5

Science
Quarter 4 – Module 1:
How Rocks Turn into Soil

CO_Q4_Science5_Module1
Science– Grade 5
Alternative Delivery Mode
Quarter 4 – Module 1: How Rocks Turn into Soil
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders. Every
effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Norma R. Orlanda

Editors: Arlene H. Dela Torre, Paulina D. Gabon
Reviewers: Carmen R. Lim, Christie S. Jamoralin, Ryan R. Tiu,
Eufemio D. Adarayan Jr., Joel Christian R. Salentes
Illustrators: Ryan A. Machate, Reyson Joe G. Cañedo,
Kristina C. Aguirre, Jose Marie E. Baculi
Layout Artists: Harlene R. Presente, Marjorie P. Gabumpa, Rynwalter A. Paa
Management Team:
Ramir B. Uytico, Arnulfo M. Balane, Rosemarie M. Guino,
Joy B. Bihag, Ryan R. Tiu, Marilyn B. Siao,
Roberto N. Mangaliman, Ma. Luz I. Orbe, Cecilia A. Arga,
Eveliza S. Quinoñes, Carmen R. Lim

Printed in the Philippines by ________________________

Department of Education – Region VIII

Office Address: Government Center, Candahug, Palo, Leyte

Telefax: 053 – 832-2997
E-mail Address: [email protected]
 5

Science
Quarter 4 – Module 1:
How Rocks Turn into Soil
Introductory Message

This Self-Learning Module (SLM) is prepared so that you, our dear

learners, can continue your studies and learn while at home. Activities,
questions, directions, exercises, and discussions are carefully stated for you
to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you
step-by-step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in

each SLM. This will tell you if you need to proceed on completing this module
or if you need to ask your facilitator or your teacher’s assistance for better
understanding of the lesson. At the end of each module, you need to answer
the post-test to self-check your learning. Answer keys are provided for each
activity and test. We trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are
also provided to our facilitators and parents for strategies and reminders on
how they can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on
any part of this SLM. Use a separate sheet of paper in answering the exercises
and tests. And read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in

answering the tasks in this module, do not hesitate to consult your teacher
or facilitator.

Thank you.
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
understand how rocks turn into soil. The scope of this module permits it to be used
in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

This module will help you describe how rocks turn into soil.

The module is divided into two lessons, namely:

 Lesson 1 – Mechanical Weathering
 Lesson 2 – Chemical Weathering

After going through this module, you are expected to:

1. differentiate mechanical and chemical weathering;

2. appreciate the importance of weathering; and

3. perform how mechanical and chemical weathering occurs.

CO_Q4_Science5_Module1
 What I Know

Directions: Read and understand the sentences well. Fill in the blanks with the
correct answer. Write your answers in your Science notebook.

weathering carbonic acid

disintegration decomposition
chemical weathering soil
sulfuric acid water
temperature nitric acid
mechanical weathering

1. ________________ is the physical wearing away of rocks.

2. ________________ involves a change in the composition of rocks that allows
them to break down into pieces.
3. _________ is the breaking of rocks into smaller pieces.
4. Chemical weathering is also called __________.
5. The continuous change of ___________ causes rocks to break.
6. Physical weathering is also called ______________.
7. _________ is a valuable material where most terrestrial plants grow.
8. The common mixture combines with other element compounds in the
chemical weathering process is called ________.
9. The __________ is formed by the mixture of carbon dioxide and water.
10. _________ is a strong acid that easily melts rocks and their minerals.

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CO_Q4_Science5_Module1
 Lesson

1 Mechanical Weathering

The crust of the Earth is a layer that covers the entire surface of the planet
and is the top component of the lithosphere. The surface of the earth is always
changing. Some changes occur very slow while others take place very rapidly. These
changes are brought about by many factors. Some factors are caused by natural
forces such as volcanic eruptions and earthquakes, others from human activities,
animal actions, or even the growth of plants.

The main cause of soil formation is weathering. Weathering is the wearing

away of rocks or the breaking of rocks into fragments. It is an important process that
helps shape the surface of the Earth. Weathering occurs when rocks near or on the
surface of the Earth are exposed to air, water, and other living things. Rocks break
up into smaller pieces and resulted in the formation of soil and different landforms.
This is also the reason why we have an amazing rock formation. Weathering can be
classified into two general types: mechanical or physical weathering and chemical
weathering. In this lesson, we will study the processes of mechanical weathering.

What’s In

Directions: Analyze the puzzle below. Find five (5) words related to mechanical
weathering inside the box. Write your answers in your Science notebook.

h e l a r g e t n i s i r

y m i p c g o h a y e f o

w e a t h e r i n g r h c

y x s d e y k r g h o e k

l h g o m e s o x d s e s

i s e p i a d i t a i z a

o d m e c h a n i c a l p

s x i b a m i o k a n s z

n a g n l r y e a p l g o

a b r a s i o n y o n l n

CO_Q4_Science5_Module1
 What's New

Figure 1: Boulder (Photo Source: Spragg, 2016)

Figure 1 shows a boulder that was separated from a larger mass of rock and
has been exposed to the heat of the sun during the day and has been cooled off at
night time. Because of the temperature changes the boulder eventually cracked and
broke up further into smaller pieces and particles.

What causes the boulder to crack? What will happen if the boulder is
constantly subjected to temperature changes?

What is It

Mechanical weathering refers to the process by which rocks disintegrate into

small particles due to change in temperature, human activities, and the actions of
plants, animals, and frost. In this process, the physical characteristics of rocks are
changed but their chemical composition remains the same. It occurs when water
enters cracks and crevices of rocks and exerts more pressure, causing the rocks to
break.
Rocks are made up of different types of minerals that expand and contract at
various rates when exposed to temperature changes. When rocks are heated during
the day, they expand. At night time, the temperature drops and cools off, causing
rocks to release heat and contract. This continuous expansion and contraction of
rocks affect their mineral composition that causes some rocks to crumble and fall
apart. This type of mechanical weathering is called thermal expansion.

CO_Q4_Science5_Module1
 Illustrated by Ryan A. Machate

Figure 2. A mining site showing mechanical weathering caused by human activity

Many of the changes that humans have made to the environment, involves the
breakdown of rocks, either directly or indirectly. When people build homes, schools,
roads, bridges, and other infrastructures for any construction purposes, they usually
make use of rocks for durability. Other activities like quarrying, making tunnels,
landscaping, and mining as shown in Figure 2, also break rocks into pieces. This
type of mechanical weathering made by humans transforms rocks into different sizes
and shapes to suit their needs.

Illustrated by Reyson Joe G. Cañedp

Figure 3: An example of a plant’s contribution to mechanical weathering

Plants grow in different places. Some may even grow on rocky areas or rock
surfaces. To get water, their roots are forced to make their way into the cracks of
rocks (Figure 3). As they grow, their need for water and mineral increased. Their
strong roots then, pushed their way deeper into the rocks, causing them to fall apart.

CO_Q4_Science5_Module1
 Illustrated by Reyson Joe G. Cañedo

Figure 4. Pigs use their snouts to loosen the soil

Activities of some animals may also expose rocks on the surface of the soil.
Pigs loosen the soil with their snouts as shown in Figure 4. Earthworms, frogs, and
termites burrow and live underground. When rocks are exposed to the different
elements in the environment such as heat, cold, or water, they break into smaller
pieces faster.

Illustrated by Kristina C. Aguirre

Figure 5. Fragments abrade the bedrock or the

solid rock layer beneath the stream or river

Aside from human activities, plants, and animals, other factors that
contribute to mechanical weathering include abrasion, exfoliation, temperature
changes, and rain. Abrasion is a major mechanical physical weathering process. This
means that rocks can break up by abrasion or by rubbing against each other. It
occurs when rock fragments are being carried along by agents of erosion, such as
water in streams or rivers (Figure 5).

CO_Q4_Science5_Module1
 Illustrated by Reyson Joe G. Cañedo

Figure 6. When the surface of rocks becomes wet, moisture penetrates pores,
and crevices between mineral grains and reacts with the feldspar

Exfoliation is another significant process of mechanical weathering. This

refers to the scaling off or peeling off successive shells from the surface of rocks. It
occurs in coarse-grained rocks that contain the mineral feldspar (Figure 6). A
chemical change will occur. Note that exfoliation is a physical process caused by a
chemical change.

Illustrated by Reyson Joe G. Canedo

Figure 7. An example of parched soil which is the effect of bushfires

Rocks are subject to constant temperature change as the weather changes.

This means that as the temperature rises during the day, rocks expand, and as the
temperature falls at night, they contract. Only extreme temperature changes, such
as those resulting from forest and bushfires as shown in Figure 7, caused rocks to
crack or flake off at the surface.

CO_Q4_Science5_Module1
 What’s More

Directions: Perform the activities by following each step carefully. Observe it

properly and write your answers for the guide questions in your Science notebook.

Activity 1: Mechanical Weathering: Pounding

Things you need:
 1piece of chalk
 hammer
 A piece of cloth
Reminder:
 Do not play with the hammer and chalk
What to Do:
1. Wear goggles.
2. Get a piece of chalk and enclose it with a piece of fabric.
3. Pound it using a hammer. (Be extra cautious in using it.)
4. Observe what happens to the piece of chalk.
Guide Questions
1. What happened to the piece of chalk when beaten with a hammer?
2. What sort of progress did the piece of chalk go through? Why?

Activity 2. Independent Practice

Things you need:

 Clean can (large size)

 A glass of water
 6 pcs of soft rocks/stones
 A piece of cloth
 A Rubberband

What to do:

1. Put some delicate/soft stones in a clean can loaded up with water and
cover it firmly.
2. Shake the can vigorously for about thirty (30) seconds.
3. Drain the water, at that point, put the substance in a compartment
with a piece of fabric.
4. Remove the stones and analyze what is left.
Guide Questions

1. Where did the small grains of rocks/stones come from?

2. What might have caused it? Why?

CO_Q4_Science5_Module1
Lesson

2 Chemical Weathering
Rocks are made up of mineral crystals, other solid masses found naturally,
and even in fossils. These mineral crystals in rocks have definite chemical
compositions that react readily when exposed to air and water. Chemical weathering
occurs when the chemical composition of rocks changes. The minerals that make up
the rock may undergo chemical changes, which may result in the weakening and
breaking down of rocks.

What’s In

Directions: Below are jumbled letters. Arrange them accordingly to form a word
related to weathering. Write your answers in your Science notebook.
1. UQARYNGRI
2. BOURWRING
3. TPASNL
4. SMILANA
5. AHUMN
6. ERATMERPUE

What's New

What do you see in Figure 8? What has caused the wall to crack? How did the
wall crumble and breaks?

Illustrated by Jose Marie E. Baculi

Figure 8: Cracks developed in a brick wall
9

CO_Q4_Science5_Module1
 What is It

Weathering is an important process that helps shape the surface of the Earth.
Weathering is the breaking up of rocks into smaller pieces or particles. Weathering
may break a large, solid mass of rocks into loose fragments. It includes two
processes, disintegration and decomposition. The disintegration of rocks is a physical
process of breaking down rocks into fragments, while the decomposition of rocks is
the chemical reaction of the minerals present in rocks when exposed to air and water.
In this lesson, we will study the chemical process of weathering.

Chemical weathering happens when mineral crystals in rocks react with water
and air. It is the process by which new substances are formed from minerals found
in rocks. This causes decomposition or changes in the chemical make-up of rocks
causing them to crumble. Water is used in the process to interact with minerals
found in many rocks. One type of mineral transforms into another.

Chemical weathering refers to the breaking down of rocks into smaller pieces
due to the action of some elements and compounds in the environment like oxygen,
carbon dioxide, and water. The chemical composition of the rocks is changed during
this process, which causes minerals to decompose and even dissolve. Water, oxygen,
carbon dioxide, and acids are the most common causes of chemical weathering.

Illustrated by Kristina C. Aguirre and Reyson Joe G. Canedo

Figure 9: An example of chemical weathering. Feldspar has

changed chemically forming clays which are easily eroded

Water can dissolve many minerals. Rocks may either change in composition
or fall apart. For instance, when the mineral feldspar combines with water, it changes
to a clay material called kaolinite as shown in Figure 9. Water may also combine with
some gases in the air to form an acid which can change the composition of the rocks
with which it comes into contact.

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CO_Q4_Science5_Module1
 Illustrated by Jose Marie E. Baculi

Figure 10. An example of a rusty rock on its surface

Some minerals found in rocks, especially iron compounds, readily combine

with the oxygen in the air. When these rocks are exposed to air, the iron combines
with oxygen. The reaction of oxygen and iron form iron oxide or rust as shown in
Figure 10. This process is called oxidation. Rocks containing rust particles easily
crumble into pieces.

Illustrated by Jose Marie E. Baculi

Figure 11. An example of calcite stones

Acids may be formed when water combines with different substances in the
environment. When water combines with carbon dioxide, carbonic acid is formed.
Carbonic acid is a weak acid from rainwater and carbon dioxide. This acid, as it
drains on the ground, dissolves some minerals present in the rocks. This acidic water
is more effective than pure water in dissolving some minerals present in rocks. This
acid attacks and dissolves a mineral called calcite, which, just like iron, cements
rock fragments together. Rocks made up of calcite, such as limestone, sandstone,
and marble can be broken down this way. Consequently, the rocks crumble into
smaller fragments or fine particles known as soil.

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CO_Q4_Science5_Module1
 Illustrated by Reyson Joe G. Canedo

Figure 12: An example of a carbonic acid rock

Chemical wastes such as nitrogen oxide and sulfur oxide from burning fuels
or volcanic eruptions, mix with water vapor in the air. The mixture of nitrogen oxide
and water produces nitric acid while the mixture of sulfur dioxide and water
produces sulfuric acid. Sulfuric acid is a strong acid that easily dissolves rocks and
their minerals. Acid rain occurs when these acids fall to the ground as rain. On the
other hand, carbonic acid is a weak acid that can dissolve some mineral content in
rocks. The removal of these minerals may weaken the rock structures, causing rocks
to break into smaller pieces.

What’s More

Directions: Perform the activities by following each step carefully. Observe it

properly and write your answer for the guide questions in your Science notebook.

Activity 1. Chemical Weathering

You will need:
 A piece of chalk
 1 tablespoon of vinegar
 1 container
 1 Goggle

What to do:
1. Get a piece of chalk.
2. Place it in a container and pour the vinegar on it.
3. Observe what happens to the piece of chalk.

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CO_Q4_Science5_Module1
 Guide Questions
a. What happened to the piece of chalk when you poured the vinegar on it?
b. How did the vinegar respond to the chalk?
c. What sort of progress did the piece of chalk go through?

Activity 2: Independent Practice

Things you need:
 15 pieces of rocks
 A paper and pen
 3 large plastic jars or containers with covers
 Water
 Masking tape
 Vinegar
What to do:
1. Label each container with the corresponding numbers (1, 2, and 3). Put
five bits of rocks in each marked container.
2. Jars 1 and 3 will be loaded up with water, while Jar 2 will be half loaded
up with vinegar.
3. Shake the Jars 1 and 2 vigorously for five (5) minutes, at that point put
in a safe spot or rest for five (5) minutes also.
4. For Jar 3, let the water stand for ten (10) minutes, without shaking it.
5. Observe what happened to the stones in the three containers/jars.
6. Remove the stones from the containers after 10 minutes.
7. Examine the measure of rock particles from the stones.

Guide Questions
a. How do the piles of rocks in containers 1, 2, and 3 contrast?
b. What causes the changes in the stone?

