Year 5 Earth and space

Knowledge and Understanding

Statutory Requirements

5d1: describe the movement of the Earth, and other planets, relative to the Sun in the solar system

5d2: describe the movement of the Moon relative to the Earth

5d3: describe the Sun, Earth and Moon as approximately spherical bodies

5d4: use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.

Knowledge and Understanding

Notes and Guidance

Pupils should be introduced to a model of the Sun and Earth that enables them to explain day and night. Pupils should learn that the Sun is a star at the centre of our solar system and that it has eight planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and Neptune (Pluto was reclassified as a ‘dwarf planet’ in 2006). They should understand that a moon is a celestial body that orbits a planet (Earth has one moon; Jupiter has four large moons and numerous smaller ones).

Note: Pupils should be warned that it is not safe to look directly at the Sun, even when wearing dark glasses.

Pupils should find out about the way that ideas about the solar system have developed, understanding how the geocentric model of the solar system gave way to the heliocentric model by considering the work of scientists such as Ptolemy, Alhazen and Copernicus.

Pupils might work scientifically by: comparing the time of day at different places on the Earth through internet links and direct communication; creating simple models of the solar system; constructing simple shadow clocks and sundials, calibrated to show midday and the start and end of the school day; finding out why some people think that structures such as Stonehenge might have been used as astronomical clocks.

Upper KS2 - Working Scientifically

Statutory Requirements

uks2w1: planning different types of scientific enquiries to answer questions, including recognising and controlling variables where necessary

uks2w2: taking measurements, using a range of scientific equipment, with increasing accuracy and precision, taking repeat readings when appropriate

uks2w3: recording data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs

uks2w4: using test results to make predictions to set up further comparative and fair tests

uks2w5: reporting and presenting findings from enquiries, including conclusions, causal relationships and explanations of and degree of trust in results, in oral and written forms such as displays and other presentations

uks2w6: identifying scientific evidence that has been used to support or refute ideas or arguments.

Upper KS2 - Working Scientifically

Notes and Guidance

Pupils in years 5 and 6 should use their science experiences to: explore ideas and raise different kinds of questions; select and plan the most appropriate type of scientific enquiry to use to answer scientific questions; recognise when and how to set up comparative and fair tests and explain which variables need to be controlled and why. They should use and develop keys and other information records to identify, classify and describe living things and materials, and identify patterns that might be found in the natural environment. They should make their own decisions about what observations to make, what measurements to use and how long to make them for, and whether to repeat them; choose the most appropriate equipment to make measurements and explain how to use it accurately. They should decide how to record data from a choice of familiar approaches; look for different causal relationships in their data and identify evidence that refutes or supports their ideas. They should use their results to identify when further tests and observations might be needed; recognise which secondary sources will be most useful to research their ideas and begin to separate opinion from fact. They should use relevant scientific language and illustrations to discuss, communicate and justify their scientific ideas and should talk about how scientific ideas have developed over time.

These opportunities for working scientifically should be provided across years 5 and 6 so that the expectations in the programme of study can be met by the end of year 6. Pupils are not expected to cover each aspect for every area of study.

Planet facts Worksheet Free!

Outstanding Science Year 5 | Earth and space | OS5D002

Learning objective

I can research and compare the different planets in the solar system.

Children learn about 3 different planet classifications - terrestrial, gas giant, and ice giant. They carry out a networking activity where each child has a sheet containing incomplete information and they find out the missing data from their classmates. They discuss various ways of comparing, grouping and ordering the planets.

5d1: describe the movement of the Earth, and other planets, relative to the Sun in the solar system

The Solar System consists of the Sun, eight planets, and various smaller bodies, all of which orbit the Sun directly or indirectly.

Year 5 Earth and space | Outstanding Science

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The solar system Worksheet

Outstanding Science Year 5 | Earth and space | OS5D001

Learning objective

I can explain how the Earth and the other planets in the solar system move.

Children cut out pictures of the Sun and the eight major planets of the solar system and use them to complete a diagram by placing them in order of distance from the Sun.

5d1: describe the movement of the Earth, and other planets, relative to the Sun in the solar system

Ancient astronomers developed the geocentric model because it was the best explanation available at the time.

The heliocentric model superseded the geocentric model for scientific reasons - because it agrees more closely with observations.

3 pages

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Earth, Sun and Moon Worksheet

Outstanding Science Year 5 | Earth and space | OS5D003

Learning objective

I can explain how the Moon moves.

Children learn how the Moon moves around the Earth. They learn about theories of the Moon's formation, and that it has been explored. Children create an information text answering the questions 'How do the Earth and Moon move?', 'How was the Moon formed?', and 'Has the Moon been explored?', and complete a diagram showing the movement of the Earth and Moon.

5d2: describe the movement of the Moon relative to the Earth

The Moon orbits the Earth once every 30 days.

The Moon slowly rotates so that the same side always faces the Earth. This is called tidal locking.

Scientists think that the Moon was formed when the young Earth collided with a Mars-sized body called Theia.

2 pages

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The lunar cycle Worksheet

Outstanding Science Year 5 | Earth and space | OS5D004

Learning objective

I can explain how the Moon's appearance appears to change when viewed from Earth.

Children complete a diagram showing the eight phases of the Moon and why the Moon's appearance seems to change.

5d2: describe the movement of the Moon relative to the Earth

The Moon is not a light source. We can see it only because it reflects light from the Sun.

The appearance of the Moon changes over a 30-day period because of its orbit around the Earth.

3 pages

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The formation of the solar system Worksheet

Outstanding Science Year 5 | Earth and space | OS5D005

Learning objective

I can explain how the solar system was formed.

Children complete an information text explaining the latest model of the origins of the solar system.

5d3: describe the Sun, Earth and Moon as approximately spherical bodies

The Solar System was formed when a cloud of gas and dust collapsed under its own gravity, compressing the centre until thermonuclear fusion began and the Sun was formed.

The planets and other bodies accreted from smaller objects over time because of gravity.

Massive bodies such as planets and larger moons are approximately spherical because they are rounded by their own gravity.

2 pages

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Comparing the planets Worksheet

Outstanding Science Year 5 | Earth and space | OS5D006

Learning objective

I can compare the sizes of the planets in the solar system.

Children look at diagrams of the planets which are in proportion to one another. They use an 'Earth ruler' to measure the diameter of the planets in Earth diameters in order to compare them to the Earth. They then use a ruler marked in cm to measure the diameter, before using a formula to calculate their true size. They record their data in a table and look for patterns. Children can use the planet diagrams to make a display.

5d3: describe the Sun, Earth and Moon as approximately spherical bodies

The planets in the Solar System can be classified as terrestrial planets, gas giants, or ice giants.

Terrestrial planets are largely composed of rocks and metals and have a solid surface.

Gas giants have huge outer layers of hydrogen and helium that surround a compressed core, and do not have a clearly-defined surface.

Ice giants are massive planets but contain heavier materials than gas giants.

3 pages

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Day and night Worksheet

Outstanding Science Year 5 | Earth and space | OS5D007

Learning objective

I can explain how day and night are caused.

Using a split pin, children create a moving model showing how the rotation of the Earth causes day and night. They move their model through a day and night cycle, using speech bubbles to explain what they would experience at each stage of the cycle.

5d4: use the idea of the Earth’s rotation to explain day and night and the apparent movement of the sun across the sky.

The Sun appears to rise in the east, move across the sky, and set in the west.

Day and night are caused by the rotation of the Earth, and that the Sun only appears to move across the sky.

2 pages

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Making a sundial Investigation

Outstanding Science Year 5 | Earth and space | OS5D008

Learning objective

I can make a sundial and explain how it works.

Using a template, children cut out and assemble their own sundial. They carefully attach the gnomon (shadow caster). On a sunny, rain and wind-free day, children calibrate their sundial by fixing it in position and marking where the shadow of the gnomon falls at 9am, 10am, 11am, 12pm, 1pm, 2pm and 3pm. Children predict where the 4pm shadow line would fall.