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الفرق بين علم الفلك و التنجيم

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الفرق بين علم الفلك و التنجيم

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https://spaceplace.nasa.gov/constellations/en/

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There are a few different definitions of constellations, but many people think of constellations as a group of stars. Often, it's a group of stars that looks like a particular shape in the sky and has been given a name. These stars are far away from Earth. They are not connected to each other at all. Some stars in a constellation might be close while others are very far away. But, if you were to draw lines in the sky between the stars like a dot-to-dot puzzle - and use lots of imagination - the picture would look like an object, animal, or person.

Over time, cultures around the world have had different names and numbers of constellations depending on what people thought they saw. Today, there are 88 officially recognized constellations.

What constellations can you see in the night sky?

The constellations you can see at night depend on the time of year. Earth orbits around the Sun once each year. Our view into space through the night sky changes as we orbit. So, the night sky looks slightly different each night because Earth is in a different spot in its orbit. The stars appear each night to move slightly west of where they were the night before.

Your location on Earth also determines what stars and constellations you see, and how high they appear to rise in the sky. The Northern Hemisphere is always pointing in a different direction than the Southern Hemisphere. This means that stargazers in Australia, for example, get a slightly different view of the sky and can see a few different constellations than those in the United States.

It can be a little confusing to picture how the night sky changes as we orbit the Sun. You can see how it all works in the illustration below.

For example, say you're in the Northern Hemisphere looking into the night sky on September 21. You'll probably be able to see the constellation Pisces. But you won't see Virgo because that constellation is on the other side of the Sun. During that time of year, Virgo's stars would only be visible during the daytime - but you'd never see them because of the brightness of our Sun.

Want more? Our star finder activity is a great way to have some fun and learn about the constellations visible in our night sky each month.

What's the difference between astrology and astronomy?

Astronomy is the scientific study of everything in outer space. Astronomers and other scientists study stars and galaxies, most of which are many light-years away from Earth. Studying the scientific properties of these objects in space helps us to understand how the universe was made, what else is out there, and how we fit in.

Astrology is not the same thing as astronomy. As a science, astronomy follows the scientific process involving evidence and data. Astrology is based on the belief that the location of certain stars and planets in the sky can predict the future or describe what a person is like. While astrology is important to some cultural traditions, its claims are not based on scientific evidence.

How does NASA use the constellations?

Stars and constellations stay in approximately the same spot for many, many years. They only appear to move in the sky during the year because we are on a moving planet. Because the constellations are in a fixed location, they are often used as landmarks in the sky. Many stars, nebulae, and other objects are named after the constellations they are found in.

For example, meteor showers are named for the constellation where the meteors appear to be coming from. So, for example, the Orionids meteor shower, which occurs in October each year, appear to come from the same direction as the constellation Orion the Hunter.

Known stars, such as those in well-known constellations, can also be used to navigate. For centuries, sailors used stars to determine their location when out at sea. This is called celestial navigation. NASA astronauts have also trained to use celestial navigation as a backup in case modern navigation systems have trouble.

Robotic spacecraft also use maps of the stars to find their way. They carry a star map in their onboard computers and compare these star maps to patterns of stars in images they take. So, in a way, patterns of stars are as helpful today as they were to ancient navigators.

Additional resources:

What's Up: A Monthly Skywatching Summary
What Are Asterisms?

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Learn more about what these groups of stars can (and can't) tell us about our place in the universe.

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لا يَقْتصِرُ العملُ في بناءِ المَرْكباتِ الفضائيّةِ، واسْتكْشافِ الفضاءِ على روّادِ الفضاءِ، هناكَ الكثيرُ منَ المِهَنِ المُساندةِ التي تَلْعَبُ دوْرًا مثهمّا في ذلكَ، وتوفّرُ مراكزُ التّدريبِ المِهْنيِّ التّدريبَ على عديدٍ منَ المِهَنِ المُهمّةِ، مثل:
- إِلِكْترونيِّ صيانةِ آلاتٍ مُبَرْمَجَةٍ.
- دُبلومٍ مِهْنيّ تركيبُ الأنظمةِ الشّمْسيّةِ الكهروضوئيّةِ وتَشْغيلها.
- كهربائيّ قوًى
والعديد من المهن الأخرى، يمكنك الاطلاع عليها من خلال موقعهم الإلكتروني:
https://vtc.gov.jo/Ar/List
أفكرُ في المَشْروعِ الَّذي أَكْمَلتُهُ لِلتَّوِّ.
•ما المَوْضوعاتُ والمباحثُ الأُخْرى الَّتي تَضمَنَها هذا تناولها هذا المشروع؟ أدونها جميعها.
•أَخْتارُ ستة أَنْشِطَةٍ من المشروعِ وأناقِشُ فيها ما إِذا كانَتْ تَعْتَمِدُ عَلى العُلومِ والرّياضياتِ أَمْ
تَعْتَمِدُ عَلى الأدَبِ؟
•ما الأَنْشِطَةُ الَّتي اسْتَمْتَعْتُ بِها أَكْثَرَ مَنْ غَيْرِها؟
•لماذا اسْتَمْتَعْتُ بِها؟
•ما المهن التي أثارت فضولي في هذا المشروع وأفكر أن أعمل بها مستقبلً؟
•عِنْدَ اخْتياري المَسارَ التَّصْنيفيَّ بَعْدَ الصَّفِّ العاشر، هَلْ أرغبُ في المسارِ العِلميِّ؟ أم المسارِ
الأدَبيِّ؟ أَم المسارِ المِهْنيِّ؟ أَم مراكزِ التّدريبِ المِهْنيِّ؟ أكْملُ الجَدْوَلَ وأحمّلُهُ عَلى البادلت.

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الفيزياءُ
•أَشَرَحُ مُعادَلاتِ الحَرَكَةِ في الميكانيكا.
•أوظّفُ مُعادَلاتِ الحَرَكَةِ في حَلِّ الأسْئِلَةِ.
•أَسْتَخْدِمُ المَعْرِفَةَ بِالميكانيكا والمَفاهيمِ والقَوانينِ في حَلِّ المشكلاتِ.
عُلومُ الأرْضِ والبيئَةِ
•أقارن بين صفات النجوم من حيث اللون والكتلة والحجم.
•اربط بين شكل لون النجم وحجمه وموقعه في دورة حياة النجوم.
الكيمياءُ:
•أَسْتَكْشِفُ مُكَوِّنِاتِ الذَّرَّةِ وَهَيْكَلَ الذَّرَّةِ وَتَكْوينَها.
الرياضياتُ
•أجِدُ أَطوالً مَجْهولَةً، مُسْتَخْدِمًا نَظَرياتِ الدائِرَةِ.
•أَحَلُّ مُعادَلاتٍ رياضيةً، وأنْظِمَةَ مُعادَلاتٍ رياضيةٍ.
•إيجادُ أطوالٍ وقياساتٍ لزوايا مجهولةٍ باستعمالِ نظريةِ فيثاغورس
والنسبِ المثلثيةِ.
اللغةُ العربيةُ
•أقرأُ النَّصَّ قِراءةً جَهْريةً فاهِمَةً.
•أَبَيْنُ معانيَ الزّيادَةِ في أبْنيَةِ الأَفْعالِ.
•أَتَحَدّثُ عَنْ مَوْضوعِ مُعَيَّنِ بِطْريقَةٍ لَ تناقُضَ فيها.
•أَتَحَدثُ بِصورَةٍ فاعِلَةٍ.
•أَطَبَّقُ المَفاهيمَ والأساليبَ اللغويّةَ عَلى الجمَلِ في الكِتابَةِ.
اللغةُ الإنجليزيةُ
•أشاركُ في النِّقاشِ مُعَبِّرًا عَنِ الاتِّفاقِ والاخْتِلافِ.
•أظهْرُ فَهْمي النَّصَّ مِنْ إِجابَتي الأسْئِلَةَ.
• أبيّنُ رأيي في الشَّخْصياتِ والأَحْداثِ والمَعْلوماتِ في النّصوصِ المقروءةِ

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لِقَدْ أَثارَتِ النُّجومِ مُنْذُ الأَزَلِ فُضولَ الإِنْسانِ، وَكَانَتْ حُلمًا بعيدًا، وَمَعَ تَطَوُّرِ العِلمِ، تَطَوَّرَتْ مَعْرِفَتُهُ بِالسَّماءِ.
في النَّشاطِ الثاني مِنْ أَنْشِطَةِ جُسورِ التَّعَلُّمِ لِلصَّفِّ العاشِرِ، سَتَبْني مُخَطَّطًا زَمَنيًّا يوضِحُ هذا التَّطَوُّرِ. هُناكَ أَرْبَعُ مَراحِلَ في هذا المُخَطَّطِ، وكلّ نشاطٍ يمثلُ مَرْحَلَةً في رِحْلَةِ التَّطَوُّرِ، سَتَكونُ لَدَيْكَ مُهِماتٌ عَديدَةٌ، حَاوَلْ أَنْ تَسْتَكْشِفَ وَتَنْميَ مَهاراتِكَ في أثناءِ تَنْفيذِكَ المهماتِ المَطْلوبَةَ في كُلِّ مَرْحَلَةٍ، سَيُساعِدُكَ هذا المشروعُ عَلى تَعَرُّفِ كَيْفيةِ تَطَوُّرِ المَعْرِفَةِ والتِّكْنولوجيا المُرْتَبِطَةِ بِها عَبْرُ العصورِ.
هذا المَشْروعُ يَتَطَلَّبُ مِنْكَ استِخْدامَ المَنَصَّةِ التَّعْليميةِ "البادلت" لِعَرْضِ نَتائِجِ المهماتِ الَّتي نفذْتَها في كُلِّ محطَّةٍ، سَتُتيحُ لَكَ هذِهِ المَنَصَّةُ عرضَ نَتائِجكَ عَلى الآخرينَ وتعرُّفِ نَتائِجِ غَيْرِكَ.
هُناكَ مهماتٌ جَماعيةٌ وأخرى فَرَدّيةٌ. سَيُساعِدُكَ مُعَلمُكَ عَلى استخْدامِ مَنَصَّةِ "البادلت" وَيُجيبُ أَيَّ استفْسارِ خاصٍّ بِها.
قالَ أحَدُ الحُكَماءِ: "عَلى الإِنْسانِ أَنْ يَصِلَ إِلى غايَةِ ما يَسْتَطيعُ، فَلَوْ كانَ لآدميٍّ بُلوغُ السماءِ، لكانَ مِنَ النَّقائِصِ بقاؤُهُعَلى الأرْضِ.

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ما الذي يتعيَّنُ عليَّ فعلُهُ؟

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ما الذي يتعيَّنُ عليَّ فعلُهُ؟

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يمكنُني في بعضِ الأنشطةِ اختيارُ كيفيةِ تقديمِ ما تعلمتُهُ وتقديمُ أفكاري، واختيارُ ما أريدُ مما يأتي:
•تأْليفُ قَصيدَةٍ أَوْ نَصٍّ نَثْريٍّ.
•تَصْميمُ رُسومٍ مُتَحَرِّكَةٍ أَوْ مُلصَقٍ.
•تَصْويرُ فيديو.

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ما الذي ستحتويهِ محفظتي الإلكترونيةُ؟

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ما الذي ستحتويهِ محفظتي الإلكترونيةُ؟

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تَحْتَوي محفظتي الإلكترونيَّةُ ما يأتي:
•صورٌ لِبَعْضِ أَدَواتِ الرَّصْدِ القَديمَةِ الَّتي صنعْتُها، مثلِ: الميركيت والكلينومتر.
•مُلَخَّصٌ لِمَفْهومِ النُّجومِ وأهَمّيتِها في حَياةِ الإِنسانِ في الماضي.
•رُسومٌ لِبَعْضِ المَجْموعاتِ النَّجْميةِ والأَشْياءِ الَّتي تَمثُّلُها.
•بَعْضُ الأَبياتِ الشِّعْريةِ القَديمَةِ الَّتي تَبَيُّنُ مَعْرِفَةَ الشّعراءِ العربِ قديمًا بِعِلمِ النُّجومِ والأنْواءِ.
•جملٌ تُلَخِّصُ ما تعلمتُهُ عَنْ أهَمّيةِ النُّجومِ في حَياةِ العربِ في الجاهِليةِ والإِسْلامِ.
•تسجيلٌ أَوْ عرضٌ لمناقشاتي الخاصَّةِ بعالماتٍ ريادياتٍ منَ الحضارةِ العربيَّةِ الإِسلاميةِ.
•نَتائِجُ استِطلاعٍ رصدتُها عنْ مدى معرفةِ أسرتي وزملَئي عنِ الفرقِ بينَ علمَي الفلكِ والتنجيمِ.
•منشورٌ تَعْريفي بمريمَ الأُسْطُرْلابيَّةِ.
•صورةٌ للقبةِ السماويةِ التي صنعْتُها.
•مخطط لدورة حياة النجم مكتوب عليها معلومات عن النجم فوق المستعر.
•رَسْمٌ يوضِحُ توزيعَ البروتوناتِ والنيوتروناتِ والإلِكتروناتِ وعددِها في ذَرّتي
الهيدروجينِ والهيليوم، فَضْلً عَنْ مَعْلوماتٍ عَنْ نَظائِرِ الهيدروجينِ.
•مَعْلوماتٌ عَنْ تلسكوبِ هابل.
•بَعْضُ حُقوقِ الإِنْسانِ الَّتي استخرجتُها مِنْ قَصيدَةِ " إيليّا أَبو ماضي".
•فيديو يَتَضَمَّنُ نِقاشاتي الخاصَّةَ بأهمِّ خمسِ وَظائِفِ في رِحْلَةٍ إِلى الفَضاءِ.
•سَيْرَةٌ غَيْريةٌ لأحدِ العُلَماءِ العربِ الَّذينَ يَعْمَلونَ في استكشافِ الفَضاءِ.
•تَصاميمُ تَوَضحُ خصائِصَ كَوْكَبٍ جَديدٍ صالحٍ لِلحَياةِ، وَمَرْكَبَةُ السَّفَرِ إِلى الكَوْكَبِ، وَغُرْفَةُ أَلعابِ مُحْتَمَلَةِ عَلى مَرْكَبَةِ السَّفَرِ.
•جَدْوَلٌ لِِظْهارِ الصاروخِ الَّذي سجلَ أقلَّ كتلةٍ.
•تَسْجيلُ المُبَرِّراتِ والمَعاييرِ المُعْتَمَدَةِ، لاصْطِحابِ مَجْموعَةٍ مِنَ الناسِ إِلى الكَوْكَبِ الجَديدِ
•تَحْديدُ المَهاراتِ أَوِ المِهَنِ المَطْلوبَةِ عَلى الكَوْكَبِ الجَديدِ.
•جَدْوَلٌ لإِظْهارِ التَّفْضيلاتِ الشَّخْصيةِ للمَوْضوعاتِ والمَساراتِ التَّعْليميةِ المُسْتَقْبَليةِ

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There will be some families and children on the spaceship which will be travelling to space. Design a play area on the spaceship where children can play. Then, write a description of how the room will look like on the provided space on the
padlet. You can use the dictionary to look up the meanings of the new words.

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كيفَ سأطورُ فهمي؟ وما المهنةُ المستقبليةُ التي سأطورُ بها مهاراتي المهنيةَ؟

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كيفَ سأطورُ فهمي؟ وما المهنةُ المستقبليةُ التي سأطورُ بها مهاراتي المهنيةَ؟

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بَعْضُ الأَنْشِطَةِ المَطْلوبُ إليَّ تَنْفيذُها:
•إِنْشاءُ مُجْتَمَعٍ جَديدٍ عَلى كَوْكَبِ آخِرَ.
•تَحْديدُ المِهَنِ المُهِمَّةِ لِلمُجْتَمَعِ.
•توضيح الأدوار المهمة لأفراد المجتمع على اختلاف وظائفهم لهمْ دَوْرٌ مُهِمٌّ داخِلَ المُجْتَمَعِ بصرفِ النظرِ عَنْ وَظائفِهمْ.
ستتاح لي الفرص لتطوير:
•مهاراتِ الاتصال: الكتابةِ، والتحدثِ، والاستماعِ.
•حجةٍ واضحةٍ تستند إلى الأدلةِ المثتاحةِ.
•تقديرِ أهميةِ القضيةِ،وبناءِ أرائي الخاصة.

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كيفَ يساعدُني هذا المشروعُ على أنْ أكونَ مواطنًا فاعلًا في الأردنِّ وفي العالَمِ؟

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كيفَ يساعدُني هذا المشروعُ على أنْ أكونَ مواطنًا فاعلًا في الأردنِّ وفي العالَمِ؟

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نُعَيِّشُ في عالَمٍ سَريعِ التغيُّرِ، وإنجازُ هذا المَشْروعِ سَيُساعِدُني عَلى تطويرِ ما يأتي:
•المَهاراتُ الرَّقْميةُ.
•مَهاراتُ العَمَلِ مَعَ الآخرينَ.
•تَفهُّمُ وجهاتِ النَّظَرِ الأُخْرى.
•تَقْديرُ التنوُّعِ واحترامُهُ.
•مَعْرِفَةُ التَّنْميةِ المستدامَةِ وَفَهْمُها.

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https://www.unicef.org/jordan/stories/young-people-jordan-leading-change

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Young people in Jordan have been disproportionately affected by the COVID-19 pandemic - 80 per cent of youth graduates have experienced pay cuts or job losses - but, despite this, their determination and resolve to create a better future has never been stronger.

"Young people in Jordan have been among the hardest hit by the impact of the COVID-19 pandemic - suffering disruption to their studies, increased financial burdens and reduced economic opportunities - but they have also shown great resilience, motivation and hope for the future."

Tanya Chapuisat, Representative, UNICEF Jordan.

These inspiring changemakers are fighting for the rights of the most vulnerable and working towards a greener and more sustainable future.

Young people are changing the world through innovation and with strength and resilience, are you with them?

Protecting Jordan's precious resources

Nour, 17 years old, is a high-school student from Aqaba. Growing up in Jordan's only coastal town, she has always felt a connection to the sea and as she learned more about the dangers facing oceans around the world, she developed a strong passion for protecting sea life.

When she was just a little child, Nour's father inspired her to start volunteering in beach cleanup dives around Aqaba. Over the past 5 years, Nour participated in over 25 beach cleanups, and she became certified in several diving modules.

"Some people are not fully aware of the consequences of polluting seas with garbage & how harmful it can be to sea life, I hope that they become more aware. Protecting our oceans is everyone's responsibility."

Turning waste into a sustainable business

Lianne, 23, is an environmentalist and social entrepreneur, with a passion for permaculture and sustainable development. Her heroes are young female activists working for a greener future, like Greta Thunberg and Jamie Margolin.

After graduating from university, Lianne founded her own social start-up Ecope to tackle the growing waste problem in Jordan through organic waste prevention and management services.

"Every decision and action we take impacts the world one way or another. We have the power to choose to impact the world in a positive way. What I love the most about being an activist is being able to see my influence in action and inspiring other people to do the same."

Lianne

Accessible and affordable mental health support for all

Basma, 24, is a mental health counselling graduate from Amman. In 2018, Basma launched an Instagram page Mental.hub where she raises awareness about mental health.

COVID-19 restrictions mean an end to her dream job as a school counsellor - something she has always wanted to do - but she transformed it into an opportunity by dedicating her time to becoming a full-time mental health advocate during the lockdown.

"I do my best to make the change that I want to see in the world. My biggest hope is to help fight the stigma around mental health in Jordan and to make it accessible and affordable for people to find the support they need - especially as we deal with the fallout of the pandemic."

