Republic of the Philippines

Department of Education
N a t i o n a l C a pi t a l Re g i o n
Sc h o o l s D i v i s i o n O f f i c e o f La s Pi ñ a s C i t y

MAN
ANIMALS
PLANTS

ENERGY
MATTER

SCIENCE 5
WEATHER MOTION

MOON ECOSYSTEM
STAR
EARTH
Science – Grade 5
Alternative Delivery Mode
Quarter 4– Module 2
First Edition, 2021

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Published by the Department of Education

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Development Team of the Module

Authors: Maria Dulce Terado, Eric Tabuzo, Wilma Dela Cruz, Josie P. Viña,
Aileen P. Nacario

Language Editor:

Content Evaluator: Dr. Raquel M. Austero

Illustrator: Maria Dulce Terado, Eric Tabuzo, Wilma Dela Cruz, Josie P. Viña,
Aileen P. Nacario

Layout Artist: Maria Dulce Terado, Aileen P. Nacario

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5

Science
Quarter 4 – Module 2
Earth and Space

This instructional material was collaboratively developed and

reviewed by educators from public and private schools, colleges, and
or/universities. We encourage teachers and other education
stakeholders to email their feedback, comments, and recommendations
to the Department of Education at [email protected].

We value your feedback and recommendations.

Introductory Message
For the facilitator:

(This module adheres to the learning competencies of the K-12 Curriculum. This module
helps the learners understand the concept of the moon, the apparent changes in the shape
of the moon, identify the different phases of the moon, the stars and constellations, identify
star patterns that can be seen at particular times of the year, explain the importance of
constellation to humans and cite some beliefs and practices related to star patterns. This
module is a useful learning material that provides the learning objectives, pretest, lesson
proper, enrichment activities, generalization, application, assessment and additional
activities.)

For the learner:

(This module is created to give meaningful learning about weathering, soil erosion and
different weather disturbances through clear and comprehensive discussions about the
concepts and through engaging and relevant activities. This module also allows the
learners to reflect and apply what they have learned about the moon and the phases of the
moon, the stars and constellations.)
What I Need to Know

This module was designed and written as a learning guide. The lessons per quarter
are all presented to achieve proficiency in the domains of learning. With this module, all
activities are carefully chosen to tailor fit the interest of learners and instill in them the sense
of diversity and sensitivity. The scope of this module permits it to be used in many different
learning situations. This module provides discussions and activities that will help you learn
the concepts, ideas, and relevant information about the lesson.

The module is divided into four lessons, namely:

 Lesson 1 – Phases of the Moon

 Lesson 2 – Beliefs and Practices Associated with the Moon.
 Lesson 3 – Different Characteristics of Stars
 Lesson 4 – Patterns of the Stars

After going through this module, you are expected to:

1. identify the different phases of the moon;
2. discuss beliefs and practices that have been attributed to the moon;
3. identify the different characteristics of stars
4. identify common constellations in the sky.
What I Know

Choose the letter of the best answer. Write the chosen letter on a separate sheet of paper.

1. How many days does the moon revolves around the Earth every elliptical orbits?
A. 27.3 days
B. 28 days
C.30 days
D.35 days

2. Which of the following is not considered as a phase of the moon?

A. New Moon
B. Waxing Crescent
C.Eclipse
D.Full Moon

3. Which of the following shows a belief related to the moon?

A. People can use tides to predict weather.
B. Fishing is not good during high tide and low tide.
C.The phases of the moon affect the behavior of humans.
D.Planting on specific phases brings bountiful harvest.

4. What is a star?
A. a constellation
B. a hot glowing sphere of radiation
C. a cold glowing sphere of gases
D. a hot glowing sphere of gases

5. Why does the sun appear bigger than the other stars?
A. It has yellow light
B. It is bigger than the other stars
C. It is nearer to Earth than the other stars
D. It has a higher temperature than the other stars.
Lesson

5 Phases of the Moon

As you go through this lesson, you are expected to:

1. Describe the characteristics of the moon

2. Observe the apparent changes in the shape of the moon
3. Identify the different phases of the moon
4. Illustrate the phases of the moon
5. Infer the pattern of the changes in the appearance of the moon

What’s In

In this lesson, you will learn about the understanding about the moon and the
phases of the moon. Do you know the different characteristics of the moon? What are the
phases of the moon? You will also find answers on as why the moon appears differently at
different times? Happy learning!

