Sunlight and space travel
Supports National Curriculum, Key Stages 1D, 3F, 5E
Suitable for years 4,5 and 6. The first sections might be suitable for year 3.
The time for whole session is about 1 hour 30mins. This can be varied by taking shorter
paths through the material e.g. by omitting the section on eclipses for younger children
or by omitting the sections on shadows for older children. Choices will depend on the
particular needs of the school.
Outline of content
Aims to
 establish what the children already know, using demos and class experiments and
to build on this knowledge
 recognise using fun demonstrations that light can be blocked by objects and
shadows are formed - then develop this to explain day and night
 explain with activities that the Sun appears to move across the sky each day and
that the effect is caused because the Earth spins on its axis
 explain that sundials can be used to tell the time and describe the Solar Pyramid
 demonstrate that the Earth orbits the Sun
 to use demonstrations and class activities to show that seasons are caused
because the Earth is tipped on its axis
 use fun demonstrations to explain the phases of the Moon
 encourage the children to explain ‘bad science’ from films
 use class activities to show that the Moon and the Sun appear to be the same size
because they are different distances away
 explain an eclipse of the Sun using activities and briefly explain an eclipse of the
Moon
Points to note:
Please read the notes about risks and agree the assessment with the
teacher before the session! (Link to safety notes at end of this file)
Cross References
- The slides in the PowerPoint presentation are referenced in the table.
- Apparatus details are below the table and are linked to the relevant sections. (link
to apparatus list)
- Safety notes are referenced in activities and are listed below the table (link here
to list of safety notes)
Vocabulary: The presentation uses expressions included in the KS1&2 strategies
http://www.standards.dfes.gov.uk/schemes2/science/?view=get
Misconceptions – ie - points that are often misunderstood
 The Sun and the Moon are about the same size.
 The Sun moves round the Earth.
 The Sun appears to move across the sky and then back.
 In winter the Sun is further away from the Earth than in the summer.
 The Moon is a source of light.
 The Moon always shows the same side to the Sun.

An eclipse of the Moon is the same as a new Moon.
The session should be held in a room that is not brightly lit. Curtains or slat blinds could be shut
but the activities have been planned so that blackout is NOT required as this is difficult to
achieve in most primary schools and also might cause behaviour problems.
1
2
3
4
5
Activities
Slide 2
Ask them what the speed limit is
on a motorway.
Ask how far they would travel if
they were driven at 70mph for 1
hour and give an example of a
nearby city that they might have
reached. Then continue with the
idea of the time to drive to a
distant city. Note- the places
named on the slides should be
changed for each school.
Slide 3
Explain that if it were possible to
drive off to the Moon it would take
140 days if a steady 70mph were
maintained.
Slide 4
Ask them to imagine being driven
all the way to the Sun and ask
them to guess how long it would
take. They might vote.
At 70mph, time taken is about 150
years. (Two lifetimes)
Slide 5 + 6
Explain that light travels very fast
indeed. The ask them to guess how
long it takes for light to travel from
the Sun to the Earth.
Slide 7 – Point a bright torch
across the room and shake chalk
dust from a duster in the beam of
light so that they can see that light
travels in straight lines.
See apparatus list.
Discussion
The first few slides allows
them to discuss their ideas of
fast speeds and to try grasp
some understanding of the
distances between the Earth,
Moon and Sun.
Explain that these are thought
experiments or mental space
journeys.
Aims/facts
To establish that
the Sun is very
much further away
from Earth than the
Moon and both
distances are very
large compared to
distances on Earth.
They might point out that the
petrol would run out or the
driver would need food but
explain that it is a thought
experiment that overcomes
problems.
They enjoy discussing the
problems with travelling for
such a long time. This
emphasises the huge distance.
The Moon is a
very, very long
way away from the
Earth compared
with distances
between cities.
The Sun is very,
very much further
away from Earth
than the Moon.
Take the opportunity to point
out that the Sun is a powerful
source of light and heat.
Hazard: they must not look at
the Sun. See safety notes.
Light moves very,
very quickly
through space.
It takes about 8
minutes for light to
travel from the Sun
to the Earth.
Light travels in
straight lines
Discuss what happens when
something gets in the way of
the light.
Hazards: Laser pointers should
not be used and when shaking
the board duster ensure that it
is well away from the children.
See safety notes.
6
7
8
9
Slide 8 - Shadows
Shadows are formed when some
light is blocked out.
