Quarter Second

GRADE 8 Learning area Science

UNIFIED LESSON PLAN
Teaching date and time Week 8 Day 1

I. OBJECTIVES

A. Content Standards The learners demonstrate an understanding of:

- characteristics of comets, meteors, and asteroids.

B. Performance The learners shall be able to:

Standards - discuss whether or not beliefs and practices about comets and meteors have scientific basis.

C. Learning The learners should be able to:

Competencies / - predict the appearance of comets based on recorded data of previous appearances (S8ES-IIh-23).
Objectives
Write LC code for At the end of the session the learners are expected to:
each
K- Cite the two types of comets;

U- Distinguish short-period comet to a long-period comet using a Venn diagram;

D- Create a table that shows the difference of long and short period comets.

II. CONTENT TOPIC/TITLE: OTHER MEMBERS OF THE SOLAR SYSTEM

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 103-110
2. Learner’s
Materials
pp. 153-164

3. Textbook
4. Additional
Materials from
Learning
Resource (LR)
portal

Page 1 of 24
B. Other Learning Pictures:
Resources 1. https://tinyurl.com/25tou68

Videos:
2. https://tinyurl.com/yawj8g47
3. https://tinyurl.com/ya58cora

Text:
4. https://tinyurl.com/yd2a6gzv
5. https://tinyurl.com/y77mzalb
6. https://tinyurl.com/y7j377d8

IV. PROCEDURES (ANNOTATIONS)

PPS Indicators/KRA
Objectives/Rubric
Indicators to be Observed
A. Reviewing previous ELICIT
lesson or
presenting the new Task No. 1: “Don’t Mar the Grammar”
lesson Activity Instructions: INDICATOR 1
 The teacher will group the class into six.
 Each group will form a circle. Apply knowledge of
 The teacher must set the instructions/directions, rules and regulations well. content within and across
 The leader of the group will see to it his/her members. curriculum teaching
 The peace manager of the group will see to it that there will be proper behaviour of all areas.
the members while conducting the activity.
 The teacher will provide a copy to the group about the historical significance of comets MOV
in a paragraph form which consists of grammatically incorrect sentences.
 The group will read the paragraph and will correct the sentence constructed The teacher integrates the
incorrectly. lesson in English about
subject-verb agreement
 Paragraph: where students will
incorporate what they’ve
Comets have been views throughout history. Many famous paintings and learned on grammar by
drawings depicts people viewing comets travelling close to the Earth. Now we have correcting the sentences
scientific advances that help us understand what comets is and what they’re made of. But which are grammatically
incorrect.
imagine seeing an unfamiliar object in the sky and not having any idea what it were or if
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 it was heading straight toward the Earth! Many people believed that comets signalled
danger or doom. This balls of ice and rock created fear and terror in many over the years. INDICATOR 6
(https://tinyurl.com/yd2a6gzv)
Establish a learner-
centered culture by using
teaching strategies that
respond to learners'
linguistic, cultural, socio-
economic and religious
backgrounds.

MOV

The students/learners are

grouped without any basis
and where there is
recognition of individual
differences which are
acknowledged and
respected by each other in
the class.

ENGAGE

B. Establishing a Task No. 2: “Orbit, The First to Complete”

purpose for the Activity Instructions: INDICATOR 5
lesson  On the same group, the students will perform an activity about orbit.
 Within each group, the members will be divided into two subgroups- the inner group Maintain supportive
and the outside group.
learning environments
 The group will form a circle. The inner group will form a circle with an open arms and
hands. The outer group will also form a circle surrounding the inner group with an that nurture and inspire
open arms and hands. learners to participate,
 The teacher will give two balls in each group- one ball for the inner group and one ball cooperate and collaborate
for the outer group. in continued learning.
 Each member (first member that will receive the ball from the teacher) of the
subgroups will pass the ball to the other member located at his/her right side until it MOV
reaches back to him/her
 The game will start when the teacher raises the “go signal”.

