DIVINO AMORE ACADEMY

Teaching-Learning Plan
First Semester S.Y. 2016-2017

Grade: 11 Quarter: First

Core Subject Title: Origin and Structure of the Earth Time allotment: 8 hrs.
Teacher: Shielo Marie C. Cardines Date: June 6-17, 2016

Topics/ Sub-topics Origin of the Universe

Big Bang Theories and Other Theories
Earth as the Only Habitable Planet
Solar System Explorations
Content Standards The learners understands the formation of the universe and the solar system
Performance The learners shall be able to conduct a survey to assess the possible geologic
Standards hazards that your community may experience (Creating )
Learning Competencies (Categorized according to the Revised Bloom’s Taxonomy)

1.State the different hypotheses explaining the origin of the universe .S11/12ES-Ia-e1 (Remembering)
2.Describe the different hypotheses explaining the origin of the solar system. S11/12ES-Ia-e2
(Understanding)
3.Recognize the uniqueness of Earth, being the only planet in the solar system with properties necessary
to support life S11/12ES-Ia-e3 (Analyzing)
4.Explain that the Earth consists of four subsystems, across whose boundaries matter and energy flow
S11/12ES-Ia-e4 (Analyzing)
5.Explain the current advancements/information on the solar system S11/12ES-Ia-e5 ( Analyzing)
6.Show the contributions of personalities/people on the understanding of the Earth systems S11/12ES-
Ia-e6 (Evaluating)

Resources/ Materials
1.Sia, Shila Rose D. Science in Today’s World for Senior High School ,Earth and Life Science ,Quezon
Avenue Quezon City ,Sibs Publishing House 2016

2.Mangali Glen R. Diwa Senior High School ,Earth and Life Science,Makati City Philippines ,Diwa
Textbooks 2016

3.Marquez, Edan Jarlo J Marquez The Earth :Its Materials Properties and History ,Essential of Earth
Science,Kristong Hari ,1112 Quezon City St. Bernadette Publishing House 2015

PROCEDURE

INTRODUCTION
1. Introduce the learning competencies to the students and let them write the
competencies on their notebook.

State the different hypotheses explaining the origin of the universe

Describe the different hypotheses explaining the origin of the solar system.
Recognize the uniqueness of Earth, being the only planet in the solar system with properties necessary
to support life
Explain that the Earth consists of four subsystems, across whose boundaries matter and energy flow
Explain the current advancements/information on the solar system

Show the contributions of personalities/people on the understanding of the Earth systems

2. Ask the students what they know about the Origin and Structure of the Earth
3. Guide questions:
 a. What is Earth made of?
b. Why do you think it is important to learn the structures of the Earth?
c. What are the different hypotheses explaining the origin of the Earth?
d. How big and how old is the universe?

MOTIVATION
1. Inform the students about the Origin of the Earth and let them view the video What is the
Big Bang theory? and answer these questions:

Activity 1.1 Investigating the Big Bang

1. According to Big Bang theory, some kind of expansion of space took place at some point in time.What
is the estimated date of the start of this expansion?

2. Give two pieces of evidence that point to this idea of Big Bang and expansion of space.

2. Refer to the Big Bang Timeline (handouts given ) and answer the following questions :
a. What are the characteristics of the universe during the Big Bang?
b. What is the difference between super unified force and grand unified force?
c. What happened during the inflation area?
d. How are galaxies formed?
3. Let the students describe the following theories.
a. Descartes vortex theory
b. Buffon Tidal theory
c. Jeans Jeffrey tidal theory
d. Compare and contrast Kant –Laplace’s theory and solar nebular theory.

INSTRUCTION/ DELIVERY

1. Let the students know that technology improves overtime, new things may be discovered. For
the past 20 years, there have been changes and developments in the understanding of the things
outside the Earth. As technologies improved more discoveries were made.

Activity 1.2 Solar System Explorations

1. Group the students by four and let visit the library and research the latest advancements
and space explorations since early 1900s
2. They will be given 30 minutes to research
3. They will make a three minute presentation showing space explorations and recent
advancement and discoveries about space and solar system.
4. The students will choose a representative and will explain to the class.

PRACTICE

1. Ask students to recap what they have learned about the differences in the environments of Mars,
Venus, and Earth, and why the three planets are different. You should expect a variety of answers
covering different factors studied in the Planetary Module. Discuss the student reader
article "Goldilocks and the Three Planets" and answers to the questions assigned in Activity 5.1,

2. Ask students: What makes a planet habitable? What conditions need to exist in order for life to
survive? Some prompting questions include: What temperature range is good for life? What sort
of atmosphere does life need? Does life need liquid water? What do organisms need in order to
eat? Do organisms need light? Does it matter how massive the planet is?
 3. Once students have described a good environment for life, show
the video: Life in Extreme Conditions. Direct students to look for
two types of extreme environments on Earth as they view the
video. Expand students' definition of a good environment for life by
discussing extreme environments, including black smokers (deep
sea vents), algae in Antarctica, and bacteria in the Yellowstone hot
springs. These organisms all live in places that would be
uninhabitable for humans, yet they are able to thrive. Explain that
students will now examine what makes a world habitable.

ENRICHMENT

1. Divide students into small teams (three to five students each). Have them create a list of items
they would need to bring with them to survive an extended trip on a spaceship into space (the
supplies that are necessary for life as we know it). Encourage students to think beyond what
humans would need, and to consider the needs of other forms of life that humans might bring
along (for example, plants for food or medicine, animals for food or companionship, etc.). Each
student should record on a piece of paper the list their team develops. (These will be collected at
the end of class).

2. Once the teams have developed lists of what they would need, inform them that something has
gone terribly wrong on their well-packed space ship. They will need to crash land in the nearest
planetary system. Give each team the Crash Landing! Student Activity Sheet (a profile of the
planetary system) and instruct the teams to decide on which planet or moon to crash. Teams
should discuss the planetary system for no more than 10 minutes. Tell students to record their
selections and the reasons why they chose that planet or moon on the back of their student
activity sheets.

Bring the whole class back together. Have each team share and explain which planet or moon they
thought was best for a crash landing. Remind presenters to elaborate on their group's reasoning.

a. Ask students if they think there is any one factor that is essential for life. Remind students about
the extremophiles they saw in the video at the beginning of class. (The most obvious common
element is liquid water.)

b. Introduce the concept of the "habitable zone" as the area around a star where water can be
liquid. Show the video: What is the Habitable Zone? While watching the video, ask students to
listen for the planets in our solar system that are in the "habitable zone." Discuss where in our
own solar system the habitable zone is located. (Just inside Earth's orbit to just outside Mars'
orbit.)

c. Discuss the possibility of a second habitable zone around large planets such as Jupiter. (See
Science & Resources for help in leading this discussion.) Close the discussion by reexamining the
list of planets and moons in the Nonog System. Review which of them have liquid water. Point out
that some of the life forms that students have examined today could live on some liquid water
worlds, but not others. Liquid water is the most basic requirement for all life as we know it, but
other factors are important for the particular organisms that students examined as well. For
example, while liquid water might exist on Moon 2 of Planet 7, it would be far too cold there for
organisms such as hot spring bacteria (or other extremophiles) to live.

EVALUATION

1. Collect the Crash Landing! Student Activity Sheet and check to see if students' reasoning for
choosing a habitable planet makes sense. Also collect students' lists of what they would need for
an extended space trip.
2. Remind students that the end-of-module assessments begin tomorrow with a concept map
activity, and an end-of-module test on the following day.