knowing our solar system

Teacher’s Guide in Modular workbook for Elementary Education researched, created and compiled by BEED Students as Requirement in Educational Technology 2

Teacher’s Guide in Modular workbook for Elementary Education researched, created and compiled by BEED Students as Requirement in Educational Technology 2

AUTHORS:

HENSCHEL P. ESPARAGUERAJENNYLENE T. DE LUNA

MODULE CONSULTANT

SANDRA MESINA

MODULE ADVISER

FOR-IAN V. SANDOVAL CONTENTCONTENT

TABLE OF CONTENTSTABLE OF CONTENTS

VMGOs VMGOs

FOREWORD FOREWORD

PREFACE PREFACE

ACKNOWLEDGEMENT ACKNOWLEDGEMENT

TABLE OF CONTENTS TABLE OF CONTENTS

INTRODUCTION INTRODUCTION

NEXTNEXTHOMEHOME

LESSON 1: Big Bang Theory

LESSON 1: Big Bang Theory

MODULE 1: ORIGIN OF THE SOLAR SYSTEM MODULE 1: ORIGIN OF THE SOLAR SYSTEM

LESSON 2: Planetisimal Theory

LESSON 2: Planetisimal Theory

LESSON 3: Nebular Theory LESSON 3: Nebular Theory

MODULE 2: THE SUN MODULE 2: THE SUN

LESSON 1: Photosphere

LESSON 1: Photosphere

LESSON 2:Chromosphere LESSON 2:Chromosphere

LESSON 3: Corona LESSON 3: Corona

LESSON 4: Core LESSON 4: Core

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MODULE 3: THE EIGHT PLANETS MODULE 3: THE EIGHT PLANETS

LESSON 1: Mercury LESSON 1: Mercury

LESSON 2: Venus LESSON 2: Venus

LESSON 3: Earth LESSON 3: Earth

LESSON 4: Mars LESSON 4: Mars

LESSON 5: Jupiter LESSON 5: Jupiter

LESSON 6: Saturn LESSON 6: Saturn

LESSON 7: Uranus LESSON 7: Uranus

LESSON 8: Neptune

LESSON 8: Neptune

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MODULE 4: OTHER CELESTIAL BODIES MODULE 4: OTHER CELESTIAL BODIES

LESSON 1:Planetoids/Asteroids

LESSON 1:Planetoids/Asteroids

LESSON 2: Comets

LESSON 2: Comets

LESSON 3: Meteors/Meteorites

LESSON 3: Meteors/Meteorites

MODULE 5: BEYOND THE SOLAR SYSTEM MODULE 5: BEYOND THE SOLAR SYSTEM

LESSON 1: Stars LESSON 1: Stars

LESSON 2: Constellations

LESSON 2: Constellations

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CURRICULUM VITAE CURRICULUM VITAE

BIBLIOGRAPHY BIBLIOGRAPHY

PHOTO CREDITS PHOTO CREDITS

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CONTENTCONTENT NEXTNEXT

A premier university in CALABARZON, offering academic programs and related services designed to respond to the requirements of the Philippines and the global economy, particularly, Asian countries.

A premier university in CALABARZON, offering academic programs and related services designed to respond to the requirements of the Philippines and the global economy, particularly, Asian countries.

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The University shall primarily provide advanced education, professional, technological and vocational instruction in agriculture, fisheries, forestry, science, engineering, industrial technologies, teacher education, medicine, law, arts and sciences, information technology and other related fields. It shall also undertake research and extension services, and provide a progressive leadership in its areas of specialization.

The University shall primarily provide advanced education, professional, technological and vocational instruction in agriculture, fisheries, forestry, science, engineering, industrial technologies, teacher education, medicine, law, arts and sciences, information technology and other related fields. It shall also undertake research and extension services, and provide a progressive leadership in its areas of specialization.

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In pursuit of college mission/vision the college of education is committed to develop the full potential of the individuals and equip them with knowledge, skills and attitudes in teacher education allied fields effectively responds to the increasing demands, challenge and opportunities of changing time for global competitiveness.

In pursuit of college mission/vision the college of education is committed to develop the full potential of the individuals and equip them with knowledge, skills and attitudes in teacher education allied fields effectively responds to the increasing demands, challenge and opportunities of changing time for global competitiveness.

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Produce graduates who can demonstrate and practice the professional and ethical requirements for the Bachelor of Elementary Education such as:

Produce graduates who can demonstrate and practice the professional and ethical requirements for the Bachelor of Elementary Education such as:

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3. Conduct research and development in teacher education and other related fields.

3. Conduct research and development in teacher education and other related fields.

4. Extend services and other related activities for the advancement of community life.

4. Extend services and other related activities for the advancement of community life.

2. Produce mentors who are knowledgeable and skilled in teaching pre - school learners and elementary grades and with desirable values and attitudes or efficiency and effectiveness.

2. Produce mentors who are knowledgeable and skilled in teaching pre - school learners and elementary grades and with desirable values and attitudes or efficiency and effectiveness.

1. Acquire basic and major trainings in Bachelor of Elementary Education focusing on General Education

and Pre - School Education.

1. Acquire basic and major trainings in Bachelor of Elementary Education focusing on General Education

and Pre - School Education.

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This Teacher’s Guide Module entitled “Knowing Our Solar System” is part of the requirements in Educational Technology 2 under the revised curriculum for Bachelor in Elementary Education based on CHED Memorandum Order (CMO)-30, Series of 2004. Educational Technology 2 is a three (3)-unit course designed to introduce both traditional and innovative technologies to facilitate and foster meaningful and effective learning where students are expected to demonstrate a sound understanding of the nature, application and production of the various types of educational technologies.

This Teacher’s Guide Module entitled “Knowing Our Solar System” is part of the requirements in Educational Technology 2 under the revised curriculum for Bachelor in Elementary Education based on CHED Memorandum Order (CMO)-30, Series of 2004. Educational Technology 2 is a three (3)-unit course designed to introduce both traditional and innovative technologies to facilitate and foster meaningful and effective learning where students are expected to demonstrate a sound understanding of the nature, application and production of the various types of educational technologies.

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The students are provided with guidance and assistance of selected faculty members of the College through the selection, production and utilization of appropriate technology tools in developing technology-based teacher support materials. Through the role and functions of computers especially the Internet, the student researchers and the advisers are able to design and develop various types of alternative delivery systems. These kinds of activities offer a remarkable learning experience for the education students as future mentors especially in the preparation of instructional materials.

The students are provided with guidance and assistance of selected faculty members of the College through the selection, production and utilization of appropriate technology tools in developing technology-based teacher support materials. Through the role and functions of computers especially the Internet, the student researchers and the advisers are able to design and develop various types of alternative delivery systems. These kinds of activities offer a remarkable learning experience for the education students as future mentors especially in the preparation of instructional materials.

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The output of the group’s effort may serve as an educational research of the institution in providing effective and quality education. The lessons and evaluations presented in this module may also function as a supplementary reference for elementary teachers and students.

The output of the group’s effort may serve as an educational research of the institution in providing effective and quality education. The lessons and evaluations presented in this module may also function as a supplementary reference for elementary teachers and students. FOR-IAN V.

SANDOVALComputer Instructor /

AdviserEducational Technology 2

FOR-IAN V. SANDOVAL

Computer Instructor / Adviser

Educational Technology 2

LYDIA R. CHAVEZDean College of

Education

LYDIA R. CHAVEZDean College of

Education

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“Something deeply hidden behind all things”, that was according to Albert Einstein. That’s why this modular workbook entitled “Knowing our Solar System” is designed. Its main objective is to guide you in discovering new things about our Solar System. It will investigate the mysteries in our Solar System. It will also assists you in finding answers and explanations to the why’s and how’s of everyday questions.

“Something deeply hidden behind all things”, that was according to Albert Einstein. That’s why this modular workbook entitled “Knowing our Solar System” is designed. Its main objective is to guide you in discovering new things about our Solar System. It will investigate the mysteries in our Solar System. It will also assists you in finding answers and explanations to the why’s and how’s of everyday questions.

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In order to make science concepts interesting and easy to understand, different learning activities were included. Illustrations in the form of photographs are provided to introduce objects. In this manner, topics that are unfamiliar and difficult to understand are made clearer and easier to visualize.

In order to make science concepts interesting and easy to understand, different learning activities were included. Illustrations in the form of photographs are provided to introduce objects. In this manner, topics that are unfamiliar and difficult to understand are made clearer and easier to visualize.

It consists of five modules designed to cater the needs of every students to unfold the mysteries behind the Solar System. This Modular Workbook discussed the different theories on the origins of the solar system, the sun and its layers, the eight planets, other celestial bodies and the stars and it’s special kinds.

It consists of five modules designed to cater the needs of every students to unfold the mysteries behind the Solar System. This Modular Workbook discussed the different theories on the origins of the solar system, the sun and its layers, the eight planets, other celestial bodies and the stars and it’s special kinds.

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We believe that this modular workbook will help the student to have a better understanding about our Solar System, to clear their ideas in mind and look forward to achieve knowledge.

We believe that this modular workbook will help the student to have a better understanding about our Solar System, to clear their ideas in mind and look forward to achieve knowledge.

So hold your breath now and enjoy your journey to the world of Science.

So hold your breath now and enjoy your journey to the world of Science.

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We would like to owe a large debt to all of those who gave us the motivation, courage and strength to do this modular workbook.

We would like to owe a large debt to all of those who gave us the motivation, courage and strength to do this modular workbook.

We hereby acknowledge and thank all the authors of the reference book and other reading materials used in this modular workbook. Without them, this workbook would not be possible.

We hereby acknowledge and thank all the authors of the reference book and other reading materials used in this modular workbook. Without them, this workbook would not be possible.

Special thank to the Dean of Education, Prof. Lydia Chavez, for her understanding and letting us to work inside Computer Laboratory.

Special thank to the Dean of Education, Prof. Lydia Chavez, for her understanding and letting us to work inside Computer Laboratory.

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Our appreciation is also extended to our Modular Consultant, Mrs. Sandra Mesina, for giving her time in editing our Modular Workbook and for providing us her valuable input and suggestions.

Our appreciation is also extended to our Modular Consultant, Mrs. Sandra Mesina, for giving her time in editing our Modular Workbook and for providing us her valuable input and suggestions.

We are grateful to our Modular Adviser, Mr. For-Ian Sandoval, for contributing his time, responses and comments to us.

We are grateful to our Modular Adviser, Mr. For-Ian Sandoval, for contributing his time, responses and comments to us.

We would also like to thank our colleagues (BEED 2nd year), peers and family for the consideration and patience they shared to us.

We would also like to thank our colleagues (BEED 2nd year), peers and family for the consideration and patience they shared to us.

And above all, our Almighty God, for the life, strength and knowledge that He gave us.

And above all, our Almighty God, for the life, strength and knowledge that He gave us.

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Imagine yourself in a spaceship floating in space. As you look out of the window, you see nothing but a vast empty space. What do you think lies beyond this vast emptiness? Are there other heavenly bodies that exist beyond this empty void?

Imagine yourself in a spaceship floating in space. As you look out of the window, you see nothing but a vast empty space. What do you think lies beyond this vast emptiness? Are there other heavenly bodies that exist beyond this empty void?

If you look into the sky from the earth on a clear night, you may see many bright dots. Some are brighter than the others. Some are big, others are small, sometimes we asked ourselves where these things came from are? What will happen if they do not exist?

If you look into the sky from the earth on a clear night, you may see many bright dots. Some are brighter than the others. Some are big, others are small, sometimes we asked ourselves where these things came from are? What will happen if they do not exist?

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People tried to study these heavenly bodies, which became vital to man. With the knowledge given by the modern ways of discovering new things, mans have fewer fears about all things surrounding them. He began to understand that even the outer space is part of his environment, just mountains and oceans are.

People tried to study these heavenly bodies, which became vital to man. With the knowledge given by the modern ways of discovering new things, mans have fewer fears about all things surrounding them. He began to understand that even the outer space is part of his environment, just mountains and oceans are.

This Workbook is designed to give and reveal to you the magic and amazing secrets of our Solar System.

This Workbook is designed to give and reveal to you the magic and amazing secrets of our Solar System.

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FOR-IAN V. SANDOVALFOR-IAN V. SANDOVAL

Siniloan, LagunaContact Number: 09162217711

Email-add: [email protected]: April 5, 1979

Siniloan, LagunaContact Number: 09162217711

Email-add: [email protected]: April 5, 1979

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mailto:[email protected]


EDUCATIONAL BACKGROUNDEDUCATIONAL BACKGROUND

Elementary:Palasan Elementary School

Elementary:Palasan Elementary School

Secondary:Union College of Laguna

Secondary:Union College of Laguna

Tertiary:Far Eastern University

Tertiary:Far Eastern University

Course:Bachelor of Science in Mathematics

Major in Computer Science

Course:Bachelor of Science in Mathematics

Major in Computer Science

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SANDRA P. MESINASANDRA P. MESINA

# 69 Gen. Cailles StreetCavinti, Laguna

Contact No: 09183134589E-mail Add: [email protected]

Birthday: September 9, 1977

# 69 Gen. Cailles StreetCavinti, Laguna


Birthday: September 9, 1977

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EDUCATIONAL BACKGROUND:EDUCATIONAL BACKGROUND:

Elementary: Siniloan Elementary School

Siniloan, Laguna

Elementary: Siniloan Elementary School

Siniloan, Laguna

Secondary: Laguna State Polytechnic College

Siniloan, Laguna

Secondary: Laguna State Polytechnic College

Siniloan, Laguna

Tertiary: Pamantasan ng Lungsod ng Maynila

Intramuros, Manila

Tertiary: Pamantasan ng Lungsod ng Maynila

Intramuros, Manila

Course: Bachelor of Science in Biology

Major in

Course: Bachelor of Science in Biology

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HENSCHEL P. ESPARAGUERAHENSCHEL P. ESPARAGUERA

#142 (Inner Road) P. Burgos StreetSiniloan, Laguna


Birthday: January 27, 1991

#142 (Inner Road) P. Burgos StreetSiniloan, Laguna


Birthday: January 27, 1991

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Elementary: Angela Ong Javier Elementary School

Siniloan, Laguna

Elementary: Angela Ong Javier Elementary School

Siniloan, LagunaSecondary:

Famy National high SchoolFamy, Laguna

Secondary:Famy National high School

Famy, Laguna

Tertiary: Laguna State Polytechnic University

Siniloan, Laguna


Siniloan, LagunaCourse:

Bachelor of Elementary Education Major in General Education

Course: Bachelor of Elementary Education

Major in General Education

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JENNYLENE T. DE LUNAJENNYLENE T. DE LUNA

#112 Brgy. Pag-asaMabitac, Laguna


Birthday: December 6,1987

#112 Brgy. Pag-asaMabitac, Laguna


Birthday: December 6,1987

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Elementary: Mabitac Elementary School

Mabitac, Laguna

Elementary: Mabitac Elementary School

Mabitac, Laguna

Secondary: Mabitac National High School

Mabitac, Laguna

Secondary: Mabitac National High School

Mabitac, Laguna


Siniloan, Laguna


Siniloan, LagunaCourse:

Bachelor of Elementary Education Major in General Education

Course: Bachelor of Elementary Education

Major in General Education

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Coronel, Carmelita C., Science and Health Textbook for Grade Six, SD Publications, Inc., Metro Manila. Cebu, 1999.

Coronel, Carmelita C., Science and Health Textbook for Grade Six, SD Publications, Inc., Metro Manila. Cebu, 1999.

Cruz, Juanit M., Into the Future: Science and Health Textbook for Science and Health for Grade Six.

Cruz, Juanit M., Into the Future: Science and Health Textbook for Science and Health for Grade Six.

