Republic of the Philippines

SOUTHERN LUZON STATE UNIVERSITY

JUDGE GUILLERMO ELEAZAR
Tagkawayan, Quezon

Detailed Lesson Plan in Science 6

I. Objectives
At the end of the lesson the learners should be able to;

 Differentiate terrestrial and Jovian planets based on their characteristics.

 Appreciate the uniqueness of each planet in the solar system.
 Create a diagram showcasing the differences between terrestrial and Jovian planets. S6ES-1V g-h6

II. Subject Matter

a. Title: Planets in the Solar System
b. References: Science 6 Beyond Borders Textbook, page 214-219
c. Materials: Laptop, tarpapel, activity sheets, work sheets, pop-up book, solar system model, and marker.
d. Values Integration: Teaches us to accept ourselves, respect others' differences, recognize our own
purpose, and appreciate diversity.
III. Procedure
Teacher’s Activity Learner’s Activity Annotations
A. Preliminary Activities
1. Prayer
Let’s all stand and pray. Dear Lord, as we begin this day of
learning and discovery, we gather
with grateful hearts. Bless our
minds with curiosity, our hearts
with kindness, and our hands
with the ability to create and
explore. Guide us through the
lessons ahead, and may our time
together be filled with
understanding, joy, and shared
wisdom. Amen.

2. Greetings
Good morning. Good morning, Ma’am.
Let’s take a moment to pick up any litter under
our chairs and place it in the designated trash
bins. Your cooperation is greatly appreciated. (The learners will do what the
Please be seated. teacher said.)

3. Checking of Attendance
May I know who is not around today? We are all here.

4. Review

Today, we will be diving into the fascinating world

of the planets in our solar system. But before we
start, let's have a quick review on what we
learned in our previous lesson.
Read and carefully understand the following
question and give your answer by CLICKING your Indicator 8
choice. Selected
developed,
organized and
used appropriate
teaching and
learning resources,
including ICT, to
address learning
goals.
Directions: MOVs: The teacher
Click true if the statement is correct and false if it incorporated a
is incorrect. well-structured
1. Earth's revolution around the sun causes the power point
change of seasons. presentation which
2. Earth’s rotation causes day and night. True enhance the visual
3. Rotation of the Earth causes the change in appeal and
seasons. (Seasons change due to Earth's tilt True understanding of
and revolution, not rotation.) key concepts.
4. One full rotation of the Earth takes 365 ¼ False
days. (One full rotation takes 24 hours, while
one revolution takes 365 ¼ days.) False
5. If the Earth did not rotate, one side would
always have daytime while the other side True
would always have nighttime.

5. Motivation

(Literacy and Numeracy Integration)

Activity: Crack the magic word.

Let's decode the word of the day using math Indicator 2

problems, where each problem's solution Used range of
corresponds to a number, and that number will teaching strategies
be mapped to a letter in the alphabet (1 = A, 2 = that enhance
B, 3 = C, ..., 26 = Z). Problem: Ans. Decoded learner
Letter achievement in
Word Problems: 6–3= 3 C literacy and
20 ÷ 4 = 5 E numeracy.
1. You have 6 apples and give away 3 to your 4x3= 12 L MOVs: The teacher
friend. How many apples do you have left? applied diverse
10 – 5 = 5 E
2. You and your 4 friends are sharing 20 cookies innovative
10 + 9 = 19 S
equally. How many cookies does each friend approaches to
5 + 15 = 20 T
get? teaching literacy
20 – 11 = 9 I
3. If you have 4 packs of stickers, and each pack and numeracy.
6÷6= 1 A
has 3 stickers, how many stickers do you have These strategies
in total? 4+8= 12 L
were designed to
4. You have 10 marbles, and you lose 5 of them. make learning
How many marbles do you have now? more engaging,
5. You found 10 coins, and your friend gave you interactive and
9 more. How many coins do you have now? effective, helping
6. If you have 5 toy cars and buy 15 more, how 3-5-12-5-19-20-9-1-12 learners grasp both
many toy cars do you have in total? language and
7. You start with 20 pencils, but you give 11 of CELESTIAL. mathematical
them to your friend. How many pencils are concepts while
left with you? fostering critical
8. Anna baked 6 cupcakes and shared them thinking and
 equally with her 6 friends. How many creativity.
cupcakes did each friend get?
9. You have 4 balloons, and you get 8 more.
How many balloons do you have now?

Now what number do we have?

B. Lesson Proper

1. ENGAGE
Who has heard this ‘celestial’ word before? I think I’ve heard it in a science
documentary.
Does it have something to do
Integration (English-Adjective) with space? Indicator 1
Applied
Great observations! Yes, "celestial" refers to An adjective is a word that knowledge of
anything related to the sky, space, or heavens. describes or modifies a noun or content within and
Celestial is an adjective word which mean, pronoun. across curriculum
positioned in or relating to the sky, or in outer teaching areas:
space as observed in astronomy. What is an (English)
adjective? MOVs: The teacher
strategically
That’s right. It gives more information about its designed lesson
quality, size, color, shape, age, feeling, condition, that connected
or quantity. concepts from
primary subject
Think of some examples of a celestial bodies? area to relevant
Brainstorm with the word "Celestial" using this topics in other
mind map. Who wants to try? subjects, creating a
multidisciplinary
Stars. approach.
Planets.
The moon.
Sun.
Asteroids.

Yes! Stars, planets, and the moon are all celestial

Maybe because it’s connected to
bodies because they exist in space. Why do you
the universe, which is so big and
think the word "celestial" sounds a bit magical or
mysterious?
grand?

Exactly. It often makes people think of something

Celestial means anything from
vast and beyond human reach. Let’s wrap up,
space, like the stars, moon, and
who can give a short definition of "celestial" in
planets.
their own words?

Very well said! Now, let’s look at some amazing

celestial bodies in this pictures.

(Show picture of pop-up book page 1. The solar

system) What are they?
 Planets.

Mercury, Venus, Earth, Mars,

Jupiter, Saturn, Uranus and
Neptune.

Can anyone name the planets in our solar

system?

I have here a 4- minute video clip for you to

watch to guide you in doing your Group Activities.

Indicator 7
Used
2. EXPLORE differentiated,
developmentally
Group Activity (Differentiated Learning) appropriate
learning
We are going to have a group activity. I’ll divide experiences to
you into four groups. Each group will work on a address learner’s
different task related to our lesson about planets. gender, needs,
But before we start, let’s quickly review the strengths, interest
norms or standards that we should follow while and experiences.
working in groups. MOVs: The teacher
Contribute ideas and work adopted a
PLANETS Group Activity Norms. together. Respect and listen to differentiated
your groupmates. approach by
designing
Ask for help if needed. Support differentiated
and help each other. group activities
that are aligned
Share thoughts kindly. Stay with each learner’s
focused and do your part. unique talents and
interest.
Avoid distractions and finish on
time.

Indicator 5
Established safe
and secure
learning
environments to
enhance learning
through the
consistent
Please be guided by the rubrics such as the implementation of
policies, guidelines
following criteria.
and procedures.
 Excellent Good Needs MOVs: The teacher
Criteria
(4) (3) Improvement (2) used strategies
Most that maintain a
All members Few members
Participation
contribute.
members
contribute. safe and secure
participate.
learning
Works
Works well together with Struggles to environments
Collaboration
together. minimal collaborate. while motivating
issues. the learners to
Highly creative Creative
Creativity
presentation. presentation.
Lacks creativity. adhere with the
Deep Good guidelines and
Limited
Understanding understanding understanding
understanding.
procedures.
of the topic. of the topic.
Clear,
Clear and Disorganized or
Presentation organized, and
organized. unclear.
engaging.

Distribute the activity sheet to each group.

Remember, working together with respect and

focus is the key to success. You only have 5
minutes to finish the task.

Group 1: PLANET SORTING CHALLENGE

Group 1: Planet Sorting
Task: Students will sort the planets in the correct
Challenge
order from the closest to the farthest from the
Sun. The planets should be arranged from
Mercury to Neptune.

What to do: Indicator 1

Applied
1. The group will work together to sort the knowledge of
planets in the correct order according to their content within and
distance from the Sun. across curriculum
2. Arrange cut-out pictures of planets and teaching areas:
describe their features. (English)
3. After the time is up, they present their MOVs: The teacher
arrangement of planets to the class. strategically
designed lesson
Group 2: POETRY IN MOTION: PLANET EDITION that connected
concepts from
Integration (English-Creative Writing) Group 2: Poetry in motion primary subject
area to relevant
What to do: I live on Earth, so blue and bright, topics in other
Surrounded by oceans, day and subjects, creating a
1. Choose one of the planets and write a one- night. multidisciplinary
stanza poem about it. With animals, trees, and skies so approach.
2. Include these elements in their work:
wide,
 The planet's name.
Earth is the place where life
 The planet's appearance (color, size).
resides
 The planet’s atmosphere or surface
features.
 Any interesting facts about the planet.
3. Share their poems with the class.
You can create a fun sharing circle.
4. After the performances, answer the following
questions:

 Which planet’s poem or song did you

like the most and why?
  What new things did you learn about
the planets while writing your poem or
song?
 Which planet would you like to visit,
and what would you want to learn
about it?

Group 3: TOUR ME IN SPACE

What to Do:
Indicator 1
1. Fill in the table with the missing information Group 3: Tour me in Space Applied
about each planet. knowledge of
2. Answer the following questions after content within and
completing the table: across curriculum
teaching areas:
 Which outer planet is the largest? (Arts & Filipino)
 Which planets have rings? MOVs: The teacher
 Which outer planet has the most moons? strategically
designed lesson
Group 4: DRAW AND NEWS ALERT that connected
concepts from
Integration (Arts & Filipino-News Casting) primary subject
area to relevant
What to do: topics in other
Group 4. Draw the news alert
subjects, creating a
1. Draw your own planet. multidisciplinary
2. Choose two representatives to pretend to be approach.
an astronauts reporting your new discoveries.
By answering the following questions.

 Does it have conditions for life?

 What challenges would humans face if
they lived there?
 Could we make it livable in the future?
 Indicator 9
Used strategies for
a. Group Presentation
providing timely,
accurate and
constructive
feedback to
improve learner’s
Group 1 performance.
MOVs: The teacher
Group 2 delivered
b. Presentation of the rubrics for feed backing.
motivating and
Group 3 constructive
feedback that leads
Group 4 to the attainment
of learning
objectives.

3. EXPLAIN

Great job, everyone! After exploring different

planets and their conditions for life, you probably
noticed that some planets seem more Earth-like,
while others are completely different. What are
those planets in the solar system?

Nice one, but here’s a simple mnemonic to help

us remember the arrangement of our planets in
the solar system in order. Venus, Uranus, Earth, Mercury,
Mars, Neptune. Saturn and
Jupiter.
My Very Educated Mother Just
Served Us Noodles
If you were to live in one of those planets, which
one would you choose and why? (Mercury, Venus, Earth, Mars,
Jupiter, Saturn, Uranus, Neptune)

If I had to choose an actual

You all shared great ideas about which planet you planet, Mars would be my pick.
would live on and why. But now, let’s think what It’s the most Earth-like, and
makes a planet suitable for life? people are already planning
missions there.
Good points. Why do you think Earth is the only I think Saturn would be cool
habitable planet? because of its rings.

It should have oxygen like Earth.

Exactly! Scientists look for planets with the right
conditions like air, water, and the right Maybe water, because all living
temperature to support life. But how do we know things need it.
which planets have these features? A good temperature, not too hot
or too cold.
That’s one way! Scientists also use space probes
Indicator 3
and rovers to explore planets and gather data.
Applied a range of
teaching strategies
Maybe by using telescopes. to develop critical
and creative
thinking as well as
other higher-order
thinking skills.
MOVs: The teacher
Do you know how many planets we have? used a range of
creative as well as
That’s right! Our solar system has eight planets, HOTS questions in
and we can divide them into two groups: inner abstracting the
planets and outer planets. Who can guess which important
planets are the inner ones? concepts and idea.

Correct. The inner planets are Mercury, Venus, Eight.

Earth, and Mars. They are the four planets
closest to the Sun. What do you think these
planets have in common?
Maybe the ones closer to the Sun.
Yes! Inner planets are smaller, and they are made
mostly of rock and metal. That’s why they are
also called terrestrial planets. What does
"terrestrial" mean? They are small.
Exactly. Terrestrial means "Earth-like," so these
planets have solid surfaces. Which do you think
are the outer planets? Something like land or Earth.

Correct again! The outer planets are Jupiter,

Saturn, Uranus, and Neptune. These planets are
much bigger than the inner planets, but do you The planets that are far from the
think they are made of rock? Sun.

That’s right. Outer planets are called gas giants

because they are made mostly of gas, like
hydrogen and helium. Imagine giant balls of gas No, they are not.
spinning in space.

Jovian = "Jove" (another name for Jupiter)

→ Gas giants like Jupiter

Unlike the inner planets, outer planets don’t have

solid ground to walk on. They also have rings
around them. Who knows which planet has the
biggest rings?

Yes. Saturn has the most beautiful rings, but did

you know that all outer planets have rings too?
Some are just hard to see. Saturn.

Again, what’s the difference between the two?

That’s so cool.

Inner planets also known as

terrestrial planet are small, rocky,
Very well said. close to the Sun and have few or
no moons.
4. ELABORATE
Outer planets also known as
Guessing Game: TERRESTRIAL OR JOVIAN? Jovian planet they are, they are
big, made of gas, have many
Give students two sets of small flags. moons, and some have rings.

(Red = Terrestrial Planets, Blue = Jovian Planets)

We will play a fun guessing game to learn about

terrestrial planets and Jovian planets.

How to Play:

1. I will say the name of a planet.

2. If you think it belongs to the terrestrial
planets, raise the red flag. If you think it
belongs to the Jovian planets, raise the blue
flag.
3. And one of you will answer why is it belong to
 that category.

First planet, Mercury.

Let’s check. Yes, Mercury is a terrestrial planet.

Why?

Next planet, Jupiter.

Jovian
Terrestrial
(Students raise their flags.)
Good job. What about Mars?
Because it is small, rocky, and
close to the Sun.

That’s correct! How about Saturn? (Students raise their flags.)

Jupiter is a Jovian planet because

it is huge and made mostly of gas.
Yes! Saturn is a Jovian planet. And what is it
famous for? (Students raise red flags.)

That’s right! Now, let’s try a tricky one, Venus! Mars has mountains, valleys, and
a solid surface, so it is terrestrial.

(Students raise flags.)

Great! Last one, Neptune.

Its big rings.

(Students think, then raise red

Excellent. flags.) Venus is terrestrial because
it has a solid surface, even though
Wrap-up Discussion: its atmosphere is thick.

Using a Venn diagram to differentiate terrestrial (Students raise blue flags.)

and Jovian planets.
Neptune is a Jovian planet
Instructions: Fill the right word accordingly. because it’s mostly gas and very
far from the Sun.
Word Bank:

Mars Venus Uranus

Small
Saturn Earth Farther from Many
the sun moons

Part of No rings Jupiter Have

the solar rings
system
Big Close to Made of gas Mercury
the sun
Rotate on Neptune Orbit the Rocky
an axis Sun
Values Integration

Each planet has something special about it. What Indicator 6

 Maintained
can we learn from this? learning
environments that
promote fairness,
respect and care
Exactly! Just like the planets, we all have to encourage
something special about us. So, let’s celebrate learning.
our uniqueness. MOVs: The teacher
utilized a variety of
well-structured,
interactive, and
game-based
activities that
promoted
That every planet is different, just teamwork, active
like people. And we should participation and
appreciate their uniqueness collaboration
And instead of comparing ourselves to others, we instead of comparing them. among learners.
should focus on what makes us shine, just like the
planets do in space. That means we don’t have to be
the same to be important. Each of
us has strengths that make us
special.
Very Well said! Whether you're like Mars, full of
curiosity, or like Saturn, graceful and unique, Right. Just like how Jupiter is big
remember that your differences make you and powerful, and Mercury is
amazing. Keep appreciating what makes you and small but super-fast, we all have
others special. different talents and qualities.

5. EVALUATE That also means we should

respect others' differences. If all
Direction: Underline the correct answer inside planets were the same, the solar
the parenthesis to complete the last statements. system wouldn’t be as
interesting. It’s the same with
1. The terrestrial planets are (smaller, bigger) people.
than the jovian planets.
2. The terrestrial planets are (nearer, farther)
from the Sun.
3. The jovian planets are (smaller, bigger) than
the terrestrial planets.
4. The jovian planets are (nearer, farther) from
the Sun.
5. The terrestrial planets are having (hot, cold)
temperature.
Answer:

Smaller

Nearer

Bigger

Farther

Hot

IV. Assignment
Research how scientists study planets that are far away and write a short reflection on the importance of
space exploration.

Unsatisfactory
Criteria Excellent (4) Good (3) Needs Improvement (2)
(1)
Clear, detailed, and Clear but lacks Ideas are unclear or Ideas are vague or
Content
well-developed. detail. underdeveloped. incomplete.
Well-structured Organized with minor Some organizational Lacks clear
Organization
with clear flow. issues. issues. structure.
Grammar & No errors in grammar Many errors, hard
Few minor errors. Frequent errors.
Mechanics or spelling. to follow.
Very clear and Mostly clear, some Difficult to
Clarity & Style Sometimes unclear.
engaging. awkward phrasing. understand.
Prepared by: Checked/Observed by:

MARY ANN A. VILLAMAYOR ROSALIE O. MELLA

Student Teacher Instructor