Download Conditions for Life in the Solar System

Grade 7
Science
Unit: 05
Lesson: 01
Suggested Duration: 5 days
Science Grade 07 Unit 05 Exemplar Lesson 01: Conditions for Life in the Solar System
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize
this lesson by supplementing with district-approved resources, materials, and activities to best meet the needs of learners.
The duration for this lesson is only a recommendation, and districts may modify the time frame to meet students’ needs. To
better understand how your district may be implementing CSCOPE lessons, please contact your child’s teacher. (For your
convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources
and Midcycle State Adopted Instructional Materials.)
Lesson Synopsis
During this lesson, students will analyze the characteristics of the objects in our solar system that allow life to exist.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of Education,
which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates that portion of the
standard is taught in a previous or subsequent unit. The TEKS are available on the Texas Education Agency website at
http://www.tea.state.tx.us/index2.aspx?id=6148.
7.9
Earth and space. The student knows components of our solar system. The student is expected to:
7.9A Analyze the characteristics of objects in our solar system that allow life to exist such as the
proximity of the Sun, presence of water, and composition of the atmosphere.
Scientific Process TEKS
7.2
Scientific investigation and reasoning. The student uses scientific inquiry methods during
laboratory and field investigations. The student is expected to:
7.2E Analyze data to formulate reasonable explanations, communicate valid conclusions
supported by the data, and predict trends.
7.3
Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning,
and problem solving to make informed decisions and knows the contributions of relevant
scientists. The student is expected to:
7.3D Relate the impact of research on scientific thought and society, including the history of
science and contributions of scientists as related to the content.
7.4
Scientific investigation and reasoning. The student knows how to use a variety of tools and
safety equipment to conduct science inquiry. The student is expected to:
7.4A Use appropriate tools to collect, record, and analyze information, including life science models, hand lens,
stereoscopes, microscopes, beakers, Petri dishes, microscope slides, graduated cylinders, test tubes, meter
sticks, metric rulers, metric tape measures, timing devices, hot plates, balances, thermometers, calculators, water
test kits, computers, temperature and pH probes, collecting nets, insect traps, globes, digital cameras,
journals/notebooks, and other equipment as needed to teach the curriculum.
GETTING READY FOR INSTRUCTION
Performance Indicators
Last Updated 05/06/13
page 1 of 12 Grade 7
Science
Unit: 05
Lesson: 01
Suggested Duration: 5 days
Grade 07 Science Unit 05 PI 01
Analyze information about the characteristics necessary to support life on the planets in the solar system. Complete a comparison matrix
comparing the characteristics for objects in our solar system. Additionally, write a summary paragraph about the ability of other planets to
support life.
Standard(s): 7.2E , 7.9A
ELPS ELPS.c.1C , ELPS.c.1E , ELPS.c.5G
Key Understandings
No life has been discovered outside our planet, although organic molecules have been discovered in space.
— What are the requirements for life to exist on Earth?
— If life exists elsewhere in the solar system, would it have to look like life forms on Earth?
Vocabulary of Instruction
atmosphere
solar system
comet
asteroid
meteoroid
gravitational pull
Materials
colored pencils (per group)
envelope (6”x9” with brad, per student)
glue or tape (per group)
hole punch (single, per class)
index cards (lined, white, 16 per student)
loose leaf or book rings (½”–1” diameter, 1 per student)
paper (1 sheet per teacher)
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for grading or
student assessment, attachments that are connected with Performance Indicators or serve as answer keys are available
in the district site and are not accessible on the public website.
Handout: Solar System Research (1 half-sheet per student)
Teacher Resource: Solar System Research KEY
Handout: Conditions for Life (see Advance Preparation, class set, 1 per student)
Handout: Comparative Matrix (1 per student)
Teacher Resource: Performance Indicator Instructions KEY (1 for projection)
Resources
None Identified
Advance Preparation
1. Prior to Day 1, consider punching a hole in the upper left portion of each index card. Place 16 cards on a loose leaf
ring. Distribute ringed set to students or group at the beginning of Explore Day 1. If not done ahead of time, students
will have to punch a hole and add it to the ring as they complete each card.
2. Prior to Day 1, arrange for access to student computers/Internet for student research. Another alternative would be to
provide library or media center print resources. It may be helpful to save a copy of the suggested websites on each
student computer prior to research.
3. Prior to Day 4, print a class set of the Teacher Resource: Conditions for Life. You will need one per student, but the
Last Updated 05/06/13
page 2 of 12 Grade 7
Science
Unit: 05
Lesson: 01
Suggested Duration: 5 days
same sets may be reused for all classes.
4. Prepare attachment(s) as necessary.
Background Information
During this lesson, students will analyze the characteristics of the objects in our solar system that allow life to exist. These characteristics
include the proximity of the Sun, presence of water, and composition of the atmosphere (TEKS 7.9A).
STAAR Notes:
Although not directly tested, the content in this unit creates a foundation for STAAR Readiness Standard 8.8A, which addresses components of
the universe. This lesson provides opportunities for students to use models to see the advantages and limitations within models.
INSTRUCTIONAL PROCEDURES
Instructional Procedures
Notes for Teacher
ENGAGE – What’s Needed?
NOTE: 1 Day = 50 minutes
Suggested Day 1
1. Instruct students to think about what is necessary for life to exist on
Earth; allow students about a minute to think quietly.
Materials:
2. Wad up a piece of paper, and gently toss it to a student. He or she
must say aloud one characteristic that allows life to exist on Earth.
paper (1 sheet per teacher)
3. Instruct the student who caught the wad to gently toss it to another
student. The second student must also give a characteristic.
Continue the process of tossing of the paper wad for about 6–10
responses.
Instructional Notes:
The questions in step 5 do not have definite answers.
They are intended to allow students to form and share
opinions about unknown possibilities.
4. Write all student responses on the board.
5. Say/Ask:
Look at the responses written on the board.
Are there other characteristics that would allow life to exist
anywhere else in our solar system? Answers may vary. Write
additions, if any, to the list.
If life were to exist elsewhere in the solar system, what
characteristics might that life have? Answers may vary. Allow
students to express their opinions.
EXPLORE – Researching Celestial Objects
Suggested Days 1 (continued), 2, and 3
1. Write or project the following terms on the board: central star (Sun),
meteoroids, satellites (moons), planets, asteroids, dwarf planets,
gravitational pull, and comets.
Ask:
What do the following terms have in common? Answers may
vary. Acknowledge all answers without indicating if they are correct
or incorrect. Guide students to the understanding that these terms
are all objects in our solar system.
2. Instruct students to copy the following description of the solar system
in their science notebooks.
Last Updated 05/06/13
Materials:
index cards (lined, white, 16 per student)
colored pencils (per group)
loose leaf or book rings (½”–1” diameter,
1 per student)
envelope (6”x9” with brad, per student)
glue or tape (per group)
Attachments:
page 3 of 12 Grade 7
Science
Unit: 05
Lesson: 01
Suggested Duration: 5 days
A solar system is defined as a Sun (central star) with its
associated planets, asteroids, meteoroids, moons (satellites),
dwarf planets, and comets that are captured in its orbit. These
various celestial bodies are trapped in a constant orbit around the
Sun by its strong gravitational pull.
3. Inform students that the class will be conducting research on the
components of the solar system. For each object researched,
students will create a “postcard” of information.
4. Instruct students to use the websites provided by the teacher to
research the 16 components of the solar system. If necessary, divide
the class into groups of four.
5. Instruct groups to divide up the objects to be researched, but inform
them that each group member will be required to complete all 16
cards.
6. Distribute one index card per person, for each object to be
researched (see Advance Preparation). Provide loose leaf or binder
rings to secure the index cards. You may also wish to have students
write their initials and class period on each card for ease of
identification.
Handout: Solar System Research (1
half-sheet per student)
Teacher Resource: Solar System
Research KEY
Instructional Notes:
There are two copies of the instructions for the
Handout: Solar System Research per page of the
handout. Cut apart before distributing.
See Advance Preparation for optional preparation of the
index cards. If not done ahead of lesson, students will
need to hole-punch each card and store it on a looseleaf ring as they complete each card.
Science Notebooks:
Students should write the description of the solar
system and house their research cards in the
notebooks.
7. Distribute a half-sheet copy of Handout: Solar System Research to
each student.
8. Instruct students to use library resources or a computer to conduct
their research.
9. Review the information required on the handout, your expectations
for completing each postcard, and the importance of staying on task.
10. Point out to students that the proximity to the Sun information for
asteroids, comets, and meteoroids is different from the other objects.
Inform students that their research must be completed by Day 3.
11. Monitor and assist students as necessary.
12. Provide a 6”x9” envelope to each student to keep their binder rings
and postcards in. Affix the envelope in the science notebooks.
EXPLAIN – Conditions for Life
Suggested Day 4
1. Inform students they will be participating in a Jigsaw reading today.
Divide the class into “home” groups of four students. Instruct groups
to number off within their groups.
Attachments:
2. Distribute the Teacher Resource Conditions for Life to each
student.
Teacher Resource: Conditions for Life
(see Advance Preparation, class set, 1
per student)
3. Assign sections of reading to home group members. For example, if
Instructional Notes:
you numbered off as a 1, then you will read and become an expert on
Jigsaw grouping strategies are helpful in engaging
Part I.
students in reading and comprehending nonfiction text.
4. Instruct students to move to “expert” groups where everyone in the
group has the same number. It may be helpful to number the corner
of the classroom by 1, 2, 3, and 4. They will need to take the Teacher Consider highlighting important notes on the Teacher
Resource for ELL students and others needing reading
Resource, their notebooks, and a pencil with them.
5. Instruct students to work with members of their “expert” group to read
about their portion of the resource. They will prepare a short
presentation and decide how they will teach their topic to their “home”
Last Updated 05/06/13
assistance.
Check For Understanding:
page 4 of 12 Grade 7
Science
Unit: 05
Lesson: 01
Suggested Duration: 5 days
group. They should prepare a short summary of important information
During the discussion, listen for conceptual
in their notebooks.
understanding and any misconceptions.
6. When reading and summarization has been completed, students will
return to their "home” groups, where each expert will then present
their information to the home group.
7. As each expert presents their information, the other members of the
“home” group should write down the information they’ve learned in
their own words in their science notebooks.
Science Notebooks:
Students need to record summaries of their portion of
informational text and notes from other expert
presentations.
8. Note: The teacher’s roll in this activity is to facilitate and encourage
students to communicate their findings effectively.
9. Monitor and ensure students are presenting and recording key
information accurately. Collect the class set to use with the next class.
10. Facilitate a class discussion in which groups reflect on each part of
the Teacher Resource. Review important content from the reading to
ensure all students have received the correct information.
11. End the day’s discussion by asking students to think about other
types of life in the solar system and what characteristics and
attributes allow for life to exist.
ELABORATE
Suggested Day 4 (continued)
1. Instruct students to remove the ring from the index cards they
completed previously.
Instructional Notes:
Student responses may vary concerning what might or
might not support life or of what type of life could exist.
Their responses should not be counted as incorrect as
long as they are justified by the two reasons they wrote
on the card.
2. Instruct students to turn the cards to with the illustration facing up on
their desks.
3. Ask students to write two reasons why that object can OR cannot
support life. These may be simple reasons such as no atmosphere or
too far from the Sun and too cold, etc., but students should use
complete sentences to record their thoughts.
4. Instruct students to place a large heart shape (♥) on the card(s) for
the objects that may be able to support some sort of life.
EVALUATE – Performance Indicator
Check For Understanding:
During the activity, watch for conceptual understanding
and any misconceptions.
Suggested Day 5
Attachments:
Grade 07 Science Unit 05 PI 01
Analyze information about the characteristics necessary to support life on the
planets in the solar system. Complete a comparison matrix comparing the
characteristics for objects in our solar system. Additionally, write a summary
paragraph about the ability of other planets to support life.
Standard(s): 7.2E , 7.9A
ELPS ELPS.c.1C , ELPS.c.1E , ELPS.c.5G
Student Handout: Comparison Matrix
(1 per student)
Teacher Resource: Performance
Indicator Instructions KEY (1 for
projection)
1. Refer to the Teacher Resource: Performance Indicator
Instructions KEY for information on administering the assessment.
Last Updated 05/06/13
page 5 of 12 Grade 7
Science
Unit: 05 Lesson: 01
Solar System Research
1. Use websites provided by your teacher for research. The following information is required: What is the distance of the
object from the Sun? Is there water present in any form? What is the composition of the atmosphere?
2. Divide up the following components for the research portion of the activity. Each student is responsible for recording
the information for all 16 objects. In order to finish on time, do not spend too much time searching and do not get off
task. Conduct research for each of the following components in the solar system:
1.
2.
3.
4.
5.
6.
Sun
Mercury
Venus
Earth
Earth’s moon: Moon
Mars
7.
8.
9.
10.
11.
12.
Jupiter
Jupiter’s moon: Europa
Saturn
Saturn’s moon: Titan
Uranus
Neptune
13.
14.
15.
16.
Dwarf planet: Pluto
Asteroids
Comets
Meteoroids
3. As you research, create a “postcard” for each object. On the unlined side of an index card, draw an illustration of the
object. On the lined side of the card, record the following information for the object:
Proximity to the Sun: may include high and low or average temperature or average distance*
Presence and form of water: indicate if present and whether it is frozen, liquid, and/or water vapor
Composition of the atmosphere: indicate if atmosphere is present and the elements found in the atmosphere
*
For objects 14–16, the information about the distance from the Sun varies with specific objects and other
variables. For these objects, describe approximate location for the proximity from the Sun, rather than
temperatures or actual distance.
Solar System Research
1. Use websites provided by your teacher for research. The following information is required: What is the distance of the
object from the Sun? Is there water present in any form? What is the composition of the atmosphere?
2. Divide up the following components for the research portion of the activity. Each student is responsible for recording
the information for all 16 objects. In order to finish on time, do not spend too much time searching and do not get off
task. Conduct research for each of the following components in the solar system:
1.
2.
3.
4.
5.
6.
Sun
Mercury
Venus
Earth
Earth’s moon: Moon
Mars
7.
8.
9.
10.
11.
12.
Jupiter
Jupiter’s moon: Europa
Saturn
Saturn’s moon: Titan
Uranus
Neptune
13.
14.
15.
16.
Dwarf planet: Pluto
Asteroids
Comets
Meteoroids
3. As you research, create a “postcard” for each object. On the unlined side of an index card, draw an illustration of the
object. On the lined side of the card, record the following information for the object:
Proximity to the Sun: may include high and low or average temperature or average distance*
Presence and form of water: indicate if present and whether it is frozen, liquid, and/or water vapor
Composition of the atmosphere: indicate if atmosphere is present and the elements found in the atmosphere
*
For objects 14–16, the information about the distance from the Sun varies with specific objects and other
variables. For these objects, describe approximate location for the proximity from the Sun, rather than
temperatures or actual distance.
©2012, TESCCC
04/19/13
page 1 of 1
Grade 7
Science
Unit: 05 Lesson: 01
Solar System Research KEY
The answers supplied are approximate and may vary from student answers, depending upon the source
used. Use this Teacher Resource as a guide.
Object
Proximity to Sun/
Temperature(s)
Presence of Water
Composition of
Atmosphere
Sun
NA - center of our
solar system
None
H, He
Mercury
57.9 million km
-173° to 427° C
-279° to 801° F
108.2 million km
462° C
864° F
149.6 million km
-88° to 58° C
-126° to 136° F
149.6 million km
(about the same as
Earth)
-155° to 105° C
-247° to 221° F
227.9 million km
-120° to 25° C
-184° to 77° F
778.3 million km
-108° C
-162° F
None
(Exosphere) O2, Na,
He
CO2, H2SO4 (sulfuric
acid) clouds
CO2, N2
Solid, liquid, and gas
N2, O2
None
None
Polar ice caps
CO2, N2, Ar (argon)
Water, ice, and,
perhaps, liquid water
Jupiter’s moon: Europa
780 million km
-220° to -160° C
-260° to -370° F
Saturn
1,427 million km
-178° C
-288° F
Icy surface that may
hide a layer of warm
slush or even liquid
water
Traces of gaseous
water in atmosphere
H2, He, ammonia ice,
ammonium hydrogen sulfide
crystals
O2
Saturn’s moon: Titan
1,427 million km
(about the same as
Saturn)
-180° to -295° C
-292° to -499° F
Venus
Earth
Earth’s moon: Moon
Mars
Jupiter
©2012, TESCCC
H2, He
Unknown, but may have N2, CH4 (methane)
some underground
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page 1 of 2
Grade 7
Science
Unit: 05 Lesson: 01
Solar System Research KEY
Uranus
2,871 million km
-216° C
-357° F
Traces of water in the
atmosphere
H2, He, CH4
(methane), trace of
NH4 (ammonia)
Neptune
4,497 million km
-214° C
-353° F
H2, He, CH4
(methane)
Dwarf planet: Pluto
Gaseous water upper
1/3 of planet, with liquid
water in the remaining
2/3
Frozen water
5,913 million km
-228° to -238° C
-378° to -396° F
Belt between Mars
None
and Jupiter minimum
of 402 million km
About -73° C
About -100° F
Orbits the Sun in
Ice
long, elliptical orbits
that take them from
beyond the orbit of
Uranus to around the
Sun. These objects
are found in the
Kuiper Belt between
Uranus and Neptune
and the Oort Cloud
from way out beyond
Pluto.