Kerrod, Robbin, New Science Library, J.G. Ferguson Publishing Company, Chicago, Illinois, 1996

Kerrod, Robbin, New Science Library, J.G. Ferguson Publishing Company, Chicago, Illinois, 1996

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Villamil, Aurora M., et al., Science and Technology Integrated Science Updated Edition, Abiva Publishing House, Inc., Araneta, Quezon City, 1995.

Villamil, Aurora M., et al., Science and Technology Integrated Science Updated Edition, Abiva Publishing House, Inc., Araneta, Quezon City, 1995.

Villamil, Aurora M., Science and technology I Integrated Science, Abiva Publishing House, Inc., Araneta Avenue, Quezon City, 1998.

Villamil, Aurora M., Science and technology I Integrated Science, Abiva Publishing House, Inc., Araneta Avenue, Quezon City, 1998.

Rabago, Lilia M., et al., Science and Technology General Science, SD Publications, Inc., Metro Manila. Cebu, 1997.

Rabago, Lilia M., et al., Science and Technology General Science, SD Publications, Inc., Metro Manila. Cebu, 1997.

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http://www.answer.com/http://www.answer.com/

http://www.solarviews.com/http://www.solarviews.com/

http://www.allaboutscience.orghttp://www.allaboutscience.org

http://encyclopedia.jrank.orghttp://encyclopedia.jrank.org

http://www.astro.wise.edu/http://www.astro.wise.edu/

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http://www.answer.com/






http://www.solarviews.com/






http://www.allaboutscience.org/

http://www.allaboutscience.org/

http://encyclopedia.jrank.org/

http://encyclopedia.jrank.org/

http://www.astro.wise.edu/






http://www.meta-evolutions.de/images/ssdc/ssdc-planet-jupiter-voyager-2.jpeg

http://www.thuerstein.de/saturn01.jpg

http://dsc.discovery.com/news/briefs/20041108/gallery/uranus_goto.jpg

http://www.myastrologybook.com/[email protected]

http://www.apsylus.com/vallis-alpes/images/mars.jpg






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http://www.flickr.com/photos/55714304@N00/60504059/

http://www.solarviews.com/raw/earth/nearth.jpg

http://www.hotliquidmagma.com/space/pics/mercury_large.jpg

http://www.spaceandmotion.com/Images/cosmology/big-bang-theory.jpg

http://physics.uoregon.edu/~jimbrau/BrauImNew/Chap15/FG15_07.jpg





http://physics.uoregon.edu/~jimbrau/BrauImNew/Chap15/FG15_07.jpg

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http://www.windows.ucar.edu/comets/images/Hale-Bopp_archive.jpg

http://www.tqnyc.org/NYC063122/meteors_ames_big.jpg

http://www.encyclopedieenligne.com/Images/3/320px-orion_constellation_map.png

http://www.mrdowling.com/images/601stars.jpg

http://www.flickr.com/photos/toptechwriter/462794863/



http://www.encyclopedieenligne.com/Images/3/320px-orion_constellation_map.png

http://www.mrdowling.com/images/601stars.jpg

http://www.flickr.com/photos/toptechwriter/462794863/

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http://www.windows.ucar.edu/spaceweather/images/hromosphere2.gif

http://www.qrg.northwestern.edu/projects/vss/docs/media/space-environment/corona.gif

http://ircamera.as.arizona.edu/NatSci102/movies/sun-core.gif

http://clipart.com




http://clipart.com

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http://clipart.com/

So we observed a clear night sky, thousands of stars and few hazy patches of light can be seen. We then realize the vastness of the outer space and wonder how the Solar System came into being.

In this Chapter, we will find out the different origins of the Solar System.

So we observed a clear night sky, thousands of stars and few hazy patches of light can be seen. We then realize the vastness of the outer space and wonder how the Solar System came into being.

In this Chapter, we will find out the different origins of the Solar System.

OBJECTIVES: OBJECTIVES:

To be able to know the different origins of the Solar System

To differentiate each origins To observe and describe the different theories of the

Solar System

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OBJECTIVES: OBJECTIVES:

To state the Big Bang TheoryTo infer what really this theory all aboutTo illustrate the Big Bang Theory

LET’S KNOW THISLET’S KNOW THIS

Big Bang Theory is like a fireball and exploded and threw out particles of matter in all directions. It asserts that as a star approached the sun, a cosmic accident took place.

Big Bang Theory is like a fireball and exploded and threw out particles of matter in all directions. It asserts that as a star approached the sun, a cosmic accident took place.

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According to the standary theory, our universe sprang into existence s singularity around 13.7 billion years ago where singularities are zones which defy our current understanding of physics. They are thought to exist at the core of black holes. Black holes are areas of intense gravitational pressure. The pressure is thought to be intense that finite matter is actually squished into infinite density.

According to the standary theory, our universe sprang into existence s singularity around 13.7 billion years ago where singularities are zones which defy our current understanding of physics. They are thought to exist at the core of black holes. Black holes are areas of intense gravitational pressure. The pressure is thought to be intense that finite matter is actually squished into infinite density.

Tidal bulges formed on the surface of the sun, condensed and where ejected into space. The ejected materials became the planets and planetoids that revolved around the sun.

Tidal bulges formed on the surface of the sun, condensed and where ejected into space. The ejected materials became the planets and planetoids that revolved around the sun.

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These zones of infinite density are called singularities. After its initial appearance, it apparently inflated, expanded and cooled, going from very, very small and very, very hot, to the size and temperature of our current universe.

It continues to expand and cool until the solar system is being a part of it and we are inside of it, an incredible creatures living on a unique planet, circling a beautiful star clustered together with several hundred billion of other stars.

These zones of infinite density are called singularities. After its initial appearance, it apparently inflated, expanded and cooled, going from very, very small and very, very hot, to the size and temperature of our current universe.

It continues to expand and cool until the solar system is being a part of it and we are inside of it, an incredible creatures living on a unique planet, circling a beautiful star clustered together with several hundred billion of other stars.

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TRY TO STUDY THISTRY TO STUDY THIS

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Big Bang Theory is like a fireball exploded and threw out particles of matter in all directions. The ejected materials on the fireball became the planets and planetoids that revolved around the sun.

LET’S REMEMBER THISLET’S REMEMBER THIS

How much have you learned?Do you really understand the lesson?

Then, check your comprehension.Do the following activities.

How much have you learned?Do you really understand the lesson?

Then, check your comprehension.Do the following activities.

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LET’S DO THISLET’S DO THIS

ACTIVITY 1ACTIVITY 1

Name: ___________________ Name: ___________________ Score: _________________ Score: _________________

Grade/Section: ____________Grade/Section: ____________ Date: __________________Date: __________________

DIRECTION: Encircle the letter of the correct answer.


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1. It states that like a fireball that exploded, this Solar System came from. What theory is this?

1. It states that like a fireball that exploded, this Solar System came from. What theory is this?

a. Pulsating Theory

a. Pulsating Theory b. Big Bang Theory

b. Big Bang Theory

c. Steady State Theory c. Steady State Theory d. None of the above d. None of the above

2. The exploded fireball in the Big Bang Theory resulted of what particles?

2. The exploded fireball in the Big Bang Theory resulted of what particles?

a. Planets and Planetoids

a. Planets and Planetoids b. Grass and Plants

b. Grass and Plants

c. Man c. Man d. Rocks d. Rocks

3. The ejected materials that became planets and planetoids revolved around what?

3. The ejected materials that became planets and planetoids revolved around what?

a. Moon a. Moon b. Other Planets

b. Other Planets

c. Sun c. Sun

d. Earth d. Earth

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4. Where did these fireballs that exploded threw out?4. Where did these fireballs that exploded threw out?

a. In one direction only a. In one direction only

b. In north and south directions b. In north and south directions c. In all directions c. In all directions d. In east and west d. In east and west

5. What do you call to the zones of infinite density?5. What do you call to the zones of infinite density? a. Singularities

a. Singularities b. doubled

b. doubled

c. holes c. holes d. black holes d. black holes

6. It is the areas of intense gravitational pressure.6. It is the areas of intense gravitational pressure. a. Star

a. Star b. Cosmos

b. Cosmos

c. black holes c. black holes d. boggles d. boggles

7. Where does the black holes are thought to exist?7. Where does the black holes are thought to exist? a. Corona

a. Corona b. Core

b. Core

c. photosphere c. photosphere d. chromospheres d. chromospheres

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c. 11 billion years ago c. 11 billion years ago

8. How many years ago does the universe sprang into existence?

8. How many years ago does the universe sprang into existence?

a. 13 billion years ago

a. 13 billion years ago b. 10 billion years ago

b. 10 billion years ago d. 12 billion years ago d. 12 billion years ago

9. It is thought to be intense that finite matter is actually squished into infinite density.

9. It is thought to be intense that finite matter is actually squished into infinite density.

a. Diameter

a. Diameter b. sunlight

b. sunlight

c. planet c. planet d. temperature d. temperature

c. planets c. planets 10. It is a part of the Universe.10. It is a part of the Universe.

a. solar system

a. solar system b. stars

b. stars d. all of the above d. all of the above

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LET’S TRY THISLET’S TRY THIS


DIRECTION: Explain the Big Bang Theory based

on your own understanding. Write your answers on the space

provided.

DIRECTION: Explain the Big Bang Theory based

on your own understanding. Write your answers on the space

provided.

___________________________________________________________________________________________________.

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Did you explain the Big Bang Theory based on your own

understanding? If you did, then Great!!!Let’s go now to our next topic,

the Planetisimal Theory.

Did you explain the Big Bang Theory based on your own

understanding? If you did, then Great!!!Let’s go now to our next topic,

the Planetisimal Theory.

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OBJECTIVES:OBJECTIVES:

To define Planetisimal TheoryTo be aware on this theoryTo draw and illustrate the Planetisimal Theory


Planetisimal Theory states that the sun, a big star, collided with the small star. The impact of the collision causes the ejection of particles into space. These particles later became the members of the Solar System. The planets form out of dust grains that collide and stick to form larger and larger bodies.

Planetisimal Theory states that the sun, a big star, collided with the small star. The impact of the collision causes the ejection of particles into space. These particles later became the members of the Solar System. The planets form out of dust grains that collide and stick to form larger and larger bodies.

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When the bodies reach sizes of approximately one kilometer, then they can attract each other directly through their mutual gravity, aiding further growth into moon-sized protoplanets enormously.

When the bodies reach sizes of approximately one kilometer, then they can attract each other directly through their mutual gravity, aiding further growth into moon-sized protoplanets enormously.

This is how planetisimals are often defined. Bodies that are smaller than planetisimals must rely on Brownian motion or turbulent motions in the gas to cause the collisions that can lead to sticking. Alternatively, planetisimals can form in a very dense layer of dust grains that undergoes a collective gravitational instability in the mid-plane of a protoplanetary disk.

This is how planetisimals are often defined. Bodies that are smaller than planetisimals must rely on Brownian motion or turbulent motions in the gas to cause the collisions that can lead to sticking. Alternatively, planetisimals can form in a very dense layer of dust grains that undergoes a collective gravitational instability in the mid-plane of a protoplanetary disk.

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Many planetisimals may eventually break apart during violent collisions, but a few of the largest planetisimals can survive such encounters and continue to grow into protoplanets and later planets. It is generally believed that by about 3.8 billion years ago, after a period known as the Late Heavy Bombardment, most of the planetisimals within the solar system had either been ejected from the solar system entirely, into distant eccentric orbits such as the Oort cloud, or had collided with larger objects due to the regular gravitational nudges from the Jovian planets (particularly Jupiter and Neptune). A few planetisimals may have been captured as moons of the Jovian planets.

Many planetisimals may eventually break apart during violent collisions, but a few of the largest planetisimals can survive such encounters and continue to grow into protoplanets and later planets. It is generally believed that by about 3.8 billion years ago, after a period known as the Late Heavy Bombardment, most of the planetisimals within the solar system had either been ejected from the solar system entirely, into distant eccentric orbits such as the Oort cloud, or had collided with larger objects due to the regular gravitational nudges from the Jovian planets (particularly Jupiter and Neptune). A few planetisimals may have been captured as moons of the Jovian planets.

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The Planetisimal theory states that the big star collided with the smaller star and ejected particles that later become member of the Solar System.

TRY TO REMEMBER THISTRY TO REMEMBER THIS

How much have you learned? Do you really understand the lesson?Then, let’s check your comprehension.

Can you do the following activities?

How much have you learned? Do you really understand the lesson?Then, let’s check your comprehension.

Can you do the following activities?

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Name: ___________________Name: ___________________ Score: _________________ Score: _________________

Grade and Section: _________ Grade and Section: _________ Date: __________________Date: __________________

DIRECTION: True or False. Tell whether the statement is True or False. If True, draw a STAR ( ) and if False, draw a MOON( ). Use the space provided before each number for your answer.

DIRECTION: True or False. Tell whether the statement is True or False. If True, draw a STAR ( ) and if False, draw a MOON( ). Use the space provided before each number for your answer.

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_____1. Planetisimal Theory is the collision of two big stars._____1. Planetisimal Theory is the collision of two big stars._____2. The particles resulted by collision later became member of the Solar System.

_____2. The particles resulted by collision later became member of the Solar System._____3. The impact of collision caused the particles to remain on the big star.

_____3. The impact of collision caused the particles to remain on the big star.

_____4. The theory that states that the big star collide with the smaller star is Planetisimal Theory.

_____4. The theory that states that the big star collide with the smaller star is Planetisimal Theory.

_____5. The big star that collides is the sun._____5. The big star that collides is the sun.

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_____6. The planets are form out of dust grains._____6. The planets are form out of dust grains._____7. The bodies attract each other indirectly through mutual activity.

_____7. The bodies attract each other indirectly through mutual activity._____8. Aiding further growth into moo-sized protoplanets enormously.

_____8. Aiding further growth into moo-sized protoplanets enormously._____9. Bodies that are bigger than planetisimals must rely on Brownian motion.

_____9. Bodies that are bigger than planetisimals must rely on Brownian motion._____10. Planetisimals can form in a very dense layer of dust grains.

_____10. Planetisimals can form in a very dense layer of dust grains.

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LET’S THINKLET’S THINK


Draw your own illustration of Planetisimal Theory. Use the space

provided for your answer.

Draw your own illustration of Planetisimal Theory. Use the space

provided for your answer.

______________________________________________________________________________________________________________________.

______________________________________________________________________________________________________________________.

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Did you understand the Planetisimal

Theory? Then if you did, Good!!! Now let’s move to our next topic, The

Nebular Theory.

Did you understand the Planetisimal

Theory? Then if you did, Good!!! Now let’s move to our next topic, The

Nebular Theory.

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To explain the Nebular TheoryTo compare this theory to other two theoriesTo picture out the Nebular Theory


Nebular Theory states that the sun, planet and moon were formed at about the same time from a notating mass of hot gases and dust line ten billion years ago.

Nebular Theory states that the sun, planet and moon were formed at about the same time from a notating mass of hot gases and dust line ten billion years ago.

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According to this theory, rings of hot gases were developed and were shed off. As the gases cooled and condensed, they broke off into fragments to form the members of the Solar System.It was first proposed in 1973 by Emanuel Swedenborg. Originally applied only to our own Solar System, this method of planetary system formation is now thought to be work through out the Universe. Star formation is a complex process, which always produces a gaseous protoplanetary disk around the young star. This may give birth to planets in certain circumstances, which are not well-known.

According to this theory, rings of hot gases were developed and were shed off. As the gases cooled and condensed, they broke off into fragments to form the members of the Solar System.It was first proposed in 1973 by Emanuel Swedenborg. Originally applied only to our own Solar System, this method of planetary system formation is now thought to be work through out the Universe. Star formation is a complex process, which always produces a gaseous protoplanetary disk around the young star. This may give birth to planets in certain circumstances, which are not well-known.

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Thus, the formation of planetary system is thought to be a natural result of star formation. A sun- like star usually takes around 100 million years to form. The Nebular Theory is also called Dust Cloud Theory.

Thus, the formation of planetary system is thought to be a natural result of star formation. A sun- like star usually takes around 100 million years to form. The Nebular Theory is also called Dust Cloud Theory.

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LET’S STUDY THISLET’S STUDY THIS

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Nebular Theory states that the sun, planet and moon were formed at about the same time from a notating mass of hot gases.

The gases that cooled and condensed cause them to broke and later form a member of Solar System.


How much have you learned? Do you really understand the lesson? Then, let’s check your comprehension.

Do the following activities.

How much have you learned? Do you really understand the lesson? Then, let’s check your comprehension.


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ACTIVITY 5 ACTIVITY 5

Name: _________________ Name: _________________ Score: ___________________ Score: ___________________ Grade and Section: _______ Grade and Section: _______ Date: ____________________Date: ____________________

DIRECTION: Fill in the blanks. Supplied the missing words to

complete the statements given.

DIRECTION: Fill in the blanks. Supplied the missing words to

complete the statements given.

1. _____ states that the sun, planet and moon were formed at about the same time.

1. _____ states that the sun, planet and moon were formed at about the same time. 2 –3. As the _____and _____ broke off into fragments to form members of Solar System.

2 –3. As the _____and _____ broke off into fragments to form members of Solar System.

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4. From a _____ of hot gases, the sun, planet and moon were formed.

4. From a _____ of hot gases, the sun, planet and moon were formed.

5. Nebular Theory explained that the sun, planet and moon formed at about _____.

5. Nebular Theory explained that the sun, planet and moon formed at about _____.6. _____ proposed the Nebular Theory.6. _____ proposed the Nebular Theory.7. ______ where originally applied the Nebular Theory.7. ______ where originally applied the Nebular Theory.8. _____ takes around 100 million years to form. 8. _____ takes around 100 million years to form.

9. Star formation produces a _____ protoplanetary disk.9. Star formation produces a _____ protoplanetary disk.10. The formation of _____ is thought to be a natural result of star formation.

10. The formation of _____ is thought to be a natural result of star formation.

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TRY TO EXPLAIN THISTRY TO EXPLAIN THIS


DIRECTION: Explain the Nebular Theory based on what you understand. Use

the space provided foryour answer.

DIRECTION: Explain the Nebular Theory based on what you understand. Use

the space provided foryour answer.

_____________________________________________________________________________________________________.

_____________________________________________________________________________________________________.

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Did you really understand the different origins of the Solar System? If your answer is “yes”, Nice!!! You really understand this Chapter. You are now ready to proceed to our next Chapter, The Sun.

Did you really understand the different origins of the Solar System? If your answer is “yes”, Nice!!! You really understand this Chapter. You are now ready to proceed to our next Chapter, The Sun.

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At daytime, the sun shines so brightly that the light are given off by other stars are overpowered. The sun is the only visible on earth. It overpowers the light coming from other stars. Why is this so? Why does the sun is the only visible star on earth during daytime.

In this module, we will unfold the different layers of the sun.

At daytime, the sun shines so brightly that the light are given off by other stars are overpowered. The sun is the only visible on earth. It overpowers the light coming from other stars. Why is this so? Why does the sun is the only visible star on earth during daytime.

In this module, we will unfold the different layers of the sun.


To be familiar with the characteristics of the sunTo appreciate the different functions of the sunTo picture out the different layers of the sun

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To distinguish the different layers of the SunTo be aware of these different layersTo illustrate/draw its layers

Photosphere is the visible surface of the sun. it is also called the “light-emitting layer”. Above the photosphere sunlight is force to disseminate into space and its energy escapes the sun completely.

Photosphere is the visible surface of the sun. it is also called the “light-emitting layer”. Above the photosphere sunlight is force to disseminate into space and its energy escapes the sun completely.

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Sunlight has approximately a black-body spectrum that indicates its temperature is about 6 000 K, interspersed with atomic absorption lines from the tenuous layers above the photosphere.

The photosphere has an element density of about 1023/m3 (this is about 1% of the particle density of Earth’s atmosphere at sea level). The parts of the sun above the photosphere are referred to collectively as the solar atmosphere.

Sunlight has approximately a black-body spectrum that indicates its temperature is about 6 000 K, interspersed with atomic absorption lines from the tenuous layers above the photosphere.

The photosphere has an element density of about 1023/m3 (this is about 1% of the particle density of Earth’s atmosphere at sea level). The parts of the sun above the photosphere are referred to collectively as the solar atmosphere.

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LET’S OBSERVE THIS LET’S OBSERVE THIS

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They can be seen with telescopes across the electromagnetic spectrum, from the visible light to gamma rays. As we look down into the atmosphere at the surface of the Sun the view becomes more and more opaque. The point where it appears to become completely opaque is called the photosphere. Thus, the photosphere may be thought of as the imaginary surface from which the solar light that we see appears to be emitted. The diameter quoted for the Sun usually refers to the diameter of the photosphere. Radiation emitted from the photosphere accounts for most of the solar energy flux at the Earth.

They can be seen with telescopes across the electromagnetic spectrum, from the visible light to gamma rays. As we look down into the atmosphere at the surface of the Sun the view becomes more and more opaque. The point where it appears to become completely opaque is called the photosphere. Thus, the photosphere may be thought of as the imaginary surface from which the solar light that we see appears to be emitted. The diameter quoted for the Sun usually refers to the diameter of the photosphere. Radiation emitted from the photosphere accounts for most of the solar energy flux at the Earth.

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TAKE NOTE TAKE NOTE

Photosphere or “light-emitting layer” is the visible surface of the sun

How much have you learned? Do you really understand the lesson? Then, let’s check you comprehension.


How much have you learned? Do you really understand the lesson? Then, let’s check you comprehension.


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LET’S THINKACTIVITY 7

LET’S THINKACTIVITY 7

DIRECTION: Encircle the letter of the correct

answer.

Name: ___________________Score: _______________Grade and Section: _________Date: ________________

Name: ___________________Score: _______________Grade and Section: _________Date: ________________

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1. It is the visible surface of the sun.1. It is the visible surface of the sun.

b. Photosphereb. Photosphere2. How many element density has a photosphere have?

2. How many element density has a photosphere have?

a. 1023/m3a. 1023/m3b.1000/m3

b.1000/m3

d. 1100/m3 d. 1100/m3

3. The part of the sun above the photosphere are referred to what?

3. The part of the sun above the photosphere are referred to what?

a. to collectively as the solar atmospherea. to collectively as the solar atmosphereb. to interact in neutral materialb. to interact in neutral materialc. to firmly attached high temperaturec. to firmly attached high temperatured. none of the aboved. none of the above

4. What approximately the sunlight has?4. What approximately the sunlight has?a. white-body spectrum a. white-body spectrum

c. black-body spectrumc. black-body spectrumb. hemispheres b. hemispheres

d. constituent partd. constituent part BACKBACK NEXTNEXT

c. Spectrumc. Spectrum a. Disseminate a. Disseminate d. Elementd. Element

c. 900/m3c. 900/m3

5. The sunlight has how many temperatures?5. The sunlight has how many temperatures?a. 6000 K

a. 6000 K

b. 5000 K

b. 5000 K

c. 4000 Kc. 4000 K d. 3000 K d. 3000 K

6. The other term for photosphere.6. The other term for photosphere.a. light layer a. light layer b. light emitting layer b. light emitting layer

c. opaquec. opaque d. atmospheric layer d. atmospheric layer

7. What happen to the sunlight above the photosphere?

7. What happen to the sunlight above the photosphere?

a. force to disseminate a. force to disseminate b. force to disappear b. force to disappear c. looses light c. looses light

8. What happen as we look down into the atmosphere at the surface of the sun?

8. What happen as we look down into the atmosphere at the surface of the sun?

a. the view becomes bigger a. the view becomes bigger b. the view becomes smaller b. the view becomes smaller c. the view becomes clearerc. the view becomes clearerd. the view becomes opaque d. the view becomes opaque

d. looses energy d. looses energy

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10. The ________ emitted from the photosphere accounts for most solar energy flux at the Earth.

10. The ________ emitted from the photosphere accounts for most solar energy flux at the Earth.

a. ray a. ray b. radiation b. radiation

c. sunlight c. sunlight d. energy d. energy

9. It is what thought on the photosphere.9. It is what thought on the photosphere.a. imaginary surface a. imaginary surface b. clearer image b. clearer image

c. dotted surface c. dotted surface d. None of the above d. None of the above

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LET’S EXPLORELET’S EXPLORE

ACTIVITY 2ACTIVITY 2ACTIVITY 2ACTIVITY 2

ACTIVITY 2 ACTIVITY 2

DIRECTION: ArrangeDIRECTION: Arrangethe jumbled the jumbled letters to form letters to form

the correct answer the correct answer base on base on

the cluethe clue that is enclose that is enclose in the

in the

parenthesis.parenthesis.

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1. PSHPEEOOTHR --- 1. PSHPEEOOTHR --- _____________ ( the visible surface of the sun ) _____________ ( the visible surface of the sun )

2.DNIESYT --- 2.DNIESYT --- _______________ ( the mass per unit )_______________ ( the mass per unit )

3.TNEUOSUEAYLSR --- 3.TNEUOSUEAYLSR --- _______________ ( above the photosphere )_______________ ( above the photosphere )

4.EETLCSUESP --- 4.EETLCSUESP --- ______________ (used to see the photosphere )______________ (used to see the photosphere )

5.UNS --- 5.UNS ---

______________ ( the visible surface of the photosphere )______________ ( the visible surface of the photosphere )

6. OQUEPA-- 6. OQUEPA-- ________________(the view when we look into the atmosphere)

________________(the view when we look into the atmosphere)

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8. IIAAMGNYR-- 8. IIAAMGNYR--

___________( the surface of Photosphere is looks like this )___________( the surface of Photosphere is looks like this )

9. ETMAREPURTE-- 9. ETMAREPURTE-- ___________( refer to the hottest or coldness of a substance )___________( refer to the hottest or coldness of a substance )

10. ULINSHGT-- 10. ULINSHGT-- ___________( it force to disseminate into space )___________( it force to disseminate into space )

7. GHTLI TTIIEMNG ALREYS-- 7. GHTLI TTIIEMNG ALREYS--

_______________( other term for photosphere )_______________( other term for photosphere )

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Did you answer the activities correctly?

Did you answer the activities correctly? If you did, then If you did, then Great!!! Great!!!

You really understand this lesson. You really understand this lesson.You are now ready to study the other You are now ready to study the other

Layers of the Sun—The Chromosphere.

Layers of the Sun—The Chromosphere.

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To know what is ChromospheresTo be aware on color sphereTo picture out the illustration of Chromospheres


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Chromosphere is a thin layer present above the visible surface on photosphere, which is about 2000 km. thick specifically dominated by a spectrum of emission and absorption lines. It is called the chromospheres because t comes from the Greek root “chromos” meaning “color”. Another term for chromospheres is the color sphere, for this reason, the color sphere is visible as a colored flash at the beginning and the end of total eclipse of the sun.

Chromosphere is a thin layer present above the visible surface on photosphere, which is about 2000 km. thick specifically dominated by a spectrum of emission and absorption lines. It is called the chromospheres because t comes from the Greek root “chromos” meaning “color”. Another term for chromospheres is the color sphere, for this reason, the color sphere is visible as a colored flash at the beginning and the end of total eclipse of the sun.

The term “chromospheres” was first applied to the red ring and large prominences seen at the edge of the eclipsed Sun with the unaided eye. Emission in the Balmer-alpha line of hydrogen at 653-nanometer wavelength accounts for the red color. The solar chromospheres extends from roughly 500 km (300 mi) above the photosphere to where hydrogen becomes fully ionized and the gas temperature rises rapidly to more than 106 K (1.8 × 106 °F) in the corona. Stars with effective temperatures less than about 8000 K (14,000°F; the Sun is 5770 K or 9930°F) show the same emission lines as the solar chromospheres and are thus thought to have analogous regions.

The term “chromospheres” was first applied to the red ring and large prominences seen at the edge of the eclipsed Sun with the unaided eye. Emission in the Balmer-alpha line of hydrogen at 653-nanometer wavelength accounts for the red color. The solar chromospheres extends from roughly 500 km (300 mi) above the photosphere to where hydrogen becomes fully ionized and the gas temperature rises rapidly to more than 106 K (1.8 × 106 °F) in the corona. Stars with effective temperatures less than about 8000 K (14,000°F; the Sun is 5770 K or 9930°F) show the same emission lines as the solar chromospheres and are thus thought to have analogous regions.

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TAKE NOTE TAKE NOTE

Chromospheres is also called color sphere because it is visible as a colored flash.

How much have you understand?Did you really understand the

lesson? Then, let’s check your comprehension.


How much have you understand?Did you really understand the

lesson? Then, let’s check your comprehension.


BACKBACK NEXTNEXT



Name: _________________ Name: _________________ Score: _________________ Score: _________________ Grade and Section: _______Grade and Section: _______ Date: __________________Date: __________________

DIRECTION: Identify what is being asked. Write your answers

on the space before the number.

DIRECTION: Identify what is being asked. Write your answers

on the space before the number.

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_____________1. It is the root word of Chromospheres._____________1. It is the root word of Chromospheres.

_____________2. It is the other term for Chromospheres._____________2. It is the other term for Chromospheres.

_____________3. It is the meaning of Greek root “chromos”._____________3. It is the meaning of Greek root “chromos”.

_____________4. It is a thin layer present above the visible surface.

_____________4. It is a thin layer present above the visible surface.

_____________5. It is the thickness of the Chromospheres._____________5. It is the thickness of the Chromospheres.

_____________6. It is where the term chromospheres was first applied.

_____________6. It is where the term chromospheres was first applied.

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_____________7. It is the wavelength accounts for the emission in the Balmer –alpha line of hydrogen.

_____________7. It is the wavelength accounts for the emission in the Balmer –alpha line of hydrogen. _____________8. It is extend from roughly 500km. above the photosphere.

_____________8. It is extend from roughly 500km. above the photosphere. _____________9. It shows the same emission lines as the solar chromospheres if its temperature is less than about 8000 K.

_____________9. It shows the same emission lines as the solar chromospheres if its temperature is less than about 8000 K.

____________10. It is the thickness of chromospheres in kilometer.

____________10. It is the thickness of chromospheres in kilometer.

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LET’S CHECK YOUR COMPREHENSIONLET’S CHECK YOUR COMPREHENSION


________________________________________________________________________________________.

________________________________________________________________________________________.

DIRECTION: Write your own explanation on what is

Chromospheres. Draw the picture of Chromospheres on

the given box.

DIRECTION: Write your own explanation on what is

Chromospheres. Draw the picture of Chromospheres on

the given box.

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Did you answer the activity 1 and 2

correctly? If you did, then Good Job!!! You

really understand this lesson. Let’s

move to the other layers of the sun—

The Corona.

Did you answer the activity 1 and 2

correctly? If you did, then Good Job!!! You

really understand this lesson. Let’s

move to the other layers of the sun—

The Corona.

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To determine what is CoronaTo differentiate Corona to other layersTo show the illustration of the outermost layer of the

sun


The Corona is the outer atmosphere of the sun, which is much larger in volume than the sun itself. The Corona merges slickly with the solar wind so as to fill the solar system and heliosphere.

The Corona is the outer atmosphere of the sun, which is much larger in volume than the sun itself. The Corona merges slickly with the solar wind so as to fill the solar system and heliosphere.

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The low Corona, which is very close to the surface of the sun, has a particle density of 1011/me ( Earth’s atmosphere near sea level has a particle density of about 2 x 1025/m3 ). The temperature of the Corona is several million degrees Kelvin.

The low Corona, which is very close to the surface of the sun, has a particle density of 1011/me ( Earth’s atmosphere near sea level has a particle density of about 2 x 1025/m3 ). The temperature of the Corona is several million degrees Kelvin.

The Laws of electromagnetism prohibit the intersection of two magnetic field lines, every time magnetic field lines come cross to crossing, they are “rearranged” and this magnetic reconnection continuously heats the solar corona. As a direct consequence of this theory, the heating process should occur much closer to the surface of the sun than previously thought, but no one really knows how close.

The Laws of electromagnetism prohibit the intersection of two magnetic field lines, every time magnetic field lines come cross to crossing, they are “rearranged” and this magnetic reconnection continuously heats the solar corona. As a direct consequence of this theory, the heating process should occur much closer to the surface of the sun than previously thought, but no one really knows how close.

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The corona can be seen during solar eclipses, when the main radiation from the sun’s surface is blocked by the passage of the moon. One of the most puzzling features of the sun is what has been dubbed “the solar corona problem”. There is a region around the sun, existing more than one million kilometers from its surface, where the temperature can reach two million degrees. This region, called the Solar Corona, is where the solar wind originates.

The corona can be seen during solar eclipses, when the main radiation from the sun’s surface is blocked by the passage of the moon. One of the most puzzling features of the sun is what has been dubbed “the solar corona problem”. There is a region around the sun, existing more than one million kilometers from its surface, where the temperature can reach two million degrees. This region, called the Solar Corona, is where the solar wind originates.

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LET’S OBSERVE THISLET’S OBSERVE THIS

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TAKE NOTETAKE NOTE

Corona is the outermost layer of the sun and when the solar eclipse occurs, the corona is visible as a halo.

How much can you

remember? Let’s check

your memory. Do the

following activities.

How much can you

remember? Let’s check

your memory. Do the


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Name: ___________________Name: ___________________ Score: _________________ Score: _________________ Grade and Section: _________Grade and Section: _________ Date: _________________Date: _________________

DIRECTION: Matching Type. Match Column A to

Column B.

DIRECTION: Matching Type. Match Column A to

Column B.

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COLUMN A COLUMN BCOLUMN A COLUMN B

a. Corona --the outer atmosphere of the sun

a. Corona --the outer atmosphere of the sun

b. Temperature --has a particle density of 1011/m3

b. Temperature --has a particle density of 1011/m3

c. Solar Wind --the corona has millions of it

c. Solar Wind --the corona has millions of it d. Surface of the Sun --where the corona merges slickly

d. Surface of the Sun --where the corona merges slickly e. Outermost Layer --where the solar eclipse occur

e. Outermost Layer --where the solar eclipse occur f. prohibit the intersection f. prohibit the intersection --Solar Eclipses --Solar Eclipses of two magnetism of two magnetism

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g. it is when the corona is possible

g. it is when the corona is possible to see to see

--Region --Region

h. the puzzling features of the sun

h. the puzzling features of the sun

--Laws of Electromag- netism

--Laws of Electromag- netism

i. there is a ___around i. there is a ___around the sun the sun

--Solar Wind --Solar Wind

j. it is originated by the solar

j. it is originated by the solar corona corona

--Solar Corona --Solar Corona

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DIRECTION: Draw your own illustration of the Corona based on

your understanding. Use the box below.

DIRECTION: Draw your own illustration of the Corona based on

your understanding. Use the box below.

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Did you answer the activity correctly?If yes, Good Job!!

You really understand this lesson. Let’s move to the other layer of the sun –

The Core.

Did you answer the activity correctly?If yes, Good Job!!

You really understand this lesson. Let’s move to the other layer of the sun –

The Core.

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To briefly explain the innermost layer of the sunTo be aware of what we called CoreTo illustrate its features


The Core is the innermost layer of the sun and it is a source for all the sun’s energy. The material in the core is firmly attached and has very high temperature, which is about 15 million degrees Kelvin. In the core, the intense heat destroys the internal structure of an atom and therefore all atoms are broken down into their constituent parts. An atom is composed of protons, electrons and neutrons.

The Core is the innermost layer of the sun and it is a source for all the sun’s energy. The material in the core is firmly attached and has very high temperature, which is about 15 million degrees Kelvin. In the core, the intense heat destroys the internal structure of an atom and therefore all atoms are broken down into their constituent parts. An atom is composed of protons, electrons and neutrons.

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The charge neutral material of protons and electrons that makes up the core called plasma. Thermonuclear reactions takes place inside the core, thus hydrogen atoms are combined with each other to make the helium atoms and produces energy which keeps the sun in a state of equilibrium. Thus, this thermonuclear reaction is called nuclear fusion.

The charge neutral material of protons and electrons that makes up the core called plasma. Thermonuclear reactions takes place inside the core, thus hydrogen atoms are combined with each other to make the helium atoms and produces energy which keeps the sun in a state of equilibrium. Thus, this thermonuclear reaction is called nuclear fusion.

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The Central Core decays, electromagnetic waves on the surfaces of the core include normal elementary particles that create an envelope of material that surrounds the core. The major source of the sun’s energy is the decaying central core. In essence, almost every particle of material that exists in the envelope, the sun-excepting particles pulled in by gravity is created, that is induced by the electromagnetic field on the surface of the core of the sun.

The Central Core decays, electromagnetic waves on the surfaces of the core include normal elementary particles that create an envelope of material that surrounds the core. The major source of the sun’s energy is the decaying central core. In essence, almost every particle of material that exists in the envelope, the sun-excepting particles pulled in by gravity is created, that is induced by the electromagnetic field on the surface of the core of the sun.

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TRY TO OBSERVE THISTRY TO OBSERVE THIS

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TAKE NOTETAKE NOTE

Core is the innermost layer of the sun and it is a source for all the sun’s energy.

How much have you learned? Did you really understand this lesson? Then, let’s check your comprehension.


How much have you learned? Did you really understand this lesson? Then, let’s check your comprehension.


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Name: __________________ Name: __________________ Score: __________________ Score: __________________

Grade and Section: ________Grade and Section: ________ Date: ___________________ Date: ___________________

DIRECTION: Write whether the statement

DIRECTION: Write whether the statement

a SAD FACE ( )if it is false. a SAD FACE ( )if it is false.

is TRUE OR is TRUE OR

FALSE. Draw a HAPPY CACEFALSE. Draw a HAPPY CACE ( ( ) )

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_____1. Core is the innermost layer of the sun._____1. Core is the innermost layer of the sun.

_____2. An atom is composed of proton only._____2. An atom is composed of proton only.

_____3. The Core is not the source of all the sun’s energy._____3. The Core is not the source of all the sun’s energy.

_____4. The thermonuclear reactions take place inside the core._____4. The thermonuclear reactions take place inside the core.

_____5. Nuclear Fusion is another term for thermonuclear reaction.

_____5. Nuclear Fusion is another term for thermonuclear reaction.

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_____6. The charge neutral material of protons and electrons that makes up the Core called plasma.

_____6. The charge neutral material of protons and electrons that makes up the Core called plasma._____7. Hydrogen atoms are set apart with each other to make helium atoms.

_____7. Hydrogen atoms are set apart with each other to make helium atoms.

_____8. The thermonuclear reaction is called nuclear fusion._____8. The thermonuclear reaction is called nuclear fusion.

_____9. In the Core, the intense heat build up the internal structure of an atom.

_____9. In the Core, the intense heat build up the internal structure of an atom.

____10. The material in the Core is firmly attached and has a very high temperature.

____10. The material in the Core is firmly attached and has a very high temperature.

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TRY TO ANSWER THISTRY TO ANSWER THIS


DIRECTION: Draw a picture of Sun and tell where the

Core is.

DIRECTION: Draw a picture of Sun and tell where the

Core is.

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Did you answer all the activities?Can you now distinguish the different layers of the Sun?

If yes, then Excellent!!! You are now ready to proceed with

our next Module—The Planets.

Did you answer all the activities?Can you now distinguish the different layers of the Sun?

If yes, then Excellent!!! You are now ready to proceed with

our next Module—The Planets.

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When you look on a clear night sky, you may see stars twinkle in the sky but sometimes you may see a bright object in the sky that doesn’t twinkle like a stars. The bright object is not a star. It is planet.

In this Chapter we will narrate the different characteristics of the Eight Planets.

When you look on a clear night sky, you may see stars twinkle in the sky but sometimes you may see a bright object in the sky that doesn’t twinkle like a stars. The bright object is not a star. It is planet.

In this Chapter we will narrate the different characteristics of the Eight Planets.


To enumerate the Eight PlanetsTo be aware of the different characteristics of the

PlanetsTo illustrate the arrangement of planets in their orbits

around the sun

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To determine the difference of Mercury to other planets

To know why Mercury has only one seasonTo illustrate the planet Mercury


Mercury is the closest planet to the sun. it is the smallest second planet. It has many craters on its surface. Mercury has no atmosphere to protect it from the sun or from meteorites.

Mercury is the closest planet to the sun. it is the smallest second planet. It has many craters on its surface. Mercury has no atmosphere to protect it from the sun or from meteorites.

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Mercury’s axis is the straightest of the planets, with the least “tilt”. This is the reason why Mercury has only one season.

Mercury’s axis is the straightest of the planets, with the least “tilt”. This is the reason why Mercury has only one season.

Mercury is not an easy planet to find in the sky because it stays close to the sun. You can sometimes see it in the east just before sunrise or in the west just after the sunset. It looks like a pinkish star. Even through a telescope, you can make out few details of the planet’s surface. Mercury is covered with craters and looks much like the moon. The major difference between the two bodies is that Mercury has no large flat plains or seas, like the moon.

Mercury is not an easy planet to find in the sky because it stays close to the sun. You can sometimes see it in the east just before sunrise or in the west just after the sunset. It looks like a pinkish star. Even through a telescope, you can make out few details of the planet’s surface. Mercury is covered with craters and looks much like the moon. The major difference between the two bodies is that Mercury has no large flat plains or seas, like the moon.

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It is believed that Mercury resembles very much the Moon (its diameter is almost as twice as the diameter of Earth's only satellite). Its surface carries the signature of heavy asteroid and meteorite bombardment that took place since its early ages, recognizable by the huge amount of craters of all sizes that dots the surface. Mercury basically doesn't have any atmosphere, so the 'sky' surrounding it is always black.

It is believed that Mercury resembles very much the Moon (its diameter is almost as twice as the diameter of Earth's only satellite). Its surface carries the signature of heavy asteroid and meteorite bombardment that took place since its early ages, recognizable by the huge amount of craters of all sizes that dots the surface. Mercury basically doesn't have any atmosphere, so the 'sky' surrounding it is always black.

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TRY TO LOOK AT THISTRY TO LOOK AT THIS

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TAKE NOTETAKE NOTE

PLANET

DISTANCE

FROM THE SUN (IN

KM.)

PERIOD OF

REVOLUTION

(EARTH YEARS/DAYS)

PERIOD OF

ROTATION

(EARTH DAYS/YEARS)

MOON

AVERAGE

TEMPERATURE

Mercury

57,900,000

0.24 (88 days)

59 days 0 171 degrees Celsius

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Mercury has a diameter of 4,878 in kilometer, has a mass of 0.4 compared to earth and has a density of 5.4 compared to water, (1 g/cc).

Now, did you understand the lesson about Mercury? Let’s check your comprehension. Do the following activities.

Now, did you understand the lesson about Mercury? Let’s check your comprehension. Do the following activities.

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Grade and Section: _________Grade and Section: _________ Date: __________________ Date: __________________



1. What it is the closest to the sun?1. What it is the closest to the sun?a. Mars

a. Mars b. Mercury b. Mercury

c. Saturn c. Saturn

d. Venus d. Venus

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2. Mercury has no _____ to protect it from the sun.2. Mercury has no _____ to protect it from the sun.

b. Water b. Water d. Lightd. Lightc. Atmospherec. Atmospherea. Air a. Air

3. What is the color of the sky surrounded by the atmosphere?3. What is the color of the sky surrounded by the atmosphere?a. Red a. Red c. Pinkc. Pinkb. Blueb. Blue d. Blackd. Black

4. How many seasons does the Mercury has?4. How many seasons does the Mercury has?

a. One a. One c. Threec. Threeb. Twob. Two d. Fourd. Four

5. The Mercury axis is the __________ of the planet.5. The Mercury axis is the __________ of the planet.a. Straightest a. Straightest b. Diagonal b. Diagonal

c. shortestc. shortestd. largestd. largest

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6. What is the other term for photosphere?6. What is the other term for photosphere?a. light layer

a. light layer b. light-emitting layer b. light-emitting layer

c. opaque c. opaque

d. atmospheric layer d. atmospheric layer

7. What happen to the sunlight above the photosphere?7. What happen to the sunlight above the photosphere?

a. force to disseminate a. force to disseminate

b. force to disappear b. force to disappear c. looses light c. looses light d. looses energy d. looses energy

8. What happens as we look down into the atmosphere at the surface of the sun?

8. What happens as we look down into the atmosphere at the surface of the sun?

a. the view becomes bigger a. the view becomes bigger c. the view becomes clearer c. the view becomes clearer d. the view becomes opaque d. the view becomes opaque b. the view becomes smallerb. the view becomes smaller

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a. imaginary surface a. imaginary surface

b. clearer surface b. clearer surface c. dotted surface c. dotted surface

d. none of the above d. none of the above

10. The ______ emitted from the photosphere accounts.10. The ______ emitted from the photosphere accounts.a. Ray a. Ray b. radiation b. radiation

c. sunlight c. sunlight

d. energyd. energy

9. Photosphere thought to be what?9. Photosphere thought to be what?

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LET’S CREATELET’S CREATE


DIRECTION: Draw your own illustration of Mercury.

Use the space provided.

DIRECTION: Draw your own illustration of Mercury.


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Did you do all the activities? If you did, then nice!!! You are

now ready to proceed to our next topic, the

Planet Venus.

Did you do all the activities? If you did, then nice!!! You are

now ready to proceed to our next topic, the

Planet Venus.

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To learn something about Planet VenusTo understand why it is the hottest planetTo be able to know its features


Venus is the planet that is most like the Earth in size. It is the hottest planet. It is the brightest object in the sky, except for the moon.

Venus is the planet that is most like the Earth in size. It is the hottest planet. It is the brightest object in the sky, except for the moon.

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Venus is the easiest to recognize. On many evenings at sunset we see it shining brightly in the western sky as the evening star. At another times we see it shining in the eastern sky at dawn as the morning star. Venus shines brighter than any other planet for two reasons.

Venus is the easiest to recognize. On many evenings at sunset we see it shining brightly in the western sky as the evening star. At another times we see it shining in the eastern sky at dawn as the morning star. Venus shines brighter than any other planet for two reasons.

First, it is the planet that comes closest to the Earth, sometimes within 26 million miles. Second, it is permanently covered with thick clouds, which reflect sunlight brilliantly. In size, Venus is near twin of the Earth, being only slightly smaller. It also has atmosphere. It is relatively close to us in the Solar System. We might think, therefore, that Venus would be a similar planet to the Earth but nothing could be farther from the truth.

First, it is the planet that comes closest to the Earth, sometimes within 26 million miles. Second, it is permanently covered with thick clouds, which reflect sunlight brilliantly. In size, Venus is near twin of the Earth, being only slightly smaller. It also has atmosphere. It is relatively close to us in the Solar System. We might think, therefore, that Venus would be a similar planet to the Earth but nothing could be farther from the truth.

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Venus rotates backwards, from East to West. Venus’ days are longer than its years! Its year is 224 Earth days, its days last 243 Earth days. Venus’ atmosphere traps lots of carbon dioxide gas. Because of this, Venus is the hottest planet in the Solar System although Mercury is closer to the sun.

