Lesson Plan: Science for Grade 5

I. Objectives: At the end of the lesson, the pupils are expected to:
a. Identify the members of the Solar System
b. Classify planets into 2 major groups: Jovian and Terrestrial planets
c. Mention ways on taking care of the planet Earth

II. Subject Matter
Topic: The Solar System
Reference: Science for Daily Life, Textbook in Science 5, Tan, Conchita, 2002 pp. 248-255
Materials: graphic organizers, pictures, television
Value Focus: Taking care of the planet Earth

III. Procedure
A. Preparation
1. Motivation- Mini Game(Boys vs Girls): Boys and girls will compete to solve picture puzzles. The pictures are
related to the outer space, space exploration, etc. After the game, present the pictures and ask:
Can you identify these pictures? What do these pictures show?
B. Presentation
1. Activity
a. Film Showing: Let the pupils watch a short film about the Solar System. Encourage note-taking while watching the
film.
b. Group Activity: Divide the class into 3 groups. Have the groups discuss about the film and let them answer a guide
question designated to them. They will present their answers using graphic organizers.
Group 1: What are the members of the Solar System?
Group 2: What are the planets revolving around the Sun?
Group 3: What are the two groups of planets?
A group representative must present their answers to the whole class.
2. Analysis
a. Show a data retrieval chart of the basic information about the planets. Let the pupils analyze the chart and ask the
following:
1. What is the planet closest to the Sun? The farthest from the Sun?
2. What is the smallest planet? The largest planet?
3. Why does the Jupiter have more moons while Venus and Mercury have no moons at all?
4. Why is there a negative sign on the revolution of Venus?
3. Abstraction and Comparison
Let the pupils fill in the Venn Diagram
Ask: What does the Venn Diagram imply?
4. Application
Give each group a copy of the crossword puzzle. They must compete each other to answer the puzzle first.
C. Generalization
Wrap up the lesson by having the pupils answer the following questions:
1. What are the members of the Solar System?
2. What is the center of the Solar System?
3. What are the 8 planets of the Solar System?
4. What are the two groups of planets?
Valuing: Ask: If given the chance, which planet will you like to live? Why?
Can other planets sustain life aside from Earth?
Explain the importance of planet Earth as our home planet. Let them mention ways of taking care of the Earth by
completing the sentence: I can help taking care of our planet by ________________.

IV. Evaluation
Draw a smiley if the statement is correct and a sad face if it is wrong.
1. The Sun is the center of the Solar System.
2. The Earth is our home planet.
3. The largest planet is Saturn.
4. Jovian planets are also called inner planets.
5. The Earth is the third planet from the Sun.

V. Agreement
Draw the Solar System in a long sized bond paper. Pass this next meeting.

I 'll Build You A Rainbow
Time Frame:
1 class period that runs 45
minutes.
Group Size:
Large Groups

Summary:
Experiments and demonstrations are used to help students understand that white visible
light is composed of the colors of the spectrum.
Main Curriculum Tie:
Science - 6th Grade
Standard 6 Objective 2
Describe how light can be produced, reflected, refracted, and separated into visible light of
various colors.
Materials:
For the Teacher:
Shallow Baking Dish
Water
Small Mirror
Modeling Clay
White Paper
3 Flashlights
Red, Green, and Blue Cellophane
For the Student:
Clear Plastic Cup
Water
Straw
Pencil
Penny
Prism
Flashlight
White Paper
Science Journal

Background For Teachers:
People first thought rainbows were something of a supernatural explanation. The first
person to realize that light contained color was a man in 1666 named Sir Isaac Newton.
Newton discovered the colors when he bent light. We see a rainbow of colors when we use
a prism or water to separate the colors of sunlight. Light is bent as it passes through the
water or prism and the colors are spread apart into a spectrum. Each color becomes
individually visible. Each color has a different wavelength with red being the longest and
violet the shortest. When light passes through a prism or water, each color is bent at a
different angle.
Color is an essential part of our life. Everything we see has color. Colors are in the clothes
we wear, in the plants and animals. The sky is blue. The snow is white. The asphalt is
black. Can you imagine what our world would be like if there were no color?
If you were asked to draw a rainbow, in which order would you put the colors? Young (and
sometimes older) children may think each rainbow, like each person is unique. They're not
aware that real rainbows contain specific colors and that these colors are always arranged in
the same order. This is quite an amazing idea. All the rainbows that ever were or ever will
be have the same colors in the same order.
Intended Learning Outcomes:
Observe simple objects, patterns, and events, and report their observations.
Demonstrate a sense of curiosity about nature.
Cite examples of how science affects life.
Instructional Procedures:
Introduction:
1. Begin by briefly discussing rainbows.
o How many of you have ever seen a rainbow?
o Where were you when you saw the rainbows?
o Can you explain what makes a rainbow?
2. Help students understand that the colors in rainbows actually come from white light.
3. Explain to the students that light bends and when we bend light we can see the colors of the
rainbow. This process is called refraction.
Part 1: Making Light Bend
1. Give each student a clear plastic cup half-full of water and a straw. Instruct the students to put
their straw into a glass of water and then look at the straw from the side.
2. Ask them why the straw looks broken when it is not.
3. Explain that light rays change direction as they leave the water. This 'bending' of the light rays
makes the straws look bent in the middle, even though they are actually straight. This process
is called refraction.
4. Take out the straw and try a pencil.
5. Ask the students if the part of the pencil out of the water looks different from the part in the
water. Does it appear bent?
6. The water refracts (bends) the light as it travels from the pencil to your eyes making it look
larger than it actually is. It looks magnified.
7. Let the students try a penny.
8. Ask them why they think the penny looks bigger? This happens when light passes through the
water and refracts.
9. Explain to the students that we can actually SEE the colors of the rainbow when we refract
light.
Part 2: Making a Rainbow
1. Fill a flat dish half full of water.
2. Put the mirror in the dish so it slants back against the side. Secure it with the modeling clay.
3. Shine a flashlight on the part of the mirror under the water.
4. Hold the piece of white paper above the light. A rainbow will appear on the paper.
5. Put the rainbow away and have the students name each color. Tell students there is an easy
way to remember the order of the color spectrum: ROY G BiV. (red, orange, yellow, green,
blue, indigo, and violet.) Discuss with students that indigo isn't actually in the spectrum of a
rainbow. That is why we write it with a lower-case i.
6. Tell students that water is not the only way to make a rainbow. We can also use prisms.
7. Use a prism to demonstrate how a rainbow can be formed. (Casting the rainbow on a piece of
white paper will make it more visible.)
8. Give students prisms and allow them to experiment making rainbows by using flashlights, and
(if time permits) sunlight.
Part 3: Making White Light
1. We have experimented with separating white light into the colors of the spectrum. Now we
will see if we can combine the colors of the spectrum to form white light.
2. Ask students to name the primary colors (red, yellow, and blue.)
3. Explain that red, yellow, and blue are the primary colors of pigment (or paint), but light has
different primary colors. They are: red, green, and blue.
4. Cover the ends of three flashlights with the red, green, and blue cellophane.
5. Give the flashlights to three students and have them point them one at a time toward a white
paper. Challenge them to mix the primary colors of light to form white light.
Conclusion:
1. Have students answer the question, "What makes a rainbow?" in their science journals.

Extensions:
Read any of the following books to lead additional activities related to color.
Hailstones and Halibut Bones by Mary O'Neill
Color by Ruth Heller
My Many Colored Days by Dr. Seuss

Assessment Plan:
Use the Science Writing Rubric to assess responses in science journals.
Rubric:
Science Writing Rubric
Bibl