The Solar System and Beyond - Learning Services Home

Glencoe Science 

Chapter Resources 

The Solar System 

and Beyond 

Includes: 

Reproducible Student Pages 

ASSESSMENT 

✔ Chapter Tests 

✔ Chapter Review 

HANDS-ON ACTIVITIES 

✔ Lab Worksheets for each Student Edition Activity 

✔ Laboratory Activities 

✔ Foldables–Reading and Study Skills activity sheet 

MEETING INDIVIDUAL NEEDS 

✔ Directed Reading for Content Mastery 

✔ Directed Reading for Content Mastery in Spanish 

✔ Reinforcement 

✔ Enrichment 

✔ Note-taking Worksheets 

TRANSPARENCY ACTIVITIES 

✔ Section Focus Transparency Activities 

✔ Teaching Transparency Activity 

✔ Assessment Transparency Activity 

Teacher Support and Planning 

✔ Content Outline for Teaching 

✔ Spanish Resources 

✔ Teacher Guide and Answers

Glencoe Science 

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1 2 3 4 5 6 7 8 9 10 071 09 08 07 06 05 04

Reproducible 

Student Pages 

Reproducible Student Pages 

■ Hands-On Activities 

MiniLAB: Modeling Earth’s Seasons . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 

MiniLAB: Try at Home Observing Planets. . . . . . . . . . . . . . . . . . . . . . 3 

MiniLAB: Try at Home Modeling Constellations . . . . . . . . . . . . . . . . . 4 

Lab: Moon Phases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 

Lab: Design Your Own Space Colony . . . . . . . . . . . . . . . . . . . . . . . . . . 7 

Laboratory Activity 1: Solar Rays and Temperature. . . . . . . . . . . . . . . 9 

Laboratory Activity 2: Modeling the Orbits of Planets . . . . . . . . . . . . 13 

Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 17 

■ Meeting Individual Needs 

Extension and Intervention 

Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 19 

Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 23 

Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 

Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 

Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33 

■ Assessment 

Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 

Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 

■ Transparency Activities 

Section Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 44 

Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 

Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 49 

The Solar System and Beyond 1

Hands-On Activities 

Hands-On 

Activities 

2 The Solar System and Beyond

Name Date Class 

Modeling Earth’s Seasons 

Procedure 

1. Place a shaded lamp on a table in your classroom. The lamp represents the 

Sun. Turn on the lamp, and turn off the overhead lights. 

2. Using a globe, model Earth’s position during each of the four northern 

hemisphere seasons. Remember to tilt the globe so that its axis makes an 

angle of about 23.5° from straight up. 

Analysis 

1. During which season did the light shine most intensely on the northern hemisphere of the globe 


2. During which season did it shine least intensely 

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc. 

Observing Planets 

Procedure 

1. Research which planets currently are visible in the night sky. 

2. Select a planet to watch for three to four weeks. You might choose Jupiter, 

Saturn, Mars, or Venus. 

3. Observe the planet at the same time each clear night. Note the planet’s 

position compared to background stars. 

4. You might want to use a camera to photograph the planet and background 

stars each night. 

Analysis 

1. Did the planet move against the background stars If so, did it move from west to east or from 

east to west 

2. How can you explain the planet’s movement 




Modeling Constellations 

Procedure 

1. Draw a dot pattern of a constellation on a piece of black construction 

paper. Choose a known constellation or make up your own. 

2. With an adult’s help, cut off the end of a cardboard cylinder such as an 

oatmeal box. You now have a cylinder with both ends open. 

3. Place the cylinder over the constellation. Trace around the rim. Cut the 

paper along the traced line. 

4. Tape the paper to the end of the cylinder. Using a pencil, carefully poke 

holes through the dots on the paper. 

5. Place a flashlight inside the open end of the cylinder. Darken the room 

and observe your constellation on the ceiling. 

Analysis 

1. Turn on the overhead light and view your constellation again. Can you still see it Why or 

why not 

2. The stars are always in the sky, even during the day. How is the overhead light similar to the 

Sun Explain. 




Moon Phases 

Lab Preview 

Directions: Answer these questions before you begin the Lab. 

1. What does the flashlight represent 


2. How will you model the phases of the Moon in this lab 

The Moon is Earth’s nearest neighbor in space. The Sun, which is much farther 

away, is the source of light that reflects off of the moon. In this lab, you’ll 

observe how the positions of the Sun, the Moon, and Earth cause the different 

phases of the Moon. 


Real-World Question 

How do the positions of the Sun, the Moon, and Earth affect the phases of the Moon 

Materials 

drawing paper (several sheets) 

softball 

flashlight 

Goals 

■ Model and observe Moon phases. 

■ Record and label phases of the Moon. 

■ Infer how the positions of the Sun, the Moon, and Earth affect phases of the Moon. 

Safety Precautions 

Procedure 

1. Turn on the flashlight and darken other 

lights in the room. Select a member of your 

group to hold the flashlight. This person 

will be the Sun. Select another member 

of your group to hold up the softball so 

that the light shines directly on the ball. 

The softball will be the Moon in your 

experiment. 

2. Everyone else represents Earth and should 

sit between the Sun and the Moon. 

3. Observe how light shines on the Moon. 

Draw the Moon, being careful to add shading 

to represent its dark portion. 

4. The student who is holding the Moon 

should begin to walk in a slow circle 

around the group, stopping at least seven 

times at different spots. Each time the 

Moon stops, observe it, draw it on the next 

page, and shade in its dark portion. 



(continued) 


Data and Observations 

Conclude and Apply 

1. Compare and contrast your drawings with those of other students. Discuss similarities and 

differences in the drawings. 

2. In your own words, explain how the positions of the Sun, the Moon, and Earth affect the phase 

of the Moon that is visible from Earth. 

3. Compare your drawings with Figure 4 in your textbook. Which phase is the Moon in for each 

drawing Label each drawing with the correct moon phase. 

Communicating Your Data 

Use your drawings to make a poster explaining phases of the Moon. For more help, refer 

to the Science Skill Handbook. 




Design Your Own 

Space Colony 

Lab Preview 

Directions: Answer these questions before you begin the Lab. 

1. What type of data will you put in the second column of your table in the Data and 

Observations section 


2. What must your teacher approve before you can proceed with the Lab 

Many fictional movies and books describe astronauts from Earth living in 

space colonies on other planets. Some of these make-believe societies seem 

far-fetched. So far, humans haven’t built a space colony on another planet. 


Real-World Question 

However, if it happens, what would it look like 

Form a Hypothesis 

Research a planet. Review conditions on the 

surface of the planet. Make a hypothesis about 

the things that would have to be included in a 

space colony to allow humans to survive on 

the planet. 

Possible Materials 

drawing paper books about the planets 

markers 

Goals 

■ Infer what a space colony might look like on 

another planet. 

■ Classify planetary surface conditions. 

■ Draw a space colony for a planet. 

Test Your Hypothesis 

Make a Plan 

1. Select a planet and study the conditions on 

its surface. 

2. Classify the surface conditions in the 

following ways. 

a. solid or gas 

b. hot, cold, or a range of temperatures 

c. heavy atmosphere, thin atmosphere, or 

no atmosphere 

d. bright or dim sunlight 

e. unique conditions 

3. List the things that humans need to survive. 

For example, humans need air to breathe. 

Does your planet have air that humans can 

breathe, or would your space colony have to 

provide the air 

4. Make a table for the planet showing its surface 

conditions and the features the space 

colony would have to have so that humans 

could survive on the planet. 

5. Discuss your decisions as a group to make 

sure they make sense. 

Follow Your Plan 

1. Make sure your teacher approves your plan 

before you start. 

2. Draw a picture of the space colony. Draw 

another picture showing the inside of the 

space colony. Label the parts of the space 

colony and explain how they aid in the 

survival of its human inhabitants. 



(continued) 


Analyze Your Data 

1. Compare and contrast your space colony with those of other students who researched the 

same planet you did. How are they alike How are they different 

2. Would you change your space colony after seeing other groups’ drawings If so, what changes 

would you make Explain your reasoning. 

Conclude and Apply 

1. Describe the most interesting thing you learned about the planet you studied. 

2. Was your planet a good choice for a space colony Explain. 

3. Would humans want to live on your planet Why or why not 

4. Could your space colony be built using present technology Explain. 

Communicating Your Data 

Present your drawing and your table to the class. Make a case for why your planet would 

make a good home for a space colony. For more help, refer to the Science Skill Handbook. 





1 

Laboratory 

Activity 

Solar Rays and Temperature 

Some parts of Earth are hotter than others. Why The Sun’s rays do not strike all parts of 

Earth’s surface the same way. In this activity, you’ll demonstrate how light striking an area at 

different angles affects the amount of heat the area receives. 

Strategy 

You will record and graph the temperatures received by an object from a heat source. 

You will compare the temperature differences caused by a light striking a round surface at 

different angles. 

You will infer how the angle of sunlight striking Earth is related to temperature zones on Earth. 

Materials 

tape 

Celsius non-mercury thermometer with flat metal or plastic back 

round ball (basketball) 

75–100 W lamp with a parabolic or cone-shaped reflector and clamp 

books 

metric ruler 

Procedure 

1. Tape a thermometer to a ball so that the 

bulb of the thermometer is at the middle 

of the ball (the widest part). 

2. Clamp the lamp onto a chair or other support 

so that it shines across the table. 

WARNING: The lamp reflector will get hot. 

3. Prop the ball between books so that the 

bulb of the thermometer is directly across 

from the light, 15 to 20 cm away. 

See Figure 1. 

4. Turn on the lamp. Record the temperature 

every minute for 10 min in Table 1 on the 

next page. WARNING: Be careful not to 

touch the lamp or reflector. It will get 

very hot. 

5. Next, change the position of the thermometer 

and repeat steps 1 through 4. Do 

this twice. First tape the thermometer to 

the ball with the bulb placed about halfway 

between the middle and top of the ball. 

The second time tape the thermometer to 

the ball with the bulb placed near the top 

of the ball. 

Figure 1 

Thermometer 

position 3 


position 1 


position 2 




Laboratory Activity 1 (continued) 



Table 1 

Position of 

thermometer 

bulb 

Middle of ball 

Temperature Reading (°C) 

1 st * 2 nd 3 rd 4 th 5 th 6 th 7 th 8 th 9 th 10 th 

Halfway 

between the 

middle and top 

Near the top 

of the ball 

* minute 

Questions and Conclusions 

1. Plot a line graph of the temperature data for each position of the thermometer. Plot all three 

lines on the same graph using a different color for each position. 

Figure 2 

38 

36 

Temperature 

°C 

34 

32 

30 

28 

26 

0 1 2 3 4 5 6 7 8 9 10 

Time (min) 





2. Which thermometer position had the greatest temperature increase Describe the amount of 

light at this position. Look at a globe. Which part of Earth’s surface corresponds to this position 

on the ball 


3. Which thermometer position had the least temperature increase Describe the amount of light 

at this position. Look at a globe. Which part of Earth’s surface corresponds to this position on 

the ball 

4. How do the results of this lab help explain why Earth has different temperature zones 


Strategy Check 

Can you record and graph the temperatures received by an object from a heat source 

Can you compare the temperature differences caused by a light striking a round surface 

directly or at different angles 

Can you infer how the angle of sunlight striking Earth is related to temperature zones 


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2 

Modeling the Orbits of Planets 

The solar system is made up of the nine planets and other objects, like asteroids, which orbit the 

Sun. Do the nine planets take the same amount of time to complete their orbits Do this activity 

to find out. 

Strategy 

You will model the solar system using students to represent planets. 

You will model the orbits of planets. 

You will plot the positions of planets on a chart. 

You will predict future locations of planets. 

Materials 

a large, clear area (40 m square) 

a piece of string 25 m long (the string should be marked at each meter) 

masking tape 

Procedure 

1. Working as a group, use the string and 

masking tape to mark out a circle 1 m across 

in an open area. Think of this circle as a 

bull’s-eye. As Figure 1 shows, you’ll mark out 

eight circles around this center circle. Make 

these other circles 3 m, 5 m, 7 m, 10 m, 

12 m, 14 m, 16 m, and 18 m across. 

2. Label each circle with the name of a planet. 

The innermost circle is Mercury, followed 

by Venus, Earth, Mars, Jupiter, Saturn, 

Uranus, Neptune, and Pluto. The circles 

represent the orbits of the planets. 

Figure 1 

Laboratory 

Activity 

3. Have one student stand in the middle of the 

innermost circle, holding the string. Have 

another student, holding the other end of 

the string, stand just beyond the outermost 

circle. Stretch the string tight and mark a 

straight line from the center of the innermost 

circle to beyond the outermost circle. This 

line is your reference line. It will help you to 

plot the planets’ orbits. 






4. Choose nine students in your group to 

represent the solar system’s nine planets. 

Have them stand on the circle that represents 

their planet’s orbit. They should 

stand at the place where the reference line 

crosses their planet’s orbit. 

5. When your teacher gives the signal, the 

“planets” should begin their orbits, moving 

in a clockwise direction at approximately 


Figure 2 

the same rate of speed. When “Earth” completes 

one orbit, all the planets should stop 

and stand in place. 

6. Plot the location of the planets on the 

chart labeled Year 1 of Figure 2 in the Data 

and Observations section. 

7. Repeat steps 5 and 6 three times. Use three 

different charts in Figure 2. Label the 

charts Year 2, Year 3, and Year 4. 

Year ____ 1 reference line Year ____ 

reference line 


Year ____ 


Year ____ 





Questions and Conclusions 

1. The orbital period of a planet is the time it takes to complete one orbit. Which planet has the 

shortest orbital period 

2. Which planet has the longest orbital period 


3. In the time it took for the student representing Mars to orbit once, how many times did the 

student representing Earth orbit 

4. Imagine that you are about to launch a space probe to Jupiter and the planets are lined up as 

they were in the beginning of this activity. It will take five years for your probe to reach Jupiter. 

On Figure 3, mark the location of Jupiter in five years. Draw a line representing the path of 

your space probe. 

Figure 3 


Year ____ 






In this activity, the “planets” orbited at the same speed. In reality, planets orbit at different 

speeds. Also, the distances between the planets in the model did not accurately represent the 

true distances between the planets in the solar system. Table 1 shows the planets’ actual orbital 

speeds and the distances between planets. Use the table to answer the questions 

that follow it. 

