Lesson Title: Historical Development of Theories on the Origin of the Universe

Grade Level: Grade 12

Subject Area: Science

Duration: 60 minutes

Objectives:

 Students will be able to describe the historical development of theories on the

origin of the Universe.
 Students will understand the major contributions of key scientists and thinkers to
the development of these theories.
 Students will be able to compare and contrast different theories on the origin of
the Universe.

Materials:

 Computer or projector for videos and slideshows

 Whiteboard or blackboard and markers
 Handouts on the history of the Universe and major theories
 Pictures and diagrams of the Universe and its formation

7Es Instructional Model:

Engage (5 minutes)

 Begin the lesson by asking students what they know about the origin of the
Universe.
 Encourage them to share their thoughts and ideas with one another.

Explore (10 minutes)

 Provide students with a set of guiding questions about the historical

development of theories on the origin of the Universe.
 Ask them to discuss their answers in small groups and report their findings to the
class.

Explain (15 minutes)

  Introduce the history of the Universe and major theories on its origin, such as the
Big Bang theory, the steady state theory, and the inflationary theory.
 Use videos, pictures, and diagrams to help students visualize the different
theories and their properties.
 Discuss the major contributions of key scientists and thinkers to the development
of these theories.

Elaborate (15 minutes)

 Give students handouts on the history of the Universe and major theories.
 Ask them to read and discuss them in pairs or small groups.
 Have students compare and contrast different theories on the origin of the
Universe.

Evaluate (10 minutes)

 Ask students to share their comparisons and contrasts with the class and explain
their reasoning.
 Use questioning techniques to assess their understanding of the historical
development of theories on the origin of the Universe.

Extend (5 minutes)

 Encourage students to continue exploring the topic on their own.

 Provide them with resources and suggest further readings about the history of
the Universe and major theories.

Empower (5 minutes)

 Summarize the key points of the lesson, emphasizing the historical development
of theories on the origin of the Universe and the major contributions of key
scientists and thinkers.
 Encourage students to develop their curiosity about the world around them and
to pursue careers in astrophysics and related fields.

Assessment:

 Have students write a short essay summarizing what they learned about the
historical development of theories on the origin of the Universe.
  Evaluate students' comparisons and contrasts of different theories on the origin
of the Universe.
 Give students a quiz to test their knowledge of the history of the Universe and
major theories.
Lesson Title: Exploring Hypotheses for the Origin of the Solar System

Grade Level: Grade 12

Subject Area: Science

Duration: 60 minutes

Objectives:

 Students will be able to describe the different hypotheses explaining the origin of
the Solar System.
 Students will understand the evidence supporting each hypothesis.
 Students will be able to compare and contrast different hypotheses explaining
the origin of the Solar System.

Materials:

 Computer or projector for videos and slideshows

 Whiteboard or blackboard and markers
 Handouts on the different hypotheses explaining the origin of the Solar System
 Pictures and diagrams of the Solar System and its formation

7Es Instructional Model:

Engage (5 minutes)

 Begin the lesson by asking students what they know about the origin of the Solar
System.
 Encourage them to share their thoughts and ideas with one another.

Explore (10 minutes)

 Provide students with a set of guiding questions about the different hypotheses
explaining the origin of the Solar System.
 Ask them to discuss their answers in small groups and report their findings to the
class.
Explain (15 minutes)

 Introduce the different hypotheses explaining the origin of the Solar System, such
as the nebular hypothesis, the capture theory, and the fission theory.
 Use videos, pictures, and diagrams to help students visualize the different
hypotheses and their properties.
 Discuss the evidence supporting each hypothesis.

Elaborate (15 minutes)

 Give students handouts on the different hypotheses explaining the origin of the
Solar System.
 Ask them to read and discuss them in pairs or small groups.
 Have students compare and contrast different hypotheses explaining the origin
of the Solar System.

Evaluate (10 minutes)

 Ask students to share their comparisons and contrasts with the class and explain
their reasoning.
 Use questioning techniques to assess their understanding of the different
hypotheses explaining the origin of the Solar System.

Extend (5 minutes)

 Encourage students to continue exploring the topic on their own.

 Provide them with resources and suggest further readings about the different
hypotheses explaining the origin of the Solar System.

Empower (5 minutes)

 Summarize the key points of the lesson, emphasizing the different hypotheses
explaining the origin of the Solar System and the evidence supporting each
hypothesis.
 Encourage students to develop their curiosity about the world around them and
to pursue careers in astronomy and related fields.

Assessment:
  Have students write a short essay summarizing what they learned about the
different hypotheses explaining the origin of the Solar System.
 Evaluate students' comparisons and contrasts of different hypotheses explaining
the origin of the Solar System.
 Give students a quiz to test their knowledge of the different hypotheses
explaining the origin of the Solar System.
Lesson Title: The Characteristics of Earth that Support Life

Grade Level: Grade 12

Subject Area: Science

Duration: 60 minutes

Objectives:

 Students will be able to identify the characteristics of Earth that support life.
 Students will understand the interdependence of these characteristics.
 Students will be able to explain how changes in these characteristics can impact
life on Earth.

Materials:

 Whiteboard or blackboard and markers

 Handouts on the characteristics of Earth that support life
 Pictures and diagrams of the Earth and its environment

7Es Instructional Model:

Engage (5 minutes)

 Begin the lesson by asking students to brainstorm what they think are the
characteristics of Earth that support life.
 Encourage them to share their thoughts and ideas with one another.

Explore (10 minutes)

 Provide students with a set of guiding questions about the characteristics of Earth
that support life.
 Ask them to discuss their answers in small groups and report their findings to the
class.
Explain (15 minutes)

 Introduce the characteristics of Earth that support life, such as the presence of
water, atmosphere, temperature, and gravity.
 Use pictures and diagrams to help students visualize the different characteristics
and their properties.
 Discuss the interdependence of these characteristics and their importance in
supporting life on Earth.

Elaborate (15 minutes)

 Give students handouts on the characteristics of Earth that support life.

 Ask them to read and discuss them in pairs or small groups.
 Have students explain how changes in these characteristics can impact life on
Earth.

Evaluate (10 minutes)

 Ask students to share their explanations with the class and explain their
reasoning.
 Use questioning techniques to assess their understanding of the characteristics of
Earth that support life.

Extend (5 minutes)

 Encourage students to continue exploring the topic on their own.

 Provide them with resources and suggest further readings about the
characteristics of Earth that support life.

Empower (5 minutes)

 Summarize the key points of the lesson, emphasizing the characteristics of Earth
that support life and their importance in sustaining life on Earth.
 Encourage students to develop their curiosity about the world around them and
to pursue careers in environmental science and related fields.

Assessment:

 Have students write a short essay summarizing what they learned about the
characteristics of Earth that support life.
  Evaluate students' explanations of how changes in these characteristics can
impact life on Earth.
 Give students a quiz to test their knowledge of the characteristics of Earth that
support life.
Lesson Title: The Four Subsystems of the Earth

Grade Level: 12

Subject Area: Earth Science

Duration: 60 minutes

Objectives:

 Students will be able to identify the four subsystems of the Earth.

 Students will understand the boundaries between the subsystems and how
matter and energy flow across them.
 Students will be able to explain the interdependence of the subsystems and their
importance to the Earth's environment.

Materials:

 Whiteboard or blackboard and markers

 Handouts on the four subsystems of the Earth
 Pictures and diagrams of the Earth and its subsystems

7Es Instructional Model:

Engage (5 minutes)

 Begin the lesson by asking students to brainstorm the components of the Earth's
environment.
 Encourage them to share their thoughts and ideas with one another.

Explore (10 minutes)

 Provide students with a set of guiding questions about the four subsystems of
the Earth.
 Ask them to discuss their answers in small groups and report their findings to the
class.
Explain (15 minutes)

 Introduce the four subsystems of the Earth: the geosphere, hydrosphere,

atmosphere, and biosphere.
 Use pictures and diagrams to help students visualize the different subsystems
and their properties.
 Discuss the boundaries between the subsystems and how matter and energy flow
across them.

