PRIVATE EDUCATION ASSISTANCE COMMITTEE

FLEXIBLE INSTRUCTION DELIVERY PLAN

Grade:11-TVL/12-HUMMS/12-ABM_____________________________________________________ Semester: 2ND_______________________________________________________

Core Subject Title: PHYSICAL SCIENCE ____________________________________________________ No. of Hours/Semester: 80 hours
Prerequisites (If Needed) ______________________________________________
Core Subject Description: Evolution of our understanding of matter, motion, electricity, magnetism, light, and the universe from ancient times to the present; applications of physics and chemistry concepts
in contexts such as atmospheric phenomena, cosmology, astronomy, vision, medical instrumentation, space technology, drugs, sources of energy, pollution and
recycling, fitness and health, and cosmetics
Culminating Performance Standard: _Create a PubMat showing the day to day application of the principles of chemistry and physics and reflects on the social, political,
economic, cultural, environmental, and health dimensions that these may represent

What to Teach? Why Teach? How to Assess? What to Teach?

Highest Enabling Strategy to Use in

Learning competencies Highest Thinking Skill to Assess developing the Highest Thinking
Skill to Assess
Perform
Most
Content ance KUD Flexible
Content Essential
Standards Standard Classification Assessment Flexible
Topics KUD Most Enabling
s Complete RBT Level Activities (FAA) Learning
Classification Essential General Strategy
Performance Strategies (FLS)
Checks

Quarter 3
 PRIVATE EDUCATION ASSISTANCE COMMITTEE
How the The learners The Origin The The learners: 1.Give
of learners:
elements demonstrate 1. Give evidence for Make a multi
an the 1. Make media
found in Elements a Evidence and explain and describe Understanding Analyzing Think,Pair,Share Comunication
the understandi presentation
ng of: creative the formation the that explain how
universe Will the universe
represent the universe
1. The of the light formation of continue to expand
were ation of Understanding was created
Light light and heavy
formed 1.1. The Elements the elements in heavier elements and also
formation continuously
historical the Big Bang elements
of the formed?
elements developm theory during star
2. The
ent
Heavy formation
during the
Big of the
Elements atom 2. Give and
Bang and evidence for evolution
during or the
chemical and describe
stellar
evolution; the formation
element
in a
of heavier
timeline.
3.. elements
2. The Formation
during star
distribution of
formation
of the Elements
and
chemical Heavier
than iron evolution
elements
and 4.
Chemical Understanding Understanding Applying
the isotopes 3. Write the
in Elements Connection
nuclear
the universe and fusion
Isotopes
reactions that
in the
take place in
Universe
stars, which
lead to the
formation of
new
elements
 PRIVATE EDUCATION ASSISTANCE COMMITTEE
How the 3. How the Understan The
din learners:
idea of concept of
the the g the Make a
creative
atom, atom Elements
along evolved represe
and the
with the from Ancient ntation of
Atoms the
idea of Greek to the
the historical
present;
elements developm
4. How the ent
evolved
concept of of the
the atom
element or the
evolved
1. The chemical
from Ancient
Atomic element
Greek to the in a
present Theory: timeline
From
the Ancient
Greeks Up
to
the
Present

2. The
Structure
of
the Atom

3.The
Synthetic
Elements
 PRIVATE EDUCATION ASSISTANCE COMMITTEE

How the The learners Bonding Determine if

and
properti demonstrate a molecule is
es of an Physical
matter polar or
understandi Properties
relate to ng of nonpolar

their of: Matter given its

chemica 1. how the 1. Ionic, structure

l uses
structur Covalent,
e of different
and
materials Metallic
are
Bonds
related to
their 2. Bond

properties Energies
and
3.
structures; Properties
and
of Ionic
and
Covalent

2. the Compound
s
relationship
between the
function and
structure of
biological
macromolec
ules
Relate the
polarity of a
molecule to
its
Properties
 PRIVATE EDUCATION ASSISTANCE COMMITTEE

Quarter 4

How we 1. Ancient 1. Explain what the Understanding Give a matching Communication

come to Astronom Greeks considered to be type quiz that
realize The y the three types of connects
that the learners terrestrial motion philosophers with
Earth is demonstrat their philosophical
not the e an 2. Explain what is contribution
understand 2. Modern meant by diurnal
center
ing of:1. Astronom motion, annual motion,
of the Greek precession of the
Univers views of equinoxes
e matter,
Another option is
motion,
to fill out diagram
and the
3. Explain how the with domains with
universe;
Greeks knew that the corresponding
Understanding
2. Earth is spherical; elements and
Competing motions found in
models of these domains
4.Explain how Plato’s Communication Diagram that
the problem of “Saving the
universe by compare and
Appearances”
Eudoxus, contrast the
constrained Greek
Aristotle, models of the Universe model of the
Aristarchus Ask the learners to universe
, Ptolemy, provide-naked eye
Copernicus observation
, Brahe, Understanding Explain showing that the
Edoxus, Aristotle, that
and Kepler; earth is round
Aristarchus, Ptolemy, the Greeks Understanding Analyzing
and and Copernicus knew that
3. Evidence the
Earth is
that the
spherical
Earth is not
the center
of the
Understanding

Communication

Why we The 1.Compare and contrast Illustration of

believe learners the Aristotlelian and reasoning and
that the demonstrat Galilean conceptions of proof situational
physics ed the vertical occurences
law are understand motions,horizontal through picture
universa ing of motions,and projectile where each law are
l applied with a follw
PRIVATE EDUCATION ASSISTANCE COMMITTEE
motion up explaination

1.Aristotleli 2.Explain how Galilieo (gmail upload)

an inferred that the object in
vs.Galilean vacuum fall with uniform
view of acceleration,and the
motion; force is not necessary to
Aristotle’s sustain horizontal Situational
view of motion analysis (students
2.How motion are tasked two
Galilio sed different objects
his with different
discoveries objects with
in different masses at
the same time Teachers
mechanics
height and time) supplement
(and Communication through video
astronomy)
presentation
to address Galileo’s
scientific View of
objections motion
to the
Copernican
model

Situational
analysis
PRIVATE EDUCATION ASSISTANCE COMMITTEE

Performance Task: _The learners are tasked to make a model about geocentric and heliocentric model .