FAITHFUL JOURNEYS
A Tapestry of Faith Program for Children
SESSION 9: ASK QUESTIONS
BY BY ALICE ANACHEKA-NASEMANN AND LYNN UNGAR SUSAN DANA LAWRENCE, DEVELOPMENTAL EDITOR JUDITH A. FREDIANI, DIRECTOR OF LIFESPAN FAITH DEVELOPMENT
© Copyright 2009 Unitarian Universalist Association.
Published to the Web on 11/7/2014 4:04:01 PM PST.
This program and additional resources are available on the UUA.org web site at
www.uua.org/religiouseducation/curricula/tapestryfaith.
SESSION OVERVIEW
INTRODUCTION
You have to have an alertness to deal with the unexpected. The history of science is filled with almost-made discoveries, missed by a hairline because ... [someone] didn't have the alertness to realize they had a discovery. — Clyde Tombaugh, astronomer, 1906-1997
Our faith not only allows but also supports us to question, to seek answers, and to reevaluate our answers by posing new questions. To explore our fourth Unitarian Universalist Principle, a free and responsible search for truth and meaning, this session draws particularly on our fifth Source, humanist teachings that counsel us to heed the guidance of reason and the results of science. We demonstrate that the search for truth and meaning is an ongoing quest. The children learn about Clyde Tombaugh, the Unitarian Universalist man who discovered Pluto, and the decision in 2006 to change Pluto's status from planet to dwarf planet. The children will experience the relative scale of the planets in an activity with modeling dough. We will add the signpost "Ask Questions" to our Faithful Journeys Path.
GOALS
This session will:
LEARNING OBJECTIVES
Participants will:
SESSION-AT-A-GLANCE
Activity | Minutes |
Opening | 3 |
Activity 1: Faithful Footprints | 5 |
Activity 2: Move It! All About Us Scavenger Hunt | 10 |
Activity 3: Story Basket and Centering | 5 |
Activity 4: Story — A Tour of the Heavens: Clyde Tombaugh Discovers Pluto | 10 |
Activity 5: Worlds in Comparison | 20 |
Faith in Action: Night Sky Adventure | 60 |
Closing | 7 |
Alternate Activity 1: Observation Game | 15 |
SPIRITUAL PREPARATION
Go outside in the nighttime and look up at the sky. If it would be helpful in creating sacred space, and weather permits, light a candle or chalice. Reflect:
SESSION PLAN
OPENING (2 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Gather the children in a circle. Light the chalice. Point out the chalice-lighting words on the newsprint and invite the group to read together:
We light this flame for the light of truth, the warmth of love, and the energy of action.
Indicate the poster(s) of the Unitarian Universalist Principles. Or, give each child a copy of the handout. Ask a volunteer to read the fourth Principle in the adult language. Ask a second volunteer to read the children's version of the fourth Principle. Then, say:
Today we will learn about this Unitarian Universalist Principle — what it means, and what kinds of actions show it. Let's get started.
Collect handouts for reuse.
Including All Participants
If not all participants are fluent readers, take the time to teach the group to say the opening words from memory.
If the group has children who are sensitive to perfumes or other chemicals, use unscented candles or an electric or battery-operated flame. An electric flame is also recommended if you may not use open flames or if any participants are afraid of fire.
ACTIVITY 1: FAITHFUL FOOTPRINTS (5 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
This activity reinforces children's learning as they model translating faith into action for one another. To strengthen children's Unitarian Universalist identity, help participants see how their own behavior demonstrates specific Principles.
Gather in a circle. Point to the Faithful Journeys Path and say:
Together we are taking a journey to learn what it means to live as Unitarian Universalists. Each time we meet, we talk about ways our actions show our beliefs about what is right and good. This is called "putting our faith into action."
When you share about something you have done that shows what you believe, you can choose a footprint or wheelchair to add to our Faithful Journeys Path.
