SENIOR HIGH SCHOOL GRADE LEVEL
DAILY LESSON PLAN SCHOOL Limay Senior High and 11-EIM-A & 11-HE-(SPED)
School SECTION
TEACHER CECILLE DELGADO LEARNING AREA Physical Science
TEACHING DATE January, 30 2018 SEMESTER 2nd Semester
AND TIME 2:00-3:00 & 3:00-4:00 and Finals
Tuessday QUARTER
I. OBJECTIVES
A. Content Standard The learners demonstrate an understanding of:
1. Competing models of the universe by Eudoxus, Aristotle, Aristarchus,
Ptolemy, Copernicus, Brahe, and Kepler
B. Performance Standard
C. Learning Competencies The learners should be able to:
1. Compare and contrast features of models and mechanical explanations of
the astronomical phenomena observed. [IVa-40]
2. Describe the most basic form of the models proposed by the following:
Ptolemy, Copernicus and Tycho Brahe. [S11/12PS-IVa-42]
II. CONTENT Ptolemic, Coppernican and and Tychonic Models of the Universe
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages 247-
Preparatory Activities:
Prayer
IV. PROCEDURES Checking of Attendance
Classroom management
The teacher will recount the questions and clarifications not taken up last
meeting.
A. Reviewing previous Remind the students of the following observations done before the era of
lessons or presenting the telescopes that supported that the Earth is not in motion:
new lesson (1) No parallax is observed for stars.
(2) Apparent size of stars do not change over the year.
(3) Basic physical expectations for moving Earth is not observed.
B. Establishing a purpose for Discuss that the most significant observation that needs to be explained is the
the lesson retrograde motion of the planets. This retrograde motion has been discussed
in the previous meeting before the last time.
C. Presenting Examples/ Inform the students that being scientific means relying on the best available
instances of the new lesson data at that time. Several models emerged champion in fitting to the data
available. Tell the students that the best available data were not able to
discern which among the available model is correct and proponents had to
rely on assumptions or philosophical arguments.
D. Discussing new concepts Lecture to the students that new models were proposed including the
and practicing new skills #1 Tychonic/Ursine model — a hybrid of heliocentric and geocentric models
(also labeled “geoheliocentric system”).
Indicate that the real challenge for the scientist is how to discern which
model best fits the available data of their times. Mention that as a class, you
will go through each of the following competing models:
(1) Ptolemaic system
(2) Copernican system
(3) Ursine/Tychonic system
E. Discussing new concepts ----
and practicing new skills #2
F. Developing mastery Oral recitation.
G. Finding practical Discuss with the students what they think how such a model could be a good
applications of concepts and compromise between geocentric and heliocentric frameworks.
skills in daily living
H. Making generalizations The students will discuss each model and how each are able to explain the
abstractions about the lesson main observation about the planets: retrograde motion. Concentrate mainly
on how the Copernican system explained it versus the way the Ptolemaic
system does.
I. Evaluating learning Students will answer questions on their notebooks.
J. Additional activities for -----
application or remediation
V. REMARKS
VI. REFLECTION
A. Number of learners who earned 80% on
the formative assessment
B. Number 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:
CECILLE DELGADO NIEVES MAGISTRADO REYNALDO VISDA
Teacher II OIC-Assistant Principal Principal II
