They learn the importance of remote sensing techniques for exploration and observation. Students gain knowledge about simulated planetary surfaces through a variety of missions such as Earth-based telescopes to landed missions. This 5E hands-on lesson (2-3 hours) engages students in how scientists gain information from looking at things from different perspectives. Risk factors play a role and add to the excitement in this interactive mission planning activity. ![]() Students create a mission that must balance the return of science data with mission limitations such as power, mass and budget. Mars is significant in astrobiology and more needs to be learned about this planet and its potential for life. ģ-5, 6-8, 9-12 Marsbound! In this NGSS aligned activity (three 45-minute sessions), students in grades become NASA project managers and design their own NASA mission to Mars. Students study planet growth by using a clay model of planetessimals combining to form a planet by investigating volume addition with spheres. Students calculate time intervals in millions and billions of years from a timeline of events ģ-5 SpaceMath Problem 541: How to Build a Planet. Orbits are really important for us to learn about if we want to know where we came from.ģ-5 SpaceMath Problem 543: Timeline for Planet Formation. That’s why we see the planets moving around the Sun the way that they do today! We call that pattern of how a planet moves around the Sun an “orbit.” Have you heard of anything else that has an “orbit”? Our Moon orbits around our Earth, just like our Earth orbits around our Sun, and our entire solar system is also orbiting around the galaxy. Sometimes these clouds can slowly turn into stars and planets when enough material is available and clumps together forming massive collections of ice and rock.ĭo you know what kind of pattern the planets make when they go around the Sun? It kind of looks like a big circle, right? Well, when the planets were first forming from that cloud in space, the cloud itself was spinning in the same way, with the Sun forming in the middle. There are clouds of gas and dust all around our galaxy. The Sun and the planets and all of the asteroids and comets and other stuff in our solar system all formed from a really big cloud of gas and dust in space. įor us to learn about where we came from, we need to understand how our solar system formed. In this activity, participants build a scale model of the distances in the solar system using a roll of toilet paper. Even in our own “cosmic neighborhood,” distances in space are so vast they are difficult to imagine. What is a year (page 37) Students act out the motion of Earth as it travels (revolves) around the Sun. The Size of Things (page 33) Students describe the relative sizes of the planets in the solar system by making a play-doh model. Students explore the scale of the solar system. The Sun as a Star (page 17) Students identify the sun as a star. ![]() ![]() Students also gain an understanding of how Earth relates to the other planets in the solar system. By beginning with what the Sun is and how Earth relates to it in size and distance, students gain a perspective of how powerful the Sun is compared to things we have here on Earth, and the small fraction of its energy we receive. In this unit, students focus on the Sun as the center of our solar system and as the source for all energy on Earth.
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