LESSON PLAN
Teacher
Aljean Marie A. Timonan
Learning Area
Science
Teaching Date
August 1, 20222
Quarter
4th Quarter
Week 7
Teaching Time
1 hour
Grade Level
7
I. OBJECTIVES
The learners demonstrate an understanding of:
A. Content Standards
The occurrence of the eclipses
The learners shall be able to:
B. Performance Standards
Discuss whether or not beliefs and practices about eclipses have
scientific basis
C. Learning Competencies
or Objectives
At the end of the lesson, the students are expected to:
a. Explain how a solar and lunar eclipses occur
b. Describe the different types of solar and lunar eclipse
c. Relate the occurrence of eclipses to the beliefs and practices of
the elders
D. Most Essential Learning
Competencies (MELC)
Explain how solar and lunar eclipses occur using models (S7ES-IVj11)
(If available, write the indicated MELC)
E. Enabling Competencies
(If available, write the attached
enabling competencies)
II. CONTENT
ECLIPSES
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide Pages
b. Learner’s Material Pages
c. Textbook Pages
pp. 4-14
d. Additional Materials
from Learning
Resources
B. List of Learning Resources
for Development and
Engagement
Activities
Youtube links:
https://youtu.be/Jejjy-LitcM
https://youtu.be/LH-aSizsx1o
https://youtu.be/WI8aFiB8nsY
https://youtu.be/VMdFG54IcXg
IV. PROCEDURES
Daily Routinary Activities (Synchronous)
● Greetings
● Online prayer
● Checking of attendance
● Online class etiquette
V. TEACHING STRATEGY
A. Reviewing
previous
lesson or presenting
the new lesson
Expository Method
Steps in Expository Method
● Approach
● Presentation
● Application
Task 1: Looking Back
● The teacher will present a Powerpoint slide showing a diagram of
seasons. The students will identify what solstice or equinox occurs
in each position.
Retrieved from: https://o.quizlet.com/aQaZp5yPdWBmA1IKsNS-UQ_b.png
Answer key:
A. Summer Solstice
B. Autumnal Equinox
C. Winter Solstice
D. Vernal Equinox
B. Establishing a purpose
for the lesson
Task 2: Focus on Me! (Motivation)
● The teacher will present a picture of the formation of a shadow
and the students will observe what the picture is all about. The
teacher will ask the students about their observations.
● The teacher will introduce the topic by relating the formation of
shadows to the occurrence of an eclipse.
Retrieved from:
http://www.daviddarling.info/images3/shadow_formation.jpg
Task 3: Guess the word (Unlocking of vocabulary words)
●
1.
2.
3.
4.
5.
The students will guess the word being defined by arranging the
jumbled letters.
L P S E C I E - a natural phenomenon that occurs when a celestial
body passes through the shadow of another celestial object
M R U B A - the dark inner portion of the shadow cone
E M P U R N A B - the lighter outer portion of the shadow cone
U M N A T R B A- the part of the moon’s shadow that extends
beyond the umbra
Y S G Y Z Y - is an alignment of three celestial objects such as the
sun, moon and earth in a gravitational system
Answers:
1.
2.
3.
4.
5.
C. Presenting
examples/instances of
the new lesson
Eclipse
Umbra
Penumbra
Antumbra
Syzygy
Solar and Lunar Eclipse in the Philippines (Contextualization/Localization)
● The teacher will present an audio-visual presentation of eclipses
that recently occurred in the Philippines.
Partial solar eclipse nasaksihan sa Pilipinas | TV Patrol
Espesyal na Lunar Eclipse ngayong gabi, sumabay sa Super
Moon | Saksi
Guide questions:
1. What type of eclipse is shown in the videos?
2. What is the other term/ name for total lunar eclipse?
3. Have you witnessed an eclipse before?
D.
Discussing
new
concepts and practicing
new skills #1
APPROACH
●
The teacher will ask the students to share how seasons occur.
Once the students have shared their answers, the teacher will
present a diagram showing the interplay between the sun, earth,
and moon.
Retrieved from:
https://cdn.vectorstock.com/i/1000x1000/72/85/earth-changingseason-vector-32707285.webp
●
●
The teacher will explain that as the earth travels around the sun
and different hemispheres receive uneven distribution of sunlight
because of its tilted axis, there is another celestial body that
moves around the earth which is the moon.
The teacher will introduce that as the earth, moon, and sun
aligned, an eclipse will occur. To further understand the different
types of eclipse, the teacher will discuss it using PowerPoint with
illustrations.
PRESENTATION
●
The teacher will present a PowerPoint to discuss how a solar and
lunar eclipse occur using illustrations. After discussion, the students
will answer an activity.
Task 4: Fill me out
Directions: Study the illustration and complete the paragraph by filling in
the blank with an appropriate word from the box below.
Word bank
Lunar
Solar
Full Moon
New Moon
Umbra Moon Sun
Retrieved from: https://cdn.kastatic.org/ka-perseusimages/d04abccf3d445d66acf585ca1a71b4e643d2e512.png
A (1)__________ eclipse happens when the Moon passes between the
Sun and the Earth and casts a shadow on Earth’s surface. Solar eclipse
only happens during a (2) __________. The (3) __________ blocks the light
of the sun from reaching earth. This causes an eclipse of the (4)
__________. The (5) __________ is the darkest inner portion of the shadow,
while penumbra is the lighter outer portion.
Answer key:
1. Solar
2. New moon
3. Moon
4. Sun
5. Umbra
Task 5: Fill me out
Directions: Study the illustration and complete the paragraph by filling in
the blank with an appropriate word from the box below.
Word bank
Lunar
Solar
Earth Full Moon Umbra
Penumbra
Retrieved from: https://cdn.wccftech.com/wpcontent/uploads/2017/02/eclipse.png
When the Earth comes between the Sun and Moon, a (1) __________
eclipse occurs. During a lunar eclipse, the (2) __________ shadow falls on
the surface of the moon. The moon is at its (3) __________ phase during a
lunar eclipse. Total lunar eclipse occurs when the moon passes into the
(4) __________ of earth’s shadow. When the moon passes into the (5)
__________, a penumbral lunar eclipse happens.
Answer key:
1.
2.
3.
4.
5.
E.
Discussing
new
concepts and practicing
new skills #2
Lunar
Earth
Full moon
Umbra
Penumbra
PRESENTATION
●
The teacher will present PowerPoint slides describing the different
types of solar and lunar eclipse.
●
The students will answer an activity called “Guess the Eclipse”.
The teacher will provide descriptions for each picture to help
students identify the correct answer.
Task 6: Guess the Eclipse
Directions: Determine what eclipse is shown. Choose the answer from the
box below.
1.
Image source:
https://c.tadst.com/gfx/1200x630/total-solar-eclipse.jpg?1
Description: the moon completely blocks the entire disk of the sun.
2.
3.
4.
Image source:
https://www.esa.int/Science_Exploration/Human_and_Robotic_Ex
ploration/Exploration/Total_lunar_eclipse_2019
Description: the moon falls or passes into the darkest portion of
the earth’s shadow (Umbra)
Image source: https://mb.com.ph/wpcontent/uploads/2020/11/LUNAR12.jpg
Description: the moon passes into the faint shadow of the earth
(Penumbra) which is why it is difficult to distinguish
Image source: https://c.tadst.com/gfx/600x337/eclipsetraditions.jpg?1
Description: only a portion of the sun is blocked by the moon
5.
Image source:
https://upload.wikimedia.org/wikipedia/commons/f/f3/Annular_S
olar_Eclipse_in_Jaffna_-_26_December_2019_%282%29.jpg
Description: the moon appears to be smaller than the sun which
creates an outer ring of light from the sun
WORD BANK
Partial solar eclipse
Annular solar eclipse
Total lunar eclipse
Total solar eclipse
Penumbral lunar eclipse
Partial lunar eclipse
Answer key:
1. Total solar eclipse
2. Total lunar eclipse
3. Penumbral lunar eclipse
4. Partial solar eclipse
5. Annular solar eclipse
F. Developing mastery
(leads
to
formative
assessment 3)
3-2-1 technique
● The teacher will ask the students to write 3 things they
learned, 2 things they found interesting, and 1 question
they still have in mind.
● The students will write their answer on a discussion board
called “padlet”.
● The teacher will share the whole discussion board with the
class
Link for padlet:
https://padlet.com/timonanama/u40u3xbt5cgi2dvd
G.
Finding
practical
applications of concepts
and skills in daily living
APPLICATION
Task 6: Believe it or not!
● The teacher will show a list of situations where the students need
to agree or disagree
● The situation is based on the beliefs and practices associated
with the occurrence of eclipse.
● The student needs to react using a thumbs up or thumbs down
reaction.
● The teacher will explain that some of these situations don't have
any scientific basis
Situations:
1. There are only up to 5 partial, annular, or total solar eclipses per
year
2. A celestial snake swallows the sun or moon during an eclipse
causing it to disappear
3. The heaven’s is giving mankind a sign of an upcoming global
scale of misfortune manifested by the darkening of the surface of
the sun or moon
4. Total solar eclipses produce harmful rays that can cause
blindness.
H. Making generalizations
and abstractions about the
lesson
I.
Evaluating learning
●
The teacher will ask the students what they have learned in
the lesson. The teacher will randomly call students to
answer.
Task 7: Multiple choice quiz (Google forms)
● The student will answer a 10-item quiz via Google form.
Directions: Choose the letter of the correct answer.
1. Which type of eclipse does the following statement describe? When
the moon travels between the Sun and the Earth, blocking the Sun's
light from the Earth in the middle of the day.
A. Annular Solar Eclipse
B. Lunar Eclipse
C. Solar Eclipse
D. Total Lunar Eclipse
2. Which type of eclipse does the following statement describe? The
moon passes completely into the earth’s umbral shadow causing the
moon to appear reddish in color.
A. Lunar Eclipse
B. Solar Eclipse
C. Total Lunar Eclipse
D. Total Solar Eclipse
3. Which type of eclipse occurs when the Sun and the Moon are exactly
in line, but the size of the Moon appears to be smaller than the Sun?
A. Annular Solar eclipse
B. Hybrid Eclipse
C. Partial Solar Eclipse
D. Total Solar eclipse
4. How does a solar eclipse happen?
A. When the shadows of the Earth and Moon are cast in space.
B. When the Moon comes directly between the Sun and the Earth.
C. When the shadows of the Moon and Earth are neither too high
nor too low.
D. When the Sun is on the opposite side of the Earth and the Moon.
5. How does a lunar eclipse happen?
A. When the Sun is in between the Earth and the Moon
B. When the Moon casts a shadow on the surface of the Earth
C. When the Earth casts a shadow on the surface of the Moon
D. When the moon comes in between the Sun and the Earth
6. What type of solar eclipse occurs when only a portion of the Sun is
blocked by the Moon?
A. Annular
B. Hybrid
C. Partial
D. Total
7. Which of the following is the correct line up when there is a lunar
eclipse?
A. Sun – Earth – Moon
B. Earth – Sun – Moon
C. Moon – Sun – Earth
D. Sun – Moon – Earth
8. Which of the following is the correct line up when there is a solar
eclipse?
A. Sun – Earth – Moon
B. Earth – Sun – Moon
C. Moon – Sun – Earth
D. Sun – Moon – Earth
9. During an eclipse, pregnant women should stay indoors to avoid their
unborn child developing a deformity. Is this true or false?
A. True
B. False
10. Looking directly at the Sun during a Solar eclipse can damage your
eyes or even cause blindness. Is this true or false?
A. True
B. False
Answers key:
1. C
2. C
3. A
4. B
5. C
6.
7.
8.
9.
10.
J. Additional Activities for
Application or Remediation
(EXTEND)
C
A
D
B
A
Assignment: Paint me an Eclipse!
Directions: On the box below, draw the two types of eclipses: Solar and
Lunar, with their corresponding labels. (Note: You may also color your
drawings)
Solar Eclipse
Lunar Eclipse
Rubrics for Solar and Lunar Eclipse Drawing
V. REMARKS
Criteria
Points
Achievement of
objectives
10
Creativity
5
Neatness
5
Total:
20 points
VI. REFLECTION
No.of learners who earned 80%
on the formative assessment
No.of learners who require
additional
activities
for
remediation
Did the remedial lessons work?
No.of learnerswho have caught
up with the lesson
No.of learners who continue to
require remediation
Which of my teaching strategies
worked well ? Why did these
work?
What difficulties did I encounter
which my principal or supervisor
can help me solve?
What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
Prepared by:
Aljean Marie A. Timonan
Reviewed by:
Checked by: