School IPIL NATIONAL HIGH SCHOOL Grade Level 9-Chastity, 9-Generosity, 9-Purity

Teacher HYACINTH JACA Learning Area Science

GRADES 1 TO 12 Teaching Date and March 5, 2019 Quarter 3rd
DAILY LESSON PLAN Time

Tuesday
I.OBJECTIVES Objectives must be met over the week and connected to the curriculum standards.
A. Content Standards The relationship between the visible constellations in the sky and Earth's position along its orbit.
B. Performance Standards Discuss whether or not popular beliefs and practices with regard to constellations and astrology have scientific basis.
C. Learning Competency Determine how early people used the constellations.
II.CONTENT Beliefs and practices about constellations and astrology
INTEGRATION ICT,Values, Locals
III.LEARNING RESOURCES
A. References
1. TG 3rd Quarter p. 219
2. LM 224-225
3. CG S9ES-IIIk-36
B. Other Learning Resources http://curious.astro.cornell.edu/about-us/117-the-universe/stars-and-star-clusters/constellations/375-what-are-
constellations-used-for-intermediate and https://www.youtube.com/watch?v=BLjexyzy_e8
IV.PROCEDURES
A. Reviewing previous lesson Present pictures of some constellations. Let the students identify whether the constellation shown can be seen prominently during
(ELICIT) Winter, Spring, Summer or Fall.
B. Establishing a purpose for the
Ask students to fill in the blanks to complete the words.
lesson
(ENGAGE)

R_L_G_ON
AG_ _C__T_RE
N__IG_T__N
C. Presenting examples/ Present a video about how early people used the constellations.
instances of the new lesson
https://www.youtube.com/watch?v=BLjexyzy_e8
(EXPLORE)
Group students into three (3). Let the students answer the following:
 Activity questions :

1. What did the early people use in determining when to sow or harvest in the time before there was no calendar?
2. Which constellation indicates that the cold season is coming?
3. How is the constellation associated with religion?
4. What star is widely used by people in navigation? What is the reason?

D. Discussing new concepts and

practicing new skills #1 (representative from each group present their work)
(EXPLAIN)
Provide feedback. Correct the misconceptions of the students if there are any.

E. Discussing new concepts and With the same groupings, ask students to do the second activity.
practicing new skills #2 Present table below in a chart.

Instruction: Each group will choose one agricultural activity to be enacted in front. After the enactment, the other groups will
guess the local name of that constellation as well as the month of appearance. 5 points for the correct guess, 3 points for the
incorrect guess.
Stars and Constellations Used by Matigsalug Manobo of Bukidnon

Local Name Month of Related Agricultural Activity Western Equivalent

Appearance
Baha December Clearing of forest Taurus
to February
Pandarawa January Start of planning what kind of crops to plant and how wide the Pleiades
area for planting should be
Balatik February Start of planting and setting of traps to protect the crops from Orion’s Belt
animals
Malihe March Planting of rice, corn, or vegetables
 Gibbang April and May End of planting season; signifies rich harvest Gemini
Malara May Stop planting Canis Minor
Lepu Late May Time to clean or clear the fields while waiting for Aquila
harvest time
Buwaya June Start of the rainy season

F. Developing Mastery
The first use for Constellations was probably religious. People thought that the Gods lived in the heavens and that they created
(ELABORATE)
them. Many cultures believed that the positions of the stars were their God's way of telling stories. So it seemed natural to
recognize patterns in the sky, give them names, and tell stories about them.

A more practical use for constellations was agriculture. Before there were proper calendars people had no way of determining
when to sow, or harvest except by the stars. Constellations made the patterns of the stars easy to remember. The ancient peoples
knew for example that when the constellation Orion started to be fully visible winter was coming soon. Or they could look at the
Summer Triangle to know when Summer or Spring were coming as well. The stars allowed farmers to plan ahead and form
agriculture, and constellations made it easier to recognize and interpret the patterns in the sky.

The constellations also helped with navigation. It is fairly easy to spot Polaris (The North Star) once you've found Ursa Minor (Little
Dipper constellation). One can figure out his/her latitude (North/South) just by looking at how high Polaris appears in the night
sky. This allowed for ships to travel across the globe. It allowed for the discovery of America, the spread of European culture, and
civilization as we know it today.

G. Finding practical application

Do the modern people, or the 21st century people still use constellations for Agriculture? If yes, in what way?
of concepts and skills in daily
living How about in religion? In navigation?
H. Making generalization and
abstractions about the lesson Ask students to enumerate and explain how early people used the constellations.

I. Evaluating learning
(EVALUATE) In a ¼ sheet of paper, let the students answer the following:

Direction: Read each time carefully and write the letter that corresponds to the correct answer.

1. Which constellation indicates that the cold season is coming?

a. Taurus
b. Orion
c. Gemini
d. Aquila

2. What star is widely used by people in navigation?

a. Polaris
b. Rigel
c. Antares
d. Aldebaran

3. What local constellation signifies the start of rainy season in the Philippines?
a. Balara
b. Buwaya
c. Lepu
d. Balatik
 4. In what month does the constellation Lepu appears which is the time to clean or clear the fields while waiting for harvest
time?

a. January
b. March
c. April
d. Late May

5. The following are how the early people used the constellations except

a. religion
b. agriculture
c. economic
d. navigation

J. Additional activities for Research for tribes or ethnic groups which still use constellations in different aspects of their lives.
application or remediation

(EXTEND)

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the
Evaluation

B. No. of learners who require additional

activities for remediation who scored
below 80%

C. Did the remedial lesson work? No. of

learners who have caught up with the

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 or supervisor can help me
solve?

G. What innovation or localized materials

did I use which I wish to share with other
teachers?

Prepared by: Checked by:

HYACINTH JACA MS. NENA M. CAMAROTE

Practice Teacher SST-II