LESSON PLAN

Teacher Aljean Marie A. Timonan Learning Area Science

Teaching Date August 1, 20222 Quarter 4th Quarter Week

7

Teaching Time 1 hour Grade Level 7

I. OBJECTIVES

The learners demonstrate an understanding of:

A. Content Standards
The occurrence of the eclipses

The learners shall be able to:

B. Performance Standards
Discuss whether or not beliefs and practices about eclipses have scientific basis

C. Learning Competencies or At the end of the lesson, the students are expected to:
Objectives a. Explain how a solar and lunar eclipses occur
b. Describe the different types of solar and lunar eclipse
c. Relate the occurrence of eclipses to the beliefs and practices of the elders

D. Most Essential Learning Explain how solar and lunar eclipses occur using models (S7ES-IVj11)
Competencies (MELC)
(If available, write the indicated MELC)

E. Enabling Competencies
(If available, write the attached enabling
competencies)

II. CONTENT ECLIPSES

III. LEARNING RESOURCES

A. References

a. Teacher’s Guide Pages

b. Learner’s Material Pages pp. 4-14

c. Textbook Pages

d. Additional Materials
from Learning
Resources
B. List of Learning Resources for Youtube links:
Development and https://youtu.be/Jejjy-LitcM
Engagement https://youtu.be/LH-aSizsx1o
Activities https://youtu.be/WI8aFiB8nsY
https://youtu.be/VMdFG54IcXg

IV. PROCEDURES

Daily Routinary Activities (Synchronous)

● Greetings
● Online prayer
● Checking of attendance
● Online class etiquette

V. TEACHING STRATEGY Expository Method

Steps in Expository Method
● Approach
● Presentation
● Application

A. Reviewing previous Task 1: Looking Back

lesson or presenting the ● The teacher will present a Powerpoint slide showing a diagram of seasons. The
new lesson students will identify what solstice or equinox occurs in each position.

Retrieved from: https://o.quizlet.com/aQaZp5yPdWBmA1IKsNS-UQ_b.png

Answer key:
A. Summer Solstice
B. Autumnal Equinox
C. Winter Solstice
D. Vernal Equinox

B. Establishing a purpose for Task 2: Focus on Me! (Motivation)

the lesson ● The teacher will present a picture of the formation of a shadow and the
students will observe what the picture is all about. The teacher will ask the
students about their observations.
● The teacher will introduce the topic by relating the formation of shadows to the
occurrence of an eclipse.

C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills #1
Retrieved from: http://www.daviddarling.info/images3/shadow_formation.jpg
Task 3: Guess the word (Unlocking of vocabulary words)
● The students will guess the word being defined by arranging the jumbled
letters.
1. L P S E C I E - a natural phenomenon that occurs when a celestial body passes
through the shadow of another celestial object
2. M R U B A - the dark inner portion of the shadow cone
3. E M P U R N A B - the lighter outer portion of the shadow cone
4. U M N A T R B A- the part of the moon’s shadow that extends beyond the
umbra
5. Y S G Y Z Y - is an alignment of three celestial objects such as the sun, moon
and earth in a gravitational system
Answers:
1. Eclipse
2. Umbra
3. Penumbra
4. Antumbra
5. Syzygy
Solar and Lunar Eclipse in the Philippines (Contextualization/Localization)
● The teacher will present an audio-visual presentation of eclipses that recently
occurred in the Philippines.
Partial solar eclipse nasaksihan sa Pilipinas | TV Patrol
Espesyal na Lunar Eclipse ngayong gabi, sumabay sa Super
Moon | Saksi
Guide questions:
1. What type of eclipse is shown in the videos?
2. What is the other term/ name for total lunar eclipse?
3. Have you witnessed an eclipse before?
APPROACH
● The teacher will ask the students to share how seasons occur. Once the students
have shared their answers, the teacher will present a diagram showing the
interplay between the sun, earth, and moon.
 Retrieved from: https://cdn.vectorstock.com/i/1000x1000/72/85/earth-
changing-season-vector-32707285.webp

● The teacher will explain that as the earth travels around the sun and different
hemispheres receive uneven distribution of sunlight because of its tilted axis,
there is another celestial body that moves around the earth which is the moon.
● The teacher will introduce that as the earth, moon, and sun aligned, an eclipse
will occur. To further understand the different types of eclipse, the teacher will
discuss it using PowerPoint with illustrations.

