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Home » Tips for Teachers » On the Hunt for Space-themed Projects? Find 17 Brilliant Solar System Project Ideas Here!

On the Hunt for Space-themed Projects? Find 17 Brilliant Solar System Project Ideas Here!

As a teacher, it is always fun but can be challenging when introducing new topics to my students in the classroom, especially subjects as vast and intriguing as the solar system. One of my favorite topics is the solar system, a subject that naturally sparks wonder and curiosity among students. When I reach this topic in my students’ curriculum each year, I make sure that I include projects that will not only engage my students but also keep them deeply interested, turning complex concepts into memorable learning experiences.

17 Solar System Project Ideas

At the beginning of my teaching career, transitioning between topics with my students was a significant hurdle. To make this process smoother, I focused on developing creative and interactive project ideas that could seamlessly bridge these transitions. Therefore, I wanted to help my readers by providing several solar system project ideas that they can use in their own classrooms.

The solar system gets an eco-friendly makeover. Who says creating models of planets has to be wasteful? The latest project for students in Mr. Lopez’s class uses only recycled materials, and the results are out of this world! #Proud2BeD26 pic.twitter.com/KxoBkZFYGO — Three Oaks (@3OaksEagles) November 17, 2023

Drawing from my experiences, I have researched and used hundreds of these projects throughout my career. This has given me a wealth of knowledge in what works best in engaging young minds, so I can assure you that you will find at least a few great ones from my list, tailored to make learning about the solar system both enjoyable and educational.

After reading this article, you will officially know:

  • Several solar system project ideas →
  • How to introduce the solar system to students →
  • And a few interesting facts about the solar system to tell students →

You can watch this video. It contains a brief retelling of the article.

Before I tell you about the project ideas , I suggest watching Chocolate I-scream’s YouTube video. This video will tell you how to create a solar system project model for children. It is a fun project you can begin with before getting into other projects on my list.

Below, I will provide you with my list of 17 different solar system projects that I believe every teacher should do with their students at least once. Here is the list of them:

While searching for solar system projects for students, you will quickly learn that there are so many out there. I have compiled a list of my favorite ones that encourage my students to interact and enjoy learning about different parts of the solar system.

1. Hanging Mobile

Create a stunning solar system mobile, a visual treat that brings the cosmic dance of planets into your classroom. This artistic project fuses creativity with astronomical knowledge, allowing students to build a model that physically represents the planets in orbit. It’s a captivating way to visualize the solar system, encouraging engagement and a deeper understanding of our cosmic neighborhood.

Hanging Mobile

Materials Needed:

  • Flashcards or cardboard
  • Colored pencils, markers, or paint
  • String or yarn
  • Cut out circles from the flashcards or cardboard to represent each planet.
  • Color or paint each circle to resemble the different planets, using reference images for accuracy.
  • Punch a hole at the top of each planet cutout.
  • Measure and cut strings of varying lengths for each planet.
  • Attach the strings to the planets and suspend them from a hanger or a frame, arranging them in order from the Sun.
  • Display your hanging mobile and use it as a visual aid to discuss each planet’s characteristics and position in the solar system.

Kick off your mobile project by watching this engaging video on crafting a solar system mobile. It offers step-by-step visual guidance, perfect for inspiring creativity and understanding the layout of our solar system while getting everyone excited about their own mobile creation.

2. Solar System Cake

Whip up an appetizing and informative solar system cake, blending the art of baking with space exploration. This innovative project transforms a simple chocolate cake into a delicious representation of the solar system. Decorate with colorful candies to symbolize planets, creating a tasty and educational model that helps students visualize the vastness and beauty of space.

Solar System Cake

  • Chocolate cake mix and ingredients
  • M&Ms, Skittles, or other circular candies
  • Food coloring
  • Round cake pan
  • Prepare and bake the chocolate cake according to the package instructions, using a round cake pan.
  • Once cooled, apply a layer of dark icing to represent space.
  • Use different colored candies to represent the planets. Place a large yellow candy or decorated cookie in the center for the Sun.
  • Carefully place the planets in their respective orbits around the Sun.
  • Use icing or edible markers to draw orbit rings and label each planet.
  • Once complete, review each planet with the students before slicing and enjoying the cake.

Introduce the delicious project of making a solar system cake by showing this informative video. It demonstrates the fun and creative process of baking and decorating, capturing students’ interest and providing practical tips for their own cosmic confectionery masterpiece.

3. Playdough Solar System Model

Dive into a tactile and fun learning experience with a Playdough Solar System Model. This hands-on activity encourages students to shape and mold the planets, facilitating a creative exploration of the solar system. It’s an effective way to engage young minds in understanding the composition and colors of the planets, enhancing their grasp of astronomical concepts.

Playdough Solar System Model

  • Different colors of playdough
  • Black construction paper
  • Rolling pin (optional)
  • Reference images of planets
  • Roll out a large sheet of black construction paper to represent the vast, dark expanse of space.
  • Utilize reference images of the solar system to accurately guide the creation of the Sun and each planet using vibrantly colored playdough.
  • Carefully shape the playdough into spheres, thoughtfully varying the sizes to accurately reflect the actual sizes of the planets in our solar system.
  • Thoughtfully arrange the planets on the black paper in their correct order from the Sun, maintaining an accurate representation of their positions.
  • Use a rolling pin to flatten pieces of playdough that will effectively represent the orbits of planets around the Sun.
  • Engage in an educational discussion about each planet’s unique features and characteristics as you meticulously create and place them in the model.

Start your Playdough model activity with this instructional video. It provides a visual and practical approach to modeling the solar system with playdough, enhancing students’ understanding of planetary sizes, colors, and positions in an engaging and tactile way.

4. Snow Globe Solar System

When the holidays are approaching, making a snow globe solar system is an excellent idea. The items you will need to do this are a mason jar, water, fishing wire, glue, glitter, paint, and clay. Begin making the planets out of the clay, but make sure you are making them small enough to fit inside the jar. Let the clay harden before painting each the color of the planets. Use the fishing wire to thread through the holes of the planets. Glue the other end of the wire to the bottom of the inside of the jar, so that your planets are hanging inside. Pour some water into the jar and add glitter. Then flip your jar upside down and shake it to watch the magic happen.

Snow Globe Solar System

Create an enchanting snow globe solar system, a unique and artistic way to visualize the cosmos. This project, ideal for holidays or as a classroom display, combines crafting with learning about astronomy. Students will enjoy fashioning planets from clay and watching their miniature solar system come alive within a magical, glitter-filled snow globe.

  • Mason jar with a tight lid
  • Fishing wire
  • Small brush
  • Sculpt the planets from clay, ensuring they’re small enough to fit inside the mason jar.
  • Allow the clay to harden and then paint each planet, mimicking their real colors.
  • Once dry, use a needle to make a small hole in each planet.
  • Cut pieces of fishing wire and thread them through each planet, securing them with glue.
  • Attach the other ends of the wires to the inside of the jar lid, so planets appear to float.
  • Fill the jar with water, and add a pinch of glitter for the ‘starry’ effect.
  • Seal the jar and flip it to create a mesmerizing snow globe solar system. Shake gently to see the glitter swirl around the planets.

Begin your snow globe project with this enchanting video. It demonstrates how to encapsulate the beauty of the solar system in a snow globe, offering creative ideas and encouraging students to visualize and represent the cosmic dance in their own unique way.

5. Felt Model

Create a sensory-rich felt model of the solar system, ideal for engaging young learners in a tactile learning experience. This project encourages the exploration of planetary characteristics through touch and sight, using different colored felts to represent each planet. It’s a wonderful way to combine craft and education, fostering a deeper understanding of our solar system in a fun and interactive way.

Felt Model

  • Various colors of felt
  • Black felt sheet
  • Glue or Velcro (optional)
  • Carefully cut out circles from various colored felts to accurately represent each planet in our solar system.
  • Utilize a large piece of black felt as a backdrop, effectively symbolizing the vast, dark expanse of space.
  • Engagingly discuss each planet’s unique attributes as you place them on the black felt, using glue or Velcro for secure attachment.
  • Actively encourage students to touch and rearrange the planets, thereby enhancing their sensory learning experience and interaction.
  • Employ this tactile model as a dynamic visual aid to explain planetary positions and distinct characteristics in the solar system.

Play this detailed video to guide students through creating a solar system felt model. It offers a step-by-step visual tutorial, ensuring students grasp the concept and can confidently replicate it with their own materials, fostering hands-on learning and creativity.

6. Pom-Pom Solar System

Craft a colorful and simple pom-pom solar system, perfect for visual learners. This engaging project uses multicolored pom-poms to represent the planets laid out on a black cardboard background. Children will enjoy placing the pom-poms to form the solar system, providing a creative and hands-on approach to understanding the arrangement and colors of the planets.

Pom-Pom Solar System

  • Multicolored pom-poms
  • Black cardboard or construction paper
  • White chalk (optional)
  • Carefully spread out the black cardboard or construction paper to visually represent the vastness of outer space.
  • Strategically place pom-poms on the paper, thoughtfully assigning different colors to represent the diverse planets in our solar system.
  • Optionally, utilize white chalk to meticulously draw orbits around the sun, creatively represented by a larger, distinctively colored pom-pom.
  • Engage students by explaining each planet’s unique features and precise position in the solar system as you place each pom-pom.
  • Actively encourage students to recreate the solar system model themselves, thereby enhancing their understanding and comprehension of the solar system’s complex structure.

This lively video on creating a pom-pom solar system is a great way to start the project. It shows the fun and colorful process, sparking creativity and offering a unique approach to visualizing the planets in our solar system.

7. Chalk Solar System

Bring astronomy outdoors with a vibrant chalk solar system. This activity transforms a concrete space into a large-scale model of our solar system, using colorful sidewalk chalk. It’s an exciting way for students to learn about the planets, their orbits, and sizes while enjoying the creative process of drawing and illustrating the solar system.

Chalk Solar System

  • Colorful sidewalk chalk
  • A concrete or blacktop area
  • Gather the class and lead them outside to a spacious, suitable drawing area for this creative activity.
  • Utilize the colorful chalk to meticulously draw a large-scale, detailed model of the solar system, carefully including each planet and its respective orbits.
  • As you artistically render each planet, take the opportunity to explain, focusing on discussing its unique characteristics and precise position in the solar system.
  • Once the main model is complete, warmly invite students to draw their own versions of the solar system, using your expansive chalk model as a visual reference.
  • Foster an interactive and engaging environment by encouraging discussion and feedback about each student’s individual solar system creation to reinforce learning and understanding.

This video showcases how to draw a solar system using chalk, providing an artistic and interactive way to learn about the solar system. It’s perfect for visually guiding students through the process, encouraging them to replicate and personalize their own chalk solar systems.

8. Fruity Planets

Engage students with a delicious, edible representation of the solar system using various fruits. This creative project helps children visualize the sizes and colors of planets, fostering an understanding of our solar system in a fun and tasty way. It’s a unique approach that combines nutritional education with astronomy, appealing to both the senses and the mind.

Fruity Planets

  • A variety of fruits (e.g., green apple, orange, honeydew melon)
  • Cutting board and knife
  • Plates or trays
  • Begin by selecting a variety of fruits, each specifically chosen to represent a different planet, focusing on their unique color and size for accurate representation.
  • Engage the students by vividly discussing the distinctive characteristics of each planet, simultaneously presenting the corresponding fruit to visually enhance the learning experience.
  • Carefully cut the chosen fruits into slices or manageable segments, ensuring they are easy to handle and share among the students.
  • Creatively arrange the fruit slices in sequential order on a large tray or table, meticulously forming an edible, fruity version of the solar system.
  • Conclude the activity by inviting students to taste each fruit, adding an enjoyable, sensory dimension to their learning experience, further reinforcing their understanding of the solar system.

Introduce the concept of a scale solar system using fruit with this insightful video. It’s an excellent resource to visually demonstrate how everyday items can represent celestial bodies, making the vastness of space more comprehensible and relatable.

9. Solar System Poster

Develop a visually stunning solar system poster, combining art with astronomical education. This project involves painting a large black paper or poster board to represent space, with each planet depicted in vibrant colors. It’s an excellent way to help students recognize and remember planetary characteristics, promoting artistic expression and scientific learning.

Here's what the poster might look like

  • Large black paper or poster board
  • Paints (various colors)
  • White pens or markers for labeling
  • Start by unfolding the large black paper, establishing it as the expansive backdrop to represent the vastness of outer space in your classroom.
  • Skillfully paint each planet on the poster, thoughtfully varying their sizes and using a range of colors to accurately match their real-life counterparts in our solar system.
  • Clearly label each planet using a white pen or marker, ensuring the names stand out distinctly against the dark background for easy identification.
  • Proudly display the completed solar system poster in a prominent area of the classroom, using it as a visual aid to facilitate a comprehensive discussion about each planet.
  • Provide each student with smaller pieces of black paper, encouraging them to unleash their creativity by designing and creating their own personal solar system posters.

Before starting your poster project, watch this video on solar system drawing. It provides artistic inspiration and guides students in creating a visually appealing and scientifically accurate solar system, perfect for turning into educational and decorative posters.

10. Shadow Box

Construct a three-dimensional solar system in a shadow box, offering a detailed and miniature view of the cosmos. This artistic and scientific project involves painting and arranging Styrofoam balls as planets within a box. It’s an engaging way to bring the solar system to life in the classroom, fostering a deeper appreciation of astronomy.

Here's an example of a shadow box

  • Black paint
  • Styrofoam balls of various sizes
  • Glow-in-the-dark stars
  • Fishing line
  • Needle and thread
  • Begin by meticulously painting the entire inside of the shoebox black, artistically transforming it into a miniature representation of the vast, dark expanse of outer space.
  • Carefully paint each of the Styrofoam balls with vibrant, accurate colors and patterns to creatively resemble the diverse planets of our solar system in miniature form.
  • Delicately suspend the painted planets inside the box using a transparent fishing line, ingeniously attaching them to the box’s lid to create a floating, orbit-like effect.
  • For an added celestial touch, strategically place small glow-in-the-dark stars throughout the interior of the box, enhancing the overall space-like atmosphere with a sparkling effect.
  • Use this intricately crafted shadow box as an interactive educational tool in the classroom, engaging students in lively discussions about the complexities and wonders of our solar system.

Show this video to illustrate the steps in creating a solar system shadow box. It’s a great visual guide that combines art and science, helping students understand spatial relationships within the solar system while tapping into their creative skills.

11. Glow in the Dark Solar System

Create an enchanting glow-in-the-dark solar system, adding a magical touch to astronomy lessons. This project uses special paint to illuminate the planets in darkness, offering a visually stunning representation of the solar system. It’s a fun and educational activity that highlights the beauty of the cosmos in a unique and interactive way.

Glow in the Dark Solar System

  • Paper (preferably black)
  • Glow-in-the-dark paint
  • Paintbrushes
  • Dark room for display
  • Begin by drawing the planets on your paper, using regular, vibrant paint as the base layer to accurately depict each planet’s unique colors and features.
  • After the base layer dries, skillfully apply a layer of special glow-in-the-dark paint over each planet, carefully following their outlines to enhance their celestial appearance.
  • Patiently allow all layers of paint to dry completely, ensuring the glow-in-the-dark effect is perfectly set and ready for the final reveal.
  • Once the paint has thoroughly dried, dim the lights or turn them off completely, and gather around to observe and discuss the mesmerizing glowing solar system, focusing on each planet’s characteristics.
  • Encourage each student to express their creativity by creating their own personalized glow-in-the-dark solar systems, using the learned techniques and their understanding of the planets.

Begin your glow-in-the-dark project with this video, showcasing how to use glow sticks for a stunning solar system model. It’s a visually captivating method, perfect for demonstrating celestial concepts in a fun and luminous way.

12. Edible Solar System

Bake an edible solar system with cookies representing the various planets, blending culinary skills with space exploration. This tasty project allows students to decorate cookies to resemble different planets, and then arrange them in order. It’s a delightful and educational activity, offering a sweet and memorable learning experience about the solar system.

Edible Solar System

  • Cookie dough
  • Icing in various colors
  • Baking sheets
  • Begin by carefully preparing and baking a batch of cookies, ensuring they come in a variety of sizes to accurately represent the different planets in the solar system.
  • Once the cookies have cooled down, skillfully use brightly colored icing to meticulously decorate each cookie, ensuring they resemble the distinct appearance of each planet in our solar system.
  • Thoughtfully arrange the decorated cookies in a linear order, mirroring the solar system’s layout from the Sun outwards, to visually demonstrate the planets’ positions.
  • Engage the students in a lively discussion about the unique features and interesting facts of each planet, using the cookies as visual aids to enhance their understanding.
  • Finally, invite everyone to partake in eating the solar system, turning this delicious activity into a memorable, tactile reinforcement of the day’s astronomical learning experience.

This delicious video tutorial on making solar system cookies is a great way to integrate baking with learning. Students can see how to decorate cookies to represent different planets, combining culinary skills with space education.

13. Solar System Bottle Caps

Create an eco-friendly solar system model using painted bottle caps. This project encourages recycling and creativity, as students paint each cap to represent a different planet. Arranged on black paper, the caps form a simple yet effective solar system, providing a hands-on approach to learning about the planets and their characteristics.

Solar System Bottle Caps

  • Bottlecaps of various sizes
  • Paint (various colors)
  • Black paper or cardboard
  • Begin by diligently collecting a variety of bottle caps, ensuring they are thoroughly cleaned and free from any residues or labels.
  • Carefully paint each individual bottle cap using a selection of colors, with each cap uniquely representing a different planet in our solar system.
  • Thoughtfully arrange the painted bottle caps on a sheet of black paper, meticulously positioning them to accurately mimic the layout of the solar system.
  • Utilize this innovative and tactile model as an engaging educational tool to discuss and explain the distinctive characteristics and intriguing features of each planet.

Introduce the bottle cap solar system project with this creative video. It demonstrates how to upcycle bottle caps into a unique solar system model, encouraging eco-friendly practices and creativity in visualizing the planetary arrangement. This resourceful project not only enriches the students’ understanding of the solar system but also instills values of recycling and innovation, fostering a sense of environmental responsibility and artistic expression.

14. Popsicle Sticks Solar System

Craft a unique solar system model using popsicle sticks and colored paper. This hands-on project allows students to cut out planet shapes and attach them to sticks, forming a visually appealing solar system. It’s a great way to engage students in creative learning, fostering an understanding of the solar system’s structure. This activity not only enhances their knowledge about the solar system but also develops their fine motor skills and creativity, making learning about astronomy both fun and educational.

Popsicle Sticks Solar System

  • Popsicle sticks
  • Colored paper
  • Cut out accurately sized planet shapes from various colored paper.
  • Carefully glue each cut-out planet to an individual popsicle stick.
  • Strategically connect the sticks in a circular pattern, centering around a larger, bright ‘Sun’ representation.
  • As you assemble the model, engage in a detailed discussion about each planet’s unique attributes and position.

This video is an excellent start for creating a solar system with popsicle sticks. It offers practical guidance and encourages students to use simple materials to create a comprehensive model of our solar system. Watch the video to gain insights into the process and stimulate students’ creativity, helping them transform everyday popsicle sticks into an educational and visually appealing representation of the solar system.

15. Balloon Solar System

Transform your classroom into a visually striking representation of the solar system with colorful balloons. Inflate balloons of various sizes and colors to symbolize different planets, then hang them in order, creating a vibrant and engaging display. This interactive project fosters a deep understanding and appreciation of the solar system’s scale and diversity among students, enhancing their astronomical knowledge.

Balloon Solar System

  • A collection of balloons in different colors and sizes
  • String for suspending the balloons
  • Tape or hooks to hang the balloons
  • A pump for inflating the balloons (optional)
  • Start by inflating balloons to sizes that correspond to the relative sizes of the planets. For instance, a larger balloon for Jupiter and a smaller one for Mars.
  • Arrange the balloons in the order of the planets from the sun. Use string to suspend them from the ceiling or attach them to the wall.
  • Employ tape or hooks to securely hang each balloon in its designated position.
  • Enhance the learning experience by labeling each balloon with the name of the planet it represents.
  • Use this balloon solar system as a dynamic educational tool to discuss each planet’s unique features, position, and role in the solar system.
  • Encourage students to interact with the display, fostering a more engaging and memorable learning experience.

