University of the Grade

School: Cordilleras Level: 6

UNIVERSITY OF Dipasupil,Diebby
THE Anne
CORDILLERAS COLLEGE Ofiana,
OF TEACHER EDUCATION Evangielyn
Pangi, Jacquilyn Learning
Teacher Rosario, Chelo Area: Science
Teaching
Dates
Quarter: 4th
and
Time:

I. OBJECTIVES
The learners demonstrate understanding of characteristics of
A. Content Standards planets in the solar system.

B. Performance The learners should design an emergency and preparedness

Standards plan and kit
CODE: S6ESIVg-h-6

Through an interactive ODL interaction, the pupils are expected

to:
C. Learning
Competencies A. Name and label the characteristics, features, and order
of each planet of the solar system;
B. Compare and contrast the characteristics of jovian and
terrestrial planets using a T-chart and;
C. Share the importance of the formation of the solar system.

II. CONTENT
Compare Planets in the Solar System
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide K-to-12 Curriculum Guide in Science (MELC’s), p.510
2. Learner’s Material

1. YouTube video about the characteristics of the planets in

the solar system.

B. Other Learning 2. Images of planets in the solar system.

Resources
3. Power Point Presentation using slides that covers the entire
lesson itself.

IV. PROCEDURE
A. Preliminary/ 1. The pupils will conduct a review regarding the rotation and
revolution of the Earth.
Developing Activities
2. They will verbalize to explain the sequence of the season
using a globe.

Demonstrator: Diebby
Anne Dipasupil
B. Establishing 1. The pupils will watch a YouTube video showing the
Purpose characteristics of the planets in the solar system using this link:
https://www.youtube.com/watch?v=libKVRa01L8
Demonstrator:
Diebby Anne The pupils will take note of the important characteristics of each
Dipasupil planet. They will write these in their science notebook.

1. The pupils will name the planets show in the picture below.

2. Then, the pupils will share their observation that these

planets are inner or terrestrial planets.
3. The pupils will then look at the picture below and
compare it to the previous picture.
C. Presenting
Examples/ Instances
of the New Lesson

Demonstrator:
Diebby Anne
Dipasupil

4. They will share their observation that the planets differ

from the previous image.

Individual Activity. Crossword Puzzle

D. Discussing New Procedure:
Concepts and 1. Students will work individually.
Practicing New Skills 2. They will be given worksheet showing the different
#1 characteristics of the eight planets.
3. Let the students analyze and identify the planets.
4. Use the clues to fill in the words below.

Demonstrator:
Evangielyn Ofiana
 ACROSS

4. It is known as the 'World of Water' and the only planet that

sustain life.
8. It is the smallest and closest planet to the sun.
5. This is the largest planet in the solar system.
7. This planet is known to rotates on its side.

DOWN
1. This planet had once a watery or icy surface and might have
supported life about 3.7 billion years ago.
2. It is the hottest planet and also known as 'World of Fire'.
3. This is one of the coldest planets in the solar system and also
the outermost planet.
6. This planet is classified as gas giant planet and the second
largest planet in the solar system.

1. They are given 15-20 minutes to finish the activity.

2. After finishing the activity, they will submit it to the teacher.

Group Activity. Compare and Contrast

Procedure:
1. The pupils will be grouped into pairs.
2. The pupils will be given an online T- chart worksheet.
3. The pupils will be given 10 minutes to answer.
Directions: Using the T-chart, compare and contrast the
characteristics of the terrestrial and jovian planets. Choose your
answer from the box.

F. Developing Terrestrial Planets Features Jovian Planets

Mastery 1. Distance from the 5.
Sun
2. Sizes 6.
Demonstrator: 3. Temperature 7.
Evangielyn Ofiana 4. Composition 8.

A. small, dense, rocky E. farther from the sun

B. closer to the sun F. large, gas giants
C. silicate mantle, metallic G. hydrogen and helium
core
D. most planets are hot/ warm H. all planets are cold
 Presentation of output.
Procedure:
1. After finishing the activities, the students will be presenting
their outputs to the class.
2. They will be given 3 minutes to present their output.
3. The teacher will elaborate on the students’ responses.

Activity: Labeling
1. The pupils will be given an online worksheet.
2. The pupils will be given 10- 15 minutes to answer.

Direction: Complete the statements below by determining the

relative distances of the planets from the sun and the other
G. Finding Practical planets.
Applications

Demonstrator:
Jacquilyn Pangi

The pupils will answer verbally and reflect from the following
H. Making
questions.
Generalizations
How do the planets in the solar system differ from each other?
What makes the Earth stand out from other planets?
Demonstrator:
What do you think is the importance of the solar systems from its
Jacquilyn Pangi
formation?
V. EVALUATION

Demonstrator: Chelo
Rosario
Online Quiz
1. The students will be given online quiz.
2. The student will be given 15 minutes to answer.

Instructions: Answer the given questions.

VI. ASSIGNMENT
1. Nearest planet to the sun.
2. Smallest planet in the solar system.
3. Largest planet in the solar system.
Demonstrator: Chelo
4. How many planets are there in the solar system?
Rosario
5. Largest star in the solar system.
6–7. Name the four terrestrial planets.
8–9. Name the four jovian planets.
10. Hottest planet in the solar system

VII. MGA TALA

(Remarks)

VIII. PAGNINILAY
(Reflection)