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Solar system.

The solar system is an amazing and complex network of planets, stars, moons, asteroids, and even mysterious black holes. It doesn't matter if you're ten or fifty, just thinking about the stars and the possibilities fills the mind with wonder.

The solar system proves an abundance of learning opportunities. You can teach about astronomy, physics, or biology. It provides a huge opportunity for hands-on learning activities and science experiments. Watch their young eyes fill with wonder as they contemplate the moon and how the earth was created.

Solar System Teaching Resources

The right classroom resources help you teach about the solar system. Imagine what a few gorgeous clip art pieces or printables can do to engage your young students. TeacherPlanet.com offers a wealth of teaching resources dedicated to the solar system. Browse the site and you'll find lesson plans, worksheets and activities along with an abundance of resources and fun clip art.

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• Space.com - Solar system planets, order and formation: A guide
• The Nine Planets - Solar System Facts
• Live Science - The solar system: Facts about our cosmic neighborhood
• Official Site of the City of Vancouver, Washington, United States
• Physics LibreTexts - Our Solar System
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• solar system - Children's Encyclopedia (Ages 8-11)
• solar system - Student Encyclopedia (Ages 11 and up)
• Table Of Contents

What is the solar system?

The solar system comprises 8 planets , approximately 170 natural planetary satellites (moons), and countless asteroids , meteorites , and comets .

There are eight planets in the solar system. The four inner terrestrial planets are Mercury , Venus , Earth , and Mars , all of which consist mainly of rock. The four outer planets are Jupiter , Saturn , Neptune , and Uranus , giant planets that consist mainly of either gases or ice. Pluto was considered the ninth planet until 2006, when the International Astronomical Union voted to classify Pluto as a dwarf planet instead.

Where is the solar system?

The solar system is situated within the Orion-Cygnus Arm of the Milky Way Galaxy . Alpha Centauri , made up of the stars Proxima Centauri, Alpha Centauri A, and Alpha Centauri B, is the closest star system to the solar system.

Scientists have multiple theories that explain how the solar system formed. The favoured theory proposes that the solar system formed from a solar nebula , where the Sun was born out of a concentration of kinetic energy and heat at the centre, while debris rotating the nebula collided to create the planets .

Is there life in the solar system aside from on Earth?

Europa and Enceladus , moons of Jupiter and Saturn respectively, are ice-covered rocky objects that scientists think may harbour life in the water beneath the surface. Some geological evidence points to the possibility of microorganisms on Mars .

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solar system , assemblage consisting of the Sun —an average star in the Milky Way Galaxy —and those bodies orbiting around it: 8 (formerly 9) planets with more than 210 known planetary satellites (moons); many asteroids , some with their own satellites; comets and other icy bodies; and vast reaches of highly tenuous gas and dust known as the interplanetary medium . The solar system is part of the " observable universe ," the region of space that humans can actually or theoretically observe with the aid of technology. Unlike the observable universe, the universe is possibly infinite .

The Sun, Moon , and brightest planets were visible to the naked eyes of ancient astronomers, and their observations and calculations of the movements of these bodies gave rise to the science of astronomy . Today the amount of information on the motions, properties, and compositions of the planets and smaller bodies has grown to immense proportions, and the range of observational instruments has extended far beyond the solar system to other galaxies and the edge of the known universe. Yet the solar system and its immediate outer boundary still represent the limit of our physical reach, and they remain the core of our theoretical understanding of the cosmos as well. Earth -launched space probes and landers have gathered data on planets, moons, asteroids, and other bodies, and this data has been added to the measurements collected with telescopes and other instruments from below and above Earth’s atmosphere and to the information extracted from meteorites and from Moon rocks returned by astronauts. All this information is scrutinized in attempts to understand in detail the origin and evolution of the solar system—a goal toward which astronomers continue to make great strides.

Composition of the solar system

Located at the centre of the solar system and influencing the motion of all the other bodies through its gravitational force is the Sun , which in itself contains more than 99 percent of the mass of the system. The planets, in order of their distance outward from the Sun, are Mercury , Venus , Earth , Mars , Jupiter , Saturn , Uranus , and Neptune . Four planets—Jupiter through Neptune—have ring systems, and all but Mercury and Venus have one or more moons. Pluto had been officially listed among the planets since it was discovered in 1930 orbiting beyond Neptune, but in 1992 an icy object was discovered still farther from the Sun than Pluto. Many other such discoveries followed, including an object named Eris that appears to be at least as large as Pluto. It became apparent that Pluto was simply one of the larger members of this new group of objects, collectively known as the Kuiper belt . Accordingly, in August 2006 the International Astronomical Union (IAU), the organization charged by the scientific community with classifying astronomical objects, voted to revoke Pluto’s planetary status and place it under a new classification called dwarf planet . For a discussion of that action and of the definition of planet approved by the IAU, see planet .

Any natural solar system object other than the Sun, a planet, a dwarf planet, or a moon is called a small body ; these include asteroids , meteoroids , and comets . Most of the more than one million asteroids, or minor planets, orbit between Mars and Jupiter in a nearly flat ring called the asteroid belt. The myriad fragments of asteroids and other small pieces of solid matter (smaller than a few tens of metres across) that populate interplanetary space are often termed meteoroids to distinguish them from the larger asteroidal bodies.

The solar system’s several billion comets are found mainly in two distinct reservoirs. The more-distant one, called the Oort cloud , is a spherical shell surrounding the solar system at a distance of approximately 50,000 astronomical units (AU)—more than 1,000 times the distance of Pluto’s orbit. The other reservoir, the Kuiper belt , is a thick disk-shaped zone whose main concentration extends 30–50 AU from the Sun, beyond the orbit of Neptune but including a portion of the orbit of Pluto. (One astronomical unit is the average distance from Earth to the Sun—about 150 million km [93 million miles].) Just as asteroids can be regarded as rocky debris left over from the formation of the inner planets, Pluto, its moon Charon , Eris, and the myriad other Kuiper belt objects can be seen as surviving representatives of the icy bodies that accreted to form the cores of Neptune and Uranus. As such, Pluto and Charon may also be considered to be very large comet nuclei. The Centaur objects , a population of comet nuclei having diameters as large as 200 km (125 miles), orbit the Sun between Jupiter and Neptune, probably having been gravitationally perturbed inward from the Kuiper belt. The interplanetary medium —an exceedingly tenuous plasma (ionized gas) laced with concentrations of dust particles —extends outward from the Sun to about 123 AU.

The solar system even contains objects from interstellar space that are just passing through. Two such interstellar objects have been observed. ‘Oumuamua had an unusual cigarlike or pancakelike shape and was possibly composed of nitrogen ice. Comet Borisov was much like the comets of the solar system but with a much higher abundance of carbon monoxide .

All the planets and dwarf planets, the rocky asteroids, and the icy bodies in the Kuiper belt move around the Sun in elliptical orbits in the same direction that the Sun rotates. This motion is termed prograde, or direct, motion. Looking down on the system from a vantage point above Earth’s North Pole , an observer would find that all these orbital motions are in a counterclockwise direction. In striking contrast, the comet nuclei in the Oort cloud are in orbits having random directions, corresponding to their spherical distribution around the plane of the planets.

The shape of an object’s orbit is defined in terms of its eccentricity . For a perfectly circular orbit, the eccentricity is 0; with increasing elongation of the orbit’s shape, the eccentricity increases toward a value of 1, the eccentricity of a parabola. Of the eight major planets, Venus and Neptune have the most circular orbits around the Sun, with eccentricities of 0.007 and 0.009, respectively. Mercury, the closest planet, has the highest eccentricity, with 0.21; the dwarf planet Pluto, with 0.25, is even more eccentric . Another defining attribute of an object’s orbit around the Sun is its inclination , which is the angle that it makes with the plane of Earth’s orbit—the ecliptic plane. Again, of the planets, Mercury’s has the greatest inclination, its orbit lying at 7° to the ecliptic; Pluto’s orbit, by comparison, is much more steeply inclined, at 17.1°. The orbits of the small bodies generally have both higher eccentricities and higher inclinations than those of the planets. Some comets from the Oort cloud have inclinations greater than 90°; their motion around the Sun is thus opposite that of the Sun’s rotation, or retrograde.

The solar system, explained

Our solar system is made up of the sun and all the amazing objects that travel around it.

The universe is filled with billions of star systems. Located inside galaxies, these cosmic arrangements are made up of at least one star and all the objects that travel around it, including planets, dwarf planets, moons, asteroids, comets, and meteoroids. The star system we’re most familiar with, of course, is our own.

Home sweet home

If you were to look at a giant picture of space, zoom in on the Milky Way galaxy , and then zoom in again on one of its outer spiral arms, you’d find the solar system. Astronomers believe it formed about 4.5 billion years ago, when a massive interstellar cloud of gas and dust collapsed on itself, giving rise to the star that anchors our solar system—that big ball of warmth known as the sun.

Along with the sun, our cosmic neighborhood includes the eight major planets. The closest to the sun is Mercury , followed by Venus , Earth, and Mars . These are known as terrestrial planets, because they’re solid and rocky. Beyond the orbit of Mars, you’ll find the main asteroid belt , a region of space rocks left over from the formation of the planets. Next come the much bigger gas giants Jupiter and Saturn , which is known for its large ring systems made of ice, rock, or both. Farther out are the ice giants Uranus and Neptune . Beyond that, a host of smaller icy worlds congregate in an enormous stretch of space called the Kuiper Belt. Perhaps the most famous resident there is Pluto . Once considered the ninth planet, Pluto is now officially classified as a dwarf planet , along with three other Kuiper Belt objects and Ceres in the asteroid belt.

Moons and other matter

More than 150 moons orbit worlds in our solar system. Known as natural satellites, they orbit planets, dwarf planets, asteroids, and other debris. Among the planets, moons are more common in the outer reaches of the solar system. Mercury and Venus are moon-free, Mars has two small moons, and Earth has just one. Meanwhile, Jupiter and Saturn have dozens, and Uranus and Neptune each have more than 10. Even though it’s relatively small, Pluto has five moons, one of which is so close to Pluto in size that some astronomers argue Pluto and this moon, Charon, are a binary system.

Too small to be called planets, asteroids are rocky chunks that also orbit our sun along with the space rocks known as meteoroids. Tens of thousands of asteroids are gathered in the belt that lies between the orbits of Mars and Jupiter. Comets, on the other hand, live inside the Kuiper Belt and even farther out in our solar system in a distant region called the Oort cloud .

Atmospheric conditions

The solar system is enveloped by a huge bubble called the heliosphere . Made of charged particles generated by the sun, the heliosphere shields planets and other objects from high-speed interstellar particles known as cosmic rays. Within the heliosphere, some of the planets are wrapped in their own bubbles—called magnetospheres —that protect them from the most harmful forms of solar radiation. Earth has a very strong magnetosphere, while Mars and Venus have none at all.

Most of the major planets also have atmospheres . Earth’s is composed mainly of nitrogen and oxygen—key for sustaining life. The atmospheres on terrestrial Venus and Mars are mostly carbon dioxide, while the thick atmospheres of Jupiter, Saturn, Uranus, and Neptune are made primarily of hydrogen and helium. Mercury doesn’t have an atmosphere at all. Instead scientists refer to its extremely thin covering of oxygen, hydrogen, sodium, helium, and potassium as an exosphere.

