Republic of the Philippines

Department of Education
Region VII, Central Visayas
DIVISION OF CEBU PROVINCE
LILO-AN NATIONAL HIGH SCHOOL
Poblacion, Lilo-an, Cebu 6002

Instructional Planning (iPlan)

(With inclusion of the provisions of D.O. No. 8 s. 2015 and D.O. 42, s.2016)

Date: ________________________

DLP No.: 43 Learning Area: PHYSICAL SCIENCE Grade Level: 11/12 Quarter: 4 Duration: 1hr.
Learning Competency/ies: The learners explain how Galileo’s astronomical discoveries and Code:
(Taken from the Curriculum Guide) observations (lunar craters, phases of Venus, moons of Jupiter, S11/12PS-IVb-43
sun spots, supernovas, the apparently identical size of stars as
seen through the naked eye, and telescope observations)
helped weaken the support for the Ptolemaic model.
Key Concepts / Galileo’s astronomical discoveries and observations
Understandings to be  Lunar craters
Developed  Phases of Venus
 Moons of Jupiter
 Sun spots
 Supernovas
 The apparently Identical size of the Stars
Domain Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015) 1. Objectives
Knowledge Categories: Behavioral Verbs:
The fact or condition Remembering identify, retrieve, recognize,
of knowing The learner can recall information and retrieve relevant duplicate, list, memorize,
something with knowledge from long-term memory repeat, describe, reproduce
familiarity gained
through experience
Understanding interpret, exemplify, classify, Discuss the GaIileo’s astronomical
summarize, infer, compare,
or association The learner can construct meaning from oral, written and
explain, paraphrase, discuss
discoveries and observations
graphic messages

Skills Applying execute, implement, demonstrate,

The ability and The learner can use information to undertake a dramatize, interpret, solve, use,
capacity acquired procedure in familiar situations or in a new way illustrate, convert, discover
through deliberate, Analyzing differentiate, distinguish, compare, Contrast between Galileo’s
systematic, and contrast, organize, outline, attribute,
sustained effort to
The learner can distinguish between parts and
deconstruct
discoveries and the Ptolemaic model
determine how they relate to one another, and to the
smoothly and overall structure and purpose of the universe.
adaptively carryout coordinate, measure, detect, defend,
complex activities or
Evaluating
The learner can make judgments and justify decisions judge, argue, debate, describe,
the ability, coming critique, appraise, evaluate
from one's generate, hypothesize, plan, design,
knowledge, practice, Creating
The learner can put elements together to form a develop, produce, construct,
aptitude, etc., to do formulate, assemble, devise
something functional whole, create a new product or point of view

