GRADES 1 To 12

Republic of the Philippines
Department of Education
Region XII
DIVISION OF SULTAN KUDARAT
SOUTH PRESIDENT QUIRINO DISTRICT
ESTRELLA INTEGRATED SCHOOL
ESTRELLA INTEGRATED
School Grade Level Grade 8
SCHOOL
GRADES 1 to 12
Learning
Daily Lesson Log Teacher Science
Area
Teaching
First
Date and Quarter
(Physics)
Time
DAY:
I. OBJECTIVES
 The learner demonstrates understanding of Newton’s

A. Content Standards three laws of motion and uniform circular motion.
 The learner shall be able to develop a writer plan and

B. Performance Standards implement a “Newton’s Olympics”.
Learning Competencies / (S8FE-Ia-15)

C.
Objectives
 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.
Write the LC code for each
Objectives:
1. Identify the forces acting on an object at rest.
2. Explain why objects stay at rest.
Module I: FORCES AND MOTION

II. CONTENT
Lesson 1: BALANCED AND UNBALANCED FORCES
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages pp. 5 - 8
Learner's Materials
2. pp. 3 - 6
Pages
Textbook
3.
Pages
4. Additional Materials
from Learning
Resource (LR) portal
Lesson Guide Science 8 (First Quarter- pp. 1-5)
B. Other Learning Resource https://www.google.com.ph/search?

pictures&oq=balanced+and+unbalanced+forces

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IV. PROCEDURES
Present the following statement in class and ask the students if
they agree or disagree with them. Select two to three students per
group to justify or explain their answer.
Reviewing previous lesson
1. Force is needed to stop an object.
A. or presenting the new
2. Force always results to motion.
lesson
3. Force can act even at a distance.
4. Objects have the tendency to remain at rest.
5. Objects have the tendency to resist change.
Analyze the pictures (to be presented on the television screen)

(can be printed)
Establishing a purpose for

B.
the Lesson
Presenting examples /
C. What have you observed on the picture presented?
instances of the
new lesson
Discussing new concepts The teacher will place a ball or any object on top of a table and ask:
and practicing
new skills #1
D.
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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?

E. Discussing new concepts
Do the activity 1 Forces on object at rest in Lesson Guide
and practicing
Science 8 (First Quarter) pp. 5 or LM pp. 5- 6
new skills #2
Presentation of the output per group/ Processing:
Analysis:

Situation 1
1. Is the pen at rest or in motion?
2. Are there forces acting on the pen? If yes, draw the forces. You
Developing mastery may use arrows to represent these forces.
F. (Leads to Formative 3. What happens to the pen? What could have caused the pen’s
Assessment 3) 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?
Since friction is a resistance force that slows down or prevent

G. motion, there are advantages and disadvantages that friction may
Finding practical do.
applications of concepts How is friction important in:
and skills in daily living a. walking
b. writing
c. running vehicles
Making generalizations and 1. What is force?
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H. 2. What are some other forces that can cause something to

move?
3. How does gravity affect object on earth?
abstractions
4. What is a force that can cause an object to slow down or have
about the lesson
little
movement?
5. In your own words define friction.
Multiple Choice: Read each statement carefully and write only the
letter of the correct answer.
1. A book is at rest on top of a table. Which of the following is

correct?
A. There is no force acting on the book.
B. The book has no inertia.
C. There is no force acting on the table.
*D. The book is in equilibrium.
2. Which of the following situations involves friction?

A. A bicycle rolling down a hill
B. A baseball player sliding into 2nd base
C. A diver falling through the air to a pool
*D. All of the above experience some friction.
3. What is gravity?
I. Evaluating Learning A. Newton’s first law
B. The force that objects exert on each other because of
their
masses
*C The downward pull on the Earth
D. The friction that an object has put on it
4. Which is the best example of gravity?

A. A car hits a tree, and its motion stops
B. A breeze blows, and a sailboat moves
C. A book is pushed, and it moves across the table
*D. A person drops a ball, and it falls to the ground
5. How does Earth ‘s gravity affect objects near Earth?

A. It pushes them away.
*B. It pulls them in
C. It makes them larger.
D. It makes them move faster.
Additional activities for Ask the students to write situation/ examples where the presence
J. application or of other forces are beneficial.
remediation
V. REMARKS
VI. REFLECTION

A. No. of learners who earned
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80% in the evaluation

B. No. of learners who require
additional activities for

remediation who scored below
80%
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 worked?
F. What difficulties did I encounter
which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I

Use or discover which I wish to
share with other teachers?
GRADES 1 to 12
Region XII
Daily Lesson Log Teacher Learning Area Science

Teaching

Date and Quarter First (Physics)

Time
DAY:
I. OBJECTIVES
The learner demonstrates understanding of Newton’ three
A. Content Standards laws of motion and uniform circular motion.
The learner shall be able to develop a writer plan and

C. (S8FE-Ia-16)
 Infer that when a body exerts a force on another, an

equal amount of force is exerted back on it.
Learning Competencies /
Objectives Objectives:
1. Describe the conditions when two forces balance
2. Explain the effect of balanced forces on the state of motion
of
an object.

II. CONTENT Module I: FORCE AND MOTION

Lesson 2: BALANCED AND UNBALANCED
FORCES
A. References
2. Learner's Materials Pages pp. 3 - 6
Textbook
3.
Pages
4. Additional Materials from
Learning EASE Physics, Module 10. Lesson 3
B. Other Learning Resource Lesson Guide Science 8 (First Quarter- pp. 8-10)
IV. PROCEDURES
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A.
Reviewing previous lesson or What are the forces acting on an object at rest?
presenting the new lesson What are examples of balanced forces?
Students were given time to watch a short video clip about

Establishing a purpose for the balanced and unbalanced forces
B. ( www.youtube.com/watch?v=HEJOybRxclk)
Lesson
C. Presenting examples / instances

of the Give reaction to the video presented
new lesson
D.
Discussing new concepts and
Do the activity 2 in Lesson Guide Science 8 (First Quarter)
practicing
pp. 8 – 9 or Learners’ Module pp. 7
new skills #1
1. When the cardboard is at rest, how do the magnitudes and

E. directions
of the pair of forces acting on it compare?
practicing
2. If you draw the lines of action of all the forces acting on the
new skills #2
board
and extend the lines, what will you get?
F. Developing mastery
(Leads to Formative Assessment Discuss the answers in the activity
3)
Study the given pictures below and describe the forces
involved.
G.
Finding practical applications of

concepts
and skills in daily living

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The following ideas must be realized by the students:
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.
H.
Making generalizations and
abstractions  If the forces acting on an object are balanced, the
about the lesson object either stays at rest or continues to move at
constant velocity.

 If the forces acting on an object are unbalanced, the

motion of the object will change.
I. Evaluating Learning Direction: Read each statement carefully and write the letter
of the correct answer.
1. ______________ refers to when a force is equal and

opposite.
*A. balanced force
B. unbalanced force
C. magnitude
D. friction
2.When one force in a pair is greater than the other, we call

this:
A. balanced force
*B. unbalanced force
C. magnitude
D. friction
3. If two forces are acting on an object they are equal in

magnitude
A. and equal in direction
*B. and in opposite direction
C. cancel each other
D. none of the above
For question no 4 and 5 refer to the diagram below
Two tugboats are moving a barge. Tugboat A exerts a
force of 3000
N to the left. Tugboat B exerts a force of 5000N in the
same
direction.
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a. Draw arrows showing the individual forces of the tugboats

in #1.
b. Are the forces balanced or unbalanced? ______________
c. In what direction will the barge move? ________________
J. Additional activities for

1. define what inertia is.
application or
2. What is stated in the first law of motion?
remediation
V. REMARKS
VI. REFLECTION

No. of learners who earned 80% in
A.
the evaluation
additional activities for remediation
who scored below 80%
C. Did the remedial lessons work? No.
of learners
who have caught up with the lesson
require
remediation
E. Which of my teaching strategies
worked well? Why did these
worked?
which my principal or supervisor
can help me solve?
materials did I

Region XII
GRADES 1 to 12
Teaching


Time
DAY:
I. OBJECTIVES
The learners demonstrate an understanding of Newton’s three
A. Content Standards
laws of motion and uniform circular motion.
The learners shall be able to develop a written plan and
B. Performance Standards
implement a “Newton’s Olympic”
C. Learning Competencies / S8FE –Ib-17
Objectives  Demonstrate how a body responds to changes in
Write the LC code for each motion.
Objectives:
1. State the Law of Inertia
2. Relate inertia to mass
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3. Cite situations where the law of inertia applies.

Module I: FORCE AND MOTION
II. CONTENT Lesson 3: NEWTON’S THREE LAWS OF MOTION
The Law of Inertia
A. References
1. Teacher's Guide Pages pp 10-11
2. Learner's Materials Pages pp. 10 -12
Textbook
3.
Pages
B. Other Learning Resource Lesson Guide G8 First Quarter pp. 11 - 12
IV. PROCEDURES
A. Reviewing previous lesson or

Differentiating balanced and unbalanced forces
presenting the new lesson
Let the students guess the word being defined by solving the
jumbled letters.
1. It refers to the amount of matter an object has.
2. It is a push or pull upon an object resulting from the

object’s
interaction with another object.
Establishing a purpose for the

B.
Lesson
3. An action or process of moving or of changing place or

position.
4. It is the resistance of any physical object to any change in

its state of
motion.
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Are those set of words familiar to you?

Presenting examples / instances
C. of the What ideas came in your mind when you met those words we
new lesson had unscrambled?

The learners will analyze the picture of the two wrestlers by
Discussing new concepts and comparing their masses and relating the concept of mass to
D. practicing inertia.
new skills #1 (see figure on pp. 11 LG grade 8 First Quarter)

E. Discussing new concepts and
Do the activity on Inertia (A and B) Learners’ Module pp. 11 –
practicing
12
new skills #2
Questions:
PART A.
1. What happens when you slowly pulled the cardboard?

Explain.
Developing mastery
F.
(Leads to Formative 2. What happens when you flipped the cardboard? Explain.
Assessment 3)
PART B.
1. What happen to the remaining books after one book was

pulled? Why is this so?
2. Relate your observation to the concept of inertia.
Use the following examples to explain how Newton's first law

occurs in everyday events:
a) car suddenly stops and you strain against the seat belt.
b) when riding a horse, the horse suddenly stops and you fly
G.
Finding practical applications of over its
concepts head.
c) the magician pulls the tablecloth out from under a table full
of dishes.

d) the difficulty of pushing a dead car.
e) car turns left and you appear to slide to the right.

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Newton's first law states that an object at rest will stay at rest
or an object in motion will stay in motion and travel in straight
H. Making generalizations and line, as long as no external net force acts on it. The object will
abstractions change its state of motion only if there is unbalanced or net
about the lesson force acting upon it. Inertia is measured in terms of mass. An
object having greater mass has greater inertia
Choose the best answer. Write letter only.
1. According to Newton's First Law of Motion,

A. an object in motion eventually comes to a stop.
B. an object at rest eventually begins to move.
C. an object at rest always remains at rest.
*D. an object at rest remains at rest unless acted upon by a
net force.
2. The greater the mass of an object,

A. the easier the object starts moving.
B. the more space it takes up.
*C. the greater its inertia.
D. the more balanced it is.
3. The tendency of an object to resist any change in its motion

is known
as
I. Evaluating Learning
A. balance.
B. force
*C. inertia.
D. mass.
4. Mass of the object is quantitative measure of its inertia

stated law is newton's
*A. first law
B. second law
C. third law
D. fourth law
5. Which of these best describes the concept of inertia?

A. A force that attracts objects with mass
B. The tendency of an object to float in water
C. A force created when surfaces are in contact
*D. The tendency of an object to resist a change in motion
Write your answer in your notebook.

Additional activities for
J. application or
remediation 1. Define acceleration.

2. What is stated in the second law of motion?
V. REMARKS
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VI. REFLECTION

A.
the evaluation
No. of learners
lesson
require
remediation
worked?
can help me solve?
materials did I Use or discover

which I wish to share with other
teachers?

Region XII
GRADES 1 to 12
Teaching Quarter First (Physics)

Date and

Time
DAY:
I. OBJECTIVES
S8FE –Ib-17
 Demonstrate how a body responds to changes in
motion.
Learning Competencies / Objectives:

C.
Objectives 1. State the Law of Acceleration.
Write the LC code for each 2. Discuss the relationship between net force on an object
and its
acceleration, and between the mass of an object and its
acceleration.
3. Cite some applications of this law in our daily life.
II. CONTENT Lesson 4: THREE LAWS OF MOTION
Law of Acceleration
A. References
1. Teacher's Guide Pages pp. 11- 12
Textbook
3.
Pages
IV. PROCEDURES
A. Reviewing previous lesson or What is inertia?

presenting the new lesson How is the law of inertia related to mass?
B. Establishing a purpose for the Study the picture.
Lesson Can a man pushes the car?
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How much force is needed by the man to push the car?
The teacher will present two balls of different masses. Then

ask the students which of the two balls will accelerates faster?
Why?

of the
new lesson
tennis ball bowling ball
1. Differentiate the two balls in terms of mass. Which has the

D. greater
Discussing new concepts and mass?
practicing
new skills #1 2. If equal amount of force will be applied in the two balls,
then
which will accelerates faster?
Do the activity on The Law of Acceleration, Lesson Guide G8
practicing
First Quarter pp.17 - 19
new skills #2
A. 1. What variable/s is/are said to be constant in the activity?

2. What is the effect of varying the amount of force on the
acceleration of the cart?
3. What relationship exists between the force and
F.
acceleration
Developing mastery when the mass of the cart is kept constant?
(Leads to Formative B. 1. What variable/s is/are said to be constant in the activity?
Assessment 3) 2. What is the effect of varying the mass on the
acceleration of
the cart?
3. What relationship exists between the mass and
acceleration
when the force is kept constant?
G. Finding practical applications of Present the statement in the class “ You may be bigger but I
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am faster”
a. How does this line illustrate Newton’s Second Law of
concepts
Motion?
b. How is the statement related to mass and acceleration?

1. State the second law of motion
2. How is acceleration related to the object’s mass and the
H. amount
of force exerted?
Making generalizations and 3. What relationship exists between acceleration and force;
abstractions force
about the lesson and mass?

4. How is the second law of motion applied to everyday
occurrences?
I. Evaluating Learning Direction: Read each statement carefully and write the letter
of the best answer.
1. Which among the Newton’s Laws of Motion states that
force
equals mass times acceleration?
A. 3 Law B. 1st Law
rd

*C. 2nd Law D. all of the above
2. According to Newton's 2nd Law of Motion, force equals –

A. mass divided by acceleration
B. mass plus acceleration
C. mass subtract acceleration
*D. mass times acceleration
3. How does the acceleration of an object change in relation

to its
mass? It is _________.
A. directly proportional
*B. inversely proportional
C. acceleration doesn’t depend on mass at all
D. neither A or B
4. Suppose a cart is being moved by a force. If suddenly a

load is
dumped into the cart so that the cart’s mass doubles, what
happens to the cart’s acceleration?
A. It quadruples.
B. It doubles.
*C. It halves.
D. It quarters.
5. Which will accelerate faster?

