GROW · Science · Week 6A · Explore
Earth and the Planets
🧭
Science mission
Mission Control: navigate the eight-planet Solar System.
Mission Control: navigate the eight-planet Solar System.
Visual model: use it to predict and explain — not as decoration.
Aut1·W6 — Describe the movement of the Earth and other planets around the Sun.
🎯 Learning objective: I can describe the order and movement of planets around the Sun and explain gravity’s role.
✅ Success criteria
- I can name the eight planets in order.
- I can classify rocky planets and outer giants.
- I can explain that gravity pulls inward while planets continue moving.
ArrivalStarterI DoWe DoI Do 2We Do 2Independent evidenceExit + one Lundy close
v3 40-minute route · derived from current GROW lesson Science_Teesside/Grow/SCI_G_W6_Earth_And_Planets.html at main SHA 93d570041f4c · repository originals untouched.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Space → Voice → Audience → Influence runs through the lesson; it is not an extra activity at the end.
⏱ 4 min
Arrival
Staff influence opener — SAY, don’t record: “Last lesson your evidence showed ___. Today we are starting by remembering ___.”
Retrieve the previous lesson: Aut1·W5 — good Science uses evidence, controls and clear measurements; conclusions must follow from what was observed.
Not here last lesson? Everything you need is in the box above — read it, then answer.
◆ Supported — three retrieval questions and one lead-in
R1 Last lesson
Point to the units we wrote next to our numbers.
Non-reading route: point to it, say it, or show it. An adult can write down your exact words. Next step up: Standard — Last lesson you recorded results with units. Why did you repeat the readings?
R2 Week 5
Say the one thing we change in a fair test.
Non-reading route: point to it, say it, or show it. An adult can write down your exact words. Next step up: Standard — Week 5: what must stay the same in a fair test, and why?
R3 Week 4
Point to something that turns.
Non-reading route: point to it, say it, or show it. An adult can write down your exact words. Next step up: Standard — Week 4: what does a gear change about a turning force?
Lead-in Into today
Look at the Solar System picture. Point to Earth.
Non-reading route: point to it, say it, or show it. An adult can write down your exact words. Next step up: Standard — The planets do not fly off into space. What do you think holds them on their paths?
▲ Standard — three retrieval questions and one lead-in
R1 Last lesson
Last lesson you recorded results with units. Why did you repeat the readings?
Non-reading route: point to it, say it, or show it. An adult can write down your exact words. Next step up: Stretch — Last lesson: explain how repeats changed how much you trusted the evidence.
R2 Week 5
Week 5: what must stay the same in a fair test, and why?
Non-reading route: point to it, say it, or show it. An adult can write down your exact words. Next step up: Stretch — Week 5: explain why a fair test is about the claim you want to make, not the equipment.
R3 Week 4
Week 4: what does a gear change about a turning force?
Non-reading route: point to it, say it, or show it. An adult can write down your exact words. Next step up: Stretch — Week 4: a force can be redirected or changed in size. Give one example of each.
Lead-in Into today
The planets do not fly off into space. What do you think holds them on their paths?
Non-reading route: point to it, say it, or show it. An adult can write down your exact words. Next step up: Stretch — A planet moves forward and is pulled inward at the same time. What shape does that make?
★ Stretch — three retrieval questions and one lead-in
R1 Last lesson
Last lesson: explain how repeats changed how much you trusted the evidence.
Non-reading route: point to it, say it, or show it. An adult can write down your exact words. Next step up: Supported — Point to the units we wrote next to our numbers.
R2 Week 5
Week 5: explain why a fair test is about the claim you want to make, not the equipment.
Non-reading route: point to it, say it, or show it. An adult can write down your exact words. Next step up: Supported — Say the one thing we change in a fair test.
R3 Week 4
Week 4: a force can be redirected or changed in size. Give one example of each.
Non-reading route: point to it, say it, or show it. An adult can write down your exact words. Next step up: Supported — Point to something that turns.
Lead-in Into today
A planet moves forward and is pulled inward at the same time. What shape does that make?
Non-reading route: point to it, say it, or show it. An adult can write down your exact words. Next step up: Supported — Look at the Solar System picture. Point to Earth.
Rule: Arrival retrieves three times and then leads in. R1 is last lesson, R2 is the previous week, R3 is older material, and the lead-in opens today without teaching today’s concept.
Ways to show the Science
🗣 Say it☝ Point / select
✍ Write / draw🧪 Practical / model
A pause or different route changes access, not the learning goal.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Influence is made visible here: retrieve what the previous lesson actually showed before adding new Science.
⏱ 4 min
Starter👀 Notice❓ Wonder🎯 Predict🗣 Explain
🔍 Bridge into today
Imagine you are sending a probe away from Earth. Put these four in your best guess order from the Sun: Mercury · Earth · Jupiter · Neptune. Guessing is allowed.
🎯 Commit to a prediction
Before we look: what holds the planets on their paths?
Choose one. Say it, point to it, or press it.
Nothing here is right or wrong yet. Nothing is marked, scored or stored. A prediction still counts when it turns out differently. That is what makes the test worth running.
Frame 1 / 4
ORDER THE PLANETS
Predict → notice → explain. Pause whenever a pupil idea needs receiving.
Frame 2 / 4
ROCKY / GIANTS
Predict → notice → explain. Pause whenever a pupil idea needs receiving.
Frame 3 / 4
GRAVITY PULLS IN
Predict → notice → explain. Pause whenever a pupil idea needs receiving.
Frame 4 / 4
MOTION CARRIES ON
Predict → notice → explain. Pause whenever a pupil idea needs receiving.
Low prior knowledge is expected. Notice, choose, predict or ask a question. The scientific explanation comes next.
Ways to show the Science
🗣 Say it☝ Point / select
✍ Write / draw🧪 Practical / model
A pause or different route changes access, not the learning goal.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Voice first: low-entry prediction or noticing before today’s explanation is taught.
⏱ 5 min
I Do
🧠 Watch the thinking, not just the finished answer.
Teacher-controlled model: reveal the invisible Science as you narrate.
✔ What this model helps us seeIt shows the order of the planets and that each orbit is a closed path around the Sun.
✘ What this model does not showIt leaves out the true sizes and distances, and the fact that a real orbit is a stretched circle rather than a perfect one.
Build the order from the Sun: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune.
Classify the inner four as rocky; distinguish gas giants and ice giants among the outer planets.
State openly that a classroom diagram may show order well without showing sizes and distances to scale.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Space first: the model makes invisible thinking visible while support staff observe access and readiness.
⏱ 5 min
We Do
Commit before reveal: Which planet has the longest year?
Choose an answer. A first attempt is information, not a score.
Ways to show the Science
🗣 Say it☝ Point / select
✍ Write / draw🧪 Practical / model
A pause or different route changes access, not the learning goal.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Voice → Audience → Influence: everyone commits; the response decides re-model, recheck, adapt access or move on.
⏱ 4 min
I Do
🧠 Watch the thinking, not just the finished answer.
Model Earth moving sideways while the Sun’s gravity pulls inward.
Gravity does not hold the planet still; it continually bends its path.
If the inward pull vanished, the planet would continue along a much straighter path rather than staying in orbit.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Space first: the model makes invisible thinking visible while support staff observe access and readiness.
⏱ 4 min
We Do
Explore together: Build the planet order
🪐 Planet order challenge
Build the order from the Sun. A wrong choice gives a clue, not a score.
Start with the planet closest to the Sun.
Talk move: “What changed? What stayed the same? What does that make you think?”
Ways to show the Science
🗣 Say it☝ Point / select
✍ Write / draw🧪 Practical / model
A pause or different route changes access, not the learning goal.
🌌 Gravity and Motion Lab
The order challenge above covers where the planets are. This lab covers why they stay there.
Step 1 · Predict, before you test
If the Sun's gravity switched off, what would a planet do?
Choose one. Say it, point to it, or press it. Nothing here is right or wrong yet.
Step 2 · Test each one
Press one to see what it does.
Frozen results — these stay on the page
Nothing tested yet.
Step 3 · Explain
SCIENCE GLITCH: “Planets orbit because there is no gravity in space.”
Use your frozen list as the evidence. Decide, then say why.
Every step is a button, and each option carries a shape and a word as well as its colour. Say it, point to it or have an adult press it — the route does not change the Science.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Voice → Audience → Influence: everyone commits; the response decides re-model, recheck, adapt access or move on.
⏱ 10 min
Independent
✏️ Your independent product / decision
Make a Solar System strip or desk model. Put the planets in the right order. Label each planet type. Add an orbit note that shows MOTION and GRAVITY. Then write one sentence about scale. Say what your model does not show.
🧪 PRACTICAL READY · HANDS-ON WHERE IT HELPS LEARNING
EquipmentEight planet cards/counters, large Sun card, arrows/labels, optional string orbit, desk/floor model space.
Safety / sensoryNo running orbit models. Seated counter modelling is the default alternative. No sudden lighting change.
Evidence targetOrdered Solar System strip/model + classification + gravity/motion explanation.
10 minutes. Supported / Standard / Stretch are routes, not identities. Pupils can move when the core is secure.
◆ Use the labelled cards. Follow the mnemonic strip. The gravity arrow is already drawn.
Mnemonic + numbered positions + icon key: ● rocky · ◯ gas giant · ◇ ice giant. Orbit stem: ‘The planet keeps moving __. Gravity pulls it towards __. So the path is __.’
Fade it: remove the first prompt that is no longer needed; do not keep a scaffold because it was used once.
▲ Put all eight planets in order. Classify each one by type. Add gravity and motion arrows.
Orbit stem: ‘The planet keeps moving __. Gravity pulls it towards __. So the path is __.’
Fade it: remove the first prompt that is no longer needed; do not keep a scaffold because it was used once.
★ Explain why an outer planet has a longer year. Then name one limit of the classroom model.
Model critique: check order, relative size, distance and movement. Which of these does your model show? Which ones does it leave out?
Fade it: remove the first prompt that is no longer needed; do not keep a scaffold because it was used once.
Evidence can look different:
Ordered planet strip + annotationPhoto of desk model + pupil’s own explanationScribed orbit explanationTeacher-approved digital annotated Solar System
A photo on its own is not proof. Add what the pupil decided, explained, found or judged.
1 · Pupil decisionPrediction, choice, plan or question.
2 · Observable ScienceAction, model, product, result or re-attempt.
3 · Pupil meaningExplanation, evaluation or next step.
Ways to show the Science
🗣 Say it☝ Point / select
✍ Write / draw🧪 Practical / model
A pause or different route changes access, not the learning goal.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
The pupil authors a product/decision; adult support fades and evidence shows thinking, not attendance.
📖 WORD HELP
orbitthe path one object takes around another
gravitythe pull between masses
Solar Systemthe Sun and everything going round it
Use the scientific word first. Ask for help only when you need it. TA fade route: model the word. Then prompt for it. Then wait for it. Drop a step as soon as the pupil no longer needs it.
⏱ 4 min
Exit
◆ Supported
Which planet is third from the Sun?
▲ Standard
What force keeps planets in orbit around the Sun?
★ Stretch
Explain why a planet does not simply fly away in a straight line.
🔁 GROW Lundy close — ONE line only.
1) Pupil answers the Science question. 2) Adult genuinely receives it and gives one next step. 3) Pupil writes: “Next I will ______.”
No adult signature, initial or second receipt mark. If nothing needs changing, the next step can be transfer to a new example or greater independence.
✍ GROW written close — the pupil writes this line
“What I said, and what it changed:”
No adult initial is required. The adult is audience for this line, not verifier. There is no signature, initial, tick or receipt mark. The line closes when it is written and received.
If writing is hard: say it, and an adult writes down your exact words. Or point to what changed and say it aloud. Or draw it and give it one spoken caption. Or record it in the school’s own workflow. The line always stays. The route changes how you answer, not the Science.
Ways to show the Science
🗣 Say it☝ Point / select
✍ Write / draw🧪 Practical / model
A pause or different route changes access, not the learning goal.
🛡 SPACE
🗣 VOICE
👂 AUDIENCE
⚙ INFLUENCE
Adult genuinely receives the exit response, gives one next step, and the pupil writes one closure line. No signature.