Kickstart your balloon solar system project with this fun video, showcasing a step-by-step guide to assembling a vivid, balloon-based model of the solar system. This resource is ideal for visual and tactile learners, offering an interactive and captivating method to explore the wonders of space in a classroom setting.

16. Solar System Flashcards

Engage students in a fun and educational journey through the solar system with custom-made flashcards. This activity not only bolsters their understanding of planetary features but also enhances memory and recognition skills.

Solar System Flashcards

  • Cardstock or heavy paper
  • Colored markers or paints
  • Images of the planets
  • Laminating sheets or contact paper (optional)
  • Start by cutting the cardstock into equal-sized rectangles, large enough to write on and illustrate.
  • On one side of each card, write the name of a planet or celestial body. Include the Sun and perhaps a few interesting moons or asteroids.
  • Use the colored markers or paints to draw each celestial body on the opposite side of the card. Alternatively, glue printed images for a more realistic look.
  • Discuss key facts about each planet as you work, such as its size, color, position in the solar system, and any unique features.
  • Optionally, laminate each card for durability. This makes them reusable and protects them from wear and tear.
  • Mix up the cards and test students’ knowledge by having them match the name with the correct image, or quiz them on facts related to each celestial body.

Before diving into the flashcard-making activity, show this instructional video to the class. It’s a brilliant resource for visualizing the process, stimulating creativity, and aligning everyone’s approach. Watching the video also enhances understanding of effective flashcard design, encouraging students to create more impactful learning tools.

17. Phases Of The Moon

Discover the phases of the moon in a deliciously fun way using Oreos! This interactive experiment is a tasty method to teach students about the lunar cycle, engaging their senses and imagination.

Phases Of The Moon

  • Oreo cookies (enough for each moon phase per student)
  • White paper plates
  • Plastic knives
  • Provide each student with a set of Oreos and a plastic knife.
  • Place a paper plate in front of each student to arrange their Oreos.
  • Begin by explaining each phase of the moon, starting with the New Moon and progressing to the Full Moon.
  • For each phase, have students carefully twist their Oreos apart and use the knife to scrape the cream filling to match the shape of that lunar phase.
  • As they create each phase, place the Oreos in order on the plate to represent the lunar cycle.
  • Discuss how the moon’s appearance changes from Earth due to its position relative to the Earth and Sun.
  • Once completed, review the lunar phases again, using the Oreos as a visual guide.
  • End the lesson with a delightful twist – allow students to eat their Oreo moons, celebrating their new understanding of the lunar phases!

Begin the moon phases lesson with this engaging video. It beautifully illustrates how to use Oreos to model each lunar phase, making the concept tangible and fun. This introduction sets the tone, stimulates enthusiasm, and ensures students grasp the fundamental idea before they start their own delicious lunar exploration.

For a video showing you five other projects that you can use to teach the solar system to your students, check out A Toy Day’s YouTube video. It is a compilation of several projects that will keep children entertained for long periods of time.

I also recommend investing in an interactive whiteboard. These devices are perfect for different types of learners, and they bring so much fun to your classroom. You can play games while also teaching your students various topics. Consult this guide to determine the most suitable whiteboard for your needs.

Seeking additional ideas for science experiments? Dive into our exclusive article dedicated to this topic for a wealth of inspiration for kids of all ages.

How To Introduce Solar System To Students

You may find yourself wondering how to introduce the complex solar system to your students. Do not worry; I will help make this a much simpler process for you. First, I want to assure you that your students will enjoy learning about the various planets. Since the solar system consists of so many bright-colored planets that are of different shapes, each one is bound to grab their attention.

What is it?

After you have gone over each planet, be sure to come up with ways to help students remember each one. You can develop worksheets that have the name of the planet and its color to help. Once you feel that your students comprehend all the planets, I believe you should do several fun projects to help them grasp them even more. Children do not do well with lectures for long periods of time, so integrating hands-on projects will lighten up their mood and create fun in your classroom.

Be sure to ask the students questions about the planets to ensure that they understand each one. For example, you may ask, “What color is Jupiter?” or hold up a sheet of paper with the Earth on it and ask, “What planet is this?”

To see a simple and fun solar system project for kids, check out Zodiac Bitavarra’s YouTube video. You will only need a few items that you can pick up from a craft shop, and it will bring you and your students hours of fun. This project is an excellent way to introduce the solar system to your students.

An awesome gadget that I believe every teacher should have in their classroom is a document camera. This camera can work virtually and in person. All you need to do is place an object underneath the camera, and your students will be able to see it on the screen.

Some Interesting Facts About The Solar System To Tell Students

Interesting facts are not just attention grabbers; they serve as powerful tools to engage your students, piquing their interest and prompting questions that lead to meaningful learning experiences.

Some facts can shock you

To captivate your students with the wonders of the cosmos, consider sharing these fascinating facts about our solar system:

  • You cannot stand on Uranus: Uranus is unique in the solar system as it rotates on its side, making it impossible to stand on it like we do on Earth.
  • The rings on Saturn are mostly made of water: Saturn’s rings, a splendid sight in our solar system, are predominantly composed of countless small ice particles, reflecting sunlight and giving them a bright appearance.
  • Mercury takes three months just to orbit the Sun: Mercury, the closest planet to the Sun, has a peculiar orbit. It takes about three Earth months to complete one orbit around the Sun, a stark contrast to Earth’s 365-day orbit.
  • One day is longer than an entire year on Venus: Venus, often referred to as Earth’s sister planet, has an extremely slow rotation on its axis. In fact, a single day on Venus (one complete rotation) is longer than its year (one orbit around the Sun).
  • It would take 100 times longer to make it around the Sun than it does the Earth: A journey around the Sun takes Earth 365 days, but if you were traveling on a comet from the outer reaches of the solar system, it could take more than 100 Earth years to complete the same journey.
  • The solar system is over 4 billion years old: Our solar system, a vast and ancient celestial structure, is estimated to be over 4 billion years old, having formed from a giant, rotating cloud of gas and dust known as the solar nebula.

Integrating these intriguing facts into your lessons can turn a routine class into an extraordinary exploration of our solar system, encouraging your students to appreciate the vastness and complexity of the universe we inhabit.

If you would like to watch a video that goes over other science project ideas for children, take a look at The Best Project Maker’s YouTube video. This video is great at explaining several different projects that will keep your students engaged as well as teach them everything there is to know about science.

For older students who need to go back and look at your lessons on the solar system, my advice is to purchase a camera for recording lectures. With this tool, you can record your lecture and lesson plans, and your students who missed your class or simply need to go back and take notes for their exams can do so. I have written another article on these devices.

On the hunt for further inspiration for science experiments? Our comprehensive article offers a plethora of imaginative ideas to explore.

Useful Resources

  • Science Lesson Plans for the Classroom
  • How to Make Science Fun and Exciting in the Classroom
  • How Can I Get My Child Interested In STEM?

I hope this article helped you find a few solar system project ideas that you would like to try out in your classroom. The goal is to encourage teachers around the globe to adopt these projects into their classrooms as they are great learning tools that will keep your students entertained for hours at a time. Good luck and happy teaching!

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solar system research project high school

Paulie Ivanova is a novice teacher. She recently graduated as a teacher at the university and is full of new teaching ideas. She teaches elementary school students, so she doesn't get bored at work. Working with children Paulie is not afraid to experiment and is constantly applying new techniques.

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Which class can these projects be used for?

I think they can be used for students of all ages. Of course, students will need help from their parents or they can do projects in pairs.

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Image that reads Space Place and links to spaceplace.nasa.gov.

Do a Science Fair Project!

How do you do a science fair project.

Cartoon of boy and girl doing experiment with small containers on table.

Ask a parent, teacher, or other adult to help you research the topic and find out how to do a science fair project about it.

Test, answer, or show?

Your science fair project may do one of three things:

Test an idea (or hypothesis.)

Answer a question.

Show how nature works.

Topic ideas:

Space topics:.

How do the constellations change in the night sky over different periods of time?

How does the number of stars visible in the sky change from place to place because of light pollution?

Learn about and demonstrate the ancient method of parallax to measure the distance to an object, such as stars and planets.

Study different types of stars and explain different ways they end their life cycles.

Earth topics:

Cross-section drawing of ocean at mouth 9of a river, with heavier saltwater slipping in under the fresh water.

How do the phases of the Moon correspond to the changing tides?

Demonstrate what causes the phases of the Moon?

How does the tilt of Earth’s axis create seasons throughout the year?

How do weather conditions (temperature, humidity) affect how fast a puddle evaporates?

How salty is the ocean?

Solar system topics:

Drawing of the solar system.

How does the size of a meteorite relate to the size of the crater it makes when it hits Earth?

How does the phase of the Moon affect the number of stars visible in the sky?

Show how a planet’s distance from the Sun affects its temperature.

Sun topics:

Observe and record changes in the number and placement of sun spots over several days. DO NOT look directly at the Sun!

Make a sundial and explain how it works.

Show why the Moon and the Sun appear to be the same size in the sky.

How effective are automobile sunshades?

Study and explain the life space of the sun relative to other stars.

Drawing of a science fair project display.

Pick a topic.

Try to find out what people already know about it.

State a hypothesis related to the topic. That is, make a cause-and-effect-statement that you can test using the scientific method .

Explain something.

Make a plan to observe something.

Design and carry out your research, keeping careful records of everything you do or see.

Create an exhibit or display to show and explain to others what you hoped to test (if you had a hypothesis) or what question you wanted to answer, what you did, what your data showed, and your conclusions.

Write a short report that also states the same things as the exhibit or display, and also gives the sources of your initial background research.

Practice describing your project and results, so you will be ready for visitors to your exhibit at the science fair.

Follow these steps to a successful science fair entry!

If you liked this, you may like:

Illustration of a game controller that links to the Space Place Games menu.

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Touching the Solar System: A Project-Based Learning Astronomy Program for Students With Visual Impairments

Connected Science Learning July–August 2022 (Volume 4, Issue 4)

By Stephen Kortenkamp, Jinseok Park, Tasnim Alshuli, Garrison Tsinajinie, Sanlyn Buxner, Irene Topor, and Sunggye Hong

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Touching the Solar System: A Project-Based Learning Astronomy Program for Students With Visual Impairments

Engaging with astronomy has traditionally been an intensely visual experience. Vision allows us to notice the Moon, planets, and stars in the sky. We use vision to peer through small telescopes at the rings of Saturn and (aided by robots) explore the Martian landscape. Individuals with Visual Impairments (VI), including blindness and low vision, are largely left to experience astronomy vicariously through the shared perceptions of others. However, recent developments in audio- and tactile-based programs (e.g., Ferguson 2016; Usuda-Sato et al. 2019) offer new opportunities in astronomy education for students with VI. The planetary science field of astronomy can now offer students, teachers, and researchers the ability to explore by touching representations of the surfaces of many different objects in our solar system.

In this article we describe elements of a 12-month curriculum we developed that uses 3D tactile models and engages students in meaningful science and engineering practices as they explore different aspects of planetary science.

Innovations in Tactile Experiences

Two important developments of the last decade make it possible for us to offer high-quality experiences that let all students interact tactilely with planetary surfaces: (1) the availability of high-resolution topographical data from recent spacecraft missions to various objects in our solar system, including planets, moons, asteroids, and comets and (2) the rapid advance in 3D-printing technology and its dramatic decrease in cost.

We have developed low-cost techniques for designing and replicating 3D tactile models related to planetary exploration. In our workshop at the Lunar and Planetary Laboratory of the University of Arizona, we process recent spacecraft data into digital 3D-printable prototypes. We then use a molding and casting technique to rapidly reproduce models from the prototypes. Our work includes three distinct types of structures that are shown together in Figure 1. We produce monolithic models of planetary terrain, such as volcanos, canyons, and impact craters (top three rows of Figure 1); hollow hemispherical models of objects such as the Moon and Mars, with interior tactile elements (second row of Figure 1); and spacecraft kits that we customize for tactile rather than visual assembly (first row of Figure 1). A detailed description of our process for prototyping, molding, and casting these and other tactile models—along with the full digital archive of our 3D-printable models—can be found in a subsequent paper (Kortenkamp et al. 2022).

Monolithic 3D models ranging from an impact crater on Earth, five areas of terrain from the Moon, and five areas from Mars.  Hemispherical 3D models of the Moon and Mars are below the monoliths.  Foreground shows 4 different tactile spacecraft kits with Moon and Mars orbiter kits shown as individual pieces and two Mars rovers shown fully assembled.  In the image the two Mars rovers appear to be analyzing a sharpie marker in front of them.

POEM: Project-Based Learning Opportunities and Exploration of Mentorship

The focus of POEM is to better understand and further advance the awareness and resilience of STEM-related careers for middle and high school students with VI. The project aims to bridge STEM skills acquired in school with out-of-school experiences to build each student’s capacity for recognizing and pursuing STEM-related higher education and careers through the use of Project-Based Learning (PBL) and enriching mentorship experiences.

Within POEM, we implement three areas of STEM engagement for our VI students: (1) a 12-month PBL experience based on Next Generation Science Standards ( NGSS ; NGSS Lead States 2013); (2) pairings with university student mentors who are STEM majors; and (3) connections to adult mentors with VI who work in STEM-related careers.

The 12-month PBL experience of POEM begins with a weeklong in-person Readiness Academy during which participants stay at the University of Arizona’s Sky Center facility on the summit of Mount Lemmon in Tucson, Arizona (see Figure 2). Following this experience, the participants return home and begin the series of monthly remote-learning activities during which they receive packages in the mail with 3D tactile models and a STEM engagement curriculum. The finale of POEM is a second week of in-person experiences that involve living as a college student on the campus of the University of Arizona and engaging in an Enrichment Institute (see Figure 3).

Student and Steve Kortenkamp in the foreground wearing gloves while working with dry ice in comet making activity, with vapor cloud partially obscuring their hands. Image includes additional students working the background.

In this article we focus exclusively on the monthly remote-learning PBL curriculum but here very briefly touch on various levels of collaboration that are embedded into our overall project. POEM student recruitment, specialized/individualized adaptations of some materials (e.g., production of braille documents and generation of 2D tactile diagrams, see Park et al. 2021), mentor training, and educational data collection were conducted by faculty and graduate students in our College of Education’s program for certification of Teachers of the Visually Impaired (TVI). Our PBL science curriculum development, alignment with NGSS , design and production of 3D tactile materials, and creation of hands-on STEM activities were conducted by faculty, graduate, and undergraduate students in the College of Science, primarily in the Lunar and Planetary Laboratory. Close interaction was maintained between these and other groups.

POEM Student Recruitment and Demographics

Recruitment of POEM students took place through a comprehensive posting on the project’s website, mailings to TVIs in Arizona and surrounding states, and presentations at multiple conferences in the VI field. POEM students were required to meet the following eligibility criteria before selection to participate; (1) be in grades 7–11, (2) have an individualized education program, (3) be independent in their self-care, (4) have academic skills within one year of grade level for reading and writing, (5) be within two grade levels for mathematics, and (6) have interests in learning STEM or pursuing STEM-related careers. For our 2020 cohort we recruited 14 students. Their demographics and previous mentorship experience are shown in Table 1.

Table includes headings and subheadings for: Gender (male, female), School setting (public, special), Primary media (large print, braille, regular print with optical aides, auditory, regular print, other), and Mentor/Mentee Experiences (yes, no). All subheadings include number within the sample (n) and percentages (%). Data is further explained in text.

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The Curriculum – Combining PBL and NGSS

Meeting diverse student needs in STEM learning can often be addressed by adopting a PBL strategy (Guven and Duman 2007; Han et al. 2015; Holthuis et al. 2018). PBL is an effort to engage students in an inquiry-driven STEM process, with extended activities centered on a common theme. In PBL the interests and motivations of learners become the primary focus (Tal et al. 2006). Traditional means of teaching, such as lesson plans, predefined problem sets, and exams are reduced and/or replaced in PBL by increased discussion, mentoring, advising, and creating final products or artifacts such as presentations.

The Learning Outcomes of POEM are such that students who engage with and successfully complete our program will develop:

  • Self-confidence and independence in their ability to use technology as a resource to obtain, evaluate, analyze, and interpret data and information.
  • Experience in multiple methods of communication, including writing/reading, speaking, interactive conversation, as well as formal presentations using props, tools, demonstrations, and activities for an audience.
  • Critical-thinking skills, techniques to explore tactile materials and formulate questions, and the methods they need to effectively communicate their work to a wider non-science audience, including people without VI.
  • Understanding how astronomers use comparative analysis to study core ideas in the Earth and space sciences, particularly related to planets, moons, and small bodies in our solar system.

Each of our monthly curriculum segments is designed to address selected areas of the NGSS , with an emphasis on science and engineering practices. Although the specific science content area of POEM is in the planetary science field of astronomy, our PBL structure is not necessarily designed nor intended to focus on disciplinary Earth and space science core ideas within NGSS . Rather, the objectives of our curriculum are for students to gain experience and understanding in (1) the nature of science and (2) the practices employed by scientists and engineers. Although this happens within the context of space science, the basic structure of POEM could be used in other STEM areas.

The POEM curriculum was developed around crosscutting concepts in the NGSS that include (1) scale, proportion, and quantity, (2) systems and system models, (3) stability and change (understanding processes that operate over long expanses of geologic time), (4) structure and function, and (5) energy and matter. In addition, the interdependence of science, engineering, and technology is addressed within our curriculum. Through the PBL activities and interaction with their mentors, POEM students are expected to demonstrate proficiency in several overlapping areas of the eight science and engineering practices within NGSS (NGSS Lead States 2013), including:

1) asking questions and defining problems,

2) developing and using models,

4) analyzing and interpreting data,

5) using mathematical and computational thinking,

6) constructing explanations and designing solutions,

8) gathering, evaluating, and communicating information.

In addition, there are implicit connections to the Nature of Science elements of NGSS, including how science laws, models, mechanisms, and theories explain natural phenomena.

PBL Designed Around a Unifying Theme in Planetary Science

Craters formed by the impacts of asteroids and comets are the overwhelmingly dominant geologic characteristic of the surfaces of the inner planets and the Moon, with the sole exception of the surface of Earth. When planetary scientists explore the fundamental differences between these objects, we often engage in comparing and contrasting the numbers and structures of impact craters on their surfaces. With this in mind, we designed the entire PBL curriculum around a unifying thematic question in space science, “What can we learn about Mars by studying impact craters from asteroids and comets? ” To address this question, the monthly segments use a progression of 3D tactile models that begin with exploring a pristine impact crater in North America, then impact craters on the Moon, and finally impact craters on Mars. Interspersed within the models of planetary terrain are tactile kits of the real spacecraft used to explore the features. The associated activities and student presentations are designed to build upon each other over the course of the yearlong curriculum, with ongoing support from the university mentors.

Structure of the monthly segments within the PBL architecture

Resources distributed to students and mentors each month (electronically and hardcopy, including braille) include:

  • Tactile models (including some 2D tactile graphics when needed)
  • Brief introduction to STEM concepts related to the tactile models
  • Progression of activities and prompts for participant presentations

Expectations of students each month:

  • Curiosity Based Inquiry - recording and sharing a “List of Wonders” related to each monthly segment
  • Gathering and Recording Data - logging of measurements, findings from the activities, and results of directed online research
  • STEM Communication – a brief 1- to 10-minute recorded presentation (e.g., video, podcast, etc.) to a friend, family member, and mentor and submitted to POEM staff

Monthly Segment Progression

As participants progress through the monthly segments, there is increasing complexity to both the activities and the expectations, requiring students to recognize and formulate questions based on their curiosity and learning in previous segments. In addition, the progression includes an increasingly complex presentation to their friends, family, and mentors each month. For example, the presentations initially are created through audio recordings only. They advance to video presentations that include developing a demonstration using a tool, developing a simple activity for the audience to perform, and finally culminating with a presentation using both a demonstration and a complex audience activity. Support and feedback from university mentors each month help students refine their communication skills. The goal is to prepare each student for engagement in the POEM Enrichment Institute when they return to Tucson at the end of the year. During this weeklong experience, participants collaborate in pairs to prepare and give 15- to 20-minute presentations about the science projects they work on during the week.