Table 1 

Planet 

Mercury 

Orbital Period 

88 days 

Orbital speed 

(km/s) 

47.9 

Distance from sun 

(millions of km) 

58 

Venus 

225 days 

35.0 

108 

Earth 

1 year 

29.8 

150 

Mars 

1.88 years 

24.1 

228 

Jupiter 

11.86 years 

13.1 

778 

Saturn 

29.4 years 

9.6 

1,426 

Uranus 

84 years 

6.8 

2,871 

Neptune 

165 years 

5.4 

4,497 

Pluto 

249 years 

4.7 

5,914 

5. To model the true orbiting speed of the planets, Jupiter would have to orbit almost 12 times 

slower than Earth. How much slower than Earth would Saturn have to orbit 

6. Which planets would have to orbit faster than Earth 

Strategy Check 

Can you model the solar system 

Can you model the orbits of planets 

Can you plot the positions of the planets on a chart 

Can you predict future locations of planets 




The Solar System and Beyond 

Directions: Use this page to label your Foldable at the beginning of the chapter. 

Sun Mercury Venus Earth Mars 


Jupiter Saturn Uranus Neptune 

Pluto 

Solar System 


a yellow, medium-sized star at the center of 

our solar system 

an inner planet, it is closest to the Sun 

an inner planet, it rotates once every 24 h, and revolves around 

the Sun once every 365 days 

an inner planet, its surface is covered by thick clouds 

an inner planet, its surface looks red 

an outer planet, its atmosphere is made up of hydrogen, 

helium, and methane 

an outer planet, it has an axis that is tilted almost even with 

the plane of its orbit 

an outer planet, it has several wide rings made up of ice and 

rock and at least 31 moons 

an outer planet, it is farthest from the Sun and the 

smallest planet 

an outer planet, it is the largest planet, has the Great Red 

Spot and 61 moons 

this was formed by dust and gas 


Meeting Individual Needs 

Meeting Individual 

Needs 



Directed Reading for 

Content Mastery 

Overview 


Directions: Complete the concept map using the terms in the list below. 

225 million years Earth 27.3 days Moon 

Sun 365 days Milky Way galaxy 

The 1. _________________ 

takes about 

2. _____________________ 

to revolve around 

3. ___________________ 

which takes about 

4. ____________________ 




the 5. _________________ 

which takes about 

6. _____________________ 


the center of the 

7. _____________________________ 





Section 1 ■ Earth’s Place 

in Space 

Directions: Use the illustration below to identify the phases of the Moon as new, waxing, full, or waning. 

Write the correct phase on the lines provided. 

1 2 3 4 5 6 7 8 


1. 

2. 

3. 

4. 

5. 

6. 

7. 

8. 

Directions: Answer the following questions on the lines provided. 

9. How long does it take the Moon to revolve around Earth 

10. What is the spinning of Earth on its axis called 

11. What season is it when your part of Earth is tilted away from the Sun 

12. Place the Moon and Earth in the spaces below as they would line up during a 

solar and a lunar eclipse. 

a. Solar eclipse SUN → ________________ → ________________ 

b. Lunar eclipse SUN → ________________ → ________________ 






Directions: Identify and describe each type of galaxy below. 

Section 2 ■ The Solar System 

Section 3 ■ Stars and Galaxies 

1. 

1. Type: 

Description: 

2. Type: 

Description: 

2. 

3. 


3. Type: 

Description: 


Directions: Complete the following sentences using the correct terms. 

4. Our ____________________ is made up of the nine planets and other objects 

that orbit the Sun. 

5. The ____________________ is at the center of our solar system. 

6. A(n) ____________________ is a group of stars, gas, and dust held together by 

gravity. 

7. Our solar system is in the ____________________ galaxy. 

8. The Milky Way is a ____________________ galaxy. 

9. The distances between the planets are measured in ____________________. 





Key Terms 


Directions: Complete the following sentences using the terms listed below. 

astronomical unit comet light-year constellations 

meteorites revolution supernova eclipse 

rotation solar system orbit 


1. The spinning of Earth on its axis is called ____________________. 

2. It takes a year for Earth to make one ____________________ around the Sun. 

3. When the moon blocks all or part of the Sun, it is called a 

solar ____________________. 

4. A(n) ____________________ is equal to 150 million km and is used to measure 

long distances. 

5. Our ____________________ is made up of nine planets and numerous other 

objects that orbit the Sun. 

6. Groups of stars that form patterns in our sky are ____________________. 

7. A(n) ____________________ is the distance light travels in a year—about 

9.5 trillion km. 

8. Earth moves around the Sun in a regular, curved path called 

a(n) ____________________. 

9. After a(n) ____________________ occurs, for a few days it might shine more 

brightly than a whole galaxy. 

10. A large body of frozen ice and rock that travels toward the center of the solar 

system is a(n) ____________________. 

11. Chunks of rock and metal from space that fall to Earth are known 

as ____________________. 



Nombre Fecha Clase 

Lectura dirigida para 

Dominio del contenidio 

Sinopsis 

El sistema solar y más allá 

Instrucciones: Completa el mapa de conceptos usando los siguientes términos. 

