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FIRST ASSIGMENT, SIXTH GRADERS, 2011

You will find the beginning of times, where the Earth is located, How the evolution was in the Planet Earth and what are the histories of the creation of the world.

Montessori School[Author: Lic. Vladimir Salas Polo]

[Copyrights Reserved ]

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[60 Años]

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ÁREA: HUMANIDADES ASIGNATURA: SOCIAL STUDIES GRADO: 6 I.H.S: 5DURACIÓN: Approx 7 weeks INICIO: Febrero 1 FINALIZACIÓN: Abril 1PERÍODO: I MEDIADOR: Lic. Vladimir Salas

I. METAS DE COMPRENSIÓN;To describe the historic and cultural development of humanity during the antique age.

II: META DE COMPRENSIÓN GENERAL DE LA UNIDAD. To understand the geological eras, the beginning of the earth and the Blue planet as a part of the solar system.

III. METAS DE COMPRENSIÓN

IV. TÓPICO GENERADOR:

To comprehend different geologic eras.To understand and describe the first human beings.To understand how to use connectors (but, and, or) and the punctuation signs in texts, in order to express your ideas logically in social studies matters.To identify and describe the entire history of the Earth. To identify and describe each geologic era and its characteristics. To describe the idea of the Universe. To recognize the laws and rules those guide the universe. To describe the origin of the solar system. To recognize the origin of the earth. To identify and describe the origin of the planets. To identify and describe the solar system and its planets. To know elements of the earth. To recognize the earth as a living things planet.To recognize the natural resources of the earthTo analyze and distinguish between facts and opinions. To identify evidence and evaluating credibility.

V. CONTENIDOS:

The geologic eras Study of Time- review

Theories of the universe – review The Human Being Time line

The solar system and its planets. ORIGIN- review

Characteristics of each planet. – review Earth, the blue planet.

VI. RED CONCEPTUAL: RELACIONES CONCEPTUALES (INTERDISCIPLINARIEDAD).

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SECTION #1: From: February 6th to February 21st

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M.C. (CompetenciaEstándar)

DESEMPEÑOS DE COMPRENSIÓN

ACTIVIDAD DE APRENDIZAJE

FECHA VALORACIÓN CONTINUA

Students will answer the diagnostic exam according to prior knowledge.

1 – Teacher will ask students to answer the exam in their social studies notebook. See attachment #1.

February 5th

Answer the questions according to your knowledge.

Teacher will evaluate the prior knowledge of the students to see if they increase their abilities, during the vacation period.

E To analyze the development of the

Earth through the eras.

Students will investigate about the given topic the information needed to increase knowledge.

2 – Teacher will ask students to bring their investigation about ERAS OF THE EARTH and ERAS CLOCK, summarize it on their social studies notebook and paste a picture of it.

Date:________ This is a HOMEWORK. You

must do it at home and bring the investigation. Study the information to get prior knowledge.

Teacher will evaluate the ability of the students to follow instructions and gather the information needed to support the knowledge of the given topic.

A Students will look up in the dictionary the meanings of the key words identifying the adequate use of these related to social studies

3 - Teacher will ask students to write on their social studies notebook the key words (see attachment 2). Put the translation of each word into

Spanish in each parenthesis, write the word 3 times, and draw a simple

sketch for each word. Make a sentence with each word.

Date:________ This is a class work you must

do it in class with the use of your SOCIAL STUDIES book.

Do it on your SOCIAL STUDIES notebook.

- Teacher will evaluate the comprehension of the vocabulary words as a base for the complete understanding of the unit.

E Student will take note of the important facts about your teacher exposition, improving the ability to listen.

4 -Student will pay attention to the teacher’s explanation about ERAS OF THE EARTH AND THE ERAS CLOCK, in a presentation in power point. Be prepare for discussions, and make questions of the given topic.

Date:________ Will be done in class by your

teacher, you must take note and pay attention to the explanation

Teacher will evaluate, students’ attention, participation during the class, and ability to summarize taking notes.

Students will read the lesson about the and get main idea of each topic. And 10 Supporting details, or facts, and sequences. Draw conclusion.

5 – Teacher will give the instructions to the students to Read the attachment #3. Analyze de text, reading it carefully, find the unknown words, write the main idea and 10 supporting details

Date:________ You must do it in class. Remember to summarize your

supporting details.

Teacher will stimulate student’s trough the reading and comprehension of the contents of attachment # 3 to evaluate comprehension performance, adequate position or the words and complete sentences.

To established the relation between beginning of times and today`s world.

Students should investigate about the clock of the eras; make a brief after reading, to exercise the way to summarize.

6 – Teacher will ask student to copy, paste or draw the CLOCK OF THE ERAS on their social notebook pointing out its main parts.

Date:________ Do this activity as

HOMEWORK, take the time to do a proper drawing and summarize details.

Teacher will evaluate the improve of

writing skills, and check adequate positions of the

words Communication

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DIAGNOSTIC EVALUATION

Answer during class in your Social Studies notebook:

1. What do you think was the beginning of times?

2. Write everything you know about “THE ERAS”

3. What are the Theories of the universe?

4. What is the Solar System?

5. How many planets do you know?

6. What is the Blue Planet?

7. What is the Human being TIME LINE?

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Word List

Precambrian Carboniferous Paleozoic Triassic Mesozoic Jurassic Cenozoic Cretaceous Cambrian Tertiary Ordovician Quaternary Devonian

READ, ANALYZE AND SUMARIZE THE FOLLOWING TEXT.

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Eras of the Earth

Palaeontologists have divided Earth's history into eras, periods, and epochs. Monumental events and changes mark the end of one time frame, and the beginning of another. The Precambrian is the first time frame in Earth's history, begining with the birth of the Earth, and ending with an event called the "Cambrian Explosion". An abundance of diverse life found in the Burgess Shell marks the Cambrian Explosion. This explosion was latter seen to be less of a sudden increase in families, and marked more by extraordinarily good conditions for the formation of fossils. Still, that early exclamation still lives with us today. The Cambrian Explosion begins the Paleozoic Era which saw the evolution of mulicellular organisims, and the evolution of shells. The Paleozoic Era ended with a mass exticntion caused by the impact of a comet or asteroid 250mya. The exit of the Paleozoic Era herladed the begining of the The Mesozoic Era, which saw the rise and fall of the dinosaurs. Both dinosaurs and the Mesozoic Era ended when another comet struck the Earth 65mya. This event rose the curtain on the Cenozoic Era, the age of mammals, birds, bony fish, and flowering plants.

What event will end the Cenozioc?*How many geologic eras can you talk about?

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The Clock Of Eras And Geologic Time

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The Clock of eras is a graphic aid to help us visualize geologic time. It is nearly impossible for the human mind to comprehend the amount of time that it has taken for the Earth to develop to its present state, yet we try to imagine each stage of its unfolding and the time that passed during each phase of development. The Clock of Eras uses the analogy of a circular clock to represent the development of our planet in geologic time. One can see at a glance the relative time lengths of each major geologic era. So how does this Clock work? The Clock represents geologic time on the Earth since its birth to the present, from the initial events that brought about the formation up to now. Each hour represents approximately 375 million years.

We can’t take credit for the idea of this Clock. It is a concept that was developed in Montessori Education. The colors as used in the Montessori clock relate to the location of the life that was present during the time. So the Paleozoic Era is blue because life was primarily in the seas, the Mesozoic is brown because life moved to the land, and the Cenozoic is green because of the fresh new life: the mammals.

The Clock of Eras has been modified several times already and will continue to change over time as scientists learn more and more information through their research and discovery.

WORKSHOP #11. What is definition of an era?

2. How many eras do you know?

3. What are the names of the eras?

4. Can you write some characteristics of each era?

5. What is the division of this era?

6. What is the definition of the Clock of the eras?

7. Do you think the colors in the clocks of the eras are helpful to study times?

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SECTION #2: From: February 23rd to March 6th

INCLUDEPICTURE "http://tbn2.google.com/images?q=tbn:hR5iQqYuEsNSsM:http://www.spirituality.org.za/uploaded_images/creation-743097.jpg" \* MERGEFORMATINET INCLUDEPICTURE "http://tbn1.google.com/images?q=tbn:9AfVmCrn4ebrnM:http://www.cartoonstock.com/lowres/shr0185l.jpg" \* MERGEFORMATINET INCLUDEPICTURE "http://tbn3.google.com/images?q=tbn:grBPPehTKxEPzM:http://www.news.com.au/common/imagedata/0,,6250340,00.jpg" \* MERGEFORMATINET

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M.C. (CompetenciaEstándar)

DESEMPEÑOS DE COMPRENSIÓN

ACTIVIDAD DE APRENDIZAJE

FECHA VALORACIÓN CONTINUA

I Identify the importance of the THEORIES OF THE ORIGEN OF THE BEGINNING OF TIMES.

