Chapter 7 Resource: Earth in Space

Transcription

Glencoe Science
Chapter Resources
Earth in Space
Includes:
Reproducible Student Pages
ASSESSMENT
TRANSPARENCY ACTIVITIES
✔ Chapter Tests
✔ Section Focus Transparency Activities
✔ Chapter Review
✔ Teaching Transparency Activity
HANDS-ON ACTIVITIES
✔ Assessment Transparency Activity
✔ Lab Worksheets for each Student Edition Activity
Teacher Support and Planning
✔ Laboratory Activities
✔ Content Outline for Teaching
✔ Foldables–Reading and Study Skills activity sheet
✔ Spanish Resources
✔ Teacher Guide and Answers
MEETING INDIVIDUAL NEEDS
✔ Directed Reading for Content Mastery
✔ Directed Reading for Content Mastery in Spanish
✔ Reinforcement
✔ Enrichment
✔ Note-taking Worksheets
Glencoe Science
Photo Credits
Section Focus Transparency 1: (br) Dwight Kuhn, (tr) Dwight Kuhn, (tl) Dwight Kuhn, (bl) Dwight Kuhn
Section Focus Transparency 2: (t) Francois Gohier/Photo Researchers, (b) Francois Gohier/Photo
Researchers; Section Focus Transparency 3: Norbert Rosing/NGS Image Collection
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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 the Moon’s Rotation . . . . . . . . . . . . . . . . . . . . . . . 3
MiniLAB: Try at Home Interpreting Your Creature Feature. . . . . . . . . 4
Lab: Viewing the Moon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Lab: Model and Invent The Slant of the Sun’s Rays . . . . . . . . . . . . . . . 7
Laboratory Activity 1: Getting Close to the Moon . . . . . . . . . . . . . . . . 9
Laboratory Activity 2: Building a Sundial . . . . . . . . . . . . . . . . . . . . . 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 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
■
Transparency Activities
Section Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 46
Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Earth in Space
1
Hands-On Activities
Hands-On
Activities
2 Earth in Space
Date
Class
Hands-On Activities
Name
Modeling the Moon’s Rotation
Procedure
1. Use masking tape to place a large X on a basketball that will represent the
Moon.
2. Ask two students to sit in chairs in the center of the room.
3. Place other students around the outer edge of the room.
4. Slowly walk completely around the two students in the center while holding
the basketball so that the side with the X always faces the two students.
Data and Observations
Table 1
Moon Revolution
Student
Location where student was sitting
Did the Moon
turn around?
Yes
No
Student 1
Student 2
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Student 3
Student 4
Student 5
Analysis
1. Ask the two students in the center whether they think the basketball turned around as you
circled them. Then ask several students along the outer edge of the room whether they think
the basketball turned around.
2. Based on these observations, infer whether or not the Moon rotates as it moves around Earth.
Explain your answer.
Earth in Space
3
Name
Date
Class
Procedure
1. Select any one of the planets or moons in our solar system except Earth.
2. Research its surface conditions.
3. Below, create a life-form that might have developed on your chosen planet or
moon. Be sure to indicate how your creature will eat, breathe, and reproduce.
Analysis
1. How is this creature protected from its environment?
2. How does your creature obtain nourishment for survival?
4 Earth in Space
Hands-On Activities
Interpreting Your Creature Feature
Name
Date
Class
Hands-On Activities
Viewing the Moon
Lab Preview
Directions: Answer these questions before you begin the Lab.
1. Where might you find information about the phases of the Moon?
2. How many phases does the Moon have?
The position of the Moon in the sky varies as the phases of the Moon change.
Do you know when you might be able to see the Moon during daylight
hours? How will viewing the Moon through a telescope be different from
viewing it with the unaided eye?
Real-World Question
Procedure
What features of the Moon are visible when
viewed through a telescope?
1. Using your own observations, books about
astronomy, or other resource materials,
determine when the Moon may be visible
to you during the day. You will need to find
out during which phases the Moon is up
during daylight hours, and where in the
sky you likely will be able to view it. You
will also need to find out when the Moon
will be in those phases in the near future.
2. Observe the Moon with your unaided eye.
Draw the features that you are able to see in
the first box in the Data and Observations
section.
3. Using a telescope, observe the Moon again.
Adjust the focus of the telescope so that
you can see as many features as possible.
4. Draw a new picture of the Moon’s features in
the second box in the Data and Observations
section.
Materials
drawing paper
telescope
drawing pencils
Goals
■
■
■
Determine when you may be able to observe
the Moon during the day.
Use a telescope to observe the Moon.
Draw a picture of the Moon’s features as
seen through the telescope.
Safety Precautions
WARNING: Never look directly at the Sun. It
can damage your eyes.
Earth in Space
5
Name
Date
Class
(continued)
Drawing 2
Conclude and Apply
1. Describe what you learned about when the Moon is visible in the sky. If a friend wanted to
know when to try to see the Moon during the day next month, what would you say?
2. Describe the differences between how the Moon looked with the naked eye and through the
telescope. Did the Moon appear to be the same size when you looked at it both ways?
3. Determine what features you were able to see through the telescope that were not visible with
the unaided eye.
4. Observe Was there anything else different about the way the Moon looked through the telescope? Explain your answer.
5. Identify some of the types of features that you included in your drawings.
Communicating Your Data
The next time you notice the Moon when you are with your family or friends, talk about
when the Moon is visible in the sky and the different features that are visible.
6 Earth in Space
Hands-On Activities
Drawing 1
Name
Date
Class
Hands-On Activities
Model and Invent
The Slant of the Sun’s Rays
Lab Preview
Directions: Answer these questions before you begin the Lab.
1. Why should you never look directly at the Sun?
2. Make a hypothesis about which materials will be most affected by changes in the Sun’s rays.
During winter in the northern hemisphere, the north pole is positioned away
from the Sun. This causes the angle of the Sun’s rays striking Earth to be smaller
in winter than in summer, and there are fewer hours of sunlight. The reverse is
true during the summer months. The Sun’s rays strike Earth at higher angles that
are closer to 90°.
Real-World Question
Data Source
How does the angle of the Sun’s rays affect
Earth’s surface temperature?
Fill in the data table below, providing angles
of the Sun’s rays for your area during different
months of the year. Go to msscience.com to
collect this data.
Materials
shallow baking pans lined with cardboard
*paper, boxes, or box lids
thermometers
wood blocks
*bricks or textbooks
protractor
clock
*stopwatch
Table 1
Angle of the Sun’s Rays at Noon
at your Latitude
Date
Angle
Dec 22 (winter solstice)
*Alternate materials
Goals
■
Design a model for simulating the effect of
changing angles of the Sun’s rays on Earth’s
surface temperatures.
Safety Precautions
Use thermometers as directed by teacher. Do
not use “shake down” lab thermometers.
WARNING: Never look directly at the Sun at
any time during your experiment.
January 22
February 22
March 21 (vernal equinox)
April 21
May 21
June 21(summer solstice)
Earth in Space
7
Name
Date
Class
(continued)
Make a Model
1. Design a model that will duplicate the
angle of the Sun’s rays during different
seasons of the year.
2. Choose the materials you will need to
construct your model. Be certain to provide identical conditions for each angle of
the Sun’s rays that you seek to duplicate.
1. Create a model that demonstrates the
effects different angles of the Sun’s rays
have on the temperature of Earth’s surface.
2. Demonstrate your model during the
morning, when the Sun’s rays will hit the
flat tray at an angle similar to the Sun’s rays
during winter solstice. Measure the angle of
the Sun’s rays by laying the protractor flat
on the tray. Then sight the angle of the
Sun’s rays with respect to the tray.
3. Tilt other trays forward to simulate the
Sun’s rays striking Earth at higher angles
during different times of the year.
Check the Model Plans
1. Present your model design to the class in
the form of diagrams, poster, slide show, or
video. Ask your classmates how your
group’s model design could be adjusted to
make it more accurate.
2. Decide on a location that will provide
direct sunlight and will allow your classmates to easily observe your model.
Conclude and Apply
1. Determine Which angle had the greatest effect on the surface temperatures of your trays?
Which angle had the least effect?
2. Predict how each of the seasons in your area would change if the tilt of Earth’s axis changed
suddenly from 23.5 degrees to 40 degrees.
Communicating Your Data
Demonstrate your model for your class. Explain how your model replicated the angle of
the Sun’s rays for each of the four seasons in your area.
8 Earth in Space
Hands-On Activities
Plan the Model
Date
1
Laboratory
Activity
Class
Getting Close to the Moon
The last 50 years have been one of the most exciting times in history for humans and space
exploration. In 1969, the first person landed on the Moon and returned safely to Earth. On that
trip and several subsequent trips to the Moon, astronauts brought back rocks and took pictures of
places that had only been seen before with telescopes. In this lab you will examine a picture of the
surface of the Moon and collect your own data about some features of the lunar landscape.
Strategy
You will learn some of the features of the Moon’s surface.
You will collect data about some lunar features.
You will make inferences about how some of these features developed.
Materials
red pencil
ruler (in centimeters)
Procedure
1. Examine the picture of the Moon in
Figure 1 of this exercise.
2. Find the craters named Kepler, Copernicus,
Hercules, Atlas, and Plato. Circle each with
your pencil.
3. Locate and circle the maria, or seas, which
are large, dry depressions on the Moon’s
surface, called Mare Serenitatus, Mare
Tranquillitatus, and Mare Nectaris.
4. There are also mountains on the Moon.
Find the Caucasus Mountains and circle
them.
5. Using your ruler, measure the distance from
the center of Mare Nectaris to the edge of the
crater Theophilus. Repeat this measurement
to the edge of Mare Fecunditatis. Draw a
triangle that connects the center of the two
maria and the crater edge. Record your data
in Table 1 in the Data and Observations
section.
6. Remember that you read that craters are
caused by meteorites. Find crater Copernicus
and notice a wide spray of dust lying around
the crater. This kind of debris is called
“ejecta.” Measure the diameter of the ejecta
spray from north to south. Record this in
your table. Then measure the diameter of
the ejecta spray from east to west. Record
this also.
Earth in Space
9
Hands-On Activities
Name
Name
Date
Class
Laboratory Activity 1 (continued)
Plato
Sinus
roris
Atlas
ts.
m
Sinus
iridum
Ap
en
ni
ne
Caucas
us
m
ts.
Mare
Aristillus
Imbrium
Autolycus
Aristarchus
Lambert
Eratosthenes
Posidonius
Copernicus
Triesnecker
Kepler
Lansberg
Burg
Lacus
somniorum
Macrobius
Mare
Serenitatis
Manilius
Mare
Tranquillitatis
Sinus
aestuum
Grimaldi
Ptolemacus
Mare
Crisium
Mare
Fecunditatis
Albategnius
Theophilus
Gassendi
Mare
Humorum
Mare
Nubium
Walter
Catherine
Piccolomini
Tycho
Longomontanus
Clavius
10 Earth in Space
Hercules
Maurolycus
Magnus
Mare
Nectaris
Stevinus
Hands-On Activities
Figure 1
Name
Date
Class
Hands-On Activities
Table 1
Moon Surface
Distance in centimeters
Center of Mare Nectaris to
Crater Theophilus
1.
Center of Mare Nectaris to
Mare Fecunditatus
2.
Mare Fecunditatus to Crater
Theophilus
3.
Total distance between Mare
Fecunditatus, Crater
Theophilus, and Mare Nectaris
4. 1⫹2⫹3⫽
Copernicus ejecta field from
north to south
5.
Copernicus ejecta field from
east to west
6.
Questions and Conclusions
1. Why do you think the Copernicus ejecta field is longer than it is wide?
2. None of the rock samples the astronauts brought back contains fossils. What conclusion can
you draw from this fact?
Earth in Space
11
Name
Date
Class
4. Some of the craters, like Kepler and Copernicus, are named for famous astronomers. There are
so many craters on the Moon that not all of them have been named. Pick a crater and draw a
star around it. If you could name the crater anything you like, what would it be? Write that
name on your map near the crater and on the line below. Explain why you chose that name.
Strategy Check
Can you locate the large craters of the Moon?
Can you identify a mare?
Can you infer how some lunar surfaces were created?
Hands-On Activities
3. There are no complete maps of the far side of the Moon. Why do you think this is so?
12 Earth in Space
Date
2
Laboratory
Activity
Class
Building a Sundial
For centuries, people have used the shadows
cast by the Sun to measure time. As Earth
turns, the Sun appears to move across the sky,
and shadows change as the position of the Sun
changes. The rotation of Earth is very steady
and constant. This makes the changing shadows a good way to measure the length of time
in a day. People in ancient times used a small
stick to make a shadow on the ground. They
used the changes in the position of the stick’s
shadow in relation to the stick itself to tell time.
Today, most people think that sundials
are not very accurate and that a watch is
better for telling time. This is not true.
Sundials are very precise as long as they are
correctly placed. People who know a lot
about sundials are very good at putting
them in the right place and at the correct
angle. It takes a lot of practice. In this lab
you will make a simple sundial and show
how the shadow of the Sun moves across
your dial.
Strategy
You will build a model of a horizontal type of sundial.
You will determine how to place your sundial to show that sundials keep accurate time.
Materials
stiff card paper or construction paper
ruler (cm)
protractor
compass
Procedure
1. Cut your paper into a strip 30 cm long and
20 cm wide.
2. Draw a line across your paper 2 cm from
the top and another line 15 cm from the
top. Draw a third line across the paper 1
cm from the bottom. Label the lines A, B,
and C. See Figure 1 on next page.
3. Use your ruler to mark a point in the
center of line A. This will be your reference
point for the center of your protractor and
will also be the point where you will place
one end of your straw.
4. On both sides of your paper, draw a semicircle around the edge of the protractor
using the center mark as your reference
point. Make marks at 15 degree intervals
on each of the two semicircles. Number the
hours as shown in Figure 1.
5. Fold the paper along line B. See Figure 1.
Make a small tab by cutting and bending a
piece of your paper in the middle of line C.
This should fit into one end of your straw.
Now make a hole in the center of line A
and insert the other end of your straw.
scissors
drinking straw
atlas
6. Use an atlas to find the latitude of your
school. Use this number to make an arc of
the same degree between the straw and the
horizontal part of the paper lying on your
table. The straw now represents the part of
a sundial called the gnomon. The shadow
of the gnomon will fall on the top side of
your dial in the summer and the underside
in the winter.
7. Now, take your sundial and a compass outdoors and find the direction north. Place
your sundial in a direct line with north and
mark the spot the shadow hits. Check your
sundial every 10 or 15 min and note in the
Data and Observations table any changes
that occur in the position of the shadow.
Earth in Space
13
Hands-On Activities
Name
Name
Date
Class
N
Underside marked
similarly
cm
6P
M
15
5
4
A
3
6A
M
2
1
12
11
10 9
8
2 cm
Curl tab and
push into
straw
7
20
cm
Arc
of
latitude
C
1 cm
B
Table 1
Time shown by
shadow on sundial
Angles in
degrees
Questions and Conclusions
1. Why does the shadow on the sundial move with time?
2. It is always important to adjust your sundial for the latitude in which you live. Why?
14 Earth in Space
Hands-On Activities
Figure 1
Name
Date
Class
3. It is obvious that a sundial would not work at night. Under what other conditions would it be
impractical to use a sundial?
4. There are two places on Earth that, at certain times of the year, a sundial will work continuously.
Where are these two places and when would they work without stopping?
Strategy Check
Can you model a sundial and track the rotation of Earth?
Can you determine how latitude affects the timing of a sundial’s accuracy?
Earth in Space
15
Hands-On Activities
Name
Date
Class
Hands-On Activities
Earth in Space
Directions: Use this page to label your Foldable at the beginning of the chapter.
Alike
Different
spheres in space
have dense, iron cores
Earth revolves around the Sun.
Earth rotates on its axis.
The Moon revolves around Earth.
The Moon rotates on its axis.
There is life on Earth.
Earth in Space
17
Meeting Individual
Needs
18 Earth in Space
Name
Date
Directed Reading for
Content Mastery
Class
Overview
Earth in Space
Directions: Complete the concept map using the terms below.
the planets
rotation
Earth
day and night
seasons
revolution
The Sun
is orbited by
1.
which include
2.
whose
whose
3.
4.
around the Sun causes
on its axis causes
5.
6.
Directions: Circle the item in parentheses that best complete each sentence below.
7. When the bright portion of the Moon’s surface is increasing, it is said to be
(waxing, waning).
8. The sun accounts for (75%, 99%) of all the matter in the solar system.
9. When (meteorites, meteoroids) enter Earth’s atmosphere they are called meteors.
10. Pluto is (unlike, exactly like) the other outer planets.
11. Depressions formed by large meteorites are called (maria, craters).
Earth in Space
19
Name
Date
Content Mastery
Section 1
■
Section 2
■
Class
Earth’s Motion
and Seasons
Earth’s Moon
Directions: For each of the following, write the letter of the term or phrase that best completes the sentence.
1. Earth’s shape is ______ spherical.
a. exactly
b. nearly
2. The length of day equals the length of night during the ______.
b. equinox
3. ______ can only occur when the Sun, the Moon, and Earth are perfectly
lined up.
a. Eclipses
b. Seasons
4. The spinning of Earth on its axis is called ______.
a. revolution
b. rotation
5. Evidence gathered by the Apollo space program supports the hypothesis
that the Moon formed ______.
a. when a large object collided with Earth
b. at the same time and from the same material as Earth
6. During summer, Earth’s northern hemisphere is tilted ______ the Sun.
a. toward
b. away from
7. ______ are regions of the moon that probably formed when lava filled
bowl-like basins on the Moon’s surface.
a. Maria
b. Highlands
8. The waxing phases of the Moon are immediately followed by ______.
a. new moon
b. full moon
9. The curved shadow on the Moon during a lunar eclipse is evidence of
Earth’s ______.
a. shape
b. density
10. The complete cycle of the Moon’s phases takes about ______ days.
a. 32
20 Earth in Space
b. 29.5
a. solstice
Name
Date
Content Mastery
Section 3
■
Class
Our Solar System
1. Venus
often called the ringed planet
2. Uranus
closest to the Sun; has high cliffs
3. Pluto
largest planet in the solar system
4. Saturn
has an atmosphere that includes a layer of ozone
5. Mars
6. Earth
has rocks on its surface that have a reddish color
made partly of ice and partly of rock
7. Mercury
has winds that blow faster than those on any
other planet
8. Neptune
similar to Earth in size, but covered in thick clouds
9. Jupiter
has a blue-green atmosphere due to methane;
seventh planet from the Sun
Directions: Circle the word in parentheses that correctly completes the sentence.
10. Some scientists believe that the solar system may have formed from the condensation of a large (meteoroid/nebula).
11. The inner planets have (thin/thick) atmospheres and solid (rocky/gaseous) bodies.
12. A belt of (asteroids/comets) separates the inner and outer planets.
13. The atmospheres of the gaseous planets are made up mostly of
(hydrogen/oxygen) and helium.
14. (Pluto/Saturn) is completely different from the other outer planets.
15. In 2008, NASA plans to study the ocean of liquid water they believe might exist
on (Triton/Europa).
Earth in Space
21
Directions: Draw a line from the planet on the left to the phrase on the right that describes it.
Name
Date
Content Mastery
Class
Key Terms
Earth in Space
Directions: Match the terms in Column II with the definitions in Column I. Write the letter of the correct term in
the blank at the left.
Column II
1. depression formed when a large meteorite
strikes the surface of a moon or planet
a. rotation
2. occurs when Earth blocks sunlight from
the surface of the full moon
b. revolution
3. time of year when the Sun reaches its greatest
distance north or south of Earth’s equator
c. solar eclipse
4. imaginary line drawn from Earth’s north
geographic pole to its south geographic pole
5. Earth’s curved path around the Sun
d. asteroid
e. orbit
6. one of many small, rocky objects that lie
in a belt between the inner and outer planets
f. solar system
7. made up of small particles of rock and ice;
forms a tail as its orbit approaches the Sun
g. axis
8. the motion of Earth around the Sun
h. solstice
9. unit of length used to measure distances
between objects in the solar system
i. astronomical unit
10. occurs when the Moon blocks sunlight from
part of Earth’s surface
j. equinox
11. the spinning of Earth on its axis
k. crater
12. time of year when the Sun is directly over
Earth’s equator and the length of day equals
the length of night all over the world
l. lunar eclipse
13. the Sun and all of the objects in orbit around it
m. comet
14. Galileo’s name for the dark spots on the
lunar surface
n. maria
22 Earth in Space
Column I
Nombre
Fecha
Lectura dirigida para
Dominio del contenido
Clase
Sinopsis
La Tierra en el espacio
Instrucciones: Completa el mapa de conceptos usando los siguientes términos.
los planetas
rotación
la Tierra
día y noche
las estaciones
revolución
Satisface las necesidades individuales
Al Sol
lo orbitan
1.
incluyendo
2.
cuya(o)
cuya(o)
3.
4.
alrededor del Sol e inclinación del eje causan
sobre su eje causa
5.
6.
Instrucciones: Haz un círculo alrededor del artículo en paréntesis que mejor complete cada oración.
7. Se dice que la Luna está en fase (creciente, menguante) cuando su parte iluminada aumenta.
8. El Sol tiene el (75%, 99%) de toda la materia del sistema solar.
9. Cuando los (meteoritos, meteoroides) entran a la atmósfera terrestre se llaman
meteoros.
10. Plutón (no se parece, es exactamente igual) a los otros planetas exteriores.
11. Las depresiones que forman los meteoritos grandes se llaman (maria, cráteres).
23
Nombre
Fecha
Sección 1
Clase
El movimiento de
la Tierra y las estaciones
Sección 2 La Luna de la Tierra
■
■
Instrucciones: En cada una de las siguientes, escribe en el espacio a la izquierda la letra del término o frase que
complete mejor cada oración.
1. La forma de la Tierra es ______ esférica.
b. casi
2. Durante el ______ la duración del día es igual a la duración de la noche.
a. solsticio
b. equinoccio
3. Los(as) ______ pueden ocurrir solamente cuando el Sol, la Luna y la
Tierra están perfectamente alineados.
a. eclipses
b. estaciones
4. El movimiento de la Tierra sobre su eje se llama ______.
a. traslación
b. rotación
5. Las pruebas recogidas por el programa espacial Apolo apoyan la hipótesis de que la Luna se formó ______.
a. cuando un cuerpo grande chocó contra la Tierra
b. al mismo tiempo y del mismo material que la Tierra
6. Durante el verano, el hemisferio norte de la Tierra está inclinado
______ Sol.
a. hacia el
b. alejado del Sol
7. Las ______ son regiones de la Luna que probablemente se formaron
cuando la lava llenó las depresiones cóncavas de la superficie de la Luna.
a. Maria
b. tierras altas
8. La fase creciente de la Luna es seguida inmediatamente por la ______.
a. luna nueva
b. luna llena
9. La sombra curva de la Luna durante un eclipse lunar es prueba de la
______ de la tierra.
a. forma
b. densidad
10. El ciclo completo de las fases de la Luna demora cerca de _______días.
a. 32
24 La Tierra en el espacio
b. 29.5
a. exactamente
Nombre
Fecha
Sección 3
Clase
■
Nuestro
sistema solar
1. Venus
llamado con frecuencia el planeta anillado
2. Urano
el más cercano al Sol; tiene altos acantilados
3. Plutón
el planeta más grande del sistema solar
4. Saturno
tiene una atmósfera que incluye una capa de ozono
5. Marte
6. Tierra
7. Mercurio
tiene rocas de color rojizo en la superficie
en parte compuesto de hielo y en parte de roca
tiene vientos más rápidos que los de cualquier otro planeta
similar a la Tierra en tamaño, pero cubierto de nubes densas
8. Neptuno
9. Júpiter
tiene una atmósfera verde azulada debido al metano;
séptimo planeta desde el Sol
Instrucciones: Encierra en un círculo el término o términos que completan correctamente cada oración.
10. Algunos científicos piensan que el sistema solar puede haberse formado a partir
de la condensación de un(a) gran (meteoroide/nebulosa).
11. Los planetas interiores tienen atmósferas (livianas/densas) y cuerpos
(rocosos/gaseosos).
12. Un cinturón de (asteroides/cometas) separa a los planetas interiores de los exteriores.
13. Las atmósferas de los planetas gaseosos están compuestas sobre todo por
(hidrógeno/oxígeno) y helio.
14. (Plutón/Saturno) es completamente diferente a los demás planetas exteriores.
15. En 2008, la NASA planea estudiar el océano de agua líquida que se cree puede
existir en (Tritón/Europa).
25
Instrucciones: Une con una línea el planeta, a la izquierda, con la frase que lo describe, a la derecha.
Nombre
Fecha
Clase
Términos claves
Instrucciones: Relaciona los términos de la Columna II con las definiciones de la Columna I. Escribe la letra del
término correcto en los espacios de la izquierda.
Columna II
1. depresión que se forma cuando un meteorito
grande golpea la superficie de una luna o planeta
a. rotación
2. ocurre cuando la Tierra bloquea la luz del Sol
en la superficie de la luna llena
b. traslación
3. épocas del año cuando el Sol alcanza la mayor
distancia al norte o al sur del ecuador
c. eclipse solar
4. línea imaginaria que va desde el polo norte
geográfico de la Tierra hasta el polo sur geográfico
d. asteroide
5. trayectoria curva de la Tierra alrededor del Sol
6. uno de los muchos cuerpos rocosos que se
encuentran en una banda entre los planetas
interiores y los exteriores
e. órbita
f. sistema solar
g. eje
7. compuesto por pequeñas partículas de roca y de
hielo; forma una cola cuando su órbita se
aproxima al Sol
h. solsticio
8. movimiento de la Tierra alrededor del Sol
i. unidad
9. unidad de longitud que se usa para medir
distancias entre los astros del sistema solar
astronómica
10. ocurre cuando la Luna bloquea la luz del Sol
hacia la superficie terrestre
j. equinoccio
11. movimiento de la Tierra sobre su eje
k. cráter
12. época del año cuando el Sol está directamente
sobre el ecuador de la Tierra y la duración del día
es igual a la duración de la noche en todo el mundo
l. eclipse lunar
13. el Sol y todos los astros que giran alrededor suyo
m. cometa
14. nombre que dio Galileo a las partes oscuras de
la superficie de la Luna
n. maria
26 La Tierra en el espacio
Columna I
Name
1
Date
Reinforcement
Class
Earth’s Motion and Seasons
Directions: Unscramble the terms in italics to complete the sentences below. Write the terms on the lines provided.
1. The Sun reaches its greatest distance north or south of the
equator at the summer and winter scissotle.
2. Earth spins on its sixa, an imaginary line drawn through the
north geographic and south geographic poles.
3. The broti of Earth is an ellipsis.
4. The nottairo of Earth on its axis causes us to experience night
and day.
5. The seasons occur with the truenovoli of Earth around
the Sun.
6. The Sun is directly above Earth’s equator at xonequi.
Directions: Complete the following sentences using the correct terms.
7. The ____________________ day of the year occurs during the summer solstice.
8. Daylight hours are longer for the hemisphere that is tilted ____________________ the Sun.
9. Earth is shaped like a ball or ____________________.
10. ____________________ is a force that attracts all objects toward each other.
11. Earth’s tilt and revolution cause ____________________ to occur.
12. The summer ____________________, the longest day of the year, happens on June 21 or 22
for the northern hemisphere and on December 21 or 22 for the southern hemisphere.
Directions: Answer the following questions using complete sentences.
13. What are two pieces of evidence that establish Earth’s spherical shape?
14. What effect does Earth’s tilt have on the seasons?
Earth in Space
27
Name
2
Date
Class
Earth’s Moon
Reinforcement
Directions: Use the clues below to complete the crossword puzzle
1
2
3
4
5
6
7
8
9
Across
1. Dark areas on the Moon, probably caused by lava flows
5. Astronomer who studied the Moon and named its features
7. When the Sun, Earth, and the Moon are lined up such that the full moon moves into
Earth’s shadow
9. When the Moon blocks sunlight from reaching a portion of Earth’s surface
10. During these moon phases, the amount of the lighted side that can be seen begins to decrease.
Down
2. U.S. space program that sent astronauts to the moon
3. A light area on the Moon; these hold the oldest Moon rocks analyzed so far
4. Changing views of the Moon as seen from Earth
6. Depressions on the Moon caused by meteorites
8. During these Moon phases, the amount of the lighted side that can be seen begins to increase.
28 Earth in Space
10
Name
3
Date
Reinforcement
Class
Our Solar System
Directions: Study the following diagram. Then identify the objects by filling in the blanks.
3.
5.
7.
1.
9.
2.
8.
6.
4.
10.
Directions: Identify each statement as true or false. Rewrite false statements to make them correct.
11. More than 99 percent of all matter in the solar system is contained
in the Sun.
12. An astronomical unit is the distance from Earth to the Moon.
13. The atmosphere of Mars gives it a reddish color.
14. All but one of the outer planets are gaseous giants with thick
atmospheres.
15. Jupiter has the most spectacular ring system of all the planets.
16. Comet tails always point toward the Sun.
Earth in Space
29
Name
Enrichment
Class
Will Earth have another ice age?
Over millions of years, Earth has experienced
many ice ages. During those times, vast ice caps
covered Earth’s poles, and glaciers dipped down
across much of the land. What causes an ice age to
begin and to end? Scientists have wondered about
this for hundreds of years. Early twentieth century
Serbian mathematician and physicist Milutin
Milankovitch developed a theory after studying
Earth’s orbit and tilt. His theory consists of three
factors that work together to cause ice ages.