225 millones de años Tierra 27.3 días Luna 

Sol 365 días galaxia Vía Láctea 

El(La) 1. _________________ 

tarda cerca de 

2. _____________________ 

en girar alrededor de 

3. ___________________ 

lo cual demora unos 

4. ____________________ 

Satisface las necesidades individuales 


en girar alrededor de 

el(la) 5. _________________ 

que tarda cerca de 

6. _____________________ 

en girar alrededor 

del centro de 

7. _____________________________ 

El sistema solar y más allá 23




Sección 1 ■ El lugar de la 

Tierra en el espacio 

Instrucciones: Usa la ilustración para identificar las fases de la Luna como nueva, creciente, llena, o menguante. 

Escribe la frase correcta en la líneas dadas. 


1. 

2. 

3. 

4. 

5. 

6. 

7. 

8. 

1 2 3 4 5 6 7 8 

Instrucciones: Contesta las siguientes preguntas. 

9. ¿Cuánto demora la Luna en girar alrededor de la Tierra 

10. ¿Cómo se llama el movimiento de la Tierra sobre su propio eje 

11. ¿En cuál estación la parte de la Tierra donde vives se encuentra alejada del Sol 

12. Pon la Luna y la Tierra en los siguientes espacios según la manera en que se 

alinearían durante un eclipse solar y un eclipse lunar. 

a. Eclipse solar SOL → ________________ → ________________ 

b. Eclipse lunar SOL → ________________ → ________________ 


24 El sistema solar y más allá




Sección 2 ■ El sistema solar 

Sección 3 ■ Estrellas y galaxias 

Instrucciones: Identifica y describe cada uno de los tipos de galaxias. 


1. 

1. Tipo: 

Descripción: 

2. Tipo: 

Descripción: 

3. Tipo: 

Descripción: 

Instrucciones: Completa correctamente las siguientes oraciones. 

4. Nuestro ____________________ consta de nueve planetas y otros astros que 

giran en órbitas alrededor del Sol. 

5. El ____________________ está en el centro de nuestro sistema solar. 

6. Un(a) ____________________ es un grupo de estrellas, gas y polvo que se 

mantiene unido gracias a la gravedad. 

7. Nuestro sistema solar está ubicado en la galaxia ____________________. 

8. La Vía láctea es una galaxia ____________________. 

2. 

9. Las distancias entre los planetas se miden en ____________________ . 

3. 


El sistema solar y más allá 25




Términos claves 

El sistema solar y más allá 


Instrucciones: Completa las oraciones usando los siguientes términos. 

unidad astronómica cometa año luz constelaciones 

meteoritos revolución supernova eclipse 

rotación sistema solar órbita 

1. La rotación de la Tierra sobre su eje se llama ____________________. 

2. La Tierra demora un año en dar una ___________________ alrededor del Sol. 

3. Cuando la Luna oculta todo o parte del Sol, ocurre un(a) 

____________________ solar. 

4. Un(a) ____________________ equivale a 150 millones de Km y se usa para 

medir distancias largas. 

5. Nuestro ____________________ consta de nueve planetas y otros astros que 

giran en órbitas alrededor del Sol. 

6. Los grupos de estrellas que forman patrones en nuestro firmamento son 

____________________. 

7. Un(a) ____________________ es la distancia que la luz viaja en un año: cerca 

de 9.5 trillones de Km. 

8. La Tierra se mueve alrededor del Sol en un curso regular con forma curva, 

llamado un(a) ____________________. 

9. Después de que ocurre este fenómeno, un(a) ____________________ podría 

brillar, durante unos cuantos días, más intensamente que una galaxia entera. 

10. Un cuerpo grande de hielo y rocas que viaja hacia el centro del sistema solar es 

un(a) ____________________. 

11. Los trozos de roca y metal provenientes del espacio que caen a la Tierra se conocen 

como ____________________. 


26 El sistema solar y más allá


1 

Reinforcement 

Earth’s Place in Space 

Directions: Match the cause in Column I with its effect in Column II by writing the correct letter in the space 

provided. 

Column I 

Column II 

1. revolution of Earth around the Sun 

2. rotation of Earth 

3. tilt of Earth’s axis 

4. position of Earth, the Sun, and the Moon 

5. new moon and half moon 

a. night and day 

b. eclipses 

c. Moon phases 

d. seasons 

e. years 

Directions: For each cause-and-effect pair that you matched above, write one or two complete sentences 

explaining the relationship. The first one is done for you. 

6. It takes one year for Earth to revolve all the way around the Sun. 

7. 



8. 

9. 

10. 



2 

Reinforcement 

The Solar System 

Directions: Use the clues below to complete the crossword puzzle. 

1 

2 

3 

4 

5 


8 

10 

13 

9 

6 

11 

12 

7 

Across 

3. These pieces of rock form a belt that 

separates the inner planets from the outer 

planets. 

4. Pluto is the _________ planet in size. 

6. Saturn is known for its dazzling 

_________. 

8. Jupiter, Saturn, Uranus, Neptune, and 

Pluto make up the _________ planets. 

9. This force holds the objects in the solar 

system in place. 

10. This is the number of planets that are in 

our solar system. 

11. Earth is the _________ planet from the 

Sun. 

13. A piece of rock or metal that plunges 

through the atmosphere and falls to Earth 

is called a(n) _________. 

Down 

1. This is made up of the nine planets and 

numerous other objects that orbit the 

Sun. 

2. This large body of frozen ice and rock 

sometimes forms what appears to be a 

bright, glowing tail when it gets near the 

Sun. 

5. Jupiter is the _________ planet in size. 

7. This is what we call the star in the center 

of our solar system. 

12. Mars looks ___________________ 

because the rocks on its surface contain 

iron oxide. 




3 

Reinforcement 

Stars and Galaxies 

Directions: Explain the relationship among the following groups of words. Use complete sentences. 

1. star’s color, temperature, cool, medium, hot 

2. supergiant, supernova, neutron star, black hole 

3. giant, white dwarf, black dwarf 


4. elliptical, spiral, irregular, Milky Way 


5. astronomical units, light-years 

6. huge clouds of gas and dust, gravity, fusion 

7. Milky Way, galaxies, universe 



1 

Enrichment 

A Day on Earth 


When you think of a day on Earth, you 

probably think of 24 hours. However, if you 

had lived millions of years ago, a day on Earth 

would have been much shorter. For example, 

900 million years ago, the length of Earth’s day 

was about 18 hours. 

Earth’s Slowing Rotation 

You already know that Earth rotates about 

its axis. But Earth hasn’t always rotated at the 

same speed. It used to rotate much faster. 

Scientists know that since about 1600, Earth 

has rotated about 0.002 s slower every 100 

years. Scientist don’t have accurate data about 

Earth’s rotation before 1600, but they assume 

that Earth’s rotation has been slowing from its 

original speed. The length of a day is the time 

it takes Earth to rotate once, so as Earth 

rotates more slowly, days last longer. 

Earth and Its Moon 

As the Moon orbits Earth, its gravity pulls 

ocean water back and forth, causing tides. The 

water flowing across the ocean floor produces 

enough friction to slow Earth’s rotation. 

Meanwhile, Earth’s oceans, as they go 

through the tides, have enough mass to form 

their own gravitational pull on the Moon. 

Some energy is transferred from Earth’s tides 

to the Moon. As a result, the Moon speeds up 

in its orbit about Earth, causing it to move a 

little farther away. The distance from the 

Moon to Earth increases by about 3 or 4 cm 

every year. 

1. Scientists have calculated that the Moon’s revolution around Earth is increasing by about 0.015 s 

per century. At this rate, how long would it take the length of a month to increase by one full day 

2. Do you think Earth’s slowing rotation affects the length of a year Why or why not 

3. How is the Moon’s orbit around Earth changing 




2 

Enrichment 

Life in Other Worlds 


For centuries, people have wondered if we 

were alone in the universe. Many people once 

thought there might be life on Mars. We know 

now that at best, bacteria may have lived there 

once. But another place offers more hope than 

Mars does. 

Conditions for Life 

People used to think that life required two 

things: water and sunlight. In 1977, though, a 

discovery on Earth changed everything. Life 

was found on the bottom of the ocean, far 

from any sunlight. All along the seafloor, 

volcanoes and vents send heat and certain 

chemicals into the water. Microbes, fish, and 

even giant clams thrive there. 

If life can exist without sunlight on Earth, it 

might exist somewhere else, too. Are there any 

places in the solar system that might have a 

heated ocean 

By Jupiter! 

The best bet seems to be Europa. Europa is 

the fourth largest of Jupiter’s 61 moons. 

1. Scientists used to think two conditions were necessary for life as we know it. What were they 

2. What changed their minds 

It is about the size of Earth’s Moon, and it is 

covered with ice. Scientists used to think it 

was made of solid ice, but they have learned 

it is not. 

Cracks in the Ice 

The spacecraft Galileo has sent back information 

about Jupiter. When Galileo passed 

Europa, it took pictures of the moon. Those 

pictures show a crust of cracked ice. The 

patterns of cracks look as though ice is floating 

on liquid water. The surface temperature of 

Europa is –145°C. If there is water below the 

surface, it might have been melted by volcanic 

heat. Io, the moon nearest Europa, has many 

volcanoes. Europa may also. 

It is still too early to say anything for sure. 

Europa may have an ocean beneath its ice. In 

that ocean, conditions may be right for life to 

exist. Some scientists think that brownish 

areas around some of Europa’s cracks may be 

made of carbon-bearing molecules. On Earth, 

life is based on such molecules. 

