DETAILED School Zaballero Subdivision Elementary School Grade Level 6

LESSON Teacher Maria Christen P. Acyatan Learning Area Science

PLAN Date/Time Quarter Fourth
CO 2 SY. 2021-2022
I. OBJECTIVES INDICATOR
The learner demonstrates an understanding of the characteristics of planets in
A. Content Standards the solar system
The learner should construct a model of the solar system
B. Performance Standards

C. Learning Competencies MELC 6: Construct a model of the solar system showing the relative sizes of the planets and their
relative distances from the Sun
S6ES-IVi-j-7
1. identify the position of each planet in the solar system; and
2. make a model of the solar system showing the elative sizes of the planets and their relative
distances from the Sun.

II. CONTENT CHAPTER 4: Earth and Space

Planets of the Solar System
III. LEARNING
RESOURCES

A. References

1. Teaching Guide pages

CO_ADM Science 6 Quarter 4 – Module 7
2. Module/Learner’s DO_Q4_SCIENCE 6 Self-Learning Module
Materials
pages

3. Textbooks

4. Additional Materials
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from LR portal

B. Other Learning Activity sheets, ppt, laptop, projector

Resources
III. PROCEDURE
How are you today? INDICATOR 3
A. Reviewing the previous What is our weather for today? Use effective verbal and non-verbal
Lesson or presenting a classroom strategies to support
new lesson learners understating, participation,
Remind pupils about the health and safety protocol.
engagement, and achievement.
Encourage pupils to participate in different activities and ask questions if they have one.
Teacher utilized videos and pictures
(non-verbal) to show different
Ask pupils to sing the song “Planets in the Solar System” planets.
What is the beginning part of the song? Ending part? And the repeated part?
INDICATOR 1
Apply knowledge of content within
and across curriculum teaching areas
Using a slideshow presentation, ask questions about the song “Planets in the Solar System”.
1. Which planet in the solar system is closest to the Sun? (Music)
2. Which of the following is in the outermost part of the solar system? Identifies the beginning, ending, and
3. What is the third planet from the Sun? repeated parts of a recorded music
4. Which of the four planets has the hottest temperature? sample
5. Which is the largest planet in the Solar System? MU1FO-IId-1

Today, you will construct a model of the solar system using the relative distance from the sun and INDICATOR 1
relative sizes of the planet. Before we go on, what do we mean by relative distance and relative Apply knowledge of content within
B. Establishing a purpose size? and across curriculum teaching areas
for the lesson (Elicit)
(Science 3)
Unlocking of difficulties: Describe the position of a person or
relative distance - Distance relative ( measured from) to a specified reference point. Our specified an
reference is the planet earth. object in relation to a reference
relative size- similar to relative distance there is a reference point but in terms of the size of the point

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 planet. Our reference size is the size of the planet earth. S3FE-IIIa-b-1

Motivational questions
Why is it important to know the distance and sizes of the planets?
How is it significant to our life?

The eight planets in the solar system are Mercury, Venus, Earth, Mars,
C. Presenting examples/ Jupiter, Saturn, Uranus, and Neptune. The planets are classified into inner and outer planets.
instances of the new The inner or terrestrial planets are Mercury, Venus, Earth, and Mars.
lesson (Engage) They are solid and are mostly made up of rocks and metal; they do not have rings. These are the
planets closer to the Sun.
The outer or Jovian planets are Jupiter, Saturn, Uranus, and Neptune.
They are called gas giants. These gas giants are so-called because they are much larger than the
terrestrial planets and are mostly made up of gas. All of these gas giants have rings.

Present Learning Task 1, let pupils answer the questions by analyzing the model of the solar system.
Learning Task 1: Space in Between

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Study closely the model of the solar system then answer the questions that follow.

