Lesson Plan: Describing the Historical

Development of Theories on the Origin

of the Universe
Grade Level: Senior High School (Grade 11/12)

Subject: Earth and Space (ES)

Reference Code: S11/12ES-Ia-1

Objective
By the end of the lesson, students will be able to describe the historical development of
theories that explain the origin of the Universe.

Materials
 PowerPoint presentation
 Handouts with key information
 Chart paper and markers
 Internet access (optional)

Duration
1 hour and 30 minutes

5Es Lesson Plan Format:

1. Engage
 Begin the lesson by showing an image or video clip of the Universe, such as the
Hubble Space Telescope images.
 Ask the students to share their thoughts and observations about the image or
video clip.
  Facilitate a short discussion by asking questions like:
 What do you see in the image/video?
 How do you think the Universe came into existence?
 Have you ever wondered about the origin of the Universe?

2. Explore
 Provide the students with handouts containing key information about the
historical development of theories on the origin of the Universe.
 Instruct the students to read the handouts individually or in pairs.
 After reading, ask the students to share their understanding of the theories
discussed in the handouts.
 Facilitate a class discussion by asking questions like:
 What are the different theories on the origin of the Universe mentioned in
the handouts?
 How do these theories differ from one another?
 Can you identify any similarities between the theories?

3. Explain
 Use a PowerPoint presentation to provide a detailed explanation of each theory
on the origin of the Universe.
 Present the information in a clear and organized manner, highlighting the key
points and supporting evidence for each theory.
 Encourage students to take notes during the presentation.
 Pause at regular intervals to address any questions or clarifications from the
students.

4. Elaborate
 Divide the students into small groups and assign each group a specific theory on
the origin of the Universe.
 Instruct the groups to research further on their assigned theory using the internet
or other available resources.
 Ask each group to create a chart or diagram illustrating their assigned theory,
including the key concepts and supporting evidence.
  Provide chart paper and markers for the groups to present their findings to the
class.
 Allow time for each group to present their charts/diagrams and explain their
assigned theory to the class.
 Encourage the students to ask questions and engage in a discussion after each
presentation.

5. Evaluate
 Conduct a question and answer session to assess the students' understanding of
the historical development of theories on the origin of the Universe.
 Use the following questions as a guide for assessment:
i. What are the main theories that explain the origin of the Universe?
ii. How do these theories differ from one another?
iii. What evidence supports each theory?
iv. Can you identify any limitations or criticisms of these theories?
v. In your opinion, which theory do you find most convincing and why?

Sample Activities
1. Gallery Walk: Create posters or visuals representing different theories on the
origin of the Universe. Hang them around the classroom and ask students to walk
around, observe, and take notes on each poster. Afterward, facilitate a discussion
where students share their observations and thoughts on each theory.

2. Debate: Divide the class into two groups: one representing the Big Bang theory
and the other representing the Steady State theory. Assign each group time to
research and prepare arguments supporting their theory. Conduct a debate
session where each group presents their arguments and counter-arguments,
followed by a class discussion on the strengths and weaknesses of each theory.

3. Timeline Construction: Provide students with a timeline template and ask them
to research and fill in the timeline with key events and discoveries related to the
development of theories on the origin of the Universe. Encourage students to
include supporting evidence or significant milestones for each theory.

4. Collaborative Writing: Divide the class into small groups and assign each group
a different theory on the origin of the Universe. Instruct each group to write a
 short essay summarizing their assigned theory, including its main concepts,
supporting evidence, and any controversies or criticisms. Afterward, have the
groups exchange essays and provide constructive feedback to one another.

5. Interactive Simulation: Use online interactive simulations or virtual reality tools

to allow students to explore the different theories on the origin of the Universe
firsthand. Provide guiding questions or prompts to facilitate their exploration and
encourage them to make connections between the simulations and the theories
discussed in class.

Assessment Questions
1. What are the main theories that explain the origin of the Universe?
2. How do these theories differ from one another?
3. What evidence supports each theory?
4. Can you identify any limitations or criticisms of these theories?
5. In your opinion, which theory do you find most convincing and why?

Note: The assessment questions can be modified or expanded based on the depth of
understanding desired.

ice breaker that introduces the topic of he historical developments of the origin of the
universe
Ice Breaker Activity: Universe Trivia

Objective: To introduce the topic of the historical developments of the origin of the
Universe through a fun and engaging ice breaker activity.

Instructions:

1. Divide the students into small groups of 3-4 members.

2. Provide each group with a set of Universe Trivia cards or questions related to the
topic.
3. Explain that they have 5 minutes to discuss and answer as many trivia questions
as they can as a group.
4. Encourage them to collaborate, share their knowledge, and come up with the
best answers.
5. After 5 minutes, gather the groups together and go through the trivia questions
one by one.
 6. Ask each group to share their answers, and discuss the correct answers as a class.
7. Use this opportunity to provide brief explanations or additional interesting facts
related to each question.
8. Congratulate the group with the highest number of correct answers.

Sample Universe Trivia Questions:

1. Who proposed the Big Bang theory?

2. What is the estimated age of the Universe?
3. Which ancient civilization believed in a model of the Universe where the Earth
was at the center?
4. What is the name of the telescope that provided evidence for the expanding
Universe?
5. Which scientist first proposed the concept of a "primordial atom" in relation to
the Big Bang theory?

Note: Prepare a set of trivia questions beforehand based on the level of knowledge and
understanding of your students. You can also include questions specific to the historical
developments of the origin of the Universe to align with the lesson topic.

detailed timeline of the historical development of the origin of the universe

Here is a detailed timeline of the historical development of theories on the origin of the
Universe:

1. Ancient Cosmologies (Pre-Scientific Era)

Around 6th century BCE: Ancient civilizations, such as the Babylonians and
Egyptians, believed in mythological explanations for the origin of the
Universe. They often associated it with the actions of gods or divine
beings.
2. Geocentric Model (Ancient Greek Era)

 6th to 2nd century BCE: Ancient Greek philosophers, including Aristotle

and Ptolemy, proposed the geocentric model, which placed the Earth at
the center of the Universe. They believed that celestial bodies revolved
around the Earth in perfect circular motion.
3. Heliocentric Model (Scientific Revolution)
  3rd century BCE: Greek astronomer Aristarchus of Samos proposed the
heliocentric model, suggesting that the Sun was at the center of the
Universe, with the Earth and other planets orbiting around it.
 16th century CE: Polish astronomer Nicolaus Copernicus revived the
heliocentric model, presenting it in his book "De Revolutionibus Orbium
Coelestium."
 17th century CE: Italian astronomer Galileo Galilei provided observational
evidence supporting the heliocentric model, despite facing opposition
from the Church.

4. Steady State Theory (Mid-20th Century)

 1948: British astronomers Hermann Bondi, Thomas Gold, and Fred Hoyle
proposed the Steady State Theory, which suggested that the Universe has
always existed and is in a constant state of creation, with matter
continuously being formed.
 1965: The discovery of cosmic microwave background radiation by Arno
Penzias and Robert Wilson provided evidence against the Steady State
Theory, as it supported the Big Bang Theory.

5. Big Bang Theory (Late 20th Century)

 1927: Belgian astronomer Georges Lemaître proposed the concept of an

expanding Universe, which laid the foundation for the Big Bang Theory.
 1964: American physicists Robert Wilson and Arno Penzias discovered
cosmic microwave background radiation, which provided strong evidence
for the Big Bang Theory.
 Late 20th century: The Big Bang Theory gained widespread acceptance
among the scientific community, explaining the origin of the Universe as a
singularity that expanded rapidly from an extremely hot and dense state.

6. Inflationary Theory (Late 20th Century)

 1980s: Physicists Alan Guth and Andrei Linde proposed the concept of
cosmic inflation, suggesting that the Universe underwent a period of rapid
expansion immediately after the Big Bang, explaining certain observed
properties of the Universe.
7. Current Developments and Ongoing Research

 Present: Scientists continue to explore and refine existing theories on the

origin of the Universe, including studying the cosmic microwave
 background radiation, dark matter, and dark energy. Ongoing research
aims to gain a deeper understanding of the early moments of the Universe
and the nature of its ultimate origin.

Note: This timeline provides a general overview of the historical development of

theories on the origin of the Universe. It is important to note that scientific
understanding is continually evolving, and new discoveries may lead to revisions or
refinements of existing theories.