Lesson Plan in Physical Science

I. OBJECTIVES The learners demonstrate an understanding of the formation of the

Content Standard elements during the Big Bang and during stellar evolution.
Performance Standard The learners shall be able to make a creative representation of the
formation of element.
Learning Competencies The learners give evidence for and explain the formation of the light
elements in the Big Bang Theory (S11/12PS-IIIa-1)
Specific Objectives:
1. Explain the formation of the light elements in Big Bang Theory
2. Perform an activity about the formation of light elements
3. Recognize the importance of the formation of light elements
II. CONTENT
How the elements found in the universe were formed?
Topic
III. LEARNING Reading Materials, activity sheets, art papers, cotton balls, manila
RESOURCES paper, pen touch, laptop, projector
Physical Science TG pp. 5-8
References
Physical Science by Caballes et. al., pp. 5-8
K to 12 Basic Education Curriculum Senior High School
Other References https://www.youtube.com/watch?v=eJDXh_tx9cs – Primordial
Nucleosynthesis
IV. PROCEDURE Think-Pair-and-Share, Differentiated Instruction, Socialized Recitation,
Small Group Discussion, Inquiry-Based Learning; 7 E’s;
Collaborative/Cooperative Learning and Reporting of Output
Elicit *Preliminary activities like checking of attendance, checking of
 draw out response and preparations of the homework.*
answer from the
students 1. What are the primordial elements and their importance?
 extract or draw attention
to prior understandings 2. Do you know what isotopes are?
and knowledge
 new knowledge is built 3. What isotopes are seen in the picture?
on existing knowledge
 assist in transferring
knowledge

4. How are you going to show another hydrogen isotope?

5. What are the different light elements that you know?

6. In what other areas of learning are light elements significant?

 Engage Establishing purpose by giving the tasks for the day or the objectives
 focus student thinking of the lesson.
on content
 provide conversation Let’s watch the video about elements:
opportunities for all https://www.youtube.com/watch?v=eJDXh_tx9cs– Primordial
students Nucleosynthesis

What are the different kinds of elements?

How were the different elements formed?

*Aside from Hydrogen as most abundant element in the universe and

primordial one, Helium was also formed after the massive explosion of
the tiny, dense, and hot energy that has cooled that gave rise to other
elements.

Pre – small group activity discussion

*giving of instructions, house rules, and other reminders
*distribution of materials

Explore Small group activity discussion proper:

 Each group will be given * Each group member must participate in doing the activity.
learning tasks guided by *To make the task easier each group will assign leader, scribe,
the activity sheets and reporter.
 Brainstorming *Perform the assigned task
 Making visual report and *A scoring rubric will be used to give points to their group output.
simple computation
Criteria 5 points 3 points 1 point Score
a. Model of all parts were a part was not no label
Element properly shown been shown
with label
b. Concepts Ideas were Ideas were Ideas were
given clearly and given but not given but not
completely complete clear

c. Importance at least 3 at least 2 at least 1

of elements importance have importance importance
been given have been had been
correctly given correctly given correctly

Guide Questions:
1. What are the ways on how light elements are formed?
2. How are elements formed?
3. What is the importance of light elements?

Application: In what ways are elements useful?

Valuing: What could have happened if elements have not been

formed?
 Explain *Each group will share, report, and present their output.
 Written or verbal *Students must be able to give the concepts, skills,and values
communication
 Summaries of results that they have learned in doing the group activity.
 Justifications *Checking of outputs will be based on the scoring rubrics.

Elaborate
 transfer of learning *Processing of output, giving emphasis on concepts, skills, and values
 transfer one concept to *Generalization about the lesson will be given by the students
another
 transfer one subject to *Clarification of misconceptions if there are any will be done by the
another subject teacher

After the Big Bang, before the first stars in the universe ever formed,
the universe consisted of hydrogen (element #1), helium (element #2)
and pretty much nothing else.
Nuclear fusion is the process of combining nuclei to form new, larger
nucleus element. Universe starts off with hydrogen and helium, all
stars produce helium, and then stars over a certain mass produce
other elements. The fusion of two protons initiates the primary nuclear
cycle that powers the Sun.

Proton- Proton
Fusion: Powering the Sun

Two protons (green), after tunneling through their repulsive

electrostatic barrier and undergoing weak and strong interactions, fuse
together to produce a deuteron (the lightest nucleus) (yellow), a
positron, and a neutrino. (https://www.newswise.com/doescience/?
article_id=687106&returnurl=aHR0cHM6Ly93d3cubmV3c3dpc2UuY29t
L2FydGljbGVzL2xpc3Q=)

Spallation is a nuclear reaction in which many particles are ejected

from an atomic nucleus by incident particles of sufficiently high energy
and when those energetic particles (known as cosmic rays) strike a
heavier element creating a cascade of lower-mass particles. In such
manners the light elements have been formed namely lithium,
beryllium, and boron.

Evaluate Give the correct answer

 formative 1. Light elements can be formed by means of - .
 informal
2. When a proton combines with another proton it will form ____.
3. What is the importance of light element formation?
4. How many protons are there in helium?
5. How many neutrons are there in 3-Helium atom?
 Extend Make a nuclear reaction model of beryllium, lithium, and boron.
• application to a new
context
V. REMARKS
VI. REFLECTION
a.  No. of learners who earned
80% in the evaluation
b. No. of learners who require
additional activities for
remediation
c.   Did the remedial lessons
work? No. of learners who have
caught up with the lesson
d.  No. of learners who continue
to require remediation
e.  Which of my teaching
strategies worked well? Why did
these works?
f.  What difficulties did I
encounter which my principal or
supervisor can help me solve?
g. What innovations or localized
materials did I use/discover
which I wish to share with other
teachers?

Prepared by: Checked by: Noted by: Approved by:

Activity Sheet

Proton – Proton Fusion

Objective: To follow the steps that involved in the nuclear fusion forming light elements.

Materials: coupon bond, manila paper, cotton balls, art papers, glue
Procedure:
l. Make a model of light elements formed using cotton balls, art papers to distinguish protons from
neutrons.
2. Light elements to be formed are isotopes of hydrogen and helium.
3. Label your work in order to be easily understood.
4. In the first step, 2 protons combine. One of the protons will convert into a neutron by losing a
positron (positive electron) and a neutrino; this is also known as beta decay. This changes one of
the protons (positive charge) into a neutron (neutral charge) and allows the two particles to combine.
A proton combines with a deuterium nucleus (produced in step one). This new nucleus will now have
2 protons and 1 neutron, and represent a Helium-3 nucleus. The hydrogen nuclei combined to form a
new element, helium.
The two reacting species consisting of hydrogen (1 proton) and deuterium (one proton, one
neutron). After they combine, their product can be represented by 2 protons and 1 neutron (Helium-
3 nucleus).
The nucleus from step 2 is a Helium-3 nuclei. In step 3 two Helium-3 nuclei will combine to form a
Helium-4 nucleus and release 2 protons (i.e. 2 hydrogen nuclei). The resulting Helium-4 nucleus is
also referred to as an alpha particle.

Data:
1. What are the ways on how light elements are formed?

2. How are elements formed?

3. What is the importance of light elements?

Application: In what ways are elements useful?

Valuing: What could have happened if elements have not been formed?

Conclusion:

Drawing:

Scoring Rubric:
 Criteria 5 points 3 points 1 point Score
a. Model of all parts a part no label
Element were was not
properly shown
shown
with label
b. Concepts Ideas Ideas Ideas
were were were
given given but given
clearly not but not
and complete clear
completely
c. Importance at least 3 at least 2 at least 1
of elements importance importance importance
have been have been had been
given given
given
correctly correctly
correctly