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© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 5 Chapter 6 Lesson Plans
Lesson Plans
Chapter 6: Movement of the Earth
Total number of periods: 16 periods
Overview of Lesson Plans
What Is the Solar System? (4 periods)
Lesson
Specific Instructional Objectives
6.1
Pupils should:
know the composition of the solar system
know the lives and discoveries of scientists who explored
the solar system and star
Why Does the Sun Appear to Move Across the Sky? (6 periods)
Lesson
Specific Instructional Objectives
6.2
Pupils should:
understand that the Sun does not move
know that the apparent movement of the Sun is caused by
the Earth spinning on its axis
know that the Earth spins on its axis once every 24 hours
Cambridge Primary Scientific Enquiry
Skills
Know that scientists have combined
evidence with creative thinking to
suggest new ideas and explanations for
phenomena. (Ep1)
Cambridge Primary Scientific Enquiry
Skills
Know that scientists have combined
evidence with creative thinking to
suggest new ideas and explanations for
phenomena. (Ep1)
Process Skills
21st Century Skills
Analysing
Observing
Predicting
Communicating
Inferring
Communicate clearly
Think creatively
Be self-directed learners
Collaborate with others
Reason effectively
Use systems thinking
Process Skills
21st Century Skills
Observing
Inferring
Comparing
Reason effectively
Solve problems
Number of
Periods
4
Number of
Periods
6
Recognise and make predictions from
patterns in data and suggest
explanations using scientific knowledge
and understanding. (Eo7)
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How Long Does It Take For the Earth to Go Around the Sun? (6 periods)
Lesson
Specific Instructional Objectives
6.3
Pupils should:
know that the Earth takes a year to orbit the Sun
know that the Earth is spinning as it goes around the Sun
Science SMART Teacher’s Guide Grade 5 Chapter 6 Lesson Plans
Cambridge Primary Scientific Enquiry
Skills
Make predictions of what will happen
based on scientific knowledge and
understanding, and suggest and
communicate how to test these. (Ep3)
Process Skills
Organising
Observing
Comparing
21st Century Skills
Be self-directed learners
Reason effectively
Number of
Periods
6
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Science SMART Teacher’s Guide Grade 5 Chapter 6 Lesson Plans
Main Lesson Plans
Lesson 6.1
BSCS 5E
Engage:
Questions are
raised to generate
pupils’ curiosity
Lesson Notes
Background: Space has long been a subject of discussion among scientists and astronomers. In particular, the solar system
has been a topic of fascination, with observations and theories made as far back as the second millennium BC. In this chapter,
pupils will learn about the solar system. Pupils will also learn about scientists whose discoveries about the solar system have
profoundly impacted our lives, such as knowing how and why day and night occur, that there are 24 hours in a day and that
the Earth revolves around the Sun and not vice versa.
Chapter opener
Teaching Tip: Tell pupils to imagine that they are sitting on the carousel, and that they are spinning on the ride. Ask pupils to
stand up and spin around to mimic the motion of the turning carousel.
Resources
Textbook page 97
Ask pupils:
 What do you feel after spinning? (Answer: Accept all possible answers.)
 Do you think that the classroom is spinning around you now? (Answer: No.)
 Do you think that our Earth is constantly spinning now? (Answer: Yes.)
Explain that:
 Pupils may feel dizzy because they are spinning around at a fast speed.
 Despite feeling dizzy, the classroom is not spinning around them.
 The Earth is constantly spinning at a very fast speed. Yet, we do not experience any dizziness. Explain to pupils that they
will learn why they do not feel dizzy despite the Earth’s fast spinning speed.
What’s In This Chapter?, What Will I Learn?
Emphasise to pupils what their learning journey will be like for this chapter.
 The solar system consists of eight planets (including Earth) and the Sun.
 The Sun is a star.
 The eight planets move around the Sun, while the Sun remains stationary.
Textbook page 98
Teaching Tip: Trace the path of the mind map by reading out loud.
What Is the Solar System?
Textbook page 99
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Science SMART Teacher’s Guide Grade 5 Chapter 6 Lesson Plans
Background: The solar system includes the Sun and eight planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and
Neptune. The Sun is a star that is in the centre of the solar system. The eight planets in the solar system revolve around the
Sun.