Moons can have atmospheres, too, but Saturn’s largest moon, Titan, is the only one known to have a thick atmosphere, which is made mostly of nitrogen.

Life beyond?

For centuries astronomers believed that Earth was the center of the universe, with the sun and all the other stars revolving around it. But in the 16th century, German mathematician and astronomer Nicolaus Copernicus upended that theory by providing strong evidence that Earth and the other planets travel around the sun.

Today, astronomers are studying other stars in our galaxy that host planets, including some star systems like our own that have multiple planetary companions. Based on the thousands of known worlds spotted so far, scientists estimate that billions of planetary systems must exist in the Milky Way galaxy alone.

So does Earth have a twin somewhere in the universe? With ever-advancing telescopes, robots, and other tools, astronomers of the future are sure to find out.

Related Topics

• SOLAR SYSTEM
• SPACE EXPLORATION
• PLANETARY MOONS

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solar system

Introduction.

The solar system itself is only a small part of a huge system of stars and other objects called the Milky Way galaxy . The solar system orbits around the center of the galaxy about once every 225 million years. The Milky Way galaxy is just one of billions of galaxies that in turn make up the universe .

At the center of the solar system is a star called the Sun . It is the largest object in the solar system. Its diameter, or distance through its center, is 865,000 miles (1,392,000 kilometers). In addition, the Sun contains more than 99 percent of all the material in the solar system. The Sun is a very hot ball of hydrogen and helium gases. It has a temperature, at its core, of more than 28,080,000° F (15,600,000° C). It constantly changes the hydrogen in its core into helium. This process gives out huge amounts of radiation, or energy. Living things on Earth depend on this energy, in the form of light and heat.

The Solar Wind

The gases that surround the Sun shoot out a stream of tiny particles called the solar wind. It flows outward through the whole solar system. The solar wind is what causes auroras, or displays of colored light in the night sky in parts of Earth. In the Northern Hemisphere these auroras are called the northern lights.

The Planets

Scientists used to call Pluto the ninth planet. But in 2006 scientists decided that several objects in the solar system, including Pluto, should be called dwarf planets.

Millions of small chunks of metal and rock called asteroids also orbit the Sun. Most asteroids are found in a ring between Mars and Jupiter. They are believed to be debris, or bits of material, left over from collisions between other bodies in the solar system. The largest asteroids are hundreds of miles in diameter, but most are much smaller. Small asteroids regularly fall to Earth or burn up in the sky as glowing meteors .

Comets are small chunks of dirt and ice. Billions of them orbit the Sun in very long paths shaped like ovals. When they are closest to the Sun, the Sun’s radiation causes them to glow. Most comets are too small or too distant ever to be seen from Earth. Comets come from two parts of the outer solar system: the Kuiper Belt and the Oort Cloud.

Outer Regions

Beyond Neptune lies the Kuiper Belt, a flat ring of millions of small, icy objects. These objects orbit the Sun at a very great distance. They are mostly 30 to 50 times farther from the Sun than Earth is.

At the outer reaches of the solar system is the Oort Cloud. It is a huge cloud of countless small, icy objects. The Oort Cloud surrounds the rest of the solar system.

How the Solar System Was Formed

The solar system was formed about 4.7 billion years ago. It probably started as a loose cloud of gas and dust. Scientists think that a force called gravity pulled parts of the cloud together into clumps. The largest clump was squeezed together so tightly that it got very hot. This clump eventually became the Sun. Over millions of years the other clumps became the planets. The Sun’s strong gravity eventually pulled the planets into their orbits. Over time some of the leftover clumps became asteroids, comets, and other small, icy objects.

Exploring the Solar System

In 1957, the Soviet satellite Sputnik 1 became the first human-made object to orbit Earth. Since then, scientists have sent many spacecraft to explore various parts of the solar system. Spacecraft have carried astronauts into orbit around Earth, to the moon , and to human-made space stations. Other spacecraft, called probes, have carried cameras and scientific equipment but no astronauts. Space probes have landed on the planets Mars and Venus, on asteroids, and on Titan, which is one of Saturn’s moons. In addition, space probes have flown past all the planets in the solar system. They have taken many photographs and collected much valuable information.

Other Planetary Systems

The solar system is also known as a planetary system. Since the 1990s scientists have found many planetary systems beyond our solar system. In these systems, one or more planets orbit a star—just as the eight planets in our solar system orbit the Sun. These planets are called extrasolar planets. Finding other planetary systems is not easy, however, because extrasolar planets appear much dimmer than the stars they orbit. As space probes travel farther away from Earth, they are likely to discover more extrasolar planets.

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Solar system.

This lesson is designed to help students understand that “the orbits of Earth around the sun and of the moon around Earth, together with the rotation of Earth about an axis between its North and South poles, cause observable patterns.

Grade Level: K - 2nd

Length of time: about 45 minutes, sponsored school(s), objectives & outcomes.

Students will be able to spell and recite the eight planets of our solar system, list the main components of our solar system, and demonstrate the movement of these components in our solar system.

Materials Needed

• poster paper
• white board
• dry erase markers
• The Magic School Bus: Lost In The Solar System by Joanna Cole and Bruce Degen

Opening to Lesson

Students give ideas and participate accordingly, as I fill out the blank K-W-L organizer as a whole class, using large chart paper.

Body of Lesson

Direct teaching.

Move to the reading area of the room (floorrugspecific corner, etc) Read aloud to the class. The Magic School Bus: Lost In The Solar System by Joanna Cole and Bruce Degen

(CFU: Ask questions throughout or after reading the book, in order to keep their attention and assess what they understand)

Guided Practice 1

Model the rotation and revolution of the planets around the sun. (Use a large sheet of paper or poster board that can hang around the students necks… label each with the name, a picture, and a fact or two so that students can know the spelling as well as visualize the planets.

Have one student spin in the middle (sun) as other students (planets) spin as they go around the sun. Have students rotate and revolve at different speeds to show there are differences in the planets’ orbits and rotations.

(CFU: Use students to represent the sun and planets… so to know students understand.)

Guided Practice 2

Teach students a mnemonic device about the solar system to help them learn the names of the planets. Have students make a mnemonic flip sheet: Lift the flap to view the Planet name. “My Very Excited Mother Just Served Us Nachos.”

(CFU: Walk around the class as students create their flip sheet and recite the mnemonic device aloud to their partner while their partner says the corresponding planet.)

Independent Practice

Make a model of the solar system: Have students dip their paintbrush in the paint and then quickly run their index finger along the bottom of the bristles to splatter the paint onto the paper. This creates a background that looks like stars. While these are drying, have students color and cut out the sun and planets from the solar system template and glue

Cut a piece of black cardstock into two 4x12 inch strips. Glue or tape the two strips together end-to-end to create a long piece. Mix white (or glow in the dark) paint with a small amount of water to thin the mixture.

(CFU: Display the finished models or staple the two ends together to form a fun circular hat for students to wear)

Pair share with their table partner, then a few select groups (or all!) can present to the class as a whole.

Assessment & Evaluation

Through guided questions, close monitoring and informal observation; the teacher will be able to assess student’s ability and understanding of the subject being introduced. Through individually assessing during independent practice and reviewing during guided practice the teacher will be able to evaluate students.

Modification & Differentiation

Students may work in groups or individually in order to complete their solar system assignment. In order to accommodate for all students, allow extra time to review for lower students and extra worksheets to occupy the time of advanced students.

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Solar System

Solar System explores the world around Earth, particularly the planets and the asteroid belt. Students will discover interesting facts about each planet, including their orbit and rotation times and the elements from which they are made. They will also learn the order of the planets and be able to compare and contrast them.

The “Options for Lesson” section provides several suggestions for alternative or additional things to do during the lesson. One such suggestion is to have students use a multimedia presentation, such as PowerPoint, to present the information they researched for the second activity.

Description

Additional information, what our solar system lesson plan includes.

Lesson Objectives and Overview: Solar System teaches students about the eight planets and other parts that compose our solar system. Students will discover facts about each of the planets and learn about the asteroid belt between Mars and Jupiter. This lesson is for students in 4th grade, 5th grade, and 6th grade.

Classroom Procedure

Every lesson plan provides you with a classroom procedure page that outlines a step-by-step guide to follow. You do not have to follow the guide exactly. The guide helps you organize the lesson and details when to hand out worksheets. It also lists information in the yellow box that you might find useful. You will find the lesson objectives, state standards, and the number of class sessions the lesson should take to complete in this area. In addition, it describes the supplies you will need as well as what and how you need to prepare beforehand.

The Solar Systems lesson plan requires quite a few extra supplies and some preparation. In addition to the handouts, you will need compasses, string, plain white paper, glue or tape, black construction paper, scissors, rulers with millimeter units, and other supplies students would need for their planet presentations. You also need to ensure they have access to the internet or other sources for research purposes.

To prepare for the lesson, create labels for the eight planets, the sun, and the asteroid belt. Locate an area to do a scale model of planet distances from the sun, such as a large field near the school. Collect compasses and string to draw circles with, and create a scale model of the sun to display in the classroom. Alternatively, you could ask for a student volunteer to create it during the lesson using yellow paper. Make sure the “sun” is 54.8 inches in diameter.

Options for Lesson

The “Options for Lesson” section of the classroom procedure page lists several suggestions for additional activity, alternate ways to approach aspects of the lesson, and so on. Most of the suggestions relate to the activities specifically. Students could work alone for one or both activities if you prefer. You could also eliminate one of the activities if you don’t have time to do both. For the second activity, you may want students to turn in their work rather than present them to the class. Alternatively, you could require students present during the second activity using PowerPoint or similar presentation software. One option that doesn’t relate to the activities suggests making Step 16 of the classroom procedure guide a writing assignment rather than just a discussion point to wrap up the lesson plan.

Teacher Notes

The paragraph on the teacher notes page provides an extra bit of information or guidance as you prepare. It suggests you take advantage of the abundance of information online about the solar system. It advises you to make this lesson as hands-on and creative as possible to fully engage students as they learn. Use the blank lines on this page to write down any other ideas or thoughts you have before delivering the lesson to your students.

SOLAR SYSTEM LESSON PLAN CONTENT PAGES

Introduction.

The Solar System lesson plan has two pages of content. The lesson introduces the topic by describing how many stars are visible in the night sky. These stars are millions and millions of miles away. They are all part of other solar systems, not ours. A solar system includes a sun (which is a star itself) and the planets and other objects that travel around it.

Our sun is a star just like all the others in the night sky. The sun is far closer to the Earth, which is why it is so much bigger and brighter than the others. It is mostly a big ball of gases, which includes hydrogen and helium. The planet that orbits closest to the sun is Mercury. The next one, and the hottest of the eight planets, is Venus. Following Venus are Earth, Mars, Jupiter, Saturn, Uranus, and Neptune.

Speaking of orbits, an orbit is the path a planet takes when traveling around the sun. It takes on more of an oval shape than a perfect circle. Not every planet’s orbit takes the same amount of time. For Earth, it takes about 365 days to orbit the sun, which is why we consider one year to be 365 days long.

A Year and a Day

A year for Earth is not the same as a year for other planets in the solar system if a year equates to the time it takes a planet to completely orbit the sun. However, it is useful to compare the orbits of other planets using what we call Earth years and days. The lesson provides a chart that lists the planets’ orbits using Earth days and years as the unit of measurement.

Mercury’s orbit takes 88 days total. That means that it orbits the sun just over four times in a single year. It takes Venus 224 days to completely orbit the sun, and Mars takes 687 days. The outer four planets take much longer. Jupiter’s orbit is 11.8 years, Saturn’s is 29.6 years, and Uranus’ is 84.3 years. Neptune takes the longest at 165 Earth years! The further away the planet is from the sun, the longer it takes that planet to orbit the sun.

The lesson then provides students with a chart of the planets’ daily rotation times. The amount of time a planet takes to rotate on its axis differs from other planets just as its orbit does. This amount of time is what we consider the length of a day. For Earth, of course, it takes 24 hours to spin on its axis in a full rotation. Again, the length of a “day” for other planets is not the same as it is for Earth, but the lesson compares each planet’s day using Earth’s time units.

Mercury takes 60 whole days to rotate once around its axis. Venus takes 243 days. Students may recognize at this point that a day for Venus is actually longer than a year! Mars takes about the same time as Earth. It rotates fully in 24.3 hours. Jupiter only takes 9.8 hours. Saturn spins completely around on its axis in 10.2 hours. Uranus spins in 17.1 hours, and Neptune takes 16 hours. This time, the further a planet is from the sun, the less time it takes to rotate (except for Neptune).

Other Cool Facts about the Solar System

The last page describes the types of planets that our solar system contains. Our planets come in different sizes and are comprised of various substances. The four inner planets are made of rock that contains many different minerals. The four outer planets, on the other hand, are mostly made up of gases. Jupiter specifically is mostly helium, hydrogen, and water. The outer planets also have rings that encircle them.

Students will learn a little about other objects that float around in the solar system. Six planets have moons, for instance. A moon is an object in space that orbits another body (like a planet) in space. Earth only has one moon, but other planets have many more.

The asteroid belt is another interesting feature of our solar system, located between the orbits of Mars and Jupiter. It contains thousands and thousands of asteroids, which are space rocks that scientists believe are leftovers from the beginning of the solar system. Some are very large and can be miles and miles across, but most asteroids are small.

Here is a list of the vocabulary words students will learn in this lesson plan:

• Star: a big ball of gas burning in space
• Orbit: the path a planet takes to travel around the sun
• Moon: a celestial object (object in space) that orbits another body in space
• Asteroid belt: a belt of tons of asteroids that float between the orbits of Mars and Jupiter
• Asteroid: a space rock that scientists believe are leftover pieces of rock from the beginning of the solar system

SOLAR SYSTEM LESSON PLAN WORKSHEETS

The Solar System lesson plan contains three worksheets—two activity worksheets and a homework assignment—and an address card. The worksheets will help students solidify the concepts they learned about throughout the lesson. The address card is for the opening of the lesson. The guidelines on the classroom procedure pages explain when to hand out the worksheets to the class.

COMPARING PLANET SIZES ACTIVITY WORKSHEET

For this activity, students will work with a partner to create a poster that shows the different sizes of the planets in the solar system. First, they will draw the circles to the scale on the right side of the worksheet. Then they will cut out each circle and glue them onto black construction paper in order. Then, they will label the planets and title the poster. Finally, they will answer four questions on the second worksheet.

PLANET RESEARCH ACTIVITY WORKSHEET

For the next activity, students will work with a partner to research a specific part of the solar system. You will assign each group a specific piece of the solar system to research and present on. The worksheet lists the instructions and provides a number of data points that the students should include in their presentations. They will need to be creative, rather than simply gathering the information and reading it off to the class.

SOLAR SYSTEM CROSSWORD PUZZLE HOMEWORK ASSIGNMENT

The homework assignment requires students to solve a crossword puzzle. There are 19 words and descriptions in total.

Worksheet Answer Key

The lesson plan document provides an answer key for the homework worksheet near the end. It provides the answers in red to make it easy to compare with students’ responses. If you choose to administer the lesson pages to your students via PDF, you will need to save a new file that omits this page. Otherwise, you can simply print out the applicable pages and keep this as reference for yourself when grading assignments.

ADDRESS CARD

There is an address card at the very end PDF that you will use at the beginning of the lesson. Follow the instructions on the classroom procedure page for guidance.

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Solar system

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Unit 4: Our Solar System & Earth

About this unit.

Billowing clouds of matter spun around and around our young Sun, gradually forming just about everything in our Solar System – from meteors and asteroids to all the planets and moons. One planet in particular would enable the creation of even more remarkable complexity.

Earth & the Formation of Our Solar System | 4.0

• ACTIVITY: Planet Card Sort (Opens a modal)
• WATCH: Unit 4 Overview (Opens a modal)
• ACTIVITY: Unit 4 Vocab Tracking (Opens a modal)
• WATCH: Threshold 4 — Earth & Solar System (Opens a modal)
• ACTIVITY: Threshold Card —Threshold 4 Earth & the Solar System (Opens a modal)
• WATCH: How Did Earth and the Solar System Form? (Opens a modal)
• READ: How Our Solar System Formed (Opens a modal)
• READ: The Rocket Scientist - Mary Golda Ross: Graphic Biography (Opens a modal)
• READ: Gallery — Earth & Solar System (Opens a modal)
• Quiz: Earth & the Formation of Our Solar System 17 questions Practice

What Was Young Earth Like? | 4.1

• ACTIVITY: DQ Notebook 4.1 (Opens a modal)
• WATCH: What Was The Young Earth Like? (Opens a modal)
• WATCH: Earth and the Early Atmosphere (Opens a modal)
• ACTIVITY: Infographic — Chemical Abundances: Earth’s Crust (Opens a modal)
• ACTIVITY: Infographic — Chemical Abundances: The Sun (Opens a modal)
• ACTIVITY: Infographic — Chemical Abundances: The Universe (Opens a modal)
• ACTIVITY: This Threshold Today (Opens a modal)
• ACTIVITY: Evaluating Writing (Opens a modal)
• Quiz: What Was Young Earth Like? 12 questions Practice

Why Is Plate Tectonics Important? | 4.2

• WATCH: The Solar System & the Earth (Opens a modal)
• WATCH: Our Shifting Globe (Opens a modal)
• READ: Why We're All Lava Surfers (Opens a modal)
• Quiz: Why Is Plate Tectonics Important? 15 questions Practice

Ways of Knowing: Our Solar System and Earth | 4.3

• ACTIVITY: DQ Notebook 4.3 (Opens a modal)
• WATCH: Introduction to Geology (Opens a modal)
• READ: Alfred Wegener and Harry Hess (Opens a modal)
• ACTIVITY: Claim Testing – Geology and the Earth’s Formation (Opens a modal)
• READ: A Girl Talk Geological Revolution - Marie Tharp: Graphic Biography (Opens a modal)
• READ: Eratosthenes of Cyrene (Opens a modal)
• WATCH: Introduction to the Geologic Time Chart (Opens a modal)
• READ: Principles of Geology (Opens a modal)
• ACTIVITY: What Do You Know? What Do You Ask? (Opens a modal)
• READ: The Universe Through a Pinhole — Hasan Ibn al-Haytham (Opens a modal)
• READ: Gallery — Geology (Opens a modal)
• Quiz: Our Solar System and Earth 12 questions Practice
• Glossary: Our Solar System & Earth (Opens a modal)
• Guide, Slides, and Text Reader (Opens a modal)
• Vocab Guides (Opens a modal)
• Video Transcripts (Opens a modal)
• Google Docs (Opens a modal)

Browse Course Material

Course info.

• Prof. Richard Binzel

Departments

• Earth, Atmospheric, and Planetary Sciences

As Taught In

• Planetary Science
• Astrophysics

Learning Resource Types

The solar system, assignments, sample problem sets.

The assignments are due in the sessions noted in the table.

You are leaving MIT OpenCourseWare

1. Learn about sizes and distances in our solar system

2. decide what kind of model you want to build, 3. choose where your model solar system will go, 4. calculate scale distances, 5. calculate scale planet sizes, 6. calculate combined scale distance and planet size, 7. create and display your model, 8. make a solar system on a string (scale distance model), 9. solar system on the sidewalk (scale distance and/or size model), 10. solar system in the yard (scale distance model).

Learning Space

Teachable Moments

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Make a Scale Solar System

Have you ever wondered about the sizes of planets in the solar system or the distances between them? In this project, you will create your own scale model of the solar system by learning how to calculate scale distances, the relative sizes of planets, or both. Then, use beads and string , sidewalk chalk , or your own creative choice of materials to build a model you can explore – or maybe even wear!

Materials of your choice for building your model (e.g., beads and string; chalk; distance markers, such as cones, ground stakes or popsicle sticks). See steps for more info.

Ruler with centimeter markings OR measuring tape

(Optional) Spreadsheet software (e.g., Excel or Google Sheets)

(Optional) Calculator

Distances in the solar system can be huge! The distance from the Sun to Neptune is nearly three billion miles (four billion kilometers). Because the distances between planets are so great, astronomers sometimes describe distances in terms of astronomical units (AU). One AU is equal to the average distance between the Sun and Earth, about 93 million miles (150 million kilometers). This allows scientists to describe and calculate distances more efficiently. For example, instead of saying, "Mars is 130 million miles from the Sun," scientists can say, "Mars is 1.5 AU from the Sun."

It's not just the distances between planets that are large. There are also huge differences in the size of each planet. Because of this, it can be difficult or even impossible to display both planet size and distance accurately, especially in smaller scale models like an image.

Watch this video about the size of planets and the distances between them to see how far they are from each other, how they differ in size, and how difficult it is to display both their size and distance accurately.

Watch en Español: Seleccione subtítulos en Español bajo el ícono de configuración. | Watch on YouTube

More solar system size and scale resources:

• Solar System Sizes and Distances reference guide – download PDF
• Solar System Trading Cards

Decide if you want your model to show scale planet sizes or the scale distances between planets. You can combine a planet-size model of one scale with a distance model of another scale. But if you want size and distance to be the same scale, you’ll need to spread your model across at least half a mile! See Step 6 for instructions on building a combined size-and-distance model.

Pick a place to set up your solar system model. This could be across a bedroom wall, along the floor of a hallway or large room, outside in a yard, or down a sidewalk.

Keep your choice in mind as you calculate the size of planets and distances between them in the next steps. You'll need to have enough materials, and your model will have to fit within the place you choose.

Instructions for building a model out of beads and string , sidewalk chalk , or yard markers are included below, but you can use any materials or any space you like!

If you're making a scale-distance model, keep reading for two different methods of calculating scale distances. For a scale-size model, skip to Step 5.

Calculate manually:

• Download the distance calculation chart ( DOCX ).
• Multiply the scale factor on the chart by the distance to each planet in astronomical units (AU). Note: When using the suggested 10 centimeters per 1 AU, you’ll need about 10 feet between the Sun and Neptune. If you want your model to span a longer or shorter distance, you can change the scale value accordingly.

Calculate using a spreadsheet:

• Download the Scale Distance spreadsheet ( XLSX or CSV ).
• Create a formula in your spreadsheet that will calculate the distance from the Sun to each planet (in centimeters) in your model. The formula should multiply the AU value by the number of centimeters you want each AU to represent, your scale value.
• A spreadsheet multiplication formula follows this format: =B3*10, where B3 is the cell with a planet’s AU distance and 10 is the scale value. B refers to the cell column and 3 refers to the cell row.

Try different scale values to make your scale model span a shorter or longer distance, depending on where you want to place it.

Once you've done your calculations, go to Steps 8-10 for a few different ideas for creating and displaying your model. You can also come up with your own creative display using your choice of materials. 

If you're making a scale-size model, keep reading for two different methods of calculating the scale sizes of the planets. For a scale-distance model, see Step 4 above.

• Download the size calculation chart ( DOCX ).
• Choose the size (diameter) you want Earth to be in your model (for example 1 cm).
• For each planet, multiply the size you chose for Earth by the multiplier value on the chart. The multiplier is a planet’s size compared with Earth. This will give you the scale size of each planet.
• Download the Scale Size Calculator spreadsheet ( XLSX or CSV ).
• Choose the size (diameter) you want Earth to be in your model (for example 10 cm).
• Create a formula in your spreadsheet that will calculate the diameter of (distance across) each planet in centimeters. The formula should multiply the size you chose for Earth by the multiplier value for each planet. The multiplier is a planet’s size compared with Earth.
• A spreadsheet multiplication formula follows this format: =B3*10, where B3 is the cell with a planet’s multiplier (its size compared to Earth) and 10 is the size you chose for Earth. B refers to the cell column and 3 refers to the cell row.

Try different values for Earth to make your scale planets larger or smaller depending on the materials you have available to represent the size of each planet.

Once you've done your calculations, go to Step 9 to find out how to make a sidewalk chalk scale model. You can also come up with your own creative display using your choice of materials.

If you are interested in a more accurate way to represent the solar system and have a lot of space (at least half a mile!) to work with, try making a model of the solar system that displays distance and planet size at the same scale. Otherwise, skip this step.

• Download the Scale Size and Distance Spreadsheet ( XLSX  or  CSV ) or the Solar System Sizes and Distances reference guide if calculating manually.

Scale Diameter / Scale Distance = Actual Diameter / Actual Distance | + Expand image

Scale Diameter (Actual Distance) / Actual Diameter = Scale Distance | + Expand image

In this example, the spreadsheet function divides the product of Earth’s scale diameter (B5) and actual distance from the Sun (E5) by Earth’s actual diameter (D5) using =(B5*E5)/D5 to find the scale distance from Earth to the sun. | + Expand image

Scale Planet Diameter / Scale Earth Diameter = Actual Planet Diameter / Actual Earth Diameter | + Expand image

In this example, the product of the scale diameter of Earth (B5) and the actual diameter of Mars (D6) is divided by the actual diameter of Earth (D5) using =(B5*D6)/D5 to find the scale diameter of Mars. | + Expand image

Scale Planet Distance / Scale Earth Diameter = Actual Planet Distance / Actual Earth Diameter | + Expand image

In this example, the spreadsheet function calculates the product of the scale diameter of Earth (B5) and the actual distance to Mars (E6) divided by the actual diameter of Earth (D5) using =(B5*E6)/D5. | + Expand image

• Repeat the previous steps for the remaining planets.
• Use a ruler, compass, string, protractor, or another tool to draw circles of appropriate sizes for each planet. You can color the circles to resemble the planets’ appearances.
• Using online mapping software, such as Google or Bing maps, right-click on the location that represents the Sun (e.g., your home) and click “measure distance” to identify where the scale planets should go. Depending on the calculated size of the scale model, you may want to check with neighbors and friends to see if they can host the more distant planets in your scale model.

Now it's time to create your model! There are lots of ways you can create and display your scale solar system. With your measurements calculated, choose one of the options below, or come up with your own.

Tie colored beads onto a string to make a scale model of the distances between planets in the solar system. You can wear your model or even display it on a wall.

• String (enough to span the distance to Neptune, plus an extra 30 cm)
• Beads, washers, or some other object to mark the distance to each planet on the string
• Calculated distances from Step 4
• Measure and cut a piece of string about 30 cm longer than the distance you calculated from the Sun to Neptune.
• Tie a bead representing the Sun to one end of the string using a double knot. If you don’t have beads, you can tie metal washers to the string, attach planet cutouts or trading cards, or simply use tape to mark the location of the Sun.
• Using the distances (in centimeters) that you calculated, measure the distance from the Sun on the string to each planet and tie a colored bead in place using a double knot. If you can, choose beads that are the colors of the planets and the Sun.
• Once you have attached all your beads or marked your planets on the string in some way, straighten out the string to see your scale solar system!

Use chalk to make a walkable scale model of the distances between planets and/or the sizes of planets in the solar system. Invite your family and friends to take a walk through your scale model.

• Sidewalk chalk
• Calculated distances from Step 4 or distances and sizes from Step 6
• Use sidewalk chalk to draw the Sun on the ground.
• Measure the distance you calculated to each planet and draw them at their scale distances.
• If you calculated the planet sizes compared with each other, measure those sizes as you draw them, giving your planets the correct diameter.
• You can draw your planets all along a single straight line from the Sun, but if you have enough space, consider drawing them at their correct distance in different spots in orbit around the Sun.

Use distance markers like cones or popsicle sticks in your yard or an open area to create a scale model of the distances between planets in the solar system.

• Popsicle sticks, cones, or other objects to mark distances
• Use distance markers like cones, ground stakes, or popsicle sticks to mark the locations of the planets at the distances you calculated.
• Attach drawings or cutouts of the planets to their markers.

Final Assignment

In this lesson, you have explored the composition of the solar system and examined the role of gravity in the motions of the planets. You have also investigated how scaling can help to bring the vast size of the solar system into perspective. You will now complete a final project that shares what you have learned.

Begin by reviewing your notes. Click "My Work" above and view or print out the screen that pops up.

Then, select one of these four assignments to complete:

• Create a scale model of the sizes of planets. Research the sizes of planets and choose a scaling factor to create a model of their relative sizes using everyday objects such as balls or food.
• Create a scale model of the distances to the planets. On a map, mark the location of your school as the Sun and then figure out where to place the planets. Research the distance to the Sun from each planet and choose a scaling factor to determine the model distances.
• Choose a planet or moon to study. Create a poster that presents facts about the planet and models it to scale. For example, model its surface features, interior structure, or relative size compared to another object. 
• Create a travel brochure for one of the planets. Research the planet and prepare a tri-fold brochure that advertises the planet. Be creative in your presentation but be sure to include relevant facts and use comparisons and scaling to make the descriptions more relatable.

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D-backs prospects who impressed in first half

Steve Gilbert

This story was excerpted from Steve Gilbert’s D-backs Beat newsletter. To read the full newsletter, click here . And subscribe to get it regularly in your inbox.

PHOENIX -- The D-backs were excited when they acquired right-hander Cristian Mena from the White Sox in exchange for outfielder Dominic Fletcher on Feb. 3.

The D-backs liked -- and still like -- Mena’s power stuff. And when evaluating his or any other pitcher’s performance at Triple-A Reno, you have to look beyond the ERA. In the hitter-friendly Pacific Coast League, the ball flies out of the ballpark.

“We felt like it was an opportunity to get a young starting pitcher,” D-backs GM Mike Hazen said at the time of the trade. “Once they sort of break out and get to the Major League level and play and play well, you have no chance to get them. We felt like this was an opportunity for us to add a really young starting pitcher [who has] already been to Triple-A, and we think he has really good stuff.”

Of course, at the time of the trade, the D-backs were feeling pretty good about their big league rotation. It was going to feature Zac Gallen, Merrill Kelly, Eduardo Rodriguez and Brandon Pfaadt, along with one pitcher to be chosen from a group of young arms. When they signed Jordan Montgomery to a one-year deal on March 29 , it looked like they had an embarrassment of riches and that Mena (the D-backs' No. 11 prospect , according to MLB Pipeline) might spend the entire year at Reno honing his craft.

But injuries to the D-backs' rotation, including Montgomery -- who went on the 15-day injured list on Tuesday with right knee inflammation -- opened the door for Mena, who is expected to make his Major League debut on Wednesday at Dodger Stadium. And keep an eye on No. 16 prospect and Double-A Amarillo starter Yilber Diaz, who is rising in the pecking order.

Mena was a candidate to be the top performer for Reno for the first half of the season, but the selection is catcher and No. 27 prospect Adrian Del Castillo .

Del Castillo, whom the D-backs selected in the second round of the 2021 MLB Draft out of the University of Miami, has risen steadily through Arizona's farm system and is knocking at the door of the big leagues.

Del Castillo has a .329/.401/.608 slash line and has hit 30 doubles, three triples and 16 home runs in 76 games with Reno.

That's 2️⃣B number 3️⃣0️⃣ for Adrian Del Castillo before the calendar hits July 🤯 pic.twitter.com/Z4I0fAaMD3 — Reno Aces (@Aces) June 30, 2024

“He’s had a really good season for himself,” Hazen said. “Offensively, he’s smoked the ball all year, so that’s good to see. He certainly has an offensive component. At some point, if he keeps doing this and we need to make more changes, he’s going to get a look [in the big leagues]. Defensively, he’s done a good job. He needs to improve some of the throwing stuff and blocking; I think he’s done a good job receiving.”

The D-backs are set at starting catcher right now with Gabriel Moreno, but they designated for assignment veteran backup Tucker Barnhart on Tuesday and promoted Jose Herrera to the big leagues on June 22.

Double-A Amarillo: 1B Deyvison De Los Santos (D-backs' No. 14 prospect)

Yes, I’m aware that De Los Santos is with Reno, but he started the year at Amarillo and has played more games there, so he gets the nod.

De Los Santos slashed .372/.426/.696 in 38 games with the Sod Poodles, and his promotion to Triple-A on May 21 hasn’t appeared to faze him. De Los Santos has a .315/.361/.658 slash line in 37 games with Reno.

“He doesn't waste at-bats,” D-backs farm director Shaun Larkin said. “If he chases out of the zone, he's able to rebound within the at-bat and finish it off with two strikes. And when he hits it, he crushes it.”

The D-backs are fortunate to still have De Los Santos in their system. He was picked by the Guardians in the Rule 5 Draft on Dec. 6 but was returned to Arizona on March 23.

High-A Hillsboro: RHP Joe Elbis

The 21-year-old from Venezuela made 14 starts for Hillsboro last year after opening the 2023 season at Single-A Visalia. He’s continued to make strides in his development this year.

In 13 starts for the Hops, Elbis has a 1.99 ERA and has allowed just 57 hits in 77 innings.

“He's kind of under the radar, but man, he's quietly doing a great job,” Larkin said. “He's got a nice pitch mix, he moves the ball around the zone and [he] is one of those guys that limits hard contact.”

Spencer Giesting deserves a mention here as well. He compiled a 1.50 ERA in 10 starts with Hillsboro before being promoted to Amarillo on June 18.

Have the latest news, ticket information, and more from the D-backs and MLB delivered right to your inbox.

Single-A Visalia: OF Druw Jones

Jones was selected by the D-backs with the second overall pick in the 2022 MLB Draft , and injuries have hampered him since.

This year, though, he’s been healthy. And after a slow start at the plate, he has really picked it up. Jones (D-backs' No. 3 prospect , No. 79 overall ) is slashing .267/.384/.397 in 64 games. Defense has never been an issue for Jones, who is an outstanding center fielder.

“He’s only 20 years old, and he's had a good year,” Larkin said. “Especially coming off the past year, with the injuries and just all the stuff he’s dealt with with the hype and everything else. He’s just kind of settled in and had a good, quality first half, and he’s only getting better.”