Learning Unit. The Universe and the Solar System. First Year

N a t u r a l S c i e n c e
THE UNIVERSE AND
THE SOLAR SYSTEM
{First Year Secondary Education. Learning Unit}
Máster Universitario en Lengua Inglesa para el Aula Bilingüe de Educación Secundaria
por la Universidad de Oviedo. Curso 2013/2014
by Rocío Yuste Mieres

LEARNING UNIT. Rocío Yuste Mieres (DNI: 10891225N)
“Máster Universitario en Lengua Inglesa para el Aula Bilingüe de Educación Secundaria por la
Universidad de Oviedo”
 Academic year: 2013/2014
 Subject: “Inglés para Ciencias de la Naturaleza”
 Date: 9th
May 2014
 Tutora: Ana Isabel Álvarez González, Titular de Universidad del Departamento de Filología
Anglogermánica y francesa. Área de conocimiento, Filología Inglesa

“I don't think the human race will survive
the next thousand years, unless
we spread into space”
 Stephen Hawking

Natural Science ǁ 1ST SE ǁ LU: The Universe and the Solar System ǁ 1
Index
1. INTRODUCTION .......................................................................................................3
2. JUSTIFICATION ........................................................................................................3
3. GENERAL DESCRIPTION........................................................................................4
4. BASIC REQUIREMENTS..........................................................................................5
4.1 CURRENT LEGISLATION...............................................................................................5
4.2 CURRICULUM SPHERE .................................................................................................5
4.3 SECONDARY EDUCATION OBJECTIVES........................................................................6
4.4 NATURAL SCIENCE CONTRIBUTION TO THE ACQUISITION OF THE BASIC SKILLS .........6
4.5 NATURAL SCIENCE OBJECTIVES .................................................................................6
4.6 MINIMUM CONTENTS ..................................................................................................7
5. EVALUATION CRITERIA ........................................................................................8
6. PLANNING.................................................................................................................9
6.1 LEARNING OBJECTIVES .............................................................................................10
6.2 LANGUAGE LEARNING OBJECTIVES ..........................................................................10
6.3 CONTENTS ................................................................................................................11
6.4 KEY VOCABULARY ...................................................................................................12
6.5 CONNECTIONS OF THE LEARNING OBJECTIVES .........................................................14
6.6 LEARNING UNIT CONTRIBUTION TO THE ACQUISITION OF THE BASIC SKILLS............15
7. METHODOLOGY. TASK-BASED LEARNING ....................................................16
8. ACTIVITIES .............................................................................................................17
8.1 THE PRE-TASK PHASE................................................................................................17
8.2 THE TASK PHASE.......................................................................................................20
8.3 THE LANGUAGE FOCUS PHASE...................................................................................20
9. TIMING AND SEQUENCE......................................................................................21
10. LEARNING RESOURCES.......................................................................................23

11. ATTENTION TO DIVERSITY.................................................................................23
12. ASSESSMENT..........................................................................................................24
12.1 ASSESSMENT PROCEDURES.....................................................................................24
12.2 ASSESSMENT INSTRUMENTS ...................................................................................24
12.3 EVALUATION CRITERIA ..........................................................................................25
12.4 ASSESSMENT CRITERIA...........................................................................................25
13. LEARNING UNIT ASSESSMENT ..........................................................................25
14. REFERENCES ..........................................................................................................26
Annexe I. WORKSHEETS
Annexe II. FINAL EXAM

The Universe and the Solar System
Natural Science. First Year of Secondary Education. Learning Unit
1. INTRODUCTION
The present Learning Unit (from this moment on LU) is about the Universe and the Solar
System.
The study of the Universe is the most ancient science and most fundamental. As far back as the
history goes, human beings have always pondered about the origin of the Universe, how it is
structured, how it works, and where it is going. The Universe is filled with mystery. From a
single atom trapped in a cell to the uncountable number of stars in the Universe; from our
everyday world to the beginning of time.
Surely, students, and most of the people, have ever gone out at on a cloudless night, when there
is no bright Moon in the sky or city lights to obscure their view, and been blown away by the
astonishing number of stars in the sky.
Probably for as long as people have been around, to look up into the sky, we have wondered
what the many spots of light in the sky mean. Thousands of years ago, the earliest civilizations
observed the heavens. Early man observed the heavens because the Sun, Moon and stars gave
indication of coming seasons to farmers and hunters. The sky aided in navigation especially for
nomads and sailors. And many ancient civilizations thought the sky gave signs of life, war,
earthquakes, the fate of kingdoms...and more.
Since the invention of the telescope, we have been able to "see" further away and study stars
and galaxies, as well as many of the more mysterious objects in our Universe.
2. JUSTIFICATION
The necessity of teaching the Universe and the Solar System has to do with the fact that all of
us are living in the Universe and it is very important that our students realize that when they
look at the night sky, and see the stars, they are looking out into a very close part of the Universe.
The Solar System contains a dazzling variety of objects: the Sun, our nearest star; the rocky
inner planets; the gas giants with their multitudes of moons; the smaller "dwarf" planets, such
as Pluto; as well as comets and asteroids. Each of these objects has its own unique composition
and story of how it has formed and evolved.
By studying and comparing these objects, and by looking at interactions between them, we can
find out more about the dynamic system in which we live.
Our knowledge of Universe and the Solar System (how it was formed and how it has evolved)
is increasing dramatically as technology improves, telescopes become more powerful and more
robotic spacecraft visit more planets, moons, comets and asteroids.
All this information helps us understand more about the Universe and our own planet and
answer important questions, such as:

 Keys to the past.
How did our Sun's family of planets, moons and small bodies originally form? How did our
Solar System evolve into the diverse collection of worlds we see today? How did life begin on
Earth, and could the same processes have allowed life to get a foothold on other worlds?
 Resources for the Future
We also explore small worlds to understand the hazards and resources in the solar system that
will affect human expansion in space. As we venture outward from our home planet, what kinds
of challenges will we face? Might we find new sources of raw materials and natural resources
that we could use on Earth? Could humans use asteroids or comets as refueling stations
someday? Might we find new, cleaner energy sources in space to help protect our environment?
What is the future habitability of Earth?
 Protection from Potential Impacts
Impacts are a process in the Solar System that are capable of ending life as well as advancing
it. Very few asteroids and comets with unusual orbits are potential hazards to Earth, but the
more we know and understand about them, the better prepared we will be to take appropriate
measures if one is heading our way.
We need students who, in the future, will continue studying deeply the Universe. Even one of
the most important scientist, Stephen Hawking, has said: “I don't think the human race will
survive the next thousand years, unless we spread into space”.
Therefore, the study of this LU is clearly justified.
3. GENERAL DESCRIPTION
The present LU is titled “the Universe and the Solar System” and belongs to the subject “Natural
Science”. It has been planned for students of the First Year of Secondary Education (from this
moment on 1st
SE) in the bilingual program, language English.
It hast been developed by the teacher, thinking about what they want to teach and what they
want their students to learn, how they want to teach and what procedures they want to use in
order to assess. And, in addition, taking into account the improvement of several student skills
in order to develop their comprehensive personalities.
This LU is expected to last eight school hours. Students of the 1st
SE have four hours of Natural
Science weekly, which is a total of two weeks. Taking into account that this LU would be
developed by bilingual students, it is important to know that these students have also four hours
of Foreigner Language (English in particular) weekly.
This LU belongs to the first term and, in particular, is the first LU that the students of the 1st
SE
are going to learn.
The planning can be modified by the teacher after checking the previous knowledge of the
students and how the whole group is going on with the content.
Regarding the language, English is going to be the main language but, when some content is
very difficult to understand and students show a great difficult to follow the explanation, the
teacher can use Spanish in order to make everything clear. But only, as a last option.
The methodology is based on Task-Based Learning. Students are going to learn the content,
and the language within the content, doing different activities.

4. BASIC REQUIREMENTS
4.1 Current legislation
Since the Spanish Constitution was passed in 1978, the Spanish educational system has been
modified and the Central Government has transferred educational competences, that is,
responsibilities and resources to the different Autonomous Communities. Nowadays, the
competencies are distributed among the Central Government, the Autonomous Communities,
the local Administration and the schools.
The Central Government takes care of the uniformity of the educational system all around the
country and guarantees the educational rights for all the Spanish people. The Central
Government passes fundamental educational laws that are complemented and increased by each
Autonomous Community, passing their own decrees.
In the case of the Secondary Education, each Autonomous Community passes their own decrees
based on the following law and decree:
Ley Orgánica 2/2006, de 3 de mayo, de Educación.
Real Decreto 1631/2006, de 29 de diciembre, por el que se establecen las enseñanzas mínimas
correspondientes a la Educación Secundaria Obligatoria.
In particular, the Principado de Asturias has developed and passed the following decree:
Decreto 74/2007, de 14 de junio, por el que se regula la ordenación y establece el currículo de
la Educación secundaria obligatoria en el Principado de Asturias (BOPA Nº 162 - Jueves, 12
de julio de 2007).
This LU has been developed based on that decree and its annexe about the subject Natural
Science:
Anexo II. Ciencias de la naturaleza.
4.2 Curriculum sphere
This LU of the Universe and the Solar System belongs to the 1st
SE, subject of Natural Science.
Regarding to this issue, the regulations establish the following matters:
 Artículo 2. Principios generales (Decreto 74/2007: p.10):
“1. La etapa de Educación secundaria obligatoria tiene carácter obligatorio y gratuito y
constituye, junto con la Educación primaria, la educación básica. Comprende cuatro cursos
académicos, que se seguirán ordinariamente entre los doce y los dieciséis años de edad. Con
carácter general, los alumnos y las alumnas tendrán derecho a permanecer en régimen
ordinario hasta los dieciocho años de edad cumplidos en el año en que finalice el curso.”
 Artículo 5. Organización de los dos primeros cursos (Decreto 74/2007: p.12):
“1. En cada uno de los dos primeros cursos de la Educación secundaria obligatoria todos los
alumnos y alumnas cursarán las siguientes materias: Ciencias de la naturaleza, Ciencias
sociales, geografía e historia, Educación física, Lengua castellana y literatura, Lengua
extranjera, Matemáticas.”

4.3 Secondary Education Objectives
The Secondary Education contributes to develop capacities that allow the students to achieve
several objectives that can be read in the article:
Artículo 4. Objetivos de la Educación Secundaria Obligatoria (Decreto 74/2007: p.10)
A total of thirteen Secondary Education Objectives (from this moment on OSE) enumerated
from the letter a to the letter m (OSE_a, …, OSE_m).
All of the Learning Objectives (from this moment on LO) planned in the present LU contribute
to the achievement of these OSE.
The achievement of these OSE is evaluated by the teacher and the Assessment Board according
to the Curriculum Project of each High School.
4.4 Natural Science contribution to the acquisition of
the Basic Skills
The eight Basic Skills (from this moment on BS) and the contribution of each subject to the
acquisition of them, Natural Science included, are described in the following annexe of the
decree:
Anexo I. Competencias básicas (Decreto 74/2007)
This decree describes what the BS are:
“Son aquellas competencias que debe haber desarrollado un joven o una joven al finalizar la
enseñanza obligatoria para poder lograr su realización personal, ejercer la ciudadanía activa,
incorporarse a la vida adulta de manera satisfactoria y ser capaz de desarrollar un aprendizaje
permanente a lo largo de su vida.”
The contribution of the subject Natural Science to the acquisition of the eight BS is also
described in the following annexe of the decree:
Anexo II. Ciencias de la naturaleza. Contribución de las Ciencias de la naturaleza a la
adquisición de las competencias básicas (Decreto 74/2007: p.84).
All of the LO planned in the present LU contribute to the acquisition of these eight BS.
The acquisition of these BS is evaluated by the teacher and the Assessment Board.
4.5 Natural Science Objectives
Teaching of Natural Science in the Secondary Education has ten objectives (from this moment
on ONS), enumerated from one to ten (ONS_01, …, ONS_10).
These objectives are described in the annexe:
Anexo II. Ciencias de la Naturaleza. Objetivos (Decreto 74/2007: p.89)
All of the LO planned in the present LU contribute to the achievement of the ONS.
These ONS are evaluated directly by the teacher by means of the evaluation of the LO.

4.6 Minimum contents
The minimum contents (from this moment on mC) are established in the following annexe of
the decree:
Anexo II. Ciencias de la naturaleza. Contenidos (Decreto 74/2007).
As it has been said before, each Autonomous Community regulates the basic and no basic
matters of the educational system. Contents differ from one Community to another, but they
are all based on the Real Decreto 1631/2006.
In particular, there is no any difference between contents of Natural Science in the Real Decreto
1631/2006, and the autonomous decree of the Principado de Asturias, Decreto 74/2007. There
is only a small difference in the distribution of the contents, and the contents of this LU are in
the Bloque 2 of the Real Decreto 1631/2006, whilst they are in the Bloque 3 of the Decreto
74/2007.
The minimum contents of this LU about the Universe and the Solar System for the first year of
the secondary education belong to the Bloque 3. La Tierra en el Universo of the autonomous
decree of the Principado de Asturias, Decreto 74/2007. These minimum contents are the
following:
El Universo y el Sistema Solar.
 mC_3.1_El Universo, estrellas y galaxias, Vía Láctea, Sistema Solar.
 mC_3.2_La Tierra como planeta. Los fenómenos naturales relacionados con el
movimiento de los astros: estaciones, día y noche, eclipses.
 mC_3.3_Utilización de técnicas de orientación. Observación del cielo diurno y
nocturno.
 mC_3.4_Evolución histórica de las concepciones sobre el lugar de la Tierra en el
Universo: el paso del geocentrismo al heliocentrismo como primera y gran
revolución científica.
La materia en el Universo.
 mC_3.5_Propiedades de la materia.
 mC_3.6_Estados en los que se presenta la materia en el universo y sus
características. Cambios de estado.
 mC_3.7_Reconocimiento de situaciones y realización de experiencias sencillas en
las que se manifiesten las propiedades generales de sólidos, líquidos y gases.
 mC_3.8_Identificación de mezclas y sustancias, simples y compuestas. Ejemplos de
materiales de interés y su utilización en la vida cotidiana.
 mC_3.9_Utilización de técnicas de separación de sustancias.
 mC_3.10_Un Universo formado por los mismos elementos.
This LU develops the first part of these minimum contents regarding to El Universo y el Sistema
Solar, from the mC_3.1 to the mC_3.4, both included.

5. EVALUATION CRITERIA
Evaluation Criteria (from this moment on EC) are the basis to evaluate the development of:
 the thirteen Secondary Education Objectives
 the eight Basic Skills
 the ten Natural Science Objectives
EC indicates the minimum objectives (from this moment on mO) that teachers have to require
to their student, they are the basic skills of the subject that the students have to develop. The
Evaluation Procedures and Evaluation Instruments are based on this EC, as well as the
Assessment Criteria.
They are different for each subject and level, and they are written after the minimum contents
of each level in the decree. In particular, the EC for the 1st
SE, subject of Natural Science, can
be read in the annexe:
Anexo II. Ciencias naturales. Criterios de evaluación (Decreto 74/2007: p.94)
The EC that has been taking into account in the present UD are the following:
EC_1_Utilizar las pautas y procedimientos básicos del trabajo científico para analizar
fenómenos relacionados con el mundo natural.
Con este criterio se pretende valorar, teniendo en cuenta su edad y su estado de
madurez, que el alumno o la alumna es capaz de aproximarse a la forma de trabajar
propia de la ciencia, mediante la realización guiada de experiencias sencillas. Para
ello, se valorará en qué medida el alumno o la alumna es capaz de:
mO_1.1_Reconocer, en situaciones y contextos cotidianos, cuestiones que se puedan investigar
científicamente;
mO_1.2_Realizar observaciones, tomar medidas y anotar datos utilizando los instrumentos
adecuados;
mO_1.3_Distinguir las posibles causas y efectos de los fenómenos, argumentar de forma
razonada el porqué de los mismos;
mO_1.4_Localizar y seleccionar información de fuentes diversas referida a las razones
científicas que pueden explicar los fenómenos observados;
mO_1.5_Redactar explicaciones o exponer conclusiones, de forma estructurada y coherente,
haciendo referencia a los datos e informaciones obtenidas y a las leyes científicas que rigen
los fenómenos.
EC_3_Interpretar algunos fenómenos naturales mediante la elaboración de modelos sencillos
y representaciones a escala del Sistema Solar y de los movimientos relativos entre la Luna, la
Tierra y el Sol.
Con este criterio se pretende comprobar que, a partir de la observación directa y el
manejo de datos referidos a fenómenos naturales como la duración de los años, el día
y la noche, los eclipses, las fases de la Luna, las mareas o las estaciones y de
información procedente de diversas fuentes, el alumno o la alumna es capaz de:

mO_3.1_presentar las observaciones y los datos en una forma adecuada (tablas, gráficos o
descripciones). Interpretarlos, hacerse preguntas relevantes a partir de ellos y elaborar
hipótesis en concordancia con las observaciones realizadas;
mO_3.2_interpretar y explicar los fenómenos estudiados tomando como referencia el modelo
heliocéntrico, exponiendo conclusiones correctamente, oralmente o por escrito, empleando
representaciones y esquemas a escala;
mO_3.3_trabajar en grupo organizadamente discutiendo y valorando con orden y corrección
los proyectos presentados en los que deberán observarse las pautas básicas del método
científico.
EC_4_Describir razonadamente algunas de las observaciones y procedimientos científicos que
han permitido avanzar en el conocimiento de nuestro planeta y del lugar que ocupa en el
Universo.
Con este criterio se pretende evaluar que, a partir de la observación directa y
aprovechando las posibilidades que ofrecen las tecnologías de la información y la
comunicación, el alumno o la alumna es capaz de:
mO_4.1_Exponer de forma oral o escrita los principales argumentos que justifican el
desarrollo de las teorías astronómicas y su evolución histórica: esfericidad de la Tierra, los
movimientos terrestres, modelo heliocéntrico vs. sistemas geocéntricos, haciendo hincapié en
las repercusiones sociales de las mismas;
mO_4.2_Reconocer la gran aportación del heliocentrismo a la ciencia, como precursor de la
formulación de hipótesis, en contraposición al pensamiento dominante de la época;
mO_4.3_Participar con sentido crítico en debates acerca de la influencia de las diferentes
creencias filosóficas y religiosas, de la astrología y otras conjeturas pseudo-científicas en la
aceptación de ciertas teorías astronómicas.
6. PLANNING
The minimum contents (mC) and objectives (mO) from the decree can be increased by each
department of the High School and, in addition, each teacher can increase them taking into
account their group of students and their particular abilities. But always, based on the decree
Decreto 74/2007 and what has been established in the Evaluation Criteria (EC), according to
the minimum contents (mC) and objectives (mO).
Based on all of these requirements, several Learning Objectives (LO) are planned. These LO
show what the teacher wants their students to learn about a specific content and also what ability
their students have to improve on each content.
Based on these LO the contents of the LU have been developed, as well as, the instruments to
achieve them.
Finally, in order to check if these LO are achieved, the Evaluation Criteria and LO have been
connected.

6.1 Learning objectives
LO_01: to know historical theories about the Universe: Geocentric and Heliocentric
LO_02: to learn the characteristics of the Universe
LO_03: to identify the different components that make up the Universe
LO_04: to compare sizes: the Sun and the planets
LO_05: to calculate astronomical sizes and distances
LO_06: to identify the different components that make up the Solar System
LO_07: to understand how planets move on space
LO_08: to learn characteristics of inner and outer planets
LO_09: to compare inner and outer planets
LO_10: to know that Pluto used to be considered a planet and now is a dwarf planet
LO_11: to identify different small Solar System bodies
LO_12: to identify the different stars that make up the Solar System.
LO_13: to understand that the night looks different in the Northern and Southern Hemispheres
LO_14: to learn characteristics of the Earth
LO_15: to distinguish the Earth’s “spheres”
LO_16: to understand the importance of the Sun for life on Earth
LO_17: to understand how earth moves on space
LO_18: to understand that day and night are related to the spin of the Earth on its own axis
LO_19: to associate the movement of the Earth around the Sun with the seasons of the year
LO_20: to understand how the Moon moves on space
LO_21: to identify lunar phases
LO_22: to reproduce conditions of solar and lunar eclipses
6.2 Language Learning objectives
lLO_01: to understand general and specific information from oral and written texts about the
Universe and the Solar System
lLO_02: to communicate with the others: interact orally and expressed information related to
the Universe and the Solar System
lLO_03: to write about the Universe and the Solar System
lLO_04: to use the basic phonetic, lexical, structural and functional components of the foreign
language in real contexts
lLO_05: to research information in the foreign language about the Universe and the Solar
System
lLO_06: to use comparatives to distinguish the different components of the Universe and the
Solar System

lLO_07: to express causes and results talking about the sequences of day and night, or how the
seasons occur
6.3 Contents
c.1 Introduction
A revision of the students’ previous knowledge about the Universe and the Solar
System. The Geocentric and Heliocentric theories that explain what the Universe was
like.
c.2 The components of the Universe
Explanation of the different components of the Universe, such as, Galaxies, Stars,
Planets and Natural satellites.
What constellations are and how to find them in the sky.
c.3 The size of the Universe
How big the Universe is and units to measure it: Astronomical Unit and Light Year.
c.4 The components of the Solar System
Explanation of the different components of the Solar System, such as, planets, satellites,
dwarf planets, the sun and the small Solar System bodies.
The movements of the planets: rotation, revolution and orbit.
c.5 Inner and outer planets
A classification of the planets based on their distances to the sun. Inner planets:
Mercury, Venus, the Earth and Mars. Outer planets: Jupiter, Saturn, Uranus and
Neptune.
c.6 The small Solar System bodies
Two different types of small Solar System bodies: asteroids and comets.
c.7 The movements of Earth
How the Earth moves: Rotation and Revolution. The sequence of day and night. How
the seasons are caused.
c.8 The movements of Moon
How the Moon moves: Rotation and Revolution. The phases of the Moon. Eclipses.
c.9 The Earth
Main characteristics of the Earth: the atmosphere, the average temperature of 15ºC, the
water cycle, the Moon, the magnetic field, life and geological activity.
Description of the four different parts or spheres of the Earth: geosphere, atmosphere,
hydrosphere and biosphere.

6.4 Key Vocabulary
Thanks to the new technologies, there is a blog where different matters are uploaded in relation
to the subject Natural Science. Each classroom has his own blog.
One of this things is a glossary. All the students have the responsibility of uploading different
specific words and their definitions, always guided by the teacher.
Regarding to the present LU the following terms are considered “Key Vocabulary”:
TERM DEFINITION
GEOCENTRIC THEORY Proposed that the Earth was the centre of the
Universe.
HELIOCENTRIC THEORY Proposed that the Sun was at the centre of the
Universe.
GALAXIES A vast collection of stars, dust and gases, held
together by gravitational attraction.
MILKY WAY The galaxy where our Solar System is.
STARS Formed when clouds of gases are pulled together by
gravitational forces. They are so hot inside that they
emit heat and light.
PLANETS Bodies which orbit some stars.
DWARF PLANETS Spherical bodies which orbit the Sun. They are
smaller than planets.
NATURAL SATELLITES Bodies which orbit planets and consist of rock.
SMALL SOLAR SYSTEM BODIES Other celestial bodies which orbit the Sun. They
include asteroids, comets and satellites.
ASTEROIDS Rocky bodies which orbit the stars.
COMETS Small bodies that travel around the Sun in highly
elliptical orbits.
CONSTELLATIONS Imaginary patterns of bright stars.
ASTRONOMICAL UNIT The distance from the Earth to the Sun:
approximately 150 million kilometres.
LIGHT-YEAR The distance light travels in one year: about 9.5
trillion km.

TERM DEFINITION
ORBIT A curved path which a celestial body follows in its
revolution around another celestial body.
REVOLUTION The elliptical path taken by one body around another.
The Earth revolves around the Sun.
ROTATION The Earth rotates on its axis. The axis is tilted 23.5
degrees. This rotation creates day and night.
LUNAR MONTH The period of time between two new moons. It is
about 29.5 days.
LUNAR ECLIPSE When the Moon passes behind the Earth, so the Earth
prevents sunlight from reaching the Moon.
SOLAR ECLIPSE When the Moon passes between the Sun and the
Earth, and blocks off the sunlight
CORE The centre of the Earth, below the mantle.
Its temperature is over 4,000°C.
MANTLE The middle layer of the Earth, below the crust. It is
made up of rock. The temperature is from 1,000 to
4,000ºC, so some areas are melted rock.
CRUST The outer layer of the Earth’s surface. It is divided
into continental crust and oceanic crust.
GEOSPHERE The solid part of the Earth which includes the
lithosphere, the mantle and the core.
LITHOSPHERE The upper 100 km of the geosphere. It is made up of
the crust and the upper mantle.
ATMOSPHERE The layer of gases which envelops the Earth.
Nitrogen and oxygen are the most abundant.
BIOSPHERE The part of the Earth’s surface, sea and air that is
inhabited by living things.
HYDROSPHERE All the water on Earth.
WATER CYCLE The movement of water around, over, and through the
Earth: evaporation, condensation, precipitation,
surface runoff and infiltration.

6.5 Connections of the Learning Objectives
 Connections between Learning Objectives and Evaluation Criteria:
LO 01 02 03 04 05 06 07 08 09 10 11 12 13 14 15 16 17 18 19 20 21 22
EC_1 X X X X X X X X X X X X X X
CE_3 X X X X X X X X
XCE_4 X X X X X X X X
 Connections between Learning Objectives and Minimum Objectives:
LO 01 02 03 04 05 06 07 08 09 10 11 12 13 14 15 16 17 18 19 20 21 22
mO_1.1 X X X X X
mO_1.2 X X X X X X X
mO_1.3 X X X X X X
mO_1.4 X X X X X X X X X X X X
mO_1.5 X X X X X X X X
mO_3.1 X X X X X X X X X
mO_3.3 X X
mO_4.2 X X
mO_4.3 X X
 Connections between Learning Objectives and Contents:
LO 01 02 03 04 05 06 07 08 09 10 11 12 13 14 15 16 17 18 19 20 21 22
c.1 X X X X
c.2 X X X X X
c.3 X X
c.4 X X X
c.5 X X X X
c.6 X X
c.7 X X X X X
c.8 X X X
c.9 X X X

6.6 Learning Unit contribution to the acquisition of
the Basic Skills
BS_1_Language and communication skills
Linguistic communication skill is referred to the use of the language as an instrument both for
oral and written learning communication and to regulate and express behaviors and emotions.
Communicating in foreign languages also focuses on skills such as mediation and intercultural
understanding.
The present LU contributes to the development of this Basic Skill working through the unit
with several activities that involves reading, writing, key vocabulary and read and learn
sections. Students have also to define scientific terms related to the Universe and the Solar
System being aware of the importance of precision in the use of the language.
BS_2_Mathematical skill
Mathematical skill has to do with the capacity for numbers, basic operations and solving
problems.
The present LU contributes to the development of this Basic Skill working with tables of data
and numerical characteristics of the elements of the Universe. Students have to calculate
astronomical sizes and distances using units such as the astronomical unit and the light year.
There is also something about geometry understanding the movements of the planets and their
shapes.
BS_3_Knowledge of and interaction with the physical world
Knowledge of and interaction with the physical world skill has to do with the ability to interact
with the physical world, both in the natural aspects and those generated by human action, to
facilitate the understanding of events, predicting consequences and activity addressed to the
improvement and preservation of the conditions of life of its own, the other men and women
and the rest of living beings.
The present LU contributes to the development of this Basic Skill by the internalization of the
place that the students occupy within the Universe, the Solar System and, in particular, in the
Earth, and their role to preserve our planet.
BS_4_Information processing and digital skills
Information processing and digital skills are referred to the ability to search, find, receive,
process and communicate the information and transform it into knowledge. Includes different
aspects ranging from access and selection of the information to the use and transmission of it
in various media, including the use of the information and communication technologies as an
essential to learn and communicate.
The present LU contributes to the development of this Basic Skill by making the students to
use new technologies and resources available on the Internet to reinforce and extend certain
concepts, and to do some activities about the Universe and the Solar System.
BS_5_Social skills and citizenship
Social skills and citizenship skill allows to live in society, understand the social reality of the
world in which we live and exercise the democratic citizenship, incorporates forms of individual
behavior that train people to live in a pluralistic society, interact with others, cooperate and deal
with conflicts.

The present LU contributes to the development of this Basic Skill analyzing the behavior of
society in the past and the influence of scientific and technological improvements. It is also
developed by the work in pairs or in groups, doing activities and encouraging them to solve
problems and discuss about the Universe and the Solar System together.
BS_6_Cultural and artistic skills
Cultural and artistic skills have to do with the knowledge, understanding, appreciation and
valuation of different ways of cultural and artistic events.
The present LU contributes to the development of this Basic Skill making the students to
appreciate and observe the beauty of the sky that we can see from the Earth both during the day
and at night. Students have to identify constellations, which are the reflection of what other
cultures saw “drawn” in the night sky.
BS_7_Autonomous learning competencies
Autonomous learning competencies mean to start learning and be able to continue
independently.
The present LU contributes to the development of this Basic Skill by organizing information
about the characteristics of the planets in the Solar System in tables. Students have to draw
conceptual map of the Universe based on what they have learnt.
BS_8_Autonomy, personal initiative and emotional skills
Autonomy, personal initiative and emotional skills are referred to the possibility of opting with
own judgment and take forward the initiatives required to develop the chosen option and be
responsible for it.
The present LU contributes to the development of this Basic Skill because the students have to
construct a critical spirit when judging the evolution of ideas about the Universe, from the
beginning through to the present day.
7. METHODOLOGY. TASK-BASED LEARNING
The present LU has been developed based on the methodology called Task-based learning
(TBL). Task-based learning (TBL) focuses on the use of authentic language and on asking
students to do meaningful tasks using the target language. Assessment is primarily based on
task outcome (in other words the appropriate completion of real world tasks) rather than on
accuracy of prescribed language forms. This makes TBL especially popular for developing
target language fluency and student confidence. It is not just to do task one after another.
The framework of the TBL has three components: pre-task, task cycle and language focus. This
kind of framework allows students to get a sense of security by giving them a great variety of
activities to carry out. These components provide a naturally flowing sequence, each one
preparing the ground for the next, and they are adapted to suit student’s needs.
The students get the lead role in this kind of learning, most of the emphasis is on learners doing
things, individual, in pairs or groups. Teachers fulfill a “facilitator” role, they guide the students
but, they also have overall control and the power to stop everything if necessary. Teachers
explain to students the objectives of the course and how the tasks help to achieve them. After o
during the lesson, teachers summarizes the targets students have got, motivating the learners.
No new teaching techniques are needed for a TBL approach, although it does demand a different
weighting and sequencing.

8. ACTIVITIES
8.1 The pre-task phase
This phase introduces the topic to the students, activating words and phrases in relation to the
topic. It is possible that some of the students know the vocabulary of the topic, and for others,
it can be the first time they face to those new words. This is the reason because it is necessary
to make a selection of pre-task activities which rehearse topic language in a stimulating way.
Therefore, the first group of students will not be bored, and the second will learn the new
vocabulary.
Introducing the topic
 ACTIVITY 01. INTRODUCTION
A brief explanation of the contents of the LU: the Universe, the Solar System, and the Earth.
This activity is done by the teacher.
 ACTIVITY 02. “THE BIG BANG” LISTENING
The purpose of this listening is to motivate students to study this LU. They are going to listen
just once the listening and talk about it guided by the teacher.
Reference: ANAYA DIGITAL WEBPAGE
Anaya digital.com. Natural Science. Secondary Education. First Year.
Unit 1: The Universe / Video: The Big Bang
http://www.edistribucion.es/anayaeducacion/8420042/SC1_UNI1/unit_01_video_01.html
Identifying topic language – Prior Knowledge
 ACTIVITY 03. BRAINSTORMING
This is an activity to check student’s previous knowledge about the topic. The main topic is
written on the blackboard and the students are asked to tell words related to this topic. Be sure
that all of these words have been written.
Comet, planet, galaxy, star, satellite, U.A., light-year, asteroid…
Then, looking at a photo of the sky from their textbook (Essential Natural Science 1: p.8), they
have to describe it and the teacher guides the brainstorming asking questions such as:
 What are the points of light in this photo?
 Are they all equally bright?
 Are they all the same distance from the Earth?
 What is the difference between a start and a planet?
 What unit of measure is used to measure a distance?
 …
 ACTIVITY 04. CROSSWORDS
A game from their textbook to work in pairs to find ten words related to the topic (Essential
Natural Science 1: p.9).

Pre-task activities (in the classroom)
 ACTIVITY 05. MAKE A STAR FINDER
Students are going to learn their way around the sky by finding some constellations. They are
going to work in pairs.
The star charts are maps of the sky overhead. So, to get the directions lined up, students have
to hold the map over their head and look up at it, and turn it so the northern horizon side is
facing north.
This game would be better if it could be done at night visiting the “Observatorio Astronómico
Municipal Monte Deva Gijón”.
Reference: NASA WEBPAGE
Make a star finder
http://spaceplace.nasa.gov/starfinder/en/
 ACTIVITY 06. OUR SOLAR SYSTEM SCAVENGER HUNT ACTIVITY
Students hunt for planet and Solar System facts hidden around the classroom. They can work
in pairs.
Thanks to this activity students are going to reinforce their knowledge about the Solar System
playing together after the explanation of the teacher.
Reference: SUPER TEACHER WORKSHEETS WEBPAGE
Projects and Activities: Solar System Scavenger Hunt
http://www.superteacherworksheets.com/solar-system-planets.html
(Annexe I: Worksheet Activity 06 and Worksheet Activity 06 Key)
 ACTIVITY 07. THE SIZE AND DISTANCE OF THE PLANETS
The whole group is divided into four groups. In this activity, students will investigate the
concepts of relative size and distance by creating a basic model of our Solar System.
Reference: AT HOME ASTRONOMY WEBPAGE
The size and distance of the planets
http://cse.ssl.berkeley.edu/AtHomeAstronomy/activity_10.html
Reference: BEAKERS AND BUMBLEBEES BLOG
Toilet paper?
http://beakersandbumblebees.blogspot.com.es/2010/01/toilet-paper.html
(Annexe I: Worksheet Activity 07)
 ACTIVITY 08. WHAT CAUSES DAY AND NIGHT?
The whole group is divided into four groups. Each group of students is going to reproduce a
simple model that helps them to understand what causes day and night.

 ACTIVITY 09. REPRODUCING ECLIPSES
The whole group is divided into four groups. Each group of students is going to reproduce lunar
and solar eclipses and write about them (Essential Natural Science 1: p.22)
 ACTIVITY 10. “THE ORIGIN OF THE EARTH’S SPHERES” LISTENING
The students have to listen to the video carefully and write down specific words about the topic
and then put these words in common. Then, the whole group will try to define all of these words.
Reference: ANAYA DIGITAL WEBPAGE
Anaya digital.com. Natural Science. Secondary Education. Second Year.
Unit 6: The Earth’s structure / Video: The origin of the Earth’s spheres
http://www.edistribucion.es/anayaeducacion/8430042/UNIT_6/unit_06_video_02.html
 ACTIVITY 11. EARTH’S SPHERES WORKSHEET
In order to reinforce their knowledge students, working in pairs, have to do this worksheet with
different kinds of activities.
Pre-task activities (at home)
 HOMEWORK 01. ASTRONOMIC DISTANCES FROM THE EARTH
Students have to fill in a chart about distances from the Earth, they can search information on
the Internet.
(Annexe I: Homework Worksheet and Homework Worksheet Key)
 HOMEWORK 02. THEORIES ABOUT THE UNIVERSE
Students have to decide if some sentences about the two theories about the Universe are true or
false.
 HOMEWORK 03. SOLAR SYSTEM QUIZ
Students have to choose the right answer among several ones.
 HOMEWORK 04. COMETS AND ASTEROIDS READING
Students have to read a text and answer some comprehension questions.
 HOMEWORK 05. THE MOON AND ITS PHASES
Students have to revise the theory about the Moon and do the activity completing boxes from a
draw and fill in the gaps in a text.

 HOMEWORK 06. EARTH WRITING
Students have to write a text in 100-120 words about a trip to the centre of the Earth.
8.2 The task phase
The Task cycle gives the students the opportunity of using language they know in order to do
the task. It also makes students improve the language guided by the teacher when they are
writing.
Students are going to design a game and then, play that game.
QUIZ SHOW
They have to prepare some sentences about different topics, using correct grammar and specific
vocabulary of the topic.
During the game, they have to be able to understand the topic in order to make questions
regarding to different answers given by their classmates. To win the game they have to be able
to use correct grammar to construct the questions, this is a good way to practice how questions
have to be made, because studying English we are used to answering questions instead to doing
them.
(Annexe I: Final Task and Final Task Table)
8.3 The language focus phase
The Language focus phase goes into detail about the study of the language used during the task
cycle.
Students have to work in pairs and complete different activities that will reinforce their
knowledge and will help them to revise before the Final Exam.
 ACTIVITY 11. GENERAL ASTRONOMY QUIZ
 ACTIVITY 12. CROSSWORDS
 ACTIVITY 13. PUZZLE
 ACTIVITY 14. EARTH’S SPHERES QUIZ
(Annexe I: Language Focus Worksheet and Language Focus Worksheet Key)

9. TIMING AND SEQUENCE
This LU is expected to last eight school hours, Final Exam included. The students of the 1st
SE
have four hours of Natural Science weekly, which is a total of two weeks.
The following tables show the contents and activities to do during each session, as well, as
homework and final exam.
SESSION 01
c.1 Introduction
c.2 The components of the Universe
c.3 The size of the Universe
ACTIVITY 01. Introduction
ACTIVITY 02. “The Big Bang” listening
ACTIVITY 03. Brainstorming
ACTIVITY 04. Crosswords
ACTIVITY 05. Make a star finder
HOMEWORK 01. Astronomic distances from the Earth
HOMEWORK 02. Theories about the Universe
SESSION 02
c.4 The components of the Solar System
ACTIVITY 06. Our Solar System Scavenger Hunt Activity
HOMEWORK 03. Solar System Quiz
SESSION 03
c.5 Inner and outer planets
c.6 The small Solar System bodies
ACTIVITY 07. The size and distance of the planets
HOMEWORK 04. Comets and Asteroids reading

SESSION 04
c.7 The movements of Earth
c.8 The movements of Moon
ACTIVITY 08. What causes day and night?
ACTIVITY 09. Reproducing eclipses
HOMEWORK 05. The Moon and its phases
SESSION 05
c.9 The Earth
ACTIVITY 10. “The origin of the Earth’s spheres” listening
ACTIVITY 11. Earth’s Spheres Worksheet
HOMEWORK 06. Earth writing
SESSION 06
c.1 – c.2 – c.3 - c.4 – c.5 – c.6 – c.7 – c.8 – c.9
FINAL TASK. Quiz Show
HOMEWORK: to revise for the final exam
SESSION 07
c.1 – c.2 – c.3 - c.4 – c.5 – c.6 – c.7 – c.8 – c.9
LANGUAGE FOCUS. Language Focus Worksheet. ACTIVITY 11. General astronomy
quiz. ACTIVITY 12. Crosswords. ACTIVITY 13. Puzzle. ACTIVITY 14. Earth’s spheres
quiz
HOMEWORK: to revise for the final exam
SESSION 08
c.1 – c.2 – c.3 - c.4 – c.5 – c.6 – c.7 – c.8 – c.9
FINAL EXAM

10. LEARNING RESOURCES
 Textbook: Essential Natural Science 1. 2008 by Santillana Education S.L. / Richmond
Publishing. ISBN: 978-84-294-2222-1
 Computer, proyector and speakers.
 Blog.
 Notebook and writing tolos.
 Calculator.
 Scissors, toilet paper, torch, globe, small ball, big ball.
 Worksheets designed by the teacher for this LU (Annexe I)
 Final Exam (Annexe II)
11. ATTENTION TO DIVERSITY
The educational system will arrange the necessary resources in order for pupils with temporary
or permanent special educational needs to achieve the objectives established within the general
program for all pupils. The public administrations give pupils the necessary support from the
beginning of their schooling or as soon as they are diagnosed as having special needs. School
teaching is adapted to these pupils’ needs. The schools develop the curriculum through didactic
plans, which have to take into account the pupils’ needs and characteristics. They also develop
an Educational Project, where the objectives and the educational priorities are fixed along with
the implementation procedures. In order to prepare this project, they consider the school
characteristics, its environment, and the pupils’ educational needs.
The current law considers three types of specific educational support needs:
 Students with special educational needs.
 High ability students.
 Late entries into the education system.
There are three main reasons because in this LU there are not specific activities or classroom
adaptations for this kind of students:
 In general, all de students of a bilingual group have similar capacities, because of this,
the present LU has not specific activities or classroom adaptations for this kind of
students.
 This LU has been developed following Task-Based Learning. This methodology, as
CLIL methodology, develop a framework that allows students to get a sense of security
by giving them a great variety of activities to carry out. These activities help them to
achieve the objectives.
 Task-Based Learning encourages students to work in pairs or groups, so good students
can help those with special needs, what motivates both kind of students.
Each academic year, the teacher has to evaluate their group of students and consider if there are
some students with special needs and if it is necessary to develop any special didactic plan.

12. ASSESSMENT
The final mark of each students will be the result of the follow-up control of the following
strategies and instruments of evaluation.
12.1 Assessment Procedures
The evaluation of the present LU has to answer the questions: what, how and when evaluate.
And it also has to give information about different aspects that can be improved during the
evaluation process. This process has to promote the participation of the involved subjects and
has to be rigorous, fair, equal and transparent.
All the activities will be assessed during the period of time which lasts de LU, responding to a
formative and continuous assessment in which the teacher has to guarantee that all students
reach the objectives, emphasizing elements that can be corrected or changed in order to produce
the learning of the subject. The acquisition of basic skills and the achievement of the objectives
set initially will be the guidelines that will guide the teacher in the assessment process.
Regarding to the moments in which the assessment will be done, they are the following:
 Initial or previous evaluation: the initial level of the students will be identified to establish
a starting point for the evaluation process that will guide the teacher and the students.
 Continuous evaluation: achievements and acquisitions that students are performing
throughout the process will be identified, in order to check the individual progress and see
the evolution of the group.
 Final evaluation: objectives and skills that students have achieved and acquired throughout
the process will be identified. This is an assessment that will help teacher to differentiate
between students who have reached the required minimum of sufficient competence and
those who have failed to reach that threshold of knowledge, procedures and attitudes.
12.2 Assessment Instruments
In order to assess learning outcomes and how to measure them, different assessment instrument
can be used. Four basic evaluation instrument and strategies are going to be evaluated and
considered when the final mark have to be established.
 Attendance, motivation and participation: the roll call, the implication of the students
during the lesson, an active an positive participation in the classroom, in particular, the
participation during the activities, a good exercise book and the respect for other classmates
and the own teacher, are assessed in this point.
 Regular activities and homework: the activities done at school and at home and the
accuracy in students’ answers when the teacher answer spontaneous questions during the
lesson, are assessed in this point. Students will have to hand in the Homework Worksheet.
 Final task: following the methodology based on Task-Based learning, students have to do a
final task in group. This final task has an important relevance for their final mark.
 Final exam: the last instrument used to establish a final mark is a written examination about
the topic. This written exam consists of different questions with different difficulty levels
which check if the students have achieved at least the minimum objectives and, hopefully
the learning objectives.

