Unit:  The Solar System

Lesson 3:  Building a Scale Model

Problem Solving

Grade:  3

 

 

MST State Standards:

  • Standard 3:  Mathematics- Measurement

5.      Students use measurement in both metric and English measure to provide a major link between the abstractions of mathematics and the real world in order to describe and compare objects and data.

o       Understand that measurement is approximate, never exact.

o       Collect and display data.

o       Use statistical methods such as graphs, tables, and charts to interpret data.

·         Standard 4: Science

      Physical Setting

1.      The Earth and celestial phenomena can be described by principles of relative motion and perspective.

o       1.1a. Natural cycles and patterns include:

ü      Earth spinning around once every 24 hours (rotation), resulting in day and night

ü      Earth moving in a path around the Sun (revolution), resulting in one Earth year

ü      The length of daylight and darkness varying with the seasons

ü      Weather changing from day to day and through the seasons

ü      The appearance of the Moon changing as it moves in a path around Earth to complete a single cycle

o       1.1b. Humans organize time into units based on natural motions of Earth:

ü      Second, minute, hour

ü      Week, month

o       1.1c. The Sun and other stars appear to move in a recognizable pattern both daily and seasonally.

 

Integrated Standards:

  • ELA Standard 1:  Students will read, write, listen, and speak for information and understanding.

1A.  Students gather and interpret information from children's reference books, magazines, textbooks, electronic bulletin boards, audio and media presentations, oral interviews, and from such forms as charts, graphs, maps and diagrams.

1D.  Students ask specific questions to clarify and extend meaning.

Unifying Idea(s) or Dimension(s):

  • History and Nature of Science Standard
  • Systems
  • Models

 

Objectives:  SWBA to…

  • Measure distances
  • Build a scale model of the solar system
  • Model the distances of planets
  • Name the planets in distance order

Aim:

  • How large is our solar system?

Materials:

  • The Magic School Bus: Lost in the Solar System by Joanna Cole and Bruce Degen
  • Smartboard
  • Planet data chart
  • Large beach ball or aerobics ball to represent the sun
  • Nine smaller dots/objects/hotspots to represent the planets
  • Meter stick
  • Self assessment

Safety Procedures:

  • No safety procedures necessary.

Assessment:

  • Students will be informally assessed while making the scale model of the solar system by having them calculate the answer to the next step in the model.  The teacher will also skim their calculations in their notebooks later to make sure they are correct.
  • Students will also have a self assessment to complete, which will be reviewed by the teacher.

Procedure (5-E Cycle):

Engage and Explore:

  1. The teacher will begin by continuing the reading of The Magic School Bus: Lost in the Solar System.  The quick facts in the book will help to give students an idea about time and distance in space.  It will also help to review the planets following their last assignment which was the webquest.
  2. Students will already have some prior knowledge about the planets due to the previous lessons.

Explain:

  1. After the reading, the teacher will explain to the class what an astronomical unit is (the average distance between the sun and the Earth.)  The smartboard will be used to display a data chart of the planets and their conversion distances from the sun.
  2. As well as displaying the astronomical units, the chart will also convert those measurements to centimeters to be used for the scale model.
  3. The teacher will explain that as a class they will be making a scale model of the solar system.  During this time, the teacher will also explain how making a scale model works, and its purposes. 

Expand:

  1. As a class, everyone will go outside to build the scale model.  It will work best on a field or a playground, but a classroom will work as well.
  2. To begin, a place for the sun will be selected.  Ideally the sun should be placed in the center in order to place planets on all sides of it so that students understand the actual formation of the solar system.
  3. While outside, students will have their notebooks and a copy of the distance chart to determine the placement of the planets.  To begin, students will explain the placement of the first planet, Mercury.
  4. The construction of the model will continue in the same manner for each planet.

Evaluate:

  1. Rather than just looking at the chart for the distances, the teacher will ask questions such as how much further from Mercury is Venus, rather than having to start at the sun again.  This will also have students working and taking part in building the scale model.  They can use the chart to write their equation and solve it in their notebook.
  2. Once students have come to an answer each time, they will take turns using the meter stick to measure out the distances between planets in centimeters.
  3. Throughout the process, students will also have the opportunity to take notes or observations on the model, and write down any questions they might have.

Key Questions:

  • How far do you think Earth is from the Sun?
  • Do you think the Sun is bigger or smaller than most of the planets?

 

Adaptations for Special Need & enrichment differentiation:

  • Balls or other objects will be used rather than flat dots or chalk so that they can be seen by all students from different angles without having to be on top of the location.

Follow-up Assignments:

  • For homework, students will be asked to complete a self assessment of the day’s activity of building a scale model.

Reflection and Revision:

  • In the future to save time, students could calculate the differences of distance between planets ahead of time, rather than taking the time outside to find an answer and then measure it.
  • Students should still be continuing their Phases of the Moon calendar each night at home.