Exploring Our Solar System - Discovery Education

Exploring Our Solar System
INTRODUCTION TO THE AIMS TEACHING MODULE (ATM)
Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Organization and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Features . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
INTRODUCING Exploring Our Solar System
Jump Right In . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
Themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
PREPARATION FOR VIEWING
Introduction to the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Introduction to Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Discussion Ideas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
AFTER VIEWING THE PROGRAM
Suggested Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Checking Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Gravity Makes Weight . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Age On Other Planets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15
Meteor Showers Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16
Planets and Moons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
Storyboard . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Checking Vocabulary-Word Search . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19
Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
ADDITIONAL AIMS MULTIMEDIA PROGRAMS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22
ANSWER KEYS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
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Congratulations!
You have chosen a learning program that will actively motivate your students and provide you with easily accessible and easily manageable
instructional guidelines and tools designed to make your teaching role efficient and rewarding.
The AIMS Teaching Module (ATM) provides you with a video program correlated 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.
RATIONALE
ORGANIZATION AND MANAGEMENT
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:
1. Knowledge (rote memory skills),
2. Comprehension (the ability to relate or retell),
3. Application (the ability to apply knowledge outside its origin),
4. Analysis (relating and differentiating parts of a whole),
5. Synthesis (relating parts to a whole)
6. Evaluation (making a judgment or formulating an opinion).
To facilitate ease in classroom manageability, the AIMS Teaching
Module is organized in three sections:
I. Introducing this ATM
will give you the specific information you need to integrate the
program into your classroom curriculum.
II. Preparation for Viewing
provides suggestions and strategies for motivation, language
preparedness, readiness, and focus prior to viewing the program
with your students.
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.
III. 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.
© Copyright 2002 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 since 1957. 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 videocassette and CD-ROM.
Persons or schools interested in obtaining additional copies of this AIMS Teaching Module, please contact:
AIMS Multimedia at:
Toll Free: 1-800-367-2467
Fax: 818-341-6700
Web: www.aimsmultimedia.com
Email: info@aimsmultimedia.com
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FEATURES
INTRODUCING THE ATM
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
and to provide assessment tools, your AIMS
Teaching Module features these components:
Themes
This section tells how the AIMS Teaching
Module is correlated to the curriculum.
Themes offers 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.
Preparation for Viewing
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.
Introduction To Vocabulary
Introduction to Vocabulary is a review of
language used in the program: words,
phrases, and 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.
Discussion Ideas
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.
Focus
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.
After Viewing the Program
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.
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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.
Curriculum Connections
Many of the suggested
activities are intended to
ART
integrate the content of the
ATM program into other
content areas of the
classroom curriculum. These crossconnections
turn the classroom teaching
experience into a whole learning
experience.
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
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.
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 worldview.
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ADDITIONAL ATM FEATURES
Vocabulary
Every ATM contains an activity that
reinforces the meaning and usage of the
vocabulary words introduced in the
program content. Students will 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.
Reproducible Activities
The AIMS Teaching Module provides a
selection of reproducible 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.
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.
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 testtaking
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.
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.
Answer Key
Reproduces tests and work pages with
answers marked.
JUMP RIGHT IN
Preparation
• Read Exploring Our Solar System
Themes, Overview, and Objectives to
become familiar with program content
and expectations.
• Use Preparation for Viewing
suggestions to introduce the topic to
students.
Viewing
• Set up viewing monitor so that all
students have a clear view.
• Depending on your classroom size and
learning range, you may choose to
have students view Exploring Our Solar
System together or in small groups.
• Some students may benefit from
viewing the video more than one time.
After Viewing
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• Select Suggested Activities that
integrate into your classroom
curriculum. If applicable, gather
materials or resources.
• 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.
• Duplicate the appropriate number of
Vocabulary, Checking Comprehension,
and consumable activity pages for your
students.
• You may choose to have students take
consumable activities home, or
complete them in the classroom,
independently, or in groups.
• Administer the Test to assess students’
comprehension of what they have
learned, and to provide them with
practice in test-taking procedures.
• 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.

Exploring Our Solar System
Themes
An introduction to a theory of the beginning
of the solar system and a review of the characteristics
of each planet are major themes
in the physical science curriculum. The fragile
balance of the Earth’s atmosphere, in
comparison to other planets, is a related
theme.
Overview
Exploring Our Solar System introduces students
to a theory of the beginning of the
solar system and the basic characteristics of
each planet. The sun’s magnetic field and the
importance it plays in the solar system are
explored. The difference between the four
inner terrestrial planets and the four giant
gaseous planets is described. The planets’
moons and the non-planetary objects such
as asteroids, comets and meteors are
explained. Live-action photography combined
with animation and three-dimensional
models create a comprehensive image of the
solar system.
Objectives
• To explain a theory of the origin of the
solar system
• To explain the influence of the sun’s
magnetosphere on all the planets of the
solar system
• To show the planets’ surface
characteristics
• To show the size and relative position of
each planet in the solar system
• To show the features of the Earth that
allow for life
• To give a comparison of all the planets
Introduction to the Program
To introduce the topic of the solar system,
ask students to tell what they know about the
origin of the sun and planets in the solar system.
Present the theory of interstellar dust
and gas pulling together under its own gravity,
causing spinning whirlpools that formed
the sun and the planets. Ask students to
name the planets in their order from the sun,
and to tell what they know of the composition
of each planet (terrestrial or gaseous)
and the life each supports. Explain the difference
between asteroids, comets and
meteors: asteroids are very small planets
made up of rock and metal ores, most of
them orbiting the sun in the asteroid belt
between Mars and Jupiter; comets are made
up of ice and dust particles and travel
through the solar system on an oval path;
meteors (shooting stars) are masses of metal
or stone that pass through Earth’s atmosphere,
burning up as they fall toward Earth.
Introduction to Vocabulary
To prepare students for viewing Exploring
Our Solar System, present these words for
review: atmosphere, Earth, moon, planet,
solar system, sun. Make sure all students,
including those acquiring English, know
their meanings.
Discussion Ideas
Have students discuss the necessary components
to sustain life on Earth. Bring up the
issues of atmosphere, heat, cold, soil, water,
and air. Show students pictures of a desert,
such as Death Valley, and pictures of a rain
forest, perhaps from Brazil. Discuss the
importance of life-sustaining elements.
Using reference books, like National
Geographic’s Atlas of the World, show pictures
of the solar system and point out the
planets that have unusual aspects: Venus is
the only planet about the same size as Earth;
Venus and Uranus rotate in the reverse
direction of the other planets’ rotation;
Uranus rotates on its side; part of Pluto’s
orbit is inside the orbit of Neptune.
Focus
Encourage students to watch for similarities
and differences other planets have with
Earth, such as size, rotational direction,
composition, seasons, moons, and atmosphere.
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SUGGESTED ACTIVITIES
Connection to Language Arts
Begin a discussion about well-known Greek and Roman mythological characters. Each planet has been named
after a Greek or Roman mythological character. Research the mythological character of each planet and write a
persuasive essay about why it is (or isn’t) an appropriate name for the planet.
Have small groups of students make a poster showing a picture of the mythological character and that character’s
qualities beside a picture of the planet and its qualities. For example: Mercury is the messenger of the Roman gods
and is recognized for his speed. He has wings on his feet. Mercury, the planet, is the speediest in the solar system,
orbiting the Sun once in 0.24 Earth years, or about four times each Earth year.
60 Minutes
LANGUAGE
ARTS
Extended Activity
Provide students with the names of the space probes listed below. Individually, or in small groups, have students
prepare a multimedia presentation that includes pictures of the space probe, the significance of its name, the launch
date, its purpose, its discoveries, and some images sent back to Earth. Conclude with an analysis of the success or
failure of the space probe. The multimedia presentation can be a poster with pictures and text or a hypermedia
stack. Digitize frames from the video to include in the stack.
Extended
Mariner Probes 2, 4, 7, 9, 10
Pioneer Probes 10 and 11
Voyager
Magellan
Galileo
Ulysses
Mars Observer
Viking
Hubble Telescope
Connection to History
Historically, several astronomers had great impact on the views people held about the relationship between the sun,
the Earth, and other bodies in the solar system. Have students research the following historical figures: Aristotle,
Aristarchus, Ptolemy, Nicolaus Copernicus, Johannes Kepler, Tycho Brahe, and Galileo Galilei. Create a time line
that shows each person’s contribution to the understanding of the solar system. Students may work individually or
in groups.
45 Minutes
HISTORY
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Connection to History
Have students, in groups or individually, thoroughly research one historical figure listed below and make an oral
or multimedia presentation to the class.
Astronomers to consider:
Greek astronomer Aristotle - about 380 BC - said the Earth was flat
1 Week
HISTORY
Greek astronomer Aristarchus - about 280 BC, said the sun was the center of the solar system and that the
Earth was one of several planets revolving around the sun
Greek astronomer Ptolemy - about 130 AD, believed the Earth to be the center of the solar system
Polish astronomer Nicolaus Copernicus - about mid 1500s, convinced people that the sun was the center of
the solar system, the Earth rotated on its axis and revolved around the sun
Danish astronomer Tycho Brahe - early 1600s, observed the movement of planets
German mathematician Johannes Kepler - early 1600s, worked with Tycho Brahe’s observations to explain
how the planets move around the sun
Italian astronomer Galileo Galilei - early 1600s, was the first to build and use a telescope for the purpose of
observing the stars
English scientist Isaac Newton - late 1600s, concluded that gravitation was the force that held the planets in
orbit around the sun
Connection to Music
Bring to class a CD of the Gustav Holst classical music, “The Planets Suite.” Play it for the group and discuss how
the composer captured (or did not capture) the musical signature or essence of each planet.
