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Cryster C. Sagritalo
Jennifer F. Calabita
Maricel T. Taghap Module Consultant
Mrs. Sandra P. Mesina
Module Adviser
Mr. For-Ian V. Sandoval
The University shall serve as the center
of excellence in agriculture, fisheries, forestry,
science engineering and industrial
technologies, teacher education, information
technology, and other related fields in arts and
sciences. It shall also serve as research and
extension service centers in its field of
expertise.
The Five-Year Development Plan is
anchored on a vision which states by the
year 2012, the University shall be known as:
SANDRA P. MESINA
Module Consultant
LYDIA R. CHAVEZ
Dean
College of Education
The authors wish to express their deepest
gratitude and profound thanks to those who
extended their enormous and immeasurable
support for the completion of this module.
The Authors
The Universe: A Module in Science and
Technology for Grade 5 Pupils is designed to
help the pupils gain a comprehensive knowledge,
to enable them to share their ideas and perform
activities.
The Authors
Title Page
Mission/Vision Goals and Objectives of BEEd
Foreword Acknowledgment
Preface Table of Contents
References
Curriculum Vitae
When we observe a clear night sky, thousands of
stars can be seen. We then realize the vastness of outer
space and wonder how the universe came to be. Did it
begin at all? How did the universe begin?
CHAPTER’S ACTIVITY 1
DISTINGUISHING THE ORIGIN
OF THE UNIVERSE
MATERIALS:
Paper
Color
Pencil
PROCEDURES:
1. The teacher will arrange your class into 4 groups.
2. Discussed the assigned theory of the origin of the
universe.
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____________________________________________
____________________________________________
____________________________________________
3. Draw the process of the assigned theory.
Name:________________________
Score:______%_______
Section: _________
Teacher: _________________
CHAPTER TEST I
ACTIVITY 1
DEFINING WHAT THE SUN IS.
PROCEDURES:
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____________________________
3. Why the sun is important?
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Lesson 2
DIFFERENT
PARTS OF THE SUN
The sun, a mass of glowing gas has distinct parts
namely: the photosphere, the chromospheres and the
corona or crown.
ACTIVITY 2
IDENTIFYING THE DIFFERENT PARTS
OF THE SUN
MATERIALS:
An illustration of the sun
PROCEDURES:
I. Examine the parts of the sun as shown in the diagram.
II. Draw the sun and label its parts: the core, the
radiation zone, the convection zone, the photosphere,
the chromospheres and the corona or crown.
III. Answer the following questions:
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3. Which part of the sun is blocked out by the moon
during an eclipse?
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4. When is corona seen?
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5. Why does the chromosphere glow?
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Lesson 3
THE
PLANETS
Planets emit no light. They merely reflect
sunlight. How big are the planets? Are there living
things on the planets?
In 1965, Mariner 4
spacecraft transmitted pictures of
the planet. The strong winds of
Fig.2.3.4.1 Surface of Mars
Mars blow soil into the
atmosphere and cause large dust
storms.
Its axis tilts from the perpendicular to its orbital
plane which explains its polar ice caps and seasons that
are nearly twice as long as the seasons of the earth.
JUPITER: A Star That Failed
Fig.2.3.5 Jupiter
Its very active atmospheric weather pattern gives
Jupiter a very violent appearance. Jupiter does not have
a solid surface or a molten core, but rather it is gaseous
and has a small, solid core. Jupiter is made mostly of
hydrogen and helium. Its surface is very cold, with a
temperature of about -150ºC.
The upper atmosphere is composed of
alternating bands of bright colors caused by the rising
and falling of gases due to heat from the core.
The most outstanding feature on
Jupiter is the Great Red Spot which is
over three times the size of earth.
Fig.2.3.6 Saturn
Saturn has a diameter of
120,000 km making it the second
largest planet in the solar system,
has a temperature of -180°C.
Saturn has no solid surface, but rather a small
rocky core the size of Earth, which is covered by a layer
of frozen water.
ACTIVITY 3
ENUMERATING THE DIFFERENT PLANETS
MATERIALS:
PROCEDURES:
Saturn
Mars
Jupiter
Earth
Uranus
Neptune
Venus
Mercury
3. Enumerate the names of inner planets in the order
from the sun.
a. ______________________
b. ______________________
c. ______________________
d. ______________________
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Lesson 4
DISTANCES OF
PLANETS FROM THE
SUN
At the end of the lesson the pupils will be able to
• enumerate the planets according to its distances
from the sun.
• share in class their ideas which planet is the nearest
and farthest.
• draw or make a table that illustrates the relative
distances of the planets from the sun.
Different planets have different distances from the
sun. The distances between the planetary orbits are not
uniform. The orbits are spread out farther from each
other as their distances from the sun increases.
ACTIVITY 4
IDENTIFYING AND ENUMERATING THE
PLANETS AND ITS DISTANCES
MATERIAL:
PROCEDURES:
ACTIVITY 5
DISTINGUISHING THE TIME OF
REVOLUTION OF PLANETS AROUND THE
SUN AND THE TIME OF ROTATION OF
PLANETS ON ITS OWN AXIS
MATERIAL:
PROCEDURES 1:
I Study the chart with the time of revolution.
II. Answer the following questions:
PLANETARY
ORBIT
At the end of the lesson the pupils will be able to
• interpret the orbit of different planets.
• react actively on how the planet moves around
the sun.
• share their ideas about the orbit of different
planets.
• make a graph showing the speed of motion of
different planets
The solar system is a group of planets and moons
which travel around in its orbit. Every star is actually a
sun, which may have its own solar system.
How long does it take each planet to orbit the sun?
It takes Earth a year to travel once around the sun.
Planets nearer the sun take less time and planets further
away take longer.
PLANETS NO. OF DAYS/
YEARS
Mercury 87.97 days
Venus 224.70 days
Earth 365.26 days
Mars 686.98 days
Jupiter 11.86 days
Saturn 29.50 days
Uranus 84.01 days
Neptune 164.79 days
Table 3. Showing how long it takes each planet to orbit the sun.
The planets revolve around the sun in their
respective paths or orbits. The orbits of planets are not
exactly circular but a little bit oval or a closed curved that
is elongated, they are elliptical. Hence, they are at one
point closest to the sun called perihelion and at another
point farthest from the sun called aphelion.
ACTIVITY 6
DOES THE PLANET STAY IN THEIR ORBIT?
MATERIALS:
2 pieces Yoyo
PROCEDURES:
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___________________________________________
VI. Illustrate the orbit of the planet earth inside the box.
Lesson 7
PLANETARY MOONS
& EARTH MOON
At the end of the lesson the pupils will be able to
• define what the moon is.
• differentiate the number of moons of different
planets.
• draw the moon to show the craters in it.
• be aware of the effect of the moon to the earth.
From the Earth, the most splendid object to be seen
in the night sky is the moon. From our study of solar
system we know that it is a mere satellite of the Earth,
shining only by reflected sunlight. Although the moon
cannot be considered a large or important body within the
solar system, it is an unusual satellite. The moon is very
large compared with its planet, 2160 miles in diameter
compared with the Earth’s diameter of 7926 miles.
Relatively speaking, no other planet has a satellite of such
large size. Some of the satellites of Jupiter, Saturn, and
Neptune are larger in diameter than the moon. But these
are not large when compared with the size of the giant
planets around which they revolve. Titan, the largest
satellite of Saturn is almost as large as Mars. However, it
is only one-twentieth of Saturn’s diameter.
Because the moon and the
Earth are so close in size, they are
more like twin planets than a planet
and a satellite. Does another planet
have moons? Yes, most planets have
moons. According to Guinness
World Records 2008, the planet in
the solar system with the most
satellites is Jupiter with 63 moons,
Fig.2.7 The Moon Saturn with 47 moons, Uranus with
27, Neptune with13 moons, Mars
with 2 moons and Earth has only
one. Mercury and Venus are the only
planets that do not have moons.
Could people live on the moon? There is no
atmosphere on the moon, so you would not be able to
breathe. It’s possible to set up scientific bases there, but
anyone walking around on the moon would need a space
suit. The force of gravity at the surface of the moon is
determined by its mass and diameter. A 180-pound man
would weigh only 30 pounds on the moon. Climbing the
moon’s rugged mountains would be a great deal easier
than mountain climbing on Earth.
Some of the moon was covered with craters. Most
of those craters were caused about three billion years ago
by meteorites. This lumps of rock and iron hurtled though
space crashed into the moon at high speed. When people
first looked though telescopes at the moon, they thought
that the dark areas were seas. They gave them names, such
as the sea of tranquility. It was later discovered that these
seas were really areas of day dark lava from volcanic
eruptions.
Name:________________________ Score:______
%____
Section: __________
Teacher: __________________
ACTIVITY 7
IDENTIFYING THE NUMBERS OF THE
MOONS OF DIFFERENT PLANETS
PROCEDURES:
Planets Number of
Moons
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune
4. Answer the following questions:
A. Is there anyone who can live in the moon? Explain
your answer.
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_________________________________
B. Why the moon affects the earth?
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__________________________________
C. What is the feature of the surface of the moon?
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Lesson 8
PHASES OF
THE MOON
ACTIVITY 8
KNOWING THE PHASES OF THE MOON
MATERIAL:
PROCEDURES:
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Lesson 9
ECLIPSES AND
TIDES
At the end of the lesson the pupils will be able to
• differentiate solar from lunar eclipse.
