This instructional plan outlines a lesson on the expanding universe theory. The objectives are for students to observe an expanding universe model, gather evidence for the Big Bang theory, and understand that more distant galaxies are receding faster. Activities include a discussion of the expanding universe and a hands-on activity using a balloon to model expansion. Students will then answer questions about the activity and evidence supporting the Big Bang theory. The lesson aims to help students understand the historical development of theories explaining the origin and evolution of the universe.
This instructional plan outlines a lesson on the expanding universe theory. The objectives are for students to observe an expanding universe model, gather evidence for the Big Bang theory, and understand that more distant galaxies are receding faster. Activities include a discussion of the expanding universe and a hands-on activity using a balloon to model expansion. Students will then answer questions about the activity and evidence supporting the Big Bang theory. The lesson aims to help students understand the historical development of theories explaining the origin and evolution of the universe.
This instructional plan outlines a lesson on the expanding universe theory. The objectives are for students to observe an expanding universe model, gather evidence for the Big Bang theory, and understand that more distant galaxies are receding faster. Activities include a discussion of the expanding universe and a hands-on activity using a balloon to model expansion. Students will then answer questions about the activity and evidence supporting the Big Bang theory. The lesson aims to help students understand the historical development of theories explaining the origin and evolution of the universe.
This instructional plan outlines a lesson on the expanding universe theory. The objectives are for students to observe an expanding universe model, gather evidence for the Big Bang theory, and understand that more distant galaxies are receding faster. Activities include a discussion of the expanding universe and a hands-on activity using a balloon to model expansion. Students will then answer questions about the activity and evidence supporting the Big Bang theory. The lesson aims to help students understand the historical development of theories explaining the origin and evolution of the universe.
Learning Area: EARTH SCIENCE Date: Semester: 1st Module No. 1 Competencies: Describe the historical development of theories that explain the origin of the Universe. iPlan No. 1 Duration 60 (minutes/hours mins. Key Understandings to The Universe be developed Learning Knowledge Observe a model of the expanding Objectives Universe; Skills Develop an authentic models; Gather evidence supporting the Big Bang theory; and Attitudes Learn that the farther away a galaxy the faster it is receding. Resources Needed Handouts, scissors, pen/pencil, balloon, ruler marker, paper clips Reference Learner’s Module Elements of the Methodology Plan Preparations Introductory Activity Discuss the topic “Our Expanding -How will I make the (Optional) Universe: Age, History & Other Facts”. learners ready? Ask the following questions; -How do I prepare 1. How old is our universe? the learners for the 2. Will the universe ever end? new lesson? Activity Distribute Activity 1The Expanding Universe. Students will put the materials -How will I connect in their tables. Discuss the nature of the my new lesson with activity. Ask them if they have questions the past lesson? and clarifications of the activity. Presentation - (How will I present Analysis Teacher to roam around and see to it the new lesson? that students are following the -What materials will I procedure. use? -What Let the students answer the following generalization/ questions: concept/ conclusion/ 1. As the balloon (i.e. the Universe) abstraction should expands what happens to the dots (i.e. the learners arrive galaxies)? at? 2. If you started with a fully expanded balloon (i.e. the Universe), and ran this experiment in reverse what would happen to the dots (i.e. the galaxies)? 3. Which measuring tool was more accurate? Why? 4. In this experiment our breath caused the balloon (i.e. the Universe) to expand, what caused the actual Universe to expand? Abstraction Use the strategy 3-2-1 Summarizer: Students state 3 things they learned, 2 ways the information relates to them personally, and 1 question they have about the material Practice Application Answer the following questions: -What practice 1. What evidences supporting the Big exercises/application Bang theory? activities will I give to 2. How did the universe go from one the learners? tiny, super-hot, super-dense speck to Assessment stars, planets, galaxies, etc.? (Refer to DepEd 3. What evidences supports the Big Bang Order No. 73, s. theory? 2012 for the 4. How old is our universe? Examples) 5. Will the universe ever end? Assessment Matrix Levels of Assessment What will I How will I How will assess? assess? I score? Knowledge Process or Skills Understanding(s) Scientists say that the accelerating expansion may be due to dark energy, a property of space that opposes gravity. Other scientists question whether their theory of gravity was correct to begin with. Which of these two statements do you agree with and why? Products/Performance (Transfer of Understanding) Assignment Reinforcing the day’s lesson Enriching the day’s What new discoveries does modern lesson scientist have regarding the Big bang theory? Read and watch the latest facts on the universe by Charles Choi in his “Our Expanding Universe Age, History and other facts” (accessed on 9 November 2015) List down at least five new pieces of information you picked up about the universe in its beginnings. Enhancing the day’s lesson Preparing for the new lesson Concluding Wrap-up Activity (Optional) Finale Instructional Plan (iPlan) Template
Name of Teacher Shiela R. Klodzinski Grade/Year Level Grade 11
Learning Area: EARTH SCIENCE Date: June 14, 2016 Semester: 1st Module No. 1 Competencies: Compare the different hypotheses explaining the origin of the Solar System iPlan No. 2 Duration 60 (minutes/hours mins. Key Understandings to The Origin of the Solar System be developed Learning Knowledge Describe observational and theoretical Objectives evidence relating to the formation of the solar system (e.g. Evidence that supports the theory that the solar system); Skills Explain and share their own ideas on each theories of the origin of the Solar System; Ask questions in relation to theories of the origin of the Solar System; and Attitudes Coordinates and give respect to each other. Resources Needed Handouts, props Reference Learner’s Module Elements of the Methodology Plan Preparations Introductory Activity Discuss the topic “Origins of the Solar -How will I make the (Optional) System”. learners ready? Ask the following questions; -How do I prepare 1. How did our solar system form? the learners for the 2. What are the theories which originate new lesson? our Solar System? -How will I connect 3. What is a nebula? my new lesson with Activity Select students to perform the “Talk Show the past lesson? : Origin of the Solar System”. Five Presentation students will be the guest speaker which - (How will I present will assign as follows: the new lesson? 1. NEBULAR THEORY -What materials will I 2. INTERSTELLAR CLOUD THEORY use? KUIPER'S THEORY -What 3. CAPTURE THEORY generalization/ 4. PROTOPLANET THEORY concept/ conclusion/ 5. TIDAL THEORY abstraction should the learners arrive There will be a host, a camera man at? and the rest will be the audience and will be asking some questions. The scores will be based on the over-all performance of the class.
Analysis Let the students answer the following
questions: 1. What evidence did scientist have to support for nebula theory? 2. What evidence did scientist have to support for interstellar theory? 3. What evidence did scientist have to support for protoplanet theory? 4. What evidence did scientist have to support for tidal theory? 5. What makes the nebular theory a theory and not a law? 6. Is the nebular theory widely accepted in the scientific community? If not, what are some of the problems with the theory? How do you know? Abstraction Use the strategy 3-2-1 Summarizer: Students state 3 things they learned, 2 ways the information relates to them personally, and 1 question they have about the material Practice Application Their activity will serve as their -What practice application. exercises/applicatio Assessment Matrix n activities will I give Levels of Assessment What will I How will I How will to the learners? assess? assess? I score? Assessment Knowledge (Refer to DepEd Process or Skills Order No. 73, s. Understanding(s) 2012 for the Examples) Products/Performanc e (Transfer of Understanding) Assignment Reinforcing the day’s lesson Enriching the day’s lesson Enhancing the day’s lesson Preparing for the new Study and read on Characteristics of lesson Earth on your Learner’s Module pg. Concluding Wrap-up Activity (Optional) Finale Instructional Plan (iPlan) Template
Name of Teacher Shiela R. Klodzinski Grade/Year Level Grade 11
Learning Area: EARTH SCIENCE Date: June 15, 2016 Semester: 1st Module No. 1 Competencies: Describe the characteristics of Earth that are necessary to support life. iPlan No. 3 Duration 60 (minutes/hours mins. Key Understandings to Characteristics of Earth be developed Learning Knowledge Describe the characteristics of Earth that Objectives are necessary to support life; Skills Answer the questions in relation to characteristics of Earth that are necessary to support life; and Attitudes Realize the importance of taking care of our environment. Resources Needed Handouts, props Reference Learner’s Module Elements of the Methodology Plan Preparations Introductory Activity Ask the following questions: -How will I make the (Optional) 1. We live on a unique planet in that it learners ready? may be the only one in our solar system -How do I prepare that has life on it. the learners for the What do you think? Are we alone? 2. Living things are called? new lesson? 3. Do organisms interact with non-living -How will I connect components on the Earth? my new lesson with Activity In a Question and Answer Portion the past lesson? Activity, the teacher will read the Presentation question and the students will to - (How will I present answer the question by raising the the new lesson? right-hand. Points will be given to -What materials will I student who got the correct answer. use? -What Questions: generalization/ 1. Is liquid water important, why? concept/ conclusion/ 2. What else is water needed for? abstraction should 3. Where is this going to happen? the learners arrive 4. What characteristics make it at? possible for life to exist on the earth?
Analysis Let the students answer the following
questions: 1. What gases make up the atmosphere? 2. Where does the CO2 come from? 3. Can rain re-fill the aquifers as fast as people can pump the water out?
Abstraction Use the strategy 3-2-1
Summarizer: Students state 3 things they learned, 2 ways the information relates to them personally, and 1 question they have about the material Practice Application Answer the following: -What practice 1. What happens when a beaver dams exercises/applicatio a stream? n activities will I give 2. Make a list of all the things that to the learners? could happen. Assessment (Refer to DepEd Assessment Matrix Order No. 73, s. Levels of Assessment What will I How will I How will 2012 for the assess? assess? I score? Examples) Knowledge Process or Skills Understanding(s) Products/Performanc e (Transfer of Understanding) Assignment Reinforcing the day’s lesson Enriching the day’s lesson Enhancing the day’s lesson Preparing for the new Study and read on Earth System on lesson your Learner’s Module pg. Concluding Wrap-up Activity (Optional) Finale Instructional Plan (iPlan) Template
Name of Teacher Shiela R. Klodzinski Grade/Year Level Grade 11
Learning Area: EARTH SCIENCE Date: June 16, 2016 Semester: 1st Module No. 1 Competencies: Explain that the Earth consists of four subsystems, across whose boundaries matter and energy flow. iPlan No. 4 Duration 60 (minutes/hours mins. Key Understandings to Earth Systems be developed Learning Knowledge Describe the characteristics of Earth that Objectives are necessary to support life; Skills Answer the questions in relation to characteristics of Earth that are necessary to support life; and Attitudes Realize the importance of taking care of our environment. Resources Needed Handouts, props Reference Learner’s Module Elements of the Methodology Plan Preparations Introductory Activity Ask the following questions: -How will I make the (Optional) 1. We live on a unique planet in that it learners ready? may be the only one in our solar system -How do I prepare that has life on it. the learners for the What do you think? Are we alone? 2. Living things are called? new lesson? 3. Do organisms interact with non-living -How will I connect components on the Earth? my new lesson with Activity In a Question and Answer Portion the past lesson? Activity, the teacher will read the Presentation question and the students will to - (How will I present answer the question by raising the the new lesson? right-hand. Points will be given to -What materials will I student who got the correct answer. use? -What Questions: generalization/ 1. Is liquid water important, why? concept/ conclusion/ 2. What else is water needed for? abstraction should 3. Where is this going to happen? the learners arrive 4. What characteristics make it at? possible for life to exist on the earth?
Analysis Let the students answer the following
questions: 1. What gases make up the atmosphere? 2. Where does the CO2 come from? 3. Can rain re-fill the aquifers as fast as people can pump the water out?
Abstraction Use the strategy 3-2-1
Summarizer: Students state 3 things they learned, 2 ways the information relates to them personally, and 1 question they have about the material Practice Application Answer the following: -What practice 1. What happens when a beaver dams exercises/applicatio a stream? n activities will I give 2. Make a list of all the things that to the learners? could happen. Assessment (Refer to DepEd Assessment Matrix Order No. 73, s. Levels of Assessment What will I How will I How will 2012 for the assess? assess? I score? Examples) Knowledge Process or Skills Understanding(s) Products/Performanc e (Transfer of Understanding) Assignment Reinforcing the day’s lesson Enriching the day’s lesson Enhancing the day’s lesson Preparing for the new Study and read on Earth System on lesson your Learner’s Module pg. Concluding Wrap-up Activity (Optional) Finale