PRESENTATION
● The teacher will present a PowerPoint to discuss how a solar and lunar eclipse
occur using illustrations. After discussion, the students will answer an activity.

Task 4: Fill me out

Directions: Study the illustration and complete the paragraph by filling in the blank
with an appropriate word from the box below.

Word bank
Lunar Solar Full Moon New Moon
Umbra Moon Sun
 Retrieved from:
https://cdn.kastatic.org/ka-perseus-images/d04abccf3d445d66acf585ca1a71b4e643d2e
512.png

A (1)__________ eclipse happens when the Moon passes between the Sun and the
Earth and casts a shadow on Earth’s surface. Solar eclipse only happens during a (2)
__________. The (3) __________ blocks the light of the sun from reaching earth. This
causes an eclipse of the (4) __________. The (5) __________ is the darkest inner
portion of the shadow, while penumbra is the lighter outer portion.

Answer key:
1. Solar
2. New moon
3. Moon
4. Sun
5. Umbra

Task 5: Fill me out

Directions: Study the illustration and complete the paragraph by filling in the blank
with an appropriate word from the box below.
Word bank
Lunar Solar Earth Full Moon Umbra
Penumbra

Retrieved from: https://cdn.wccftech.com/wp-content/uploads/2017/02/eclipse.png

When the Earth comes between the Sun and Moon, a (1) __________ eclipse occurs.
During a lunar eclipse, the (2) __________ shadow falls on the surface of the moon.
The moon is at its (3) __________ phase during a lunar eclipse. Total lunar eclipse
occurs when the moon passes into the (4) __________ of earth’s shadow. When the
moon passes into the (5) __________, a penumbral lunar eclipse happens.
 Answer key:

1. Lunar
2. Earth
3. Full moon
4. Umbra
5. Penumbra

E. Discussing new concepts PRESENTATION

and practicing new skills #2
● The teacher will present PowerPoint slides describing the different types of
solar and lunar eclipse.

● The students will answer an activity called “Guess the Eclipse”. The teacher
will provide descriptions for each picture to help students identify the correct
answer.

Task 6: Guess the Eclipse

Directions: Determine what eclipse is shown. Choose the answer from the box below.

1.

Image source:
https://c.tadst.com/gfx/1200x630/total-solar-eclipse.jpg?1
Description: the moon completely blocks the entire disk of the sun.

2.
Image source:
https://www.esa.int/Science_Exploration/Human_and_Robotic_Exploration/
Exploration/Total_lunar_eclipse_2019
 Description: the moon falls or passes into the darkest portion of the earth’s
shadow (Umbra)

3.
Image source: https://mb.com.ph/wp-content/uploads/2020/11/LUNAR12.jpg
Description: the moon passes into the faint shadow of the earth (Penumbra)
which is why it is difficult to distinguish

4.
Image source: https://c.tadst.com/gfx/600x337/eclipse-traditions.jpg?1
Description: only a portion of the sun is blocked by the moon

5.
Image source:
https://upload.wikimedia.org/wikipedia/commons/f/f3/
Annular_Solar_Eclipse_in_Jaffna_-_26_December_2019_%282%29.jpg
Description: the moon appears to be smaller than the sun which creates an outer
ring of light from the sun

WORD BANK

Partial solar eclipse               Annular solar eclipse

Total lunar eclipse                 Total solar eclipse
Penumbral lunar eclipse      Partial lunar eclipse

Answer key:
1. Total solar eclipse
2. Total lunar eclipse
3. Penumbral lunar eclipse
 4. Partial solar eclipse
5. Annular solar eclipse

F. Developing mastery (leads 3-2-1 technique

to formative assessment 3) ● The teacher will ask the students to write 3 things they learned, 2 things
they found interesting, and 1 question they still have in mind.
● The students will write their answer on a discussion board called
“padlet”.
● The teacher will share the whole discussion board with the class
Link for padlet: https://padlet.com/timonanama/u40u3xbt5cgi2dvd

G. Finding practical APPLICATION

applications of concepts and
skills in daily living
Task 6: Believe it or not!
● The teacher will show a list of situations where the students need to agree or
disagree
● The situation is based on the beliefs and practices associated with the
occurrence of eclipse.
● The student needs to react using a thumbs up or thumbs down reaction.
● The teacher will explain that some of these situations don't have any scientific
basis
Situations:
1. There are only up to 5 partial, annular, or total solar eclipses per year
2. A celestial snake swallows the sun or moon during an eclipse causing it to
disappear
3. The heaven’s is giving mankind a sign of an upcoming global scale of
misfortune manifested by the darkening of the surface of the sun or moon
4. Total solar eclipses produce harmful rays that can cause blindness.

H. Making generalizations and ● The teacher will ask the students what they have learned in the lesson.
abstractions about the lesson The teacher will randomly call students to answer.

I. Evaluating learning Task 7: Multiple choice quiz (Google forms)

● The student will answer a 10-item quiz via Google form.
Directions: Choose the letter of the correct answer.

1. Which type of eclipse does the following statement describe? When the moon travels
between the Sun and the Earth, blocking the Sun's light from the Earth in the middle
of the day.
A. Annular Solar Eclipse
B. Lunar Eclipse
C. Solar Eclipse
D. Total Lunar Eclipse
2. Which type of eclipse does the following statement describe? The moon passes
completely into the earth’s umbral shadow causing the moon to appear reddish in color.
A. Lunar Eclipse
B. Solar Eclipse
 C. Total Lunar Eclipse
D. Total Solar Eclipse
3. Which type of eclipse occurs when the Sun and the Moon are exactly in line, but the
size of the Moon appears to be smaller than the Sun?
A. Annular Solar eclipse
B. Hybrid Eclipse
C. Partial Solar Eclipse
D. Total Solar eclipse

4. How does a solar eclipse happen?

A. When the shadows of the Earth and Moon are cast in space.
B. When the Moon comes directly between the Sun and the Earth.
C. When the shadows of the Moon and Earth are neither too high nor too low.
D. When the Sun is on the opposite side of the Earth and the Moon.

5. How does a lunar eclipse happen?

A. When the Sun is in between the Earth and the Moon
B. When the Moon casts a shadow on the surface of the Earth
C. When the Earth casts a shadow on the surface of the Moon
D. When the moon comes in between the Sun and the Earth

6. What type of solar eclipse occurs when only a portion of the Sun is blocked by the
Moon?
A. Annular
B. Hybrid
C. Partial
D. Total
7. Which of the following is the correct line up when there is a lunar eclipse?
A. Sun – Earth – Moon
B. Earth – Sun – Moon
C. Moon – Sun – Earth
D. Sun – Moon – Earth
8. Which of the following is the correct line up when there is a solar eclipse?
A. Sun – Earth – Moon
B. Earth – Sun – Moon
C. Moon – Sun – Earth
D. Sun – Moon – Earth
9. During an eclipse, pregnant women should stay indoors to avoid their unborn child
developing a deformity. Is this true or false?
A. True
B. False
10. Looking directly at the Sun during a Solar eclipse can damage your eyes or even
cause blindness. Is this true or false?
A. True
B. False

Answers key:
 1. C
2. C
3. A
4. B
5. C
6. C
7. A
8. D
9. B
10. A

J. Additional Activities for Assignment: Paint me an Eclipse!

Application or Remediation Directions: On the box below, draw the two types of eclipses: Solar and Lunar, with
(EXTEND) their corresponding labels. (Note: You may also color your drawings)
Solar Eclipse

Lunar Eclipse

Rubrics for Solar and Lunar Eclipse Drawing

Criteria Points

Achievement of objectives 10

Creativity 5

Neatness 5

Total: 20 points

V. REMARKS

VI. REFLECTION
No.of learners who earned 80%
on the formative assessment

No.of learners who require

additional activities for
remediation

Did the remedial lessons work?

No.of learnerswho have caught
up with the lesson

No.of learners who continue to

require remediation

Which of my teaching strategies

worked well ? Why did these
work?

What difficulties did I encounter

which my principal or supervisor
can help me solve?

What innovation or localized

materials did I use/discover
which I wish to share with other
teachers?

Prepared by: Reviewed by: Checked by:

Aljean Marie A. Timonan