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Planetary Science Projects Division

Enabling planetary science and exploration through human missions to destinations beyond low Earth orbit.

The GSFC Planetary Science Projects Division (PSPD) manages projects that will advance the scientific understanding of the solar system in extraordinary ways, while pushing the limits of spacecraft and robotic engineering design and operations. NASA’s robotic explorers gather data to help scientists understand how planets form, what triggers different evolutionary paths among planets, the range of planetary-scale processes that shape a planet, and what makes planets habitable.

In searching for evidence of life beyond Earth, scientists use this data to target zones of habitability, study the contextual geology and chemistry of unfamiliar worlds, and expressions of life signatures. With this knowledge of our solar system near and far, NASA is enabling planetary science and exploration through human missions to destinations beyond low Earth orbit.

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2. Meet Me in the Orion Arm

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3. A Long Way Around

It takes our solar system about 230 million years to complete one orbit around the galactic center.

4. Spiraling Through Space

There are three general kinds of galaxies: elliptical, irregular, and spiral. The Milky Way is a spiral galaxy.

5. Room to Breathe

Our solar system has no atmosphere. But it has many worlds – including Earth – with many kinds of atmospheres.

6. Many Moons

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7. Ring Worlds

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8. Getting Out There

More than 300 robotic spacecraft have left Earth's orbit, and 24 U.S. astronauts have traveled to the Moon.

9. Life as We Know It

So far, Earth is the only place we've found life in our solar system, but we’re looking.

10. Going Interstellar

The Voyagers are the only spacecraft to reach interstellar space.

Solar System Overview

The solar system has one star, eight planets, five dwarf planets, at least 290 moons, more than 1.3 million asteroids, and about 3,900 comets. It is located in an outer spiral arm of the Milky Way galaxy called the Orion Arm, or Orion Spur. Our solar system orbits the center of the galaxy at about 515,000 mph (828,000 kph). It takes about 230 million years to complete one orbit around the galactic center.

We call it the solar system because it is made up of our star, the Sun, and everything bound to it by gravity – the planets Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune; dwarf planets Pluto, Ceres, Makemake, Haumea, and Eris – along with hundreds of moons; and millions of asteroids, comets, and meteoroids.

It's Black Hole Week!

Learn about these strange balls of gravity, and follow the #BlackHoleWeek hashtag on social media. No matter where you go this week, we hope you’ll find yourself teetering on the edge of the event horizon — just don’t fall in! 

featured missions

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Jupiter moon arrival in 2034. *ESA-led.

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Solar System

The perseverance rover lands on mars on february 18, 2021 experience a simulation of the landing below:.

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Answer your questions:

Link up and Listen!

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Pluto is now categorized as a dwarf planet.

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Create your own colorful crayon Europa with textures!

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How Long is a Year on Other Planets?

You probably know that a year is 365 days here on Earth. But did you know that on Mercury you’d have a birthday every 88 days? Read this article to find out how long it takes all the planets in our solar system to make a trip around the Sun.

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The biggest planet in our solar system

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Each of the planets in our solar system experiences its own unique weather.

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Yes, there is ice beyond Earth! In fact, ice can be found on several planets and moons in our solar system.

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The Mars Rovers

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The Oort Cloud!

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Jupiter's core is very hot and is under tons of pressure!

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Build a model spacecraft to explore the solar system!

Paper models of your favorite solar system explorers. This link takes you away from NASA Space Place.

Download SpacePlace iPhone Games!

Join the SpacePlace Community!

Teachers, save “Planet Research Project” to assign it to your class.

Planet Research Project

Student Instructions

Teacher Notes (not visible to students)

The students will use the planet Choice Board to select a planet to research. I am using EPIC books as the online tool for students to use for research. The planets on the choice board are linked to the EPIC collections. If you want students to use different sources than EPIC, you can change those out according to your preferences. Please note: The Choice Board is editable and the link is provided below. Planet Choice Board (Make a Copy to Edit) --> https://docs.google.com/presentation/d/1oHRWsFDXMLVzqOA5Jevvxw2MipoBQ7yYyT640zPIUio/copy Seesaw Planet Google Slide Template (Make a Copy to Edit)--> https://docs.google.com/presentation/d/17h-oVUWcDvBcRzEx5ocfJ7WV1V_AcFWN3aU7Am9QUgU/copy 💥💥After completing the activity, print the student QR codes to post outside your classroom.💥💥 4.E.3A. Conceptual Understanding: Astronomy is the study of objects in our solar system and beyond. A solar system includes a sun, (star), and all other objects that orbit that sun. Planets in our night sky change positions and are not always visible from Earth as they orbit our Sun. Stars that are beyond the solar system can be seen in the night sky in patterns called constellations. Constellations can be used for navigation and appear to move together across the sky because of Earth’s rotation. Performance Indicators: Students who demonstrate this understanding can: 4.E.3A.1 Develop and use models of Earth’s solar system to exemplify the location and order of the planets as they orbit the Sun and the main composition (rock or gas) of the planets. Here are the graphics. --> https://www.canva.com/design/DAEuPOGID4c/wiicihYSX-vHN-HDJ4vnag/view?utm_content=DAEuPOGID4c&utm_campaign=designshare&utm_medium=link&utm_source=sharebutton&mode=preview Here are the planet icons. --> https://www.canva.com/design/DAEulrgqHjM/rg-YszuHEMVbWNtGRwU5Zw/view?utm_content=DAEulrgqHjM&utm_campaign=designshare&utm_medium=link&utm_source=sharebutton&mode=preview

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100+ Planet Project Ideas: Empowering Change

In a world grappling with environmental challenges, engaging in planet-related projects has become more than just an option—it’s a necessity. As our planet faces pressing issues like climate change, deforestation, and pollution, individuals and communities are seeking ways to make a positive impact. This blog explores the vast realm of “planet project ideas” and delves into the various avenues individuals can explore to contribute to the well-being of our planet.

