The Solar System and Beyond

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

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 43240-4027 ISBN 0-07-867196-5 Printed in the United States of America. 1 2 3 4 5 6 7 8 9 10 071 09 08 07 06 05 04

Table of Contents To the Teacher iv Reproducible Student Pages Hands-On Activities MiniLAB: Modeling Earth s Seasons................................................... 3 MiniLAB: Try at Home Observing Planets.............................................. 3 MiniLAB: Try at Home Modeling Constellations......................................... 4 Lab: Moon Phases................................................................. 5 Lab: Design Your Own Space Colony.................................................. 7 Laboratory Activity 1: Solar Rays and Temperature....................................... 9 Laboratory Activity 2: Modeling the Orbits of Planets.................................... 13 Foldables: Reading and Study Skills................................................. 17 Meeting Individual Needs Extension and Intervention Directed Reading for Content Mastery............................................... 19 Directed Reading for Content Mastery in Spanish...................................... 23 Reinforcement.................................................................. 27 Enrichment.................................................................... 30 Note-taking Worksheet........................................................... 33 Assessment Chapter Review................................................................. 37 Chapter Test.................................................................... 39 Transparency Activities Section Focus Transparency Activities................................................ 44 Teaching Transparency Activity..................................................... 47 Assessment Transparency Activity................................................... 49 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

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

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

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

Reproducible Student Pages Reproducible Student Pages Hands-On Activities MiniLAB: Modeling Earth s Seasons........................... 3 MiniLAB: Try at Home Observing Planets...................... 3 MiniLAB: Try at Home Modeling Constellations................. 4 Lab: Moon Phases......................................... 5 Lab: Design Your Own Space Colony.......................... 7 Laboratory Activity 1: Solar Rays and Temperature............... 9 Laboratory Activity 2: Modeling the Orbits of Planets............ 13 Foldables: Reading and Study Skills.......................... 17 Meeting Individual Needs Extension and Intervention Directed Reading for Content Mastery....................... 19 Directed Reading for Content Mastery in Spanish.............. 23 Reinforcement.......................................... 27 Enrichment............................................. 30 Note-taking Worksheet................................... 33 Assessment Chapter Review......................................... 37 Chapter Test............................................ 39 Transparency Activities Section Focus Transparency Activities........................ 44 Teaching Transparency Activity............................. 47 Assessment Transparency Activity........................... 49 The Solar System and Beyond 1

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

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

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

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

(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

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

(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

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) 75 100 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 1. 4. 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

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 2 38 36 Temperature C 34 32 30 28 26 0 1 2 3 4 5 6 7 8 9 10 Time (min) 10 The Solar System and Beyond

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

THIS IS A BLANK PAGE

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

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

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

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 35.0 108 Earth 1 year 29.8 150 Mars 1.88 years 24.1 228 Jupiter 11.86 years 13.1 778 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 5,914 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

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

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

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

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. 1 2 3 4 5 6 7 8 Meeting Individual Needs 1. 2. 3. 4. 5. 6. 7. 8. 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

Directed Reading for Content Mastery Directions: Identify and describe each type of galaxy below. Section 2 The Solar System Section 3 Stars and Galaxies 1. 1. Type: Description: 2. Type: Description: 2. 3. 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

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

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

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 1. 2. 3. 4. 5. 6. 7. 8. 1 2 3 4 5 6 7 8 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

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. 1. 1. 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. 2. 9. Las distancias entre los planetas se miden en. 3. Satisface las necesidades individuales El sistema solar y más allá 25

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

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 8. 9. 10. The Solar System and Beyond 27

2 Reinforcement The Solar System Directions: Use the clues below to complete the crossword puzzle. 1 2 3 4 5 Meeting Individual Needs 8 10 13 9 6 11 12 7 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

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

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 0.002 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 0.015 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

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

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

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

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

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

Assessment Assessment 36 The Solar System and Beyond

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

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

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

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

Chapter Test (continued) Skill: Sequencing 3. Number the following planets and the asteroid belt to show their location in the solar system. Number the object closest to the Sun 1, the second closest object 2, and so on. a. Pluto b. Jupiter c. Earth d. Saturn e. Neptune f. Venus g. Uranus h. Mars i. the asteroid belt j. Mercury III. Applying Concepts Directions: Match the planets on the right with their descriptions on the left. 1. has an atmosphere of thick clouds that trap solar energy and can get as hot as 470 C 2. has a very thin atmosphere and can get very hot during the day and very cold at night 3. looks blue and has a moon that shoots gaseous nitrogen into space 4. has a surface temperature that allows water to exist as a solid, a liquid, and a gas 5. is a small, rocky planet with a frozen crust 6. looks red because rocks on its surface get rusty 7. is known for its dazzling rings and a moon whose atmosphere seems to be much like that of Earth long ago 8. is the largest planet and has a giant storm called the Great Red Spot 9. looks blue-green and has an axis that is tilted almost even with the planet s plane of orbit a. Jupiter b. Earth c. Neptune d. Saturn e. Mars f. Pluto g. Uranus h. Venus i. Mercury Assessment The Solar System and Beyond 41

