UNIT I: Origin and Structure of the Earth 10 sessions

Stage 1 - D E S I R E D RESULTS
TRANSFER
CONTENT STANDARDS
The learners will demonstrate an understanding of : In the long run and on your own, you will be able to take good care and help our environment in a way of conserving water, energy, recycling,
1. The formation of the universe and the solar system; plant a tree and avoid using bottled water.
2. The subsystem (geosphere, hydrosphere, atmosphere, and MEANING
biosphere) that make up the Earth ESSENTIAL UNDERSTANDINGS: ESSENTIAL QUESTIONS
3. The Earth’s internal structure At the end of the unit, you will have explored the
1. Earth is a unique planet that has the capacity to support life
answers to:
PERFORMANCE STANDARDS 2. Earth is made up of interconnected subsystem where matter and
The learners should be able to: energy flow
1. What caused the universe to expand?
Conduct a survey to assess the possible geologic/ hydro 2. What makes the Earth habitable?
meteorological hazards that your community may experience. 3. In what way do the hydrosphere,
atmosphere, and geosphere support life?
FORMATION STANDARDS 4. What makes air, water, and land essential
The learners will: parts of the biosphere?
4. C1.4 Think critically and creatively.
5. C1.7 Seek meaningful application of knowledge and skills to
life situations.
6. C3.7 Affirm the glory of God in the beauty of the created
ACQUISITION
universe and resolves to care for the natural environment.
KNOWLEDGE SKILLS ATTITUDE
At the end of the unit, you will know the: At the end of the unit, you will be able to: At the end of the unit, you will:
1. Theories on the Origin of the Universe
1. Demonstrate an appreciation for the
and the solar System 1. Describe the historical Earth as the only planet that
2. Earth is a unique planet development of the theories that supports life.
3. Four major systems of Earth explain the origin of the universe 2.
a) Geosphere 2. Compare the different theories on
b) Hydrosphere the origin of the solar system
c) Atmosphere 3. Explain how planet Earth can
d) Biosphere support life
4. Discuss the continuous flow of
matter and energy between the
Earth’s hydrosphere, atmosphere,
geosphere, and biosphere
 Stage 2 - E V I D E N C E
ASSESSMENT EVIDENCE EVALUATIVE CRITERIA
Your performance will be evaluated in terms of:
Performance Task (Activity worksheet)
RUBRICS

Worksheet 1

OTHER EVIDENCES
1. Quiz
2. Worksheet

Stage 3: LEARNING PLAN

Session Theories on the origin of the Universe and the Solar System Refer to the Handout
1
1. Gaining attention - Helps students focus on relevant portions of the learning task
Game- 4pics, 1 word
Sample words: Galaxy
Red shift
 Solar system

2. Informing learner of lesson objective(s) - Tells students what they are about to learn
Learning Outcome:
Session 1
-Describe through evidences and facts from documents (online/reference books), the historical development of the theories about the
origin of the universe
-Compare the hypotheses explaining the origin of the solar system

3. Stimulating recall of prior learning - Help students retrieve memories that are necessary or
helpful in achieving new objectives
1. Are we alone in the universe? Justify your answer

4. Presenting stimuli with distinctive features - Expose students to information that they will
be learning

SESSION 1
 Scientist estimate that the universe originated around 13.7 billion years ago.
 The Solar system, on the other hand, is believed to have formed about 4.5 billion years ago.
 Baryonic matter- ordinary matter consisting of protons, electrons, and neutrons that comprises atoms, planets, stars, galaxies,
and other bodies
 Dark matter- matter that has gravity but does not emit light
 Dark energy- a source of anti-gravity; a force that counteracts gravity and causes the universe to expand.
 Protostar- an early stage in the formation of a star resulting from gravitational collapse of gasses
 Thermonuclear reaction- a nuclear fusion reaction responsible for the energy produced by stars.
 Main sequence- stars that fuse hydrogen atoms to form helium atoms in their cores; outward pressure resulting from nuclear Vocabulary Builder:
fusion is balanced by gravitational forces. Baryonic matter
 Light years- the distance light can travel in a year; a unit of length used to measure astronomical distance Dark matter
 Dark energy
ORIGIN OF THE UNIVERSE Protostar
 All star system, galaxies, gases, and dust, including all matter and energy that exist at present, even those that existed in the past Thermonuclear reaction
and will exist in the future, are contained in the universe Main sequence
 COSMOLOGY- is the study of the universe. COSMOLOGIST is the expert in this field who study and changes in the present Light years
 universe.
 The Geocentric model of the universe describes the Earth as the center of the universe. Cosmology
 With the invention of telescope, great discoveries about the universe changed this belief Nebula
 Red shift occurs when light source moves away from the observer. Almost all the galaxies exhibit red shift. Red shift
 HUBBLE’S LAW states that the farther the galaxy, the faster it moves away from the Earth. Hubble proved that the universe is Galaxy
expanding. Big bang
 The Big bang theory states that everything in the universe started from a mass of hot, dense matter that exploded with a Protoplanet
tremendous force, causing the universe to expand with great speed. Protostar
THERE ARE DIFFERENT THEORIES THAT EXPLAIN THE ORIGIN OF THE SOLAR SYSTEM
 The Protoplanet theory states that violent and disarray cloud of dust caused the collision of masses that formed the sun and
planets.
 The Capture theory states that the sun’s gravity attracted the materials in the atmosphere of protostar which collapsed to form the
protoplanets, the collision between them gave birth to the terrestrial planets, while giant planets are products of condensation of
protoplanets.
 The Modern Laplace theory states that the sun and the planets were formed from a rotating nebula that cooled and collapse.
Condensed rings turned into planets and the central mass became the sun.
 The Solar Nebula theory states that the solar system began from a dense rotating disk which was mode of hot gasses and dark
clouds that gave rise to the sun and the planets.

