The Solar System and Beyond

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1 Glencoe Science Chapter Resources The Solar System and Beyond Includes: Reproducible Student Pages ASSESSMENT Chapter Tests Chapter Review HANDS-ON ACTIVITIES Lab Worksheets for each Student Edition Activity Laboratory Activities Foldables Reading and Study Skills activity sheet MEETING INDIVIDUAL NEEDS Directed Reading for Content Mastery Directed Reading for Content Mastery in Spanish Reinforcement Enrichment Note-taking Worksheets TRANSPARENCY ACTIVITIES Section Focus Transparency Activities Teaching Transparency Activity Assessment Transparency Activity Teacher Support and Planning Content Outline for Teaching Spanish Resources Teacher Guide and Answers

2 Glencoe Science Photo Credits Section Focus Transparency 1: Tomasz Tomaszewski/NGS Image Collection; Section Focus Transparency 2: CORBIS; Section Focus Transparency 3: The Stock Market Copyright by The McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the material contained herein on the condition that such material be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with the The Solar System and Beyond program. Any other reproduction, for use or sale, is prohibited without prior written permission of the publisher. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH ISBN Printed in the United States of America

3 Table of Contents To the Teacher iv Reproducible Student Pages Hands-On Activities MiniLAB: Modeling Earth s Seasons MiniLAB: Try at Home Observing Planets MiniLAB: Try at Home Modeling Constellations Lab: Moon Phases Lab: Design Your Own Space Colony Laboratory Activity 1: Solar Rays and Temperature Laboratory Activity 2: Modeling the Orbits of Planets Foldables: Reading and Study Skills Meeting Individual Needs Extension and Intervention Directed Reading for Content Mastery Directed Reading for Content Mastery in Spanish Reinforcement Enrichment Note-taking Worksheet Assessment Chapter Review Chapter Test Transparency Activities Section Focus Transparency Activities Teaching Transparency Activity Assessment Transparency Activity Teacher Support and Planning Content Outline for Teaching T2 Spanish Resources T5 Teacher Guide and Answers T9 Additional Assessment Resources available with Glencoe Science: ExamView Pro Testmaker Assessment Transparencies Performance Assessment in the Science Classroom Standardized Test Practice Booklet MindJogger Videoquizzes Vocabulary PuzzleMaker at msscience.com Interactive Chalkboard The Glencoe Science Web site at: msscience.com An interactive version of this textbook along with assessment resources are available online at: mhln.com iii

4 To the Teacher This chapter-based booklet contains all of the resource materials to help you teach this chapter more effectively. Within you will find: Reproducible pages for Student Assessment Hands-on Activities Meeting Individual Needs (Extension and Intervention) Transparency Activities A teacher support and planning section including Content Outline of the chapter Spanish Resources Answers and teacher notes for the worksheets Hands-On Activities MiniLAB and Lab Worksheets: Each of these worksheets is an expanded version of each lab and MiniLAB found in the Student Edition. The materials lists, procedures, and questions are repeated so that students do not need their texts open during the lab. Write-on rules are included for any questions. Tables/charts/graphs are often included for students to record their observations. Additional lab preparation information is provided in the Teacher Guide and Answers section. Laboratory Activities: These activities do not require elaborate supplies or extensive pre-lab preparations. These student-oriented labs are designed to explore science through a stimulating yet simple and relaxed approach to each topic. Helpful comments, suggestions, and answers to all questions are provided in the Teacher Guide and Answers section. Foldables: At the beginning of each chapter there is a Foldables: Reading & Study Skills activity written by renowned educator, Dinah Zike, that provides students with a tool that they can make themselves to organize some of the information in the chapter. Students may make an organizational study fold, a cause and effect study fold, or a compare and contrast study fold, to name a few. The accompanying Foldables worksheet found in this resource booklet provides an additional resource to help students demonstrate their grasp of the concepts. The worksheet may contain titles, subtitles, text, or graphics students need to complete the study fold. Meeting Individual Needs (Extension and Intervention) Directed Reading for Content Mastery: These worksheets are designed to provide students with learning difficulties with an aid to learning and understanding the vocabulary and major concepts of each chapter. The Content Mastery worksheets contain a variety of formats to engage students as they master the basics of the chapter. Answers are provided in the Teacher Guide and Answers section. iv

5 Directed Reading for Content Mastery (in Spanish): A Spanish version of the Directed Reading for Content Mastery is provided for those Spanish-speaking students who are learning English. Reinforcement: These worksheets provide an additional resource for reviewing the concepts of the chapter. There is one worksheet for each section, or lesson, of the chapter. The Reinforcement worksheets are designed to focus primarily on science content and less on vocabulary, although knowledge of the section vocabulary supports understanding of the content. The worksheets are designed for the full range of students; however, they will be more challenging for your lower-ability students. Answers are provided in the Teacher Guide and Answers section. Enrichment: These worksheets are directed toward above-average students and allow them to explore further the information and concepts introduced in the section. A variety of formats are used for these worksheets: readings to analyze; problems to solve; diagrams to examine and analyze; or a simple activity or lab which students can complete in the classroom or at home. Answers are provided in the Teacher Guide and Answers section. Note-taking Worksheet: The Note-taking Worksheet mirrors the content contained in the teacher version Content Outline for Teaching. They can be used to allow students to take notes during class, as an additional review of the material in the chapter, or as study notes for students who have been absent. Assessment Chapter Review: These worksheets prepare students for the chapter test. The Chapter Review worksheets cover all major vocabulary, concepts, and objectives of the chapter. The first part is a vocabulary review and the second part is a concept review. Answers and objective correlations are provided in the Teacher Guide and Answers section. Chapter Test: The Chapter Test requires students to use process skills and understand content. Although all questions involve memory to some degree, you will find that your students will need to discover relationships among facts and concepts in some questions, and to use higher levels of critical thinking to apply concepts in other questions. Each chapter test normally consists of four parts: Testing Concepts measures recall and recognition of vocabulary and facts in the chapter; Understanding Concepts requires interpreting information and more comprehension than recognition and recall students will interpret basic information and demonstrate their ability to determine relationships among facts, generalizations, definitions, and skills; Applying Concepts calls for the highest level of comprehension and inference; Writing Skills requires students to define or describe concepts in multiple sentence answers. Answers and objective correlations are provided in the Teacher Guide and Answers section. Transparency Activities Section Focus Transparencies: These transparencies are designed to generate interest and focus students attention on the topics presented in the sections and/or to assess prior knowledge. There is a transparency for each section, or lesson, in the Student Edition. The reproducible student masters are located in the Transparency Activities section. The teacher material, located in the Teacher Guide and Answers section, includes Transparency Teaching Tips, a Content Background section, and Answers for each transparency. v

6 Teaching Transparencies: These transparencies relate to major concepts that will benefit from an extra visual learning aid. Most of these transparencies contain diagrams/photos from the Student Edition. There is one Teaching Transparency for each chapter. The Teaching Transparency Activity includes a black-and-white reproducible master of the transparency accompanied by a student worksheet that reviews the concept shown in the transparency. These masters are found in the Transparency Activities section. The teacher material includes Transparency Teaching Tips, a Reteaching Suggestion, Extensions, and Answers to Student Worksheet. This teacher material is located in the Teacher Guide and Answers section. Assessment Transparencies: An Assessment Transparency extends the chapter content and gives students the opportunity to practice interpreting and analyzing data presented in charts, graphs, and tables. Test-taking tips that help prepare students for success on standardized tests and answers to questions on the transparencies are provided in the Teacher Guide and Answers section. Teacher Support and Planning Content Outline for Teaching: These pages provide a synopsis of the chapter by section, including suggested discussion questions. Also included are the terms that fill in the blanks in the students Note-taking Worksheets. Spanish Resources: A Spanish version of the following chapter features are included in this section: objectives, vocabulary words and definitions, a chapter purpose, the chapter Activities, and content overviews for each section of the chapter. vi

7 Reproducible Student Pages Reproducible Student Pages Hands-On Activities MiniLAB: Modeling Earth s Seasons MiniLAB: Try at Home Observing Planets MiniLAB: Try at Home Modeling Constellations Lab: Moon Phases Lab: Design Your Own Space Colony Laboratory Activity 1: Solar Rays and Temperature Laboratory Activity 2: Modeling the Orbits of Planets Foldables: Reading and Study Skills Meeting Individual Needs Extension and Intervention Directed Reading for Content Mastery Directed Reading for Content Mastery in Spanish Reinforcement Enrichment Note-taking Worksheet Assessment Chapter Review Chapter Test Transparency Activities Section Focus Transparency Activities Teaching Transparency Activity Assessment Transparency Activity The Solar System and Beyond 1

8 Hands-On Activities Hands-On Activities 2 The Solar System and Beyond

9 Modeling Earth s Seasons Procedure 1. Place a shaded lamp on a table in your classroom. The lamp represents the Sun. Turn on the lamp, and turn off the overhead lights. 2. Using a globe, model Earth s position during each of the four northern hemisphere seasons. Remember to tilt the globe so that its axis makes an angle of about 23.5 from straight up. Analysis 1. During which season did the light shine most intensely on the northern hemisphere of the globe? Hands-On Activities 2. During which season did it shine least intensely? Observing Planets Procedure 1. Research which planets currently are visible in the night sky. 2. Select a planet to watch for three to four weeks. You might choose Jupiter, Saturn, Mars, or Venus. 3. Observe the planet at the same time each clear night. Note the planet s position compared to background stars. 4. You might want to use a camera to photograph the planet and background stars each night. Analysis 1. Did the planet move against the background stars? If so, did it move from west to east or from east to west? 2. How can you explain the planet s movement? The Solar System and Beyond 3

10 Hands-On Activities Modeling Constellations Procedure 1. Draw a dot pattern of a constellation on a piece of black construction paper. Choose a known constellation or make up your own. 2. With an adult s help, cut off the end of a cardboard cylinder such as an oatmeal box. You now have a cylinder with both ends open. 3. Place the cylinder over the constellation. Trace around the rim. Cut the paper along the traced line. 4. Tape the paper to the end of the cylinder. Using a pencil, carefully poke holes through the dots on the paper. 5. Place a flashlight inside the open end of the cylinder. Darken the room and observe your constellation on the ceiling. Analysis 1. Turn on the overhead light and view your constellation again. Can you still see it? Why or why not? 2. The stars are always in the sky, even during the day. How is the overhead light similar to the Sun? Explain. 4 The Solar System and Beyond

11 Moon Phases Lab Preview Directions: Answer these questions before you begin the Lab. 1. What does the flashlight represent? Hands-On Activities 2. How will you model the phases of the Moon in this lab? The Moon is Earth s nearest neighbor in space. The Sun, which is much farther away, is the source of light that reflects off of the moon. In this lab, you ll observe how the positions of the Sun, the Moon, and Earth cause the different phases of the Moon. Real-World Question How do the positions of the Sun, the Moon, and Earth affect the phases of the Moon? Materials drawing paper (several sheets) softball flashlight Goals Model and observe Moon phases. Record and label phases of the Moon. Infer how the positions of the Sun, the Moon, and Earth affect phases of the Moon. Safety Precautions Procedure 1. Turn on the flashlight and darken other lights in the room. Select a member of your group to hold the flashlight. This person will be the Sun. Select another member of your group to hold up the softball so that the light shines directly on the ball. The softball will be the Moon in your experiment. 2. Everyone else represents Earth and should sit between the Sun and the Moon. 3. Observe how light shines on the Moon. Draw the Moon, being careful to add shading to represent its dark portion. 4. The student who is holding the Moon should begin to walk in a slow circle around the group, stopping at least seven times at different spots. Each time the Moon stops, observe it, draw it on the next page, and shade in its dark portion. The Solar System and Beyond 5

12 (continued) Hands-On Activities Data and Observations Conclude and Apply 1. Compare and contrast your drawings with those of other students. Discuss similarities and differences in the drawings. 2. In your own words, explain how the positions of the Sun, the Moon, and Earth affect the phase of the Moon that is visible from Earth. 3. Compare your drawings with Figure 4 in your textbook. Which phase is the Moon in for each drawing? Label each drawing with the correct moon phase. Communicating Your Data Use your drawings to make a poster explaining phases of the Moon. For more help, refer to the Science Skill Handbook. 6 The Solar System and Beyond

13 Design Your Own Space Colony Lab Preview Directions: Answer these questions before you begin the Lab. 1. What type of data will you put in the second column of your table in the Data and Observations section? Hands-On Activities 2. What must your teacher approve before you can proceed with the Lab? Many fictional movies and books describe astronauts from Earth living in space colonies on other planets. Some of these make-believe societies seem far-fetched. So far, humans haven t built a space colony on another planet. Real-World Question However, if it happens, what would it look like? Form a Hypothesis Research a planet. Review conditions on the surface of the planet. Make a hypothesis about the things that would have to be included in a space colony to allow humans to survive on the planet. Possible Materials drawing paper books about the planets markers Goals Infer what a space colony might look like on another planet. Classify planetary surface conditions. Draw a space colony for a planet. Test Your Hypothesis Make a Plan 1. Select a planet and study the conditions on its surface. 2. Classify the surface conditions in the following ways. a. solid or gas b. hot, cold, or a range of temperatures c. heavy atmosphere, thin atmosphere, or no atmosphere d. bright or dim sunlight e. unique conditions 3. List the things that humans need to survive. For example, humans need air to breathe. Does your planet have air that humans can breathe, or would your space colony have to provide the air? 4. Make a table for the planet showing its surface conditions and the features the space colony would have to have so that humans could survive on the planet. 5. Discuss your decisions as a group to make sure they make sense. Follow Your Plan 1. Make sure your teacher approves your plan before you start. 2. Draw a picture of the space colony. Draw another picture showing the inside of the space colony. Label the parts of the space colony and explain how they aid in the survival of its human inhabitants. The Solar System and Beyond 7

14 (continued) Hands-On Activities Analyze Your Data 1. Compare and contrast your space colony with those of other students who researched the same planet you did. How are they alike? How are they different? 2. Would you change your space colony after seeing other groups drawings? If so, what changes would you make? Explain your reasoning. Conclude and Apply 1. Describe the most interesting thing you learned about the planet you studied. 2. Was your planet a good choice for a space colony? Explain. 3. Would humans want to live on your planet? Why or why not? 4. Could your space colony be built using present technology? Explain. Communicating Your Data Present your drawing and your table to the class. Make a case for why your planet would make a good home for a space colony. For more help, refer to the Science Skill Handbook. 8 The Solar System and Beyond

15 1 Laboratory Activity Solar Rays and Temperature Some parts of Earth are hotter than others. Why? The Sun s rays do not strike all parts of Earth s surface the same way. In this activity, you ll demonstrate how light striking an area at different angles affects the amount of heat the area receives. Strategy You will record and graph the temperatures received by an object from a heat source. You will compare the temperature differences caused by a light striking a round surface at different angles. You will infer how the angle of sunlight striking Earth is related to temperature zones on Earth. Materials tape Celsius non-mercury thermometer with flat metal or plastic back round ball (basketball) W lamp with a parabolic or cone-shaped reflector and clamp books metric ruler Procedure 1. Tape a thermometer to a ball so that the bulb of the thermometer is at the middle of the ball (the widest part). 2. Clamp the lamp onto a chair or other support so that it shines across the table. WARNING: The lamp reflector will get hot. 3. Prop the ball between books so that the bulb of the thermometer is directly across from the light, 15 to 20 cm away. See Figure Turn on the lamp. Record the temperature every minute for 10 min in Table 1 on the next page. WARNING: Be careful not to touch the lamp or reflector. It will get very hot. 5. Next, change the position of the thermometer and repeat steps 1 through 4. Do this twice. First tape the thermometer to the ball with the bulb placed about halfway between the middle and top of the ball. The second time tape the thermometer to the ball with the bulb placed near the top of the ball. Figure 1 Thermometer position 3 Thermometer position 1 Thermometer position 2 Hands-On Activities The Solar System and Beyond 9