A. a 1000 tons truck
B. a fully loaded bus
C. an overloaded jeepney
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*D. a race car

application or Explain how mass differs from weight.
remediation
V. REMARKS
VI. REFLECTION

A.
the evaluation
No. of learners
lesson
D.
No. of learners who continue to
require
remediation

worked?
can help me solve?
materials did I

Region XII
GRADES 1 to 12
Teaching Date
Quarter First (Physics)
and Time
DAY:
I. OBJECTIVES
The learners demonstrate an understanding of Newton’s
three laws of motion and uniform circular motion.
C. S8FE –Ib-17
 Demonstrate how a body responds to changes in
motion.
Objectives
Objective:
Solve problems involving the interrelationships of net force,
mass and acceleration

The Law of Acceleration: Computation
A. References
1. Teacher's Guide Pages pp. 13- 16
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Textbook
3. Physics ( Science and Technology Textbook- NPSBE
Pages
Edition)
B. Other Learning Resource
Lesson Guide G8 First Quarter pp. 20 - 22
IV. PROCEDURES
A. Ask the students to restate the second law into a simple
Reviewing previous lesson or statement.
Derivation of Formula:
From the statement that acceleration is directly

proportional to force at constant mass.
Mathematically a=kF where nK = mass (eq. 1)
Acceleration also varies with mass. As the mass of the

object increases with the same amount of force applied, its
acceleration decreases thus:
a= k(1/m) where K=net force (eq.2)
B.
Lesson
Combining the two equations, we have
a α F and a α 1/m

Therefore a α F/m
Mathematically, a = F/m
where a= acceleration
m= mass
F= force
Presenting examples / instances Give and discuss at least two examples of

of the situation/problems on the
C. new lesson
Law of Acceleration
1. A huge stone is pushed with 30 N of force. If there is only
5N of
friction and the stone’s mass is 88 kg. What is the
acceleration of
the table?
2. A car is being towed. If its mass is 1750 kg and it

accelerated at
5m/s2, how much netforce is involved?
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D. Discussing new concepts and

Do the exercise in Lesson Guide G8 First Quarter pp 21
practicing
(choose items which will be solved individually/ in group)
new skills #1
practicing Presentation of the outcomes.
new skills #2
(Leads to Formative Assessment Discuss the answers in the exercise given.
3)
Engineers at the Johnson Space Center must determine
G. Finding practical applications of the net force needed for a rocket to achieve an acceleration
concepts of 70 m/s2 . If the mass of the rocket is 45,000 kg, how
and skills in daily living much net force must the rocket develop.
Mathematically, second law of motion can be expressed:

A = F/m
F = ma
M = F/a
If the unit of Fnet ( Fn) is in Newton, mass(m) is in kilogram

(kg) and acceleration is in meter per second/second (m/s2)
H.
abstractions
about the lesson Since force is a vector quantity and mass is a scalar
quantity ,acceleration is also a vector quantity where
acceleration follows the direction of the net force
The unit of of acceleration can be derived also from N/kg,

since
1N = 1 kg.m/s2 therefore, N/kg = kg.m/s2 /kg =
m/s2
Direction: Solve problems involving the Law of acceleration

then write the letter of the correct answer.
1. What is the mass of a truck if it produces a force of

14,000N
while accelerating at a rate of 5 m/s2 ?
A. 280 kg *B. 2800kg

C. 70,000kg D. 7000kg
2. Which is the correct unit of acceleration?

A. m/s *B. m/s2 C. kg.m/s D. kg.m/N
3. Suppose that a sled is accelerating at a rate of 2m/s2 .

If the net
force is tripled and the mass is halved, what then is the
new
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acceleration of the sled?

A. decrease by half B. doubled
*C. tripled D. quadrupled
4. Suppose a ball of mass 0.60 kg is hit with a force of 12

N. Its
acceleration will be:
*A. 20 m/s2 B. 40 m/s2 C. 10 m/s2 D. 20
m/s
5. If the ball in question no. 4 is increased by 24 N, what is

the
increased in acceleration?
A. 20 m/s2 B. 30 m/s2
*C. 4 0 m/s2 D. 50 m/s2

Give additional information regarding: balance and un
application or
balance forces>
remediation
V. REMARKS
VI. REFLECTION

A.
the evaluation
of learners
require
remediation

worked well? Why did these worked?
which my principal or supervisor can
help me solve?
materials did I

Region XII
GRADES 1 to 12
Teaching


Time
DAY:
I. OBJECTIVES
C. Learning Competencies / S8FE –Ib-17

Objectives  Demonstrate how a body responds to changes in
Write the LC code for each motion.
 Infer that when a body exerts a force on another, an
equal
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amount of force is exerted back on it.
Objectives:
1. State Newton’s Third Law of Motion
The Law of Interaction
A. References
Learner's Materials
2. pp. 18 - 19
Pages
Textbook
3.
Pages
from Learning EASE Physics, Module 10. Lesson 3
IV. PROCEDURES

Differentiate first law of motion to the second law of motion
B.
Lesson
Presenting examples / Imagine yourself leaning against a tree same with the picture
instances of the below. Did you topple over while you are still in contact with the
new lesson tree?
Why or why not!
C.

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Do the activity in Lesson Guide G8 First Quarter pp 23 - 24 or
practicing
Learners’ Module pp 19 - 20
new skills #1
Analysis:
E. 1. What is the reading on your balance and that of your partner?

What do these values represent?
2. How do you compare the direction of your partner’s and your
Discussing new concepts and force?
practicing 3. What is the reading on your balance and that of your partner?
new skills #2 4. How do you explain your observation?
5. What is the reading in each balance?
6. Compare the direction of the forces exerted on the two ends
of
the connected spring balance.
Analyze the situations below by identifying the pairs of forces

acting on the objects.
F.
Developing mastery
(Leads to Formative
Assessment 3)
Situation 1 Situation
2
Finding practical applications

of concepts The class will be divided into small group. Each group is
and skills in daily living assigned to 1 of the situations listed below. They will be given 1
minute to draw/paint the scene and another 30 seconds to
position themselves. Challenge the students to guess the picture
of the other group then ask them to identify the action-reaction
forces present.
G. a. walking
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b. a mango fell due to gravity
c. a man pedals a bicycle

d. a person lying down in the emergency room
1. Based from the above activity state operationally the law of
interaction.
Making generalizations and 2. Why do forces come in pairs?
H. abstractions 3. Explain the condition on how to forces are equal in magnitude
about the lesson and acting in opposite direction.

I. Evaluating Learning Direction: Read each sentence carefully and write the letter of
the correct answer.
1. As a 500 N lady sits on the floor, the floor exerts a force on
her equal to______________.
A. 1000 N *B. 500 N
C. 250 N D. 50 N
2. According to Newton's Third Law of Motion, when a hammer

strikes and exerts a force on a nail, the nail
A. creates a balanced force.
B. disappears into the wood.
C. moves at a constant speed.
* D. exerts and equal and opposite force back on the
hammer.
3. Pick the best example of Newton's Third Law in action.

A. A rocket taking off from earth which pushes gases in
one
direction and the rocket in the other.
*B. A rocket sitting on the ground preparing for take-off but
it
needs an outside force to overcome its inertia of a non-
moving object.
C. A rocket that is accelerating through space and exerts a
great amount of force because its mass and acceleration
is
so large.
D. Both b and c.
4. When a teacher stands at the front of the class, the force of
gravity pulls her toward the ground. The ground pushes back
with an equal and opposite force. This is an example of
which of Newton's Laws of Motion?
A. Law of Inertia
B. Law of Acceleration
*C. Law of Interaction
D. Law of Universal Gravitation
5. For every action there is an equal and opposite reaction. This
is
a statement of
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A. Newton's First Law of Motion.

B. Newton's Second Law of Motion.
*C. Newton's Third Law of Motion.
D. Newton's Law of Action.
Design and implement an experiment that will verify Newton’s
application or
Law of Motion.
remediation
V. REMARKS
VI. REFLECTION

No. of learners who earned 80%
A.
in the evaluation

80%
No. of learners
lesson
require
remediation
worked?
can help me solve?
materials did I

Region XII
GRADES 1 to 12
Teaching

Date and Quarter First

Time
DAY:
I. OBJECTIVES
The learner demonstrates understanding of Newton’s three laws of
motion and uniform circular motion.
The learner shall be able to develop a writer plan and implement a
“Newton’s Olympics”.
C. S8FE –Ib-18 /19
 Relate the laws of motion to bodies in uniform circular
motion.
 Infer that circular motion requires the application of
constant force directed toward the center of the circle.
Objectives
Objectives:
1. Define circular motion
2. Identify the factors affecting circular motion.
3. Relate circular motion and Newton’s Law of Motion.
II. CONTENT Module I: FORCES AND MOTION

Lesson 7: Circular Motion And Newton’s Second Law Of Motion
A. References
Learner's Materials
2. pp. 18 - 19
Pages
Textbook
3.
Pages
from Learning
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B. Other Learning Resource Lesson Guide in Grade 8 – First Quarter pp. 26- 28
IV. PROCEDURES
A. Reviewing previous lesson

Recall the second law of motion. How is the acceleration of the
or presenting the new
body being affected by its mass.
lesson
Try to whirl a stone tied to a string horizontally above your head. Then observe
what happen if you release the object. How does it travel after release?

