DLP For SHS 7 E's Physical Science 1wq2

Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF SAN PABLO CITY
SAN CRISTOBAL INTEGRATED HIGH SCHOOL
SAN CRISTOBAL, SAN PABLO CITY
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SCIENCE Teacher Joseph M. Gutierrez Grade Level Grade 11

Daily Teaching Dates Week 1 Learning Area Physical Science
Lesson Log
Teaching Time Quarter 4th Quarter
Session 1 Session 2 Session 3 Session 4
I. Learning Targets/
Specific Objectives
The learner demonstrates understanding of the:
A. Content Standards 1. Greek views of matter, motion, and the universe

2. competing models of the universe by Eudoxus, Aristotle, Aristarchus, Ptolemy,
3. Copernicus, Brahe, and Kepler
4. evidence that the Earth is not the center of the universe
The learner shall be able to:
B. Performance Standards
Make a constellation replica to determine their position in reference to earth as it rotates on its axis and revolve around its orbit
 Explain how the Greeks knew that the Earth is spherical
 Cite examples of astronomical phenomena known to astronomers before the advent of telescopes
C. Learning Competencies/
Objectives (L.C. Code)  Explain how Brahe’s innovations and extensive collection of data in observational astronomy paved the way for Kepler’s discovery
of his laws of planetary motion
Specific (Daily) After going through this module, you are After going through this module, you are After going through this module, you are
Objective/s expected to: expected to: expected to:
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1. discuss the thoughts of philosophers

about the shape of the Earth;
2. describe the size of the Earth; and
3. realize the importance of the shape of
the Earth.
II. Learning Content

III. Learning Resources
A. References
1. Teacher’s Guide pages:
A. References
2. Learner’s Material pages:
1. Teacher's Guide Pages
3. Textbook pages: Curriculum Guide p. 1
4. Additional Materials from Learning Resource (LR) portal
2. Learner's Materials Teacher made Authentic Guided discovery work sheets
Pages
3. Textbook Pp. Module 1 Qtr. 2
4. Additional Materials from
LR portal
Power Point Presentation
B. Other Learning Resources Work sheet: LAS 1 to 3
IV.
PROCEDURE
A. Reviewing Elicit: A. Reviewing previous lesson or A. Reviewing previous lesson or A. Reviewing previous lesson or
previous (The presenting the new lesson. presenting the new lesson. presenting the new lesson.
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activities in
this section What I Know What I Know What I Know
will evoke or  Pretest  Pretest  Pretest
draw out  Solar system review  The Earth is round review  Modern Astronomy review
lesson or
prior  Guess the Pioneers of astronomy
presenting the  True study of astronomy  Guess the Pioneers of modern
concepts or
new lesson astronomy
prior
experiences
from the
students)
B. Establishing Engage: Specific Objective/s: Specific Objective/s: Specific Objective/s:
a purpose for (The
the lesson activities in B. Establishing a purpose of the new B. Establishing a purpose of the new A. Establishing a purpose of the new
this section lesson. lesson. lesson.
C. Presenting
will stimulate  Importance of gnomon or sundial  Importance of Astronomy- You will  Valuing the contribution of modern
examples/
their thinking now try to travel to outer space by Astronomers- Throughout human
instances of
and help C. Presenting examples/instances of using your imagination to learn history, scientists have struggled to
the new
them access the new lesson. about Astronomy. understand what they see in the night
lesson
and connect  Navigation and discovery of  For thousands of years, humans sky. Famous astronomers — many of
prior Philippines have looked at the night sky and
knowledge them great scientists who mastered
wondered about the stars.
as a many fields — explained the heavens
 With only the unaided eye, they
jumpstart to neither saw nor dreamed that the with varying degrees of accuracy. Over
the present stars are greater in number than all the centuries, a geocentric view of the
lesson.) the grains of sand on all the universe — with Earth at the center of
beaches of the world! Nor did they everything — gave way to the proper
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realize that the sun is a star – simply understanding we have today of an

the nearest star to us in the expanding universe in which our
universe. Probably the most galaxy is but one of billions. On this list
fascinating was the moon, which are some of the most famous
when full was perceived as a flat
scientists from the early days of
circular disk rather than as a three-
dimensional sphere we now know it astronomy through the modern era,
to be. and a summary of some of their
C. Presenting examples/instances of achievements.
the new lesson. B. Presenting examples/instances of
the new lesson.
Concept Mapping
 The grouping of stars and the Task Setting
significance given to them varied  Identifying modern astromers and
from culture to culture. In some their important discoveries
cultures, the constellations What’s In
stimulated storytelling and the Matching Type. Directions: Match the five
creation of great myths. noted scientists in column A with their
 In some cases, the constellations important discoveries in column B. Write the
honored great heroes like Hercules letter on the space provided before each
and Orion or served as navigational number.
aids for travelers and sailors. On the
other hand, some people believe
that constellations provided a guide
for planting and harvesting crops for
they were seen to move periodically

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in the sky, in concert with the

seasons. Charts of these periodic
movements became some of the
first calendars.
D. Discussing Explore: D. Discussing new concepts and D. Discussing new concepts and D. Discussing new concepts and
new (In this practicing new skills #1 practicing new skills #1 practicing new skills #1
concepts & section,
practicing students will Students Perform: What’s In (Page. 4) Students Perform: Knowledge mining. Students Perform: Knowledge mining.
new skills #1 be given Matching Type. Directions: Match the Greek  Research for the history and Some Astronomical Terms for
time to think, astronomers in column A with their discovery of stars Students
plan, important findings in column B. Write the astronomical unit (AU)
investigate, letter on the space provided before each the unit of length defined as the average
and organize number. distance between Earth and the Sun;
collected this distance is about 1.5 × 108
information; kilometers or 1.5 x 1011 metres
or the eccentricity
performance in an ellipse, the ratio of the distance
of the between the foci to the major axis
planned/pre ellipse
pared a closed curve for which the sum of the
activities distances from any point on the ellipse
from the to two points inside (called the foci) is
students’ always the same
manual with focus
data (plural: foci) one of two fixed points
gathering inside an ellipse from which the sum of
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with Guide the distances to any point on the ellipse

Questions) is constant
Kepler’s first law
each planet moves around the Sun in
an orbit that is an ellipse, with the Sun
at one focus of the ellipse
Kepler’s second law
the straight line joining a planet and the
Sun sweeps out equal areas in space in
equal intervals of time
Kepler’s third law
the square of a planet’s orbital period is
directly proportional to the cube of the
semimajor axis of its orbit
major axis
the maximum diameter of an ellipse
orbit
the path of an object that is in
revolution about another object or point
orbital period (P)
the time it takes an object to travel once
around the Sun
orbital speed
the speed at which an object (usually a
planet) orbits around the mass of
another object; in the case of a planet,
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the speed at which each planet moves

along its ellipse.
semimajor axis
half of the major axis of a conic
section, such as an ellipse
Students Perform: What’s New Students Read and ask questions: Brain Writing:
How do you see the shape of the Earth? What’s New What is It
Let’s try to understand this by performing Astronomy Defined: Collaboration:
this song. Astronomy is the science of the universe Identify the contribution of modern
E. Discussing outside of our planet. Astronomers (group work)
new This is the branch of physical science
concepts & dealing with heavenly bodies.
practicing It has resulted in many practical inventions,
new skills #2 ideas, including calendars, navigational
techniques, laws of motion, engineering of
products and an increased understanding of
energy and weather.
F. Developing Explain: D. Developing Mastery E. Developing Mastery F. Developing Mastery

mastery (In this Discussion: What is It Discussion: What is It What’s More:
section, Key Terms Some Astronomical Terms for Students Our understanding of the elliptical motion of
students will  Oblate spheroid: the shape of the Earth. It Moon: A natural object that orbits a larger planets about the Sun spanned several
be involved has bulging equator and squeezed poles. object. years and included contributions from many
in an  Solstice: either of the two times in the Eclipse: when one celestial body such as a scientists. Answer the questions below.
analysis of year, the summer solstice and the winter moon or planet moves into the shadow of Write your answers on a separate sheet of
their solstice, when the sun reaches its highest another celestial body. paper.
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exploration. or lowest point in the sky at noon, marked Solar eclipse: a type of eclipse that occurs
Their by the longest and shortest days. when the Moon passes between the Sun What I Have Learned
understandin  Eclipse: an obscuring of the light from and Earth, and the Moon fully or partially Fill in the blanks with the correct answer.
g is clarified one celestial body by the passage of blocks the light from the Sun. Write your answers on a separate sheet of
and modified another between it and the observer or Lunar Phase: one of the cyclically recurring paper.
because of between it and its source of illumination. apparent forms of the moon
reflective  Heliocentrism: the astronomical model in Gibbous: the figure of the moon that is more
activities)/An which the Earth and planets revolve than half full, looking swollen on one side
alysis of the around the Sun. Crescent: the figure of the moon that
gathered  Geocentrism: any theory of the structure appears as a curve with pointy ends
data and of the solar system (or the universe) in Waxing: growing; describes the moon when
results and which Earth is assumed to be at the the illuminated portion is increasing
be able to center of it all. Waning: shrinking; describes the moon
answer the when the illuminated portion is decreasing
Guide Planet: In the solar system, a planet is a
Questions large round object that orbits the Sun and
leading to has cleared out most of the other objects in
the focus its orbit.
concept or Solar System: The Sun and all of the
topic for the planets, comets, etc. that revolve around it.
day.)
G. Finding Elaborate: F. Finding practical applications of G. Finding practical applications of F. Finding practical applications of

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practical (This section concepts and skills in daily living. concepts and skills in daily living. concepts and skills in daily living.
applications will give
of concepts students the Discussion: Have you ever wondered what What is It What I Can Do
and skills in opportunity the philosophers in ancient astronomy Discussion: Even before the advent of the Using YouTube, watch the Ptolemaic
daily living to expand thought about the shape of the Earth? telescopes, ancient astronomers were able Planetary Model on the website below:
H. and Learn About It! to observe the following: https://www.youtube.com/watch?
Generalizing solidify/concr Around 500 B.C., most Greeks believed that 1. rising and setting of the Sun in the east v=wGjlT3XHb9
and etize their the Earth was round, not flat. It was and the west, respectively, This will allow the introduction of Brahe and
abstraction understandin Pythagoras and his pupils who were first to 2. point where the Sun rises and sets in the Kepler's analysis of planetary motions that
g of the propose a spherical Earth. horizon varies in a year, led to the 3 laws.
concept In 500 to 430 B.C., Anaxagoras further 3. phases of the moon, Analyze and discuss the implications of
and/or apply supported Pythagoras' proposal through his 4. lunar eclipse, scientists defying cultural beliefs in older
it to a real- observations of the shadows that the Earth 5. solar eclipse, times and what science would be like today
world cast on the Moon during a lunar eclipse. He 6. daily and annual motion of the stars, and without the scientific analysis and
situation) observed that during a lunar eclipse, the 7. planets Mercury, Venus, Mars, Jupiter, discoveries of Brahe and Kepler. Write your
Earth's shadow was reflected on the Moon's and Saturn. answer on a separate sheet of paper.
surface. The shadow reflected was circular.
Around 340 B.C., Aristotle listed several What’s More
arguments for a spherical Earth which Activity 2.1 Phases of the Moon
included the positions of the North Star, the Label the eight (8) phases of the moon
shape of the Moon and the Sun, and the below. Write your answers on a separate
disappearance of the ships when they sail sheet of paper.
over the horizon.
Activity 2.2 Differences of Lunar and Solar
What’s More Eclipses
Aristotle’s Conclusion Complete the Venn diagram about the

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Aristotle lived in ancient Greece more than differences between lunar and solar eclipses
three hundred years before the Common below. Write your answers on a separate
Era (or Before Christ). In those days, most sheet of paper.
people believed that many gods ruled the
universe.
Try it!
To test if one of Aristotle’s studies is correct,
do this activity.
I. Evaluating Evaluation: G. Assessment: H. Assessment: G. Assessment:

Learning What I Have Learned What I Have Learned Choose the letter of the best answer.
Arrange the words in correct order Complete the statements below. Write Write the chosen letter on a separate
and write the sentence on the blank your answers on a separate sheet of paper. sheet of paper.
provided in each item. These are the Even before the advent of the telescopes,
observations that led the Greeks to ancient astronomers were able to observe
conclude that the Earth is sphere. the following:
What I Can Do
If you were given a chance to write What I Can Do
something on your journal for your chosen A. Like the moon that undergoes changes of
Greek philosopher, who will it be and what its phase, students like you may also
will you tell him about his findings on undergo changes in your own lives. Make a
ancient history? sketch of your changes in elementary,
Assessment Junior High School (JHS) and Senior High
Directions: Encircle the letter of the correct School (SHS) in terms of physical and
answer. emotional changes. Do this in a sheet of
short bond paper.

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B. Without using a telescope, try locating the

planets Mercury, Venus, Mars, Jupiter, and
Saturn in the night sky. Do this every month
to see if there are changes in their positions.
Assessment
Multiple Choice. Choose the letter of the
best answer. Write the chosen letter on a
separate sheet of paper.
Extend: H. Additional Activities I. Additional Activities H. Additional Activities
(This section In your most creative way, how will you If you were given a chance to write If you were given a chance to write
gives explain how the Greeks knew that the Earth something on your journal about some something on your journal for your chosen
situation that is Spherical? examples of astronomical phenomena Modern Astronomer, who would it be and
J. Additional
explains the before the advent of telescope, what would what would you tell him about his findings
activities for
topic in a it be? Explain the importance of your chosen on ancient history?
application
new context, astronomical phenomenon in your own daily
and
or integrate life. Write your answer in your own journal or
remediation
it to another notebook.
discipline/so
cietal
concern)
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% on the formative
assessment
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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?
Prepared by:
Checked by: Noted:
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Joseph M. Gutierrez
SHS Teacher Joseph M. Gutierrez Renante M. Bonilla
SHS Coordinator School Head

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Republic of the Philippines

SCIENCE Teacher Joseph M. Gutierrez Grade Level Grade 11

A. Content Standards 1. Greek views of matter, motion, and the universe

Brgy. San Cristobal, San Pablo City, Laguna 4000

1. discuss the thoughts of philosophers

II. Learning Content

realize that the sun is a star – simply understanding we have today of an

Brgy. San Cristobal, San Pablo City, Laguna 4000

in the sky, in concert with the

with Guide the distances to any point on the ellipse

the speed at which each planet moves

F. Developing Explain: D. Developing Mastery E. Developing Mastery F. Developing Mastery

Brgy. San Cristobal, San Pablo City, Laguna 4000

Brgy. San Cristobal, San Pablo City, Laguna 4000

I. Evaluating Evaluation: G. Assessment: H. Assessment: G. Assessment:

Brgy. San Cristobal, San Pablo City, Laguna 4000

B. Without using a telescope, try locating the

B. No. of learners who require

Brgy. San Cristobal, San Pablo City, Laguna 4000

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