3. Europa is far from the Sun, and its surface is very cold. How could there be liquid water there 




3 

Enrichment 

Constellation History 


In 1922, astronomy’s governing body, the 

International Astronomical Union, adopted 

and recognized 88 constellations in the northern 

and southern hemispheres. If you were to 

count the number of objects in the sky, however, 

you would find more than 88. That’s 

because some constellations include more 

than one object or creature. For example, the 

star pattern you’re most likely to recognize is 

the Big Dipper. But the Big Dipper is not, by 

itself, a constellation. It’s part of Ursa major, a 

constellation named by the Greeks meaning 

“the great bear.” 

Early Star Gazers 

Although the Greeks are credited with 

inventing our modern-day constellation 

system, astronomers have traced their origin 

back to the Babylonians and Sumerians. 

And almost half of the 88 constellations 

weren’t even added by European astronomers 

until the 17th and 18th centuries. 

Guided by the Stars 

Regardless of when and how they were 

named, constellations have been used for centuries 

by people needing help in finding their 

way through oceans and across deserts. They’ve 

also been used to help people decide when the 

time was right for planting and harvesting of 

crops. Further, people also used constellations, 

such as the Summer Triangle, to mark the passing 

of the seasons. That’s because the stars of the 

Summer Triangle are only seen in the nighttime 

skies of summer. Although the constellations no 

longer serve as a celestial calendar, one thing has 

stayed the same. Constellations continue to be a 

source of wonder, enjoyment, and imagination. 

Directions: Use resources from the library to help you answer the following questions. 

1. How many constellations represent men and/or women How many represent birds How 

many represent dragons 

2. Throughout the centuries, many other cultures have seen the star pattern we know as the Big 

Dipper. List four other names or descriptions for the Big Dipper along with their cultural origin. 

3. Ancient Arabs said that “summer came on the wings of birds.” Explain how the Arab saying is 

related to the Summer Triangle. 




Note-taking 

Worksheet 


Section 1 

Earth’s Place in Space 

A. Earth _______________, even though it appears that the Sun does. 

1. Rotation—spinning of Earth on its ______________, which occurs once every 24 hours 

2. Earth moves around the Sun in a regular, curved ______________ called an orbit. 

3. It takes one year for Earth’s ____________________ around the Sun. 

4. _________________ occur due to Earth’s tilted axis and its revolution around the Sun. 

B. The Moon __________________ around Earth every 27.3 days. 

1. The Moon’s changing shapes are known as ________________ of the Moon. 

2. The Moon’s phases are caused by the __________________ of Earth, the Moon, and 

the _____________. 

a. When the Moon changes from new to full, it is called ________________. 

b. When the Moon changes from full to new, it is called ________________. 

3. A solar _________________ occurs when the Moon is between the Sun and Earth and 


the Moon’s shadow falls on Earth 


4. A _______________ eclipse occurs when Earth is between the Moon and the Sun and 

Earth’s shadow falls on the Moon. 

Section 2 The Solar System 

A. ______________________—the Sun, its nine planets, and other objects that orbit the Sun 

1. ___________________ in space are so vast they require different units of measurement 

than are used to measure things on Earth. 

2. An ___________________________ is about 150 million km, the mean distance from 

Earth to the Sun. 



Note-taking Worksheet (continued) 

B. Inner planets are _______________, with minerals similar to those on Earth. 

1. _________________—second-smallest planet and closest to the Sun 

a. Little atmosphere, resulting in extremes of temperature 

b. Heavily cratered surface 

2. _______________—second-closest to the Sun 

a. Heavy cloud layer 

b. Clouds trap solar energy, making the planet extremely hot—about 470° Celsius. 


3. _______________—third planet from the Sun 

a. Atmosphere allows life to flourish 

b. Water exists as a solid, liquid, and gas. 

4. ______________—fourth planet from the Sun 

a. Has seasons and polar ice caps 

b. May have water shaping its surface 

5. The _______________________ separates the inner and outer planets. 

C. Outer planets—most are huge balls of _____________ 

1. _________________—fifth planet from the Sun and largest 

a. Has 61 moons 

b. Great Red Spot is a giant storm on the planet’s surface. 

2. ________________—sixth planet from the Sun 

a. Has at least 31 moons 

b. Several broad rings of ice and dust 

3. ________________—seventh planet from the Sun 

a. Axis makes the planet spin nearly sideways 

b. Has rings and at least 21 moons 

4. _________________—eighth planet from the Sun 

a. A gas planet with rings and at least 11 moons 

b. Methanes in its atmosphere gives planet a blue color. 




