Glencoe Science

Chapter Resources

The Sun-Earth-Moon
System
Includes:
Reproducible Student Pages
ASSESSMENT TRANSPARENCY ACTIVITIES
✔ Chapter Tests ✔ Section Focus Transparency Activities
✔ Chapter Review ✔ Teaching Transparency Activity
✔ Assessment Transparency Activity
HANDS-ON ACTIVITIES
✔ Lab Worksheets for each Student Edition Activity Teacher Support and Planning
✔ Laboratory Activities ✔ Content Outline for Teaching
✔ Foldables–Reading and Study Skills activity sheet ✔ Spanish Resources
✔ Teacher Guide and Answers
MEETING INDIVIDUAL NEEDS
✔ Directed Reading for Content Mastery
✔ Directed Reading for Content Mastery in Spanish
✔ Reinforcement
✔ Enrichment
✔ Note-taking Worksheets
 Glencoe Science

Photo Credits
Section Focus Transparency 1: Georg Gerster/Photo Researchers; Section Focus Transparency 2: NASA; Sec-
tion Focus Transparency 3: NASA

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Permission is granted to reproduce the material contained herein on the condition
that such material be reproduced only for classroom use; be provided to students,
teachers, and families without charge; and be used solely in conjunction with the
The Sun-Earth-Moon System program. Any other reproduction, for use or sale, is
prohibited without prior written permission of the publisher.

Send all inquiries to:

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8787 Orion Place
Columbus, OH 43240-4027

ISBN 0-07-866960-X

Printed in the United States of America.

1 2 3 4 5 6 7 8 9 10 071 09 08 07 06 05 04
 Reproducible
Student Pages

Reproducible Student Pages

■ Hands-On Activities
MiniLAB: Making Your Own Compass. . . . . . . . . . . . . . . . . . . . . . . . . 3
MiniLAB: Try at Home Comparing the Sun and the Moon . . . . . . . . . 4
Lab: Moon Phases and Eclipses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Lab: Tilt and Temperature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Laboratory Activity 1: Earth’s Spin. . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Laboratory Activity 2: Earth’s Shape . . . . . . . . . . . . . . . . . . . . . . . . . 13
Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 15
■ Meeting Individual Needs
Extension and Intervention
Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 17
Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 21
Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
■ Assessment
Chapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
■ Transparency Activities
Section Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 44
Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

The Sun-Earth-Moon System 1

Hands-On Activities

Hands-On
Activities

2 The Sun-Earth-Moon System

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Hands-On Activities
Making Your Own Compass
Procedure
WARNING: Use care when handling sharp objects.
1. Cut off the bottom of a plastic foam cup to make a polystyrene disk.
2. Magnetize a sewing needle by continuously stroking the needle in the same
direction with a magnet for 1 min.
3. Tape the needle to the center of the foam disk.
4. Fill a plate with water and float the disk, needle side up, in the water.

Analysis
1. What happened to the needle and disk when you placed them in the water? Why did this happen?

2. Infer how ancient sailors might have used magnets to help them navigate on the open seas.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

The Sun-Earth-Moon System 3

 Name Date Class
Hands-On Activities

Comparing the Sun and the Moon

Procedure
1. Find an area where you can make a chalk mark on pavement or similar
surface.
2. Tie a piece of chalk to one end of a 200-cm-long string.
3. Hold the other end of the string to the pavement.
4. Have a friend pull the string tight and walk around you, drawing a circle
(the Sun) on the pavement.
5. Draw a 1-cm-diameter circle in the middle of the larger circle
(the Moon).

Analysis
1. How big is the Sun compared to the Moon?

2. The diameter of the Sun is 1.39 million km. The diameter of Earth is 12,756 km. Draw two
new circles modeling the sizes of the Sun and Earth. What scale did you use?

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4 The Sun-Earth-Moon System

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Moon Phases and Eclipses

Lab Preview
Directions: Answer these questions before you begin the Lab.
1. What safety symbols are used in this lab?

2. What precautions should you take with this lab?

In this lab, you will demonstrate the positions of the Sun, the Moon, and
Earth during certain phases and eclipses. You also will see why only a small
portion of the people on Earth witness a total solar eclipse during a particu-
lar eclipse event.

Real-World Question
Can a model be devised to show the positions of the Sun, the Moon, and Earth during various
phases and eclipses?
Materials
light source (unshaded) globe
polystyrene ball pencil
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Goals
■ Model moon phases.
■ Model solar and lunar eclipses.

Safety Precautions

Procedure
1. Review the illustrations of Moon phases and Record your data in the table on the
eclipses shown in Section 2. next page.
2. Use the light source as a Sun model and a 5. Place the Moon at the location where a lunar
polystyrene ball on a pencil as a Moon eclipse could occur. Move it slightly toward
model. Move the Moon around the globe Earth, then away from Earth. Note the
to duplicate the exact position that would amount of change in the size of the shadow.
have to occur for a lunar eclipse to take 6. Repeat step 5 with the Moon in a position
place. where a solar eclipse could occur.
3. Move the Moon to the position that would
cause a solar eclipse.
4. Place the Moon at each of the following
phases: first quarter, full moon, third quarter,
and new moon. Identify which, if any, type
of eclipse could occur during each phase.
The Sun-Earth-Moon System 7
 Name Date Class

(continued)
Hands-On Activities

Data and Observations

Moon Phase Observations
First quarter
Full
Third quarter
New

Conclude and Apply

1. Identify which phase(s) of the Moon make(s) it possible for an eclipse to occur.

2. Describe the effect of a small change in distance between Earth and the Moon on the size of
the umbra and penumbra.

3. Infer why a lunar and solar eclipse do not occur every month.

4. Explain why only a few people have experienced a total solar eclipse.

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

5. Diagram the positions of the Sun, Earth, and the Moon during a first quarter moon.

6. Infer why it might be better to call a full moon a half moon.

Communicating Your Data

Communicate your answers to other students.

8 The Sun-Earth-Moon System

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Tilt and Temperature

Hands-On Activities
Lab Preview
Directions: Answer these questions before you begin the Lab.
1. Why are the particular safety precautions suggested?

2. At what possible angle do you think your paper will be the hottest?

If you walk on blacktop pavement at noon, you can feel the effect of solar
energy. The Sun’s rays hit at the highest angle at midday. Now consider the
fact that Earth is tilted on its axis. How does this tilt affect the angle at
which light rays strike an area on Earth? How is the angle of the light rays
related to the amount of heat energy and the changing seasons?

Real-World Question Procedure

How does the angle at which light strikes Earth 1. Choose three angles that you will use to
affect the amount of heat energy received by aim the light at the paper.
any area on Earth? 2. Determine how long you will shine the
light at each angle before you measure the
Materials
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

temperature. You will measure the temper-

tape ature at two times for each angle. Use the
black construction paper (one sheet) same time periods for each angle.
gooseneck lamp with 75-watt bulb 3. In the table on the next page, record the
Celsius thermometer temperature the paper reaches at each
watch angle and time.
protractor 4. Form a pocket out of a sheet of black con-
Goals struction paper and tape it to a desk or the
■ Measure the temperature change in a sur- floor.
face after light strikes it at different angles. 5. Using the protractor, set the gooseneck
■ Describe how the angle of light relates to lamp so that it will shine on the paper at
seasons on Earth. one of the angles you chose.
6. Place the thermometer in the paper pocket.
Safety Precautions Turn on the lamp. Use the thermometer to
measure the temperature of the paper at the
end of the first time period. Continue shining
WARNING: Do not touch the lamp without the lamp on the paper until the second time
safety gloves. The lightbulb and shade can be hot period has passed. Measure the temperature
even when the lamp has been turned off. Handle again. Record your data in your data table.
the thermometer carefully. If it breaks, do not 7. Turn off the lamp until the paper cools to
touch anything. Inform your teacher immediately. room temperature. Repeat steps 5 and 6
using your other two angles.

The Sun-Earth-Moon System 9

 Name Date Class

(continued)
Hands-On Activities

Data and Observations

Temperature Data
Angle of Initial Temperature at ___ Temperature at ___
Lamp Temperature (˚C) Minutes/Seconds Minutes/Seconds

First angle

Second angle

Third angle

Conclude and Apply

1. Describe your experiment. Identify the variables in your experiment. Which were your
independent and dependent variables?

2. Graph your data using a line graph. Describe what your graph tells you about the data.

3. Describe what happened to the temperature of the paper as you changed the angle of light.

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

4. Predict how your results might have been different if you used white paper. Explain why.

5. Describe how the results of this experiment apply to seasons on Earth.

Communicating Your Data

Compare your results with those of other students in your class. Discuss how the
different angles and time periods affected the temperatures.

10 The Sun-Earth-Moon System

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Earth’s Spin
1 Laboratory

Hands-On Activities
Activity
The speed at which Earth turns on its axis can be described in two ways. The velocity of rota-
tion refers to the rate at which Earth turns on its axis. Velocity of rotation refers to Earth as a
whole. For any point on Earth’s surface, the speed of Earth’s rotation can be described as its
instantaneous linear velocity. This velocity is the speed of the point as it follows a circular path
around Earth.
Strategy
You will determine the instantaneous linear velocity of some points on Earth.
You will compare the linear velocities of points at different locations on Earth.
Materials
globe (mounted on axis) meterstick
tape (adhesive) stopwatch
string
Procedure
Part A
1. Place small pieces of adhesive tape on the Record the distances in Table 1.
globe along the Prime Meridian at the 5. Realign the metal circle with the pieces of
equator, at 30° N latitude, at 60° N latitude, tape. Move the globe west to east for 2 s.
and at the North Pole. Record the distances from the tapes to the
2. Line up the tape with the metal circle metal circle in Table 1.
above the globe; see Figure 1. 6. Repeat step 5, moving the globe for 3 s.
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3. With your finger on the globe, move it west Record your results in Table 1.
to east for one second; see Figure 2.
4. For each location marked by tape, measure Part B
the distance from the Prime Meridian to Calculate the speed of each point for each trial.
the metal circle. Use the string and the Record the speeds in Table 2. Use the formula:
meterstick to get accurate distances. velocity (cm/s) = distance (cm)/time (s)

Figure 1 North Pole Figure 2 North Pole

60°N
60°N
Prime 30°N
30°N
Meridian
Prime

Equato
r Equat
Meridian

or

The Sun-Earth-Moon System 11

 Name Date Class

Laboratory Activity 1 (continued)

Hands-On Activities

Data and Observations

Table 1
Distance (cm )
Latitude
1s 2s 3s
Equator

30˚ N

60˚ N

North Pole

Table 2
Velocity (cm /s)
Latitude
Trial 1 Trial 2 Trial 3
Equator

30˚ N

60˚ N

North Pole

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Questions and Conclusions
1. Which point moved the farthest distance in all three trials?

2. Which point moved the least distance in all three trials?

3. Which point did not move at all in the three trials?

4. On what does the linear velocity of a point depend?

5. How does the linear velocity change as you move from the equator to the poles?

Strategy Check
Can you determine instantaneous linear velocity?
Can you see that the linear velocity is not the same for all points on Earth?

12 The Sun-Earth-Moon System

 Name Date Class

Earth’s Shape
2 Laboratory

Hands-On Activities
Activity
You’ve probably seen photographs of Earth taken by satellites in space. Such photographs
clearly show Earth’s round shape. Early astronomers didn’t have spacecraft to help them study
Earth. They had to rely on observation and measurement. In this activity, you’ll explore some
methods used by early astronomers to determine Earth’s true shape.
Strategy
You will demonstrate evidence of Earth’s shape.
You will describe the type of shadow cast by Earth during a lunar eclipse.
Materials
small piece of cardboard
scissors
basketball
flashlight
textbook
Procedure
1. Cut out a triangular piece of cardboard so Make another sketch of the cardboard as
that each side measures approximately 6 cm. it appears when fully visible above the
2. Hold a basketball at eye level about 33 cm basketball.
from your eye. Have your partner slowly 4. Darken the room. Use a flashlight to cast a
move the cardboard up and over the shadow of a textbook against the wall. Do
basketball from the opposite side. the same for the basketball. In the space
3. In the space below, sketch the cardboard as below, draw the shadows of the textbook
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it appears when the top of the cardboard and the basketball.

first comes in sight over the basketball.
Data and Observations

The Sun-Earth-Moon System 13

 Name Date Class

Laboratory Activity 2 (continued)

Hands-On Activities

Questions and Conclusions

1. Compare and contrast your two drawings of the cardboard.

2. How were your different views of the cardboard similar to the view of a ship on the horizon
approaching shore?

3. How did the cardboard activity demonstrate evidence of Earth’s shape?

4. Compare and contrast your drawings of the shadows cast by the basketball and the textbook.

5. During a lunar eclipse, Earth casts a shadow on the Moon. What type of shadow would Earth
cast if it were flat? What type of shadow does Earth cast on the Moon during a lunar eclipse?

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6. How do the shadows you observed demonstrate evidence of Earth’s shape?

7. Can you think of any other evidence that demonstrates Earth’s round shape? Describe this evidence.

Strategy Check
Can you demonstrate evidence of Earth’s shape?
Can you describe the type of shadow cast by Earth during a lunar eclipse?

14 The Sun-Earth-Moon System

 Name Date Class

The Sun-Earth-Moon System

Hands-On Activities
Directions: Use this page to label your Foldable at the beginning of the chapter.

Movement
Effects
Earth rotates on its axis.

Earth revolves in an orbit around the Sun.

day and night

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the passage of one year

The Moon moves into Earth’s shadow.

The Moon moves directly between the Sun and Earth.

lunar eclipse

solar eclipse

Earth’s axis is tilted.

seasons
The Sun-Earth-Moon System 15
Meeting Individual Needs

Meeting Individual
Needs

16 The Sun-Earth-Moon System

 Name Date Class

Directed Reading for Overview

Content Mastery The Sun-Earth-Moon System
Directions: Use the following terms to complete the concept map below.
the passage of a year orbit day and night
about 365 days axis 24 hours

Earth

Meeting Individual Needs

rotates on an revolves in an

1. 2.

completing one trip in completing one trip in

3. 4.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

causing causing

5. 6.

Directions: Answer the following questions on the lines provided.

7. What phase comes after the new moon?____________________ What phase
comes after the full moon? ____________________
8. Why do scientists believe there might be water on the Moon?

The Sun-Earth-Moon System 17

Name Date Class

Directed Reading for Section 1 ■ Earth

Content Mastery

Directions: Circle the following terms in the word search below. Words read across or down. Unscramble the
circled letters and fill in the blanks below to spell the topic of the puzzle.
Sun summer sphere spring radiation tilt
hemisphere fall ellipse Earth solstice winter

M C S R Y H R A M M A G
Y S U M M E R U D C H A
P T N L P M R O T O N S
E N P R I I M B S L N P
S U O A A S H F C Y U H
I S C D O P T A I M C E
B P S I S H U L E E L R
J R O A T E L L I P S E
W I N T E R R U T C U B
G N T I M E A R T H S T
O G C O U L A L I M C R
W E E N S E A E L G O L

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

Topic: ___ ___ ___ ___ ___ and ___ ___ ___

Directions: Use the words from above to fill in the blanks and complete the following sentences.
1. A round three-dimensional object is called a ____________________ .
2. Earth’s orbit is an ____________________ –an elongated enclosed circle.
3. It is the ____________________ of Earth that causes seasons.
4. After the summer ____________________, days begin to get shorter.
5. In the northern hemisphere, the Sun reaches the ____________________
equinox on March 20 or 21.
6. Earth’s tilt causes the Sun’s ____________________ to strike the hemisphere at
different angles.

18 The Sun-Earth-Moon System

 Name Date Class

Directed Reading for Section 2 The Moon—

■

Content Mastery Earth’s Satellite

Section 3 Exploring Earth’s Moon
■

Directions: Two eclipses are shown below. Explain what is happening during each eclipse and what you would
see from Earth.
Shadow

Sun Light

Meeting Individual Needs

Earth Moon

Shadow

Sun Light rays

Moon Earth

1. Lunar eclipse:
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

2. Solar eclipse:

Directions: Answer the following question on the lines provided.

3. How did Clementine increase our knowledge of the Moon?

The Sun-Earth-Moon System 19

Name Date Class

Directed Reading for Key Terms

Content Mastery The Sun-Earth-Moon System
Directions: Write the letter of the term that correctly completes each sentence in the space at the left.
1. Earth moves in a(n) ______ around the Sun.
a. circle b. ellipse
2. Earth’s ______ takes place on an imaginary line called its axis.
a. rotation b. revolution
3. The point at which the Sun reaches its greatest distance north or south
of the equator is the ______.
a. equinox b. solstice
4. Earth’s yearly orbit around the Sun is one ______.
a. revolution b. rotation
5. During a ______ the dark side of the Moon faces Earth.
a. full Moon b. new Moon
6. There are equal hours of daylight and nighttime during a(n) ______.
a. solstice b. equinox
7. The changing appearances of the Moon as seen from Earth are its ______.

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a. phases b. maria
8. After a new moon, when more of the Moon’s lighted side becomes
visible, the phases are ______.
a. waxing b. waning
9. When objects hit the Moon, they created craters, or ______.
a. impact basins b. magnetic fields
10. Dark, flat regions on the Moon are called ______.
a. umbra b. maria
11. During a ______, the moon blocks the Sun’s rays.
a. lunar eclipse b. solar eclipse
12. Because it bulges slightly at the equator, Earth is not a perfect ______.
a. sphere b. ellipse

20 The Sun-Earth-Moon System

 Nombre Fecha Clase

Lectura dirigida para Sinopsis

Dominio del contenido El sistema Sol-Tierra-Luna

Instrucciones: Utiliza los siguientes términos para completar el mapa conceptual.

el paso de un año órbita día y noche
aproximadamente 365 días eje 24 horas

Satisface las necesidades individuales

La Tierra

rota sobre su gira en

1. 2.

completando un viaje en completando un viaje en

3. 4.
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lo que causa lo que causa

5. 6.

Instrucciones: Responde las preguntas.

7. ¿Qué fase viene después de la luna nueva?____________________ ¿Que fase
viene después de la luna llena? ____________________
8. ¿Por qué creen los científicos que puede haber agua en la luna?

El sistema Sol-Tierra-Luna 21
 Nombre Fecha Clase

Lectura dirigida para Sección 1 ■ La Tierra

Dominio del contenido

Instrucciones: Encierra en un círculo los siguientes términos en la sopa de letras. Las palabras pueden encon-
trarse de arriba hacia abajo, de lado y al revés. Ordena las letras que aparecen en los círculos y llena los espacios
de las oraciones de abajo para obtener el tema de la sopa de letras.

Sol verano esfera primavera radiación inclinación

hemisferio otoño elipse Tierra solsticio invierno
Satisface las necesidades individuales

P E R O T O Ñ O I S R B N I
R Q A O L E T I C I O M N N
I U D S U L M E R U D C H V
M I I T N I P M L O L O N I
A N A N P P I I M I S L N E
V O C U O S A S N F P Y S R
E X I S C E O A T A I S O N
R O Ó P T I C L U L P E L O
A X N R O I T E A S I I S B
S J W I Ó E S F E R A C T T
H K G N T I M E A S R H I R

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H E M I S F E R I O I E C L
R F W E E N S O A E L G I E
V E R A N O S O L S T I O T

Tema: ___ ___ ___ ___ ___ ___ y ___ ___ ___

Instrucciones: Usa las palabras anteriores para llenar los espacios y completar las oraciones:
1. Un objeto redondo tridimensional se llama ________________ .
2. La órbita de la Tierra es un(a) ____________, un círculo cerrado alargado.
3. El(La) ____________ de la Tierra causa las estaciones.
4. Después del___________, los días se hacen más cortos.
5. En el hemisferio norte, el Sol alcanza su equinoccio de ________ el 20 ó 21 de
marzo.
6. La inclinación de la Tierra hace que los(las) _____________ del Sol golpeen el
hemisferio a diferentes ángulos.
22 El sistema Sol-Tierra-Luna
 Nombre Fecha Clase

Lectura dirigida para Sección 2 La Luna, satélite

■

Dominio del contenido de la Tierra

Sección 3 ■ Explora la luna de la
Tierra
Instrucciones: Arriba se muestran dos eclipses. Explica lo que está sucediendo durante cada eclipse y lo que
verías desde la Tierra.

Sombra

Satisface las necesidades individuales

Sol Rayos de luz

Tierra Luna

Sombra

Sol Rayos de luz

Luna Tierra

1.Eclipse de luna:
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2. Eclipse de sol:

Instrucciones: Contesta las siguientes preguntas en el espacio dado.

3. ¿De qué forma aumentó Clementine nuestro conocimiento sobre la Luna?

