Instructional Planning

(The process of systematically planning, developing, evaluating and

managing the instructional process by using principles of teaching
and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP)

DLP No.: Learning Area: Grade Level: Quarter: Duration:

Science 8 2ND 45 min

Learning Infer the arrangement of stars in a group (constellations)

Competency/ies: S8ES-IIIh-33
does not change.

Key Concepts/ - The students will be able to identify visible constellations in the sky and
Understanding to be
Earth’s position along its orbit.
Developed
- The students will be able to know popular beliefs and practices with regards
to constellations and astrology that have scientific basis.
- The students will be able to associate constellations in Greek mythology

I. Learning Objectives
Describe a constellation using patterns of stars
Knowledge
Create a pattern of stars (constellations) using crayons
Skills
Relate the patterns of stars in predicting cultural beliefs
Attitudes

Values
II.Content
Constellations
Learning Resources books: LM pages 156-157 TM and Integrated Science 8
Material: laptop, t.v , worksheets, flashcards
https://www.britannica.com/science/constellation
III.Procedures

Introductory Activity Review on the previous lesson:

(2min.)
A short recap using a simple activity entitled "Who am I". A series of questions
will be flashed on t.v, identifying the different terms in the solar system.
ACTIVITY: "Who am I"
1. I am the closes stars on Earth, who am I? sun
2. I am the brightest celestial object in Earth's night sky, who am I? moon
3. A natural luminous body visible in the sky especially at night, who am I? star

Activity (10 min.) A. Step-By-Step

1. Now, who can give an idea about constellation? A constellation is
an area on the celestial sphere in which a group of visible stars
forms a perceived patterns or routine, typically representing an
animal, mythological subject, or inanimate object.
2. Exactly, now are you familiar with the different constellations? Yes
3. Very good, then I want you to identify the different constellations
 based on the picture I will flash.
4. The first picture, who can guess the picture? It is Orion the hunter

5. How about this picture? It is Pegasus the winged horse.

6. Now for the last picture. It is Cancer the crab.

7. We will now discuss and understand the patterns of the stars in the
night sky and history of constellations.

Analysis (5min.)
Why do constellations exist? Constellations exist because of the pre-historic
and cultural beliefs, since science that time is not yet introduced, people mostly
relying on the sky and its formation.
Abstraction (18 min.) Activity: Stary-stary Night
1. Students will be group into eight (8). Each group is given constellation
worksheets. They are assigned to create a pattern of stars that resembles a
constellation.
2. One presenter will explain their output in front.
3. Discussion
Constellation in astronomy, any of certain groupings of stars that were
imagined at least by those who named them to form conspicuous
configurations of objects or creatures in the sky.
Many of these constellations have many names that can be traced back
to early Babylonians and Greek civilizations, but nearly all cultures have
different names for the constellations. For example, the Greeks called the large
constellation Orion, which means hunter and is prominent in the night sky all
over the world during winter. Early Filipinos visualized the same group of stars
as Balatik, a trap used in hunting wild pigs. Christian Filipinos named the three
stars (Orion’s Belt) Tatlong Maria or Tres Marias.
From the earliest the star groups known as constellations have received
names connoting some meteorological phenomena or symbolizing religious or
mythological beliefs.
The Alexandrian astronomer Ptolemy (100-170 CE) adopted a very
similar scheme in naming constellations, which of his Almagest, the catalog
being styled the “accepted version”. The names and orientation of the 48
 constellations therein adopted are, with but few exceptions, identical with those
used at the present time. The majority of the remaining 40 constellations that
are now accepted were added by European astronomers in the 17th and 18th
centuries. In the 20th century the delineation of precise boundaries for all the 88
constellations was undertaken by a committee of the International
Astronomical Union.
Some known constellations:
1. Ursa Major 14. Taurus
2. Ursa Minor 15. Gemini
3. Cepheus 16. Orion
4. Pegasus 17. Hercules
5. Cassiopeia 18. Draco
6. Andromeda 13. Perseus
7. Lyra 14. Libra
8. Canis Major 15. Capricornus
9. Aquila 16. Leo
10. Scorpius 17. Sagittarius
11. Aquarius 18. Pisces
12. Delphinus 19. Aries
13. Cygnus 20. Bootes
IV. Application (10 Do you think constellations have significant connections in our lives? Yes,
min.) constellations have significant connections in our lives because some people
believe that their fate depends on the patterns of stars. Some people uses
constellations as guide on their decision making.
V. Assessment (12 Constellation Flashcards Quiz
min.)
The teacher will show different cards consists of the different constellation
patterns.
1. Cassiopeia 6. Libra
2. Ursa Major 7. Leo
3. Orion 8. Andromeda
4. Cepheus 9. Pegasus
5. Canis Major
10. Capricornus
VI. Assignment (2
min) Draw other patterns and names of constellations. Write it in your big notebook.

VII. Concluding Naming of constellations through flashcards.

Activity (1 min)

VIII. REMARKS

IX. REFLECTIONS

Prepared by: Checked by:

VIANNEY B. CAMACHO JUDY R. TAPERE, DevEdD

Teacher I School Head