They orbit roughly 60 degrees ahead of or behind the larger body near the fourth or fifth Lagrange points, respectively. To evaluate student’s proficiency students are assessed on their use of evidence in their constructed explanations of the phenomena.A trojan is a body, usually an asteroid, that shares the same orbit as a much larger body. Students observe this pattern on various scales, including sun-planets and planets-moons.

Students further their model by using a chain to observe that as matter circulates in space around an axis, it causes the matter to move outward from the center, compressing and forming a disc-like shape. Students elaborate by developing and using a model of the solar system to construct an explanation of how gravity and inertia work together to form systems. Students observe that as magnets come together, the system begins to spin. Students investigate how magnets, which exhibit similar characteristics as gravity, come together. Students then ask the question, how do planets gain inertia? Students communicate that an object in motion will stay in motion unless acted upon by an outside source, also known as inertia. Students develop their model of the system further as they investigate with a marble and a hoop to explain the phenomena. Students discuss the patterns they see and predict what would happen to the planets when the sun’s gravity is taken away. This leaves students questioning why the planets don’t get pulled into the sun by gravity. Gravity decreases as mass decreases or as distance increases. Students discover gravity is a force that is increased as mass increases or as the distance decreases.

Students use this understanding of gravity to develop a model of what is happening in our solar system. Students explore by investigating how gravity is affected by different properties as they adjust mass and distance. Students discuss what forces keep the planets from floating away. Students create a model to explain that the planets revolve and stay in an orbital pattern around the sun.

Students are left asking the question, what are the forces that keep the planets from floating away? Students will observe the solar system using Universe Sandbox and use the patterns they observe to generate questions that help them answer why planets orbit the sun.

Students begin this storyline engaging in asking questions about why the planets the orbit the sun. SEEd Standard 6.1.2 asks students to develop and use a model to describe the role of gravity and inertia in orbital motions of objects in our solar system.

Orbit all universe sandbox 2