What are the Types of Planet Projects?

Table of Contents

Environmental Conservation Projects

Environmental conservation lies at the heart of planet-related initiatives. Reforestation projects, aiming to restore green cover, and beach cleanup campaigns, focused on tackling marine pollution, are powerful ways to directly address environmental degradation. Wildlife conservation efforts play a crucial role in preserving biodiversity, ensuring the survival of various species.

Educational Initiatives

Education is a powerful tool for change. School-based planet projects and collaborations with educational institutions can create a ripple effect, instilling environmental consciousness in the younger generation. The development of online learning resources further widens the reach, fostering global awareness about the importance of preserving our planet.

Sustainable Technology Projects

Innovation is key to sustainable living. Projects centered around renewable energy, waste reduction, and green technology contribute to building a more eco-friendly future. From solar power initiatives to waste-to-energy projects, these endeavors showcase the potential of technology in mitigating environmental issues.

Community Involvement Projects

Change often begins at the grassroots level. Community gardens, sustainable agriculture initiatives, and local environmental awareness campaigns empower individuals to take charge of their immediate surroundings. These projects not only benefit the environment but also strengthen community bonds.

How to Choose the Right Planet Project?

• Self-Assessment: Identify your personal interests, skills, and passions related to environmental issues. Choose a planet project aligned with your strengths and genuine commitment.
• Local Needs Assessment: Evaluate the environmental needs of your local community or region. Understanding specific challenges allows you to tailor your project to address pressing issues effectively.
• Impact and Feasibility Analysis: Assess the potential impact of your chosen planet project ideas. Consider its feasibility based on available resources, time commitments, and support. Ensure your project aligns with your capabilities for a successful outcome.
• Research and Education: Dive into research about the chosen project type. Stay informed about best practices, potential challenges, and success stories. A well-informed approach enhances the effectiveness of your efforts.
• Community Involvement: Engage with your community or target audience. Seek input, support, and collaboration from local stakeholders. Involving others not only strengthens the project’s impact but also fosters a sense of shared responsibility for the planet.

100+ Planet Project Ideas: Category Wise

• Reforestation initiatives in deforested areas.
• Beach cleanup campaigns to address marine pollution.
• Wildlife conservation efforts for endangered species.
• Creation of wildlife corridors for habitat preservation.
• Restoration of wetlands for biodiversity.
• School-based recycling programs.
• Environmental science fairs and exhibitions.
• Collaborative projects with other educational institutions.
• Creation of an eco-friendly school garden.
• Online learning resources for planet awareness.
• Development of solar-powered charging stations.
• Implementation of a community-wide composting system.
• Green energy projects, such as wind or hydro power.
• Waste-to-energy initiatives for sustainable power.
• Design and installation of green roofs.
• Community gardens for sustainable agriculture.
• Neighborhood cleanups and beautification projects.
• Tree planting drives in local communities.
• Environmental awareness campaigns in local markets.
• Creation of a community-based recycling program.

Climate Change Mitigation Projects

• Carbon footprint reduction initiatives.
• Advocacy for sustainable transportation options.
• Implementation of energy-efficient practices in homes.
• Projects focused on reducing greenhouse gas emissions.
• Creation of community carbon offset programs.

Water Conservation Projects

• Rainwater harvesting systems for homes and communities.
• River and lake cleanup initiatives.
• Educational campaigns on water conservation.
• Restoration of degraded water ecosystems.
• Implementation of water-efficient irrigation systems.

Biodiversity Enhancement Projects

• Butterfly gardens to support pollinators.
• Birdhouse and bat box installation projects.
• Creation of insect hotels for beneficial insects.
• Projects to protect and enhance local plant diversity.
• Establishment of community-based seed banks.

Pollution Prevention Projects

• Plastic-free community initiatives.
• Anti-littering campaigns in public spaces.
• Projects to reduce single-use plastic consumption.
• Installation of air quality monitoring systems.
• Advocacy for proper disposal of electronic waste.

Sustainable Agriculture Projects

• Organic farming initiatives in local communities.
• Permaculture design projects for sustainable landscapes.
• Community-supported agriculture (CSA) programs.
• Aquaponics or hydroponics systems for local food production.
• Educational initiatives on regenerative agriculture practices.

Urban Planning and Design Projects

• Creation of green spaces in urban areas.
• Sustainable urban transportation projects.
• Vertical gardening or green walls in urban environments.
• Renovation of abandoned spaces into community gardens.
• Design and implementation of bike-sharing programs.

Educational Initiatives for Children

• Nature-based outdoor classrooms.
• School nature trails for hands-on learning.
• Storytelling events focused on environmental themes.
• Art projects using recycled materials.
• Gardening clubs and activities for young students.

Energy Efficiency Projects

• Energy-efficient home retrofitting projects.
• Advocacy for and implementation of LED lighting.
• Promotion of energy-efficient appliances.
• Educational campaigns on reducing energy consumption.
• Installation of smart energy meters in communities.

Social Media Campaigns

• Online challenges promoting sustainable practices.
• Creation of environmentally focused podcasts.
• Social media campaigns to raise awareness about environmental issues.
• Virtual events and webinars on sustainability topics.
• Hashtag campaigns to encourage eco-friendly behavior.

International Collaboration Projects

• Collaborative projects with schools or communities in different countries.
• Global tree-planting initiatives with a collective goal.
• Joint efforts for plastic pollution reduction across borders.
• Cultural exchange programs with an environmental focus.
• International conferences on global environmental challenges.

Youth-Led Initiatives

• Youth-led climate strikes or protests.
• Youth environmental ambassador programs.
• Youth forums for discussing and implementing sustainable solutions.
• Student-led environmental research projects.
• Creation of youth-led environmental clubs.

Green Business Initiatives

• Certification programs for eco-friendly businesses.
• Implementation of sustainable practices in local businesses.
• Collaboration with businesses for tree-planting campaigns.
• Green packaging initiatives for local products.
• Green roof projects for commercial buildings.

Sustainable Tourism Projects

• Eco-friendly tourism campaigns for local attractions.
• Implementation of waste reduction in tourist areas.
• Education programs for responsible tourism practices.
• Creation of hiking trails with minimal environmental impact.
• Support for eco-lodges and sustainable accommodations.

Art and Culture Projects

• Environmental art installations in public spaces.
• Eco-friendly fashion shows or exhibits.
• Creation of environmental documentaries or films.
• Environmental-themed music or art festivals.
• Workshops on using art for environmental advocacy.

Accessible Environmental Initiatives

• Projects to make green spaces accessible to people with disabilities.
• Inclusive environmental education programs.
• Community gardens with wheelchair-accessible features .
• Recycling initiatives for differently-abled individuals.
• Nature-based therapy programs for mental health.

Indigenous and Traditional Knowledge Projects

• Collaborative projects with indigenous communities for sustainable practices.
• Documentation and preservation of traditional ecological knowledge.
• Support for indigenous-led conservation initiatives.
• Educational programs on traditional sustainable agriculture.
• Recognition and celebration of indigenous environmental practices.

Resources for Planet Projects

Embarking on planet project ideas require resources, and fortunately, there are ample platforms and opportunities available. 

Online collaboration platforms facilitate project planning, while funding opportunities and educational resources support the execution of initiatives.

Success Stories

Celebrating success stories is essential for inspiring others. Highlighting diverse projects and showcasing their positive impacts reinforces the idea that individual efforts, when combined, can bring about meaningful change. Success stories serve as beacons of hope, encouraging readers to take action in their own communities.

In conclusion, the power to effect change lies within each of us. Engaging in planet projects is not just an endeavor; it is a collective responsibility. 

By exploring the myriad of planet project ideas and taking actionable steps, individuals and communities can contribute to a sustainable and healthier planet. 

The journey begins with a single step, and together, we can unleash the potential of planet projects to create a brighter future for generations to come.

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Planetary Sciences

Planetary scientists work to improve our understanding of the planets, satellites and smaller bodies in the solar system. By studying the atmospheres, surfaces and interiors of planets, researchers can get clues to the origins and mechanics of our own home planet. Examples of these studies focus on understanding the origins of planets, using radar to determine the physical characteristics of asteroids, and searching for asteroids that may pose a hazard to Earth. Research is carried out in the laboratory, from astronomical facilities throughout the world, and from spacecraft and landers.

Planetary habitability is at the center of astrobiology research at JPL. Researchers conduct field and lab studies in microbiology and chemistry to help them plan for future planetary exploration missions. 

Planetary science, geophysics, and geosciences studies at JPL focus on the solid bodies of the Solar System, with particular emphasis on terrestrial-like planets and major satellites.

Research in planetary atmospheres comprises a quantitative study of the atmospheres of major and minor bodies in the solar system and beyond. Investigations of gases, aerosols, hazes, and clouds apply broadly to global climate on the planets, meteorology and weather prediction, planetary evolution, and astrobiology.

Planetary geology and geophysics activities focus on exploring Earth and the other planets in our solar system. Researchers are involved in volcanology, tectonics, mantle dynamics, and mineralogy.

Studies involving small planetary bodies and near earth objects involve astronomy, and geology, modeling activities. Researchers in the field conduct those activities to learn about how planets form and also to identify objects in close proximity to earth. JPL has sponsored many programs to identify small planetary bodies and to support NASA missions.

Planets Research and Design Your Own Planet Printable Pack

This post may contain affiliate links and ads. Read our disclosure policy here .

Getting ready to dive into a unit about space and the solar system? We have a REALLY fun printable pack that you are going to want to grab. (And it’s free!) Check out our solar system printable pack which includes a planet research page and a design-your-own-planet page!

I am so excited to add this new printable pack to our collection of free printables today! If you have been around our site for any length of time, you know that we have a serious space fan over here. Ever since we spent the day at Kennedy Space Center with the kids a few years ago, our son Landon has been absolutely space-obsessed. Our home is now filled with space themed books, LEGO sets, and yes, even an awesome telescope.

This new printable is perfect for elementary aged kiddos who are ready to put some of their solar system knowledge to work. The thing that I love the most about this pack is actually the Design Your Own Planet page. This is the perfect way for kids to express some creativity while applying what they have learned about the planets!

Planet Research Project

This printable pack includes three pages. Well, four if you count the cover. Behind the cover (which you can print but definitely don’t have to!), are 3 worksheets that kids can work on. Each page has a different activity.

The first page features a page for planet research. Whether they are assigned a planet to research or choose their own, kids can fill in lots of planet facts.

The second page is the Design Your Own Planet page. This is where kids can really let their creative juices flow! They will get to design every aspect of their planets, including the planet’s name, description, temperature and gravity level.

On the third and final page, kids will find a solar system. The planets need to be labeled and colored in. This page is a great way to review the planets!

Get the Solar System Printable Pack

You can grab this one for free below!

Get the printable:  Planets Research and Design Your Own Planet Printable Pack

You can grab our printable pack right here . Simply enter your email address in the box and opt-in to receive our free newsletter.  Check your inbox for this printable, which you will receive as a subscriber bonus. NOTE: This file is for PERSONAL USE ONLY. You may NOT sell the digital file or sell the printed work. You may NOT redistribute the digital file or printed work.

If you give this one a try, please let us know it goes! If you post a picture on social media, feel free to tag us. We love to see our printables in action! 

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Planets and Solar System | Research Report

Grade 3, 4, 5, 6

About This Product

Engage your students with this fun, comprehensive, 43 page resource to help your students produce a research report on Planets and the Solar System. Our packet contains templates, organizers, and tools to help students create, develop, write, edit, illustrate, present, and assess their planet research report.

Students will stay engaged and focused and will be able to communicate or "show what they know" about planets and the solar system.This report (or performance task) is also designed to not only to learn and explain the new information, but answer some higher level thinking questions (Common Core Essential Questions) to apply the knowledge they have learned.

Our resource is designed to have your students choose one planet to research and complete this report. You can decide whether or not to include Pluto as a dwarf planet, a planet, or omit depending on your current research.

A simple rubric and student checklist is included. You can also add to this report by asking your students to do a model, a large cookie, or a large poster to accompany this report (this would be appropriate also if you are using this as a performance task).

You can use this report template in its entirety, or “pick and choose” the questions that you wish to use and tailor it to your students’ needs. This package contains the following planet report elements:

1. Title Page- Templates Provided-Topic, student’s name, and teacher’s name) We

created gray-scale version if you can’t copy in color.

2. What is your planet and why did you choose it?

3. What does your planet’s name mean and who discovered your planet?

4. What number is your planet and how far is it from the sun (its position in the

solar system) and how many moons does it have?

5. How long does it take your planet to travel around the sun (orbit) and what is

your planet’s size?

6. Describe what is your planet made, what is its temperature, and what does it

7. What if anything lives on your planet?

8. What are some interesting facts about your planet?

9. Compare and contrast your planet with another planet that interests you. What

are their similarities and differences?

10. If you were to live on your planet, what would you need in order to live there

successfully?

11. How long would it take astronauts to travel to your planet and what would they

need to take with them to travel comfortably there?

12. Illustrate your planet by itself.

13. Illustrate the solar system and put an arrow pointing to your planet.

14. Blank paper to add to any of the questions if more room is needed.

15. Additional Information page for any other facts not discussed in other areas of

the report if needed.

16. Ideas on how to research your report

17. Note taking bullet form template

18. Note taking lined form template

19. Resource pages and Bibliography Template

20. Student Checklist for editing and revising

21. Rubric for Performance Task Assessment

22. Common Core ELA Standard

23. Teacher Notes

What's Included

1 PDF file.

Resource Tags

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• Resource Library
• Lesson Plan

Education Standards

Utah core english language arts (2011).

Learning Domain: Writing

Standard: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Standard: Conduct short research projects that build knowledge about a topic.

Facts about Neptune

Planet research project.

This is a lesson plan where students write an informational paragraph about a planet and create a project in Apple Keynote with pictures, audio and labels about the facts they found researching a planet. 

Third grade students will research to find facts about one of the 8 major planets or Pluto, write an informational paragraph about their planet and create a digital project showcasing their knowledge about their planet. 

2 to 3 weeks

Lessons can be synchronous, asynchronous, face-to-face or virtual.

Background for Teachers

Before teaching this lesson:

• Teachers will need to collect resources or be familiar with appropriate websites for researching planets for third graders (See Utah's Online Library suggested link below).  
• Teachers will need to have a knowledge of Apple Keynote or other digital resource for students to create their digital project. 
• Apple teacher learning center  Apple Teacher Learning Center
• Gale in Context Elementary is a terrific site for students to research their planet. 
• World Book Online   The kids section is excellent. 

Step 1 - Goals and Outcomes

Learning Intentions:

• Students will be able to research and find facts about a planet and organize those findings to share with others. 

Success Criteria:

• Students will be able to organize their reserach into an information paragraph about their planet.
• Students will be able to create a digital project to showcase their research findings about their planet. 

Step 2 - Planning Instruction

Student Background Knowledge

• Prior to this lesson, students will need to have an understanding of fact and opinion.
• Prior to this lesson, students will need to know how to organize an informational paragraph. 

Strategies for Diverse Learners

A Keynote template could already be set up so that the students could just enter their planet information. Students could also be grouped in pairs or students could work with an aid to research and find information. Students could also be given a scafolded graphic organizer for the informational paragraph with fill in the blank. 

Step 3 - Instruction

• Students will choose one of the eight major planets or Pluto.
• Students will read a handout on their planet, check out books about their planet from the library and use the Utah Online Library resources below to collect facts about their planet.
• Students will fill out the graphic organizer about their planet. (See attached Planet Research Outline)
• Students will write an informational paragraph about their planet including topic and concluding sentences. 
• Handouts for students to read about their planet. I used a solar system unit from Teachers Pay Teachers:  Space, Solar Systems, Planets and Earth Primary Grades
• Planet Research Outline
• Example of a Keynote created about a planet:  See the attachment below.
• Utah's Online Library - Gale in Context Elementary
• Utah's Online LIbrary - World Book Online

Step 4 - Assessments

The main assessment for this lesson will be using the rubric below at the end of the project. However, ongoing assessments during the project will be:

• Checking the informational paragraph with the Informative Writing Rubric .
• Graphic Organizer and Oral feedback as the students are gathering their research and filling out their Planet Research Outline. 
• Student self-reflection on their own writing with the writing rubric and on their Keynote. 
• Presentation of their project on the SMART board at the end of the project to the class. 

Use the following Rubric to grade the finished project:

Keynote on Planet Rubric                                                          

Version History

Planet Research Project - 100% Editable

What educators are saying

Description.

This resource is 100% EDITABLE using Microsoft Word or PowerPoint. You can add, subtract, or modify any of the content to suit the needs of your students. Great for differentiation!

In our Solar System, 8 large astronomical bodies, called planets, orbit the sun. The Inner planets, (Mercury, Venus, Earth, and Mars) are rocky in composition, while the outer planets (Jupiter, Saturn, Uranus, and Neptune) are gaseous. The knowledge we gain from studying the planets within our Solar System can be used to help us understand future planetary discoveries. For this assignment, students choose a planet to study and create a project to showcase their learning.

This resource guides students through conducting their own research report on a planet in the solar system. After choosing a planet to focus on, students are asked to conduct research using the Internet and books while following criteria. Next, students are asked to share their learning by creating a poster board, presentation board, power point presentation, or dodecahedron (Instructions and Pentagon Template included). A 3D model may also be constructed to further display learning. Finally, students present their work to the class.

To help students choose a research topic (and to introduce the project to the class) we have included a PowerPoint that features each planet in the solar system.

Can be done in partners. Printable Evaluation forms included!

This Project Package Includes:

- Rationale

- Step by Step Instructions

- Student Criteria Checklist

- Research Topics List (with descriptions)

- How To Conduct Research Page

- Research Notes Template w/ Criteria (2 pages)

- Research Notes Page

- Presentation Options Page

- Dodecahedron Instructions (w/ Pentagon Template)

- Dodecahedron Construction Page (w/ Photos)

- How To Build a 3D Model

- 3D Model Instructions

- 3D Model Design Page

- Reference List Instructions

- 3D Model Example Photos

- Student Self-Assessment Write-Up (2-pages)

- Printable Evaluation Forms

- Project Rubric

- Research Topics PowerPoint (10-pages)

- Access to Google Slides (Distance Learning)

Please note that this resource is specifically designed for studying planets. If you would like your students to study any topic related to Space (including planets), please purchase Space Project - PBL - STEM , as they are similar resources.

Project-Based Learning (PBL) is a student-centered pedagogy in which students are challenged to actively learn about a subject for an extended period of time. It is a form of active learning or inquiry-based learning. Project-Based Learning is in contrast to paper-based, rote memorization, or teacher-led instruction that presents established facts. Please be aware of what you are purchasing.

Thanks so much,

Creative Lab

Tags: space, planet project, research project, stem, pbl, project based learning, planets, planet, planet project, solar system, outer space,mercury, venus, earth, the moon, mars, jupiter, saturn, uranus, neptune, pluto, cosmology, space travel, no prep, print and go

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The cleanest air in the world is at Tasmania's Kennaook/Cape Grim. It's helping solve a climate puzzle

When the "roaring forties" blow in from the Southern Ocean, Jamie Oliver knows he's in for a rough time.

"Sometimes in the winter, when it gets wet and cold for days and days, you get a bit sick of it," the 55-year-old beef farmer admits.

But Mr Oliver, who's lived on Tasmania's north-west coast since he was a teenager, wouldn't want to be anywhere else.

"It's a magnificent place," he said.

"The air, I don't know if it's just me, but it's so crisp and clean. And you feel like you can breathe it properly."

His assessment about the region's air quality is backed up by decades of science.

Twenty-five kilometres up the coast from his property is one of the world's three "premier" stations that monitor baseline air pollution.

Established in 1976, the Kennaook/Cape Grim facility can accurately measure changes in the global atmosphere without the interference of local contamination.

"Air here under baseline conditions is very, very clean," CSIRO atmospheric scientist Melita Keywood said.

"It's 1,000 times cleaner in terms of the number of particles than we would measure in Melbourne, for example – and that's Melbourne on a good day."

Air archive reflects human impact on global atmosphere

On a rooftop deck overlooking the rugged coastline, the facility's officer-in-charge, Sarah Prior, is checking the direction of the wind.

When it comes from the west or south-west, it's travelled thousands of kilometres across the Southern Ocean, avoiding the smog and dust of cities or landmasses.

"At that time … we are measuring the lowest levels of pollution that you'll see," Ms Prior said.

Scientists at Kennaook/Cape Grim describe it as "baseline" air — the cleanest on the planet.

Once it's captured, the air is siphoned into a laboratory where high-tech machines analyse its chemical and physical properties.

"In a nutshell, we measure our greenhouse gases and ozone-depleting substances," Ms Prior said.

"We also measure the aerosols and reactive gases, and we measure radon as well."

Air quality readings taken over 50 years

For almost five decades, the station has been pivotal in tracking the impact of human activity on the atmosphere.

When the first readings were taken at Kennaook/Cape Grim, carbon dioxide levels were just below 330 parts per million.

These days they are at more than 417 parts per million, an increase of almost 25 per cent since the 1970s.

"The record here is showing that we are having an influence on the CO2 in the atmosphere, which is contributing to climate warming," Dr Keywood said.

The increase in carbon dioxide, as well as other greenhouse gases and chemicals, is reflected in Kennaook/Cape Grim's "archive" of air.

Every two months, staff at the facility don protective gear to cryogenically fill a high-pressure tank with thousands of litres of baseline air.

It's a process that's been undertaken since 1978, with about 250 canisters now held in the air archive at a CSIRO facility in Melbourne.

"By filling multiple cylinders per year over many years, we can go back and actually analyse old air when we get new instrumental techniques," Paul Krummel, from CSIRO's greenhouse gas and ozone-depleting substances program, said.

Climate project tries to unravel cloud mystery

While scientists have a clear picture of the past, the computations used to forecast future atmospheric changes are far less precise.

It is the reason Kennaook/Cape Grim is now hosting an important international climate project known as "CAPE-K".

CAPE-K stands for Cloud and Precipitation Experiment at Kennaook.

It is a collaboration between the Bureau of Meteorology, the CSIRO and US Department of Energy.

"Whenever we talk about climate change and climate models, and predicting future climate, there's always this element of uncertainty," the Department of Energy's Heath Powers said.

"And almost all of that uncertainty in climate models has to do with our ability — or our lack of ability — to represent clouds very, very well."

Most climate models assume that when clouds form in freezing conditions, ice crystals develop inside them.

But for the ice to form, there usually needs to be dust or pollution in the air — something that's not prevalent over the Southern Ocean.

The purity of the air is the reason why many of the clouds in the Southern Ocean remain in a "super-cooled liquid" state, even when the temperature falls below zero degrees Celsius.

These liquid clouds reflect more sunlight back into space than ice clouds, which means less heat is absorbed by the ocean.

But this phenomenon is not accurately incorporated into current climate calculations.

"To make these predictions much better, we need to go out and measure the types of clouds that we're trying to represent," Mr Powers said.

Contribution to climate modelling

Mr Powers and his team have set up dozens of sophisticated instruments at Kennaook/Cape Grim to analyse how liquid clouds are formed, and how they affect the climate.

"The thickness of clouds, the brightness of clouds, how much they rain, the size of the rain droplets that come out — these are all impacted by what [the clouds] are made out of," he said.

"And human pollution sources versus really, really pristine clouds — like we have here — behave differently, and they impact our climate differently."

The CAPE-K project will run until the end of 2025, providing vital new data to climate scientists around the world.

"One of the most important tools we have to be able to understand how we can mitigate and adapt to a changing climate will be these climate models," Dr Keywood said.

"So if we get them absolutely right, then we've got a lot more confidence that the actions that we're going to need to take are informed by the best available data."

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Scientists' research answers big question about our system's largest planet

by Rod Boyce, University of Alaska Fairbanks

New discoveries about Jupiter could lead to a better understanding of Earth's own space environment and influence a long-running scientific debate about the solar system's largest planet.

"By exploring a larger space such as Jupiter, we can better understand the fundamental physics governing Earth's magnetosphere and thereby improve our space weather forecasting," said Peter Delamere, a professor at the UAF Geophysical Institute and the UAF College of Natural Science and Mathematics.

"We are one big space weather event from losing communication satellites, our power grid assets, or both," he said.

Space weather refers to disturbances in the Earth's magnetosphere caused by interactions between the solar wind and the Earth's magnetic field. These are generally associated with solar storms and the sun's coronal mass ejections, which can lead to magnetic fluctuations and disruptions in power grids, pipelines and communication systems.

Delamere and a team of co-authors detailed their findings about Jupiter's magnetosphere in a paper in AGU Advances . Geophysical Institute research associate professor Peter Damiano, UAF graduate student researchers Austin Smith and Chynna Spitler, and former student Blake Mino are among the co-authors.

Delamere's research shows that our solar system's largest planet has a magnetosphere consisting of largely closed magnetic field lines at its polar regions but including a crescent-shaped area of open field lines. The magnetosphere is the shield that some planets have that deflects much of the solar wind.

The debate over open versus closed at the poles has raged for more than 40 years.

An open magnetosphere refers to a planet having some open-ended magnetic field lines near its poles. These are previously closed lines that have been broken apart by the solar wind and left to extend into space without re-entering the planet.

This creates regions on Jupiter where the solar wind, which carries some of the sun's magnetic field lines, directly interacts with the planet's ionosphere and atmosphere.

Solar particles moving toward a planet on open field lines do not cause the aurora, which largely occurs on closed field lines. However, the energy and momentum of solar wind particles on open field lines does transfer to the closed system.

Earth has a largely open magnetosphere at its poles, with aurora occurring on closed field lines.. It is the transferred energy on those open lines that can disrupt power grids and communications.

In order to study Jupiter's magnetosphere, Delamere ran a variety of models using data acquired by the NASA Juno spacecraft, which entered Jupiter's orbit in 2016 and has an elliptical polar orbit.

"We never had data from the polar regions, so Juno has been transformative in terms of the planet's auroral physics and helping further the discussion about its magnetic field lines," Delamere said.

The debate began with the 1979 flybys of Jupiter by NASA's Voyager 1 and Voyager 2 . That data led many to believe that the planet had a generally open magnetosphere at its poles.

Other scientists argued that Jupiter's auroral activity , which is much different from Earth's, indicated the planet had a mostly closed magnetosphere at the poles. Delamere, a longtime researcher of Jupiter's magnetic field, published a paper supporting that view in 2010.

In 2021, he was a co-author on a paper by Binzheng Zhang of the University of Hong Kong that suggested through modeling that Jupiter's magnetosphere had two regions of open magnetic field lines at its poles.

The model shows one set of open-ended field lines emerging from the poles and trailing outward behind the planet in the magnetotail, the narrow teardrop-shaped portion of the magnetosphere pointing away from the sun. The other set emerges from Jupiter's poles and goes off to the sides into space, carried by the solar wind.

"The Zhang result provided a plausible explanation for the open field line regions," Delamere said. "And this year we provided the compelling evidence in the Juno data to support the model result.

"It is a major validation of the Zhang paper," he said.

Delamere said it's important to study Jupiter to better understand Earth.

"In the big picture, Jupiter and Earth represent opposite ends of the spectrum—open versus closed field lines," he said. "To fully understand magnetospheric physics, we need to understand both limits."

Delamere's evidence came via an instrument on the Juno spacecraft that revealed a polar area where ions flowed in a direction opposite Jupiter's rotation.

Subsequent modeling showed a similar ion flow in the same area—and near the open field lines proposed in the 2021 paper by Zhang and Delamere.

"The ionized gas on [closed] magnetic field lines connected to Jupiter's northern and southern hemispheres rotates with the planet," Delamere's new paper concludes, "while ionized gas on [open] field lines that connect to the solar wind move with the solar wind."

Delamere writes that the polar location of open magnetic field lines "may represent a characteristic feature of rotating giant magnetospheres for future exploration."

Other contributors are from the University of Colorado Boulder, Johns Hopkins University, Andrews University, Embry-Riddle Aeronautical University, University of Hong Kong, University of Texas San Antonio, Southwest Research Institute and O.J. Brambles Consulting in the United Kingdom.

Delamere will present the research in July at the Conference on Magnetospheres of the Outer Planets at the University of Minnesota.

Journal information: AGU Advances

Provided by University of Alaska Fairbanks

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NASA's TESS exoplanet hunter may have spotted its 1st rogue planet

"Definitely a ten out of ten excitement from me. The potential of discovering something like a rogue world drifting in the darkness of interstellar space is just incredible."

NASA's Transiting Exoplanet Survey Satellite (TESS) may have discovered its first free-floating, or "orphaned," planet. That's a planet roaming the cosmos without a star, all alone.

The potential discovery demonstrates that TESS can use a phenomenon first suggested by Albert Einstein over 100 years ago to spot these so-called rogue planets.

Despite the fact that we're most familiar with planets that orbit a parent star (or stars) after discovering over 5,000 exoplanets that exist in such an arrangement, the Milky Way is estimated to be populated with a huge number of free-floating rogue planets , too. 

In fact, our galaxy may contain as many as a quadrillion (10 followed by 14 zeroes) rogue planets that have been ejected from their home systems by gravitational interactions with other planets or passing stars . That means these free-floating worlds could vastly outnumber the amount of stars across the Milky Way. Thus, the potential detection of such a cosmic orphan by TESS, which launched in 2018, is a big deal.

Related: The mystery of how strange cosmic objects called 'JuMBOs' went rogue

"We discovered the first signal in TESS data that is consistent with what one would expect from microlensing by a free-floating planet," team co-leader Michelle Kunimoto, a postdoctoral fellow specializing in exoplanet detection at the Massachusetts Institute of Technology (MIT), told Space.com. 

"This was only the first sector we searched through of the 75 that TESS has observed, with each sector corresponding to around 27 days of TESS observations," Kunimoto continued. "Finding something so early was surprising — but really exciting."

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Should this signal actually indicate a rogue exoplanet, the team tells Space.com, it would likely be a planet with a mass a few times that of Earth at a distance of no less than 6,500 light-years away.

A little "rogue hunting" help from Einstein

The majority of exoplanets that have been detected thus far have been hinted at thanks to the effect they have on their parent star. This could be a "wobble" in the star's motion caused by an orbiting planet's minor gravitational tug, or a drop in light that happens as an orbiting planet crosses, or "transits," the face of its star . 

Without a parent star, however, neither of these methods apply. That's what makes detecting rogue planets so difficult.

"Rogue planets are dark, as you might expect, and they don't orbit any stars, which means the usual techniques for detecting exoplanets don’t really work," Kunimoto said.

Fortunately, Einstein's 1915 theory of gravity, better known as general relativity , predicts a phenomenon that can be used to spot these free-floating exoplanets. 

Einstein suggests that objects with mass curve the very fabric of space and time, or spacetime, with gravity arising from this curvature. When light passes one of those curved spots in spacetime, its path gets bent. That means light from a background source, say a star or a galaxy, can take different paths around the intervening "lensing" object, thus arriving to an observer's vision at different times.

This phenomenon is called " gravitational lensing ," and results in the position of the background source shifting from the perspective of the observer, or appearing in multiple places in the same image.

Rogue planets have very little mass, so the lensing effect is weak and thus called " microlensing. " Yet, it can cause a brightening of a background source that is visible to astronomers, indicating the presence of a rogue planet.

"Microlensing is the best — and typically only — option for finding these dark, isolated objects since it only relies on the mass of a planet through its gravitational field," Kunimoto said.

Forget the "T" in TESS

As the "T" for transit in TESS suggests, this space telescope may not immediately seem like the right instrument to hunt for rogue planets. 

"TESS is designed to look for planets closely bound to their host stars by searching for transits," Kunimoto explained. " Transits are the 'dimmings' of the star caused by a planet passing in front of it, like what you might have seen in the recent eclipse." However, as mentioned above, gravitational lensing can also cause a background star to brighten as a lensing object passes between that star and Earth. Kunimoto explained that, because TESS is sensitive to tiny changes in a star's light, it can also detect these brightening episodes, a hallmark feature of microlensing caused by free-floating planetary rogues.

But, given this, you might wonder: Why is this the first potential rogue exoplanet among the other 6,000 or so exoplanet candidates (400 or so of which have been confirmed) TESS has spotted since 2018? 

Well, it turns out no one was really looking until now. "TESS is surprisingly well-suited to finding rogue planets through microlensing, but it turns out that these kinds of signals hadn’t really been explored previously in TESS data," Kunimoto pointed out. "Our approach of looking for unbound planets with microlensing and the resulting TESS planetary microlensing candidate were both firsts for TESS.

"Since TESS data hadn't been used to look for short-duration microlensing events before, past exoplanet searches weren't going to be sensitive to seeing these signals."

Unfortunately, however, like with many other detected exoplanet candidates , this discovery still needs to be confirmed. 

"It's important to say that we can't at present confirm this is a planet," Kunimoto said. "The fact that microlensing events do not repeat means it's difficult to discern the nature of any particular signal. So, we're cautious about the origin of this event, naming it a rogue planet 'candidate' because it’s consistent with the signal you'd expect from such a world." 

She added that, as the team explores more TESS data and performs follow-up observations, the truth about the signal will slowly become clearer.

Still, the provisional nature of these findings certainly hasn't dimmed the enthusiasm of the team or their excitement.

"Definitely a ten out of ten excitement from me," William DeRocco, team co-leader and a researcher at the University of California Santa Cruz, told Space.com. "I'm used to looking for dark matter, where the odds of actually seeing anything are wildly low, so the potential of discovering something like a rogue world drifting in the darkness of interstellar space is just incredible."

— A 'captured' alien planet may be hiding at the edge of our solar system — and it's not 'Planet X'

— 400 Earth-size rogue planets could be wandering the Milky Way

— A cosmic 'fossil record' could be hidden among orphaned stars

The authors of this research believe that the future is bright when it comes to the prospect of TESS discovering more rogue planets.

