Annex 2B.1 to DepEd Order No. 42 , s. 2016
DAILY LESSON LOG
School POWER SKILL TECHNICAL INSTITUTE OF
ZAMBALES,INC.
Grade Level 12
Teacher JANE ANNE L. ABARRO Learning Areas Physical Science
Teaching Date and
Time November 6-10 (week 1) Quarter 1st Sem.
Time : Monday Tuesday Wednesday Thursday
I. OBJECTIVES The learners are expected to:
1. discuss how Greeks knew that the Earth is round;
2. describe how Eratosthenes came up with the measurement of Earth’s circumference;
3. cite examples of known astronomical phenomena before the advent of telescopes;
4. distinguish between the Ptolemaic, Copernican, Tychonic, and Keplerian models of the Solar system;
5. discuss how Brahe’s works became instrumental in the formulation of
Kepler’s discovery laws of planetary motion.
A. Content Standard
1. Greek views of matter, motion, and the universe
2. Competing models of the universe by Eudoxus, Aristotle, Aristarchus, Ptolemy,
3. Copernicus, Brahe, and Kepler.
4. Evidence that the Earth is not the center of the universe.
B. Performance standard The Students will be able to describe, differentiate and compare the different theories from the different philosophers about the earth and
the universe.
C. Learning Competencies
1. Explain what the Greek considered to be the three types of terrestrial motion. S11/12PS-IVa-36
2. Explain what is meant by diurnal motion, annual motion, and precession of the equinoxes. S11/12PS-IVa-37
3. explain how Brahe’s innovations and an extensive collection of data in observational astronomy paved the way for Kepler’s
discovery of his laws of planetary motion S11/12PS-IVb-44
II. CONTENT Models of the Universe (Greek Astronomy to Kepler)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s materials
pages
3. Textbook pages
4. Additional Materials
from
Learning Resource
(LR) portal
Laptop, PowerPoint,
colored markers.
Laptop, PowerPoint, colored
markers.
Laptop, PowerPoint, colored
markers.
Laptop, PowerPoint,
colored markers.
B. Other Learning Resources
