The Solar System

Curriculum Area

Subject: Science
Topic: Earth and Space
Year Group: Year 2
National Curriculum Link:

• Working Scientifically: Observing changes over time, asking and answering scientific questions.
• Earth and Space: Understanding the movement of Earth and other planets in relation to the Sun.

---

Learning Objective (LO)

By the end of this lesson, students will:

• Identify and name planets in the Solar System.
• Understand that Earth orbits the Sun.
• Recognise that the Moon orbits Earth.

---

Prior Knowledge

Before beginning the lesson, pupils should:

• Know that Earth is a planet.
• Recognise that the Sun appears during the day and the Moon at night.
• Understand that stars exist in the night sky.

Potential Misconceptions:

• Thinking the Sun moves around Earth.
• Believing space is "just empty".
• Assuming planets stay still rather than orbit.

---

Resources Required

• A large inflatable Sun, Earth, and Moon (or printed images).
• Printed diagrams of the Solar System.
• Flashcards with planet names.
• Mini torches (for an extension activity).
• A carpet space to simulate orbits.

---

Key Scientific Vocabulary

1. Planet - A large object that orbits a star.
2. Orbit - The path a planet takes around a star or moon around a planet.
3. Star - A burning ball of gas that gives off light (e.g., the Sun).
4. Gravity - An invisible force that pulls objects towards each other.
5. Solar System - The Sun and all the planets that orbit it.
6. Sun - The star at the centre of our Solar System.
7. Moon - A natural satellite that orbits a planet.
8. Astronomer - A scientist who studies space.
9. Space - The vast area beyond Earth's atmosphere.
10. Rotation - When a planet spins on its axis (causing day and night).

---

Lesson Structure (30 minutes)

1. Starter – 5 minutes

• Teacher holds up an inflatable Sun. "What is this?" (Allow responses.)
• Place the Earth next to it. "This is us! Do we think the Sun moves around Earth, or does Earth move?"
• Briefly discuss any misconceptions.
• Show a quick action: The teacher slowly spins Earth around the Sun while also spinning itself.

---

2. Main Activity – 15 minutes

Teacher Demonstration (5 mins)

1. Stand in the middle of the carpet as the "Sun."
2. Ask a TA (Teaching Assistant) to be "Earth" and walk around the teacher in a circle.
3. Then, ask another child to be the "Moon" and orbit Earth while it moves around the "Sun."
4. Stop and explain: "This is how our Solar System works—Earth moves around the Sun, and the Moon moves around Earth!"

Group Activity (10 mins)

• Pupils will be divided into small groups and each given a planet card.
• They will read a fact about their planet to the class (e.g., Mars is red because of its iron-rich soil).
• As they share, the teacher places the planets in order from the Sun.
• Class repeats the planets using mnemonic (e.g., "My Very Eager Mother Just Served Us Nachos" for Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune).

---

3. Plenary – 5 minutes

• Quick-fire questions:
  • “Where does Earth move?” (Around the Sun).
  • “What moves around Earth?” (The Moon).
  • “Is the Sun a planet or a star?” (A star!).
• End with a class role-play: All students become planets and orbit around the "Sun" (teacher).

---

Role of Teaching Assistant (TA)

• Support children who may struggle with reading facts.
• Work with children with additional needs to ensure engagement.
• Help manage behaviour during the orbit demonstration.

---

Challenges & Differentiation

For Higher Ability:

• Introduce the idea of day and night using torches—when the Sun "shines" on one side of Earth, it's daytime there and night on the other side.

For Lower Ability:

• Provide simpler facts for planet cards.
• Use visuals (e.g., colour-coded planets) to reinforce learning.

---

Teaching Points

• Use misconception-busting strategies such as physical movements to show the planet orbits.
• Keep discussions interactive—asking lots of why and how questions.
• Reinforce vocabulary using repetition and sentence stems (e.g., "Earth moves around the…").

---

Assessment Opportunities

✅ Can pupils name at least 3 planets?
✅ Do they understand that Earth orbits the Sun?
✅ Can they explain why the Moon moves around Earth?

---

Final Thought (Teacher Reflection)

Consider:

• Were children able to grasp the core concept?
• Did the hands-on activity help engagement?
• Were there common misconceptions that need revisiting?

---

Closing Notes

This lesson delivers scientific discovery in an interactive way, making Earth and Space relatable for young learners. By physically representing planetary movement, pupils gain a deeper understanding of orbits, solidifying key concepts naturally! 🚀✨