DAILY School

Cavite State University- Carmona Grade

LESSON Campus Level
PLAN Teacher Balico, Anya Khassandra P. Subject Science
Camitan, John Paul G.
Date Quarter 2nd Sem
SCHEDULE of SESSION: (50 Minutes)
1:00m – 3:00 pm

I. OBJECTIVES
The learners shall be able to understand and identify the parts of the
A. Content Standard inner core of the sun.

B. Performance Standard
MELC 4: Construct a model of the sun. S4ESIVj-11

At the end of the lesson, 80% of the students should be able to:
1. Describe the Structure of the Sun's Interior.
2. Recognize the Significance of studying the interior of the
C. Learning Competencies / sun; and
Objectives 3. Perform the assigned activities about the Interior of the
sun.

II. CONTENT

INTERIOR OF THE SUN

III. LEARNING RESOURCES

A. References:
1. Teachers Guide:
2. Learner’s Materials:
B. Additional Materials: Laptop, 3D Model of Sun, Colored Paper, Marker, Manila Paper.
Other Learning Resources:
https://education.nationalgeograph
ic.org/resource/meteor/
C. Pedagogical Approaches:
APPROACHES: Constructivism
STRATEGIES: Direct Instruction
METHODS: Activity-Based
ACTIVITIES: 3A’s (Act, Analysis, Apply)
 IV. PROCEDURES
Teacher’s Learner’s Activity
Activity
Preliminaries

Prayer
(The teacher will choose a student to lead the prayer) (The students will bow down their
heads and pray)
Greetings
“Good morning, BSE Science!” “Good afternoon, Ma’am/Sir”

Classroom Management (The students will pick up the trash

“Before you sit, kindly arrange your chairs and pick up and arrange their chairs)
pieces of trash under your table.”

“You may take your seats.” (The students will sit down)

Attendance
“Class representative, is there any absent today” (The class representative will say the
absent)

A. Reviewing Previous Lessons or Presenting the New Lesson

LET’S RECALL
“Last time we discussed the Formation of the planetary (The students will listen)
rings?”

“Can anyone share what you have learned from our previous (A student will raise their hand)
discussion?”

“Ma’am, the rings around Saturn

formed long ago when moons similar
in size and ice content to Saturn’s
largest moon, called Titan, got pulled
“Very good!
in by Saturn's gravity and then broke
into pieces.”

Now, let us have a short game.” (The students participate in the

short game)
“The game is called A SPIN AROUND THE SUN”

“All you need to do is hold the 3D model of the sun and pass
it to your seatmate while the music is playing and when the
music stops playing that person who holds the model will
answer the question.”
Game Questions:
1. Merging things, like when two elements join to form a new
one?
Answer - Fusion
2. What is the most abundant element in the universe?
Answer - Hydrogen
3. Which element is commonly used in balloons to make them
float?
Answer- Helium
(The song will stop, and the student
will answer the question.)

“Good Job, Now based on our short game what do you think
is our lesson for today?

(A student will raise their hand)

“I think our topic for today is about
“Good answer, today we will discuss about the Interior of the the Interior of the Sun.)
Sun.
 B. Establishing a Purpose for the Lesson
INTRODUCTION
(The teacher will show the PowerPoint presentation)

(A student will raise their hand)

“How much do you know about the Sun? Possible Answers:
“The Sun is the star at the center of
the Solar System. It is a massive, hot
ball of plasma, inflated and heated by
energy produced by nuclear fusion
reactions at its core. Part of this energy
is emitted from its surface as light,
ultraviolet, and infrared radiation,
providing most of the energy for life
on Earth.
“Very well said, The Sun is the star at the center of the Solar
System.

(The teacher shows the 3D model of the Sun)

CORE
(A student will raise their hand and
read the paragraph)
RADIOACTIVE ZONE

“It was formed about 4.5 billion years

CONVECTIVE ZONE ago from a hydrogen and helium-rich
molecular cloud compressed by a
nearby supernova shockwave. Gravity
caused regions to collapse, leading to
nuclear fusion and the birth of the
Sun.”

