School Pantay Integrated High School Grade Level 9

Teacher GLADYS R. PRECILLA Learning Area Science

Teaching Date October 24, 2023 Quarter First
Teaching Time 8:15AM – 9:15AM No. of Day/s 1

I. OBJECTIVES
A. Content The learners demonstrate understanding of how changes in
Standards the environment may affect species extinction.
B. Performance The learner should be able to make a multimedia presentation
Standards of a timeline of extinction of representative microorganisms,
plants, and animals.
C. Most Learning Relate species extinction to the failure of populations of
Essential organisms to adapt to abrupt changes in the environment.
Competencies (S9LT-Ie-f-30)
(MELC)
At the end of the lesson, the students are expected to:
 Define extinction.
 Explain the probable causes species extinction
 How do the changes in the environment affect the
continued survival of the Species
 the local and global issues that contribute to species
extinction
D. Enabling
Competencies
II. CONTENT Species Extinction
III. LEARNING
RESOURCES
A. References
1.Teacher’s Guide pages
2.Learner’s Materials Science Learner’s Module pages __ – ___
pages Science Quarter 1 pages __ – __
3.Textbook pages
4.Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resources Power Point Presentation of Species Extinction
IV. PROCEDURES
A. Reviewing the “Space Coordinates”
previous lesson Using the space coordinate, the student will search the
or presenting the words that corresponds to the given coordinates.
new lesson
Procedure:
1. Plot the coordinate using a marker.
2. Encircle the word found within the coordinates.

Coordinates
 (10,9) & (15,9) – Stars
 (0,7) & (14,7) – Constellations
 (2,5) & (10,5) – Rotation
 (4,1) & (14,1) – Revolution
 (3,3) & (14,3) – Planisphere
 Unlocking of difficulties
The students will try to define the words found out in the
space coordinate with their prior knowledge about it.

Note:
The teacher will show the definition and let the students read
it to confirm their ideas.

Stars – natural luminous body visible in the sky especially at

night
Constellations – imaginary group of stars that form pictures
of animals, objects, and people.
Rotation – spin movement of the Earth on its axis completing
a 24-hour period (day)
Revolution – movement of the Earth on its orbit around the
Sun completing the 365 days (a year)
Planisphere – a simple hand-held device which shows a map
of which stars are visible in the night sky at any time.
B. Establishing a Based on the word found in the coordinates (0,7) & (14,7)
purpose for the what do you think our topic for today?
lesson
The students will read the learning objectives.
At the end of the of the lessons, the students are expected to:
 Define constellation
 Describe the apparent motion of stars at night
 Explain why some constellations are not seen
throughout the year
 Identify at least three constellations using a
planisphere
 Analyze the practical applications of constellations
C. Presenting Have you ever experienced stargazing?
examples/ At least 2 students will share their experience in star gazing.
instances of the
new lesson The teacher will introduce Plenisphere and will let the
student observe its features. Then, the student will share
their observation.
D. Discussing new “Constellation Wheel”
concepts and
practicing new The teacher will show the constellation wheel, then let the
skill student observe. The students will identify its features by
pointing using the corresponding given parts below.
 Sun
 Earth
 Stars/ constellations (Zodiac)
 Compass (directions)
 Month
Each student will receive an activity sheet.
The teacher will call at least three students to spin the
wheel, then other students will observe the movement of the
Earth and write down their observation.

Gather the following data.

1. Direction of the spin of the earth spinning on its axis:
__________________
2. Direction of the spin of the earth spinning around the
sun: __________________
3. Fill in the table.
Spin no. Month Constellation
1
2
3

The students will answer the guide questions doing the

activity, “touch-pass”, while singing “Twinkle, Twinkle
Little Star”. The last student that will get the last touch
after the song will be the one to answer the question.

Guide questions:
1. What does the part of Earth that facing the sun
represents? How about the part that facing the stars/
constellations?
2. Describe the direction of how the Earth spins on its
axis and around the sun.
3. Do you think the stars are moving that makes them
appear and disappear in the sky? Why or Why not?
 4. Explain why we only see the stars at night.
5. Why are some constellations not visible throughout
the year?
E. Developing “Star Finder”
mastery (Leads
to Formative I. The students will be grouped according to their interests
Assessment 3) and skills. They will choose their group by choosing on
how they will present their output. They can choose
among the following:
1. Forecasting
2. Poster
3. Role Playing
Preparation Time: 10 minutes
Presentation Time: 2 - 3 minutes each group
II. Using the Planisphere, each group will locate at least 3
constellations and cite the following information:
 Name:
 Month:
 Time:

III. Each group will be graded using a rubric.

F. Finding practical “Believe it or NOT”

applications of
concepts and Are you familiar with horoscope? Have you ever read your
skills in daily horoscope?
living
The teacher will present horoscope of the day and read it to
the class. The students will share their thoughts about it.

Do you believe in what is written into it?

How did this affect you?

Isang Paalaala:
“Ang basa ng ating Kapalaran ay maaaring tumukoy sa iyo.
Maaring tumukoy sa ibang tao na kapareho mo ng sign.
Gawing gabay o libangan lamang.”
G. Making “Star Light, Star Bright”
generalizations
and abstractions The student will make the star appear bright as they answer
about the lesson the questions below.
1. Based on the activities presented, describe a
constellation?
2. When can you observe the constellation in the sky?
3. Describe the connection of the movement of Earth on
its axis to the stars’ visibility.
4. How does the Earth orbit the Sun?
5. Explain the relationship of the Earth’s movement and
the visibility of stars throughout the year.
H. Evaluating Directions: Choose the letter of the best answer.
 Learning 1. What do we call a group of stars that look like patterns in
the sky?
A. Galaxy C. Meteors
B. Constellation D. Satellites

2. Which statement best explains why Libra is visible to an

observer in Manila in September but not visible in March?
A. Earth spins on its axis C. Libra spins on its axis
B. Earth orbits the sun D. Libra orbits the Earth

3. How do stars appear to move in the night sky?

A. From North to South C. From East to West
B. From South to North D. From West to East

4. The constellation seems to only appear in the sky at night.

Which motion is mainly responsible for this?
A. Rotation of stars on its axis
B. Rotation of Earth on its axis
B. Revolution of stars around the sun
C. Revolution of Earth around the sun

5. Why do stars appear in different times of the year?

A. The sky is moving
B. Our galaxy is moving.
C. The universe is expanding.
D. The earth is revolving around the sun.

Answer Key: 1. B 2. B 3. C 4. B 5. D
I. Additional Assignment:
Learning Research on how early people used the constellations. Write
this on your Science notebook.
V. REMARKS
VI. REFLECTION
A. No of learners who earned
80% in the evaluation
B. No of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons
work? No of learners who have
caught up with the lesson.
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
this work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

Prepared:

GLADYS R. PRECILLA
Science Teacher

Checked & Inspected: Noted:

BAYANI T. VICENCIO ROBERTO P. ZAMORA Jr. GLADYS R. BISCOCHO
Master Teacher II Master Teacher II Principal II