16 Laboratory Activity 1 (continued) Hands-On Activities Data and Observations Table 1 Position of thermometer bulb Middle of ball Temperature Reading ( C) 1 st * 2 nd 3 rd 4 th 5 th 6 th 7 th 8 th 9 th 10 th Halfway between the middle and top Near the top of the ball * minute Questions and Conclusions 1. Plot a line graph of the temperature data for each position of the thermometer. Plot all three lines on the same graph using a different color for each position. Figure Temperature C Time (min) 10 The Solar System and Beyond

17 Laboratory Activity 1 (continued) 2. Which thermometer position had the greatest temperature increase? Describe the amount of light at this position. Look at a globe. Which part of Earth s surface corresponds to this position on the ball? Hands-On Activities 3. Which thermometer position had the least temperature increase? Describe the amount of light at this position. Look at a globe. Which part of Earth s surface corresponds to this position on the ball? 4. How do the results of this lab help explain why Earth has different temperature zones? Strategy Check Can you record and graph the temperatures received by an object from a heat source? Can you compare the temperature differences caused by a light striking a round surface directly or at different angles? Can you infer how the angle of sunlight striking Earth is related to temperature zones? The Solar System and Beyond 11

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19 2 Modeling the Orbits of Planets The solar system is made up of the nine planets and other objects, like asteroids, which orbit the Sun. Do the nine planets take the same amount of time to complete their orbits? Do this activity to find out. Strategy You will model the solar system using students to represent planets. You will model the orbits of planets. You will plot the positions of planets on a chart. You will predict future locations of planets. Materials a large, clear area (40 m square) a piece of string 25 m long (the string should be marked at each meter) masking tape Procedure 1. Working as a group, use the string and masking tape to mark out a circle 1 m across in an open area. Think of this circle as a bull s-eye. As Figure 1 shows, you ll mark out eight circles around this center circle. Make these other circles 3 m, 5 m, 7 m, 10 m, 12 m, 14 m, 16 m, and 18 m across. 2. Label each circle with the name of a planet. The innermost circle is Mercury, followed by Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, and Pluto. The circles represent the orbits of the planets. Figure 1 Laboratory Activity 3. Have one student stand in the middle of the innermost circle, holding the string. Have another student, holding the other end of the string, stand just beyond the outermost circle. Stretch the string tight and mark a straight line from the center of the innermost circle to beyond the outermost circle. This line is your reference line. It will help you to plot the planets orbits. Hands-On Activities The Solar System and Beyond 13

20 Laboratory Activity 2 (continued) Hands-On Activities 4. Choose nine students in your group to represent the solar system s nine planets. Have them stand on the circle that represents their planet s orbit. They should stand at the place where the reference line crosses their planet s orbit. 5. When your teacher gives the signal, the planets should begin their orbits, moving in a clockwise direction at approximately Data and Observations Figure 2 the same rate of speed. When Earth completes one orbit, all the planets should stop and stand in place. 6. Plot the location of the planets on the chart labeled Year 1 of Figure 2 in the Data and Observations section. 7. Repeat steps 5 and 6 three times. Use three different charts in Figure 2. Label the charts Year 2, Year 3, and Year 4. Year 1 reference line Year reference line Year reference line Year reference line 14 The Solar System and Beyond

21 Laboratory Activity 2 (continued) Questions and Conclusions 1. The orbital period of a planet is the time it takes to complete one orbit. Which planet has the shortest orbital period? 2. Which planet has the longest orbital period? Hands-On Activities 3. In the time it took for the student representing Mars to orbit once, how many times did the student representing Earth orbit? 4. Imagine that you are about to launch a space probe to Jupiter and the planets are lined up as they were in the beginning of this activity. It will take five years for your probe to reach Jupiter. On Figure 3, mark the location of Jupiter in five years. Draw a line representing the path of your space probe. Figure 3 Year reference line The Solar System and Beyond 15

22 Laboratory Activity 2 (continued) Hands-On Activities In this activity, the planets orbited at the same speed. In reality, planets orbit at different speeds. Also, the distances between the planets in the model did not accurately represent the true distances between the planets in the solar system. Table 1 shows the planets actual orbital speeds and the distances between planets. Use the table to answer the questions that follow it. Table 1 Planet Mercury Orbital Period 88 days Orbital speed (km/s) 47.9 Distance from sun (millions of km) 58 Venus 225 days Earth 1 year Mars 1.88 years Jupiter years Saturn 29.4 years 9.6 1,426 Uranus 84 years 6.8 2,871 Neptune 165 years 5.4 4,497 Pluto 249 years 4.7 5, To model the true orbiting speed of the planets, Jupiter would have to orbit almost 12 times slower than Earth. How much slower than Earth would Saturn have to orbit? 6. Which planets would have to orbit faster than Earth? Strategy Check Can you model the solar system? Can you model the orbits of planets? Can you plot the positions of the planets on a chart? Can you predict future locations of planets? 16 The Solar System and Beyond

23 The Solar System and Beyond Directions: Use this page to label your Foldable at the beginning of the chapter. Sun Mercury Venus Earth Mars Hands-On Activities Jupiter Saturn Uranus Neptune Pluto Solar System a yellow, medium-sized star at the center of our solar system an inner planet, it is closest to the Sun an inner planet, it rotates once every 24 h, and revolves around the Sun once every 365 days an inner planet, its surface is covered by thick clouds an inner planet, its surface looks red an outer planet, its atmosphere is made up of hydrogen, helium, and methane an outer planet, it has an axis that is tilted almost even with the plane of its orbit an outer planet, it has several wide rings made up of ice and rock and at least 31 moons an outer planet, it is farthest from the Sun and the smallest planet an outer planet, it is the largest planet, has the Great Red Spot and 61 moons this was formed by dust and gas The Solar System and Beyond 17

24 Meeting Individual Needs Meeting Individual Needs 18 The Solar System and Beyond

25 Directed Reading for Content Mastery Overview The Solar System and Beyond Directions: Complete the concept map using the terms in the list below. 225 million years Earth 27.3 days Moon Sun 365 days Milky Way galaxy The 1. takes about 2. to revolve around 3. which takes about 4. Meeting Individual Needs to revolve around the 5. which takes about 6. to revolve around the center of the 7. The Solar System and Beyond 19

26 Directed Reading for Content Mastery Section 1 Earth s Place in Space Directions: Use the illustration below to identify the phases of the Moon as new, waxing, full, or waning. Write the correct phase on the lines provided Meeting Individual Needs Directions: Answer the following questions on the lines provided. 9. How long does it take the Moon to revolve around Earth? 10. What is the spinning of Earth on its axis called? 11. What season is it when your part of Earth is tilted away from the Sun? 12. Place the Moon and Earth in the spaces below as they would line up during a solar and a lunar eclipse. a. Solar eclipse SUN b. Lunar eclipse SUN 20 The Solar System and Beyond

27 Directed Reading for Content Mastery Directions: Identify and describe each type of galaxy below. Section 2 The Solar System Section 3 Stars and Galaxies Type: Description: 2. Type: Description: Meeting Individual Needs 3. Type: Description: Directions: Complete the following sentences using the correct terms. 4. Our is made up of the nine planets and other objects that orbit the Sun. 5. The is at the center of our solar system. 6. A(n) is a group of stars, gas, and dust held together by gravity. 7. Our solar system is in the galaxy. 8. The Milky Way is a galaxy. 9. The distances between the planets are measured in. The Solar System and Beyond 21

28 Directed Reading for Content Mastery Key Terms The Solar System and Beyond Directions: Complete the following sentences using the terms listed below. astronomical unit comet light-year constellations meteorites revolution supernova eclipse rotation solar system orbit Meeting Individual Needs 1. The spinning of Earth on its axis is called. 2. It takes a year for Earth to make one around the Sun. 3. When the moon blocks all or part of the Sun, it is called a solar. 4. A(n) is equal to 150 million km and is used to measure long distances. 5. Our is made up of nine planets and numerous other objects that orbit the Sun. 6. Groups of stars that form patterns in our sky are. 7. A(n) is the distance light travels in a year about 9.5 trillion km. 8. Earth moves around the Sun in a regular, curved path called a(n). 9. After a(n) occurs, for a few days it might shine more brightly than a whole galaxy. 10. A large body of frozen ice and rock that travels toward the center of the solar system is a(n). 11. Chunks of rock and metal from space that fall to Earth are known as. 22 The Solar System and Beyond

29 Nombre Fecha Clase Lectura dirigida para Dominio del contenidio Sinopsis El sistema solar y más allá Instrucciones: Completa el mapa de conceptos usando los siguientes términos. 225 millones de años Tierra 27.3 días Luna Sol 365 días galaxia Vía Láctea El(La) 1. tarda cerca de 2. en girar alrededor de 3. lo cual demora unos 4. Satisface las necesidades individuales en girar alrededor de el(la) 5. que tarda cerca de 6. en girar alrededor del centro de 7. El sistema solar y más allá 23

30 Nombre Fecha Clase Lectura dirigida para Dominio del contenidio Sección 1 El lugar de la Tierra en el espacio Instrucciones: Usa la ilustración para identificar las fases de la Luna como nueva, creciente, llena, o menguante. Escribe la frase correcta en la líneas dadas. Satisface las necesidades individuales Instrucciones: Contesta las siguientes preguntas. 9. Cuánto demora la Luna en girar alrededor de la Tierra? 10. Cómo se llama el movimiento de la Tierra sobre su propio eje? 11. En cuál estación la parte de la Tierra donde vives se encuentra alejada del Sol? 12. Pon la Luna y la Tierra en los siguientes espacios según la manera en que se alinearían durante un eclipse solar y un eclipse lunar. a. Eclipse solar SOL b. Eclipse lunar SOL 24 El sistema solar y más allá

31 Nombre Fecha Clase Lectura dirigida para Dominio del contenidio Sección 2 El sistema solar Sección 3 Estrellas y galaxias Instrucciones: Identifica y describe cada uno de los tipos de galaxias Tipo: Descripción: 2. Tipo: Descripción: 3. Tipo: Descripción: Instrucciones: Completa correctamente las siguientes oraciones. 4. Nuestro consta de nueve planetas y otros astros que giran en órbitas alrededor del Sol. 5. El está en el centro de nuestro sistema solar. 6. Un(a) es un grupo de estrellas, gas y polvo que se mantiene unido gracias a la gravedad. 7. Nuestro sistema solar está ubicado en la galaxia. 8. La Vía láctea es una galaxia Las distancias entre los planetas se miden en. 3. Satisface las necesidades individuales El sistema solar y más allá 25

32 Nombre Fecha Clase Lectura dirigida para Dominio del contenidio Términos claves El sistema solar y más allá Satisface las necesidades individuales Instrucciones: Completa las oraciones usando los siguientes términos. unidad astronómica cometa año luz constelaciones meteoritos revolución supernova eclipse rotación sistema solar órbita 1. La rotación de la Tierra sobre su eje se llama. 2. La Tierra demora un año en dar una alrededor del Sol. 3. Cuando la Luna oculta todo o parte del Sol, ocurre un(a) solar. 4. Un(a) equivale a 150 millones de Km y se usa para medir distancias largas. 5. Nuestro consta de nueve planetas y otros astros que giran en órbitas alrededor del Sol. 6. Los grupos de estrellas que forman patrones en nuestro firmamento son. 7. Un(a) es la distancia que la luz viaja en un año: cerca de 9.5 trillones de Km. 8. La Tierra se mueve alrededor del Sol en un curso regular con forma curva, llamado un(a). 9. Después de que ocurre este fenómeno, un(a) podría brillar, durante unos cuantos días, más intensamente que una galaxia entera. 10. Un cuerpo grande de hielo y rocas que viaja hacia el centro del sistema solar es un(a). 11. Los trozos de roca y metal provenientes del espacio que caen a la Tierra se conocen como. 26 El sistema solar y más allá

33 1 Reinforcement Earth s Place in Space Directions: Match the cause in Column I with its effect in Column II by writing the correct letter in the space provided. Column I Column II 1. revolution of Earth around the Sun 2. rotation of Earth 3. tilt of Earth s axis 4. position of Earth, the Sun, and the Moon 5. new moon and half moon a. night and day b. eclipses c. Moon phases d. seasons e. years Directions: For each cause-and-effect pair that you matched above, write one or two complete sentences explaining the relationship. The first one is done for you. 6. It takes one year for Earth to revolve all the way around the Sun. 7. Meeting Individual Needs The Solar System and Beyond 27

34 2 Reinforcement The Solar System Directions: Use the clues below to complete the crossword puzzle Meeting Individual Needs Across 3. These pieces of rock form a belt that separates the inner planets from the outer planets. 4. Pluto is the planet in size. 6. Saturn is known for its dazzling. 8. Jupiter, Saturn, Uranus, Neptune, and Pluto make up the planets. 9. This force holds the objects in the solar system in place. 10. This is the number of planets that are in our solar system. 11. Earth is the planet from the Sun. 13. A piece of rock or metal that plunges through the atmosphere and falls to Earth is called a(n). Down 1. This is made up of the nine planets and numerous other objects that orbit the Sun. 2. This large body of frozen ice and rock sometimes forms what appears to be a bright, glowing tail when it gets near the Sun. 5. Jupiter is the planet in size. 7. This is what we call the star in the center of our solar system. 12. Mars looks because the rocks on its surface contain iron oxide. 28 The Solar System and Beyond

35 3 Reinforcement Stars and Galaxies Directions: Explain the relationship among the following groups of words. Use complete sentences. 1. star s color, temperature, cool, medium, hot 2. supergiant, supernova, neutron star, black hole 3. giant, white dwarf, black dwarf Meeting Individual Needs 4. elliptical, spiral, irregular, Milky Way 5. astronomical units, light-years 6. huge clouds of gas and dust, gravity, fusion 7. Milky Way, galaxies, universe The Solar System and Beyond 29

36 1 Enrichment A Day on Earth Meeting Individual Needs When you think of a day on Earth, you probably think of 24 hours. However, if you had lived millions of years ago, a day on Earth would have been much shorter. For example, 900 million years ago, the length of Earth s day was about 18 hours. Earth s Slowing Rotation You already know that Earth rotates about its axis. But Earth hasn t always rotated at the same speed. It used to rotate much faster. Scientists know that since about 1600, Earth has rotated about s slower every 100 years. Scientist don t have accurate data about Earth s rotation before 1600, but they assume that Earth s rotation has been slowing from its original speed. The length of a day is the time it takes Earth to rotate once, so as Earth rotates more slowly, days last longer. Earth and Its Moon As the Moon orbits Earth, its gravity pulls ocean water back and forth, causing tides. The water flowing across the ocean floor produces enough friction to slow Earth s rotation. Meanwhile, Earth s oceans, as they go through the tides, have enough mass to form their own gravitational pull on the Moon. Some energy is transferred from Earth s tides to the Moon. As a result, the Moon speeds up in its orbit about Earth, causing it to move a little farther away. The distance from the Moon to Earth increases by about 3 or 4 cm every year. 1. Scientists have calculated that the Moon s revolution around Earth is increasing by about s per century. At this rate, how long would it take the length of a month to increase by one full day? 2. Do you think Earth s slowing rotation affects the length of a year? Why or why not? 3. How is the Moon s orbit around Earth changing? 30 The Solar System and Beyond

37 2 Enrichment Life in Other Worlds? For centuries, people have wondered if we were alone in the universe. Many people once thought there might be life on Mars. We know now that at best, bacteria may have lived there once. But another place offers more hope than Mars does. Conditions for Life People used to think that life required two things: water and sunlight. In 1977, though, a discovery on Earth changed everything. Life was found on the bottom of the ocean, far from any sunlight. All along the seafloor, volcanoes and vents send heat and certain chemicals into the water. Microbes, fish, and even giant clams thrive there. If life can exist without sunlight on Earth, it might exist somewhere else, too. Are there any places in the solar system that might have a heated ocean? By Jupiter! The best bet seems to be Europa. Europa is the fourth largest of Jupiter s 61 moons. 1. Scientists used to think two conditions were necessary for life as we know it. What were they? 2. What changed their minds? It is about the size of Earth s Moon, and it is covered with ice. Scientists used to think it was made of solid ice, but they have learned it is not. Cracks in the Ice The spacecraft Galileo has sent back information about Jupiter. When Galileo passed Europa, it took pictures of the moon. Those pictures show a crust of cracked ice. The patterns of cracks look as though ice is floating on liquid water. The surface temperature of Europa is 145 C. If there is water below the surface, it might have been melted by volcanic heat. Io, the moon nearest Europa, has many volcanoes. Europa may also. It is still too early to say anything for sure. Europa may have an ocean beneath its ice. In that ocean, conditions may be right for life to exist. Some scientists think that brownish areas around some of Europa s cracks may be made of carbon-bearing molecules. On Earth, life is based on such molecules. 3. Europa is far from the Sun, and its surface is very cold. How could there be liquid water there? Meeting Individual Needs The Solar System and Beyond 31

38 3 Enrichment Constellation History Meeting Individual Needs In 1922, astronomy s governing body, the International Astronomical Union, adopted and recognized 88 constellations in the northern and southern hemispheres. If you were to count the number of objects in the sky, however, you would find more than 88. That s because some constellations include more than one object or creature. For example, the star pattern you re most likely to recognize is the Big Dipper. But the Big Dipper is not, by itself, a constellation. It s part of Ursa major, a constellation named by the Greeks meaning the great bear. Early Star Gazers Although the Greeks are credited with inventing our modern-day constellation system, astronomers have traced their origin back to the Babylonians and Sumerians. And almost half of the 88 constellations weren t even added by European astronomers until the 17th and 18th centuries. Guided by the Stars Regardless of when and how they were named, constellations have been used for centuries by people needing help in finding their way through oceans and across deserts. They ve also been used to help people decide when the time was right for planting and harvesting of crops. Further, people also used constellations, such as the Summer Triangle, to mark the passing of the seasons. That s because the stars of the Summer Triangle are only seen in the nighttime skies of summer. Although the constellations no longer serve as a celestial calendar, one thing has stayed the same. Constellations continue to be a source of wonder, enjoyment, and imagination. Directions: Use resources from the library to help you answer the following questions. 1. How many constellations represent men and/or women? How many represent birds? How many represent dragons? 2. Throughout the centuries, many other cultures have seen the star pattern we know as the Big Dipper. List four other names or descriptions for the Big Dipper along with their cultural origin. 3. Ancient Arabs said that summer came on the wings of birds. Explain how the Arab saying is related to the Summer Triangle. 32 The Solar System and Beyond

39 Note-taking Worksheet The Solar System and Beyond Section 1 Earth s Place in Space A. Earth, even though it appears that the Sun does. 1. Rotation spinning of Earth on its, which occurs once every 24 hours 2. Earth moves around the Sun in a regular, curved called an orbit. 3. It takes one year for Earth s around the Sun. 4. occur due to Earth s tilted axis and its revolution around the Sun. B. The Moon around Earth every 27.3 days. 1. The Moon s changing shapes are known as of the Moon. 2. The Moon s phases are caused by the of Earth, the Moon, and the. a. When the Moon changes from new to full, it is called. b. When the Moon changes from full to new, it is called. 3. A solar occurs when the Moon is between the Sun and Earth and Meeting Individual Needs the Moon s shadow falls on Earth 4. A eclipse occurs when Earth is between the Moon and the Sun and Earth s shadow falls on the Moon. Section 2 The Solar System A. the Sun, its nine planets, and other objects that orbit the Sun 1. in space are so vast they require different units of measurement than are used to measure things on Earth. 2. An is about 150 million km, the mean distance from Earth to the Sun. The Solar System and Beyond 33

40 Note-taking Worksheet (continued) B. Inner planets are, with minerals similar to those on Earth. 1. second-smallest planet and closest to the Sun a. Little atmosphere, resulting in extremes of temperature b. Heavily cratered surface 2. second-closest to the Sun a. Heavy cloud layer b. Clouds trap solar energy, making the planet extremely hot about 470 Celsius. Meeting Individual Needs 3. third planet from the Sun a. Atmosphere allows life to flourish b. Water exists as a solid, liquid, and gas. 4. fourth planet from the Sun a. Has seasons and polar ice caps b. May have water shaping its surface 5. The separates the inner and outer planets. C. Outer planets most are huge balls of 1. fifth planet from the Sun and largest a. Has 61 moons b. Great Red Spot is a giant storm on the planet s surface. 2. sixth planet from the Sun a. Has at least 31 moons b. Several broad rings of ice and dust 3. seventh planet from the Sun a. Axis makes the planet spin nearly sideways b. Has rings and at least 21 moons 4. eighth planet from the Sun a. A gas planet with rings and at least 11 moons b. Methanes in its atmosphere gives planet a blue color. 34 The Solar System and Beyond