Analysis questions:
1. Which heavenly body do all the planets in the solar system revolve?
A. Sun B. Pluto C. Earth D. Asteroid
2. Which of the following planets has prominent rings?
A. Mars B. Earth C. Saturn D. Mercury
3. Which planet is between Venus and Mars?
A. Venus B. Earth C. Jupiter D. Uranus
4. Which planets are large and have rings?
A. Planetarium C. Inner planets
B. Solar System D. Outer planets
5. Which of the four planets below is an outer planet?
A. Mars B. Earth C. Jupiter D. Mercury
6. Which is the closest planet to the Sun?
A. Mars B. Earth C. Jupiter D. Mercury
7. Which of the eight planets is farthest from the Sun?
A. Mars B, Earth C. Neptune D. Mercury
The planets in the solar system, Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and

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D. Discussing new Neptune, are divided into two groups – the inner planets and the outer planets.
concepts and practicing The inner planets are closer to the Sun, smaller in size, rock-llike structure and dense. The four
new skills #1 inner planets, Mercury, Venus, Earth, and Mars, are called terrestrial planets because their surfaces
are solid, and mostly made up of silicate rocks while the core is made of iron and nickel.
The outer planets are farther away, larger in size, and made up mostly of gas. These planets -
Jupiter, Saturn, Uranus, and Neptune are sometimes called Jovian planets or gas giants because they
are very large and are mostly made up of gas. They are huge planets with a dense core wrapped by
thick gaseous materials.
A simplified number is used to describe a planet’s distance from the
Sun. It is called an astronomical unit or AU. It is a unit of length equal to the average distance of
Earth from the Sun which is approximately 149,600,000 kilometers or 14.96 x 107 Km. Earth is
assigned 1 AU. The planets closer to the Sun has less than 1 AU while the planets farther away
would have a distance greater than 1 AU. Using AU can help scientists keep the numbers
manageable or smaller because distances in the solar system are very large. Table 1 shows these
numbers in kilometers, AU, and scaled distances in centimeters.

INDICATOR 1
Apply knowledge of content within
and across curriculum teaching areas

(MATHEMATICS)
Illustrates a circle and the terms
related to it: radius,
Show an example of computation of the earth distance from the sun from 14.96 x 107 Km to diameter chord, center, arc, chord,
149,600,000 kilometers to understand the concept better. central angle, and inscribed angle.
M7GE-IIIg-1
Ask pupils to solve the remaining planets.

Discuss the Distance AU column. Explain that the earth distance is the base and equivalent to 1 AU,
any planet nearer from the sun than earth is less than 1 AU and any planet farther from the sun than
earth is more than 1 AU. Tell learners that the last column is change to centimeter/millimeter
instead of AU and this is the unit that the pupils will use in making their own solar system model.
Show the ruler and ask the pupils to identify which is the centimeter.

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 Planet sizes can be determined from its diameter. A diameter is the distance from one end of
a circle or sphere to another side passing through the middle. Table 2 shows these numbers in
kilometers, relative diameter, and scaled sizes in centimeters

Discuss Table 2, the relative diameter of the planets.

Show a basketball or any representation of a planet in discussing the diameter. Explain to learners
that relative distance, relative diameter is also based on Earth diameter, any planet smaller than
earth is less than 1.00 and larger than earth is more than 1.00. The last column of Table 2 is the size
that they will be using which is in centimeters.

Now, it is time for you to construct your own model of a solar system

Reminder:
In this activity, you will use a sharp object which is scissors. From our past lesson about the simple
machines what type of simple machine is scissors and what are the proper way of using sharp
objects. May you tell the proper handling in using sharp objects?
Divide the class into small groups.
Remind the groups to always observe the health and safety protocols. INDICATOR 4
Establish safe and secure learning
Let the group do the activity and encourage them to participate and share the responsibilities environments to enhance learning
among members. Remind them that the activity is a group effort and will be graded using a rubric. through the consistent
Encourage them by giving small prizes. implementation of policies,
guidelines and procedures

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 Learning Task 2: Space Neighbors
In this activity, you will need the following materials:
1/2 of Manila paper or old newspaper INDICATOR 6
E. Discussing new Ruler (cm) Maintain learning environments that
concepts and practicing String or thread nurture and inspire learners to
new skills #2. (Explore) Glue participate, cooperate and
Scissors collaborate in continued learning
5. Any coloring material available to you
Direction: Construct a model of the solar system showing the relative distances of the planets from INDICATOR 7
the Sun and their relative sizes. Follow the procedure below. Apply a range of successful
Procedure: strategies that maintain learning
1. Prepare all materials needed. environments that motivate learners
2. Draw the Sun in the Manila paper. to work productively by assuming
3. Measure the distances of the planets from the Sun and put a mark labeling it with the name of responsibility for their own learning
the planet. Make sure you follow the scaled distances. Refer to Table 1 for the scaled planet
distances.
4. Measure the sizes of the planets and draw a circle according to the scaled size where you put the
label. Make sure you followed the scaled sizes. Color your work. Refer to Table 2 for the scaled
planet sizes.
5. Attach the string from the Sun to each planet using glue.
6. Label each planet.
7. Presentation of output.
For output presentation let the class assess the work of their classmate with the use of a rubric.

