BIgbang LP

DAILY SCIENCE LESSON PLAN
GRADE LEVEL LEARNING AREA/ QUARTER / DOMAIN DATE PAGE NO.

12 SCIENCE QUARTER 3-PHYSICAL SCIENCE
At the end of the lesson, the learners will be able to:

A. understand the Big Bang Theory and its timeline.
I. OBJECTIVES
B. explain the major events that occurred during the early universe.
C. describe the evidence supporting the Big Bang Theory.
The learners demonstrate understanding of the formation of the elements
A. Content Standards
during the Big Bang and during stellar evolution.
B. Performance
Standards Make a creative representation pf the historical development of the atom or the
chemical element timeline
C. Learning Give evidence for and describe the formation of heavier elements during
Competencies/ star formation and evolution.
Objectives
(Write the LC code) S11/12PS-IIIa-2
II. CONTENT THE BIG BANG THEORY
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
ELICIT
Review question:
A. Reviewing previous - Ask students what they know about the origin of the universe.
lesson or
1. When the universe began?
presenting the new
lesson 2. What are the theories behind the formation of our universe?
-Ask if they have heard of the Big Bang Theory and what they think it is.
1. What is a Big Bang Theory?
B. Establishing a ENGAGE
purpose for the -Show students a video or image of the universe and ask them to
lesson
describe what they see.
-Ask if they can explain how the universe came to be.
C. Presenting -Introduce the concept of the Big Bang Theory as one explanation for the
examples/instances
of the new lesson origin of the universe.
D. Discussing new EXPLORE

concepts and -Divide students into small groups and give each group a timeline of the
practicing new
skills #1 universe from the Big Bang to the present.
E. Discussing new -Ask them to identify and discuss the major events that occurred during
concepts and each time period.
practicing new -Have each group present their findings to the class.
skills #2
Activity 1. The Round Table.
 The Teacher will group the class into two (2) groups with 14
members each Group.
 After being group they will form a circle and each Group will
Select a group leader and a reporter that will present their output
after the activity.
 Each group will be given a sheet of paper, Pentel pen , one ( 1)
whole cartolina paper, wherein they are going to write their final
answer.
 The Paper will be divided into fourteen portion in a tabular form
each portion they will write the 14 Big Bang TIMELINE
 In the activity proper each one of them will going to write any
ideas/ information about these 4 Big Bang TIMELINE that they
have learned from the video.
 Each one of the will be given five ( 5 ) minutes to write their ideas.
 After five minutes the learners will pass the paper to next member
of the group for his /her turn to write his/her ideas,
 After all members have written their ideas, the group will be given
another five minutes to transfer what they have written in a piece
of paper into the Cartolina and finalize their answers.
 After finalizing their answer they are going to post it on the board
and report it in front of the class what they answer in their group.
EXPLAIN
-Using a visual aid, explain the Big Bang Theory and its timeline.
-Discuss the evidence supporting the theory, such as cosmic microwave
background radiation and the observed distribution of galaxies.
F. Developing
mastery (leads to
Formative  What is a Big Bang theory?
Assessment 3)  What are the major events that occurred in the early universe?
 How do Big Bang occur?
 What is the Timeline of Big Bang theory?
 How does this timeline occur or happens?
G. Finding practical ELABORATE

applications of -Provide students with additional resources, such as articles or videos, to
concepts and skills
in daily living -explore the Big Bang Theory in more detail.
-Have them create a timeline of the universe on their own, including
important events and their significance.
Activity 2. Think, Pair and Share.
The learner will find a partner and they are going to cite and
H. Making discuss the significance of knowing how the elements in the universe are
generalizations and formed.
abstractions about Let’s generalize!
the lesson  What is a Big Bang theory?
 How these events occur?
 What are those events/ timelines in the Big Bang theory?
EVALUATE
Administer a quiz or worksheet to assess students' understanding of the
Big Bang Theory and its timeline.
Ask them to write a paragraph summarizing the theory and the evidence
supporting it.
Activity # 1. LET’S READY TO JUMBLE
I. Evaluating learning
1. It is a remnant from an early stage of the universe also known as
“relic
radiation”
2. It is the increase in distance between any two given gravitationally
unbound parts of the observable universe with time.
3. It is a form of matter thought to account for approximately 85%of
the
Matter in the universe and about a quarter of its total mass-energy
density or about 2.241 x 10-27 kg/m3

4. It is a form of energy that affects the universe on the largest scales.
5. It is a phenomenon where electromagnetic radiation (such as light)
from an object undergoes an increase in wavelength.
6. In this era, a gravitational singularity before this time and it is
hypothesized that the fourth fundamental forces all have the same.
strength, and are possibly even unified into one fundamental force.
7. The period after the formation of the first atoms and before the first
stars.
8. Triggered by the separation of the strong nuclear force, the universe
Undergoes an extremely rapid exponential expansion.
9. The temperature of the universe falls to the point (about a billion
degrees) were Atomic nuclei can begin to form as protons and
neutrons combine through nuclear fusion to form the nuclei of the
simple elements of hydrogen, helium, and lithium.
10. 8.5 - 9 billion years. Our Sun is a late-generation star,
incorporating.
the debris. From many generations of earlier stars, and it and the
Solar
System around it forms. roughly 4.5 to5billionyears ago (8.5 to 9
billion
years after
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EXTEND
J. Additional activities Encourage students to research other theories about the origin of the
for application or universe and compare them to the Big Bang Theory.
remediation Discuss the implications of the Big Bang Theory on our understanding of
the universe and its future.
V. REMARKS
VI. REFLECTION
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. 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 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?
Demo Teacher:
HAROLD C. PAYUNAN
Teacher -II
Raters:
LETECIA S. VILLORENTE
Master Teacher I (Science)

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DAILY SCIENCE LESSON PLAN

GRADE LEVEL LEARNING AREA/ QUARTER / DOMAIN DATE PAGE NO.

At the end of the lesson, the learners will be able to:

D. Discussing new EXPLORE

G. Finding practical ELABORATE

density or about 2.241 x 10-27 kg/m3

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