LESSON PLAN IN SCIENCE 5

Topic/Title: PATTERNS OF STARS: THE CONSTELLATIONS

Grade Level & Section: 5 – St. Jude
Time Allotment: 20-30 minutes
Erika Abella Rafael
Teacher:
Angel Mae Guinita
The learners demonstrate understanding of constellations
Content Standard:
and the information derived from their location in the sky.
The learners should be able to debug local myths and
Performance Standard: folklore about the Moon and the Stars by presenting
pieces of evidence to convince the community folk.
Learning Competency and Code: The learners should be able to identify star
patterns that can be seen at particular times of the year. S5FE- IVi-j-9
Objectives:

At the end of the lesson, 85% of the learners will be able to:
1) Identify patterns of stars that can be seen in the night sky.
2) Create their own constellation by connecting stars to make a pattern.
3) Reflect on the concept on how they can be a little light or guide to the people
around them.
Values Integration: Unity, Respect, Teamwork, Appreciation, and Time-management
Teaching Strategies:
Explicit Teaching
Cooperative Learning
Performance-based Learning
Lecture and Discussion
Total Physical Response
Game-based Learning
Question and Answer

References: (Follow the APA format)

Science and Technology

Integrated Science Textbook for First Year. Villamil, Aurora M.,
Ed.D. 1998. pp. 268-272. *

III. Procedures:
Preliminary Activities:
Teacher’s Activity Learner’s Activity
A. Prayer:

May I request everyone to please rise for The learners stand.

our prayer. Let us all put ourselves in the In the name of the Father, the Son, and the
holy presence of the lord as we say, in the Holy Spirit, Amen.
name of the Father, the Son, and the Holy
Spirit, Amen.

Opening Song Instrumental

(Audio Integration)
Our Heavenly Father, we thank you for
your goodness. Thank you for protecting
us and our family. We wish for your
guidance and give us wisdom so we
understand the lesson for today. Amen. Amen.

B. Greetings:

“Good morning, Grade 5 science

explorers!
it's science time, time for new learning,
new exploration, and exciting adventure
welcome to our class today! “Good morning, Kaka”
By the way, I am Teacher Kaka; your
teachers for today!

C. Checking of Attendance

Do we have any absentees today? Jerwin checks the attendance.

Jeschel, kindly list down the names of
the absentees and give it to me later.
“Do we have any absentees today?
Jerwin, kindly list down the names of the
absentees today and give it to me later.”

D. Rules:

a) Sit properly The learners do as what the teacher says.

b) Listen attentively and quietly
c) Raise your right arm. “Yes, Teacher Kaka”
d) Be respectful.
E. Energizer:

May I request everyone to please stand

again for our energizer.

Let’s dance! “Yes, Teacher Kaka”

Learners are seated.

ELICIT (Access prior knowledge) 5 mins. Materials and

Assessment Tool
The teacher will have a review of the lesson discussed last
meeting, such as Parts of the Plants and Its Functions
illustrating the following images associated with guide
questions.
Chart Paper, Marker,
Question: Who among you here can still remember what we Visual Aid-Pictures
discussed yesterday?
That’s right, we discussed about the characteristics of the
stars.
In order to find how far you have gone with your lesson
yesterday, let’s find out through a Riddle Game.
Procedure:
The learners will sing the nursery song "Twinkle, Twinkle
Little Star" while passing a star to their seatmates and to
another.
When the singing is stop, the student that got the star will
stand up in front and will answer the riddle written on the star
they've got.
Riddle #1: I'm on around you. I am on everything you can
see. Without me, the world will be plain, dull and no shades.
What am I?
(Clue: 5 letters, starts with letter C, ends with letter R)
ANSWER: COLOR
Riddle #2: There are times I'm hot and there are times I'm
cool. You can call me Kelvin, Celsius and Fahrenheit. What
am I?
(Clue: 11 letters, starts with letter T, ends with letter E)
ANSWER: TEMPERATURE

Let the students share their idea about the connection of 5

words to the STARS.
ENGAGE (Get the students’ minds focused on the topic) 5 mins.