Connection to Health
Ask the students to explain the importance of the ozone layer. Remind students that the ozone layer forms a protective
umbrella acting like a sun block, keeping out much harmful ultraviolet radiation. Pollution has already damaged
the ozone layer. What do scientists believe might happen if the ozone layer disappeared
In the Newsroom
Imagine astronomers have just discovered a large comet that is headed for Earth. It has been sighted by the most
recent outer space probe. Reporters should provide footage for the “evening news” (perhaps using existing laser
disc or video footage). Other reporters should interview “prominent scientists” (students who have researched
comet activity) for their opinion about the perceived danger to the Earth. “Politicians” (other students) should be
interviewed on the role the government should take in trying to break up the comet before it strikes Earth. If video
equipment is available, tape the “evening news” to be viewed by the entire class. If equipment is not available,
make the presentation “live.”
60 Minutes
15 Minutes
30 Minutes
MUSIC
HEALTH
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Link to the World
Ask students, “How do you think the information presented in Exploring Our Solar System was obtained” As the
students discuss this, begin making a list of occupations related to exploring the solar system, both first-hand, and
second-hand. First-hand exploration refers to those occupations directly involved in the exploration. Second-hand
refers to people who are exploring the solar system through viewing videos or other visual media, through reading
books, and/or talking to experts.
First-hand explorers might include:
astronomers
astronauts
scientists
20 Minutes
Second-hand explorers might include:
film directors
authors and book editors
photographers
Other advances have developed as a result of space technology. Ask students to list any new advances that have
resulted from technology developed for space exploration. Answers might include:
more heat resistant fabric for firefighters’ clothing
automatic monitoring devices for the body that instantly relay blood pressure, heart rate, and other vital
information to a doctor or paramedic
Have students research other careers or jobs that are related to space exploration or are space technology spinoffs.
Cultural Diversity
Define astronomy and astrology for the class. Astronomy is the science that deals with the sun, moon, stars, planets,
and other heavenly bodies. Astrology is the study of the influence that the stars and planets are said to have
on people and events. Some individuals, and some cultures, ancient and modern, have engaged in activities that
are astrological in nature. Some students may come from a culture that studies astrology, and may be able to
explain astrology to the class. Have students research ancient cultures which practiced astrology and present the
information to the class in the form of a speech or a multimedia presentation.
20 Minutes
Writing
Have the students imagine they are choosing a career directly related to exploring the solar system, or related to
a space technology spin-off. Have students write about that career, what they would want to accomplish, and what
a typical day could be like. Careers could be: the chef who creates menus for the astronauts; a publisher of space
technology books; a producer of space exploration videos; a science fiction writer; the pilot of the space shuttle
relay plane; a scientist experimenting with new combinations of metals for use in the space shuttle. Brainstorm with
the class before having students begin writing.
45 Minutes
Meeting Individual Needs
Allow students to interact in another setting by arranging for: a field trip to a museum that exhibits spacecrafts or
space exploration equipment; a field trip to a planetarium; an evening outing to look at the night sky through a
telescope; a local astronomer to speak to the class about his or her observations; an astronaut to speak to the class
about his or her experiences.
50 Minutes
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Extended Activity
Provide students with the names of living astronauts. Some are prominent figures, like former U.S. Senator John
Glenn and Dr. Sally Ride. Obtain their mailing address or e-mail address and establish a communication link
between the astronaut(s) and the class. Have the students exchange ideas about the solar system with the astronaut(s).
Extended
Critical Thinking
Exploring Our Solar System presents a theory about the beginning of the solar system. Ask students to think about
other scientific theories they have heard. Have students discuss these different theories, citing the evidence that
seems to support each theory. Organize students into groups to debate various theories about the beginning of the
solar system. Have students cite information learned from Exploring Our Solar System.
30 Minutes
Culminating Activity
Have students set up a 2-D of 3-D model of the solar system. It can be set up along one wall or suspended from
the ceiling. Show the relative size of the planets and the distance between them. Show any moons or rings around
the planets. Indicate the number of Earth years it takes each planet to orbit the sun. Include in the model a comet,
asteroids, or meteors.
Ongoing
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Name
VOCABULARY
Write the definitions of these words or phrases as you learned them in Exploring Our Solar System. Use a dictionary if you need help. Then
write the word in a sentence on the line below its definition.
asteroids ______________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
aurora borealis ________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
elliptical
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
greenhouse effect
______________________________________________________________________________________________________
______________________________________________________________________________________________________________________
magnetosphere
________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
meteors
______________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
prominences
__________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
solar eclipse____________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
solar wind
____________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
sunspots ______________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
terrestrial ______________________________________________________________________________________________________________
______________________________________________________________________________________________________________________
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Name
CHECKING COMPREHENSION
Each sentence below states an idea from Exploring Our Solar System. Read the sentences that follow each idea and circle the letter of the
sentence that best supports the idea.