Notes to the Teacher

Remind your students to be careful in handling materials.
Remind them that some materials require the presence of an
adult in using them.
What’s New

A moon is a large body or mass or material that orbits around the planet. It is usually
much smaller than the planet. Characteristic of the moon includes the distance from the
earth, size, mass, density, temperature, motion and gravity.
The moon is the only natural satellite that Earth has. A satellite is an objects that
revolves around a larger object. The moon does not produce its own light; it only reflects
the light coming from the sun.
The moon’s appearance changes from time to time. It’s because the illuminated
portion on the moon changes as it moves around the earth. This apparent change in the
appearance of the moon is known as the phases of the moon.

Examine the apparent changes of the shapes of moon in the picture.

What is It

Moon is the nearest earth’s neighbor in space. As it orbits the earth, the Moon
seems to change shape and disappear. It is due to the part that is lit by the sun as it goes
around. The lighted part of the moon is called the moon’s phase

Phases of the Moon

A. New Moon – the unlighted side of the moon faces the earth that makes it invisible when
viewed from the earth. The moon and the sun are aligned on the same side of
the earth.
B. Crescent Moon – after one or two days, small edge of the moon is lighted.
C. First Quarter Moon – after a week, half of the moon is lighted.
D. Gibbous Moon - After a few days, we see more than half of the moon lighted.
E. Full Moon - After one week, the whole side of the moon facing the earth becomes
lighted. This happens when the earth is between the sun and the moon.

From the full moon until a new moon, the amount of lighted surface visible from the
earth decreases. This period when the moon appears to be decreasing in size is called a
waning moon. That’s why as the moon continues the second half of its orbit, you see
another gibbous, quarter, crescent phases before the new moon. The moon completes one
revolution around earth in about 28 days or almost a month.

What’s More

Activity 1:
Directions: Write T if the inference is possibly correct, and F if it is not.

_______1. It is full moon when the moon is between the sun and the earth.
_______2. New moon occurs when the earth is between sun and moon.
_______3. Gibbous moon occurs when we see more than half of the moon is lighted.
_______4. After the gibbous moon, half of the moon’s face is seen.
_______5. After the crescent moon, half of the moon is lighted.

Activity 2:
Directions: Match the illustration of the phases of the moon with its name. Write the letter
of the correct answer.

_____1.
A. Full moon

B. New moon
_____2.
C. Gibbous moon

_____3. D. Last Quarter

E. First Quarter

_____4. F. Crescent

_____5.
Activity 3:
Directions: Color the circle using a yellow crayon to show the phases of the
moon

What I Have Learned

Physical characteristics of moon

Size: 3479 kilometers (2162 miles) in diameter
Mass: 7.35*1022 kilograms (1/80 of the mass of the Earth)
Density: 3340 kg/m3
.
Motion: elliptical orbit every 27.3 days
Temperature: The average temperature during the day is 107°C and During the night, the
average temperature drops to −153°C.

Gravity: Because of its smaller size and mass, the gravity of the Moon is about 1/6 the
gravity on the Earth. That means that a person who weighs 180 pounds on Earth would
only weigh 30 pounds, if measured on the Moon. That is why when the astronauts were
on the Moon, they were able to jump so high—even while wearing the heavy space suit.
The different pattern in the changes of the appearance of the moon

What I Can Do

Directions: Below are the phases of the moon. Label each correctly and add a short
description

Phases of the Moon Description

1.

2.

3.
4.

5.

6.

7.

8.

Additional Activities

During the olden days, the phases of the moon were used as basis of people in
doing their daily activities like full moon offers big catch to fishermen.
Do you think fishermen now a days are still following that belief?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Lesson
Beliefs and Practices
6 Associated with the Moon
As you go through this lesson, you are expected to:

1. Discuss beliefs and practices that have been attributed to the moon; and
2. Describe some investigations on how beliefs of the moon were scientifically
tested.

What’s In

In the last lesson, you learned about the understanding about the moon and the
phases of the moon. Can you still remember the different characteristics of the moon?
What are the phases of the moon?

In this lesson, you will learn beliefs and practices that have been attributed to the
moon. How do these beliefs and practices affect your daily life? Try and see if you can cite
some examples of activities associated with the moon. Happy learning!

Notes to the Teacher

Remind your students to be careful in handling materials.
Remind them that some materials require the presence of an
adult in using them.
What’s New

Have you tried asking the elders in your family or community about the reasons
behind their superstitious beliefs related to the moon?
Phases of the moon are often associated with superstitious beliefs. There are beliefs
and practices associated to the moon that have no scientific basis while some beliefs have
scientific explanation. In ancient times, there were many superstitions and beliefs that
have a great impact on Earth which affects our lives. People believe these Lunar myths
because of media influence in which they are included in films and fiction stories, folklore
and traditions, misconceptions and people influence. Some beliefs during full moon are
associated with mental illness, disasters, accidents, and fertility. Example: The full moon
is associated with human madness. It is wrong to point to the moon it will bring bad luck.
The moon can cause earthquakes. The moon controls fertility and many more.

What is It

Superstitious belief has no scientific basis but because of man’s continuous search
for evidence, belief of yesterday may have scientific explanation today. Moon and planting,
farmers believe that planting when the moon is on specific phase brings good harvest.
During the waxing phases of the moon from new moon to full moon, the different phases
of the moon influence the groundwater tables beneath the Earth and affect the movement
of fluids within plants. Moon and weather, the moon affects the atmosphere in similar way
it affects the ocean, during a full moon or a new moon. Moon and fishing, fishermen go
fishing during high tide and low tide it is the best time to catch fish. During high tide fishes
are near the shores and in low tide water is shallow. Another is Tides, gravitational forces
affect Earth’s tide: high tide and low tide.
What’s More

Activity 1: Crossword Puzzle Game!

Activity 2:
Directions: Write MYTH if the statement tells a folklore story about the moon and a FACT
if it is a truth.

__________1. People are more crazy/lunatic during full moon.

__________2. There are two cyclical patterns of the moon.
__________3. The moon does not change its shape; we just see the lighted part of it.
__________4. Werewolves come out and find food only during full moon.
__________5. Aswang, the evil god, will eat people during full moon.

Activity 3:
Directions: Read the following statements on superstitions/ beliefs about the moon.
Choose four by drawing a full moon on the blank.

________1. Evil creatures appear during full moon.

________2. It is difficult to catch fish during full moon.
________3. It is good to start a business during new moon.
________4. The moon revolves around the Earth in counterclockwise direction.
________5. It is wrong to point to the moon because it will bring bad luck.
________6. The phases of the moon is associated with suicide deaths.
What I Have Learned

 Superstitions and beliefs have always been linked with the phases of the moon.
 Many beliefs about the moon originated during the time when there were no
scientific explanation.
 There are some beliefs and practices associated with the moon which have
scientific basis. These include beliefs on planting, fishing weather prediction and
tides.

What I Can Do

Activity 1.2 Explain how the different phases of the moon affect
the following:
1. Planting
2. Weather
3. Fishing
Lesson
Different Characteristics of Stars
7
As you go through this lesson, you are expected to:

Infer that the stars in the sky differ in size and brightness relative to their
distance as viewed from Earth. (S5ES-IVj-9).

What’s In

In the last lesson, you learned about the understanding on the phases of the moon
and the beliefs and practices associated with it. Can you still remember the different phases
of the moon? How about some beliefs and practices that have been attributed to the moon?
In this lesson, you will learn star patterns that can be seen at particular times of the
year. How do star patterns affect your daily life? Try to see if you can describe
constellations and its importance. Happy learning!

Notes to the Teacher

Remind your students to be careful in handling
materials. Remind them that some materials require the
presence of an adult in using them.
What’s New

Have you experienced stargazing on a cloudless night sky? We can see a lot of
stars in a clear night sky, especially where there are no clouds or when there is no smog.
What do you know about stars? A star is a hot ball of glowing gases. It is formed as a
result of the force of gravity acting on particles and dust in an area of space. All stars
might appear to be the same. But actually, they are different. Stars vary in size, apparent
brightness, color and temperature.

Directions: Write FACT if the statement is correct and BLUFF if it not correct
________1. Stars are huge balls of glowing gases in space.
________2. Stars look the same.
________3. Hot stars have low temperature.
________4. The sun is the most important star of Earth.
________5. Stars have the same brightness.

What is It

How are Stars Formed and Changed?

A star is born on a low-density cloud of dust and gas called a Nebula. The nebula
contains an abundant of hydrogen atoms. When the temperature of the nebula reaches up
to 10 million degree Celsius, nuclear fusion begins. Hydrogen atom fuses together in the
process called thermonuclear reaction to become helium. When the outward push from the
fusion and the inward pull from the gravity balance, a star is born. Energy from the fusion
produces light that reaches the surface. This is what we see on Earth as starlight.

The Mass and Evolution of Stars

Mass is the amount of matter in an
object. Stars are usually made of around
80% hydrogen, 18% helium, and the
remaining amounts are elements like
copper, nickel, iron, calcium, sodium, and
aluminum. The mass is an important factor
that will determine what a star will be. The
time it will go through at different stages will
depend on its mass. The stars that have high
mass have short lives that usually end in a
supernova explosion while low mass have
Figure 1: Life Cycle of a Star
longer lives and usually end as white dwarfs.
When the star explodes, part of the supernova often survives. The force of gravity
pulls these remaining gases together, and it begins to collapse. Either a neutron star or a
black hole forms. A massive star that runs out of fuel, collapses, and disappears from space
is called a black hole. Some neutron stars are called pulsars since they give off radio
waves.

Sizes of Stars
Stars are of different sizes. They are measured in diameters. Diameters is a straight
line that cuts a circle passing through the center point.
Astronomers divide stars into five main groups according to their size. They are
grouped according to their life span.
1. Supergiants - they are the largest stars. Examples are Antares and Betelgeuse.
2. Giants – they have diameters that are about 10 to 100 times larger than the
sun’s. Aldebaran has a diameter that is 36 times that of the sun.
3. Medium-sized Stars - they are as big as the Sun. Other stars in this group are
Altair, Sirius, and Rigel.
4. White Dwarfs – they are the small stars. The smallest dwarf is Van Maanin’s
star.
5. Neutron Star – they are the tiniest stars. Their diameter is about 20 km.\

The table below shows the size of some stars.

STAR Size( Diameter in Kilometer)
Sun 1, 392,000
Capella 16, 704,000
Arcturus 36, 000,000
Antares 1,200,000,000
Betelgeuse 1,400,000,000

Brightness of Stars
Some stars are brighter than others. A star which is too far away may look dim when
actually it is very bright. The brightness of stars is measured using absolute magnitude and
apparent magnitude as bases. Magnitude allows astronomers to rank how bright stars
appear to humans.

Absolute Magnitude is a measurement of how bright a star would appear if viewed

at equal distances with other stars.
Apparent Magnitude measures how bright a star appears from Earth.
The nearest star to Earth is the Sun. The sun appears to be the biggest and the
brightest star because of its distance from the Earth. However, it is not the brightest star.
Star brightness is based on its surface temperature.

Distance of Stars
Stars may appear to be close together when you look at the night sky. However,
they vary in their distances from each other. Distance of stars are measured in terms of
light-year.
Light-year is the distance light travels in one year. One light-year is about ten trillion
kilometers. The second star closest to Earth is Proxima Centauri, which is 4.3 light-years
away.

Color and Temperature

Stars differ widely in color. Some are blue, and others are white. Some are yellow,
and others are red. Others have in-between colors such as bluish white or yellowish white.
A star color is the guide to its temperature. Red stars have the coolest temperature, and
blue stars have the highest temperature.

Study the table below:

Star Color Temperature(°C)
Betelgeuse Red 3,000
Arcturus Orange 4,000
Sun Yellow 6,000
Vega White 10,000
Rigel Blue 20,00

What’s More

A. Directions: Identify the word/words being described in each number. Choose your
answer in the box.

Sun apparent magnitude red

light year Proxima Centauri blue

______________1. It is the second star nearest to Earth.

______________2. It is the brightness of a star as seen from Earth
______________3. It is the distance light travels in one year.
______________4. It is the color of the coolest star.
______________5. It is a medium-sized yellow star.
B. Directions: Fill in the blank with the correct word/words. Write only the letter of the
correct answer.

A. Nebula B. Pulsar C. Nova

D. Supergiants E. Black hole

_____1. They are the largest and the brightest stars.

_____2. A neutron star that spins rapidly on its axis.
_____3. A massive star that runs out of fuel, collapses, and disappears from space.
_____4. When an existing star flares up and becomes brighter than normal.
_____5. A giant cloud of dust and gas in space.

What I Have Learned

 Stars are giant balls of hot gases.

 Stars differ in their sizes, colors, temperature, brightness, and distances from
Earth.
 Based on size, stars may be classified as supergiant, giant, medium-sized,
white dwarf and neutron star
 Distances between stars are measured in light years.
 Star color is a guide to its temperature. Red stars have the coolest
temperature and blue stars have the highest temperature.
 The brightness of the stars is measured using absolute magnitude and
apparent magnitude as bases.
 The sun is an average star, but is much closer to Earth than any other stars.

What I Can Do

Directions: Study the table below. Then answer the questions that follows.

Star Color Temperature(°C)

Betelgeuse Red 3,000
Arcturus Orange 4,000
Sun Yellow 6,000
Vega White 10,000
Rigel Blue 20,000
1. What is the color of the hottest star? ____________________________
2. What is the temperature of the coldest star? ______________________
3. Which is the hottest star? _____________________________________
4. Which is the coldest star? _____________________________________
5. Is the color of the star a guide to its temperature? Why? _____________
____________________________________________________________

Additional Activities

Challenge Your Understanding! Answer the following questions briefly.

1. What are stars generally made of? ________________________________
2. How do stars differ? ___________________________________________
3. Why do stars’ shine? ___________________________________________
Lesson

8 Patterns of Stars

As you go through this lesson, you are expected to:

 Explain the importance of constellation to humans

 Construct a star pattern model
 Cite some beliefs and practices related to star patterns.

What’s In

In the last lesson, you learned about the understanding on the phases of the moon
and the beliefs and practices associated with it. Can you still remember the different phases
of the moon? How about some beliefs and practices that have been attributed to the moon?
In this lesson, you will learn star patterns that can be seen at particular times of the
year. How do star patterns affect your daily life? Try to see if you can describe
constellations and its importance. Happy learning!

Notes to the Teacher

Remind your students to be careful in handling materials.
Remind them that some materials require the presence of an
adult in using them.
What’s New

A. Directions: Complete the missing letters in blank to identify the name of sky
patterns.

1. O I O , the Hunter
2. D A O, the Dragon
3. HY R _, the Water Monster
4. TA R S, the Bull
5. C N R, the Crab

B. True or False: Write T if the statement is true and F if the statement is false.
___________ 1. Polaris is also called the “North Star”.
___________ 2. Aldebaran is the eye of the Taurus
___________ 3. Betelgeuse and Pollux are stars in Orion.
___________ 4. Deneb is one of the brightest stars in the constellations
___________ 5. The names of the constellations derive from the ancient Rome

What is It

A group of stars that form a certain pattern is called a constellation.

Constellations are the star patterns shaped like persons, animals, and inanimate
objects. Constellations are important in the study of space because they help form a map
of the sky. Any location in the sky is described in relation to a constellation.
Naming Common Constellations
The International Astronomical Union (IAU) made a list of the official modern
constellations. There are 88 constellations on the list, and many of these constellations
were discovered by the ancient Greeks. There are 28 northern constellations. They are
visible from the sky of the northern hemisphere. They included Ursa Major, Ursa Minor,
Draco and Cassiopeia.
There are 48 southern constellations visible in the sky of the southern hemisphere.
They include Crux, Musca, Pavo, Grus, Volans, Hydrus, Triangulum, and Centaurus.

There are 12 constellations of the

Zodiac, an imaginary belt circling the
heavens close to the plane of the ecliptic,
or the earth’s orbit around the sun. They
are Aquarius, Pisces, Aries, Taurus,
Gemini, Cancer, Leo, Virgo, Libra,
Scorpio, Sagittarius and Capricorn.

Uses of Constellations

1. It is used to tell general directions. Constellations are useful to navigators. Ursa

Minor, Ursa Major, and Cassiopeia are constellations that are are used by navigators to
tell the north direction. Polaris, found at the last star of the handle of the Little Dipper in the
constellation Ursa Minor, tells north. The Orion constellation tells the Earth’s east and west
sky. The Southern Cross or Crux constellation is located at the southern hemisphere.

2. It is used to measure and tell seasons. The 12 constellations which we called as the
Zodiac keep a definite circular belt or path in the sky.

3. It is used to locate stars and galaxies. Constellations are used by astronomers to

locate stars, nebulae, and galaxies.

