Department of Education

Region VI – Western Visayas

Division of Capiz
PONTEVEDRA NATIONAL HIGH SCHOOL
Tacas, Pontevedra, Capiz

GRADE 8 Name of Teacher EDWIN G. DUMOPOY Grade Level 8

DAILY LESSON LOG Teaching Dates SEPTEMBER 12 – SEPTEMBER 16, 2022 Learning Area SCIENCE
Time SPJ 8 1:00-2:00 P8 EMERALD 2:30-3:20 Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

(September 5, 2022) (September 6, 2022) (September 7, 2022) (September 8, 2022) (September 9, 2019)
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed,
additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons.
Weekly objectives shall be derived from the curriculum guides.

A. Content Standard The learners demonstrate an understanding of:

1. Newton’s three laws of motion
B. Performance Standard The learners should be able to develop a written plan and implement a “Newton’s Olympics”.

C. Learning Infer that when a body exerts a Infer that when a body exerts a Infer that when a body exerts a Infer that when a body exerts a Infer that when a body exerts a
Competency/Objectives force on another, an equal force on another, an equal force on another, an equal force on another, an equal force on another, an equal
Write the LC code for each. amount of force is exerted back amount of force is exerted back amount of force is exerted back amount of force is exerted back amount of force is exerted back
on it (S8FE-Ia-16) on it (S8FE-Ia-16) on it (S8FE-Ia-16) on it (S8FE-Ia-16) on it (S8FE-Ia-16)

Objectives: Objectives: Objectives:

1. State the Law of Inertia 1. State the Law of 1. State Newton’s Third Law of
2. Relate inertia to mass Acceleration. Motion
3. Cite situations where the law 2. Discuss the relationship 2. Compare the two interacting
of inertia applies. between net force on an object forces in terms of magnitudes
and its acceleration, and and directions.
between the mass of an object 3. Identify the action and
and its acceleration. reaction forces in the given
3. Cite some applications of this situations.
law in our daily life.
III. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
1. Laws of Motion
III. LEARNING
RESOURCES
A. References
1.Teacher’s Guide pages TG pp. 10-11 TG pp. 12-13 TG pp. 13-16 TG pp. TG pp.
2.Learner’s Materials LM pp. 4-9 LM pp. 9-11 LM pp. 11-12 LM pp. LM pp.
pages

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 3.Textbook pages TB pp. 11-12 TB pp. 12-17 TB pp. 18-20 -n/a- -n/a-
4.Additional Materials -n/a- -n/a- -n/a- -n/a- -n/a-
from Learning
Resource (LR)portal
B. Other Learning -n/a- -n/a- -n/a- Science Links 8, REX Bookstore, Science Links 8, REX Bookstore,
Resource pp. 213 pp. 214
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.
A. Reviewing previous Differentiating balanced and 1. What is inertia? Differentiate first law of motion
lesson or presenting unbalanced forces 2. How is the law of inertia to the second law of motion
the new lesson related to mass?
B. Establishing a purpose Let the students guess the word Imagine yourself leaning
for the lesson being defined by solving the against a tree the same with the
(Elicit) jumbled letters.

1. It refers to the amount of

matter an object has.
A S S M

2. It is a push or pull upon an Study the picture.

object resulting from the 1. Can a man pushes the car?
object’s interaction with another 2. How much force is needed
object. by the man to push the car? picture below. Did you topple
over while you are still in
R E C F O contact with the tree?
Why or why not!
3. An action or process of
moving or of changing place or
position.

T I N O O M

4. It is the resistance of any

physical object to any change in
its state of motion.

I A E R I T N

C. Presenting Are those set of words familiar Do Activity 1:

examples/Instances of to you? The teacher will present two
the new lesson balls of different masses. Then
What ideas came in your mind ask the students which of the

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 when you met those words we
had unscrambled?
D. Discussing new Do Activity 1: Investigating
concepts and practicing inertia
new skills # 1 Objective: At the end of this
(Engage) activity, you should be able to
demonstrate Newton’s first law
of motion.
Materials:
empty glass cardboard
plastic ruler 1 peso coin
5-peso coins (5 pcs or more)
Coin Drop Procedure:
1. Arrange the setup as shown
in Figure 7. 2. Slowly pull the
cardboard with your hand and
observe what happens. 3.
Arrange again the setup as
shown. This time, quickly flick
the cardboard with your finger.
Observe again what happens.
Stack of Coins Procedure:
1. Stack the coins on a flat level
surface.
2. Quickly hit the coin at the
bottom with the edge of the
two balls will accelerates
faster? Why?
tennis ball bowling ball
1. Differentiate the two balls in
terms of mass. Which has the
greater mass?
2. If equal amount of force will
be applied in the two balls, then
which will accelerates faster?
Do Activity 2: Newton’s
Second Law of Motion (Law
of Acceleration)
Directions. Read the situation
and analyze the pictures. Write
your answers on a separate
sheet of paper.
Mario and Alex are on a trip to
Tinuy-an Falls, Bislig City,
Surigao del Sur. Suddenly the
car runs out of fuel then stops.
Alex volunteers to push the car
to the side of the road. He
pushes it hard, but he cannot
barely move the car. A
bystander helps him then the
car accelerates.
Guide Questions:
1. How do you compare the
applied forces to the cars in
both pictures?
2. Why does the car in Picture
B accelerate?
3. What is the relationship
Do Activity 5: Action-
Reaction
Objective: In this activity, you
should be able to compare two
interacting forces in terms of
magnitude and direction.
Materials:
2 spring balances
string
Procedure:
1. Connect 2 spring balances
with their hooks. Ask your
partner to hold one end of the
balance while you hold the
other end horizontally. Pull the
spring balance while your
partner just holds the other end.
Record the reading on each
balance.
Guide Questions:
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 force?
2. Pull the spring balance
harder. Be careful not to
exceed the maximum reading
on the spring balance.
Guide Questions:
3. What is the reading on your
balance and that of your
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 ruler.
E. Discussing new Do Activity 2: Newton’s First
concepts and practicing Law of Motion (Law of Inertia)
new skills # 2
Directions: In your answer
(Explore)
sheet, match the pictures to
the explanations found below.
Write the letter of the correct
answers on a separate sheet of
paper.
1. The body will continue to
move and so it will move
forward until something will stop
it. _____________
2. As you hold on the handle,
the force exerted by the train
through the handle gives your
body forward velocity. _______
3. Your body has inertia, and so
between net force and partner?
acceleration based on the 4. How do you explain your
situation? observation?
3. Attach one end of your spring
balance to the wall, while the
other end is connected to the
second spring balance. Ask
your partner to pull the spring
balance. Observe the reading
on each balance.
Guide Questions:
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.
Mathematically, second law of Do the Activity: Newton’s
motion can be expressed: Third Law of Motion
Directions. Identify the action-
A = F/m reaction forces in each picture.
F = ma The first picture is done for you.
M = F/a Write your answers on a
separate sheet of paper.
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).
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 Condition Force of Force of
therefore, Action Reaction
N/kg = kg.m/s2 /kg = m/s2 A. A boy The The
leaning force force
Solve the following problems against exerted exerted
the wall. by the by the
involving the Law of
boy on wall on
acceleration. the wall. the boy.
1. What is the mass of a truck if B.
it produces a force of 14,000N

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F. Developing mastery
(leads to Formative
Assessment 3)
(Explain)
G. Finding practical
application of concepts
and skills in daily living
(Elaborate)
H. Making generalizations
and abstractions about
the lesson
a force is needed to change its
velocity. The train floor
accelerates your feet but your
body falls backward. ________
Guide Questions in Part A:
1. What happens when you
slowly pulled the cardboard?
Explain.
2. What happens when you
flicked the cardboard? Explain.
Guide Question in Part B:
1. What happens when you hit
the coin at the bottom? Why is
this so?
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 over its 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.
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
while accelerating at a rate of 5
m/s2?
2. Suppose a ball of mass 0.60
kg is hit with a force of 12 N. Its
acceleration will be:
3. If the ball in question no. 4 is
increased by 24 N, what is the
increased in acceleration?
Analyze and solve the following
problems below.
1. A 1000.0 kg truck is traveling
at an acceleration of 4.5000
m/s2, East. Find the net force
needed to accelerate the truck.
2. A boy rolls a 200 g baseball
horizontally on the floor with a
net force of 2 N to the right.
What is the acceleration of the
baseball?
Present the statement in the
class “ You may be bigger but I
am faster”
a. How does this line illustrate
Newton’s Second Law of
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
C.
D.
E.
Analyze the situations below by
identifying the pairs of forces
acting on the objects.
Situation 1 Situation 2
The class will be divided into
small group. Each group is
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.
a. walking
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.
2. Why do forces come in
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 line, as long as no external net
force acts on it. The object will
change its state of motion only
if there is unbalanced or net
force acting upon it. Inertia is
measured in terms of mass. An
object having greater mass has
greater inertia
I. Evaluating learning Multiple Choice
(Evaluate) Directions: Read each
statement carefully and write
the letter of the best answer.
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:
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?
amount of force exerted?
3. What relationship exists
between acceleration and force;
force and mass?
4. How is the second law of
motion applied to everyday
occurrences?
Multiple Choice
Direction: Read each statement
carefully and write the letter of
the best answer.
1. 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
2. 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
3. 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.
4. Which will accelerate faster?
A. a 1000 tons truck
B. a fully loaded bus
C. an overloaded jeepney
*D. a race car
5. A box is pushed with an
applied force of 20 N parallel to
the floor. It accelerated at 1.50
m/s2 to the right. A parallel
applied force of 10 N on the
opposite side slowed down the
pairs?
3. Explain the condition on how
to forces are equal in
magnitude and acting in
opposite direction.
Multiple Choice
Direction: Read each statement
carefully and write the letter of
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
it’s 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
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 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
J. Additional activities for Write your answer in your
application or notebook.
remediation
(Extend) 1. Define acceleration.
2. What is stated in the second
law of motion?
V. REMARKS After the lesson, student’s
performance revealed certain
proficiency levels:
VI. REFLECTION
motion of the box. Neglecting back with an equal and
friction, what is the mass of the opposite force. This is an
box? example of which of Newton's
A. 3.52 kg Laws of Motion?
B. 7.62 kg A. Law of Inertia
C. 1. 32kg B. Law of Acceleration
*D. 6.67 kg *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
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.
Explain how mass differs from Explain the difference between
weight. the forces related to Law of
Interaction and forces in a
balanced state.
After the lesson, student’s After the lesson, student’s
performance revealed certain performance revealed certain
proficiency levels: proficiency levels:
Create a graphic organizer
about Sir Isaac Newton. Fill
your output with the required
information and answer the
guide questions that follow.
Best known for:
Origin:
Branch of Science:
This scientist’s work led to what
other breakthroughs?
How did this scientist change
the world for the better?
Guide Questions:
1. Why is it important to get to
know Sir Isaac Newton through
his work?
2. What does this knowledge
tell you about the study of
motion?
After the lesson, student’s
performance revealed certain
proficiency levels:
Read the poem about Laying
Down the Laws of Motion by
Jeff Mondak and answer the
analysis question that follows.
Then create your own poem
that lays down about your
knowledge on the laws of
motion.
Analysis Question:
How did the poet discuss or “lay
down” Newton’s Laws of
Motion?
After the lesson, student’s
performance revealed certain
proficiency levels:
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A. No. of learners who
earned 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 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?

Prepared by: Checked by:

EDWIN G. DUMOPOY ALLAN A. ALOVERA PhD

Science Teacher Coordinator, Science Department

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