DAILY School

CALAPI NATIONAL HIGH SCHOOL

Grade Level
8
LESSON
PLAN Teacher MA. DANICA M. OCENAR Learning Area
SCIENCE
Teachin Quarter
g Dates
January 18, 2023 SECOND
and
Time
I. OBJECTIVES Key Result
Areas/
Objectives
, COT
Indicators,
Annotatio
ns

A. Content The learners demonstrate an understanding of the

Standard characteristics of comets, meteors, and asteroids.
B. Performance The learners should be able to discuss whether or not beliefs
Standard and practices about comets and meteors have scientific basis.
C. Learning Most Essential Learning Competency:
Competency/ The learners should be able to compare and contrast
Objectives comets, meteors, and asteroids.
Write the LC (Week 6 S8LT-IIg-22)
code for
each. Unpack:
 Identify the parts that make up a comet,
 Describe what happens to a comet as it travels closer to the
sun,
 Formulate doable actions to address superstitions on
comets, and
 Appreciate the importance of applying the concept in real
life situation such as the need to reflect about facts,
legends and myths in the community related to comets.
II. CONTENT

Module 3: Asteroids, Comets, and Meteors

Lesson 4: Comets
III. LEARNING
RESOURCES

A. References

1. Teacher’s Science 8 Teachers guide pages 103-110

Guide pages

2. Learner’s Science 8 Learners Material pages 153-167

Materials
pages

3. Textbook
pages

4. Additional
Materials from
 Learning
Resource
(LR)portal

B. Other Learning http://www.rocketcompulsion.com/comet-lesson-ideas/

Resource http;science.ppst.com/spacefree-science-for-kids/

IV. PROCEDURES Teacher’s Activity Student’s Activity

Preparatory Activity

DepEd Interfaith Prayer

Everybody, please stand for the (The students will stand
prayer and pray)
Okay you may now take your seats (The student will seat
down)
Good morning Ma’am!
Good morning/afternoon class!
We’re doing fine Ma’am.
How are you today?

That’s great to hear

Attendance Checking
(Seat Plan)
Objective 4.
Classroom Rules Establish safe
and secure
(Emphasize some classroom rules learning
before and during discussion) environments
to enhance
(Picking pieces of paper learning
Please observe your surroundings and or any dirt and aligning through the
any pieces of mess you see put it on the chairs) consistent
the trash, and kindly aligned your implementatio
chairs properly. n of policies,
guidelines, and
procedures.
Alright! You may now be seated.

ELICIT
A. Reviewing
previous
In the past lesson that we had, you
lesson or
have learned the similarities and
presenting the
differences of meteoroids, meteor, and
new lesson
meteorites.
Meteoroid is a small Objective 3.
Use effective
What is the difference between a chunk of rock or dust in
verbal and
Time allotment: meteoroid, a meteor, and a meteorite? space while meteor is a non-verbal
3 minutes light phenomenon when classroom
a meteoroid hits the communicatio
atmosphere and n strategies to
support
meteorite is the fragment learner
of a meteor that hits the understanding
ground. , participation,
engagement
Very good! Let us give him/her a clap. and
Where can we find meteoroid? In outer space
achievement.

Meteor is in the
 How about meteor and meteorite? atmosphere while Objective 2.
meteorite is on Earth. Display
proficient use
of Mother
Very good! Let us give him/her a clap. tongue,
Filipino,
English to
facilitate
Alright! learning.

B. Establishing a ENGAGE
purpose for Objectives
the lesson (Show and let the students read the
C. Presenting objectives on the screen using a slide
examples/inst deck presentation.)
ances of the Objective 5.
new lesson I know that you are now very excited Maintain
to listen and learn the concept that learning
we will be discussing. So, in order environments
for you to know the lesson for today. that promote
fairness,
Let us all accomplish activity 2. respect and
care to
Are you ready? Yes Ma’am. encourage
learning.
Time allotment:
Activity 2. Find Me!
3 minutes Objective 3.
The teacher will show/post numbers Use effective
and the counterpart letters. verbal and
non-verbal
Posted on the board are simple (Give ample time for classroom
students to accomplish communicatio
mathematical problem. And with its n strategies to
counterpart letter inside the the task) support
letter/number code box. learner
Understanding the direction, all you Answer: understanding
have to do is to compute the total UNDERSTANDING , participation,
engagement
answer and write the correct COMETS and
counterpart letter of the equation achievement.
and paste it in front. Objective 7.
Applied a
range of
I will be giving you 3 minutes to successful
answer the task. strategies that
maintain
learning
Very good! Did you enjoy the Yes Ma’am. environments
that motivate
activity? learners to
work
productively
Based on the prior activity that you by assuming
responsibility
do. for their own
Our lesson for today is learning.
What do you think is our lesson for about understanding
today? comets. Objective 1.
Apply
knowledge of
content within
and across
Very good! (Give ample time for curriculum
students to accomplish teaching areas
So, before we proceed to our main the task)
lesson for this morning/afternoon, I
 will give you a strip of paper and
you will write any word related to
the word COMET. Yes Ma’am. Objective 1.
Apply
I will only be giving you 3 minutes. (Give ample time for knowledge of
Don’t forget to write your full name students to accomplish content within
and across
in your paper. Afterwards, you may the task) curriculum
post your piece of paper on the teaching areas.
board with an answer on it. Answers may vary.
Time allotment:
(Students make a thumb
3 minutes Okay time is up. You may now post up sign)
your answer. Kindly make a thumb
up sign if you’re done.

Wow! It looks great.

All of us really did a great job! Let us
all clap our hands for a job well
done.
Some answers are the
same or they are similar.
Let us look all the answers that you
posted. What do you observe? (Students will read the Objective 3.
definition of each Use effective
word/term) verbal and
Using some of the terms/words Plasma Tail refers to an non-verbal
classroom
wrote by the students. The teacher ionized gas caused by an
communicatio
will introduce unfamiliar interaction between solar n strategies to
wind and cometary support
term/words. The students are task
plasma. learner
to read and familiarize the words. understanding
Dust Tail refers to the
1. Plasma Tail formation of a comets tail
, participation,
engagement
2. Dust Tail from those dust particles and
3. Coma and is blown back by achievement.
4. Nucleus solar radiation pressure
5. Oort Cloud to form a long curving tail
6. Kuiper Belt that is typically white or
(Definition of the terms are given) yellow in color.
Coma refers to a cloud of
hydrogen gases that
surrounds the nucleus of
a comet.
Nucleus refers to the
body of a comet and has
been described as a
dusty snowball
consisting of rocky
material embedded in a
mass of ice and frozen
gases.
Oort Cloud refers to a
vast shell of billions of
comets.
Kuiper Belt refers to a
“junkyard” of countless
icy bodies left over from
the solar system’s
formation.
D. Discussing the EXPLORE
new concepts Okay! Are you now ready for a
 and practicing fun and enjoyable exploration of Yes Ma’am.
new skills #1 our lesson?

Having said that let us perform the

exploration activity. Objective 5.
Yes Ma’am. Maintain
Are you ready? learning
environments
Since I have assigned you into your that promote
Time allotment: respective groups. You will be fairness,
3 minutes respect and
working in groups to accomplish the care to
task. (Use of candy in grouping encourage
students). learning.

(Distribute the activity sheets to each

groups)
Objective 6.
Maintain
(Emphasize the class rules during learning
group activity such as work silently environments
in group, commit to learning not that nurture
and inspire
debating and allow each member of learners to
the group to share ideas) participate,
cooperate and
The teacher will show the rubric in a collaborate in
continued
power point slide. learning.

Accomplishing the activity, Objective 2.

learners/students will be rated
using a RUBRIC illustrated below.
CRITERIA SCORE

1. Content and clarity of 50%

answers
2. Presentation 30%
3. Teamwork 20%
TOTAL 100%
(Refer to them the procedures and the Objective 7.
activity sheets) Applied a
range of
Performance Task #1 It is easy to successful
strategies that
COMET! maintain
learning
Using the activity sheets provided, environments
that motivate
do the task and write down your learners to
answers in your Manila Paper. work
Assigned a reporter/discussant after productively
by assuming
you have finished answering the responsibility
task. for their own
learning.
Since we will be needing the QR
Code Scan reader, each group will Yes Ma’am.
have to use one cellphone. And the
fact that the activity is a scavenger
hunt, the fastest group who finish
answering and finds the correct
answer for each question will receive (Give ample time for them
a plus points. So, I encourage to finish the task)
everyone to collaborate.
 Sample Activity Sheet

Time allotment:
15 minutes

Objective 3.
After the activity is the Use effective
presentation of the verbal and
non-verbal
output. classroom
communicatio
n strategies to
support
Okay time is up. Kindly make a Expected output: learner
thumb up sign if you’re group is Comet understanding
done. Comets are frozen , participation,
leftovers from the engagement
and
Present your complete answers in formation of the solar achievement.
front or in the board. system composed of
dust, rock, and ices.
The three main parts
(Presentation of Answer/outputs: 2 of a comet are the Objective 1.
minutes for each group) nucleus, the coma, Apply
knowledge of
and the tail. content within
Planetary orbits are all and across
nearly circular, comet curriculum
teaching areas.
orbits are highly
eccentric or like a cigar
(with the sun near one
of the tips)
The tails always point
away from our Sun. Objective 3.
Use effective
When a comets orbit
verbal and
brings it close to the non-verbal
sun, it heats up and classroom
communicatio
spews dust and gases
n strategies to
into a giant glowing support
head larger than most learner
planets. understanding
, participation,
Very good! All of us really did a engagement
great job! Let us all clap our hands and
for a job well done. achievement.

E. Discussing the (Slide deck presentation was used to

new concepts back up the concept gained by the
and practicing students) Objective 7.
Applied a
new skills # 2 range of
Based on the activity, what makes up a Comet is made up of successful
 comet? dust, rock, and ice. strategies that
maintain
learning
Correct! environments
that motivate
Time allotment: And where can we find comets? Comets lies in the Oort learners to
cloud and Kuiper belt. work
15 minutes productively
by assuming
Correct! Since, comets are found in the responsibility
Oort cloud and Kuiper belt. An area for their own
which is very far away from the sun. learning.
They have the characteristics of being a
“dirty snowball”.

