CRISTINA N.

AGUINALDO
Character-Integrated Lesson Plan
Subject: Science
Grade level: 9
Topic: Arrangement of Stars in a Group: Constellation
Materials: PPT, Activity worksheets, constellations cut outs, sky walk apps

1) Objectives:
With the use of the star chart mapping apps, the students should be able to:
a. describe the arrangement of stars in a group;
b. identify and illustrate common constellations in the sky; and
c. observe that the position of a constellation changes in the course of a night;
2) Procedures/ Instructions: 4) Character Strength/s Integration:
A. Promoting Environmental Awareness
2.1) Schema Activation: Through Environmental and
GALLERY STAR WALK ACTIVITY: Education Purposes.
1. Students will walk inside the room The students will be aware and
that the drawing of December Map thankful for the existence of
constellations is visible. They have to constellations for any navigation,
observe the drawing and tell them to agricultural and other purposes.
think about what they are seeing.
B. Appreciation of God’s creation
specifically, constellations.
2. When they get back to their seats,
The students will show awareness
ask them about the drawing. They will
and appreciation of nature through
work as a group and let them listing the different constellations and
conceptualize the picture as its importance.
constellations.
Questions to Ask:
3. Then ask the students to identify 1. Can you go in a stargazing
some constellations they saw in the without stars?
map. 2. Why do you think you can’t?
2.2) Lesson Proper: 3. What is purpose of stars in the
1. Group Activity: Using the sky walk sky? 4.
apps: 4. Were there times when you lost
2. Distribute the materials and give the and you just look up in the sky to
mechanics and criteria of the activity. locate your location?
3. Each group will have three (3) cut out 5. How important are the
constellation discs. They will choose constellations?
three from this constellations 6. What character strengths do you
4. They will be using the sky walk apps think are developed while we
in their phones for them to identify discuss the lesson about the
and name the way they are (looking constellations? Why do you say
for patterns) in the cut out so?
constellations discs.
5. Based on what they have observed
in their sky walk apps, they will
identify the major stars present in the
constellation, describe the myth, and
the location or expected date to be
seen.
2.3) Pre-assessment:
WRITE- AFTER YOU READ -
“RETELLING”
1. On the front of their constellation, they will
put the constellation name, and label the
stars as seen from Earth.
2. In the middle, on the left side, students
will include how many stars are found and
where and when it is seen and the nearby
constellations.
 3. On the right side, students will include
their constellation’s story. Why was it
placed in the night sky? What happened?
Who are the important people….?
4. On the back of the paper, students will
include the stars as seen on the front, but
also include the sketch of how it is
envisioned around the stars.

5. They will be reminded that not all of the

constellations can be seen during this
time of the year.
Ask: Why are some stars visible in March but
not visible in September?

2.4) Assessment:
Encourage the students to point out
specific parts of the constellation (the
dove's beak, the horse's hooves, etc.),
and eventually the students should realize
what was happening.
Ask: Do you think people on the other side of
the globe see the same stars and
constellations as we do? Why or why not?

2.5) Principle Integration:

Discuss the following concepts:
a. Constellations distinct patterns that stars
seem to form in the night.
b. Polaris commonly known as the North Star
and it is the brightest star in the
constellation Ursa Minor.
c. Astronomer- a person who studies the sky

2.6) Enrichment:
Write a story or legend about some
constellations. Tell the students to think about
the legend/Greek mythology of Orion and the
scorpion. The length can vary from a
paragraph to a few pages, depending on the
preference and students' writing abilities.

3) Assessment
METACOGNITION:
After the presentation and discussion of outputs,
answers and observations, complete the given
lead statements:
A.
My chosen words are __________ (at least 3
words)
I know that I know something _____________
First I know that __________________
In addition, I know _________________
Finally I know __________________
Now, You know something that I know ______

B.
I know why _____________________
One reason is ___________________
Next is _________________________
Last is __________________________
For these three reasons, I know why ________