The Universe Part 1 Unit Plan

The Universe Part
1
Week One: Universe Unit
6th Grade Honors Science
Amelia Anderson
Objective
Monday
Students will
be able to
identify our
solar system
and recognize
the planets in
our solar
system.
Tuesday
Students will
understand
relative
distance from
the sun and the
planets and
their relative
distance from
Earth.
How does
relative
distance effect
Earth position
in relation to
the Earth?
E.Q.
What is Earth
placement in
the solar
system?
Topic
The Solar
System
Relative
Distance
Standard
The Universe
The Universe
Wednesday
Thursday
Identify the
Students will be
difference
able to identify
between
basic properties
meteors,
of earth and mars
meteoroids,
and distinguish
and meteorites. major differences.
Friday
UNIVERSE
PART 1 TEST
What
differentiates
meteors,
meteoroids,
and
meteorites?
Can Mars support

life as Earth
does? Why or
why not?
TEST
Meteors,
Meteoroids,
Meteorites
The Universe
Planets
TEST
The Universe
The Universe
Teacher:
Class:
Course Unit:
Lesson Title:
TEAM Lesson Plan

Amelia Anderson
6th grade honors science
The Universe
The Solar System
Summary of the task, challenge, investigation, career-related

LESSON
scenario, problem, or community link
OVERVIEW
The solar system includes Earth, the sun, and all of the planets in the
atmosphere. Today, students will enhance their prior knowledge on the solar
system and be able to identify what planets make up the solar system and
other aspects of it.
STANDARDS
Identify what you want to teach. Reference State, Common Core,

ACT College Readiness Standards and/or State Competencies.
TN.7.0. Earth and Space Science: Earth and Its Place in the Universe: The student will
investigate the structure of the universe.
0607.6.1: Use data to draw conclusions about the major components of the
universe.
OBJECTIVE
Clear, Specific, and Measurable NOT ACTIVITIES

Student-friendly
1. Students will be able to identify the solar system and key words
associated with the solar system.
2. Students will recognize the planets, which make up the solar system.
ASSESSMENT /
EVALUATION
Students show evidence of proficiency through a variety of assessments.

Aligned with the Lesson Objective
Formative / Summative
Performance-Based / Rubric
Formal / Informal
As a teacher, I will answer all given questions to the best of my ability and
make sure each student remains on task. Also, I will cover each concept and
idea fully and make sure to teach each student the best I can.
As students, each child is expected to take notes and be actively engaged in
the PowerPoint presentation. At the beginning, students will answer the
essential questions. By the end of class, every student will reflect back to
those questions and rewrite their answers based on the knowledge they
obtained in class.
MATERIALS
1.
2.
3.
4.

Rigorous & Relevant
School issued MacBook

Science Notebook
Pencil
Colored pencils or markers
ACTIVATING
STRATEGY
Motivator / Hook
An Essential Question encourages students to put forth more effort
when faced with complex, open-ended, challenging, meaningful and
authentic questions.
What is a planet?
What is the solar system?
Where is earths placement within the solar system?
INSTRUCTION
Step-By-Step Procedures Sequence

Discover / Explain Direct Instruction
Modeling Expectations I Do
Questioning / Encourages Higher Order Thinking
Grouping Strategies
Differentiated Instructional Strategies to Provide Intervention &
Extension
1. Students will enter class with their school issued MacBooks, science
journals, and a pen or pencil. (All other materials will be provided)
2. The teacher will instruct students to their seats.
3. The daily objectives will be put on the projector and students will be
expected to write this at the top of their notes page in their science
journals for this day.
4. Daily Oral Science (DOS) Questions will be given and answered as a
class.
5. Essential questions will also be given and students are expected to
answer these to the best of their ability.
6. A PowerPoint presentation on the solar system will be shown
7. Students will be expected to take notes and actively listen.
8. A worksheet will be given titled The Inner Solar System.
9. Any uncompleted work will be assigned as homework and due the next
day.
GUIDED &
INDEPENDENT
PRACTICE
We Do You Do
Encourage Higher Order Thinking & Problem Solving
Relevance
Differentiated Strategies for Practice to Provide Intervention &
Extension
Keep in mind earths placement in the solar system. Reflect on the reading
passages and use your prior knowledge of the solar system in order to
answer the questions given.
CLOSURE
Reflection / Wrap-Up
Summarizing, Reminding, Reflecting, Restating, Connecting
Students will draw a Frayer Model at the top of the page, including only the
inner planets. Draw an illustration and write a test question with the answer.
CROSS-CURRICULAR CONNECTIONS
-Reading
-Writing
NOTES:
D.O.S. FOR THIS WEEK

Monday
1. Which planet has the lowest density and a complex ring system made up of hundreds of thin
rings?
A. Neptune
B. Uranus
C. Saturn
D. Jupiter
2. At times, the planet ____________ is actually the farthest from the sun due to Plutos irregular
rotation.
A. Uranus
B. Saturn
C. Neptune
D. Jupiter
Tuesday
1.Which of the following chemicals gives Uranus and Neptune a bluish color?
A. Iron Oxide
B. Sulfuric Acid
C. Methane
D. Carbon Dioxide
2. Which planet has a bluish color and rotates parallel to its orbit?
A. Neptune
B. Pluto
C. Uranus
D. Venus
Wednesday
1. This planet is a gas giant, has storms that sweep across its atmosphere, and has the highest
wind speeds of all the planets.
A. Mars
B. Jupiter
C. Neptune
D. Uranus
2. Which planet has the most eccentric or irregular orbit?

A. Venus
B. Mars
C. Saturn
D. Pluto
Thursday
1. Halleys Comet comes near the Earth every 76 years. Why can the time this comet passes
near the Earth be accurately predicted?
A. The comet wanders through the sky.
B. The comet has a fixed orbit around the Earth.
C. The comet is a fixed point in the sky.
D. The comet has a fixed orbit around the sun.
2. A small boulder sized rock traveling through space is called a(n) _______________________.
A. asteroid
B. comet
C. meteoroid
D. meteor
NAME:_______________________
TheInnerSolarSystem
byLeslieCargile
Theinnersolarsystemisthenameoftheterrestrialplanetsandasteroidbelt.Terrestrialisjustafancyway
ofsayingrocky.LiketheEarth,terrestrialplanetshaveacoreofironandrock.Atthecenterofthesolar
systemistheSun.TheSunisabigballofhydrogenpoweredbynuclearreactions.Massiveexplosionsare
goingonallofthetimeinsidetheSun.Itswhatmakesthelighteverydayandkeepsourplanetwarm.
LightzipsfromtheSuntousinabouteightminutes.TheSunisthemostmassivethinginoursolarsystem.
ItissobigyoucouldfitaboutamillionEarthsinsideofit!ClosesttotheSunistheplanetMercury.You
couldsqueezeabouteighteenMercurysinsideofEarth.Itismadeofmostlyrock,butithasahugeiron
coreanditgeneratesabigmagneticfield.SpeedylittleMercurysailsaroundthesuninonlyeightyeight
days.MercurywasthemessengerofthegodsinRomanmythology,knownforhisspeed.Secondinline
comesVenus,whichissometimescalledEarth'stwin.It'saboutthesamesizeasEarth,butthatswherethe
similaritiesend.Venusisalwayscoveredinthickcloudsfullofsulfuricacid.Theywhiparoundtheplanet
atmorethantwohundredtwentymph.ViolentwindsshootsandmadeofsilicatearoundVenussverydry,
aridsurface.Thetemperatureaveragesninehundreddegrees,andthepressuresninetytimesthatonEarth.
Ittakestwohundredandtwentyfourdaystoorbitthesun.LikeMercury,Venuswasalsonamedaftera
RomanGoddess,theGoddessoflove.Youknowwhatplanetisnext.Youliveonit!Yup,theEarthis
numberthree.Wehavearockyironcoreatthecenterofourplanet.Wehaveliquidwater,andourairis
madeofmostlynitrogenandoxygen.Ittakesthreehundredandsixtyfivedaysforustocirclethesun.We
onlyhaveonemoon.NexttousinisMars.Marsalsohasacoreofrockandiron.Itisalittlemorethan
halfthesizeofEarth.ThemostdistinctfeatureaboutMarsisitsredcolor.Dustrichinironoxidecovers
theplanet.Itssortofliketheplanetisrusting.Whitecapsatthepolesarewater,foreverfrozenbecauseof
thecoldertemperaturesfurtherfromtheSun.Theonlyplacethetemperaturerisesabovefreezingisatthe
equator,orthemiddleoftheplanet.Marshastwomoons,DeimosandPhobosbuttheyaremuchsmaller
thanourownmoon.IttakesnearlytwiceaslongforMarstocirclethesunatalmost684days.Thelastpart
oftheinnersolarsystemiscalledtheAsteroidBelt.Itsthelinebetweentheinnerrockyplanetsandthe
outergaseousplanets.UnliketherestoftheInnerSolarSystem,theAsteroidBeltisntaplanetatall.Itisa
bunchoflargerockychunks,mostlymeteoroids.There'salsoadwarfplanetnamedCeresintheasteroid
belt.Therestarentverylarge.TheEarthistheonlyplanetthatweknowofwithlifeonit,butuniverseisa
bigplace.Muchofoursolarsystemisstillamystery,thereisstillplentytoexplore.
SuperTeacherWorksheetswww.superteacherworksheets.com
1.HowdoesthesizeofMercurycomparetoEarth?
a.Mercuryis18timesthesizeofEarthb.Mercuryis118thesizeofEarth.c.Earthis118thesizeof
Mercury.d.Earthis18timessmallerthanMercury.
2.Whichstatementabouttheinnerplanets'orbitsistrue?
a.VenusorbitsthesunmorequicklythenMercury.b.MercuryorbitsthesunmoreslowlythanMars.c.
EarthorbitsthesunmorequicklythanVenus.d.MarsorbitsthesunmoreslowlythanEarth.
3.WhattwotypesofgasmakeupmostofEarth'satmosphere?_____________________and
_____________________
4.Accordingtoinformationinthearticle,wherewouldyoufindwateronMars?
_________________________________________________________________________________
5.HowlongdoesittakelighttotravelfromthesuntotheEarth?
_________________________________________________________________________________
6.WhichwouldbethemostappropriatenicknameforVenus?
a.thecolddesertplanetb.thefirstinnerplanetc.thewindyplanetd.thetriplemoonedplanet
MakeaVenndiagramtocompareandcontrastEarthandVenus
Teacher:
Class:
Course Unit:
Lesson Title:
TEAM Lesson Plan

