September 2013
Science
Review Notes
for
Parents and Students
Grade 5
1st Nine Weeks
2013-2014
Julie Moyer, Science Instructional Specialist, K-12
Page 1
September 2013
Science Review Notes
for Parents and Students
Grade 5 Science: First Nine Weeks
2013-2014
This resource is intended to be a guide for parents and students to improve content
knowledge and understanding. The information below is detailed information about the
Standards of Learning taught during the 1st grading period and comes from the Science
Standards of Learning Curriculum Framework, Grade 5 issued by the Virginia Department
of Education. The Curriculum Framework in its entirety can be found at the following
website.
http://www.doe.virginia.gov/testing/sol/standards_docs/science/index.shtml
Standard 5.1
The student will demonstrate an understanding of scientific reasoning, logic, and the nature of
science by planning and conducting investigations in which
a) items such as rocks, minerals, and organisms are identified using various classification
keys;
b) estimates are made and accurate measurements of length, mass, volume, and
temperature are made in metric units using proper tools;
c) estimates are made and accurate measurements of elapsed time are made using proper
tools;
d) hypotheses are formed from testable questions;
e) independent and dependent variables are identified;
f) constants in an experimental situation are identified;
g) data are collected, recorded, analyzed, and communicated using proper graphical
representations and metric measurements;
h) predictions are made using patterns from data collected, and simple graphical data are
generated;
i) inferences are made and conclusions are drawn;
j) models are constructed to clarify explanations, demonstrate relationships, and solve
needs; and
k) current applications are used to reinforce science concepts.
Julie Moyer, Science Instructional Specialist, K-12
Page 2
September 2013
Overview
The skills in standard 5.1 are intended to define the “investigate” component and
the understanding of the nature of science for all of the other fifth-grade
standards. The intent of standard 5.1 is for students to continue to develop a
range of inquiry skills, achieve proficiency with those skills, and develop and
reinforce their understanding of the nature of science in the context of the
concepts developed at the fifth-grade level. It is also intended that by developing
these skills, students will achieve a greater understanding of scientific inquiry and
the nature of science and will more fully grasp the content-related concepts.

Science assumes that the natural world is understandable. Scientific inquiry can provide
explanations about nature. This expands students’ thinking from just knowledge of facts to
understanding how facts are relevant to everyday life.

Systematic investigations require standard measures and consistent and reliable tools. Metric
measures are a standard way to make measurements and are recognized around the world.

A classification key is an important tool used to help identify objects and organisms. It
consists of a branching set of choices organized in levels, with most levels of the key having two
choices. Each level provides more specific descriptors, eventually leading to identification.

A hypothesis is an educated guess/prediction about what will happen based on what you
already know and what you have already learned from your research. It must be worded so that
it is “testable.” The hypothesis can be written as an “If…, then….” statement, such as “If all light
is blocked from a plant for two weeks, then the plant will die.”

An independent variable is the factor in an experiment that is altered by the experimenter.
The independent variable is purposely changed or manipulated.

A dependent variable is the factor in an experiment that changes as a result of the
manipulation of the independent variable.

The constants in an experiment are those things that are purposefully kept the same
throughout the experiment.

A scientific prediction is a forecast about what may happen in some future situation. It is
based on the application of factual information and principles and recognition of trends and
patterns.


An inference is a tentative explanation based on background knowledge and available data.
A conclusion is a summary statement based on the results of an investigation. Scientific
conclusions are based on verifiable observations.
Julie Moyer, Science Instructional Specialist, K-12
Page 3
September 2013
Standard 5.6
The student will investigate and understand characteristics of the ocean environment.
Key concepts include:
a) geological characteristics;
b) physical characteristics; and
c) ecological characteristics.
Overview
This standard extends the study of ecosystems to the ocean environment. It
focuses on the major descriptive characteristics of oceans. Among the concepts
are the geological characteristics of the ocean floor, the physical characteristics of
ocean water, and the ecological characteristics of communities of marine
organisms.
The Ocean

Oceans cover about 70 percent of the surface of the Earth.

Important features of the ocean floor near the continents are the continental shelf, the
continental slope, and the continental rise. These areas are covered with thick layers of
sediments (sand, mud, rocks).

