Department of Education

Region VI- Western Visayas

DIVISION OF AKLAN

Name: _________________________________ Grade Level and Section: _______ Date: _______

Learning Activity Sheet in Science 9

Quarter 3- Week 9

CELESTIAL NAVIGATION WITH A PLANISPHERE

Learning Competency

Show which constellations may be observed at different times of the year using models.
(S9ES – IIIj34)

Learning Objective

Identify constellations that may be observed at different times of the year in the Philippine sky.

Materials

 Planispheres (one for each student or group).

 A dark or simulated dark room (for stargazing).
 Star charts or diagrams for reference.
 Optional: Telescopes or binoculars for stargazing (if available).

Activity Proper

(Audio instructions and reminders will be provided.)

1. In a dark or dimly lit room, simulate nighttime conditions.

2. Set their planispheres to represent the current date and time.
3. Use the planispheres to identify and locate specific constellations, stars, and celestial objects listed
on their star charts.

Guide Questions/ Reflection Questions

1. What constellations did you identify? Can you locate any particular stars or planet?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

2. Adjust it and set the time for 11:00 pm tonight. What constellations are visible? Which horizon is
closest to the disappearing constellations?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
 3. How did the planisphere help you navigate the night sky?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

4. Did you encounter any challenges or surprises?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Advanced Challenge:
5. Can you identify additional celestial objects not listed on their star charts. Can you name them?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

6. What do you think is the the significance of these objects and their locations in the sky.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

7. In summer, which constellations and celestial objects are most visible during this season?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

References

Jaquilyn A. Floriano, et. al: (2020). Science-Grade 9 Learners Module, First Edition
Jaquilyn A. Floriano, et. al: (2020). Science-Grade 9 Teachers Guide, First Edition

Prepared by:

RUEL Z. MIA, II
Master Teacher I
Rosal Elementary School

Evaluated by:

DR. MIKKO JAN D. LOPEZ

MR. HERMY E. FELICIANO

MS. EVA R. BERLANDINO

MR. RAPHAEL KEVIN N. NAGAL

MR. NIŇO L. ESTRADA

 Department of Education
Region VI- Western Visayas
DIVISION OF AKLAN

Name: _________________________________ Grade Level and Section: _______ Date: _______

Learning Activity Sheet in Science 9

Quarter 3- Week 8

PAPER CUP PLANETARIUM AND CONSTELLATION EXPLORATION

Learning Competency

Show which constellations may be observed at different times of the year using models.
(S9ES – IIIj34)

Learning Objective

Identify some constellations observed in the northern and southern hemisphere.

Materials

 Paper cups (one per participant).  White chalk or white-colored pencil.

 A pencil.  A star chart or a printout of constellations.
 A small flashlight or battery-operated tea light.  Scissors.
 Dark construction paper or black poster board.  Tape.
 String or yarn (optional).

Activity Proper

(Audio instructions and reminders will be provided.)

1. Start by turning the paper cup upside down (open side down) to form the base of your planetarium.
Use the pencil to poke small holes (representing stars) in the bottom of the cup. You can create a
random pattern or specific constellations. Keep the holes small for a better stargazing effect.
2. Cut out small constellation shapes from the dark construction paper or black poster board. Use
white
chalk or a white-colored pencil to draw the stars within each constellation.

3. Attach the constellation shapes to the inside of the cup with tape. You can match the position of the
constellations with the holes you created. Alternatively, you can make a separate layer of
constellations that can be placed inside the cup.

4. Place a small flashlight or battery-operated tea light inside the cup. This will be your light source.
Turn off the lights in the room to create a dark environment. Hold the cup planetarium above your
head, with the bottom facing down. Shine the light upward through the holes in the cup and onto the
ceiling or a nearby surface.
 5. Adjust the angle and rotation of the cup to see the constellations come to life. The constellations
should be projected on the ceiling, simulating the night sky.

Guide Questions/ Reflection Questions

1. Compare and contrast the constellations you observed in your paper cup planetarium with those in
the night sky. What similarities and differences did you notice?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

2. Consider the importance of understanding constellations and the night sky. How can this knowledge
be relevant and valuable in various aspects of life, not just stargazing?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

3. How might understanding constellations be beneficial in fields such as navigation, astronomy, or

storytelling?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

4. Consider the role of constellations in different cultures and traditions. How do these cultural
perspectives enhance our appreciation of the night sky and our connection to the cosmos?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

References

Jaquilyn A. Floriano, et. al: (2020). Science-Grade 9 Learners Module, First Edition
Jaquilyn A. Floriano, et. al: (2020). Science-Grade 9 Teachers Guide, First Edition

Prepared by:

RUEL Z. MIA, II
Master Teacher I
Rosal Elementary School

Evaluated by:

DR. MIKKO JAN D. LOPEZ

MR. HERMY E. FELICIANO

MS. EVA R. BERLANDINO

MR. RAPHAEL KEVIN N. NAGAL

 MR. NIŇO L. ESTRADA
Department of Education
Region VI- Western Visayas
DIVISION OF AKLAN

Name: _________________________________ Grade Level and Section: _______ Date: _______

Learning Activity Sheet in Science 9

Quarter 3- Week 8

DIY GEOBOARD CONSTELLATIONS

Learning Competency

Show which constellations may be observed at different times of the year using models.
(S9ES – IIIj34)

Learning Objective

Identify some constellations observed in the northern and southern hemisphere.

Materials

 Geoboards (one per participant or group).

 Rubber bands of different sizes and colors.
 Star charts or printouts of constellations for both hemispheres.
 White chalk or white-colored pencil.
 Paper and pencils for note-taking.
 Access to a darkened room with a projector (optional).
 Constellation reference materials or books.

Activity Proper

(Audio instructions and reminders will be provided.)

1. Create geoboard constellations for both the northern and southern hemispheres by stretching
rubber bands across the pegs.

2. Use different colors for each hemisphere's constellations to differentiate them.

3. Using the Geoboard Template, start placing pins in each of the star points. Use the pins with
different sized heads to mimic bright and dim stars.

4. Once there are enough pins in place, start adding rubber bands to form the outlines of the
constellations. The rubber bands can be woven between the pins to form lines.

5. Label and name the constellations in your geoboard using colored pencils.

6. Using your knowledge in mythology and stories associated with your self-created constellations,
prepare a brief presentation to share stories, its relevance and symbolism.
 Guide Questions/ Reflection Questions

1. What did you notice about the unique constellations in each hemisphere?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

2. Compare and contrast the geoboard constellations you created for both northern and southern
hemispheres. What unique features or differences did you observe in each set of constellations?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

3. How does our position on Earth affect what we see in the sky?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

4. How can this knowledge be valuable for astronomers, navigators, or individuals involved in
stargazing tourism?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

References

Jaquilyn A. Floriano, et. al: (2020). Science-Grade 9 Learners Module, First Edition
Jaquilyn A. Floriano, et. al: (2020). Science-Grade 9 Teachers Guide, First Edition

Prepared by:

RUEL Z. MIA, II
Master Teacher I
Rosal Elementary School

Evaluated by:

DR. MIKKO JAN D. LOPEZ

MR. HERMY E. FELICIANO

MS. EVA R. BERLANDINO

 MR. RAPHAEL KEVIN N. NAGAL

MR. NIŇO L. ESTRADA

Begin with an engaging opening, such as a brief stargazing activity or a captivating image of constellations.
Provide an overview of the seminar's objectives and outline.