Hold up the footprint you made of your own faithful action. Tell what you did and how it represents your Unitarian Universalist beliefs. If you can connect your action to a Principle, briefly explain. For example:
Ask the children to think of an act they have done, since you met last, that reflects Unitarian Universalism. You may wish to prompt:
As participants name their actions, write a word or phrase describing the action on a footprint or wheelchair cutout. Invite children to write their names on their cutouts and post them on the Faithful Journeys Path. Have them progress along the path over the course of the program.
To stay within the time frame for this activity, use these guidelines:
It is very important to avoid judging participants, either with criticism or praise. Avoid phrases like "Great job!" or "You're fantastic!" which might suggest that acts of faith vary in their value or encourage children to compete to share the "best" act.
You should, however, respond to each child's contribution. Listen carefully to what a child tells you. After each child shares, say something like, "Thank you for sharing," followed by a summarizing sentence, such as:
Identify the Unitarian Universalist Principles each act represents; refer to the Principles poster if the room has one or indicate a relevant signpost on the Faithful Journeys Path. By responding specifically to each child's faithful actions, you will help them feel pride, a sense of accomplishment, and their own empowerment as agents whose actions and choices reflect Unitarian Universalist beliefs and values.
Including All Participants
Along with cut-out footprints (Session 1, Handout 3, Faithful Footprints), provide wheelchairs (Session 1, Handout 4, Making Tracks for Faith) in the same colors of paper. Encourage all the children — not just those who use wheelchairs for mobility — to sometimes use a wheelchair instead of footprints to represent their faithful actions.
ACTIVITY 2: MOVE IT! ALL ABOUT US SCAVENGER HUNT (10 MINUTES)
Preparation for Activity
Description of Activity
Have group stand in a circle without chairs. Say, in your own words:
One way we act according to the Principle that we should search for truth and meaning is by asking questions that will help us learn. We are going to have a scavenger hunt for people. To find the people you are looking for, you will have to ask one another questions.
Explain that you will name a category. Each person will have to find someone in the group who fits that category, by asking each other relevant questions. Say:
If I ask you to find someone who has a pet and learn what kind of pet they have, what questions might you ask? (Affirm: "Do you have a pet?" / "What kind of pet do you have?")
Once you find someone who fits the category, go to the side of the room and stop asking questions. Other people may still come up to you and ask, for example, if you have a pet. You are not trying to find a partner. There can be more than two people who fit the same category. You will find out only when you ask questions.
To include everyone, encourage children to try to find different people for the various questions. You might add a rule: If someone has been your match for a category, you cannot ask that person a question for a new category until you have asked everyone else!
Play the game for at least four categories, up to 10 minutes. Use these categories or your own.
Scavenger Hunt Categories
Find someone who ...
Including All Participants
Tailor the categories to the group. To make sure everyone has opportunities to be included, use information you know about the children who are present, but remember, the point of the activity is for children to ask one another questions.
ACTIVITY 3: STORY BASKET AND CENTERING (5 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Gather the children in a circle in your storytelling area. Show them the storytelling basket. Say something like, "Let's see what's in our story basket today."
Tell the group the items in the story basket will be placed on this altar or table after the children have passed them around the circle. Take the story-related items from the basket, one at a time, and pass them around. Objects that are fragile or should not be passed around for any reason can be held up for all to see and then placed directly on the altar.
Briefly name the various objects. Show the pictures of Clyde Tombaugh and explain that he was a Unitarian Universalist who discovered Pluto (show a picture of Pluto). Explain that today's story started a hundred years ago, when Clyde Tombaugh was born, but is still changing. Point out that scientists find out new things about our universe every day.
As the items come back to you, display them on the altar for children to look at as they listen to the story.
Remove the sound instrument from the story basket. Tell the children that every time you tell a story in Faithful Journeys, you will use the instrument to help them get their ears, minds, and bodies ready to listen. Invite them to sit comfortably and close their eyes (if they are comfortable doing so). Suggest that closing their eyes can help them focus on just listening. In a calm voice, say:
As you breathe in, feel your body opening up with air. As you breathe out, feel yourself relaxing.
