Republic of the Philippines

Department of Education
Region XII
Division of Cotabato
Amas, Kidapawan, Cotabato
KIARING HIGH SCHOOL
Kiaring, Banisilan, Cotabato

DAILY DETAILED LESSON PLAN

School: KIARING HIGH SCHOOL Subject: SCIENCE 8

Teacher: NENIA CLAIRE M. CRUZ Teaching Date & time 06/04/2019 10:45 AM – 11:45 AM
01:00 PM – 02:00 PM

I. OBJECTIVES
A. Content Standards
The learners demonstrate an understanding of Newton’s Law of motion and
uniform circular motion.

B. Performance Standards
The learners shall be able to develop a written plan and implement a “Newton’s
Olympics”

C. Learning Competencies/Specific Objectives

The learners should be able to investigate the relationship between the amount of
force applied and the mass of the abject to the amount of change in the objects motion. S8FE-Ia-
15

Cognitive: The learners should be able to describe the effects of forces applied on an object and
differentiate balanced and unbalanced force.
Psychomotor: The learners should be able to perform balanced and unbalanced forces using
objects.
Affective: The learner will be demonstrating the presence of gravity on Earth.

II. CONTENT/SUBJECT MATTER

Balanced force, Unbalanced force and Combining forces.

III. LEARNING RESOURCES

A. Reference
1. Teacher’s Guide pages: TG pages 6-9
2. Learner’s Material pages: LM page 6-10
3. Textbook pages:
4. Additional Materials from learning resources (LR) Portal:
B. Other Learning Resources _______________________________________________

IV. PROCEDURE

Preliminary activities
o Prayer
o Setting of house rules
o Checking of attendance

A. Reviewing previous lesson or presenting the new lesson

o Ask the following questions to the students:
“How are we going to make an object move?”
“How are we going to make an object speed up?”
“How to make a moving object stop?”

B. Establishing the purpose of the lesson

o The teacher will demonstrate showing balanced and unbalanced forces:
 Book on top of the table (balanced force)
 Rolling ball on top of the table (balanced force)
 o Ask the following questions to the student:
 Which do you think shows balanced force? Unbalanced force? Why?
(answers may vary)

C. Presenting examples/instances of the new lesson

o To introduce the concept of FORCE, place an object on top of a table and ask:

 Is this object at rest or in motion? What evidence can you give to support
your answer?

o Then continue the discussion by asking the following questions:

 Will this object move by itself? When will it move? Or how can we make
it move?
 (While the object is moving) How can we make it move faster? Move
slower? Change its direction? Stop?

o Some students can be asked to demonstrate some ways to make the object move or
change its state of motion. Then ask:

 What ‘common thing’ did you do on the object to make it move, stop, or
change its speed?”

o This will lead them to realize that the object can be made to move, stop, or change
its speed or direction by pushing or pulling. The motion of the object can be
changed if FORCE is applied on it. Then place again the object on top of the table
and ask:

 Since this object is now at rest, can we then say that there is/are no force/s
acting on it?

D. Discussing new concepts and practicing new skills #1

o Students may be asked to work on the activity in pairs or in smaller groups to
ensure that they will all be actively involved while doing the activity.
Situation 1

1. Hang a pen by a piece of string as shown in Figure 3a.

Q1. Is the pen at rest or in motion?

Q2. Are there forces acting on the pen? If yes, draw the forces. You may use
arrows to represent these forces.

2. Cut the string with a pair of scissors.

Q3. What happens to the pen? What could have caused the pen’s motion?

Situation 2

1. Place a book on top of a table as shown in Figure 3b.

Q4. Is the book at rest or in motion?

Q5. Are there forces acting on the book? If yes, draw the forces acting on the
book.

2. Let one member of your group push the book in one direction and another
member push it in the opposite direction at the same time with the same amount of
push (force).

Q6. Did the book move? How will you make the book move?
 o During the post activity discussion, students can be asked to recall what they
learned in the previous grades about the force (pull) of gravity. They may be asked
to show or cite examples that demonstrate the presence of gravitational pull on
Earth. If there is enough time, discuss more about gravitational force. Emphasis
should be given on the following ideas:

 Gravitational force is the attraction between any two objects or bodies with
mass. If the mass of either object increases, the gravitational force between
them also increases.
 As the Earth attracts objects around it, these objects also attract the Earth.
But the Earth is much more massive than them that is why their attraction
is not as great as the gravitational pull of the Earth.
 All things on Earth fall (or are attracted) towards the center of the Earth.

o During the discussion, emphasize that when objects are at rest, it does not mean
that there are no forces acting on them (Misconception #1). Then ask the students
this question:

 Then what makes them stay at rest (even if there are forces acting on
them)?

E. Discussing new concepts and practicing new skills #2

o Emphasize to the students the following concepts.
 If two forces acting on an object are equal in magnitude but opposite in
direction, they are considered as balanced forces. These forces must lie
along the same line.

 If the forces acting on an object are balanced, the object either stays at rest
or continues to move at constant velocity.

 If the forces acting on an object are unbalanced, the state of motion of the
object will change. (This concept was discussed in the module using the
rolling ball as an example). Emphasize that the ball slowed down and
eventually stopped not because its force is already used up
(misconception). The ball slowed down and stopped because an
unbalanced force (friction) caused it to change its motion.
o When we combine or add forces to determine the net or unbalanced force, we will
limit our discussion to those forces which act along the same line of action. The
algebraic signs + and – are used to indicate the direction of forces. Unlike signs
are used for forces acting in opposite directions, like in the case of the book lying
on the table. The force of gravity (Fg) and normal force (Fn) are assigned opposite
signs - Fn is given a positive (+) sign while Fg is given a negative (-) sign. If
both Fg and Fn are given a magnitude value of 3 units, then the net force along
this line (vertical) will be: Fnet = Fn + Fg = 3 units + (-3 units) = 0

o If the sum of the forces equate to zero, they are considered balanced. If the
algebraic sum is not equal to zero, the forces are not balanced. The non-zero sum
is the net or unbalanced force. This unbalanced or net force would cause a change
in a body’s state of motion.

F. Developing mastery
Study the illustrations and answer the questions that follow.

1. A boy and a girl are pulling a heavy crate at the same time with 10 units of
force each. What is the net force acting on the object?

G. Finding practical applications of concepts and skills in daily living

o If we relate balanced forces and unbalanced forces to our life, what do you are te
things considered to be balanced and unbalanced?

H. Making generalizations and abstractions about the lesson

o What is a balanced force? Unbalanced force?
 o How balanced forces differ from unbalanced force?
o What is the purpose of gravity on all of the objects on planet Earth?

I. Evaluation
1. What if the boy and the girl pull the heavy crate at the same time in opposite
directions with 10 units and 5 units of force respectively, what will be the net
force on the object? Will the object move? To what direction will it move?

2. Suppose another girl pulls the heavy crate in with 5 units of force in the same
direction as the girl, what will be the net force that will act on the object? Will the
object move?

J. Additional activities of application and remediation

The students will enumerate at least 5 things that involve or show the presence of
the force of gravity.

V. REMARKS

VI. REFLECTION
After the lesson, the number of learners who earned 73.58% in the evaluation are 78 out of 106.
The number of learners who requires additional activities for remediation are 28 out of 51. The
strategy I use that helps me in delivering the lesson is using various activities, because it helps
students understand the lesson.

Prepared by: Checked by:

NENIA CLAIRE M. CRUZ STEVEN S. SOLIS

T-1 T-III/School Head

Observer :

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