School: TAYSAN RESETTLEMENT INTEGRATED SCHOOL
Teacher: JULIE ANN A. PAJE
DAILY LESSON
LOG
Date :
Time and Section:
I. OBJECTIVES
A. Content Standard
B. Performance Standard
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. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
Preliminary Activity
ELICIT
A. Reviewing previous lesson or
Presenting the new lesson
Subject SCIENCE 8
Area:
Quarter FIRST QUARTER
September 9, 2022
8- Galatea, 8-Fides
The learners demonstrate understanding of Newton’s three laws of
motion.
The learners should be able to develop a written plan
and implement a “Newton’s Olympics”.
LC:
LC 3: Demonstrate how a body responds to changes in motion
(S8FE-Ib-17)
Objectives:
1. Explain Newton’s Law of Inertia;
2. Describe how inertia is measured; and
3. Demonstrate passenger’s response to vehicle’s change in motion.
Law of Inertia
Science G8 TG pp 10 - 11
Science G8 LM pp 10 – 12
Classroom Routine
- Opening Prayer
- Checking of Attendance
- Classroom Management
Draw out students’s ideas on the concept of force by presenting diagrams
and asking the probe questions below.
a. A ball is placed on top of a table.
Are there forces acting on the ball? (If the students say yes, let them
draw arrows to represent the forces acting on the ball. Let the students
describe the magnitude and direction of these forces. If the students
answer no, ask them what keeps the ball on its place?)
b. The ball is rolling on top of the table.

ENGAGE
B. Establishing a purpose for the
lesson
EXPLORE
C. Presenting examples/instances A. Divide the class into 4-5 groups.
of the lesson B. Let the students perform the Activity 3 page11-12 of Science G8 LM.
EXPLAIN
D. Discussing new concepts and
Practicing new skills #1
E .Discussing new concepts and
Practicing new skills #2
As the ball rolls on the table, are there forces acting on it? (If the students
say yes, let them draw arrows to represent the forces acting on the
moving ball. Let the students describe the magnitude and direction of
these forces. If the students answer no, ask them what keeps the ball
rolling on the table?)
Note: At this point, accept students’ answers. Remind
them that their answers will be revisited after the class discussion.
Ask students: What happens to the passenger and the car when it
crashes? How can accidents be prevented?
.
C. Provide the students copy of the activity sheet /worksheets. Allow
them to collect information/data.
D. Activity Proper
E. Students perform the activity
F. Post Activity
 Let each group present their output. Process students’ output.
A. Divide the class into 4-5 groups.
B. Let the students perform the Activity 3 page11-12 of Science G8 LM.
C. Provide the students copy of the activity sheet /worksheets. Allow
them to collect information/data.
D. Let them write their results on a 1 whole coupon bond or ½ Manila
paper if there’s enough supply.
Guide Questions for class discussion
a. What is inertia? (Inertia is the tendency of an object to resist changes
in motion. If an object is initially moving, it will resist to stop.)
b. What does the law of inertia tell us? (Bodies
at rest will remain at rest and bodies in motion will continue moving at
constant speed in a straight path unless acted upon by a net force.)
c. What happens to an object (toy doll) when the toy cart is moving?
(The doll remains at rest with respect to the toy cart.)
d. Ask students to draw arrows to show the magnitude and direction of
the forces acting on the toy doll.
( downward arrow: weight)
(upward arrow: normal force)
e. What can you say about these forces?

ELABORATE
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding Practical application of
Concepts and skills in daily living
(The forces are balanced – they are equal in magnitude but in opposite
direction. The net force is equal to zero.)
f. If the forces acting on the doll are balanced, what would be its effect on
the doll?(The doll stays at rest)
g. Ask students to draw arrows to represent the forces acting on the
moving car.
(rightward arrow: applied force)
(leftward arrow: friction force)
h. What are the forces acting on the moving toy cart?
(The forces are balanced- opposite in magnitude but in opposite
direction. The net force is equal to zero.)
i. If the forces are balanced, what is the effect on the moving toy cart?
(The moving cart continues its motion)
j. What happened to the moving toy cart and doll when a piece of wood
was placed on its path?
(The piece of wood represents an external force. When an external force
is applied, the total force on the object is not equal to zero thus the
current state of an object changes. The toy doll is thrown forward as the
toy cart suddenly stops)
k. Which doll is thrown at a lesser distance – the doll with a lesser mass
or a doll with more mass? Why?
(The doll with more mass will be thrown at a lesser distance because it
offers lesser resistance to changes it its present state. Inertia is directly
proportional to mass.
The greater the mass, the greater the inertia.)
l. Let students explain the law of inertia in their own words.
Show a picture of a tricycle/jeepney loaded with passengers.
Ask: a. What do you think will happen to the passengers if the driver
suddenly steps on the brake? Use the Law of Inertia to support your
answer.
b. What safety measures are provided in vehicles like tricycle, jeepneys
and cars so that accidents will be avoided? (students answer may include
the use of seatbelts, helmets, bars and handrails in jeepneys and tricycle,
installation of speed limit device)
Interdisciplinary Contextualization – link to DRRR
Cite additional real life applications of Newton’s Law of Inertia.
 Riding Habal-habal
 Playing sipa/katsoy

H. Making generalizations and
Abstractions about the lesson
EVALUATE
I. Evaluating learning
 The head of a hammer can be tightened onto the wooden
handle by banging the bottom of the handle against a hard surface.
 To dislodge ketchup from the bottom of a ketchup bottle, it is often
turned upside down and thrusted downward at high speeds and then
abruptly halted.
 Headrests are placed in cars to prevent whiplash injuries during rear-
end collisions.
 While riding a skateboard (or bicycle), you fly forward off the board
when hitting a curb or rock or other object that abruptly halts the motion of
the skateboard.
B. Also the teacher can integrate the concept of Newton’s Law of Inertia
with/across other discipline
 Values
problem will remain a problem, unless you decided to face it and find
solutions to it”
 AP: “Before, our neighboring countries in Asia, thought Filipinos are
behind in education, technology, progress, economy etc,. but now
because of the continuing efforts of our government (unbalanced force)
those notions about us Filipinos are now gradually, if not drastically
changing. Also when it comes to sports we can compete globally like in
boxing as well as in academics. The teacher may get additional real life
examples on Law of Inertia provided on
Pose the questions below as an assignment:
 Why is it very important to fasten your seatbelt when riding a car?
Explain this in terms of Newton's First Law of Motion.
 A trailer truck is approaching the pedestrian lane in front of a school.
When must the driver step on his brake so that accident can be avoided?
a. Before the lane
b. After the lane
c. On the lane
Why?
Let’s see how much you understand today’s lesson.
Again, how can you describe Law of Inertia?
Can you cite some practical applications of Law of Inertia in our daily life?
Very good. It is very obvious that you really understood our lesson for
today.
Formative Assessment
1. Supposed you were in space in a weightless environment (zero
gravity), would it require a force to set an object in motion?
2. Juan spends most Sunday afternoons at rest on sofa, watching
basketball games (PBA) and consuming large quantities of food.
What effect (if any) does this practice have upon his inertia?
Explain.
3. Pedro is being chased through the woods by a “Baboy ramo” that
he was attempting to photograph. The enormous mass of the
Baboy ramo is extremely intimidating. Yet, if Pedro makes a
 zigzag pattern through the woods, he will be able to use the large
mass of the baboy ramo to his own advantage. Explain this in
terms of inertia and Newton's first law of motion

EXTEND Have an advanced reading on the next topic.

J. Additional activities for
application or remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation.
C. Did the remedial lessons work?
No. of learners who have caught up
the 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: Noted:
JULIE ANN A. PAJE MARIANE TYCHE O. LORENZANA ELVIRA TUSI-BELEN
Teacher I Science Coordinator School Principal II