5

Science
Learning Activity Sheets
Quarter 4: Week 1-6

DIVISION OF ANGELES CITY

Name: _______________________________
Section: ______________________________ Date: __________________

Quarter 4 Week1
Weathering of Rocks

Background Information
Earth is mainly composed of rocks that vary in sizes, shapes, and colors.
Through rocks seem to be very hard, dense, and indestructible, they still break. The
breaking of rocks into fragments is known as weathering.
Weathering is an important process that helps shape Earth’s surface. The
breaking of rocks results in the formation of soil and different landforms. This is also
the reason why we have amazing rock formations.

TYPES OF WEATHERING
Mechanical weathering occurs when rocks break down into smaller pieces due
to physical forces, such as water and temperature, without changing the mineral
compositions of the rocks. Mechanical weathering is the physical weathering away of
rocks while Chemical weathering happens when rocks break down due to reaction
with water, carbon dioxide, oxygen, and organic acids. This process forms new
substances from the minerals of rocks. chemical weathering involves a change in the
composition of rocks as they break down into pieces.
AGENTS OF WEATHERING
Rocks do not break down on their own. Water, abrasive agents (wind, running
water, or ice) temperature, plants, animals, and people are outside forces or agents
that cause rocks to break into pieces.

WATER

Water is one of the most common agents

of weathering. The picture at the left
shows strong waves pounding on the
rocks, causing them to break into
fragments.
ABRASIVE AGENTS
(Wind, running water, or ice)
Wind, running water, or ice sometimes
carries rock fragments or sand grains that act
like sandpaper whenever they strike the
surfaces of rocks Wind causes many
beautiful rock formations. As the wind blows,
it carries sand or small rock particles that
scratch the rocks surfaces. This continuous
scraping brings about mechanical
weathering which also results to such rock
formations.

TEMPERATURE

A rock can wear away it is exposed to varying

temperatures. It expands when it is exposed
to a high temperature. It contracts when it is
exposed to a low temperature. The repeated
expansion and contraction of rocks due to
changes in temperature results to
weathering.

PLANTS
Plants also become agents of weathering
when they grow on rocks. Lichens, ferns, and
mosses usually grow on rocks. As these
plants grow, they squeeze and cause rocks
to crack. Eventually, these cracks would
bigger and will cause rocks to break into
pieces.

ANIMALS

Animals that live underground also contribute

to weathering. As burrowing animals dig
deeper, they cause rocks to breakdown into
pieces, too.
 HUMANS

Animals that live underground also contribute

to weathering. As burrowing animals dig
deeper, they cause rocks to breakdown into
pieces, too.

Learning Competency:
Describe how rocks turn into soil: S5FE-Iva-1

Activity 1-Recall Me
Directions: Read the short ROCK poem, then, answer the guide questions that
follow.
I’m a weather-wise rock
Accuracy guaranteed!
If I’m wet, it’s raining.
If I’m moving, it’s windy. If I’m white, it’s snowing. If I’m icy, it’s sleeting.
If I’m bouncing, it’s hailing.
If I’m hot and dry, it’s sunny.
If you can’t see me, it’s foggy.
If I’m gone, you’ve been ripped off.

Guide Questions:
1. Who is talking in the poem?
______________________________________________________________
2. How would you describe the rock when it is raining?
____windy? ____ snowing? ____sleeting? ____hailing? ____Foggy?
3. Why do you think you have ripped out if the rock is gone?
_____________________________________________________________________
_____________________________________________________________________

Activity 2 – MC OR CW
Directions: Identify the change happening in each situation. Write MC for
mechanical weathering and CW for chemical weathering.

_____1. A boulder of the shore is slowly broken apart by the force of water.
_____2. Earthworms make tunnels in the ground which may lead to the
breakdown of stones and rocks.
_____3. Some plants release chemicals which that loosen the rocks and cause
them to break.
_____4. The water inside the rocks freezes and melts again.
_____5. The chemical composition of rocks changes when acid is produced by
the roots of some plants.
Activity 3 – Tell Me Well

Directions: Read each statement carefully and tell what agent of weathering is
described. Pick your answer from the word bank and write it on a sheet
of paper.

1. The sun rays heat up the rocks and rain cool them down. The exposure to
changing temperatures causes stress on the outer surfaces of the rocks and
eventually breaks the rocks into pieces. _______________
2. Water seeps in through some openings or fissures in rocks. When water
freezes, it expands and enlarges these opening. The continued expansion
eventually breaks the rocks into fragments. _______________
3. As roots of plants grow, they may enter fractures in rocks and exert pressure
on these spaces. Continued pressure eventually causes the rocks to break
apart. _______________
4. Wind, running water, or ice sometimes carries rock fragments or sand grains
that act like sandpaper whenever they strike the surfaces of rocks.
_______________
5. Animals that burrow in the ground, such as moles and rabbits, move deeply
buried rocks to the surface where they can be affected by physical and
chemical processes. Buried rock layers may also be exposed and left
vulnerable to water and acid intrusion. _______________
6. A simple kicking of rocks can cause weathering already. Some construction
workers use jackhammers to break boulders of rocks as they repair roads.
_______________
Activity 4- Choose Me
Directions: Read and answer the following questions. Write the letter of the correct
answer on a sheet of paper.

1. What refers to the process of breaking down of rocks into smaller pieces?
A. Erosion
B. Weathering
C. Landslide
D. Tsunami

2. Which of the following tends to cause physical or mechanical weathering?

A. Water that seeps into the pores and cracks of rocks
B. Root of plants growing into the cracks in the rocks
C. Animal that burrows in the ground
D. All of these

3. Which of these human activities is NOT caused by mechanical weathering?

A. Boating and fishing
B. Building roads and tunnels
C. Mining ores
D. Quarrying of rocks

4. How does temperature weather rocks?

A. Rocks are heated and cooled continuously.
B. Rocks are cooled tremendously all the time.
C. Rocks are heated greatly all the time.
D. Rocks are at different temperatures.

5. Plant serves as agents of weathering. Which of the following statements support

these ideas?
A. Falling of leaves causes rocks to break.
B. Decaying trunks of plants cause the rocks to break
C. The root of plants that grow in rocks and cause them to break.
D. Branches of plants cause the rocks to break when blown by the winds.

6. Why is weathering important to humans?

A. Weathering of rocks helps to form the basic component of soil. Soil is very
essential for Human Activities. It enables farming for food crops
B. Weathering makes the rocks useless
C. Weathering of rocks makes the soil unfertile.
D. Weathering breaks down the rocks into humus
Quarter 4 Week 2
Soil Erosion in the Community and Its Effects on Living
Things and the Environment

Background Information

When rocks are broken down into different pieces, it does not stay in one
place. Some rock fragments become part of the soil. Others are transferred from one
place to another. The movement of rock fragments and soil from of place to another
is called erosion. The materials transported due to erosion are called sediments.
Thus, forming different landforms.

This natural process is caused by the different activities of erosive agents

such as water air (wind), animals, and humans.

Agents of Soil Erosion

1. Water - as water flows, it transports rock and soil particles from one place to
another. For example, during a flash flood, water carries soil particles. Water
usually changes in color depending on the speed of its movement. It turns
brown when it carries more rock and soil particles.
2. Wind - when the wind blows it carries light particles of rock and soil. The
strong wind carries particles to a far place. Dust is an evident example of it.
3. Animals – as they move from one place to another, they carry soil particles
too.
4. Humans – Just like animals, whenever we walk, the soil clings to our shoes,
so the soil gets transported from one place to another. Other human activities
such as quarrying, gardening, and constructing houses cause soil erosion.

Soil is the earth’s fragile skin that anchors all life on Earth. It is comprised of
countless species that create a complex ecosystem and is among the most precious
resources to humans. Increased demand for agricultural needs generates incentives
to convert forests and grasslands to farm fields and pastures can increase soil erosion
beyond the soil’s ability to maintain itself.
Half of the topsoil on the planet has been lost in the last 150 years. In addition to
erosion, soil quality is affected by other aspects of agriculture. Some of its effects are
as follow:

Effects of Soil Erosion

1. Loss of fertile land – fertile land is any land that can be used to grow crops.
Many of the practices used in growing those crops can lead to the loss of topsoil
and the destruction of soil characteristics. Once the topsoil is gone, nutrients
for plants are carried away as well. The effect on plants would mean less food
 production. This can affect animals and humans since plants are our main
source of food and nutrients.
2. Increased pollution and sedimentation in streams and rivers - clogging
these waterways causing deaths in fishes and other species.
3. Degraded lands – too much soil erosion makes the soil unable to hold or
absorb water. this makes the soil dry or coarse, which can worsen flooding.
4. Mine tailings – these are mineral wastes after the mining process. Erosion can
bring these tailings to nearby bodies of water and pollute them. Polluted seas
and rivers can affect aquatic plants and animals, as well as the potable water
supply of animals and humans.
5. Shaping of landforms- because of soil erosion some landforms are formed
and create amazing natural shapes that become wonders of nature.

