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Science lesson plan · 3rd grade (Year 4 in England) · 30 minutes

The planets of the solar system

Space

CCSS NGSS.MS-ESS1-3CCSS NGSS.5-ESS1-1England: KS2 Y5 Earth and space

Objective and success criteria

Students will: The planets of the solar system.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: The Sun, Moon and stars

Leads to: The scale of the universe; Sun, Earth and Moon: shapes, sizes and distances

Materials: Torch and ball for a Sun-Earth-Moon model, Space images, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (The Sun, Moon and stars). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Why can't we see stars in the daytime? (The stars go away in the day / The Sun's light is so bright it hides them / Stars only exist at night / Clouds always cover them) → The Sun's light is so bright it hides themPrompt: Stars are still there during the day.
  2. Sun, Moon and stars: which statement is true? (Stars are still in the sky during the day. / The Moon makes its own light. / The Sun goes round the Earth. / You can only see the Moon at night.) → Stars are still in the sky during the day.Prompt: Which objects make their own light?
  3. Sun, Moon and stars: which statement is NOT true? (The Sun goes round the Earth. / The Sun is a star. / The Sun appears to move across the sky during the day. / The Moon reflects light from the Sun.) → The Sun goes round the Earth.Prompt: Does the Sun really move round us?

Hook · 3 min

  • Ask why we see the Moon change shape over a month.
  • Share the objective: The planets of the solar system. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Which planets are the rocky (terrestrial) planets?
  • Step 1: The four inner planets are rocky; the four outer planets are giants made mostly of gas and ice.
  • Step 2: So the answer is: Mercury, Venus, Earth and Mars
  • Answer: Mercury, Venus, Earth and Mars
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Which planet is the hottest? (Mars / Venus / Jupiter / Mercury) → VenusPrompt: It is not the closest to the Sun, but it has a thick carbon dioxide atmosphere.
  2. Which planets are the rocky (terrestrial) planets? (Mercury, Venus, Earth and Mars / all eight / Jupiter, Saturn, Uranus and Neptune / Earth and Pluto) → Mercury, Venus, Earth and MarsPrompt: They are the four closest to the Sun.

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Which planet is known as the Red Planet? (Jupiter / Mercury / Mars / Venus) → MarsPrompt: Its surface is covered in iron oxide (rust) dust.
  2. Which planet is the hottest? (Mercury / Mars / Venus / Jupiter) → VenusPrompt: It is not the closest to the Sun, but it has a thick carbon dioxide atmosphere.

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: The Sun, Moon and stars.
  • Use concrete materials: torch and ball for a sun-earth-moon model.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: The scale of the universe; Sun, Earth and Moon: shapes, sizes and distances.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/grade-3.

Free lesson plan from eurekami.com/lesson-plan-builder

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The planets of the solar system

Name

Date

Score/ 6

  1. Question 1

    Which planet is known as the Red Planet?

    • A. Mars
    • B. Venus
    • C. Mercury
    • D. Jupiter

  2. Question 2

    Which planet has the ring around it?

    • A. Venus
    • B. Earth
    • C. Mars
    • D. Jupiter

  3. Question 3

    Which is the largest planet in our solar system?

    • A. Earth
    • B. Saturn
    • C. Jupiter
    • D. Neptune

  4. Question 4

    Which planets are the rocky (terrestrial) planets?

    • A. Mercury, Venus, Earth and Mars
    • B. Jupiter, Saturn, Uranus and Neptune
    • C. Earth and Pluto
    • D. all eight

  5. Question 5

    Which planet is the hottest?

    • A. Mars
    • B. Venus
    • C. Jupiter
    • D. Mercury

  6. Question 6

    What is Pluto classed as today?

    • A. a moon of Neptune
    • B. a dwarf planet
    • C. the ninth planet
    • D. a star

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Answer key: The planets of the solar system

  1. 1. A. Mars

  2. 2. C. Mars

  3. 3. C. Jupiter

  4. 4. A. Mercury, Venus, Earth and Mars

  5. 5. B. Venus

  6. 6. B. a dwarf planet