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Science 9 Las Quarter 3
Science 9 Las Quarter 3
Science 9 Las Quarter 3
SCIENCE
Third Quarter
Classification of volcanoes
There are some ways by which volcanoes can be classified. According to the system adapted by
the Philippine Institute of Volcanology and Seismology (PHIVOLCS), volcanoes can be
classified as active or inactive.
2. Inactive volcanoes are those that have not erupted for the last 10, 000 years and their
physical form is being changed by agents of weathering and erosion through
formation of deep and long gullies.
1. Phreatic or hydrothermal - is a
stream-driven eruption as the hot
rocks come in contact with water. It
is short lived, characterized by ash
columns but may be an onset of a
larger eruption. Taal Volcano in
Batangas exhibits this type of
eruption.
https://www.ibtimes.com/ta
al-volcano-eruption-ashfall-coverag e-
reaches-cities-300kms-away-volcanic-tsunami-2901092
2. Phreatomagmatic - is a violent
eruption due to the contact between
water and magma. As a result, a
large column of very fine ash and
high-speed and sideway emission of
pyroclastics called base surges are
observed.
https://www.pinterest.ph/pin/517280707175781966
/
https://www.pinterest.co.uk/pin/633037291346786932
/
https://www.alternatehistory.com/forum/threads/th
e-shadow-of-
pinatubo-a-philippine-timeline.385500/
LEARNING COMPETENCY
Describe the different types of volcanoes and volcanic eruption. (Quarter 3, Week 1)
S9ESIIIa-27
Directions: Using the table below, find and encircle the listed 10 most famous and largest
volcanoes around the world. Answers appear to be straight across, up and down, and diagonally.
Q W E R T Y U I O P A S D F G H J K L
M Z X C V A N M N B V C X Z M K J Q F
Activity 2: VOLCANO-LOGY
Activity 3: VOLCABULARY
Directions: Read each statement carefully. Write the correct word/words that is/are being
described in the statement. Use the space provided before the item number for your answer.
__________ 1. This refers to the opening in the Earth’s crust that allows molten rock from
beneath the crust to reach the surface. Volcano
__________ 2. This pertains to the molten material formed at depth and oozes up beneath the
Earth’s surface. Magma
Note: Practice Personal Hygiene protocols at all times. 5
__________ 3. The molten material that erupts and flows out from the volcano. Lava
__________ 4. This refers to the volcanoes that erupted 10, 000 years ago based on the analyses
of their material. Active volcanoes
__________ 5. A volcano can be classified as __________ if it has no record of eruption for the
last 10, 000 years. Inactive
__________ 6. This type of volcanic eruption exhibits excessively explosive type of eruption of
gases and pyroclastics. Plinian
__________ 7. A type of volcanic eruption that results to the formation of a large column of very
fine ash and high-speed and sideway emission of pyroclastics. Phreatomagmatic
__________ 8. This eruption style is characterized by tall eruption columns as exhibited by the
Paricutin Volcano in Mexico. Vulcanian
__________ 9. This volcanic eruption is known for having a periodic weak to violent eruption
characterized by fountain lava. Strombolian
__________ 10. This volcanic eruption is known as stream-driven eruption due to the contact of
hot rocks and water. Phreatic or hydrothermal
Directions: Based on the pictures, give five descriptions of a volcano. Present your answer in a
concept map as shown below.
https://thepointsguy.com/2017/11/1
0-active-volcanoes-to-see-in-your- https://slideplayer.com/slide/14007131
/
lifetime/
Directions: Using the figures below, identify and describe the type of eruption shown in every
photo.
1. ________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________ https://www
.volcanodiscovery.com/photos/strombolian_eruptions/im
a
________________________ ge98.html
2. ________________________
________________________
________________________
________________________
________________________
________________________
Note: Practice Personal Hygiene protocols at all times. 7
search-for-last-missing-victims/a-51715995
________________________
________________________
________________________
________________________
________________________
3. ________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________ http://brennen.caltech.edu/world/vo
lcano.htm
________________________
4. ________________________
https://www.vol
canodiscovery.com/krakatau/news/71210/Krakata u-
volcano-Indonesia-vulcanian-explosions-field-report-13-19-Oct-2018.html
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
5. ________________________
________________________
________________________
________________________
________________________
Note: Practice Personal Hygiene protocols at all times. 8
https://www.youtube.com/watch?v=TANSDvIrGN w
________________________
________________________
________________________
________________________
________________________
________________________
Directions: Using different colors, plot the location of the following volcanoes in the Philippine
map. Use the assigned colors for the volcanoes as indicated below the table.
