Student:______________________ Date:______________________ Teacher: Marijana Nikolic

THE CREATION OF THE SOLAR SYSTEM
By: tijana sekulic Source: http://www.nhm.ac.uk/print-version/?p=/nature-online/space/planets-solar-system/formation/index.html

Vocabulary
Directions: Study the following keywords and definintions.
1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. gigantic -(adj) - Huge; amazingly big.* ogromno Milky Way -(n) - The galaxy. nebula -(n) - A cloud of gas in space. perhaps -(adv) - Possibly; maybe. možda reaction -(n) - An action that is caused by another action. similar -(adj) - Having a resemblance to another.* slično solar -(adj) - Related to the sun.* technology -(n) - Knowledge of machinery, computers, etc. exploding -(v) - To cause to burst in pieces by force from within. collapsed -(v) - Fall down.* urušilo se dense -(adj) - Large amounts of something in a limited space. gusto prevented -(v) - Stop something from happening. sprečilo nagomilavanje accumulation -(n) - The act of gathering and piling up something. formed -(v) - To make something and give it a shape or organization. rotation -(n) - Turn a shape around a point.

Which words are the hardest? Focus on the tough ones!

Reading
Directions: Read the following passage carefully.
http://www.nhm.ac.uk/print-version/?p=/nature-online/space/planets-solar-system/formation/index.html

How did the solar system form?
The solar system formed around 4.5 billion years ago from a huge swirling cloud of dust. We know this because advances in technology, such as the Hubble telescope, have allowed us to look deep into space to observe the birth of stars similar to our Sun.

A HUGE CLOUD OF DUST
Throughout the Milky Way, and other galaxies like it, there are gigantic swirling clouds of dust and gas known as

nebula. It is within nebula that stars are born. Our star, the Sun, was created in one such nebula.
Something, perhaps the shock wave from an exploding supernova (dying star) triggered dust particles to be drawn together to form a dense spherical cloud. The accumulation of dust set off a chain reaction. As the core of the cloud attracted more dust, its gravitational pull increased. More and more dust was sucked in and the cloud collapsed in on itself. As this happened, the rotation of the cloud increased in speed, as happens when spinning ice skaters pull in their arms. The rotational forces at the equator of the cloud prevented dust along this plane being drawn in, causing the cloud to flatten into a disc spinning around a dense core.

A STAR IS BORN
As more and more mass accumulated at the centre of the disc, the temperature increased dramatically. A pillar of dust and gas Eventually there was enough energy to set off nuclear reactions. Hydrogen atoms fused to form helium, releasing in the Orion Nebula. enormous amounts of energy in vigorous bursts. This marked the birth of the Sun, although it would take between one and 10 million more years for it to settle into the main sequence star recognisable today.

and other extraterrestrial objects such as asteroids.THE FORMATION OF THE PLANETS The planets. This 'coming together' of material is a process known as accretion. What is nebula? 4. eventually to form planets. What is born in nebula? . formed in the flat plane of the spinning disc of dust. When and how did the Solar System form? 2. Electrostatic forces or sticky carbon coatings made dust particles stick together to form clusters. How do we know this? 3. Comprehension Questions Directions: Read the following questions and answer each one to the best of your ability. 1. 2) 3) Identify 2 details that are not very important to the main idea of the passage. which in turn stuck together to form rocks. 1) 2) Write 1 brief paragraph summarizing the main idea of the passage. Use the important details to support your discussion of the main idea. Mutual gravity caused these rocks to come together. 1) Identify 3 important supporting details that contribute to the main idea of the passage.

What did the dust particles then form? 8. Why did the rotation speed increase? 12.5. What triggered the dust particles to be drawn together? 7. What was the result? 14. What did the accumulation of dust set off? 9. What prevented the dust being drawn in? 13. Why did the temperature increase so much? 15. What did the accumulation eventually cause 11. How was helium formed? . Why did the gravitational pull increase? 10. What was the result of such temperature increase? 16. What is supernova? 6.

As a main verb showing possession: "He has a new book. What did this reaction release? 19. To show a perfect tense:"They have eaten. Do you have to carry a passport? You don't have to carry a passport. such as the Hubble telescope.17. How much longer did it take for the Sun to become the star we know today? 20. Have they eaten? They haven't eaten. How did planets form? 24. How did the planets and other extraterrestrial objects form? 21. have allowed us to look deep into space to observe the birth of stars similar to our Sun. What is accretion? Focus on Grammar Remember!!!!! 1. 2. 3." How is "have" used in the sentence(s) below? Directions: Identify how the have is used in the sentence(s) below 1. What did this reaction release? 18." 3. We know this because advances in technology. He has a new book Does he have a new book ? He doesn't have. . How did rocks form? 23. similar to 'must' :"You have to carry a passport to enter another country. The verb "has" is used in three ways: 1. What made dust particles stick together to form clusters? 22. To show a requirement." 2. They have eaten. You have to carry a passport.

The telescope could not see through the _______________. New York City has a _______________ population. _______________ twenty. The locked door _______________ her from going in.it's dirty. like dirty . His park is enclosed by a _______________ iron fence. We know this because advances in technology. Computer _______________ improves every year. Directions: Identify the word that ends with -y in each sentence and write it on the line.The Portrait of a Lady 10. 12.H. The building _______________ in the earthquake. Her scream was a _______________ to his stepping on her foot. 6. 7. 1. The bottle of cola _______________ in the freezer. sleepy ____________ ________________________________________________ hairy ____________ ________________________________________________ sunny ____________ ________________________________________________ Vocabulary Practice FILL IN THE BLANK Directions: Use the word bank to identify the word that best completes the sentence. salty ____________ ________________________________________________ cuddly (cuddle -e) + y She's a cuddly puppy. Her nose is _______________ to her mother's. The _______________ flares disrupted cell phones. 2. . gigantic solar accumulation Milky Way technology formed nebula exploding rotation perhaps collapsed reaction dense similar prevented 1. 9. James . such as the Hubble telescope. but not older. Directions: Fill in the blanks below. Electrostatic forces or sticky carbon coatings made dust particles stick together to form clusters . which in turn stuck together to form rocks.2. 11. some thirty miles round. . Word Roots & Stems Rule: The suffix y changes a noun into an adjective.. The workers _______________ a union. 3.. have allowed us to look deep into space to observe the birth of stars similar to our Sun. 4. dirty dirt + y Her room is not clean . She is eighteen. just as in the models. 5. 8.

_______ Related to the sun. 22. Circle the vocabulary word in each sentence.* 24. _______ Large amounts of something in a limited space. but an _______________ of ear wax only takes a few days. _______ Possibly. B. Be sure to write a sentence that would help the reader better understand the meaning of the word. _______ To make something and give it a shape or organization. MATCHING Directions: Write the letter of word that matches the definition on the line. 25. F. computers. amazingly big. 35. A. 27.* 18. 21. O. 36. G. write an original sentence using the word. L. gigantic Milky Way nebula perhaps reaction similar solar technology exploding collapsed dense prevented accumulation formed rotation WRITE YOUR OWN SENTENCES Directions: For each of the words in the box. 16. _______ Fall down. N. K. .* 26. 33. _______ Huge. 17. maybe. _______ Knowledge of machinery. gigantic solar accumulation Milky Way technology formed nebula exploding rotation perhaps collapsed reaction dense similar prevented 31. H. E. _______ The act of gathering and piling up something.13. If it helps. C. I. _______ Turn a shape around a point. M. 30. J. 32.* 28. _______ The galaxy. _______ Having a resemblance to another. 20. feel free to also draw a line between the definition and the matching word. _______ To cause to burst in pieces by force from within. etc. _______ Stop something from happening. 23. The _______________ of wisdom takes many years. _______ A cloud of gas in space. D. 29. _______ An action that is caused by another action. 19. 34.

40. . 42. 38. 41.37. 39. 43. 45. 44.

Ask students to volunteer to read parts of the passage aloud. and use the words in the vocabulary list below. prevented Activity Description Differentiation Guide Assessment Introduction of vocabulary Introduce the new words from the vocabulary list in above (see Objectives) by modeling pronunciation. Reading & Comprehension Questions Students will read the passages of and demonstrate comprehension of the content by question. collapsed 5. technology 14. Students will write 5 original sentences using simple_present. ALL Students will be able to demonstrate an increased mastery of the grammar structure by independently writing sentences that correctly employ simple_present. solar 13. rotation 4. accumulation 2. ALL Students will be able to increase their understanding and awareness of the new words.LESSON: Aim:to learn of the various theories of the creation of the solar system Grade: 9 Subject: Prepared by: Marijana Nikolic Objectives: Students will be able to understand. exploding 15. to model phrasing and fluency. Pair. perhaps 10. formed 3. gigantic 7. Invite early finishers to put their sentences on the board or challenge them to not only use the grammar structure. Students will be able to demonstrate comprehension of the passage by answering questions which require basic understanding and interpretation of the content. nebula 9. give different types of learners an opportunity to write down the new words. Grammar Students will review the usage of and then identify simple_present in sentences from the reading. while working with students who need more literacy help. Share ALL Students will read the passage or follow along as the passage is read. reaction 11. dense 6. but also include the vocabulary from the lesson in their sentences. Instruct students to read the passage silently and complete the questions independently. similar 12. . individual and choral repitition. Give students need time to work on completing their own practice sentences for the grammatical structure. or develop a physical action to increase the student’s ability to remember the new words. Ask students to complete the questions by doing Think. pronounce. Milky Way 8. associate a visual image to cue to understanding of the word. Depending on the population: Read the entire passage aloud.SOME Students will be asked to orally demonstrate knowledge of new words. to learn from the original material in english independently Standards addressed: Vocabulary: 1. ALL Students will strive to demonstrate comprehension of the passage by answering the questions. Pause at key moments and model good reading strategies through a think aloud. Review defintions Sample Questioning: In your own words. Who can think of a time when this word might be used? Can you use this word in a sentence? What’s the antonym (opposite) of this word? When appropriate. SOME students will be given an opportunity to share their answer aloud. explain the definition.

like dirty. -1 E. ALL students will be able to recognize the suffix -y and understand The suffix y changes a noun into an adjective. -13 . Students complete this section of worksheet independently prior to group review of the answers. have students work in pairs or small groups. Example quick assess: 3 new pieces of information from text.. -8 G. -12 H. Summary Instructor will review the objectives of the lesson with the class a whole. Practicing New Vocabulary Students will be given a chance to practice applying new vocabulary by completing cloze sentences. Students may benefit from having time to complete this portion of the worksheet individually or in pairs. When appropriate. The summary can be completed as quick discussion or by asking student to summarize in their notes. 1 question about what they learned. Students who get more than two of the cloze sentences wrong should be asked do other reinforcement (i. -2 K. which was used in the reading. ALL Students will increase their familiarity with the new vocabulary and their ability to successfully use these new words in context. 2 new words. -5 F. flash cards). -14 I. -9 O.e. Fill-in-the-blank Answer Key: 1) perhaps 2) collapsed 3) exploded 4) nebula 5) reaction 7) prevented 8) similar 9) formed 10) gigantic 11) dense 12) solar 14) technology 15) accumulation Matching Answer Key: A. -3 J. -11 L. -6 C. -10 B. -15 N.Word Building: Roots and Stems Students will be encouraged to take away a word-attack strategy from this lesson by reviewing -y. -4 D. -7 M.

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