"This is proof of principle that TESS can find these kinds of signals, and now it’s up to us to start diving deep into finding more and understanding what they might mean," Kunimoto concluded."We’ve searched through less than 1% of TESS data; with 99% to go, we have a wealth of new opportunities for exciting discoveries along the way!

The team's research has been submitted for publication in the journal Monthly Notices of the Royal Astronomical Society. It is currently featured as a pre-peer review paper on the repository site arXiv. 

Join our Space Forums to keep talking space on the latest missions, night sky and more! And if you have a news tip, correction or comment, let us know at: [email protected].

Robert Lea is a science journalist in the U.K. whose articles have been published in Physics World, New Scientist, Astronomy Magazine, All About Space, Newsweek and ZME Science. He also writes about science communication for Elsevier and the European Journal of Physics. Rob holds a bachelor of science degree in physics and astronomy from the U.K.’s Open University. Follow him on Twitter @sciencef1rst.

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Nasa recently asked the scientific community to help come up with innovative ideas for ways to carry out its Mars Sample Return (MSR) mission. This was in response to a report by an independent board that deemed that its US$11 billion (£8.7 billion) price tag was too expensive and its 2040 timeline too far in the future.

In brief, the ambitious plan was to collect rock samples cached inside containers by Nasa’s Perseverance rover and deliver them to laboratories on Earth. Perseverance has been exploring Mars’ Jezero Crater, thought to have once hosted an ancient lake, since 2021. The mission would deliver the samples by sending a lander that carries a rocket (Nasa’s Sample Retrieval Lander) down to the surface of Mars.

Perseverance would then deliver the cached rock samples to the lander, with small drone helicopters delivered on the lander as a back up. Perseverance’s samples would then be launched into Mars’ orbit using the lander’s rocket. A spacecraft already in Martian orbit, the Earth Return Orbiter, would then intercept these samples and deliver them to Earth.

Seeing deadlines get pushed into the future isn’t new. It has happened with Nasa’s plans to return to the Moon and Europe’s ExoMars mission to find life on the red planet . While it is good to be realistic about timelines, the landscape of space exploration has changed over the last two decades, as organisations like Nasa experience large scale financial strain and job losses .

State superpowers are no longer sending people to the Moon with huge budgets as they did in the Apollo era. So innovation and efficiency are vital for making space exploration financially possible.

Private companies are taking up a larger market share of space in the west. This is a watershed moment for space exploration and a wake-up call to pursue innovation that reins in spending. The alternative is to risk abandoning the final frontier.

Read more: Nasa to overhaul mission returning samples from Mars – here's why it must and will go ahead

A dry run for astronauts

Mars sample return has the potential to be scientifically groundbreaking in several ways. Rocks collected from Jezero Crater, specifically an outcrop called Bunsen’s Peak, has been found to be made up of minerals deposited in water.

On Earth, minerals deposited through water are good at trapping biological material, such as microorganisms . They can also give an indication of climate conditions at the time the rock formed.

There are limits to the science that can be carried out with scientific instruments that are also light enough to be loaded onto a rover. The ability to analyse samples of Martian rock in a lab on Earth could yield profound insights into the possibilities for life in space.

But there is an even more fundamental reason as to why Mars sample return is so important. It’s a stepping stone to putting humans on Mars . Nasa’s programme of human space exploration explicitly aims to put humans on Mars .

If you can’t bring back a rock sample, how will you ever bring back an astronaut? The safe storage and return of goods by launching from another planet back to Earth, in an economically viable way, are all necessary for a human Mars mission.

Missions in space are dangerous, with astronauts unable to rely on mission control over 100 million miles away. Any attempt to put boots on Mars must be done in a phased manner in order to reduce risk.

A number of space agencies around the world are exploring the potential missions to deliver samples of material from Mars or its moons, including China and Japan. Part of the reason for this interest is as a proof-of-concept for human landings – albeit a scaled-down one.

Innovation and miniaturisation

Despite the importance of the mission, Nasa still needs to cut the Mars sample return budget from US$11 billion to US$8 billion in order to fulfil it. While a revised plan aims to streamline the mission architecture to make it less complex, as Nasa’s call for ideas suggests, innovation from academia will need to be brought in at a design level.

There are many examples where engineers are already coming up with innovations to space exploration hardware that could deliver such efficiencies. For example, smaller, lighter rovers that are still able to withstand the harsh environments on other planetary bodies could cut costs and deliver other benefits.

An unconventional chassis based on the way that sandfish move around on shorelines could help rovers overcome large obstacles with less wheels, slimming down its weight and size.

Weight could also be saved on rovers by exploring innovative drilling and sampling methods. Prototype solutions with internal mechanisms that support lighter drills and expanded sample storage should be a priority for designers. These might not help the current Mars sample return mission, which will use a rover already on Mars, but it could bring down the cost of future sampling missions.

Nasa asking the scientific community to come up with new ways to carry out Mars sample return is a recognition that things cannot go on as they are. Space exploration needs to embrace innovation, and a first step for that is engaging with academia.

To consolidate and accelerate transitional research, transferring knowledge from original inventors in the lab to the field will be vital to the field’s longevity and depends on closer, sustainable relationships with academics and research groups looking at space.

Private companies entering the space race – and new space powers like India, China, Saudi Arabia and the UAE – have shown that they are willing to look beyond the designs which have worked up until now, embracing innovation to improve cost efficiency.

Unless legacy organisations begin to seriously consider how innovation and knowledge transfer can make space exploration cheaper, they will have to ask themselves hard questions in future if they want to continue participating in cutting-edge space exploration.

• European Space Agency (ESA)
• Space exploration
• Mars exploration
• Perseverance Rover
• Give me perspective
• Mars sample return

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Assistant Editor - 1 year cadetship

Executive Dean, Faculty of Health

Lecturer/Senior Lecturer, Earth System Science (School of Science)

Sydney Horizon Educators (Identified)