Detailed Lesson Plan

School IMPASUGONG NATIONAL HIGH SCHOOL Grade Level 11

Teacher IVY T. ADE Learning EARTH & LIFE

Area SCIENCE
Dates/Time JULY. 29 – AUG. 2, 2024 Quarter 1
& Section 6:00-7:20 -STEM JUNE 7:20-8:40-STEM JANUARY

I. OBJECTIVES
A. Content The learners demonstrate an understanding of the formation of the universe and the solar
Standards system

B. Performance The learners shall be able to make a concept map and use it to explain how the geosphere,
Standards hydrosphere, atmosphere, and biosphere are interconnected.
C. Learning The learners describe the historical development of theories that explain the origin of the
Competencies universe. S11/12ES-Ia-1
Write the LC code
for each
D. Specific At the end of this lesson, students will be able to:
Objectives 1. identify and describe key historical theories explaining the origin of the universe,
including the Big Bang Theory, the Steady State Model, and ancient cosmological
models.

2. analyze the evolution of cosmological theories over time in understanding of the

universe's origin.

3. evaluate the contributions of significant scientists and their research that have shaped
current cosmological theories, such as Edwin Hubble, Albert Einstein, and Georges
Lemaître.

II. CONTENT
Subject Matter Origin and Structure of the Earth
Topic: The Universe and the Solar System Part 1

Strategy Information and Communication Technology (ICT) Integration

Question & Answer: Enhancing learners Higher Level of Thinking Skills (HOTS)

Integration Appreciate the contribution of astronomers in their scientific breakthrough.

III. LEARNING
RESOURCES
1. References Teacher’s Guide Pages 11 - 21, Evolution-facts.com , youtube.com
2. Learner’s
Materials pages Paper and marker ,video clip
B. Other Learning Projector, Laptop, Print out of figures
Resources Illustrations of the planets, solar system, nebulae, galaxies, stars, and universe
https://upload.wikimedia.org/wikipedia/commons/thumbs/c/cb/planets.png
 http://physics.highpoint.edu/~mdewitt/phy1050/images/week6/milkyway.png

V. PROCEDURES Teacher Students

Prayer: -Assigned student leads the prayer, others follow
Introductory “Please all stand and let us pray.”
Activity
Setting of House Rules: Students do as they are told.
“Before we start, can you please
arrange your chairs, pick pieces of
papers/wrappers and clear your
table?”

“Thank you.”
Checking of attendance: - Beadle: “Yes, Teacher.”
Teacher checks attendance with the
help of the class beadle.
“Is everyone present?”

Activity/Strategy >Communicate learning objectives

What comes in your mind when you hear the word “UNIVERSE”

>Show 3 different pictures of the expanding Universe.

Solicit ideas from the class about the Universe and let them
formulate concepts. a.
What do you see on the picture?
b. How did this happened?
c. What is the result on these phenomena?

Analysis Questions:

 1. What is the origin of the universe?

 2. Is the universe expanding?

 3. What is the structure and composition of the universe?

 4. How are stars formed?

 5. Do stars die?

Possible answers:

 1. The universe originated from the Big Bang, a massive explosion that occurred
about 13.8 billion years ago, marking the beginning of space, time, and matter.

 2. Yes, the universe is expanding. This is evidenced by the observation that distant
galaxies are moving away from us, with their light being redshifted.

 3. The universe's structure includes galaxies, galaxy clusters, superclusters, and the
cosmic web. It is composed of ordinary matter (5%), dark matter (27%), and dark
energy (68%).

 4. Stars form in molecular clouds through gravitational collapse, leading to a

protostar. When nuclear fusion ignites in the core, a main-sequence star is born.
  5. Do stars die?

 Yes, stars die. Low-mass stars become white dwarfs after shedding outer layers,
while high-mass stars may explode as supernovae, leaving behind neutron stars or
black holes.

