8 SolarSystem

Republic of the Philippines
Department of Education
Region IV A CALABARZON
Division of Batangas
District of Balete
PAARALANG SENTRAL NG BALETE
ACTIVITY IN SCIENCE V
OUR AMAZING SOLAR SYSTEM
Activity Sheet No.
I. Objectives: Conclude that the solar system is an orderly arrangement of
heavenly bodies.
II. Direction: Illustrate through a diagram the members of the solar system.
Label them and answer the questions.
III. Questions:
1. What
are
the
heavenly
bodies
that
revolve
around
the
sun?
__________________________________
2. What is the movement of these planets?______________________________________
3. What is the shape of their path of revolution? _________________________________
4. What is solar system? ______________________________________________________
5. What is the center of the solar system? ______________________________________
A. Application
Choose the letter of the best answer.
1. Which are the largest body and the center of the solar system?
a. earth
b. moon
c. sun
d. planetoid
6. What are the inner planets and closer to the sun?
a. Mercury, Venus, Earth, Mars
b. Jupiter, Saturn, Uranus, Neptune, Pluto
c. Pluto, Mercury, Mars, Venus
d. Earth, Mars, Jupiter, Saturn
7. What are the outer planets and farther from the sun?
a. Mercury, Venus, Earth, Mars
b. Jupiter, Saturn, Uranus, Neptune, Pluto
c. Pluto, Mercury, Mars, Venus
d. Earth, Mars, Jupiter, Saturn
8. What holds the solar system together?
a. the earths gravity
b. the suns gravitational force
c. the orbit of each planet
d. the temperature of the planets
9. What system is made of the sun and other heavenly bodies?
a. family system
c. body system
b. solar system
d. heavenly system
IV. Conclusion:
I therefore conclude that _________________________________________________

District of Balete
Activity Sheet No.
I. Objective: IDENTIFYING THE MEMBERS OF THE
SOLAR SYSTEM
A. MATERIAL/S:
Illustration of the solar system
II. PROCEDURE:
1. Study the illustration of the solar system.
2. Identify the members of the solar system.
3. Fill in the chart with data needed.
Identify the planet that described.
Members of the Solar System in order of

their distance from the sun
1.
2.
3.
4.
5.
6.
7.
8.
III. Questions:
1. What is a solar system?
__________________________________________________________________________
2. Why is it called a system?
__________________________________________________________________________
3. What are the members of the solar system?
__________________________________________________________________________
4. Which are the inner planets? The outer planets?
What is the basis used for classifying them as inner/outer planets?
__________________________________________________________________________
5. which planets are small? Large? Which are earthlike? Jupiter? Which planet is
the exception?
__________________________________________________________________________
__________________________________________________________________________
A. Application:
1. the red planet- _______________________
2. the living planet- _____________________
3. planets with beautiful rings-___________
4. the giant planets- ____________________
5. planet with the great red spot- _______
III. Conclusion
I therefore conclude that ______________________________________________________
_________________________________________________________________________________
District of Balete
Activity Sheet No.
I. OBJECTIVE: ILLUSTRATING THE SOLAR SYSTEM TO SCALE AND HOW THEY REVOLVE
AROUND THE SUN
A. MATERIALS:
a ball, aluminum foil, an electric bulb
II. PROCEDURE:
1. Turn on the electric bulb. Label it SUN. Put a ball across the bulb at a distance of
about two meters apart. Look at the ball.
2. Wrap the ball with aluminum foil. Again put it across the bulb and look at it
again.
III. Questions:
1. When can you see the ball well?___________________________________________
2. What does the aluminum do?_____________________________________________
3. Do planets have their own light? Why can you see them in the sky ?
______________
IV. Conclusion
I
therefore
conclude
______________________________________________________
that
____________________________________________________________________________________

