DETAILED LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN
11
PHYSICAL
SCIENCE
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
(Write the LC code)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
WEEK & DAY NO. PAGE NO.
Third Quarter Week 3 Day 5 1
The learners demonstrate an understanding of: 1. How the concept of the atom
evolved from Ancient Greek to the present 2. How the concept of the element
evolved from Ancient Greek to the present
The learners shall be able to make a creative representation of the historical
development of the atom or the chemical element in a timeline.
The learners to:
1. Describe the ideas of the Ancient Greeks on the atom (S11/12PS-IIIa-b-5)
2. Describe the ideas of the Ancient Greeks on the elements (S11/12PS-IIIab-6) 3.
Describe the contributions of the alchemists to the science of chemistry (S11/12PS-
IIIb-7)
Specific Learning Outcomes:
At the end of the lesson, the learners will be able to:
1. Discuss key developments in the concept of the atom and element throughout
pre-modern history;
2. Discuss key developments in the practical application of chemistry throughout
pre-modern history.
3. Articulate the contributions of alchemy as a protoscience to chemistry.
Atomos, Aristotle and Alchemy (Chemistry Before Modern History)
Physical Science for Senior High, pp. 24 -33
Physical Science for Senior High School, Roly B. Bayo-ang, et.at, pp. 33-35
Fowler, M. (2008 August 23). Early Greek Science: Thales to Plato. Lecture. from
http:// galileoandeinstein.physics.virginia.edu/lectures/thales.pdf
Fruen, L. (2010). The History of Ancient Chemistry. from
http://realscience.breckschool.org/upper/fruen/files/
Enrichmentarticles/files/History.html
Shuttleworth, M. (2010 June 17). Alchemy and the Philosopher’s Stone. from
https://explorable.com/alchemy
Shuttleworth, M. (2010 May 25). Ancient Chinese Alchemy. from
https://explorable.com/chinese-alchemy
Shuttleworth, M. (2010 November 23). Islamic Alchemy. from
https://explorable.com/islamic-alchemy
Ancient Atomism. (2011 November 18). In Stanford Encyclopedia of Philosophy.
from http://plato.stanford.edu/ entries/atomism-ancient/
Atomic Structure from Democritus to Dalton. (n.d.). from
http://www.chemteam.info/AtomicStructure/Democritus-toDalton.html
The Greek Concept of Atomos: The Indivisible Atom. (n.d.). from
http://www.chemteam.info/AtomicStructure/ Greeks.html
Physics doesn’t exist, it’s all about Gnomes. (2013 December 16). from
 DETAILED LESSON PLAN
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http://uncyclopedia.wikia.com/wiki/ Physics_doesn't_exist,_it's_all_about_Gnomes
IV. PROCEDURES
A. Reviewing previous lesson ELICIT
or presenting the new Overview of the objectives and key names or terms
lesson
1. Go back to the outline presented at the introduction of the quarter. Let the
learners take note of how our understanding of matter has changed and continues
to change after discussing where all matter came from.
2. Introduce the following learning objectives using any of the suggested protocols
(Verbatim, Own Words, Read-aloud)
a. I can describe the ideas of the Ancient Greeks on the atom.
b. I can describe the ideas of the Ancient Greeks on the elements.
c. I can describe the contributions of the alchemists to the science of chemistry.
3. Introduce the following list of some important names and terms that learners
will encounter:

a. Leucippus and Democritus d. Jabir Ibn-Hayyan (Geber)

b. Atomism e. Alchemy c. Aristotle
f. Protoscience

The Gnome theory of physics

Present the amusing and absurd *gnome theory of physics that says the universe
can be explained entirely by the actions and effects of tiny versions of gnomes
(duwende in Philippine mythology)
Atoms

Gravity
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Light

States of matter

B. Establishing a purpose for ENGAGE

the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills #1
How is a protoscience like alchemy similar or different from a pseudoscience like
astrology or homeopathy?
EXPLORE
Video Presentation

E. Discussing new concepts

and practicing new skills #2

F. Developing mastery (leads EXPLAIN

to Formative Assessment 3) Introduce the Greek philosophers who began considering the nature of what
things were made of. They were preoccupied with how the universe seemed to be
both changing and constant. Leucippus and Democritus were two of the most
important theorists about the natural and physical world. They were called
physicists in Ancient Greece. They considered the idea of atomism, or the idea that
things are made up of much smaller things that cannot be changed nor divided.
Among the features of their theory were the following:

o Atoms make up most of the things in the universe; where there are no
atoms, there is a void.
o Atoms are incredibly small and cannot be divided, hence atomos
(uncuttable).
o Atoms themselves are solid, homogeneous and cannot change.
o Atoms moving about and colliding in the void cause the changes we see in
our universe.
o The shapes, sizes and weights of individual atoms influence the
characteristics of the thing they make up; e.g. sharp atoms cause our
tongues to tear and make bitter or sour tastes, and atoms that compose
clay are joined by flexible joints which harden when the clay is baked.
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G. Finding practical ELABORATE

applications of concepts Create a concept map beginning from each of the words below. Each map should
and skills in daily living
contain at least 30 connected concepts each.
a. atomism
b. alchemy

Rubrics of the presentation:

1pt 3pts 5pts

H. Making generalizations and
abstractions about the
lesson
EVALUATE
I. Evaluating learning
Presentation of Most basic Basic aspects of Unique aspects of
the concepts characteristics of the concept that the concept were
the concept are can be found on presented.
missing or absent. are present.
Timeline of the There is no clear The scientific The element’s
discovery chain of events or history of the history was
key moments discovery was presented clearly
presented. made clear, and the process
including notable was discussed.
people and
groups involved.
1. Which of the following was not part of the ideas of Leucippus and
Democritus? a. The universe is made up of either atoms or a void. b. An
object is made of small, indivisible parts which influence the object’s
properties. c. The universe is made up of four elements that combine and
separate to cause change. d. The universe changes because atoms move
about, combine, collide and separate.
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2. What did physicist mean in Ancient Greece?

Answer Key:
1. c. The universe is made up of four elements that combine and separate to cause
change.

2. A physicist in Ancient Greece was somebody who theorized and thought about
the natural and physical world.
Pseudoscience is a claim, belief, or practice presented as scientific, but which does
not adhere to the scientific method.

EXTEND

Encourage additional reading on alchemy as contributing to science. In preparation

for the next lesson, and as additional insight into how alchemy impacted chemistry,
instruct learners to read Annex A, which is an adapted excerpt of an article, Lead to
Gold, Sorcery to Science: Alchemy and the Foundations of Modern Chemistry. Have
them answer the following questions:

J. Additional activities for Understand and remember:

application or remediation 1. Find the meanings of the underlined words in the passage.

Apply and analyze:

2. How can we say that alchemy is integral in the definition of chemistry?
3. Why did Boyle engage with alchemy even though he disagreed with it?

Evaluate:
4. Many great minds of the time like Isaac Newton engaged in the practice of
alchemy. Does this make Isaac Newton less of a scientist? Argue why or why not.
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
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 learners who continue to require remediation
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?
DEMONSTRATION TEACHER:

ARGIE JOY MARIE G. AMPOL, R.N.

SHST-I
OBSERVED BY:

RONALD A. DERANO
Assistant School Principal II
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I. OBJECTIVES
D. Content Standards At the end of one-hour period, the students should be able to:
E.
F. Performance Standards

G. Learning Competencies/ Infer the relationship between current and charge.

Objectives
(Write the LC code) S8FE-Ih-30

I.

II. CONTENT

III. LEARNING RESOURCES

C. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
 DETAILED LESSON PLAN
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PHYSICAL Third Quarter Week 3 Day 5 7
SCIENCE

D. Other Learning Resources

IV. PROCEDURES
K. Reviewing previous lesson ELICIT
or presenting the new
lesson
L. Establishing a purpose for ENGAGE
the lesson
M. Presenting
examples/instances of the
new lesson
N. Discussing new concepts EXPLORE
and practicing new skills #1

O. Discussing new concepts

and practicing new skills #2

EXPLAIN
P. Developing mastery (leads
to Formative Assessment 3)

Q. Finding practical ELABORATE

applications of concepts
and skills in daily living
R. Making generalizations and
abstractions about the
lesson
EVALUATE
S. Evaluating learning

EXTEND
T. Additional activities for
application or remediation

V. REMARKS

VI. REFLECTION
H. No. of learners who earned 80% in the evaluation
I. No. of learners who require additional activities for remediation
J. Did the remedial lessons work? No. of learners who have caught up with the
lesson
K. No. of learners who continue to require remediation
L. Which of my teaching strategies worked well? Why did these work?
M. What difficulties did I encounter which my principal or supervisor can help me
solve?
N. What innovation or localized materials did I use/discover which I wish to
share with other teachers?

DEMONSTRATION TEACHER:
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NOTED: