Task 4
Creating learning guides for a virtual and face-to-face science class. Students
Martha Liliana Mosquera Pascuas
Olga Lucia Torres Ladino
Elia Rosa Ruiz Torralvo
Camilo Ferney Torres
Dayanna Lizeth Ríos Páez
Paula Valentina Fajardo
Group
551033_37
Tutor
Nelfy Rocío Hernández Navarro
Universidad Nacional Abierta y a Distancia
Escuela de Ciencias de la Educación ECEU
Licenciatura en lenguas extranjeras con énfasis en inglés
Didactics of science
May, 2023
Objective
Design a digital pedagogical booklet to present innovative ideas to work different contents through science didactics, and through interactive activities for different levels, face-to-face environments, and virtual environments, with the purpose to encourage the use of didactics in the design of effective strategies for teaching science.
Introduction
The use of didactics within the design of activities is sometimes scarce, we all know the importance of using this type of strategy to make learning more effective in the classroom, however, it is a challenge to encourage the use of them in the classroom. present. Didactic strategies motivate students, help improve language skills and also strengthen participation in the classroom. Also, this type of activity allows the creation of a more interactive class environment, where cognitive and motor skills are developed in students. On the other hand, these strategies must be adapted to the educational modality, also, take advantage of each of these to effectively use the didactics of science. In the case of face-to-face education environments, we can design activities that involve motor skills in students, activities that allow movement, outdoor activities, or in real settings, in the case of virtual education environments, it is important to use the use of online tools, interactive games, audiovisual resources and encourage participation through them. Therefore, this pedagogical booklet is designed in order to apply didactic strategies in teaching science through the design and elaboration of multiple learning activities for virtual and face-toface environments.
Teacher’sName Paula
Student’s Level (CEFR) A1
Valentina Fajardo Roncancio
Grade First grade
Skills to develop Speaking, and writing
Number of sessions One
OBJECTIVES
Identify the difference between living beings and inert beings through interactive activities in English.
Acquire new terms about nature and its components and use them to talk about the environment in which we live.
VOCABULARY
Living beings
Inert beings
Warm-up
1. Write in English each of the objects indicated in the image
WHAT CAN YOU SEE?
Presentation (Explanation of the topic)
2. Watch the video: https://www.youtube.com/watch?v=p51FiPO2_kQ
Characteristics of living and inert beings.
● Living beings:
They are made up of cells and perform the 3 vital functions of feeding and breathing, intercourse, and reproduction.
They follow a life cycle by which they are born, feed, grow, interact, reproduce, and finally die.
(Give examples)
● Inert beings
They include all those objects that lack life and do not meet the characteristics of living beings. They can be classified as natural, present in nature such as rocks, water, air, rivers, mountains, etc., and artificial, created by man (paper, pens, tables, chairs, cars...).
(Give examples)
Practice and production(activity)
3. Taking into account the first activity, classify living and inert beings.
Inert
Living
4. Write in front of each object if it is part of living or inert beings
Production (activity)
5. Identify the characteristics of each being and then give a brief oral explanation about why it is a living or inert being
Feature Yes No
Born from another being
Can feed
Can grow up
Has a life of its own
It is a natural being
It is an artificial being Can move
Feature Yes No
Born from another being
Can feed
Can grow up
Has a life of its own
It is a natural being
It is an artificial being Can move
6. Why do you think the sun and water are inert beings? Write your answer.
Evaluation
7. Draw three artificial inert beings, three natural inert beings and three living beings.
Artificial inert beings
Natural inert beings
Living beings
Evaluation Criteria (Rubric)
The student recognizes the difference between living and inert beings.
The student identifies the characteristics of a living being.
The student identifies the characteristics of an inert being.
The student identifies the difference between natural inert beings and artificial inert beings.
The student understands and can explain the difference between living and inert beings.
Evaluation criteria High Level Average Level Low level
Learning Guide
The Human body, virtual environments, second grade.
Teacher’sName: Olga Lucia Torres Ladino
Grade: Second grade Ages: 7 to 8 years
Purpose of the lesson: This activity is designed for second grade students to learn and recognize the human body, its parts and acquire new vocabulary on the subject.
Learning skills (how are you going to include the four skills)?
First: Presentation of the topic, interact with the students and ask them questions about the topic to find out their prior knowledge.
Second: an explanation is given about the human body; A video is presented for students to better understand the topic and they are asked to repeat each of these words.
Third: the proposed activities are carried out where they must write and answer.
Fourth: an evaluation is carried out with a word search and the activities are corrected.
Topic: The Human body Level in English of student: A1
Grammar point: N/A
Vocabulary (words your students may not know):
Jaw.
Chest.
Ribs.
Waist.
Belly button. Forearms. Wrists.
Hip.
Thigh.
Heart. Head.
Methodologies:
Different activities such as (video, word search, identify images and place the corresponding name).
Techniques: video, images, educaplay platform and word wall.
Presentation (Explanation of the topic)
The human body
Taken from: https://n9.cl/4nn3g
We all have a structure called the human body, made up of organs and different systems that work to maintain our life and allow us to perform various actions such as eating, playing, studying, etc.
The human body is covered by a layer called skin, which protects it from cold, heat, etc. Likewise, we have 206 bones that form the skeleton, which allows us to sustain ourselves.
human body parts
The human body is divided into three parts:
The Head: formed by the skull and the face.
The Trunk: formed by the chest and back.
The Extremities: there are the upper extremities (arms and hands) and the lower extremities (legs and feet)
● Watch this video so you understand what the human body is and what its parts are:
https://www.youtube.com/watch?v=6z35B40Gxhw&ab_channel=AmigoMumuEspa%C3% B1ol
● Then, it performs the activity called search for the match and sends the evidence of the development of the activity.
https://wordwall.net/es/resource/12336669/partes-del-cuerpo-humano-en-ingles
Smile and learn-English.
Watch the video about the human body - Body parts and repeat the vocabulary.
https://www.youtube.com/watch?v=SqI-NMDeLa8
Write the meaning of the following parts of the human body.
Face Chest Nipples Arteries
Hair Breast Thumb veins
Forehead Waist Nails
Tongue Belly button Skin
Jaw Arms Skeleton
Throat Elbows Heart
Neck Forearms Bones
Skull Wrists Stomach
Shoul Muscles Armpits
Back Fingers Brain
Practice
2. Complete the text with the following words. body. lungs parts. body brain heart brain parts body arteries veins
Human Body
The human ______________ is an amazing machine!
The are many ______________ that work together that make you see, think, feel, and move.
Without your _________________, you could not live. Your brain is the control station that sends your body messages to think, feel, and move. For example, if you touch a hot stove, a message is sent to your __________________ to tell you to move your hand before you get burnt.
Your ______________ are in your chest. They help you breathe. You breathe in oxygen from the air. The air is then moved through your blood. Your lungs also remove carbon dioxide from your ____________________.
Did you know that your _____________________ is a muscle? Your heart is
The organ that pumps blood through you body. Blood also moves oxygen and nutrients to all the ________________ of your _____________________.
Blood travel through your body in __________________ and ____________.
Each organ in your body works together to help you live.
Do the activities shown above in the following link:
https://es.liveworksheets.com/5-tz382051iq
Production
Write the parts of the human body indicated in the drawing
Complete the following statements:
The head is made up of ____________ and _____________.
The trunk is made up of ______________ and _____________. The body is covered by the __________________.
Complete:
Complete:
Our body can perform different activities such as for example: ________________,___________________ and _______________.
Do the activities shown above in the following link:
https://es.liveworksheets.com/5-yu381974nv
Evaluation (activity)
Students do the following alphabet soup about the human body. https://es.educaplay.com/recursos-educativos/14809286-.html
Evaluation Criteria (rubric)
Teacher’sName: Elia Rosa Ruiz Torralvo Grade: fourth grade
Purpose of the lesson: This activity is designed for fourth graders. learn, understand, identify and practice the new vocabulary related to cells.
Learning skills (how are you going to include the four skills)?
First: Presentation of the subject on cells, and interact with the students and make an acknowledgment of previous knowledge by asking them some questions so that they talk about the subject.
Second. The explanation of the subject is made, they will be shown a video so that they repeat and write in their notebook the vocabulary related to cells in English.
Third: The proposed activities are carried out, where they must write and answer the questions that the teacher will ask to find out if they have understood the subject taught.
Fourth: They will talk about the subject taught, they must also carry out an online evaluation
Methodologies: The task-based method will be used for teaching, where what is intended to teach the subject of cells and therefore reinforce writing, reading, speaking and listening skills, through different activities.
Topic: The cell Level in English of student: A2
Grammar point: NA
Vocabulary (words your students may not know):
Parts of the animal cell
• * Golgi body.
• * Ribosomes.
• * Nuclear membrane.
• * Lysosome.
• * Endoplasmic reticulum.
• * Nucleus.
• * Cytoplasm.
• * Mitochondria.
Parts of the plant cell.
• Cellular membrane
• Cell nucleus:
• Cytoplasm:
• Cellular wall:
Techniques: The techniques that will be used are: Auditory, in this, videos will be used so that the students listen to the vocabulary related to the cells and the functions of each part. Writing. Through the use of sheets, they will be asked to write the functions of the parts of the cells. Experience, through online games they will carry out practical exercises.
Stage
Presentation: In the presentation stage, the teacher introduces and teaches the subject that the students will be required to master.
Activity description
At this stage, the teacher teaches them the definition of what a cell is and explains the classes that there are and their parts. He also shows them a video so that they better understand the topic to be taught.
He shares a link for them to carry out the activity and begin to better understand the subject of cells.
Parts of the animal cell
Golgi body. Endoplasmic reticulum.
Ribosomes.
Nucleus.
Nuclear membrane. Cytoplasm.
Lysosome. Mitochondria.
Parts of the plant cell.
Cellular membrane
Cell nucleus:
Cytoplasm:
Cellular wall:
Link of the resources.
https://youtu.be/-YBEdWExplw
https://www.liveworksheets.com/iq3023110em
Practice: In the practice stage, the students engage in exercises and activities based on the subject taught in the first stage: this will usually be done with the guidance of the teacher.
Activity description
The teacher also shows them a video to learn the vocabulary related to the cell.
10 minutes: the teacher reviews what the students have done and asks them questions to see if they understood the topic explained in class about cells.
30 minutes: The teacher after teaching shares a new activity to do in class.
Link of the resources.
https://youtu.be/-YBEdWExplw
https://es.educaplay.com/recursos-educativos/1023985-partes_de_la_celula_en_ingles.html
https://www.liveworksheets.com/fl158298gs
Production: In the production stage, the students engage in exercises or activities based on the taught subject without the guidance of the ESL teacher
Activity description
Phase 1: Students divide into working groups.
Phase 2: The teacher shares some online cards on the parts of the cell so that the students can put the names corresponding to each of the indicated parts.
Phase 3: A member of each group will read a part of the cell that corresponds to them.
To finish, each student must carry out the activity online and share evidence of its completion with the teacher.
Link of the resources.
https://www.liveworksheets.com/vk2179947zx
https://www.liveworksheets.com/dn1320454nl
Evaluation: During the Evaluation stage, students self-evaluate them learning on the science topic. Teachers also have an opportunity to evaluate student learning via formal summative assessments and informal formative assessments
Activity description
To find out what the students learned, the teacher will carry out an evaluation on the subject of cells.
Link of the resources.
https://www.liveworksheets.com/oy1261060kp
Teacher’sName
Martha Liliana Mosquera Pascuas
Student’sLevel(CEFR) A2
Grade Fifth grade
Skills to develop Speaking it, listening to it, reading it and writing it
Number of sessions One
OBJECTIVES
believe in science and evolution, there is no purpose as such, each living being tries to survive, grow, reproduce, and other living beings will be food for this being, and differentiate living beings from inert beings.
VOCABULARY
Animals, living, inert, manufactured, water.
Presentation (Explanation of the topic)
What are living and non-living things?
● explanation of living and nonliving things
Living beings: are those that have life, are born, grow, reproduce and die; Example: humans, animals and plants. Inert matter: it is that thing that does not have life, that is, they are not born, they do not feed, it is the case of rocks, water, toys, among others.
