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EXTRAIT UNIT 8 Space Sommaire Unit Presentation Quick Unit Planning Connections and Related Content Quick Project Planning Preparation Carrying Out Extra Carrying Out Integration/Reinvestment Suggested Procedures for Projects

132A 132B 132C 132D 132 138 148 153 153A-C

© 2011, Éditions Grand Duc, une division du Groupe Éducalivres Inc. 955, rue Bergar, Laval (Québec) H7L 4Z6 Téléphone : 514 334-8466 ႛ Télécopie : 514 334-8387 Tous droits réservés. Nous reconnaissons l’aide financière du gouvernement du Canada par l’entremise du Fonds du livre du Canada (FLC) pour nos activités d’édition. Gouvernement du Québec – Programme de crédit d’impôt pour l’édition de livres – Gestion SODEC L'usager qui a acquitté les frais de ce document À reproduire se voit accorder par les Éditions Grand Duc l’autorisation d’adapter le présent document et de le reproduire sous sa forme originale ou adaptée un nombre de fois qui ne dépasse pas le nombre d'élèves dans sa classe, et ce, seulement aux fins d'utilisation dans sa classe.

CODE PRODUIT 70083392 ISBN 978-2-7655-0980-6 Dépôt légal – 1er trimestre, 2005 Bibliothèque et Archives nationales du Québec, 2005 Bibliothèque et Archives Canada, 2005

EXTRAIT Comment utiliser le PDF enrichi

Ce PDF enrichi est un document reproductible.

Contenu du document PDF •

1re partie : Teacher’s Book En cliquant sur le symbole du microphone, vous démarrez la lecture de la capsule sonore. Pour fermer la fenêtre de lecture, cliquez sur son coin supérieur droit.

2e partie : Handouts – Units and Projects Dans cette seconde partie du PDF, vous trouverez l’intégralité des fiches reproductibles se rapportant à ce chapitre ainsi que les corrigés.


Activity 1 Planets and Mythology... Who’s Who? CROSS-CURRICULAR COMPETENCIES


I 2 3

2 1

30 min.

Reproducible document: Activity 1, p. 8-3

This activity continues along the same lines as the opening activity. It invites students to activate and acquire new vocabulary related to the theme, matching the names of the planets with the gods and goddesses of Roman and Greek mythology. 1. Ask students to look closely at the illustrations and to try to work out the names of these Roman or Greek gods and goddesses. It is possible to identify Neptune, Venus, Jupiter and Mars. Teach the Predict with pictures strategy (p.187) or reactivate it before reading the definitions. 2., 3. and 4. Ask students to read the definitions and look at the W d Bank on p. 135. Prompt Wor them to associate each definition with the name of a planet (Roman or Greek god or goddess). If needed, distribute the optional Activity 1, handout, p. 8-3, to help students note down their answers instead of saying them aloud or using a notebook.


Unit 8 • Space

At Your Own



Askk stu udentts to find the Romaan orr Greek eqquivaalent of eaach planett’s naame. Answers: Mercury/Hermes; Venus/Aphrodite; Mars/Ares; Jupiter/Zeus; Saturn/Kronos; Uranus/Ouranos; Neptune/Poseidon; Pluto/Hades.


5. a) and b) Invite students to pair up in order to find out which five planets were known in Antiquity and then tell the class. Ask students to write on the blackboard the part of the text that helped them answer the question.

Culture The origin of the word “planet” is an interesting story about what people thought of stars and planets in Antiquity. Make sure the students understand the fact that at night, depending on the month and year, the visible planets (the five planets known in Antiquity: Mercury, Venus, Mars, Jupiter and Saturn) cross the sky faster than the rest of the stars. That is why the ancient Greeks thought of them as “travellers.” Also, explain to students that a trick to help remember lists of names (like the order of the planets) is a mnemonic device. The word “mnemonic” comes from another Greek goddess Mnemosyne, the goddess of memory. y

Answer Key

Le corrigé des activités est réservé aux enseignants et n'est pas visible sur le feuilleteur. Evaluation Cues 4. Names of the planets in the order of the definitions (from top to bottom and from p. 134 to p. 135): Jupiter, Mercury, Saturn, Pluto, Venus, Uranus, Mars, Neptune. 5. a) Mercury, Venus, Mars, Jupiter and Saturn. b) Pluto: {...} the planet discovered in 1930 {...}; Uranus: {...} discovered the planet in 1781 {...}; Neptune {...} discovered the planet in 1845 {...}.

Teacher’s Observations Solves problems Evaluation of possible strategies E

I 2 3

Students use different strategies (visual clues, keywords, prior knowledge, etc.) to find which planet’s name matches each definition. They find the most efficient strategy to use for each item. They are able to explain how they found the matching planet’s name. Reinvests understanding of texts 1 Evidence of comprehension of texts When determining which planets were known in Antiquity, students use keywords in some of the definitions to identify those planets discovered in recent centuries. 2

Unit 8 • Space






Handouts – Units and Projects • Handouts • Optional handouts • Project handouts • Competency observation grid

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Unit 8, pp. 134-135



Planets and Mythology… Who’s Who? [OPTIONAL HANDOUT ]

1. Read the texts on pages 134 and 135 of your Student Book. 2. Match the corresponding name of each god or goddess related to a planet in the solar system and write it down.

word bank Earth

Mercury Venus

Jupiter Mars


Uranus Saturn


In Roman mythology, master of Olympus and patron of Rome.

Roman god of commerce and travel. Messenger of the gods.

Roman god of agriculture. Galileo was the first to observe its rings.

Roman god of the dead. The planet was first discovered in 1930.

Roman goddess of love and beauty. It is one of the brightest objects in the sky.

Ancient Greek god of the heavens. Planet was discovered by William Herschel in 1781.

Roman god of war. The planet has a reddish colour.

Roman god of the sea. The planet was discovered by two astronomers in 1845. 3. Circle the names of the five planets known in Antiquity.

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Unit Handout



Pedagogical Notes and Answer Key


Unit 8, pp. 134-135

Presentation This optional handout can be used to help students match each short description on pages 134 and 135 of the Student Book with the corresponding name of the ancient Roman or Greek god or goddess.

Procedure • Ask students to read the short descriptions on pages 134 and 135, to look at the illustrations and to write down the name of each corresponding god/goddess (planet) on their handout. Prompt students to work by elimination if they have difficulties, by writing down the name of any planet they are sure about, or almost sure about, first. • Discuss the strategies the students used to work out which five planets were known in Antiquity. A number of strategies may have been used (the five planets closest to the sun; the planets that do not have any reference to a discovery date in the short texts; those short texts that use the key expression “…probably received my name because…” or a similar expression; etc.)

Le corrigé des activités est réservé aux enseignants et n'est pas visible sur le feuilleteur.


© Thank you for not photocopying

authorized ©Reproduction Éditions Grand Duc ■ HRW





Unit 8 – Comparatives and Superlatives



Comparatives and Superlatives [OPTIONAL HANDOUT ]


About Comparatives and Superlatives Adjectives are often used to describe people, people animals and things more precisely. precisely A comparative is used to compare one item (or group) with another and is sometimes followed by the word “than” and the other thing involved in the comparison. Ex.: My dog is more intelligent g than your dog. Ex.: My dog is bigger gg than your dog. A superlative is used to compare one item (or group) with simular items (or groups). Ex.: My dog is the most intelligent g dog I know. Ex.: My dog is the biggest gg dog in the neighbourhood. Adjectives

one syllable words

two syllable words ending in y, ow and le

Exceptions: good and bad

Words with two or more syllables



Rule: -er + than

Rule: the + -est

Ex.: young John is yyoungger than his sister.

Ex.: young John is the young y gest person in his family.

Ex.: tall John is taller than his best friend.

Ex.: tall John is the tallest boy in his class.

Ex.: lazy He is lazier than anyone I know.

Ex.: lazy He is the laziest man I know.

Ex.: narrow Main street is narrower than 1st Ave,

Ex.: narrow Main street is the narrowest street in town.

Ex.: noble Some animals are nobler than others.

Ex.: noble That dog has the noblest face of all.

Ex.: good Their soccer team is better than our team.

Ex.: good We are the best soccer team in the league.

Ex.: bad My presentation was worse than I thought.

Ex.: bad That is the worst idea I ever had.

Rule: more + adj. + than

Rule: the most + adj.

Ex.: interesting This magazine is more interestingg than the other one.

Ex.: interesting This is the most interestingg magazine I have read.

Ex.: dangerous An asteroid is more dangerous g than a meteor.

Ex.: dangerous An asteroid is the most dangerous g object in space.

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Unit Handout


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EXTRAIT UNIT 8 Space © 2011, Éditions Grand Duc, une division du Groupe Éducalivres Inc. 955, rue Bergar, Laval (Québec) H7L 4Z6 Téléphone :...


EXTRAIT UNIT 8 Space © 2011, Éditions Grand Duc, une division du Groupe Éducalivres Inc. 955, rue Bergar, Laval (Québec) H7L 4Z6 Téléphone :...