Knowing Our Solar System
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Knowing Our Solar System

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Modular Workbook entitled Knowing Our Solar System designed for supplementary reference for elementary teachers and students.

Modular Workbook entitled Knowing Our Solar System designed for supplementary reference for elementary teachers and students.

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Knowing Our Solar System Knowing Our Solar System Presentation Transcript

  • Teacher’s Guide in Modular workbook for Elementary Education researched, created and compiled by BEED Students as Requirement in Educational Technology 2 AUTHORS: HENSCHEL P. ESPARAGUERA JENNYLENE T. DE LUNA MODULE CONSULTANT SANDRA MESINA MODULE ADVISER FOR-IAN V. SANDOVAL CONTENT Knowing our SOLAR SYSTEM
  • TABLE OF CONTENTS VMGOs FOREWORD PREFACE ACKNOWLEDGEMENT TABLE OF CONTENTS INTRODUCTION NEXT HOME
  • LESSON 1: Big Bang Theory MODULE 1: ORIGIN OF THE SOLAR SYSTEM LESSON 2: Planetisimal Theory LESSON 3: Nebular Theory MODULE 2: THE SUN LESSON 1: Photosphere LESSON 2:Chromosphere LESSON 3: Corona LESSON 4: Core BACK NEXT
  • MODULE 3: THE EIGHT PLANETS LESSON 1: Mercury LESSON 2: Venus LESSON 3: Earth LESSON 4: Mars LESSON 5: Jupiter LESSON 6: Saturn LESSON 7: Uranus LESSON 8: Neptune BACK NEXT
  • MODULE 4: OTHER CELESTIAL BODIES LESSON 1:Planetoids/Asteroids LESSON 2: Comets LESSON 3: Meteors/Meteorites MODULE 5: BEYOND THE SOLAR SYSTEM LESSON 1: Stars LESSON 2: Constellations BACK NEXT
  • CURRICULUM VITAE BIBLIOGRAPHY PHOTO CREDITS BACK HOME
  • CONTENT NEXT VISION, MISSION GOALS AND OBJECTIVES
  • A premier university in CALABARZON, offering academic programs and related services designed to respond to the requirements of the Philippines and the global economy, particularly, Asian countries. VISION BACK NEXT
  • The University shall primarily provide advanced education, professional, technological and vocational instruction in agriculture, fisheries, forestry, science, engineering, industrial technologies, teacher education, medicine, law, arts and sciences, information technology and other related fields. It shall also undertake research and extension services, and provide a progressive leadership in its areas of specialization. VISION AND MAIN TRUST BACK NEXT
  • In pursuit of college mission/vision the college of education is committed to develop the full potential of the individuals and equip them with knowledge, skills and attitudes in teacher education allied fields effectively responds to the increasing demands, challenge and opportunities of changing time for global competitiveness. GOALS OF COLLEGE OF EDUCATION BACK NEXT
  • Produce graduates who can demonstrate and practice the professional and ethical requirements for the Bachelor of Elementary Education such as: OBJECTIVES OF BACHELOR OF ELEMENTARY EDUCATION (BEED) BACK NEXT
  • 3. Conduct research and development in teacher education and other related fields. 4. Extend services and other related activities for the advancement of community life. 2. Produce mentors who are knowledgeable and skilled in teaching pre - school learners and elementary grades and with desirable values and attitudes or efficiency and effectiveness.
    • Acquire basic and major trainings in Bachelor of
    • Elementary Education focusing on General Education and Pre - School Education.
    BACK HOME
  • FOREWORD CONTENT NEXT
  • This Teacher’s Guide Module entitled “Knowing Our Solar System” is part of the requirements in Educational Technology 2 under the revised curriculum for Bachelor in Elementary Education based on CHED Memorandum Order (CMO)-30, Series of 2004. Educational Technology 2 is a three (3)-unit course designed to introduce both traditional and innovative technologies to facilitate and foster meaningful and effective learning where students are expected to demonstrate a sound understanding of the nature, application and production of the various types of educational technologies. BACK NEXT
  • The students are provided with guidance and assistance of selected faculty members of the College through the selection, production and utilization of appropriate technology tools in developing technology-based teacher support materials. Through the role and functions of computers especially the Internet, the student researchers and the advisers are able to design and develop various types of alternative delivery systems. These kinds of activities offer a remarkable learning experience for the education students as future mentors especially in the preparation of instructional materials. BACK NEXT
  • The output of the group’s effort may serve as an educational research of the institution in providing effective and quality education. The lessons and evaluations presented in this module may also function as a supplementary reference for elementary teachers and students. FOR-IAN V. SANDOVAL Computer Instructor / Adviser Educational Technology 2 LYDIA R. CHAVEZ Dean College of Education BACK HOME
  • PREFACE CONTENT NEXT
  • “ Something deeply hidden behind all things”, that was according to Albert Einstein. That’s why this modular workbook entitled “Knowing our Solar System” is designed. Its main objective is to guide you in discovering new things about our Solar System. It will investigate the mysteries in our Solar System. It will also assists you in finding answers and explanations to the why’s and how’s of everyday questions. BACK NEXT
  • In order to make science concepts interesting and easy to understand, different learning activities were included. Illustrations in the form of photographs are provided to introduce objects. In this manner, topics that are unfamiliar and difficult to understand are made clearer and easier to visualize. It consists of five modules designed to cater the needs of every students to unfold the mysteries behind the Solar System. This Modular Workbook discussed the different theories on the origins of the solar system, the sun and its layers, the eight planets, other celestial bodies and the stars and it’s special kinds. BACK NEXT
  • We believe that this modular workbook will help the student to have a better understanding about our Solar System, to clear their ideas in mind and look forward to achieve knowledge. So hold your breath now and enjoy your journey to the world of Science. BACK HOME
  • ACKNOWLEDGEMENT CONTENT NEXT
  • We would like to owe a large debt to all of those who gave us the motivation, courage and strength to do this modular workbook. We hereby acknowledge and thank all the authors of the reference book and other reading materials used in this modular workbook. Without them, this workbook would not be possible. Special thank to the Dean of Education, Prof. Lydia Chavez, for her understanding and letting us to work inside Computer Laboratory. BACK NEXT
  • Our appreciation is also extended to our Modular Consultant, Mrs. Sandra Mesina , for giving her time in editing our Modular Workbook and for providing us her valuable input and suggestions. We are grateful to our Modular Adviser, Mr. For-Ian Sandoval , for contributing his time, responses and comments to us. We would also like to thank our colleagues (BEED 2nd year), peers and family for the consideration and patience they shared to us. And above all, our Almighty God , for the life, strength and knowledge that He gave us. BACK HOME
  • INTRODUCTION CONTENT NEXT
  • Imagine yourself in a spaceship floating in space. As you look out of the window, you see nothing but a vast empty space. What do you think lies beyond this vast emptiness? Are there other heavenly bodies that exist beyond this empty void? If you look into the sky from the earth on a clear night, you may see many bright dots. Some are brighter than the others. Some are big, others are small, sometimes we asked ourselves where these things came from are? What will happen if they do not exist? BACK NEXT
  • People tried to study these heavenly bodies, which became vital to man. With the knowledge given by the modern ways of discovering new things, mans have fewer fears about all things surrounding them. He began to understand that even the outer space is part of his environment, just mountains and oceans are. This Workbook is designed to give and reveal to you the magic and amazing secrets of our Solar System. BACK HOME
  • CURRICULUM VITAE CONTENT NEXT
  • MODULAR ADVISER BACK NEXT
  • FOR-IAN V. SANDOVAL Siniloan, Laguna Contact Number: 09162217711 Email-add: [email_address] Birthday: April 5, 1979 BACK NEXT
  • EDUCATIONAL BACKGROUND Elementary: Palasan Elementary School Secondary: Union College of Laguna Tertiary: Far Eastern University Course: Bachelor of Science in Mathematics Major in Computer Science BACK NEXT
  • MODULE CONSULTANT BACK NEXT
  • SANDRA P. MESINA # 69 Gen. Cailles Street Cavinti, Laguna Contact No: 09183134589 E-mail Add: [email_address] Birthday: September 9, 1977 BACK NEXT
  • EDUCATIONAL BACKGROUND: Elementary: Siniloan Elementary School Siniloan, Laguna Secondary: Laguna State Polytechnic College Siniloan, Laguna Tertiary: Pamantasan ng Lungsod ng Maynila Intramuros, Manila Course: Bachelor of Science in Biology Major in BACK NEXT
  • AUTHORS BACK NEXT
  • HENSCHEL P. ESPARAGUERA #142 (Inner Road) P. Burgos Street Siniloan, Laguna Contact No: 09092485516 E-mail Add: [email_address] Birthday: January 27, 1991 BACK NEXT
  • EDUCATIONAL BACKGROUND: Elementary: Angela Ong Javier Elementary School Siniloan, Laguna Secondary: Famy National high School Famy, Laguna Tertiary: Laguna State Polytechnic University Siniloan, Laguna Course: Bachelor of Elementary Education Major in General Education BACK NEXT
  • JENNYLENE T. DE LUNA #112 Brgy. Pag-asa Mabitac, Laguna Contact No: 09208389316 E-mail Add: [email_address] Birthday: December 6,1987 BACK NEXT
  • EDUCATIONAL BACKGROUND: Elementary: Mabitac Elementary School Mabitac, Laguna Secondary: Mabitac National High School Mabitac, Laguna Tertiary: Laguna State Polytechnic University Siniloan, Laguna Course: Bachelor of Elementary Education Major in General Education BACK HOME
  • BIBLIOGRAPHY CONTENT NEXT
  • Coronel, Carmelita C., Science and Health Textbook for Grade Six, SD Publications, Inc., Metro Manila. Cebu, 1999. Cruz, Juanit M., Into the Future: Science and Health Textbook for Science and Health for Grade Six. Kerrod, Robbin, New Science Library, J.G. Ferguson Publishing Company, Chicago, Illinois, 1996 BACK NEXT
  • Villamil, Aurora M., et al., Science and Technology Integrated Science Updated Edition, Abiva Publishing House, Inc., Araneta, Quezon City, 1995. Villamil, Aurora M., Science and technology I Integrated Science, Abiva Publishing House, Inc., Araneta Avenue, Quezon City, 1998. Rabago, Lilia M., et al., Science and Technology General Science, SD Publications, Inc., Metro Manila. Cebu, 1997. BACK NEXT
  • OTHER REFERENCES: BACK NEXT
  • http:// www.answer.com / http:// www.solarviews.com / http://www.allaboutscience.org http://encyclopedia.jrank.org http:// www.astro.wise.edu / BACK HOME
  • PHOTO CREDITS CONTENT NEXT
  • http://www.meta-evolutions.de/images/ssdc/ssdc-planet-jupiter-voyager-2.jpeg http://www.thuerstein.de/saturn01.jpg http://dsc.discovery.com/news/briefs/20041108/gallery/uranus_goto.jpg http://www.myastrologybook.com/NeptunePIA01492@100-60q.jpg http://www.apsylus.com/vallis-alpes/images/mars.jpg BACK NEXT
  • http://www.flickr.com/photos/55714304@N00/60504059/ http://www.solarviews.com/raw/earth/nearth.jpg http://www.hotliquidmagma.com/space/pics/mercury_large.jpg http://www.spaceandmotion.com/Images/cosmology/big-bang-theory.jpg http://physics.uoregon.edu/~jimbrau/BrauImNew/Chap15/FG15_07.jpg BACK NEXT
  • http://www.windows.ucar.edu/comets/images/Hale-Bopp_archive.jpg http://www.tqnyc.org/NYC063122/meteors_ames_big.jpg http://www.encyclopedieenligne.com/Images/3/320px-orion_constellation_map.png http://www.mrdowling.com/images/601stars.jpg http://www.flickr.com/photos/toptechwriter/462794863/ BACK NEXT
  • http://www.windows.ucar.edu/spaceweather/images/hromosphere2.gif http://www.qrg.northwestern.edu/projects/vss/docs/media/space-environment/corona.gif http://ircamera.as.arizona.edu/NatSci102/movies/sun-core.gif http://clipart.com BACK HOME
  • MODULE 1: ORIGINS OF THE SOLAR SYSTEM CONTENT NEXT
  • So we observed a clear night sky, thousands of stars and few hazy patches of light can be seen. We then realize the vastness of the outer space and wonder how the Solar System came into being. In this Chapter, we will find out the different origins of the Solar System. OBJECTIVES:
    • To be able to know the different origins of the Solar System
    • To differentiate each origins
    • To observe and describe the different theories of the Solar System
    BACK HOME
  • LESSON 1: BIG BANG THEORY CONTENT NEXT
  • OBJECTIVES:
    • To state the Big Bang Theory
    • To infer what really this theory all about
    • To illustrate the Big Bang Theory
    LET’S KNOW THIS Big Bang Theory is like a fireball and exploded and threw out particles of matter in all directions. It asserts that as a star approached the sun, a cosmic accident took place. BACK NEXT
  • According to the standary theory, our universe sprang into existence s singularity around 13.7 billion years ago where singularities are zones which defy our current understanding of physics. They are thought to exist at the core of black holes. Black holes are areas of intense gravitational pressure. The pressure is thought to be intense that finite matter is actually squished into infinite density. Tidal bulges formed on the surface of the sun, condensed and where ejected into space. The ejected materials became the planets and planetoids that revolved around the sun. BACK NEXT
  • These zones of infinite density are called singularities. After its initial appearance, it apparently inflated, expanded and cooled, going from very, very small and very, very hot, to the size and temperature of our current universe. It continues to expand and cool until the solar system is being a part of it and we are inside of it, an incredible creatures living on a unique planet, circling a beautiful star clustered together with several hundred billion of other stars. BACK NEXT
  • TRY TO STUDY THIS BIG BANG THEORY BACK NEXT
  • Big Bang Theory is like a fireball exploded and threw out particles of matter in all directions. The ejected materials on the fireball became the planets and planetoids that revolved around the sun. LET’S REMEMBER THIS How much have you learned? Do you really understand the lesson? Then, check your comprehension. Do the following activities. BACK NEXT
  • LET’S DO THIS ACTIVITY 1 Name: ___________________ Score: _________________ Grade/Section: ____________ Date: __________________ DIRECTION: Encircle the letter of the correct answer. BACK NEXT
    • It states that like a fireball that exploded, this Solar System
    • came from. What theory is this?
    a. Pulsating Theory b. Big Bang Theory c. Steady State Theory d. None of the above 2. The exploded fireball in the Big Bang Theory resulted of what particles? a. Planets and Planetoids b. Grass and Plants c. Man d. Rocks 3. The ejected materials that became planets and planetoids revolved around what? a. Moon b. Other Planets c. Sun d. Earth BACK NEXT
  • 4. Where did these fireballs that exploded threw out? a. In one direction only b. In north and south directions c. In all directions d. In east and west 5. What do you call to the zones of infinite density? a. Singularities b. doubled c. holes d. black holes 6. It is the areas of intense gravitational pressure. a. Star b. Cosmos c. black holes d. boggles 7. Where does the black holes are thought to exist? a. Corona b. Core c. photosphere d. chromospheres BACK NEXT
  • c. 11 billion years ago 8. How many years ago does the universe sprang into existence? a. 13 billion years ago b. 10 billion years ago d. 12 billion years ago 9. It is thought to be intense that finite matter is actually squished into infinite density. a. Diameter b. sunlight c. planet d. temperature c. planets 10. It is a part of the Universe. a. solar system b. stars d. all of the above BACK NEXT
  • LET’S TRY THIS ACTIVITY 2 DIRECTION: Explain the Big Bang Theory based on your own understanding. Write your answers on the space provided. ___________________________________________________________________________________________________. BACK NEXT
  • Did you explain the Big Bang Theory based on your own understanding? If you did, then Great!!! Let’s go now to our next topic, the Planetisimal Theory. BACK HOME
  • LESSON 2: PLANETISIMAL THEORY CONTENT NEXT
  • OBJECTIVES:
    • To define Planetisimal Theory
    • To be aware on this theory
    • To draw and illustrate the Planetisimal Theory
    LET’S KNOW THIS Planetisimal Theory states that the sun, a big star, collided with the small star. The impact of the collision causes the ejection of particles into space. These particles later became the members of the Solar System. The planets form out of dust grains that collide and stick to form larger and larger bodies. BACK NEXT
  • When the bodies reach sizes of approximately one kilometer, then they can attract each other directly through their mutual gravity, aiding further growth into moon-sized protoplanets enormously. This is how planetisimals are often defined. Bodies that are smaller than planetisimals must rely on Brownian motion or turbulent motions in the gas to cause the collisions that can lead to sticking. Alternatively, planetisimals can form in a very dense layer of dust grains that undergoes a collective gravitational instability in the mid-plane of a protoplanetary disk. BACK NEXT
  • Many planetisimals may eventually break apart during violent collisions, but a few of the largest planetisimals can survive such encounters and continue to grow into protoplanets and later planets. It is generally believed that by about 3.8 billion years ago, after a period known as the Late Heavy Bombardment, most of the planetisimals within the solar system had either been ejected from the solar system entirely, into distant eccentric orbits such as the Oort cloud, or had collided with larger objects due to the regular gravitational nudges from the Jovian planets (particularly Jupiter and Neptune). A few planetisimals may have been captured as moons of the Jovian planets. BACK NEXT
  • TRY TO STUDY THIS PLANETISIMAL THEORY BACK NEXT
  • The Planetisimal theory states that the big star collided with the smaller star and ejected particles that later become member of the Solar System. TRY TO REMEMBER THIS How much have you learned? Do you really understand the lesson? Then, let’s check your comprehension. Can you do the following activities? BACK NEXT
  • LET’S DO THIS ACTIVITY 3 Name: ___________________ Score: _________________ Grade and Section: _________ Date: __________________ DIRECTION: True or False. Tell whether the statement is True or False. If True, draw a STAR ( ) and if False, draw a MOON( ). Use the space provided before each number for your answer. BACK NEXT
  • _____1. Planetisimal Theory is the collision of two big stars. _____2. The particles resulted by collision later became member of the Solar System. _____3. The impact of collision caused the particles to remain on the big star. _____4. The theory that states that the big star collide with the smaller star is Planetisimal Theory. _____5. The big star that collides is the sun. BACK NEXT
  • _____6. The planets are form out of dust grains. _____7. The bodies attract each other indirectly through mutual activity. _____8. Aiding further growth into moo-sized protoplanets enormously. _____9. Bodies that are bigger than planetisimals must rely on Brownian motion. _____10. Planetisimals can form in a very dense layer of dust grains. BACK NEXT
  • LET’S THINK ACTIVITY 4 Draw your own illustration of Planetisimal Theory. Use the space provided for your answer. ______________________________________________________________________________________________________________________. BACK NEXT
  • Did you understand the Planetisimal Theory? Then if you did, Good!!! Now let’s move to our next topic, The Nebular Theory. BACK HOME
  • LESSON 3: NEBULAR THEORY CONTENT NEXT
  • OBJECTIVES:
    • To explain the Nebular Theory
    • To compare this theory to other two theories
    • To picture out the Nebular Theory
    LET’S KNOW THIS Nebular Theory states that the sun, planet and moon were formed at about the same time from a notating mass of hot gases and dust line ten billion years ago. BACK NEXT
  • According to this theory, rings of hot gases were developed and were shed off. As the gases cooled and condensed, they broke off into fragments to form the members of the Solar System. It was first proposed in 1973 by Emanuel Swedenborg. Originally applied only to our own Solar System, this method of planetary system formation is now thought to be work through out the Universe. Star formation is a complex process, which always produces a gaseous protoplanetary disk around the young star. This may give birth to planets in certain circumstances, which are not well-known. BACK NEXT
  • Thus, the formation of planetary system is thought to be a natural result of star formation. A sun- like star usually takes around 100 million years to form. The Nebular Theory is also called Dust Cloud Theory. BACK NEXT
  • LET’S STUDY THIS NEBULAR THEORY BACK NEXT
  • Nebular Theory states that the sun, planet and moon were formed at about the same time from a notating mass of hot gases. The gases that cooled and condensed cause them to broke and later form a member of Solar System. LET’S REMEMBER THIS How much have you learned? Do you really understand the lesson? Then, let’s check your comprehension. Do the following activities. BACK NEXT
  • LET’S DO THIS ACTIVITY 5 Name: _________________ Score: ___________________ Grade and Section: _______ Date: ____________________ DIRECTION: Fill in the blanks. Supplied the missing words to complete the statements given.
