A. Overall Lesson Objective

B. Learning Competencies

C. Lesson

The Solar System primarily consists of the sun, planets, comets, asteroids, and planetoids. Several of the planets, some of the moons, our moon, and the sun (with the correct protective equipment) are readily observable by the eyes or small optical instruments. What has changed in the last few decades is the amount of data available from satellites and manned space flight missions. The body of data is so voluminous that much of it is the subject of ongoing analysis and publicly available. The standout features are these: each planet is unique, their characteristics do not make logical sense with respect to a singular development process (a subset of the Big Bang theory), and only one body (Earth) is entirely different, being habitable (Isaiah 45:18) with no sensible random process to be that way today from a naturalistic view. Hence, observations of our solar system are valuable as they point to the Creator’s hand.

While theories from the naturalistic view about the solar system abound, the numbers of exceptions to the theories also abound. Planetary differences are too numerous and extreme for straightforward theory. On the other hand, the ‘local neighborhood’ in a biblical view shows the Creator’s creative hand.

Satellites are periodically designed and sent to study the sun. As the closest star, it is relatively small compared to most stars. However, its characteristics are also unique in terms of size, intensity, and placement to do exactly what the Lord intended for earth—provide light, heat, and a time clock. When coupled with our precision orbit, tilt relative to the solar-earth plane, and atmospheric characteristics, it is perfect by providing a key part of earth’s habitability. Key verses: Psalm 19:4-6, Job 38:12-14.

With the context of visual observation by the average person throughout history, the planets are wandering stars. With a periodicity geared to their placement and motion relative to the sun, they are unique ‘stars’ in appearance because they do not fit the periodic changes of objects in the rest of the celestial sphere. This was known by the first observers, who gave them the term, ‘wandering stars.’ Because of either their size or their orbital pattern, four of the planets can easily be seen by the eyes or small instruments (Venus, Mars, Jupiter, and Saturn). Others can be seen with modest instruments. Just from limited observations, many basic features are identifiable. Example verses are those that relate to stars, and here are a couple: Proverbs 3:19 and Psalm 8:3.

Several significant recent findings related to the geologic, atmospheric, and electro-magnetic characteristics of planets strongly suggest and fit a young solar system, which is consistent with Genesis and Exodus 20:11. Coupled with the extraordinary characteristics of earth’s atmosphere and water characteristics, the evidence solidly fits a young creation compared to the billions of years suggested for a randomly developed universe.

🦕 CT? Take a broad look at the unique characteristics of the planets of the solar system from the assignment and the conclusions that were drawn from the same assignment. Discuss the likelihood of this degree of differences among the planets if they were the result of some sort of common process. How does this compare to the likelihood of a Creator with variability among planets dependent on His ability to create unique things?

This lesson does not concern the detail of the earth but its placement in the solar system. When God changed the light source on Day 4 to the sun and created the moon, the trio’s characteristics were like a song with perfect harmony. The macro-characteristics of each are not just right; they are perfect. Whether one examines the tilt of the earth, the size/placement of the moon near the earth, the distance of earth to the sun, or the orbital pattern and speed of rotation of earth around the sun, these critical attributes are perfect, permitting a sustainable, habitable planet for thousands of years. The characteristics, compared to other planets or those planets now being detected around other stars, are unique. They declare part of the reason why God’s attention in Genesis and the reference to a habitable earth in Isaiah 45:18 are key verses. And, of course, God made His statements well before any of these attributes had been studied in detail with modern information. Other references include: Psalm 33:8-9, Jeremiah 33:2, and Acts 17:24-25.

🦕 CT? With these scriptures in view, what do you believe is God’s view of the earth and its inhabitants? Is there any hint at experimentation by the Creator to arrive at its and our characteristics?

The moon’s purpose and placement provide a perfect timepiece (Genesis 1:14-16) and a force that affects earth in unique ways. It also is a display of the closest solar system body that is available for observation. Unlike the rest of the celestial sphere, the sun and moon together are called out as unique from the perspective of our earth, and cause daily, monthly, and annual effects that we often take for granted. Concepts of the moon’s origin in the naturalistic view are numerous and so are the exceptions to these, just as is the case for the naturalistic hypothesis for the origin of the rest of the solar system. Rather, its placement by design and foreknowledge of the Creator is deliberate and has attributes still being examined. Its rough features suggest violence. While creation scientists are not sure what was the source of the violence that caused the cratering, most believe it is related to the time of the Genesis Flood or (less likely) the Fall of Man. Regardless, its appearance is striking and it is an easy object to observe, providing an excellent way to begin beyond-earth observation skills.

🦕 CT? The cratering of the moon is extensive. The dark side is more heavily cratered than the side we see. What biblical events may have been the source of such violence or change? Support your answer.

With very little help from other references or online resources, students can and are encouraged to study parts of the solar system. ‘Eyes alone’ are the first and most important ‘instrument’ for observation, although small binoculars or a telescope help to reveal more detail. People seldom observe the solar system, but its periodicity, the play of light on planetary objects (the moon, for instance, or the phased appearance of Venus), their general features (brightness, bands on Jupiter, color, position of Galilean moons around Jupiter, Saturn’s rings, and surface details of the moon) are readily available for observation and recording with a small telescope. ‘Eyes alone’ are the best instrument for rises and sets of the moon or Venus, meteors (often called shooting stars), and constellations. The discipline of observing is much enhanced by periodic observations from which rates of change in the sky can be appreciated—even measured and described. In the end, even a partial body of knowledge from rudimentary observations can help illustrate the Creator’s handiwork in our local ‘neighborhood’ and far exceeds the value of plain book knowledge. Observe!!

D. Assignment

Examine available references for objects in the celestial sphere that are outside the limits of the solar system. List the types of objects in some general categories and describe those categories. Have them ready to discuss and compare during the next class.

E. Learning Activity

🦕 CT? Working in teams, use a chart of distances from the sun and the diameters of two planets (Earth and Saturn) compared to the sun. Set up a reduced solar system model if the sun was a 1-centimeter ball. Represent the results in proper scale and the distances to the sun in scale terms. Discuss the findings with respect to the two planets. The objective is to gain a scaled perspective of the sizes of these objects, and, therefore, a better understanding of our local solar system neighborhood. Teams: comment on the results, including space, which is the designed holder of the solar system.

F. Concluding Assessment