Student will improve their research abilities looking for the material they need to accomplish the goal of obtaining adequate information for investigation purpose.

1 -Teacher will ask students to investigate at home about the THEORIES OF THE ORIGEN OF THE EARTH to get a prior knowledge and make a brief on your social notebook investigation.

Date:________ This is a HOMEWORK, you

MUST bring it on this date. Write about each theory, and

make a drawing.

Teacher will evaluate the ability to follow instructions, and write using adequate position of the words, and complete sentences, improving writing skills and the ability to gather information.

A Students will Look up in the dictionary the meanings of the key words identifying the adequate use of this related to social studies

2 - Teacher will ask students to write on their social studies notebook the key words of attachment #5. Put the translation of each word into

Spanish in each parenthesis, and draw a simple sketch for each word.

Make a sentence with each word.

Date:________ This is a class work you must

do it in class with the use of your SOCIAL STUDIES book.

Do it on your SOCIAL STUDIES notebook.

- Teacher will evaluate the comprehension of the vocabulary words as a base for the complete understanding of the unit.

Student will take note of the important facts about the video, improving the ability to listen, and writing.

3 - Students will pay attention to several videos that will explain about the THEORIES OF THE UNIVERSE be prepared for discussions, and make questions of the given topic.

Date:________ Will be done in class your

teacher will lead the participation, you must take note and pay attention to the video.

Teacher will evaluate, students’ attention, participation during the class, and ability to summarize and taking notes.

Analyze the historic and cultural development of the theories of the UNIVERSE.

Read the attachment #4 get the main idea of each topic and 10 Supporting details, facts, and sequences. Draw conclusion.

4 – Teacher will give the instructions to the students to Read the attachment # 6. Analyze de text, reading it carefully, find the unknown words, write the main idea and 10 supporting details.

Date:________ You must do it in class. Remember to summarize your

supporting details.

Teacher will stimulate student’s trough the reading and comprehension of the contents of attachment # 6 to evaluate comprehension performance, adequate position or the words and complete sentences.

Students will be able to demonstrate proper knowledge of the topic, and communication skills.

5 -Teacher will ask student to gather in groups present an exposition about the THEORIES OF THE UNIVERSE. Use your creativity or imagination and creativity; presented this in ½ cardboard, use colors,

Date:________ This is a team work gather with

your group before this date and makes a great presentation.

Your group must be of 4 students.

Teacher will evaluate creativity, Communication skills and Proper knowledge of the topic and the ability to follow instructions.

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Word List

Creator Equation Darkness Equation Gathered Cosmological Divine Scientists Create physicists Theory Inflationary Simplistic

THEORIES OF THE BEGINNING OF TIMES

THE CREATION

The creation week narrative begins with these words: "In the beginning, God created the heavens and the earth." It takes place over a period six days and is followed by a seventh day of rest. In these seven days there are eight divine commands spoken:

Day 1: God creates light. Here is the first divine command, "Let there be light."

o God then divides the light from the darkness, and calls the light "Day" and the darkness "Night."

Day 2: God creates the heavens. Here is the second divine command, "Let there be an expanse..."

o God then divides the waters that were above this expanse from the waters that were below it, and he calls the expanse "Heaven."

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Day 3: God creates dry land and sea. Here is the third divine command, "Let the waters under the heavens be gathered together into one place, and let the dry land appear."

o God then names the dry land, "Earth" and the waters, "Seas."

o On this day we also have the fourth divine command, "Let the earth sprout vegetation, plants yielding seed, and fruit trees..."

Day 4: God creates lights in the heavens. Here is the fifth divine command, "Let there be lights in the expanse of the heavens..."

o These lights were made to separate light from darkness and to mark days, seasons and years.

o These lights consisted of "two great lights...and the stars." One light was to rule the day, and the second was to rule the night.

Day 5: God creates sea creatures and birds. Here is the sixth divine command, "Let the waters swarm with swarms of living creatures, and let birds fly above the earth across the expanse of the heavens."

o God tells these creatures "to be fruitful and multiply."

Day 6: God creates the land animals and human beings This is the seventh divine command, "Let the earth bring forth living creatures..."

o He makes wild beasts, livestock and reptiles.

o He then creates man (אדם) in his image (יםUִהWֹלYם אZֹלZֶצ), male and female (1:27)—the eighth divine command: "Let us make mankind in our image..."

o God tells them "to be fruitful, and multiply, and fill the earth, and subdue it." (1:28)

o God gives both humans and animals plants to eat (1:29).

o God describes his creation as "very good" ( 1:31ֹטWוב ְמ_אWד ).

Day 7: Day of rest. God, having completed the heavens and the earth, rests from His work, and blesses and sanctifies the seventh day

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EVOLUTION, THEORY OF CHARLES DARWIN

Darwin's Theory of Evolution is the widely held notion that all life is related and has descended from a common ancestor: the birds and the bananas, the fishes and the flowers -- all related. Darwin's general theory presumes the development of life from non-life and stresses a purely naturalistic (undirected) "descent with modification". That is, complex creatures evolve from more simplistic ancestors naturally over time. In a nutshell, as random genetic mutations occur within an organism's genetic code, the beneficial mutations are preserved because they aid survival -- a process known as "natural selection." These beneficial mutations are passed on to the next generation. Over time, beneficial mutations accumulate and the result is an entirely different organism (not just a variation of the original, but an entirely different creature).Big Bang Theory, currently accepted explanation of the beginning of the universe. The big bang theory proposes that the universe was once extremely compact, dense, and hot. Some original event, a cosmic explosion called the big bang, occurred about 13.7 billion years ago, and the universe has since been expanding and cooling.

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The theory is based on the mathematical equations, known as the field equations, of the general theory of relativity set forth in 1915 by Albert Einstein. In 1922 Russian physicist Alexander Friedmann provided a set of solutions to the field equations. These solutions have served as the framework for much of the current theoretical work on the big bang theory. American astronomer Edwin Hubble provided some of the greatest supporting evidence for the theory with his 1929 discovery that the light of distant galaxies was universally shifted toward the red end of the spectrum (see Redshift). Once “tired light” theories—that light slowly loses energy naturally, becoming more red over time—were dismissed, this shift proved that the galaxies were moving away from each other. Hubble found that galaxies farther away were moving away proportionally faster, showing that the universe is expanding uniformly. However, the universe’s initial state was still unknown.

In the 1940s Russian-American physicist George Gamow worked out a theory that fit with Friedmann’s solutions in which the universe expanded from a hot, dense state. In 1950 British astronomer Fred Hoyle, in support of his own opposing steady-state theory, referred to Gamow’s theory as a mere “big bang,” but the name stuck. Indeed, a contest in the 1990s by Sky & Telescope magazine to find a better (perhaps more dignified) name did not produce one. The overall framework of the big bang theory came out of solutions to Einstein’s general relativity field equations and remains unchanged, but various details of the theory are still being modified today. Einstein himself initially believed that the universe was static. When his equations seemed to imply that the universe was expanding or contracting, Einstein added a constant term to cancel out the expansion or contraction of the universe. When the expansion of the universe was later discovered, Einstein stated that introducing this “cosmological constant” had been a mistake.

THE BIG BANG

The big bang theory seeks to explain what happened at or soon after the beginning of the universe. Scientists can now model the universe back to 10 -43 seconds after the big bang. For the time before that moment, the classical theory of gravity is no longer adequate. Scientists are searching for a theory that merges gravity

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(as explained by Einstein's general theory of relativity) and quantum mechanics but have not found one yet. Many scientists have hope that string theory, also known as M-theory, will tie together gravity and quantum mechanics and help scientists explore further back in time (see Physics: Unified Field Theory ). Because scientists cannot look back in time beyond that early epoch, the actual big bang is hidden from them. There is no way at present to detect the origin of the universe. Further, the big bang theory does not explain what existed before the big bang. It may be that time itself began at the big bang, so that it makes no sense to discuss what happened “before” the big bang. According to the big bang theory, the universe expanded rapidly in its first microseconds. A single force existed at the beginning of the universe, and as the universe expanded and cooled, this force separated into those we know today: gravity, electromagnetism, the strong nuclear force, and the weak nuclear force. A theory called the electroweak theory now provides a unified explanation of electromagnetism and the weak nuclear force theory (see Unified Field Theory). Physicists are now searching for a grand unification theory to also incorporate the strong nuclear force. String theory seeks to incorporate the force of gravity with the other three forces, providing a theory of everything (TOE). One widely accepted version of big bang theory includes the idea of inflation. In this model, the universe expanded much more rapidly at first, to about 1050 times its original size in the first 10-32 second, then slowed its expansion. The theory was advanced in the 1980s by American cosmologist Alan Guth and elaborated upon by American astronomer Paul Steinhardt, Russian American scientist Andrei Linde, and British astronomer Andreas Albrecht. The inflationary universe theory (see Inflationary Theory) solves a number of problems of cosmology. For example, it shows that the universe now appears close to the type of flat space described by the laws of Euclid’s geometry: We see only a tiny region of the original universe, similar to the way we do not notice the curvature of the earth because we see only a small part of it. The inflationary universe also shows why the universe appears so homogeneous. If the universe we observe was inflated from some small, original region, it is not surprising that it appears uniform. Once the expansion of the initial inflationary era ended, the universe continued to expand more slowly. The inflationary model predicts that the universe is on the boundary between being open and closed. If the universe is open, it will keep expanding forever. If the universe is closed, the expansion of the universe will eventually stop and the universe will begin contracting until it collapses. Whether the universe is open or closed depends on the density, or concentration of mass, in the universe. If the universe is dense enough, it is closed.

WORKSHOP #2

1. How do you think the creation of the world really was according to your knowledge?

2. What are the theories of the creation?

3. Write some of their main characteristics.

4. For your personal point of view what is the theory of the earth that is closer to your believed?

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SECTION #3: From: March 9th to March 20th

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M.C. (CompetenciaEstándar)

DESEMPEÑOS DE COMPRENSIÓN

ACTIVIDAD DE APRENDIZAJE

FECHA VALORACIÓN CONTINUA

I Identify the important fact about the HUMAN BEING TIME LINE.

Student will improve their research abilities looking for the material they need to accomplish the goal and obtaining adequate information for investigation purpose.

1 -Teacher will ask students to investigate at home about the HUMAN BEING TIME LINE to get a previous knowledge and make a brief on your social notebook investigation. Paste a picture of the human being TIME LINE.

Date:________ This is a HOMEWORK, you

MUST bring it on this date.

Teacher will evaluate the ability to follow instructions, and write using adequate position of the words, complete sentences, improve of writing skills and the ability to gather information.

Look up in the dictionary the meanings of the key words identifying the adequate use of this related to social studies

2 - Teacher will ask students to write on their social studies notebook the key words of attachment #8. Put the translation of each word into

Spanish in each parenthesis, and draw a simple sketch for each word, rewrite the word three (3)

times. Make a sentence with each word.

Date:________ This is a class work you must

do it in class with the use of your SOCIAL STUDIES book.

Do it on your SOCIAL STUDIES notebook.

- Teacher will evaluate the comprehension of the vocabulary words as a base for the complete understanding of the unit.

Student will take note of the important facts in the teacher exposition, improving the ability to listen, and write

3 - Student will pay attention to the teacher’s explanation about HUMAN BEING TIME LINE, in power point presentation be prepared for discussions, and make questions of the given topic.

Date:________ Will be done in class by your

teacher, you must take note and pay attention to the explanation.

Teacher will evaluate, students’ attention, participation during the class, and ability to summarize taking notes.

To established the relation between each creation during the HUMAN BEING TIME LINE, its gift to today´s civilization.

Read the attachment about the TIME LINE OF HUMAN EVOLUTION and get the main idea of each topic. And 10 Supporting details, facts, and sequences. Draw conclusion.

4 – Teacher will give the instructions to the students to Read the attachment #8. Do it in your social studies notebook. Analyze de text, reading it carefully, find the unknown words, write the main idea and 10 supporting details

Date:________ You must do it in class. Remember to summarize your

supporting details.

Teacher will stimulate student’s trough the reading and comprehension of the contents of attachment # 8 to evaluate comprehension performance, adequate position or the words and complete sentences.

Students should try to summarize the topic in a CROSSWORD. Play

5 – Teacher will ask student to make THE CROSSWORDS in their

Date:________ Teacher will explain the

proper procedures and

Teacher will evaluate the improve of writing skills, and

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Word List

Evolution Woodland Time line Crops Human being Archeologist Hominid Eruption Primates Artifacts Melting Developments Inhabited Frames

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Timeline: 300,000 to 4001 BCE

300,000  Neanderthals appear in Europe. 200,000  Give or take thousands of years, humans (homo sapiens) in Africa leave what will be a fossil record of their species.

73,000-68,000 The Toba Catastrophe Theory holds that at Lake Toba, on the island of Sumatra, a super-volcanic eruption has repercussions that reach Africa and reduces the world's human population to between 1,000 and 10,000 breeding couples.

50,000  Humans running from drought have left Africa, taking a coastal route to India and then to Australia. 48,000  In Asia, Neanderthals are becoming extinct.43,000  Humans are in an area around 500 kilometers south of what is today Moscow, their presence to be surmised in CE 2007 by archaeologists who have uncovered artifacts at what today is called the Kostenki Site.

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40,000  Near what today is Beijing, human bones dating to around this year have been found. At least one person to whom these bones belong wore shoes. According to Erik Trinkaus of Washington University in Missouri, evidence also exists of some shoe or sandal wearing among Neaderthals.38,000  Neanderthals in Europe have numbered no more than 10,000 at any one time.

26,000  In Europe, Neanderthals are becoming extinct. There will be no traceable genetic markers (along matrilineal lines) that suggest any Neanderthal and human reproduction mixture.20,000  By now humans are in southern Greece.

20,000  A single Siberian population group moves across the Bering Strait to North America, according to genetic evidence. They will remain in Alaska for thousands of years, blocked from moving south by glacial ice. 14,500  An ice-free corridor in Canada allows migration from Alaska southward.  

14,000  A melting ice sheet begins a rise in sea levels and warming in Europe. 13,000  Rice is being grown in Korea.11,000  People with a Paleoindian culture, described by archaeologists as Clovis, dominate North and Central America.

10,000  Humans have spread into most of the earth's habitable places. Sparse populations allow for hunting game, gathering food that grows wild and drifting from campsite to campsite. Storytelling and myth are a major pastime.10,000  In Eurasia and North America, the woolly mammoth (Mammuthus primigenius), has become extinct.10,000  People in the Middle East are living as hunter-gatherers and have domesticated goats and dogs.

9,000  In the Jordan Valley, figs are cultivated, while wild barley, oats and acorns are being gathered. (See BBC News, June 1, 2006.)8000  Hunter-gatherers in Southeast Asia begin growing crops to supplement their food supply. In the Jordan Valley, a walled settlement exists at

Jericho.7600  Hunter-gatherers are living along the Seine River in what is today the city of Paris.7300  Tribal people in what is today Britain have domesticated

dogs. 7200  In what is today Greece, people have domesticated sheep. 7000  In the Fertile Crescent, people are farming and raising animals. Their farms anchor them to one place. Gods are seen as settled into a temple and

place. 6500  In what today is northwest Turkey, cow herders are producing what will be tentatively considered the world's first dairy. 6000  Growing crops and domesticating animals have begun in southern and eastern Europe, including Greece. Agriculture is developing among hunter-

gatherers in southern Mexico. Along the upper Nile, people are growing sorghum, millet and wheat. 5600  Sea levels have been rising, and - according to the disputed "Black Sea Deluge Theory" - sea water suddenly begins pouring into the Black Sea

basin, flooding vast amounts of inhabited land and sending people on new migrations with stories about a great flood. 5500  People in China are planting seeds.4500  Agriculture has spread from Greece into central Europe. Farming reappears in Africa south of the Sahara in the Niger Basin in the West. The

Sahara at this time is grass and woodland with an abundance of rainfall, rivers, lakes, fish and aquatic life. People there are growing crops and raising sheep, goats and cattle.

WORKSHOP #3

What is the Human being Time Line?What is it helpful for?What were the most important GENUS?Write some of the characteristics of the first human being?According to the Time line were do the first human being appear?

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SECTION #4: From: March 23rd to March April 3rd

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M.C. (CompetenciaEstándar)

DESEMPEÑOS DE COMPRENSIÓN

ACTIVIDAD DE APRENDIZAJE

FECHA VALORACIÓN CONTINUA

I Identify the important fact about the THE SOLAR SYSTEM and THE BLUE PLANET

Student will improvement their research abilities looking for the material they need to accomplish the goal of obtaining adequate information for investigation purpose.

1 -Teacher will ask students to investigate at home about the THE SOLAR SYSTEM and THE BLUE PLANET to get a previous knowledge and make a brief on your social notebook investigation.

Date:________ This is a HOMEWORK, you

MUST bring it on this date.

