Palawan State University
College of Teacher Education
Department of Teacher Education
Puerto Princesa City
DETAILED LESSON PLAN IN ASTRONOMY
Teaching Demonstration
TOPIC/TITLE
Dive into Neptune’s Depths: Exploring the Mysteries of
our Solar System’s Blue Gem
Second year
60 Minutes
Noemie M. Barcenas
2:30-3:30 (Tuesday), March 12, 2024
GRADE LEVEL
TIME ALLOTMENT
STUDENT TEACHER
TIME AND DATE
I. OBJECTIVES
A. CONTENT STANDARD
At the end of the 60-minute discussion, the learners demonstrate an
understanding of:
1. Neptune’s key characteristics, and interactions of the solar system;
2. the myths, discovery, and formation of Neptune’s history.
B. PERFORMANCE STANDARD
C. LEARNING COMPETENCIES
At the end of the 60-minute discussion, the learners should be able to:
1. describe the mythological story about Neptune and explain its formation and
discovery;
2. demonstrate understanding of the structure, mass, size, distance, surface,
atmosphere, orbit, and rotation;
3. point out the moons and rings of Neptune and explain their significance in the
planet;
4. analyze the similarities and differences between the characteristics of planet
Neptune to planet Earth; and
5. justify the potential for life on Neptune.
D. LEARNING OBJECTIVES
At the end of a 60-minute discussion, the learners should be able to:
1. describe the mythological story about Neptune;
2. explain its formation and discovery;
3. point out the key characteristics of Neptune, including its structure, mass,
size, distance, surface, atmosphere, orbit, and rotation;
4. scrutinize the moons and rings of Neptune and explain their significance in the
planet;
5. compare and contrast the characteristics of planet Neptune to planet Earth;
and
6. justify the potential for life on Neptune using the data from Voyager 2.
II. CONTENT
1. Introduction
Prepared by Noemie M. Barcenas
Student Teacher (Science)
Palawan State University – College of Teacher Education
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Palawan State University
College of Teacher Education
Department of Teacher Education
Puerto Princesa City
 Overview
 Mythology of Neptune
 Discovery
2. Key Characteristics of Neptune
 Formation and Structure
 Mass, size, and distance
 Surface and Atmosphere
 Orbits and Rotation
3. Moons and Rings
5. Potential of Life in Neptune based on the data from Voyager 2
6. Conclusion
III. LEARNING RESOURCES
A. References
1. Web sources https://www.nasa.gov/history/175-years-ago-astronomers-discover-neptune-the-eighth-
planet/#:~:text=On%20the%20night%20of%20Sept,orbit%20of%20the%20planet%20Uranus.
https://www.google.com/search?q=neptune+moons&tbm=isch&chips=q:neptune+moons,g_1:
order:BXlBga3c1m8%3D&hl=en&sa=X&ved=2ahUKEwjbpcfJyuaEAxUb2zgGHZ1UA1sQ4lYoAX
oECAEQMw&biw=1263&bih=585#imgrc=Tqk3Q0w4DaU5dM
https://science.nasa.gov/neptune/facts/#hds-sidebar-nav-6
B. Other learning
resources
IV.
PROCEDURES
PRELIMINARIES
PowerPoint presentation, visual aids, flashcards, images, test
paper laptop, projector.
Teacher’s Activity
Learners’ Activity
Greetings
Good morning, class!
It’s nice to see you too.
Good morning, Ma’am!
It’s nice to see you
today.
Prayer
Can I ask someone to please
lead the prayer?
Okay, please lead the prayer.
(Learner raises his/her
hand)
Checking of Attendance
Please sign this attendance
sheet for today.
(Learner signs the
attendance sheet)
Reminders/Guide before class
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Student Teacher (Science)
Palawan State University – College of Teacher Education
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Palawan State University
College of Teacher Education
Department of Teacher Education
Puerto Princesa City
Before we start our class, please
arrange your chairs and pick up
all the trash that you see under
your chairs. Everybody must
now be prepared to listen and
participate to our discussion.
(Learners arrange their
chairs, pick up the
trash, and prepare
themselves for the
discussion)
1. ELICIT
Reviewing the
previous lesson or
presenting the
new lesson
In the last meeting, we discussed
Saturn and Uranus with Teacher
Hyacinth V. Otic and Teacher Rhea M.
Macasadog, right?
They taught us about the key
characteristics, moons and rings, and
the discovery of Saturn and Uranus.
Before we move on, please share any
ideas you remember from our previous
discussion. Anyone?
Yes, ma’am.
(Answers may vary)
All right, excellent! It’s good to know
you can still recall our lesson about
the two planets. Today, we will
proceed to the next topic. But before
that, let’s have an activity first. Are
you all in?
Activity: Let’s Get Bingo!
For this activity, I prepared a bingo
card for each one of you. You will be
the one who will pick a number on my
bingo board, depending on what color
you are holding, and we will reveal the
answer. If you have the answer on
your bingo card, mark the square
where the answer can be found. You
will shout "BINGO!" when you get a
full line (vertical, horizontal, or
diagonal) to your card.
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Yes, ma’am!
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College of Teacher Education
Department of Teacher Education
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Are you ready?
Yes, ma’am!
But before we start, we will be having
a twist! I will play a song and you will
sing it; while you are holding the bingo
cards, it must be passed to your
seatmates until the music stops, the
last bingo card you are holding will be
your color card on the game.
Okay, are the instructions clear?
Yes, ma’am!
If that’s so, let us now begin with our
activity.
(Music play and stop)
Blue: (1) Hydrogen, (2) helium, (3)
methane, (4) great dark spot, (5)
Nereid, (6) Triton.
Yellow: (1) 09/23/1846, (2) 14
moons, (3) Voyager 2, (4) Poseidon, (5)
vivid bright blue, (6) 30.1 AU.
Pink: (1) 1,115cm/s2, (2) strongest
winds, (3) Thalassa, (4) Despina, (5)
Naiad, (6) Rings.
Violet: (1) 6 rings, (2) 16hrs 7mins, (3)
1.02 x 1026 kg, (4) Jovian, (5) Adams,
(6) Galle.
(end of the game)
Congratulations, kindly state the
winning terms you got in your bingo
card.
(Answers may vary)
Thank
you,
class,
for
your
participation in our activity. I hope
you all enjoy it. All of the answers we
encountered in the activity are related
to our topic today. What do you think
about those words? Where are they
related?
Ma’am they are related
to the planet Neptune.
You got it right. Now, let's explore
these concepts further as we began
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Palawan State University – College of Teacher Education
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College of Teacher Education
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2. ENGAGE
Establishing a
purpose for the
lesson
Presenting
examples or
instances of the
new lesson
our journey into our discussion about
the planet Neptune.
Now let us start the journey on
exploring the planet Neptune.
Are you guys willing to join me to
explore?
That’s good to hear. I hope everyone
feels excited and ready to explore on a
wonderful learning journey together.
Let us begin with our learning
objectives. May I request everyone to
please read our objectives?
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Palawan State University – College of Teacher Education
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Yes, Ma’am!
At the end of a 60minute discussion, the
learners should be able
to:
1. describe the
mythological story
about Neptune;
2. explain its
formation and
discovery;
3. point out the key
characteristics of
Neptune, including
its structure, mass,
size, distance,
surface, atmosphere,
orbit, and rotation;
4. scrutinize the
moons and rings of
Neptune and explain
their significance in
the planet;
5. compare and
contrast the
characteristics of
planet Neptune to
planet Earth; and
6. justify the
potential for life on
Palawan State University
College of Teacher Education
Department of Teacher Education
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Thank you for that, class.
Neptune using the
data from Voyager 2.
Now, let’s “Dive into Neptune’s
Depths: Exploring the Mysteries of our
Solar System’s Blue Gem.”
3. EXPLORE
Discussing new
concepts and
practicing new
skills
Are you familiar with the answers in
our previous game, class?
Yes, Ma’am!
Again, what are those answers that
you have encountered earlier that
describes the planet Neptune?
(student raised his/her
hand)
Yes?
That’s right. Planet Neptune is one of
the Jovian planets that has a vivid
bright-blue color, it has moons and
rings, and have the strongest wind.
We will find out what are these and
why Neptune have these descriptions
later on.
Neptune is the supreme ruler among
the ice giants in our solar system,
shrouded in captivating mystery. Its
turbulent atmosphere, filled with
swirling shades of blue and green,
hides mysteries for those who dare to
explore. Journeying from its stormy
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Palawan State University – College of Teacher Education
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Vivid bright blue, Jovian,
14 moons, have rings.
And
have
strongest
winds.
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surface to the deep, diamond-filled
oceans
promises
an
exciting
adventure into the cosmos.