Show slide 9 without the lower
wording up. Hold your hand in the
projector beam to make shadow
shapes on the screen. Volunteers
may be able to make animal shapes
etc. Show that varying the position
of the hand varies the size of the
shadow.
Game with sheet
See apparatus list.
Ask for two tall volunteers to hold
up a large white sheet close to the
front row of children.
Then ask for two more volunteers
to go behind the sheet. One to
wave arms etc as the second points
a bright torch so that shadows are
formed on the sheet.
Slide 10
Day and night
Hold up an inflatable globe. Ask a
volunteer to shine a bright torch at
the globe across the front of the
class so that the children can see
that one side is illuminated and the
other in shadow. Rotate the globe
slowly.
Show slides 11, 12 , 13
Ask how long it takes for the Earth
to rotate once - 1 day.
(Point out that pictures taken from
space, like in slide 12, prove that
the Earth is a sphere – ie a ball.)
Ask for a volunteer who should
stand at the front looking towards
the class. Point a bright torch onto
the child as ask him/her to turn
round slowly. Point out that you
and the torch are acting as the Sun
and the volunteer is the Earth. Ask
whether the Earth just rotates or
whether it also moves. Encourage
the child to move around you –
eventually rotating slowly to
simulate the movement of the
Earth round the Sun.
(This may be covered quickly
if it has already been studied.)
Light cannot bend
round a barrier.
When light is
blocked by objects,
shadows are
formed.
Stand to one side during the
demonstration with the sheet so
that you can see the class and
keep control during this fun
activity. Discuss the changes in
the shadow as positions
change.
Shadows are
similar in shape to
the objects forming
them.
Discuss the fact that the part of
the Earth with the Sun shining
on it is in ‘daylight’ while at
the opposite side of the Earth it
is night.
Compare the diagram on slide
11 with the simulation on slide
12 and discuss the fact that,
during 24 hours, the Earth will
move round slowly so that
each part has daylight.
During daytime the
Sun light reaches
half the globe.
Ask how long it takes for the
Earth to move round the Sun
once – 1 year.
During the discussion ask how
many times the earth rotates
during a whole year. Then ask
how many times the volunteer
should have spun round whilst
moving round you. (Hazarddo not allow the child to try to
spin rapidly so becoming dizzy
and possibly falling.)
Point out that the child is
standing upright to make a
The Earth takes
365 days to orbit
(rotate around) the
Sun.
365 days = 1 year
During one day the
Earth rotates once
on its axis.
A day = 24 hours
The Earth rotates
365 times during
the time it takes to
orbit the Sun once.
The Earth’s axis is
tipped by 23˚.
10 Slide 14
During the day the position of the
Sun in the sky varies. This is
because the earth is turning on its
axis.
Slide 14 is animated to show the
sun rise then sink in the sky.
11 Slide 15
Show the animated slide of the
shadow of the stick moving during
the day. Point out that this can be
used to tell the time and the effect
is used in a sundial.
12 Slide 16
Tell them about the plans for the
Solar Pyramid that will be built.
To be built near the M1 in
Derbyshire, England, UK. It
will stand 58 metres (over 190ft)
high, making it the worlds’ biggest
functioning timepiece!
13 The seasons
Slide 18
Point out that the Sun shines all
year providing light and heat but it
is colder in winter than in summer.
Ask what causes this effect?
14 Slide 19
This is animated to show the Sun
rises higher in summer than in
winter.
The slide also shows that days are
longer in summer than winter.
better demonstration the child
should lean over at 23˚ to the
vertical because the axis of the
Earth is tipped. (The word axis
might need explanation.)
Discuss whether the Sun shines
in at same place in the
classroom during the day.
Point out that the pattern of
movement is similar each day.
(The class may have done an
exercise where they mark the
position of the sun on a
window during a day.)
Discuss sundials – often seen
on or by old buildings.
(Check with the teacher
whether the children have done
a standard activity marking the
shadow of a stick during a day.
If so remind them about it.)
Slide 17
Shows one of the towers of the
huge pyramid which acts a
sundial.
(The two secondary arms also
have astronomical significance
as one is aligned toward the
point on the horizon where the
Sun rises and the other to
where it sets at the time of the
Summer Solstice, the longest
day of the year.)
Ask whether they notice any
difference in the path of the
sun across the sky during
winter and summer. They may
comment that shadows caused
by the Sun generally are longer
during winter.
In discussion point out that the
Sun rises at a point further east
and sets at appoint further west
in summer than in winter
(some websites incorrectly
show the sunrise at the same
point on the horizon for
summer and winter).
The Sun appears to
move across the
sky in a regular
way every day.
The Sun is highest
in the sky at noon.
The apparent
movement of the
Sun is caused by
the spinning of the
Earth on its axis.
Shadows caused by
the Sun can be used
to tell the time.
In winter the
weather is colder
than in summer.
The Sun rises in the
East and sets in the
West.
The Sun rises
higher in the sky in
summer than in
winter.
15
16
17
18
Discuss the differences the
children notice between
summer and winter.
Slide 20
Ask what makes it colder in
Then slide 20 shows that this is
winter than in summer. They
because light reaching the Earth
may answer that the Earth is
during winter is at smaller angle to further from the Sun in winter.
the surface ( a greater angle to a
It is true that the orbit of the
normal to the surface). It is not
Sun is slightly elliptical but the
obvious to young children why this Earth can be closest to the Sun
should result in colder conditions.
in January.
Demonstration
Repeat the demonstration and
Shine a bright torch onto a dark
discuss the effect
umbrella (see apparatus list) so
that a bright circle of light can be
Also the Sun is above the
seen. Explain that the torch
horizon for a shorter time than
represents a beam of light from the in Summer so the total heat
Sun and the umbrella, the surface
reaching the region is less than
of the Earth. Point out that during in Summer. The light travels
winter the Sun is lower in the sky
slightly further through the
so lower the position of the torch.
atmosphere in winter so more
Change the angle that the light
heat is absorbed.
reaches the umbrella so a dimmer
oval of showing that the
Explain that the seasons are
concentration of heat and light
caused because the axis of the
reaching the surface is reduced so
Earth is tipped by 23 degrees.
it is cooler.
Point out that during our
(See safety notes on spring
summer it is winter in the
umbrella.)
Southern Hemisphere.
Game
Emphasise that the effect is for
Each group should have a torch
heat as well as light and
and a piece of card or a large
discuss the effects if first one
brown envelope. They should
stands in front of a radiant
shine the torch on the card at
heater and then stands to one
different angles so they see the
side.
area covered varies with angle(You are advised NOT to take a
keeping the distance of the torch
heater into the school. See the
from the card the same throughout. apparatus list.)
(see apparatus list)
Slide 21, 22
In demonstration 1 the ball
Moon
does not rotate, which is
The Moon is a satellite of the
incorrect.
Earth. That means it orbits the
A more accurate demonstration
Earth continuously, taking about
(2) uses a white ball with a
28 days per orbit.
face painted on it. As you
The Moon does NOT give out light move round the class, the face
but reflects sunlight to the earth.
on the ball must always face
Demonstration 1 with the ball.
the children. The black and
Stand at the front of the class and
clear cover is slid round so that
ask them to imagine that the Sun is the clear part always faces the
Extra to KS2:
The seasons are
caused because the
Earth is tipped on
its axis so that
during our
summer the earth is
tipped towards the
sun and during our
winter, the Earth is
tipped away from
the Sun.
The Moon is not a
source of light.
The Moon reflects
light from the Sun
to the Earth.
The Moon takes
approximately 28
days to orbit the
Earth.
shining from the back of the class
so that one side of the ball is
illuminated brightly. Turn the ball
so that the white side is towards
the class. Then move towards your
left and stand at the side of the
class still holding the ball so that
its white side is facing the back of
the class (full Moon). The ball will
appear half white and half black to
the children (last quarter). Then as
they watch you move towards the
back of the class keeping the white
side towards the back of the class,
they will see less and less of the
white part of the ball until, when
you reach the back of the class
they see only the black side (new
moon). Explain that the Moon
takes 28 days to move once
completely round the Earth. So
your movement so far represents
14 days.
Continue to move round so that
they see some white and
eventually when you are at the
front they see the full moon.
19 Slide 23
Talk through the animated slide so
that they understand the phases of
the Moon clearly.
(Each mouse click moves to anther
discussion point.)
Take the opportunity to answer
questions on slide 24. These are
examples of bad astronomy seen in
films. Suggest they watch out for
examples in films that they see.
20 Slide 25
Game
Hand out a cardboard tube, a small
object and a large object to each
group. One child looks through the
tube and another holds the small
object so it appears to fill the
whole of the end of the tube. The
small object should be moved
slightly out of line. Then a third
child should hold up the large
object and move it so it just
back of the class and the black
part represents the part of the
Moon in shadow.
(see the apparatus list for
details)
It is not necessary to do both
demonstrations but repeating
the one you choose will be
helpful.
Slide 24 - They should answer
- the Moon changes appearance
after a few days. (It only takes
7 days to change from a new
Moon to a Half Moon.)
- the full Moon is so bright that
it is difficult to see stars.
- in a bright room our pupils
are contracted so stars are too
dim to see.
- refer back to dusk on slide 12.
It is best to demonstrate this
first at the front and discuss the
distances before allowing the
groups to try the game.
Explain that this helps to
understand why the Moon and
the Sun appear the same size.
Refer back to the distances
discussed at the start of the
session.
Explain that the Sun is very
The changing
appearance of the
Moon over 28 days
provides evidence
for a 28-day cycle.
The Moon revolves
once on its axis for
each orbit of the
Earth so that the
same side of the
Moon always faces
the Earth.
Reinforce ideas.
The sun and the
Moon look the
same size because
they are different
distances from the
Earth.
appears to fill the end of the tube.
The distances should be compared.
They will find that large objects
need to be much further from the
tube than small ones.
21 Slide 26
On rare occasions it goes dark in
the daytime.
Game
Slide 27
They should hold up a circle of
cardboard and look at it with one
eye, at a distance so that it just
covers the picture of the Sun.
Explain that the card represents the
Moon and although it is smaller
than the picture of the Sun, it blots
out the light from reaching their
eye. Just as the Moon can blot out
light from the Sun reaching us.
Explain that this is called an
eclipse.
Slide 29
Sometimes the Moon is not quite
in line and a partial eclipse occurs.
22 Slide 30
Eclipse of Moon
When the Moon moves into the
shadow of he Earth it receives no
light from the Sun so it cannot be
seen. This is an eclipse of the
Moon.
Show the animated slide.
23 Take the opportunity to revise
using slide 31.
24 Slide 32
Explain that knowledge about
distances and positions of the
Earth, Moon, Sun and Planets have
made space travel possible.
much further away than the
Moon.
During discussion slide 28 will
help.
Explain that sometimes the Sun
Moon and Earth are not quite
in line. Then there is a partial
eclipse. These are much more
common. If possible tell them
when the next partial eclipse
can be seen in the UK.
Extra to KS2:
An eclipse of the
Sun occurs when
the Moon blocks
the sunlight from
reaching the Earth.
The last total eclipse visible
from the UK was seen in
southern England on 11th
August 1999.
An animation of an eclipse on
29th March 2006 that was
visible as a partial eclipse from
the UK can be seen at
http://www.eclipse.org.uk/eclip
se/0212006/
The next eclipse of the Sun
visible from the UK will be on
1st August 2008 and will be
seen as a partial eclipse from
the UK.
Explain that this is different
from the situation for a new
moon because then the moon is
between the earth and the Sun.
------------
The picture shows the space
shuttle leaving the international
space station.
Slide 33 shows this enlarged.
Encourage a discussion about
the benefits- and whether they
Extra to KS2:
An eclipse of the
Moon is caused
when the Earth
blocks the sunlight
from reaching the
Moon.
would like to be astronautspoint out that many astronauts
have studied physics (most
have studied science).
25 Slide 34
Venetia Burney, when 11 years
old, suggested the name Pluto for
the ninth planet when it was
discovered in 1930. The probe that
left to take a closer look at Pluto
early in 2006 will not get there
until 2015 when they will be - years old.
Slide 35
See websites for more information.
26 Slide 36
Finish by pointing out that they
should keep asking questions –
there is lots for them to find out.
BUT there is lots that no-body
knows yet and that scientists of the
future will be working on and they
might be the ones who discover the
answers to the puzzles.
Link back to the time worked
out to reach the Sun and Moon
at 70 mph and explain that
space probes travel much faster
than that.
The probe will visit the Moon
after 9 hours – it took Apollo
capsules 3 days. As it leaves
Jupiter behind it will be
travelling at 21 km per second
(13 miles per second).
Use the discussion to revise
and reinforce their
understanding of the large
distances and speeds involved.
Keep asking questions.
There is a lot
more for scientists
to find out.
Safety Notes

During this topic the Sun is discussed. Direct sunlight is not needed in any of the
activities.
Warn children NEVER to look directly at the Sun. It can cause permanent
damage to their eyes. Blindness can result.
Tell them that it can burn their eyes because it is so bright.
See 'Be Safe' section 13 - available form the ASE
http://www.ase.org.uk/htm/book_store/detail.php?SIID=67

Do not allow a child, acting as the Earth, to try to spin rapidly so becoming dizzy
and possibly falling.

When shaking the board duster ensure that it is well away from the children. Few
children are allergic to chalk dust but it may trigger an asthmatic attack.

Avoid using a spring umbrella that could hurt a child as it opens or give a
suitable warning. Open the umbrella away from the children and fold it away as
soon as the demonstration is over.

Laser pointers are not suitable to replace torches for activities in this presentation
as some of them are not safe.
Apparatus
Please read the safety notes.
Activity 5 – light travels in straight lines – quick demonstration
 Powerful torch
 Board duster with chalk on it
Activity 7 – Game with sheet
 Large white sheet
 Powerful torch
Activity 8 - Day and night
 Inflatable globe – available from websites ~ £3.95 for 30 cm diameter
 (A football can be used as a substitute for the globe)
 Powerful torch
Activity 12 - solar pyramid website
http://www.solarpyramid.co.uk/
Activity 16 - Seasons:
 Dark umbrella – (black, brown, dark green--- )
 Bright torch
Slide 20 - consider beams of light (and heat) from the Sun, reaching the surface of the
Earth. During the winter a beam, of a fixed cross-section, reaching the surface of the
Earth will be spread over a greater area than a similar beam reaching the Earth in the
summer. An umbrella is held first with its surface tipped towards the beam of light from
the torch and then tipped away. The torch should be the same distance from the umbrella
throughout the experiment because it is not emitting a parallel beam of light.
The demonstration could also be used to show that in summer, when the sun is high in
the sky, the heat and light is concentrated on the surface - a small bright circle is seen in
the demonstration. Then in winter when the Sun is low in the sky, a larger dimmer oval
is seen because the heat and light are less concentrated, (less spread out).
Beam of light from slide 21
Beam of light from slide 21
A bright circle is seen on the
umbrella when it is tipped
towards the beam of light
- as in summer.
The patch of light is larger
and less bright when the
umbrella is tipped away from
the beam of light
- as in winter.
Winter - Sun is
low in the sky.
Summer – Sun is
higher in the sky.
Understanding statements such as ‘the energy received per unit cross sectional area of
the surface of the Earth’ is difficult for all children. This demonstration and slides 19
and 20 explain why it is colder in winter than in summer. Also the Sun is above the
horizon for a shorter time than in summer so the total heat reaching the region is less
than in summer. The light travels slightly further through the atmosphere in winter so
more heat is absorbed.
Activity 17 – Game to explain seasons
For each group of about 4 children:
 Torch
 Piece of card – A4 or larger
 You are advised NOT to take a radiant heater into school. It would need a
portable appliance test. If one is used, it must have a silica (quartz) sheath over
the element and not have a bare element.
Activity 18 – Demonstration 1 of phases of the Moon
 Football
 White cloth or white plastic from a bag
 Black bin bag or black cloth.
 Adhesive tape
Cover the ball so that it is half white and half black
Activity 18 – Demonstration 2 of phases of the Moon
 White or pale coloured football
(if a white ball is not available then paint a ball or cover it with white plastic.)
 Marker pen
 Clear plastic (bag) – cut a circle with diameter = half circumference of ball
 Black plastic bin bag
 Strong adhesive tape
Use a maker pen to draw a large face on one side of the white ball.
Make a sliding cover:
Use the adhesive tape to stick the black plastic round the edge of the clear plastic circle.
Shape the plastic over the ball and draw the black plastic loosely to keep the cover on
the ball. Cut a hole to allow your hand to hold the ball.
Adhesive tape fastening
clear and black plastic
but not touching ball
White ball
with face on it
Black plastic
gathered to
form handle.
Clear plastic
gathered round
one side of the
ball and stuck
to black plastic
Activity 20 – Game to explain that apparent size varies with distance
For each group of about 4 children:
 Cardboard tube from a kitchen roll or similar
 Small object about 10 cm across -- or a child’s fist
 Larger object about 30 cm in across
Activity 21 – to explain eclipse of Sun
 Circles of card about 8 cm in diameter – enough for at least 1 between 4.
Activity 25 - Pluto probe
 More details on web eg at
http://space.newscientist.com/article.ns?id=dn8587&feedId=online-news_rss20
http://www.washingtonpost.com/wp-dyn/content/article/2005/12/18/AR2005121800976_2.html