Tilt and the Seasons
Milankovitch calculated that the tilt of Earth
changes about every 41,000 years. The greater
the tilt, the hotter the summers and the colder
the winters. The smaller the tilt, the cooler the
summers and more moderate the winters.
When summers are cool, less snow melts near
the poles. Over the years ice and snow build
up. This marks the beginning of an ice age.
Then, after thousands of years, summers
become hot again. The snow and ice begin to
melt, triggering the end of the ice age.
Milankovitch also used mathematics to explain
how Earth’s orbit changes. He showed that Earth’s
orbit is not always as round as it is today. Sometimes it is much more elliptical, or egg-shaped.
The orbit changes from an ellipse to almost a circle and back again about every 100,000 years.
When the orbit is elliptical, there are many times
that the Earth is farther away from the Sun. At
these times, Earth receives less sunlight and is
cooler.
Earth’s Wobble and Climate
Another characteristic of Earth is that it
wobbles around its axis much like a spinning
top. Although it is impossible to feel the wobble,
it happens all the same. This wobbling motion
also affects seasons and climate and happens in
cycles of about 19,000 to 23,000 years.
Is an Ice Age Coming?
Milankovitch’s ideas about the changes in
Earth’s orbit have received a lot of support
from many experiments. Ice cores from
Greenland show that concentrations of
atmospheric gases have changed in timing
cycles that were similar to the times
Milankovitch suggested. Will we have another
ice age soon? No one really knows what will
happen. The only thing that is certain is that
Earth’s climate is influenced by its orbit and
that the orbit will always change.
1. What might cause major changes in Earth’s climate?
2. Name at least three ways in which the position of Earth changes in space.
3. What information helps support Milankovitch’s theory?
4. Why do you think the three factors in Milankovitch’s theory are called Milankovitch cycles?
30 Earth in Space
1
Date
Name
Enrichment
Moon Rocks
From 1969 to 1972, Apollo astronauts from six
different missions brought 382 kg of Moon rocks
back to Earth. The rocks, collected from different
sites near the lunar equator, are many shapes and
sizes. In fact, there are 2,415 bits that range from
about the size of a grain of sand to a large rock
the size of a basketball. In addition, there are
many different types of Moon rocks. Most are
hard, solid rocks that were broken into pieces
and later reformed into new combinations.
These are called breccias. Earth also has breccias,
most of which are found in volcanic areas such
as Hawaii.
Clues to the Moon’s Past
Class
Anorthosite, a type of rock found on the
surface of the Moon, consists almost entirely of
feldspar. Feldspar is a group of crystalline
minerals. Because there’s so much feldspar in
this type of rock, scientists believe that a large
ocean of hot magma once covered the Moon’s
surface. That’s because as magma cools, feldspar
and minerals like it float to the top. None of the
Moon rocks contain water. This is puzzling to
scientists because some believe that water-rich
comets have smashed into the Moon. That
would mean that some rocks should show
evidence of water, but they do not.
Never Touched By Hand
Great care must be taken when handling
the rocks. Human hands never touch them. In
fact, only aluminum, stainless steel, or equipment coated with nonstick material may
touch them. Scientists wear nonstick-coated
rubber gloves to avoid contaminating the
rocks. Since they must be kept moisture free,
they’re also stored in dry nitrogen.
Rock Samples
Today, about 40 or 50 scientists continue
to investigate the rocks. Most of the rocks
are located in the Lunar Facility at the
Johnson Space Center in Houston, Texas.
Bits are sliced, chiseled, and diced before
they’re sent to researchers around the world.
Researchers are given only tens of milligrams
at a time; that’s about the size of a small
sugar cube. Some samples are on display in
museums throughout the United States,
including the Smithsonian Institution in
Washington, D.C., and the American
Museum of Natural History in New York.
And, just to be safe, a small number of moon
rocks are kept in a vault at Brooks Air Force
Base in San Antonio, Texas.
1. What reasons could scientists have for continuing to study Moon rocks more than three
decades after the rocks were brought home to Earth?
2. Why do you think people were afraid of the rocks when they were first brought back in the late
1960s and early 1970s?
3. Why did the astronauts bring back so many samples of Moon rocks?
Earth in Space
31
2
Date
Name
Enrichment
Class
Sea Navigation and the
Moons of Jupiter
Astronomers have been looking upwards
for thousands of years. It wasn’t until the
invention of the telescope that humans began
to see far distant objects in the night sky and
learn about our solar system in detail. In 1610,
Galileo Galilei was one of the first to use the
information he saw in the sky for solving a
great geographical problem.
Slow Boat to China
European sailing ships had been bringing
back valuable quantities of spices and goods
from distant countries like India and China.
They were eager to find new, quicker routes
to these places but were often lost because no
one had found a method of calculating longitude. Longitude is one of the artificial graph
coordinates placed on the globe to find a
position east and west. The other graph line is
called latitude, giving north and south location. Longitude could be measured only by
using consistent time to measure travel at sea.
However, no such reliable timekeeping
devices for ships existed then.
One of his most promising discoveries was
finding the moons of Jupiter. He noticed that
the orbits and eclipses of the moons of Jupiter
occurred with great precision. For over a year
he watched the orbits of these moons and
carefully kept track of their positions. He
especially noted when they seemed to disappear behind their giant parent, Jupiter. The
timing of these eclipses turned out to be a
reliable method of determining time from day
to day. He recorded over 1,000 eclipses in the
course of a year.
A Great Discovery
Galileo proposed a way in which his records
could be used at sea to calculate longitude.
Unfortunately, his idea turned out not to be
practical because the oceans were frequently
covered with clouds and fog. Viewing Jupiter at
night under these conditions was impossible.
However, this did not make Galileo’s discoveries
any less important.
Galileo’s Observations
Galileo was an excellent astronomer. He was
one of the first to see spots on the Sun,
Saturn’s rings, and mountains on the Moon.
1. What invention helped Galileo see more detail in the sky?
2. Name a solar feature that Galileo saw.
3. Why did Galileo make such detailed records of the moons of Jupiter?
4. Did Galileo’s discoveries about Jupiter’s moons help the sea captains? Explain your answer.
32 Earth in Space
3
Date
Name
Date
Note-taking
Worksheet
Section 1
Class
Earth in Space
Earth’s Motion and Seasons
A. Earth is a sphere because ____________ acts on it.
1. Gravity is a force that ________________ all objects toward each other.
2. Gravity depends on how far ______________ and how __________ the objects are.
1. Axis—the ________________ line drawn from the north geographic pole through Earth to
the south geographic pole
2. Rotation—the _____________ of Earth on its axis; causes day and night
3. _______________—the motion of Earth traveling around the Sun
a. Earth’s revolution causes ____________.
b. The Earth’s elliptical path around the Sun is called an ____________.
4. Solstices and equinoxes
a. Because Earth’s axis sits at a _____________-degree angle, the Sun’s position relative to
Earth’s equator constantly changes.
b. Summer and winter solstices—the longest and shortest days of the year; when the Sun
reaches its greatest distance ______________ or ______________ of the equator
c. Equinox—when the Sun is directly over the ____________; the lengths of day and night
are nearly equal all over the world.
Section 2
Earth’s Moon
A. The Moon’s surface
1. __________—dark-colored areas that look like oceans formed by lava flows
2. Lunar ______________—higher elevation than the maria
3. Craters—depressions formed by _______________ striking the surface; useful for determining how old parts of a moon’s or a planet’s surface are
B. The Moon’s interior: crust; mantle; small, dense, _________ core
C. Motions of the Moon
1. The Moon always keeps the same side facing __________ .
a. It takes the Moon 27.3 days to ______________ Earth.
b. It also takes the Moon 27.3 days to rotate once on its _________.
Earth in Space
33
B. Motions of Earth
Name
Date
Class
Note-taking Worksheet (continued)
2. Moon phases—As the Moon orbits around Earth, different amounts of its sunlit surface
are seen.
a. New moon—The Moon is between Earth and the Sun. The _________ part faces away
from Earth.
b. The Moon’s phases wax, or _________ in size, as the Moon travels around Earth and
more of the lighted part is seen; called first-quarter phase; occurs a week after full moon.
c. Full moon—Earth is between the Sun and the Moon; the entire lighted part of the Moon
faces toward ___________.
e. The complete cycle takes _________ days.
D. _____________—shadows cast by Earth or the Moon onto each other
1. Only occur when the ________, the Moon, and Earth are perfectly lined up
2. __________ eclipse—The Moon blocks sunlight from reaching a portion of Earth’s surface;
occurs during new moon.
3. __________ eclipse—Earth blocks sunlight from reaching the Moon; the full moon
becomes dark; Moon appears deep red.
E. Origin of the Moon
1. _________________ hypothesis—Earth and the Moon formed at the same time from the
same material.
2. ____________ hypothesis—Earth and the Moon formed at different locations in the solar
system, then Earth’s gravity captured the Moon as it passed close to Earth.
3. ____________ hypothesis—The Moon formed from a large mass of material thrown off of
a rapidly spinning Earth.
4. ______________ hypothesis—A huge space object collided with Earth, throwing large
amounts of gas and debris into orbit around Earth; this material then condensed to form
the Moon.
Section 3
Our Solar System
A. _________________—the Sun, planets, asteroids, comets, and other objects in orbit around
the Sun
1. Astronomical unit (AU)—the distance between __________ and the Sun, used to measure
distances between objects within the solar system
34 Earth in Space
d. The Moon’s phases wane, or _____________ in size, and less of the lighted part is seen;
called third-quarter phase.
Name
Date
Class
2. The Sun is a _________.
a. Produces ___________ by fusing hydrogen into helium in its core
b. More than 99% of all ___________ in the solar system is contained in the Sun.
B. __________________—have orbits that lie inside the orbit of the asteroid belt; include
Mercury, Venus, Earth, and Mars; are solid, rocky bodies with thinner _______________;
known as terrestrial planets
a. Closest to the ____________; has no atmosphere
b. Covered by ____________ and cliffs, some of which are 3 km high
2. __________—second planet from the Sun
a. Similar to Earth in _________ and __________; referred to as Earth’s twin
b. Thick ____________ trap the Sun’s energy, causing surface temperatures to reach 470°C.
3. __________—third planet from the Sun
a. Unique because surface temperatures allow __________ to exist as solid, liquid, and gas
b. __________ in the atmosphere protects life from the Sun’s harmful ultraviolet radiation.
4. __________—fourth planet from the Sun
a. _______________, the same material found in rust, causes Mars to be red.
b. Has the largest volcano in the solar system, __________________
c. Has two moons—Phobos and Deimos
d. Has long channels that may have been carved by flowing _____________
e. Atmosphere is mostly ___________________ and is thinner than Earth’s atmosphere
C. __________________—have orbits that lie outside the orbit of the asteroid belt; include
Jupiter, Saturn, Uranus, and Pluto; are mostly gaseous giants; made up of light
elements—hydrogen and helium
1. ____________—fifth planet from the Sun
a. ____________ planet in solar system
b. Has many ___________, like the Great Red Spot, which has raged for more than 300 years
c. 61 __________, one of which may have liquid water
d. about twice the width of Earth and rotates every six days
Earth in Space
35
1. _____________
Name
Date
Class
2. ___________—sixth planet from the Sun
a. spectacular ring system made up of pieces of ________ and __________
b. dense atmosphere made up largely by _____________ and ____________
c. at least 31 moons
3. ___________—seventh planet from the Sun
a. atmosphere contains _____________, making planet blue-green
b. at least 27 ___________
a. atmosphere contains ____________, making planet blue
b. fastest __________ in the solar system, about 2,400 km per hour
c. at least 11 satellites including ___________, which has geysers that shoot nitrogen
into space
5. __________—ninth planet from the Sun
a. different from other outer planets: made of _________ and ______
b. Pluto and its moon, ___________, are so close together that they usually can’t be
detected separately.
