School San Jose Agricultural High School Grade Level/Section 11 ABM

SENIOR HIGH SCHOOL

Teacher Ivie V. Matanda Learning Area Physical Science
DAILY LESSON LOG
Teaching Dates May 3-4, 2023 Sem/Quarter 2ND Sem/ Quarter 2

DATE May 03, 2023 May 04, 2023

I.OBJECTIVES
Content Standard: The learners demonstrate an
understanding of:
1. Greek views of matter, motion, and the
universe
Performance
Standard:

Learning Explain how Greeks knew that the Earth is

Competencies: spherical. (S11/12PS-IVa-38)
Specific Learning At the end of the lesson, the learners will
Outcomes: be able to:
a. Identify the contributions of the
ancient Greek philosophers on
spherical Earth
b. Describe the shape of the Earth
based on the data gathered by the
Greek philosophers

II. CONTENT The Earth is not the Center of the Universe

III. LEARNING Conceptual Science and Beyond/
RESOURCES Physical Science
IV. PROCEDURES
a. Review

b. Establishing Present the objectives of the lesson.

purpose of the
lesson
c. Presenting Read:
Examples “The Earth in the Universe”
Answer:
 - How did the Greeks know that the
earth is sphere?
d. Formative Activity 1: Watch the Sunset
Assessment 1 Ask:
(activity to  If the Earth is flat, what will
unfold the
competency)
happen to the sun once it had set?
 If the Earth is round, what will
happen to the sun once it had set?
1.
e. Formative Activity 2: Climb the Tree
assessment 2 Ask:
(activity to  If the Earth was flat, what would
develop the
competency) exactly be your observations when
standing at the base and when at
the top of the tree?
 Can our naked eye see objects
that are millions of miles away in
space?

f. Formative
assessment 3
(activity to
assess the
competency
taught) -
developing
mastery
g. Application

h. Generalization What have you learned from the

discussion that we had?

i. Evaluation Let’s Test Your Understanding

Answer Key:
1. D 4. D
2. C 5. D
3. A
j. Additional
 activities or
remediation
V. REMARKS

VI. REFLECTION

Prepared by: Noted:

IVIE V. MATANDA RONECX C. AGUIRRE

Subject Teacher SHS Coordinator
LET’S CHECK YOUR UNDERSTANDING!

Directions: Read and analyze each item carefully. Choose and write the letter of the correct answer on your answer sheet.
1. Who was the Greek astronomer that first proposed a spherical Earth?
A. Anaxagoras C. Erastosthenes
B. Aristotle D. Pythagoras
2. Which of the following ancient Greek philosopher computed for the circumference of the Earth?
A. Anaxagoras C. Erastosthenes
B. Brahe D. Kepler
3. What is the shape of the Earth according to ancient Greeks?
A. Circle C. Octagon
B. Flat disc D. Polygon
4. Which of the following is the shape of the Earth as described by modern astronomy?
A. Ellipsoid C. Oblate paraboloid
B. Hyperboloid D. Oblate spheroid
5. Aristotle listed several arguments for a spherical Earth. Which of the following is NOT included?
A. position of the North Star C. disappearance of the ships when they sailed over the horizon
B. shape of the moon and the sun D. shadow casted by the Earth on the moon during lunar eclipse
 School San Jose Agricultural High School Grade Level/Section 11 ABM
SENIOR HIGH SCHOOL
Teacher Ivie V. Matanda Learning Area Physical Science
DAILY LESSON LOG
Teaching Dates May 8, 10, 11, 2023 Sem/Quarter 2ND Sem/ Quarter 2

DATE May 08, 2023 May 10, 2023 May 11, 2023
I. OBJECTIVES
Content Standard: The learners demonstrate an understanding of:
2. competing models of the universe by Eudoxus, Aristotle, Aristarchus, Ptolemy, Copernicus, Brahe, and Kepler