(The teacher discusses the concept of

comet)

Let us analyze figure 1. As you can see

there are three main types of a comet.

There are many comets that are famous

and was once observed during multiple
close approaches to our planet. In the sublevel Order.
Both cats and dogs
(Show illustration of Halley’s Comet and belong to Order
Hyakutake) carnivora.

What is the most famous comet of The Halley’s comet.

all?

Excellent!
F. Developing EXPLAIN Objective 7.
Applied a
mastery (Leads (Use inquiry questions (HOTS); allow range of
to formative students to briefly explain) successful
assessment 3) Let us analyzed the list of comets strategies
shown in the screen. that
maintain
learning
Which comet is/are considered as long- The long-term comets are environmen
Time allotment: term comet? Comet Hyakutake and ts that
5 minutes Comet Hale-Bopp. motivate
learners to
Correct! work
Which comet is/are considered as The short-term comets productivel
short-term comet? are Halley’s comet, y by
Tempel-Tuttle, and assuming
Comet Encke. responsibili
ty for their
own
Correct! Based on the data of the learning.
How frequently do comets pass the astronomers, on average,
Earth? every five years.

Very good! Because comets are

Then, why do comets have tails? made of ice and when
they come closer to the
sun, they tend to stream
out those particles.

Excellent!
G. Finding ELABORATE Objective 7.
Applied a
practical From your groups earlier, choose one of range of
application of the three superstitious belief (one from successful
concepts and Philippines and the rest from other strategies that
countries). maintain
skills in daily
learning
living environments
Discuss with your group, and answer (Give ample time for them that motivate
the question “Do superstitions about to finish the task) learners to
comets have scientific basis? Why or work
why not? productively
Time allotment:
(Elicit responses among by assuming
7 minutes responsibility
them) for their own
learning.
Answers may vary.
No, because comets are
just celestial objects
orbiting the sun. There is
no scientific basis that Objective 1.
can prove that comets Apply
cause bad luck. knowledge of
content within
Very good! Indeed, beliefs are just and across
curriculum
based on the human interpretation teaching areas
of a certain thing.

What other subject does knowledge Answers may vary.

about comets can we relate to? Like, lesson in our Araling
Panlipunan/History class,
comets played a major role
in the evolution of Earth.

MATH, understanding
comets give us the
mathematical idea of its
periodic orbitals.

Excellent! Just like how your Math

teacher taught you how to do periodic
counting.
H. Making
generalization Okay, before we move on with
and our evaluation, let us have a
abstraction recap of what you have learned
about the today. Objective 1.
lesson Apply
knowledge of
(S content within
h and across
o curriculum
teaching areas.
w
a Objective 3.
Use effective
(All students will sing the verbal and
song) non-verbal
classroom
communicatio
n strategies to
support
learner
understanding
, participation,
engagement
 song about Comet and let the students and
sing it) achievement.
Very good! All of us really did a
great job! Let us all clap our
hands for a job well done.

I. Evaluating EVALUATION
learning Directions: Read concisely the entire
question posted on the screen. Write
the letter of the correct answer on a
separate sheet of paper (1/4 sheet of
paper).
Answer:
1. What are comets often called?
1. a
A. Dirty snowballs C. Pretty 2. b
Dusters 3. a
B. Glorious balls D. Streakers 4. a
2. How many tails does a comet 5. c
have?
A. One C. Three 6-10. Rubric
B. Two D. Four Rubric for Scoring
5 Explanations are
3. Which way does the tails of a poin conceptually
comet point? ts complete
2 Explanations are
A. Away from the sun. poin conceptually
B. At Earth. ts incomplete
C. Comets don’t have tails. 0 No explanation

D. Toward the sun.

4. What is the coma of a comet?
A. A cloud of gas surrounding
the nucleus.
B. A light sprinkling of dust.
C. The drowsiest part of comet.
D. The very top of a comet.
5. Where do many comets came
from?
A. Mercury
B. Moon
C. Oort Cloud
D. Stars

6-10. (5 points) Formulate a doable

action to address superstitions on
comets as what is believed in your
community.
J. Additional EXTEND
activities for For remediation:
application or 1. Search one famous comet. Cut it
remediation out and paste it in a short bond
paper then write brief description of
it.

REMARKS

REFLECTION
A. No. of
learners
who
earned
80% in the
evaluation
B. No. of
learners
who
require
additional
activities
for
remediatio
n who
scored
below 80%
C. Did the
remedial
lessons
work? No.
of learners
who have
caught up
with the
lesson
D. No. of
learners
who
continue
to require
remediatio
n
E. Which of
my
teaching
strategies
worked
well? Why
did these
work?
F. What
difficulties
did I
encounter
which my
principal
or
supervisor
can help
me solve?
G. What
innovation
or localized
materials
did I
use/discov
er which I
wish to
share with
other
teachers?