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  The teacher will ask the following after: Providing the class an
1. What have you observed when you pass the ball to the other member? opportunity towards
2. Is there any difference on the movement of the ball between the inner group and activating students’
the outer group?
bodily-kinesthetic and
3. What do you call this movement?
4. Which ball reaches back to its original position first? Inner group or outer group? interpersonal intelligence
in conducting the activity,
and, reward of
appreciation and
recognition as a
motivation to students’
continued learning.

C. Presenting Task No. 3: “Message Relay” INDICATOR 5

examples/instances Activity Instructions:
of the new lesson  On the same group, the teacher will present the message to each group representative. Maintain supportive
 Message – Comets are near-earth objects which are icy bodies. They are remnants learning environments
from the formation of our solar system 4.6 billion years ago.
that nurture and inspire
 The number of participants in each group depends on the common size of the
population in the group. learners to participate,
 Each participant will pass the message next to him or her. cooperate and collaborate
 Start the passing of the message when the teacher raises the “go” signal. in continued learning.
 The last player will say aloud the message to the class.
 The group who will get the correct answer will receive an award of applause and MOV
recognition.
 Out of the the activity, the teacher will elicit students’ responses through the following
questions: Providing the class an
1. What is a comet? opportunity towards
2. Are comets near-earth objects? activating students’
3. Do comets have their own axes?
bodily-kinesthetic and
interpersonal intelligence
in conducting the activity,
and, reward of
appreciation and
recognition as a
motivation to students’
continued learning.
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D. Discussing new EXPLORE
concepts and Task No. 4: “Compare and Contrast” INDICATOR 2
practicing new Activity Instructions:
skills  Students from group 1, 2 and 3 will perform the activity entitled, “Compare and
# 1
Ensure the positive use of
Contrast”. ICT to facilitate the
 The teacher must first set the instructions/directions, rules and regulations well.
teaching and learning
 The teacher will present the rubric of the activity.
 The group will form a circle. process.
 The leader of the group will see to it his/her members.
 The material manager of the group will get the materials from the teacher (if some are MOV
provided by the teacher).
 The peace manager of the group will see to it that there will be proper behaviour of all With the help of audio-
the members while conducting the activity. visual technology, the
 The teacher will also facilitate the students in their activity. students can answer more
 The teacher will share a downloaded video to any representative of the group about
easily the activity on the
the two types of comets and their examples using cellphone device via
shareit/Bluetooth/xender. appropriate time. Moreso,
 The students will watch the video and will share ideas about what they have learned in this trend of time, most
within the group. of the students are
 The group will make a Venn diagram in distinguishing short-period comet to a long- technologically oriented
period comet using the material provided (manila papers/cartolina, pen etc). especially in using
 Link: https://tinyurl.com/yawj8g47
cellphones, so does this
https://tinyurl.com/ya58cora
activity pertain. However,
Short-Period Long-Period the teacher must see to it
Comet Comet that the students use it in
relation to the topic.

INDICATOR 4

Establish safe and secure

learning environments to
enhance learning through
the consistent
1
implementation of

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 policies, guidelines and
procedures

MOV

Setting standards such as

the instructions, rules and
regulations and assigning
members to manage within
the group.
E. Discussing new Task No. 5: “In A Separate Ways”
concepts and Activity Instructions: Imposing rubrics to
practicing new  Students from group 4, 5 and 6 will perform the activity entitled, “In A Separate facilitate leaner’s
skills Ways”. development and
# 2  The teacher must first set the instructions/directions, rules and regulations well. achievement path.
 The teacher will present the rubric of the activity.
 The group will form a circle.
 The leader of the group will see to it his/her members.
 The material manager of the group will get the materials from the teacher (if some are
provided by the teacher).
 The peace manager of the group will see to it that there will be proper behaviour of all
the members while conducting the activity.
 The teacher will also facilitate the students in their activity.
 The teacher will share a downloaded video to any representative of the group about
the difference between short-period and long-period comets using cellphone device
via shareit/Bluetooth/xender.
 The students will watch the video and will share ideas about what they have learned
within the group.
 The group will create a table that shows the difference of long-period and short-period
comets using the material provided (manila papers/cartolina, pen etc).
 Link: https://tinyurl.com/yawj8g47
https://tinyurl.com/ya58cora

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 Short-Period Comets Long-Period Comets

F. Developing Mastery EXPLAIN

(Leads to Formative
Assessment) Task No. 6: “Let Me Explain” INDICATOR 3
Activity Instruction:
 To manage the time, the teacher will only select one group to present and share to the Display proficient use of
class their output through a report base on the guide/follow-up questions of the Mother Tongue, Filipino
activities.
and English to facilitate
Guide Questions of the Activities: teaching and learning.

Task No. 3: “Compare and Contrast” MOV

Q1. Are there similarities between short-period and long-period comets?
Q2. What are the differences between short-period and long-period comets? Aside from speaking
Q3. Cite some common examples of short-period comet and long-period comet. English, students are also
given opportunity to talk
Task No. 4: “In A Separate Ways” using their mother tongue
Q1. What are short-period comets?
or Filipino inorder for
Q2. What are long-period comets?
Q3. What are the bases of difference between short-period and long-period comets? them to express the
thought well and so as
well for the listeners to
 The teacher will conduct the constructive feedbacking after. understand the content of
the discussion which in
general will facilitate
teaching and learning.

ELABORATE
Task No. 7: “Slow Down! Deep Excavation Ahead!”
Activity Instructions: INDICATOR 1
G. Finding practical
applications of
 The teacher will discuss additional information or key concepts about the lesson.

Page 7 of 24
 concepts & skills in 1. The teacher will mention that comets, just like, asteroids rotate in their own axes. Apply knowledge of
daily living 2. Tell the class that while a comet, just like an asteroid, orbits the Sun, some parts content within and across
may break off from the comet. These fragments are called meteoroids. Comets, curriculum teaching
asteroids, or their fragments come from very distant places within and beyond the areas.
Solar System.
(Teacher’s Guide pp. 107) MOV

 The class will read the paragraph. Integration of the lesson in

A comet is an icy ball of frozen gas, rock and dust that orbits the sun in an English which emphasizes
elliptical path. Comets can be distinguished by their orbits, which vary wildly. A reading and
comet can be either a long-period comet or a short-period comet, depending on comprehension.
whether its orbit is shorter than 200 years. Long-period comets are on paths that
take them out past the solar system’s planets before they return. Scientists suspect INDICATOR 3
that long-period comets originated in the Oort cloud-located on the edge of our
solar system, whereas short-period comets broke free from the Kuiper belt. Display proficient use of
Example of a long-period comet is Comet Hyakutake seen in 1996 while Comet Mother Tongue, Filipino
Halley is the famous example of a short-period comet.
and English to facilitate
(https://tinyurl.com/y77mzalb)
teaching and learning.

MOV

Providing
students/learners
opportunities to sharpen
their comprehension and
enriching them with keen
understanding of the
lesson with the help of
both teacher-learner
centered language that
facilitates teaching and
learning easily.

H. Making Task No. 8: “Let’s Wrap It Up!”

generalizations and Activity Instruction:
abstractions about  The teacher will ask the following to the class as means of generalizing the lesson. INDICATOR 7
the lesson a. What are the two types of comets?
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 b. What are the differences of short-period comets and long-period comets? Use strategies for
c. How comets impact our everyday life? providing timely, accurate
and constructive feedback
to improve learner
 The teacher will ask any questions or clarifications from the students about the performance.
lesson.
MOV
 The teacher will make an overall constructive impression/comment/feedbacks on
students’ performance. The teacher conducts
feedbacking constructively
by guiding
students/learners into the
right track of the lesson
and by catering questions
from the students with
utmost willigness and
approach and giving an
overall impression.

I. Evaluating Learning EVALUATE

Task No. 9: “Test to Assess” INDICATOR 7
Activity Instruction:
Direction: Read the questions very carefully. Write the letter of your answer on the space Use strategies for
provided before each item. providing timely, accurate
and constructive feedback
_______1. What are icy balls of frozen gas, rock and dust that orbits the sun in an elliptical to improve learner
path? performance.
a) asteroid b) meteors c)meteoroid d) comet
MOV
_______2. What are the two major types of comet?
I. Pluto’s home II. Short-period comet III. Jupiter’s belt comet IV. Long-period comet The teacher designs,
selects, organizes, and
a) I & II b) II & III c) II & IV d) III & IV uses formative assessment
strategy consistent with
_______3. What comet that takes more than 200 years to complete an orbit around the sun? curriculum requirements
a) Short-period comet b) Long-period comet to assess learner’s
c) Comet Halley d) Asteroid understanding on the
concept.
_______4. Which of the following is the famous example of a short-period comet?
a) Comet Hale-Bopp’s b) Comet Halley
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 c) Comet Hyakutake d) Comet West

_______5. Where do most short-period comets come from, and how do we know?

a) The Kuiper belt; short period comets tend to be in the plane of the solar system,
just like the Kuiper belt.
b) The Kuiper belt; short period comets tend to come from random directions
indicating a spherical distribution of comets called the Kuiper belt.
c) The asteroid belt; short period comets have orbital periods similar to asteroids
like Vesta, and are found in the plane of the solar system just like the asteroid
belt.
d) The Oort cloud; short period comets tend to be in the plane of the solar system,
just like the Oort cloud.

J. Additional activities EXTEND

for application or
remediation Task No. 10: “Less is More But I Need More!”
Activity Instruction: INDICATOR 1
 On a one-half (1/2) crosswise sheet of paper, students will answer the following:
Apply knowledge of
a. Has Earth ever been hit by a comet? If yes, how have such impacts affected Earth?
content within and across
b. Do beliefs and practices about comets have scientific basis? curriculum teaching
areas.

MOV

Integration of the lesson in

Araling Panlipunan which
emphasizes culture and
beliefs.

INDICATOR 7

Use strategies for

providing timely, accurate
and constructive feedback
to improve learner
performance.

MOV
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 Providing the
learners/students
opportunities on enriching
and advancing their
learning beforehand.

V. REMARKS
VI.
REFLECTION
A. No. of learners who
earned 80 % on the
formative assessment
B. No. of learners who
require additional
activities for
remediation
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 these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?

Page 11 of 24
ELICIT

Group #: ______ Date: _______________ Score: _________

Members:

Direction: Read the paragraph carefully. Underline the words that makes the sentence
ungrammatically constructed. Correct the sentence by agreeing the subject and the verb with each
other. Write your answer on the space provided below.

Comets have been views throughout history. Many famous paintings and drawings
depicts people viewing comets travelling close to the Earth. Now we have scientific
advances that help us understand what comets is and what they’re made of. But imagine
seeing an unfamiliar object in the sky and not having any idea what it were or if it was
heading straight toward the Earth! Many people believed that comets signalled danger or
doom. This balls of ice and rock created fear and terror in many over the years.

(https://study.com/academy/lesson/comet-lesson-for-kids-definition-facts.html)

1. ________________________________________________________________________
2. ________________________________________________________________________
3. ________________________________________________________________________
4. ________________________________________________________________________
5. ________________________________________________________________________

Page 12 of 24
ENGAGE

Message:

Comets are near-earth objects which are icy bodies. They are remnants from the
formation of our solar system 4.6 billion years ago.

Message:

Comets are near-earth objects which are icy bodies. They are remnants from the
formation of our solar system 4.6 billion years ago.

Message:

Comets are near-earth objects which are icy bodies. They are remnants from the
formation of our solar system 4.6 billion years ago.

Message:

Comets are near-earth objects which are icy bodies. They are remnants from the
formation of our solar system 4.6 billion years ago.

Message:

Comets are near-earth objects which are icy bodies. They are remnants from the
formation of our solar system 4.6 billion years ago.

Message:

Comets are near-earth objects which are icy bodies. They are remnants from the
formation of our solar system 4.6 billion years ago.

Message:

Comets are near-earth objects which are icy bodies. They are remnants from the
formation of our solar system 4.6 billion years ago.

Page 13 of 24
EXPLORE

Group #: _________ Date: ____________ Score: ___________

Members:
1. 6. 11.
2. 7. 12.
3. 8. 13.
4. 9. 14.
5. 10. 15.

Activity 1
Compare & Contrast

Objectives:

After performing this activity, you should be able to:

1. Compare and contrast short-period comet and long-period comet.

Materials Needed:

Activity sheets
Marking pen/Pen
Manila paper/cartolina

Procedure:

1. Watch the video provided.

https://tinyurl.com/yawj8g47
https://tinyurl.com/ya58cora

Short-Period Long-Period
Comet Comet

Page 14 of 24
Follow-Up Questions:

Q1. Are there similarities between short-period and long-period comets?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Q2. What are the differences between short-period and long-period comets?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Q3. Cite some common examples of short-period comet and long-period comet.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Page 15 of 24
EXPLORE

Group #: _________ Date: ____________ Score: ___________

Members:
1. 6. 11.
2. 7. 12.
3. 8. 13.
4. 9. 14.
5. 10. 15.

Activity 2
In Separate Ways

Objectives:

After performing this activity, you should be able to:

1. Differentiate short-period comet and long-period comet.

Materials Needed:

Activity sheets
Marking pen/Pen
Manila paper/cartolina

Procedure:

1. Watch the video provided.

https://tinyurl.com/yawj8g47
https://tinyurl.com/ya58cora

Short-Period Comets Long-Period Comets

Page 16 of 24
Follow-Up Questions:

Q1. What are short-period comets?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Q2. What are long-period comets?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Q3. What are the bases of difference between short-period and long-period comets?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Page 17 of 24
EXPLAIN

Possible answer to the guide questions of Activity 1: Compare & Contrast

Short-Period Comet Long-Period Comet

-Take less than 200

years to orbit the -Take more than
-both are types
sun. 200 years to orbit
of comet.
the sun.
-originate from the
-orbit in their
Kuiper-belt (area -originate from the
own axis.
outside Neptune’s Oort cloud.
orbit)

Q1. Yes! They orbit on their own axis, orbiting the sun, and both have chemical composition.
Q2. Short-period comets take less than 200 years to orbit the sun which originate from the
Kuiper-belt while long-period comets take more than 200 years to orbit the sun and which
originate from the Oort cloud.
Q3. Short-period comet: Comet Halley; Long-period comet: Comet Hyakutake

Page 18 of 24
EXPLAIN

Possible answer to the guide questions of Activity 2: In Separate Ways

Short-Period Comets Long-Period Comets

Take less than 200 years to orbit. Take more than 200 years to orbit.

Originate from the Kuiper-belt Originate from the Oort cloud

Found near the ecliptic (orbiting the sun in Not necessarily anywhere near the ecliptic
the same plane as the planets) hence, tend to have orbits that are randomly
oriented

Less elongated ellipse than long-period More elongated ellipse than short-period
comet comet

Q1. Short-period comets are types of comet that take less than 200 years to orbit the sun. These
originate from the Kuiper-belt and found near the ecliptic (orbiting the sun in the same plane as
the planets).
Q2. Long-period comets are comets that take more than 200 years to orbit the sun. These comets
originate from the Oort cloud and tend to have orbits that are randomly oriented.
Q3. Length of orbit around the sun, origin, ecliptic location, ellipse

Page 19 of 24
 RUBRICS ON ASSESSING THE PERFORMANCE OF GROUP ACTIVITY

5 Points 3 Points 1 Point Total

Presentation -Meet all requirements for -Meets most requirements for -Does not meet requirement
what should be included in what should be included in the for what should be included in
(Organization the presentation presentation the presentation
& Delivery)
-Set clear and interesting -Set introduction and -Does not have an
introduction & conclusion conclusion, but they are not introduction and/or
clear or interesting conclusion
-The presenter is VERY
WELL prepared, organized, -The presenter was somewhat -The presenter was clearly
and delivers ideas prepared; delivery of the unprepared to present to the
confidently, clearly and presentation was made but with class; delivery was poor
concisely without depending strong dependence on notes
-appropriate gestures, voice
too much on notes
-appropriate gestures, voice volume and pacing are not
-appropriate gestures, voice volume and pacing are not well-displayed at all
volume and pacing are well- really well-displayed
displayed

Explanation -presents information, -present information, findings, -Does not present

of Ideas & findings, arguments and arguments and supporting information, ideas, findings,
Information supporting evidence in a evidences in a way that is not arguments clearly, concisely
clear, concise, and logical always clear, concise, and and logically; was not
(Content & way; explained well logical; explained fairly explained at all
Knowledge)
-the content is highly -the content is fine -the content is poor
appreciated
-course of reasoning is -Argument lacks supporting
-course of reasoning is easy sometimes hard to follow evidence
to follow

