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C.Learning State the dfferent hypotheses explaining the origin of the universe
Competencies/ S11/12ES – Ia-e-1
Objectives
Write the LC code for
each
II. CONTENT Teaching Guide for SHS Earth and Life Science pp. 1-12
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
5. Other Learning Internet
Materials
IV. PROCEDURES
A. Reviewing Elicit: Connect the lesson to a real-life problem or question.
previous lesson (The activities in 1. Tell the learners that the Universe is at least 13.8 billion of years old and the
or presenting the this section will Earth/Solar System at
new lesson evoke or draw out least 4.5-4.6 billions of years old. But how large exactly is a billion? Ask the
prior concepts or learners how long will
prior experiences it take them to spend 1 billion pesos if they spend 1 peso per second.
from the A. 1 billion/(60 s/min*60 min/hr*24 hr/day*365days/year)
students) B. ~32 years
C. How long is 13.8 billion years?
2. Show learners the series of photographs as follows:
B. Establishing a Engage:
purpose for the (The activities in What are the pictures all about?
lesson this section will The Milky Way is but one of the billions
stimulate their of Galaxies in the Universe.
thinking and help • We are definitely not at the center of
C. Presenting
them access and the universe.
examples/instanc
connect prior • Post the question to the learners and
es of the new
lesson knowledge as a solicit their opinion:
jumpstart to the • Is there a center?
present lesson
D. Discussing new Explore: The teacher will have first an introduction to the lesson and after discussing, it
concepts and (In this section, will be followed by an activity.
practicing new students will be Activity : Doppler Effect and Interactive
skills #1 given time to Source: http://molebash.com/doppler/horn/horn1.ht
think, plan, 1. Ask the learners to watch two short video clips filmed inside a car. Try to
investigate, and determine where the horn
organize collected is coming from. Is it coming from inside the car or outside the car? If outside the
information; or car, where?
the performance • Video 1 - horn is coming from the inside of the car. There is hardly any change
E. Discussing new
of the in the volume
concepts and
planned/prepared and pitch of the horn.
practicing new
skills #2 activities from the • Video 2 - horn is coming from outside of the car. Specifically, the horn is
students’ manual coming from another
with data car travelling in an opposite direction. Notice how the pitch and volume of the
gathering with car varies with
Guide Questions) distance from the other car. Pitch and volume increases as the other car
approaches.
Explain:
(In this section, students will be
F. Developing involved in an analysis of their
exploration. Their understanding Class will be divided into four groups. The teacher will give a reading
mastery (leads to is clarified and modified because material on the hypotheses on the origin of the Universe. Each group is
Formative of reflective activities)/Analysis of
the gathered data and results and assigned to one hypothesis to be presented in the class.
Assessment 3) be able to answer the Guide
Questions leading to the focus
concept or topic for the day.
G. Finding practical
applications of
concepts and Elaborate:
skills in daily (This section will give students
After the presentation of the students, the teacher will process and add some
living
the opportunity to expand and
solidify/concretize their
additional details on the hypotheses on the origin of the universe.
understanding of the concept
H. Making and/or apply it to a real-world
generalizations situation)
and abstractions
about the lesson
Evaluation: There will be a formative assessment – short quiz to determine whether the
(This section will provide
opportunities for concept check objectives of the lesson are attained.
I. Evaluating test items and answer key which
are aligned to the learning Identification
learning objectives – content and
performance standards and
Matching type
address misconceptions- if any) Essay
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 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 wish to share with other
teachers?
Prepared by:
FLORO T. PELONIO
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