Assumption College of Davao

J.P. Cabaguio Avenue Davao City

Basic Education Department
Senior High School Unit

TEACHING GUIDE

C5 EARTH AND LIFE SCIENCE– FIRST QUARTER

TEACHING GUIDE NO. 1
TITLE: TIME FRAME: DATE:
THE UNIVERSE AND THE SOLAR SYSTEM 4 Hours
LEARNING COMPETENCIES: SPECIFIC LEARNING OUTCOMES:
The learners shall be able to: At the end of the lesson, the learners will be able to:
1. describe the historical development of theories that explain 1. describe the structure and composition of the Universe;
the origin of the universe; 2. state the different hypothesis that preceded the Big Bang Theory of the Origin of the Universe;
2. compare the different hypotheses explaining the origin of 3. explain the Big Bang Theory and evidences supporting the theory;
the Solar System. 4. identify the large scale and small scale properties of the solar system;
5. discuss the different hypotheses explaining the origin of the solar system.

INTRODUCTION Introduce the following learning objectives:

1. describe the structure and composition of the Universe;
2. state the different hypothesis that preceded the Big Bang Theory of the Origin of the Universe;
3. explain the Big Bang Theory;
4. identify the planets from the solar system;
5. introduce the following learning objectives and important terms
• Identify the large scale and small scale properties of the solar system;
 • Discuss the different hypotheses explaining the origin of the solar system.
MOTIVATION “Does anyone have any idea on how the Universe came to be?”
Connect the lesson to a real-life problem or question. (picture analysis)
Picture analysis
1. From the picture, ask students on their own opinion on the origin of the Universe and the solar system.
2. “How many years do you think the Universe existed?” 13.8 billion years
3. The Earth, the planet we live on, is part of the Solar System. If we want to know how the Earth formed, we need to understand the
origin and evolution of the Solar System.
http://www.huffingtonpost.co.uk/2016/01/20/planet-nine-discovered_n_9032108.html
INSTRUCTION Any explanation on the concepts behind the formation of the universe and the solar system.
1. Age, Structure, Theory, Model of the universe as we currently know it is 13.8 billion years old. Presentation of Theories
gallery walk,
2. Big Bang Theory Theory Theorist Explanation
video analysis,
• As the currently accepted theory of the origin and evolution of Primordial Anaxagoras- Greek - mixture of all ingredients which existed in
small group Universe philosopher infinitesimally small fragments of themselves
the universe, the Big Bang Theory postulates that 13.8 billion years ago,
discussion, Atomic universe Leucippus and Democritus - - very small, indivisible and indesctructible atoms
the universe expanded from a tiny, dense and hot mass to its present size Greek philosopher
compare and
and much cooler state. Steady State Hoyle – English, Gold and -Matter was inserted into the universe as it expanded in
contrast Theory Bondi – Austrians order to maintain a constant density.
• The theory rests on two ideas: General Relativity and the
Tidal Theories Jean and Jeffrey Huge tidal wave was created from suns, collision with
Cosmological Principle. In Einstein’s General Theory of Relativity, gravity is another star
thought of as a distortion of space-time and no longer described by a
gravitational field in contrast to the Law of Gravity of Isaac Newton. General Relativity explains the peculiarities of the orbit of Mercury and the bending of light by the Sun
and has passed rigorous tests. The Cosmological Principle assumes that the universe is homogeneous and isotropic when averaged over large scales. This is consistent with
our current large-scale image of the universe. But keep in mind that it is clumpy at smaller scales.
• The Big Bang Theory has withstood the tests for expansion: 1) the redshift 2) abundance of hydrogen, helium, and lithium, and 3) the uniformly pervasive cosmic
microwave background radiation-the remnant heat from the bang.
3. Film Viewing on the universe and the solar system
From https://www.youtube.com/watch?v=Qd6nLM2QlWw
• Further understanding of the Solar System
• Planets are briefly discussed
4. Large Scale Features of the Solar System
• Much of the mass of the Solar System is concentrated at the center (Sun) while angular momentum is held by the outer planets.
• Orbits of the planets elliptical and are on the same plane.
• All planets revolve around the sun.
• The periods of revolution of the planets increase with increasing distance from the Sun; the innermost planet moves fastest, the outermost, the slowest;
• All planets are located at regular intervals from the Sun.
5. Small scale features of the Solar System
• Most planets rotate prograde
 • Inner terrestrial planets are made of materials with high melting points such as silicates, iron, and nickel. They rotate slower, have thin or no atmosphere, higher
densities, and lower contents of volatiles - hydrogen, helium, and noble gases.
• The outer four planets - Jupiter, Saturn, Uranus and Neptune are called "gas giants" because of the dominance of gases and their larger size. They rotate faster, have
thick atmosphere, lower densities, and fluid interiors rich in hydrogen, helium and ices (water, ammonia, methane).
PRACTICE Timed Oral recitation per pair
think, pair, share (A question in draw lots form must be answered within 10 seconds. A short discussion will follow if needed).
ENRICHMENT “Can you think of Non Scientific Thought on the origin of the universe.”
brain-storming, Short discussion follows.
small group Non-scientific Thought
discussion a. Ancient Egyptians believed in many gods and myths which narrate that the world arose from an infinite sea at the first rising of the sun.
b. The Kuba people of Central Africa tell the story of a creator god Mbombo (or Bumba) who, alone in a dark and water-covered Earth, felt an intense stomach pain and
then vomited the stars, sun, and moon.
c. In India, there is the narrative that gods sacrificed Purusha, the primal man whose head, feet, eyes, and mind became the sky, earth, sun, and moon respectively.
d. The monotheistic religions of Judaism, Christianity, and Islam claim that a supreme being created the universe, including man and other living organisms.
EVALUATION From the pairings, ask the students to submit a 100 word summary on their understanding of the formation of the universe.
think, pair, share 15 points
RUBRIC Rubric for essay
CATEGORY 1 2 3 4 5
words 1-21 words 21-40 words 41-60 61-80 words 81-100 words
words
content No content. Superficial and/or Limited content with inadequate Sufficiently developed content with Substantial, specific and/or illustrative content
minimal content. elaboration or explanation. adequate elaboration or explanation. demonstrating strong development and
sophisticated ideas.
understanding No content Minimal control of Confused or inconsistent Functional arrangement of content that Sophisticated arrangement of content with
arrangement. content arrangement. arrangement of content with or sustains a logical order with some evident and/or subtle transitions.
without attempts at transition. evidence of transitions.

Rubric for Gallery Walk

CATEGORY 5 4 3 2
Content Shows a full understanding of the topic. Shows a good understanding of the Shows a good understanding of parts Does not seem to understand the topic
topic. of the topic. very well.
Comprehension Student is able to accurately answer almost all Student is able to accurately answer Student is able to accurately answer a Student is unable to accurately answer
questions posed by classmates about the topic. most questions posed by classmates few questions posed by classmates questions posed by classmates about the
about the topic. about the topic. topic.
Preparedness Student is completely prepared and has Student seems pretty prepared but The student is somewhat prepared, but Student does not seem at all prepared to
obviously rehearsed. might have needed a couple more it is clear that rehearsal was lacking. present.
rehearsals.
 Speaks Clearly Speaks clearly and distinctly all (100-95%) the Speaks clearly and distinctly all (100- Speaks clearly and distinctly most ( 94- Often mumbles or can not be understood
time, and mispronounces no words. 95%) the time, but mispronounces 85%) of the time. Mispronounces no OR mispronounces more than one word.
one word. more than one word.
Props Student uses several props (could include Student uses 1 prop that shows Student uses 1 prop which makes the The student uses no props OR the props
costume) that show considerable work/creativity considerable work/creativity and presentation better. chosen detract from the presentation.
and which make the presentation better. which make the presentation better.
Rubric for Infographics
CATEGORY 5 4 3 2
Graphics - Graphics are all in focus and the content Most graphics are in focus and the content Most graphics are in focus and the content Many graphics are not clear or are too
Clarity easily viewed and identified from 6 ft. away. easily viewed and identified from 6 ft. is easily viewed and identified from 4 ft. small.
away. away.
Graphics - All graphics are related to the topic and All graphics are related to the topic and All graphics relate to the topic. Most Graphics do not relate to the topic OR
Relevance make it easier to understand. All borrowed most make it easier to understand. All borrowed graphics have a source citation. several borrowed graphics do not
graphics have a source citation. borrowed graphics have a source citation. have a source citation.
Required The poster includes all required elements All required elements are included on the All but 1 of the required elements are Several required elements were
Elements as well as additional information. poster. included on the poster. missing.

Knowledge Student can accurately answer all questions Student can accurately answer most Student can accurately answer about 75% Student appears to have insufficient
Gained related to facts in the poster and processes questions related to facts in the poster and of questions related to facts in the poster knowledge about the facts or
used to create the poster. processes used to create the poster. and processes used to create the poster. processes used in the poster.
Content - At least 7 accurate facts are displayed on 5-6 accurate facts are displayed on the 3-4 accurate facts are displayed on the Less than 3 accurate facts are
Accuracy the poster. poster. poster. displayed on the poster.

Attractiveness The poster is exceptionally attractive in The poster is attractive in terms of design, The poster is acceptably attractive though The poster is distractingly messy or
terms of design, layout, and neatness. layout and neatness. it may be a bit messy. very poorly designed. It is not
attractive.
REFERENCES Teaching Guide for Senior High School. 2016. Earth Science. Commission on Higher Education. Quezon City
Olivar, J. and Ramos A.. 2016. Exploring Life Through Science Series. Senior High School Earth and Life Science. Phoenix Publishing House, Inc. Quezon City
Solar System (Source: http://www.huffingtonpost.co.uk/2016/01/20/planet-nine-discovered_n_9032108.html)
Exploring our Solar System (Source:https://www.youtube.com/watch?v=Qd6nLM2QlWw)
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