SCIENCE AND HEALTH IV

Date: ____________
I. Objective:
Tell that there are nine planets and other objects that more around the sup
Values:

Work harmoniously with others. Like he nine planets and the other objects in the solar
system, everything works out right if everybody works harmoniously with others.

II. Subject Matter:

Earth, Moon and Sun

(Sun and Planets)

A. Science Concept/Idea:
The sun is the center of the solar system.
The solar system is made up of nine planets, 41 moons, thousands of planetoids and an
undetermined number of meteors and meteorites.
The nine planets are Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune and Pluto
B. Science Processes:
Describing, communicating, inferring, observing
C. Materials:
Tellurian
References:
Science Module IV - by Mrs. Jessie A. Villegas p. 64
Earth Beyond - McMillan/McGraw Hill pp. 36-53
III. Procedure:
A. Preparatory Activities:
1. Motivation:
What gives us light during daytime?
Do you think it is only here on Earth that receives the light and heat of the sun? Why?
B. Presentation:
1. Show the planetarium/Tellurian.
2. Identify the parts/things in the planetarium.
3. Allow the children to give their observations.
4. Lead them to a discussion that will describe what make up the solar system.
C. Concept Formation:
1. What is the solar system?
2. What is the center of the solar system?
3. Besides the planet Earth, are there other planets and bodies that revolve around the Sun?
D. Generalization:
1. What make up the solar system? a
2. What bodies move around the sun?

E. Application:
From what we have learned, the planets and other bodies revolve around the sun without
banging or bumping against each other. '-an we work or do our activities as orderly as these?
How?
IV. Evaluation:
Draw the sun with the nine planets around it. Label your drawing. Name your drawing, The Solar
System.
V. Assignment:
Explain the rotation of earth on its axis.
Remarks:
____________________________________________________________________
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SCIENCE AND HEALTH IV

Date: ____________
I. Objective:
Infer that the earth rotates on its axis
Values:

Faith in God. There is an unseen Mighty Hand' that makes things more so orderly and
harmoniously for the benefit of His creation. Fait/' in this Unseen Power must always be in
the heart of every man.

II. Subject Matter:

Earth, Moon and Sun

(How Earth Rotates on its Axis)

A. Science Concept:
The earth rotates on its axis.
B. Science Processes:
Describing, inferring, observing
C. Materials:
Tellurian, globe, top
References:
Science and Health Module IV by Mrs. Jessie A. Villegas pp. 64-65
Britannica Junior Encyclopedia p. 169; Learning and Growing Through Science IV p. 372
III. Procedure:
A. Preparatory Activities:
1. Motivation:
1. Show a top. Ask if they have played or seen one play this toy before.
2. Spin the top. How does the top move?
3. Let's find out how the earth rotates. Will it spin like the top?
B. Presentation:
1. Divide the class in groups.
2. Explain the procedure.
3. Set up the standards with the class.
C. Concept Formation:
1. Each group gives their observations.
2. What do you call the support where an object rotate or turn?
3. Does the earth have this axis? Is it real o imaginary?
D. Generalization:
1. What is rotation?
2. How does the earth rotate?
E. Application:

Like the top or the globe that you can rotate, do you think there is someone who akes the
Earth rotates?
IV. Evaluation:
Take turns in showing how the earth rotates by:
1. using the top
2. using the globe
3. by yourself
V. Assignment:
Get an object that resembles the shape of he earth. Stick something that serves as the axis. Show
how the earth rotates using this.

Remarks:
____________________________________________________________________
____________________________________________________________________
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SCIENCE AND HEALTH IV

Date: ____________
I. Objective:
State that the earth takes one day or 24 hours to make a complete rotation on its axis
Values:

Be a good listener and an active participant during discussions.

II. Subject Matter:

Earth, Moon and Sun
A. Science Concept:
Earth takes one day or 24 hours to complete the rotation on its axis
B. Science Processes:
Describing, communicating
C. Materials:
Globe, rubber ball, barbeque stick, tellurian
References:
Science and Health Module IV- by Mrs. Jessie A. Villegas p. 64 Britannic Junior Encyclopedia p.
169; Learning and Growing Through Science IV p. 312
III. Procedure:
A. Preparatory Activities:
1. Review:
How does the earth rotate?
B. Presentation:
1. Motivation/Presentation:
Motivation/Presentation If the Earth rotates on its axis, how long do you think it takes to
complete one rotation?
2. Lesson Proper:
Activity I
a. Push a barbeque stick through the rubber ball.
b. Paste a piece of colored paper on the rubber ball.
c. Twirl the stick to make the rubber ball rotate.
1. Did you notice the rubber ball rotate?
~.
2. How many turns did it make?
C. Concept Formation:
1. Pupils report their observations.
2. Lead the pupils in a discussion in order to formulate a generalization after reading this
selection.
D. Generalization:
How long does u. take the Earth to complete one rotation on its axis?

E. Application:
If the earth makes a complete rotation on its axis in one day or 24 hours, how many times
does it make a complete rotation in a week?
IV. Evaluation:
Mark with a () those statements that are true and ( x ) with those that are not.
1. The earth rotates on its axis.
2. The earth stops rotating after 24 hours.
3. One complete rotation of the earth is done in 24 hours or one day.
V. Assignment:
How many times does the Earth make a complete rotation on its axis
1. in a month?
2. in a year?
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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SCIENCE AND HEALTH IV

Date: ____________
I. Objective:
Show through a model hw Earth's rotation on its axis causes day and night
Values:

The periodic cycle of a day and night is like the ups and downs in a persons life. This
shows that there is always hope.

II. Subject Matter:

Earth, Moon and Sun

(What Causes Day and Night?)

A. Science Concept:
The rotation of the Earth on its axis causes day and night.
B. Science Processes:
Describing, communicating, observing, inferring
C. Materials:
Tellurian (Orrery)
References:
Science and Health Module IV - by Mrs. Jessie A. Villegas p. 64
Science Teachers Training Resource Material for Practical Work: Jessie A. Villegas p. 24
III. Procedure:
A. Review:
1. How does he earth rotate?
2. How long does the Earth take to make a complete rotation?
B. Lesson Proper:
1. Motivation:
What time do you come to school?
What time do you sleep?
What do you think cause these time of the day?
2. Activity/Procedure:
2.1. Switch on the flashlight of the tellurian.
Observe how the globe is illuminated.
2.2. Turn slowly the I-beam of the tellurian in counter-clockwise direction.
Observe any changes on the part of the globe that is illuminated.
C. Concept Formation/Discussion:
1. What does the globe represent?
2. What does the flashlight represent?
3. Is the same place of the globe illuminated all the time as it rotate?
D. Generalization:
What are there days and nights?

What causes days and nights?

E. Application:
If the Philippines face the light source, which is the sun, what time is it in the Philippines?
IV. Evaluation:
Write the letter of the correct answer.
1. A certain place in the earth faces the sun. What time is it in that place?
a. night time
c. play time
b. day time
d. bed time
2. The place on earth that is on the opposite side of the light source is
a. night.
c. sunset
b. day d. Sunday
V. Assignment:
What causes day and night?
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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____________________________________________________________________
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SCIENCE AND HEALTH IV

Date: ____________
I. Objective:
Describe that the rotation of the earth is in counter-clockwise direction as seen from the top
of North Pole
Values:

Unity: A unified effort in what ever activity brings better results

II. Subject Matter:

Earth, Moon and Sun

(In what direction does the earth rotates?)

A. Science Concept:
The earth rotates in a counter-clockwise direction as seen from the top of North Pole
B. Science Processes:
Describing, observing
C. Materials:
Globe, wall clock
References:
Science and Health Module IV by Mrs. Jessie A. Villegas p. 65
Britannica Junior Encyclopedia p. 169
Into the Future: Health and Science I pp. 234-235
III. Procedure:
A. Review
1. What causes day and night?
2. How many hours make one day?
3. What time on Earth is at the side facing the sun?
4. What is it on the opposite side not facing the sun?
B. Lesson Proper
1. Motivation
Observe the hands of the clock. From what direction to what direction do its hands move?
What do we call this direction?
2. Activity Proper
a. Divide the class into groups.
b. For each group, give a globe.
c. Explain the procedure.
1. Get a globe.
2. Trace its axis with a strip of colored paper or yarn.
3. Turn the globe from left to right or west to east direction.
a. Observe the movement of the globe above the North Pole.
b. Describe the movement of the globe if viewed beneath the South Pole.

C. Concept Formation:
1. When you turned the globe from left to right or from west to east, is the earth's rotation the
same as the direction of the hands of the clock? If nut, what do you call this direction?
2. When you viewed the movement of the globe above the North Pole, what is the direction of
the Earth's rotation?
3. How do you describe the earth's rotation on the South Pole?
D. Generalization:
In what direction does the earth rotate?
How does the earth rotate as seen from the North Pole?
E. Application:
Let's play a game. Form a circle. The leader will say clockwise or counterclockwise. The one
who goes the other way will be he IT.
IV. Evaluation:
1. How do you describe the movement of the hands of the clock?
a. clockwise
b. counter-clockwise
c. left to right
2. As seen from the North Pole, the Earth rotates in direction.
a. clockwise
b. counter-clockwise
c. east to west
V. Assignment:
Draw the rotation of the earth on its axis. Use arrows- to illustrate the direction of its movement.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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SCIENCE AND HEALTH IV

Date: ____________
I. Objective:
Describe the movement of the earth around the sun
Values:

Wise use of time. Use your time wisely because as the earth revolves around the sun, time
is moving and lost time can never be retrieved.

II. Subject Matter:

Earth, Moon and Sun

(The Movement of the Earth Around the Sun)

A. Science Concept:
The earth as it rotates on its axis, revolves also around the sun. It revolves following west to
east direction (counter-clockwise).
B. Science Processes:
Inferring, observing, describing
C. Materials:
Tellurian (Orrery), taped music, radio cassette
References:
Science and Health Module IV by Mrs. Jessie A. Villegas p. 65 Training Module in the Use of
Practical Work in Teaching Science Jessie A. Villegas p. 14
III. Procedure:
A. Review
How does the earth rotate?
What is the effect of the earth's rotation?
B. Lesson Proper
1. Motivation
Where does the sun rise? Where does it set? Why do you think so?
2. Activity Proper
We will find out why and how the sun seems to rise in the east and sets in the west.
a. Group the children.
b. Explain the procedure.
1. Each group will work with a tellurian.
2. Turn the I-beam of the tellurian in a counter-clockwise direction.'
3. Observe:
a. Does the earth of the tellurian rotate about its axis as it revolves?
b. In what direction does the earth revolve?
C. Concept Formation:
How does the earth revolve around the sun?

Since it revolves in a counter-clockwise direction, in what direction does the sun apparently
rise and set?
D. Generalization:
1. How does the earth revolve around the sun?
2. Why do we see the sun travel across the sky from east to west as though it was moving
around the earth when in fact it is not?

E. Application:
1. Let's play a game.
2. Select one who will represent the sun and stand in the middle of the circle.
3. Each one will take turns to represent the earth. The circle is the orbit (path) of the earth
around the sun.
4. Imitate the movement of the earth as it moves around the sun. Move with a music.
IV. Evaluation:
Write the letter of the correct answer.
1. The earth travels around the sun. This movement is called
a. orbit
c. rotation
b. revolution
d. trip
2. What direction does the movement of the earth around the sun follow?
a. west to east
c. north to south
b. east to west
d. east to north
V. Assignment:
Make an illustration of the movement of the earth around the sun.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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SCIENCE AND HEALTH IV

Date: ____________
I. Objective:
State that the earth takes 12 months/365 1/4 days/one year to make a complete revolution
around he sun to make a complete revolution around the sun. (366 days on every fourth
year/leap 'tear)
Values:

Avoid superstitions. Always seek for the scientific explanation of everything. Example: It is
not true that if you are February born, you are lacking something in your personality
because it has only 28 days.

II. Subject Matter:

Earth, Moon and Sun
(The earth takes one year or 365 1/4 days to complete a revolution around the sun)
A. Science Concept:
The earth revolves around the sun.
It takes the earth 365 1/4 days to make a complete revolution around the sun and 366 days
every fourth year/leap year.
B. Science Processes:
Describing, inferring
C. Materials:
Pictures showing the revolution of the earth
Chart with a selection about the revolution of the earth
References:
Science and Health Module IV - by Mrs. Jessie A. Villegas p. 65
Into the Future: Science and Health 4 - Gutierrez and Nakpil pp. 236-237
III. Procedure:
A. Review
How does Earth revolve around the sun?
B. Lesson Proper
1. Motivation
Let's see the illustration you made on the revolution of the earth around the sun. How
long do you think it takes the earth to make a complete revolution?
2. Activity Proper
a. Here is a selection about the revolution of Earth.
b. Pupils read the selection silently.
c. Form dyads then answer these questions.
1. What are the two kinds of calendar years?
2. How does each calendar year differ from each her?
C. Concept Formation:

Pupils working as dyads report their answers.

D. Generalization:
How long does it take the earth to complete one revolution around the sun?
E. Application:
Leny was born on February 29. Will she be celebrating her birthday on the same day every
year? Why?
IV. Evaluation:
Write the letter of the correct answer.
1. What does the earth's revolution mean?
a. turning of the earth on its axis
b. the sun's travel around the earth
c. the earth's movement around the sun
2. How many days does the earth actually complete a revolution?
a. 365 days
c. 366 1/12 days
b. 365 1/4 days
d. 366 1/2 days
V. Assignment:
Find out how many times the earth has completed is revolution since you were born.
Remarks:
____________________________________________________________________
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SCIENCE AND HEALTH IV

Date: ____________
I. Objective:
Show through a model how the earth revolves around the sun following an orbit
Values:

Follow directions correctly

II. Subject Matter:

Earth, Moon and Sun
(The Earth follows a path called orbit as it revolves around the sun)
A. Science Concept:
The earth follows a curved path or orbit as it revolves around the sun.
Its orbit is a nearly circular ellipse.
When the earth is closest to the sun in its orbit, we call this perihelion.
When the earth is farthest from the sun, we call this aphelion.
B. Science Processes:
Observing, describing, inferring
C. Materials:
Tellurian, picture showing the revolution of the earth around the sun
References:
Science and Health Module IV by Mrs. Jessie A. Villegas p. 65
Britannica Junior Encyclopedia pp. 169-170
III. Procedure:
A. Review
What do we call the movement of the earth around the sun?
How long does the earth take to make one complete revolution?
B. Lesson Proper
1. Motivation
What do you call the place you follow when you walk from here to the gate? (path)
Do you think the earth also follows a path as it move around the sun?
2. Presentation
1. Identify the parts of the teliurian and what each part represents.
2. Show the picture of the revolution of the earth.
3. Group the pupils.
4. Explain the procedure.
C. Concept Formation:
1. Pupils report their observations.
2. Lead the discussion to arrive at the concept.
D. Generalization:

1.
2.
3.
4.

Does the earth follow a path as it revolves around the sun?

What do you call this path?
Is the orbit always the same in distance from the center?
What is the shape of the earth's orbit?

E. Application:
What do you think will happen if the earth does not follow an orbit as it moves around the
sun?
IV. Evaluation:
1. The movement of the earth around the sun is called
a. direction
b. rotation
c. revolution
2. As the earth travels around the sun, it follows a path called
a. axis
b. poles
c. orbit
V. Assignment:
Draw the picture of the orbit of the earth as it revolves around the sun.
Remarks:
____________________________________________________________________
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____________________________________________________________________
____________________________________________________________________
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____________________________________________________________________
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SCIENCE AND HEALTH IV

Date: ____________
I. Objective:
Show through a model that as the moon travels around the earth, it also makes one complete
rotation so that the same side of the moon is facing the earth all the time
Values:

Follow directions correctly

II. Subject Matter:

Earth, Moon and Sun

(How the Moon Moves)

A. Science Concept:
The moon revolves around the earth.
The moon rotates as it revolves around the moon.
As the moon revolves around the earth, it also makes one complete rotation so that the same
side of the moon is facing the earth all the time.
B. Science Processes:
Observing, describing, inferring, demonstrating
C. Materials:
Tellurian, globe
References:
Science and Health Module IV - by Mrs. Jessie A. Villegas p. 63
Into the Future: Science and Health pp. 240-241
III. Procedure:
A. Review
What do you call the path that the earth follows as it travels around the sun?
B. Lesson Proper
1. Motivation
Here's a riddle. Can you answer it?
"Home alone at night.
I opened the window.
What do you think I saw?
A big, big, bright centavo."
What is it that I saw?
2. Presentation
Does the moon also rotate and revolve like the earth? Why do you think so?
3. Activity Proper
a. Group the pupils.
b. Explain the procedure
Activity I Group 1

1. Turn counter-clockwise the I-beam of the tellurian.

2. Observe how the moon moves.
a. Does the moon revolve around the earth?
b. In what direction does it move?
c. Does it revolve around the sun?
d. In what direction does it move?
C. Concept Formation:
Pupils report their observations.
D. Generalization:
1. What are the motions of the moon?
2. How does it move around the earth?
E. Application:
If there is no moon, do we experience the same things we have now? Why?
IV. Evaluation:
Write the letter of the correct answer.
1. The moon is {(a) smaller than (b) bigger than (c) as big as} the earth.
2. The moon turns as it {(a) rotates (b) revolves (c) turns away} around the earth.
3. One complete revolution of the moon around the sun is {(a) longer (b) shorter (c) the same} as its
rotation.
V. Assignment:
Observe the moon. Describe what you see.
Remarks:
____________________________________________________________________
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____________________________________________________________________
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____________________________________________________________________
____________________________________________________________________
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SCIENCE AND HEALTH IV

Date: ____________
I. Objective:
Explain why the same side of the moon is always facing the earth
Values:

Work with others in a group harmoniously.

II. Subject Matter:

Earth, Moon and Sun
(Why the Same Side of the Moon is Always Facing Earth)
A. Science Concept:
We only see one side of the moon.
One side is concealed from our view. This side is called the dark side.
We see only one side of the moon because the same side is always facing earth.
B. Science Processes:
Observing, describing, inferring
C. Materials:
Tellurian
References:
Science and Health Module IV - by Mrs. Jessie A. Villegas pp. 65-66 Manual of Science
Experiments (Jessie A. Villegas) p. 138 Into the Future: Science and Health 4 pp. 240-241
III. Procedure:
A. Review
Describe how the moon revolves around the earth.
B. Lesson Proper
1. Motivation
Was there a moon last night? Describe the moon you saw.
2. Presentation
Do we see on earth the whole of the moon? Let's find out.
3. Activity Proper
a. Place the moon between the sun and the earth and position the tellurian in such a way that
the golden side of the moon is facing north.
b. Give the I-beam a half turn.
1. Does the moon make a half revolution?
2. Does the moon make a half rotation?
C. Concept Formation:
Pupils report their observations.

D. Generalization:
Why is the same side of the moon always facing the earth?
E. Application:
If the moon rotates faster than its revolution around the Earth, will its half still face the Earth
all the time?
IV. Evaluation:
Write a paragraph that explains the same side of the moon is always facing Earth.
V. Assignment:
Bring a calendar.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

SCIENCE AND HEALTH IV

Date: ____________
I. Objective:
Infer that the moon travels around Earth once about 29 1/2 days
Values:

Be a keen observer and report observations accurately.

II. Subject Matter:

Earth, Moon and Sun
(How long does it take the moon to travel around earth?)
A. Science Concept:
The moon makes a complete revolution around Earth once about 29 1/2 days.
B. Science Processes:
Observing, inferring
C. Materials:
Calendar
References:
Science and Health Module IV - by Mrs. Jessie A. Villegas p. 65
Into the Future: Science and Health 4 pp. 240-241
III. Procedure:
A. Review
Why do we see only one side of the moon?
B. Lesson Proper
1. Activity Proper
1. Study the calendar.
2. Answer the questions
a. When does the first new moon appear?
b. When does the next new moon appear?
c. How many days are there from the first new moon to the next?
C. Concept Formation:
Pupils report their observations.
D. Generalization:
How long does the moon make a complete revolution around Earth?
E. Application:
If the moon travels around Earth and goes through two new moons in 29 1/2 days, how many
new moons will it go through in a year?
IV. Evaluation:
Study the calendar for the month of March, 2003. Answer these questions.

1.
2.
3.
4.

When is the first new moon?

When is the next new moon?
How many days are there between the appearances of the new moons?
What do we call this period?

V. Assignment:
Make a sample calendar for a month. Name your month. Mark when the two new moons appear.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

SCIENCE AND HEALTH IV

Date: ____________
I. Objective:
Show through a model that the moon travels around the earth once about 19 1/2 days
Values:

Participate actively in group works

II. Subject Matter:

Earth, Moon and Sun

(The Moon travels Around Earth)

A. Science Concept:
The moon completes one revolution once about 29 1/2 days.
B. Science Processes:
Observing, inferring, demonstrating
C. Materials:
Tellurian
References:
Science and Health Module IV by Mrs. Jessie A. Villegas p. 65
Into the Future: Science and Health 4 p. 241
III. Procedure:
A. Review
How many days are there between the appearances between two new moons?
B. Lesson Proper
1. Activity Proper
1. Group the pupils. One group performs and the other group observes.
2. Explain the procedure.
a. Place the tellurian in such a way that the sun, moon and earth are in a straight line.
b. turn slowly the I-beam of the tellurian in a counter-clockwise direction and count the
number of rotations the moon makes as it completes one revolution around the earth.
3. Write your observations and inferences.
a. How many rotations did the moon make in one complete revolution around Earth?
b. What can you infer from these observations?
C. Concept Formation:
1. Pupils report their observations.
2. Pupils discuss their inferences.
D. Generalization:
How long does it take the moon to make a complete revolution around Earth?
E. Application:
The moon revolves around Earth in approximately 29 1/2 days, what do you call this length
of time?

IV. Evaluation:
What shows that the moon complete one revolution in 29 '/2 days?
V. Assignment:
Observe the moon and its appearances. Record what you see every night.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

SCIENCE AND HEALTH IV

Date: ____________
I. Objective:
Explain how the moon lights the earth at night
Values:

Like the moon that reflects from the sun, you in also reflect the goodness that you have by
your good deeds and kind act towards others.

II. Subject Matter:

Earth, Moon and Sun

(How the Moon Lights the Earth at Night)

A. Science Concept:
The moon lights the earth at night.
Moonlight is sunlight reflected to earth by the moon.
B. Science Processes:
Observing, describing, inferring
C. Materials:
Tellurian, mirror, picture
References:
Science and Health Module IV by Mrs. Jessie A. Villegas p. 65
Into the Future: Science and Health 4 pp. 241-242
III. Procedure:
A. Review
How long does it take the moon to make a complete revolution around Earth? What do we
call this length of time?
B. Lesson Proper
1. Motivation
Show the picture of children playing in the moonlight.
Ask:
Have you ever played during moonlight nights? How do you describe the moonlight?
2. Activity Proper
1. Group the children.
2. Explain the procedure.
a. Switch the flashlight of the tellurian.
b. Place the mirror at the night side of the earth facing the flashlight.
c. Adjust the position of the mirror until it reflects the light directly to the dark side
(night side of the earth) of the globe.
d. Write your observations and inferences.
1. What does the flashlight represent?
2. Which side of the globe is illuminated by the flashlight?
C. Concept Formation:

Pupils report and discuss their observations and inferences.

D. Generalization:
How does the moon light the earth at night? Where does the moon get its light?
E. Application:
Get a mirror. Position it such that it receives light from the sun. tilt the mirror toward a wall.
Can you see the light? What kind of light is this?
IV. Evaluation:
Write a paragraph explaining how the moon lights the earth at night.
V. Assignment:
Continue your observations of the moon. Record what you see/observe.

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

SCIENCE AND HEALTH IV

Date: ____________
I. Objective:
Observe the apparent changes in the shape of the moon.
Values:

Keep yourself healthy, physically and mentally.

II. Subject Matter:

Earth, Sun and Moon
The apparent changes of the shape of the moon
A. Science Concept:
The moon seems to change its shape. There apparent changes are called phases of the moon.
The four phases of the moon are New Moon, First Quarter Moon, Half Moon and Full Moon.
The moon changes it shape (phase) as seen from night to night on Earth.
B. Science Processes:
Observing, describing
C. Materials:
Tellurian
References:
Science and Health Module IV by Mrs. Jessie A. Villegas p. 65
Science Encyclopedia (Hutchinson) p. 179
III. Procedure:
A. Review
How does the moon light the earth at night?
B. Lesson Proper
1. Motivation/Presentation
What did your observe about the moon from night to night?
2. Activity Proper
a. Group the pupils
b. Record your observations
1. Place the moon of the tellurian between the sun and the earth. (This position is
known as the New Moon)
- Is the moon visible on earth at this position?
- What phase of the moon is this called?
C. Concept Formation:
1. Pupils report their observations.
D. Generalization:
1. Why do we see different shapes of the moon?
2. What do you call these apparent changes on the shape of the moon?

IV. Evaluation:
Make these phases of the moon.

V. Assignment:
Observe the moon tonight. Describe its shape. Name this shape of the moon.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

SCIENCE AND HEALTH IV

Date: ____________
I. Objective:
Describe the changes of the moon as seen from night to night
Values:

Submit clean and neat projects.

II. Subject Matter:

Earth, Sun and Moon
Changes in the shape of the moon
A. Science Concept:
The moon changes its shape from night to night.
B. Science Processes:
Identifying, Observing
C. Materials:
Coupon bond paper, black and yellow crayons, chart showing the phases of the moon
References:
Science Module 4 p. 65; Into the Future: Health and Science IV p. 245
III. Procedure:
A. Review
Does the moon really change its shape? What do you call there shapes of the moon?
B. Lesson Proper
1. Motivation
From your record of observation, does the moon change from night to night?
2. Activity Proper
Draw the shapes of the moon based on your observations. (Previously _assigned activity)
C. Concept Formation:
1. What are the changes in the shape of the moon?
2. Which phase is the brightest?
3. Which phase is like a half-ball or letter D?
4. Which phase is like a C?
D. Generalization:
How do you describe the shape of the moon as seen from night to night?
E. Application:
Which phase of the moon do you like best? Why?
IV. Evaluation:
Draw the shapes of the moon. Describe each phase.

V. Assignment:
Bring a calendar which has the phases of the moon.

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

SCIENCE AND HEALTH IV

Date: ____________
I. Objective:
Explain why there are 12 months in a year
Values:

Teamwork

II. Subject Matter:

Earth, Sun and Moon
Why there are 12 months in a year
A. Science Concept:
There are 12 months in a year. This is due to the fast that there is anew moon in each month
and there are 12 new moons in a year
B. Science Processes:
Observing, describing
C. Materials:
calendar
References:
Science Module (Jessie A. Villegas) p. 65
Science Encyclopedia (Hutchinson) pp. 179-180
III. Procedure:
A. Review
Phases of the moon
B. Lesson Proper
1. Motivation
What month is your birthday?
How many months from your birthday will be your next birthday?
2. Activity Proper
a. Study the calendar
b. How many "new moons" are in every month?
c. How many `anew moons" in a year?
d. What does this mean?
C. Concept Formation:
Pupils report and discuss their observations.
D. Generalization:
Why are there 12 months in a year?
E. Application:

How many "new moons" will be there from New Year to Christmas? How many months are
there?
IV. Evaluation:
Write a paragraph that explains why there are 12 months in a year.
V. Assignment:
Count the number of new moons from now to vacation time (April). How many months is that?
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

SCIENCE AND HEALTH IV

Date: ____________
I. Objective:
Explain why there are seasons
Values:

Preparedness. We must always be prepared for the changes of seasons.

II. Subject Matter:

Earth, Sun and Moon
Why are there seasons?
A. Science Concept:
There are two factors that account for the alternations of seasons.
1. the tilting of the earth's axis at 23 1/2 degrees.
2. the revolution of the earth around the sun.
B. Science Processes:
Observing, Communicating, Inferring
C. Materials:
Tellurian (orrery)
References:
Science and Health Module IV (Jessie A. Villegas) p. 69
III. Procedure:
A. Review
Why are there 12 months in a year?
B. Lesson Proper
1. Motivation
What part of the year do you enjoy going to the beaches? Why?
2. Presentation
What do you think causes seasons like winter, summer, fall and spring o the wet and dry
seasons in the Philippines?
3. Activity Proper
1. Align the sun, moon and earth in that order in the tellurian.
2. Slowly turn the I-beam counter-clockwise to make one complete revolution of the earth
around the sun.
3. Switch the flashlight; turn the radial beam in order to rotate the earth about its axis as it
revolves around the sun.
4. Record your observations
a. Is the earths axis tilted?
b. What do you think is the season of the Northern hemisphere when the earth is tilted
away from the sun?

C. Concept Formation:
Pupils report and discuss their observations and inferences
D. Generalization:
Why are there seasons?
E. Application:
Will there be different seasons if the earth's axis is not tilted as it rotate and revolve?
IV. Evaluation:
Write the letter of the correct answer.
1. The earth's axis is tilted at
a. 22 1/3
b. 23 1/20
c. 23 1/4
2. Approximately half of the year is tilted away from the sun. This time it is
a. winter
b. summer
c. autumn
3. The part of the year that is tilted toward the sun is
a. winter
b. summer
c. spring
V. Assignment:
Why do we have only 2 seasons in the Philippines?
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

SCIENCE AND HEALTH IV

Date: ____________
I. Objective:
Explain why eclipses happen
Values:

Seek explanation for events that happen. Avoid superstitions

II. Subject Matter:

Earth, Moon and Sun
Why Eclipses Happen
A. Science Concept:
An eclipse happen when one heavenly body obstructs sunlight and casts a shadow upon
another body.
An eclipse may be total or partial.
B. Science Processes:
Observing, describing, inferring
C. Materials:
Tellurian (orrery)
References:
Science and Health 4 (Jessie A. Villegas) p. 66
Into the Future: Science and Health 4 pp. 246-247
III. Procedure:
A. Review
Why are there seasons?
B. Lesson Proper
1. Motivation
a. Have you experienced or heard about eclipses? Pupils tell their experience, if there is.
b. Ask: Why do people fear eclipses? What is their belief about eclipses?
c. Do you think this is really a bad omen ?
2. Presentation:
a. What causes eclipses?
b. Group the pupils. One group performs, the others observe.
c. Explain the procedure.
1. Place the moon directly between the sum and the earth. Turn on the flashlight of the
tellurian.
2. Observe the globe.
- Does the moon form a shadow on the globe? - Why?
- What is this event called?
C. Concept Formation:
Pupils report their observations.

D. Generalization:
Why do eclipse happen?
E. Application:
Do you still believe that eclipses happen because they are signs of bad things to come? Why?
IV. Evaluation:
Explain why eclipses happen.
V. Assignment:
Read about eclipses that have been observed in the Philippines. Report what you've read.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

SCIENCE AND HEALTH IV

Date: ____________
I. Objective:
Explain why a solar eclipse happen
Show through a model the position of the earth, moon and sun during a solar eclipse
II. Subject Matter:
Earth, Moon and Sun
How a Solar Eclipse Happen
A. Science Concept:
A solar eclipse occur when the moon is exactly in line between the sun and the earth, the
moon casts a shadow on earth.
During a solar eclipse, the sky darkens.
B. Science Processes:
Observing, inferring
C. Materials:
Tellurian (orrery), illustration of a Solar Eclipse
References:
Science and Health 4 (Jessie A. Villegas) p. 66
Into the Future: Health and Science 4 pp. 246-248
III. Procedure:
A. Review
Why do eclipses happen?
B. Lesson Proper
1. Motivation
What will you feel if the sky becomes dark on the middle of the day?
2. Presentation
a. Form the pupils into groups.
b. Explain the procedure.
Activity 1
1. Place the moon of the tellurian directly between the sun and the globe.
2. Turn on the flashlight of the tellurian.
3. Observe:
a. Does the moon block the light from the sun?
b. Does the moon cast a shadow on the globe?
C. Concept Formation:
Pupils report and discuss their observations and inferences.

D. Generalization:
How does a solar eclipse happen?
IV. Evaluation:
Show the position of the moon, sun and earth during a solar eclipse in a drawing.
V. Assignment:
Draw an illustration of the Solar Eclipse.

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

SCIENCE AND HEALTH IV

Date: ____________
I. Objective:
Explain why a lunar eclipse occur
Show. through a model the position of the earth, moon and sun during a lunar eclipse
Values:

A void superstitions. Try to seek explanations to natural phenomena that happen.

II. Subject Matter:

Earth, Moon and Sun
Why Lunar Eclipses Occur
A. Science Concept:
A lunar eclipse occurs when the moon passes into Earth's shadow:
B. Science Processes:
Observing, demonstrating, describing
C. Materials:
Tellurian (orrery)
References:
Earth and Beyond, McMillan/Mc Grow Hill p. 324
Science and Health Module: Jessie Villegas
III. Procedure:
A. Review
When does a solar eclipse occur?
What is a total eclipse of the sun?
B. Lesson Proper
1. Motivation
Do you know that in Ancient China, people believed that during an eclipse, a celestial
dragon swallows the sun?
- How do you think these people felt?
- To avoid fears, what should you do?
2. Activity Proper
Let's find out why a lunar eclipse occur.
a. Croup yourselves.
b. Read the procedure.
c. Record your observations.
Procedure:
1. Align the sun, globe and moon of the tellurian in such order.
2. Turn on the flashlight.
3. Observations:

1. Is the shadow of the globe (Earth) formed on the moon's surface when the globe
(Earth) is directly between the sun and moon?
C. Concept Formation:
Pupils report their observations.
D. Generalization:
Why do lunar eclipses occur?
E. Application:
Do we need to fear an eclipse? Why?
IV. Evaluation:
Write the letter of the correct answers:
1. An eclipse is the result of the
a. Three celestial bodies present in the sky
b. Blocking out of light by a third body
c. Casting of shadow on or celestial body
2. When the moon moves through the shadow of the earth we have a
a. solar
b. lunar
c. stellar
3. During an eclipse, the region of total shadow is called
a. umbra
b. penumbra
c. opaque
V. Assignment:
Draw the position of the moon, sun and earth during a lunar eclipse. Color the celestial bodies
and shade the shadows properly.

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

SCIENCE AND HEALTH IV

Date: ____________
I. Objective:
Create models of eclipses
Values:

Creativity and resourcefulness

II. Subject Matter:

Earth, Moon and Sun
Creating Models of Eclipses
A. Science Concept:
Eclipses are spectacular events. You can create models of eclipse and be a part of these
B. Science Processes:
Demonstrating, Communicating
C. Materials:
Marble, rubber ball, crayons, cartolina
References:
Earth and Beyond: Mc GrawHill / McMillan pp. 24-25
III. Procedure:
A. Review
1. What is a lunar eclipse
2. Why does a lunar eclipse occur?
B. Lesson Proper
1. Motivation
Can you create eclipses?
How about a model of an eclipse, can you do it?
2. Activity Proper
a. Identify the materials
b. Read the procedure.
Activity 1
1. Close one eye.
2. Hold the marble between your thumb and finger about 7 cm. away from your eye, and
hold the rubber ball in your other hand about an arm's length away from your body. The
marble and tennis ball should be in line with your open eye, which represents your view
from Earth.
3. Move the marble (moon) toward or away from year so that it blocks out and view of the
rubber ball (sun).
a. Is an eclipse?
b. What kind of eclipse?

C. Concept Formation:
Pupils discuss the activity they did.
D. Generalization:
How can you create models of eclipses
E. Application:
This is our art activity today.
1. Sketch the Earth, the sun and the moon as they are positioned during a solar and lunar eclipse.
2. Label your drawing.
3. Add the umbra and the penumbra to your drawings.
4. Label them.
IV. Evaluation:
Talk about the models (drawing) you have created.
V. Assignment:
Make a research on the importance of eclipses.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

SCIENCE AND HEALTH IV

Date: ____________
I. Objective:
Discuss the importance of eclipses
Values:

Appreciate the impact of eclipse in our life.

II. Subject Matter:

Earth, Moon and Sun
Importance of Eclipse
A. Science Concept:
Eclipses are important in the study of celestial bodies such as the moon and stars
B. Science Processes:
Analyzing
C. Materials:
Chart showing importance of eclipses
References:
Teacher's Manual: Sineskwela pp. 24-25
III. Procedure:
A. Review
Why do eclipses happen?
How does a solar eclipse differ from a lunar eclipse?
B. Lesson Proper
1. Motivation
Are eclipses important?
2. Activity Proper
Read this selection.
Importance of Eclipses
Eclipses are useful to measure the dimension of the moon and its parallax through
observation of the star occultation.
During eclipses, we can determine how rapidly the moon's surface cools off when the
sun's radiation is suddenly cut off.
Total solar eclipses are of great help to astronomers, During this phenomena, astronomers
can study the corona and the atmosphere of the sun.
Discussion:
1. What is the selection about?
2. Why are eclipses important? Give their importance
C. Generalization:
Why are eclipses important?

IV. Evaluation:
Check the statements that tell abut the importance of eclipses?
_____ 1. It is useful in studying the shapes of celestial bodies.
_____ 2. It is used to determinedthe shape of a celestial body.
_____ 3. To measure the occultation of stars.
V. Assignment:
Read more about eclipses and find out why they are important.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________

SCIENCE AND HEALTH IV

Date: ____________
I. Objective:
Show through a model why a lunar eclipse occurs during a full moon
Values:

Attentiveness and ability to focus.

II. Subject Matter:

Earth, Moon and Sun
Why a Lunar Eclipse Occurs During a Full Moon
A. Science Concept:
A lunar eclipse occurs during a full moon.
B. Science Processes:
Observing, inferring
C. Materials:
Tellurian, pictures
References:
Science and Health Module: Jessie A. Villegas p. 66
Teacher's Manual: Sineskwela pp. 24-25
III. Procedure:
A. Review
1. What is a lunar eclipse?
2. How are the earth, moon and sun aligned during a lunar eclipse?
B. Lesson Proper
1. Motivation
Have you seen the moon last night. What kind of moon was it?
2. Activity Proper
a. Identifying the materials
b. Explaining the procedures
Activity:
1. Study the position of the earth, moon and sun.
2. What kind of moon lies n the plane of the ecliptic during a lunar eclipse?
C. Concept Formation:
Pupils report their observations.
D. Generalization:
Why does a lunar eclipse occur during a full moon?
E. Application:

During a full moon, what eclipse do you observe?

IV. Evaluation:
Draw a model showing the full moon during a lunar eclipse.
V. Assignment:
Do we always have a lunar eclipse during a full moon? Make a research on this.

Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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