School Grade Level Grade 12

DAILY LESSON
PLAN Teacher Learning Area Science - 12
Dates and Time Quarter Third quarter

I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of:
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. Performance The learners should be able to:
Standard Make a creative representation of the historical development of the atom or the chemical element
in a timeline.
C. Learning The learners:
Competencies 1. give evidence for and explain the formation of the light elements in the Big Bang theory
Write the LC code (S11/12PS-IIIa-1)
for each Specific Learning Outcomes:
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
A. KBI/Values Integration:
Appreciate the importance of the evolution of the universe and the contribution of these stuff to
our daily lives.
B. Literacy Integration: (Ask the learners to form a paragraph answering the guide questions.)
Cosmology is a branch of astronomy that involves the origin and evolution of the universe, from
the Big Bang to today and on into the future. According to NASA (opens in new tab), the definition
of cosmology is "the scientific study of the large-scale properties of the universe as a whole.”
Religious cosmology is an explanation of the origin, evolution, and eventual fate of the universe,
II. INTEGRATION WITH
from a religious perspective. This may include beliefs on origin in the form of a creation myth,
OTHER DISCIPLINES
subsequent evolution, current organizational form and nature, and eventual fate or destiny
Guide questions:
1. Ask the learners for some examples of their beliefs.
2. Do you think there is proof that any of these stories or cosmologies are true?
3. Ask why different cultures have the need to explain where they came from and how the world
was created.
C. Math Integration:
Asking the students to balance the reaction during nucleosynthesis or nuclear fusion.
III. 21ST CENTURY SKILLS Critical thinking, Creativity, Communication, and Digital Literacy
IV. LEARNING STRATEGY 7 E’s
V. CONTENT Quarter 3: In The Beginning (Big Bang Theory and Formation of the Light Elements)

VI. LEARNING
RESOURCES
A. REFERENCES
1. Teacher’s Guide Teaching Guide for Senior High School Physical Science, pp: 1 to 11
2. Learner’s Material For activity: balloons, balloon pump (optional), small stickers (any design) or markers
3. Other materials laptop, TV, slideshow
VII. PROCEDURE
i. Greetings
ii. Start the class with a prayer. Give space and respect to the learner who has a
different religion.
Preliminaries iii. Checking of attendance.
iv. Short introduction
v. Reminders and classroom rules
Elicit 1. Give a big picture of Chemistry by describing it as “the study of stuff.”
2. Give a general outline of the lessons for the quarter.
• Study where all the stuff in the universe came from.
• See how our understanding of all stuff has changed and continues to change.
• Try to find answers as to why stuff is a certain way and why it changes in certain ways.
3. Introduce the learning objective:
a. I can give evidence for and explain the formation of the light elements in the Big Bang
 theory.
4. Introduce the following list of important terms that learners will encounter:
• Cosmology
• Big Bang theory/Big Bang model
• Singularity
• Inflation
• Annihilation
• Recombination
• Redshift
• Relative abundance
• Cosmic microwave background
1. 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. Challenge the class: 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.
Engage 2.Explain that science brings forth a cosmological theory, not from belief, but from scientific
evidence that the universe once began to expand and continues to expand until today. This theory
was eventually called the Big Bang theory or the Big Bang 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 religion. Ask for possible reasons why some people think science
goes against what they believe in.
Explore Use a chart or diagram to discuss the key stages of the Big Bang model in a slideshow
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 no where, 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 canceled
each other back into energy (annihilation).
c. The universe cooled down as it expanded. An excess of matter (electrons, protons,
neutrons
Explain , and other particles) somehow came to be in a highly energetic “plasma soup.” Photons
(light
particles) were scattered everywhere in this “soup”. Protons and neutrons come 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 today. Space also continues to expand at an
accelerating rate, thus increasing the distance between the matters inside it.
Elaborate 1. Conduct a group activity that attempts to model cosmic inflation.
Have learners provide the following:
• Balloons
• Balloon pump (optional)
• Small stickers (any design) or a marker
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/marks appear to be moving away from each other?
• Are the stickers/marks moving across the balloon?
• Do the stickers/marks 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.
2. 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:
D = 1 p+, 1 n T = 1 p+, 2 n 3
He = 2 p+, 1 n
4
He = 2 p+, 2 n 7
Be = 4 p+, 3 n Li = 3 p+, 4 n
7

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+

3. 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.
4. Discuss a third part of the 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.
5. 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. They can view it at home
Evaluate Short quiz:
1. Arrange the stages of the Big Bang Theory:
a. recombination, inflation, Big Bang singularity, nucleosynthesis.
b. BBT singularity, inflation, nucleosynthesis, recombination
c. Inflation, recombination, BBT singularity, nuclesynthesis
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
1. p+ + n + γ
a. D b. T c. p+
2. 3He + D + p+
a. 7 Li b. 4 He c. p+
3. 7Li + 2 4He
a. D b. T c. p+
4. + D T + p+
 a. p+ b. n c. D
5. ___ + 7Be + γ
a. 3 He, 4 He b. 7 Li c. p+

3. Which of these is true about the Big Bang model?

a. The singularity is an established, well-defined part of the model.
b. Cosmic expansion stopped at some point in time.
c. Part of its proof is the amounts of H and He we have in the universe today.
d. The Big Bang was a big explosion that threw matter into many different directions.
For an assignment and as preparation for the next lesson, have learners read Carl Sagan’s The
Cosmic Connection and answer the following guide questions:
Understand and remember:
1. Find the meanings of the underlined words in the passage.
2. Astrology and astronomy both deal with the stars and planets. List at least three differences
between them.
Extend Apply and analyze:
3. Why did human beings invent astrology? How do we know astrology is not a real study?
4. How does science say we are connected with the universe?
Evaluate:
5. Carl Sagan, the author of the essay, famously says in Paragraph 16, “We are made of star
stuff.” What do you think he meant by that?

VIII. REMARKS

IX. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
who scored below 80%
C. Did the remedial lesson 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 this
work?
F. What difficulties did I encounter that my principal or supervisor
can help me solve?
G. What innovation or localized material did I use/discover that I
wish to share with other teachers?

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