• Models have limitations
• Our solar system, galaxy and universe are vast
• Space is not a vacuum

Myth vs. Reality – misconceptions of our solar system
Amazing Space home page http://amazing-space.stsci.edu/eds/
Amazing Space link to misconceptions of our solar system http://amazing-space.stsci.edu/resources/myths/solar_system.php

Common Misconceptions in Astronomy - table provides common misconceptions and explains the correct reasoning. Scroll down through table to find misconceptions of distances in the universe to star spectrum. Table produced by Cengage Learning to supplement textbook on astronomy.
http://www.brookscole.com/astronomy_d/templates/student_resources/053439549X_pasachoff/miscon/miscon.html

Ohio Resource Center has identified misconceptions that may relate to content taught in earlier grades. ORC recommended resources to help correct student misconceptions.. These resources, lesson ideas, should be incorporated into instruction in a way that is developmentally appropriate and that corrects misconceptions as a part of standards-based instruction.
http://www.ohiorc.org/pm/science/SciCDMisconceptions.aspx?cid=10

Solar system and planets, ratios and proportions, scale models, astronomical units, light year, metric measurement

Here are a number of strategies and activities you might use to help uncover student misconceptions, the level of student learning and areas in which students might need further instruction.

The use of graphic organizers can be used as pre-assessment activities (or formative assessments, if we use the results to help us plan!), as embedded assessment strategies and even as final assessment assignments. The most common graphic organizers are the KWL charts and Venn diagrams. The freeology website (http://freeology.com/) has a large variety of graphic organizers that are downloadable. This site also provides a very brief explanation of how to use each graphic organizer.

Video Post-Viewing Assessment:

The "Give One; Get One" (http://freeology.com/graphicorgs/page6.php) summary strategy is a useful tool to identify what the students have retained from the information in the video. Provide the students with a grid of twelve squares. In any three squares, the students record three different facts or ideas that they remember from the video. The students then begin to ask their classmates to fill in the other squares with information from the video that has not yet been recorded on the grid. Each classmate can fill in only one square on an individual's grid, but students can add information to as many different grids as they want. The grid can now be used in a variety of ways, such as notes for the students as they write a summary of the information addressed in the video.

Pre-assessment:

There are some common misconceptions about the solar system. Present the following questions to your students and record their response to each statement. (All statements are false.) While the video, Planets Are Spatial does not address all of these misconceptions it should stimulate students to rethink their understanding of our solar system.

The Solar System http://www.astro.illinois.edu/~jkaler/class/miscon.html

• The solar system is very crowded.
• The solar system contains only the Sun, Moon, and planets.
• Meteors are falling stars.
• Comets sweep across the sky like meteors.
• Comet tails stream behind the comet as the comet moves.
• Comets are burning.
• Planets are close together or are large compared with the distances between them.
• The planets are always arranged in a straight line away from the Sun.
• Alignments of planets are dangerous and can affect the Earth.
• Your personality and future are determined by the positions of the Sun, Moon, and planets.
• Planetary orbits are circular.
• Mercury is hot everywhere on its surface.
• Giant planets have solid surfaces.
• Saturn is the only planet with rings.
• Jupiter and Saturn are made of gas.
• The Sun is made of molten lava and is solid in parts.
• The asteroid belt is crowded and dangerous.

Embedded Assessment

Episode 5, Planets Are Spatial, lends itself well to the compare/contrast matrix graphic organizer. A blank template can be found at
http://www.dcn-cde.ca.gov/CRT/graph/Compare-Contrast/Matrix.pdf.

Use this matrix as an alternative to a Venn diagram to show similarities and differences between two concepts or topics. For Episode 5 students could do a compare/contrast matrix (limitations) of scale modeling in science or a compare/contrast matrix of a galaxy and the Universe.

How to Collect Solar System Trading Cards is an online activity from the Amazing Space website. The accompanying Teacher Page provides teaching suggestions that can be used to assess student knowledge of the planets and the solar system.
http://amazing-space.stsci.edu/resources/explorations/trading/directions.html

You could have the students carry on an astro-treasure-hunt on the Internet to search for what’s in the solar system and develop their own picture of what a busy, richly structured and interesting place our celestial neighborhood is. We suggest using some of the bulleted statements from the pre-assessment activity on common misconceptions.

