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Table of Contents:
Astronomy and Space Science
Description
Page #
Introduction
3
Section 1: Earth’s Motion
4
Reason for Season Cut-outs
5
Reason for Season Printable
6
Reason for Season Cut-outs (B&W)
7
Reason for Season Printable (B&W)
8
Quiz: Earth’s Motion
9
Section 2: The Moon – Earth’s Satellite
10
Lunar Cycle Flip Book
11
Moon Cards – Unlabeled/Scrambled
12
Moon Cards – Unlabeled
13
Moon cards – Labeled
14
Quiz: The Moon – Earth’s Satellite
15
Section 3: Solar System
16
Formation of Solar System Cut-outs
17
Formation of Solar System Cut-outs (B&W)
18
Description Cut-outs
20
Solar System Sequence – Blank
21
Solar System Sequence – Blank (B&W)
22
Answer Key
23
Quiz: Solar System
24
Section 4: The Planets
25
Scale Model of Solar System
26
Cut-outs
27
Cut-outs (B&W)
28
Scale Model of Solar System (completed data table)
29
Quiz: The Planets
30
Section 5: Stars and Galaxies
31
Life Cycle of Stars Reading Passage
32
Life Cycle of Stars
33
Cut-outs
Life Cycle of Stars Cut-outs (B&W)
34
Answer Key
35
Quiz: Stars and Galaxies
36
Section 6: Space Exploration
37
Space Shuttle Mission Sequence
38
Pop-out Card
39
Visual Directions
40
Answer Key
41
Quiz: Space Exploration
42
Answer Keys – Quizzes
43
Contact and Copyright
44
Teacher Notes – LARGE PRINT
45-50
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Section 1: Earth’s Motion
Description:
Students will create a moving model of Earth’s rotational axis that will help them
understand the reason for the seasons in the northern hemisphere.
The
printables for this activity are offered in color and in gray scale, along with
step-by-step instructions and a mini-quiz.
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Reason for the Seasons
Introduction: The seasons are determined by the tilt of Earth’s rotational axis as Earth revolves
around the Sun.
You will create a model to observe the effect of the tilt of Earth’s axis on
the seasons of the northern hemisphere and determine when the angle between Earth’s
rotational axis and the Sun is the largest and when it is the smallest.
Directions:
1. On the Reason for the Season Model page, locate the circle that will act as your pivot and
cut out the three dashed tabs, taking care to ONLY cut on the dotted lines.
Fold the tabs up
along the inner black circle.
2. Cut out the Earth (with pivot bar) diagram below and remove the lower inner circle marked
with a dashed line.
3. Next cut out the pivot “topper” with marked angles along with the solstice/equinox labels. Fold
labels on dotted line.
4. Place your Earth diagram with pivot bar over pivot point on Reason for the Season Model
page.
Be sure that all tabs fit through circle, then fold tabs back flat.
Place glue on tabs
ONLY then center and glue the pivot topper on top of the tabs.
5. Rotate the Earth model on its rotation axis and decide where to correctly place the solstice
labels.
Once glued in place, open up labels and write a description of each day.
Glue completed
page into your Science Interactive Notebook.
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(Northern Hemisphere)
Reason for the Season
Section 2: The Moon – Earth’s Satellite
Description:
Students will need to identify, label and unscramble the moon phase cards in
order to make a flip book that features the lunar cycle.
For differentiation
purposes, I’ve also included a set where the cards are not mixed up and a set
where the cards have already been prelabeled.
Printables, cut-outs, teacher answer key and a mini-quiz are all included for this
concept.
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Lunar Cycle Flip Book
Directions:
1. Using the diagram as a reference
guide, correctly identify each phase
of the lunar cycle on the following
page and label each moon phase card
accordingly.
2. Once all phases have been properly
labeled, cut out each card and paste
to the back of cardstock or an index
card.
3. Put cards in the correct sequence
of a lunar cycle then staple cards
together where indicated.
** Make
sure all edges that you “flip” are even
with each other to be the most
effective.
4. Once your Lunar Cycle Flip Book is
completed, cut out reference guide
and pocket template and glue both into
your science interactive notebook.
LUNAR
CYCLE
FLIP book
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Lunar Cycle Flip Book
Directions: Cut out cards and label each phase of the lunar cycle.
Put cards together to make a flip
book and place completed Lunar Cycle Flip Book in the pocket of your Science Interactive Notebook.
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Section 3: Solar System
Description:
Students will understand how the solar system came to be by studying
diagrams and matching them with the proper description.
Once students have
them matched, they will then need to put the diagrams with descriptions in the
proper sequence of the solar system formation.
Again, along with the version described above, I have also included a version
where the diagrams are already in order and the students will only need to cut
out the descriptions and place them in the proper order.
Both versions are
available in color and grayscale.
Printables, cut-outs, teacher answer key and a mini-quiz are all included for this
concept.
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Formation of the Solar System
Directions: Cut out the following diagrams and descriptions below, matching each diagram to its
description.
Paste all items in chronological order in your Science Interactive Notebook in order to help
you explain the formation of the solar system.
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Formation of the Solar System
Directions: Cut out the following descriptions on how the solar system formed and place them in the
proper order on the following worksheet.
Paste finished page in your Science Interactive Notebook.
Formation of the Solar System
Directions: Cut out the following descriptions on how the solar system formed and place them in the
proper order on the following worksheet.
Paste finished page in your Science Interactive Notebook.
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Formation of the Solar System
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Section 4: The Planets
Description:
One of my favorites – maybe because it’s this teeny
tiny scale model of the solar system.
Students will create a scale model of the solar system
from the Sun by either calculating the distance
themselves with the information given, or using the
version where the distance has already been
calculated.
And of course, this needs to work for the Science
Interactive Notebook, so I’ve included a pocket template
that fits behind the data table so the students can
safely secure their solar system!
Color and black and white versions of the printable have been included along with a mini-quiz.
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Scale Model of Solar System
Directions: Using the table below, create a scale model of the solar system showing the average distance
of the planets from the Sun.
For this activity, Earth, which is 1.00 astronomical units (AU) from the Sun, will be represented as 2.54 cm
on the scale.
Use this measurement to calculate the scaled distances for the remainder of the planets.
For example to calculate Mercury:
2.54 cm
AU
X 0.39 AU = .99 cm
Once the distance (cm) has been calculated for all the planets, you will create a scale model of the solar
system using the following directions:
1. Cut out the following diagrams of the Sun and planets, along with the data table and the pocket
template.
2. Take the Sun and paste a piece of string to the back, making sure the string is long enough for the
entire model.
3. Beginning with Mercury, measure out the calculated distance from the Sun and mark string.
Place glue
on back of planet cut-out and wrap around point on string, making sure to put the fold of the cut-out
along the string.
Press glued sides together so it holds in place on model.
4. Repeat step 3 with the remainder of the planets making sure to measure from the SAME point on the
Sun for each planet in order to make your scale model as accurate as possible.
5. When your model is complete, paste the Sun down in your Science Interactive Notebook and glue in the
pocket cut-out at bottom of page to collect the extra length of your model.
6. Finally, glue your data table to the front of your pocket to use as a reference for your scale model.
Data Table 1:
Planet
Distance from
Distance from
the Sun (AU)
the Sun (cm)
Mercury
0.39
Venus
0.72
Earth
1.00
Mars
1.52
Jupiter
5.20
Saturn
9.54
Uranus
19.18
Neptune
30.06
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Cut-outs
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Cut-outs
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Section 5: Stars and Galaxies
Description:
Students are given a short reading on
the Life Cycle of Stars and need to
use the information from the passage
to help them cut and paste the
different stages of a star’s life cycle
in the proper sequence.
I think it’s important to have students
glue the reading into their Science
Interactive Notebook to use as a reference for review.
A colored and black and white version of the printables have been included
along with an answer key and a mini-quiz.
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LIFE CYCLE OF STARS
Stars begin as a large cloud of gas and dust called a nebula.
FOLD AND PASTE THIS REFERNCE PAGE ONTO LEFT MARGIN OF LIFE CYCLE OF STARS SCIENCE INTERACTIVE NOTEBOOK PAGE
As gravity exerts a force on the particles of dust and gas,
the nebula contracts, increasing pressure and temperature inside the
core to initiate nuclear fusion.
For low-mass stars up to 8 solar
masses (or about 8 times as massive as the Sun), the outer layers
swell into a red giant.
Over time the star ejects its outer layers returning to gas and dust
while the interior collapses into a white dwarf.
Ninety-nine percent of
the stars that you see end their lives like this.
Eventually, after billions
of years, the white dwarf will cool and stop giving off light.
High-mass stars, or those more than eight times the mass of the Sun,
become red or yellow supergiants and begin to expel stellar
matter. Eventually the core takes on so much iron that it
cannot release energy through fusion.
This causes the star
to collapse in on itself violently, and a shock wave travels
outward exploding as a supernova. Its core becoming a
neutron star that is so dense that one teaspoon would weigh
more than 600 million metric tons on Earth.
If a star is so massive that the remaining core from a supernova is
more than three solar masses, the gravity near this mass is so strong
it creates a region where nothing can escape from, not even light.
Therefore, this region is called a black hole.
The matter ejected during a star’s life cycle will provide material for
nebulas that will form new stars, planets and other
celestial objects.
The matter in stars is recycled
many times.
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recycles back to nebula.
Paste finished page in your Science Interactive Notebook.
paste them in the appropriate position on the diagram above. Draw lines showing where stellar matter ejects and
Directions: Read the passage on the Life Cycle of Stars. Cut out the following phases of a star’s life cycle and
Section 6: Space Exploration
Description:
We’re bringing Science Interactive Notebooks to a whole new level with this pop-up
model of a Space Shuttle Mission Sequence. Using the visual directions, students will
have so much fun determining the order of the space mission, but then will take their
engagment to a whole new level when their page “pops-out” at them.
Printables, cut-outs, visual directions, a teacher answer key and a mini-quiz are all
included for this concept.
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Space Shuttle Mission Sequence
Introduction: Sending humans into space was a major goal of the early
space program.
In 1962, NASA sent the first American astronaut, John
Glenn, into space from Cape Canaveral at the Kennedy Space Center in
Florida, and since then, all crewed spaceflights in the United States are
launched from there.
In order for a space shuttle to have a successful mission, the shuttle
must launch during a specific window of time, orbit the Earth to
complete its mission, then return to Earth, landing much like an airplane.
Directions: This activity features different steps of a mission sequence.
Unfortunately, they are all mixed up and your help is needed to place
Landing
them in the correct sequence on the pop-out space shuttle mission
sequence model.
Follow these steps to complete the model:
1. First, fold your pop-out model base page into thirds lengthwise
following guide lines given on sheet.
The folded paper should look like an
ascending staircase.
2. Carefully, cut all dashed lines on the sheet.
The cut lines on outside
of page will create 3D boxes that will come forward on your model.
The cut lines in the middle of the page will create “doors” that you will
open to help your model stand to showcase sequence.
3. Next, cut out all diagrams of the sequence on the outside of this page
– notice that the beginning ( ) and end (landing) diagrams have been
identified for you.
Use the descriptions on your model to help you place
the rest of the sequence in order.
4. When you have sequence in correct order, glue all diagrams in
correct order on the model.
All diagrams on this page are in correct
orientation – make sure to take notice before gluing. To help create the
3D effect, ONLY glue BOTTOM half of each diagram on the numbered
position.
This will allow for more of a “pop-out” feature on your model.
(*Hint, the step where the rockets parachute to sea, fold so that you
glue the water to the page and the rest of diagram stands up in front
of space created by cut doors.)
5. When complete, paste the bottom tier of model into your Science
Interactive notebook and fold flat when not in use.
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PRE-LAUNCH
SEA
PARACHUTE TO
LANDING
SEPERATE
ROCKETS
EARTH
TANK
SEPARATE
BOOSTER
LAUNCHING
ORBIT AROUND
EXTERNAL
SOLID ROCKET
EARTH’S ORBIT
LEAVING
END OF MISSION
OOPERATION
ORBITAL
Visual Directions for Space Shuttle Mission Sequence Model
1.
First, fold your pop-out model base page into thirds lengthwise following
guide lines given on sheet.
The folded paper should look like an ascending
staircase
2. Carefully, cut all dashed lines on the sheet. The cut lines on outside of page will
create 3D boxes that will come forward on your model.
The cut lines in the
middle of the page will create “doors” that you will open to help your model stand
to showcase sequence.
3. Next, cut out all diagrams of the sequence on the outside of this page – notice that the beginning ( )
and end (landing) diagrams have been identified for you. Use the descriptions on your model to help you
place the rest of the sequence in order.
4. When complete, paste the bottom tier of model into your Science Interactive notebook and fold flat
when not in use.
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Answer Key
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Question: What causes the cycle of seasons on Earth?
Lesson 1
EARTH’S MOTION
The Sun is the nearest star to Earth and has a diameter 100 times
greater than Earth’s.
The Sun’s core reaches temperatures over
15,000,000ᵒC, with the surface reaching temps of 5,500ᵒC. A small
part of this energy reaches Earth as light and thermal energy.
Earth orbits, or follows a path, around the Sun making one complete
revolution every 365.24 days due to the Sun’s gravitational pull.
As Earth revolves around the Sun, it rotates, or spins on it’s
rotational axis, or an imaginary line on which the Earth rotates.
Because Earth’s surface is curved, different parts of Earth’s
surface receive different amounts of the Sun’s energy.
Earth’s orbit is an ellipse, or an elongated, closed curve. Because
the Sun is not centered in the ellipse, the distance between the Sun
and Earth change during the year.
The tilt of Earth’s rotation axis, combined with Earth’s motion around
the Sun causes the seasons to change.
The hemisphere tilted toward the Sun receives more daylight
hours than the hemisphere tilted away from the Sun.
Earth’s tilt cause the suns radiation to strike the hemispheres at
different angles.
The hemisphere tilted toward the Sun receives more total sunlight
than the hemisphere tilted away from the Sun.
solstice – day when Earth’s rotation axis is the most toward or away
from the Sun
June (Summer) solstice is June 20/21 in the northern hemisphere
December (Winter) solstice is Dec 21/22 in the northern hemisphere
equinox – day when Earth’s rotation axis is leaning along Earth’s orbit,
neither toward nor away from Sun
March (Spring) equinox is March 20/21 in the northern hemisphere
September (Fall) equinox is Sept 22/23 in the northern hemisphere
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Question: Why does the moon appear to change shape?
Lesson 2
THE MOON – EARTH’S SATELLITE
The moon seems to shine because it reflects the sunlight.
The gravitational pull of Earth on the Moon causes the Moon to
move in an orbit around the Earth. The changing relative positions
of the Moon, Earth and Sun cause the phases of the Moon, eclipse
and tides.
phases – the different forms the Moon takes in its appearance
from Earth; sequence of phases is the lunar cycle lasting 29.5 days
new moon – when the moon is between Earth and Sun and can’t
be seen
a. Waxing Phases – more of the moon’s near side is lit each night
waxing crescent – first visible thin slice of moon
first quarter – half the lighted side of moon is visible
waxing gibbous – more than one quarter is visible
full moon – all the moon’s lighted side is visible
b. Waning Phases – less of the illuminated half of Moon is visible
after a full moon
waning gibbous – starts after a full moon when more than
half of lit side of moon is still visible
third quarter – only half the moon’s lighted side is visible
waning crescent – last visible slice before a new moon
eclipse – when Earth or the Moon casts a shadow on the other
solar eclipse – when Moon’s shadow appears on Earth’s surface
lunar eclipse – occurs when the Moon moves into Earth’s shadow
Features on the moon’s surface include:
maria – dark, flat areas formed from lava 3-4 billion years ago
crater – large, round pits caused by impacts of meteoroids
highlands – oldest, most highly-cratered regions on the Moon
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Question: Why are planets classified as either inner or outer planets?
Lesson 3
THE PLANETS
Planets are classified according to their location in the solar system.
Inner planets are those with orbits between the Sun and asteroid
belt; outer planets orbit outside the asteroid belt.
Terrestrial planets are made mainly of rocky material and giant
gaseous planets are made mainly of ice and gas.
MERCURY – planet closest to Sun
has no true atmosphere; surface temperatures are extreme
has many craters and long, steep cliffs
VENUS – second from Sun and similar to Earth in size and mass
effect resulting in surface temps between 450ᵒC and 475ᵒC
EARTH – third planet from the Sun
water exists on Earth as solid, liquid and gas
atmosphere protects surface from meteors and Sun’s radiation
MARS – fourth planet from the Sun
called the red planet because of the iron oxide that is present in the
INNER PLANETS
extremely dense atmosphere of clouds causing intense greenhouse
surface rocks giving them reddish color
thin atmosphere causing extreme temperatures, strong winds and
global dust storms
has polar ice caps, seasons, and other evidence that water is or was
once present
JUPITER – largest planet in solar system; fifth from Sun
atmosphere mostly hydrogen and helium; many high pressure gas
storms with the most notable being the Great Red Spot
SATURN – sixth planet from Sun, second largest in solar system
thick outer rings of hydrogen, helium, ammonia, methane and water
vapor
31 moons, with largest moon, Titan, being larger than Mercury
URANUS – seventh planet from Sun; large and gaseous
methane in atmosphere gives planet it blue-green color
OUTER PLANETS
has at least 60 moons with four having their own atmosphere
has tilted axis of rotation moving around Sun like a rolling ball
NEPTUNE – eighth planet from Sun
has surface of frozen nitrogen and geysers that erupt nitrogen gas
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Question: How did the solar system come to be?
Lesson 4
SOLAR SYSTEM
Geocentric (Earth-centered) model – early Greeks thought planets,
the Sun, Moon and stars rotated around the earth
Heliocentric (Sun-centered) model – Nicholas Copernicus and Galileo
Galilei observed that the Moon revolved around the Earth and that
Earth and the other planets revolved around the Sun.
Astronomical units (AUs) – measure distances among the objects in
the solar system: 1 AU = 150 million km, the avg distance from Earth
to the Sun
Astronomers believe the solar system began 4.6 billlion years ago.
- A cloud of gas, ice and dust formed slowly.
- Shock waves (possibly from a supernova, or exploding star) might
have caused the cloud to compress.
- Cloud became more dense, rotated faster, heated up, and
flattened to form a disc
- Heated material from contracting cloud triggered nuclear fusion,
forming the Sun, material left behind became objects of solar
system
Objects that orbit the Sun:
planets – a planet must orbit the Sun, have a nearly spherical shape
and have a mass much larger than the total mas of all other objects
dwarf planets – spherical-shaped object that orbits the Sun but does
not have more mass than the objects in nearby orbits
asteroid – millions of small, rocky objects that orbit the Sun in an
asteroid belt; range in size from < 1 meter to several hundred km
comet – made of gas, dust and ice and moves around the Sun in an
oval-shaped orbit
meteoroids – debris left by colliding asteroids or dispersing comets
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Question: What does the life of a star depend on?
Lesson 5
STARS AND GALAXIES
Ancient Greeks, Romans and other early cultures observed patterns
of stars in the night sky called constellations. Stars in the sky can
be found at specific locations within a constellation.
Characteristics used to classify stars include color, temperature,
size, composition and brightness.
absolute magnitude – measure of the amount of light a star gives off
apparent magnitude – measure of the amount of light received on
Earth
light-year – distance that light travels in one year; light travels at
300,000 km/s or about 9.5 trillion km in one year.
Scientists study the spectra, or range of wavelengths, stars emit
using an instrument called a spectroscope which can spread the light
into different wavelengths.
A star is “born” when the contracting gas and dust from a nebula, or
large cloud, become so dense and hot that nuclear fusion starts.
After a star runs out of fuel, it becomes a white dwarf, a neutron
star, or a black hole.
Most stars are members of groups of two (binary) or more stars
called star systems.
galaxy – huge group of single stars, star systems, star clusters, dust
and gas bound together by gravity; astronomers classify most
galaxies into the following types:
spiral – has bulge in middle and arms spiral outward; Milky Way
elliptical – round or flattened balls; contain only old stars
irregular – no regular shapes; generally bright, young stars
quasars – active young galaxies with black holes at their centers
Big Bang Theory – universe probably began about 13.7 billion years ago
with an enormous explosion – galaxies still expanding from explosion
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Question: What is one goal of space exploration?
Lesson 6
SPACE EXPLORATION
Optical telescopes – use light to produce magnified images
refracting telescopes – uses convex lenses to concentrate light
from a distance object
reflecting telescope – uses a concave mirror to see distant objects
radio telescope – telescope that collects radio waves and some microwaves using an antenna that looks like a TV satellite dish; used to
detect objects in space, map the universe, and look for signs of life
on other planets
Hubble Space Telescope – first optical space reflecting telescope that
orbits Earth
Space telescopes work better since they can collect energy at all wavelengths, including those that cannot penetrate the Earth’s atmosphere
Early history of space exploration technology included:
rockets – helped launch objects into space by propelling itself by ejecting
exhaust gas from one end
satellite – object that revolves around another object in an orbit; first
artificial satellite was launched in 1957 by the former Soviet Union
space probes – an unscrewed spacecraft sent from Earth to explore
objects in space
space shuttles – reusable spacecraft that transport people and materials
to and from space
- A space shuttle, Apollo 11, was used to send Neil Armstrong and Buzz
Aldrin to the moon, with 11 other astronauts for the first time in 1968.
In 1998 the United States joined 15 other nations to begin building the
International Space Station. Occupied since 2000, many astronauts live
and conduct research on this Earth-orbiting satellite.
Recent and future space exploration include missions to inner planets,
as well as the outer planets and beyond.
Astrobiology – the study of life in the universe, including life on Earth
and the possibility of extraterrestrial life
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