Attitude Categories: List of Attitudes: Integrate sense

Growth in 1. Receiving Phenomena - Awareness, willingness to hear, selected attention Self-esteem, Self-confidence, of cooperation
feelings or Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, name, Wellness, Respect, Honesty, Personal
emotional discipline, Perseverance, Sincerity, in
point to, reply, select, sit, Study, use
areas. Patience, Critical thinking, Open- understanding
A settled mindedness, Interest, Courteous, the essence of
way of Obedience, Hope, Charity, Fortitude,
thinking or Resiliency, Positive vision,
Galileo’s
feeling Acceptance, Determined, Astronomical
about Independent , Gratitude, Tolerant, discoveries in
someone Cautious, Decisive, Self-Control, daily situation.
or Calmness, Responsibility,
something Accountability, Industriousness,
, typically Industry, Cooperation, Optimism,
one that is Satisfaction, Persistent, Cheerful,
reflected Reliable, Gentle, Appreciation of
in a one’s culture, Globalism,
person’s Compassion, Work Ethics, Creativity,
behavior Entrepreneurial Spirit, Financial
Literacy, Global, Solidarity, Making a
stand for the good, Voluntariness of
human act, Appreciation of one’s
rights, Inclusiveness, Thoughtful,
Seriousness, Generous, Happiness,
Modest, Authority, Hardworking,
Realistic, Flexible, Considerate,
Sympathetic, Frankness
Values Categories: List of Values:
A learner's 1. Receiving Phenomena - Awareness, willingness to hear, selected attention 1. Maka-Diyos
principles Behavioral Verbs: ask, choose, describe, erect, follow, give, hold, identify, locate, Love of God, Faith, Trusting,
or name, point to, reply, select, sit, Study, use Spirituality, Inner Peace, Love of truth,
standards 2. Responding to Phenomena - Active participation on the part of the learners. Attends Kindness, Humble
of and reacts to a particular phenomenon. Learning outcomes may emphasize compliance
behavior; in responding, willingness to respond, or satisfaction in responding (motivation).
one's Behavioral Verbs: aid, answer, assist, comply, conform, discuss, greet, help, label,
judgment 2. Maka-tao
perform, practice, present, read, recite, report, select, tell, write
of what is 3. Valuing - Attaches to a particular object, phenomenon, or behavior. This ranges from
Concern for Others, Respect for MAKATAO -
human rights, Gender equality, Family
important simple acceptance to the more complex state of commitment. Valuing is based on the
Solidarity, Generosity, Helping,
Demonstrate
in life. internalization of a set of specified values, while clues to these values are expressed in
Oneness appreciation on
the learner's overt behavior and are often identifiable.
Go beyond
Behavioral Verbs: work, complete, demonstrate, differentiate, explain, follow, the value
learner’s
form, initiate, invite, join, justify, propose, read, report, select, share, study explaining the
life on
earth,
4. Organization - Organizes values into priorities by contrasting different values, astronomical
include
resolving conflicts between them, and creating a unique value system. The emphasis is model of Galileo
on comparing, relating, and synthesizing values.
more than and Ptolemaic
Behavioral Verbs: adhere, alter, arrange, combine, compare, complete, defend,
wealth
explain, formulate, generalize, identify, integrate, modify, order, organize, prepare, model
and fame,
and would relate, synthesize
affect the 5. Internalizing values - (Characterization): Has a value system that controls their
eternal behavior. The behavior is pervasive, consistent, predictable, and most importantly,
destiny of characteristic of the learner. Instructional objectives are concerned with the student's
millions general patterns of adjustment (personal, social, emotional).
Behavioral Verbs: act, discriminate, display, influence, listen, modify, perform,
practice, propose, qualify, question, revise, serve, solve, verify
2. Content Galileo’s Astronomical Observations

3.LearningResources Science in Today’s World for Senior High School Physical Science,pp.120-122,
Santiago, et al. Exploring Life Through Science,handouts pp.139 and 140, different colors
of cartolina, pictures of markers,
4. Procedures
4.1 Introductory Activity(__5__ minutes). This part introduces Given the three different colors of cartolina with the illustration of different
the lesson content. Although at times optional, it is usually included to models of astronomical phenomena the students are asked to identify the
serve as a warm-up activity to give the learners zest for the incoming
COPERNICAN, PTOLEMAIC and TYCHONIC models. After identifying the models
lesson and an idea about what it to follow. One principle in learning is
that learning occurs when it is conducted in a pleasurable and they are going to pick strips of papers inside the box and answer the given
comfortable atmosphere. questions.
1. Describe Ptolemaic model of the universe.
2. Why are Ptolemaic and Copernican models the most recognized among
all the other models representing the universe
3. Differentiate heliocentric from geocentric.
4.2 Activity(__20__ minutes). This is an interactive strategy to elicit GAME – WORD PUZZLE
learner’s prior learning experience. It serves as a springboard for new Students are asked to group into six (6) and each group will choose their LMOP (
learning. It illustrates the principle that learning starts where the
learners are. Carefully structured activities such as individual or group Leader, Material Manager, Note Taker, Overseer, and Presenters respectively.)
reflective exercises, group discussion, self-or group assessment, dyadic Each group are given one (1) minute to form a word related to the topic to be
or triadic interactions, puzzles, simulations or role-play, cybernetics discussed.
exercise, gallery walk and the like may be created. Clear instructions
should be considered in this part of the lesson.
Group 1- RECRTAS = CRATERS
Group 2- SENUV = VENUS
Group3- PERJIRU = JUPITER
Group4- NUSPOSTS = SUNSPOTS
Group5- SERPUNOVA = SUPERNOVA
Group6- TSARS = STARS
After forming, the students are asked to give features of the given word guided on
what they had research.

Each group answers the following guide question based on the task given.
1. What were Galileo’s discoveries that supported the heliocentric model?
2. Compare and contrast Galileo’s discovery to the Ptolemaic model

Each group will do a panel discussion to discuss about the guide questions given.
They are given time to consolidate their answers, afterwards they are going to
share in front of the class.
4.3 Analysis(__15__ minutes). Essential questions are included to Processing of answers:
serve as a guide for the teacher in clarifying key understandings about
the topic at hand. Critical points are organized to structure the
discussions allowing the learners to maximize interactions and sharing
Teacher asks the following questions.
of ideas and opinions about expected issues. Affective questions are
included to elicit the feelings of the learners about the activity or the 1. How did the following discoveries of Galileo provide evidence for the
topic. The last questions or points taken should lead the learners to
understand the new concepts or skills that are to be presented in the
heliocentric model?
next part of the lesson.  Lunar craters
 Phases of Venus
 Moons of Jupiter
 Sunspots
  Supernova
 Apparently identical size of stars
2. Explain why these evidences did not support the discovery of Ptolemy
about the universe?
3. Relate situations how you able to help others to correct their
misconceptions making sure that no one is offended.