LEARNING COMPETENCY WITH CODE

Investigate the extent of soil erosion in the community and its effects on living things
and the environment (S5FE – IV b – 2)

Activity 1: Fill Me
Fill in the missing words to complete the paragraph. Choose your answer from the
words in the box at the left side.

landforms
When (1) _____________ are broken into pieces
soil erosion
it does not stay in one place. Some pieces become
sediments
part of the (2) _____________.
wind
rocks The movement of rock fragments and soil from one
years place to another is called (3) _____________.
human These materials being transferred are called (4)
animals _____________.
soil
water Sometimes erosion happens quickly, or it may take
thousands of (5) _____________.
It can happen due different agents such
(6) ___________, (7) __________, (8)
___________, and (9) _____________.
Erosion can form different (10) _____________.
.
ACTIVITY 2: True Or False
Directions: Write True if the statement is correct, False if incorrect and change the
underlined word/s to make the statement correct.
1. Soil is the Earth’s fragile skin that holds Earth’s surface together.
2. Usually, the subsoil is being transferred during erosion.
3. The faster the water flows, the slower the soil erosion would be.
4. Once the topsoil is gone, nutrients from the soil are gone as well.
5. Increased pollution in clogged waterways causes aquatic plants and
animals to live.
6. Too much soil erosion makes soil unable to hold or absorb water
that worsen flash floods.
7. Mine tailings are being formed as a waste product of mining.
8. Human activities such as quarrying affect the soil in a good way.
9. Because of the agricultural need of this generation, forest and
grasslands are turned into farmland and pastures.
10. One of the bad effects of soil erosion is that it forms a wondrous
natural landscape.

Activity 3: Let’s Do it
Directions: Read and follow the instructions carefully and answer the guide
questions that follow.

Title: Soil Erosion Survey

Science Skills: Observing, Communicating, Inferring
Things Needed: pen and notebook
What To Do:
1. Observe the landforms or rock formation in your community. Take note
of the possible signs of soil erosion. If there is no landform or rock
formations in your community, you may use other books, internet, or
other references to observe some landforms in other places.
2. Ask old people or your parents about their memories on landforms. Let
them describe how those landforms looked like before and compare
them on how they look like now.

Guide Question:
1. What do some landforms look like now in your community? in other places?

2. What are the effects of soil erosion on plants, humans, animals, and landforms?

3. Based on your interview, do the landforms or rock formations that you see in
your community the same as they were before? write their difference if there is.

4. As a grade 5 pupil, how can you help lessen the bad effects of soil erosion?
Quarter 4 Week 3
Weather Disturbances
Weather Disturbances – refer to any disruption of the atmosphere’s stable
condition. It can manifest through the formation of the low-pressure area or different
prevailing wind like monsoons and the Intertropical Convergence Zone or ITCZ.
PAGASA – Philippine Atmospheric, Geophysical, and Astronomical Service
Administration keeps track of cyclones that enter the Philippine Area of Responsibility
(PAR)

In a CYCLONE, the cool air flows to take the place of rising warm air. As a
result, the air spins. The wind spirals around the center of the cyclone (eye). When a
cyclone formed over the tropics, it is called TROPICAL CYCLONE. Given the
Philippines is found in the tropics, we experience tropical cyclones. Cyclones intensify
when it is located over warm tropical waters and weakens when it moves over inland

Classification of Tropical Cyclones

PAGASA issues Public Strom Warning Signal (PSWS) to determine the strength of a
typhoon.

PSWS No. Meteorological Condition Impact of the Winds

Tropical Cyclone will affect Twigs and branches small
locality. Wind speed 30 -60 trees may be broken.
Signal no. 1 kph rains may be expected
within 36 hrs. Houses with very light
material (Kubo) may be
partially unroofed. Rice crops
may suffer significantly
damage when its flowering.

Tropical Cyclone will affect Trees may be down, broken

Signal no. 2 locality. Wind speed 61 – and maybe uprooted.
120 kph may be expected Houses are partially
in at least 24 hrs. unroofed. Some galvanized
Iron roofs may be peeled off.

Tropical Cyclone will affect Many trees are broken or

Signal no. 3 locality 121 – 170 kph destroyed. some are down
wind speed for 18 hrs. and others are unrooted.