Dark,
cold,
and
whipped
by
supersonic winds, ice giant Neptune is
more than 30 times as far from the
Sun as Earth. Neptune is the only
planet in our solar system not visible
to the naked eye. In 2011 Neptune
completed its first 165-year orbit since
its discovery in 1846.
1. EXPLAIN
Developing
mastery
Now, let’s discuss more about
Neptune by looking what are its
characteristics, its moons and rings,
and the possible life on the planet. But
first, let us learn the mythological
story of the planet Neptune.
Did you know that Neptune is the
Roman god of the sea and the
equivalent of the Greek god Poseidon?
Does anyone have an idea about the
Myth behind the Neptune?
Ma’am, Poseidon was
the god of the sea,
storms, earthquakes,
and horses. His Roman
equivalent is Neptune.
In Greek mythology, he
is the brother of Zeus
and Hades, the gods of
the sky and underworld
respectively.
Thank you so much.
Can I ask someone to read this?
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Palawan State University
College of Teacher Education
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Poseidon is a
figure
from
Greek
mythology,
known as the
god of the
sea,
earthquakes,
and horses.
He is one of
the
twelve
Olympian
deities, ruling
over
the
ocean and all
its creatures. Poseidon was often
depicted wielding a trident, which was
his symbol of power and authority
over the seas. In addition to his
dominion over the waters, Poseidon
was also believed to have the ability to
cause earthquakes and storms at sea.
He often portrayed as both a powerful
ally and a formidable adversary to
other gods and mortal heroes.
Poseidon is a figure
from Greek mythology,
known as the god of the
sea, earthquakes, and
horses. He is one of the
twelve Olympian deities,
ruling over the ocean
and all its creatures.
Poseidon was often
depicted wielding a
trident, which was his
symbol of power and
authority over the seas.
In addition to his
dominion over the
waters, Poseidon was
also believed to have the
ability to cause
earthquakes and storms
at sea. He often
portrayed as both a
powerful ally and a
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formidable adversary to
other gods and mortal
heroes.
Thank you.
Upon reading that, what do you think
why Neptune represents Poseidon in
Greek-Roman myth?
It is because the
association between
Poseidon and the planet
Neptune stems from
their shared domain
over the sea.
Yes, that’s right.
In ancient Roman mythology, Neptune
is the god of the sea, analogous to the
Greek god Poseidon. When the planet
Neptune was discovered in modern
times, it was named after the Roman
god
due
to
its
blue
color
reminiscent
of
the
ocean.
Astronomers
often
draw
upon
mythological figures for inspiration
when naming celestial bodies, and in
this case, the connection between
Poseidon/Neptune and the vast, blue
expanses of the sea made it a fitting
choice.
Therefore,
Poseidon's
association with the planet Neptune is
largely due to their shared symbolism
and mythological roles as rulers of the
seas.
Understood?
Now, we are proceeding
discovery and formation.
Yes, ma’am.
to
its,
Can anyone read the slide?
On the night of Sept. 23-24, 1846,
astronomers discovered Neptune, the
eighth planet orbiting around the Sun.
The discovery was made based on
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College of Teacher Education
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mathematical calculations of its
predicted position due to observed
perturbations in the orbit of the planet On the night of Sept.
Uranus.
23-24, 1846,
astronomers discovered
Neptune, the eighth
planet orbiting around
the Sun. The discovery
was made based on
mathematical
calculations of its
predicted position due
to observed
perturbations in the
orbit of the planet
Uranus.
Thank you.
With the 1781 discovery of Uranus,
the number of known planets in the
solar system grew to seven. As
astronomers continued to observe the
newly discovered planet, they noticed
irregularities in its orbit that Newton’s
law of universal gravitation could not
fully explain. The effects of the gravity
of a more distant planet could explain
these perturbances. By 1845, Uranus
had completed nearly one full
revolution around the Sun and
astronomers Urbain Jean-Joseph Le
Verrier in Paris and John Couch
Adams in Cambridge, England,
independently
calculated
the
location of this postulated planet.
Based on Le Verrier’s calculations, on
the night of Sept. 23-24, 1846,
astronomer Johann Gottfried Galle
used the Fraunhofer telescope at the
Berlin Observatory and made the
first observations of the new planet,
only 1 degree from its calculated
position.
But did you know that in retrospect,
following its formal discovery, it
turned out that several astronomers,
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starting with Galileo Galilei in 1612,
had observed Neptune too? but
because of its slow-motion relative to
the background stars. did not
recognize it as a planet.
