GRADE 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives (Write the LC code
for each)
II. CONTENT
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbooks pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
School SD Mananggolo Integrated School Grade Level 8
Teacher SITTIE ASIA A. MINALANG Learning Area SCIENCE
Teaching Dates and Time AUGUST 22-26, 2022 – WEEK 1 Quarter FIRST
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
At the end of this At the end of this At the end of this lesson/module the learners, are expected to: At the end of this
lesson/module the learners, are lesson/module the learners, a. demonstrate newton’s first law of motion. lesson/module the
expected to: are expected to: learners, are expected to:
a. identify the forces acting on a. examine the conditions a. describe how the net
an object at rest. when two forces balance. force acting on an object
b. explain the effect of affects its acceleration.
balanced forces on the state
of motion of an object.
The learners demonstrate an understanding of Newton’s three laws of motion and uniform circular motion.
The learner’s should be able to develop a written plan and implement a “Newton’s Olympics”.
The learners should be able:
a. to investigate the relationship between the amount of force applied and the mass of the object to the amount of change in the object’s motion. (S8FE-Ia-15)
b. infer that when a body exerts a force on another, an equal amount of force is exerted back on it. (S8FE-Ia-16)
Content is what the lesson 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.
1.1. Law of Inertia
1.2. Law of Acceleration
1.3. Law of Interaction
SCIENCE 8 LEARNER’S MODULE PAGES 3-18
EXPLORING LIFE THROUGH SCIENCE SERIES (PHEONIX PUBLISHING HOUSE) PAGES 282-298
These step should be done across the week. Spread out 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.
The learners will arranged some The learners will be asked on The learners will be asked on the previous lesson. The teacher The learners will be
jumbled letters based on the the previous lesson. The will show a video on today’s topic. asked on the previous
definition given. teacher will show a video on lesson. The teacher will
today’s topic. show a video on today’s
topic.
Let the students share some Let the students share some Let the students share some thoughts and ask on what they had Let the students share
thoughts and ask about their thoughts and ask on what seen. some thoughts and ask on
answers if they are familiar they had seen. what they had seen.
with the terms.
C. Presenting
examples/instances of the new
lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (leads to
Formative Assessment 3)
G. Finding practical application
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson.
Unlocking of Vocabulary. This
is to familiarize the learners on
the terms that may be
encountered in the proceeding
discussion.
 Forces
 Motion
 Balanced and unbalanced
forces
 Magnitude
 Direction
 Acceleration
 Velocity
 Friction
An activity will be given to the
students. They will be group
into 5 but will answer
individually.
Activity 1: Forces on objects at
rest
A representative from each
group will explain their answers
based on the guided questions
and draw illustrations to further
explain their reasons .
The learners will give
examples.
The learners will infer that
when an object is at rest it does
not mean that there no forces
acing on them.
The learners will give their
own experiences based on the
video.
An activity will be given to
the students. They will be
group into 5 but will answer
individually.
Activity 2. Balance of forces
A representative from each
group will explain their
answers based on the guided
questions and draw
illustrations to further explain
their reasons .
The learners will give
examples.
The learners will infer that
objects remains at rest
because the forces acting on
them are equal in magnitude
and in opposite directions and
they lie along the same line
of action.
Unlocking of vocabulary. And a short passage about the The learners will give
biography of Sir Isaac Newton. their own experiences
based on the video.
An activity will be given to the students. They will be group into An activity will be given
5 but will answer individually. to the students. They will
Activity 3. Investigating Inertia be group into 5 but will
answer individually.
Activity 4. Force and
Acceleration
A representative from each group will explain their answers A representative from
based on the guided questions and draw illustrations to further each group will explain
explain their reasons . their answers based on
the guided questions and
draw illustrations to
further explain their
reasons .
The learners will give examples. The learners will give
examples.
The learners will infer that a body will remain at rest or move at The learners will infer
constant velocity unless acted upon by an external net or that the acceleration of an
unbalanced force. object is directly
proportional to the
magnitude of the net
force acting on it and is
inversely proportional to
its mass.
I. Evaluating learning The teacher will give a five The teacher will give a five The teacher will give a five item quiz. The teacher will give a
item quiz. item quiz. five item quiz.

J. Additional activities for
application or remediation
The learners will do:
 a simulation riding a vehicle
and suddenly it stop.
 Pushing a stalled car.
 The domino effect.
The learners will compute the The learners will be given a scenario. What would likely to The learners will
net force on a given problem. happen to a man if he does not use seatbelt? compute the acceleration
and force on a given
problem.

I. REMARKS
II. REFLECTION Reflected on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 104 learners earned 80% in the evaluation.
80% in the evaluation
B. No. of learners who require 26 out of 130 learners.
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons Yes to particular learners that were present but for those who are absent it doesn’t.
work? No. of learners who
have caught up with the
lesson
D. No. of learners who continue 6 learners out of 26.
to require remediation
E. Which of my teaching Group activities and the use of teacher-made worksheets seem effective.
strategies worked well? Why
did these work?
F. What difficulties did I Dealing with large class size is a challenge.
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized Use of teacher-made worksheets can be effective.
materials did I use/discover
which I wish to share with
other teachers?

Prepared by: Noted by:

SITTIE ASIA A. MINALANG FATIMA C. MANANGGOLO

Teacher I School Principal
 GRADE 1 to 12 School SD Mananggolo Integrated School Grade Level 8
DAILY LESSON LOG Teacher SITTIE ASIA A. MINALANG Learning Area SCIENCE
Teaching Dates and Time AUGUST 29 - SEPTEMBER 2, 2022 – WEEK 2 Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES At the end of 60 minutes,
100% of the learners are
expected to:
1. compare two interacting
forces in terms of
magnitude and direction.
2. identify action-reaction
forces acting on a body
3. describe the relationship
between forces exerted on
each other.
At the end of 60 minutes,
100% of the learners are
expected to:
1. explain newton’s third law
of motion.
2. describe the relationship
between forces exerted on
each other.
3. compare action-reaction
forces with balanced forces.
At the end of 60 minutes,
100% of the learners are
expected to:
1. describe uniform circular
motion.
2. determine the direction of
motion for an object traveling
in a circle.
3. relate the laws of motion to
bodies in uniform circular
motion.
At the end of 60 minutes,
100% of the learners are
expected to:
1. differentiate centripetal and
centrifugal force.
2. cite consequences if constant
force is not applied towards the
center of the circle in circular
motion.
3. give practical applications of
circular motion in daily life

A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives (Write the LC code
for each)
The learners demonstrate understanding of Newton’s three laws of motion and uniform circular motion.
Develop a written plan and implement a “Newton’s Olympics”.
Infer that when a body exerts a force on another, an equal amount of force is exerted back on it. (S8FE-Ia-16)
Relate the laws of motion to bodies in uniform circular motion. (S8FE-Ib-18)
Infer that circular motion requires the application of constant force directed towards the circle. (S8FE-Ib-19)

II. CONTENT Law of Interaction Law of Interaction

III. LEARNING RESOURCES

A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbooks pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEURES
Science 8 Learner’s Module
pp18-20
Science & Tech IV Physics
NISMED pp296-297
EASE Physics Module 10
Lesson 3
Science 8 Learner’s Module
pp18-20
Science & Tech IV Physics
NISMED pp296-297
EASE Physics Module 10
Lesson 3
Science 8 Learner’s
Module. Pp17-18
Science & Tech IV,
Rabago, Lilia pp.58-61
EASE Physics Module 9
Science 8 Learner’s Module.
Pp17-18
Science & Tech IV, Rabago,
Lilia pp.58-61
EASE Physics Module 9

A. Reviewing previous lesson In powerpoint Ask students to state their Fill in the blanks with the Write yes if the statement
or presenting the new lesson presentation. prior knowledge on Newton’s correct answer: depicts uniform circular
The teacher will ask third law of motion: 1. is the rate of motion, if not write no. Write
Guide Questions: the answer on the space
 questions related to
acceleration:
1. What is acceleration?
2. What are the 2 factors
affecting the acceleration of
an object?
3. With the same force, the
bigger the mass, the ____ is
its acceleration.
4. With the same mass, the
bigger the force, the ____ is
its acceleration
5. The law of acceleration
states that the acceleration of
an object is ___ proportional
to its mass and ___
proportional to the force
applied.
B. Establishing a purpose for Call 3 students to do the
the lesson following:
1. Push a toy cart against the
wall. Observe the direction
of the toy cart as it hits the
wall.
2. Dribble the ball on the
floor. What happens to the
ball?
3. Push your hand against
the wall. Did the wall move?
C. Presenting Material needed: Spring
examples/instances of the new balance
lesson Let the students perform
Activity 5- Action-reaction
(LM p.18-19)
After the activity, one
representative from each
group will present their
output in class.
Guide questions:
1. What is Newton’s third law
of motion?
2. What is the difference
between action force and
reaction force?
The teacher will show a video
of a rocket launching into
space.
The students will make
predictions as to how it
supports Newton's third law
of motion. What is the action
force? What is the reaction
force?
Source:
https://www.youtube.com/
watch?v=OnoNITE-CLc
Students will be
grouped into 3 and each
group will be assigned
with different tasks to
do.
Group 1- Make a paper
airplane and launch it
into the air. Observe
what happens.
Group 2- Place a menthos
candy and a soft drink in a
change of velocity of an object provided.
with respect to time.
2. Acceleration is expressed in ____1. A girl riding a
units of merry-go round.
3. is usually expressed ____2. A ball hitting the
in Newton (N) or Kg.m/s/s bowling pin.
____3. Student spinning a
4. The Law of Acceleration
states that the acceleration is ballpen attach in a string.
____4. An earth orbiting the
directly proportional to the
moon.
force and inversely
____5. A man hitting a golf
proportional to the
ball.
.
5. The force applied on a body
is a product of its and
acceleration produced.
Ask students if they have gone What does the picture tell us?
to an amusement park or Why do accidents usually
carnival happen in curve roads?
in a town fiesta.
1. Which of those rides have
you tried? How does it feel
riding in a carousel? a merry
go round? a ferris wheel? an
octopus?
2. What is the direction of its
motion?
3. What is common to all the
rides flashed on screen?
4. What kind of motion do
these pictures depict?
Material Needed: The students will
Ball pen, string, scissor watch a video clip
of a race car and
Let the students perform the motorcycles in a
activity to observe circular
circular motion.
motion.
1. Tie a long string about 0.5m
to a ball pen.
Key questions:
1. Is the car/
2. Whirl the ball pen at the
end of the string above motorcycle
your head until you are accelerating?

