Date: June 10, 2021
Grade& Section: 6
I. OBJECTIVES
A .Content Standards
B .Performance Standards
C. Learning Competencies/
Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources /
materials
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Day: Thursday
Teacher: Ms. Nerissa S. Salazar
The learner demonstration understanding of characteristics in the solar
system.
The learners should be designing an emergency and preparedness plan and
kit.
The learner’s will be able to;
 Compare the planet of the solar system (S6ES-IVg-h6)
 Identify the planets of solar system
 Classify Terrestrial planets and Jovian planets
The Solar System
Curriculum Guide S6ES-IVg-h-6
 
Compass, Ruler, Alphabet Chart
1. Checking of assignment.
Okay class before we begin to our new lesson exchange your
paper with your seatmate.
2. Drill
Let the pupils sing a song about the Solar System. After that
ask students, if you were given a chance to go to outer space,
where will it be? Why?
3. Review
The pupils will identify the pictures of other member of the
solar system that the teacher will show and tell something
about the pictures.
Motivation
 FIND ME IN ALL DIRECTION!
A B C D Assume that the distance of every letter from each other is 1cm,
using compass of a given direction guess every letter to form a
E F G H I J word and you will unlock the secret message.
K L M N O P
Q R S T U V
W X Y Z

B. Establishing a purpose for the

lesson
P 1st letter 1cm from letter J going to South
L 2nd letter from letter N going West
A 3rd letter 1cm from letter F to North
N 4th letter 2cm from the letter L to East
E 5th letter 1cm from letter K to North
T 6th letter 2cm from letter R going to East

Say the objective of your lesson:

Today we will learn about planets in the solar system and their
characteristics.
 EXPLORATION: Group Work
1. Setting of standards/Safety Tips
Okay class let’s have a group activity and before we proceed to
our group activity, anyone who can recall the rules and guideline
in having group activity to perform a successful work?
a) Help each other
b) Accepts the opinions and the ideas of your groupmates
c) Be responsible
d) Be positive and trust each other
e) Work silently
2. Activity
Group 1: Design a poster about planets in the solar system.
C. Presenting examples / instances of
Group 2: Make a poem on how to protect our solar system.
the new lesson
Group 3: Dramatization (2-3mins) showing the distance of planets
in the solar system and their characteristics.
Group 4: Create a simple song about Planets in the Solar System.

Approach: Allow students to have an interaction with their classmates,

they can draw and create a simple song or lyrics about Planets
in the solar System.
Strategy: Cooperative Learning
Technique: Let the students build connection to their partner by giving
each of them at least two characteristics of every planets.

D. Discussing new concepts and Mnemonic Activity:

practicing new skills #1
My Very Excellent Mom Just Served Us Noodles.
M-Mercury, V-Venus, E-Earth, M-Mars, J-Jupiter, S-Saturn, U-Uranus,
N-Neptune
 Direction: Label the planets from nearest to farthest.

E. Discussing new concepts and Explanation:

practicing new skills #2 The Solar System is made up of the Sun and all of the smaller objects
that move around it. Apart from the Sun, the largest members of the Solar
System are the eight major planets.

CHARACTERISTICS OF PLANETS IN THE SOLAR SYSTEM

Two categories of Planets
1) Terrestrial Planets
2) Jovian Planets

MERCURY

 Is the smallest planet.

 Is the closest planet to the Sun.
 VENUS
 The second planet from the sun.
 Venus is slightly smaller than Earth.

EARTH

 Earth, the third planet from the sun and the

largest terrestrial planet
 Is the only planet known to host living beings
and the only one known to have liquid water
on its surface.

MARS

 The fourth planet from the sun, Mars, the

Red Planet.
 The red color of the surface comes from iron
oxide or rust in the soil.
JUPITER

 Further from the sun, past a ring of

asteroids, lies the largest planet in our solar
system.
 The first of the gas giant planets.

SATURN

 The rings orbit the planet in a thin band

about a mile thick.
 The interior of Saturn, like Jupiter, is made
of mostly hydrogen and helium.

URANUS

 Uranus spins on an axis parallel to its orbit.

 This cold planet is four times the size of
Earth and is made of a large atmosphere of
methane with a dense core of frozen
methane.

NEPTUNE

 Is the farthest one from the sun and, like

Uranus, is a very cold place. 
 The atmosphere is mostly methane, which
gives the planet its blue color.

F. Developing Mastery
(Leads to Formative Assessment)
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about
TERRESTRIAL PLANETS JOVIAN PLANETS
Direction:
Classify planets according to their group categories.
Elaboration:
1) What is a solar system?
2) Which planet is home to humankind?
3) Which planet known as the "red" planet?
4) Which planets have rings?
5) Which is the biggest planet in the solar system?
Directions:
Match each planet to its description.
I. Evaluating learning EVALUATION:
1) The four inner planets are rocky and small. Which description
best fits the next four outer planets?
A. They are also rocky and small.
B. They are very large and made of ice.
C. They are small and made of ice.
D. They are very large and made of gases.
2) Which two planets are out of order in this list of our solar system?
The planets are listed in order of distance from the sun.
Mercury-Venus-Earth-Mars-Jupiter-Saturn-Uranus-
Neptune-Pluto
A. Mercury and Earth
B. Venus and Earth
C. Saturn and Jupiter
D. Uranus and Neptune
3) What is a special characteristic of Jupiter, Saturn, Neptune, and
Uranus?
A. They are planets in our solar system.
B. They spin slowly.
C. They revolve around the sun.
D. They have rings.
4) How does a telescope help us understand the moon?
 A. It tells us how it was formed.
B. It tells us how hot it is here.
C. It helps us see surface features.
D. It can tell us what the moon is made of.
5) Without gravity, what would be the shape of the solar system?
A. Planets would revolve in perfect circle.
B. Much different than it is now.
C. Planets orbit would cross.
D. All planets would be in the same orbit.

EXTEND:
J. Additional activities for application Assignment:
or remediation Make a Collage of a Solar System.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on
this formative assessment
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work?
No. of learners who have caught up the
lesson

D. No. of learners who continue to

require remediation
Which of my teaching strategies
worked well?
Why did these work?
F. What difficulties did I encounter
which my principal or supervisor help
me solve?

G. What innovation or localized

materials did I used/discover which I
wish to share with
other teacher?