Lesson overview

GROW · Science · Week 10A · Explore

Solar System Research: Evidence Desk

Sequence outcome: Research and present findings about the Solar System using ICT.

🎯 Learning objective: I can research one solar system focus using suitable sources, accurate notes and a clear source record.

✅ Success criteria

Ask a focused research question about the solar system.
Select useful information and paraphrase it accurately.
Record where each fact came from and flag claims that need checking.

Arrival · retrieve last lessonStarter · create the need to knowI Do · picture firstWe Do · everyone commitsI Do 2 · connect the second ideaWe Do 2 · interactive labIndependent · evidence of learningExit ticket · response becomes the next step

🧪 Evidence Desk: which solar system facts are safe to carry into a presentation?⏱ 40 minutes🔁 Live Lundy loop↺ Retry without penalty

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 4 min

🚪 Arrival · retrieve last lesson

Retrieve only what has already been taught

Last lesson, conclusions became stronger when several observations supported the same shape claim.
Prior week: point to or describe one useful model.
Older learning: what makes an observation useful as evidence?
Lead-in: what do you notice in today’s first picture?

New to this class, absent, or not sure? Everything needed is in the retrieval box above. Read it, point to it or ask a familiar adult to read it exactly.

◆ Supported

Last lesson: choose the word that means nearly but not exactly — approximately or identical.
Last lesson: point to the observation that separates a disc from a sphere.
Earlier space learning: name Earth, the Sun and the Moon.
Lead-in: choose a useful research question: ‘Why is Mars red?’ or ‘Tell me everything.’

▲ Standard

Last lesson: why were three views stronger than one?
Last lesson: state one model limitation from the shape lab.
Earlier space learning: state one fact about a planet and how you know it.
Lead-in: what makes a research question focused enough to answer?

★ Stretch

Last lesson: explain why several pieces of evidence that agree are stronger than one.
Last lesson: distinguish observation, conclusion and limitation.
Earlier space learning: identify one solar system claim that would need a trustworthy source.
Lead-in: explain why a correct fact can still be a poor research note.

Equivalent response routes

☝ point / choose🗣 say / sign🧩 demonstrate⌨ type / exact scribe↺ re-attempt

🔊 Read-aloud route: a familiar adult may read the task exactly while the text remains visible. No device voice or media permission is required.

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 4 min

🌱 Starter · create the need to know

You find three different statements about Jupiter. Which would you use first? Commit before the source check.

LOCAL VISUAL HOOK · FRAME 1

Question first

Decide exactly what you need before you open anything.

LOCAL VISUAL HOOK · FRAME 2

Source check

Who made it? When? Does it answer your question?

LOCAL VISUAL HOOK · FRAME 3

Note carefully

Own words. Keep the number and unit. Record the source.

Commit one first idea. Predictions are held, not marked. Pointing, selecting, saying or signing all count.

Choose one idea. The lesson will test it; nothing is scored or saved.

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 5 min

👩‍🏫 I Do · picture first

Make the first scientific idea visible

SOURCEwhere information came fromthe person, organisation, text or media that supplied information

CREDIBLEreasonable to trustfrom a suitable named source that gives evidence we can check

PARAPHRASEsame meaning, your wordsto express information accurately in a new wording

WHAT THIS MODEL HELPS US SEE

Use the note frame: My question is __. The source states __. In my own words __. Source __. Check status __.

WHAT THIS MODEL DOES NOT SHOW

Checking a source helps, but it does not guarantee that every statement is right. Facts may be shortened, updated or given with limits.

Step 1

Turn a broad topic into one answerable question, such as: How long does Mars take to orbit the Sun?

Step 2

Check whether a source names a science organisation or author, answers the question and gives information you can compare with another source.

Step 3

Mark each candidate claim keep, check or reject. A professional-looking page is not evidence by itself.

Word help keeps the scientific term visible and adds a plain-language bridge.

🔎 Source sorter · keep, check or reject

Question: how long is a day on Jupiter? Press a source, then your verdict.

Press a source.

Fact check for staff: Jupiter's rotation period is just under 10 hours; it is a gas giant with no solid surface to stand on; the Great Red Spot is a storm larger than Earth.

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 5 min

🤝 We Do · everyone commits

Which note is ready to use in a Solar System research record?

Everyone commits before explanation.

Use a button, point, say/sign or let an adult operate the chosen button. A retry is information, not a penalty.

Choose one response, then use the model to explain or retry.

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 4 min

👩‍🏫 I Do 2 · connect the second idea

Connect the model to the second idea

Connection: the model is useful when its visible pattern is translated into a scientific explanation.

Connection 1

Read one short source statement, look away, then write the key meaning in fewer words.

Connection 2

Compare the note with the source: keep number, unit and relationship accurate; repair any changed meaning.

Connection 3

Add the source code and a check status. If two cards differ, record the difference rather than hiding it.

MODEL STRENGTH

Use the note frame: My question is __. The source states __. In my own words __. Source __. Check status __.

MODEL LIMIT

Checking a source helps, but it does not guarantee that every statement is right. Facts may be shortened, updated or given with limits.

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 4 min

🤝 We Do 2 · interactive lab

Solar System evidence desk

Route each research item to keep, check or reject, then freeze the decisions you can justify.