Amelia Anderson
The Universe
Relative distance

LESSON
OVERVIEW
The position the sun and all of the planets in the solar system are described
as their relative distance from each other. In this lesson, students will review
relative distance from former years of science class with a power point
presentation. They will then complete multiple activities in order to compare
distances between objects in the solar system.
STANDARDS

0606.6.1: Use data to draw conclusions about the major components of the universe.
0607.6.2: Explain how the relative distances of objects from Earth affect how they appear.
0608.6.3. Describe the positional relationships among the earth, moon, and sun.
OBJECTIVE

Student-friendly
1. Students will recognize relative distance and define this term.

2. Students will infer as to why relative distance matters.
3. Students will learn how relative distance effects Earths position in the
solar system.
ASSESSMENT /
EVALUATION

Formal / Informal
As a teacher I will provide all necessary materials for the lab and to educate
the students on all material. I will make sure all students remain on task and
answer all given questions.
As students, the children will remain on task being sure to complete all
assignments fully. At the beginning, students will answer the essential
questions. By the end of class, every student will reflect back to those
questions and rewrite their answers based on the knowledge they obtained
in class.
MATERIALS

Rigorous & Relevant
1.School issued MacBook

2. index card labels for each planet: Mercury, Venus, Earth, Mars, Jupiter,
Saturn, Uranus, and Neptune.
3. 1 basketball
4. 1 soccer ball
5. 2 baseballs
6. 2 tennis balls
7. 2 ping pong balls
8. 2 golf balls
9. 2 marbles
10. 2 bb bullets
11. 2 grains of sand
12. Student will need their science notebooks in order record thoughts and
notes.
13. Students will also need a worksheet titled Distance in the Solar System
providing them with information regarding distance in space.
Motivator / Hook
ACTIVATING
STRATEGY
How does relative distance affect the planets in the solar system?
How does relative distance affect the sun and Earths moon?
What are the relative positions among the major components of the solar
system?
INSTRUCTION

Grouping Strategies

Extension
10.
Students will enter class with their school issued MacBooks,
science journals, and a pen or pencil. (All other materials will be
provided)
11.
The teacher will instruct students to their seats.
12.
The daily objectives will be put on the projector and students will
be expected to write this at the top of their notes page in their science
13.
Daily Oral Science (DOS) Questions will be given and answered
as a class.
14.
Essential questions will also be given and students are expected
to answer these to the best of their ability.
15.
A class discussion reviewing relative distance will be held.
Students will actively listen and take notes if needed.
16.
Class will walk as a class to the track where teacher will provide
all other materials.
17.
Students will get in groups of 3-5
18.
Students will be instructed to attempt to decide which planet
should be associated with each planet. The correct answers will be
given after 5-10 minutes.
19.
Next, students will explore relative distance by creating a scale
model using given materials, recording their thoughts and realizations
throughout the activity.
20.
Students will return to the classroom to complete a worksheet
Relative distance and to complete their reflection at the end of class.
Any unfinished work will be assigned as homework and due by the next
day.
We Do You Do
GUIDED &
INDEPENDENT
Relevance
PRACTICE
Extension
Remember how relative distance effects the placement of the Earth in the
atmosphere. How does this affect us in our everyday life?
CLOSURE
As a reflection, students will draw a picture in their notebooks of all of the

planets and describe what we did in class today. Each student should have 45 sentences reflecting on relative distance and its relation with the sun and
Earth.
Reading
Writing
Mathematics
Physical Activity
Art
NOTES:
Name:____________________
Date:__/__/____
Class Period:____
DISTANCE IN THE SOLAR

SYSTEM
Use this worksheet and your prior
knowledge to complete the activity
Relative Distance in class.
Teacher:
Class:
Course Unit:
Lesson Title:
TEAM Lesson Plan

Amelia Anderson
The Universe
Meteoroids, Meters and Meteorites

LESSON
OVERVIEW
Though relatively simple things, meteoroids, meters and meteorites are
commonly mixed up with students. Today, students will be expected to read
and annotate in order to answer the given questions on this lesson.
STANDARDS

0607.6.1: Use data to draw conclusions about the major components of the
universe.
OBJECTIVE

Student-friendly
Students will be able to identify and differentiate asteroids, meteoroids, and

meteorites.
ASSESSMENT /
EVALUATION

Formal / Informal
Students will be given a reading titled Meteorites, meteors, and meteoroids

and expected to first read, then reread and annotate, taking notes at the
side of the page. Then, students will use these notes in order to fully answer
the given questions. Any uncompleted work will be assigned as homework.
MATERIALS
1.
2.
3.
4.

Rigorous & Relevant
School issued MacBook

Science Notebook
Pencil
Worksheet with reading (Asteroids, meteoroids, meters, meteorites.)
ACTIVATING
STRATEGY
Motivator / Hook
What differentiates meteoroids, meters and meteorites?

How are they similar?
INSTRUCTION

Grouping Strategies
Extension
1. Students will enter class with their school issued MacBooks, science
journals, and a pen or pencil. (All other materials will be provided)
2. The teacher will instruct students to their seats.
3. The daily objectives will be put on the projector and students will be
expected to write this at the top of their notes page in their science
4. Daily Oral Science (DOS) Questions will be given and answered as a
class.
5. Essential questions will also be given and students are expected to
answer these to the best of their ability.
6. Video: Meteoroids, Meteorites, and Meteors
7. Students will be given a reading page and expected to read.
8. Students will now complete to vocabulary.
9. The worksheet corresponding with the handout will be given. If extra
time remains and every student is complete we will review the answers
as a class.
GUIDED &
INDEPENDENT
PRACTICE
We Do You Do
Relevance
Extension
Remember the different ways in which meteoroids, meters and meteorites

are remembered. Take these into consideration and try and make up your
own ways of recalling them.
CLOSURE
As a reflection, each student will make a graphic organizer of their choice

differentiating between meteoroids, meters and meteorites.
Reading
Writing
NOTES:
https://www.youtube.com/watch?v=6qVw1nILDBc
Meteoroids, Meteors, and Meteorites
A meteoroid is a small body made up of dust or debris that

travels through the space vacuum. The space vacuum is
more commonly referred to as outer space. It is the space
between celestial bodies that is most empty of matter.
Meteoroids are not very big -they can be as small as a speck
of dust.
A meteor is the visible path of a meteoroid that enters the

earths atmosphere. Meteors occur when the path of a
meteoroid and the path of the earths orbit around the sun
collide. Meteors are often referred to as falling stars because
they light up as they burn through the earths atmosphere.
DID YOU KNOW?

Millions of meteors occur in the Earths atmosphere every
day. A meteor shower is made up of a large number of
meteors that come from a particular region in the sky.
Meteor showers occur when the earth passes through a
region of space debris, such as dust particles left from a
comets trail.
A meteorite is a former meteoroid that survives its fiery

passage through the atmosphere to hit the earths surface.
Most meteors burn away to nothing in the earths
atmosphere.
DEFINE THE FOLLOWING WORDS ON A SEPARATE

SHEAT OF PAPER:
Meteoroids, Meteors and Meteorites Guided

Practice
1. What is a meteoroid?
_____________________________________________________________
_____________________________________________________________
______________________
2. Define space vacuum.
_____________________________________________________________
___________
3. What is the sizing of meteoroids? Does it vary?
_____________________________________________________________
_____________________________________________________________
______________________
4. What is a meteor?
_____________________________________________________________
_____________________________________________________________
______________________
5. What is a name many people commonly give meteors?
_____________________________________________________________
___________
6. How do meteors occur?
_____________________________________________________________
_____________________________________________________________
______________________
7. What do meteors look like?
_____________________________________________________________
_____________________________________________________________
______________________
8. What is a meteorite?
_____________________________________________________________
_____________________________________________________________
______________________
9. What happens to most meteorites in the atmosphere?
_____________________________________________________________
_____________________________________________________________
______________________
10. ESSAY QUESTION:

Write 2-3 paragraphs describing the difference between
meteoroids, meteors and meteorites. Make sure to be clear
and use complete thoughts. Use all vocabulary words in your
response.
______________________________________________________
______________________________________________________
____________________________________
______________________________________________________
______________________________________________________
___________________________________
______________________________________________________
______________________________________________________
____________________________________
______________________________________________________
______________________________________________________
___________________________________
______________________________________________________
______________________________________________________
____________________________________
______________________________________________________
______________________________________________________
____________________________________
______________________________________________________
______________________________________________________
____________________________________
______________________________________________________
______________________________________________________
____________________________________
Teacher:
Class:
Course Unit:
Lesson Title:
TEAM Lesson Plan

Amelia Anderson
6th grade science
The Universe
Planets: Mars and Earth

LESSON
OVERVIEW
Many planets have similar make-ups as Earth. Mars is one of the closest
planets to Earths chemical and physical makeup in the atmosphere. In this
lesson, students will use their online resources in order to compare and
contrast, research, and draw conclusions as to why Earth and Mars are
similar and different. The students will then apply this knowledge by creating
a PowerPoint on the makeup of Earth and Mars, later presenting them for the
class.
STANDARDS

6.7.1. Recognize the basic features of the universe.
6.7.3. Describe the positional relationships among the earth, moon, and sun .
OBJECTIVE

Student-friendly
1. Students will observe and obtain knowledge necessary to compare and contrast Mars and
Earth.
2. Students will use their online resources effectively in order to complete a PowerPoint.
3. Students will make hypothesiss as to why Earth and Mars are similar
ASSESSMENT /
EVALUATION

Formal / Informal
As a teacher, I will answer all questions on given material, as we as monitor the classroom as the
students work. I will make sure all students remain on task and are involved in the lesson, as well
as understanding the material.
As students, the children will remain on task being sure to complete all assignments fully. At the
beginning, students will answer the essential questions. By the end of class, every student will
reflect back to those questions and rewrite their answers based on the knowledge they obtained
in class.
MATERIALS
1.
2.
3.
4.

Rigorous & Relevant
School Issued Mac Book

Classroom Textbook
Subject Notebook
Pen/ Pencil
ACTIVATING
STRATEGY
Motivator / Hook
Where is Mars, in relation to the sun, located from Earth?

How does the size of Earth and the size of Mars compare?
Can Mars support life as Earth does? Why or why not?
INSTRUCTION

Grouping Strategies
Extension
1.
2.
3.
4.
5.
Students will first enter class with instructed materials; laptop, pencil, and notebook.
The teacher will instruct students into their assigned seats.
Daily Oral Science (DOS) Questions will be given and answered as a class.
The essential questions will be put on the projector for the day.
Students will copy these questions into their notebooks, answering them to the highest of
their ability.
6. The class will be instructed to go to their Canvas page for the class, looking under
modules, universe, and then planets links.
7. Students will use the links to find information on Mars and Earth and their comparisons.
8. As questions occur, students are encouraged to ask the teacher or quietly ask a neighbor,
if remaining on task.
9. Students will take 15 minutes to create a Venn diagram comparing and contrasting the
two planets. Class discussion will then take place.
10. The students will then return to Canvas to find their next assignment to make a
PowerPoint presentation for the two planets, using creativity and relevant material.
11. Students will be given the remainder of class to complete this, leaving the last 5-10
minutes for their reflection of the day.
GUIDED &
INDEPENDENT
PRACTICE
We Do You Do
Relevance
Extension
Keep in mind what Earth has that Mars does not. What do these elements have that affects Earth?
What about Mars?
CLOSURE
1. Students will continue to have class discussion

2. The students will now return to their notebook to re-answer the E.Q.s based on their
newfound knowledge
3. Answers will be talked about as a class
Reading
Writing
NOTES:
PLANET LINKS (MARS AND EARTH)

http://mars.nasa.gov/allaboutmars/extrem
e/quickfacts/
http://www.nasa.gov/audience/forstudents/
k-4/stories/nasa-knows/what-is-earthk4.html
https://www.marsquestonline.org/resource
s/familyguide/5.pdf

The Universe Part 1 Unit Plan

Hochgeladen von

Dokumentinformationen

Originalbeschreibung:

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

The Universe Part 1 Unit Plan

Hochgeladen von

Copyright:

Verfügbare Formate

The Universe Part

Can Mars support

TEAM Lesson Plan

Summary of the task, challenge, investigation, career-related

Identify what you want to teach. Reference State, Common Core,

Clear, Specific, and Measurable NOT ACTIVITIES

Students show evidence of proficiency through a variety of assessments.

Aligned with the Lesson Objective

School issued MacBook

Step-By-Step Procedures Sequence

D.O.S. FOR THIS WEEK

2. Which planet has the most eccentric or irregular orbit?

TEAM Lesson Plan

Summary of the task, challenge, investigation, career-related

Identify what you want to teach. Reference State, Common Core,

Clear, Specific, and Measurable NOT ACTIVITIES

1. Students will recognize relative distance and define this term.

Students show evidence of proficiency through a variety of assessments.

Aligned with the Lesson Objective

1.School issued MacBook

Step-By-Step Procedures Sequence

Differentiated Instructional Strategies to Provide Intervention &

As a reflection, students will draw a picture in their notebooks of all of the

DISTANCE IN THE SOLAR

TEAM Lesson Plan

Summary of the task, challenge, investigation, career-related

Identify what you want to teach. Reference State, Common Core,

Clear, Specific, and Measurable NOT ACTIVITIES

Students will be able to identify and differentiate asteroids, meteoroids, and

Students show evidence of proficiency through a variety of assessments.

Students will be given a reading titled Meteorites, meteors, and meteoroids

Aligned with the Lesson Objective

School issued MacBook

What differentiates meteoroids, meters and meteorites?

Step-By-Step Procedures Sequence

Remember the different ways in which meteoroids, meters and meteorites

As a reflection, each student will make a graphic organizer of their choice

Meteoroids, Meteors, and Meteorites

A meteoroid is a small body made up of dust or debris that

A meteor is the visible path of a meteoroid that enters the

DID YOU KNOW?

A meteorite is a former meteoroid that survives its fiery

DEFINE THE FOLLOWING WORDS ON A SEPARATE

Meteoroids, Meteors and Meteorites Guided

10. ESSAY QUESTION:

TEAM Lesson Plan

Summary of the task, challenge, investigation, career-related

Identify what you want to teach. Reference State, Common Core,

Clear, Specific, and Measurable NOT ACTIVITIES

Students show evidence of proficiency through a variety of assessments.

Aligned with the Lesson Objective

School Issued Mac Book

Where is Mars, in relation to the sun, located from Earth?

Step-By-Step Procedures Sequence

1. Students will continue to have class discussion

PLANET LINKS (MARS AND EARTH)

Das könnte Ihnen auch gefallen