“Now let’s discuss how the sun formed, anyone who wants to
read?”
“Okay very good, It was formed about 4.5 billion years ago from
a hydrogen and helium-rich molecular cloud compressed by a
nearby supernova shockwave. Gravity caused regions to
collapse, leading to nuclear fusion and the birth of the Sun.
Later, we will discuss the interior of the sun.”

(A student will raise their hand and

“Now let's proceed to another slide, anyone wants to read?”
read the paragraph)

“According to Smithsonian
astrophysicist Mark Weber, “A gas is a
state of matter in which the material is
not ionized, so all of the atoms still
have all of their electrons, and the
sun’s gas is in a state called plasma,”

(A student will raise their hand and

“Now let’s proceed what is plasma, anyone wants to read?” read the paragraph)

“Plasma consists of charged particles,

such as electrons and ions, and is
characterized by its ability to conduct
electricity.”

“No Ma’am.”

“Do you have any questions?”

C. Present Examples / Instances of the New Lesson
DEVELOPMENT
“Now let’s proceed to the next slide, on how wide the sun is?” (A student raised their hand)
“It holds most of the solar system's
mass and is roughly 109 times wider
than Earth. It's so large that about one
million Earths could fit inside it. Its
surface temperature reaches around
10,000 degrees Fahrenheit (5,500
degrees Celsius).”

(The students will listen)

“Okay very good, so the sun is very wide that it can hold most of
the solar system and it is roughly wide to the earth 109 times.”

“As a star, the Sun doesn’t have any moons, but the planets and
their moons orbit the Sun and orbit the center of the Milky Way
about every 230 million Earth years, bringing the planets,
asteroids, comets, and other objects with it.”
Grade 8 – Earth and Space compare comets, meteors, and
asteroids S8ES-IIg22

“Do you understand?” (Yes Sir)

“Now let’s proceed to the internal structure of the Sun.”

(The teacher will show the picture and model of the structure of
the Sun)
 (A student raised their hand)
“What can you see in the center of the sun?” “Sir we can see the core at the center
of the sun.”
“Very good”
(A student will raise their hand and
read the paragraph)

“Core is the center of the Sun, and the

“Can anyone read what is core?
core is a mixture of protons, neutrons,
nuclei, and free electrons. About half
of the Sun’s mass is within the core.
Even though the core is made of gas, It
is 10 times denser than lead. It is also
the hottest region of the Sun, about 15
million ℃ (27 million ℉). ”
“Thank you for reading, you may now take your seat.” (The students will listen)
“Core is the center of the sun, and the core also consists of a
mixture of protons, neutrons, nuclei, and free electrons. (A student will raise their hand and
read the paragraph)

“Because the proton has been mentioned as one of the sun’s “In the Sun's core, hydrogen atoms
collide and fuse to form helium. This
mixtures, let us talk about the proton, anyone wants to read?”
fusion process releases a lot of energy.
Sometimes, when hydrogen atoms
fuse, they create helium and release a
neutron as a byproduct. This neutron
doesn't stick around in the Sun's core,
instead, it flies off into space.”

(A student will raise their hand and

read the paragraph)

“The radiative zone of the Sun is the

“Very well said!” transmission zone between the core
“So now let's discuss the second layer of the interior of the sun the and the convection zone. The radiative
radioactive zone, please read the definition of radioactive zone”. zone transfers the core's high-energy
nuclear explosions and the resulting
plasma to the convection zone through
radiation. The radiative zone is the
zone responsible for sourcing Sun's
flares.”
“Thank you for reading, In the radioactive zone, energy moves Possible Answer:
outward mainly by bouncing photons. These photons, made in the “Yes, sir radioactive energy has a
negative effect by damaging tissues
core by nuclear fusion, keep hitting particles in the plasma. Each
and DNA genes. has sufficient energy
hit slows them down a bit, making them spread out suddenly to affect the atoms in living cells and
through the Sun.” thereby damage their genetic material
(DNA) it may cause cancer, could
“Do you think radioactive energy harms us?” What will be the harm fetuses, and can even lead to
possible illness we can get?” death.

