TEACHER Mrs. Helen Grace L.

Cabalag GRADE LEVEL 11

LEARNING AREA Core Subject – Physical HOW THE ELEMENTS FOUND IN THE
Science UNIVERSE WERE FORMED
DAILY QUARTER 3
LESSON DATE October 28, 2019 (Monday)
LOG
SECTIONS ICT 11-01 5-6 PM
COOKERY 11-01 6-7 PM
I. OBJECTIVES
The Learners demonstrate an understanding of:
1. the formation of the elements during the Big Bang and during stellar
A. Content Standards
evolution.
2. the distribution of the chemical elements and the isotopes in the
universe
The learners shall be able to:
B. Performance Standards
make a creative representation of the historical development of the atom
or the chemical element in a timeline.
The learners will be able to give evidence for and explain the formation of
the light elements in the Big Bang theory
S11/12PS-IIIa-1

C. Learning Competencies/ Specific Objectives

Objectives LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages
2. Learners Guide Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
At the end of this lesson, the learners will be able to:
1. Determine the cosmology of the Big Bang model;
2. Describe the proofs of the Big Bang model; and
3. Develop an appreciation of why the concept of the Big bang theory is
important in our daily lives.
IN THE BEGINNING (BIG BANG THEORY)
pp. 1-11
Contemporary Physics Education Project (CPEP). (2003
November). Chapter 10: Origin of the elements. Retrieved
September 16, 2015 from http://www2.lbl.gov/abc/wallchart/
teachersguide/pdf/Chap10.pdf ;
Since this is the start of the second semester, 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.
Communicating learning objectives:
At the end of this lesson, the learners will be able to:
1. Determine the cosmology of the Big Bang model;
2. Describe the proofs of the Big Bang model; and
3. Develop an appreciation of why the concept of the Big bang theory is
important in our daily lives.

C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads to
Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
Make a 3x3 Bingo grid. Place important terms in a blank bingo card grid.
Learners can write a short definition of the term under each entry to
block out a square in the bingo card.
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?
2. Ask why different cultures have the need to explain where they came
from and how the world was created.
3. 5. 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 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.
1. Provide a lecture with the following key points, Illustration of expansion,
Nucleosynthesis reactions, and Proofs of the Big Bang Model. Use a chart
or diagram to discuss the key stages of the Big Bang model.
2. 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.
. 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?
The Big Bang Theory is important because all Current Physics relies on it
for support. According to Current View, without the Big Bang one cannot
create Matter and thus one cannot create the Universe. This information
helps astronomers determine the age of the universe. The Big Bang Theory
is the leading explanation about how the universe began. At its simplest, it
says the universe as we know it started with a small singularity, then
inflated over the next 13.8 billion years to the cosmos that we know today.

H. Making generalizations and
abstraction about the lesson
1. Big-bang model, widely held theory of the evolution of the universe. Its
essential feature is the emergence of the universe from a state of extremely
high temperature and density—the so-called big bang that occurred 13.8
billion years ago.
2. The earliest and most direct observational evidence of the validity of the
theory are the expansion of the universe according to Hubble's law (as
indicated by the redshifts of galaxies), discovery and measurement of the
cosmic microwave background and the relative abundances of light
elements produced by Big Bang.
3. Big Bang singularity - singularity as a pit into which material flows but
from which it cannot escape. Let us leave aside the fact that singularities are
an idealization. The basic point is that the universe was born with a
tendency to expand, which overcame the tendency of matter to collapse.
Inflation - Basically, all the energy and heat from the explosion shot out. And
wherever it travelled created space. This space created by the particles from
the explosion is what we call the universe today. That's all the planets, stars,
black holes and everything else we see and sometimes can't see in the sky.
nucleosynthesis - The temperature of the universe falls to the point (about
a billion degrees) where 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.
Recombination - As the temperature of the universe falls to around 3,000
degrees (about the same heat as the surface of the Sun) and its density also
continues to fall, ionized hydrogen and helium atoms capture electrons
(known as “recombination”), thus neutralizing their electric charge.
Formative Assessment
1. 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.

2. Arrange the stages of the Big Bang Theory: recombination, inflation, Big
Bang singularity, nucleosynthesis.

3. Using one to two sentences each, explain the three pieces of evidence
presented for the Big Bang Theory:
a. Redshift b. Relative abundance c. Cosmic microwave
background
ANSWERS:
1. C
2. Big Bang singularity, inflation,
nucleosynthesis, recombination
I. Evaluate learning 3.
J. Additional activities for
application or remediation
Astrology and astronomy both deal with the stars and planets. List at least
V. ASSIGNMENT
three differences between them.
VI. REMARKS
VII. REFLECTION
COOKERY
Grade Level/ Section
ICT 11-01 11-01
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 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
work well ?Why did these 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
can share with other teachers?
Date: Checked by: