Measuring The Solar System

Measuring the Solar System
Apprenticeship
Measuring the Solar System Apprenticeship

The Measuring the Solar System Apprenticeship is a hands-on curriculum that engages students as young astronomers and challenges them to measure astronomical size and distances for themselves. Apprentices not only learn to appreciate the vastness of the Solar System and the wonders of the Sun, Moon, and planets, but also practice their math, observation, and data analysis skills. The apprenticeship culminates in building a scale model of the Solar System; the WOW! is a presentation of this model to community members. The Measuring the Solar System WOW! in the past has been presented to an audience of physicists from local colleges and universities. The WOW! could also be a presentation to amateur astronomy clubs, college students studying physics and astronomy, and other professors in the math and sciences. Colleges and universities have generally shown enthusiasm in helping to put together an audience and support such a WOW! Basic knowledge of the solar system, geometry, and astronomy concepts are required for the Citizen Teacher leading this apprenticeship. Ideal Citizen Teachers include individuals with a background in math, science or engineering or anyone who is interested in amateur astronomy. A course outline is given on page 3. This is followed by 10 lesson plans. A table of Solar System data is given on page 62.
Citizen Schools Measuring the Solar System Curriculum
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Week
10 Week Apprenticeship Plan Lesson Topic Learning Objectives What will the students learn today? Apprentices will build community within their apprenticeship with their peers Apprentices will understand what a scale model is Apprentices will gain an appreciation of the relative sizes of and distances between the Sun, Moon, Earth and other objects in the Solar System Apprentices will understand how to use observations to make an educated guess Apprentices will continue to build community with their peers and develop teamwork skills by working on measurements and observations in collaboration with one another Apprentices will understand the mathematical concept of a similar triangle Apprentices will be able to describe the size of the sun relative to the size of the Earth and Jupiter Apprentices will measure the size of the sun using the concept of ratios Apprentices will apply math concepts to describe the size of the moon relative to the size of the Earth
Modeling the Solar System
21st Century Skills Covered & Frameworks Addressed 21st Century Skills: Teamwork Data Analysis MA Curriculum Frameworks: Math- 8.N.3. Science- Earth & Space Science Grades 6-8
Activities
Introduction Opening Ritual Setting apprenticeship Learning about Scale Modeling the Solar
System- using an educated guess Models
norms and expectations
Measuring the Size of the Sun
21st Century Skills: Teamwork Data Analysis MA Curriculum Frameworks: Math- 8.M.4 Science- Earth & Space Science Grades 6-8
Reviewing norms and Drawing Similar Triangles Measuring the size of the
sun w/a pinhole viewer expectations
Measuring the Size of the Moon
Phases of the Moon and Distance to the Moon
Apprentices will learn about properties of the moon Apprentices will apply math concepts to measure the distance to the moon Apprentices will understand why the moon has phases Apprentices will demonstrate an understanding of triangulation as an applied math concept to measure distances of distant objects Apprentices will review math concepts of scales and proportion Apprentices will understand the spatial distances between objects in the solar system
TriangulationMeasuring the Distance to a Distant Object
Chalk Model of the Solar System
Why is Pluto No Longer a Planet?
Apprentices will understand characteristics of planets and why Pluto is no longer considered a planet Apprentices will determine the orbital period of Plutos moon Charon
21st Century Skills: Data Analysis MA Curriculum Frameworks: Math: 8.G.1 Science: Earth & Space Science Grades 6-8 21st Century Skills: Teamwork MA Curriculum Frameworks: Math: 8.M.4 Science: Earth & Space Science Grades 6-8 21st Century Skills: Teamwork Data Analysis MA Curriculum Frameworks: Math: 8.M.1, 8.M.4 21st Century Skills: Data Analysis MA Curriculum Frameworks: Math: 8.M.4 Science: Earth & Space Science Grades 6-8 21st Century Skills: Data Analysis
Using a compass Measuring the size of the

moon
Phases of the moon Measuring the distance

to the moon
Math refresher Triangulation in the

schoolyard
Create a chalk model of

the solar system
Compare Pluto to other
Apprentices will review the content and skills, which they have learned in weeks 1-7 and create a scale model of the Solar System with the Sun and Citizen Schools planets scaled to relative sizes Measuring the Solar Apprentices will review the content System Curriculum Final Preparation and skills, which they have learned in for WOW! weeks 1-7 and practice for the WOW! Apprentices will apply the content and skills they have learned by presenting WOW! TIME their model to an audience Making a Scale Model of the Solar System 21st Century Skills: Teamwork Data Analysis Oral Communication 21st Century Skills: Teamwork Oral Communication WOW!
9 10
Page 3 of 60 Dress Rehearsal for

WOW! WOW!
objects beyond Neptune and to the 8 real planets to understand why Pluto is no longer a planet Determine the orbital period of Plutos moon Charon Creating the scale model Choosing topics for the WOW! presentation
WOW! Description: Apprentices will build a scale model of the Solar System based on the size of a scaled Sun (data for a sun scaled to 82 inches is included, but the model can be scaled to any size). They will present this scale model to a potential audience of scientists (physicists, astronomers), and/or college/graduate students with background in math, sciences and engineering, and parents. In their presentation, they will introduce some of the characteristics of the objects in the scale model, and also discuss how the calculations for the scale model were completed. If there is sufficient time, students can also present demonstrations and explanations of everyday phenomena such as why the moon has phases or why is it warmer in the summer than in the winter. The WOW! gives apprentices a chance to demonstrate their knowledge of the solar system, and their ability to make sophisticated calculations about size and distance. In the past, physics and astronomy departments at local universities have hosted the WOW! to great success. If you have a college or university in your local area, do not hesitate to contact the secretaries of the relevant department and introduce the apprenticeship and your work with Citizen Schools. WOW! Stamp of Approval REAL: With the 40th anniversary of the Moon landing, there is increased interest among the public about space and space exploration again. This apprenticeship looks at taken-for-granted phenomena such as the sun is far away and the moon has phases and challenges apprentices to actually make meaning out of those phenomena for themselves. For example, students learn about mathematical principles that allow astronomers to make measurements of distant objects, and they learn about the practical application of otherwise theoretical concepts such as similar triangles. While space exploration seems like its out of this world, even amateurs and apprentices have a role in learning more about the solar system around them! ADDS VALUE: NASA and other space science institutions are actively making efforts to engage the publics interest in space and space exploration. The field is in need of both a human capital pipeline and greater support from the American public for their efforts to explore space. This apprenticeship gives students a chance to experience first-hand the kinds of observations and calculations space scientists make every day, and demonstrate students that they too can do it! PUBLIC: By presenting their model to an audience of parents, professionals, and other students, they demonstrate that they can be experts in a field of knowledge. TEACH BACK: The knowledge gained through their time in the apprenticeship coupled with the WOW! give students a chance to show the high quality caliber of their work and apprentices authentically learn that they are capable of using sophisticated calculations to apply to everyday phenomena.
WOW! Plan
Acknowledgements
This curriculum is an adaptation of the astronomy curriculum created and used by Tony Helies, a longtime Citizen Teacher in the Boston/Massachusetts Region. Tony welcomes current and prospective Citizen Schools Page 4 of 60 Citizen Teachers to use this curriculum, and is also available to serve as a mentor for CTs in Measuring the Solar System Curriculum implementing the lessons and activities. To contact Tony, please e-mail:
tony@helies.com
Lesson 1: Modeling the Solar System- Using an Educated Guess

Introduction:
This is the first module in a 10-part series, and is intended to introduce basic concepts about the solar system and to familiarize students with using educated guesses. This lesson also introduces the concept of showing size and distance through proportional representations.
21st Century Skills:

Teamwork Data Analysis
Snapshot Agenda:
(Hang up as a visual) 5 minutes: Citizen Teacher Introduction 5 minutes: Student introductions 5 minutes- Teambuilder 10 minutes: Astronomy - our goals for the apprenticeship 15 minutes: Opening Ritual- where in the solar system are we? 30 minutes- An educated guess of the Solar Systems size 10 minutes- Teachback 5 minutes- clean-up and look forward to next session & WOW!
Activity 1: Getting to Know Each Other:

(Teambuilder: What get-to-know-you activity will help foster positive relationships and familiarize students with one another?) Ideas for teambuilders connected to this first module include 2 truths and a lie with the Citizen Teacher describing some of his/her career experiences and interests, and students taking turns in guessing the two truths and lie. Students can also introduce themselves and pick their favorite object in the solar system and explain why it is their favorite object to the class.
Activity 2: Setting Expectations:
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Students and the Citizen Teacher together draw up ground rules for the class. This should be done on a big piece of flip-chart paper. The teacher should pick a student volunteer to record. If students are not familiar with ground rules, explain that these are rules for everyone to agree to when they are in the apprenticeship. These rules help the class to function smoothly, and ensure that everyone has a good time while learning new information. Ground rules can including be on time, listen to others, share your ideas, support each other, take chances etc. Ground rules should be a foundation in building a safe, supportive, and challenging learning environment. Approach ground rule setting as a brainstorming activity, and write out everything that students say. These ground rules should be posted up every class, and referred to at the beginning of each apprenticeship. The Citizen Teacher should then review expectations for the class. For this unit on Measuring the Solar System, the Citizen Teacher needs to reinforce that the ultimate goal is to understand how to measure things that cannot be touched, and to learn how to represent them using ratios. This apprenticeship has real world applicability because every day, scientists, geographers, and researchers are having to measure distances that they cannot physically reach.
Key Connections:
Check with Team Leader about what students are currently learning in their school-day classes on space science
Materials:
Portfolio materials: Each student will be given a binder to track their progress in the class. The binder will be used to hold worksheets, handouts, and visuals. It will also serve as a lab notebook to be used during experiments. Standard supplies: 3-hole punch, extra pencils, rulers, lined paper Required visuals for posting: 21st Century Skills list, agenda, ground rules and expectations chart
Learning Objectives:
1. By the end of this session, students will build community and begin to develop relationships with their peers 2. By the end of this session, students will gain an appreciation of the relative size and distances of the Sun, Earth and Moon
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MA Math Curriculum Frameworks 8.N.3 : Use ratios and proportions in the solution of problems, in particular, problems involving unit rates, scale factors, and rate of change. MA Science Curriculum Frameworks Earth and Space Science, Grades 68: Properties and conditions of objects in the solar system and those on Earth. 3. By the end of this lesson, students will know what a scale model is and will understand ratios
Opening Ritual:
The Where in the Solar System Are We opening ritual presents students with striking pictures of the solar system and asks students to determine where they are in the solar system based on their observations. The opening ritual allows the students to see different objects in the solar system from different perspectives, and builds their understanding of the relative sizes of objects in the solar system. The opening ritual also helps students practice observation skills and develops their ability to form hypotheses. Next to each picture are questions you can ask the students and information on the object pictured. To use these pictures, you can either copy and paste them and then enlarge them, or contact Citizen Schools Civic Engagement Team for picture files. Most of the images are public domain and available from NASA and affiliate websites. The first set of pictures includes:
1. What do you think this is a picture of? How do you know? 2. What do you think is happening in the lower right hand corner of the picture? This image was taken through a special filter. It shows a massive flare probably 200,000 miles high, 25 times bigger than the diameter of Earth.
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These are images of the sun and the moon over the horizon. Before showing the picture, ask: Which do you think is bigger? The sun or the moon? Following their answer (they usually say sun) show them this picture and then ask for their answers. Why do they look the same size in the picture? This usually generates a good discussion.
1. What do you think this is a picture of? 2.What do you think that black dot is? 3.What if I told you that the dot is Venus, and that it is passing in front of the sun? What can that tell you about the sun, the earth, and Venus? Venus transit of the Sun: this is Venus passing in front of the Sun. It Happens only every 100 years or so. This photo gives direct evidence that Venus is smaller than the Sun and closer to Earth.
Activity 1: Introducing Scale Models:

Activity materials: 2 toy cars, and 2 toy men, one in correct proportion, and one not (this is to help illustrate models to scale, and models not to scale) Examples of other scale models (e.g. maps) It is important to introduce the idea of scale models early. First, make sure they know what a model is. Using a small toy man, with two model cars, one to scale and one too large, is a good way of introducing the idea of a scale model. Ask students if they have any scale models at home - suggest toys; good examples are dollhouses, dolls, toy cars, etc. A photo of a scale model train set up can also be effective.
Citizen Schools Measuring the Solar System Curriculum Page 8 of 60
Maps are scale models, and are a practical use for scale models. Maps allow you the opportunity to remind kids that a scale model must have the relative sizes correct (i.e. how big Massachusetts is compared to Texas) as well as the distances correct (i.e. how far apart they are). These concepts are important for the foundation of getting students to understand the different ways they will model the Solar System during the apprenticeship. Ask students if they have examples of scale models. Have they ever seen scale models in a museum? Using the toy man, explain that if a mans height is 6 feet or 72inches, and the model is 2 inch tall, then the scale of the model is 36 to 1. That is, every inch represents 36 inches in the real world (adjust these numbers to fit the scale model you are using). Note that the shape of the toy model is correct but the size is smaller. Point out that scale models are often smaller than the real thing, but not always. For example, a scale model of an insect is probably going to be larger than the real thing. Then introduce the concept of ratios. The ratio of the size of a real man and the toy model is the size of the real man divided by the size of the model, i.e. 72/2 = 36. So the ratio of any two numbers is one number divided by the other. Other examples of ratios are batting averages (the number of hits divided by the number of times at bat), and test scores (the number of questions right divided by the number of questions of the test). This is also a good time to introduce the Astronomy WOW! -- building a scale model of the Solar System and discussing it in front of an audience.
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Activity 2: Modeling the Solar System- best guess:

Project: Students will build a model of the Solar System with the Sun, Earth and Moon, based on their best guesses of the relative size and distances of these objects. Project materials: Basketball Tennis balls (2) Golf balls (2) Large marbles (2) Small marbles (2) Pepper corn (2) Mustard seed (2) Salt grains Tape measure
The basketball will serve as the Sun in this scale model (it can be left natural color or painted yellow). Ideally all the other objects should be available in blue (to represent the Earth) and white (to represent the Moon). 1. Discuss the idea of a scale model: doll houses, toy trucks, etc. 2. Tell the students that you would like to build a scale model of the Sun, Earth and Moon, with the Sun the size of a basketball. 3. Set out the blue balls. 4. Ask the students for a show of hands as to which would be the correct size for Earth, starting with the tennis ball. 5. Let t hem know it would be the mustard seed. Lead a discussion of how small the Earth is compared to the Sun. 6. Put the basketball at the front of the room. Ask the kids to stand where they think Earth would be relative to the Sun. Most will stand relatively near the basketball. Tell them the Earth would be around 80 feet away (point to an object 80 feet away down the hall). 7. Now show them the white balls. Most will pick something small for the Moon. Tell them the Moon would be slightly bigger than a grain of salt, and would be about 1 inch away from Earth in this scale. 8. Have a student hold the mustard seed 80 feet from the basketball and the grain of salt 1 inch from the Earth. This is an impressive demonstration of how much empty space there is in the Solar System and what a large percentage of all matter in the Solar System is made up by the Sun.
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Discussion questions: - Did you assume the Sun is bigger than the Earth? If so, why? The Sun certainly looks smaller. -Did you assume the Moon was smaller than the Sun? If so, why? The Moon and Sun appear to be about the same size in the sky. -Did you assume that the Moon is closer to the Earth than the Sun? If so, why? A light bulb which is closer to you is brighter. The Sun is certainly brighter than the Moon, so why don't you think it is closer? -What observations you have made yourself about the Sun, Earth and the Moon (and the stars) which support what you have been taught. -What "facts" about the Sun, Earth and Moon are you accepting on faith? Wrap-up: 1. Connect the discussion questions with the overall goal of the astronomy unit, which is to learn about measuring the Solar System and how to measure things that are too far to get to. 2. Now that students have seen each others educated guesses and they know that if the sun was a size of a basketball (i.e. 9 inch diameter), the Earth would be around the size of a mustard seed. The moon would be slightly larger than a grain of salt. The Earth would be 80.8 feet away from the Sun and the Moon would be a little less than an inch from Earth (.9inch). 3. Give the students a quick way to remember the proportional size of the Earth and the Sun. The sun is approximately 109 times bigger than the Earth, but the students can use 100 as an easy to remember ratio. 4. Explain to the students that the Solar System is largely empty, and that the Sun is over 99% of everything in it!
Teachback / Forecast Next Lesson:

The teachback allows the Citizen Teacher to reinforce the daily learning objectives, and assess that goals were met. Typically this includes guided questions you can ask apprentices to ensure that they have mastered the material presented. 1. Have each student go around the room and discuss one new thing they learned in the class. 2. The Citizen Teacher should also describe one new thing he/she learned, and that may be some interesting facts about the students (students will like this because it proves they were being listened to!)
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3. Foreshadow what will be done during the next module by explaining that the class will be learning how to use mathematical concepts to measure distances between objects you cant reach. 4. What are some daily life examples of scale models and ratios? 5. How big is the Sun compared to the Earth?
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Lesson 2: Measuring the Size of the Sun

Introduction:
Todays lesson will focus on applying the mathematical concepts of similar triangles to measure the size of the sun. The lesson includes a hands-on activity using a pinhole camera to project a miniature image of the sun. Note: This activity requires a very sunny day; the sequence of modules may be switched around to accommodate for this so that it can be done on the first sunny day with little haze. This is one of the more powerful modules. Its best not risk saving this exercise for another day.

Data Analysis Teamwork
Snapshot Agenda:
15 minutes- Opening Ritual 5 minutes- Agenda and objectives 55 minutes- Measuring the Size of the Sun 10 minutes- Teachback 5 minutes- Clean up
1. By the end of this lesson, students will be able to measure the size of the sun by applying mathematical properties of similar triangles. MA Math Curriculum Frameworks 8.M.4: Use ratio and proportion (including scale factors) in the solution of problems, including problems involving similar plane figures and indirect measurement
2. By the end of this lesson, students will be able to describe the size of the sun relative to the size of the Earth and the size of Jupiter. MA Science Curriculum Frameworks Earth and Space Science, Grades 6-8: Properties and conditions of objects in the solar system and those on Earth
Materials:
Portfolio materials: (Team Leader should keep binders) Standard supplies: 3-hole punch, extra pencils, rulers, lined paper
14 Required visuals for posting: 21st Century Skills list, agenda, ground rules and expectations chart
Opening Ritual:
The Where in the Solar System Are We opening ritual presents students with striking pictures of the solar system and asks students to determine where they are in the solar system based on their observations. The opening ritual allows the students to see different objects in the solar system from different perspectives, and builds their understanding of objects in the solar system. The opening ritual also helps students practice observation skills and develops their ability to form hypotheses. You most likely will have a few new students this week. Re-introduce and reinforce the opening ritual by emphasizing that the goals of this apprenticeship is to learn about measuring the solar system, and to do so it helps us each week to look at pictures of the solar system from different perspectives so we can understand how vast it is. What is this a picture of? Where was this picture taken from? How do you know? Why isnt all of the Earth lit up by the Suns light? Explanation: Earth as seen from the Moon. Note that the Earth has phases just like the Moon. What is the big circle you see on the surface of the Moon? (Students often guess volcano, which is incorrect, but a good guess.) How do you think this happened? Can you name all the flying objects in the solar system that might have created this crater? (E.g. asteroids, comets)
Explanation: This is a picture of the Moon with the crater Tycho, formed when an asteroid or comet hit the Moon.
15 What is this a picture of? Where do you think this picture was taken? Can you tell how big it is? What can you say about the size? Explanation: This is the Barrington Crater, Arizona. Students will guess that this is a crater but usually not recognize it is found on the Earth. This opens up a good discussion of why there are many craters on the Moon but not on Earth. (This is due to the Earths atmosphere and the process of erosion.) Explain that todays lesson will be focused on measuring the size of the sun. How can such a large and far-away object be measured indirectly? To do this, students will be using a projection of the sun and mathematical concepts to measure the size of the sun. Reinforce that students should never look directly at the sun.
Introduction:
Activity 1: Similar Triangles:

Materials: 8x11 paper and pencils Protractors Rulers Calculators
This exercise will give students a chance to work with ratios and scale models. The students will also learn to use a protractor and to draw similar triangles. Finally the students will use ratios to predict the length of a side of a triangle without measuring it. 1. Students draw any triangle (using rulers to make straight lines) 2. Students measure the angles with the protractor and mark angles on their drawings (the students will probably not know how to use a protractor, so they must be shown)
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3. Students draw another triangle with the same angles but of different lengths of the sides 4. Explain that triangles with the same angles but different sizes are called similar triangles 5. Have students measure the length of the base of the triangles and the length of one other side (same side for each triangle) marking the measurements on their drawings 6. Have students calculate the ratio of the length of the base and the other side for each triangle and note how the ratios compare 7. Ask if you are given a triangle where you know the length of the base and the angles, can you determine the height? 8. Hand out a sheet with similar triangles with different bases. Have them measure the bases and one side of one of the triangles. Ask the students to predict what the length of the other side of the second triangle would be (without measuring). Compare this to the actual measurement. Note: Because students dont always draw triangles carefully, the measurements may be different than the predicted length. This is a good opportunity to ask the students why this might be so and to discuss precision and accuracy.
Activity 2: Measuring the Size of the Sun:

Materials: Shoeboxes (with cover off), and dowel with two pieces of card stock/index cards/manila folder (the two pieces of cardboard should have a hole at one end so they can hang on the dowel) Pin Inexpensive calculators Worksheets Pencils Sunny day
(It is important to save this activity for a good sunny day. If the day is sunny but hazy, it is difficult to get a good image of the Sun (i.e. a dot of light with crisp edges).
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Students may not have the vocabulary for measuring a circle, and it is important to help them distinguish the difference between circumference, radius, and diameter. Introduce the concepts and then ask them to identify circumference, diameter and radius on a circle drawn on the chalk board. Tell the students that any sphere also has volume and surface area. But make it clear that in this lesson they will be measuring diameter. Explain to students that the distance to the Sun was first determined by triangulation of the planet Venus in 1769. Observers all over the world made careful measurements during Venus' passage in front of the Sun (the time when triangulation is easiest) and came up with a fairly accurate measurement. We will not be making this measurement as we would need a network of observers all over the world and we would have to wait until 2012, the next time when Venus passes in front of the Sun! Instead we will build on the work of these earlier scientists to determine the diameter of the Sun, using the known distance to the Sun, which is about 93 million miles or 150 million kilometers. Show the students the following diagram (you should make a larger image on poster Board):
Explain that some light from the Sun passes through the pinhole. Show how most of the light does not pass through (demonstrate photons of light going in other directions and photons hitting the cardboard, which do not contribute to the image.) Point out that photons of light from the top of the Sun pass through the pinhole and that they form the bottom of the image (i.e. the dot of light) on the cardboard. And light from the bottom forms the top of the image on the cardboard. Pin-hole cameras invert images. Ask where the image of a Sunspot
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would be on the image if the sunspot were on the top of the Sun (if they answer on the bottom of the dot, they have gotten the idea.) Show that light from the middle of the Sun lights up the middle of the dot. Show the two triangles formed by the beams of light. They are Similar triangles which are triangles which have the same shape but different sizes. For similar triangles the ratio of the height of the triangle to the base will be the same. Do not assume that they understand the concept of ratios. Give some simple examples, e.g. if you are six feet tall and your nephew is 2 feet tall, how many times taller than your nephew are you? Explain that we know L, the distance to the Sun, is 93,000,000 miles. What we want to find out is the diameter of the Sun. To do this we will measure the diameter of the image of the Sun (i.e. the dot) and the distance between the pieces of cardboard (or the ends of the shoe box). 1. Break the group into teams, with about 4 in each team. 2. Pass out shoeboxes or dowel and two pieces of cardboard, rulers, and worksheet with the diagram above on it and pencil to each team. 3. The team leader or Citizen Teacher should go around to each team with the pin and have students make a pinhole in one end of the shoebox or on one piece of cardboard. The pinhole must be very small for good results. A larger pinhole makes the dot easier to see but hurts accuracy. 4. Have students hold the shoebox (or the dowel with cardboard pieces) with the pinhole toward the Sun. Important, remind students to never look at the Sun directly! 5. The Sun will make a small circle of light inside of the shoebox; measure the diameter of the circle in centimeters using a ruler in centimeters or millimeters (do not use inches). The small circle will move around as the box jiggles this makes measurement more difficult. Have another person hold the box steady. It may be easier to make the measurement by having one student hold the box and another student mark with a pencil the circumference of the small circle of light, and then put the box down and measure the diameter of the circle. 6. Students should then measure the length of the shoebox in centimeters, or the distance between the pieces of cardboard on the dowel.
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7. On their worksheet, have students mark on the diagram the diameter of the circle of light and the length of the shoebox. On the same diagram, they should mark the known distance of the Sun from the earth. 8. Each group should make multiple measurements, switching shoeboxes (of different lengths) and the dowel with cardboard with other teams. Have them make measurements with the cardboard pieces on the dowel at different distances. 9. The ratio of the diameter of the circle of light to the length of the shoebox will be the same as the ratio of the diameter of the Sun to the distance to the Sun.) 10. The formula for calculating the Diameter of the Sun, D, is of course, D=Lxd/l. However unless the kids are strong in algebra, which is unlikely for most middle school students, a better approach is to ask them to calculate how many times bigger the distance between the cardboard pieces (or ends of the shoebox) is compared to the size of the dot (they can use a calculator). Their answers will be around 100 (the actual correct answer is 107). Tell them that if the ratio of the distance to dot diameter is around 100, then the ratio for the distance to the Sun, L, is also around 100 times bigger than the diameter of the Sun. Ask the students Since the distance is 93,000,000 miles, roughly how big is the diameter of the Sun? Students should be able to divide 93,000,000 by 100 in their heads (but some may not be able to). This will yield a crude approximation for the Suns diameter of 930,000 miles. 11. Now tell the kids that you want to use the exact measurements to get a more precise answer. Average their results (eliminating any outliers, with the students agreement). You will probably get a number higher than 100 (e.g. 103, 105, 107 etc). Have them now divide 93 million by that number using the calculators. Generally you will get an answer quite close to the actual of 865,000 miles diameter.
Citizen Teacher Tips:
ON ACCURACY OF MEASUREMENT: With a shoe box of length of approximately 30 cm, and a ratio of distance to the Sun (93,000,000 miles) to diameter of the Sun (865,000 miles) of 107.5, the size of the dot will be .28cm. Since it is hard to read to greater than .1cm precision on a ruler, most students will come up with .3cm (or sometimes .2cm). If the shoebox is 29cm, then the accurate measurement is .27. Encourage students to decide if the size is on the .1cm marks or between two, i.e. .25 cm. This eliminates one measurement bias. This is another reason that using two kinds of pinhole viewers (e.g. dowel and two pieces of cardboard and shoeboxes) is a good way to run this activity so that there are multiple measurement options.
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20 12. Tell the students that the Earth is around 8,000 miles in diameter. Ask them roughly how much bigger the Suns diameter is than Earths? The answer is a little more than 100 times bigger. Make them memorize this. Tell them that Jupiter is the largest planet and its diameter is around 88,000 miles. Roughly how much bigger is the Suns diameter than Jupiters? The rough answer is 10 times bigger. They should memorize this too. This is a useful handle for students to have to understand the relative sizes of objects in the Solar System. The suns diameter is about 100 times Earths, and 10 times that of Jupiters. This is easy to remember and powerfully demonstrates how most of the matter in the Solar System is made up by the Sun (well over 99%).

1. Ask the students for Teachbacks (e.g. what they learned) 2. Hopefully they will tell you that the Suns diameter is around 100 times bigger than Earth (make sure they dont say the Sun is 100 times bigger than Earth, since that doesnt mean anything is it volume, diameter, surface area?) 3. Some should also be able to explain why the experiment works, using the diagram. If not, review the diagram of the pinhole viewer and sun projection. Note that the light forms two similar triangles. Given what we know about similar triangles, how did this help us to figure out the diameter of the sun?
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21 Name: ______________________________________
Measuring the Size of the Sun
Mark the distances you measured on the image below. (Remember: the distance of the Sun to the Earth is already known!)
Mark down your measurements in the table: Distance between Sun and Earth (L) Distance between pinhole and image of the sun (l) Diameter of the dot of light (d) Diameter of the Sun (D)
Approximately how many times is the Sun bigger than the Earth?______________________ Approximately how many times is the Sun bigger than Jupiter? ________________________
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Lesson 3: Measuring the Size of the Moon

Introduction:
This lesson focuses on measuring the size of the moon using a photo of a lunar eclipse and calculating measurements from the photo. In this lesson, students also get hands-on practice using a compass.

Snapshot Agenda:
15 minutes- Opening Ritual 5 minutes- Agenda and objectives 15 minutes- Using a compass 45 minutes- Measuring the size of the moon 10 minutes- Teachback
1. By the end of this lesson, students will be able to describe the size of the moon relative to the size of the earth MA Science Curriculum Frameworks, Earth & Space Science Grades 6-8: Properties and conditions of objects in the solar system and those on Earth 2. By the end of this lesson, students will be able to use a compass correctly to draw circles MA Math Curriculum Frameworks 8.G.1 : Use a straightedge, compass, or other tools to formulate and test conjectures, and to draw geometric figures
Materials:
Portfolio materials: (Team Leader should keep binders) Standard supplies: 3-hole punch, extra pencils, rulers, lined paper Required visuals for posting: 21st Century Skills list, agenda, ground rules and expectations chart
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Opening Ritual:
The Where in the Solar System Are We opening ritual presents students with striking pictures of the solar system and asks students to determine where they are in the solar system based on their observations. The opening ritual allows the students to see different objects in the solar system from different perspectives, and builds their understanding of the objects in the solar system. The opening ritual also helps students practice observation skills and develops their ability to form hypotheses.
What does this photo show? Is it a single photo or is it a composite? These are the phases of the Moon. This can be used as a complement to the hands-on activity in this module.
What does this photo show? Is it a composite photo? What are the differences between this photo and the last?
This is a picture of a lunar eclipse. Discussion of these pictures can include how eclipses work.
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Is this a photo of a phase of the Moon or is it a Lunar Eclipse? What is causing the shadow on the surface of the Moon? (This picture will be used for the activity below.)
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25 What is this top photo? What does the bottom photo show? How do you think this eclipse works? The shadow only covers a small portion of the Earth; what does this tell us about the relative size of the Moon to the Earth? In the top picture, the Moon is covering the Sun. Does this mean the Moon is bigger than the Sun?
These pictures show the Sun covered up by the Moon and also the shadow of the Moon on the Earth. Since Earth's shadow completely covers the Moon during a lunar eclipse, and the Moons shadow only covers a small portion of the Earth, this is good evidence that the Earth is bigger than the Moon.
Introduction:
Explain to students that observing a lunar eclipse gives us a chance to see the shadow of the Earth on the Moon. By observing the shadow we can tell whether the Earth is larger than the Moon. An accurate measure of the size would give a much better estimate of the relative sizes of the Earth and the Moon. We can do this with a photo of the eclipse.
Activity 1: Using a compass:

Students may have had limited experience using a compass. This is a simple activity to give students practice using a compass. 1. Pass out compasses and explain that it is an instrument used to draw circles 2. Demonstrate in front of the class how a compass is used. 3. Have students draw circles of any size 3. Have each student attempt to draw a circle of specific diameters (5, 8, 15 cm)
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Activity 2: Measuring the Size of the Moon:

1. Pass out a picture of a lunar eclipse to each student. (To increase options for accuracy, you can pass out different pictures to different students, or to keep things simple use the same picture for all students.) 2. Have students use their compass to try and draw a circle which fits exactly over the partially covered Moon. This will involve trial and error and several tries. Students should do their best- this task may be difficult as the partially covered moon is not a full circle. 3. Repeat step 2 for the shadow of the Earth on the Moon. 4. Students should measure the diameter of both circles and mark it down on a piece of paper.
Citizen Teacher Tips: The pinhole viewer (used to measure the size of the Sun) could in theory also be used for measuring the distance to the Moon, but since the Moon is not as bright as the Sun it is impossible to get a crisp image (i.e. dot). The method used in this lesson, involves directly observing the Moon with the eye. This is not a problem for the Moon but obviously would not be safe for the Sun.
If you have responsible students, you can give them the equipment to take home so they can look at the Moon at night. This gives students more chances to find the Moon visible in the sky
5. Have students write their answers on the board for comparison. 6. Average the answers to see what the class estimate is. 7. Explain that the ratio of the diameters are approximately the ratio of the size of the Earth to the size of the Moon. 8. Compare the class estimate of the ratio to the actual ratio. (Diameter of the Earth is approximately 3.67 times that of the Moon). Discussion: Note that a shadow tends to get smaller as it gets further from the object. So the shadow of Earth on the Moon is smaller than the Earths true size.
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1. Which is bigger, the Earth or the Moon? How do we know this from experiments that we did? 2. What is a lunar eclipse? How does it prove what we know about the relative size of the Earth to the Moon? 3. What are some phases of the Moon?
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Lesson 4: Phases of the Moon and Distance to the Moon

Introduction:
This lesson focuses on measuring the distance to the moon using ratios. Note that in this lesson, we start out knowing the diameter of the Moon since we determined it in lesson 4 (give the students the actual diameter since the measurements from lesson 4 likely has errors). This exercise requires a day when the moon is visible. In Autumn, the Moon is low in the sky. In Spring, the Moon is higher, and may be more easily visible. For urban areas, this exercise may be more difficult to do because buildings tend to get in the way. The Citizen Teacher should work with the Team Leader to see when this activity can be scheduled in and to find an optimal vantage point. The second activity is Phases of the Moon, which is an excellent way to teach students why the Moon has phases. This demonstration requires a sunny day.

Snapshot Agenda:
15 minutes- Opening Ritual 5 minutes- Agenda and objectives 30 minutes- Phases of the Moon 30 minutes- Measuring the Distance to the Moon 10 minutes- Teachback
1. By the end of this lesson, students will be able to use a ratio to calculate the distance to the moon MA Math Curriculum Frameworks 8.M.4: Use ratio and proportion (including scale factors) in the solution of problems, including problems involving similar plane figures and indirect measurement 2. By the end of this lesson, students will be able to describe why the moon has
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phases MA Science Curriculum Frameworks, Earth & Space Science Grades 6-8: Lunar and solar eclipses, moon phases, and tides are related to relative positions of the earth, moon, and sun
Materials:
Portfolio materials: (Team Leader should keep binders) Standard supplies: 3-hole punch, extra pencils, rulers, lined paper Required visuals for posting: 21st Century Skills list, agenda, ground rules and expectations chart
Opening Ritual:
The Where in the Solar System Are We opening ritual presents students with striking pictures of the solar system and asks students to determine where they are in the solar system based on their observations. The opening ritual allows the students to see different objects in the solar system from different perspectives, and builds their understanding of the objects in the solar system. The opening ritual also helps students practice observation skills and develops their ability to form hypotheses. What observations can you make about this picture? Can you tell where we are in the Solar System from your observations? What causes the white on top of Mars? What other planet has polar ice caps? Why is knowing about the existence of polar ice caps important?
Explanation: This is a picture of Mars and the polar ice caps.
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30 What is this? Where is it? Whats a crater? What do you think caused this crater?
Explanation: This is a picture of Victoria Crater on Mars. It is one half mile across in width and around 230 feet deep. The small spec on the upper left is the Opportunity Introduction: Rover which was exploring for a way into the crater at the time. Explain to students that they will be learning about some aspects of the Moon today, including talking about its craters, which are a distinctive characteristic. They will also be measuring the distance to the moon, this time with a more direct mode of observation than using a pinhole viewer. This is possible because the moon is not as bright, and looking at it directly will not damage the eye.
Activity 1: Phases of the Moon:

Materials: Ping pong balls Picture showing the phases of the Moon (from lesson 4)
This is a quick demonstration activity that requires going outside and requires a sunny day. This activity can be switched to another lesson to take advantage of a sunny day. This activity is particularly effective if the Moon is in the sky, and the students can compare the phase of the Moon with the phase of their ping pong ball, but this is not necessary.
1. Give every student a ping pong ball. 2. Tell each student they are the Earth, and the ping pong ball is the Moon. 3. Have them hold up the ping pong ball and move the ping pong ball around themselves (i.e. the Earth) slowly. Start off with the Sun off to the side a little bit for the best effect. This simulates the Moon orbiting the Earth.
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4. They will see the phases of the Moon clearly. Make sure the shadow of their hand does not block the Sun. Caution them NOT to look at the Sun. Note: This experiment may work even better if you can prop the ping pong ball onto a pencil or skewer so that when holding the ball, the shadow of the hand does not get in the way.
Activity 2: Measuring the distance of the Moon:

Materials: Washers Fishing line or string (optional)
Note: The measurements are easier if the washer is connected to fishing line. This experiment also relies on similar triangles. See the following graphic:
The triangles are the small triangle from the eye to the washer and the big triangle from the eye to the Moon. Make a larger version of this graphic and explain how the ratios of base to length of the two triangles are the same. 1. Go outside to pre-planned area where the Moon is visible. 2. Have students pair up. 3. Each pair of students should get a ruler and a washer and some fishing line.
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4. One student observes the Moon through the small hole and moves the hole just to where the Moon fills the hole. In other words, the perimeter of the Moon should just touch the perimeter of the hole in the washer. If the Moon is only showing a half or a quarter, move the washer to where the perimeter of the moon touches the perimeter of the hole in the washer. 5. Have the student hold the washer steady, while their partner measures the distance from the eye to the washer. Mark down the measurement. 6. Partners trade places and repeat the procedure. 7. Students measure the diameter of the hole. 8. The students determine how many times bigger the distance from eye to washer is compared to the diameter of the washer using a calculator. 9. The distance to the Moon will be the same ratio bigger than the diameter of the Moon. (Give the students the actual diameter of the Moon: 2160 miles. 10. Take an average of the class answers for the distance to the Moon, and see how close the average is to the actual answer (238,857 miles). Notes: 1. Students can also hang the washer in a piece of fishing line, and move the washer to the appropriate spot, and mark the point on the fishing line with their finger. Their partner then measures the distance by measuring the fishing line. This can also be done with a small electrical connector hung on a piece of fishing line. 2. Students will also tend to hold the fishing line behind, or in front of, their eye which causes an error. Caution them against this. When measuring the distance between the washer and the eye, get as close to the eye as possible, but caution students to be careful.
Teachback:
1. Now that you know how much bigger the Sun is than the Earth, and how much bigger the Earth is than the Moon, how come the Sun and Moon appear equal in size in the sky?
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Lesson 5: Triangulation- Measuring the Distance to a Distant Object

Introduction:
In this lesson, students will use ratios and triangles to determine the distance to a distant object without going to it, and then measure how accurate they are by measuring the distance with a tape measure. This is a basic technique used to measure distances to nearby objects in the solar system.

Snapshot Agenda:
15 minutes- Opening Ritual 5 minutes- Review agenda for the day 10 minutes- Review similar triangles concept and using a protractor (Optional) 45 minutes- Triangulation activity 10 minutes- Teachback 5 minutes- Clean up
1. By the end of this lesson, students will be able to use a scale model to solve a distance problem MA Math Curriculum Frameworks 8.M.1: Select, convert (within the same system of measurement), and use appropriate units of measurement or scale
34 2. By the end of this lesson students will be able to determine the distance to a far away object by using the concepts of triangulation, ratio, and proportion MA Math Curriculum Frameworks 8.M.4: Use ratio and proportion (including scale factors) in the solution of problems, including problems involving similar plane figures and indirect measurement
Key Connections:
Explain that astronomers and scientists studying space are always dealing with far away objects to which they cannot measure distance directly. Thus, triangulation solves a big problem for some astronomical measurements.
Materials:
Portfolio materials: (Team Leader should keep binders) Standard supplies: 3 hole punch, extra pencils, rulers, lined paper Required visuals for posting: 21st Century Skills list, agenda, ground rules and expectations chart
Opening Ritual:
What is this a picture of? Why do you think this? What is a moon in the general sense? Is Earth the only object in space with a moon? What does this picture tell us about the relative size of the moon to the asteroid?
Explanation: This is the Asteroid Ida and its moon Dactyl. Ida is 36 miles long and 14 miles across.
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Where in the solar system are we? How do you know? What do you think might be happening in the lower right corner with the big circle? Can you tell how big the planet is? Why or why not?
Explanation: This is a view of Jupiter, the Gas Planet. The red oval on the lower right is a Jupiter version of a hurricane. You cant tell how big Jupiter is because you have nothing to compare it to.
QuickTime and a decompressor are needed to see this picture.
What do you think youre seeing? What is the black dot? Can you see something to the left of the black dot? Could it be the cause of the black dot? What can you tell about the relative size of the small object to the large planet? What is one way of determining relative size of the moon to Jupiter? Explanation: This is a picture of Jupiter and its moon Io (the shadow of Io can be seen on the surface of Jupiter). By now, students should know that many planets have moons, and that these objects cast shadows on the surface of the planets. By measuring the diameter of Jupiter in the photo (difficult with only part of Jupiter showing) and the diameter of Io in the photo their ratio will give their relative sizes.
Introduction:
Explain that todays lesson will be focusing on how to measure far away objects that cannot be easily reached. The method used to measure these distances is called triangulation, and is a basic technique used to measure distances to nearby objects in the solar system.
Activity: Triangulation- measuring the distance to a distant object:

Activity Materials:
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Meter sticks Tape measures Protractors Flip chart paper
Note: The Citizen Teacher should work with the Team Leader before this lesson to determine in the schoolyard, or in the hall, a distant object that can be sighted, but which is also in the bounds of the school so that a direct measurement can also be made. Triangulation is also very inexact unless angles are measured to extreme precision. For instance for a target 100 feet away, and a baseline of 100 feet, the angle is naturally 45 degrees. However a 1 degree error in angle measurement (i.e. 2.2% error) results in a distance error of 3.5%. This becomes more extreme for angles greater or less than 45%. For instance with a baseline of 50 feet, a more reasonable distance, the angle is 63.435 degrees. A 1 degree error (1.5%) results in a 4.5% distance error. With a baseline of 25 feet, the correct angle is 75.96 degrees, In this case, a 1 degree error (1.3%) causes a distance error of 8%. These errors do not take into account the errors introduced by errors in measuring the baseline. They do not take into account the errors introduced by inaccuracies is drawing the triangle and measuring its size. As a result the measurements may have errors or =/- 20 - 30 %. By averaging all the measurements of the different groups the error is greatly improved. Choose a target such that a reasonable baseline will give angles closer to 45 degrees than 90 degrees! Explain the students that they will be using similar triangles to measure the distance to a distant object by triangulation. Draw a model of the problem on the board, showing the distant object and the two points which define the baseline. 1. The Citizen Teacher and Team Leader prepares for this apprenticeship by marking two widely separated spots (A and B) from which you can see the object to be measured. 2. Break the group into teams of 4. 3. Each group is given a protractor, meter stick, and tape measure. 4. Each group should measure the distance from A to B (this is the baseline).
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5. Using the yardstick and protractor, each group should measure the angle between a line from point A to the object and from A to B. To do this, students can crouch on the ground and point their meter stick as directly to the distant object as possible. Explain to the students that the precision in this measurement is not very good, so they might want to do it several times and then average the results of their angle measurement. 6. Repeat step 4 with point B. 7. Each student should record these angles on a sheet of paper (while the measurements can be done in groups, each student should do his/her own scale drawing). 8. On a piece of flip chart paper, have each student draw a line scaled to represent the measured baseline (an easy way to do this is to draw a line with the same number of centimeters as the baseline has feet. Since the flip chart paper is only 80 cm across, make sure the baseline you set up is less than 80 feet.) 9. Have students mark one end of the line A, and the other end B. 10. Using AB as the base, students should use the protractors to draw a triangle with the angles equal to those measured above. Reiterate to students that by doing this, they are drawing similar triangles. 11. Have students note where the line of angle A and the line of angle B meet. This is the top of the triangle. 12. Have students measure the number of centimeters from A to the top of the triangle - this is the number of feet from point A to the object. 13. Repeat 12 with point B. 14. Average the class results of the distance of point A to the object to get final answer for A. 15. Repeat step 14 with point B. 16. Have two student volunteers use a tape measure to measure the actual distance to the object from points A and B. 17. Compare the results Discussion:
38 The basic method you used to measure the distance to a distant object is called Triangulation. Why does it have that name? Triangulation is an important technique for measuring the distance to objects in the nearby objects in the solar system, using the Earth's diameter as the baseline (observers on different sides of the Earth) and to nearby stars, using the diameter of our orbit around the Sun as the baseline (observing on January 1 and then on July 1). Triangulation does not work well for more distant objects. Why? Compare the tape measure results from different teams. Are they same? Can we say what the absolute distance to the object is? If so, why? If not, why not? Is it possible that in some cases triangulation gives a more accurate result than those gotten with a tape measure?

Ask students to explain what the basic principle of triangulation is.
Optional Activity: Refresher on similar triangles:

If students seem like they need a refresher for using a protractor and the concept of similar triangles, the following activity may be helpful. 1. Hold up two pre-made similar triangles (cut out of card stock) 2. Ask the students what characteristics make them similar triangles 3. Have one student measure the angles of the triangle to demonstrate they are similar triangles 4. Have another student measure the base and height of the smaller triangle and record it on the board 5. Have another student calculate the ratio of the base to the height 6. Have a student measure the base of the bigger triangle 7. Ask for volunteers to predict the height of the bigger triangle based on what they know about ratios and similar triangles
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Lesson 6: Chalk Model of the Solar System

Introduction:
The previous lessons focused on working with students to understand the size of objects in the solar system relative to each other, as well as give a sense of scale as to how far away the Sun, Moon, and Earth are from each other. This lesson gives a complete sense of the distance scale of the Solar System by having students draw a chalk model of the Solar System on the schoolyard (the relative size of objects will not be shown other than the Sun which will be 1 inch in diameter; on this scale, all the planets would be too small to see). This exercise can be done by 2 teams, and can be done as a competition.

Snapshot Agenda:
20 minutes: Opening Ritual 5 minutes: Agenda 50 minutes: Chalk model of the Solar System 10 minutes: Teachback 5 minutes: Clean up
1. By the end of this lesson, students will understand the relative scale of the distances between objects in the Solar System. MA Science Curriculum Frameworks Earth and Space Science, Grades 6-8: Properties and conditions of objects in the solar system and those on Earth. MA Math Curriculum Frameworks 8.M.4: Use ratio and proportion (including scale factors) in the solution of problems, including problems involving similar plane figures and indirect measurement 3. By the end of this lesson, students will understand why Pluto is no longer a planet, based on typical definitions of characteristics of a planet. 4. By the end of this lesson, students will be able to determine the period of Charon, Plutos largest moon.
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Key Connections:
Ask students if they have noticed how ratios are used in daily life. Since they have started this apprenticeship, have they been more attuned to how ratios and scales are used? Can they think of important scales they might use in their own life (for example, average rainfall, it rains 1/21 days can help them plan a trip. When people warn about a disease that 1/10 people could get, it helps them get a sense of the risk). How might be ratios used in different professions?
Materials:
Opening Ritual:
What is this is a picture of? How were these rings formed? The rings are white. What do you think they might be made of?
Explanation: This is a picture of Saturn and its rings. The rings are made of icy snowballs, anywhere from the size of marbles to refrigerators.
What is the black area on the rings of Saturn? What is the black band on the Saturn? Where is the Sun? Can this photo have been taken from Earth?
Explanation: This is Saturn as seen from above (the picture was taken from a space probe) it could not have been taken from Earth. The picture shows the shadow of Saturn on the rings and also the shadow of the rings on Saturn
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What is this a picture of? what is the white round object? What is the narrow white line at the bottom of the picture? What can you tell about the size of the object?
Explanation: This is the moon Dione next to Saturn. This picture continues to remind students that other planets (and objects in the solar system) have moons. The white line is the rings of Saturn seen edge on. This shows how narrow the rings are.
Citizen Teacher Tips: Aside from practicing measurements and working with scales, this activity is a good teambuilder for helping students understand the challenges of working together. Have students consider: 1. What was the most difficult part of this activity was. Was it the rush to get to the finish, while maintaining precision? Was it getting confused with measurements? Was it communication? 2. Ask teams to think about how they worked together. How did communication between team members work, and were tasks divided to increase efficiency (if they were)? Page 41 of 60
Introduction:
Explain to students that today they will be drawing a chalk model of the Sun and the planets, with the distances between the planets and the Sun to scale. Students will be provided with a key of the scaled distances between the planets and the Sun. The students task is to make measurements and draw the chalk model on the schoolyard. The class will be broken into 2 teams, and the first team to get to Pluto will win. Emphasize that their measurements will be checked.
Materials:
Sidewalk chalk Rulers Tape measure and/or yard sticks List (one for each team), showing the relative distances of the planets in a model with a 1 inch Sun See the list attached to this lesson.
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Activity: Chalk Model of the Solar System:

To prepare for the Chalk Model Activity, you should first make sure the schoolyard is large enough to fit Pluto into the model. If it is not, scale down the key further. 1. Break the class into 2 groups. Students like to be competitive and boys vs. girls will often get the students excited. 2. Give each team a few pieces of sidewalk chalk, a tape measure, and the key to the distances between objects in the Solar System and the Sun. 3. Explain to the teams that the objective of the game is for them to map out the scaled distances of the planets from the Sun. Their first task, however, is to draw a one-inch Sun, as that is what the scale is based on. 4. The first team to get to Pluto wins, but the teams must make sure to be accurate in their measurements. 5. The Team Leader and Citizen Teacher will observe which team gets to Pluto first, but the first team to get to Pluto should shout PLUTO! to get the Citizen Teacher and Team Leaders attention. 6. To mark the planets, they should draw a line and a letter marking the planet. (To differentiate Mercury and Mars, they can write out the full name of Mars). Note that students need not, and in fact cannot, draw the planets to scale they are too small in this model.

1. Ask students if they notice anything wrong with the scale model. Did they line up all the planets in a straight line? If so, why? Is that how the planets actually are? It is important that students understand that in the real Solar System, planets are extremely rarely all aligned; in fact, planet alignments are rare occurrences, but they do happen. 2. To give a further sense of scale, you can help the students visualize the distances between the planets if the Sun were 5 inches, 10 inches etc. For example, if the sun were the size of a basketball, Pluto would be .6 miles away! Forecast the WOW!
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Scale of Solar System Model with a 1 inch Sun
Planet Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune Pluto
Distance to the Sun 3 feet 6 feet 9 feet 14 feet
90 feet 180 feet 270 feet 360 feet
45 feet
Note: On this scale, Mercury, Venus, Earth, and Mars would each be smaller than a grain of salt. Jupiter, Saturn, Uranus and Neptune would be smaller than a peppercorn. And Pluto would be an invisible speck.
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Lesson 7: Why is Pluto Not a Planet?

Introduction:
In this lesson apprentices learn why Pluto is not a planet but comparing Pluto to other objects discovered beyond Neptune and by comparing Pluto to the 8 real planets. They also determine the orbital period of Plutos moon Charon by comparing two photos of Pluto and its moons taken by the Hubble Space Telescope three days apart.

