PIVOT 4A LESSON EXEMPLAR USING THE IDEA INSTRUCTIONAL PROCESS - SCIENCE

Learning Area SCIENCE

Learning Delivery Modality Blended Learning Modality

School Laguna Senior High School Grade 11

Grade Level
Teacher CHRISTINE JOY T. BAYTON
Learning Area Physical Science
Teaching April 20, 2022
Quarter Third Quarter
Date
LESSON Number of Days 1 day
EXEMPLAR Time 9:30 - 10:30am

At the end of the lesson, learners are expected to:

1. discuss the thoughts of philosophers about the shape of the Earth;
2. describe the size of the Earth; and
3. realize the importance of the shape of the Earth.
4. explain what is astronomy;
5. enumerate the examples of astronomical phenomena;
6. describe the phases of the moon;
I.OBJECTIVES
7. differentiate lunar and solar eclipses;
8. appreciate the importance of astronomical phenomena and how
they affect your life.
9. discuss the notable contributions of some of the notable
astronomers of modern astronomy;
10. describe the relationship of Brahe and Kepler to the discovery of
planetary motion; and
11. realize the importance of the laws of planetary motion.
The learners demonstrate an understanding about ancient
A. Content Standards astronomy, modern astronomy and examples of phenomena
before the advent of telescope.
B. Performance Standards

 Describe the concept of Ancient and Modern Astronomy

C. Most Essential Learning
 Present the examples of phenomena before the advent of
Competencies (MELC)
telescope

N/A
D. Enabling Competencies

ANCIENT ASTRONOMY, MODERN ASTRONOMY,

II. CONTENT AND EXAMPLES OF PHENOMENA BEFORE THE
ADVENT OF TELESCOPE.
III.LEARNING RESOURCES

A. References

1. Teacher’s Guide Pages

2. Learner’s Materials Pages Quarter 2 – Module 1, 2, 3: Ancient Astronomy, Examples of

Phenomena before the Advent of Telescope and Modern Astronomy

3. Textbook Pages
N/A

4. Additional Materials from

Learning Resources

B. List of Learning Resources

for Development and
Engagement Activities

IV. PROCEDURES
 Online Classroom Rules
 Students will be reminded of the proper decorum to be
observed during synchronous online teaching which includes
keeping their microphone muted if they are not required to talk,
A. INTRODUCTION
focusing on the teacher’s instruction, and selecting a conducive
space to study, among others.

Recall. The students will be prompted with questions regarding the

previous topic.
B. DEVELOPMENT Model of the Universe

WHAT IS GEOCENTRIC MODEL?

“The Earth is the center of the Universe.”

ANAXIMANDER

Proposed a cosmological system where a cylindrical

Earth was held aloft at the center of everything.

PYTHAGOREANS

Began to propose that the Earth was circular, based

on observation of eclipses.

By the 4th century BCE, this idea combined with the concept of a
geocentric universe to create the cosmological system that most
Greeks subscribed to.

According to Plato, the Earth was a sphere and the stationary center of
the universe. The stars and planets were carried around the Earth on
spheres or circles, arranged in the order of distance from the center.

Another observation that supported geocentric theory was the

apparent consistency in Venus’
luminosity, which was interpreted to
mean that it was the same distance
from Earth at any given time.
CLAUDIUS PTOLEMY
• He was a mathematician, geographer and
astronomer and produced several important,
ancient manuscripts.
• Claudius Ptolemy was born in Egypt in
100AD
• He also proposed Geocentric Model of the
Universe
Ptolemy unveiled his concept for a geocentric
universe, which would remain the accepted view for
the next 1500 years.

Each planet in this system is also moved by a system of two spheres –

a deferent and an epicycle.
Deferent - is a circle whose center point is removed from the Earth
Epicycle - is embedded in the deferent sphere, acting as a sort of
“wheel within a wheel”.

The equant is used to explain the observed

speed change in different stages of the
planetary orbit.

The Copernican Model: A Sun-Centered Solar System

On the Revolutions of the Celestial Sphere, Copernicus proposed that
the Sun, not the Earth, was the center of the Solar System.
The ordering of the planets known to Copernicus in this new system is
illustrated in the following figure:

https://www.youtube.com/watch?v=FtV0PV9MF88

SCIENTISTS WHO SUPPORTED HELIOCENTRIC MODEL

GALILEO GALILEI
He found convincing evidence in favor of the Copernican model.
Venus had phases, just like the moon, when only half, or just a
crescent, of it would be lit -- which is what would happen if Venus
orbited the sun.

JOHANNES KEPLER
Kepler’s conclusions about the universe were
aligned with Copernicus’ model that had the six
known planets orbiting the Sun (heliocentric).

SIR ISAAC NEWTON

He realized that heavenly bodies were governed by exactly the same
laws as earthly objects.

Conclusion:
Copernicus was correct about some things, but wrong about others.
The Sun is not in the center of the universe, and it does move, as do
the stars. Also, both Copernicus and Ptolemy thought the orbits of the
planets were circular, but we now know they are elliptical.

MODERN ASTRONOMY

KEPLER LAWS OF PLANETARY MOTION

Kepler's first law - sometimes referred to as the law of ellipses -

explains that planets are orbiting the sun in a path described as an
ellipse.

Kepler's second law - sometimes referred to as the law of equal areas

- describes the speed at which any given planet will move while
orbiting the sun. The speed at which any planet moves through space
is constantly changing.

Kepler's third law - compares the orbital period and radius of orbit of a
planet to those of other planets. The third law makes a comparison
between the motion characteristics of different planets.

KEPLER’S CONSTANT:

EXAMPLES OF ASTRONOMICAL PHENOMENA BEFORE THE

ADVENT OF TELESCOPES

FACTS ABOUT THE MOON

• The Moon is Earth’s only natural satellite and the fifth largest
moon in the solar system.
• The Moon’s presence helps stabilize our planet’s wobble and
 moderate our climate.
• The Moon’s distance from Earth is about 240,000 miles
(385,000km).
• The Moon has a very thin atmosphere called an exosphere.
• The Moon’s surface is cratered and pitted from comet and
asteroid impacts.

NEW MOON
A new moon appears only when
the moon is on the side of the
earth most directly in line with the
sun. There is no illumination on
the earth’s side, so it is also
sometimes called the dark moon.

FIRST QUARTER
Half the side of the moon facing the earth
appears illuminated. It rises about noon,
reaches its high point for the day at sundown,
and sets near midnight.

FULL MOON
The whole side of the moon is now illuminated to
viewers from the earth. The full moon rises in the
east as the sun sets in the west.

THIRD OR LAST QUARTER MOON

Like the first quarter, it is seen illuminated on
half the side facing the earth. The third quarter
moon rises about midnight, is highest at dawn
and sets about noon.

ECLIPSE - When one celestial body such as a moon or planet moves

into the shadow of another celestial body.

TWO MAJOR TYPES OF ECLIPSE

SOLAR ECLIPSE -An eclipse of the Sun happens when the New
Moon moves between the Sun and Earth, blocking out the Sun's rays
and casting a shadow on parts of Earth.
(https://www.youtube.com/watch?v=cxrLRbkOwKs)

LUNAR ECLIPSE - An eclipse of the Moon (or lunar eclipse)

can only occur at Full Moon, and only if the Moon passes through
some portion of Earth's shadow.
(https://www.youtube.com/watch?v=VW2xRR75lKE)

PLANETS DISCOVERED BEFORE THE INVENTION OF

TELESCOPE

MERCURY
VENUS

MARS

JUPITER

SATURN

Prepared by:

CHRISTINE JOY T. BAYTON

Student Teacher, LSPU SCC
 Checked by:

JEANELENE C. UGAT
Science Teacher-Division of Laguna