DAY: 1 Constellations

Content: Constellations
Content Standards: The learners demonstrate an understanding of:
1. The relationship between the visible constellations in the sky and
Earth`s position along its orbit
Performance Standards: The learners shall be able to:
1. Discuss whether or not popular beliefs and practices with regard to
constellations and astrology have scientific basis
Learning Competency Code: S9ES-IIIg-32

I. Learning Objectives
1. Describe the different parts of the sun.
2. Explain how size, temperature, and distance affect the brightness of a star
3. Compare the sun to other neighboring stars to our solar system

II. Subject Matter

A. Topic: Characteristics of Stars
B. Concept: Star is a large ball of burning gas in space that is usually seen from
earth as a point of light in the night sky
C. Materials: activity sheet, 2 flashlights (small and big), incandescent light, light
dimmer
D. Reference: LM pp. 4-5
E. Process/Skill: Describing, Determing, Performing an activity about stars
F. Values Integration: Recognizing the ancient uses of stars and constellations

III. Learning Tasks

Collaborative approach

1. How can you help mitigate and adapt to the effects of climate change?

A. Engage
What is a star? How do stars vary?
B. Explore
Learners will do activity 1: Characteristics of stars LM pp 4-5
C. Elaborate
Q1. What is the color of the filament as you dim the bulb?
Q2. What is the color of the filament as you turn the switch at full power?
Q3. What happens to the temperature of the filament as the becomes
brighter and brighter?
D. Explain
 What is the color of the filament as you dim the bulb?
The color of the filament is red
 What is the color of the filament as you turn the switch at full power?
It becomes blue.
 What happens to the temperature of the filament as the bulb becomes
brighter and brighter?
The temperature increases.
 The absolute brightness of the source and the distance from the
source affect the brightness of the flashlight

E. Evaluation: Short Quiz

Star Color
A Red
B Yellow
C White
D Blue

Prepared by: Ms. Mary Ann L. Castro, MT -1

Dasmariñas North National High School
 1. Which star is the hottest?_______________
2. Which star is very similar to the sun?______________
3. Which is the coolest star?_______________
4. Which star is use for navigation______________
5. Sun rises in the ______________

IV. Assignment
1. Differentiate apparent magnitude and absolute magnitude.
References: Slideshare/LM p8

Prepared by: Ms. Mary Ann L. Castro, MT -1

Dasmariñas North National High School
DAY: 2

Content: Constellations
Content Standards: The learners demonstrate an understanding of:
1. The relationship between the visible constellations in the sky and
Earth`s position along its orbit
Performance Standards: The learners shall be able to:
2. Discuss whether or not popular beliefs and practices with regard to
constellations and astrology have scientific basis
Learning Competency Code: S9ES-IIIg-32

I. Learning Objectives
1. Differentiate apparent magnitude and absolute magnitude
2. Explain the life cycle of a star.

II. Subject Matter

A. Topic: Characteristics of Stars- Part B (Brightness)

B. Concept: The star’s brightness as seen from Earth is its apparent brightness,
How bright stars appears from earth is absolute brightness
C. Materials: activity sheet, 2 flashlights (small and big), incandescent light, light
dimmer
D. Reference: LM p7
E. Process/Skill: Differentiating, Explaining
F. Values Integration: awareness of the important uses of stars

III. Learning Tasks

Collaborative approach
What are the different colors of stars?
A. Engage
How will you differentiate apparent brightness from absolute brightness?
B. Explore
Learners will do activity 1 Part B Characteristics of stars LM p7
C. Elaborate

Q1. Why do the two flashlights have different brightness?

Q2. What are the life cycle of stars?

D. Explain

The brightness of a star as seen from the Earth depends on two factors-
distance and the actual brightness (or absolute brightness) of the star. The
star’s brightness as seen from Earth is its apparent brightness.

E. Evaluation
Explain how different factors affect the luminosity and life span of stars?

IV. . Assignment
1. How many constellations are seen from the night sky?
2. Are constellations permanent?
3. Name 1-5 constellations visible in the Philippine night sky.

Prepared by: Ms. Mary Ann L. Castro, MT -1

Dasmariñas North National High School
DAY: 3

Content: Constellations
Content Standards: The learners demonstrate an understanding of:
1. The relationship between the visible constellations in the sky and
Earth`s position along its orbit
Performance Standards: The learners shall be able to:
1. Discuss whether or not popular beliefs and practices with regard
to constellations and astrology have scientific basis
Learning Competency Code: S9ES-IIIh-33

I. Learning Objectives
1. Group stars together in a recognizable pattern

II. Subject Matter

A. Topic: Activity No.2 : Patterns in the sky
B. Concept: Many of these constellations have names that can be traced back to
early Babylonians and Greek civilizations, but nearly all cultures have different
names for the constellations.
C. Materials: PPT, marker activity sheet
D. Reference: LM pp 8-9
E. Process/Skill: Analyzing, grouping stars
F. Values Integration: recognizing ancient stars and their uses

III. Learning Tasks

Collaborative approach

Recall: What are the different colors of star?

A. Engage
Why is it important to learn about constellations?
B. Explore
Learners will do activity 2: Pattern in the night sky LM p8
C. Elaborate
1. What are the different pattern of stars seen in the night sky?
2. Name constellations seen in the Philippine night sky.

D. Explain
Many of these constellations have names that can be traced back to early
Babylonians and Greek civilizations, but nearly all cultures have different
names for the constellations. For example, the Greeks called the large
constellation Orion, which means hunter and is prominent in the night sky all
over the world during winter. Early Filipinos visualized the same group of
stars as Balatik, a trap used in hunting wild pigs. Christian Filipinos named
the three stars (Orion’s belt) Tatlong Maria or Tres Marias.
E. Evaluation
1. Which star is use to find direction in the northern Hemisphere?_____
2. The sky is divided into how many constellations?____
3. Which constellation is named after the mythological hunter?____
4. Ancient people named these groups of stars according to their____?
5. Why Cygnus is visible to an observer in Manila in September but nit
visible in March?______
IV. Assignment
1. Describe the motion of stars in the night sky from 7:00 pm-11:00 pm as
viewed from the earth.
2. Look at the stars clearly every hour and compare its motion.

Prepared by: Ms. Mary Ann L. Castro, MT -1

Dasmariñas North National High School
DAY: 4

Content: Constellations
Content Standards: The learners demonstrate an understanding of:
The relationship between the visible constellations in the sky and
Earth`s position along its orbit
Performance Standards: The learners shall be able to:
Discuss whether or not popular beliefs and practices with regard to
constellations and astrology have scientific basis
Learning Competency Code: S9ES-IIIi-34

I. Learning Objectives
1. Describe the apparent motion of stars at night
2. Relate the movement of constellations to earth’s motions
3. Map the position of stars in our night sky for a whole night

II. Subject Matter

A. Topic: Activity No.3 : Apparent Movement of the Stars through the Night
B. Concept: At night, stars are used to tell the time. Just like the Sun, stars also
seem to move from East to West. Like the sun, stars move from east to west
during the course of day.
C. Materials: PPT, marker activity sheet
D. Reference: LM pp10
E. Process/Skill: Describing. Relating, Mapping of stars
F. Values Integration: Recognizing the used of stars in telling the time based on
its movement

III. Learning Tasks

Collaborative approach
Recall: Name constellations and give their practical uses to early people
A. Engage
Are the stars permanent in the night sky?
B. Explore:
Learners will perform activity No. 3: Apparent movement of stars through
the night
C. Elaborate

Q1. Compare the position of the stars in the sky. What do you notice?
Q2. Are the stars visible at 7 pm still visible at 11 pm in their “original
position”? Why is this so?
Q3. How do the stars move? Describe the movement of the stars in the night
sky.
Q4. How is the motion of stars similar to the motion of the Sun?

D. Explain
How can we locate Polaris
E. Evaluation: Put Y if the statement is correct N if not correct
____1. The sun rises in the west
____2. The moon has its own light
____3. The sun moves around the moon
____4. The earth is a huge ball of fire
____5. The stars have their own light

IV. Assignment

1. Explain why some constellations are not seen in certain months?

References: LM pp10-11

Prepared by: Ms. Mary Ann L. Castro, MT -1

Dasmariñas North National High School
DAY: 5

Content: Constellations
Content Standards: The learners demonstrate an understanding of:
Characteristics of stars
Arrangement of stars in a group
Changing the position of constellations during the night and at
different times of the year
Beliefs and practices about constellations and astrology
Performance Standards: The learners shall be able to:
The relationship between the visible constellations in the sky and
Earth`s position along its orbit
Learning Competency Code: S9ES-IIIj-35

I. Learning Objectives
1. Explain why some constellations are not seen at certain months
2. Identify common seasonal constellations
II. Subject Matter
A. Topic: Activity No.4 : Different star patterns throughout the year
B. Concept: During summer in the Philippines, the constellations of Orion and
Taurus are not visible at night. They will be visible again as the cold season
begins. During this time, Scorpius will not be seen in the night sky.
C. Materials: PPT, marker activity sheet, photograph of the night sky at
different months
D. Reference: LM pp113-18
E. Process/Skill: Explaining, Identifying stars
F. Values Integration: awareness of constellations seen throughout the year

III. Learning Tasks

Collaborative approach
Recall: What is the apparent movement of stars in the night sky?
A. Engage
What are the star patterns seen with in the certain month?
B. Explore:
Learners will perform activity No. 4 : Different star pattern throughout the
year
C. Elaborate
1. Compare the photographs. What do you notice?
2. Q2. Why are some stars visible in March but not visible in September?
3. What constellations are prominent during winter? fall? summer? Spring
D. Explain
What constellations are visible in a certain month?
An observer from Earth will be able to see the stars that are on the night
side.

 The stars on the same side as the sun cannot be seen because
sunlight
overpowers all the starlights.
E. Evaluation: Name the constellation as appered in the night sky within a
certain month

IV. Assignment
1. Determine how are our ethnic people use seasonal constellations in their life.
2. Describe circumpolar constellations
Prepared by: Ms. Mary Ann L. Castro, MT -1
Dasmariñas North National High School
DAY: 6

Content: Constellations
Content Standards: The learners demonstrate an understanding of:
Characteristics of stars
Arrangement of stars in a group
Changing the position of constellations during the night and at
different times of the year
Beliefs and practices about constellations and astrology
Performance Standards: The learners shall be able to:
The relationship between the visible constellations in the sky and
Earth`s position along its orbit

Learning Competency Code: S9ES-IIIj-35

I. Learning Objectives
1. Describe circumpolar constellations
2. Explain how are our ethnic people use seasonal constellations in their life
II. Subject Matter
A. Topic: How Early People Used the Constellations
B. Concept: Circumpolar constellations are group of constellations of stars that
never set below the horizon.Ex. Auriga,Cassiopeaia Ursa Major,Minor
Ancient people developed a way to remember the patterns by giving these
patterns names and stories
C. Materials: PPT, Photograph of circumpolar constellations
D. Reference: LM pp18-19
E. Process/Skill: Describing, explaining/identifying uses of stars
F. Values Integration: recognizing the value of stars/constellations to the
activities(Farming) of Matigsalug of Manobo in Bukidnon

III. Learning Tasks

Constructivism approach
Recall: What are the pattern of stars appeared in the night Sky from June-
March?

A. Engage
What do we mean by Circumpolar constellation?
B. Explore:
Using the table identify the different uses of constellations used by by
Matigsalug of Manobo of Bukidnon

: Stars and Month of Related Western

Constellations Appearance Agricultural Equivalent
Used by Activity
Matigsalug
Manobo of
Bukidnon Local
Name
Baha December to Clearing of forest Taurus
February
Pandarawa January Start of planning Pleiades
what kind of crops
to be planted and
how wide is the
area to be planted
Balatik February Start of planting Orions’s Belt
and setting of
traps to protect
the crops from
animals
Malihe March Planting of rice, corn, or
Prepared by: Ms. Mary Ann L. Castro, MT -1
Dasmariñas North National High School
 vegetables
Gibbang April and May End of planting Gemini
season; signifies
rich harvest
Malara May Stop planting Canis Minor
Lepu Late May time to clean or Aquila
clear the fields
while waiting for
harvest time
Buwaya June start of the rainy

C. Elaborate
Another use of constellations was in navigation. The Polaris is widely used
in navigation because it does not change its position at any time of the
night or year.

D. Explain
How does the Manobo`s of Bukidnon use constellations in farming?
IV. Evaluation
Enumerate the following:
1-3 Name the constellations used by the Manobo`s of Bukidnon in
farming?
4-5 Give examples of circumpolar constellations

V. Assignment
1. Answer the summative assessment on page 21-22 in ¼ sheet of paper
2. Make an advance reading about force , motion and energy

Prepared by: Ms. Mary Ann L. Castro, MT -1

Dasmariñas North National High School