider than the Moon’s, lunar
eclipses are visible over a much wider area on the Earth, and the time lasts much longer than in
a solar eclipse.
Getting Ready:
1. Find a room that can be darkened completely.
2. Plug in the lamp and place it in the middle of the room at about eye level.
3. Try out different bulbs to see which one works best. (halogen lights do not
work well)
4. Place pencil points into Styrofoam ball to be used as “handles”
Darken the room so that the lamp in the center is the main source of light.
1. Arrange students in a circle around the lamp.
2. Hand out the moon balls.
3. Explain that students’ head represent earth, the lamp is the sun, and white
spheres moons.
Overview:
1. Ask students to move their “moon pops” directly in front of the sun to create an
eclipse of the sun.
2. While your students observe an eclipse of the sun. Explain: “This is an eclipse of
the sun. The moon is found in between the sun and the earth.
Question: Hold your moon ball exactly where it is, and glance around the room.
Do your see the shadows over everyone’s eyes? Remember that your head is the
earth. The people who live where your eyes are see an eclipse of the sun. But
how about the people who live on your chin? Ear? {Only the people who live on
your eyes can see an eclipse of the sun- the people on your ear or chin can still
see the sun! Not all people on the earth can see solar eclipse at the same time}
Question: what phase of the moon is present? {New Moon}
3. Instruct your students to move their “moon pops” around in a circle until they
are standing in between the lamp and the “moon pop”. Make sure the “moon pop”
is in the shadow of their heads.
4. While the moons are in the shadow of your students’ head, explain: “This is an
eclipse of the moon. The Earth is found in between the sun and the moon.”
Question: Can you see the shape of your hair when the moon moves into the
eclipse? {Real eclipse of the moon, you can see the shape of the earth is round,
because it always has a curved shadow.}
Question: Which phase of the moon is present? {Full Moon}
5. While the students continue to observe the eclipse of the moon, point out that
everyone who lives on the side of the Earth facing the moon can see the moon in
eclipse. But during an eclipse of the sun, only the people inside the shadow see
the sun being eclipsed.
6. Instruct the students to continue moving their “moon pops” around until they
again see an eclipse of the sun.
Question: What phase is the moon in just before or just after an eclipse of the
sun? {crescent}
Eclipse Diagrams
(Student Sheet)
Eclipse of the Moon
Draw and label how the moon, Earth, and sun are lined up during an eclipse of the
moon. Be sure to represent the sizes of each correctly.
Eclipse of the Sun
Draw and label how the moon, Earth, and sun are lined up during an eclipse of the
sun. Be sure to represent the sizes of each correctly.
Sun and Moon Sizes
Why the moon can hide the Sun
Objectives:
1. Distance affects how we perceive size.
2. The further an object is from us, the smaller it looks to us.
3. The Sun and Moon have different sizes, but can appear to be the same size
because of differing distances from the Earth.
Materials:
Large Book
Rulers
Two Styrofoam balls of different sizes
Procedure:
Question: Are the moon and Sun the same size?
Part One
Whole Class Introduction
1. Distribute rulers to students.
2. Ask for a student volunteer to hold up a big book in front of the class.
3. Select three students--one at about 3’, 10’ and 20’ from the front of the
classroom.
4. Ask each student for the height measurement of the book. Explain that to
measure, students should hold ruler vertically at arm's length and close one eye.
5. Write measurements on the board.
6. Ask students why they think the big book looks so small. Ask why it looks even
smaller from the back of the room.
7. Ask if they can think of other things that sometimes look small but are really
big.
8. Explain that they will do an experiment and try to figure out why big things can
look small to us.
9. Explain that they will get a big ball to represent the Sun, a small ball to
represent the Moon, and they will be representing the Earth in this activity.
Part Two
Question: How can the moon hide the sun during an eclipse?
Hands-on Group Activity
1. Distribute two balls of different sizes and work sheet to students.
2. Have students set the two balls side-by-side on the edge of the table.
3. Ask students to kneel down at eye-level with the table surface and look at the
balls with one eye closed. Ask the students what they see about the sizes of the
two balls.
4. Ask them to predict what will happen to the larger ball as it is moved away from
the small ball. Students record predictions on work sheets.
5. Explain to students that they will check their predictions by doing an
experiment. Remind them that the big ball is like the Sun, the small ball is like
the Moon, and they are the Earth.
6. Keep the small moon ball at the table edge and ask students to move the big Sun
ball until it looks the same size as the small Moon ball.
7. If working in pairs or groups, have student’s alternate roles as they do this
activity so that each student gets a chance to move the balls.
8. Complete the work sheet.
Whole-class discussion:




What did you notice as you moved the ball away from you?
How did you make the balls look the same size?
What happened during your experiment if you moved the big ball away from you
and then rolled the small ball in front of the big ball?
Explain that this is what happens during a solar eclipse when the small Moon
moves in front of the large Sun and blocks the sunlight from viewers on Earth.
Explain that the Sun is very large, but looks small to use because it is so far
from the Earth (approximately 93 million miles). The Moon, while much smaller
than the Sun, can look to be the same size as the Sun because it is so much
closer to us (less than 240,000 miles).
Moon and Sun Size Comparison
(Student Sheet)
Question: How can the moon hide the sun during an eclipse?
1.
What do you guess?
What will you see as you move the big ball farther from the smaller ball?
2. What did you see when you moved the big ball farther from your eye?
3.
EXPLAIN why the big Sun looks small to us.
Conclusion:
EXPLAIN how the small Moon can cover the big Sun.