7 - E's DLP

Republic of the Philippines
Department of Education
Region V(Bicol)
Division of Catanduanes
Caramoran North District
PALUMBANES INTEGRATED SCHOOL
Sitio Palumbanes Toytoy, Caramoran, Catanduanes
LESSON PLAN
______________________
Grade _____-______________
I- OBJECTIVES
The learners will be able to:
1.
2.
3.
II. SUBJECT MATTER

Topic:
Materials:
References:
III. PROCEDURE:
Preparatory Activity
Lesson Proper
Teacher’s Activity Student’s Activity
MOTIVATION
LESSON
PROPER
1. ACTIVITY
2. ANALYSIS
3.
ABSTRACTION
4.
APPLICATION
5.
EVALUATION
VI. REMARKS/ REFLECTION:
Prepared by:
ANNE CLAUDINE Z. BORBE

Teacher I- SHS
a. Preparatory Activity
- Prayer
- Checking of Attendance
- Seat Arrangement
b. Lesson Proper
ELICIT:
 Present the overview of the objectives
 Enumerate the list of some important names and terms

ENGAGE:
 Present the amusing and absurd *gnome theory of physics that says the universe can be
explained entirely by the actions and effects of tiny versions of gnomes (duwende) in
Philippine mythology
Explain that much of our thinking about the universe began in the same way, that is, with
many different ideas and conjectures..
EXPLORE
Encourage learners to think critically in order to point out holes in the theory. Draw out the
point of the parody theory that just because an idea of things can be explained does NOT
mean it is true.
EXPLAIN:
 Introduce the Greek philosophers who began considering the nature of what things were
made of. (Leucippus and Democritus were two of the most important theorists )-atomism
 Present the features of theory
 Atoms make up most of the things in the universe
 Atoms are incredibly small and cannot be divided
 Atoms themselves are solid, homogeneous and cannot change
 Atoms moving about and colliding in the void cause the changes we see in our
universe
The shapes, sizes and weights of individual atoms influence the characteristics of the thing
they make up
ELABORATE
 Discuss some of the ideas that served as arguments against atomism and what this revealed
about how the Greeks thought about matter and the world:
 The philosopher Anaxagoras argued that there was an infinite number of elementary
natural substances
 Another theory by a philosopher named Empedocles stated that everything is made up
of four eternal and unchanging kinds of matter, fire, air (all gases), water (all liquids
and metals) and earth (all solids).
 The well-known philosopher Plato further expanded Empedocles’ theory by saying
each of the four kinds of matter is composed of geometrical solids (the “Platonic
solids”) further divisible into triangles.
 Aristotle, on the other hand, believed that the four elements could be balanced
insubstances in an infinite number of ways
 Emphasize that despite many of the progress being practical, much of it was shrouded in
mysticism or cultural beliefs, and was often a result of trial and error. These advances in
materials, metallurgy and medicine would often be collectively referred to in history as
alchemy, from the Arabic/Greek alkīmiyā or “the art of transmuting.”
Stress that in the pre-modern era, the understanding of chemistry was distinct from the
practice of chemistry. Summarize by pointing out that while alchemists had the wrong
understanding of matter, much of what they did set the stage for much of modern chemistry
EVALUATE:
1. Which of the following was not part of the ideas of Leucippus and Democritus? a. The
universe is made up of either atoms or a void.
b. An object is made of small, indivisible parts which influence the object’s properties.
c. The universe is made up of four elements that combine and separate to cause change.
d. The universe changes because atoms move about, combine, collide and separate.
2. What did physicist mean in Ancient Greece?
B. Written output questions (longer Essay-type or synthesis questions for Written
Evaluation)
1. How is a protoscience like alchemy similar or different from a pseudoscience like
astrology or homeopathy?
2. Create a concept map beginning from each of the words below. Each map should contain
at least 30 connected concepts each. a. atomism b. alchemy
EXTEND
Explain that while our concept of matter didn’t advance much during this time, the practical
aspect of dealing with substances, matter and materials flourished in different civilizations
before and after the Greeks:
VI. REMARKS/ REFECTION:
Prepared by:
CHERELYN B. PUBLICO
Teacher I- SH
VI. REMARKS/ REFECTION
Republic of the Philippines

