DETAILED SCIENCE LESSON PLAN

TEACHER: TEREMIE JOSEPH C. OBADO

GRADE LEVEL QUARTER/DOMAIN WEEK & DAY NO. Date:

Grade 9 3rd Week 6 March 14, 2023

I. OBJECTIVES
The learners demonstrate an understanding of:
A. Content
the relationship between the visible constellations in the sky and Earth’s position along its
Standards
orbit
The learners shall be able to:
B. Performance
discuss whether or not popular beliefs and practices with regard to constellations and
Standards
astrology have scientific basis
C. Learning Show which constellations may be observed at different times of the year using
Competency models (S9ES-IIIj35)
1. Knowledge – Name the constellation in the sky
D. Learning 2. Skills - Show which constellation may be observed at different times of year
Objectives 3. Attitude – Discuss the belief and practices regards to constellation
Attitudes: Practice cooperation in performing group task during distance learning

II. CONTENT/TOPIC
Patterns in the sky throughout year
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Page 160-161
pages
2. Learner’s Materials
Page 217-219
pages
3. Textbook pages Experiencing Science – An Activity-based Work-text in Science 9 page 292-294
B. Other Learning App: Star Walk
Resources Website: https://www.britannica.com/science/constellation
IV. PROCEDURES
A. Reviewing previous Preliminary Activity: “Count on ME” (ELICIT)
lesson or This is an interactive winter sky. Students simply click the name of a constellation and
presenting the new watch it form. The history and information about each constellation is also provided.
lesson.

B. Establishing a ACTIVITY 2 (ENGAGE)

purpose for the Words from the star text have been scrambled in the circles below. Your job is to
lesson. unscramble the letters and write the correct word on the line under each circle.
C. Presenting Are the stars identical in size?
examples/instances Are the stars identical in color?
of the new lesson.
Are the stars equally bright?
D. Discussing the new EXPLORE
concepts and
practicing new Present Constellation and give some of the stars and constellation used by
skills the Matigsalug Manobo of Bukidnon:
E. Discussing the new
concepts and
practicing new
What is Constellations?
skills The patterns of stars seen in the sky are usually called constellations. The Big
Dipper or the Great Bear is not really a constellation, but an asterism. An
asterism is a more recognizable part of a larger constellation.

Here are some of the stars and constellation used by the Matigsalug
Manobo of Bukidnon:

Baha In the western equivalent, it is known as the

constellation of Taurus. It is the time to clear the
forest.

Pandarawa it is known as Pleiades a star cluster made

up of seven stars of constellation
Taurus. It is the start of
planning what kind of crops to be planted
and how wide the area to be planted.

Balatik is seen as both the sword and belt of Orion. Start

of planting and
setting
of traps to protect the crops from animals.
.
Malihe planting of rice and veggies
Activity 2. "Creating Stellar Constellations”
The objective of this activity is to encourage students to reflect on their
personal strengths and growth while connecting them with the concept of
constellations. By identifying their strengths and envisioning them as
constellations, students will foster self-awareness, boost self-esteem, and
recognize the potential for growth and development.
Introduce the concept of constellations: Begin by discussing what
constellations are and how they have been used throughout history to navigate
and tell stories. Emphasize that constellations are arrangements of stars that
form meaningful patterns.

Brainstorm personal strengths: Ask students to reflect individually on their

own strengths, talents, and positive qualities. Encourage them to consider
both their innate abilities and the skills they have developed over time.
Provide prompts such as:

What are you good at?

What personal qualities do you admire in yourself?
What accomplishments or challenges have you overcome?
Identify constellation qualities: In their notebooks or journals, students should
write down the qualities or keywords that represent their strengths. These
could be single words or short phrases that capture the essence of their
abilities or attributes. For example, words like "creativity," "leadership,"
 "kindness," or "perseverance" may be identified.

Create a visual representation: Distribute art supplies and either large poster
paper for a collaborative project or individual sheets for each student. Instruct
students to use their chosen materials to create a visual representation of their
strengths in the form of a constellation. They should arrange their identified
qualities as stars, connecting them with lines or shapes to form a unique
constellation pattern.

Reflect and share: Allow time for students to complete their constellations.
Once finished, students can reflect on their creations and the strengths they
have depicted. Encourage them to write a short paragraph or two describing
the significance of each strength and how it contributes to their growth and
development.

Group sharing and discussion: Provide an opportunity for students to share

their constellations with the class. Each student can briefly describe their
chosen strengths and explain why they find them important. Encourage
positive feedback and reinforcement from classmates.

Classroom display: Create a dedicated space in the classroom to display the

constellations. This serves as a reminder of the strengths and growth potential
of each student. It can also serve as a source of inspiration and encouragement
throughout the academic year.

F. Developing EXPLAIN
mastery
(Leads to formative Complete the table below by filling in the missing item. The first step is
assessment 3). done for you!
G. Making What is Constellation? Explain the uses of constellation/stars?
generalization and A group of stars forming a recognizable pattern that is traditionally named after its
abstraction about apparent form or identified with a mythological figure
the lesson.
Constellations are useful because they can help people to recognize stars in the sky. By
looking for patterns, the stars and locations can be much easier to spot.

The constellations had uses in ancient times. They were used to help keep track of the
calendar. This was very important so that people knew when to plant and harvest crops.

Another important use for constellations was navigation. By finding Ursa Minor it is
fairly easy to spot the North Star (Polaris). Using the height of the North Star in the sky,
navigators could figure out their latitude helping ships to travel across the oceans.

What is the apparent movement of the stars/constellation?

The apparent movement of stars is from east to west?

How does apparent movement of constellation same with the sun?

They have the same movement from east to west since our Earth is rotating clockwise
or rotating from east to west.

Why we can see a different pattern of the sky throughout the year?
Due to the revolution of Earth around the orbit?

Discuss the belief and practices regards to constellation

H. Finding practical Learners will answer this question;

application of
concepts and skills How early people use constellation?
in daily living.
They use it as calendar.
Use to determine the planting and harvest season.
Use to predict the weather.
Use as navigation.
 I. Evaluating learning. 1. Which of the following constellations is associated with the mythological figure who
was placed in the sky after being transformed into a bear?

A) Ursa Major
B) Orion
C) Draco
D) Canis Major
E) Aquila

2. Which constellation is associated with the Greek mythological figure who carried a
club and wore the skin of the Nemean lion?

A) Hercules
B) Perseus
C) Andromeda
D) Pegasus
E) Hydra

3. Which constellation is represented by a mythical creature with the body of a lion and
the head and wings of an eagle?

A) Leo
B) Cygnus
C) Pegasus
D) Draco
E) Sagittarius

4. Which constellation contains the star cluster known as the Pleiades?

A) Leo
B) Scorpius
C) Aquarius
D) Orion
E) Taurus

5. Which of the following constellations is known as "The Hunter"?

A) Orion
B) Ursa Major
C) Cassiopeia
D) Gemini
E) Taurus

J. Additional Learners will answer this question;

activities for 1. Draw the pattern of Taurus.
application or 2. Draw the pattern of Virgo
remediation.

Describe the motion of constellation that is mainly responsible for the change in
position.

Why can we see different pattern of the sky at different year?

V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
VI. REFLECTION students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant question.
A. No. of learners who earned
80% on the formative assessment
B. No. of learners who require
additional activities for
 remediation
C. Did the remedial lesson work?
No. of learner who caught up with
the lesson
D. No. of learner who continue to
require remediation

Prepared by: Noted:

TEREMIE JOSEPH C. OBADO VIRGINIA S. PEDRANO

Teacher III COP Head, Science Dept.

NATURALISTIC
 Love of nature, plants,

animals

Give value to natural

world

Farmers, Botanists,

Good in Biology

MATHEMATICAL
 Ability to calculate,
quantify
Carry out complete
mathematical
operations
Engineers,
Mathematicians
Good in Mathematics
LINGUISTICS
 Ability to think in words
and to use
language
Understand the order
and meaning
of words
Reporters, writers
Good in English

LOGICAL
 Ability to consider
proposition and
hyphothesis
Use abstract and
symbolic thought
Scientist, Detective
Good in Mathematics
SPATIAL
 Ability to think in three
dimensions
Active imagination and
image
manipulation
Painters, Architects
Good in Arts