Sci5 Q4.LM

Department of Education
Schools City Division

Cabanatuan City
LEARNERS
MATERIAL
(Science)
GRADE 5
(Quarter 4)
DepEd Division of Cabanatuan City
LEARNING RESOURCE MANAGEMENT AND DEVELOPMENT SYSTEM
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Department of Education
Schools City Division
Cabanatuan City
LEARNERS MATERIAL
(SCIENCE)
GRADE 5
(Quarter 4)
Author/Developer:
JUNE C. BERNABE
MT-I Camp Tinio ES
DINAH S. GALANDE
MT-I Lazaro Francisco IS
JOMARICK L. MAPINDAN
MT-I MAYAPYAP ES
JOSETTE M. CABUNGCAL
T-III San Josef ES
Quality Assurance:
ROMEO R. HIPOLITO
EPS-I Science
Ever M. Samson
EPS-I LRMDS
Priscilla D. Sanchez, Ph.D.

Chief ES, Curriculum Implementation Division
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Grade 5 Quarter 2 Learners Materials
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Table of Contents
(Fourth Quarter)
Page
Week 1 Describe how rocks turn into soil (S5FE-IVa-1)
Week 2 Discuss the extent of soil erosion in community

and its effect on living thing and the environment
(S5FE-IVb-2)
Week 3 Communicate the Data Collected from the

Investigation on Soil Erosion (S5FE-IVc-3)
Week 4- Observe the Changes in the Weather Before ,

During and After a Typhoon (S5FE-IVd-4)
Week 5 Describe the effects of typhoon on the community

(S5FE-IVe- 5)
Week 6 Describe the effects of the winds, given a certain

storm warning signal (S5FE-IVf- 6)
Week 7-8 Infer the pattern in the changes in the

appearance of the moon (S5FE-IVg-h-7)
Week 9-10 Discuss the characteristics of stars

(S5FE-IVi-j-1)

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PROCESSES THAT SHAPE EARTHS SURFACE
S5FE-IVa-1
WEEK 1, DAY 1-3
ACTIVITY # 1: What are the physical properties of rocks?
Objective:
Examine the characteristics of rocks.
What you need:

sample of rocks glass
magnifying glass fingernail
coin
Safety Tips:
Use goggles and wash your
hands after the activity.
What to do
1. Put all rock samples in a container.
2. Examine the rocks. Use the magnifying lens to observe the physical properties of
rocks such as color, contents, and texture of each sample.
3. Rub the rocks against each other. Scratch the rock using the glass and your
fingernail.
4. Look for some features that are similar with the samples. Determine if they have
the same color, crystal or mineral contents, and hardness.
5. Group similar samples.
Guide Questions:
1. In what ways are rocks similar?

2. In what ways are rocks different?
What do you think is the cause for all these differences?
3. Into how many groups have you classified your rock samples?
4. What are the criteria you used in grouping them?
Conclusion:
What are the physical properties of rocks?
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Remember these
PHYSICAL PROPERTIES OF ROCKS
a. Hardness
A scratch test developed by a German mineralogist
Fredriech Mohs in 1822 is used to determine mineral hardness.
He developed a hardness scale that helps to identify mineral
properties. The scale measures hardness on a scale of 1-10. One
being the softest mineral (talc) and 10 being the hardest mineral
(diamond). Common objects of known hardness can be used to
determine mineral hardness. These common objects are: your
fingernail (2.5), a penny (3), a piece of glass (6) and a knife blade
or nail. For example, if your fingernail can scratch the mineral, it
has a hardness of less than 2.5, which is quite soft. If the mineral
can scratch glass it has a hardness of greater than 6, which is very
hard.
b. Color
Color can sometimes be helpful when identifying minerals.
However, some minerals have more than one color, like quartz.
Quartz can be blue, brown, pink, red, purple, and almost any
other color, or it can be totally colorless. Therefore, geologists
have developed a better way of using color as an identifying
property. This property is called a streak.
c. Streak
Streak is the name given to the colored residue left by scratching
a mineral across an abrasive surface, such as a tile of unglazed
porcelain. The streak may not always be the same color you see
in the hand specimen. A mineral with more than one color will
always leave a certain color of streak. Hematite is a mineral that
can be red, brown, or black, but it will always leave a
characteristic reddish brown streak.
d. Luster
Another mineral property that geologists use to identify minerals
is luster. Luster is the way in which the surface of a mineral
reflects light. There are two main types of luster: metallic and
nonmetallic. A metallic luster is shiny and similar to the
reflection from a metal object, such as a faucet. A mineral that
does not shine like metal has a nonmetallic luster. For example,
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the wall has a nonmetallic luster. There are many types of

nonmetallic luster. A glassy luster is bright and reflects light like
a piece of glass. A greasy luster has an oily appearance. An
earthy luster is a very dull and looks like dirt. Waxy luster looks
like the shininess of a crayon.
e. Cleavage
Cleavage is another property used to distinguish minerals.
Cleavage is the tendency for minerals to break along flat planar
surfaces. Cleavage is rated as good, fair and poor depending on
the quality of the flat surface produced. Mica, for example, is a
mineral that has good cleavage. It breaks into very flat sheets.
Minerals that have very poor cleavage will only break along
irregular surfaces. Quartz, for example, will break into pieces
that have a seashell-like fracture plane. Others, like garnet,
shatter with no distinguishable pattern. These are considered to
have no cleavage at all.
f. Chemical Reaction
A weak acid is used to tell if rocks or minerals contain calcium
carbonate (CaCO3). If the specimen fizzes (giving off CO2) when
it comes in contact with acid, it is considered carbonate rich. If it
does not contain calcium carbonate, it will not fizz. Calcite and
aragonite are two minerals that will always fizz.
Reference: http://scienceviews.com/geology/rockproperties.html
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S5FE-IVa-1
WEEK 1, DAY 4-5
ACTIVITY # 1: How does weathering happen?
Objective:
Describe how rocks turn into soil
What you need:

sample of rocks graduated cylinder
water vinegar
cup bottles
Safety Tips:
Use goggles and wash your
hands after the activity.
What to do
Different stations will be used to explore the process of weathering.
Station 1. Compare the effects of an acid and water to some samples of rock.
Record the observations before and after 24 hours.
Effects of water and acid on rock.
Volume of water and acid used ______________________________________
Type of rocks ______________________________________________________
Observations
Before 24 hours After 24 hours

Rocks on water
Rocks on acid
Conclusion: _______________________
Station 2. Test the effect of freezing on water. Compare the level of water in
the cup before and after freezing.
Volume of water used _________________________________________________
Size of container ______________________________________________________
Observations
Before Freezing After Freezing
Level of water
Conclusion:
How do these activities demonstrate weathering?
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Remember these
TYPES OF WEATHERING
There are two types of weathering processes: physical and

chemical.
1. PHYSICAL or MECHANICAL WEATHERING
Rocks are weathered mechanically by water and temperature.

Rocks exposed to the intense heat of the sun crack and crumble when
rain falls and soaks into the ground. In temperate regions, the water that
accumulates in the cracks or crevices of rocks alternately contract and
expand as the temperature in the air changes. The expansion is brought
about by freezing temperature. As the rocks expand, the cracks are
produced as well. As the temperature rises, frozen water thaws,
washing off the sediments from the rock crevices.
Although plants are seemingly soft, they cause weathering of

rocks. Roots of plants may find their way into cracks in the rocks. As the
roots grow bigger, the cracks become wider. Thus, a rock finally splits
and breaks apart.
2. CHEMICAL WEATHERING
Chemical weathering breaks down rocks by changing its

chemical composition. Example of this is when certain elements react
with oxygen in the process called oxidation. Rocks become oxides and
their properties change. When these elements are in the minerals,
oxidation can cause the minerals to decompose or form new minerals.
As a result, both the physical appearance and chemical composition of
rocks change.
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S5FE-IVb-2
WEEK 2, Day 1-4
ACTIVITY # 2: What causes soil erosion?
Objective:
Discuss erosion and its causes.
What you need:
Station 1: Moist soil or clay, large container e.g., a deep plastic bin at least 18 inches
x 9 inches), 12 coins or poker chips, watering can with several holes in the spout,
water, ruler
Station 2: Sand, small-sized motorized fan (hand-held, if possible), large bin or box
with no top
Station 3: Modelling clay, tray, ice cube, and sand
Station 4: Sand, water, a medium-sized bucket, a large plastic bag
What to do
Station 1:
Form a mountain of soil that is about 3 inches across and about 6 inches tall in
a large container.
Press the coin or chips into the surface of the soil or clay. Place them at
different angles with the edge protruding out, leaving about half of the coin
showing.
Make a rainstorm by pouring water on the mountain with the watering can.
Record your observation on your notebook.
Station 2:
Form an approximately 5- or 6-inch tall pile of sand in the center of the box.
Use the fan to gently blow from end of the box to the other.
Record your observations.
Station 3:
Make a ball of clay that is about 1-2 inch in diameter.
Flatten the clay onto the surface on the tray.
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Put an ice cube against the flattened clay and move it back and forth several
times.
Record your observations.
Place a small pile of sand on the clay and then place ice cube on top of the
sand for 1-2 minutes.
Pick-up the ice cube and observe the surface of the cube that was touching the
sand, and record your observations.
Place the same side of the ice cube on the sandy part of the clay and move it
back and forth several times.
Remove the ice cube and wipe away the sand from the surface of the clay.
Observe the texture of the surface of the clay.
Station 4:
Fill the plastic bucket with sand. Add just enough water to make the sand
clump together.
Freeze the container of sand for a few hours.
Place the frozen sand onto the plastic bag.
Draw a profile of the frozen sand mass.
Repeat step 4 at one-hour intervals for 4 hours.
Guide Questions:
Station 1
1. Do the coins stick out more or less when you poured water on the mountain?
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2. What does the bottom of the mountain look like?
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3. How is water erosion similar to this?
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Station 2
1. Did the pile of sand move? Explain your answer.
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2. How does wind cause soil erosion?
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Station 3
1. After doing step 4, does anything happen to the clay when you rub the ice cube on
it? Explain your answer.
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2. After doing step 6, how does the bottom of the ice cube look like?
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3. What does the texture of the surface of the clay feel like after doing step 8?
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4. How do glaciers erode a mountain?
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Station 4
1. What process of soil erosion was modelled by the activity?
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2. How does gravity affect geologic features on Earths surface?
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Conclusion:
What are the agents of erosion?
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Remember these
EROSION
HOW EROSION DIFFERS FROM WEATHERING?

