Learning Area Earth and Life Science

AY 2022-2023 Grade Level Gr. 11

Term and Week First Term / Week 2

Inclusive Dates June 25 - 28

Value of the Month Devotion to Study

Teachers

Day 1

A. Content Standard The formation of the universe and the solar system.

B. Learning Competencies State the different hypotheses / theories explaining the origin of the
universe.

C. Learning Targets I can….

1. identify the different theories of the origin of the universe by
exploring an on-line interactive site; and
2. compare the basis of the different theories of the origin of the
universe through concept mapping.

D. Content Origin of the Universe

E. Resources, Instructional Tools, On-line / internet, laptop, tablet, computer.

and Aids (adrian.edu/uploads/files/big_bang_activity.pdf)/ Sci Textbook.pp2-20

F. Values Integration Devotion to Study

G. Other Integration (21st CS, Critical and collaboration thinking will be observed by letting the
Real Life or Interdisciplinary students compare the various theories of the origin of the universe.
they will also collaborate by the paired work.

H. Procedure

1. Drill and Review TRIVIA: Some recent discoveries about the universe will be
presented to class.
2. Motivation

3. Process of Learning

a. ACQUISITION ON-LINE INTERACTIVE:

(SURFACE) - The students will be asked to go to this link:
(adrian.edu/uploads/files/big_bang_activity.pdf)
- This activity will be done by pair, the students need to explore
the site that will present various theories on the origin of the
universe.

b. MAKING MEANING GUIDE QUESTIONS:

 - While exploring the link, the students will be asked to answer
the following guide questions to be discussed after the activity.

1. How did the distance from the home dot to each of the other
galaxies change each time you inflated the balloon?
2. Did the galaxies near home or those farther away appear to
move the greatest distance?
3. How could you use this model to simulate the ìBigCrunch,î a
time when all the galaxies might collapse in on themselves?

- Through THINK-PAIR-SHARE, the students will be asked to

discuss their answers with a pair. Then, students will be called
in random to share.

c. TRANSFER The transfer task will be done on the third day. Please see transfer
column of day 2-3 LP.

I. ASSESSMENT FORMATIVE ASSESSMENT: CONCEPT MAPPING

The students will be asked to complete the concept map found on
their textbook. (The Earth and Life Science pp.3-4)

J. Assignment Study the following theories of the origin of the solar system:
- Descarte’s
- Buffon’s
- Kant
- Etc.
Ref: Sci Textbook pp.12-16

K. Closure THUMBS UP AND DOWN

The students will be asked to show:
thumbs up if they fully understood the lesson
thumbs down if they did not understand
thumbs sideways if they understood but needs reinforcement.

L. Remark/s
 Day 2 - 3

A. Content Standard The subsystems (geosphere, hydrosphere, atmosphere, and

biosphere) that make up the Earth.

B. Learning Competencies Describe the different hypotheses explaining the origin of the solar
system.

C. Learning Targets I can…

- explain the basis of the different theories of the origin of the
solar system through gallery walk activity.
- compare the different theories of the origin of the universe by
looking at the structure of the solar system models.

D. Content Origin of the Solar System

E. Resources, Instructional Tools, SciTextook pp.12-20

and Aids

F. Values Integration Devotion to Study

G. Other Integration (21st CS, Collaboration will be observed by the students as they work with their
Real Life or Interdisciplinary groups in making their time line output.

H. Procedure

2. Drill and Review PICTURE ANALYSIS:

Two photos of solar systems. The students will be asked to find the
2. Motivation similarities and differences.

3. Process of Learning

b. ACQUISITION GALLERY WALK

(SURFACE) The students with their group will be asked to do a gallery walk
activity. The exhibit in each corner/side would the following:

1. Descartes’ Vortex Theory

2. Buffon’s Collision Theory
3. Kant-Laplace Nebular Theory
4. Jeans-Jeffrey’s Tidal Theory
5. Solar Nebular Theory

b. MAKING MEANING GUIDE QUESTIONS:

As they visit each exhibit, they have to answer the following guide
questions and discuss after.
1. Describe the theory explains the origin of the solar system.
2. What is the basis of the theory in explaining the origin of the
solar system?
3. What is something inconsistent or lacks of evidence in the
theory?

4. Discussion follows after the gallery walk visits.

 c. TRANSFER End of day 2 and whole meeting of day 3.

TIME LINE MAKING

The students will be asked to make a time-line showing the
development of the structure of the universe and solar system. They
will also be required to include in the time-line the explanation on how
the past times affect people’s lives of today.

I. ASSESSMENT GROUP PRESENTATION

The time-line will be presented by group. A rubric and guidelines will
be given as a basis for grading.

J. Assignment Study the following theories of the origin of the solar system:
- Descarte’s
- Buffon’s
- Kant
- Etc.
Ref: Sci Textbook pp.12-16

K. Closure PHRASE COMPLETION

I learned that…
I enjoyed …..
I am confused about …..

L. Remark/s

Day 4

A. Content Standard Earth’s internal structure

B. Learning Competencies Recognize the uniqueness of Earth, being the only planet in the solar
 system with properties necessary to support life.

C. Learning Targets I can…

- describe the structure and composition of the Earth by
examining an Earth model; and
- compare the Earth to other planets in terms of characteristics,
profiles, relative distances, through a comparative table.

D. Content The Earth and other Planets

E. Resources, Instructional Tools, SciTextook pp. 24 – 35 / http://interactivesites.weebly.com/solar-system.html

and Aids

F. Values Integration Devotion to Study

G. Other Integration (21st CS, Critical thinking will be observed by the students when they compare
Real Life or Interdisciplinary the planets in the solar system.

H. Procedure

3. Drill and Review TRIVIA: Did you know that NASA opened an application for Filipinos
who want to go to planet MARS?
2. Motivation Why planet Mars and not other planets?

3. Process of Learning

c. ACQUISITION VIDEO
(SURFACE) A video on the solar system tour will be shown. The students will be
able to discover the characteristics, profiles, and other important
things about each planet.

ACTIVITY: ON-LINE
The students will be asked to open this link:
http://interactivesites.weebly.com/solar-system.html

1. Explore the links by opening each slide and watch the

embedded video.
2. Each video has questions provided, answer the questions on
your notebook.
3. After the students have explored the link, they will be asked to
share what they discovered.

b. MAKING MEANING TABLE COMPLETION

The students will be asked to make a comparative table and show the
profiles of the planets in the solar system. This is to compare the

characteristics of the planets as well as to see why Earth is the only

planet that caters life formation and processes.

c. TRANSFER THINK-PAIR-SHARE
 If you were to live in planet MARS, what are the things that you would
not be able to enjoy compared to living on Earth. (After learning the
profiles and characteristics of planet Mars).

I. ASSESSMENT SUMMATIVE ASSESSMENT

A summative assessment will be given to the students. This is about
the topics origin of the universe and origin of the solar system.

J. Assignment No assignment on weekends.

K. Closure ACROSTICS
Think of words or phrases that starts with the letters of the word
EARTH. The word or phrases must also be related to it and preferably
mentioned in this lesson.
E-
A-
R-
T-
H-

Submitted by:

Albert A. Gutierrez
Earth and Life Sci. Teacher
Grade 11, SHS

Checked by:

Dagame O. Bohol PhD. Cand.

STEM Coordinator, SHS