B.
the Lesson
Why doesn’t the released stone move outwards, in the direction in which it pulled?
C. Presenting examples / How does gravity make satellites revolve at a constant speed?
instances of the What will happen if all of a sudden, the earth loses its gravitational
new lesson pull on the satellites?
D. Let the students watch the video on circular motion and its
Discussing new concepts relationship to the second law of motion.
and practicing www.youtube.com/watch?v=EPfT31qFmGY
new skills #1
E. Discussing new concepts From the video clip presented, how does circular motion related to
and practicing the laws of motion. Discuss it in terms of change in velocity
new skills #2
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts Why are accidents more frequent along a curve path?
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According to Newton’s second law of motion acceleration is

produced by a net force. The net force and the acceleration must
be in the same direction. From the second law, F = m a.
If applied to uniform motion, the acceleration becomes
the centripetal acceleration and the net force. Since it is also
directed towards the axis of rotation, it becomes the centripetal
force.
Centripetal force can be defined as the net force on an
object that maintains the object’s circular path and is directed
towards the center of the circular path. The formula in calculating
for the centripetal force is Fc = ma ,
c
where: Fc = centripetal force (N)

m = mass (kg)
Making generalizations and a = centripetal acceleration (m/s2)
abstractions
H. about the lesson If using the tangential speed and angular speed the
equation can be rewritten as:
Fc = mv2 / r or mrώ
Where:

V = tangential speed ( m/s )
r = radius ( m )
ώ = angular speed (rad/s)

The centripetal force is the force that maintains the circular
path of the objects. If the centripetal force is zero, the object will
move in a straight line.
Direction: read the questions below and select the letter of the best
answer.

1. What made the stone in the previous activity move in circular
path?
*A. The central force enables the stone to stay in its path.
B. The gravity enables the stone to move in circular path.
C. The force of attraction make its stay in place.
D. The string made the stone to whirl in circular path.
2. This is a force that keeps an object move in circular path.

A. frictional force
*B. centripetal force
C. gravitational force
D. attractive force
3. All are examples of events/ activities in our daily life which

shows
or illustrates the need of a central force. Which is not included in
the group?
A. merry-go-round
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B. banking on curved

C. satellite moon
*D. cyclist on the straight road
4. In what direction does an object fly if the force giving its

centripetal acceleration suddenly disappear?
A. The object continuously moves in circular motion,
*B. The object moves in straight line at constant speed.
C. The object changes its velocity in a straight path.
D. Hard to determine where the object goes.
5. When a car turns around a curve and its speed doubled, what
happens to the force between the road and its wheels?
A. It doubles
*B. It increases four times
C. It is reduced to one-half
D. It is reduced to one-fourth
Journal entry:
Think and look for words and ideas that relate to the word on the
box. Write the words and ideas on the lines around the box.
J.
application or
remediation

V. REMARKS
VI. REFLECTION
No. of learners who earned
A.
remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners
lesson
D. No. of learners who continue
to require
remediation
did these worked?
F. What difficulties did I
Region XII
encounter which my principal

or supervisor can help me
solve?
materials did I

Use or discover which I wish
to share with other teachers?
GRADES 1 to 12
Teaching Date
Quarter First ( Physics)
and Time
DAY:
I. OBJECTIVES
The learner demonstrates understanding of work using
constant force, power, gravitational potential energy,
A. Content Standards kinetic energy, and elastic potential energy

C. Learning Competencies / (S8FE-Ic-20)
Objectives
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 Identify situations in which work is done and in

which no work is done
Objectives:
II. CONTENT MODULE II: WORK, POWER AND ENERGY

Lesson 8: WHAT IS WORK?
A. References
1. Teacher's Guide Pages 18-19
2. Learner's Materials Pages 21-23
Textbook
3.
Pages
Learning
Lesson Guide Grade 8 First Quarter, pp. 29-30
IV. PROCEDURES

State the Second Law of Motion
Ask the students if they know the meaning of work.

Establishing a purpose for the Emphasize to them that the meaning /definition of work
B.
Lesson and the one that we use in Science are quite different
from each other.
Simple Demonstration:

Ask three students to demonstrate in the class
the following actions/tasks:
Presenting examples / instances of
the a. Student 1 pushes the blackboard.
C. new lesson b. Student 2 pulls a chair from one end of the room to the
other
end.
c. Student 3 pulls a chair then return it to its original place.

D. practicing From the three demonstrations, which activity showed
new skills #1 that work is done or no work done? Explain.
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E. Do the Activity on Is there work done?
practicing
Lesson Guide Grade 8 First Quarter pp. 29-30
new skills #2
Analysis:
1. Which of the four situations demonstrated or showed

that work is
done? Why?
Developing mastery 2. Why do you think situation number 3 did not show that
F. no work is
(Leads to Formative Assessment 3)
done? Why?
3. What is the effect of the force the object?
4. How will you relate the force and the direction of the
motion?

5. When can we say that work is done?
Agree or Disagree !!!

Ask the students to take a stand by showing thumbs up or
thumbs down sign with the following statements.
1. Work does not necessarily mean physical labor.

2. If there is displacement in the same direction of the
G. Finding practical applications of
force then there is work automatically.
concepts
3. Work done at a very limited time frame means there is
high power output.
4. If there is no force exerted, there won’t be any work
output.
5. If force and distance move at an angle there is work
one.
Making generalizations and Work is present when the force exerted causes an object
H. abstractions to have a displacement in the same direction of the force.
about the lesson (You may use the picture on the lesson guide)
Identify situations in which work is done and in which
no work is done. Write W if the situation shows work and
NW if no work.
I. Evaluating Learning 1. Lifting a box from the floor.

2. Pushing against the wall.
3. Pushing a box along the floor.
4. Carrying a bag of grocery
5. Raising a flag during the flag ceremony
Additional activities for application How do you measure the amount of work done?
or Illustrate how to calculate work and determine the
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J. corresponding units work.

remediation

V. REMARKS
VI. REFLECTION

No. of learners who earned 80% in the
A.
evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lessons work? No. of
learners
D. No. of learners who continue to require

remediation

F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I

Use or discover which I wish to share
with other teachers?
GRADES 1 to 12
Teaching

Date and Quarter First ( Physics)

Time
DAY:
I. OBJECTIVES
The learner demonstrates understanding of work using constant
force, power, gravitational potential energy, kinetic energy, and
A. Content Standards elastic potential energy

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 Identify situations in which work is done and in which no

Objectives work is done

Objective;
Calculate the amount of work done using appropriate units.
Module Ii: WORK, POWER AND ENERGY

II. CONTENT Lesson 9: CALCULATING WORK
A. References
19 – 20
1. Teacher's Guide Pages
Learner's Materials 24 – 25
2.
Pages
Textbook
3.
Pages
from Learning
IV. PROCEDURES

or presenting the new When do we say that work is done?
lesson
Students will watch a short video clip on how to
calculate the amount of work done on the object.
B.
the Lesson (please follow the link for the video clip on work
www.youtube.com/watch?v=hQKYb7P5vwA)
Example of situational problems on work

C. Presenting examples / 1. A box is dragged horizontally across a floor by a 100 N
instances of the force acting parallel to the floor. What is the work done by
new lesson the force in moving it through a distance of 8 m?
D. Discussing new concepts Do the Activity on Calculating Work, Lesson Guide Grade 8 First
and practicing Quarter pp. 33-34
new skills #1
Discussing new concepts

and practicing
new skills #2 Work problems to be solved by pair
1. A body moves through a distance of 4 m while a force F of 12
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E. Newton acts on it. What is the work done by the force on the body?
2.Two men exerted a force of 1080 N to push the car 218 m to the
nearest fuel station. Determine the work done on the car.

