Our biomes curriculum started off by introducing our planet’s location in the Solar System – it’s kind of important, after all, since the sun plays such a crucial role in shaping climate, determining the seasons, and maintaining life. It’s intended to be just a brief overview, before diving down more deeply into Earth itself, but both Rondel and Limerick have become completely, utterly captivated by outer space.
Limerick in particular has attacked it with his rather academic and obsessive bent, spending hours poring through images of the sun and the planets (always in order, from Mercury outward, including the dwarf planets), asking me to read and reread the books we have in the house, getting out the play dough day after day to model the solar system and using the kitchen scale to make his planets as close to an accurate scale as he can. (Since it’s finicky in its old age and won’t switch from standard to metric units, he’s gotten some practice working with pounds and ounces as well. It is rather irritating when something needs to be 1000 times larger than something else and you have to divide by 16 to get the correct number of pounds.)
(I may be to blame for his obsession with accurate scaling… for our first solar system activity, we made a scaled model of the solar system with play dough, based on NASA’s mass estimations for each planet, and measured out the appropriate distances between the planets so we could set them up down the hallway. Jupiter was so much larger that we ended up making a new double batch of play dough, using it all for Jupiter, and scaling everything else in relation to that.)
From top left, clockwise: all eight planets before placing them relative to the “sun” (the bookshelf); the whiteboard with calculations (and on the bottom a comparison of Jupiter’s mass in kg to various family members in kg); Jupiter looking out toward the other gas giants; Neptune looking in toward the “sun”; Jupiter looking in toward the inner planets.
Over the weekend, both boys decided to make paper models of the solar system as well, not to scale, but showing all the planets and the sun. They even wrote labels for each planet, which is the most handwriting they’ve ever done at one time! (Rondel’s picture is on the left and Limerick’s is on the right – Rondel included Ceres, a dwarf planet in the asteroid belt, and Limerick gave his sun quite a few solar flares.)
They’ve also been asking to read from our (admittedly small but at least quality) space book collection at bedtime and throughout the day. We’ve been cycling through Our Solar System by Seymour Simon (published in 1992, and lacking a lot of newer information), The Magic School Bus: Lost in the Solar System (published in 1990, so the same problem), and Astronomica by Fred Watson (published in 2011, absolutely massive, with amazing images and detailed information which I have to skim through to read at a level the boys can understand).
I’m planning on finding some supplementary books from the library about different space missions and picture book biographies of people involved in space exploration, so we can incorporate some history into our space study as well. We’ve already made a timeline with the lives of family members and individuals from books we’ve read, so it would be natural to include important dates in space exploration. Since ASU has a large space exploration exhibit and 3D show open to the public, I’ll probably try to incorporate that as well. And while Limerick has already used math with all the scaling he’s done, I’d like to find a way to show the boys how much math was used in designing spacecraft, planning missions, and charting the orbits of planets – Rondel enjoys math far more when it involves a topic he’s interested in. It might not have been my original plan for the beginning of the school year, but what’s the point in homeschooling, after all, if you can’t be flexible and use your children’s interests to motivate their learning?