Grade 1 to 12 School Grade Level 9
Daily
Lesson Log
Teacher . Learning Area science
Teaching Date and Time January 05, 2026 Quarter Third
8:15-9:00(Gold)/10:05-10:50(Bronze)/
10:50-11:35(Platinum)/1:45-2:30(Silver)
I- OBJECTIVES 1.Define what is a star
2.Identify the types of stars
3.Describe the characteristics of stars
A. CONTENT STANDARD The learners demonstrate understanding of the relationship between the visible constellations in the sky and Earth’s position along its orbit.
B. PERFORMANCE The learners should be able to discuss whether or not popular beliefs and practices with regard to constellations and astrology have scientific basis
STANDARD
C. LEARNING Shows which constellations may be observed at different times of the year using models.
COMPETENCIES/ Code: S9ES-IIIj-35
OBJECTIVES
II. CONTENT Different Stars Pattern Through the Years
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages
2. Learner's Materials Pages
4. Additional Materials from ADM,page 1-9
Learning Portal Resource (LR)
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting New Lesson
(ELICIT)
B. Establishing a Purpose for the Ask the learners to read a story about "Lily's Discovery in the Night Sky.”
Lesson
(ENGAGE) Activity 1: "Lily's Discovery in the Night Sky"
Once upon a time, there was a little girl named Lily who loved to stargaze. Every night, she would go outside with her telescope and look
up at the stars. She loved to imagine all of the different constellations that she could see. She would point her telescope at Orion, the hunter, and
marvel at the stars that made up his belt. She would try to spot Cassiopeia, the queen, and see if she could find the North Star.
One night, as she was stargazing, Lily noticed that one of the stars seemed to be moving. It was twinkling and dancing in the sky. She
wondered what it could be. She watched it for a while and noticed that it was getting brighter and brighter. Suddenly, it shot across the sky like a
shooting star.
Lily was amazed. She had never seen anything like it before. She ran inside to tell her parents, but they didn't believe her. They told her it
was just her imagination. But Lily knew what she had seen. She knew that there was something special about that star.
Questions:
1. What did Lily love to do every night?
2. What did Lily try to spot in the sky?
3. What did Lily notice about one of the stars she was observing?
4. What happened to the star that Lily was watching?
5. Did Lily's parents believe her when she told them what she had seen?
Presentation of the learning objectives
1.Define what is a star
2.Identify the types of stars
3.Describe the characteristics of stars
NC. Presenting Examples/ In this activity, the learners unscramble the letters to form a word about the different types of the stars.
Instances of the Lesson Activity 2: Scrambled Letters
(ENGAGE) Directions: Words from the star text have been scrambled in the circles below. Your job is to unscramble the letters and write the correct word on
the line under each circle.
1.__________ 2. _________ 3. _________ 4. _______ 5. ______
6._______ 7. _______ 8. ________ 9. ________ 10. _________
Based on the activity, the students define the word star.
- Show picture of the night sky in figure 1.
1. which star is bigger – Sirius or Rigel?
2. Can you really tell the size of the star just by looking at it?
3. What does the color of a star mean?
4. Why do stars differ in brightness?
D. Discussing New Concepts and - The teacher discusses the different types and characteristics of stars.
Practicing New Skills
#1(EXPLORE)
E. Discussing New Concepts and Activity 3:
Practicing New Skills
Direction: In the box below, find the words that best suit the correct answer. Write your answer
#2(EXPLORE)
in a ¼ sheet of paper
1. They are violent explosions that leave behind a small core
2. They are called remnants and are large enough
3. They are called as young stars
4. The red giant space is actually a prelude to a star shedding its outer layers and
becoming a small, dense body
5. Stars may occur in many sizes, which are classified in a range from dwarfs to
F. Developing Mastery leads to
Formative Assessment
3(EXPLAIN)
G. Finding Practical Applications
of Concepts and Skills in Daily
Living
(ELABORATE)
H.Making Generalizations and Summary
Abstractions about the Lesson
(ELABORATE) Scientists believe that all stars came from huge clouds of gas and dust called nebulae.
The color of the star indicates its surface temperature. Blue is the color of the hottest star.
The brightness of a star as observed from the Earth relies upon two variables distance and the actual brightness (absolute brightness) of
the star
In general, the more massive a star is, the hotter its surface. Stars have temperatures between about 2,600 degrees Kelvin and 50,000
degrees Kelvin. Our sun has a surface temperature of 5,780 degrees Kelvin.
I. Evaluating Learning
(EVALUATE)
J.Additional activities for
application or remediation
(EXTEND)
IV. REMARKS
V. 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 have 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?
G. What innovations or localized
materials did I use/ discover which I
wish to share with other teachers?
