A Detailed Lesson Plan in Science 5

I. OBJECTIVES
a.) Identify star patterns that can be seen at particular times of the year.
b.) Appreciate the works of God or the beauty of the night sky
c.) Connect the dots to form different constellation

II. SUBJECT MATTER

Topic: Constellations
Reference:
Materials:

Teacher’s Activity Pupil’s Activity

Preliminary Activity
1. Greetings

“Good morning, class!” “Good morning, Teacher Ruby!”

2. Prayer

“Before we start, please rise for our “Let’s bow our head and let us pray.
opening prayer. _________, please lead Dear Lord, make us mentally alert oh
the prayer.” God as we start our class today. Increase
our wisdom and develop our character
according to what is good and acceptable
before thee and our fellow men. In Jesus
Name, we pray. AMEN.”

“Thank you, ________.”

“Please pick up any papers or candy (The learners will pick up the trashes
wrappers that have fallen around your around them and will arrange their
chair and arrange it properly before chairs properly.)
taking your seat.”

3. Checking of Attendance

“Are there any absentees today, “No one is absent today, Teacher Ruby.”
_______?”

“Very good, class!”

(ENGAGE)
A. Review of the Past Lesson

“Before we go on to our new topic for

today, let’s have a review first about the
topic that we discussed yesterday.”

“Who can remember what we talked (The learners will raise their hand.)
about yesterday?”

“Yes, ________.” “We discussed about the four phases of

the moon.”

“Very good, ________. So, what are the (The learners will raise their hand.)
four phases of the moon?”

“Yes, ________.” “The four phases of the moon are new

moon, waxing crescent moon, waning
gibbous moon and full moon.”

“Very good, _________. Do you have a “None, Teacher.”

question about the four phases of the
 moon?”

“That’s great! You are all ready to get

started on our topic for today."

B. Establishing a purpose for the lesson

“Before I introduce to you our topic for
today, please group yourselves into
five members and form a circle.”

“Are you ready class?”

“We have to turn off the lights for this “Yes, we are!”
activity. I prepare here a paper with
punched-out dots. We need a (The lights will be turned off. Each group
flashlight for this activity. All you have will use the flashlight to look for the
to do is to observe if you can see an image produced by the punched-out
image formed with the punched-out dots.)
dots. I’ll be giving you 2 minutes to
check and observe the paper using the
flashlight. Your timer starts now.”

C. Presenting examples of the new lesson

“Time’s up! Please turn on the lights.

What have you observed in the
punched-out dots on your paper? (The learners will raise their hand.)
What it looks like?”

“Yes, _________.”

“Very good observation, ________.” “It looks like the stars in the night sky.”

“Have you observed the image formed

on your paper with the punched-out
dots?” “Yes, Teacher!”

“Group 1, what image have you seen

on your paper?”
“It looks like a big dipper, Teacher.”
“Very good, Group 1!”

“How about Group 2?”

“It looks like a hunter because we can

“Very good, Group 2.” see here a bow and arrow.”

“Group 3, what image have you seen

on your paper?”
“It looks like a dog, Teacher.”
“Good job! And the last group?”

“Amazing observation, class! Give “This looks like a W-shaped, teacher.”

yourselves an amazing clap.”
(The learners will do the amazing clap.)
D. Discussing new concepts
“What you saw during our activity is
known as a constellation and that is
our topic for today. Based on your (The learners will raise their hand.)
observations what is constellation?”

“Yes, ________.”

“I think constellation is the recognizable

“Exactly! Constellations comes from pattern of stars.”
the Latin word con meaning together
and Stella meaning stars. It might be
helpful to imagine a constellation as
the connect the dot picture where the
stars are the dots. These are group of
stars that form distinct patterns in
the night sky. Sometimes we might
even use our imagination to see
pictures in the stars, as what you did
a while ago in our activity.”

“There are 88 constellations

recognized by International
Astronomy Union (IAU) Mostly, those
discovered by the Ancient Greeks.”

“Here are the names of some

constellations.”

“First is the Ursa Major.”

“_________, can you please read the

definition?”
“It is the third largest constellation. It
was regarded by many ancient
civilizations as a bear. It contains the
“Thank you, _____________.” group of stars called Big Dipper.”

“Here is the formation of stars of Ursa

Major. This constellation is known as
the Great Bear. In Greek mythology,
Ursa Major is Callisto who turns into
a bear.”

“The next one is Ursa Minor.”

“_________, can you please read the

definition?”
“It represents a small bear with the long
“Why do you think it is called Little tail. It is sometimes called Little Dipper.”
Dipper?”
(The learners will raise their hand.)
“Yes, ___________.”

“This is because its main stars formed a

shape that looks like the smaller version
of the big dipper.”
“That’s right! It also contains the
Polaris. Look at the Polaris, what have
you notice?” “It is the brightest star in the
constellation.”

“It is also called the maiden. They can be

seen in spring and summer in the
northern hemisphere and in autumn and
winter in the southern hemisphere.”

“Good job!”

“Next constellation is the Virgo.”

“___________, please read the

definition.”

“Thank you, ____________. It is

represented as a young maiden
carrying a sheaf of wheat. She is
variously identified as a fertility
goddess.

“It represents the Giant Hunter of Greek

mythology. It has three stars on his belt.”

“It shows that someone is raising his

club and shield against someone.”
“Next one is we have the Orion.”

“___________, please read the

definition.”

“Please observe the picture. What

makes it look the hunter?”

“Very good! One feature that makes

the Orion easy to identify is the line of
three stars that marks its belt. From
the belt, hand its sword which
contains one of the brightest nebulae
in the sky, the Orion nebula.”

“It is also known as the Bull. It is known

for its bright stars Aldebaran, Elnath,
and Alcyone.”

“We also have Taurus.”

“___________, please read the

definition.”
“Thank you, ________. If we go back to
the Orion, it shows that it was raising
a bow against someone and that is
Taurus.”

“It is also known as the water bearer. It

is visible in the fall in the northern
hemisphere and spring in the southern
hemisphere.”

“In Greek mythology, Taurus is

usually associated with Zeus, who
adopted the shape of a bull in order to
seduce and abduct Europa, the
beautiful daughter of the Phoenician
King Agenor.”

“Next is we have the Aquarius.”

“It is known as ram. It can be seen in the

northern hemisphere during the late
winter and early spring. Aries contains
the bright star Hamal.”

“___________, please read the

definition.”
“Aquarius is depicted as a young man
pouring water from an amphora into
the mouth of the Southern Fish.”

“Next, we have Aries.”

“It is known as the winged horse. It is

visible from August to December in the
northern hemisphere.”

“___________, please read the

definition.”

“The symbol for the constellation is ♈

and it represents a ram’s horns.”

“Next, we have here the Pegasus.”

“It is known as the dragon. It is a

northern circumpolar constellation that
is visible at latitude’s between 90º and -
15ºC. It is the eighth largest constellation
in the night sky, occupying an area of
1083 square degrees.”
“___________, please read the
definition.”

“The constellation was named after

Pegasus, the winged horse in Greek
mythology. Pegasus is a white winged
horse that sprang from the neck of
the Gorgon Medusa when Perseus
beheaded her.”

“She is known as the queen of Ethiopia.

It can be seen in the northern
hemisphere all year long.”

“We also have the Draco.”

“___________, please read the

definition.”
“In the myth, Draco represents
Ladon, the dragon that guarded the
golden apples in the gardens of the
Hesperides.”

“It contains the Sirius. Its name means

“the greater dog” in Latin. Ancient
Egyptian use the rising of Sirius to
predict the timing of Nile’s annual
flooding.”

“Next we have here Cassiopeia.”

“___________, please read the

definition.” “Uses of Constellations
- give directions
- tell time
“In the activity that we had, you said - predict weather
that it looks like a W shaped, that’s - tracking artificial satellites
right! Cassiopeia is easily recognizable - locate certain stars”
for the prominent W asterism formed
by its five brightest stars. It was (The learners will raise their hand.)
named after Cassiopeia, the vain and
boastful queen in Greek mythology.”

“It is because the Earth revolves around

the sun. The earth side at night faces a
different part of the outer space.
Therefore, various constellations are
visible depending on the time of the
year.”
“Next is we have the Canis Major.”

“___________, please read the

definition.”

“Sirius is the brightest star in the

entire sky and one of the Earth’s
closest neighboring stars. Canis Major
was described by Manilius as “the dog
with the blazing face” because the dog
appears to hold Sirius, the brightest
star in the sky, in its jaws.”

“Constellation have been used by

people for thousand of years. And
these are some of the uses of
constellations.”

“_________, please read what’s on the

slide.”
 “Thank you, _________. Although the
patterns of the stars look the same,
there will be changes on the exact
position of some constellations
through out the year. What do you
think is the reason?”

“Yes, ________.”

“Very good, _______! There are some

constellations that can be seen
throughout the year in some places
because they are located above the
North Pole or below the South Pole.
Also, constellation help assisting
astronomers and navigators to locate
certain stars. Before the invention of
compass, stars are very useful to
people especially in navigating when
sailing and cross the ocean. Today,
constellation is less important
because of the technologies invented.”

E. Developing Mastery