A Semi-Detailed Lesson Plan for Grade 9 Science:

7:30-8:50 AM 9-Honesty, 8:50-10:10 AM 9-Sincerity, 10:10-11:30 AM 9-Integrity

April 14, 2023
Lontoc, Mac-Niel F.

I. Objectives
At the end of the lesson, the students should be able to:

a. identify the relationship between a star's color and temperature

b. perform an activity through a simple laboratory setup
c. seek the importance of star’s color and temperature by answering questions

II. Subject Matter

Topic: Classification of Stars
Materials: Tarpapel, Laptop, Speaker, Television
Reference: internet
III. Procedure
A. Routine Activities
1. Classroom Preparation
2. Prayer and Greetings
3. Checking of Attendance
B. Motivation
 The teacher will ask these questions to the learners:
 Are you familiar with a jigsaw puzzle?
 Students’ answers may vary
 The teacher will give warm-up activities to the learners
 The learners will read the mechanics of the game.
Title of the game: Jigsaw Puzzle “Pixels”
Mechanics:
 The class will be divided into 8 groups
 Each group will be given an envelope containing a puzzle
 The task of each group is to arrange the puzzle to its original form
 After forming the puzzle, the group will sing a nursery rhyme related on what they
have formed
 The fastest group who will finish the task will be getting a reward
 Stay focused and grab the reward!
C. Presentation
 The teacher will connect the activity to the lesson
 The teacher will ask this question to the learners:
 What shape did you form in our activity?
 The teacher will present the lesson “Classification of the Stars”
 TRIVIA: Did you know that the sun is the heart of our solar system and also called
“yellow dwarf star”.

 The learners will watch a short video about comparison of stars and its life cycle
 The following concepts will be discussed:
 Hertzsprung-Russell diagram and its proponent

One of the most useful and powerful plots in astrophysics is the Hertzsprung-
Russell diagram (hereafter called the H-R diagram), a graph in which the absolute
magnitudes (intrinsic brightness) of stars are plotted against their spectral types
(temperatures). It originated in 1911 when the Danish astronomer, Ejnar Hertzsprung,
plotted the absolute magnitude of stars against their colour (hence effective
temperature). Independently in 1913 the American astronomer Henry Norris Russell
used spectral class against absolute magnitude.
 The teacher will be posting the spectral class of different stars
 The learners’ task is to classify the given picture to its proper classification

 The Main Sequence

For most of a star’s life, nuclear fusion in

the core produces helium from hydrogen. A star
in this stage is a main sequence star.
A star is on the main sequence as long as
it is able to balance the inward force of gravity
with the outward force of nuclear fusion in its
core. The more massive a star, the more it must
burn hydrogen fuel to prevent gravitational
collapse.
  Red Giants and White Dwarfs
The larger, cooler star turns red
in color and so is called a red giant.
Eventually, a red giant burns up all of the
helium in its core.
A typical star, such as the Sun,
stops fusion completely. Gravitational
collapse shrinks the star’s core to a white,
glowing object about the size of Earth,
called a white dwarf. A white dwarf will ultimately fade out.

 Supergiants and Supernovas

A star that runs out of helium will
end its life much more dramatically.
When very massive stars leave the main
sequence, they become red supergiants.
When there are no more elements for the star to
fuse, the core succumbs to gravity and collapses,
creating a violent explosion called a supernova. A
supernova explosion contains so much energy that
atoms can fuse together to produce heavier elements
such as gold, silver, and uranium. A supernova can
shine as brightly as an entire galaxy for a short time.

D. Application
LABORATORY ACTIVITY: “LIGHT ME UP!”
LAB SET-UP! (Approximately 3 mins)
PRESENTATION: (2 minutes per group)
Procedures:
a. Use your groups in the first activity.
b. Materials like candle, match, paper, and crayons will be prepared.
c. Safety protocol and expectations when handling fire will be reiterated.
d. Start lighting the candle.
e. Students draw a sketch of the flame in your notebooks, using your crayons and paying
close attention to colors.
f. When finished, share your drawings and answer the following questions.

 Learners will be assisted during this activity. Questions and queries will be
entertained.
 Lab Questions:
1. What did you notice about the color of the flame?
2. Why do you think parts of the flame were different colors?
3. Which part of the flame do you think was the hottest? Why?
4. How may the colors of the flame relate to heat?
Rubric:

Category Fair (2) Good (3) Excellent (5)

Interaction with group

Following procedures
Safety
Presentation

Total:

E. Generalization
 What is your takeaway in today’s lesson?

IV. Evaluation
TRUE or FALSE
1. Our sun is also kind of a star.
2. The color of the coldest star is white.
3. Ejnar Hertzsprung, one of the proponents of H-R Diagram is a Danish Astronomer.
4. Our sun belongs to the main sequence star in H-R Diagram.
5. The star Rigel is one of the hottest stars because of its blue color.

V. Assignment
Have an advance reading about constellation

Prepared by:

Mac-Niel F. Lontoc
Practice Teaacher