TOPIC/LESSON

NAME Lesson 1: Universe and the Solar System

The learner’s demonstrate an understanding the formation of the universe

CONTENT
STANDARDS

PERFORMANCE
STANDARDS
Describe the historical development of theories that explain the origin of the
LEARNING Universe
COMPETENCIES (S11ES-Ia-1).
At the end of the lesson, the learners will be able to:
SPECIFIC • Describe the structure and composition of the Universe;
LEARNING • State the different hypothesis that preceded the Big Bang Theory of the Origin of
the Universe.
OUTCOMES
• Explain the red-shift and how it used as proof of an expanding universe
• Explain the Big Bang Theory and evidences supporting the theory
TIME ALLOTMENT 4 hrs

LESSON OUTLINE:

1. Introduction:
2. Motivation:
3. Instruction/Delivery:
4. Practice:
5. Enrichment:
6. Evaluation:

MATERIALS Book, PHET Simulations, laptop,

Book, PHET Simulations,
RESOURCES

PROCEDURE MEETING THE

LEARNERS’ NEEDS
INTRODUCTION
1. Introduce the following learning objectives. Teacher tip:
a. Describe the structure and composition of the Universe; Alternatively, these terms can be
b. Explain the red-shift and how it used as proof of an expanding universe defined during the
c. State the different hypothesis that preceded the Big Bang Theory of the Origin of instruction/delivery.
the Universe
d. Explain the Big Bang Theory

2. Introduce the following important terms.

a. Baryonic matter
b. Dark matter
c. Dark Energy
d. Protostar
e. Thermonuclear reaction
f. Main Sequence Stars
g. light years

MOTIVATION
Activity:
Connect the lesson to a real-life problem or question.
1. The teacher tells the students that the Universe is at least 13.8 billion
of years old and the Earth/Solar System at least 4.5-4.6 billions of
 years old. But how large exactly is a billion? Ask the students how
long will it take them to spend 1 billion pesos if they spend 1 peso per
second.
• 1 billion/(60 s/min*60 min/hr*24 hr/day*365days/year)
• ~32 years
• How long is 13.8 billion years?
2. Show students the series of photographs as follows:
Figure 1: Solar System

Figure 2: Milky Way Galaxy

Figure 3: View from Hubble. The Milky Way is but part of billions of
galaxies in the universe.

Process Questions:

INSTRUCTION/DELIVERY Teacher Tip:

Activity # 2
PHET Simulation -The uniform nature (even in all
Give a demonstration/lecture/simulation direction) of the CMB precludes
propagation from a point source
A. Origin of the Universe (i.e. from ancient stars as
1. Steady State Model explained by the steady state
2. Big Bang Theory model).
3. Non-scientific Thought
a. Ancient Egyptians believed in many gods and myths which Teacher Tip:
narrate that the world arose from an infinite sea at the first -Unlike hypotheses in the
rising of the sun. sciences, religious beliefs cannot
b. The Kuba people of Central Africa tell the story of a creator be subjected to tests using the
scientific method. For this
god Mbombo (or Bumba) who, alone in a dark and water- reason, they cannot be
covered Earth, felt an intense stomach pain and then considered valid topic of
 vomited the stars, sun, and moon. scientific inquiry.
c. In India, there is the narrative that gods sacrificed Purusha,
the primal man whose head, feet, eyes, and mind became
the sky, earth, sun, and moon respectively.
d. The monotheistic religions of Judaism, Christianity, and
Islam claim that a supreme being created the universe,
including man and other living organisms.

Process Questions:

PRACTICE
Activity: Doppler Effect and Interactive
Ask the students to watch two short video clips filmed inside a car. Try
to determine where the horn is coming from. Is it coming from inside the
car or outside the car? If outside the car, where?

- Video 1 - horn is coming from the inside of the car. There is hardly any
change in the volume and pitch of the horn.
- Video 2 - horn is coming from outside of the car. Specifically, the horn
is coming from another car travelling in an opposite direction.
Notice how the pitch and volume of the car varies with distance from the
other car. Pitch and volume increases as the other car approaches.

Process Questions:

ENRICHMENT
Ask the students to submit a brief report on the following topic/questions.
• What is the fate of the universe? Will the universe continue to expand
or will it eventually contract because of gravity?

Rubric
Evaluation:

TOPIC/LESSON
NAME Lesson 2: Theories of the Origin of the Solar System

The learners demonstrate an understanding of

CONTENT - the formation of the universe and the solar system.
STANDARDS

PERFORMANCE
STANDARDS
Compare the different hypotheses explaining the origin of the Solar System.
LEARNING (S11ES-Ia-2).
COMPETENCIES
At the end of the lesson, the learners will be able to:
SPECIFIC • Identify the large scale and small scale properties of the solar system; and
LEARNING • Discuss the different hypotheses explaining the origin of the solar system;
OUTCOMES
TIME ALLOTMENT 4 hrs

LESSON OUTLINE:

7. Introduction:
8. Motivation:
9. Instruction/Delivery:
10. Practice:
11. Enrichment:
12. Evaluation:

MATERIALS Book, PHET Simulations, laptop,

Book, PHET Simulations,
RESOURCES

PROCEDURE MEETING THE

LEARNERS’ NEEDS
INTRODUCTION
Communicating learning objectives
1. Introduce the following learning objectives and important terms
a. Identify the large scale and small scale properties of the solar system;
b. Discuss the different hypotheses explaining the origin of the solar system;

2. Help students recall what they have learned about the solar system by drawing a
model on the board. Ask the students for the correct sequence (from the inner planets
to the outer planet).

MOTIVATION
Activity: Appreciate Me!
Show to the class the photos of the Milky Way galaxy and discuss the
highlights.
Process Questions:

INSTRUCTION/DELIVERY
Activity # 2 Video Analysis
1. The teacher will show a video on the formation of the solar system and
the different theories involved. Then the students will answer the
Process Questions.
2. The teacher will then do a follow up lecture to elaborate other
concepts not too clear to the students.

Process Questions:

PRACTICE
Activity: Let’s Volt In.
Activity/game based on Active Accretion NASA's Discovery and New Frontiers
Program:
http://dawn.jpl.nasa.gov/DawnClassrooms/pdfs/ActiveAccretion_Dawn.pdf
Download or print from CD.

Process Questions:

ENRICHMENT
Activity: Think of Me!

Is the Solar System unique or rare? What is the possibility of finding a similar
system within the Milky Way Galaxy? What about an Earth like planet?

Ask students to think about the questions and do some research. This can
also be used to transition to the next topic - Earth as habitable planet.
• Criteria for assessment of this task may include: - Logical discussion on
answering the questions with supporting statements based on scientific
concepts.

Rubric:

1. (NOT 2. (NEEDS (MEETS 4. (EXCEEDS

VISIBLE) IMPROVEMENT) EXPECTATIONS) EXPECTATIONS)
Name the different
components of the
solar system
Name the large
scale and small
scale features of
the solar system.
Discuss the
different
hypotheses
regarding the
origin of the solar
system and
recognizing their
weaknesses
Discuss the origin
and evolution of
the solar system
based on the
most current
hypothesis (Proto
Planet Hypothesis
EVALUATION

TOPIC/LESSON
NAME Lesson 3: Earth Systems

The learners demonstrate an understanding of the subsystems (geosphere,

CONTENT hydrosphere, atmosphere, and biosphere) that make up the Earth.
STANDARDS
The learners shall be able to make a concept map and use it to explain how
PERFORMANCE the geosphere, hydrosphere, atmosphere, and biosphere are
STANDARDS interconnected.
The learners explain that the Earth consists of four subsystems, across
LEARNING whose boundaries matter and energy flow (S11ES-Ib-4).
COMPETENCIES
At the end of the lesson, the learners will be able to:
SPECIFIC • define the concept of a system; and
LEARNING • recognize the Earth as a system composed of subsystems.
OUTCOMES
TIME ALLOTMENT 4 hrs

LESSON OUTLINE:

13. Introduction:
14. Motivation:
15. Instruction/Delivery:
16. Practice:
17. Enrichment:
18. Evaluation:

MATERIALS Book, PHET Simulations, laptop,

Book, PHET Simulations,
RESOURCES

PROCEDURE MEETING THE

LEARNERS’ NEEDS
INTRODUCTION
. Perform either one of the following pre-class activities (30 minutes).

• Option 1 (This option is recommended for schools in a non-urban setting.)

o Using a pencil and a piece of paper, have the learners draw or illustrate the field
area. Take note of the presence of vegetation, soil cover, wildlife, rock out-crops, and
bodies of water. Ask the learners to think how energy and mass are transferred in the
different components of the area.

• Option 2 (This option is recommended for schools in an urban setting.)

o Together with the learners, label the different processes and phases of water involved
in the water cycle.
o Use the following terms to complete the cycle:

- condensation
- precipitation
- evaporation
- transpiration
- infiltration
- surface run-off

Process Questions:

MOTIVATION Teacher tip:

1. Ask the learners what they know about or have experienced regarding El Emphasize that El Nino is
Niño. not limited to atmospheric
conditions. It is the result
2. Use the Picture below, briefly explain the El Niño phenomenon. of hydrosphere (ocean)-
Emphasize that it starts with the unusual warming of the central Pacific atmosphere interaction.
Ocean accompanied by the weakening of the trade winds. The warming of • The subsystems of the
the central Pacific Ocean results to an eastward shift of the low pressure area Earth (atmosphere,
(away from the Indo Pacific). hydrosphere, biosphere,
and lithosphere) interact
with each other.
Process Questions:

INSTRUCTION/DELIVERY

1.Present this diagram that enumerates the subsystems of the Earth.

2. Define the term system as a set of interconnected components that are
interacting to form a unified whole.
3. Explain that the Earth system is essentially a closed system. It receives
energy from the sun and returns some of this energy to space.

Process Questions:

PRACTICE
Activity:
1. Using either the illustration , identify how energy and mass is exchanged
among the subsystems. Use different types of lines and boxes to differentiate
between matter or materials and energy.
2. Use arrows to indicate the interaction among components.
Process Questions:

ENRICHMENT
Write an essay not exceeding 200 words on how man has altered the
atmosphere, biosphere, hydrosphere, lithosphere, and as a consequence,
the Earth System as whole.

EVALUATION

TOPIC/LESSON
NAME Lesson 4: Earth Systems

The learners demonstrate an understanding of the subsystems (geosphere,

CONTENT hydrosphere, atmosphere, and biosphere) that make up the Earth.
STANDARDS
The learners shall be able to make a concept map and use it to explain how
PERFORMANCE the geosphere, hydrosphere, atmosphere, and biosphere are
STANDARDS interconnected.
The learners describe the characteristics of Earth that are necessary to
LEARNING support life (S11ES-Ia-b-3).
COMPETENCIES
At the end of the lesson, the learners will be able to:
SPECIFIC • recognize the difference in the physical and chemical properties between the
LEARNING Earth and its neighbouring planets; and
• identify the factors that allow a planet to support life.
OUTCOMES
TIME ALLOTMENT 2 hrs

LESSON OUTLINE:

19. Introduction:
20. Motivation:
21. Instruction/Delivery:
22. Practice:
23. Enrichment:
24. Evaluation:

MATERIALS Book, PHET Simulations, laptop,

Book, PHET Simulations,
RESOURCES

PROCEDURE MEETING THE

LEARNERS’ NEEDS
INTRODUCTION
1. Introduce the following specific learning objectives:
• Recognize the difference in the physical and chemical properties
between the Earth and its neighboring planets
• Identify the factors that allow a planet to support life.
2. Review the previous lessons on the Solar System.
• Origin • Components • Terrestrial vs Gas Planets
Process Questions:

MOTIVATION
Activity: 4 pics 1 word

1. Using the letters provided in picture above, ask the learners the four-letter
word that describes the following images.
2. 2. The humanity’s failure to protect the environment and life here on Earth
is likely due to the following:
• Inability to recognize the full consequence of his/her actions
• Lack of appreciation of how truly unique the Earth is

Process Questions:
INSTRUCTION/DELIVERY
Activity 1: Compare and Contrast the Planets

1. Print and cut-out photographs of three terrestrial planets, namely Venus, Earth,
and Mars. Place the photographs side by side.
2. 2. Divide the class into groups of three to five. Give each group a copy of Table 1
for reference. Ask each group to write down on a piece of paper the similarities
and differences among the planets. Give the learners 15 minutes to complete the
task.
3. 3. Ask the learners to provide possible explanations for their observations using
the information in Table 2 and their prior knowledge on the planets.

4. After the task, ask a representative from each group to present their
observations.

Process Questions:
PRACTICE
Activity 2: Interstellar Crash Landing (National Science Foundation,
n.d.,)
1. Ask students what factors would a planet habitable. Learners should
try to elaborate on their responses.
2. Ask the students to imagine themselves in an interstellar voyage.
Their spaceship suffers mechanical problems and will be forced to
 land. Fortunately they are passing through the Yanib System , which
is composed of a sun-like star surrounded by seven planets, some of
which have moons . Students are to decide the best place to land
their ship.
3. Ask students to write down on a piece of paper their choice of planet
or moon . Reasons for their choice should also be written down.
Reasons why they did not choose the other planets should also be
included.

ENRICHMENT Teacher tip

Terraforming Mars Have the learners write a 200 word report/essay on the • To terraform means to
transform another planet to
following topic: ‘Can man alter Mars environment to make it more suitable for resemble the Earth in several
human habitation? How?’ aspects, specifically the ability
to support life.
• Use the following criteria in
assessing this assignment: -
Logic and consistency in the
arguments - Valid and
consistent scientific concepts
to support the answer
EVALUATION