St.

Mary’s College of Catbalogan

Catbalogan City, Samar

UNIT PLAN

Subject: Science 8 School Year: 2017 – 2018

Unit Topic: Space rocks: The other members of the solar system Quarter: 2nd Unit: 2
No. of Days: 15

STAGE 1:DESIRED RESULTS

Learning standards (statement and list of topics)

Statement: The learners demonstrate an understanding of the relationship of faults and earthquakes.

Topics:
Day 1: Asteroids – planetary building block
Day 2: Comets- our occasional visitors
Day 3: Meteors – space rocks
Day 4: Comparing asteroids, meteors and comets
Day 5: Performance task day

Transfer Goal/s
The students/pupils in the long run and on their own will be able to ….

Disseminate scientific information about comets, meteors, and asteroids to eliminate the belief that have no scientific
basis with regards to its existence, instead, strengthen faith to God as one way of preparing for his real coming.

Essential understanding Essential questions

The students/pupils will understand that… The students/pupils will keep considering the
following:
a. How sceptic I am to the belief and practices about the
Comets, meteors, and steroids possess characteristics existence of comets, meteors, and asteroids?
that can be examined scientifically, thus proving that the
belief and practices about its existence have no scientific
basis.

Knowledge Skills
The students/pupils will know… The students/pupils will be able to …

- The meaning of asteroids - Determine the location and the composition of

- The asteroids that landed on earth.
- The composition of comets
- The different parts of a comet
- The composition of meteors
- The different characteristics of each space rocks
asteroids
- Describe methods in naming asteroids
- Cite differences between comet and asteroids
- Discuss the formation of the tail of comet
Explain how comets are named
- Differentiate meteors, meteoroids and meteorites
- Explain why meteors have visible tail once it
enters the earth’s atmosphere
- Compare three kinds of space rocks using a
graphic organizer

STAGE 2:ASSESSMENT EVIDENCE

Performance Task (with rubrics)

Goal: Eliminate the beliefs that have no scientific basis about the appearance of comets, meteors and asteroids.

Role: Astronomical bodies enthusiast

Audience: Nitezens or internet users

Situation: Rumours about the end of the world, the God’s coming, are spreading throughout the social media. This is
because of the appearance of comet and several sightings of “bulalakaw” (meteor shower) on the night sky. People
are panicking and normal lives are affected due to this upcoming apocalypse – according to the believers.

As a person who is knowledgeable in astronomical bodies, you want to eliminate this wrong belief. This can be done
by disseminating information about the science behind its appearance using the social media.

Product/Performance: blog discussing the science behind the comet, meteors, and asteroids

Standards: RUBRICS

Other Evidences:
1. Chapter quizzes (announced quizzes)
2. Unit test
3. Activity sheets
4. Laboratory activities
5. Graded recitations
6. Assignments / homework
7. Enrichment reports/output

STAGE 3: LEARNING ACTIVITIES

Day 1: Introduction of the unit

- Present the Unit
- Present the EQ
- Present the objective of the Unit topic
- Introduce the performance task
- Re-grouping for the performance task
Day 2: Asteroids – planetary building block
- Divide the class into six groups. Each group will be given an article about asteroids.
Group 1 (the asteroid and the asteroid belt)
Group 2 (near earth asteroid)
Group 3 (Tunguska event of 1908)
Group 4 (naming asteroids)
Group 5 (scientist who studied asteroids)
Group 6 (asteroid as a source of metal)
 - Each group will share their discussion to the whole class
Day 3: Comets- our occasional visitors
- Lecture using multimedia presentation
- Ask them to construct a schematic diagram to explain the formation of tails comet once it approach near the
sun.
- Let them read the “Sci Bit”. Ask them if superstitious belief about comets have scientific basis.
Day 4: Meteors – space rocks
- Lecture using multimedia presentation
- Sharing of experience once they saw /witness a shooting star/falling star
They will formulate ideas why wishing from a falling star have no scientific basis
Day 5: Comparing asteroids, meteors and comets
- Compare three kinds of space rocks using a graphic organizer
Day 6: Performance task day

References/Instructional Materials:
1. Reference book ( exploring life through science)
2. Internet (downloadable interactive simulation, youtube videos/tutorials)
4. Magazines, newspapers, periodicals with articles related to force and laws of motion
5. Laboratory activity manual

Prepared By: Checked by: Approved By:

NICZEL T. GACULA MRS. VILMA CABUEŇAS S. MA. JESUSITA BERNATE,

Science Teacher Academic Coordinator RVM
Principal
 St. Mary’s College of Catbalogan
Catbalogan City, Samar

LEARNING PLAN

Subject: Science 8 Year and section: Grade 8 – OLL & OLA Date: __________________
Transfer Goal/s:
Disseminate scientific information about comets, meteors, and asteroids to eliminate the belief that have no
scientific basis with regards to its existence, instead, strengthen faith to God as one way of preparing for his real coming.
Essential understanding:
Comets, meteors, and steroids possess characteristics that can be examined scientifically, thus proving that the belief
and practices about its existence have no scientific basis.

Essential questions:
a. How sceptic I am to the belief and practices about the existence of comets, meteors, and asteroids?

I. PRELIMINARIES
Focus: Asteroids – planetary building block
Review: What is solar system?
Motivation: What do you already know about asteroids?
Activating prior knowledge: Video presentation of asteroids
II. Lesson Development B. Broadening of Concept (Meaning)
a. How ever seen an asteroid?
A. Presentation of the concepts b. What are their role in our life?
The students will know: c. How sceptic I am to the belief and practices about the
- The meaning of asteroids existence of comets, meteors, and asteroids?
- The asteroids that landed on earth.
C. Integration (Meaning and Transfer)
The students will be able to:
- Determine the location and the c.1. Ignacian Core/ Related values:
composition of asteroids
- Describe methods in naming asteroids Core Value: Service
Strategy/Activities:
- Divide the class into six groups. Each Related value: Steward
group will be given an article about
asteroids. c.2. Social Orientation : Power of the government
Group 1 (the asteroid and the asteroid belt)
Group 2 (near earth asteroid)
Group 3 (Tunguska event of 1908) c.3. Lesson Across Discipline: Mapeh
Group 4 (naming asteroids)
Group 5 (scientist who studied asteroids) c.4. faith reflection:
Group 6 (asteroid as a source of metal) “Let nothing be done for selfish ambition or conceit.” Philippians
- Each group will share their discussion to 2:3
the whole class
III. EVALUATION/ASSESSMENT (TRANSFER)

1. How do scientists name asteroids?

2. Where is the location of most asteroids?
3. What are the compositions of asteroids?

IV. SUMMARY/ACTION (Transfer)

- Summary: What are asteroids?

Action: Why do we need to know the existence of asteroids?

VI. PURPOSIVE ASSIGNMENT (Differentiated)

Procedure: chose only one from the procedures below.
1. Compare and asteroid and a planet. List three similarities and differences.
2. Proposed your own theory about the existence of asteroid.
Prepared by: Checked by: Noted by:

NICZEL T. GACULA MS. VILMA T CABUEŇAS S. MA. JESUSITA BERNATE, RVM

Science Teacher Academic Coordinator School Principal
 St. Mary’s College of Catbalogan
Catbalogan City, Samar

LEARNING PLAN

Subject: Science 8 Year and section: Grade 8 – OLL & OLA Date: __________________
Transfer Goal/s:
Disseminate scientific information about comets, meteors, and asteroids to eliminate the belief that have no
scientific basis with regards to its existence, instead, strengthen faith to God as one way of preparing for his real coming.
Essential understanding:
Comets, meteors, and steroids possess characteristics that can be examined scientifically, thus proving that the belief
and practices about its existence have no scientific basis.

Essential questions:
a. How sceptic I am to the belief and practices about the existence of comets, meteors, and asteroids?

I. PRELIMINARIES
Focus: Comets- our occasional visitors
Review: What are asteroids?
Motivation: What are comets?
Activating prior knowledge: Present to them a picture of comet
II. Lesson Development B. Broadening of Concept (Meaning)
Comets are one of the space rocks. Its appearance or earth can be
A. Presentation of the concepts explained scientifically. Belief regarding to its existence should be
The students will know: discourage.
- The composition of comets
- The different parts of a comet
C. Integration (Meaning and Transfer)
The students will be able to:
- Cite differences between comet and c.1. Ignacian Core/ Related values:
asteroids
- Discuss the formation of the tail of comet Core Value: excellence Related value: competence
Explain how comets are named
Strategy/Activities: c.2. Social Orientation :
- Lecture using multimedia presentation people who continue to belief and practices without any
- Ask them to construct a schematic scientific basis
diagram to explain the formation of
tails comet once it approach near the c.3. Lesson Across Discipline: Araling panlipunan
sun.
- Let them read the “Sci Bit”. Ask them if c.4. faith reflection: “Knowledge is spread by people, who are
superstitious belief about comets have wise, not by fools.” Proverbs 15:7
scientific basis.

III. EVALUATION/ASSESSMENT (TRANSFER)

1. What are the compositions of comet?
2. What are the different parts of a comet?
3. How comets are named?
4. What happens to the comets once it approach near the sun?
5. What causes the formation of the tail of the comet?

IV. SUMMARY/ACTION (Transfer)

- Summary: What are the characteristics of comets? Why comets are considered as an occasional visitor?

Action: How sceptical are you with regards to the belief of comets?

VI. PURPOSIVE ASSIGNMENT (Differentiated)

(notebook)
Procedure: chose only one from the procedures below.
1. Interview your parents or any elder in your community about their beliefs and practices about comet. Write a news
article about your interview.
2. Scientifically explain the formation of comets in a paragraph form.
3. Halley’s comet was seen in 1910 and then again in 1986. Estimate on what year will the comet be observed again in
the earth’s skies?
4. Illustrate artistically on how you viewed comet.
.

Prepared by: Checked by: Noted by:

NICZEL T. GACULA MS. VILMA T CABUEŇAS S. MA. JESUSITA BERNATE, RVM

Science Teacher Academic Coordinator School Principal
 St. Mary’s College of Catbalogan
Catbalogan City, Samar

LEARNING PLAN

Subject: Science 8 Year and section: Grade 8 – OLL & OLA Date: __________________
Transfer Goal/s:
Disseminate scientific information about comets, meteors, and asteroids to eliminate the belief that have no
scientific basis with regards to its existence, instead, strengthen faith to God as one way of preparing for his real coming.
Essential understanding:
Comets, meteors, and steroids possess characteristics that can be examined scientifically, thus proving that the belief
and practices about its existence have no scientific basis.

Essential questions:
a. How sceptic I am to the belief and practices about the existence of comets, meteors, and asteroids?

I. PRELIMINARIES
Focus:
Review:
Motivation:
Activating prior knowledge:
II. Lesson Development B. Broadening of Concept (Meaning)
The atmosphere burns the meteors completely, thus reducing its
A. Presentation of the concepts size into smaller pieces causing lesser impact of damage once in
The students will know: lands on the surface.
- The composition of meteors
The students will do: Why is it that there are many craters on the moon?
- Differentiate meteors, meteoroids and
meteorites
- Explain why meteors have visible tail once it C. Integration (Meaning and Transfer)
enters the earth’s atmosphere
c.1. Ignacian Core/ Related values:
Strategy/Activities: Core Value: faith Related value: strong faith in God
-
c.2. Social Orientation :

lack of faith in god may result to a community with declining

morality

c.3. Lesson Across Discipline: AP

c.4. faith reflection:

“Bad luck can sometimes lead to success, and a stoke of good luck
can sometimes lead to lose.” Sirach 20:10

III. EVALUATION/ASSESSMENT (TRANSFER)

1. What are the composition of meteors

2. Explain the cause of glowing / visible light in meteors

IV. SUMMARY/ACTION (Transfer)

Summary:
- How do meteors, meteoroids, and meteorites differ?
Action:
How sceptical are you with regards to “wishing” from a falling star?

VI. PURPOSIVE ASSIGNMENT (Differentiated)

(1 whole sheet of paper)
Procedure: Answer “test yourself”, letter A, numbers 1 to 10,

Prepared by: Checked by: Noted by:

NICZEL T. GACULA MS. VILMA T CABUEŇAS S. MA. JESUSITA BERNATE, RVM

Science Teacher Academic Coordinator School Principal
 St. Mary’s College of Catbalogan
Catbalogan City, Samar

LEARNING PLAN

Subject: Science 8 Year and section: Grade 8 – OLL & OLA Date: __________________
Transfer Goal/s:
Disseminate scientific information about comets, meteors, and asteroids to eliminate the belief that have no
scientific basis with regards to its existence, instead, strengthen faith to God as one way of preparing for his real coming.
Essential understanding:
Comets, meteors, and steroids possess characteristics that can be examined scientifically, thus proving that the belief
and practices about its existence have no scientific basis.

Essential questions:
a. How sceptic I am to the belief and practices about the existence of comets, meteors, and asteroids?

I. PRELIMINARIES
Focus: Comparing asteroids, meteors and comets
Review: What are meteors?
Activating prior knowledge: What do you already know about comets, meteors, and asteroids?
Motivation: Present a picture of meteors, comets, and asteroids. What are the differences/similarities of these three
space rocks?
II. Lesson Development B. Broadening of Concept (Meaning)
Aside from the sun and planet, the solar system is also consists of
A. Presentation of the concepts space rocks. The existence of these materials helps the scientist to
The students will know: study the origin of our solar system.
- The different characteristics of each space
rocks
C. Integration (Meaning and Transfer)
The students will do: c.1. Ignacian Core/ Related values:

Compare three kinds of space rocks using a graphic Core Value: faith Related value: cooperation
organizer
Strategy/Activities: c.2. Social Orientation : selfishness
- Using a graphic organizer, they will
compare the three kinds of space rocks c.3. Lesson Across Discipline: What part of our topic that is
- They will post their work on the wall. related to other to other subject area?
- The other group may observe the work
of the other group. c.4. faith reflection:
- “Let nothing be done for selfish ambition or conceit.” Philippians
2:3

III. EVALUATION/ASSESSMENT (TRANSFER)

1. Differentiate meteors, comets, and asteroid in terms of

a. location
b. its orbit around the sun
c. its glowing path

IV. SUMMARY/ACTION (Transfer)

Summary:
- Therefore what differentiate meteors, comets, and asteroids?
Action:
What is the importance of knowing the existence of these space rocks?

VI. PURPOSIVE ASSIGNMENT (Differentiated)

(1 long bond paper)
Procedure: What have you learned about space rocks? Show your answer in a form of, (choose only one)
1. Colored illustration or drawings.
2. news article
3. song lyrics
4. Explanation in a paragraph form.

Prepared by: Checked by: Noted by:

NICZEL T. GACULA MS. VILMA T CABUEŇAS S. MA. JESUSITA BERNATE, RVM

Science Teacher Academic Coordinator School Principal