What I Have Learned

Directions: Read and understand the paragraph. Supply the missing words by filling
in the blanks. Choose the correct answer from the terms given inside the box. Write
your answers in your Science notebook.

mechanical weathering chemical weathering

temperature rocks

disintegrate decompose

13
CO_Q4_Science5_Module1
 1. are composed of various minerals that expand and
contract in response to 2. changes. When heated during the
day, rocks expand, and when the temperature drops at night, they contract.
The mineral composition of rocks is affected by their continuous expansion
and contraction. 3. is the process by which rocks crumble
and fall apart.
When mineral crystals in rocks react with water and air, 4.
occurs. It is the process of forming new substances from minerals found in
rocks. During this process, the chemical composition of the rocks changes,
causing minerals to decompose and even dissolve. Rocks 5. as
a result of the action of certain elements and compounds in the
environment, such as oxygen, carbon dioxide, and water.

What I Can Do

A. Directions: Read and understand the sentences well. Identify the number of the
statement in the sequence that describes mechanical weathering. Write your answers
in your Science notebook.

1. When rocks are exposed to hot and cold temperature

2. When rocks are exposed to air.
3. Breaking of rocks due to different human activities
4. When quarrying and blasting the rocks
5. When plants grow in rocks

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CO_Q4_Science5_Module1
B. Directions: Analyze the pictures below. Then answer the following questions in
your science notebook.

Illustrated by Ryan A. Machate

Based on your analysis in the illustrations above, describe how rocks turn into soil.

1. How do rocks break into pieces?

2. How does the chemical weathering process break down rocks into
particles?

15
CO_Q4_Science5_Module1
 Assessment

A. Directions: Read and understand the sentences well. Write True if the statement
is correct and False if it is not, then underline the word/phrase that made the
statement false. Write your answers in your Science notebook.

1. Weathering is the process of soil formation.

2. Disintegration is also known as chemical weathering.
3. Rocks on the surface of the Earth do not change by weathering.
4. When water freezes, it expands and exerts more pressure on the rocks
causing the rocks to break.
5. Disintegration is a mechanical process that breaks rocks into smaller
pieces.

B. Directions: Read the statements carefully. Choose the letter of the correct
answer. Place your answers in your Science notebook.

1. It is the breaking down of rocks into fragments.

A. Erosion C. Runoff
B. Flooding D. Weathering

2. A type of weathering that involves a change in the composition of the rock.

A. Chemical C. Both chemical and mechanical
B. Mechanical D. None of these

3. What do you call the process by which humans extract stones from the
mountains for construction purposes?
A. Digging C. Weathering
B. Flattering D. Quarrying

4. What will happen to a rock when it is exposed to higher temperatures?

A. Contracts C. Expands
B. Evaporates D. Sinks

5. Which of the following is NOT a factor that causes chemical weathering?

A. water C. oxygen
B. open-field D. carbon dioxide

16
CO_Q4_Science5_Module1
 Additional Activities

Diamond is one of the most expensive stones in the world. It is a kind of gem
or gemstone. Gemstones are precious stones that are cut, shaped, and made into
jewelry. They are very attractive and most of them are very expensive too. They come
in different colors and hardness. Their value depends on their luster and clarity.

Before being used as jewelry, what could be done with this gemstone to make
them more beautiful and expensive? Write your answer in your Science notebook.

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CO_Q4_Science5_Module1
CO_Q4_Science5_Module1
18
What I have learned What I can do Lesson 2
Answers: What’s In
1. Rocks A.
1. QUARRYING
2. Temperature 2. BURROWING
Answers:
3. mechanical weathering 3. PLANTS
4. chemical weathering  1 4. ANIMALS
5. disintegrate 5. HUMAN
 3
6. TEMPERATURE
 4
 5
What’s More Activity 2
What’s New 1. The small grains of
Lesson 1
rocks come from the
The boulder cracked Activity 1
soft rocks which was
because of weathering put in the glass.
1. The piece of chalk when
process. It is caused by the 2. It was caused by the
pounded broke into tiny
constant change of vigorous shaking of the
pieces/particles.
temperature or maybe glass. The continuous
2. It is a mechanical change
because of some human pounding or hitting to
that caused to break the the can and with other
activities such as quarrying
chalk into pieces due to rocks.
and digging for construction
the force done by human
purposes. If this boulder will
with the use of a
continue to crack it will turn
hammer.
into pieces which will become
soil after sometimes.
What I Know Lesson 1
What’s In
1. mechanical h e l a r g e t n i s i r
weathering
y m i p c g o h a y e f o
2. chemical weathering
3. weathering w e a t h e r i n g r h c
4. decomposition y x s d e y k r g h o e k
5. temperature l h g o m e s o x d s e s
6. disintegration
i s e p i a d i t a i z a
7. soil
8. water o d m e c h a n i c a l p
9. carbonic acid s x i b a m i o k a n s z
10. sulfuric acid
n a g n l r y e a p l g o
a b r a s i o n y o n l n
Answers: rocks, weathering, soil, mechanical, abrasion
Answer Key
CO_Q4_Science5_Module1
19
What I Can Do Assessment Additional Activities
1. As I do the analysis on
the three pictures, the 1. True Before being used into
rocks break into pieces 2. False, Disintegration is jewelry, these stones are first
through the process of also known as chemical cut and polished. Other
chemical weathering. weathering. treatments may also be done
2. The pictures shows that 3. False, Rocks in the to enhance and show the
the rocks breaks down Earth’s surface does not beauty of the gemstones.
into smaller one
undergo changes by They could be heated and
because of the waves,
rivers and acid rains. weathering. waxed to make them more
Thi is because of 4. True beautiful, attractive and
chemical weathering. 5. True expensive.
The chemical 6. d
composition of the 7. a
rocks is changed during 8. d
this process, which
9. c
causes minerals to
decompose and even 10.b
dissolve.
What’s New What’s More Activity 2
Activity 1 a. The changes on the rock
A. The chalk was broken down to sample was caused by
1. The wall was so much shaking of the jars.and
small pieces, or was “melted”.
exposed to air, water and the presence of vinegar
dust. Chemical content B. The piece of chalk when and water which reacted
in water accelerates the poured with a vinegar, slowly to the stones.
breakdown of the wall melted or “peeled”.
and allow air and water C. It is a chemical weathering
to penetrate more deeply process that caused the chalk to
and caused the crumble melt. It is because of the acid
and decay of the wall. contain in the vinegar solution.
Activity 2
a. The piles of rocks in Jars 1
and 2 turned into pieces or
there were small grains that
appeared while jar 3 there
was no change.
References
Books

Sarte, Evelyn T, Eliza A. Lopez, Mary Jean G Dela Cruz, Harold A. Arradaza, and
Ednaliza R. Garcia. 2016. Science Beyond Borders 5. Quezon City: Vibal Group
Inc.

Valencia, Necitas G., Adduro, Myrna Q., Silas, Catherine Cunanan, Villona, Hayda
M.,Ph.D., Catris, Letecia V.,Ph.D. 2007. Cyber Science 5. Rex Bookstore, Inc.

Online Sources

Spragg, B. (2016). Moeraki boulder [Photograph]. Commons.wikimedia.

NewZealand.https://commons.wikimedia.org/wiki/File:Moeraki_boulder._(2
5815906284).jpg#/media/File:Moeraki_boulder._(25815906284).jpg

“Weathering and Soil Erosion”. 2021. Deped LR Portal. January 13, 2021.
https://lrmds.deped.gov.ph/detail/18887

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CO_Q4_Science5_Module1
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]

 5
Science
Quarter 4 – Module 2:
Soil Erosion: The Process That
Shape Earth’s Surface

CO_Q4_Science5_Module2
Science– Grade 5
Alternative Delivery Mode
Quarter 4 – Module 2: Soil Erosion: The Process That Shape Earth’s Surface
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders. Every
effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Evangeline L. Bacierra, Joel Christian R. Salentes

Editors: Florita L. Lee, Paulina D. Gabon
Reviewers: Carmen R. Lim, Ester B. Padriga, Ryan R. Tiu,
Eufemio D. Adarayan Jr., Joel Christian R. Salentes
Illustrators: Ryan A. Machate, Reyson Joe G. Cañedo,
Kristina C. Aguirre, Jose Marie E. Baculi
Layout Artists: Harlene R. Presente, Marjorie P. Gabumpa
Management Team:
Ramir B. Uytico
Arnulfo M. Balane
Rosemarie M. Guino,
Joy B. Bihag
Ryan R. Tiu,
Marilyn B. Siao,
Roberto N. Mangaliman,
Ma. Luz I. Orbe,
Cecilia A. Arga,
Eveliza S. Quinoñes
Carmen R. Lim

Printed in the Philippines by ________________________

Department of Education – Region VIII

Office Address: Government Center, Candahug, Palo, Leyte

Telefax: 053 – 832-2997
E-mail Address: [email protected]
 5

Science
Quarter 4 – Module 2:
Soil Erosion: The Process That
Shape Earth’s Surface
Introductory Message

This Self-Learning Module (SLM) is prepared so that you, our dear

learners, can continue your studies and learn while at home. Activities,
questions, directions, exercises, and discussions are carefully stated for you
to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you
step-by-step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in

each SLM. This will tell you if you need to proceed on completing this module
or if you need to ask your facilitator or your teacher’s assistance for better
understanding of the lesson. At the end of each module, you need to answer
the post-test to self-check your learning. Answer keys are provided for each
activity and test. We trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are
also provided to our facilitators and parents for strategies and reminders on
how they can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on
any part of this SLM. Use a separate sheet of paper in answering the exercises
and tests. And read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in

answering the tasks in this module, do not hesitate to consult your teacher
or facilitator.

Thank you.

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you
to understand the concepts of soil erosion as one of the processes that shape Earth’s
surface. The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of students.
The lessons are arranged to follow the standard sequence of the course. But the order
in which you read them can be changed to correspond with the textbook you are now
using.

This module will help you investigate the extent of soil erosion in the
community and its effects on living things and the environment.

The module is composed of two lessons:

 Lesson 1 – Factors that Affect Soil Erosion

 Lesson 2 - Effects of Erosion on Living Things and the Environment

After going through this module, you are expected to:

1. identify the factors that affect soil erosion;

2. describe how soil erosion affects living things and the environment; and
3. cite ways to control soil erosion.

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CO_Q4_Science5_Module2
 What I Know

Directions: Examine the list of words in the box. Some are the causes of soil erosion,
while others are the effects. Place them in the appropriate category.
Write your answers in your science notebook.

illegal logging mining

burning of trees uprooting of trees
overflowing of rivers loss of topsoil
strong winds exposed bedrocks
landslides barren soil

Causes Effects
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.

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 Lesson
Factors that Affect Soil
1 Erosion

What’s In

A. Directions: Below is an illustration of soil profile, the vertical structure of soil.

Identify and label the three layers of the soil. Write your answers in
your science notebook.

1. _________

2. _________

3. _________

(Illustrated by Reyson Joe G. Cañedo)

B. Directions: Arrange the jumbled letters to form the correct words to describe the
following statements. Write your answers in your science notebook.

1. An agent of weathering that carries light materials and soil particles by

blowing them and depositing them in other places.

N W I D

2. It disperses soil particles that cause topsoil loss, crop yields reductions,
infrastructure damage, weed dispersal, and dam silting.

T W E R A

3. They damage the soil surface by eating vegetation and digging into wet or
compacting dry soil with their hooves.

N A S I A M L

CO_Q4_Science5_Module2
 4. They damage the soil by doing activities such as gardening, quarrying, mining,
deforestation, bad farming, and kaingin.

S U N M A H

5. It is the movement of rock fragments and soil from one place to another.?

I L N O I E S O R S O

Notes to the Teacher

 Always remind the learners to be careful when doing the
activities that require physical manipulation of materials.
They can ask assistance from their elders.
 Activity materials may be provided by you if the learners
cannot provide such, or modify the activity, if needed.

What's New

Mountains, plateaus, valleys, and plains are examples of Earth's various

landforms. Some of these landforms were formed as a result of rocks breaking down
and erosion. Soil erosion is a naturally occurring phenomenon that affects all
landforms. Soil is a non-renewable resource that cannot be renewed after it has been
eroded. Soil erosion is the irreversible change of the characteristics of the soil. In
agriculture, it refers to the natural physical forces that wear away the topsoil.

CO_Q4_Science5_Module2
Directions: Complete the concept map by filling in the physical forces or factors that
affect soil erosion. Write your answers in your science notebook.

FACTORS
AFFECTING SOIL
EROSION

What is It

FACTORS AFFECTING SOIL EROSION

When rocks are broken down into smaller pieces, they do not remain in one
place. Some rock fragments decompose and become soil. Others are moved from one
place to another. Erosion is the transfer of rock fragments and soil from one place
to another. Sediments are the materials that are transported as a result of erosion.
Erosion of rock fragments contributes to soil formation and landform formation in
general.

There are various agents or factors affecting soil erosion, just as there are
different agents of weathering. Water, wind, animals, and humans are among them.

Water
Water carries rock and soil particles from one location to another as it flows.
The rate of erosion is affected by the speed of flowing water. The erosion would be
quicker and farther if the water flowed faster. The fast movement of water can cause
many sediments to be carried away by the water.

Since clay, sand, and minerals are carried in the rain, the water appears
muddy. It clears after a while, creating multiple layers of rock materials that
represent the soil profile. Soil profile refers to the layers of the soil, namely: topsoil,
subsoil, and bedrock.

Wind
When the wind blows, it carries light material and soil particles with it,
transporting and depositing them somewhere else. Strong winds bring soil particles
to a distant location. Wind erosion can occur anywhere, especially in areas where
the soil is not sufficiently compacted. Sometimes, you may notice dust on your

CO_Q4_Science5_Module2
cabinets, tables, and other furniture. The dust you found has been brought there by
the wind. Wind has the ability to move and carry away soil particles.

Animals
Some rocks and soil particles stick to the bodies of burrowing animals as they
move from one place to another, resulting in sediment transport. When animals
travel around, they break down rocks with their claws and hooves, and their waste
materials help in the decay of rocks that cause soil erosion.

Humans
We are all aware that erosion is a natural occurrence. We cannot deny that
humans play a significant role in the rate at which soil erosion occurs. Even walking
contributes to soil erosion, because soil clings to our shoes, in the same way that it
does to animals, and the soil is then transported from place to place.

Other human activities contribute to soil erosion, such as gardening,

quarrying, mining, deforestation, bad farming, and kaingin.

a. Gardening causes soil erosion when digging the soil for planting. It affects
the soil profile. Even walking through a garden for planting induces erosion.
The soil sticks to our shoes and moves from one place to another.

(Illustrated by Ryan A. Machate)

b. Quarrying is the process of removing rocks from mountains to be used in

construction. It can result in soil movement and sediment build-up
downstream. Quarrying activities have the potential to damage pre-existing
environments seriously. It has a negative impact on land, depletion of
groundwater, loss of fertile topsoil, forest destruction, and public health.

(Illustrated by Ryan A. Machate)

CO_Q4_Science5_Module2
c. Mining is the process of removing minerals and metals from soil and rocks.
Wind, water, and gravity can carry exposed soils from mining operations,
tailings, and other fine materials away from mining operations, resulting in
sediment loading in rivers and other bodies of water. Mining activities alter
the surrounding landscape on a regular basis by exposing previously
undisturbed earthen materials.

(Illustrated by Ryan A. Machate)

d. Deforestation occurs when trees are cut down without being replaced.
Because there are no roots to hold or retain water from heavy rains, the soil
becomes loose, making it more vulnerable to erosion.

(Illustrated by Ryan A. Machate)

e. Bad farming is referred to as excessive fertilizer and irrigation use. Farming

involves plowing the field, which destroys natural vegetation and promotes
the growth of new seeds or plants. If farming is not properly managed, the
topsoil, which contains nutrient materials, will erode, reducing soil fertility.