District of Balete
Activity Sheet No.
I. Objective: DESCRIBING THE MEMBERS OF THE SOLAR SYSTEM
A. Materials: Basic information about the planets
II. Procedure:
1. Study the basic information about the planets.
Basic information About the planets
Name
Average
Equatorial Period of
Period of
Number
Distance
Diameter Revolutio
Revolution
Of
Million
s
n
Satellite
Kilometers
In
s
From the
Kilometer
sun
s
Mercury 58 million
4,800
88 days
59 days
0
Venus
108 million
12,100
225 days
-243 days
0
Earth
150 million
12,750
365 days
23h. 56
1
Mars
228 million
6,800
687 days
min.
2
Jupiter
778 million
142,800
12 years
24h. 37
16
Saturn
1427 million
120,600
29 years
min.
20
Uranus
2870 million
51,800
84 years
9h. 50 min.
15
Neptune 4497 million
49,500
165 years
10h. 14
2
Pluto
5900 million
2,400
248 years
min.
1
128 h
21h
6.4 days
III. Questions:
a. What shape does each planet have? Give your reasons.
Mass
=1.0
Densit
y
In
g/cm
0.05
0.82
1.00
0.11
1.00
95.2
14.6
17.2
0.00
2
5.2
0.24
5.5
3.94
1.31
0.70
1.21
1.66
0.05
b. Which planet is as big as planet earth? Why?

c. Which planets have nearly the same period of rotation?
d. Which planet rotates most rapidly?
e. How many rotations does it take Mercury to complete one revolution?
f. Venus takes 243 days for one rotation. What does the minus sign suggest in the
tables period of rotation?
g. Compare the period of revolution between Mercury and Pluto. What is the ratio
between their period of rotation? Why?
h. What is the smallest Planet? The biggest planet? Arrange the nine planets in the
order of decreasing size.
i. How many times is Pluto farther from the sun when compared with Mercury?
j. Of the nine planets, which of these do not have satellites? Why?
K. What does the basic information about the planets reveal?
A. Application
Choose the letter of the correct answer.
1. Which of these does not rotate from west to east?
A. Earth
B. Mars
C. Venus
2. Of the three planets which has a high density?
A. Earth
B. Jupiter
C. Saturn
3. Of the three planets which has much lower density?
A. Neptune
B. Uranus
C. Mars
4. Which of these rotates as fast as the Earth?
A. Mercury
B. Venus
C. Mars
5. Which of these has short period of revolution?
A. Neptune
B. Pluto
C. Uranus
IV. Conclusion:
I therefore conclude that __________________________________________________
___________________________________________________________________________

District of Balete
Activity Sheet No.
I. Objective: ILLUSTRATING THE SOLAR SYSTEM TO SCALE AND HOW THEY REVOLVE
AROUND THE SUN
A. Materials: Basic information
II. Procedure:
1. Draw the solar system to scale. Use the scale 2 mm.=10,000 km for the
diameter 1 mm=50 million km for the distance around the sun.
2. Refer to the Basic Information About the Planets for their diameters and
distance from
the sun.
3. Scale the diameter of each planet using the formula.
Scaled diameter = diameter
X
conversion
of the planet
factor
Example:
Scaled Diameter =
4, 880 km.
X
2mm.
of Mercury
10, 000
= 0.976 mm.
That means, when you draw the scaled diameter of mercury, it is 0.976 mm.
4. Use the same conversion factor as you scale the diameter of each planet.
However
change the diameter reading. It must depend upon the planets diameter.
5. Scale each planets distance in million kilometers from the sun using the
formula given
in number 3.
Example:
Scaled distance
= 58 million x
1 mm.
Of the Mercury
= 1.16 mm.
That means, when you draw the scaled distance of the mercury from the sun is 1.16
6. Use the same conversion factor as you scale the distance from the sun.
However change the distance reading. It must be that of the planets distance you are
to scale.
7. Enter your observations in a table like this.
Planets
Scaled Diameter
Scaled Distance from the

Sun
8.Use the data in the table to illustrate the relative sizes and distance of the planets
from the sun. For your illustration, use a bond paper.
9. Use the scaled diagram of the solar system to illustrate the motion of the planets
around the sun. Use an arrow to represent the direction of motion.
III. Questions:
1. What is scale drawing?
___________________________________________________________________________
____________________________________________________________________________
2. What is conversion factor? Why do we use a conversion factor when we draw to
scale?
___________________________________________________________________________
___________________________________________________________________________
3. Why do we draw the solar system to scale?
___________________________________________________________________________
___________________________________________________________________________
4. If we would use the data as in the Basic Information About the Planets, could we
illustrate the solar system? Why or Why not?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
IV. Conclusion:
I therefore conclude that __________________________________________________
___________________________________________________________________________

