7e's Sample LP

7E’S LESSON PLAN IN PHYSICAL SCIENCE
Topic/title Big Bang Theory

Grade level 11 & 12
Time allotment 120 minutes
Teacher Christopher T. Plaza
Learning Competencies
Give evidence for and explain the formation of the light elements in the Big Bang Theory (S11/12PS-IIIa-1)
Guided Question
How do advancements in technology expand our understanding of the origins of the universe?
OBJECTIVES
By the end of the lesson, the students should be able to:
1. Cite evidence used to develop and verify the scientific Big Bang Theory of the origin of the
Universe
2. Illustrate the red shift
3. React to the evidences about the Big Bang.
ELICIT Materials/Assessment Tool
The teacher will post a picture of the universe on the board.
The task of the students is to write anything about the universe around
the picture.
*Expected answers:
 The universe is made of approximately 100 billion galaxies, where
there are hundreds of billions of stars in each galaxy. Each star
normally has multiple planets that rotate around it (due to Picture of the Universe
gravitational pull). These are called solar systems.
 Energy is found in the form of waves, which are organized by
wavelength and frequency.
 Nuclear fusion is the process of a high speed collision of atomic
nuclei to form a new nucleus/atom and thereby releasing energy.
ENGAGE
 Teacher will provide students with short flipped video lesson and
let them watch it.
Projector
o "The Big Bang Theory in 90-Seconds" - TED-Ed (1:31)
Speakers
o "Big Bang Evidence" - STEM Learning (2:50)
Laptop
o "The Beginning of the Universe, for Beginners" - TED-Ed
Power Point Presentation
(3:19)
EXPLORE
 Mix-n-Match Classroom Game: Students play a version of the Kagan
Strategy "Mix-n-Match" game. Each student receives an index card
with either a vocabulary term or definition. Teacher can then play
music. Students walk around and switch cards until music stops or
teacher says "Freeze." Students scramble to find their matching
card and run to a corner, show the teacher to verify the accuracy of
the match. Then, students stand on the outside of the classroom
until all students in the center have found their matching card.
Repeat until the teacher wishes. For more Kagan strategy tips, visit
the Kagan's Articles website.
o Big Bang Theory o how the universe formed
o Acceleration o the rate at which something Hand-outs
o Galaxies speeds up
o Solar Systems o clusters of solar systems held
o Stars together by gravity
o Planets o planets orbiting around a star,
o The Nebular held in orbit by gravity.
Theory o a cluster of dust and gas going
o Red shift through nuclear fusion
o wavelengths o how planets formed by
o frequencies accretion of dust
o Doppler Effect o wavelengths received from
o Hubble's Law distant galaxies are elongating,
showing that galaxies are
moving away from us
o the distance between two
crests
o the amount of waves in one
second
o the apparent change in
frequency due to relative
motion of an object from an
observer
o galaxies are expanding, where
more distant galaxies are
moving faster away than
galaxies closer to each other
EXPLAIN
 Teacher use the Big Bang Theory PowerPoint to quickly explain
evidence for the Big Bang theory while students record Cornell
Notes.
Key talking points about the lesson topic:
o Cosmic Microwave Background Radiation (CMB), red
shift of galaxies, and mixtures of elements in our
universe all support the theory of the Big Bang.
o CMB, was found accidentally by using a Horn Antenna. Projector
The discovery of CMB shows the earliest radiation Power Point Presentation
detected from the initial rapid expansion, filling the Laptop
universe uniformly in every direction.
o The universe was formed 13.8 billion years ago.
o The Doppler Effect is a shift of wavelengths (not speed),
determining the movement of objects in space in
relation to our point in the universe.
o New advancements in technology can help define and
detail the Big Bang Theory.
ELABORATE
 Big Bang Theory Tic-Tac-Toe Project: Students will create three
projects displaying detailed information, history, and explanation
of the big bang theory and the various forms of evidence
supporting the theory. Teachers and students alike can access the
project instructions and rubric attached.
 Teachers wil ask students to write out their understanding of the Project Instruction
three pieces of evidence for the big bang in as much detail as Rubrics
possible. Then, students can switch with partners to try to fill in the
information voids with their understanding (teachers may want to
pair students for this activity). Students can then revise/rewrite
their connections of evidence to the Big Bang Theory.
EXTEND
 Students will research, predict and develop a model of how they
Rubrics
believe the universe will be distributed in another 14 billion
Cellular Phones or Laptop
years.
with Internet connection
EVALUATE
 Students will create three projects displaying detailed information,
history, and explanation of the big bang theory and the various
Rubrics
forms of evidence supporting the theory.
Prepared by: Checked by:

CHRISTOPHER T. PLAZA CRISTINA G. ROBLES
SHS-TEACHER II SCHOOL HEAD

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7E’S LESSON PLAN IN PHYSICAL SCIENCE

Topic/title Big Bang Theory

Prepared by: Checked by:

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