A Detailed Lesson Plan in Science for Grade VI

PAMELAH R. AMOR

I. Learning Goals

A. Content:
a) Planets (eg. Surface features, size and relative distance from the Sun)
b) Model of the Solar System

B. Content Strategies
a) demonstrates understanding of physical characteristics of the planets of
our solar system

C. Performance Strategies
a) Discusses the characteristics of Earth that support life

D. Learning Competencies
a) compares the eight planets of our solar system

II. Instructional Media

A. Textbook
a) Ellyard, David, David H. Levy, Angela Milner, Eldridge M. Moores &
Frank H. Tolbot (2001). Encyclopedia of Discovery: Earth. Australia:
Eldon Owen Inc. (p.174-193)

B. Reference
a) http://www.hawastsoc.org/solar/eng/homepage.html
b) http://www.fourmilab.ch/solar/solar.html
c) http://www.messenger-
education.org/teachers/modules/Lessons/ourss.pdf

C. Instructional Materials
a) Model of the Solar System
b) Charts/Pictures of the planets

D. Process Skills
a) comparing the eight planets in terms of physical characteristics
b) describing the planets (eg. surface features, size, composition and
relative distance from the Sun)
E. Values Integration
 a. Students will be able to appreciate how amazing the solar system.
b. Students will be able to share what they have learned about the solar
system to the other people.
c. Students will be equipped with knowledge and will not be remain novice
on the solar system.

III. Learning Strategies

Teacher’s Activity Pupil’s Activity

A. Activating Prior Knowledge (APK) (8 minutes)

1.Prayer
 Assigns one learner to lead the  Follows the lead of one learner
prayer and altogether recite the
Muslim/Christian Prayer

“Good morning class” “Good morning ma’am”

2. Checking of Attendance
 Roll Call  Learners respond to the call of
the teacher by saying “present
ma’am”.

3. Reviewing the past lesson

“ Last meeting we had discussed
the planet Earth’s rotation and
revolution”

1. What are the indications that 1. The indications that Earth is

Earth is moving? moving are the day and night
cycle, the seasons and the
apparent motion of the stars

2. Why does Earth experiences day
and night?
2. The Earth experiences day and
night because of its rotation. As
it rotates, the part of it which
facing the Sun will have day and
the other part will have night.

3. How do we know that the Earth 3. Earth rotates form west to east
rotates from west to east? because the Sun rises from the
east and sets on the west.

4. Motivational Activity
  Presents the objective
 Sing the song first entitled “We are
the Planets”
“Nice singing class”
B. Presentation and Modeling (15 minutes)
“Have you seen a model of the Solar
system?”
“That’s good to hear class”
 Asks the class to name the planets of the
solar system
 Learners will read the objective
 Sing the song
“We are the planets big and round
Watch us happily fly around
We are the planets big and round
Watch us happily fly around
I'm closest to the sun
I'm Mercury Mercury
I'm the brightest in the sky
I'm Venus Venus
And I'm your planet
I'm Earth Earth
I'm a Red planet
I'm Mars Mars
We are the planets big and round
Watch us happily fly around
We are the planets big and round
Watch us happily fly around
I'm the largest planet
I'm Jupiter Jupiter
I'm the planet with the Rings
I'm Saturn Saturn
I have 27 moons!
I'm Uranus Uranus
I am made of Gas
I'm Neptune Neptune
We are the planets big and round
Watch us happily fly around
We are the planets big and round
Watch us happily fly around”
 Learners will take the seat
“Yes ma’am”
“Mercury, Venus, Earth, Mars,
Jupiter, Saturn, Uranus,
Neptune and Pluto”
 “Here’s the model of our solar system
 Asks the class to observe the model.
“Very good observation class.”
“Who knows here why Pluto is not part
on the planets?
 Calls the learner who raised his/her hand
“That’s right the Pluto is still a planet but
was demoted into a dwarf planet on
2006 because the planet itself failed to
attain the third definition of a planet set
by the International Astronomical Union.
The third and the last requirement is it
must have cleared other objects out of
the way in its orbital neighborhood. To
clear an orbit, a planet must be big
enough to pull neighboring objects into
the planet itself or sling-shot them
around the planet and shoot them off into
outer space”.
 Compares the planets in terms of sizes,
features, composition and distance from
the sun
 Tells the learners to arrange the planets
from the biggest to smallest
“Excellent”
“How about the nearest to the farthest
planet class?”
“Correct”
C. Guided Activity
1.Activity
 The leaners will appreciate the
model.
 Observes the model
“Ma’am why is it that Pluto is
not part on the model?
 Thinks carefully the hidden
reason why Pluto is not part on
it.
 Raise the hand to answer the
question
“Pluto is still part on the planets
of the solar system but was
demoted to dwarf planets.
 Internalizes why the solar
system has 8 planets instead of
9
 Learners will take down notes
on the important details his/her
teacher will discuss.
“Jupiter, Saturn, Uranus,
Neptune, Earth, Venus, Mars
and Mercury”
“Mercury, Venus, Earth, Mars,
Jupiter, Saturn, Uranus and
Neptune
 “To test your learning about the topic, I  Sits properly and pays attention
prepared an activity and it is called to the activity
“Compare me if you Know me”
 Gives the instruction and the materials to  Receives the materials and
be used: follow the instructions:
o Manila Paper o Learners will be divided
o Marker into 4 groups
o Compares the 2 planets
assigned to the group
o Collaborate and
 Facilitates the class to follow the brainstorm to their team
instruction o Write down the answers
to the provided manila
paper
o Choose one
 Recognizes the group representative to
present the work of the
group on the class.
o Do the activity in 5
minutes.

Group 1
“Class if you have questions on our Mercury Mars
activity feels free to ask me, ok?”

Group 2
Venus Earth
 Roams on the class and checks if they
correctly get the activity

Group 3
Jupiter Saturn
“Class you can use also this model as
your reference in comparing the 2
planets I assigned to you.”

Group 4
Uranus Neptune
“What is important class on this activity is
you will be able to compare the assigned
planets.”
2. Analysis

 The learner (presenter) will

“Time’s up” present their output on the
class.
“Group 1 kindly place your work on the
board and present it.” Mercury Mars
smallest planet red planet
 Observes the reporting nearest to the bigger than
sun Mercury
has no moon has 2 moons

Venus Earth
“Thank you Group 1” hottest planet living planet
 Calls the group 2 has no water has water
atmosphere is atmosphere is
mostly compose mostly compose
of Carbon of Nitrogen
Dioxide

Jupiter Saturn
“Thank you Group 2” largest planet next to Jupiter in
 Calls the third group terms of size
gas giant gas giant
has the largest has beautiful
moon rings
“Thank you Group 3”
Uranus Neptune
“May I call in group 4 presenter?”
2nd farthest farthest planet
planet
coldest planet smaller than
Uranus
made up of made up of
hydrogen, helium hydrogen, helium
and methane and methane

 Asks the learners if the groups answer  Concentrates on the groups

are correct output and critique their output
 The groups must accept openly
the evaluation of the other
group to their output.

“All the comparison you’ve made are all  The leaners will altogether clap
correct.” with each other.
“Give our self a big round of applause
because of the job well done.”

“The sixth planet from the Sun features “Saturn”

 an extensive ring system, what is the
name of this planet?”
“Why is it that Pluto is no longer called a
planet?”
“Pluto is no longer called a
planet because it failed to the
third requirement set by the
International Astronomical
Union and that is must have
cleared other objects out of the
way in its orbital neighborhood.

“Very Good”

3. Abstraction
 Synthesizes their works and explain  Integrates the 8 planets
further the lesson  Jot downs important details
 Uses the output of the students as a
basis of her further discussion

“Any questions class?” “Ma’am we know that Sun gives

energy to the Earth and to the
other planets so how long will
the sun last?
“Very good question, the sun is a star
and it follows the same sort of life span
as other stars in the galaxy. Taking into
account its size, the sun will live to be
roughly 12.3 billion years old. At the
moment it is around 4.5 billion years old,
so the Sun has about 7.8 billion years
left.
“Can we land on Mars?
“At the moment we don't have the
technology to actually land a human on
Mars, but in 1997 the first Mars rover
was sent up into space and landed on
the surface of the planet, giving us
photos of the planet and data about the
composition of it.”

D. Independent Practice
 Presents the word bank (cartolina with all
the possible characteristics of the
planets) and calls 8 learners to do a
board work
 Gets the answer on the word
bank and puts (paste) it in
made chart on the board
 Learners who are not called will
be the one to analyze if their
classmates answers are correct
 The Solar System

Mercury Venus Earth

WORD BANK

(Characteristics of the planets)

Mars Jupiter Saturn

Uranus Neptune Sun

(BONUS)

 Gives a hand to the learners who found

the board work difficult

“Are the answers of your classmates are

correct?” “Yes ma’am”

E. Closure

“The Sun contains 99.85% of all the matter

in the Solar System. The four primary terrestrial
worlds are the innermost planets in the solar  Realizes how amazing the solar
system, Mercury, Venus, Earth and Mars. They system
are called terrestrial because they have a  The learners will be
compact, rocky surface like the Earth's and are knowledgeable enough about
spherical in shape. Jupiter, Saturn, Uranus, and the planets of the solar system
Neptune are known as the Jovian (Jupiter-like) and will be able to share what
planets, because they are all similar in size and they have learned to others.
structure, i.e. gigantic compared with Earth and
having a non-solid, gaseous nature. Always
remembered class that although you are very
small and your kind have existed in the universe
for only a short time, you are an important part
of something very large and very beautiful.

IV. Evaluation

 Give the worksheet to the learners

 “I know class that you’ve learned the
topic so please don’t cheat”
“Is that ok?

Key answer:  After receiving the worksheet

starts answering it
I.
1. What is the biggest planet in the Solar Direction: Read the questions carefully
System? and provide your answer to every
a. Pluto question.
b. Sun
c. Mercury I. Encircle your answer.
d. Jupiter
1. What is the biggest planet in the
2. Mercury is the hottest planet. Solar System?
a. True a. Pluto
b. False b. Sun
c. Mercury
3. Mercury is the nearest planet to the Sun d. Jupiter
while Neptune is the ______ planet.
a. Farthest 2. Mercury is the hottest planet.
b. Nearest a. True
c. Center b. False
d. Farther
3. Mercury is the nearest planet to the
4. The following statements are true about the Sun while Neptune is the ______
Earth except one. planet.
a. The Earth has a moon that revolves a. Farthest
around it. b. Nearest
b. The Earth has abundant oxygen. c. Center
c. The Earth is a living planet. d. Farther
d. The Earth is bigger than Jupiter
4. The following statements are true
5. The Jovian Planets are mostly made up of about the Earth except one.
_____ and _____. a. The Earth has a moon that
a. Oxygen and water revolves around it.
b. Helium and hydrogen b. The Earth has abundant oxygen.
c. Carbon dioxide and oxygen c. The Earth is a living planet.
d. Methane and nitrogen d. The Earth is bigger than Jupiter

II. 5. The Jovian Planets are mostly made

(Base on the discussion) up of _____ and _____.
a. Oxygen and water
b. Helium and hydrogen
c. Carbon dioxide and oxygen
d. Methane and nitrogen

II. Essay (5 points)

 1. In 3 sentences, compare
Terrestrial planets to Jovian
Planets?

V. Assignment

On the bond paper, draw a solar system and color it. Also give at least 3 interesting facts
about the solar system.