D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (leads to
Formative Assessment 3)
1. What is the reading of
your balance and that of
your partner?
2. Compare the direction of
the force exerted on the
spring balance.
The teacher will give input
about the activity.
Key questions:
1. Why do you think the
cardboard stays at rest?
2. What does the reading of
your spring balance suggest?
Video clip will be shown to
students to further explain
Newton’s law of interaction.
Guide questions:
1. What is Newton’s third
law of motion?
2. Why do forces always
come in pairs?
3. When hammering a nail
through a piece of wood,
what forces are present in
the situation?
The teacher will revisit the
previous activity in engage
part and ask students on
what forces are acting on the
situations and the direction
of forces
Situation Direction of forces
1. Pushing toy cart on the
closed container. What
happens to the container?
Group 3- Do a 3 minute jog
outside the classroom. Is
there a force between your
feet and the ground?
Students will report the
output of the activity
and share their ideas in
class.
Discuss how the activity
connects to Newton’s third
law of motion
The teacher will give
inputs about the
activity and check
student’s
misconception.
Key questions:
1. What are the pair of forces
acting on the paper airplane?
Identify these forces.
2. Why do you think
the container moves?
What is the action
force? What is the
reaction force?
The students will answer
in a Venn diagram the
similarities and
differences of action-
reaction force with
balanced force.
able to make horizontal 2. Is there a
circles. possibility
3. Observe how the ball pen
that the car
moves while traveling along
the circular path.
would fall to
4. Observe how your hand the ground?
holding the string tied to
the ball pen behaves.
5. Observe what happens
when you suddenly release
the ball pen from your
hand.
A representative from Students will share their
each group will share observation in class. To
their experience and minimize time, only 2
findings in doing the groups will be given time
activity. to present.
The teacher will facilitate The teacher will
learning and check students’
misconception.
facilitate learning
Key questions: and check
1. Did the bottle move at students
constant speed?
2. What is responsible to make misconception:
the bottle move in circular Key questions:
motion? 1. Why the motorcycle
3. Why do you think the ball
pen does not follow a circular
and the car did not fall to
path after being released? the ground? What are
the forces acting on
them?
The teacher will present a Let the students
power point presentation to describe the
explain the following:
1. The force comes
primary force or
forces involved
from the string that
pulls the object when a car
towards the center of executes a turn.
its circular path.
2. If you remove the force by

G. Finding practical application
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson.
I. Evaluating learning
wall
Toy cart- forward
Wall- backward
2. Dribbling the ball on the
floor
Ball- downward
Floor- upward
3. Pulling hand against the
wall
Hand- towards the wall
Wall- towards the hand
The students will give
examples that is observable
in the school.
The learners will infer that:
1. Whenever one object
exerts a force on a second
object, the second exerts an
equal force in the opposite
direction on the first”
2. The first object exerts an
action force while the
second object exerts a
reaction force
3. These two forces are
equal in size and opposite in
direction
A girl uses her finger in
pushing the wall and exerts a
50N force.
a. Which exerts the action
In your own words, explain
the third law of motion.
The learners will infer that:
Forces always act in
pairs and always act
in opposite directions.
When you push on an
object, the object
pushes back with an
equal force.
In the diagram below, the
action forces have been
labeled with arrows. In
each diagram, label the
either releasing or cutting the
string, the object will continue
to move straight and fly off
tangential to the path.
The teacher will give a power
point presentation to explain
further the concept of circular
motion
Key questions:
1. How would you describe the
velocity and acceleration of
objects in circular motion?
2. In what situation do
Newton’s laws of motion relate
to bodies in circular motion?
The learners will infer that:
Circular motion is a movement
of an object along the
circumference of a circle or
rotation along a circular path.
It can be uniform, with
constant rate of rotation and
constant speed, or non-uniform
with a changing rate of
rotation.
Think- pair-share
The students will discuss with
his/her pair how the concept of
circular motion works in a
Key questions:
1. Explain why
passengers tend to lean
or slide toward the
outside of the turn.
The teacher will
differentiate
centripetal and
centrifugal force
through a power
point presentation.
The learners will infer that
As the car moves in a
circular path, inertia
keeps your body going in
a straight line. This path
causes you to move to the
right hand side of the car,
which is turning. The
centrifugal “force” feels
real, but it doesn’t really
exist. Consequently,
most physicists prefer the
term “centrifugal effect”
rather than “centrifugal
force.”
Answer the following
questions:
1. You swing a bucket of water
attached to a string in circle

J. Additional activities for
application or remediation
I. REMARKS
II. REFLECTION
H. No. of learners who earned
80% in the evaluation
I. No. of learners who require
additional activities for
force?
b. Which exerts the reaction
force?
c. How much force is
exerted by the wall to the
finger?
d. Are the forces balanced or
unbalanced?
e. What is the net force?
Students will show 5
examples of action- reaction
force observed from their
day to day activities. Take
photos of the activity using a
cell phone.
Reflected on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
110 learners earned 80% in the evaluation.
16 out of 130 learners.
reaction forces with
arrows.
Draw at least 3 pairs of
action-reaction forces on the
diagram
ferris wheel. above your head. What keeps
the water in the bucket?
1. In what direction must a a. Friction
force act on the ferris wheel? b. centripetal force
2. What exerts the force? c. gravity
d. inertia
2. As the ride starts to spin in
circular motion, the swings
move outward. What is the
cause of this outward motion
a. Gravity
b. centripetal force c.
speed
d. inertia
3. Any object moving in a
circle is constantly
accelerating.
a. True b . False
4. If centripetal force stopped
acting on all planets in the
solar system, they would
continue traveling in space in
constant direction and constant
speed.
a. True b. False
5. What is the speed of an
object in circular motion
called?
a. circular speed
b. centripetal speed
c. tangential speed
d. inertial speed
List down at least 5 How does the principle of
objects in your home that circular motion applied in
exhibit circular motion planets revolving around
the solar system?
 remediation who scored
below 80%
J. Did the remedial lessons Yes to particular learners that were present but for those who are absent it doesn’t.
work? No. of learners who
have caught up with the
lesson
K. No. of learners who continue 10 learners out of 16.
to require remediation
L. Which of my teaching Group activities and the use of teacher-made worksheets seem effective.
strategies worked well? Why
did these work?
M. What difficulties did I Dealing with large class size is a challenge.
encounter which my principal
or supervisor can help me
solve?
N. What innovation or localized Use of teacher-made worksheets can be effective.
materials did I use/discover
which I wish to share with
other teachers?

Prepared by: Noted by:

SITTIE ASIA A. MINALANG FATIMA C. MANANGGOLO

Teacher I School Principal
 GRADE 1 to 12 School SD Mananggolo Integrated School Grade Level 8
DAILY LESSON LOG Teacher SITTIE ASIA A. MINALANG Learning Area SCIENCE
Teaching Dates and Time SEPTEMBER 5-9, 2022 – WEEK 3 Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives (Write the LC code
for each)
II. CONTENT

III. LEARNING RESOURCES

A. REFERENCES
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbooks pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEURES

A. Reviewing previous lesson

or presenting the new lesson
B. Establishing a purpose for
the lesson

C. Presenting
examples/instances of the new
lesson

D. Discussing new concepts

and practicing new skills #1

E. Discussing new concepts

and practicing new skills #2
F. Developing mastery (leads to
Formative Assessment 3)

G. Finding practical application

of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson.

I. Evaluating learning

J. Additional activities for

application or remediation
I. REMARKS
II. REFLECTION Reflected on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
O. No. of learners who earned 104 learners earned 80% in the evaluation.
80% in the evaluation
P. No. of learners who require 26 out of 130 learners.
additional activities for
 remediation who scored
below 80%
Q. Did the remedial lessons Yes to particular learners that were present but for those who are absent it doesn’t.
work? No. of learners who
have caught up with the
lesson
R. No. of learners who continue 6 learners out of 26.
to require remediation
S. Which of my teaching Group activities and the use of teacher-made worksheets seem effective.
strategies worked well? Why
did these work?
T. What difficulties did I Dealing with large class size is a challenge.
encounter which my principal
or supervisor can help me
solve?
U. What innovation or localized Use of teacher-made worksheets can be effective.
materials did I use/discover
which I wish to share with
other teachers?

Prepared by: Noted by:

SITTIE ASIA A. MINALANG FATIMA C. MANANGGOLO

Teacher I