The depth of the ocean varies. Ocean trenches are very deep, and the continental shelf is
relatively shallow.

Ocean water is a complex mixture of gases (air) and dissolved solids (salts, especially sodium
chloride). Marine organisms are dependent on dissolved gases for survival. The salinity of
ocean water varies in some places depending on rates of evaporation and amount of runoff from
nearby land.

The basic motions of ocean water are the waves, currents, and tides.

As the depth of ocean water increases, the temperature decreases, the pressure increases, and
the amount of light decreases. These factors influence the type of life forms that are present at a
given depth.

Plankton is tiny free-floating organisms that live in water. Plankton may be animal-like or plantlike. Animal-like plankton is called zooplankton. Plant-like plankton (phytoplankton)
carries out most of the photosynthesis on Earth. Therefore, they provide much of Earth’s
oxygen. Phytoplankton forms the base of the ocean food web. Plankton flourishes in areas
where nutrient-rich water upwells from the deep.
Julie Moyer, Science Instructional Specialist, K-12
Page 4
September 2013
The ocean floor is much like land it is just covered with water. You would see landforms such as
mountains, valleys, hills and plains. The ocean floor has important features to include: the
continental shelf, the continental slope, the continental rise, the abyssal plain and the
ocean trenches.
Ocean Floor Feature
Continental Shelf
Description
It is at the beginning of the shore line
and covered with thick layers of mud,
sand and rocks.
Sunlight is able to shine on the
continental shelf therefore; plant and
animal life is can survive here.
Continental Slope
It is at the end of the continental shelf
and is also covered with thick layers of
mud, sand and rocks.
Continental Rise
The area that connects the continental
slope to the ocean floor and is also
covered with thick layers of mud, sand
and rocks.
Ocean Trenches
These are very deep and dark. Very
little sunlight, animal or plant life is
found in the trenches.
Abyssal Plain
These are flat areas of the ocean floor
that are covered with mud and sand.
Seamounts are also located on these
flat plains. Seamounts are formed by
erupting volcanoes.
Julie Moyer, Science Instructional Specialist, K-12
Page 5
September 2013
Currents

Ocean currents, including the Gulf Stream, are caused by wind patterns and the differences in
water densities (due to salinity and temperature differences). Ocean currents affect the mixing of
ocean waters. This can affect plant and animal populations. Currents also affect navigation
routes.
What are currents?
Currents are ocean waters that travel in large circular patterns.
What causes currents?
There are three things that can cause currents; wind patterns, temperature, and salinity.
Causes of Currents
Wind Patterns
Winds that blow in the
same direction year
round.
Example: The Gulf
Stream located along the
east coast of the United
States in the Atlantic
Ocean.
Julie Moyer, Science Instructional Specialist, K-12
Temperature
Salinity
Currents are created by
changes in water temperature.
Salinity is the
amount of salt in
the water. As the
sun heats the
water it
evaporates and
affects the amount
of salt in the
ocean water. Salty
water is heavy and
it sinks. Less salty
water rises to the
surface. The up
and down motion
of the salt water
creates ocean
currents.
Page 6
September 2013
Released Test Items
Virginia Standards of Learning Grade 5 Science Test
Follow this link to find released tests:
http://www.doe.virginia.gov/testing/sol/standards_docs/science/index.shtml
Write the correct ocean feature in each box to properly label the ocean floor.
Answers are found at the bottom of page 12.
Julie Moyer, Science Instructional Specialist, K-12
Page 7
September 2013
What do the arrows on the map represent?
F Size of waves
G Water density
H Ocean currents
J Time between tides
Julie Moyer, Science Instructional Specialist, K-12
Page 8
September 2013
Standard 5.7
The student will investigate and understand how Earth’s surface is constantly changing. Key concepts
include:
a) identification of rock types;
b) the rock cycle and how transformations between rocks occur;
c) Earth history and fossil evidence;
d) the basic structure of Earth’s interior;
e) changes in Earth’s crust due to plate tectonics;
f) weathering, erosion, and deposition; and
g) human impact.
Overview
This standard focuses on the constantly changing nature of Earth’s surface and
builds on concepts learned in standards. Among the important ideas presented in
this standard are the rock cycle, fossil evidence of change over time, energy from
within Earth that drives tectonic plate movement, shifting tectonic plates that
cause earthquakes and volcanoes, weathering and erosion, and human
interaction with the Earth’s surface.
The Rock Cycle

Rocks move and change over time due to heat and pressure within Earth and due to
weathering, erosion, and deposition at the surface. These and other processes
constantly change rock from one type to another.

Depending on how rocks are formed, they are classified as sedimentary (layers of sediment
cemented together), igneous (melted and cooled, e.g., lava and magma), and
metamorphic (changed by heat and pressure).

Rocks have properties that can be observed, tested, and described. Composition, grain size
and textural features, color, and the presence of fossils help with identification.
Julie Moyer, Science Instructional Specialist, K-12
Page 9

September 2013
Rocks and other materials on Earth’s surface are constantly being broken down both
chemically and physically. The products of weathering include clay, sand, rock fragments, and
soluble substances.

Materials can be moved by water and wind (eroded) and deposited in new locations as
sediment (deposition).

Weathering is the breaking down of rocks.

Erosion is the carrying away of the rocks and materials by either wind or water.

Deposition is the depositing of rocks and materials in a new location as sediment.
Note:

Scientific evidence indicates the Earth is very ancient — approximately 4.6 billion years old.
The age of many rocks can be determined very reliably.

Fossils provide information about life and conditions of the past.

The Rock Cycle Never Ends!
Julie Moyer, Science Instructional Specialist, K-12
Page 10
September 2013
The Earth’s Layers

Scientific evidence indicates that the Earth is composed of four concentric layers — crust,
mantle, inner core, and outer core — each with its own distinct characteristics. The outer
two layers are composed primarily of rocky material. The innermost layers are composed
mostly of iron and nickel. Pressure and temperature increase with depth beneath the surface.
Model of the Earth
Inner Core –
composed mostly of
iron and nickel
Outer Core composed
mostly of iron
and nickel
Mantle composed
primarily of
rocky
material.
Crust – the crust is
the thinnest layer
and composed
primarily of rocky
material.

Earth’s thermal energy causes movement of material within Earth. Large continent-size
blocks (plates) move slowly about Earth’s surface, driven by that thermal energy.

Most earthquakes and volcanoes are located at the boundaries of the plates (faults). Plates can
move together (convergent boundaries), apart (divergent boundaries), or slip past each
other horizontally (transform boundaries, also called strike-slip or sliding boundaries).

Geological features in the oceans (including trenches and mid-ocean ridges) and on the
continents (mountain ranges, including the Appalachian Mountains) are caused by current and
past plate movements.
Julie Moyer, Science Instructional Specialist, K-12
Page 11
September 2013
Convergent
Divergent
Boundaries
Boundaries
Sliding, Strike-slip
or Transform
Boundaries
When plates push
together convergent
boundaries are formed.
A divergent boundary is
formed when plates
move apart. Most
form on ocean floors by
They cause mountain
ranges on land. Such as magma rising up
between two plates.
the Appalachian
Mountains of Virginia.
Convergent boundaries
form trenches under
water. They force
plates downward
instead of upward
below water.
These boundaries are
formed when plates
slide
past
each
other.
These
boundaries
cause earthquakes.
They form volcanoes
and mountain ranges
under water.
Human Impact on the Earth
Humans have varying degrees of impact on Earth’s surface through their everyday activities. With
careful planning, the impact on the land can be controlled.
What are some ways humans’ negative impact on the land can be controlled?

Think for a moment about what it would be like without paper, napkins, toilet paper? Where do
these things come from?
o They originate from trees. Companies must begin by farming large areas of trees. In
order to control the impact on the land, it is necessary to plant and replenish what is
used.
What can you do? Can you think of one way humans can have a positive impact on the
land? Write and illustrate.
Answers for question on page 7:
1. Continental shelf
2. Continental slope
3. Continental rise
4. Trench
Julie Moyer, Science Instructional Specialist, K-12
Page 12
September 2013
Released Test Items
Virginia Standards of Learning Grade 5 Science Test
Follow this link to find released tests:
http://www.doe.virginia.gov/testing/sol/standards_docs/science/index.shtml
A
.
H A,D,B,C
Julie Moyer, Science Instructional Specialist, K-12
Page 13
September 2013
hypothesis
An educated guess/prediction about what
will happen based on what you already
know and what you have already learned
from your research.
5.1
inference
A tentative explanation based on
background knowledge and available data.
5.1
prediction
5.1
experiment
A forecast about what may happen in
some future situation, based on the
application of factual information and
principles and the recognition of trends
and patterns.
A fair test driven by a hypothesis.
5.1
conclusion
5.1
dependent variable
A summary statement based on the
results of an investigation. Scientific
conclusions are based on verifiable
observations.
The factor in an experiment that changes
as a result of the manipulation of the
independent variable.
5.1
independent variable
The factor in an experiment that is altered
by the experimenter. The independent
variable is purposely changed or
manipulated.
5.1
Julie Moyer, Science Instructional Specialist, K-12
Page 14
September 2013
constants
Constants are the things that are
purposefully kept the same throughout
the experiment.
5.1
It is at the beginning of the shore line and
covered with thick layers of mud, sand and
rocks.
continental shelf
Sunlight is able to shine on the continental
shelf therefore; plant and animal life is can
survive here.
5.6
continental slope
It is at the end of the continental shelf and
is also covered with thick layers of mud,
sand and rocks.
5.6
continental rise
The area that connects the continental
slope to the ocean floor and is also
covered with thick layers of mud, sand and
rocks.
ocean trenches
Ocean trenches are very deep and dark
depressions in the ocean floor. Very little
sunlight, animal or plant life is found in the
trenches.
5.6
5.6
abyssal plain
An abyssal plain is the flat area of the
ocean floor that are covered with mud and
sand. Seamounts are also located on these
flat plains. Seamounts are formed by
erupting volcanoes.
5.6
sediments
Sediments are soil, sand, and minerals
that are washed from land into water by
weathering and erosion.
5.6
Julie Moyer, Science Instructional Specialist, K-12
Page 15
September 2013
salinity
Salinity is the measure of all the salts
dissolved in water.
5.6
plant-like plankton
Microscopic organisms that live in aquatic
environments. They are the foundation of
the aquatic food web. Also called
phytoplankton.
5.6
animal-like plankton
Tiny invertebrates that float freely
throughout bodies of water. Also called
zooplankton.
ocean currents
Currents are ocean waters that travel in
large circular patterns. Three things can
cause currents; wind patterns,
temperature, and salinity.
5.6
5.6
weathering
The breaking down of rocks.
5.7
erosion
The carrying away of the rocks and
materials by either wind or water.
5.7
deposition
The depositing of rocks and materials in a
new location as sediment.
5.7
sedimentary rocks
Rocks that have layers of sediments
cemented together.
5.7
Julie Moyer, Science Instructional Specialist, K-12
Page 16
September 2013
igneous rocks
Rocks that have melted and cooled. Ex.
Lava and magma
5.7
metamorphic rocks
Rocks that were changed by heat and
pressure.
5.7
fossils
Items that provide information about life
and conditions of the past.
5.7
Earth’s crust
The thinnest layer of Earth composed
primarily of rocky material.
mantle
One of the outermost layers of Earth
composed primarily of rocky material.
5.7
5.7
inner core
The innermost layer of Earth composed of
iron and nickel.
outer core
One of the innermost layers of Earth
composed of iron and nickel.
5.7
5.7
Julie Moyer, Science Instructional Specialist, K-12
Page 17
September 2013
thermal energy
Heat energy
plate tectonics
Large rigid blocks (plates) that interact with
each other at their boundaries.
5.7
5.7
convergent boundaries
These occur when the plate tectonics move
together causing mountain ranges on land
and trenches underwater.
5.7
divergent boundaries
These occur when the plate tectonics move
apart on the ocean floor. They form
volcanoes and mountain ranges
underwater.
5.7
transform boundaries
These occur when the plate tectonics slip
past each other horizontally. They cause
earthquakes. Also called strike-slip or
sliding boundaries.
5.7
Julie Moyer, Science Instructional Specialist, K-12
Page 18
September 2013
4th Grade Science Review Notes
for 5th Grade Parents and Students
Science: First Nine Weeks
2012-2013
Standard 4.7
The student will investigate and understand the organization of the solar system. Key concepts
include:
a. the planets in the solar system;
b. the order of the planets in the solar system; and
c. the relative sizes of the planets.
Overview
This standard focuses on providing an introduction to our solar system. This
includes the introduction to the planets in the solar system, their order in the
solar system in relation to the sun, and the sizes of the planets in relation to the
size of Earth.
Our solar system is ancient. Early astronomers believed that Earth was the center of the
universe and all other heavenly bodies orbited around Earth. We now know that our sun is the
center of our solar system and eight planets, a handful of dwarf planets, 170 named moons,
dust, gas, and thousands of asteroids and comets orbit around the sun.
Our solar system is made up of eight planets: Mercury, Venus, Earth, Mars, Jupiter,
Saturn, Uranus, and Neptune.
Mercury, Venus, Earth, and Mars are considered terrestrial planets. Jupiter, Saturn, Uranus,
and Neptune are called gas giants.
Julie Moyer, Science Instructional Specialist, K-12
Page 19
Planets:
September 2013
(The pictures of the planets are not to scale)
Mercury is closest to the sun and is a small, heavily cratered planet. Mercury looks like our
moon. Since Pluto’s reclassification from planet to dwarf planet, Mercury is now the smallest
planet in our solar system.
Venus is second from the sun. It is similar to Earth in size and mass, and has a permanent
blanket of clouds that trap so much heat that the temperatures on the surface of Venus are hot
enough to melt lead.
Earth is third from the sun. Earth’s atmosphere, the liquid water found on Earth, and its
distance from the sun, among many other factors, make Earth a haven for life.
Julie Moyer, Science Instructional Specialist, K-12
Page 20
September 2013
Mars is fourth from the sun. The atmosphere on Mars is thin and there is a vast network of
canyons and riverbeds on the red planet. Scientists hypothesize that Mars once supported a wet,
warm Earth-like climate.
Jupiter is fifth from the sun. Jupiter is the largest planet in the solar system and is considered a
gas giant. Jupiter has no solid surface.
Saturn is sixth from the sun. Early scientists thought Saturn was the only planet with rings, but
we now know that all four gas giants (Jupiter, Saturn, Uranus, and Neptune) have rings.
Julie Moyer, Science Instructional Specialist, K-12
Page 21
September 2013
Uranus is seventh from the sun. Uranus is a gas giant.
Neptune is eighth from the sun. Neptune appears blue through telescopes and is a gas giant.
The sequence of the eight planets in the solar system based on their position from the
sun is as follows:
Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune
The eight planets sorted by size from largest to smallest are:
Jupiter, Saturn, Uranus, Neptune, Earth, Venus, Mars, and Mercury.
Julie Moyer, Science Instructional Specialist, K-12
Page 22
September 2013
Pluto is no longer included in the list of planets in our solar system due to its small size and
irregular orbit. Pluto is smaller than seven of the moons in our solar system and cannot be
seen without a telescope.
In 2006, the International Astronomical Union (IAU), the recognized authority in naming
heavenly objects, formally reclassified Pluto. On August 24, 2006, Pluto's status was officially
changed from planet to dwarf planet.
A new distinct class of objects called "dwarf planets" was identified in 2006. It was agreed
that "planets" and "dwarf planets" are two distinct classes of objects.
What differentiates a dwarf planet from a planet?
For the most part, they are identical, but there is one key difference: A dwarf planet has not
"cleared the neighborhood" around its orbit, which means it has not become gravitationally
dominant and it shares its orbital space with other bodies of a similar size.
Julie Moyer, Science Instructional Specialist, K-12
Page 23
September 2013
Released Test Items
Virginia Standards of Learning Grade 5 Science Test
Follow this link to find released tests:
http://www.doe.virginia.gov/testing/sol/standards_docs/science/index.shtml
Answer is found at the bottom of page 34:
Julie Moyer, Science Instructional Specialist, K-12
Page 24
September 2013
Standard 4.8
The student will investigate and understand the relationships among the Earth, moon, and sun. Key
concepts include:
a. the motions of Earth, the moon, and the sun;
b. the causes for Earth’s seasons;
c. the causes for the phases of the moon;
d. the relative size, position, age, and makeup of Earth, the moon, and the sun; and
e. historical contributions in understanding the Earth-moon-sun system.
Overview
This standard focuses on the Earth-moon-sun system and includes knowledge
related to the motions of this system and the results of our unique position in it.
This includes the presence of an atmosphere, liquid water, and life.
Key Terms:
Revolution and rotation are the terms we use to describe the motions of Earth and the moon.
 Revolution is the movement of Earth in an orbit around the sun. Earth completes one
revolution around the sun every 365 ¼ days. The moon revolves around Earth about
once every month.
Julie Moyer, Science Instructional Specialist, K-12
Page 25
September 2013