Have your students answer this question about space travel:

Knowing about these distances in our own solar system, what do you think about traveling to other galaxies? Explain why you think this!

Students should investigate the farthest ANY man-made object has traveled. Voyager spacecraft has left the Solar System, but has a long, long way to go before it even approaches the next nearest star.

Post Assessment:

Math Scale Model Resource – use of proportions.
Students select a size of the earth than calculate the proportionate size of other objects in the universe. The web resource provides six “Jobs” with answer keys. These “jobs” could be used as student activities and assessment.
http://www.cavendishscience.org/phys/howfar/howfarhm.htm

Do The Sun and Earth Size Comparison on the Athena Project website to assess student understanding. In this activity, students explore the size comparison of Earth and Sun using measured values and by making a scale model using pennies. Students are asked to assess the results of both comparisons in writing. http://www.k12.wa.us/EdTech/Athena/curric/space/sun/sunearth.html

Benchmarks and Grade Level Indicators Addressed in Episode and Related Activities:

EARTH AND SPACE SCIENCE GRADES 7-8

B. Explain that the universe is composed of vast amounts of matter, most of which is at incomprehensible distances and held together by gravitational force. Describe how the universe is studied by the use of equipment such as telescopes, probes, satellites and spacecraft.

Grade Level Indicators:

1. Describe how objects in the Solar System are in regular and predictable motions that explain such phenomena as days, years, seasons, eclipses, tides and moon cycles.

6. Explain interstellar distances are measured in light years (e.g., the nearest star beyond the sun is 4.3 light years away).

8. Name and describe tools used to study the universe (e.g., telescopes, probes, satellites and spacecraft).

EARTH AND SPACE SCIENCE GRADES 9-10

A. Explain how evidence from stars and other celestial objects provide information about the processes that cause changes in the composition and scale of the physical universe.

C. Explain the 4.5 billion-year-history of Earth and the 4 billion-year-history of life on Earth based on observable scientific evidence in the geologic record.

F. Summarize the historical development of scientific theories and ideas, and describe emerging issues in the study of Earth and space sciences.

Grade Level Indicators:

A. Describe that stars produce energy from nuclear reactions and that processes in stars have led to the formation of all elements beyond hydrogen and helium.

Number, Number Sense and Operations 8-10

A. Use scientific notation to express large numbers and numbers less than one.

Grade Level Indicator – grade 8

1. Use scientific notation to express large numbers and small numbers between 0 and 1.

Data Analysis and Probability 8-10

E. Evaluate the validity of claims and predictions that are based on data by examining the appropriateness of the data collection and analysis.

F. Construct convincing arguments based on analysis of data and interpretation of data.

Grade Level Indicators – grade 8

9. Construct convincing arguments based on analysis of data and interpretation of graphs.

Science and Mathematics Standards Addressed through Suggested Teacher Interaction with Students:

Science and Technology

Students should recognize that science and technology are interconnected and that using technology involves assessment of the benefits, risks, and costs. Students should build scientific and technological knowledge, as well as the skill required to design and construct devices. In addition, they should develop the processes to solve problems and to understand that problems may be solved in several ways.

Scientific Inquiry

Students develop scientific habits of mind as they use the processes of scientific inquiry to ask valid questions, and to gather and analyze information. They understand how to develop hypotheses and make predictions. They are able to reflect on scientific practices as they develop plans of action to create and evaluate a variety of conclusions. Students are also able to demonstrate the ability to communicate their findings to others.

Scientific Ways of Knowing

Students realize that the current body of scientific knowledge must be based on evidence, be predictive, logical, subject to modification, and limited to the natural world. This includes demonstrating an understanding that scientific knowledge grows and advances as new evidence, is discovered to support or modify existing theories, as well as to encourage the development of new theories. Students are able to reflect on ethical scientific practices and demonstrate an understanding of how the current body of scientific knowledge reflects the historical and cultural contributions of women and men who provide us with a more reliable and comprehensive understanding of the natural world.