The Solar System

Introduction activity — Solar System

Display a striking image of the Sun with the planets or a compact, labelled diagram that highlights the scale and arrangement. Use the image to spark curiosity and quickly assess prior knowledge.

Teacher actions

• Project the image where all students can see it and ask a single open question: "What do you notice and what questions does this picture make you want to ask?"
• Invite a few volunteers to share one observation or question each; record responses on the board under two headings: "Observations" and "Questions."
• Prompt brief recall by asking students to write or call out any planet names they remember; capture these on the board without correcting errors immediately.
• Use targeted follow-up prompts to probe understanding, for example: "Which object is the centre of this system and why might that matter?" and "How might the distances between these objects compare?"
• Note common misconceptions as students speak (for example, that planets are evenly spaced or that the Sun is the largest planet) to address later.

Student actions

• Observe the image and think of one observation and one question to share aloud or write on a sticky note.
• Call out or write down planet names they remember; add short comments if unsure (for example, "maybe Mars?").
• Respond to teacher prompts, offering brief explanations or guesses about the Sun’s role and relative sizes/distances.
• Listen to peers' observations and add one follow-up question or clarification to the board list.

Formative checks and prompts

• Ask: "Who can name three planets and tell if they are nearer to or farther from the Sun?"
• Ask: "What do you think keeps the planets moving around the Sun?"
• Listen for answers that reveal prior ideas about size, order, and motion to inform the next explanation phase.

Statement of Aim

The lesson aims to ensure students understand the main components of the Solar System and recall basic characteristics of those components, so they can describe and compare them using appropriate scientific terms.

Learning outcomes

• Identify the Sun and the principal bodies in the Solar System by name.
• Describe basic characteristics that distinguish planets, dwarf planets, moons, and the Sun (composition, relative size, and position type).
• Explain the concept of orbital order and use correct vocabulary (orbit, planet, star, moon, asteroid, comet).
• Interpret a simple diagram of the Solar System and extract key information (order of bodies, relative positions).

Success criteria

• Students accurately name at least five Solar System bodies and state one characteristic for each.
• Students use correct terms when explaining orbital relationships and can point to objects on a provided diagram.
• Students answer formative questions with clear, concise explanations that demonstrate understanding of components and basic differences.

Teacher expectations

• Deliver a clear, focused aim and check that students understand what they will be able to do by lesson end.
• Use questioning to confirm prior knowledge and to measure progress against the learning outcomes.
• Provide simple language and visual support for students needing reinforcement and extend challenge for advanced learners by prompting comparative explanations.

Objectives and Specification

• Knowledge objectives (students will):
  • name all eight planets in order from the Sun and identify Pluto as a dwarf planet
  • identify the Sun, planets, moons, asteroid belt and comets as main components of the Solar System
  • describe basic characteristics of each planet (rocky/gaseous, relative size, and relative distance from the Sun)
  • explain the concept of an orbit and state that planets travel in (approximately) elliptical paths around the Sun
• Skills objectives (students will):
  • order planets correctly on a chart and place them on a simple scale diagram
  • compare and state relative sizes using simple ratios or scaled drawings
  • interpret diagrams showing orbits and use appropriate vocabulary (orbit, axis, rotation, revolution)
  • use evidence from diagrams or demonstrations to justify statements about planet position and motion
• Science process objectives (students will):
  • make and record observations from a demonstration or diagram
  • formulate a concise explanation for observed orbital motion using scientific terms
  • communicate findings clearly in oral or written form
• Curriculum specifications / success criteria:
  • Accurate naming: correctly list all eight planets in order with at least 90% accuracy
  • Ordering and placement: place planets in correct sequence on a single-row chart and locate the asteroid belt between Mars and Jupiter
  • Relative sizes: produce a scaled diagram or ratio comparison showing inner planets smaller than outer gas giants within an acceptable scale tolerance
  • Orbit description: describe planetary orbits as elliptical and distinguish revolution from rotation in student explanations
  • Use of vocabulary: include key terms (planet, star, dwarf planet, asteroid, comet, orbit, rotation, revolution) correctly in responses
• Assessment evidence:
  • oral questioning: students state planet names, order and one characteristic
  • written task: labeled chart or scaled diagram submitted for review
  • short explanation: students write or present a one-paragraph account describing orbits and relative sizes using correct vocabulary

Students Activity — single-row chart and tasks

Students create a single-row chart that links each teaching activity to their immediate response, evidence, and any follow-up question. They then complete short, hands-on tasks that apply key concepts (ordering planets; comparing relative sizes) and record results in the chart.

• Step 1 — Chart set-up: Each student (or pair) writes the current teaching activity in the first cell and immediately records their one-line response in the second cell. They add a simple piece of evidence in the third cell (a tiny sketch, a labelled card, or a keyword) and a confidence rating plus next step in the fourth cell.
• Step 2 — Ordering task: Using planet name cards or sticky notes, students arrange the planets in a single row from the Sun outward. They photograph or sketch the final order and paste the image or a short label into the Evidence cell of the chart.
• Step 3 — Size comparison task: Students use coins, cut circles, or drawn circles to represent relative planet sizes (choose three planets, e.g., Earth, Mars, Jupiter). They place their mini-diagram in the Evidence cell and write one comparative statement in the Student response cell (for example: "Jupiter is about 11× Earth by diameter").
• Step 4 — Peer check: Pairs swap charts and verify each other's order and size comparison. Each reviewer adds one short comment in the Confidence / next step cell (confirm / correct / question).
• Step 5 — Class share: Volunteers read one chart row aloud (teaching activity + student response + confidence). Teacher notes common misconceptions to address in recapitulation.

• Success criteria:
  • Chart links teaching activity to an immediate, concise student response.
  • Evidence cell shows a tangible product (sketch, photo, card order).
  • Student records a confidence level and an actionable next step.
• Extension challenge: Replace one drawn size with a simple scale calculation (estimate diameter ratios) and record the calculation in the Evidence cell.

Homework (tasks and assessment criteria)

Concise teaching points

• Emphasise relative sizes and distances; avoid implying classroom drawings are to-scale.
• Use diagrams and simple models to make orbits and gravity visible.
• Model scientific reasoning: state a claim, give evidence, and explain the link.
• Introduce and reinforce key vocabulary (orbit, gravity, planet, dwarf planet) in every activity.
• Check and correct common misconceptions (order ≠ size, planets do not shine by themselves).
• Use formative questions and quick checks to monitor understanding and adapt pacing.
• Differentiate tasks by offering scaffolded templates and extension challenges for advanced students.
• Link classroom work to simple observations (visible planets) to increase relevance.