5. Providing learning guidance - Provide students with clues to help them understand and
remember what they are to learn
1. How did the universe formed, and what is the recent information are given to us by Hubble telescope about the universe?
2. What caused the expansion of the universe? Cite a specific example or evidence that leads to this present assumption
3. What is big bang theory? And what had happen after it?

6. Elicit performance - Gives students an opportunity to demonstrate that they have learned
the new information to this point and are ready to proceed to the next part of the lesson
U: what is red shift? What does it indicate
AP: what is Hubble’s law? Why it is significant?
U: How does the big bang theory explain the origin of the universe?
AP: Compare and contrast the different theories that explain the origin of the solar system?

7. Provide feedback - Give students information about the adequacy of their responses in the
"elicit performance" event
Discuss briefly your answers by citing specific evidence that will prove your explanation.
Refer to the key concepts
Red shift
Hubble Law
Big Bang
Solar System
Universe in the present perspective
8. Assessing performance -Assess whether the students have achieved the objectives of the
session or unit
(Paper and Pen Test – Sample Assessment Items:
1. Hubble described the universe as _____.
a. Expanding c. Rotating
b. Contracting d. Revolving
2. It states that the universe was formed from a violent explosion of a hot dense mass.
a. Capture theory c. Big bang
b. Tyndall effect d. Hubble’s law
3. This theory states that he solar system began from a rotating nebula that consisted of hot gas.
a. Protoplanet theory c. Capture theory
b. Solar Nebula theory d. Maodern Laplacian theory

9. Enhance retention and transfer -Allow students to review and extend a new so that it is
available for subsequent application

Are stars born? Do they also die? Our sun is a star; will it likely die in the future? If they do how are we preparing for this?

Stage 3: LEARNING PLAN

Session Refer to the Handout

Earth and Earth systems
2
1. Gaining attention - Helps students focus on relevant portions of the learning task
Game- 4pics, 1 word
Sample words: Life
Earth

2. Informing learner of lesson objective(s) - Tells students what they are about to learn
Learning Outcome:
Vocabulary Builder:
Session 2 Blue planet
-Describe the characteristics of Earth that are necessary to support life System
-Explain the Earth consists of four subsystem, across which boundaries matter and energy flow Geosphere
Hydrosphere
3. Stimulating recall of prior learning - Help students retrieve memories that are necessary or Atmosphere
Biosphere
helpful in achieving new objectives

1. Why Earth is called a Blue Planet?

2. What makes a system work?

4. Presenting stimuli with distinctive features - Expose students to information that they will
be learning
EARTH SYSTEMS
 The Earth consists of four major spheres. The atmosphere, hydrosphere, geosphere, and biosphere. These spheres are called
Earth Sytem.
HYDROSPHERE
 Earth is known as the “blue planet” because of its water component. Water covers almost 71% of Earth’s surface. The abundance
of water on earth makes it distinct from the other plants in the solar system.
 Only 3% of Earth water is fresh: two-thirds are in the form of ice, and the remaining one –third is present in streams, lakes, and
groundwater.
ATMOSPHERE
 The gaseous envelop that surrounds the Earth. It is a thin layer but an important part of the planet.
 The present atmosphere is composed of 78% nitrogen (N), 21% oxygen (O2), 0.9% argon, and trace amount of other gases.
GEOSPHERE
 The solid earth or the rocky part of the planet. It extends from the surface of the Earth the center, making it the largest among the
four.
  Soil, which is the thin layer of the Earth’s surface that supports plant life, is part of the geosphere.
BIOSPHERE
 Includes all life on Earth. Living things inhabit almost every place on Earth- on land, in water, and the air.
 The biosphere, with all its life forms and their interactions, is shaped by the atmosphere, hydrosphere, and geosphere. Indeed,
the dynamic interactions among these spheres make life and the processes of life possible on this planet.
THE EARTH THAT SUPPORT LIFE
 Earth is one of the planets in the solar system. Living things, from the simplest microorganism to most complex human beings,
thrive on Earth. Earth possesses characteristics that make it capable of supporting life. Earth has water and atmosphere, which
both are essential to life. Plate tectonic also plays a role in recycling the molecules of different substances and distributing them
to all parts of the planet. Earth also its source of energy. Without energy, life cannot exist.

Processes of Flow of Matter in the Earth System

Photosynthesis- during this process CO2 is sequestered from the atmosphere, while oxygen is release as a byproduct.

Carbon Cycle- The carbon cycle describes the process in which carbon atoms continually travel from the atmosphere to the Earth and then
back into the atmosphere. Since our planet and its atmosphere form a closed environment, the amount of carbon in this system does not
change. 

Nitrogen Cycle – The nitrogen cycle is a repeating cycle of processes during which nitrogen moves through both living and non-living
things: the atmosphere, soil, water, plants, animals and bacteria. In order to move through the different parts of the cycle, nitrogen must
change forms. In the atmosphere, nitrogen exists as a gas (N 2), but in the soils it exists as nitrogen oxide, NO, and nitrogen dioxide, NO 2,
and when used as a fertilizer, can be found in other forms, such as ammonia, NH 3, which can be processed even further into a different
fertilizer, ammonium nitrate, or NH4NO3.

Respiration - Cellular respiration is a metabolic pathway that breaks down glucose and produces ATP. The stages of cellular respiration
include glycolysis, pyruvate oxidation, the citric acid or Krebs cycle, and oxidative phosphorylation.

Sulfur Cycle - Circulation of sulfur in various forms through nature. Sulfur occurs in all living matter as a component of certain amino acids.
It is abundant in the soil in proteins and, through a series of microbial transformations, ends up as sulfates usable by plants.

Phosphorous Cycle- The phosphorus cycle is the process by which phosphorus moves through the lithosphere, hydrosphere, and
biosphere. Phosphorus is essential for plant and animal growth, as well as the health of microbes inhabiting the soil, but is gradually
depleted from the soil over time.

Water cycle- The water cycle describes how water evaporates from the surface of the earth, rises into the atmosphere, cools and
condenses into rain or snow in clouds, and falls again to the surface as precipitation. The water falling on land collects in rivers and lakes,
soil, and porous layers of rock, and much of it flows back into the oceans, where it will once more evaporate. The cycling of water in and
out of the atmosphere is a significant aspect of the weather patterns on Earth.

5. Providing learning guidance - Provide students with clues to help them understand and
remember what they are to learn
`1. What makes the Earth habitable?
2. In what way do the hydrosphere, atmosphere, and geosphere support life?
3. What makes air, water, and land essential parts of the biosphere?
4. How do the substances (molecules] in each of the subsystem distributed in all parts of the Earth?
5. What are the processes that enable the flow of matter on Earth ensures and maintains the harmony of the four subsystems?

6. Elicit performance - Gives students an opportunity to demonstrate that they have learned
the new information to this point and are ready to proceed to the next part of the lesson
C: Make a concept map to explain the flow of matter and energy in the hydrosphere, atmosphere, geosphere, and biosphere.

7. Provide feedback - Give students information about the adequacy of their responses in the
"elicit performance" event
Discuss briefly your concept map by citing specific evidence that will prove your explanation.

8. Assessing performance -Assess whether the students have achieved the objectives of the
session or unit
(Paper and Pen Test – Sample Assessment Items:
1-4 identify the environment that is described by the following.
____________1. Supplies oxygen for burning the food eaten by different forms of animal life.
____________2. It is a protective blanket that blocks harmful radiation from the sun.
____________3. The environment that supports all life forms on Earth.
____________4. Provides nutrients for all plant life.

9. Enhance retention and transfer -Allow students to review and extend a new so that it is
available for subsequent application
Give ways on how to conserve and protect the environment. (Water conservation, wildlife conservation)
Fresh water is slowly depleting due to the impact of increasing sea water level reaching the rivers and other sources of it. Forest land are
converted to commercial land which increasingly disturbing wildlife. In all of these, what will likely be your part, a solution that will save our
nature or the problem that will bring mankind in its extinction?