School DAGUPAN CITY NATIONAL HIGH SCHOOL Grade Level 11-HUMSS

Teacher JUSTIN MHEL G. VAQUILAR, LPT, MED Semester 1st

Learning Area EARTH AND LIFE SCIENCE Quarter 1st

11-RESPECTFUL (09:40-10:20)
Grade Level &
11-CONSCIENTIOUS (10:20-11:00) Teaching Date September 15, 2023
Grade 11 Section:
Detailed Lesson Plan

I. OBJECTIVES:
The learners demonstrate understanding of the formation of the universe and the
A. Content Standards
solar system.

The learners should be able to conduct a survey to assess the possible geologic/
B. Performance Standards
hydrometeorological hazards that your community may experience.

Recognize the uniqueness of Earth, being the only planet in the solar system with
properties necessary to support life. (S11/12ES-Ia-e-3)
Supporting Objectives:
C. Most Essential Learning At the end of the lesson, the learner should be able to:
Competencies/ Objectives a. State the different hypotheses explaining the origin of the universe
(Write the LC Code for each) (S11/12ES-Ia-e-1);
b. Describe the different hypotheses explaining the origin of the solar system
(S11/12ES-Ia-e-2); and
c. Distinguish which hypothesis is the most acceptable in explaining the origin
of the solar system.
II. CONTENT ORIGIN OF THE UNIVERSE
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Sources

IV. PROCEDURES

A. Preliminary Activities

1. Opening Prayer: The teacher will ask a learner to lead the prayer.

2. Greetings: The teacher will greet the learner a “good morning!”.

3. Checking of Attendance: The teacher will ask the class monitor who are the absentees on that day.

B. Reviewing previous lesson or

presenting the new lesson

The teacher will ask the learners the story they know about the creation of the
universe. The answer of the learners may vary.
C. Establishing a purpose for the
lesson “How would you know about the beginning of the universe?”
“How it is true that that story is the acceptable one among other stories?”

D. Presenting examples/ instances

of the new lesson
E. Discussing new concepts and
practicing new skills #1
In decoding the new concept, the teacher will discuss the different theories or
hypothesis about the origin of the universe.
What is theory in science?
A theory is a carefully thought-out explanation for observations of the
natural world that has been constructed using the scientific method, and
which brings together many facts and hypotheses.
A scientific theory is a structured explanation to explain a group of facts or
phenomena in the natural world that often incorporates a scientific
hypothesis and scientific laws.
Theories on the Origin of the Universe:
A. Big Bang Theory
 massive explosion of two particles – electron and proton;
 Due to high temperature – 10 billion oF (5.5 billion oC), neutrons
created.
B. Steady State Theory
 Sir James Jeans (1920)
 universe is always expanding in a constant average density;
 forming cosmic or celestial bodies
 quasars and radio galaxies are in far distance only – universe is
evolving not steady.
C. Cosmic Inflation Theory
 Alan Guth & Andrei Linde (1980s)
 universe rapidly expanding bubble of pure vacuum energy;
 potential energy converted into kinetic energy of matter and
radiation.
 Observations:
a. Homogeneity of objects in space got farther away from
one another.
b. Appearance of flatness of smoothness.
c. Formation of stars and star system.
D. Nebular Hypothesis
 Immanuel Kant & Pierre-Simon Laplace
 When the rotating hot gas cooled, the nebula start to shrink, smaller,
rotated faster, and forming dislike shape.
 The angular momentum and the gravitational force formed the rings
 of gas outside.
 Nebula continued to shrink, rings condensed into various densities
of planets and satellites.
 The remaining part of nebula formed the sun.

E. The Planetesimal Tidal Theories

 Viktor S. Safronov (1941)
 The gravity of the space bodies attracted space objects until the
effect of their gravity was reduced due to the accretion which also
increased the size of the planetesimals
 Thomas Chamberlin & Forest Moulton (1904) Hypothesis:
a. The sun existed before the formation of planets;
b. A star came close to the sun;
c. Because of the gravitational pull of the star, small gaseous
bodies were separated from the sun.
d. These bodies on cooing became small planets.
e. During rotation the small planets collided and form planets.
F. Tidal Theories
 James Jean and Sir Harold Jeffreys (1917)
 The star passed close to the sun where the tidal force drew large
amount of matter out of the sun and the passing star.

F. Discussing new concepts and

practicing new skills #2

G. Developing mastery (Leads to

Formative Assessment 3)

H. Finding practical applications of

concepts and skills in daily
living

Using constructive approach, the learners may able to distinguish which theory is
the most acceptable in explaining the origin of universe.
I. Making generalizations and
“To sum up the learning context for today, which theory has concrete explanation
abstractions about the lesson
regarding the origin of the universe? Why?”
The answers of the learners may vary.
 After the discussion, the teacher will evaluate the learners by giving them an
objective type of test based from what they have tackled.
The learners will be given at least ten (10) minutes to answer their quiz.
Quiz Time:
Directions: Read and analyze the following statements below. Determine what
theory is being referred by each statement. Write the letter of your answer on the
space provided.
a. Big Bang Theory
b. Steady State Theory
c. Cosmic Inflation Theory
d. Nebular Hypothesis
e. The Planetesimal Tidal Theories
___1. This theory was proposed by Immanuel Kant & Pierre-Simon Laplace.
___2. During rotation the small planets collided and form planets.
___3. Aggregates of fundamental particles such as neutrons, electron, and
protons.
___4. The homogeneity of objects in space got farther away from one another.
___5. Universe is always expanding in a constant average density.
___6. This theory explained that the sun existed before the formation of
J. Evaluating learning planets.
___7. Because of its continuous rotation nebula began to shrink, rings
condensed into various densities of planets and satellites.
___8. It was contradicted because quasars and radio galaxies are in far distance
only that’s why universe is evolving not steady.
___9. This theory explained that potential energy was converted into kinetic
energy of matter and radiation due to the expansion and cold
temperature.
___10. This theory explained that there were two particles collided where
everything started.
Answers:
(1) D, (2) E, (3) A, (4) C, (5) B, (6) E, (7) D, (8) B, (9) C, (10) A,

The teacher will divide the class into four (5) groups, and ask them to research
K. Additional activities for
additional theories related to the origin of the universe. Then, it will be presented on
application or remediation
the next meeting.

The lesson was accomplished

V. REMARKS
The lesson was not accomplished due to ____________________

VI. REFLECTIONS

A. No. of learners who earned 80% in 11-RESPECTFUL

the evaluation

11-CONSCIENTIOUS

B. No. of learners who require 11-RESPECTFUL

additional activities for remediation
who scored below 80%
11-CONSCIENTIOUS

YES NO NOT APPLICABLE

C. Did the remedial lesson work?
No. of learners who have caught up
with the lesson

D. No. of learners who continue to 11-RESPECTFUL

require remediation

11-CONSCIENTIOUS
 E. Which of my teaching strategies
worked well? Why did these work?
With the use of teaching device/s:
___Non-projected Display such as: Chalkboard, Marker, Chart/Flip-Chart
___Printed & Duplicated Materials: Hand-outs, Work/Assignment sheet, Individualized
Study Materials
___Projected Materials: Power-point presentation
___Audio Visual presentation
___Film & Video Materials

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:
Checked:
JUSTIN MHEL G. VAQUILAR
Subject Teacher CHARMESH D. VALDEZ
Master Teacher II, HUMSS A, SGH

Noted:
Approved:
VIRGINIA M. DELA ROSA
Assistant Principal II, SGOD WILLY U. GUIEB
Principal IV