Science lesson plan · 5th grade (Year 6 in England) · 45 minutes
The Sun is a star: why it looks bigger and brighter than others
Space
CCSS NGSS.5-ESS1-1England: KS2 Y5 Earth and space
Objective and success criteria
Students will: The Sun is a star: why it looks bigger and brighter than others.
- 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 next skill in this area.
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 · 5 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.
- Why can't we see stars in the daytime? (Stars only exist at night / The Sun's light is so bright it hides them / Clouds always cover them / The stars go away in the day) → The Sun's light is so bright it hides themPrompt: Stars are still there during the day.
- Sun, Moon and stars: which statement is true? (The Moon makes its own light. / The Sun goes round the Earth. / The Sun appears to move across the sky during the day. / You can only see the Moon at night.) → The Sun appears to move across the sky during the day.Prompt: Which objects make their own light?
- Sun, Moon and stars: which statement is NOT true? (The Sun appears to move across the sky during the day. / Stars are still in the sky during the day. / The Moon reflects light from the Sun. / You can only see the Moon at night.) → You can only see the Moon at night.Prompt: Does the Sun really move round us?
Hook · 5 min
- Ask why we see the Moon change shape over a month.
- Share the objective: The Sun is a star: why it looks bigger and brighter than others. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: About how long does sunlight take to reach Earth?
- Step 1: Sunlight travels about 150 million km in roughly 8 minutes.
- Step 2: So the answer is: about 8 minutes
- Answer: about 8 minutes
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Why does the Sun look so much bigger and brighter than other stars? (Other stars are switched off. / It is not a star. / It is the biggest star in the universe. / It is much closer to us than any other star.) → It is much closer to us than any other star.Prompt: How does a streetlight look close up compared with one far away?
- The Sun and other stars: which statement is true? (The Sun is a planet. / Stars at different distances can look equally bright. / A star that looks dim must be small. / The Sun is the biggest star in space.) → Stars at different distances can look equally bright.Prompt: Brightness depends on size and distance.
You do: independent practice · 10 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Some stars are much bigger and brighter than the Sun. Why do they look like tiny dots? (They are made of ice. / Clouds cover them. / They are extremely far away. / They are very small.) → They are extremely far away.Prompt: Distance changes how bright things look.
- Two identical lamps are switched on in a dark field. Lamp A is 9 m away and lamp B is 3 m away. Which looks brighter? (lamp A / lamp B / they look the same) → lamp BPrompt: The lamps give out the same amount of light.
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
- 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-5.
Free lesson plan from eurekami.com/lesson-plan-builder