    • _____ states that the sun, planet and moon were formed
    • at about the same time.
    2 –3. As the _____and _____ broke off into fragments to form members of Solar System. BACK NEXT
  • 4. From a _____ of hot gases, the sun, planet and moon were formed. 5. Nebular Theory explained that the sun, planet and moon formed at about _____. 6. _____ proposed the Nebular Theory. 7. ______ where originally applied the Nebular Theory. 8. _____ takes around 100 million years to form. 9. Star formation produces a _____ protoplanetary disk. 10. The formation of _____ is thought to be a natural result of star formation. BACK NEXT
  • TRY TO EXPLAIN THIS ACTIVITY 6 DIRECTION: Explain the Nebular Theory based on what you understand. Use the space provided for your answer. _____________________________________________________________________________________________________. BACK NEXT
  • Did you really understand the different origins of the Solar System? If your answer is “yes”, Nice!!! You really understand this Chapter. You are now ready to proceed to our next Chapter, The Sun. BACK HOME
  • MODULE 2: THE SUN AND ITS LAYERS CONTENT NEXT
  • At daytime, the sun shines so brightly that the light are given off by other stars are overpowered. The sun is the only visible on earth. It overpowers the light coming from other stars. Why is this so? Why does the sun is the only visible star on earth during daytime. In this module, we will unfold the different layers of the sun. OBJECTIVES:
    • To be familiar with the characteristics of the sun
    • To appreciate the different functions of the sun
    • To picture out the different layers of the sun
    BACK HOME
  • LESSON 1: PHOTOSPHERE CONTENT NEXT
  • OBJECTIVES:
    • To distinguish the different layers of the Sun
    • To be aware of these different layers
    • To illustrate/draw its layers
    Photosphere is the visible surface of the sun. it is also called the “light-emitting layer”. Above the photosphere sunlight is force to disseminate into space and its energy escapes the sun completely. BACK NEXT LET’S KNOW THIS
  • Sunlight has approximately a black-body spectrum that indicates its temperature is about 6 000 K, interspersed with atomic absorption lines from the tenuous layers above the photosphere. The photosphere has an element density of about 1023/m3 (this is about 1% of the particle density of Earth’s atmosphere at sea level). The parts of the sun above the photosphere are referred to collectively as the solar atmosphere. BACK NEXT
  • LET’S OBSERVE THIS PHOTOSPHERE BACK NEXT
  • They can be seen with telescopes across the electromagnetic spectrum, from the visible light to gamma rays. As we look down into the atmosphere at the surface of the Sun the view becomes more and more opaque. The point where it appears to become completely opaque is called the photosphere. Thus, the photosphere may be thought of as the imaginary surface from which the solar light that we see appears to be emitted. The diameter quoted for the Sun usually refers to the diameter of the photosphere. Radiation emitted from the photosphere accounts for most of the solar energy flux at the Earth. BACK NEXT
  • TAKE NOTE Photosphere or “light-emitting layer” is the visible surface of the sun How much have you learned? Do you really understand the lesson? Then, let’s check you comprehension. Do the following activities. BACK NEXT
  • LET’S THINK ACTIVITY 7 DIRECTION: Encircle the letter of the correct answer. Name: ___________________Score: _______________ Grade and Section: _________Date: ________________ BACK NEXT
  • 1. It is the visible surface of the sun. b. Photosphere 2. How many element density has a photosphere have? a. 1023/m3 b.1000/m3 d. 1100/m3 3. The part of the sun above the photosphere are referred to what? a. to collectively as the solar atmosphere b. to interact in neutral material c. to firmly attached high temperature d. none of the above 4. What approximately the sunlight has? a. white-body spectrum c. black-body spectrum b. hemispheres d. constituent part BACK NEXT c. Spectrum a. Disseminate d. Element c. 900/m3
  • 5. The sunlight has how many temperatures? a. 6000 K b. 5000 K c. 4000 K d. 3000 K 6. The other term for photosphere. a. light layer b. light emitting layer c. opaque d. atmospheric layer 7. What happen to the sunlight above the photosphere? a. force to disseminate b. force to disappear c. looses light 8. What happen as we look down into the atmosphere at the surface of the sun? a. the view becomes bigger b. the view becomes smaller c. the view becomes clearer d. the view becomes opaque d. looses energy BACK NEXT
  • 10. The ________ emitted from the photosphere accounts for most solar energy flux at the Earth. a. ray b. radiation c. sunlight d. energy 9. It is what thought on the photosphere. a. imaginary surface b. clearer image c. dotted surface d. None of the above BACK NEXT
  • LET’S EXPLORE ACTIVITY 2 ACTIVITY 2 ACTIVITY 2 DIRECTION: Arrange the jumbled letters to form the correct answer base on the clue that is enclose in the parenthesis. BACK NEXT
  • 1. PSHPEEOOTHR --- _____________ ( the visible surface of the sun ) 2.DNIESYT --- _______________ ( the mass per unit ) 3.TNEUOSUEAYLSR --- _______________ ( above the photosphere ) 4.EETLCSUESP --- ______________ (used to see the photosphere ) 5.UNS --- ______________ ( the visible surface of the photosphere ) 6. OQUEPA-- ________________(the view when we look into the atmosphere) BACK NEXT
  • 8. IIAAMGNYR-- ___________( the surface of Photosphere is looks like this ) 9. ETMAREPURTE-- ___________( refer to the hottest or coldness of a substance ) 10. ULINSHGT-- ___________( it force to disseminate into space ) 7. GHTLI TTIIEMNG ALREYS-- _______________( other term for photosphere ) BACK NEXT
  • Did you answer the activities correctly? If you did, then Great!!! You really understand this lesson. You are now ready to study the other Layers of the Sun—The Chromosphere. BACK HOME
  • LESSON 2: CHROMOSPHERE CONTENT NEXT
  • OBJECTIVES:
    • To know what is Chromospheres
    • To be aware on color sphere
    • To picture out the illustration of Chromospheres
    LET’S KNOW THIS BACK NEXT Chromosphere is a thin layer present above the visible surface on photosphere, which is about 2000 km. thick specifically dominated by a spectrum of emission and absorption lines. It is called the chromospheres because t comes from the Greek root “chromos” meaning “color”. Another term for chromospheres is the color sphere, for this reason, the color sphere is visible as a colored flash at the beginning and the end of total eclipse of the sun.
  • The term “chromospheres” was first applied to the red ring and large prominences seen at the edge of the eclipsed Sun with the unaided eye. Emission in the Balmer-alpha line of hydrogen at 653-nanometer wavelength accounts for the red color. The solar chromospheres extends from roughly 500 km (300 mi) above the photosphere to where hydrogen becomes fully ionized and the gas temperature rises rapidly to more than 106 K (1.8 × 106 °F) in the corona. Stars with effective temperatures less than about 8000 K (14,000°F; the Sun is 5770 K or 9930°F) show the same emission lines as the solar chromospheres and are thus thought to have analogous regions. BACK NEXT
  • TRY TO STUDY THIS CHROMOSPHERE BACK NEXT
  • TAKE NOTE Chromospheres is also called color sphere because it is visible as a colored flash. How much have you understand? Did you really understand the lesson? Then, let’s check your comprehension. Do the following activities. BACK NEXT
  • LET’S DO THIS ACTIVITY 9 Name: _________________ Score: _________________ Grade and Section: _______ Date: __________________ DIRECTION: Identify what is being asked. Write your answers on the space before the number. BACK NEXT
  • _____________1. It is the root word of Chromospheres. _____________2. It is the other term for Chromospheres. _____________3. It is the meaning of Greek root “chromos”. _____________4. It is a thin layer present above the visible surface. _____________5. It is the thickness of the Chromospheres. _____________6. It is where the term chromospheres was first applied. BACK NEXT
  • _____________7. It is the wavelength accounts for the emission in the Balmer –alpha line of hydrogen. _____________8. It is extend from roughly 500km. above the photosphere. _____________9. It shows the same emission lines as the solar chromospheres if its temperature is less than about 8000 K. ____________10. It is the thickness of chromospheres in kilometer. BACK NEXT
  • LET’S CHECK YOUR COMPREHENSION ACTIVITY 10 ________________________________________________________________________________________. DIRECTION: Write your own explanation on what is Chromospheres. Draw the picture of Chromospheres on the given box. BACK NEXT
  • Did you answer the activity 1 and 2 correctly? If you did, then Good Job!!! You really understand this lesson. Let’s move to the other layers of the sun— The Corona. BACK HOME
  • LESSON 3: CORONA CONTENT NEXT
  • OBJECTIVES:
    • To determine what is Corona
    • To differentiate Corona to other layers
    • To show the illustration of the outermost layer of the
    • sun
    LET’S STUDY THIS The Corona is the outer atmosphere of the sun, which is much larger in volume than the sun itself. The Corona merges slickly with the solar wind so as to fill the solar system and heliosphere. BACK NEXT
  • The low Corona, which is very close to the surface of the sun, has a particle density of 1011/me ( Earth’s atmosphere near sea level has a particle density of about 2 x 1025/m3 ). The temperature of the Corona is several million degrees Kelvin. The Laws of electromagnetism prohibit the intersection of two magnetic field lines, every time magnetic field lines come cross to crossing, they are “rearranged” and this magnetic reconnection continuously heats the solar corona. As a direct consequence of this theory, the heating process should occur much closer to the surface of the sun than previously thought, but no one really knows how close. BACK NEXT
  • The corona can be seen during solar eclipses, when the main radiation from the sun’s surface is blocked by the passage of the moon. One of the most puzzling features of the sun is what has been dubbed “the solar corona problem”. There is a region around the sun, existing more than one million kilometers from its surface, where the temperature can reach two million degrees. This region, called the Solar Corona, is where the solar wind originates. BACK NEXT
  • LET’S OBSERVE THIS CORONA BACK NEXT
  • TAKE NOTE Corona is the outermost layer of the sun and when the solar eclipse occurs, the corona is visible as a halo. How much can you remember? Let’s check your memory. Do the following activities. BACK NEXT
  • LET’S DO THIS ACTIVITY 11 Name: ___________________ Score: _________________ Grade and Section: _________ Date: _________________ DIRECTION: Matching Type. Match Column A to Column B. BACK NEXT
  • COLUMN A COLUMN B
    • Corona --the outer atmosphere
    • of the sun
    b. Temperature --has a particle density of 1011/m3 c. Solar Wind --the corona has millions of it d. Surface of the Sun --where the corona merges slickly e. Outermost Layer --where the solar eclipse occur f. prohibit the intersection --Solar Eclipses of two magnetism BACK NEXT
  • g. it is when the corona is possible to see --Region h. the puzzling features of the sun --Laws of Electromag- netism i. there is a ___around the sun --Solar Wind j. it is originated by the solar corona --Solar Corona BACK NEXT
  • LET’S THINK ACTIVITY 12 DIRECTION: Draw your own illustration of the Corona based on your understanding. Use the box below . BACK NEXT
  • Did you answer the activity correctly? If yes, Good Job!! You really understand this lesson. Let’s move to the other layer of the sun – The Core. BACK HOME
  • LESSON 4: CORE CONTENT NEXT
  • OBJECTIVES:
    • To briefly explain the innermost layer of the sun
    • To be aware of what we called Core
    • To illustrate its features
    LET’S STUDY THIS The Core is the innermost layer of the sun and it is a source for all the sun’s energy. The material in the core is firmly attached and has very high temperature, which is about 15 million degrees Kelvin. In the core, the intense heat destroys the internal structure of an atom and therefore all atoms are broken down into their constituent parts. An atom is composed of protons, electrons and neutrons. BACK NEXT
  • The charge neutral material of protons and electrons that makes up the core called plasma. Thermonuclear reactions takes place inside the core, thus hydrogen atoms are combined with each other to make the helium atoms and produces energy which keeps the sun in a state of equilibrium. Thus, this thermonuclear reaction is called nuclear fusion. BACK NEXT
  • The Central Core decays, electromagnetic waves on the surfaces of the core include normal elementary particles that create an envelope of material that surrounds the core. The major source of the sun’s energy is the decaying central core. In essence, almost every particle of material that exists in the envelope, the sun-excepting particles pulled in by gravity is created, that is induced by the electromagnetic field on the surface of the core of the sun. BACK NEXT
  • TRY TO OBSERVE THIS CORE BACK NEXT
  • TAKE NOTE Core is the innermost layer of the sun and it is a source for all the sun’s energy. How much have you learned? Did you really understand this lesson? Then, let’s check your comprehension. Do the following activities. BACK NEXT
  • LET’S THINK ACTIVITY 13 Name: __________________ Score: __________________ Grade and Section: ________ Date: ___________________ DIRECTION: Write whether the statement a SAD FACE ( )if it is false. is TRUE OR FALSE. Draw a HAPPY CACE ( ) BACK NEXT
  • _____1. Core is the innermost layer of the sun. _____2. An atom is composed of proton only. _____3. The Core is not the source of all the sun’s energy. _____4. The thermonuclear reactions take place inside the core. _____5. Nuclear Fusion is another term for thermonuclear reaction. BACK NEXT
  • _____6. The charge neutral material of protons and electrons that makes up the Core called plasma. _____7. Hydrogen atoms are set apart with each other to make helium atoms. _____8. The thermonuclear reaction is called nuclear fusion. _____9. In the Core, the intense heat build up the internal structure of an atom. ____10. The material in the Core is firmly attached and has a very high temperature. BACK NEXT
  • TRY TO ANSWER THIS ACTIVITY 14 DIRECTION: Draw a picture of Sun and tell where the Core is. BACK NEXT
  • Did you answer all the activities? Can you now distinguish the different layers of the Sun? If yes, then Excellent!!! You are now ready to proceed with our next Module— The Planets. BACK HOME
  • Eight Planets MODULE 3: CONTENT NEXT
  • When you look on a clear night sky, you may see stars twinkle in the sky but sometimes you may see a bright object in the sky that doesn’t twinkle like a stars. The bright object is not a star. It is planet. In this Chapter we will narrate the different characteristics of the Eight Planets. OBJECTIVES:
    • To enumerate the Eight Planets
    • To be aware of the different characteristics of the Planets
    • To illustrate the arrangement of planets in their orbits around the sun
    BACK HOME
  • LESSON 1: MERCURY CONTENT NEXT
  • OBJECTIVES:
    • To determine the difference of Mercury to other
    • planets
    • To know why Mercury has only one season
    • To illustrate the planet Mercury
    LET’S KNOW THIS Mercury is the closest planet to the sun. it is the smallest second planet. It has many craters on its surface. Mercury has no atmosphere to protect it from the sun or from meteorites. BACK NEXT
  • Mercury’s axis is the straightest of the planets, with the least “tilt”. This is the reason why Mercury has only one season. Mercury is not an easy planet to find in the sky because it stays close to the sun. You can sometimes see it in the east just before sunrise or in the west just after the sunset. It looks like a pinkish star. Even through a telescope, you can make out few details of the planet’s surface. Mercury is covered with craters and looks much like the moon. The major difference between the two bodies is that Mercury has no large flat plains or seas, like the moon. BACK NEXT
  • It is believed that Mercury resembles very much the Moon (its diameter is almost as twice as the diameter of Earth's only satellite). Its surface carries the signature of heavy asteroid and meteorite bombardment that took place since its early ages, recognizable by the huge amount of craters of all sizes that dots the surface. Mercury basically doesn't have any atmosphere, so the 'sky' surrounding it is always black. BACK NEXT
  • MERCURY TRY TO LOOK AT THIS BACK NEXT
  • TAKE NOTE BACK NEXT 171 degrees Celsius 0 59 days 0.24 (88 days) 57,900,000 Mercury AVERAGE TEMPERATURE MOON PERIOD OF ROTATION (EARTH DAYS/YEARS) PERIOD OF REVOLUTION (EARTH YEARS/DAYS) DISTANCE FROM THE SUN (IN KM.) PLANET
  • Mercury has a diameter of 4,878 in kilometer, has a mass of 0.4 compared to earth and has a density of 5.4 compared to water, (1 g/cc). Now, did you understand the lesson about Mercury? Let’s check your comprehension. Do the following activities. BACK NEXT
  • LET’S DO THIS ACTIVITY 15 Name: ___________________ Score: _________________ Grade and Section: _________ Date: __________________ DIRECTION: Encircle the letter of the correct answer. 1. What it is the closest to the sun? a. Mars b. Mercury c. Saturn
      • d. Venus
    BACK NEXT
  • 2. Mercury has no _____ to protect it from the sun. b. Water d. Light c. Atmosphere a. Air 3. What is the color of the sky surrounded by the atmosphere? a. Red c. Pink b. Blue d. Black 4. How many seasons does the Mercury has? a. One c. Three b. Two d. Four 5. The Mercury axis is the __________ of the planet. a. Straightest b. Diagonal c. shortest d. largest BACK NEXT
  • 6. What is the other term for photosphere? a. light layer b. light-emitting layer c. opaque d. atmospheric layer 7. What happen to the sunlight above the photosphere? a. force to disseminate b. force to disappear c. looses light d. looses energy 8. What happens as we look down into the atmosphere at the surface of the sun? a. the view becomes bigger c. the view becomes clearer d. the view becomes opaque b. the view becomes smaller BACK NEXT
  • a. imaginary surface b. clearer surface c. dotted surface d. none of the above 10. The ______ emitted from the photosphere accounts. a. Ray b. radiation c. sunlight d. energy 9. Photosphere thought to be what? BACK NEXT
  • LET’S CREATE ACTIVITY 16 DIRECTION: Draw your own illustration of Mercury. Use the space provided. BACK NEXT
  • Did you do all the activities? If you did, then nice!!! You are now ready to proceed to our next topic, the Planet Venus. BACK HOME
  • LESSON 2: VENUS CONTENT NEXT
  • OBJECTIVES:
    • To learn something about Planet Venus
    • To understand why it is the hottest planet
    • To be able to know its features
    LET’S KNOW THIS Venus is the planet that is most like the Earth in size. It is the hottest planet. It is the brightest object in the sky, except for the moon. BACK NEXT
  • Venus is the easiest to recognize. On many evenings at sunset we see it shining brightly in the western sky as the evening star. At another times we see it shining in the eastern sky at dawn as the morning star. Venus shines brighter than any other planet for two reasons. First, it is the planet that comes closest to the Earth, sometimes within 26 million miles. Second, it is permanently covered with thick clouds, which reflect sunlight brilliantly. In size, Venus is near twin of the Earth, being only slightly smaller. It also has atmosphere. It is relatively close to us in the Solar System. We might think, therefore, that Venus would be a similar planet to the Earth but nothing could be farther from the truth. BACK NEXT
  • Venus rotates backwards, from East to West. Venus’ days are longer than its years! Its year is 224 Earth days, its days last 243 Earth days. Venus’ atmosphere traps lots of carbon dioxide gas. Because of this, Venus is the hottest planet in the Solar System although Mercury is closer to the sun. BACK NEXT
  • VENUS TRY TO LOOK AT THIS BACK NEXT
  • TAKE NOTE BACK NEXT 464 degrees Celsius 0 24.3 days 0.625 (225 days) 108,200,000 Venus AVERAGE TEMPERATURE MOON PERIOD OF ROTATION (EARTH DAYS/YEARS) PERIOD OF REVOLUTION (EARTH YEARS/ DAYS) DISTANCE FROM THE SUN (IN KM.) PLANET
  • Venus’ days are longer than its years! Its year is 224 Earth days, its days last 243 Earth days. Venus’ atmosphere traps lots of carbon dioxide gas. Because of this, Venus is the hottest planet in the Solar System although Mercury is closer to the sun. BACK NEXT
  • How much have you learned? Let’s check your comprehension. Do the following activities. BACK NEXT
  • LET’S DO THIS ACTIVITY 17 Name: ___________________ Score: ________________ Grade and Section: _________ Date: _________________ DIRECTION: By the number box, guess what word is being asked. Use the cross and down clues. BACK NEXT
  • BACK NEXT 4. 2. 8. 9. 10. 5. 7. 3. 6. 1.
  • CROSS:
    • Name of the Roman Goddess of Love.
