Republic of the Philippines

DEPARTMENT OF EDUCATION
Region XII
COTABATO DIVISION
LUMAYONG HIGH SCHOOL
Lumayong, Kayaga, Kabacan, Cotabato

School: LUMAYONG HIGH SCHOOL Subject: PHYSICAL SCIENCE

Teacher: Cherry Mae I. Lampukan, RND Teaching Date: February 13, 2023
Class/ Section/ Time: 12-AMITY & ERUDITE
(7:35-8:35) (9:50-10:50)

I. OBJECTIVES
A. Content Standard:
The learners shall demonstrate the understanding of:
1. The formation of the elements during the Big Bang and during stellar evolution
2. The distribution of the chemical elements and the isotopes in the universe

B. Performance Standard:
The learners should be able to make a creative representation of the historical development of the atom or the chemical
element in a timeline.

C. Learning Competency:
1. Give evidence for and describe the formation of heavier elements during star formation and evolution.

D. Objectives:
A. Identify the different elements in the Big bang nucleosynthesis
B. Describe the formation of heavier elements during star formation and evolution;
B. Explain the formation of the light elements in the big bang theory
II. CONTENT/ SUBJECT MATTER:
Topic: FORMATION OF THE HEAVIER ELEMENTS
III. LEARNING RESOURCES:
References
Teacher’s Guide pages: Teacher’s guide/ Curriculum Guide p. 535
Learner’s Materials pages: Physical Science modules
Textbook pages: n/a
Additional Materials form Learning Resource (LR) portal: TV, PowerPoint Slide Decks, Laptop, Manila Paper,
Pictures
IV. PROCEDURES:
A. Reviewing previous lesson:
Daily routine
Prayer
Setting of classroom standards
Attendance checking
Recapitulation of the lesson
B. Establishing a purpose for the lesson:
The students will accomplish the following chart about the Physical Science
What I already know What I want to know What I learned

The teacher will post the objectives to be attain at the end of the lesson.
C. Presenting examples/ instances of the new lesson
Asking Questions:
Are you familiar of the periodic table?
How many elements are there?
Can you classify the light and heavy elements?
(The teacher publishes the students’ response on the board)
D .Discussing new concepts and practicing new skills #1
D.1. Group activity ( Crossword Puzzle)
Complete the crossword puzzle using the clues below the puzzle
The class will be divide according to the quantity and each group provide an output. The rubrics will be post on the board.
D.2 Analysis
Guide Questions:
Q1. How did you find the activity? (The teacher publishes the students response on the board)
Q2. What have you noticed? (The teacher publishes the students response on the board)
Q3What is Big Bang Theory? (The teacher publishes the students’ response on the board)
Q4. Give 3 evidences that explain the formation of the light elements in the Big Bang Theory. (The teacher publishes the
students response on the board)
Q5. Name at least 4 light elements formed in the Big Bang Theory.
(The teacher publishes the students’ response on the board)
E. Discussing new concepts and practicing new skills #1
E.1 Video Clip Watching
Watch the video clip on the formation of heavier elements during star formation and evolution in order to answer the
following guide questions.
Guide Questions:
Q1. How did you find the activity? (The teacher publishes the students response on the board)
Q2. What have you noticed? (The teacher publishes the students response on the board)
Q3. Can you identify the light elements and the heavy in the periodic table of elements? (The teacher publishes the students
response on the board)
Q5. How were elements heavier than beryllium formed? (The teacher publishes the students response on the board)
Q6. What are the pieces of evidence supporting the star formation theory? (The teacher publishes the students response on
the board)
Q7. If you were going to rate your group what score you will give? Are you satisfied? Why? Why not? (The teacher
publishes the students response on the board)
F. Developing Mastery ( Leads to Formative Assessment 3 )
F1. Putting it All Together: Concept Mapping
Direction: Complete the CONCEPT MAP below by supplying and filling in the correct word or phases indicated in the WORD
BANK.
The same group shall perform by supplying the needed data. They are going to identify the light elements to heavy elements.
The teacher shall present in advance the rubrics to rate the actual performance of each member of the group. If time is not
enough, this will be carried out the next day. Each group will present their outputs in 5 minutes. (The teacher will just give
instructions.)
After the presentation, all groups will give their feedback.
F.2 Analysis
Q1. How do you feel the activity? Was it easy or difficult? What can you say about it?
Q2. Can you identify now the elements?
G. Finding practical applications of concepts and skills in daily living
What is the importance of knowing how the elements form? What happen in the Big Bang nucleosynthesis? What are the
elements form? Light elements or heavy elements? Can you identify those elements?
H. Making generalizations and abstractions about the lesson
H. 1. Generalization (For the learners to answer, may be done the next day if time is not enough.)
What are the new learning you have been discover in the formation of the elements? Does the formation clarifies your
insights how the periodic table of elements form?
H.2. Abstraction (For the teacher to carry out, may be done the next day if time is not enough.)
Teacher will generalized all the concept being discussed by the students during the activity, as well as confirms/corrects
details in the presentation which needs further emphasis or deepening.
I .Evaluating learning
Multiple Choice. Choose the letter of the best answer. Write the chosen letter on the space provided before each number.
___ 1. Which of the following describes stellar nucleosynthesis?
a. It is the process by which elements are formed within stars.
b. It is the formation of elements during a supernova explosion.
c. It is the process by which elements are produced in gas clouds.
d. It is the formation of light elements such as hydrogen and helium.
___ 2. Which of the following is a stellar core formed when the fragments of a collapsed molecular cloud contract?
a. Protostar b. Supernova c. Red Giant d.Main Sequence Star
___ 3. Which of the following is a star that has used up its hydrogen supply in the core and switched into the thermonuclear fusion of
hydrogen in the shell surrounding the core?
a. Protostar b. Supernova c. Red Giant d.Main Sequence Star
___ 4. The formation of a star starts with the dense regions of molecular clouds. What force pulls matter together to form these
regions?
a. Magnetic Force b. Electromagnetic Force c. Nuclear Force d. Gravitational Force
___ 5. What happens when most of the hydrogen in the core is fused into helium in the stellar core?
a. Hydrogen fusion continues, and the pressure in the core decreases.
b. Hydrogen fusion continues, and the pressure in the core increases.
c. Gravity squeezes the star until helium and hydrogen burning occur.
d. Nuclear energy increases until carbon and helium burning occur.
(After the allotted time, the teacher shall check the learner’s answers.)

J. Additional activities for application or Remediation

Research on the how the stars form?

V.REMARKS:

VI. REFLECTION:

A. No. of learners who earned 80%

 in the evaluation.
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:
Cherry Mae I. Lampukan, RND
Subject Teacher
KADINGILAN
____ YES No. of Learners who have caught up with the lesson: ______
____ NO If not, what will you do next? ________________________
________________________________________________
Teaching Strategies that work well (Put a check on the blank.)
___Games ___ Peer Teaching
___Group Activities/Group Collaboration ___ 4A’s Approach
___Convergent & Divergent Thinking ___Think-Pair-Share
___ Problem-based Learning ___ Experiential Learning
___ Reciprocal Teaching ___ Differentiated Instruction
___ Inquiry-based Learning ___ Discussion
___Chalk & Talk Method (Lecture Method) ___ Case Method
___ PowerPoint Presentation with animation ___ Role Playing/Drama
Why?
___ Complete IMs
___ Availability of Materials
___ Learners’ eagerness to learn
___ Group members’ cooperation in doing their tasks
___ Bullying ___ Learners’ behaviour/attitude
___ Colorful IMs ___ Unavailable Technology
___ Equipment (AVR/LCD) ___ Reading Readiness
___ Additional Clerical Work
___ Science Computer/Internet Lab
Checked by:
AKMAD K.
Principal