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Holt Earth Science Chapter 27 Objectives - "The Solar System"
Directions: Please answer all text goals in thoughtful, clear sentences. If a question has multiple parts, make sure
to answer all parts completely. Try to avoid using pronouns like "it". Make sure to include the question in the
answer. Remember, this sheet is important to do well on in order to prepare for the test. Do your best work!!!
NGSS: HS: ESS1-6 Apply scientific reasoning and evidence from ancient Earth materials, meteorites, and other planetary
surfaces to construct an account of Earth’s formation and early history.
Goal 1: You will understand how the Sol Solar System and the Earth formed.
Activity A. Read pages 684 – 690.
Activity B. List the three main components of our solar system. Then, define the term planet, making sure to list all
three requirements for a celestial body being defined as a planet.
Activity C. Define the term solar nebula. Then, tell what event caused our solar system to begin to form. Finally,
tell what percent of our solar system’s mass the Sun makes up.
Activity D. Define and compare the terms, planetesimals, protoplanets, and moons.
Activity E. Using Figure 2 on pages 686-687, list and sketch the six steps in the formation of our solar system
according to the nebular model.
Activity F. List the four inner planets. Then, name the two elements that make up a large percentage of the inner
planets. Next, explain what two things happened to the lighter elements on the inner planets. Finally, compare the size,
composition, and density of the inner planets to the outer planets.
Activity G. List the four outer planets. Then, compare the temperatures under which the outer planets formed
compared to the inner planets and explain why these temperatures were so. Next, list two elements and three compounds
common on the outer planets. Finally, compare the composition, density, and size, of the outer planets to the inner
planets.
Activity H. Explain how Pluto’ composition and size differ from the other outer planets. Then, name the category to
which Pluto now belongs (now that it is no longer considered the 9th planet).
Activity I. List the three reasons that the early Earth was so hot.
Activity J. List the three Earth layers from innermost to outermost that formed by differentiation (Make sure to
include the composition and density of each layer).
Activity K. Describe the composition of the original atmosphere and explain what happened to it. Then, describe the
formation and composition of the Earth’s second atmosphere. Next, describe the purpose of the ozone layer. Finally,
explain the current composition of the Earth’s atmosphere and how it formed.
Activity L. Explain where the water in the Earth’s oceans came from. Then, explain where the salt in the Earth’s
oceans came from. Finally, explain the relationship between the Earth’s oceans and carbon dioxide, one of the main
Greenhouse gases.
NGSS: HS: ESS1-4 Use mathematical or computational representations to predict the motion of orbiting objects in the solar
system.
Goal 2: You will understand the scientific models of the solar systems and the laws of nature that govern them.
Activity A. Read pages 691 – 694.
Activity B. Explain Aristotle’s geocentric model of the solar system, and tell what Aristotle’s model didn’t explain.
Next, explain Ptolemy’s epicycles and tell what they were supposed to explain. Then, explain Copernicus’s heliocentric
model of the solar system, and tell why this model best describes retrograde motion.
Activity C. Draw a sketch comparing Aristotle’s geocentric model of the Solar System with Ptolemy’s epicycles and
with Copernicus’s heliocentric model of the Solar System.
Activity D. Explain what Galileo’s observations about Jupiter showed.
Activity E. Explain who Tycho Brahe was and what Johannes Kepler used Tycho’s observations for.
Activity F. List and explain Kepler's three laws of planetary motion. (Make sure to explain how a planet’s distance
from the Sun is related to its orbital speed for the 2nd law, and make sure to give the formula for the 3rd law.).
Activity G. Define the terms inertia and gravity. Then, explain the relationship between inertia, gravity, and
Kepler's laws of planetary motion. Finally, explain how the orbital periods of the outer planets differ from the inner
planets.
Goal 3: You will understand the location and characteristics of the inner planets.
Activity A. Read pages 695 – 700.
Activity B. Name the four inner, or terrestrial, planets and list the characteristics they all share.
Activity C. Explain the appearance of Mercury’s surface. Then, explain what two factors lead to Mercury’s drastic
changes in surface temperature.
Activity D. Explain the relationship between’s Venus’s orbital period, or revolution, (year) and its rotation (day).
Then, explain why Venus is sometimes called “Earth’s twin”. Then, explain the biggest difference between Earth and
Venus. Finally, explain why Venus is commonly called the “morning and evening star”.
Activity E. What did the Soviet Union’s probes reveal about the surface rocks of Venus in the 1970s. Then, explain
what the US’s radar mapping revealed about the surface features and age of Venus in the 1990s. Finally, explain how the
volcanic activity on Venus differs from that of the Earth.
Activity F. Explain how and why the water on Earth is different from the water on the other planets of our solar
system.
Activity G. Compare the Mars’s distance from the Sun, length of orbital period (year), and length of rotation (day)
with that of Earth’s. Then, describe the Valles Marineris on Mars and explain how it formed. Next, describe Olympus
Mons on Mars and explain how it formed. Finally, explain where the water on Mars is thought to be.
Goal 4: You will understand the location and characteristics of the outer planets.
Activity A. Read pages 701 – 708.
Activity B. Name the four outer planets and list the characteristics they all share. Next, name the dividing line
between the inner and outer planets.
Activity C. Explain how Jupiter’s mass compares to the mass of Earth and the other planets. Then, describe how
Jupiter’s rotation (day) compares to that of the other planets in the Solar System. Finally, describe Jupiter’s moons.
Activity D. Explain how Jupiter is like the Sun and explain why it never became a star. Then, describe the colored
bands in Jupiter’s atmosphere and explain why they exist. Next, explain what the Great Red Spot on Jupiter is and tell
how long it has been around. In addition, explain how the driving force of weather on Jupiter differs from that of the
Earth. Finally, describe the bizarre interior of Jupiter.
Activity E. Explain how Saturn’s density compares to that of the other planets in the solar system. Then, explain
Saturn’s most distinctive feature and how it formed.
Activity F. Tell when and Uranus was first discovered. Then, explain Uranus’s unusual orientation. Next, explain the
color, composition, and temperature of Uranus’s cloud tops. Finally, explain Uranus’s interior.
Activity G. Explain what planet Neptune is most similar to. Next, tell what Neptune was first discovered and what
was unusual about its discovery. Then, explain how the winds on Neptune compare to those of on the other planets.
Finally, name Neptune’s most distinctive feature.
Activity H. Explain what is unusual about the orbit of Pluto. Next, define the term Kuiper Belt. Finally, list and
describe the sizes of three other dwarf planets.
Activity I. Explain what an exoplanet is, when the first of them were discovered, and how they are discovered.
Note: Text assignments are due at the beginning of the period on the day of the chapter test.
Videos/Activities/Labs:
A. Watch Chapter 27.1, 27.2, 27.3, and 27.4 PowerPoints and take notes in text goals as needed.
B. Watch National Geographic: Asteroids, Deadly Impact and write down a timeline of Eugene Shoemaker’s life and career from watching the
video.
C. Watch Eyewitness: Planets and write down 20 things you learn from watching the video.
D. Watch the Planets (with Patrick Stewart) and write down 25 things you learn from watching the video.
E. Watch History Channel: The Universe: The Inner Planets: Mercury and Venus and write down 30 things you learn from watching the video.
F. Watch History Channel: The Universe: Mars: The Red Planet and write down 30 things you learn from watching the video.
G. Watch History Channel: The Universe: The Outer Planets and write down 30 things you learn from watching the video.
H. Complete the Small Scale Investigation: The Solar System (handout)
I. Complete the Framed Activity on Planets (handout)
J. Complete the Standardized Test Prep questions on pp. 712-713.
K. Complete the Maps in Action activity on pp. 716.
L. Play Chapter 27 Jeopardy.
M. Complete Planets Project (handouts).
Extra Credit:
1. Complete the Critical Thinking and/or the Concept Mapping activities for the Section Reviews for 27.1, 27.2, 27.3, and/or 27.4.
2. Do any one or more of the sections in the Chapter 30 Review on pages 710-711.
3. Find an article on Planet X and explain the theory.
Remember: There is no limit on extra credit; however, extra credit will not be accepted unless all required work for that chapter has been turned in first!