Download Real World Science: The Solar System

Real World Science: The Solar System
INTRODUCTION TO THE AIMS TEACHING MODULE (ATM)
Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
INTRODUCING REAL WORLD SCIENCE: THE SOLAR SYSTEM
Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
PREPARATION FOR VIEWING
Introduction to the Program
Introduction to Vocabulary .
Discussion Ideas . . . . . . . .
Focus . . . . . . . . . . . . . . .
Jump Right In . . . . . . . . .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.13
.13
.13
.13
.14
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.15
.18
.19
.20
.21
.22
.23
.24
.25
AFTER VIEWING THE PROGRAM
Suggested Activities . . . .
Vocabulary . . . . . . . . . .
Checking Comprehension
Term Link . . . . . . . . . . .
True or False . . . . . . . . .
Number Code . . . . . . . .
Solar System Puzzle . . . .
Word Search . . . . . . . . .
Test . . . . . . . . . . . . . . . .
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
SECTION 1
SECTION 2
SECTION 3
SECTION 4
ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . .27
ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
1
© Copyright 1999 AIMS Multimedia
All Rights Reserved. No part of this work may be reproduced or transmitted without written permission of AIMS
Multimedia with these exceptions: Persons or schools purchasing this AIMS Teaching Module may reproduce
consumable ATM pages, identified in Section 4, for student or classroom use.
AIMS Multimedia is a leading producer and distributor of educational programs serving schools and libraries for
nearly 40 years. AIMS draws upon the most up-to-date knowledge, existing and emerging technologies, and all of
the instructional and pedagogical resources available to develop and distribute educational programs
in film, videocassette, laserdisc, CD-ROM and CD-i formats.
Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact:
AIMS Multimedia
1-800-FOR-AIMS
1-800-367-2467
2
© Copyright 1999 AIMS Multimedia
Congratulations!
You have chosen a learning program
that will actively motivate your students
AND provide you with easily accessible
and easily manageable instructional
guidelines designed to make your
teaching role efficient and rewarding.
The AIMS Teaching Module provides
you with a video program keyed to your
classroom curriculum, instructions and
guidelines for use, plus a comprehensive teaching program containing a
wide range of activities and ideas for
interaction between all content areas.
Our authors, educators, and consultants
have written and reviewed the AIMS
Teaching Modules to align with the
Educate America Act: Goals 2000.
This ATM, with its clear definition of
manageability, both in the classroom
and beyond, allows you to tailor specific activities to meet all of your classroom needs.
3
© Copyright 1999 AIMS Multimedia
RATIONALE
In today’s classrooms, educational pedagogy is often founded on Benjamin S.
Bloom’s “Six Levels of Cognitive
Complexity.” The practical application
of Bloom’s Taxonomy is to evaluate students’ thinking skills on these levels,
from the simple to the complex:
Knowledge (rote memory skills),
Comprehension (the ability to relate or
retell), Application (the ability to apply
knowledge outside its origin), Analysis
(relating and differentiating parts of a
whole), Synthesis (relating parts to a
whole), and Evaluation (making a judgment or formulating an opinion).
The AIMS Teaching Module is designed
to facilitate these intellectual capabilities, AND to integrate classroom experiences and assimilation of learning
with the students’ life experiences, realities, and expectations. AIMS’ learner
verification studies prove that our AIMS
Teaching Modules help students to
absorb, retain, and to demonstrate ability to use new knowledge in their world.
Our educational materials are written
and designed for today’s classroom,
which incorporates a wide range of
intellectual, cultural, physical, and emotional diversities.
4
© Copyright 1999 AIMS Multimedia
ORGANIZATION AND
MANAGEMENT
To facilitate ease in classroom manageability, the AIMS Teaching Module is
organized in four sections. You are
reading Section 1, Introduction to the
Aims Teaching Module (ATM).
SECTION 2,
INTRODUCING THIS ATM
will give you the specific information
you need to integrate the program into
your classroom curriculum.
SECTION 3,
PREPARATION FOR VIEWING
provides suggestions and strategies for
motivation, language preparedness,
readiness, and focus prior to viewing
the program with your students.
SECTION 4,
AFTER VIEWING THE PROGRAM
provides suggestions for additional
activities plus an assortment of consumable assessment and extended activities,
designed to broaden comprehension of
the topic and to make connections to
other curriculum content areas.
5
© Copyright 1999 AIMS Multimedia
FEATURES
INTRODUCING EACH ATM
SECTION 2
Your AIMS Teaching Module is
designed to accompany a video program written and produced by some of
the world’s most credible and creative
writers and producers of educational
programming. To facilitate diversity and
flexibility in your classroom, your AIMS
Teaching Module features these components:
Themes
The Major Theme tells how this AIMS
Teaching Module is keyed into the curriculum. Related Themes offer suggestions for interaction with other
curriculum content areas, enabling
teachers to use the teaching module to
incorporate the topic into a variety of
learning areas.
Overview
The Overview provides a synopsis of
content covered in the video program.
Its purpose is to give you a summary of
the subject matter and to enhance your
introductory preparation.
Objectives
The ATM learning objectives provide
guidelines for teachers to assess what
learners can be expected to gain from
each program. After completion of the
AIMS Teaching Module, your students
will be able to demonstrate dynamic
and applied comprehension of the
topic.
6
© Copyright 1999 AIMS Multimedia
PREPARATION FOR VIEWING
Discussion Ideas
SECTION 3
In preparation for viewing the video
program, the AIMS Teaching Module
offers activity and/or discussion
ideas that you may use in any order
or combination.
Introduction To The Program
Introduction to the Program is
designed to enable students to recall
or relate prior knowledge about the
topic and to prepare them for what
they are about to learn.
AFTER VIEWING THE PROGRAM
SECTION 4
Discussion Ideas are designed to help
you assess students’ prior knowledge
about the topic and to give students a
preview of what they will learn.
Active discussion stimulates interest in
a subject and can motivate even the
most reluctant learner. Listening, as
well as speaking, is active participation. Encourage your students to participate at the rate they feel
comfortable. Model sharing personal
experiences when applicable, and
model listening to students’ ideas and
opinions.
After your students have viewed the
program, you may introduce any or
all of these activities to interact with
other curriculum content areas, provide reinforcement, assess comprehension skills, or provide hands-on
and in-depth extended study of the
topic.
Introduction To Vocabulary
Focus
Introduction to Vocabulary is a
review of language used in the program: words, phrases, usage. This
vocabulary introduction is designed to
ensure that all learners, including limited English proficiency learners, will
have full understanding of the language usage in the content of the program.
Help learners set a purpose for
watching the program with Focus,
designed to give students a focal
point for comprehension continuity.
Jump Right In
Jump Right In provides abbreviated
instructions for quick management of
the program.
7
© Copyright 1999 AIMS Multimedia
SUGGESTED
ACTIVITIES
The Suggested Activities offer ideas
for activities you can direct in the
classroom or have your students complete independently, in pairs, or in
small work groups after they have
viewed the program. To accommodate your range of classroom needs,
the activities are organized into skills
categories. Their labels will tell you
how to identify each activity and help
you correlate it into your classroom
curriculum. To help you schedule your
classroom lesson time, the AIMS
hourglass gives you an estimate of the
time each activity should require.
Some of the activities fall into these
categories:
Meeting Individual
Needs
These activities are designed to aid in
classroom continuity. Reluctant learners and learners acquiring English
will benefit from these activities
geared to enhance comprehension of
language in order to fully grasp content meaning.
M A TH
Curriculum
Connections
Critical Thinking
Critical Thinking activities are
designed to stimulate learners’ own
opinions and ideas. These activities
require students to use the thinking
process to discern fact from opinion,
consider their own problems and formulate possible solutions, draw conclusions, discuss cause and effect, or
combine what they already know
with what they have learned to make
inferences.
Cultural Diversity
Each AIMS Teaching Module has an
activity called Cultural Awareness,
Cultural Diversity, or Cultural
Exchange that encourages students to
share their backgrounds, cultures,
heritage, or knowledge of other countries, customs, and language.
Hands On
These are experimental or tactile
activities that relate directly to the
material taught in the program.Your
students will have opportunities to
make discoveries and formulate ideas
on their own, based on what they
learn in this unit.
Writing
Many of the suggested activities are
intended to integrate the content of
the ATM program into other content
areas of the classroom curriculum.
These cross-connections turn the
classroom teaching experience into a
whole learning experience.
Every AIMS Teaching Module will
contain an activity designed for students to use the writing process to
express their ideas about what they
have learned. The writing activity
may also help them to make the connection between what they are learning in this unit and how it applies to
other content areas.
8
© Copyright 1999 AIMS Multimedia
In The Newsroom
Each AIMS Teaching Module contains
a newsroom activity designed to help
students make the relationship
between what they learn in the classroom and how it applies in their
world. The purpose of In The
Newsroom is to actively involve each
class member in a whole learning
experience. Each student will have an
opportunity to perform all of the tasks
involved in production: writing,
researching, producing, directing,
and interviewing as they create their
own classroom news program.
Extended Activities
These activities provide opportunities
for students to work separately or
together to conduct further research,
explore answers to their own questions, or apply what they have
learned to other media or content
areas.
Link to the World
These activities offer ideas for connecting learners’ classroom activities
to their community and the rest of the
world.
Culminating Activity
To wrap up the unit, AIMS Teaching
Modules offer suggestions for ways to
reinforce what students have learned
and how they can use their new
knowledge to enhance their world
view.
VOCABULARY
Every ATM contains an activity that
reinforces the meaning and usage of
the vocabulary words introduced in
the program content. Students will
either read or find the definition of
each vocabulary word, then use the
word in a written sentence.