The forces of weathering are responsible for the breaking of rocks.
The transport of rock particles elsewhere is continued by another process
called erosion.
Like weathering, erosion is brought about by wind and water.
Compared to others on the surface of Earth, These two forces are
constantly at work. Thus, these bring about important changes on the
surface of the Earth. Evidence of their continuous action is the vast
amount of finer particles, called soil, which is formed and distributed on
the surface of the Earth.
While weathering occurs so slowly that is seldom noticed, erosion
can be more rapid. The deposition or setting of the finer particles of rock
or sediment carried by wind or water can easily be seen. This buildup is
faster than the decomposition of rocks. As soon as the particles are
removed from where they are formed, the fresh surface of the rock is
open to the forces of weathering again.
In some cases, weathering and erosion occur simultaneously, and
it is hard to draw a line between them. Wave action, for instance, as an
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agent of weathering, can be considered an erosive force too.
CAUSES OF EROSION
Water Erosion
Water is continuously cycled into the air and back into its
sources such as natural bodies of water and the ground. When rain falls,
water joins the oceans, streams, and lakes. Part of the water flows
through innumerable rivers and streams and deposits its load in the
oceans. Water that sinks into the ground forms groundwater.
Compared to other agents, running water accomplishes the

greatest change on Earth by erosion. After the rain, the runoff dissolves
fine rock particles as it flows. The strong force of the runoff carries
pebbles, sand, and finer particles on its way down until these are
deposited last and are therefore carried farthest away.
A trip to the school grounds, the backyard, or the streets after the
rain readily shows how running water can erode the surface even if it is
mostly covered with soil. In addition to the muddy appearance of the
water, there are narrow gullies cut by the surface water. As gullies flow
down a hillside, the water removes topsoil. Bigger gullies form into
streams. How does a stream erode rocks and soil? Once gullies reach a
stream, more erosion occurs. A stream moves sediments. This constant
motion erodes the stream bottom, forming a valley. When streams enter
rivers, the water slows and drop sediments.
EROSION DUE TO THE DISSOLVING ACTION OF WATER
In the previous lesson, the dissolving action of water was cited as

a force of weathering. Its ability to form carbonic acid, which in turn
erodes rocks and minerals, makes it a highly effective agent for breaking
rocks. It becomes an erosion agent because it dissolves more substances
because they are carried off and finally deposited. If the materials were
not dissolved in water, they would not be removed easily from the rocks
and transported elsewhere.
SPLASH EROSION
Raindrops falling on the soil exert pressure with their weight.

This weight can be easily felt when raindrops strike an umbrella or a
hat. Raindrops make noise on roofs and walls. The force of the wind
adds to the force with which they strike Earths surface. These can cause
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a noticeable movement of the soil. If the soil is loose and is not protected
by a covering on the surface, then a large amount of it is lost through
raindrop erosion, which is called splash erosion. During the rainy
season, splashed soil may be observed at the foot of garden pots and
cement walls.
SHEET EROSION
Water, which does not evaporate or immediately sink into the

soil, is called a runoff. During heavy rains, there is more water than
what the soil can immediately absorb. Water then flows in broad sheets
across a wide area, thus causing sheet erosion. It may flow into a nearby
stream, fill any depression in the area, or eventually sink into the soil.
Splash and sheet erosion are greatly feared by farmers because

they remove valuable topsoil from land. Raindrops loosen the surface,
and water that flows in broad sheets carries away the fertile layer of the
soil, making the farms less productive. Sheet erosion likewise produces
gullies while ruining crops.
WIND EROSION
Recall your experiences during a windy day. Did you feel the
dust blown by the wind?
The rock particles picked up by the wind are deposited

elsewhere, forming hills of sand called sand dunes. These dunes may
grow as high as several meters, especially when something stands in the
way to slow down the wind and, thus, make it drop its load. Dunes may
be blown to other places, the movement being always in the direction of
the prevailing wind.
The process of wind carrying away loose sediment is called

deflation. Deflation occurs primarily in desert regions. As the wind
blows along the ground, it scoops up and carries away the loose
sediment such as sand and dust. People who have gone to work in the
oil fields of the Middle East say that as much as possible, they need to go
home to the Philippines at least once a year to get away from the dust
storms there. Just as there are rainstorms, there are dust storms as well.
A very strong wind picks up soil and blows it over great distances. The
large pebbles left behind form a hard surface called desert pavement.
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The wind blows rock particles away, and these wear down
exposed rock surfaces. This process is called abrasion. The cutting force
of sharp-edged particles borne by the wind slowly breaks rocks into
smaller pieces that are then carried away. Both the particles in the wind
and the rock surfaces they strike wear out slowly over perhaps
hundreds of years. Erosion by abrasion is especially common at the
seashore. Sand is mostly quartz and is hard and usually sharp, making it
an efficient abrasive material. It is like sandpaper, working constantly
on hard surfaces while being swept by the waves and the wind.
Wind erosion can also occur if the soil is left unplanted for a long
period of time because plants keep the soil from being blown away.
EROSION BY GRAVITY
Bits of rocks are separated and fall down to a lower level because
of gravity. As you now know, everything on the Earths surface is being
pulled toward its center, and hence their tendency is to fall down. When
gravity moves rocks and soil down a slope, it is called mass movement.
If broken particles are on a steep slope or at the edge of a cliff, they roll
down faster and carry with them other particles on their way. This is
why there are piles of rocks at the bases of cliffs and mountains.
The whole slope may move slowly downhill without being

noticed. A sudden movement is known as a landslide. Landslides often
occur after heavy rains or after earthquake. Landslides that occur on the
sides of the mountains can destroy entire towns. Warning signs are
often placed in landslides areas.
GLACIAL EROSION
When the amount of snow is so great that it cannot completely

melt, glaciers form. As the layers of snow pile up, the weight on the
underlying snow increases. Eventually, this weight tightly packs the
snow underneath, forming glacial ice. The pressure on the ice at the
bottom becomes so great that it partially melts. The entire ice mass starts
moving and a glacier is formed.
As a glacier moves, it causes erosion. The melted water from the

glaciers surface or bottom seeps into cracks in rocks and freezes. ice
wedging causes the rock to break apart. The rock fragments stick to the
glacial ice and plucked out as glacier moves. These pieces of rock stick to
the bottom and sides of a glacier act like sandpaper. As the glacier
moves, it scrapes and scratches the bedrock and soil underneath and
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and along its sides. many landforms result from glacial erosion.
OTHER FACTORS AFFECTING EROSION
1. Deforestation clearing of trees, transforming a forest into cleared land.
2. Intensive farming farmers use excessive fertilizer, and irrigation

damages the land.
3. Housing development and road construction, which make the soil bare.
Reference:
Science Links, pp. 326-329
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S5FE-IVb-2
WEEK 2, Day 5
ACTIVITY: How do you compare the erosion on bared soil with the erosion on
soil covered with plants?
Objective:
Discuss the ways on how to prevent soil erosion?
What you need:

two aluminum dishes water
plastic tub sod
loose soil beaker
paper cup
What to do
1. Put equal amounts of the same kind of soil in 2 shallow pans.
2. Place a layer of grass on top of one pan and the other pan must be left bare.
3. Raise the other end of the pan to represent a hillside.
4. Use the sprinkler to pour slowly the water on the soil and observe the effects of
water (rain) on the soil.
5. Repeat step 4 with the same amount of water falling on the soil with plants.
Guide Questions:
1. Which pan or set-up produced more runoff?
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2. How did the grass affect the amount of the runoff?
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Conclusion
Why do you need to prevent soil erosion?
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Remember these
WAYS OF PREVENTING AND REDUCING SOIL EROSION
Although soil erosion is a natural process, it has devastating impact

on Earth. In most cases, human activities have greatly cause erosion. After
discussing the damaging effects of erosion, it is important that a collective effort be
made to prevent soil erosion. There are several ways of preventing or reducing soil
erosion. This can be achieved through agricultural practices and individual
measures and concerns.
AGRICULTURE SOIL CONSERVATION
1. TERRACING METHOD IN FARMING
This type of farming method uses the topography of the land to slow down
the flow of water through a series of terraces. This will control the water from
flowing fast, which can wash the soil from farmland.
2. CONTOUR FARMING
This method is similar to terracing, but on a smaller scale. Instead of

planting crops in straight vertical rows, crops are planted following the contour of
the landscape to slow down the flow of water that prevents soil erosion.
3. STRIP CROPPING
In this method, the plants are arranged in strips with rows of the main crop
alternated with rows of a cover crop. The cover crop further helps to protect the
soil from erosion
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Week 3- Communicate the Data Collected from the Investigation on Soil Erosion
S5FE-IVc-3
Week 3- Day 1-2
Objectives:
1. Communicate the data collected from the investigation on soil erosion
2. Perform an experiment to determine the effects of rainfall-induced erosion on bare soil
versus vegetated soil.
2 .Identify ways on how to reduce the harmful effects of soil erosion on living things and
environment.
What you need:

Two aluminum dish with same size, tub, soil , grass
What to do:
1. Place the two aluminum dishes side by side in the plastic tub.
2. Place a handful of loose soil along one side of the aluminum dish. Do not push
down on the soil!
3. Place a grass along the edge of the other aluminum dish.
4. Raise the long side of the plastic tub (the side containing the sod and loose soil) up
5-6 cm by placing it on a book.
5. Construct your rainmaker (this controls how much rain falls on the soil) by
punching 4 or 5 SMALL holes in the bottom of a paper cup.
6. STOP!! Check with your teacher that you have set your lab up correctly before you
do anything else!
7. Let it rain! First test the loose soil. Pour 100 ml water from the beaker into the
rainmaker and observe the effects of the rain on the soil.
8. Repeat step 7 with 100 ml of water falling on the vegetated soil .
Guide Questions:
1. What happens to the set up when you pour water on it ?

