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- 1. Physical Science 11 BON LISTER P. FACTORIN Lesson 1 Subject Teacher
- 2. Key Idea Scientists believe that the formation of the universe began through the explosion of a primordial atom which happened 13 billion years ago. It is known as the Big Bang. It became a theory that also explains the continuous expansion of the universe.
- 3. Key Idea Right after Big Bang, protons and neutrons combined together and formed light elements Hydrogen and Helium in the process of Big Bang Nucleosynthesis. Other light elements such as Lithium and Beryllium were also formed during this process.
- 5. Q1 Q2 Q3 What do the words ‘compose’ and ‘composition’ mean? What are some of the things that compose the atmosphere? Why is it hard to see or study the layers of the atmosphere? Component 1: Short Review - What something is made of. - Gases; Oxygen; Carbon dioxide; Water vapor; Clouds; Rain, when it is raining; etc. - Because the atmosphere and its layers are mostly made of colorless gases, you cannot see the changes from one layer to another. Also, because the layers are layers of gases, the gases can easily mix, making hard to measure the exact layer surfaces or boundaries.
- 6. This lesson is about getting to know better how the energy that travels from the Sun affects our atmosphere. Component 2: Lesson purpose /Intention E.g., We want to be sure we know and understand how the Sun’s energy interacts with all the layers of the Earth’s Atmosphere, because that results in the Earth being a place that life can survive and thrive
- 7. Component 3: Lesson Language Practice Read out the following words Composition Gases Particles Atoms Molecules Affect Effect
- 8. Component 4A: Lesson Activity
- 9. Component 4A: Lesson Activity
- 10. Component 4A: Lesson Activity
- 11. Component 4B Read out the following questions and answer the following on your worksheet. Q1. In which layer do most meteors vaporize? Q2. Which two layers hold nearly all of the Atmosphere’s gases, and about what percentage (%) of the gases do these two layers hold? Q3. Why might most of the gases of the atmosphere be in the lower layers of the Atmosphere?
- 12. Component 4B Read out the following questions and answer the following on your worksheet. Q1. In which layer do most meteors vaporize? -TheMesosphere.
- 13. Component 4B Read out the following questions and answer the following on your worksheet. Q2. Which two layers hold nearly all of the Atmosphere’s gases, and about what percentage (%) of the gases do these two layers hold? - -TheTroposphereandtheStratosphere.Theyhold about95%ofthegases(~80%+~15%=~95%.
- 14. Component 4B Read out the following questions and answer the following on your worksheet. Q3. Why might most of the gases of the atmosphere be in the lower layers of the Atmosphere? -Gravityholdsthegasesdowntothelowerlayers;theheaviergases areinthelowerlayers;thelightgasesandparticlesareinhigher layers–see 1. ‘Onlyafewverylightsub-atomicparticlesaredetectable”inthe Exosphere; 2. 2.‘Afewofthelightestatoms(hydrogenandhelium)detectable’in theThermosphere
- 15. Read out the following questions and answer the following on your worksheet. Component 4C Q1. How much of the Sun’s light is absorbed by the ground? Q2. What are some reasons that can explain why the thermosphere is the hot layer? Q3. What are some ways the atmosphere helps to ensure that life can survive and thrive on Earth?
- 16. Read out the following questions and answer the following on your worksheet. Component 4C Q1. How much of the Sun’s light is absorbed by the ground? - About50%.
- 17. Read out the following questions and answer the following on your worksheet. Component 4C Q2. What are some reasons that can explain why the thermosphere is the hot layer? -TheThermosphereabsorbsalotofheatfromtheSun;Inthe Thermosphere,gasmoleculesarebrokenupbytheSun’s energyandthiswouldproduceheat–asthelightenergyis transformedtoheatenergy.WhentheSun’sx-raysandUV areabsorbedintheThermosphere,thiscreatesheatasaby- productaswell.
- 18. Read out the following questions and answer the following on your worksheet. Component 4C Q3. What are some ways the atmosphere helps to ensure that life can survive and thrive on Earth? -AlotoftheSun’slightreachesthegroundsoplantscanuseittomakefood.A lotoftheSun’sharmfulX-raysandUVareabsorbedbytheThermosphere.The ThermosphereabsorbsalotofthedirectheatfromtheSun.Theatmosphere capturesalotofheatwhenlighthitsthegroundandtheclouds,andthiskeeps theatmospherejustwarmenoughforlife.Lotsofbigdangerousobjectsand dangerousparticlesburnupastheyhittheAtmosphere,sotheydonothitus – wedonothavemillionsofcratersliketheMoon.
- 19. Component 5: Lesson Conclusion The focus of this lesson was getting to know better how the energy that travels from the Sun affects our atmosphere. The lesson was trying to reinforce that Earth has a delicate energy balance, which helps life survive. Remind students that good learners reflect on their learning.
- 20. Component 5: Lesson Conclusion Has the lesson helped you to think more about the role of the atmosphere in supporting life? What are some good things we get from the Sun, what are some bad things we don’t want from the Sun? -GoodthingswegetfromtheSunarelightand heat;butBadthingswedon’twantfromtheSunare X-raysanddangerous particles.
- 21. Component 5: Lesson Conclusion What did you enjoy about the lesson?
- 22. Thank you for
- 23. Prepared by: HinigaranNHS • BonListerP. Factorin • MarielLeiraG.Policianos AntipoloNHS • AprilMayC.Gangoso EnriqueB.MagalonaNHS • RizaMaeG.Parreño • RizzaKatrinaMoisesaD.Pancho • CorazonL.Moralidad CatalinoSoliguenNHS • MarkP.Sanchez • JosieG.Edma • ZionGraceMontaño SanBenitoIntegratedSchool • MargieL.Carbajosa
Editor's Notes
- Ask students to write down their answer in the space provided on their worksheet. Ask students to volunteer their answers, giving positive feedback. Read out a sample answer for all students to listen to and write down. This may come from the students or from the sample answers: Sample answers: Q1. What something is made of. Q2. Gases; Oxygen; Carbon dioxide; Water vapor; Clouds; Rain, when it is raining; etc. Q3. Because the atmosphere and its layers are mostly made of colorless gases, you cannot see the changes from one layer to another. Also, because the layers are layers of gases, the gases can easily mix, making it hard to measure the exact layer surfaces or boundaries.
- Time: 5 mins Read out the following words (from the students’ worksheets) and ask the students to read them to themselves and then out loud as a class. Composition; Gases; Particles; Atoms; Molecules; Affect; Effect Ask students to recognize and consider why science uses complex terms. They might discuss how the words Particles, Atoms and Molecules are important words in science. They might also discuss the differences in meaning of the words Affect and Effect, as they have special meanings showing relationships in science contexts
- Time: 5 mins Read out the following words (from the students’ worksheets) and ask the students to read them to themselves and then out loud as a class. Composition; Gases; Particles; Atoms; Molecules; Affect; Effect Ask students to recognize and consider why science uses complex terms. They might discuss how the words Particles, Atoms and Molecules are important words in science. They might also discuss the differences in meaning of the words Affect and Effect, as they have special meanings showing relationships in science contexts
- Time: 5 mins Read out the following words (from the students’ worksheets) and ask the students to read them to themselves and then out loud as a class. Composition; Gases; Particles; Atoms; Molecules; Affect; Effect Ask students to recognize and consider why science uses complex terms. They might discuss how the words Particles, Atoms and Molecules are important words in science. They might also discuss the differences in meaning of the words Affect and Effect, as they have special meanings showing relationships in science contexts
- Time: 5 mins Read out the following words (from the students’ worksheets) and ask the students to read them to themselves and then out loud as a class. Composition; Gases; Particles; Atoms; Molecules; Affect; Effect Ask students to recognize and consider why science uses complex terms. They might discuss how the words Particles, Atoms and Molecules are important words in science. They might also discuss the differences in meaning of the words Affect and Effect, as they have special meanings showing relationships in science contexts
- Observe students’ answers. Ask students to volunteer their answers, giving positive feedback. Select a sample answer for all students to write down. This may come from the students or from the following sample answers.
- Observe students’ answers. Ask students to volunteer their answers, giving positive feedback. Select a sample answer for all students to write down. This may come from the students or from the following sample answers. Sample answers: Q1. The Mesosphere. Q2. The Troposphere and the Stratosphere. They hold about 95% of the gases (~80% + ~15% = ~95%. Q3. Gravity holds the gases down to the lower layers; the heavier gases are in the lower layers; the light gases and particles are in higher layers – see 1. ‘Only a few very light sub-atomic particles are detectable” in the Exosphere; 2. ‘A few of the lightest atoms (hydrogen and helium) detectable’ in the Thermosphere
- Observe students’ answers. Ask students to volunteer their answers, giving positive feedback. Select a sample answer for all students to write down. This may come from the students or from the following sample answers. Sample answers: Q1. The Mesosphere. Q2. The Troposphere and the Stratosphere. They hold about 95% of the gases (~80% + ~15% = ~95%. Q3. Gravity holds the gases down to the lower layers; the heavier gases are in the lower layers; the light gases and particles are in higher layers – see 1. ‘Only a few very light sub-atomic particles are detectable” in the Exosphere; 2. ‘A few of the lightest atoms (hydrogen and helium) detectable’ in the Thermosphere
- Observe students’ answers. Ask students to volunteer their answers, giving positive feedback. Select a sample answer for all students to write down. This may come from the students or from the following sample answers. Sample answers: Q1. The Mesosphere. Q2. The Troposphere and the Stratosphere. They hold about 95% of the gases (~80% + ~15% = ~95%. Q3. Gravity holds the gases down to the lower layers; the heavier gases are in the lower layers; the light gases and particles are in higher layers – see 1. ‘Only a few very light sub-atomic particles are detectable” in the Exosphere; 2. ‘A few of the lightest atoms (hydrogen and helium) detectable’ in the Thermosphere
- Look at students’ answers and give encouragement. Ask the students to volunteer their answers. Select a sample answer for all students to write down for each question. This may come from the students or from the following sample answers. Sample answers: Q1. About 50%. Q2. The Thermosphere absorbs a lot of heat from the Sun; In the Thermosphere, gas molecules are broken up by the Sun’s energy and this would produce heat – as the light energy is transformed to heat energy. When the Sun’s x-rays and UV are absorbed in the Thermosphere, this creates heat as a by-product as well. Q3. A lot of the Sun’s light reaches the ground so plants can use it to make food. A lot of the Sun’s harmful X-rays and UV are absorbed by the Thermosphere. The Thermosphere absorbs a lot of the direct heat from the Sun. The atmosphere captures a lot of heat when light hits the ground and the clouds, and this keeps the atmosphere just warm enough for life. Lots of big dangerous objects and dangerous particles burn up as they hit the Atmosphere, so they do not hit us – we do not have millions of craters like the Moon.
- Look at students’ answers and give encouragement. Ask the students to volunteer their answers. Select a sample answer for all students to write down for each question. This may come from the students or from the following sample answers. Sample answers: Q1. About 50%. Q2. The Thermosphere absorbs a lot of heat from the Sun; In the Thermosphere, gas molecules are broken up by the Sun’s energy and this would produce heat – as the light energy is transformed to heat energy. When the Sun’s x-rays and UV are absorbed in the Thermosphere, this creates heat as a by-product as well. Q3. A lot of the Sun’s light reaches the ground so plants can use it to make food. A lot of the Sun’s harmful X-rays and UV are absorbed by the Thermosphere. The Thermosphere absorbs a lot of the direct heat from the Sun. The atmosphere captures a lot of heat when light hits the ground and the clouds, and this keeps the atmosphere just warm enough for life. Lots of big dangerous objects and dangerous particles burn up as they hit the Atmosphere, so they do not hit us – we do not have millions of craters like the Moon.
- Look at students’ answers and give encouragement. Ask the students to volunteer their answers. Select a sample answer for all students to write down for each question. This may come from the students or from the following sample answers. Sample answers: Q1. About 50%. Q2. The Thermosphere absorbs a lot of heat from the Sun; In the Thermosphere, gas molecules are broken up by the Sun’s energy and this would produce heat – as the light energy is transformed to heat energy. When the Sun’s x-rays and UV are absorbed in the Thermosphere, this creates heat as a by-product as well. Q3. A lot of the Sun’s light reaches the ground so plants can use it to make food. A lot of the Sun’s harmful X-rays and UV are absorbed by the Thermosphere. The Thermosphere absorbs a lot of the direct heat from the Sun. The atmosphere captures a lot of heat when light hits the ground and the clouds, and this keeps the atmosphere just warm enough for life. Lots of big dangerous objects and dangerous particles burn up as they hit the Atmosphere, so they do not hit us – we do not have millions of craters like the Moon.
- Look at students’ answers and give encouragement. Ask the students to volunteer their answers. Select a sample answer for all students to write down for each question. This may come from the students or from the following sample answers. Sample answers: Q1. About 50%. Q2. The Thermosphere absorbs a lot of heat from the Sun; In the Thermosphere, gas molecules are broken up by the Sun’s energy and this would produce heat – as the light energy is transformed to heat energy. When the Sun’s x-rays and UV are absorbed in the Thermosphere, this creates heat as a by-product as well. Q3. A lot of the Sun’s light reaches the ground so plants can use it to make food. A lot of the Sun’s harmful X-rays and UV are absorbed by the Thermosphere. The Thermosphere absorbs a lot of the direct heat from the Sun. The atmosphere captures a lot of heat when light hits the ground and the clouds, and this keeps the atmosphere just warm enough for life. Lots of big dangerous objects and dangerous particles burn up as they hit the Atmosphere, so they do not hit us – we do not have millions of craters like the Moon.
- Time: 5 mins Remind students that good learners reflect on their learning . Ask students to answer the following questions either by class discussion or writing the answers in their worksheet. Has the lesson helped you to think more about the role of the atmosphere in supporting life? What are some good things we get from the Sun, what are some bad things we don’t want from the Sun? Sample answers: Good things we get from the Sun are light and heat; but Bad things we don’t want from the Sun are X-rays and dangerous particles. What did you enjoy about the lesson?
- Time: 5 mins Remind students that good learners reflect on their learning . Ask students to answer the following questions either by class discussion or writing the answers in their worksheet. Has the lesson helped you to think more about the role of the atmosphere in supporting life? What are some good things we get from the Sun, what are some bad things we don’t want from the Sun? Sample answers: Good things we get from the Sun are light and heat; but Bad things we don’t want from the Sun are X-rays and dangerous particles. What did you enjoy about the lesson?