    2.The atmosphere surface of planet Venus consists mostly of this compound. 3.Venus and Earth are considered the _____ planets. 4. It takes 225 _____ for Venus to orbit around the sun. 5. Venus is the _____ planet in the solar system. BACK NEXT
  • DOWN: 6. The sister planet of Venus. 7. It is an element with a small trace in planet Venus. 8. Venus is the _____ planet from the sun. 9. The brightest object in the sky at night followed by Venus. 10. The name of the Roman Goddess of love. BACK NEXT
  • TRY TO ANSWER THIS ACTIVITY 18 DIRECTION: Draw your own illustration of planet Venus based on your own understanding. Use the space provided. BACK NEXT
  • Did you do all the activities? If you did, then nice!!! You are now ready to proceed to our next topic, the Planet Earth. BACK HOME
  • LESSON 3: EARTH CONTENT NEXT
  • OBJECTIVES:
    • To be able to know our own planet and its moon
    • To understand Earth revolve around the sun
    • To illustrate how moon revolve around the Earth
    LET’S KNOW THIS Earth is our home. It is the only place in our Solar System where plants, animals and people can live. To survive, we need air and water as well as heat and light. The air we breathe is made up mostly nitrogen and oxygen. These gases and others make up the Earth’s atmosphere. BACK NEXT
  • The atmosphere protects us from meteorites and harmful radiation from space. It also helps keep Earth from becoming too hot or too cold. Earth’s water comes from oceans that cover two-thirds of our planet. Earthquake, floods and erosion are always changing the surface of the Earth. Earth spins on its axis like a top, once a day, at a speed of about 10,000 miles an hour at the equator. Everything around us on Earth –building, trees and animals—spins at the same speed so we don’t notice that Earth is moving. As the Earth spins, the sunlight spins in different parts of our planet at different times. This creates day and night. BACK NEXT
  • TRY TO STUDY THIS EARTH BACK NEXT
  • LET’S STUDY THIS OUR MOON Our moon is our closest neighbor in the Solar System. It is about 250,00 miles away from us. Its surface is dry. Is has no air, we can see its mountains and craters from Earth. We know a lot about our moon because USA has sent six man expeditions to explore it. Like Earth, our moon spins on its axis. It also revolves around the Earth and the sun. Reflected lights from the sun light up different parts of our moon in different phases. BACK NEXT
  • A Solar Eclipse happens when the moon travels between the sun and planet Earth. This stops sunlight from shining on part of our planet. A Solar Eclipse happens about once every three or four years. When our moon is in the Earth’s shadow we have lunar eclipse. Earth travels around the sun in an orbit shaped like an oval (something like the shape of an egg). Our planet looks blue from space, because there is so much water on Earth. From Earth, we sometimes can see details on the moon’s surface by using binoculars or a telescope. The moon becomes as hot as 248 degrees Fahrenheit and as cold as –320 degrees Fahrenheit temperature that are much hotter and much colder than those on Earth. BACK NEXT
  • There is no sound on our moon, because there is no air to carry the sound. What a great place to yell and scream without bothering anyone. BACK NEXT
  • PHASES OF THE MOON BACK NEXT
  • TAKE NOTE BACK NEXT 14 degrees Celsius 1 23.9 days 1.0 (365.25 days) 149,00,000 Earth AVERAGE TEMPERATURE MOON PERIOD OF ROTATION (EARTH DAYS/YEARS) PERIOD OF REVOLUTION (EARTH YEARS/DAYS) DISTANCE FROM THE SUN (IN KM.) PLANET
  • Only ¼ of the Earth is composed of land and the remaining ¾ is composed of bodies of water. BACK NEXT
  • Did you understand the lesson about our own planet? If you did, Great!!! Let’s check your comprehension. Do the following activities. BACK NEXT
  • LET’S DO THIS ACTIVITY 19 Name: ___________________ Score: _________________ Grade and Section: _________ Date: _________________ DIRECTION: Identify what is being asked. Use the space provided for your answer. __________1. It is the planet where we live in. __________2. __________3. __________4. __________5. needed. To survive, these are what we BACK NEXT
  • __________6. It covers the 2/3 of the Earth. __________7. It is the closest neighbor of Earth. __________8. It happens when the moon travels between the sun and the planet Earth. __________9. It is the shape where the Earth travels around the sun. __________10. The moon has no _______ that’s why it has no sound. BACK NEXT
  • LET’S THINK ACTIVITY 20 Name: __________________ Grade and Section: ________ Score: __________________ Date: ___________________ DIRECTION: Illustrate the different phases of the moon. Use the space provided for you. BACK NEXT
  • Did you do all the activities? If you did, then Good!!! You are now ready to explore to other planet in the solar system, the planet Mars. BACK HOME
  • LESSON 4: MARS CONTENT NEXT
  • OBJECTIVES:
    • To prove that Mars is a “Red Planet”
    • To determine the difference of Mars to other
    • planets
    • To extend our knowledge about planet Mars
    LET’S STUDY THIS Mars is named after the Roman God of war and located on four planets from the Sun, commonly referred to us “The Red Planet”. Mars tends to give off a reddish hue when viewed from Earth. This is believed to be caused by the abundance of iron oxide on the planet’s surface. BACK NEXT
  • It is the planet that is most like Earth. It has a ice caps at the North and South poles. It is similar to Earth in some respects. A day on Mars is only slightly longer than our own day. The planet has an atmosphere and it also has seasons like the Earth, only they are almost twice as long as ours. However, Mars is different from the Earth in most other ways. It lies much farther from the sun and is much colder. It has only a very thin atmosphere, made up mainly of carbon dioxide gas. BACK NEXT
  • Mars can be easily seen from Earth without telescope at a brightness that is only surpassed by the planet Venus, the moon and the sun. Mars has long been considered the most realistic location for life in our solar system, aside from Earth. Many believe that intelligent life may have once existed on the planet. Scientific exploration of Mars has not produced any evidence of life on planet. It is believed that the harsh surface environment and extreme solar radiation that saturates the surface of planet is not capable in sustaining any kind of life. BACK NEXT
  • TRY TO STUDY THIS MARS BACK NEXT
  • TAKE NOTE BACK NEXT -25 degrees Celsius 2 24.6 1.88 (681 days) 227,900,000 Mars AVERAGE TEMPERATURE MOON PERIOD OF ROTATION (EARTH DAYS/YEARS) PERIOD OF REVOLUTION (EARTH YEARS/DAYS) DISTANCE FROM THE SUN (IN KM.) PLANET
  • Did you know that the names of the 2 moons on Mars are Phobos and Damos? How much have you learned? Let’s check your comprehension. Do the following activities. BACK NEXT
  • LET’S DO THIS ACTIVITY 21 Name: __________________ Grade and Section: ________ Score: __________________ Date: ___________________ DIRECTION: Supply the missing letter to determine the words being asked.
    • r _ d_ _ sh h_ _ --- the Mars tends to give off when
    • viewed from Earth
    BACK NEXT
    • ir _ _ _ _ i d e --- the abundance of it caused by the
    • reddish of Mars
    3. _ a r _ --- the fourth planet from the Sun 4. r _ d p l _ _ _ t --- other name for planet Mars 5. e _ r t _ --- the most like planet on Mars 6. T _ _ R _ _ P _ a n _ _ --- other term on planet Mars 7. A _ _ o s p _ _ r e --- Mars and Earth also have it 8. C a _ _ o n D I _ _ _ d e --- the mainly composition of Mars atmosphere 9. I _ _ _ a p _ --- the Mars have it at North and South poles 10. R _ m a _ G _ _ o _ W _ r --- where the name of Mars came from BACK NEXT
  • LET’S CHECK YOUR UNDERSTANDING ACTIVITY 22 DIRECTION: Do you agree that there is a possibility of past or future life on Mars? If Yes/ No, why do you say so? _____________________________________________________________________________________________. BACK NEXT
  • Did you do all the activities? If you did, then Good!!! You are now ready to explore to other planet in the solar system, the Jupiter. BACK HOME
  • LESSON 5: JUPITER CONTENT NEXT
  • OBJECTIVES:
    • To show how big the Jupiter is
    • To differentiate Jupiter to other planets
    • To picture out its illustration
    LET’S KNOW THIS Jupiter is the fifth planet from the sun and by far the largest planet in the Solar System that’s why it is more than twice as massive as all the other planets combined. Jupiter is the fourth brightest object in the sky after the Sun, moon and Venus. The prehistoric times know Jupiter as a bright “wandering star”. BACK NEXT
  • The voyager probes also found that Jupiter has a very strong magnetic field. This field extends far out into space and traps electrified particles in large donut-shaped regions. These regions are source of intense radiation that could pose a real danger to space travelers in the future. Jupiter also has a ring that is similar to the kinds of rings Saturn has, which are made up of small lumps of rocks and ice whizzing around the planet at high speed. BACK NEXT
  • Jupiter's four large moons Io, Europa, Ganymede and Callisto (now known as the Galilean moons) and recorded their motions back and forth around Jupiter. This was the first discovery of a center of motion not apparently centered on the Earth. Jupiter and the other gas planets have high velocity winds which are confined in wide bands of latitude. The winds blow in opposite directions in adjacent bands. Slight chemical and temperature differences between these bands are responsible for the colored bands that dominate the planet's appearance. The light colored bands are called zones; the dark ones belt. BACK NEXT
  • TRY TO LOOK AT THIS JUPITER BACK NEXT
  • TAKE NOTE BACK NEXT -148 degrees Celsius 16+ 9.9 days 11.86 778,300,000 Jupiter AVERAGE TEMPERATURE MOON PERIOD OF ROTATION (EARTH DAYS/YEARS) PERIOD OF REVOLUTION (EARTH YEARS/DAYS) DISTANCE FROM THE SUN (IN KM.) PLANET
  • Jupiter spins faster than any planet. It spins so fast, it bulges in the middle. Jupiter is the largest planet in the solar system that it could hold all of the other seven planets or 1300 Earths. BACK NEXT
  • Now, did you understand the topic? Then, let’s check your understanding. Do the following activities. BACK NEXT
  • LET’S EXPLORE ACTIVITY 23 Name: ___________________ Score: _________________ Grade and Section: _________ Date: __________________ DIRECTION: Supply the missing letter to complete the words. Use the space provided. 1. J _ _ i_ e r --- the fifth planet from the sun 2. L _ r g e _ _ --- the characteristic of planet Jupiter that differ in other planet in our solar system BACK NEXT
  • 3. _ o u _ --- how many moons does Jupiter has 4. z _ n _ s --- it is called by the light colored bands 5. w _ n _ _ r i_ _ s _ _ r --- the prehistoric timer that known as bright as Jupiter. 6. G _ l i _ _ a n m _ _ n s --- the term for the fourth largest moon in planet Jupiter 7. v o _ _ g _ _ --- they prove that Jupiter has a very a very strong magnetic fields 8. S o _ _ r S y _ _ e m --- place where Jupiter found 9. E _ r _ _ --- Jupiter can hold 1300 of this planet 10. S a _ _ r n --- planet where Jupiter has similar kind of rings BACK NEXT
  • LET’S EXPLAIN ACTIVITY 24 Name: ____________________ Score: ________________ Grade and Section: __________ Date: _________________ DIRECTION: Differentiate planet Jupiter to other planets. Write your answers on the space provided. ___________________________________________________________________________________________________________________________. BACK NEXT
  • Did you do all the activities? If you did, then Good!!! You are now ready to explore to other planet in the solar system, the planet Saturn. BACK HOME
  • LESSON 6: SATURN CONTENT NEXT
  • OBJECTIVES:
    • To explain why Saturn has rings
    • To expand their knowledge about Saturn
    • To differentiate Saturn to other planet
    LET’S STUDY THIS Saturn is the second largest planet. Its rings are made of thousands of ringlets of dust, water, ice and very small particles. It is unusual in the sense that they are composed of materials, which are similar to those of the sun. They actually emit more energy than the amount they receive from the sun. They are estimated to contain more than 90% of the mass of the Solar System outside the sun. Saturn is made up mostly of hydrogen, a light gas. BACK NEXT
  • Saturn’s moon, Titan, is the second largest moon in the Solar System. Titan’s atmosphere, like Earth, is made up mostly of nitrogen. Saturn is the most distant planet we can see in the naked eye, but we need a telescope to see its rings. Large telescopes reveal that its disk is crossed with parallel bands,, but they are much fainter than those on Jupiter. Saturn, then, is a smaller and paler version of Jupiter and is thought to be much like Jupiter in make up. It too has a strong magnetic field and radiation belts. BACK NEXT
  • Saturn named after the Roman god of agriculture, the planet Saturn is the sixth planet in order of distance from the sun, and the second largest planet in the solar system. Saturn is most usually thought of for its ring system. The Italian scientist, Galileo was the first to spot Saturn's rings in 1610, using one of the first telescopes. Discovered in 1655 by the Dutch astronomer Christian Huygens, Titan is the biggest of the 31 known moons orbiting Saturn. It is a cold world enclosed by a thick, hazy atmosphere impenetrable by telescopes and cameras. BACK NEXT
  • TRY TO LOOK AT THIS SATURN BACK NEXT
  • TAKE NOTE BACK NEXT -178 degrees Celcius 22 10.7 days 29.46 1,427,000,000 Saturn AVERAGE TEMPERARURE MOON PERIOD OF ROTATION (EARTH DAYS/YEARS) PERIOD OF REVOLUTION (EARTH YEARS/ DAYS) DISTANCE FROM THE SUN (IN KM.) PLANET
  • Saturn has diameter ( in kilometer) of 120,600. its mass is 9.5 compared to Earth as 1 and a density of 0.7 compared to water as 1 g/cc. BACK NEXT
  • Now, did you understand the topic? Then, let’s check your understanding. Do the following activities. BACK NEXT
  • LET’S DO THIS ACTIVITY 25 Name: ___________________ Grade and Section: _________ Score: ________________ Date: _________________ DIRECTION: Match Column A to Column B. BACK NEXT
  • COLUMN A COLUMN B BACK NEXT
    • the estimated mass of Saturn to Solar System
    Rings
    • the biggest of 31 moons orbiting Saturn
    Saturn
    • the second largest planet
    Hydrogen
    • the element founf mostly on Saturn
    90%
  • BACK NEXT
    • the Italian scientist who first spot Saturn rings
    Christian Huygens
    • the order of planet Saturn from the sun
    Nitrogen
    • the Roman God where the name Saturn is derived
    Sixth planet
    • it is made up of thousands of ringlets of dust, water, ice and very small particles
    Titan
  • BACK NEXT
    • the composition of titan’s atmosphere. Like Earth it is made up of _______.
    Galileo
    • a Dutch astronomer who discovered that Titan is the biggest moon around Saturn
    Agriculture
  • WORD HUNTING ACTIVITY 26 Name: ____________________ Grade and section: __________ Score: ________________ Date: _________________ DIRECTION: Find the following words written in the box and encircle it. BACK NEXT
  • BACK NEXT Water Ring Gas Titan Solar System Hydrogen Astronomer Ice Moon Saturn
  • BACK NEXT M E T S Y S R A L O S U Z T A G S E C I N I Y T E A R A M L A T I L I T N E G O R D Y H P S O H T D N E N E L Y N N L A N O O M E H C S N G W A R E J E H S G N N O T T I H T Y R E V I J I S E R O F K N N R U T A S A H T
  • Did you do all the activities? If you did, then Good!!! You are now ready to explore to other planet in the solar system, the planet Uranus. BACK HOME
  • LESSON 7: URANUS CONTENT NEXT
  • OBJECTIVES:
    • To extend our knowledge about Uranus
    • To be aware on its different characteristics
    • To picture out the illustration of Uranus
    LET’S STUDY THIS Uranus was the first planet to be discovered through a telescope. It is the only planet that rotates on its side! It is tilted at an angle of almost 98 degree. The mysteriously tilted planet of Uranus is one of the 4 gas giants, or planets whose gas composes the majority of its mass. BACK NEXT
  • The planet Uranus is the seventh from the sun. Its 51,117km diameter classifies it as the third largest planet in the solar system. By mass, Uranus is the fourth largest. Despite not being certain how the planet Uranus inherited its 98° axial tilt; we are able to study the effects of this uneven heating. Hypotheses suggest this unique aspect is due to a major collision during formation. John Flamsteed first recorded the planet in 1690, but believed it was a star. Almost 100 years later in 1781, Sir William Hershel made the formal discovery. BACK NEXT
  • Although originally mistaking it for a comet, Hershel quickly corrected his error and established Uranus as a planet. Uranus was named after the Greek god of the sky. Although there are no current plans to physically explore Uranus, the planet was visited in 1986 by the NASA spacecraft, Voyager 2. The surface composed of rock and ice is surrounded by an atmosphere of hydrogen, helium and methane. Uranus’ average temperature is -218°C, or -360° F. So far thirteen rings surrounding Uranus have been found. BACK NEXT
  • LET’S OBSERVE THIS URANUS BACK NEXT
  • TAKE NOTE BACK NEXT -213 degrees Celsius 18 17 (?) –24 (?) hrs. 84 2,870,000,000 Uranus AVERAGE TEMPERATURE MOON PERIOD OF ROTATION (EARTH DAYS/YEARS) PERIOD OF REVOLUTION (EARTH YEARS/ DAYS) DISTANCE FROM THE SUN (IN KM.) PLANET
  • Did you know that planet Uranus has 27 moons each named after Shakespearean characters. BACK NEXT
  • Now, did you understand the topic? Then, let’s check your understanding. Do the following activities. BACK NEXT
  • LET’S THINK ACTIVITY 27 Name: __________________ Grade and Section: ________ Score: __________________ Date: __________________ DIRECTION: Form at least five (5) words from the words “Planet and Uranus”. BACK NEXT
  • BACK NEXT PLANET URANUS
  • LET’S LEARN ACTIVITY 28 DIRECTION: Encircle the letter of the correct answer. 1. It is the mysterious tilted planet. a. Earth b. Mars
        • c. Uranus
    d. Neptune 2. When does the first recorded on planet Uranus happened? b. 1666 a. 1690 c. 1680 d. 1688 BACK NEXT
  • 3. Who made the formal discovery on Uranus? a. J. Zarlet b. W. Hershel c. R. Arique d. H. Uy 4. What is the average temperature of planet Uranus?
          • – 218 degrees C or –360 degrees
          • b. 218 degrees C or 360 degrees F
    c. 200 degrees C or 320 degrees F d. None of the above 5. How many rings does Uranus have so far? a. 27 b. 23 c. 7 d. 13 BACK NEXT
  • 6. Planet Uranus is the seventh planet from the _______ . a. moon b. sun c. star d. other planet 7. Where does Uranus’ name came from? a. Greek God of Sky b. Greek God of Star c. Greek God of moon d. Greek God of Planets BACK NEXT
  • 8. How many degrees angle does Uranus titled? a. 98 degrees b. 90 degrees c. 95 degrees d. 60 degrees 9. At first, Uranus is believed to what? a. Star b .Meteors c. asteroids d. comets 10. What is the surface composition of planet Uranus? a. rock and ice b. ice c. rock d. dust and rock BACK NEXT
  • Did you answer all the activities? How many correct answers you’ve got? Did you got a high scores? If yes, Very Good!! You are now ready to proceed to the next planet, Neptune. BACK HOME
  • LESSON 8: NEPTUNE CONTENT NEXT
  • OBJECTIVES:
    • To know the coldest object in the Solar System
    • To describe the Great Dark Spot of Neptune
    • To differentiate Neptune to other planets
    LET’S KNOW THIS Neptune is the eight planet from the sun and the fourth largest ( by diameter ). It is the only visited by one spacecraft on August 25, 1989. Neptune comes from this single encounter but fortunately have added a great deal too because Pluto orbits is so eccentric, it sometimes crosses the orbit of the Neptune. BACK NEXT
  • Making the Neptune the most distant planet from the Sun for the few years. Neptune composition is probably similar to Uranus various “ ices ” and rock with about 15 % hydrogen and a little helium. Because Neptune is so far away, little was known about it until Voyager 2 sped by it in 1989. The planet is a deep blue color and shows interesting features, such as dark spots and white wisps. Neptune has also a set of faint rings around of it. This means that all four giant planets have ring system, but only Saturn’s rings can be seen from Earth. BACK NEXT
  • Neptune winds are the fastest in the solar system reaching 2000 km/hour. Neptune most prominent feature was the “ Great Dark Spot ”, the southern hemisphere and also the “ Smaller Dark Spot” popularly known as “The Scooter ”. On 1994 the dark spot has disappeared but a few months later the new dark spot discovered on the Northern Hemisphere. This indicates that Neptune’s atmosphere changes rapidly. BACK NEXT
  • LET’S LOOK THIS NEPTUNE BACK NEXT
  • TAKE NOTE BACK NEXT -216 degrees Celsius 8 17.9 hrs. 165 4,497,000,000 Neptune AVERAGE TEMPERATURE MOON PERIOD OF ROTATION (EARTH DAYS/YEARS) PERIOD OF REVOLUTION (EARTH YEARS/DAYS) DISTANCE FROM THE SUN (IN KM.) PLANET
  • Triton, Neptune’s largest moon, is the coldest object in the Solar System. Its temperature is –235 degrees Celsius How much have you learned? Let’s check your comprehension. Do the following activities. BACK NEXT
  • LET’S DO THIS ACTIVITY 29 Name: ___________________ Grade and Section: _________ Score: _________________ Date: _________________ DIRECTION: Find the following words. Color them as indicated below. BACK NEXT
  • Great Dark Spot (Red) Neptune (Blue) Planet (Yellow) Atmosphere (Pink) Rings (Orange) Hemisphere (Violet) BACK NEXT
  • BACK NEXT G H E R E H P S I M E H W C Y X Z E N U J B H N O J O A N I E K U I M S U A K X T E R E H P S O M T A E E E H E N A W A G A P I L L I O T N S Q A A D E N L A Y T O N G D T U A N B A T A U O M N A E T A L A G V U L C L I T E N A L P I T O P S K R A D T A E R G
  • LET’S DO THIS ACTIVITY 2 DIRECTION: Write whether the statement is TRUE or FALSE. If it is True, draw a heart ( ). If False, draw a square ( ). Use the space provided. BACK NEXT
  • _____1. Neptune is the eighth planet from the sun. _____2. There are two (2) spacecrafts visited Neptune. _____3. Neptune’s wind is the slowest in the solar system. _____4. Great Dark Spot was the most prominent feature in the solar system. _____5. The Smaller Dark Spot is also called The Scooter. _____6. Neptune has no set of faint rings around of it. _____7. All four giant planets have ring system. _____8. On 1994, the dark spot of Neptune has disappeared. _____9. Neptune’s composition is probably similar to Mercury’s composition. _____10. Neptune is the fourth largest planet by diameter. BACK NEXT
  • Did you do all the activities? How many correct answers you’ve got? Did you got a perfect score? If yes, Great!!! Now you already knew the eight (8) planets in our Solar System. BACK HOME
  • MODULE 4: OTHER CELESTIAL BODIES IN THE SOLAR SYSTEM CONTENT NEXT
  • On clear moonless nights, you may see as you observed the sky swiftly moving point in the sky. This is visible for a few seconds only and then it vanishes. The things you see are other celestial bodies in the Solar system. In this Chapter we will find out what are those celestial bodies in our Solar System. BACK NEXT
    • To cite examples/ evidences of the following:
      • Enormous size of heavenly bodies
      • Immense distances between heavenly bodies
      • The unbelievably long duration of celestial event such as the life cycle of the stars
    OBJECTIVES: BACK HOME
  • LESSON 1: PLANETOIDS/ ASTEROIDS CONTENT NEXT
    • To compare Planetoids to other celestial bodies
    • To clear in mind what really Planetoids are
    • To sketch the illustration of Asteroids
    OBJECTIVES: LET’S STUDY THIS An asteroid is a small solid object in the Solar System also called “Planetoids”, because it orbits the sun directly. Among the numerous of heavenly bodies are the asteroids which number about 30,000. Asteroids are found between the orbits of Mars and Jupiter. They are believed to be fragments of an exploded planet. BACK NEXT
  • Asteroids are composed of rocks and metals. Ceres is the biggest asteroid with a diameter of about 800 kilometers. Then very little is known about these bodies by astronomers with diameter from 16 to 160 kilometers. Asteroids are rocky and metallic objects that orbit the sun but are too small to be considered planets. They are known as minor planets. They are material left over from the formation of the solar system. One theory suggests that they remains of a planet that was destroyed in the massive collision long ago. Astronomers have studied a number of asteroids through Earth-based observations. Several notable asteroids are Tautahs, Castalia, Geographo and Vesta. BACK NEXT
  • TRY TO LOOK AT THIS PLANETOIDS/ ASTEROIDS BACK NEXT
  • Asteroid is a small object in the Solar system, which also called “Planetoids”. Ceres is the biggest planetoids with a diameter of about 800 kilometers. LET’S REMEMBER THIS BACK NEXT
  • Now, are you ready to check your understanding? How much have you learned? Do the following activities. BACK NEXT
  • Name: ____________________Score:________________ Grade & Section: ____________Date:________________ LET’S DO THIS DIRECTION: Encircle the letter of the correct answer. BACK NEXT ACTIVITY 31
  • 1. It is a small solid object in the Solar System. a. Asteroids b. Comets c. Stars d. All of the above 2. The biggest asteroids is known as __________? a. Mars b. Ceres c. Sun d. Star
    • Planetoid
    3. The other term for asteroid is _________. b. Asteroid also 4. Asteroids are believed to be the fragments of what? a. Planet BACK NEXT c. None of the above d. Milky Way d. Moons c. Sun b. Exploded Planet
  • 5. The biggest asteroid is Ceres, which measures _________ in diameter. a. 600 kilometers c. 16 kilometers b. 800 kilometers d. 700 kilometers 6. The compositions of asteroids are? a. rocky objects c. lead b. rocky and metallic objects d. metallic objects 7. Except planetoids, asteroids are also known as what? a. Planet c. minor planet b. major planet d. none of the above BACK NEXT
  • 8. Where do asteroids came from? a. remains of planets c. remains of moon b. remains of stars d. none of the above 9. Asteroids revolved around the __________? a. sun c. stars b. planets d. moon 10. How do the asteroids study the number of asteroids? a. through Earth-based observation b. through looking at the telescope c. through watching television d. none of the above BACK NEXT
  • LET’S EVALUATE YOUR ACTIVITY 32 DIRECTION: Explain what are asteroids based on your understanding. Write your answer on the space provided. ____________________________________________________________________________________. BACK NEXT UNDERSTANDING
  • Did you do all the activities? If you did, then nice! You are now ready to proceed to our next topic, the Comets. BACK HOME
  • LESSON 2: COMETS CONTENT NEXT
    • To collect information about Comets
    • To discuss the things about Comets
    • To show some interesting things about Comets
    OBJECTIVES: LET’S KNOW THIS Comets are considered to be the longest orbits of the Solar System. They revolve around the sun in elongated elliptical orbits at regular intervals. A comet has a head composed of small rock fragments, dust and some gases. Its head is less dense than the Earth’s atmosphere. Like planets, comets shine because they reflect sunlight. BACK NEXT
  • A comet develops tail as it approaches the sun. The intense heat exerts a pressure on the particles in the head. The tail always points away from the sun. Most comets are estimated to require about 10,000 years to complete one circuit of the sun. A great majority of comets we observe will not be visible again from the Earth for thousands of years. There are many historical records and works of art which record the appearance of comets and link them with terrible events such as wars and plagues. Now we know that comets are lumps of ice and dust periodically come into the center of the solar system from somewhere in its outer reaches and that some comets make repeated trips. When comets get close enough to the sun , heat makes them start to evaporate. BACK NEXT
  • TRY TO STUDY THIS COMETS BACK NEXT
  • LET’S REMEMBER THIS Comets are considered to be the longest units of solar system. It requires about 10,000 years to complete its circuit around the sun. LET’S REMEMBER THIS BACK NEXT
  • Did you understand the Lesson? If Yes then Great!!!, Now do the following Activities BACK NEXT
  • LET’S DO THIS ACTIVITY 33 LET’S DO THIS Name: _____________________Score:______________ Grade & Section: ____________ Date:_______________ ACTIVITY 33 DIRECTION: Draw an illustration of what a comet is based on your understanding. Use the space provided. BACK NEXT
  • LET’S TRY THIS DIRECTION: Match Column A to Column B ACTIVITY 34 BACK NEXT
    • A B
    • The longest unit of
    • Solar System a. Reflect sunlight
    • 2. Comets shine because
    • of _________. b. Comets
    • 3. The tail of comet is
    • always point away c. Head
    • from _________.
    • 4. How long will a comet
    • need to complete d. 10,000 years
    • one circuit of the sun?
