Daily lesson log

1. --
Based on Annex 2B.6 to DepEd Order No. 42, s. 2016
DAILY
LESSON
LOG
SENIOR HIGH
SCHOOL
School Otucan – Bila National High School Grade Level & Quarter Grade 11 – Sec. 1&2
4th Quarter
Teacher Roldan S. Cawalo SHS Track Academic
Inclusive Dates January 20 – 24, 2020 Strand HUMSS
Scheduled
Time
Subject Physical Science
I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
A. Content
Standard
The learners demonstrate
an understanding of
1. Aristotelian vs.
Galilean views of
motion
2. how Galileo used his
discoveries in
mechanics (and
astronomy) to address
scientific objections to
the Copernican model
3. Newton’s Laws of Motion
4. Newton’s Law of
Universal
Gravitation
mass, momentum, and energy
conservation
The learners demonstrate
an understanding of
1. Aristotelian vs. Galilean
views of motion
2. how Galileo used his
discoveries in
mechanics (and
astronomy) to address
scientific objections to
the Copernican model
3. Newton’s Laws of Motion
4. Newton’s Law of
Universal Gravitation
mass, momentum, and energy
conservation
The learners demonstrate
an understanding of
1. Aristotelian vs.
Galilean views of
motion
2. how Galileo used his
discoveries in
mechanics (and
astronomy) to address
scientific objections to
the Copernican model
3. Newton’s Laws of Motion
4. Newton’s Law of
Universal
Gravitation
mass, momentum, and
energy conservation
The learners demonstrate
an understanding of
1. Aristotelian vs.
Galilean views of
motion
2. how Galileo used his
discoveries in
mechanics (and
astronomy) to address
scientific objections to
the Copernican model
3. Newton’s Laws of Motion
4. Newton’s Law of
Universal
Gravitation
mass, momentum, and energy
conservation
B. Performance
Standards
C. Learning
Competencies
/ Objectives
(Write the LC
Code)
The learners compare and
contrast the Aristotelian and
Galilean conceptions of vertical
motion, horizontal motion, and
projectile motion.
(S11/12PS-IVc-46)
The learners compare and contrast
the Aristotelian and Galilean
conceptions of vertical motion,
horizontal motion, and projectile
motion.
(S11/12PS-IVc-46)
The learners compare and
contrast the Aristotelian and
Galilean conceptions of vertical
motion, horizontal motion, and
projectile motion.
(S11/12PS-IVc-46)
The learners explain how the
position vs. time, and velocity vs. time
graphs of constant velocity motion
are different from those of constant
acceleration motion (S11/12PS-IVc-
48)
II. CONTENT
Aristotelian view about motion Galilean view about motion Galilean View on Free – falling
bodies and Projectile motion
Change in Position: Distance and
Displacement
III. LEARNING
RESOURCES
A. References

2. 1. Teacher’s Guide
pages
Dennis G. Caballes, RPT,PhD,
Marrissa A.
Rodriguez,MPH,MALT, Andy
Nestor Ryan Pazon,RPT,MAT,
(2016).Physical Science. JFS
Publishing Services, Pasay
City, Philippines
Dennis G. Caballes, RPT,PhD,
Marrissa A.
Rodriguez,MPH,MALT, Andy
Nestor Ryan Pazon,RPT,MAT,
(2016).Physical Science. JFS
Publishing Services, Pasay City,
Philippines
Dennis G. Caballes, RPT,PhD,
Marrissa A.
Rodriguez,MPH,MALT, Andy
Nestor Ryan Pazon,RPT,MAT,
(2016).Physical Science. JFS
Publishing Services, Pasay
City, Philippines
Dennis G. Caballes, RPT,PhD,
Marrissa A.
Rodriguez,MPH,MALT, Andy
Nestor Ryan Pazon,RPT,MAT,
(2016).Physical Science. JFS
Publishing Services, Pasay
City, Philippines
2. Learners’
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning
Resources
Portals
B. Other
Learning
Resources
IV. PROCEDURES
A. Revising
previous lesson
or presenting
the new lesson
Check the student’s prior
knowledge about motion.
Ask them about motion or let
them describe motion.
Recall on previous lesson:
 Aristotelian view about
motion.
Recall on the previous
lesson:
 Galilean view of uniform
motion.
 Galilean view of
uniformly accelerated
motion.
Recall on the previous lesson:
 Galilean view of uniformly
accelerated motion.
 Galilean view of projectile
motion.
B. Establishing a
purpose for the
lesson
Ask the students:
Do you know when and who
started discovering about
motion?
Point out that Galileo refuted
about the Aristotle’s view
about motion by providing
conclusive evidence through
observations and experiments.
Point out that a motion is said
to be uniformly accelerated
when starting from rest, it
acquires speed during interval
of time.
Elaborate that objects change
position while they are in
motion.
C. Presenting
examples/
instances of the
new lesson
Present the lesson and the
objectives of the lesson.
Present the new lesson.
 Galilean view about
motion.
Begin the lesson by telling
the students that a free –
falling bodies start from rest
or zero acceleration.
Introduce the lesson:
Distance and displacement.
D. Discussing new
concepts and
Lecture on the following:
 Mechanics
Lecture on Galilean view about
motion:
Lecture on the following:
 Galilean view of free –
falling bodies.
Activity 1:

3. practicing new
skills #1
 Aristotle’s belief and
description about motion.
 Motive force and
resistance force.
 Aristotle’s law of motion.
 Galileo’s experiments with
the motion on various
planes.
 Galileo’s reasonings.
 Galilean view of
projectile motion.
 The students will read the
context about
displacement and motion.
 They will study the given
illustrative examples.
E. Discussing
concepts and
practicing new
skills #2
F. Developing
mastery
(Leads to
Formative
Assessment 3)
Activity:
 Using Aristotle’s view
of motion, the students
will compare two
objects.
 Which hits the ground
first, 1 kg ball or a 10
kg ball? Why?
Show an illustration of the
experiments of Galileo.
 Downward slope
 Upward slope
 Horizontal plane and
 the inclined planes.
Illustrate the projectile
motion on the board.
Activity 2: Think – Pair –
Share
 The students will work in
pairs.
 They are going to solve
problems that involve
distance and
displacement.
G. Finding practical
applications of
concepts and
skills in daily
living
Practical examples were
integrated on the discussions.
E.g. Pulling and pushing the
teachers table.
Practical examples were
integrated on the discussions.
E.g. a ball is rolled in a
downward slope.
 The students will determine
in free – falling bodies if what
would rich the ground first if
a 1 kg stone and a 10 kg
stone is dropped at the same
time and the same point.
Practical examples were given
in the given problems on
activity 2. E.g. distance that a
car traveled to the east.
H. Making
generalizations
and abstractions
about the lesson
Ask for a student to
summarize the lesson.
Ask the students.
 What would happen to an
object if it is rolled and
friction is absent?
Ask for a student to
summarize the lesson.
Ask for a student to
summarize the lesson.
I. Evaluating
learning
Check and record the students
output on activity.
Check and record the students
output on activity 2.
J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.

4. 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: Noted:
ROLDAN S. CAWALO BENSON B. CULLA-AG
Teacher School Head