Examples of non-living beings are rocks, wood, plastic, water, metals, fruits, paper, fire, etc.Natural inert beings, which are all those formed or manufactured by nature. This is the case of rocks, water, air, etc.
Practice and production(activity)
Watch the video living and inert beings for kids and as questions are asked about the topic, then go to the board with the following questions.
Production (activity)
Classify living and inert beings according to what you understood about the subject so far and you will earn points for your final grade
Evaluation Criteria (Rubric)
Make a short story with what you understood about the subject and underline the words seen for living and non-living beings and draw pictures, go to the board and read it to everyone.
Teacher’sName Dayanna Lizeth Ríos Páez
Student’s Level (CEFR) A2
Grade Fifth grade
Skills to develop Writing, listening and speaking
Number of sessions One
OBJECTIVES
Teach students the concepts of ecosystems and their characteristics.
To practice the use of vocabulary to express short opinions or ideas about the ecosystems explained.
Encourage students to recognize the importance of students through vocabulary work in class.
VOCABULARY
Ecosystems, environment, animals, vegetation, speaking, aquatic, marine, animals, fish, freshwater.
Presentation (Explanation of the topic)
What are the ecosystems?
Let's watch the following video and learn about ecosystems
https://youtu.be/Aj17GZXzPzs
According to the video, the students write five characteristics in their notebooks.
Students are then asked to read one or two written characteristics for pronunciation.
We practice the pronunciation of words such as ecosystem, types, aquatic, terrestrial, land, air, animals.
Practice and production(activity)
The types of ecosystems are explained, supported by videos and images.
Aquatic ecosystems: https://youtu.be/cqvcT7Whzig
Aquatic ecosystems
Activity guide
Write in front of each statement whether it is true or false.
Marine ecosystems
1. They are composed of earth and salt. _____
2. The marine ecosystem is composed of salt in the water. _____
3. They are in constant movement by waves and currents. _____
4. Algae are an ecosystem. ____
5. In the open sea we only find animal species such as turtles. ____
Freshwater ecosystems
Look at the image and write down the name of each one, according to the video.
Production (activity)
Students are shown cards with images and names of ecosystems, species and the vocabulary seen in class regarding the topic, where they form pairs and must match the image with the correct name and pronounce it.
___________________ _______________________ ______________________
Aquatic, ecosystem, lakes, seas, marine, water, salt, waves, currents, algae, fish, turtle, sharks, freshwater, otters, rivers, frogs, plants, snakes
Evaluation Criteria(Rubric)
To assess the students' knowledge, each student will make a list of the 5 most important aspects of ecosystems and will read them, to know their pronunciation and understanding of the topic.
Skill Criteria Score Writing The student demonstrates the ability to write short sentences according to the topic worked on in class. 10 Speaking The student demonstrates fluency and intonation when saying a word or phrase. 20 Listening The student understands when spoken to in English and follows instructions or answers questions according to the topic being worked on. 15 Participation Student participates during class and evaluation 5
LEARNING GUIDE TEMPLATE
Teacher’sName Camilo Torres
Student’sLevel(CEFR) A2 (CEFR)
Grade 6th GRADE
Skills to develop Reading Comprehension, Vocabulary expansion, Writing Skills.
Number of sessions 4 Sessions
OBJECTIVES
To know and understand the universe and its origins, composition, introduce students to its history, construct ideas based in theories as the big bang one, based in astronomical evidences and parts of the universe it is important to find and create discussion in order to understand mysteries and the own human existence.
VOCABULARY
Here is the vocabulary and words relate to the Universe and its origin, make sure to read them and their definitions to expand words and understanding of the topic:
1. Asteroid
One of thousands of rocky objects that move in orbits mostly between those of Mars and Jupiter and have diameters from a fraction of a mile to nearly 500 miles (800 kilometers).
2. Black hole
A heavenly body with such strong gravity that light cannot escape it and that is thought to be caused by the collapse of a massive star.
3. Comet
A small bright heavenly body that develops a cloudy tail as it moves in an orbit around the sun.