Repeat this once or twice. Then, say:
Now you are ready to listen. When I hit the chime (turn the rain stick over), listen as carefully as you can. See how long you can hear its sound. When you can no longer hear it, open your eyes and you will know it is time for the story to begin.
Sound the chime or other instrument. When the sound has gone, begin telling the story.
Including All Participants
If anyone in the group is unable to hold or pass items, or cannot see the items, make sure you or a child in the group offers the person each object to explore as needed.
Some people do not feel safe closing their eyes when they are in a group. If any children resist, respect their resistance and suggest that they find a single point of focus to look at instead.
If you have a basket of fidget objects for children who may listen and learn more effectively with something in their hands, make it available during this activity. Remind children where it is before you begin the "centering" part of this activity. Find a full description of fidget objects and guidance on using them in Session 2, Leader Resource 2.
ACTIVITY 4: STORY — A TOUR OF THE HEAVENS — CLYDE TOMBAUGH DISCOVERS PLUTO (10 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Clyde Tombaugh exemplifies our fourth Unitarian Universalist Principle, a free and responsible search for truth and meaning.
Before you begin the story, look around the room and make eye contact with each person. Read or tell the story.
Sound the instrument to indicate that the story is over. Then, guide a brief discussion using these questions:
Including All Participants
Children in this age group may hold a wide range of beliefs in God, Santa Claus, tooth fairies, and Easter bunnies. Be careful to validate all children's beliefs. Affirm children's truth-seeking impulses and actions, but do not allow argument or debate about what is "true."
ACTIVITY 5: WORLDS IN COMPARISON (20 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
This activity allows participants to develop an understanding of the relative sizes (volumes) of the planets in our solar system. Form small groups of two to four at work tables. Say:
Your group will start with a big ball of modeling dough. You will divide it up, following the steps on the instruction sheet. When you are done, you will see how the planets in our solar system vary in size. By the time you get to tiny Pluto, you may be quite amazed.
Guide the children in following the steps on the handouts to divide the dough and create their planets.
Including All Participants
Check with your director of religious education and/or parents about participants' allergies. If there are allergies, purchase a non-food-based modeling dough.
CLOSING (7 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
This activity helps children get used to practicing a closing ritual as a way of affirming their belonging in the faith community.
Gather the group in a circle. Thank the children for participating and sharing their stories and ideas in this session. Tell them something you liked about the way they worked together as a community.
Point out the Faithful Journeys Path. Say, in your own words:
Our Faithful Journeys Path shows our journey to live our lives and act in ways that reflect our Unitarian Universalist beliefs and faith. The signposts direct us by reminding us about our Principles.
Today's signpost is "Ask Questions." It stands for our fourth Unitarian Universalist Principle, which says we affirm and promote a free and responsible search for truth and meaning. That means we believe it's important to learn by asking questions and making investigations, and to remember that it's okay when we learn new information that changes our ideas about what is true.
Attach the signpost to the Faithful Journeys Path.
Remind the children that the next time they meet they will have a chance to add Faithful Footprints to the Faithful Journeys Path. Encourage them to do some asking and investigating about things that matter to them. Explain that children need not literally ask questions to fulfill our fourth Principle. Finding new information, carefully observing or studying someone or something, and listening to new ideas are ways of acting on the fourth Principle. You might suggest children borrow a book to help them learn; ask parents, siblings, or teachers questions about things they are curious about; or investigate the outdoors or an area in their home with a microscope, magnifying glass, or bug net.
Point out the words to the UU Principles Song. Tell the children it is sung to the tune of "Old McDonald Had a Farm." Lead the children in singing the verse about the fourth Principle. Then, sing the entire song together. Explain that you will learn about all of the Principles during the Faithful Journeys program.
Distribute the Taking It Home handout. Thank the children, tell them you look forward to seeing them next time, and dismiss the group.
FAITH IN ACTION: NIGHT SKY ADVENTURE (60 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
With telescopes and binoculars, go outside in the dark and enjoy the night sky. Point out particular constellations or planets if you can, or provide books and other resources to help everyone identify them. Invite participants to gaze at the stars and find their own images or patterns. Say something like:
Learning and asking questions is an important part of Unitarian Universalism. One way we learn is by studying the world around us. When we seek to learn or help others learn by observing and asking questions, we act on our fourth Principle, the free and responsible search for truth and meaning.
If a space or astronomy enthusiast is with you, invite children to ask questions. Write down any questions you cannot answer; suggest to parents they research the answers together with their children at home.
Gather the group for closure to your Night Sky Adventure. Guide the children to articulate their experience of looking, wondering, and researching about space as statements of their own faithful action — statements they might add to the Faithful Journeys Path in your meeting space. For example, "I looked carefully at the lights in the sky and asked which ones were planets, stars, or airplanes flying by." / "I compared the sky to the pictures in the book to see if I could find the constellation Orion." / "I realized the sky looks different through a telescope." Next time you meet, invite children who shared this experience to post a Faithful Footstep about their fourth Principle actions. A few may have post-Night Sky research to report!
Including All Participants
To include participants with limited mobility, find an accessible location for your Night Sky Adventure. Invite participants who are blind to share their observations and wonderings about night noises and other sensations outdoors and how the night seems different from the daytime.
LEADER REFLECTION AND PLANNING
Take a few minutes to evaluate the session with your co-leader immediately afterward, while it is fresh. Share your thoughts with any other team co-leaders and your director of religious education. You may find these questions helpful:
TAKING IT HOME
You have to have an alertness to deal with the unexpected. The history of science is filled with almost-made discoveries, missed by a hairline because ... [someone] didn't have the alertness to realize they had a discovery. — Clyde Tombaugh, astronomer, 1906-1997
IN TODAY'S SESSION... We heard a story about Clyde Tombaugh, a Unitarian Universalist who discovered Pluto, and we talked about our fourth Principle, a free and responsible search for truth and meaning. Children learned how our faith affirms us to ask questions; investigate the world; and be open to new information, ideas, and truths, as Tombaugh would have done had he lived to see Pluto's 2006 "demotion" to dwarf planet status. Using modeling dough, we explored the scale of the planets in our universe. Our signpost to help guide us in faithful action was "Ask Questions."
EXPLORE THE TOPIC TOGETHER. Talk about... Invite each family member to share about a time you had to let go of a "truth" upon learning new information. Take turns filling in the blanks: "I used to believe ______, but then I learned ______ was true instead." Discuss how it has, or has not, been easy to accept new truths.
EXTEND THE TOPIC TOGETHER. Try... Pay extra attention to times when your child asks questions, shows curiosity, or otherwise actively seeks to learn. Point out instances of your child acting faithfully in a way that affirms or promotes a free and responsible search for truth and meaning — their own search, or others'. Your child will have the opportunity to share their actions next time Faithful Journeys meets.
FAMILY ADVENTURE
Choose a topic that interests family members or a question you would like to have answered. Spend an evening in a library or online, learning everything you can about it. Challenge each person to learn at least one new thing (or five, if you are ambitious).
A FAMILY RITUAL
Gather as a family before an evening meal. Have each member of the family name something they are wondering about or something they learned that day. If you like, light candles as you share. Consider saying candle-lighting words that affirm asking questions, for example, "We give thanks for our curiosity and the answers it brings." Avoid editing or answering one another's questions, correcting information, or exchanging dialogue until everyone has shared. Where possible, provide resources and encourage family members to seek answers themselves. It is okay to validate questioning as a process that is as important, if not more important than, determining answers. (To keep this activity popular, avoid pressuring family members to do research every time a "wondering" is shared.)
A FAMILY GAME
Twenty Questions. One person thinks of a person, place or thing, and the others try to guess by asking questions that can be answered yes or no. For example: "Is this a person?" / "Is the person alive?" / "Is it a character from a book?" / "Is it a man?" If someone guesses correctly before twenty questions have been asked and answered, it is their turn to think of a person, place, or thing for others to guess.
