School Bayambang National High School – Senior High School Grade Level Grade 11

Lesly Ann M. De Vera, SST II

Rowena A. Delos Reyes, SSMT I
GRADE 11 DAILY Liza M. Pulido, SST II
Teacher Learning Area Physical Science
LESSON LOG Jeanny M. Sarmiento, SST II
Katrina C. Valera, SST II
Ruby Jane Medrano, SST II
Teaching Dates And Time February 24-28, 2020 Quarter Fourth

I. OBJECTIVES
A. Content Standards The learners will demonstrate understanding of
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
FIRST DAY SECOND DAY
1. Greek views of matter, motion, and the universe
competing models of the universe by Eudoxus,
Aristotle, Aristarchus, Ptolemy, Copernicus,
Brahe, and Kepler
2. Evidence that the Earth is not the center of the
universe
 Write a summary of ancient Greek two-domains
view
 Tabulate of the different material elements and
motion according to the two-domains view
 List the naked-eye astronomical proofs that the
Earth is round or spherical
At the end of each lesson, student should be able
to:
1. Recognize different naked-eye astronomical
observations on diurnal and annual motions of the
sky pattern, precession and equinoxes as sense
data. [S11/12P-IVa-37]
2. Summarize ancient Greek on the three types of
terrestrial motion and the perfection of celestial
motion. [[S11/12P-IVa-36]
3. Enumerate naked-eye astronomical proofs that
the Earth is round or spherical. [S11/12P-IVa-38]
Ancient Greek physics and astronomy
THIRD DAY FOURTH DAY FIFTH DAY
The learners will demonstrate understanding of
1. Plato’s problem of “saving the appearances”; Allegory of the Cave and the
Analogy of the Divided Line
2. Progression of the ancient Greek models of the Universe from Plato to
Ptolemy including, but not limited to that of Plato, Eudoxus, Aristotle, and Ptolemy).
3. Discussion of the recorded proposal of Aristarchus and the measurement of
the Earth’s circumference by Eratosthenes
 Tabulate philosopher name and the proposed model of the Universe and
place them in a time line. Connect the ancient models of the Universe to
their proponents and according to the philosophical biases and the motion
of the sky observed
At the end of each lesson, student should be able to:
1. Explain how Plato’s problem of “saving the appearances” and the two
domain system constrained the Greek models of the Universe. [S11/12P-
IVa-39]
2. Historical models of the Universe from the time of Plato to the time of
Ptolemy; contributions from Plato, Eudoxus, Aristotle, Aristarchus,
Hipparchus, and Ptolemy [S11/12P-IVa-40]
Ancient Greek models of the Universe
 1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
B. Establishing a purpose
for the lesson
C. Presenting examples/
instances of the new
lesson
D. Discussing new concepts
and practicing new skills
#1
E. Discussing new
concepts and
practicing new skills #2
F. Finding practical
application of concepts
and skills in daily living.
G. Finding practical
application of concepts
Teacher’s Guide Physical Science pages (214-224)
None
None
None
Reso u rces
(1) Naked-eye observations that prove that Earth is
round. PhysLink.com (1995-2016). Retrieved from
http://www.physlink.com/Education/
AskExperts/ae535.cfm;
Opening prayer and checking of attendance
Review of the previous lesson
Define Science; Caloric Theory; and Development
of scientific thinking
Diurnal/daily and annual motion of the sky
The two-domain view, types of terrestrial motion,
naked-eye astronomical observations, proofs of
spherical earth
 Write a summary of ancient Greek two-domains
view
 Tabulate of the different material elements and
motion according to the two-domains view
 List the naked-eye astronomical proofs that the
Earth is round or spherical
Myths and legends the appearance of the sky.
Appreciation of scientific progress in terms of
observation, exploration and discovery.
Teacher’s Guide Physical Science pages (230-244)
None None None
None None None
none None None
Allegory of the Cave: https://en.wikipedia.org/wiki/ Allegory_of_the_Cave; Analog of
the Divided Line: https:// en.wikipedia.org/wiki/Analogy_of_the_divided_line;
Plato’s philosophy can be found here: http://plato.stanford.edu/entries/ plato-
metaphysics/;
Opening prayer and checking of attendance
Review of the previous lesson
Discussion of the different models of the
Universe from Plato to Ptolemy and Discuss advantages of a model against the
previous
 Diagram of the Greek models of the Universe: Plato, Eudoxus, Aristotle and
Ptolemy
 Videos of (or sequential pictures showing) retrograde motion of planets
Construction of time line of philosophers
 Tabulate philosopher name and the proposed model of the Universe and
place them in a time line. Connect the ancient models of the Universe to
their proponents and according to the philosophical biases and the motion
of the sky observed
 Specify the additional feature of the new models required to match the new
observations of the annual motion of the sky
 and skills in daily living.
H. Making generalization
and abstraction about
the lesson
I. Evaluating learning Identify at least one naked-eye Quiz on sketching the
astronomical proof that the Earth is round or spherical. models
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? Number of
learners who have
caught up with the
lesson.
D. Number 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: Approved: Noted:

LESLY ANN M. DE VERA, SST II DANIEL F. RICAFORT, Ph. D LAMBERTO J. FERRER JR. VIRGIL R. GOMEZ
ROWENA A. DELOS REYES, SSMT I STEM Subject Group Head/SSMT II Pricipal II-ASP (SHS) Pricipal IV
LIZA M. PULIDO, SST II
JEANNY M. SARMIENTO, SST II
KATRINA C. VALERA, SST II
RUBY JANE MEDRANO, SST II