Sun and Earth Motion

Overview

In this lesson, students model how Earth orbits the Sun and explore why the Sun’s gravity and distance matter for Earth’s movement. Students use simple physical models to observe patterns and explain them with science words.

Learning intentions

• Students will investigate the relationship between Earth and the Sun using hands-on models.
• Students will describe Earth’s orbit as a repeating path and identify that Earth moves around the Sun.
• Students will explain how the Sun’s gravitational pull influences Earth’s motion.
• Students will use observations to answer questions about distance, direction, and consistent motion.

Success criteria

• I can describe Earth’s orbit as a curved, repeating path around the Sun.
• I can explain that the Sun’s gravity keeps Earth in orbit.
• I can use model evidence (my observations) to support my explanation.
• I can record observations clearly using words, drawings, and/or simple labels.

Curriculum links

• Science: Earth and space—describe observable features of the Solar System and recognise patterns in daily and seasonal changes.
• Science: Forces—investigate how forces affect motion through evidence from everyday observations and models.
• Scientific inquiry—plan and conduct guided investigations and use evidence to communicate findings.
• General capabilities: Critical and Creative Thinking (question, predict, explain), Personal and Social Capability (work safely and respectfully in a small group).

Lesson structure (45 minutes)

1. 3 min | Welcome and question

• Teacher greets students and states the inquiry question: “How do Earth and the Sun relate, and how does gravity keep Earth moving around the Sun?”
• Students share one idea quickly with a partner (or in a whisper turn if needed).

2. 7 min | Activate knowledge with a quick demo

• Teacher uses a torch (Sun) and a ball on a string or elastic to represent “pull” when the student gently moves it in a circle.
• Students observe: “What happens when we keep moving it while something pulls it inward?”
• Teacher records class words on a whiteboard: orbit, Sun, gravity, pull, path.

3. 10 min | Model build: orbit track

• In groups of four (with roles: Builder, Timekeeper, Recorder, Explainer), students create a simple orbit model using:
• A large paper circle or hula-hoop on the floor, with the “Sun” at the centre.
• “Earth” as a marker that moves along the circle (string-guided or hand-spun around the track).
• Students practice moving “Earth” around the Sun at a steady pace.
• Teacher prompts: “Keep the motion going—what stays consistent about the path?”

4. 10 min | Investigation: distance and orbit consistency

• Students adjust one variable at a time using the model:
• Move “Earth” to a larger or smaller circle radius (near/far from the centre).
• Keep movement steady and observe how “Earth” relates to the inward pull.
• Students answer guided prompts:
• “Is the path still an orbit?”
• “What changes when the distance changes?”
• “What does gravity seem to do in the model?”
• Teacher circulates with short checks for understanding and re-teaches vocabulary using visuals.

5. 7 min | Evidence talk: explain using sentence stems

• Students complete an “I noticed… I think… This shows…” structure in their science books.
• Recorder shows the group’s drawing or labels (Sun at centre, orbit path, Earth moving).
• Teacher listens for key ideas: repeating curved path and gravity keeping Earth in orbit.

6. 6 min | Teacher-led wrap: connect model to Earth

• Teacher links the model to real Earth: Earth travels around the Sun in an orbit; gravity provides the inward pull that helps maintain the orbit.
• Emphasise “pattern over time” and “consistent motion” rather than technical equations.
• Quick whole-class check: students choose one of three cards to hold up—Orbit, Gravity, Sun—and explain their card in one sentence.

7. 2 min | Exit ticket

• Students answer: “In my model, what kept Earth moving around the Sun?” with a word bank option (orbit, pull, gravity).
• Teacher collects exit tickets to inform Lesson 3.

Resources

• Torch or bright lamp to represent the Sun
• Coloured paper, hula-hoops, or taped circle tracks on the floor
• Markers, sticky notes, and labels (“Sun”, “Earth”, “orbit”, “gravity”)
• String, craft sticks, and/or paperclips for guided circular movement (simple, safe materials)
• Ball and string/elastic demo materials (for the opening pull-in demo)
• Science notebooks or recording sheets (drawing + sentence stems)
• Exit ticket cards with word bank
• Timer for steady movement practice
• Visual vocabulary cards for orbit, Sun, gravity, pull, path

Assessment

• Formative observation during modelling (teacher checklist: orbit described, gravity role mentioned, evidence used).
• Written/drawn explanation using sentence stems (check for “orbit as repeating path” and “gravity as inward pull”).
• Exit ticket responses to confirm key understanding before next lesson.

Differentiation

• Support for ADHD/Autism:
• Clear roles in the group with one task each (Builder/Recorder/Explainer/Timekeeper).
• Short, timed steps with visual cues (minute markers and “next activity” display).
• Reduced language load: sentence stems and word bank for explanations.
• Predictable routine: demo → build → test → talk → wrap.
• Support for sensory needs:
• Offer a quieter recording option (drawing first, speaking later).
• Provide extra space around the taped orbit track.
• Extension:
• Students compare two radii: “Which orbit looks larger/smaller and what happened to the inward pull in our model?”
• Students add a second observation drawing: “What stays the same about Earth’s path?”
• EAL/SEN:
• Use gestures and modelling language (point to Sun, trace orbit, mime pulling inward).
• Allow responses as diagrams with minimal writing if needed; teacher prompts orally.

Alignment note (low variance)

This lesson uses the same learning rhythm as other unit lessons: predict/observe with a model, guided explanation using stems, and brief exit evidence to drive the next lesson.