Neptune took shape when the rest of
the solar system formed about 4.5
billion years ago when gravity pulled
swirling gas and dust in to become
this ice giant. Like its neighbor
Uranus, Neptune likely formed closer
to the Sun and moved to the outer
solar system about 4 billion years ago.
How does Planet Neptune form? Can
someone read the slide?
Planet Neptune's process of formation:
Protoplanetary Disk - Gravitational
Collapse - Formation of Planetesimals
- Formation of Protoplanets - Clearing
the Orbit - Gas Accretion - Formation
Completed
Planet Neptune's
process of formation:
Protoplanetary Disk Gravitational Collapse Formation of
Planetesimals Formation of
Protoplanets - Clearing
the Orbit - Gas
Accretion - Formation
Completed
Thank you.
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Protoplanetary Disk: Initially, there
was a vast rotating disk of gas and
dust called the protoplanetary disk
surrounding the early Sun. This disk
contained various elements and
compounds,
including
hydrogen,
helium,
water,
methane,
and
ammonia.
Gravitational Collapse: Within the
protoplanetary disk, regions of higher
density began to form due to
gravitational attraction. These denser
regions gradually accreted more
material, growing larger over time.
Formation of Planetesimals: As
these dense regions continued to
accrete material, they eventually
formed planetesimals—small rocky
bodies ranging from a few meters to
hundreds of kilometers in size.
Formation of Protoplanets: Over
millions of years, these planetesimals
collided and merged, forming larger
bodies known as protoplanets. These
protoplanets continued to grow
through collisions and accretion.
Clearing the Orbit: Neptune formed
in the outer regions of the solar
system, where there are fewer solid
materials compared to the inner
regions. As it grew larger, its
gravitational influence began to clear
its orbit of debris, sweeping up smaller
objects in its path.
Gas
Accretion:
Once
Neptune
reached a critical mass, it began to
gravitationally attract vast amounts of
hydrogen and helium gas from the
surrounding protoplanetary disk. This
process, known as gas accretion,
contributed to Neptune's growth and
ultimately shaped its atmosphere.
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Formation Completed: Eventually,
the process of accretion and gas
capture ceased once the solar nebula
was depleted of material, and Neptune
reached its final size and composition.
And that’s how Neptune formed. Now,
looking to its structure, Neptune is
one of two ice giants in the outer solar
system.
Uranus, ma’am.
What is the other one?
That’s right.
Most (80% or more) of the planet's
mass is made up of a hot dense fluid
of "icy" materials – water, methane,
and ammonia – above a small, rocky
core. Of the giant planets, Neptune is
the densest.
Take a look at the picture; what did
you observe?
Ma’am, it is composed of
outer atmosphere, inner
atmosphere, frozen
layer, and core.
Thank you, that’s right.
Starting to its core, Neptune likely has
a solid core composed of rock and
metal. This core is thought to be
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about 1.2 times the Earth's mass and
is surrounded by layers of highpressure ices, such as water,
methane, and ammonia.
Above the core lies a mantle region,
which consists of a mixture of
water, ammonia, and methane ices.
This mantle is under immense
pressure, causing these substances to
exist in states that are significantly
different from their familiar forms on
Earth.
The outermost layer of Neptune is its
thick
atmosphere,
primarily
composed of hydrogen, helium,
methane, and trace amounts of
other gases. The atmosphere is
characterized by dynamic weather
patterns,
including
powerful
storms, such as the famous Great
Dark Spot and the more recent storms
observed by spacecraft like Voyager 2.
Due to its composition and distance
from the Sun, Neptune's atmosphere
experiences extreme temperatures
and pressures. At the cloud tops,
temperatures can plunge to around
-218 degrees Celsius (-360 degrees
Fahrenheit), making Neptune one of
the coldest planets in the solar
system. As you descend deeper into
the atmosphere, temperatures and
pressures
increase
dramatically,
leading to exotic forms of matter, such
as metallic hydrogen, which may exist
in the deeper layers of the planet.
Did you know that Neptune is our
solar system's windiest world? The
wind on it is so fast, it breaks the
sound barriers. Despite its great
distance and low energy input from
the Sun, Neptune's winds can be three
times stronger than Jupiter and nine
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times stronger than the Earth. These
winds whip clouds of frozen
methane across the planet at
speeds of more than 1,200 miles per
hour (2,000 kilometers per hour).
Even Earth's most powerful winds hit
only about 250 miles per hour (400
kilometers per hour).
In 1989 a large, oval-shaped storm in
Neptune's
southern
hemisphere
dubbed the "Great Dark Spot" was
large enough to contain the entire
Earth.
That
storm
has
since
disappeared, but new ones have
appeared on different parts of the
planet.
Imagine, that storm is just same on
our planet Earth in terms on its size,
surely it is very devastating storm.
Looking forward to its size and
distance, Neptune has a diameter of
30,775 miles (49,528 kilometers),
and Neptune is about four times wider
than Earth. If Earth were the size of a
nickel, Neptune would be about as big
as a baseball.
In terms of its distance, from an
average distance of 2.8 billion miles
(4.5 billion kilometers), Neptune is
30 astronomical units away from the
Sun. One astronomical unit (AU) is the
distance from the Sun to Earth. From
this distance, it takes sunlight 4
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hours to travel from the Sun to
Neptune.
Additionally, the mass of Neptune is
approximately 17 times that of Earth,
or about 1.024 × 10^26 kilograms.
This makes Neptune the fourthlargest planet by diameter and the
third-most massive planet in our
solar system, after Jupiter and
Saturn.
Can someone from the class read the
slide?
One day on Neptune takes about 16
hours (the time it takes for Neptune to
rotate or spin once). And Neptune
makes a complete orbit around the
Sun (a year in Neptunian time) in
about 165 Earth years (60,190 Earth
days).
One day on Neptune
takes about 16 hours
and Neptune makes a
complete orbit around
the Sun in about 165
Earth years.
Sometimes Neptune is even farther
from the Sun than dwarf planet Pluto.
For advanced information, Pluto's
highly eccentric, oval-shaped orbit
brings it inside Neptune's orbit for 20
years every 248 Earth years.
This switch, in which Pluto is closer to
the Sun than Neptune, happened
most recently from 1979 to 1999.
No, ma’am.
The question is, does Pluto crash to
Neptune?
Yes, that’s right. Pluto can never crash
into Neptune, though, because for
every three laps Neptune takes around
the Sun, Pluto makes two. This
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repeating pattern prevents
approaches of the two bodies.
close
Neptune’s axis of rotation is tilted
28 degrees concerning the plane of
its orbit around the Sun, which is
similar to the axial tilts of Mars and
Earth. This means that Neptune
experiences seasons just like we do on
Earth; however, since its year is so
long, each of the four seasons lasts for
over 40 years.
Now, let us have a quick review before
we proceed to the next topic.
Activity 2: Guess the Gibberish
Our next activity is called Guess the
Gibberish, for this one, I will flash a
group of unrelated words and what
you have to do is to decipher them into
real words or phrases.
Mechanics: Flashed on your screens
are groups of unrelated words, read
the words and decipher them into real
words/phrases.
For this activity, one strategy is to read
the group of words faster to guess the
real word/phrases being meant.
Just a reminder class not to answer in
chorus. If you want to answer, you
should be the first one who shouts the
magic word “Neptune”.
Alright, class?
1.
2.
3.
4.
Gear eight dart sash path
Pose hi done
Hi yeast Gaia hunt
Hat Moist Fear
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Answers:
1. Great dark spot
2. Poseidon
3. Ice Giant
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5. The earth mouse mass shave plan 4. Atmosphere
eat.
5. third most massive
planet
Congratulations, class. I hope you
enjoy it. How did you find the activity?
It’s fun, Ma’am!
Good to know.
Now, let’s continue to our journey and
explore the moons and rings of
Neptune.
Can I ask anyone to read the slide?
Neptune has 14 known moons.
Neptune's largest moon Triton was
discovered on Oct. 10, 1846, by
William Lassell, just 17 days after
Johann Gottfried Galle discovered
the planet. Since Neptune was
named for the Roman god of the
sea, its moons are named for
various lesser sea gods and nymphs
in Greek mythology.
Neptune has 14 known
moons. Neptune's
largest moon Triton was
discovered on Oct. 10,
1846, by William
Lassell, just 17 days
after Johann Gottfried
Galle discovered the
planet. Since Neptune
was named for the
Roman god of the sea,
its moons are named for
various lesser sea gods
and nymphs in Greek
mythology.
Did you know that Triton is the only
large moon in the solar system that
circles its planet in a direction
opposite to the planet's rotation? (a
retrograde orbit), which suggests that
it may once have been an independent
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object that Neptune captured. Triton
is extremely cold, with surface
temperatures around -391 degrees
Fahrenheit (-235 degrees Celsius).
And yet, despite this deep freeze at
Triton, Voyager 2 discovered geysers
spewing icy material upward more
than 5 miles (8 kilometers). Triton's
thin atmosphere, also discovered by
Voyager, has been detected from
Earth several times since, and is
growing warmer, but scientists do
not yet know why.
For you to learn more about the 14
moons of Neptune, I will be giving you
this
infographic
containing
information about Neptune’s moon.
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19
Palawan State University
College of Teacher Education
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Puerto Princesa City
Now. What are the Inner moons of the
Neptune?
Answer:
Naiad
Thalassa
Despina
S/2004 N 1
Galatea
Larissa
Proteus
Triton
Very good!
What are the outer moons?
Answer:
Nereid
Sao
Halmede
Neso
Psmathe
Laomedeia
Excellent!
Now, what is the farthest moon of the
Neptune?
Answer: Nereid, 211
miles (340 km) one of
the largest irregular
moons in the solar
system.
Very good! Now, let’s take a look to its
rings.
Can someone read this?
Neptune has at least five main rings
and four prominent ring arcs that
we know of so far. Starting near the
planet and moving outward, the
main rings are named Galle,
Leverrier, Lassell, Arago, and
Adams. The rings are thought to be
relatively young and short-lived.
Neptune has at least five
main rings and four
prominent ring arcs that
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Palawan State University – College of Teacher Education
20
Palawan State University
College of Teacher Education
Department of Teacher Education
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we know of so far.
Starting near the planet
and moving outward,
the main rings are
named Galle, Leverrier,
Lassell, Arago, and
Adams. The rings are
thought to be relatively
young and short-lived.
Everyone, please read.
Name and distance
planet’s center
from
the
Galle - ~26,000 miles (41,900 km)
Leverrier - ~33,100 miles (53,200
km)
Lassell - ~34,400 miles (55,400 km)
Arago - ~35,800 miles (57,600 km)
Adams ~ ~39,100 miles (62,930
kilometers)
Name and distance from
the planet’s center
Galle - ~26,000 miles
(41,900 km)
Leverrier - ~33,100
miles (53,200 km)
Lassell - ~34,400 miles
(55,400 km)
Arago - ~35,800 miles
(57,600 km)
Adams ~ ~39,100 miles
(62,930 kilometers)
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Student Teacher (Science)
Palawan State University – College of Teacher Education
21
Palawan State University
College of Teacher Education
Department of Teacher Education
Puerto Princesa City
Neptune's ring system also has
peculiar clumps of dust called arcs.
Four prominent arcs named Liberté
(Liberty), Egalité (Equality), Fraternité
(Fraternity), and Courage are in the
outermost ring, Adams.
But, did you know that Neptune’s
rings are gradually dissipating and
may eventually disappear altogether?
These are several factors. Kindly read,
everyone.
Micrometeoroid
Bombardment:
Small
particles,
or
micrometeoroids,
constantly
collide with the particles that make
up the rings. These collisions
gradually erode the ring particles, Micrometeoroid
causing them to disperse or fall onto Bombardment: Small
particles, or
Neptune's atmosphere.
micrometeoroids,
constantly collide with
the particles that make
up the rings.
Charged
magnetic
Particles:
Neptune's
field interacts with
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Palawan State University – College of Teacher Education
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College of Teacher Education
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Puerto Princesa City
charged particles in its vicinity,
causing some particles in the rings
to become charged. This interaction
can result in the particles being pulled
out of the rings and into Neptune's
magnetosphere.
Charged Particles:
Neptune's magnetic field
interacts with charged
particles in its vicinity,
causing some particles
in the rings to become
Gravitational
Interactions:
The charged.
gravitational pull of Neptune's
moons can perturb the orbits of ring
particles, leading to collisions and
the formation of gaps or clumps in
the
rings.
Over
time,
these Gravitational
interactions can contribute to the loss Interactions: The
of material from the rings.
gravitational pull of
Neptune's moons can
perturb the orbits of
ring particles, leading to
collisions and the
formation of gaps or
clumps in the rings.
Did you understand?
Yes, ma’am.
2. ELABORAT
E
Finding practical
applications of
concepts and
skills in daily
living
Making
generalizations
about the lesson
Did you know that Voyager 2 is the
only spacecraft to have ever visited
Neptune, providing us with valuable
insights into this distant ice giant?
The Voyager 2 spacecraft conducted
a historic flyby of Neptune on
August 25, 1989, becoming the first
and only spacecraft to visit this
distant ice giant. During its
encounter, Voyager 2 captured
stunning
images
and
collected
valuable data about Neptune and its
moons. It discovered several new
moons
and
studied
Neptune's
atmosphere, revealing features such
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Palawan State University – College of Teacher Education
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Palawan State University
College of Teacher Education
Department of Teacher Education
Puerto Princesa City
as the Great Dark Spot and fastmoving cloud formations. Voyager 2's
observations helped scientists better
understand the dynamic and complex
nature of Neptune and its moons,
enriching our knowledge of the outer
solar system.
Here is the sample image that Voyager
2 captured.
Using the data from Voyager 2 and
based on what we discussed about the
atmosphere
of
Neptune,
its
characteristics, and its structure, do
you think there is potential for life on
this planet? Explain.
(Sample answer)
Based on data from
Voyager 2 and our
understanding
of
Neptune's atmosphere,
it's improbable that life,
as we know it, could exist
on the planet due to
extreme
cold
temperatures, immense
atmospheric
pressure,
toxic
composition
primarily of hydrogen,
helium, and methane,
and the lack of a solid
surface. These factors
present
significant
challenges
for
any
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Palawan State University – College of Teacher Education
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Palawan State University
College of Teacher Education
Department of Teacher Education
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potential life forms to
survive and thrive on
Neptune.
3. EVALUATE
Evaluating
learning
Yes, it's accurate to say that Neptune's
environment is not conducive to life
as we know it. The conditions on
Neptune are extremely hostile to life as
we understand it for several reasons.
Such
as;
Extreme
cold,
high
atmospheric
Pressure,
Toxic
Atmosphere, and Lack of solid
surface.
Now, keep all your notebooks and cell
phones inside your bag.
You will have only 10 minutes to
answer this test paper.
Directions: Choose the BEST and
RIGHT answer for the following
questions. Circle the letter of the
CORRECT answer.
Learning Objectives #1. describe the
mythological story about Neptune
Learning Objectives #2. explain its
formation and discovery;
Learning Objectives #3. point out the
key characteristics of Neptune,
including its structure, mass, size,
distance, surface, atmosphere, orbit,
and rotation;
Learning Objectives #4. scrutinize
the moons and rings of Neptune and
explain their significance in the
planet;
Learning Objectives #5. compare
and contrast the characteristics of
planet Neptune to planet Earth; and
Learning Objectives #6. justify the
potential for life on Neptune using the
data from Voyager 2.
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Palawan State University
College of Teacher Education
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Puerto Princesa City
Multiply Choice
1. In mythological history, who is the
Greek god that is associated with the
planet Neptune because of their
shared domain over the sea?
A) Athena
B) Hermes
C) Poseidon
D) Zeus
2. Arrange Neptune’s process of
formation in a correct order.
I. Eventually, the process of accretion
and gas capture ceased once the
solar nebula was depleted of material,
and Neptune reached its final size
and composition.
II. As these dense regions continued
to accrete material, they eventually
formed planetesimals—small rocky
bodies ranging from a few meters to
hundreds of kilometers in size.
III. Over millions of years, these
planetesimals collided and merged,
forming larger bodies known as
protoplanets. These protoplanets
continued to grow through collisions
and accretion.
IV. Within the protoplanetary disk,
regions of higher density began to
form due to gravitational attraction.
These denser regions gradually
accreted more material, growing
larger over time.
V. There was a vast rotating disk of
gas and dust called the
protoplanetary disk surrounding the
early Sun. This disk contained
various elements and compounds,
including hydrogen, helium, water,
methane, and ammonia.
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Student Teacher (Science)
Palawan State University – College of Teacher Education
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Answers:
1. C
2. A
3. C
4. B
5. D
6. D
7. A
8. D
9. B
10. A
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VI. It is formed in the outer regions of
the solar system, where there are
fewer solid materials compared to the
inner regions. As it grew larger, its
gravitational influence began to clear
its orbit of debris, sweeping up
smaller objects in its path
VII. Neptune formed in the outer
regions of the solar system, where
there were fewer solid materials
compared to the inner regions. As it
grew larger, its gravitational influence
began to clear its orbit of debris,
sweeping up smaller objects in its
path.
A) VII, III, IV, II, I, V, VI
B) I, III, V, VII, II, IV, VI
C) II, IV, VI, I, III, V, VII
D) III, VI, II, I, V, IV, VII
3. Which of the following is the
CORRECT characteristic of the
planet Neptune?
A) Its rotation is titled 23.5 degrees.
B) The “Great Red Spot” of Neptune
was large enough to contain the
entire Jupiter.
C) The average distance of Neptune is
2.8 billion miles (4.5 billion km) and
30 AU away from the Sun.
D) The thick atmosphere of Neptune
is primarily composed of hydrogen,
helium, ammonia, and trace amounts
of other gases.
4. What is the farthest moon of
Neptune that is known as one of the
largest irregular moons in the solar
system?
A) Despina
B) Nereid
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C) Sao
D) Triton
5. Which of the following is the
CORRECT description in terms of
comparison of Earth and Neptune?
A) Both planets have the same
atmosphere.
B) Neptune’s axis of rotation is titled
28 degrees, which is a huge
difference from the axial tilt of Earth.
C) Neptune’s mantle region consists
of a mixture of water, ammonia, and
methane ice. Which is significantly
similar to the mantle of Earth.
D) Neptune has a diameter of 30,775
miles (49,528 km). It is about four
times wider than Earth. If Earth were
the size of a nickel, Neptune would be
about as big as a baseball.
6. Based on Neptune’s atmosphere,
characteristics, and structure, do you
think there is potential for life on this
planet?
A) Yes, there is potential for life on
Neptune, given its diverse
atmosphere and unique
characteristics.
B) No, it is highly unlikely that life
could exist on Neptune due to its
habitable environment and full of
essential conditions for life.
C) Yes, Neptune's atmosphere
provides suitable conditions for life to
thrive, despite its extreme cold
temperatures and high atmospheric
pressure.
D) No, Neptune's environment is not
conducive to life as we know it. Its
conditions are extremely hostile to life
because it is extremely cold, has high
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Student Teacher (Science)
Palawan State University – College of Teacher Education
28
Palawan State University
College of Teacher Education
Department of Teacher Education
Puerto Princesa City
atmospheric pressure, a toxic
atmosphere, and lacks of solid
surface.
7. What is the BEST reason why
Neptune was named after the Roman
god Poseidon?
A) Due to its blue color reminiscent
of the ocean.
B) Neptune is an ice giant and has
the strongest winds among all the
planets.
C) Poseidon is one of the twelve
Olympian deities, ruling over the
ocean and all its creatures.
D) Poseidon was also believed to have
the ability to cause earthquakes and
storms at sea.
8. How did the astronomers discover
Neptune?
A) Astronomers observe it through
the unaided eye.
B) Galileo used the Fraunhofer
telescope to observe the new planet.
C) Starting with Galileo Galilei, he
discovered Neptune in the year 1612
and recognized it as the planet.
D) The discovery was made based on
mathematical calculations of its
predicted position due to observed
perturbations in the orbit of the
planet Uranus.
9. What is/are the unique
characteristics of Neptune among the
other planets?
A) Neptune is the only planet to have
been discovered through
mathematical predictions rather than
direct observation.
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Palawan State University – College of Teacher Education
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Palawan State University
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B) Neptune is the only planet with a
highly tilted magnetic field, which is
offset from its rotational axis by
about 47 degrees.
C) Neptune is the only planet to
exhibit retrograde rotation, meaning
it rotates clockwise when viewed from
above its North Pole.
D) Neptune is the only planet in the
solar system with a blue coloration,
primarily due to the presence of
methane in its atmosphere.
10) Among the five main rings of
Neptune, which of the rings were the
arcs Liberty, Equality, Fraternity, and
Courage located?
A) Adams
B) Galle
C) Lassell
D) Laverrier
4. EXTEND
Additional
activities for the
application
or
remediation
Okay, for your assignment, Illustrate
the planet Neptune with its ring and
arcs. Label it.
This assignment will deepen your idea
and understanding of the rings of
Neptune. Explore your creativity and
talent while doing this.
Assignment Rubric:
Clean and Neat: 20%
Visual Appeal: 20%
Organize: 20%
Accuracy of Information: 20%
Completeness: 20%
V. REMARKS
VI. REFLECTION
A. No. Of learners who learned 80% on the formative
assessment
B. No. Of learners who require additional activities for
remediation
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C. Did the remedial lesson 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 worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I use discover
which I wish to share with other teachers?
Checked by:
Prepared by:
Checked and Reviewed:
NOEMIE M. BARCENAS
Student Teacher
PROF. PHABE Y. TABUCALDE
Instructor
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Student Teacher (Science)
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