The document is a lesson plan for an Earth and Life Science class in Grade 12 that covers the origin and structure of the Earth. It includes the content standards, performance standards, objectives, subject matter, procedures for the lesson which involve reviewing hypotheses for the origin of the universe and solar system, recognizing Earth's uniqueness for supporting life, and formulating their own theory for Earth's origin. [END SUMMARY]
The document is a lesson plan for an Earth and Life Science class in Grade 12 that covers the origin and structure of the Earth. It includes the content standards, performance standards, objectives, subject matter, procedures for the lesson which involve reviewing hypotheses for the origin of the universe and solar system, recognizing Earth's uniqueness for supporting life, and formulating their own theory for Earth's origin. [END SUMMARY]
The document is a lesson plan for an Earth and Life Science class in Grade 12 that covers the origin and structure of the Earth. It includes the content standards, performance standards, objectives, subject matter, procedures for the lesson which involve reviewing hypotheses for the origin of the universe and solar system, recognizing Earth's uniqueness for supporting life, and formulating their own theory for Earth's origin. [END SUMMARY]
The document is a lesson plan for an Earth and Life Science class in Grade 12 that covers the origin and structure of the Earth. It includes the content standards, performance standards, objectives, subject matter, procedures for the lesson which involve reviewing hypotheses for the origin of the universe and solar system, recognizing Earth's uniqueness for supporting life, and formulating their own theory for Earth's origin. [END SUMMARY]
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CAMARINES NORTE INTERNATIONAL SCHOOL INC.
Maharlika Highway, P-1, Masalong, Labo, Camarines Norte
(near Labo Central Terminal) 09158555125 | 📧 [email protected] “The First International School in the Province” LESSON PLAN EARTH AND LIFE SCIENCE GRADE 12 September 5-7, 2022 CONTENT STANDARD: The learners can demonstrate an understanding of: The formation of the universe and the solar system. PERFORMANCE STANDARD: The learners shall be able to: Conduct a survey to assess the different hypothetical explanation about the origin of the universe and their contribution to our community. COMPETENCY STANDARD: I. OBJECTIVES: At the end of one-hour lesson, the students should be able to: a) State the understanding of different hypotheses explaining the origin of the universe. S11/12ES-Ia-e-1. b) Describe the different hypotheses explaining the origin of the solar system. S11/12ES-Ia-e-2. c) Recognize the uniqueness of Earth, being the only planet in the solar system with properties necessary to support life. S11/12ES-Ia-e-3 II. SUBJECT MATTER: a.) Title: ORIGIN AND STRUCTURE OF THE EARTH b.) References: Earth and Life Science (initial release) c.) Materials: Laptop Pictures of the Solar System, Images from National Aeronautics and Space Administration (NASA) and other forms of multimedia. III. PROCEDURES: A. Preparation a.) Routinary Activities: Prayer Checking of Attendance Assignment Review b.) Motivation The teacher will present a series of pictures about the solar system. The students will find the hidden word in it B. Presentation: (Present lesson of the day) The teacher will present the lesson of the day and post the days objectives. The teacher should: Describe the different hypothesis explaining the origin of the solar system Recognize the uniqueness of Earth, being the only planet in the solar system with properties necessary to support life. State the understanding of different hypotheses explaining the origin of the universe. D. Activity Let the students formulate their own theory about the origin of the earth. E. Analysis What are the different theory/hypothesis explaining the origin of the earth? How do they differ to each other? How can you prove that the universe is expanding? F. Abstraction The teacher will give a brief description on the different theory about the origin of the earth. The teacher will describe the different theoretical proponent on the origin of the earth? The teacher will explain the importance of understanding the origin of the earth. G. Application (Debate) Note: This activity would be performed for the next meeting. The teacher will divide its students into 2 groups. Each group will select their prefer side of the” creation theory” (positive) and “modern theory” (negative side). Each team will compose of 10 members and will be given 10 minutes to address their point. After the argument, the teacher will explain his observation to the performing students and tell which among those sides have excel. Direction: Decide which among the following theories have been accepted in our present time. It is a Creation theory or Modern theory. Justify your argument. H. Generalization Differentiate the different theory that explains the origin of the earth? Who studied concluded that earth’s is expanding? Who proposed Oscillating universe theory? How Marquis de lapaze did concluded the nebular hypothesis? IV. EVALUATION Direction: Read and analyze each of the statements in the following items. Choose your answer from the choices below. Write the letter of your choice on the space provided for before each item. (1 point each) A. Both statements are TRUE. B. The first statement is TRUE. The second statement is FALSE. C. The first statement is FALSE. The second statement is TRUE. D. Both statements are FALSE.
_____1. Hydrogen and Helium are the most abundant elements in the universe. There are only two things in the universe: energy and matter. The composite model of the universe through the past 13.8 billion years corrected using the _____2. newest CMB data to be 13.7 billion years. At the present time, the universe is still contracting and cooling.
_____3. The big bang theory states that the universe began with a tremendous explosion. All contents of the universe were gathered together under extreme pressure, temperature and density in a very tiny spot then for some reason, it rapidly contracted inward.
_____4. Pulsating Theory maintains that new matter is created as the universe expands thereby maintaining its density. This theory proposes that the overall structure of the universe is always the same at any point in time and space. James Jeans and Emanuel Swedenborg discovered the cosmic background radiation. The two _____5. scientists used the strange-looking horn antenna to discover the cosmic background radiation giving a big boost to the big bang theory. The very first claim made in the bible is that there was a beginning. Genesis 1:1 describes how _____6. God created the universe and in a certain sequence, there is no doubt that he did that exactly “God created the universe. As more dust particles began to stick together and grow in size, they formed the tiny blocks of _____7. the planets, called Planetesimal. Within a few hundred thousand years, the planetesimal grew from macroscopic sizes to smaller sized, eventually measuring a kilometre across.
_____8. Planetesimal theory is the most accepted theory in the formation of the solar system. If a nebula’s density were great enough, then the contraction between the particles might be strong enough to pull everything together into the center of the cloud
_____9. The dust and gas clump together in huge interstellar clouds called nebulas. These clouds are the first ingredients of a new planetary system.
_____10. Tidal theory is a spinning cloud of gases with the sun at the center. Accretion is the gradual increase in the size of an object by the build-up of matter due to gravity.
V. ASSIGNMENT: Study the different subsystem of the planet earth.
Prepared By: Checked By: Noted By: Alvin R. Jamito Rodel R. Bacus Perlita S. Villafuerte, ED.D, CHP Subject Teacher Academic Coordinator School Principal
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