SCHOOL SINILOAN INTEGRATED NATIONAL HIGH SCHOOL
GRADE 12
DAILY LESSON LOG
I. OBJECTIVES
A. CONTENT STANDARDS
B. PERFORMANCE STANDARDS
C. LEARNING COMPETENCIES/OBJECTIVES
WRITE THE LC CODE FOR EACH
II. CONTENT
III. LEARNING RESOURCES
A. REFERENCES
1. TEACHER’S GUIDE PAGES
2. LEARNER’S MATERIAL PAGES
3. TEXTBOOK PAGES
4. ADDITIONAL MATERIALS FROM
LEARNING RESOURCE (LR)
PORTAL
B. OTHER LEARNING RESOURCES
IV. PROCEDURES
A. REVIEWING PREVIOUS LESSON OR
PRESENTING THE NEW LESSON
GRADE LEVEL GRADE 11-A B,C,D , E and HUMMS
TEACHER KIMBERLYN C. VELASCO LEARNING AREA
TEACHING DATES AND TIME March 5-9
SESSION 1 and 2
Learning(Competencies( 1. Discuss the role of the telescope in the advances of astronomy during the time of Galileo Galilei. 2.
Identify discoveries about the celestial objects aided by telescopes up to the time of Galileo. [IVb-43] 3. Explain how the
astronomical observations aided by telescopes weakens the philosophical supports to the Ptolemaic system. [IVb-43]
Recall with the students the prevailing challenge for the medieval philosophers and astronomers regarding the right model
for the observed motion of the sky specifically the retrograde motion. Proceed with the following points: (1) The availability of
the astronomical data by Tyco Brahe gave reasons for the increasing complexity of the Ptolemaic system. (2) The plausibility
of many alternative explanations requires a new perspective in the philosophical foundations and reasoning in defense of the
model used in order to scientifically choose which among these models are least likely to correspond to the physical reality
Physical Science
QUARTER/SEMESTER 2ST SEM, 2NDQUARTER
SESSION 3 and 4
Explain how Tycho Brahe’s innovation and extensive collection of astronomical data (naked-eye astronomy) paved
the way for Kepler’s discovery of his laws of planetary motion. [IVb-44] 2. State Kepler’s Three Laws of Planetary
motion. [IVb-45]
Tell the students that this session will be a topic away from the series on Galileo.
Inform the students that Brahe’s observations were made long before the telescope was invented and used to view
celestial objects.
Brahe’s observations paved way to doubt Ptolemaic model. It also called for the need for new models because the
Ptolemaic model needs to be complicated to become more accurate as precise astronomical data become available.
Tell the students that due to the honest consideration of the accurate data available, it was obvious that the
centuries-old model had to be replaced.
Discuss with the students that scientific ideas, even if they seem to be correct (even for more than 1400 years!) can
become obsolete with improved data.
It may also be mentioned that progress in scientific endeavor often requires the meeting of skills, patience in making
observations, and making available the data obtained.
Tell the students that today, you will tackle the three laws of planetary motion that were the most accurate depiction
of how the planets go about the Sun including how the moons revolve about their planets.
Tell the story of how Brahe became famous by recalling the previous lesson on his observations: (a) Supernova
explosion of 11 Nov 1572 — named “Nova Stella”, now SN 1572 (b) Comet in 1577 (c) Better and more reliable
astronomical data
Inform them that Kepler was hired as sort of “research assistant” by Brahe primarily to prove that Brahe’s model
(geoheliocentric model) of the Universe is consistent with the available data. Kepler needed Brahe’s data to do
mathematical analysis while Brahe needs Kepler to make mathematical calculations to prove that the model satisfies
the observed data.

B. ESTABLISHING A PURPOSE FOR THE
LESSON
C. PRESENTING EXAMPLES/INSTANCES OF
THE NEW LESSON
D. DISCUSSING NEW CONCEPTS AND
PRACTICING NEW SKILLS #1
E. DISCUSSING NEW CONCEPTS AND
PRACTICING NEW SKILLS #2
Discuss that the challenge is really more into the philosophical foundation since the time of Aristotle: The Two-Domain
System — A system that assumes the celestial domain is fundamentally different both in composition (element: ether) and in
the nature motion. In the celestial domains, all objects are perfect (both shape and element) and their motion is always
circular (perfect shape) and constant (perfect state).
Mention that all naked-eye astronomical evidence cannot discern a best system for modeling the Universe, between at least
three: Ptolemaic, Copernican, and Ursine/Tychonic sytems
Tell the students that these models were later confirmed only in the presence of available data through the TELESCOPE. In
this regard, new observations have weakened the assumptions about the celestial domains and new models besides the
Ptolemaic model becomes acceptable.
Clarify that Galileo was one of the first person who used the telescope to look at the celestial objects. Galileo also improved
by 1609 on the original telescope first made in 1608 as it appeared in Netherlands. It can be said that he had the best
refracting telescope of his day.
Discuss the following observations and observations by the time of Galileo mostly by Galileo himself. (1) Lunar craters (2) Sun
spots (WARNING: observed by projecting the image onto a screen!) (3) Changing shape of Saturn (4) Phases of Venus
undergoing full cycle like the Moon (5) Moons of Jupiter
Discuss associating the observations to the conclusions against the prevailing Aristotelian physics and the two-domains view
of the Universe. (1) Lunar craters, the Sun spots and the changing shape of Saturn — celestial objects are not perfect (not
necessarily crystalline perfect sphere) (2) Moons of Jupiter — Not all celestial object necessarily orbits the Earth (or the
Sun). Here, the “stars” even orbit Jupiter, a planet.
Brahe died before his model is proven. Kepler inherited vast data set that will prove crucial for developing his Three
Laws of Planetary Motion later.
It took Kepler many more years trying out many possible models to fit the available data being concerned largely on
the philosophical implications of his models and the belief that there has to be simple numerical relationships among
phenomena like the Pythagoreans.
Emphasize that only after about 20 years or so working with the data he got from Brahe, the Three Laws of
Planetary Motion were published in two different years: (1) Law of Orbit (1609) (2) Law of Equal Area (1609) (3) Law
of Period (1619)
Discuss each laws of planetary motion to the students emphasizing the mathematical and geometric patterns
described by each law.
Show them elliptical shape and their geometrical properties.
Discuss that the second law necessarily imply that planets actually speeds up as it goes nearer to the sun. You may
ask the students to think how this variation of speeds can be explained by the second law.
Provide a table of values for the period T of the planets and their average distance from the Sun,
Lead the students in drawing ellipses.
Ask the students to experiment with changing the following: (a) total length of the string used; (b) distance between
pins (“foci”).
Make the students realize that the actual eccentricities of the planetary orbits around the Sun is practically very
small that they can be practically considered “circular.”

F. DEVELOPING MASTERY
(LEADS TO FORMATIVE ASSESSMENT)
G. FINDING PRACTICAL APPLICATIONS OF
CONCEPTS AND SKILLS IN DAILY LIVING
H. MAKING GENERALIZATIONS AND
ABSTRACTIONS ABOUT THE LESSON
I. EVALUATING LEARNING
J. ADDITIONAL ACTIVITIES FOR APPLICATION OR
REMEDIATION
It is not uncommon that Galileo is depicted to have posited a view of the Universe in conflict with that of the Catholic Faith. Ask the students possible applications of drawing ellipses. Mention for example Bernini in the use of ellipses for
Ask students what they know about this so far. If there are rich opinions, you may have them discuss among each other why. perspectives in painting. These can also be used as guides in the arrangement of home. They can be told to
Finally, give this as a research topic for the students to dig into the historical facts. Encourage the students to dig into experiment on having a third pin situated not on the line joining the original two pins and describe the effect on the
original sources as evidence against or in favor of this proposition. resulting elliptical shape.
Ask the students to design a telescope using only two refracting lenses.
Mention that new models were proposed including the Tychonic/Ursine model — a hybrid of heliocentric and geocentric
models (also labeled “geoheliocentric system”).
Indicate that the real challenge for the scientist is how to discern which model best fits the available data of their times.
Mention that as a class, you will go through each of the following competing models: (1) Ptolemaic system (2) Copernican
system (3) Ursine/Tychonic system
Discuss with the students what they think how such a model could be a good compromise between geocentric and
heliocentric frameworks.
Discuss each model and how each are able to explain the main observation about the planets: retrograde motion.
Concentrate mainly on how the Copernican system explained it versus the way the Ptolemaic system does.
More detailed story of the different models are found online: “The Great Ptolemaic Smackdown” by Michael Flynn written
August 2013. (See reference link)
V. REMARKS
Explain how Tycho Brahe’s innovation and extensive collection of astronomical data (naked-eye astronomy) paved
the way for Kepler’s discovery of his laws of planetary motion. [IVb-44] 2. State Kepler’s Three Laws of Planetary
VI. REFLECTION
motion. [IVb-45]

A. NO. OF LEARNERS WHO EARNED 80% ON THE

FORMATIVE ASSESSMENT
B. NO. OF LEARNERS WHO REQUIRE ADDITIONAL
ACTIVITIES FOR REMEDIATION
C. DID THE REMEDIAL LESSONS WORK? NO. OF
LEARNERS WHO HAVE CAUGHT UP WITH THE
LESSON
D. NO. OF STUDENTS WHO CONTINUE TO REQUIRE
E. WHICH OF MY TEACHING STRATEGIES WORKED
WELL? WHY DID THESE WORK?
F. WHAT DIFFICULTIES DID I ENCOUNTER WHICH
MY PRINCIPAL OR SUPERVISOR CAN HELP ME
SOLVE?
G. WHAT INNOVATION OR LOCALIZED MATERIALS
DID I USE/DISCOVER WHICH I WISH TO SHARE
WITH OTHER TEACHERS?
CHECKED BY: