DETAILED School Zaballero Subdivision Elementary School Grade Level 6

LESSON Teacher Maria Christen P. Acyatan Learning Area Science

PLAN Date/Time Quarter Fourth

APPLIED A PERSONAL PHILOSOPHY OF TEACHING THAT IS LEARNER-CENTERED

As a Science teacher, I believe in the constructivist philosophical theory and applied this approach in my teaching. In Science, learners construct their own
learning rather than just passively taking in information. The teacher acts as a facilitator of learning. Learners’ experiences and pre-existing knowledge are
important in the teaching-learning process. Learners learn best when engaged in learning experiences rather than passively receiving information. Essential
components of constructivist teaching were applied in each part of this lesson plan.
I. OBJECTIVES ANNOTATION
(Essential components to
constructivist teaching)
The learner demonstrates an understanding of the characteristics of planets in
A. Content Standards the solar system
The learner should construct a model of the solar system
B. Performance Standards

C. Learning Competencies MELC 6: Construct a model of the solar system showing the relative sizes of the planets and their
relative distances from the Sun
S6ES-IVi-j-7
1. identify the position of each planet in the solar system; and
2. make a model of the solar system showing the elative sizes of the planets and their relative
distances from the Sun.

II. CONTENT CHAPTER 4: Earth and Space

Planets of the Solar System
III. LEARNING
RESOURCES

A. References

1. Teaching Guide pages

CO_ADM Science 6 Quarter 4 – Module 7
2. Module/Learner’s DO_Q4_SCIENCE 6 Self-Learning Module

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Materials
pages

3. Textbooks

4. Additional Materials
from LR portal

B. Other Learning Activity sheets, ppt, laptop, projector

Resources
III. PROCEDURE
How are you today? Elicit prior knowledge
A. Reviewing the previous What is our weather for today? New knowledge is created in relation
Lesson or presenting a to learner’s pre-existing knowledge.
new lesson Lessons, therefore, require eliciting
Remind pupils about the health and safety protocol.
relevant prior knowledge.
Encourage pupils to participate in different activities and ask questions if they have one.
Asking the lesson learned from the
What have you learned from the past lesson? past lesson which is needed for the
new lesson and reminding them the
Ask pupils to sing the song “Planets in the Solar System” important concepts through song
can elicit the relevant prior
What is the beginning part of the song? Ending part? And the repeated part? knowledge

Using a slideshow presentation, ask questions about the song “Planets in the Solar System”.
1. Which planet in the solar system is closest to the Sun?
2. Which of the following is in the outermost part of the solar system?
3. What is the third planet from the Sun?
4. Which of the four planets has the hottest temperature?
5. Which is the largest planet in the Solar System?

B. Establishing a purpose Today, you will construct a model of the solar system using the relative distance from the sun and
for the lesson (Elicit) relative sizes of the planet. Before we go on, what do we mean by relative distance and relative

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 size?

Unlocking of difficulties:
relative distance - Distance relative ( measured from) to a specified reference point. Our specified
reference is the planet earth.
relative size- similar to relative distance there is a reference point but in terms of the size of the
planet. Our reference size is the size of the planet earth.

Motivational questions
Why is it important to know the distance and sizes of the planets?
How is it significant to our life?

The eight planets in the solar system are Mercury, Venus, Earth, Mars, Inquiry-based learning (IBL)
C. Presenting examples/ Jupiter, Saturn, Uranus, and Neptune. The planets are classified into inner and outer planets. Learners pose their own questions
instances of the new The inner or terrestrial planets are Mercury, Venus, Earth, and Mars. and seek answers to their questions
lesson (Engage) They are solid and are mostly made up of rocks and metal; they do not have rings. These are the via observation. They present their
planets closer to the Sun. supporting evidence to answer the
The outer or Jovian planets are Jupiter, Saturn, Uranus, and Neptune. questions. They draw connections
They are called gas giants. These gas giants are so-called because they are much larger than the between their pre-existing
terrestrial planets and are mostly made up of gas. All of these gas giants have rings. knowledge and the knowledge
they’ve acquired through the
Present Learning Task 1 Space in Between activity. Finally, they draw
Study closely the model of the solar system then answers the questions that follow. conclusions, highlight remaining
Construct a question based on the model and ask your classmate to answer your question. gaps in knowledge and develop
plans for future investigations

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 :
The planets in the solar system, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and
D. Discussing new Neptune, are divided into two groups – the inner planets and the outer planets. Problem-based learning (PBL)
concepts and practicing The inner planets are closer to the Sun, smaller in size, rock-llike structure and dense. The four The main idea of PBL is similar to IBL:
new skills #1 inner planets, Mercury, Venus, Earth, and Mars, are called terrestrial planets because their surfaces learners acquire knowledge by
are solid, and mostly made up of silicate rocks while the core is made of iron and nickel. devising a solution to a problem.
The outer planets are farther away, larger in size, and made up mostly of gas. These planets -
Jupiter, Saturn, Uranus, and Neptune are sometimes called Jovian planets or gas giants because they To understand deeper the concept
are very large and are mostly made up of gas. They are huge planets with a dense core wrapped by of distance of planets from the sun
thick gaseous materials. and size of each planet I asked pupils
A simplified number is used to describe a planet’s distance from the to solve or compute the planet
Sun. It is called an astronomical unit or AU. It is a unit of length equal to the average distance of distance from the sun from column 2
Earth from the Sun which is approximately 149,600,000 kilometers or 14.96 x 107 Km. Earth is to equivalent numbers in kilometers,
assigned 1 AU. The planets closer to the Sun has less than 1 AU while the planets farther away the same with Distance AU to Model
would have a distance greater than 1 AU. Using AU can help scientists keep the numbers distance from the sun.
manageable or smaller because distances in the solar system are very large. Table 1 shows these
numbers in kilometers, AU, and scaled distances in centimeters.

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 Show an example of computation of the earth distance from the sun from 14.96 x 107 Km to
149,600,000 kilometers to understand the concept better.

Ask pupils to solve the remaining planets.

Discuss the Distance AU column. Explain that the earth distance is the base and equivalent to 1 AU,
any planet nearer from the sun than earth is less than 1 AU and any planet farther from the sun than
earth is more than 1 AU. Tell learners that the last column is change to centimeter/millimeter
instead of AU and this is the unit that the pupils will use in making their own solar system model.
Show the ruler and ask the pupils to identify which is the centimeter.

Planet sizes can be determined from its diameter. A diameter is the distance from one end of
a circle or sphere to another side passing through the middle. Table 2 shows these numbers in
kilometers, relative diameter, and scaled sizes in centimeters

The same with the Table 1, I asked

pupils to solve the relative diameter
into size in cetimeter.

Discuss Table 2, the relative diameter of the planets.

Show a basketball or any representation of a planet in discussing the diameter. Explain to learners
that relative distance, relative diameter is also based on Earth diameter, any planet smaller than
earth is less than 1.00 and larger than earth is more than 1.00. The last column of Table 2 is the size
that they will be using which is in centimeters.

Now, it is time for you to construct your own model of a solar system

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 Reminder:
In this activity, you will use a sharp object which is scissors. From our past lesson about the simple
machines what type of simple machine is scissors and what are the proper way of using sharp
objects. May you tell the proper handling in using sharp objects?
Divide the class into small groups.
Remind the groups to always observe the health and safety protocols.

Let the group do the activity and encourage them to participate and share the responsibilities
among members. Remind them that the activity is a group effort and will be graded using a rubric.
Encourage them by giving small prizes.

Learning Task 2: Space Neighbors

In this activity, you will need the following materials:
1/2 of Manila paper or old newspaper
E. Discussing new Ruler (cm) Cooperative learning
concepts and practicing String or thread Learners work together in small
new skills #2. (Explore) Glue groups to maximize their own and
Scissors each other's learning.
5. Any coloring material available to you
Direction: Construct a model of the solar system showing the relative distances of the planets from
the Sun and their relative sizes. Follow the procedure below. In this activity, pupils need to
Procedure: cooperate to do their task which is
1. Prepare all materials needed. to construct a model of the solar
2. Draw the Sun in the Manila paper. system
3. Measure the distances of the planets from the Sun and put a mark labeling it with the name of
the planet. Make sure you follow the scaled distances. Refer to Table 1 for the scaled planet
distances.
4. Measure the sizes of the planets and draw a circle according to the scaled size where you put the
label. Make sure you followed the scaled sizes. Color your work. Refer to Table 2 for the scaled
planet sizes.
5. Attach the string from the Sun to each planet using glue.
6. Label each planet.
7. Presentation of output.
For output presentation let the class assess the work of their classmate with the use of a rubric.

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F. Developing Mastery Learning Task 3: Order of Planets in the Solar System
(Lead to Formative
Assessment 3) (Explain) Supply column B with the planet’s corresponding distance from the Sun in AU units and arrange the
planets in order in column C by providing their position from the sun (1st, 2nd, 3rd, 4th…). Problem-based learning (PBL)
The main idea of PBL is similar to IBL:
learners acquire knowledge by
devising a solution to a problem.

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G. Finding practical Compared with the billions of other stars in the universe, the sun is unremarkable. But for Earth and
application of concepts the other planets that revolve around it, the sun is a powerful center of attention. It holds the solar
and skills in daily living system together; provides life-giving light, heat, and energy to Earth; and generates space weather. Reciprocal teaching/learning
Allow pairs of students to teach each
The Sun is the center of our solar system. Collaborate with your partner and complete the diagram other.
by supplying 5 things that the sun can give/help us. Share the answer to the class to check if you
have a similar or different answer.

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 Apply knowledge with feedback
H. Making What I Have Learned! Encourage pupils to evaluate new
Generalizations and Fill in the blanks to complete the first three statements. Underline the correct answer inside the information and modify existing
Abstraction about the parenthesis to complete the last three statements. knowledge.
Lesson. 1. I have learned that the two groups of planets in the solar system are________ and ________.
(Elaborate) 2. I have learned that the inner planets are ______, ______, and_______. Through this evaluation activity,
3. I have learned that the outer planets are______, ______, and _______. teacher will know/assess the
4. I have learned that the inner planets are (smaller, bigger) than the outer planets. knowledge of pupils regarding the
5. I have learned that the inner planets are (nearer, farther) from the Sun. new information and reinforce or
enhance the least mastered.
Apply knowledge with feedback
I. Evaluating Learning Read each item carefully. Encourage pupils to evaluate new
(Evaluate) 1. Which planet in the solar system has the characteristics that can support life? information and modify existing
A. Earth B. Jupiter C. Mercury D. Neptune knowledge.
2. Which of the following statements describes the inner planets?
A. They are small and made of ice and gas.
B. They are large and made up mostly of gas. Through this evaluation activity,
C. They are large and made of gases and metal. teacher will know/assess the
D. They are solid and made up of rocks and metals knowledge of pupils regarding the
3. Which among the planets has an extensive and complex ring system? new information and reinforce or
A. Saturn B. Jupiter C. Uranus D. Neptune enhance the least mastered.
4. Which planet is the brightest object in the sky?
A. Venus B. Uranus C. Mercury D. Neptune
5. Which of the eight planets is known as the blue planet?
A. Earth B. Jupiter C. Mercury D. Neptune
The diagram below represents the Sun and planets of our solar system.

Figure 3: Diagram of the Solar System

6. Which planet on Figure 3 represents Jupiter and Saturn?
A. B and C B. C and D C. D and E D. E and F
7. In Figure 3, which planet represents Neptune?
A. E B. F C. G D. H
8. Which is the largest planet in the solar system?
A. Sun B. Jupiter C. Mercury D. Asteroid
9. Kevin is making a model of the solar system. Which two planets in the
model below are missing?

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J. Additional Activities for
Application or
Remediation (Extend)
Mercury-________-Earth-Mars-Jupiter-Saturn-________-Neptune
A. Earth and Venus C. Mercury and Earth
B. Venus and Uranus D. Uranus and Neptune
10. Which planet is the third planet from the Sun?
A. Earth B. Venus C. Saturn D. Jupiter
Ask the cooperation of a family member in identifying objects at home that can represent the scaled Cooperative Learning
planet sizes. Write the names of the objects in the third column.
Learners will collaborate with a
family member to continue learning
in at home.

V. REMARKS
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 had caught
up with the lesson

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 D. No. of learners who
continue to require
remediation

E. Which of my teaching
strategies work well?
Why did these work?

F. What difficulties did I

encounter which my
principal or supervisor
can help me solve it?

G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by:

MARIA CHRISTEN P. ACYATAN

Teacher III

Checked and reviewed by:

IMELDA G. CARANDANG
Grade Leader/MT 1

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 PICTORIALS

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