FAMILY DISCOVERY
Read the children's picture book Clyde Tombaugh and the Search for Planet X, by Margaret K. Wetterer (Carolrhoda Books, 1996).
The Astronomical Society of the Pacific's Family ASTRO program (at www.astrosociety.org/education/family.html)offers a multitude of activities with supporting resources, as well as online games and research tools.
ALTERNATE ACTIVITY 1: OBSERVATION GAME (15 MINUTES)
Materials for Activity
Preparation for Activity
Description of Activity
Ask participants to put on some dress-up clothes items. When everyone is ready, encourage the children to look very closely at one another. Have one volunteer leave the room. While the volunteer is gone, have another volunteer make changes to their "outfit," some obvious (such as removing glasses) and some less obvious (such as moving a bracelet from one wrist to the other). Then, call the first volunteer back into the room. Invite them to try to figure out who changed their outfit, and how. Repeat the process with new volunteers.
FAITHFUL JOURNEYS: SESSION 9:
STORY: A TOUR OF THE HEAVENS — CLYDE TOMBAUGH DISCOVERS PLUTO
Clyde had finished his farm chores. Now he was free to spend the rest of the evening doing his favorite thing: stargazing. He got out his telescope and he looked up into the night sky. While he looked at the moon and the stars he wondered about the universe.
(Leader: Pause and invite participants to suggest questions Clyde might have had as he looked at the sky. Possibilities include:
Does any other planet have life? Are there aliens out there somewhere? If there are, are they friendly or dangerous? How could we communicate with them? What are they like?
How far away are stars and planets? Will anyone ever be able to travel in space?
Could we live on another planet? What would it be like to walk on the moon?
Why does Mars look reddish? What makes a shooting star streak across the sky? Why do the planets circle around the sun?)
Clyde was filled with curiosity and questions. The telescope he had wasn't strong enough to get him answers. He wanted to see more, to see things more clearly. He decided to build his own telescope.
He searched his parents' farm for old pieces of machinery that he could use. He painstakingly ground mirrors for their reflective powers. His father let him have a shaft from his car. With these materials, Clyde made himself a powerful telescope.
Now he could see much detail when he watched the planets. He drew pictures of what he saw. But, he still wanted to know more. So he sent his drawings of Jupiter and Mars to some astronomers. He hoped they would give him some information. Instead, they were so impressed with his pictures that, even though Clyde had not gone to college yet, they offered him a job.
Another scientist, Percival Lowell, was sure there was another planet, farther away from the Earth than Neptune. But, so far, no one had been able to find it. Clyde went to New Mexico . He spent every night in an unheated observatory, looking through the telescope for Planet "X" and taking pictures of the sky. Through the long, cold nights, Clyde tried to glimpse a new planet. Later in his life he liked to say, "I've really had a tour of the heavens."
Finally, when he was twenty-four years old, Clyde took a photograph of the night sky that showed a strange shifting of light. There was a planet beyond Neptune! He had found Planet "X." The new planet was named Pluto, for the Roman god of the underworld.
All his life, Clyde loved learning about the universe. Over the years he discovered more than one hundred asteroids, a comet, and a supercluster of galaxies. He thought exploring and learning were so important that he became an astronomy teacher. He helped other people investigate the sky, sometimes using the huge, two-story telescope he built in his own backyard.
And, he loved learning so much that he and his wife helped to start a Unitarian Universalist church where they lived in New Mexico . Clyde knew a congregation, like an observatory, could be a very good place for seeking truth.
Clyde died, a very old man, in 1997, but our story does not end there. You see, now scientists have decided Pluto isn't really a planet, after all. New telescopes see much more detail than even Clyde's most powerful telescope could ever see. We now know there are many objects in space about the same size as Pluto. Could there really be dozens and dozens more planets? Or are these smaller objects something else? The scientists voted and agreed on three rules to determine whether an object in space is a planet. It has to orbit around the sun. It must be large enough that its surface becomes smooth and round. And it must be large enough to clear other objects out of its orbit. Pluto does not meet these new rules — it's too small.
