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Solar System modelling in primary classrooms

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Solar System modelling in primary classrooms

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Depending on the level of the class, I'd introduce the topic with some open ended questions e.g. why does it get dark at night? I'd get the students to brainstorm with a partner then add their thoughts to a Padlet. I'd see how much they already know.

I'd show a video to model the relationships. Ted Asks; What happens in a year? is a good one. https://youtu.be/paLyVIfh6uw?si=MINGUebYOzMvSCG4

We would discuss the points in the video.

Then I'd show the class the materials available and ask them to think about how they could use any or all to model the relationship between the sun, moon and earth.

The students would work in small groups to research. plan and make a model of the sun, moon and earth and their relationships and movement. Come together to share as a whole class at the end. This activity would run over several sessions. Any space in the classroom would be available to hang models or they could make a diorama using the box. It would be up to my students to decide how to use the materials available.

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i would first cut open the cardboard box and paint it black to represent the universe. the balloon can be illuminated by the torch to represent the sun. the gas giants and ice giants can be represented by the larger plastic balls and the inner rocky planets can be represented by the smaller plastic balls. lastly, the modelling clay can be broken up into pieces to create comets and asteroids.

all these can be lined up on the cardboard box to represent what is inside a solar system

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We worked together for Solar System and each child decided how to make a solar system using torch, ballons and other tools.

We made some solar systems with lights or other without them, in boxes or on a board. Some of these can rotate.

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A cardbox to represents solar system or univers in general

Yellow ballon/ torch as a sun

String as orbit or attached above to make the balls in height

Plastic balls as planets

and finally Modelling clay as debris/asteroids etc

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I would let the students determine how to use the materials (depending on the grade of course). This use of creativity will inspire them to feel in control and also be invested in their own project.

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Juggling balls in couloured silks used to through through hula hoops like shooting stars...

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Juggling balls in couloured silks used to through through hula hoops like shooting stars...

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Modeling clay to make planets. Sting to hang them from a box, the roof...

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Cardboard box= backdrop (paint it black)

Different sized balls/balloons= tie them to individual strings

Connect the ties to the box based on planet size and line up order.

Use the torch/flashlight to shine through a hole in the box.

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Explain to the class that the overall class project is to make a model of our solar system, but that they will each, in pairs or small groups, be making a small part of it. Show the materials available and have a whole class discussion about how to go about the project, having students vote on the best methods before listing and finalising the plan.
Students will then be divided into their groups and will pick a celestial body at random to work on.

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Once the children had drawn chalk circles to represent the orbits of the planets, they walked around the circles and counted how many times they walked a complete circuit but the time Neptune had done one orbit. Worked pretty well.

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I would use the coloured modelling clay to make models of the planets and place them in order in a diorama. The torch could represent the sun or be used to shine on foil or glitter pasted on a black background to represent stars in distant galaxies.

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I would use the coloured modelling clay to make models of the planets and place them in order in a diorama. The torch could represent the sun or be used to shine on foil or glitter pasted on a black background to represent stars in distant galaxies.

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The kids can use cardboard box and paint it black to make it the "base" as the outer space background.
The torch as the Sun. The different sizes of plastic balls will be the planets. Strings as the orbits, modelling clay as the asteroids, meteors and comets. The balloon as the launching rocket. The lids of the pens can be the asteroid, comet or meteor tail.

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Firts we can start with the torch this represent the sun in the centre, the small balls of plastic re presnet the firts rocky planets, the globes represent the gigants gas planets, the box cartoon form the space, the strings is the planets orbits, the clay is for form the kuiper belt and the asteroids betl with small spheres, finally the paper it make for form the comets, and meteors and the boligraphs are a wands for explain the activity.

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I would make use of torch as a light or brightness of the sun which can be used to show Night, wherein the shadows are created. Plastic balls can be used to represent different planets in the solar system. Strings can be used as an orbit of the planets. Modelling clays can be used to show different shapes and sizes of asteroids. We can also make use of papers to make paper balls to represent moon, planets. Card boards or card boxes can be cut in shapes to make a ring around some of the planets. 