4. Dwarf planet
A heavenly body similar to a planet but too small to clear other objects from its orbit.
Dwarf Planets in our solar system:
Ceres: a dwarf planet that orbits within the asteroid belt with a mean distance from the sun of 2.7 astronomical units (260 million miles) and a diameter of 590 miles (950 kilometers).
Eris: a dwarf planet with a mean distance from the sun of 67 astronomical uni ts (6.2 billion miles) and a diameter of 1500 miles (2400 kilometers).
Haumea: a dwarf planet that orbits within the Kuiper belt with a mean distance from the sun of 43 astronomical units (6.45 billion kilometers) and a diameter of approximately 890 miles (1,430 kilometers).
Makemake: a dwarf planet that orbits within the Kuiper belt with a mean distance from the sun of 46 astronomical units (6.85 billion kilometers) and a diameter of approximately 930 miles (1,500 kilometers).
Pluto: a celestial object that orbits the sun at an average distance of 3.7 million miles (5.9 million kilometers) and has a diameter of about 1500 miles (2300 kilometers) and is often considered one of the planets.
5.
Any one of the very large groups of stars that make up the universe.
6.
A unit of length in astronomy equal to the distance that light travels in one year or about 5.88 trillion miles (9.46 trillion kilometers).
One of the small pieces of matter in the solar system that enter the earth's atmosphere where friction may cause them to glow and form a streak of light.
8.
A broad band of light that stretches across the sky and is caused by the light of a very great number of faint stars.
9.
A smaller body that revolves around a planet.
10.
Any large heavenly body that orbits a star (as the sun)
Planets in our solar system:
Galaxy
Light-year
7. Meteor
Milky Way
Moon
Planet
Mercury: the planet that is nearest the sun and has a diameter of about 3000 miles (4700 kilometers).
Venus: the planet that is second in order of distance from the sun and has a diameter of about 7,500 miles (12,100 kilometers).
Earth: the planet that is thirds in distance from the sun. The planet that we live on.
Mars: the planet that is fourth in order of distance from the sun, is known for its redness, and has a diameter of about 4200 miles (6800 kilometers).
Jupiter: the planet that is fifth in order of distance from the sun and is the largest of the planets with a diameter of about 89,000 miles (140,000 kilometers).
Saturn: the planet that is sixth in distance from the sun and has a diameter of about 75,000 miles (120,000 kilometers).
Uranus: the planet that is seventh in order of distance from the sun and has a diameter of about 32,000 miles (51,000 kilometers).
Neptune: the planet that is eighth in order of distance from the sun and has a diameter of about 31,000 miles (50,000 kilometers).
11.
Solar system
The sun and the planets, asteroids, comets, and meteors that revolve around it.
12. Star
Any of the heavenly bodies except planets which are visible at night and look like fixed points of light.
13. Moon
A smaller body that revolves around a planet.
14. Planet
Any large heavenly body that orbits a star (as the sun)
Planets in our solar system:
Mercury: the planet that is nearest the sun and has a diameter of about 3000 miles (4700 kilometers).
Venus: the planet that is second in order of distance from the sun and has a diameter of about 7,500 miles (12,100 kilometers).
Earth: the planet that is thirds in distance from the sun. The planet that we live on.
Mars: the planet that is fourth in order of distance from the sun, is known for its redness, and has a diameter of about 4200 miles (6800 kilometers).
Jupiter: the planet that is fifth in order of distance from the sun and is the largest of the planets with a diameter of about 89,000 miles (140,000 kilometers).
Saturn: the planet that is sixth in distance from the sun and has a diameter of about 75,000 miles (120,000 kilometers).
Uranus: the planet that is seventh in order of distance from the sun and has a diameter of about 32,000 miles (51,000 kilometers).
Neptune: the planet that is eighth in order of distance from the sun and has a diameter of about 31,000 miles (50,000 kilometers).
15. Solar system
The sun and the planets, asteroids, comets, and meteors that revolve around it.
Any of the heavenly bodies except planets which are visible at night and look like fixed points of light.
The heavenly body in our solar system whose light makes our day and around which the planets revolve.
16. Star
17. Sun
Activity and Exercises to learn about the Universe.
• The History of the Universe Timeline Activity
After reading, aim for this lesson and its vocabulary, create a Timeline, shortly describing the main features and a range of important events in the formation of the universe, including.
The Planck Era; The Big Bang; The Inflation; The formation of the Milky Way; The creation of Earth; The first signs of life.
As a class or learning group, the goal is to place these events from earliest to latest on a timeline. Include some images and pictures for each of the events above.
Writing skills, reading, summarizing ideas and interpreting images to understand the history of the universe are some of the abilities and goals of the lesson.
2.Writing about The big bang Theory
2
Presentation (Explanation of the topic)
Check on your reading skills, comprehension, read information for greater understanding about the universe and its origin.
How did our Solar System form?
Our Solar System began about 4.6 billion years ago when a cloud of dust and hydrogen and helium gases drifting in our galaxy began to condense and contract under its own gravity, forming a wide, flat, rotating disk. Most of the material collected in the center, condensing into a sphere of gas our proto-Sun. Eventually pressures and temperatures in the sphere increased to the point that nuclear fusion began to occur and the Sun, the central star of our Solar System, began to shine. The remainder of the cloud formed a wide disk, swirling around the Sun, called the solar nebula. Dust and gas particles in the nebula occasionally collided and merged. Through this process, called “accretion,” these tiny particles formed larger and larger bodies, eventually becoming planetesimals up to a few kilometers across. Some of the planetesimals became so massive that their gravity pulled on other planetesimals, causing more and more collisions. Because of this, the largest planetesimals grew the fastest, sweeping up material in their paths, and eventually becoming the planets we know today
Practice and production (activity)
2222 Students have to find satellite images of stellar events in the Universe, such as the deabirthdnd death of starts, formation of black holes and dimensions of the Universe, Members of Syour Solar System:
Members of our Solar System:
The Sun is at the center of our Solar System. It contains 99.85% of the mass of our Solar System and is composed of about 92% hydrogen and 8% helium. The temperatures and pressures are so great at the center of the Sun that hydrogen atoms are forced together and combined to form helium. Through this nuclear reaction, immense heat is produced. This heat warms our Solar System.
Mercury is about one-third the size of Earth. It is the closest to our Sun, orbiting it in just 88 days. Because it is so close to the Sun, its surface temperatures are extreme, ranging from 427ºC (800ºF) on the Sunny side to -183ºC (-297ºF) on the side facing away from the Sun. Mercury has no atmosphere and no surface water; the high temperatures prevent these from forming. The surface of Mercury looks like our Moon. It is covered by craters, indicating its long history of bombardment by asteroids and other impactors.
Venus is almost the size of Earth. Its rotation is very slow Venus turns once on its axis every 243 Earth days and it spins backwards relative to the other planets. The time it takes to rotate is very close to the time it takes to orbit the Sun. Surface temperatures on Venus range from 377ºC to 487ºC (710º to 908ºF) even hotter than Mercury! The reason that Venus is hotter, even though it is farther from the Sun, is that it has a thick atmosphere composed of carbon dioxide and traces of water and
sulfuric acid. This atmosphere about ninety times the pressure of Earth’s atmosphere creates an intense greenhouse effect; heat is trapped in the atmosphere.
Earth is a dynamic planet. It also is the only planet we know that has life. It spins on its axis once a day and orbits the Sun once a year (other planet’s years and days often are presented relative to Earth’s). The rotation axis is tilted, giving Earth its seasons. Surface temperatures range from –73º to 48ºC (-100 to 120ºF) and liquid water is abundant. Earth’s atmosphere traps energy from sunlight, creating a greenhouse effect that warms the surface. It also moderates the climate and protects the surface from damaging components of solar radiation.
Mars is about half the size of Earth. Its period of rotation is very close to Earth’s, but it takes about two Earth years to orbit the Sun. Mars is tilted on its axis, so it experiences seasons. Surface temperatures are cold -83º to -33ºC (-117º to -27ºF) and the planet is very dry. The atmosphere is thin and composed mostly of carbon dioxide. There is no liquid water present at the surface. There may be frozen water in the subsurface, and Mars has ice caps in its polar regions. The ice is a combination of carbon dioxide and water ice. There is evidence that Mars had flowing water and oceans at its surface during its early history, perhaps until about three and a half billion years ago. Mars has the tallest volcano in our Solar System it is about 22 kilometers tall (almost 14 miles high; compare this to Hawaii’s Mouna Loa at 9 kilometers/5.5 miles tall measured from the sea floor)
Hubble Space Telescope image of Mars as it made its closest approach to Earth in August 2003.Image courtesy of NASA
Between the Inner Planets and the Outer Planets, the Asteroid Belt resides. Asteroids are rocky remnants from our early Solar System. They range in size from 1000 kilometers across (620 miles) to the size of sand grains. Asteroids occasionally reach Earth’s surface as meteorites, providing scientists with information about when our Solar System formed and the processes that occurred.
Jupiter is the largest planet in our Solar System; about 1000 Earths could fit inside a hollow Jupiter. It contains more mass than all of the other planets combined. Jupiter spins on its axis once every 10 hours and orbits the Sun once every 12 years. It is about 90% hydrogen and 10% helium with some methane, water, and ammonia. Temperatures reach –200ºC (- 325ºF) at the top of the atmosphere. The atmosphere is tumultuous, divided into distinct bands. Wind speeds are high, up to 400 kilometers per hour (250 miles per hour) and lightening is frequent. The Giant Red Spot is a massive storm system larger than the diameter of Earth – that has been raging at least 400 years. Jupiter has at least 67 moons. Ganymede, the largest of Jupiter’s moons, is larger than the planet Mercury.
Saturn is the second largest planet. Its day is 11 hours long and its orbit around the Sun takes about 30 years. Its composition and atmosphere are similar to Jupiter’s. Winds reach 1770 kilometers per hour (1,100 miles an hour). Saturn is best know for its beautiful rings. The ring system
Voyager 1 image of the Giant Red Spot of Jupiter. Image courtesy of NASA.
stretches to a diameter of 250,000 kilometers (155,000 miles) but is only 1 kilometer thick (a little over half a mile). Saturn has at least 62 moons.
Uranus was the first planet discovered by telescope. Like the other gas giants, its atmosphere is mostly hydrogen and helium. It has a little methane in its atmosphere, which absorbs red light, giving Uranus its blue-green color. The interior of Uranus contains more rock and ice than Jupiter and Saturn. It rotates on its axis once every 17 hours and orbits the Sun once every 84 years. Unlike the other planets, Uranus’ axis is tilted so that the planet rotates on its side. Given Uranus’ long period of orbit, this translates into a 20-year winter or summer! Uranus has 27 known satellites.
Infrared composite of the two hemispheres of Uranus showing the rings. Image courtesy of Lawrence Sromovsky, University of Wisconsin- Madison/ W. M. Keck Observatory
Neptune is the farthest gas giant planet. Neptune spins on its axis once every 16 hours, and an orbit around the Sun takes 165 years. Like Uranus, it has methane in its atmosphere, which gives it its blue hue. Neptune has the fastest winds in the Solar System (2000 kilometers per hour or 1250 miles per hour), and some massive storm systems that move within its atmosphere. It has 14 known moons and 4 rings.
Pluto is a dwarf planet, orbiting the Sun much farther than the planets. However, Pluto has a highly elliptical orbit and sometimes is inside of Neptune’s orbit. Pluto rotates on its axis once every 6 days, and its journey around the Sun takes 240 Earth years. It is a small icy, rocky body. Pluto has one well known moon Charon, which is half Pluto’s size, and four smaller moons.
Production (activity)
Here is the activity to evaluate your understanding and knowledge based on previous topics about The Universe, Solar systems, and its origins.
Read the questions and answer carefully:
Summary
The Solar System is the gravitationally bound system of the Sun and the objects orbiting it. The solar system is enormous and held together by the Sun’s tremendous gravitational pull that holds the planets and the asteroids in orbit. The solar system also comprises eight planets around the Sun. These planets revolve around the Sun in elliptical paths known as orbits. The solar system also contains small irregularly shaped objects made of rock, metal, and carbon called asteroids.
Net Horizons photo of Pluto, credit NASA/APL/SwRL
1) How many planets are there in the Solar System?
(a) 9
(b) 8
(c) 7
(d) 10
2) Which planet is the closest to the Sun?
3) Match the following
1. 1. Biggest Planet Venus
1. 2. Smallest Planet Neptune
1. 3. Coldest Planet Jupiter
1. 4. Hottest Planet Mercury
4) Solar System is in galaxy?
5) Why is it called the Solar System?
6) How did the Solar system originate?
7) What is a solar system made of?
8) Is solar system expanding?
9) Is Sun the hottest in the Solar System?
10) What is it calling an orbit?
Evaluation Criteria (Rubric)
Students in 6th grade are showing clear understanding in terms of the Universe and its origin, answers given must be correct and they are able to provide feedback in the classroom, create discussion about the human’s origins, to make sure that answers given are correct here are the possible answers to evaluate and check. Moreover, skills in a second language were achieved and practiced.
1) How many planets are there in the Solar System?
(a) 9
(b) 8
(c) 7
(d) 10
Answer: (b) 8
Explanation: There are eight planets in the Solar System. The eight planets are Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune.
2) Which planet is the closest to the Sun?
Mercury is the closest planet to the Sun. At an average distance of just 57.9 million km, Mercury orbits closer to the Sun than any other planet.
3) Match the following:
Answer:
1. 1. Biggest Planet Jupiter
1. 2. Smallest Planet Mercury
1. 3. Coldest Planet Neptune
1. 4. Hottest Planet Venus
4) Solar System is located in galaxy. Answer: Milkyway
Explanation: Solar system is located in the Milkyway galaxy.
5) Why is it called the Solar System?
The planetary system is named the “solar system” because the Sun is named Sol, after the Latin word for Sun, “Solis,” and anything related to the Sun is known as “solar.” Our planetary system is located in an outer spiral arm of the Milky Way galaxy.
6) Where do most comets arrive from?
Comets are believed to have two sources. Short-period comets originate from the Kuiper Belt, and Long-period comets originate from the Oort Cloud.
7) How did the Solar system originate?
The Solar System originated 4.6 billion years ago from the gravitational collapse of a giant interstellar molecular cloud.
8) What is a solar system made of?
The solar system consists of the Sun an average star in the Milky Way Galaxy and those bodies orbiting around it:
· Eight planets with approximately 170 known planetary satellites
· Numerous asteroids, some with their satellites
· Comets and other icy bodies
· Expansive reaches of highly tenuous gas and dust known as the interplanetary medium
9) Is solar system expanding?
Solar systems do not expand despite existing in an expanding universe because of the binding force of gravity.
10) Is Sun the hottest in the Solar System?
The hottest place in the Solar System is the Sun. The temperature of the Sun’s surface is a mere 5,800 Kelvin, while the center of the Sun is around 15 million Kelvin.
References
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https://actividadeseducativas.net/cuerpo-humano-segundo-de-primaria/ Admin. (2022). Solar System Questions - Practice Questions with Answer & Explanations. BYJUS. https://byjus.com/physics/solar-system-questions/ Angel Perea Lopez. (2018, 08 de octubre). Aquatic ecosystem. [video]. YouTube.
https://youtu.be/cqvcT7Whzig
Characteristics of the Universe. (n.d.). Lunar and Planetary Institute (LPI).
https://www.lpi.usra.edu/education/step2012/participant/Universe.shtml
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http://123englishnow.blogspot.com/p/6th-grade.html
Origin and Evolution of the Universe | PBS LearningMedia. (n.d.). PBS LearningMedia.
https://www.pbslearningmedia.org/subjects/science/earth-and-space-science/theuniverse-and-its-stars/origin-and-evolution-of-the-universe/ Teepublic. (2023). 1st Grade Sticker. [Image]
https://www.teepublic.com/sticker/2874633-1st-grade
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https://www.teepublic.com/sticker/2874668-2nd-grade
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https://www.teepublic.com/sticker/2874728-4th-grade
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https://www.teepublic.com/sticker/2874734-5th-grade
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