    • 5. What part of the comet is
    • less dense than Earth’s e. Sun
    • atmosphere
    BACK NEXT
  • 6. As the tail of the comets developed it approaches f. terrible events the ________? 7. Where did the appearance of comets link them? g. elongated elliptical orbits 8. It is periodically where comets came from. h. evaporate 9. Comets revolve around the sun in __________ i. sun at regular interval. 10. The heat from the sun makes the comets j. center of the solar to start ________. system BACK NEXT
  • Did you do all the activities? If you did, then nice!! You are now ready to proceed to our next topic, the Meteors. BACK HOME
  • LESSON 3: METEORS/ METEORITES CONTENT NEXT
  • OBJECTIVES:
    • To briefly narrate what is meteor
    • To extend our awareness about meteorites
    • To illustrate the picture of meteors
    LET’S KNOW THIS Meteors are rocks that fly into the atmosphere of the Earth. These rocks are made of iron and nickel. These objects in space are also called shooting stars. Meteors are believed to have come from tails of comets or from small fragments of asteroids Meteors travel in space of about 40 kilometers per second. This friction with the air causes meteors to glow brilliantly. BACK NEXT
  • However, the effects are not seen below an altitude of 15 kilometers. When there are numerous meteors, a meteor shower occurs. Upon reaching the Earth’s atmosphere, most meteors vaporize. Those that do not burn completely and fall on Earth are called Meteorites. Most of the meteors seen during one of the annual showers arise from fluffy particles not much larger than sand grains as the particles enters Earth atmosphere, it collides with the gas atoms and molecules. The particles becomes wrapped in a glowing sheath of heated air and vaporized material boiled off its own surface. Meteors become visible at altitudes between 50-75 miles with faster particles typically shining at greater heights. BACK NEXT
  • Many of the faster, brighter meteors may leave behind a train – a dimly glowing trail that persists for many seconds or, more rarely , minutes. Larger debris may create a fireball. Occasionally a fireball will fragment. Such fireball is called a bolide. BACK NEXT
  • TRY TO STUDY THIS METEORITES BACK NEXT
  • LET’S REMEMBER THIS Meteors are rocks that fly into the atmosphere. Meteors are believed to come from small fragments of asteroids. And it travels in space of about 40 kilometers per second. BACK NEXT
  • How much have you learned? Do the following activities to check your understanding. BACK NEXT
  • LET’S DO THIS Name: ____________________Score:_______________ Grade & Section: ___________ Date:________________ DIRECTION: Identification. Identify what is being asked. Write the correct answers on the space provided. ACITIVITY 35 BACK NEXT
  • __________1. There are rocks fly into the atmosphere of Earth. __________2. Meteors are also called __________. __________3. It is the term for numerous meteors. __________4. Meteors travel in space of what speed? __________5. It causes the meteors to glow brilliantly. BACK NEXT
  • __________6. Between how many miles do meteors become visible? __________7. Many of the faster and brighter meteors may leave behind a _______. __________8. It may create a fireball. __________9. It is the other form for fireball. __________10. What happens as a particle of meteors enters Earth atmosphere? BACK NEXT
  • TRY TO ANSWER THIS ACTIVITY 36 Explain why meteors glow brilliantly. Use the space provided. ______________________________________________________________________________________________. BACK NEXT
  • Did you remember those things about the meteors? Can you now identify the other Celestial Bodies in the Solar System? If you did, Nice!!! We may now proceed to next Chapter, Beyond the Solar System. BACK HOME
  • MODULE 5: BEYOND THE SOLAR SYSTEM CONTENT NEXT
  • Human beings are naturally exquisite and curious. They continue to search and increase their knowledge not only of the things concerning the planet earth but also of those things beyond it. You can widen your knowledge by reading the topics and doing the activities found in this module. Let’s have a journey beyond the Solar System to find out what stars are made of their size, highness and even distances from the earth. Be with the astronauts as they gather more information and explore outer space, the galaxies and the universe using space probes. BACK NEXT
  • OBJECTIVES:
    • To discuss the things beyond the Solar System
    • To be aware of these different things in our Solar System
    • To recognize each things from the other
    BACK HOME
  • LESSON 1: STARS CONTENT NEXT
    • To know what are the biggest stars in our Solar system
    • To show some interesting things about stars
    • To briefly narrate the life history of the star
    • To expand our knowledge about the different facts
    • about stars
    OBJECTIVES: LET’S KNOW THIS Astronomers have calculated that stars originate from loose clouds and gases that gather and dump together. The center becomes very hot and nuclear reactions start to take place. The nuclear reactions produce a lot of light and heat thus giving birth to a star. BACK NEXT
  • As the star collapses in size, it continues to cool. It then becomes faint until it cannot be seen anymore. A collapsing star may suddenly flare up and become thousands of times bigger. It is called a nova. It is the last stage and is about to die. After such brilliance, the star collapses and finally dies. Stars do not really twinkle. They appear to twinkle because we see them through layers of air surrounding Earth as their light passes through the air layers, the light’s speed changes as it moves from one layer to another. BACK NEXT
  • TRY TO STUDY THIS STARS BACK NEXT
  • Do you have an idea how many stars are visible on a clear night. LET ’ S KNOW THIS LET ’ S KNOW THIS LET’S KNOW THIS BACK NEXT
  • Only about 2500-3000 stars can be seen with the unaided eye at any time, but there are still billions of stars that can be seen with the aid of powerful telescopes. They vary in brightest, depending on their distance from the earth, their size and their temperature. BACK NEXT
  • Like us, stars have their own life cycle. They born and they die. They do not live forever. A star is a large ball of hot gas, emitting large amount of radiant energy from nuclear reactions in its interior. It is thousands to millions of kilometers in diameter. BACK NEXT
  • Stars evolve from hydrogen gas found in interstellar medium called Nebulae. The mass of gas contract within a nebula. The hot ball begins to glow and it is the birth of a new star. During the early stage of the star’s evolution, the temperature rises due to nebular reaction within the stars. The young star then becomes a mature white star, like the sun. Eventually a star will undergo a new series of internal reactions that will cause it to expand. When most of the nuclear fuel is consumed, the star will pulsate and finally contract to a cooling white dwarf. BACK NEXT
  • TRY TO STUDY THIS NEW BORN STAR STAR THAT ABOUT TO DIE BACK NEXT
  • SIZE, COLOR AND TEMPERATURE LET’S KNOW THIS Stars vary in size. A star can be a super giant, a giant, or a dwarf. Antares and Betelgeuse are examples of super giants. Pegasus is a giant and our sun is a dwarf. BACK NEXT
  • BACK NEXT COLOR OF STAR SURFACE TEMPERATURE STAR Blue-White 22,000 degree Celsius Rigel Yellow 7,000 degree Celsius Sun 3,315-4,000 degree Celsius Antares Red 1,650-3,315 degree Celsius Betelgeuse
  • Now!!! Are you ready to check your understanding. How much have you learned? Do the following activities. BACK NEXT
  • LET’S DO THIS ACTIVITY 37 Name: ____________________Score:_______________ Grade & Section: ___________ Date:________________ DIRECTION: Answer the following questions written below. Encircle the letter of the correct answer. BACK NEXT
    • How many stars can be seen by our naked eye?
    • a. 10,000 stars c. 3000 stars
    • b. 1 million stars d. 100 stars
    • 2.What do you call to the last stage of a dying star?
    • a. PARSEC c. Prism
    • b. NOVA d. Spectrum
    • 3.What are we going to use to see the stars in the sky?
    • a. Television c. Cell phone
    • b. Computer d. Telescope
    • 4.How long can a star live according to the calculation of
    • the astronomers?
    • a. 13 billion years c. 100 billion years
    • b. 1 billion years d. 3 billion years
    BACK NEXT
  • 5.Where do the stars originated according to the theory of the scientist? a. loose clouds and gases
    • 6.Where do the brightness of the stars depend on?
    • a. Distance c. size
    • b. Light d. color
      • 7.Why do we don’t see the stars moving?
        • a. because it is far away from us
        • b. because it can not be seen by the naked eye
        • c. because we don’t have telescope
        • d. none of the above
    d. none of the above b. loose light c. Combination of different gases BACK NEXT
    • 8.What makes the stars look twinkle?
      • a. the size of it
      • b. the brightness of color
      • c. layers of air surrounding the Earth
      • d. the temperature of the star
    • 9.What is the example of a dwarf star?
      • a. Antares c. Pegasus
      • b. Betelgeuse d. Sun
    • 10.Stars evolve from hydrogen gas found in interstellar
    • medium called _______?
      • a. Nebular c. hot gas
      • b. Nebulae d. radiant
    BACK NEXT
  • LET’S THINK DIRECTION: Fill up the missing letters to complete the word. Write the answer on the space provided for you. BACK NEXT ACTIVITY 38
  • 1 . it is originated from the loose clouds and gases 2. the one who calculate the life cycle of the stars 3. the one who study the stars and made theory about stars 4. the last stage of a dying star 5. it produces a lot of light and heat thus giving birth to a stars 6. BACK NEXT
  • 7. 8. the stars appears to twinkle because of air __ surrounding the Earth 9. what will be produce as the hot ball begins to glow? 10. on the _______stage, stars rises temperature due to nebular reaction within stars the stars continue to ____ when it collapses in size it is the color of the Betelgeuse BACK NEXT
  • Do you find the missing letters on the word/s? If you do, then Good Job!! Let’s now proceed to our new lesson. BACK HOME
  • LESSON 2: CONSTELLATION CONTENT NEXT
  • OBJECTIVES:
    • To define Constellations
    • To give some examples of Constellations
    • To picture out the different Constellations
    LET’S KNOW THIS Have you experienced stargazing? What have you notice with the stars in the sky on a clear nights? BACK NEXT
  • On a clear night, you see thousands of stars in the sky. You would notice that some of them form a group. This group of stars forming some patterns are called Constellation. BACK NEXT
  • Some ancient people who studied the stars imagined that each group of stars are formed pictures. They associated these pictures with animals such as bear, dog, bird, crab, giraffe and a lot more. They also associated these groups of stars with Gods and Goddesses and inanimate objects. BACK NEXT
    • Let us name some Constellations:
    • Ursa Major also known as the Great
    • Bear
    • Ursa Minor, a Little Bear
    • Cygnos, the Swan
    • Pegasus, the Winged Horse
    • Persues, the slayer of monster on
    • the champion
    BACK NEXT
  • Other popular Constellations are the Big, Small Dipper and Orion. Astronomers have named about 90 Constellations. Due to the revolution of the earth, different Constellation are seen during different season of the year. As the Earth travel in a complete circle in space around the sun, therefore, our view of the heavens looking out from the right side of the Earth changes all the time. BACK NEXT
  • TRY TO OBSERVE THIS CONSTELLATION BACK NEXT
  • How much have you learned about Constellation? Do the following activities to check your understanding. BACK NEXT
  • LET’S DO THIS Name: ___________________Score:________________ Grade & Section: __________ Date:_________________ DIRECTION: Write whether the statement is True or False. If True, draw a STAR ( ), if False, draw a sun ( ) BACK NEXT ACTIVITY 39
  • __________1. Constellation is a group of stars forming some patterns. __________2. The groups of stars did not associate Gods and Goddesses. __________3. Ursa Major is also called Little Bear. __________4. The Little and Bid Dipper are other popular Constellation. __________5. The pictures of the animals associated constellations. BACK NEXT
  • __________6. The Earth travels that makes us see Constellation __________7. We can see Constellation during the morning. __________8. Astronomers have named about 90 Constellation. __________9. The revolution of Earth made us see different Constellations. __________10. We only have hundreds of stars in the sky. BACK NEXT
  • WORD HUNTING ACTIVITY 40 DIRECTION: On the given puzzle, try to look for the following words that you encounter in studying the Constellations. Color the word that you find out. CLUES: You can find it horizontally, vertically or diagonally. BACK NEXT
  • BACK NEXT S O P U R S A M I N O R S T G J R A A J W X Y D Z P C O N S T E L L A T I O N J D O A A N H A N L P V I N Z A M R R L E C T P H E E S P A S A R A I B E A R R I C J K S O N E M R A T T H D O G E W J N K L P S Q P E R T E J B T J K L J
  • Did you found all the words? If you did, then Good Work!!! Now, you really know our Solar System. Nice Job and Well Done!!! Our journey on Solar System ends here. Keep on studying!! BACK HOME