DAILY LESSON LOG IN SSES SCIENCE GRADE 5

I. OBJECTIVES
A. Content Standards: * Demonstrates understanding of physical characteristics of planets
in the solar system
.
B. Performance Standards: Discusses the characteristics of earth that support life
C. Learner’s Competencies / Code:
1. Define what a planet is
2. Identify the characteristics of the eight planets
3. Compare the eight planets of the solar system.
II. CONTENT
Topic SOLAR SYSTEM
Sub Topic EIGHT PLANETS OF THE SOLAR SYSTEM
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide 2. Learner’s Material Page: 3. Textbook Pages
Pages: Grade 5- Science Grade 5 SSES
SSES Science Alternative Delivery Mode
Melc 10-11 (ADM) module on The
Eight Planets of the Solar
System. Page 5-32
4. Additional Materials from LR Portal
B. Other Learning Resources:
Science for Active Minds by Hebron, R. M. (2015) Diwa Learning Systems, Inc., Makati
City, pp. 207-208
https://www.google.com/ images/clipart
IV. PROCEDURES
A. Reviewing previous lesson During some nights we can see five of the planets in the
(or) presenting the new sun’s family, shining like stars. The difference between a
lesson star and a planet is that stars seem to twinkle but planets
shine with a steady light. On a clear night, too, you may
see thousands of twinkling stars. They seem to be
scattered over the sky. You can try to see shapes and
patterns in the stars.
People used their imagination to link the stars together to
form shapes and patterns in the sky. These shapes and
patterns are called constellations.
Arrange the jumbled up capital letters to identify the star
patterns below.

SAUR JOMAR
 SSCAOIIAPE

PIOCORS

B. Establishing a purpose to Start from the arrow that says ‘Begin Here’ and navigate
the lesson your way through this maze which contains a hidden
message. Write the secret message on a separate sheet of
paper. Observe proper punctuation as you write.

C. Presenting examples/ The planet Earth is part of a family. It is one of the eight
Instances of the new lesson planets that belong to the solar system. Each planet moves
around the sun. There are many millions of kilometres
 between the planets. Two planets are closer to the sun
than the Earth. The other five are farther away from the
sun than our planet. Four are much bigger and has rings.
Six of the planets have moons.
All of these planets are tied to the sun by its gravity. They
are the sun’s family, called the solar system.
D. Discussing new concepts Every day, the sun appears to travel across the Earth’s sky
and practicing new skills #1 from east to west. In fact, the Earth circles the sun. The
Earth is part of the sun’s family, called the solar system. It
is one of eight bodies called main planets that circle the
sun. A planet is a heavenly body that is in orbit around a
star, like the sun, must be big enough to have enough
gravity to have a nearly-rounded shape and big enough
that its gravity cleared away any objects of a smaller size
near its orbit.
E. Discussing new concepts The eight main planets are the most important members
and practicing new skills #2 of the sun’s family. In order of distance from the sun, they
are Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus
and Neptune. The first four are small rocky bodies. The
next four are giants, made up mainly of gas and ice.
See powerpoint presentation.
F. Developing Mastery (Lead Group Activity:
to Formative Assessment) Team 1.Arrange the eight planets according to the
distance around the sun.

Team 2: Arrange the planets according to their sizes from

least to greatest.

Team 3: Classify the planets according to their planet type.

G. Finding practical
application of concepts and
skills in daily living
H. Making Generalization and
Abstraction about the
lesson
I. Evaluating Learning
Compare the terrestrial planets from the gas and ice
giants. How these things related to your life?
What are the eight planets in the solar system?
What are the four terrestial planets?
What are the two gas giant?
What are the two ice giant?
Analyze each test question. Choose the letter of the
correct answer. Write your answers on a separate sheet of
paper.
1. Why is Earth the perfect place for life?
I. because Earth has hospitable temperature
II. because Earth is the only planet with liquid water
III. because Earth has an atmosphere, oceans, glaciers and
the solid earth
IV. because Earth’s atmosphere is made up of 78%
nitrogen, 21% oxygen and 1% of other elements

A. I, II, III C. I, III, IV

B. I, II, IV D. II, III, IV

J. Additional activities for
Application or Remediation
2. If Jupiter becomes bigger than it already is, what
could happen to the planet?
A. It will be big enough to start burning and implode.
B. It will be big enough to start burning and be a star.
C. It will be big enough to start burning and distort its
rings.
D. It will be big enough to start burning and engulf its
moons.
3. Why can Mars surface not support life as we know
it?
A. because its soil easily oxidizes or rusts
B. because it had evidence of active volcanoes
C. because its surface is altered by chemical reactions
D. because its thin atmosphere allows the sun’s heat to
escape easily
4. How would you describe the planet Mercury?
A. It has a surface that burns and an atmosphere that
freezes.
B. It has an atmosphere with the right ingredient to sustain
life.
C. It is a small planet with a rocky solid surface like the
Earth’s moon.
D. It is like the Earth in size, and it is too hot in the day and
too cold at night.
5. Why is Neptune the only planet that is not
visible to the naked eye?
A. because Neptune is too far away from the sun
B. because Neptune is too far away from the Earth
C. because Neptune is the only planet to be discovered
using Mathematics
D. because the telescope was not yet invented during the
discovery of Neptune
Title: Solar System Mobile Model
Caution: This activity requires you to cut paper. Caution
should be practiced and ask for the assistance of your
parents or guardians when handling sharp objects.
Problem: What characterizes each planet?
What You Need:
cartolina paper plate tape
 crayons pencil yarn
glue pom-pom (orange)
paper clip scissors

What You Need to Do:

1. Draw the eight planets according to their descriptions.
Cut the illustrations. Exercise caution in handling sharp
objects and request help from older members of the
family when necessary.
2. Punch holes in the paper plate and mark out the
positions of the planets.
3. Measure and cut the strings to appropriate lengths and
attach them to the designated planets. (One five-inch
string for the sun, four ten-inch string pieces for the
terrestrial planets and four twelve-inch string pieces for
the gas and ice giants should be prepared.)
4. Glue or paste the copy of the planet template to a
cardstock paper. Color the cut-out planets.
5. Tape one end of the strings to the back of the cardstock
paper with the planet copy. Put the other end of the string
on the punched holes of the paper plate and tie it at a
paper clip. Do the same for all the planet templates. Tie
the pom-pom with a yarn and slip the yarn on the hole in
the paper plate, then tie the end to a paper clip.
6. To hang the mobile, punch four more holes at the ends
of the paper plate, then tie the four ends of the strings
together.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the Evaluation:
B. No. of learners who require
additional activities for
remediation who scored
below 80%:
C. Did the remedial 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 superior can
help me solve?
G. What innovations or
localized materials did I
use/ discover which I wish
to share with other teachers

Prepared by:

NEIL E. DUGAY
Teacher III

Checked and Observed by:

JOSEFINA S. FERRER NANCY B. GARCIA, PhD.

Master Teacher II ESP-II