Grade

School DASNHS Level 8

Learning
Teacher ARLENE M. ALIPORO Area SCIENCE
Teaching February 9, 2021
DAILY Dates and (Burgos, Del Pilar,
LESSON Quarter SECOND
Time Agoncillo, Dagohoy,
LOG Luna)
I. OBJECTIVES
The learners demonstrate understanding of the characteristics of comets, meteors, and
A. Content Standard
asteroids.
B. Performance Standard Discuss whether beliefs and practices about comets and meteors have scientific belief.
C. Learning Competency Compare and contrast comets, meteors and asteroids. S8ES-IIg-22
1. Compare and contrast comets, meteors, and asteroids.
D. Specific Learning 2. identify the characteristics of a comet, a meteor, and an asteroid.
Objectives 3. see their value in providing scientists with information about the origin of the solar
system.
II. CONTENT Asteroids, Comets, and Meteors
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials Self-Learning Modules of students Week 6
pages
3. Textbook pages Science Learners Module pp. 153-159
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Internet Sources
Resource
IV. PROCEDURES
A. Reviewing Unscramble Me
previous lesson or
presenting the new S D O I T A E S R – ASTEROIDS
lesson E M I D O T O E R – METEOROID
(ELICIT) R E M E T S O – METEORS
I T E ME T I O E R – METEORITE
S T C M O E – COMETS

*Ask the students about their knowledge on those objects. Ask them to describe each.
They can refer in their module Let’s Recall.
ASTEROIDS – known as planetoids or minor planets
METEOROID – “space rocks”
METEORS – “shooting stars”
METEORITE – meteoroid survived from a trip through the Earth’s atmosphere
and hits the Earth’s surface.
COMETS – large “dirty snowball”

B. Establishing a Describing distinct features of comets, asteroids, and meteors

purpose for the
lesson The students will watch a video presentation about comets, asteroids, and meteors. They
(ENGAGE) will take some important notes in their notebook.
C. Presenting GUIDE QUESTIONS:
examples/Instances 1. What are near-earth objects?
of the new lesson 2. Why are comets and asteroids called NEO by astronomers?
(ENGAGE) 3. How do you distinguish comets from asteroids and meteors?

D. Discussing new Venn Diagram

concepts and Come, Come, Come…COMETS- Go, Go, Go Astray ASTEROID
practicing new skills ACTIVITY 1: Venn Diagram – Characteristics of
#1 comets and asteroids
(EXPLORE) Directions: Complete the Venn diagram below to
compare comets and asteroids. Write
their differences in the outer circle and their
E. Discussing new similarities in the center (where the circles
concepts and overlap). Choose your answer from the given
practicing new skills items in the table.
#2
F. (EXPLORE)
 GUIDE QUESTION: How are comets, meteors, and asteroids alike?

You Can Do This...Space ROCKeteers!

Activity 2: COMET vs. METEOR vs. ASTEROID
Directions: Write down the differences among the three based on description, location and
movement. Do this on your answer sheet.

G. Developing mastery
(EXPLAIN)
GUIDE QUESTION: Why do scientists on earth need to know the description, location
and movement of comets, meteors, and asteroids?

H. Finding practical Activity 3: Hit Me With Your Best Shot!

application of Objective: Simulate the impacts of comets or asteroids on Earth.
concepts and skills Materials:
in daily living Tray (any size available at home), Sand (can try also flour or starch; gaw-gaw), 3
(ELABORATE) different-sized
I. Making (Small, medium, and large) rocks, 30 cm Rule, Pencil with eraser and Paper
generalizations and Procedure:
abstractions about 1. Fill in the try with sand, flour, or starch.
the lesson 2. Place the try with sand on the floor.
3. Measure a 1-meter height from the tray and mark it the highest point.
4. Drop each rock one at a time from the same height.
Make each three trials for each rock.
5. Draw your observations on a separate sheet of paper following the format below.
 GUIDE QUESTIONS:
1. What was formed when you dropped the rock to the sand?
2. How will you compare your observation to the crater found on earth and moon?
3. Was there a difference on the impact made by each rock? How will you relate this to
the actual impact of space rock?

Let’s Evaluate
DIRECTION: Choose the letter that corresponds to the correct answer. Write your answer
on your answer sheet.

1. How can you differentiate a comet from an asteroid?

A. Comets orbit planets and most asteroids orbit the Sun.
B. Comets are hot ball of gas and asteroids are made mostly of ice.
C. Comets are made mostly of ice and asteroids are made mostly of rocks.
D. Comets form constellations in the sky and asteroids form fireballs in the sky.
2. What do we call these objects from space that enter Earth’s atmosphere and commonly
called “shooting stars”?
A. Comets C. Meteors
J. Evaluating learning B. Asteroids D. Meteorite
(EVALUATE) 3. What do we call when an object strikes the surface of a planet or moon, and they leave
a deep impression on its surface?
A. Canyon C. Pothole
B. Crater D. Sinkhole
4. Which of the two properties of an impacting object have the greatest effect on the
amount of energy released by the impact?
A. Mass and Diameter C. Impact angle and Density
B. Diameter and Density D. Mass and Impact Velocity
5. What are the two most abundant elements in the Earth’s crust and are also the main
composition of Asteroids?
A. Oxygen and Silicon C. Iron and Nickel
B. Hydrogen and Nitrogen D. Helium and Silver

K. Additional activities Let’s Create

for application or Designing an Earth Protector
remediation
Goal: Generate ideas on how to prevent a catastrophe that would result if a large
(EXTEND)
meteor hit the Earth.
Role: You are an artist, engineer and scientist
Audience: Physics teacher, Earth Science teacher and students
Situation: Reflect on your experimental results and consider what your new
understanding of impact tells about an actual meteor hitting the Earth. Write down ways
in which this knowledge could be applied to the design of an Earth Protector, a device
that would prevent a meteor from damaging the Earth. You can review the concepts
from your previous learning.
Draw a diagram of your Earth Protector to help explain your ideas and label the
various components.
Draw your idea on the separate worksheet.
Performance
You will be graded according to the rubrics below.
 V. REMARKS
VI. REFLECTION
No. of learners who earned 80% in the evaluation
A. No. of learners who require additional activities for remediation who scored below 80%
B. Did the remedial lessons work? No. of learners who have caught up with the lesson
C. No. of learners who continue to require remediation
D. Which of my teaching strategies worked well? Why did these works?
E. What difficulties did I encounter which my principal or supervisor can help me solve?
F. What innovation or localized materials did I use/discover which I wish to share with other teachers?

Prepared by: ARLENE M. ALIPORO Checked by: MELVINA C. BELANGO

Science Teacher Head Teacher, Science Department