2. What made the soil erode or wear away?
3. What are the effects of soil erosion made by water or rain?
4. How would you reduce soil erosion caused by water or rain?
5. Complete the table based on the activity.
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SOIL EROSION BY RAIN OR WATER

Harmful Effects to Living Things and Ways to Prevent/ Reduce the Harmful
Environment Effects
1. 1.
2. 2.
3. 3.
Remember these
Erosion is the wearing away of soil by wind, water, gravity, or human

impact. It occurs naturally but can be made worse by human activities such as
farming, logging, and mining. The most common type of erosion happens when soil
is washed off a slope by rainwater.
Rainwater that flows on the ground carries with it particles of soil so it
looks muddy. Floods during rainy season also carry away soil which is deposited in
rivers. Rivers in turn carry the soil away to the sea.
The implications of soil erosion by water extend beyond the removal of
valuable topsoil. Crop emergence, growth and yield are directly affected by the loss
of natural nutrients and applied fertilizers. Seeds and plants can be disturbed or
completely removed by the erosion. Organic matter from the soil, residues and any
applied manure, is relatively lightweight and can be readily transported off the field,
particularly during spring thaw conditions. Pesticides may also be carried off the site
with the eroded soil.
Soil quality, structure, stability and texture can be affected by the loss of soil.
The breakdown of aggregates and the removal of smaller particles or entire layers of
soil or organic matter can weaken the structure and even change the texture.
Textural changes can in turn affect the water-holding capacity of the soil, making it
more susceptible to extreme conditions such as landslides and drought.
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S5FE-IVc-3
Week 3- Day 3-4
Objectives:
1. Communicate the data collected from the investigation on soil erosion.
2. . Perform an experiment to determine which system of farming is best to prevent
soil erosion.
3. Identify ways on how to reduce the harmful effects of soil erosion on crop
production.
What you need:
Two pieces of cup , soil sample, weighing scale
What to do:
Wind Erosion Experiment

1. Weigh the mass of the soil sample in the cup that represents your miniature
field(s).
2. Record your data for each system of farming before and after the wind event.
3. Allow the electric fan to blow it at number 1,2,3 speed.
Guide Questions:
1.What happens to the soil when you allow the electric fan to blow it at number 1,2,3
speed?
2. What causes the erosion to happen? ______
3. In the experiment, how much soil was lost to wind erosion?
Cup one: Field that has soil without cover: ____________
Cup two: Field that has soil with cover: ______________
4. Which farming practice is better for the soil resource?
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Calculating Wind Erosion
1800s method of farming (Soil that is covered)

(Soil that is not covered) Conservation farming ( no-
till)
Initial mass (g)
Subtract the final mass (g)
Amount of soil lost (g)
This next step calculates the

difference between a cup of
soil and an acre of soil.
Multiply the soil loss by 1.5
Soil loss tons per acre
SOIL EROSION BY WIND
Harmful Effects to Living Things and Ways to Prevent/ Reduce the Harmful Effects of
Environment Soil Erosion on Crop Production
1. 1.
2. 2.
3. 3.
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Remember these
Plants find the most nutrients in the top few inches of soil.
The loss of one ton of soil would be approximately the thickness of a dime over a
whole acre. An acre is about the size of a football field. A typical bull weighs about
one ton
Erosion is the displacement of solids (soil, mud, rock, and other particles) by
the agents of wind, water and ice movement in response to gravity, or living
organisms (bio erosion).
Basics
Soil erosion (or simply erosion) is the washing or blowing away (by the wind) of the
top layer of soil (dirt). This is a serious problem for people who want to grow crops.
Crops are the foods that farmers grow. If the soil has eroded, the crops will not grow
very well. Erosion also leaves large holes in the earth, which can weaken buildings
and even cause them to collapse. Another type of erosion is called Decomposition
and is when waves wash away sand and other material from cliffs or beaches.
Soil erosion can be prevented several ways.
Planting wind breaks can be effective. A wind break is a line of plants that are
planted to stop or slow the wind. A thick row of bushes planted next to a field
of plants can stop the wind from blowing the soil away. This method also
helps against water erosion, as the soil gets caught up against the roots of the
bushes, rather than washing away.
Terracing can also be effective. Terraces are level places that have been made
by people on hill sides. People can cut level sides into the side of hills to create
a place to grow crops.
If the crops are growing on a slope, then one should plant them in lines that
run across, the slope, rather than up and down. So, if the slope goes downhill
to the south, then the plants should be in rows that run from east to west.
Unsheltered Distance
A lack of windbreaks (trees, shrubs, crop residue, etc.) allows the wind to put
soil particles into motion for greater distances, thus increasing abrasion and
soil erosion. Knolls and hilltops are usually exposed and suffer the most.
Vegetative Cover
The lack of permanent vegetative cover in certain locations results in
extensive wind erosion. Loose, dry, bare soil is the most susceptible; however,
crops that produce low levels of residue (e.g., soybeans and many vegetable
crops) may not provide enough resistance. In severe cases, even crops that produce a lot of residue
may not protect the soil.
The most effective protective vegetative cover consists of a cover crop with an
adequate network of living windbreaks in combination with good tillage,
residue management and crop selection.
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S5FE-IVc-3
Week 3- Day 5
Objectives:
1. Communicate the data collected from the investigation on soil erosion.
2. Identify the human activities that causes soil erosion.
3. Enumerate the harmful effects of human activities to the environment and living
organisms.
What you need:

Pictures of human activities that causes soil erosion, table
What to do:
1. Fill up the table below.

HUMAN ACTIVITIES THAT CAUSES HARMFUL EFFECTS OF HUMAN
SOIL EROSION ACTIVITIES TO THE ENVIRONMENT
AND LIVING ORGANISMS
1.
O __ E ___ G __ ___ Z __ ___ G
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
O V __ R C __ O P __ __ N G
3.
D __ F __ R __ S __ A __ __ __ N
Guide Questions:
1. What are the human activities that causes soil erosion?

2. How over cropping affects the production of crop?
3. What is the harmful effect of overgrazing in the soil?
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
Remember these
Soil is a non-renewable resource that once it is eroded it is not renewed. Soil

erosion is the permanent change of the main characteristics of soil that could see it
lose its fertility, pH, colour, humus content or structure. Soil erosion occurs
naturally by wind or harsh climatic conditions but human activities include
overgrazing, over cropping and deforestation.
Overgrazing occurs when farmers stock too many animals such as sheep,
cattle or goats on their land. The animals damage the soil surface by eating the
vegetation and either digging into wet soil or compacting dry soil with their hooves.
This can prevent grass growing and slow down the percolation of water through the
soil. This leads to the damaging of the soil structure as the level of nutrients is
removed and the air between beds is compressed out. This then can reduce the
amount of water between the soil crumbs as the weight and movement of the
animals flattens and compresses the soil. Soils with less vegetation become exposed,
drier and prone to further erosion by the wind and rain. Soils that become drier tend
to be vulnerable to the winds blowing the top soil away.
Over cropping is when the land is being continuously under cultivation and
is not allowed to lie fallow between crops. This constant farming of the land reduces
the soils ability to produce valuable humus for soil fertility as it is constantly being
ploughed or stripped for crop growth. The soil becomes drier and less fertile. While
humus is primarily needed for the addition of nutrients and minerals it is also a
valuable source of air and water needed by soil to keep it moist and aerated. With
less humus the soil dries out and is open for wind and rain erosion. Usually over
cropping occurs in areas where there is a demand for crops either for market or a
large local population. Many farmers attempt to restore soil fertility by adding
fertilizers or artificial nutrients but some countries do not have this opportunity due
to poverty or lack of education
Deforestation is the cutting down of large areas of forests leaving an open,
exposed landscape. Deforestation occurs for many reasons such as the sale of wood,
charcoal or as a source of fuel, while cleared land is used as pasture for livestock,
plantations of commodities, and settlements. The removal of trees without sufficient
reforestation has resulted in damage to habitat, biodiversity loss and aridity (drying
of soil). This human activity quickly accelerates natural erosion in two ways. Firstly
the removal of trees is a removal of nutrients and minerals from the soil as the
source of humus is greatly reduced. The natural dead organic material that supplies
the soil with its humus is generally leaves that have fallen from the trees, animal
droppings, tree fruit or decaying trees in the soil. Secondly, deforestation accelerates
soil erosion by leaving large areas exposed to heavy rainfall (which can cause
leaching or flash floods) or wind erosion. Without the roots of the trees to keep the
soil structure in place the soil is loose and easier to erode
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
Week 4- Observe the Changes in the Weather Before , During and

After a Typhoon
S5FE-IVd-4
Day 1
Objective:
1.. Describe the weather condition before a typhoon.
What you need:

Projector
Activity Card
Video before Typhoon Yolanda
What to do:
1. The pupils will watch a video about Tacloban before the Typhoon Yolanda.
https://youtu.be/VljZYbUDYuk
2. They will list down the changes in the weather before a typhoon in their activity
sheet.
3. The pupils will describe the weather condition before the Typhoon Yolanda
WEATHER CONDITIONS BEFORE A DESCRIBE THE FOLLOWING
TYPHOON PICTURES
What is the color of the cloud before and
after the sun rise ?
1.
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
What is the color of the formed cloud ?
2.
Guide Questions
1 .What have you observed with the weather condition before a typhoon?
2. Describe the weather condition in Tacloban before the Typhoon Yolanda
.
Remember these
WEATHER CONDITION BEFORE A TYPHOON
There are formation of dark clouds.

Air is colder and dry.
Reddish clouds at sunrise and sunset.
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------

After a Typhoon
S5FE-IVd-4
Day 2
Objective:
1.. Describe the weather condition during a typhoon.
What you need:

Projector
Activity Card
Video about Typhoon Yolanda in Tacloban
https://www.youtube.com/watch?v=hXx8w0r6FsM
What to do:
1. The pupils will watch a video about Tacloban during Typhoon Yolanda.
2. They will list down the changes in the weather during a typhoon in their activity
sheet.
3. The pupils will describe the weather conditions during the Typhoon Yolanda
WEATHER CONDITION DURING A DESCRIBE THE FOLLOWING
TYPHOON PICTURES
1.
What is the strength of the wind?
How about the rain ?
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
What is the size of the waves in the sea ?
2.
What is the direction of the surging

wind ?
3.
Guide Questions
1 .What have you observed with the weather condition during a typhoon?
2. Describe the weather condition in Tacloban during the Typhoon Yolanda
.
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
Remember these
WEATHER CONDITION DURING A TYPHOON
Strong winds and heavy rains.

Big waves in the sea.
Surging of winds in counterclockwise direction.
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------

After a Typhoon
S5FE-IVd-4
Day 3
Objective:
1. Describe the condition of the environment after a typhoon.
What you need:

Projector
Activity Card
Video about Typhoon Yolanda in Tacloban
What to do:
1. The pupils will watch a video about Tacloban after the Typhoon Yolanda.
2. They will list down the changes in the weather after a typhoon in their activity
sheet.
3. The pupils will describe the weather / environmental conditions after the
Typhoon Yolanda .
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------

WEATHER CONDITIONS AFTER A DESCRIBE THE FOLLOWING
TYPHOON PICTURES
1.
What can you see in the picture?
Describe the condition of the
environment.
Describe the condition of the tress after

the typhoon .
2.
Describe the structure after the typhoon
3.
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
Guide Questions
1 .What have you observed with the condition of the environment after a
typhoon?
2. Describe the environmental condition in Tacloban after the Typhoon
Yolanda .
Remember these
ENVIRONMENTAL/ WEATHER CONDITIONS AFTER A TYPHOON
Environment are flooded

Speed of wind decreases
Damaged plants and structures
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------

After a Typhoon
S5FE-IVd-4
Day 4
Objective:
1.. Describe the conditions of the weather before , during and after a
typhoon.
What you need:

Activity Card
What to do:
1. Fill up the table below
CONDITIONS OF THE WEATHER
BEFORE, DURING AND AFTER A TYPHOON
BEFORE DURING AFTER

1
2.
3.
4.
5.
Guide Questions
1 .What have you observed with the condition of the weather , before , during
and after a typhoon?
.
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
Remember these
WEATHER CONDITION BEFORE A TYPHOON

There are formation of dark clouds.
Air is colder and dry.
Reddish clouds at sunrise and sunset.
WEATHER CONDITION DURING A TYPHOON
Strong winds and heavy rains.
Big waves in the sea.
Surging of winds in counterclockwise direction
ENVIRONMENTAL/ WEATHER CONDITIONS AFTER A TYPHOON
Environment are flooded
Speed of wind decreases
Damaged plants and structures
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------

After a Typhoon
S5FE-IVd-4
Day 5
Objective:
1. Practice precautionary measures before , during and after a typhoon.
What you need:

Activity Card
What to do:
1. The pupils will be grouped into three.
2. Each group will role play the precautionary measures before, during and after a
typhoon.
GROUP I- BEFORE A TYPHOON
GROUP II- DURING A TYPHOON
GROUP III- AFTER A TYPHOON
3. Fill up the table below
PRECAUTIONARY MEASURES
BEFORE, DURING AND AFTER A TYPHOON
BEFORE DURING AFTER

1
2.
3.
4.
5.
Guide Questions
1 Why we need to strengthen the posts and the roof of the house before a typhoon ?
2. Why we should stay away from broken electric posts after a typhoon ?
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
Remember these
SAFETY PRECAUTIONS BEFORE , DURING AND AFTER A TYPHOON
BEFORE A TYPHOON
o Help your family check and fix your house for any damage (especially
the roofs and windows), so it can withstand the strong winds.
o Remind your family members to stock up an adequate food supply
such as rice, canned goods, and foods that would last even without
refrigeration.
o Stock up an adequate supply of drinking water, and water for cleaning
or other purposes.
o Prepare flashlights, batteries for flashlights and radio, candles and
kerosene lamps, or other lighting devices.
o Prepare a first-aid kit.
o Always monitor news about the typhoon, whether on television or
radio. If the power is cut, keep a radio on and tuned in to news.
o Help check and clean your community drainage system and canals to
prevent flood.
o Check your electric posts to prevent accidents. If you notice some
impending danger due to weak electric posts that might fall, report this
to the electric company so they can reinforce it right away.
o Remind family members to cut all branches of trees around your house
that could possibly fall on your house.
o Help check all electrical warnings.
o Teach younger members of your family what to do during a typhoon.
o Pack a bag with clothes, batteries, flashlight, water, canned goods and
other necessities, in case you have to evacuate.
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
During a Typhoon:
o Stay calm and be alert.

o Stay indoors. Postpone any plans of travels or errands.
o Monitor the weather reports. Check what is happening around you.
o When local authorities advise you to evacuate, do so. Move family pets
and valuable to a safe place; turn off gas valves, electricity and water,
when safe to do so.
o If you happen to be outdoors when a typhoon comes, (a) stay away
from electric posts and wires; (b) never stand under a lone tree in an
open field to avoid being hit by lightning; (c) never fix your TV
antenna during a thunderstorm; (d) stay away from boats and from
bodies of water; and (e) enter the nearest safe shelter.
o Avoid staying or going to low-lying and coastal areas that are prone to
floods or storm surge.
o Be ready to evacuate if necessary. Leave your house as soon as you
realize you are not safe.
o Boil drinking water or have some bottled water ready.
o If you happen to be in a car or any land vehicle when the typhoon
comes, you are usually safe, but not when there is a flood.
o If you roofs have very little vents where winds pass through, or
sometimes, when the winds of a typhoon are very strong, you may
need to open a few windows in the opposite side of your house to let
the wind pass through.
o Monitor flood reports and predictions.
o Have a flood plan which everyone in the family will follow when
necessary. Be prepared to act on your food plan. Prepare a flood kit of
essential items, just like your essentials for typhoons.
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
After a Typhoon:
o Have a knowledgeable person inspect electrical wiring before using

electrical appliances. It is usually advisable not to use appliances
immediately after a typhoon especially if your house got flooded.
o Check for any damage, including water pipes, and help make
necessary repairs as soon as possible.
o Boil water before drinking it to avoid getting sick.
o Wear slippers, shoes or other footwear, for protection from any sharp
or pointed objects that might have fallen.
o Avoid electrical wires that have fallen.
o Stay away from flood waters. They carry water-borne diseases. Many
people who have survived a storm but braved flood waters actually
have been hospitalized, not just for injuries or diarrhea, but also to the
deadly leptospirosis. Leptospirosis is also known as Weils syndrome,
and is caused by bacterial infection when dirty water contaminated
with animal urine (commonly rats) comes in contact with a persons
unhealed wounds or scratches, newly pedicure nails, a persons eyes,
or with mucous membranes (like in skin, nostrils, mouth, lips, eyelids,
ears, genital area and anus).
o Clean and clear everything damaged by the typhoon.
o Stay in a safe place with a means of escape.
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
CODE: S5FE-IVe- 5
WEEK 5, DAY 1-2
ACTIVITY # 1: Audio Visual Presentation
Objective:
Describe the effects of typhoon on the community
What you need:
(Group Activity)
An Audio Visual Presentation about the aftermath of typhoon SANTI

in Cabanatuan City (October 12, 2013)
https://www.youtube.com/watch?v=Y3bIBaF-TUU
Marker
Manila Paper
LCD Projector/Television
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
What to do:
1. Group the pupils into four (4) groups.

