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    Department of Education: Humss 12 Cluster A and B Weekly Home Learning Plan

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    Rhomelyn Abellar
    The document is a weekly home learning plan for Physical Science classes at Pacac Grande National High School for Quarter 2, Weeks 3-4. The plan covers several topics related to motion, including Aristotle and Galileo's conceptions of vertical, horizontal, and projectile motion. Students will conduct mini labs comparing Aristotle and Galileo's views and construct a Venn diagram highlighting the similarities and differences between their views. The plan also addresses Newton's First Law of Motion and different types of inertia through identification activities and scenarios. A summative assessment concludes the week's lessons.

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    Department of Education: Humss 12 Cluster A and B Weekly Home Learning Plan

    Uploaded by

    Rhomelyn Abellar
    117 views3 pages
    The document is a weekly home learning plan for Physical Science classes at Pacac Grande National High School for Quarter 2, Weeks 3-4. The plan covers several topics related to motion, including Aristotle and Galileo's conceptions of vertical, horizontal, and projectile motion. Students will conduct mini labs comparing Aristotle and Galileo's views and construct a Venn diagram highlighting the similarities and differences between their views. The plan also addresses Newton's First Law of Motion and different types of inertia through identification activities and scenarios. A summative assessment concludes the week's lessons.

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    Weekly Home Learning Plans

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    The document is a weekly home learning plan for Physical Science classes at Pacac Grande National High School for Quarter 2, Weeks 3-4. The plan covers several topics related to motion, including Aristotle and Galileo's conceptions of vertical, horizontal, and projectile motion. Students will conduct mini labs comparing Aristotle and Galileo's views and construct a Venn diagram highlighting the similarities and differences between their views. The plan also addresses Newton's First Law of Motion and different types of inertia through identification activities and scenarios. A summative assessment concludes the week's lessons.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    117 views3 pages

    Department of Education: Humss 12 Cluster A and B Weekly Home Learning Plan

    Uploaded by

    Rhomelyn Abellar
    The document is a weekly home learning plan for Physical Science classes at Pacac Grande National High School for Quarter 2, Weeks 3-4. The plan covers several topics related to motion, including Aristotle and Galileo's conceptions of vertical, horizontal, and projectile motion. Students will conduct mini labs comparing Aristotle and Galileo's views and construct a Venn diagram highlighting the similarities and differences between their views. The plan also addresses Newton's First Law of Motion and different types of inertia through identification activities and scenarios. A summative assessment concludes the week's lessons.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    Republic of the Philippines

    Department of Education
    Region II – Cagayan Valley
    Schools Division of Cagayan
    PACAC GRANDE NATIONAL HIGH SCHOOL
    Amulung West District

    HUMSS 12 CLUSTER A and B WEEKLY HOME LEARNING PLAN


    SCHOOL YEAR 2020-2021

    PHYSICAL SCIENCE
    QUARTER 2, WEEK 3-4
    May 31-June 4, 2021

    DAY TIME Learning LEARNING LEARNING TASKS MODE OF


    Areas COMPETENCY DELIVERY
    Topic: The Aristotelian and Galilean Conceptions of
    Wednesday 1:00 -5:00 Physical Explain the subtle Vertical, Horizontal, and Projectile Motions
    Science distinction between
    Newton’s 1st Law of
    Motion (or Law of
    Inertia) and Galileo’s
    assertion that force is
    not necessary
    to sustain horizontal 1. Activity 1. Mini Lab: Aristotle or Galileo?  Modular
    motion Test the following activities below. Take note Learning
    that in every activity, both objects should be
    dropped at the same time and at the same  Asynchronous
    height. (In choosing the height, be sure that and
    you are safe). Synchronous
    1.1 Drop a book and a flat sheet of paper. Online using
    1.2 Drop a book and a sheet of paper google
    crumpled to a ball. classroom and
    1.3. Drop a book with a small flat sheet of Google meet.
    Thursday 7:00 -12:00 paper on top of it.
    2. Activity 1.2 Guide Questions
    2.1 In all three cases, which object
    reaches the ground first?
    2.1 In activity 1, what causes the flat sheet
    of paper to move sideways?
    2.2 In activities 2 and 3, why did the
    objects fall at the same rate regardless
    of their masses?
    2.3 Whose view is more acceptable?
    Why?
    Topic: How Galileo Inferred that Objects in
    Vacuum fall with Uniform Acceleration

    3. Activity 3: Construct a Venn Diagram


    Point out the similarities and differences
    between Aristotle's view of motion and
    Galileo's view of motion by using a Venn
    diagram.

    Topic: Understanding Newton’s First Law of


    Motion
    4. Activity 4: Identification
    Direction: Test your understanding on the
    different types of inertia. Read and analyze
    the different situations given below. Identify
    the type of inertia.
    1. When pulling a Band-Aid off, it is better
    to pull it fast. Your skin will remain at
    rest due to inertia, and the force pulls the
    Band-Aid off.
    2. When pedaling a bicycle and you stop
    pedaling, the bike continues going until
    friction or gravity slows it down.
    3. When you stir coffee in a cup and stop,
    the swirling motion continues due to
    inertia.
    4. If a car is moving forward it will
    continue to move forward unless friction
    or the brakes interfere with its
    movement.
    5. If the wind is blowing, tree branches are
    moving. Fruits that fall from the tree will
    fall in the direction the wind is moving
    into because of inertia.

    5. Summative Assessment

    Prepared by: Checked:

    RHOMELYN A. MALANA CHARLES M. MARCOS


    Subject Teacher School Principal

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