Snapshot Agenda:
20 minutes: Opening Ritual 5 minutes: Agenda 25 minutes: Why Pluto is no longer a planet? 25 minutes: Charon orbital period 10 minutes: Teachback 5 minutes: Clean up
1. By the end of this lesson, students will understand why Pluto is no longer a planet, based on typical definitions of characteristics of a planet. 2. By the end of this lesson, students will be able to determine the period of Charon, Plutos largest moon.
Materials:
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Opening Ritual:
This lessons opening ritual explores Pluto. It specifically deals with the question of why Pluto is no longer a planet. It includes Hubble photos of Pluto and its moons which allow the students the chance to compute the period of Plutos moon Charon.
Is this a photo or a drawing? How can you tell? Where is this? Where is it?
Explanation: This is a drawing of Pluto and its moon Charon, as seen from one of the newly discovered moons Nix and Hydra.
Activity 1: Why is Pluto not a Planet?:

Kids and many adults do not understand why Pluto was demoted. Show the apprentices the photo below of various objects which astronomers have found beyond the orbit of Neptune.
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The following questions will help students develop thier own opinion of whether Pluto hould be a planet. Of these Solar System objects, is Pluto the largest? Is Pluto the only object shown with moons? A portion of Earth is shown to give a sense of the size of these objects. Do you think these objects are bigger or smaller than our Moon (not shown) based on our measurements? What characteristics make a planet, a planet? Why do you think astronomers initially believed Pluto to be a planet? Why do you think astronomers now say that Pluto is not a planet?
These are Trans-Neptunian Objects. Pluto has recently been reclassified and is no longer a planet. The drawing can explain thisthere are many objects of similar size to Pluto that are not planets. If Pluto is a planet, then the other objects are as well, and that would make too many planets. Moreover, Plutos orbit of the sun is not circular, which is characteristic of planets. Pluto is smaller than our Moon and the moons of Jupiter Ganymede, Callisto, Io and Europa. It is smaller than Saturns moon Titan and Neptunes Triton.
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Activity 2: Orbital Period of Plutos moon Charon:

Below is an image taken by the Hubble Space Telescope of Pluto and its moons three days apart. Charon is the blue dot (the image has been color enhanced). Ask the Students how far around Pluto Charon traveled in three days. Since it is 180 degrees, they should be able to deduce that the period is around six days. Ask them are there any other answers which fit the data. For instance Charon could have traveled around Pluto one and one half times in three days in which case the orbital period would be two days.
From these photos, can you figure out how long it takes Plutos moon Charon is to go around the Pluto? What are some other hypotheses about the period of Charon? (E.g. The period could be much shorter, as perhaps it is zipping around many times a day. ) What are some other observations we could use to verify the period?
Explanation: This is a Hubble photo of Pluto and its moons. From the picture, it looks like it took 3 days to go halfway around Pluto, so a reasonable hypothesis would be that the period is 6 days, which is in fact, close to the actual orbit time.
Teachback:
1. Why is Pluto no longer a planet? 2. What is the orbital period of Plutos moon Charon?
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Lesson 8: Making a Model of the Solar System

Introduction:
In this lesson, students will work on putting together their WOW! presentation. The apprentices will put together their scale model of the Solar System. The scale will be based on the size of the Sun, and not the distance between the Sun and objects in the solar system. Another option for a more advanced WOW! is also to split the class into two groups. One team will create a scale model of the Solar System based on relative sizes of the planets, and Sun, while the other team will calculate the distance between the planets and the Sun based on the scale model of the Sun. They will map these distances onto a map of a local neighborhood to give a real-life sense of relative distances. There may be a WOW! fair at the school you are working in, but a better option is to contact a local university and ask the secretary of the physics department (or astronomy department if they have one) whether they would host you and the students for a presentation. This has been done in the past with great success. Presenting to a small group of physicists or astronomers is a great experience for the students.
Snapshot Agenda:
5 minutes: Agenda 5 minutes: Opening Ritual 70 minutes: Preparing for the WOW! 5 minutes: Teachback 5 minutes: Clean up
1. By the end of this lesson, students will be able to create a scale model of the Solar System with the Sun and planets scaled to relative sizes. 2. By the end of this lesson, students will be able to explain to an audience how the scale model was calculated.
Opening Ritual:
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Present the following picture as an example of the relative sizes of the planets to the sun. Explain to students that they will be creating a similar scale model.
This is an example of a model of the solar system.
Student Roles:

All students will put together the presentation All students should have a speaking role. All students will have picked a topic to present by the end of this session.
Materials:
Assuming that the students agree that making a scale model would be a great WOW!, there are several choices for making the scale model. If you use an 82 inch Sun (see the relative sizes of the planets document attached to this lesson) the Sun must be 2-D. The planets can also be 2-D or 3-D versions can be made with Styrofoam balls and clay.
Scale Model: Yellow poster board (enough to make the sun)

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Construction paper of various colors or Styrofoam balls (for larger planets) and clay (for the smaller planets) Scissors String/skein of yarn Assorted paints (to paint the Styrofoam balls) Paintbrushes Old t-shirts for students to wear while painting
Activity 1: Creating the Model and Preparing for WOW!:

Data is included below for the size of the planets proportional to an 82 inch sun, but the model you choose can be scaled to any size. For this apprenticeship, 82 inches was chosen to represent the Sun because Styrofoam balls used to represent the planets could easily be found in sizes proportional to 82 inches. It is up to your team to decide what makes the most sense for your model! (This set of directions assumes that 3-D planets will be created. You may choose another approach.) 1. Buy Styrofoam balls of the correct size according to the attached sheet. Note that they will not be exact, but generally close enough. The smaller planets will be very small so teams can make them from clay. 2. Have a team of students paint the planets. Have some resource books/computer handy so the students can look at the planets to determine color. 3. Have a team of students create the 82 inch 2-D Sun. This will involve taping together several pieces of paper to make the Sun large enough. To make a circle, model to students that the easiest thing to do is to first measure the diameter and mark that out. For the sun, tape multiple pieces of poster board together. Mark the diameter horizontally and vertically so you create a cross. Students will have to together for this. Then, taking the string, students can mark and trace the perimeter of the circle. Make sure you have thought the process through before the lesson.
Citizen Teacher Tips: Creating this model takes a lot of time! Spend little time on any other activity during this lesson.
If the group is more advanced, you may want to actually have students as a big group do out the calculations for the sizes of the planets relative to the 82 inch sun. A worksheet is included at the end of this lesson
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4. Emphasize to students they should remember that this model is scaled according to size, and not to the distance between the planets and the Sun.
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Activity 2: Selecting Topics for WOW! Presentation:

Ask the apprentices what topics they want to cover during the WOW! Have a list of topics to augment the students list. Many topics rely on using photos from the opening ritual and the lessons. Topics can include: 1. Introduction to their scale model model shows size NOT distance 2. Describe some characteristic of each planet 3. Proof that the Sun is bigger than the Moon: even though they look the same size in the sky, the Moon is nearer as evidenced by the fact that the Moon covers the Sun during a solar eclipse. 4. Proof that the Earth is larger than the Moon: Earths shadow completely covers the Moon during a lunar eclipse but the Moon only has a small shadow on the Earth during a solar eclipse 5. Measuring the diameter of the Sun 6. Measuring the diameter of the Moon 7. Discussion of relative distances from the Sun at different scales 8. Why Pluto is no longer a planet 9. Charons orbital period 10. Meteors and craters on Earth, Moon and other planets 11. Asteroid belt and comets 12. Galaxies Having students create their own presentation pitches is very time and labor intensive. A Team Leader can work with them on their pitch, but the Citizen Teacher may also prefer to write up short scripts that are based on joint discussions of topics that students would like to present. These scripts can either be given to students at the end of this lesson, or during the apprenticeship on Week 9. Make sure on the day of the WOW! that you have extra copies of all presentations in case students forget theirs.
Teachback / Forecast next lesson:

Check with students if they all understand their roles Emphasize that next week will be very important because they will practice their presentation and practice their public speaking skills Get them excited for WOW! by giving them information about where the WOW! will be, and who will be in the audience
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SOLAR SYSTEM MODEL
In this scale, the Sun is 208 cm (82 inches). How big are the rest of the planets in proportion?
Object Sun Mercury Venus Earth (Earths) Moon Mars Jupiter Saturn Uranus Neptune Pluto
Actual Size (diameter) 865,000 miles 3032 miles 7,520 miles 7,927 miles 2, 160 miles 4,222 miles 88,865 miles 74,898 miles 31,763 miles 30,775 miles 1,466 miles
Scaled Size 208 cm (82 inches) .7cm (.28 inches) 1.8 cm 1.8 cm .5 cm 1 cm 21 cm 17.8 cm 7.6 cm 7.2 cm .33 cm (.7 inches) (.7 inches) (.4 inches) (8.4 inches) (7 inches) (3 inches) (2.8 inches) (.13 inches)
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SOLAR SYSTEM MODEL WORKSHEET
In this scale, the Sun is 208 cm (82 inches). How big are the rest of the planets in proportion?
Object Sun Mercury Venus Earth (Earths) Moon Mars Jupiter Saturn Uranus Neptune Pluto
Actual Size (diameter) 865,000 miles
Scaled Size 208 cm (82 inches) .7cm (.28 inches) 1.8 cm 1.8 cm .5 cm (.7 inches) (.7 inches)
7,927 miles
88,865 miles
17.8 cm (7 inches) 7.2 cm .33 cm (2.8 inches) (.13 inches)
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Lesson 9: WOW! Prep

Introduction:
This is the last lesson before the WOW! and activities will focus on prepping the students for their public presentation. In particular, students will review the material they have learned in the apprenticeship, as well as learn and practice strategies for effective public speaking. You will need several adults so that each student can get the maximum individual attention.
Snapshot Agenda:
5 minutes- Agenda 75 minutes- Practicing for the Presentation 10 minutes- Final thoughts and Celebrate!
1. By the end of this lesson, students will have learned several strategies for effective public speaking. 2. By the end of this lesson, students will be able to give a clear and coherent presentation to an audience.
Materials:
Presentation notes or scripts
Activity: Practicing the WOW!:

At this point, all the notes and scripts for the presentation should be complete. Hang up the big sun and the planets on a wall or chalkboard. Have students line up in the order of their presentations, and practice one by one. Give feedback to each student. Prior to practicing the scripts, you may want to run through tips for effective public speaking. Practice this several times. The most difficult problem for the students seems to be speaking loud enough so that they can be heard. You must encourage them to almost yell!
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Teachback:
Next week is the WOW! Congratulate the students on a job well-done! Ask students if they have any questions about their presentation, or if there are any nervous jitters. If so, calm fears the best that you can. Tell students that they should all have a clean copy of their presentation script for the WOW! Ask each student to say one word about how they are feeling about the apprenticeship and the WOW! as a final closing. Thank students for a great apprenticeship semester! Make sure all students know the time and place to meet for the WOW!
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Tips for Public Speaking

1. Project your voice! It will sound like you are almost yelling, but you must speak loudly to be heard. 2. Stand up straight with good posture. Standing up straight helps make you sound more energetic, and good posture indicates confidence. 3. Read slowly and clearly. You might think that you sound really slow, but for a speech, you will want to make sure that each word is heard. 4. Use eye contact. Even though you are reading from a script, try to look up from time to time and make eye contact with your audience. This helps you to connect with your audience. 5. Dont fidget! You may be nervous, but moving around too much is distracting for the audience. 6. Try to avoid filler words such as um, uh, you know, and like. These words draw attention away from your speech. 7. Speak with confidence and emotion! This is your time to shine; dont afraid to be proud! 8. Remember, the audience is on your side! When an audience sits in front of a presenter, they are interested in what you have to say and want to see you succeed!
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Lesson 10: WOW!

Introduction:
This is it, the WOW! This presentation is a chance for apprentices to demonstrate their astronomy knowledge, and in particular, present their scale model of the solar system to the audience. In the past, the WOW! has been presented to audiences with physicists and astronomers, and have been hosted by local universities with much success.
Set-up and Space:

Set up should be minimal for the WOW! The 82 inch sun can be taped to a wall, and the 3-D planets set on a table next to the model of the Sun.
Materials:
All pieces of the Solar System model Presentation notes or scripts
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Solar System Data
Approximate Diameters, Distance from the Sun and Orbital Period for Sun, Planets and selected moons
moons Sun Mercury Venus Earth Mars Jupiter diameter (miles) 865,000 3,032 7,523 7,928 distance from Sun (AUs) orbital period or planet (miles) 88 days 224 days 365.25 days 27.32 days 686 days 7.7 hours 30.4 hours 11.8 years 1.8 days 3.6 days 7.2 days 16.7 days 29.4 years 1.9 days 2.7 days 16 days 79 days 83 years 2.5 days 4 days 8.7 days 13.5 days 163 years 5.9 days 248 years 6 days 25 days 38 days
Saturn
Uranus
Neptune Pluto
.38 AU .72 AU 1 AU (1 AU = 93 million miles) Moon 2,160 240,000 2 4,219 1.5 AU Phobos 18 5,827 Deimos 10 14,580 approx 63 88,865 5.2 AU Io 2,262 262,000 Europa 1,945 417,000 Ganymede 3,275 665,000 Callisto 2,983 1,168,000 approx 60 74,914 9.5 AU Tethys 659 183,000 Dione 696 243,000 Titan 3,200 758,000 Iapetus 895 2,212,000 approx 27 31,770 19 AU Ariel 721 119,000 Umbriel 727 165,000 Titania 982 270,000 Oberon 945 362,000 approx 13 30,784 30 AU Triton 1,684 221,000 3 1,413 30-50 AU Charon 808 12,244 Nix approx 28-85 30,272 Hydra approx 38-104 40,242
0 0 1
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References
People:
Citizen Teacher Mentor- Tony Helies

E-mail: tony@helies.com Tony Helies is a long-time Citizen Teacher in the Boston/Massachusetts Region. Tonys experience is demonstrated in both his ability to lead rigorous and fun hands-on activities, and his success in building a true esprit de corps among apprentices. This curriculum is based off of Tonys own syllabus and activities. He welcomes CTs who are interested in running this curriculum to contact him for ideas about planning, execution, and setting up the WOW!
Websites:
National Aeronautics and Space Administration
http://www.nasa.gov/ NASA's mission is to pioneer the future in space exploration, scientific discovery and aeronautics research. Their websites are one of the premiere resources for space images. Their website includes a massive network of affiliate sites with lesson plans, videos, and graphics for educators. All images are public use, and this curriculum is indebted to NASA for their commitment to public learning and the countless resources they offer. Many images in this curriculum can be found at NASAs websites. Lunar and Planetary Institute Educator Resources http://www.lpi.usra.edu/ The Lunar and Planetary Institute is a research institute that provides support services to NASA and the planetary science community, and conducts planetary science research under the leadership of staff scientists, visiting researchers, and postdoctoral fellows. Resources on their site may be good supplements to this curriculum.
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Measuring The Solar System

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Measuring the Solar System

Measuring the Solar System Apprenticeship

Citizen Schools Measuring the Solar System Curriculum

Modeling the Solar System

norms and expectations

Measuring the Size of the Sun

Measuring the Size of the Moon

Phases of the Moon and Distance to the Moon

TriangulationMeasuring the Distance to a Distant Object

Chalk Model of the Solar System

Why is Pluto No Longer a Planet?

Using a compass Measuring the size of the

Phases of the moon Measuring the distance

Math refresher Triangulation in the

Create a chalk model of

Compare Pluto to other

Page 3 of 60 Dress Rehearsal for

Lesson 1: Modeling the Solar System- Using an Educated Guess

21st Century Skills:

Activity 1: Getting to Know Each Other:

Activity 2: Setting Expectations:

Citizen Schools Measuring the Solar System Curriculum

Citizen Schools Measuring the Solar System Curriculum

Citizen Schools Measuring the Solar System Curriculum

Activity 1: Introducing Scale Models:

Citizen Schools Measuring the Solar System Curriculum

Activity 2: Modeling the Solar System- best guess:

Teachback / Forecast Next Lesson:

Citizen Schools Measuring the Solar System Curriculum

Citizen Schools Measuring the Solar System Curriculum

Lesson 2: Measuring the Size of the Sun

21st Century Skills:

Activity 1: Similar Triangles:

Citizen Schools Measuring the Solar System Curriculum

Activity 2: Measuring the Size of the Sun:

Citizen Schools Measuring the Solar System Curriculum

Citizen Schools Measuring the Solar System Curriculum

Citizen Schools Measuring the Solar System Curriculum

Citizen Teacher Tips:

Teachback / Forecast Next Lesson:

Citizen Schools Measuring the Solar System Curriculum

Measuring the Size of the Sun

Lesson 3: Measuring the Size of the Moon

21st Century Skills:

Citizen Schools Measuring the Solar System Curriculum

Citizen Schools Measuring the Solar System Curriculum

Activity 1: Using a compass:

Citizen Schools Measuring the Solar System Curriculum

Activity 2: Measuring the Size of the Moon:

Citizen Schools Measuring the Solar System Curriculum

Teachback / Forecast Next Lesson:

Citizen Schools Measuring the Solar System Curriculum

Lesson 4: Phases of the Moon and Distance to the Moon

21st Century Skills:

Explanation: This is a picture of Mars and the polar ice caps.

Citizen Schools Measuring the Solar System Curriculum

Activity 1: Phases of the Moon:

Activity 2: Measuring the distance of the Moon:

Citizen Schools Measuring the Solar System Curriculum

Lesson 5: Triangulation- Measuring the Distance to a Distant Object

21st Century Skills:

Citizen Schools Measuring the Solar System Curriculum