(Leads to Formative Discuss the answer on the given exercises
Assessment 3)
Analyze the picture, Do you think that the man climbing upstairs
demonstrate or performs work? Why?
Finding practical
applications of concepts
G. and skills in daily living

Work is said to be done when a body undergoes displacement. It is

denoted by W. Work Formula is given by W = F . d
where :
Making generalizations and F = force applied and
abstractions d = displacement.
about the lesson Work formula is used to calculate work done, force or
H. displacement in any problems. It is given in N-m.

Direction: Read each statement carefully and write the letter of
the correct answer.
1. How much work is required to lift a 2 kg mass to a height of 10

meters?
A. 5 J B. 20 J *C. !00 J D. 200 J
2. A garden tractor drags a plow with the force of 500 N in a

distance of 10 meters in 20 seconds. How much work is done?
I. Evaluating Learning A. 0.25 J B. 1000 J C. 2599 J *D. 5000J
3. One joule is equivalent to:

A. 1 N.m 3
B. 1 kg.m
3
C.1 watt .N
2
*D. 1 kg.m /s
2 2
4. Which of the following 10 N forces acting over 10 m would

produce the most work?

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30 degrees 45 degrees

A B

45 degrees Horizontal
C *D
5. Students A and B run up the same flight of stairs.
 Both students run up the stairs at constant velocities.

 Student A takes twice as long as student B to climb the
stairs.
 Student A weighs twice as much as student B
I. Student A develops more power than student B.

II. Student B does more work than student A.
III. The change in potential energy of student A is twice that of
student B.
A. I only *B. III only

C. I and II only D. I and III only

Why is work considered a method of transferring energy?
application or
remediation
V. REMARKS
VI. REFLECTION

A.

below 80%
lesson
to require
remediation
did these worked?

Region XII

materials did I

GRADES 1 to 12
Teaching


Time
DAY:
I. OBJECTIVES
The learner demonstrates understanding of work using
constant force, power, gravitational potential energy, kinetic
A. Content Standards energy, and elastic potential energy

Region XII
 Identify situations in which work is done and in which

no work is done
Objectives
Objectives:
1.Describe the energy changes when energy is transferred
from one body to another.
2.Give examples of how energy is transferred
Module II: WORK, POWER AND ENERGY

II. CONTENT Lesson 10: Work Is A Method Of Transferring Energy
A. References
1. Teacher's Guide Pages 20-21
2. Learner's Materials Pages 25-26
Textbook
3.
Pages
Learning
Lesson Guide Grade 8 First Quarter pp 37-38
IV. PROCEDURES

How will you compute the amount of work done by an object?
Energy enable us to do work. It is likened to
money. Having a lot of energy is like having plenty of money.
But having money is not enough to do useful things. Money
B. should be handed over to another person so it can do
Lesson
something. Energy is also like this. It needs to be transferred
to another body so it can do something useful.
Examples of situation that shows transfer of energy:

1.When you push a book across the table, the energy from
your moving arm is transferred from your body to the book,
Presenting examples / causing the book to move.
C. instances of the 2. Fingers hitting piano keys transfer energy from the player’s
new lesson hand to the keys.


Do the Activity - Lesson Guide Grade 8 First Quarter pp 37-38
practicing

new skills #1
Discussing new concepts and Analysis:
practicing 1. Is there work done on the ball?
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E.
2. What can a moving ball do when it interacts with other
object?
new skills #2
3. What happens to the energy of the ball (doing the work) and
the
bottle ( on which work is done)? Explain your answer.
(Leads to Formative Discuss the answers in the given activity
Assessment 3)
Cite other examples of energy transfer in your daily life
Finding practical applications
G. situations.
of concepts
When energy is transferred, one body loses energy, where as
another gains it.Work is a method of energy transfer.
When a body does work, it loses energy. The body on which
Making generalizations and work is done gains energy.
H. abstractions Examples of energy transfer are:
about the lesson a. A spring vibrates after being stretched
b. A bicycle going uphill, which stops.
I. Evaluating Learning Direction: Choose the letter of the correct answer.
1. In which situation is there NO work done in the system?
a. A monkey climbing a tree

b. A person in an ascending elevator
c. A weight lifter lifting a barbell in the air
d. A stone whirled around the horizontal circle
2. Describe the energy changes that take place when the ball
is
thrown upward.
a. Potential to Kinetic
b. Kinetic to Potential
c. Both a and b
d. Cannot be determined
3. What happens to energy when it is transferred from one

body to
another?
a. Energy is gained.
b. Energy is destroyed.
c. It loses energy.
d. Both a and c

For numbers 4 and 5, Show complete solutions.
4. A ball with mass of 2 kg is dropped from a height of 60 m.

What is
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the potential energy of the ball? Assume that the reference

position is the ground.
5. A book weighs 5.0 newtons when it is raised 1.5 meters.

Calculate its increase in potential energy.

J. Additional activities for Explain how work is related to power.

application or
remediation
V. REMARKS
VI. REFLECTION

No. of learners who earned 80%
A.
in the evaluation

80%
No. of learners
lesson
require
remediation
worked?
can help me solve?
materials did I

Region XII
GRADES 1 to 12
Teaching


Time
DAY: Tuesday
I. OBJECTIVES

Learning Competencies / (S8FE-Ic-21)
Objectives
 Describe how work is related to power and energy
C.
Objectives:
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1. Describe how work is related to power and energy.

2. Compute for your power output in walking or running up a
flight of stairs
Module II: WORK, ENERGY AND POWER
II. CONTENT Lesson 11: HOW POWER-FUL AM I?
A. References
23-24
1. Teacher's Guide Pages
Learner's Materials 34-35
2.
Pages
Textbook
3.
Pages
from Learning
IV. PROCEDURES

or presenting the new Differentiate potential form kinetic energy
lesson
Video Presentation
Establishing a purpose for Showing a short video clip about sport Triathlon
B.
the Lesson
(www.youtube.com/watch?v=wxtR9hf39Ug)
Ask the students to explain if there is work done by the athletes

Presenting examples / participating in the said event.
C. instances of the
new lesson Ask them also if they use energy.

Do the Activity on How POWER-ful am I, Lesson Guide Grade 8
D. and practicing
First Quarter, pp. 40-41
new skills #1
E.
and practicing
new skills #2

Name Weight ( Height of Time taken to

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N) stairs climb the Energy Power

( m ) stairs ( s ) Expended ( J/s )
( J )
Q1. Who among the group members had the highest power output?
Q2. What is the highest power output?
Q3. Who among the group members had the lowest power output?
(Leads to Formative Discuss the answers in the given activity
Assessment 3)
Your opinion here!
Finding practical
G. applications of concepts If you were be given a chance to be the leader of the our
and skills in daily living country, how would you exercise your power of authority?

Power provides a measure of both the amount of work done
or the amount of energy expended and the time it takes to do it. If
you do a physical task quickly you have more power than when
you do the same task slowly.
In science, power is defined as the rate at which work is

done or the rate at which energy is expended, or is transferred, or
Making generalizations and transformed. In equation,
abstractions Power = work/time
H. about the lesson or
Power = energy/time
What is the SI unit of power? Since the SI unit of work is
joule and the SI unit of time is second, the SI unit of power is
Joule/second. This is given a special name,
watt, in honor of James Watt. So, 1 watt (W) = 1 joule
(J)/second (s)
I. Evaluating Learning Direction: Choose the letter of the correct answer.
1. Which of the following statements indicates the best way to

increase power?
*A. increase the amount of work done in a given amount of
time, or do a given amount of work in less time
B. increase the amount of work done in a given amount of
time, or do a given amount of work in more time.
C. decrease the amount of work done in a given amount of
time, or do a given amount of work in less time .
D. decrease the amount of work done in a given amount of
time, or do a given amount of work in more time.
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2. What does the power of a machine measures?

A. the work it does
*B. its rate of doing work
C. the force it produces
D. its strength
3. A girl carries a heavy suitcase quickly up a flight of stairs. A

boy of the same weight carries the same suitcase slowly up
the flight of stairs. Which statement is true?
A. The girl did less work and had less power than the boy.
B. The girl had less power than the boy.
C. The girl did more work and had more power than the boy.
*D. The girl had more power than the boy
4. What is the power develop by a jumbo jet that cruises at 200

m/s when the thrust of its engine is 100,000 N?
A. 20,000 W B. 200,000W
C. 20,000,000W D. 2000 W
5. The following the units to express power. Which is not

included?
A. N.m/s B. J/s C. watt D. N.m/s2
Additional activities for 1. What are the different forms energy?

J. application or
2. What are the types of mechanical energy?
remediation
V. REMARKS
VI. REFLECTION

A.

80%
No. of learners
lesson
require
remediation
did these worked?
Region XII

materials did I

GRADES 1 to 12
Teaching


Time
DAY: Tuesday
1. Define kinetic energy.
2.Relate the speed and position of object to the amount of energy
I. OBJECTIVES
possessed by a body.
3. Calculate the kinetic energy of a moving body.

C. Learning Competencies / (S8FE-Id--22) (S8FE-Id-23)
Objectives
 Differentiate potential and kinetic energy.
Region XII
 Relate speed and position of object to the amount of energy

possessed by a body.
Objectives:
1. Define kinetic energy.
Module II: WORK, POWER AND ENERGY
II. CONTENT Lesson 12: KINETIC ENERGY
A. References
Teacher's Guide 21
1.
Pages
2.
Pages
Textbook
3.
Pages
from Learning
B. Other Learning Resource Lesson Guide Grade 8 First Quarter, pp 43-44
IV. PROCEDURES

or presenting the new How will you define power?
lesson
Picture Analysis:
Establishing a purpose for The student will look at the picture presented by the teacher.
B.
the Lesson
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C. Presenting examples /
What kind of energy does the boy possess? Explain your answer.
instances of the
new lesson
D. Discussing new concepts
Do the Activity on Exploring kinetic energy with ramps,
and practicing
Lesson Guide Grade 8 First Quarter, pp 43-44
new skills #1
E. Analysis:
Discussing new concepts 1.Which car will run fastest? Why do you think so?
and practicing 2.How does the amount of energy possessed by each car
new skills #2 affect its speed?
(Leads to Formative Discuss the answers in the activity given.

Assessment 3)
How do kinetic energy applies to everyday life?
1.a running roller coaster

2.your jaw when you are chewing
3.when playing billiard, the energy is transferred from the stick to a
Finding practical
G. ball
4.A Slinky moving down a set of steps
5.Snow skis gliding down the mountain
6.Gas molecules moving around in a room
Making generalizations and The kinetic energy of an object is the energy that it

Region XII
possesses due to its motion. It is defined as the work needed to

accelerate a body of a given mass from rest to its stated velocity.
Having gained this energy during its acceleration, the body
maintains this kinetic energy unless its speed changes.
If the masses {weights} are equal, the body with the
greatest velocity {speed} would have the highest kinetic energy. If
the velocities are equal, the body with the greatest mass would
have the highest kinetic energy.
The kinetic energy of an object is given by the equation:
KE = 1/2mv where m is the mass of the object and v is its

2,
abstractions velocity.
H. about the lesson The kinetic energy is proportional to the mass of the
object.
According to Newton’s second law, F = ma, an object is
accelerated with a constant acceleration of a constant net force is
exerted on it. The work done on object is given by:

W = F. d. Thus the work done is W = (ma)d. Assume the
object was originally at rest, Vi = 0. As it accelerates, v =
2
2ad, or d = v / 2a,
2
since a is constant.
Therefore: W = mad
= ma (v / 2a)
2
= 1/2mv 2
Assessment:
Tell whether each statement is true or false:
1. When work that is done on a body increases its velocity,

then, there is an increase in the kinetic energy of the body.
I. Evaluating Learning 2. The kinetic energy of a more massive object at rest is
greater than that of a less massive moving object.
3. If the velocity of a moving object is doubled, its kinetic
energy is also doubled.
4. The unit of kinetic energy is the same as the unit of work.
5. The unit kg m2/s2 is also a unit of energy.
J. Additional activities for What is potential energy?

application or
remediation
V. REMARKS

VI. REFLECTION

A.
Region XII
below 80%
lesson
to require
remediation
did these worked?

solve?
materials did I

Region XII
GRADES 1 to 12
Region XII

Teaching


Time
DAY:
I. OBJECTIVES
force power, gravitational potential energy, kinetic energy, and

C. (S8FE-Id--22) (S8FE-Id-23)
 Differentiate potential and kinetic energy.

 Relate speed and position of object to the amount of
Learning Competencies / energy possessed by a body.
Objectives
Write the LC code for each Objectives:
1. State the meaning of potential energy.

2. Relate potential energy to work
3. Calculate the change in potential energy of a body

II. CONTENT Module II : WORK, POWER AND ENERGY

Lesson 13: POTENTIAL ENERGY
A. References
Teacher's Guide 21-22
1.
Pages
2.
Pages
Textbook
3.
Pages
from Learning
B. Other Learning Resource Lesson Guide Grade 8 First Quarter, pp 47-49
IV. PROCEDURES

or presenting the new What is kinetic energy? Give the formula of kinetic energy
lesson
Region XII
Present the video to the class and have them watch the video about
Establishing a purpose for the roller coaster ride
B. the Lesson (https://www.youtube.com/watch?v=JFNKyi_lzyg)
C. After watching the video let the students brainstorm on what

Presenting examples / they have viewed. Ask them: “What science concepts are involved
instances of the in the roller coaster? “Today, we will deal more on the energy
new lesson possessed by the roller coaster.”
D. Do Activity on Rolling Toy - Lesson Guide Grade 8 First Quarter pp

Discussing new concepts 47-49
and practicing
new skills #1
E. Analysis:
Q1. What happens to the toy?

Q2. What kind of energy is ‘stored’ in the rubber band?
and practicing
Q3. What kind of energy does a rolling toy have?
new skills #2
Q4. What transformation of energy happens in a rolling toy?
(Leads to Formative Discuss the answers in the activity given
Assessment 3)
G.
Actor and actress of the day
Finding practical
applications of concepts Ask 5 learners to give example of potential energy then
and skills in daily living each them will act the given situations. The audience will
determine if the action taken by the actor/actress is example of
potential energy.
H. Making generalizations Potential energy, or stored energy, is the ability of a system

and abstractions to do work due to its position or internal structure. For example,
about the lesson gravitational potential energy is a stored energy determined by an
object's position in a gravitational field while elastic potential
energy is the energy stored in a spring.

As a form of energy, the SI units for potential energy are the
joule (J) or Newton-meter (N*m).

