NORTHWESTERN MINDANAO CHRISTIAN COLLEGES INC.

UPPER CENTRO TUDELA, MIS. OCC.

FIRST QUARTER
S.Y. 2019-2020
Grade 11

Daily Lesson Plan

In
Earth & Life Science

I. OBJECTIVES
The learners demonstrate an understanding of :
a. The formation of the universe and the solar system
A. Content Standards
b. The subsystems that make up the Earth
c. The Earth’s internal structure
The learners shall be able to:
a. conduct a survey to assess the possible geologic hazards that your
B. Performance Standards community may experience
b. conduct a survey to assess the possible hydrometeorological
hazards that your community may experience
C. Learning Competencies / The learners state the different hypotheses explaining the origin of
Objectives. Write the LC the universe. (S11/12ES-Ia-e-1)
code for each.
II. CONTENT ORIGIN AND STRUCTURE OF THE EARTH
A. Universe and Solar System
III. LEARNING RESOURCES
A. REFERENCES Mangali, Glen R. et al. Earth and Life Science.DIWA Learning
System Inc.,2016.pp 3-5.
Sia, Shila Rose D. et al. Science in Today’s World:Earth and ZLife
Science.Sibs Publishing House, Inc. 2016. pp.2-6.
IV. PROCEDURES

INTRODUCTORY ACTIVITY  Prayer

(5 minutes)  Checking of attendance
 The teacher will introduce the lesson for the day.
 Introduce the topic: The hypotheses explaining the origin of
the universe
 The teacher will relay the learning competency for the day
o At the end of the lesson, the learners will be able to state
the different hypotheses explaining the origin of the
universe.
 It is important to learn this lesson so that we will have a
thorough understanding of the different ideas explaining
how the universe was formed.
 At the end of the lesson the students are expected to state the
different hypotheses explaining the origin of the universe.

ACTIVITY/STRATEGY JUMBLED LETTERS

(5 minutes)
 The teacher will divide the class into three groups
 Each group will be given a jumbled letter with its definition
for them to arrange. Each group will be given 3 minutes.

GIB GABN THEROY – (Big Bang Theory)

EATSDY TASTE THEROY – ( Steady State Theory)
MICCOS INFLATOIN THEROY (Cosmic Inflation Theory)
 Answers will be posted on the board
 The first group who will get the correct answer will gain 5
points.

ANALYSIS The teacher asks the students to share their insights about the activity
(5 minutes) 1. How did you feel about the activity?
2. Did you encounter any difficulties with the activity given to
you?
3. What are the different hypotheses explaining the origin of
the universe?
 4. What does each hypotheses states?

ABSTRACTION
(20 minutes) The teacher will discuss the different hypotheses explaining the
origin of the universe:

Universe and its Components:

 Universe is a vast empty space around us that consists of stars,

solar system, galaxies, etc.

o Stars: Stars are glowing heavenly bodies. Stars emit

light due to their high temperatures. Stars can be seen on
a clear night. The nearest star to us is the sun. It is the
brightest star.
o Solar system: Basically the name solar system is
describing the sun’s family. The sun occupies the
centered place. Around the sun the remaining planets
revolve around in different orbits.
o Galaxies: Galaxies are formed by group of stars, gases,
and dust particles all are together by strong gravitational
forces. Milky Way is one of the galaxies of the universe
in which we live. It is also called Akashganga. It appears
like an unclear white strip of light elongated across the
sky.

Three hypotheses/theories explaining the origin of the universe:

*Hypotheses- supposition or proposed explanation made on the

basis of limited evidence as a starting point for further evaluation

 BIG BANG THEORY

o States that the universe was once very small, very
hot, and then it expanded over time until it reached
its peak around 13.7 billion years ago
o Asserts that seconds after the explosion, the
surroundings were at a high temperature of about
5.5 billion ᵒC with aggregates of fundamental
particles such as neutrons, electrons, and protons. As
the universe cooled in later phases, these particles
either combined with each other or decayed. The
universe was also said to continue to expand over
the next 13 billion years until the present.

 STEADY STATE THEORY

o States that the universe is always expanding in a
constant average density.
o Because of this state, matter is continuously created
to form cosmic or celestial bodies such as stars and
galaxies. The older bodies that were formed are no
longer easily observable as a consequence of their
huge distances and rate of recession.
o Claims that the universe has no beginning or end in
time, and even though it is expanding, its
appearance remains the same over time.
  COSMIC INFLATION THEORY
o Inflation – refers to the rapid expansion of space –
time
o States that the early universe was rapidly expanding
bubble of pure vacuum energy. It did not have any
matter or radiation. After the expansion and cooling
arising from this inflation, the potential energy
converted into kinetic energy of matter and
radiation. Then, a big bang occurred because of
extremely hot, dense condition of matter.

3 puzzling observation
1. The homogeneity of objects in space.
2. The appearance of flatness or smoothness of
the universe
3. Formation of stars and star systems
o During expansion, small density
fluctuations happen. This causes
gravity to attract gas into masses,
giving birth to stars and eventually
galaxies.

APPLICATION (By Pair/Triad )Each pair will state the three hypotheses explaining
( 20 minutes) the origin of the universe
Scoring: 5 points each hypotheses

ASSESSMENT PEN and PAPER ACTIVITY

(5 minutes)
State the different hypotheses explaining the origin of the universe.
Hypotheses Statement

ASSIGNMENT/AGREEMENT What are the different hypotheses explaining the origin of the solar
system? ( Answers will be written in the lecture notebook)
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. Did the remedial lessons work? No. of
learners who have caught up with the
lesson.
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/discover which I wish to share
with other teachers?

Prepared by:

ZENIE G. NACION
Science Teacher