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    This document outlines a science lesson plan about constellations and stars. The lesson objectives are for students to be able to infer characteristics of stars based on the sun, identify stars' sizes, colors, and brightness, and understand that constellations maintain their arrangements over long periods of time. During the lesson, students will learn about stars' varying properties through demonstrations with flashlights and an incandescent lamp. They will also learn that a star's apparent brightness depends on its distance and true brightness. The lesson aims to help students understand the relationships between stars' temperatures, colors, and distances from Earth.

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    This document outlines a science lesson plan about constellations and stars. The lesson objectives are for students to be able to infer characteristics of stars based on the sun, identify stars' sizes, colors, and brightness, and understand that constellations maintain their arrangements over long periods of time. During the lesson, students will learn about stars' varying properties through demonstrations with flashlights and an incandescent lamp. They will also learn that a star's apparent brightness depends on its distance and true brightness. The lesson aims to help students understand the relationships between stars' temperatures, colors, and distances from Earth.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
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    42 views6 pages

    Tatay DLL COT

    Uploaded by

    Charmaine Montialbucio
    This document outlines a science lesson plan about constellations and stars. The lesson objectives are for students to be able to infer characteristics of stars based on the sun, identify stars' sizes, colors, and brightness, and understand that constellations maintain their arrangements over long periods of time. During the lesson, students will learn about stars' varying properties through demonstrations with flashlights and an incandescent lamp. They will also learn that a star's apparent brightness depends on its distance and true brightness. The lesson aims to help students understand the relationships between stars' temperatures, colors, and distances from Earth.

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    © All Rights Reserved
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    of 6

    School: LAPAYON NATIONAL HIGH SCHOOL Grade Level: 9

    GRADES 1 to 12
    Teacher: OSCAR P. MONTIALBUCIO Learning Area: SCIENCE
    DAILY LESSON LOG Teaching Dates and
    Time: JANUARY 6, 2020 (8:30- 9:30) Quarter: 3RD QUARTER

    MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY


    I.OBJECTIVES
    A.Content Standards Learners able to infer
    characteristics of star based on the
    characteristic of the sun
    B.Performance Standards Learners able to identify the size,
    color and brightness of the stars
    and observe how the position of
    constellation changes in the course
    of night.
    C.Learning Competencies/Objectives Learners able to infer that the
    arrangement of stars in a group
    (constellation) does not change for
    a long period of time.
    II.CONTENT CONSTELLATION (STARS)
    III.LEARNING RESOURCES
    A.References
    1.Teacher’s Guide pages pp. 211
    2.Learners’s Materials pages pp.
    3.Textbook pages SCIENCE 9
    4.Additional materials from learning
    resource (LR) portal
    B.Other Learning Resource Learner’s Module
    IV.PROCEDURES
    A.Reviewing previous lesson or presenting
    the new lesson
    B.Establishing a purpose for the lesson Arethe strars same in size? Are the stars same in color? Are the stars equally bright? When we look at the night sky, we see thousands of stars. In reality, there are
    approximately 400 billion stars in our galaxy, and there are about 170 billion galaxies. A person can see only about 3, 000 stars on the average.
    C.Presenting Examples/ instances of the This morning we are going to study Stars. We see stars of different sizes, brightness and color. What does the color of a star mean? Why do stars differ in brightness?
    new lesson
    D.Discussing new concepts and practicing In Figure 1, Which star is bigger – Sirius or Rigel? Can you really tell the size of star just by looking at it?
    new skills #1 In figure 2 shows the size of the sun, the closest star to earth, as compared to some other nearby stars. Also Sirius, which appears bigger than Rigel, is actually very
    small compared to Rigel. It appears larger only because it is closer to us.

    E. Discussing new concepts and practicing The two groups will demonstrate and follow the procedures in Activity 1A and 1B.
    new skills #2
    ACTIVITY 1A: Characteristics of Stars

    Objectives:
    Relate color with temperature of a star.
    Explain the factors that may affect the brightness of a star.
    Materials:
    2 flashlights (small and big) incandescent light and light dimmer
    Procedure:
    1. Plug the incandescent lamp to a light dimmer switch.
    2. Darken the room and turn on the lamp.
    3. Adjust the dimmer switch slowly until the bulb becomes dim.
    4. Observe and note the color of the glowing filament.
    5. Adjust the dimmer switch slowly until the bulb becomes brighter and brighter.
    6. Observe and note the color of the glowing filament.

    ACTIVITY 1B: INCANDESCENT LAMP SET UP (Brightness)

    1. Place the two identical small flashlights on a table or chair near the front of the room.
    2. Darken the room and turn on the two flashlight. Compare the brightness of the two flashlights.
    3. Place one flashlight on a table or chair at the back of the room. Darken the room and turn on the two flashlights.
    4. Observe the two flashlights from the front of the room. Compare the brightness of the two flashlights. Which flashlight appears to be brighter.
    5. Replace the small flashlight at the back of the room with a bigger flashlight. Compare the apparent brightness of the two flashlights. Which flashlight appears to be
    brighter?
    6. Adjust the positions of the two flashlights until they appear to have the same brightness.

    F.Developing Mastery The two groups will answer the following questions given in Activity 1A and Activity 1B.

    Activity 1A
    1. What is the color of the filament as you dim the bulb?
    2. What is the color of the filament as you turn the switch at full power?
    3. What happens to the temperature as the filament as the bulb becomes brighter and brighter?
    The two groups will have a representative to give their answer or insights to the following questions.

    Activity 1B
    Why do the two flashlights have different brightness?

    G.Finding Practical application of concepts Navigators make use the stars as a locator or guide as they travel around the world.
    and skills in daily living The brightness of a star as seen from the Earth depends on two factors – distance and the actual brightness of the star. The star’s brightness as seen from Earth is its
    apparent brightness.

    H.Making generalization and abstraction Compare to the sun, Sirius is about 27 times as powerful as the Sun, but Rigel has the power of many thousands of suns. In terms of distance from the Earth, Rigel is
    about the lesson almost 100 times farther away than Sirius. In terms of apparent brightness, Sirius is about twice as bright as Rigel. Sirius looks very bright when viewed from Earth
    because it is closer to Earth.

    Astronomers consider the stars’s absolute brightness when comparing stars. A stars absolute brightness is the brightness the star would have if all stars were the same
    standard distance from Earth.

    Star color ranges from red to blue. The color of the star indicates its surface temperature. The table below shows the surface temperature and color of different nearby
    stars, including the sun.
    Table 1. Color and temperature of selected stars

    SURFACE TEMPERATURE IN
    STAR COLOR CELSIUS
    SUN Yellow 5, 700
    PROXIMA CENTUARI Red 2, 300
    EPSILON IRIDANI Orange 4, 600
    VEGA White 9, 900
    SIRIUS White 10,000
    ALNILAM Blue 27, 000
    I.Evaluating learning Quiz 1.
    Get ½ sheet of paper and answer the following question
    1.Why do stars have different colors? (5 pts.)
    2. What are the 5 colors of stars in the sky? (5 pts.)
    3. What are the five characteristics used to classify stars? (5 pts.)
    3. Summarize your idea about your observation on our Activity. (5 pts.)

    J.additional activities for application or On your Assignment.


    remediation Tonight you are going to gaze stars and draw it on a bondpaper on what images or symbols have you seen.
    V.REMARKS
    VI.REFLECTION
    A.No. of learners who earned 80% in the ___Lesson carried. Move on to the ___Lesson carried. Move on to ___Lesson carried. Move on ___Lesson carried. Move on ___Lesson carried. Move
    evaluation next objective. the next objective. to the next objective. to the next objective. on to the next objective.
    ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
    _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got 80% _____% of the pupils got
    mastery mastery mastery mastery 80% mastery
    B.No.of learners who require additional ___Pupils did not find difficulties in ___Pupils did not find difficulties ___Pupils did not find ___Pupils did not find ___Pupils did not find
    activities for remediation answering their lesson. in answering their lesson. difficulties in answering their difficulties in answering their difficulties in answering
    ___Pupils found difficulties in ___Pupils found difficulties in lesson. lesson. their lesson.
    answering their lesson. answering their lesson. ___Pupils found difficulties in ___Pupils found difficulties in ___Pupils found difficulties
    ___Pupils did not enjoy the lesson ___Pupils did not enjoy the answering their lesson. answering their lesson. in answering their lesson.
    because of lack of knowledge, lesson because of lack of ___Pupils did not enjoy the ___Pupils did not enjoy the ___Pupils did not enjoy
    skills and interest about the lesson. knowledge, skills and interest lesson because of lack of lesson because of lack of the lesson because of lack
    ___Pupils were interested on the about the lesson. knowledge, skills and interest knowledge, skills and interest of knowledge, skills and
    lesson, despite of some difficulties ___Pupils were interested on about the lesson. about the lesson. interest about the lesson.
    encountered in answering the the lesson, despite of some ___Pupils were interested on ___Pupils were interested on ___Pupils were interested
    questions asked by the teacher. difficulties encountered in the lesson, despite of some the lesson, despite of some on the lesson, despite of
    ___Pupils mastered the lesson answering the questions asked difficulties encountered in difficulties encountered in some difficulties
    despite of limited resources used by the teacher. answering the questions answering the questions encountered in answering
    by the teacher. ___Pupils mastered the lesson asked by the teacher. asked by the teacher. the questions asked by the
    ___Majority of the pupils finished despite of limited resources ___Pupils mastered the lesson ___Pupils mastered the lesson teacher.
    their work on time. used by the teacher. despite of limited resources despite of limited resources ___Pupils mastered the
    ___Some pupils did not finish their ___Majority of the pupils used by the teacher. used by the teacher. lesson despite of limited
    work on time due to unnecessary finished their work on time. ___Majority of the pupils ___Majority of the pupils resources used by the
    behavior. ___Some pupils did not finish finished their work on time. finished their work on time. teacher.
    their work on time due to ___Some pupils did not finish ___Some pupils did not finish ___Majority of the pupils
    unnecessary behavior. their work on time due to their work on time due to finished their work on
    unnecessary behavior. unnecessary behavior. time.

    C.Did the remedial work? No.of learners ___ of Learners who earned 80% ___ of Learners who earned ___ of Learners who earned ___ of Learners who earned ___ of Learners who
    who have caught up with the lesson above 80% above 80% above 80% above earned 80% above

    D.No. of learners who continue to require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who
    remediation additional activities for remediation additional activities for additional activities for additional activities for require additional
    remediation remediation remediation activities for remediation

    E.Which of my teaching strategies worked ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
    well? Why did these work? ____ of Learners who caught up the ____ of Learners who caught up ____ of Learners who caught ____ of Learners who caught ____ of Learners who
    lesson the lesson up the lesson up the lesson caught up the lesson
    F.What difficulties did I encounter which ___ of Learners who continue to ___ of Learners who continue ___ of Learners who continue ___ of Learners who continue ___ of Learners who
    my principal or supervisor can helpme require remediation to require remediation to require remediation to require remediation continue to require
    solve? remediation
    G.What innovation or localized materials Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work Strategies used that work
    did used/discover which I wish to share ___Metacognitive Development: ___Metacognitive well: well: well:
    with other teachers? Examples: Self assessments, note Development: Examples: Self ___Metacognitive ___Metacognitive ___Metacognitive
    taking and studying techniques, and assessments, note taking and Development: Examples: Self Development: Examples: Self Development: Examples:
    vocabulary assignments. studying techniques, and assessments, note taking and assessments, note taking and Self assessments, note
    ___Bridging: Examples: Think-pair- vocabulary assignments. studying techniques, and studying techniques, and taking and studying
    share, quick-writes, and ___Bridging: Examples: Think- vocabulary assignments. vocabulary assignments. techniques, and
    anticipatory charts. pair-share, quick-writes, and ___Bridging: Examples: Think- ___Bridging: Examples: Think- vocabulary assignments.
    anticipatory charts. pair-share, quick-writes, and pair-share, quick-writes, and ___Bridging: Examples:
    anticipatory charts. anticipatory charts. Think-pair-share, quick-
    ___Schema-Building: Examples:
    writes, and anticipatory
    Compare and contrast, jigsaw ___Schema-Building: Examples:
    charts.
    learning, peer teaching, and Compare and contrast, jigsaw ___Schema-Building: ___Schema-Building:
    projects. learning, peer teaching, and Examples: Compare and Examples: Compare and ___Schema-Building:
    projects. contrast, jigsaw learning, peer contrast, jigsaw learning, peer Examples: Compare and
    teaching, and projects. teaching, and projects. contrast, jigsaw learning,
    ___Contextualization: 
    Examples: Demonstrations, media, ___Contextualization:  peer teaching, and
    manipulatives, repetition, and local Examples: Demonstrations, ___Contextualization:  ___Contextualization:  projects.
    opportunities. media, manipulatives, Examples: Demonstrations, Examples: Demonstrations,
    repetition, and local media, manipulatives, media, manipulatives, ___Contextualization: 
    opportunities. repetition, and local repetition, and local Examples:
    ___Text Representation: 
    opportunities. opportunities. Demonstrations, media,
    Examples: Student created
    drawings, videos, and games. ___Text Representation:  manipulatives, repetition,
    Examples: Student created ___Text Representation:  ___Text Representation:  and local opportunities.
    ___Modeling: Examples: Speaking
    slowly and clearly, modeling the drawings, videos, and games. Examples: Student created Examples: Student created
    language you want students to use, ___Modeling: Examples: drawings, videos, and games. drawings, videos, and games. ___Text Representation: 
    and providing samples of student Speaking slowly and clearly, ___Modeling: Examples: ___Modeling: Examples: Examples: Student created
    work. modeling the language you want Speaking slowly and clearly, Speaking slowly and clearly, drawings, videos, and
    students to use, and providing modeling the language you modeling the language you games.
    Other Techniques and Strategies samples of student work. want students to use, and want students to use, and ___Modeling: Examples:
    used: providing samples of student providing samples of student Speaking slowly and
    ___ Explicit Teaching Other Techniques and work. work. clearly, modeling the
    ___ Group collaboration Strategies used: language you want
    ___Gamification/Learning throuh ___ Explicit Teaching Other Techniques and Other Techniques and students to use, and
    play ___ Group collaboration Strategies used: Strategies used: providing samples of
    ___ Answering preliminary ___Gamification/Learning ___ Explicit Teaching ___ Explicit Teaching student work.
    activities/exercises throuh play ___ Group collaboration ___ Group collaboration
    ___ Carousel ___ Answering preliminary ___Gamification/Learning ___Gamification/Learning Other Techniques and
    ___ Diads activities/exercises throuh play throuh play Strategies used:
    ___ Differentiated Instruction ___ Carousel ___ Answering preliminary ___ Answering preliminary ___ Explicit Teaching
    ___ Role Playing/Drama ___ Diads activities/exercises activities/exercises ___ Group collaboration
    ___ Discovery Method ___ Differentiated Instruction ___ Carousel ___ Carousel ___Gamification/Learning
    ___ Lecture Method ___ Role Playing/Drama ___ Diads ___ Diads throuh play
    Why? ___ Discovery Method ___ Differentiated Instruction ___ Differentiated Instruction ___ Answering preliminary
    ___ Complete IMs ___ Lecture Method ___ Role Playing/Drama ___ Role Playing/Drama activities/exercises
    ___ Availability of Materials Why? ___ Discovery Method ___ Discovery Method ___ Carousel
    ___ Pupils’ eagerness to learn ___ Complete IMs ___ Lecture Method ___ Lecture Method ___ Diads
    ___ Group member’s ___ Availability of Materials Why? Why? ___ Differentiated
    collaboration/cooperation ___ Pupils’ eagerness to learn ___ Complete IMs ___ Complete IMs Instruction
    in doing their tasks ___ Group member’s ___ Availability of Materials ___ Availability of Materials ___ Role Playing/Drama
    ___ Audio Visual Presentation collaboration/cooperation ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Discovery Method
    of the lesson in doing their tasks ___ Group member’s ___ Group member’s ___ Lecture Method
    ___ Audio Visual Presentation collaboration/cooperation collaboration/cooperation Why?
    of the lesson in doing their tasks in doing their tasks
    ___ Audio Visual Presentation ___ Audio Visual Presentation ___ Complete IMs
    of the lesson of the lesson ___ Availability of
    Materials
    ___ Pupils’ eagerness to
    learn
    ___ Group member’s
    collaboration/coopera
    tion
    in doing their tasks
    ___ Audio Visual
    Presentation
    of the lesson

    __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
    __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’
    __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs behavior/attitude
    __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Colorful IMs
    Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) __ Unavailable Technology
    __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ Equipment (AVR/LCD)
    Internet Lab Internet Lab Internet Lab Internet Lab __ Science/ Computer/
    __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works Internet Lab
    __ Additional Clerical
    works
    Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
    __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized __Contextualized/Localized __Contextualized/
    Indigenized IM’s Indigenized IM’s and Indigenized IM’s and Indigenized IM’s Localized and Indigenized
    __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos IM’s
    __ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Localized Videos
    views of the locality views of the locality views of the locality views of the locality __ Making big books from
    __ Recycling of plastics to be used __ Recycling of plastics to be __ Recycling of plastics to be __ Recycling of plastics to be views of the locality
    as Instructional Materials used as Instructional Materials used as Instructional used as Instructional __ Recycling of plastics to
    __ local poetical composition __ local poetical composition Materials Materials be used as Instructional
    __ local poetical composition __ local poetical composition Materials
    __ local poetical
    composition

    Prepared by:

    OSCAR P. MONTIALBUCIO
    Science Teacher

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