Solar System Parts

Overview

Students identify the main parts of the Solar System and explain how they are connected. They use images, discussion and a simple human model to distinguish the Sun, planets, moons, asteroids and comets, building on prior knowledge of Earth and space.

Learning intentions

• WALT identify the main parts of the Solar System.
• WALT describe how planets, moons, asteroids and comets differ.
• WALT use a model to show that planets orbit the Sun.
• WALT communicate scientific ideas using labelled diagrams and accurate vocabulary.

Success criteria

• I can name the Sun, planets, moons, asteroids and comets.
• I can describe one feature of each part.
• I can explain that the Earth is one of eight planets orbiting the Sun.
• I can use a model or diagram to show relationships in the Solar System.

Curriculum links

• The Solar System includes the Sun, planets, moons, asteroids and comets.
• The Earth is one of eight planets orbiting the Sun in the Solar System.
• Using models and simulations to investigate the relative size, spacing and movement of celestial bodies.
• Science capabilities: understanding and communicating scientific ideas; interpreting and using models and representations.

Lesson structure (40 minutes)

1. 0–5 min · Hook and prior knowledge. Open the hook and mystery image showing a crowded space scene and ask, “Which objects belong to the Solar System, and how do you know?” Students think independently, then share one idea with a partner. Record initial ideas without correcting them.

2. 5–13 min · Explicit teaching. Use the labelled Solar System teaching slides to introduce the Solar System as the Sun and the objects held in its gravitational system. Explain that the Sun is a star; planets orbit the Sun; moons orbit planets; asteroids are rocky objects, mostly found in the asteroid belt; and comets are icy objects that can develop glowing tails when near the Sun. Students complete the first section of the Solar System parts worksheet by matching each object to its description.

3. 13–20 min · Sort and justify. Display the object sorting instructions and give each pair a set of teacher-prepared picture/name cards. Students sort the cards into Sun, planet, moon, asteroid or comet, then choose two placements to justify using the stem, “I placed ___ here because ___.” Invite several pairs to explain their reasoning and address misconceptions, especially that the Moon is not a planet and that the Sun is a star.

4. 20–30 min · Human model. Refer to the model demonstration slide and move the class to an open space. Select one student to represent the Sun, eight students to represent planets, and several students to represent moons, asteroids and comets; the remaining students observe and narrate. Students model planets moving around the Sun, with a moon moving around a planet. Emphasise that this is not to scale: models help show relationships and movement, but cannot accurately show the enormous distances and relative sizes at the same time. Swap roles if time allows.

5. 30–36 min · Apply and explain. Students complete the diagram and short-answer questions on the Solar System parts worksheet. They label the Sun, a planet, a moon, an asteroid and a comet, then answer: “How is a moon’s movement different from a planet’s movement?” and “Why is a model useful even when it is not to scale?” Circulate, checking that students use “orbits” accurately.

6. 36–40 min · Plenary and exit check. Show the review and exit-question slides. Students share one new fact and one question. Finish with an oral exit check: “Name three parts of the Solar System and describe how one moves.” Collect worksheets or listen to responses from selected students to identify who needs further support.

Resources

• the complete Solar System slide deck
• the Solar System parts worksheet
• Teacher-prepared picture and name cards for five categories
• Whiteboard and markers
• Open floor space for the human model
• Optional torch or lamp to represent the Sun
• Pencils and coloured pencils

Assessment

• Listen to partner explanations during the hook and card sort, noting correct use of planet, moon, asteroid and comet.
• Observe the human model: check whether students understand that planets orbit the Sun and moons orbit planets.
• Use the worksheet and oral exit check to assess identification, descriptions and understanding of movement. Record students needing a follow-up conference or additional visual support.

Differentiation

• Provide a word bank, picture labels and sentence starters such as “A comet is…” and “A moon orbits…”. Pair students strategically and read worksheet questions aloud where needed.
• For students requiring additional support, reduce the sorting task to three categories first—Sun, planet and moon—then add asteroids and comets with adult guidance.
• Allow students to demonstrate understanding orally, through labelled drawing or by pointing to the model rather than relying only on extended writing.
• Challenge confident students to explain why no single model can show both accurate size and accurate spacing, and to suggest what a better model might show.