New Lesson Plan in Physical Science

Department of Education
Region VI – Western Visayas

DIVISION OF CAPIZ
MAAYON NATIONAL HIGH SCHOOL
Maayon, Capiz
Daily Lesson Plan in Physical Science 12
Date; June 3,4 ,6 ,and 7, 2019

Subject: Physical Science 12
MONDAY TUESDAY WEDNES THURSDAY FRIDAY

I. OBJECTIVES DAY
The formation of the elements The formation of the The distribution of the chemical
A. CONTENTS during the Big Bang and elements during the Big elements and the isotopes in
STANDARD during the stellar evolution. Bang and during the universe.
stellar evolution.
B. PERFORMANCE Make a creative representation Make a creative Make a creative representation of the
TASKS of the historical development representation of the historical development of the atom or
of the atom or the chemical historical development of the chemical elements in the
elements in the timeline. the atom or the chemical timeline.
elements in the timeline.
C. LEARNING Give evidence for and explain Give evidence for and 1. Give evidence for and describe the To recall the lesson and check the
COMPETENCIES / OBJECTIVES the formation of the light explain the formation of formation of the heavier elements retention of the learners.
elements in the Big Bang the light elements in the during star formation and evolution.
Theory. ( S11/12 PS – IIIa- Big Bang Theory. ( ( S11/12 PS – IIIa-2).
1) S11/12 PS – IIIa-1) 2. Explain star formations and
evolutions.
II. CONTENT How the elements found in the How the elements found How the elements found in the Big Bang Theory
universe were formed in the universe were universe were formed
formed
III. LEARNING
RESOURCES
A. REFERENCES
1. TEACHING k-12 Teaching Guide Portal k-12 Teaching Guide k-12 Teaching Guide Portal pages 5-
GUIDE PAGES pages 1-4 Portal pages 1-4 8
Contemporary Physics Contemporary Contemporary Physics
Education Project (CPEP) Physics Education Project Education Project (CPEP) Chapter 10;
Chapter 10; Origin of the (CPEP) Chapter 10; Origin Origin of the Elements
Elements of the Elements
2. LEARNER’S POWERPOINT POWERPOINT POWERPOINT

MATERIALS NOTES NOTES NOTES
BOARD BOARD BOARD
CHALK CHALK CHALK
Hand outs
3. TEXTBOOK k-12 Teaching Guide Portal k-12 Teaching Guide k-12 Teaching Guide Portal pages 5-
PAGES pages 1-4 Portal pages 1-4 8
4. ADDITIONAL
LEARNING MATERIALS FROM
LEARNING RESOURCES
PORTAL
B. OTHER LEARNING Oakes, K. (2011 August 2 ) On Oakes, K. (2011 August 2 Oakes, K. (2011 August 2 ) On the
RESOURCES the Origin of chemical ) On the Origin of Origin of chemical elements
elements chemical elements Wall, M. (2011, October 21 ) The Big
Wall, M. (2011, October 21 ) Wall, M. (2011, October Bang . What really happened at our
The Big Bang . What really 21 ) The Big Bang . What Universe Birth?
happened at our Universe really happened at our
Birth? Universe Birth?
IV. PROCEDURES
A. REVIEWING What is physical science and What is physical science What is Big Bang Theory? What are What is Big Bang theory?
PREVIOUS LESSON OR what is all about? and what is all about? the different stages in the formation What are the different
PRESENTING THE NEW of this theory? What are the three stages in Big Bang Theory?
LESSON evidences that the universe had a What are the three
beginning? evidences that proved the
BigBang Theory?
B. ESTABLISHING A Briefly discuss the cosmology Briefly discuss the Explain star formations.
PURPOSE FOR A LESSON of the Big Bang Model cosmology of the Big
Bang Model
C. PRESENTING Write reactions involving the

Provide an overview of Provide an
EXAMPLES/INSTANCES OF A nucleosynthesis of the first elements
NEW LESSON the proof for the Big Bang overview of the proof for
Model the Big Bang Model
D.DISCUSSING THE * cosmology * cosmology * Nucleosynthesis

NEW CONCEPTS AND * Big Bang Model * Big Bang Model * Recombination
PRACTICING NEW SKILLS * Singularity * Singularity * Red shift
# ENGAGE * Inflation * Inflation * Singularity
* Annihilation * Annihilation
* Recombination * Recombination
E.DISCUSSING THE The Formation of Stars Like the Sun
How universe started? How universe started?
NEW CONCEPTS AND At stage 6, the core reaches 10 million
PRACTICING NEW SKILLS K, and nuclear fusion begins. The
# EXPLORE Can you give me some idea Can you give me some proto star has become a star. The star
how universe existed? idea how universe continues to contract and increase in
temperature until it is in equilibrium:
existed?
Internal pressure force outward,
balancing the inward force of gravity,
at every layer of the star’s interior.
This is stage 7: The star has reached
the Main Sequence and will remain
there as long as it has hydrogen to
fuse. [Don’t worry about the numbers
of these phases, only understand the
reasons for these stages of evolution
from interstellar cloud to star.
Cosmology is a study of how Cosmology is a study of Stars go through a number of stages
F. DEVELOPING universe began, how it how universe began, how in the process of forming from an
MASTERY ( leads to Formative continuous to exists, and how it continuous to exists, interstellar cloud: [You don’t have to
Assessment it will end. We use different and how it will end. We memorize these numbers, but they do
# EXPLAIN instruments to detect the light use different instruments tell an important story, and you
of other galaxies. The light is to detect the light of should understand the names of the
found to be redshift (the light other galaxies. The light is objects on the right.] 19.2 The
looks “stretched’). found to be redshift (the Formation of Stars Like the Sun Notice
light looks “stretched’). that a solar-like star only takes a few
tens of millions of years to collapse
and Contact until they reach the main
sequence, but they will spend 10
billion years burning hydrogen on the
main sequence before running out of
nuclear fuel. Stage 1: Fragmentation
Interstellar cloud starts to contract,
possibly triggered by shock or
pressure wave from nearby star. As it
contracts, the cloud fragments into
smaller pieces. [Note: this is a
cartoon--the process is not nearly as
tidy as shown here.
G. FINDING Conduct a group activity that Conduct a group activity Stars of Other Masses Some
PRACTICAL APPLICATIONS OF attempts to model cosmic that attempts to model fragments are too small for fusion
CONCEPTS AND SKILLS IN inflation. cosmic inflation. ever to begin. They gradually cool off
DAILY LIVING * balloons * balloons and simply fade, radiating away
# ELABORATE *balloon pumps (optional) *balloon pumps (optional) whatever heat generated in trying
* small stickers * small stickers (unsuccessfully) to ignite nuclear
fusion. A proto star must have 0.08
a. Stick small stickers randomly a. Stick small stickers the mass of the Sun (which is 80 times
on the surface of the uninflated randomly on the surface of the mass of Jupiter) in order to
balloon. the uninflated balloon. become dense and hot enough that
b. Quickly inflate the balloon b. Quickly inflate the fusion can begin. If the mass of the
with the pump or you breathe. balloon with the pump or “failed star” is about 12 Jupiter
Observe the stickers. you breathe. Observe the masses or more, it is luminous when
This simple activity shows that stickers. first formed, and is called a brown
the galaxy is expanding in all This simple activity shows dwarf. 19.3 Stars of Other Masses
directions causing all the that the galaxy is Emission nebulae are heated by the
galaxies to be relatively farter expanding in all directions formation of stars nearby. In these
apart. causing all the galaxies to images, we see the parent cloud in
be relatively farter apart. stage 1, contracting fragments
between stages 1 and 2, and a new
star in stage 6 or 7.
H. MAKING Cosmology is a study of how Cosmology is a study of Star formation is ongoing. Star-
GENERALIZATIONS AND universe began, how it how universe began, how forming regions are seen in our galaxy
ABSTRACTIONS ABOUT THE continuous to exists, and how it continuous to exists, as well as others: Star formation
LESSON it will end. We use different and how it will end. We happens when part of a dust cloud
instruments to detect the light use different instruments begins to contract under its own
of other galaxies. The light is to detect the light of gravitational force; as it collapses, the
found to be redshift (the light other galaxies. The light is center becomes hotter and hotter
looks “stretched’). found to be redshift (the until nuclear fusion begins in the core.
Discuss how relative light looks “stretched’). That is a basic and simple summary of
abundance of light elements in Discuss how this chapter. Star formation begins in
the universe is the second relative abundance of massive clouds of molecular gas and
piece of evidence to proof that light elements in the dust When looking at just a few
the Big Bang occurred. universe is the second atoms, the gravitational force is far
piece of evidence to proof from strong enough to .
that the Big Bang
occurred.
I. EVALUATING A. Identification: A. Identification: 1. Explain the formation of the stars. Identification:
LEARNING 1. It refers to the origin and 1. It refers to the origin 2. Give evidence for and describe the _____________1.It is the leading
# EVALUATE general structure of the and general structure of formation of the heavier elements explanation about how the universe
universe. the universe. during star formation and evolution. began.
2. The quality of being one 2. The quality of being _____________2. It deals with the
kind. one kind. study of the universe.
3. The electromagnetic 3. The electromagnetic ____________3. The science that
radiation left over from an radiation left over from an deals with the study of the
early stage of the universe. early stage of the formation of the stars.
4. It refers to the cosmic universe. ____________4. At its simplest, it
formation of atoms that is 4. It refers to the cosmic says the universe as we know it
more complex than the formation of atoms that is started with a small singularity,
hydrogenation. more complex than the then inflated over the next ______
hydrogenation. billion years to the cosmos that we
know today.
5. Who is the Catholic Priest 5. Who is the Catholic ____________5-6 :___________
who found out that his theory Priest who found out that and ___________, both of Bell
incompatible with his religion. his theory incompatible Telephone Laboratories in Murray
with his religion. Hill, New Jersey, were building a
radio receiver in 1965 and picking
up higher-than-expected
temperatures, according to NASA.
____________7-10 : What are the
four stages/steps in Big Bang
Theory?
____________11-13 : What are
the three evidences that support
Big Bang Theory?
____________14-15 : Give at least
2 satellite that study Big Bang
Theory.
J. ADDITIONAL What is Big Bang Theory? And What is Big Bang Theory? How stars was formed?
ACTIVITIES FOR APPLICATION explain the formation of And explain the formation
OR REMEDIATION elements. of elements.
# EXTEND
V. REMARKS
VI. REFLECTION
A. NO. OF LEARNERS Almost 35 students out of 40 Almost 35 students out of

WHO EARNED 80% IN earned 80 % in evaluation 40 earned 80 % in
EVALUATION evaluation
B. NO. OF LEARNERS 5 out of 40 students 5 out of 40 students
WHO REQUIRE ADDITIONAL
ACTIVITIES FOR
REMEDIAATION WHO SCORED
BELOW 80%
C. DID THE Yes, because all 5 students Yes, because all 5
REMEDIATION LESSON passed the remediation students passed the
WORK? NO. OF LEARNERS remediation
WHO HAVE CAUGHT UP WITH
THE LESSON
D. NO. OF LEARNERS none none
WHO CONTINUE TO REQUIRE
REMEDIATION
E. WITH OF MY Yes. Yes.
TEACHING STRATEGIES
WORKED WELL? WHY DID
THESE WORK?
F. WHAT none none
DIFFICULTIES DID I
ENCOUNTER WHICH MY
PRINCIPAL OR SUPERIOR CAN
HELP ME SOLVE?
G. WHAT
INNOVATION OR LOCALIZED
MATERIALS DID I USE /
DISCOVER WHICH I WISH TO
SHARE WITH OTHER
TEACHERS?
PREPARED BY:
HAZIEL C. DISTOR
DIVISION OF CAPIZ
Maayon, Capiz
Daily Lesson Log in Physical Science 12
Date; June 10-14 , 2019

Subject: Physical Science 12
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The distribution of the The Distribution of the chemical How the concept of atom How the concept of atom
chemical elements and the elements and the isotopes in the evolved from Ancient Greek evolved from Ancient Greek
A. CONTENTS STANDARD isotopes in universe. Universe to the present to the present
B. PERFORMANCE TASKS Make a creative Make a creative representation of the Make a creative Make a creative
representation of the historical development of the atom or representation of the representation of the
historical development of the chemical elements in the timeline. historical development of the historical development of the
the atom or the chemical atom or the chemical atom or the chemical
elements in the timeline. elements in the timeline. elements in the timeline.
C. LEARNING 1. Give evidence for and 1. Write the nuclear fusion reactions 1. Describe the ides of the Describe the ides of the
COMPETENCIES / OBJECTIVES describe the formation of that take place in stars, which lead to Ancient Greeks on the atom. Ancient Greeks on the atom.
the heavier elements the formation of new elements. S11/12PS-III-b-5 S11/12PS-III-b-5
during star formation and S11/12PS-IIIa-3 2. Describe the ideas of the 2. Describe the ideas of the
evolution. ( S11/12 PS – 2. Describe how elements heavier Ancient Greeks on the Ancient Greeks on the
IIIa-2). than iron are formed. S11/12PS- elements. S11/12PS-III- elements. S11/12PS-III-b-
2. Explain star formations IIIa-4 b-6 6
and evolutions.
II. CONTENT How the elements found How the elements found in the How the elements found in How the elements found in
in the universe were universe were formed the universe were formed the universe were formed
formed
III. LEARNING RESOURCES
A. REFERENCES
1. TEACHING GUIDE k-12 Teaching Guide k-12 Teaching Guide Portal pages 12- k-12 Teaching Guide Portal k-12 Teaching Guide Portal
PAGES Portal pages 5-8 20 pages 24-31 pages 24-31
Contemporary Physics Contemporary Physics Education Contemporary Physics Contemporary Physics
Education Project (CPEP) Project (CPEP) Chapter 10; Origin of Education Project (CPEP) Education Project (CPEP)
Chapter 10; Origin of the the Elements Chapter 10; Origin of the Chapter 10; Origin of the
Elements Elements Elements
2. LEARNER’S POWERPOINT POWERPOINT POWERPOINT POWERPOINT
MATERIALS NOTES NOTES NOTES NOTES
BOARD BOARD BOARD BOARD
CHALK CHALK CHALK CHALK
Hand outs Hand outs Hand outs Hand outs
3. TEXTBOOK PAGES k-12 Teaching Guide k-12 Teaching Guide Portal pages 12- k-12 Teaching Guide Portal k-12 Teaching Guide Portal
Portal pages 5-8 20 pages 24-31 pages 24-31
4. ADDITIONAL
LEARNING RESOURCES PORTAL
B. OTHER LEARNING Oakes, K. (2011 August 2 Fowler, M. Early Greek Fowler, M. Early Greek
RESOURCES ) On the Origin of Science: Thales of Plato Science: Thales of Plato
chemical elements
Wall, M. (2011, October The History of Ancient The History of Ancient
21 ) The Big Bang . What Chemistry Chemistry
really happened at our
Universe Birth?
IV. PROCEDURES
A. REVIEWING PREVIOUS What is Big Bang Theory? Review the stages of the Big Bang How iron transform to other How iron transform to other
LESSON OR PRESENTING THE What are the different theory heavy elements? heavy elements?
NEW LESSON stages in the formation of
this theory? What are the
three evidences that the
universe had a beginning?
B. ESTABLISHING A Explain star formations. Explain the process of nuclear Discuss the key development Discuss the key development
PURPOSE FOR A LESSON reaction to form new elements. in the concept of the atom in the concept of the atom
and element throughout pre- and element throughout pre-
modern history. modern history.
Articulate the contributions Articulate the contributions
of alchemy as a photo of alchemy as a photo
science to chemistry. science to chemistry.
C. PRESENTING Write reactions involving Show the pictures of the equilibrium Present gnome theory of Present gnome theory of
EXAMPLES/INSTANCES OF A NEW the nucleosynthesis of the of the sun and other main sequence physics that says the physics that says the
LESSON first elements stars. universe can be explained universe can be explained
entirely by the actions and entirely by the actions and
effect of tiny version of effect of tiny version of
gnomes( duwende in the gnomes( duwende in the
Philippine mythology) Philippine mythology)
D.DISCUSSING THE NEW * Nucleosynthesis Nuclear fusion Explain that much of our Explain that much of our
CONCEPTS AND PRACTICING NEW * Recombination Stellar nucleosynthesis thinking about the universe thinking about the universe
SKILLS * Red shift Main sequence stars began in the same way, that began in the same way, that
# ENGAGE * Singularity Proton-proton chain is, with many different ideas is, with many different ideas
Red – giant and conjectures. and conjectures.
Alpha ladder
CNO cycle
Supernova
R-process
E.DISCUSSING THE NEW The Formation of Stars The first fusion process occurs in the Leucippus and Democritus Leucippus and Democritus
CONCEPTS AND PRACTICING NEW Like the Sun At stage 6, the hydrogen core of stars such as sun Atomism Atomism
SKILLS core reaches 10 million K, with a temperature of less than 15 Aristotle Aristotle
# EXPLORE and nuclear fusion begins. million K. these kind of stars are Jabir Ibn-Hayyan (Geber) Jabir Ibn-Hayyan (Geber)
The proto star has become called main sequence stars.Alpha Alchemy Alchemy
a star. The star continues fusion processes continue in the core Protoscience Protoscience
to contract and increase in via the alpha ladder. More and more
temperature until it is in alpha particles are fused to create
equilibrium: Internal heavier elements all the way to iron,
pressure force outward, making the core and star itself more
balancing the inward force massive.
of gravity, at every layer of
the star’s interior. This is
stage 7: The star has
reached the Main
Sequence and will remain
there as long as it has
hydrogen to fuse. [Don’t
worry about the numbers
of these phases, only
understand the reasons for
these stages of evolution
from interstellar cloud to
star.
Stars go through a number The release of tremendous amount of Leucippus and Democritus Leucippus and Democritus
F. DEVELOPING MASTERY of stages in the process of light, heat and radioactive energy. were two of the most were two of the most
( leads to Formative Assessment forming from an Fusion resulted in the formation of important theorists about the important theorists about the
# EXPLAIN interstellar cloud: [You nuclei or new elements. These natural and physical world. natural and physical world.
don’t have to memorize reaction inside stars are known as They considered the idea of They considered the idea of
these numbers, but they stellar nucleosynthesis. atomism, or the idea that atomism, or the idea that
do tell an important story, Mention that the main-sequence stars things are made up of much things are made up of much
and you should understand hotter that 15 million K could facilitate smaller things that cannot be smaller things that cannot be
the names of the objects the production of helium once carbon changed nor divided. Atoms changed nor divided. Atoms
on the right.] 19.2 The was present from alpha processes. are make up most of the are make up most of the
Formation of Stars Like the This happens through a process things in the universe; where things in the universe; where
Sun Notice that a solar-like where 12C is used as a catalysts there are no atom, there is a there are no atom, there is a
star only takes a few tens known as the carbon fusion cycle or void. void.
of millions of years to the CNO cycle. Atoms are incredibly small Atoms are incredibly small
collapse and Contact until and cannot be divided , and cannot be divided ,
they reach the main hence atomos (uncut table) hence atomos (uncut table)
sequence, but they will Atoms themselves are solid, Atoms themselves are solid,
spend 10 billion years homogeneous and cannot homogeneous and cannot
burning hydrogen on the change. change.
main sequence before Atoms moving about and Atoms moving about and
running out of nuclear fuel. colliding in the void cause colliding in the void cause
Stage 1: Fragmentation the changes we see in the the changes we see in the
Interstellar cloud starts to universe. universe.
contract, possibly triggered
by shock or pressure wave
from nearby star. As it
contracts, the cloud
fragments into smaller
pieces. [Note: this is a
cartoon--the process is not
nearly as tidy as shown
here.
G. FINDING PRACTICAL Stars of Other Masses Briefly discussion of man made nuclei. Greek thought about matter Greek thought about matter
APPLICATIONS OF CONCEPTS AND Some fragments are too and the world and the world
SKILLS IN DAILY LIVING small for fusion ever to Anaxagoras argued that Anaxagoras argued that
# ELABORATE begin. They gradually cool there was an infinite number there was an infinite number
off and simply fade, of elementary natural of elementary natural
radiating away whatever substances in the form of substances in the form of
heat generated in trying infinitesimally small particles infinitesimally small particles
(unsuccessfully) to ignite that combined to comprise that combined to comprise
nuclear fusion. A proto star the different things in the the different things in the
must have 0.08 the mass universe. universe.
of the Sun (which is 80
times the mass of Jupiter)
in order to become dense
and hot enough that fusion
can begin. If the mass of
the “failed star” is about 12
Jupiter masses or more, it
is luminous when first
formed, and is called a
brown dwarf. 19.3 Stars of
Other Masses Emission
nebulae are heated by the
formation of stars nearby.
In these images, we see
the parent cloud in stage 1,
contracting fragments
between stages 1 and 2,
and a new star in stage 6
or 7.
H. MAKING Star formation is ongoing. More and more alpha particles are Summarize by pointing out Summarize by pointing out
GENERALIZATIONS AND Star-forming regions are fused to create heavier elements all while alchemists had a while alchemists had a wrong
ABSTRACTIONS ABOUT THE seen in our galaxy as well the way to iron, making the core and wrong understanding of understanding of matter
LESSON as others: Star formation star itself more massive. matter much what they set much what they set the
happens when part of a Go through he cycle briefly and the stage for much of stage for much of modern
dust cloud begins to explain that this process involves modern chemistry. chemistry.
contract under its own repeated photon capture and beta
gravitational force; as it plus decay.
collapses, the center
becomes hotter and hotter
until nuclear fusion begins
in the core. That is a basic
and simple summary of
this chapter. Star
formation begins in
massive clouds of
molecular gas and dust
When looking at just a few
atoms, the gravitational
force is far from strong
enough to .
I. EVALUATING 1. Explain the formation of A. Answer the following question. Discuss what have you Discuss what have you
LEARNING the stars. 1. How elements are being learned. learned.
# EVALUATE 2. Give evidence for and formed? 1. How did other Greek 1. How did other Greek
describe the formation of 2. Describe how elements heavier Philosophers like Plato and Philosophers like Plato and
the heavier elements than iron are formed. Aristotle think about the Aristotle think about the
during star formation and elements? elements?
evolution. B. Identify the following: 2. How can we say that 2. How can we say that
________________1. It involves rapid alchemy is integral in the alchemy is integral in the
capture of neutrons by the atom. definition of chemistry? definition of chemistry?
________________2. The explosion 3. Many great minds of the 3. Many great minds of the
that releases a tremendous amount of time like Isaac Newton time like Isaac Newton
energy enough to synthesize elements engaged in the practice of engaged in the practice of
heavier that atom. alchemy. Does this make alchemy. Does this make
________________3. The release of Isaac Newton less of a Isaac Newton less of a
tremendous amount of light, heat and scientist? Argue why or why scientist? Argue why or why
radioactive energy. Fusion resulted in not? not?
the formation of nuclei or new
elements. These reaction inside stars
are known as
________________________.
________________4. The first fusion
process occurs in the hydrogen core
of stars such as sun with a
temperature of less than 15 million K.
these kind of stars are called ______.
________________5. This happens
through a process where 12C is used
as a catalysts known as
__________________.
J. ADDITIONAL How stars was formed? How the concept of atom Loner essay-type question Loner essay-type question
ACTIVITIES FOR APPLICATION OR evolved from Ancient Greek to the How photos science like How photos science like
REMEDIATION present? alchemy similar or different alchemy similar or different
# EXTEND from pseudoscience like from pseudoscience like
astrology or homeopathy. astrology or homeopathy.
V. REMARKS
VI. REFLECTION
A. NO. OF LEARNERS
WHO EARNED 80% IN
EVALUATION
B. NO. OF LEARNERS
ACTIVITIES FOR REMEDIAATION
WHO SCORED BELOW 80%
C. DID THE
REMEDIATION LESSON WORK?
NO. OF LEARNERS WHO HAVE
CAUGHT UP WITH THE LESSON
D. NO. OF LEARNERS
REMEDIATION
E. WITH OF MY
TEACHING STRATEGIES WORKED
WELL? WHY DID THESE WORK?
F. WHAT DIFFICULTIES
DID I ENCOUNTER WHICH MY
HELP ME SOLVE?
G. WHAT INNOVATION
OR LOCALIZED MATERIALS DID I
USE / DISCOVER WHICH I WISH
TO SHARE WITH OTHER
TEACHERS?
PREPARED BY:
HAZIEL C. DISTOR
DIVISION OF CAPIZ
Maayon, Capiz
Semi-Detailed Lesson Plan in Physical Sciences Grade 12
Date: June 24-27, 2019

Subject: Physical Sciences

I. OBJECTIVES
How the concept of atom How the concept of atom How the concept of atom How the concept of Post Test
evolved from Ancient evolved from Ancient Greek evolved from Ancient Greek element evolved from
A. CONTENTS STANDARD Greek to the present to the present to the present Ancient Greek to the
present
B. PERFORMANCE TASKS Make a creative Short assessment test
representation of the
historical development of
the atom or the chemical
elements in the timeline.
C. LEARNING Describe the ides of the Describe the contribution of Describe the contribution of Describe the contribution of
COMPETENCIES / OBJECTIVES Ancient Greeks on the alchemists to the science of alchemists to the science of alchemists to the science of
atom. S11/12PS-III-b- chemistry. S11/12PS-III- chemistry. S11/12PS-III- chemistry. S11/12PS-III-
5 b-7 b-7 b-7
2. Describe the ideas of
the Ancient Greeks on the
elements. S11/12PS-
III-b-6
II. CONTENT Atomos , Aristotle and Not Indivisible ( the Structure Not Indivisible ( the Not Indivisible ( the
Alchemy ( Chemistry of the Atom) Structure of the Atom Structure of the Atom
Before Modern History)
A. REFERENCES
1. TEACHING GUIDE k-12 Teaching Guide k-12 Teaching Guide Portal k-12 Teaching Guide Portal k-12 Teaching Guide Portal
PAGES Portal pages 24-31 pages 34-45 pages 34-45 pages 34-45
Contemporary Physics Contemporary Physics Contemporary Physics Contemporary Physics
Education Project (CPEP) Education Project (CPEP) Education Project (CPEP) Education Project (CPEP)
Chapter 10; Origin of the
Elements
2. LEARNER’S POWERPOINT POWERPOINT POWERPOINT POWERPOINT Paper
MATERIALS NOTES NOTES NOTES NOTES ballpen
BOARD BOARD BOARD BOARD
CHALK CHALK CHALK CHALK
Hand outs Hand outs Hand outs Hand outs
3. TEXTBOOK PAGES k-12 Teaching Guide k-12 Teaching Guide Portal k-12 Teaching Guide Portal k-12 Teaching Guide Portal
Portal pages 24-31 pages 34-45 pages 34-45 pages 34-45
4. ADDITIONAL
B. OTHER LEARNING Fowler, M. Early Greek Gagnon, S (n.d) How much Gagnon, S (n.d) How much Chadwick discovers the
RESOURCES Science: Thales of Plato of an atom is empty space? of an atom is empty space? neutron (1998)
The History of Ancient
Chemistry
IV. PROCEDURES
A. REVIEWING PREVIOUS How iron transform to How the Ancient Greeks How the Ancient Greeks How the concept of the
LESSON OR PRESENTING THE NEW other heavy elements? describe atom? describe atom? atom evolved from Ancient
LESSON Greek to the present?
B. ESTABLISHING A Discuss the key Introduce the different Greek Introduce the different Describe the nuclear model
PURPOSE FOR A LESSON development in the Philosophers who begun Greek Philosophers who of the atom and the
concept of the atom and considering the nature of begun considering the location of its major
element throughout pre- what things were made of. nature of what things were components.
modern history. made of.
Articulate the
contributions of alchemy
as a photo science to
chemistry.
C. PRESENTING Present gnome theory of Atomism, non-atomistic Atomism, non-atomistic Four Models of Atom
EXAMPLES/INSTANCES OF A NEW physics that says the views of the Greeks, the views of the Greeks, the Plum–Pudding Model
LESSON universe can be explained growth of Alchemy across growth of Alchemy across Rutherford Model
entirely by the actions different civilization. different civilization. Bohr Model
and effect of tiny version Quantum Model
of gnomes( duwende in
the Philippine mythology)
D.DISCUSSING THE NEW Explain that much of our Discuss how many correct Discuss how many correct Show diagram of each
CONCEPTS AND PRACTICING NEW thinking about the scientific ideas are unpopular scientific ideas are model and introduce a
SKILLS universe began in the or often disregarded. unpopular or often mode or theory.
# ENGAGE same way, that is, with disregarded.
many different ideas and
conjectures.
E.DISCUSSING THE NEW Leucippus and Democritus Anaxagoras Anaxagoras Display the following
CONCEPTS AND PRACTICING NEW Atomism Empedocles Empedocles infographic that neatly
SKILLS Aristotle Plato Plato summarizes what
# EXPLORE Jabir Ibn-Hayyan (Geber) Geber Geber knowledge was added by
Alchemy each model of atomic
Protoscience structure, and what
questions each model
raised.
Leucippus and Democritus Discuss what alchemy is. Discuss what alchemy is. Explain each model and
F. DEVELOPING MASTERY were two of the most Explain the scientific Explain the scientific summarized what
( leads to Formative Assessment important theorists about contribution and unscientific contribution and knowledge and structure
# EXPLAIN the natural and physical contribution. unscientific contribution. each of the model.
world. They considered
the idea of atomism, or
the idea that things are
made up of much smaller
things that cannot be
changed nor divided.
Atoms are make up most
of the things in the
universe; where there are
no atom, there is a void.
Atoms are incredibly small
and cannot be divided ,
hence atomos (uncut
table)
Atoms themselves are
solid, homogeneous and
cannot change.
Atoms moving about and
colliding in the void cause
the changes we see in the
universe.
G. FINDING PRACTICAL Greek thought about After discussing what is After discussing what is Many of these important
APPLICATIONS OF CONCEPTS AND matter and the world alchemy is all about, present alchemy is all about, figures are physicist , not
SKILLS IN DAILY LIVING Anaxagoras argued that pictures or presentation of present pictures or chemists. Encourage a side
# ELABORATE there was an infinite alchemy in popular culture presentation of alchemy in discussion of how physics is
number of elementary such as in fantasy novel, popular culture such as in so tied to Chemistry in the
natural substances in the Harry Potter etc. fantasy novel, Harry Potter study of matter and
form of infinitesimally Point out how fictional stories etc. changes in matter
small particles that tend to focus on the Point out how fictional
combined to comprise the fantastical or esoteric aspect stories tend to focus on the
different things in the of alchemy and not so much fantastical or esoteric
universe. scientific. aspect of alchemy and not
so much scientific.
H. MAKING Summarize by pointing Discuss ideas that served as Discuss ideas that served Summary of four models
GENERALIZATIONS AND out while alchemists had arguments against atomism as arguments against
ABSTRACTIONS ABOUT THE a wrong understanding of and what this revealed about atomism and what this
LESSON matter much what they how the Greeks thought revealed about how the
set the stage for much of about matter and the world. Greeks thought about
modern chemistry. matter and the world.
I. EVALUATING Discuss what have you Ask the student for a quick Ask the student for a quick Asking question A. Identification.
LEARNING learned. post test or assessment , call post test or assessment , 1. Who is the philosopher
# EVALUATE 1. How did other Greek on different learners to call on different learners to How the concept of the argued that there was an
Philosophers like Plato express in their own words express in their own words atom evolved from Ancient infinite number of
and Aristotle think about the answer of the questions. the answer of the Greek to the present? elementary natural
the elements? How did other Greek questions. substances in the form of
Philosophers like Plato and How did other Greek small particles that combined
Philosophers like Plato and
2. How can we say that Aristotle think about Aristotle think about to comprise the different
alchemy is integral in the elements? elements? things in the universe.
definition of chemistry? Give an example of how the Give an example of how
3. Many great minds of contribution of alchemy can the contribution of alchemy 2. He believed that he four
the time like Isaac be found in the modern can be found in the modern elements could be balance in
Newton engaged in the chemistry laborator. chemistry laborator. substances in an infinite
practice of alchemy. Does number of ways.
this make Isaac Newton 3. He published the idea that
less of a scientist? Argue electricity was in particles
why or why not? that were part of the atom.
4. A student of Thomson,
who studied radioactivity.
5. A modelexplains how
matter behaved at avery tiny
level that turned it into
quantum model.
B. Explain the following.
1. How the Ancient Greeks

describe atom?
2. How the concept of the

atom evolved from Ancient
Greek to the present?
J. ADDITIONAL Loner essay-type question Share that further study of
ACTIVITIES FOR APPLICATION OR How photos science like the atom led scientists to
REMEDIATION alchemy similar or discover that even the
# EXTEND different from subatomic protoins and
pseudoscience like neutrons were made of
astrology or homeopathy. even smaller particles called
quarks.
V. REMARKS
VI. REFLECTION
A. NO. OF LEARNERS
WHO EARNED 80% IN
EVALUATION
B. NO. OF LEARNERS
ACTIVITIES FOR REMEDIAATION
C. DID THE
REMEDIATION LESSON WORK?
NO. OF LEARNERS WHO HAVE
D. NO. OF LEARNERS
REMEDIATION
E. WITH OF MY
TEACHING STRATEGIES WORKED
WELL? WHY DID THESE WORK?
HELP ME SOLVE?
G. WHAT INNOVATION
OR LOCALIZED MATERIALS DID I
USE / DISCOVER WHICH I WISH
TO SHARE WITH OTHER
TEACHERS?
PREPARED BY:
HAZIEL C. DISTOR
DIVISION OF CAPIZ
Maayon, Capiz
Semi-Detailed Lesson Plan in Physical Science Grade 12
Date : July 1 - 5 , 2019

Subject: Physical Science

I. OBJECTIVES
Post Test How the concept of the How the concept of the How the concept of the How the concept of the
element evolved from element evolved from element evolved from Ancient element evolved from
A. CONTENTS STANDARD Ancient Greek to the present Ancient Greek to the present Greek to the present . Ancient Greek to the
. . present .
How the uses of different

materials are related to
their properties and
structures
B. PERFORMANCE TASKS Short assessment test
C. LEARNING COMPETENCIES Point out the main ideas in Describe the nuclear model Write the nuclear reactions Explain how Dalton’s
/ OBJECTIVES the discovery of the of the atom and the location involved in the synthesis of theory contributed to the
structure of the atom and its of its major components new elements discovery of other
subatomic particles (protons, neutrons, and S11/12PS-IIIb-12 elements
S11/12PS-IIIb-8 electrons) S11/12PS-IIIc-14
S11/12PS-IIIb-10 Cite the contribution of John
Cite the contributions of J.J. Dalton toward the Determine if a molecule
Thomson, Ernest Rutherford, Explain how the concept of understanding of the concept is polar or non polar
Henry Moseley, and Niels atomic number led to the of the chemical elements given its structure
Bohr to the understanding of synthesis of new elements in S11/12PS-IIIc-13 S11/12PS-IIIc-16
the structure of the atom the laboratory
S11/12PS-IIIb-9 S11/12PS-IIIb-11
II. CONTENT
How the idea of the atom, alongHow
withthe
theidea
ideaofofthe How the idea of the How the idea of the
the elements evolved atom, along with atom, along with the atom, along with the
the idea of the idea of the elements idea of the elements
elements evolved evolved evolved
How the properties of
matter relate to their
chemical structure
A. REFERENCES
1. TEACHING GUIDE
PAGES
2. LEARNER’S MATERIALS Paper Paper Paper Paper

Ballpen Ballpen Ballpen Ballpen
Powerpoint presentation Powerpoint presentation Powerpoint presentation Powerpoint presentation
3. TEXTBOOK PAGES
4. ADDITIONAL LEARNING
MATERIALS FROM LEARNING
RESOURCES PORTAL
B. OTHER LEARNING RESOURCES

IV. PROCEDURES
A. REVIEWING PREVIOUS How the concept of element Explain the discovery of the How scientist contribute to the What is the contribution
LESSON OR PRESENTING THE NEW evolved from Ancient Greek structure of the atom and its understanding of atom? of Dalton towards the
LESSON to the present? elementary particles. understanding of the
concept of chemical
elements?
B. ESTABLISHING A PURPOSE Discuss key development in Explain how Mosely Discuss how new elements are How Dalton theory
FOR A LESSON the concepts in the concept discovered the correlation synthesized. understand the concept
of the atom and element between the atomic number chemical elements.
from Robert Boyle to John of an element and the
Dalton. wavelength of x-rays
emitted by the elements.
C. PRESENTING Cite the contributions of J.J. Cite the location of its major Introduce the list of some Proposed Dalton Atomic
EXAMPLES/INSTANCES OF A NEW Thomson, Ernest Rutherford, components (protons, importants term and names Theory.
LESSON Henry Moseley, and Niels neutrons, and electrons) that learner may encounter.
Bohr to the understanding of  Robert Boyle 3 Fundamental Laws:
the structure of the atom  Corpuscles  Antoine
 Proton  Antoine Lavoisier Lavoisier’s Law of
 Electron  Chemical elements Conservation of
 neutron John Dalton Mass
 Joseph Proust’s
Law of Definite
Proportions
 John Dalton’s
Law of Multiple
Proportions
D.DISCUSSING THE NEW In 1932, James Chadwick Rutherford's atomic Dalton’s atomic theory While all atoms of
CONCEPTS AND PRACTICING NEW (1891-1974) discovered model became known as represented an improvement an element were
SKILLS the neutral particles, which the nuclear model. In over the idea of Democritus identical, different
# ENGAGE he called neutrons, in the this model, because the theory was based elements had atoms of
nucleus of an atom. ... the protons and neutrons, on experimental findings and differing size and mass.
According to him, atoms which comprise nearly all of the scientific method. Dalton's atomic theory als
consist of a large sphere of the mass of the atom, However, his theory did have o stated that all
uniform positive charge are located in a nucleus at its shortcomings. He believed compounds were
embedded with smaller the center of the atom. that atoms were indivisible, composed of
negatively The electrons are meaning that the atom was combinations of these
charged particles called distributed around the the smallest possible atoms in
electrons (corpuscles). nucleus and occupy most of component of matter. defined ratios. Dalton als
the volume of the atom. o postulated that
chemical reactions
resulted in the
rearrangement of the
reacting atoms.
E.DISCUSSING THE NEW Based on his observations, The atom is such an  Dalton’s atomic theory In chemistry, polarity is a
CONCEPTS AND PRACTICING NEW Rutherford proposed the important component of proposed that all matter separation of electric
SKILLS following structural features nature that many prominent was composed of charge leading to
# EXPLORE of an atom: Most of scientists have theorized atoms, indivisible and a molecule or its chemical
the atom's mass how it is made up. The indestructible building groups having an electric
and its entire positive discovery of subatomic blocks. While all atoms dipole moment, with a
charge are confined in a particles -- protons, neutrons of an element were negatively charged end
small core, called nucleus. and electrons -- did not identical, different and a positively charged
The positively settle the matter. elements had atoms of end. Polar
charged particle is called differing size and mass. molecules must contain
proton. Most of the volume polar bonds due to a
 Dalton’s atomic theory
of an atom is empty space. difference in
also stated that all
electronegativity between
compounds were
the bonded atoms.
composed of
combinations of these
atoms in defined ratios.
 Dalton also postulated
that chemical reactions
resulted in the
rearrangement of the
reacting atoms.
J. J. Thomson constructed a Protons are positively  Everything is While all atoms of

F. DEVELOPING MASTERY ( glass tube which was charged particles within composed of atoms, an element were
leads to Formative Assessment partially evacuated i.e. much atoms. Each atom has at which are the identical, different
# EXPLAIN of the air was pumped out of least one proton; in fact, the indivisible building elements had atoms of
the tube. Then he applied a number of protons blocks of matter and differing size and mass.
high electrical voltage determines the identity of cannot be destroyed. Dalton's atomic theory als
between two electrodes at the atom. Protons reside in o stated that all
 All atoms of an
either end of the tube. He the nucleus of the atom, compounds were
element are identical.
detected that a stream of which might seem strange composed of
particle (ray) was coming since they are positively  The atoms of different combinations of these
out from the negatively charged and thus repel each elements vary in size atoms in
charged electrode (cathode) other. and mass. defined ratios. Dalton als
to positively charged Electrons are negatively o postulated that
 Compounds are
electrode (anode). This ray charged particles, and in a chemical reactions
produced through
is called cathode ray and the neutral atom, the number of resulted in the
different whole-
whole construction is called electrons is the same as the rearrangement of the
number combinations
cathode ray tube. number of protons. They are reacting atoms.
of atoms.
In 1909, Rutherford much smaller than protons
discovered proton in his but have the same strength  A chemical reaction
famous gold foil experiment. charge. Neutrons are results in the
particles that have no charge rearrangement of
and are about the same atoms in the reactant
mass as protons. Not all and product
atoms have neutrons, and compounds.
the number of neutrons is
not usually the same as
proposed that all
protons or electrons.
matter was composed
Neutrons are located with
of atoms, indivisible
protons in the nucleus;
and indestructible
building blocks. While
all atoms of an
element were
identical, different
elements had atoms of
differing size and
mass.
also stated that all
compounds were
composed of
combinations of these
atoms in defined
ratios.
 Dalton also postulated
that chemical
reactions resulted in
the rearrangement of
the reacting atoms.
G. FINDING PRACTICAL Subatomic particles include Atoms consist of three basic Although the concept of the The shape of a molecule
APPLICATIONS OF CONCEPTS AND electrons, the negatively particles: protons, electrons, atom dates back to the ideas and the polarity of its
SKILLS IN DAILY LIVING charged, almost mass less and neutrons. The nucleus of Democritus, the English bonds determine the
# ELABORATE particles that nevertheless (center) of the atom meteorologist and chemist OVERALL POLARITY of
account for most of the size contains the protons John Dalton formulated the that molecule. A molecule
of the atom, and they (positively charged) and the first modern description of it that contains polar
include the heavier building neutrons (no charge). The as the fundamental building bonds, might not have
blocks of the small but very outermost regions of the block of chemical structures. any overall polarity,
dense nucleus of the atom, atom are called electron Dalton developed the law of depending upon its
the positively charged shells and contain the multiple proportions (first shape. The simple
protons and the electrically electrons (negatively presented in 1803) by studying definition of whether a
neutral neutrons. charged). Atoms have and expanding upon the works complex molecule is polar
different properties based on of Antoine Lavoisier and or not depends upon
the arrangement and Joseph Proust. whether its overall
centers of positive and
number of their basic negative charges overlap.
particles. If these centers lie at the
same point in space, then
the molecule has no
overall polarity (and is
non polar).
H. MAKING GENERALIZATIONS 1. Most of the atom’s mass Dalton proposed that each A good example of a
AND ABSTRACTIONS ABOUT THE chemical element is composed nonpolar molecule that
LESSON and its entire positive of atoms of a single, unique contains polar bonds is
charge are confined in a type, and though they cannot carbon dioxide. This is a
be altered or destroyed by linear molecule and the
small core, called
chemical means, they can C=O bonds are, in fact,
nucleus. The positively combine to form more polar. The central carbon
charged particle is called complex structures (chemical will have a net positive
compounds). Since Dalton charge, and the two
proton.
reached his conclusions by outer oxygen a net
2. Most of the volume of an experimentation and negative charge.
atom is empty space. examination of the results in
an empirical fashion, this
3. The number of marked the first truly scientific
negatively charged electrons theory of the atom.
dispersed outside the nucleus
is same as number of
positively charge in the
nucleus. It explains the
overall electrical neutrality of
an atom.
I. EVALUATING LEARNING A. Identification. Draw the nuclear model of How John Dalton contribute Answer the following
# EVALUATE 1. Who is the State the contributions of atom. Locate the position of toward the understanding of questions:
philosopher argued that J.J. Thomson, Ernest sub atomic particles. the concept of the chemical
there was an infinite Rutherford, Henry Moseley, elements . 1. What is the
number of elementary and Neil’s Bohr to the contribution of Dalton
natural substances in understanding of the towards the
the form of small structure of the atom. understanding of the
particles that combined concept of chemical
to comprise the different elements?
things in the universe.
2. Explain how Dalton’s
2. He believed that he theory contributed to the
four elements could be discovery of other
balance in substances in elements
an infinite number of
ways. 3. How compound be
3. He published the idea identify if it is polar or
that electricity was in not.
particles that were part
of the atom.
4. A student of
Thomson, who studied
radioactivity.
5. A model explains how
matter behaved at a
very tiny level that
turned it into quantum
model.
B. Explain the following.
1. How the Ancient

Greeks describe atom?
2. How the concept of

the atom evolved from
Ancient Greek to the
present?
J. ADDITIONAL ACTIVITIES How the idea of the atom, How scientist contribute to How Dalton theory
FOR APPLICATION OR REMEDIATION along with the idea of the the understanding of atom? understand the concept
# EXTEND elements evolved? Explain how new elements chemical elements.
are synthesized.
Explain how theory of
Dalton accepted.
V. REMARKS
VI. REFLECTION
A. NO. OF LEARNERS WHO
EARNED 80% IN EVALUATION
B. NO. OF LEARNERS WHO
REQUIRE ADDITIONAL ACTIVITIES FOR
REMEDIAATION WHO SCORED BELOW
80%
C. DID THE REMEDIATION
LESSON WORK? NO. OF LEARNERS
WHO HAVE CAUGHT UP WITH THE
LESSON
D. NO. OF LEARNERS WHO
CONTINUE TO REQUIRE REMEDIATION
E. WITH OF MY TEACHING
STRATEGIES WORKED WELL? WHY DID
THESE WORK?
F. WHAT DIFFICULTIES DID I
ENCOUNTER WHICH MY PRINCIPAL OR
SUPERIOR CAN HELP ME SOLVE?
G. WHAT INNOVATION OR
LOCALIZED MATERIALS DID I USE /
DISCOVER WHICH I WISH TO SHARE
WITH OTHER TEACHERS?
PREPARED BY:
HAZIEL C. DISTOR
DIVISION OF CAPIZ
Maayon, Capiz
Date; July , 8-12, 2018

I. OBJECTIVES
The relationship between the The relationship between the The relationship between the The relationship between The relationship between
function and structure of function and structure of function and structure of the function and structure the function and structure
A. CONTENTS STANDARD biological macromolecules biological macromolecules biological macromolecules of biological of biological
macromolecules macromolecules
B. PERFORMANCE TASKS
C. LEARNING Describe the general types of Give the type of intermolecular Give the type of Explain the effect of Explain how the uses of
COMPETENCIES / OBJECTIVES intermolecular forces forces in the properties of intermolecular forces in the intermolecular forces on the following materials
S11/12PS-IIIc-d-17 substances properties of substances the properties of depend on their
S11/12PS-IIId-e-18 S11/12PS-IIId-e-18 substances properties:
S11/12PS-IIId-e-19 a. medical implants,
prosthesis
b. sports equipment
c. electronic devices
d. construction supplies
for buildings and furniture
e. household gadgets
S11/12PS-IIId-e-20
II. CONTENT How the properties of matter How the properties of matter How the properties of matter How the properties of How the properties of
relate to their chemical relate to their chemical relate to their chemical matter relate to their matter relate to their
structure structure structure chemical structure chemical structure
A. REFERENCES
1. TEACHING GUIDE
PAGES
2. LEARNER’S Paper Paper Paper Paper Paper

MATERIALS Ballpen Ballpen Ballpen Ballpen Ballpen
Powerpoint presentation Powerpoint presentation Powerpoint presentation Powerpoint presentation Powerpoint presentation
3. TEXTBOOK PAGES
4. ADDITIONAL
B. OTHER LEARNING
RESOURCES
IV. PROCEDURES
A. REVIEWING PREVIOUS What is the contribution of How the Ancient Greeks How the concept of element Explain the discovery of How John Dalton
LESSON OR PRESENTING THE NEW Dalton towards the describe atom? evolved from Ancient Greek the structure of the atom contribute toward the
LESSON to the present? understanding of the
understanding of the concept and its elementary concept of the chemical
of chemical elements? particles. elements .
B. ESTABLISHING A Describe the different types Explain the uses and different Explain the uses and State the effect of this State the properties of the
PURPOSE FOR A LESSON of intermolecular forces. types of intermolecular forces. different types of molecular forces in the given materials and how it
intermolecular forces. properties of the relate to their chemical
substance. structure.
C. PRESENTING Intermolecular forces or
EXAMPLES/INSTANCES OF A NEW IMFs
LESSON
D.DISCUSSING THE NEW Molecules/atoms can stick to Molecules/atoms can stick to The intermolecular a. medical implants,
CONCEPTS AND PRACTICING NEW each other. But much more each other. But much more forces increase with prosthesis
SKILLS weakly than a bond. Covalent weakly than a bond. increasing polarization of b. sports equipment
# ENGAGE bond strength: 50-200 kJ/mole Covalent bond strength: 50- bonds. The strength c. electronic devices
Intermolecular force: 1-12 200 kJ/mole Intermolecular of intermolecular d. construction supplies
kJ/mole force: 1-12 kJ/mole forces (and for buildings and furniture
therefore impact on e. household gadgets
boiling points) is ionic >
hydrogen bonding > dipole
dipole > dispersion. Boiling
point increases with
molecular weight, and with
surface area.
E.DISCUSSING THE NEW The strength of the attractions The strength of the Properties like melting and The type of breast
CONCEPTS AND PRACTICING NEW If two molecules are of between particles can greatly attractions between particles boiling points are a implant depends on the
SKILLS comparable size and shape, affect the properties of a can greatly affect the measure of how strong the filler material; some have
# EXPLORE dipole–dipole interactions will substance or solution. properties of a substance or attractive forces are saline solution as the filler,
likely be the dominating solution. between individual atoms while others have silicon
force. • If one molecule is or molecules. (We call gel
much larger than another, these intermolecular For electronic devices and
dispersion forces will likely forces – household gadgets,
determine its physical forces between molecules, dipole-induced dipole
properties as opposed exists since components
to intramolecular forces of such devices include
– forces within a polar substances like
molecule. ) transient voltage
suppression diodes and
metalloids or semi- metals
capable of having induced
dipole.
Intermolecular forces or There are three types of There are three types of It all flows from this These are materials used
F. DEVELOPING MASTERY IMFs are intermolecular forces; intermolecular forces; general principle: as bonds for exercise and sports
( leads to Formative Assessment physical forces between  Van der Waal forces.  Van der Waal forces. become more polarized, activities. These
# EXPLAIN molecules. In contrast, intra Dipole-dipole forces.  Dipole-dipole forces. the charges on the atoms apparatuses must be
molecular become greater, which durable; hence the need
 Hydrogen bonding.  Hydrogen bonding.
forces are forces between leads to greater for strong intermolecular
atoms within a single intermolecular attractions, force of attraction.
molecule. ... There are which leads to higher Construction supplies, due
three major types of boiling points. to the required strength
intermolecular forces: from their components
London dispersion force, (sand, gravel, rocks,
dipole-dipole interaction, and water, cement) have the
ion-dipole interaction. following intermolecular
forces of attraction as a
consequence: ion-ion, H-
bonding, dipole-dipole,
ion-dipole.
G. FINDING PRACTICAL Attractive intermolecular Dispersion forces are the Dispersion forces are the There are four major Scientists have applied
APPLICATIONS OF CONCEPTS AND forces are categorized into weakest intermolecular force weakest intermolecular force classes of interactions these concepts to create
SKILLS IN DAILY LIVING the following (one hundredth-one thousandth (one hundredth-one between molecules and materials that will match
# ELABORATE types: Hydrogen the strength of a covalent thousandth the strength of they are all different the necessities in our
bonding. Ionic bonding. bond), hydrogen bonds are a covalent manifestations home, community,
Ion–induced dipole forces. the strongest intermolecular bond), hydrogen of “opposite charges industry, and medicine to
force (about one-tenth the bonds are the strongest attract”. improve the quality of life.
strength of a covalent bond). intermolecular force (about ›Nowadays, materials
one-tenth the strength of science and engineering is
a covalent bond). a growing field, which
takes the advantage of
the physical and chemical
properties of different
materials.
H. MAKING Intermolecular forces- forces There are four major classes of There are four major classes Intermolecular forces The properties being
GENERALIZATIONS AND of attraction and repulsion interactions between molecules of interactions between control how well studied that affect the
ABSTRACTIONS ABOUT THE between molecules that hold and they are all different molecules and they are all molecules stick together. overall characteristics of
LESSON molecules, ions, and atoms manifestations of “opposite different manifestations of This affects many of the materials include chemical
together. Intra molecular - charges attract”. The four key “opposite charges attract”. measurable physical bonding, geometry,
forces of chemical bonds intermolecular forces are as The four key intermolecular properties of substances: strength of material,
within a molecule follows: Ionic forces are as follows: Ionic bioavailability, hydro
bonds > Hydrogen bonds > Hydrogen Melting and Boiling philicity, and
bonding > Van der Waals bonding > Van der Waals Points hydrophobicity to name a
dipole-dipole interactions dipole-dipole interactions few. › Materials engineers
> Van der Waals dispersion > Van der Waals  If molecules stick and scientists alter these
forces. dispersion forces. together more, properties to produce a
they'll be tougher material which can cater
to break apart to the demands of
 Stronger different industries,
intermolecular especially in the medical
forces → higher and construction fields.
melting and
boiling points
Viscosity
 Viscosity is a
measure of how
well substances
flow.
 Stronger
intermolecular
forces → higher
viscosity.
Surface Tension
 Surface tension is
a measure of the
toughness of the
surface of a liquid
 Stronger
intermolecular
forces → higher
surface tension.
Vapour
Pressure
 This is a small
amount of gas
that is found
above all liquids.
Refer to our
lesson about
vapour pressure
to learn about it.
 Stronger
intermolecular
forces → Lower
vapour pressure.
I. EVALUATING LEARNING What is the strongest Give the type of intermolecular Give the type of Explain the effect of Give the properties of the
# EVALUATE intermolecular force present forces in the properties of intermolecular forces in the intermolecular forces on following materials.
substances properties of substances
for each of the following the properties of a. medical implants,
molecules? substances prosthesis
1) hydrogen(H2)__________ b. sports equipment
2) carbon monoxide (CO) c. electronic devices
________________________ d. construction supplies
3) silicon tetrafluoride for buildings and furniture
(SiF4)__________________ e. household gadgets
4) nitrogen tribromide (NBr3)
______________________
5) water (H2O)___________
J. ADDITIONAL Circle all the compounds which Circle all the compounds
ACTIVITIES FOR APPLICATION OR would be expected to form which would be expected to
REMEDIATION intermolecular hydrogen bonds form intermolecular
# EXTEND in the liquid state: hydrogen bonds in the liquid
(a) CH3OCH3 state:
(b) CH4 (a) CH3OCH3
(c) HF (b) CH4
(d) CH3CO2H (c) HF
(e) Br2 (d) CH3CO2H
(f) CH3OH (e) Br2
(f) CH3OH
V. REMARKS
VI. REFLECTION
REQUIRE ADDITIONAL ACTIVITIES
FOR REMEDIAATION WHO SCORED
BELOW 80%
LESSON WORK? NO. OF LEARNERS
WHO HAVE CAUGHT UP WITH THE
LESSON
D. NO. OF LEARNERS
REMEDIATION
STRATEGIES WORKED WELL? WHY
DID THESE WORK?
HELP ME SOLVE?
DISCOVER WHICH I WISH TO
SHARE WITH OTHER TEACHERS?
PREPARED BY:
HAZIEL C. DISTOR
DIVISION OF CAPIZ
Maayon, Capiz
Date; July 15-19, 2019

I. OBJECTIVES
The relationship between the The relationship The learners The learners
function and structure of biological between the function demonstrate an demonstrate an
A. CONTENTS STANDARD macromolecules and structure of understanding on how understanding on
biological the uses of different how the uses of
macromolecules materials are related to different materials
their properties and are related to their
structures. properties and
structures.
B. PERFORMANCE TASKS Post Test The learners shall be The learners shall
explain on how the be explain on how
uses of different the uses of
materials are related to different materials
their properties and are related to their
structures. properties and
structures.
C. LEARNING COMPETENCIES / Explain the effect of intermolecular Explain how the uses of Identify the intermolecular Explain how the Explain how the
OBJECTIVES forces on the properties of the following materials forces properties of the properties of the
substances depend on their materials are materials are
S11/12PS-IIId-e-19 properties: Explain how the uses of determined by their determined by their
a. medical implants, the following materials structures. S11/12PS- structures.
prosthesis depend on their IIId-e-21 S11/12PS-IIId-
b. sports equipment properties: e-21
c. electronic devices a. medical implants,
d. construction supplies prosthesis
for buildings and b. sports equipment
furniture c. electronic devices
e. household gadgets d. construction supplies for
S11/12PS-IIId-e-20 buildings and furniture
e. household gadgets
II. CONTENT How the properties of matter relate How the properties of Structures, Properties, Structures,
to their chemical structure matter relate to their and Uses of Matter Properties, and
chemical structure Uses of Matter
A. REFERENCES k-12 Teaching Guide k-12 Teaching
Portal pages 24-31 Guide Portal pages
Contemporary Physics 24-31
Education Project Contemporary
(CPEP) Physics Education
Project (CPEP)
1. TEACHING GUIDE PAGES Pages 99-111 Pages 99-111
2. LEARNER’S MATERIALS Paper Paper Paper Paper Paper
Ballpen Ballpen Ballpen Ballpen Ballpen
Powerpoint presentation Powerpoint presentation Powerpoint Powerpoint
presentation presentation
3. TEXTBOOK PAGES
4. ADDITIONAL LEARNING Hand outs Rouse , M.(2012) Rouse , M.(2012)

MATERIALS FROM LEARNING Noted Infographics. Retrieved Infographics.
RESOURCES PORTAL from Retrieved from
http://whatis.techtarget http://whatis.techta
.com/definition/infogra rget.com/definition/
phic infographic
IV. PROCEDURES
A. REVIEWING PREVIOUS LESSON Explain the discovery of the How John Dalton
OR PRESENTING THE NEW LESSON structure of the atom and its contribute toward the
elementary particles. understanding of the
concept of the chemical
elements .
B. ESTABLISHING A PURPOSE FOR State the effect of this molecular State the properties of Familiarize the [polarity of Explain the uses of the Explain the uses of
A LESSON forces in the properties of the the given materials and the molecules. following materials the following
substance. how it relate to their Identify the intermolecular depend on their materials depend
chemical structure. forces. properties; on their properties;
a. medical implants, a. medical
prosthesis implants, prosthesis
b. sports equipment b. sports
c. electronic devices equipment
d. construction supplies c. electronic
for buildings and devices
furniture d. construction
e. household supplies for
buildings and
Explain how the furniture
properties of the above e. household
materials are
determined by their Explain how the
structure properties of the
above materials are
determined by their
structure
C. PRESENTING Polytetrafluroethylene Polytetrafluroethyle
EXAMPLES/INSTANCES OF A NEW LESSON (PTFE) ne (PTFE)
Kevla Kevla
Carbon Fiber Carbon Fiber
Ployurethane Ployurethane
Tempered glass Tempered glass
Ultra – high strength Ultra – high
concrete strength concrete
Thermoplastic Thermoplastic
D.DISCUSSING THE NEW The intermolecular a. medical implants, Present a dilemma to Present a dilemma
CONCEPTS AND PRACTICING NEW SKILLS forces increase with increasing prosthesis learners of making a to learners of
# ENGAGE polarization of bonds. The strength b. sports equipment piece of string strong making a piece of
of intermolecular forces (and c. electronic devices enough to lift a 3kg string strong
therefore impact on boiling points) d. construction supplies weight. enough to lift a 3kg
is ionic > hydrogen bonding > dipole for buildings and weight.
dipole > dispersion. Boiling point furniture
increases with molecular weight, and e. household gadgets
with surface area.
E.DISCUSSING THE NEW Properties like melting and boiling The type of breast Have a class present Have a class
CONCEPTS AND PRACTICING NEW SKILLS points are a measure of how strong implant depends on the their material for info present their
# EXPLORE the attractive forces are between filler material; some graphic as their visual. material for info
individual atoms or molecules. (We have saline solution as Each presentation graphic as their
call these intermolecular forces – the filler, while others should span only 3-5 visual. Each
forces between molecules, as have silicon gel minutes. presentation should
opposed to intramolecular forces For electronic devices span only 3-5
– forces within a molecule. ) and household gadgets, minutes.
dipole-induced dipole
exists since components
of such devices include
polar substances like
transient voltage
suppression diodes and
metalloids or semi-
metals capable of having
induced dipole.
It all flows from this general These are materials Explain the following: Explain the
F. DEVELOPING MASTERY ( leads principle: as bonds become more used for exercise and following:
to Formative Assessment polarized, the charges on the atoms sports activities. These Chemical formula of the
# EXPLAIN become greater, which leads to apparatuses must be materials Chemical formula
greater intermolecular attractions, durable; hence the need Structure of the of the materials
which leads to higher boiling points. for strong intermolecular materials Structure of the
force of attraction. Properties and uses materials
Construction supplies, How the material is Properties and uses
due to the required manufactured How the material is
strength from their Historical development manufactured
components (sand, Historical
gravel, rocks, water, development
cement) have the
following intermolecular
forces of attraction as a
consequence: ion-ion,
H- bonding, dipole-
dipole, ion-dipole.
G. FINDING PRACTICAL There are four major classes of Scientists have applied Materials science and They They
APPLICATIONS OF CONCEPTS AND SKILLS interactions between molecules and these concepts to create engineering is a growing include properties suc include properties
IN DAILY LIVING they are all different manifestations materials that will match field, which takes the h as color, length, such as color,
# ELABORATE of “opposite charges attract”. the necessities in our advantage of the physical volume, odor, and length, volume,
home, community, and chemical properties of density. odor, and density.
industry, and medicine different materials. There These properties are These properties
to improve the quality of are four major classes of extensive if they are extensive if
life. ›Nowadays, interactions between depend on the amount they depend on the
materials science and molecules and they are all of the substance amount of the
engineering is a growing different manifestations being used or intensive substance
field, which takes the of “opposite charges if they do not depend being used or
advantage of the attract”. on the amount of intensive if they do
physical and chemical substance being used not depend on the
properties of different amount of
materials. substance
being used
H. MAKING GENERALIZATIONS Intermolecular forces control how The properties being Intra molecular forces are Each matter have their Each matter have
AND ABSTRACTIONS ABOUT THE LESSON well molecules stick together. This studied that affect the forces that hold molecules properties and uses. their properties and
affects many of the measurable overall characteristics of together. Intermolecular uses.
physical properties of substances: materials include forces are forces that form Materials engineers and
chemical bonding, between molecules, atoms scientists alter these Materials engineers
Melting and Boiling Points geometry, strength of or ions. properties to produce a and scientists alter
material, bioavailability, material which can these properties to
 If molecules stick together hydro philicity, and cater to the demands of produce a material
more, they'll be tougher to hydrophobicity to name different industries, which can cater to
break apart a few. › Materials especially in the the demands of
 Stronger intermolecular engineers and scientists medical and different industries,
forces → higher melting alter these properties to construction fields especially in the
and boiling points produce a material medical and
Viscosity which can cater to the construction fields
demands of different
 Viscosity is a measure of industries, especially in
how well substances flow. the medical and
 Stronger intermolecular construction fields.
forces → higher viscosity.
Surface Tension
 Surface tension is a
measure of the toughness
of the surface of a liquid
 Stronger intermolecular
forces → higher surface
tension.
Vapour Pressure
 This is a small amount of

gas that is found above all
liquids. Refer to our lesson
about vapour pressure to
learn about it.
 Stronger intermolecular
forces → Lower vapour
pressure.
I. EVALUATING LEARNING Explain the effect of intermolecular Give the properties of A. Identify the most xplain the uses of the xplain the uses of
# EVALUATE forces on the properties of the following materials. probable intermolecular following materials the following
substances a. medical implants, force of attraction in the depend on their materials depend
prosthesis following: properties; on their properties;
b. sports equipment 1. KCl a. medical implants, a. medical
c. electronic devices 2. NH3 prosthesis implants, prosthesis
d. construction supplies 3. Na2S b. sports equipment b. sports
for buildings and 4. HF c. electronic devices equipment
furniture 5. MgS d. construction supplies c. electronic
e. household gadgets 6. CH3OH for buildings and devices
7. H2 furniture d. construction
8. CuO e. household supplies for
9. SbH3 buildings and
10. CO2 Explain how the furniture
properties of the above e. household
B. Explain the uses of the materials are
following materials depend determined by their Explain how the
on their properties. structure properties of the
a. medical implant above materials are
b. electronic devices determined by their
c. sports equipment. structure
J. ADDITIONAL ACTIVITIES FOR What is Carbon Fiber? What is Carbon

APPLICATION OR REMEDIATION Fiber?
# EXTEND
V. REMARKS
VI. REFLECTION
REMEDIAATION WHO SCORED BELOW 80%
LESSON WORK? NO. OF LEARNERS WHO
HAVE CAUGHT UP WITH THE LESSON
THESE WORK?
DISCOVER WHICH I WISH TO SHARE WITH
OTHER TEACHERS?
PREPARED BY:
HAZIEL C. DISTOR
DIVISION OF CAPIZ
Maayon, Capiz
Semi-Detailed Lesson Plan in General Physics I Grade 12
Date; July 22- 25, 2019

Subject: General Physics 1

I. OBJECTIVES
a. how fast a reaction How much energy is How energy is harnessed. How energy is harnessed. Opening
takes place involved in a reaction of
A. CONTENTS STANDARD b. how much reactants are Interclass
needed and how much
products are formed in a
reaction
B. PERFORMANCE TASKS make either a poster, a make either a poster, a flyer, or a
flyer, or a brochure on a brochure on a product(such as
product(such as fuels, fuels, household, or personal
household, or personal care products) indicating its uses,
care products) indicating properties, mode of action, and
its uses, properties, mode precautions
of action, and precautions
C. LEARNING COMPETENCIES / 1. use simple collision Calculate the amount of Determine the limiting reactant in Describe how energy is
OBJECTIVES theory to explain the substances used or a reaction and calculate the harnessed from different
effects of concentration, produced in a chemical amount of product formed sources:
temperature, and particle reaction S11/12PS-IIIh-27 a. fossil fuels
size on the rate of reaction S11/12PS-IIIf-h-25 Recognize that energy is released b. biogas
11/12PS-IIIf-23 Calculate percent yield of a or absorbed during a chemical c. geothermal
reaction reaction d. hydrothermal
2. define catalyst and S11/12PS-IIIi-28 e. batteries
describe how it affects 11/12PS-IIIh-26 f. solar cells
reaction rate g. biomass
11/12PS-IIIf-24 S11/12PS-IIIi-29
II. CONTENT How chemical changes How chemical changes take How chemical changes take place How chemical changes take
take place place place
A. REFERENCES
1. TEACHING GUIDE PAGES

3. TEXTBOOK PAGES
MATERIALS FROM LEARNING RESOURCES
PORTAL
IV. PROCEDURES
A. REVIEWING PREVIOUS LESSON What is a carbon fiber? What is catalyst? How What are four types of chemical How chemical reaction rate takes
OR PRESENTING THE NEW LESSON catalyst affects the reaction reactions? place?
rate?
B. ESTABLISHING A PURPOSE FOR Define catalyst. Solve the percentage yield Determined the reaction and Describe how energy is
A LESSON Explain how chemical of reaction. calculate the product. harnessed from different
changes takes place. Calculate the amount of sources:
substances used in a. fossil fuels
chemical reaction. b. biogas
c. geothermal
d. hydrothermal
e. batteries
f. solar cells
g. biomass
C. PRESENTING Imagine an experiment in e.g. 2H2 + O2 → 2H2O Chemical reactions rarely occur Renewable Energy is a natural
EXAMPLES/INSTANCES OF A NEW LESSON which we can measure There are 4 H atoms and 2 when exactly the right amount of energy which does not have a
the amount of product O atoms on the reactants reactants will react together to limited supply. Renewable
being formed in a closed and on the products sides form products. One reactant will Energy can be used again and
vessel.2 of the equation. NOTE: be used up before another runs again, and will never run out.
At the start of the Coefficients provide mole- out. This reactant is known as
experiment, only reactants to-mole ratio of the the limiting reactant. This is a
are present, there are no different substances strategy to follow when
products yet, so the involved in the reaction! determining which reactant is the
amount of product is limiting reactant.
zero.
But after that, measurable
amounts of product are
produced, and we record
the amount of product
produced every minute
(for example).
D.DISCUSSING THE NEW  The rate of a Atomic mass– the total To determine which reactant is Renewable energy is used to
CONCEPTS AND PRACTICING NEW SKILLS chemical reaction mass of protons, neutrons the limiting reactant, first describe energy sources that are
# ENGAGE is the speed with and electrons in a single determine how much product replenished by natural processes
which reactants atom. (Note that atomic would be formed by each on a sufficiently rapid time-scale
are converted to mass has no units. It is a reactant if all the reactant was so that they can be used by
products. relative measure). consumed. The reactant that humans more or less indefinitely,
 Collision Theory is Molecular mass– the mass forms the least amount of provided the quantity taken per
used to explain of one molecule. Molecular product will be the limiting unit of time is not too
why chemical mass is equal to the total reactant. great. Renewable energy is
reactions occur at mass of all the elements derived from natural processes
different rates. making up a molecule. that are replenished constantly.
 Collision Theory In its various forms, it derives
states that in directly from the sun, or from
order for a heat generated deep within the
reaction to earth.
proceed, the
reactant particles
must collide.
The more
successful
collisions there
are per unit of
time, the faster
the reaction
willbe.
E.DISCUSSING THE NEW In order for a reaction to Heat– the amount of The mole ratios between each Included in the definition is
CONCEPTS AND PRACTICING NEW SKILLS proceed, the reactant energy (in the form of reactant and the product is electricity and heat generated
# EXPLORE particles must: heat) released or absorbed needed to complete the from:
(a) collide with during a chemical reaction. calculation:  solar,
sufficient energy Heat is usually measured in  wind,
to break any kilojoules (kJ). e.g. The mole ratio between H2 and  ocean,
Combustion of 1 mol of H2O is 1 mol H2/1 mol H2O  hydropower,
bonds in the
ethanol produces 1368 kJ The mole ratio between O2 and  biomass,
reactant particles.
of energy. C2H5O6 + 3O2 H2O is 1 mol O2/2 mol H2O  geothermal resources, and
The activation
→ 2CO2 + 3H2O + 1368 kJ  biofuels and hydrogen derived
energy is the Acid solution – a mixture of from renewable resources.
minimum amount water and pure acid. The Although biomass is a renewable
of energy the strength of an acid solution energy, this should not be
colliding reactant is usually given as a mistaken for a clean energy
particles must percentage of pure acid in source. Although biomass is
have in order for water. For example, in 100 significantly cleaner than most
products to form. mL of 25% hydrochloric fossil fuels such as coal and oil, it
acid (HCl) solution, there is still produces sulphur dioxide
during electricity production.
25 mL of HCl and 75 mL of
(b) be in an w
orientation
favourable for
breaking those
bonds.
Factors which can affect Problem Solving How much H2O is formed from 20 Renewable energy replaces
F. DEVELOPING MASTERY ( leads to the rate of a reaction Techniques in MATH 1096: grams H2? conventional fuels in four distinct
Formative Assessment include: First, list the unknown grams H2O = 20 grams H2 x (1 areas:
# EXPLAIN ⚛ concentration quantity name (uqn), mol H2/2 g H2) x (1 mol H2O/1  Power Generation,
unknown quantity symbol mol H2) x (18 g H2O/1 mol H2O)  Hot Water/ Space Heating,
⚛ temperature (uqs), unknown unit name  Transport Fuels, and
⚛ particle size (uun) and unknown unit All the units except grams H2O  Rural (off-grid) Energy
⚛ catalysts symbol (uus). uqn: uun: cancel out, leaving Services
uqs: uus: Step-by-Step
⚛ stirring rate Technique - Number the grams H2O = (20 x 1/2 x 1 x 18)
⚛ light intensity steps (e.g. Step 1). 1. In grams H2O
sentence form, say what is grams H2O = 180 grams H2O
the purpose of the step
(What are you
calculating?). 2. Write out
and perform the
mathematical operation. 3.
In sentence form, write the
answer that you got. -
Repeat points 1-3 for every
different step. 4. Write your
final answer in sentence
form.
G. FINDING PRACTICAL A catalyst is a substance Define the unknown How much H2O is formed from 96 All six renewable energy sectors
APPLICATIONS OF CONCEPTS AND SKILLS that speeds up a reaction, variable. 2. Interpret the grams O2? offer technologies which are
IN DAILY LIVING but is not used up in the problem and write an grams H2O = 20 grams H2 x (1 proven and are available in the
# ELABORATE process (is not a algebraic statement that mol O2/32 g O2) x (2 mol H2O/1 marketplace. All can be
reactant). Catalysts leads to the solution. 3. mol O2) x (18 g H2O/1 mol H2O) purchased today in forms that
reduce the activation Solve the algebraic are reliable and cost-competitive.
energy of a reaction. statement. 4. Write your grams H2O = (96 x 1/32 x 2 x
Activation energy is the final answer in sentence 18) grams H2O · “Capacity Factor” summarizes
energy needed to initiate form. grams H2O = 108 grams O2O the output patterns.
a chemical reaction. A
certain level of energy is - Geothermal and most biomass
often needed in order to plants provide baseload energy.
break existing bond,
before new bonds can be
- Most hydro and some biomass
formed an energy is
plants are highly dispatchable,
released.
offering a range of options from
baseload to peaking.
- Run-of-river hydro is
intermittent, but variations in its
output tend to be slow and
predictable.
- Solar ranges from intermittent

to intermediate, depending on
how well it matches the pattern
of energy usage.
- Wind is intermittent, but

studies have found that most
grids can add an intermittent
source up to 15% of their
capacity without requiring any
compensatory action. Higher
shares from intermittent sources
are usually easy to
accommodate.
H. MAKING GENERALIZATIONS Because atoms are neither Finding the limiting reactant is a Although a complete list of the
AND ABSTRACTIONS ABOUT THE LESSON created nor destroyed in a relatively simple exercise. benefits of renewable
chemical reaction, the total Calculate the yield of each technologies can be very
mass of products in a reactant as if it were completely extensive, they can be
reaction must be the same consumed. The reactant that categorized under four headings:
as the total mass of the produces the least amount of environment, diversification,
reactants. product limit the reaction. sustainability and economics.
I. EVALUATING LEARNING How temperature, Answer the following : Consider the reaction:
# EVALUATE catalyst, surface tension
affects resistance? 1. Consider what happens 2 H2(g) + O2(g) → 2 H2O(l)
when propane (C3H8) burns
in air to form CO2 and H2O. If 20 grams of H2 gas is reacted
The first thing to look for with 96 grams of O2 gas,
when balancing equations
are relationships between  Which reactant is the
the two sides of an limiting reactant?
equation.  How much of the excess
2. Write a balanced reactant remains?
equation for the reaction  How much H2O is
that occurs when ammonia
produced?
burns in air to form
nitrogen oxide and water.
J. ADDITIONAL ACTIVITIES FOR Solve for the mole ratio.
APPLICATION OR REMEDIATION 1. The fireworks that
# EXTEND brighten the sky each
Fourth of July are based on
the reaction between
magnesium and oxygen to
form magnesium oxide.
2. A can of butane lighter
fluid contains 1.20 moles of
butane (C4H10). Calculate
the number of moles of
carbon dioxide given off
when this butane is burned.
V. REMARKS
VI. REFLECTION
A. NO. OF LEARNERS WHO EARNED
80% IN EVALUATION
C. DID THE REMEDIATION LESSON
WORK? NO. OF LEARNERS WHO HAVE
THESE WORK?
OTHER TEACHERS?
PREPARED BY:
HAZIEL C. DISTOR
DIVISION OF CAPIZ
Maayon, Capiz
Semi-Detailed Lesson Plan in General Physics Grade 12
Date; July 29-31 & August 2,3 2019

I. OBJECTIVES
The properties and The properties and c

mode of action of the mode of action of Greek views of matter, Competing models of the
A. CONTENTS STANDARD following consumer the following motion, and the universe universe by Eudoxus,
products: consumer products: Aristotle, Aristarchus,
a. cleaning materials a. cleaning materials Ptolemy,
b. cosmetics b. cosmetics
C. LEARNING COMPETENCIES / Give common Give the use of the Identify the major Explain what is meant by Explain how Plato’s
OBJECTIVES examples of cleaning other ingredients in ingredients of diurnal motion, annual problem of “Saving the
materials for the cleaning agents cosmetics such as motion, precession of the Appearances”
house and for S11/12PS-IIIi-j- body lotion, skin equinoxes constrained Greek
personal care 32 whitener, deodorants, S11/12PS-IVa-37 models of the Universe
S11/12PS-IIIi-j-30 shaving cream, and S11/12PS-IVa-39
From product labels, Give common and perfume Explain how the Greeks knew
identify the active examples of S11/12PS-IIIi-j-35 that the Earth is spherical Compare and contrast
ingredient(s) of personal care S11/12PS-IVa-38 the models/descriptions
cleaning products products used to Explain what the of the universe by
used at home enhance the Greeks considered to Eudoxus, Aristotle,
S11/12PS-IIIi-j-31 appearance of the be the three types of Aristarchus, Ptolemy,
human body terrestrial motion and Copernicus
S11/12PS-IIIi-j- S11/12PS-IVa-36 S11/12PS-IVa-40
33
II. CONTENT How chemistry How chemistry How we come to How we come to realize that How we come to realize
contributes to the contributes to the realize that the Earth the Earth is not the center of that the Earth is not the
understanding of understanding of is not the center of the Universe. center of the Universe.
household and household and the Universe.
personal care personal care
products products
A. REFERENCES

Powerpoint Powerpoint Powerpoint Powerpoint presentation Powerpoint presentation
presentation presentation presentation
3. TEXTBOOK PAGES
PORTAL
IV. PROCEDURES
A. REVIEWING PREVIOUS LESSON OR How energy is What are the What should you Explain what the Greeks Explain what is meant by
PRESENTING THE NEW LESSON harnessed from examples of cleaning know about personal considered to be the three diurnal motion, annual
different sources: material? care products? types of terrestrial motion motion, precession of the
a. fossil fuels What are the equinoxes.
b. biogas ingredients of
c. geothermal cleaning materials?
B. ESTABLISHING A PURPOSE FOR A Identify the different Give the common Name the personal Explain what is meant by Compare and contrast
LESSON cleaning materials examples of products or diurnal motion, annual the models/descriptions
and personal care. personal care. cosmetics. motion, precession of the of the universe by
equinoxes Eudoxus, Aristotle,
Aristarchus, Ptolemy,
and Copernicus
C. PRESENTING EXAMPLES/INSTANCES Choosing safe home Cosmetics are A "cosmetic" is any Precession of the Models Of The Universe
OF A NEW LESSON products for cleaning substances that substance used to equinoxes, motion of Eudoxus Of Cnidus 
and personal care is enhance the
clean, improve or the equinoxes along One of the best
something we all need appearance and aroma
to take seriously. of the human body. change the the ecliptic (the plane mathematicians and
Studies have shown Personal care on the complexion, skin, of Earth’s orbit) caused by astronomers of the Plato
that just because other hand is closely hair, nails or teeth. the cyclic precession of era, EUDOXUS OF
something is approved related to cosmetics Cosmetics include Earth’s axis of rotation. CNIDUS around 400 B.C
by the FDA or other since it consists of beauty preparations devised the system o
regulatory agencies, products that are used
(make-up, perfume, concentric spheres and
does not mean that they for beautification and
are necessarily safe for personal hygiene. skin cream, nail gave the first systematic
you or your family. Some cosmetics polish) and grooming explanation of the
Common cleaning and include facial make up, aids (soap, shampoo, movements of the sun,
personal care products perfumes, lotions, skin shaving cream, the moon and the
contain chemicals that care creams, deodorant). planets, emphasizing
are giving doctors and deodorants, gels and
once again the ancient
patients alike second many other types of
thoughts about their facial and bath Greek’s insistence in the
stated benefits. products. spherical perfection .
D.DISCUSSING THE NEW CONCEPTS There are many reams and Antiseptic Some products that The spin of the Earth on its Aristarchus was the first
AND PRACTICING NEW SKILLS harmful chemicals in medications should seem to be cosmetics axis. It takes one day for the person to attempt to
always be included in
# ENGAGE products we use may be classified Earth to complete one calculate the relative
any first aid kit to treat
every day. It’s hard minor injuries such as differently and rotation. The daily motion of distance between the
to know what is safe bruises, scrapes, managed by different the Earth is called diurnal Earth and the Sun in the
and what to avoid. sprains, aches and programs at Health motion •The apparent 3rd century BCE. He did
Most people who muscle pains. You can Canada:Products that westward motion of the Sun, this by measuring the
attend Suppers are do just this with De la claim to have a Moon, and stars across our angle between the Moon
Cruz and Remedios de
conscious of the therapeutic effect sky each day is caused by and the Sun during a
Mexico products which
foods purchased in include Tincture, (e.g. to prevent or Earth’s rotation •We half moon, and using
grocery stores or in Gentian Violet, Arnica treat disease), or that generalize this motion to trigonometry (discussed
restaurants, but they & Menthol Liniment contain certain active make statements such as, in Book II).
may be totally Spray antiseptic ingredients not “The Sun rises in the east
unaware of the medications and allowed in cosmetics and sets in the west.” •The
Arnica Salve cream.
effects of the are considered to same is true for the Moon,
chemicals applied to be drugs, for planets and the stars. Earth
the body through example, topical Rotation
everyday products. antibiotic creams.
E.DISCUSSING THE NEW CONCEPTS It only takes about 26 The National A personal care At middle latitudes, we see Ancient Greek
AND PRACTICING NEW SKILLS seconds for 60% of Museum of product can be the Sun, Moon, and many of philosopher Aristotle
# EXPLORE substances applied to American History's defined as a the stars first come into view extended Eudoxus’
the skin to get collection of substance or mixture moving upward, rising at model of the universe in
absorbed into the cosmetics and of substances which some point along the eastern the 4th century BCE.
bloodstream. If a personal care is generally horizon. Then, they appear Aristotle’s universe was
person is allergic to a products currently recognized by the to arc across the sky, gaining geocentric, with the Sun,
certain food, they includes over public for use in daily greatest altitude at the local Moon, planets, and stars
should generally cleansing or meridian. Finally, they all orbiting the Earth
avoid it in the 2,200 objects grooming. Depending disappear somewhere along inside of Eudoxus’
products they use dating largely from on the ingredients the western horizon. •Each spheres. Aristotle’s
topically. Experts the mid-nineteenth and the claims of a day we see the Sun’s path universe was finite in
disagree about century to the product, a personal across our sky, it is a terms of space, but
whether gluten in present. care product can be snapshot of a series of 365 existed eternally in time.
skin care products regulated as a separate paths that occur
can cause a problem. cosmetic or a drug. throughout the year. •Each
If you are concerned, daily “snapshot” of the Sun is
you can avoid gluten just one position of the Sun
in your personal care along the ecliptic plane (as
items as well. I have seen from the Earth).
read if you can’t eat
it, don’t put it on your
skin. Its common
sense.
Most common It’s essential to take A beauty product or We now know that the In Brahe’s model of the
F. DEVELOPING MASTERY ( leads to personal care and care of your physical grooming aid is diurnal motion of the stars universe, called the
appearance and
Formative Assessment household products usually a cosmetic, and the Sun is due to the Tychonic System, earth
personal hygiene with
# EXPLAIN are expensive, not to the best products but is legally classified Earth's rotation. was at the center and
mention they could available. as a drug if it makes the sun and the moon
contain harmful MexGrocer.com is any claims to modify In addition, the movement of revolve around it, and all
chemicals. With a product to give you body functions, or to the Sun along the ecliptic is the other planets orbited
little extra effort and access to some of prevent or treat actually because of the the sun. Such a model
Mexico’s most popular
a few simple disease. A product Earth's revolution around the was a type of the
Cosmetic and Personal
ingredients, you can Care products so you that is authorized as a Sun. geoheliocentric system.
save a little cash can give your body and drug has a DIN (Drug
overall by making skin the treatment it Identification
your own deodorant, deserves. Listed below Number) or an NPN
stain remover, are some of the (Natural Product
beautification and
toothpaste, Number) on its label.
personal care products
dishwashing soap, you’ll find at our online
and more. store.
G. FINDING PRACTICAL APPLICATIONS The collection Lotion and sunscreen. Let's now consider the point Ancient Greek
OF CONCEPTS AND SKILLS IN DAILY LIVING represents a broad Shampoo and body of view where we are fixed mathematician
# ELABORATE range of products scrub. Powder and with respect to the stars, Pythagoras was the first
intended to deodorant. The located above (north of) the to suggest that the Earth
cleanse, soothe, collection of personal- Earth, looking down on it and is spherical in about 500
heal, protect, and care products in our observing these motions. BCE, and this was
beautify the body: bathroom cabinets— accepted by most Greek
skin and hair care, women use an philosophers at the
soaps and average of 12 a day, time.[1] Ancient Greek
men six—contains an astronomer Eudoxus of
cleansers, oral
assortment of Cnidus was the first
hygiene, feminine
chemicals, including person known to present
hygiene, shavers, some that have been
make-up, and shown to disrupt First we a mathematical theory of
perfumes. hormones or increase notice that, the universe.
cancer risk. looking
down on the
Earth's
north pole,
it
is rotating counterclockwise.
H. MAKING GENERALIZATIONS AND Cosmetics are Personal care We now know that the Astronomy is probably
ABSTRACTIONS ABOUT THE LESSON substances or products are diurnal motion of the stars the oldest of sciences.
products used to manufactured with and the Sun is due to the Humans, with their
enhance or alter 10,500 unique Earth's rotation. innate curiosity and
the appearance of chemical ingredients, intelligence have looked
the face some of which are In addition, the movement of up and wondered about
or fragrance and known or suspected the Sun along the ecliptic is phenomena in the sky
texture of the body. carcinogens, toxic to actually because of the since prehistoric times.
Many cosmetics are the reproductive Earth's revolution around the People of different
designed for use of system or known to Sun. cultures scattered across
applying to the face disrupt the endocrine the globe have
and body. They are system. Though some incorporated their
generally mixtures companies make observations of celestial
of chemical products that are safe objects and events into
compounds; some to eat, others choose their creation myths and
being derived from to use dangerous religions. Civilizations
natural sources ingredients like coal such as the Babylonians
(such as coconut tar and formaldehyde, and Egyptians made
oil), and many both human long-term, systematic
synthetic or carcinogens, and lead observations of the night
artificial.[1] Cosmetics acetate, a sky and some of their
that are applied to developmental toxin. records still survive.
the face to enhance
ones appearance are
often called make-
up or makeup
I. EVALUATING LEARNING Give common Identify the major Explain what is meant by
# EVALUATE examples of ingredients of diurnal motion, annual
personal care cosmetics such as motion, precession of the
products used to body lotion, skin equinoxes.
enhance the whitener, deodorants,
appearance of the shaving cream, and Explain how the Greeks knew
human body and perfume. that the Earth is spherical
J. ADDITIONAL ACTIVITIES FOR What is meant by Explain what the

APPLICATION OR REMEDIATION personal care? Greeks considered to
# EXTEND
What is included in be the three types of
personal care? terrestrial motion
What comes under

personal care?
What should you

know about personal
care products?
V. REMARKS
VI. REFLECTION
A. NO. OF LEARNERS WHO EARNED 80%

IN EVALUATION
B. NO. OF LEARNERS WHO REQUIRE
ADDITIONAL ACTIVITIES FOR REMEDIAATION
WORK? NO. OF LEARNERS WHO HAVE CAUGHT
UP WITH THE LESSON
D. NO. OF LEARNERS WHO CONTINUE
TO REQUIRE REMEDIATION
E. WITH OF MY TEACHING STRATEGIES
WORKED WELL? WHY DID THESE WORK?
G. WHAT INNOVATION OR LOCALIZED
MATERIALS DID I USE / DISCOVER WHICH I
WISH TO SHARE WITH OTHER TEACHERS?
PREPARED BY:
HAZIEL C. DISTOR
DIVISION OF CAPIZ
Maayon, Capiz
Date; August 5-9, 2019

I. OBJECTIVES
FIRST QUARTER FIRST QUARTER

Greek views of Greek views of matter, Competing models of EXAMINATION EXAMINATION
A. CONTENTS STANDARD matter, motion, and motion, and the universe the universe by
the universe Eudoxus, Aristotle,
C. LEARNING COMPETENCIES / Identify the major Explain what is meant by Explain how Plato’s
OBJECTIVES ingredients of diurnal motion, annual problem of “Saving
cosmetics such as motion, precession of the the Appearances”
body lotion, skin equinoxes constrained Greek
whitener, deodorants, S11/12PS-IVa-37 models of the
shaving cream, and Universe
and perfume Explain how the Greeks knew S11/12PS-IVa-39
S11/12PS-IIIi-j-35 that the Earth is spherical
S11/12PS-IVa-38 Compare and contrast
Explain what the the
Greeks considered to models/descriptions
be the three types of of the universe by
terrestrial motion Eudoxus, Aristotle,
S11/12PS-IVa-36 Aristarchus, Ptolemy,
and Copernicus
S11/12PS-IVa-40
II. CONTENT How we come to How we come to realize that How we come to
realize that the Earth the Earth is not the center of realize that the Earth
is not the center of the Universe. is not the center of
the Universe. the Universe.
A. REFERENCES
2. LEARNER’S MATERIALS Paper Paper Paper

Ballpen Ballpen Ballpen
Powerpoint Powerpoint presentation Powerpoint
presentation presentation
3. TEXTBOOK PAGES
PORTAL
IV. PROCEDURES
A. REVIEWING PREVIOUS LESSON OR What should you Explain what the Greeks Explain what is meant
PRESENTING THE NEW LESSON know about personal considered to be the three by diurnal motion,
care products? types of terrestrial motion annual motion,
precession of the
equinoxes.
B. ESTABLISHING A PURPOSE FOR A Name the personal Explain what is meant by Compare and contrast assessment assessment
LESSON products or diurnal motion, annual the
cosmetics. motion, precession of the models/descriptions
equinoxes of the universe by
Eudoxus, Aristotle,
and Copernicus
C. PRESENTING EXAMPLES/INSTANCES A "cosmetic" is any Precession of the Models Of The

OF A NEW LESSON substance used to equinoxes, motion of Universe
clean, improve or the equinoxes along Eudoxus Of Cnidus 
change the the ecliptic (the plane One of the best
complexion, skin, of Earth’s orbit) caused by mathematicians and
hair, nails or teeth. the cyclic precession of astronomers of the
Cosmetics include Earth’s axis of rotation. Plato era, EUDOXUS
beauty preparations OF CNIDUS around
(make-up, perfume, 400 B.C devised the
skin cream, nail system o concentric
polish) and grooming spheres and gave the
aids (soap, shampoo, first systematic
explanation of the
shaving cream, movements of the
deodorant). sun, the moon and
the planets,
emphasizing once
again the ancient
Greek’s insistence in
the spherical
perfection .
D.DISCUSSING THE NEW CONCEPTS Some products that The spin of the Earth on its Aristarchus was the
AND PRACTICING NEW SKILLS seem to be cosmetics axis. It takes one day for the first person to
# ENGAGE may be classified Earth to complete one attempt to calculate
differently and rotation. The daily motion of the relative distance
managed by different the Earth is called diurnal between the Earth
programs at Health motion •The apparent and the Sun in the
Canada:Products that westward motion of the Sun, 3rd century BCE. He
claim to have a Moon, and stars across our did this by measuring
therapeutic effect sky each day is caused by the angle between
(e.g. to prevent or Earth’s rotation •We the Moon and the Sun
treat disease), or that generalize this motion to during a half moon,
contain certain active make statements such as, and using
ingredients not “The Sun rises in the east trigonometry
allowed in cosmetics and sets in the west.” •The (discussed in Book
are considered to same is true for the Moon, II).
be drugs, for planets and the stars. Earth
example, topical Rotation
antibiotic creams.
E.DISCUSSING THE NEW CONCEPTS A personal care At middle latitudes, we see Ancient Greek
AND PRACTICING NEW SKILLS product can be the Sun, Moon, and many of philosopher Aristotle
# EXPLORE defined as a the stars first come into view extended Eudoxus’
substance or mixture moving upward, rising at model of the universe
of substances which some point along the eastern in the 4th century
is generally horizon. Then, they appear BCE. Aristotle’s
recognized by the to arc across the sky, gaining universe was
public for use in daily greatest altitude at the local geocentric, with the
cleansing or meridian. Finally, they Sun, Moon, planets,
grooming. Depending disappear somewhere along and stars all orbiting
on the ingredients the western horizon. •Each the Earth inside of
and the claims of a day we see the Sun’s path Eudoxus’ spheres.
product, a personal across our sky, it is a Aristotle’s universe
care product can be snapshot of a series of 365 was finite in terms of
regulated as a separate paths that occur space, but existed
cosmetic or a drug. throughout the year. •Each eternally in time.
daily “snapshot” of the Sun is
just one position of the Sun
along the ecliptic plane (as
seen from the Earth).
A beauty product or We now know that the In Brahe’s model of
F. DEVELOPING MASTERY ( leads to grooming aid is diurnal motion of the stars the universe, called
Formative Assessment usually a cosmetic, and the Sun is due to the the Tychonic System,
# EXPLAIN but is legally Earth's rotation. earth was at the
classified as a drug if center and the sun
it makes any claims In addition, the movement of and the moon revolve
to modify body the Sun along the ecliptic is around it, and all the
functions, or to actually because of the other planets orbited
prevent or treat Earth's revolution around the the sun. Such a model
disease. A product Sun. was a type of the
that is authorized as geoheliocentric
a drug has a DIN system.
(Drug Identification
Number) or an NPN
(Natural Product
Number) on its label.
G. FINDING PRACTICAL APPLICATIONS Lotion and sunscreen. Let's now consider the point Ancient Greek
OF CONCEPTS AND SKILLS IN DAILY LIVING Shampoo and body of view where we are fixed mathematician
# ELABORATE scrub. Powder and with respect to the stars, Pythagoras was the
deodorant. The located above (north of) the first to suggest that
collection of personal- Earth, looking down on it and the Earth is spherical
care products in our observing these motions. in about 500 BCE, and
bathroom cabinets— this was accepted by
women use an most Greek
average of 12 a day, First we philosophers at the
men six—contains an notice that, time.[1] Ancient Greek
assortment of looking astronomer Eudoxus
chemicals, including down on the of Cnidus was the first
some that have been Earth's person known to
shown to disrupt north pole, present a
hormones or increase it mathematical theory
cancer risk. is rotating counterclockwise. of the universe.
H. MAKING GENERALIZATIONS AND Personal care We now know that the Astronomy is probably
ABSTRACTIONS ABOUT THE LESSON products are diurnal motion of the stars the oldest of sciences.
manufactured with and the Sun is due to the Humans, with their
10,500 unique Earth's rotation. innate curiosity and
chemical ingredients, intelligence have
some of which are In addition, the movement of looked up and
known or suspected the Sun along the ecliptic is wondered about
carcinogens, toxic to actually because of the phenomena in the sky
the reproductive Earth's revolution around the since prehistoric
system or known to Sun. times. People of
disrupt the endocrine different cultures
system. Though some scattered across the
companies make globe have
products that are safe incorporated their
to eat, others choose observations of
to use dangerous celestial objects and
ingredients like coal events into their
tar and creation myths and
formaldehyde, both religions. Civilizations
human carcinogens, such as the
and lead acetate, a Babylonians and
developmental toxin. Egyptians made long-
term, systematic
observations of the
night sky and some of
their records still
survive.
I. EVALUATING LEARNING Identify the major Explain what is meant by FIRST QUARTER FIRST QUARTER
# EVALUATE ingredients of diurnal motion, annual EXAMINATION EXAMINATION
cosmetics such as motion, precession of the
body lotion, skin equinoxes.
whitener, deodorants,
shaving cream, and Explain how the Greeks knew
and perfume. that the Earth is spherical
J. ADDITIONAL ACTIVITIES FOR Explain what the
APPLICATION OR REMEDIATION Greeks considered to
# EXTEND be the three types of
terrestrial motion
V. REMARKS
VI. REFLECTION

80% IN EVALUATION


UP WITH THE LESSON
STRATEGIES WORKED WELL? WHY DID THESE
WORK?


PREPARED BY:
HAZIEL C. DISTOR
DIVISION OF CAPIZ
Maayon, Capiz
Subject: General Physics I

I. OBJECTIVES
HOLIDAY Evidence that the

Greek views of matter, Competing models of the Copernicus, Brahe, and Earth is not
A. CONTENTS STANDARD motion, and the universe universe by Eudoxus,
Aristotle, Aristarchus,
Kepler the center of the universe
Ptolemy,
C. LEARNING COMPETENCIES / Explain what is meant by Explain how Plato’s problem Explain how Galileo’s
OBJECTIVES diurnal motion, annual of “Saving the Appearances” Cite examples of astronomical astronomical discoveries
motion, precession of the constrained Greek models of phenomena known to and observations (lunar
equinoxes the Universe astronomers before the advent craters, phases of Venus,
S11/12PS-IVa-37 S11/12PS-IVa-39 of telescopes moons of Jupiter, sun
S11/12PS-IVa-41 spots, supernovas, the
Explain how the Greeks knew Compare and contrast the Compare and contrast apparently identical size of
that the Earth is spherical models/descriptions of the explanations and models of stars as seen through the
S11/12PS-IVa-38 universe by Eudoxus, astronomical phenomena naked eye, and telescope
Aristotle, Aristarchus, (Copernican, Ptolemaic, and observations) helped
Ptolemy, and Copernicus Tychonic) weaken the support for
S11/12PS-IVa-40 S11/12PS-IVa-42 the Ptolemaic model.
S11/12PS-IVb-43
II. CONTENT How we come to realize that How we come to realize that How we come to realize that How we come to realize
the Earth is not the center of the Earth is not the center of the Earth is not the center of that the Earth is not the
the Universe. the Universe. the Universe. center of the Universe.
A. REFERENCES
3. TEXTBOOK PAGES
PORTAL
IV. PROCEDURES
A. REVIEWING PREVIOUS LESSON Explain what the Greeks Explain what is meant by How each models of the Explain and models of
OR PRESENTING THE NEW LESSON considered to be the three diurnal motion, annual universe by Eudoxus, Aristotle, astronomical phenomena
types of terrestrial motion motion, precession of the Aristarchus, Ptolemy (Copernican, Ptolemaic, and
equinoxes. represents? Tychonic)
B. ESTABLISHING A PURPOSE FOR A Explain what is meant by Compare and contrast the Compare and contrast Discuss the observation of
LESSON diurnal motion, annual models/descriptions of the explanations and models of Galileo that support the
motion, precession of the universe by Eudoxus, astronomical phenomena Ptolemaic model.
equinoxes Aristotle, Aristarchus, (Copernican, Ptolemaic, and
Ptolemy, and Copernicus Tychonic
C. PRESENTING Precession of the Models Of The Universe In Kepler's day three models Galileo Galilei is one of
EXAMPLES/INSTANCES OF A NEW LESSON equinoxes, motion of Eudoxus Of Cnidus  One of existed to explain the observed the most influential
the equinoxes along the best mathematicians and motions of the "wandering figures in modern
the ecliptic (the plane astronomers of the Plato era, stars." However, no clear astronomy. While he did
of Earth’s orbit) caused by EUDOXUS OF CNIDUS around criteria of physical not propose the idea that
the cyclic precession of 400 B.C devised the system o "truthfulness" existed to discern the sun was at the center
Earth’s axis of rotation. concentric spheres and gave which of these models of the solar system, he
the first systematic corresponded to the actual, strongly supported it.
explanation of the physical universe. Each model Galileo proceeded to
movements of the sun, the could be used to predict the make a number of
moon and the planets, future longitude and latitude of observations that strongly
emphasizing once again the planets in the sky for a few supported the claim that
ancient Greek’s insistence in years out. All of them became the Earth and other
the spherical perfection . less accurate as time planets revolved around
progressed. the sun.
D.DISCUSSING THE NEW CONCEPTS The spin of the Earth on its Aristarchus was the first The ancient, Earth-centered The first was the
AND PRACTICING NEW SKILLS axis. It takes one day for the person to attempt to calculate model of Egyptian geocentric model, in
# ENGAGE Earth to complete one the relative distance between astronomer Claudius which the heavenly
rotation. The daily motion of the Earth and the Sun in the Ptolemy (c. 90-c. 180 AD) bodies rotated around the
the Earth is called diurnal 3rd century BCE. He did this dominated European astronomy Earth. This was first
motion •The apparent by measuring the angle for fifteen centuries. Ptolemy converted into a scientific
westward motion of the Sun, between the Moon and the believed that the Sun and theory by the philosopher
Moon, and stars across our Sun during a half moon, and planets orbited the Earth and Ptolemy. Later, Ptolemy's
sky each day is caused by using trigonometry (discussed accounted for the irregular model was adopted by
Earth’s rotation •We in Book II). motion of the planets by the Roman Catholic
generalize this motion to spinning wheels that he called Church. The second
make statements such as, "epicycles." The animation model was the
“The Sun rises in the east depicts Mars moving on its heliocentric, or sun-
and sets in the west.” •The "epicycle" around the Sun. centered, model, which
same is true for the Moon, proposed that the Earth
planets and the stars. Earth and other heavenly
Rotation bodies rotated around the
sun.
E.DISCUSSING THE NEW CONCEPTS At middle latitudes, we see Ancient Greek philosopher Nicholas Copernicus, a One of Galileo's
AND PRACTICING NEW SKILLS the Sun, Moon, and many of Aristotle extended Eudoxus’ Polish statesman and contributions in support
# EXPLORE the stars first come into view model of the universe in the mathematician, published a of a heliocentric model
moving upward, rising at 4th century BCE. Aristotle’s model in 1543 in which he was the observation that
some point along the eastern universe was geocentric, with asserted that the Sun lay at Venus had phases similar
horizon. Then, they appear the Sun, Moon, planets, and the center of the planetary to those of the moon.
to arc across the sky, gaining stars all orbiting the Earth system. Galileo was able to
greatest altitude at the local inside of Eudoxus’ spheres. observe this because he
meridian. Finally, they Aristotle’s universe was finite made significant use of
disappear somewhere along in terms of space, but existed telescopes, which were a
the western horizon. •Each eternally in time. relatively recent invention
day we see the Sun’s path in his day. He was the
across our sky, it is a first person to develop
snapshot of a series of 365 and use the telescope for
separate paths that occur astronomical observation.
throughout the year. •Each
daily “snapshot” of the Sun is
just one position of the Sun
along the ecliptic plane (as
seen from the Earth).
We now know that the In Brahe’s model of the Tycho Brahe, the eccentric Through his telescope, he
F. DEVELOPING MASTERY ( leads to diurnal motion of the stars universe, called the Tychonic Danish nobleman and saw that Venus went
Formative Assessment and the Sun is due to the System, earth was at the astronomer who compiled the through phases. The only
# EXPLAIN Earth's rotation. center and the sun and the voluminous astronomical data way that this would be
moon revolve around it, and which Kepler would use to possible, he concluded,
In addition, the movement of all the other planets orbited construct his theories, would be if it were
the Sun along the ecliptic is the sun. Such a model was a developed and promoted his between Earth and the
actually because of the type of the geocentric own model of the cosmos--a sun. In a geocentric
Earth's revolution around the system. kind of middle way between model with Venus
Sun. Ptolemy and Copernicus. between the Earth and
the sun, Venus would
appear in a crescent or
new phase. However,
Galileo observed Venus in
a complete range of
phases. Hence, Galileo's
observations of Venus
supported a heliocentric
model.
G. FINDING PRACTICAL Let's now consider the point Ancient Greek mathematician Kepler started from the Galileo's contributions
APPLICATIONS OF CONCEPTS AND SKILLS IN of view where we are fixed Pythagoras was the first to following premise: The given were significant because
DAILY LIVING with respect to the stars, suggest that the Earth is models of planetary motion all they were revolutionary
# ELABORATE located above (north of) the spherical in about 500 BCE, produced absurdities of one observations of physical
Earth, looking down on it and and this was accepted by variety or another. For phenomena. Other
observing these motions. most Greek philosophers at example, look at this diagram scientists helped to define
the time.[1] Ancient Greek at right showing the actual path the laws that, in
astronomer Eudoxus of which Ptolemaic theory causes combination with Galileo's
First we notice that, looking Cnidus was the first person a planet travel. It goes in loops! observations, helped
down on the Earth's north known to present a create a new model of
pole, it mathematical theory of the the solar system.
is rotating counterclockwise. universe.
H. MAKING GENERALIZATIONS AND We now know that the Astronomy is probably the In the 16th century the Those that proved that the
ABSTRACTIONS ABOUT THE LESSON diurnal motion of the stars oldest of sciences. Humans, Copernican model conflicted Ptolemaic model was
and the Sun is due to the with their innate curiosity and with the accepted (Aristotelian) incorrect; and those that
Earth's rotation. intelligence have looked up physics and was rejected in undermined the broader
and wondered about philosophy of
favor of the Ptolemaic or
In addition, the movement of phenomena in the sky since Aristotelianism that
the Sun along the ecliptic is prehistoric times. People of Tychonic models. By the 18th included the Ptolemaic
actually because of the different cultures scattered century Newtonian physics model. We'll first consider
Earth's revolution around the across the globe have became the dominant physical some philosophically
Sun. incorporated their theory and the Copernican important observations
observations of celestial model became accepted, in and then the ones that
objects and events into their spite of the fact that it proved Venus, at least,
creation myths and religions. predicted an as-yet- goes around the Sun and
Civilizations such as the unobserved annual stellar not around Earth.
Babylonians and Egyptians
parallax, because it fit much
made long-term, systematic
observations of the night sky better with Newtonian ideas
and some of their records still about motion than did the
survive. Tychonic theory. Studying this
episode in the history of
astronomy can give students
significant insight into how
scientific theories are
evaluated and how those
evaluations change over time,
thus helping them gain a better
understanding of the nature of
science.
I. EVALUATING LEARNING Explain what is meant by Compare and contrast the three Explain Galileo’s
# EVALUATE diurnal motion, annual models of the astronomy. observation and how He
motion, precession of the support the heliocentric
equinoxes. model.
Explain how the Greeks knew
that the Earth is spherical
J. ADDITIONAL ACTIVITIES FOR Explain the different phass
APPLICATION OR REMEDIATION of the moon, the phases of
# EXTEND venus and the Sun.
V. REMARKS
VI. REFLECTION
80% IN EVALUATION
THESE WORK?
OTHER TEACHERS?
PREPARED BY:
HAZIEL C. DISTOR
DIVISION OF CAPIZ
Maayon, Capiz

MONDAY TUESDAY WEDNES THURSDAY FRIDAY

I. OBJECTIVES DAY
Regular MASSAA
Holiday Meet
Evidence that the Earth is Evidence that the Earth is not
Copernicus, Brahe, and not the center of the universe
A. CONTENTS STANDARD
Kepler the center of the universe
C. LEARNING COMPETENCIES / Explain how Galileo’s
OBJECTIVES Cite examples of astronomical astronomical discoveries and explain how Brahe’s innovations and
phenomena known to observations (lunar craters, extensive collection of data in
astronomers before the advent of phases of Venus, moons of observational astronomy paved the
telescopes Jupiter, sun spots, supernovas, way for Kepler’s discovery of his laws
S11/12PS-IVa-41 the apparently identical size of of planetary motion
Compare and contrast stars as seen through the naked S11/12PS-IVb-44
explanations and models of eye, and telescope observations)
astronomical phenomena helped weaken the support for
(Copernican, Ptolemaic, and the Ptolemaic model.
Tychonic) S11/12PS-IVb-43
S11/12PS-IVa-42
II. CONTENT How we come to realize that the How we come to realize that the How we come to realize that the
Earth is not the center of the Earth is not the center of the Earth is not the center of the
Universe. Universe. Universe.

A. REFERENCES
Powerpoint presentation Powerpoint presentation Powerpoint presentation
3. TEXTBOOK PAGES
PORTAL
IV. PROCEDURES
A. REVIEWING PREVIOUS LESSON How each models of the universe Explain and models of astronomical Explain how Kepler’s Law was
OR PRESENTING THE NEW LESSON by Eudoxus, Aristotle, Aristarchus, phenomena (Copernican, discovered.
Ptolemy represents? Ptolemaic, and Tychonic)
B. ESTABLISHING A PURPOSE FOR Compare and contrast explanations Discuss the observation of Explain how Kepler’s Law was
A LESSON and models of astronomical Galileo that support the discovered.
phenomena (Copernican, Ptolemaic, Ptolemaic model.
and Tychonic
C. PRESENTING In Kepler's day three models Galileo Galilei is one of the Kepler, who never made a celestial
EXAMPLES/INSTANCES OF A NEW LESSON existed to explain the observed most influential figures in observation of his own - a dubious
motions of the "wandering stars." modern astronomy. While he honor in science which he shares
However, no clear criteria of did not propose the idea that with Copernicus, Newton and
physical "truthfulness" existed to the sun was at the center of Einstein - hoped to find
discern which of these models the solar system, he strongly his “harmonic dreams” in Tycho’s
corresponded to the actual, supported it. Galileo proceeded extensive collection of data, but to
physical universe. Each model to make a number of his great disappointment, he didn't.
could be used to predict the observations that strongly
future longitude and latitude of supported the claim that the
planets in the sky for a few years Earth and other planets
out. All of them became less revolved around the sun.
accurate as time progressed.
D.DISCUSSING THE NEW The ancient, Earth-centered The first was the geocentric Instead of being an honest scientist
CONCEPTS AND PRACTICING NEW SKILLS model of Egyptian model, in which the heavenly interested in the nature of things, he
# ENGAGE astronomer Claudius bodies rotated around the was too hell bent on proving his
Ptolemy (c. 90-c. 180 AD) Earth. This was first converted fantasy about a divine cosmic
dominated European astronomy into a scientific theory by the harmony - a theological goal, not a
for fifteen centuries. Ptolemy philosopher Ptolemy. Later, scientific one. The only chance to
believed that the Sun and planets Ptolemy's model was adopted get there was retro-engineer and
orbited the Earth and accounted by the Roman Catholic Church. hoping nobody would figure it out.
for the irregular motion of the The second model was the
planets by spinning wheels that heliocentric, or sun-centered,
he called "epicycles." The model, which proposed that the
animation depicts Mars moving on Earth and other heavenly
its "epicycle" around the Sun. bodies rotated around the sun.
E.DISCUSSING THE NEW Nicholas Copernicus, a One of Galileo's contributions in But Kepler’s harmonic dream can be
CONCEPTS AND PRACTICING NEW SKILLS Polish statesman and support of a heliocentric model shown to be dead born from the get
# EXPLORE mathematician, published a was the observation that Venus go on principles alone, because it
model in 1543 in which he had phases similar to those of violates the principles of
asserted that the Sun lay at the the moon. Galileo was able to the “dynamics of massive
center of the planetary system. observe this because he made bodies” and contrary to dogmatic
significant use of telescopes, belief, it is NOT compatible with
which were a relatively recent Newton gravity, no matter what
invention in his day. He was the mathematicians may want to show
first person to develop and use you.
the telescope for astronomical
observation.
Tycho Brahe, the eccentric Through his telescope, he saw Brahe was by all accounts an
F. DEVELOPING MASTERY ( leads Danish nobleman and astronomer that Venus went through extremely colorful character. He
to Formative Assessment who compiled the voluminous phases. The only way that this allegedly challenged a fellow student
# EXPLAIN astronomical data which Kepler would be possible, he to a duel with swords in a dispute
would use to construct his concluded, would be if it were over who was the better
theories, developed and between Earth and the sun. In mathematician. Brahe's nose was
promoted his own model of the a geocentric model with Venus partially cut off, and he was said to
cosmos--a kind of middle way between the Earth and the sun, wear a gold and silver
between Ptolemy and Venus would appear in a replacement upon which he would
Copernicus. crescent or new phase. continually rub oil. He fell out of
However, Galileo observed favor when a new King came to
Venus in a complete range of power in 1588, and moved to Prague
phases. Hence, Galileo's shortly thereafter. This is of great
observations of Venus historical significance because this
supported a heliocentric model. move would eventually make Brahe's
data available to Kepler, who went
to Prague also to become Brahe's
assistant. Brahe is thought to have
died when he contracted a urinary
infection while attending a banquet
hosted by a baron in Prague in which
he drank extensively but felt that
etiquette prevented him from leaving
the table to relieve himself before
p the host left.
G. FINDING PRACTICAL Kepler started from the following Galileo's contributions were As we have noted, modern
APPLICATIONS OF CONCEPTS AND SKILLS premise: The given models of significant because they were astronomy is built on the interplay
IN DAILY LIVING planetary motion all produced revolutionary observations of between quantitative observations
# ELABORATE absurdities of one variety or physical phenomena. Other and testable theories that attempt to
another. For example, look at this scientists helped to define the account for those observations in a
diagram at right showing the laws that, in combination with logical and mathematical way. A
actual path which Ptolemaic Galileo's observations, helped crucial ingredient in the Copernican
theory causes a planet travel. It create a new model of the solar revolution was the acquisition of
goes in loops! system. more precise data on the motions of
objects on the celestial sphere.
H. MAKING GENERALIZATIONS In the 16th century the Those that proved that the Kepler’s laws of planetary
AND ABSTRACTIONS ABOUT THE LESSON Copernican model conflicted with Ptolemaic model was incorrect; motion, in astronomy and
the accepted (Aristotelian) and those that undermined the classical physics, laws describing the
broader philosophy of motions of the planets in the solar
physics and was rejected in favor Aristotelianism that included the system. They were derived by the
of the Ptolemaic or Tychonic Ptolemaic model. We'll first German astronomer Johannes
models. By the 18th century consider some philosophically Kepler, whose analysis of the
Newtonian physics became the important observations and then observations of the 16th-century
the ones that proved Venus, at Danish astronomer Tycho
dominant physical theory and the
least, goes around the Sun and Brahe enabled him to announce his
Copernican model became not around Earth. first two laws in the year 1609 and a
accepted, in spite of the fact that third law nearly a decade later, in
it predicted an as-yet-unobserved 1618. Kepler himself never
annual stellar parallax, because it numbered these laws or specially
fit much better with Newtonian distinguished them from his other
ideas about motion than did the discoveries.
Tychonic theory. Studying this
episode in the history of
astronomy can give students
significant insight into how
scientific theories are evaluated
and how those evaluations
change over time, thus helping
them gain a better understanding
of the nature of science.
I. EVALUATING LEARNING Compare and contrast the three Explain Galileo’s observation and How Brahe’s innovations and
# EVALUATE models of the astronomy. how He support the heliocentric extensive collection of data in
model. observational astronomy paved the
way for Kepler’s discovery of his laws
of planetary motion?
J. ADDITIONAL ACTIVITIES FOR Explain the different phase of
APPLICATION OR REMEDIATION the moon, the phases of Venus
# EXTEND and the Sun.
V. REMARKS
VI. REFLECTION
THESE WORK?
OTHER TEACHERS?
PREPARED BY:
HAZIEL C. DISTOR
DIVISION OF CAPIZ
Maayon, Capiz
Date; September 2-6, 2019

I. OBJECTIVES
Assessment ( Quiz
evidence that the Aristotelian vs. Galilean how Galileo used his how Galileo used his Day)
A. CONTENTS STANDARD views of motion discoveries in mechanics discoveries in mechanics
Earth is not
the center of the (and astronomy) to (and astronomy) to
universe address address scientific
scientific objections to objections to the
the Copernican model Copernican model
C. LEARNING COMPETENCIES / Apply Kepler’s 3rd law of Compare and contrast the
OBJECTIVES planetary motion to Aristotelian and Galilean explain how Galileo explain how Galileo
objects in the solar conceptions of vertical inferred that objects in inferred that objects in
system motion, horizontal motion, vacuum fall with uniform vacuum fall with uniform
S11/12PS-IVb-45 and projectile motion. acceleration, and that acceleration, and that
S11/12PS-IVc-46 force is not necessary to force is not necessary to
sustain horizontal motion sustain horizontal motion
S11/12PS-IVc-47 S11/12PS-IVc-47
II. CONTENT
A. REFERENCES
Powerpoint presentation Powerpoint presentation Powerpoint presentation Powerpoint presentation Powerpoint
presentation
3. TEXTBOOK PAGES
PORTAL
IV. PROCEDURES
A. REVIEWING PREVIOUS LESSON OR How Brahe’s innovations What is the difference of
PRESENTING THE NEW LESSON and extensive collection How to apply Kepler’s 3rd What is the difference of Aristotelian and Galilean
of data in observational law of planetary motion to Aristotelian and Galilean conceptions of vertical
astronomy paved the objects in the solar system conceptions of vertical motion, horizontal motion,
way for Kepler’s ? motion, horizontal motion, and projectile motion?
discovery of his laws of and projectile motion?
planetary motion ?
B. ESTABLISHING A PURPOSE FOR A Understand the third law Explain the similarities and explain how Galileo explain how Galileo inferred
LESSON of planetary motion. differences of the Aristotelian inferred that objects in that objects in vacuum fall
and Galilean conceptions of vacuum fall with uniform with uniform acceleration,
vertical motion, horizontal acceleration, and that force and that force is not
motion, and projectile is not necessary to sustain necessary to sustain
motion. horizontal motion horizontal motion
C. PRESENTING EXAMPLES/INSTANCES Aristotle and Galileo were two Maybe the most famous Maybe the most famous
OF A NEW LESSON of the most important scientific experiment is scientific experiment is
historical figures in physics. Galileo Galilei's dropping Galileo Galilei's dropping
They may have opposing objects from the leaning objects from the leaning
views regarding motion, but tower of Pisa in order to tower of Pisa in order to
they helped science progress. prove that all objects fall at prove that all objects fall at
the same rate, whatever the same rate, whatever
their mass. their mass.
D.DISCUSSING THE NEW CONCEPTS There are actually three, Aristotle explained the A walking person who A walking person who
AND PRACTICING NEW SKILLS Kepler’s laws that is, of behavior of an object, such as speeds up is making a speeds up is making a
# ENGAGE planetary motion: 1) every a rock, in terms of conscious choice. If one conscious choice. If one
planet’s orbit is an ellipse the “essential nature” of that stretch of a river flows stretch of a river flows more
with the Sun at a focus; 2) a object. For Aristotle, a non- more rapidly than another, rapidly than another, it may
line joining the Sun and a measurable force existed it may be only because the be only because the channel
planet sweeps out equal within an object that channel is narrower there, is narrower there, which is
areas in equal times; and 3) compelled it to behave in a which is just an accident of just an accident of the local
the square of a planet’s certain manner. the local geography. geography.
orbital period is
proportional to the cube of
the semi-major axis of its
orbit. As it’s the third which
is most often used, Kepler’s
law usually means Kepler’s
third law (of planetary
motion).
E.DISCUSSING THE NEW CONCEPTS Kepler’s laws have an A stone, for example, was objects is the simplest and objects is the simplest and
AND PRACTICING NEW SKILLS important place in the classified by Aristotle as a most common example of most common example of
# EXPLORE history of astronomy, heavy object, while fire was motion with changing motion with changing
cosmology, and science in defined as a light object. Since velocity. The early pioneers velocity. The early pioneers
general. They marked a key heavy objects, likes of physics had a correct of physics had a correct
step in the revolution stones, tend to fall intuition that the way intuition that the way things
which moved the center of downwards and light objects, things drop was a message drop was a message directly
the universe from the Earth such as fire, tend to move directly from Nature from Nature herself about
(geocentric cosmology) to upwards, these behaviors -- herself about how the how the universe worked.
the Sun (heliocentric), gravity and levity respectively- universe worked.
- were deemed by Aristotle to
be part of the essential
nature of those objects.
They laid the foundation Aristotle believed that the Galileo's second stroke of Galileo's second stroke of
F. DEVELOPING MASTERY ( leads to for the unification of motion of an object is parallel genius was to find a way to genius was to find a way to
Formative Assessment heaven and earth, by to the ground until it is the make quantitative make quantitative
# EXPLAIN Newton, a century later object's time to fall back into measurements of how the measurements of how the
(before Newton the rules, the ground. An impetus will speed of a falling object speed of a falling object
or laws, which governed be kept by the object until increased as it went along. increased as it went along.
celestial phenomena were such time that the initial force Again it was problematic to Again it was problematic to
widely believed to be is forgotten, and the object make sufficiently accurate make sufficiently accurate
disconnected with those returns to its natural state to time measurements with time measurements with
controlling things which stop moving and fall to the primitive clocks, and again primitive clocks, and again
happened on Earth; ground. he found a tricky way to he found a tricky way to slow
Newton showed – with his slow things down while things down while
universal law of gravitation preserving the essential preserving the essential
– that the same law rules physical phenomena: he let physical phenomena: he let a
both heaven and earth). a ball roll down a slope ball roll down a slope instead
instead of dropping it of dropping it vertically.
vertically.
G. FINDING PRACTICAL APPLICATIONS Although Kepler’s laws are Galileo disproved Aristotle’s The steeper the incline, the The steeper the incline, the
OF CONCEPTS AND SKILLS IN DAILY LIVING only an approximation – claims and believed that the more rapidly the ball would more rapidly the ball would
# ELABORATE they are exact, in classical motion of objects is not gain speed. Without a gain speed. Without a
physics, only for a simply due to the composition modern video camera, modern video camera,
planetary system of just of objects. He mentioned that Galileo had invented a way Galileo had invented a way
one planet (and then the motion can be described by to make a slow-motion to make a slow-motion
focus is the baricenter, not mathematics and the changes version of falling. version of falling.
the Sun) – for systems in in some physical variables
which one object such as time and distance.
dominates, mass-wise, they
are a good approximation.
H. MAKING GENERALIZATIONS AND Kepler obtained Brahe's According to Aristotle, motion An object that falls through An object that falls through a
ABSTRACTIONS ABOUT THE LESSON data after his death despite can be either natural or a vacuum is subjected to vacuum is subjected to only
the attempts by Brahe's violent motion. He also had only one external force, the one external force, the
family to keep the data his view on the projectile gravitational force, gravitational force,
from him in the hope of motion of an object. He expressed as theweight of expressed as theweight of
monetary gain. There is believed that an object the object. The weight the object. The weight
some evidence that Kepler thrown at a certain angle is equation defines the equation defines the
obtained the data by less given an impetus. It will weight W to be equal to weight W to be equal to the
than legal means; it is continue to move in such the mass of the mass of the object m times
fortunate for the state until the object’s object m times the the gravitational
development of modern impetus is lost, and the object gravitational acceleration g: acceleration g:
astronomy that he was returns to its natural state,
successful. Utilizing the causing it to stop and fall to
voluminous and precise the ground. Galileo disproved
data of Brahe, Kepler was Aristotle’s claims and believed
eventually able to build on that the motion of objects is
the realization that the not simply due to the
orbits of the planets were composition of objects. He
ellipses to formulate mentioned that motion can
his Three Laws of Planetary be described by mathematics
Motion. and the changes in some
physical variables such as time
and distance. Using his actual
thorough experiments, he
was able to prove that: 1. an
object in uniform motion will
travel a distance that is
proportional to the time it will
take to travel; 2. a uniformly
accelerating object will travel
at a speed and proportional to
some factor of time; and 3. an
object in motion, if
unimpeded, will continue to
be in motion; an external
force is not necessary to
maintain the motion.
I. EVALUATING LEARNING Kepler's Third Law implies explain how Galileo explain how Galileo inferred Analyze and answer the
# EVALUATE that the period for a planet Answer the following: inferred that objects in that objects in vacuum fall following questions.
to orbit the Sun increases vacuum fall with uniform with uniform acceleration
rapidly with the radius of 1. What is the Aristotelian acceleration 1. What is Kepler’s third
its orbit. Thus, we find that world view? law?
Mercury, the innermost 2. Compare and contrast
planet, takes only 88 days 2. How did Galileo change it? Aristotle and Galilean
to orbit the Sun but the conception about
outermost planet (Pluto) 3. Could you please give me horizontal and vertical
some explanation? motion.
requires 248 years to do 3. What is the
the same. Aristotelian world view?
4. explain how Galileo
inferred that objects in
vacuum fall with
uniform acceleration,
and that force is not
necessary to sustain
horizontal motion
J. ADDITIONAL ACTIVITIES FOR
APPLICATION OR REMEDIATION
# EXTEND
V. REMARKS
VI. REFLECTION

80% IN EVALUATION


UP WITH THE LESSON
PREPARED BY:
HAZIEL C. DISTOR
DIVISION OF CAPIZ
Maayon, Capiz
Date; September 9-13, 2019

I. OBJECTIVES
Assessment ( Quiz SOLIDARITY UNIT MEET

how Galileo used his how Galileo used his Day)
A. CONTENTS STANDARD discoveries in discoveries in
mechanics (and mechanics (and
astronomy) to address astronomy) to
scientific objections to address scientific
the Copernican model objections to the
Copernican model
C. LEARNING COMPETENCIES /
OBJECTIVES explain how Galileo explain how Galileo
inferred that objects in inferred that objects
vacuum fall with in vacuum fall with
uniform acceleration, uniform
and that force is not acceleration, and
necessary to sustain that force is not
horizontal motion necessary to sustain
S11/12PS-IVc-47 horizontal motion
S11/12PS-IVc-47
II. CONTENT
A. REFERENCES

Powerpoint Powerpoint Powerpoint
presentation presentation presentation
3. TEXTBOOK PAGES
PORTAL
IV. PROCEDURES
A. REVIEWING PREVIOUS LESSON OR What is the difference

PRESENTING THE NEW LESSON What is the difference of of Aristotelian and
Aristotelian and Galilean Galilean conceptions
conceptions of vertical of vertical motion,
motion, horizontal horizontal motion,
motion, and projectile and projectile
motion? motion?
B. ESTABLISHING A PURPOSE FOR A explain how Galileo explain how Galileo

LESSON inferred that objects in inferred that objects
uniform acceleration, uniform acceleration,
and that force is not and that force is not
necessary to sustain necessary to sustain
horizontal motion horizontal motion
C. PRESENTING EXAMPLES/INSTANCES Maybe the most famous Maybe the most

OF A NEW LESSON scientific experiment is famous scientific
Galileo Galilei's dropping experiment is Galileo
objects from the leaning Galilei's dropping
tower of Pisa in order to objects from the
prove that all objects fall leaning tower of Pisa
at the same rate, in order to prove that
whatever their mass. all objects fall at the
same rate, whatever
their mass.
D.DISCUSSING THE NEW CONCEPTS A walking person who A walking person who
AND PRACTICING NEW SKILLS speeds up is making a speeds up is making a
# ENGAGE conscious choice. If one conscious choice. If
stretch of a river flows one stretch of a river
more rapidly than flows more rapidly
another, it may be only than another, it may
because the channel is be only because the
narrower there, which is channel is narrower
just an accident of the there, which is just an
local geography. accident of the local
geography.
E.DISCUSSING THE NEW CONCEPTS objects is the simplest objects is the simplest
AND PRACTICING NEW SKILLS and most common and most common
# EXPLORE example of motion with example of motion
changing velocity. The with changing
early pioneers of physics velocity. The early
had a correct intuition pioneers of physics
that the way things drop had a correct intuition
was a message directly that the way things
from Nature herself drop was a message
about how the universe directly from Nature
worked. herself about how the
universe worked.
Galileo's second stroke Galileo's second
F. DEVELOPING MASTERY ( leads to of genius was to find a stroke of genius was
Formative Assessment way to make to find a way to make
# EXPLAIN quantitative quantitative
measurements of how measurements of how
the speed of a falling the speed of a falling
object increased as it object increased as it
went along. Again it was went along. Again it
problematic to make was problematic to
sufficiently accurate make sufficiently
time measurements accurate time
with primitive clocks, measurements with
and again he found a primitive clocks, and
tricky way to slow things again he found a
down while preserving tricky way to slow
the essential physical things down while
phenomena: he let a ball preserving the
roll down a slope instead essential physical
of dropping it vertically. phenomena: he let a
ball roll down a slope
instead of dropping it
vertically.
G. FINDING PRACTICAL APPLICATIONS The steeper the incline, The steeper the
OF CONCEPTS AND SKILLS IN DAILY LIVING the more rapidly the ball incline, the more
# ELABORATE would gain speed. rapidly the ball would
Without a modern video gain speed. Without a
camera, Galileo had modern video camera,
invented a way to make Galileo had invented a
a slow-motion version of way to make a slow-
falling. motion version of
falling.
H. MAKING GENERALIZATIONS AND An object that falls An object that falls
ABSTRACTIONS ABOUT THE LESSON through a vacuum is through a vacuum is
subjected to only one subjected to only one
external force, the external force, the
gravitational force, gravitational force,
expressed as expressed as
theweight of the object. theweight of the
The weight object. The weight
equation defines the equation defines the
weight W to be equal to weight W to be equal
the mass of the to the mass of the
object m times the object m times the
gravitational gravitational
acceleration g: acceleration g:
I. EVALUATING LEARNING explain how Galileo explain how Galileo Analyze and answer the
# EVALUATE inferred that objects in inferred that objects following questions.
uniform acceleration uniform acceleration 1. What is Kepler’s third
law?
2. Compare and contrast
Aristotle and Galilean
conception about
horizontal and vertical
motion.
3. What is the
Aristotelian world view?
4. explain how Galileo
inferred that objects in
vacuum fall with
uniform acceleration,
and that force is not
necessary to sustain
horizontal motion
# EXTEND
V. REMARKS
VI. REFLECTION
80% IN EVALUATION

UP WITH THE LESSON
STRATEGIES WORKED WELL? WHY DID THESE
WORK?
PREPARED BY:
HAZIEL C. DISTOR
DIVISION OF CAPIZ
Maayon, Capiz
Date; 2018

I. OBJECTIVES
OBJECTIVES
II. CONTENT
A. REFERENCES
2. LEARNER’S MATERIALS
3. TEXTBOOK PAGES
4. ADDITIONAL LEARNING MATERIALS

FROM LEARNING RESOURCES PORTAL
IV. PROCEDURES
A. REVIEWING PREVIOUS LESSON OR

PRESENTING THE NEW LESSON
B. ESTABLISHING A PURPOSE FOR A

LESSON
C. PRESENTING EXAMPLES/INSTANCES OF
A NEW LESSON
D.DISCUSSING THE NEW CONCEPTS AND

PRACTICING NEW SKILLS
# ENGAGE
E.DISCUSSING THE NEW CONCEPTS AND

# EXPLORE
F. DEVELOPING MASTERY ( leads to

Formative Assessment
# EXPLAIN
G. FINDING PRACTICAL APPLICATIONS OF
CONCEPTS AND SKILLS IN DAILY LIVING
# ELABORATE
H. MAKING GENERALIZATIONS AND

ABSTRACTIONS ABOUT THE LESSON
I. EVALUATING LEARNING
# EVALUATE

# EXTEND
V. REMARKS
VI. REFLECTION
IN EVALUATION

ADDITIONAL ACTIVITIES FOR REMEDIAATION WHO
SCORED BELOW 80%
C. DID THE REMEDIATION LESSON WORK?

NO. OF LEARNERS WHO HAVE CAUGHT UP WITH
THE LESSON
D. NO. OF LEARNERS WHO CONTINUE TO

REQUIRE REMEDIATION

F. WHAT DIFFICULTIES DID I ENCOUNTER

WHICH MY PRINCIPAL OR SUPERIOR CAN HELP ME
SOLVE?

MATERIALS DID I USE / DISCOVER WHICH I WISH
TO SHARE WITH OTHER TEACHERS?
PREPARED BY:
HAZIEL C. DISTOR
DIVISION OF CAPIZ
Maayon, Capiz
Date; 2018

I. OBJECTIVES
OBJECTIVES
II. CONTENT
A. REFERENCES
3. TEXTBOOK PAGES

IV. PROCEDURES


LESSON
A NEW LESSON

# ENGAGE

# EXPLORE

# EXPLAIN
# ELABORATE

# EVALUATE

# EXTEND
V. REMARKS
VI. REFLECTION

IN EVALUATION

SCORED BELOW 80%

THE LESSON

REQUIRE REMEDIATION


SOLVE?

PREPARED BY:
HAZIEL C. DISTOR
DIVISION OF CAPIZ
Maayon, Capiz
Date; 2018

I. OBJECTIVES
OBJECTIVES
II. CONTENT
A. REFERENCES
3. TEXTBOOK PAGES

IV. PROCEDURES


LESSON
A NEW LESSON

# ENGAGE

# EXPLORE

# EXPLAIN

# ELABORATE

# EVALUATE
# EXTEND
V. REMARKS
VI. REFLECTION

IN EVALUATION

SCORED BELOW 80%

THE LESSON

REQUIRE REMEDIATION


SOLVE?

PREPARED BY:
HAZIEL C. DISTOR
DIVISION OF CAPIZ
Maayon, Capiz
Date; 2018

I. OBJECTIVES
OBJECTIVES
II. CONTENT
A. REFERENCES
3. TEXTBOOK PAGES

IV. PROCEDURES


LESSON
A NEW LESSON

# ENGAGE

# EXPLORE
# EXPLAIN

# ELABORATE

# EVALUATE

# EXTEND
V. REMARKS
VI. REFLECTION

IN EVALUATION

SCORED BELOW 80%

THE LESSON

REQUIRE REMEDIATION


SOLVE?

PREPARED BY:
HAZIEL C. DISTOR
DIVISION OF CAPIZ
Maayon, Capiz
Date; 2018

I. OBJECTIVES
OBJECTIVES
II. CONTENT
A. REFERENCES
3. TEXTBOOK PAGES

IV. PROCEDURES


LESSON
A NEW LESSON

# ENGAGE
# EXPLORE

# EXPLAIN

# ELABORATE
# EVALUATE

# EXTEND
V. REMARKS
VI. REFLECTION

IN EVALUATION

SCORED BELOW 80%

THE LESSON

REQUIRE REMEDIATION


SOLVE?

PREPARED BY:
HAZIEL C. DISTOR
DIVISION OF CAPIZ
Maayon, Capiz
Date; 2018

I. OBJECTIVES
OBJECTIVES
II. CONTENT
A. REFERENCES
3. TEXTBOOK PAGES

IV. PROCEDURES


LESSON
A NEW LESSON
# ENGAGE

# EXPLORE

# EXPLAIN
# ELABORATE

# EVALUATE

# EXTEND
V. REMARKS
VI. REFLECTION

IN EVALUATION

SCORED BELOW 80%

THE LESSON

REQUIRE REMEDIATION


SOLVE?
PREPARED BY:
HAZIEL C. DISTOR
DIVISION OF CAPIZ
Maayon, Capiz
Date; 2018

I. OBJECTIVES
OBJECTIVES
II. CONTENT
A. REFERENCES
3. TEXTBOOK PAGES

IV. PROCEDURES


LESSON
A NEW LESSON

# ENGAGE

# EXPLORE

# EXPLAIN
# ELABORATE

# EVALUATE

# EXTEND
V. REMARKS
VI. REFLECTION

IN EVALUATION

SCORED BELOW 80%

THE LESSON

REQUIRE REMEDIATION

SOLVE?

PREPARED BY:
HAZIEL C. DISTOR
DIVISION OF CAPIZ
Maayon, Capiz
Date; 2018

I. OBJECTIVES
OBJECTIVES
II. CONTENT
A. REFERENCES
3. TEXTBOOK PAGES

IV. PROCEDURES

LESSON
A NEW LESSON

# ENGAGE

# EXPLORE

# EXPLAIN
# ELABORATE

# EVALUATE

# EXTEND
V. REMARKS
VI. REFLECTION

IN EVALUATION

SCORED BELOW 80%

THE LESSON

REQUIRE REMEDIATION

SOLVE?

PREPARED BY:
HAZIEL C. DISTOR
DIVISION OF CAPIZ
Maayon, Capiz
Date; 2018

I. OBJECTIVES
OBJECTIVES
II. CONTENT
A. REFERENCES
3. TEXTBOOK PAGES

IV. PROCEDURES

LESSON
A NEW LESSON

# ENGAGE

# EXPLORE

# EXPLAIN
# ELABORATE

# EVALUATE

# EXTEND
V. REMARKS
VI. REFLECTION

IN EVALUATION

SCORED BELOW 80%

THE LESSON
REQUIRE REMEDIATION


SOLVE?

PREPARED BY:
HAZIEL C. DISTOR
DIVISION OF CAPIZ
Maayon, Capiz
Date; 2018

I. OBJECTIVES
OBJECTIVES
II. CONTENT
A. REFERENCES
3. TEXTBOOK PAGES

IV. PROCEDURES


LESSON
A NEW LESSON

# ENGAGE

# EXPLORE

# EXPLAIN
# ELABORATE

# EVALUATE

# EXTEND
V. REMARKS
VI. REFLECTION

IN EVALUATION
SCORED BELOW 80%

THE LESSON

REQUIRE REMEDIATION


SOLVE?

PREPARED BY:
HAZIEL C. DISTOR
DIVISION OF CAPIZ
Maayon, Capiz
Date; 2018

I. OBJECTIVES
OBJECTIVES
II. CONTENT
A. REFERENCES
3. TEXTBOOK PAGES

IV. PROCEDURES


LESSON
A NEW LESSON

# ENGAGE

# EXPLORE

# EXPLAIN
# ELABORATE

# EVALUATE

# EXTEND
V. REMARKS
VI. REFLECTION
IN EVALUATION

SCORED BELOW 80%

THE LESSON

REQUIRE REMEDIATION


SOLVE?

PREPARED BY:
HAZIEL C. DISTOR
DIVISION OF CAPIZ
Maayon, Capiz
Date; 2018

I. OBJECTIVES
OBJECTIVES
II. CONTENT
A. REFERENCES
3. TEXTBOOK PAGES

IV. PROCEDURES


LESSON
A NEW LESSON

# ENGAGE

# EXPLORE

# EXPLAIN
# ELABORATE

# EVALUATE

# EXTEND
V. REMARKS
VI. REFLECTION

IN EVALUATION

SCORED BELOW 80%

THE LESSON

REQUIRE REMEDIATION


SOLVE?

PREPARED BY:
HAZIEL C. DISTOR
DIVISION OF CAPIZ
Maayon, Capiz
Date; 2018

I. OBJECTIVES
OBJECTIVES
II. CONTENT
A. REFERENCES
3. TEXTBOOK PAGES

IV. PROCEDURES


LESSON
A NEW LESSON

# ENGAGE

# EXPLORE

# EXPLAIN

# ELABORATE

# EVALUATE
# EXTEND
V. REMARKS
VI. REFLECTION

IN EVALUATION

SCORED BELOW 80%

THE LESSON

REQUIRE REMEDIATION


SOLVE?

PREPARED BY:
HAZIEL C. DISTOR
DIVISION OF CAPIZ
Maayon, Capiz
Date; 2018

I. OBJECTIVES
OBJECTIVES
II. CONTENT
A. REFERENCES
3. TEXTBOOK PAGES

IV. PROCEDURES


LESSON
A NEW LESSON

# ENGAGE

# EXPLORE
# EXPLAIN

# ELABORATE

# EVALUATE

# EXTEND
V. REMARKS
VI. REFLECTION

IN EVALUATION

SCORED BELOW 80%

THE LESSON

REQUIRE REMEDIATION


SOLVE?

PREPARED BY:
HAZIEL C. DISTOR
DIVISION OF CAPIZ
Maayon, Capiz
Date; 2018

I. OBJECTIVES
OBJECTIVES
II. CONTENT
A. REFERENCES
3. TEXTBOOK PAGES

IV. PROCEDURES


LESSON
A NEW LESSON

# ENGAGE
# EXPLORE

# EXPLAIN

# ELABORATE
# EVALUATE

# EXTEND
V. REMARKS
VI. REFLECTION

IN EVALUATION

SCORED BELOW 80%

THE LESSON

REQUIRE REMEDIATION


SOLVE?

PREPARED BY:
HAZIEL C. DISTOR
DIVISION OF CAPIZ
Maayon, Capiz
Date; 2018

I. OBJECTIVES
OBJECTIVES
II. CONTENT
A. REFERENCES
3. TEXTBOOK PAGES

IV. PROCEDURES


LESSON
A NEW LESSON
# ENGAGE

# EXPLORE

# EXPLAIN
# ELABORATE

# EVALUATE

# EXTEND
V. REMARKS
VI. REFLECTION

IN EVALUATION

SCORED BELOW 80%

THE LESSON

REQUIRE REMEDIATION


SOLVE?
PREPARED BY:
HAZIEL C. DISTOR
DIVISION OF CAPIZ
Maayon, Capiz
Date; 2018

I. OBJECTIVES
C. LEARNING COMPETENCIES / 1. Describe using a diagram

OBJECTIVES charging by rubbing and charging
by induction.
2. Explain the role of electron
transfer in electrostatic charging
by rubbing.
II. CONTENT Electric charge

STEM_GP12EM-IIIa-1 Electric
charge STEM_GP12EM-IIIa-1
A. REFERENCES Physics by Rosario Laurel - Sotto
2. LEARNER’S MATERIALS power point presentation, hand

outs
3. TEXTBOOK PAGES
MATERIALS FROM LEARNING
RESOURCES PORTAL
IV. PROCEDURES
A. REVIEWING PREVIOUS What are the three major

LESSON OR PRESENTING THE NEW particles of the atom?
LESSON
B. ESTABLISHING A PURPOSE Discuss the process how
FOR A LESSON transfer.
C. PRESENTING Electricity is almost an

EXAMPLES/INSTANCES OF A NEW indispensable part of our lives.
LESSON Our lightning, heating, transport
and communication are all
dependent on it. There are three
major particles of an atom. These
are the electron, the proton and
the neutron.
D.DISCUSSING THE NEW

CONCEPTS AND PRACTICING NEW SKILLS
# ENGAGE
E.DISCUSSING THE NEW

CONCEPTS AND PRACTICING NEW SKILLS
# EXPLORE
An atom in its neutral
F. DEVELOPING MASTERY ( state has a net charge of zero. It
leads to Formative Assessment is electrically neutral since the
# EXPLAIN number of electrons is equal to
the number of protons. Since
electrons are outside the nucleus
of the atom, that can readily
transfer if they require sufficient
energy. If one or more electrons
transfer from an atom, the atom
becomes a positive ion. Similarly,
an atom with excess electrons
becomes a negative ion.
The SI
Unit of the electric charged is the
Coulomb (C).
Charge of one electron
Static Charges
Charing by friction
G. FINDING PRACTICAL A charged object can attract an

APPLICATIONS OF CONCEPTS AND uncharged object close to it due
SKILLS IN DAILY LIVING to electrostatic induction. This
# ELABORATE happen because a charged
object, when placed near an
uncharged object but not
touching it, can induce separation
of charges on the surface of the
uncharged object (fig. 12-3). The
induced charge, which is opposite
that of the charged object, is then
attracted ofthe charged object.
H. MAKING GENERALIZATIONS Explain what happen to the

AND ABSTRACTIONS ABOUT THE LESSON silk cloth after and before rubbing
it.
I. EVALUATING LEARNING Explain the role of electron

# EVALUATE transfer in electrostatic charging
by rubbing.
Describe
experiments to show electrostatic
charging by induction

# EXTEND
V. REMARKS
VI. REFLECTION


REMEDIAATION WHO SCORED BELOW
80%

LESSON WORK? NO. OF LEARNERS WHO
HAVE CAUGHT UP WITH THE LESSON

THESE WORK?
DISCOVER WHICH I WISH TO SHARE
WITH OTHER TEACHERS?
PREPARED BY:
HAZIEL C. DISTOR

New Lesson Plan in Physical Science

Uploaded by

Copyright:

Available Formats

New Lesson Plan in Physical Science

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

New Lesson Plan in Physical Science

Uploaded by

Copyright:

Available Formats

Department of Education

Region VI – Western Visayas

Daily Lesson Plan in Physical Science 12

Date; June 3,4 ,6 ,and 7, 2019

MONDAY TUESDAY WEDNES THURSDAY FRIDAY

2. LEARNER’S POWERPOINT POWERPOINT POWERPOINT

C. PRESENTING Write reactions involving the

D.DISCUSSING THE * cosmology * cosmology * Nucleosynthesis

A. NO. OF LEARNERS Almost 35 students out of 40 Almost 35 students out of

Date; June 10-14 , 2019

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Semi-Detailed Lesson Plan in Physical Sciences Grade 12

Date: June 24-27, 2019

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

B. Explain the following.

1. How the Ancient Greeks

2. How the concept of the

Semi-Detailed Lesson Plan in Physical Science Grade 12

Date : July 1 - 5 , 2019

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

How the uses of different

2. LEARNER’S MATERIALS Paper Paper Paper Paper

B. OTHER LEARNING RESOURCES

J. J. Thomson constructed a Protons are positively  Everything is While all atoms of

B. Explain the following.

1. How the Ancient

2. How the concept of

Semi-Detailed Lesson Plan in Physical Science Grade 12

Date; July , 8-12, 2018

Subject: Physical Science

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

III. LEARNING RESOURCES

2. LEARNER’S Paper Paper Paper Paper Paper

Semi-Detailed Lesson Plan in Physical Science Grade 12

Date; July 15-19, 2019

Subject: Physical Science

4. ADDITIONAL LEARNING Hand outs Rouse , M.(2012) Rouse , M.(2012)

 This is a small amount of

J. ADDITIONAL ACTIVITIES FOR What is Carbon Fiber? What is Carbon

Semi-Detailed Lesson Plan in General Physics I Grade 12

Date; July 22- 25, 2019

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

1. TEACHING GUIDE PAGES

2. LEARNER’S MATERIALS Paper Paper Paper Paper

- Solar ranges from intermittent

- Wind is intermittent, but

Semi-Detailed Lesson Plan in General Physics Grade 12

Date; July 29-31 & August 2,3 2019

Subject: General Physics 2

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

The properties and The properties and c

III. LEARNING RESOURCES

1. TEACHING GUIDE PAGES

2. LEARNER’S MATERIALS Paper Paper Paper Paper Paper

B. OTHER LEARNING RESOURCES

J. ADDITIONAL ACTIVITIES FOR What is meant by Explain what the

What comes under

What should you

A. NO. OF LEARNERS WHO EARNED 80%