12.3 Evaluation Criteria
Evaluation criteria established by the Administration for the 1st
SE have been specified before
in the section 5. Evaluation Criteria. They are the base for the development of the LO, and also,
to check the achievement of all of them.
12.4 Assessment Criteria
The table below shows the assessment criteria that is followed in order to work out the final
mark of each student. As it can be seen, all the assessment instruments have their own
percentage out of the final mark. Adding up all these percentages, each student can get a mark
from zero to ten out of ten.
Attendance, motivation and participation 10%
Regular activities and homework 10%
Final task 20%
Final exams 60%
13. LEARNING UNIT ASSESSMENT
It is very important to check at the end of each LU if it has been suitable for the context,
knowledge of the students and contents. To assess the efficacy of the LU three instruments are
used:
 Outcomes of the final exam: as the different questions and exercises have to do with
different minimum and learning objectives planning for the DU, the achievement and
acquisition of all of these objectives can be checked with the outcomes of the final exam.
 Tasks: teacher has to analyze if tasks (regular and final tasks) have been suitable for the
context and the level of the students, if they got to motivate and encourage students, and if
they had the appropriate difficulty level.
 Teacher report: at the end of each LU the teacher has to do a reflection about their own
work and the design of their LU. During the lesson, the teacher takes notes of the
development of the LU, how the students work and how they understand and acquire
contents. Finally, the teacher write a report answering questions such as:
 Methodology. Could everybody participate? Has it been suitable for the whole
group? ...
 Resources. Have they been useful? Have they been enough or anymore would have
been necessary? …
 Timing and Sequence. Have the LU finished in time? Has the sequence of the
activities made sense for students?
 Attention to diversity. Was it possible to adapt the LU to the diversity? Has been
necessary to develop new activities to attend to diversity? …

14. REFERENCES
Besides the references that have been mentioned about the activities, other different resources
have been consulted to adapt some activities or to design the present Learning Unit.
 A FRAMEWORK FOR THE TASK-BASED LEARNING
Notes from the subject: “Metodología para el desarrollo de las destrezas lingüísticas en el aula
bilingüe” from “Máster Universitario en Lengua Inglesa para el Aula Bilingüe de Educación
Secundaria por la Universidad de Oviedo” Academic Year 2013 – 2014.
 EUROPEAN AGENCY FOR SPECIAL NEEDS AND INCLUSIVE EDUCATION
“Special needs education within the education system – Spain”
https://www.european-agency.org/country-information/spain/national-overview/special-
needs-education-within-the-education-system
 EUROPLANET
“Why study the Solar System?”
http://www.europlanet-eu.org/project/5-why/14-why
 DECRETO 74/2007, DE 14 DE JUNIO, POR EL QUE SE REGULA LA
ORDENACIÓN Y ESTABLECE EL CURRÍCULO DE LA EDUCACIÓN
SECUNDARIA OBLIGATORIA EN EL PRINCIPADO DE ASTURIAS.
http://www.educastur.es/media/centros/curriculo/decreto_74_eso/D74_ESO_Decreto_20070
620.pdf
 JUNTA DE ANDALUCÍA. CONSEJERÍA DE EDUCACIÓN
AICLE. Educación Secundaria. English. Ciencias Naturales. “The Earth in the Universe”
http://www.juntadeandalucia.es/educacion/webportal/web/aicle/contenidos/
 KS3 SCIENCE REVISION WORKSHEETS
http://cbscience.weebly.com/uploads/1/0/7/1/10716575/ks3-wrksht.pdf
 LOE (2006) Ley Orgánica 2/2006, de 3 de mayo, de Educación.
http://www.boe.es/boe/dias/2006/05/04/pdfs/A17158-17207.pdf
 NASA: DISCOVERY PROGRAM
“Small worlds – Why we explore”
http://discovery.nasa.gov/SmallWorlds/WhyWeExplore.cfml
 SAMPLE UNIT RICHMOND
http://www.richmondelt.es/file/SampleUnit.pdf

THE UNIVERSE AND
THE SOLAR SYSTEM
{Annexe I: Worksheets}

Name: ___________________________ Side A
Solar System Scavenger Hunt
Fact Card #1: How far away is the sun?
______________________________________________
Fact Card #2: What is the hottest planet?
______________________________________________
Fact Card #3: Which planet has the most volcanoes?
______________________________________________
Fact Card #4: How many stars are in our solar system?
______________________________________________
Fact Card #5: Name all of the planets people have walked on.
______________________________________________
Fact Card #6: What does a Mars rover do?
______________________________________________
Fact Card #7: Name all of Mars' moons.
______________________________________________
Fact Card #8: What is Jupiter's “Great Red Spot”?
______________________________________________
Fact Card #9: Name all of the planets that have rings.
______________________________________________
Fact Card #10: Name all four “Gas Giants.”
______________________________________________
Super Teacher Worksheets - www.superteacherworksheets.com

Side B
Fact Card #11: What is the coldest planet in our solar system?
______________________________________________
Fact Card #12: How fast do winds blow on Neptune's wind storms?
______________________________________________
Fact Card #13: Why isn't Pluto considered a planet any more?
______________________________________________
Fact Card #14: Name all five dwarf planets in our solar system.
______________________________________________
Fact Card #15: How long does it take light to travel from the sun to Earth?
______________________________________________
Fact Card #16: Name Pluto's three moons.
______________________________________________
Fact Card #17: What were the names of the first two people to walk on the
moon?
______________________________________________
Fact Card #18: When was the last time someone walked on the moon?
_______________________________________

Name: ___________________________
Our Solar System
Scavenger Hunt Activity
Materials: Question worksheet (pages 2-3)
16 Solar System Cards (pages 4-8)
Tape and Scissors
Preparation: Print the fact cards on card stock or brightly-colored
paper and cut them out.
Make copies of the question sheet (2-sided). Each student will
need his/her own copy.
Hide the fact cards around your classroom where kids
will be able to find them. You can stick them on your computer
keyboard, on the file cabinet, on the sides of student desks, on
chairs, on the chalkboard, on the back of your classroom door,
or wherever you like.
Activity: Students receive a copy of the question worksheet. They
have to search the room and find all of the fact cards to
answer the questions.
After they have completed the question sheet, you can go
over the answers together with the class.
Management tips:
You may want to make this a silent activity so students
don't share answers with each other.
You can have the kids work alone or with a partner.
Don't be afraid to hide the facts in “tough” places. Kids
think it's more fun when they have to search around a
little.
Examples of good hiding spots might include:
the back of the classroom door
laying flat on the bookshelf
on the side of your computer monitor
Have a plan for students who finish early. You may want to
have an assignment for them to complete when they're done,
or you may have them help other students find fact cards.

Solar System
Scavenger Hunt
Fact Card #1
The sun is 93-million miles
away from Earth. This is equal
to 146-million kilometers.
Solar System
Scavenger Hunt
Fact Card #2
Mercury is the closest
planet to the sun, but it is not
the hottest. Venus is the
hottest planet because it has
many clouds that trap in
heat.
Solar System
Scavenger Hunt
Fact Card #3
Venus has more volcanoes
than any other planet.
Solar System
Scavenger Hunt
Fact Card #4
There is only one star in
our solar system - the sun.
Our galaxy has millions of
stars.

Solar System
Scavenger Hunt
Fact Card #5
Earth is the only planet
people have ever walked on.
Astronauts have also walked
on the Earth's moon, but that's
not a planet.
Solar System
Scavenger Hunt
Fact Card #6
Scientists have sent
robots, called rovers, to
explore Mars. The rovers
drive around the surface of
Mars, take pictures, and send
them back
to Earth.
Solar System
Scavenger Hunt
Fact Card #7
Mars has two small moons,
named Phobos and Deimos.
Solar System
Scavenger Hunt
Fact Card #8
Jupiter, the largest planet,
has a “Great Red Spot.” The
red spot is a huge wind
storm.

Solar System
Scavenger Hunt
Fact Card #9
Saturn is famous for it's
bright rings, but it isn't the
only planet with rings.
Jupiter, Uranus,
and Neptune also
have them.
Solar System
Scavenger Hunt
Fact Card #10
Jupiter, Saturn, Uranus,
and Neptune are known as
“Gas Giants” because they're
made of mostly gas.
Solar System
Scavenger Hunt
Fact Card #11
Uranus is the coldest planet
in our solar system.
Solar System
Scavenger Hunt
Fact Card #12
Neptune is the stormiest
planet. Its wind storms blow
three times as fast as
hurricanes on Earth.

Solar System
Scavenger Hunt
Fact Card #13
Pluto used to be considered
a planet. Scientists decided it
was too small to be a “real
planet,” so it is now a dwarf
planet.
Solar System
Scavenger Hunt
Fact Card #14
There are five known
dwarf planets in our solar
system. Their names are
Pluto, Ceres,
Haumea,
Makemake,
and Eris.
Solar System
Scavenger Hunt
Fact Card #15
It takes light eight minutes
to travel from the sun to
Earth. The sunlight you see
outside right now, actually left
the sun's surface eight
minutes ago.
Solar System
Scavenger Hunt
Fact Card #16
Pluto has three moons.
Their names are Charon, Nix,
and Hydra.

Solar System
Scavenger Hunt
Fact Card #17
Neil Armstrong and Buzz
Aldrin were the first people to
walk on the moon.
Solar System
Scavenger Hunt
Fact Card #18
Twelve astronauts have
walked on the moon. The
first astronaut walked on the
moon in 1969. The last
astronaut walked on the
moon in 1972.

ANSWER KEY Side A
Fact Card #1: How far away is the sun?
93-million miles or 146-million kilometers
Fact Card #2: What is the hottest planet?
Venus
Fact Card #3: Which planet has the most volcanoes?
Venus
Fact Card #4: How many stars are in our solar system?
one
Fact Card #5: Name all of the planets people have walked on.
Earth
Fact Card #6: What does a Mars rover do?
Drives around the surface of Mars and takes pictures.
Fact Card #7: Name all of Mars' moons.
Phobos and Deimos
Fact Card #8: What is Jupiter's “Great Red Spot”?
a wind storm
Fact Card #9: Name all of the planets that have rings.
Saturn, Jupiter, Uranus, and Neptune
Fact Card #10: Name all four “Gas Giants.”
Saturn, Jupiter, Uranus, and Neptune

ANSWER KEY Side B
Fact Card #11: What is the coldest planet in our solar system?
Uranus
Fact Card #12: How fast do winds blow on Neptune's wind storms?
three times as fast as Earth's hurricane winds
Fact Card #13: Why isn't Pluto considered a planet any more?
it's too small
Fact Card #14: Name all five dwarf planets in our solar system.
Pluto, Ceres, Haumea, Makemake, and Eris
Fact Card #15: How long does it take light to travel from the sun to Earth?
8 minutes
Fact Card #16: Name Pluto's three moons.
Charon, Nix, and Hydra
Fact Card #17: What were the names of the first two people to walk on the
moon?
Neil Armstrong and Buzz Aldrin
Fact Card #18: When was the last time someone walked on the moon?
1972
Written by Tim Weibel
Graphics from subscription with clipart.com

Natural Science ǁ 1ST SE ǁ THE SIZE AND DISTANCE OF THE PLANETS - WORKSHEET ǁ 1
THE SIZE AND DISTANCE OF THE PLANETS - WORKSHEET
About this Activity
In this activity, you'll investigate the concepts of relative size and distance by creating a
basic model of our solar system.
What to Do
1. Cut out the planet printouts provided, or using the measurements in the table
above, use your compass to draw circles on paper. Note that this activity uses two
scales: one for the printouts and cut-outs (larger), and one for the distances
between the planets (smaller). This is due to the enormous distances involved. The
planet cut-outs would be too small to use in our scale model.
2. If you choose to draw your own circles, label each planet. Cut the circles out and
use them as your planets
3. Choose a point at one end of a hallway, large room, or outdoor space as the Sun
and mark it as your starting point.
4. Without looking at the table, place each planet in order of the distance you think
they are from the Sun. As a reference, use 22.4 inches (57 centimeters) for the
distance between Earth and the Sun.
5. Using the table, measure the distances by rolling out the toilet paper. Mercury is
1.9 sheets relative to the Sun, Venus 3.6 sheets from the Sun, etc. See how well
your family did at estimating the distances. Move the planets to their proper
distances, and you've built a scale model of the solar system.
What's Going On?
This activity helps demonstrate the immense scale of our solar system. The sizes of the
planets vary greatly as do the distances between planets and their distance from the Sun.

The size of the Sun at larger scale (which isn't included in printouts) would have been
76.7 inches (195 centimeters) in diameter (38.4 inches in radius).
References
AT HOME ASTRONOMY
http://cse.ssl.berkeley.edu/AtHomeAstronomy/activity_10.html
BEAKERS AND BUMBLEBEES BLOG
http://beakersandbumblebees.blogspot.com.es/2010/01/toilet-paper.html

Natural Science ǁ 1ST SE ǁ WHAT CAUSES DAY AND NIGHT? - WORKSHEET ǁ 1
WHAT CAUSES DAY AND NIGHT? – WORKSHEET
Materials you need
 A globe to represent the Earth.
 A torch to represent the Sun.
Procedure
1. Spin the ‘earth’ to demonstrate the change from day to night. One full turn takes
24 hours (1 day).
2. Move the ‘earth’ around the ‘sun’ to demonstrate how the seasons come about.
This takes 365¼ days (1 year).
Writing
Use the following key words to describe how day and night occur.
Key words: earth, revolve, 24 hours, axis, sun, day, night

Natural Science ǁ 1ST SE ǁ WHAT CAUSES DAY AND NIGHT? - KEY ǁ 1
WHAT CAUSES DAY AND NIGHT? – WORKSHEET - KEY
Materials you need
 A globe to represent the Earth.
 A torch to represent the Sun.
Procedure
1. Spin the ‘earth’ to demonstrate the change from day to night. One full turn takes
24 hours (1 day).
2. Move the ‘earth’ around the ‘sun’ to demonstrate how the seasons come about.
This takes 365¼ days (1 year).
Writing
Use the following key words to describe how day and night occur.
Key words: earth, revolve, 24 hours, axis, sun, day, night
The earth revolves around its own axis every 24 hours. When any part of the earth faces
the sun, it is day; when it faces away from the sun, it is night.

Natural Science ǁ 1ST SE ǁ EARTH’S SPHERES - WORKSHEET ǁ 1
EARTH’S SPHERES - WORKSHEET
Fill in the gaps:
 Picture 1 represents the ATMOSPHERE that is made up of the gases that surround
the planet.
 Picture 2 represents the BIOSPHERE that is made up of the planet’s living
organisms.
 Picture 3 represents the HYDROSPHERE that is made up of all of the water found
on the planet.
 Picture 4 represents the GEOSPHERE. Of all the Earth’s spheres, the
GEOSPHERE occupies the greatest volume. It is almost perfectly sphere-shaped.
Fill in the gaps with the following words:
THIN CORE HARD SOLID CRUST OCEANIC
METALS MANTLE INNER ROCKS THICKEST
SOFT CORE DENSEST OUTER CONTINENTAL
Picture 1 Picture 2
Picture 3 Picture 4

Natural Science ǁ 1ST SE ǁ EARTH’S SPHERES - WORKSHEET ǁ 2
The CRUST is the outer layer of the geosphere. It is very THIN compared with the
mantle and CORE. It is made up of hard, solid ROCKS. There are two zones:
 The OCEANIC crust: this is found on the ocean floor. It is thinner and denser
than the continental crust.
 The CONTINENTAL crust: this forms the continents and the CONTINENTAL
platforms.
The MANTLE is the middle layer of the geosphere; it is also the THICKEST. It is made
up of denser rocks than those of the crust. Most of them are solid. The rocks in the upper
part are HARD, but most of the rocks of the mantle are relatively SOFT (malleable), and
in some zones they can be molten.
The CORE is the innermost layer of the Earth. It is also the DENSEST. It is made up of
METALS. There are two parts:
 The OUTER core, which is molten metal.
 The INNER core, which is SOLID.
Fill in the labels:

Natural Science ǁ 1ST SE ǁ EARTH’S SPHERES - KEY ǁ 1
EARTH’S SPHERES – WORKSHEET - KEY
Fill in the gaps:
 Picture 1 represents the ATMOSPHERE that is made up of the gases that surround
the planet.
 Picture 2 represents the BIOSPHERE that is made up of the planet’s living
organisms.
 Picture 3 represents the HYDROSPHERE that is made up of all of the water found
on the planet.
 Picture 4 represents the GEOSPHERE. Of all the Earth’s spheres, the
GEOSPHERE occupies the greatest volume. It is almost perfectly sphere-shaped.
Fill in the gaps with the following words:
THIN CORE HARD SOLID CRUST OCEANIC
METALS MANTLE INNER ROCKS THICKEST
SOFT CORE DENSEST OUTER CONTINENTAL
Picture 1 Picture 2
Picture 3 Picture 4

Natural Science ǁ 1ST SE ǁ EARTH’S SPHERES - KEY ǁ 2
The CRUST is the outer layer of the geosphere. It is very THIN compared with the mantle
and CORE. It is made up of hard, solid ROCKS. There are two zones:
 The OCEANIC crust: this is found on the ocean floor. It is thinner and denser than
the continental crust.
 The CONTINENTAL crust: this forms the continents and the CONTINENTAL
platforms.
The MANTLE is the middle layer of the geosphere; it is also the THICKEST. It is made
up of denser rocks than those of the crust. Most of them are solid. The rocks in the upper
part are HARD, but most of the rocks of the mantle are relatively SOFT (malleable), and
in some zones they can be molten.
The CORE is the innermost layer of the Earth. It is also the DENSEST. It is made up of
METALS. There are two parts:
 The OUTER core, which is molten metal.
 The INNER core, which is SOLID.
Fill in the labels:

Natural Science ǁ 1ST SE ǁ HOMEWORK WORKSHEET: The Universe and the Solar System ǁ 1
THE UNIVERSE AND THE SOLAR SYSTEM – HOMEWORK WORKSHEET
Homework 01. Astronomic distances from the Earth
Complete the following chart and answer the questions below.
“Astronomic distances from the Earth”
Object Distance
Space Station
Meteorological satellite
The Moon
The Sun
Pluto
Centaury
The Centre of the Galaxy
The Galaxy Andromeda
The farthest galaxies
a) What is closest to Earth?
b) What is farthest from Earth?
c) The light from the Sun and the star α Centauri both come to the Earth.
Imagine you are observing both and you can see the light from them. Which
light arrived first? Why? Obviously the light the came before is the Centaury
one because Centaury is more distance than the Sun, so the light takes more time
to come from there.

Homework 02. Theories about the Universe
Mark whether the following sentences are true or false.
1. In the heliocentric model the Earth does not move:
2. In the heliocentric model the sphere of stars is fixed:
3. In the heliocentric model the Sun is at the centre of the Universe, it does not move:
4. In the heliocentric model the Moon removes around the Sun:
5. In the geocentric model the Earth does not move:
6. In the geocentric model the sphere of the stars does not move:
7. In the geocentric model the Sun is at the centre of the Universe and does not move:
8. In the geocentric model the Moon revolves around the Sun:
9. The heliocentric model was the first scientific revolution in history:
10. The geocentric model was accepted for about fourteen centuries:
11. The geocentric model is the most complete and it explains the most phenomena:
12. The Church opposed the geocentric model strongly:
13. Galileo Galilei was one of the geocentric model main supporters:
14. The geocentric model was proposed by Ptolemy:
15. The heliocentric model was proposed by Copernicus:
16. The heliocentric model is the picture on the left:
17. The geocentric model is the picture on the left:

Homework 03. Solar System Quiz
Choose the right answer.
1. Astronomers currently believe there are …… planets in the Solar System.
6 8 11 13
2. All of the planets of the Solar System …… around the Sun.
Revolve Rotate Radius
3. The closest planet to the Sun is……
Mercury Venus Earth
4. Ice (frozen water) can be found on all of the planets.
True False
5. What are the two basic types of planets in the solar system?
Ice and Gas Terrestrial and Jovian Tomaso and Jerrian
6. The largest planet in the Solar System is ……
Saturn Jupiter Uranus
7. All of the planets have at least one moon.
True False
8. Several planets of the solar system have storms and weather.
True False
9. Which of these planets have rings?
Saturn Neptune Uranus All of above
10. Other stars in our galaxy have planets that orbit around them.
True False

Homework 04. Comets and Asteroids reading
Skim the text and underline the key words. Then read the text again and check
meaning. Finally answer the questions below.
Comets are described by astronomers as “dirty snowballs.” They have a nucleus of dust
and ice surrounded by a coma (thin atmosphere of evaporated ice). The nucleus is mainly
water.
(H2O), with some ammonia (NH), methane (CH), and carbon dioxide (CO). Comets have
two tails: the ion tail is gas and blue, and the dust tail is yellow.
Meteor showers, like the Perseid or Leonids, occur when the Earth travels through a
comet’s dust tail. Comets come from the Oort Cloud or the Kuiper Belt. The Oort Cloud
contains 1011 comets.
Asteroids, sometimes called minor planets or planetoids, are small Solar System bodies
in orbit around the Sun, especially in the inner Solar System. They are smaller than planets
but larger than meteoroids. You can tell the difference by looking at them: Comets have
a perceptible coma while asteroids do not.
The asteroid belt lies between the planets Mars and Jupiter. It contains lumps of rock
and metal much smaller than planets. These lumps are called asteroids or minor planets.
They are not visible from Earth to the naked eye, but many may be seen through
binoculars or small telescopes.
True or False? Why?
a. The ion tail of a comet is made up of solid materials.
False. This tales is made up of gaseous substances
b. The comets come from a place near the Earth.
False. They came from the outer solar system
c. The asteroid Ceres is in the outer Solar system.
False. This asteroid is in the inner Solar system
d. You can see asteroids on a clear night to the naked eye (no telescope or binoculars).
False. It’s very difficult this, you need an instrument to see asteroids.

Homework 05. The Moon and its phases
Complete the sentences below:
1) The changing appearance of the Moon is called its _________.
2) We cannot see the Moon when it is a _________ Moon.
3) A _________ Moon appears 14 days after a new Moon
4) The Moon has a much smaller _________ than the Earth.
5) You would weigh _________ times less on the Moon.
6) The smaller a planet is the __________ its gravitational force is.
Complete the boxes below:

Homework 06. Earth writing
Imagine that you are going on a trip to the centre of the Earth. Write about the
changes you find as you travel through the different layers from the surface to the
centre. Write your answer in 100 – 120 words using the specific vocabulary of the
topic.

Natural Science ǁ 1ST SE ǁ HOMEWORK WORKSHEET KEY: The Universe and the Solar System ǁ 1
THE UNIVERSE AND THE SOLAR SYSTEM – HOMEWORK WORKSHEET KEY
Homework 01. Astronomic distances from the Earth
Complete the following chart and answer the questions below.
“Astronomic distances from the Earth”
Object Distance
Space Station 300 km
Meteorological satellite 36,000 km
The Moon 384,000km
The Sun 150,000 km
Pluto 6,000,000,000 km
Centaury 4 light years
The Centre of the Galaxy 25,000 light years
The Galaxy Andromeda 2 million light years
The farthest galaxies 10,000 million light years
a) What is closest to Earth? The closest is the Space station.
b) What is farthest from Earth? The farthest are the galaxies at the end of the chart.
c) The light from the Sun and the star α Centauri both come to the Earth.
Imagine you are observing both and you can see the light from them. Which
light arrived first? Why? Obviously the light the came before is the Centaury
one because Centaury is more distance than the Sun, so the light takes more time
to come from there.

Homework 02. Theories about the Universe
Mark whether the following sentences are true or false.
1. In the heliocentric model the Earth does not move: False
2. In the heliocentric model the sphere of stars is fixed: True
3. In the heliocentric model the Sun is at the centre of the Universe, it does not move:
True
4. In the heliocentric model the Moon removes around the Sun: False
5. In the geocentric model the Earth does not move: True
6. In the geocentric model the sphere of the stars does not move: False
7. In the geocentric model the Sun is at the centre of the Universe and does not move:
False
8. In the geocentric model the Moon revolves around the Sun: False
9. The heliocentric model was the first scientific revolution in history: True
10. The geocentric model was accepted for about fourteen centuries: True
11. The geocentric model is the most complete and it explains the most phenomena: False
12. The Church opposed the geocentric model strongly: False
13. Galileo Galilei was one of the geocentric model main supporters: False
14. The geocentric model was proposed by Ptolemy: True
15. The heliocentric model was proposed by Copernicus: True
16. The heliocentric model is the picture on the left: False
17. The geocentric model is the picture on the left: True

Homework 03. Solar System Quiz
1. Astronomers currently believe there are …… planets in the Solar System.
6 8 11 13
2. All of the planets of the Solar System …… around the Sun.
Revolve Rotate Radius
3. The closest planet to the Sun is……
Mercury Venus Earth
4. Ice (frozen water) can be found on all of the planets.
True False
5. What are the two basic types of planets in the solar system?
Ice and Gas Terrestrial and Jovian Tomaso and Jerrian
6. The largest planet in the Solar System is ……
Saturn Jupiter Uranus
7. All of the planets have at least one moon.
True False
8. Several planets of the solar system have storms and weather.
True False
9. Which of these planets have rings?
Saturn Neptune Uranus All of above
10. Other stars in our galaxy have planets that orbit around them.
True False

Homework 04. Comets and Asteroids reading
Skim the text and underline the key words. Then read the text again and check
meaning. Finally answer the questions below.
Comets are described by astronomers as “dirty snowballs.” They have a nucleus of dust
and ice surrounded by a coma (thin atmosphere of evaporated ice). The nucleus is mainly
water.
(H2O), with some ammonia (NH), methane (CH), and carbon dioxide (CO). Comets have
two tails: the ion tail is gas and blue, and the dust tail is yellow.
Meteor showers, like the Perseid or Leonids, occur when the Earth travels through a
comet’s dust tail. Comets come from the Oort Cloud or the Kuiper Belt. The Oort Cloud
contains 1011 comets.
Asteroids, sometimes called minor planets or planetoids, are small Solar System bodies
in orbit around the Sun, especially in the inner Solar System. They are smaller than planets
but larger than meteoroids. You can tell the difference by looking at them: Comets have
a perceptible coma while asteroids do not.
The asteroid belt lies between the planets Mars and Jupiter. It contains lumps of rock
and metal much smaller than planets. These lumps are called asteroids or minor planets.
They are not visible from Earth to the naked eye, but many may be seen through
binoculars or small telescopes.
True or False? Why?
a. The ion tail of a comet is made up of solid materials.
False. This tales is made up of gaseous substances
b. The comets come from a place near the Earth.
False. They came from the outer solar system
c. The asteroid Ceres is in the outer Solar system.
False. This asteroid is in the inner Solar system
d. You can see asteroids on a clear night to the naked eye (no telescope or binoculars).
False. It’s very difficult this, you need an instrument to see asteroids.

Homework 05. The Moon and its phases
Complete the sentences below:
1) The changing appearance of the Moon is called its PHASES.
2) We cannot see the Moon when it is a NEW Moon.
3) A FULL Moon appears 14 days after a new Moon
4) The Moon has a much smaller MASS than the Earth.
5) You would weigh SIX times less on the Moon.
6) The smaller a planet is the SMALLER its gravitational force is.
Complete the boxes below:

Homework 06. Earth writing
Imagine that you are going on a trip to the centre of the Earth. Write about the
changes you find as you travel through the different layers from the surface to the
centre. Write your answer in 100 – 120 words using the specific vocabulary of the
topic.

Natural Science ǁ 1ST SE ǁ FINAL TASK: The Universe and the Solar System ǁ 1
FINAL TASK – QUIZ SHOW
This final task is about a game and… students are going to design the game!!!
We are going to play Jeopardy. This is a quiz where you are given the answer and you
have to ask the question to get points. Thanks to this activity, students are going to
revise the whole topic.
Preparing the cards for the quiz
1. The class will be divided into 4 groups, each one will write sixteen answer-
questions (answers and questions) related to one of the following categories:
 CATEGORY 1: Components and size of the Universe
 CATEGORY 2: The Solar System (inner and outer planets)
 CATEGORY 3: Small Solar System bodies. Movements of the Moon
 CATEGORY 4: The Earth and its movements
2. The answer-questions must have different levels of difficulty. The levels of
difficulty that we need are:
 4 answer-questions very easy score 2 points
 4 answer-questions easy score 4 points
 4 answer-questions difficult score 6 points
 4 answer-questions quite difficult score 8 points
3. Several resources can be used: textbook, Internet and so on.
4. Write your answer-questions cards in the chart that will be double-sided printed.
Quiz Development
1. There are 4 ROUNDS, one for each category.
2. Each ROUND involves 4 groups (the presenter is the teacher):
 1 REBOUND GROUP (the group who wrote the cards)
 3 CONTESTANT GROUPS
For instance: round 1 is about the category 1. The group that wrote the cards for this
category is the REBOUND GROUP while the rest are CONTESTANT GROUPS.
3. The quiz starts when one of the CONTESTANT GROUPS chooses one of the 16
cards for one category (remember! depending on the difficulty, they score
different).

Natural Science ǁ 1ST SE ǁ FINAL TASK: The Universe and the Solar System ǁ 2
The CONTESTANT GROUP have 20 seconds to ask the question.
 i) If the response is right (according to the one written on the card), the
CONTESTANT GROUP scores the total points for the card.
 ii) If the response is wrong, the REBOUND GROUP has a chance to give
a response:
(1) If the response is right, the REBOUND GROUP scores half
of the points.
(2) If the response is wrong, the points are subtracted from the
REBOUND GROUP score (because they should know the
response)
4. The next CONTESTANT GROUP chooses another card and the process
continues, until all the cards about this category have been used.
5. A new round starts again with a new category and a new REBOUND GROUP.
6. The winners will be the group with the best score.
7. If there is a tie, a tiebreak round will be played with cards written by the teacher.
For instance:
CATEGORY 1: Components and size of the Universe
 Alpha Centaury is at 4.22 light years from the Sun
 How long is Alpha Centaury from the Sun?
CATEGORY 2: The Solar System (inner and outer planets)
 It is Mercury
 What is the closest planet to the Sun?
CATEGORY 3: Small Solar System bodies. Movements of the Moon
 Because the Earth’s shadow is bigger than the Lunar Shadow
 Why can a lunar eclipse be observed in a larger area of land than the solar
eclipse?
CATEGORY 4: The Earth and its movements
 It is caused by the Earth’s rotation
 What causes the alternation day-night?

Answers/CATEGORY
VERYEASY/2POINTSEASY/4POINTSDIFFICULT/6POINTSQUITEDIFFICULT/8POINTS
2P4P6P8P
2P4P6P8P
2P4P6P8P
2P4P6P8P

Questions/CATEGORY
VERYEASY/2POINTSEASY/4POINTSDIFFICULT/6POINTSQUITEDIFFICULT/8POINTS
2P4P6P8P
2P4P6P8P
2P4P6P8P
2P4P6P8P

Natural Science ǁ 1ST SE ǁ LANGUAGE FOCUS - WORKSHEET ǁ 1
LANGUAGE FOCUS – WORKSHEET
Activity 11. General Astronomy Quiz
1. Earth has one Moon
True False
2. Mars is the ________ planet from the Sun
Second Third Fourth Sixth Eighth
3. Your weight is the same on the Earth and the Moon.
True False
4. Jupiter is the largest planet orbiting the Sun
True False
5. Astronomers currently believe there are ______ planets in the Solar System.
6 8 11 13
6. All of the planets have at least one moon
True False
7. The hotter an object is, the darker it is
True False
8. The Earth is the only planet with water (either liquid or solid)
True False
9. The Earth orbits the Sun every...
One month One year 365 years
10. The Earth rotates around its axis every...
12 hours 24 hours one week one month
11. The Earth has a magnetic field caused by...
Gravity of the planet / Spinning of the Earth / Liquid iron in the Core / None of the above

12. The Earth's magnetic field never changes
True False
13. The Moon has always been orbiting the Earth at its current distance.
True False
14. The Moon's gravity affects the oceans of the Earth as seen in...
Currents Waves Tides
15. Seasons of the Earth are caused by...
Axial tilt Temperature Atmospheric changes None of the above
Activity 12. Crosswords
Across
2. Ways in which we see the Moon during a month.
4. The Earth takes 365 ¼ days to complete it.
5. The Moon takes 27.3 days to move around it.
6. It occurs when either the Moon or the Sun are in the shade.
7. Earth’s natural satellite.
Down
1. They occur because of the Earth’s rotation axis inclination.
3. The moon takes 29.5 days to move around it.
4. When the Earth moves around its axis.

Activity 13. Puzzle

Activity 14. Earth’s Spheres Quiz
1. The Ocean is part of the...
BIOSPHERE ATMOSPHERE HYDROSPHERE GEOSPHERE
2. The Ozone Layer is found within the...
3. Molten Metals can be found in the...
CRUST MANTLE CORE BIOSPHERE
4. This sphere extends far out into space.
5. We are part of the...
6. We are standing on the...
CRUST MANTLE CORE HYDROSPHERE
7. How many 'spheres' does Planet Earth have?
1 2 3 4 5 6
8. The Crust is _______ the Mantle
ABOVE BELOW INSIDE PART OF
9. This sphere relies on all other spheres to survive
10. As you get closer to the center of the Earth, the TEMPERATURE and PRESSURE
INCREASE DICREASE DOES NOT CHANGE FLUCTUATE
11. The Geosphere has _______ main Layers.
1 2 3 4 5 6
12. Fish are part of the...

Natural Science ǁ 1ST SE ǁ LANGUAGE FOCUS - KEY ǁ 1
LANGUAGE FOCUS – WORKSHEET - KEY
Activity 11. General Astronomy Quiz
1. Earth has one Moon
True False
2. Mars is the ________ planet from the Sun
Second Third Fourth Sixth Eighth
3. Your weight is the same on the Earth and the Moon.
True False
4. Jupiter is the largest planet orbiting the Sun
True False
5. Astronomers currently believe there are ______ planets in the Solar System.
6 8 11 13
6. All of the planets have at least one moon
True False
7. The hotter an object is, the darker it is
True False
8. The Earth is the only planet with water (either liquid or solid)
True False
9. The Earth orbits the Sun every...
One month One year 365 years
10. The Earth rotates around its axis every...
12 hours 24 hours one week one month
11. The Earth has a magnetic field caused by...
Gravity of the planet / Spinning of the Earth / Liquid iron in the Core / None of the above

12. The Earth's magnetic field never changes
True False
13. The Moon has always been orbiting the Earth at its current distance.
True False
14. The Moon's gravity affects the oceans of the Earth as seen in...
Currents Waves Tides
15. Seasons of the Earth are caused by...
Axial tilt Temperature Atmospheric changes None of the above
Activity 12. Crosswords
Across
2. Ways in which we see the Moon during a month. PHASES
4. The Earth takes 365 ¼ days to complete it. REVOLUTION
5. The Moon takes 27.3 days to move around it. EARTH
6. It occurs when either the Moon or the Sun are in the shade. ECLIPSE
7. Earth’s natural satellite. MOON
Down
1. They occur because of the Earth’s rotation axis inclination. SEASONS
3. The moon takes 29.5 days to move around it. AXIS
4. When the Earth moves around its axis. ROTATION

Activity 13. Puzzle
1: COMETS 8: ORBIT 15: ASTRONOMY
2: AXIS 9: EARTH 16: ASTEROIDS
3: PLANETS 10: CONSTELLATION 17: GRAVITY
4: SATELLITES 11: ASTRONAUT 18: SOLAR
5: MOON 12: REVOLUTION 19: SATURN
6: METEORITE 13: GALAXY 20: MERCURY
7: TELESCOPE 14: ROTATE 21: ATMOSPHERE

Activity 14. Earth’s Spheres Quiz
1. The Ocean is part of the...
2. The Ozone Layer is found within the...
3. Molten Metals can be found in the...
CRUST MANTLE CORE BIOSPHERE
4. This sphere extends far out into space.
5. We are part of the...
6. We are standing on the...
CRUST MANTLE CORE HYDROSPHERE
7. How many 'spheres' does Planet Earth have?
1 2 3 4 5 6
8. The Crust is _______ the Mantle
ABOVE BELOW INSIDE PART OF
9. This sphere relies on all other spheres to survive
10. As you get closer to the center of the Earth, the TEMPERATURE and PRESSURE
INCREASE DICREASE DOES NOT CHANGE FLUCTUATE
11. The Geosphere has _______ main Layers.
1 2 3 4 5 6
12. Fish are part of the...

THE UNIVERSE AND
THE SOLAR SYSTEM
{Annexe II: Final Exam}

THE UNIVERSE AND THE SOLAR SYSTEM – FINAL EXAM
NAME: ROCIOROCIO SURNAME(S): YUSTE MIERES
YEAR: FIRST YEAR DATE: ELQUE SEAAAAAAAA MARK:
1. (0.8) Match the words and the explanations. Write your answers in the table below
1 PLANET a
Rocky bodies which are smaller than planets, irregular shape,
which orbit around the sun
2 COMET b A celestial body orbiting the Sun on a very long trajectory
3 ASTEROIDS c A group of stars (tens or hundreds or thousands)
4 STAR d Approximately the mean distance between the Earth and the Sun
5 GALAXY e The distance covered by light in a year
6 SATELLITE f
Celestial body which continuously radiates energy into the space
around it
7 AU g A celestial body orbiting a star
8 LIGHT-YEAR h A natural body that revolves around a planet
1 2 3 4 5 6 7 8
g b a f c h d e
2. (0.2) Write an example of each one:
PLANET the Earth GALAXY the Milky Way
STAR the Sun SATELLITE the Moon

NAME AND SURNAME (S):
Natural Science ǁ 1ST SE ǁ FINAL EXAM: The Universe and the Solar System ǁ 2
3. (1) Fill in the gaps
GEOCENTRIC THEORY. 2nd century BC. Ptolemy proposed that the EARTH was the
centre of the UNIVERSE. That is, the SUN, Moon and planets orbited the EARTH.
HELIOCENTRIC THEORY. In 1542, Nicolas Copernicus proposed that the SUN was at
the centre of the UNIVERSE. The EARTH, planets and stars revolve around the SUN.
In 1610, Galileo Galilei invented the TELESCOPE, and proved the HELIOCENTRIC
THEORY: the planets and stars revolve around the SUN.
4. (1) Which are the inner planets and the outer planets?
The inner planets are the four planets closest to the Sun: Mercury, Venus, the Earth and
Mars.
Jupiter, Saturn, Uranus and Neptune are the four outer planets. They are called gas giants
because they consist mainly of gases.
5. (0.4) Match each of the following positions of the Earth with the correct date and
description from the boxes.
a) SPRING EQUINOX c) AUTUMN EQUINOX
b) SUMMER SOLSTICE d) WINTER SOLSTICE
? DATE ? DESCRIPTION
b Around 21 June c Dark at the North Pole and light at the South Pole
d Around 21 December a Light at the North Pole and dark at the South Pole
a Around 21 March d Summer begins in the Southern Hemisphere
c Around 22 September b Winter begins in the Southern Hemisphere

6. (1) Fill in the gaps in the following text about THE SEASONS.
Two factors combine to cause the seasons:
 The REVOLUTION of the Earth around the Sun
 The Earth’s axis is TILTED at an angle of about 23.5º
The TILT of the axis causes differences in TEMPERATURE and in the duration of day and
NIGHT.
The Sun’s rays strike the Earth in different ways depending on the SEASONS.
The TILT of the axis makes the seasons occur at different times of the YEAR in the Northern
and Southern HEMISPHERES.
7. (1) Describe what a solar eclipse is and what happens. Draw a diagram about it.
If the Moon passes between the Sun and the Earth, and blocks off the sunlight, a solar eclipse
oc
curs.
8.
A) (1) Why is the Earth so special? Write at least four main reasons.
The Earth is special for many reasons. The Earth is the only planet with:
1. An atmosphere containing oxygen.
2. An average temperature of 15ºC.
3. A water cycle.
4. Life as we know it.
All these characteristics make the Earth a unique planet in the Solar System.

B) (0.6) Which Earth’s sphere corresponds to each of the following sentences?
 Water in a river: HYDROSPHERE
 Waves in the sea: HYDROSPHERE
 Sand on a beach: GEOSPHERE
 Fish, birds, plants or other living things: BIOSPHERE
 The air you breathe: ATMOSPHERE
 Clouds: ATMOSPHERE
C) (0.75) Two friends are collecting rocks. Who is right? Why?
 Girl: These rocks belong to the geosphere.
 Boy: No, they belong to the lithosphere.
Both are right. Because the geosphere is the solid part of the Earth which includes the crust,
mantle and core. The upper 100 km of the geosphere is called the lithosphere and it is the
most rigid part.
9. (0.75) Which are the phases of the Moon. Write their names in relation to their
descriptions.
PHASE DESCRIPTION
LAST QUARTER Half the side is lit by the Sun. The illuminated part slowly shrinks. It
rises at midnight and sets at noon.
FULL MOON When the Earth is between the Moon and the Sun, the entire Moon is
visible. The illuminated side faces the Earth. It rises and sets with the
Sun.
NEW MOON The Moon is between the Sun and the Earth, so the Moon is not visible.
The dark side (not illuminated) faces the Earth. The Moon rises and
sets with the Sun, but you cannot see it from Earth.
FIRS QUARTER Half the side is lit by the Sun. The illuminated part slowly increases. It
rises at noon and sets at midnight.

Learning Unit. The Universe and the Solar System. First Year

Learning Unit. The Universe and the Solar System. First Year

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