Malasiqui Catholic School

Malasiqui, Pangasinan 2421 Philippines

S.Y. 2024-2025

ADAPTIVE TEACHING GUIDE

Earth and Life Science

MET 1 Lesson 1
Universe and Solar System (the formation of the universe and the solar system)
Prerequisite Content-knowledge:
1. Astronomical bodies (stars, planets, galaxies).
2. Gravity and other fundamental forces.
3. Earth's position in the solar system.
Prerequisite Skill:
Learners are expected to be able to:
1. Ability to analyze and interpret scientific hypotheses.
2. Competence in using scientific terminology related to astronomy.
3. Skill in comparing and contrasting different scientific theories.

Prerequisites Assessment: (Describe the type and content of the Prerequisite Assessment)
 Prompting connection to prior knowledge
 Prompting effortful thinking

I. INSTRUCTION. Read carefully and answer the following questions. Write your answers in clean
¼ sheet of paper.

1. Which theory explains the origin of the universe?

a. Nebular Hypothesis
b. Big Bang Theory
c. Steady State Theory
d. String Theory
Answer: b. Big Bang Theory

2. Approximately how many years ago did the Big Bang occur?
a. 4.6 billion years ago
b. 13.8 billion years ago
c. 10 billion years ago
d. 100 million years ago
Answer: b. 13.8 billion years ago

3. What is the name of the hypothesis that explains the formation of the solar system?
a. Big Bang Theory
b. Nebular Hypothesis
c. Steady State Theory
d. Oscillating Universe Hypothesis
Answer: b. Nebular Hypothesis

4. According to the Nebular Hypothesis, what formed at the center of the solar nebula?
a. A planet
b. A star
c. A galaxy
d. A black hole
Answer: b. A star

5. Which force caused the solar nebula to collapse and form the solar system?
a. Electromagnetic force
 Malasiqui Catholic School
Malasiqui, Pangasinan 2421 Philippines
S.Y. 2024-2025

b. Gravitational force
c. Nuclear force
d. Weak force
Answer: b. Gravitational force

6. The remaining gas and dust from the solar nebula formed what structures?
a. Black holes
b. Asteroids and comets
c. Planets and moons
d. Stars and galaxies
Answer: c. Planets and moons

7. What is the term for the region where most of the asteroids in our solar system are found?
a. Oort Cloud
b. Kuiper Belt
c. Asteroid Belt
d. Heliosphere
Answer: c. Asteroid Belt

8. Which planet is known as the "Red Planet"?

a. Mercury
b. Venus
c. Mars
d. Jupiter
Answer: c. Mars

9. The Earth's unique feature that supports life is its:

a. Size
b. Atmosphere
c. Temperature
d. Magnetic field
Answer: b. Atmosphere

10. Which planet is the largest in our solar system?

a. Earth
b. Mars
c. Jupiter
d. Saturn
Answer: c. Jupiter
Pre-lesson Remediation Activity: (Describe the activities and use a separate sheet for the copy of a full-blown assessment.)
 Drawing attention to meaning
 Prompting connection to prior knowledge
 Prompting effortful thinking
 Using examples and non-examples

I. For Students with an Insufficient Level of Prerequisite Content-knowledge and/or Skill(s):

 Provide visual aids and simplified explanations of astronomical terms and concepts. Drawing attention to
meaning
 Teachers may relate new information to what students already know about the Earth and moon. Prompting
connection to prior knowledge
 Show clear examples of planets and non-planetary objects to highlight differences. Using examples and non-
examples
II. For Students with a Fairly Sufficient Level of Prerequisite Content-knowledge and/or Skill(s):
 The teacher may assign tasks that require deeper analysis about astronomical bodies and solar system.
Prompting effortful thinking
 Malasiqui Catholic School
Malasiqui, Pangasinan 2421 Philippines
S.Y. 2024-2025

Introduction: (Must include the following parts)

Guide the students on the following information:
1. Time frames: The learners are expected to finish in learning the lesson (and where to contact the
teacher when concerns arise)
3 days (180 minutes, 1 hour/day of engagement)
MODE of CONTACTING the TEACHER:
ONLINE APPROACH: SMS messaging, Google Classroom, email, messenger, text
F2F CLASSES: messenger or text, consultation time schedule
MODULAR APPROACH: text or messenger, scheduled in person consultation
2. RUA – The expected Remembering/Understanding/Applying to learn from the lesson are:
1. State the different hypotheses explaining the origin of the universe.
2. Describe the different hypotheses explaining the origin of the solar system.
3. Recognize the uniqueness of Earth, being the only planet in the solar system with properties
necessary to support life.
3. Context where student is going to apply his learning (in what PAA/EFAA and personal use?)
The learners will be able to apply their learning in practical assessments and activities such as concept
mapping, creating models, and engaging in class discussions. They will also relate their understanding to
everyday experiences and current scientific explorations.
4. Overview of the Lesson
This lesson will cover the formation of the universe and the solar system, focusing on various hypotheses and
theories. Students will explore the Big Bang Theory, Steady State Theory, and other hypotheses for the origin
of the universe. They will also learn about the Nebular Hypothesis and other models explaining the formation
of the solar system. Through interactive activities, discussions, and assessments, students will recognize the
uniqueness of Earth in supporting life.
Students’ Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the topic/lesson relative to the General Enabling Teaching Strategy. Number of chunking of
topics will be dependent on the teacher’s plan.)

 Drawing attention to meaning

 Prompting connection to prior knowledge
 Prompting effortful thinking
 Using examples and non-examples
Chunk 1. Introduction to the Universe
Activity: Watch a Documentary on the Universe's Formation
Objective: Students will gain an introductory understanding of the formation of the universe through a visual and
auditory learning experience.
Materials Needed:
 Smart TV
 A selected documentary on the universe's formation (e.g., "The Universe: Big Bang" by History Channel,
"The Universe: Beyond the Big Bang" by Discovery Channel, or a similar educational documentary
available on platforms like YouTube or streaming services)
 Quiz handouts or access to an online quiz platform (e.g., Google Forms, Kahoot!)

Activity Steps:

1. Preparation:
- Inform students in advance about the documentary they will be watching. Provide them with a brief overview of
the topic to spark interest.
- Prepare a set of key points or questions for students to consider while watching the documentary. These could
include:
 What is the Big Bang Theory?
 How did the universe expand after the Big Bang?
 What are the key stages in the formation of the universe?
 Malasiqui Catholic School
Malasiqui, Pangasinan 2421 Philippines
S.Y. 2024-2025

 What evidence supports the Big Bang Theory?

 What are the roles of dark matter and dark energy in the universe?

2. Viewing the Documentary:

- Ensure that the viewing environment is conducive to focused watching. This includes adjusting lighting, seating
arrangements, and minimizing distractions.
- Play the selected documentary. Encourage students to take notes on key points, particularly those highlighted
before the viewing.

3. Post-Viewing Discussion:
- Facilitate a brief discussion to allow students to share their thoughts and questions about the documentary.
- Address any immediate questions or clarifications needed.

4. Assessment: Short Quiz on Key Points

Objective: To assess students' understanding and retention of key concepts from the documentary.
Materials Needed:
 Quiz handouts or access to an online quiz platform
 Writing utensils or devices for students to complete the quiz
Multiple Choice Questions
1. What does the Big Bang Theory explain?
a) The formation of stars
b) The formation of planets
c) The origin of the universe
d) The origin of black holes
2. What is the estimated age of the universe according to the Big Bang Theory?
a) 4.5 billion years
b) 13.8 billion years
c) 10.2 billion years
d) 5.7 billion years
3. What evidence supports the Big Bang Theory?
a) Observation of distant galaxies moving away
b) Presence of cosmic microwave background radiation
c) Both a and b
d) Neither a nor b
Short Answer Questions:
1. Describe the key stages of the universe's formation after the Big Bang.
2. Explain the roles of dark matter and dark energy in the universe.
True or False Questions:
1. The universe is still expanding today. (True/False)
2. Dark matter can be directly observed with telescopes. (True/False)

