Copy of Earth and Life Science Initial Release June 13 .pdf

The Commission on Higher Education in collaboration with the Philippine Normal University Teaching Guide for Senior High School INITIAL RELEASE JUNE 13, 2016 EARTH AND LIFE SCIENCE CORE SUBJECT This Teaching Guide was...

The Commission on Higher Education in collaboration with the Philippine Normal University Teaching Guide for Senior High School INITIAL RELEASE JUNE 13, 2016 EARTH AND LIFE SCIENCE CORE SUBJECT This Teaching Guide was collaboratively developed and reviewed by educators from public and private schools, colleges, and universities. We encourage teachers and other education stakeholders to email their feedback, comments, and recommendations to the Commission on Higher Education, K to 12 Transition Program Management Unit - Senior High School Support Team at [email protected]. We value your feedback and recommendations.  Development Team Team Leader: Dawn T. Crisologo, Leopoldo P. de Silva, Ph.D., Ivan Marcelo A. Duka Writers: Aileen C. dela Cruz, Ma. Genaleen Q. Diaz, This Teaching Guide by the Ph.D., Ernesto A. Dizon Jr., Zoraida S. Dizon, Janet Commission on Higher Education is S. Estacion, Justin Ray M. Guce, Eddie L. Listanco, licensed under a Creative Commons Attribution- D.Sc., Cristina T. Remotigue, Sharon Rose M. NonCommercial-ShareAlike 4.0 Tabugo, Ph.D. International License. This means Published by the Commission on Higher Education, 2016 Technical Editor: Eligio C. Obille Jr. you are free to: Chairperson: Patricia B. Licuanan, Ph.D. Share — copy and redistribute the Copy Reader: Larissa Mae R. Suarez material in any medium or format Commission on Higher Education Illustrators: Charles Christopher C. Bataclan Adapt — remix, transform, and K to 12 Transition Program Management Unit Cover Artists: Paolo Kurtis N. Tan, Renan U. Ortiz build upon the material. Office Address: 4th Floor, Commission on Higher Education, The licensor, CHED, cannot revoke C.P. Garcia Ave., Diliman, Quezon City these freedoms as long as you Senior High School Support Team Telefax: (02) 441-0927 / E-mail Address: [email protected] CHED K to 12 Transition Program Management Unit follow the license terms. However, under the following terms: Program Director: Karol Mark R. Yee Attribution — You must give Lead for Senior High School Support: appropriate credit, provide a link to Consultants Gerson M. Abesamis the license, and indicate if changes THIS PROJECT WAS DEVELOPED WITH THE PHILIPPINE NORMAL UNIVERSITY. were made. You may do so in any University President: Ester B. Ogena, Ph.D. Course Development Officers: reasonable manner, but not in any John Carlo P. Fernando, Danie Son D. Gonzalvo way that suggests the licensor VP for Academics: Ma. Antoinette C. Montealegre, Ph.D. endorses you or your use. VP for University Relations & Advancement: Rosemarievic V. Diaz, Ph.D. Lead for Policy Advocacy and Communications: NonCommercial — You may not use Ma. Cynthia Rose B. Bautista, Ph.D., CHED Averill M. Pizarro the material for commercial Bienvenido F. Nebres, S.J., Ph.D., Ateneo de Manila University purposes. Teacher Training Officers: ShareAlike — If you remix, Carmela C. Oracion, Ph.D., Ateneo de Manila University Ma. Theresa C. Carlos, Mylene E. Dones transform, or build upon the Minella C. Alarcon, Ph.D., CHED Monitoring and Evaluation Officer: material, you must distribute your Gareth Price, Sheffield Hallam University Robert Adrian N. Daulat contributions under the same license Stuart Bevins, Ph.D., Sheffield Hallam University as the original. Administrative Officers: Ma. Leana Paula B. Bato, Kevin Ross D. Nera, Allison A. Danao, Ayhen Loisse B. Dalena Printed in the Philippines by EC-TEC Commercial, No. 32 St. Louis Compound 7, Baesa, Quezon City, [email protected] Introduction As the Commission supports DepEd’s implementation of Senior High School (SHS), it upholds the vision and mission of the K to 12 program, stated in Section 2 of Republic Act 10533, or the Enhanced Basic Education Act of 2013, that “every graduate of basic education be an empowered individual, through a program rooted on...the competence to engage in work and be productive, the ability to coexist in fruitful harmony with local and global communities, the capability to engage in creative and critical thinking, and the capacity and willingness to transform others and oneself.” To accomplish this, the Commission partnered with the Philippine Normal University (PNU), the National Center for Teacher Education, to develop Teaching Guides for Courses of SHS. Together with PNU, this Teaching Guide was studied and reviewed by education and pedagogy experts, and was enhanced with appropriate methodologies and strategies. Furthermore, the Commission believes that teachers are the most important partners in attaining this goal. Incorporated in this Teaching Guide is a framework that will guide them in creating lessons and assessment tools, support them in facilitating activities and questions, and assist them towards deeper content areas and competencies. Thus, the introduction of the SHS for SHS Framework. The SHS for SHS Framework, which stands for “Saysay-Husay-Sarili for Senior High School,” is at the core of this book. The lessons, which combine high-quality content with flexible elements to SHS for SHS accommodate diversity of teachers and environments, promote these three fundamental concepts: Framework SAYSAY: MEANING HUSAY: MASTERY SARILI: OWNERSHIP Why is this important? How will I deeply understand this? What can I do with this? Through this Teaching Guide, Given that developing mastery When teachers empower teachers will be able to facilitate goes beyond memorization, learners to take ownership of an understanding of the value teachers should also aim for their learning, they develop of the lessons, for each learner deep understanding of the independence and self- to fully engage in the content subject matter where they lead direction, learning about both on both the cognitive and learners to analyze and the subject matter and affective levels. synthesize knowledge. themselves.  Implementing this course at the senior high school level is subject to numerous challenges About this with mastery of content among educators tapped to facilitate learning and a lack of Teaching Guide resources to deliver the necessary content and develop skills and attitudes in the learners, being foremost among these. In support of the SHS for SHS framework developed by CHED, these teaching guides were crafted and refined by biologists and biology educators in partnership with educators from focus groups all over the Philippines to provide opportunities to develop the following: 1. Saysay through meaningful, updated, and context-specific content that highlights important points and common misconceptions so that learners can connect to their real- world experiences and future careers; 2. Husay through diverse learning experiences that can be implemented in a resource- poor classroom or makeshift laboratory that tap cognitive, affective, and psychomotor domains are accompanied by field-tested teaching tips that aid in facilitating discovery and development of higher-order thinking skills; and 3. Sarili through flexible and relevant content and performance standards allow learners the freedom to innovate, make their own decisions, and initiate activities to fully develop their academic and personal potential. These ready-to-use guides are helpful to educators new to either the content or biologists new to the experience of teaching Senior High School due to their enriched content presented as lesson plans or guides. Veteran educators may also add ideas from these guides to their repertoire. The Biology Team hopes that this resource may aid in easing the transition of the different stakeholders into the new curriculum as we move towards the constant improvement of Philippine education.  This Teaching Guide is mapped and aligned to the DepEd SHS Curriculum, designed to be highly Parts of the usable for teachers. It contains classroom activities and pedagogical notes, and is integrated with Teaching Guide innovative pedagogies. All of these elements are presented in the following parts: 1. Introduction Highlight key concepts and identify the essential questions Show the big picture Connect and/or review prerequisite knowledge Clearly communicate learning competencies and objectives Motivate through applications and connections to real-life 2. Motivation Give local examples and applications Engage in a game or movement activity Provide a hands-on/laboratory activity Connect to a real-life problem 3. Instruction/Delivery Give a demonstration/lecture/simulation/hands-on activity Show step-by-step solutions to sample problems Give applications of the theory Connect to a real-life problem if applicable 4. Practice Discuss worked-out examples Provide easy-medium-hard questions Give time for hands-on unguided classroom work and discovery Use formative assessment to give feedback 5. Enrichment Provide additional examples and applications Introduce extensions or generalisations of concepts Engage in reflection questions Encourage analysis through higher order thinking prompts 6. Evaluation Supply a diverse question bank for written work and exercises Provide alternative formats for student work: written homework, journal, portfolio, group/individual projects, student-directed research project  On DepEd Functional Skills and CHED College Readiness Standards As Higher Education Institutions (HEIs) welcome the graduates of On the other hand, the Commission declared the College the Senior High School program, it is of paramount importance to Readiness Standards that consist of the combination of knowledge, align Functional Skills set by DepEd with the College Readiness skills, and reflective thinking necessary to participate and succeed - Standards stated by CHED. without remediation - in entry-level undergraduate courses in The DepEd articulated a set of 21st century skills that should be college. embedded in the SHS curriculum across various subjects and tracks. The alignment of both standards, shown below, is also presented in These skills are desired outcomes that K to 12 graduates should this Teaching Guide - prepares Senior High School graduates to the possess in order to proceed to either higher education, revised college curriculum which will initially be implemented by AY employment, entrepreneurship, or middle-level skills development. 2018-2019. College Readiness Standards Foundational Skills DepEd Functional Skills Produce all forms of texts (written, oral, visual, digital) based on: 1. Solid grounding on Philippine experience and culture; 2. An understanding of the self, community, and nation; Visual and information literacies, media literacy, critical thinking 3. Application of critical and creative thinking and doing processes; and problem solving skills, creativity, initiative and self-direction 4. Competency in formulating ideas/arguments logically, scientifically, and creatively; and 5. Clear appreciation of one’s responsibility as a citizen of a multicultural Philippines and a diverse world; Global awareness, scientific and economic literacy, curiosity, Systematically apply knowledge, understanding, theory, and skills for the development of critical thinking and problem solving skills, risk taking, flexibility the self, local, and global communities using prior learning, inquiry, and experimentation and adaptability, initiative and self-direction Global awareness, media literacy, technological literacy, Work comfortably with relevant technologies and develop adaptations and innovations for creativity, flexibility and adaptability, productivity and significant use in local and global communities accountability Global awareness, multicultural literacy, collaboration and Communicate with local and global communities with proficiency, orally, in writing, and interpersonal skills, social and cross-cultural skills, leadership through new technologies of communication and responsibility Interact meaningfully in a social setting and contribute to the fulfilment of individual and Media literacy, multicultural literacy, global awareness, collaboration and interpersonal skills, social and cross-cultural shared goals, respecting the fundamental humanity of all persons and the diversity of skills, leadership and responsibility, ethical, moral, and spiritual groups and communities values  K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – CORE SUBJECT Grade: 11/12 Academic Year: 1 Core Subject Title: Earth and Life Science No. of Hours: 80 hours (20 Weeks) Pre-requisite (if needed): Core Subject Description: This learning area is designed to provide a general background for the understanding of Earth Science and Biology. It presents the history of the Earth through geologic time. It discusses the Earth’s structure, composition, and processes. Issues, concerns, and problems pertaining to natural hazards are also included. It also deals with the basic principles and processes in the study of biology. It covers life processes and interactions at the cellular, organism, population, and ecosystem levels. GRADE 11 FIRST QUARTER DADSDADCONTENT CONTENT STANDARD LEARNING COMPETENCIES CODE PERFORMANCE STANDARD I. ORIGIN AND STRUCTURE The learners demonstrate an The learners shall be able to: The learners: OF THE EARTH understanding of: S11/12ES-Ia-e- 1. Conduct a survey to assess 1. State the different hypotheses 1 A. Universe and Solar System 1. the formation of the the possible geologic explaining the origin of the universe and the solar hazards that your universe. B. Earth and Earth Systems system 2. Describe the different hypotheses community may S11/12ES-Ia-e- explaining the origin of the solar experience. (Note: Select 2 2. the subsystems (geosphere, system. hydrosphere, atmosphere, this performance standard 3. Recognize the uniqueness of and biosphere) that make if your school is in an area Earth, being the only planet in the S11/12ES-Ia-e- up the Earth near faultlines, volcanoes, solar system with properties 3 and steep slopes.) necessary to support life. 3. the Earth’s internal 4. Explain that the Earth consists of structure 2. Conduct a survey or design four subsystems, across whose S11/12ES-Ia-e- a study to assess the boundaries matter and energy 4 possible flow. 5. Explain the current hydrometeorological S11/12ES-Ia-e- advancements/information on the hazards that your 5 solar system community may 6. Show the contributions of S11/12ES-Ia-e- personalities/people on the 6 K to 12 Senior High School Core Curriculum – Earth and Life Science December 2013 Page 1 of 12  K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – CORE SUBJECT CONTENT CONTENT STANDARD LEARNING COMPETENCIES CODE PERFORMANCE STANDARD experience. (Note: Select understanding of the earth this performance standard systems if your school is in an area 7. Identify the layers of the Earth S11/12ES-Ia-e- (crust, mantle, core). 7 that is frequently hit by 8. Differentiate the layers of the S11/12ES-Ia-e- tropical cyclones and is Earth. 8 The learners demonstrate an usually flooded.) The learners: II. EARTH MATERIALS AND understanding of: PROCESSES 1. identify common rock-forming S11/12ES-Ia-9 1. the three main categories minerals using their physical and A. Minerals and Rocks of rocks chemical properties 2. the origin and environment 2. classify rocks into igneous, of formation of common sedimentary, and metamorphic S11/12ES-Ib-10 minerals and rocks B. Exogenic Processes 3. geologic processes that 3. describe how rocks undergo S11/12ES-Ib-11 occur on the surface of the weathering Earth such as weathering, 4. explain how the products of erosion, mass wasting, and weathering are carried away by S11/12ES-Ib-12 sedimentation (include the erosion and deposited elsewhere role of ocean basins in the 5. make a report on how rocks and formation of sedimentary soil move downslope due to the S11/12ES-Ib-13 rocks) direct action of gravity C. Endogenic Processes 4. geologic processes that 6. describe where the Earth’s S11/12ES-Ib-14 occur within the Earth internal heat comes from. 7. describe how magma is formed S11/12ES-Ic-15 (magmatism) 8. describe what happens after the magma is formed (plutonism and S11/12ES-Ic-16 5. the folding and faulting of volcanism) rocks 9. describe the changes in mineral components and texture of rocks due to changes in pressure and S11/12ES-Ic-17 temperature (metamorphism) K to 12 Senior High School Core Curriculum – Earth and Life Science December 2013 Page 2 of 12  K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – CORE SUBJECT CONTENT CONTENT STANDARD LEARNING COMPETENCIES CODE PERFORMANCE STANDARD 10. compare and contrast the formation of the different types of igneous rocks S11/12ES-Ic-18 11. describe how rocks behave under different types of stress such as compression, pulling apart, and S11/12ES-Ic-19 shearing D. Deformation of the Crust 6. plate tectonics 12. explain how the continents drift S11/12ES-Id-20 13. cite evidence that support S11/12ES-Id-21 continental drift 14. explain how the movement of plates leads to the formation of S11/12ES-Id-22 folds and faults 15. explain how the seafloor spreads S11/12ES-Id-23 16. describe the structure and S11/12ES-Id-24 evolution of ocean basins 7. how the planet Earth 17. describe how layers of rocks E. History of the Earth S11/12ES-Ie-25 evolved in the last 4.6 (stratified rocks) are formed billion years (including the 18. describe the different methods age of the Earth, major (relative and absolute dating) to S11/12ES-Ie-26 geologic time subdivisions, determine the age of stratified and marker fossils). rocks 19. explain how relative and absolute dating were used to determine the subdivisions of geologic time S11/12ES-Ie-27 20. describe how marker fossils (also known as guide fossils) are used to define and identify subdivisions S11/12ES-Ie-28 of the geologic time scale K to 12 Senior High School Core Curriculum – Earth and Life Science December 2013 Page 3 of 12  K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – CORE SUBJECT CONTENT CONTENT STANDARD LEARNING COMPETENCIES CODE PERFORMANCE STANDARD 21. describe how the Earth’s history can be interpreted from the geologic time scale S11/12ES-Ie-29 The learners demonstrate an The learners: III. NATURAL HAZARDS, understanding of: MITIGATION, AND 1. describe the various hazards that ADAPTATION 1. the different hazards may happen in the event of S11/12ES-If-30 caused by geological earthquakes, volcanic eruptions, A. Geologic Processes and processes (earthquakes, and landslides Hazards volcanic eruptions, and landslides) 2. the different hazards 3. using hazard maps, identify areas B. Hydrometeorological caused by prone to hazards brought about Phenomena and Hazards S11/12ES-If-31 hydrometeorological by earthquakes, volcanic phenomena (tropical eruptions, and landslides cyclones, monsoons, floods, 4. give practical ways of coping with and tornadoes or ipo-ipo) geological hazards caused by S11/12ES-If-32 earthquakes, volcanic eruptions, and landslides 5. identify human activities that S11/12ES-If-33 speed up or trigger landslides 6. suggest ways to help lessen the S11/12ES-Ig-34 occurrence of landslides in your community 3. the different hazards 7. describe the various hazards that C. Marine and Coastal caused by coastal may happen in the wake of Processes and their S11/12ES-Ig-35 processes (waves, tides, tropical cyclones, monsoons, Effects sea-level changes, crustal floods, or ipo-ipo movement, and storm 8. using hazard maps, identify areas surges) prone to hazards brought about S11/12ES-Ig-36 by tropical cyclones, monsoons, floods, or ipo-ipo K to 12 Senior High School Core Curriculum – Earth and Life Science December 2013 Page 4 of 12  K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – CORE SUBJECT CONTENT CONTENT STANDARD LEARNING COMPETENCIES CODE PERFORMANCE STANDARD 9. give practical ways of coping with S11/12ES-Ih-37 hydrometeorological hazards caused by tropical cyclones, monsoons, floods, or ipo-ipo 10. describe how coastal processes result in coastal erosion, S11/12ES-Ih-38 submersion, and saltwater intrusion 11. identify areas in your community prone to coastal erosion, S11/12ES-Ii-39 submersion, and saltwater intrusion 12. give practical ways of coping with S11/12ES-Ii-40 coastal erosion, submersion, and saltwater intrusion 13. cite ways to prevent or mitigate the impact of land development, S11/12ES-Ii-41 waste disposal, and construction of structures on control coastal processes K to 12 Senior High School Core Curriculum – Earth and Life Science December 2013 Page 5 of 12  K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – CORE SUBJECT CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE I. The learners demonstrate an The learners shall be able to: The learners: INTRODUCTION TO understanding of: S11/12LT-IIa-1 LIFE SCIENCE value life by taking good care of 1. explain the evolving concept of life 1. the historical development of all beings, humans, plants, and based on emerging pieces of the concept of life animals evidence 2. the origin of the first life forms 2. describe classic experiments that 3. unifying themes in the study model conditions which may have S11/12LT-IIa-2 of life enabled the first forms to evolve 3. describe how unifying themes (e.g., structure and function, evolution, and ecosystems) in the study of life show the connections among living S11/12LT-IIa-3 things and how they interact with each other and with their environment II. The learners demonstrate an The learners shall be able to: The learners: BIOENERGETICS S11/12LT-IIbd-4 understanding of: make a poster that shows the 1. explain how cells carry out complementary relationship of functions required for life 1. the cell as the basic unit of life photosynthesis and cellular 2. explain how photosynthetic respiration organisms use light energy to 2. how photosynthetic organisms combine carbon dioxide and water S11/12LT-IIbd-5 capture light energy to form to form energy-rich compounds sugar molecules 3. how organisms obtain and 3. trace the energy flow from the S11/12LT-IIbd-6 utilize energy environment to the cells. 4. describe how organisms obtain and S11/12LT-IIbd-7 utilize energy 5. recognize that organisms require energy to carry out functions S11/12LT-IIbd-8 required for life K to 12 Senior High School Core Curriculum – Earth and Life Science December 2013 Page 6 of 12  K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – CORE SUBJECT CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE III. The learners demonstrate an The learners shall be able to: The learners: understanding of: PERPETUATION OF 1. describe the different ways of how S11/12LT-IIej-13 LIFE conduct a survey of products plants reproduce containing substances that can 2. illustrate the relationships among trigger genetic disorders such as 1. plant and animal reproduction structures of flowers, fruits, and S11/12LT-IIej-14 phenylketonuria seeds 3. describe the different ways of how representative animals reproduce S11/12LT-IIej-15 2. how genes work 4. explain how the information in the DNA allows the transfer of genetic S11/12LT-IIej-16 information and synthesis of proteins 3. how genetic engineering is 5. describe the process of genetic S11/12LT-IIej-17 used to produce novel engineering products 6. conduct a survey of the current uses of genetically modified S11/12LT-IIej-18 organisms 7. evaluate the benefits and risks of S11/12LT-IIej-19 using GMOs IV. The learners demonstrate an The learners shall be able to: The learners: understanding of: HOW ANIMALS 1. nutrition: getting food to cells make a presentation of some 8. explain the different metabolic S11/12LT-IIIaj-20 SURVIVE 2. gas exchange with the diseases that are associated with processes involved in the various environment the various organ systems organ systems K to 12 Senior High School Core Curriculum – Earth and Life Science December 2013 Page 7 of 12  K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – CORE SUBJECT CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE 3. circulation: the internal transport system 4. the need for homeostasis 5. salt and water balance and waste removal 6. the immune system: defense 9. describe the general and unique from disease characteristics of the different S11/12LT-IIIaj-21 7. how hormones govern body organ systems in representative activities animals 8. the nervous system 9. the body in motion 10. analyze and appreciate the functional relationships of the S11/12LT-IIIaj-22 different organ systems in ensuring animal survival V. The learners demonstrate an The learners shall be able to: The learners: HOW PLANTS understanding of: SURVIVE design a setup on propagating 11. describe the structure and function 1. plant form and function plants using other methods such of the different plant organs S11/12LT-IVae-23 2. plant growth and development as hydroponics and aeroponics 12. explain the different metabolic processes involved in the plant organ systems S11/12LT-IVae-24 K to 12 Senior High School Core Curriculum – Earth and Life Science December 2013 Page 8 of 12  K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – CORE SUBJECT CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE The learners demonstrate an The learners shall be able to: The learners: understanding of: 13. describe evidence of evolution such as homology, DNA/protein S11/12LT-IVfg-25 1. the evidence for evolution Design a poster tracing the sequences, plate tectonics, fossil evolutionary changes in a crop record, embryology, and artificial VI. 2. the origin and extinction of plant (e.g., rice or corn) that selection/agriculture THE PROCESS OF species occurred through domestication 13. explain how populations of EVOLUTION organisms have changed and continue to change over time showing patterns of descent with S11/12LT-IVfg-26 modification from common ancestors to produce the organismal diversity observed today 14. describe how the present system of classification of organisms is based S11/12LT-IVfg-27 on evolutionary relationships VII. The learners demonstrate an The learners shall be able to: The learners: INTERACTION AND INTERDEPENDENCE understanding of: 15. describe the principles of the S11/12LT-IVhj-28 ecosystem 1. the principles of the prepare an action plan containing ecosystem mitigation measures to address 16. categorize the different biotic 2. biotic potential and current environmental concerns potential and environmental environmental resistance and challenges in the community resistance (e.g., diseases, S11/12LT-IVhj-29 3. terrestrial and aquatic availability of food, and predators) ecosystems that affect population explosion K to 12 Senior High School Core Curriculum – Earth and Life Science December 2013 Page 9 of 12  K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – CORE SUBJECT CONTENT CONTENT STANDARD PERFORMANCE STANDARD LEARNING COMPETENCIES CODE 4. how human activities affect 17. describe how the different the natural ecosystem terrestrial and aquatic ecosystems are interlinked with one another S11/12LT-IVhj-30 GLOSSARY Absolute Dating The process of determining an approximate computed age in archaeology and geology K to 12 Senior High School Core Curriculum – Earth and Life Science December 2013 Page 10 of 12  K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – CORE SUBJECT GLOSSARY The process in the breeding of animals and in the cultivation of plants by which the breeder chooses to perpetuate only those forms having Artificial Selection certain desirable traits or characteristics Bioenergetics Energy transformations and energy exchanges within and between living things and their environments Calvin Cycle The term for the cycle of dark reactions in photosynthesis Embryology The study of organisms at their early stages of development Endogenic Refers to internal processes and phenomena that occur beneath the Earth's surface, or any other celestial body’s Genetic Engineering The deliberate and controlled manipulation of genes in an organism, with the intent of making that organism better in some way Genetically Modified An organism whose genetic material has been altered using genetic engineering techniques. Organisms that have been genetically modified Organism include micro-organisms such as bacteria and yeast, insects, plants, fish, and mammals Geologic Process A natural process whereby geological features are modified The study of likeness in structure between parts of different organisms (e.g., the wing of a bat and the human arm) due to evolutionary Homology differentiation from a corresponding part in a common ancestor Hydrometeorological The process or phenomenon of atmospheric, hydrological, or oceanographic nature that may cause loss of life, injury or other health Hazards impacts, property damage, loss of livelihoods and services, social and economic disruption, or environmental damage Metamorphism The process of dramatic changes in body form in the life cycle of some animals Physiology The study of the functions of living things and their parts Plate Tectonics The branch of geology that studies the folding and faulting of the Earth’s crust Plutonism The formation of intrusive igneous rocks by solidification of magma beneath the earth's surface Relative Dating A technique used to determine the age of fossils by comparing them with other fossils in different layers of rock Code Book Legend K to 12 Senior High School Core Curriculum – Earth and Life Science December 2013 Page 11 of 12  K to 12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL – CORE SUBJECT Sample: S11/12ES-Ia-e-1 LEGEND SAMPLE DOMAIN/ COMPONENT CODE Learning Area and Strand/ Subject or Science Earth Science ES Specialization First Entry S11/12 Grade Level Grade 11/12 Life Science LT Domain/Content/ Uppercase Letter/s Component/ Topic Earth Science ES - Roman Numeral *Zero if no specific quarter Quarter First Quarter I Lowercase Letter/s *Put a hyphen (-) in between letters to indicate more than a Week Weeks one to five a-e specific week - State the different Arabic Number Competency hypotheses explaining 1 the origin of the universe K to 12 Senior High School Core Curriculum – Earth and Life Science December 2013 Page 12 of 12 Earth and Life Science 60 MINS Lesson 1: Universe and the Solar System Content Standard LESSON OUTLINE The learners demonstrate an understanding of the formation of the universe. Introduction Presentation of Objectives and Terms 10 Learning Competency Motivation How big is a billion? 10 The learners shall be able to state the different hypotheses and theories explaining the origin of the universe (S11/12ES-Ia-e-1). Instruction Lecture Proper and Discussion 30 Specific Learning Outcomes Enrichment Will the Universe continue to Expand? At the end of this lesson, the learners will be able to: Evaluation Report 10 1. describe the structure and composition of the Universe; Materials 2. state the different hypothesis that preceded the Big Bang Theory of the Projector or Print-out of Figures Origin of the Universe. 3. explain the red-shift and how it used as proof of an expanding universe; Resources (1) http://imagine.gsfc.nasa.gov/educators/lesson_plans.html and (2) http://imagine.gsfc.nasa.gov/educators/materials.html 4. explain the Big Bang Theory and evidences supporting the theory. (3) http://www.astro.princeton.edu/~dns/teachersguide/website.pdf (4) http://map.gsfc.nasa.gov/universe/WMAP_Universe.pdf (accessed 3 October 2015) (5) https://en.wikipedia.org/wiki/Universe (accessed 4 October 2015) (6) https://www.youtube.com/watch? v=RPVvgJoddO4&list=PLrhG2NtyHAZuPW5HP3cyenGGTUqUhumeQ (accessed 25 October 2015) (7) Steinhardt P and N Turok. Endless Universe, http:// www.physics.princeton.edu/~steinh/endlessuniverse/ askauthors.html(accessed 13 October 2015) Additional Resources at the End of this Lesson INTRODUCTION (10 MINS) Teacher Tip: 1. Introduce the following learning objectives and important terms Alternatively, these terms can be defined during the instruction/delivery. A. Describe the structure and composition of the Universe; B. Explain the red-shift and how it used as proof of an expanding universe C. State the different hypothesis that preceded the Big Bang Theory of the Origin of the Universe D. Explain the Big Bang Theory 2. Introduce the list of important terms that learners will encounter. A. Baryonic matter - "ordinary" matter consisting of protons, electrons, and neutrons that comprises atoms, planets, stars, galaxies, and other bodies B. Dark matter - matter that has gravity but does not emit light. C. Dark Energy - a source of anti-gravity; a force that counteracts gravity and causes the universe to expand. D. Protostar - an early stage in the formation of a star resulting from the gravitational collapse of gases. E. Thermonuclear reaction - a nuclear fusion reaction responsible for the energy produced by stars. F. Main Sequence Stars - stars that fuse hydrogen atoms to form helium atoms in their cores; outward pressure resulting from nuclear fusion is balanced by gravitational forces G. Light years - the distance light can travel in a year; a unit of length used to measure astronomical distance MOTIVATION (10 MINS) Teacher Tip The purpose of the activity is to Connect the lesson to a real-life problem or question. emphasize the immensity of time and 1. Tell the learners that the Universe is at least 13.8 billion of years old and the Earth/Solar System at by extension (relationship between least 4.5-4.6 billions of years old. But how large exactly is a billion? Ask the learners how long will space and time) the vastness of space (universe). it take them to spend 1 billion pesos if they spend 1 peso per second. Alternatively, you may also ask learners 1 billion/(60 s/min*60 min/hr*24 hr/day*365days/year) what they know about the universe. ~32 years How long is 13.8 billion years? 2. Show learners the series of photographs as follows: Situate the Earth (and by extension themselves) with respect to the Universe The Earth as part of the solar system - inner terrestrial (as opposed to the outer gaseous planets). Earth is also known as "the third rock from the Sun". The solar system as part of the Milky Way Galaxy. Note the Sun (solar system) is at the outer limb of the galaxy (not at the center!) Source: The Solar System (https://upload.wikimedia.org/wikipedia/commons/d/d9/Solar_System_(annotated).jpg)  Teacher Tip: The Milky Way is but one of the billions of Galaxies in the Universe. We are definitely not at the center of the universe. Post the question to the learnes and solicit their opinion: Is there a center? You may check the following link to help in the discussion. http://math.ucr.edu/home/baez/physics/ Relativity/GR/centre.html Source: The Milky Way (https://upload.wikimedia.org/wikipedia/commons/thumb/a/a7/ Milky_Way_Arms_ssc2008-10.svg/2000px-Milky_Way_Arms_ssc2008-10.svg.png)  Teacher Tip: The Milky Way is but one of the billions of Galaxies in the Universe. We are definitely not at the center of the universe. Post the question to the learnes and solicit their opinion: Is there a center? You may check the following link to help in the discussion. http://math.ucr.edu/home/baez/physics/ Relativity/GR/centre.html Source: The Hubble Deep Field (https://www.google.com.ph/url sa=i&rct=j&q=&esrc=s&source=images&cd=&ved =0ahUKEwjOuKaQlaTNAhXCqJQKHStrA5kQjBwIBA&url=http%3A%2F%2Fwallpapercave.com% 2Fwp%2FTlqblsL.jpg&psig=AFQjCNFfHuF9reOYsnpNIuRLoYAVcVeObA&ust=1465878504806484) INSTRUCTION (30 MINS) Teacher Tip: Hydrogen and Helium as the most abundant Give a demonstration/lecture/simulation elements in the universe. Having the lowest mass, these are the first elements to be formed in the Big Bang Model of the Origin Introduction: of the Universe. Any explanation of the origin of the Universe should be consistent with all information about its composition, structure, accelerating expansion, cosmic microwave background radiation among A star's energy comes from combining light elements into heavier elements by others. fusion, or "nuclear Structure, Composition, and Age burning" (nucleosynthesis). In small stars like the sun, H burning is the fusion of 4 The universe as we currently know it comprises all space and time, and all matter and energy in it. H nuclei (protons) into a He nucleus (2 It is made of 4.6% baryonic matter (“ordinary” matter consisting of protons, electrons, and protons + 2 neutrons). neutrons: atoms, planets, stars, galaxies, nebulae, and other bodies), 24% cold dark matter Forming He from H gives off lots of energy(i.e. a natural hydrogen bomb). (matter that has gravity but does not emit light), and 71.4% dark energy (a source of anti-gravity) Nucleosynthesis requires very high T. Dark matter can explain what may be holding galaxies together for the reason that the low total The minimum T for H fusion is 5x10 6o C. mass is insufficient for gravity alone to do so while dark energy can explain the observed accelerating expansion of the universe. Hydrogen, helium, and lithium are the three most abundant elements. Stars - the building block of galaxies-are born out of clouds of gas and dust in galaxies. Instabilities within the clouds eventually results into gravitational collapse, rotation, heating up, and transformation into a protostar-the hot core of a future star as thermonuclear reactions set in. Stellar interiors are like furnaces where elements are synthesized or combined/fused together. Most stars such as the Sun belong to the so-called “main sequence stars.” In the cores of such stars, hydrogen atoms are fused through thermonuclear reactions to make helium atoms. Massive main sequence stars burn up their hydrogen faster than smaller stars. Stars like our Sun burnup hydrogen in about 10 billion years. Birth, evolution, death, and rebirth of stars Teacher Tip: The remaining dust and gas may end up as they are or as planets, asteroids, or other bodies in the This is similar to the Doppler effect for accompanying planetary system. sound waves: to a stationary observer, the frequency or pitch of a receding A galaxy is a cluster of billions of stars and clusters of galaxies form superclusters. In between the source decreases as it moves away. clusters is practicallyan empty space. This organization of matter in the universe suggests that it is indeed clumpy at a certain scale. But at a large scale, it appears homogeneous and isotropic. Based on recent data, the universe is 13.8 billion years old. The diameter of the universe is possibly infinite but should be at least 91 billion light-years (1 light-year = 9.4607 × 1012 km). Its density is 4.5 x 10-31 g/cm3. Expanding Universe In 1929, Edwin Hubble announced his significant discovery of the “redshift” and its interpretation that galaxies are moving away from each other, hence as evidence for an expanding universe, just as predicted by Einstein’s Theory of General Relativity. He observed that spectral lines of starlight made to pass through a prism are shifted toward the red part of the electromagnetic spectrum, i.e., toward the band of lower frequency; thus, the inference that the star or galaxy must be moving away from us. Red shift as evidence for an expanding universe. The positions of the absorptions lines for helium for light coming from the Sun are shifted towards the red end as compared with those for a distant star.This evidence for expansion contradicted the previously held view of a static and unchanging universe. Source: The Red Shift (https://www.google.com.ph/url? sa=i&rct=j&q=&esrc=s&source=images&cd=&ved=0ahUKEwjZwbe9mKTNAhWCU ZQKHYNFAzMQjBwIBA&url=https%3A%2F%2Fupload.wikimedia.org %2Fwikipedia%2Fcommons%2Fthumb%2F6%2F6a%2FRedshift.svg%2F2000px- Redshift.svg.png&psig=AFQjCNEp2yshF0mgavwc8uQIjiNouS9RyA&ust=14658794 00062773) Activity : Doppler Effect and Interactive Teacher Tip: Source: http://molebash.com/doppler/horn/horn1.ht If there is internet access, you can play these two movie clips directly from the 1. Ask the learners to watch two short video clips filmed inside a car. Try to determine where the horn website; (http://molebash.com/ is coming from. Is it coming from inside the car or outside the car? If outside the car, where? doppler/horn/horn1.htm) Alternatively, the movie clips can be downloaded (also saved in the CD) Video 1 - horn is coming from the inside of the car. There is hardly any change in the volume and pitch of the horn. Video 2 - horn is coming from outside of the car. Specifically, the horn is coming from another car travelling in an opposite direction. Notice how the pitch and volume of the car varies with distance from the other car. Pitch and volume increases as the other car approaches. Cosmic Microwave Background 1. There is a pervasive cosmic microwave background (CMB) radiation in the universe. Its accidental discovery in 1964 by Arno Penzias and Robert Woodrow Wilson earned them the physics Nobel Prize in 1978. 2. It can be observed as a strikingly uniform faint glow in the microwave band coming from all directions-blackbody radiation with an average temperature of about 2.7 degrees above absolute zero. Source: Cosmic microwave background radiation map showing small variations from WMAP - (Wilkinson Microwave Anisotropy Probe) (https:// www.google.com.ph/url? sa=i&rct=j&q=&esrc=s&source=images&cd =&ved=0ahUKEwi- ia2AmqTNAhUHI5QKHcOjBjoQjBwIBA&url =https%3A%2F%2Fupload.wikimedia.org %2Fwikipedia%2Fcommons%2F3%2F3c %2FIlc_9yr_moll4096.png&bvm=bv. 124272578,d.dGo&psig=AFQjCNFKLayV4r Tg0JLSNVx2R6LonF7X_w&ust=1465879811 382467) Origin of the Universe Teacher Tip: Unlike hypotheses in the sciences, religious Non-scientific Thought beliefs cannot be subjected to tests using Ancient Egyptians believed in many gods and myths which narrate that the world arose from an the scientific method. For this reason, they infinite sea at the first rising of the sun. cannot be considered valid topic of scientific inquiry. The Kuba people of Central Africa tell the story of a creator god Mbombo (or Bumba) who, alone in a dark and water-covered Earth, felt an intense stomach pain and then vomited the stars, sun, and moon. In India, there is the narrative that gods sacrificed Purusha, the primal man whose head, feet, eyes, and mind became the sky, earth, sun, and moon respectively. The monotheistic religions of Judaism, Christianity, and Islam claim that a supreme being created the universe, including man and other living organisms. Steady State Model The now discredited steady state model of the universe was proposed in 1948 by Bondi and Gould Teacher Tip: The uniform nature (even in all direction) of and by Hoyle. the CMB precludes propagation from a It maintains that new matter is created as the universe expands thereby maintaining its density. point source (i.e. from ancient stars as explained by the steady state model). Its predictions led to tests and its eventual rejection with the discovery of the cosmic microwave background. Big Bang Theory Misconception: As the currently accepted theory of the origin and evolution of the universe, the Big Bang Theory The “bang” should not be taken as an postulates that 13.8 billion years ago, the universe expanded from a tiny, dense and hot mass to its explosion; it is better thought of a simultaneous appearance of space present size and much cooler state. everywhere. The theory does not identify The theory rests on two ideas: General Relativity and the Cosmological Principle. In Einstein’s the cause of the “bang.” General Theory of Relativity, gravity is thought of as a distortion of space-time and no longer described by a gravitational field in contrast to the Law of Gravity of Isaac Newton. General Relativity explains the peculiarities of the orbit of Mercury and the bending of light by the Sun and has passed rigorous tests. The Cosmological Principle assumes that the universe is homogeneous and isotropic when averaged over large scales. This is consistent with our current large-scale image of the universe. But keep in mind that it is clumpy at smaller scales.  The Big Bang Theory has withstood the tests for expansion: 1) the redshift 2) abundance of Teacher Tip: hydrogen, helium, and lithium, and 3) the uniformly pervasive cosmic microwave background It was previously thought that the radiation-the remnant heat from the bang. gravity would eventually stop the expansion and end the universe with a “Big Crunch” and perhaps to generate another “bang”. This would occur if Evolution of the Universe according to the Big Bang Theory the density of the universe is greater From time zero (13.8 billion years ago) until 10-43 second later, all matter and energy in the universe than the critical density. But if it is existed as a hot, dense, tiny state. It then underwent extremely rapid, exponential inflation until lower, there would be not enough 10-32 second later after which and until 10 seconds from time zero, conditions allowed the existence gravitational force to stop or reverse the expansion---the universe would of only quarks, hadrons, and leptons. expand forever leading to the “Big Then, Big Bang nucleosynthesis took place and produced protons, neutrons, atomic nuclei, and Chill” or “Big Freeze” since it cools then hydrogen, helium, and lithium until 20 minutes after time zero when sufficient cooling did not during expansion. The recent observation of accelerating expansion allow further nucleosynthesis. suggests that the universe will expand From then on until 380,000 years, the cooling universe entered a matter-dominated period when exponentially forever. photons decoupled from matter and light could travel freelyas still observed today in the form of Submitted work may be evaluated using the following criteria: cosmic microwave background radiation. Logical discussion of scientific concepts As the universe continued to cool down, matter collected into clouds giving rise to only stars after used for the argument (e.g. effects of 380,000 years and eventually galaxies would form after 100 million years from time zero during gravity, expansion), consistent