After the review, the teacher will transition to the new topic to
establish a purpose for the lesson with the learners by
facilitating an activity called “An Apprentice Investigation”

You will need: PowerPoint

 gummed stars presentation,
 black construction paper pictures
 white crayon or chalk
 glue

What to do:
 Take the stars in your hand.
 Hold your hand about half a meter above the paper.
 Drop the stars onto the black paper.
 Glue the stars where they fall on the paper.
 Observe the stars. Look for a picture that the stars
make.
 Use the white crayon or chalk to connect the stars to
 show the picture or pattern.
 You can connect all of the stars or just some of them.

Guide Questions:

1. Look again at the stars on your paper. What other

patterns can you find in them?
2. What person, animal, or object does your star pattern
look like?
3. Have you seen any of this pattern when you look at
the night sky?

EXPLORE (Provide students with a common experience).10 min.

The teacher will group the learners into 4 upon providing
presentation of examples/ instances of the new lesson by
letting them participate and explore in a group activity after Supplies
watching a cideo presentation. • Constellation card
templates (provided)
https://youtu.be/1sZ15SUeS9w?feature=shared • Black cartolina
one sheet for each
group
• Sharpened pencils or
toothpicks
• Tape
• Flashlight
• Pieces of cardboard

Visual Aids
PowerPoint
Presentation,
Tarpapel
ACTIVITY 2: CONSTELLATION LIGHT SHOW
In this activity, kids will prepare a constellation for a
group light show.

What to do:
 Ask the groups to choose a constellation from the
video they have watched.
 Show them how to tape their constellation template to
a sheet of black paper.
 Tell the kids that each of the dots on the constellation
sheet represents a star.
 Using a small pointed object (a pen or toothpick
works well), show them how to poke holes in the dots
for each star.
 Then gather all the kids together in the room for the
starry night show!
 Use Japanese cellophane to cover in your flashlight
to make the light rays visible in the room during
daylight, hold your paper up to the wall and shine the
 flashlight behind it.
 Everyone will see the stars of your constellation light
up on the wall. Give each group a turn to show their
constellation to the group.
 Do this within 5-7 minutes. Shout “STAR” when your
group finishes.
 Rubrics are given below.
Content 10 points
Teamwork 5 points
Participation 5 points
Total 20 points
EXPLAIN (Teach the concept. Should include interaction between teacher and
students).15 min.
The teacher will present a passage that will explain the
lesson for the day.
Key Concepts:
 The moon is not the only natural object you see in the
night sky. PowerPoint
 What else do you see? Twinkling stars of different presentation,
sizes and brightness are prominently displayed in the
night sky as well. Illustrations
 What are your observations about the stars? Have
you noticed a pattern or perhaps different shapes that
seem to be formed by different groups of stars?
 Have you heard of any fascinating stories about the
stars?
 The night sky and the stars in it have always
fascinated people. People in the ancient times have
noticed early on how stars seem to form patterns in
the sky. They have even associated the star patterns
they see to familiar objects, animals, and even human
characters.
 Today, these star patterns are referred to as
constellations.
 Constellations are a group of stars that form
patterns or imaginary figures or shapes of people,
animals, or objects

Ursa Major look like a big bear and is third largest

constellation in the sky. It comprises the Big Dipper, which is
composed of the seven stars.
Ursa Minor or the little bear have a group of stars known as
the little Dipper. The handle of the dipper serves as the little
bear's tail and the dipper's cup is the bear's thigh. The most
famous star in Ursa Minor is Polaris which is also called the
North Star. This is because its position always points to the
Earth's North Pole.
The Big Dipper and Little Dipper are not constellations but
are asterisms. An asterism is a part of a constellation that
represents another object with the pattern.
Some constellations are named after Greek mythology
legends: cassiopera, the Queen, and Orion, the Hunter are
two of them.
Cassiopeia consists of five stars that seem to form the letter
W. It represents the queen Cassiopeia of the mythical
kingdom of Ethiopia.
Orion is one of the most recognizable constellations in the
night sky and is visible throughout the world. Three of its
stars form its belt. Orion's belt is also an asterism. On
Orion's right shoulder is a red supergiant star called
Betelgeuse. A bluish-white star called Rigel is found on
Orion's left knee.
ELABORATE (Students apply the information learned in the Explain. The teacher will
give inputs to deepen the understanding of the students.) 10 min.
The teacher will deepen learners’ understanding by further
elaborating and discussing the topic and by also
emphasizing interaction between teacher and learners.