Percival Lowell had been curious to find Planet "X." Because of his questions, Clyde Tombaugh was hired to search the night sky. When Clyde discovered Pluto, everyone thought it was a planet. Then, new telescopes showed us many other objects in space like Pluto, and scientists made a new category: dwarf planet.
Clyde's wife, Patricia, said Clyde would have been disappointed about the vote, but as a scientist he would have understood. When we seek the truth, it feels good to make discoveries and find answers. But Clyde knew what's most important is to keep asking questions.
FAITHFUL JOURNEYS: SESSION 9:
HANDOUT 1: INSTRUCTIONS
Used with permission from the Astronomical Society of the Pacific, 390 Ashton Ave., San Francisco, CA 94112. Originally developed by Dennis Schatz (Pacific Science Center) for Family ASTRO. Adapted by Anna Hurst. Copyright 2006 Astronomy from the Ground Up, Astronomical Society of the Pacific.
This activity demonstrates the different sizes of the nine planets in our solar system. Follow the steps outlined below to see the relative size (volume) of each planet. Start with a big three-pound ball of modeling dough, which represents the volume of all the planets combined.
1. Divide the entire ball into 10 equal parts. You may find it easiest to start by rolling the ball into one big hot-dog shape.
2. Cut the remaining part into 10 equal parts.
3. Cut the remaining part into 4 equal parts.
4. Cut the remaining part into 10 equal parts.
5. Combine the remaining 2 parts and cut into 10 equal parts.
6. Cut the remaining part into 10 equal parts.
7. Cut the remaining part into 10 equal parts.
And now...
Now that you have divided the modeling dough to represent the planets by volume, roll the pieces in each planet's box into balls to best represent the shapes of the planets.
FAITHFUL JOURNEYS: SESSION 9:
HANDOUT 2: PLANET NAME WORKSHEET
Used with permission from the Astronomical Society of the Pacific, 390 Ashton Ave., San Francisco, CA 94112. Originally developed by Dennis Schatz (Pacific Science Center) for Family ASTRO. Adapted by Anna Hurst. Copyright 2006, Astronomy from the Ground Up, Astronomical Society of the Pacific.
The Sun is a star at the center of our solar system.
Mercury — closest to the Sun
Venus — second planet from the Sun
Earth — third planet from the Sun
Mars — fourth planet from the Sun
Jupiter — fifth planet from the Sun
Saturn — sixth planet from the Sun
Uranus — seventh planet from the Sun
Neptune — eighth planet from the Sun
Pluto (dwarf planet) — farthest from the Sun
FAITHFUL JOURNEYS: SESSION 9:
LEADER RESOURCE 1: PICTURE OF CLYDE TOMBAUGH
Photo copyright 1996, J. Kelly Beatty. Used with permission.
FAITHFUL JOURNEYS: SESSION 9:
LEADER RESOURCE 2: PICTURE OF CLYDE TOMBAUGH 2
This photo appears on the website of the Taipei Astronomical Museum. Permission pending.
FAITHFUL JOURNEYS: SESSION 9:
LEADER RESOURCE 3: WORLDS IN COMPARISON
Used with permission from the Astronomical Society of the Pacific, 390 Ashton Ave., San Francisco, CA 94112. Originally developed by Dennis Schatz (Pacific Science Center) for Family ASTRO. Adapted by Anna Hurst. Copyright 2006, Astronomy from the Ground Up, Astronomical Society of the Pacific.
For use with Activity 5, Worlds in Comparison. Each group will need 3 lbs. of modeling dough; a plastic knife; a bread board or sheet of waxed or parchment paper for cutting modeling dough; Handout 1, Instructions; and Handout 2, Planet Name Worksheet.
