DAILY LESSON PLAN IN SCIENCE 12 (Chapter 1, THEORIES ON THE FORMATION OF THE UNIVERSE)

Part 1.

I. Objectives:

At the end of the lesson, the learners are expected to:

a. explain the two theories about the origin of the universe;

b. give evidence for and explain the formation of the light elements in the Big Bang theory;
c. conduct an independent research on the evidences of the origin of the universe.

II. Content: Origin of the Universe

III. Learning Materials: Physical Science by Dennies G. Caballes et. al., Monitor, Laptop, AV
Presentation, Powerpoint Presentation
IV. Procedure:
1. Ask the learners the following questions.
a. What comes into your mind when you hear the word ‘Universe’?
b. Where do you think the universe originate?
c. What are some theories explaining the origin of the universe?

2. Explain what is meant by Universe.

3. Present an AV presentation about the origin of the universe.
4. Explain the Big Bang and Steady State Theory.
5. Explain the evidences of the theory of Big Bang about the origin of the universe.
6. Ask further questions;
a. What is Hubble’s Law?
b. What is Red Shift?

Activity 1: Use Target Reading Skills

As you read about the evidence that supports the Big Bang theory, complete the graphic Organizer
below.

Moving
Big Bang Galaxies

Cosmic
Background
Radiation

V. Assessment

Activity 2 Conduct an Independent research and answer the following explicitly. Make sure to include all
your references.

1. Describe at least 2 possibilities regarding the fate of the universe in the future.
2. What is Hubble’s Law?

VI. Generalization

There are two popular theories that would explain how the universe is formed and these are the Big
Bang theory and the Steady State theory. Big Bang theory explains that the explosion of very dense
and hot matter in space gave birth to the universe in contrast to the Steady State theory which
postulates that the universe does not change and therefore uniform throughout time and space.
Between the two, Big Bang is the most acceptable theory because of its relationship to moving
galaxies and cosmic background radiation.
DAILY LESSON PLAN IN SCIENCE 12 (Chapter 1, THEORIES ON THE FORMATION OF THE UNIVERSE)

Part 2.

I. Objectives:

At the end of the lesson, the learners are expected to:

a. give evidence for and describe the formation of the heavier elements during star formation and
evolution;
b. write the nuclear fusion reactions that take place in stars, which lead to the formation of new
elements; and
d. describe how elements heavier than iron is formed.

II. Content: Origin of the Universe

III. Learning Materials: Physical Science by Dennies G. Caballes et. al., PowerPoint Presentation,
AV Presentation, PhetSims, Laptop, Monitor
IV. Procedure:
1. Present a Audio-Video Presentation about how do heavier elements were formed
during the Big Bang Theory.
2. Explain how heavier elements formed did.
3. What is isotopes?
4. Explain Nuclear Fusion on stars like our Sun.
5. What is Super Nova explosion?

V. Assessment

Activity 4 Building Your Vocabulary

Column A Column B
1. Big Bang A. Leftover thermal energy from the Big
Bang.
2. Cosmic Background Radiation B. A force that causes the expansion of the
universe to accelerate.
3. Dark Matter C. Matter that does not give off
electromagnetic radiation
4. Dark Energy D. Asteroid- like bodies that formed the
building blocks of planet.
5. Planetesimal E. A large cloud of dust and gas.
6. Nebulae F. Theory that the universe formed in huge
explosion.

VI. Generalization
1. There are four types of nucleosynthesis, Stellar nucleosynthesis, Big Bang
nucleosynthesis.Explosive nucleosynthesis, and Cosmic spallation.
2. There are a number of astrophysical processes which are believed to be responsible for
nucleosynthesis. The majority of these processes occur in shell wthon stars, and the chain of
nuclear fusion processes such as burning of hydrogen, helium, carbon, neon, oxygen and selicon
burning.
3. These processes such as proton-proton chain are able to create elements like iron and nickel.
This is the region of nucleosynthesis within which the isotopes with the highest binding energy
per nucleon are created.
4. Heavier elements can be assembled within stars by a neutron capture process known as the s-
process (slow process) or in explosive environments, such as in supernova, maybe associated
with other several processes.
VII. Remarks

VIII. Reflection
 DAILY LESSON PLAN IN SCIENCE 12 (Chapter 2, ATOMS)

I. Objectives:

At the end of the lesson, the learners are expected to:

c. describe the ideas of the Ancient Greeks on atoms;

d. describe the ideas of the Ancient Greeks on elements; and
e. explain the contributions of alchemists to the science of chemistry.

II. Content: Early Ideas about Atoms, Elements, and Chemistry

III. Learning Materials: Physical Science by Dennies G. Caballes et. al., AV Presentation,
Laptop, Monitor, PowerPoint Presentation
IV. Procedure:
1. Present an Audio- Video Presentation about atom.

Activity 1. Create a timeline that shows how the views about atoms changed over time, as well as the
origin of the alchemy and its consequent development into modern chemistry.

Event Event Event Event Event Event Event

Date Date Date Date Date Date Date

V. Assessment

Activity 2. Work with a partner to discuss similarities and consolidate differences in the timeline, if
any. Present and compare your work with outputs from the rest of the class.

VI. Generalization

1. Many of the earliest chemist, physicians, and philosophers were also alchemist. Alchemist, in
addition to searching for the philosophers’ stone that would turn nonprecious metals into gold
and seeking an elixir that would bring health, wealth and immortality, have discovered many
new chemical substances and perfected techniques (e.g., distillation and extraction) that are still
being used today.
2. Democritus pioneered the ideas are not acceptable today (atoms are divisible into smaller units,
and they are in constant change), the revolutionary thought that matter is composed of tiny
particles moving in a void is accepted today as the basis for modern atomic theory.

VII. Remarks

VIII. Refection
DAILY LESSON PLAN IN SCIENCE 12 (Chapter 2, ATOMS)

I. Objectives:

At the end of the lesson, the learners are expected to:

a. point out the main ideas in the discovery of the atom and its subatomic particles ;
b. cite the contributions of J.J. Thomson, Ernes Rutherford, Henry Mosely, and Neils Bohr to
understanding the structure of the atom; and
c. perform activities on the atomic models.

II. Content: Atomic Models

III. Learning Materials: Physical Science by Dennies G. Caballes et. al., AV Presentation,
Laptop, Monitor, PowerPoint Presentation

IV. Procedure:

1. The class will be divided into five (5) groups. Each group will read the reading materials
provided and perform an activity about the discovery of atom.

Activity 1: Form groups with 4-5 members, and create a poster of one atomic model
proposed by the following scientists. Present your model in class either in a news report or
PowerPoint presentation.

a. John Dalton
b. J.J. Thomson
c. Ernest Rutherford
d. Neils Bohr
e. Henry Mosely

V. Assessment

Activity 1. Match the information in Column A. with the key discoverer in Column B.

Column A. Column B.
1. Discoverer of the electron and the A. Neils Bohr
plum padding model.
2. Planetary model of the atom. B. Henry Mosely
3. Atoms are building blocks of matter. C. Ernest Rutherford
4. Arrangement of elctrons. D. J.J Thomson
5. Properties of elements by atomic E. John Dalton
number.

VI. Generalization

1. An atomic model represents what the structure of an atom could look like, based
on what we know about atoms behave. It is not necessarily a true picture of the
exact structure of the atom.
2. John Dalton proposed that all matter is composed of very small things which
called atoms. When Dalton proposed his model of the atom, electron and
nucleus were unknown.
3. After the electron was discovered by J.J. Thomson in 1897, people realized that
atoms were made up of even smaller particles than they had previously thought.
Thomson was awarded the Nobel Prize for his work. However, even with his
 Plum Pudding Model, there was still no understanding of how these electrons in
the atoms were arranged.
4. The discovery of radiation was the next step along the path to building an
accurate picture of the atom.
5. Marie and Pierre Curie discovered that some elements (radioactive elements)
emit particles, which are able to pass through, matter in similar way to X-ray.
6. Ernest Rutherford carried out the experiments which led to a change in ideas
around the atom. His new model described the atom as tiny, dense, positively
charged core called a nucleus surrounded by lighter, negatively charged electron.
7. The atom was seem to be like a mini solar system where the electrons orbit the
nucleus like planets orbiting around the sun. This model by Rutherford is
sometimes known as the planetary model of the atom.
8. There were, however, some problems with Rutherford’s model: for example, it
could not explain the very interesting observation that atoms only emit light at
certain wavelengths or frequencies. Neils Bohr solved this problem by proposing
that the electrons could only orbit the nucleus in certain special orbits at
different energy levels around the nucleus.
DAILY LESSON PLAN IN SCIENCE 12 (Chapter 2, ATOMIC STRUCTURE)

I. Objectives:

At the end of the lesson, the learners are expected to:

a. describe the nuclear model of the atom and the location of its major components
(protons, neutrons and electrons);
b. explain how the concept of atomic number led to the synthesis of new elements in the
laboratory;
c. cite the contribution of John Dalton’s theory toward the understanding of the concept
of chemical elements;
d. explain how Dalton’s theory contributed to the discovery of other elements;
e. write the nuclear reactions involved in the synthesis of new elements.

II. Content: Atomic Structure

III. Learning Materials: Physical Science by Dennies G. Caballes et. al., AV Presentation,
Laptop, Monitor, PowerPoint Presentation, Phet Sims

IV. Procedure:

1. Present an Audio-Video Presentation about the structure of the atom.

2. Using PowerPoint presentation, the teacher will discuss the Structure of an
Atom
3. Used the Phet. Simulation to visualize the 3D image of the atom and its
subatomic particles.
4. The students will perform an activity on the structure of an atom.

V. Assessment

Activity 1.

Fill the table to compare the three subatomic particles.

Particle Symbol Charge Location in Atom

Proton
Neutron
Electron

Activity 2

Using the periodic table of elements, look up the symbol, atomic number, and a number of subatomic
particles (protons, neutrons, electrons) of elements listed on the table
Elements Symbol Atomic Number Subatomic Particles
Number of Number of Number of
Protons Neutrons Electrons
Hydrogen
Carbon
Oxygen
Sodium
Calcium
Copper
Nitrogen
Sulfur
Gold
Mercury
Silver
Helium
 VI. Generalization

1. Atoms are the basis of all structures and organisms in the universe. The planets, the sun,
gases, tress, and the air we breathe and people are all made of different combinations of
atoms.
2. Atoms are made up of positively charged nucleus surrounded by one or more negatively
charged electrons. These electrons orbit the nucleus.
3. As a result of the work done be previous scientists on atomic models, scientists now have a
good idea of what an atom looks like. This knowledge is very important because it helps us
to understand why materials have different properties and why some materials bond with
others.
4. Dalton’s theory differentiated between elements and compounds consist of two or more
kinds of atoms chemically combined in different proportions.

I. Remarks

II. Refection