Primaria.
Do you know the history of your planet? The Earth tells its own story of how it was formed and how life began and how we human beings arrived.
We find out at first hand about the moment when the Moon was formed and who the Earth’s brothers and sisters the planets are.
escuela.pamplonetario.org
What is a solar system?
-composes the Sun together with the eight planets and their moons
-includes other celestial bodies that orbit the sun
the largest object in our solar system
-where most of the ENERGY and LIGHT on Earth comes from.
known as the twin planet of the Earth
also called as “Morning Star” or “Evening Star”
It has a thick, poisonous atmosphere of carbon dioxide and sulfuric acid.
Venus spins backwards compared to other planets
Earth is a water world, with two-thirds of the planet covered by ocean.
The only world known to harbor life.
Oceans at least 4 km deep cover nearly 70 percent of Earth's surface.
Known as the RED PLANET
Mars is a small rocky body once thought to be very Earth-like.
Volcanism, impacts from other bodies, movements of its crust, and atmospheric effects such as dust storms have changed its surface.
It has polar ice caps that grow and recede with the change of seasons.
planets
This presentation explains Present Simple by using facts related to the Solar System. Adverbs of frequency are also explained.
For more information go to
http://englishverywell33.blogspot.com.co/2017/03/welcome.html
What is a solar system?
-composes the Sun together with the eight planets and their moons
-includes other celestial bodies that orbit the sun
the largest object in our solar system
-where most of the ENERGY and LIGHT on Earth comes from.
known as the twin planet of the Earth
also called as “Morning Star” or “Evening Star”
It has a thick, poisonous atmosphere of carbon dioxide and sulfuric acid.
Venus spins backwards compared to other planets
Earth is a water world, with two-thirds of the planet covered by ocean.
The only world known to harbor life.
Oceans at least 4 km deep cover nearly 70 percent of Earth's surface.
Known as the RED PLANET
Mars is a small rocky body once thought to be very Earth-like.
Volcanism, impacts from other bodies, movements of its crust, and atmospheric effects such as dust storms have changed its surface.
It has polar ice caps that grow and recede with the change of seasons.
planets
This presentation explains Present Simple by using facts related to the Solar System. Adverbs of frequency are also explained.
For more information go to
http://englishverywell33.blogspot.com.co/2017/03/welcome.html
As stars die out and explode into supernovae, planets begin to form.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
This project is about the solar system. It does not show a whole bunch of information when doing a science project. It just shows some bits of info with aliens talking about the solar system. It is not really like a science project. It is a small movie. It is a little interesting.
By Kalika Patil, PPT on Planets in our solar system. The Planets in our Solar System are Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune. To know more check out the ppt
As stars die out and explode into supernovae, planets begin to form.
Register to explore the whole course here: https://school.bighistoryproject.com/bhplive?WT.mc_id=Slideshare12202017
This project is about the solar system. It does not show a whole bunch of information when doing a science project. It just shows some bits of info with aliens talking about the solar system. It is not really like a science project. It is a small movie. It is a little interesting.
By Kalika Patil, PPT on Planets in our solar system. The Planets in our Solar System are Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune. To know more check out the ppt
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[Tiếng Việt bên dưới]
The zany characters of the Science Squad will guide kids ages 5-7 through this engaging, fact-packed book from Robert Winston all about the key STEAM subjects: science, technology, engineering, art, and maths.
This bright and cheery illustrated book for kids ages 5-7 breaks down STEAM subjects, like science and technology, into fun and easily understandable chunks. Join Robert Winston and the Science Squad to unravel the mysteries of the world: find out how robots work, what a food chain is, where lightning comes from, how lungs allow you to breathe, and much more. The Science Squad characters (Science, Technology, Engineering, Art, and Maths) guide the reader through the book and are always on hand with tips, fun facts, and simple explanations. With pages covering living things, the human body, space, physics, geography, math, engineering, and chemistry, this book is a perfect introduction for kids starting to learn about science at school, or those who are just developing an interest in how the world works.
Source: collected by Reading Seed
About Reading Seed:
Website: https://readingseed.wixsite.com/readingseedvn
Facebook: https://www.facebook.com/readingseedvn
Youtube: https://www.youtube.com/channel/UCoNzrQH2XN9XrWSwKtecN9w/about
********************************
Cuốn sách minh họa tươi sáng và vui nhộn này dành cho trẻ em từ 5-7 tuổi chia nhỏ các chủ đề STEAM, như khoa học và công nghệ, thành các phần vui nhộn và dễ hiểu. Hãy tham gia cùng Robert Winston và Biệt đội Khoa học để làm sáng tỏ những bí ẩn của thế giới: tìm hiểu cách thức hoạt động của robot, chuỗi thức ăn là gì, tia sét đến từ đâu, phổi cho phép bạn thở như thế nào, v.v. Các nhân vật của Biệt đội Khoa học (Khoa học, Công nghệ, Kỹ thuật, Nghệ thuật và Toán học) sẽ hướng dẫn người đọc tìm hiểu thông qua các mẹo, sự kiện thú vị và các giải thích đơn giản. Với các trang bao gồm các sinh vật sống, cơ thể con người, không gian, vật lý, địa lý, toán học, kỹ thuật và hóa học, cuốn sách này là một lời giới thiệu hoàn hảo cho trẻ em bắt đầu tìm hiểu về khoa học ở trường hoặc những người mới phát triển sự quan tâm đến cách thế giới hoạt động.
Nguồn: Reading Seed sưu tầm
Về Reading Seed:
Website: https://readingseed.wixsite.com/readingseedvn
Facebook: https://www.facebook.com/readingseedvn
Youtube: https://www.youtube.com/channel/UCoNzrQH2XN9XrWSwKtecN9w/about
The solar system is made up of the Sun, the planets that orbit the Sun, their satellites, dwarf planets and many, many small objects, like asteroids and comets. All of these objects move and we can see these movements. We notice the Sun rises in the eastern sky in the morning and sets in the western sky in the evening. We observe different stars in the sky at different times of the year.
The Universe is all of space time and everything that exists therein, including all planets, stars, galaxies, the contents of intergalactic space, the smallest subatomic particles, and all matter and energy.
Similar terms include the cosmos, the world, reality, and nature.
Si el Sol tuviera el tamaño de una naraja, ¿cómo de grande sería el Sistema Solar? Ubicamos nuestro Sistema Solar en el parque Yamaguchi, lugar en el que se sitúa el Planetario de Pamplona.
Un breve y parcial paseo por los planetas del Sistema Solar, preparado por el @pamplonetario para el Curso de Astronomía en agosto de 2014.
Más información en http://pamplonetario.org/2014/07/curso-de-astronomia-en-agosto-2014/
Un breve y parcial recorrido visual sobre los temas de la cosmología, preparado por el @pamplonetario para el Curso de Astronomía en agosto de 2014.
Más información en http://pamplonetario.org/2014/07/curso-de-astronomia-en-agosto-2014/
Supernova (Derrigorrezko Bigarren hezkuntza / Batxilergoa / Izar-eskola / Pam...Planetario de Pamplona
Bigarren hezkunza (3. eta 4. mailak), Batxilergoa, HHU, LHI, Lanbide-Tailerrak...
1054.urtean zeruan izar berri bat agertu zen. Gaur egun gure teleskopioak toki horretarantz zuzentzen baditugu eztanda horren aztarna ikusi dezakegu: kolore biziko nebulosa bat, mila kilometro/segunduko barreiadura duena. Supernova saioak izarren bizitza eta heriotzari buruzkoak kontatzen dizkigu.
escuela.pamplonetario.org
Supernova (Educación Secundaria - Bachillerato - Escuela de Estrellas - Pampl...Planetario de Pamplona
Secundaria (3º y 4º), Bachillerato, EPA, CIP. Talleres...
En el año 1054 apareció una nueva estrella en el cielo. Hoy dirigimos hacia ese lugar nuestros telescopios y encontramos los restos de aquella explosión: una nebulosa de vivos colores que se expande a más de mil kilómetros por segundo.
En Supernova hablamos del nacimiento, vida y muerte de las estrellas.
escuela.pamplonetario.org
Starry night at the museum (Educación Secundaria - Bachillerato - School of s...Planetario de Pamplona
Secundaria (3º y 4º), Bachillerato, EPA, CIP. Talleres...
We invite you to enjoy the starry sky and to reflect, from an interdisciplinary perspective on the invisible connections between science and art.
escuela.pamplonetario.org
Gau izarratua museoan (Derrigorrezko Bigarren hezkuntza / Batxilergoa / Izar-...Planetario de Pamplona
Secundaria (3º y 4º), Bachillerato, EPA, CIP. Talleres...
Te invitamos a disfrutar del firmamento estrellado y a reflexionar, desde una perspectiva interdisciplinar, sobre las conexiones invisibles entre la ciencia y el arte.
Gau izarratuaz goza dezazun nahi dugu, ikuspuntu anitzetatik abiatuta haurnarketa eragin nahiean: zeintzuk dira zientzia eta artearen lotura ikusezinak?
escuela.pamplonetario.org
Noche estrellada en el museo (Educación Secundaria - Bachillerato - Escuela d...Planetario de Pamplona
Secundaria (3º y 4º), Bachillerato, EPA, CIP. Talleres...
Te invitamos a disfrutar del firmamento estrellado y a reflexionar, desde una perspectiva interdisciplinar, sobre las conexiones invisibles entre la ciencia y el arte.
escuela.pamplonetario.org
Nanocam - Unibertsoaren eskalak (Derrigorrezko Bigarren hezkuntza / Batxilerg...Planetario de Pamplona
Bigarren hezkunza (3. eta 4. mailak), Batxilergoa, HHU, LHI, Lanbide-Tailerrak...
Nanocam saioak bizitzaren bost erreinuak modu lkusgarrian aurkezten ditu. Planetarioko kupulan berez oso txikia dena era erraldoian ikusiko dugu. Gero gure Unibertsoaren eskaletan zehar bidaiatuko dugu flimifioak direlelementuetatik hasi eta kosmosbehagarriaren dirnentsioetaraino.
escuela.pamplonetario.org
Nanocam Escalas (Educación Secundaria - Bachillerato - Escuela de estrellas -...Planetario de Pamplona
Secundaria (3º y 4º), Bachillerato, EPA, CIP. Talleres...
NanoCam nos presenta de forma espectacular los cinco reinos de la vida. En la cúpula del planetario veremos muy grande lo que es muy pequeño.
Después viajaremos por las disferentes escalas de nuestro Universo, desde lo más pequeño hasta las mismas dimensiones del cosmos observable.
escuela.pamplonetario.org
Evolution (Educación Secundaria - Bachillerato - School of stars - Pamploneta...Planetario de Pamplona
Secundaria (3º y 4º), Bachillerato, EPA, CIP. Talleres...
Following the footsteps of two of the most important historical figures in science, Galileo and Darwin, we explore the concept of Evolution in two very different fields: the Universe itself and the life that has developed on Earth.
escuela.pamplonetario.org
Eboluzioa (Derrigorrezko Bigarren hezkuntza / Batxilergoa / Izar-eskola / Pam...Planetario de Pamplona
Bigarren hezkunza (3. eta 4. mailak), Batxilergoa, HHU, LHI, Lanbide-Tailerrak...
Galileo eta Darwinek berebiziko garrantzia izan dute Zientziaren Historian. Beraiek utzitako aztarna jarraituz Eboluzioaren kontzeptua aztertuko dugu erabat desberdinak diren bi alorretan murgilduz: Unibertsoan berean eta Lurrean garatu den bizitzan.
escuela.pamplonetario.org
escuela.pamplonetario.org
Evolución (Educación Secundaria - Bachillerato - Escuela de Estrellas - Pampl...Planetario de Pamplona
Secundaria (3º y 4º), Bachillerato, EPA, CIP. Talleres...
Siguiendo la huella de dos figuras capitales de la historia de la Ciencia, Galileo y Darwin, exploramos el concepto de Evolución en dos ámbitos bien diferentes: el propio Universo y la vida que se ha desarrollado en la Tierra.
escuela.pamplonetario.org
Energy for life (Educación Secundaria - School of stars - Pamplonetario)Planetario de Pamplona
Secundaria (3º y 4º), Bachillerato, EPA, CIP. Talleres...
Energy for Life is a planetarium programm that explores the relationship of our civilization with the energy we are using.
We choose a broad point of view about our world in order to analyze the current situation and the present and future options for the development of our society.
escuela.pamplonetario.org
Energia bizia (Derrigorrezko Bigarren hezkuntza / Izar-eskola / Pamplonetario)Planetario de Pamplona
Bigarren hezkunza (3. eta 4. mailak), Batxilergoa, HHU, LHI, Lanbide-Tailerrak...