Read one source-and-note card.Commit it to keep, check or reject.Use feedback to repair the decision.Freeze at least two decisions and explain the rule used.

Cards to place

Matching groups

The evidence desk is empty. A colourful page or confident tone does not decide the route.

🧩 Science glitch · find and repair it

Claim: Research glitch: copy a full paragraph because the source is accurate.

The incorrect idea is shown as a challenge, never as teaching.

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 10 min

✏️ Independent · evidence of learning

Choose one local Solar System question and prepare a three-fact research record for the next lesson.

👐 Physical route

The nine local dated source cards in this lesson, a paper or local-page note grid and pencil or school device.

Same outcome: I can research one solar system focus using suitable sources, accurate notes and a clear source record.

🖥 Offline digital / director route

Use the source cards stored inside this lesson page; no web access is needed. Type notes locally and record each source code.

Same evidence: One chosen question, three accurate own-word facts, at least two source codes, one agreement check and one card to check or leave out.

🧰 Equipment / setupThe nine local dated source cards in this lesson, a paper or local-page note grid and pencil or school device.

🛡 Safety / sensoryNo website, account or personal information is needed. Use the local lesson page or printed cards and follow school device routines.

🖥 Offline parityUse the source cards stored inside this lesson page; no web access is needed. Type notes locally and record each source code.

No-equipment/access route: Use the same nine dated source cards printed from the lesson. Write or scribe the notes on paper.

📚 Open embedded local source bank · 9 dated cards

Choose one question. Compare its three local cards, keep the scientific meaning and record each source code.

What are Saturn's rings made of?

SAT-A · Pack checked 27 August 2026

NASA Science · local adapted fact card

Saturn's rings contain billions of separate pieces of ice and rock. The pieces range from tiny grains to much larger chunks.

SAT-B · Pack checked 27 August 2026

European Space Agency Education · local adapted fact card

Water ice makes up much of Saturn's bright rings. Dust and rocky material are mixed with the ice.

SAT-C · Pack checked 27 August 2026

Royal Museums Greenwich Education · local adapted fact card

Saturn's rings are many narrow ringlets, not one solid sheet. Icy pieces reflect sunlight, helping the rings look bright.

Why does Mars look red?

MAR-A · Pack checked 27 August 2026

NASA Science · local adapted fact card

Iron minerals in Martian rock and soil reacted with oxygen over time. The iron oxide produced is like rust and gives much of the surface a red colour.

MAR-B · Pack checked 27 August 2026

European Space Agency Education · local adapted fact card

Fine dust rich in iron oxides covers much of Mars. Winds can lift this red dust into the thin atmosphere.

MAR-C · Pack checked 27 August 2026

Royal Museums Greenwich Education · local adapted fact card

From Earth, Mars has a red-orange appearance. Iron oxide in its surface dust is the main reason for this colour.

How long do Earth and Mars take to orbit the Sun?

ORB-A · Pack checked 27 August 2026

NASA Science · local adapted fact card

Earth takes about 365.25 Earth days to orbit the Sun. Mars takes about 687 Earth days.

ORB-B · Pack checked 27 August 2026

European Space Agency Education · local adapted fact card

Mars is farther from the Sun than Earth and its orbit takes longer. One Martian year is nearly two Earth years.

ORB-C · Pack checked 27 August 2026

Royal Museums Greenwich Education · local adapted fact card

Earth is the third planet and Mars is the fourth. A Mars year lasts about 687 Earth days, compared with about 365 days for Earth.

Open print-friendly local source cards

◆ Supported

Choose one question and use its three local cards to complete three short source-note rows.

Scaffold

Use highlighted key words and: The card says __. This means __. Source code __.

▲ Standard

Choose one question, compare its three local cards and prepare three facts in your own words.

Scaffold

Record source code, key meaning, own-word note and use/check/leave-out choice in separate boxes.

★ Stretch

Research a question with a comparison or explanation, cross-check claims and note any uncertainty or disagreement.

Scaffold

Evaluate why each source is suitable and preserve exact values, units and qualifications.

Evidence gate

1 · Pupil decisionPrediction, question, method or choice is visible.

2 · Observable evidenceA result, source note, model state or adult observation is preserved.

3 · Pupil meaningOne chosen question, three accurate own-word facts, at least two source codes, one agreement check and one card to check or leave out.

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

⏱ 4 min

🎫 Exit ticket · response becomes the next step

Finish with evidence, a genuine Audience and one next step

Supported

Share one fact in your own words and point to the source label.

Standard

Explain why one chosen note is ready for a presentation and one other item is not.

Stretch

Evaluate your strongest source decision and name one further check that would improve confidence.

Adult Audience

The familiar adult genuinely receives the pupil response, then says back the Science they heard or saw. The adult does not add a score or rewrite the pupil.

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting

Receive the pupil’s Voice, complete real Audience, then choose what changes.

What I said, and what it changed:Next I will ______.One next step chosen after the adult listened.

Session state is temporary. Reload clears responses; there is no account, upload or saved pupil identity.

← Previous · W9B · Spherical Bodies: World Shape Lab ⌂ Start Next · W10B · Solar System Presentation: Mission Briefing →

🛡 SPACE

🗣 VOICE

👂 AUDIENCE

⚙ INFLUENCE

SPACE available · VOICE waiting · AUDIENCE waiting · INFLUENCE waiting