Locating Stars and Constellations

Ursa Major, Ursa Minor, and Cassiopeia are constellations visible in the north sky.
As Earth rotates, the constellation circle around Polaris. Because of this, they are called
circumpolar constellations. Ursa Major or Great Bear is located in the northern hemisphere.
You can easily locate Ursa Major because it contains the seven stars called the Plough.

The edge of the bowl is pointing to the Polaris, the North Star. Polaris is located at
the end of the little dipper in the constellation Ursa Minor. Near the celestial pole is a group
of five stars facing Polaris, forming a rough letter W or a big M depending on the season.
This constellation is called Cassiopeia. The Orion constellation is located at the celestial
equator east of Taurus. It is visible from January to March. It is named in Greek mythology
as a hunter. Orion’s belt is shown with three bright stars and three fainter stars aligned
south of the belt represent his sword. The star found on its left shoulder is Betelgeuse.
Orion seems to move from east to west because of Earth’s rotation.
Stars in the sky can be found at specific locations within constellations. For example,
you can find the star Betelgeuse on the shoulder of the Orion constellation. Sirius, the
visible in northern hemisphere, is in the Canis Major. Polaris, the North Star, is so close to
the celestial North Pole that it does not seem to move at all. Also, these constellations are
visible throughout the year.

What’s More

Activity 1: Word Hunt!

How many star patterns do you know? Find them in the puzzle. The words can be
seen either horizontally, vertically or diagonally.

L A H E R C U L E P U S D M V

I J I M H A G C P L U T O O I

T K L M M N O A P Q R S T N R

T W V O R I O N G A L A X O G

L X M N Y M F E T S A R E C P

P E G A S U S Y O C J I P E A

I F K C W J H A E K P R P R D

P G C Y G N U S C L S Q I U E

P H W R R O L I D E M D U S O

A N D R O M E D A G H T W R T
Activity 2: Match Me!

Directions: Match the name of the constellations in column A to its corresponding

resemblance in column B. Write the letter of your answer on the space provided
before each number.
A B
_____ 1. Orion a. Dragon
_____ 2. Ursa Minor b. Ram
_____ 3. Taurus c. Hunter
_____ 4. Aries d. Bull
_____ 5. Draco e. Little Bear

Activity 3:

Directions: Draw a star if the statement is CORRECT or sun ☼ if it is NOT.

Write your answers on a separate sheet of paper.

1. Astronomers used Polaris as their guiding star.

2. The 12 constellations which we called the Zodiac, keep a definite circular belt or
path in the sky.
3. However, after a year, the constellations seem to return to their original location in
the sky.
4. The Orion constellation tells the Earth’s east and west sky.
5. As moon revolves around the sun, it changes its location in space in relation to
other stars and constellations.
6. Constellations are used by geologists to locate stars, nebulae, and galaxies.
7. Constellations are not useful to navigators.
8. The Southern Cross or Crux constellation is located at the southern hemisphere.
9. Some constellations are seen only at particular times of the year because they are
scattered around the solar system.
10. Constellation is used to tell specific directions

What I Have Learned

 Constellations are star patterns in the sky.

 Their names were derived from familiar animals, objects, heroes, and Gods of
Greek mythology.
 Different cultures interpret the names of the constellations in different ways.
 Constellations are composed of stars of varied colors, size, brightness and
temperature.
 The International Astronomical Union (IAU), listed 88 official modern constellations
discovered by the ancient Greeks.
 There are 28 northern constellations. They are visible from the sky of the northern
hemisphere. They included Ursa Major, Ursa Minor, Draco and Cassiopeia.
 There are 48 southern constellations visible in the sky of the southern hemisphere.
They include Crux, Musca, Pavo, Grus, Volans, Hydrus, Triangulum and
Centaurus
 The Zodiac is the imaginary belt with 12 constellations that circle the sky close to
the plane of Earth’s orbit.

What I Can Do

A. Directions: Fill in the blanks with the correct words inside the box. Write your answers
on a separate sheet of paper.

Constellations galaxy stars

Directions seasons year

The group of stars that form distinct patterns in the sky are called (1) _________.
The ancient people first observed these groups of (2) ____________ as outlines of
animals, mythological heroes, gods, and other objects. Some constellations are seen only
at particular times of the (3) _____________ because they are scattered around the solar
system. Our knowledge about constellations will help us in knowing general (4)
___________, measuring and telling (5) __________, and locating certain stars and
galaxies.