District of Balete
Activity Sheet No.
I. Objective: Describe the orbit of each planet as ellipse
CONSTRUCTING AN ELLIPSE
A. Materials: 1 string about 25 cm. long
1 pencil
2 thumb tacks
1 cardboard
II. Procedure:
1. Tie turn ends of the string together to produce a 20 centimeter loop.
2. On a piece of cardboard measure 5 centimeters. Mark two spans as points. On
each point push a thumb tack.
3. Loop the tied string around the tacks.
4. Pull the string tight with a pencil held vertically inside the loop.
5. Hold the string tight with the pencil point against the cardboard.
6. Move the pencil completely around the two points until a closed curve is
completely drawn.
III. Questions:
1. How does the orbit look like? What do you call this kind of figure?
2. How is a circle similar to an ellipse?
3. How is a circle different from an ellipse?
4. Why is the orbit of each planet an ellipse?
5. Is the distance between a planet and the sun changing? How does it affect the speed
of revolution?
A. Application:
Fill in the blanks.
1. A _________________ is a closed curve on which every point has the same
distance a point called center.
2. An ellipse is a closed curve that has two points called its _____________________.
3. The ellipse looks like a flattened ____________________________.
4. If the foci are closer together, the ellipse formed is nearly ___________________.
5. The orbit of each planet is _________________________.
IV. Conclusion:
I therefore conclude that ________________________________________________
__________________________________________________________________________
__________________________________________________________________________
District of Balete
Activity Sheet No.
I. Objective: Explain why planets stay in orbit as they
revolve around the sun.
A. Materials: 1.0 meter string
washer
II. Procedure:
1. Tie the washer with a 1.0 meter long. The washer represents a Planet.
2. Hold the other end of the string and whirl the washer around your head. Your
hand represents the sun and the length of the string, the distance of the planet
from the
sun.
3. Observe the movement of the planet and the path it takes as it moves around.
This path represents the orbit.
4. Whirl the planet for about a minute. Observe what you fell as the planet is
being whirled.
III. Questions:
1. Does the planet stay in its orbit as it revolves around the sun
2. When you whirled the planet for about a minute, did you feel something? Describe
that feeling.
3. Is there a force pulling the planet inward? Where does the force come from?
4. If we were to cut the string while the planet is revolving around the sun, will it
continue to move in circular motion? Why or why not? How it will move?
5. Is there other force attracting the planet and the sun? Can you describe the
other force?
6. Why does the planet stay in it orbit as its revolves around the sun?
Application:
1. Which of these does not help organize the universe?
A. inertia
B. gravitation
C. net force
2. Which prevents the bodies in the universe to be drawn together into one
single mass?
A. inertia
B. gravitation
C. motion
3. Which of these could draw bodies in the universe into one single mass?
A. inertia
B. gravitation
C. motion
4. Which of these keeps the bodies moving?
A. inertia
B. gravitation
C. motion
5. Which of these describes the universe?
A. organized B. disarranged
C. Messed up
IV. Conclusion:
I therefore conclude that _______________________________________________
District of Balete
Activity Sheet No.
I. Objective: Tell that the sun is also a star.
A. Materials: a table comparing a star and a planet
II. Procedure:
1. Study this table
Comparing Star and the Planet
Star
Made of light gases
Emits light and heat
Sphere of hot gas
Planet
Made of Rocks
Does not emit light and heat
Sphere of hard rock
2. Tell the variables/factors that differentiate a star from a planet.

III. Questions:
1. Is the sun a star or a planet? Why?
2. Using the above information, describe the sun in your own words.
3. Why is the sun important?
4. If the sun stops shining what would happen to life on Earth?
IV. Conclusion:
I therefore conclude that ________________________________________________
__________________________________________________________________________
_________________________________________________________________________

District of Balete
Activity Sheet No.
I. Objective: ILLUSTRATING THE SUN SCALE
A. Materials: Manila Paper pencil String
II. Procedure:
1. Calculate the scaled diameter of the sun using the scale 2 mm=10,00 km. The
diameter of the sun is 1,400,000 kilometers.
2. Measure on the Manila Paper the calculated scaled diameter of the sun.
3. Get the center point of the scaled diameter.
4. Tie the middle part of the pencil with a string.
5. On the center point, press a thumb tack.
6. Tie the free end of the string to the thumb tack. Be sure that the length of the string
is as long as the radius of the scaled diameter.
7. Hold the pencil in an upright position and move it around until a closed curve is
drawn.
The circle is the scaled size of the sun. Cut the circle and label it the sun.
8. Make a cut-out of each scaled planet and label.
9. Compare the sizes of the sun and the nine planets.
III. Questions:
1. Is the sun the biggest body in the solar system? Give your reasons.
________________________________________________________________________________________
2. How many times is the sun bigger than Mercury? Venus? Earth? Mars? Jupiter?
Saturn? Uranus? Neptune? And Pluto? Complete this chart to show how big the sun is
compared to each planet.
________________________________________________________________________________________
Planets
How many times is the sun bigger than

each of the nine planets?
A. Application:
1. Which of these describes the sun?
A. composed of light gases.
B. composed of hard rocks
C. Does not
emit light and heat.
2. Which of these is not given off by the sun?
A. Chemical EnergyB. Heat Energy
C. Light energy
3. What kind of heavenly body is the sun?
A. Meteor
B. Planet
C. Star
4. Which of these makes the earth warm?
A. Heat Energy
B. Light Energy
C. Both a and b
5. Which of these is used by green plants for food making?
A. Heat Energy
B. Light Energy
C. Solar Energy
IV. Conclusion:
I
therefore
conclude
_____________________________________________________________
that
District of Balete
(SUN)
Activity Sheet No.
I. Objective: Tell that sunspots are formed in the photosphere.
A. Materials: large magnifying glass
large cardboard screen
II. Procedure:
1. Choose a day when the weather is fine.
2. Set up a large cardboard screen at right angle toward the sun
3. Hold the magnifying glass parallel to the screen.
4. Locate any spots in the image of the sun.
5. Locate any spots in the image poles and the equator.
III. Questions:
1. What is the shape of the sun?
__________________________________________________________________________________
2. Have you seen the dark spot on the sun? What is it called? Where is it formed?
What causes it?
__________________________________________________________________________________
__________________________________________________________________________________
3. Do sunspots move? How? In what direction?
__________________________________________________________________________________
A. Application:
Choose the letter of the correct answer.
1. Where are sunspots formed?
A. Chromosphere B. Corona
C. Photosphere
2. Which of these describes the sunspots?
A. disturbance
B. A magnetic activity
3. In what direction do the sunspots move?
A. East to West
B. West to East
4. Where are most sunspots found?
A. 30 degrees from the equator
B. 45 degrees from the equator
C. 75 degrees from the equator
5. Which of these is true?
A. They are never found near the poles.
B. Sunspots grow smaller and smaller.
C. The number of sunspots remains the same.
IV. Conclusion:
I
therefore
conclude
_____________________________________________________________
C. both a and b
C. a and b alternately
that
________________________________________________________________________________________
District of Balete
(Its very HOT!)
Activity Sheet No.
I. Objective: Identify ways by which solar energy is used by plants, animals and
humans.
A. Materials: Paper and pencil
II. Procedure:
1. At about 12:00 noon stay under the sun for about 5 minutes.
2. Compare what you feel before and while staying under the sun.
3. Enter your observations in a table like this.
What I feel before staying under the
What I feel before while staying
sun
under the sun
III. Questions:
1. Compare what you felt before and while staying under the sun. Was there any
difference?
__________________________________________________________________________________
__________________________________________________________________________________
2. What could have caused the difference?
__________________________________________________________________________________
__________________________________________________________________________________
3. If you were to perform this activity at night, would you obtain the same
results? Why?
__________________________________________________________________________________
__________________________________________________________________________________
IV. Conclusion:
I
therefore
conclude
that
_____________________________________________________________
________________________________________________________________________________________

District of Balete
Activity Sheet No.
I. Objective: Illustrate the relative distances of the planets from the sun
ILLUSTRATING THE RELATIVE DISTANCES OF PLANETS FROM THE SUN
Materials: A chart of the planets distance from the sun
Compass
Bond paper
II. Procedure:
1. Study the chart of the planets distance from the sun.
Planet
Average Distance from the Sun in Million
Kilometers
Mercury
58 million
Venus
108 million
Earth
150 million
Mars
228 million
Jupiter
778 million
Saturn
1427 million
Uranus
2870 million
Neptune
4497 million
Pluto
5900 million
2. Use a scale of 1 mm = 50 million kilometers to convert the actual distance of a
planet from the sun to a smaller distance. For example, you want to scale the distance
of Mercury from the sun, multiply the distance of Mercury by the conversion factor
1mm__________
50 million kilometers
Hence:
Scale Distance
distance of
Conversion factor
Of Mercury
Mercury from the Sun

=
58 million km
x
1mm.
50 million km.
1.16 mm
The scale distance of Mercury from the sun is 1.16 mm

3. Fold the white paper into four equal halves. Spread the folded paper and mark the
middle. The middle represents the location of the sun.
4. Repeat step number 2 to obtain the scaled distance of the remaining planets.
5. Write the obtained scaled distance of each planet on the chart shown at the right.
6. Measure from the sun 1.6 mm and mark it. This is the scaled distance of Mercury
from the sun. Draw a circle using 1.6 mm. as radius. This the scaled orbit of Mercury.
7. Do steps 6 for the other planets.
Planet
Scaled Distance in mm.
Mercury
1.16 mm
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto
III. Questions:
1. Do distances of planet from the sun differ?
__________________________________________________________________________________
__________________________________________________________________________________
2. How much farther away is Pluto from the sun in comparison with Mercury?
Mars? Jupiter?
Uranus?
__________________________________________________________________________________
__________________________________________________________________________________
3. Why do we use scaling to reduce actual distances?
__________________________________________________________________________________
__________________________________________________________________________________
4. If we were to use the actual distances would we able to illustrate the relative
distances of planets
from the sun? Why?
__________________________________________________________________________________
__________________________________________________________________________________
A. Application:
1. Which of these describes the distance of the planets from the sun?
A. similar
B. different
C. changing
2. Which of these is the third planet from the sun?

A. Venus
B. Earth
C. Mars
3. Which of these is million kilometers away from the sun?
A. Saturn
B. Jupiter
C. Neptune
4. Which of these is billion kilometers away from the sun?
A. Saturn
B. Jupiter
C. Mars
5. Which of these planets is nearer Pluto?
A. Jupiter
B. Uranus
C. Saturn
IV. Conclusion:
I
therefore
conclude
that
_____________________________________________________________
________________________________________________________________________________________

District of Balete
Activity Sheet No.
I. Objective: Relate the relative period of revolution of each planet to its relative
distance from the sun.
A. Materials: Timer Piece of Chalk
Tray or label for the Solar System
II. Procedure:
1. Before going out to the school ground, scale each planets average distance in
million kilometers from the sun. Use the scale: 0.25 m = 50 million km.
2. Enter your calculation in a table like this:
Planet
Average distance in
Scaled Distance
million
Km. from the sun
3. Assign 10 pupils to do the demonstration. Each pupil holds his/her name

written on a show-me
board as the SUN, Mercury and finally, Pluto.
4. Have the Sun pupils stand on the ground and from him/her measure the
scaled distance of each
planet.
5. Construct nine circles to represent the orbits of the planets using the
scaled diameters as
shown in the illustration A.
6. From the right side of the Sun draw a straight line as shown in A.
7. Have pupil planets occupy their respective orbits. Orbit 1 is for Mercury
and the last orbit
for Pluto.
8. Have each pupil planet stand on a designated place as the starting point
of the demonstration.
9. At the count of three, have each pupil planet walk around the Sun
through his/her orbit in a counterclockwise direction until he/she is back at the
starting point.
10. Record the time in seconds consumed by each pupil planet in making
one turn around the
sun.
11. Relate findings with the period of revolutions of planets given below.
Planet
Period of Revolution (based on earth
day)
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
Pluto
III. Questions:
1. Which pupil planet made a complete turn around the sun first? And the
last? Give your
reasons.
__________________________________________________________________________________
__________________________________________________________________________________
2. Compared with planet Mercury, how one does it take planet Pluto to make
one complete
turn around the sun?
__________________________________________________________________________________
__________________________________________________________________________________
3. Study the periods of revolution of Jupiter, Saturn, Uranus, Neptune and Pluto.
How many
earthdays will it take each planet to complete one revolution?
__________________________________________________________________________________
__________________________________________________________________________________
4. How many times has the planet Earth revolved around the sun before Pluto
will complete one
revolution?
__________________________________________________________________________________
__________________________________________________________________________________
5. Suppose you are 10 years old now. What will your age be when Pluto has
completed one
revolution?
__________________________________________________________________________________
__________________________________________________________________________________
6. Where do you age more, on Earth or on Mars? Give your reasons.
__________________________________________________________________________________
__________________________________________________________________________________
7. What inference can you draw from your observations in this activity?
__________________________________________________________________________________
__________________________________________________________________________________
A. Application:
1. Which of these
A. Jupiter
2. Which of these
A. Jupiter
3. Which of these
A. Venus
4. Which of these
planets will be first to revolve around the sun?

B. Saturn
C. Neptune
planets will be the last to revolve around the sun?
B. Saturn
C. Neptune
planets has twice the Earths period of revolution?
B. Mars
C. Jupiter
relates to the relative distance of the planet from the
sun?
A. Period of revolution
B. Period of rotation
C. Both a
and b
5. In which planet will you gain your age more?
A. Venus
B. Mars
C. Jupiter
IV. Conclusion:
I
therefore
conclude
that
_____________________________________________________________
________________________________________________________________________________________

District of Balete

Activity Sheet No.
I. Objective: Identify the other members of the solar system.
IDENTIFYING THE ASTEROIDS
A. Materials: The Asteroid Belt
II. Procedure:
1. Study the diagram of the Asteroid belt
2. Locate the asteroids.
III. Questions:
1. Aside from the planets, what are the other members of the solar system?
___________________________________________________
___________________________________________________
2. How do these other members look like?
___________________________________________________
___________________________________________________
3. Where are they found?
___________________________________________________
___________________________________________________
4. What do you call the asteroid that wanders in the space?
___________________________________________________
___________________________________________________
5. What becomes of the asteroid that falls into the earths atmosphere? On the surface
of the earth?
___________________________________________________
___________________________________________________
A. Application:
1. What are asteroids?
a. Planet-like bodies
b. star-like bodies
c. both a and b
2. Where are asteroids found?
Between
a. Mars and Neptune
b. Mars and Jupiter c. Earth and Jupiter
3. How do asteroids revolve around the sun?
a. clockwise
b. counterclockwise
c. both a and b
4. Which of these is not an asteroid?
a. Triton b. Ceres
c. Pallas
IV. Conclusion:
I
therefore
conclude
_____________________________________________________________

District of Balete
that
Activity Sheet No.
I. Objective: IDENTIFYING THE COMETS
A. Materials: diagram of a comet.
II. Procedure:
1. Study the diagram of a comet
2. Relate the position of the comet as it revolves around the sun.
III. Questions:
a. How does a comet look like?
__________________________________________________
___________________________________________________
b. Describe the behavior of a comet as it revolves around the sun.
___________________________________________________
___________________________________________________
c. What is a comet made of?
___________________________________________________
__________________________________________________
d. Is a comet a regular spectacular in the sky? Why?
___________________________________________________
___________________________________________________
A. Application:
1. Which of these has a tail?
a. Asteroid
b. Comet
c. a and b
2. Which of these is not a component of the dirty iceberg?
a. frozen water
b. carbon dioxide
c. helium
3. Which is not a component of the comets tail?
a. gases
b. dust particles
c. rocks
4. To what direction is the comets tail pointing?
a. Towards the sun
b. Away from the sun c. a and b
5. Which of these repels the comets tail?
a. Sun spots
b. Solar winds
c. a and b
IV. Conclusion:
I
therefore
conclude
that
_____________________________________________________________
________________________________________________________________________________________
District of Balete

Activity Sheet No.
I. Objective: Describe the occurrence of tides
A. Materials: An illustration showing two different water levels in the same place.
II. Procedure:
1. Study the pictures A and B.
III. Questions:
a. What changes have you observed in picture A and B?
___________________________________________________
___________________________________________________
b. What do you call this change? What causes the observed change?
___________________________________________________
___________________________________________________
c. Does the rise and fall of the water level happen at regular intervals?
___________________________________________________
___________________________________________________
d. How many tides occur at the same time on Earth? What are tides?
___________________________________________________
___________________________________________________
IV. Conclusion:
I
therefore
conclude
that
_____________________________________________________________
________________________________________________________________________________________

8 SolarSystem

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Republic of the Philippines

Republic of the Philippines

Members of the Solar System in order of

Republic of the Philippines

b. Which planet is as big as planet earth? Why?

j. Of the nine planets, which of these do not have satellites? Why?

K. What does the basic information about the planets reveal?

Republic of the Philippines

Scaled Distance from the

Republic of the Philippines

2. Tell the variables/factors that differentiate a star from a planet.

4. If the sun stops shining what would happen to life on Earth?

Republic of the Philippines

How many times is the sun bigger than

Republic of the Philippines

Mercury from the Sun

The scale distance of Mercury from the sun is 1.16 mm

2. Which of these is the third planet from the sun?

Republic of the Philippines

3. Assign 10 pupils to do the demonstration. Each pupil holds his/her name

planets will be first to revolve around the sun?

Republic of the Philippines

PAARALANG SENTRAL NG BALETE

Republic of the Philippines

OUR AMAZING SOLAR SYSTEM

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