Teaching Tip: To raise pupils’ interest about space and the solar system, you can show them short movie clips that feature
space elements, e.g. Star Wars. This will help to give pupils a basic concept about space.
Explore:
Pupils are made
more aware of
concept taught
through inquiring
questions
Activity: Ask pupils to look out the classroom window and observe the sky.
Ask pupils:
 What can you see in the sky? (Answer: The Sun.)
 Why can you see the Sun? (Answer: Because it is bright.)
 Where does the Sun come from? (Answer: Accept all possible answers.)
Then, ask pupils to imagine that it is now at night. Ask pupils:
 What can you see in the sky? (Answer: The moon and stars.)
 Why can you see them? (Answer: Because they are bright.)
 Where do those objects in the sky come from? (Answer: Accept all possible answers.)
 What is the difference between daytime and nighttime? (Answer: Accept all possible answers.)
Explain that:
 The Earth is not the only planet in space. There are also other planets present.
 The Earth is part of the solar system.
Process Skills: Observing, Comparing
21st Century Skill: Communicate clearly
Tell pupils that they will learn what makes up the solar system and how the planets in the solar system revolve around the
Sun.
Activity: Place some planet cutouts in a basket at one end of the classroom. Then, get pupils in groups and instruct them to
run to the basket, retrieve a planet one at a time and bring it back to the starting line. Pupils at the starting line have to
arrange the retrieved planets in the correct order of the solar system. For those who are not familiar with the order of the
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Science SMART Teacher’s Guide Grade 5 Chapter 6 Lesson Plans
planets, give them a picture of the solar system for reference.
Explain about the structure of the solar system and the order of the planets in the solar system.
Process Skills: Organising, Communicating
21st Century Skills: Interact effectively with others; Collaborate with others
Activity: Ask pupils to identify the light sources inside the classroom and in other places such as their homes or in the
shopping malls. Discuss the following questions:
 What is the importance of light in our lives? (Answer: Light allows us to see things around us; it enables plants to make
their own food, etc. Accept all possible answers.)
 Where do sunlight and heat come from? (Answer: The Sun.)
 Why do we experience day and night? (Answer: Accept all possible answers. Tell pupils that they will learn more about
why we experience day and night later in the chapter. )
Explain that:
 The Sun is the Earth’s natural source of light and heat.
 The Sun is the solar system’s star.
Process Skills: Observing, Predicting
21st Century Skill: Think creatively
Explain:
An explanation is
given to clear any
misconceptions
Common Misconception: The Sun is not a solid object. It is a giant ball of gas that continuously releases energy. The Moon
and planets in the solar system do not give out light. They appear bright because they reflect light from the Sun.
Textbook page 100
Teaching Tip: More information about the solar system can be found at the video link.
URL 6.1
Elaborate:
Pupils gain deeper
knowledge of
concept through
experimenting
Activity: Prepare a tank of water. Place a large plastic ball that represents the Sun into the water. Then, put eight small plastic
balls that represent the eight planets in the solar system into the water. Fix the large plastic ball (the Sun) by using strings to
tie the large plastic ball firmly to the tank, and do the same for the other small plastic balls. Let the eight small plastic balls
move around the large plastic ball.
Explain that:
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

Science SMART Teacher’s Guide Grade 5 Chapter 6 Lesson Plans
There are eight planets in the solar system.
The Sun is a star that does not move.
The eight planets in the solar system have their own orbital path as they revolve around the Sun.
Process Skill: Observing
Activity: Get pupils into groups. Make use of modeling clay, poster boards and markers to build a simple handmade solar
system model. Test pupils’ knowledge by having them identify which is the Sun and which are the planets. Have pupils show
on their model how the planets revolve around the Sun.
Process Skill: Communicating
21st Century Skills: Collaborate with others; Interact effectively with others
Activity: Carry out an experiment in a darkened room to show the source of moonlight. Place a table close to a wall. Put a
mirror on the table (the mirror should be positioned at a right angle to the wall). Put a torch in front of the mirror. Turn the
torch on and off and ask pupils to observe the image from the mirror.
Explain that:
 The mirror represents the moon and does not give off light. It reflects light from a light source.
 Without the Sun, there would be no moonlight.
Process Skills: Observing
21st Century Skills: Reason effectively; Use systems thinking
Teaching Tip: Show pupils a video about Man’s first Moon landing.
URL 6.2
Field Trip Idea: Plan a visit to the space museum to find out more about space and the solar system. Pupils can take photos
and share their findings with the class.
Process Skills: Observing, Communicating
21st Century Skill: Be self-directed learners
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Evaluate:
Pupils apply
knowledge learnt
to answer
challenging
questions
Science SMART Teacher’s Guide Grade 5 Chapter 6 Lesson Plans
Teaching Tip: Before starting the lesson, ask pupils if they can guess what some of the ancient beliefs people had about the
Earth and the solar system. Then, compare the ancient beliefs with today’s knowledge about the solar system. Discuss why
astronomers in the past would come up with such beliefs. How can these ancient beliefs help in the development of today’s
knowledge about the solar system?
Textbook page 101
Activity: Carry out Discover More! and get pupils into groups and assign each group a famous astronomer. Have pupils create
a chart that shows the life and discoveries of the particular astronomer. Pupils can explore the astronomer’s works and ideas
on the solar system and stars. Have pupils share the chart with the class and ask:
 Why do we need to explore the solar system? (Answer: To understand in further detail about the solar system, how it
impacts the Earth’s environment we are living in and to search for life on other planets other than Earth.)
 Can we live on planets other than Earth? (Answer: Accept all possible answers.)
Textbook pages
101—102
Process Skill: Communicating
Workbook page 97
Worksheet 1: Bright in
the Sky
21st Century Skill: Think creatively
Workbook page 89
Activity 1: Famous
Astronomers
Project Ideas:
1. Build further on the above mentioned activity by having the different groups act out a short drama play to show their
findings. This project can run in parallel to Workbook Activity 1.
2. Research on the 12 constellations of the zodiac. What are they? How are they related to the solar system?
Process Skills: Communicating, Organising
21st Century Skills: Communicate clearly; Collaborate with others; Be self-directed learners
Internet links for Lesson 6.1
URL 6.1:
Finding out more about the star system (corresponds with Internet Link 6.1 in Textbook)
http://www.kidastronomy.com/solar.system.htm
URL 6.2:
Man’s first Moon landing (corresponds with Internet Link 6.2 in Textbook)
http://www.youtube.com/watch?v=RMINSD7MmT4
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Lesson 6.2
BSCS 5E
Science SMART Teacher’s Guide Grade 5 Chapter 6 Lesson Plans
Lesson Notes
Why Does the Sun Appear to Move Across the Sky?
Background: The Sun does not move. It appears to be moving across the sky because the Earth is constantly spinning on its
axis. The part of the Earth facing the Sun experiences daytime while the part that is away from the Sun experiences nighttime.
Resources
Textbook page 103
Engage:
Activity: Ask pupils to find out the countries that are currently experiencing night while the class is having lessons in the day.
An engaging
activity encourages Explain that:
and prepares
 Sunrise and sunset happen every day.
pupils in learning
 The Sun appears to move across the sky.
new concept
 Different parts of the Earth experience daytime and nighttime throughout the day.
Process Skills: Observing, Comparing
21st Century Skill: Global awareness
Explain:
Inquiry questions
are used to
introduce a new
idea
Activity: Carry out Build Your Skills! Ask pupils to think about what would happen if the Earth stops rotating.
Textbook page 104
21st Century Skills: Think creatively; Communicate clearly
Teaching Tip: You may use a globe to show the outcome if the Earth stops rotating.
Workbook pages 91—92
Activity 2: Sunrise,
Sunset
Explain that:

Half of the world will always experience daytime while the other half will always experience night.

Many lives would be affected if the Earth stops rotating. For example, crops cannot grow and animals would die.
Workbook page 98
Worksheet 2: Earth’s
Rotation and Revolution
Process Skills: Analysing, Predicting
Activity: Get pupils to think about how to observe the Sun safely. Tell them how to project an image of the Sun using optical
devices. Have a pair of binoculars or a telescope pointed at the Sun. Then, have the image reflected onto a piece of paper
using the eye piece. Have pupils view the image of the Sun on the paper. Then, try to get pupils to view the Sun using the
above method.
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Science SMART Teacher’s Guide Grade 5 Chapter 6 Lesson Plans
Process Skills: Analysing, Predicting
21st Century Skills: Think creatively; Communicate clearly
Teaching Tip: Tell pupils not to look at the Sun with the naked eye. It is unsafe and can cause serious damage to the eyes.
Activity: Make use of a spinning top to show that the Earth keeps spinning unless external pushing or pulling forces are
applied on it. You can use a video to illustrate the formation of planets.
Explain that:
 The Earth would keep spinning unless external pushing or pulling forces are applied on it.
 Planets are formed by gas and dust particles.
Process Skills: Observing
21st Century Skill: Use systems thinking
Background: The sundial is an instrument used to indicate the time by observing the shadow cast by the central projecting
pointer on a calibrated dial.
Evaluate:
Pupils develop a
deeper
understanding and
demonstrate their
knowledge by
carrying out an
activity
Activity: Carry out Build Your Skills! to make a handmade sundial. Try to use the handmade sundial to measure time.
Go outdoors and place the sundial under the Sun.
Textbook page 105
URL 6.3
Ask pupils:
 What is the use of the central projecting pointer? (Answer: To project the shadow of the Sun onto the dial.)
 What is the relationship between the position of the Sun and the shadow formed? (Answer: The change in the position of
the Sun would generate shadows in different positions on the dial.)
 What are the drawbacks of using a sundial to measure time? (Answer: It cannot be used without sunlight.)
Consolidation
Worksheet 1
Explain that:
 The Sun appears to move across the sky, allowing people in the past to make use of this phenomenon to measure time.
Process Skills: Observing, Measuring
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Science SMART Teacher’s Guide Grade 5 Chapter 6 Lesson Plans
21st Century Skills: Use systems thinking; Reason effectively
Project Idea: Ask pupils to record the time of sunrise and sunset for one week. They may get the information from the
observatory or the Internet. Ask pupils to discuss what they can infer or conclude from the consistent sunrise and sunset that
happens every day.
Process Skills: Observing, Inferring
21st Century Skills: Be self-directed learners; Reason effectively
Internet link for Lesson 6.2
URL 6.3:
Making a sundial (corresponds with Internet Link 6.3 in Textbook)
http://www.sundials.co.uk/projects.htm
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Lesson 6.3
BSCS 5E
Science SMART Teacher’s Guide Grade 5 Chapter 6 Lesson Plans
Lesson Notes
How Long Does It Take For the Earth to Go Around the Sun?
Background: The Earth and other planets in the solar system revolve around the Sun due to the Sun’s gravity. The Earth takes
a year to complete one revolution around the Sun.
Resources
Textbook page 106
Teaching Tips: You can show an animation on how the Earth and the Moon move.
As an introduction to what Ari said, discuss whether we can live on Venus.
Ask pupils:
 What are the essential elements that we need to survive? (Answer: We need oxygen, water and food to survive —
elements that are absent in Venus. Therefore, we cannot live on Venus.)
 Are there any other life forms in space? (Answer: Accept all possible answers. However, students must understand that
without the essential elements, other life forms cannot survive in space.)
Explain:
An explanation is
given to avoid any
misconception
Common Misconception: Most people tend to think that only the Sun can exert gravity on other planets. That is untrue. In
fact, gravity is a natural pull exerted by objects on each other. Even the Earth exerts a certain amount of gravity on the Sun.
Since the pulling force is proportional to the mass of an object, there is a nett attracting force exerted on the Earth by the Sun.
Activity: Carry out Discover More! And have pupils research on the planet Pluto. Have pupils discuss questions such as why
the International Astronomical Union (IAU) excluded Pluto as the ninth planet from the Sun and not the other eight planets.
URL 6.4
Process Skill: Organising
21st Century Skill: Be self-directed learners
Background: According to the International Astronomical Union (IAU), a planet is only recognised when it meets the following
conditions:
1. The object orbits around the Sun.
2. The object must be a sphere.
3. The object must be able to attract other objects in its orbit.
Pluto fails to meet the third condition and was therefore disqualified from being the ninth planet.
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Explore:
Pupils participate
in an activity that
helps to establish
and reinforce new
information learnt
Science SMART Teacher’s Guide Grade 5 Chapter 6 Lesson Plans
Activity: You may carry out the following experiment to demonstrate how planets travel around the Sun. Tape a string onto a
small ball. Loop and tie the end of the string and place it over a finger. Then, roll the ball away and observe as it moves in a
circular path around the finger. In this activity, the ball represents planet while the string represents gravity. Ask pupils to
think about the relationship between the length of string and the time needed for the ball to complete one revolution. What
will happen if there is no gravity? (Answer: The planets will fly off into space.)
Explain that:
 The Sun’s gravity attracts all other planets towards it.
 The further the distance a planet is from the Sun, the longer time is needed for a planet to complete one revolution
around the Sun.
Process Skill: Observe
21st Century Skill: Reason effectively
Evaluate:
Pupils analyse the
activity and apply
knowledge to
answer inquiring
questions
Activity: Carry out Discover More! and ask pupils why there are extra days at the end of February in some years. Then, ask
pupils to try to look for the years in which extra days on February are found and find out the pattern of the appearance of
those extra days.
Explain to pupils that an extra day is added every four years to make up for the 1/4 day in a year since the Earth takes 365 1/4
days to complete one revolution around the Sun.
Process Skills: Observing, Comparing
Textbook page 107
Workbook pages 93—94
Activity 3: My Solar
System
Workbook page 95—96
Activity 4: Revolving
Planets
21st Century Skill: Reason effectively
Background: Since the Earth takes 365 1/4 days to complete one revolution around the Sun, an extra day is added every four
years to make up for the 1/4 day in a year.
Workbook page 100
Worksheet 3:Planet
Orbiting Around the Sun
Teaching Tip: You can bring two calendars, one with a leap year and one without. Ask pupils to find out the difference
between the number of days in the two calendars.
Consolidation
Worksheet 2
Fun and Games
Wrap up the chapter with the following:
Exam Practice
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Science SMART Teacher’s Guide Grade 5 Chapter 6 Lesson Plans
Talk It Out
Teaching Tip: Read the new words out loud and have pupils repeat each word after you so they can learn to pronounce the
words correctly. Then, have pupils pair up to test each other on the meaning of the words.
Elaborate:
Pupils develop
broader
understanding of
new words through
research
Textbook page 108
Project Idea: Get pupils in groups. Ask them to design a crossword puzzle using the new vocabulary learnt from this chapter
and share it with the class. Complete the crossword puzzles together.
21st Century Skills: Communicate clearly; Collaborate with others; Be self-directed learners
Map It Out
Teaching Tip: Go through the concepts with pupils after finishing the chapter. Trace the path of the mind map by reading out
loud. You may wish to draw the map as you speak.
 The solar system is made up the Sun, eight planets, moons and asteroids.
 The Sun is a star.
 The Earth is one of the eight planets in the solar system.
 The Earth revolves around the Sun and takes 1 year for one complete orbit around the Sun.
 The Earth spins on its axis from the west to the east.
 The spinning of the Earth causes the formation of day and night.
 It takes 24 hours for one complete rotation.
Work It Out
Go through the worked example with pupils. Read the hint when answering part ‘a’.
Textbook page 109
Process Skills: Observing, Analysing, Inferring
Science @ work
Teaching Tip: To boost pupils’ reading and speaking confidence, have pupils take turns reading the passage, e.g. each pupil
could read one paragraph. Encourage pupils to read with enthusiasm and emotion.
Textbook page 110
Activity: Ask pupil to search for more photos that have been taken by the Hubble Space Telescope and share the photos with
the class. Pupils can also try searching for information about the latest advancement used in space telescopes today. Compare
the Hubble Space Telescope with the telescopes that we use in our daily life. Discuss any similarities and differences.
Process Skills: Communicating, Comparing
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Science SMART Teacher’s Guide Grade 5 Chapter 6 Lesson Plans
21st Century Skill: Global awareness
Internet link for Lesson 6.3
URL 6.4:
Dwarf planets (corresponds with Internet Link 6.4 in Textbook)
http://www.universetoday.com/32572/dwarf-planets/
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