B. Directions: Identify the words being described. Choose your answer on the box below.

Cassiopeia Orion Ursa Minor

Ursa Major Constellation

1. A constellation in Northern Sky named after the vain queen in greek mythology?
____________
2. What constellation form a small dipper? _____________.
3. What constellation named after a hunter in greek mythology? ___________
4. A group of stars that form a pattern in the night sky? __________
5. What constellation form a big dipper? ____________

C. Directions: Choose the letter of the correct answer. Write your answer on a separate
sheet of paper.

1. It is observed in the sky of the northern hemisphere which means the “Great Bear”.
A. Draco C. Ursa major
B. Hunter D. Ursa Minor

2. These are the twelve (12) constellations which keep a definite circular belt or path in
the sky.
A. Gemini C. Scorpio
B. Leo D. Zodiac

3. Its English name is “Dragon” which is visible in the sky of the northern hemisphere.
A. Draco C. Grus
B. Gemini D. Hydrus

4. It is the Earth’s movement that caused different constellations in the sky to be seen at
different times of the year.
A. Revolution C. inertia
B. Rotation D. gravity

5. It is a fixed star in Ursa Minor located at the north which is used by navigators as their
guiding star.
A. Grus C. Polaris
B. Hydrus D. Ursa Major

Additional Activities

Look at the night sky. Use Polaris as your reference point as you connect the
other stars you have observed to make your own constellation. Draw your own
constellation and name it.
Assessment

Choose the letter of the best answer and write it on a separate sheet of paper .

1. The lighted part of the moon that we see on earth at different times is called
_________________.
A. Illuminated moon C. shapes of the moon
B. Phases of the moon D. structures of the moon

2. Why do some people have superstitious beliefs about the moon?

A. Some people don’t believe in modern technology.
B. Some people long time ago are very fascinated with moon.
C. Some people has proven that moon affects their lives significantly.
D. Ancient people believe that moon has a direct influence on their lives which
passed on from generation.

3. How do you determine the age of the stars?

A. By its color C. by its shape
B. By its temperature D. both A and B

4. How do astronomers use the constellations in the sky?

A. for star gazing C. for mapping regions in the sky
B. for signs of meteorites D. for drawing stick figures

5. Which constellation can help a traveler find the south sky at night
time?
A. Andromeda B. Crux C. Cassiopeia D. Orion
Answer Key

LESSON 5 LESSON 6

What’s More What’s More

Activity 1 Activity 2
1. F 1. E Activity 1
2. F 2. B Across
3. T 3. D 1. gravity
4. F 4. A 3. tides
5. T 5. F 5. legend
Activity 3 Down
2. belief
4. luna

Activity 2

1. MYTH
2. FACT
What I Can Do 3. FACT
1. New Moon 4. MYTH
2. Waxing Crescent 5. MYTH
3. First Quarter
4. Waxing Gibbous Activity 3
5. Full Moon
Answers: 1-3-5-6
6. Waning Gibbous
7. Last Quarter
8. Waning Crescent
On the Description (answers may
vary)

LESSON 7 LESSON 8
References
Science Beyond Borders 5 Textbook
The New Science Links 5 Revised Edition
K to 12 The New Science Links 5 Revised Edition
K to 12 Science in Our World 5
Larisma, Evelyn T. & Madriaga-Mariano, Jan Jason, 2015. The New Science Links 5
(Worktext in Science and Technology). Quezon City: Rex Book Store, Inc.

https://www.google.com/search?q=science+stars+worksheet&sa=X&bih=568&biw=1349
&hl=en&tbm=isch&source=iu&ictx=1&vet=1&fir=QOq3Rt7WhMWsvM%252CRlCt2spzhU
CluM%252C_%253BE59wmcaYqRANjM%252CBnxcwNy2WXnecM%25
https://www.timeanddate.com/astronomy/moon/phases.html
https://www.youtube.com/watch?v=1np2r0hKru8
https://www.history.com/news/7-unusual-myths-and-theories-about-the-moon
https://www.helpteaching.com/questions/Stars/Grade_6
https://www.uen.org/core/science/sciber/TRB6/downloads/6-04Assess.pdf
https://quizizz.com/admin/quiz/5827a380086db54b75f96870/constellations
https://www.scribd.com/document/426871911/Science-5-Lesson-Exemplar-pdf