QUARTER: 3

Week: 9
Subject: SCIENCE Grade Level: GRADE 9
Date: Day: 3
Content Standard: the relationship between the visible constellations in the sky and
Earth’s position along its orbit

Performance Standard: discuss whether or not popular beliefs and practices with regard
to constellations and astrology have scientific basis

Competency: Observe that the position of a constellation changes in the course

of a night. (S9ES-IIIi-34)

I. OBJECTIVES
Knowledge Identify the time base on the sun’s movement and position in the
sky.
Skills Explain the sun’s movement and position in the sky to time of the
day.

Attitude Perform a simple task to trace the time of the day based on the
sun’s movement and position.
II. CONTENT The Position of a Constellations Changes in the Course of a Night
III. LEARNING RESOURCES

A. References
1.Teacher’s Guide Pages 5
2. Learner’s Materials Pages 11 - 12

3.Textbook Pages
4. Additional Materials

5.Learning Resource (LR)

portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing or presenting Do the stars move relative to EACH OTHER in the sky over time?
the new lesson
B. Establishing a purpose for How about our sun, does it also move? Why do you say so?
the lesson How does the “movement” of the sun in the sky affect us here on
earth?

C. Presenting examples of What is a shadow? How is it form?

the new lesson

Prepared by: Mrs. JULIET B. GANTALAO, La Libertad TVS

 D. Discussing new concepts Do Activity 4 – People’s Shadows
and practicing new skills (Refer to Attachment)
#1
E. Discussing new concepts Answer the guide questions:
and practicing new skills  What happened to your shadows on the different times of the
#2 day?
 When is the longest sun shadow in a day? What is the
position of the sun at this time?
 When is the shortest sun shadow in a day? What is the
position of the sun at this time?
 Why do you think your shadows differ in size and direction?

F. Developing Mastery  How is the sun’s movement and position in the sky related to
the time of the day?

G. Finding practical Did the sun actually move or was it us (Earth) that moved?
applications of concepts What predictions can you make about what the shadows would
and skills in daily living look like if they could do the activity again on another day?

H. Making Generalizations The sun is the primary object to tell time. When it seems to rise
and abstractions about in the east, it is morning. When it is above us, it is noon. When it
the lesson seems to move towards the west, it is afternoon. At night, stars
are used to tell the time. Just like the Sun, stars also seem to
move from East to West.
The length and position of a shadow is related to the height and
position of the sun in the sky. As this height and position
changes throughout the day, the shadows do as well.

I. Evaluating learning Students presentation will serve as their assessment

Rubrics: Content – 10 pts., Delivery - 8 pts., Clarity – 8 pts.,
Behavior - 4 pts.= 40 pts.
J. Additional Activities for
application or
remediation
V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the remedial lessons
work? No. of learners who

Prepared by: Mrs. JULIET B. GANTALAO, La Libertad TVS

 have caught up the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal and supervisor
help me solve?
G. What innovation or
localized I used/discover
which I wish to share with
other teacher?

ATTACHMENT:

Activity 4: People’s Shadows

Background information
Our own shadows are created when our body blocks sunlight. Since the Sun appears to
move across the sky during the day, our shadows change shape. The time of day when shadows
are shortest is when the Sun is due north. Shadows of people almost disappear when the Sun is
directly overhead – the only shadow is directly beneath them. In Melbourne the Sun is never
directly overhead. The only areas of Australia that have the Sun directly overhead during the
summer are north of the Tropic of Capricorn. Always ensure that students are warned never to
look directly at the Sun.

What you need

Coloured chalk

What to do
1. Go outside to an open asphalt/concrete area early in the
morning. Work in pairs. Take turns to stand in a scarecrow
position while your partner traces around your shadow using
coloured chalk.
2. Locate where the sun is when you trace the shadows and
make a drawing of the sun with a chalk on the ground,
indicating where the sun is in the sky and the direction of the
sunlight was coming from. Take note whether the sun is low
on the horizon, high in the sky, etc.
2. Place a sign requesting that no-one rubs off the chalk during
the day.

Prepared by: Mrs. JULIET B. GANTALAO, La Libertad TVS

3. Return to the same position at lunchtime, and again in the afternoon. Each time stand in the
same position and use a different coloured piece of chalk to trace the shadows. Label the different
coloured shadows to indicate which shadows were cast in the morning, at lunchtime and in the
afternoon.
4. Write your observations in the table below.

Time of the Position of the Sun in

Observation of the shadows formed
Day the sky
Morning

Lunch time

Afternoon

5. Answer the following questions:

Q1. What happened to your shadows on the different times of the day?
Q2. When is the longest sun shadow in a day? What is the position of the sun at this time?
Q4. When is the shrtest sun shadow in a day? What is the position of the sun at this time?
Q3. Why do you think your shadows differ in size and direction?

6. Discuss your results to the class

ASSIGNMENT:

 Do advance reading on THE POLARIS. What is a Polaris?

ANSWER:

Do the stars move relative to EACH OTHER in the sky over time? - Yes

How about our sun, does it also move? Why do you say so? - No, because the sun is steady.
Although it appears to move in the sky (it rises in the east and sets in the west) due to Earth’s
rotation.
How does the “movement” of the sun in the sky affect us here on earth? - the “movement” of the
sun in the sky can tell help us tell the time of the day

Prepared by: Mrs. JULIET B. GANTALAO, La Libertad TVS

What is a shadow? How is it form? - Shadows are created when an object, animal or person blocks
out a portion of a light source. Shadows form in the opposite direction of whatever is blocking that
source.

Answer the guide questions:

Q1. What happened to your shadows on the different times of the day? - it varies in length or size
Q2. When is the longest sun shadow in a day? What is the position of the sun at this time?
- Sunrise (morning) and sunset (afternoon) will produce the longest shadows of the day
- the sun is low in the horizon
 When is the shortest sun shadow in a day? What is the position of the sun at this time?
- Noon is going to produce the shortest shadow of the day
- the sun is high in the sky
 Why do you think your shadows differ in size and direction?
- At different times of the day, your shadow will be different because of the position of the sun. -
Your shadow is small at noon because the sun is above you. In the morning and evening, your
shadow will be tall

Prepared by: Mrs. JULIET B. GANTALAO, La Libertad TVS