Chapter Test (continued) IV. Writing Skills Directions: Answer the following questions using complete sentences. 1. Which other planet in the solar system seems most like Earth? Explain the reason for your choice. 2. Compare and contrast the outer planets of the solar system with the inner planets. 3. What causes the phases of the Moon? Assessment 4. How is a star formed? 5. List what makes up a galaxy and describe the three major shapes of galaxies. 42 The Solar System and Beyond

Transparency Activities Transparency Activities The Solar System and Beyond 43

1 Section Focus Transparency Activity On the Move Sometimes animals migrate in response to seasonal changes. Snow geese, like those shown below, migrate from Greenland and the Canadian Arctic to New Jersey and the Carolinas. Transparency Activities 1. What time of year do you think this picture was taken? What seasonal changes occur at this time? 2. What is summer like in your area? What is winter like? 3. How does the light reaching Earth change between sunrise and sunset? 44 The Solar System and Beyond

2 Section Focus Transparency Activity A Really Big Belt Planets aren t the only things in our solar system; asteroids also orbit the Sun. Most of these asteroids are in an area between Mars and Jupiter called the asteroid belt. This photo shows an asteroid named Gaspra (Asteroid 951). The image was made by the Galileo space probe. 1. Describe Gaspra s shape. 2. Judging from the picture, what do you think asteroids are made of? 3. Name some objects that orbit the Sun. Name some objects that orbit Earth. Transparency Activities The Solar System and Beyond 45

3 Section Focus Transparency Activity Fiery Sun The star nearest Earth is our very own Sun. Scientists think the Sun is about 4.6 billion years old and that it will continue to shine for another five billion years or so. As far as stars go, the Sun is mediumsized. Transparency Activities 1. What would our Sun look like from a distant galaxy? 2. How do people group stars in the night sky? 3. Why do some stars appear brighter than others? 46 The Solar System and Beyond

1 Teaching Transparency Activity Earth s Revolution September 23.5 December March Transparency Activities June The Solar System and Beyond 47

Teaching Transparency Activity (continued) 1. What are the two movements of Earth in space? 2. What causes night and day? 3. Which movement do the green arrows on the transparency indicate? 4. How is Earth s tilt related to the seasons? 5. What month does the north pole receive the most light? What month does the south pole receive the most light? 6. Describe the position of the Moon during a lunar eclipse. Transparency Activities 48 The Solar System and Beyond

Assessment Transparency Activity The Solar System and Beyond Directions: Carefully review the table and answer the following questions. Inner Planets Planet Diameter (km) Distance from Sun (AU) Temperature ( C) Mercury 4,875 0.39 170 to 450 Venus 12,104 0.72 470 Earth 12,756 1.00 50 to 55 Mars 6,794 1.52 170 to 27 1. According to the table, the inner planet with the largest diameter is. A Mercury B Venus C Earth D Mars 2. According to this information, which planet is closest to the Sun? F Mercury G Venus H Earth J Mars 3. According to the table, a space probe sitting on an inner planet with a temperature of 470 C is probably on. A Mercury B Venus C Earth D Mars Transparency Activities The Solar System and Beyond 49

THIS IS A BLANK PAGE

Teacher Support and Planning Teacher Support and Planning Content Outline for Teaching.............................. T2 Spanish Resources....................................... T5 Teacher Guide and Answers................................ T9 The Solar System and Beyond T1

Teacher Support & Planning Section 1 Content Outline for Teaching Earth s Place in Space A. Earth moves, even though it appears that the Sun does. The Solar System and Beyond 1. Rotation spinning of Earth on its axis, which occurs once every 24 hours 2. Earth moves around the Sun in a regular, curved path called an orbit. 3. It takes one year for Earth s revolution around the Sun. 4. Seasons occur due to Earth s tilted axis and its revolution around the Sun. Underlined words and phrases are to be filled in by students on the Note-taking Worksheet. B. The Moon revolves around Earth every 27.3 days. 1. The Moon s changing shapes are known as phases of the Moon. 2. The Moon s phases are caused by the position of Earth, the Moon, and the Sun. a. When the Moon changes from new to full, it is called waxing. b. When the Moon changes from full to new, it is called waning. 3. A solar eclipse occurs when the Moon is between the Sun and Earth and the Moon s shadow falls on Earth 4. A lunar eclipse occurs when Earth is between the Moon and the Sun and Earth s shadow falls on the Moon. DISCUSSION QUESTION: How do lunar and solar eclipses differ? In a lunar eclipse Earth s shadow falls on the Moon; in a solar eclipse the Moon s shadow falls on Earth. Section 2 The Solar System A. Solar system the Sun, its nine planets, and other objects that orbit the Sun 1. Distances in space are so vast they require different units of measurement than are used to measure things on Earth. 2. An astronomical unit is about 150 million km, the mean distance from Earth to the Sun. B. Inner planets are solid, with minerals similar to those on Earth. 1. Mercury second-smallest planet and closest to the Sun a. Little atmosphere, resulting in extremes of temperature b. Heavily cratered surface T2 The Solar System and Beyond

Content Outline for Teaching (continued) 2. Venus second-closest to the Sun a. Heavy cloud layer b. Clouds trap solar energy, making the planet extremely hot about 470 Celsius. 3. Earth third planet from the Sun a. Atmosphere allows life to flourish b. Water exists as a solid, liquid, and gas. 4. Mars fourth planet from the Sun a. Has seasons and polar ice caps b. May have water shaping its surface 5. The asteroid belt separates the inner and outer planets. Teacher Support & Planning C. Outer planets most are huge balls of gas 1. Jupiter 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. Saturn sixth planet from the Sun a. Has at least 31 moons b. Has several broad rings of ice and dust 3. Uranus seventh planet from the Sun a. Axis makes the planet spin nearly sideways b. Has rings and at least 21 moons 4. Neptune eighth planet from the Sun a. A gas planet with rings and at least 11 moons b. Methane in its atmosphere gives planet a blue color. 5. Pluto smallest planet and farthest from the Sun a. Rocky and frozen crust b. One moon 6. Comet large body of ice and rock that travels toward the center of the solar system The Solar System and Beyond T3

Teacher Support & Planning Content Outline for Teaching (continued) 7. Meteorites fragments of space material that land on Earth s surface a. Pieces may be iron, rocky or both b. Age (4.5 billion years) provides a clue to the Solar System s age DISCUSSION QUESTION: What makes Uranus axis unusual? It is nearly sideways, while most planets axes are only slightly tilted. Section 3 Stars and Galaxies A. Constellations groups of stars that form a pattern in the sky B. A star has a life cycle that depends on its size. 1. Stars begin as huge clouds of dust and gas that contract and heat up to the point of fusion. 2. Small stars shine longer than larger stars. 3. A medium-sized star ends up as a black dwarf, while a larger star explodes as a supernova that could eventually become a black hole. C. Galaxy group of stars, gas, and dust held together by gravity 1. Elliptical-shaped galaxies are most common. 2. Spiral galaxies look something like a pinwheel. 3. Irregular galaxies are smaller and less common than other galaxies. 4. Earth is located in the Milky Way Galaxy. 5. A light-year is the distance light travels in a year, approximately 9.5 trillion km. 6. The universe, containing billions of galaxies, seems to be expanding. DISCUSSION QUESTION: What does a star s life cycle depend on? its size T4 The Solar System and Beyond

Spanish Resources El lugar de la Tierra en el espacio Lo que aprenderás A explicar las rotaciones y revoluciones de la Tierra. A explicar por qué la Tierra tiene estaciones. A modelar las posiciones de la Tierra, la Luna y el Sol durante las diferentes fases lunares. Vocabulario rotation / rotación: movimiento giratorio de la Tierra alrededor de su eje, el cual ocurre una vez cada 24 horas, produciendo el día y la noche y hace aparecer los planetas y estrellas como si saliesen y se pusiesen. orbit / órbita: trayectoria curva que sigue un satélite a medida que gira alrededor de un cuerpo. revolution / revolución: movimiento de la Tierra alrededor del Sol, el cual se demora un año en completarse. lunar highlands / regiones montañosas claras: regiones montañosas de la Luna de 4.5 mil millones de años con cráteres que se formaron cuando meteoritos se estrellaron contra ella. maria / marea: regiones oscuras y llanas de la Luna eclipse / eclipse: fenómeno que ocurre cuando la Luna se mueve entre el Sol y la Tierra (eclipse solar) o cuando la Tierra se mueve entre el Sol y la Luna (eclipse lunar) y el astro proyecta una sombra. tides / mareas: la gravedad de la Luna afecta la Tierra y un de sus de sus efectos son las mareas oceánicas. Por qué es importante Cuando entiendas los movimientos de la Tierra, entenderás la noche y el día así como las estaciones. Fases lunares La Luna es el vecino más cercano de la Tierra en el espacio. El Sol, que está mucho más lejos, es la fuente de luz que se refleja en la Luna. En El sistema solar y más allá este laboratorio, observarás cómo las posiciones del Sol, la Luna y la Tierra generan las diferentes fases lunares. Preguntas del mundo real Cómo afectan las posiciones del Sol, la Luna y la Tierra a las fases lunares? Materiales papel de dibujo (varias hojas) pelota de sóftbol linterna Metas Hacer un modelo y observar las fases lunares y obsérvalas. Anotar y rotular las fases lunares. Inferir cómo las posiciones del Sol, la Luna y la Tierra afectan las fases lunares. Medidas de seguridad Procedimiento 1. Prende la linterna y apaga otras luces en la habitación. Selecciona una persona en tu grupo para que sostenga la linterna. Esta persona será el Sol. Selecciona otra persona en tu grupo para que sostenga la pelota de sóftbol de forma que la luz brille directamente sobre la pelota. La pelota será la Luna en tu experimento. 2. Todos los demás representan la Tierra y deberán sentarse entre el Sol y la Luna. 3. Observa cómo la luz brilla en la Luna. Dibuja la Luna, teniendo cuidado de poner sombra para que represente su parte oscura. 4. El alumno que sostiene la Luna debe empezar a caminar en un círculo cerrado alrededor del grupo, deteniéndose al menos siete veces en diferentes puntos. Cada vez que la Luna se detiene, obsérvala, dibújala y sombrea su parte oscura. Concluye y aplica 1. Compara y contrasta tus dibujos con los de otros alumnos. Comenta similitudes y diferencias en los dibujos. Teacher Support & Planning El sistema solar y más allá T5

Teacher Support & Planning Spanish Resources (continued) 2. Con tus propias palabras, explica cómo las posiciones del Sol, la Luna y la Tierra afectan la fase de la Luna que es visible desde la Tierra. 3. Compara tus dibujos con la Figura 4. En cuál fase está la Luna en cada dibujo? Rotula cada dibujo con la fase lunar correcta. Comunica tus datos Usa tus dibujos para hacer un póster que explique las fases de la Luna. Para más ayuda, consulta el Science Skill Handbook. El sistema solar Lo que aprenderás A comparar y contrastar los planetas y las lunas en el sistema solar. A explicar que la Tierra es el uñico planeta que sabe puede sostener vida. Vocabulario solar system / sistema solar: sistema compuesto por nueve planetas y numerosos otros cuerpos celestes que giran alrededor de nuestro Sol y que se mantienen unidos gracias a la gravedad solar. astronomical unit / unidad astronómica: unidad de medida equivalente a 150 millones de kilómetros, lo cual es la distancia promedio de la Tierra al Sol. comet / cometa: astro extenso formado por hielo congelado y roca que viaja hacia el centro del sistema solar, es posible que provenga de la nube de Oort; desarrolla una cola brillante e incandescente a medida que se acerca al Sol. meteorite / meteorito: cualquier fragmento espacial que sobrevive su caída a través de la atmósfera y que llega a la superficie terrestre. Por qué es importante Se puede aprender mucho acerca de la Tierra por medio del estudio de otros planetas. Estrellas y galaxias Lo que aprenderás A explicar por qué pareciera que las estrellas se mueven en el cielo. A describir algunas constelaciones. A explicar el ciclo de vida de las estrellas. Vocabulario constellation / constelación: grupo de estrellas que forma un patrón en el firmamento y puede recibir su nombre de un animal, una persona o un objeto real o imaginario. supernova / supernova: explosión brillante de la parte externa de una supergigante que se lleva a cabo después del colapso de su núcleo. galaxy / galaxia: grupo de estrellas, gases y polvo que se mantienen unidos gracias a la gravedad. light-year / año luz: equivale a aproximadamente 9.5 millones de km, o sea, la distancia que la luz viaja en un año. El año luz se utiliza para medir grandes distancias entre estrellas o galaxias. Por qué es importante Entender la inmensidad del universo te ayudará a apreciar el lugar que ocupa la Tierra en el espacio. Diseña tu propio Una colonia en el espacio Muchas películas y libros de ficción describen a los astronautas de la Tierra viviendo en colonias espaciales en otros planetas. Algunas de estas sociedades imaginarias parecen inverosímiles. Hasta ahora, los seres humanos no han construido una colonia espacial en otro planeta. Preguntas del mundo real No obstante, si esto sucede, cómo se vería? Formula una hipótesis Investiga un planeta. Revisa las condiciones en la superficie del planeta. Formula una hipótesis acerca de las cosas que tendrían que ser T6 El sistema solar y más allá

Spanish Resources (continued) incluidas en una colonia espacial para permitir que los seres humanos puedan sobrevivir. Posibles materiales papel de dibujo marcadores libros acerca de los planetas Metas Inferir cómo se vería una colonia espacial en otro planeta. Clasificar las condiciones de la superficie planetaria. Dibujar una colonia espacial en un planeta. Prueba tu hipótesis Diseña un plan 1. Selecciona un planeta y estudia las condiciones en su superficie. 2. Clasifica las condiciones de la superficie en las siguientes formas: a. sólido o gas b. caliente, frío, o un ámbito de temperaturas c. atmósfera pesada, atmósfera delgada, o sin atmósfera d. luz brillante u opaca e. condiciones únicas 3. Enumera lo que los seres humanos necesitan para sobrevivir. Por ejemplo, los humanos necesitan aire para respirar. Tiene tu planeta aire que los seres humanos pueden respirar o tendría la colonia espacial que proveer el aire? 4. Haz una tabla para el planeta que muestre sus condiciones de superficie y las características que la colonia espacial tendría que tener para que los seres humanos puedan sobrevivir en el planeta? 5. Comenta tus decisiones como grupo para estar seguro de que tienen sentido. Sigue tu plan 1. Asegúrate de que tu maestro(a) apruebe tu plan antes de que empieces. 2. Dibuja un esquema de la colonia espacial. Dibuja otro esquema que muestre el interior de la colonia espacial. Rotula las partes de la colonia espacial y explica cómo ayudan a la sobrevivencia de sus habitantes humanos. Analiza tus datos 1. Compara y contrasta tu colonia espacial con la de otros estudiantes que investigaron el mismo planeta. En qué se parecen? En qué se diferencian? 2. Cambiarías tu colonia espacial después de ver los dibujos de otros grupos? Si es así, qué cambios harías? Explica tu razonamiento. Concluye y aplica 1. Describe lo más interesante que aprendiste acerca del planeta que estudiaste. 2. Fue tu planeta una buena opción para una colonia espacial? Explica. 3. Querrían los seres humanos vivir en tu planeta? Explica. 4. Podría tu colonia espacial ser construida con la tecnología actual? Explica. Comunica tus datos Presenta tu dibujo y tu tabla a la clase. Argumenta por qué tu planeta sería un buen hogar para una colonia en el espacio. Para más ayuda, consulta el Science Skill Handbook. Guía de estudio Repasa las ideas principales Refiérete a las figuras de tu libro de texto. Sección 1 El lugar de la Tierra en el espacio 1. El giro de la Tierra sobre su eje se llama rotación. Este movimiento causa la noche y el día. 2. El eje de la Tierra está inclinado 23.5. 3. La Tierra tiene órbita alrededor del Sol en una ruta regular y curva. Este movimiento se llama revolución de la Tierra. Ésta y la inclinación de su eje son responsables de las estaciones. Teacher Support & Planning El sistema solar y más allá T7

Teacher Support & Planning Spanish Resources (continued) Sección 2 El sistema solar 1. Los planetas interiores son Mercurio, Venus, la Tierra y Marte. 2. Los planetas exteriores son Júpiter, Saturno, Urano, Neptuno y Plutón. 3. Los meteoritos son pedazos de roca que caen en la Tierra desde el espacio. Sección 3 Estrellas y galaxias 1. La magnitud aparente es una forma de describir cuán brillantes paracen las estrellas desde la Tierra. Es diferente del brillo real de la estrella o de su magnitud absoluta. 2. Las estrellas cambian a lo largo de toda su vida. Cómo cambian, depende de su masa. 3. Los tres principales grupos de galaxias son elípticas, espirales e irregulares. T8 El sistema solar y más allá

Teacher Guide & Answers Hands-On Activities MiniLAB (page 3) Analysis Light shines most intensely on the northern hemisphere in the summer; it shines least intensely in the winter. MiniLAB: Try at Home (page 3) 1. The planet will move against the background of stars. However, planets sometimes can appear to stop for a short time. Normal motion of the planets is west to east against the stars. Retrograde motion, east to west, can sometimes occur. 2. Many students will correctly suggest that the planet s revolution around the Sun is responsible for the motion. The reason that planets can sometimes move in retrograde motion is that each planet orbits the Sun at different rates. Sometimes Earth can pass a planet farther away from the Sun, and a planet closer to the Sun can sometimes pass Earth. MiniLAB: Try at Home (page 4) 1. No, the diffused overhead light on the ceiling is brighter than the flashlight forming the stars. 2. In the same way that the diffused overhead light is brighter than the stars formed by the flashlight, our Sun s light diffused by Earth s atmosphere is brighter than starlight. Lab (page 5) Lab Preview 1. the Sun 2. with the softball Conclude and Apply 1. Students should compare and contrast the location of the terminator and correct shape of the shaded portion of the Moon at each phase. 2. As the Moon moves more nearly opposite the Sun, more of its lighted side is visible from Earth. 3. Student drawings should correspond to Figure 4 in the textbook. Lab: Design Your Own (page 7) Lab Preview 1. features the colony would need for humans to live there 2. the plan for testing the hypothesis Analyze Your Data 1. Comparisons will depend on the planets chosen for the space colonies. All space colonies should be alike in that they provide for the basic needs for human survival. They will probably differ in how those needs are met. 2. Students may decide to make changes after seeing a better way to provide for a particular need of space colonists. Conclude and Apply 1. Answers will depend on the planet chosen. If Mars was chosen, students might mention the possibility that water exists on the planet. 2. Some planets are better choices than others those with solid surfaces and less extreme conditions are better. 3. Accept any answers that students can reasonably justify. 4. Probably not, since more detailed information would be needed and most planets present extremely hostile environments for humans. Laboratory Activity 1 (page 10) Data and Observations Table 1 Results will vary depending on room temperature, wattage of the lightbulb, and the distance of the ball from the light. Questions and Conclusions 1. Graph results will vary. 2. The middle of the ball had the greatest temperature increase. The light was brightest there (the rays were the most direct). The equatorial region of Earth corresponds to the position on the ball. 3. The top of the ball had the least temperature increase. The light was dimmest there (the rays were the least direct). The polar regions of Earth correspond to the position on the ball. 4. Higher latitudes receive fewer direct rays of sunlight and are generally colder. Regions near the equator receive the most direct rays of sunlight and are generally hotter. Laboratory Activity 2 (page 13) Data and Observations Locations will vary depending on student speed and size of circles. Questions and Conclusions 1. Mercury has the shortest orbital period. 2. Pluto has the longest orbital period. 3. Answers will vary depending on how fast the students representing Earth and Mars walked. However, the Earth student should have completed more than one orbit. 4. Locations will vary. 5. Saturn would have to orbit 29 times slower than Earth. 6. Mercury and Venus would have to orbit faster than Earth. Teacher Support & Planning The Solar System and Beyond T9