(Illustrated by Ryan A. Machate)

CO_Q4_Science5_Module2
 f. Kaingin, also known as slash-and-burn, is the practice of cutting
down trees and burning them to clear land for cultivation, exposing
the land to air and water and making the soil prone to erosion.

(Illustrated by Reyson Joe G. Cañedo)

What’s More

Activity 1. Effect of Water on Soil Erosion

Materials Needed:
 1 plastic soft drink bottle
 a pair of scissors or a knife
 1 clear plastic cup/glass or container
 2 cups of soil or more if needed
 1 pitcher of water

What to Do:
Note: Be careful in doing the activity, especially in using sharp objects. Ask help from
an elder.

1. Use a pair of scissors or a knife to cut a large

rectangle out of the side of the plastic soft
drink bottle.

Illustrated by Kristina C. Aguirre and

Jose Marie E. Baculi
2. Just below the neck of the bottle, place or
hang a clear plastic cup or glass. Ensure that
the plastic cup or glass is not too short – it
should be capable of holding the water that
will pour out from the bottle.

Illustrated by Kristina C. Aguirre and

Jose Marie E. Baculi

CO_Q4_Science5_Module2
 3. Fill the plastic bottle with the soil up to its
neck.

Illustrated by Kristina C. Aguirre and

Jose Marie E. Baculi
4. Slowly pour water from a pitcher into the
rectangular opening on the side of the bottle.
Pour water on the entire surface of the soil.
Observe how the water passes through the
soil and how it flows out into the plastic cup
or glass placed just below the small opening
of the bottle.

Illustrated by Kristina C. Aguirre and

Jose Marie E. Baculi
5. Observe what happens to the soil as water
flows out of the small opening.

Illustrated by Kristina C. Aguirre and

Jose Marie E. Baculi

Guide Questions 1

Directions: Based on the activity, answer the following questions. Write your
answers in your science notebook.

1. Were you able to do the activity correctly? How?

2. What have you observed in the activity?
3. What is your conclusion on the effect of water on soil erosion?

Activity 2. Effect of Wind on Soil Erosion

Materials Needed:
 1 small/medium shallow box or container
 2 cups of dry sand/soil (or more if necessary)
 1 electric fan or hand fan

What to Do:
Note: Be careful in doing the activity. Seek the assistance of an elder.

CO_Q4_Science5_Module2
 1. Fill a shallow box or any container with dry sand
or soil. Make sure to fill the box or container all
the way to the brim or the topmost edge of the
container.

Illustrated by Kristina C. Aguirre

and Jose Marie E. Baculi
2. Place the container containing the dry sand or soil
on top of a table or chair. Place an electric fan in
front of the set-up --- the container filled dry
sand or soil.

Illustrated by Kristina C. Aguirre

and Jose Marie E. Baculi
3. Turn on the electric fan up to the highest fan
speed possible as it faces the setup. If you do not
have an electric fan, you may use an ordinary
hand fan.

Illustrated by Kristina C. Aguirre

and Jose Marie E. Baculi
4. Observe what happened to the dry sand/soil.

Illustrated by Kristina C. Aguirre

and Jose Marie E. Baculi

Guide Questions 2
Directions: Based on the activity, answer the following questions. Write your
answers in your science notebook.

1. Were you able to do the activity correctly? How?

2. What have you observed in the activity?
3. What is your conclusion on the effect of wind on soil erosion?

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 Activity 3. Effect of Humans and Animals on Soil Erosion
Directions: Study the illustration below and answer the following questions. Write
your answers in your science notebook.

(Illustrated by Reyson Joe G. Cañedo)

Guide Questions 3
1. What can you observe in the illustration?
2. Will the humans and animals in the illustration affect soil erosion? How?

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 Lesson
Effects of Erosion on Living
2 Things and the Environment

What’s In
Directions: Write AGREE if the statement is correct and DISAGREE if the statement
is incorrect. Write your answers in your science notebook.

__________1. Bad farming is one of the factors of soil erosion wherein farmers
use excessive fertilizers and irrigation, which damage the land.

__________2. Many vehicles passing through non-cemented roads can not

cause soil erosion.
__________3. Cutting of trees causes soil to erode due to the lack of roots that
hold the soil together.
__________4. Kaingin system is an agricultural practice wherein farmers clear
the land by burning trees thus, exposing the soil to rain and
wind.
__________5. Animals expose the soil by consuming the grass in a place,
making it possible for the soil to be easily be carried by water
and wind.

What's New

Every natural process on Earth, such as soil erosion, has an impact or effect
on both living and nonliving things. Soil erosion not only shapes Earth's landforms
but also has an impacts on the ecosystem, particularly when it occurs suddenly or
abruptly.

Gardening, quarrying, mining, deforestation, bad farming, and kaingin are all
human activities that intensify soil erosion in the environment.

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Directions: Give at least three (3) effects of soil erosion on living things and the
environment. Write your answers in your science notebook.

Living Things Environment

1. 1.
2. 2.
3. 3.

What is It

EFFECTS OF SOIL EROSION

Erosion of land has been occurring for millions of years and will continue as
long as there is soil and there are people, animals, wind, and water to move it.
Erosion has a significant impact on plants, animals, and humans.

Landslides can occur as a result of erosion. Can you tell how dangerous
landslides can be? It has the potential to kill people and harm the environment and
properties. Erosion has the potential to destroy roads and bridges. It makes it
impossible to pass through or travel on roads. Travel becomes difficult and
challenging. Repair of roads, on the other hand, will be expensive for the government.

Erosion has an impact on the land. It has the ability to alter the shape and
size of land. The effects of soil erosion on landforms are not visible in a short period
of time. Some changes may take years to become noticeable. When soil is exposed as
a result of deforestation or other similar activities, the shape of the landform is more
likely to change.

The effect of soil erosion on landforms is also coupled with weathering and
deposition. Tiny particles of rocks or the sediments formed by weathering are carried
away from one place to another. It is caused by some factors of erosion such as wind
and water. As the wind blows and water flows across land, they break down rocks
and carry these sediments to new locations, where they are deposited. This
interaction changes the land over time resulting in valleys, mountains, and hills.

Soil erosion is also a result of extensive agricultural activities. Topsoil is lost

as a result of soil erosion, and rills and gullies can form. These rills and gullies have
negative impact on agricultural areas because they deplete soil fertility and erode a
considerable amount of soil. The majority of the nutrients of plants are from the
topsoil. The organic materials produced by dead organisms are found in the topsoil.
13

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This topsoil, however, is usually carried away by wind and water. The nutrients for
plants will be carried away once the topsoil is gone.

Soil erosion reduces the ability of soil to absorb water. As a result, the soil
becomes dry, coarse, and eventually unsuitable for vegetation. Sediments washed
away by water can also clog irrigation systems, further reducing the plant's water
supply. Plants would produce less food due to erosion, which would have an impact
on both animals and humans because plants are their primary source of food and
nutrients. Aside from the need for food, individuals who depend on soil cultivation
for a living, such as farming, will face difficulties if they do not have rich soil.

The presence of mine tailings is yet another negative effect of erosion. Mine
tailings are the mineral wastes or byproducts of the mining process. Erosion caused
by water can wash mine tailings into nearby bodies of water, polluting them. Polluted
seas and rivers can harm aquatic plants and animals, as well as the potable water
supply of animals and humans.

WAYS TO CONTROL SOIL EROSION

Erosion is the washing away of soil. It is harmful to humans, plants,
animals, and the environment in a variety of ways.
Here are some methods for preventing soil erosion.

Building dikes of stones or

logs - may be used to slow
down water and prevent water
from flowing out. The dikes
prevent soil from being washed
away by rain.

(Illustrated by Reyson Joe G. Cañedo)

Contour Plowing – is a (
farming technique where the
soil is plowed following the
contour or shape of the land. It
helps slow down soil erosion. It
is one of the effective ways to
minimize water runoff.

Illustrated by Reyson Joe G. Cañedo)

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Crop Rotation – is a method of
planting a series of different
crops in the same area in
sequential seasons. It
maintains soil fertility and
controls insects and pests.

(Illustrated by Reyson Joe G. Cañedo)

Reforestation - Plants and
trees help in the control of soil
erosion. When rainwater falls
on plants, it cannot wash away
much soil. Plants roots hold
the soil in place. Soil erosion
can be prevented by
reforestation.
(Illustrated by Reyson Joe G. Cañedo)

Riprapping - is building
ripraps or chunks of stones or
rocks arranged on the edge of
the slope. This arrangement of
stones serves as a foundation
and a ridge to control soil
erosion.

(Illustrated by Reyson Joe G. Cañedo)

Strip Cropping -is another
way of conserving soil. Here,
the plants are arranged in
strips of alternate bands of row
crops and cover crops. The
cover crops hold the soil and
reduce water runoff. An
example is planting crops and
grass alternately. Grasses
prevent the soil from going (Illustrated by Reyson Joe G. Cañedo)
downhill.

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 Terracing - is a method that
prevents soil erosion. Terraces
are flat areas built on the
mountainsides. Since it is flat,
it prevents the soil from going
down easily. These terraces are
then planted with rice and
other crops. The Banaue Rice
Terraces is a famous example
of the method of terracing.
(Illustrated by Ryan A. Machate)
Windbreak - Planting rows of Three strata barrier
trees or bushes is another way
Crops
of preventing soil erosion. Dominant
These plants act like fences or wind

walls. They block the force of

the wind. The soil will not be
easily carried away by the
wind.
(Illustrated by Reyson Joe G. Cañedo)

What’s More

Directions: Answer the following questions. Write your answers in your science
notebook.

1. How does soil erosion cause food shortage among the people in the
community?
2. How does soil erosion cause flooding in the community?
3. How does soil erosion affect the fisheries and dam reservoirs of a community?
4. How does soil erosion affect one’s life?
5. What are way/s in controlling soil erosion applicable in your community?

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 What I Have Learned

A. Directions: Complete the crossword puzzle below by answering the following

questions. Write your answers in your science notebook.

Down Across
1. What is the term for the process 2. What do you call the occurrence
of removing trees without in which rock fragments and soil
replacing them, resulting in soil move from one place to another?
erosion? 3. What factor of soil erosion
3. What factor of soil erosion carries carries rock and soil particles
light material and soil particles from one location to another as it
and deposits them elsewhere? flows?
4. What is removing rocks from
mountains to be used in
construction, which contributes
significantly to soil erosion?

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B. Directions: Fill in the blanks with vocabulary words from the discussion on the
Effects of Soil Erosion. Use the words in the word box. Write your
answers in your science notebook.

wind soil erosion landslide

humans animals landform

Erosion has a significant impact on plants, animals, and humans. Erosion can
cause 1._______. It has the potential to harm the environment and destroy roads
and bridges.

The effect of soil erosion on 2.________ is also coupled with weathering and
deposition. Tiny particles of rocks or the sediments formed from the process of
weathering are carried away from one place to another by agents of erosion such
as wind and water. As the wind blows and water flows anywhere on land, they
break down rocks and carry these sediments to other places and deposit them
elsewhere. Because of soil erosion, the topsoil is lost, and rills and gullies may be
created.

3.________ causes the soil to lose its ability to absorb water. Plants would produce
less food as a result of erosion. This can have an impact on both 4.________ and
5.________ because plants are their primary source of food and nutrients. The
presence of mine tailings is yet another negative effect of erosion.

What I Can Do

A. Directions: Read and understand the situation below. Answer the question that
follows. Write your answers in your science notebook.

The manager of a quarrying firm visited your barangay and expressed his intention
to conduct quarrying business in your area. He promised to make donations to the
people of your barangay if he is permitted to run the business. Will you go for it as
a member of the community? Why?

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B. Directions: Classify the identified ways of controlling soil erosion in terms of
where they should be used. Write your answers in your science
notebook.

Building dikes of stones or logs Riprapping

Contour Plowing Strip Cropping
Crop Rotation Terracing
Reforestation Wind Break

Flat Lands Slope Lands

Assessment

A. Directions: Read and understand the sentences well. Choose the letter of the
correct answer to each of the questions. Write the answers in your science
notebook.

1. What factor of soil erosion is responsible for the transfer of sand from one
place to another?
a. wind c. animals
b. water d. humans

2. Which of the following shows that animals cause soil erosion?

a. Construction workers are building a housing project.
b. A hen is digging the soil.
c. The root of plants is growing.
d. Sandstorm

3. All of these are causes of soil erosion except one.

a. water c. sun
b. humans d. wind

4. What human activity contributes to soil erosion that involves removing

minerals and metals from soil and rocks?
a. mining c. deforestation
b. quarrying d. kaingin
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 5. What do you call the process of cutting down trees and burning them to
clear land for cultivation, exposing the land to air and water, and making the
soil prone to erosion?
a. deforestation c. kaingin
b. gardening d. bad farming

6. How can trees prevent soil erosion?

a. The roots hold the soil firmly together.
b. The trees block the way of running water.
c. The roots absorb the water at once.
d. The roots secrete acid, attacking the rocks.

7. The following are some of the processes of preventing soil erosion, except
one.
a. Crop rotation c. Strip Cropping
b. Riprapping d. Gardening

8. In a slope land, which of the following can be used to prevent soil erosion?
a. Building dikes of stones or logs
b. Crop Rotation
c. Terracing
d. Wind Break

9. Which of the following can be used to prevent soil erosion in flatlands?

a. Contour Plowing c. Wind Break
b. Riprapping d. Strip Cropping

10. What is the process of using chunks of stones or rocks arranged on the
edge of the slope that serves as the foundation and a ridge to control soil
erosion?
a. Riprapping c. Terracing
b. Building Dikes d. Strip Cropping

Additional Activities

Directions: Read and understand the situations below. Answer the questions that
follow. Write your answers in your science notebook.

1. It is your responsibility to sweep your back yard. As you sweep, loose soil
particles are carried away. Much topsoil is lost in this manner. Which would
be the most effective way of solving the problem?
2. Why would you join a “Plant A Tree” campaign in the community?

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CO_Q4_Science5_Module2
21
What’s New
Lesson 1
What’s In
What’s In
B. A.
1. WIND
2. WATER
3. ANIMALS
4. HUMANS
5. SOIL EROSION
What I Know
Causes Effects
1. illegal logging 1. landslides
2. burning of trees 2. barren soil
3. strong winds 3. exposed bedrocks
4. mining 4. loss of topsoil
5. uprooting of trees 5. overflowing of rivers
Answer Key
CO_Q4_Science5_Module2
22
What’s More
Activity 3
Guide Questions 3 (Possible Answers)
1. What can you observe in the illustration?
 The dog is playing, the chickens are eating, and the farmer and the carabao
are walking together. The ladies are doing their chores such as sweeping and
feeding the chickens.
 Both the humans and animals are busy doing their own activities.
2. Will the humans and animals in the illustration have an impact on soil erosion? How?
 Yes. Since the animals and humans shown in the illustration are engaged in
activities that have direct effect on the soil that may result in soil erosion. The
soil particles cling to the paws and feet of animals and humans, and are then
carried from one place to another.
What’s More
Activity 2
Guide Questions 2 (Possible Answers)
1. Were you able to do the activity correctly? How?
 Yes. I followed the instructions given in the activity.
 No. I did not follow the instructions given in the activity.
2. What have you observed in the activity?
 I have observed that when I turned on the electric fan, the dry sand/soil
particles were blown away, were scattered, and landed in some places.
 I have not observed anything.
3. What is your conclusion on the effect of wind on soil erosion?
 Wind greatly contributes to soil erosion. Because of the wind, light materials
and soil particles are carried away and are deposited in other places.
 Wind does not contribute to soil erosion.
What’s More
Activity 1
Guide Questions 1 (Possible Answers)
1. Were you able to do the activity correctly? How?
 Yes. I followed the instructions given in the activity.
 No. I did not follow the instructions given in the activity.
2. What have you observed in the activity?
 I have observed that as I poured water into the bottle, it turned muddy when
it mixed with the soil. The soil was carried away as the water flowed out into
the plastic cup or glass. The water also decreased the amount of soil in the
bottle.
 I have not observed anything.
3. What is your conclusion on the effect of water on soil erosion?
 Water greatly contributes to soil erosion. Because of the water that passes
through landforms due to rainwater, it carries rock and soil particles from
one location to another.
 Water does not contribute to soil erosion.
CO_Q4_Science5_Module2
23
What’s More
(Possible Answers)
1. Soil erosion makes it difficult to grow nutritious food. Soil erosion can reduce
crop yields by up to 50% by reducing the nutrients available to plants as well as
space for them to grow roots. Furthermore, crops that do grow are of lower
quality: are smaller, and less nutritious.
2. Deforestation causes soil erosion, which can lead to flooding. Without the ability
of the soil to absorb water, downstream flooding can occur, causing off-site
issues.
3. Because of human activities such as mining and quarrying, soil erosion can kill
fish and other life forms in the rivers or seas. Dam erosion could also result in
flooding, which could lead to dam failure.
4. Soil erosion has consequences that go beyond the loss of fertile land. It has
increased pollution and sedimentation in streams and rivers, clogging these
waterways and causing fish and other species to die. It may also cause health
problems in all living things.
5. Building dikes of stones or logs, Contour Plowing, Crop Rotation, Reforestation,
Riprapping, Strip Cropping, Terracing, and Wind Break.
Lesson 2
What’s New
Living Things Environment
1. Hunger 1. Pollution
2. Low Income 2. Changes in landforms
3. Death 3. landslide
Lesson 2
What’s In
Activity 3
1. AGREE
2. DISAGREE
3. AGREE
4. AGREE
5. AGREE
CO_Q4_Science5_Module2
24
Additional Activities
(Possible Answer)
1. The best way to solve this problem is to only sweep the litter/trash and make
sure to leave the loose soil on the ground.
2. I will join the “Plant a Tree”campaign to beautify the community and conserve
soil. In that way, I can help the environment and our community to avoid soil
erosion.
Assessment What I Can Do
1. a B.
2. b Flat Lands Slope Lands
3. c Building dikes of stones Contour Plowing
4. a or logs Riprapping
5. c
Crop Rotation Strip Cropping
6. a
7. d Reforestation Terracing
8. c Wind Break
9. c
10.a
What I Have Learned What I Have Learned
A. Answer in number 4 A.
& 5 may interchange. 1d
1. landslides 2e r o s i o n
2. landforms
3. soil erosion f
4. animals o
5. humans r
e
What I Can Do s
A. 3w a t
 No. Because e r
quarrying has a i a
negative impact on n t
the environment and d i
may affect our o
community and our 4q u a r r y i n g
health.
References

"BEAM 4 Unit 7 DLP 51: Effect of Erosion on The Condition of Soil and Land
Shape". 2021. Deped LR Portal. Accessed April 12, 2021.
https://lrmds.deped.gov.ph/detail/6762.

"BEAM 4 Unit 7 DLP 52: Effects of Soil Erosion". 2021. Deped LR Portal. Accessed
April 12, 2021. https://lrmds.deped.gov.ph/detail/6768.

"Breaking of Rocks". 2021. Deped LR Portal. Accessed April 14, 2021.

https://lrmds.deped.gov.ph/detail/1459.

"Causes of Soil Erosion". 2021. Deped LR Portal. Accessed April 15, 2021.
https://lrmds.deped.gov.ph/detail/1627.

"Prevention of Soil Erosion". 2021. Deped LR Portal. Accessed April 16, 2021.
https://lrmds.deped.gov.ph/detail/1629.

"Weathering and Soil Erosion: Activity Sheets in Science 5". 2021. Deped LR Portal.
Accessed April 16, 2021. https://lrmds.deped.gov.ph/detail/18887

25

CO_Q4_Science5_Module2
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]

 5
Science
Quarter 4 – Module 3:
Weather Disturbances

CO_Q4_Science 5_Module 3
Science– Grade 5
Alternative Delivery Mode
Quarter 4 – Module 3: Weather Disturbances
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders. Every
effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writers: Julie Y. Pensotes, Medalyn J. Raquel

Editors: Cecilia A. Arga, Florita L. Lee
Reviewers: Carmen R. Lim. Rhodora A. Borja, Ryan R. Tiu,
Eufemio D. Adarayan Jr., Joel Christian R. Salentes
Illustrators: Elpidio S. Palacio Jr., Ryan A. Machate,
Kristina C. Aguirre, Jose Marie E. Baculi,
Layout Artists: Harlene R. Presente, Marjorie P. Gabumpa, Myleen C. Robiños
Management Team:
Ma. Gemma M. Mercado
Bebiano I. Sentillas
Rosemarie M. Guino
Joy B. Bihag
Ryan R. Tiu
Marilyn B. Siao
Roberto N. Mangaliman
Ma. Luz I. Orbe
Cecilia A. Arga
Eveliza S. Quinoñes
Carmen R. Lim

Printed in the Philippines by ________________________

Department of Education – Region VIII

Office Address: Government Center, Candahug, Palo, Leyte

Telefax: 053 – 832-2997
E-mail Address: [email protected]
 5

Science
Quarter 4 – Module 3:
Weather Disturbances
Introductory Message

This Self-Learning Module (SLM) is prepared so that you, our dear

learners, can continue your studies and learn while at home. Activities,
questions, directions, exercises, and discussions are carefully stated for you
to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you
step-by-step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in

each SLM. This will tell you if you need to proceed on completing this module
or if you need to ask your facilitator or your teacher’s assistance for better
understanding of the lesson. At the end of each module, you need to answer
the post-test to self-check your learning. Answer keys are provided for each
activity and test. We trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are
also provided to our facilitators and parents for strategies and reminders on
how they can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on
any part of this SLM. Use a separate sheet of paper in answering the exercises
and tests. And read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in

answering the tasks in this module, do not hesitate to consult your teacher
or facilitator.

Thank you.
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
describe different weather disturbances. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

This module will help you characterize weather disturbances in the

Philippines and describe their effects on daily life. It is divided into two lessons,
namely:

 Lesson 1 – Weather Disturbances

 Lesson 2 – Effects of Weather Disturbances on Daily Life

After going through this module, you are expected to:

 describe the different weather disturbances in the Philippines; and

 describe the effects of weather disturbances on daily life.

1
CO_Q4_Science5_ Module 3
 What I Know

Directions: Analyze each question carefully and choose the letter of the BEST
answer. Write your answers in your Science notebook.

1. It refers to the disruption of the stable condition of the atmosphere.

A. Flash floods
B. Landslides
C. Storm surge
D. Weather disturbance

2. A convection current is the ____ of the warm air and the sinking of the cold
air.
A. decreasing
B. increasing
C. rising
D. sinking

3. What can we observe during a typhoon?

A. Heavy rains and strong winds.
B. The sun becomes visible, and the sky becomes clearer.
C. The air is dry and cold since most of the warm air rises already.
D. All of the above.

4. It is an intense tropical cyclone with a maximum speed exceeding 118 kph.

A. Tropical depression
B. Tropical disturbance
C. Tropical storm
D. Typhoon

5. Why do pilots and captains need to know the weather? It will help them decide
______________.
A. How much fare to ask.
B. What color code to use.
C. Whether to travel or not.
D. How many passengers to carry.

6. The government agency that warns the people of an approaching typhoon.

A. DENR
B. DEPED
C. PAGASA
D. PHIVOLCS

2
CO_Q4_Science5_ Module 3
 7. Typhoon signals are raised according to ________?
A. strength of the wind
B. strength and speed of the wind
C. speed of the wind
D. none of the above

8. Why do PAGASA issue weather bulletin and warnings?

A. To give people time to prepare.
B. To give people to go and watch a movie.
C. To give people time for swimming.
D. To give people time to party.

9. The strength of the tropical cyclone depends on the _________.

A. minimum speed of winds near the center
B. maximum speed of wind near the center
C. the cloudiness near the center
D. none of the above

10. Which of the following things is NOT necessary to keep before the typhoon
season?
A. flashlight and extra batteries
B. first aid kits and essential medicines
C. chocolates and candies
D. potable water and canned goods

3
CO_Q4_Science 5_ Module 3
 Lesson

1 Weather Disturbances

Because we are surrounded by bodies of water, we are prone to weather

disturbances. Our nearness to the Pacific Ocean, which lies on the eastern side of
our country, is the most significant contributor to weather disturbances in our
country. With that, our country is mostly visited by tropical cyclones.

What’s In

Weather is the condition of the atmosphere for a short period. It has different
factors; when these factors change and affect the condition of the atmosphere,
weather disturbances may occur.

Directions: Arrange the following jumbled words to identify the factors that affect
the weather. Write your answers in your science notebook.

1. PAMRTEUETER
2. DHIYUITM
3. DNWI
4. CNPTOIRIEPAIT
5. CLSUNDOIES
6. CPMSHAEORIT ESREPRUS

What's New

Weather influences human activities. Look at the illustration. Can you tell the
kind of weather by just looking at the picture? Does this kind of weather condition
remain all year round? Why or why not?

4
CO_Q4_Science 5_ Module 3
 (Illustrated by Elpidio S. Palacio and Jose Marie E. Baculi)

What is It

A temperature difference between the air and the surface creates a swirling
mass of winds known as a weather disturbance. A weather disturbance is a term
used to describe a change in atmospheric conditions or weather patterns. Although
weather disturbances are temporary, their impact on plants, animals, livelihood, and
the ecosystem is evident. Weather disturbances are common in the Philippines due
to its nearness to the equator that causes wind convergence.

A tropical cyclone is a weather disturbance characterized by a big mass of

wind and rain whirling around a center of low pressure called the “eye”. Tropical
cyclones have different names around the world depending on where they are. In the
Atlantic/Eastern Pacific Oceans, they are known as hurricanes, while in the Western
Pacific, they are called typhoons. In the Indian Ocean, they are recognized as
cyclones.

Tropical cyclones form when warm air moves over the surface of the ocean,
creating a massive amount of water vapor. As it rises, the water vapor is cooled.
Clouds are formed when water vapor condenses. Heat is released into the atmosphere
as it does. So, this heat warms the atmosphere, causing the air to become lighter
and continue to rise into the atmosphere. As the warmed air rises, it is replaced by
moist air rising from below. The subsequent heat release generates strong winds,
which fuel the storm.

Tropical cyclones weaken as they reach land, not because a mountain or a

building blocks them, but because the loss of their source of heat, which is warm air
from the ocean, reduces their wind speed.

Weather disturbances are also known as natural disasters because they can
cause havoc on roads, power lines, and buildings.

5
CO_Q4_Science 5_ Module 3
 PAGASA's classification of tropical cyclones based on the strength of the
associated winds as of May 1, 2015 are presented in Table 1.

Table 1: Classification of Tropical Cyclones

Kinds of
Description
Cyclones
Tropical - a tropical cyclone with maximum sustained winds of up to
Depression 61 kilometers per hour (kph) or less than 33 nautical miles
(TD) per hour (knots)
- a weak low pressure with a definite surface circulation
- most common in the equatorial region or the intertropical
convergence zone (ITCZ)
Tropical Storm - a tropical cyclone with a maximum wind speed of 62 to 88
(TS) kph or 34 - 47 knots.
- when a tropical depression intensifies, it becomes a tropical
storm
Severe Tropical - a tropical cyclone with a maximum wind speed of 89 to 117
Storm (STS) kph or 48 - 63 knots.
- more organized and more circular
- a tropical cyclone with a maximum wind speed of 118 to 220
Typhoon (TY) kph or 64 - 120 knots.
- most of the time, accompanied by heavy rains and strong
winds
Super - a tropical cyclone with maximum wind speed exceeding 220
Typhoon (STY) kph or more than 120 knots.
- the strongest tropical cyclone classification created in 2015
after the devastation of Super Typhoon Yolanda (Haiyan).
- areas that are hit by this kind face a large amount of
destruction

The occurrence of tropical cyclone affects the environment. Hence, the

Philippine Atmospheric, Geophysical and Astronomical Services Administration
(PAGASA) closely observe any change in the atmosphere. The agency gives people
regular updates on the weather condition. Typhoon signals to warn people of the
coming typhoon through their regular weather bulletins. Wind speed is expressed in
kilometers per hour (kph) and is measured using an anemometer.

Table 2 shows the range of the wind speeds given for each signal number of
the typhoon entering the Philippine Area of Responsibility (PAR) based PAGASA.

6
CO_Q4_Science 5_ Module 3
Table 2: Types and description of different public storm warning signal (PSWS)

LEAD TIME WINDS

PSWS IMPACTS OF THE WIND
(hrs) (kph)
1 36 30 – 60 No damage to very light damage
2 24 61 – 120 Light to moderate damage
3 18 121 – 170 Moderate to heavy damage.
4 12 171 – 220 Heavy to very heavy damage.
5 12 More than 220 Very heavy to widespread damage.

What’s More

Activity 1. Motion of Wind

Materials:

Stick

Basin with water

Talcum/baby powder

Procedure:

1. Get a basin and fill it with water.

2. Sprinkle some baby/talcum powder on the water.

3. Place a stick at the center of the basin, then move it counterclockwise.

4. Remove the stick. Observe what happens?

Guide Questions:

1. What did you observe?

2. How did the water move?

3. How did you relate this with the motion of wind in a tropical cyclone?

4. Compare the central part and the surrounding area.

7
CO_Q4_Science 5_ Module 3
Activity 2. Interpret Weather Report

Directions: Read and understand the weather report. Write your answers to the
guide questions in your science notebook.

Tropical depression Coring is now over Itbayat, Batanes at 10:00 a.m.

today, September 12. Coring was estimated to have maximum winds
of 50 kph near the center. It is expected to move west-northwest at
20 kph in the general direction of Aurora, Quezon.

Guide Questions:

1. What weather disturbance is mentioned in the report?

2. What is the maximum wind speed of the tropical depression?
3. Do you think this is a strong weather disturbance? Why or why not?
4. Predict its effect if it reaches your place with winds of 50 kph.

8
CO_Q4_Science 5_ Module 3
 Lesson
Effects of Weather
2 Disturbances to Daily Life

What’s In

Directions: Study the following illustrations. Do what is asked and answer the
following questions. Write your answers in your science notebook.

(1) (2) (3) (4)

(Illustrated by Elpidio S. Palacio)

1. Identify the weather conditions presented in the illustrations by choosing

your answers from the box below.

Sunny Day Cloudy Day Rainy Day Stormy Day

2. In which illustration/s it is best to go hiking, camping, field trips, and going

to the beach? Why?

3. In which illustration/s it is best stay at home to avoid getting cough, flu and
being sick? Why?

9
CO_Q4_Science 5_ Module 3
 What's New
Typhoons have disastrous effects. This unforeseen event may destroy
properties, infrastructures, agricultural lands and even cause death to all living
things.

Directions: Study the picture below. Answer the guide questions in your science
notebook.

(Illustrated by Kristina C. Aguirre and Jose Marie E. Baculi)

1. What do you observe in the picture?

2. What do you think happened in the place?
3. What do you think will the people living in the house feel?
4. What do you think will they be able to do in that condition?

What is It

We observe weather conditions for many reasons. We do outdoor activities

only if the weather is fine. Playing basketball or other outdoor sports, attending
festivals and going on excursions are done during fair weather.

In school, we enjoy playing outdoors in fine weather. Field trips, hiking and
camping, are also done when the weather is fine.

We also like to be forewarned about weather conditions early enough to be

prepared for it. If the forecast says there will be rain showers, then we bring our

10
CO_Q4_Science 5_ Module 3
umbrellas or raincoats. We may put off making long trips because it is dangerous to
travel during rainy weather.

