© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 5 Chapter 6 Lesson Plans

Lesson Plans

Chapter 6: Movement of the Earth

Total number of periods: 16 periods

Overview of Lesson Plans

What Is the Solar System? (4 periods)

Lesson Specific Instructional Objectives Cambridge Primary Scientific Enquiry Process Skills 21st Century Skills Number of
Skills Periods
6.1 Pupils should: Know that scientists have combined Analysing Communicate clearly 4
- know the composition of the solar system evidence with creative thinking to Observing Think creatively
- know the lives and discoveries of scientists who explored suggest new ideas and explanations for Predicting Be self-directed learners
the solar system and star phenomena. (Ep1) Communicating Collaborate with others
Inferring Reason effectively
Use systems thinking

Why Does the Sun Appear to Move Across the Sky? (6 periods)
Lesson Specific Instructional Objectives Cambridge Primary Scientific Enquiry Process Skills 21st Century Skills Number of
Skills Periods
6.2 Pupils should: Know that scientists have combined Observing Reason effectively 6
- understand that the Sun does not move evidence with creative thinking to Inferring Solve problems
- know that the apparent movement of the Sun is caused by suggest new ideas and explanations for Comparing
the Earth spinning on its axis phenomena. (Ep1)
- know that the Earth spins on its axis once every 24 hours
Recognise and make predictions from
patterns in data and suggest
explanations using scientific knowledge
and understanding. (Eo7)

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© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 5 Chapter 6 Lesson Plans

How Long Does It Take For the Earth to Go Around the Sun? (6 periods)
Lesson Specific Instructional Objectives Cambridge Primary Scientific Enquiry Process Skills 21st Century Skills Number of
Skills Periods
6.3 Pupils should: Make predictions of what will happen Organising Be self-directed learners 6
- know that the Earth takes a year to orbit the Sun based on scientific knowledge and Observing Reason effectively
- know that the Earth is spinning as it goes around the Sun understanding, and suggest and Comparing
communicate how to test these. (Ep3)

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© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 5 Chapter 6 Lesson Plans

Main Lesson Plans

Lesson 6.1
BSCS 5E Lesson Notes Resources
Background: Space has long been a subject of discussion among
scientists and astronomers. In particular, the solar system has been a
topic of fascination, with observations and theories made as far back
as the second millennium BC. In this chapter, pupils will learn about
the solar system. Pupils will also learn about scientists whose
discoveries about the solar system have profoundly impacted our lives,
such as knowing how and why day and night occur, that there are 24 Textbook page 97
Engage: hours in a day and that the Earth revolves around the Sun and not vice
Questions are versa.
raised to
generate Chapter opener
pupils’ Teaching Tip: Tell pupils to imagine that they are sitting on the
curiosity carousel, and that they are spinning on the ride. Ask pupils to stand up
and spin around to mimic the motion of the turning carousel.

Ask pupils:
 What do you feel after spinning? (Answer: Accept all possible
answers.)
 Do you think that the classroom is spinning around you now?
(Answer: No.)
 Do you think that our Earth is constantly spinning now? (Answer:
Yes.) Textbook page 98

Explain that:
 Pupils may feel dizzy because they are spinning around at a fast
speed.
 Despite feeling dizzy, the classroom is not spinning around them.
 The Earth is constantly spinning at a very fast speed. Yet, we do
not experience any dizziness. Explain to pupils that they will learn
why they do not feel dizzy despite the Earth’s fast spinning speed. Textbook page 99

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© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 5 Chapter 6 Lesson Plans

What’s In This Chapter?, What Will I Learn?

Emphasise to pupils what their learning journey will be like for this
chapter.
 The solar system consists of eight planets (including Earth) and the
Sun.
 The Sun is a star.
 The eight planets move around the Sun, while the Sun remains
Explore: stationary.
Pupils are
made more Teaching Tip: Trace the path of the mind map by reading out loud.
aware of
concept taught What Is the Solar System?
through Background: The solar system includes the Sun and eight planets:
inquiring Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune.
questions The Sun is a star that is in the centre of the solar system. The eight
planets in the solar system revolve around the Sun.

Teaching Tip: To raise pupils’ interest about space and the solar
system, you can show them short movie clips that feature space
elements, e.g. Star Wars. This will help to give pupils a basic concept
about space.

Activity: Ask pupils to look out the classroom window and observe the
sky.

Ask pupils:
 What can you see in the sky? (Answer: The Sun.)
 Why can you see the Sun? (Answer: Because it is bright.)
 Where does the Sun come from? (Answer: Accept all possible
answers.)

Then, ask pupils to imagine that it is now at night. Ask pupils:

 What can you see in the sky? (Answer: The moon and stars.)
 Why can you see them? (Answer: Because they are bright.)
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© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 5 Chapter 6 Lesson Plans

 Where do those objects in the sky come from? (Answer: Accept all
possible answers.)
 What is the difference between daytime and nighttime? (Answer:
Accept all possible answers.)

Explain that:
 The Earth is not the only planet in space. There are also other
planets present.
 The Earth is part of the solar system.

Process Skills: Observing, Comparing

21st Century Skill: Communicate clearly

Tell pupils that they will learn what makes up the solar system and
how the planets in the solar system revolve around the Sun.

Activity: Place some planet cutouts in a basket at one end of the

classroom. Then, get pupils in groups and instruct them to run to the
basket, retrieve a planet one at a time and bring it back to the starting
line. Pupils at the starting line have to arrange the retrieved planets in
the correct order of the solar system. For those who are not familiar
with the order of the planets, give them a picture of the solar system
for reference. Textbook page
100
Explain about the structure of the solar system and the order of the
planets in the solar system.
Explain: URL 6.1
An explanation Process Skills: Organising, Communicating
is given to clear
any 21st Century Skills: Interact effectively with others; Collaborate with
misconceptions others

Elaborate: Activity: Ask pupils to identify the light sources inside the classroom
Pupils gain and in other places such as their homes or in the shopping malls.
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© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 5 Chapter 6 Lesson Plans

deeper Discuss the following questions:

knowledge of  What is the importance of light in our lives? (Answer: Light allows
concept us to see things around us; it enables plants to make their own
through food, etc. Accept all possible answers.)
experimenting  Where do sunlight and heat come from? (Answer: The Sun.)
 Why do we experience day and night? (Answer: Accept all possible
answers. Tell pupils that they will learn more about why we
experience day and night later in the chapter. )

Explain that:
 The Sun is the Earth’s natural source of light and heat.
 The Sun is the solar system’s star.

Process Skills: Observing, Predicting

21st Century Skill: Think creatively

Common Misconception: The Sun is not a solid object. It is a giant ball

of gas that continuously releases energy. The Moon and planets in the
solar system do not give out light. They appear bright because they
reflect light from the Sun.

Teaching Tip: More information about the solar system can be found
at the video link.

Activity: Prepare a tank of water. Place a large plastic ball that

represents the Sun into the water. Then, put eight small plastic balls URL 6.2
that represent the eight planets in the solar system into the water. Fix
the large plastic ball (the Sun) by using strings to tie the large plastic
ball firmly to the tank, and do the same for the other small plastic
balls. Let the eight small plastic balls move around the large plastic
ball.

Explain that:
 There are eight planets in the solar system.
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© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 5 Chapter 6 Lesson Plans

 The Sun is a star that does not move. Textbook page

 The eight planets in the solar system have their own orbital 101
path as they revolve around the Sun.

Process Skill: Observing

Evaluate: Activity: Get pupils into groups. Make use of modeling clay, poster Textbook pages
Pupils apply boards and markers to build a simple handmade solar system model. 101—102
knowledge Test pupils’ knowledge by having them identify which is the Sun and
learnt to which are the planets. Have pupils show on their model how the Workbook page
answer planets revolve around the Sun. 89
challenging Activity 1: Famous
questions Process Skill: Communicating Astronomers

21st Century Skills: Collaborate with others; Interact effectively with Workbook page
others 97
Worksheet 1:
Activity: Carry out an experiment in a darkened room to show the Bright in the Sky
source of moonlight. Place a table close to a wall. Put a mirror on the
table (the mirror should be positioned at a right angle to the wall). Put
a torch in front of the mirror. Turn the torch on and off and ask pupils
to observe the image from the mirror.

Explain that:
 The mirror represents the moon and does not give off light. It
reflects light from a light source.
 Without the Sun, there would be no moonlight.

Process Skills: Observing

21st Century Skills: Reason effectively; Use systems thinking

Teaching Tip: Show pupils a video about Man’s first Moon landing.

Field Trip Idea: Plan a visit to the space museum to find out more
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© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 5 Chapter 6 Lesson Plans

about space and the solar system. Pupils can take photos and share
their findings with the class.

Process Skills: Observing, Communicating

21st Century Skill: Be self-directed learners

Teaching Tip: Before starting the lesson, ask pupils if they can guess
what some of the ancient beliefs people had about the Earth and the
solar system. Then, compare the ancient beliefs with today’s
knowledge about the solar system. Discuss why astronomers in the
past would come up with such beliefs. How can these ancient beliefs
help in the development of today’s knowledge about the solar system?

Activity: Carry out Discover More! and get pupils into groups and
assign each group a famous astronomer. Have pupils create a chart
that shows the life and discoveries of the particular astronomer. Pupils
can explore the astronomer’s works and ideas on the solar system and
stars. Have pupils share the chart with the class and ask:
 Why do we need to explore the solar system? (Answer: To
understand in further detail about the solar system, how it impacts
the Earth’s environment we are living in and to search for life on
other planets other than Earth.)
 Can we live on planets other than Earth? (Answer: Accept all
possible answers.)

Process Skill: Communicating

21st Century Skill: Think creatively

Project Ideas:
1. Build further on the above mentioned activity by having the
different groups act out a short drama play to show their findings. This
project can run in parallel to Workbook Activity 1.
2. Research on the 12 constellations of the zodiac. What are they?
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© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 5 Chapter 6 Lesson Plans

How are they related to the solar system?

Process Skills: Communicating, Organising

21st Century Skills: Communicate clearly; Collaborate with others; Be

self-directed learners

Internet links for Lesson 6.1

URL 6.1: Finding out more about the star system (corresponds with Internet Link 6.1 in Textbook)
http://www.kidastronomy.com/solar.system.htm

URL 6.2: Man’s first Moon landing (corresponds with Internet Link 6.2 in Textbook)
http://www.youtube.com/watch?v=RMINSD7MmT4

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 BSCS 5E Lesson Notes Resources
Why Does the Sun Appear to Move Across the Sky? Textbook page
Background: The Sun does not move. It appears to be moving across 103
© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 5 Chapter 6 Lesson Plans
the sky because the Earth is constantly spinning on its axis. The part
of the Earth facing the Sun experiences daytime while the part that
Engage: is away from the Sun experiences nighttime.
An engaging
Lesson 6.2
activity Activity: Ask pupils to find out the countries that are currently
encourages experiencing night while the class is having lessons in the day.
Internet link for Lesson 6.2
and prepares
pupils in Explain that:
URL 6.3: Making a sundial (corresponds with Internet
learning new  Sunrise and sunset happen every day.
Link 6.3 in Textbook)
concept  The Sun appears to move across the sky.
http://www.sundials.co.uk/projects.htm
 Different parts of the Earth experience daytime and nighttime
throughout the day.

Process Skills: Observing, Comparing

Textbook page
Explain: 21st Century Skill: Global awareness 104
Inquiry
questions are Activity: Carry out Build Your Skills! Ask pupils to think about what Workbook pages
used to would happen if the Earth stops rotating. 91—92 Activity
introduce a 2: Sunrise,
new idea 21st Century Skills: Think creatively; Communicate clearly Sunset

Teaching Tip: You may use a globe to show the outcome if the Earth Workbook page
stops rotating. 98
Worksheet 2:
Explain that: Earth’s Rotation
 Half of the world will always experience daytime while the and Revolution
other half will always experience night.
 Many lives would be affected if the Earth stops rotating. For
example, crops cannot grow and animals would die.

Process Skills: Analysing, Predicting

Activity: Get pupils to think about how to observe the Sun safely. Lesson 6.3
Tell them how to project an image of the Sun using optical devices.
BSCS 5E Lesson Notes Resources
Have a pair of binoculars or a telescope pointed at the Sun. Then,
How Long Does It Take For the Earth to Go Around the Sun? Textbook page
have the image reflected onto a piece of paper using the eye piece.
Background: The Earth and other planets in the solar system revolve 106
Have pupils view the image of the Sun on the paper. Then, try to get
around the Sun due to the Sun’s gravity. The Earth takes a year to
pupils to view the Sun using the above method.
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Process Skills: Analysing, Predicting

21st Century Skills: Think creatively; Communicate clearly

Teaching Tip: Tell pupils not to look at the Sun with the naked eye. It
© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 5 Chapter 6 Lesson Plans

complete one revolution around the Sun.

Teaching Tips: You can show an animation on how the Earth and the
Moon move.

As an introduction to what Ari said, discuss whether we can live on

Venus.

Ask pupils:
 What are the essential elements that we need to survive?
(Answer: We need oxygen, water and food to survive — elements
Explain: that are absent in Venus. Therefore, we cannot live on Venus.)
An  Are there any other life forms in space? (Answer: Accept all
explanation is possible answers. However, students must understand that
given to avoid without the essential elements, other life forms cannot survive in
any space.)
misconceptio URL 6.4
n Common Misconception: Most people tend to think that only the
Sun can exert gravity on other planets. That is untrue. In fact, gravity
is a natural pull exerted by objects on each other. Even the Earth
exerts a certain amount of gravity on the Sun. Since the pulling force
is proportional to the mass of an object, there is a nett attracting
force exerted on the Earth by the Sun.

Activity: Carry out Discover More! And have pupils research on the
planet Pluto. Have pupils discuss questions such as why the
International Astronomical Union (IAU) excluded Pluto as the ninth
planet from the Sun and not the other eight planets.

Process Skill: Organising

21st Century Skill: Be self-directed learners

Explore: Background: According to the International Astronomical Union

Pupils (IAU), a planet is only recognised when it meets the following
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© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 5 Chapter 6 Lesson Plans

participate in conditions:
an activity 1. The object orbits around the Sun.
that helps to 2. The object must be a sphere.
establish and 3. The object must be able to attract other objects in its orbit.
reinforce new
information Pluto fails to meet the third condition and was therefore disqualified
learnt from being the ninth planet.

Activity: You may carry out the following experiment to demonstrate

how planets travel around the Sun. Tape a string onto a small ball.
Loop and tie the end of the string and place it over a finger. Then, roll
the ball away and observe as it moves in a circular path around the Textbook page
finger. In this activity, the ball represents planet while the string 107
represents gravity. Ask pupils to think about the relationship
between the length of string and the time needed for the ball to Workbook pages
complete one revolution. What will happen if there is no gravity? 93—94
Evaluate: (Answer: The planets will fly off into space.) Activity 3: My
Pupils analyse Solar System
the activity Explain that:
and apply  The Sun’s gravity attracts all other planets towards it. Workbook page
knowledge to  The further the distance a planet is from the Sun, the longer time 95—96
answer is needed for a planet to complete one revolution around the Activity 4:
inquiring Sun. Revolving
questions Planets
Process Skill: Observe
Workbook page
st
21 Century Skill: Reason effectively 100
Worksheet
Activity: Carry out Discover More! and ask pupils why there are extra 3:Planet Orbiting
days at the end of February in some years. Then, ask pupils to try to Around the Sun
look for the years in which extra days on February are found and find
out the pattern of the appearance of those extra days. Consolidation
Worksheet 2
Explain to pupils that an extra day is added every four years to make
up for the 1/4 day in a year since the Earth takes 365 1/4 days to Fun and Games
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© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 5 Chapter 6 Lesson Plans

complete one revolution around the Sun.

Exam Practice
Process Skills: Observing, Comparing Textbook page
108
21st Century Skill: Reason effectively

Background: Since the Earth takes 365 1/4 days to complete one
Elaborate: revolution around the Sun, an extra day is added every four years to
Pupils make up for the 1/4 day in a year.
develop
broader Teaching Tip: You can bring two calendars, one with a leap year and
understandin one without. Ask pupils to find out the difference between the
g of new number of days in the two calendars.
words
through
research Wrap up the chapter with the following:

Talk It Out
Teaching Tip: Read the new words out loud and have pupils repeat
each word after you so they can learn to pronounce the words
correctly. Then, have pupils pair up to test each other on the
meaning of the words.

Project Idea: Get pupils in groups. Ask them to design a crossword Textbook page
puzzle using the new vocabulary learnt from this chapter and share it 109
with the class. Complete the crossword puzzles together.

21st Century Skills: Communicate clearly; Collaborate with others; Be

self-directed learners
Textbook page
Map It Out 110
Teaching Tip: Go through the concepts with pupils after finishing the
chapter. Trace the path of the mind map by reading out loud. You
may wish to draw the map as you speak.
 The solar system is made up the Sun, eight planets, moons
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© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 5 Chapter 6 Lesson Plans

and asteroids.
 The Sun is a star.
 The Earth is one of the eight planets in the solar system.
 The Earth revolves around the Sun and takes 1 year for one
complete orbit around the Sun.
 The Earth spins on its axis from the west to the east.
 The spinning of the Earth causes the formation of day and
night.
 It takes 24 hours for one complete rotation.

Work It Out
Go through the worked example with pupils. Read the hint when
answering part ‘a’.

Process Skills: Observing, Analysing, Inferring

Science @ work
Teaching Tip: To boost pupils’ reading and speaking confidence,
have pupils take turns reading the passage, e.g. each pupil could
read one paragraph. Encourage pupils to read with enthusiasm and
emotion.

Activity: Ask pupil to search for more photos that have been taken
by the Hubble Space Telescope and share the photos with the class.
Pupils can also try searching for information about the latest
advancement used in space telescopes today. Compare the Hubble
Space Telescope with the telescopes that we use in our daily life.
Discuss any similarities and differences.

Process Skills: Communicating, Comparing

21st Century Skill: Global awareness

Internet link for Lesson 6.3

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© 2012 Alston Publishing House Pte Ltd Science SMART Teacher’s Guide Grade 5 Chapter 6 Lesson Plans

URL 6.4: Dwarf planets (corresponds with Internet Link 6.4 in Textbook)
http://www.universetoday.com/32572/dwarf-planets/

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