Grade / Quarter VIII / Second
Domain Earth and Space
Content Section Other members of the Solar System (Comets, Meteors, Asteroids)
Learning Competency
Compare and contrast comets, meteors, and asteroids (S8ES-IIg-22)
(Code)
The learners demonstrate understanding of characteristics of
Content Standard
comets, meteors, and asteroids.
The learner should be able to discuss whether or not beliefs and
Performance Standard
practices about comets and meteors have scientific basis.
Lesson Overview
The lesson consolidates learners’ understanding of how asteroids and comets form and travel in
space and how they are visible from or how they can impact on Earth.
Note: The teacher will show an illustration of the solar system to get the prior knowledge of the learners on the specific topic at hand.
Source: https://www.freepik.com/free-vector/solar-system-science-education_24085043.htm#query=solar%20system&position=0&from_view=keyword&track=ais
Lesson Purpose and Intentions
The lesson is about understanding more deeply how asteroids and comets form and travel in space
and how they are visible or can impact on Earth.
Lesson Language and Practice
What might be the meaning or origin of the words, asteroid, astronomy, astronomical unit, and
comet?
> asteroid: a minor planet—an object that is neither a true planet nor a comet—that orbits within the
inner Solar System. They are rocky, metallic or icy bodies with no atmosphere. Sizes and
shapes of asteroids vary significantly, ranging from 1-meter rocks to a dwarf planet almost
1000 km in diameter
> astronomy: the study of everything in the universe beyond Earth's atmosphere
> astronomical unit: used primarily for measuring distances within the Solar System or around
other stars
> comet: frozen leftovers from the formation of the solar system composed of dust, rock, and ice. They
range from a few miles to tens of miles wide, but as they orbit closer to the Sun, they heat up
and spew gases and dust into a glowing head that can be larger than a planet. This material
forms a tail that stretches millions of miles.
Prepared by: Eva R. Berlandino MEd, Master Teacher I
Lesson Activity
A. VIDEO PRESENTATIONS
Note: This will give the learners an idea on what are the differences on comet and asteroids and a spring board on the succeeding topic.
Video 1 Title: What’s the difference between asteroids and comets?
YouTube link: https://www.youtube.com/watch?v=MeYEpJtUdtA
Video 2 Title: Asteroid vs Meteoroid vs Comet
YouTube link: https://www.youtube.com/watch?v=zitWHxuwHDw
B. CREATE, SHOW and TELL
DIY ASTEROIDS
Activity Overview
Learners create their own special asteroids with simple materials.
Materials Needed
• Clay (black and gray colors)
• Clay (different colors)
• Sand
• Rocks
• Marbles
• Measuring spoons or other objects with a rounded profile to make craters
Activity Instructions
• Each person selects clay as desired and adds “silicates” (rocks and/or sand) to make
an awesome, one-of-a-kind asteroid.
• For a rubble pile asteroid gently combine different clay and rocks to form a loose conglomeration of
materials. Leave some space between the fragments.
• For an asteroid that has melted, start with a marbles and layer different colored clays over it. The
outer portion might look rocky or have sand that didn’t melt. The metal is the iron-nickel core.
• Add some craters – big and small. Overlap a few of them where asteroids collided in the same area
at different times.
Figure 1 (above) samples of DIY ASTEROIDS
Figure 2 (on the right) illustrations of asteroids
Adapted in the OSIRIS-REx Ambassadors Program
Prepared by: Eva R. Berlandino MEd, Master Teacher I
Lesson Activity
D. CREATE, SHOW and TELL
COMET ON A STICK
Activity Overview
A comet is a chunk of ice and rocks flying through space. When they get close to the sun, they heat
up. We can see their glow and long tails. In this activity, you’ll make your own comet that can fly
around the room.
Materials Needed
• popsicle stick
• Metallic ribbon
• Scissors
• Tin Foil
Activity Instructions
1. Cut five pieces of ribbon: two long pieces, two medium pieces, and one
short piece. If you want an extra-long tail, make the long pieces about three
feet in length.
2. Tie your ribbons around the end of your popsicle stick. If you want the rib-
bon to be as long as
possible, tie the knot close to the edge of the ribbon.
3. Cut three pieces of tin foil so they’re roughly square-shaped.
4. Hold the ribbon pieces off to one side and gather the tin foil around the end
of the stick.
5. Form the tin foil into a ball while keeping the ribbon tail off to the side.
6. Repeat with two more sheets of tin foil. Gather it around and form it into a
ball. If you want a bigger comet, add more tin foil!
Note:
In our comet on a stick, the tin foil is the nucleus. The red ribbon is the coma. The
silver ribbon is the dust tail, and the gold ribbon is the gas tail.
Teachers have the freedom to group the students according to the availability of
materials and the number of learners.
7. Hold your comet on a stick and fly it around
Lesson Conclusion the room/school ground!
Let the students explain their outputs and assess their work if it follows the
key ideas of the topic.
Process Questions:
1. Has the activity helped you to think more about the astronomical objects of
the Solar System?
2. What did you enjoy about the lesson?
Figure 3. Comet in a Stick Instructions
3. What is something you would like to learn more about in this topic?
Adapted in the fun activities at http://spaceplace.nasa.gov/menu/do
Prepared by: Eva R. Berlandino MEd, Master Teacher I
Grade / Quarter VIII / Second
Domain Earth and Space
Content Section Meteoroids, Meteors, Meteorites
Learning Competency
Compare and contrast comets, meteors, and asteroids (S8ES-IIg-22)
(Code)
The learners demonstrate understanding of characteristics of
Content Standard
comets, meteors, and asteroids.
The learner should be able to discuss whether or not beliefs and
Performance Standard
practices about comets and meteors have scientific basis.
Lesson Overview
The lesson consolidates learners’ understanding of the importance of describing scientific
phenomena accurately.
Note: The teacher will show a video to the learners from the recent topic to let them refresh their minds on the celestial bodies that
they have understood.
Video Title: Asteroid vs Meteoroid vs Comet
YouTube link: https://www.youtube.com/watch?v=zitWHxuwHDw
Lesson Purpose and Intentions
This lesson is about learning how to describe scientific phenomena accurately.
Lesson Language and Practice
Keywords / scientific terms
Friction: a force that resists the sliding or rolling of one solid object over another
Meteor: a streak of light in the sky caused by a meteoroid crashing through Earth's atmosphere
Meteorite: small natural object from interplanetary space that survives its passage through Earth's
atmosphere and lands on the surface.
Meteoroid: a small body moving in the solar system that would become a meteor if it entered the
earth's atmosphere
Composition: a substance consisting of two or more substances mixed together (not in fixed
proportions and not with chemical bonding) the spatial property resulting from the
arrangement of parts in relation to each other and to the whole
Lesson Activity
A. VIDEO PRESENTATION
Video Title: METEOROID / METEOR / METEORITE
YouTube link: https://www.youtube.com/watch?v=_SLF7phi9FE
Based on the video, learners will have an idea of what to do on the next activity entitled,
“BESHY, WHERE DO WE BELONG?”
Prepared by: Eva R. Berlandino MEd, Master Teacher I
Lesson Activity
“BESHY, WHERE DO WE BELONG?”
Activity Overview
To further understand the differences on the location and composition of the celestial objects:
meteoroid, meteor, and meteoroid.
Materials Needed
• pentel pen
• colored cartolina
• scissors
• scotch tape
Activity Instructions
1. On the school ground, look for a safe place where learners can move freely preferably with stairs
to signify specific locations.
2. Group the learners and tape signage on their shirts METEOROID, METEORITE, and METEOR
using scotch tape.
3. Let them group themselves according to their signages.
3. On the school ground put signage on the locations of the celestial bodies: OUTER SPACE,
EARTH’S GROUND, and ATMOSPHERE.
4. The teacher will ask a series of questions about the topic and at the end yell, “BESHY, WHERE
DO WE BELONG?” “GO!” and let the learners run to the correct locations.
Sample Questions:
A. According to your celestial body, where is the location of shooting stars?
B. According to your celestial body, where is the location of meteoroid?
C. According to your celestial body, where is the location of meteorite?
D. According to your celestial body, where is the location of meteor shower?
E. According to your celestial body, where is the location of meteor?
F. According to your celestial body, where is the location of Hoda (the largest meteorite)?
Answers:
A. atmosphere E. atmosphere
B. outer space F. earth’s ground
C. earth’s ground
D. atmosphere
Lesson Conclusion
Process Questions:
1. What happens to the meteoroid why it burns as it enters the atmosphere?
2. What is the composition of shooting stars? Are they really stars falling from the sky?
Prepared by: Eva R. Berlandino MEd, Master Teacher I