Abstraction Discuss and elaborate the following concepts through a power point presentation:

Baryonic Matter
Baryonic matter is the "normal" matter composed of protons, neutrons, and electrons that
makes up stars, planets, and all living things.

Dark Matter
Dark matter is an invisible substance that does not emit or interact with electromagnetic
radiation but exerts gravitational forces, making up about 27% of the universe.

Dark Energy
Dark energy is a mysterious form of energy causing the accelerated expansion of the
universe, constituting about 68% of the cosmos.

Protostar
A protostar is a young star still in the process of forming, surrounded by a rotating disk of
gas and dust, and not yet hot enough for nuclear fusion.

Thermonuclear Reaction
A thermonuclear reaction is a process where nuclei fuse together at extremely high
temperatures, releasing a large amount of energy, as seen in stars.

Main Sequence Stars

Main sequence stars are stars in the longest, stable phase of their life cycle, where they are
fusing hydrogen into helium in their cores.

Light Years
A light year is the distance that light travels in one year, approximately 5.88 trillion miles
(9.46 trillion kilometers).

Heavenly Bodies
Heavenly bodies are any objects in space, such as stars, planets, moons, asteroids, comets,
and meteoroids.

Life Cycle of a Star

The life cycle of a star includes its formation from a protostar, main sequence phase, red
giant or supergiant phase, and its end as a white dwarf, neutron star, or black hole.

Theory of the Expanding Universe

The theory of the expanding universe states that the universe has been expanding since the
Big Bang, with galaxies moving away from each other over time.

Non-scientific Thoughts
Non-scientific thoughts are beliefs or ideas not based on empirical evidence or the scientific
method, often rooted in culture, religion, or personal opinions.

Redshift
Redshift is the phenomenon where the light from distant objects in space is shifted to longer
 wavelengths, indicating they are moving away from the observer.
Doppler Effect
The Doppler effect is the change in frequency or wavelength of a wave in relation to an
observer moving relative to the wave source, commonly experienced with sound and light.

Steady State Model

The steady state model is a now largely obsolete cosmological theory that posited the
universe has no beginning or end and remains constant as it expands, with new matter
continuously created.

Big Bang Theory

The Big Bang theory is the prevailing cosmological model explaining the universe's origin,
suggesting it began from a singularity about 13.8 billion years ago and has been expanding
ever since.
Application Activity: Gallery Walk (Group the class in 3)
The students will make an exhibit about the theories of the Universe particularly the Steady
State Model, Big Bang theory, and several Non-scientific thoughts.
Activity: Let them make a graphic organizer that shows the relation of different hypotheses
on the origin of solar system.
 Let someone to discuss his/her output.

Assessment Activity: Essay writing

Explain the red-shift and how it used as a proof of an expanding universe; and
Explain the Big bang theory and evidence supporting the theory.

 Have a short paper-pen test (True or False)

Write the word TRUE if the statement is correct and FALSE if it is not.
_________1. The sun is the center of the solar system.
_________2. According to the nuclear theory the moon and its planets supposedly
condensed out of swirling cold, dark, interstellar clouds of gas and dust.
_________3. The planetary collision theory tells that our world is said to have collided
with a small planet.
_________4. The gas theory suggests that the solar system was form from a collision
between stars.
_________5. The theory that tells the sun’s explosion leads to the formation of planets.
Assignment/ At home tonight, do stargazing, watch the skies and try to imagine what could be there
Agreement beyond the stars. Make a sketch of your imagination. Imagine how the universe will be in
million years after.
V. REMARKS

VI. REFLECTION
A. No. of learners
who earned 80%
on the formative
assessment.
B. No. of learners
who require
additional
activities for
remediation.
C. Which of my
teaching strategies
worked well? Why
did these work?
 D. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
E. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?

Prepared by: Checked by:

IVY T. ADE LOURENCE DAME C. GUBATON

Teacher I Grade 11 Curriculum Coordinator

Approved by:

VERONICA P. POLIG, Ph.D

Secondary School Principal III