1. The solar system is more than the sun and nine planets.
A. Man-made satellites orbit Earth.
B. The solar system is made up of interstellar dust.
C. Nine planets, moons, asteroids, meteors, and comets orbit the sun.
D. The asteroid belt is considered to be a tenth planet.
2. The sun is the largest body in our solar system.
A. The sun’s magnetosphere is part of the measurement of the sun.
B. The sun contains 99% of the mass of the solar system.
C. The sun can be seen from every planet.
D. Sunspots and prominences are part of the measurement of the sun.
3. Atmosphere does not affect Mercury’s surface features.
A. Without air or water, the ancient craters on Mercury are undisturbed.
B. Mercury’s surface is too rocky to be disturbed by atmosphere.
C. Solar winds, rather than atmosphere, affect Mercury’s features.
D. Mercury’s surface features are gaseous, and unaffected by atmosphere.
4. The greenhouse effect on Venus makes it the hottest planet in the solar system.
A. All planets with environmental problems are extremely hot.
B. The atmosphere allows harmful ultraviolet rays to reach the surface.
C. The greenhouse effect is unique to Venus.
D. The atmosphere reflects heat back to the planet’s surface.
5. Solar winds, colliding with Earth’s magnetosphere, create visual effects.
A. Sunspots result from solar winds hitting Earth’s atmosphere.
B. The aurora borealis is the result of solar winds striking Earth’s magnetosphere.
C. Prominences are the result of solar winds colliding with Earth’s atmosphere.
D. Gaseous clouds circling the sun are the visual effects seen from Earth.
6. Our moon influences daily life on Earth.
A. The lunar phases influence people’s moods in daily life.
B. The amount of light reflected from the moon affects the Earth.
C. The moon’s gravitational pull creates tides that rise and fall.
D. Daily life depends on the regular rise and fall of the moon.
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Name
CHECKING COMPREHENSION (CONTINUED)
7. Mars has a unique similarity to Earth.
A. Mars has night and day, just like Earth.
B. Mars has an atmosphere and weather patterns.
C. Mars orbits the sun in an elliptical pattern.
D. Mars tilts on its axis as it rotates, creating seasons.
8. Jupiter is the largest planet in our solar system.
A. All the other planets of the solar system could fit inside Jupiter.
B. Jupiter’s rings add to its great size.
C. Jupiter has more moons than all the other planets.
D. Since Jupiter is the first gaseous planet, it is the largest.
9. Saturn’s moon, Titan, is unique.
A. Titan is named after a mythological character.
B. Titan is the only moon known to have an atmosphere.
C. Titan orbits inside Saturn’s rings.
D. Titan orbits around other planets also.
10. The atmosphere of Uranus contains chemicals also present on Earth.
A. Uranus’ atmosphere is somewhat like the smog on Earth.
B. Because the chemicals are similar, Uranus has an atmosphere like Earth’s.
C. Because of similar atmospheres, Uranus could support life.
D. Ammonia and methane make up most of the atmosphere on Uranus.
11. Neptune’s moon, Triton, had a previous life.
A. Triton used to orbit Pluto.
B. Triton was the planet between Mars and Jupiter.
C. Triton was originally an interplanetary traveler.
D. Triton used to be part of the planet Neptune.
12. Pluto’s orbit is the most unusual.
A. For part of its orbit, Pluto passes inside Neptune’s orbital path.
B. Pluto’s orbit takes the largest number of Earth years to complete.
C. Pluto’s orbit is circular, while other planets have elliptical orbits.
D. Pluto looks like an intensely bright star as it orbits.
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Name
GRAVITY MAKES WEIGHT
Weight on Earth is based on gravity, or the amount of force that pulls things toward Earth. Use the chart to calculate your weight on the Sun,
the Earth’s moon, and the other planets. Multiply your weight on Earth by the amount of gravity given. Write your new weight in the last column.
Bodies Gravity: times Earth’s gravity My Weight
Sun 27.8
Mercury 0.38
Venus 0.90
Earth’s moon 0.16
Mars 0.38
Jupiter 2.87
Saturn 1.32
Uranus 0.93
Neptune 1.23
Pluto 0.03
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Name
AGE ON OTHER PLANETS
Each planet’s orbit around the sun is called a year. Research how many days it takes each planet to orbit the sun. Then calculate how old you
would be on each planet. For example: Mercury orbits the sun in 88 days. Divide 365 by 88 to find out how many times Mercury orbits the
sun during one Earth year. (It orbits 4.15 times during one Earth year.) Next, multiply the orbits by your age (4.15 X your age). The answer is
your age on Mercury. Repeat this process for the other planets.
Planets Earth time to orbit the sun My age on each planet
Mercury
Venus
Earth
365 days
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto
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Name
METEOR SHOWERS CHART
As the Earth orbits around the sun it passes through clusters of rock fragments. Some of these fragments enter Earth’s atmosphere. Most burn
up as they fall to Earth. These are the “shooting stars” seen in the night sky. Dates of the meteor showers are predictable. Using encyclopedias,
the Internet, or other reference materials, complete the missing information in the meteor shower chart. Dates shown are approximate and will
vary by a few days from year to year. Add more to the chart.
Name of Showers Dates Constellation
Lyrids
May 1-6
Aquarids
Perseids
Cassiopeia
October 18-23
Andromedids
November 14-18
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Name
PLANETS AND MOONS
Use the words listed in the word bank at the bottom of the page to complete the chart about the planets and their moons. Use encyclopedias,
the Internet, or other reference sources to find the information.
Mercury
Venus
Earth
Moon
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto
Ariel
Callisto
Charon
Deimos
Dione
Enceladus
Europa
Ganymede
Iapetus
Io
Mimas
Miranda
Nereid
Oberon
Phobos
Rhea
Tethys
Titan
Titania
Triton
Umbriel
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Name
STORYBOARD
Use this storyboard to create your own multimedia presentation of the solar system. This could be a slide and sound show, a video, a PowerPoint
presentation, or a hypermedia stack.
18
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Name
CHECKING VOCABULARY - WORD SEARCH
The following words and phrases can be found in the maze below. The letters may be arranged horizontally, vertically, diagonally, or
backwards.
E L L I P T I C A L W X C G H
S O L A R E C L I P S E B N X
D W Q V O C B N K L I L J J M
W Z G T M N N M P P L R B T Y
Q S S D I O R E T S A S V J W
W C O J N J W W Y Q E G G N M
Z Z L C E H J K H W R K Q V Z
X C A H N W B L N W O Q R S M
T R R Q C Z X V W M B J J E K
W Z W B E B R V Q H A W T T Y
Q Q I W S K L X Z C R E W W Z
S U N S P O T S H H O W R Z V
V B D N L H H J Q R R P P X Q
P H J K K M G K S L U R W J K
H T E R R E S T R I A L M N Q
WORD BANK
asteroids
aurora borealis
elliptical
meteors
prominences
solar eclipse
solar wind
sunspots
terrestrial
19
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Name
TEST
For each item, read carefully and circle the letter of the BEST answer.
1. What explanation do scientists give about the formation of the solar system
A. Four and a half billion years ago there was a big explosion.
B. Interstellar dust and gas pulled together under its own gravity.
C. Gasses and metals separated to form different kinds of planets.
D. Gases and ore broke away from the sun as it spun through space.
2. Which statement best describes the four inner planets
A. These planets have gaseous atmospheres.
B. The inner planets all have one moon each.
C. These terrestrial planets have surfaces that are rocky and hard.
D. The inner planets were formed differently than the outer planets.
3. Which statement best describes the outer planets
A. These giant planets are made up mostly of gases.
B. The outer planets don’t have atmospheres.
C. The giant planets affect the orbits of the inner planets.
D. The outer planets are less likely to support life.
4. What keeps the solar system in balance
A. The effect of the rotation of the planets keeps the solar system in balance.
B. Each planet’s gravity keeps the moons in their proper orbits.
C. The solar system’s balance depends on a constant flow of energy from the sun.
D. The solar system depends on the gravitational attraction of the sun.
5. What is the sun’s magnetosphere
A. It is the magnetic field of the sun that extends to the end of the solar system.
B. It is the amount of energy that escapes from the sun, giving heat to the planets.
C. It is the distance that the sun’s influence can be measured in the solar system.
D. It is the radiation from the sun that is filtered out by the Earth’s ozone layer.
20
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Name
TEST (CONTINUED)
6. What information do sunspots give scientists
A. Sunspots help scientists predict cooler weather.
B. Scientists can determine variations in the sun’s surface.
C. Sunspots help scientists determine the sun’s rotation.
D. Scientists can figure out where future violent eruptions will be.
7. What is one reason the Earth is able to sustain life, as we know it
A. The atmosphere is not blown away by solar winds, as on other planets.
B. Earth’s air, oceans and soil have the right combination of oxygen.
C. The Earth tilts on its axis as it rotates around the sun, causing seasons.
D. The magnetic field of the Earth filters out harmful ultraviolet rays.
8. What causes a solar eclipse
A. The Earth passes between the sun and the moon, hiding the moon for a brief time.
B. The moon’s rotation around the Earth is affected by the tides, and causes a solar eclipse.
C. Sunspots and solar wind combine to cause a darkening of the Earth at irregular times.
D. The moon passes exactly between the sun and the Earth, blocking out the sun’s rays.
9. What is the asteroid belt
A. It is the space between Mars and Jupiter where hundreds of thousands of asteroids, chunks of rock, and metal ores orbit.