D. Other objects in the solar system include asteroids, comets, and meteoroids.
1. ______________—small, rocky objects that lie in a belt between Mars and Jupiter
2. ___________—made of rock particles and ice
a. As their orbits approach the Sun, parts of comets vaporize and form __________.
b. Most comets are located in the ________________ beyond Neptune and in the
_____________________________ beyond Pluto.
3. _______________—pieces of comets or asteroids that travel through the solar system
a. Meteoroids that enter Earth’s atmosphere are called ____________.
b. Meteors that fall to Earth are called _______________.
E. The solar system may have formed from a cloud of rotating ice, gases, and dust, called a nebula.
1. A nearby ______________ star might have caused the cloud to start condensing.
2. Most of the condensing material formed an early Sun.
36 Earth in Space
4. ____________—eighth planet from the Sun
Assessment
Assessment
38 Earth in Space
Name
Date
Class
Earth in Space
Chapter
Review
Part A. Vocabulary Review
Directions: Select the term from the following list that matches each description.
axis
solstice
asteroids
orbit
lunar eclipse
comets
rotation
Moon phases
solar system
revolution
solar eclipse
astronomical unit
equinox
craters
nebula
1. depressions caused by large meteorites
2. the spinning of Earth on its axis
3. cloud of gas, ice, and dust in space
4. composed of the Sun, planets, asteroids, comets, and other objects in
orbit around the Sun
5. the orbiting of Earth around the Sun
6. imaginary line that runs from the north geographic pole through
Earth to the south geographic pole
7. distance of about 150,000,000 km
9. the changing views of the Moon as seen from Earth
Assessment
8. small, rocky objects that lie in a belt between Mars and Jupiter
10. when Earth blocks sunlight from reaching the Moon
11. when the Sun reaches its greatest distance from the equator
12. when the Moon blocks sunlight from reaching Earth’s surface
13. when the Sun is directly above Earth’s equator
14. objects made mainly of rock and ice that partly vaporize and form
tails as they approach the Sun
15. curved path that Earth follows around the Sun
Part B. Concept Review
1. Number the planets in the order they appear from the Sun, with the planet closest to the Sun
being number 1 and the planet farthest from the Sun being number 9.
______ a. Neptune
______ d. Saturn
______ g. Venus
______ b. Jupiter
______ e. Earth
______ h. Uranus
______ c. Mercury
______ f. Pluto
______ i. Mars
Earth in Space
39
Name
Date
Class
Chapter Review (continued)
Directions: Answer the following questions on the lines provided.
2. How were maria probably formed?
3. Describe the two types of Earth’s motions. How long does each one last?
4. How are Earth and Venus similar? How are they different?
Assessment
6. What is the current scientific explanation of the origin of Earth’s Moon?
Directions: Complete the following sentences using the correct terms.
7. The ____________________ planets are solid, rocky, and Earth-sized.
8. Most of the ____________________ planets are gaseous and have thick atmospheres.
9. The hemisphere tilted ____________________ the Sun receives more daylight than the other
hemisphere.
10. Of the five outer planets, the one that seems out of place is ____________________.
40 Earth in Space
5. What is the asteroid belt and where is it located?
Transparency
Activities
Earth in Space
45
Name
1
Date
Section Focus
Transparency Activity
Class
Turning of the Seasons
1. Describe the differences among the four pictures.
2. Describe the changing of the seasons in your area.
46 Earth in Space
What’s the same in each of these four photos? It’s the same tree, of
course. The photos show the change of seasons.
Name
2
Date
Section Focus
Class
Moon Power!
1. How might the tides
affect the way these
boats are tied to the
dock?
2. In the days before ships
had motors, how do
you think the coming
and going of the tides
affected large sailing
ships?
On Earth, tides vary from place to place. But even in one place, tides
aren’t always the same. The tide below is in the Bay of Fundy, the
place with the biggest tides on Earth.
3. What do you think
causes the tides?
Earth in Space
47
Name
3
Date
Section Focus
Class
Evening Flow
1. What objects in our solar system have you seen?
2. Do you think the Moon has similar light displays? Why or why
not?
48 Earth in Space
There’s a lot more than planets and comets in our solar system.
This colorful display, for example, occurs when electrically charged
particles, emitted by the Sun, enter our atmosphere. The particles
help create beautiful displays near Earth’s poles. These special shows
are called auroras.
Name
Date
1
Teaching Transparency
Activity
Class
Equinoxes/Solstices
Spring
equinox
Summer solstice
for northern
hemisphere
Tropic of Cancer
Winter solstice
for northern
hemisphere
Autumn
equinox
Tropic of
Capricorn
Earth in Space
49
Name
Teaching Transparency Activity
Date
Class
(continued)
1. When the northern hemisphere is tilted toward the sun, what season is it experiencing?
2. Earth’s orbit causes changes in the way the Sun’s light strikes the Earth’s surface. What is the
shape of the orbit?
3. What happens when the Sun is directly above the Earth’s equator?
4. What are the days called when we experience the longest (most daylight) and shortest (least
daylight) days of the year?
5. Autumn equinox occurs in which month?
6. Do equinoxes and solstices fall on the same dates each year? Explain your answer.
50 Earth in Space
Name
Date
Class
Earth in Space
Assessment
Directions: Carefully review the graph and answer the following questions.
Height of Tide
Height of Water (m)
5
4
High Tide
3
High Tide
2 Low Tide
Low Tide
1
0
.
.M
2A
.
.M
4A
.
.M
6A
.
.M
8A
.
.M
A
10
No
on
.
.M
2P
.
.M
4P
.
.M
6P
.
.M
8P
.
.M
P
10
1. According to the graph, at about what time during the day did
waves reach 4.38 m?
A 2 A.M.
C 3 P.M.
B 8 A.M.
D 8 P.M.
2. At noon, the height of the tide was about ___.
F 1.8 m
H 3m
G 2.7 m
J 4.3 m
Time of Day
3. The difference in height between the highest high tide and the
lowest low tide was about ___.
A 1.2 m
C 3m
B 2.1 m
D 4.3 m
Earth in Space
51

Chapter 7 Resource: Earth in Space

Transcription

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