Venus rotates backwards, from East to West. Venus’ days are longer than its years! Its year is 224 Earth days, its days last 243 Earth days. Venus’ atmosphere traps lots of carbon dioxide gas. Because of this, Venus is the hottest planet in the Solar System although Mercury is closer to the sun.

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TAKE NOTETAKE NOTE

PLANET

DISTANCE

FROM THE SUN (IN

KM.)

PERIOD OF

REVOLUTION

(EARTH YEARS/ DAYS)

PERIOD OF

ROTATION

(EARTH DAYS/YEARS)

MOON

AVERAGE

TEMPERATURE

Venus

108,200,000

0.625 (225 days)

24.3 days 0 464 degrees Celsius

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Venus’ days are longer than its years! Its year is 224 Earth days, its days last 243 Earth days. Venus’ atmosphere traps lots of carbon dioxide gas. Because of this, Venus is the hottest planet in the Solar System although Mercury is closer to the sun.

Venus’ days are longer than its years! Its year is 224 Earth days, its days last 243 Earth days. Venus’ atmosphere traps lots of carbon dioxide gas. Because of this, Venus is the hottest planet in the Solar System although Mercury is closer to the sun.

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How much have you learned? Let’s check your

comprehension. Do the following activities.



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Name: ___________________ Name: ___________________ Score: ________________ Score: ________________

Grade and Section: _________ Grade and Section: _________ Date: _________________ Date: _________________

DIRECTION: By the number box, guess what word is being asked. Use the cross and down

clues.

DIRECTION: By the number box, guess what word is being asked. Use the cross and down

clues.

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1. 6. 3.

7.

5.

10. 9. 8.

2.

4.

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CROSS:CROSS:

1.Name of the Roman Goddess of Love.1.Name of the Roman Goddess of Love.2.The atmosphere surface of planet Venus consists mostly of this compound.

2.The atmosphere surface of planet Venus consists mostly of this compound.

3.Venus and Earth are considered the _____ planets.3.Venus and Earth are considered the _____ planets.4. It takes 225 _____ for Venus to orbit around the sun.4. It takes 225 _____ for Venus to orbit around the sun.5. Venus is the _____ planet in the solar system.5. Venus is the _____ planet in the solar system.

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DOWN:DOWN:

6. The sister planet of Venus.6. The sister planet of Venus.7. It is an element with a small trace in planet Venus.7. It is an element with a small trace in planet Venus.8. Venus is the _____ planet from the sun.8. Venus is the _____ planet from the sun.

9. The brightest object in the sky at night followed by Venus.

9. The brightest object in the sky at night followed by Venus.10. The name of the Roman Goddess of love.10. The name of the Roman Goddess of love.

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DIRECTION: Draw your own illustration of planet Venus based on your own understanding. Use the space provided.

DIRECTION: Draw your own illustration of planet Venus based on your own understanding. Use the space provided.

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Did you do all the activities? If you did, then nice!!! You are now ready to proceed to our next topic, the Planet Earth.

Did you do all the activities? If you did, then nice!!! You are now ready to proceed to our next topic, the Planet Earth.

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To be able to know our own planet and its moonTo understand Earth revolve around the sunTo illustrate how moon revolve around the Earth


Earth is our home. It is the only place in our Solar System where plants, animals and people can live. To survive, we need air and water as well as heat and light. The air we breathe is made up mostly nitrogen and oxygen. These gases and others make up the Earth’s atmosphere.

Earth is our home. It is the only place in our Solar System where plants, animals and people can live. To survive, we need air and water as well as heat and light. The air we breathe is made up mostly nitrogen and oxygen. These gases and others make up the Earth’s atmosphere.

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The atmosphere protects us from meteorites and harmful radiation from space. It also helps keep Earth from becoming too hot or too cold. Earth’s water comes from oceans that cover two-thirds of our planet.

The atmosphere protects us from meteorites and harmful radiation from space. It also helps keep Earth from becoming too hot or too cold. Earth’s water comes from oceans that cover two-thirds of our planet.

Earthquake, floods and erosion are always changing the surface of the Earth. Earth spins on its axis like a top, once a day, at a speed of about 10,000 miles an hour at the equator. Everything around us on Earth –building, trees and animals—spins at the same speed so we don’t notice that Earth is moving. As the Earth spins, the sunlight spins in different parts of our planet at different times. This creates day and night.

Earthquake, floods and erosion are always changing the surface of the Earth. Earth spins on its axis like a top, once a day, at a speed of about 10,000 miles an hour at the equator. Everything around us on Earth –building, trees and animals—spins at the same speed so we don’t notice that Earth is moving. As the Earth spins, the sunlight spins in different parts of our planet at different times. This creates day and night.

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TRY TO STUDY THIS TRY TO STUDY THIS

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LET’S STUDY THISOUR MOON

LET’S STUDY THISOUR MOON

Our moon is our closest neighbor in the Solar System. It is about 250,00 miles away from us. Its surface is dry. Is has no air, we can see its mountains and craters from Earth. We know a lot about our moon because USA has sent six man expeditions to explore it. Like Earth, our moon spins on its axis. It also revolves around the Earth and the sun. Reflected lights from the sun light up different parts of our moon in different phases.

Our moon is our closest neighbor in the Solar System. It is about 250,00 miles away from us. Its surface is dry. Is has no air, we can see its mountains and craters from Earth. We know a lot about our moon because USA has sent six man expeditions to explore it. Like Earth, our moon spins on its axis. It also revolves around the Earth and the sun. Reflected lights from the sun light up different parts of our moon in different phases.

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A Solar Eclipse happens when the moon travels between the sun and planet Earth. This stops sunlight from shining on part of our planet. A Solar Eclipse happens about once every three or four years. When our moon is in the Earth’s shadow we have lunar eclipse.

A Solar Eclipse happens when the moon travels between the sun and planet Earth. This stops sunlight from shining on part of our planet. A Solar Eclipse happens about once every three or four years. When our moon is in the Earth’s shadow we have lunar eclipse.

Earth travels around the sun in an orbit shaped like an oval (something like the shape of an egg). Our planet looks blue from space, because there is so much water on Earth. From Earth, we sometimes can see details on the moon’s surface by using binoculars or a telescope. The moon becomes as hot as 248 degrees Fahrenheit and as cold as –320 degrees Fahrenheit temperature that are much hotter and much colder than those on Earth.

Earth travels around the sun in an orbit shaped like an oval (something like the shape of an egg). Our planet looks blue from space, because there is so much water on Earth. From Earth, we sometimes can see details on the moon’s surface by using binoculars or a telescope. The moon becomes as hot as 248 degrees Fahrenheit and as cold as –320 degrees Fahrenheit temperature that are much hotter and much colder than those on Earth.

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There is no sound on our moon, because there is no air to carry the sound. What a great place to yell and scream without bothering anyone.

There is no sound on our moon, because there is no air to carry the sound. What a great place to yell and scream without bothering anyone.

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PHASES OF THE MOONPHASES OF THE MOON

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TAKE NOTETAKE NOTE

PLANET

DISTANCE

FROM THE SUN (IN

KM.)

PERIOD OF

REVOLUTION

(EARTH YEARS/DAYS)

PERIOD OF

ROTATION

(EARTH DAYS/YEARS)

MOON

AVERAGE TEMPERA

TURE

Earth 149,00,000

1.0 (365.25 days)

23.9 days 1 14 degrees Celsius

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Only ¼ of the Earth is composed of land and the remaining ¾ is composed of bodies of water.

Only ¼ of the Earth is composed of land and the remaining ¾ is composed of bodies of water.

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Did you understand the lesson about our own

planet? If you did, Great!!! Let’s check your


Did you understand the lesson about our own

planet? If you did, Great!!! Let’s check your


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Grade and Section: _________Grade and Section: _________ Date: _________________ Date: _________________

DIRECTION: Identify what is being asked. Use the space provided for your answer.

DIRECTION: Identify what is being asked. Use the space provided for your answer.

__________1. It is the planet where we live in.__________1. It is the planet where we live in.

__________2. __________2. __________3.

__________3. __________4. __________4.

__________5. needed.__________5. needed.

To survive, these are

what we

To survive, these are

what weBACKBACK NEXTNEXT

__________6. It covers the 2/3 of the Earth.__________6. It covers the 2/3 of the Earth.

__________7. It is the closest neighbor of Earth.__________7. It is the closest neighbor of Earth.

__________8. It happens when the moon travels between the sun and the planet Earth.

__________8. It happens when the moon travels between the sun and the planet Earth.

__________9. It is the shape where the Earth travels around the sun.

__________9. It is the shape where the Earth travels around the sun.__________10. The moon has no _______ that’s why it has no sound.

__________10. The moon has no _______ that’s why it has no sound.

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Name: __________________ Name: __________________

Grade and Section: ________ Grade and Section: ________ Score: __________________ Score: __________________

Date: ___________________Date: ___________________

DIRECTION: Illustrate the different phases of the moon. Use the space provided for you.

DIRECTION: Illustrate the different phases of the moon. Use the space provided for you.

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Did you do all the activities? If you did, then Good!!!

You are now ready to explore to other planet in the solar system, the planet

Mars.


You are now ready to explore to other planet in the solar system, the planet

Mars.

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To prove that Mars is a “Red Planet”To determine the difference of Mars to other

planetsTo extend our knowledge about planet Mars


Mars is named after the Roman God of war and located on four planets from the Sun, commonly referred to us “The Red Planet”. Mars tends to give off a reddish hue when viewed from Earth. This is believed to be caused by the abundance of iron oxide on the planet’s surface.

Mars is named after the Roman God of war and located on four planets from the Sun, commonly referred to us “The Red Planet”. Mars tends to give off a reddish hue when viewed from Earth. This is believed to be caused by the abundance of iron oxide on the planet’s surface.

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It is the planet that is most like Earth. It has a ice caps at the North and South poles. It is similar to Earth in some respects.

It is the planet that is most like Earth. It has a ice caps at the North and South poles. It is similar to Earth in some respects.

A day on Mars is only slightly longer than our own day. The planet has an atmosphere and it also has seasons like the Earth, only they are almost twice as long as ours. However, Mars is different from the Earth in most other ways. It lies much farther from the sun and is much colder. It has only a very thin atmosphere, made up mainly of carbon dioxide gas.

A day on Mars is only slightly longer than our own day. The planet has an atmosphere and it also has seasons like the Earth, only they are almost twice as long as ours. However, Mars is different from the Earth in most other ways. It lies much farther from the sun and is much colder. It has only a very thin atmosphere, made up mainly of carbon dioxide gas.

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Mars can be easily seen from Earth without telescope at a brightness that is only surpassed by the planet Venus, the moon and the sun. Mars has long been considered the most realistic location for life in our solar system, aside from Earth. Many believe that intelligent life may have once existed on the planet. Scientific exploration of Mars has not produced any evidence of life on planet. It is believed that the harsh surface environment and extreme solar radiation that saturates the surface of planet is not capable in sustaining any kind of life.

Mars can be easily seen from Earth without telescope at a brightness that is only surpassed by the planet Venus, the moon and the sun. Mars has long been considered the most realistic location for life in our solar system, aside from Earth. Many believe that intelligent life may have once existed on the planet. Scientific exploration of Mars has not produced any evidence of life on planet. It is believed that the harsh surface environment and extreme solar radiation that saturates the surface of planet is not capable in sustaining any kind of life.

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TAKE NOTETAKE NOTE

-25 degrees Celsius

224.61.88 (681 days)

227,900,000

Mars

AVERAGE

TEMPERATUR

E

MOONPERIOD OF

ROTATION

(EARTH

DAYS/YEARS

)

PERIOD OF

REVOLUTION (EART

H YEARS/DAYS)

DISTANCE

FROM THE SUN (IN

KM.)

PLANET

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Did you know that the names of the 2 moons on Mars are Phobos and Damos?

How much have you learned? Let’s check your comprehension. Do the following activities.

How much have you learned? Let’s check your comprehension. Do the following activities.

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Name: __________________ Name: __________________ Grade and Section: ________ Grade and Section: ________

Score: __________________Score: __________________Date: ___________________Date: ___________________

DIRECTION: Supply the missing letter to determine the

words being asked.

DIRECTION: Supply the missing letter to determine the

words being asked.

1. r _ d_ _ sh h_ _ --- the Mars tends to give off when

viewed from Earth

1. r _ d_ _ sh h_ _ --- the Mars tends to give off when

viewed from Earth

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2. ir _ _ _ _ i d e --- the abundance of it caused by the reddish of Mars

2. ir _ _ _ _ i d e --- the abundance of it caused by the reddish of Mars

3. _ a r _ --- the fourth planet from the Sun3. _ a r _ --- the fourth planet from the Sun

4. r _ d p l _ _ _ t --- other name for planet Mars4. r _ d p l _ _ _ t --- other name for planet Mars

5. e _ r t _ --- the most like planet on Mars5. e _ r t _ --- the most like planet on Mars

6. T _ _ R _ _ P _ a n _ _ --- other term on planet Mars6. T _ _ R _ _ P _ a n _ _ --- other term on planet Mars

7. A _ _ o s p _ _ r e --- Mars and Earth also have it7. A _ _ o s p _ _ r e --- Mars and Earth also have it

8. C a _ _ o n D I _ _ _ d e --- the mainly composition of Mars atmosphere

8. C a _ _ o n D I _ _ _ d e --- the mainly composition of Mars atmosphere

9. I _ _ _ a p _ --- the Mars have it at North and South poles

9. I _ _ _ a p _ --- the Mars have it at North and South poles

10. R _ m a _ G _ _ o _ W _ r --- where the name of Mars came from

10. R _ m a _ G _ _ o _ W _ r --- where the name of Mars came from

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LET’S CHECK YOURLET’S CHECK YOUR

UNDERSTANDINGUNDERSTANDING


DIRECTION: Do you agree that there is a possibility of past or future life on Mars? If Yes/ No, why do you say so?

DIRECTION: Do you agree that there is a possibility of past or future life on Mars? If Yes/ No, why do you say so?

_____________________________________________________________________________________________.

_____________________________________________________________________________________________.

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Did you do all the activities? If

you did, then Good!!! You are now ready to

explore to other planet in the solar system, the

Jupiter.

Did you do all the activities? If

you did, then Good!!! You are now ready to

explore to other planet in the solar system, the

Jupiter.

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To show how big the Jupiter isTo differentiate Jupiter to other planetsTo picture out its illustration


Jupiter is the fifth planet from the sun and by far the largest planet in the Solar System that’s why it is more than twice as massive as all the other planets combined. Jupiter is the fourth brightest object in the sky after the Sun, moon and Venus. The prehistoric times know Jupiter as a bright “wandering star”.

Jupiter is the fifth planet from the sun and by far the largest planet in the Solar System that’s why it is more than twice as massive as all the other planets combined. Jupiter is the fourth brightest object in the sky after the Sun, moon and Venus. The prehistoric times know Jupiter as a bright “wandering star”.

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The voyager probes also found that Jupiter has a very strong magnetic field. This field extends far out into space and traps electrified particles in large donut-shaped regions.

The voyager probes also found that Jupiter has a very strong magnetic field. This field extends far out into space and traps electrified particles in large donut-shaped regions.

These regions are source of intense radiation that could pose a real danger to space travelers in the future. Jupiter also has a ring that is similar to the kinds of rings Saturn has, which are made up of small lumps of rocks and ice whizzing around the planet at high speed.

These regions are source of intense radiation that could pose a real danger to space travelers in the future. Jupiter also has a ring that is similar to the kinds of rings Saturn has, which are made up of small lumps of rocks and ice whizzing around the planet at high speed.

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Jupiter's four large moons Io, Europa, Ganymede and Callisto (now known as the Galilean moons) and recorded their motions back and forth around Jupiter. This was the first discovery of a center of motion not apparently centered on the Earth. Jupiter and the other gas planets have high velocity winds which are confined in wide bands of latitude. The winds blow in opposite directions in adjacent bands. Slight chemical and temperature differences between these bands are responsible for the colored bands that dominate the planet's appearance. The light colored bands are called zones; the dark ones belt.

Jupiter's four large moons Io, Europa, Ganymede and Callisto (now known as the Galilean moons) and recorded their motions back and forth around Jupiter. This was the first discovery of a center of motion not apparently centered on the Earth. Jupiter and the other gas planets have high velocity winds which are confined in wide bands of latitude. The winds blow in opposite directions in adjacent bands. Slight chemical and temperature differences between these bands are responsible for the colored bands that dominate the planet's appearance. The light colored bands are called zones; the dark ones belt.

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TAKE NOTETAKE NOTE

-148 degrees Celsius

16+9.9 days11.86778,300,000

Jupiter

AVERAGE

TEMPERATUR

E

MOONPERIOD OF

ROTATION

(EARTH

DAYS/YEARS)

PERIOD OF

REVOLUTION (EART

H YEARS/DAYS)

DISTANCE

FROM THE SUN (IN

KM.)

PLANET

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Jupiter spins faster than any planet. It spins so fast, it bulges in the middle. Jupiter is the largest planet in the solar system that it could hold all of the other seven planets or 1300 Earths.

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Now, did you understand the topic? Then, let’s

check your understanding. Do the following activities.


check your understanding. Do the following activities.

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LET’S EXPLORELET’S EXPLORE


Name: ___________________ Name: ___________________ Score: _________________ Score: _________________ Grade and Section: _________ Grade and Section: _________ Date: __________________ Date: __________________

DIRECTION: Supply the missing letter to complete the

words. Use the space provided.

DIRECTION: Supply the missing letter to complete the

words. Use the space provided.

1. J _ _ i_ e r --- the fifth planet from the sun1. J _ _ i_ e r --- the fifth planet from the sun

2. L _ r g e _ _ --- the characteristic of planet Jupiter that differ in other planet in our solar system

2. L _ r g e _ _ --- the characteristic of planet Jupiter that differ in other planet in our solar system

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3. _ o u _ --- how many moons does Jupiter has3. _ o u _ --- how many moons does Jupiter has4. z _ n _ s --- it is called by the light colored bands4. z _ n _ s --- it is called by the light colored bands

5. w _ n _ _ r i_ _ s _ _ r --- the prehistoric timer that known as bright as Jupiter.

5. w _ n _ _ r i_ _ s _ _ r --- the prehistoric timer that known as bright as Jupiter.6. G _ l i _ _ a n m _ _ n s --- the term for the fourth largest moon in planet Jupiter

6. G _ l i _ _ a n m _ _ n s --- the term for the fourth largest moon in planet Jupiter7. v o _ _ g _ _ --- they prove that Jupiter has a very a very strong magnetic fields

7. v o _ _ g _ _ --- they prove that Jupiter has a very a very strong magnetic fields

8. S o _ _ r S y _ _ e m --- place where Jupiter found8. S o _ _ r S y _ _ e m --- place where Jupiter found

9. E _ r _ _ --- Jupiter can hold 1300 of this planet9. E _ r _ _ --- Jupiter can hold 1300 of this planet

10. S a _ _ r n --- planet where Jupiter has similar kind of rings

10. S a _ _ r n --- planet where Jupiter has similar kind of rings

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LET’S EXPLAINLET’S EXPLAIN


Name: ____________________ Name: ____________________ Score: ________________ Score: ________________ Grade and Section: __________ Grade and Section: __________ Date: _________________Date: _________________

DIRECTION: Differentiate planet Jupiter to other planets.

Write your answers on the space provided.

DIRECTION: Differentiate planet Jupiter to other planets.

Write your answers on the space provided.

___________________________________________________________________________________________________________________________.

___________________________________________________________________________________________________________________________. BACKBACK NEXTNEXT


You are now ready to explore to other

planet in the solar system, the planet

Saturn.


You are now ready to explore to other

planet in the solar system, the planet

Saturn.

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To explain why Saturn has ringsTo expand their knowledge about SaturnTo differentiate Saturn to other planet


Saturn is the second largest planet. Its rings are made of thousands of ringlets of dust, water, ice and very small particles. It is unusual in the sense that they are composed of materials, which are similar to those of the sun. They actually emit more energy than the amount they receive from the sun. They are estimated to contain more than 90% of the mass of the Solar System outside the sun. Saturn is made up mostly of hydrogen, a light gas.

Saturn is the second largest planet. Its rings are made of thousands of ringlets of dust, water, ice and very small particles. It is unusual in the sense that they are composed of materials, which are similar to those of the sun. They actually emit more energy than the amount they receive from the sun. They are estimated to contain more than 90% of the mass of the Solar System outside the sun. Saturn is made up mostly of hydrogen, a light gas.

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Saturn’s moon, Titan, is the second largest moon in the Solar System. Titan’s atmosphere, like Earth, is made up mostly of nitrogen.

Saturn’s moon, Titan, is the second largest moon in the Solar System. Titan’s atmosphere, like Earth, is made up mostly of nitrogen.

Saturn is the most distant planet we can see in the naked eye, but we need a telescope to see its rings. Large telescopes reveal that its disk is crossed with parallel bands,, but they are much fainter than those on Jupiter. Saturn, then, is a smaller and paler version of Jupiter and is thought to be much like Jupiter in make up. It too has a strong magnetic field and radiation belts.

Saturn is the most distant planet we can see in the naked eye, but we need a telescope to see its rings. Large telescopes reveal that its disk is crossed with parallel bands,, but they are much fainter than those on Jupiter. Saturn, then, is a smaller and paler version of Jupiter and is thought to be much like Jupiter in make up. It too has a strong magnetic field and radiation belts.

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Saturn named after the Roman god of agriculture, the planet Saturn is the sixth planet in order of distance from the sun, and the second largest planet in the solar system. Saturn is most usually thought of for its ring system. The Italian scientist, Galileo was the first to spot Saturn's rings in 1610, using one of the first telescopes. Discovered in 1655 by the Dutch astronomer Christian Huygens, Titan is the biggest of the 31 known moons orbiting Saturn. It is a cold world enclosed by a thick, hazy atmosphere impenetrable by telescopes and cameras.

Saturn named after the Roman god of agriculture, the planet Saturn is the sixth planet in order of distance from the sun, and the second largest planet in the solar system. Saturn is most usually thought of for its ring system. The Italian scientist, Galileo was the first to spot Saturn's rings in 1610, using one of the first telescopes. Discovered in 1655 by the Dutch astronomer Christian Huygens, Titan is the biggest of the 31 known moons orbiting Saturn. It is a cold world enclosed by a thick, hazy atmosphere impenetrable by telescopes and cameras.

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TAKE NOTETAKE NOTE

PLANET

DISTANCE

FROM THE SUN (IN

KM.)

PERIOD OF

REVOLUTION

(EARTH YEARS/ DAYS)

PERIOD OF

ROTATION

(EARTH DAYS/YEARS)

MOON

AVERAGE

TEMPERARURE

Saturn

1,427,000,000

29.46 10.7 days 22 -178 degrees Celcius

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Saturn has diameter ( in kilometer) of 120,600. its mass is 9.5 compared to Earth as 1 and a density of 0.7 compared to water as 1 g/cc.

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Now, did you understand the topic? Then, let’s check your understanding. Do the


Now, did you understand the topic? Then, let’s check your understanding. Do the


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Name: ___________________ Name: ___________________ Grade and Section: _________Grade and Section: _________

Score: ________________ Score: ________________ Date: _________________Date: _________________

DIRECTION: Match Column A to Column B.

DIRECTION: Match Column A to Column B.

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COLUMN A COLUMN A COLUMN B COLUMN B

Saturn the biggest of 31 moons orbiting Saturn

Rings the estimated mass of Saturn to Solar System

90% the element founf mostly on Saturn

Hydrogen the second largest planet

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Titan it is made up of thousands of ringlets of dust, water, ice and very small particles

Sixth planet the Roman God where the name Saturn is derived

Nitrogen the order of planet Saturn from the sun

Christian Huygens the Italian scientist who first spot Saturn rings

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Agriculture a Dutch astronomer who discovered that Titan is the biggest moon around Saturn

Galileo the composition of titan’s atmosphere. Like Earth it is made up of _______.

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WORD HUNTINGWORD HUNTING


Name: ____________________ Name: ____________________

Grade and section: __________ Grade and section: __________ Score: ________________ Score: ________________

Date: _________________ Date: _________________

DIRECTION: Find the following words written in

the box and encircle it.

DIRECTION: Find the following words written in

the box and encircle it.

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Saturn Moon Ice

Astronomer Hydrogen Solar System

Titan Gas

Ring Water

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T H A S A T U R N N K

F O R E S I J I V E R

Y T H I T T O N N G S

H E J E R A W G N S C

H E M O O N A L N N Y

L E N E N D T H O S P

H Y D R O G E N T I L

I T A L M A R A E T Y

I N I C E S G A T Z U

S O L A R S Y S T E M

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Did you do all the activities? If you did,

then Good!!!You are now ready to explore to other planet in the solar system, the

planet Uranus.

Did you do all the activities? If you did,

then Good!!!You are now ready to explore to other planet in the solar system, the

planet Uranus.

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To extend our knowledge about UranusTo be aware on its different characteristics To picture out the illustration of Uranus


Uranus was the first planet to be discovered through a telescope. It is the only planet that rotates on its side! It is tilted at an angle of almost 98 degree. The mysteriously tilted planet of Uranus is one of the 4 gas giants, or planets whose gas composes the majority of its mass.

Uranus was the first planet to be discovered through a telescope. It is the only planet that rotates on its side! It is tilted at an angle of almost 98 degree. The mysteriously tilted planet of Uranus is one of the 4 gas giants, or planets whose gas composes the majority of its mass.

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The planet Uranus is the seventh from the sun. Its 51,117km diameter classifies it as the third largest planet in the solar system. By mass, Uranus is the fourth largest. Despite not being certain how the planet Uranus inherited its 98° axial tilt; we are able to study the effects of this uneven heating. Hypotheses suggest this unique aspect is due to a major collision during formation. John Flamsteed first recorded the planet in 1690, but believed it was a star. Almost 100 years later in 1781, Sir William Hershel made the formal discovery.

The planet Uranus is the seventh from the sun. Its 51,117km diameter classifies it as the third largest planet in the solar system. By mass, Uranus is the fourth largest. Despite not being certain how the planet Uranus inherited its 98° axial tilt; we are able to study the effects of this uneven heating. Hypotheses suggest this unique aspect is due to a major collision during formation. John Flamsteed first recorded the planet in 1690, but believed it was a star. Almost 100 years later in 1781, Sir William Hershel made the formal discovery.

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Although originally mistaking it for a comet, Hershel quickly corrected his error and established Uranus as a planet. Uranus was named after the Greek god of the sky. Although there are no current plans to physically explore Uranus, the planet was visited in 1986 by the NASA spacecraft, Voyager 2. The surface composed of rock and ice is surrounded by an atmosphere of hydrogen, helium and methane. Uranus’ average temperature is -218°C, or -360° F. So far thirteen rings surrounding Uranus have been found.

Although originally mistaking it for a comet, Hershel quickly corrected his error and established Uranus as a planet. Uranus was named after the Greek god of the sky. Although there are no current plans to physically explore Uranus, the planet was visited in 1986 by the NASA spacecraft, Voyager 2. The surface composed of rock and ice is surrounded by an atmosphere of hydrogen, helium and methane. Uranus’ average temperature is -218°C, or -360° F. So far thirteen rings surrounding Uranus have been found.

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LET’S OBSERVE THISLET’S OBSERVE THIS

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TAKE NOTETAKE NOTE

-213 degrees Celsius

1817 (?) –24 (?) hrs.

842,870,000,000

Uranus

AVERAGE

TEMPERATURE

MOON

PERIOD OF

ROTATION

(EARTH DAYS/YEARS)

PERIOD OF

REVOLUTION

(EARTH YEARS/ DAYS)

DISTANCE

FROM THE SUN (IN

KM.)

PLANET

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Did you know that planet Uranus has 27 moons each named after Shakespearean characters.

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check your understanding. Do the following

activities.


check your understanding. Do the following

activities.

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LET’S THINK LET’S THINK


Name: __________________ Name: __________________ Grade and Section: ________ Grade and Section: ________

Score: __________________ Score: __________________

Date: __________________ Date: __________________

DIRECTION: Form at least five (5) words from the

words “Planet and Uranus”.

DIRECTION: Form at least five (5) words from the

words “Planet and Uranus”.

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LET’S LEARNLET’S LEARN




1. It is the mysterious tilted planet.1. It is the mysterious tilted planet.a. Earth a. Earth

b. Mars b. Mars c. Uranus c. Uranus d. Neptune d. Neptune

2. When does the first recorded on planet Uranus happened?2. When does the first recorded on planet Uranus happened?

b. 1666

b. 1666

a. 1690

a. 1690 c. 1680 c. 1680

d. 1688 d. 1688

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3. Who made the formal discovery on Uranus?3. Who made the formal discovery on Uranus?a. J. Zarlet

a. J. Zarlet b. W. Hershel

b. W. Hershel

c. R. Arique c. R. Arique

d. H. Uy d. H. Uy

4. What is the average temperature of planet Uranus?4. What is the average temperature of planet Uranus?a.–218 degrees C or –360 degrees a.–218 degrees C or –360 degrees

b. 218 degrees C or 360 degrees Fb. 218 degrees C or 360 degrees Fc. 200 degrees C or 320 degrees Fc. 200 degrees C or 320 degrees Fd. None of the aboved. None of the above

5. How many rings does Uranus have so far?5. How many rings does Uranus have so far?a. 27

a. 27 b. 23

b. 23

c. 7 c. 7 d. 13 d. 13

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6. Planet Uranus is the seventh planet from the _______ .6. Planet Uranus is the seventh planet from the _______ .a. moon

a. moon b. sun

b. sun

c. star c. star

d. other planet d. other planet

7. Where does Uranus’ name came from?7. Where does Uranus’ name came from?a. Greek God of Sky

a. Greek God of Sky b. Greek God of Star

b. Greek God of Star

c. Greek God of moon c. Greek God of moon d. Greek God of Planets d. Greek God of Planets

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8. How many degrees angle does Uranus titled?8. How many degrees angle does Uranus titled?a. 98 degrees

a. 98 degrees b. 90 degrees

b. 90 degrees

c. 95 degrees c. 95 degrees d. 60 degrees d. 60 degrees

9. At first, Uranus is believed to what?9. At first, Uranus is believed to what?a. Star

a. Star b .Meteors

b .Meteors

c. asteroids c. asteroids d. comets d. comets

10. What is the surface composition of planet Uranus?10. What is the surface composition of planet Uranus?a. rock and ice

a. rock and ice b. ice b. ice

c. rock c. rock

d. dust and rockd. dust and rock

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Did you answer all the activities? How many correct

answers you’ve got? Did you got a high scores? If yes, Very Good!! You

are now ready to proceed to the next planet, Neptune.

Did you answer all the activities? How many correct

answers you’ve got? Did you got a high scores? If yes, Very Good!! You

are now ready to proceed to the next planet, Neptune.

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To know the coldest object in the Solar SystemTo describe the Great Dark Spot of NeptuneTo differentiate Neptune to other planets


Neptune is the eight planet from the sun and the fourth largest ( by diameter ). It is the only visited by one spacecraft on August 25, 1989. Neptune comes from this single encounter but fortunately have added a great deal too because Pluto orbits is so eccentric, it sometimes crosses the orbit of the Neptune.

Neptune is the eight planet from the sun and the fourth largest ( by diameter ). It is the only visited by one spacecraft on August 25, 1989. Neptune comes from this single encounter but fortunately have added a great deal too because Pluto orbits is so eccentric, it sometimes crosses the orbit of the Neptune.

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Making the Neptune the most distant planet from the Sun for the few years. Neptune composition is probably similar to Uranus various “ ices ” and rock with about 15 % hydrogen and a little helium.

Because Neptune is so far away, little was known about it until Voyager 2 sped by it in 1989. The planet is a deep blue color and shows interesting features, such as dark spots and white wisps. Neptune has also a set of faint rings around of it. This means that all four giant planets have ring system, but only Saturn’s rings can be seen from Earth.

Making the Neptune the most distant planet from the Sun for the few years. Neptune composition is probably similar to Uranus various “ ices ” and rock with about 15 % hydrogen and a little helium.

Because Neptune is so far away, little was known about it until Voyager 2 sped by it in 1989. The planet is a deep blue color and shows interesting features, such as dark spots and white wisps. Neptune has also a set of faint rings around of it. This means that all four giant planets have ring system, but only Saturn’s rings can be seen from Earth.

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Neptune winds are the fastest in the solar system reaching 2000 km/hour. Neptune most prominent feature was the “ Great Dark Spot ”, the southern hemisphere and also the “ Smaller Dark Spot” popularly known as “The Scooter ”. On 1994 the dark spot has disappeared but a few months later the new dark spot discovered on the Northern Hemisphere. This indicates that Neptune’s atmosphere changes rapidly.

Neptune winds are the fastest in the solar system reaching 2000 km/hour. Neptune most prominent feature was the “ Great Dark Spot ”, the southern hemisphere and also the “ Smaller Dark Spot” popularly known as “The Scooter ”. On 1994 the dark spot has disappeared but a few months later the new dark spot discovered on the Northern Hemisphere. This indicates that Neptune’s atmosphere changes rapidly.

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LET’S LOOK THISLET’S LOOK THIS

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TAKE NOTE TAKE NOTE

PLANET

DISTANCE

FROM THE SUN (IN

KM.)

PERIOD OF

REVOLUTION

(EARTH YEARS/DAYS)

PERIOD OF

ROTATION

(EARTH DAYS/YEARS)

MOON

AVERAGE

TEMPERATURE

Neptune

4,497,000,000

165 17.9 hrs. 8 -216 degrees Celsius

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Triton, Neptune’s largest moon, is the coldest object in the Solar System. Its temperature is –235 degrees Celsius





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LET’S DO THISLET’S DO THISACTIVITY 29ACTIVITY 29

Name: ___________________Name: ___________________Grade and Section: _________Grade and Section: _________

Score: _________________ Score: _________________ Date: _________________ Date: _________________

DIRECTION: Find the following words. Color

them as indicated below.

DIRECTION: Find the following words. Color

them as indicated below.

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Great Dark Spot (Red) Neptune (Blue) Planet (Yellow) Atmosphere (Pink)Rings (Orange) Hemisphere (Violet)

Great Dark Spot (Red) Neptune (Blue) Planet (Yellow) Atmosphere (Pink)Rings (Orange) Hemisphere (Violet)

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GHEREHPSIMEHW

CYXZENUJBHNOJ

OANIEKUIMSUAK

XTEREHPSOMTAE

EEHENAWAGAPIL

LIOTNSQAADENL

AYTONGDTUANBA

TAUOMNAETALAG

VULCLITENALPI

TOPSKRADTAERG

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DIRECTION: Write whether the statement is TRUE or FALSE. If it is True, draw a heart ( ). If False, draw a square ( ). Use the space provided.

DIRECTION: Write whether the statement is TRUE or FALSE. If it is True, draw a heart ( ). If False, draw a square ( ). Use the space provided.

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_____1. Neptune is the eighth planet from the sun._____1. Neptune is the eighth planet from the sun._____2. There are two (2) spacecrafts visited Neptune._____2. There are two (2) spacecrafts visited Neptune._____3. Neptune’s wind is the slowest in the solar system._____3. Neptune’s wind is the slowest in the solar system.

_____4. Great Dark Spot was the most prominent feature in the solar system.

_____4. Great Dark Spot was the most prominent feature in the solar system._____5. The Smaller Dark Spot is also called The Scooter._____5. The Smaller Dark Spot is also called The Scooter._____6. Neptune has no set of faint rings around of it._____6. Neptune has no set of faint rings around of it._____7. All four giant planets have ring system._____7. All four giant planets have ring system.

_____8. On 1994, the dark spot of Neptune has disappeared.

_____8. On 1994, the dark spot of Neptune has disappeared.

_____9. Neptune’s composition is probably similar to Mercury’s composition.

_____9. Neptune’s composition is probably similar to Mercury’s composition._____10. Neptune is the fourth largest planet by diameter._____10. Neptune is the fourth largest planet by diameter.

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Did you do all the activities? How many

correct answers you’ve got? Did you got a perfect

score? If yes, Great!!! Now you

already knew the eight (8) planets in our Solar

System.

Did you do all the activities? How many

correct answers you’ve got? Did you got a perfect

score? If yes, Great!!! Now you

already knew the eight (8) planets in our Solar

System.

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On clear moonless nights, you may see as you observed the sky swiftly moving point in the sky.

This is visible for a few seconds only and then it vanishes. The things you see are other celestial bodies in the Solar system.

In this Chapter we will find out what are those celestial bodies in our Solar System.

On clear moonless nights, you may see as you observed the sky swiftly moving point in the sky.

This is visible for a few seconds only and then it vanishes. The things you see are other celestial bodies in the Solar system.

In this Chapter we will find out what are those celestial bodies in our Solar System.

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To cite examples/ evidences of the following:Enormous size of heavenly bodiesImmense distances between heavenly bodiesThe unbelievably long duration of celestial event

such as the life cycle of the stars


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To compare Planetoids to other celestial bodiesTo clear in mind what really Planetoids areTo sketch the illustration of Asteroids



An asteroid is a small solid object in the Solar System also called “Planetoids”, because it orbits the sun directly. Among the numerous of heavenly bodies are the asteroids which number about 30,000. Asteroids are found between the orbits of Mars and Jupiter. They are believed to be fragments of an exploded planet.

An asteroid is a small solid object in the Solar System also called “Planetoids”, because it orbits the sun directly. Among the numerous of heavenly bodies are the asteroids which number about 30,000. Asteroids are found between the orbits of Mars and Jupiter. They are believed to be fragments of an exploded planet.

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Asteroids are composed of rocks and metals. Ceres is the biggest asteroid with a diameter of about 800 kilometers. Then very little is known about these bodies by astronomers with diameter from 16 to 160 kilometers. Asteroids are rocky and metallic objects that orbit the sun but are too small to be considered planets. They are known as minor planets. They are material left over from the formation of the solar system.

One theory suggests that they remains of a planet that was destroyed in the massive collision long ago. Astronomers have studied a number of asteroids through Earth-based observations. Several notable asteroids are Tautahs, Castalia, Geographo and Vesta.

Asteroids are composed of rocks and metals. Ceres is the biggest asteroid with a diameter of about 800 kilometers. Then very little is known about these bodies by astronomers with diameter from 16 to 160 kilometers. Asteroids are rocky and metallic objects that orbit the sun but are too small to be considered planets. They are known as minor planets. They are material left over from the formation of the solar system.

One theory suggests that they remains of a planet that was destroyed in the massive collision long ago. Astronomers have studied a number of asteroids through Earth-based observations. Several notable asteroids are Tautahs, Castalia, Geographo and Vesta.

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TRY TO LOOK AT THIS

TRY TO LOOK AT THIS

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Asteroid is a small object in the Solar system, which also called “Planetoids”.

Ceres is the biggest planetoids with a diameter of about 800 kilometers.


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Now, are you ready to check your

understanding? How much have

you learned?Do the following

activities.

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Name: ____________________Score:________________Grade & Section: ____________Date:________________

Name: ____________________Score:________________Grade & Section: ____________Date:________________


DIRECTION: Encircle the letter

of the correct answer.

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1. It is a small solid object in the Solar System.1. It is a small solid object in the Solar System.

a. Asteroidsa. Asteroids

b. Cometsb. Cometsc. Starsc. Stars

d. All of the aboved. All of the above

2. The biggest asteroids is known as __________?2. The biggest asteroids is known as __________?a. Marsa. Marsb. Ceresb. Ceres

c. Sunc. Sund. Stard. Star

a. Planetoida. Planetoid3. The other term for asteroid is _________.3. The other term for asteroid is _________.

b. Asteroid alsob. Asteroid also

4. Asteroids are believed to be the fragments of what? a. Planet

4. Asteroids are believed to be the fragments of what? a. Planet

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c. None of the abovec. None of the above

d. Milky Wayd. Milky Way

d. Moonsd. Moonsc. Sunc. Sun

b. Exploded Planetb. Exploded Planet

5. The biggest asteroid is Ceres, which measures _________ in diameter. a. 600 kilometers c. 16 kilometers b. 800 kilometers d. 700 kilometers

5. The biggest asteroid is Ceres, which measures _________ in diameter. a. 600 kilometers c. 16 kilometers b. 800 kilometers d. 700 kilometers

6. The compositions of asteroids are? a. rocky objects c. lead b. rocky and metallic objects d. metallic

objects

6. The compositions of asteroids are? a. rocky objects c. lead b. rocky and metallic objects d. metallic

objects7. Except planetoids, asteroids are also known as what? a. Planet c. minor planet b. major planet d. none of the above

7. Except planetoids, asteroids are also known as what? a. Planet c. minor planet b. major planet d. none of the above

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8. Where do asteroids came from? a. remains of planets c. remains of

moon b. remains of stars d. none of the

above9. Asteroids revolved around the __________? a. sun c. stars b. planets d. moon10. How do the asteroids study the number of

asteroids? a. through Earth-based observation b. through looking at the telescope c. through watching television d. none of the above

8. Where do asteroids came from? a. remains of planets c. remains of

moon b. remains of stars d. none of the

above9. Asteroids revolved around the __________? a. sun c. stars b. planets d. moon10. How do the asteroids study the number of

asteroids? a. through Earth-based observation b. through looking at the telescope c. through watching television d. none of the above

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LET’S EVALUATE YOURLET’S EVALUATE YOUR


DIRECTION: Explain what are asteroids based on your understanding. Write your answer on the space provided.

DIRECTION: Explain what are asteroids based on your understanding. Write your answer on the space provided.

____________________________________________________________________________________.

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UNDERSTANDINGUNDERSTANDING

Did you do all the activities?

If you did, then nice! You are now ready to

proceed to our next topic, the Comets.


If you did, then nice! You are now ready to

proceed to our next topic, the Comets.

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To collect information about CometsTo discuss the things about CometsTo show some interesting things about Comets



Comets are considered to be the longest orbits of the Solar System. They revolve around the sun in elongated elliptical orbits at regular intervals. A comet has a head composed of small rock fragments, dust and some gases. Its head is less dense than the Earth’s atmosphere. Like planets, comets shine because they reflect sunlight.

Comets are considered to be the longest orbits of the Solar System. They revolve around the sun in elongated elliptical orbits at regular intervals. A comet has a head composed of small rock fragments, dust and some gases. Its head is less dense than the Earth’s atmosphere. Like planets, comets shine because they reflect sunlight.

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A comet develops tail as it approaches the sun. The intense heat exerts a pressure on the particles in the head. The tail always points away from the sun. Most comets are estimated to require about 10,000 years to complete one circuit of the sun. A great majority of comets we observe will not be visible again from the Earth for thousands of years. There are many historical records and works of art which record the appearance of comets and link them with terrible events such as wars and plagues. Now we know that comets are lumps of ice and dust periodically come into the center of the solar system from somewhere in its outer reaches and that some comets make repeated trips. When comets get close enough to the sun , heat makes them start to evaporate.

A comet develops tail as it approaches the sun. The intense heat exerts a pressure on the particles in the head. The tail always points away from the sun. Most comets are estimated to require about 10,000 years to complete one circuit of the sun. A great majority of comets we observe will not be visible again from the Earth for thousands of years. There are many historical records and works of art which record the appearance of comets and link them with terrible events such as wars and plagues. Now we know that comets are lumps of ice and dust periodically come into the center of the solar system from somewhere in its outer reaches and that some comets make repeated trips. When comets get close enough to the sun , heat makes them start to evaporate.

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TRY TO STUDY THIS

TRY TO STUDY THIS

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Comets are considered to be the longest units of solar system. It requires about 10,000 years to complete its circuit around the sun.


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Did you understand the Lesson? If Yes then Great!!!, Now do the following Activities

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LET’S DO THISACTIVITY 33

LET’S DO THISACTIVITY 33


Name: _____________________Score:______________Grade & Section: ____________ Date:_______________

Name: _____________________Score:______________Grade & Section: ____________ Date:_______________


DIRECTION: Draw an illustration of what a comet is based on your understanding.


DIRECTION: Draw an illustration of what a comet is based on your understanding.


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LET’S TRY THISLET’S TRY THIS

DIRECTION: Match Column A to Column B


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A B1. The longest unit of Solar System a. Reflect sunlight2. Comets shine because of _________. b. Comets3. The tail of comet is always point away c. Head from _________.4. How long will a comet need to complete d. 10,000 years one circuit of the sun?5. What part of the comet is less dense than Earth’s e. Sun atmosphere

A B1. The longest unit of Solar System a. Reflect sunlight2. Comets shine because of _________. b. Comets3. The tail of comet is always point away c. Head from _________.4. How long will a comet need to complete d. 10,000 years one circuit of the sun?5. What part of the comet is less dense than Earth’s e. Sun atmosphere

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6. As the tail of the comets developed it approaches f. terrible events the ________?

6. As the tail of the comets developed it approaches f. terrible events the ________?

7. Where did the appearance of comets link them? g. elongated elliptical

orbits

7. Where did the appearance of comets link them? g. elongated elliptical

orbits 8. It is periodically where comets came from. h. evaporate

8. It is periodically where comets came from. h. evaporate

9. Comets revolve around the sun in __________ i. sun at regular interval.

9. Comets revolve around the sun in __________ i. sun at regular interval.10. The heat from the sun makes the comets j. center of the solar to start ________. system

10. The heat from the sun makes the comets j. center of the solar to start ________. system

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If you did, then nice!! You are

now ready to proceed to our

next topic, the Meteors.

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To briefly narrate what is meteorTo extend our awareness about meteoritesTo illustrate the picture of meteors


Meteors are rocks that fly into the atmosphere of the Earth. These rocks are made of iron and nickel. These objects in space are also called shooting stars. Meteors are believed to have come from tails of comets or from small fragments of asteroids Meteors travel in space of about 40 kilometers per second. This friction with the air causes meteors to glow brilliantly.

Meteors are rocks that fly into the atmosphere of the Earth. These rocks are made of iron and nickel. These objects in space are also called shooting stars. Meteors are believed to have come from tails of comets or from small fragments of asteroids Meteors travel in space of about 40 kilometers per second. This friction with the air causes meteors to glow brilliantly.

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However, the effects are not seen below an altitude of 15 kilometers. When there are numerous meteors, a meteor shower occurs. Upon reaching the Earth’s atmosphere, most meteors vaporize. Those that do not burn completely and fall on Earth are called Meteorites.

Most of the meteors seen during one of the annual showers arise from fluffy particles not much larger than sand grains as the particles enters Earth atmosphere, it collides with the gas atoms and molecules. The particles becomes wrapped in a glowing sheath of heated air and vaporized material boiled off its own surface. Meteors become visible at altitudes between 50-75 miles with faster particles typically shining at greater heights.

However, the effects are not seen below an altitude of 15 kilometers. When there are numerous meteors, a meteor shower occurs. Upon reaching the Earth’s atmosphere, most meteors vaporize. Those that do not burn completely and fall on Earth are called Meteorites.

Most of the meteors seen during one of the annual showers arise from fluffy particles not much larger than sand grains as the particles enters Earth atmosphere, it collides with the gas atoms and molecules. The particles becomes wrapped in a glowing sheath of heated air and vaporized material boiled off its own surface. Meteors become visible at altitudes between 50-75 miles with faster particles typically shining at greater heights.

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Many of the faster, brighter meteors may leave behind a train – a dimly glowing trail that persists for many seconds or, more rarely , minutes. Larger debris may create a fireball. Occasionally a fireball will fragment. Such fireball is called a bolide.

Many of the faster, brighter meteors may leave behind a train – a dimly glowing trail that persists for many seconds or, more rarely , minutes. Larger debris may create a fireball. Occasionally a fireball will fragment. Such fireball is called a bolide.

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Meteors are rocks that fly into the atmosphere. Meteors are believed to come from small fragments of asteroids. And it travels in space of about 40 kilometers per second.

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How much have you learned? Do

the following activities to check your

understanding.

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Name: ____________________Score:_______________Grade & Section: ___________ Date:________________

DIRECTION: Identification. Identify

what is being asked. Write the correct answers on the

space provided.

DIRECTION: Identification. Identify

what is being asked. Write the correct answers on the

space provided.

ACITIVITY 35ACITIVITY 35

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__________1. There are rocks fly into the atmosphere of Earth.

__________2. Meteors are also called __________.__________3. It is the term for numerous meteors.__________4. Meteors travel in space of what speed?__________5. It causes the meteors to glow brilliantly.

__________1. There are rocks fly into the atmosphere of Earth.

__________2. Meteors are also called __________.__________3. It is the term for numerous meteors.__________4. Meteors travel in space of what speed?__________5. It causes the meteors to glow brilliantly.

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__________6. Between how many miles do meteors become visible?

__________7. Many of the faster and brighter meteors may leave behind a _______.

__________8. It may create a fireball.__________9. It is the other form for fireball.__________10. What happens as a particle of meteors

enters Earth atmosphere?

__________6. Between how many miles do meteors become visible?

__________7. Many of the faster and brighter meteors may leave behind a _______.

__________8. It may create a fireball.__________9. It is the other form for fireball.__________10. What happens as a particle of meteors

enters Earth atmosphere?

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Explain why meteors glow brilliantly. Use the

space provided.

Explain why meteors glow brilliantly. Use the

space provided.

______________________________________________________________________________________________.

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Did you remember those things about

the meteors? Can you now identify the other Celestial Bodies in

the Solar System? If you did, Nice!!! We may

now proceed to next Chapter, Beyond the

Solar System.

Did you remember those things about

the meteors? Can you now identify the other Celestial Bodies in

the Solar System? If you did, Nice!!! We may

now proceed to next Chapter, Beyond the

Solar System.

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Human beings are naturally exquisite and curious. They continue to search and increase their knowledge not only of the things concerning the planet earth but also of those things beyond it.

You can widen your knowledge by reading the topics and doing the activities found in this module. Let’s have a journey beyond the Solar System to find out what stars are made of their size, highness and even distances from the earth. Be with the astronauts as they gather more information and explore outer space, the galaxies and the universe using space probes.

Human beings are naturally exquisite and curious. They continue to search and increase their knowledge not only of the things concerning the planet earth but also of those things beyond it.

You can widen your knowledge by reading the topics and doing the activities found in this module. Let’s have a journey beyond the Solar System to find out what stars are made of their size, highness and even distances from the earth. Be with the astronauts as they gather more information and explore outer space, the galaxies and the universe using space probes.

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To discuss the things beyond the Solar System To be aware of these different things in our

Solar SystemTo recognize each things from the other

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To know what are the biggest stars in our Solar systemTo show some interesting things about starsTo briefly narrate the life history of the starTo expand our knowledge about the different facts

about stars



Astronomers have calculated that stars originate from loose clouds and gases that gather and dump together. The center becomes very hot and nuclear reactions start to take place. The nuclear reactions produce a lot of light and heat thus giving birth to a star.

Astronomers have calculated that stars originate from loose clouds and gases that gather and dump together. The center becomes very hot and nuclear reactions start to take place. The nuclear reactions produce a lot of light and heat thus giving birth to a star.

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As the star collapses in size, it continues to cool. It then becomes faint until it cannot be seen anymore. A collapsing star may suddenly flare up and become thousands of times bigger. It is called a nova. It is the last stage and is about to die. After such brilliance, the star collapses and finally dies.

Stars do not really twinkle. They appear to twinkle because we see them through layers of air surrounding Earth as their light passes through the air layers, the light’s speed changes as it moves from one layer to another.

As the star collapses in size, it continues to cool. It then becomes faint until it cannot be seen anymore. A collapsing star may suddenly flare up and become thousands of times bigger. It is called a nova. It is the last stage and is about to die. After such brilliance, the star collapses and finally dies.

Stars do not really twinkle. They appear to twinkle because we see them through layers of air surrounding Earth as their light passes through the air layers, the light’s speed changes as it moves from one layer to another.

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Do you have an idea how many stars

are visible on a clear night.

LET’S KNOW THISLET’S KNOW THISLET’S KNOW THISLET’S KNOW THIS

LET’S KNOW THIS

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Only about 2500-3000 stars can be seen with the unaided eye at any time, but there are still billions of stars that can be seen with the aid of powerful telescopes. They vary in brightest, depending on their distance from the earth, their size and their temperature.

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Like us, stars have their own life cycle. They born and they die. They do not live

forever.

A star is a large ball of hot gas, emitting large amount of radiant energy from nuclear reactions in its interior. It is thousands to millions of kilometers in diameter.

A star is a large ball of hot gas, emitting large amount of radiant energy from nuclear reactions in its interior. It is thousands to millions of kilometers in diameter.

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Stars evolve from hydrogen gas found in interstellar medium called Nebulae. The mass of gas contract within a nebula. The hot ball begins to glow and it is the birth of a new star.

During the early stage of the star’s evolution, the temperature rises due to nebular reaction within the stars. The young star then becomes a mature white star, like the sun. Eventually a star will undergo a new series of internal reactions that will cause it to expand. When most of the nuclear fuel is consumed, the star will pulsate and finally contract to a cooling white dwarf.

Stars evolve from hydrogen gas found in interstellar medium called Nebulae. The mass of gas contract within a nebula. The hot ball begins to glow and it is the birth of a new star.

During the early stage of the star’s evolution, the temperature rises due to nebular reaction within the stars. The young star then becomes a mature white star, like the sun. Eventually a star will undergo a new series of internal reactions that will cause it to expand. When most of the nuclear fuel is consumed, the star will pulsate and finally contract to a cooling white dwarf.

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NEW BORN STAR STAR THAT ABOUT TO DIE NEW BORN STAR STAR THAT ABOUT TO DIE

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SIZE, COLOR AND TEMPERATURESIZE, COLOR AND TEMPERATURELET’S KNOW THIS

Stars vary in size. A star can be a super giant, a giant, or a dwarf. Antares and Betelgeuse are examples of super giants. Pegasus is a giant and our sun is a dwarf.

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COLOR OF STAR

SURFACE TEMPERATUR

E

STAR

Blue-White 22,000 degree Celsius

Rigel

Yellow 7,000 degree Celsius

Sun

3,315-4,000 degree Celsius

Antares

Red 1,650-3,315 degree Celsius

Betelgeuse

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Now!!! Are you ready to check your understanding.

How much have you learned? Do the following

activities.

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DIRECTION: Answer the following questions written below. Encircle the letter of the correct answer.

DIRECTION: Answer the following questions written below. Encircle the letter of the correct answer.

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1.How many stars can be seen by our naked eye? a. 10,000 stars c. 3000 stars b. 1 million stars d. 100 stars2.What do you call to the last stage of a dying star? a. PARSEC c. Prism b. NOVA d. Spectrum3.What are we going to use to see the stars in the sky? a. Television c. Cell phone b. Computer d. Telescope4.How long can a star live according to the calculation of the astronomers? a. 13 billion years c. 100 billion years b. 1 billion years d. 3 billion years

1.How many stars can be seen by our naked eye? a. 10,000 stars c. 3000 stars b. 1 million stars d. 100 stars2.What do you call to the last stage of a dying star? a. PARSEC c. Prism b. NOVA d. Spectrum3.What are we going to use to see the stars in the sky? a. Television c. Cell phone b. Computer d. Telescope4.How long can a star live according to the calculation of the astronomers? a. 13 billion years c. 100 billion years b. 1 billion years d. 3 billion years

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5.Where do the stars originated according to the theory of the scientist? a. loose clouds and gases

6.Where do the brightness of the stars depend on? a. Distance c. size b. Light d. color

7.Why do we don’t see the stars moving?a. because it is far away from usb. because it can not be seen by the naked eyec. because we don’t have telescoped. none of the above

6.Where do the brightness of the stars depend on? a. Distance c. size b. Light d. color

7.Why do we don’t see the stars moving?a. because it is far away from usb. because it can not be seen by the naked eyec. because we don’t have telescoped. none of the above

d. none of the aboved. none of the above

b. loose lightb. loose lightc. Combination of different gasesc. Combination of different gases

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8.What makes the stars look twinkle?a. the size of it b. the brightness of color c. layers of air surrounding the Earth d. the temperature of the star

9.What is the example of a dwarf star?a. Antares c. Pegasusb. Betelgeuse d. Sun

10.Stars evolve from hydrogen gas found in interstellar medium called _______?

a. Nebular c. hot gasb. Nebulae d. radiant

9.What is the example of a dwarf star?a. Antares c. Pegasusb. Betelgeuse d. Sun

10.Stars evolve from hydrogen gas found in interstellar medium called _______?

a. Nebular c. hot gasb. Nebulae d. radiant

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DIRECTION: Fill up the

missing letters to complete

the word. Write the answer

on the space provided for you.

DIRECTION: Fill up the

missing letters to complete

the word. Write the answer

on the space provided for you.

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1. 1.

it is originated from the loose clouds and gases 2.

it is originated from the loose clouds and gases 2.

the one who calculate the life cycle of the stars 3.

the one who calculate the life cycle of the stars 3.

the one who study the stars and made theory about stars 4.

the one who study the stars and made theory about stars 4.

the last stage of a dying star 5.

the last stage of a dying star 5.

it produces a lot of light and heat thus giving birth to a stars 6.

it produces a lot of light and heat thus giving birth to a stars 6.

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7.

8.

the stars appears to twinkle because of air __ surrounding the Earth 9.

the stars appears to twinkle because of air __ surrounding the Earth 9.

what will be produce as the hot ball begins to glow? 10.

what will be produce as the hot ball begins to glow? 10.

on the _______stage, stars rises temperature due to nebular reaction within stars

on the _______stage, stars rises temperature due to nebular reaction within stars

the stars continue to ____ when it collapses in size the stars continue to ____ when it collapses in size

it is the color of the Betelgeuse it is the color of the Betelgeuse

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Do you find the missing letters on the word/s? If you do, then

Good Job!! Let’s now

proceed to our new lesson.

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To define ConstellationsTo give some examples of ConstellationsTo picture out the different Constellations


Have you experienced stargazing? What have you

notice with the stars in the sky on a clear nights?

Have you experienced stargazing? What have you

notice with the stars in the sky on a clear nights?

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On a clear night, you see thousands of stars in the sky. You would notice that some of them form a group. This group of stars forming some patterns are called Constellation.

On a clear night, you see thousands of stars in the sky. You would notice that some of them form a group. This group of stars forming some patterns are called Constellation.

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Some ancient people who studied the stars imagined that each group of stars are formed pictures. They associated these pictures with animals such as bear, dog, bird, crab, giraffe and a lot more. They also associated these groups of stars with Gods and Goddesses and inanimate objects.

Some ancient people who studied the stars imagined that each group of stars are formed pictures. They associated these pictures with animals such as bear, dog, bird, crab, giraffe and a lot more. They also associated these groups of stars with Gods and Goddesses and inanimate objects.

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Let us name some Constellations:Ursa Major also known as the Great

BearUrsa Minor, a Little BearCygnos, the SwanPegasus, the Winged HorsePersues, the slayer of monster on

the champion

Let us name some Constellations:Ursa Major also known as the Great

BearUrsa Minor, a Little BearCygnos, the SwanPegasus, the Winged HorsePersues, the slayer of monster on

the champion

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Other popular Constellations are the Big, Small Dipper and Orion. Astronomers have named about 90 Constellations. Due to the revolution of the earth, different Constellation are seen during different season of the year.

As the Earth travel in a complete circle in space around the sun, therefore, our view of the heavens looking out from the right side of the Earth changes all the time.

Other popular Constellations are the Big, Small Dipper and Orion. Astronomers have named about 90 Constellations. Due to the revolution of the earth, different Constellation are seen during different season of the year.

As the Earth travel in a complete circle in space around the sun, therefore, our view of the heavens looking out from the right side of the Earth changes all the time.

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TRY TO OBSERVE THISTRY TO OBSERVE THIS

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How much have you learned about Constellation?

Do the following activities to check your understanding.

How much have you learned about Constellation?

Do the following activities to check your understanding.

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Name: ___________________Score:________________Grade & Section: __________ Date:_________________

DIRECTION: Write whether the statement is True or False. If True, draw a STAR ( ), if False, draw a sun ( )

DIRECTION: Write whether the statement is True or False. If True, draw a STAR ( ), if False, draw a sun ( )

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__________1. Constellation is a group of stars forming some patterns.__________2. The groups of stars did not associate Gods and Goddesses.__________3. Ursa Major is also called Little Bear.__________4. The Little and Bid Dipper are other popular Constellation.__________5. The pictures of the animals associated constellations.

__________1. Constellation is a group of stars forming some patterns.__________2. The groups of stars did not associate Gods and Goddesses.__________3. Ursa Major is also called Little Bear.__________4. The Little and Bid Dipper are other popular Constellation.__________5. The pictures of the animals associated constellations.

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__________6. The Earth travels that makes us see Constellation __________7. We can see Constellation during the morning.__________8. Astronomers have named about 90 Constellation.__________9. The revolution of Earth made us see different Constellations.__________10. We only have hundreds of stars in the sky.

__________6. The Earth travels that makes us see Constellation __________7. We can see Constellation during the morning.__________8. Astronomers have named about 90 Constellation.__________9. The revolution of Earth made us see different Constellations.__________10. We only have hundreds of stars in the sky.

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WORD HUNTINGWORD HUNTINGACTIVITY 40ACTIVITY 40

DIRECTION: On the given puzzle, try to look for the following words that you encounter in studying the Constellations. Color the word that you find out.

DIRECTION: On the given puzzle, try to look for the following words that you encounter in studying the Constellations. Color the word that you find out.

CLUES: You can find it horizontally, vertically or diagonally.

CLUES: You can find it horizontally, vertically or diagonally.

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S O P U R S A M I N O R S

T G J R A A J W X Y D Z P

C O N S T E L L A T I O N

J D O A A N H A N L P V I

N Z A M R R L E C T P H E

E S P A S A R A I B E A R

R I C J K S O N E M R A T

T H D O G E W J N K L P S

Q P E R T E J B T J K L J

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Did you found all the words?

If you did, then Good Work!!! Now, you really know our Solar System.

Nice Job and Well Done!!! Our journey on Solar

System ends here. Keep on studying!!

Did you found all the words?

If you did, then Good Work!!! Now, you really know our Solar System.

Nice Job and Well Done!!! Our journey on Solar

System ends here. Keep on studying!!

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