41 Note-taking Worksheet (continued) 5. smallest planet and farthest from the Sun a. Rocky and frozen crust b. One moon 6. large body of frozen ice and rock that travels toward the center of the solar system 7. fragments of space material that land on Earth s surface a. Pieces may be iron, rock, or both b. Age (4.5 billion years) provides a clue to the Solar System s age Section 3 Stars and Galaxies A. groups of stars that form a pattern in the sky B. A star has a that depends on its size. 1. Stars begin as huge clouds of dust and gas that contract and heat up to the point of. 2. Small stars shine than larger stars. 3. A medium-sized star ends up as a black dwarf, while a larger star explodes as a that could eventually become a black hole. C. group of stars, gas, and dust held together by gravity 1. -shaped galaxies are most common. 2. galaxies look something like a pinwheel. 3. galaxies are smaller and less common than other galaxies. 4. Earth is located in the Galaxy. 5. A is the distance light travels in a year, approximately 9.5 trillion km. 6. The, containing billions of galaxies, seems to be expanding. Meeting Individual Needs The Solar System and Beyond 35

42 Assessment Assessment 36 The Solar System and Beyond

43 Chapter Review Part A. Vocabulary Review Directions: Use the words in the list to fill in the blanks below. The Solar System and Beyond constellation rotation solar system galaxy eclipse revolution 1. When the Moon s shadow travels across part of Earth, a(n) has occurred. 2. The term for the nine planets and other objects that orbit the Sun is. 3 The spinning of Earth on its axis is called Earth s. 4. The movement of Earth around the Sun is known as Earth s. 5. A group of stars that forms a pattern in the sky is called a(n). 6. A(n) is a group of stars, gas, and dust held together by gravity. Part B. Concept Review Directions: Answer the following questions using complete sentences. 1. What causes day and night on Earth? 2. What causes seasons? 3. Describe the movement of the Moon in relation to Earth. 4. In which galaxy is Earth located? How many galaxies might there be? Assessment The Solar System and Beyond 37

44 Chapter Review (continued) 5. In the space below, draw a model of the solar system. Indicate and label all of the following. comets the outer planets Pluto Neptune Uranus Jupiter the smallest planet in the solar system the largest planet in the solar system the asteroid belt the inner planets Mars Earth Venus Mercury the Sun an astronomical unit Assessment 38 The Solar System and Beyond

45 Chapter Test The Solar System and Beyond I. Testing Concepts Directions: Match the description in Column I with the item in Column II by writing the correct letter in the space provided. Column I Column I 1. a group of stars, gas, and dust held together by gravity a. galaxy 2. all galaxies and all their stars 3. the spinning of Earth on its axis 4. a group of stars that forms a pattern in the sky 5. the movement of Earth around the Sun 6. the imaginary line around which Earth rotates 7. a huge star that begins to use the gases in its core 8. the nine planets and other objects that orbit the Sun 9. when the Moon s shadow travels across part of Earth 10. the most common form of galaxy b. elliptical c. revolution d. axis e. rotation f. solar system g. universe h. solar eclipse i. constellation j. supergiant Directions: For each of the following, write the letter of the term or phrase that best completes the sentence or answers the question. 11. Which statement is true? a. Earth spins on its axis. b. The Moon revolves around Earth. c. Both Earth and the Moon revolve around the Sun. d. all of the above 12. Which takes the least amount of time? a. Earth rotates once. b. Earth revolves once. c. The Moon revolves once. d. All take the same amount of time. 13. Seasons are a result of. a. Earth s rotation c. the Moon s rotation b. Earth s tilted axis d. the Moon s revolution 14. What is an astronomical unit? a. average distance from Earth to the Sun b. amount of time it takes Earth to orbit the Sun c. average distance from Earth to the Moon d. amount of time it takes light to travel from the Sun to Earth Assessment The Solar System and Beyond 39

46 Chapter Test (continued) II. 15. What is the Sun? a. star b. galaxy c. planet d. solar system 16. Which is the largest? a. supergiant c. solar system b. constellation d. galaxy 17. Earth is the planet from the Sun. a. first b. second c. third d. fourth 18. What is the best estimate of the number of galaxies in the universe? a. one b. thousands c. millions d. billions 19. When the Moon is waxing, it appears to be getting. a. closer b. farther away c. larger d. smaller 20. What is the largest planet in the solar system? a. Earth b. Mercury c. Jupiter d. Pluto Understanding Concepts Skill: Making Diagrams Directions: Read and complete the following sets of directions. 1. Make a diagram of a solar eclipse. Label Earth, the Moon, the Sun, and the Moon s shadow. Assessment 2. Make a diagram of a lunar eclipse. Label Earth, the Moon, the Sun, and Earth s shadow. 40 The Solar System and Beyond

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