Energia bizia dokumentalak gure zibilizazioa eta erabiltzen dugun energia harremanatzen ditu. Ikuspuntu orokorra erabiliz, perspektiba zabal batetik gaur egungo egoera aztertzen da, egungo eta etorkizuneko aukerak plazaratuz.
escuela.pamplonetario.org
Energía para la vida (Educación Secundaria - Escuela de estrellas - Pamplonet...Planetario de Pamplona
Secundaria (3º y 4º), Bachillerato, EPA, CIP. Talleres...
Energía para la Vida es un documental de planetario que explora la relación de nuestra civilización con la energía que utilizamos.Parta ello se adopta un punto de vista genérico que permite obtener una perspectiva amplia para analizar la situación actual y nuestras opciones presentes y futuras.
escuela.pamplonetario.org
Nanocam - Unibertsoaren eskalak (Derrigorrezko Bigarren hezkuntza / Izar-esko...Planetario de Pamplona
Bigarren hezkunza (1. eta 2. mailak)
Izaki bizidunak bost erreinutan sailkatzen ditugu eta Nanocam programak hauen baitan bidaiatuz ikuspegi harrigarria aurkezten digu. Gure Unibertsoan dauden tamaina eta distantzien testuingurua ulertzeko eskala desberdinak modelo egokien bidez bistaratuko ditugu. Mega eta Nano, handitasuna eta nimiñotasuna elkarrekin agertzen dira saio honetan.
escuela.pamplonetario.org
Nanocam - Escalas del Universo (Educación Secundaria - Escuela de estrellas -...Planetario de Pamplona
Secundaria (1º y 2º)
NanoCam es un viaje alucinante por los cinco reinos que definimos para clasificar a los seres vivos.
Para poner en contexto los tamaños y las distancias que nos encontramos en nuestro Universo, visualizaremos con modelos adecuados las distintas escalas. Lo grande y lo pequeño, lo Mega y lo Nano juntos en esta sesión.
escuela.pamplonetario.org
Gora Begira (Derrigorrezko Bigarren hezkuntza / Izar-eskola / Pamplonetario)Planetario de Pamplona
Bigarren hezkunza (1. eta 2. mailak)
Gora begiratzen badugu oskarbi dagoen gau batean, izarrak, Ilargia eta zenbait planeta ikus ditzakegu. Teleskopioaren laguntzarekin beste planeten ilargiak, nebulosak eta urrutiko galaxiak aurkitu ditugu. Gurekin gau bat gora begira pasatzeko gonbitea luzatzen dizugu.
escuela.pamplonetario.org
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. Read the following text, and then answer the questions
GRANDMOTHER EARTH - 5º y 6º de Primaria
ACTIVITY 1 Reading about the Earth
Our planet, the Earth was formed four thousand six hundred million years ago
from an immense cloud of dust and gas which span around slowly and began
to squeeze together. As the cloud contracted and got smaller, it began to spin
faster and faster and the temperature at its centre began to increase. Finally,
the centre of the cloud became so hot that it caught fire and a star was born:
the Sun.
In the outer parts of the cloud, the dust and gas which was colder began to
compress forming rocks. Little by little these rocks, along with the gas that was
left began to come together. This is how the planets of our solar system were
formed. One of these planets was the Earth.
At that time, the Earth was a very young planet.
Tenía continentes y océanos situados en lugares diferentes a los de ahora.
También tenía atmósfera. Pero ésta no tenía oxígeno, como la que nos rodea
actualmente.
However, something was missing. It was all a desert. There was no life.
1. How old is our planet?
2. Where was the Earth formed?
3. Explain the process of its formation.
4. What other planets were formed along with the Earth, from that immense
cloud?
5. How old are these seven planets? Remember that they were formed at the
same time as the Earth.
6. How was the Sun born?
7. How many stars are there in the solar system?
8. How old is our star?
9. What is the difference between a planet and a star? Remember that the Sun
is a star.
10. Out of all the planets in the solar system, which is your favourite?
2/23www.escuela.pamplonetario.org
3. Describe these three elements of nature in prehistoric times. You could look for
additional information on the Internet. Is it possible to find any of these animals
nowadays?
TRILOBITE
STROMATOLITE
AMMONITE
GRANDMOTHER EARTH - 5º y 6º de Primaria
ACTIVITY 2 Nature in prehistoric times
3/23www.escuela.pamplonetario.org
4. Choose from the following websites the ones that are actually useful to you for
answering the questions that appear on the next page
www.dinosaurios-larioja.com
www.educarm.net/dinosaurio/inicio.htm
www.dinoguia.com/
www.osasuna.es
www.educarm.net/dinosaurio/caracteristicas.htm
www.lanasa.net
GRANDMOTHER EARTH - 5º y 6º de Primaria
ACTIVITY 3 Dinosaurs
4/23www.escuela.pamplonetario.org
5. Answer these dino-questions after you have looked at the websites
1. What is the name of the dinosaur which is considered as the first ever bird?
What does its name mean?
2. What did the Diplodocus eat?
3. What characteristics did dinosaur's heads have? Was there much difference
when it came to size? Why was the Triceratops's head so effective?
3. Which is the body part of the Ankylosaurus that was so specially developed?
4. Look for information on the Triceratops. What length could its horns measure
up to? How much did it weigh? What was its approximate height in metres?
And its length? What animal from the present day can we compare it to?
5. What was the most famous dinosaur? Was it the largest one that existed?
What did it eat? What were its main characteristics?
5/23www.escuela.pamplonetario.org
GRANDMOTHER EARTH - 5º y 6º de Primaria
ACTIVITY 3 Dinosaurs
6. The phases of the Moon: observation activity
NEW MOON
It cannot be seen; it is found to the South at midday
WAXING CRESCENT
It can be seen from midday until midnight; it is found to the South at sunset
FULL MOON
It can be seen throughout the night; it is found to the South at midnight
WANING CRESCENT
It can be seen from midnight until midday; it is found to the South at sunrise
GRANDMOTHER EARTH 5º y 6º de Primaria
ACTIVITY 4 The Moon: our natural satellite
6/23www.escuela.pamplonetario.org
7. The phases of the Moon: observation activity
Look for the phases of the Moon on this website: www.oan.es
Click on: información al público
Click on: agenda astronómica
Choose the year: 2012, 2013, 2014...
Save the page in astronomical favourites.
- Once you have opened the page, look for the four most important phases of
the Moon of the month you are in (if it is almost the end of the month, look for
next month's phases).
- Search the Internet for a website with a calendar of the month you have chosen
and print it.
- Draw the four most important phases of the Moon, on the corresponding days
of the month you have chosen.
- Observe the Moon every day of the month, then on the calendar draw and
make a note:
Of its shape.
Of the time you made the observation.
Of where the Moon was in the sky.
If you were unable to make an observation, write down why.
- Find out what phase the Moon is in on the day of your visit to the Planetarium:
When can it be seen in the sky?
What is the next important phase it will be in? How many days are left
before it reaches that phase?
On your visit to the Planetarium, ask in which constellation the Moon is
found.
7/23www.escuela.pamplonetario.org
GRANDMOTHER EARTH 5º y 6º de Primaria
ACTIVITY 4 The Moon: our natural satellite
8. Here is an interesting text on the Earth's atmosphere. Answer the questions in
your exercise book. The answers are found in the text
THE EARTH'S ATMOSPHERE
The layer of gases that surrounds the Earth is called the atmosphere. It does not only protect
living beings from the radiation coming from the Sun and outer space, but it also prevents
large differences in daytime and night time temperatures. It is a mixture of
gases which gets thinner and thinner until reaching outer space at an altitude of around 2,000
kilometres.
IIt also allows life to exist on the Earth's surface, thanks to the atmosphere, animals and
plants
are able to breathe, and plants can also carry out photosynthesis.
The atmosphere is not stable and fixed, different processes and changes are constantly
taking place. Its properties also change with altitude, for example the
temperature, the composition and the density. The further away from the surface we go, the
less and less air there is (the atmosphere becomes less dense) until it completely disappears
and becomes outer space.
1) Why is the atmosphere so important to life on Earth?
2) At approximately what altitude do we find outer space?
3) In which layer and at what altitude does the International Space Station orbit the Earth?
4) What gases are formed by the Earth's atmosphere? Write down their proportions.
5) How was the atmosphere formed?
6) In which layer do changes in the weather take place?
7) What is air pollution?
8/23www.escuela.pamplonetario.org
GRANDMOTHER EARTH 5º y 6º de Primaria
ACTIVITY 5 The Earth's atmosphere
9. Responde a las preguntas. Las respuestas están en el texto
THE LAYERS OF THE ATMOSPHERE
The troposphere
The troposphere is the lowest layer (that which
is closest to the surface) of the Earth's
atmosphere. The temperature of the
troposphere decreases with altitude. It reaches
12 kilometres in altitude. The major part of the
atmosphere, some 85% of its mass, is
contained in this layer. The phenomena which
go to make up what we call the weather take
place within the troposphere.
The stratosphere
This layer is around 50 kilometres thick, though
above the equator it can reach up to 70
kilometres, and its temperature increases with
altitude. From about 25 kilometres up into the
stratosphere the major concentration of ozone
is found (the ozone layer), the role of which
is vital in maintaining life on our planet by
filtering the ultraviolet radiation from the Sun.
The absorption of this radiation is the reason
for the increase in temperature with altitude
in this layer.
The mesosphere
This layer surrounds the stratosphere and in
it the temperature decreases with altitude, the
same as in the troposphere. It can reach -90º
C. It is the coldest part of the atmosphere!
Above this layer the temperature again
increases with altitude, but the atmosphere
this far up is so thin, that there is hardly any
matter to heat up anyway..
9/23www.escuela.pamplonetario.org
GRANDMOTHER EARTH 5º y 6º de Primaria
ACTIVITY 5 The Earth's atmosphere
10. Answer the questions. The answers are found in the text
The thermosphere
From about 85 kilometres and up to 400
kilometres up we find the thermosphere (also
known as the ionosphere) and here the
temperature increases again with altitude. The
increase in temperature is notable between
120 and 150 kilometres altitude (300ºC) and
then from 150 kilometres upwards the increase
is more gradual. The International Space
Station rotates around the Earth within the
thermosphere at over 250 kilometres altitude.
This is the layer where the natural light displays
known as the aurora borealis in the North and
the australis in the South are produced.
The exosphere
The outermost layer of the Earth's atmosphere
is the exosphere. This layer is a blurry frontier
where the atoms from the Earth escape into
outer space. It is located between 400 and
2,000 kilometres above the Earth's surface
and beyond it is outer space.
COMPOSITION OF THE ATMOSPHERE.
The atmosphere is made up of a mixture of
gases in the following proportions: 78%
Nitrogen, 21% Oxygen, 0.93% Argon, 0.033%
Carbon Dioxide and tiny amounts of other
gases. But the composition of the air has not
always been the same. It has varied over the
course of time.
10/23www.escuela.pamplonetario.org
GRANDMOTHER EARTH 5º y 6º de Primaria
ACTIVITY 5 The Earth's atmosphere
11. Answer the questions. The answers are found in the text
FORMATION OF THE ATMOSPHERE
When the Earth was formed, around 4,600 million years ago, it was heavily bombarded by
meteorites which eventually melted the rocks on its surface. This gave rise to an ocean of
magma, from which the gases escaped which formed the first of the Earth's atmospheres,
the proto-atmosphere. When the meteorites stopped falling, or disintegrated before reaching
the surface due to the friction with the proto-atmosphere, the Earth began to cool down.
When the Earth cooled to below 100ºC, the water in the proto-atmosphere condensed and
fell to the surface forming the first oceans. This happened 3,800 million years ago. Clouds
and rain appeared and the seas and the primitive atmosphere were formed.
POLLUTION
Many gases are released into the atmosphere due to human activity, gases which alter the
composition of the air and its properties and cause air pollution.
Pollution is said to be the accumulation of substances that alter the composition and properties
of the natural atmosphere. The fumes that come from the combustion of carbon and oil
release large amounts of CO2 and other gases into the atmosphere.
11/23www.escuela.pamplonetario.org
GRANDMOTHER EARTH 5º y 6º de Primaria
ACTIVITY 5 The Earth's atmosphere
12. INTRODUCTION
To help somebody locate where a certain object is, we can tell them that t is to their right or
left. For larger areas these indications do not help us orientate ourselves with enough
precision. For this we draw plans and maps which use universal reference points called
cardinal points: North, South, East and West.
How do we define them?
The cardinal points, are imaginary reference points, meaning that they are not shown
on the ground.
If we place ourselves (if we are in the northern hemisphere) with our right arm towards where
the Sun rises, we know that North is in front of us, West is to our left and South is behind
us.
Did you know?
In Latin speaking countries people use the terms "Oriente" and "Occidente" to refer to the
cardinal points of East and West. This is because "Oriente" means the place where the Sun
rises, which comes from the word "orire" which means birth and which corresponds to the
East.
On the other hand "Occidente" means the place where the Sun sets, which comes from the
word "occedere" which means death and corresponds to the West. In Spanish the East is
also referred to as "Levante" and the West "Poniente".