Guide Question: PowerPoint

presentation, pictures,
1. Why we see different star patterns through the year? figures
Learning Circuit:  Small mirror
(1per learner)
 Old colored
The Earth moves around our Sun in a big loop throughout magazines
the year.  Craft paper or
coupon bond
As that happens, we get the chance to look at different parts  Marker
of space.  Scissors
 Book
It's like when you're driving around the block in a car or a
bus.
As you look out the window, you get to see different
buildings that seem to move past you.
Because you're moving, you get a different view of the
space around you, even though the buildings out there are
actually staying still.
Earth is like our bus, and all of the stars and constellations
stay in the same place,
but we move and see different ones throughout the year.
And what part of space you see can changes depending on
what time of year it is.
As the Earth moves around the sun, we have a different
view of space, so We can see different stars and
constellations.

IV. EVALUATE (How will you know the students have learned the concept) 5 min.
In the old times, the moon and stars are used by people
especially in navigating the sea. Nowadays, we are amazed
by how the moon and stars lighted our night sky. They serve
as our light in dark nights. Like the moon and the stars, how
can you be a little light or guide to the people around you? Assessment sheets,
worksheets, powerpoint
This time, you are going to create a performance task presentation
related to that question:

Performance Task: Making a New Constellation

GOAL:
 The goal (within the scenario) is to make up a
new constellation story.

ROLE:
 You are an astronaut who explores the space
for a new constellation.

AUDIENCE:
 The target audience is science-enthusiast
kids, peers, and teachers.

SITUATION:
 You need to develop your own myth about
the constellations you are planning to
create. You may write the story down, then
prepare to perform your unique space
exploration and experiment in a Constellation
Light Show!

PRODUCT/PERFORMANCE AND PURPOSE:

 You need to craft own model of
constellations to fit a certain form; a
constellation for your pet, favorite animal,
house, letter, etc.

STANDARD & CRITERIA FOR SUCCESS:

 Your performance must meet the following
standards:
 CONTENT EXCEEDS MEETS APPROAC BELOW
EXPECTA EXPECTAT HING EXPECTAT
TION ION EXPECTAT ION
ION
(10) (8) (6) (4)
EXPLANA Explanati Explanatio Explanatio
TION OF on is n shows a n shows
CONSTELL clear and complete evidence
ATION shows understan of
complete ding of understan
understan concepts. ding, but
ding. There are facts and
Concepts some facts concepts
and facts and are not
are concepts accurate.
accurate. that are
not
accurate.
RELE Model is Model is Model Model
VANCE AND accompa accompani shows show no
ORIGINALIT nied by ed by relevance relevance
Y. accurate originality of concept in the
relevance but shows in the story story.
and only some but does
originality relevant not
of the concept of perceive
story. the story. originality.
CREATIVITY
AND
RESOUR
CEFUL
NESS
UNIQUE
NESS OF
MODEL
REPRESET
ATION
PRESENTA
TION
Total

V. EXTEND (Deepen conceptual understanding through use in new context.) 2-3 mins.

The teacher will give assignment to the learners. This will be

significantly done by individual learning.

Assignment: Journal,
PowerPoint presentation

Guide Questions:
  What is the most interesting thing that you have seen
in the night sky?
 Encircle on your star map the constellations that you
saw. Note the
date and time.
 What are the difficulties that you encountered during
this activity?

Prepared by:

ERIKA ABELLA RAFAEL

ANGEL MAE GUINITA

Checked by:

GART R. SOLATORIO, PhD