Project topic "Planets of the Solar System"
Pershina S.N. (educator)
Luchina N.V. (educator)
Uzkireva M.V. (ecologist)
Educational institution: MDOKU d/s "Skazka", urban settlement. Levintsy, Orichevsky district, Kirov region
2017
Page:
Introduction 3-4
Literature review 5
Research methods: 6
3.1.Steps of work 6
3.2. Methods, places and timing of research. 7-11
4. Research results 12-13
5. Application. 14
Introduction
Topic: Planets of the Solar System.
Justification for choosing the topic: The development of modern society and scientific progress brings great harm to nature. Children, how can we preserve it for the benefit of people and future generations. To learn how to protect nature, you need to know everything about it. Where we need to start studying the nature of the Earth, we consider its formation, where it comes from, i.e. from space. Therefore, we chose as our theme “Introducing children to space and the planets of the Solar System.”
Project goal: Formation of the beginnings of the scientific worldview of older preschoolers through familiarization with space and its objects through observations, research, games, and reading scientific and artistic literature.
Tasks:
Expand children's understanding of space, stars, planets, teach them to distinguish planets by appearance, size, location, and features.
Develop curiosity, imagination, thinking, speech, develop the ability to draw conclusions based on the results of observations and experiments. Form a scientific worldview.
Cultivate an interest in space and the world around us in general, and a caring attitude towards it.
Subject of research – space as part of the surrounding world.
Object of study - planets of the Solar System.
Hypothesis: Why does a preschooler need to know about space and its structure? After all, these are not easy concepts. We believe that in order to form in a child a correct understanding of the vision of the world, to teach him to love and treat nature with care, it is necessary to give an understanding of the existence of the relationship between the life of the Earth and the cosmos, without which life on Earth and the prospects for the development of mankind are impossible. The sooner a child begins to understand this connection, the faster he can learn to take care of nature, the wiser in the future he will be able to explore the vastness of space and the benefit of humanity.
Relevance: Senior preschool age is a period of active entry into the period of learning about the world around us. Observing the celestial bodies has always been interesting to people at all times. Children are also attracted to this mysterious distance. Children show broad curiosity, ask questions regarding near and distant objects and phenomena, are interested in cause-and-effect relationships, try to independently come up with explanations for natural phenomena, love to observe and experiment. In order to preserve and develop children’s natural gift of curiosity, and to enrich their experience of interacting with the world around them, we planned joint activities with objects and phenomena of space.
Significance: This work will not only enrich the experience of children’s interaction with the world around them, but will not only contribute to the development of environmental consciousness, but will also lay the foundation for the formation of a correct scientific vision of the world.
Review of literature used to prepare for the creation of the project:
Ryleeva V.A. “Together it’s more fun” Moscow 2000
Popova T.I. “The World Around Us” Moscow 1998
“Wonders of the World” ROSMEN Moscow 2000
Kramenko O. “Birds and Oil” “Hoop” No. 4, 2000
Sladkov N. “Colorful Earth” Moscow 1981
3. Research methods:
3.1. Stages of work.
Organizational stage:
Studying methodological literature, Internet resources on the project topic, selecting the necessary materials, equipment for project activities, drawing up a project implementation plan, developing and producing didactic games and manuals.
Practical stage:
Direct educational and research activities with children of educators and ecologist.
Conducting experiments and observations in nature.
Organization of games using manuals.
Reading non-fiction, poetry, nursery rhymes, riddles.
Artistic and productive activity.
Excursion to the planetarium.
Making up stories about the planets, the sun
Working with parents (informing about the project, involving them in working on it).
Final stage:
Complex lesson “Solar System”
KVN "At the Cosmonaut Training Center"
Preparation for the presentation of Pasha Poteryayev and Slava Vyukhin “Planets of the Solar System” to the teacher
District conference.
Methods, places and timing of research.
Research methods, locations and timing.
carrying out
Joint activities
Independent activity
September 1-2 weeks
1. What is space?
1. Expand children’s understanding of the Universe as a huge endless house for stars and planets.
2. Develop interest in space and joint activities.
3. Develop the ability to observe.
1. An adult’s story “What is space?”
2. Observation of the starry sky.
3. Drawing “Different galaxies”
4. Reviewing and reading the book “To Kids about the Stars”
1. Role-playing game “Journey into Space”
2. Outdoor game “Catch it right”
September 3-4 weeks
2. Features of space.
1. Introduce children to the interesting features of space (darkness, weightlessness), form a concept of themselves as a part of the Universe.
2.Develop
interest in
experimental activities.
3. Develop the ability to work in pairs (when conducting experiments)
1. An adult’s story “Space Features”
2.Experimental activities (space darkness, weightlessness)
3. Reading the story “The first flight into space”
4. Handmade “Space Rocket” (origami)
5. Compiling stories about space and its features.
1. Outdoor game “Different galaxies”
2. Examination of illustrations about space.
Joint activities
Independent activity
October 1-2 weeks
3. Planets of the Solar System (Mercury, Venus, Earth, Mars)
1. Introduce children to some of the planets of the Solar System, distinguish them by size and characteristic features.
2. Develop attention, memory, imagination, observation.
3. Cultivate an interest in planets, a desire to learn more about the planets.
1. An adult’s story about the planets of the Solar System, an excursion to the environmental center.
2.Acquaintance with interesting facts about the planets from the encyclopedia “Pochemuchka”
3. Examination of illustrations about planets in the book “Dinosaurs and Planet Earth”
4. Drawing “Space Neighbors”
5. Experience “The closer, the faster” (about the rotation of planets around the Sun).
6. Experience “Martian Rust”
1. Observation of Venus.
2. Role-playing game “Journey to Mars”
3. Examination of the globe of “Mars”
4. Compiling creative stories about the planets “If I were an astronaut”
October 3-4 weeks
4. Planets of the Solar System (Jupiter, Saturn, Uranus, Neptune, Pluto)
1.Continue to introduce the planets of the Solar System. Distinguish them by size, features, place occupied in the Solar System.
2. Form a concept of yourself as an inhabitant of the Solar System, develop your imagination.
3.Continue to cultivate interest in space objects.
1. An adult’s story about the planets (using the space of the environmental center)
2. Modeling “Parade of the Planets”
3. Experience “Red Spot of Jupiter”
4. Writing stories.
5. Memorizing poems about the Solar System, about different planets.
1. Outdoor game “Put each planet in its place”
2. Word game “What is more?”
3. Role-playing game “Journey through the Solar System”
4. Game - simulation of “Planets of the Solar System” (using planet caps)
Joint activities
Independent activity
November 1 week
1. To clarify children’s knowledge about the Sun, as the main source of heat and light for the planets of the Solar System and the Earth. Be able to distinguish the Sun from other cosmic bodies by size, color, location.
2. Develop the ability to express your point of view.
3. Develop the ability to listen to the opinions of other children, the ability to observe.
1. An adult’s story about the Sun.
2. Experiment with a beam.
3.Experience – sunglasses.
4. Reading fairy tales in which the sun helps the heroes overcome difficulties.
5. Learning nursery rhymes about the sun (sun, look at the sun on the log).
6. Making riddles about the sun.
7. Reading interesting facts about the sun from the book “For Kids about the Stars”
1. Observing the Sun at different times of the day.
2. Drawing “Our Sun”
November 2-3 week
6. Earth and Sun
1. Expand knowledge about planet Earth, its unique location in space, introduce the globe. To clarify and expand knowledge about the change of day and night, as a result of the rotation of the planet around its axis, to give the concept that the duration of day and night depends on the time of year.
2. Develop the ability to build hypotheses.
3. Cultivate interest in our star, love for our planet.
1. An adult’s story about planet Earth.
2. Experience - the movement of the Earth around its axis, around the Sun.
3. Experience is a heterogeneous top.
4. Reading Akim’s poems “Planet Garden”
5. Examination of paintings (seas, oceans, land, different countries)
6. Collective application “Space fantasies”
7. Compilation of stories about the Sun, about planet Earth.
1. Examination of the Earth's globe.
2. Word game “When it happens” (about parts of the day)
3. Game - simulation “The movement of the Earth around its axis. Around the Sun"
4. Outdoor game “Catch it right”
Dates
Joint activities
Independent activity
7. The Moon is a satellite of the Earth.
1. Introduce children to the natural satellites of the Earth - the Moon, its size, location, significance for the Earth.
2. Develop imagination, curiosity, observation, and the ability to draw conclusions based on the results of experiments.
3. Continue to cultivate interest in further experimental activities.
1. An adult’s story about the Moon, reading interesting facts about the Moon from the book “For Kids about the Stars” and from the book “Why”
2. Experience “Moon Landscape”. Experience "Why the Moon does not fall to Earth." Experience "Moon and Moon"
3. Drawing “Moon Landscape”
4. Reading the fairy tale “Who bit the moon”
5. Reading fairy tales about how the Moon helps the heroes (“The Tale of the Dead Princess”)
6.Riddles about the Moon.
7. Compilation of general stories about the Moon.
1. Observation of the Moon, month.
2. Examination of illustrations about the Moon.
3. Modeling “Lunokhod”
4. Story-role-playing game “Flight to the Moon”
5. Game “What is missing” (with illustrations of planets)
4.Research results
Results:
Upon completion of the project, we carried out the following activities:
GCD (combined) - intellectual KVN “At the Cosmonaut Training Center”, where children showed a high level of knowledge and skills on the topic of the project.
With two children, Slava Vyukhin and Pasha Poteryayev, they prepared and showed a presentation on the topic “Where do aliens live?” for teachers of other groups.
Slava Vyukhin and Pasha Poteryayev spoke at a regional conference on the topic “The World We Live in”
As a result of the work, children began to recognize and show other children stars (the North Star), Constellations (Ursa Major), and planets (Venus). They know and recite poems about stars, planets, space, they know how to make riddles about space, and they know how to show experiments.
Conclusions:
As a result of working on the project, children's ideas about space and its objects expanded, they learned to recognize the planets of the Solar System and talk about them, observe them in nature, conduct experiments about objects and phenomena related to space, and learned to draw conclusions based on them.
Children have learned, and in independent activities they can now find information about space without the help of an adult, and talk about what they have learned to other children and adults. Children began to understand the relationship between living and inanimate nature.
As a result of our joint work with children, the beginning was laid for the development of children’s ecological consciousness, correct understanding and vision of the world, which confirms the hypothesis we put forward.
Children show wide interest in this topic, asking questions how, why and why. Therefore, in the future, we want to continue working on the formation of a scientific worldview through research activities, introducing children to our planet, its formation, structure, origin and development of the animal world and humans on it. Since it is our planet that is the most interesting object in the Solar System.
List of references used in the project:
Van Cleve “200 experiments” Moscow 1995
Belavina I., Naydenskaya N. “The planet is our home” Moscow 1995
“World Geography” ROSMEN Moscow 1997
“The unknown about the known” ROSMEN Moscow 2000
Savenkov A. “Children’s talent” “Preschool education” No. 12, 1999
Klimova, Tarakanova “We are opening the world”
Ryzhova N.A. “Our home is nature” Moscow 1996
Levitan E.P. “To Kids about the Stars” Moscow 1994
Dietrich A. “Pochemuchka” Moscow 1996
Studying Internet resources: information about the planets of the Solar System, about space, poems about space objects, GCD with children, illustrations with space objects, information about project activities in kindergarten.
Magazine "Preschool Pedagogy" No. 1, 2013
5. Application.
Experiences:
1. “Far - close”
Target: Determine how distance from the Sun affects air temperature.
Materials: two thermometers, a table lamp, a long ruler (meter)
Process:
Take a ruler and place one thermometer at the 10 cm mark and the second thermometer at the 100 cm mark.
Place a table lamp at the zero mark.
Turn on the lamp.
After 10 minutes, record the readings of both thermometers.
Results: The closest thermometer shows a higher temperature.
Why? The same thing happens with planets. Mercury, the planet closest to the Sun, receives the most energy. Planets farther from the Sun receive less energy and their atmospheres are cooler.
2. “The closer, the faster”
Target: Find out how distance from the Sun affects the time it takes a planet to orbit around it.
Materials: plasticine, ruler, meter-long strip.
Process:
Roll two walnut-sized balls of plasticine, place one on the end of the ruler and the other on the end of the slat.
Place the ruler and staff vertically on the floor next to each other so that the plasticine balls are on top.
Release the staff and ruler at the same time.
Results: the ruler falls first.
Why: This is reminiscent of the movement of planets that continuously “fall” around the Sun. Mercury, which is at the shortest distance from the Sun (58 million km), travels around the Sun in 88 Earth days. Pluto, located 5.9 billion km from the Sun, travels a much longer distance; one revolution around the Sun lasts 248 Earth years.
3. "Jupiter's Red Spot"
Target: Demonstrate motion in Jupiter's red spot.
Materials: a large jar with a large hole, a pinch of tea, a pencil.
Process:
Fill the jar with water.
Pour the tea into the water.
Dip a pencil into the water in the center of the jar.
Start stirring the water using a pencil in light circular motions.
Results: The seagulls sink to the bottom, moving in an expanding spiral.
Why: The red spot on Jupiter is a powerful hurricane. He has enough strength to absorb three planets like our Earth. It is believed that red particles, just like tea leaves, are picked up by a powerful vortex, which in appearance has hardly changed since people have had the opportunity to observe Jupiter.
4. "Jupiter's Red Spot"
Target: Recreate the material that colors the surface of Mars red.
Materials: paper napkin, saucer, rubber gloves (used for washing dishes), a washcloth made of thin steel wire.
Process:
Fold the napkin in half and place it on the saucer.
Place the washcloth under warm water.
Place the wet washcloth on the napkin.
Place the saucer in a secluded place where no one will touch it for 5 days.
Monitor him periodically.
After 5 days, put on rubber gloves, take a washcloth and rub it with your fingers.
Results: The solid silver metal turned into a red powder.
Why? The soil on Mars consists mainly of silicon, oxygen and various metals such as iron and magnesium. Excess iron oxide, i.e. a compound of iron and oxygen called rust gives Mars its reddish hue.
"Moon Landscape"
Target: View the lunar landscape.
Materials: dominoes, table, flashlight.
Process:
- Place 6-8 dominoes on the table.
- Close the curtains and turn off the lights in the room. Turn on the flashlight and hold it at an angle to the table top, about thirty centimeters from the domino.
Results: dominoes cast shadows on the table.
Why? Dominos block the light of a flashlight in the same way that mountains on the Moon block the color of the sun. Shadows from the sunlit mountains fall on the plains, making them appear dark. The lunar craters appear just as dark. The combination of mountains, plains and craters makes up the lunar landscape.
"Dark Space"
Target: Find out why space is dark.
Materials: flashlight, table, ruler.
Process:
- Place the flashlight on the edge of the table.
Darken the room, leaving only the flashlight on.
Look at the beam of light, try to follow it.
Place your hand approximately 30 cm from the flashlight.
Results: A circle of light appears on your hand, but between the flashlight and your hand there is either no or almost no light visible.
Why? Your hand reflected the light and you saw it. Despite the fact that sunlight constantly penetrates space, it is dark there. This happens because there is nothing in space to reflect it. Light is only visible when it bounces off an object and hits your eyes.
7. “Heterogeneous top”
Target: Show that the heterogeneity of the Earth's composition affects its movement.
Materials: felt-tip pen, one raw egg, one boiled egg.
Process:
- Cool the boiled egg.
Label the eggs by writing the number 1 on the boiled one and 2 on the raw one.
Place the eggs on the table and try to spin them.
Results: the boiled egg unwinds and continues to spin for several seconds. A raw egg spins poorly, dangles and quickly stops.
Why? Rotation is affected by the internal structure of the egg. In a boiled egg, the contents are hard and unwind along with the shell. A raw egg is liquid inside. And therefore it begins to rotate not uniformly with the shell, but with a delay and more slowly. This behavior of the liquid contents causes the spinning egg to dangle and quickly stop. Part of the Earth's mantle and the outer core are also liquid. Due to the fact that the Earth inside is not solid, like a raw egg, it also dangles when rotating. But if this is immediately noticeable when the egg rotates, then the wobbling of the globe is very insignificant, and can only be noticed as a result of many years of observations.
8. "Day and Night"
Target: Determine why the change of day and night occurs.
Materials: table, flashlight, dark shirt, small mirror.
Process:
Place the flashlight on the edge of the table and turn it on. (The room must be dark during the experiment.)
You must wear a dark shirt and stand in front of a lit flashlight, 30 cm away from it.
Slowly turn to the left until your back is to the flashlight.
With your back to the light, hold the mirror so that it reflects the light onto the front of your shirt.
Continue turning until you are facing the table again.
Results: As you turn to the left, the beam from the flashlight slides across your shirt to the right. When your back is to the light, the front of the shirt is in shadow and is reflected only by the light reflected with the help of a mirror. The reflected light is less bright than from a flashlight.
Why? Your shirt represents the Earth, your flashlight represents the Sun, and your mirror represents the Moon. By turning, you represent the movement of the Earth around its axis. The earth rotates towards the east, and people think that the sun is moving from east to west. Where the Sun illuminates the Earth there is day, and on the other side there is night, and the Earth is illuminated only by moonlight. When there is no moon, it is very dark at night.
9. "Why doesn't the moon fall to the earth"
Materials: eraser, thread.
Process:
- The child is asked to imagine himself as the Earth and the eraser as the Moon.
A child spins an eraser on a thread, above his head - the eraser moves, the movement stops - the eraser falls on the child (Earth)
Results: The moon doesn't fall to Earth because it moves.
10. "Rotation of the Moon"
Target: Show that the moon revolves around its moon.
Materials: two sheets of paper, adhesive tape, a felt-tip pen.
Process:
Draw a circle in the center of one sheet of paper.
Write the word "Earth" in a circle and place the paper on the floor.
Using a felt-tip pen, draw a large cross on another sheet of paper and tape it to the wall.
Stand next to a sheet of paper lying on the floor with the inscription “Earth” and at the same time stand facing another sheet of paper where a cross is drawn.
Walk around the “Earth” while still facing the cross.
Stand facing the “Earth”.
Walk around the “Earth”, remaining facing it.
Results: While you walked around the “Earth” and at the same time remained facing the cross hanging on the wall, various parts of your body turned out to be turned to the “Earth”. When you walked around the “Earth”, remaining facing it, you were constantly facing it only with the front part of your face.
Why? You had to gradually turn your body as you moved around the “Earth”. And the Moon, too, since it always faces the Earth with the same side, has to gradually rotate around its axis as it moves in orbit around the Earth. Since the Moon makes one revolution around the Earth in 28 days, its rotation around its axis takes the same amount of time.
11. Experiment with a beam.
Materials: flashlight, various items.
Process:
Turn off the lights, turn on the flashlight, shine it on objects from different distances.
Results: The closer the flashlight, the better the subject is illuminated.
12. “Sunglasses.”
Materials: sunglasses with light lenses, sunglasses with dark lenses.
Process:
Invite the child to look at the Sun without glasses, with glasses with light lenses, then with dark ones.
Results: 1.The darker the glasses, the less sunlight they let in.
2. Sunglasses protect your eyes from bright light.
13. “Space weightlessness.”
Materials: balloon.
Process:
Inflate the ball and play with it.
Look how light it is, almost weightless.
Results: This experience shows how light all objects become in space.
Direct educational activity (combined) - intellectual KVN in the preparatory group.
Educator - Luchina Nadezhda Vasilievna.
Subject: At the cosmonaut training center.
Target: Consolidate previously acquired knowledge from various educational fields through playing KVN.
Tasks:
To clarify and expand some of children’s ideas about space, the world around them, and mathematics. Continue to learn how to compete with another team.
To develop logical thinking, attention, imagination, the desire to win in a fair game, to develop the ability to listen to the opinions of other children.
Cultivate honesty, truthfulness, and the ability to rejoice in the victories of your friends.
Progress of the lesson:
Introductory part.
Dear children, I have one tempting offer for you today. I invite you to go on a space journey to discover an unknown planet. Are you ready to go there? But for this you need to undergo astronaut training. Shall we prepare for the flight?
Main part.
There are many of us today, we will have to fly on 2 interplanetary ships, so I need to divide you into 2 crews. Divide into two crews and choose commanders. Flight control center instructors monitor the crews' assignments.
Are commanders ready to begin preparations? We'll check this now. Let's do a warm-up.
The game “Say the opposite” is played (what the commander should be like)
Lazy -
Wicked-
Weak-
Slow-
Sloppy-
Sad-
Nervous-
Old-
Cowardly-
Clumsy-
Scoring.
We continue training astronauts. In order to fly into space, you need to know a lot about it. Questions for the teams:
1.- How many stars are there in space?
What is the Moon?
2. – Why doesn’t the Moon fall to Earth?
How many planets are there in the Solar System?
3. – What is the name of the planet that is visible early in the morning?
Which planet is the largest?
4. – What is an astronaut’s clothing called?
What is the Sun?
Scoring.
The teacher offers to use their imagination and complete the drawing of the spot given to the children, turning it into an alien creature. This needs to be done quickly. The work is posted on the board and assessed by the instructors.
Now let’s do physical training (Physical Minute):
We'll go to the cosmodrome
Together we walk in step
A friendly rocket is waiting for us
To fly to the planet
Let's leave now
The stars of the sky are waiting for us
To become strong and agile
Let's start training
Hands up
Hands down
Lean left and right
Turn your head
And spread your shoulder blades
Step right, step left
And now jump like this.
Scoring points for imagination and physical training.
Now let's test the ship commanders. Warm-up:
1.-What time of year should you hang bird feeders7
What time does lilac bloom?
2.-What color is the top light of the traffic light?
What color is the top stripe on our country's flag?
3.-Which tree does the crow sit on after the rain?
What can you see with your eyes closed?
4. And now the commanders need to complete the figures that the artist did not have time to complete. Draw a figure without corners, but not a circle. Draw a figure with four corners, but not a square.
Now let's solve the riddles:
1. Peas are scattered across the dark sky
Colored caramel from sugar crumbs
And only when the morning comes
All the caramel will suddenly melt. (Stars)
2. Which ladle they don’t drink from, don’t eat from,
but they just look at him. (Big Dipper)
And now we are returning to the cosmodrome to prepare our spaceship for flight.
Each team needs to assemble a space rocket from geometric shapes so that not one shape remains. (according to the diagram)
Now you need to take your places according to the number of circles on the card.
Please fasten your seat belts, announce 10-minute readiness for flight, begin counting from 10 to 1 - launch.
Our ships have landed on an unknown planet, we unfasten our seat belts.
Now we find out the name of this planet. The name consists of 5 letters. The team with the most points is given the right to open 1 letter.
For each correctly guessed letter, 1 point is given. (The word school).
3. Bottom line.
And now it’s time for us to return to kindergarten. Fasten your seat belts, count from 10 to 20. Start.
Did you enjoy the trip? And the instructors will tell us about our readiness to fly to the planet called “School”. Summing up.
Jupiter Ancient astronomers named this planet after the ancient Roman god of sky, thunder, lightning and rain. Jupiter is a real giant, the largest planet in the solar system. To the naked eye, this is a bright yellow star, which with its brilliance outshines all planets, with the exception of the Moon and Venus. It shines even brighter than Sirius - the brightest star in our sky.
Jupiter has a thick atmosphere 50 km high, consisting of 90% hydrogen and 10% helium. Ammonia, hydrogen sulfide, methane, ammonium hydrosulfide, water and other simple compounds that form clouds are also found in the lower layers of the atmosphere. Most of Jupiter is in a liquid state. The upper layer is a mixture of hydrogen and helium with a thickness of 20 thousand km, gradually changing its state towards the core from gaseous to liquid, under the influence of increasing temperature and pressure. Movement of clouds in the atmosphere of Jupiter
The planet is named after the Roman god of agriculture. Saturn was first observed through a telescope in the years by Galileo Galilei. Saturn
The main chemical elements that make up Saturn are hydrogen and helium. These gases transform at high pressure inside the planet, first into a liquid state, and then (at a depth of 30 thousand km) into a solid state, since under the physical conditions existing there (pressure 3 million atm.) hydrogen acquires a metallic structure. This metal structure creates a strong magnetic field. Below the layer of metallic hydrogen is a core of heavier elements.
Uranus Uranus, like most of the planets in the solar system, was named after a deity. IN in this case Uranus - the god of the sky and the heavens. In ancient mythology, Uranus was the son of Kronos (Saturn). This planet was discovered by the English astronomer William Herschel in 1781.
Neptune Discovered on September 23, 1846 by Johann Halle and Heinrich d Arre based on calculations by Urbain Le Verrier. Neptune was the first planet discovered through mathematical calculations rather than through regular observations. Neptune is sometimes placed in a separate category of "ice giants". Neptune is named after the ancient Roman god of the sea, who rules the oceans, rivers, streams and springs, as well as everything hidden under water. In astrology, Neptune is considered the planet of idealism and spirituality.
Neptune. The internal structure of Neptune resembles the internal structure of Uranus. The atmosphere makes up approximately 1020% of the planet's total mass, and the distance from the surface to the end of the atmosphere is 1020% of the distance from the surface to the core. Near the core, the pressure can reach 1000 Pa. Volumetric concentrations of methane, ammonia and water are found in the lower layers of the atmosphere.
The planet has 13 satellites and 6 rings. Neptune's first satellite was discovered in 1846 by William Lassell almost simultaneously with the planet and was named Triton. The Triton satellite differs from others in that it also has a reverse motion in the direction of its orbit. Another satellite of Neptune, Nereid, was discovered much later in 1949, and during the space mission to the Voyager 2 apparatus, several small satellites of the planet were discovered at once. The same apparatus also discovered a whole system of dimly lit rings of Neptune. On at the moment The last satellite discovered was Psamapha in 2003.
PLUTO It was discovered in March 1930 by the American astronomer C. Tombaugh. It was later found in earlier photographs of the sky, dating back to 1914. The remarkable story of the discoveries of Neptune and Pluto actually begins with the discovery of Uranus, because without the observations of Uranus, the two later discoveries might have been delayed for many years. The dwarf planet Pluto is named after the Roman god of the underworld. In Roman mythology, Pluto was the son of Saturn, who with his three brothers ruled the world: Jupiter controlled the sky, Neptune was the ruler of the seas...
PLUTO'S MOONTS Pluto has four moons: Charon (named after the ferryman of hell), Nyx (after the Greek goddess of night and darkness), Hydra (named after the nine-headed snake that guards hell) and the as yet unnamed moon S/2011 P 1, which was opened quite recently (in 2011).
MERCURY This planet is closest to the sun. Mercury completely circles the sun in eighty-eight Earth days. It travels around its axis in less than sixty days, which by Mercury standards is two-thirds of a year. Temperatures on Mercury's surface can fluctuate wildly, from degrees on the sun side to degrees on the shady side. In our solar system, these differences are the strongest. An unusual phenomenon can be observed on Mercury, which is called the Joshua effect. When the sun on Mercury reaches a certain point, it stops and begins to go in the opposite direction, and not like on Earth - it must go around a full circle around the planet. Mercury is the smallest planet of the Earth group. The planet Mercury is named after the Roman god of trade and travel, Mercury.
The structure of the planet Mercury The average density of Mercury is almost equal to the density of the Earth. Mercury has an iron core, which accounts for 70% of the planet's mass and 75% of its total diameter. A magnetic field was also discovered, the strength of which is only about a hundredth of the Earth's field strength, but its existence serves as additional evidence of the existence of a metallic core.
VENUS She bears the name of the goddess of love. One of the terrestrial planets, similar in nature to Earth, but smaller in size. Like the Earth, it is surrounded by a fairly dense atmosphere. Venus comes closer to Earth than any other planet. Venus rotates around its axis, tilted 2° from the perpendicular to the orbital plane, from east to west, that is, in the direction opposite to the direction of rotation of most planets. One rotation around its axis takes 243.02 Earth days. The temperature on the surface of Venus (at the average radius of the planet) is about 750 K (477 °C), and its daily fluctuations are insignificant. The pressure is about 93 atm, the gas density is almost two orders of magnitude higher than in the atmosphere.
Venus has a liquid iron core, but it does not generate a magnetic field, likely due to Venus's slow rotation. On the surface of Venus, craters, faults and other signs of intense tectonic processes occurring on it were discovered. Traces of impact bombing are also clearly visible. The surface is covered with stones and slabs of various sizes; surface rocks are similar in composition to terrestrial sedimentary rocks.
Earth Earth is the third planet from the Sun. The fifth largest among all the planets in the solar system. It is also the largest in diameter, mass and density among the terrestrial planets. Sometimes referred to as World, Blue Planet, sometimes Terra (from the Latin Terra) Scientific evidence indicates that the Earth formed from a solar nebula about 4.54 billion years ago and acquired its only natural satellite, the Moon, shortly thereafter. Presumably, life appeared on Earth approximately 3.9 billion years ago, that is, within the first billion after its origin. Approximately 70.8% of the planet's surface is occupied by the World Ocean, the rest of the surface is occupied by continents and islands. The continents contain rivers, lakes, groundwater and ice; together with the World Ocean they make up the hydrosphere. Liquid water, essential for all known life forms, does not exist on the surface of any known planets or planetoids in the Solar System other than Earth. The Earth's poles are covered by a shell of ice that includes Arctic sea ice and the Antarctic ice sheet.
Earth's satellite The Moon is the only natural satellite of the Earth; it is located at a distance of 384.4 thousand km from it. The inclination of the orbit to the ecliptic plane is 58". In the solar system, the Moon is the only natural satellite of the solar system that is attracted by the Sun stronger (2 times!) than by “its” planet.
MARS The planet Mars was named so by the ancient Romans in honor of the god of war. Mars orbits the Sun at a distance one and a half times greater than the Earth. It completes its orbit around the Sun in 687 Earth days. The diameter of Mars is almost half the diameter of the Earth. Mars rotates around its axis at almost the same speed as the Earth; its days are only 37 minutes longer than those on Earth. Mars has two satellites Phobos and Deimos. The planet Mars is surrounded by a rarefied atmosphere consisting mainly of carbon dioxide; a person would not be able to breathe in such conditions. The surface of Mars is somewhat reminiscent of the Moon. It is dotted with many ring-shaped mountains of craters. There are mountain ranges and gorges on Mars. At noon on the equator of Mars, the temperature sometimes rises to plus 20 C. But at night it is very cold everywhere, frosts often reach minus 140 C.
Phobos and Deimos are natural, but very small, satellites of Mars. They have an irregular shape, and according to one version, they are asteroids captured by the gravity of Mars. The satellites of Mars Phobos (fear) and Deimos (horror) are heroes of ancient Greek myths, in which they helped the god of war, Ares (Mars), win battles. In 1877, they were discovered by American astronomer Asaph Hall. The rotation of both satellites along their axis occurs with the same period, as around Mars, due to this they always face the same side towards the planet. Deimos is gradually moving away from Mars, and Phobos, on the contrary, is being attracted even more.
Interesting solar system facts: Jupiter sucks up space debris. There are 5 dwarf planets in our system: Pluto Ceres Eris Haumea Makemake One day on Mercury corresponds to 58 days on Earth Seasons on Uranus last 20 years Venus is the hottest planet
Conclusion to the question posed. The Sun always illuminates half of the Moon, but we see the half fully illuminated by the Sun only when the Moon and the Sun are on different sides of the Earth (the Earth in this case does not block the light of the Sun falling on the Moon, because the orbital plane of the Moon and the Earth are separated by a small angle, when the planes coincide, a Lunar Eclipse occurs - accordingly, it can only occur on a full moon). This means that the full Moon cannot be seen together with the Sun. When the Sun and Moon make a different angle in relation to the Earth, then the visible and illuminated halves of the Moon do not coincide, and we see only their coincident part. The smaller this part, the closer the Moon is to the Sun in the sky and the longer it can be observed together with the Sun. That is, the full Moon can be seen together with the Sun only from the polar regions, but they will be near the horizon in opposite directions.
Prepared by: Grigorieva Tatyana Grigorieva Anastasia Project "Solar System"
Goals and objectives of the project Find out what is the center of the solar system Find out how many planets there are in the solar system Find out what the planets are called and why Find photos of the planets and their satellites
Our Sun The Sun is the only star in the Solar System around which other objects of this system revolve: planets and their satellites. The mass of the Sun is 99.866% of the mass of the entire solar system. Sunlight supports life on Earth.
Earth Earth? - the third planet from the Sun in the Solar System, the largest in diameter and mass. The only body known to man, the Solar System in particular and the Universe in general, inhabited by living beings.
Mercury Mercury is the planet closest to the Sun in the Solar System, orbiting the Sun in 88 Earth days. The planet is named after the Roman god Mercury. There are no seasons on Mercury in the sense that we mean by this concept on Earth.
Venus Venus, the second planet of the solar system, orbits the Sun in 224.7 Earth days. The planet got its name in honor of Venus, the goddess of love from the Roman pantheon. Comparative sizes of Mercury, Venus, Earth and Mars
Mars Mars is the fourth most distant planet from the Sun and the seventh largest planet in the solar system, named after Mars, the ancient Roman god of war. Mars is sometimes called the “red planet” because of the reddish tint of its surface. Mars has two satellites Phobos and Deimos.
Jupiter Jupiter is the fifth planet from the Sun, the largest in the Solar System. The planet has been known to people since ancient times. The modern name of Jupiter comes from the name of the ancient Roman supreme god of thunder. Moons of Jupiter: Io, Europa, Ganymede and Callisto
Uranus Uranus is the seventh planet in terms of distance from the Sun, the third in diameter and the fourth in terms of mass in the solar system. It was discovered in 1781 by the English astronomer William Herschel and named after the Greek god of the sky, Uranus. William Herschel - discoverer of Uranus
Neptune Neptune is the eighth and farthest planet in the solar system. Neptune is also the fourth largest planet in diameter and third largest in mass. The planet was named after the Roman god of the seas.
Saturn Saturn is the sixth planet from the Sun and the second largest planet in the Solar System after Jupiter. Saturn is named after the Roman god Saturn. There are 62 currently known satellites orbiting the planet. Titan is the largest of them, as well as the second largest satellite in the Solar System (after Jupiter's satellite, Ganymede)
Pluto Pluto is the largest dwarf planet in the Solar System and the ninth largest celestial body orbiting the Sun. Pluto was originally classified as a planet, but is now considered one of the largest objects (possibly the largest) in the Kuiper Belt. Pluto and its three known moons.
Goncharov Andrey, Fedorov Matvey.
The theme of the project is “Travel to the planets of the solar system”
The work consists of an introduction, two chapters, and a conclusion.
The introduction reveals the relevance, purpose of the project, and objectives.
The first chapter describes the process of formation of the solar system, and also gives characteristics of the planets.
In the second chapter, the project “Travel to the Planets of the Solar System” was developed.
The conclusion is devoted to the main conclusions of the project.
There is an application in the form of a presentation.
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Preview:
PRIVATE INSTITUTION
SECONDARY SCHOOL
"LEXIS"
Project
on the topic:
"Journey to the Planets of the Solar System"
Completed:
Students
3rd and 4th grades
Goncharov Andrey,
Fedorov Matvey.
Leaders:
Primary school teachers
Dyakova T. V.,
Vashchebrovich N. V.
2014
Introduction……………………………………………………………………………….3
Chapter 1. Formation of the solar system. Characteristics of the planets of the solar system………………………………………………………………………………………….……..4
Chapter 2. Organization of work on creating models of solar planets
systems………………………………………………………………………………………..8
Conclusion………………………………………………………………………………..….11
Used literature and electronic resources..…………………………...12
Introduction
The media threatens almost every year with a worldwide apocalypse. Humanity must look for a way out of this situation. This solution could be evacuation to another planet.
To date, scientists have not found signs of life on other planets. But modern technologies make it possible to open up more and more new horizons in science. And perhaps in the future we will make a discovery that will help us create conditions for life on other planets. To discover something new, it is necessary to study already known facts.
The goal of the project: to expand knowledge about the planets of the solar system and create models of the planets of the solar system.
To tasks this project includes:
Describe the process of formation of the solar system;
Describe the planets of the solar system;
Develop and implement the project “Travel to the Planets of the Solar System.”
During the work on the project the following were used methods : analysis of scientific literature on this topic, video materials, Internet resources; systematization and generalization of the information received; design and construction of models of the objects under study.
Chapter 1. Formation of the solar system.
Characteristics of the planets of the solar system.
Our Universe is full of secrets and mysteries. And for many thousands of years people have been observing the stars, trying to penetrate their secrets.
The Universe is the entire world known to us, all matter, from the smallest particles to the largest stars. (Mark A. Garlick, 2013) Our solar system is part of the Universe.
According to scientists, our Universe has a rich past. Most scientists believe the Big Bang theory is correct.(Hubble, 1930)
The Big Bang is a theory, and scientists’ debates have not stopped to this day; research continues.
How does the big bang theory explain the origin of the solar system?
14 billion years ago... Then neither space nor time existed, everything was concentrated in a dense core filled with heat and energy.
Suddenly it began to expand, and an incredible explosion occurred, which was called the Big Bang.
This explosion gave birth to everything that our world consists of: elementary particles and the forces that bind them.
As the Universe cooled and expanded, clumps began to emerge from a huge variety of these elementary particles, which slowly merged into larger objects. Stars, galaxies, and planets gradually formed from them.
Including our galaxy, which is called the Milky Way. Scientists believe that the Solar System formed 5 billion years ago from a rotating cloud of gas and dust in the protosolar nebula.
The nebula contracted under the influence of its own gravity, and the Sun formed in its center, and around it there were rings of “construction debris”, which gradually stuck together, forming spherical bodies of different sizes - the planets of the Solar System.
At the center of our solar system, a star called the Sun is a giant ball of gas. Its mass is 330 thousand times the mass of the earth. Solar energy supports life on Earth, the energy arises from nuclear reactions near the helium core and takes millions of years to reach the surface. The surface of the Sun resembles boiling soup in a deep pan. From the depths of which streams of high temperature gas constantly rise, like boiling bubbles. (Afonkin S.Yu., 2012)
The first planet from the Sun is Mercury. This planet got its name in honor of the Roman god of trade. Mercury is the fastest planet. A year on it is equal to 88 Earth days. And day follows night only once a year. Because of this, during the day the heat is up to + 360 C, and at night - icy cold up to - 160 C. The surface is rocky and deserted. In the life of Mercury there were many collisions with various meteorites and as a result its surface is dotted with craters of various sizes. But inside it is solid, the heart of the planet is made of iron and nickel.
Venus is the second planet from the Sun. She bears the name of the goddess of beauty and looks like a very bright star; Venus is also called the “morning star”. The planet may shine with a silvery light, and is very similar to Earth, almost the same size. Beneath her cloudy coat the heat is unbearable. A year on Venus is approximately 224 Earth days, and day turns to night after 243 Earth days.
The third planet of the solar system is Earth. She was named after the Earth goddess Gaia. The temperature on it allows most of the water to be in a liquid state, filling our oceans and seas, rivers and lakes, and not evaporate completely and not freeze at all. Water plays almost the most important role both for life and in the life of all other living beings; without it, life on Earth would be impossible. Another very important feature is that the Earth’s atmosphere, unlike other planets, is suitable for living beings to breathe due to the fact that it contains sufficient amounts of the oxygen we need. True, this is already the merit of plants, which also could not arise and exist without water. The Earth has a satellite called the Moon.
The last planet of the terrestrial group is Mars. The fourth planet from the Sun, named after the god of war - for its red color, reminiscent of the color of blood. The surface of Mars contains a large amount of iron, which, when oxidized, gives a red color. At night my temperature drops to minus 85°C. Mars is smaller than Earth, but it has two satellites - Phobos and Deimos (which means Fear and Horror - that was the name of the Sons of the God of War). Phobos and Deimos have no atmosphere. And they always face one side towards Mars. Their surface is covered with craters.(Asaph Hall, 1877)
Jupiter is the largest planet in the solar system. It bears the name of the most important Roman god, Jupiter. Consists of gases. Powerful hurricanes constantly rage in its colorful atmosphere. Jupiter makes a full revolution around the Sun in 12 Earth years, and my day is 9 hours 55 minutes. 16 satellites revolve around it, as well as a ring of dust and stone particles. The largest moon in the solar system is Ganymede. Its radius is 2631 km. Its mantle consists of water ice, and inside is a rocky core. This satellite was named after the son of the Trojan king Tros.
Saturn is the second largest planet in the solar system. It is surrounded by many bright rings consisting of fragments of ice and stones. The heart is iron-stone, and outside there is gas. The surface temperature is -175C. A day on Saturn lasts 10 hours 40 minutes, and a year lasts 29 Earth years. Saturn has 30 satellites, the largest of which is Titan. Titan's atmosphere is made of nitrogen, and its ocean is made of ethane and methane. In ancient Greek mythology, the children of the sky god Uranus and the earth goddess Gaia were named after him.
Uranium consists of a small rocky core and frozen gases. They named it after the ancient Greek god of the sky. Uranus orbits the sun in 84 years, and rotates around its axis in 17 hours 14 minutes. Its axis tilt is 98 degrees, which is why this planet rotates on its side.
Neptune is eighth from the Sun. It bears the name of the Roman god of the seas and shimmers with a bluish light, reminiscent of the shine of water. The surface temperature is minus 200°C. A year on Neptune lasts 165 Earth years, and a day is 16 hours 3 minutes
Chapter 2. Organization of work
on creating models of planets in the solar system
We decided to make our own model of the planets of the solar system. Which material to choose? Our installation with its constituent objects must correspond in shape and color to real objects of the solar system, and must also contain adapted theoretical material that is understandable to children of different ages. Our planets don't have to be fragile or heavy: children will want to hold them in their hands.
To make models of planets, we chose the papier-mâché technique, which allows you to create any shape and is easy to paint.
We made spherical blanks of different sizes, since there are terrestrial planets and giant planets that differ from each other in size. Then we colored them according to the color characteristics of the planets of the solar system.
Mercury is the smallest ball of gray color as it is the smallest planet made of iron and nickel.
Venus is a yellow-brown ball. The hottest planet in the solar system. But we know that the surface of Venus could only be seen when its surface was photographed by a station located in the orbit of Venus. The planet itself is literally shrouded in a very dense, powerful atmosphere consisting of carbon dioxide and sulfuric acid. We “made” the atmosphere out of cotton wool.
The Earth is a blue-green ball because there is water on the Earth. The planet also has an atmosphere, but it is completely different from that of Venus. The Earth's atmosphere is composed primarily of oxygen, and it blocks dangerous solar radiation while retaining most of the heat.
Mars is a red ball because Mars is also called the red planet. This color is explained by the fact that the surface of this planet is covered with iron oxide dust (or simply rust). Mars has the highest mountains in the Universe, and here is Olympus, it rises to a height of 20 km and occupies an area the size of England.
Jupiter is the largest ball of yellow-brown color. This is the largest planet in the solar system. But the famous Great Red Spot is a giant storm that has been raging there for at least 300 years. (Giovanni Cassini, 1665)
Saturn's signature feature is its rings, which are made up of pieces of ice and rock. And we did them.
Uranus and Neptune are similar in size and color, bluish-green balls because their atmospheres are made of hydrogen, helium and methane. It is methane that gives them their bluish color. But there are also differences: Uranus is the only planet in the solar system that revolves around the Sun lying on its side, because its axis tilt is 98 degrees.
When creating our model of the solar system, we tried to display the most striking features of each planet so that the children would visually remember them. And for older children, we have prepared helper books in which we have placed interesting material about each planet. The books are round in shape and their covers are colored according to each planet.
Conclusion
We "visited" all the planets of the solar system. We learned a lot of new and interesting things. Having studied the characteristics of the planets, we came to the conclusion that life cannot yet arise on any planet in the solar system, since oxygen and water are necessary for its appearance. We are convinced that these components are available in abundance only on our planet - Earth. But we know that 4.5 billion years ago the Earth was similar in characteristics to Venus, and perhaps Venus, in the future, will acquire the parameters necessary for the origin of life.
Having lifted the veil of secrets of the Universe, we have discovered many more objects for study.
Used literature and electronic resources
References:
List of used literature:
Universe/Trans. from Italian O. Pozdnevoy.- M.: Eksmo, 2012
Universal school encyclopedia. T1,T2/Chief ed. E. Khlebalina – M.: Avanta, 2003.
Children's illustrated encyclopedia/Chief editor. E. Mirskaya
Cosmos. - St. Petersburg: “BKK”, 2012.
I explore the world: Det. Encycl.: Space/Aut. Comp. T.I. Gontaruk. – M.: AST, 1996.
Children's Encyclopedia/Editor-in-Chief A. I. Markushevich-M.: Pedagogy, 1971
I open the world: Ed. For leisure: Earth-Ch.: ARQUEBUS, 2008.
What is science? Encyclopedia for the curious - M.: Eksmo, 2010.
Spaceships: Sci-pop. Publisher - M.: ROSMEN-PRESS.2001
Inventions/Trans. from English V.A. Grishechkina.-M.: ROSMEN-PRESS, 2011.
Tell me why/Trans. from French E. Agafonninkova-M.:Makhaon, 2013
Illustrated atlas/Zemlya-M.: Machaon, 2013
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Municipal budgetary educational institution
Lyceum No. 4 of Chekhov
Project
PLANETS OF THE SOLAR SYSTEM
Prepared by: 4-B grade students
Head: primary school teacher
first qualification category
Natopta Elena Nikolaevna
2013-2014 academic year
Content:
Introduction…………………………………………………………………………………
Main part………………………………………………………
Conclusion…………………………………………………………..
References……………………………………………………………………
Introduction
An educational project on the planets of the solar system was completed by students of 4th grade B as part of the subject “The World Around Us.” The formulated goals and objectives determined the ways of processing information on the following questions: why the planet has such a name; who discovered its existence and when; where is the planet located relative to the Sun; what satellites of the planet exist; what structure does the planet have and what is its population?
Project title: “Planets of the Solar System”
Project manager: Natopta E.N., primary school teacher
Academic subjects within which the project work is carried out: the environment, fine arts, technology.
Academic disciplines close to the topic of the project: literary reading.
Age of students for whom the project is designed: 4th grade (10 years).
Type of project by scale of application: group (for students of the same class).
Project type by duration: short-term
Type of project according to the nature of student activity: educational
Project type according to subject content area: interdisciplinary, carried out during class and extracurricular hours.
Type of project by nature of management: direct (students have the opportunity to communicate with the teacher “here and now”).
Motivational component: “What do we know about stars and planets?”
The purpose of the project for students: learn to work on a group project, independently search for the necessary information using various sources, exchange information, be able to express their point of view and justify it; analyze and evaluate your own creative and business opportunities.
The purpose of the project for teachers: to teach to work in pairs and groups, to monitor and evaluate their work; develop students’ cognitive interest, develop speech, communication and information competence.
Main part
Stages of work on the project:
Stage 1 Development of design specifications
Stage objectives:
- defining the topic, clarifying the goals;
- selection of working groups and distribution of roles;
- identification of information sources
Group 1 – find information about Uranus, Neptune, Pluto, prepare hats for a mini-play
Group 2 – find information about the Sun, draw, make a model of the planets of the solar system
Group 3 – find material about Mercury, Venus, Earth, draw planets
Group 4 – find material about Mars, Jupiter, Saturn, draw planets
Stage 2. Identification of information sources; determination of methods for its collection and analysis. Determining the way to present the results, discussing specific outputs for the project (newspaper, album, poster, skit).
Establishment of procedures and criteria for assessing the result and process of project development.
Students, together with their parents, work with information, find material in the library and the Internet. They work individually, in groups, in pairs, according to the distribution of roles. The teacher observes and advises.
3.Stage. Research: Gathering information. Solving intermediate problems. Main tools: interviews, surveys, observations.
4. Stage. Analysis and summary:
1. Each group (1-2 people) report to the teacher about the results of their work.
2. Presentation - presentations from groups (1-2 people from the group present the work).
3. Exchange of views on the progress of activities, difficulties and ways to overcome them.
5.Stage. Presentation of the project in the form of a mini-performance: Speech in front of classmates, in front of students, in front of parents, at a scientific and practical conference.
6.Stage. Evaluation of the result and process: Reflection of activities, analysis of project implementation; reasons for success and failure.
Mini-play “Planets of the Solar System”
1 group
“Sun”: “Wandering star”... This is how the word planet is translated from Greek. Planets do not occupy a specific place in the starry sky, but wander among the stars. This happens because they revolve around the Sun.
Mercury is closest to the Sun. It takes 88 Earth days to orbit the Sun.
“Mercury”: I am Mercury – the first planet from the Sun.
I am closest to the Sun, and during the day it is about seven times hotter than anywhere else on Earth. But at night it becomes very cold, below zero - I have no atmosphere, and the heat is not retained. I am the smallest of the "inner planets" and revolve around the Sun much faster than all the other planets. No wonder I was named after the patron saint of travelers and messenger of the gods in Roman mythology. The surface is rocky and deserted.
“Sun”: Even in the light of the Sun, in the rays of morning and evening dawn, when other stars have already disappeared, you can see a bright star in the sky. But, alas, this is not a star. This planet reflects sunlight. Therefore it appears as a luminous ball. Only one side of this planet is visible from Earth.
“Venus”: I am Venus – the second planet from the Sun.
I am similar in size to the Earth, and my surface is covered with mountains and deserts. My atmosphere consists almost entirely of poisonous carbon dioxide and is highly dense, which helps retain heat, and therefore the temperature on Venus is constantly high. I am the brightest of the nine planets in the solar system and do not rotate like the other planets, but vice versa: the Sun rises in the west and sets in the east. The planet Venus is named after the goddess of beauty.
“Earth”: Earth is the third planet in the solar system. This is the only planet known to us so far on which there is life. The “living” shell of the planet is formed by microorganisms, plants, animals, and people.
“Sun”: If in the night sky you notice a reddish star that winks at you, then you know that this is our closest neighbor - the planet Mars. When scientists photographed this planet, it turned out that the Martian soil was reddish-brown in color, and the sky was dull pink due to reddish dust particles. Dust lies in a thick layer at the bottom of craters, on mountain slopes, in valleys and deep ravines. As soon as the wind picks up, a dust storm begins. It lasts for several months. Then the dust settles and the sky clears. Mars calms down.
"Mars": I am Mars. Mars is about 2 times smaller than Earth, and is 1.5 times farther from the Sun. Therefore, it receives less heat from the Sun. During the day you can sunbathe here, but as the sun sets it gets sharply cold. It's freezing at night. But you won’t need a swimsuit or a fur coat to travel around this planet! Its atmosphere is unsuitable for breathing.
All: We are rocky planets!
2nd group
“Sun”: Jupiter shines as a bright white star in the sky. It is the largest planet in the solar system. Its diameter is about 140 thousand km. A Jupiter year is equal to almost 12 Earth years. This planet is rich in satellites.
“Jupiter”: I am Jupiter, the largest planet in the solar system. I am so big that the other eight planets could fit inside me. I have a small solid core surrounded by a bubbling mass of liquid hydrogen. I rotate very quickly around my axis, which is why my middle part seems to bulge out and the planet resembles a flattened ball. The planet is named after the most important Roman god, Jupiter. I have a colorful atmosphere and 16 satellites, and powerful hurricanes constantly rage in my atmosphere.
"Sun": It is surrounded by magnificent flat rings that form as if one ring. Inside it you can lay the globe three times. The ring of Saturn is not continuous, it consists of small satellites located in the same plane.
"Saturn": I am Saturn.
Saturn is the second largest planet in the solar system, I am easily recognized by the beautiful glowing rings surrounding me, consisting of billions of solid particles (ice and rock). I am made of hydrogen and helium and am the least dense of all nine planets in the solar system. Surprisingly, I could swim quite well if there was an ocean big enough to lower me into. The planet Saturn is named after the Roman god of agriculture.
“Sun”: In 1781, a new planet was discovered that was 73 times larger than the Earth. This is Uranus. The French scientist Le Verrier found that over 60 years the planet had deviated from the calculated orbit.
"Uranus": I am Uranus. Uranus was first noticed in 1781 by amateur astronomer William Herschel. I am 2 billion 735 million kilometers away from the sun, and therefore it is very cold here. I am primarily composed of helium and hydrogen, and the methane gas in my atmosphere gives me green.
“Sun”: When observed through a telescope, the planet appears as a greenish disk, devoid of any details. This is not surprising. After all, the planet is 4.5 billion kilometers away from the Sun.
"Neptune": I am Neptune. Neptune is very similar to Uranus, only smaller in size. From me to the Sun there are 4 billion 345 million kilometers, so there are severe frosts here. The temperature on my surface is minus 200 degrees. The planet Neptune is named after the Roman god of the seas.
“Sun”: Pluto was considered the smallest planet. Perhaps, due to its size, it had to be left off the list of planets. There are a lot of small planets in the Solar System with diameters ranging from several hundred meters to hundreds of kilometers. They are called asteroids. So our scientists have the opportunity to discover new planets.
"Pluto": I am Pluto. Pluto was first noticed in 1930. I am the smallest and lightest planet in the solar system. My diameter is only 2400 kilometers. Pluto is smaller than the Moon. The planet Pluto is named after the Roman god - the ruler of the kingdom of the dead. the temperature on my surface is minus 230 degrees.
All: We are gas planets!
(Everyone comes out and stands in a row)
“Sun”: Guys, learn a little rhyme that will help you remember the location of the planets in the solar system!
Once Mercury.
Two - Venus.
Three - Earth.
Four - Mars.
Five - Jupiter.
Six - Saturn.
And also Uranus, Neptune,
And, of course, Pluto. Our Sun is a champion!
Conclusion
This project is a serious independent work of students of the 4th “B” grade.
As a result of working on the project, students acquired skills in working with a dictionary, books, and the Internet. Working in groups, interacting with adults (librarian, teacher, parents), defending the project contributed to the formation of communicative competence. The formation of information competence occurred at all stages of work on the project: during the search and processing of information, preparation and defense of a slide presentation.
The work within the project turns out to be interesting, exciting, and educational. Allows you to expand the horizons of each student and create wider social contacts for him.
Literature
Astronomical calendar - M., “Science”, main editorial office of physical and mathematical literature, 1995.
Large Series of Knowledge “Universe” - M., 2006.
Bronstein V.A. “Planets and their observations” - M., “Science”.
Klushantsev P. “Respond, Martians!” - M., “Children’s Literature”, 1995.
“Science” encyclopedia - M., 1995.
“Science”, main editorial office of physical and mathematical literature - M., 1984.
“To the call of the mysterious Mars” - M., “Children's Literature”, 1991.
“About the moon and about the rocket” - M., “ROSMAN”, M., 1999.
Encyclopedia for children “Avanta +” - M., 1998.