Performance Standard:
Learning Competencies: Compare and contrast explanations and Cite examples of astronomical phenomena Explain how Brahe’s innovation and
models of astronomical phenomena known to astronomers before the advent of extensive collection of data in
(Copernican, Ptolemaic, and Tychonic). the telescope. (S11/12PS-IVa-4) observational astronomy paved way for
S11/12PS-IVa-42 Kepler’s discovery of his laws of planetary
motion. (S11/12PS-IVb-44)
Specific Learning At the end of the lesson, the learners will At the end of the lesson, the learners will be At the end of the lesson, the learners will
Outcomes: be able to: able to: be able to:
a. Identify the ancient Greek a. Give and describe the different a. Discuss the 3 Laws of Planetary
astronomers and their examples of astronomical Motion
astronomical observations phenomena known to astronomers b. Calculating the Eccentricity of
b. Differentiate the Copernican and b. Draw a Calendar Constellation Planet Orbits
Ptolemaic model of the universe
II. CONTENT Introduction to Cosmology The Earth and Beyond
III. LEARNING Conceptual Science and Beyond/ Conceptual Science and Beyond/ Conceptual Science and Beyond/
RESOURCES Physical Science Physical Science Physical Science
IV. PROCEDURES
a. Review Ask about the previous lesson Enumerate the ancient Greek philosophers What are the different examples of
and their contribution in the discovery of the astronomical phenomena?
Earth’s shape.
b. Establishing Present the objectives of the lesson. Present the objectives of the lesson. Present the objectives of the lesson.
purpose of the
lesson
c. Presenting Word Drill: Discuss: Watch:
Examples  MODEL  Phases of the Moon
 EARTH  Solar and Lunar Eclipse
 MOTION  The Motion of Stars
Guide Questions:
  SPHERE  Constellation Names and Meanings - What are the 3 Laws of Planetary
 UNIVERSE Motion?
 HELIOCENTRIC
 GEOCENTRIC
 STATIONARY
 EVIDENCE
 ASTRONOMER
d. Formative Discuss: Activity 1: See Me, See You Activity 1: Swing Me Around
Assessment 1 (Ppt Presentation) (Refer to page 15 of Activity Sheets) Answer:
(activity to unfold “Greek Astronomers and Their 3. What is the resulting shape of
the competency)
Observations of the Physical Universe” what you have drawn?
4. How does this relate to Kepler’s
First Law of Motion?
5. What does this law state?
e. Formative Answer: Activity 2: Calendar Constellation Activity 2: Calculating the Eccentricity of
assessment 2 Modified True/false (Refer to page 15-16 of Activity Sheets) Planet Orbits
(activity to develop (1-5) (Refer to page 24)
the competency)
f. Formative Compare and Contrast: Activity 3: Count Me (2nd Law)
assessment 3 Heliocentric and Geocentric Model (Refer to page 25)
(activity to assess
the competency
taught) -developing
mastery
g. Application
h. Generalization Name the ancient Greek astronomers and What are the different examples of Give the 3 Laws of Planetary Motion.
their observations. astronomical phenomena known to
astronomers ?
i. Evaluation Refer to the result of Formative Answer the Assessment on page 17. Use the result in Activity #2.
Assessment 3 True/False (1-5 only)
j. Additional activities Activity 4: Kepler’s 3rd Law of Planetary
or remediation Motion (page 26)
V. REMARKS

VI. REFLECTION

Prepared by: Noted:

IVIE V. MATANDA RONECX C. AGUIRRE

 Subject Teacher SHS Coordinator

MODIFIED TRUE/FALSE

DIRECTIONS: Write TRUE if the statement is correct and if not, change the underlined word with the correct answer.

1. Diurnal motion is caused by the daily motion of a planet on its axis.

2. Heliocentric model states that the Earth is at the center of the universe and all other heavenly bodies revolve around it.
3. Cladius Ptolemy proposed that the sun is at the center of the universe.
4. The three types of terrestrial motion observed during the time of the ancient astronomers are diurnal motion, annual motion, and the precession of
equinoxes.
5. Tycho Brahe discovered the 3 of the 4 moons of Jupiter namely: Io, Europa, and Ganymede.

ANSWER KEY-MODIFIED TRUE/FALSE:

1. TRUE
2. GEOCENTRIC
3. NICOLAUS COPERNICUS
4. TRUE
5. GALILEO GALILEI

MULTIPLE CHOICE:

1. Who was the Danish astronomer and nobleman that made accurate observations of the movement of celestial bodies in an observatory built for him by
the King of Denmark in 1576?
A. Aristotle C. Johannes Kepler
B. Galileo Galilei D. Tycho Brahe
2. Who among these astronomers discovered that the orbit of Mars was an ellipse and formulated the laws of planetary motion?
A. Johannes Kepler C. Tycho Brahe
B. Nicolaus Copernicus D. All of them
3. As the planet revolves around the sun, what do you call the point at which this planet is closest to the sun?
A. Aphelion C. Minor axis
B. Major axis D. Perihelion
4. Which of the following laws of planetary motion is described by the Earth that moves around the Sun in an elliptical orbit?
A. Law of Equal Areas C. Law of Harmonies
B. Law of Ellipse D. Law of Periods
5. Which of the following is NOT true about the Law of Equal Areas?
A. It describes the speed at which any given planet will move while orbiting the sun.
B. It states that a line connecting a planet to the sun sweeps out equal areas in equal times.
C. It proves that a planet moves fastest when it is closest to the sun and slowest when it is farthest from the sun.
 D. It states that the square of the orbital period of a planet is directly proportional to the cube of the average distance of the planet from the sun.

ANSWER KEY-MULTIPLE CHOICE:

1. D
2. A
3. C
4. B
5. D
 School San Jose Agricultural High School Grade Level/Section 11 ABM
SENIOR HIGH SCHOOL
Teacher Ivie V. Matanda Learning Area Physical Science
DAILY LESSON LOG
Teaching Dates May 15, 17, 18, 2023 Sem/Quarter 2ND Sem/ Quarter 2

DATE May 15, 2023 May 17, 2023 May 18, 2023
I. OBJECTIVES
Content Standard: The learners demonstrate an understanding of:
1. Aristotelian vs. Galilean views of motion 2. Newton’s Laws of Motion

Performance Standard:

Learning Competencies: 1. compare and contrast the 6. explain the subtle distinction 1. describe what happens when light
Aristotelian and Galilean between Newton’s 1st Law of is reflected, refracted,
conceptions of vertical motion, Motion (or Law of Inertia) and transmitted, and absorbed.
horizontal motion, and projectile Galileo’s assertion that force is not S11/12PS-IVf-56
motion. S11/12PS-IVc-46 necessary to sustain horizontal
motion. S11/12PS-IVd-51
Specific Learning At the end of the lesson, the learners will At the end of the lesson, the learners will be At the end of the lesson, the learners will
Outcomes: be able to: able to: be able to:
a. define the different types of a. Enumerate Newton’s Laws of a. describe what happens when light
motion according to Aristotle Motion is reflected, refracted,
and Galileo b. Explain the Law of Inertia transmitted, and absorbed
II. CONTENT Why we believe that the laws of physics Newton’s Law of Inertia How light acts as a wave and a particle
are universal
III. LEARNING Conceptual Science and Beyond/ Conceptual Science and Beyond/ Conceptual Science and Beyond/
RESOURCES Physical Science Physical Science Physical Science
IV. PROCEDURES
a. Review Ask about the previous lesson Ask about the previous lesson Ask about the previous lesson
b. Establishing Present the objectives of the lesson. Present the objectives of the lesson. Present the objectives of the lesson.
purpose of the
lesson
c. Presenting Activity 1: Cross Word Puzzle Activity 1: Keep Me Standing Activity 1: Describe My Figure
Examples
d. Formative Discuss: Activity 2: The Coin Drop: Keep Me Falling Discuss:
Assessment 1 (Ppt Presentation) (Ppt Presentation)
(activity to unfold  Light Propagation
 the competency)  Light Interaction of Matter
e. Formative  Aristotelean View of Motion Activity 3: Complete Me Activity 2: Label My Parts
assessment 2  Galilean View of Motion
(activity to develop
the competency)
f. Formative Activity 2: Compare and Contrast Activity 4: Case Analysis Activity 3: My Reflection
assessment 3
(activity to assess
the competency
taught) -developing
mastery
g. Application Solve: Sample problem #1 (p.50) Activity 4: Think About It

h. Generalization Give the different types of motion What does the Law of Inertia state? What happens when light is reflected,
according to: refracted, transmitted, and absorbed?
 Aristotle
 Galileo
i. Evaluation Answer Key: Answer Key: Activity 4: Think About It
1. D 6. B 1. B 6. B 1. 1.33
2. C 7. A 2. A 7. D 2. √ 2
3. D 8. A 3. B 8. C 3. They are equal
4. C 9. C 4. C 9. D 4. Light travels faster in air than in
5. B 10. D 5. A 10. C water
5. The law of refraction states that
the incident ray, and the normal
to the interface, all lie in the same
plane.
j. Additional activities Solve: Sample Problem #2 (p. 51)
or remediation
V. REMARKS

VI. REFLECTION

Prepared by: Noted:

IVIE V. MATANDA RONECX C. AGUIRRE

Subject Teacher SHS Coordinator