Chunk 2. Group Research and Presentation on Different Hypotheses of the Origin of the Universe
Formative Question:
"Which hypothesis about the origin of the universe do you find most convincing and why?"
Objective:
By the end of this activity, students will be able to present different hypotheses explaining the origin of the universe,
including the Big Bang Theory, Steady State Theory, Vortex Theory, Collision Theory, Tidal Theory, Nebular
Hypothesis, and Solar Nebular Theory.
Materials Needed:
 Malasiqui Catholic School
Malasiqui, Pangasinan 2421 Philippines
S.Y. 2024-2025

 Reference materials (books, articles, internet access)

 Presentation tools (computers, projectors, markers, poster paper)
Introduction:
-Begin the activity by posing the formative question to the class. Allow a few minutes for students to think and
share their initial thoughts.
- Briefly introduce the seven hypotheses (Big Bang Theory, Steady State Theory, Vortex Theory, Collision
Theory, Tidal Theory, Nebular Hypothesis, and Solar Nebular Theory) that will be covered.
Group Formation:
- Divide the class into seven groups. Each group will be assigned one hypothesis to research and present.
Research Phase:
- Provide each group with reference materials and access to the internet to conduct their research.
- Instruct each group to gather the following information about their assigned hypothesis:
- Key proponents and historical background
- Main ideas and principles
- Supporting evidence and observations
- Criticisms and counterarguments
Presentation Preparation:
- Have each group prepare a 5-minute presentation summarizing their findings.
- Encourage the use of visual aids such as slides, posters, or diagrams to enhance their presentation.
- Remind students to address the formative question in their presentation by explaining why their assigned
hypothesis is convincing or not.
Presentations:
- Each group will present their findings to the class.
- After each presentation, allow 2-3 minutes for questions and feedback from the audience.
Conclusion and Reflection:
- Summarize the key points of each hypothesis.
- Revisit the formative question and facilitate a class discussion on which hypothesis students find most
convincing and why.
- Encourage students to reflect on how their understanding of the universe's origin has evolved through this
activity.

Chunk 3. Uniqueness of Earth

Activity: Concept Mapping on Why Earth is Unique in Supporting Life
Formative Question:
"What makes Earth uniquely capable of supporting life compared to other planets in our solar system?"
Objective: Construct a detailed concept map that highlights the unique features of Earth which enable it to support
life.

Introduction:
- Begin with a brief discussion on the key elements that make Earth unique, such as the presence of water, a
suitable atmosphere, distance from the sun, and the presence of life-supporting elements.
- Present the formative question to the students and ask them to think about it for a few minutes. This will activate
their prior knowledge and set the context for the activity.

Instructions for Concept Mapping:

- Explain what a concept map is and how it can help in organizing and visualizing information.
- Show an example of a simple concept map on a different topic to ensure students understand the structure and
flow.

Group Activity:
 Divide the class into small groups (3-4 students per group).
 Provide each group with large sheets of paper and colored markers.
 Instruct the groups to start with the central idea: "Unique Features of Earth Supporting Life."
 Malasiqui Catholic School
Malasiqui, Pangasinan 2421 Philippines
S.Y. 2024-2025

 Encourage them to branch out from the central idea with main categories, such as "Water," "Atmosphere,"
"Distance from Sun," "Magnetic Field," and "Biological Diversity."
 Under each category, they should add specific points, such as:
Water: Liquid state, abundance, solvent properties.
Atmosphere: Oxygen-rich, protection from harmful radiation, temperature regulation.
Distance from Sun: Habitable zone, moderate temperatures.
Magnetic Field: Protection from solar winds, retention of atmosphere.
Biological Diversity: Variety of life forms, ecosystems, food chains.
 Remind students to use different colors for different branches and to include images or symbols if they wish.
Presentation and Discussion:
- Have each group present their concept map to the class.
- During the presentations, encourage other students to ask questions and provide feedback.
- Facilitate a discussion on the common themes and unique points each group identified.
Reflection:
- Conclude the activity with a short reflection. Ask students to write down one new thing they learned about
Earth's uniqueness and one question they still have.
- Collect the reflections for further insight into students' understanding and to address any remaining questions in
future lessons.
Synthesis
The teacher shall ask the learners to synthesize the lesson by answering the question.
1. What is the Big Bang Theory and how does it explain the origin of the universe?
o The Big Bang Theory explains the origin of the universe as an expansion from a singular point.
2. How do dark matter and dark energy influence the universe's expansion?
o Dark matter and dark energy play crucial roles in the universe's structure and its accelerated
expansion.
3. What are the key differences between the Big Bang Theory and the Steady State Theory?
o The Big Bang Theory posits a singular origin, while the Steady State Theory suggests a continuous
creation of matter.
4. Why is Earth unique in supporting life compared to other planets?
o Earth's unique features include the presence of liquid water, an oxygen-rich atmosphere, suitable
temperature, and a magnetic field.
5. How can concept mapping help in understanding complex scientific concepts?
o Concept mapping organizes and visualizes information, making it easier to understand and retain
complex concepts.
Possible Answers:
1. The Big Bang Theory is the most widely accepted explanation for the universe's origin.
2. Dark matter cannot be directly observed but is inferred from gravitational effects, while dark energy is
thought to drive the universe's accelerated expansion.
3. The Steady State Theory has been largely discredited due to lack of evidence and the support for the Big
Bang Theory.
4. Earth's unique combination of water, atmosphere, distance from the sun, and magnetic field makes it capable
of supporting life.
5. Concept mapping helps by breaking down complex ideas into smaller, connected parts, aiding
comprehension and memory.

RUA of a Student’s Learning: Investigating the Polarity of Household Substances

 Prompting effortful thinking
 Using examples and non-examples
Activity: "Universe Debate: Big Bang Theory vs. Steady State Theory"
Objective: Students will engage in a structured debate to compare and contrast the Big Bang Theory and the Steady
State Theory, enhancing their understanding through argumentation and evidence evaluation.
Materials Needed:
 Printed information sheets on the Big Bang Theory and Steady State Theory
 Debate guidelines and scoring rubric
 Timer
 Malasiqui Catholic School
Malasiqui, Pangasinan 2421 Philippines
S.Y. 2024-2025

 Whiteboard or large paper for notes

Introduction:
- Divide the class into two groups. Assign one group to defend the Big Bang Theory and the other to defend the
Steady State Theory.
- Provide each group with information sheets on their respective theories.
- Explain the debate format, rules, and scoring rubric. Each group will have time for opening statements, rebuttals,
and closing arguments.
Preparation:
- Allow groups time to read their information sheets and prepare their arguments. Encourage them to focus on key
points such as evidence supporting their theory, main proponents, and criticisms of the opposing theory.
- Each group should assign roles: main speaker, rebuttal speaker, and closing speaker.
Debate:
- Conduct the debate in three rounds:
1. Opening Statements (5 minutes per group): Each group presents their theory, highlighting its strengths and
key evidence.
2. Rebuttals (5 minutes per group): Each group addresses the arguments presented by the opposing group,
pointing out weaknesses and counter-evidence.
3. Closing Arguments (3 minutes per group): Each group summarizes their main points and reinforces the
strengths of their theory.
Discussion and Reflection:
- After the debate, facilitate a class discussion to reflect on the activity. Ask students what they learned from the
debate and how it helped them understand the theories better.
- Highlight key points and clarify any misconceptions.
- Encourage students to reflect on their own views and whether the debate influenced their understanding or
opinion.
Debate Guidelines:
 Respectful communication and listening to the opposing group are mandatory.
 Use evidence and logical reasoning to support arguments.
 Avoid personal attacks and focus on the theories.
Scoring Rubric:
 Opening Statements: Clear presentation of theory, use of evidence, organization (10 points)
 Rebuttals: Addressing opposing arguments, use of counter-evidence, logical reasoning (10 points)
 Closing Arguments: Summarizing key points, reinforcing strengths, clarity (5 points)
 Teamwork and Participation: Collaboration, role distribution, overall engagement (5 points)

This debate activity is engaging and interactive, allowing students to delve deep into the concepts while developing
their critical thinking and public speaking skills.
Post-lesson Remediation Activity
The learner’s outputs (RUA demonstration/expression) will be evaluated. If the learner failed to achieve the
standard, the teacher will require the learner to revise the part of their output, with the monitoring of the teacher. If
all standards are met, the learner can proceed to the next lesson.