Elaborate (15 minutes)

 Give students handouts on the four subsystems of the Earth.

 Ask them to read and discuss them in pairs or small groups.
 Have students explain the interdependence of the subsystems and their
importance to the Earth's environment.

Evaluate (10 minutes)

 Ask students to share their explanations with the class and explain their
reasoning.
 Use questioning techniques to assess their understanding of the four subsystems
of the Earth.

Extend (5 minutes)

 Encourage students to continue exploring the topic on their own.

 Provide them with resources and suggest further readings about the four
subsystems of the Earth.

Empower (5 minutes)

 Summarize the key points of the lesson, emphasizing the four subsystems of the
Earth and their interdependence.
 Encourage students to develop their curiosity about the world around them and
to pursue careers in environmental science and related fields.

Assessment:

 Have students create a visual representation of the four subsystems of the Earth
and their interdependence.
  Evaluate students' explanations of the boundaries between the subsystems and
how matter and energy flow across them.
 Give students a quiz to test their knowledge of the four subsystems of the Earth
Lesson Title: Common Rock-Forming Minerals

Grade Level: 12

Subject Area: Earth Science

Duration: 60 minutes

Objectives:

 Students will be able to identify the physical and chemical properties of common
rock-forming minerals.
 Students will understand how the properties of minerals determine their
classification and their roles in the formation of rocks.
 Students will be able to differentiate between different types of minerals based
on their properties.

Materials:

 Whiteboard or blackboard and markers

 Samples of common rock-forming minerals
 Handouts on the physical and chemical properties of minerals
 Pictures and diagrams of minerals and rocks

7Es Instructional Model:

Engage (5 minutes)

 Begin the lesson by showing students a picture of a rock and asking them to
identify any minerals that they can see.
 Ask them to describe the properties of the minerals that they observe.

Explore (10 minutes)

 Provide students with samples of common rock-forming minerals.

 Ask them to observe the minerals and record their physical properties (color,
texture, luster, cleavage, fracture, etc.).
 Encourage them to discuss their findings with one another.
Explain (15 minutes)

 Introduce the chemical properties of minerals (composition, crystal structure,

etc.).
 Use pictures and diagrams to help students visualize the different types of
minerals and their properties.
 Discuss how the properties of minerals determine their classification and their
roles in the formation of rocks.

Elaborate (15 minutes)

 Give students handouts on the physical and chemical properties of minerals.

 Ask them to read and discuss them in pairs or small groups.
 Have students identify the minerals they have observed based on their physical
and chemical properties.

Evaluate (10 minutes)

 Ask students to share their observations and findings with the class.
 Use questioning techniques to assess their understanding of the physical and
chemical properties of minerals and their roles in rock formation.

Extend (5 minutes)

 Encourage students to continue exploring the topic on their own.

 Provide them with resources and suggest further readings about minerals and
rocks.

Empower (5 minutes)

 Summarize the key points of the lesson, emphasizing the importance of

understanding the physical and chemical properties of minerals in Earth Science.
 Encourage students to pursue careers in geology, mineralogy, or related fields.

Assessment:

 Have students create a visual representation of a rock and label the minerals
present in it.
 Evaluate students' ability to identify minerals based on their physical and
chemical properties.
  Give students a quiz to test their knowledge of the physical and chemical
properties of common rock-forming minerals.
Lesson Title: Classification of Rocks

Grade Level: 12

Subject Area: Earth Science

Duration: 60 minutes

Objectives:

 Students will be able to classify rocks into the three major types: igneous,
sedimentary, and metamorphic.
 Students will understand the processes involved in the formation of each type of
rock.
 Students will be able to identify the characteristics and properties of each type of
rock.

Materials:

 Whiteboard or blackboard and markers

 Samples of igneous, sedimentary, and metamorphic rocks
 Handouts on the characteristics and properties of each type of rock
 Pictures and diagrams of rocks and rock formations

7Es Instructional Model:

Engage (5 minutes)

 Begin the lesson by showing students a picture of a landscape with different

types of rocks.
 Ask them to describe what they see and identify the different types of rocks they
observe.

Explore (10 minutes)

 Provide students with samples of igneous, sedimentary, and metamorphic rocks.

 Ask them to observe the rocks and record their characteristics and properties.
 Encourage them to discuss their findings with one another.
Explain (15 minutes)

 Introduce the three major types of rocks: igneous, sedimentary, and

metamorphic.
 Use pictures and diagrams to help students visualize the different types of rocks
and their characteristics and properties.
 Discuss the processes involved in the formation of each type of rock.

Elaborate (15 minutes)

 Give students handouts on the characteristics and properties of igneous,

sedimentary, and metamorphic rocks.
 Ask them to read and discuss them in pairs or small groups.
 Have students identify the rocks they have observed based on their
characteristics and properties.

Evaluate (10 minutes)

 Ask students to share their observations and findings with the class.
 Use questioning techniques to assess their understanding of the three major
types of rocks and their characteristics and properties.

Extend (5 minutes)

 Encourage students to continue exploring the topic on their own.

 Provide them with resources and suggest further readings about rocks and rock
formations.

Empower (5 minutes)

 Summarize the key points of the lesson, emphasizing the importance of

understanding the classification of rocks in Earth Science.
 Encourage students to pursue careers in geology, paleontology, or related fields.

Assessment:

 Have students create a chart or diagram that shows the characteristics and
properties of each type of rock.
 Evaluate students' ability to classify rocks into the three major types.
  Give students a quiz to test their knowledge of the characteristics and properties
of igneous, sedimentary, and metamorphic rocks.
Lesson Title: Identifying Minerals Important to Society

Grade Level: 12

Subject Area: Earth Science

Duration: 60 minutes

Objectives:

 Students will be able to identify the minerals important to society.

 Students will understand the properties and uses of each mineral.
 Students will recognize the economic and environmental impacts of mining and
extracting minerals.

Materials:

 Whiteboard or blackboard and markers

 Samples of minerals (e.g. quartz, feldspar, calcite, gypsum, halite, magnetite,
copper, gold, silver)
 Handouts on the properties and uses of each mineral
 Pictures and videos on mining and extracting minerals

7Es Instructional Model:

Engage (5 minutes)

 Begin the lesson by showing students a picture of a cell phone, car, or any other
common object.
 Ask them to identify the minerals that are important to the production of that
object.

Explore (10 minutes)

 Provide students with samples of minerals.

 Ask them to observe the minerals and record their properties (e.g. color, luster,
hardness, cleavage).
 Encourage them to discuss their findings with one another.
Explain (15 minutes)

 Introduce the minerals that are important to society.

 Use pictures and diagrams to help students visualize the minerals and their
properties and uses.
 Discuss the economic and environmental impacts of mining and extracting
minerals.

Elaborate (15 minutes)

 Give students handouts on the properties and uses of minerals such as quartz,
feldspar, calcite, gypsum, halite, magnetite, copper, gold, and silver.
 Ask them to read and discuss them in pairs or small groups.
 Have students identify the minerals they have observed based on their
properties.

Evaluate (10 minutes)

 Ask students to share their observations and findings with the class.
 Use questioning techniques to assess their understanding of the minerals that are
important to society and their properties and uses.

Extend (5 minutes)

 Encourage students to further explore the topic on their own.

 Provide them with resources and suggest further readings about minerals and
mining.

Empower (5 minutes)

 Summarize the key points of the lesson, emphasizing the importance of

understanding the minerals that are important to society.
 Encourage students to consider the environmental impacts of mining and
extracting minerals, and to advocate for responsible mining practices.

Assessment:

 Have students create a chart or diagram that shows the properties and uses of
each mineral.
 Evaluate students' ability to identify the minerals that are important to society.
 Ask students to write a short essay or make a presentation on the economic and
environmental impacts of mining and extracting minerals