B. It is a belt of thousands of stars that create a constellation in the Northern hemisphere during the winter.
C. It is the band of lights that shimmers in the winter sky as a result of Earth’s atmosphere colliding with the Sun’s magnetosphere.
D. It is a portion of the Milky Way Galaxy that shows like a white band across the sky at night.
10. What is unique about Pluto’s orbit
A. Pluto is a terrestrial planet beyond the gaseous giants.
B. Pluto’s orbit is tilted, compared to other planets.
C. Pluto’s orbit appears to speed up and slow down.
D. Pluto has the most difficult orbit to observe.
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ADDITIONAL AIMS MULTIMEDIA PROGRAMS
You and your students might also enjoy these other AIMS Multimedia programs:
2590 Astronomy Facts and Fun
2286 Real World Science: The Solar System
9084 The Solar System: Our Neighbors in Space
9082 The Universe: The Vast Frontier
8571 Destination Mars
2771 Planets: Wanderers of the Night
8284 Solar Activity
Adventures in Space Series:
8480 Space Probes and Starships
8481 Journey to the Moon
8482 The Pilots and the Astronauts
Your students may enjoy reading:
ADDITIONAL READING SUGGESTIONS
Berger, Melvin. Comets, Meteors, and Asteroids. Putnam, 1984
Branley, Franklyn M. Saturn: The Spectacular Planet. Harper, 1987
Darling, David J. The Universe: Past, Present, and Future. MacMillan, 1985
Fisher, David E. The Origin and Evolution of Our Own Particular Universe. Atheneum, 1988
Gallant, Roy A. Our Universe. National Geographic Society, 1980
Lauber, Patricia. Journey to the Planets. Crown Publishers, 1990
Simon, Seymour. The Long View into Space. Crown Publishers, 1982
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ANSWER KEY for page 11
VOCABULARY
Write the definitions of these words or phrases as you learned them in Exploring Our Solar System. Use a dictionary if you need help. Then
write the word in a sentence on the line below its definition.
STUDENTS’ SENTENCES WILL VARY. ACCEPT ANY THAT DEMONSTRATE UNDERSTANDING.
asteroids-very small planets made up of rock and metal ores
aurora borealis-particles from the sun that strike the Earth’s magnetosphere and glow
elliptical-nearly circular, slightly flattened circle
greenhouse effect-the trapping of the sun’s heat within a planet’ atmosphere
magnetosphere-the magnetic field of the sun or of a planet
meteor-mass of metal or stone that enters the Earth’s atmosphere and burns up as it falls to the Earth
prominences-violent eruptions from the sun’ surface
solar eclipse-the moon passing exactly in front of the sun
solar wind-a flow of ions and elements from the sun
sunspots-darker, cooler areas on the sun’s surface
terrestrial-rocky and hard
23
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ANSWER KEY for page 12
CHECKING COMPREHENSION
Each sentence below states an idea from Exploring Our Solar System. Read the sentences that follow each idea and circle the letter of the
sentence that best supports the idea.
1. The solar system is more than the sun and nine planets.
A. Man-made satellites orbit Earth.
B. The solar system is made up of interstellar dust.
C. Nine planets, moons, asteroids, meteors, and comets orbit the sun.
D. The asteroid belt is considered to be a tenth planet.
2. The sun is the largest body in our solar system.
A. The sun’s magnetosphere is part of the measurement of the sun.
B. The sun contains 99% of the mass of the solar system.
C. The sun can be seen from every planet.
D. Sunspots and prominences are part of the measurement of the sun.
3. Atmosphere does not affect Mercury’s surface features.
A. Without air or water, the ancient craters on Mercury are undisturbed.
B. Mercury’s surface is too rocky to be disturbed by atmosphere.
C. Solar winds, rather than atmosphere, affect Mercury’s features.
D. Mercury’s surface features are gaseous, and unaffected by atmosphere.
4. The greenhouse effect on Venus makes it the hottest planet in the solar system.
A. All planets with environmental problems are extremely hot.
B. The atmosphere allows harmful ultraviolet rays to reach the surface.
C. The greenhouse effect is unique to Venus.
D. The atmosphere reflects heat back to the planet’s surface.
5. Solar winds, colliding with Earth’s magnetosphere, create visual effects.
A. Sunspots result from solar winds hitting Earth’s atmosphere.
B. The aurora borealis is the result of solar winds striking Earth’s magnetosphere.
C. Prominences are the result of solar winds colliding with Earth’s atmosphere.
D. Gaseous clouds circling the sun are the visual effects seen from Earth.
6. Our moon influences daily life on Earth.
A. The lunar phases influence people’s moods in daily life.
B. The amount of light reflected from the moon affects the Earth.
C. The moon’s gravitational pull creates tides that rise and fall.
D. Daily life depends on the regular rise and fall of the moon.
24
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ANSWER KEY for page 13
CHECKING COMPREHENSION (CONTINUED)
7. Mars has a unique similarity to Earth.
A. Mars has night and day, just like Earth.
B. Mars has an atmosphere and weather patterns.
C. Mars orbits the sun in an elliptical pattern.
D. Mars tilts on its axis as it rotates, creating seasons.
8. Jupiter is the largest planet in our solar system.
A. All the other planets of the solar system could fit inside Jupiter.
B. Jupiter’s rings add to its great size.
C. Jupiter has more moons than all the other planets.
D. Since Jupiter is the first gaseous planet, it is the largest.
9. Saturn’s moon, Titan, is unique.
A. Titan is named after a mythological character.
B. Titan is the only moon known to have an atmosphere.
C. Titan orbits inside Saturn’s rings.
D. Titan orbits around other planets also.
10. The atmosphere of Uranus contains chemicals also present on Earth.
A. Uranus’ atmosphere is somewhat like the smog on Earth.
B. Because the chemicals are similar, Uranus has an atmosphere like Earth’s.
C. Because of similar atmospheres, Uranus could support life.
D. Ammonia and methane make up most of the atmosphere on Uranus.
11. Neptune’s moon, Triton, had a previous life.
A. Triton used to orbit Pluto.
B. Triton was the planet between Mars and Jupiter.
C. Triton was originally an interplanetary traveler.
D. Triton used to be part of the planet Neptune.
12. Pluto’s orbit is the most unusual.
A. For part of its orbit, Pluto passes inside Neptune’s orbital path.
B. Pluto’s orbit takes the largest number of Earth years to complete.
C. Pluto’s orbit is circular, while other planets have elliptical orbits.
D. Pluto looks like an intensely bright star as it orbits.
25
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ANSWER KEY for page 14
GRAVITY MAKES WEIGHT
Weight on Earth is based on gravity, or the amount of force that pulls things toward Earth. Use the chart to calculate your weight on the Sun,
the Earth’s moon, and the other planets. Multiply your weight on Earth by the amount of gravity given. Write your new weight in the last column.
ANSWERS WILL VARY
Bodies Gravity: times Earth’s gravity My Weight
Sun 27.8
Mercury 0.38
Venus 0.90
Earth’s moon 0.16
Mars 0.38
Jupiter 2.87
Saturn 1.32
Uranus 0.93
Neptune 1.23
Pluto 0.03
26
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ANSWER KEY for page 15
AGE ON OTHER PLANETS
Each planet’s orbit around the sun is called a year. Research how many days it takes each planet to orbit the sun. Then calculate how old you
would be on each planet. For example: Mercury orbits the sun in 88 days. Divide 365 by 88 to find out how many times Mercury orbits the
sun during one Earth year. (It orbits 4.15 times during one Earth year.) Next, multiply the orbits by your age (4.15 X your age). The answer is
your age on Mercury. Repeat this process for the other planets.
ANSWERS WILL VARY
Planets Earth time to orbit the sun My age on each planet
Mercury
88 Days
Venus
225 Days
Earth
365 days
Mars
687 Days
Jupiter
12 Years
Saturn
29 Years
Uranus
84 Years
Neptune
165 Years
Pluto
248 Years
27
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ANSWER KEY for page 16
METEOR SHOWERS CHART
As the Earth orbits around the sun it passes through clusters of rock fragments. Some of these fragments enter Earth’s atmosphere. Most burn
up as they fall to Earth. These are the “shooting stars” seen in the night sky. Dates of the meteor showers are predictable. Using encyclopedias,
the Internet, or other reference materials, complete the missing information in the meteor shower chart. Dates shown are approximate and will
vary by a few days from year to year. Add more to the chart.
Name of Showers Dates Constellation
Lyrids April 19-21 Hercules
ETA Aquarids May 1-6 Aquarids
Perseids August 10-14 Cassiopeia
Orionids October 18-23 Orion
Andromedids November 14 Andromeda
Leonids November 14-18 Leo
28
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ANSWER KEY for page 17
PLANETS AND MOONS
Use the words listed in the word bank at the bottom of the page to complete the chart about the planets and their moons. Use encyclopedias,
the Internet, or other reference sources to find the information.
Mercury
Venus
Earth
Moon
Phobos
Deimos
Mars
Europa Callisto lo Ganymede
Jupiter
Titan lapetus Tethys Mimas Rhea Dione Enceladus
Saturn
Miranda Ariel Umbriel Titania Oberon
Uranus
Nereid
Triton
Neptune
Charon
Pluto
Ariel
Callisto
Charon
Deimos
Dione
Enceladus
Europa
Ganymede
Iapetus
Io
Mimas
Miranda
Nereid
Oberon
Phobos
Rhea
Tethys
Titan
Titania
Triton
Umbriel
29
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ANSWER KEY for page 18
STORYBOARD
Use this storyboard to create your own multimedia presentation of the solar system. This could be a slide and sound show, a video, a PowerPoint
presentation, or a hypermedia stack.
ANSEWRS WILL VARY
30
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ANSWER KEY for page 19
CHECKING VOCABULARY - WORD SEARCH
The following words and phrases can be found in the maze below. The letters may be arranged horizontally, vertically, diagonally, or
backwards.
E L L I P T I C A L W X C G H
S O L A R E C L I P S E B N X
D W Q V O C B N K L I L J J M
W Z G T M N N M P P L R B T Y
Q S S D I O R E T S A S V J W
W C O J N J W W Y Q E G G N M
Z Z L C E H J K H W R K Q V Z
X C A H N W B L N W O Q R S M
T R R Q C Z X V W M B J J E K
W Z W B E B R V Q H A W T T Y
Q Q I W S K L X Z C R E W W Z
S U N S P O T S H H O W R Z V
V B D N L H H J Q R R P P X Q
P H J K K M G K S L U R W J K
H T E R R E S T R I A L M N Q
WORD BANK
asteroids
aurora borealis
elliptical
meteors
prominences
solar eclipse
solar wind
sunspots
terrestrial
31
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ANSWER KEY for page 20
TEST
For each item, read carefully and circle the letter of the BEST answer.
1. What explanation do scientists give about the formation of the solar system
A. Four and a half billion years ago there was a big explosion.
B. Interstellar dust and gas pulled together under its own gravity.
C. Gasses and metals separated to form different kinds of planets.
D. Gases and ore broke away from the sun as it spun through space.
2. Which statement best describes the four inner planets
A. These planets have gaseous atmospheres.
B. The inner planets all have one moon each.
C. These terrestrial planets have surfaces that are rocky and hard.
D. The inner planets were formed differently than the outer planets.
3. Which statement best describes the outer planets
A. These giant planets are made up mostly of gases.
B. The outer planets don’t have atmospheres.
C. The giant planets affect the orbits of the inner planets.
D. The outer planets are less likely to support life.
4. What keeps the solar system in balance
A. The effect of the rotation of the planets keeps the solar system in balance.
B. Each planet’s gravity keeps the moons in their proper orbits.
C. The solar system’s balance depends on a constant flow of energy from the sun.
D. The solar system depends on the gravitational attraction of the sun.
5. What is the sun’s magnetosphere
A. It is the magnetic field of the sun that extends to the end of the solar system.
B. It is the amount of energy that escapes from the sun, giving heat to the planets.
C. It is the distance that the sun’s influence can be measured in the solar system.
D. It is the radiation from the sun that is filtered out by the Earth’s ozone layer.
32
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ANSWER KEY for page 21
TEST (CONTINUED)
6. What information do sunspots give scientists
A. Sunspots help scientists predict cooler weather.
B. Scientists can determine variations in the sun’s surface.
C. Sunspots help scientists determine the sun’s rotation.
D. Scientists can figure out where future violent eruptions will be.
7. What is one reason the Earth is able to sustain life, as we know it
A. The atmosphere is not blown away by solar winds, as on other planets.
B. Earth’s air, oceans and soil have the right combination of oxygen.
C. The Earth tilts on its axis as it rotates around the sun, causing seasons.
D. The magnetic field of the Earth filters out harmful ultraviolet rays.
8. What causes a solar eclipse
A. The Earth passes between the sun and the moon, hiding the moon for a brief time.
B. The moon’s rotation around the Earth is affected by the tides, and causes a solar eclipse.
C. Sunspots and solar wind combine to cause a darkening of the Earth at irregular times.
D. The moon passes exactly between the sun and the Earth, blocking out the sun’s rays.
9. What is the asteroid belt
A. It is the space between Mars and Jupiter where hundreds of thousands of asteroids, chunks of rock, and metal ores orbit.
B. It is a belt of thousands of stars that create a constellation in the Northern hemisphere during the winter.
C. It is the band of lights that shimmers in the winter sky as a result of Earth’s atmosphere colliding with the Sun’s magnetosphere.
D. It is a portion of the Milky Way Galaxy that shows like a white band across the sky at night.
10. What is unique about Pluto’s orbit
A. Pluto is a terrestrial planet beyond the gaseous giants.
B. Pluto’s orbit is tilted, compared to other planets.
C. Pluto’s orbit appears to speed up and slow down.
D. Pluto has the most difficult orbit to observe.
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