4.4 Abstraction(__10__ minutes).This outlines the key concepts,

important skills that should be enhanced, and the proper attitude that
should be emphasized. This is organized as a lecturette that
PTOLEMAIC MODEL
summarizes the learning emphasized from the activity, analysis and
new inputs in this part of the lesson.
The ecliptic of the sun and the
planets lie at an angle with
Earth’s axis, which made
them different from other
stars.
Earth was the center of the
Universe (Geocentric)
All things on earth are subject
to change, growth, decay,
and death, things above the
orbit of the moon are
changeless, perfect, and
eternal. The very elements of
which celestial bodies are
made were considered to be
completely different from the
terrestrial ones
GALILEO’S EXPLANATION
OBSERVATIONS
Apparently Identical If the stars were distributed
Size of the Stars only along the celestial
sphere, then there was no
way of extending the
location of stars beyond the
sphere.
Moons of Jupiter If Earth revolves around the
Phases of Venus sun and the moon revolves
around Earth, it is possible
that the moon will be left
behind by Earth due to
Earth’s motion.
Lunar craters and sun Galileo's telescope showed
spots that there were mountains
on the moon, making it look
as if that body must be very
similar to earth.

4.5 Application(__5__ minutes).This part is structured to ensure

the commitment of the learners to do something to apply their new Teacher asks the ff. questions
learning in their own environment.
1. How Galileo’s observations weaken the Ptolemaic model?
2. What do you think will happen if Galileo did not observe and discover
these?
3. In your own opinion, whose idea you believe? Why?
4.6 Assessment(_15__ minutes).For the Teacher to:a) Assess whether learning objectives have been met
for a specified duration,b)Remediate and/or enrich with appropriate strategies as needed, and c) Evaluate
whether learning intentions and success criteria have been met. (Reminder: Formative Assessment may be
given before, during, or after the lesson). Choose any from the Assessment Methods below:
Assessment Method Possible Activities
a) Observation Investigation, Role Play, Oral Presentation, Dance,
(Formal and informal observations of learners’ Musical Performance, Skill Demonstration, Group OBSERVATION
performance or behaviors are recorded, based on Activity (e.g. Choral Reading), Debate, Motor &  GROUP ACTIVITY (choral reading, jazz chant,
assessment criteria) Psychomotor Games, Simulation Activities, Science speech choir, jingle, rap, poem)
Experiment
Each group is given nine(9) minutes to prepare a
creative presentation and one (1) minute group
presentation about their learning on Galileo’s
Astronomical discoveries and observation.

Rubrics:
Uniqueness
Content
Unity
Relevance
4.7 Assignment (____ minutes). Fill-in below any of the four purposes:

 Reinforcing / strengthening the day’s lesson

 Enriching / inspiring the day’s lesson Journal Writing- Let the students write an
inspiring caption of today’s lesson.

 Enhancing / improving the day’s lesson

 Preparing for the new lesson

4.8 Concluding Activity (____ minutes).
This is usually a brief but affective closing activity such as a strong quotation, a short song, an anecdote,
parable or a letter that inspires the learners to do something to practice their new learning.

3. Remarks Indicate below special cases including but not limited to continuation of lesson plan to the following day in case of re-teaching or lack of time,
transfer of lesson to the following day, in cases of class suspension, etc.

4. Reflections Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done
to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions. Indicate below whichever is/are appropriate.
A. No. of learners who
earned 80% in the
evaluation.

Prepared by:

Name: GENELIZA N. DIMPAS School: LILOAN NATIONAL HIGH SCHOOL

Position/Designation: TEACHER III Division: CEBU PROVINCE
Contact Number: 09434670216 Email Address: madam.dimpas.143@gmail.com

Bibliography
Appendices: (attach all materials that will be used)
1. Activity Sheet …
2. Formative Assessment …
3. Answer Key …
4. Handouts …
5. PowerPoint Presentation …
6. Others