Key Concepts Summary
• Organize the class into six groups. Assign each group one of the Key
Concepts. Tell the groups to summarize the information in the chapter that is related to their Key Concept, and to explain how the photograph for their Key Concept on page 358 of the Student Book is related to their Key Concept. Then have groups share their summaries with the rest of the class.
• Referring to the concept map, remind students that the chapter Key Concepts were introduced at the beginning of the chapter. Have students use the bulleted information to review the concepts.
• Ask one or two questions that will prompt students’ recall of each Key Concept. Have students explain and support their responses. Sample questions and responses are given below:
1. What are some of the objects in the Solar System? (Sample answer: asteroids, comets, planets)
2. What would Earth be like if it did not tilt? (If Earth did not tilt, there would be no seasons. Each region on Earth would receive the same amount of light throughout the year.)
3. Why do constellations seem to move across the sky during the year? (As Earth orbits the Sun throughout a year, different constellations become visible.)
4. Does observing celestial objects have any practical applications? (Observing celestial objects can help us to navigate and to predict annual events such as changing seasons.)
5. What causes the Moon to appear to us in different phases? (Changes in how the Moon appears occur because, as it orbits Earth, the Sun lights it up from different angles.)
7. Why do scientists think the Universe is expanding? (all visible galaxies are moving away from our Solar System)
What Do You Think Now?
• Have students read the Big Idea on page 359 of the Student Book. Make a two-column table on the board. Label the first column celestial object and the second column properties. Ask students for examples of celestial objects they learned about in this section. Each time a student names an object, ask for the properties of that object. Write students’ responses in the table.
• Divide the vocabulary words listed on page 359 according to the sections in which they were defined. Assign the terms from each section to a group of students. Have each student group create a concept map using the vocabulary terms for their section and any other key terms they think are important. Once all groups have made their concept maps, have them share the maps with the rest of the class. Organize students to work together to combine their concept maps into a single large map for the entire chapter.
• As a class, revisit the poll results for the What Do You Think? section at the
• Use the following questions to help students form an opinion about each What Do You Think Now? statement.
1. What causes a solar eclipse? (A solar eclipse happens when the Moon’s shadow falls on Earth.)
2. Why does the Sun appear to move across the sky during the day? (Earth’s rotation causes the Sun’s apparent movement.)
3. What did Edwin Hubble discover about distant galaxies? (He showed that all visible galaxies are moving away from our galaxy.)
4. Do we see the same constellations in the sky at the same time each year?
(yes)
5. What is the relationship between the time it takes the Moon to rotate once and the time it takes the Moon to revolve around Earth once? (They are the same.)
6. What is the effect of Earth’s axis being tilted? (The tilt of Earth’s axis causes seasons, which are opposite one another in the northern and southern hemispheres.)
• Have students complete the questions found in the Chapter Self-Quiz and Chapter Review.
• Have students complete BLM 9.Q Chapter 9 Quiz for an additional review of the material.
DIFFERENTIATED INSTRUCTION
• Have students create summaries of the chapter using formats of their choice.
Consider grouping students with similar learning styles and have them create a single product that addresses that learning style; or grouping students with different learning styles and have each student contribute to the final product in a way appropriate to his or her preferred learning style. Examples of products include the following:
– a documentary video, including interviews, still images, and a voice-over;
– a timeline describing the development of astronomy and cosmology, identifying key discoveries and how scientific knowledge has affected our understanding of the Universe; and
– a game or lesson for younger students to teach them the main ideas presented in the chapter.
LITERACY TIPS AND ENGLISH LANGUAGE LEARNERS
• Have students review the word wall they have created as they have studied the chapter. Ask them to identify any terms they are still unsure of. Have them work in pairs to complete BLM 0.0-8 Term Box for these terms.
Time 45–60 min Skills
Looking Back provides an opportunity for students to demonstrate their understanding of and their ability to apply the key concepts, vocabulary, and skills.
Literacy Resources BLM 0.0-8 Term Box Assessment Resources BLM 9.Q Chapter 9 Quiz Other Program Resources
Science Connections 9 website www.nelson.com/scienceconnections/9
Big Ideas
• Celestial objects in the Solar System and Universe have specific properties that can be investigated and understood.