Grade

School TRENTO NATIONAL HIGH SCHOOL Level

11
Grades 11
Detailed Learning Earth and
Teacher MELBA L. ALFEREZ, BSE-BIOLOGY
Lesson Area Life Science
Plan Teaching Dates and
JULY 25, 2018 Quarter 1
Time

(A typical DLP contains the following parts: Objectives, Content, Learning Resources, Procedures, Remarks and Reflection - D.O. 42, s.
2016)

I. Objectives or Learning Competencies (LC code for each)

1. State the different hypotheses explaining the origin of the universe.
2. Describe the different hypotheses explaining the origin of the solar system.
3. Recognize the uniqueness of Earth, being the only planet in the solar system with properties
necessary to support life.
4. Explain that the Earth consists of four subsystems, across whose boundaries matter and energy
flow.
II. Content/s
ORIGIN AND STRUCTURE OF THE EARTH
 UNIVERSE AND SOLAR SYSTEM
 EARTH AND EARTH SYSTEMS
III. Learning Resources
The Origin of the Universe | Scholastic
https://www.scholastic.com/teachers/articles/teaching-content/origin-universe/

IV. Procedures
Instructional
Models, Strategies, Deductive method/ Inquiry-based approach
& methods Applied

Teacher:

i. GOOD AFTERNOON CLASS!!! (Learners Response).

ii. Any volunteer to lead the prayer?

PRELIMINARIES
iii. Good afternoon once again class. So how are you doing today?

iv. Before you take your seats pick up some pieces of papers and arrange your
chairs properly.

v. Who is absent today?

Teacher: Based on our curriculum guide this is our competency to be accomplish for this
session:
1. State the different hypotheses explaining the origin of the universe.
2. Describe the different hypotheses explaining the origin of the solar system.
3. Recognize the uniqueness of Earth, being the only planet in the solar system
with properties necessary to support life.
ENGAGE
4. Explain that the Earth consists of four subsystems, across whose boundaries
(5 MINIU TES)
matter and energy flow.

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 Select the correct meaning of the each word, then try to explain in front.
Geology- The study of materials and processes that operate beneath and
upon Earth's surface.
Earth Science- The study of our Earth.
EXPLORE Astronomy-Study of planet’s origin and members of solar system.
Oceanography- Study of composition and movements of seawater, coastal
processes, seafloor, topography and marine life.
Meteorology- Study of atmosphere and elements that produce weather.
Cosmology- is the study of the universe, including its properties,
structure and evolution.
Universe - derives from the Old French word univers, which in turn derives from the
Latin word universum is all of space and time (spacetime) and its contents, which
includes planets, moons, minor planets, stars, galaxies, the contents of intergalactic
space and all matter and energy.
Cosmology - is the study of the universe, including its properties, structure and
evolution.
Examples of Galaxies
• Milky Way
• Large Magellanic Cloud
• Andromeda
• Cigar Galaxy
EXPLAIN • Tadpole Galaxy
• Sombrero Galaxy
• Pinwheel Galaxy
Solar System- consists of our star, the Sun, and its orbiting planets (including Earth),
along with numerous moons, asteroids, comet material, rocks, and dust. Our Sun is just
one star among the hundreds of billions of stars in our Milky Way Galaxy.
Astronomy- is a natural science that study of celestial objects (such as stars,
galaxies, planets, moons, asteroids, comets and nebulae), the physics, chemistry, and
evolution of such objects, and phenomena that originate outside the atmosphere of
Earth, including supernovae explosions, gamma ray bursts, and cosmic microwave
background radiation.

Theories on the Origin of the Universe

1. BIG BANG THEORY All of the energy and matter of the universe were
compressed into hot and dense state. About 13.7 billion years our universe
ELABORATE began as a cataclysmic explosion, which continued to expand, cool and evolve
its current state. Temperature decreased sufficiently to allow clumps of matter to
collect. these materials formed the first nebulae, which evolved into the first stars
and galaxies. Our sun and planetary system formed 5 billion years later.
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 2. CREATIONIST THEORY This theory states that God, the Supreme Being
created the whole universe out of nothing. The proof can be read in the Holy
Bible stipulating that God created the heaven and the Earth including man.
3. OSCILLATING UNIVERSE THEORY- proposed by a Russian-born US
cosmologist GEORGE GAMOW • he said that the expansion of the universe will
eventually come to a halt then it collapses up to the time that the universe will
return to its original form and form another Big Bang wil occur. This process will
happen as a cycle.
4. STEADY STATE THEORY This theory states that the universe has always been
the same since the beginning and will remain in its present state until eternity. It
further claims that the new galaxies appear as a result of the drifting of other
galaxies.
 Our Expanding Universe The universe is still expanding in a Doppler red
shift in the light we receive. It shows an icreasing distance between us
and other galaxies in the universe. It also shows that the universe is
expanding slowly.
BASIC EVOLUTIONARY THEORY( Origin of the Solar System)
The earliest accounts of how the Sun, the Earth and the rest of the Solar System were
formed are to be found in early myths, legends and religious texts. None of these can be
considered a serious scientific account. The earliest scientific attempts to explain the
origin of the solar system invoked collisions or condensations from a gas cloud. The
discovery of 'island universes', which we now know to be galaxies, was thought to
confirm this latter theory.
1. NEBULAR HYPOTHESIS
Hydrogen and other gases swirled around and condensed into our sun and its
planets. The nebular hypothesis is the most widely accepted model in the field
of cosmogony to explain the formation and evolution of the Solar System. It
suggests that the Solar System formed from nebulous material. The theory was
developed by Immanuel Kant and published in his Universal Natural History and
Theory of the Heaven. Originally applied to our own Solar System, this process
of planetary system formation is now thought to be at work throughout
the universe.
2. FISSION THEORY
One day our sun burst open, and planets and moons shot out at high speeds
and went to their respective places, then stopped, and started orbiting the sun,
as the moons began orbiting the planets.
3. CAPTURE THEORY
Planets and moons were flying around, and some were captured by our sun and
began circling.
4. ACCRETION THEORY
A pile of space dust and rock chunks pushed together into our planet, and
another pile pushed itself into our moon. Then the moon got close enough and
began encircling the earth.
5. PLANETARY COLLISION THEORY
Our world collided with a small planet, and the explosion threw off rocks which
became the moon, and then it began orbiting us.
6. STELLAR COLLISION THEORY
Our planets, moons, and suns spun off from the collision between stars.
7. GAS CLOUD THEORY
Gas clouds were captured by our sun. But instead of being drawn into it, they
began whirling and pushing themselves into planets and moons.

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 THE FOUR SUBSYSTEMS OF THE EARTH

Lithosphere
The lithosphere contains all of the cold, hard solid land of the planet's
crust (surface), the semi-solid land underneath the crust, and the liquid
land near the center of the planet. *The surface of the lithosphere is very uneven
(see image at right). There are high mountain ranges like the Rockies and Andes
(shown in red), huge plains or flat a reas like those in Texas, Iowa, and Brazil
(shown in green), and deep valleys along the ocean floor (shown in blue).

The solid, semi-solid, and liquid land of the lithosphere form layers that are
physically and chemically different. If someone were to cut through Earth to its
center, these layers would be revealed like the layers of an onion (see image
above). The outermost layer of the lithosphere consists of loose soil rich in
nutrients, oxygen, and silicon. Beneath that layer lies a very thin, solid crust of
oxygen and silicon. Next is a thick, semi-solid mantle of oxygen, silicon, iron, and
magnesium. Below that is a liquid outer core of nickel and iron. At the center of
Earth is a solid inner core of nickel and iron.

*Note: The word "lithosphere" can take on different meanings depending on the
speaker and the audience. For example, many geologists--scientists who study
the geologic formations of Earth--reserve the word "lithosphere" to mean only the
cold, hard surface of Earth, not the entire inside of the planet. For the purpose of
this module, however, there will be no distinction among the various layers of
land. The word "lithosphere" will be used in reference to all land in Earth's
system.

Hydrosphere
The hydrosphere contains all the solid, liquid, and gaseous water of the planet.
**It ranges from 10 to 20 kilometers in thickness. The hydrosphere extends from
Earth's surface downward several kilometers into the lithosphere and upward
about 12 kilometers into the atmosphere.

A small portion of the water in the hydrosphere is fresh (non-salty). This water
flows as precipitation from the atmosphere down to Earth's surface, as rivers and
streams along Earth's surface, and as groundwater beneath Earth's surface.
Most of Earth's fresh water, however, is frozen.

Ninety-seven percent of Earth's water is salty. The salty water collects in deep
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 valleys along Earth's surface. These large collections of salty water
are referred to as oceans. The image above depicts the different
temperatures one would find on oceans' surfaces. Water near the
poles is very cold (shown in dark purple), while water near the
equator is very warm (shown in light blue). The differences in temperature cause
water to change physical states. Extremely low temperatures like those found at
the poles cause water to freeze into a solid such as a polar icecap, a glacier, or
an iceberg. Extremely high temperatures like those found at the equator cause
water to evaporate into a gas.

**Note: Some scientists place frozen water--glaciers, icecaps, and icebergs--in

its own sphere called the "cryosphere." For the purpose of this module, however,
frozen water will be included as part of the hydrosphere. The word "hydrosphere"
will be used in reference to all water in Earth's system.

Biosphere
The biosphere contains all the planet's living things. ***This sphere
includes all of the microorganisms, plants, and animals of Earth.

Within the biosphere, living things form ecological communities based on the
physical surroundings of an area. These communities are referred to as biomes.
Deserts, grasslands, and tropical rainforests are three of the many types of
biomes that exist within the biosphere.

It is impossible to detect from space each individual organism within the

biosphere. However, biomes can be seen from space. For example, the image
above distinguishes between lands covered with plants (shown in shades of
green) and those that are not (shown in brown).

***Note: Some scientists place humans in their own sphere called the
"anthrosphere." For the purpose of this module, however, humans will be
included as part of the biosphere. The word "biosphere" will be used in reference
to all living things in Earth's system.

Atmosphere
The atmosphere contains all the air in Earth's system. ****It extends from less
than 1 m below the planet's surface to more than 10,000 km above the planet's
surface. The upper portion of the atmosphere protects the organisms of the
biosphere from the sun's ultraviolet radiation. It also absorbs and emits heat.
When air temperature in the lower portion of this sphere changes, weather
occurs. As air in the lower atmosphere is heated or cooled, it moves around the
planet. The result can be as simple as a breeze or as complex as a tornado.

****Note: The atmosphere is made up of many layers that differ in chemical

composition and temperature. For the purpose of this module, however, we will
not differentiate among the layers of the atmosphere. The word "atmosphere" will
be used in reference to all of the layers.
IDENTIFICATION
1. The study of the entire universe,
EVALUATE
2. The widely accepted theory the origin of the universe.
3. This theory states that the universe has always been the same and will continue to be
the same forever.
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 4. This theory suggests that the universe expanded from a small ball and it is still
expanding.
5. The other term for universe.

Answer the following:

END TASK 1. How can you prove that the universe is expanding?
2. If you are to formulate your own theory about the origin of the universe, how would
you explain it?
V. Remarks
1-2 session
VI. Reflection
A. No. of learners who earned
45
80% on this formative assessment
B. No. of learners who require
10
additional activities for remediation
C. Did the remedial lessons work?
No. of learners who have caught Yes. Almost all of them understood the lesson.
up the lesson
D. No. of learners who continue to
0
require remediation
E. Which of my teaching strategies Inquiry-based/ Learners are very active to participate and share their
worked well? Why did these work? Thoughts and ideas in the class.
F. What difficulties did I encounter
which my principal or supervisor
help me solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with other
teacher?

Prepared by:
MELBA L. ALFEREZ
BSEd- BIOLOGY
Checked by: Reviewed by:

VICTOR G. LAMPADIO, ECE FRANCISCA D. PLAZA, LPT

SHS Coordinator SHS Assistant Principal

Noted by:
LEOPOLDO M. PULIDO, Ph.D.
Principal IV

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