School: Grade Level:

GRADES 1 to 12 Teacher: Learning Area: PHYSICAL SCIENCE

.
DAILY LESSON LOG Teaching Dates and
MELC BASED Time: Quarter: 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Pamantayang Pangnilalaman . 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.
(Content Standards) evidence that the Earth is not the center of the universe/1. Aristotelian vs. Galilean views of motion 2. how Galileo used his discoveries in mechanics (and astronomy) to
address scientific objections to the Copernican model 3. mass, momentum, and energy conservation /Light as a wave and a particle1. Relativity and the Big Bang 2. Planets
in and beyond the Solar System
Pamantayan sa Pagganap Design and create a useful product for practical purposes that uses mirrors and lenses/Create a video presentation that details the impact of the Theory of Relativity to
(Perfomance Standards) human

Pamantayan sa Pagkatuto
(Learning Competencies)

Layunin
Lesson Objective
Objective: Students will Objective: Students will Objective: Students will Objective: Students will
understand the concept of design and conduct an apply their understanding understand the wave and Objective: Students will
Newton's 1st Law of experiment to investigate of Newton's 1st Law of particle models of light and understand how the wave
Motion and distinguish it Newton's 1st Law of Motion and Galileo's how they explain the and particle models of light
from Galileo's assertion Motion and compare their assertion to real-world propagation of light, explain the phenomena of
regarding force and findings with Galileo's scenarios. reflection, and refraction. reflection and refraction.
horizontal motion. assertion.

Paksang Aralin Applying Newton's 1st Introduction to the Wave Reflection and Refraction
(Subject Matter) Experimental
Introduction to Newton's Law of Motion and and Particle Models of Explained by the Wave
Investigation of Newton's
1st Law of Motion (Law Galileo's Assertion Light and Particle Models of
1st Law of Motion
of Inertia) Light

Kagamitang Panturo
(Learning Resources)
Pamamaraan
(Procedure)
a. Reviewing Previous Introduction (10 minutes) Introduction and Review Introduction and Recap (10 Introduction (10 minutes) a. Introduction and Review
Lesson or Presenting the a. Begin the lesson by (10 minutes) a. Begin the minutes) a. Begin the Begin the lesson by asking (10 minutes) a. Begin the
New Lesson asking students if they lesson by briefly reviewing lesson by briefly recapping students what they know lesson by briefly reviewing
 have ever wondered why the concepts of Newton's the key concepts of about light and its behavior.
1st Law of Motion and Newton's 1st Law of b. Engage students in a brief the wave and particle
objects continue to move
Galileo's assertion Motion and Galileo's discussion about their models of light discussed
or stay at rest unless acted
discussed in the previous assertion. b. Encourage observations of light in in the previous lesson. b.
upon by an external force.
lesson. b. Ask students to students to recall examples everyday life. Ask students to recall the
b. Engage students in a
recall the key differences or experiments discussed in properties and
brief discussion about their
between the two concepts. previous lessons. characteristics of light
observations regarding the
waves and photons.
motion of objects.

b. Establishing purpose for Experimental Design (20 Real-World Scenarios (30

the lesson minutes) a. Explain to minutes) a. Present
students that they will be students with a series of Reflection of Light (30
designing and conducting real-world scenarios minutes) a. Introduce the
an experiment to test involving objects in motion concept of reflection,
Newton's 1st Law of or at rest. b. Instruct explaining that it is the
Motion. b. Divide students students to identify and bouncing back of light rays
into groups and provide analyze the forces acting from a surface. b. Discuss
them with materials (e.g., on the objects in each how the wave model of
inclined planes, toy cars, scenario. c. Encourage light explains the laws of
stopwatch, rulers) to students to apply Newton's reflection, including the
conduct their experiments. 1st Law of Motion and angles of incidence and
c. Instruct students to Galileo's assertion to reflection. c. Explain how
brainstorm and design an explain the behavior of the the particle model can also
experiment that objects in the given account for reflection by
investigates the effect of situations. d. Discuss the considering the interaction
different forces on the students' analyses and of photons with the
motion of objects on an reasoning as a class, surface. d. Provide
inclined plane. d. examples, such as the
Encourage students to reflection of light in
consider variables such as mirrors or other reflective
the angle of the incline, the surfaces, to illustrate the
mass of the object, and the concepts.
applied force.
c. Presenting Collaborative Activity (30 The Wave Model of Light
example/instances of Newton's 1st Law of minutes) a. Divide students (30 minutes) a. Introduce Refraction of Light (30
the new lesson Motion (30 minutes) a. into small groups and the wave model of light, minutes) a. Introduce the
Present the concept of provide each group with a explaining that light is an concept of refraction,
Newton's 1st Law of specific scenario or electromagnetic wave that explaining that it is the
Motion, also known as the Experiment Execution (40 problem related to can travel through empty bending of light as it passes
Law of Inertia, explaining minutes) a. Allow students Newton's 1st Law of space or a medium. b. from one medium to
that it states an object at to conduct their Motion and Galileo's Discuss the properties of another. b. Discuss how the
rest will remain at rest, and experiments, guiding them assertion. b. Instruct the light waves, such as wave model of light
an object in motion will as needed. b. Remind groups to discuss and wavelength, frequency, explains the bending of
continue moving in a students to record their devise a solution or amplitude, and speed. c. light rays based on changes
straight line at a constant observations, explanation for their Explain how the wave in speed and direction. c.
speed unless acted upon by measurements, and any assigned scenario. c. model can explain the Explain how the particle
an external force. b. Use modifications made during Encourage collaboration, propagation of light, model can also explain
real-life examples, such as the experiment. c. critical thinking, and including the concepts of refraction by considering
a car suddenly braking or a Emphasize the importance effective communication transverse waves and the interaction of photons
book sliding off a table, to of following safety within each group. d. wavefronts. d. Provide with the atoms or
illustrate the concept. c. guidelines during the Allow groups to present examples, such as the wave molecules in the medium.
Discuss the significance of experiment. their findings to the rest of nature of light in the form of d. Provide examples, such
inertia and how it relates to the class, fostering a interference and diffraction. as the refraction of light in
the law. d. Highlight the discussion and addressing water or the formation of
role of force as the external any questions or rainbows, to illustrate the
factor that can alter the challenges. concepts.
state of motion.

d. Discussing new concepts Galileo's Assertion (20 The Particle Model of Light
minutes) a. Introduce (30 minutes) a. Introduce
Galileo's assertion that the particle model of light,
force is not necessary to also known as the photon
sustain horizontal motion. model. b. Explain that
b. Provide historical according to this model,
context about Galileo's light can be thought of as a
experiments with inclined stream of particles called
planes and rolling objects photons. c. Discuss how the
to demonstrate his particle model can explain
findings. c. Discuss how phenomena such as the
Galileo's experiments photoelectric effect and the
challenged the prevailing emission and absorption of
beliefs of his time and light by matter. d. Highlight
 contributed to our the concept of the dual
understanding of motion. d. nature of light, where it
Encourage students to exhibits both wave-like and
analyze and compare particle-like behavior.
Galileo's assertion with
Newton's 1st Law of
Motion.

e. Continuation of the
discussion of new
concepts
f. Developing Mastery

g. Finding practical Worksheet Activity (20 Data Analysis and Application in Sports (20 Worksheet Activity (20 Worksheet Activity (20
applications of concepts minutes) a. Distribute Comparison (20 minutes) minutes) a. Engage minutes) a. Distribute minutes) a. Distribute
and skills in daily living worksheets to students that a. After completing the students by discussing the worksheets to students that worksheets to students that
contain a series of experiment, have each application of Newton's 1st contain a series of questions contain a series of
scenarios involving objects group analyze their data Law of Motion and and scenarios related to the scenarios or diagrams
in motion or at rest. b. and draw conclusions Galileo's assertion in wave and particle models of related to reflection and
Instruct students to identify regarding the relationship sports. b. Provide light. b. Instruct students to refraction. b. Instruct
whether each scenario between force, motion, and examples, such as the answer the questions and students to identify and
exemplifies Newton's 1st inertia. b. Instruct students physics of baseball pitches, explain how each model explain how each model
Law of Motion, Galileo's to compare their findings gymnastics routines, or the would explain the given (wave or particle) would
assertion, or neither. c. with Galileo's assertion and motion of athletes in phenomenon or scenario. c. account for the given
Encourage students to discuss any similarities or various sports. c. Ask Encourage students to use phenomenon. c. Encourage
explain their choices by differences observed. c. students to identify the the concepts discussed in students to use diagrams or
referring to the concepts Encourage critical thinking forces involved, the role of the lesson to support their illustrations to support their
discussed in the lesson. d. by asking questions about inertia, and how these answers. d. Review the explanations. d. Review the
Review the answers as a the implications of their concepts affect answers as a class, answers as a class,
class, discussing any points findings. performance in sports. d. discussing any points of discussing any points of
 Facilitate a class discussion confusion or debate.
on the significance of
of confusion or debate. confusion or alternative
understanding motion
interpretations.
principles in sports and
other physical activities.

h. Making generalizations Conclusion (10 Conclusion (10 minutes) a. Conclusion (10 minutes) a.
and abstractions about
Conclusion and Discussion
minutes) a. Recap the (10 minutes) a. Gather the Summarize the main points Recap the key concepts
the lesson key concepts learned discussed during the learned during the lesson, Conclusion (10 minutes) a.
groups together for a class
during the lesson, lesson, emphasizing the emphasizing the wave and Summarize the main points
discussion. b. Have each
emphasizing the practical application of particle models of light. b. discussed during the
group share their
distinction between Newton's 1st Law of Encourage students to think lesson, emphasizing how
experimental design,
Newton's 1st Law of Motion and Galileo's critically about the strengths the wave and particle
observations, and
Motion and Galileo's assertion in real-world and limitations of each models of light explain
conclusions. c. Lead a
assertion. b. Encourage scenarios. b. Encourage model and how they reflection and refraction. b.
discussion on the
students to reflect on students to continue complement each other in Encourage students to
similarities and differences
the practical exploring these concepts in explaining the behavior of reflect on the significance
between the experimental
applications and their daily lives and to look light. of these phenomena in
results and Galileo's
relevance of these for additional examples everyday life, such as in
assertion, as well as any
concepts in their daily and applications of motion the functioning of mirrors,
potential limitations or
lives. principles. lenses, and optical devices.
sources of error in their
experiments.

i. Evaluating learning

j. Additional activities for

application or
remediation
REMARKS

REFLECTION

a. Number of learners
who earned 80% of
 the evaluation
b. Number of learners
who require
additional activities
for remediation who
scored below 80%
c. Did the remedial
lesson work?
d. Number of learners
who have caught up
with the lesson
e. Number of learners
who continue to
require remediation
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?