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L
The Solar System and
beyond
Unit guide
Where this unit fits in
Prior learning
This unit builds on:
To make good progress, pupils starting this
unit need to know:
 that the Sun, Earth and Moon are
approximately spherical
 how the position of the Sun appears to
change during the day and how shadows
change as this happens
 how day and night are related to the spin
of the Earth
 that the Earth orbits the Sun once each
year, and that the Moon takes
approximately 28 days to orbit the Earth.
 Transition quiz for unit L
ideas introduced in unit 5E Earth, Sun and Moon and unit 6F How we see things in the key
stage 2 Scheme of Work.
The concepts in this unit are:
 the movement of the Earth causes the apparent daily and annual movement of the Sun
and other stars
 the relative positions of the Earth, Sun and planets in the Solar System; phases of the
Moon, eclipses, seasons
 planets and satellites are seen by reflected light and the Sun, as a star, emits light
 the Sun compared with other stars
 how the planets orbit the Sun and differences between them.
This unit leads onto:
unit 9J Gravity and space. Reflection of light is covered in unit 8K Light.
Expectations from the QCA Scheme of Work
At the end of this unit…
…most pupils will…
…some pupils will not have made so
much progress and will…
in terms of scientific enquiry NC Programme of Study Sc1 1a, c; 2g, k, i, m, o
 describe and explain a phenomenon of the  describe a phenomenon of the Solar
Solar System, e.g. solar eclipse
System using some scientific terms
 describe ways in which evidence about
 describe patterns in seasonal variation,
the Solar System has been collected
e.g. day length, climate
 interpret patterns in data with respect to a
 use simple secondary sources to collect
model of the Solar System, e.g. the tilt of
information about a planet.
the Earth causing seasonal variation
 select information from secondary sources
to present a report about a planet and
evaluate the strength of evidence from
data.
in terms of physical processes NC Programme of Study Sc4 4a, b, c, d
 relate eclipses, phases of the Moon and
 describe how the Moon orbits the Earth
seasonal changes to a simple model of
and the Earth spins while orbiting the Sun
the Sun, Earth and Moon system
 identify some differences between
 describe the relative positions of the
features of the Earth and other planets
planets and their conditions compared to
 recognise that the Sun and stars are light
Earth
sources but the Moon reflects light.
 state that the Sun is a star and that stars
are light sources, while planets and other
objects in the Solar System reflect light.
…some pupils will have progressed
further and will…
 describe and explain a phenomenon of the
Solar System showing that explanations
have changed over time
 use a model of the Earth, Moon, Sun
system to explain patterns in data, e.g.
seasonal variations, and relate this to real
observations
 use a range of secondary sources in
finding information to report on aspects of
the Solar System.
 using models, explain patterns or
associations in data about the Earth and
other planets in the Solar System, e.g.
relationship between distance from Sun
and orbital period
 use large numbers appropriate to these
 make comparisons between the Sun and
other stars.
Suggested lesson allocation (see individual lesson planning guides)
Direct route
L1
Shedding light
L2
All in a day
L3
All in a year
L4
Round the Sun
L5
Making models –
Think about
scales and
models
Extra lessons (not included in pupil book)
L4 Investigate: Shall
we tour the Solar
System?
Review and assess
progress (distributed
appropriately)
Additional information
Pupils may think very reflective surfaces are sources of light. Pupils may confuse the phases of the Moon with an eclipse of the Moon.
Links with other areas of science and across the curriculum
Numeracy – data handling, Literacy – reading for information, extended writing [supported and unsupported]
Technology – space research, Citizenship – advantages and disadvantages of space travel.
Health and safety (see activity notes to inform risk assessment)
In this unit, pupils study the Sun, which is a potentially hazardous activity and specific risk assessments must be made.
© Harcourt Education Ltd 2003 Catalyst 1
This worksheet may have been altered from the original on the CD-ROM.
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