School Salvador National High School Grade Level Grade 11

LESSON PLAN
IN Teacher John Nerlo M. Dequiña Learning Area Earth and Life Science
EARTH AND LIFE
SCIENCE Teaching Date and Time February 13 – 17, 2023

I. Objectives
a. Content At the end of the lesson, learners can demonstrate an understanding of:
Standard 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. Performanc At the end of the lesson, learners will be able to:
e Standard 1. Make a creative representation of the historical development of the atom or the chemical element in a timeline.
c. Learning 1. The learners give evidence for and explain the formation of the light elements in the Big Bang theory. (S11/12PS-IIIa-1)
Competency 2. Briefly discuss the cosmology of the Big Bang model
3. Provide an overview of the proof for the Big Bang model
4. Write reactions involving the nucleosynthesis of the first elements
II. Content How the elements found in the universe were formed.
III. Learning
Resources
IV. Procedures Preliminary Activities (2 mins)
 Prayer
 Greetings
“Good Morning Students, How was your weekend?”.
 Classroom management
“arrange your chairs”
“Before we start please pick up those trash around you”.
 Checking of Attendance
 Ask the students about the previous lesson.
 a. Elicit  Give a big picture of Chemistry by describing it as “the study of stuff.” Give a general outline of the lessons for the quarter:
(The activities in this a. Study where all the stuff in the universe came from.
section will evoke or b. See how our understanding of all stuff has changed and continues to change.
draw out prior c. Try to find answers as to why stuff is a certain way and why it changes in certain ways.
concepts or prior d. Develop an appreciation of why stuff is important in our daily lives.
experiences from the  Introduce the following list of important terms that learners will encounter: Cosmology
students) a. Big Bang theory/Big Bang model
b. Singularity
c. Inflation
d. Annihilation
e. Recombination
f. Redshift
g. Relative abundance
h. Cosmic microwave background

b. Engage  Briefly define cosmology as the study of how the universe began, how it continues to exist, and how it will end. Offer
(The activities in this examples of cosmologies from different religions and cultures based on their beliefs. You may ask for examples from the
section will stimulate class. Challenge the class: Do you think there is proof that any of these stories or cosmologies are true?
their thinking and help  Ask why different cultures have the need to explain where they came from and how the world was created.
them access and connect
 Explain that science brings forth a cosmological theory, not from belief, but from scientific evidence that the universe once
prior knowledge as a
jumpstart to the present
began to expand and continues to expand until today. This theory was eventually called the Big Bang theory or Big Bang
lesson) model. Astronomers George Lemaître and Edwin Hubble were some of its first proponents.
 Mention that George Lemaître was a Catholic priest. He did not find his theory (or science as a whole) incompatible with his
c. Explore religion. Ask for possible reasons why some people think science goes against what they believe in.
(In this section
students will be given
time to think, plan,
investigate, and
organize collected
information; or the
performance of the
planned/ prepared
activities from the
students’ manual with
data gathering with
Guide Questions*).
Structured inquiry*
 Use a chart or diagram to discuss the key stages of the Big Bang model.
d. Explain
(In this section,
students will be
involved in an
analysis of their
exploration. Their
understanding is
clarified and modified
because of reflective
activities)/ Analysis of
the gathered data and
results and be able to
answer the Guide
questions leading to
the focus concept or
topic for the day*.
 Conduct a group activity that attempts to model cosmic inflation. Have learners provide the following:
e. Elaborate
(This section will give
students the
opportunity to expand
and solidify/concret Instructions:
ize their
understanding of the
concept and/or apply
it to a real-world
situation)
a. The universe may have begun as an infinitely hot and dense initial singularity, a point with all of space, time, matter and
energy. This means that there was nowhere, when or what. There is no space around the singularity – just nothingness.
b. All of it then began to rapidly expand in a process known as inflation. Space itself expanded faster than the speed of
light. In this still hot and dense mass of the universe, pairs of matter and antimatter (quarks and antiquarks) were formed
from energy, but these pairs cancelled each other back into energy (annihilation).
c. The universe cooled down as it expanded. An excess of matter (electrons, protons, neutrons and other particles)
somehow came to be in a highly energetic “plasma soup.” Photons (light particles) were being scattered everywhere in
this “soup”. Protons and neutrons came together to form different types of nuclei by nucleosynthesis or nuclear fusion.
d. Much later on, electrons started to bind to ionized protons and nuclei forming neutral atoms in a process called
recombination. The bound particles no longer scattered photons so light and energy moved freely across space. The
period was hence known as the “dark ages”.
e. Gravity caused these atoms to collapse onto one another to form stars and galaxies and eventually, other matter. This
still happens until today. Space also continues to expand at an accelerating rate, thus increasing the distance between the
matters inside it.
o Balloons
o Balloon pump (optional)
o Small stickers (any design)
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:
o Why do the stickers appear to be moving away from each other?
o Are the stickers moving across the balloon?
o Do the stickers themselves grow in size?
  Briefly discuss how using different instruments can enable us to detect the light of other galaxies. This light is found to be
redshifted (the light looks “stretched”). This suggests that other galaxies are moving farther away from ours. It was later
determined that they are not moving away. Instead, space itself is expanding in all directions causing all the galaxies to be
relatively farther apart. From this “redshift” we learn how fast the universe is expanding. Redshift is the first piece of
evidence for the Big Bang model.