CHECKING
COMPREHENSION
Checking Comprehension is designed
to help you evaluate how well your
students understand, retain, and
recall the information presented in the
AIMS Teaching Module. Depending
on your students’ needs, you may
direct this activity to the whole group
yourself, or you may want to have
students work on the activity page
independently, in pairs, or in small
groups. Students can verify their written answers through discussion or by
viewing the video a second time. If
you choose, you can reproduce the
answers from your Answer Key or
write the answer choices in a Word
Bank for students to use. Students can
use this completed activity as a study
guide to prepare for the test.
CONSUMABLE
ACTIVITIES
The AIMS Teaching Module provides
a selection of consumable activities,
designed to specifically reinforce the
content of this learning unit.
Whenever applicable, they are
arranged in order from low to high
difficulty level, to allow a seamless
facilitation of the learning process.
You may choose to have students take
these activities home or to work on
them in the classroom independently,
in pairs or in small groups.
TEST
The AIMS Teaching Module Test permits you to assess students’ understanding of what they have learned.
The test is formatted in one of several
standard test formats to give your
students a range of experiences in
test-taking techniques. Be sure to
read, or remind students to read, the
directions carefully and to read each
answer choice before making a
selection. Use the Answer Key to
check their answers.
CHECKING
VOCABULARY
The Checking Vocabulary activity
provides the opportunity for students
to assess their knowledge of new
vocabulary with this word game or
puzzle. The format of this vocabulary
activity allows students to use the
related words and phrases in a different context.
9
© Copyright 1999 AIMS Multimedia
ADDITIONAL
AIMS MULTIMEDIA
PROGRAMS
After you have completed this AIMS
Teaching Module you may be interested
in more of the programs that AIMS
offers. This list includes several related
AIMS programs.
ADDITIONAL READING
SUGGESTIONS
AIMS offers a carefully researched list of
other resources that you and your students may find rewarding.
ANSWER KEY
Reproduces tests and work pages with
answers marked.
10
© Copyright 1999 AIMS Multimedia
Real World Science: The Solar System
THEMES
Real World Science: The Solar
System explores the properties of
several celestial bodies, including the
nine planets that orbit the sun.
Students are introduced to various
physical properties of each planet, as
well as the planets rotational patterns.
In addition, the satellites of each
planet are named and discussed,
giving students a clearer view of each
planet’s individual character.
OVERVIEW
Our solar system is made up of nine
planets revolving around the sun. The
planets are attracted to the sun
because of a force known as gravity.
The hottest part of the sun is about 25
million degrees Fahrenheit. The planets closest to the sun are called the
inner planets. They include Mercury,
Venus, Earth and Mars. The outer
planets are Jupiter, Saturn, Neptune,
Uranus and Pluto. Each planet has its
own unique qualities. For example,
Saturn is surrounded by rings made
of ice and rock. One of Saturn’s
moons, Titan, is different than other
moons because it has its own atmosphere. Moons like Titan are known as
satellites because they orbit larger
OBJECTIVES
A To identify multiple properties of
each planet in the solar system.
A To compare and contrast planets
in the solar system based on
various properties.
A To appropriately use related
vocabulary when speaking or
writing about the planets in the
solar system.
objects.
11
© Copyright 1999 AIMS Multimedia Real World Science: The Solar System
Use this page for your individual notes about planning and/or effective ways to manage this
AIMS Teaching Module in your classroom.
Our AIMS Multimedia Educational Department welcomes your observations and comments.
Please feel free to address your correspondence to:
AIMS Multimedia
Editorial Department
9710 DeSoto Avenue
Chatsworth, California 91311-4409
12
© Copyright 1999 AIMS Multimedia Real World Science: The Solar System
INTRODUCTION TO
THE PROGRAM
INTRODUCTION TO
VOCABULARY
The study of outer space is important
for many reasons. The more we learn
about other planets and their environments, the more we can learn
about earth. By studying planets like
Mars, scientists have discovered
information that can help us protect
our own planet’s fragile environment.
In addition, scientists have launched
man-made satellites into space to
study the earth’s weather and atmosphere. Sophisticated telescopes have
given us a closer look at other galaxies, millions of light years away.
Above all, the study of space has
helped humankind explore the mysteries of the last great frontier—the
vast universe.
Before starting the program, write the
following words on the board. Ask
the class to discuss the meaning of
each word, and review the terms that
are unfamiliar to students.
FOCUS
Ask students to think about our fascination with outer space. What makes
space so mysterious? Why are we so
interested in books and movies that
take place in outer space? Ask the
class to keep these questions in mind
as they being the program.
atmosphere - gases like oxygen that
surround a planet
planet - large object in space that
orbits the sun
orbit - to circle an object in a fairly
regular path
gravity - force that keeps large bodies attracted to one another
DISCUSSION IDEAS
Ask students to think about the word
“system.” How many systems can
they name? What do the systems
have in common with each other?
What do they have in common with
our solar system? (Some answers
might include digestive system, circulatory system, stereo system and computer system. Like our solar system,
these systems consist of individual
parts that interact as a whole, orbiting and rotating in regular patterns.)
13
© Copyright 1999 AIMS Multimedia Real World Science: The Solar System
JUMP RIGHT IN
HOW TO USE THE
REAL WORLD SCIENCE: THE SOLAR SYSTEM AIMS TEACHING MODULE
Preparation
Viewing REAL WORLD SCIENCE: THE
SOLAR SYSTEM
A Read Real World Science: The
Solar System Themes, Overview,
and Objectives to become familiar with program content and
expectations.
A Use Preparation for Viewing
suggestions to introduce the topic
to students.
A Set up viewing monitor so that all
students have a clear view.
A Depending on your classroom
size and learning range, you may
choose to have students view Real
World Science: The Solar System
together or in small groups.
A Some students may benefit from
viewing the video more than one
time.
After Viewing REAL WORLD
SCIENCE: THE SOLAR SYSTEM
A Select Suggested Activities that
integrate into your classroom curriculum. If applicable, gather
materials or resources.
A Choose the best way for students
to work on each activity. Some
activities work best for the whole
group. Other activities are
designed for students to work
independently, in pairs, or in
small groups. Whenever possible,
encourage students to share their
work with the rest of the group.
A Duplicate the appropriate number
of
Vocabulary,
Checking
Comprehension, and consumable
activity pages for your students.
A You may choose to have students
take consumable activities home,
or complete them in the classroom, independently, or in
groups.
A Administer the Test to assess students’ comprehension of what
they have learned, and to provide
them with practice in test-taking
procedures.
A Use the Culminating Activity
as a forum for students to display,
summarize, extend, or share
what they have learned with each
other, the rest of the school, or a
local community organization.
14
© Copyright 1999 AIMS Multimedia Real World Science: The Solar System
SUGGESTED ACTIVITIES
Writing
Many scientists have contributed their ideas to our modern understanding of the solar system.
Ask students to choose a person from the list below. Have each student write a one-page summary of their chosen person’s contributions to astronomy. Encourage students to use library
books and encyclopedia articles to learn more about their chosen topics.
60 Minutes
Tycho Brahe
Nicolaus Copernicus
Galileo
Sir William Herschel
Johannes Kepler
Percival Lowell
Sir Isaac Newton
Ptolemy
Meeting Individual Needs
Ask students to make sentences using the following terms. Encourage them to use a dictionary
if they are unsure of the meanings. Make sure that their sentences display an understanding of
the words as they relate to the program.
20 Minutes
• planet - nine large objects that travel around the sun
• star -huge ball of hot glowing gases
• sun - star at the center of our solar system
• solar system - sun and all the objects that travel around it
Connection to Art
Provide each student with a large sheet of white paper and ask them to illustrate the solar system, including the sun and nine planets. Encourage students to keep the relative sizes of the
planets in mind, as well as the planet’s distances from the sun. In addition, students should use
the information they have learned about each planet’s size and color.
ART
60 Minutes
Display the illustrations on a class wall under the title, “Visions of Our Solar System.” Ask the
class to discuss which renderings are the most accurate.
15
© Copyright 1999 AIMS Multimedia Real World Science: The Solar System
Critical Thinking
Ask students to choose one of the nine planets in our solar system. Tell them to spend a few
moments imagining what it would be like to visit that planet. Using what they have learned,
have each student write a one-page “diary entry” about the planet of their choice. Encourage
them to learn as much as they can about the planet’s atmosphere, weather, day and night
cycles, and surface, if any. Ask them to include these details in their diary entries.
60 Minutes
When the activity is completed, ask for volunteers to read diary entries to the class. Try to hear
at least one entry for each planet in the solar system.
Hands On
Divide students into nine cooperative groups—one for each planet. Provide each group with a
strip of butcher paper or a sheet of poster board. Each group will create a different Planetary
Poster with the following items:
•
•
•
•
•
•
60 Minutes
a drawing of the planet illustrating surface and/or atmospheric details
the name of the planet in large letters
the planet’s average distance from the sun
the planet’s length of year in earth days
the planet’s average day and night temperatures
drawings and names of the satellites orbiting the planet
Encourage each group to divide the tasks among group members, giving everyone a chance
to use their personal talents, such as writing, drawing, organizing and research gathering.
Connection to History
H IS TO RY
Thousands of years ago, humans knew nothing about the objects they saw in the sky. Many
myths were created to try and explain the mysteries of the sun and stars. Early humans even
worshiped the objects in the sky.
Ask students to imagine that they are living thousands of years ago. How would they feel if a
solar eclipse occurred, causing darkness during the day? How would they feel if they saw a
lunar eclipse, causing the moon to turn red or orange? Explain that people who lived even a
few hundred years ago did not understand these events. Many felt that the world was ending.
What other celestial events might have caused confusion and fear years ago? Encourage students to share their ideas openly. (Some answers might include falling stars and craters caused
by falling meteors.)
16
© Copyright 1999 AIMS Multimedia Real World Science: The Solar System
15 Minutes
In the Newsroom
Many stories in the news are related to the study of space. Solar energy, the space shuttle program, long-range exploration missions and environmental science are examples of fields that
use various aspects of astronomy. Ask each student to locate a newspaper or magazine article related to the study of space.
60 Minutes
Have students present summaries of their articles to the class, along with their own thoughts on
the significance of the information. Why is it important for us to continue studying objects in
space? How can it make life on earth better and safer? (The more we learn about other planets, the more we will learn about protecting and improving our own planet—earth. Also, earth
is an active member of the solar system, and it is important for us to know how our planet fits
into the scheme of the universe.)
Link to the World
Humans have only been traveling into space for a few decades. In that time, they have seen
many things and learned much about the environment beyond earth’s atmosphere. Discuss
with students the possibility of traveling into space. Would any student be interested in a career
as an astronaut? What kind of training might be required for such a career? (Astronauts must
study many kinds of math and science, such as calculus and physics. They must be in excellent
physical condition. Also, astronauts must be prepared for long missions in very small living
conditions.)
30 Minutes
Many people have wondered about the possibility of sending humans to live in outer space. If
current population trends continue, it might become necessary. What do students think about
the possibility of living in outer space? Would they prefer to live on a spaceship or a celestial
body, like the moon? What moons or planets would be the most practical for humans? (Our
moon is the closest celestial body, which would make it convenient. However, it has no atmosphere, so humans would have to live inside a controlled environment. The same is true for
Mars, although some scientists are working on ways to create a breathable atmosphere on
Mars by using plants.)
Culminating Activity
Using what they have learned in the unit, ask each student to write a question related to the
program. Collect the questions and use them to write a review quiz. After giving the quiz, ask
students if they enjoyed designing the test. How would they feel about designing more tests in
the future?
60 Minutes
17
© Copyright 1999 AIMS Multimedia Real World Science: The Solar System
Name
VOCABULARY
The following terms are from Real World Science: The Solar System. Fill in the number of each
term next to its closest definition.
1.
2.
3.
4.
5.
crater
gravity
star
axis
satellite
6. telescope
7. comet
8. meteor
9. astronomer
10. corona
___
the outer atmosphere of the sun
___
huge ball of hot glowing gases
___
force that keeps large bodies, like the sun and planets, attracted to one another
___
any object that revolves around a large object
___
instrument used to study space
___
holes on the surface of a planet which were formed by falling cosmic debris
___
large ball of frozen rock and gas
___
imaginary line that runs through the center of a planet
___
another term for a shooting or falling star
___
scientist who studies objects in space
18
© Copyright 1999 AIMS Multimedia Real World Science: The Solar System
Name
CHECKING COMPREHENSION
Read the following sentences and circle the letter of the word that best fills each blank.
One of the first scientists to study objects in space was ___1___ . Our solar system is made up of
___2___ planets revolving around the sun. The planets are attracted to the sun because of a force
known as ___3___ . The hottest part of the sun is about ___4___ degrees Fahrenheit. The planets
closest to the sun are called the ___5___ planets. They include Mercury, Venus, Earth and
___6___ . The outer planets are Jupiter, Saturn, Neptune___7___, and Pluto. Saturn is surrounded
by rings made of ___8___ . One of Saturn’s moons, Titan, is different than other moons because it
has its own ___9___ . Moons like Titan are known as ___10___ because they orbit larger objects.
1. A. Einstein
B. Galileo
C. Pluto
D. Socrates
6. A. Mars
B. Uranus
C. Io
D. Europa
2. A. twelve
B. ten
C. nine
D. seven
7. A. Ganymede
B. Corona
C. Mars
D. Uranus
3. A. gravity
B. mass
C. heat
D. friction
8. A. ice and rock
B. large moons
C. colorful gases
D. large flames
4. A. 2 million
B. 25 thousand
C. 25 million
D. 20 thousand
9. A. atmosphere
B. satellite
C. plant life
D. ice caps
5. A. gaseous
B. giant
C. inner
D. solar
10. A. asteroids
B. prominences
C. craters
D. satellites
19
© Copyright 1999 AIMS Multimedia Real World Science: The Solar System
Name
TERM LINK
Write the letter of each term next to the group of words which best describe it.
A. crater
B. gravity
C. star
D. axis
E. satellite
F. telescope
G. comet
H. meteor
I. astronomer
J. corona
___
scientist who studies objects in space
___
imaginary line that runs through the center of a planet
___
force that keeps large bodies, like the sun and planets, attracted to one another
___
huge ball of hot glowing gases
___
instrument used to study space
___
holes on the surface of a planet which were formed by falling cosmic debris
___
the outer atmosphere of the sun
___
large ball of frozen rock and gas
___
another term for a shooting or falling star
___
any object that revolves around a large object
20
© Copyright 1999 AIMS Multimedia Real World Science: The Solar System
Name
TRUE OR FALSE
Place a T next to statements that are true and an F next to statements that are false.
1. ___ A comet is a large burning flame that travels through space.
2. ___ It takes 365 days for the earth to orbit the sun.
3. ___ Mars and Venus are known as “gas giants.”
4. ___ The hottest part of the sun is at its center, which is called the core.
5. ___ Mercury is the closest planet to the sun.
6. ___ Jupiter has a rocky surface with huge mountains and deep valleys.
7. ___ Mars is covered with deserts and ice caps.
8. ___ The Great Red Spot is a giant storm on Saturn.
9. ___ Pluto is one of the largest planets in the solar system.
10. ___ Saturn has 16 large moons, including Titan.
21
© Copyright 1999 AIMS Multimedia Real World Science: The Solar System
Name
NUMBER CODE
A=1
C=2
E=3
G=4
H=5
I=6
L=7
N=8
O=9
P = 10
R = 11
S = 12
T = 13
U = 14
V = 15
X = 16
Y = 17
Use the Number Code above to decode the words in the sentences below.
1. Instruments such as the 13-3-7-3-12-2-9-10-3 are used to study objects in space.
_____________________________
2. 4-11-1-15-6-13-17 is the force that keeps the moon attracted to the earth.
_____________________________
3. The photosphere is the source of most of the sun’s 5-3-1-13 and light.
_____________________________
4. All planets rotate, or spin in a circle, on their own 1-16-6-12.
_____________________________
5. The earth’s moon doesn’t have enough 4-11-1-15-6-13-17 to hold an atmosphere.
_____________________________
6. 9-2-3-1-8-12 cover almost three-fourths of the earth’s surface.
_____________________________
7. Europa is one of the largest moons orbiting 12-1-13-14-11-8.
_____________________________
8. 10-7-14-13-9 is hard to see from earth because it is so small.
_____________________________
22
© Copyright 1999 AIMS Multimedia Real World Science: The Solar System
Name
SOLAR SYSTEM PUZZLE
Use the clues on the right to fill in each blank on the left.
S_____________________
The sun is a ______ at the center of our solar system.
O_____________________
It takes Mercury 88 earth days to ______ the sun.
L______________________
Energy from the sun rushes into space as waves of ______ .
A_____________________
______ are chunks of rock, metal and ice traveling through space.
R______________________
The surface of Mars is red because it is covered with ______ .
S______________________
Mars has two ______ or moons—Phobos and Deimos.
Y_____________________
It takes 11.9 earth ______ for Jupiter to orbit the sun.
S_____________________
Jupiter and ______ are known as giant gas planets.
T_____________________
Some comets seem to have ______ of melting gas trailing behind
them.
E_____________________
The moon that orbits ______ takes 27.3 days to rotate on its axis.
M_____________________
______ is the planet closest to the sun.
23
© Copyright 1999 AIMS Multimedia Real World Science: The Solar System
Name
WORD SEARCH
The following words can be found in the maze below. The letters may be arranged horizontally,
vertically, diagonally or backward.
meteor
orbit
rotate
planet
space
crater
comet
earth
axis
telescope
M
T
E
M
O
C
S
O
C
Q
C
X
E
B
H
E
S
M
O
P
G
V
S
W
T
K
A
X
I
S
V
M
A
T
Z
E
E
Q
D
M
E
O
L
W
X
C
T
P
O
S
Y
Q
V
X
A
Z
R
R
E
O
R
O
T
A
T
E
W
B
P
A
G
C
G
R
D
A
T
A
N
L
Y
T
P
S
J
B
Y
E
Q
R
C
R
Z
E
Z
E
M
I
H
J
K
T
Y
A
E
R
V
L
Q
T
P
S
N
H
L
W
N
R
G
E
V
S
B
X
B
R
P
L
A
N
E
T
24
© Copyright 1999 AIMS Multimedia Real World Science: The Solar System
Name
TEST
Circle the phrase which best answers each question.
1. Scientists believe that craters on the earth’s moon were formed by:
•
•
•
•
extraterrestrials who lived there billions of years ago.
giant bands of heat from the sun.
melted ice caps.
space debris that crashed into the moon’s surface.
2. Falling stars, or meteors, occur when:
•
•
•
•
pieces of the sun’s corona break away.
chunks of rock enter the earth’s atmosphere and burn up.
positively charged ions combine.
oxygen in the earth’s atmosphere is released into space.
3. Mercury is very hard to see from earth because:
•
•
•
•
it
it
it
it
is so close to the sun.
is the planet farthest from earth.
orbits the sun at very high speeds.
has no solid surface.
4. Mars is like earth because it has:
•
•
•
•
seasons that change from summer to winter.
large oceans that cover most of its surface.
carbon-based life forms.
an atmosphere rich with oxygen.
5. Planets like Jupiter and Saturn are called:
•
•
•
•
giant moons.
cloud planets.
gas giants.
none of the above.
25
© Copyright 1999 AIMS Multimedia Real World Science: The Solar System
Name
TEST (CONTINUED)
6. All of the following are moons of Saturn, except:
•
•
•
•
Io.
Europa.
Ganymede.
Corona.
7. Since it is so far from the sun, Pluto is really nothing more than a:
•
•
•
•
rocky sphere.
frozen ball of ice.
collection of space dust.
ball of hot gas.
8. Scientists who study objects in the sky are called:
•
•
•
•
celestial biologists.
electrologists.
metronomes.
astronomers.
9. The source of most of the sun’s light and heat is called the:
•
•
•
•
atmosphere.
photosphere.
prominence.
corona.
10. The closest celestial body to earth is:
•
•
•
•
Venus.
the sun.
Mercury.
earth’s moon.
26
© Copyright 1999 AIMS Multimedia Real World Science: The Solar System
ADDITIONAL AIMS MULTIMEDIA PROGRAMS
You and your students might also enjoy these other AIMS Multimedia programs:
Real World Science Series
Real World Science: Habitats
Real World Science: Dinosaurs and Fossils
Real World Science: Seeds and Plants
Real World Science: Simple Machines
Real World Science: Rocks and Minerals
Real World Science: Trash and the Environment
Real World Science: Weather and Climate
27
© Copyright 1999 AIMS Multimedia Real World Science: The Solar System
ANSWER KEY for page 18
VOCABULARY
The following terms are from Real World Science: The Solar System. Fill in the number of each
term next to its closest definition.
1.
2.
3.
4.
5.
crater
gravity
star
axis
satellite
6. telescope
7. comet
8. meteor
9. astronomer
10. corona
10
___
the outer atmosphere of the sun
3
___
huge ball of hot glowing gases
2
___
force that keeps large bodies, like the sun and planets, attracted to one another
5
___
any object that revolves around a large object
6
___
instrument used to study space
1
___
holes on the surface of a planet which were formed by falling cosmic debris
7
___
large ball of frozen rock and gas
4
___
imaginary line that runs through the center of a planet
8
___
another term for a shooting or falling star
9
___
scientist who studies objects in space
28
© Copyright 1999 AIMS Multimedia Real World Science: The Solar System
ANSWER KEY for page 19
CHECKING COMPREHENSION
Read the following sentences and circle the letter of the word that best fills each blank.
One of the first scientists to study objects in space was ___1___ . Our solar system is made up of
___2___ planets revolving around the sun. The planets are attracted to the sun because of a force
known as ___3___ . The hottest part of the sun is about ___4___ degrees Fahrenheit. The planets
closest to the sun are called the ___5___ planets. They include Mercury, Venus, Earth and
___6___ . The outer planets are Jupiter, Saturn, Neptune___7___, and Pluto. Saturn is surrounded
by rings made of ___8___ . One of Saturn’s moons, Titan, is different than other moons because it
has its own ___9___ . Moons like Titan are known as ___10___ because they orbit larger objects.
1. A. Einstein
B. Galileo
C. Pluto
D. Socrates
6. A. Mars
B. Uranus
C. Io
D. Europa
2. A. twelve
B. ten
C. nine
D. seven
7. A. Ganymede
B. Corona
C. Mars
D. Uranus
3. A. gravity
B. mass
C. heat
D. friction
8. A. ice and rock
B. large moons
C. colorful gases
D. large flames
4. A. 2 million
B. 25 thousand
C. 25 million
D. 20 thousand
9. A. atmosphere
B. satellite
C. plant life
D. ice caps
5. A. gaseous
B. giant
C. inner
D. solar
10. A. asteroids
B. prominences
C. craters
D. satellites
29
© Copyright 1999 AIMS Multimedia Real World Science: The Solar System
ANSWER KEY for page 20
TERM LINK
Write the letter of each term next to the group of words which best describe it.
A. crater
B. gravity
C. star
D. axis
E. satellite
F. telescope
G. comet
H. meteor
I. astronomer
J. corona
I
___
scientist who studies objects in space
D
___
imaginary line that runs through the center of a planet
B
___
force that keeps large bodies, like the sun and planets, attracted to one another
C
___
huge ball of hot glowing gases
F
___
instrument used to study space
A
___
holes on the surface of a planet which were formed by falling cosmic debris
J
___
the outer atmosphere of the sun
G
___
large ball of frozen rock and gas
H
___
another term for a shooting or falling star
E
___
any object that revolves around a large object
30
© Copyright 1999 AIMS Multimedia Real World Science: The Solar System
ANSWER KEY for page 21
TRUE OR FALSE
Place a T next to statements that are true and an F next to statements that are false.
F A comet is a large burning flame that travels through space.
1. ___
T It takes 365 days for the earth to orbit the sun.
2. ___
F Mars and Venus are known as “gas giants.”
3. ___
T
4. ___ The hottest part of the sun is at its center, which is called the core.
T
5. ___ Mercury is the closest planet to the sun.
F
6. ___ Jupiter has a rocky surface with huge mountains and deep valleys.
T
7. ___ Mars is covered with deserts and ice caps.
F
8. ___ The Great Red Spot is a giant storm on Saturn.
F Pluto is one of the largest planets in the solar system.
9. ___
T Saturn has 16 large moons, including Titan.
10. ___
31
© Copyright 1999 AIMS Multimedia Real World Science: The Solar System
ANSWER KEY for page 22
NUMBER CODE
A=1
C=2
E=3
G=4
H=5
I=6
L=7
N=8
O=9
P = 10
R = 11
S = 12
T = 13
U = 14
V = 15
X = 16
Y = 17
Use the Number Code above to decode the words in the sentences below.
1. Instruments such as the 13-3-7-3-12-2-9-10-3 are used to study objects in space.
telescope
_____________________________
2. 4-11-1-15-6-13-17 is the force that keeps the moon attracted to the earth.
Gravity
_____________________________
3. The photosphere is the source of most of the sun’s 5-3-1-13 and light.
heat
_____________________________
4. All planets rotate, or spin in a circle, on their own 1-16-6-12.
axis
_____________________________
5. The earth’s moon doesn’t have enough 4-11-1-15-6-13-17 to hold an atmosphere.
gravity
_____________________________
6. 9-2-3-1-8-12 cover almost three-fourths of the earth’s surface.
Oceans
_____________________________
7. Europa is one of the largest moons orbiting 12-1-13-14-11-8.
Saturn
_____________________________
8. 10-7-14-13-9 is hard to see from earth because it is so small.
Pluto
_____________________________
32
© Copyright 1999 AIMS Multimedia Real World Science: The Solar System
ANSWER KEY for page 23
SOLAR SYSTEM PUZZLE
Use the clues on the right to fill in each blank on the left.
tar
S_____________________
The sun is a ______ at the center of our solar system.
rbit
O_____________________
It takes Mercury 88 earth days to ______ the sun.
ight
L______________________
Energy from the sun rushes into space as waves of ______ .
steroids
A_____________________
______ are chunks of rock, metal and ice traveling through space.
ust
R______________________
The surface of Mars is red because it is covered with ______ .
atellites
S______________________
Mars has two ______ or moons—Phobos and Deimos.
ears
Y_____________________
It takes 11.9 earth ______ for Jupiter to orbit the sun.
aturn
S_____________________
Jupiter and ______ are known as giant gas planets.
ails
T_____________________
Some comets seem to have ______ of melting gas trailing behind
them.
arth
E_____________________
The moon that orbits ______ takes 27.3 days to rotate on its axis.
ercury
M_____________________
______ is the planet closest to the sun.
33
© Copyright 1999 AIMS Multimedia Real World Science: The Solar System
ANSWER KEY for page 24
WORD SEARCH
The following words can be found in the maze below. The letters may be arranged horizontally,
vertically, diagonally or backward.
meteor
orbit
rotate
planet
space
crater
comet
earth
axis
telescope
M
T
E
M
O
C
S
O
C
Q
C
X
E
B
H
E
S
M
O
P
G
V
S
W
T
K
A
X
I
S
V
M
A
T
Z
E
E
Q
D
M
E
O
L
W
X
C
T
P
O
S
Y
Q
V
X
A
Z
R
R
E
O
R
O
T
A
T
E
W
B
P
A
G
C
G
R
D
A
T
A
N
L
Y
T
P
S
J
B
Y
E
Q
R
C
R
Z
E
Z
E
M
I
H
J
K
T
Y
A
E
R
V
L
Q
T
P
S
N
H
L
W
N
R
G
E
V
S
B
X
B
R
P
L
A
N
E
T
34
© Copyright 1999 AIMS Multimedia Real World Science: The Solar System
ANSWER KEY for page 25
TEST
Circle the phrase which best answers each question.
1. Scientists believe that craters on the earth’s moon were formed by:
•
•
•
•
extraterrestrials who lived there billions of years ago.
giant bands of heat from the sun.
melted ice caps.
space debris that crashed into the moon’s surface.
2. Falling stars, or meteors, occur when:
•
•
•
•
pieces of the sun’s corona break away.
chunks of rock enter the earth’s atmosphere and burn up.
positively charged ions combine.
oxygen in the earth’s atmosphere is released into space.
3. Mercury is very hard to see from earth because:
•
•
•
•
it
it
it
it
is so close to the sun.
is the planet farthest from earth.
orbits the sun at very high speeds.
has no solid surface.
4. Mars is like earth because it has:
•
•
•
•
seasons that change from summer to winter.
large oceans that cover most of its surface.
carbon-based life forms.
an atmosphere rich with oxygen.
5. Planets like Jupiter and Saturn are called:
•
•
•
•
giant moons.
cloud planets.
gas giants.
none of the above.
35
© Copyright 1999 AIMS Multimedia Real World Science: The Solar System
ANSWER KEY for page 26
TEST (CONTINUED)
6. All of the following are moons of Saturn, except:
•
•
•
•
Io.
Europa.
Ganymede.
Corona.
7. Since it is so far from the sun, Pluto is really nothing more than a:
•
•
•
•
rocky sphere.
frozen ball of ice.
collection of space dust.
ball of hot gas.
8. Scientists who study objects in the sky are called:
•
•
•
•
celestial biologists.
electrologists.
metronomes.
astronomers.
9. The source of most of the sun’s light and heat is called the:
•
•
•
•
atmosphere.
photosphere.
prominence.
corona.
10. The closest celestial body to earth is:
•
•
•
•
Venus.
the sun.
Mercury.
earth’s moon.
36
© Copyright 1999 AIMS Multimedia Real World Science: The Solar System