Note-taking Worksheet (continued) 

5. _______________—smallest planet and farthest from the Sun 

a. Rocky and frozen crust 

b. One moon 

6. _______________—large body of frozen ice and rock that travels toward the center of the 

solar system 

7. ____________________—fragments of space material that land on Earth’s surface 

a. Pieces may be iron, rock, or both 


b. Age (4.5 billion years) provides a clue to the Solar System’s age 

Section 3 Stars and Galaxies 

A. ________________________—groups of stars that form a pattern in the sky 

B. A star has a ____________________ that depends on its size. 

1. Stars begin as huge clouds of dust and gas that contract and heat up to the point of 

________________. 

2. Small stars shine ________________ than larger stars. 

3. A medium-sized star ends up as a black dwarf, while a larger star explodes as a 

___________________ that could eventually become a black hole. 

C. ________________—group of stars, gas, and dust held together by gravity 

1. ____________________-shaped galaxies are most common. 

2. ________________ galaxies look something like a pinwheel. 

3. ___________________ galaxies are smaller and less common than other galaxies. 

4. Earth is located in the ___________________ Galaxy. 

5. A ____________________ is the distance light travels in a year, approximately 9.5 trillion km. 

6. The __________________, containing billions of galaxies, seems to be expanding. 



Assessment 

Assessment 



Chapter 

Review 

Part A. Vocabulary Review 

Directions: Use the words in the list to fill in the blanks below. 


constellation rotation solar system 

galaxy eclipse revolution 

1. When the Moon’s shadow travels across part of Earth, a(n) ____________________ has occurred. 

2. The term for the nine planets and other objects that orbit the Sun is ____________________. 

3 The spinning of Earth on its axis is called Earth’s ____________________. 

4. The movement of Earth around the Sun is known as Earth’s ____________________. 

5. A group of stars that forms a pattern in the sky is called a(n) ____________________. 

6. A(n) ____________________ is a group of stars, gas, and dust held together by gravity. 

Part B. Concept Review 

Directions: Answer the following questions using complete sentences. 

1. What causes day and night on Earth 


2. What causes seasons 

3. Describe the movement of the Moon in relation to Earth. 

4. In which galaxy is Earth located How many galaxies might there be 

Assessment 



Chapter Review (continued) 

5. In the space below, draw a model of the solar system. Indicate and label all of the following. 

■ comets 

■ the asteroid belt 

■ the outer planets 

■ the inner planets 

■ Pluto 

■ Mars 

■ Neptune 

■ Earth 

■ Uranus 

■ Venus 

■ Jupiter 

■ Mercury 

■ the smallest planet in the solar system 

■ the Sun 

■ the largest planet in the solar system ■ an astronomical unit 

Assessment 



Transparency 

Activities 

Transparency Activities 



1 

Section Focus 

Transparency Activity 

On the Move 

Sometimes animals migrate in response to seasonal changes. Snow 

geese, like those shown below, migrate from Greenland and the 

Canadian Arctic to New Jersey and the Carolinas. 


1. What time of year do you think this picture was taken What 

seasonal changes occur at this time 

2. What is summer like in your area What is winter like 

3. How does the light reaching Earth change between sunrise and 

sunset 




2 

Section Focus 


A Really Big Belt 

Planets aren’t the only things in our solar system; asteroids also 

orbit the Sun. Most of these asteroids are in an area between Mars 

and Jupiter called the asteroid belt. This photo shows an asteroid 

named Gaspra (Asteroid 951). The image was made by the Galileo 

space probe. 


1. Describe Gaspra’s shape. 

2. Judging from the picture, what do you think asteroids are made of 

3. Name some objects that orbit the Sun. Name some objects that 

orbit Earth. 




3 

Section Focus 


Fiery Sun 

The star nearest Earth is our very own Sun. Scientists think the Sun 

is about 4.6 billion years old and that it will continue to shine for 

another five billion years or so. As far as stars go, the Sun is mediumsized. 


1. What would our Sun look like from a distant galaxy 

2. How do people group stars in the night sky 

3. Why do some stars appear brighter than others 




1 

Teaching Transparency 

Activity 

Earth’s Revolution 


September 

23.5 

December 

March 


June 



Teaching Transparency Activity (continued) 

1. What are the two movements of Earth in space 

2. What causes night and day 

3. Which movement do the green arrows on the transparency indicate 

4. How is Earth’s tilt related to the seasons 

5. What month does the north pole receive the most light What month does the south pole 

receive the most light 

6. Describe the position of the Moon during a lunar eclipse. 





Assessment 


The Solar System and 

Beyond 

Directions: Carefully review the table and answer the following questions. 

Inner Planets 

Planet 

Diameter (km) 

Distance from 

Sun (AU) 

Temperature 

(˚C) 

Mercury 

4,875 

0.39 

170 to 450 

Venus 

12,104 

0.72 

470 

Earth 

12,756 

1.00 

50 to 55 

Mars 

6,794 

1.52 

170 to 27 


1. According to the table, the inner planet with the largest diameter 

is ___. 

A Mercury 

B Venus 

C Earth 

D Mars 

2. According to this information, which planet is closest to the Sun 

F Mercury 

G Venus 

H Earth 

J Mars 

3. According to the table, a space probe sitting on an inner planet 

with a temperature of 470°C is probably on ___. 

A Mercury 

B Venus 

C Earth 

D Mars

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