“Thank you for that wonderful answer, yes! Radioactive energy

has a negative effect, and that effect can harm humans that could
cause cancer, could harm fetuses, and can even lead to a person's
death. (A student will raise their hand and
read the paragraph)

“The outermost region of the solar

“Let's proceed to the convection zone of the interior of the sun, interior is the convective zone. Energy
please read”. continues to move toward the surface
through convection currents of the
heated and cooled gas.

“Students will listen.”

“Thank you for reading, The Sun's convective zone, The layer of
the sun where hot plasma rises, then falls as it cools near the
“Student will listen.”
surface. The Sun's convective zone is the outermost layer of the
Sun's interior, where energy is transported outwards from the core
via the motion of hot plasma (ionized gas).

“In the convective zone, energy moves around like boiling water. “The student will raise their hand and
Hot stuff rises from the Sun's center to the surface, taking energy answer the question.”
Possible Answer.
with it. Cooler stuff then sinks back down to get heated up again. “I think the significance of studying
This cycle helps move energy from the core to the surface. the interior of the sun is for us to better
understand how its ever-changing
“The teacher will ask questions.” conditions can influence Earth, other
worlds, and even space itself.
“What do you think is the Significance of studying the interior of
“The students will listen.”
the sun?”
“Thank you for that wonderful answer, it also allows us to more
easily detect disruptions that signal the onset of solar storms, like
solar flares and coronal mass ejections, that can create harmful
space weather conditions that influence Earth. “The students will listen”
Science (Grade 4 ) identify safety precautions during different
weather conditions S4ESIVg-8

“Here are the things that you should remember.”

 The Sun is made mostly of plasma.

 Plasma is a superheated gas with a positive electrical
charge.
 Nuclear fusion takes place in the Sun's extremely hot core.
 The radiative zone is outside the core.
 The convection zone is where convection takes place. It is
located outward from the radiative zone.

“Do you have any questions or clarification Class?”

“The teacher will give 30 seconds for the student to ask

questions.”

“If none, Let’s proceed to our activity.”

 D. Discussing New Concepts and
Practicing New Skills
ENGAGEMENT
Act
“Now that you know our lesson let us have an activity. I will
group you into 2 groups. I will give you 5 minutes to finish
your task and present it in front of the class. Please go to your
respective group and I will explain the instructions.”

“Group 1 will do the activity entitled “The Suns model” All

you need to do is to cut the given materials into a round shape (The students are still listening)
and label them, while Group 2 you are going to experiment
after 3 minutes both groups need to go in front and give a brief
description of the model of the sun and for the group 2 their
observation about the experiment.”
(A teacher present and explain the criteria)

(Students Activity Guide)

Group 1 Activity
Sun 3D Model

Materials Needed:
-Scissors
-Colored Paper
-Glue/Double Sided type
-Carolina/Cardboard (The students will start the activity)

Instructions:

1. Prepare three differently colored pieces of paper that will be

used to symbolize the three parts of the sun's interior.
2. Cut the paper into circular shapes of varying sizes.
3. Paste the cut-colored paper onto a piece of Carolina or
cardboard.
4. Label each part of the sun's interior accordingly.
5. Following this, assign one or two members of the group to
discuss the activities undertaken and the symbolism behind the
three designated parts.

Give a brief description of what activity you have done.

Group 2 Activity
Solar Flare Simulation
Materials Needed:
- Large clear bowl or container
- Water
- Cooking oil
- Black paper or cardboard
- Flashlight or lamp

Instructions:
1. Fill the large clear bowl or container with water to represent
the surface of the Sun.
2. Pour a thin layer of cooking oil on the surface of the water
to represent the Sun’s atmosphere.
3. Cut out small irregular shapes from black paper or
cardboard to represent sunspots.
4. Place the sunspot cutouts on the surface of the cooking oil.
5. Turn off the room lights and shine the flashlight or lamp
onto the surface of the “Sun” (water and cooking oil mixture)
from above to represent sunlight.
6. Observe as the sunspots cast shadows on the surface of the
“Sun.”
7. Slowly move the flashlight or lamp closer to the surface of
the “Sun” to simulate the increase in solar activity and the
occurrence of a solar flare.
8. Observe as the sunspots react to the increase in solar
activity, potentially changing in appearance or behavior.

Discuss the properties of the Sun, including the occurrence of

sunspots and solar flares, and their effects on solar activity and
space weather.

CRITERIA:
*Cooperation- All members participate and work together on
the assigned task. (5points)
*Content- The topic is clear and relevant to the topic.
(5 points)
*Time Management- The students finish their tasks on time.
(5 points)
“The teacher will give 5 minutes for the student to finish the
assigned activity.”

“You may now start.”

(The students will start the activity)

“Time’s up please settle down; Group 1 present your work in

front.” (Group 1 will present their task and their
“Very good, Group 1 now let’s proceed to Group 2.” answer)

(The teacher will grade the work of Group 1 and group 2) (Group 2 will present their task and their
answer)
 E. Developing Mastery
Analysis

“Now, let’s proceed to our next activity.”

(The students will be listening)
“I have here prepared questions and you only need to answer
them.”

“What are the three main interior layers of the Sun??” (A student will raise their hand and
answer the question)
“The Sun's interior is divided further
into three parts – core, radiative zone,
and convective zone.”

“Very well said.”

F. Practical Application of
Concepts and Skills in Daily
Living
Apply

“As a BSE Science educator, how do we apply real-world (A student will raise their hand and
examples when studying about the Sun? answer the question)

“Very good”

G. Evaluating Learning
ASSIMILATION
To assess what you have learned we will have a short quiz.” (The students will be listening)

“Give ¼ sheet of yellow paper and I have here prepared

questions you only need to read them and answer them (The students will start to answer the
correctly.” quiz)
I.MULTIPLE CHOICE

DIRECTION: Choose the BEST answer for the following

questions. Write only the letter of the correct answer.

1. What is the primary source of energy production in the

Sun’s core?
A. Nuclear Fusion C. Convection
B. Gravitational collapse D. Chemical
reactions

2. Which layer of the Sun’s interior is primarily responsible

for transporting energy from the core to the surface?
A. Core C. Radiative zone
B. Convection zone D. Photosphere

3. What is the primary mechanism of energy transfer in the

radioactive zone of the Sun?
A. Conduction C. Convection
B. Radiation D. Advection

4. What role does the Sun’s magnetic field play in space

navigation?
A. It serves as the reference point for spacecraft.
positioning.
B. It generates proportion for spacecraft travel.
C. It affects spacecraft trajectories and communication
systems.
D. It helps protect spacecraft from solar radiation. “Yes Ma’am”

5. Which zone of the Sun is responsible for efficiently

transporting energy via convection?

A. Core C. Convective zone

B. Radioactive zone D. Photosphere

“You may now start answering.”

“Are you done?”

“Exchange your paper with your sit mate and write corrected
by.”
(The teacher will tell the correct answers and do an item
analysis)
I. Additional Activities for
Applications and Remediation
“Raise your hand if you got 5.” (A student will raise their hand)

“Raise your hand if you got 4.” (A student will raise their hand

“Raise your hand if you got 3.” (A student will raise their hand

“Raise your hand if you got 2.” (A student will raise their hand

“Raise your hand if you got 1.” (A student will raise their hand
“For those who got 3 and below, we will have a remedial after (The students will be listening)
class.”

“For your assignment, please review our next lesson

“Atmosphere of the Sun. You can visit the website of NASA
https://science.nasa.gov/sun/facts/”

REFERENCES:

(1) Anatomy of our sun. (n.d.). European Space Agency.

https://www.esa.int/ESA_Multimedia/Images/2019/10/Anato
my_of_our_Sun

(2) Sun. (n.d.). Education | National Geographic Society.

https://education.nationalgeographic.org/resource/sun/

(3) Nuclear fusion. (n.d.). Energy Education.

https://energyeducation.ca/encyclopedia/Nuclear_fusion

(4) 22.2: Interior of the sun. (2021, January 11). K12

LibreTexts.
https://k12.libretexts.org/Bookshelves/Science_and_Technolo
gy/Earth_Science/22%3A_The_Solar_System/22.02%3A_Inte
rior_of_the_Sun

(5) Institution, S. (n.d.). Smithsonian Astrophysical

Observatory. Smithsonian Institution.
https://www.si.edu/about/astrophysical-observatory

(6) What is the proper name for the sun? (2020, July 28). The
Straight Dope. https://www.straightdope.com/21342733/what-
is-the-proper-name-for-the-sun
VI. REFLECTION

A. No. of learners who earned 80%

in the evaluation.
B. No. of learners who require
additional activities for
remediation who scored below
80%
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

worked well? Why did this
work?

F. What difficulties did I encounter

that my principal or supervisor
can help me solve?

G. What innovation or localized

materials did I use/discover that I
wish to share with other teachers?

Prepared by: Checked by:

BALICO, ANYA KHASSANDRA P. MS. REA T. CABRERA

CAMITAN, JOHN PAUL Instructor
Demo Teacher
Cavite State University- Carmona Campus
 Republic of the Philippines
CAVITE STATE UNIVERSITY
Carmona Campus
Market Road, Carmona, Cavite
🕾 (046) 430-3509
[email protected]
www.cvsu.edu.ph

PRACTICE TEACHING FINAL DEMONSTRATION EVALUATION

PRE-SERVICE TEACHER: Camitan, John Paul G.
Balico, Anya Khassandra
COOPERATING TEACHER: Ms. Rea Cabrera
COOPERATING SCHOOL: Cavite State University-Carmona
YEAR & SECTION TAUGHT:
SUBJECT TAUGHT: Science
Kindly evaluate the pre-service teacher in the following:
O VS S FS U F
CRITERIA
100 – 94 – 89 88 – 83 82 – 74 73 – 71 70 and
95 below
A. PERSONAL
APPEARANCE (10%)
1. Well poised.
2. Properly groomed.
3. Good diction.
4. Free of mannerisms.
5. Pleasant disposition.
B. LESSON PLANNING
(10%)
1. The lesson plan
contains relevant and
appropriate activities.
2. Lesson plan is well-
written requiring minimum
revision.
3. Neatness and proper
format were observed.
4. Student’s activity is
emphasized is properly
observed.
C. PREPARATION AND
UTILIZATION OF
INSTRUCTIONAL
MATERIALS (15%)
1. Instructional materials
are appropriate for the
activities given.
2. Visual materials are
clean, neat and attractive.
3. Instructional materials
show the teacher’s
creativity and
resourcefulness.
4. Instructional materials
are utilized properly and
 effectively.
D. CLASSROOM
MANAGEMENT (15%)
1. Pays attention to
routine manners.
2. Handles disciplinary
problems effectively.
3. Motivates and keeps
students’ attention and
interest.
4. Allotted time is
properly observed
E. DIRECT TEACHING-
LEARNING SITUATION
(50%)
1. Makes effective
introduction and motivation.
2. Gives clear directions
and logical explanation.
3. Has mastery of the
subject matter.
4. Strategies are well-
planned and executed.
5. Board work is well
done.
6. Asks appropriate and
different kinds of questions.
7. Distributes questions
properly.
8. English as the primary
medium of instruction
9. Provides varied
learning tasks.
10. Gives incidental
teaching when necessary.
11. Focuses student’s
attention to important points
of the lesson.
12. Guides students in
summarizing main ideas/
concepts learned.
13. Handles wrong
answers tactfully.
14. Provides appropriate
reinforcements.
15. Conducts evaluation
efficiently.
16. Presents homework /
agreement properly.

Prepared by:

Ms. Rea Cabrera April 22, 2024

Evaluator Signature Date