School PDMHS Grade Level 12

Teacher Filamae T. Junio Learning Area Physical Science

Gold - 6: 00 – 7:50MT
DAILY LESSON LOG
Bronze – 7:50 – 8:45 & 9:05 -10:00 WTH
Teaching Dates and Time Quarter 2nd
Cookery - 7:50 – 8:45 & 9:05 -10:00MT
Silver - 6: 00 – 7:50WTH

DAY: 1 DAY: 2
I. OBJECTIVES
Demonstrate an understanding of competing models of the universe by Demonstrate an understanding of Keplers Three Laws of Planetary
A. Content Standards Eudoxus, Aristotle, Aristarchus, Ptolemy, Copernicus, Brahe, and Kepler Models

Make a presentation showing the comparison of the different models of the Apply Kepler’s 3 laws of planetary motion to objects in the solar
B. Performance Standards universe. system(S11/12PS-IVa-45)
Explain how the Greeks knew that the Earth is spherical. (S11/12PS-IVa-38) Specific Objectives:
C. Learning Compare and contrast the models/descriptions of the universe by Eudoxus, 1. Apply the three laws of Planetary motion to objects in the solar
Competencies/Objectives Aristotle, Aristarchus, Ptolemy, and Copernicus. (S11/12PS-IVa-40) system.
Write the LC code for each Compare and contrast explanations and models of astronomical phenomena
2. Use the information gathered by Galileo to disprove the
(Copernican, Ptolemaic, and Tychonic) (S11/12PS-IVa-42)
Ptolemic Model of the Solar System.
Specific Objectives:
1. Explain how Greeks knew that the Earth is spherical. 3. Discuss and summarize the three laws of planetary motion.
2. Compare and contrast the different models of the universe.
3. Appreciate the importance of knowing the different models of
universe.

II. CONTENT
Different Models of the Universe Three Laws of Planetary Motion
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages

3. Textbook pages
4. Additional Materials from SHS Physical Science Curriculum Guide
Learning Resource (LR)
portal
[Link] [Link]
B. Other Learning Resources [Link]>class5 [Link]
[Link]
IV. PROCEDURES
A. Reviewing previous lesson Let the students describe the following: Describe the following Models
or presenting the new  Diurnal motion  Copernican Model Of the Solar System
lesson  Annual motion  Ptolemic Model Of the Solar System
 Precession of the equinoxes  Tychonic Model of the Solar System

B. Establishing a purpose for Let the students read the objectives in chorus. Read the Objectives of the lesson.
the lesson
C. Presenting Ask the prior knowledge of the students to this topics: Present the picture of the Telescope.
examples/instances of the  Geocentric Theory Ask the students the following:
new lesson  Heliocentric Theory 1. What is the used of this device? Who is the person behind this
device?
2. What are the objects that has been observed using this device?
3. Did this device help us? How?
4. How this device prove that geocentric model of Ptolemy is wrong?
D. Discussing new concepts Gallery walk Present the Tychonic Model of solar System
and practicing new skills Group the students into 5 groups - What is/are the weak points of this model?
#1 Ask them to collect information about the scientist and their contribution. Present the Picture of the Accepted Model of the Universe
Let them present their work through tabular presentation. - What makes it most accepted Model of the Solar System?
- Who do you think are the people behind this model?
Picture of Johannes Kepler
- Introduce the scientist to the students
- Give a short information about the astronomer.
E. Discussing new concepts Show the Model Show us what you’ve got…
and practicing new skills Ask the students to make an illustration of the model of universe based on the Group the students into 3 groups. With this group they are again group into
#2 assigned astronomers per group. three.
Use the materials provided to describe the characteristics of the model or  1st- the one that defines the topic
contribution of the scientist.  2nd – the illustrators
Presentation and Discussion  3rd – the one that discuss the topic.
F. Developing mastery Presentation and Discussion Presentation and Discussion
(Leads to Formative
Assessment 3)
G. Finding practical applications How does the knowledge about these different models of the universe help us? Why do you think we experience shorter nights and longer days during the
of concepts and skills in daily month of June? Or shorter day and longer night for the month of December?
living
H. Making generalizations and Fill in the table Video Presentation
abstractions about the Geocentric System Heliocentric System Geoheliocentric system
lesson  Proponents
 description
Tell Something about Me… Recitation
I. Evaluating learning  Eudoxus  What is the shape of the planetary motion?
 Aristotle  How are the areas swept out by the line able to equal, when the line
 Aristarchus is much longer at some times than others?
 Ptolemy  What is the T in Kepler’s third law? What is the r?
 Copernicus
 Tycho Brahe

J. Additional activities for Study the astronomical contribution of Kepler, Galileo and Newton Study the Aristotelian vs. Galilean views of motion
application or remediation

V. REMARKS

VI. REFLECTION
SECTIONS
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 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?