Rotation is the turning of Earth on its axis, which causes day and night.
Seasons
 Earth’s axial tilt causes Earth to experience seasons as it revolves around
the sun.
Julie Moyer, Science Instructional Specialist, K-12
Page 26
September 2013
Phases of the Moon
 The phases of the moon are caused by its position relative to Earth and the sun.
The phases of the moon include:
New Moon - The moon's non-illuminated side is facing the Earth. The moon is not
visible (except during a solar eclipse).
Waxing Crescent - The moon appears to be partly but less than one-half illuminated by
direct sunlight. The fraction of the moon's disk that is illuminated is increasing.
First Quarter – ½ of the moon appears to be illuminated by direct sunlight. The fraction
of the moon's disk that is illuminated is increasing.
Waxing Gibbous - The moon appears to be more than one-half but not fully illuminated
by direct sunlight. The fraction of the moon's disk that is illuminated is increasing.
Full Moon - The moon's illuminated side is facing the Earth. The moon appears to be
completely illuminated by direct sunlight.
Waning Gibbous - The moon appears to be more than one-half but not fully illuminated
by direct sunlight. The fraction of the moon's disk that is illuminated is decreasing.
Last (third) Quarter – 1/2 of the moon appears to be illuminated by direct sunlight.
The fraction of the moon's disk that is illuminated is decreasing.
Waning Crescent - The moon appears to be partly but less than one-half illuminated by
direct sunlight. The fraction of the moon's disk that is illuminated is decreasing.
Julie Moyer, Science Instructional Specialist, K-12
Page 27
September 2013

Earth is one of eight planets that revolve around the sun and make up
the solar system. Earth is the third planet from the sun, is one of the
four terrestrial inner planets. It is about 150 million kilometers from the
sun. Earth is a geologically active planet with a surface that is constantly
changing. It has large amounts of life-supporting water and oxygen-rich
atmosphere. Earth’s protective atmosphere blocks out most of the sun’s
damaging rays.
 The moon is a small rocky satellite of Earth, having about one-quarter
the diameter of Earth and one-eighth its mass. It has extremes of
temperature, virtually no atmosphere or life, and very little water.
 The sun is an average-size yellow star of hydrogen gas that serves as the
center of our solar system and as our source of heat and light. It is about
110 times the diameter of Earth and is approximately 4.6 billion years old.
Julie Moyer, Science Instructional Specialist, K-12
Page 28
September 2013
Historical Contributions
Try to analyze the differences in what Aristotle, Ptolemy, Copernicus, and Galileo observed and what
influenced their conclusions.
Aristotle - 370 BC
Earth-centered View
Earth is the center of the universe.
The earth is inside of a giant ball that turns
and the things in the sky are attached to the ball.
The earth doesn't move.
Ptolemy - 100 AD
Earth-centered View
The earth is spherical (round) and the objects in space orbit the
earth.
The earth doesn't move.
Copernicus – 1480
Sun-centered View
The earth is spherical (round).
The earth spins on its axis.
The earth and the other planets revolve around the sun.
Galileo - 1575
He proves that Copernicus' theory is correct.
Builds a telescope to study the moon.
Discovers that the moon is not flat – it has mountains and craters.
Julie Moyer, Science Instructional Specialist, K-12
Page 29
September 2013

The NASA Apollo missions added greatly to our understanding of the moon.

Our understanding of the sun, moon, and the solar system continues to change
with new scientific discoveries.
Released Test Items
Virginia Standards of Learning Grade 5 Science Test
Follow this link to find released tests:
http://www.doe.virginia.gov/testing/sol/standards_docs/science/index.shtml
Answers are found at the bottom of page 34:
Julie Moyer, Science Instructional Specialist, K-12
Page 30
September 2013
Mercury
4.7
Venus
4.7
Earth
4.7
Mars
4.7
Jupiter
4.7
Saturn
4.7
Uranus
Mercury is closest to the sun and is a
small, heavily cratered planet.
Mercury looks like our moon. Since
Pluto’s reclassification from planet to
dwarf planet, Mercury is now the
smallest planet in our solar system.
Venus is the second planet from the
sun. It is similar to Earth in size and
mass, and has a permanent blanket
of clouds that trap so much heat that
the temperatures on the surface of
Venus are hot enough to melt lead.
Earth is the third planet from the sun.
Earth’s atmosphere, the liquid water
found on Earth, and its distance from
the sun, among many other factors,
make Earth a haven for life. One of
the four terrestrial inner planets and
is about 150 million kilometers from
the sun.
Mars is the fourth planet from the
sun. The atmosphere on Mars is thin
and there is a vast network of
canyons and riverbeds on the red
planet. Scientists hypothesize that
Mars once supported a wet, warm
Jupiter is the fifth planet from the
Earth-like climate.
sun. Jupiter is the largest planet in
the solar system and is considered a
gas giant. Jupiter has no solid
surface.
Saturn is the sixth planet from the
sun. Early scientists thought Saturn
was the only planet with rings, but
we now know that all four gas giants
(Jupiter, Saturn, Uranus, and
Neptune) have rings.
Uranus is the seventh planet from the
sun. Uranus is a gas giant.
4.7
Julie Moyer, Science Instructional Specialist, K-12
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September 2013
Neptune
Neptune is the eighth planet from the
sun. Neptune appears blue through
telescopes and is a gas giant.
4.7
revolution
A Revolution is Earth's movement around
the sun every 365 ¼ days.
4.8
rotation
4.8
seasons
Rotation is the spinning of Earth on its
imaginary axis, which takes about 24
hours to complete and causes day and
night to occur.
Seasons are created by the tilt of Earth on
its axis throughout the year that have
special climate conditions.
4.8
axial tilt
The axial tilt is the invisible axis that is
slanted allowing for seasons to occur.
4.8
phases of the moon
4.8
moon
4.8
Julie Moyer, Science Instructional Specialist, K-12
Phases of the moon are the different
shapes of the moon you see from Earth
caused by the position of Earth and the
sun.
The moon is a small rocky satellite that is
about one-quarter the diameter of Earth
and 1/8 its mass. It has extremes of
temperature, virtually no atmosphere or
life and very little water.
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September 2013
sun
The sun is an average-sized yellow star
about 110 times the diameter of Earth and
is approximately 4.6 billion years old.
4.8
waning gibbous
Moon phase after the full moon when the
moon appears to be shrinking.
4.8
new moon
4.8
waxing crescent
Moon phase that occurs when the moon is
between Earth and the sun, at which point
the moon cannot be seen because its
lighted half is facing the sun and its dark
side faces Earth.
The phase of the Moon when a small
lighted area appears to grow larger and
follows the new moon.
4.8
first quarter
Phase of the moon in which the right side
of the moon is visible (looks like a "half
moon").
4.8
full moon
The moon phase when the moon is
completely visible and perfectly round.
4.8
last quarter
Moon phase after the full moon, when
one-half of the moon's face appears to be
illuminated by sunlight.
4.8
Julie Moyer, Science Instructional Specialist, K-12
Page 33
September 2013
waning crescent
The phase of the moon when a small
lighted area appears to grow smaller;
before a new moon.
4.8
Aristotle
A Greek philosopher who believed that
planets, sun, moon and stars revolved
around Earth.
4.8
Galileo
He thought that the sun was the center of
the universe.
4.8
NASA Apollo
4.8
The National Aeronautics and Space
Administration Apollo missions aim was to
land humans on the moon and bring them
back safely.
Answer to question on page 24:
C
Answer to question on page 30:
1. Box 1 – Waning Crescent
2. Box 2 – Full Moon
3. Box 3 – Waxing Gibbous
Julie Moyer, Science Instructional Specialist, K-12
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