Unit: 7L Solar System and beyond

Lesson: 1 Cause of a year,

month and day

Learning objectives:
To be able to:

Personal Learning and Thinking Skills

All:
recall the length of days, months and years
Most
model the orbit of the Earth around the Sun
Some: model the orbit of the Moon around the Earth

Creative thinkers
Reflective learners
Effective participators
Team workers
Independent enquirers
Self managers

Opportunity for APP: AF1 Thread 1

Starter:
Quick quiz recapping KS2 knowledge of space, the solar system and beyond
Main:
- Discuss and show students model of earth with a lamp to model day and night, and then model how the earth and moon move
around, and show images of the Sun, Earth and Moon
- Students to complete day and night worksheet
- If possible complete this activity outside: In groups of three ask students to model how the earth moves and how it moves around
the Sun (Hint: suggest one student is the Sun, one the Earth and the other direct proceedings) teacher to observe and correct any
misconceptions, then ask groups to add the Moon to their model (student who directed to be the Moon)
- Word fill from the board
Extension: Word loop of the key concepts and ideas learnt
Plenary (allow 10 15 mins):
Ask students Which way is down in Australia? How do we know the Earth is a sphere and not flat? Why are there time zones?
SATs questions. Students to peer mark against provided mark scheme and use displayed marking criteria to level work
Resources: Lamp, globe, small ball to represent Moon, Day and Night worksheet, word loop,
SATs questions and mark scheme
Cross curricular:
Literacy
Seal:
ECM:

Numeracy

ICT Opportunities

Homework opportunity:

Unit: 7L Solar System and beyond

Lesson: 2 How we see the Sun

and moon, and phases of
the Moon

Learning objectives:
To be able to:

Personal Learning and Thinking Skills

All:
define luminous and non-luminous
Most: explain how we can see the moon
Some: describe how an eclipse happens

Creative thinkers
Reflective learners
Effective participators
Team workers
Independent enquirers
Self managers

Opportunity for APP: AF1 / Thread 1:

Starter:
Mix and match key words and terms from the previous lesson
Main:
-

Describe the Moon and how it orbits the earth (recap from previous lesson) ask students how we can see the Moon? List answers
on the board and go through misconceptions until students arrive at the Sun as a possible answer
Students to write down definitions for luminous and non-luminous, then sort various objects from space as luminous or non-luminous
in pairs
With a lamp, globe and moon demonstrate phases of the moon
Show Power Point slides demonstrating a the phases of the Moon and get students to make a phases of the Moon flick book

Extension: Complete worksheet how we see the sun and moon

Plenary (allow 10 15 mins):
Quizbusters quiz game on what we have learnt so far divide class into teams to play and ask each student to answer in turn
http://www.teachers-direct.co.uk/resources/quiz-busters/quiz-busters-game.aspx?game_id=30465
Resources: mix and match key words and terms, space objects for card sort, flick book
worksheets, lamp, globe and moon, worksheets, Quizbusters game
Cross curricular:
Literacy
Numeracy
ICT Opportunities
Seal:
ECM:

Homework opportunity:

Unit: 7L Solar System and beyond

Lesson: 4 Seasons

Learning objectives:
To be able to:

Personal Learning and Thinking Skills

All:
identify north and south hemisphere and different seasons
Most: explain how the tilt of the earth affects seasons
Some: link tilt of the Earth, seasons and global temperatures

Creative thinkers
Reflective learners
Effective participators
Team workers
Independent enquirers
Self managers

Opportunity for APP: AF / Thread:

Starter:
Recap bingo provide students with bingo cards, play for line, four corners and full house
Main:
-

introduce the idea of the north and south hemisphere and the tilt of the earth
Ask students what makes summer and winter different? Then ask them to explain how a tilt of the earth and seasons are linked
elicit responses that lead to the correct answer
show the tilt of the earth and how that affects the earth and amount of sun use a temperature probe to show the temperature
differences on the globe between summer and winter (use the UK and South Africa as comparisons)
Questions and diagrams from the board

Extension: show video/animation of the seasons

Plenary (allow 10 15 mins):
In groups students to discuss one seasonal change (provide with information in envelope), then report back to the class with what they
have discovered. Other groups to peer assess each other
Resources: bingo cards and questions, earth, temperature probe, globe, video/animation,
information cards about seasonal changes
Cross curricular:
Literacy
Seal:
ECM:

Numeracy

ICT Opportunities

Homework opportunity:

Unit: 7L Solar System and beyond

Lesson: 5 Solar System

Learning objectives:
To be able to:

Personal Learning and Thinking Skills

All:
name the planets in order
Most: recall information on the structure of planets
Some: identify satellites of different planets

Creative thinkers
Reflective learners
Effective participators
Team workers
Independent enquirers
Self managers

Opportunity for APP: AF / Thread:

Starter:
Using the planet name cards (using planet necklace cards) students to arrange themselves in the correct order of the planets. Do this
outside to avoid students seeing answers on classroom walls.
Will need two or three groups with large classes, and higher ability can add satellites of planets.
Main:
-

Students to label a diagram of the solar system show students pictures of each planet to let them become familiar with them
Describe rocky and gassy planets to students and ask them to add this to their diagram
Discuss the discovery of planets how and who found them?
Using provided planets data student to complete the planets information table

Extension: Make solar system disc models

Plenary (allow 10 15 mins):
SATs question, allow peer marking against mark scheme and allow levelling by displaying levelled answers on board
Resources: planet name cards, diagram of solar system, who discovered planets worksheet, Homework: students come up with a
mnemonic to remember the order of the
planets information tables and information sheets, solar system discs, SATs questions,
planets
homework sheets
Cross curricular:
Literacy
Seal:
ECM:

Numeracy

ICT Opportunities

Unit: 7L Solar System and beyond

Lesson: 6 Beyond the solar

system

Learning objectives:
To be able to:

Personal Learning and Thinking Skills

All:
identify planets able to support life
Most: recall the differences between stars and planets
Some: explain the formation of stars

Creative thinkers
Reflective learners
Effective participators
Team workers
Independent enquirers
Self managers

Opportunity for APP: AF1 / Thread 4

Starter:
Ask students what is needed for life? List answers on the board and discuss answers
Main:
-

Using the planets data sheet they compiled yesterday ask students which (if any) planets in the solar system could support life in any
way?
Discuss stars with students make clear the differences between stars and planets, ask students why the stars appear to move in
the sky? Elicit responses that link with planetary orbits and rotation
Students to make a visual dictionary using descriptions and diagrams of a planet, moon, star and galaxy
Show students pictures of stars and galaxies and ask them to complete a size order card sort on the different parts of the universe

Extension: Questions about stars and how they are made (for higher students this includes details of atom collisions)
Plenary (allow 20 25 mins):
Alien postcard home about everything students have learnt in this topic show students criteria and allow peer marking to provide levels.
Students to peer mark and level against the criteria
Resources: visual dictionary booklets, size order card sort, questions on stars, alien postcard Homework opportunity:
writing frame
Cross curricular:
What is the evidence for and against the
existence of life on Mars.
Literacy
Numeracy
ICT Opportunities
Seal:
ECM: