LESSON PLAN IN PHYSICAL SCIENCE – 11

Date & Time: Quarter: Fourth

I. OBJECTIVES
A. CONTENT STANDARDS:
The learner demonstrates 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 STANDARDS:
The learner should be able to make a creative representation of the historical
development of the atom or the chemical element in a timeline.
C. LEARNING COMPETENCIES
The learner should be able to give evidence for and describe the formation of
heavier elements during star formation and evolution.
II. CONTENT (Subject Matter)
Topic: How the elements found in the universe were formed.
Materials: Projector, computer, speakers
For activity: balloons, balloon pump (optional), small stickers (any
design)
III. LEARNING RESOURCES
Curriculum Guide page 1, Teaching guide pages 1- 11, SLM In Physical Science
IV. PROCEDURES
A. INTRODUCTORY ACTIVITIES
1. Greetings
2. Checking of Attendance
3. Overview of the objectives and key terms for the quarter.
B. MOTIVATION
Cosmology and the Big Bang model as a cosmological theory from
science. (Video)
Briefly define cosmology as the study of how the universe began, how it
continues to exist, and how it will end. Offer examples of cosmologies from
different religions and cultures based on their beliefs.
C. ANALYSIS
1. Ask for examples from the class.
2. Challenge the class: Do you think there is proof that any of these stories or
cosmologies are true?
3. Ask why different cultures have the need to explain where they came from
and how the world was created.
D. ABSTRACTION
1. Explain that science brings forth a cosmological theory, not from belief, but
from scientific evidence that the universe once began to expand and
continues to expand until today. This theory was eventually called the Big
Bang theory or Big Bang model. Astronomers George Lemaître and Edwin
Hubble were some of its first proponents.
2. Use a chart or diagram to discuss the key stages of the Big Bang model.
3. Focus on nucleosynthesis and how free protons and neutrons would routinely
combine and separate from each other due to the high energies at the time.
Present the diagram that shows the most significant reactions that occurred.
Discuss the reactions by balancing proton and neutron count, given the
compositions of the nuclei.
E. APPLICATION
Conduct a group activity that attempts to model cosmic inflation.
Have learners provide the following:
1. Balloons
2. Balloon pump (optional)
3. Small stickers (any design)
Instructions:

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 a. Stick small stickers randomly on the surface of the uninflated balloon.
b. Quickly inflate the balloon with a pump or your breath. Observe the stickers.
c. Answer the following questions:
1. Why do the stickers appear to be moving away from each other?
2. Are the stickers moving across the balloon?
3. Do the stickers themselves grow in size?
F. ASSESSMENT
Performance Task
Research the Steady State Theory, which is the alternate scientific cosmological
theory proposed at the time.
Your output must:
a. Present the features of the Steady State Theory
b. Compare and contrast Steady State Theory to the Big Bang
c. Discuss the evidence that led to the Steady State Theory being discarded
Learners may present their research in the form of a poster, PowerPoint
presentation, an essay, video, or infographic.
V. ASSIGNMENT
Reading of a related text: The Cosmic Connection (Outside of class)
1. Read Carl Sagan’s The Cosmic Connection and answer the following guide
questions: Understand and remember:
1. Find the meanings of the underlined words in the passage.
2. Astrology and astronomy both deal with the stars and planets. List at least three
differences between them.
Apply and analyze:
3. Why did human beings invent astrology? How do we know astrology is not a real
study?
4. How does science say we are connected with the universe?
Evaluate: 5. Carl Sagan, the author of the essay, famously says in Paragraph 16, “We are
made of star stuff.” What do you think he meant by that?

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