Department of Education
Regon V(Bicol)
Division of Catanduanes
Caramoran North District
TUBLI NATIONAL HIGH SCHOOL
Sabangan, Caramoran, Catanduanes
LESSON PLAN
Physical Science
Grade 11- Nobility A (GAS) and Nobility B( BPP)
I- OBJECTIVES
The learners should be able to

1. Briefly discuss the cosmology of the Big Bang model
2. Provide an overview of the proof for the Big Bang model
3. Write reactions involving the nucleosynthesis of the first elements
II. SUBJECT MATTER

Topic: Big Bang Theory and the formation of light Elements
Materials:,manila paper, pictures, For activity: balloons, balloon pump (optional), small stickers (any
design)
References: Teaching Guide, Physical Science for Senior High School by Jervee M. Punzalan, et. al
III. PROCEDURE:
a. Preparatory Activity
- Prayer
- checking of Attendance
b. Lesson Proper
ELICIT:
 Give a big picture of Chemistry by describing it as “the study of stuff.”
 Introduce the objectives and list of important terms that learners will encounter.
ENGAGE:
Briefly define cosmology as the study of how the universe began, how it continues to exist, and how it
will end. Offer examples of cosmologies from different religions and cultures based on their beliefs. You
may ask for examples from the class.
Ask the question: Do you think there is proof that any of these stories or cosmologies are true?
Ask why different cultures have the need to explain where they came from and how the world was
created.
EXPLORE
Conduct a group activity that attempts to model cosmic inflation. Have learners provide the following:
• Balloons
• Balloon pump (optional)
• Small stickers (any design)
Instructions:
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:

• Why do the stickers appear to be moving away from each other?
• Are the stickers moving across the balloon?
• Do the stickers themselves grow in size? .
EXPLAIN:
Clarify key features and limitations of the demonstration:
• Similar to the Big Bang, a balloon expands very rapidly at the start, then more slowly when it has
already inflated. But some evidence shows that the expansion is now accelerating again.
• The balloon is the universe and space itself. There is no classroom for it to expand into
ELABORATE
Briefly discuss how using different instruments can enable us to detect the light of other galaxies.
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.
Enumerate and discuss the evidences of Bog Bang Theory

1.Redshift
2. Nucleosynthesis
Discuss the reactions by balancing proton and neutron count, given the compositions of the
nuclei:
3. The relative abundance of He and H did not change much until today.
4. cosmic microwave background, or the energy (thermal radiation)
EVALUATE:
1. Arrange the stages of the Big Bang Theory: recombination, inﬂation, Big Bang singularity,
nucleosynthesis.
2. Given the composition of each nucleus, complete the nucleosynthesis reactions below:
D = 1 p+, 1 n T = 1 p+, 2 n 3He = 2 p+, 1 n 4He = 2 p+, 2 n 7Be = 4 p+, 3 n 7Li = 3 p+, 4 n 
a. p+ + n + γ
b. 3He + D + p+
c. 7Li + 2 4He
d. + D T + p+
e. ___ + 7Be + γ 
EXTEND
 Have groups of learners research the Steady State Theory, which is the alternate scientific
cosmological theory proposed at the time. In their output, they must: a. Present the features of
the Steady State Theory b. Compare and contrast Steady State Theory to the Big Bang c.
Discuss the evidence that led to the Steady State Theory being discarded.
VI. REMARKS/ REFECTION:
Prepared by:
CHERELYN B. PUBLICO
Teacher I- SH

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Republic of the Philippines

II. SUBJECT MATTER

VI. REMARKS/ REFLECTION:

ANNE CLAUDINE Z. BORBE

 Enumerate the list of some important names and terms

VI. REMARKS/ REFECTION:

Republic of the Philippines

The learners should be able to

II. SUBJECT MATTER

c. Answer the following questions:

Enumerate and discuss the evidences of Bog Bang Theory

VI. REMARKS/ REFECTION:

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