DAILY School:
DOMINGO NATIONAL HIGH SCHOOL
LESSON LOG
I. WEEKLY OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
D. Learning Code
E. Specific Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
STO.
Grade Level
Teacher:
Teaching Dates and Time
June 10 (Monday)
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”
The learners should be able
to investigate the
relationship between the
amount of force applied and
the mass of the object to the
amount of change in the
object’s motion.
S8FE-Ia-15
1. Identify the forces acting
on an object at rest.
2. Explain why objects stay
at rest.
Unit 1 Module 1 Forces and
Motion
pp. 3-16
Grade 8
MARVIN G. OBRA
June 10, 2019 – June 14, 2019; 10:45 – 11:45; 3:00 – 4:00
Session 1 – June 11 Session 2 – June 12
(Tuesday)
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”
The learners should be able to
investigate the relationship
between the amount of force
applied and the mass of the
object to the amount of change
in the object’s motion.
S8FE-Ia-15
1. Identify the forces acting on
an object at rest.
2. Explain why objects stay at
rest.
Unit 1 Module 1 Forces and
Motion
Independence Day)
pp. 3-16
Learning Area SCIENCE
Quarter First
Session 3 – June 13
(Wednesday) (Thursday)
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”
The learners should be able to
investigate the relationship
between the amount of force
applied and the mass of the
object to the amount of change
in the object’s motion.
S8FE-Ia-15
1. Perform triangulation method
to find the epicenter.
2. Apply triangulation in the
Philippine map to locate the
epicenter.
Holiday (121st Unit 1 Module 1 Forces and
Motion
pp. 3-16
Session 4 – June 14
(Friday)
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”
The learners should be able
to investigate the relationship
between the amount of force
applied and the mass of the
object to the amount of
change in the object’s
motion.
S8FE-Ia-15
1. Perform triangulation
method to find the epicenter.
2. Apply triangulation in the
Philippine map to locate the
epicenter.
Unit 1 Module 1 Forces and
Motion
pp. 3-16
 DAILY School: STO. DOMINGO NATIONAL HIGH SCHOOL Grade Level Grade 8
Teacher: MARVIN G. OBRA Learning Area SCIENCE
LESSON LOG
Teaching Dates and Time June 10, 2019 – June 14, 2019; 10:45 – 11:45; 3:00 – 4:00 Quarter First
Session 1 – June 11 Session 2 – June 12 Session 3 – June 13 Session 4 – June 14
June 10 (Monday)
(Tuesday) (Wednesday) (Thursday) (Friday)
2. Learner’s Materials pages pp. 1-20 pp. 1-20 pp. 1-20 pp. 1-20
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
Lesson Guide Science 8 Lesson Guide Science 8 (First Lesson Guide Science 8 (First Lesson Guide Science 8
(First Quarter- pp. 1-5) Quarter- pp. 1-5) Quarter- pp. 1-5) (First Quarter- pp. 1-5)

https://www.google.com.ph/s https://www.google.com.ph/sear https://www.google.com.ph/sear https://www.google.com.ph/s

B. Other Learning Resources
earch? ch? ch? earch?
pictures&oq=balanced+and+ pictures&oq=balanced+and+un pictures&oq=balanced+and+unb pictures&oq=balanced+and+
unbalanced+forces balanced+forces alanced+forces unbalanced+forces

IV. PROCEDURES
Analyze the pictures (to be Analyze the pictures (to be Analyze the pictures (to be Analyze the pictures (to be
presented on the television presented on the television presented on the television presented on the television
A. Establishing a purpose for the screen) (can be printed) screen) (can be printed) screen) (can be printed) screen) (can be printed)
lesson
Motivate them to learn the new lesson.
Encourage them to ask questions about
the new topic. This will help establish a
reason for learning the new lessons.

B. Reviewing yesterday’s lesson or Lessons of motion on one Lessons of motion on one

Presenting the new lesson dimension from grade 7 dimension from grade 7
Connect the lesson with learners’ prior
knowledge. Explicitly teach to the
learners how the new lesson connects
to previous lessons. Review and present
new lessons in a systematic manner.
C. Presenting examples/ instances of What have you observed on What have you observed on the What have you observed on the What have you observed on
the new lesson the picture presented? picture presented? picture presented? the picture presented?
 DAILY School: STO. DOMINGO NATIONAL HIGH SCHOOL Grade Level Grade 8
Teacher: MARVIN G. OBRA Learning Area SCIENCE
LESSON LOG
Teaching Dates and Time June 10, 2019 – June 14, 2019; 10:45 – 11:45; 3:00 – 4:00 Quarter First
Session 1 – June 11 Session 2 – June 12 Session 3 – June 13 Session 4 – June 14
June 10 (Monday)
(Tuesday) (Wednesday) (Thursday) (Friday)
Provide examples of the new lesson.
Show what the instances of the content
and competencies. This is where the
concepts are clarified.
The teacher will place a ball or The teacher will place a ball or any The teacher will place a ball or any The teacher will place a ball or
any object on top of a table and object on top of a table and ask: object on top of a table and ask: any object on top of a table and
ask: ask:

D. Discussing new concepts and

practicing new skills #1
(Leads to Formative Assessment 1)
Discuss the concepts. Prepare good
questions for this. Listen to the
answers of learners to gauge if they
understood your presentation lesson.
If not, then reteach. If they have
understood, then proceed to
deepening the lesson.
a) Will this object move by
itself?
b) How can we make this
object move?
c) While it is moving, how
can we make the object
speed up or slow down?
d) How can make it stop?
e) How can we make it
change its direction?
a) Will this object move by a) Will this object move by itself?
itself? b) How can we make this object a) Will this object move by
b) How can we make this object move? itself?
move? c) While it is moving, how can b) How can we make this
c) While it is moving, how can we make the object speed up or object move?
we make the object speed up or slow down? c) While it is moving, how can
slow down? d) How can make it stop? we make the object speed up
d) How can make it stop? e) How can we make it change or slow down?
e) How can we make it change its direction? d) How can make it stop?
its direction? e) How can we make it
change its direction?

E. Discussing new concepts and practicingDo the activity 1 Forces on Do the activity 1 Forces on Do the activity 1 Forces on Do the activity 1 Forces on
new skills #2
(Leads to Formative Assessment 2)
object at rest in Lesson object at rest in Lesson Guide object at rest in Lesson Guide object at rest in Lesson
Deepen the lesson with new ways to Guide Science 8 (First Science 8 (First Quarter) pp. 5 Science 8 (First Quarter) pp. 5 or Guide Science 8 (First
apply the learning. Pair, group and team Quarter) pp. 5 or LM pp. 5- 6 or LM pp. 5- 6 LM pp. 5- 6 Quarter) pp. 5 or LM pp. 5- 6
work might be a good way to help
learners discuss the lesson among
 DAILY School:
Teacher:
LESSON LOG
Teaching Dates and Time
June 10 (Monday)
themselves. They can present their
work to the class and this serves as the
teachers’ way of assessing if the
concepts are solidifying and if their skills
are developing.
F. Developing mastery Presentation of the output
(Leads to Formative Assessment 3) per group/ Processing:
Develop mastery through more
individual work activities such as
Analysis:
writing, creative ways of representing
learning, dramatizing, etc. Let children
demonstrate their learning through Situation 1
assessable activities such as quizzes, 1. Is the pen at rest or in
worksheets, seat work, and games. motion?
When the children demonstrate 2. Are there forces acting on
learning, then proceed to the next the pen? If yes, draw the
step. Add activities as needed until forces. You may use arrows
formative assessment shows that the
to represent these forces.
learners are confident in their
knowledge and competencies.
3. What happens to the pen?
What could have caused the
pen’s motion?
Situation 2
1. Is the book at rest or in
motion?
2. Are there forces acting on
the book? If yes, draw the
forces
acting on the book.
3. Did the book move? How
will you make the book
move?
STO. DOMINGO NATIONAL HIGH SCHOOL Grade Level Grade 8
MARVIN G. OBRA Learning Area SCIENCE
June 10, 2019 – June 14, 2019; 10:45 – 11:45; 3:00 – 4:00 Quarter First
Session 1 – June 11 Session 2 – June 12 Session 3 – June 13 Session 4 – June 14
(Tuesday) (Wednesday) (Thursday) (Friday)
Presentation of the output per Presentation of the output per Presentation of the output per
group/ Processing: group/ Processing: group/ Processing:
Analysis: Analysis: Analysis:
Situation 1 Situation 1 Situation 1
1. Is the pen at rest or in 1. Is the pen at rest or in motion? 1. Is the pen at rest or in
motion? 2. Are there forces acting on the motion?
2. Are there forces acting on pen? If yes, draw the forces. You 2. Are there forces acting on
the pen? If yes, draw the forces. may use arrows to represent the pen? If yes, draw the
You may use arrows to these forces. forces. You may use arrows
represent these forces. 3. What happens to the pen? to represent these forces.
3. What happens to the pen? What could have caused the 3. What happens to the pen?
What could have caused the pen’s motion? What could have caused the
pen’s motion? pen’s motion?
Situation 2
Situation 2 1. Is the book at rest or in Situation 2
1. Is the book at rest or in motion? 1. Is the book at rest or in
motion? 2. Are there forces acting on the motion?
2. Are there forces acting on book? If yes, draw the forces 2. Are there forces acting on
the book? If yes, draw the acting on the book. the book? If yes, draw the
forces 3. Did the book move? How will forces
acting on the book. you make the book move? acting on the book.
3. Did the book move? How will 3. Did the book move? How
you make the book move? will you make the book
move?
 DAILY School:
Teacher:
LESSON LOG
Teaching Dates and Time
June 10 (Monday)
G. Finding practical applications of Since friction is a resistance
concepts and skills in daily living force that slows down or
Develop appreciation and valuing for prevent motion, there are
their learning by bridging the lesson to advantages and
daily living. This will establish relevance disadvantages that friction
in the lesson.
may do.
How is friction important in:
a. walking
b. writing
c. running vehicles
H. Making generalizations and 1. What is force?
abstractions about the lesson 2. What are some other
Conclude the lesson by asking children forces that can cause
good questions that will help them something to move?
crystallize their learning so they can 3. How does gravity affect
declare the knowledge and demonstrate
object on earth?
their skills.
4. What is a force that can
cause an object to slow
down or have little
movement?
5. In your own words define
friction.
I. Evaluating learning Board work (PT)
Assess whether the learning objectives
have been met. Evaluation should tap
into the three types of objectives.
STO. DOMINGO NATIONAL HIGH SCHOOL Grade Level Grade 8
MARVIN G. OBRA Learning Area SCIENCE
June 10, 2019 – June 14, 2019; 10:45 – 11:45; 3:00 – 4:00 Quarter First
Session 1 – June 11 Session 2 – June 12 Session 3 – June 13 Session 4 – June 14
(Tuesday) (Wednesday) (Thursday) (Friday)
Since friction is a resistance Since friction is a resistance Since friction is a resistance
force that slows down or force that slows down or prevent force that slows down or
prevent motion, there are motion, there are advantages prevent motion, there are
advantages and disadvantages and disadvantages that friction advantages and
that friction may do. may do. disadvantages that friction
How is friction important in: How is friction important in: may do.
a. walking a. walking How is friction important in:
b. writing b. writing a. walking
c. running vehicles c. running vehicles b. writing
c. running vehicles
1. What is force? 1. What is force? 1. What is force?
2. What are some other forces 2. What are some other forces 2. What are some other
that can cause something to that can cause something to forces that can cause
move? move? something to move?
3. How does gravity affect 3. How does gravity affect object 3. How does gravity affect
object on earth? on earth? object on earth?
4. What is a force that can 4. What is a force that can cause 4. What is a force that can
cause an object to slow down an object to slow down or have cause an object to slow down
or have little little or have little
movement? movement? movement?
5. In your own words define 5. In your own words define 5. In your own words define
friction. friction. friction.
Board work (PT) Board work (PT) Board work (PT)
 DAILY School: STO. DOMINGO NATIONAL HIGH SCHOOL Grade Level Grade 8
Teacher: MARVIN G. OBRA Learning Area SCIENCE
LESSON LOG
Teaching Dates and Time June 10, 2019 – June 14, 2019; 10:45 – 11:45; 3:00 – 4:00 Quarter First
Session 1 – June 11 Session 2 – June 12 Session 3 – June 13 Session 4 – June 14
June 10 (Monday)
(Tuesday) (Wednesday) (Thursday) (Friday)
J. Additional activities for application
Ask the students to write Ask the students to write Ask the students to write Ask the students to write
or remediation situation/ examples where situation/ examples where the situation/ examples where the situation/ examples where the
Based on the formative assessments, the presence of other forces presence of other forces are presence of other forces are presence of other forces are
provide children with enrichment or are beneficial. beneficial. beneficial. beneficial.
remedial activities. Those who are
demonstrating difficulties with the
lesson should be given extra time by the
teacher for additional teaching.
V. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
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
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?

Checked:

MRS. LOIDA L. CORPUZ

OIC Office of the Principal