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Really, Just How Big is Our Solar System?

Really, Just How Big is Our Solar System?. John Harsh, Gary Community Schools Shannon Hudson, Crawfordsville Community Schools. Audience. Science teachers attending the HASTI Conference (Hoosier Association of Science Teachers, Inc) in February, 2011; Indianapolis, Indiana, 45 minutes OR

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Really, Just How Big is Our Solar System?

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  1. Really, Just How Big is Our Solar System? John Harsh, Gary Community Schools Shannon Hudson, Crawfordsville Community Schools

  2. Audience • Science teachers attending the HASTI Conference (Hoosier Association of Science Teachers, Inc) in February, 2011; Indianapolis, Indiana, 45 minutes OR • NAGC (National Association of Gifted Children) in November 2010; Atlanta, Georgia, 1-2 hours OR • Venues closer to home such as the Carnegie Museum, Montgomery County

  3. Goal • To provide teachers with the tools that will help students create a model to understand our solar system’s size (objects and distances covered)

  4. Invitation • We will ask participants for prior knowledge about solar system object distances and sizes relative to the sun. • Discuss the concept of scale (what is it, how calculated, uses)

  5. Exploration • We will show and discuss different types of models, their limits and their possibilities (based on Lesson 3.1, Models). We will ask for prior knowledge about solar system object distances relative to the sun relating it to the community in which we present

  6. Lesson 3.8; Outdoor Scale Model of the Inner Solar System • We will present Lesson 3.8 as written in the guide • Depending on location of presentation, we will determine if an outdoor location is feasible or it the scale needs to be modified to accommodate an indoor situation using hallways • If necessary, we will have completed this activity with our kids and have a video from the lesson (thank you Nancy!!)

  7. Application • Encourage teacher participants to • Develop a “walking/biking/driving solar system” to scale in their community • Hopefully, ours will be functional by this time complete with community brochures, website, power point, etc

  8. Reflection/Extension • Discuss what concepts were learned • Allow participants to vary, modify ideas presented to them, discuss, network, ask questions, etc • Decide just where they want to end their model (Pluto, Eris, etc…) • Encourage teachers to develop either this lesson or other content into a PBL and/ or service learning opportunities • Permanent displays (Lake and Montgomery Counties Visitors Centers, Carnegie Museum in Crawfordsville, Indiana and on line that teachers can access)

  9. Example of a PBL Many people have many misunderstandings about how vast the solar system is. This class has been volunteered to create a scale model in our area that will help everyone understand the sizes of the objects in the solar system and how far apart they are from each other. Your teacher wants to make Pluto, the smallest object in this solar system model, _____ cm. How will we create a solar system to scale that is based on Pluto?

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