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Our Solar System

Investigation 1 – Lab

Back to Investigation 1

BE PREPARED

Supplies and Equipment:

Class Materials

1 container of play dough
1 roll of masking tape
1 Solar System Model
1 Classroom wall clock or clock that denotes seconds

Group Materials:

1 flashlight
1 large (12 g) yellow bear
1 large (12 g) red bear
1 student globe (30 cm diameter)

Teacher Demonstration Materials:

5 thermometers
1 swing arm lamp

Individual Materials:

1 Student Data Record

Teacher Preparation:

1. Prepare for the Teacher Demonstration.

a. Copy the two Sun and Planets Pages found at the end of the Investigation One Lesson Plan.

b. Tape the two pages together as indicated on the sheets so that all eight planets form a line.

c. Attach the swing arm lamp to the edge of the demonstration table. Adjust the head of the lamp and the Sun and Planets Pages so that the head of the lamp lines up with the edge of the Sun closest to the planets (Figure 1.2).

d. Place the five thermometers so that the bulb of each thermometer is on one of the following planets: Earth, Jupiter, Saturn, Uranus, and Neptune.

2. For each group, form a ball of play dough that will represent the Sun. The ball should be slightly smaller than a baseball.

3. For each group, tear two pieces of tape approximately 12 cm in length.

4. Separate the class into five cooperative groups.

Instruction:

1. Direct each student group to obtain the following necessary materials from the distribution point: one (1) ball of play dough, two (2) pieces of masking tape, one (1) flashlight, one (1) large (12 g) yellow bear, one (1) large (12 g) red bear, and one (1) student globe.

GET FOCUSED

Investigation One introduces students to the Sun and the eight planets in our Solar System. In addition, students will perform experiments to understand revolution versus rotation, day and night, and how the distance from the Sun affects planetary temperature.

INVESTIGATE

Trial 1

1. During this Trial, students will review the planets and focus on planetary motion around the Sun. Students will first use the Solar System Model to review the position and names of the planets. Students will then use their bodies to model revolution around the Sun. After rehearsing the concept of revolution, students will be introduced to planetary rotation. Students will rotate their bodies by spinning in place, mimicking a planet’s rotation on its axis. Finally, students will simulate the movement of a planet around the Sun by rotating and revolving around the model Sun. By conducting this Trial, students will answer the question:

How do planets move around the Sun?

a. Begin the lesson by showing students the Solar System Model. As a review, ask students to name the Sun and the planets as you point to them.

b. Still using the model, slowly rotate one of the planets around the Sun. In the illustration below, Saturn was chosen to revolve around the Sun.

Ask students: What is this type of motion called? The movement is called revolution. The planet is revolving around the Sun.

Take this opportunity to discuss the concept of counterclockwise versus clockwise revolution. A useful insert is provided in the illustration to facilitate this discussion.

c. Model the use of the Rehearse Cognitive Tool:

d. Guide students to place the play dough model of the Sun at the center of the lab bench. Indicate that this represents the Sun at the center of the Solar System.

Tell students that they will each model the motion of a planet around the Sun. Guide students to physically revolve themselves once counterclockwise around the “Sun” (see illustration below).

While they are moving, instruct students to repeat the word revolve. Allow students to revolve around the model Sun again, this time using the clock to time how long they take to revolve once. Instruct students to record the time in Problem 3a in the Student Data Record.

e. Explain to students that planets do not only revolve, they also spin as they orbit. This spinning is called rotation. Instruct students to spin in place. As they spin, students should repeat the world rotate. Allow students to spin in place again, this time counting so that it takes them four seconds to rotate once. Instruct students to record the time in Problem 3b in the Student Data Record.

f. Finally, allow students to simulate the movement of a planet by rotating and revolving around the model Sun. As students move, encourage them to repeat the words rotate and revolve. When finished, students should answer Problem 3c in the Student Data Record.

Trial 2

2. During this part of the experiment students will explore the cause of night and day. Students will tape a bear to each side of the globe and will investigate how rotation affects the sunlight that each bear receives. Students will answer the question:

What causes night and day?

a. Instruct students to tape the red bear to the center of the United States. Students should then tape the yellow bear on the opposite side of the globe, approximately in China.

b. Direct a student to sit on a stool or chair in the center of the group’s work area. This student should hold the globe in front of him or her so that the red bear is facing the student and the yellow bear is on the opposite side of the globe.

c. A second student should stand in front of the student holding the globe. This student should hold the flashlight, or model Sun.

Ask students to answer Problem 4b in the Student Data Record. Students may give a verbal response while in position but should record their answers shortly afterward.

d. Instruct students to shine the flashlight straight ahead. In the original set-up, the light should shine on the yellow bear. Tell the student representing the Sun to always shine the flashlight straight ahead.

e. Instruct the students holding the globe to slowly rotate it counterclockwise by spinning it slowly in their hands. As they spin, the others in their group should count aloud to four, so that the students holding the globe can complete one rotation in four seconds.

f. Encourage students to rotate the globe again, this time noting the time that the red bear receives light and the time that the yellow bear receives light. Instruct students to record their observations in Problems 4c – 4h of the Student Data Record.

g. As the globe turns, which coast of the United States is illuminated first, the East coast or the West coast? Students should notice that the East coast of the United States receives the sunlight first as the Earth turns counterclockwise. This is why we say that the “Sun rises in the East”.

Note to Teacher: If time becomes a factor, this is a perfect place to stop. Trial 3 can easily be performed by the teacher separately.

Trial 3

3. TEACHER DEMONSTRATION: During this part of the Investigation, students will observe the effect that distance from the Sun has on the temperature of the planets. Students will answer the question:

How does the Sun affect the temperature of a planet?

a. Gather students around the demonstration table. Ask students: What does the lamp represent in this model of the Solar System? The lamp represents the Sun.

b. Tell students that they will observe how the Sun affects temperature by turning on the lamp and then observing the temperature on the five planets that are being measured. If necessary, review the procedure for Thermometer Use and Operation with students. Then turn on the lamp and encourage students to clean up their work areas. Allow the lamp to shine on the model for five minutes.

c. After five minutes, instruct students to bring their Student Data Records and gather around the demonstration table. Ask student volunteers to read the temperatures measured on each of the five specified planets: Earth, Jupiter, Saturn, Uranus, and Neptune. Instruct students to record these temperatures in Problem 5a in the Student Data Record.

d. Instruct students to answer Problems 5b – 5d in the Student Data Record.