Critical -uses higher-order thinking -sometimes uses higher-order -does not use higher-order
Thinking skills in answering further thinking skills in answering thinking skills in answering
Ability questions further questions further questions

(Answering -ideas are conceptualized -ideas are conceptualized in a -ideas are not really
Further well; relevant to real-life moderate way conceptualized
Questions) situations

Neatness -the output is neatly -the output is -the output is

accomplished/finished and accomplished/finished and accomplished/finished but
& follow orderliness occasionally follow orderliness does not follow orderliness
Orderliness

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 -the workplace is clean and -the workplace is occasionally -the workplace is untidy
tidy before, during and after clean and tidy before, during before, during and after the
the task/activity; following and after the task/activity; task/activity; does not follow
CLAYGO rule sometimes follow CLAYGO CLAYGO rule
rule

Group -all the members of the group -some members of the group -all the members of the group
Behavior participate on the task; participate on the task; does not participate on the
responsible in doing the task responsible in doing the task task; are not responsible in
(Cooperation doing the task
& Teamwork, -all the members show -some members show positive
Members positive teamwork and away teamwork and away from -all of the members does not
Participation, from internal and external internal and external show positive teamwork and
Effort competition competition near to internal and external
exerted) competition
-all the members conduct the -some members conduct the
activity/task observing activity/task observing -all members does not observe
appropriate silence appropriate silence appropriate silence

Time -Organizes time well; no part -fairly organizes time well; Uses time poorly; the time in
Management of the conduct of the activity there are parts of the conduct of conducting the activity is
is too short or too long the activity that are being being wasted
wasted
-The completion of the task -the completion of the task is
is before on time -the completion of the task is on not on time; late
time

Page 21 of 24
ELABORATE

Note: The paragraph can be presented/posted in a Powerpoint presentation or in a

cartolina/manila paper.

A comet is an icy ball of frozen gas, rock and dust that orbits the sun in an
elliptical path. Comets can be distinguished by their orbits, which vary wildly.
A comet can be either a long-period comet or a short-period comet, depending
on whether its orbit is shorter than 200 years. Long-period comets are on paths
that take them out past the solar system’s planets before they return. Scientists
suspect that long-period comets originated in the Oort cloud-located on the edge
of our solar system, whereas short-period comets broke free from the Kuiper
belt. Example of a long-period comet is Comet Hyakutake seen in 1996 while
Comet Halley is the famous example of a short-period comet.

Page 22 of 24
 EVALUATE

Name: _________________________ Date: ____________ Score: _________

Direction: Read the questions very carefully. Write the letter of your answer on the space provided
before each item.

_______1. What are icy balls of frozen gas, rock and dust that orbits the sun in an elliptical path?
a) asteroid b) meteors c)meteoroid d) comet

_______2. What are the two major types of comet?

I. Pluto’s home II. Short-period comet III. Jupiter’s belt comet IV. Long-period comet

a) I & II b) II & III c) II & IV d) III & IV

_______3. What comet that takes more than 200 years to complete an orbit around the sun?
a) Short-period comet b) Long-period comet
c) Comet Halley d) Asteroid

_______4. Which of the following is the famous example of a short-period comet?

a) Comet Hale-Bopp’s b) Comet Halley
c) Comet Hyakutake d) Comet West

_______5. Where do most short-period comets come from, and how do we know?

a) The Kuiper belt; short period comets tend to be in the plane of the solar system,
just like the Kuiper belt.

b) The Kuiper belt; short period comets tend to come from random directions
indicating a spherical distribution of comets called the Kuiper belt.

c) The asteroid belt; short period comets have orbital periods similar to asteroids like
Vesta, and are found in the plane of the solar system just like the asteroid belt.

d) The Oort cloud; short period comets tend to be in the plane of the solar system, just
like the Oort cloud.

Page 23 of 24
ANSWER KEY ON EVALUATION

1. D
2. C
3. B
4. B
5. A

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