F. Developing Mastery
(Lead to Formative
Assessment 3) (Explain)

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 Learning Task 3: Order of Planets in the Solar System

Supply column B with the planet’s corresponding distance from the Sun in AU units and arrange the
planets in order in column C by providing their position from the sun (1st, 2nd, 3rd, 4th…).

G. Finding practical Compared with the billions of other stars in the universe, the sun is unremarkable. But for Earth and
application of concepts the other planets that revolve around it, the sun is a powerful center of attention. It holds the solar
and skills in daily living system together; provides life-giving light, heat, and energy to Earth; and generates space weather.

The Sun is the center of our solar system. Collaborate with your partner and complete the diagram INDICATOR 6
by supplying 5 things that the sun can give/help us. Share the answer to the class to check if you Maintain learning environments that
have a similar or different answer. nurture and inspire learners to
participate, cooperate and
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 collaborate in continued learning

H. Making What I Have Learned!

Generalizations and Fill in the blanks to complete the first three statements. Underline the correct answer inside the
Abstraction about the parenthesis to complete the last three statements.
Lesson. 1. I have learned that the two groups of planets in the solar system are________ and ________.
(Elaborate) 2. I have learned that the inner planets are ______, ______, and_______.
3. I have learned that the outer planets are______, ______, and _______.
4. I have learned that the inner planets are (smaller, bigger) than the outer planets.
5. I have learned that the inner planets are (nearer, farther) from the Sun.

I. Evaluating Learning Read each item carefully.

(Evaluate) 1. Which planet in the solar system has the characteristics that can support life?
A. Earth B. Jupiter C. Mercury D. Neptune
2. Which of the following statements describes the inner planets?
A. They are small and made of ice and gas.
B. They are large and made up mostly of gas.
C. They are large and made of gases and metal.
D. They are solid and made up of rocks and metals
3. Which among the planets has an extensive and complex ring system?
A. Saturn B. Jupiter C. Uranus D. Neptune

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 4. Which planet is the brightest object in the sky?
A. Venus B. Uranus C. Mercury D. Neptune
5. Which of the eight planets is known as the blue planet?
A. Earth B. Jupiter C. Mercury D. Neptune
The diagram below represents the Sun and planets of our solar system.

Figure 3: Diagram of the Solar System

6. Which planet on Figure 3 represents Jupiter and Saturn?
A. B and C B. C and D C. D and E D. E and F
7. In Figure 3, which planet represents Neptune?
A. E B. F C. G D. H
8. Which is the largest planet in the solar system?
A. Sun B. Jupiter C. Mercury D. Asteroid
9. Kevin is making a model of the solar system. Which two planets in the
model below are missing?
Mercury-________-Earth-Mars-Jupiter-Saturn-________-Neptune
A. Earth and Venus C. Mercury and Earth
B. Venus and Uranus D. Uranus and Neptune
10. Which planet is the third planet from the Sun?
A. Earth B. Venus C. Saturn D. Jupiter
J. Additional Activities for Ask the help of a family member in identifying objects at home that can represent the scaled planet INDICATOR 6
Application or sizes. Write the names of the objects in the third column. Maintain learning environments that
Remediation (Extend) nurture and inspire learners to
participate, cooperate and
collaborate in continued learning

Learners will collaborate with a

family member to continue learning
in at home.

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 V. REMARKS
VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who had caught
up with the lesson
D. No. of learners who
continue to require
remediation

E. Which of my teaching
strategies work well?
Why did these work?

F. What difficulties did I

encounter which my
principal or supervisor
can help me solve it?

G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by:

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MARIA CHRISTEN P. ACYATAN
Teacher III

Checked and reviewed by:

IMELDA G. CARANDANG
Grade Leader/MT 1

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