I.

OBJECTIVES
The learners will demonstrate an understanding of:
1. Volcanoes found in the Philippines;
2. Factors that affect climate, and the effects of changing climate and how to adapt
A. Content Standards accordingly;
3. Relationship between the visible constellations in the sky and Earth’s position along
its orbit.
The learners shall be able to:
B. Performance 1. Participate in activities that reduce risks and lessen effects of climate change.
Standards 2. Discuss whether or not popular beliefs and practices with regard to constellations
and astrology have scientific basis.
The learners should be able to:
7. Infer the characteristics of stars based on the characteristics of the Sun; (S9ES-IIIg31)
7.1. Describe a star. (S9ES-IIIg31.7.1); &
7.2 Give the major characterisitcs of stars based on what is observed about the
C. Learning sun. (S9ES-IIIg31.7.2)
7.3 Relate the color of a star with its age and temperature. (S9ES-IIIg31.7.3)
Competencies/
Specific Objectives At the end of the session, the learners are expected to:
1. describe a star;
2. identify major characterisitcs of stars based on what is observed about the sun;
3. relate the color of a star with its age and temperature; and
4. manifest creativity, neatness and cooperation in performing the activity.

II. CONTENT Constellations

A. Topic Characteristics of Stars
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Science 9 Teacher’s Guide p. 160
pages
2. Learner’s Manual Science 9 Learner’s Material pp. 213-216
pages
Science and Technology I: Integrated Science Textbook. Villamil, Aurora M., Ed.D. 1998. pp.
3. Textbook pages
268-270.
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting Review will be facilitated by the assigned student.
the new lesson (Elicit)
What can you say about the pictrue?
Elicit answers from the students about the picture.

B. Establishing a purpose
for the lesson
(Engage)

Engage (5 mins)
C. Presenting examples /  Acitivity # 1. Characteristics of Stars. Pp. 214- 215
instances of the new  Rubric in Assessing Group Performance in Simple Science Activity (Group –
lesson (Engage) Assessment)
 (Integration of positive & non- violent discipline & Differentiated Activity)
 Distribution of materials
 Checking of materials
 Giving instructions/ rubrics
 Group Activity Direction:
1. Group yourselves into four.(same grouping in the Engage part)
2. Go to your respective area assigned to you.
3. Begin doing the activity following the group standards.
4. Be mindful of the rubrics presented.
5. Finish in 5 minutes, and then present your output in less than 3 minutes .
 Performing the activity
D. Discussing new  Guide Questions:
concepts and Part A
practicing new skills 1. What is the color of the filament as you dim the bulb?
(Explore) 2. What is the color of the filament as you turn the switch at full power?
3. What happens to the temperature of the filament as the bulb becomes
brighter and brighter?
Part B
1. Why do the flashlights have different brightness?
2. What makes the flashlights have different brightness?
3. Why do stars have different brightness?
4. How would you differentiate apparent brightness from absolute brightness?

 Presentation of the activity/ discussion

 Checking of the activity
 Recording of score/s
(Integration of Contextualization, Localization & Gender-Fair)
E. Developing mastery
 Group Presentation/ Reporting
( leads to formative
(Learners are given utmost recognition in the task they are presented.)
assessment) (Explain)
F. Finding practical
applications of What is the brightest star that you know? How would you classify its
concepts and skills in brightness apprent or absoute? (3 min.)
daily living.
(Elaborate)
Complete the phrase.
I have learned that ___________________.
A huge ball of gas held together by gravity. The central core of a star is
extremely hot and produces energy. Some of this energy is released as
visible light, which makes the star glow. Stars come in different sizes,
colors, and temperatures. Our Sun, the center of our solar system, is a
yellow star of average temperature and size.
Formed mostly from element hydrogen which is converted to helium
through a thermonuclear reaction called fusion.
A light year is the distance traveled by light (at the speed of 300, 00
km/s) for a period of one year. Light travels about 9 trillion km in one
year
G. Making generalizations Another unit to express distance is the parsec, which is equivalent to 3.26
and abstractions about lightyears.
the lesson (Elaborate) - 1 light year= 6 trillion km
- 1 parsec = 3.26 lightyears
Spectroscope- used to measure the chemical composition of the stars
A star can be defined by five basic characteristics:
 Brgihtness
 Luminosity- the amount of light that a star radiates
 The size of the star and its surface temperature
determine its luminosity
 Apparent magnitude- refers to the brightness of a star
as it appears to us
 Absolute magnitude –refers to the actual brightness
given off by a star at a standard distance
 Color- depends on its surface temperature
  Surface temperature- s star radii would be the same size as
our sun. A star’s size, along with its surface temperature, will
determine its luminosity

 Size
 Red dwarf- 0.08 solar mass
 Our sun- 1 solar mass
 Red giant- very old stars <5 sloar mass
 Blue-white supergiant- 150 solar masses
 Mass- a star’s mass is also measured in terms of our own sun,
with 1 equal to the size of our sun.
Stars have different colors, which are indicators of temperature. The hottest
stars tend to appear blue or blue-white, whereas the coolest stars are red.
A color index of a star is the difference in the magnitudes measured at any
two wavelengths and is one way that astronomers measure and express
the temperature of stars.
 Refer to powerpoint presentation
 Rubric for group activity
Indicators
a. Shows full cooperation
b. Works within the specified time
c. Works with tolerable noise level
d. Exhibits proper blockings and projections in front
e. Content and ideas are completely presented
Score Criteria
10 Exhibits all the five indicators
8 Exhibits 4 out of 5 indicators
6 Exhibits 3 out of 5 indicators
4 Exhibits 2 out of 5 indicators
2 Exhibits 1 out of 5 indicators
0 No output presented

Directions: Choose the best answer and write the letter of your answer.
1. The star Algol is estimated to be as bright as the star Aldebaran and
have approximately the same temperature as the star Rigel. Which of
H. Evaluating learning the following statement is correct?
(Evaluate) A. Algol and Rigel have same color.
B. Algol and Rigel have the same brightness.
C. Algol and Aldebaran have the same in size.
D. Algol and Rigel have the same brightness and color.
2. It refers to the brightness of the star if all stars were at the same standard
distance from earth.
A. Absolute brightness C. Accurate brightness
B. Apparent brightness D. Amazing brightness
3. What characteristic of a star depends on how far away a star from the earth?
A. Accurate brightness C. Amazing brightness
B. Apparent brightness D. Absolute brightness
4. What reveals a star’s surface temperature?
A. color C. brightness
B. size D. All of the above
5. What is the chemical composition of most stars?
A. hydrogen and helium
 B. hydrogen and oxygen
C. hydrogen and magnesium
D. all of the above

Monitoring and recording of scores

How many got 5? ___4? ___3?___2?__1?__
Out of ___ students, ___got 80% of the test
Out of ___ students ___ got below 80% of the test.

I. Additional activities for  Research on name of stars and their colors.

application or remediation
(Extend)
V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% on the

formative assessment
B. No. of learners who require additional activities
for remediation
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 of localized materials did I
use/discover which I wish to share with other
teachers?