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I would make use of torch as a light or brightness of the sun which can be used to show Night, wherein the shadows are created. Plastic balls can be used to represent different planets in the solar system. Strings can be used as an orbit of the planets. Modelling clays can be used to show different shapes and sizes of asteroids. We can also make use of papers to make paper balls to represent moon, planets. Card boards or card boxes can be cut in shapes to make a ring around some of the planets. 

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Something that I would do it is give to the students the balloons and they decorate them, them with the strings they will use to hang the planets after that we put our solar system in a high place of the classroom and make it dark. finally, we will use the torch to show them how planets round around the sun and explain them what happens when it is day and night in our planet. 

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Something that I would do it is give to the students the balloons and they decorate them, them with the strings they will use to hang the planets after that we put our solar system in a high place of the classroom and make it dark. finally, we will use the torch to show them how planets round around the sun and explain them what happens when it is day and night in our planet. 

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A SOLAR SYSTEM MODEL SHOULD BE MADE FROM ECOWASTE 

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A SOLAR SYSTEM MODEL SHOULD BE MADE FROM ECOWASTE 

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Children could use the modelling clay and plastic balls to make the planets and small meteors, comets. These could be hung in box using the string with drawn or printed images of the galaxy on the paper lining the boxes.

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I would use the clays to shape them as planets of different sizes and colors, put them on the cardboard and use the torch as the sun.

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the balls of clay and torch can be brilliant to show the day/night cycles..... just the balls in general, you can demonstrate so much about orbiting and why we have the seasons.

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I make balls from clay and design them as planets and stick them to the cardboard and make orbits also from clay and stick them and name the planets on the cardboard with a black pen.

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I love the idea of students getting an grasp intellectually on the size differences of objects in space. Using the various size balls can help students to understand the size relationship.

As a great way to introduce the subject, you give students clumps of modeling clay and say that they need to use the entire clump to represent the different planets in our solar system, and to try and make the size relationship fairly accurate. It is impressive how many students are aware of the vast difference in sizes (although very uncommon that they get a accurate representation that first time using the clay to show sizes)

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well, I use many itens to tell then histories about our universe, balloons, pictures from magazines or newspapers, books, I draw too. 

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well, I use many itens to tell then histories about our universe, balloons, pictures from magazines or newspapers, books, I draw too. 

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The pens could be used in conjunction with the lids to make circles on which the students could create and decorate scale sized planets and the sun and using string create a horizontal line showing scaled distance from the sun.  The modelling clay or plastic balls and box could be used to make a smaller solar system held together with wires.  Balls of varying sizes could also be used on a larger scale (outside) to show distance and size of planets from the sun.  The balloons if filled with helium could but taken outside for a pyramidal type of scaled version of the planets orbiting the largest sun balloon

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The pens could be used in conjunction with the lids to make circles on which the students could create and decorate scale sized planets and the sun and using string create a horizontal line showing scaled distance from the sun.  The modelling clay or plastic balls and box could be used to make a smaller solar system held together with wires.  Balls of varying sizes could also be used on a larger scale (outside) to show distance and size of planets from the sun.  The balloons if filled with helium could but taken outside for a pyramidal type of scaled version of the planets orbiting the largest sun balloon

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I would not use all the items, just the balloon, balls, clay and string. I would take the pupils to the field to demonstrate the positions, and relative sizes and distances from the sun of the various planets. In the classroom, first explain what we will do and, with help, ask the children to calculate the relative size and distance from the Sun of each planet. In small groups, the children then use the balls or using clay make the planets the correct size. They also cut a piece of string the correct length to show the distance of theri planet from the Sun. On the field and using the balloon as the Sun in at the centre of our solar system, the groups arrange themselves correctly around the Sun. They walk around the Sun to show the correct orbit direction. Video this for future reference.

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If I was in the position of teaching about the solar system I would use the approach my primary school teacher used. As a student, my class paper mache'd every planet in our solar system and hung them using string. I remember it as an adult so I would think that many students would also remember the experience.

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Could you try using the balls and balloons as planets, tied to pieces of string (to scale to represent distances) and then to the torch to represent the sun? Then get children to hold a 'planet' and use the string to orbit the sun at the right distance (so running around in concentric circles)?
There are obviously lots of other things you could focus on with these resources (e.g. comets, asteroids, relative size of planets, day and night, year length on different planets) but I thought I'd try something specifically on orbiting, which can be a tricky word/concept

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We have some models to use but when we didn't or had to share using Melons, apples, berries etc also served their purpose. 

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We have some models to use but when we didn't or had to share using Melons, apples, berries etc also served their purpose. 

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Balloons are great because you can inflate them as large as you need and they have varied colours.

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I've made models of the solar system in the past but haven't given a lot of thought to relative sizes and distances. I think I would focus on this a lot more now, perhaps taking the completed models outside for a better idea of distances. 

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I've made models of the solar system in the past but haven't given a lot of thought to relative sizes and distances. I think I would focus on this a lot more now, perhaps taking the completed models outside for a better idea of distances. 

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1. Guess the size - as the students to make a model Earth 10cm in diameter. Draw chalk size estimates of other planets. Then demo real sizes.
2. Guess the distance from the Sun. Earth 1m from the Sun.
3. Move a planet - orbit times, when will you have your 1st birthday?

https://www.education.com/science-fair/article/scale-model-planets-solar-system/

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Using balloons, PVA, newspaper and paint, I planned to create a model solar system as a class. This was to go alongside a focus on sculptures of our solar system in art. Unfortunately online teaching has limited that but I cannot wait to do it as a

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MODELLING THE SOLAR SYSTEM IN A BOX Inside the box, I would use the torch as the light source  with a balloon placed on top to spread the light. Around the Sun I would arrange the planets, made from plasticene balls, in a circle, using the pens and plasticene as stands and bases. When the torch is switched on, light would reflect from the sides facing it and the other sides would be in darkness. This would demonstrate light and shadow and also day and night.  

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MODELLING THE SOLAR SYSTEM IN A BOX Inside the box, I would use the torch as the light source  with a balloon placed on top to spread the light. Around the Sun I would arrange the planets, made from plasticene balls, in a circle, using the pens and plasticene as stands and bases. When the torch is switched on, light would reflect from the sides facing it and the other sides would be in darkness. This would demonstrate light and shadow and also day and night.  

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These are the things that you might need to make a mock up of solar system.
Pens with lids
Modelling clay
Cardboard box
Torch
Plastic balls of varying sizes
Paper
String
Balloons
First, prepare the cardboard box then get the plastic balls it will be the planets, and the torch will be the Sun. Use pens with lids to make your planet float like in the universe. And then use the modeling clay to make an asteroids. Use string to support the plastic balls. Use the paper to make a background.

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I would likely engage the children in a spot of P.E. science which involves them taking on the roles of different objects in the solar system. They might use the balls of various sizes, or just coats that are similar colours to the ones that we may expect the planets to be.

A model solar system is useful tool for future explanations but actually using a bigger area with many children playing active roles in 'being' planets, moons, suns and an asteroid belt, tends to stick more in the memory. Film it. Even better!

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Using the balls of different sizes or balloons could be helpful to create a 3D solar system. The activity could be taken outdoors and in groups, each of the children could hold a part(planet) of the solar system in a circle. They could move to show how the planets orbit the sun.

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The materials could be used to recreate your own solar system. It really would depend on the age of children and the learning outcomes you are expecting.

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Take the children into the school hall, or preferably outside.  They can become the model.  The 'sun' holds a torch, and each of the 'planets' holds a ball, of relative size to their planet.  (This would be wildly inaccurate I acknowledge!) Other children can be moons or asteroids.  Saturn can hold hula hoops to signify rings, or several children could hold hands round her/him.  Get them to stand at different distances from the sun, all planets revolving around it, satellites around their planets .  Later you can get them making clay/ papier mache models of the objects they were representing, or research those objects. 

