GRADES 1 to 12
DAILY LESSON LOG
School
Teacher
Grade Level
Learning
Area
Quarter
Teaching Dates and
Time
MONDAY
I.
TUESDAY
WEDNESDAY
Third Quarter
THURSDAY
FRIDAY
OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/ Objectives
Write the LC code for each
The learners demonstrate understanding of the relationship between the visible constellations in the sky and earth's position
along its orbit
Discuss whether or not popular beliefs and practices with regard to constellations and astrology have scientific basis.
S9ES-IIIh-33 - S9ES-IIIi-34- S9ES-IIIj-35
Familiarize with the main
constellation.
Group stars together in
recognizable patterns.
Describe apparent
motion of stars at
night.
Make 2- D models of
Constellation.
II.
Grade 9
Science
CONTENT
CONSTELLATION
Constellation
Arrangement of stars in
groups
Changing position of
constellations during
the night and at
-
Demonstrates how the
position of the Earth
relative to the sun
causes the various
constellations to be
visible at different times
during the year.
Changing position of
constellations during the
night and at different times
of the year.
Explain why some
constellation
patterns are not
seen at certain
months.
Changing position of
constellations during the
night and at different
times of the year.
Cite practical
uses of
constellation in
the ancient times.
Deliberate if
some of the
popular beliefs
and practices
related to
constellations and
astrology have
scientific basis.
Beliefs and
practices about
constellations and
astrology.
different times of the
year.
III.
LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
161-162
161-162
161-162
161-162
217-220
218-225
218-225
218-225
218-225
everydayme.com.ph
www.scienceteachers.com/constellati
ons
everydayme.com.ph
www.scienceteachers.com/constell
ations
www.scienceteachers.com/space
http://museumvictoria.com
.au/scienceworks/educati
on/
everydayme.com.ph
www.scienceteachers.com/constellati
ons
www.scienceteachers.com/spac
e
Flash cards of
different
constellations.
( www.scienceteachers.com/space)
Ask: What
recognizable patterns
have you observed?
Use K-W-L approach to
gather information from
the students about
constellations.
Connect the dots.
Students will connect
the dots forming some
patterns of
constellations.
Use the Logo Quiz
in naming some
constellations
(Use pictures of
animals that
correspond to the
name of different
constellations.)
160-161
3. Textbook pages
4. Additional Materials from Learning
Resources (LR) portal
B. Other Learning Resources
IV.
PROCEDURES
A. Reviewing previous lessons or
presenting the new lesson
What are the
characteristics of stars?
How would you relate
the color of the star with
its temperature?
B. Establishing a purpose for the
lesson
C. Presenting examples/ instances of
the new lesson
Picture Analysis. (This
will lead students to
describe stars forming
groups.)
Show a North Star
(Polaris). Let them
describe the star.
Show pictures of
constellations. Ask: Can
you see them across the
sky every night?
Show a video capturing
constellation.
Ask: What did you see?
What images are
formed?
Present a video of
Ursa Minor and Ursa
Major. Emphasizing
the apparent motion
due to Earth's
rotation.
Show model of
constellations such as
Orion and Scorpius. Note
that both are located at
opposite sides of the
celestial sphere.
https://m.youtube.com/w
atch?v=hepzUgFhgis
D. Discussing new concepts and
practicing new skills #1
Perform Activity 2:
Patterns in the Sky in p.
217.
Guide Questions:
https://m.youtube.com
/watch?v=hepzUgFhgi
s
Perform Activity 3 in
L.M pp. 218-219
From the dots, identify
two constellations and
its month of
appearance. Note that
not all can be seen all
throughout the months.
Unlock term Revolution.
This will lead students
to the idea of the
appearance of
constellations at certain
months and certain
regions of earth.
Perform Activity 1 (See
attached Activity
What patterns did you
identify in the map?
Can you name them?
How are these
constellations named?
Give some bases how
early civilizations came
up with names. ( Early
Greeks named Orion
Perform Activity 4 in L.M
pp.220-223
Using Orion and
Gemini from the
Logo Quiz,
students associate
them with stories
of the ancient
time. Orion
signifies cold
season and
Gemini signifies
end of planting
season
"Do popular beliefs
and practices
related to
constellations and
astrology have
scientific basis?
"Using the
background
information about
certain
constellations,
students
brainstorm with
their core group
and answer the
which means hunter and
prominent in the night
sky all over the world
during winter.)
E. Discussing new concepts and
practicing new skills #2
F.
focus question. A
representative or
two from each
group will present
their ideas through
panel discussion.
Make a 2-D model of
constellation.
Developing mastery
(Leads to Formative Assessment
Describe the
movement of the stars
in the night sky.
How would you describe
the position of the Earth
during summer in the
Southern Hemisphere?
What will happen if Earth
comes between the sun
and Scorpius? How does
the position of the Earth
relative to the sun affect
the appearance of
constellation?
Give some fun facts
about constellations.
Give some fun facts about
constellations.
3)
Ask students in how
they can group stars in
recognizable patterns.
Students name familiar
constellation.
G. Finding practical applications of
concepts and skills in daily living
1. A starry night would
indicate good weather
condition.
2. Balatik which is a
local group of stars for
early Filipinos can be
used as trap for hunting
wild pigs.
Why can’t some
constellation patterns
be observed at certain
months?
Match Game for
Constellations. Match
the name of the
constellation with the
name of the animals.
Cite constellations,
its month of
appearance and
practical use.
1. Polaris which
position does not
change at any
time of the night or
year is widely
used in navigation.
2. Matigsalug of
Bukidnon use
stars and
H. Making generalizations and
abstractions about the lesson
How do stars move?
What images are formed
in your map?
How do motion of
Name common
stars similar to the
constellation.
motion of the sun?
I.
Evaluating learning
Map constellation.
J. Additional activities for application
or remediation
V.
REMARKS
VI.
REFLECTION
A. No. of learners who earned 80% in
the Evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
Do Constellation
Crossword for more
basic constellation.
www.scienceteachers.com/contellatio
ns
1. What things did you
learn most in the
topic?
2.
What thing or part of
the lesson did you find
most difficult? ( Use
Reflective Evaluation)
Why do we observe
constellation patterns at
different times during the
year?
Give a 5-Item formative
assessment.
Elicit ideas from
students how
constellations can be
seen on different
months and what are
prominent during
winter? Fall? Summer?
Spring?
1. What things did you
learn most in the topic?
2. What thing or part of
the lesson did you find
most difficult? ( Use
Reflective Evaluation)
Perform Summer and
Winter Constellation in a
Cup(see attached
activity sheet)
constellation in
agriculture.
Given the chart of
different
constellations, let
students give their
own beliefs with
scientific basis.
A summative
assessment will be
given to the
students in pp.
226-227 of the L.M
C. Did the remedial lesson works? 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
worked well? Why did these works?
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?