Ending food waste to create sustainable mealtimes

Omar, 23, is a chemical engineer specialised in environmental sustainability. He loves to cook and is passionate about finding new ways to reduce and manage food waste - spending several hours a week in the kitchen inventing new ways to eliminate or repurpose cooking leftovers such as peels, seeds, and pulp.

"Food waste is a simple problem with terrible consequences, and I want people to take it more seriously. This year has taught us a lot. I've learned to become more productive despite restrictions, develop new skills and put my health and wellbeing at the top of my priorities."

Omar

In the future, Omar hopes to see industries working more towards the elimination of food waste through education, policy changes and environmental regulations eventually leading to a zero food waste agenda.

Ending fast fashion to save the planet

Nujoud, 23, is a Textile Designer who uses recycled objects to create unique fashion accessories. She first developed her passion in university when, challenged to come up with a sustainable design, she contacted seafood restaurants in her area to ask for food waste, which she then transformed into jewellery.

"Sadly, luxury design often includes exotic animal leathers and furs, as well as cheap labour and sweat shops. What I love about being an activist, is having the chance to prove that you can in fact create incredible, luxury pieces from overlooked treasures - with each piece hand-crafted with love towards mother nature."

Nujoud hopes that her activism as a designer will inspire other creatives and like-minded people to use natural, sustainable material.

Fighting mental stigma to bring joy

Renad, 23, is a psychology graduate and mental health activist. During her final year of studies, she and her colleague, Nazmiyeh, started an initiative Circle of Hope - volunteering their time to support mental health initiatives and fight stigma.

"My message for young people is that it's okay to take care of yourself first because only then can you help others. I love working for a cause that I believe in - one that helps people find support and motivates them be more open to talking about their feelings and mental health. This is what brings me joy!"

Renad

In the future, Renad wants to pursue a master's degree in Health Care Innovation and register her initiative as a social enterprise.

Promoting recycling for a greener future

Mutasim, 16, left his home in Sudan and moved to Jordan with his family when he was only 3 years old. Earlier this year, he enrolled in UNICEF's Social Innovation programme at the local Makani centre where he learned how to identify issues in the community and create solutions.

As his interest grew in environmental topics, he started working on solutions to address the growing threat of climate change. Concerned about the amount of paper sent to landfill in the centre, he came up with an innovative solution to reduce waste.

"My idea was to create a smart garbage bin for paper waste with a sensor that sends a notification to the nearest recycling centre when it's full to come and collect it. Some people don't understand the importance of recycling. I try as much as possible to spread awareness on what I've learned to my friends and families."
This World Children's Day, UNICEF is calling on all generations to come together to reimagine the type of world we want to create for children and youth. Join the conversation #WorldChildrensDay

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Young people in Jordan leading the change

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Young people in Jordan have been disproportionately affected by the COVID-19 pandemic - 80 per cent of youth graduates have experienced pay cuts or job losses - but, despite this, their determination and resolve to create a better future has never been stronger.

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What Do you know about the stars? What are they made of? How long does a star live?
- Write three facts you know about the stars, then compare your answer to your classmates’ answers.
- Read the jumbled words below and look up the meanings of the unfamiliar words in a dictionary, then unjumble the words to put them in the right order to make sentences that make sense. Upload your answers on the padlet in the provided spaces:

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مهمات اختيارية

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مهمات اختيارية

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Visit the padlet and watch the video to learn more about the life cycle of a star, then write a summary of the facts that you learn. Remember to use the present simple tense when listing the facts about the stars. You can turn on the subtitle button to see the written script of the video as illustrated in the picture bellow:

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مهمات اختيارية

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مهمات اختيارية

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What will astronomy and travelling to space be like in 2060? Will it be possible for human beings to live on other planets? Work with your friends and family and write your predictions about life in space in the future. Use the future tense and the modal verbs indicating probability i.e (may, might, would, could ….etc).
Share your answers on the empty spaces on your padlet .
Now, draw two pictures; one describes astronomy in the past and the other describes astronomy in the future. Display your pictures in a galarywalk exhibition in your classroom