Table includes four column headings for: Monthly Segment Number, Monthly Segment Name, 3D Tactile Models Used, and NGSS Focus Areas.  Segment Number, Name, and Models are given in the timeline linked in the article.  NGSS Focus Areas shown in this table include time and size scales, mathematical thinking, comparative analysis on small, medium, and large scales, engineering systems and applications to space science, change over time, and comparative analysis in engineering.

Table 2 lists the monthly POEM segments with the tactile models included and the NGSS focus areas. All segments emphasize the NGSS practices of asking questions, collecting and analyzing data, and communicating information, in addition to the listed focus area. (Note: S egments 9–11 occurred as the COVID-19 pandemic was emerging. These segments were altered to reduce student anxiety as schools moved online. Segment 11 in particular was conducted as a live-online whole-group discussion and “unboxing” of the Curiosity rover kit. ) In the Supplemental Resources section we provide abbreviated examples of two monthly activities ( Activities #1 and #5 ) to better illustrate how the NGSS practices are addressed (the complete unabridged curriculum  can be found in Supplemental Resources, along with the timeline used for implementation).

To help represent the structure of our student presentations, Figures 4 and 5 provide still-frames from two different presentations. The example in Figure 4 (from Segment #5 – Two Faced Moon) involved responding to a prompt asking students to include a physical demonstration to present a technique they developed for determining the thickness of the Moon’s crust in their hemispherical models. Presentations reached a peak in complexity in Segment #8 – Martian Craters Tell Tall Tales. Here, students were prompted to develop a complex activity an audience could perform with them while watching their presentation. Figure 5 shows still-frames from a representative submission for this segment. Using this type of escalating PBL approach taps into the growing confidence and energy of students as they progress to higher levels of understanding and engagement.

Seven tiled images of the student. One larger image of the student smiling and facing the camera. Two images of the student showing the half hemispheres of the moon, one image demonstrating water displacement with a water basin, and three images of the student calculating the thickness of the crust using a marker and whiteboard.

This student’s activity used common household items (flour, water, kitchen utensils, etc.) to help her audience understand how volcanic activity from below and erosion by water from above cause different types of changes in the appearance of impact craters on Mars.

Evaluation of POEM

POEM is funded by the National Science Foundation’s K–12 ITEST program and undergoes ongoing internal and external evaluation of the various components. This section details the data collection and findings for the following internal evaluation questions:

  • How did the programmatic changes implemented between the 2019 pilot cohort and the 2020 cohort affect retention of POEM students?
  • formal STEM communication and organization?
  • energy and confidence in STEM communication?

Student Participant Retention – Learning From Our Pilot Year

During our 2019 pilot year, a cohort of 11 students was recruited along with 11 university mentors and 11 industry mentors to give each student one-on-one interaction with mentors. Pilot year students were asked to communicate and individually submit monthly assignments through the university course management system and asked to interact with their mentors independently without significant facilitation from POEM staff, and interact as a community through a Facebook group. Only 5 members of the initial 11 students in the pilot cohort remained engaged for the entire year, a retention rate of less than 50%.

In an effort to improve engagement and retention, we modified several of POEM’s monthly communication aspects for the 2020 cohort. We grouped the 14 students into seven pairs that were each assigned a university mentor and an industry mentor based on the students’ indicated areas of STEM interest. WhatsApp was also established as the primary communication medium to facilitate more convenient formal and informal interaction throughout the year including scheduling meetings to discuss and work on activities, asking questions, submitting requested journals and links to presentations, and fostering a more cohesive community. Each WhatsApp group had two students, a university mentor, and an industry mentor. An umbrella WhatsApp group was created for all students, mentors, and POEM staff to bring together all involved under one online community. When needed, we used other online modalities, such as email, text, and YouTube, for communication and presentation submissions.

These changes made it possible for students to be more active and engaged in POEM and fostered a much stronger sense of community among our entire group. Of the 14 students who started in the 2020 cohort, 11 remained engaged at the end of the year. This approximately 80% retention rate significantly improved upon the less than 50% retention in the pilot year.

Student Participants’ Communication, Organization, Energy, and Confidence

During the first eight monthly activities, the student participants submitted a recorded STEM presentation that addressed specific prompts, such as including introductions, conclusions, physical demonstrations, and audience activities. We developed a rubric, shown in Table 3, to evaluate these presentations.

Our rubric was developed after consulting Capraro et al. (2013, pp. 155–157) and includes three different categories related to several of the eight NGSS science and engineering practices described above (see also NGSS Lead States 2013). These include Communication and Organization in STEM (related to NGSS practices 5, 6, 8), Energy and Confidence in communicating ideas and information ( NGSS practice 8), and Addressing the Presentation Prompt ( NGSS practices 2, 5, 8). Where Capraro et al. (2013) use a broad and highly subjective “speaker conveys confidence” grading criteria, we tried to be more explicit in evaluating confidence and energy by using arguably less subjective elements of tone, rate, and clarity of speaking.

Each of the 10 grading areas in the rubric was given a score value ranging from 0 to 4. A score of 0 only applied to the Addresses Prompt area and indicates the grading area was missing (e.g., the specific prompt for the presentation was not addressed at all, such as no physical demonstration included), a 1 indicates poor performance, up to a 4 for an excellent performance. If the Grading Area was not applicable for a particular presentation, it was left blank (e.g., no gestures or body language in voice-only presentations).

Table includes two column headings, Category and Grading Area (scored 0-4, blank for n/a). By row, the top category is communication and organization in STEM with three grading areas: conveys points clearly, meaningful use of vocabulary, and captures audience attention. The center category is energy and confidence in communicating ideas and information with three grading areas: clarity of speaking, uses dynamic tone, and dynamic rate. The bottom category addresses presentation prompt.

A score of 0 indicates the grading area was missing (e.g., the specific prompt for the presentation was not addressed at all, such as no physical demonstration included), a 1 indicates poor performance, up to a 4 for an excellent performance. If the Grading Area was not applicable for a particular presentation, it was left blank (e.g., no gestures or body language in voice-only presentations)

Of the initial 11 participants in the 2020 cohort that remained engaged with the program at the end of the year, 10 were actively submitting the requested STEM presentations throughout the year. One of the 11 remained engaged and continued submitting monthly reflections of mentor interactions and comments regarding science activities, but did not submit the requested STEM presentations. The 10 active participants submitted 64 STEM presentations in response to the monthly segments, for an 84% completion rate out of the total 80 possible presentations. Three participants submitted all eight presentations and two others submitted seven out of eight.

Each presentation was evaluated by four members of our POEM team (one planetary scientist and three in the TVI program) using the rubric in Table 3. These four scores were then averaged. Figure 6 shows the results for the five students who submitted at least seven of the eight monthly presentations. While the amount of data represented by our evaluations of these students is likely too small for meaningful statistical studies, there are indications of improvement in the Communication and Energy/Confidence scores of these five students. The left panel of Figure 6 displays a tiered characteristic, with the last five averaged monthly Communication scores about 0.5 points higher than the first three averaged monthly scores. Energy/Confidence scores in the right panel of Figure 6 display characteristics of an improving trend across the eight monthly scores, from an initial low of about 2.5 in August to about 3.25 in April.

Graph includes a left panel and right panel. Communication on the left and energy/confidence on the right. Data is presented with box plots and whiskers. X-axes include average student scores and Y-axes includes months ranging from August to April. Individual student scores are presented as A, B, F, J, K and using a color coding system.  Data is further interpreted in text directly preceding Figure 6.

Click here for larger image

Conclusions and Discussion

In our PBL structure we avoid traditional means of STEM assessment, such as exams and/or problem sets. Instead, other artifacts such as presentations serve a critical role in demonstrating achievement of our student learning outcomes. Our rubric allows us to document and analyze student progress in communication, organization, energy, and confidence. The data reported in this article demonstrate promising trends where students who completed most presentations (at least 7 of the 8) improved over the year. Our developed rubric and reported findings will inform the research team as POEM is further adjusted for future cohorts. Another implication of POEM data relates to the recognition of the important role informal communication and a sense of community play in increasing student retention, engagement, and enthusiasm in STEM.

Looking beyond students with VI, we suggest that our 3D tactile resources and PBL/ NGSS activities can be adapted by science teachers for conventional in-class instruction.  For example, one member of POEM uses the tactile models and some activities in a university-level general education science class. A high school science teacher connected to POEM has integrated most of our tactile models into their science curriculum for sighted students.

Because of the growing access to 3D printers in schools, the approach presented here has the potential to be implemented more broadly with both VI and non-VI students. While our project used a customized molding and casting process, a simple Google search will reveal abundant online archives of 3D printable files available from NASA and many other organizations (e.g., sites.google.com/view/microbiologyfortheblind and btactile.com ). Schools with maker-spaces could easily print 3D models to be used in classrooms for both visual and tactile exploration.

We wish to conclude by emphasizing a rather surprising aspect of POEM that only became apparent after the COVID-19 pandemic forced nearly all schools to go online. Our STEM education experience was conceived and implemented pre-COVID, when remote learning was still very much a novelty for most students in the grade range we work with. This is especially true for students with VI. Yet, the 2020 cohort of POEM student participants was remarkable for both their retention rate and their assignment submission rate. Eleven of 14 students who started the program remained engaged after a full year. Of these 11 students, 10 were actively submitting monthly presentations and ultimately submitted 64 of 80 presentation assignments, for a completion rate of 84%. Considering that POEM was a yearlong, extracurricular, remote-learning science program, this level of consistent engagement is astonishing to us. We believe this speaks to the desire and need for more programs of this kind to engage students with VI in STEM experiences.

Acknowledgment

The authors wish to thank members of the POEM external advisory board. This study was performed at the University of Arizona and funded by the National Science Foundation’s ITEST program (award # 1657201) . Contents of this publication do not represent the official views of NSF. POEM is approved for human subjects research at the University of Arizona by our Institutional Review Board (IRB #1702248263). In compliance with this approval process, we obtained assent forms from students as well as consent forms from their parents and mentors.