What are the cardinal points? What are they used for? In this activity we will
explain it to you and encourage you to put them into practice
12/23www.escuela.pamplonetario.org
WEST
NORTH
SOUTH
EAST
GRANDMOTHER EARTH - 5º y 6º de Primaria
ACTIVITY 6 The cardinal points
13. What are the cardinal points? What are they used for? In this activity we will
explain it to you and encourage you to put them into practice
Orientation procedures
Compass:
This is the quickest form of orientation. It can
be applied in any kind of circumstances, during
the day or during the night. It functions by
using a magnetised needle, which always
points to magnetic North.
Orientation using the Sun:
The Sun can be used directly as an orientation
tool. There are only two days in the year when
the Sun rises exactly at the cardinal point of
East and sets exactly at the West. These two
days are the Spring Equinox and Autumnal
Equinox. We are able to orientate ourselves
using the Sun if we remember that:
- The Sun rises approximately in the East; the
hour and exact point depends on the season
and time of year we are in.
- The Sun sets approximately in the West; the
hour and exact point depends on the season
and time of year we are in.
- At midday the Sun is above the cardinal point
of South.
LET'S DO AN EXERCISE
Maria is attempting to orientate herself using
the Sun. If it has just risen, meaning it is dawn,
point to the following cardinal points:
The town is towards
the ___________ .
The forest is towards
the l __________ .
The swimming pool is towards
the _____________ .
13/23www.escuela.pamplonetario.org
GRANDMOTHER EARTH - 5º y 6º de Primaria
ACTIVITY 6 The cardinal points
14. Here are several exercises to practise using the cardinal points. Use the program
Google Earth whenever necessary.
Search for a map of your town or city on Google Earth (North is usually shown at the top of
Google Earth maps). Locate where your school is, mark the cardinal points on the map and
placing yourself at your school, answer these questions:
In which direction is the town hall of your town or city found? __________.
In which direction is the nearest swimming pool? __________.
In which direction would you go to get to the health centre? __________.
Where is the most emblematic monument of your town or city found? __________.
Work in pairs. One of you be the guide and one the visitor: Leaving from the same school,
the guide has to direct the visitor towards the location of their choice. Did they manage to
get to the place chosen by the guide? Now change over and repeat the exercise.
Study the world map and complete the sentences with the appropriate words.
The __________ Ocean is to the East of the continent of Africa.
Oceania is located to the __________ of South America.
The __________ Ocean is found to the East of Asia.
The Atlantic Ocean is located to the __________ of America.
The __________ Ocean is found to the North of Europe.
Antarctica is found to the __________.
Work in pairs. Imagine you and your partner are going on a journey around the world. Tell
them what route you will be taking by using the cardinal points.
14/23www.escuela.pamplonetario.org
ARCTIC ARCTIC OCEAN
INDIAN
OCEAN
AFRICA
EUROPE
ASIA
PACIFIC OCEAN
OCEANIA
PACIFIC
OCEAN
NORTH
AMERICA
ATLANTIC
OCEAN
ANTARCTICA
ATLANTIC
OCEAN
OCEANIA
PACIFIC
OCEAN
SOUTH
AMERICA
GRANDMOTHER EARTH - 5º y 6º de Primaria
ACTIVITY 6 The cardinal points
15. In the old days, pilgrims who were walking the St James's Way, knew that if it
was summer and they got up before sunrise, the Milky Way marked the direction
in which they had to travel to get to Santiago de Compostela. Within the Milky
Way we can also distinguish the constellation of Cygnus (the Swan) also known
as St James's cross (see illustration)
The following illustration shows five of the stages of the St James's Way in Navarra.
Stage 1: from Roncesvalles(1) to Zubiri (2). Passing through Burguete and Viscarret.
Stage 2: from Zubiri (2) to Pamplona (3). Passing through Larrasoaña and Zabaldika.
Stage 3: from Pamplona (3) to Puente la Reina (4). Passing through Zariquiegui and Obanos.
Stage 4: from Puente la Reina (4) to Estella (5). Passing through Cirauqui and Villatuerta.
Stage 5: from Estella (5) to Los Arcos (6). Passing through Ayegui and Azqueta.
RONCESVALLES
ZUBIRI
PAMPLONA
PUENTE LA REINA
ESTELLA
LOS ARCOS
Cirauqui
Villatuerta
TIERRA
Ayegui
Zabaldika
Zariquiegui
Obanos
Larrasoaña
Viscarret Burguete
Azqueta
15/23www.escuela.pamplonetario.org
GRANDMOTHER EARTH - 5º y 6º de Primaria
ACTIVITY 6 The cardinal points
16. Print this compass rose onto tracing paper, then placing it over the map on the
next page, write the different directions you would have to take to complete the
4th stage of the St James's Way: from Puente la Reina to Estella
1
2
3
4
EXAMPLE.
- In order to reach point 1: We leave Puente la Reina heading West.
- In order to reach point 2: We turn and head NW.
- In order to reach point 3: We continue heading West.
- In order to reach point 4: We turn and head NW.
16/23www.escuela.pamplonetario.org
GRANDMOTHER EARTH - 5º y 6º de Primaria
ACTIVITY 6 The cardinal points
18. The image below will help you to get an idea of the size of each of the planets. And the image
on the following page compares them to the size of the Sun.
1.Moon 2.Mercury 3.Mars 4.Venus 5.Earth 6.Uranus 7.Neptune 8.Saturn 9.Jupiter
123
5 4
Scale: 1 metre = 201.387.830,99
Diameter of Jupiter = 71 centímetros (142.985,36 km)
Diameter of the Sun = 6,912 metros (1.392.000,00 km)
12345
9
6
8
7
NAME
Diameter in km's
Scale diameter (m)
Distance from the Sun (AU)
Scale distance (m)
Mercury
4.879
0,024
0,387
288
Venus
12.103
0,060
0,723
537
Earth
12.756
0,063
1,00
743
Mars
6.794
0,034
1,524
1.132
Moon
3.475
0,017
0,003*
1,91*
Jupiter
142.985
0,710
5,203
3.865
Saturn
120.534
0,599
9,537
7.084
Uranus
51.115
0,254
19,191
14.256
Neptune
49.533
0,246
30,069
22.336
Pluto
2.296
0,011
39,482
29.328
NAME
Diameter in km's
Scale diameter (m)
Distance from the Sun (AU)
Scale distance (m)
Hanging from the ceiling of the corridor that leads to the Tornamira hall of the
Planetarium we find the planets of the solar system (including the dwarf planet
Pluto). The diameter of the largest Planet, Jupiter is 71 cm. The Sun that would
correspond to "our hanging Jupiter" would be a sphere of almost 7 metres in
diameter. The following table shows information on the planets and the distance
at which they orbit the Sun at the same scale ratio.
* Moon distances are referenced to Earth
18/23www.escuela.pamplonetario.org
GRANDMOTHER EARTH - 5º y 6º de Primaria
ACTIVITY 7 The planets to scale
19. In order to represent the distances, we have used Google Earth and we have
located the Sun in the bandstand in Pamplona's Plaza del Castillo:
23456789
Mercury: Escuelas de San Francisco
Venus: Plaza Merindades
Earth: The centre of la Ciudadela
Uranus: Peñas de Etxauri
Neptune: Aoiz
Pluto: Lekunberri
Mars: The Oblatas bridge
Jupiter: Arre
Saturn: Alzuza
SOL
NEPTUNO
URANUS
SATURN
JUPITER
VENUS
MERCURY
MARS
EARTH
PLUTO
19/23www.escuela.pamplonetario.org
GRANDMOTHER EARTH - 5º y 6º de Primaria
ACTIVITY 7 The planets to scale
20. This more detailed image shows the Sun and the terrestrial planets.
Let's repeat the "geo-reference" which we used on page 17, but this time place
the Sun in the school playground, that way you can get an idea of how the
solar system would be on your local scale. (Use Google Earth).
This more detailed image shows the Earth and the Moon within the Ciudadela
park in Pamplona.
EARTH
MOON
SUN
VENUS
MARS
EARTH
MOON
MERCURY
20/23www.escuela.pamplonetario.org
GRANDMOTHER EARTH - 5º y 6º de Primaria
ACTIVITY 7 The planets to scale
21. www.escuela.pamplonetario.org
www.pamplonetario.org
Las actividades de divulgación y educación científica del Planetario de Pamplona
cuentan con el impulso de laObra Social "la Caixa" y la Fundación Caja Navarra
Este obra está bajo una licencia de Creative Commons Reconocimiento-NoComercial 4.0
http://creativecommons.org/choose/?lang=es_ES