Republic of the Philippines

DEPARTMENT OF EDUCATION
Region VII, Central Visayas
Division of Bohol

Instructional Planning (iPlan)

(With the inclusion of the provisions of D.O. No. 8, s. 2015 and D.O. No. 42, s. 2016)

DETAILED LESSON PLAN (DLP)

DLP No.: Learning Area: Grade Level: Quarter: Duration:
1 Physical Science 11 2 1 hour
1. LEARNING  Give evidence for and describe the formation of Code
COMPETENCY heavier elements during star formation and evolution. S11/12PS-IIIa-2
Key Concepts/
 The formation of the elements during the Big Bang and stellar evolution
Understanding to
 The distribution of the chemical elements and the isotopes in the universe
be Developed
 Explain the formation of the light elements in the Big Bang
Knowledge
Theory.
Specific Learning Skills  Outline the events on the formation of light elements.
Objectives
Attitudes  Work collaboratively among members of the group.
Values  Display respect for others' opinions.
2. CONTENT The Big Bang Theory and the Formation of Light Elements
 Physical Science MELC, p. 534
 Physical Science TG, pp. 1-11
3. LEARNING
References  The big bang theory and the formation of light elements.
RESOURCES (n.d.). Quipper. Retrieved from
https://tinyurl.com/248r37y9
PPT slides, periodic table of elements (optional), manila papers,
Materials
marking pen, tape
4. PROCEDURES
4.1 Introductory  The teacher asks, "How were the elements formed?"
Activity  The teacher introduces the learning objectives.
The teacher asks the learners whether the following statements are true or
false to reveal their prior knowledge.

1. Elements comprise sub-atomic particles called protons, neutrons, and

electrons. (True)
2. The identity of an element depends on how many neutrons it has. (False)
3. Lithium is one of the elements formed during the Big Bang Nucleosynthesis.
4.2 Activity (True)
4. Nucleosynthesis combines nucleons (protons and neutrons) to form elements.
(True)
5. The Big Bang is an explosion. (False)
6. The universe was colder 13.8 billion years ago. (False)
7. The higher the energy of the particles in an object is, the higher the
temperature that object will be. (True)
8. Mass can be converted into energy. (True)
4.3 Analysis The teacher asks the following questions and solicits varied answers from the
 learners.

1. How did you find the activity?

2. Why do you think the universe keeps expanding and cooling?
3. What elements were formed during the Big Bang expansion?
Lecture-Discussion of Key Concepts:
(Refer to SLM Module 1, Lesson 1 for the detailed concepts)

 The big bang theory is a cosmological model that describes how the universe
started its expansion about 13.8 billion years ago.
 The Big Bang was not an explosion that carried matter outward from a point.
It refers to the rapid inflation of space itself.
 Evidence supporting the big bang theory includes redshift, cosmic microwave
background radiation, and abundance of light elements.
 Big bang nucleosynthesis (BBN) is the process of producing light elements
4.4 Abstraction during the big bang expansion.
 The process produces two stable isotopes of hydrogen, two isotopes
of helium, some lithium atoms, and beryllium isotopes.

Additional important concepts:

 All atoms are made up of sub-atomic particles (i.e., protons, neutrons, and
electrons).
 The identity of an element depends on how many protons it has.
 The more energetic the particles in an object are, the higher the temperature of
that object will be.
 Mass can be converted into energy.
 The teacher divides the class into four (4) groups. Manila paper, a marking
pen, and tape will be provided to each group.
 Each group will outline the events on the formation of light elements during
4.5 Application
the big bang expansion using a graphic organizer.
 A representative from the group will explain their output.
 The teacher provides feedback and clarifies misconceptions.
4.6 Assessment The teacher conducts a pen-and-paper test (Multiple Choice Questions).

1. Which of the following refers to producing light elements such as helium?

A. Big bang nucleosynthesis
B. Stellar nucleosynthesis
C. Supernova nucleosynthesis
D. Nuclear fusion
2. Who was the scientist who used the redshift of light from galaxies to calculate
their velocities and distances from the Earth?
A. Vesto Slipher
B. Carl Wilhelm Wirtz
C. Edwin Hubble
D. Robert Wilson
3. According to the big bang theory, how much time was needed to produce the
light elements hydrogen and helium?
A. 3 seconds
B. 3 minutes
 C. 300,000 years
D. 10 billion years
4. What happens when something redshifts?
A. an object gets closer to us
B. an object moves away from us
C. the distance of a galaxy from the Earth decreases
D. Both A and C
5. Refer to the figure below.

Which of the following is the by-product of the nucleosynthesis of helium-4

from deuterium and tritium?
A. proton
B. neutron
C. positron
D. photon
6. Refer to the figure below.

Which of the following is the other starting material for the nucleosynthesis of
beryllium-7 from helium-4?
A. deuterium
B. tritium
C. helium-3
D. hydrogen-3
7. Why was further fusion of helium-4 nuclei rare during the big bang
nucleosyn-thesis?
A. because its fusion products have lower binding energies than helium-4
B. because helium-4 was unstable that it underwent fission to produce tritium
and a proton
C. because helium-4 was stable that it readily decayed to lighter elements
D. because its fusion products were more stable than helium-4
8. Which of the following is true when the universe's temperature was 3x1010 K?
A. The nuclei combine with electrons to produce neutral atoms.
B. There were more protons than neutrons in the universe.
C. Helium nuclei outnumbered hydrogen nuclei in the universe.
D. The universe was filled with combined protons and electrons, with neutrons
roaming freely in space.
4.7 Assignment The teacher asks, "How were the elements heavier than beryllium formed?"
Indicate below special cases including but not limited to continuation of lesson plan to the following
day in case of re-teaching or lack of time, transfer of lesson to the following day, in cases of class
suspension, etc.
5. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student's progress this
6. REFLECTIONS week. What works? What else needs to be done to help the students learn? Identify what help your
 instructional supervisors can provide for you so you can ask them relevant questions when you meet
them. Indicate below whichever is/are appropriate.
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. learners who
continue to require
remediation.
E. Which of my learning
strategies worked well?
Why did these work?
F. What difficulties did I
encounter that my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover that I wish
to share with other
teachers?