Number of Latest
Volcano Latitude Longitude historical eruption or
eruptions activity
Cabaluyan 15°42ʹ 120°19ʹ 0 -
Cocoro 10°53ʹ 121°12ʹ 0 -
Iraya 20°29ʹ 122°01ʹ 1 1454
Kanlaon 10°24ʹ 123°7ʹ 26 2006 June
Mayon 13°15ʹ 123°41ʹ 50 2018 January
Pulung 7°55ʹ 124°38ʹ 0 -
Smith 19°32ʹ 121°55ʹ 6 1924
Taal 14° 120°59ʹ 34 2020 January
Tamburok 11°33ʹ 124°26ʹ 0 -
Urot 5°59ʹ 121°15ʹ 0 -
= volcano that has no record of eruption
= volcano that has erupted 1 to 5 times
= volcano that has erupted 6 to 10 times =
volcano that has erupted more than 10 times Questions:
https://dochub.com/eveliasadullo/Noek8bMwxZ3e02Kl7d2qmO/m2-unit-2-g8
ANSWER KEY
Answers:
MAUNA LOA ARENAL
FUJI BROMO
MAYON KILIMANJARO
ST. HELENS ETNA
POPOCATEPETL MELIFELL
Activity 2: VOLCANO-LOGY
Directions: Choose the correct word/words to complete the analogy
Activity 3: VOLCABULARY
Directions: Read each statement carefully. Write the correct word/words that is/are being
described in the statement. Use the space provided before the item number for your answer.
_Volcano_ 1. This refers to the opening in the Earth’s crust that allows molten rock from
beneath the crust to reach the surface.
_Magma_ 2. This pertains to the molten material formed at depth and oozes up beneath the
Earth’s surface.
_Lava _3. The molten material that erupts and flows out from the volcano.
_Active volcanoes_ 4. This refers to the volcanoes that erupted 10, 000 years ago based on the
analyses of their material.
_Inactive_ 5. A volcano can be classified as __________ if it has no record of eruption for the
last 10, 000 years.
_Plinian_ 6. This type of volcanic eruption exhibits excessively explosive type of eruption of
gases and pyroclastics.
_Phreatomagmatic_ 7. A type of volcanic eruption that results to the formation of a large
column of very fine ash and high-speed and sideway emission of pyroclastics.
_Vulcanian_ 8. This eruption style is characterized by tall eruption columns as exhibited by the
Paricutin Volcano in Mexico.
_Strombolian_ 9. This volcanic eruption is known for having a periodic weak to violent
eruption characterized by fountain lava.
_Phreatic or hydrothermal_ 10. This volcanic eruption is known as stream-driven eruption due
to the contact of hot rocks and water.
https://www.volcanodiscovery.com/photos/strombolian_eruptions/im
a
2. Phreatic or hydrothermal – this ge98.html
https://www.dw.com/en/ne w-zealand-volcano-police-wind-down-
search-for-last-missing-victims/a-51715995
https://www.volcanodiscovery.com/krakatau/news/71210/Krakata u-
volcano-Indonesia-vulcanian-explosions-field-report-13-19-Oct-2018.html
5. Phreatomagmatic – a volcanic
eruption that has a violent
eruption as the magma come in
contact with water.
https://www.youtube.com/watch?v=TANSDvIrGN
w
VOLCANIC EFFECTS
Background of Information:
Philippines is known to be one of the countries located in the Pacific Ring of Fire. It has
300 volcanoes and 22 of these are active while the larger number remains dormant. Last January,
one of the most visited volcano in the Philippines called Taal Volcano located in Batangas
erupted that causes an impact to the people, animals and agricultural crops of the said area.
Volcanoes erupt when lava and gas are discharged from a volcanic vent. High temperature in the
Earth’s interior exerts great pressure on the molten rocks. The pressure generated inside the
Earth causes molten materials called magma to come out of the volcano. Volcanoes eruption are
capable of creating 2 types of hazard which are direct and indirect hazard.
2 TYPES OF HAZARD CAUSED BY VOLCANIC ERUPTION
1. Direct Hazard
• Phreatic Explosions- it generates ballistics and ash clouds
• Ballistics- particles that came out from the volcano’s vent during the explosion.
• Volcanic Gases- sulphur, carbon dioxide, argon and helium that mixed with the
air.
• Fallout- magma and rock fragments transported into the atmosphere through the
eruption clouds.
• Pyroclastic Density Currents- magma and rock fragments deposited in mass
(which can be “dilute” or “dense”). Descending the sides of the volcano.
• Lahars- Slurry of pyro clasts rock debris, and water that originates on the slopes
of volcanoes during eruptive activity.
• Lava Flows- a mixture of molten and semi- molten rock that has been expelled in
the Earth’s interior.
• 2WDebris Avalanches- a mass of rock fragments and soil that collapse when
volcanoes erupt.
• Floods- steam flows triggered by heavy rainfall and other post eruption effect.
2. Indirect Hazard
• Earthquakes- it is the sudden shaking of the surface of the Earth.
• Tsunamis- Giant waves generated by the sudden displacement of water caused by
volcanic eruption.
DIRECT HAZARD
EARTHQUAKES TSUNAMI
https://www.google.com/search?q https://www.google.com/search?q=ts
= earthquake+clipart&tbm unami+clipart&tbm
https://www.google.com/search?q=at
mospheric+effects+of+volcanic+erupti
on&tbm https://www.google.com/search?q=cl
imate+effects+clipart&tbm
https://www.google.com/search?q=ai
https://www.google.com/search?q=d rcraft+engines+encounters+with+a+v
rought%20clipart&tbm olcanic+ash&tbm
Learning Competency:
2.
9. 3.
10.
4.
5.
Read each statement carefully and react on it using an emoji. Draw a smiling
emoji if the statement is TRUE and sad emoji if the statement is FALSE.
__________1. Slurry of volcanic fragments usually happens during the volcanic eruption.
__________2. Floods happens after the volcanic explosion.
__________3. Volcanic eruptions often cause temporary food shortage and and long term loss of agricultural
productivity of farm lands.
__________4. Fragmented magma is a mixture of molten or semi-molten rock.
__________5. Ash particles and gases entering the atmosphere have no atmospheric effects.
__________6. Seismic shocks of magnitudes usually greater than 5 can cause earthquakes.
__________7. Ash injestion can improve jet’s engine.
__________8. Pneumonoultramicroscopicsilicovolcanoconiosis is a kind of disease caused by the inhalation of
fine silicate or quartz dust.
__________9. Since magma is lighter than the solid rock around it, magma rises and collects in magma
chambers.
__________10. The latest volcanic eruption in the Philippines is the Taal explosion.
Activity 3
Be SAFE!
Read the statements carefully. Write SAFE if the statement is a precautionary measure
and DANGER if the statement is harmful.
Reactions Statements
Activity 4
SAY it in a SONG!
Compose a 3 stanza OPM (Original Filipino Music) song that can lift up the feelings
of the victims of Taal Volcano eruption.
Answer Key:
Learning Activity 1 WORD
in a BOX!
Illustrate how energy from volcanoes may be tapped for human use
GEOTHERMAL ENERGY
Activity 1
CYCLIC MAPPING
Directions: From the given choices in a box, use this cyclic organizer to describe how energy is
transformed to generate electricity in a geothermal power plant.
The steam spins a turbine, Cooling tower cools When the water reaches the
which is connected to a the steam which it surface, the drop in
generator that produces condenses back to pressure causes the water
electricity. water. to turn into steams.
Direction: Use this template to relate the lesson learned into an object.
FORCED ANALOGY
Example: Many homes make use of geothermal energy as their source of electricity to directly heat their
houses. Tunnels are dug underground vertically or horizontally and use geothermal power to bring
home temperature to earth temperature; it helps to go below or above temperature either cooled or
heated.
Activity 4
CHUNKING THE DATA
Directions: Use this template to summarize what have you learned in this lesson.
Answer Key:
Activity 1: Cyclic Mapping
FORCED ANALOGY
(SOURCE: https://www.google.com/search?q=SIMPLE%20GEOTHERMAL%20ENERGY)
SCIENCE 9
Quarter 3- MELC 4
Figure 1 shows the pattern of global wind systems. The wind that blows most commonly in an
area is the prevailing wind. The prevailing winds are from the west and are commonly called the
prevailing westerlies. Trade winds are winds that blow steadily toward the equator from the
northeast in the northern hemisphere or the southeast in the southern hemisphere, especially at
sea.
ACTIVITY 1
Directions: Climate Changes with Latitude. Places located at high latitudes (far from the equator)
receive less sunlight than places at low latitudes (close to the equator). Study the figure below
and answer the following questions.
• The further away from the Equator, the colder the climate becomes.
Mid Cold
Warm
Equator Low Hot
Warm
Mid Cold
Tropic of High
Capricorn
Source: Pinterest.com
Remember:
The latitude of an area is its distance north or south of the equator. In general, the
temperature of an area depends on its latitude. Latitudes closer to the poles tend to have
colder climates. Latitude affects temperature because latitude determines how much
direct solar energy an area gets.
ACTIVITY 2A
Altitude and Climate
Directions: Read an analyze the text below and answer the question that follows.
Altitude is also one of the factors affecting the climate of a certain place. Air temperature
decreases as the altitude increases. It is because the air molecules are less compacted to each
other, resulting to a less dense air. Lighter air cannot absorb much heat, making temperature
lower.
3000 meters- 10 0C
Questions:
1. What happens to the temperature as you go to a higher place?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
ACTIVITY 2B
DIFFERENT PLACES IN THE PHILIPPINES AND THEIR ANNUAL AVERAGE
TEMPERATURE
Directions: Study the table below and answer the following questions.
Name of place Elevation above sea level (m) Annual average temperature ( 0C)
Loag 20 27.3
Manila 10 27.7
Tacloban 20 29.4
Remember:
There are many factors affecting the Earth’s climate. Two of them are latitude and altitude. Sun’s
rays strikes based on the latitude of a certain area. Areas near poles receives less solar energy
hence, lower temperature is absorbed while areas near equator receives much energy hence,
experience higher temperatures. Altitude also plays an important factor in the climate of a certain
place. Generally, the temperature decreases as the altitude increases. It is because the air density
in a higher altitude decreases, because the air molecules are far away in each other.
ACTIVITY 3
CLIMATE AND DISTANCE FROM THE OCEAN
Directions: Read and analyze the text below and answer the questions that follow.
The climate of a place is influenced by the bodies of water. Soil absorbs heat faster than
water. At the same time, soil releases heat faster compared to water. These slow absorption and
release of heat by the body of water greatly affect the climate. Places that are near the oceans
have moderate climate as the body of water regulates the temperature. Even as both soil and
water absorb the same amount of heat, the temperature of water rises more slowly than that of
soil.
Because soil heats up faster than water, air temperature above the sea is lower than above the
ground during day time. Warm air thus moves out from land to sea, slowing down the rise of air
temperature above land. Thus, places without a body of water nearby tend to have higher air
temperature during day time.
At night, soil cools down faster than water, so the air temperature above ground is lower than that
above the sea. Warn air then flows from the sea to land, so the drop in air temperature above
ground is moderated. Places that are far from the bodies of water have extreme climates, as there
are no immediate bodies of water that will help to circulate the movement of cold and warm air.
The reason why the temperature of water rises or falls more slowly than soil is that water has
higher heat capacity. Because of this, water also absorbs more heat in warm days and slowly
1. How does a body of water regulate the temperature of a certain region/ country?
___________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. Why do some areas that are far from bodies of water have extreme climate?
___________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
ACTIVITY 4
CLIMATE AND WIND/AIR MASSES
Directions: Read and analyze the text below and answer the questions that follow.
3. How do air masses affect the temperature of different regions of the earth?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Closure/Reflection: I
learned that
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________ I
enjoyed most on
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
I want to learn more on
______________________________________________________________________________
Answer Key:
Activity 1
1. Equatorial part receives the greatest light and solar energy.
2. Areas near poles absorb lower solar energy or light.
3. Places near poles receives lower solar energy resulting to lower temperature and colder
climate.
4. Places on the equator receives more and direct solar energy resulting to high temperature
and warmer climate.
5. Places found on longer latitude like in the equators have warmer climate while places
found in shorter equator like near poles have colder climate.
6. Different parts of the Earth receive smaller or larger amounts of the Sun’s energy (at
specific times and over longer periods of time), depending on their location and the time
of year. Therefore, the differences result in variations in temperature, amount of
precipitation, and other aspects of seasonal change, which then create different
ecosystems
Activity 2a
Activity 2b
Activity 3
1. Water absorbs and releases heat more slowly so the areas near the seas or oceans have
moderate climate.
2. Areas that are far from bodies of water have warmer climate because there is no
surrounding water that absorbs the heat resulting to a higher temperature in the land.
Activity 4
1. Continental air mass is found over land.
2. Maritime air mass is found on seas, oceans and marine environments.
SCIENCE 9
Quarter 3- MELC 5
CLIMATE CHANGE
Climate change is a global phenomenon of climate transformation characterized by the changes in the
usual climate of the planet (regarding temperature, precipitation, and wind) that are especially caused by
human activities. As a result of unbalancing the weather of earth, the sustainability of the planet’s
ecosystem is under threat, as well as the future of humankind and the stability of the global economy.
Climate change (NASA’s definition) is “a broad range of global phenomena created predominantly by
burning fossil fuels, which add heat-trapping gases to earth’s atmosphere. These phenomena include the
increased temperature trends described by global warming, but also encompass changes such as sea-level
rise; ice mass loss in Greenland, Antarctica, the Arctic and mountain glaciers worldwide; shifts in
flower/plant blooming and extreme weather events.”
So, how does climate change happen? Normally, sunlight enters the earth’s atmosphere, bounces
off the earth, and then is absorbed back into space. But because of pollution something else is happening
called the greenhouse effect where the earth’s atmosphere is filling up with pollution and trapping the
sunlight from leaving into space. All of this trapped sunlight in the atmosphere raises the earth’s
temperature and causes climate change.
Image
courtesy of the U. S. Department of Energy.)
Greenhouse Effect
The earth is surrounded by a
layer of gases called the atmosphere.
The sun is much hotter than the earth
and it gives off rays (radiation) that
travel through the atmosphere and
reach the earth. The rays of the sun
warm the earth and heat from the earth
then travels back into the atmosphere.
This is the same as on bonfire night
when the warmth of the bonfire warms
your face. Your face will give off heat
to the cold air. There are some gases in
the atmosphere which trap the heat
escaping from the earth and stop it
from travelling back into space. These
gases are called greenhouse gases.
Man-made Sources
Some of the activities of man also produce greenhouse gases.
https://www.shutterstock.co
m
https://www.pinterest.ph
ga
Nitrous Oxide is produced by cars, by fossil fuels used to produce heat and electricity
and
by agriculture.
EFFECTS OF CLIMATE CHANGE
WHAT IS GLOBAL WARMING?
So what’s the buzz about global warming? Global warming is the increase in temperature
around the globe. The earth is surrounded by an envelope of gases called the atmosphere.
Sunlight enters the atmosphere as it bounces to and from the earth. However, because of
pollution, there are lots of gases, such as methane, carbon dioxide, and water vapor in the
atmosphere that trap the sunlight and this keeps it from leaving the atmosphere. The trapped
sunlight within the atmosphere makes the earth heat up. This is what creates global warming.
teacherspayteachers.com
La Nina is sometimes referred to as cold phase of ENSO and El Nino as the warm phase. El Nino and La
Nina episodes typically last nine (9) to twelve (12) months, but some prolonged events may last for years.
While their frequency can be quite irregular, El Nino and La Nina events occur on average every two to
seven years. Typically, El Nino occurs more frequently than La Nina.
https://www.wonderopolis.org/wonder/what-is-el-nino
Learning Competencies:
Describe certain climatic phenomena that occur in global level (Quarter 3, Week 6-7)
S9ES-IIIf-31
____5. Wildfire e) when a species of plan or animal dies; ex. No longer has
any living member
ACTIVITY 3
THE GREENHOUSE EFFECT
Directions:
1. Study the diagram on the greenhouse effect.
2. Answer the given questions. Materials:
Questions:
Directions: Study the pictures below and answer the questions given. Then answer the questions
that follow:
A B
ACTIVITY 5
1. Where does the term El Niño come from and what does it mean?
_________________________________________________________________________________
_________________________________________________________________________________
____________________________________________________________
2. The term El Niño now refers to both a coupled oceanic and atmospheric phenomenon. This
phenomenon is characterized by what four things (summarize in your own words)
_________________________________________________________________________________
_________________________________________________________________________________
____________________________________________________________
3. What does the term ENSO refer to?
_________________________________________________________________________________
___________________________________________________________________
4. What oceanic and atmospheric conditions occur during a La Niña?
_________________________________________________________________________________
_________________________________________________________________________________
____________________________________________________________
5. How often to El Niño events occur and how long do they generally last?
_________________________________________________________________________________
_________________________________________________________________________________
____________________________________________________________
6. What are the effects of El Niño in California and across the southern states?
_________________________________________________________________________________
_________________________________________________________________________________
____________________________________________________________
7. What are the effects of El Niño in the Pacific Northwest?
_________________________________________________________________________________
_________________________________________________________________________________
____________________________________________________________
8. What is the effect of El Niño on both Pacific hurricanes (Typhoons) and Atlantic hurricanes?
_________________________________________________________________________________
_________________________________________________________________________________
____________________________________________________________
9. What are the effects of La Niña during winter in Central North America?
_________________________________________________________________________________
_________________________________________________________________________________
____________________________________________________________
10. What is the effect of La Niña on both Pacific hurricanes (Typhoons) and Atlantic hurricanes?
_________________________________________________________________________________
___________________________________________________________________
Closure/Reflection: I
learned that
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________ I
enjoyed most on
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________ I
want to learn more on
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Activity 2
1. C 6. B
2. G 7. J
3. A 8. H
4. F 9. D
5. I 10. E
Activity 4
SCIENCE 9
Quarter 3- MELC 6
Show which constellations may be observed at different times of the year using models
CONSTELLATION
When we look at the sky during night time, we see pinpoint of lights scattered above,
these are called stars. Sometimes the stars are group together and this is called constellation.
The International Astronautical Union (IAU) divides the sky into 88 official constellation with
exact boundaries, so that every place in the sky belongs within a constellation. Of these, 48 were
already recognized in ancient times and had been listed by the astronomer Ptolemy. These 48
constellation were named based on Greek and Roman mythology. The brightest constellation is
Crux (the Southern Cross). The constellation with the greatest number of visible stars in it is
Centaurus (the Centaur- with 101 stars). The largest constellation is Hydra (The Water Snake)
which is extends over 3.158% of the sky. The star patterns that have been discovered but have
not been officially identified as constellation are asterism. The most famous example of asterism
1. Aquarius
It is from Latin word which means
“Water Carrier” or “Cup Carrier”. Best
viewed in October. While one of the biggest,
most famous, and oldest named
constellations, Aquarius is faint and often
hard to find/see. Despite its prominent
position and large size, you can see that
Aquarius doesn’t really have defining
features, nor does it contain any bright stars.
The protruding line to the right is Aquarius’s
right arm, with the large downward shape
being a combination of the water flowing
down out of the vase and his right leg.
https://www.pinterest.ph/pin/452893306259968533/
2. Aquila
From the Latin word for
“Eagle”. Aquila is best viewed in late
summer, September. It was the
eagle that in Greek mythology
actually bore Ganymede (Aquarius) up to
Mt. Olympus. The eagle was also the
thunderbolt carrier for Zeus. This
constellation lies in the Milky Way
band, and its most prominent star is
Altair, which is actually one of the
closest naked eye stars to the earth. The
top portion of Aquila forms a
shallow inverted “V,” with Altair
nearly the point. This represents the head
and wings of the eagle. A line then
descends from Altair, which forms the
body of an eagle.
http://www.seasky.org/constellations/constellation -aquila.html
5. Cassiopeia
It’s the name of a queen in Greek
mythology. It can be seen in the
month of
November. With its distinctive “W”
shape formed by five (5) bright stars,
Cassiopeia is one of the most easily
recognizable constellations in the
night sky come fall and early winter. And
because of that, the vain queen is one of
the most oft-mentioned in pop culture and
one of the earliest constellations that
young children come to recognize in the sky.
https://www.vectorstock.com/royalty-free-
vector/cassiopeiaconstellation-with-beautiful-bright-vector-9177709
7. Gemini
Taken from the Latin for word
meaning “Twins”. It is best viewed in the
month of February. Castor and Pollux also
happen to be the names of the
brightest stars in the constellation, and
represent the
heads of the twins. Each star then has a
line forming their bodies, giving the
constellation a rough “U” shape. The twins
sit next to Orion, making them fairly easy to find in winter. Gemini is prominent in the winter
skies of the
Northern Hemisphere and is visible the entire night.
https://en.wikipedia.org/wiki/Gemini_(constellation)
8. Leo
Leo is taken Latin word meaning
“Lion”. The constellation is best
viewed during the month of April. Leo
has been a great lion in the night sky
across almost all mythological
traditions. A distinctive backwards
question mark forms the head and
chest, then moves to the left to form a
triangle and the lion’s rear end.
