5

Science
Fourth Grading Period

LEARNING ACTIVITY SHEET

 Republic of the Philippines
Department of Education
REGION II – CAGAYAN VALLEY

COPYRIGHT PAGE
Learning Activity Sheet in Science
Grade 5

Copyright © 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500

“No copy of this material 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.”

This material has been developed for the implementation of K to 12 Curriculum through the Curriculum and Learning
Management Division (CLMD). It can be reproduced for educational purposes and the source must be acknowledged.
Derivatives of the work including creating an edited version, an enhancement of supplementary work are permitted
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material for commercial purposes and profit.

Consultants:
Regional Director : BENJANIN D. PARAGAS, PhD., CESO IV, DepEd R02
Assistant Regional Director : JESSIE L. AMIN, EdD., CESO V
Chief Education Supervisor, CLMD : OCTAVIO V. CABASAG, PhD
OIC, Schools Division Superintendent : EDUARDO C. ESCORPISO JR, EdD, CESO IV
OIC-Assistant Schools Division Superintendent : GEORGANN G. CARIASO
OIC-Chief Education Supervisor: : MARCIAL Y. NOGUERA
Development Team
Writers: VERONA F. AGUDO, T-III (INHS); MA. VICTORIA Y. FACURI, T-III (MES); KATHLEEN
E. CASTILLO, T-II (INHS); WILFREDO C. BATALLONES, T-III (UES); EDWARD C.
VALIENTE, SST-I (BGCHS); CATHLYN B. YBAY, T-I, (IIS); KRISTINE HAZEL W.
BIDAYAN, SST-I (BNSHS); MA HAZEL M. VELAYO, T-III (VIS); CAROL F. DELA CRUZ,
T-III (Sumnanga ES); ARMAR C. COVITA, T-II (SNSF); MA. ESPERANZA D. JOVES, T-III
(BCS); KYM CLYDE H. MORO, T-II (BNSHS); AGNES B. NICO, T-I (ICS); SUZETTE C.
CULTURA, T-II; MA. LYZETTE V. RICO, T-I (INAHS)
Content &
Language Editor: FRED V. GIMENEZ, HT-I/Division Science Coordinator; ELENA A. BALDOMAR, SP-I
(MNHS); ANGELIE L. BLANQUERA, T-III (BNSHS), MARY JOY Y. BALDOMAR, HT I
(IIS), DELIA G. GATO, SP-I (INAHS), EDEN P. MALABAG, PSDS, SDO CAGAYAN
CLIFFORD E. ABAD, MT 1, SDO CAGAYAN, MARA KARLA S. MACALAN, P1 SDO
TUGUEGARAO CITY
Illustrators: KYM CLYDE H. MORO, T-II (BNSHS)
Layout Artists: KYM CLYDE H. MORO, T-II (BNSHS)
Focal Persons: FRED V. GIMENEZ, Head Teacher I, Division Science Coordinator
EVANGELINE D. CASTILLO, Education Program Supervisor-Learning Resource
ESTER T. GRAMAJE, Education Program Supervisor-Science, CLMD
RIZALINO G. CARONAN, Education Program Supervisor-LR, CLMD
Printed by: Curriculum and Learning Management Division
DepEd, Carig Sur, Tuguegarao City
 Table of Contents
Page
Compentency
number

Describe how rocks turn into soil (S5FE-IVa-1) ..................... 1-6

Investigate extent of soil erosion in the community

and its effects on living things and the environment ..................... 7-15
(S5FE-IVb-2)
Characterized weather disturbances in the .....................
Philippines and describe their effects to daily life. 16-22
(S5FE-IVd-4)

Infer the pattern changes in the appearance of .....................

the moon (S5FE-IVg-h-7). 23-30

Identify star patterns that can be seen at

particular times of the year (S5FE-IVi-j-1) ..................... 31 – 39

Practice Personal Hygiene protocols at all times.

 SCIENCE 5
Name of Learner: ___________________________ Grade Level: ______________________

Section: __________________________________ Date: ____________________________

LEARNING ACTIVITY SHEETS

How rocks turn into soil

Background Information for Learners

The Earth’s surface continually changes due to processes that takes place on and around
it. Earth is mainly composed of rocks that differ in terms of size, shape, color, and composition.
Though rocks seem to be very hard, dense, and indestructible, they still break. The breaking of
rocks into fragments in known as weathering. Weathering is an important process that helps
shape the 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.
Weathering can either be physical or chemical. Physical weathering Physical
weathering is also known as mechanical weathering which is the wearing away of rocks and
disintegration by physical factors. Chemical weathering involves a change in the composition
of rocks that allows them to break down into pieces. This changes the original component of
the rock.
Agents of Weathering:
The different agents of weathering causes rocks to break into pieces.
• Water – is a main agent of weathering; strong waves hitting rocks can make rocks
break. Water can seep into the cracks of the rocks. When it gets colder,
this water can expand and turn into ice. This can trigger rocks to break
as well.
• Wind – as the wind blows, it carries sand or small rock particles that scratch the
rock’s surface. Rocks weathered by rock may change in shape but not in
composition. This can bring about mechanical weathering which can
also result to different rock formations.
• Temperature – when rocks are exposed to varying temperature, it expands. If
rocks are exposed to a low temperature, it contracts. The repeated
expansion and contraction of rocks due to changes in temperature results
in weathering.
• Plants – Some plants grow on rocks and cause it to break into pieces. Eventually,
metabolic or life process of these plants will cause the gradual breakage
of rocks into smaller pieces.
• Animals – animals that live underground dig deeper, they cause rocks to break
into pieces, too.
• Humans – people weather rocks in different ways. Some developers and
construction workers use bulldozer and jack hammers in breaking rocks.
Quarrying and mining activities can break down rocks. Dynamite blasting is done
on large rocks along the mountain sides during roads construction
Soil is a valuable resource that needs to be carefully managed as it is easily damaged,
washed or blown away. If we understand the importance of soil and how to mana it properly,

Note: Practice Personal Hygiene protocols at all times.

1
we can avoid destroying one of the essential components of our environment and thus
contributing to food security.

Learning Competency with code: Describe how rocks turn into soil (S5FE-IVa-1)

Activity 1: Choose Me

Direction: Read the questions carefully. Write the LETTER of the correct answer in your
answer sheet.

1. Which of the following activities of man contribute to the breaking down of rocks?
a. Fishing b. Studying c. Mining d. Sky diving
2. What do you call the process when water, people, and animals break rocks into small
pieces until it turns into soil
a. Erosion b. Rock formation c. Weathering d. Fermenting
3. Which of the following is NOT a cause of weathering?
a. Ice b. Water c. Wind d. Fire
4. Which agent of weathering allows the rock to contract and expand?
a. Wind b. Temperature c. Human d. Animals
5. What type of weathering occurs when rock is physically broken down into smaller
pieces?
a. Mechanical weathering c. Deposition
b. Erosion weathering d. Chemical weathering
6. Weathering is the breakdown of rock into __________.
a. Sediments b. Mountains c. Boulders d. Ice
7. Which of the following statement about weathering is FALSE?
a. Rocks of different compositions weather at different rates.
b. Humans have great impact in increasing the rate of weathering.
c. The presence of soil slows down the weathering of the underlying bedrock.
d. There is less chance of weathering when the rock is exposed to weathering agents
for longer time
8. How do plants weather rocks?
a. Rocks excessively grow in size as plants give them nutrients
b. When the plant moves water from the roots to the leaves, the rock breaks
c. When roots grow into cracks of rocks and expand, the rock breaks
d. Plant shades the rocks preventing them from receiving sunlight
9. A cliff was formed near the ocean. Which statement best describes how this cliff was
formed?
a. Ocean waves washed away rock c. Warm air melted the rock
b. Sun rays evaporated the rock d. Plant roots pushed away the rock
10. How do plants weather rocks?
a. When water moves from the roots to the leaves
b. When the leaves dissolve the rocks
c. When the rocks mimics the color of the plant
d. When roots grow into the cracks of the rocks

Note: Practice Personal Hygiene protocols at all times.

2
Activity 2: What is happening?

Direction: The flow diagram of weathering is shown in the images below. Continue the
statement in each box to describe the corresponding picture about what happens to
rocks during the process of weathering.

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Note: Practice Personal Hygiene protocols at all times.

3
Activity 3: Match me

Direction: Match the agents of rock weathering in Column A to its corresponding

illustration in Column B.

Column A Column B

1. Wind •

2. Human •

3. Temperature •
•

4. Plants •

5. Animals •

Note: Practice Personal Hygiene protocols at all times.

4
Activity 4: Modified True or False

Direction: Write TRUE if the statement is correct and write FALSE if the statement is
incorrect. Space is provided before the item. If your answer is false, underline the
word/ phrase that makes the statement incorrect and write the correct answer after
the sentence.

__________ 1. Weathering is a term for the general process by which rocks are broken down
at the Earth’s surface.

__________ 2. Water is the main agent of weathering.

__________ 3. Weathering is important because it turns rock to soil.

__________ 4. Industrialization increase the rate of weathering.

__________ 5. Chemical weathering is also known as physical weathering.

Rubrics:
1 point – true
1 point – false for false statement, if the correct word is supplied plus 1, not
enough that they indicate it as false

Reflection

In this activity, I learned that

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

I enjoyed most on
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

I want to learn more on

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

References for Learners

• Grade 5 Science Learner’s Manual
• www.soils4kids.org/about
• www.qld.gov.au/environment/land/management/soil/soil-explained/forms
• Breaking of rocks- offline LRMDS Science 5

Note: Practice Personal Hygiene protocols at all times.

5
Answer Key

Activity 1

1. C 6. A
2. C 7. C
3. D 8. C
4. B 9. A
5. A 10. D
Activity 2

1. a) The rock’s surface expands during the hot day or daytime

2. b) The surface contracts during the cold night
3. c) The surface fractures due to repeated expansion and contraction
4. d) Outer layers shatter and pieces of rock peel off

Activity 3

Activity 4

TRUE 1. Weathering is a term for the general process by which rocks are broken down at
the Earth’s surface.
TRUE 2. Water is the main agent of chemical weathering.
TRUE 3. Weathering is important because it turns rock to soil.
TRUE 4. Industrialization increase the rate of weathering.
FALSE 5. Mechanical weathering is also known as physical weathering.

Prepared by:

Verona F. Agudo
Maria Victoria Y. Facuri
Kathleen E. Castillo
Writers

Note: Practice Personal Hygiene protocols at all times.

6
 SCIENCE 5
Name of Learner: ___________________________ Grade Level: ______________________

Section: __________________________________ Date: ____________________________

LEARNING ACTIVITY SHEET

Soil Erosion

Background Information for Learners

Soil is the earth’s fragile skin that anchors all life on Earth. It is comprised of countless
species that create a dynamic and complex ecosystem and is among the most precious resources
to humans. Increased demand for agriculture commodities generates incentives to convert
forests and grasslands to farm fields and pastures. The transition to agriculture from natural
vegetation often cannot hold onto the soil and many of these plants, such as coffee, cotton,
palm oil, soybean, and wheat, can increase soil erosion beyond the soil’s ability to maintain
itself. Soil erosion is a naturally occurring process on all land. Rocks are broken down into
different pieces, it does not stay in one place. Others are transferred from one place to another.
Materials such as sediments are transported due to erosion and some rock fragments become
part of the soil. Erosion of rock fragments greatly contribute to the soil formation as well as
formation of landforms.
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. These impacts include compaction, loss
of soil structure, nutrient degradation, and soil salinity. These are very real and at times severe
issues. Soil erosion may be a slow process that continues relatively unnoticed, or it may occur
at an alarming rate causing serious loss of topsoil. The loss of soil from farmland may be
reflected in reduced crop production potential, lower surface water quality, and damaged
drainage network.
There are different agents of soil erosion. It includes water, wind, animals, and humans.
• Water transports rocks and soil particles from one place to another as it flows.
• As the wind blows, it carries light particles of rocks and soil, transporting and
depositing them in another place.
• When burrowing, animals dig the ground, some rock and soil particles stick to their
bodies. And as they move from one place to another, they carry such particles.
• Humans, whenever we walk, the soil clings to our shoes, so the soil gets transported
from place to place. Gardening and quarrying may also cause erosion.

The effects of soil erosion go beyond the loss of fertile land. It has led to increased
pollution and sedimentation in streams and rivers, clogging these waterways and causing
declines in fish and other species. And degraded lands are also often less able to hold onto
water, which can worsen flooding. Sustainable land use can help to reduce the impacts of
agriculture and livestock, preventing soil degradation and erosion and the loss of valuable land
to desertification.

Learning Competency with code

Investigate extent of soil erosion in the community and its effects on living things and
the environment (S5FE-IVb-2)

Note: Practice Personal Hygiene protocols at all times.

7
Activity 1: Word Loop

Direction: Encircle 10 words horizontally, vertically, upward or downward which are

associated to Soil Erosion.

Note: Practice Personal Hygiene protocols at all times.

8
Activity 2: Picture Perfect!

Direction: Explain how the different agents cause soil erosion in each picture.

1.
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
Source: Fearthresources.vic.gov.au ____________________________________
____________________________________

2. ____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
Source: www.pinterest.com
____________________________________

3. ____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
Source: www.haikudeck.com ____________________________________
____________________________________

4. ____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
Source: www.colegiogeracao.com ____________________________________
____________________________________

Note: Practice Personal Hygiene protocols at all times.

9
Activity 3: Experiment Time!!! (Day 3 and 4)

Direction: Perform the following procedure and answer the questions that follow.

Material Needed
3 tray pans (or any rectangular container)
6 cups of garden soil
3 wooden blocks of different heights (i.e, 1 inch, 2 inches, 3 inches)
3 bottles of 500 mL water

Procedure
1. Place the wooden blocks on a flat surface. Label each block as A, B, and C.

2. Place one tray pan on each column in a slanting position.

3. Pour two cups of garden soil and spread it on each pan.

Note: Practice Personal Hygiene protocols at all times.

10
 4. Pour one bottle of water above each pan with soil.

5. Record your observations in the following table.

Column Observation

___________________________________________________
A ___________________________________________________
___________________________________________________

___________________________________________________
B ___________________________________________________
___________________________________________________

___________________________________________________
C ___________________________________________________
___________________________________________________

Guide Questions:

1. Which pan had the least amount of soil eroded? The greatest?
_____________________________________________________________________
_____________________________________________________________________

2. Explain how does the slope of land affect the rate of erosion?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Note: Practice Personal Hygiene protocols at all times.

11
Activity 4: Is it True?

Direction: Write TRUE if the statement is correct. If FALSE, change the underlined word/s
to make the statement correct.

_________ 1. The movement of rocks from one place to another is called weathering.
_________ 2. Sediments are materials transported due to erosion.
_________ 3. The faster the running water is, the slower the soil erosion would be.
_________ 4. Sand dunes are ridges of sand formed by waves.
_________ 5. Erosion is faster and greater on land surfaces with gradual slope.
_________ 6. Gardening can also cause erosion because soil moves as we mine the
ground.
_________ 7. A slope is a flat surface of land.
_________ 8. Small volumes of soil and sand are transported when they are used in the
construction of houses.
_________ 9. When burrowing animals dig the ground, some rock and soil particles stick
to their bodies.
_________ 10. Landslide can be caused by water, wind, animals, and humans.

Activity 5: The outcome!

Direction: List down the effects of soil erosion in table form.

Landforms Plants Humans and Animals

Damages the slopes of Plant receive very little Loss of lives.

mountains nourishment from the soil.

Note: Practice Personal Hygiene protocols at all times.

12
Reflection

In this activity, I learned that

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

I enjoyed most on
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

I want to learn more on

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

References for Learners

https://www.slideshare.net/sherylwil/5-soil-erosion
https://www.slideshare.net/moocsengine/soil-erosion-30083094

Note: Practice Personal Hygiene protocols at all times.

13
Answer key

Activity 1: Look at Me

Activity 2: Picture Perfect!

Answers may vary.

Activity 3: Experiment Time!

Guide Question:
1. Pan A had the least amount of soil eroded while Pan B had the greatest amount of soil
eroded.
2. The steeper the slope of the land, the higher the rate of the erosion.

Activity 4: Familiarize Yourself!

1. FALSE, erosion 6. FALSE, dig
2. TRUE 7. FALSE, inclined
3. FALSE, faster 8. FALSE, Large volumes
4. FALSE, wind 9. TRUE
5. FALSE, steeper 10. TRUE

Note: Practice Personal Hygiene protocols at all times.

14
Activity 5: The outcome

Possible Answers
Landforms Plants Humans and Animals
Damages the slopes of Plant receives very little Loss of lives.
mountains. nourishment from the soil.

Can add up to the beauty of Soil loses the ability to Sickness

nature. absorb and hold water.
Pollutes the seas and water
Sand Dunes Sediments may clog the that may affect aquatic
irrigation system, resulting to animals and Supply to
If large mass of soil is lack of water supply to potable water.
scratched and worn away, plants.
may result to destruction.
.

Prepared by:

Wilfredo C. Batallones
Edward C. Valiente
Cathlyn B. Ybay
Writers

Note: Practice Personal Hygiene protocols at all times.

15
 SCIENCE 5
Name of Learner: ___________________________ Grade Level: ______________________

Section: __________________________________ Date: ____________________________

LEARNING ACTIVITY SHEET

Weather Disturbances in the Philippines

Background Information for Learners

Weather disturbances refers to any disruption of the atmosphere’s stable condition. It

can manifest through the formation of a low pressure or different prevailing winds like
monsoons and Intertropical convergence Zone or ITCZ. Tropical Cyclone is a cyclone formed
over the tropics. In a cyclone, the cool air flows to take the place of the rising warm air. As a
result, the air current spins. The wind spirals around the center of the cyclone. This center is
called the eye. It is surrounded by bands of clouds and winds.

The Philippines being in tropic area experience Tropical Cyclone. Tropical cyclone
occurring within the Philippine Area of Responsibility (PAR) develops either in Pacific Ocean
or West Philippine Sea. If a cyclone develops from the Pacific Ocean, it generally moves in a
west to northwest direction but if it originates from West Philippine Sea, it moves in an east to
northeast direction. A cyclone intensifies when it is located over warm tropical waters and it
weakens as it moves in land. The intensity of tropical cyclone varies, and it can be classified
according to their degree of intensity.

The classifications of Tropical Cyclones according to strength of winds:

1. Tropical Depression is a weak low-pressure disturbance with definite surface

circulation. It has maximum wind speed of up to 61 kilometers per hour and is most
common in the Intertropical Convergence Zone (ITCZ)- the belt of low pressure which
circles the Earth near the equator

2. Tropical storm is an intensified tropical depression. It has a moderate tropical cyclone

with maximum wind speed of 62 to 88 kph. It is more organized and more circular in
shape. The rotation is more recognizable than that of a tropical depression. When it
intensifies, it is called Severe tropical storm having a maximum wind speed of 89 to
117 kph.

3. Typhoon is an intense tropical cyclone with maximum wind speed of 118 to 220kph.
Most of the time and accompanied by heavy rains and strong winds.

Weather disturbances are devastating. It can cause damage to life and properties. Heavy
winds can destroy power and communication lines. Roads and bridges are also damaged due
to heavy rainfall and flooding. Weather disturbances can also damage livelihood, uproot trees
and destroy our crops which serve as our food.

Note: Practice Personal Hygiene protocols at all times.

16
 We cannot change the path of the typhoon neither stop it from occurring. It is therefore
important that we know the information about these weather disturbances so that necessary
precautionary measures will be considered and practiced. These would contribute to lessening
its effects to us.

Learning Competency with code

Characterized weather disturbances in the Philippines and describe their effects to
daily life. (S5FE-IVd-4)

Activity 1. Let us Learn

Directions: Perform the experiment by following the procedures indicated below. Ask the
assistance of your parents or older sibling.
Materials:
1 clear plastic container (shoe box size) ice cubes
2 tablespoons red food coloring blue and red color pencil
2 tablespoons blue food coloring
Procedure:
1. Fill a rectangular plastic container with 2/3 full of tap of water. Let it stay for 30
seconds to make it still.
2. While waiting for the water to be still, put two drops of blue food coloring to the
ice cubes. Make sure it will color the ice cubes.
3. Slowly place the blue ice cubes at one end of the container.
4. Add two drops of red food coloring to the water at the opposite end of the
container. Be careful not to disturb the water.
5. Observe how the blue and red food coloring move.

6. Now, using the red and blue colored pencils, draw what you have observed.

7. Answer this question. What happened to the red and blue food coloring in the
water?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Note: Practice Personal Hygiene protocols at all times.

17
Activity 2: Let’s Study!

Directions: Answer the crosswords by using the hints given.

Across
2. With maximum wind speed of 62
kph to 88 kph

3. With maximum wind speed of up to

61 kph

5. Center of the cyclone

Down
1. An isolated weather system with
apparent circulation

4. With maximum wind speed of 118

kph to 220 kph

Note: Practice Personal Hygiene protocols at all times.

18
Activity 3: Let’s Connect

Direction: Identify what is being asked. Choose your answer from the box. Write your
answer on the space provided
Tropical storm High Pressure Area Typhoon Tropical depression

Low Pressure Area Tropical Disturbances PAGASA Pacific Ocean

West Philippine Sea ITCZ

____________1. Indicates fair weather.

____________2. More organized and more circular in shape.
____________3. An Isolated weather system with an apparent Circulation.
____________4. Indicates the possibility of rain.
____________5. Accompanied by heavy rains and strong winds.
____________6. Keeps track of cyclones that enter the Philippine Area of
Responsibility.
____________7. A weak low-pressure disturbance with a definite surface circulation.
____________8. Area where tropical cyclone develops and move in a west to northwest
direction.
____________9. Area where tropical cyclone develops and move in a east to northeast
direction.
____________10. The belt of low pressure which circles the earth generally near the
equator.

Note: Practice Personal Hygiene protocols at all times.

19
Activity 4. Let’s Apply

Directions: List down possible events that may happen on the following infrastructure or
resources when hit by a typhoon. Fill out the table below.

How to prevent the bad

Infrastructure or Resources Effects
effects

Note: Practice Personal Hygiene protocols at all times.

20
Activity 5: Let’s Check!

Directions: Write TRUE if the statement shows precautionary safety measures in times of
typhoons and FALSE if not. Place your answer before the number.

______1. Check the electrical appliances right after the flood has subsided.
______2. Practice panic buying spree of grocery items to have extra supply of food items
______3. Always check your family members who are in affected areas.
______4. Proceed with your outdoor activities like swimming even there is a typhoon
advisory.
______5. For health reasons, boil your drinking water after the typhoon.

Reflection

In this activity, I learned that

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

I enjoyed most on
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

I want to learn more on

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

References for Learners

• Grade 5 Science Learner’s Manual
• http://infiniteknowledge.expertscolumn.com/article/precautionary-measures-we-
follow-during-and-after-typhoon
• Science beyond Borders 5

Note: Practice Personal Hygiene protocols at all times.

21
Answer Key
Activity 1 Activity 2
The blue color goes down because
it is cold and heavier while the red
color goes up because it is warm and
lighter.

Activity 3
1. High Pressure Area
2. Tropical Storm
3. Tropical Disturbances
4. Low Pressure Area
5. Typhoon
6. PAGASA
7. Tropical Depression
8. Pacific Ocean
9. West Philippines Sea
10. ITCZ

Activity 4

Infrastructure or
Effect How to prevent the bad effects
Resources
Coconut plantation fell down Get the fruits of the coconut of
Coconut trees edible sizes before the coming of
the typhoon
Bananas fell down Cut the leaves of the bananas
Banana plantation
before the typhoon will come
Fishing boats were damaged, Secure the fishing boats and do
Sea Port and fisherman cannot go out not go out to catch fish
to fish
Power interruption occurred Do not go near the fallen
Electrical power
electrical posts
Roofs were blown away Tie the roofs of the house and
Houses secure all the light parts of the
house
Activity 5
1. True
2. False
3. True
4. False
5. True Prepared by:

Carol Dela Cruz

Armar C. Covita
Writers

Note: Practice Personal Hygiene protocols at all times.

22
 SCIENCE 5
Name of Learner: ___________________________ Grade Level: ______________________

Section: __________________________________ Date: ____________________________

LEARNING ACTIVITY SHEET

Phases of the Moon

Background Information for Learners

The moon is the only natural satellite that Earth has. A satellite is an object that revolves
around a larger object. The moon does not produce its own light. It only reflects the light
coming from the sun. The moon revolves around the earth about once every 29.5 days. Since
the moon is revolving around the earth, the amount of light it reflects from the sun varies as it
changes its position. And as the moon revolves around the earth, its appearance changes. This
is called the phases of the moon.

There are eight (8) phases of the moon that goes through in 29 ½ days. These are the
new moon, waxing crescent, first quarter, waxing gibbous, full moon, waning gibbous, third
quarter, and waning crescent. These eight phases are divided into primary and secondary
phases.

Primary Phases of the Moon

1. New Moon
2. First Quarter
3. Full Moon
4. Third Quarter (Last Quarter)
Secondary Phases
1. Waxing Crescent
2. Waxing Gibbous
3. Waning Gibbous
4. Waning Crescent

Note: Practice Personal Hygiene protocols at all times.

23
 PHASES OF THE MOON

New moon

The moon is between the sun and the Earth. The moon is not visible
from the Earth because the side of the moon facing the Earth is not
being hit by the sun’s light.

Waxing Crescent

The lighted part of the moon is less than half of it.

First quarter

The whole half of the moon is lighted. Up. This happens after
waxing crescent and before waxing gibbous.

Waxing Gibbous

More than half of the moon is lighted up. It happens right after the
first quarter.

Full Moon

The whole surface of the moon facing the earth is lighted up by the
sunlight. It appears as a very bright object in the night sky.

Waning Gibbous

More than half of the moon reflects the light but it gradually
becomes cast in shadow. It happens after the full moon.

Third Quarter/Last Quarter

Half of the moon is lighted and the other has shadow. It happens
before waning crescent.

Waning Crescent

Less than half of the moon has light. The lighted part of the moon
slowly becomes cast in shadow and the new moon phase occurs
again.

Learning Competency with a code

Infer the pattern changes in the appearance of the moon. (S5FE-IVg-h-7).

Note: Practice Personal Hygiene protocols at all times.

24
Activity 1: Observe Me

Materials:

Your head (represents the Earth)

Small white ball (represents the moon)
Flashlight or rechargeable LED (represents the sun)

Procedure:

1. Position the 3 materials just like the pictures above. Make sure that the flashlight or the
rechargeable LED does not move.
2. Turn off the light in your room.
3. Turn on the flashlight or the rechargeable LED.
4. Turn around while holding the small ball without moving the flashlight or the
rechargeable LED.
5. Observe what happens to the appearance of the small ball or the moon.

Guide Questions:

1. Draw the lighted portion of the small ball (moon) at different positions.
Rubrics
Beginning Developing Accomplished Exemplary
(5 points) (10 points) (15 points) (20 points)

Less than 5 of the At least 5 of the 6-7 of the moon All of the moon
moon phases were moon phases were phases were phases were
correctly illustrated correctly illustrated correctly correctly
illustrated illustrated

2. Why does the lighted portion of the small ball changes in shape as the Earth rotates?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Note: Practice Personal Hygiene protocols at all times.

25
Activity 2: Draw Me

Direction: Draw the different phases of the moon based on given descriptions. Draw your
answer on the box.

New moon

The moon is between the sun and the Earth. The moon is not visible
from the Earth because the side of the moon facing the Earth is not
being hit by the sun’s light.
Waxing Crescent

The lighted part of the moon is less than half of it.

First quarter

The whole half of the moon is lighted. Up. This happens after
waxing crescent and before waxing gibbous.

Waxing Gibbous

More than half of the moon is lighted up. It happens right after the
first quarter.

Full Moon

The whole surface of the moon facing the earth is lighted up by the
sunlight. It appears as a very bright object in the night sky.

Waning Gibbous

More than half of the moon reflects the light, but it gradually
becomes cast in shadow. It happens after the full moon.
Third Quarter/Last Quarter

Half of the moon is lighted and the other has shadow. It happens
before waning crescent.
Waning Crescent

Less than half of the moon has light. The lighted part of the moon
slowly becomes cast in shadow and the new moon phase occurs
again.

Note: Practice Personal Hygiene protocols at all times.

26
Activity 3: Match Me

Direction: Match the word in column A to its correct description in column B. Write the
letter of your answer on the blank before the number.

Column A Column B

___________1. FULL MOON a. The moon appears in a semicircle form

and is seen after a new moon.

___________2. FIRST QUARTER b. This phase is when the moon is not seen
and is between the sun and the Earth.

___________3. NEW MOON c. Half of the moon is seen again, and it

happens before the new moon of the
next cycle.
___________4. LAST QUARTER
d. It appears as an entire circle in the sky.

___________5. MOON
e. The natural satellite of the Earth.

Activity 4: True or False

Direction: Read the items carefully and write TRUE if the statement about the moon is true
and FALSE if it is not true. Write your answer on the blank before the number.

____1. The moon is a natural satellite of the Earth.

____2. The moon gets its light from the sun.
____3. As the moon revolves around the Earth, its appearance changes.
____4. There are eight (8) phases of the moon.
____5. It takes 29 1/2 days to complete these eight (8) phases.
____6. The new moon happens when the moon is between the sun and the Earth.
____7. The full moon happens when the moon is between the sun and the Earth.
____8. When the moon seems to be growing, it is undergoing a waxing phase.
____9. When the moon seems to be getting smaller each night, it is in waning phase.
____10. Full moon and new happen twice in a month.

Note: Practice Personal Hygiene protocols at all times.

27
Activity 5

Direction: Read and answer the questions.

1. Observe the current phase of the moon, illustrate, and name its phase.

Rubrics for Scoring

Points Zero (0) Two (2) Four (4) Six (6) Eight (8) Ten (10)
Quality The The The The The The
of illustrati illustratio illustration illustration illustration illustration
Drawing on has 9- n has 7-8 has 5-6 has 3-4 has 1-2 has no
10
erasures. erasures. erasures. erasures. erasures
erasures.

2. Interview elders within the family on belief associated with the phases of the moon.

Reflection

In this activity, I learned that

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
I enjoyed most on
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
I want to learn more on
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

References

Science Beyond Borders (LM) pages 72-83

Science Beyond Borders (TG) pages 49-54

Note: Practice Personal Hygiene protocols at all times.

28
Answer Key

Activity 1 “Observe Me”

Guide Questions:

1. Draw the lighted portion of the small ball (moon) at different positions.
Answer: The quality of their illustrations may vary. Use the rubrics in giving points.

2. Why does the lighted portion of the small ball changes in shape as the Earth rotates?
The moon revolves around the earth that is why the appearance/shape of the moon
changes. The lighted part of the moon changes as it moves around the earth.

Activity 2 “Draw Me”

New moon

The moon is between the sun and the Earth. The moon is not visible
from the Earth because the side of the moon facing the Earth is not
being hit by the sun’s light.

Waxing Crescent

The lighted part of the moon is less than half of it.

First quarter

The whole half of the moon is lighted. Up. This happens after
waxing crescent and before waxing gibbous.

Waxing Gibbous

More than half of the moon is lighted up. It happens right after the
first quarter.

Full Moon

The whole surface of the moon facing the earth is lighted up by the
sunlight. It appears as a very bright object in the night sky.

Note: Practice Personal Hygiene protocols at all times.

29
 Waning Gibbous

More than half of the moon reflects the light but it gradually
becomes cast in shadow. It happens after the full moon.

Third Quarter/Last Quarter

Half of the moon is lighted and the other has shadow. It happens
before waning crescent.

Waning Crescent

Less than half of the moon has light. The lighted part of the moon
slowly becomes cast in shadow and the new moon phase occurs
again.

Activity 3 MATCH ME Activity 4

1. d 1. TRUE
2. a 2. TRUE
3. b 3. TRUE
4. c 4. TRUE
5. e 5. TRUE
6. TRUE
7. FALSE
8. TRUE
9. TRUE
10. FALSE
Activity 5

1. Use the rubric

2. Answers may vary.

Prepared by:

Kristine Hazel W. Bidayan

Hazel Velayo
Writers

Note: Practice Personal Hygiene protocols at all times.

30
 SCIENCE 5
Name of Learner: ___________________________ Grade Level: ______________________

Section: __________________________________ Date: ____________________________

LEARNING ACTIVITY SHEET

Star Patterns
Background Information for Learners
The patterns of stars seen in the sky are usually called constellations. Ancient humans
got creative with the star patterns they observed. They played cosmic "connect the dots" to
establish patterns that looked like animals, gods, goddesses, and heroes, creating constellations
(Greene 2020).
Constellations played a significant role in navigation for explorers of the earth's surface
and oceans; these navigators created extensive star charts to help them find their way around
the planet (Greene 2020).
There are 88 official constellations in the Northern and Southern Hemispheres of our
sky. Most people can see more than half of them throughout the year, though it can depend on
where they live. The best way to learn them all is to observe throughout the year and study the
individual stars in each constellation (Greene 2020).
Northern constellations are those found in the northern celestial hemisphere, located
north of the celestial equator. The majority of the modern 36 northern constellations are based
on the Greek constellations, first catalogued by the astronomer Ptolemy in the 2nd century.
Many of them are associated with Greek myths and legends Southern constellations are those
that lie to the south of the celestial equator and are better seen from the southern hemisphere.
The southern constellations that were visible to Greeks are mostly associated with Greek myths
and some of them even date back to earlier times. Zodiac constellations are constellations that
lie along the plane of the ecliptic. The ecliptic, or the apparent path of the Sun, is defined by
the circular path of the Sun across the sky, as seen from Earth. In other words, the Sun appears
to pass through these constellations over the course of a year (Constellation Guide n.d.).

Zodiac Constellation Start End

Capricorn January 19 February 15
Aquarius February 16 March 11
Pisces March 12 April 18
Aries April 19 May 13
Taurus May 14 June 19
Gemini June 20 July 20
Cancer July 21 August 9
Leo August 10 September 15
Virgo September 16 October 30
Libra October 31 November 22
Scorpio November 23 November 29
Ophiuchus November 30 December 17
Sagittarius December 18 January 18

Note: Practice Personal Hygiene protocols at all times.

31
Northern spring/southern autumn constellations (late March to late June):
Antlia Crux Ursa Major
Corvus Pyxis Chamaeleon
Lynx Canes Venatici Leo Minor
Boötes Hydra Ursa Minor
Crater Sextans Coma Berenices
Musca Centaurus Lupus
Cancer Leo Virgo

Northern summer/southern winter constellations (late June to late September):

Apus Capricornus Corona Borealis
Draco Indus Microscopium
Pavo Scorpius Telescopium
Aquila Circinus Cygnus
Equuleus Libra Norma Triangulum
Sagitta Scutum Australe
Ara Corona Australis Delphinus
Hercules Lyra Ophiuchus
Sagittarius Serpens Vulpecula

Northern autumn/southern spring constellations (late September to late December):

Andromeda Aries Cepheus
Grus Octans Perseus
Pisces Sculptor Tucana
Aquarius Cassiopeia Cetus
Lacerta Pegasus Phoenix
Piscis Austrinus Triangulum

Note: Practice Personal Hygiene protocols at all times.

32
Northern winter/southern summer constellations (late December to late March):
Auriga Puppis Lepus
Eridanus Canis Major Vela
Orion Horologium Columba
Caelum Reticulum Mensa
Fornax Canis Minor Volans
Pictor Hydrus Dorado
Camelopardalis Taurus Monoceros
Gemini Carina

Source: Constellation Guide (https://www.constellation-guide.com/)

Note: Practice Personal Hygiene protocols at all times.

33
 Source: https://www.vectorstock.com/royalty-free-vector/constellations-northern-and-southern-vector-1355015

Source: https://www.youtube.com/watch?v=7lwJGHg_SQM

Learning Competency with Code

Identify star patterns that can be seen at times of the year (S5FE-IVi-j-1)

Note: Practice Personal Hygiene protocols at all times.

34
Activity 1: Where Am I?
Direction: Write inside the box NC if the constellation is a northern constellation, SC if it’s a
southern constellation.

1. Cassiopeia

2. Phoenix

3. Unicorn/Monoceros

4. Eagle/Aquila

Note: Practice Personal Hygiene protocols at all times.

35
Activity 2: Tell Me When and Where
Direction: Write inside the box the hemisphere and season/s each of the following constellation
can be seen.

1. Cassiopeia

2. Ursa Major

3. Hydra

4. Lyra

5. Canis Major

6. Pegasus

7. Centaurus

8. Cygnus

9. Hercules

10. Phoenix

Note: Practice Personal Hygiene protocols at all times.

36
Activity 3: Zodiac Gazing
Direction: Write the name of the zodiac constellation in each item after completing its pattern.

1. ___ ___ ___ ___ ___ ___ ___ ___

2. ___ ___ ___ ___ ___ ___

3. ___ ___ ___ ___ ___

4. ___ ___ ___ ___ ___ ___

5. ___ ___ ___ ___ ___ ___ ___ ___

Note: Practice Personal Hygiene protocols at all times.

37
Activity 4: Who am I?

Directions: Complete the puzzle by identifying the word/words being described.

2 4

1
A

3
N

5
S

Across
1. The Bull
3. The Hunter
5. The Ram

Down
2. The Water Bearer
4. The Twins

Note: Practice Personal Hygiene protocols at all times.

38
Activity 5: Word Hunt!

Direction: The following words can be found in the maze below. The letters may be arranged
horizontally, vertically, diagonally, or backward.

Constellations Draco Ursa Major Cassiopeia Betelgeuse

Ursa Minor Orion Polaris Asterism Rigel

Note: Practice Personal Hygiene protocols at all times.

39
Activity 6: Let’s Check!

Direction: Write (S) if statement A is true and statement B is false; (T) if statement B is true
and statement A is false; (A) if statements A and B are both true; and, (R) if
statements A and B are both false.

_______ 1. Statement A: Constellations are groups of stars that for distinct patterns in the sky.

Statement B: Constellations can be seen only at night.

_______ 2. Statement A: Little Dipper and Big Dipper are also considered as constellations.

Statement B: Little Dipper is found within Ursa Minor.

_______ 3. Statement A: Polaris is also known as the South Star.

Statement B: Polaris is located in Ursa Major.

_______ 4. Statement A: Cassioppeia constellation forms a letter W in the sky.

Statement B: The Orion constellation is referred to as the Hunter.

_______ 5. Statement A: When the stars are hidden by clouds, there is a possibility of rainfall.

Statement B: Navigators use Polaris as their guide in determining directions.

Reflection
In this activity, I learned that
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

I enjoyed most on
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

I want to learn more on

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Reference for Learners

Science Beyond Borders Textbook page 144 – 147
The New Science Links – Worktext in Science and Technology page 273 - 281

Note: Practice Personal Hygiene protocols at all times.

40
Answer Key

Activity 1

1. NC
2. SC
3. SC
4. NC
5. NC
Activity 2

1. Northern autumn/southern spring

2. Northern spring/southern autumn
3. Northern summer/southern winter
4. Northern autumn/southern spring
5. Northern winter/southern summer
6. Northern autumn/southern spring
7. Northern spring/southern autumn
8. Northern summer/southern winter
9. Northern summer/southern winter
10. Northern autumn/southern spring
Activity 3

1. Aquarius
2. Gemini
3. Libra
4. Taurus
5. Scorpius

Activity 4

1. Taurus
2. Aquarius
3. Orion
4. Gemini
5. Aries

Note: Practice Personal Hygiene protocols at all times.

41
 Activity 5

Activity 6

1. A 2. T 3. R 4. A 5. A

Prepared by:

Kym Clyde H. Moro

Ma. Esperanza D. Joves
Writers

Note: Practice Personal Hygiene protocols at all times.

42