House (kubo) are unroofed or

A very intense TYPHOON
will affect the locality
Signal no. 4 Wind speed at 171 –
220 kph may be expected
in at least 12
hours.
destroyed. Wide spread of
disruption of electrical and
communication.
Coconut plantation may
suffer extensive damage.
Many large trees are
uprooted. Overall damage to
community can be very
heavy.

Residential and buildings

Signal no. 5 A SUPER TYPHOON will
affect the locality Wind
speed 221 kph or above
maybe expected in at least
12 hrs.
may be severely damage
Widespread damage to high-
risk structures.
Complete roof failure on
many residential and
industrial buildings. Electricity
and communication are
down. Most plants and trees
are broken, uprooted, and
defoliated.

Learning Competency with code

Characterize weather disturbances in the Philippines and describe their effects to

daily life (S5FE-IVe-f)
Activity 1: Let’s Try It
Directions: Draw the effect of different storm signals to the given environment.

ACTIVITY 2. Let’s Be Prepared

Directions: Write the things that your family should do BEFORE, DURING AND
AFTER a typhoon.

BEFORE
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________

DURING
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________

AFTER
1. ______________________________________________________________
2. ______________________________________________________________
3. ______________________________________________________________
ACTIVITY 3 : Let’s Decide
Directions: Read the situation below and answer the question that follows. Write your
answer on extra sheet of paper

1. If your family is living near coastal area and it so happen there an incoming
typhoon with a PSWS no. 4, what will your family do? Explain you answer at
least 3- 5 sentences. Write your answer below.
______________________________________________________________
______________________________________________________________
______________________________________________________________
_______________

Quarter 4 Week 5
Pattern in the changes in the appearance of the Moon

Background Information
The Moon is a gravity rounded astronomical body orbiting Earth and is the
planet's only natural satellite. It is the fifth-largest satellite in the Solar System, and by
far the largest among planetary satellites relative to the size of the planet that it orbits.
The phases of the Moon are the different ways the Moon looks from Earth over
about a month.
As the Moon orbits around the Earth, the half of the Moon that faces the Sun
will be lit up. The different shapes of the lit portion of the Moon that can be seen from
Earth are known as phases of the Moon. Each phase repeats itself every 29.5 days.
The same half of the Moon always faces the Earth, because of tidal locking. So, the
phases will always occur over the same half of the Moon's surface.
A phase is an angle of the moon to the earth, so it appears differently every day.

The moon goes through 8 major :

1. New Moon – The phase is seen when the moon is between the Sun and Earth.
A new moon is when the Moon cannot be seen because we are looking at the
unlit half of the Moon. A solar eclipse can only happen at new moon.
2. Waxing crescent moon- is when the Moon looks like a crescent and the
crescent increases ("waxes") in size from one day to the next. This phase is
usually only seen in the west.
3. First quarter moon (or a half moon)- is when half of the lit portion of the Moon
is visible after the waxing crescent phase. It comes a week after new moon.
4. Waxing gibbous moon occurs when more than half of the lit portion of the
Moon can be seen and the shape increases ("waxes") in size from one day to
the next. The waxing gibbous phase occurs between the first quarter and full
 moon phases.
5. Full Moon- is when we can see the entire lit portion of the Moon. The full moon
phase occurs when the Moon is on the opposite side of the Earth from the Sun,
called opposition. A lunar eclipse can only happen at full moon.
6. Waning gibbous moon- occurs when more than half of the lit portion of the
Moon can be seen and the shape decreases ("wanes") in size from one day to
the next. The waning gibbous phase occurs between the full moon and third
quarter phases.
7. Last quarter moon (or a half moon) -is when half of the lit portion of the Moon
is visible after the waning gibbous phase.
8. Waning crescent moon- is when the Moon looks like a crescent and the
crescent decreases ("wanes") in size from one day to the next.

Phases of the Moon

Learning Competency with Code

• Infers the pattern in the changes in the appearance of the Moon (S5FE-IVg-h-7)

ACTIVITY 1: Choose the One

Directions: Choose the letter of the correct answer. Write your answer on the extra
sheet of paper

1. It is a gravity-rounded astronomical body orbiting Earth and is the planet's only

natural satellite. It is the fifth-largest satellite in the Solar System, and by far the
largest among planetary satellites relative to the size of the planet that it orbits.
A. Moon B. Earth C. Star
2. It can only happen on the new moon.
A. Lunar eclipse B. Moon C. Solar eclipse
3. It occurs when more than half of the lit portion of the Moon can be seen and the
shape increases ("waxes") in size from one day to the next. This phase occurs
between the first quarter and full moon phases.
A. Waxing gibbous B. waxing crescent C. waning gibbous
4. When half of the lit portion of the Moon is visible after the waxing crescent phase. It
comes a week after the new moon.
A. Full moon B. First-quarter C. Last quarter
5. When the Moon looks like a crescent and the crescent increases ("waxes") in size
from one day to the next. This phase is usually only seen in the west.
A. Waxing gibbous B. waxing crescent C. waning gibbous
6. This phase is seen when the moon is between the Sun and Earth.
A. Full moon B. Last quarter C. New moon
7. When half of the lit portion of the Moon is visible after the waning gibbous phase.
A. Full moon B. Last quarter C. New moon
8. This phase occurs between the full moon and third quarter phases.
A. Waxing gibbous B. waxing crescent C. waning gibbous
9. When the Moon looks like a crescent and the crescent decreases ("wanes") in size
from one day to the next.
A. Waxing gibbous B. waning crescent C. waning gibbous
10. This phase occurs when the Moon is on the opposite side of the Earth from the
sun.
A. Full moon B. Last quarter C. New moon

ACTIVITY 2. Tell Me The One

Directions: Read and answer the following questions. Write your answers on a sheet
of paper

_______ 1. This phase occurs when the Moon is on the opposite side of the Earth
from the sun.
________2. When the Moon looks like a crescent and the crescent decreases
("wanes") in size from one day to the next.
________3. This phase occurs between the full moon and third quarter phases.
________4. When half of the lit portion of the Moon is visible after the waning gibbous
phase.
________5. This phase is seen when the moon is between the Sun and Earth.
________6. When the Moon looks like a crescent and the crescent increases
("waxes") in size from one day to the next. This phase is usually only seen
in the west.
________7. When half of the lit portion of the Moon is visible after the waxing crescent
phase. It comes a week after new moon.
________8. It occurs when more than half of the lit portion of the Moon can be seen
and the shape increases ("waxes") in size from one day to the next. This
phase occurs between the first quarter and full moon phases.
________ 9. It can only happen on a new moon.
________10. It is a gravity-rounded astronomical body orbiting Earth and is the
planet's only natural satellite. It is the fifth-largest satellite in the Solar
System and by far the largest among planetary satellites relative to the
size of the planet that it orbits.
ACTIVITY 3: Draw Me
Directions: Draw the different phases of the moon on a sheet of paper.. Your drawing
will be graded using the rubrics below.

Scoring Rubrics:

10 5 Score
Phases Drew the four phases of Drew the phases of
the moon completely the moon
incompletely
Neatness and Drew the phases of the Drew the phases of
Cleanliness moon with neatness and the moon somewhat
cleanliness clean and neat

Quarter 4 Week 6
Constellation
Background Information
Constellations has two definitions:

Astronomical
A region in the sky. Traditional- a
group of stars observed from Earth
often forming shapes. The signs of the
zodiac, mythological figures, and other
shapes. They are different in the
different hemispheres.

Ancient cultures
Connected stars in patterns, named sections of the sky based on the patterns.
Sections of the sky that contain recognizable star patterns. Help navigate and keep
track of the time. Different civilizations in different names.
Star constellations are groups of stars that seem to form shapes or patterns.
The stars in the constellation may not actually be close to each other but just appear
to be. They have been used as calendars, timekeepers, and to help people find their
direction on land and in the sea. Most of the constellation names we know came from
the Ancient Middle Easter. King Cepheus determines the distance of distant galaxies
and very bright stars. Orion is called hunter and bright during winter.
The big dipper makes us part of the constellation of the Ursa Major of the Big
Bear. The little dipper is part of the constellation. Ursa Minor, the Little Bear.
Cassiopeia was the wife of King Cepheus. She was very pretty Cassiopeia has a very
distinct shape. She looks like a “W” or “M” in the sky.
Learning Competency with Code
The learner should be able to identify star patterns that can be seen at times of the
year. S5FE-IVi-j-9

Activity 1: Draw Me
Directions: Draw the patterns of the given constellations on extra sheet of paper.

1. Big Dipper 6. Aries

2. Orion 7. Lyra

3. Cassiopeia 8. Cancer

4. Small Dipper 9. Bootes

5. Cepheus 10. Gemini

Activity 2: Name Me
Directions: Name the given patterns of stars. Write your answers on a sheet of paper

Activity 3: Form Me
Directions: Draw or cut a star and form a figure of a constellation of star. Use the
black color of the illustration board as background. Your output will be graded using
the rubric below.

Activity 4: Describe Me
Directions: Describe the following constellations. Write your answers on a sheet of
paper

1. Cepheus
2. Cassiopeia –
3. Big Dipper –
4. King Cepheus -
5. Orion –
REFERENCES
Brainly, thttps://brainly.in/question/12922781, What is an Agent of Weathering? Accessed
February 2, 2021

SoilsMatter, https://soilsmatter.wordpress.com/2017/08/15/when-does-rock-become-soil/, When does Rock becomes soil?, Accessed February 2,

2021

Zeeshan Alee, https://www.youtube.com/watch?v=NflHAYevPHw, When does Weathering takes place? Accessed February 2, 2021

soil erosion by water,shuttercock,Accessed Oct. Oct. 27,2020

https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.shutterstock.com%2Fsearch
%2Fsoil%2Berosion&psig=AOvVaw1YfSzeW9fHupmPuitELmEh&ust=1603847725229000&
source=images&cd=vfe&ved=0CAIQjRxqFwoTCPji3sPM0-wCFQAAAAAdAAAAABAD

Soil erosion by wind library,Accessed Oct. Oct. 27,2020 https://www.google.com/url?sa=i&url=http%3A%2F%2Fclipart-library.com%2Ferosion-

cliparts.html&psig=AOvVaw2hZwnyCm_ceNY7klgrnONK&ust=1603847796137000&source= images&cd=vfe&ved=0CAIQjRxqFwoTCLjnteXM0-
wCFQAAAAAdAAAAABAV

Effects of Soil Erosion, Worldwildlfe,Accessed Oct. 27,2020 https://www.worldwildlife.org/threats/soil-erosion-and-

degradation#:~:text=The%20effects%20of%20soil%20erosion,water%2C%20which%20can
%20worsen%20flooding.

Science Beyond Border 5, Soil Erosion and its effects, pp 158-165

Arradaza,H.A, Dela Cruz, M.G; Lopez, E.A; Garcia, E.R and Satre,E.T :”Science: Beyond borders textbook 5”Vibal Group, Inc. 2016. 174-185.

Clip art 1
Mehr von Maltese Islands Weather auf Facebook: December 7, 2017
anzeighttps://www.google.com/search?q=high+pressure+area&tbm=isch&source=iu&ictx=1
&fir=kgfQ5DtbBWZ93M%252Cnt6pZFQGzqKsHM%252C_&vet=1&usg=AI4
Quiarter 4-Week 4

Collinson, Sarah, and Royal Institute. 1993. Beyond Borders : West European Migration
Policy towards the 21st Century. London: Royal Institute Of International Affairs.pages 192-
197
“Phases of the Moon.” 2020. Wikipedia. October 22, 2020.
https://simple.wikipedia.org/wiki/Phases_of_the_Moon#:~:text=The%20phases%20of%20the
%20Moon

By Andonee - Own work, CC BY-SA 4.0, https://commons.wikimedia.org/w/index.php?curid=38635547

Collinson, Sarah, and Royal Institute. 1993. Beyond Borders : West European Migration
Policy towards the 21st Century. London: Royal Institute Of International Affairs.pages 192-
197
“Phases of the Moon.” 2020. Wikipedia. October 22, 2020.
https://simple.wikipedia.org/wiki/Phases_of_the_Moon#:~:text=The%20phases%20of%20the
%20Moon
By Andonee - Own work, CC BY-SA 4.0, https://commons.wikimedia.org/w/index.php?curid=38635547

Teachers Pay Teachers, The zodiac contellations, https://www.teacherspayteachers.com/Product/The-Zodiac-Constellations-Activity-Word-

Search-Space-Science-Astronomy-Unit-1933964, Accessed vFebruary 2, 2020.
ANSWERS KEY

Week 4

Week 3

Week 6

Week 5 Week 2 Week 1

Prepared by:

HELEN E. DEL MUNDO MICHELLE T. YUMUL

Writer Writer

LEA C. TAPNIO MARIANNE U. PAGDILAO

Writer Writer

ANA MARIE B. CASTANEDA EdD CHARLOTTE G. MENDOZA

Writer Writer

RAY JASON C. SANGUYU GEMIMA A. ESTRABILO EdD

Head Teacher – II Education Program Supervisor - I
Lay – out Editor Evaluator