Topic
Math/Science
Level
Grade 6
Back to Nature Network Teachers’ Guide
Lesson Plan
SPACE WALK
Critical Learning/Big Ideas
Guiding Questions


1.
2.
Marking the distance between planets
Understanding the size of our solar system
3.
4.
How big is our planet?
How close is Earth’s nearest neighbour
planet?
How is the distance between planets
measured?
How big is our (Earth’s) solar system?
Curriculum Expectations
Science and Technology: Earth Systems Grade 6
Math: Number Sense and Numeration;
Data Management Grade 6:
 Represent ratios found in real-life contexts, using concrete materials, drawings, and
standard fractional notation
 Read, interpret, and draw conclusions from primary data (e.g. survey results, measurements, observations)
Learning Goals (Unpacked Expectations)
At the end of this lesson, students will (be
able to):
 Visualize the size of the solar system
 Know the distance between planets
 Be able to estimate percent of an area
 Be able to extrapolate data over a
schoolyard using ratios
 Use area and perimeter to measure the
school yard
Instructional Components and Context
Readiness
Prior Knowledge and Skills:
 Planets
 Distance
 Ratios
 Estimating percent
 Nature contract
Materials
 Metre stick
 Measuring wheel
 Nature objects to represent planets
 Chart paper and markers
 Large outdoor area e.g. field
 Camera (optional)
 Journal/reflection sheet
Minds On (Elicit & Engage)
Consider…(Assessing for, as , and/or
of learning)
Whole Class > Learning Goals
Introduce the learning goals and the guiding questions. Post the guiding questions.


Introduction / Hook
 What is a planet?
 How many planets are in Earth’s solar system?
 What is the order of planets in our (Earth’s) solar system?
 Can you picture the dimensions of the solar system? If not, why not?
 Discuss with the class how a model of the solar system might be created.
 Ask the class to speculate on the planned activity.

Assess for staying on task and actively
participating.
Math:
 ability to estimate percent
 ability to measure and calculate for area
Science:
 ability to identify the planets
and their order.
 ability to formulate a conclusion based on data collected
Action! (Explore & Explain)
Today we are going to make a model of the solar system.
Make a prediction: "How much space do we need to make it?"



Have the students determine where they will make the model and predict how big
the solar system is.
Have the students try their ideas. (table top, classroom etc).
Have the students reflect on their attempt. Take pictures while they work
(optional).
Ratios / Scale:
Introduce ratios and scale to the students. Discuss how to equate the distance between
the planets with something we can understand.
Under “Sun”, list the planets in order based on distance from the sun i.e. Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune, including “asteroid belt” between Mars and Jupiter on the list. NOTE: Pluto can be included, but is no longer considered a planet by the International Astronomical Union (IAU) based on the most recent definition of a planet.
Introduce the Titius-Bode Law and relate student predictions to Bode’s predictions.
Perform the calculations:
Teacher Background Information:
The Titius-Bode Law is a rough rule that predicts the spacing of the planets in the
Solar System. The relationship was first pointed out by Johann Titius in 1766 and
was formulated as a mathematical expression by J.E. Bode in 1778. It led Bode to
predict the existence of another planet between Mars and Jupiter in what we now
recognize as the asteroid belt.
The law relates the mean distances of the planets from the sun to a simple mathematic progression of numbers.
To find the mean distances of the planets, begin with the following simple sequence of numbers:
0, 3, 6, 12, 24, 48, 96, 192, 384 (if including Pluto)
With the exception of the first two, the others are simply twice the value of the
preceding number.
Add 4 to each number:
4, 7, 10, 16, 28, 52, 100, 196, 388 (for Pluto)
Then divide by 10:
.4, .7, 1, 1.6, 2,8, 5.2, 10.0, 19.6, 38.8
The resulting sequence is very close to the distribution of mean distances of the
planets from the Sun. The distances are measured in astronomical units (A.U.);
one A.U. is equal to approximately 150,000 kilometres, and is the distance between
the Earth and the Sun, as suggested by the mathematical results.
One really important point to emphasize is the predictive aspect of Bode’s work.
Explain to students that the distances will be used by converting them to metres i.e.
Earth is 1.0 metre from the Sun. Thus, the ratio being used is 1 metre:150,000 km.
Action! (Explore & Explain)
Next, provide a list of the relative sizes of the Sun and planets compared to the Earth.
Following the same order above, the sizes are:
108, .39, .95, 1, .53, (no asteroid belt), 11.1, 9.41, 4.0, 3.89, and .18 (if including
Pluto). (The moon is .27.)
Model a comparison of sizes indoors e.g. different sized balls, etc. Now tell the students
that the first task will be to visit a natural area to gather objects that are representative
of the planets in size.
Visit your nearby nature area and have students gather objects to represent the planets
e.g. rock, acorn, chunk of wood, bag of leaves, different-sized snowballs in winter. As a
class, decide which object should represent each planet.
Find a spot that has plenty of space to construct the solar system.
Place the Sun at the start and demonstrate how to measure the distance to the next
planet. This can be done using metre sticks, measuring a length of string e.g. five metres, and figuring out distance using it, or by measuring a pace of one metre and counting out paces as you go. Have the students walk together, each pair or small group being responsible for placing and staying with a planet. Continue for all the planets. (You
may include Earth’s moon as well.)
Be sure to stop as you are marking the planets and comment on the changes in distance, especially from Mars to Jupiter and from Jupiter to Saturn.
Take pictures.
Reflect and evaluate:
 How was the space walk different from your predictions or first attempts?
 Were you amazed at the size of the solar system?
Consolidation (Elaborate, Evaluate, Extend)

Re-try the activity using different ratios to fit it into a smaller or larger space. How
do the results compare?
Earth's width
Sun's width
and Sun-Earth distance
Actual
12,875 km
1,287,500 km
149,730,000 km
Converted (1cm = 10,000km)
1.3 cm
130 cm = 1.3 m
150 m
The Moon is 380,000 km from the Earth, which is represented as 38 cm using this scale.