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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