DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN
8 First Quarter
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
(Write the LC code)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
WEEK & DAY NO. PAGE NO.
______ 1
The learners demonstrate an understanding of Newton’s three laws of
motion and uniform circular motion.
The learners shall be able to develop a written plan and implement a “Newton’s
Olympics”
Infers that when a body exerts a force on another an equal amount of force is
exerted on it. S8FE-Ia-2
Within the specified period, learners should be able to:
1. Demonstrate their understanding by explaining Newton’s First Law of
Motion;
2. Explain the law of inertia using concrete example;
3. Appreciate the value of the topic in our everyday living.
NEWTON’S FIRST LAW OF MOTION : Inertia
TG
Science 8 Learner’s Module
10-12
Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 12-17.
ThePhysicsclassroom.com
ELICIT
Key recall question:
If forces acting on an object at rest are balanced, will the object move or
stays at rest?
ENGAGE
Show the motorcyclist (Video)
1. What happen to the driver/rider?
2. Why do you think this happens?
EXPLORE
 Preliminary Activity
 Precautionary measures
 Introduce the activity: Penny Card Flick Investigation
 Activity Proper
 Organize four (4) groups among yourselves
 Get the activity Sheets and materials
 First read the procedure carefully. If there are points that you don’t
understand, ask help or clarify from your teacher.
 Follow the directions in the activity sheet, with your group mates.
 Be aware of the time element of this activity

GRADE LEVEL
8 First Quarter
F. Developing mastery (leads
to Formative Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations and
abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
C. Did the remedial lessons work? No. of learners who have caught up with the
DETAILED SCIENCE LESSON PLAN
QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
______ 2
**Activity Procedure
Penny Card Investigation
• Place the index card on top of the small glass.
• Place the penny on top of the index card.
 Slowly pull the cardboard with your hand and observe.
 Arrange again the same set-up. This time, side flick the index card off of
the glass. Make sure that the card is flicked parallel to the desk.
 Observe.
 Key Questions:
1. What happens when you flicked the cardboard? Explain.
 What happens when you slowly pulled the cardboard? Explain.
EXPLAIN (Post Activity)
 How did you find the activity?
 Post all your outputs on the wall.
 Each group will have a representative to present and explain their output.
Did you learn something from the activity?Students will present their group works
ELABORATE (Applying and Making Use of Information)
Mac and Tosh are arguing in the cafeteria. Mac says that if he flings the Jell-O with
a greater speed it will have a greater inertia. Tosh argues that inertia does not
depend upon speed, but rather upon mass. Who do you agree with? Explain why.
EVALUATE
(Knowledge) State the law of inertia.
1. (Comprehension ) Provide or give a concrete example how the law of
inertia works?
2. (Application ) In riding a car, what is the most safety thing to do in order to
avoid more damages in case of car bump?
a. Use seatbelt b. Set aside seatbelt c. Use headset d. All of the choices
3. (Analysis & Synthesis )Which would have happen if a motorcycle rider hit
the wall ( as seen in the picture )
a. Thrown forward b. thrown backward c. stay in the motorcycled.
nothing happens
5. (Evaluation) In 2 – 3 sentences, Justify what had happened to the
motorcycle driver ( as seen in the picture ).
EXTEND
How would you dislodge a ketchup from the bottom of a ketchup bottle?
( Perform this at home and share it to the class next meeting )
 DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
8 First Quarter ______ 3

lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did these work?
F. What difficulties did I encounter which my principal or supervisor can help me
solve?
G. What innovation or localized materials did I use/discover which I wish to
share with other teachers?

DEMONSTRATION TEACHER:

THINKER BELL GROUP

1. Eunice R. Gentiles
2. Ruby M. Alameda
3. Naome O. Bertulfo
4. Gil Lloyd F. Jacob, Jr.
5. Ranilo G. Benogsudan
6. Michael S. Rubino
7. Jay M. Bentayo
8. Jean Maria G. Derrayal
9. Karen Jane B. Sacatani
10. Maria Helena B. Yangco

NOTED: