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Subject: General Science
Semester: 1
Period: 2
Week: 9
School Name:
Teacher’s Name:
Subject: General Science
Grade Level: Grade 3
Date: Week 9
Lesson Duration: 45 minutes
Week & Period: Week 9, Period 2
Topic: Eclipses
Sub-topic: Solar and Lunar Eclipses
Learning Objectives
By the end of the lesson, students should be able to:
discuss eclipses.
define eclipse as part of space terminology.
Previous Knowledge
Students already know:
The Earth, Sun, and Moon are in motion and affect what we see in the sky.
Instructional Materials
Globe, flashlight, small ball (Moon), images of solar and lunar eclipses, chart showing alignment.
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Ask learners if they have ever heard of an eclipse. Show pictures and ask, “What do you notice happening in these images?”
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Learners’ Activities (Expanded):
- Learners simulate solar and lunar eclipses using a globe (Earth), a small ball (Moon), and a flashlight (Sun).
- Students position the Moon between the Sun and Earth to demonstrate a solar eclipse, observing how the Moon blocks sunlight from reaching parts of Earth.
- Students position Earth between the Sun and Moon to demonstrate a lunar eclipse, observing how Earth’s shadow falls on the Moon.
- Learners identify and label the positions of the Sun, Earth, and Moon for each type of eclipse.
- Learners discuss the differences between solar and lunar eclipses, including when and how often they occur.
- Optional activity: learners draw diagrams of solar and lunar eclipses in their notebooks with labels for Sun, Earth, and Moon.
Assessment Checks (Expanded):
- Ask learners to explain what an eclipse is in their own words.
- Ask learners to describe the positions of celestial bodies during solar and lunar eclipses.
- Observe participation and accuracy during model demonstrations and diagram labeling.
- Pose reflective questions:
- “Why don’t we have eclipses every month?”
- “Which eclipse can be seen from a smaller area on Earth?”
Notes (Expanded & Detailed):
- A solar eclipse occurs when the Moon passes between the Sun and Earth, blocking sunlight and casting a shadow on Earth.
- A lunar eclipse occurs when the Earth passes between the Sun and Moon, and Earth’s shadow falls on the Moon.
- Eclipses happen due to alignment of the Sun, Earth, and Moon.
- Models help learners visualize these events, showing positions and shadow effects.
- Explain frequency and safety: solar eclipses are visible in limited areas; never look directly at the Sun without protection.
- Encourage learners to observe or watch videos of eclipses safely to connect classroom learning with real-life phenomena.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary:
Recap solar and lunar eclipses and their differences. Reinforce understanding using learners’ model simulations.
Evaluation Method (Expanded)
Exit slip/quiz: Draw and label a diagram showing either a solar or lunar eclipse.
Teacher will collect slips and provide oral feedback.
Assignment (Expanded)
Observe the Moon over a month and note any visible changes, relating them to lunar phases and potential eclipses.
Follow-up Activity
Create a mini-poster showing solar and lunar eclipses with labeled positions of Sun, Earth, and Moon.
Differentiation / Inclusive Strategies
Provide pre-labeled models for learners who struggle with alignment visualization. Allow paired work and offer guidance for learners with visual challenges.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low