• react actively on solar and lunar eclipse.
• develop their awareness about eclipses and tides.
ACTIVITY 9
IDENTIFYING AND DRAWING OF THE
DIFFERENT TIDES AND ECLIPSES
Fill the blank w/ the correct word (s) chooses the
answers from the blank below:
ACTIVITY 1O
DEFINING AND DIFFERENTIATING THE
ASTEROIDS AND METEOROIDS
Answer the following questions:
2. In your opinion, which is more appropriate term –
asteroids or planetoids? Explain your answer.
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2. Differentiate meteor from meteorite.
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3. What is the tail of a comet composed of?
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________________________________
Name:________________________
Score:______%_______
Section: _________
Teacher: _________________
CHAPTER TEST II
ACTIVITY11
PRESENTING DIFFERENT SHAPES OF
GALAXY
MATERIALS:
Crayons and pencils
PROCEDURES:
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B.Where in the milky way is our sun located?
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C. How large a galaxy is?
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Lesson 2
THE STARS
Brightness of stars
ACTIVITY 12
DETERMINING THE RELATIONSHIP OF
COLOR AND
THE TEMPERATURE OF STARS
Procedures:
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________________________________________
_______________________________________
4. Is the temperature of a star is related to its color?
Explain your answer.
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Lesson 3
THE
FORMATION
At the end of theOF
lessonSTARS
the pupils will be able to
• determine how stars were formed.
• appreciate the super nova, pulsar & the black hole.
• each group can report in front of the class what they
have learned.
Stars form when hydrogen atoms in space are
attracted to each other & clump together. The gas
begins to burn &the star shines. The larger a star is, the
shorter its life will be
A super nova is a huge star which has blown up
after running out of fuel. After it explodes, the star
collapses & debris is flung into space to form new stars
& planet. All that is left of the super nova is a small
neutron star.
Table 7. The distances of some stars from the earth in light years.
Life History of a star
ACTIVITY 13
FORMATION OF STARS
PROCEDURE:
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2. What is the so-called life cycle of a star?
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3. Does a star last forever or does it ends? Explain
your answer.
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______________________________________________
_______________________
4. Why that the larger a star is, the shorter its life will
be?
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______________________________________________
_______________________
Lesson 4
THE
CONSTELLATIONS
At the end of the lesson the pupils will be able to
• know the meaning of constellation & the different
constellation.
• differentiate the North Polar Constellation to South
Polar constellation.
• draw the constellation in Zodiac.
Have you ever experienced observing the sky on
a clear dark night & recognized loose groups of stars
arranged in a pattern?
Star clusters are hundreds or thousands of
associated stars..Star clusters arrange in definite
pattern from constellation. These constellations are
usually named after gods, heroes & animals. After
constellation like the Ursa, major, Draco &
Cassiopeia are always visible around Polaris the
North Star.
ACTIVITY 14
KNOWING THE CONSTELLATION OF
ZODIAC
MATERIALS:
PROCEDURES:
ACTIVITY 15
IDENTIFYING THE EARTH’S ATMOSPHERE
MATERIAL:
PROCEDURES:
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___________________________________________
_____________________________
Lesson 2
THE LAYERS OF
THE EARTH
At the end of the lesson the pupils will be able to
• know the three layers of the Earth
• describe the three layers and its composition.
• make an illustration showing the characteristics of
the three layers
What is inside the earth? In gravel quarries on
mountain side opened for road – building we see layers
of soil & rocks. We sometimes ask ourselves. “Is the
earth composed of soil & rocks all throughout?” What
have geologists learned about the earth’s composition?
Fig.4.2 Layers of the Earth
The Crust
ACTIVITY 16
KNOWING THE LAYERS OF THE EARTH
MATERIAL:
Illustration of the layers of the earth
PROCEDURES:
1. Study the illustration.
2. Draw the earth showing the earth’s layers on the box.
3. Make a table showing the characteristics of the three
(3) layers of the Earth. Fill up the information needed.
ACTIVITY 17
KNOWING THE SEQUENCE OF WATER
CYCLE
MATERIAL:
Illustration of the water cycle
PROCEDURE:
1. Study the illustration of the water cycle.
2. Draw the water cycle and label every stage.
3. Explain the different stages of the water cycle.
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Lesson 4
THE ROCKS
Yes No Yes No
Yes No Yes No
Yes No Yes No
ACTIVITY 18
IDENTIFYING AND DIFFERENTIATING
IGNEOUS, SEDIMENTARY AND
METAMORPHIC ROCKS
MATERIALS:
PROCEDURE:
ROCKS CHARACTERISTICS
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CHAPTER TEST IV
Chapter 2
Opener: From http://astro.cf.ac.uk/
2.1 (Sun): From http://www-istp.gspc.nasa.gov/
2.2: From http://www.gpe.edu/
2.3.1 (Mercury): From http://www.novoaemfolha.com/
2.3.2 (Venus): From http://www.easy2search.info/
2.3.4 (Mars): From http://www.nibaru.nl/
2.3.4.1 : From http://nssdc.gsfc.nasa.gov/
2.3.5 (Jupiter): From http://www.blinde-kuh.de/
2.3.5.1 : http://www.the-planet-jupiter.com/
2.3.6 (Saturn): From http://boojum.as.arizona.edu/
2.3.7 (Uranus): From http://www.scholastic.com/
2.3.8 (Neptune): From http://www.mikeoates.org/
2.3.8.1: From http://stardate.org/
2.3.9 (Pluto): From http://schoolhousevideo.org/
2.3.10: From http://www.astro.virginia.edu/
2.5.1: From http://www.thegraceacademy.org/
2.5.2: From http://www.onr.navy.mil/
2.6: From http://singingsun.com/
2.7 (Moon): From http://www.yankeerobotics.com/
2.8: From http://www.utahskies.org/
2.9.1 (Solar Eclipse): From http://home.cwru.edu/
2.3.7 (Uranus): From http://www.scholastic.com/
2.3.8 (Neptune): From http://www.mikeoates.org/
2.3.8.1: From http://stardate.org/
2.3.9 (Pluto): From http://schoolhousevideo.org/
2.3.10: From http://www.astro.virginia.edu/
2.5.1: From http://www.thegraceacademy.org/
2.5.2: From http://www.onr.navy.mil/
2.6: From http://singingsun.com/
2.7 (Moon): From http://www.yankeerobotics.com/
2.8: From http://www.utahskies.org/
2.9.1 (Solar Eclipse): From http://home.cwru.edu/
2.9.2 (Lunar Eclipse): From http://www.windows.ucar.edu/
2.9.3 (Spring Tide): From http://www.astunit.com/
2.9.4 (Neap Tide): From http://www.astunit.com/
2.10.1 (Asteroids): From http://astro.berkeley.edu/
2.10.2: From http://www.eso-garden.com/
2.10.3: From http://www.aftertek.com/
2.10.4: From http://apod.nasa.gorv/
2.10.5: From http://www.galaxyphoto.com
Chapter 3
Opener: From http://www.rps.psu.edu/
3.1: From http://ovnis21.4t.com/
3.1.1: From http://www.flickr.com/
3.1.2: From http://www.wolaver.org/
3.1.3 (Spiral Galaxy): From http://www.religiousworlds.com/
3.1.4 (Barred Spiral Galaxy): From http:/r/www.flickr.com/
3.1.5 (Elliptical Galaxy): From http://www.flickr.com/
3.1.6 (Irregular galaxy): From http://sci.esa.int/
3.2.1: From http://lithops.as.arizona.edu/
3.2.2: From http://www.le.ac.uk/
3.3.1 (Super nova Star): From http://45870.rapidforum.com/
3.3.2 (Pulsar Star): From http://wrww.grantchronicles.com/
3.3.4 (Vega Star): From http://www.windows.ucar.edu/
3.3.5 (Betelgeuse Star): From http://www.dust.bunny.com/
3.3.6 (Rigel Stars): From http://www.windows.ucar.edu/
3.3.7 (Arcturus Star): From http://www.windows.ucar.edu/
3.4.1 (Constellations): From http://wwwstephaniebrooks.com/
3.4.2: From http://physics.fortlewis.edu/
Chapter 4
Opener (Revised): From 1. http://volcano.und.edu/
2. http://wp.li-ru/natural/nature/
4.1: From http://mrnizz.blogspot.com
4.1.1: From http://www.boseobel.k12.wi.us/
4.2: from http://www.travel-university.org/
4.3.1 (Water Cycle): from http://student.acu.edu/
4.3.2: From http://ellerbrunch.nmu.edu/
4.4.1 (Revised): From 1. http://www.flickr.com/ 2.
http://www.scottsdalecc.edu/ 4.4.2 (Revised): From 1&2
http://www.scottsdalecc.edu/
4.4.3 (Revised): From http://ratw.asu.edu/
Curriculum Vitae
Of the Authors,
Module Consultant
and Module Adviser
NAME : Cryster C. Sagritalo
ADDRESS : #161 Isla Street Pangil, Laguna
CELL NUMBER : 09186322494
E-MAIL ADD : cryster_sagritalo@yahoo.com
BIRTHDAY : January 28, 1990
EDUCATIONAL BACKGROUND