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Grade 6/Astronomy


Students create a model of the solar system to scale, showing the relative distance between the planets.

ASD 2005


Grade 6/Astronomy


2 sessions, 45 minutes each

National Standards:
Nine planets of very different size, composition and surface features move around the sun in nearly circular orbits. Some planets have a variety of moons and even flat rings of rocks and ice particles Organize information in simple tables and graphs and identify relationships they reveal.

Key Vocabulary:
Astronomical Unit (A.U.) Scale meter

For each group of 4 students: meter tape or stick* roll of adding machine paper at least 39 1/2 meters long* pencil colored pencils or crayons copy of Solar System Distances Model directions* For each student: copy of Solar System Distances Calculations record sheet* *Included in the kit
Note: In Everyday Mathematics, Grade 6, Projects 1-5 (teachers guide Journal 1, pages 349-371) deal with many of the concepts taught in this and other Explorations. These Projects can be used to supplement and reinforce the science concepts being taught here.

Distances in the universe are vast. Appropriate units of measurement must be used in comparing these distances. Small units of measurement, such as inches, would create such large numbers that they would be hard to use if one were going to measure these distances. For example, most of us would not want to measure the distance to Fairbanks in inches. In the solar system, even the kilometer or mile is inconveniently small to use as a unit. One way scientists measure the distance between planets is to use the distance from the Earth to the sun as the standard unit of measurement. This distance is called an Astronomical Unit, or 1 A.U. It is equal to approximately 150,000,000 kilometers or 93,000,000 miles. Since it is about 110,000,000 kilometers from the sun to Venus, that distance is about 110,000,000 150,000,000 = 0.7 A.U. Mars, on the other hand, is about 230,000,000 kilometers from the sun so we would calculate its distance as being about 230,000,000 150,000,000 = 1.5 A.U. In this Exploration we will be looking for the patterns that exist in the distances of the planets from the sun. These patterns are important because they help us better understand the formation of our solar system. In addition they will be applying the idea of

ASD 2005


Grade 6/Astronomy

Make copies of Solar System Distances Calculations and Solar System Distances Model. Cut strips of adding machine tape approximately 40 meters long for each group.

Scale to help them model the solar system. They will also look at the Structure of the solar system using the distances of planets from the sun and from each other.

1. Review units of measurement and the importance of using the appropriate unit for the given task. Ask students to estimate how long they think one meter is. Then estimate how far 100 meters is. Explain to the class that they are going to build a scale model of the solar system. Review what the word scale means. Introduce the concept of an Astronomical Unit. Using a scale of 1 A.U. = 1 meter, practice a few calculations as a group either on the board or on the overhead. Use the formula: __ A.U. x 1 meter = actual distance in meters on scale model Remind students that there are 100 centimeters in a meter and that this will help make their calculations easier. Do several examples so students have a clear understanding of the process. Examples: 0.73 A.U. x 1 meter = 0.73 meters or 73 centimeters on the model 4 A.U. x 1 meter = 4 meters on the model 21.6 A.U. x 1 meter = 21.6 meters on the model 5. Hand out copies of the student worksheets. Have students work with a partner to do the calculations. Each student should have their own calculation page that can be attached in




ASD 2005


Grade 6/Astronomy

their science notebook after completing the Exploration. 6. Once the pairs have completed their calculations, compare answers with another pair, then as a whole class and make sure any errors are corrected. Have pairs of students form groups of 4. Give each group of 4 a roll of adding machine tape, a meter stick, colored pencils and direction sheet. Students follow the directions on the Solar System Distance Model to create a scale model of our solar system. Put the solar system distance models up around the room.



Ask students, What are some patterns you see in where the planets are located? What might explain these patterns? As the students identify the patterns write them on the board or a piece of chart paper, along with their explanations.

Ask students to create a scale for solar system model that might fit in a smaller area. In their science notebook they should show the formula and the measurements for each planets location using the new scale. Students should explain why they chose the scale they did. For example: Formula y A.U. x .5 meter = distance on model Mercury .55 A.U. x .5 meter = .275 meter or 27.5cm on the model

ASD 2005


Grade 6/Astronomy

Name Date

Solar System Distances Calculations For this activity, you are going to make a scale diagram of the distances from the sun for each planet. Use a scale of 1 A.U. = 1 meter. Calculate the number of meters you need to represent each distance given.
Planet Distance from the Sun in Astronomical Units (A.U.) Number of Meters Needed on the Diagram

Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune Pluto

0.39 0.72 1.00 1.52 5.21 9.54 19.19 30.06 39.50

ASD 2005


Grade 6/Astronomy

Names of Group Members Date

Solar System Distances Model Materials: adding machine tape meter tape pencil colored pencils or crayons calculations for distances

Using the information from Solar System Distances Calculations page, follow these steps to create your model. 1. 2. Draw a dark line across the end of the roll of adding machine tape and label it SUN. Unroll the adding machine tape a little and measure from the SUN line the number of meters you have marked in the space on Solar System Distances Calculations page for Mercury. Draw an easily seen dot at that point and label it MERCURY. Continue to do this for each planet.

3. 4.

When you have finished, re-roll your adding machine tape and secure your model with a rubber band or paper clip so that it can be easily handled. Roll so that the SUN is on the outside of the roll. Be sure the names of each member of your group is on the roll where it can be seen.

ASD 2005