Republic of the Philippines

Commission on Higher Education

Pangasinan State University
San Isidro Norte, Binmaley Pangasinan

DETAILED LESSON PLAN IN SCIENCE

“CONSTELLATIONS”

STUDENT- DATE OF
TEACHER IMPLEMENTATION

SCHOOL CLASS

I. OBJECTIVES

The learners demonstrate an understanding of:

the relationship between the visible constellations in

CONTENT STANDARDS
the sky and Earth’s position along its orbit.

The learners should be able to:

PERFORMANCE
Discuss whether or not popular beliefs and practices
STANDARDS
with regards to constellation and astrology have
scientific bases.

Infer the characteristics of stars based on the

characteristics of the Sun. S9ES- IIIG- 32

At the end of the lesson, the students should be able

to do the following with at least 80% level of success:

1. [Cognitive - Knowledge] Define the term

"constellation."
LEARNING COMPETENCIES/
OBJECTIVES 2. [Affective - Valuing] Appreciate the
beauty and significance of constellations in
different cultures.

3. [Psychomotor - Observation] Identify and

locate different constellations in the night sky.
II. SUBJECT MATTER
III. LEARNING RESOURCES

A. Content Constellations
 Powerpoint Presentation
B. Instructional
 Images
Materials
 Videos
C. Reference Books Learner’s Material Grade 9 Science

D. Other Learning https://www.space.com/57-stars-formation-classification-

Resources and-constellations.html

 Observing
E. Science  Classifying
Processes  Predicting
 Inferring

 Valuing
 Attentiveness
F. Values Integration  Communication
 Cooperation
 Appreciation

IV. PROCEDURES
STUDENT’S
TEACHER’S ACTIVITY
ACTIVITY

Prayer

Good morning, class. Good Morning,

Sir!
Wow, very energetic! Before we
begin the lesson, let us pray first.
Let us put ourselves in the holy
A. Reviewing Previous presence of God.
lesson or
Presenting a new Greeting
lesson.
(ELICIT) Once again, best morning. Class! Best morning,
Sir!
How are you today?
We’re good, Sir.
How is your day so far?
It was great,
That’s good to hear! I’m glad that Ma’am!
your day was great. So, can I
expect a full blast of energy and Yes, Sir!
active participation from you?
Attendance

Very good! For your attendance, is Everyone is

anyone absent today? present, Sir.

That’ good to hear. Thank you

class.

Today we are going to tackle a new

lesson in continuation with our last
topic. However, before doing so, let
us have a short review of our last
topic.

Can anybody in the class recall

about our last topic?
Sir, ako po!
Our last topic is
all about the
characteristics of
the star.
Very Good!
That is absolutely correct.

CHARACTERISTICS OF A STAR

Color-a star color depends on its

temperature.

Example:

Blue stars are the hottest stars with

an average surface temperature of
20000°C

b. Red stars are the coolest stars

with an average surface
temperature of 3200°C

c. Our sun is a yellow star with an

approximately 5500°C surface
temperature, Sizes-stars have
different sizes, the big stars are the
hot stars, and smaller stars are the
cooler stars

The bigger the star, the hotter it is,

but it has shorter lives because of
its hotness.

Supergiant

Giant

Medium sized
 Dwarf star

Neutron/dead star

Sizes of stars as seen from earth

varies because of the difference in
distance

(lightyears).

Brightness-brightness of star as
seen from earth is its apparent
brightness, also depends on how far
a star from earth.

B. Establishing a
purpose (Engage)

C. Presenting
examples/instance
s of the lesson

D. Discussing new
concepts and
practicing new
skills #1 (Explore)

E. Discussion new
concepts and
practicing new
skills # 2 (Explore)
 F. Developing
mastery (leads to
Formative
Assessment)
(EXPLAIN)

G. Finding practical
applications of
concepts and skill
in daily living
(ELABORATE)

H. Making
Generalization and
abstraction about
the lesson.

I. Evaluating
Learning
(EVALUATE)

V. REMARKS

VI. REFLECTIONS
A. No. of learners who earned 80% in the evaluation
B. No. of Learners who require additional activities for
remediation
C. Did the Remedial lessons 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 work well? Why did
these work?

Republic of the Philippines

Commission on Higher Education
Pangasinan State University
 San Isidro Norte, Binmaley Pangasinan

SEMI-DETAILED LESSON PLAN IN SCIENCE 119

“(Title of the topic)”

DATE OF
TEACHER MARJORIE R. ORJEDA MARCH 3, 2023
IMPLEMENTATION

PANGASINAN STATE
SCHOOL CLASS BSE III
UNIVERSITY

I. OBJECTIVES

CONTENT STANDARDS (Refer to MELC’s Deped)

PERFORMANCE
(Refer to MELC’s Deped)
STANDARDS

At the end of the lesson, the students should be able

LEARNING COMPETENCIES/ to do the following with at least 80% level of success:
OBJECTIVES 


II. SUBJECT MATTER

III. LEARNING RESOURCES

A. Content Relativity
 Information and Communication Technologies (PPT)
B. Instructional • Worksheets
Materials • Printed materials
• Videos

 University Physics With Modern Physics 15th Edition

Instructors Solution Manual and Discussion Questions by
Hugh D. Young, Roger A. Freedman (z-lib.org).pdf
C. Reference Books
pp.
 Sears and Zemansky's University Physics with Modern
Physics, Technology Update ( PDFDrive.com ).pdf pp.

D. Other Learning
Resources

Analyzing, Computing, Interpreting, Observing, Comparing

E. Science and Inferring
Processes
 F. Values Integration Keen observer, Open-Mindedness, Active Participation,
Decision-Making and Curiosity

IV. PROCEDURES

 Begin the lesson by asking students what they

A. Reviewing Previous
know about the concept of relativity.
lesson or
 Elicit their ideas and perceptions about it.
Presenting a new
 Discuss their answers and introduce the concept
lesson.
of relativity.
(ELICIT)

 Show a video clip on the basics of relativity to

the students.
 Engage students in a discussion about what they
have learned from the video.
 Ask questions to elicit prior knowledge and
encourage participation.
OR
 Begin the class by asking the students if they
have ever heard of relativity. Write down their
answers on the whiteboard.
B. Establishing a
 Ask the students to give examples of situations
purpose (Engage)
where time appears to move faster or slower
than usual.
 Show a video clip of a fast-moving train to
illustrate the concept of time dilation. Ask the
students to observe what happens to the clocks
in the train and on the platform.
 Ask the students to predict what would happen if
two people with identical clocks traveled at
different speeds.

 Show a video clip of a fast-moving train to

illustrate the concept of time dilation. Ask the
C. Presenting
students to observe what happens to the clocks
examples/instance
in the train and on the platform.
s of the lesson
 Ask the students to predict what would happen if
two people with identical clocks traveled at
different speeds.

 Distribute a worksheet with problems related to

D. Discussing new relativity.
concepts and  Instruct the students to work in pairs or small
practicing new groups to solve the problems.
skills #1 (Explore)  Walk around the classroom to monitor progress
and offer assistance as needed.

E. Discussion new
concepts and
 practicing new
skills # 2 (Explore)

 Bring the class together and discuss the

F. Developing
answers to the worksheet problems.
mastery (leads to
 Explain the concept of time dilation and length
Formative
contraction and how they apply to the problems.
Assessment)
 Use examples to help students understand the
(EXPLAIN)
concept.

G. Finding practical  Provide additional problems related to relativity

applications of for students to solve individually.
concepts and skill  Encourage students to ask questions and
in daily living discuss their thought processes.
(ELABORATE)  Provide feedback and guidance as needed.

 Summarize the key concepts covered in the

H. Making lesson.
Generalization and  Encourage students to continue exploring the
abstraction about concept of relativity on their own.
the lesson.  Provide additional resources for students who
wish to further explore the topic.

 Administer a quiz to assess students'

understanding of the principle of relativity and its
applications. (See Attachment no. 1)
I. Evaluating  Review the quiz results and provide additional
Learning instruction as needed.
(EVALUATE)
OR
 Worksheet problems
 Quiz on principle of relativity and its applications

 Provide students with articles and videos related

to relativity to read and watch on their own time.
 Assign a research paper on the history and
J. Extending Learning
development of the theory of relativity.
(EXTENSION)
 Encourage students to think about the
significance of relativity in modern physics.

G. REMARKS

H. REFLECTIONS
 1. No. of learners who earned 80% in the evaluation
2. No. of Learners who require additional activities for
remediation
3. Did the Remedial lessons work? No. of learners who
have caught up with the lesson
4. No. of Learners who continue to require remediation
5. Which of my teaching strategies work well? Why did
these work?

ATTACHMENT NO. 1
INFORMAL ASSESSMENT: 10-Items Multiple Choice questions about Relativity:
1. Special Theory of Relativity: Which of the following is NOT a consequence of the
theory of special relativity?
a. Time dilation
b. Length contraction
c. Mass dilation
d. The speed of light is constant

2. Special Theory of Relativity: According to special relativity, which of the following is

true?
a. Moving clocks run slower than stationary clocks
b. Moving objects appear shorter than stationary objects
c. Moving objects have more mass than stationary objects
d. Moving objects emit more light than stationary objects

3. Special Theory of Relativity: Which of the following is an example of time dilation?

a. A clock on Earth ticking slower than a clock on the moon
b. A clock on a spaceship ticking slower than a clock on Earth
c. A clock on a rocket ticking slower than a clock on the launchpad
d. A clock on a plane ticking slower than a clock on the ground

4. Special Theory of Relativity: If an object is moving at a speed close to the speed of

light, what happens to its mass?
a. Its mass decreases
b. Its mass stays the same
c. Its mass increases
d. Its mass becomes zero

5. Which of the following is true regarding the principle of relativity?

a. The laws of physics are the same for all inertial observers
b. The laws of physics are different for observers moving at different
velocities
c. The laws of physics depend on the mass of the observer
d. The laws of physics depend on the direction of the observer's motion

6. According to relativity, which of the following is true about the length of an object in
motion relative to a stationary observer?
a. The length appears shorter than it actually is
b. The length appears longer than it actually is
c. The length appears the same as it actually is
d. The length cannot be measured accurately due to time dilation

7. Given a graph of time dilation as a function of velocity, what conclusions can be

drawn about the relationship between the two variables?

A) There is a linear relationship between time dilation

and velocity
B) Time dilation increases as velocity increases
C) Time dilation decreases as velocity increases
D) There is no relationship between time dilation and
velocity
E) Time dilation is only affected by factors other than
velocity.

8. How has the theory of relativity challenged or expanded our understanding of the
nature of space and time?
A) It has shown that space and time are fixed and absolute
B) It has shown that space and time are relative and interdependent
C) It has had no impact on our understanding of space and time
D) It has led to the discovery of new dimensions beyond the three spatial and one
temporal dimensions
9. If a spaceship moving at 0.9c passes by a planet at rest, how long will it take for a
clock on the spaceship to tick off 10 seconds, as measured by an observer on the
planet?
A. 5.88 seconds
B. 10 seconds
C. 11.11 seconds
D. 20 seconds
10. What is the time dilation factor for an object moving at 99% of the speed of light, as
measured by a stationary observer?
A. 2.31
B. 7.09
C. 14.14
D. 70.71

ESSAY:
11-15. Design an experiment to test the prediction of general relativity that time slows
down in a strong gravitational field.