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The Solar System and Gravity [Lesson 1]
Big Question: How can we find out what other planets are like?
Science Content
 To investigate manned
and unmanned
explorations
 To decide if man really
did land on the moon
Lesson Objectives
Science Skills
 To debate the need for
funding space exploration
 Evaluate the issues,
benefits and drawbacks
of scientific
developments with which
they are familiar
Transferable Skills
 Present a persuasive case
for action
 Try to influence others,
negotiating and balancing
diverse views to reach
workable solutions
 Assess themselves and
others, identifying
opportunities and
achievements
Key Words:
Shuttle, manned mission, unmanned mission, probe
Resources:
 Video or DVD clip of shuttle taking off
Lesson Plan:
STARTER (5 minutes)
Show a video or DVD clip of a shuttle taking off on a manned space flight or the launch of
a probe into space and ask students to draw two Venn diagrams to show the benefits of
manned and unmanned exploration and the drawbacks of manned and unmanned exploration
e.g:
The benefits of space exploration
Cheaper
Unmanned
can go further
Safer
Can carry
out more detailed
Advances
Experiments
in
Manned
technology Can repeat experiment
if results are not clear
Find out
about
Can fix equipment if
space
it breaks down
MAIN
1) Using available resources from internet, books and newspapers, research either a
manned or unmanned space mission. Pairs of students should research missions for
the same purpose where possible but with one researching manned and the other
unmanned exploration. E.g. to Mars, The Moon, Europa. (This could be set for
homework at the end of the previous topic in order to allow more detailed research
to have been done) (20 minutes)
2) Students should then write and give a short funding bid speech which they will give
to a funding panel made up of class members. The speech should focus on what areas
of science the mission will focus on and the benefit of manned over unmanned or
vice versa. (10 minutes)
3) The funding committee should decide which funding bids were strongest and list the
best features of these.
Alternatively, students could write a funding bid letter.
4) Show a website such as:
http://stuffucanuse.com/fake_moon_landings/moon_landings.htm
which takes a tongue in cheek look at the supposedly faked moon landings. Depending on
the time available, students could search for counter arguments to show that the moon
landings were real or this could be done for homework. (10 minutes)
PLENARY (10 minutes)
Ethics of spending so much on the likes of Hubble.
Divide students into three groups:
 Space Scientists who strongly support spending on space exploration
 Politician who supports spending on space exploration but needs to keep all their voters
happy not just those who think Science is important
 County Hospitals’ Trust Manager who believes spending on space exploration is
unjustified when health care is so under funded
Students should prepare 60 second interviews with a TV or radio presenter on their views
on funding for space exploration, putting their points across in a clear and convincing
manner. Several should be performed for the class.
Following this the class could vote on this issue.
Assessment Opportunities:
Peer assessment of funding bids and ethics of space exploration. Students could focus on
how convincing the argument was and how much scientific evidence and fact was included
compared to the amount of personal opinion.
Notes:
Useful websites for research:
http://www.nasa.gov/mission_pages/exploration/mmb/index.html
http://www.esa.int/esaMI/Aurora/index.html
http://www.cnsa.gov.cn/n615709/cindex.html
Website for NASA hoax:
http://stuffucanuse.com/fake_moon_landings/moon_landings.htm
Curriculum opportunity:
Use real-life examples as a basis for finding out about Science: Genuine Apollo Mission Moon rock
and meteorites can be loaned through the STFC and the Natural History Museum. These often
need to be booked a few months in advance and a representative from STFC will need to visit to
ensure you have a suitably secure location to keep the samples secure. See:
http://www.scitech.ac.uk/PandS/SchEdu/Loan/moon.aspx
Learning outside of school opportunity:
Experience science outside the school environment, including in the workplace, where possible: A
visit could be taken to the National Space Centre in Leicester. Here students can particpate in
modellled space missions such as 'Spaceflight: Lunar Base 2025'. Become an astronaut and join the
crew of the futuristic lunar base to complete your training. Interactive exhibits test your mental
and physical ability to survive in deep space. Blast off on a stunning 3D SIM journey to the ice
moon Europa. See: http://www.spacecentre.co.uk/
‘Earth Space and Beyond’ [LESSON 2]
Big Question: Are you the centre of the universe?
Science content
To verify different models
of the universe
Lesson Objectives
Science skills
To use an existing model
or analogy to explain a
phenomenon
Transferable skills
To consider the influence of
circumstances, beliefs and
feelings on decisions and
events
Key Words
Galileo, Brahe, Kepler, Galileo, Newton, universe, telescope,
Resources: Current news article on religious leader having a negative view on a
Scientific discovery.
String, pegs
Lesson Plan 60 mins
Starter: Current news article on religious leader having a negative view on a
Scientific discovery. Pose the question: What will people think a hundred years
from now? What other issues affect the progress of Science? (10)
Main:
1) Split class into at least 4 groups and give them a card with an appropriate
Scientist and their information and contributions to the standard theory.
Students to make a poster and then place on the washing line time line.
(20 mins)
2) Show images from the hubble space telescope. Are these images photos?
Where do we get them from? How valid are these as evidence? Pupils to
list as many reasons how these images can be used to back up the
standard theory of the solar system.(20 mins)
Plenary: Playing cards – use two sets of cards, all pupils have one and then
question learning by picking a card at random and asking the pupil. Sample
questions could be: Compare Galileo’s and Kepler’s theory? Or What does/did
the hubble telescope do?
Assessment Opportunities Listening to pupil discussion in starter and recording some
of their input. Observing the pupils poster and where they put it on the time line.
Monitoring the pupils list in activity two. Listening and responding to answers in the
plenary.
Notes: article might have to be from an archive if there isn’t anything relevant
at the moment. Copycatcher is a website devoted to subjects in the media and
might be a useful resource.
‘Earth Space and Beyond’ [LESSON 3]
Big Question: Is Pluto a planet?
Lesson Objectives
Science content
Science skills
To construct a model of our To describe how
solar system.
scientific evidence from
different sources
carries different weight
in supporting or
disproving theories?
To explain patterns and
trends in results and how
this supports or negates
any predictions made.
Transferable skills
Adapt ideas as
circumstances change
Explore events from
different perspectives
Key Words
Solar System, Mercury, Venus, Mars, Earth, Jupiter, Saturn, Uranus, Neptune, Pluto.
Resources: Cards with the appropriate fruit and planet named on them. E.g.
http://www.lpi.usra.edu/education/explore/solar_system/planet_sizes.shtml
Trundle Wheel, playground. Data on the planets in the solar system, e.g. mass,
diameter, distance from the sun etc or just use Science upd8’s activity on Pluto
a planet no more?
Lesson Plan 60 mins
Starter: Question displayed: Is pluto a planet? True/False. Is the Earth’s
moon bigger than pluto? True/False and other such questions. Keep answers
until end of the lesson.(5 mins)
Main:
3) Split the class into 9 groups and get them to list as many facts about
their particular planet. Give students the appropriate card and act out
the model of the solar system. Most students seem to already know a
mnemonic for remembering the order from KS2. (20 mins)
4) Pluto a planet no more: Run as suggested (30 mins)
5) Plenary: Go back to original questions and re ask, students to discuss
which ones are still the same (5mins)
Assessment Opportunities Listening to pupil discussion in main activities. Self
assessment of starter and plenarie questions
Notes: With more able students the second activity may go on longer and may
need to be directed.
‘Earth Space and Beyond’ [LESSON 4]
Big Question: Will I weigh heavier on the moon?
Science content
To formulate a relationship
between mass and weight.
Lesson Objectives
Science skills
To use and apply
qualitative and
quantitative methods to
record sufficine data
systematically.
To explain patters and
trends in results.
Transferable skills
To question their own and
others’ assumptions.
To support conclusions,
using reasoned arguments
and evidence.
Key Words
Weight, Mass, Gravitational field, Newton, Balance
Resources: Heinemann Scheme activities J1 and J2a
Lesson Plan 60 mins
Starter: Students to come in and complete activity J1 which involves weighing
different objects with balances and force meters. Students record results on
sheets given to them as they walk in. (10 mins)
Main:
6) Discussion, what kind of relationship was there between the mass and the
weight (concentrating on this keyword). Encourage pupils to write their
thinking in a mathematical way. Leading onto a discussion of how pupils
use the word weight? What does it mean in the world of Science?
7) Pupils then complete activity J2a and record answers in table provided,
basically pretending that we’re on different planets and bags of star dust
and what they would weigh. Using data, work out their mass and weight
on each planet/moon.
8) Plenary: To explain to a 5 year old what the difference between weight
and mass is. Take it in turn to offer their explanation in pairs and each
person to grade the other.
Assessment Opportunities: Monitoring the two practical activities. Observing the
answers to the questions in activity 2. Peer assessment in the plenary.
Notes:
The Solar System and Gravity [Lesson 5]
Big Question: How is gravity different on different planets?
Science Content
 Gravitational field
strength differs from
planet to planet
 Mass is measured in
kilograms, weight is
measured in Newtons
 A light and a heavy
object released at the
same time will
Lesson Objectives
Science Skills





Describe an appropriate
answer to a scientific question
using a limited range of
information and making
relevant observations or
measurements
use and apply independent and
dependent variables in an
investigation by choosing an
appropriate range, number and
value for each one
explain how approaches to
practical work were adapted
to control risk
describe and record
observations and evidence
systematically
recognise that the
presentation of experimental
results through the routine
use of table, bar charts and
simple graphs makes it easier
to see patterns and trends
Transferable Skills
 Organise time and
resources, prioritising
actions
Key Words:
Weight, gravitational field strength, Newtons, kilograms
Resources:
 Hollow plastic balls filled with varying amounts of sand
 Top pan balance
 Ice cream tubs filled with appropriate amounts of sand to simulate gravitational field
strength on different planets
 Newton meters
Lesson Plan:
STARTER (5 minutes)
Show a clip of man walking on the moon and ask students why the astronauts seem to ‘float’
as they walk. Students will hopefully be able to explain that the strength of gravity is
different on different planets and moons
MAIN (45 minutes)
Both of the experiments below should be carried out but one should be carried with a
focus on the science skills listed above. In order to cover each of these skills thoroughly,
the other experiment will necessarily need to be carried out relatively quickly.
1) Measuring gravitational field strength on different planets.
 5 ice cream tubs are filled with different amounts of sand then tied with
string so they can be weighted using a Newton meter. Each box represents
the weight of 1kg of mass on a different planet. Boxes should be labelled A-E.
 Students weight each ice cream tub and record it’s weight
 Using the table below, they then match each box with the planet it
represents.
Planet /
Moon
Earth
Moon
Mercury
Venus
Jupiter
Gravitational Field
Strength (N/kg)
10.0
1.7
3.8
9.0
25.4
Weight of
1kg (N)
10.0
1.7
3.8
9.0
25.4
Box
2) Measuring the time for objects of different mass to fall from a height.
 Students drop at least 5 different masses of sand filled hollow ball into a
tray of sand, recording the drop time for each and carrying out repeats to
improve reliability.
To reinforce what has been learnt in the second experiment, demonstrate the falling of a
feather and lead shot (or similar) in a vacuum to show that they both hit the bottom at
the same time. (5 minutes)
PLENARY
Vain Veronique travels around the Universe weighing herself on different planets and
particularly likes to weight herself on the moon. Explain why this is a pointless exercise. (5
minutes)
Assessment Opportunities:
Self or peer assessment of each or some of the science skills objectives.
Students could be informed in advance of practical activity that they will be awarded a
mark out of 5 for the quality of their practical work. For example, a mark could be
awarded for each of the following with groups being provided with a tick sheet on which
you could tick those criteria they have met:

Experiment carried out safely

Measurements recorded to appropriate and consistent levels of precision



Appropriate column headings and units in table
Repeats carried out
Full participation if all group members
Notes:
Care should be taken when dropping masses
The Solar System and Gravity [Lesson 6]
Big Question: How are the seasons different on different planets?
Lesson Objectives
Science Content
Science Skills
 Seasons are caused by
 Select and apply a range
the tilt of the Earth’s
of genres in scientific
axis and the Earth’s
writing for different
position in it’s orbit
audiences and purposes
 Season length depends on  Use key scientific
the distance of a planet
vocabulary in discussions
from the sun
and written work
Transferable Skills
 Work towards goals,
showing initiative,
commitment and
perseverance
 Assess themselves and
others, identifying
opportunities and
achievements
Key Words:
Axis, tilt, light intensity, season
Resources:
 Seasons animation such as:
http://www.bbc.co.uk/schools/ks3bitesize/science/physics/earth_beyond_4.shtml
 Paper and pencils for producing leaflets and posters
Lesson Plan:
STARTER (10 minutes)
Show students the website:
http://www.athropolis.com/sun-fr.htm
which shows how many hours of daylight there are in the arctic throughout the year (this
shows from zero hours to 24 hours of daylight per day.)
Discuss with the class why the day length varies. Students should be able to explain that
the seasons cause this variation.
MAIN
1) Using a software programme if possible, explain how the position of the earth in it’s
orbit and the tilt of Earth’s axis cause the seasons (10 minutes)
2) Provide students with information on the different season lengths on different
planets, either as a handout or by showing the website below:
http://www.nasa.gov/audience/forstudents/k-4/home/F_Planet_Seasons.html
3) Students choose one of the following activities to demonstrate their knowledge and
understanding of the seasons:
 Produce a poster for primary school students which explains the seasons
 Produce a leaflet advertising holidays to the arctic circle, explaining why there is
24 hour daylight in the summer and 24 hour night in the winter
Imagine a meteor is headed for Earth and while scientists cannot stop it, they
have calculated that it will push the Earth in it’s orbit, making the orbit much
more elliptical (oval). Assuming that there will be no serious damage other than
this, students should write a newspaper article explaining how and why the
weather will be different after the meteor hits
 Produce a leaflet advertising holidays to another planet, explaining why the
seasons are different to on Earth
 A group of Astronauts are to be sent to a planet in a different solar system to
live on a planet where the angle of the axis is at 0 degrees to the plane in which
the planet orbits the star. (E.g. the axis is tipped over on it’s side) Students
Produce a scientific report explaining how this is likely to affect crop growth and
animal behaviour on the planet and explain any problems this might cause.
(Essentially, there will be no seasons assuming the orbit of the planet is circular,
but day will last for half an orbit and night for half an orbit.)
In each case, inform students that they will assess another student / pair / groups’ work
afterward. The criteria against they could be assessed could include:
 Correct spelling of scientific words
 Suitable style of writing for the people who will be reading the leaflet / poster /
article
 Correct and labelled scientific diagrams
(30 minutes working on activity, 5 minutes peer assessing)

Following peer assessment, students should write a target for improving written work.
Ensure that this is a smart target, e.g. ‘check the spelling of all scientific words using a
dictionary in my next 3 pieces of scientific writing.’ (5 minutes)
PLENARY
Students produce a concept map linking together the concepts studied in the whole topic
(10 minutes)
Assessment Opportunities:
Peer assessment of written work
Notes:
When selecting which written activity to do, the leaflet for primary school children may
be most appropriate for the weakest learners as this will reinforce their current
understanding of the seasons without making the situation more complex. For the most
able, the activities on changes to seasons due to a meteor strike and weather and
biological difference on a planet with it’s axis on it’s side should prove most challenging.