DEVELOPERS:

DIRECTORED BY:
MIKO MICHIKO CIA

ASSISTANT DIRECTOR:
ZENDY LANZAGARITA

PRODUCTION STAFF:
CHEYSER CRUZ
RACHEL QUITAYEN
ARVIE JOY CARLA BOLANON

PRESENTATION MAKER:
JAY SHEEN MOLINA
COMPETENCIES
1.Identify the eight planets
existing in the solar system.
2.Differentiate the characteristics
of the eight planets.
3.Describe the two planetary
motions.
OBJECTIVES
Pupils are Expected to:
1.Enumerate the eight
different planets.
2.Explain the structure and
properties of each planet.
3.Compare and contrast the
inner/terrestrial and
outer/Jovian planets.
4.Define the two Planetary
motions: Rotation and
Revolution.
 CONTENT

1. The information of the planets: their

structures and components.
2. The eight different planets: their
moons, rings, order, famous, titles
and colors.
3. The three groups of the planets: the
inner/terrestrial planets, the
outer/Jovian planets and the dwarf
planets.
4. The two types of planetary motions:
the Rotation and the Revolution.
PRIOR KNOWLEDGE
1. There are nine planets
which compose the solar
system.
2. Mercury is the nearest
planet and the Pluto is
the farthest one.
3. All planets have only one
moon.
4. Rotation is the planet’s
spin on its own axis.
5. Revolution is the planet’s
movement along its orbit
around the Sun.
6. Planets are composed
only of rocks and masses
of land.
NEW KNOWLEDGE
1. There are only eight major planets including Mercury,
Venus, Earth, Mars, Jupiter, Saturn, Uranus, and
Neptune.
2. There is another group of planets added, classified as
the Dwarf planets where Pluto belongs.
3. Planets have different numbers of moons or satellites
some have none others exceed to 21.
4. Planets are composed of rocks, masses of land and also
minerals such as silicates, iron and nickel.
5. Major planets are the bodies orbiting around the sun that
has enough mass to form themselves into a spherical
shape and are bigger than any object in the solar
system.
6. Dwarf planets are classified as smaller than the major
planets.
 RESOUR
CES

1. Phillips, C. R. (1983). Holt General

Science. New York: Holt, Rineheart
and Winston, Publishers.
2. Deauna, M. C. (2001). The Natural
World. Quezon City, Philippines:
SIBS Publishing House, Inc.
1. Enlarged
pictures of the
eight planets.
2. Two pocket charts
posted on the
chalkboard.
3. Name cards of
the planets.
Strategy: Photograph/Picture Group
a) Divide the pupils into two groups.
b) Call four volunteers from each group.
Ask them to stay in the middle of the
classroom and form a line.
c) Distribute the planet‘s name cards to
each volunteer of the group in the
line.
d) Instruct them that when you
show the picture of a certain
planet, the pupil who holds
the name goes to the front
and put the name card on
the pocket chart

e) The group who correctly does

these steps wins a point. The
group with the most number of
points at the end of the game
wins.
a. Group mates of the pupils in
the line can help them in
answering. They can instruct
their group volunteers that the
name cards they are holding
are the answers.
b. After the pupil posted the name
card in the pocket charts the
teacher should ask the pupil to
reach the name of the planet
once more.
INTEGRATI
ON

 What can you say

about the exclusion of
the planet Pluto from
the eight major planets
after 76 years of
discovery?
ASSIGNMENT
Observe the planet Venus at the sky
early in the morning or early in the
evening.
A.Record the time of observation.
B.Answer the following questions:
a) Was the planet Venus as bright as
the stars in the sky? Why or why
not?
b) Where did it get its brightness?
c) Why is it that only the planet
Venus can be seen in the sky and
others cannot?
 EVALUATION
Project: Solar
System Drawing
Arrangement (order
of the bodies of the
Solar System)
Appearance
(neatness and color)
Accurateness (sizes
of the bodies)