Flexible Instruction Delivery Plan (FIDP)

Grade: GRADE 11 Semester: Second Semester

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: Make a creative representation of the historical development of the atom or the chemical element in the timeline.

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

Highest Enabling Strategy to
Highest Thinking Skill Use in developing the
Learning competencies
to Assess Highest Thinking Skill to
Assess
KUD Flexible
Most
Conten Performanc Classificatio Assessme
Content Standards Essential
t e Standards n nt Flexible
Topics KUD Enabling
RBT Activities Learning
Complete Classificatio Most Essential General
Level (FAA) Strategies
n Strategy
Performa (FLS)
nce
Checks
Quarter
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we n versus cs: Free either a and ing e and ing and tion tion
come Galilean Fall printed or contrast contrast Parachute
to views of an the the Experime
realize motion electronic Aristoteli Aristotel nt
that picture-cata
2. How an and ian and
the log showing
Galileo use Galilean Galilean
Earth is the
his concepti concepti
not the day-to-day
center discoverie applications ons of ons of
of the s in of vertical vertical
univers mechanics Astronomy, motion, motion,
e? (and Mechanics, horizonta horizont
astronomy Optics, and l motion, al
) to Relativity and motion,
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scientific on the motion Understand projectil
objections social, 2. Explain ing e
to the cultural, how motion
Copernica environmen Galileo 2. Explain Understand Understa
n model? tal, and inferred how ing nd
economic that Galileo
dimensions objects in inferred
that these vacuum that
may form objects
represent.
with in
uniform vacuum
accelerati form
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that uniform
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3. Explain sustain
how the horizont
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versus motion.
time, and
velocity
versus
time
graphs of
constant
velocity
motion
are
different
from
those of
constant Understand
accelerati ing
on
motion.
4. Recogniz
e that
the
 everyday
usage
and the
physics
usage of
the term
“accelera
tion “
differ; in
physics
an object
that is
slowing,
speeding
up, or
changing
direction
is said to
be
accelerati
ng.

Quarter

Performance Task:
ONLINE: (GOAL) ​To demonstrate the factors affecting free fall. ​(ROLE)​ The students will play the role of engineer. ​(AUDIENCE) ​Grade 11 students ​(SCENARIO)​ As an engineer, you are
tasked to do an egg drop and parachute experiment and identify the factors affecting free fall. ​(PRODUCT)​ Video presentation of the experiment ​(STANDARD)​ Means of holistic
rubrics
MODULAR: (GOAL) ​To demonstrate the factors affecting free fall. ​(ROLE)​ The students will play the role of engineer. ​(AUDIENCE) ​Grade 11 students ​(SCENARIO)​ As an engineer, you
are tasked to do an egg drop and parachute experiment and identify the factors affecting free fall. ​(PRODUCT) ​Laboratory worksheets ​(STANDARD)​ Means of analytic rubrics
BLENDED​: ​(GOAL) ​To demonstrate the factors affecting free fall. ​(ROLE)​ The students will play the role of engineer. ​(AUDIENCE) ​Grade 11 students ​(SCENARIO)​ As an engineer, you
are tasked to do an egg drop and parachute experiment and identify the factors affecting free fall. ​(PRODUCT) ​Vlog or laboratory worksheets ​(STANDARD)​ Means of analytic and
holistic rubrics.