Teacher will evaluate the ability to follow instructions, and write using adequate position of the words, and complete sentences, improving writing skills and the ability to gather information.

Look up in the dictionary the meanings of the key words identifying the adequate use of this related to social studies

2 - Teacher will ask students to write on their social studies notebook the key words of attachment #10. Put the translation of each word into

Spanish in each parenthesis, and draw a simple sketch for each word.

Make a sentence with each word.

Date:________ This is a class work you must

do it in class with the use of your SOCIAL STUDIES book.

Do it on your SOCIAL STUDIES notebook.

- Teacher will evaluate the comprehension of the vocabulary words as a base for the complete understanding of the unit.

Student will take note of the important facts in the teacher exposition, improving the ability to listen, and write

3 - Student will pay attention to the teacher’s explanation about THE SOLAR SYSTEM and THE BLUE PLANET, be prepared for discussions, and make questions of the given topic.

Date:________ Will be done in class by your

teacher, you must take note and pay attention to the explanation.

Teacher will evaluate, students’ attention, participation during the class, and ability to summarize taking notes.

To established the relation between each creation during the THE SOLAR SYSTEM and THE BLUE PLANET its gift to today´s civilization

Read the attachment about the and get the main idea of each topic. And 10 Supporting details, facts, and sequences. Draw conclusion.

4 – Teacher will give the instructions to the students to Read the attachment #11

Date:________ You must do it in class. Remember to summarize your

supporting details.

Teacher will stimulate student’s trough the reading and comprehension of the contents of attachment # 11 to evaluate comprehension performance, adequate position or the words and complete sentences.

Students should try to summarize the topic in a CROSSWORD. Play with the meaning of each word writing

5 – Teacher will ask student to make THE CROSSWORDS in their social notebook pointing out the important facts that you found in attachment 10.

Date:________ Teacher will explain the proper

procedures and remain students to use the step in the Spanish classes.

Present this CROSSWORD in a printout sheet, to be checked

Teacher will evaluate the improve of writing skills, and check adequate positions of the words

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Word List

Shaped Interplanetary dust Mass Orbit Astronomers Asteroid belts Dwarf planets Heliosphere Celestial objects Scattered disc Comets Interstellar

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Meteoroids Heliosphere

THE SOLAR SYSTEM

What is the solar system? It is our Sun and everything that travels around it. Our solar system is elliptical in shape. That means it is shaped like an egg. The Sun is in the center of the solar system. Our solar system is always in motion. Eight known planets and their moons, along with comets, asteroids, and other space objects orbit the Sun. The Sun is the biggest object in our solar system. It contains more than 99% of the solar system's mass. Astronomers think the solar system is more than 4 billion years old.

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Astronomers are now finding new objects far, far from the Sun which they call dwarf planets. Pluto, which was once called a planet, is now called a dwarf planet. A planet is a large space object which revolves around a star. It also reflects that star's light. Eight planets have been discovered in our solar system. Mercury, Venus, Earth, and Mars are the planets closest to the Sun. They are called the inner planets. The inner planets are made up mostly of rock. The outer planets are Jupiter, Saturn, Uranus, and Neptune. Jupiter, Saturn, Uranus, and Neptune are large balls of gases with rings around them. All eight planets travel around the Sun in a different orbit. In its orbit, there are not many other objects like the planet.Dwarf planets are objects that are similar to planets except that they orbit the Sun in areas where there are many similar objects.The Solar System consists of the Sun and those celestial objects bound to it by gravity. These objects are the eight planets, their 166 known moons, five dwarf planets, and billions of small bodies. The small bodies include asteroids, icy Kuiper belt objects, comets, meteoroids, and interplanetary dust.

The charted regions of the Solar System are the Sun, four terrestrial inner planets, the asteroid belt, four gas giant outer planets, the Kuiper belt and the scattered disc. The hypothetical Ort cloud may also exist at a distance roughly a thousand times beyond the charted regions.

A flow of plasma from the Sun (the solar wind) permeates the Solar System. This creates a bubble in the interstellar medium known as the heliosphere, which extends out to the middle of the scattered disc.

In order of their distances from the Sun, the eight planets are:1. Mercury

2. Venus

3. Earth

4. Mars

5. Jupiter

6. Saturn

7. Uranus

8. Neptune

As of mid-2008, five smaller objects are classified as dwarf planets. Ceres is in the asteroid belt, and four orbit the Sun beyond Neptune: Pluto (formerly classified as the ninth planet), Haumea, Makemake, and Eris.

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Six of the planets and three of the dwarf planets are orbited by natural satellites, usually termed "moons" after Earth's Moon. Each of the outer planets is encircled by planetary rings of dust and other particles.

THE BLUE PLANET

Earth is the third planet from the Sun and the fifth largest: orbit: 149,600,000 km (1.00 AU) from Sun diameter: 12,756.3 km mass: 5.972e24 kgEarth is the only planet whose English name does not derive from Greek/Roman mythology. The name derives from Old English and Germanic. There are, of course, hundreds of other names for the planet in other languages. In Roman Mythology, the goddess of the Earth was Tellus - the fertile soil (Greek: Gaia, terra mater - Mother Earth). It was not until the time of Copernicus (the sixteenth century) that it was understood that the Earth is just another planet. The Earth is divided into several layers which have distinct chemical and seismic properties (depths in km):

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0- 40 Crust 40- 400 Upper mantle 400- 650 Transition region 650-2700 Lower mantle 2700-2890 D'' layer 2890-5150 Outer core 5150-6378 Inner core

The crust varies considerably in thickness, it is thinner under the oceans, thicker under the continents. The inner core and crust are solid; the outer core and mantle layers are plastic or semi-fluid. The various layers are separated by discontinuities which are evident in seismic data; the best known of these is the Mohorovicic discontinuity between the crust and upper mantle. Most of the mass of the Earth is in the mantle, most of the rest in the core; the part we inhabit is a tiny fraction of the whole (values below x10^24 kilograms):

atmosphere = 0.0000051 oceans = 0.0014 crust = 0.026 mantle = 4.043 outer core = 1.835 inner core = 0.09675

The core is probably composed mostly of iron (or nickel/iron) though it is possible that some lighter elements may be present, too. Temperatures at the center of the core may be as high as 7500 K, hotter than the surface of the Sun. The lower mantle is probably mostly silicon, magnesium and oxygen with some iron, calcium and aluminum. The upper mantle is mostly olivene and pyroxene (iron/magnesium silicates), calcium and aluminum. We know most of this only from seismic techniques; samples from the upper mantle arrive at the surface as lava from volcanoes but the majority of the Earth is inaccessible. The crust is primarily quartz (silicon dioxide) and other silicates like feldspar. Taken as a whole, the Earth's chemical composition (by mass) is:

Earth's atmosphere seen at the limb The Earth's atmosphere is 77% nitrogen, 21% oxygen, with traces of argon, carbon dioxide and water. There was probably a very much larger amount of carbon dioxide in the Earth's atmosphere when the Earth was first formed, but it has since been almost all incorporated into carbonate rocks and to a lesser extent dissolved into the oceans and consumed by living plants. Plate tectonics and biological processes now maintain a continual flow of carbon dioxide from the atmosphere to these various "sinks" and back again. The tiny amount of carbon dioxide resident in the atmosphere at any time is extremely important to the maintenance of the Earth's surface temperature via the greenhouse effect. The greenhouse effect raises the average surface temperature about 35 degrees C above what it would otherwise be (from a frigid -21 C to a comfortable +14 C); without it the oceans would freeze and life as we know it would be impossible. (Water vapor is also an important greenhouse gas.)

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Earth has a modest magnetic field produced by electric currents in the outer core. The interaction of the solar wind, the Earth's magnetic field and the Earth's upper atmosphere causes the auroras (see the Interplanetary Medium). Irregularities in these factors cause the magnetic poles to move and even reverse relative to the surface; the geomagnetic north pole is currently located in northern Canada. (The "geomagnetic north pole" is the position on the Earth's surface directly above the south pole of the Earth's field; see this diagram.)

The Earth's magnetic field and its interaction with the solar wind also produce the Van Allen radiation belts, a pair of doughnut shaped rings of ionized gas (or plasma) trapped in orbit around the Earth. The outer belt stretches from 19,000 km in altitude to 41,000 km; the inner belt lies between 13,000 km and 7,600 km in altitude.

WORKSHOP #4

1. What is the Solar System?

2. What are the components of the Solar System?

3. What are the name of the planets?

4. What are the main characteristics of each planet?

5. What can you say about the Blue planet?

6. What are the components of the Blue planet?

7. Why is it call BLUE PLANET?