ALILEM NATIONAL Grade Level Fourth Quarter

School
HIGH SCHOOL & Quarter Grade 11
DAILY Julianne Rebecca M.
LESSON Teacher SHS Track Academic / TVL
Pitlongay
LOG Learning
Inclusive Dates June 6, 2023 Physical Science
Area
SENIOR HIGH Aristotelian and Galilean
SCHOOL Scheduled Time 7:30 A.M – 8:30 A.M Topic Views on Motion

At the end of the lesson, the student should be able to:

1. describe the Aristotelian concepts of vertical, horizontal, and projectile motion.
2. describe the Galilean concepts of vertical, horizontal, and projectile motion.
I. OBJECTIVES 3. compare the Aristotelian and Galilean views of vertical, horizontal, and
projectile motion.
4. Appreciate the importance of Aristotelian and Galilean views of vertical,
horizontal, and projectile motion.
A. Content Standard Aristotelian vs. Galilean views of motion
B. Performance
Standards
C. Learning
Competencies / Compare and contrast the Aristotelian and Galilean conceptions of vertical motion,
Objectives (Write horizontal motion, and projectile motion. (S11/12PS-IVc-46)
the LC Code)
Aristotelian and Galilean Conceptions of Vertical Motion, Horizontal Motion and
II. CONTENT Projectile Motion
III. LEARNING
PowerPoint Presentation, hand-outs, book, paper
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learners’
Materials
pages
3. Textbook
pages
4. Additional Materials
ADM Module, Physical Science Quarter IV – Module IV: The Aristotelian and
from Learning
Resources Portals Galilean Conceptions of Vertical, Horizontal and Projectile Motion
B. Other Learning Retrieved from https://www.scribd.com/document/406703079/Aristotelian-vs-
Resources Galilean-Views-of-Motion on June 2, 2023
Retrieved from https://www.scribd.com/document/581184087/Worksheethandoutno-9-
John-Paul-Lagrama on June 2, 2023
Retrieved from https://www.scribd.com/document/583870656/SEMI-ARISTTOTLE-
AND-GALILEO-MOTION on June 2, 2023
Retrieved from https://www.scribd.com/document/583870659/DLP-PhysScie-
Conceptions-of-Motion on June 2,2023
Retrieved from https://www.scribd.com/presentation/583870652/aristotelian-and-
galilean-conceptions-of-vertical-horizontal-and-projectile-motion on June 2,2023
Preliminaries
1. Prayer
IV. PROCEDURES 2. Greetings
3. Arranging of chairs
4. Checking of attendance
A. Revising previous Let the students answer a short game as a review of their previous discussion. The
lesson or game is called “Guess the Gibberish”. They will repeatedly read a gibberish phrase to
presenting the figure out words, after figuring out the answer they will raise their hands to provide an
new lesson answer and a short description of the word.

The words are:

1. THIGH COW BRA HE – Tycho Brahe – measured accurately the 777 fixed
stars before the invention of telescope.
2. JAW HANDS KEPT LEARN – Johannes Kepler – an assistant to Brahe. He
proposed the three laws of planetary motion.
3. KNEE CLAWS COW PEAR KNEE CAUSE – Nicolaus Copernicus – He was
the proponent of the Heliocentric Theory wherein the sun is the center of the
universe.
4. TALL LET ME – Ptolemy – He was the proponent of the Geocentric Theory
wherein the earth is the center of the universe.
B. Establishing a
purpose for the
lesson
C. Presenting To start the new lesson, let students answer a motivation activity related to the new
examples/ lesson.
instances of the The game is called “Classification Game”.
new lesson Mechanics:
1. They will be grouped into four and will be given 5 minutes to do the
classification game.
2. They will post their answers on the board and will be used for their
generalization.
D. Discussing new Discuss the following topics.
concepts and 1. Motion
practicing new 2. Aristotle’s Concept of Vertical, Horizontal and Projectile Motion
skills #1 3. Galileo’s Concept of Vertical, Horizontal and Projectile Motion
E. Discussing
concepts and
practicing new
skills #2
F. Developing
mastery
(Leads to
Formative
Assessment 3)
G. Finding practical Let the students do an activity called, “Mini Lab: Aristotle or Galileo?”
applications of Ask for two volunteers from the students to demonstrate the said activity.
concepts and There will be three activities, first one will be demonstrated by the teacher.
skills in daily
Mini Lab: Aristotle or Galileo?
living 1. Drop a book and a flat sheet of paper.
2. Drop a book and a flat sheet of paper crumpled into a ball.
3. Drop a book with a small flat sheet of paper on top of it.

Guide Questions:
1. In all three activities, which objects reaches the ground first?
2. In activity 1, what causes the flat sheet of paper to move sideways?
3. In activity 2 and 3, why did the objects fall at the same rate regardless of their
masses?
4. Whose view is more accurate?
 H. Making
Let the students go back to their answers in the motivation – classification game. They
generalizations
will present their answers to the class and provide a generalization of the concepts
and abstractions discussed.
about the lesson
I. Evaluating Compare the Aristotelian and Galilean concepts of vertical motion, horizontal motion
learning and projectile motion using a Venn diagram.
J. Additional
activities for
application or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this
week. What works? What else needs to be done to help the students learn? Identify what help your
VI. REFLECTION Instructional Supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did it work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
used/discover which I
wish to share with
other learners?

Prepared by: Checked by: Noted by:

Julianne Rebecca M. Pitlongay Windilina B. Lorenzana Romeo S. Venancio

Special Science Teacher I Master Teacher I School Principal II