Lesson 1: The Solar System Begins

 Preparation

Equipment

• Water
• Clear jar/bottle with a secure lid
• 1 teaspoon of vinegar
• 1 teaspoon of dish detergent
• Optional: A pinch of glitter and/or 5 drops of food colouring

 Lesson Plan

Tuning In

• Watch the trailer for Wonders of the Solar System. Afterwards, ask the students to consider what the solar system is, what makes it up and what do we know about it. Encourage students to share their ideas and discuss their responses.

Teacher Instruction

• Ask the students how they think the solar system was formed. Encourage them to offer suggestions.
• Watch the video Space Place in a Snap: The Solar System’s Formation. Afterwards, discuss the main terms and concepts and write them on the board
  • The solar system began as a cloud of dust and gas in space (nebula).
  • The nebula began to spin, the middle of the cloud became more dense and it began to spin faster.
  • A flat disc formed with a heavy central area.
  • The sun ignited and planets eventually formed in the disc of materials surrounding it.
• Introduce the term ‘conservation of angular momentum’ and discuss that it is the process whereby something that spins and then contracts, will spin faster and eventually collapse on itself.
• Introduce the statement to be investigated in this lesson: The solar system was formed by conservation of angular momentum.

Guided/Independent Learning

• Explain to the students that they will be working in small groups to perform an activity where they will be able to observe the conservation of angular momentum.
• Distribute the Tornado in a Jar Worksheet. Read through the activity step-by-step and answer any questions the students may have about the task. Afterwards, assist the students in collecting and preparing the required equipment.
• Monitor and support the students as they perform the activity and encourage them to complete the questions on the worksheet.

Wrapping Up

• As a whole class, review the activity and the worksheet questions. Encourage students to share their answers and discuss any discrepancies in their responses.
• Refer back the statement being investigated: The solar system was formed by conservation of angular momentum. Discuss how observations from the activity support or refute the statement. Students can write an evaluative summary of the task as a teacher-led, whole class activity or independently.
• Introduce the Solar System Word Wall. Add the words solar system and nebula to the display.

 Differentiation

Extending Students

• More capable students could research evidence to support the theory of how the solar system was formed.

Supporting Students

• Less confident students could work in small groups with more capable peers and adult assistance.

 Assessment Strategies

Suggested Assessment Strategies

• used strategic whole class or individual questioning
• observed student participation during learning activities
• recorded student progress on a checklist
• annotated student work samples
• collected and reviewed student work samples
• facilitated whole class or peer feedback sessions
• encouraged student self-reflection
• administered formal assessment tasks.

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