Detailed Lesson Plan

Quarter 2
(Grade 11 Physical Science)

Teacher: Tricia Mae M. Lutirte

I. Objectives
A. Content Standard: Competing models of the universe by Eudoxus, Aristotle, Aristarchus,
Ptolemy, Copernicus, Brahe, and Kepler.
B. Learning competency: Explain how Brahe’s innovations and extensive collection of data
in observational astronomy paved the way for Kepler’s discovery of his laws of planetary
motion. (S11/12PS-IVb-44).
Learning Objectives: In this lesson, the students will:
a. Explain the difference between the Ptolemaic, Copernican, and Brahe’s models of
the universe.
b. Appreciate the contributions of early models of the universe in understanding the
recent solar system.
c. Illustrate different models of the universe and their features.
II. Content
A. Topic: Models of the Universe
III. Learning Resources
A. References
1. BetterLesson. “Kepler’s Laws Exploration with the Physics Classroom.” Accessed
vvvvvvvvvvvvNovember 14, 2020. https://betterlesson.com/lesson/638085/exploring-kepler-s-three-
vvvvvvvvvvvvlaws
2. CHANDRA.”Astronomical The Astronomers Tycho Brahe and Johannes Kepler” Accessed
vvvvvvvvvvvvNovember 11,2020.https://chandra.harvard.edu/edu/formal/icecore/The_Astronomers_
vvvvvvvvvvvvTycho_ Brahe_and_Johannes_Kepler.pdf
3. The University of Rochester. “The Observations of Tycho Brahe.” Accessed November 14,
vvvvvvvvvvvv2020. http://www.pas.rochester.edu/~blackman/ast104/brahe10.html
4. Fraknoi, A., Morrison, D., Wolff, S. C., Beck, J., Benecchi, S. D., Bochanski, J., Bond, H.,
vvvvvvvvvvvvCarson, J., Dunne, B., Elvis, M., Fischer, D., Hammel, H., Hoehler, T., Ingram, D.,
vvvvvvvvvvvvKawaler, S., Knox, L., Krumholz, M., Lowenthal, J., Morgan, S., ... & Young, T. (2016).
vvvvvvvvvvvvAstronomy. OpenStax. DOI or URL https://openstax.org/details/books/astronomy
B. Other Learning Materials
1. PowerPoint presentation or visual aids
2. Worksheets for group activities
3. Whiteboard and markers
C. Teaching Strategy
1. 4A’s Approach, Student-Centered, Cooperative Learning, Inquiry-Based Learning, ICT
Integration
 Teacher’s Activity Student’s Activity

A. Preliminaries

”Good morning, class! Before we begin, may a request (student) “Good morning, teacher! We’re
to lead us a prayer”. doing well.”

“Thank you (student)”

“Good morning class! How are your today?

Let’s check your attendance first. Raise your hand and say
‘present’ when your name is called.” “Present!”

Before we dive into our lesson, let's start with a quick challenge
to test your observation and critical thinking skills through this
game…
B. Activity

Spot the Difference

Yesterday, I gave you an activity about the models of the

universe. To check your output (whether the models you
researched are correct), I will show images of different models
of the universe. You will have 30 seconds to carefully observe
the images and take note of any differences. After one minute,
I will call on some volunteers to share their insights with the
class, allowing us to compare perspectives and set the stage
for our discussion on the evolution of astronomical models.
C. Analysis

“Great job on sharing your observations! Now, let’s break it down

further and see what these differences tell us about the models
of the universe by answering the following questions.

1. What differences did you notice between the models? “Differences in the placement of
the Sun, Earth, and planets”

2. Which model do you think is the most accurate? Why?

3. Which model looks like our solar system today?

Over time, our understanding of the universe has changed based

on new observations. Today, we will explore how different
astronomers contributed to this development.
 D. Abstraction

For centuries, astronomers have sought to understand the

structure of the universe and the movement of celestial bodies.
Early models of the universe were largely based on observation
and philosophical reasoning, evolving over time as new evidence
emerged.

Models of the Universe

1. Claudius Ptolemy
- a Greco-Roman astronomer, developed one of the most
influential geocentric (Earth-centered) models of the universe.
In his work Almagest, he proposed that all celestial bodies,
including the Sun, Moon, and planets, moved in complex circular
paths known as epicycles, which were embedded within larger
orbits called deferents. This system was designed to explain
retrograde motion, the apparent backward movement of
planets. Despite its complexity, Ptolemy’s model provided
accurate predictions of planetary positions and remained the
dominant astronomical system for over 1,400 years, supported
by both scientific and religious authorities. However, as
astronomical observations improved, inconsistencies in the
model became evident, paving the way for alternative
explanations.

Video for Retrograde Motion:

https://youtu.be/sBzGGoBQVDA?si=Z26nSu3LPzwYcovn

Ptolemy’s Model

2. Nicolaus Copernicus
- challenged the geocentric view with his heliocentric (Sun-
centered) model, which he published in De revolutionibus
orbium coelestium in 1543. He proposed that the Sun, rather
than Earth, was at the center of the universe, with planets,
including Earth, orbiting around it in circular paths. His model
also suggested that Earth rotates on its axis, explaining the
daily motion of the sky, and orbits the Sun annually,
accounting for the changing positions of the planets. While
revolutionary, Copernicus’ model still relied on epicycles to
match observations, and it was not widely accepted at first due
to resistance from the Church and the scientific community.
However, it laid the groundwork for future astronomers to refine
the heliocentric theory with more accurate mathematical models.

3. Tycho Brahe
- a Danish astronomer, proposed a geo-heliocentric model as
a compromise between the Ptolemaic and Copernican systems.
In his model, Earth remained stationary at the center of the
universe, with the Sun orbiting Earth, while the other planets
orbited the Sun. This hybrid model attempted to align with
religious beliefs while incorporating improved astronomical
observations. Brahe was known for his extremely precise
measurements of planetary positions, which he recorded
without the use of a telescope, his extensive data collection was
later used by Johannes Kepler to formulate the laws of planetary
motion, which ultimately disproved Brahe’s model.
Tycho Brahe, a Danish astronomer continuously and precisely
recorded the position of the sun, moon, and planets for over 20
years using instruments that are like giant protractors. He noted
based on his observations that the positions of the planets differ
from those that were published. However, he was not able to
develop a better model than Ptolemy’s as he didn’t have the
ability to analyze his data. Years before his death, he hired
Johannes Kepler as a research assistant to aid in analyzing his
data. Brahe was reluctant to provide such data to Kepler, but at
his death, the observational data was possessed by Kepler.
Being knowledgeable in geometry, Kepler was able to derive
from Brahe’s data that the orbital path of Mars was elliptical
contrary to the previous investigators who were trying to fit the
planetary paths in circles. Generalizing his results, he was able
to formulate the three laws of planetary motion:

1. Law of Ellipse: orbits of all the planets are elliptical with

the Sun at one focus of the ellipse.
- An ellipse is a somewhat flattened circle. It is a closed curve in
which the sum of the distances from any point on the ellipse to
foci (two points inside) is constant.
- The planets move in elliptical orbits. The paths of the planets
are ellipses with the sun. Perihelion is the closest point to the
sun in a planet's orbit; aphelion is the farthest point.

2. Law of Equal Areas: a line joining a planet and the Sun

sweeps out equal areas in space in equal intervals of time.
- Thus, a planet moves fastest when it is nearest to the sun.
- An imaginary line from the planet to the sun sweeps equal
areas in equal time intervals, whether the Earth is close to or far
from the sun. For this to be true, the planet moves fastest at the
perihelion and slowest at the aphelion.
3. Law of Harmony: the square of a planet’s orbital period
(years) is proportional to the cube of the semimajor axis of its
orbit (in astronomical units or AU) or 𝑃2 = 𝑎3.
- Thus, the larger the orbit’s size, the longer it takes to orbit the
sun.
The squares of the planets' periods are proportional to the cubes
of their mean distances from the sun. A period is the time it takes
to make one complete revolution around the sun.

In symbols, T2 = k R3 k = T2/ R3 Where:

𝑻 = period in years = 365.24 days

𝑹= distance in AU = 149 597 871 km
k= is a constant that depends only on the massive object.

One astronomical unit (A.U.) is the semi-major axis of the Earth's

orbit around the sun, practically the average distance between
Earth and the Sun.
• Abbreviation: A.U.
• 1 A.U. = 149 597 871 km ~ 150 x 106 km= 92 million miles

Johannes Kepler, using Tycho Brahe’s precise astronomical

data, refined the heliocentric model by discovering that planets
do not move in perfect circles but in elliptical orbits around the
Sun. He formulated the Three Laws of Planetary Motion, which
described how planets accelerate when closer to the Sun and
move slower when farther away. His laws eliminated the need for
epicycles, providing a more accurate and mathematically sound
explanation of planetary motion. Kepler’s work not only
confirmed the heliocentric model but also laid the foundation
for Isaac Newton’s theory of gravity, revolutionizing our
understanding of celestial mechanics and modern astronomy.

E. Application

Cosmic Bingo (Journey Through Space)

Instruction: Each student receives a Bingo Card with terms

related to the lesson. The teacher calls out clues/questions,
and students mark the correct answer on their cards. The first to
complete a row (horizontal, vertical, or diagonal) shouts "Bingo!"
and verifies their answers.

Bingo Card:

Clues/questions:
1. Who proposed the geocentric model of the universe?
(Ptolemy)
2. Who introduced the heliocentric model? (Copernicus)
3. What is the shape of planetary orbits according to
Kepler? (Ellipse)
4. What term describes the apparent backward motion of
planets? (Retrograde Motion)
5. What is the farthest point in a planet's orbit from the Sun?
(Aphelion)
6. Which astronomer proposed that planets orbit in ellipses?
(Kepler)
7. What is the unit used to measure the average distance
between the Earth and the Sun? (Astronomical Unit)
8. Who kept precise records of planetary positions but didn’t
support the heliocentric model? (Brahe)
9. What book did Ptolemy write about his model?
(Almagest)
 10. Which law states that planets move faster when closer to
the Sun? (Law of Equal Areas)
11. What do we call the imaginary line that joins a planet and
the Sun, sweeping equal areas in equal times? (Law of
Equal Areas)
12. What do we call the closest point in a planet’s orbit to the
Sun? (Perihelion)
13. What is the name of the model in which planets orbit the
Sun but the Sun orbits Earth? (Tycho Brahe’s Model)
14. Who formulated the three laws of planetary motion?
(Kepler)
15. Which law states that the square of a planet’s orbital
period is proportional to the cube of its semi-major axis?
(Law of Harmony)
16. What term describes the circular paths used in the
Ptolemaic system to explain planetary motion?
(Epicycles)
17. What instrument helped astronomers refine their
observations of planetary motion? (Telescope)
18. What term describes the complete movement of a planet
around the Sun? (Revolution)
What are the two fixed points inside an ellipse called? (Foci)
F. Assessment

Instruction: Compare and contrast the models of Ptolemy,

Copernicus, and Brahe using Venn diagrams, then write a short
explanation below.