SEMI-DETAILED LESSON PLAN IN GRADE 6 SCIENCE

Content Standards: The learners demonstrate understanding of characteristics of planets in the

solar system
Performance Standards: The learners should design an emergency and preparedness plan and kit
Learning Competency: Compare the planets of the solar system

I. OBJECTIVES:
1. Identify the planets in the solar system. (S6ES-IVg-h-6.1) pg. 6
2. Describe the planets according to their composition. (S6ES-IVg-h-6.2) pg. 6
3. Show appreciation to God’s creation
II. CONTENT:
A. Subject Matter: Solar System and their Composition
B. Science Concept:
Solar System –t he collection of eight planets and their moons in orbit around the sun, together with smaller bodies in the form of asteroids, meteoroids and comets.
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The planets of the solar system are grouped into two classes – the terrestrial and gaseous planets.
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The gaseous planets are Jupiter, Saturn, Uranus, and Neptune they are huge and outer planet or Jovian planets. They may have solid cores but they are made up
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mostly of gases, which are different from the gases in Earth’s atmosphere.
Mercury, Venus, Earth and Mars are the four inner planets. They are also called terrestrial planets because, like Earth, these planets have a rocky surface, small
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and mostly made up of rocks and metals.
C. Values Integration:
Show appreciation of uniqueness and beauty of God’s creation
III. LEARNING RESOURCES:
A. References:
1. Code S6ES IV –g-h 6
2. Lamp Code: (S6ES-IVg-h-6.1) pg. 6
3. Science Field pp 343-353
Cyber Science pp.361-374
4. Lrmds.deped.go.ph. Science
5. Website: Youtube: Solar System: https://www.youtube.com/watch?v=libKVRa01L8
6. Activity Sheets: Cross word Puzzle
B. Science Processes:
Identifying, Observing, Comparing, Inferring
IV. PROCEDURE:
Teachers’ Activity
1.
Elicit: Our topic for today is all about solar system.
Before we start the lesson for today, let’s have first a board activity.
Words for the day: Our solar system has sun, moon, stars and planets
Rotation Gaseous Planet Solar System
Revolution Terrestrial Planet
A.
Board Activity:
Teacher will post a picture on the board. Terrestrial Gaseous
Call a volunteer from the class to arrange the word to
form the correct description or meaning of the give
pictures.
1. It is d the imaginary called path way of a planet.
2. It is the movement of the planet that takes 1 day to complete the cycle.
3. It is the movement of the planet that takes a longer time to complete a cycle.
4. It has sun, moon, star and planet.
B.
Review:
-
What are the two motions or movement of the earth?
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Where can we find the sun, moon, star and planets? Our solar system has sun, moon, stars and planets
-
What do you call the imaginary pathway of a planet around the sun?
2.
Engage:
A.
Motivation:
There are 8 planets. Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus and
Let the class watch a short video about the topic. Neptune
Tell the class to take some important notes.
- On the video and picture that I’ve shown’ does anyone of you can now tell what will Terrestrial and Gaseous planets

be the lesson/topic for today?

- From the video what is solar system? What are the objects that we can see from the
solar system? Terrestrial planets are mostly rock and metals while the Gaseous are mostly

made up of gas.
3.
Explore:
Teacher will divide the class into 4 groups. The planet that belongs to terrestrial are: Mercury, Venus, Earth and Mars.
1. Teacher will present different size of balls then tell the class that each ball represent the The planet that belongs to gaseous are: Jupiter, Saturn, Uranus and Neptune.

planets.
2. Ask them if they will be a group of astronomer how will you arrange and distinguish the
following balls/planets?
3. Each group will be given set of pictures of planets.
4. They will analyse and discuss how they will arrange and separate the planets.

5.
Explain:
1. Each group will present their final answer and share their ideas how they arrange and
separate the planets.
2. From the video presented. Names the 8 planets
3. While giving the names teacher will call volunteers to hold the pictures of the planets then
they will be arrange from smallest to biggest then biggest to smallest.
4. From the size let the pupils divide the planets into 2 group.
5. From the video what are the two groups of the planets?
6. The teacher will correct the misconception if needed and add some information.

6.
Elaborate:
A.
Generalization:

1. The teacher will post a chart of the solar system.

2. Teacher will ask the names of the planets.
3. Using the chart the class will group the pictures of different planet according to their
categories.

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What are the features of our solar system?

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How many planets are there in solar system? Name the planets in order.

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Since the planets are divided into 2 categories, what are these two?

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How these two different from each other?

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Based from the video and the chart, name the planets that belongs to terrestrial and
gaseous.

B.
Valuing:

Who created the solar system? What should we do with God’s creation? All things around us
are God creation we should appreciate them because of their uniqueness and beauty just like
us God created us unique from each other but in His eyes we are all the same and He loves us
equally.

7.
Evaluate:

Answer the Cross Word Puzzle using the guided description below. Then choose your answer
from the box.
Gaseous Planets

Terrestrial Earth

Jupiter

Down:
1. It is called the outer planets.
3. It is called the inner planets with rocks and metals.

Cross:
2. A planet where in there is a life.
4. These are things that rotate and revolve around the sun.
5. The biggest or largest planet.
1.
2. 3.
 4
5.
4.
Extend:

Compare the Earth with other planets which make it

livable. Why is the Earth the only livable?