Science 9

Science – Grade 9
Quarter 3 – Module 17: CONSTELLATIONS (Part 2)
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in
any work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this module are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to
use these materials from their respective copyright owners. The publisher and
authors do not represent nor claim ownership over them.

Published by the Department of Education Division of Pasig City

Development Team of the Self-Learning Module

Writer: Rowena O. Roa, PhD
Editor: Rosalina B. Piamonte
Reviewer: Mylyn P. Gabriel
Illustrator:
Layout Artist: Jean Rean M. Laurente
Management Team: Ma. Evalou Concepcion A. Agustin
OIC-Schools Division Superintendent
Carolina T. Rivera, CESE
OIC-Assistant Schools Division Superintendent
Manuel A. Laguerta, EdD
Chief, Curriculum Implementation Division

Education Program Supervisors

Librada L. Agon EdD (EPP/TLE/TVL/TVE)

Liza A. Alvarez (Science/STEM/SSP)
Bernard R. Balitao (AP/HUMSS)
Joselito E. Calios (English/SPFL/GAS)
Norlyn D. Conde EdD (MAPEH/SPA/SPS/HOPE/A&D/Sports)
Wilma Q. Del Rosario (LRMS/ADM)
Ma. Teresita E. Herrera EdD (Filipino/GAS/Piling Larang)
Perlita M. Ignacio PhD (EsP)
Dulce O. Santos PhD (Kindergarten/MTB-MLE)
Teresita P. Tagulao EdD (Mathematics/ABM)

Printed in the Philippines by Department of Education – Schools Division of

Pasig City
 Science 9
Quarter 3
Self-Learning Module 17
CONSTELLATIONS (Part 2)
Introductory Message
For the facilitator:

Welcome to the Science 9 Self-Learning Module 17 on CONSTELLATIONS!

This Self-Learning Module was collaboratively designed, developed and

reviewed by educators from the Schools Division Office of Pasig City headed by its
Officer-in-Charge Schools Division Superintendent, Ma. Evalou Concepcion A.
Agustin, in partnership with the City Government of Pasig through its mayor,
Honorable Victor Ma. Regis N. Sotto. The writers utilized the standards set by the K
to 12 Curriculum using the Most Essential Learning Competencies (MELC) in
developing this instructional resource.

This learning material hopes to engage the learners in guided and

independent learning activities at their own pace and time. Further, this also aims
to help learners acquire the needed 21st century skills especially the 5 Cs, namely:
Communication, Collaboration, Creativity, Critical Thinking, and Character while
taking into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the learners.

As a facilitator you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing them
to manage their own learning. Moreover, you are expected to encourage and assist
the learners as they do the tasks included in the module.
 For the Learner:

Welcome to the Science 9 Self-Learning Module 17 on Constellations (Part 2)!

This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time. You
will be enabled to process the contents of the learning material while being an
active learner.

This module has the following parts and corresponding icons:

Expectations - This points to the set of knowledge and skills

that you will learn after completing the module.

Pretest - This measures your prior knowledge about the lesson

at hand.

Recap - This part of the module provides a review of concepts

and skills that you already know about a previous lesson.

Lesson - This section discusses the topic in the module.

Activities - This is a set of activities that you need to perform.

Wrap-Up - This section summarizes the concepts and

application of the lesson.

Valuing - This part integrates a desirable moral value in the

lesson.

Posttest – This measures how much you have learned from the
entire module.
 This module is designed and written to help you master the lesson on
Constellations (Part 2). It has prepared to provide activities for reinforcement,
strengthening and enriching knowledge and skills. The skills in this module cover
all the most essential learning competencies in the list issued by the Department
of Education.

This module uses different and interesting approaches, strategies, and

techniques to further hone scientific understanding of the learners. This module
will focus solely on the Constellations.

At the end of the learning module, you are expected to:

1. describe the different constellations;

2. construct a constellation model seen in the Philippines night sky; and

3. enumerate the importance of constellations to people.

DIRECTION: Read carefully and understand each sentence then choose the
best answer. Write the chosen letter on a separate sheet of paper.
1. Stars appear to move in the sky because _____________.
A. The night sky is rotating.
B. New galaxies are formed.
C. The Universe is expanding.
D. The Earth is rotating on its axis.
2. If you are located at the North Pole, where will you see the Polaris?
A. Overhead
B. Just above the horizon
C. Around 45° from the horizon.
D. Polaris will not be seen in the North Pole.
3. Which constellation is prominently seen in the sky during summer?
A. Orion
B. Hercules
C. Pegasus
D. Virgo
4. Why do stars have colors?
A. It is because of varied temperatures.
B. It is because of the different locations.
C. It is because of the presence of oxygen.
D. It is because of the presence of carbon dioxide.
5. What constellation has the Little Dipper as part of its pattern?
A. Polaris
B. Ursa Major
C. Ursa Minor
D. Andromeda
 In your previous lesson, you learned that thousands of stars are seen in the
night sky. There are group of stars form patterns or figures. These patterns of stars
which are seen in the sky are usually called constellations. Can you still recall the
different constellations in the universe?
Let us have a simple activity to refresh your mind. Below are tables that will
help you identify the different constellation. Fill in the missing Latin names and
meanings of constellation to complete the information in the tables.
You can choose your answer from the box below.
No. Latin Name Meaning
1. Aquila
2. Swan
3. Draco
4. Winged Horse
5. Delphinus

Dragon Cygnus Pegasus Eagle Dolphin

It is awesome that you can still remember these Latin names and meanings
of the constellations. We are going to use of these constellations to describe the
different constellations in the universe, specifically to construct a constellation
model seen in the Philippines night sky.

Many of these constellations have names that can be traced back to early Babylonians and
Greek civilizations, but nearly all cultures have different names for the constellations. For example,
the Greeks called the large constellation Orion, which means hunter and is prominent in the night sky
all over the world during winter. Early Filipinos visualized the same group of stars as Balatik, a trap
used in hunting wild pigs. Christian Filipinos named the three stars (Orion’s belt) Tatlong Maria or
Tres Marias.

https://astralrtu.wixsite.com/astral/single-post/2018/04/10/Philippine-Constellations
Figure 1. Orion
 How Early People Used the Constellations
While constellations were associated with religion, they also have practical
uses. Before the calendars, people had no way of determining when to sow or
harvest except by looking at these patterns in the sky. Ancient people developed a
way to remember the patterns by giving these patterns names and stories. For
example, in the northern hemisphere, the constellation Orion indicates the coming
of cold season. The constellations made it easier for them to recognize and interpret
patterns in the sky. For example, Gemini is seen in the Philippines during the
months of April and May. Farmers interpreted the appearance of Gemini as the end
of planting season and it signified rich harvest. The table below shows how the
Matigsalug Manobo of Bukidnon used the stars and constellations in relation to
their agriculture.

Table 1. Stars and Constellations Used by Matigsalug Manobo of Bukidnon

Local Name Month of Related Agricultural Western
Appearance Activity Equivalent
Pandarawa January Start of planning what Pleiades
kind of crops to be
planted and how wide
is the area to be planted
Start of planting and Orions’s Belt
Balatik February setting of traps to protect
the crops from
animals
Malihe March Planting of rice, corn, or
vegetables

Gibbang April and May End of planting season; Gemini

signifies rich harvest

Malara May Stop planting Canis Minor

Lepu Late May time to clean or clear Aquila

the fields while waiting
for harvest time
Buwaya June start of the rainy
season
Baha December to Clearing of forest Taurus
February

Let us do some activities for you to understand the Constellations more! These
activities are designed for you. The materials are easy to find and the procedures
are easy to follow. You can also do these simple activities at home with the help
of any home companion.

Module 17 Activity 1: Name that Constellations!

Learning Competency:

Identify some constellations observed in the northern and southern

hemisphere. S9ES-IIIh32.8.2

Materials: Marker, Activity sheet

Procedure:
A. Direction: Match column A with the figure on column B. Write your answer
before the number.

Column A Column B

A.

_________1. Orion

_________2. Leo

_________3. Pegasus B.

_________4. Gemini C.

_________5. Ursa Minor

D.

E.
 Column A Column B

F. G.
_________6. Pisces

_________7. Aries
_________8. Taurus

_________9. Cygnus

H. I.
________10. Capricorn

J.

Congratulations for answering the questions well. Keep up the good work! Let us
proceed to the next activity.

Module 17 Activity 2: Let’s Figure Out!

Learning Competency

Construct a constellation model seen in the Philippine night sky. S9ES-IIIj34.10.1

Materials: Pencil, Coloring materials, Markers, Activity Sheet

Procedure:

Given a plain map of stars, draw any pattern that can be seen in the Philippine
night sky, name it, and tell a story about your figure. Write your bases for coming
up with your figure.
Guide questions:
1. What is the pattern of the stars you have seen in the night sky?
2. Compare the position of the stars in the sky. What do you notice?
3. How do you locate these constellations?

Congratulations for answering the questions well. Keep up the good work!

Let us summarize what we have learned, answer the activity that

follows. Write True if the statement is correct and write False if the statement is
incorrect.

1. Early Filipinos visualized the same group of stars as Balatik, a trap used in
hunting wild pigs.
2. Christian Filipinos named the three stars (Orion’s belt) Tatlong Maria or Tres
Marias.
3. The 78 constellations are divided into two groups relative to their positions.
4. The constellation Pegasus is visible in the southern hemisphere.
5. The apparent movement of the constellations within one night is caused by
Earth’s rotation.

The Constellations serve as a map during the early years and it tells
about countless stories about heroes and monsters, thru the years of humankind
and cultures. Like in other countries, our Filipino ancestors did worship stars
before as their gods, they have their own version of names, prayers, and stories
depend on what region they from.
Our ancestors somehow practiced following the star movements as a sign of good
harvest, fishing, hunting, and other activities in the tribe. To know more about
this, do Activity # 3 entitled “Philippine Constellations”

Module 17 Activity 3: “Philippine Constellations”

Materials: Maker, Coloring materials, Activity sheet

Procedure:

Look at the picture of some constellations and asterisms commonly known in the
Philippines, then find their corresponding description in the boxes below.
Enumerate the importance of constellations to people. Fill in the table 1 below.

“Supot ni Hudas”, “Mapolon” in Tagalog, “San Apon” in Ibaloi, and “Kufukufu” in

Teduray. In western, it is known as the star cluster Pleiades (The Seven Sisters)
located in the constellation of Taurus. The Tagalogs consulted this star cluster to
know the shifting of time and season. Start of the planting season.

“Tres Marias” (The Three Marias) in Tagalog, “Magbangal” in Bukidnon, and

“Seretar” in Teduray, “Balatik” is composed of perfectly aligned and evenly spaced
stars which act as the belt of the constellation of Orion. In Palawan and Ibaloi
however, “Balatik” is seen as both the sword and belt of Orion. Start of planting
and setting of traps to protect the crops from animals.

“Lepu”, by the “Matigsalug Manobo” of Bukidnon. In the western equivalent, it is

known as the constellation of Aquila. It signifies the time to clean or clear the fields
while waiting for the harvest time.

Table 1
Local Name Month of Related Western
Appearance Agricultural Equivalent
Activity

Congratulations! Keep up the good work!

Direction: Read carefully and understand each sentences then choose the best
answer. Write the chosen letter on a separate sheet of paper.

1. What constellation is this?

A. Andromeda
B. Cassiopeia
C. Hercules
D. Pegasus
2. Which constellation is prominently seen in the sky during summer?
A. Hercules
B. Orion
B. Pegasus
D. Virgo
3. Which of the following constellations that signifies it’s a harvest
time in the Philippines?
A. Aquila
B. Aries
C. Orion
D. Pegasus
4. All other constellations and stars are seasonal and can only be seen at certain
times of the year. Which of the following constellations is NOT visible in the
Philippines during summertime?
A. Aries
B. Aquila
C. Capricorn
D. Taurus
5. What are the three important constellations?
A. Ursa Major, Ursa Minor, Orion
B. Ursa Major, Big Dipper, Orion
C. Ursa big, Ursa small, Orion
D. Polaris, Ursa Minor, Orion
 References
Links:
https://commons.wikimedia.org/wiki/Category:Constellations
https://commons.wikimedia.org/wiki/Category:Constellations#/media/File:Celesti
a_constellations.jpg
https://commons.wikimedia.org/wiki/Category:Constellations#/media/File:Big_Di
pper_rotated.JPG
https://commons.wikimedia.org/wiki/Category:Constellations#/media/File:Arctur
us_Star_in_Bootes_Constellation.jpg
https://www.slideshare.net/espinorachel/patterns-in-the-sky-constellation
https://commons.wikimedia.org/wiki/Category:Constellations#/media/File:Conste
llation_figures.tif
https://www.youtube.com/watch?v=nZm-QaKqS-Y&feature=youtu.be
https://www.slideshare.net/espinorachel/patterns-in-the-sky-constellation
Book:
Madriaga, Estellita A,PhD, et al, Science Link 8, Rex bookstore, 2017
Aquino, Marites D. , et al., Science Link 8, Rex Boolstore, 2013