Learning objectives

Knowledge

  • To compare the contributions of Ptolemy, Alhazen and Copernicus to models of the Solar system.

Working scientifically

  • To pose testable questions about the solar system.

Success criteria

Knowledge

  • I can describe the geocentric model.
  • I can describe
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National curriculum

Science

Earth and space

Pupils

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Before the lesson

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Lesson plan

Recap and recall

Before starting this unit, check what knowledge the children have about the Earth and space: Stars and the Sun. The seasons. Day and night. The Moon. The planets. The Solar System. The Activity: Earth and space mind map (one each) is available to elicit the children’s prior knowledge.

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Adaptive teaching

Pupils needing extra support

Could use the Activity: Evidence for the Solar System models: support version to support them in recording the evidence for the different models; could use the Knowledge organiser to support them in creating their timeline.

Pupils working at greater depth

Should write a letter to the Flat Earth Society (who believe the Earth is flat) to convince them the Earth is spherical; could choose an extension activity relating to the Solar System from the Resource: Stretch and challenge: Earth and space.

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Assessing progress and understanding

Pupils with secure understanding indicated by: describing the geocentric model and heliocentric

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Knowledge outcomes

  • I can describe the geocentric model of the Solar System in which the Sun and planets orbit the Earth, which is at the centre.
  • I can describe the heliocentric model of the Solar System in which the Earth and other planets orbit the Sun, which is at the centre.
  • I can describe the shape of celestial bodies as spherical.
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Vocabulary definitions

  • celestial bodies

    Natural objects in space, such as planets, moons and stars.

  • data

    The information you collect when you observe.

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