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Take the children into the school hall, or preferably outside.  They can become the model.  The 'sun' holds a torch, and each of the 'planets' holds a ball, of relative size to their planet.  (This would be wildly inaccurate I acknowledge!) Other children can be moons or asteroids.  Saturn can hold hula hoops to signify rings, or several children could hold hands round her/him.  Get them to stand at different distances from the sun, all planets revolving around it, satellites around their planets .  Later you can get them making clay/ papier mache models of the objects they were representing, or research those objects. 

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I would propose children to use this materials to create planets, orbits, the sun, moon, etc. Then I would divide the class into groups and each group will represent how the earth moves, other group will focus on how planets revolves around the sun, etc. They will take active part in the activity using the materials they have created.

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Whole -class Approach
-I would have the children work in groups . They would blow up a balloon ,add a string and label the balloon with the given planet name. After each group have created their specific planet , we would sing a song that describes the different planets .Each group would come to the front (one at a time) and position itself in the correct position in the solar system . A child would hold the flash light at the center to represent the sun.
Through questioning, I would go over the order and characteristics of each planet .
Class project:
Each group would be given paper, card board box, pen, foam balls and clay (asteroids) create a model of the solar system and label each planet.

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i will create an activities to build a model of solar system where students will be engaged actively and fill proud for themselves at last. All these materials can be used in various ways. once i had organised a science exhibition where i helped students to build a solar system model in lay ground . People also can come there to photo shoot themselves in front of planets...

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These resources could all be used in a variety of different ways!

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students make planets and asteroids of modelling clay. Also, I wrap paper across the ballon, they colour them. After that, they are orbiting around their mate with "sun" balloon.

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Pens with lids: imitate the tails of different comets; help students create creative and colourful posters about the Solar System                    Modelling clay: used to model planets & stars with different sizes & textures & colours             Cardboard box: used to create spacecraft, which can show how astronauts travel to the Solar System Torch: how the surface of the Earth changes as the Moon/the Sun shines on the Earth;                   Plastic balls of varying sizes: the gravity of different planets                              Paper: could be anything String: tie it to the end of the Balloons and empty the Ballons to imitate the movement of rockets when launching from the Earth        

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Pens with lids: imitate the tails of different comets; help students create creative and colourful posters about the Solar System                    Modelling clay: used to model planets & stars with different sizes & textures & colours             Cardboard box: used to create spacecraft, which can show how astronauts travel to the Solar System Torch: how the surface of the Earth changes as the Moon/the Sun shines on the Earth;                   Plastic balls of varying sizes: the gravity of different planets                              Paper: could be anything String: tie it to the end of the Balloons and empty the Ballons to imitate the movement of rockets when launching from the Earth        

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1. Pens with lids: comets with tails

2. Modelling clay: Asteroids and meteroids

3. Cardboard box: half cut is Asteroid belt and the other half is kuiper belt

4. Torch: sun

5. Plastic balls of varying sizes: planets of the solar system

6. Paper: space

7. String: orbit of the sun, orbits of the planets

8. Balloons: balloons of ice

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the Balloons will be used to represent different planets. the strings will be attach to the balloons so that it gives an illusion of floating planets like in space. the torch will be used to represent the moon and the cardboard will be used to make the representation of the sun.

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the Balloons will be used to represent different planets. the strings will be attach to the balloons so that it gives an illusion of floating planets like in space. the torch will be used to represent the moon and the cardboard will be used to make the representation of the sun.

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Give the children the resources to make the planets using scientific/maths vocab. Which do you think is the largest/smallest, twice as big/small? See their faces when they see the size of earth in relations to other planets.

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Depending on the age of the kids i would ask them to make the planets, and teach them roughly the size of each one (relative). We would use the plastic balls for some planets and clay if we needed any smaller ones and the balloon if we needed a massive one. Maybe the balloon as the sun or the torch as the sun. Set it up like a diorama in the box and label the planet names somehow.

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Depending on the age of the kids i would ask them to make the planets, and teach them roughly the size of each one (relative). We would use the plastic balls for some planets and clay if we needed any smaller ones and the balloon if we needed a massive one. Maybe the balloon as the sun or the torch as the sun. Set it up like a diorama in the box and label the planet names somehow.

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1. Pens with lids

2. Modelling clay

3. Cardboard box

4. Torch

5. Plastic balls of varying sizes

6. Paper

7. String

8. Balloons

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I use the students themselves to represent the planets and Bode's law for the distance from the Sun and between planets. (3+3)+4. Then double the equation (3+3)x2 +4, and keep doubling the equation (3+3)x4 +4 and so on, to give students a feeling of relative distances within the Solar system. They really enjoy the participatory aspect of this exercise.

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I use the students themselves to represent the planets and Bode's law for the distance from the Sun and between planets. (3+3)+4. Then double the equation (3+3)x2 +4, and keep doubling the equation (3+3)x4 +4 and so on, to give students a feeling of relative distances within the Solar system. They really enjoy the participatory aspect of this exercise.

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Modelling clay: Gravity experiment with different weights

Cardboard box: Phases of the moon peephole box, Solar System diorama

Torch: Tracking the Sun’s movement across the sky/shadows changing (Earth’s rotation). Moon peephole box.

Plastic balls of varying sizes: crater investigation with dropping balls into sand, Solar system model

Paper: Paper scale model of planets, mnemonic for order of planets

String/Balloons: Balloon Rocket along a string line to address propulsion, gravity and aerodynamics concepts

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I would use different sized plastic balls to represent the different planets. Also with the string this can be attached to the ceiling. Also I would add a torch to represent the sun. 

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I would use different sized plastic balls to represent the different planets. Also with the string this can be attached to the ceiling. Also I would add a torch to represent the sun. 

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Planets could be made from the modelling clay. The torch could be used to demonstrate the sun. 

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Planets could be made from the modelling clay. The torch could be used to demonstrate the sun. 

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I would have the students match the variably sized plastic balls with their relative associated planets by size. Then each planet would be assigned to a student and we would use the string to determine a scale distance from planet to planet. An additional student would be the sun by holding the flashlight. Paper and pen would be used to make labels for each of the plastic ball planets. Modelling clay could be used to mold representations of asteroids that other students could hold in the model's asteroid belt while balloons could be used for comets in the Kuiper Belt. -Marie

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The items listed would provide a good solar system. It would show the different sizes of the planets. The torch would be the sun.

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I would use a cardboard box to make a base and paper (coloured black or dark blue) to make the night sky). I would use nine (or ten if I want to include Pluto) plastic balls for the planets and Sun and colour them in with either pen or paint. I would also use clay to make the moons. For the finishing touch, I would add signs made of paper (coloured white) with descriptions of the planets written in pencil.

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Based from the given materials, it will be easy for them to make a realia of what does the solar system looks like. The torch will act as the sun and the balloons will be the planets. The modelling will work as meteors and asteroids. The strings will be uses as orbits and the paper to write on the names and the pen for writing. The cardboard box will be used to put on the realia.

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Cardboard box could be space; with a hole in for pupils to look in. Modelling clay could be used to create planets. use string to suspend the planets.

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Students will model the Solar System in the hall based on the investigations that we have done, They will be split into groups each representing a planet. (One person nominated to hold the Sun/torch initially). Torch will be the Sun and we will put that in the centre of the room.
Modelling clay used to make the planets, size as appropriate.
Hang from the torch with the length of the string representing the distance from the sun.
paper and pens to write the names of the planets on.
Different coloured string (using pens) to show the orbits of the planets around the Sun (torch).
Then turn this into a drama to be filmed as the students/groups each tell some facts about their planet and then they follow the orbit.

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I

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I would use the torch as the sun. I would use the balloons as the planets, using the pen to name each one. I would use the string to show the orbital paths of each planet of n the correct order.

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Modelling clay. Its easy to use.

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Firstly, I would ask the children to tell me everything they know about the solar system and planets. I would then ask them what questions they would like to be answered to see if we can answer them during the lesson. I would have the children in small groups and they would be given a planet. They would need to research their planet and they could create them out of modelling clay so that they can understand the appearance of the planets. I would then have the children create a solar system in a cardboard box. In the middle would be a balloon with a torch shining in it to represent the sun. Then we would hang the plastic balls with string to show where the planets our in relation to the sun. We would then make the cardboard box space with stars to show the solar system.

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I would begin by having the students enter into a dark, cold (fan) room and allow them to discuss what they can see (how difficult or easy it is?). Then I would use a yellow balloon and torch in the centre of the room to demonstrate the importance of the sun for heat and light. After that, using the string and balls introduce the planets and their orbit around the sun, order, speed and distance from each other. The students could take it in turns to move around the sun at different speeds so it was student-led. The paper or cardboard could be used to show the stars and the clay could be molded into different shapes and sizes and painted in dark and light colours to show asteroids and the icy objects from the kuiper belt.

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I ll share a picture of solar system with students to do this activity. Planets can be made from balloons or thread balls are best ones to make it. Thin fish wire can be used for hanging. Cardboard can be used for stars and each planet will be coloured according to their physical appearance in solar system. Name tagging of planets can be done on paper which can be further pasted on cardboards.

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I ll share a picture of solar system with students to do this activity. Planets can be made from balloons or thread balls are best ones to make it. Thin fish wire can be used for hanging. Cardboard can be used for stars and each planet will be coloured according to their physical appearance in solar system. Name tagging of planets can be done on paper which can be further pasted on cardboards.

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Sun – torch

Space - Cardboard box with hole at one end with the torch (sun) poking through (paint black or navy)

Planets - Modelling clay – create planets (some smaller, some bigger etc.) colour them with paint to match the planets. Use the string to attach the planets to hang from the top of the cardboard box in order from distance from the sun

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To explain orbits (planets moving around the sun) you could have someone holding one end of the string, standing stationary and pretending to be the sun. You could give another child the other and and get them to keep moving. They will be able to keep moving but not in a straight line, instead they will be pulled in a circle around the sun due to its gravity (the string). If you had a sensible class you could do this with all eight planets, although that's a lot of string!

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Plastic balls for the planets and one ballon for the sun. Small paper rolls to show asteroids, stuck them all on a cardboard box with the help of pen.

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I would use homemade play dough, a very tactile material for the planets. This could be reused for each group (usually of 6) I work with. I would use a balloon for the sun if I could find a nice round one. I would place them in order in a cardboard box. I would use size and placement vocabulary. Maybe get those children able to to use the markers and card to create labels.

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Using different size and colour of balls, set them out in order size of planets, then  thread string through and hang  them in order of distance from Sun. 

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Using different size and colour of balls, set them out in order size of planets, then  thread string through and hang  them in order of distance from Sun. 

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use the students to form a scale model of the Solar System:

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use the students to form a scale model of the Solar System:

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Start by asking the kids what the most important thing in the solar system is. Whoever says "Sun" gets to be the Sun. They get a (yellow) balloon and the torch, which they shine through the balloon.
Next ask if anyone knows the name of the closest planet to the sun. They get to be Mercury. They get to hold  the smallest plastic ball. Using pre-measured lengths of string, I would have them stand at a specific distance from the "Sun".
Then continue this for all the other planets. In the end we should have a model of the solar system where the distances are to scale, and the sizes are relative (ie the Sun is the biggest, then Jupiter etc until Mercury)

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A balloon with the torch shinning through could be the sun. The varying size of plastic balls could be the planets with the rings of Saturn being made from paper. These will be in order hung up using the string. Moons, asteroids, comets and meteors can be made using modeling clay and hung with string. The space ice could be made from paper and string. The facts and learning can be hung next to the features using the string, paper and pens. The cardboard box could be used to make a rocket or astronauts to link to other space features.

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In order to engage with the class and get the to understand the difference between the planets and the uniqueness they all possess, I would create 9 groups, each with an assigned planet. Each group will be able to design and draw what they believe the planet is like, and because they are in groups they will be able to discuss and share ideas. Then, once they are done, each group will be given a ball to paint and decorate like their planet. Next, they will present it to the class and explain what their planet is, what makes it unique and where is it located in the solar system, as well as any fun information they find out. the planets will then be mounted on the flattened box that was decorated with the paper, painted with the suitable background. Next the children will use the modelling clay to shape asteroids and meteoroids and using white modelling clay, they can create the Kuiper belt.

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I would either do it on a large scale so use the children as planets in an outside setting or get the children to rite in groups and make the plants using the resources

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I would get the children to dress up as a specific planet, then on the yard using chalk, make approximate measurements of the size/position/temperature and order of the planets so the children can imagine the planets structure and climate. 

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I would get the children to dress up as a specific planet, then on the yard using chalk, make approximate measurements of the size/position/temperature and order of the planets so the children can imagine the planets structure and climate. 

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A group of 2 or 3, make planets according to the size, smallest to the biggest using clay. Appropriate color applied for each planet. put on a stick and ask them to play role with each planet orbiting time. 

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A group of 2 or 3, make planets according to the size, smallest to the biggest using clay. Appropriate color applied for each planet. put on a stick and ask them to play role with each planet orbiting time. 

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Solar System
Using a different sizes of paper, children could use the scaled sizes of the planets so they could visualise the differences on the planets' sizes

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Use the clay to model the different sizes of the planets, let the children have a go. Put them in the correct order, maybe use the torch as the sun to show eclipses.

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Firstly I would mind map with the children what they already know and what they would like to find out. This then gives me an idea of what they are interested in and any misconceptions they may already have. I would blow up the balloons, preferably a blue one, and colour it to look like the Earth before the lesson. Going through what they know about the Earth and what I can teach them about the Earth before we move onto any of the other planets. Using the other balls, whilst keeping the balloon as the Earth, I’d ask the children to create a circle (maybe performing it in the hall or outside) and the children get the chance to create the solar system. Children would have a go at doing it before I would get involved so I could assess their learning first and then go through where each planet lies and spend maybe a lesson on each planet. Going through the different gases it is made up of and why they think it may not be able to have life on it. Explaining that the sun is a star and not a planet.

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Use coloured chalks to draw solar system. The Sun, 8 planets and asteroids.

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Solar system,
I would like to use the plastic balls of varying sizes to represent different planet and hang them by string inside the cardboard Bax. A large Yellow balloon out side the box will represent the sun and torch could be shown into the box to illumination the planets. A hole cut into each side of the box would allow the illuminate to apear from different angle.

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Use the clay to make different size planets. Make a model first so that students have an idea of what to do. Give them guidelines put allow them to be creative and do things their way. If it is a project to do at home tell your students to ask their parents for help and ask them questions about the solar system when they working on it.

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I would use the different sized balls to represent different planets and hang them by the string inside the cardboard box. A large balloon outside the box would represent the sun and the torch could be shone into the box to illuminate the planets. A hole cut into each side of the box would allow the illumination to appear from different angles.

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Firstly i would like to brainstorm like a story and give them all the equipment to students to present the solar system

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Using the balls, set them out in order size of planets, then piece each and thread string through and suspend  them in order of distance from Sun. sun will be created by blowing up balloon to req'd scaled size. Suspend.

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Using the cardboard box to keep it somewhat dark.  Stick the torch in one side to shine on two different sized balls representing the earth and moon to show how a lunar eclipse or solar eclipse work

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Whilst this doesn't use the equipment listed, I made painted pebbles. These in the picture below aren't mine (they are in school and I am working at home). The children loved using them and they were cheap and easy to make. Alternatively you do something similar with balls of air dry clay.

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Give the children the opportunity to be creative letting them choose how they want to make a solar  system. Putting children into groups getting them to brain storm their ideas before they start .

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Give the children the opportunity to be creative letting them choose how they want to make a solar  system. Putting children into groups getting them to brain storm their ideas before they start .

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I would get children to work in teams to create a solar system in a box using balloons and clay

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The list of resources are friendly and easy to find. I've used clay to make a model solar system with all the planets.

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There is a lot of potential in these - I would definitely incorporate them in our night and day/seasons/years learning - to ensure children can visibly see the effect of movement in space/the sun. 

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There is a lot of potential in these - I would definitely incorporate them in our night and day/seasons/years learning - to ensure children can visibly see the effect of movement in space/the sun. 

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There is also the option to make planet models and look at distances and size comparisons.
The pens were a little trickier and I think I would either use them to measure scaled differences.
It would also be great to give the children these resources to design their own investigation.

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I would create a model of the solar system with the class using different coloured balls for each planet, looking at size and colour, and use the balloon as the sun, explaining that as the sun is a gas and so is air we are making it as real as possible. The balls and sun would be suspended on the string to show perceptual distance. I would use the modelling clay and pen as asteroids and/or comets/

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I would create a model of the solar system with the class using different coloured balls for each planet, looking at size and colour, and use the balloon as the sun, explaining that as the sun is a gas and so is air we are making it as real as possible. The balls and sun would be suspended on the string to show perceptual distance. I would use the modelling clay and pen as asteroids and/or comets/

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For our lesson on day and night and changing shadows next week, I am going to guide the children to fashion their own sundials out of modelling clay.  They will then use the torch to emulate the sun and see how shadows can be effected by the sun being in different positions.  Finally, they will design their own experiment for how they could prove that the sun rotates, using their new understanding of shadow formation.

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Explore light and shadow by looking at the way the torch (representing the sun) illuminates the model planets. Key questions- which side of the planet is dark? Why? When would it be light there? What must happen in order to get day and night on Earth then?

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I would definitely use a yellow ballon as a sun, the modeling clay to make the planets, the torch to illuminate our ballon sun, the pen caps to hold our little planets up, the card board to put everything inside, some how use yarn to suspend our little planets in the air.

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Create a mobile of the solar system, though difficult to show scale and distance accurately.

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I would use the equipment to demonstrate the phases of the moon. I would use the string to hang a half blown white balloon from the top of the box. The torch would be used to simulate the sun. It could be poked through a hole on the side of the box. Viewing holes could be cut into all sides of the box and students.

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I would use the equipment to demonstrate the phases of the moon. I would use the string to hang a half blown white balloon from the top of the box. The torch would be used to simulate the sun. It could be poked through a hole on the side of the box. Viewing holes could be cut into all sides of the box and students.

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I would have the students cut holes in all four sides of the box, and suspend a ball from the top of the box. When they shine the torch in one side, they can see the different phases of the moon.

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In Indian rular area I don't have tools to help my teaching so I use students as a tools  .

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I would use the cardboard box , string and plastacine in groups to make a model solar system.  The balloon and string with a straw is a good experiment to demonstrate how a rocket propels itself into space. The torch and balloons could be used to demonstrate  night and day.

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I would use the cardboard box , string and plastacine in groups to make a model solar system.  The balloon and string with a straw is a good experiment to demonstrate how a rocket propels itself into space. The torch and balloons could be used to demonstrate  night and day.

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Pens or sticks with little balls put through a piece of cardboard could be used to show a constellation of stars.This  could be viewed in 3D from different angles to see how the famillar shape of a constellation can change  depending on your perspective if you were looking at it from somewhere else in space.

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Schoolbus Stops