Setting Up the Activity
This activity works best if the Handout 2 worksheets with the planet names are placed side-by-side on a table, arranged to match the order from the Sun. In front of these sheets place Handout 1, the modeling dough, and the plastic knife on the breadboard or waxed paper. Be sure there is enough room in front of the table for the group to work together. It is crucial to have the indicated amount of modeling dough for each group. If there is less than 3 lbs., the Pluto piece will be too small to see! We recommend 3 lbs. each and urge you to try the activity for yourself before leading it.
Suggestions for Introducing the Activity
For any of these scale model activities, it is useful to start by exploring the notion of models. Playthings, such as dolls or toy cars, can be a useful reference for talking about scale models.
This activity is designed as a self-guided station activity. Nevertheless, if you choose to do so, it can also be a facilitated activity from the beginning. If you facilitate this activity from the start, begin by asking the participants which planet they think is the largest. Which is the smallest? For whatever planet they say is the largest (it will most likely be Jupiter), ask them: If we could combine all the planets together into a big ball, what fraction of that ball would the largest planet be? Might it be 1/9 or 1/5, for example? End the introduction by telling them they will get a better idea after completing this activity.
Note: If groups will use previously used modeling dough of various colors, reassure participants that mixing colors is fine — after all, many planets are multicolored!
Doing the Activity
Participants start by reading the instructions handout, but they should get into working with the modeling dough as quickly as possible. They should follow the instructions as to how to divide their modeling dough and place the parts in the proper planet boxes. Each time the modeling dough is divided and parts are combined to make a planet, be sure participants roll the combined parts around in their hands until the planet has a ball shape.
Wrap-up
Ask the group what discoveries they made regarding the sizes of the planets. Were there any surprises? Direct the discussion so they realize the smaller planets (except Pluto) are the inner planets, while the larger planets are the outer planets. Note that more than 96% of the combined volume of the planets is in Jupiter and Saturn (approximately 60% in Jupiter and 36% in Saturn). Those giant planets really are giants.
FAITHFUL JOURNEYS: SESSION 9:
LEADER RESOURCE 4: MODELING DOUGH RECIPE
One batch makes enough for two to four children to complete Activity 5, Worlds in Comparison.
Materials
Directions
Mix 3 cups of water, 3 tablespoons of vegetable oil, 3 cups of salt, and 6 cups of flour.
Divide mixed ingredients into two, three, or four equal portions. Give individual children a portion to mix in a few drops of food coloring and knead on a sheet of waxed or parchment paper. To minimize food coloring mess, poke a hole in the dough for the food coloring and cover it with plain dough before kneading in the color. Add flour if the modeling dough is too sticky.
Store the modeling dough at room temperature in sealed bags or containers.
FAITHFUL JOURNEYS: SESSION 9:
LEADER RESOURCE 5: SIGNPOST FOR SESSION 9
Cut out the signpost to attach to the Faithful Journeys Path.
FIND OUT MORE
Clyde Tombaugh
Learn more about his life from a UU World article (at www.uuworld.org/life/articles/1832.shtml), a Wikipedia article (at en.wikipedia.org/wiki/Clyde_Tombaugh), and a website posted in 1997 dedicated to his memory (at www.klx.com/clyde/).
Books about him include Clyde Tombaugh: Discoverer of Planet Pluto, by David H. Levy (Sky Publishing, 2007), and a picture book, Clyde Tombaugh and the Search for Planet X, by Margaret K. Wetterer (Carolrhoda Books, 1996).
Astronomy for Everyone
On the NASA/JPL website, Night Sky Network: Astronomy Outreach and Education (at nightsky.jpl.nasa.gov/download-view.cfm?Doc_ID=342), search for astronomy clubs in your area and find out about presentations and events they may offer. The site provides sky-watching resources and indoor and outdoor activities for children and multiage groups.
The Astronomical Society of the Pacific's Family ASTRO program (at www.astrosociety.org/education/family.html) offers a multitude of activities with supporting resources, as well as online games and research tools.