SCHOOL CVHS GRADE LEVEL Grade 9

TEACHER PAUL F. PATULOT LEARNING AREA SCIENCE

8:15- 12:30-
TEACHING March 9:15 1:30
DATE & TIME 18,19, Grade9 Grade9
2024 QUARTER THIRD
MOLAV YAKAL
E
I. OBJECTIVES
The learner demonstrates an understanding of the relationship between the visible
A. Content Standards
constellations in the sky and Earth’s position along its orbit
The learners shall be able to discuss whether or not popular beliefs and practices with
B. Performance Standards
regard to constellations and astrology have scientific basis
Infer the characteristics of stars based on the
characteristics of the Sun (S9ES-IIIg-32)
C. Learning
At the end of the lesson, students should be able to:
Competencies/ Objectives
1. Determine the different characteristics of a star.
Write the LC code for
each 2. Recognize how important it is to know the concept of the different
characteristics of star.
3. Perform differentiated activities showing the characteristics of a star.

Module 1: CONSTELLATIONS
II. CONTENT
CHARACTERISTICS OF STARS
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide
pages

2. Learner’s Materials DepEd [2014]. Learner’s Material for Science Grade 9. Page 201-202 Pasig City, Phils.
pages Author

3. Textbook pages

4. Additional Materials SLM Quarter 3 Module 4: Constellations

from Learning
Resource (LR) portal

5. Other Learning Laptop, television, visuals

Resource/ Materials

Subject Integration ICT, Arts, Music

Teaching Strategies Experiential Learning, Collaborative Learning, Inquiry based learning

IV. PROCEDURES
Daily Routine:
- Opening prayer
- Greetings
- Putting Class in Order
- Checking of Attendance
- Discussing rules and regulation
7Es TEACHER’S ACTIVITY STUDENT’S
RESPONSE
A. Reviewing previous Elicit: Conduct a review of past lesson through
lesson or presenting the (The activities in this simple random calling among learners using
new lesson section will evoke or box of names. The students who will be picked
draw out prior concepts from the box of names will summarize the
or prior experiences from previous lesson or tell what he/she learned in
the students) the past lesson.

BOX OF
NAMES

B. Establishing a Engage: PRE-ACTIVITY: TWINKLE, TWINKLE, ANSWER

purpose for the lesson (The activities in this THE RIDDLE
C. Presenting section will stimulate
examples/instances of their thinking and help To introduce the new lesson, instruct the
the new lesson them access and connect students to sing the nursery song “Twinkle,
prior knowledge as a Twinkle Little Star” while passing the magic
jumpstart to the present wand. When the music stops the students
lesson) who hold the magic wand will answer the
riddle.

Riddles

o Too much of me can be harmful to the

eyes. Sometimes I’m high and
sometimes I’m low. I have auto-mode
on your phones. What Am I?
(CLUE: 11 letters, starts with letter B,
BRIGHTNESS
ends with letter S)
o I’m on around you. I am on everything
you can see. Without me the world
will be plain, dull and no shades. What
Am I?
(CLUE: 5 letters, starts with letter C, COLOR
ends with letter R)
o There are times I’m hot and there are
times I’m cool. You can call me Kelvin,
Celsius and Fahrenheit. What Am I?
(CLUE: 11 letters, starts with letter T,
ends with letter E)
TEMPERATU
RE
o I can be big. Sometimes I am medium
and sometimes I am small. What Am
I?
(4 letters, starts with letter S, ends
with letter E)
o I am a property of matter. I usually SIZE
measured in grams, kilograms, or
pounds. But I am not weight. What
Am I?
(CLUE: 4 letters, starts with letter M,
ends with letter S)
MASS
 Stating of the objectives of today’s
lesson

D. Discussing new Explore: Group Activity: Let’s Analyze!

concepts and practicing (In this section, students
new skills #1 will be given time to Group the students into (3) three. Introduce
think, plan, investigate, first the diagram and explain how this help
and organize collected them to describe the characteristics of stars
information; or the and identify if there exist a relationship among
performance of the them.
planned/prepared
activities from the Group 1- MY COLORFUL STARS
students’ manual with
data gathering with
Guide Questions)

E. Discussing new
concepts and practicing
new skills #2

Processing Questions:
1. What is the hottest color of stars?
2. What is the coldest color of stars?
3. Arrange the colors from coldest to
hottest.
4. What is the relationship between the
luminosity and temperature of the
stars?

Group 2- STARRY, STARRY NIGHT

Processing Questions:
1. What is the largest star?
2. What is the smallest star?
3. Arrange the stars from smallest to
largest star.
4. What is the relationship between the
size and luminosity of the stars?

Group 3- AS BRIGHT, AS I AM
F. Developing mastery Explain:  (Lesson Proper)
(leads to Formative (In this section, students
Assessment 3) will be involved in an Okay class, so we are already done
analysis of their discussing the module 2 which is all about
exploration. Their Climate and now, we will proceed to our next
understanding is clarified module, which is constellation for this day we
and modified because of will be discussing first the characteristics of
reflective the different stars that we have. The (5) five
activities)/Analysis of the different characteristics that a star has and
gathered data and results those are brightness, color, temperature, size,
and be able to answer and mass. First, let’s define what star is, so
the Guide Questions star is defined as a very large ball of burning
leading to the focus gas in space that is usually seen from the
concept or topic for the earth as a point of light in the sky at night and
day. in day. This composed mostly of hydrogen and
helium. Is sun a star or not? Who says yes?
Who says no? So, class sun gives us light
during daytime, so sun is considered as a star
that gives as light during daytime. And among
the billion stars that we have in our galaxy,
sun is the nearest star on our planet earth.
Now, let’s move on to the different
characteristics of a star.
Let’s first have the brightness, there are two
kinds of brightness which are Absolute
brightness and Apparent brightness. When we
say Absolute, it is the actual brightness of a
star and when we say Apparent it is the
brightness of a star as seen from earth. For
example, when we hear red, we always think
that it is hot or spicy right? But when it comes
in the stars and in absolute red is just the
coolest not the hottest. Are we clear?
(Yes ma’am)

Okay, next let’s have the different colors of

stars and those are red, orange, yellow, green,
white, and blue, with red being the coolest
and blue being the hottest. When it comes to
their temperature, we can see that the red
star has a temperature of 3,000 K then the
yellow/white star has 5,000 K and the blue
star has a higher temperature of 10,000 K
that’s why it is the hottest star.

In terms of size, the largest is the super-giant

and the smallest is the white dwarf, as you can
see in the illustration that is the arrangement
of stars according to its size from largest to
smallest. And the bigger the size of the stars
that brighter the light will be, and the smaller
the size of stars the less bright it will be.

So, are we clear with it? Do you have any

questions? Clarifications?
(None
ma’am)
Again, when we say star, it is the large ball
that burns into the space. What are the 5
characteristics that a star has?
(Temperatur
e, size, color,
brightness,
and mass.)
Okay, very good! And the bigger the star the
brighter the light will be, then the smaller the
star the less bright will be. Okay, it seems that
you understand our lesson, so let’s have a
group activity again.

Group Activity
The student’s will be divided into three (3)
groups and perform the activity related on the
G. Finding practical importance of different characteristics of stars
applications of concepts Elaborate: that was assigned to them and present it in
and skills in daily living (This section will give the class.
students the opportunity Group 1- Poem making
to expand and Group 2- Poster making
solidify/concretize their Grooup 3- Slogan making
H. Making understanding of the
generalizations and concept and/or apply it RUBRICS:
abstractions about the to a real-world situation) Composition/Content - 30%
lesson Creativity - 30%
Focus - 20%
Participation - 20%
TOTAL : 100%
I. Evaluating learning Evaluation: QUIZ: FACT OR BLUFF
(This section will provide
opportunities for concept Directions: Read and analyze the statement,
check test items and write FACT if the statement are correct and
answer key which are write BLUFF if the statement are incorrect.
aligned to the learning
objectives – content and 1. The sun is considered as one of the FACT
performance standards billion stars that we have in our
and address galaxy.
misconceptions- if any) 2. Star is the black hole that made up of BLUFF
helium and hydrogen.
3. The bigger the star the brighter it will
FACT
be.
4. Red is the hottest star according to
apparent.
5. Blue- white- yellow- orange-red is the BLUFF
arrangement of stars from coolest to
hottest. BLUFF

Extend: Assignment:
(This section gives
J. Additional activities situation that explains Search about 12 astrological signs. Find your
for application or the topic in a new own zodiac sign meaning and characteristics.
remediation context, or integrate it to Share it to the class next meeting.
another
discipline/societal
concern)

V. REMARKS CONTINUATION OF THE LESSON ABOUT CHARACTERISTICS OF A STAR

VI. REFLECTION

A. No. of learners who earned 80% in

the evaluation

B. No. of learners who require

additional activities for remediation

C. Did the remedial lessons work? No.

of learners who have caught up with
the lesson

D. No. of learners who continue to

require remediation

E. Which of my teaching strategies

worked well? Why did this work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?

G. What innovation or localized

materials did I use/discover which I
wish to share with other teachers?

Prepared by:

PAUL F. PAATULOT
Student-Teacher

Checked by:

MYLEEN H. MENDOZA
Cooperating Teacher
Noted by:

ALMER M. PADUA
Master Teacher I