In case of rainy or stormy weather, we are advised to stay home and take
necessary precautions. We should protect ourselves during bad weather so that we
will not get sick. We should also wear clothes suited to the kind of weather condition
to protect ourselves.

Ship captains and pilots must know the weather to be warned of coming
storms, strong winds, thick clouds, fog, tropical depression or even typhoon that can
be dangerous to travel. Farmers need to be informed of weather disturbances so that
they can care for their crops. Merchants and vendors like to know the weather so
that they can prepare the goods they will sell.

Good weather service is very important. In the Philippines, we have the

Philippine Atmospheric, Geophysical and Astronomical Services Administration or
PAGASA, that informs us of the weather conditions and gives daily weather reports.

The Philippines is located in the typhoon belt, where several typhoons pass
each year. In addition to typhoons, the southwest monsoon brings heavy rains that
cause floods and rough seas, especially in July, August, and September. Knowing
the weather forecasts can minimize the loss of lives and properties due to weather
disturbances; it can also help the industries. This is because man can prepare for
the bad weather. Millions of pesos worth of properties and farm crops and people’s
lives are lost to flood and strong typhoons. These damages make many people suffer.

What’s More

Directions: Perform the following activities properly. Answer the guide questions in
your science notebook.

Activity 1. Relating Weather to Daily Life

Directions: Categorize the identified activities as to when it is best to be done, on
Sunny or Rainy/Stormy Weather.

Walking in the park Going camping

Going to the beach Wearing raincoat
Suspending travel Cancelling picnic
Wearing thick and warm clothes Playing patintero or outdoor games

11
CO_Q4_Science 5_ Module 3
 Sunny Weather Rainy/Stormy Weather

Guide Questions:
1. Describe the community activities during sunny and stormy weather.
2. Are the activities done during sunny weather can also be done during
rainy/stormy weather? Why?

Activity 2. Effect of Weather on Air and Water Transportation

Directions: Answer the following questions. Write your answers in your science
notebook.

1. What weather condition favors safe air and water transportation services?
2. Why is it not good to travel by air and water when there is tropical cyclone?
3. What actions do the air and water transportation services take when the weather
is not good? Why?
4. Do air and water transportation services depend on weather conditions?

What I Have Learned

Directions: Fill in the blanks with words from the discussion on weather
disturbances. Use the words in the word box to answer. Write your
answers in your science notebook.

tropical cyclone weather disturbances water

equator bad good

Although weather disturbances are temporary, their impact on plants, animals,

livelihood, and the ecosystem is evident. 1. are common in the
Philippines due to the country's nearness to the 2. , which causes
wind convergence. 3. is one type of weather disturbance. Tropical
cyclones have different names around the world depending on where they are.

In the Atlantic/Eastern Pacific Oceans, they are known as hurricanes, while in

the Western Pacific, they are identified as typhoons. In the Indian Ocean, they are

12
CO_Q4_Science 5_ Module 3
recognized as cyclones. Tropical cyclones form when warm air moves over the ocean's
surface, creating a massive amount of 4. .

Tropical cyclones weaken as they reach land, not because a mountain or a

building blocks them, but because the loss of their source of heat, which is warm air
from the ocean, reduces their wind speed.

When the weather is 5. , air and water transportation

services are not stopped. But when there is weather disturbance, these services are
temporarily suspended.

What I Can Do

Directions: Draw a happy face ( ) if the activity would help lessen the effects of
storm and a sad face ( ) if not. Write your answers in your science notebook.

1. 2.

Illustrated by Jose Marie E. Baculi Illustrated by Jose Marie E. Baculi

3. 4.

Illustrated by Reyson Joe G. Cañedo Illustrated by Reyson Joe G. Cañedo

13
CO_Q4_Science 5_ Module 3
 5. 6.
Illustrated by Jose Marie E. Baculi Illustrated by Jose Marie E. Baculi

Assessment

I. Directions: Answer the following questions. Write your answers in your science
notebook.
1. What is a weather disturbance?
2. What is a tropical cyclone?
3. What are the classifications of a tropical cyclone? Describe each.

II. As a student, give at least three (3) activities that can be done during good and
bad weather. Write your answers in your science notebook.

Good Weather Bad Weather

1. 1.
2. 2.
3. 3.

Additional Activities

Weather in our country constantly changes from day to day or by the hour.
For example, you may wake up with fair weather, but it rains towards the middle of
the day. List three ways to make sure of your safety in these changing weather
patterns? Write your answers in your science notebook.

14
CO_Q4_Science 5_ Module 3
CO_Q4_Science 5_ Module 3
15
Lesson 2 What’s In
Possible Answers:
1.
(1) Sunny Day (2) Cloudy Day (3) Rainy Day (4)Stormy Day
Illustrated by Elpidio S. Palacio Jr.
2. Illustration number 1. This illustration presents a sunny day which means that the road
is dry, and it is the best day to go hiking, camping and go on field trips and to the beach.
3. Illustrations number 3 and 4. These illustrations show rainy and stormy day
sequentially. It is the best day to stay at home to avoid getting cough, flu and being
sick.
What’s More What’s More
Activity 1 Activity 2
Possible Answers: Possible Answers:
1. The talcum/baby powder sinks.
2. The water moved in a counter- 1. Tropical depression Coring
clockwise direction. 2. 50 kph
3. The water moved in a counter 3. No, tropical depression Coring is not so
clockwise direction with an “eye” in its strong. It has a storm warning Signal No. 1.
center. 4. If tropical depression Coring reaches our
4. The central part of the water is calm place, it will bring intermittent rains and
and has slight movement, while the winds with a maximum speed of 30 to 60
outer bands are strong. kph. Water and air travel may not be safe.
What I Know Lesson 1 Lesson 1
What’s In What’s New
1. d Possible Answers:
2. c 1. TEMPERATURE
3. a 2. HUMIDITY  Yes. It is a sunny weather.
4. d 3. WIND  No. Because the weather is
5. c 4. PRECIPITATION the day-to-day state of the
6. c 5. CLOUDINESS atmosphere, and it's short-
7. c term and not permanent
6. ATMOSPHERIC
8. a
PRESSURE and may change every time.
9. b
10. c
Answer Key
CO_Q4_Science 5_ Module 3
16
What I Have Learned What I Can Do
1. weather disturbances 1.
2. equator 2.
3. tropical cyclone 3.
4. water vapor 4.
5.
5. good
6.
Lesson 2
What’s More
Activity 2
(Possible answers):
1. Fine weather condition favors safe air and water transportation services.
2. It is not good to travel by air and water when there is tropical cyclone because of the
strong gusts of wind that may blow aircrafts and may create big waves and sink boats
and ships.
3. Air and water transport services cancel all travels to lower the risk of damage to lives
and properties.
4. Yes, air and water transport services depend on weather conditions to ensure safe
travels.
Lesson 2
What’s More
Activity 1
Sunny Weather Rainy/Stormy Weather
Going camping Suspending travel
Going to the beach Wearing raincoat
Playing patintero or outdoor game Wearing thick and warm clothes
Walking in the park Cancelling picnic
Guide Questions
(Possible answers):
1. During sunny weather, outdoor activities can be done like playing outside the house, drying
clothes outside, travelling and many others. When it is stormy weather, most people just stay
inside the house. It is not safe to do some activities outside.
2. No, activities done during sunny weather cannot be done during a stormy weather because
of strong winds and heavy rains that may cause accidents or damages.
Lesson 2
What’s New
Possible Answers:
1. The picture shows floods among houses, trees, and the surrounding area.
2. The place is devastated by the typhoon.
3. People living in the houses feel scared, worried and sad.
4. They could evacuate to a safe place or climb into their roof and wait for the rescue to
help them.
CO_Q4_Science 5_ Module 3
17
Additional Activities
(Possible Answers)
 Be alert. Listen to the news in the radio or TV on the weather conditions
 Have ready emergency supplies for at least 3 days with ready-to-eat foods, safe drinking
water, important family documents, and first-aid kit, etc.
 Charge up electrical devices such as phones, power banks, flashlights.
 Secure your home, ex. nail loose boards and roof materials
 Avoid using the phone, except for serious emergencies.
Assessment
II. (Possible Answers)
Good Weather Bad Weather
1.Sailing 1. Reading books
2.Playing outdoor games 2. Playing indoor games
3.Walking in the park 3. Watching movies
Assessment
I. (Possible Answers)
1. Weather disturbance is the change in atmospheric conditions or weather patterns.
2. A Tropical cyclone a big mass of wind and rain whirling around a center of low pressure
called “eye”.
3. These are the 5 kinds of cyclones and descriptions (you may have at least one of these)
Kinds of
Description
Cyclones
Tropical - a tropical cyclone with maximum sustained winds of up to 61
Depression kilometers per hour (kph) or less than 33 nautical miles per hour
(TD) (knots)
- a weak low pressure with a definite surface circulation
- most common in the equatorial region or the intertropical
convergence zone (ITCZ)
Tropical Storm - a tropical cyclone with a maximum wind speed of 62 to 88 kph or 34
(TS) - 47 knots.
- when a tropical depression intensifies, it becomes a tropical storm
Severe - a tropical cyclone with a maximum wind speed of 89 to 117 kph or 48
Tropical Storm - 63 knots.
(STS) - more organized and more circular
- a tropical cyclone with a maximum wind speed of 118 to 220 kph or
Typhoon (TY) 64 - 120 knots.
- most of the time, accompanied by heavy rains and strong winds
Super - a tropical cyclone with maximum wind speed exceeding 220 kph or
Typhoon (STY) more than 120 knots.
- the strongest tropical cyclone classification created in 2015 after the
devastation of Super Typhoon Yolanda (Haiyan).
- areas that are hit by this kind face a large amount of destruction
References

Online Sources

"Cyclone". 2014. Deped LR Portal. Accessed April 16, 2021.

https://lrmds.deped.gov.ph/download/6377

"Fronts, ITCZs, and TYPHOONS". 2014. Deped LR Portal. Accessed April 16, 2021.
https://lrmds.deped.gov.ph/download/6377

"PAGASA".2021. Bagong.Pagasa.Dost.Gov.Ph.
http://bagong.pagasa.dost.gov.ph/information/about-tropical-cyclone.

"PAGASA".2021. Bagong.Pagasa.Dost.Gov.Ph.
http://bagong.pagasa.dost.gov.ph/learning-tools/public-storm-warning-
signal.

“Preparing for Calamities”.2014. Deped LR Portal. Accessed April 16, 2021.

https://lrmds.deped.gov.ph/detail/6455

“Preparing for Weather Changes”. 2014. Deped LR Portal. Accessed April 16, 2021.
https://lrmds.deped.gov.ph/detail/6658

“Typhoon Signals”. 2014. Deped LR Portal. Accessed April 16, 2021.

https://lrmds.deped.gov.ph/detail/6382

“Weather Reports”.2014. Deped LR Portal. Accessed April 16, 2021.

https://lrmds.deped.gov.ph/detail/6655

18
CO_Q4_Science 5_ Module 3
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]

 5
Science
Quarter 4 – Module 4:
Phases of the Moon:
Its Characteristics

CO_Q4_Science5_Module4
Science – Grade 5
Alternative Delivery Mode
Quarter 4 – Module 4: Phases of the Moon: Its Characteristics
First Edition, 2020

Republic Act 8293, Section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders. Every
effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Chrissie Joy A. Pakit

Editors: Arlene H. Dela Torre, Paulina D. Gabon
Reviewers: Carmen R. Lim, Jocelyn D. Poliño, Ryan R. Tiu,
Mae Chrizzle S. Andrada, Joel Christian R. Salentes
Illustrator: Reyson Joe G. Cañedo
Layout Artists: Harlene R. Presente, Marjorie P. Gabumpa
Management Team:
Ramir B. Uytico, Arnulfo M. Balane, Rosemarie M. Guino,
Joy B. Bihag, Ryan R. Tiu, Marilyn B. Siao,
Roberto N. Mangaliman, Ma. Luz I. Orbe, Cecilia A. Arga,
Eveliza S. Quinoñes, Carmen R. Lim

Printed in the Philippines by ________________________

Department of Education – Region VIII

Office Address: Government Center, Candahug, Palo, Leyte

Telefax: 053 – 832-2997
E-mail Address: [email protected]
 5

Science
Quarter 4 – Module 4:
Phases of the Moon:
Its Characteristics
Introductory Message

This Self-Learning Module (SLM) is prepared so that you, our dear

learners, can continue your studies and learn while at home. Activities,
questions, directions, exercises, and discussions are carefully stated for you
to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you
step-by-step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in

each SLM. This will tell you if you need to proceed on completing this module
or if you need to ask your facilitator or your teacher’s assistance for better
understanding of the lesson. At the end of each module, you need to answer
the post-test to self-check your learning. Answer keys are provided for each
activity and test. We trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are
also provided to our facilitators and parents for strategies and reminders on
how they can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on
any part of this SLM. Use a separate sheet of paper in answering the exercises
and tests. And read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in

answering the tasks in this module, do not hesitate to consult your teacher
or facilitator.

Thank you.
 What I Need to Know

In this module you will learn about the different phases of the moon and its
characteristics. This is designed and developed to provide the learning that you need
to know and to give you ample opportunities to enrich your knowledge in Science
that includes studying the Phases of the Moon: Its Characteristics.

The scope of this module permits it to be used in many different learning

situations. The language used recognizes the diverse vocabulary level of students.
The lessons are arranged to follow the standard sequence of the course. But the order
in which you read them can be changed to correspond with the textbook you are now
using.

This module will help you infer the pattern in the changes of the appearance
of the moon.

The module is divided into two lessons, namely:

 Lesson 1 – Phases of the Moon and its characteristics
 Lesson 2 – Beliefs and practices with the phases of the moon

After going through this module, you should be able to infer the pattern in
the changes of the appearance of the moon. Specifically, you shall:

1. identify the different phases of the moon and its characteristics;

2. describe the different phases of the moon; and
3. evaluate superstitious beliefs and practices associated with the different
phases of the moon.

1
CO_Q4_Science5_Module4
 What I Know

I. Directions: Read and analyze each question carefully and identify the letter
of the BEST answer. Write your answers in your Science notebook.

1. What causes the shape of the moon to change?

A. The shape of the moon changes as it orbits the Earth.
B. Some of its part break when the moon reflects light from the sun.
C. Only the lighted part of the moon is visible when the Earth moves.
D. All of the above

2. What do you call the change in the appearance of the moon?

A. Illuminated moon C. Shapes of the Moon
B. Phases of the Moon D. Structures of the Moon

3. What do you call when the moon seems to be growing?

A. crescent C. waning
B. gibbous D. waxing

4. The Earth is between the sun and the moon. What phase of the moon will
occur when this happens?
A. new moon C. full moon
B. first quarter D. last quarter

5. In which phase does the moon appear dark?

A. first quarter C. last quarter
B. full moon D. new moon

II. Directions: Write True if the statement is correct and False if it is not.

6. All beliefs and practices about the moon have a scientific basis.
7. During the new moon, you can see the side of the moon, which is facing the
Earth, is completely lit up by the sun.
8. In the waxing phase, the moon looks bigger because more parts of the moon
are lit up by the sun when facing the Earth.
9. In the waning crescent phase, only a small part of the moon is visible.
10. When the moon is in a specific phase, farmers do their planting because it
may bring a good harvest.

2
CO_Q4_Science5_Module4
 Lesson
Different Phases of the
1 Moon: Its Characteristics
Do you ever catch a glimpse of the moon at night? Have you ever wondered
why the presence of the moon varies over time?

The moon is not a planet but a satellite. A satellite is an opaque (objects that
absorb light and produces shadow) object that orbits a planet. The only natural
satellite that the Earth has is the moon. It is a huge object that circles the Earth and
normally a fraction of its size.

The moon does not have its light source. It receives all of its light from the
sun. The location of the moon varies in relation to the observer on Earth as it rotates
and revolves around the Earth. As a result, the shape of the moon changes over time.
It is because the moon passes across the Earth, the illuminated part of the moon
shifts. The apparent variation in the shape of the moon is referred to as phases of
the moon.

What’s In

Directions: Analyze the picture below. Record your answers to the questions based
on your observation of the picture. Write your answers in your science notebook.

Illustrated by Reyson Joe G. Cañedo

Answer the following questions:

1. Based on the picture above, how often do you see this moon phase in a month?
2. Where does its light come from?
3. Is the moon always a circle in shape? What other shapes of the moon do you see
at night?
4. Why do you think the moon changes its shapes?

3
CO_Q4_Science5_Module4
 What's New

Directions: Here are some facts about the moon. On your Science notebook, draw a
smiley face (😊) if you already know the fact, and a wow face (😮) if this is new to
you. Place your answers in your science notebook.

The sun may be the closest star to the Earth, but it is certainly not our closest
neighbor in space. Here are some facts about the moon:

1. It is the natural satellite of the Earth. A satellite is an object in space that

revolves around another object.
2. Our closest neighbor in space is the moon, a rocky ball about one-fourth
size of the Earth.
3. It is the sixth-largest moon in the solar system.
4. The moon is one of the heavenly bodies reached by man. The first person
to step on the Moon on July 21, 1969, was Neil Armstrong, an American
astronaut.
5. Like Earth, the moon does not have the light of its own. The moon can be
seen in the sky because it reflects lights from the sun.
6. The moon is the second brightest object in the sky next to the sun. Its
name is Luna.
7. It is about 406,676 kilometers away from the Earth with a diameter of
3,476 kilometers, approximately ¼ of the Earth’s diameter, it is almost as
large as Mercury.
8. It has no air and water.
9. It revolves around the Earth.
10. It makes one complete revolution every 27 days and 7 hours, and 43
minutes.

What is It

A moon is a massive, heavy rock ball that orbits a planet. The Earth has only
one moon, while Mars has two, and Jupiter has a whopping 67! The moon doesn’t
have its own light source. It absorbs the light of the sun and reflects it to us.

The Earth and the moon are 384,400 kilometers apart. The Earth revolves
around the moon. It completes one full revolution every 27 days, 7 hours, and 43
minutes. It orbits the Earth at a distance of 406,676 kilometers and has a diameter
of 3,476 kilometers, or around 14% of the Earth's diameter. It is almost as large as
Mercury.

4
CO_Q4_Science5_Module4
 When it orbits around the Earth, the moon rotates from west to east. The
shape of the moon appears to change as it rotates and orbits around the Earth. The
various “shapes” of the moon are referred to as phases.

The shape of the moon that is illuminated and visible to the observer is known
as the phases of the moon. New Moon, Waxing Crescent, First Quarter, Waxing
Gibbous, Full Moon, Waning Gibbous, Last Quarter and Waning Crescent are the
eight lunar phases.

The various phases of the moon, as well as their characteristics and

illustrations, are shown below. (All illustrations in this section are made by Mr. Reyson
Joe G. Cañedo)

Name of Phases
Characteristics Illustration
of the Moon

New Moon In this phase, we cannot see the

moon between the sun and the
Earth. The sun shines on the
side of the moon, which is away
from the Earth.

Waxing crescent In this phase, we could see a

tiny edge of the moonlight one or
two days after a new moon. The
moon appears to be growing,
and it is in the midst of a waxing
phase, wherein the moon
started to take on a semicircular
shape.

In this phase, we can see half of

First quarter the moon's illuminated side
moon about a week after the new
moon.

Waxing gibbous In this phase, more than half of

the moon is visible in the sky.

Full Moon In this phase, we can see the full

lighted side of the moon a week
after the first quarter moon
when the Earth is between the
moon and the sun throughout
5
CO_Q4_Science5_Module4
 Name of Phases
Characteristics Illustration
of the Moon

this phase. The full moon

appears in the sky as a perfect
circle.

Waning gibbous In this phase, it occurs when the

lighted part of the moon
becomes smaller.

Last quarter In this phase, the half lighted

moon part of the moon can be seen
again on the third week of the
month. The moon soon
disappears. Only then can it be
replaced by another new moon.

In this phase, most of the moon

Waning crescent is visible in the sky but
decreasing every night time.

FIRST QUARTER

WAXING WAXING
GIBBOUS CRESENT

FULL MOON
NEW MOON
MOON PHASES

WANING WANING
GIBBOUS CRESENT

LAST QUARTER

6
CO_Q4_Science5_Module4
 What’s More

Directions: Perform the following activities properly. Write your answers to the guide
questions in your science notebook. (All illustrations in this section are made by
Mr. Reyson Joe G. Cañedo)

Activity 1. Describing the Characteristics of the Different

Phases of the Moon
You Will Need:
 Human head (represents the Earth)
 Flashlight (represents the sun)
 Small ball (represents the moon)
Reminder: Make sure NOT to focus the light directly towards the eyes

What to Do:
1. Prepare the materials needed.
2. Turn off the lights in the room. Make sure that the room is dark enough to allow
the flashlight’s light to shine brightly.
Note: It works best if you prepare a very dark set up.
3. Get the small ball (Moon) and let it orbit around the head (Earth).
4. Turn on the flashlight. Be sure to focus its light on the head.
5. Hold the small ball in between the head and the flashlight.
6. Turn the small ball slowly around the head. DO NOT MOVE THE FLASHLIGHT.
7. Observe what portion of the small ball reflects the light.
(Note: human head represents the Earth, the small ball represents the moon, and
the flashlight represents the sun)

Guide Questions:

1. On a piece of paper, draw the lighted portion of the small ball in different
positions.
2. Did the small ball change its shape as it turned around the human head? Why?
3. What portion of the small ball reflects the light? Did the ball change its shape?
Why?
7
CO_Q4_Science5_Module4
Activity 2. Moon Phases Slider

You Will Need:

 Colored paper (blue, black)

 Bond paper
 Glue
 Scissor
 Staple
 Pencil
 Crayons

What to do:

1. First, prepare the materials needed.

2. Draw a large circle (represent the moon) in a

bond paper and cut it out.

3. Using a pencil, trace the outline of your moon

onto the center of a piece of rectangular-shaped
blue colored paper.

4. Now that you have the circle drawn onto the

blue colored paper cut it out. (Be extra careful
in using sharp objects).

5. Glue your picture of the moon onto the center

of bond paper. (You may put additional
designs such as stars).

8
CO_Q4_Science5_Module4
 6. Take a large piece of black colored paper and
cut it to the same width as your picture of the
Moon. Trim the corners so that they are curved
to form a half-circle. This long black piece of
colored paper will act as the slider.

7. Lastly, take both pieces of colored paper and

staple them together at the bottom and top.
(making sure not to staple the sides, they should
be left open). Move the slider back and forth to
cast a shadow over the moon.

Guide Questions:

1. Did you enjoy the activity?

2. Using your improvised/finished moon phases slider, have you seen on it the
different phases of the moon?
3. What are the different phases of the moon?

9
CO_Q4_Science5_Module4
 Lesson
Moon-Related Beliefs
2 and Practices
Since they have such a significant influence on the lives of the people, the
different phases of the moon are frequently associated with superstitious practices.

What’s In

Directions: Let us look at your current understanding of the following topics by

answering the questions below. Place your answers in your science notebook.

1. Have you ever heard of moon superstitions?

2. Do you believe in superstitions? Why?
3. Can you tell a story or stories about superstitions related to the moon?
4. Do you believe these stories about the moon? Why or why not?

What's New

Directions: List down at least three (3) superstitious beliefs that are associated with
the moon. You may ask your parents or grandparents regarding moon-related
superstitious beliefs. Write your answers in your science notebook.

What is It

Did you know that the moon is often associated with superstitious beliefs that
influence our everyday lives? Why is this so? Superstitions are beliefs and traditions
that existed before our ancestors. It has been passed on from generation to
generation till modern times. People used to believe that the moon had a significant
effect on their lives. The moon is used as a guide for them. It provides weather signals
as well as information as to when to plant, harvest and catch fishes. Some of these
beliefs and traditions are still practiced by some people nowadays.
10
CO_Q4_Science5_Module4
The following are some of the moon-related superstitious beliefs:

1. The moon influences our weather. When the Sun, Moon, and Earth are
aligned, and the moon is closest to the Earth, you could expect lower
temperatures. It’s due to the Moon and the Sun’s combined gravitational force.
The moon has an impact on the atmosphere in the same way that it affects
our oceans. The moon's gravitational pull causes the Earth and its waters to
bulge during the full or new moon, and the same thing happens with the
atmosphere.

2. The moon affects the occurrence of high and low tides. Tides are the rise and
fall of sea level caused by the combined effect of the moon and sun’s
gravitational forces, as well as the Earth’s rotation. There are two different
types of tides. The moon is responsible for the low and high tides. High tides
produce water bulges. Our fishermen believed that the increased number of
fish they could catch is attributed to the moon.

3. Our farmers' ancestors believed that planting when the moon was in those
phases was beneficial and would yield a good harvest. It is because they affect
the rate of plant growth. According to them, from the new moon to the full
moon, the soil moisture is at a higher level. Since it could help plant growth
and production, many farmers prefer to sow their crop seeds at this time.

4. For a long time, people believed that the phases of the moon were related to
the menstrual cycle in some way. The lunar cycle is about the same length as
a woman’s average menstrual cycle, which inspired this concept.

5. The full moon influences animal behavior. They howled at the moon and even
in the dark sky, just like wolves. The presence of the moon influences certain
animals, but it is the light that affects them, not the moon. They are more
active and more likely to be out when there is more light.

11

CO_Q4_Science5_Module4
 What’s More

Activity 1. Guided Practice

Directions: Explain the superstitious beliefs cited below. The rubrics below could
serve as your scoring guide. Write your explanation in your science notebook.

1. It is favorable to plant seed between the new moon and the full moon.
2. The moon is responsible for the occurrence of high tide.
Rubrics for Activity 1
Criteria 5 points 3 points 1 point
Accuracy The concept is The concept is The concept is not so
very evident. evident. evident.
Delivery Completeness of Some ideas are not The idea presented is
ideas explain is presented/delivered. not coherent with the
presented. explanation’s made.

Activity 2. Independent Practice

Directions: Write a short paragraph about a belief that is related to the moon. The
rubrics below could serve as your scoring guide. Place your output in your science
notebook.

Rubrics for the Activity 2

Criteria 5 points 3 points 1 point
Accuracy All given concepts Most of the given Most of the given
are correct. concepts are correct. concepts are not
correct.
Organization Completeness of Some ideas are not The idea presented is
ideas explain is presented/delivered. not coherent with the
presented. explanation’s made.

12

CO_Q4_Science5_Module4
 What I Have Learned

A. Directions: Read each statement carefully. Fill in the blank spaces with the
missing terms or identify what is/are asked. Choose the correct answer inside
the box below. Write your answers in your science notebook.

Phases Moon Superstitious Bulge

High Tides High and Low Good Harvest

1. There are different ________ of moon.

2. _____________ are beliefs based on opinions, observations, and
experiences but have no scientific explanation.
3. The ________ are often associated with superstitious beliefs and practices.
4. Many farmers believe that planting when the moon is in specific phases
may bring ____________.
5. There are two types of tides. The ___________ and ___________ tides.
6. _____________produce these water bulges.
7. When the phase of the moon is full Moon or new Moon, it causes a _____
in an ocean.

B. Directions: Give at least three (3) superstitious beliefs and practices associated
with the moon. Write your answers in your science notebook.

What I Can Do

A. Directions: Give the name of the different Phases of the Moon. Number 1 is done
for you. Place your answers in your science notebook.

1. New Moon 5. ______________

2._______________ 6._______________

13

CO_Q4_Science5_Module4
 3._______________ 7._______________

4._______________ 8._______________

B. Directions: Give at least two (2) beliefs and/or practices related to the moon that
you are most likely to believe. Write your answer in your science notebook.

14

CO_Q4_Science5_Module4
 Assessment

I. Directions: Match the descriptions in Column A with the Phases of the Moon in
Column B. Write the letter of the correct match on your science notebook.

Column A Column B
1. A phase of the moon between the last A. First Quarter
quarter and the new moon. B. Full Moon
2. The quarter phase of the moon is C. Last Quarter
between the new moon and full moon. D. New Moon
3. The quarter phase of the moon is E. Waning Gibbous
between the full moon and the new moon. F. Waning Crescent
4. A phase when the moon is not visible.
5. A phase where you see the whole
lighted side of the moon.

II. Directions: Write T if the statement is true and F if the statement is false. Write
your answers in your science notebook.

6. Superstitions are beliefs having scientific explanation.

7. Moon can produce its light.
8. Ancient people believe that the moon has a direct influence on their lives.
9. The moon affects the moisture content of the soil.
10. During ancient times the moon served as a guide when to plant and to
harvest.

Additional Activities

Directions: Observe the Moon for a week. Draw and describe its shape every night
and place your output in your science notebook like the table below.

DAY DRAW THE SHAPE OF THE MOON DESCRIPTION

15

CO_Q4_Science5_Module4
CO_Q4_Science5_Module4
16
Lesson 2 What’s New Lesson 1 What’s More
LESSON 2
POSSIBLE ANSWER What’s In Activity 2
1. During the ancient Answers may vary from
1. Answers may vary from
times, people believed learner’s point of view.
the lerner’s point of
that during full moon 1. Yes or No view.
mythical creatures like 2. Yes. I believe in 2. Yes I see different
aswang, encanto, kapre, superstitions. phases of the moon.
tikbalang and tiyanak No. I don’t believe in 3. The different phases of
mostly appear. superstitions.
the moon are new
2. Fishermen believe that 3. The moon controls
moon, waxing crescent,
fertility.
the moon also affect the first quarter,waxing
4. Yes. Because the elderly
number of fishes they gibbous, full moon,
share stories about their
could catch. experiences about the waning gibbous, last
3. Couples should marry moon. quarter, and waning
during full moon No. Because I don’t crescent.
because more blessing believe in superstitions.
will be given to them.
LESSON 1 Lesson 1 What’s More
What I Know
What’s In Activity 1
1. D 1. Answers may vary from
2. B 1. Every night students mental ability.
3. D 2. We can see the moon
4. C up above the sky
5. D during night time.
6. F 3. No, it changes its
7. F shape. Sometimes it is
8. T half lighted and
9. T sometimes it is
10. T Illustrated by Reyson Joe G. Cañedo
crescent and gibbous.
Lesson 1 4. It changes its shape 2. Yes, because as the
because of the light moves around the
What’s New different amount of human head, it
light it reflects from changes its shapes.
Answers may vary from the sun as it revolves 3. Yes, it is at the left side
learner’s point of view. around the Earth. of the small ball that
reflects the light. It
changes the shape
because as the lights
move around the head,
it creates another
shape on the small ball.
Answer Key
CO_Q4_Science5_Module4
17
What I Can Do
A.
1. New Moon 5. First Quarter
2. Full Moon 6. Last Quarter
3.Waning Crescent 7. Waning Gibbous
4.Waxing Crescent 8. Waxing Gibbous
B. Possible answers:
1. Planting when the moon was in those phases was beneficial and would yield a
good harvest.
2. The moon influences animal behavior.
Assessment What I have Learned Lesson 2 What’s More
A. Activity 1
1. f 1. Phases (Possible answers)
2. a 2. Superstitions
3. c 1.This belief tells us that a
3. Moon
4. d farmer has to plant their
4. Good Harvest
5. b crops when moon is in its
5. High and low
6. F specific phases like full
6. High Tides
7. F moon etc. and believes that
7. Bulge
8. T this may bring good
9. T harvest.
B. Possible Answer
10. T 2.Through the gravitational
 It is good to plant and forces exist between the
may bring good harvest moon and earth to hold
when the moon is in each other in their
specific phases. respective positions that
 Wolves howled during affect Earth’s tides. When
full moon and when the one side of the Earth is
sky is dark. close to the moon, the other
 Fishermen believes that side will be pulled towards
the moon affect the moon causing to bulge
increased number of which cause the ocean to
fishes they could catch rise and the other side
experiences low water.
CO_Q4_Science5_Module4
18
Additional Activities
(Possible Answer)
AUGUST DESCRIPTION
The other side of the moon is a little bit lighted
and it started to increase its size.
Illustrated by
Reyson Joe G. Cañedo
The moon started to increases its size and waiting
to be a full moon.
Illustrated by
Reyson Joe G. Cañedo
The moon is a little bit round. It starts to be a full
moon.
Illustrated by
Reyson Joe G. Cañedo
The moon is whole lighted side of the moon. The
full moon appears as an entire circle in the sky.
Illustrated by
Reyson Joe G. Cañedo
The full moon starts to disappear by decreasing its
size.
Illustrated by
Reyson Joe G. Cañedo
After the full moon it started to decreases its size
until it becomes a gibbous moon.
Illustrated by
Reyson Joe G. Cañedo
The moon decreases in size and now becomes a
gibbous moon.
Illustrated by
Reyson Joe G. Cañedo
References
Online Sources
“BEAM 4 Unit 10 DLP 63: Moon Revolves Around the Earth” 2014. Deped LR Portal.
Accessed April 13, 2021. https://lrmds.deped.gov.ph/detail/6774

"DLP Science and Health 4 Module 64: Phases of the Moon” 2014. Deped LR Portal.
Accessed April 13, 2021. https://lrmds.deped.gov.ph/detail/6775

“EASE Integrated Science I Module 16: Earth, Sun and Moon”.2010.DepEd LR Portal.
Accessed April 13, 2021. https://lrmds.deped.gov.ph/detail/350

“MISOSA 4 Module 33: The Revolution of the Moon Around the Earth” 2014. Deped
LR Portal. Accessed April 13, 2021. https:/lrmds.deped.gov.ph/detail/6773

19

CO_Q4_Science5_Module4
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]

 5
Science
Quarter 4 – Module 5:
The Stars and Constellations

CO_Q4_Science 5_Module 5
Science– Grade 5
Alternative Delivery Mode
Quarter 4 – Module 5: The Stars and Constellations
First Edition, 2020

Republic Act 8293, Section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders. Every
effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Adelei Kristine Floretes-Mañoso

Editors: Florita L. Lee, Paulina D. Gabon, Ryan R. Tiu
Reviewers: Carmen R. Lim, Allan Carl B. Gumera,
Mae Chrizzle S. Andrada, Joel Christian R. Salentes
Illustrators: Ryan A. Machate, Reyson Joe G. Cañedo
Jose Marie E. Baculi
Layout Artists: Harlene R. Presente, Marjorie P. Gabumpa, Neil Edward D. Diaz
Management Team:
Ramir B. Uytico, Arnulfo M. Balane, Rosemarie M. Guino,
Joy B. Bihag, Ryan R. Tiu, Marilyn B. Siao,
Roberto N. Mangaliman, Ma. Luz I. Orbe, Cecilia A. Arga,
Eveliza S. Quinoñes, Carmen R. Lim

Printed in the Philippines by ________________________

Department of Education – Region VIII

Office Address: Government Center, Candahug, Palo, Leyte

Telefax: 053 – 832-2997
E-mail Address: [email protected]
 5

Science
Quarter 4 – Module 5:
The Stars and Constellations
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear
learners, can continue your studies and learn while at home. Activities,
questions, directions, exercises, and discussions are carefully stated for you
to understand each lesson.

Each SLM is composed of different parts. Each part shall guide you
step-by-step as you discover and understand the lesson prepared for you.

Pre-tests are provided to measure your prior knowledge on lessons in

each SLM. This will tell you if you need to proceed on completing this module
or if you need to ask your facilitator or your teacher’s assistance for better
understanding of the lesson. At the end of each module, you need to answer
the post-test to self-check your learning. Answer keys are provided for each
activity and test. We trust that you will be honest in using these.

In addition to the material in the main text, Notes to the Teacher are
also provided to our facilitators and parents for strategies and reminders on
how they can best help you on your home-based learning.

Please use this module with care. Do not put unnecessary marks on
any part of this SLM. Use a separate sheet of paper in answering the exercises
and tests. And read the instructions carefully before performing each task.

If you have any questions in using this SLM or any difficulty in

answering the tasks in this module, do not hesitate to consult your teacher
or facilitator.

Thank you.
 What I Need to Know

This module was designed and written with you in mind. It is here to help you
study the topic “The Stars and Constellations.” The scope of this module permits it
to be used in many different learning situations. The language used recognizes the
diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

This module will help you identify star patterns that can be seen at particular
times of the year.

The module is divided into two lessons, namely:

 Lesson 1 – The Stars

 Lesson 2 - The Constellation
After going through this module, you are expected to:

1. classify stars according to their size, brightness, color and temperature;

2. describe the different patterns formed by groups of stars; and
3. explain the stages of the life cycle of the stars.

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CO_Q4_Science 5_Module 5
 What I Know

Directions: Read and understand the statements carefully. Fill in the blanks by
choosing the letter of the correct answers. Write your answers in your
science notebook.

1. A constellation is a group of visible ______ that form a pattern when viewed from
Earth.
A. lights B. patterns C. planets D. stars

2. The color of the stars with the highest temperature is ________.

A. blue B. orange C. red D. yellow

3. Which of the following constellation is most visible during October?

A. Cancer B. Libra C. Orion D. Pegasus

4. The life cycle of a star is determined by its________.

A. gas B. matter C. mass D. weight

5. Which gas is the fuel for stars in producing their light?

A. Carbon C. Hydrogen
B. Helium D. Oxygen

6. It is difficult to see the stars and determine their size with our naked eyes
because ________________.
A. They are very far from Earth.
B. It is surrounded by many planets.
C. Their location cannot be determined.
D. Stars are very bright and have a hot temperature.

7. Which is a huge group of stars that are fairly close to each other in space?
A. Galaxy B. Model C. Planet D. Universe

8. During each _________, different groups of constellations are noticeable.

A. Christmas season C. Summer
B. Season of the Year D. Winter

9. As the Earth rotates on its axis, the constellations and stars in them appear to
________.
A. disappear around each other C. move around each other
B. move across the sky D. stand still in the sky

10. Which is the most recognizable constellation of all?

A. Big Dipper B. Leo C. Little Dipper D. Pegasus

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CO_Q4_Science 5_ Module 5
 Lesson

1 The Stars

Look at the night sky. What do you see? When we look at the night sky, many
of us are amazed at the beauty of the tiny lights we see hanging in the dark. If the
sky is clear, you will see hundreds of stars. Almost all of the stars you can see are
part of the large system of stars called the Milky Way galaxy.

During ancient times, people used the stars as their point of reference when
travelling. It is because there are stars that appear to be fixed in position throughout
the year. At present, stars play an important role in the field of astronomy. They are
used as guides in determining the distance of planets and the locations of heavenly
bodies.

What’s In

Directions: Read and understand the sentences well. Draw a happy face (😊) if the
statement is correct and draw a sad face (☹) if the statement is not
correct. Write your answers in your science notebook.
1. The real color of the Sun is yellow.
2. The Sun is the nearest star to Earth.
3. The Sun is travelling at 520 km per second.
4. The Sun is the star at the center of the Solar System.
5. The Sun is a globe of hot gas, composed mainly of hydrogen, which is so large
that 1,300,000 Earths would fit inside it.

What's New

Have you tried observing the sky during night time? What do you see? What
do you call these little lights in the sky during the night?

As you gaze the sky tonight, make a portrait out of your observation of the
night sky and compose a one stanza song about your portrait. You may portray it on
the space provided below.

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CO_Q4_Science 5_ Module 5
 What is It

Stars are huge celestial bodies made of gases and can produce light and
heat through nuclear fusion inside their cores. Stars are the building blocks of
galaxies, of which there are billions in the universe. It is impossible to know how
many stars exist, but astronomers estimate that in our Milky Way galaxy alone,
there are about 300 billion.

Stars are so far away that distances between them are measured in light-
years. A light-year is the distance traveled by light in one year. A light-year is equal
to 9.5 trillion kilometers. The Sun is the closest star to us.

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CO_Q4_Science 5_ Module 5
 Figure 1: Comparison of the size of the Sun, the biggest star, from the Earth
(Illustrated by Ryan A. Machate and Jose Marie E. Baculi)

The closest known star outside of our solar system is Alpha Centauri which
is over four light-years away. Many stars that you see in the sky as mere points of
light are millions of light-years away.

Stars may be blue, white, yellow, orange, or red. Stars differ in color because
of their different temperatures. Like the flame, stars with high temperatures are
blue or bluish-white. On the other hand, Red stars have lower temperatures. Yellow
and orange stars have medium temperatures.

Stars have different sizes. They are measured in diameters. A diameter is a

straight line that cuts a circle passing through the center point. The smallest known
star has a diameter of about 20 kilometers. The Canis Major, one of the largest
known stars, has a diameter of 1,975,000,000 kilometers. This is more than 100
times than the size of our Sun. Some stars are so large, yet the naked eye cannot
see them because they are too far away.
The table below lists the names of some stars, their colors, and their surface
temperatures.

Table 1: Name, Color, and Temperature of Common Stars

Star Color Temperature (˚C)
Rigel Bluish-white 12,000
Sirius White to blue-white 10,500
Sun Yellow 5,500
Arctus Orange 4,200
Antares Red 3,000

Magnitude, in astronomy, measures the brightness of a star or other

celestial body. The brighter the object, the lower the number assigned as

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CO_Q4_Science 5_ Module 5
a magnitude. The magnitude of a star refers to how bright it looks to our eyes. The
magnitude of a star is determined by its size, temperature, and distance from Earth.

There are two types of star magnitude, the apparent brightness or apparent
magnitude and absolute brightness or absolute magnitude. The apparent
brightness or apparent magnitude of stars is the brightness of stars that varies with
their distance from the observer. Some stars with apparent magnitudes are the Sun
= -26.7, Moon = -12.6, Venus = -4.4, Sirius = -1.4, Vega = 0.00, faintest naked
eye star = +6.5, brightest quasar = +12.8, faintest object = +30 to +31.

No matter how near or far a star is from the observer, it has its own real or
absolute brightness. Absolute magnitude is also known as a star's luminosity. Its
luminosity measures the total amount of light energy emitted by a star. It is
measured in watts or joules per second. Some visible stars have such low absolute
magnitudes that they would appear bright enough to outshine the planets and cast
shadows if they were 10 parsecs away from Earth. Rigel (7.0), Deneb (7.2), Naos (6.0),
and Betelgeuse (5.6) are a few examples.

Stars are born, and as a result, they have a life cycle. Stars form in nebulae,
which are clouds of gas and dust. Nuclear reactions in the center (or core) of stars
generate enough energy to keep them shining brightly for many years. This is
known as the main sequence. The exact lifetime of a star is highly dependent on
its size. Large, massive stars burn their fuel much faster than smaller stars, and
they may only live for a few hundred thousand years. Smaller stars, on the other
hand, will last for billions of years because their fuel burns much more slowly.

Figure 2: Life Cycle of the Star (Photo Source: R.N. Baily, 2017)

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CO_Q4_Science 5_ Module 5
 However, the hydrogen fuel that powers the nuclear reactions within stars will
eventually run out, and the stars will enter the final phase of their lives. They will
expand, cool, and change color over time to become red giants. The path they take
after that is determined by the mass of the star.

Small stars, such as the Sun, will die in a relatively peaceful and beautiful
manner, passing through a planetary nebula phase to become a white dwarf, which
eventually cools down and stops glowing to become a "black dwarf."

Massive stars, on the other hand, will die in a most energetic and violent
manner, with their remains scattered throughout the cosmos in an enormous
explosion known as a supernova. When the dust settles, the only thing left is a very
dense star known as a neutron star. These are known as pulsars because they are
frequently rapidly spinning. If the exploding star is massive enough, it may even form
a black hole.

What’s More

Activity: Hide and Seek

You Will Need:

 Piece of red, orange, yellow, white, blue cloth or curtain

 flashlight
 door/window

What to Do:
 Close the door and window. Use a red cloth to block the light. Switch
on a flashlight and observe the light coming from it. (Do the same
activity with the other colors of cloth or curtain.)
 Observe the brightness of the light transmitted from the flashlight.
 Compare the brightness of the transmitted light when using different
colored cloths or curtains.
 Now, open the door and window. Use a red cloth to block the light.
Switch the flashlight again. (Do the same activity with the other colors
of cloth or curtain.) Observe and compare the brightness of the light
transmitted.

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CO_Q4_Science 5_ Module 5
Directions: Based on the given activity, use a table describing and comparing the
different appearance of light blocked with different colored cloth or
curtain.

Appearance (Brightness) Appearance (Brightness)

Color of Cloth /
of light with closed door of light with opened door
Curtain
and window and window

Red

Orange

Yellow

White

Blue

Guide Questions:
1. Which color of the cloth/curtain transmits the brightest light?
2. Does the brightness of the DIY star change when the room door/window is
closed and opened?

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CO_Q4_Science 5_ Module 5
 Lesson

2 The Constellations

People are always fascinated by the night sky and the stars. People in
ancient times noticed how stars appear to form patterns in the sky. These star
patterns are known as constellations.

The ancient people first observed these groups of stars as outlines of animals,
mythological heroes, gods, and other objects. They found it easier to locate and
remember constellations when they try to find a distinct and particular pattern how
a group of stars are arranged.

What’s In

Activity 1
Directions: Copy the puzzle below in your Science notebook. Find the five (5) names
of constellations by connecting the letters to find the word on the puzzle.

U S K U T B S
R R D R A C O
S P A S D E T
A O J A Z P A
M H I M D H U
A Y P I R E I
J D G N U U O
O R I O N S M
R A F R O T W

Example: DRACO

1. URSA MINOR 4. URSA MAJOR

2. ORION 5. HYDRA
3. CEPHEUS

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CO_Q4_Science 5_ Module 5
Activity 2.
Directions: Copy the boxes and blank spaces as shown below in your Science
notebook. Connect the dots to form a certain pattern of a constellation.

Example:

(Illustrated by Ryan A. Machate)

A B C

D E F

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CO_Q4_Science 5_ Module 5
 What's New

Have you tried star gazing at night? What do you observe with the stars? Do
the stars show different patterns? These are called constellations. A constellation is
a group of stars that appears to form a pattern or picture.

Directions: Make your star pattern. You can use any kind of material you like. This
may be a simple wallet, a T-shirt, or a drinking cup/mug. On this stuff,
make your star template. What would the name of the star pattern you
create be?

Figure 3: Sample illustration of a mug with star design

(Illustrated by Ryan A. Machate and Jose Marie E. Baculi)

What is It

Constellations can be seen through astronomical instruments used by

different astronomers.
Constellations are groups of stars that appear to form different shapes or
patterns in the sky. The word “constellation” comes from the Latin term
“constellation”, which can be translated as “set of stars”.

We use constellations to divide up the sky. Groups of stars that are not
constellations but belong to a constellation are called asterisms. Asterisms are also
naked-eye star patterns, but they do not form constellations on their own. An
example is the Big Dipper, which is part of Ursa Major.

The Big Dipper is a group of seven bright stars. Three stars form the handle
and four stars form the bowl. Another is the Little Dipper but in an opposite form.

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CO_Q4_Science 5_ Module 5
 Figure 4: Big Dipper Map (Photo Source: Benjamin, 2020)

Some constellations appear all year round (circumpolar), and some appear
only on certain months of the year. Those constellations that we can see year-round
are called circumpolar. These constellations all circle the North Star, and because
we live in the Northern Hemisphere, we see them all year round. These constellations
are Ursa Major, Cassiopeia, Ursa Minor, and Cygnus the Swan.

Figure 5: Ursa Major position of the stars Figure 6: Ursa Major pattern
(Photo Source: Michal Kryński, 2017) (Illustrated by Reyson Joe Cañedo)

Ursa Major, also known as the Great Bear, is a northern sky constellation
with a mythology that dates back to prehistory. Its Latin name means "greater (or
larger) she-bear," referring to and contrasted with Ursa Minor, the lesser bear, which

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CO_Q4_Science 5_ Module 5
is located nearby. It was one of the 48 original constellations listed by Ptolemy in the
2nd century AD. It is currently the third largest of the 88 modern constellations.
Ursa Major is known primarily for the asterism of its main seven stars, which
has been variously referred to as the "Big Dipper," "the Wagon," "Charles' Wain," or
"the Plough." The stellar configuration of the Big Dipper, in particular, resembles the
shape of the "Little Dipper." Two of its stars, Dubhe and Merak, can be used to
navigate to the current northern pole star, Polaris in Ursa Minor.
Ursa Major and the asterisms that incorporate or comprise it are significant
to several world cultures, most notably as a symbol of the north. Its representation
on the flag of Alaska is a modern example of such symbolism.
Ursa Major is visible throughout the year from most of the northern
hemisphere and appears circumpolar above the mid-northern latitudes. The main
asterism is invisible from southern temperate latitudes, but the southern parts of
the constellation can still be viewed.

Figure 7: Cassiopeia position of the stars Figure 8: Cassiopeia pattern

(Photo Source: 4shadoww, 2020) (Photo Source: Till Credner 2003)

Cassiopeia is a constellation in the northern sky, named after the vain

queen Cassiopeia in Greek mythology, who boasted about her unrivalled beauty.
Cassiopeia is located in the northern sky, and from latitudes above 34°N, it is visible
year-round. The (sub) tropics can be seen at its clearest from September to early
November, and at low southern, tropical latitudes of less than 25°S, it can be seen,
seasonally, low in the North.

Figure 9: Position and pattern of Ursa Minor (Photo Source: Orensila, 2020)
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CO_Q4_Science 5_ Module 5
 Ursa Minor (Latin: "Lesser Bear", contrasting with Ursa Major), also known as
the Little Bear, is a constellation in the Northern Sky. Like the Great Bear, the tail
of the Little Bear may also be seen as the handle of a ladle, hence the North American
name, Little Dipper: seven stars with four in its bowl-like its partner, the Big Dipper.
It was one of the 48 constellations listed by the 2nd-century astronomer Ptolemy and
remained one of the 88 modern constellations. Ursa Minor has traditionally been
important for navigation, particularly by mariners, because Polaris is the North Pole
star.

Figure 10: Cygnus position of the stars Figure 11: Constellacion Cygnus
(Photo Source: Hans Braxmeier, 2016) (Photo Source: Eynaud, 2017)

Cygnus is a northern constellation lying on the plane of the Milky Way. Its
name is derived from the Latinized Greek word for swan. Cygnus is one of the most
recognizable constellations of the northern summer and autumn. It features a
prominent asterism known as the Northern Cross (in contrast to the Southern
Cross).

Why do we see different constellations during the year? If observed through

the year, the constellations shift gradually to the west. Earth’s orbit causes this
around the Sun. In the summer, viewers look from a different direction in space at
night than during the winter.
People used the stars to navigate before the invention of the compass,
primarily when sailing across the ocean. They used the Ursa Minor constellation to
identify the location of Polaris, also known as the North Star.

Constellations are useful because they help astronomers and stargazers in

identifying specific stars in the night sky. Constellations are less important today
than they were in ancient times. In ancient times, constellations were used to create
and track the calendar, allowing farmers to know when to plant and harvest crops.

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CO_Q4_Science 5_ Module 5
 What’s More

Directions: Perform the activity carefully, with the supervision of your parent or
guardian. Write your answers to the guide questions in your science
notebook.

Activity: See Me How

Note: Learners will provide the materials below. Search on the internet or draw your
favorite constellations as your template.

You Will Need:

 Constellation templates
 Cardboard tubes (empty tube of tissue paper or any empty container)
 Glue
 scissors
 black construction paper (4.5 x 4.5”)
 push pin / any sharp tip pen

(Photo by Adelei Kristine F. Mañoso)

What to Do:

Note: Be careful in using the glue gun/hot objects.

1. Cut and glue the constellation template in the middle of the black construction
paper.

(Illustrated by Ryan A. Machate)

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CO_Q4_Science 5_ Module 5
2. Make some diagonal cuts from the outer edge of the construction paper to the
center. Do not cut into the constellation pattern. (Hint: Cut it into 8 wedges).

(Illustrated by Ryan A. Machate)

3. Using the pushpin or any sharp tip pen, punch the holes where the dots/ stars
are located.

(Illustrated by Ryan A. Machate)

4. Glue the constellation template on the top of the cardboard tube. Tape each
wedge down to secure it in place.

(Illustrated by Ryan A. Machate)

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CO_Q4_Science 5_ Module 5
 5. Close an eye and look into the other end of the cardboard tube.

(Illustrated by Ryan A. Machate)

Guide Questions:

a. What can you see from your model?

b. What constellations have you formed?
c. How will you describe the stars as you saw them with your naked eye?
d. How will you describe the stars as you saw them through your improvised
telescope?

What I Have Learned

Directions: Complete the paragraph below by filling in the blanks. Choose your
answer from inside the box. Write your answers in your science
notebook.

Latin star astronomical Ursa Major

patterns Constellations seven Ursa Minor
Asterisms Little Dipper Big Dipper

Different astronomers use different (1) ______________ instruments to see

constellations. (2) ______________ are groups of stars that appear to form different
shapes or patterns in the sky. The word “constellation” comes from the (3)
______________ term “constellation”, which can be translated as “set of stars”.
We use constellations to divide up the sky. Groups of (4) ______________ that
are not constellations but belong to a constellation are called asterisms. (5)
______________ are also naked-eye star (6) ______________, but they do not form
constellations on their own.

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CO_Q4_Science 5_ Module 5
 An example is the (7) ______________ which is part of (8) ______________. Big
dipper is a group of (9) ______________ bright stars. Three stars form the handle, and
four stars form the bowl, also with the (10) ______________ but in the opposite form.

What I Can Do

A. Directions: Arrange the following according to the stages of the life cycle of the
stars. Draw them and write their labels on the space provided.
Write your answers in your science notebook.

LIFE CYCLE OF A STAR

(Illustrated by Ryan A. Machate)

B. Directions: Take a look at the night sky. Look for a location where you can see
the stars. Use Polaris as a starting point to connect the other stars
you've seen to form your constellation. Draw and name your
constellation. Make a story of at least 50 words explaining how it
came to be. Write your output in your science notebook.

Performance Task Rubrics:

Top Point Excellent (4) Good (3) Fair (2) Poor (1)
Topic The Main Idea is The main Idea is There is an The main idea is
Sentence clear restating of present and attempt of getting not present and
the prompt. clearly written. the main idea but not clearly
not clearly written.
written.
Illustration The illustration Most of the The writer The supporting
is developed in a illustration is attempts to details within the
logical order presented develop the illustration as a
appropriate to logically, and illustration whole are not
the writer's readers have logically, but developed in a
purpose and little trouble some of the logical order.
reader's needs. following the illustrations
supporting presented are
details. confusing to the
target readers.

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CO_Q4_Science 5_ Module 5
 Top Point Excellent (4) Good (3) Fair (2) Poor (1)
Conclusion The conclusions The conclusion There is an There is no
do an excellent sums up the attempt at a conclusion. The
job of summing topic by conclusion, but it essay just ends
up or restating restating it, but does not restate without summing
the topic and it does not tie the topic or tie up or restating
tying the details the details the details the topic. It does
together. together. together. not tie the details
together.

Assessment

Directions: Read and understand each statement well. Choose the letters of the
correct answers. Write your answers in your science notebook.

1. Which are groups of stars that appear to form different shapes or patterns in
the sky.
A. Big Bang C. Milky Way
B. constellations D. stars

2. Which color of the star has the highest temperature?

A. blue C. blue red
B. green D. White

3. In what form of matter do stars begin their life cycle with?

A. a rock C. a ball of gas
B. a stone D. a light

4. The ______ of a star is determined by the amount of matter that is available in

its nebula, the giant cloud of gas and dust from which it was born.
A. gas C. mass
B. light D. Matter

5. Which are groups of stars that are not constellations but belong to a
constellation?
A. asterisms C. Nebula
B. constellations D. shooting stars

6. Which is a group of seven bright stars whose three stars form the handle and
four stars form the bowl?
A. Big Dipper C. Little Dipper
B. Hydra D. Orion

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CO_Q4_Science 5_ Module 5
7. Our nearest star neighbor in space, Alpha Centauri, is four light-years away
from Earth. Why will it be difficult, if not impossible, to visit it?
A. It is very far away.
B. It is very bright and hot.
C. There may be no planets near it.
D. We are not sure exactly where it is.

8. Which is the most recognizable constellation of all?

A. Big Dipper C. Leo
B. Little Dipper D. Orion

9. What do you call the constellation named after the winged white horse of
Poseidon in Greek mythology?

A. Athena C. Unicorn
B. Pegasus D. Venus

10. Which is a group of seven bright stars that form a constellation?

A. Aquarius C. Big Dipper
B. Big Dipper D. Sirius

Additional Activities

Activity: Man-Made Constellation

Directions: Make a man-made constellation using the following materials and

procedures. You can also create your pattern dot designs and make a
short story about your picked design. (The following photos used in this activity
were taken by Ms. Adelei Kristine F. Mañoso)

You Will Need:

 flashlight
 black construction paper
 pencil
 scissors
 awl/needle

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CO_Q4_Science 5_ Module 5
What to Do:

1. Take off the top part of the flashlight and

trace onto the black construction paper
the size you want the discs to fit in.

2. Remove the shiny silver part inside the

flashlight to ensure that the discs will
work.

3. Get a pair of scissors and carefully cut

the discs as close to the tracings you
made.

4. Select your favorite constellations and

mark the dots onto the circled black
construction papers.

5. Insert the awl/needle in each marked dot

to make a hole.

(Photos by Adelei Kristine F. Mañoso)

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CO_Q4_Science 5_ Module 5
 6. Put together your new flashlight and
attach the discs with the constellations.

Now, you’ve made your constellations!

(Photo by Adelei Kristine F. Mañoso)

This is an enjoyable activity that brings the imagination while learning about
our night sky.

Guide Questions:

1. What is formed when the pattern of dots was lighted using the flashlight?

2. What have you observed with the constellations using the flashlight as your

source of light?

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CO_Q4_Science 5_ Module 5
CO_Q4_Science 5_ Module 5
23
Assessment What I Can Do What Have I Learned
1. b 6. a 1. astronomical
2. c 7. b 2. Constellation
3. d 8. a 3. Latin
4. c 9. c
4. Stars
5. a 10. c
5. Asterisms
6. patterns
Additional Activities
1.Constellation is formed. 7. Big Dipper
2. It glows and the pattern is 8. Ursa Major
clearly visible. 9. seven
10. Little Dipper
Lesson 2 Lesson 2 Activity 2 Lesson 2 - What’s In
What’s More: Activity 1
a. Constellation U S K U T B S
b. Big dipper and little
R R D R A C O
dipper
What Have I Learned
S P A S D E T
1. astronomical
c. Stars have different sizes, A O
2. J A Z
Constellation P A
they are aligned, they M 3.
H Latin
I M D H U
formed shapes 4. Stars
A Y P I R E I
5. Asterisms
d. Formation of the stars are
J 6. G N U
D patterns U O
clearer and looks real
O 7.
R Big
I Dipper
O N S M
8. Ursa Major
R 9.
A seven
F R O T W
10. Little Dipper
Lesson 1 - What’s More LESSON 1: The
Appearance What I Know
Appearance Stars
(Brightness)
Color (Brightness) What’s In 1. b
of light
of of light
with 2. c
Cloth / with closed
opened 3. a
Curtain door and 1. 😊happy face
door and
window 4. c
window
Red Slightly dark Faded 2. ☹sad face 5. a
Orange Slightly bright Fine bright 6. a
Low 3. 😊happy face
Yellow Faded 7. a
brightness
Highly Highly 8. a
White 4. 😊happy face
brightness brightness
9. d
Blue Slightly dark Faded
1. White cloth/curtain transmits the 5. ☹sad face 10. d
brightest star.
2. Yes, it changed.
Answer Key
References
Online Sources

"Beyond the Stars”. 2012. Deped LR Portal. April 15, 2021.

http://lrmds.deped.gov.ph/detail/2853

"File: Cassiopeia Constellation.Jpg - Wikimedia Commons". 2021.

Commons.Wikimedia.Org. Accessed April 14, 2021.
https://commons.wikimedia.org/wiki/File:Cassiopeia_constellation.jpg.

"File:Star Life Cycle Chart.Jpg - Wikimedia Commons". 2021.

Commons.Wikimedia.Org. Accessed April 13.
https://commons.wikimedia.org/wiki/File:Star_Life_Cycle_Chart.jpg?fbclid
=IwAR3DIYU8rO5lEE34yNvbq7r5v9m8Q_9Rt6nhc487bpKX8uoIaobvRBBxR
nM

.“BEAM 6 Unit 6: Beyond the Solar System”. 2014. Deped LR Portal. April 15,
2021. https://lrmds.deped.gov.ph/detail/6779

“EASE Module 17: Minor Members of the Solar System”. 2010. Deped LR Portal.
Accessed April 15, 2021. http://lrmds.deped.gov.ph/detail/351

2021. Accessed April 13. https://pixabay.com/photos/night-sky-stars-ursa-major-

space-2808356/

2021. Image.Freepik.Com. Accessed April 15. https://image.freepik.com/free-

vector/big-small-dipper-constellation-polar-star-night-starry-sky_135176-
565.jpg.

Benjamin, Robert. 2020. "File:Arc-Big-Dipper-Map S2.Jpg".

Commons.Wikimedia.Org. Accessed April 12, 2021.
https://commons.wikimedia.org/wiki/File:Arc-Big-Dipper-map_S2.jpg

Braxmeier, Hans. 2016. Pixabay.Com. Accessed April 12, 2021.

https://pixabay.com/photos/stars-sky-night-starry-night-sky-
1654074/?fbclid=IwAR06a27HXKrLT3KSqIdhKaSBhen0KL72qV9yqeroDne7
vrn37zxF9qQO7EQ.

Credner, Till. 2003. "File:Cassiopeiacc.Jpg - Wikimedia Commons".

Commons.Wikimedia.Org. Accessed April 14, 2021.
https://commons.wikimedia.org/wiki/File:CassiopeiaCC.jpg.

Eynaud, Nicolas. 2017. "File:Constellacion - Cygnus.Png - Wikimedia Commons".

Commons.Wikimedia.Org. Accessed April 15, 2021.
https://commons.wikimedia.org/wiki/File:Constellacion_-_Cygnus.png.

Kryński, Michal. 2017. Pixabay.Com. Accessed April 13, 2021

https://pixabay.com/photos/night-sky-stars-ursa-major-space-2808356/

24
CO_Q4_Science 5_ Module 5
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