The Solar

System
Fourth Grade

Brandi Beneke

Solar System Lesson Plan

Subject/Topic: Science
Grade/Class: 4
Time/Period: 1 week (5/6 days)
Lesson Date: Day 1
SOL:
1. Science
a. SWBAT investigate and understand the organization of the Solar System.
b. SWBAT investigate and understand the order of the planets in the Solar System.
Content Outline:
a. SWBAT investigate and understand the organization of the Solar System.
Composition
a. Sun
b. Eight planets
a. Inner Planets
i. Terrestrial Planets
ii. Mercury, Venus, Earth and Mars
b. Outer Planets
i. Gas Giants
ii. Jupiter, Saturn, Uranus and Neptune
b. SWBAT investigate and understand the order of the planets in the Solar System.
a. Mercury is closest to the Sun.
b. Venus is second from the Sun.
c. Earth is third from the Sun.
d. Mars is fourth from the Sun.
e. Jupiter is fifth from the Sun.
f. Saturn is sixth from the Sun.
g. Uranus is seventh from the Sun.
h. Neptune is farthest from the Sun.
Rationale:
The main purpose of this unit is to provide an introduction to our Solar System. This includes the
introduction to the planets in the Solar System, their order in the Solar System in relation to the
Sun, and the sizes of the planets in relation to the size of the Earth.
Objective(s) of the lesson:
1. SWBAT name the eight planets and describe whether they are a terrestrial planet or a gas
giant after a PowerPoint presentation on a brief quiz with 80% or more accuracy.
2. SWBAT sequence the eight planets in the Solar System based on their position from the Sun
after listening to, and memorizing, a song with 100% accuracy.

Lesson Opening:
The students are returning from recess. The door to enter the classroom has been transformed
into a rocket ship. Inside the classroom, it is dark; the ceiling is lit with glow-in-the-dark stars.
There are life-size astronaut cardboard cutouts in each corner of the room. The walls are covered
with giant stickers of stars, the planets, the Sun, and the moon. The teacher has placed handmade workbook packets on each students desk and is now waiting at the door to welcome them
back from recess. As the students enter the room, she says, Please have a seat, where you will
find your workbooks for the week. Write your name on your packet, and sit quietly until the rest
of your classmates have entered the room.
After all of the students have been seated, the teacher closes the door, moves to the front of the
room, and says
Connection:
I decorated the classroom for you all while you were at recess. Can somebody raise their hand
and tell me what they see? The teacher spends two or three minutes taking answers from the
students, expecting them to list everything from the glow-in-the-dark stars on the ceiling, to the
astronaut cutouts, to the stickers on the wall, and so on. Very good, you guys! What can you
infer from these clues that we will be studying for the next week? She expects the students to
know that the topic they will be discussing is space/the Solar System. Excellent! How many of
you already know some things about the Solar System? She expects that most, if not all,
students will raise their hands and know a few things about the Solar System. Great! Will you
all turn to page two in your workbooks, please? She waits until they have all turned to page two.
Thank you for following directions. What you will find on this page is a pre-test, which will ask
you questions about the Solar System. This is not for a grade; it is just for me to see how much
you already know about the Solar System and what areas I may need to spend a little more time
on. It is 10 questions. You have five minutes to complete it; do your best, we will go over the
answers after the five minutes have passed. She pauses. Does everyone understand what they
are supposed to be doing? She clarifies any misunderstandings. You may begin. Good luck.
After five minutes have passed, the teacher says, Okay, times up. Pencils down, even if you
didnt finish. Everyone needs to be following along as we go over the answers together as a
class. She reads question one. Can someone please raise their hand and tell me the answer?
She expects students to raise their hands. She calls on a student. If the student gets the answer
correct, she says, Great job, (students name here)! How many of you put that as the answer?
She waits for students to raise their hands. Then she asks, Does everyone understand why (a, b,
c, or d) is the correct answer? before proceeding to question two. If the student gets the answer
wrong, she says, Can anybody help him/her out? and calls on another student. If the student
gets the answer correct, she says, Wonderful, (students name here)! Thank you! Do you all see
why that is the correct answer? She then clarifies any questions/misunderstandings and then
proceeds to question two. If the student gets the answer wrong, she either calls on another
student for help or probes the class to help THEM figure out the correct answer, rather than just
telling them that the answer is a, b, c or d. She follows the same procedure for questions two
through ten.
The teacher then moves to the computer at the front of the room and says
Instructional Strategies/Processes:

Please turn to the next page in your workbooks. The teacher walks around and briefly scans to
see that everyone is on the right page. Who can tell me what they think we will be doing next?
The teacher expects students to recognize that they are about to take notes. She calls on a student
and the student answers correctly. We are about to take notes; correct! Good observation,
(students name here). Today we are going to be getting some background knowledge about
the solar System. You will be viewing a PowerPoint that will help with that. Please look over the
slides on your notes pages and get prepared to take notes while I start the PowerPoint. The
teacher starts the PowerPoint, and asks if anyone has any questions before proceeding.
Then, the teacher says (on PowerPoint)
The teacher says, Today we are going to look at a brief overview of the Solar System. At the
end of the class, you should be able to tell me what the Solar System is composed of, name the
eight planets, distinguish between inner and outer planets, and sequence the planets in order from
their distance from the Sun (from closest to farthest). Make sure that you are paying attention
and taking notes because you will need them to study tonight for your quiz tomorrow. Does
anyone have any questions before we begin? The teacher answers any questions and clarifies
any misunderstandings that the students may have. Lets begin! The Solar System is ancient.
Early astronomers believed that the Earth was the center of the universe and all other heavenly
bodies orbited around Earth. We now know that our Sun is the center of our Solar System and
eight planets, a handful of dwarf planets, 170 named moons, dust, gas and thousands of asteroids
and comets orbit around the Sun. The teacher clicks to the next slide.
The Solar System is composed of the Sun and eight planets, a handful of dwarf planets, 170
named moons, dust, gas and thousands of asteroids and comets orbit around the Sun. Can
anybody tell me the names of some of the planets? The teacher spends a couple of minutes
hearing student answers, expecting that they will only know of a few. The names of the eight
planets are (in no particular order) Earth, Mercury, Jupiter, Saturn, Venus, Uranus, Neptune and
Mars. The teacher points to the corresponding planet on the PowerPoint slide as she names the
planets. Some of you named a few of these, wonderful! The teacher clicks to the next slide.
Astronomers have divided the eight planets of the Solar System into the inner planets and the
outer planets. The inner planets are the planets in the inner part of the Solar System that orbit
closest to the Sun and are within the asteroid belt. The four inner planets are Mercury, Venus,
Earth and Mars. You may want to highlight the names of the four inner planets; you will see
these again! The teacher pauses and lets the students highlight. The inner planets are also
called the terrestrial planets. We will learn more about what this means later this week. Does
anyone have any questions so far? The teacher answers any questions before clicking to the next
slide.
The outer planets are the planets in the Solar System beyond the asteroid belt that orbit the Sun
many, many million miles away. How many of you all know how far a million miles is? Its a
looooong ways. The four outer planets are Jupiter, Saturn, Uranus and Neptune. Once again, I
would recommend highlighting these planets. The teacher pauses again to let the students
highlight. The outer planets are also called gas giants, or Jovian planets. When we talk more in
depth about what the term terrestrial means, we will also discuss the terms gas giants and
Jovian planets.
How many of you all have used mnemonic devices before? The teacher expects some students
to be familiar with mnemonic devices. She says, I feel quite sure that all of you have at some
point. Who can tell me what P-E-M-D-A-S stands for in math class? She allows the students to
answer. Great! P-E-M-D-A-S is an example of a mnemonic device. I told you that by the end of

today, you would be able to tell me the order of the planets based on their distances from the
Sun. I have created a mnemonic device for you to use to help you remember. It is My Very
Educated Mother Just Served Us Noodles. Can you all say it with me? They repeat it three
times in unison. Wonderful. How about you all take five minutes to think of your own
mnemonic devices? You can work individually or with a partner. The teacher walks around as
the students are generating their own mnemonic devices. After the five minutes have passed, she
listens to each students (or pair of students) mnemonic devices. You guys are so creative, she
says. You all should have a pretty good idea of the order of the planets based off of this activity,
but just to be sure, I am going to play you a song/video that you can use in the event that you
forget your mnemonic devices. The teacher plays the attached YouTube video twice. The first
time is just to show the students and the second time, she encourages the students to sing along.
Products:
Workbooks, pre-test, notes pages, word search
Assessment:
1. The teacher checks notes pages and corrects as needed.
2. The teacher listens to student-generated mnemonic devices and clarifies any
misunderstandings.
Closure:
The teacher collects and briefly reviews the students workbooks while they pack up and stack
their chairs to leave for home.
Homework:
Students should review their workbooks for a quiz next class.
Materials/Equipment:
Workbooks, pre-test, notes pages, word search, computer, PowerPoint, YouTube video/song,
pens/pencils

The Solar System Unit Plan

Rationale:
I plan to implement both direct and indirect approaches to teaching this unit. I will place more
emphasis on indirect instruction, as it is important that the students be engaged in the lessons. I
will incorporate a variety of different activities and have the students work in pairs or groups
frequently so that they can collaborate. The activities will be hands-on so as to enrich the
learning experience. I intend for students to actively develop and utilize scientific investigation,
reasoning, and logic skills in the context of the key concepts presented in this standard.
Objectives:
The purpose of this unit is for the students to be able to:
Name the eight planets and describe whether they are a terrestrial planet or gas giant.
Sequence the eight planets in the solar system based on their position from the sun.
Sequence the eight planets in the solar system based on their size.
Compare and contrast the surface conditions of Earth, the moon, and the sun.
Standards of Learning:
4.6 The student will
a) estimate and measure length, and describe the result in both metric and US customary
units.
4.7 The student will investigate and understand the organization of the solar system. Key
concepts include:
a) the planets in the solar system;
b) the order of the planets in the solar system; and
c) the relative sizes of the planets.
4.8 The student will investigate and understand the relationships among Earth, the moon, and the
sun. Key concepts include:
a) the motions of Earth, the moon, and the sun; and
d) the relative size, position, age, and makeup of Earth, the moon, and the sun.
Matrix:
SOL 4.6 a
Lesson 1
Lesson 2
Lesson 3
Lesson 4
Lesson 5

SOL 4.7 a
X
X
X
X
X

SOL 4.7 b
X
X

SOL 4.7 c
X

SOL 4.8 a

SOL 4.8 d

Overview:
This unit focuses on providing an introduction to our Solar System. This includes the
introduction to the planets in the Solar System, their order in the Solar System in relation to the

Sun, and the sizes of the planets in relation to the size of Earth. A more in-depth study of the
Solar System is in standard 6.8.
Materials/Resources (not listed in the activities):
Computer
SmartBoard
Microsoft PowerPoint
iPad
Special Safety Concerns:
Lessons two and three require fruit and nuts. It is important that students with food allergies not
consume these foods. If students in the class do have food allergies, alternative objects can be
used for lesson two and cut outs of the fruits will be available for lesson three (see attached).
Lesson Plans:
Day #1 This lesson will provide a brief introduction/overview to our Solar System, including
the introduction to the planets in the Solar System, their order in the Solar System in relation to
the Sun, and the sizes of the planets in relation to the size of the Earth.
(See attached).
Day #2 This lesson will cover the order of the planets in the Solar System in relation to the
Sun.
Begin with a quiz on the material from the introduction to the unit covered yesterday.
PowerPoint presentation on the order of the planets in the Solar System and their respective
distances from the Sun.
Enrichment activity:
Collect the materials for the activity.
Sun any ball, diameter 8.00 inches (bowling ball)
Mercury a pinhead, diameter 0.03 inches
Venus a peppercorn, diameter 0.08 inches
Earth a peppercorn
Mars a pinhead
Jupiter a pecan, diameter 0.90 inches
Saturn an acorn, diameter 0.70 inches
Uranus a peanut, diameter 0.30 inches
Neptune a coffee bean
Ask students how much space we need to make the dimensions of our Solar System.
Wait for responses before telling them that the peppercorn is representative of the
Earth for this activity.
The Earth is eight thousand miles wide! The peppercorn is eight hundredths of
an inch wide. The Sun is eight hundred thousand miles wide. The ball
representing it is eight inches wide. So, one inch in the model represents a
hundred thousand miles in reality.

Go outside. Hand the Sun and the planets to selected students, making sure that each
student knows the name of the object he or she is carrying, so as to be able to keep up
with their object making up the Solar System replica. Set markers beside each object
after placing it on the ground.
Put the sun ball down. After 10 paces, call out "Mercury, where are you?" and have
the Mercury-bearer put down their card and pinhead. After another 9 paces, Venus
puts down her peppercorn. After another 7 paces, Earth is positioned. After another
14 paces, Mars becomes part of the scene. Students will begin to grasp the vastness of
space, after they take another 95 paces to Jupiters home. Another 112 paces and
Saturn is positioned. Another 249 paces and Uranus is positioned. Finally, after
another 281 paces Neptune is positioned.
Follow-up: Having come to the end of the walk, you may turn your class around and
retrace your steps. Re-counting the numbers gives a second chance to learn them, and
looking for the little objects re-emphasizes how lost they are in space.

Exit Ticket: Fill in the boxes by sequencing the eight planets in the Solar System based on
their position from the Sun.
Day #3 This lesson will cover the relative sizes of the planets.
Explain to students that now that they have an idea of the scale and distance between planets,
they will be learning about the size of planets.

Collect the materials for the activity.

o Honeydew melon
o Cantaloupe
o Lemon
o Lime
o Grapes (2)
o Macadamia nut
o Peppercorns (3)
Split students into pairs or groups so that they can discuss potential sizes. Allow the students
to examine the fruits, nuts and peppercorns. Ask them to predict the size of each planet in the
Solar System using the fruits and nuts provided. Record predictions on the worksheet
provided.
Reveal the answers to the students. Have a supplemental PowerPoint or fact sheet on the
board for students to reference regarding the actual sizes of the planets.
In a group discussion, students will reflect on what they learned. Ask them to compare their
initial predictions with what they now know. This conversation is a good time to reinforce the
idea that science is all about not knowing at first, but finding ways (e.g., using models,
making predictions) to gain new knowledge.
Homework: Solar Walk is a 3D astronomy application (for Apple products) chock full of
beautiful graphics and animations of the Solar System. Students are to explore the planets
and then choose one to write five characteristics about, unrelated to its size or distance from

the Sun. If students do not have access to an iPad, one can be checked out from the library.
The app is free.
Day #4 This lesson will go in-depth about the characteristics and features of the planets that
distinguish them from other planets/objects in the Solar System.
I will begin class by checking that everyone did the homework assignment and having each
of the students share a couple of interesting facts that they found out about the planet of their
choice.
We will then transition into a whole-group K-W-L regarding what students already know
(helps teacher activate prior knowledge) and would like to know about inner and outer
planets. The teacher will make a K-W-L chart on the white board and record student
responses as they contribute to the discussion.
The students will then be told that they are going to be mini-detectives/researchers. Students
will be split into 8 groups of 3 and assigned a planet (the goal is for most students to research
a planet other than the one they chose for homework). The teacher will provide resources that
the students can use to conduct their research, such as websites, books, print outs, etc. as well
as prompts/guiding questions for what the students should be thinking about with regard to
their assigned planets.
The students will be provided with a large piece of chart paper that they will fill up with facts
about their assigned planets. During the activity, the teacher will circulate and ask the
students probing questions based on the planets they are researching. Questioning the
students as they work will keep them on track and assist with any struggling learners.
When the students are finished, they will post their paper up on the bulletin board in front of
the room. The students will present their facts to the rest of the class and the teacher will add
any key facts/concepts that the students may have missed. The teacher will restate and
summarize the facts written on each sheet of paper. Students are expected to take notes and
contribute to the discussion.
Exit Ticket: The students will demonstrate what they learned (the L part of K-W-L) on a
Venn Diagram, in which they will jot down a few differences and similarities between the
inner and outer planets.
Homework: Create a concept map that shows the interrelatedness of the planets, the Sun, and
other objects (asteroids, comets, and moons) in the Solar System.
Day #5 This lesson will provide an in-depth study of the position, age and makeup of the Earth.
I chose to spend an extra day on Earth because this is the planet (making real-world
connections) that we live on and it is an easy transition into Standard 4.8, which focuses on the
Earth-moon-sun system.
The lesson will begin with students sharing their concept maps with their classmates.
We will begin with a discussion on what distinguishes Earth from the other planets that we
have covered this week. Students should understand that the Earth has the presence of an
atmosphere, liquid water, and lifeall things that are unique to this planet.
The teacher will then provide students with hands-on foam models of the Earth that make it
simple to illustrate its different parts. The outside surface illustrates both continents and

oceans with raised features. The hemispheres separate to show the four main layers of Earth
(crust, mantle, outer core and inner core). Once separated, students discover facts of planet
Earths core. Each brightly colored hemisphere shows its layers, temperatures, and depths.
The teacher may also use a traditional globe to demonstrate Earths axial tilt and how it
rotates. This could lead to a discussion on how Earth completes one revolution around the
Sun every 365 days and how the moon revolves around the Earth about once every month.
To help with these concepts, students will receive a copy of the Earth, Moon and
Sun Song (to the tune of The Farmer in the Dell):
The Earth spins around, the Earth spins around,
Once a day, every day, the Earth spins around.
The moon goes round the Earth, the moon goes round the Earth,
Once a month, every month, the moon goes round the Earth.
The Earth goes round the Sun, the Earth goes round the Sun,
Once a year, every year, the Earth goes round the Sun.
Final Project (over the weekend): Construct a simple model of the Sun and planets in our
Solar System.

Assessment Tools:
Active participation in class discussions
Note-taking
Homework: Planets in Order craft (see attached)
The Solar System Quiz (see attached)
Exit Ticket: Sequence the eight planets in the Solar System based on their position from the
Sun (see attached).
Class Worksheet: Making predictions and justifying reasoning (see attached).
Homework: Using the Solar Walk app, exploring the different planets and recording 5 facts
about one unrelated to its size and/or distance from the Sun.
Exit Ticket: Venn Diagram (see attached)
Homework: Concept Map on the Solar System
Final Project: Solar System Model (see attached rubric)
Assessment Rubrics:
Homework (15 points)
A (4) Homework is handed in on time. All work is accurate, relevant and insightful.
Demonstrates a comprehensive understanding of the material. The assignment was completed
with obvious time, care and extra effort. Exceeds assignment requirements.
B (3) Homework is accurate and relevant. There are very few errors. Demonstrates
understanding of the material. The assignment was completed with obvious time and care.
Meets most of assignment requirements.

C (2) There are missing parts of the homework. Most of what is included is accurate and
relevant. Demonstrates some understanding of the material. The assignment was competently
completed with appropriate effort. Meets part of assignment requirements.
D (1) Homework is inaccurate or irrelevant. Demonstrates an incomplete and/or poor
understanding of the material. The assignment seems to have been completed in a rush or
with little care. Does not meet assignment requirements.
F (0) Homework is not completed or handed in.
Late penalty One point deducted per calendar day.
Participation (20 points)
Student participation will be assessed according to the frequency of their participation in
class, the quality of their comments, and their listening skills.
A (4) Student initiates contributions more than once in each recitation. Comments are
always insightful and constructive. Student uses appropriate terminology. Comments are
balanced between general impressions, opinions and specific, thoughtful criticisms or
contributions. Student listens attentively when others contribute to the discussion as indicated
by comments that build on others remarks (contribute to the dialogue).
B (3) Student initiates contributions once in each recitation. Comments are mostly
insightful and constructive. Student uses appropriate terminology most of the time.
Occasionally comments are too general or not relevant to the discussion. Student is mostly
attentive when others contribute to the discussion as indicated by comments that reflect and
build on others remarks.
C (2) Student initiates contributions at least in half of the recitations. Comments are
sometimes constructive, with occasional signs of insight. Student does not use appropriate
terminology. Comments are not always relevant to the discussion. Student is often inattentive
and needs reminder of focus of class. Occasionally makes disruptive comments while others
are speaking.
D (1) Student does not initiate contribution and needs instructor to solicit input. Comments
are uninformative and are lacking in appropriate terminology. There is a heavy reliance on
opinion and personal taste. Student does not listen to others and regularly talks or does not
pay attention while others speak (detracts from discussion, sleeps, etc.).
Notes pages (25 points)
Students notes will be assessed according to organization, legibility, and the quality and
quantity of notes taken.
A+ (5) Notes are organized, bulleted and neat. Handwriting is legible. Selective and
accurate paraphrasing is used. Logical abbreviations are used. Notes relate to the topic. Key
words have been underlined and/or highlighted. More than enough notes have been taken to
indicate student attention throughout the lecture.
A (4) Most of the notes are organized, bulleted and neat. Handwriting is completely legible.
Selective paraphrasing and logical abbreviations are used. Some key words are underlined or
highlighted. A sufficient number of notes have been taken to indicate student attention
throughout the lecture.
B (3) There is some evidence that the notes are organized, bulleted and neat. Handwriting
is mostly legible. Notes may or may not be accurate; information is not always paraphrased.
Some words are abbreviated. There is no use of underlining or highlighting key words.
Nearly enough notes have been taken to indicate student attention throughout the lecture.

C (2) Notes are primarily copied from the source. Handwriting is mostly illegible. There is
no evidence that the notes are organized, bulleted and neat; notes are incomplete. Not enough
notes are taken to indicate student attention throughout the lecture.
D (1) Notes are not related to the topic. Handwriting is illegible.
F (0) There is no indication of notes being taken.
Quiz (10 points)
Exit Tickets (5 points)
A (5) The assignment was completed with obvious time and effort. Demonstrates
understanding of the material. Meets assignment requirements.
F (0) The assignment is incomplete or seems to have been completed in a rush or with little
effort. Does not meet assignment requirements.
Solar System Model (25 points)
See rubric attached.

Extension Activities and Differentiation:

Have students find out how much they would weigh on Saturn, Uranus, Neptune and Pluto
by using the online calculator at the NASA website locations provided in the Additional
Multimedia Support section.
Plan a field trip to the Virginia Air & Space Center
(http://www.vasc.org/visit/exhibits/space-quest#sthash.CS6FAvDL.dpuf)
In the Solar System exhibit, you need only to look up for a little planetary inspiration
of your own. Nearly 30 feet above the floor hang giant planetary models of Saturn,
Jupiter, Uranus and Neptune. You can survey these gas giants and their rocky planet
friends through exploration of your own!
Examine various sample elements representing the surface of each world in our Solar
System, and imagine what it would be like to travel to another planet with the
interactive inter-planetary travel agency.
Your interactive, inter-stellar journey begins here with the Mars Transporter, a
simulated space travel experience that will take you to the Mars surface. Dont worry,
the six-month journey will feel more like a few minutes, and once on the planets
surface youll know it was well worth the wait. Let go of your inhibitions and climb
on board. Outer space awaits you
Global Projection Imagine a giant sphere that allows you to interactively explore
the Earth and other planets with the touch of a button. At a whopping five feet in
diameter, the Magic Planet Global Projector displays stunning, interchanging images
of the Earth, moon, sun and Mars in a hemisphere, allowing guests to interact with
each planet. Real-time data on Earth provides up-to-date information on weather
patterns, natural disasters and more, allowing visitors to view Earth in the here and
now.
Plan an evening field trip with an amateur astronomer to view the planets that are visible in
the early evening skies. Saturns rings are visible using an 8-inch telescope and the moon is
impressive with just binoculars.
Instead of constructing a simple model of the Sun and planets in our Solar System, students
can model the relative size of the planets and their distance from the Sun by using large beads
and stringSun (yellow bead), Mercury (opaque red bead), Venus (cream bead), Earth (clear

blue bead), Mars (clear red bead), Asteroid belt (black bead), Jupiter (orange bead), Saturn
(clear gold bead), Uranus (dark blue bead), Neptune (light blue bead) and Pluto (brown
bead). Students can use metric measuring tools (e.g., measuring tape, meter sticks) to mark
their measured distances before tying off the beads on the string.

I will accommodate students with special needs by providing them with print outs of the
PowerPoint presentations, pre-cut materials, using larger/bolder font, providing them with a
headset and audio tapes of the songs and providing them with more time or a more quiet
atmosphere during formal assessments. I will place students with special needs in pairs or
groups in which they will feel as though they can flourish as learners.

References:
http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/curriculum_framewk/scien
ce4.pdf
http://mars.nasa.gov/files/mep/Solar_System_Size_Beads_K-4_Lesson_08_2013.pdf
http://media.yurisnight.net/outreach/janetsplanetcurriculum/Janets_Planet_Solar_System_35_ENGLISH.pdf
http://www.scholastic.com/teachers/sites/default/files/asset/file/march06_solarsystem.pdf

Name ______________________
The Solar System Quiz
Directions: Select the best possible answer from the given choices.
Each question is worth one point.
1. What planet is best known for its rings?
a. Mars
b. Earth
c. Neptune
d. Saturn
2. The Sun, the planets, their moons and other objects that orbit the Sun are called:
a. a Galaxy
b. the Solar System
c. the Universe
d. Space
3. How many planets are there in the Solar System?
a. 7
b. 8
c. 9
d. 10
4. What is at the center of the Solar System?
a. the Earth
b. the Moon
c. the Sun
d. the Asteroid Belt
5. What is a small, rocky object that orbits the Sun?
a. an asteroid
b. a comet
c. a star
d. a meteor
6. What two planets have no moons?
a. Mars and Venus
b. Neptune and Earth

c. Jupiter and Saturn

d. Mercury and Venus
7. What planets are known as the Gas Giants?
a. Mercury, Venus and Earth
b. Jupiter, Neptune and Mars
c. Jupiter, Neptune, Saturn and Uranus
d. Earth, Saturn and Pluto
8. What is the largest planet in the Solar System?
a. Jupiter
b. Mercury
c. Neptune
d. Uranus
9. Planet x is a small, terrestrial planet that has one moon, liquid water and a thin atmosphere. What is Planet
x?
a. Venus
b. Neptune
c. Jupiter
d. Earth
10. True or False: The planets in the Solar System rotate around the sun.
If false, correct it to make it true. _______________________________________________
Bonus (each worth one point):
1. Who was the first person to walk on the moon?
__________________________________________________________________________________
2. Why is Pluto no longer considered a planet?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Exit Ticket
Name ______________________________________
Sequence the eight planets in the solar system based on their position from the
sun.

Name ______________________
Directions: Working with your partner or group, discuss the fruits and vegetables your teacher
has provided. For each body in the solar system, select one of these as a representation of their
size in relationship to each other. In the justification column, explain why you believe this
particular fruit or vegetable to be the best choice.

Planet
Mercury

Venus

Earth

Mars

Object

Justification

Jupiter

Saturn

Uranus

Neptune

Outer Planets

Inner Planets

Solar System Mobile Rubric

Descriptors
0

Composition
Originality
Creativity
Neatness
Attractiveness

Content Elements
Sun
Inner Planets
Outer Planets
Asteroid Belt
Labels
Content Features
Rings
Color
Size
Organization

Project includes no
original components or
features; little to no
creativity; effort to
represent the topic is
evidenced at a
minimum; used a kit.

Scale
1
Average submission;
little effort to represent
the topic; somewhat
neat; surface attempt at
being creative.

Points
2
Unique submission;
displays a
thoughtfulness and
creative drive to
represent the topic in an
intriguing/intricate
manner; displays a high
level of ingenuity and
effort.

No evidence of the Sun,

inner/outer planets, and
asteroid belt on the
model; no labels on the
planets.

Little evidence of the

Sun, inner/outer planets,
and asteroid belt on the
model; some labels on
the planets.

Appropriately displays
the Sun, inner/outer
planets, and asteroid belt
on the model; all planets
are labeled on the model.

No evidence of rings on
the model; none of the
components are
accurately portrayed
with size/color; planets
out of order.

Rings are present on

some of the planets;
some of the components
are accurately portrayed
with size/color; few
errors in order of
planets.

Appropriately displays
rings on all the planets;
all components are
accurately portrayed
with size/color; planets
are appropriately
organized and displayed
on the model.
Total:

Teacher Comments:

/6