The change in the object’s gravitational potential energy is
the work done in raising it to that height. Since the work done on the
object to raise it at that height is given by the equation, W = mgh
then, the change in the object’s gravitational potential energy is ΔPE
= mgh where h = the height above the reference level. If the object
is raised from the ground, the reference level is the ground. If the
object, however, is raised from the table, the table is the reference
level.
Region XII
(Note: The teacher may the previous activity on power to

gravitational potential energy)

Direction: Read the questions below and choose the letter of the
correct answer.
1. A roller coaster climbing the first hill is an example of

A. building kinetic energy.
*B. building potential energy.
C. gravitational forces.
D. nuclear energy.
2. Of the following units, the one that is a unit of potential

energy is?
A. Newton
*B. Joule
C. Meter
D. Liter
3. A stationary object may have

I. Evaluating Learning *A. potential energy
B. velocity
C. kinetic energy
D. acceleration
4 . A 50 kilogram object is located 5 meters above the

ground level. Find its potential energy.
*A. The object's potential energy is 2450 J.
B. The object's potential energy is 24.50 J.
C. The object's potential energy is 2.450 J.
D. The object's potential energy is 245.0 J.
5. A 12 kg cat who is resting on a tree has a potential

energy of 50 Calculate its position (height) relative to the
ground.
A. The cat is located 0.43 m above the ground.
*B. The cat is located 0.43 m above the ground.
C. The cat is located 0.43 m above the ground.
D. The cat is located 0.43 m above the ground.
J. Journal entry:
Additional activities for Write a short paragraph on how potential and kinetic energy is
application or related to your life.
remediation
V. REMARKS
VI. REFLECTION

A.
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below 80%
lesson
to require
remediation
did these worked?

solve?
materials did I
to share with other
teachers?
Region XII
GRADES 1 to 12
Region XII

Teaching Date
and Time
DAY:
I. OBJECTIVES
The learners demonstrate an understanding of the
propagation of sound through solid, liquid and gas.
C. S8FE –Ie-24
 Infer how the movement of particles of an object
Learning Competencies / affect the speed of sound through it.
Objectives
Write the LC code for each Objective:
Infer that sound consists of vibrations that travel through the
air.
Module III: SOUND

II. CONTENT
Lesson 14: PROPAGATION OF SOUND
A. References
2. Learner's Materials Pages pp. 71 – 73
Textbook
3.
Pages
Learning
IV. PROCEDURES

Differentiate kinetic from potential energy.
B. Establishing a purpose for the Guessing game:
Lesson
Let the students guess the answer to the question, “
What is a vibration produced by a vibrating body”. They may
decode the term by dialing the numbers 76863, in the
keypad below.
C ABC DEF
2 3
GHI JKL MNO
4 5 6
PQR TUV WXYZ
S 8 9
Region XII

Why do sound vibrates?
of the
How does it travel through space?
new lesson
Do the activity on Sound, Lesson Guide G-8 First Quarter
practicing
pp. 52-53
new skills #1
Q1. What is the purpose of tapping the tuning fork to a

wood or rubber sole?
Q2. What causes sound?
Q3. What happens to the loudness as you move the tuning
fork from up and down?
E. practicing
Q4. Can sound be transmitted if there is no matter to form a
new skills #2
medium?
Q5. How is sound created and transmitted?
Q6. What property of a sound wave determines the pitch of
a sound?
(Leads to Formative Assessment Discuss the answers in the activity given.
3)
How do you know that there is an approaching
G. Finding practical applications of train? If you are living near a railway, how does it affect
concepts your emotion?
H. Sound waves are produced by vibrating objects.

They are propagated through a medium from the source.
abstractions
Sound waves are longitudinal waves. Particles of the
about the lesson
medium vibrate in the direction of wave motion.
I. Evaluating Learning Write TRUE if the statement is correct and FALSE if the
statement is wrong.
1. Sound is a mechanical waves propagating in
space.
2. Sound does not need a medium to propagate.
3. Sound wave is a longitudinal wave.
4. Particles of the medium vibrate in the direction of
Region XII
wave
motion.
5. Sound carries energy.
Bring the following materials by group for the next activity:
1 dowel or 1 wooden rod
1 blue bead
4 colored beads
3 inches of tape
Additional activities for 2 large books
J. application or scissors
remediation 5 pieces of string
paper
slinky spring
transistor radio
V. REMARKS
VI. REFLECTION

A.
the evaluation
of learners
require
remediation

which my principal or supervisor can
help me solve?
materials did I


Region XII
GRADES 1 to 12
Teaching Date
and Time
DAY:
I. OBJECTIVES
The learners demonstrate an understanding of the
propagation of sound through solid, liquid and gas.
C. S8FE –Ie-24
 Infer how the movement of particles of an object
affect the speed of sound through it.
Objectives
Write the LC code for each Objective:
At the end of the activity, learners will be able to infer that
sound is transmitted in air through vibrations of air
particles
Module III: SOUND
II. CONTENT Lesson 15: PROPAGATION OF SOUND
A. References
2. Learner's Materials Pages pp. 71 – 73
Textbook
3.
Pages
Learning
IV. PROCEDURES
A. Reviewing previous lesson or What is sound wave?

presenting the new lesson How is sound produced?
Establishing a purpose for the How do you communicate to your love ones miles away
B.
Lesson from you?
Presenting examples / instances of

the
new lesson
Region XII
C.
If you flock the string of the guitar one by one how do the
sound differs?

Do the activity on Transmitting Sound, Lesson Guide G-8
practicing
First Quarter pp. 55-56
new skills #1
1. What happens to the other colored beads when the
E. blue bead is
tapped?
2. Are there occasion when the beads converge then
practicing
expand?
new skills #2
3. Are there converging and expanding parts of the
slinky?
4. How then is sound classified as a wave?
Discuss the answers in the activity given.
(Leads to Formative Assessment 3)
G. Why are sound important in:
Finding practical applications of
 Communication
concepts
 Signaling system
 Music
H. The material through which sound travels is known as the
medium. The medium can be a solid, liquid, or a gas.
abstractions
Sound needs a medium to travel. It cannot travel through
about the lesson
vacuum.
I. Evaluating Learning Direction : Choose the letter of the correct answer.
Region XII
1. Sound is an example of

*A. a longitudinal wave.
B.. a wave that can travel through a vacuum.
C. a transverse wave.
D. a wave that does not transmit energy.
2. When sound travel through air, the air

particles_______.
*A. vibrate along the direction of wave propagation
B. vibrate but not in any fixed direction
C. vibrate perpendicular to the direction of wave
propagation
D. do not vibrate
3. Sound is produced due to _____
A. Friction B. circulation
*C. vibration D. refraction
4 Sound passes from one place to another in the form of

A. Rays *B. waves

C. energy D. light
5. Sound waves have

A. Amplitude only
B. Frequency and wavelength only
*C. Amplitude, frequency and wavelength
D. Amplitude and wavelength only
Define the following characteristics of sound.
• Frequency
• Amplitude
Additional activities for application • Pitch
J.
or • Loudness
remediation • Intensity
• speed

Reference: any PHYSICS book
V. REMARKS
VI. REFLECTION
No. of learners who earned 80% in the
A.
evaluation
B. No. of learners who require additional
activities for remediation who scored
below 80%
C. Did the remedial lessons work? No. of
Region XII
learners

D. No. of learners who continue to require
remediation
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I
Use or discover which I wish to share
with other teachers?
GRADES 1 to 12
Teaching

Date and Quarter First

Time
DAY:
I. OBJECTIVES
The learners demonstrate an understanding of the propagation of
sound through solid, liquid and gas.
C. S8FE –Ie-24
 Infer how the movement of particles of an object affect
the speed of sound through it.
Objectives Objectives:
Write the LC code for each 1.Distinguish the different characteristics of waves;
2. Determine their frequency and wavelength; and
3. Compute the wave speed based on the frequency and
wavelength
Module III: SOUND
II. CONTENT
Lesson 16: CHARACTERISTICS OF SOUND
A. References
Region XII

Learner's Materials
2. pp. 75 – 77
Pages
Textbook
3.
Pages
from Learning
IV. PROCEDURES

or presenting the new Differentiate the propagation of sound in solid, liquid and in gas
lesson
Students will be asked to produce sound by:
Establishing a purpose for  whispering,
B.
the Lesson  singing, and
 shouting.
C. Presenting examples /
instances of the Ask them how sound differ in the three situation.
new lesson
D. Discussing new concepts
Do the activity on , Lesson Guide G-8 First Quarter pp. 58-59 or
and practicing
LM pp75 -77
new skills #1
1. When there are more waves passing through the reference

point
E. Discussing new concepts in a period of time, which wave characteristic also increases?
and practicing
new skills #2 2. When there are more waves passing through the reference
point
in a period of time, what happens to the wavelength of the
waves?
(Leads to Formative Discuss the answers in the activity given.
Assessment 3)
G. Finding practical
Discuss the importance of Doppler effect in daily occurrences.
applications of concepts and
skills in daily living
Making generalizations and  Sound differ from one another in loudness, intensity, pitch and
abstractions quality. Sound waves have frequency, wavelength and
H. about the lesson speed.
 Loudness depends on the amplitude of vibration.
 Intensity depends on the amplitude of vibration and the area
of vibrating body perpendicular to the direction of wave
motion.
 Pitch depends on the frequency of vibration. Pitch is the
frequency of a sound as perceived by human ear. A high
frequency gives rise to a high pitch note and a low frequency
Region XII
produces a low pitch note. Figure 2 shows the frequencies of

same common sounds. The pitch of sound goes up and down.

Word search: Find word or words that are related to sound
A A P I T C H L L M I
X X D G H J I L S X X
S S S D F G H D D D D
Q I N T E N S I T Y Q
W E W E R O O H K K Q
L O U D N E S S I I Q
T Y R D G F D H H J Q
O O K K Q U A L I T Y
I. Evaluating Learning C F R E Q U E N C Y R
1. Differentiate the speed of sound in three medium

J. a. solid
application or
b. liquid
remediation
c. gas
see also the list of materials for the next activity (LM pp. 78)
V. REMARKS
VI. REFLECTION
A.
80%
No. of learners
Region XII
lesson
require
remediation
did these worked?
materials did I
GRADES 1 to 12
Teaching

Date and Quarter First (PHYSICS)

Time
DAY:
I. OBJECTIVES
The learners demonstrate an understanding of the propagation of
sound through solid, liquid and gas.
C. Learning Competencies / S8FE –Ie-24
Objectives  Infer how the movement of particles of an object affect the
Write the LC code for each speed of sound through it.
Objective:
At the end of the activity, you will be able to distinguish which
Region XII
material transmits sound the best.

Module III: SOUND
II. CONTENT
Lesson 17: SPEED OF SOUND
A. References
Learner's Materials
2. pp. 78 – 80
Pages
Textbook
3.
Pages
from Learning
IV. PROCEDURES

or presenting the new Differentiate the different characteristics of sound.
lesson
Place your ear against one end of a tabletop. Ask a
friend to gently tap the other end of the table with a pencil or a
B. ruler. What happens? Then ask your friend to gently tap the other
the Lesson
end of the table but this time make sure that your ear is above the
other end of the table. What happens?
C. Presenting examples / On which situation did you encounter louder and more
instances of the pronounced sound? On which situation did you encounter the
new lesson sound earlier?
D. Discussing new concepts Do the activity on Sound Race.. Where does Sound Travel
and practicing Fastest?, Lesson Guide G-8 First Quarter pp. 62 - 63 or
new skills #1 LM pp. 78 -79
Discussing new concepts 1. Did you hear the watch tick when you held it at arm's length?
and practicing When you held it against the wooden dowel?
new skills #2 When you held it against the metal rod?
2. Did you hear the mobile phone vibrate when you held it at
arm's
length? When you held it against the wooden dowel? When
you
held it against the metal rod?
3. Based on your observations, which is a better carrier of sound?

Air or wood? Air or water? Air or metal? Water or metal?
E.

4. How did the sound of the spoon change when the string was
held
against your ears?

5. When the ringing of the spoon was too quiet to be heard
Region XII
through
the air, could it be heard through the string?

6. Is the string a better carrier of sound than air?

7. Through which material does sound travel fastest?
8. Through which material did sound travel the slowest?

( Note: If there is still time teacher may present a video clip on the
Developing mastery transmission of sound www.youtube.com/watch?
F. (Leads to Formative v=GkNJvZINSEY)
Assessment 3)
G. If you will make an improvised toy telephone to be given to your

Finding practical
baby brother or sister, what are the best materials for the toy
telephone to have a very clear voice transmission
Why does sound travel faster in solids than in liquids, and faster in
liquids than in gases (air)?
Sound is nothing more than a local disturbance whose

propagation is facilitated by the collisions between particles; this
disturbance propagates in a longitudinal wave; imagine one
molecule hitting the next molecule, and then that molecule hitting
the next, and so forth.
H. abstractions The distances between molecules in solids are very small, i.e.,
about the lesson solids are denser - as compared to liquids and gases. Because
they are so close, than can collide very quickly, i.e. it takes less
time for a molecule of the solid to 'bump' into its neighbor. Solids
are packed together tighter than liquids and gases, hence sound
travels fastest in solids. The distances in liquids are shorter than
in gases, but longer than in solids. Liquids are more dense than
gases, but less dense than solids, so sound travels 2nd fast in
liquids. Gases are the slowest because they are the least dense:
the molecules in gases are very far apart, compared with solids
and liquids.
Direction: Read the following and write the best letter of your
choice.
1. Sound waves travel faster in water than in air because water

has
a greater ___________.
Region XII
A. density.
* B. elasticity.
C. number of molecules.
D. volume.
2. When a wave travels through a medium_____.
A. particles are transferred from one place to another
B. energy is transferred in a periodic manner
*C. energy is transferred at a constant speed
D. none of the above statements is applicable
3. When sound travels through air, the air particles ______.

*A. vibrate along the direction of wave propagation
B. vibrate perpendicular to the direction of wave
propagation
C. vibrate perpendicular to the direction of wave
propagation
D. do not vibrate
4. Sound waves do not travel through

A. solid
B. liquid
C. gases
D. vacuum
5. The method of detecting the presence, position and direction

of
motion of distant objects by reflecting a beam of sound waves
is
known as _____.
A. RADAR * B. SONAR

C. MIR D. CRO

J. Additional activities for Prepare a table indicating the different temperature of the medium
application or (solid, liquid and gas) and the speed of sound.
remediation
V. REMARKS

A.
80%
Region XII

to require
remediation
did these worked?
solve?
materials did I

GRADES 1 To 12

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 The learner demonstrates understanding of Newton’s

 The learner shall be able to develop a writer plan and

Learning Competencies / (S8FE-Ia-15)

 Investigate the relationship between the amount of force

Module I: FORCES AND MOTION

B. Other Learning Resource https://www.google.com.ph/search?

Analyze the pictures (to be presented on the television screen)

Establishing a purpose for

a) Will this object move by itself?

Since friction is a resistance force that slows down or prevent

H. 2. What are some other forces that can cause something to

1. A book is at rest on top of a table. Which of the following is

2. Which of the following situations involves friction?

4. Which is the best example of gravity?

5. How does Earth ‘s gravity affect objects near Earth?

80% in the evaluation

School Grade Level Grade 8

Daily Lesson Log Teacher Learning Area Science

The learner shall be able to develop a writer plan and

 Infer that when a body exerts a force on another, an

II. CONTENT Module I: FORCE AND MOTION

III. LEARNING RESOURCES

Students were given time to watch a short video clip about

C. Presenting examples / instances

1. When the cardboard is at rest, how do the magnitudes and

Finding practical applications of

The following ideas must be realized by the students:

If two forces acting on an object are equal in magnitude but

 If the forces acting on an object are unbalanced, the

1. ______________ refers to when a force is equal and

2.When one force in a pair is greater than the other, we call

3. If two forces are acting on an object they are equal in

a. Draw arrows showing the individual forces of the tugboats

J. Additional activities for

School Grade Level Grade 8

3. Cite situations where the law of inertia applies.

A. Reviewing previous lesson or

1. It refers to the amount of matter an object has.

2. It is a push or pull upon an object resulting from the

Establishing a purpose for the

3. An action or process of moving or of changing place or

4. It is the resistance of any physical object to any change in

Are those set of words familiar to you?

1. What happens when you slowly pulled the cardboard?

1. What happen to the remaining books after one book was

2. Relate your observation to the concept of inertia.

Use the following examples to explain how Newton's first law

e) car turns left and you appear to slide to the right.

Choose the best answer. Write letter only.

1. According to Newton's First Law of Motion,

2. The greater the mass of an object,

3. The tendency of an object to resist any change in its motion

4. Mass of the object is quantitative measure of its inertia

5. Which of these best describes the concept of inertia?

Write your answer in your notebook.

School Grade Level Grade 8

Learning Competencies / Objectives:

A. Reviewing previous lesson or What is inertia?

How much force is needed by the man to push the car?

The teacher will present two balls of different masses. Then

C. Presenting examples / instances

tennis ball bowling ball