 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:

 Point out that due to the rapid cooling due to expansion, nucleosynthesis ground to a halt about three minutes after the Big
Bang occurred. This left us with mostly H isotopes (p, D and T), He isotopes and a very tiny bit of other elements like Li.
The relative abundance of He and H did not change much until today.

Clarify the diagram:

• These are not the only reactions that occurred but these were the most significant.
• Given the (a, b) format in the diagram, it is a that reacts with the particle while it is b that is produced or removed. γ is the
symbol for gamma radiation.
• You may use an accounting approach to count. Place the number of each particle on each side and balance like a money sheet:
 e.g. 3He + D 4He + p+

D and T are isotopes of hydrogen namely deuterium and tritium, respectively.

 Discuss how the relative abundance of light elements in the universe is the second piece of evidence to prove that the Big
Bang occurred. Through measurements, we find that around 24% of the universe’s ordinary matter is currently comprised of
helium, about 74% hydrogen, and 2% of other elements. These figures only make sense if nucleosynthesis in the Big Bang
model actually occurred since no chemical process significantly changes these percentages.

 Discuss a third part of evidence for the Big Bang model: cosmic microwave background, or the energy (thermal radiation)
that was left as a result of recombination. Atoms became neutral due to the binding of nuclei and electrons. The remaining
radiation then began to scatter. This is seen by scientists as a faint microwave glow not emitted by any object in space.

 Share with learners a video by Youtube animator Kurzgesagt. www.youtube.com/watch?v=wNDGgL73ihY. Inform learners
that it can serve as a simple summary of the lesson that they may refer to as a more detailed discussion of the BBT and other
cosmological theories are discussed later on.

 Emphasize nucleosynthesis by playing the following game/activity:The objective is to go through as many nucleosynthesis reactions as
possible. Rules for each learner:
1. You must always have a particle card. If after a reaction you do not have one after a reaction, you will
randomly get a neutron card (n) or proton card (p+) before the next turn starts.
2. You must find a reaction partner after each turn based on the allowed reactions on your card. One reaction = 1
point.
3. If you are holding a neutron card (n) or proton card (p+), you may either choose to keep your card or you may
swap with a partner (see Reaction List).
4. If you are unable to find a partner to react with, you must wait until the next turn.
5. If there are two products to the reaction (ignoring γ), you must agree who gets which particle card. If there is
only one product, you must agree who gets the product card and who is left with nothing. He or she will
randomly get a neutron card (n) or proton card (p+) before the next turn starts.
6. Honesty system: keep track of your points!
 Exercise I. Multiple Choice.
1. Arrange the stages of the Big Bang Theory: recombination, inflation, Big Bang singularity, nucleosynthesis.
f. Evaluation 2. Given the composition of each nucleus, complete the nucleosynthesis reactions below:
(This section will
provide opportunities
for concept check test
items and answer key
which are aligned to
the learning objectives
– content and 3. Which of these is true about the Big Bang model?
performance standards a. The singularity is an established, well-defined part of the model.
and address b. Cosmic expansion stopped at some point in time.
misconceptions –if c. Part of its proof is the amounts of H and He we have in the universe today.
any). d. The Big Bang was a big explosion that threw matter into many different directions.

4. Using one to two sentences each, explain the three pieces of evidence presented for the Big Bang Theory:
a. Redshift
b. Relative abundance
c. Cosmic microwave background

g. Extend
(This section gives
situation that explains
the topic in a new
context, or integrate it
to another
discipline/socie tal
concern)
 V. Remarks
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
work?
f. What difficulties did I encounter which my principal or
supervisor can help me solve?
g. What innovation or localized materials did I use/discover which
I wish to share with other teachers?

Prepared by: Checked by:

JOHN NERLO M. DEQUIÑA KATHERINE GRACE LIWANAG

Teacher Master Teacher

Noted by:

CHARLYN A. AYING
School Principal