Regulus is Leo’s brightest star, and sits
9. Lyra
The constellation Lyra, the lyre, is
best seen from June through October
in the northern hemisphere. It is
visible between latitudes 90 degrees
and -40 degrees. It is a small
constellation, covering an area of 286 degrees of the sky. It is bordered by Vulpecula to the
south, Hercules to the east, Draco to the north, and Cygnus to the west. Vega, the brightest
star in Lyra, forms a large triangle with two other stars, Altair in Aquila and Deneb in
Cygnus. This prominent formation of bright stars is known as the Summer Triangle.
http://www.seasky.org/constellations/constellation-lyra.html
10. Orion
The constellation Orion, the great
hunter, is visible from October
through March in both hemispheres. It
can be seen at latitudes between 85
degrees and -75 degrees. It is a large
constellation filling an area 594 square
degrees. It is without a doubt one of
the brightest and most
beautiful constellations in the winter
sky. It contains an asterism of three
stars in a straight line known as
Orion’s Belt. This is one of the most
recognizable groupings of stars in the
night sky
11. Pisces http://www.seasky.org/constellations/constellation-orion.html The constellation Pisces, the
fishes, is visible in the sky between
October and December in the
northern hemisphere. The March
equinox is currently located in
Pisces. However, due to procession
of the earth's axis, it is slowly
drifting towards Aquarius. The
word Pisces is the Latin plural for
“fish”. The constellation is
represented as a pair of fish facing
12. Scorpius
It is Latin for “Scorpion”. The
constellation Scorpius, the
scorpion, is located in
the southern hemisphere of the
sky. It can be seen in summer from
the northern hemisphere, but is low
in the sky and is best seen from the
southern hemisphere. Scorpius is
easy to find due to its distinct "J"
shape, also described as a fishhook.
It contains a number of notable
stars and deep sky objects,
including the bright stars Antares
and Shaula, the
Butterfly Cluster (Messier 6). http://www.seasky.org/constellations/constellation-scorpius.html
13. Taurus
The constellation Taurus, the Bull,
can be seen during the winter and
the early spring in the northern
hemisphere. Taurus is one of the
more recognizable constellations in
the sky. The V-shape of the horns
in very easy to find and can be
seen even in urban areas with light
pollution. Its name means “bull” in
Latin.
http://www.seasky.org/constellations/constellation -taurus.html
http://www.seasky.org/constellations/constellation-ursa-major.html
While the rotation of the Earth on its axis causes the apparent nightly movement of the
stars across the sky, the revolution is responsible for the fact that we can see different parts of the
sky at different parts of the year. In addition to rotating, the Earth also revolves around the sun.
As the Earth revolves around the sun, it is projected in front of different times of the year. The
path the sun takes across the space is called the ecliptic. The constellations through the sun
passes through are zodiac constellations.
This is a list of all 88 constellations split up into the months when they are best seen in the sky.
The months listed assume that you are looking at the sky at 9:00 PM. For every hour later than
9:00, add half of a month. For every hour before 9:00, subtract half a month. The constellations
are typically visible for more than just one moth, depending on where you are on the Earth.
According to astronomers, there are several ways by which constellations can be useful to us.
Here are some of them:
They apparently move in the sky at night because of the earth’s rotation.
Different group of constellations are seen during each season. This is due to
earth’s revolution.
Ll
Activity 1
WORD HUNT
Orion-The Hunter: Z O X S G E M I N I S C I L U
This constellation is a W W L P C Y W E S U V A S I C
winter constellation,
meaning it can only O G S I G O V I R G O S B B A
be seen in the winter R W T O T F R U J T T S I R N
months. Some
I A Y A U T A P E B I I G A C
constellation can be
seen all year round O Q C V C T L D I E A O D I E
and some N U J Z N A H E S U S P I D R
constellations are
seasonal. As well, D A I E Z O P E D U S E P A P
some constellations Z R C N E C C R R I A I P R S
can be seen from the
W I A L D S Y U I N P A E I Z
Northern Hemisphere
and some can be seen U U O C I U A G L C C P R E E
from the Southern D S W P O T S S N U O R E S S
Hemisphere.
P L E I A D E S X U P R O R F
O O C T A N S C J K S U N S Q
I S A G I T T A R I U S S O S
O P H I U C H U S K C A R Y L
S T A T S U N R O C I R P A C
Activity 2
MATCH ME!
Activity 3
Where Do I Belong?
Directions: Identify each constellation being describe in the picture. Put your answers on the
blank space provided for each item.
1.
2.
3.
______________________________________________
10. 11. 12.
9.
_______________________
_______________________ _______________________ _______________________
Activity 4
Observe Thee!
Directions: Fill out the blanks below by writing down constellations that are visible during the
given month of a year.
1.
Month: FEBRUARY
Visible Constellation:
_____________________
_____________________
_____________________
2.
_____________________
4.
Month: JULY
Visible Constellation: _____________________
_____________________
_____________________
_____________________
_____________________
Month: DECEMBER
Visible Constellation: _____________________
_____________________
_____________________
_____________________
_____________________
Month: OCTOBER
Visible Constellation: _____________________
_____________________
_____________________
_____________________
_____________________
5.