Stephen Kortenkamp is an associate professor of practice at the University of Arizona Department of Planetary Sciences – Lunar and Planetary Laboratory in Tucson, Arizona. Jinseok Park and Tasnim Alshuli are doctoral students, Garrison Tsinajinie is an assistant professor of practice, Sanlyn Buxner is an associate research professor, Irene Topor is an associate professor of practice (emeritus), and Sunggye Hong is an associate professor, all at the University of Arizona College of Education in Tucson, Arizona.

Capraro, R., S. Slough, M. Morgan, and J. Morgan. 2013. STEM Project-Based Learning: An Integrated Science, Technology, Engineering, and Mathematics (STEM) Approach. (2nd ed., Other Books).

Guven, Y., and H.G. Duman. 2007. Project based learning for children with mild mental disabilities. International Journal of Special Education 22 (1): 77–82.

Han, S.Y., R. Capraro, and M.M. Capraro. 2015. How science, technology, engineering, and mathematics (STEM) project-based learning (PBL) affects high, middle, and low achievers differently: The impact of student factors on achievement.  International Journal of Science and Mathematics Education  13 (5): 1089–1113.

Handelsman, J., C. Pfund, S. Miller Lauffer, and C. Maidl Pribbenow. Entering mentoring. 2005. The Wisconsin Program for Scientific Teaching, University of Wisconsin.

Holthuis, N., R. Deutscher, S.E. Schultz, and A. Jamshidi. 2018. The new NGSS classroom: A curriculum framework for project-based science learning.  American Educator  42 (2): 23–27.

Kortenkamp, S.J., E.C.S. Joseph, J. Park, and S. Hong. 2022. Touching the Solar System: Development and mass production of 3D tactile models for students with visual impairments. Journal of Geoscience Education (submitted).

Lundsford, L., and G. Tsinajini. 2018. Innovative STEM mentor training: Podcasts. Chronicle of Mentoring and Coaching 2 (1): 717–722.

NGSS Lead States. 2013. Next Generation Science Standards: For states, by states.   www.nextgenscience.org

Park, J., S. Hong, and S.J. Kortenkamp. 2021. Use of 2D embossed tactile graphics in planetary science curriculum for students with visual impairments. Journal of Visual Impairment & Blindness (submitted).

Roberts, L.F., and R. Wassersug. 2009. Does doing scientific research in high school correlate with students staying in science? A half-century retrospective study. Research in Science Education 39 (2): 251–256.

Tal, T., J.S. Krajcik, and P.C. Blumenfeld. 2006. Urban schools’ teachers enacting project‐based science. Journal of Research in Science Teaching 43 (7): 722–745.

Usuda-Sato, K., H. Nakayama, H. Fujiwara, and T. Usuda. 2019. Touch the universe: Developing and disseminating tactile telescope models created with a 3D printer. Communicating Astronomy with the Public Journal 26: 24.

Astronomy Disabilities Inclusion NGSS STEM Informal Education

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Research Experiences in Astronomy at CIERA for High School Students is a highly interactive, 3-week program (with an optional 3-week extension) that provides high school students experience with astronomy research in an atmosphere of team-style learning, hands-on training, and mentorship from professional scientists.

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The Solar Eclipse Is Coming. How to Make It a Learning Opportunity

Tyler Hanson, of Fort Rucker, Ala., watches the sun moments before the total eclipse on Aug. 21, 2017, in Nashville, Tenn. (John Minchillo/AP) Illustrated with a solar eclipse cycle superimposed.

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Do you remember the excitement around the 2017 total solar eclipse? Well, it is going to happen again on Monday, April 8, of this year. In a path a little more than 100 miles across, going northeastward from Texas through the Midwest and into New England, 32 million people will be able to see a total eclipse . People who live in that path, also called the path of totality , will see the day turn into night and observe the faint atmosphere of the sun—the corona—surround the dark disk of the moon. Everyone else in North America (more than 400 million people) will see a nice partial eclipse.

One key problem in 2017 was that some school administrators , sometimes driven by their district’s insurance companies’ worry about lawsuits if eye damage occurred, decided not to let students go outside to observe this rare and awe-inspiring celestial event.

There are many misconceptions about eclipses that make their way into the world of education. One is that somehow the sun emits more dangerous radiation during an eclipse. Not true. Another is that even momentarily looking directly at the sun will cause permanent eye damage. Also, not true! Looking at the sun for a prolonged time can hurt your eyes, but very few people ever do that because it hurts. In fact, a 2000 study by ophthalmologists found no recorded cases of permanent vision loss after a solar eclipse passed across the United Kingdom in 1999.

The value of students observing this dramatic celestial phenomenon for themselves should be obvious. Science-learning standards in most states require students to know what causes the phases of the moon and how the clockwork-like motion of the sun and moon produce eclipses (e.g., the Next Generation Science Standards space-science performance expectations .) How better to learn about these concepts than by experiencing the real thing?

Observing the eclipse just requires going outside on school property. One can easily argue that it is less dangerous than sending students on a field trip on a school bus—no one needs to leave campus or get into a vehicle; they only have to venture outside.

Of course, a key to making the eclipses a successful learning experience is knowing how to observe them safely. Many educators feel the need to purchase safe solar-viewing glasses for every student. In actuality, the glasses can be shared among several students, as the slow covering and uncovering of the sun by the moon takes several hours. But even more important, solar-viewing glasses (sometimes called “eclipse glasses”) are overrated. One sees just a single small image of the sun.

There are many safe and exciting ways to project an image of the sun that also allow students to share the view with their peers. A great way to view a solar eclipse is to use something found in most homes: a colander for rinsing pasta or salad.

Solar eclipse viewed through shadow cast through colander.

To try this activity during the eclipse, stand with your back to the sun and hold the colander so that the sun’s light shines through it onto the ground or a wall. Inside the colander’s shadow, there will be many tiny images of the eclipsed sun. The National Science Teaching Association has provided resource materials for educators, administrators, and families that include other ways to safely observe the eclipse.

We will not have the opportunity to see another total eclipse cross the United States until 2045 . (There will be another one in 2044 , but it won’t reach as much of the United States). So Monday, April 8, is the perfect opportunity for schools and families to use this beautiful celestial event to excite students’ interest in science. It also helps them learn important science concepts, including the cycles of celestial motion that define our units of time, such as the phases of the moon, and the way celestial events like eclipses can now be predicted hundreds of years in advance.

The eclipse makes the outdoors a wonderful, free laboratory for students, teachers, and staff to explore the way nature’s cycles work. May you have clear skies to experience this awe-inspiring phenomenon with everyone at your school.

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31 Galactic Solar System Projects for Kids

Inspire your budding astronomers!

solar system research project high school

You’d be hard-pressed to find a kid who isn’t drawn to space exploration. The solar system is filled with endless wonders and mysteries that help grow children’s interest in science. We have, however, come a long way since the days of hanging mobile solar system models. From edible solar systems to large-scale chalk outlines, we found plenty of creative solar system projects to inspire budding astronomers.

A blue plate has various pieces of fruit and meats labeled as different planets and the sun (solar system projects)

1. Create an edible solar system

We love solar system projects that are equally effective as a lesson on healthy eating and science! Grab a variety of fruits, veggies, and meats, then have students get to work creating their solar system snack.

Get tutorial: Edible Solar System

planets are made from play dough. They are on a black piece of paper with white swirls drawn on to be the solar system.

2. Make play dough planets

First, make some DIY play dough or, if you’re in a pinch, buy some in a variety of colors. Then, show your students different photos and renderings of the planets so they can mold them. Finally, draw rings with white chalk on a sheet of black construction paper to represent the solar system.

Get tutorial: Play Dough Planets

A wooden paint stick has been painted black with different colored planets painted on it. Clothespins are shown beside it with the names of planets on them (solar system projects)

3. Create a solar system on a paint stick

Solar system projects that are simple and require minimal preparation and supplies are some of our favorites! This one fits the bill since all you will need are paint sticks, painting supplies, clothespins, and some markers.

Get tutorial: Paint Stick Solar System

A snow globe made from an upside down jar has glitter and planets inside it (solar system planets)

4. Build a space snow globe

Surely every adult remembers making a homemade snow globe at some point in their childhood. Re-create these memories with your children or students while also learning about the planets and solar system.

Get tutorial: Space Snow Globes

Flashcards in purple and neon yellow are shown with constellations drawn on them. (solar system projects)

5. Learn about constellations with free printable cards

First, download the free PDF of these constellation flash cards. Then, print them and cut them out. Finally, have your students test their knowledge of the various constellations found in the sky. If they have access to a telescope at home, they can use them to identify what they are looking at.

Get printable: Constellation Flashcards

A yellow button stands in as the sun. Different colored dots are shown coming from black lines that are meant to be the planets (solar system projects)

6. Simplify the solar system

We love solar system projects that demonstrate how close each planet is to the sun. A yellow button makes for the perfect sun while paper dots work great as the planets.

Get tutorial: Solar System Button Model

Different size plastic caps and lids are painted and used to demonstrate the planets on a black background.

7. Use plastic lids as planets

We especially love that this project puts the concept of upcycling to good use. Have your students save all their various bottle caps and lids before you plan to do this project. Finally, paint them as necessary and lay them out on some black paper to represent the various planets in the solar system.

Get tutorial: Plastic Lid Planets

planets are built out of Legos. A little girl is shown setting them up in a line. (solar system projects)

8. Build a solar system out of LEGO

Kids love LEGO and they love anything space related, so this project is a win-win in our book. Ask friends and family to donate LEGO bricks that their kids have outgrown so you have plenty of blocks for your students to work with.

Get tutorial: LEGO Solar System

A child's hands are shown holding a necklace that has beads in the place of planets (solar system projects)

9. Wear a solar system

Have students paint different size wooden beads to look like the various planets. Once the paint is dry, seal them with a clear coat. Finally, have students string them onto a chain or string.

Get tutorial: Solar System Necklace

A little boy and a little girl stand behind models of all of the planets (solar system projects)

10. Use balloons and rice to build planets

Watch these adorable twins explain how to build models of the planets using rice and balloons. Once the models are complete, display them on plastic cups that are labeled with each planet’s name.

Get tutorial: Balloon Planets

A blue embroidery hoop has different round cotton pads on it that are painted to look like planets.

11. Create mixed-media-art solar systems

You will need several days to complete this project, but the end result is just so cool! First, use a pipette and liquid watercolors to paint cotton rounds to resemble the planets. Then, use dark fabric to fill an embroidery hoop. Supply your students with acrylic paints so they can paint the fabric. Students should be encouraged to add sequins or glitter to the wet paint since they will make for a more realistic-looking night sky. Finally, have them glue their planets wherever they want.

Get tutorial: Mixed Media Solar System

Rocks are painted to look like planets and the sun and are laid out on a black background (solar system projects)

12. Paint rocks to resemble planets

Since rock painting is always fun, why not try painting rocks to resemble the planets and the sun? Once done, you can lay them out on a piece of black card stock. Be sure to use fine-tip permanent paint pens so you can really capture the details and even leave them outside for friends to find!

Get tutorial: Rock Planets

A bingo card says solar system bingo across the top. It has pictures of various things from space on it.

13. Play solar system bingo

Print the free bingo cards, then gather some glass gems or buttons to use to cover the spaces. This game would make for the perfect reward for good behavior since it is so fun!

Get printable: Solar System Bingo

A little boy sits on a large black, felt map that has planets laid out on it and labeled (solar system projects)

14. Map out the solar system on the floor

Some solar system projects require considerable preparation but are totally worth it. We especially love that this one is interactive!

Get tutorial: Solar System Map

Bulletin board featuring student designed posters about the planet Pluto.

15. To Pluto or not to Pluto

Begin by having students read two articles: one about why Pluto should be reinstated as a planet and one about why it should not. Then have them pick the best fact from each article and make their own personal decision on the issue. Once they make their decision, they’ll create a poster stating their opinion and the reason for it. Finally, have them create an astronaut of themselves to show how they voted.

A plate has yellow paint on it with a paintbrush. A solar system scene has been painted and planet stickers have been stuck to it (solar system projects)

16. Use stickers to create a space scene

Use a splatter technique to create the backdrop for your solar system scene. Purchase planet stickers like these in bulk so kids can easily build their solar systems.

Get tutorial: Solar System Sticker Craft

Screenshot of video on how to make planet garland.

17. Craft a solar system garland

While not a free printable, we think this affordable solar system coloring page is perfect for creating a garland you can display around your classroom or home. Have plenty of colored pencils and markers on hand so students can engage in some stress-reducing coloring!

Watch video: Planet Garland

solar system research project high school

18. Read books on the solar system

There really is no substitute for a good book when teaching students about a topic like the solar system. Stock up on some popular titles, then display them in your classroom library so students can read up on the planets and stars!

Learn more: Our Favorite Books About Space

Woman holding pom-pom planet crafts.

19. Make pipe cleaner planets

If you’re a pre-k or elementary school teacher, odds are you already have a drawer or box full of a variety of pipe cleaners. Put them to good use by having your students make these adorable pipe cleaner planets.

Watch video: Pipe Cleaner Planets

The top part of a child's head is shown wearing a homemade headband that has the sun and planets on it (solar system projects)

20. Create and wear a solar system hat

It’s probably best to pre-cut the black strips before doing this project with your students. Once the strips have been cut, have your students splatter paint on them. While the bands are drying, have your students cut and color the planets using a free printable like the one here . Finally, glue the sun, planets, and labels onto the hat.

Get tutorial: Solar System Hat

The sun and planets have been drawn largely on blacktop.

21. Map out the solar system outside

We love that this project incorporates math as well—you will need to measure the planets for an accurate comparison. We also love that all you need is chalk and some space.

Get tutorial: Chalk Solar System

A printable game board has a fidget spinner pictured in the middle with the planets surrounding it in a dial formation.

22. Play with a solar system spinner

Print this free game board, then place the fidget spinner in the middle. Finally, have your students play and see how quickly they can recognize the various features of the solar system.

Get printable: Solar System Spinner

Styrofoam balls are painted to look like the sun and planets and are attached to a larger styrofoam base with skewers.

23. Make a Styrofoam planet model

You can’t have a list of solar system projects without the good old-fashioned Sytrofoam ball model! Grab some Styrofoam, paint, and skewers and get to work!

Get tutorial: Styrofoam Planet Model

Printable solar system fact cards and bookmarks on a desk.

24. Make solar system bookmarks and fact cards

Print out solar system fact cards to have kids quiz each other or as writing prompts for research projects. The bookmarks are great way to reinforce what they learned while reading!

Planets made from yarn are shown haning from a ceiling (solar system projects)

25. Fashion planets from yarn and papier-mâché

This project is going to take a lot of time and you will need a few days to complete it, but these yarn planets will be totally worth it. You can even get some command strips and string and hang them from your classroom’s ceiling once done!

Get tutorial: Papier-Mâché Planets

A construction paper sun sits at the top of the page. Different colored strips of paper are labeled with the various planets in descending order to show how close and far planets are from the sun.

26. Line the planets up

This simple project demonstrates to students how far each individual planet is from the sun. All you will need is construction paper, glue, and markers.

Learn more: Planet Line Up

A child's hands are shown coloring a coffee filter with marker. Several planets that have been made from coffee filters are also shown.

27. Make planets from coffee filters

Place paper plates under a coffee filter to contain any mess, then have students color the filters with markers. Once colored, spray water over them to get the final watercolor-like effect. Finally, cut them to size and display them around your room.

Get tutorial: Coffee Filter Planets

An image of the earth is shown.

28. Explore NASA’s website

NASA has an excellent website that includes so, so many resources to explore all about space and the solar system.

Learn more: NASA Solar System Exploration

Illustration of students stargazing.

29. Do some stargazing

This is a project that can either be done at home or during an evening outing. The Museum of Natural History’s website has an entire section full of tips for kids on stargazing.

Learn more: Astronomy Guide

hands are shown assembling different constellations from toothpicks and marshmallows.

30. Make marshmallow constellations

Get some books and other resources on constellations, then challenge your students to create constellations with marshmallows and toothpicks. Be sure to have plenty of extra marshmallows since you know little stargazers love to snack.

Get tutorial: Marshmallow Constellations

Black slime has clay planets in it.

31. Make some solar system slime

Kids love slime but be prepared for a day filled with mess! Solar system slime and clay planets are a fun (and messy) way to explore space.

Get tutorial: Solar System Slime

Can’t get enough space? Check out these  Out of This World Space-Themed Classroom Ideas .

Kids absolutely love learning about everything space. Engage that curiousity with one of these solar system projects!

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15 Educational Solar Eclipse Activities

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Multiple Spacecraft Tell the Story of One Giant Solar Storm

April 17, 2021, was a day like any other day on the Sun, until a brilliant flash erupted and an enormous cloud of solar material billowed away from our star. Such outbursts from the Sun are not unusual, but this one was unusually widespread, hurling high-speed protons and electrons at velocities nearing the speed of light and striking several spacecraft across the inner solar system.

In fact, it was the first time such high-speed protons and electrons – called solar energetic particles (SEPs) – were observed by spacecraft at five different, well-separated locations between the Sun and Earth as well as by spacecraft orbiting Mars. And now these diverse perspectives on the solar storm are revealing that different types of potentially dangerous SEPs can be blasted into space by different solar phenomena and in different directions, causing them to become widespread.

“SEPs can harm our technology, such as satellites, and disrupt GPS,” said Nina Dresing of the Department of Physics and Astronomy, University of Turku in Finland. “Also, humans in space or even on airplanes on polar routes can suffer harmful radiation during strong SEP events.”

Scientists like Dresing are eager to find out where these particles come from exactly – and what propels them to such high speeds – to better learn how to protect people and technology in harm’s way. Dresing led a team of scientists that analyzed what kinds of particles struck each spacecraft and when. The team published its results in the journal Astronomy & Astrophysics .

Currently on its way to Mercury, the BepiColombo spacecraft, a joint mission of ESA (the European Space Agency) and JAXA (Japan Aerospace Exploration Agency), was closest to the blast’s direct firing line and was pounded with the most intense particles. At the same time, NASA’s Parker Solar Probe and ESA’s Solar Orbiter were on opposite sides of the flare, but Parker Solar Probe was closer to the Sun, so it took a harder hit than Solar Orbiter did. Next in line was one of NASA’s two Solar Terrestrial Relations Observatory (STEREO) spacecraft, STEREO-A, followed by the NASA/ESA Solar and Heliospheric Observatory (SOHO) and NASA’s Wind spacecraft, which were closer to Earth and well away from the blast. Orbiting Mars, NASA’s MAVEN and ESA’s Mars Express spacecraft were the last to sense particles from the event.

A diagram shows a circle representing the solar system with the Sun (not shown) in the center of the circle and gray lines radiating from the center to the edge of the circle. Degree labels, from 0 degrees to 315 degrees, appear at the end of the lines just outside the circle. The circle is shaded in blue from roughly 95 degrees to 315 degrees. In various places throughout the shaded area are dots representing STEREO A, BepiColombo, Parker Solar Probe, Solar Orbiter, Earth, and Mars. A short black arrow extends from the center of the circle toward the upper left, between BepiColombo and Solar Orbiter. At the top the text "2021-4-17 16:30:00 (UTC)" appears.

Altogether, the particles were detected over 210 longitudinal degrees of space (almost two-thirds of the way around the Sun) – which is a much wider angle than typically covered by solar outbursts. Plus, each spacecraft recorded a different flood of electrons and protons at its location. The differences in the arrival and characteristics of the particles recorded by the various spacecraft helped the scientists piece together when and under what conditions the SEPs were ejected into space.

These clues suggested to Dresing’s team that the SEPs were not blasted out by a single source all at once but propelled in different directions and at different times potentially by different types of solar eruptions.

“Multiple sources are likely contributing to this event, explaining its wide distribution,” said team member Georgia de Nolfo, a heliophysics research scientist at NASA’s Goddard Space Flight Center in Greenbelt, Maryland. “Also, it appears that, for this event, protons and electrons may come from different sources.”

The team concluded that the electrons were likely driven into space quickly by the initial flash of light – a solar flare – while the protons were pushed along more slowly, likely by a shock wave from the cloud of solar material, or coronal mass ejection.

“This is not the first time that people have conjectured that electrons and protons have had different sources for their acceleration,” de Nolfo said. “This measurement was unique in that the multiple perspectives enabled scientists to separate the different processes better, to confirm that electrons and protons may originate from different processes.”

In addition to the flare and coronal mass ejection, spacecraft recorded four groups of radio bursts from the Sun during the event, which could have been accompanied by four different particle blasts in different directions. This observation could help explain how the particles became so widespread.

“We had different distinct particle injection episodes – which went into significantly different directions – all contributing together to the widespread nature of the event,” Dresing said.

“This event was able to show how important multiple perspectives are in untangling the complexity of the event,” de Nolfo said.

These results show the promise of future NASA heliophysics missions that will use multiple spacecraft to study widespread phenomena, such as the Geospace Dynamics Constellation (GDC), SunRISE , PUNCH , and HelioSwarm . While single spacecraft can reveal conditions locally, multiple spacecraft orbiting in different locations provide deeper scientific insight and offer a more complete picture of what’s happening in space and around our home planet.

It also previews the work that will be done by future missions such as MUSE , IMAP , and ESCAPADE , which will study explosive solar events and the acceleration of particles into the solar system.

by Vanessa Thomas NASA’s Goddard Space Flight Center , Greenbelt, Md.

Related Terms

  • BepiColombo
  • Goddard Space Flight Center
  • Heliophysics
  • Mars Express
  • MAVEN (Mars Atmosphere and Volatile EvolutioN)
  • Parker Solar Probe (PSP)
  • SOHO (Solar and Heliospheric Observatory)
  • Solar Orbiter
  • Space Weather
  • STEREO (Solar TErrestrial RElations Observatory)
  • The Solar System
  • Wind Mission

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Total Solar Eclipse 2024: The Moon’s Moment in the Sun

How do we know exactly where and when the Moon will cast its shadow? Eclipse prediction depends on understanding the positions and movements of the Moon, Sun, and Earth. Modern maps build on a long human history of eclipse forecasting. And since 2009, NASA’s Lunar Reconnaissance Orbiter (LRO) has been mapping the Moon in unprecedented detail.

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NASA’s Webb, Hubble Telescopes Affirm Universe’s Expansion Rate, Puzzle Persists

NASA’s Hubble and James Webb Space Telescope have tag-teamed to produce definitive measurements of the universe's expansion rate.

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Peering Into the Tendrils of NGC 604 with NASA’s Webb

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Spring Budget 2024

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  1. 14 Science Projects and Lessons About the Solar System

    7. Modeling Gravity. With the Modeling Gravity lesson, students get hands-on with a large sheet, a billiard ball, and marbles to investigate how gravity works on Earth and in the solar system. With the Sun represented by the billiard ball and marbles representing the planets, students explore how the Sun's mass and gravitational force attracts ...

  2. Top 17 Engaging Solar System Projects for Young Astronomers

    5. Felt Model. This tactile and visual activity is perfect for young students, helping them learn about the solar system in a hands-on, engaging manner. 6. Pom-Pom Solar System. This simple yet effective project enhances understanding of the solar system's structure and is perfect for visual learners. 7.

  3. PDF Research Project

    We are learning about the solar system and the planets in class. Using what you have learned, along with your own extended research, you will complete a research project one specific planet. Your assigned planet: Even though you will be completing this project on your own, some of your classmates may be learning about the same planet.

  4. High School, Astronomy Science Projects

    Science Fair Project Idea. The Milky Way is the edgewise view of our home galaxy, a disk made up of billions of stars. The Sun resides on one of the spiral arms of the disk, 30,000 light-years from the thick hub of the galaxy. The actual center, with a black hole 3-4 million times the Sun's mass, is hidden by dust clouds in space.

  5. Do a Science Fair Project!

    Make a plan to observe something. Design and carry out your research, keeping careful records of everything you do or see. Create an exhibit or display to show and explain to others what you hoped to test (if you had a hypothesis) or what question you wanted to answer, what you did, what your data showed, and your conclusions.

  6. Exciting Solar System Science Fair Projects for High Schoolers

    1) Building a Solar System Scale Model. Building a Solar System Scale Model is a fascinating project that allows you to create a visual representation of our solar system, showcasing the relative sizes and distances between planets. By constructing a scale model, you can gain a deeper understanding of the vastness and proportions of celestial ...

  7. 45 Solar System Science Fair Projects

    45 Solar System Science Fair Projects. High School Projects + Courses. Our solar system includes the Sun, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune as well as smaller bodies like asteroids, meteoroids, and comets . Many students find learning about extraterrestrial science extremely fascinating.

  8. Touching the Solar System: A Project-Based Learning Astronomy ...

    Does doing scientific research in high school correlate with students staying in science? A half-century retrospective study. Research in Science Education 39 (2): 251-256. Tal, T., J.S. Krajcik, and P.C. Blumenfeld. 2006. Urban schools' teachers enacting project‐based science. Journal of Research in Science Teaching 43 (7): 722-745.

  9. High School Research Projects

    A: The research project is a team effort, including the team of students, the science teacher, and a practicing scientist. Students conduct authentic, open inquiry research that supports the goals of the NASA Solar System Exploration Research Virtual Institute (SSERVI). Students spend the first six to eight weeks engaged in a guided inquiry ...

  10. Student Project: Make a Scale Solar System

    Steps: Download the Scale Size and Distance Spreadsheet ( XLSX or CSV) or the Solar System Sizes and Distances reference guide if calculating manually. Decide on the diameter of Earth in your scale model. Keep in mind that a 1-cm Earth means the scale distance from the Sun to Neptune is about two miles.

  11. Exploring the Cosmos: Building the Perfect Solar System Science Fair

    Research: This step is the foundation of your project. Without doing proper research, your solar system project will be bland, lack information, and may not have the right information you need for the topic you have selected. ... program that exposes high school students to fundamental AI concepts and guides them to build a socially impactful ...

  12. REACH

    REACH. Research Experiences in Astronomy at CIERA for High School Students is a highly interactive, 3-week program (with an optional 3-week extension) that provides high school students experience with astronomy research in an atmosphere of team-style learning, hands-on training, and mentorship from professional scientists. Students enrolled in ...

  13. Maryland High School Student Earns Top Spot in Solar System Research

    May 12, 2022. News Archive. A student from North County High School, Maryland earned top honors in the Exploration of the Moon and Asteroids by Secondary Students (ExMASS) national research program managed by the Center for Lunar Science and Exploration (CLSE) a joint effort between the Lunar and Planetary Institute and NASA's Johnson Space ...

  14. STEM Lessons for Educators

    In this activity, students learn how light and energy are spread throughout space. The rate of change can be expressed mathematically, demonstrating why spacecraft like NASA's Juno need so many solar panels. Students gain first-hand experience with the Doppler effect and how it's used by NASA's Deep Space Network. In this lesson, students ...

  15. High School, Astronomy Projects, Lessons, Activities

    Write and Read Braille - STEM activity. Embark on a cosmic journey with these astronomy science experiments. Explore how our solar system works and unravel the mysteries of the universe. Explore classic and cutting-edge high school science experiments in this collection of top-quality science investigations.

  16. Schoolyard Solar System

    Using THE SCHOOLYARD SOLAR SYSTEM pages is easy. First, print out the pages, or cards, for the Sun and each planet. Then lay out the distance on an unobstructed area such as a playground or sporting field. Choose a student volunteer to represent the Sun, and to hold up the Sun card at the origin. Next give out the planet cards, Mercury, Venus ...

  17. The Solar System: When and How Students Learn about Our Cosmic Neighborhood

    At the high school level, the study of the solar system becomes more analytical and research-oriented. Students delve into the intricacies of planetary science, astronomy, and astrophysics, gaining a deeper appreciation for the complex interactions that shape our cosmic neighborhood. Some key aspects of high school education regarding the solar ...

  18. High School, Exoplanets Science Projects

    High School, Exoplanets Science Projects. (3 results) An exoplanet or extrasolar planet is a planet outside the Solar System. The first confirmation of an exoplanet detection occurred in 1992. As of 1 October 2019, there are 4,118 confirmed exoplanets in 3,063 systems, with 669 systems having more than one planet. Figure 1.

  19. Results for solar system projects

    An easy-prep, engaging digital solar system or planet research project!Students research any planet (or the solar system) and use the planet research template to create a Google Slides presentation (with an optional written report).Student directions, 3 template options, and planet research site links are included and can be edited to fit your classroom needs! ️ ️ ️ SAVE BIG with the ...

  20. Planet Project

    1st step: Choose a planet (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune) or dwarf-planet (Pluto, Ceres, Makemake, Eris, Haumea). 2nd step: You will research your planet using the following websites and information. You must use the research worksheet provided. Make sure to write down where you found your answers. 3rd step: Make ...

  21. The Solar Eclipse Is Coming. How to Make It a Learning Opportunity

    So Monday, April 8, is the perfect opportunity for schools and families to use this beautiful celestial event to excite students' interest in science. It also helps them learn important science ...

  22. 31 Galactic Solar System Projects for Kids

    2. Make play dough planets. First, make some DIY play dough or, if you're in a pinch, buy some in a variety of colors. Then, show your students different photos and renderings of the planets so they can mold them. Finally, draw rings with white chalk on a sheet of black construction paper to represent the solar system.

  23. High School, Use Solar Energy Science Projects

    The Sun sends us free energy every second and all we have to do is collect it. Taking advantage of free energy can reduce our dependence on fossil fuels, which are harmful to our environment. In this science fair project, you will work with a solar panel, which is a collector of free energy, and investigate how varying the angle of the solar ...

  24. Multiple Spacecraft Tell the Story of One Giant Solar Storm

    Mar 04, 2024. April 17, 2021, was a day like any other day on the Sun, until a brilliant flash erupted and an enormous cloud of solar material billowed away from our star. Such outbursts from the Sun are not unusual, but this one was unusually widespread, hurling high-speed protons and electrons at velocities nearing the speed of light and ...

  25. Spring Budget 2024

    Details. The Chancellor of the Exchequer presented his Spring Budget to Parliament on Wednesday 6 March 2024. Distributional Analysis. This document sets out the estimated impact of changes to tax ...

  26. High School, Experiment with Solar Power Science Projects

    The Sun sends us free energy every second and all we have to do is collect it. Taking advantage of free energy can reduce our dependence on fossil fuels, which are harmful to our environment. In this science fair project, you will work with a solar panel, which is a collector of free energy, and investigate how varying the angle of the solar ...