Particle smaller than None
asteroids and comets
floating in space
CH4 (methane), CO2
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page 2 of 2
Asteroids
Comets
Meteoroids
©2012, TESCCC
None
None - leaves a “tail”
as it approaches the
Sun and evaporates
None
Grade 7
Science
Unit: 05 Lesson: 01
Conditions for Life
Part I
The Sun is a star located in the center of our Solar System. The Sun is a huge sphere composed of
super-heated gases (plasma). The Sun’s gravitational pull holds the Earth and the other planets in
orbit. Without the Sun, the Earth and other planets in our solar system would float off into space as a
result of the absence of the Sun’s gravity. The Sun’s energy influences all of the objects in our solar
system differently depending on the distance. The Earth’s distance of 149.60 million km allows the
perfect temperature for life to exist on Earth.
The Sun is categorized as a yellow dwarf. When being compared to other stars the Sun is average in
its size, age, and temperature. It’s predicted by astronomers that the Sun is approximately 4.6 billion
years old and will keep shining and growing for about another 7 billion years.
The Sun’s energy is the first source of energy in the food chain. Without the Sun’s energy, life could
not exist on Earth. The Sun drives the Earth’s seasons, climate, and ocean currents. The oceans also
store the Sun’s energy, thereby creating wind in the Earth’s atmosphere. The wind from the
atmosphere regulates the temperature of the Earth, allowing life of various organisms to exist.
Part II
The Earth is surrounded by a thin buffer of air called the atmosphere which is held around the Earth
by the force of gravity. Not only is it the air we breathe, but it also acts as a protective shield from
harmful radiation and meteorites. The atmosphere allows life to exist on the Earth. Without the
atmosphere, we would experience extreme heat during the day and extreme cold at night. Look at a
photo of the Earth from space. The atmosphere can be compared to a single layer of skin on an
onion. As you look at the photo of Earth from space, notice how thin the atmosphere is. The blue glow
surrounding the Earth is its atmosphere.
Earth’s Atmosphere from Space Source: NASA, http://www.nasa.gov/images/content/285744main_PIA11066_full.jpg
License: Public Domain
©2013, TESCCC
05/06/13
page 1 of 2
Grade 7
Science
Unit: 05 Lesson: 01
The Earth’s atmosphere is made up of three-fourths nitrogen, and most of the rest is oxygen. The
atmosphere allows evaporating water to form clouds and produce rain. The atmosphere is a
contributor to photosynthesis where plants continually replace oxygen by using carbon dioxide during
the process.
Part III
The temperature on Earth does not go from one extreme to the other. There are areas of extreme
cold and heat, but overall, the Earth’s climate is stable. This is due to Earth’s distance from the Sun
as it orbits around it and its axial tilt during rotation. Look at a globe of Earth. Notice the 23½° tilt of
the Earth on its axis. If the Earth did not keep this angle during rotation, the seasons would be very
different as the Earth revolved around the Sun. Locate the area in which you live in on the globe.
What is the climate and season like in your area?
Water may be the most important component necessary for life to exist on Earth. Water doesn’t burn
the skin like some acidic liquids. It is drinkable and allows life sustaining molecules to be carried
through the body. Some moons in the solar system may contain frozen water. Europa, one of
Jupiter’s moons, is thought to have oceans of water under its frozen surface. What makes water on
the Earth unique is that it can exist on the planet in all three states: liquid in oceans, lakes, rain, etc.;
solid in glaciers and frozen bodies of water; and gaseous in invisible water vapor.
Water vapor is vital to weather and climate, and it helps regulate Earth’s temperature. Clouds, rain,
and snow require water vapor in order to form. Evaporating water prevents the Earth’s surface from
getting too hot, just as sweat evaporates from the body to keep it from getting too warm. Water vapor
is one of the most important natural greenhouse gases which help to keep the surface warm enough
to support life.
Part IV
All planets receive light from the Sun. Among other factors, the amount and length of time each
planet is exposed to periods of light and darkness can have an effect on the possibility of plant life
surviving on it. The length of time it takes Earth to spin (rotate) on its axis is just under 24 hours. Each
side of the planet receives sunlight regularly, 12 hours of darkness and 12 hours of light (may be less
or more depending upon proximity to poles). Compare the period of rotation of Earth to that of Venus.
It takes 243 days for Venus to complete one spin on its axis. Even if Venus could support plant life, it
would be difficult for plants to undergo photosynthesis with half of the 243 days being spent in the
dark! Remember that plants convert energy from the Sun, remove carbon dioxide from the
atmosphere, and replace it with oxygen.
The following summarizes what is necessary for life to exist on Earth:
The proximity of the Sun to Earth determines the amount of heat and light the Earth will
receive.
The availability of liquid water for use by living organisms and the presence of water vapor
necessary to the formation of weather and climate
A non-poisonous atmosphere composed of gases that enable organisms to survive
Other forms of life, different from those we see on Earth, may exist in our solar system. These
possible life forms may require different conditions to exist.
©2013, TESCCC
05/06/13
page 2 of 2
Grade 7
Science
Unit: 05 Lesson: 01
Comparative Matrix
Celestial Object
Best Condition(s) to Support Life:
Temperature, Water, Atmosphere
May Support Some
Form of Life (√)
Sun
Mercury
Venus
Earth
Earth’s moon: Moon
Mars
Jupiter
Jupiter’s moon: Europa
Saturn
Saturn’s moon: Titan
Uranus
Neptune
Dwarf planet: Pluto
Asteroids
Comets
Meteoroids
©2012, TESCCC
8/28/12
page 1 of 1
Grade 7
Science
Unit: 05 Lesson: 01
Performance Indicator Instructions KEY
Performance Indicator
Analyze information about the characteristics necessary to support life on the planets in the
solar system. Complete a comparison matrix comparing the characteristics for objects in our
solar system. Additionally, write a summary paragraph about the ability of other planets to
support life.
(7.2E; 7.9A)
1C, 1E; 5G
Attachments:
Handout: Comparison Matrix (1 per student)
Instructional Procedures:
1. Project the Performance Indicator on the board.
2. Share Performance Indicator rubric or your expectations with students prior to students beginning
the assessment.
3. Instruct students to remove the cards marked with a heart shape (♥) for use in this section.
4. Distribute the Handout: Comparison Matrix (a simple graphic organizer that links characteristics
or attributes together) to each student. Instruct students to describe and compare attributes of
objects in our solar system that allow life to exist by using their research cards.
5. Instruct students should fill in the columns for only the objects that will support life (have the heart
shape (♥) on the cards). The rest of the object columns will remain blank.
6. Instruct students to write a summary paragraph about the possibility of other life in our solar
system on the back of the handout. Instruct students to include support for their paragraph from
their cards.
7. Remind students that “life” does not have to resemble Earth life. The life should not look like aliens
from cartoons or movies. Students should think about smaller forms of life, such as bacteria that
may exist in harsh or extreme environments.
Instructional Notes:
There are few objects, mostly planets and moons, which may have the proper conditions to support
life as we know it on Earth. Encourage students to think of other forms of life, such as bacteria, that
may be able to survive more difficult environments.
There are no “correct” answers. Students should be graded on their supported opinion in the
summary.
©2012, TESCCC
05/06/13
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