2. Let the pupils choose their leader and a rapporteur for each group.
3. Let the pupils watch the AVP.
4. The group will discuss what happen or what they observe on the videos
they watched.
5. Write the effects of typhoon santi in the community of Cabanatuan City.
Group Name
Effects of typhoon SANTI in Cabanatuan City
6. Shout your groups name to inform your teacher that youre already done
with the activity.
7. Report your outcomes to the class.
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
Guide Questions:
1. What are the effects of typhoon santi on the people in the community?
2. What are the effects of typhoon santi on the environment in the

community?
ACTIVITY # 2: Film Viewing
What you need:
(Group Activity)
A new clip about the effects of typhoon Lando in Cabanatuan City

https://www.youtube.com/watch?v=qdRMRF_iuWY
Marker
Manila Paper
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
What to do:

3. Let the pupils watch the news clip.
4. The group will discuss what happen or what they observe on the videos
they watched.
5. Write the effects of typhoon lando in the community of Cabanatuan City.
Group Name
Effects of typhoon LANDO in Cabanatuan City
with the activity.
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
Guide Questions:
1. What are the effects of typhoon lando on the people in the community?
2. What are the effects of typhoon lando on the environment in the

community?
Remember these:
The destructive effects of typhoon include flooding in the cities and

countryside in the areas with denuded mountains, erosion and landslide, and
destruction of property. To minimize the destructive effects of typhoon, we
must be alert to typhoon signals and observe the necessary precautions.
.
References:
The New Science Links Grade 5 (Worktext in Science and Technology) by: Evelyn T.
Larisma, Jan Jason Madriaga-Mariano and Nenita A. Apolinarion p. 360
https://www.youtube.com/watch?v=Y3bIBaF-TUU
https://www.youtube.com/watch?v=qdRMRF_iuWY
http://interaksyon.com/article/72548/storm-signals-raised-over-luzon-as-typhoon-
santi-heads-for-aurora-isabela-area
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
WEEK 5, DAY 3
ACTIVITY # 3: Film Viewing
Objective:
Describe the effects of typhoon and storm surge on the
community
What you need:
(Group Activity)
Let the pupils watch an Audio Visual Presentation about the effect of
typhoon Yolanda in Tacloban City, Philippines
https://www.youtube.com/watch?v=VljZYbUDYuk
Marker
Manila Paper
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
What to do:

3. Let the pupils watch the AVP.
4. The group will discuss what happen or what they observe on the AVP they
watched.
Group name: __________________

Observation:
Before the Typhoon

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
After the Typhoon

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
with the activity.
Guide Questions:
1. What are the effects of typhoon YOLANDA on the people in the

community?
2. What are the effects of typhoon YOLANDA on the environment in the

community?
3. What do you observe to the environment before and after it hits by typhoon
YOLANDA?
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
Remember these:
Typhoon cause so much damage in a place because it brings with it

strong winds, heavy rains, and storm surges. Typhoons usually cause floods,
which greatly cause a lot of danger and damage such as destroying crops,
destroying buildings, and killing people and other living things. In November
8, 2013, Typhoon Yolanda in the Philippines hit mostly the Visayas and
Southern Luzon, killing a lot of people and causing billions of pesos in
damages.
References:
https://www.youtube.com/watch?v=VljZYbUDYuk
http://www.bbc.com/news/world-asia-24894529
https://www.britannica.com/event/Super-Typhoon-Haiyan
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
WEEK 5, DAY 4
ACTIVITY # 4: Storm Surge
Objectives:
Describe the effects of typhoon on the community.
Discuss how storm surge happen.
What you need:
1. Small electric fan

2. Large dish pan
3. Water
4. Water marker or crayon
5. Large piece of heavy construction paper
6. Tape
7. scissors
What to do:
1. To represent the wind, you will use a fan. Tape the wide end of the funnel
made of paper to the pan.
2. Put at least 3 inches of water at the top of the dishpan. Mark the level of the
water in the pan. Put the fan near the pan.
3. To represent the typhoon, turn on the fan. Set the fan in different power
settings to represent different typhoon signals.
4. So that the water level will rise at the opposite ends, tilt up the pan at the
end nearest the fan. Tip it more up to one inch to raise the level of water.
This is what happens during high tide in which the water usually rises.
Then, turn on the fan that represents the typhoon.
5. Observe the height of a storm surge.
Safety Tips: Have an adult supervise you with this activity
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
Guide Questions:
1. How this experiment similar to a real storm surge?
2. What causes storm surge?
3. What do you think is the effect of storm surge when it hits the coastalines?
Remember these:
Storm surges are another threat of typhoon YOLANDA. The strong

winds in the coastal areas form storm surges DALUYONG that can reach 6
meters above sea level. When this happen during high tide, the surges can be
very destructive.
References:
http://www.rappler.com/nation/43221-typhoon-yolanda-wrap-philippines
http://caridadclementetangan.weebly.com/storm-surge-and-storm-tide.html
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
WEEK 5, DAY 4
ACTIVITY # 5:
Objective:
Remember all the possible effects of typhoon on the
people and in the environment on the community.
What you need:
1. Folder
2. Paper
3. Pen
What to do:
1. Group yourself into four (4).

2. Each group will have their own folder.
3. The folder contains papers with the written effects of typhoon on the people
and in the environment on the community with the missing words in the
sentence/s.
4. Pupil will complete each sentence with the correct word/s.
5. The first group to finish will be the first one to discuss their work.
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
GROUP NAME
EFFECTS OF TYPHOON
1. Typhoon causes so much damage in place because it brings strong _______

and heavy __________. It also causes ________, which greatly cause a lot of
danger and damage such as destroying crops.
2. In worst scenario, typhoon can kill ___________ and other living things.
3. Infrastructures like ___________ and ____________ in seriously affected areas

may be damaged beyond repair.
4. The strong winds in the coastal areas form ____________ that can reach 6
meters above normal sea level.
5. When this happen during ___________, it can be very destructive.
6. During strong typhoon, classes are _____________ to keep students safe in

their ____________.
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
Guide Questions:
1. State/recite the effects of typhoon on the community.
Remember these:
Let us remember that the harmful effects of typhoon can be lessened if

we take care of our environment, such as conserving our resources and
cleaning our surroundings.
References:
http://www.dailymail.co.uk/news/article-2182608/Typhoon-Saola-Flooding-
landslides-kill-leave-thousands-homeless.html
http://www.philstar.com/good-news/2015/04/20/1445670/cleaner-water-our-hands
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
CODE: S5FE-IVf- 6
WEEK 6, DAY 1
ACTIVITY # 1: Which part is the strongest?
Objective:
Describe the effects of the winds, given a certain storm warning signal.
What you need:

(Group Activity)
1. Basin
2. Water
3. Tiny strips of colored paper (one color)
4. 1-foot-long stick
5. Manila paper
6. Marker
What to do:
1. Form four (4) groups for this activity

2. Get the materials to be used for the activity
3. Fill half of the basin with water
4. Sprinkle the paper strips over the water. The colored paper will give you a
better view of the movement of the water.
5. Make fast circular movements in the water using stick for one (1) minute.
6. Feel the water spinning by placing your pointer finger at the center of the
water.
7. Slowly move your finger towards the side of the basin. Observe.
8. Answer the guide questions and present it to the class.
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
Guide Questions:
1. What did you feel when your finger was at the center of the spinning water?
2. What did you feel as you moved your finger towards the side of the basin?
3. Where is the strength of the whirling water the greatest?
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
WEEK 6, DAY 2
ACTIVITY # 2: Public Storm Signals in the Philippines
Objective:
Describe the effects of the winds, given a certain storm warning signal.
What you need:

1. PowerPoint Slides for Typhoon Signals
2. Activity sheets for pupils
What to do:
1. After the discussion about the different public storm signals, give them the
activity sheets.
2. Instruct the pupils to answer the activity sheets.
Indicate the proper wind speed for the following typhoon signals.
Public Storm Signal Number Wind Speed
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
Guide Questions:
1. What are the appropriate wind speed for each Public Storm Signal?
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
WEEK 6, DAY 3
ACTIVITY # 3: Public Storm Signals in the Philippines
Objective:
Describe the effects of the winds, given a certain storm warning signal
to people and environment.
What you need:

1. PowerPoint Slides for Typhoon Signals
2. Manila Paper
3. Cartolina
What to do:
1. Form four (4) groups for this activity

2. Get the materials to be used for the activity
3. Let them write the possible effects of the following storm signals to people and
environment.
Public Storm Signal

Effects to People and Environment
Number
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
4. Shout your groups name to inform your teacher that youre already done with
the activity.
Guide Questions:
1. In which public storm signal can cause moderate damage in place that are
affected?
2. In which public storm signal can cause moderate to heavy damages in
property?
3. Does travelling in air and sea recommended during typhoon? Why?
4. When there is public storm signal # 2 in your area, can you still go to your
class?
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
WEEK 6, DAY 4-5
ACTIVITY # 4: POSTER MAKING
Objective:
Illustrate the effects of the winds, given a certain storm warning signal.
What you need:

1. 1/2 Illustration Board
2. Oil pastel/Crayon
3. Pencil
What to do:
1. Designate a storm signal for each pupil in the class.
2. Instruct them to create a poster that will depict the effects of winds for each
storm signal.
Sinal # 1 Sinal # 2 Sinal # 3
Sinal # 4 Sinal # 5
3. Ask them to present their work and make a brief explanation.
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
Guide Questions:
1. What effects can the wind for each storm signals can do to the environment
and people living in the affected areas?
Remember these:
Public Storm Signal Number 1
This signal means that the speed of the wind is around 30 to 60 kph.
The depression is expected to hit the locality within 36 hours. Classes in
preschool are suspended. People are advised to listen to the radio for
updates.
The depression has developed into a storm. Wind speed is around
61-120 kph and expected to hit the locality within 24 hours. Classes in
preschool, elementary, and high school are suspended. The wind can
cause moderate damage in places that are affected.
A typhoon is coming within 18 hours with its wind velocity of 121-
170 kph. All levels are suspended in this storm signal. House made of light
materials may be destroyed and there might be communication and
electrical power disruption. Moderate to heavy damage are expected.
People in low-lying area are being advised to evacuate. Travel in air and
seas are not recommended.
A typhoon is coming within 12 hours with its wind velocity of 171-
220 kph. This condition is very dangerous because more damage can
happen in affected places.
A typhoon is coming within 12 hours with its wind velocity of more

than 220 kph. Great damage can happen in affected areas.
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
References:
Science Web 5 by Laarni S. Sta. Romana, Sol Saranay M. Baguio pp. 400-401
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
THE MOON
S5FE-IVg-h-7
WEEK 7, DAY 1
ACTIVITY: LET US LOOK AT THE MOON IN THE NIGHT SKY!
Objective:
Observe the moon as we see it in the night sky
What you need:

paper
pencil
lunar calendar
What to do:
1. Find references to record such as a lunar calendar to record the time when
the moon rises and sets on a certain date.
2. Observe and record the phase of the moon on that date. Make a record of
moonrise and moonset including its phases for seven days.
3. Record the time when the moon is visible.
4. Use the table below:
Data and Observations
Date
Time when the moon rises
Time when the moon sets
Time when the moon is
visible
Phase of the moon
Guide Questions:
1. What was the phase of the moon after seven days?
2. How long does it take before a new moon becomes a full moon?
3. How long does it take for the moon to complete all of its phases?
4. Why are there different phases of the moon?
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
Remember these:
Movements of the Moon

Both Earth and the moon rotate on their axis and revolve around the sun. The moons
revolution causes changes in its appearance. If the moon rotates on its axis, why dont we see
it spin around in space? The moon completes one rotation in one complete revolution. So the
time it takes to fully rotate is the same time it takes to revolve. The moon rotates on its axis
once and revolves around the sun every 27 1/3 days. Because these two movements take the
same amount of time, the same side of the moon always faces earth. A day on the moon is
equivalent to two Earth weeks. After two weeks, the moon starts to be in darkness. This lasts
for another two weeks. The lunar day is 27 1/3 Earth days with about 14 days of daylight and
14 days of darkness.
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
THE MOON
S5FE-IVg-h-7
WEEK 7, DAY 2
ACTIVITY: WHAT IS THE CYCLICAL PATTERN TO THE LENGTH OF A
MONTH?
Objective:
Relate the cyclical pattern to the length of a month
What you need:

Lunar calendar
Pentel pen
Manila paper
What to do:
1. Choose a month from the current calendar year that shows the dates of the
phases of the moon.
2. Work with the group and count the number of day/s it takes the moon to go
through its different phases.
Movement of the Moon Number of Days
New moon to first quarter
First quarter to new moon
Full moon to last quarter
Last quarter to new moon
TOTAL
4. Compare your answer with the other group.
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
Guide Questions:
1. How many days does it take from new moon to first quarter moon?
from first quarter moon to full moon? From full moon to last quarter?
2. Does each phase have the same number of days?
3. When you compare your answer with the other group, do you have the same
answer?
4. Why do you think you have the same or different answers?
5. What is the total cyclical pattern of the month you choose?
Remember these:
If the moon started its orbit from a spot exactly between Earth and the
sun, it would return to almost the same spot in 29 days. If the moon started
its orbit around the Earth from a spot in line with a certain star, it will return
to that same spot in about 27 days.
When the moon is between the sun and the Earth, we cannot see the
lighted side of moon. This is called New Moon. A day after the new moon, we
see a thin slice of light at the edge of the moon. This is called crescent moon. About a week after the
new moon, we see half of the lighted side of the moon, this is called first quarter moon. As the first
quarter moon increases in size, it is called gibbous moon. About a week after the first quarter moon,
the earth is between the moon and the sun. We see the whole lighted side of the moon which is called
full moon. The full moon decreases in size until it is again a gibbous moon. About a week after the full
moon, we again see half of its lighted part. This is called the last quarter moon. After this, the lighted
part becomes smaller until we see a crescent. Soon the moon becomes invisible, after which new moon
appears again.
Reference: Exploring and Protecting Our World grade 4 pp. 308-312
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
THE MOON
S5FE-IVg-h-7
WEEK 7, DAY 3
ACTIVITY: HOW DOES THE MOON REVOLVE AROUND THE EARTH?
Objective:
Relate the cyclical pattern to the length of a moon
Explain the 2 ways of moons revolution around the earth.
What you need:

1. Calendar of the month
2. Manila paper
3. Pentel pen
What to do:
1. Look for the calendar of the year that shows the dates of the phases of the
moon.
2. Work with the group and count the number of day/days it takes the moon to
go through the different phases each month.
Movement of the January February March April May June
moon
New Moon to f
First Quarter
First Quarter to
Full Moon
Full Moon to Last
Quarter
Last Quarter to
New Moon
TOTAL
3. Report your answer
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
Guide Questions:
1. How many days are the cyclical pattern of the moon in January? February?
March? Etc.
2. What months have the same number of days?
3. How many days do these have?
4. How about the other months? How many days do they have?
5. What are the two ways of the moons cyclical pattern?
6. Differentiate the two ways.
Remember these:
Scientists measure the time the moon completes one revolution around the earth in
two ways. One is in relation to the sun and the other in relation to a star.
If the moon started its orbit from a spot exactly between Earth and the sun, it
would return to almost the same spot in 29 days. During this period, the moon has
changed from one new moon phase to the next new moon phase. This period is called a
synodic month.
If the moon started its orbit around the Earth from a spot in line with a certain star,
it will return to that same spot in about 27 days. This is called a sidereal month.
The term month came from the length of time it takes the moon (one month) to
complete one revolution around the Earth.
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
THE MOON
S5FE-IVg-h-7
WEEK 7, DAY 4
ACTIVITY: LOOK, ITS CHANGING
Objective:
Describe the shape of the moon as it changes phase
What you need:

Manila paper
Pentel pen
Lunar calendar
What to do:
Observe the moon on a clear moonlit night
1. Record the time the moon rises.
2. An hour later, look the moon again.
3. Two hours later, stand in the same place where you were in steps 1 & 2 and
look at the moon again.
4. Continue your moon watching for a week.
5. Wait for the 28th day. On the 28th day, Repeat steps 2 & 3.
6. Record your observations
Aspects of Day Day Day Day Day Day Day Day
Observation 1 2 3 4 5 6 7 28
Day
Time
Drawing of the
changes on the moon
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
Guide Questions:
1. What time the moon rises day by day?
2. What have you observed with the shape of the moon?
3. Draw the shape of the moon as you see it in the night sky
Remember these:
As viewed from the earth, the moon seems to change its shape. These seeming changes in the
shape of the moon are referred to as the phases of the moon.
The same side of the moon always faces the earth. Half the moon always reflects the sun. The
phases of the moon depend on how much sunlight it is reflecting at a particular time.
new moon waxing crescent first quarter
waning crescent last quarter full moon
Reference: Science Exploration for Kids 4 by Calvelo and Castillo on pp. 127-129
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
THE MOON
S5FE-IVg-h-7
WEEK 7-8 DAYS 5-6
ACTIVITY: LOOK HOW THE MOON CHANGES ITS SHAPE!
Objectives:
1. Demonstrate the cyclical pattern of the moon
2. Tell how long each phase of the moon takes to go another phase
What you need:

Globe
Ball
Flashlight
Manila paper
Pentel pen
What to do:
1. Work with your group
2. Using the ball, the globe and the flashlight , demonstrate how the moon
revolves around the earth. The ball will represent the moon, the globe is the
earth and the flashlight is the sun
3. Take note of the lighted part of the ball as it turned around the globe while
the flashlight shines on it.
4. Tell how many days it takes for each phase to go another phase (Reading of
the text for verification for the second day activity)
5. Answer the questions that follows
Guide Questions:
1. What do the three materials represent? The ball, the flashlight and the globe
2. What happens when you shine the ball with flashlight as it turned around the
globe?
3. Draw each phase of the moon and write below each drawing the number of
days of the changes for each phase
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
_____ _____ ____ ____ ____ ____
Remember these:
The moon appears to move completely around the celestial sphere once in about
27.3 days as observed from the earth. This is called sidereal month, and reflects the
corresponding orbital period of 27.3 days. The moon takes 29.5 days to return to the same
point on the celestial sphere as referenced to the sun because of the motion of the earth around
the sun; this is called synodic month ( Lunar phases as observed from the earth are
correlated with the synodic month). There are effects that cause small fluctuations around
this value that we will not discuss. Since the moon must move eastward among the
constellations enough to go completely around the sky (360 degrees) in 27.3 days, it must
move eastward by 13.2 degrees each day (in contrast, remember that the sun appears to move
eastward by 1 degree per day). Thus, with respect to the background constellations the moon
will be about 13.2 degrees further east each day. Since the celestial sphere appears to turn 1
degree about every 4 minutes, the moon crosses our celestial meridian about 13.2 x 4 = 52.8
minutes later each day.
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
THE MOON
S5FE-IVg-h-7
WEEK 8, DAYS 7 - 8
ACTIVITY: WHAT CAUSES ECLIPSES?
Objectives:
1. Describe how motions and size of the earth and moon cause eclipses
What you need:

Light source
Ball on pencil
Globe
Figures 1.1,1.2,1.3
What to do:
1. Study the positions of earth, moon and sun shown in figures 1.1,1.2 and 1.3
2. Use figure 1.1,1.2 and 1.3 as guides when moving the moon around the globe
to duplicate the exact positions that would have to occur in order for both a
lunar and a solar eclipse to take place. Keep the distance between the model
moon and the globe reasonably constant.
3. Place the model moon at each of the following phases: first quarter, full moon,
last quarter, and new moon. Identify which if any, eclipse could occur during
each phases. Record your data.
4. Once the phases when eclipses can occur have been identified, place the moon
at each of those positions. Move it slightly toward and away from earth. Note
the amount of change, if any, in the size of the shadow causing the eclipse.
Record this information.
5. On a separate sheet of paper, sketch diagrams that show the correct
relationships between the positions of Earth, the moon and sun for steps 3
and 4.
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
Figure 1.1 Phases of the Moon
Figure 1.2 Lunar Eclipse
Figure 1.3 Solar Eclipse

____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
Guide Questions:
1. During which phase(s) of the moon is it possible for an eclipse of the sun and
eclipse of the moon to occur?
2. Describe the effect that a small change in the distance between Earth and the
moon has on the size of the shadow causing the eclipse.
3. As seen from Earth, how does the apparent size of the moon compare to the
apparent size of the sun? How can an eclipse be used to confirm the answer to
this question?
4. What causes eclipses?
5. Answer the chart below for your data and observation
PHASE OF MOON OBSERVATIONS
First Quarter
Full
Last Quarter
New
Remember these:
While exploring Jamaica in 1504, Christopher Columbus impressed the native people
he met by predicting an eclipse. He was able to do this by consulting a table of astronomical
observations. Eclipses can be predicted because they happen only when Earth, the Sun and
the Moon are in straight line. An eclipse occurs when one object moves into the shadow cast
by another object.
When the moon is full, it may pass into the shadow of Earth. Observers on Earth can
see the full moon become temporarily darken as it passes through Earths shadow. This is
called a LUNAR ECLIPSE.
During a new moon, the moon may cast a shadow onto Earth. Observers within that
shadow on Earth see the sky turn dark as the moon blocks out the sun. This is called a
SOLAR ECLIPSE. During a total solar eclipse, you can see a ring of light around the moon.
It is dangerous to look at the sun directly on a solar eclipse. The places that receive the darker
side of the shadow, which is called the umbra, experience a total solar eclipse while those
places that receive the penumbra side of the shadow will have the partial eclipse.
Because the moons orbit is slightly tilted compared with earths orbit around the
sun, the moon is slightly above or below the line between Earth and the sun. For that reason,
eclipses are relatively rare.
References: The New Science Links Grade 5 (Worktext in Science and Technology) by
Evelyn T. Larisma, Jan Jason Madriaga-Mariano, Nenita A. Apolinario, pp. 370-372
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
THE MOON
S5FE-IVg-h-7
WEEK 8, DAYS 9-10
ACTIVITY: BELIEFS LINKED TO THE MOON!
Objective:
1. Discuss some beliefs and practices that have been attributed to the moon on
living organisms
What you need:

Access to the internet
Research materials
What to do:
1. Have your group yourself and prepare written reports on at least 5 events in
living things that are allegedly affected by lunar cycles.
2. Your group can choose one from the following topics:
a. Effects of the lunar cycles on the behaviour of marine animals
b. Effects of the lunar cycles on plants or on farming
c. Effects of lunar cycles on crimes
d. Effects of the lunar cycles on the human reproductive system
e. Effects of the lunar cycles on weather
3. Make a report that will include hypotheses or discussions of the
mechanism(s) through which the lunar cycles might affect the phenomena
being described. List well documented effects of lunar cycles and the effects
that have no factual basis.
4. Report the oral presentation of your research results and analysis in class.
Guide Questions:
1. Which of the effects you have listed are good and bad? Explain your
answer
2. Which of the effects do you believe are true? Why do you believe in them?
3. Why are there beliefs that the lunar cycles have an effect on living
organisms?
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
Remember these:
MOONS AND SUPERSTITIONS

Through the ages, a lot of superstitions and practices have always been linked around
the moon.Some of these beliefs originated from different observations of the land, the
environment, and the nighttime sky. For example, traditional agricultural practices often
prescribe planting and harvesting during a specific phase of the moon. Many people who live
thousands of miles from any ocean also associate the lunar cycles to the tides, and since the
moon affects the ocean tides, it must be very powerful that it affects the human body as well.
The full moon has also been associated to mental illness, disasters, crimes, accidents and
fertility among other things. Some are related to finances, livelihood, nutrition, health and
marriage. The following are among many superstitions.
1. A ring around the moon means that the rain will come in three days.
2. Crimes and accidents usually happen during the full moon.
3. The full moon is associated with human madness.
4. The phases of the moon is associated with suicide deaths.
5. The light of the moon affects the fertility of women.
6. The moon can cause earthquakes.
7. New projects should be started at the time of the new moon.
8. The new moon is the time to plant crops.
9. It is wrong to point to the moon for it will bring bad luck.
10. The weather will be good if the new moon is on a Monday.
Many of the beliefs about the moon originated during the time when there were no
logical or scientific explanations for events that happened. Many studies have been done to
investigate on the lunar effects. So far, several studies on lunar effects have failed to show a
significant relationship between the phase of the moon on crimes, traffic accidents, domestic
violence, births of babies, suicide, major disasters. Aggression, madness, psychiatric
admission, alcoholism, sleepwalking, epilepsy, vampirism, and many others.
Even if a lot of studies have failed to prove a significant relationship between the full
moon and anything, there are still some people who continue to believe and live their lives
according to these beliefs. Why do so many people still believe in lunar myths? According to
some experts, there are several factors why there are still people who believe in lunar myths.
References: The New Science Links Grade 5 (Worktext in Science and Technology) by
Evelyn T. Larisma, Jan Jason Madriaga-Mariano, Nenita A. Apolinario, pp. 379-380
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
CODE: S5FE-IVij-1
WEEK 9, DAY 1-4
ACTIVITY # 1: Observing Star Patterns
Objective:
Identify star pattern that can be seen at particular times of the
year.
What you need:
Clear night sky

Pen
Bond paper
What to do:
8. On an clear night sky, go outside and observe the stars.

9. Find pattern of stars that look something familiar like a shape of an object or
animal.
10. Draw the group of stars you see. Note their position and include a drawing
of what you think each pattern resembles.
11. In school, match your drawings with your classmate
Guide Questions:
3. Which of your constellations match those observed by your classmate?
4. How can recognizing star pattern be useful?
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
ACTIVITY # 2: Naming Constellation
What you need:
PowerPoint Slides/Activity Sheets

Pen
What to do:
8. Discuss how constellations are named with its corresponding English name.
Constellation English Name

Andromeda Andromeda
Aquarius Water bearer
Ara Altar
Aries Ram
Cancer Crab
Canis Major Dog
Canis Minor Little Dog
Capricornus Sea Goat
Cassiopeia Cassiopeia
Centaurus Centaur
Cepheus Cepheus
Cetus Whale
Corvus Cow
Crux Southern Cross
Cygnus Swan
Delphinus Dolphin
Dorado Swordfish
Draco Dragon
Gemini Twins
Hecules Hercules
Hydra Water Snake
Leo Lion
Libra Scales
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
Lyra Lyre
Orion Orion
Pegasus Pegasus
Perseus Perseus
Pisces Fishes
Sagittarius Archer
Scorpio Scorpion
Taurus Bull
Ursa Major Great Bear
Ursa Minor Little Bear
Virgo Virgin
9. After discussing the lesson, Do this activity.
Constellation English Name

1 Andromeda
2 Aquarius
3 Ara
4 Aries
5 Cancer
6 Canis Major
7 Canis Minor
8 Capricornus
9 Cassiopeia
10 Centaurus
11 Cepheus
12 Cetus
13 Corvus
14 Crux
15 Cygnus
16 Delphinus
17 Dorado
18 Draco
19 Gemini
20 Hecules
21 Hydra
22 Leo
23 Libra
24 Lyra
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
25 Orion
26 Pegasus
27 Perseus
28 Pisces
29 Sagittarius
30 Scorpio
31 Taurus
32 Ursa Major
33 Ursa Minor
34 Virgo
ACTIVITY # 3: WHEN CAN YOU SPOT THEM?
What you need:
Cartolina with indicated months which constellations are observed

Metacards of different constellations
What to do:
1. Discuss some constellation and indicate the months which these

constellations are visible in the night sky.
2. Group the class into four (3) and give them the materials needed for the
activity.
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
GROUP 1
Constellation Months Observed
Cygnus
Orion
Gemini
GROUP 2
Virgo
Scorpius
Taurus
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
GROUP 3
Auriga
Botes
Leo
___________________________________________________________________
GROUP 1
Cygnus July August
September
Orion
January February
March
Gemini
February March
April
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
GROUP 2
Virgo
April May
June
Scorpius
May June
July
Taurus
December January
February
GROUP 3
Auriga
December January
February
Botes
April May
June
Leo March April
May
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
Guide Questions:
3. How constellations are formed?

4. How constellations are named?
5. Why are some constellations visible during a certain period?
6. Why the positions of the constellations change throughout the year
Remember these:
Thousands of years ago, ancient astronomers, as they studied stars in

the night sky saw different images of objects, animals, and heroes in the
roman and Greek mythology in the grouping of stars. A group of stars that
form a certain pattern is called constellation. Today, astronomers listed a total
of 88 constellations.
Constellations can be found in the northern and southern hemispheres.
They are also found in specific seasons and directions. Using the constellation
map, we can identify the different constellation and stars in the north and
south sky.
Northern Hemisphere
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
Southern Hemisphere
References:
Larisma, Jan Jason Madriaga-Mariano and Nenita A. Apolinarion pp. 400-404
http://chasingstars-waltonluke.blogspot.com/2011/06/constellations-of-northern-
hemisphere.html
http://www.solarsystemquick.com/universe/star-constellations.htm
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
THE STARS
S5FE-IVi-j-1
WEEK 9 , DAYS 4-6
ACTIVITY: OBSERVING THE NORTHERN CONSTELLATIONS IN THE
NIGHT SKY!
Objectives:
Locate northern constellations
Identify common constellations in the northern sky
What you need:

paper
pencil
constellation map
a clear night sky
What to do:
1. On one starry evening, get out of your house and look at the sky.
2. Observe the sky four times: at 7:00pm, 9:00pm, 10:00pm and 11:00pm
3. Sketch as many patterns of stars as you see each time you go out.
4. Identify the constellation you have sketched. Refer to the chart given to this
chapter
Guide Questions:
1. Can you see some groups of stars that form a certain pattern?
2. What constellations do you see in the night sky?
3. Do you see them in the same location during the whole night?
4. How do they apparently behave?
5. What are constellations in the northern sky?
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
Northern Star Map
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
ACTIVITY 2: Identify each constellation in the Northern Sky:
1. _____________________
2. ____________________
3. ____________________
4. ____________________
5. ___________________
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
Remember these:
A CONSTELLATION is the pattern or apparent grouping of the visible

stars. Names of constellations are given on the basis of an imagined resemblance to
some objects, living things or mythical characters.
The International Astronomical Union recognizes 88 constellations. They are
grouped according to their locations in the sky. There are 28 northern constellations.
They are visible in the Northern hemisphere. They include Ursa Major, Ursa Minor,
Draco, Cassiopeia, Cepheus, Perseus, Lyra, Orion, Andromeda, Pegasus and others.
In your activity, you saw stars grouped together forming a certain figure.
They are not concentrated in only one place in the sky. Moreover, they do not
remain stationary in the sky. As the clock ticks, they apparently move across the sky
the way the sun and the moon do.
The apparent movement of the constellations within one night is caused by
the earths rotation. The earth rotates from west to east, so the group of stars
apparently move from east to west.
The following night, you see that the constellations you observed the previous
night are again in the same position as you saw them in the night before. This means
that they apparently move only due to earths rotation.
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
LESSON
Week 9, Day 7 Identify star patterns that can be seen at particular time of the year
S5FE-IVi-j-1
Objectives:
1 State that constellation is a group of stars that form a pattern
in the sky.
2. Describe how a constellations look like.
What you need:

Video
Activity Sheet
What to do
1. The pupils will watch a video https://youtu.be/23rZtlbQ0i8 about constellation.
2. They will be grouped into three.
2. Pupils will answer their activity sheet.
Guide Questions
1. What is constellation ?
2. Describe constellations.
Remember these
Thousands of years ago , ancient astronomers , as they studied stars in the

night sky , saw different images of objects , animals , and heroes in the Roman and
Greek Mythology in the grouping of stars. A group of stars that form a certain
pattern is called a constellation. Today astronomers listed a total of 88 constellations.
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
ACTIVITY 1
Competency : State that a constellation is a group of stars that form a pattern

in the sky.
Direction : Determine the concept given in the maze and write it on the lines below.
Start with the letter to where the arrowhead is pointing.
Y K S E H T N I N R
F O R M A P A T T E
T A H T S R A T S F
N I S A G R O U P O
O I T A L L E T S N
START HERE C O
ANSWER :
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
__ __ __ __ __ __ __ __ __ __ __ __ __ ___ __ __ __ __ __ __ __ __ __
__ __ __ __ __ __.
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
ACTIVITY 2
Observing Star Pattern
Problem : How do constellations look like?
What you need :
Clear night sky

Pen bond paper
What you need to do :

1. On a clear night sky , go outside and observe the stars.
2. Find pattern of stars that look something familiar like a shape of an object or
animal.
3. Draw the group of stars you see. Note their position and include a drawing of
what you think each pattern resembles.
4. In school , match your drawings with your classmate.
What have you found out ?

1. Which of your constellations match those observed by your classmates ?
2. How can recognizing star pattern be useful ?
Conclusion :
Describe constellations.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_____________________________________________
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
LESSON
Week 9, Day 8- Identify star patterns that can be seen at particular time of the year
S5FE-IVi-j-1
Objective:
1. State how constellations are useful to people.
What you need:

Video about how constellations are useful to people.
Activity Sheet
What to do
1. The pupils will watch a video https://youtu.be/4DlNhbkPiYY about how
constellations are useful to people.
2. They will be grouped into three.
3. Pupils will answer their activity sheet.
Guide Questions
1. Why are constellations useful to navigators ?
2. What are being used by the astronomers to locate stars , nebulae , and galaxies ?
3. What are the uses of constellations?
____________________________________________________________________________________________________
----------------------------------------------------------------------------------------------------------------------------- ----------
Remember these:
Uses of Constellations
During ancient times , constellations helped people remember their favorite
stories about what they considered as gods. Later , constellations helped people in
many ways. Our knowledge about constellations will help us in knowing general
directions, measuring and telling seasons, locating stars and galaxies , and tracking
artificial satellites launched into Earths orbit.
Constellations Tell General Directions
Constellations are useful to navigators . Ursa Minor , Ursa Major , and

Cassiopeia are constellations that are used by navigators to tell the north direction.
Polaris , found at the last star of the handle of the Little Dipper , tells north. It is
visible in the northern hemisphere. This star is pointing toward the axis of Earth . It
gives direction and location of the north celestial pole.
The Orion constellation tells Earths east and west sky. The Southern Cross or
Crux constellation is located at the southern hemisphere. It contains four bright stars
so situated that they depict the extremities of a Latin cross. This constellation tells
the south sky.
Constellations Measure and Tell Seasons
The 12 constellations which we called as the Zodiac keep a definite circular

belt or path in the sky. Sagittarius , Capricorn , and Aquarius are3 visible during
winter. Pisces , Taurus , and Aries are visible during the spring season. Gemini,
Cancer , and Leo are visible during summer. Virgo , Libra, and Scorpio are visible
during autumn. The Zodiac is an imaginary belt or path in the heavens that includes
the paths of the planets . The different constellations can be seen in a particular
month and season.
Constellations are Used to Locate Stars and Galaxies

Constellations are used by astronomers to locate stars , nebulae , and galaxies.
The Flame Nebula , also called NGC 2024 , is region of dust and gas in the
constellation Orion . The Horsehead Nebula is also in the Orion constellation. This
dark nebula is visible from Earth only because it blocks light coming from young
stars located behind the nebula.
____________________________________________________________________________________________________

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Department of Education

Schools City Division

Priscilla D. Sanchez, Ph.D.

Week 2 Discuss the extent of soil erosion in community

Week 3 Communicate the Data Collected from the

Week 4- Observe the Changes in the Weather Before ,

Week 5 Describe the effects of typhoon on the community

Week 6 Describe the effects of the winds, given a certain

Week 7-8 Infer the pattern in the changes in the

Week 9-10 Discuss the characteristics of stars

Grade 5 Quarter 3 Learners Materials

What you need:

1. In what ways are rocks similar?

PHYSICAL PROPERTIES OF ROCKS

the wall has a nonmetallic luster. There are many types of

What you need:

Before 24 hours After 24 hours

There are two types of weathering processes: physical and

1. PHYSICAL or MECHANICAL WEATHERING

Rocks are weathered mechanically by water and temperature.

Although plants are seemingly soft, they cause weathering of

Chemical weathering breaks down rocks by changing its

What you need:

Station 3: Modelling clay, tray, ice cube, and sand

Station 4: Sand, water, a medium-sized bucket, a large plastic bag

HOW EROSION DIFFERS FROM WEATHERING?

agent of weathering, can be considered an erosive force too.

Compared to other agents, running water accomplishes the

EROSION DUE TO THE DISSOLVING ACTION OF WATER

In the previous lesson, the dissolving action of water was cited as

Raindrops falling on the soil exert pressure with their weight.

Water, which does not evaporate or immediately sink into the

Splash and sheet erosion are greatly feared by farmers because

The rock particles picked up by the wind are deposited

The process of wind carrying away loose sediment is called

The whole slope may move slowly downhill without being

When the amount of snow is so great that it cannot completely

As a glacier moves, it causes erosion. The melted water from the

OTHER FACTORS AFFECTING EROSION

1. Deforestation clearing of trees, transforming a forest into cleared land.

2. Intensive farming farmers use excessive fertilizer, and irrigation

Science Links, pp. 326-329

What you need:

WAYS OF PREVENTING AND REDUCING SOIL EROSION

Although soil erosion is a natural process, it has devastating impact

AGRICULTURE SOIL CONSERVATION

1. TERRACING METHOD IN FARMING

This method is similar to terracing, but on a smaller scale. Instead of

What you need:

1. What happens to the set up when you pour water on it ?

SOIL EROSION BY RAIN OR WATER

Erosion is the wearing away of soil by wind, water, gravity, or human

What you need:

Two pieces of cup , soil sample, weighing scale

Wind Erosion Experiment

Calculating Wind Erosion

1800s method of farming (Soil that is covered)

This next step calculates the

Soil loss tons per acre

SOIL EROSION BY WIND

What you need:

1. Fill up the table below.

O __ E ___ G __ ___ Z __ ___ G

O E _ G _ Z _ G

3. Infrastructures like _ and __ in seriously affected areas