El sistema Sol-Tierra-Luna 23
 Nombre Fecha Clase

Lectura dirigida para Términos clave

Dominio del contenido El sistema Sol-Tierra-Luna
Instrucciones: Escribe en el espacio de la izquierda, la letra del término que complete correctamente cada oración.
1. La Tierra se mueve en un(a) ______ alrededor del Sol.
a. círculo b. elipse
2. El(La)___ de la Tierra ocurre sobre una línea imaginaria llamada eje.
a. rotación b. revolución
Satisface las necesidades individuales

3. El punto en el cual el Sol alcanza la distancia máxima al norte o al sur

del ecuador es el ______.
a. equinoccio b. solsticio
4. La Tierra completa un(a) ______ en su órbita anual alrededor del Sol.
a. revolución b. rotación
5. Durante la______, la cara oscura de la Luna mira hacia la Tierra.
a. luna llena b. luna nueva
6. Durante un ______ las horas diurnas son iguales a las horas nocturnas.
a. solsticio b. equinoccio
7. Los cambios en la apariencia de la Luna desde la Tierra son sus ______.

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

a. fases b. maria
8. Después de la luna nueva, al verse más de la cara iluminada de la Luna,
las fases están en ______.
a. creciente b. menguante
9. Cuando ciertos astros chocaron con la Luna, crearon cráteres o _____.
a. cuencas de impacto b. campos magnéticos
10. Las regiones planas y oscuras de la Luna se llaman ______.
a. umbra b. maria
11. Durante un(a) ______, la Luna bloquea los rayos del Sol.
a. eclipse lunar b. eclipse solar
12. La Tierra no es un(a) ______ perfecto(a) porque está abombada en el
ecuador.
a. esfera b. elipse

24 El sistema Sol-Tierra-Luna
 Name Date Class

Earth
1 Reinforcement

Directions: Circle the term in the puzzle that fits each clue. The terms read across or down. Then write the term
on the line.

M S P H E R E T R L E S
R E V O L U T I O N L D
E Q U A T O R L T L O A
S U M M E R Z T A I S Y

Meeting Individual Needs

E I A N E R W P T E I Y
A N X L E E L L I P S E
S O L S T I C E O M O A
A X I S M I W I N T E R

1. occurs when the Sun is directly over the equator

2. earth’s spinning that causes night and day
3. solstice that occurs in December in the southern hemisphere
4. round, three-dimensional object whose surface at all points is
the same distance from its center
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

5. a complete orbit made by Earth around the Sun

6. imaginary line around which Earth spins
7. property of Earth that causes seasons
8. shape of Earth’s orbit
9. solstice that occurs in December in the northern hemisphere
10. time it takes Earth to rotate on its axis
11. time it takes Earth to revolve around the Sun
12. two times during the year, the Sun is directly over this imaginary
line that circles Earth halfway between the poles.
13. occurs when the Sun reaches its greatest distance north or south
of the equator

The Sun-Earth-Moon System 25

 Name Date Class

The Moon—Earth’s Satellite

2 Reinforcement

Directions: Identify each phase of the Moon in Figure 1 by writing its name on the line beneath the phase
shown. Then answer the following questions on the lines provided.
Figure 1
Meeting Individual Needs

1. ____________ 2. ____________ 3. ____________ 4. ____________

5. What phase occurs between the full moon and the third quarter?
6. What phase occurs between the third quarter and the new moon?
7. What phase occurs between the new moon and the first quarter?
8. What phase occurs between the first quarter and the full moon?

Directions: Identify Figures 2 and 3 as either a total lunar eclipse or total solar eclipse. Then on the lines
below, explain why each type of eclipse happens and who would be able to see the eclipse.
Figure 2
Shadow

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Sun Light

Earth Moon
9.

Figure 3
Shadow

Sun Light rays

Moon Earth
10.
11. Figure 2:

12. Figure 3:

26 The Sun-Earth-Moon System

 Name Date Class

Exploring Earth’s Moon

3 Reinforcement

Directions: Complete the following sentences using the terms listed below.
crust lunar shadow thinner
basin minerals water surface
ice core
1. Information from Clementine helped scientists measure the thickness of the Moon’s

Meeting Individual Needs

____________________.
2. Lunar Prospector enabled scientists to confirm that the moon has an iron-rich
____________________
3. Hydrogen is one of the elements that make up ____________________.
4. The South Pole-Aitken Basin is an impact crater, or impact ____________________, on the
surface of the Moon.
5. The Clementine spacecraft was placed in ____________________ orbit.
6. Throughout the Moon’s rotation, most of the South Pole-Aitken Basin stays in
____________________.
7. Clementine also took photographs for use in making a map of the Moon’s _______________.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

8. Some scientists theorize that ____________________ may exist in the floors of the craters at
the Moon’s poles.
9. Data show that the Moon’s crust is ____________________ on the side of the Moon facing Earth.
10. Another kind of information collected by Clementine indicates what kinds of
____________________ make up Moon rocks.

Directions: Answer the following questions on the lines provided.

11. Why might the South Pole-Aitken Basin be a good place for a solar-powered Moon colony?

12. Where did the spacecraft Clementine get its name?

The Sun-Earth-Moon System 27

 Name Date Class

Determining Hours of Daylight

1 Enrichment

Directions: The illustrations show the length of day at every 10º of latitude for the winter and summer
solstices. On each figure, begin at the equator, which has daylight hours of 12 hours and 0 minutes, and label
every 10 degrees north and south of the equator to the 60º latitude north and south. Mark the final north and
south latitude shown 66.5⬚. From this latitude to the poles, the daylight hours remain the same. Use the figures
to help you answer the questions.
Figure 1 Figure 2
le le
h Po h Po
Nort Nort
Meeting Individual Needs

0 hr
5 hr 33 min
7 hr 42 min
9 hr 8 min
10 hr 4 min 24 hr 0 min
10 hr 48 min
11 hr 25 min 18 hr 27 min
Circle of illumination

Circle of illumination
12 hr 0 min 16 hr 18 min
12 hr 35 min
14 hr 52 min
13 hr 12 min
13 hr 56 min
13 hr 56 min Sun
13 hr 12 min
14 hr 52 min 12 hr 35 min
16 hr 18 min 12 hr 0 min
18 hr 27 min 11 hr 25 min
10 hr 48 min
24 hr 0 min 10 hr 4 min
9 hr 8 min
7 hr 42 min
5 hr 33 min
ole 0 hr ole
th P th P
Sou Sou

1. Which figure shows the summer solstice for the northern hemisphere? How do you know?

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

2. If you lived at 50º north latitude, how many hours of daylight would you have during the
summer solstice? During the winter solstice?

3. If you lived at the north pole, how many daylight hours would you have at the summer solstice?

4. Look at a map and find the latitude where you live. About how many hours of daylight do you
have during the summer solstice? During the winter solstice?

28 The Sun-Earth-Moon System

 Name Date Class

Comparing Eclipses
2 Enrichment

Directions: The following observations were made during two eclipses. Study each sketch. Then answer the
questions. Note that the moon revolves eastward in its orbit and goes eastward across the sky during an eclipse.
Total solar eclipse

Meeting Individual Needs

Total lunar eclipse

1. What makes the shadow during a solar eclipse? During a lunar eclipse?

2. When a person experiences a total solar eclipse, where is that person standing?
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

3. Is the east side or the west side of the Sun covered first during a solar eclipse?

4. Is the east side or the west side of the Moon covered first in a lunar eclipse?

5. Which of the above eclipses helps show that Earth is a sphere? Why?

6. Why does a lunar eclipse last longer than a solar eclipse?

The Sun-Earth-Moon System 29

 Name Date Class

Interpreting Facts
3 Enrichment

Directions: Use the information in the table and a calculator to answer the following questions.

Facts About the Moon

Diameter at the equator: 3,476 km Period of rotation: about 27.3 Earth days

Period of revolution around Earth:

Circumference at the equator: 10,920 km
about 27.3 days
Length of day and night: about 15 Earth
Meeting Individual Needs

3
Density: 3.3 g /cm
days each
Temperature: high: 127˚C daytime
Gravity: 1/6 of Earth’s
low: –170˚C nighttime
Distance from the Earth: closest: 356,400 km
farthest: 406,700 km Atmosphere: almost none
average: 384,400 km

1. Earth’s circumference at the equator is 39,843 km. How many times larger is Earth’s circumference
than the Moon’s circumference?
2. How many times will the Moon revolve around Earth in 92 days?
3. How many times will the Moon rotate on its axis in 92 days?

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

4. If a rock has a mass of 0.15 kg on the Moon, what will its mass be on Earth?
5. If a space colonist weighs 800.1 N on Earth, what would the colonist weigh on the Moon?

6. Use the average distance to the Moon to answer this question. If astronauts travel to the Moon
and back to Earth again in 144 hours, how many kilometers per hour do they travel?

7. If the space colonists travel at 6,000 km/h, how long will it take them to get to the Moon from
Earth when the Moon is at its farthest point from Earth? Its nearest point to Earth? Round
your answers to the nearest hour.

8. With the extremes of temperatures on the Moon, what would a Moon colony need to protect
people from the temperatures?

30 The Sun-Earth-Moon System

 Name Date Class

Note-taking The Sun-Earth-Moon System

Worksheet
Section 1 Earth
A. Properties of Earth—people used to think that Earth was flat and at the __________ of the
universe.
1. Earth is now known to be a round, three-dimensional __________.
a. ________—imaginary vertical line around which Earth spins
b. ____________—the spinning of Earth around its axis that causes day and night
2. Earth has a ____________ field with north and south poles.

Meeting Individual Needs

3. Magnetic ________—imaginary line joining Earth’s magnetic poles
a. Earth’s magnetic axis does not _________ with its rotational axis.
b. The ____________ of magnetic poles slowly changes over time.

B. Causes of seasons
1. ______________—Earth’s yearly orbit around the Sun
a. Earth’s orbit is an ___________, or elongated, closed curve.
b. Because the Sun is not centered in the ellipse, the ____________ between Earth and the
Sun changes during the year.
2. Earth’s ________ causes seasons.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

a. The hemisphere tilted toward the Sun receives more ____________ hours than the
hemisphere tilted away from the Sun.
b. The __________ period of sunlight is one reason summer is warmer than winter.
3. Earth’s tilt causes the Sun’s radiation to strike the hemispheres at different __________.
a. The hemisphere tilted toward the Sun receives more total ___________________ than
the hemisphere tilted away from the Sun.
b. In the hemisphere tilted toward the Sun, the Sun appears ________ in the sky and the
radiation strikes Earth more directly.

C. ____________—the day when the Sun reaches its greatest distance north or south of
the ___________
1. __________ solstice occurs June 21 or 22 in the northern hemisphere.
2. __________ solstice occurs December 21 or 22 in the northern hemisphere.

The Sun-Earth-Moon System 31

 Name Date Class

Note-taking Worksheet (continued)

D. ___________—the day when the Sun is directly over Earth’s equator
1. Daylight and nighttime hours are _________ all over the world.
2. __________ equinox occurs on March 20 or 21 in the northern hemisphere.
3. ________ equinox occurs on September 22 or 23 in the northern hemisphere.

Section 2 The Moon—Earth’s Satellite

A. Motions of the Moon
1. The Moon ___________ on its axis.
Meeting Individual Needs

2. The Moon’s rotation takes ________ days with the same side always facing Earth.
3. The Moon seems to shine because it reflects ____________.

B. Moon __________—the different forms the Moon takes in its appearance from Earth
1. ____________—when the Moon is between Earth and the Sun and cannot be seen
2. __________ phases—more of the illuminated half of the Moon that can be seen each night
after the new moon
a. First visible thin slice of the moon is a ___________________.
b. _________________ phase—half the lighted side of the Moon is visible.
c. __________________—more than one quarter is visible.

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

d. All of the Moon’s lighted side is visible during a _____________.
3. __________ phases—less of the illuminated half of the Moon is visible after the full moon.
a. __________________—starts after a full moon when more than half of the lighted side
is still visible
b. Only half the Moon’s lighted side is visible during the _________________ phase.
c. The last visible slice before a new moon is called the ____________________.
4. The Moon completes its cycle of phases in about 29.5 days instead of 27.3 days because it is
keeping up with Earth’s ______________ around the Sun.

C. ____________—when Earth or the Moon casts a shadow on the other

1. _________________—the Moon moves directly between Earth and the Sun, shadowing
part of Earth.
a. Under the _________, or darkest part of the shadow, a total solar eclipse occurs.
b. A partial solar eclipse happens in the lighter shadow on Earth’s surface called
the ____________.

32 The Sun-Earth-Moon System

 Name Date Class

Note-taking Worksheet (continued)

c. A total solar eclipse is visible only on a small area of _________.
2. _________________—when Earth’s shadow falls on the Moon
a. If the Moon is completely in Earth’s umbra, a _________ lunar eclipse occurs.
b. ___________ lunar eclipse—when only part of the Moon moves into Earth’s umbra, or
the moon is totally in the penumbra
c. A total lunar eclipse is visible on the _____________ side of Earth when the night is
clear.

D. The Moon’s surface has many depressions, or ___________, formed from meteorites, asteroids,

Meeting Individual Needs

and comets.
1. Cracks in the Moon’s crust caused lava to fill large craters, forming _________, or dark, flat
areas.
2. Igneous maria rocks are 3 to 4 ___________ years old, indicating craters formed after the
surface cooled.

E. Data from ______________ suggest that under the Moon’s crust might lie a solid mantle, then
a partly molten mantle and a solid, iron-rich core.

F. _________________ of Moon origin—the Moon formed 4.6 billion years ago from Earth
material thrown off when a large object collided with Earth.

Section 3 Exploring Earth’s Moon

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

A. Missions to the Moon

1. Early exploration
a. The first Luna spacecraft, launched by the ________________ in 1959, enabled close
study of the Moon.
b. The Ranger spacecraft and the Lunar Orbiters of the U. S. took detailed
_______________ of the Moon in the 1960s.
c. Five Surveyor U. S. spacecrafts __________ on the Moon.
d. Astronauts of _____________ landed on the Moon in 1969.
2. The Clementine spacecraft was placed in lunar orbit in 1994 to __________ the moon’s surface.
a. Collected data on the ___________ content of Moon rocks
b. Mapped ____________ on the Moon’s surface
c. _________________, or craters, are depressions left by objects striking the Moon.
d. Identified ___________________________, the largest and deepest impact basin in
solar system.
The Sun-Earth-Moon System 33
 Name Date Class

Note-taking Worksheet (continued)

B. Mapping the Moon
1. Data from Clementine yielded a map of the Moon showing its _______________.
a. The Moon’s crust is ____________ under its impact basins.
b. The crust on the side of the Moon facing Earth is ___________ than on the far side.
2. The Lunar Prospector was launched in 1998 to look for clues about the Moon’s __________
and makeup.
a. Small, iron-rich ________ of the Moon supports the impact theory of the Moon’s origin.
b. Findings confirmed that ___________ was present in deep craters at poles.
Meeting Individual Needs

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

34 The Sun-Earth-Moon System

 Assessment
Assessment

36 The Sun-Earth-Moon System

 Name Date Class

Chapter The Sun-Earth-Moon System

Review
Part A. Vocabulary Review
Directions: Write the letter of the term or phrase that completes the sentence.
1. Earth is a(n) ______, which is a round, three-dimensional object.
a. ellipse b. sphere c. cone d. cylinder
2. Earth rotates on its axis about every ______.
a. year b. month c. week d. day
3. In the northern hemisphere, the ______ occurs on June 21 or 22.
a. spring equinox b. fall equinox c. summer solstice d. summer equinox
4. When all of the Moon’s surface that faces Earth is lit up, there is a ______.
a. first quarter moon c. full moon
b. third quarter moon d. new moon
5. ______ are dark-colored, relatively flat regions of the Moon’s surface formed when
interior lava filled large basins.
a. Craters b. Maria c. Volcanoes d. Eclipses
6. In 1998 NASA launched the ______ to continue photographing the Moon and
collecting data.
a. Lunar Prospector c. Hubble Space Telescope
b. Clementine d. Ranger
7. A ______ occurs when the Moon moves directly between the Sun and Earth and
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

casts a shadow on Earth.

Assessment
a. lunar eclipse b. waning gibbous c. waxing gibbous d. solar eclipse
8. The imaginary line around which Earth spins is called its ______.
a. axis c. International Date Line
b. equator d. prime meridian
9. The yearly orbit of Earth around the Sun is called its ______.
a. rotation b. ellipse c. tilt d. revolution
10. When meteorites or other objects strike the Moon, they create ______.
a. maria b. eclipses c. magnetic fields d. impact basins
11. The phase of the Moon that immediately precedes the new moon is the ______.
a. waxing crescent c. waning crescent
b. first quarter d. third quarter
12. If you followed a compass needle pointing north, you would end up at the ______.
a. geographic north pole c. geographic south pole
b. magnetic north pole d. rotational north pole
13. More of the lighted surface of the Moon is facing Earth at ______.
a. waning gibbous c. new moon
b. third quarter d. waxing crescent

The Sun-Earth-Moon System 37

 Name Date Class

Chapter Review (continued)

Part B. Concept Review
Directions: Identify the type of eclipse shown in Figures 1 and 2. Then use the illustrations to answer the
following questions.
Figure 1
Shadow

Sun Light

Earth Moon

Figure 2
Shadow

Sun Light rays

Moon Earth

1. Figure 1: ________________________ 2. Figure 2: ________________________

3. What is the light-colored outer shadow on Earth’s surface cast by the Moon during a solar eclipse?

4. If you were in the area of Earth that is within the penumbra, would you see a total or partial

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Assessment

solar eclipse?
5. What causes a lunar eclipse?

6. What causes a solar eclipse?

7. Is the umbra larger during a solar eclipse or during a lunar eclipse? Why?

Directions: Answer the following question using complete sentences on the lines provided.
8. Describe how Earth’s tilt leads to seasonal changes.

38 The Sun-Earth-Moon System

Transparency
Activities

Transparency Activities

The Sun-Earth-Moon System 43

 Name Date Class

A Mysterious Kind of
1 Section Focus
Transparency Activity Place
Stonehenge is an ancient and fascinating monument in England. It
was built in roughly three phases, starting around 3100 B.C. The photo
below shows sunrise aligning with the part of Stonehenge called the
Avenue. This happens at the same time in June each year.

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

1. Why would the sunrise align with the same point at the same time
each year?
Transparency Activities

2. Generally, where does the Sun rise each day? Where does it set?
3. Why do some people feel that it is inaccurate to say that the Sun rises
and sets?

44 The Sun-Earth-Moon System

 Name Date Class

A Lovely Gibbous Earth

2 Section Focus
Transparency Activity
What would it be like to live on the Moon? We would need a lot of
help and protection. There is no atmosphere on the Moon, and the
temperatures are too extreme for life as we know it. But if we do build
lunar living quarters in the future, we could enjoy seeing a lovely
Earth in the sky.
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Transparency Activities
1. If we lived on the Moon, could we observe phases of Earth similar
to the phases of the Moon observed from Earth?
2. How could people living on the Moon protect themselves from the
harsh conditions there?

The Sun-Earth-Moon System 45

 Name Date Class

Moon Science
3 Section Focus
Transparency Activity
Surveyor 3 was a probe launched in April 1967 to explore the
Moon. After spending 31 months on the surface of the Moon, several
Surveyor 3 components were retrieved by astronauts of Apollo 12.
These parts were returned to Earth for analysis.

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

Transparency Activities

1. Describe the features of the Moon you can see from Earth.
2. How do scientists study the Moon?
3. Scientists discovered bacteria inside one of the returned pieces
of Surveyor 3. What are some possible explanations for this
surprising discovery?

46 The Sun-Earth-Moon System

 Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.
Name

f Cancer
Fall equinox co
Tropi ator
Equ n
Activity

Capricor
c of
Tropi

r ncer
of Cance f C a
Teaching Transparency

c co
Tropi Tropi
tor q u ator
Equa n E n
Date

Cap ricor Cap ricor

c of c of
Tropi Tropi
Equinoxes

Cancer
Solstices and

Winter solstice co f Summer solstice

Tropi
for northern hemisphere tor for northern hemisphere
Equa
Class

apricorn
pic of C
Tr o

Spring equinox

The Sun-Earth-Moon System

47
Transparency Activities
 Name Date Class

Teaching Transparency Activity (continued)

1. Describe equinox.

2. Describe solstice.

3. Does the distance from the Sun cause Earth’s seasons? Why or why not?

4. How are the seasons in the northern and southern hemispheres related?

5. Why is the tilt of Earth on its axis important?

Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

6. When the north pole experiences 24 hours of daylight, what is happening at the south pole?
Explain.
Transparency Activities

48 The Sun-Earth-Moon System

 Name Date Class

Assessment The Sun-Earth-Moon

Transparency Activity System
Directions: Carefully review the diagram and answer the following questions.

Moon

D B

Moon Moon
Earth
C
Sun
Moon

1. In which situation could a person on Earth see a full moon?

AA
BB
CC
Copyright © Glencoe/McGraw-Hill, a division of the McGraw-Hill Companies, Inc.

DD
2. In which two situations could a person on Earth see a half-moon?
F A and B
G A and C
H B and C
J B and D
3. In which situation could a solar eclipse be occurring?

Transparency Activities
AA
BB
CC
DD

The Sun-Earth-Moon System 49