Month: JANUARY
Visible Constellation: _____________________
_____________________
Directions: Connect the dots below to create your own constellation, and describe what you
have created. At least five (5) possible constellations will be formed from the dots.
1.______________________________ 2. ____________________________________
Description:______________________ Description:
3.______________________________ 4.______________________________
Description: Description:
5.______________________________
Fill out the correct word or group of words that best describes the sentence. Place
your answers on the space provided before each number.
Activity 7
Fit Me Best!
Fit each word into the correct shapes below. Write name of the constellation
inside the box that fit it best.
1. 11.
2.
12.
3. 13.
4. 14.
5. 15.
6.
8.
9.
10
Activity 8
Constellation Hunting
Make a constellation diary in your notebook. At night time, you look up at the sky
for 30 minutes. Take a picture of the constellation you saw and be sure to capture it
nicely. You can send output to your teacher through his/her facebook messenger,
google classroom or email address.
Activity 10
CHECK YOUR UNDERSTANDING
1. Choose one constellation and research about it. In your own perspective, why is it
important to study constellation?
2. Show which constellation may be observed at different times of the year by using models
and submit it to your teacher through a printed copy, messenger or in email message.
Answer Key:
1. C 6. F
2. D 7. 3. G
A 8. H
4. E 9. I
5. J 10. B
ACTIVITY #3 Do I Belong?
Directions: Identify each constellation being
describe in the picture. Put your answers on the
blank space provided for each item.
1. Aquarius 6. Scorpio
2. Gemini 7. Cancer 3. Sagittarius 8. Libra
4. Aries 9. Taurus
5. Leo 10. Capricorn
11. Pisces
12. Virgo
Canis Major Canis Major Ursa Major/ Pisces Ursa Major/ Cygnus Ursa Major/Orion
Directions: Use the dots below and connect to make your own constellation. Then describe below what you made.
Possible Answers:
1. Cassiopeia- With its distinctive “W” shape formed by five (5) bright stars
2. Gemini- Each star then has a line forming their bodies, giving the constellation a rough “U” shape
3. Lyra- This prominent formation of bright stars is known as the Summer Triangle
4. Pisces- The constellation is represented as a pair of fish facing in opposite directions, connected at the
tail by a common star.
5. Taurus- The V-shape of the horns in very easy to find and can be seen even in urban areas.
6. Gemini
1. Aquarius 7. Orion
8. Lyra
2. Altair 9. Taurus
10. Ursa Major
3. Hamal
4. Cassiopeia
5. Cygnus
Directions: Directions: Fit each word into the correct shapes below. Write name of the constellation inside the box that fit it best
Student’s answer may vary depending on the constellation they have observe each night for the whole week.
1.Choose one constellation and research about it. In your own perspective, why is it
important to study constellation? (Possible answers)
a. They represent stories from many different cultures
b. They serve as a celestial map
c. Astronomers refer to zodiac constellations when describing the
location of the planets in our solar system.
d. Constellations are also useful for navigation.
References
Credner, Till and Kohle, Sven (2020). Digital Images of the Sky. Retrieved:
www.allthesky.com.
Sea and Sky (2016). Exploring the Splendors of the Sean and the Wonders of the World.
Copyright 1998. Retrieved from the website http://www.seasky.org/constellation/constellations.html
Giang, Dan (2013). Constellations. Retrieved from the website http://snc1d-
2013.blogspot.com/2013/12/dec-17-constellations.html.
Anderberg, Jeremy (2020). 15 Constellations Every Man Should Know (And How to Find Them).
Retrieved from website https://www.artofmanliness.com/articles/15-constellations-every-man-
should-know/.
Abistado, Joanna M. et. al. (2014). Work Text in Science and Technology-Science Links.
ISSBN 978-971-23-6592-8. Rex Printing Company-Quezon City. pp. 272-285.
Mamaril, Chloe et. al. (2018). Science for Millennials 9. Copyright 2018. Salinlahi Publishing
House, Inc. pp. 107-108.
http://www.astronoo.com/en/constellations-zodiac.html.
https://www.pinterest.ph/pin/637892734690307778/
https://www.pinterest.ph/pin/536772849316377518/
Prepared by:
PETERSON T. APOSTOL, MA
Writer
Checked by:
NERLISA J. DOMINGCIL
JENNIFER T. TOLENTINO
DQAT, Member
Reviewed by: