Our Solar Neighbourhood

Overview

In this first lesson of the unit Exploring Gravitational Forces, students explore the Sun, planets and moons using hands-on models and guided discussion. They develop a first understanding of what is in our solar system and why the Sun is important for objects in space.

Learning intentions

• Students will describe key features of our solar system, including the Sun, planets and moons.
• Students will identify and compare planets and moons as different types of space objects.
• Students will model how objects in the solar system relate to the Sun using simple, safe materials.
• Students will use science talk to share observations and questions.

Success criteria

• I can name the Sun and at least four planets.
• I can explain that planets and moons orbit the Sun (using words or models).
• I can use a model to show where planets and moons are relative to the Sun.
• I can listen to others, add to ideas, and ask or answer a science question.

Curriculum links

1. (AC9S4U03) identify how forces can be exerted by one object on another and investigate the effect of frictional, gravitational and magnetic forces on the motion of objects
2. (AC9S3I04) construct and use representations, including tables, simple column graphs and visual or physical models, to organise data and information, show simple relationships and identify patterns
3. (AC9S3I01) pose questions to explore observed patterns and relationships and make predictions based on observations

• Use inquiry and model-making to explore scientific ideas.
• Engage in science talk to share and develop understanding.

Lesson structure (45 minutes)

1. 3–5 Introduce the unit theme Show an image or simple picture of the solar system and ask: “What lives in space near Earth?” Explain that over the next lessons they will explore gravity, but today they start by learning what objects are in our solar system.

2. 6–10 Engage: “Planet or moon?” sorting discussion Provide picture cards or word cards (Sun, planet, moon, Earth, Mars, Moon). Students sort quickly into two groups: “orbits a planet” vs “orbits the Sun,” with teacher prompting. Clarify misconceptions gently.

3. 11–22 Hands-on model: “Sun and orbit track” build Give each group a large paper circle “Sun” and a set of string/ribbon “orbit tracks.” Students place planet tokens around the Sun at different distances (no need for perfect scale). Optional add-on: attach “moon” tokens to one planet token to show a moon orbiting a planet. Teacher prompts: “What stays around the Sun?” “What stays around a planet?”

4. 23–30 Mini lesson + guided observations Using the class model, explain: the Sun is a star; planets are spherical bodies that orbit the Sun; moons are natural satellites that orbit planets. Emphasise that distance affects time to orbit (only a simple cause-effect idea at this age: “farther away takes longer,” without detailed calculations).

5. 31–37 Inquiry task: “What do you notice? What do you wonder?” Students complete a short observation-and-question sheet (or teacher-recorded oral responses) with two prompts:

• “I notice…” (e.g., “planets go around the Sun”)
• “I wonder…” (e.g., “Do moons also need gravity?”) Teacher checks for understanding and records questions for later lessons on gravitational forces.

6. 38–43 Share-out in pairs (low-demand) Each student shares one notice or one wonder. Use a structured turn-taking routine so students with ADHD/Autism can participate predictably. Reinforce science talk: “I agree because…” or “I’m not sure yet…”

7. 44–45 Closure: quick exit check Ask three rapid questions:

• “What object is at the centre of our solar system model?”
• “Name one planet.”
• “Where do moons go in our model?” Celebrate correct ideas and note which concept needs reteaching in Lesson 2.

Resources

• Picture cards and/or word cards: Sun, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Moon, moon, planet
• Construction paper or chart paper for a “Sun” (labelled)
• Coloured planet tokens (bottlecaps, foam balls, cardboard circles) and moon tokens
• String or ribbon for orbit tracks, tape, split pins/brads (optional)
• Observation-and-question sheet (one page, large font) or clipboard for teacher scribing
• Whiteboard/markers
• Timer (visual) for step pacing
• Sensory-friendly seating and fidget supports if needed
• Safety checklist for classroom craft materials

Assessment

• Formative checks during sorting (“planet or moon?”) to identify misconceptions early.
• Model-making observation: can students place and explain Sun/planet/moon relationships?
• Exit check responses: ability to name at least four planets and give a basic explanation of orbit relationships.

Differentiation

• Support (ADHD/Autism): provide clear visual steps for model building; offer a smaller set of tokens first; use predictable turn-taking for sharing.
• Support (SEN): teacher-led sentence starters on the observation sheet (e.g., “I notice…”, “I wonder…”).
• Extension: students add one extra question about gravity (e.g., “How does the Sun pull planets?”) and explain it using the model.
• EAL: allow pointing to the model and using first language for planning; teacher translates key science terms and repeats back student statements clearly.