Republic of the Philippines

Department of Education

Region X

Division of Bukidnon

Pangantucan IV District
School LANGCATAON NATIONAL HIGH SCHOOL Grade level 9
Student Teacher DEVINE GRACE R. FABILLAR Learning Area SCIENCE
Date & Time MARCH 11,2024; 8:25-9:15 & 1:50-2:40 Quarter 3

I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the relationship
between the visible constellations in the sky and Earth’s position
along its orbit.
B. Performance Standards The learners shall be able to discuss whether or not popular
beliefs and practices with regard to constellations and astrology
have scientific basis
C. Learning Competencies/
The learners should be able to infer the characteristic of stars
Objectives (Write the
based on the characteristics of the Sun. (S9ES-IIIg-32)
code for each LC)
a. Describe the composition of stars.
D. Specific
b. Make a flow chart on star formation.
Objective
c. Discuss the future of our sun.
E. Integration of English & Art
Content Within
and Across
Curriculum
II. CONTENT Stars Formation
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages pp. 210-213
2. Learner’s Material pp. 211 – 216
Pages
3. Textbook Pages
4. Additional Materials from
LR Portal
Images from google.com
https://mcdonaldobservatory.org>teachers
B. Other Learning https://www.youtube.com/watch?v=PM9CQDlQI0A
Resources https://studylib.net/doc/8992879/life-cycle-of-a-star---intervention-
worksheet#

IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Learner’s Expected
Teacher’s Activity/ies
Response/s
Elicit (2minutes)
Begin the lesson by showing pictures of
the birth of a star to its death. Place the
images in the correct order.

https://mcdonaldobservatory.org>teachers
B. Establishing a purpose Engage (5 minutes) Students listen to the
for the lesson Let the learners read the objectives of the text.
C. Presenting examples/ lesson.
 Read the following to the students: Students will have
“Our galaxy, by conservative estimates, different thoughts on
contains 100 billion stars. The small what is going on
number of stars we can see at night are inside a star like our
the nearby stars in our tiny neighborhood sun.
of our galaxy. Stars are not eternal, but
live long lives compared to our lifetime.
Over time they change. Just like you can
look at a family photograph and tell who is
instances of the new
young or old, astronomers can observe
lesson
stars to estimate their stage of life.”

Pass out one 3 x 5-inch index card to each

student. Ask students to write about what
physical processes they think are going on
inside a star like our sun. Tell them that
grammar, punctuation, spelling, etc. does
count. Let them keep their responses to be
used later in the lesson.
Explore (10 minutes)
Let the students watch a video regarding
the life cycle of stars.
https://www.youtube.com/watch?
v=PM9CQDlQI0A
Students will be grouped into four. Each
group will be given different activities to
work on.
Group 1- Sequencing
Direction: The stages below are not in the
D. Discussing new right order. Number the stages in the
concepts and practicing correct order.
new skills #1 Groups 2 - Vocabulary
Direction: Match the word on the left with
the definition on the right.
Groups 3 - Fill in the blanks
Direction: Use the following words to fill in
the blanks.
Group 4 - Graphic Organizer: Putting it all
Together
(See attached activity sheets.)

E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery
G. Finding practical
applications of concepts
(5 minutes) 1. Yes
Guide questions: 2. Characteristics
1. Is the sun a star? used to classify
2. What are some of the characteristic stars include color,
used to classify stars? temperature, size,
composition and
brightness.
Explain (5 minutes) Without the sun life
Guide question: on Earth would not
1. How would our life be different without exist. It would be so
the sun? Would there even be life? cold that no living
thing would be able
to survive and our
planet would be
completely frozen.
Elaborate (20 minutes)
Make a “flipbook” movie to show the life
 cycle of the stars using the cut out boxes
and place them in order to accurately
depict the life of the stars in each frame.
and skills in daily living Be creative in making your “flipbook” and
make sure to use recycled materials only.
See attached cut outs.
(5 minutes) When it runs out of
Guide question: hydrogen, it will cool
H. Making generalization 1. What will ultimately happen to our sun? and become red,
and abstractions about expand and become
the lesson a giant, and finally
collapse into a white
dwarf.
Evaluate (10 minutes) Answer:
Direction: Choose the letter of the correct
answer. 1. b
1. The explosion of a star is referred to as 2. a
a ________. 3. b
a. Black hole c. White dwarf 4. d
b. Supernova d. Red giant 5. d
2. All stars begin as ______.
a. Nebulae c. red giants
b. supernovae d. white dwarfs
3. Which sequence below is correct?
a. Red Giant, Nebula, Main Sequence,
Protostar
b. Nebula, Protostar, Main Sequence,
I.Evaluating learning Red Giant
c. Nebula, main Sequence, Protostar,
Red Giant
d. Red Giant, Nebula, Protostar, Main
Sequence
4. Which stage in a star’s life is similar to
“old age” in human?
a. Nebula c. Red Giant
b. Main Sequence d. White Dwarf
5. At which stage does a star swell up
many time larger than its normal size?
a. Protostar c. Main Sequence
b. Nebula d. Red Giant
Extend
Stargazing: Take some time to look up at
J. Additional activities for the night sky tonight and try to answer the
application or remediation question that follows:
1. Are all stars of the same size? Why or
why not?

V. REMARKS

VI. REFLECTION
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 lessons

work? No. of learners who
have caught up with the
lesson.

D. No. of learners who

continue to require
remediation

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 / discover which I wish
to share with other
teachers?

Prepared by: Checked by:

DEVINE GRACE R. FABILLAR SALLY JOY Q. JUMAO-AS

Student Teacher Teacher I

Approved by:

ROMMEL E. CANTILA
School Principal I

Name: _________________________ Year & Section: _______________ Date: __________

Group No./Name: ________________ Score: ____________ Verified by: ______________

A Star is Born
Objectives:
At the end of the activity, you should be able to:
1. describe the composition of stars
2. make a flow chart on star formation

Materials Needed:
Video https://www.youtube.com/watch?v=PM9CQDlQI0A
Article

Procedure:
1. Watch the video regarding the life cycle of stars.
2. Read the article below afterwards.
3. Answer the activity assigned to your group.

A STAR IS BORN – STAGES COMMON TO ALL STARS

All stars start as nebula. A nebula is a large cloud of gas and dust. Gravity can pull some of the gas
and dust in a nebula together. The contracting cloud is then called a protostar. A protostar is the
earliest stage of a star’s life. A star is born when the gas and dust from a nebula become so hot that
nuclear fusion starts. Once a star has “turned on” it is known as a main sequence star. When a
main sequence star begins to run out of hydrogen fuel, the star becomes a red giant o red super
giant.Just like living things and humans, stars have a life cycle, which consists of birth, growth,
development, middle age, old age, and death. The life cycle of a star spans over billions of years.

For group 1: Sequencing

The stages below are not in the right order. Number the stages in the correct order.
_____ 1. The star begins to run out of fuel and expands into a red giant or red super
giant.
_____ 2. Stars start out as diffused clouds of gas and dust drifting through space. A single one of
these clouds is called a nebula
_____ 3. What happens next depends on the mass of the star.
_____ 4. Heat and pressure build in the core of the protostar until nuclear fusion takes place.
_____ 5. The force of gravity pulls a nebula together forming clumps called protostars.
_____ 6. Hydrogen atoms are fused together generating an enormous amount of energy igniting the
star causing it to shine.

For group 2: Vocabulary

Match the word on the left with the definition on the right.
____ 1. black dwarf a. exerts such a strong gravitational pull that no light escapes
____ 2. white dwarf b. a large cloud of gas or dust in space
____ 3. nebula c. what a medium-mass star becomes at the end of its life
____ 4. protostar d. the earliest stage of a star ’s life
____ 5. supernova e. star left at the core of a planetary nebula
____ 6. neutron star f. the remains of a high mass star
____ 7. black hole g. a red super giant star explodes

For group 3: Fill in the blanks

Use the following words to fill in the blanks
Black hole Massive White dwarf Supernova
Average Nebulae Super-giant Planetary Nebula
Neutron star
1. ___________ are clouds of dust and gas from which a star first forms. They are pulled together
by gravity into a spinning disc. The center of the disc becomes a star while the rest can become a
system of planets.
2. ___________ come from giant or massive stars. They grow to as much as three times the mass
of our sun as they lose the nuclear fuel at their core. The outer layer of this red star expands as the
core contracts.
3. Nebula can form either an _________ star that is about the size of our Sun or a ___________
star which can be over three times as big as our Sun! These stars stay in this period for most of
their lives and they convert hydrogen to helium while generating lots of heat and light.
4. At the end of the life of a giant star, a _______________ is resulted when a red supergiant’s core
collapses in on itself. The electrical forces at the center of the star overcome the gravitational pull
and create a massive explosion that scatters the outer layers of the red supergiant.
5. The outer layers of a red giant keep expanding until they eventually drift off and form a
__________ _________.
6. Eventually the outer layers of an average star drift away and the star becomes a much smaller
__________ _______. It has now run out of nuclear fuel to burn off.
7. This star is very small and tremendously dense and marks the end of the supergiant’s life cycle. It
has a strong magnetic field, a very fast spin and is about 1.4 times the mass of the sun – it is called
a ___________ __________.
8. If the star is very massive or big enough, a _________ _______ is formed, which is so dense that
not even light can escape its gravitational pull!

For group 4: Graphic Organizer: Putting it all Together

Black hole Supernova White dwarf Planetary nebula
Protostar Neutron stars Black dwarf

FLIPBOOK CUT OUTS