Teacher Support & Planning Teacher Guide & Answers (continued) Meeting Individual Needs Directed Reading for Content Mastery (page 19) Overview (page 19) 1. Moon 2. 27.3 days 3. Earth 4. 365 days 5. Sun 6. 225 million years 7. Milky Way galaxy Section 1 (page 20) 1. new 2. waxing 3. waxing 4. waxing 5. full 6. waning 7. waning 8. waning 9. 27.3 days 10. rotation 11. winter 12. a. Moon, Earth b. Earth, Moon Sections 2 and 3 (page 21) 1. elliptical; shaped like huge footballs or spheres; the most common type 2. spiral; have arms radiating out from their center; kind of like a pinwheel 3. irregular; come in different shapes; usually smaller; common 4. solar system 5. Sun 6. constellation 7. Milky Way 8. spiral 9. astronomical units Key Terms (page 22) 1. rotation 2. revolution 3. eclipse 4. astronomical unit 5. solar system 6. constellations 7. light-year 8. orbit 9. supernova 10. comet 11. meteorites Lectura dirigida para Dominio del contenido (pág. 23) Sinopsis (pág. 23) 1. Luna 2. 27.3 días 3. la Tierra 4. 365 días 5. Sol 6. 225 millones de años 7. galaxia Vía Láctea Sección 1 (pág. 24) 1. nueva 2. creciente 3. creciente 4. creciente 5. llena 6. menguante 7. menguante 8. menguante 9. 27.3 días 10. rotación 11. invierno 12. a. Luna, Tierra b. Tierra, Luna Secciones 2 y 3 (pág. 25) 1. elíptica; con forma de pelotas de fútbol o esferas enormes: los tipos más comunes 2. en espiral; tienen brazos que salen desde el centro; como si fueran un molinete 3. irregular; vienen en distintas formas; no son comunes 4. sistema solar 5. Sol 6. constelación 7. Vía Láctea 8. en espiral 9. unidades astronómicas Términos claves (pág. 26) 1. rotación 2. revolución 3. eclipse 4. unidad astronómica 5. sistema solar 6. constelaciones 7. año luz 8. órbita 9. supernova 10. cometa 11. meteoritos Reinforcement (page 27) Section 1 (page 27) 1. e 2. a 3. d 4. b 5. c 6. It takes one year for Earth to revolve all the way around the Sun. 7. The rotation of Earth on its axis causes night and day. 8. We have seasons because Earth s axis is tilted. 9. An eclipse happens when Earth, the Sun, and the Moon are lined up in a certain way. 10. The new moon and half moon are two of the Moon phases. T10 The Solar System and Beyond

Teacher Guide & Answers (continued) Section 2 (page 28) 2 3 C A O 4 5 S M A L L E A 8 O U T E R 9 G 10 N I N E S 13 M E T S E 1 S T E R O I D S L S T A 6 7 R I N G S S U Y N S 11 12 T H I R D E R A V I T E O R I T E D M Section 3 (page 29) 1. A star s color indicates its temperature. A red star is cool, a yellow star is medium in temperature, and a blue-white star is hot. 2. A large star that begins to use up the fuel in its core expands to become a supergiant. In time, its core collapses, and the star explodes, becoming a supernova. The star s core, if it s not too large, becomes a neutron star. If the core is massive enough, it could collapse and become a black hole. 3. A medium-sized star that begins to use up the gases in its core gets bigger and becomes a giant. In time, it will shrink to a hot white dwarf and then cool and become a black dwarf. 4. Some galaxies are elliptical in shape, like a football. Others are spiral in shape, something like a pinwheel. Irregular galaxies come in all different kinds of shapes and are usually smaller than the other galaxies. The Milky Way, the galaxy we live in, is a spiral galaxy. 5. The distances between galaxies are too large to measure in astronomical units so they are measured in light-years. A light-year is the distance light travels in one year, 9.5 trillion km. 6. Scientists think that stars begin as huge clouds of gas and dust. Gravity causes the dust and gases to move closer together. As they do, the temperatures in the cloud begin to rise, and the heat becomes great enough to cause the atoms in the cloud to join together. This joining of atoms is called fusion, and it changes matter to the energy that powers the star. 7. We live in the Milky Way, one of the billions of galaxies that make up the universe. Enrichment (page 30) Section 1 (page 30) 1. (24 h)(60 min/h)(60 s/min) (0.015 s/100 yr) = 576,000,000 years 2. Earth s slowing rotation does not affect the absolute length of a year. As the days get longer, there are fewer days in a year. But a year will last the same amount of time whether there are more or fewer days in it. For the length of a year to change, the time it takes Earth to revolve around the Sun would have to change. 3. The distance between Earth and Moon is increasing by about 3 4 cm every year. Section 2 (page 31) 1. water and sunlight 2. Life that did not rely on sunlight was found in the oceans of Earth. 3. Volcanoes below the surface might have melted the ice and warmed the water. Section 3 (page 32) 1. men and women, 14; birds, 9; dragon, 1 2. Students should select four of the following: plough British; saucepan southern France; stretcher with a sick man Skidi Pawnee Native American tribe; mythological parrot named Seven Macaw Maya; Seven Rishis or Wise Men hindu; thigh and leg of a bull early Egyptians; special chariot for the Emperor of Heaven ancient Chinese; hunters tracking a bear Micmac and other Native American tribes; drinking gourd 19th century American slaves escaping to the northern states for freedom. 3. The Summer Triangle is made up of Lyra, Aquila, and Cygnus. All three constellations were pictured as birds: a swan, a vulture, and an eagle. The Arab saying and the Summer Triangle are related because the Summer Triangle, which marked the beginning of the summer season, represented birds. Note-taking Worksheet (page 33) Refer to teacher outline. Student answers are underlined. Assessment Chapter Review (page 37) Part A. Vocabulary Review (page 37) 1. eclipse (3/1) 2. solar system (4/2) 3. rotation (1/1) 4. revolution (1/1) 5. constellation (7/3) 6. galaxy (8/3) Part B. Concept Review (page 37) 1. Answers will vary, but should mention Earth s rotation and that the Sun s light falls on only half of Earth at one time. (2/1) Teacher Support & Planning The Solar System and Beyond T11

2. Answers will vary, but should mention Earth s annual revolution around the Sun, that Earth is tilted at an angle on its axis in relation to the Sun, and that summer occurs on the part of Earth that is tilted toward the Sun while winter occurs on the part of Earth tilted away from the Sun. (1/1) 3. Answers will vary, but should indicate that the Moon orbits Earth, or revolves around it. (2/1) 4. Earth is in the Milky Way galaxy. There might be 100 billion galaxies. (7/3) 5. Diagrams will vary. Check students diagrams for correct labeling. (3 5/2) Chapter Test (page 39) I. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. II. 1. Testing Concepts (page 39) a (6/3) g (6/3) e (1/1) i (3/2) c (1/1) d (1/1) j (6/3) f (4/2) h (2/1) b (6/3) d (2/1) a (3/1) b (1/1) a (3/2) a (6/3) d (6/3) c (3/2) d (6/3) c (2/1) c (4/2) Understanding Concepts (page 40) Moon s shadow Moon Sun Earth 2. Area of total solar eclipse Area of partial solar eclipse Earth's shadow 3. a. 10 (4/2) b. 6 (4/2) c. 3 (4/2) d. 7 (4/2) e. 9 (4/2) f. 2 (4/2) g. 8 (4/2) h. 4 (4/2) i. 5 (4/2) j. 1 (4/2) III. Applying Concepts (page 41) 1. h (4/2) 2. i (4/2) 3. c (4/2) 4. b (4/2) 5. f (4/2) 6. e (4/2) 7. d (4/2) 8. a (4/2) 9. g (4/2) IV. Writing Skills (page 42) 1. Answers should be supported with references to such things as size, makeup, and surface conditions. Mars and Saturn s moon, Titan are likely choices. (4/2) 2. Except for Pluto, the outer planets are generally large balls of gas, with many moons and rings, while the inner planets are generally small, solid, and rocky. (4/2) 3. Moon phases are caused by the positions of the Sun, the Moon, and Earth in space. As the Moon revolves around Earth, we see different parts of the side of the Moon that is facing the Sun. (3/1) 4. Stars begin as huge clouds of gas and dust. The force of gravity causes the dust and gases to move closer together. When this happens, temperatures within the cloud begin to rise. When the cloud gets so dense and hot that it starts producing energy, a star is formed. (8/3) 5. A galaxy is a group of stars, gas, and dust held together by gravity. The three major types of galaxies are elliptical, spiral, and irregular. An elliptical galaxy is shaped like a football or sphere. Spiral galaxies have arms radiating out from their center. Irregular galaxies come in all sorts of different shapes. (6/1) Transparency Activities Sun Section Focus Transparency 1 (page 44) On the Move Transparency Teaching Tips The concept introduced here is seasons. Ask the students to explain why we have seasons. (Earth is tilted on its axis, and light from the Sun strikes Earth at different angles as Earth revolves about the Sun.) Moon Earth T12 The Solar System and Beyond Teacher Support & Planning Teacher Guide & Answers (continued)

Teacher Guide & Answers (continued) If possible, use a globe to point out that Earth s axis of inclination, or tilt, is 23.5. Have a student pose as the Sun and walk the globe around him/her. Stop walking at winter (when the northern hemisphere is tilted away from the Sun) and again at summer (when the northern hemisphere is tilted toward the Sun). Explain that this tilt causes seasonal changes. The snow geese shown on the transparency migrate from their summer breeding grounds in Greenland and the Canadian arctic to their winter homes in New Jersey and the Carolinas. Two of the triggering mechanisms for bird migration are changes in day length and intensity of sunlight, both related to seasonal change. Content Background Because Earth travels around the Sun in an elliptical orbit, its distance from the Sun varies. For the northern hemisphere, Earth is actually closer to the Sun during winter. The tilt of Earth, however, is away from the Sun, which affects how the Sun s rays strike Earth. During the summer, Earth s tilt allows the rays to strike it at an angle closer to 90. Such an angle allows for greater heating and more daylight hours. In birds such as snow geese, changes in daylight and temperature cause the pituitary gland to secrete hormones. The hormones affect various metabolic processes that cause the birds to begin their migratory flights. Although not fully understood, the method by which birds navigate great distances relates to their innate ability to use the stars, the Sun, and even Earth s magnetic field as directional aids. Answers to Student Worksheet 1. It must have been taken in the fall or spring. Changes include day length, sunlight intensity, and temperature. 2. Answers will vary according to where you live. Encourage discussions including temperature, precipitation, and length of day. 3. Answers will vary. Students might talk about how the amount of light increases and decreases, the length of shadows, etc. Section Focus Transparency 2 (page 45) A Really Big Belt Transparency Teaching Tips This transparency introduces the asteroid belt as part of the solar system. Point out that asteroids revolve around the Sun, just like the planets. The planets between the belt and the Sun are called the inner planets and consist of Mercury, Venus, Earth, and Mars. The planets on the outside of the asteroid belt are Jupiter, Saturn, Uranus, Neptune, and Pluto. These are the outer planets. All asteroids are composed of rock and various metallic elements. It has been hypothesized that asteroids are left over material from the formation of the solar system. The pieces were prevented from forming into a planet due to Jupiter s enormous gravitational pull. It has also been suggested that asteroids are the remains of a planet destroyed in a collision. Gaspra has been singled out for attention due to its proximity to the trajectory of the spacecraft Galileo. In 1991, Galileo came within 1,600 kilometers (995 miles) of the Gaspra asteroid, sending back some intriguing photographs of the potato-shaped asteroid. The images appear to indicate that Gaspra is of fairly recent origin (300 to 500 million years ago) and is probably composed of silicates and chunks of pure metal. Note also the evidence of impact (the craters) in the image. Ask students what they think this might suggest about the size and composition of Gaspra. Content Background The smallest asteroids are no bigger than stones you could pick up with your bare hand, and the biggest one, named Ceres, is 933 km (578 miles) in diameter. It has been estimated that the total mass of all the asteroids would be less than half that of the Moon. Gaspra was discovered in 1917 by Grigoriy Neujmin who named it after a Black Sea resort. The asteroid is 17 km (11 m) long. Most meteoroids are asteroid fragments. Some meteoroids are of cometary origin. Comets differ from asteroids in chemical composition and orbital characteristics (comets have irregular orbits). A meteoroid that enters Earth s atmosphere is called a meteor. If it hits the ground, it is classified as a meteorite. Answers to Student Worksheet 1. Answers will vary. Students might say it looks like a potato. 2. Asteroids appear to be made of rock similar to the rock of moons and the inner planets. 3. Answer will again vary. Planets, asteroids, and comets orbit the Sun, while the Moon, satellites, and space junk orbit Earth. Section Focus Transparency 3 (page 46) Fiery Sun Transparency Teaching Tips The concept introduced here is stars. Point out each star in the universe, all ten billion trillion of them, consists mainly of hydrogen and helium gas. Each star undergoes continuous nuclear fusion, during which hydrogen nuclei are changed into helium nuclei and energy is released. Stars can radiate energy for billions of years. Teacher Support & Planning The Solar System and Beyond T13

Teacher Support & Planning Teacher Guide & Answers (continued) Our Sun, shown on the transparency, is approximately 1,392,000 kilometers (865,000 miles) in diameter, or about 109 times bigger than the diameter of Earth. Its volume is 1.3 million times larger than Earth s. The Sun s core temperature is 15 million degrees Celsius (27,000,000 F), while its surface temperature is 5,500 C (10,000 F). The stars visible in the night sky are enormous distances from Earth. The Sun, at 150 million kilometers (93 million miles) is the closest star. The next nearest star, Proxima Centauri, is 25 trillion kilometers away. Light from this star takes over four years to reach Earth. There are stars in our own galaxy, the Milky Way, whose light takes 80,000 years to reach Earth. Content Background A star s brightness is contingent upon how much light energy it emits (which is related to temperature) and its distance from Earth. There are over 100 billion stars in the Milky Way galaxy. The galaxy is about 100,000 light-years across and 300 light years thick. For thousands of years, people have grouped stars into constellations. Using the stars to create connect-the-dot patterns, people have seen animals, objects, and even people in the night sky. The solar flare pictured on the transparency is almost 591,000 kilometers (367,000 miles) across. Flares are caused by a jumbling of the Sun s magnetic fields. This jumbling of magnetic forces results in an energy release of heat, light, electrons, and helium nuclei. The picture was taken by Skylab 4 using an ultraviolet spectroheliograph. Answers to Student Worksheet 1. It would simply look like one of the stars you can see in the night sky. 2. They group them in constellations. 3. A star s perceived brightness depends on how much light it emits and its distance from Earth. Teaching Transparency (Page 47) Earth s Revolution Section 1 Transparency Teaching Tips Use the transparency to discuss the seasons and the reason for their occurrence. Use a globe and a light source to demonstrate Earth s revolution around the Sun as you teach the transparency. Reteaching Suggestion Put the section vocabulary (rotation, revolution, orbit, and eclipse) on the board and have the students relate their significance to the transparency. Extensions Research: Have students research the solstices and equinoxes, focusing on their relationship to Earth s tilt and movements. Form small groups to present findings to the class. Activity: In groups of three, have students model the movements of Earth and the Moon. Assign one student to be the Sun, one Earth, and one the Moon. Answers to Student Worksheet 1. rotation and revolution 2. rotation of the Earth on its axis 3. revolution 4. Earth s tilt affects the way light from the Sun strikes Earth. Summer comes to a region on Earth when the light is most direct; winter occurs when the light is least direct. 5. June; December 6. During a lunar eclipse, Earth moves between the Sun and Moon. This means Earth s shadow is cast over the Moon, causing a lunar eclipse. Assessment Transparency (page 49) The Solar System and Beyond Section 3 Answers 1. C. For this question, students must read through the table to identify which planet has the largest diameter. Choice C, Earth, has the largest diameter of the planets in the table, at 12,756 km. 2. F. Students must use the column headed Distance from Sun to identify which planet is closest to the Sun. Choice F, Mercury, is only 0.39 AU from the Sun and is therefore the closest of the inner planets. 3. B. In order to answer this question, students must find the planet whose temperature most closely matches that of the planet in the question. Choice B, Venus, is the best match for a temperature of 470 C. Test-Taking Tip Remind students to bring extra pencils to the test and to sharpen them before the test begins. T14 The Solar System and Beyond