EARTH AND LIFE SCIENCE

Activity 1
UNDERSTANDING THE UNIVERSE
(Group Work)

A. INTRODUCTION

Our universe is so vast that it needs a new branch of science to deal with it, cosmology.
Cosmologists combine physical and chemical theories, dogmas, and laws; aiming to
understand our origin and our future.

This activity is in line with the lesson: The Unique Earth and its Origin. Before digging
into this activity, it is better to have a prior understanding of the following theories: (a)
Creationist Theory; (b) Steady State Theory; (c) Big Bang Theory; and, (d) Oscillating Theory.

B. OBJECTIVES

The objective of this activity to show major shreds of evidence in understanding the
origin and events in the formation of our universe. Specifically, it aims to: (1) show the evidence
that led to the scientific belief of the origin of our universe through the experimental process;
and, (2) introduce the common and standing theories in the formation of our universe.

C. MATERIALS

• Balloon (any inflatable or stretchable material)

• Permanent Marker
• Ruler

D. PROTOCOL

1. Create a 1x1 inch square in your balloon or any chosen material. Then, place five (5)
random dots inside the square.
2. Assign a letter to each dot randomly (A, B, C, D, E), and take the distance between
points: A-B, B-C, C-D, D-E, and E-A in centimeters (cm).
3. Inflate the balloon to its full size, take the area of the first square (in), and again
create a 1x1 inch square within the previous square.
4. Now, measure again the distance of points: A-B, B-C, C-D, D-E, and E-A.
5. Work on your data using this table:

POINT Before Inflation (cm) After Inflation (cm)

A–B
B–C
C–D
D–E
E–A
AREA (in)
E. GUIDE QUESTIONS

1. While or after blowing the balloon, what happened to the distance between different
dots?
2. What is density? And how did blowing/stretching/inflating the balloon changed the
box’s density?
3. What theory in the formation of the universe is supported by your data?
4. What do the dots in this experiment is represented in the real-life scenario? How
about the balloon itself?
5. Base on your answer in number 4. What do you call the evidence that can explain
the movement of one dot to another?
6. What will happen if you continue to blow/stretch the balloon to its limits? Can it be
true to our universe as well?
7. Can our universe go back to its original state or form?

F. REQUIREMENTS AND TIME FRAME

Form a group consisting of 4 or 5 members (if your section has an existing

grouping, you can it temporarily). You are given one (1) week to create video documentation
of your experimental process and findings. The video should have a maximum of three (3)
minutes and in portrait mode. You can use your smartphones in this activity.

Note that you can be creative in the presentation process as long as it is appropriate
and remains educational. Guide questions answers must be answered on the video, and
also, include your group number, members, and “submitted to the Earth and Life Science
Class of Mr. Camaño” in the credits.

G. SUBMISSION PROCESS

Turn in the activity, on or before the deadline. Class Presidents should create and
upload the output into the class’ Google drive. Individual students must ensure to submit a
link/file and turn it in for the grading process.

File Naming: SECTION_GROUP NO._ACTIVITY #_ACTIVITY TITLE

PRINT_G1_ACT1_UNDERSTANDING THE UNIVERSE

H. RUBRICS AND GRADING

Individual students will be graded based on the group’s final output. See the google
classroom for the rubrics. Note that a group will be asked to present their group during the
next synchronous class.