7es LP Sci 8 Updated 2023

Republic of the Philippines
Department of Education
MIMAROPA REGION
Division of Oriental Mindoro
PAG-ASA NATIONAL HIGH SCHOOL
Pag-asa, Bansud, Oriental Mindoro
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DAILY LESSON LOG
Name of Teacher: LAYLANILYN S. FABREGAS Position Title: Secondary School Teacher III
Learning Area: PSYCHOSOCIAL SUPPORT ACTIVITY Grade Level: 7/8
INFORMATION Sections: JADE/EMERALD/EARTH/NEPTUNE/GOLD
Time: 7:30-8:30/10:50-11:50/1:00-2:00/2:00-3:00/3:400
Date/s: AUGUST 22, 2022 Day: MONDAY
I. Objectives  Practice basic math and language, fine motor, and visual-spatial skills
A. Content Standards
B. Performance Standards Develop self-awareness, self- expression, self-understanding
C. Learning Competency: Learners are invited to reflect on how feelings can exist simultaneously and deepen their self-
awareness.
II. Contents:
III. Learning Resources A. Teacher’s Guide pages: 8
B. Learner’s Materials pages: 3
C. Other Learning Resources:
IV. Procedures Teacher’s Activity
A. Elicit . Space for everyone to sit in a circle and work with paper on the ground or on a
desk.
Individual work within a larger group.
B. Engage  Review the guidelines for your PSS session: be curious, be respectful,
listen, take turns, avoid judgement, everything shared is confidential.
 Ask learners if they have ever felt more than one feeling at once. Share
with them that this is normal, especially after an experience of a disaster
and/or emergency
To deal with hard feelings, tell them that it’s helpful to stop from time to time, and
try to understand which are the different feelings they are experiencing.
C. Explore For learners with visual impairments, instead of drawing their feelings circle,
learners can use coins, blocks, or pebbles to quantify how much they feel each
feeling. For example, learners may be given 10 coins/ blocks/ pebbles, and they
can represent 30% of their feelings by assigning 3 coins/blocks/pebbles to it.
__________________________________________________________________________________
Pag-asa Bansud Oriental Mindoro
Cp Numbers: 0998-580-4670 Email Address: pagasanhs@rocketmail.com

MIMAROPA REGION
________________________________________________________________________________________
D. Explain Synthesis Questions and Points:

 What did you discover about yourself as you were making it or as you look at
the chart now?
 Did the wheel make it easier for you to talk about your feelings? What helped?-
colors, having space for different feelings to be in the same wheel, thinking
about how big the feeling is?
 While listening to your classmates share, what was going on in your mind? How
did it feel like to give your listening ears to your classmates?
 What did you learn from your classmates?
What resources do you have to deal with your feelings?
E. Elaborate It is important to identify your feelings in order to deal with them. You may feel a lot of
different feelings at the same time, and that is okay; they are valid. When we feel difficult
feelings, there are many different ways to help yourself feel better about difficult feelings.
Some of the things that can help us deal with them include: sharing your stories with a
trusted friend or adult, singing a song, taking a walk, taking a nap, or exercising. It is
important to share uplifting feelings as well; its’ one way to support others and build
friendships
F. Evaluation Let your learners’ parents or guardians know that you’re exploring feelings this week.
Remind them, as they do the following activity, to set guidelines that they will listen to
each one after they share, for opening up about their feelings. If others don’t want to
share, it’s okay.
G. Extend Share with your learners that they can use this at different points in their week, or month
as a check-in and that it will most likely change and look a little different each time.
V. Remarks: INDEX OF MASTERY:
JADE: ____ EMERALD: ____ EARTH: ____ NEPTUNE: ____ GOLD: _____
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 lesson work? No. of
learners who have caught up the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies work 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 used/discover I
wish to share with other teachers?
Instructional Decision: A. Continue the lesson/ activity
B. Re-teach the lesson : Continue the lesson/ activity
l C. Introduce new lesson / activity
D. Proceed to the next lesson / activity
Prepared by:
LAYLANILYN S. FABREGAS, Ed. D
Subject Teacher
Checked /Observed:
MA. ANA E. SUAN, Ed. D
Head Teacher IV
_______________________________________________________________________________________________
MIMAROPA REGION
_____________________________________________________________________________________________
DAILY LESSON LOG
Learning Area: PSYCHOSOCIAL SUPPORT ACTIVITY Grade Level: 7/8
INFORMATION Sections: JADE/EMERALD/EARTH/NEPTUNE/GOLD
Time: 7:30-8:30/10:50-11:50/1:00-2:00/2:00-3:00/3:400
Date/s: AUGUST 23, 2022 Day: TUESDAY
I. Objectives  Practice following instructions; encourage gross motor development and creative expression
B. Performance Standards In this activity, learners will experience stress release and practice self- regulation through an
interactive activity that involves movement and imagination
C. Learning Competency: . Gain awareness of the self and the body, experience stress release, and practice self-regulation and
empathy.
II. Contents:
III. Learning Resources A. Teacher’s Guide pages:
B. Learner’s Materials pages:
A. Elicit . Indoors or outdoors with enough space for participants to spread out in pairs.
Pairs (groups of 2)
B. Engage Pairs (groups of 2)
 Review the guidelines for your PSS session: be curious, be respectful,
listen, take turns, avoid judgement, everything shared is confidential.
 Ask learners if they have ever felt more than one feeling at once. Share
with them that this is normal, especially after an experience of a disaster
and/or emergency
To deal with hard feelings, tell them that it’s helpful to stop from time to time, and
try to understand which are the different feelings they are experiencing.
C. Explore Mirroring is helpful for learners with special needs. It can build coordination and
motor skills.
For learners with difficulties maintaining eye contact, use movements that will
direct the attention on middle to lower extremities of the body. Focus on hands,
arms, legs, and feet instead of looking directly at faces.
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MIMAROPA REGION
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D. Explain Synthesis Questions and Points:

 How did you feel while doing the activity?
 What did you like about the activity?
 What did you learn about yourself during this activity?
 How did it feel like to take turns during the activity?
What did you learn about your body and ability to be the mirror of your
partner?
E. Elaborate Our energy and how we regulate our bodies affects others. Our stress can
become their stress. It’s important for us to pay attention to how our bodies feel.
When we pay attention to ourselves and our bodies, we are able to be present to
others in an honest and supportive way.
E. Evaluation . Share this activity with parents and ask them to replicate the
“game” at home. They can do this also via exercise. If the parent
exercises, they can ask their learners/ sons to join them and do the
same. All of this helps with regulation and body awareness.
G. Extend
JADE: ____ EMERALD: ____ EARTH: ____ NEPTUNE: ____ GOLD: _____
VI. Reflection
evaluation

remediation
Why did these work?
G. What innovation or localized
B. Re-teach the lesson : Continue the lesson/ activity: Jade/Emerald/Gold
Prepared by:
Subject Teacher
Checked /Observed:
Head Teacher IV

MIMAROPA REGION
____________________________________________________________________________________________
DAILY LESSON LOG
Learning Area: SCIENCE Grade Level: 8
INFORMATION Sections: JADE/EMERALD /GOLD
Time: 7:30-8:30/10:50-11:50/3:00-4:00
Date/s: AUGUST 25, 2022 Day: Thursday
I. Objectives  Identify the forces acting on an object at rest.
 Explain why objects stay at rest

A. Content Standards The learner demonstrates understanding of Newton’s three laws of motion and uniform circular motion
B. Performance Standards The learner shall be able to develop a writer plan and implement a “Newton’s Olympics
C. Learning Competency: Investigate the relationship between the amount of force applied and the mass of the object
to the amount of change in the objects motion.
II. Contents: Module I:FORCES AND MOTION Lesson 1:BALANCED AND UNBALANCED FORCES
III. Learning Resources A. Teacher’s Guide pages: pp. 5 - 8
B. Learner’s Materials pages: pp. 3 - 6
C. Other Learning Resources: Additional Materials from Learning Resource (LR) portal
Lesson Guide Science 8 (First Quarter- pp. 1-5)
https://www.google.com.ph/search? pictures&oq=balanced+and+unbalanced+forces
IV. Procedures Teacher’s Activity Materials
A. Elicit Reviewing previous lesson or presenting the new lesson
1. Force is needed to stop an object.

2. Force always results to motion.
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)
B. Engage Establishing a purpose for the Lesson Activity sheet,

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

Activity sheet,
Discussing new concepts and practicing new skills #2 guide
questions
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?
Do the activity 1 Forces on object at rest in Lesson Guide Science 8 (First Quarter)
pp. 5 or LM pp. 5- 6 Presentation of the output per group/ Processing: Analysis:
D. Explain Developing mastery (Leads to Formative Assessment 3) Activity
Situation 1 sheet, guide
1. Is the pen at rest or in motion? questions
2. Are there forces acting on the pen? If yes, draw the forces. You may use arrows to
represent these forces.
3. What happens to the pen? What could have caused the pen’s 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?
E. Elaborate Finding practical applications of concepts and skills in daily living
Making generalizations and abstractions about the lesson
Since friction is a resistance force that slows down or prevent motion, there are advantages
and disadvantages that friction may do. How is friction important in: a. walking b. writing c.
running vehicles 1. What is force? 2. What are some other forces that can cause something
to move? 3. How does gravity affect object on earth? 4. What is a force that can cause an
object to slow down or have 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.
E. Evaluation Evaluating Learning
1. 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.
2. What is gravity? 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
3. 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 application or remediation
G. Extend
V. Remarks: INDEX OF MASTERY: JADE: ____ EMERALD:____ GOLD: _____
VI. Reflection
evaluation

remediation
Why did these work?
G. What innovation or localized Ask the students to write situation/ examples where the presence of other forces are beneficial.
B. Re-teach the lesson : Introduce the lesson/ activity : Jade/Emerald/Gold
Prepared by:
Subject Teacher
Checked /Observed:
Head Teacher IV

MIMAROPA REGION
____________________________________________________________________________________________
_
DAILY LESSON LOG
Time: 7:30-8:30/10:50-11:50/3:00-4:00
Date/s: AUGUST 26, 2022 Day: Friday


B. Engage Establishing a purpose for the Lesson
Presenting examples / instances of the new lesson

Discussing new concepts and practicing new skills #2

Do the activity 1 Forces on object at rest in Lesson Guide Science 8 (First Quarter) pp. 5 or
LM pp. 5- 6 Presentation of the output per group/ Processing: Analysis:
D. Explain Developing mastery (Leads to Formative Assessment 3)
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 may use arrows to
represent these forces.
Situation 2
E. Elaborate Finding practical applications of concepts and skills in daily living
Since friction is a resistance force that slows down or prevent motion, there are
advantages and disadvantages that friction may do. How is friction important in: a. walking
b. writing c. running vehicles 1. What is force? 2. What are some other forces that can
cause something to move? 3. How does gravity affect object on earth? 4. What is a force
that can cause an object to slow down or have 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.
1. 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.
2. What is gravity? 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
3. 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 application or remediation
G. Extend
VI. Reflection
evaluation

remediation
Why did these work?
B. Re-teach the lesson : Continue the lesson/ activity : Jade/Emerald/Gold
Prepared by:
Subject Teacher
Checked /Observed:
Head Teacher IV

MIMAROPA REGION
_____________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/10:50-11:50/3:00-4:00
Date/s: AUGUST 30, 2022 Day: Tuesday




Do the activity 1 Forces on object at rest in Lesson Guide Science 8 (First Quarter) pp. 5 or
LM pp. 5- 6 Presentation of the output per group/ Processing: Analysis:
D. Explain
Developing mastery (Leads to Formative Assessment 3)
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 may use arrows to represent these forces.
Situation 2
E. Elaborate
Finding practical applications of concepts and skills in daily living
Since friction is a resistance force that slows down or prevent motion, there are advantages and disadvantages that friction may do. How is friction
important in: a. walking b. writing c. running vehicles 1. What is force? 2. What are some other forces that can cause something to move? 3. How
does gravity affect object on earth? 4. What is a force that can cause an object to slow down or have 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.
E. Evaluation
Evaluating Learning
1. 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.
2. What is gravity? 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
3. 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 application or remediation
G. Extend
JADE: ____ EMERALD:____ GOLD: _____
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 lesson work? No. of learners who have caught up the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies work 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 used/discover I wish to share with other teachers?
Ask the students to write situation/ examples where the presence of other forces are beneficial.

Prepared by:
Subject Teacher
Checked /Observed:
Head Teacher IV

MIMAROPA REGION
_____________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/10:50-11:50/3:00-4:00
Date/s: SEPTEMBER 1, 2022 Day: Thursday
I. Objectives
 Describe the conditions when two forces balance

 Explain the effect of balanced forces on the state of motion of an object.
C. Learning Competency: Infer that when a body exerts a force on another, an equal amount of force is exerted back on it.
II. Contents: Module I: FORCE AND MOTION Lesson 2: BALANCED AND UNBALANCED FORCES
EASE Physics, Module 10. Lesson 3 Lesson Guide Science 8 (First Quarter- pp. 8-10)
What are the forces acting on an object at rest?

What are examples of balanced forces?
Students were given time to watch a short video clip about balanced and
unbalanced forces ( www.youtube.com/watch?v=HEJOybRxclk)
Give reaction to the video presented

Do the activity 2 in Lesson Guide Science 8 (First Quarter) pp.8 – 9 or Learners’

Module pp. 7

1. When the cardboard is at rest, how do the magnitudes and directions of the pair
of forces acting on it compare?
2. If you draw the lines of action of all the forces acting on the board and extend the lines,
what will you get?
D. Explain Developing mastery
Discuss the answers in the activity

E. Elaborate Making generalizations and abstractions about the lesson
If two forces acting on an object are equal in magnitude but opposite in direction,
they are considered as balanced forces. These forces must lie along the same
line.
If the forces acting on an object are balanced, the object either stays at rest or
continues to move at constant velocity.
If the forces acting on an object are unbalanced, the motion of the object will
change.
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
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.
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.
G. Extend
VI. Reflection
evaluation
B. No. of learners who require additional activities

for remediation
C. Did the remedial lesson work? No. of learners
who have caught up the lesson
remediation
E. Which of my teaching strategies work well? Why
did these work?
materials did I used/discover I wish to
share with other teachers?
Prepared by:
Subject Teacher
Checked /Observed:
Head Teacher IV

MIMAROPA REGION
_____________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/10:50-11:50/3:00-4:00
I. Objectives
 Describe the conditions when two forces balance

 Explain the effect of balanced forces on the state of motion of an object.
C. Learning Competency: Infer that when a body exerts a force on another, an equal amount of force is exerted back on it.
II. Contents: Module I: FORCE AND MOTION Lesson 2: BALANCED AND UNBALANCED FORCES
EASE Physics, Module 10. Lesson 3 Lesson Guide Science 8 (First Quarter- pp. 8-10)
What are the forces acting on an object at rest?

What are examples of balanced forces?
Students were given time to watch a short video clip about balanced and
unbalanced forces ( www.youtube.com/watch?v=HEJOybRxclk)
Give reaction to the video presented

Do the activity 2 in Lesson Guide Science 8 (First Quarter) pp.8 – 9 or Learners’

Module pp. 7

1. When the cardboard is at rest, how do the magnitudes and directions of the pair
of forces acting on it compare?
2. If you draw the lines of action of all the forces acting on the board and extend the lines,
what will you get?
Discuss the answers in the activity

If two forces acting on an object are equal in magnitude but opposite in direction,
they are considered as balanced forces. These forces must lie along the same
line.
If the forces acting on an object are balanced, the object either stays at rest or
continues to move at constant velocity.
If the forces acting on an object are unbalanced, the motion of the object will
change.
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
2.When one force in a pair is greater than the other, we call this:
A. balanced force *B. unbalanced force
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.
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? ________________
G. Extend
VI. Reflection
evaluation

for remediation
remediation
did these work?
Prepared by:
Subject Teacher
Checked /Observed:
Head Teacher IV

MIMAROPA REGION
____________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/10:50-11:50/3:00-4:00
Date/s: SEPTEMBER 5, 2022 Day: Monday
I. Objectives  State the Law of Inertia
 Relate inertia to mass
 Cite situations where the law of inertia applies.
C. Learning Competency: The learners demonstrate an understanding of Newton’s three laws of motion and uniform circular motion.
II. Contents: Module I: FORCE AND MOTION Lesson 3: NEWTON’S THREE LAWS OF MOTION The
Law of Inertia
III. Learning Resources A. Teacher’s Guide pages: pp. pp 10-11
B. Learner’s Materials pages: pp. 10 -12
C. Other Learning Resources: Additional Materials from Learning Resource (LR) portal pp. 10 -12
Differentiating balanced and unbalanced forces

Let the students guess the word being defined by solving the
jumbled letters.
1. It refers to the amount of matter an object has. MASS
2. It is a push or pull upon an object resulting from the object’s
interaction with another object. FORCE
3. An action or process of moving or of changing place or position.
MOTION
4. It is the resistance of any physical object to any change in its
state of motion. INERTIA
Are those set of words familiar to you?

What ideas came in your mind when you met those words we had unscrambled?
C. Explore Discussing new concepts and practicing new skills
The learners will analyse the picture of the two wrestlers by comparing their masses
and relating the concept of mass to inertia. (see figure on pp. 11 LG grade 8 First
Quarter)
Do the activity on Inertia (A and B) Learners’ Module pp. 11 – 12 Questions: PART
A. 1. What happens when you slowly pulled the cardboard? Explain.

What happens when you flipped the cardboard? Explain. 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.
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 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
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
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
G. Extend
VI. Reflection
evaluation

for remediation
remediation
did these work?
Prepared by:
Subject Teacher
Checked /Observed:
Head Teacher IV

MIMAROPA REGION
____________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/10:50-11:50/3:00-4:00
Date/s: SEPTEMBER 6, 2022 Day: Tuesday
Law of Inertia

jumbled letters.
MOTION

Quarter)

G. Extend
VI. Reflection
evaluation

for remediation
remediation
did these work?
Prepared by:
Subject Teacher
Checked /Observed:
Head Teacher IV

MIMAROPA REGION
____________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/10:50-11:50/3:00-4:00
Law of Inertia

jumbled letters.
MOTION

Quarter)

G. Extend
VI. Reflection
evaluation

for remediation
remediation
did these work?
Prepared by:
Subject Teacher
Checked /Observed:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/10:50-11:50/3:00-4:00
I. Objectives  State the Law of Acceleration.
 Discuss the relationship between net force on an object and its acceleration, and between the mass
of an object and its acceleration.
 Cite some applications of this law in our daily life.
A. Content Standards The learners demonstrate an understanding of Newton’s three laws of motion and uniform circular motion
II. Contents: Module I: FORCE AND MOTION Lesson 3: NEWTON’S THREE LAWS OF MOTION The Law of Inertia
C. Other Learning Resources: Lesson Guide G8 First Quarter pp. 14 - 19
A. Elicit What is inertia? How is the law of inertia related to mass?
B. Engage Study the picture. Can a man pushes the car? How much force is needed by
the man to push the car?
C. Explore Based on the given activity sheet, students will answer the questions given by the teacher. Activity sheet, guide questions
D. Explain This will be done by answering the questions to be done by the students Activity sheet, guide questions
E. Elaborate Students will give their idea about the second law of motion
F. Evaluation Multiple choice
G. Extend What is third law of motion?
V. Remarks: INDEX OF MASTERY JADE: ____ EMERALD:____ GOLD: _____
VI. Reflection
B. No. of learners who require additional activities for
remediation
C. Did the remedial lesson work? No. of learners who have
caught up the lesson
E. Which of my teaching strategies work 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 used/discover I wish to share with other
teachers?
Prepared by:
Subject Teacher
Checked /Observed:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/10:50-11:50/3:00-4:00
Date/s: SEPTEMBER 9, 2022 Day: Friday
I. Objectives  .Solve problems involving the interrelationships of net force, mass and acceleration
A. Content Standards The learners demonstrate an understanding of Newton’s three laws of motion and uniform circular motion
A. Elicit Ask the students to restate the second law into a simple statement.
B. Engage Give and discuss at least two examples of situation/problems on the
D. Explain This will be done by answering the questions by the students Activity sheet, guide questions
E. Elaborate Students will give their idea about the interrelationships of net force, mass and
acceleration
G. Extend Give additional information regarding: balance and un balance forces
VI. Reflection

remediation
E. Which of my teaching strategies work well? Why did these

work?
G. What innovation or localized materials did
I used/discover I wish to share with other
teachers?
Prepared by:
Subject Teacher
Checked /Inspected:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/10:50-11:50/3:00-4:00
I. Objectives  State Newton’s Third Law of Motion
 Compare the two interacting forces in terms of magnitudes and directions.
 Identify the action and reaction forces in the given situations.
A. Elicit Differentiate first law of motion to the second law of motion
B. Engage Imagine yourself leaning against a tree same with the picture below. Did you
topple over while you are still in contact with the tree? Why or why not!
E. Elaborate Students will be able to analyse the situations below by identifying the pairs of
forces acting on the objects.
G. Extend Analyse the situations below by identifying the pairs of forces acting on the objects.
VI. Reflection

remediation
E. Which of my teaching strategies work well? Why did

these work?
G. What innovation or localized materials
did I used/discover I wish to share with
other teachers?
Prepared by:
Subject Teacher
Checked /Inspected:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/10:50-11:50/3:00-4:00
I. Objectives  Define work scientifically
 Identify situations in which work is done and in which no work is done
A. Content Standards The learner demonstrates understanding of work using constant force, power, gravitational potential energy,
kinetic energy, and elastic potential energy
B. Performance Standards
II. Contents: MODULE II: WORK, POWER AND ENERGY Lesson 8: WHAT IS WORK?
A. Elicit State the Second Law of Motion
B. Engage Ask the students if they know the meaning of work. Emphasize to them that the
meaning /definition of work and the one that we use in Science are quite different from
each other.
E. Elaborate Students will be able to take a stand by showing thumbs up or thumbs down sign to
the given statements.
F. Evaluation Identify situations in which work is done and in which no work is done.
G. Extend How do you measure the amount of work done?
Illustrate how to calculate work and determine the corresponding units work
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/10:50-11:50/3:00-4:00
I. Objectives  Describe the energy changes when energy is transferred from one body to another
 Give examples of how energy is transferred
C. Learning Competency: Identify situations in which work is done and in which no work is done
II. Contents: Module II: WORK, POWER AND ENERGY Lesson 10: Work Is A Method Of Transferring Energy
C. Other Learning Resources: Lesson Guide Grade 8 First Quarter pp 37-38
A. Elicit How will you compute the amount of work done by an object?
B. Engage 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 should be
handed over to another person so it can do something. Energy is also like this. It needs to
be transferred to another body so it can do something useful.
E. Elaborate Students will be able to Cite other examples of energy transfer in your daily life situations
G. Extend Explain how work is related to power.
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/10:50-11:50/3:00-4:00
I. Objectives  Describe how work is related to power
 Compute for ur power output in walking and running of a flight of stairs
B. Performance Standards Describe how work is related to power
C. Learning Competency: Identify situations in which work is done and in which no work is done
II. Contents: Module II: WORK, POWER AND ENERGY Lesson 10: Work Is A Method Of Transferring Energy
A. Elicit Differentiate potential from kinetic energy
B. Engage Video presentation showing a video clip sport Triathlon (www.youtube.com/watch?
v=wxtR9hf39Ug
E. Elaborate Students will be able to answer the question, if you were be given a chance to be
the leader of the country, how would you exercise your power of authority?

G. Extend What are the different forms of energy? What are the types of mechanical energy?
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/10:50-11:50/3:00-4:00
I. Objectives  Determine the effect of temperature on the speed of sound.
 Explain the speed of sound in air
A. Content Standards The learners demonstrate an understanding of the propagation of sound through solid, liquid and gas
C. Learning Competency: Infer how the movement of particles of an object affect the speed of sound through it.
II. Contents: SOUND (EFFECT OF TEMPERATURE TO THE SPEED OF SOUND)
III. Learning Resources A. Teacher’s Guide pages: pp. pp 53
A. Elicit Why does sound travel faster in solids than in liquids, and faster in liquids than in
gases (air)?
B. Engage Picture Analysis
C. Explore Based on the given activity sheet, students will answer the questions given by the Activity sheet, guide questions
teacher (Why do sound vibrates? How does it travel through space?)
D. Explain This will be done by answering the questions by the students (Speed of Sound) Activity sheet, guide questions
E. Elaborate Students will be able to answer the question, How do you know that there is an
approaching train? If you are living near a railway, how does it affect your emotion?
F. Evaluation True or false

G. Extend Study, calculating the speed of sound
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/10:50-11:50/3:00-4:00
I. Objectives  Determine the speed of sound at a given temperature, and vice versa.
 Analyse, and answer the given situations about speed of sound
A. Elicit What is sound wave? How is sound produced?
B. Engage How do you communicate to your love ones miles away from you?
C. Explore Based on the given activity sheet, students will answer the questions given by the Activity sheet, guide questions
teacher (If you flock the string of the guitar one by one how do the sound differs?)
D. Explain This will be done by answering the questions by the students (Analyse, and answer Activity sheet, guide questions
the given situations about speed of sound)
E. Elaborate Students will be able to answer the question (Provide what is asked)
F. Evaluation Fill in the blanks

G. Extend Study, practical applications of the reflection of sound waves.
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/10:50-11:50/3:00-4:00
I. Objectives  Give the practical applications of the reflection of sound waves
III. Learning Resources A. Teacher’s Guide pages: pp. pp
B. Learner’s Materials pages: pp.
A. Elicit How are you today? Are you ready for another round of learning?
B. Engage Read the situation carefully. Provide what is asked. (It is My Turn)
C. Explore -See the assessment Assessment, guide questions
D. Explain
E. Elaborate
F. Evaluation
G. Extend
VI. Reflection

remediation

these work?
other teachers?
B. Re-teach the lesson
l C. Introduce new lesson / activity Continue the lesson/ activity : Jade/Emerald/Gold
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

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__________________________________________________________________________________________
DAILY LESSON LOG

Time: 7:30-8:30/10:50-11:50/3:00-4:00
I. Objectives  Explain the hierarchy of colors in relation to energy
 Infer that white light is made up of many different colors of light
A. Content Standards The learner demonstrates understanding of some properties and characteristics of visible light.
B. Performance Standards The learner shall be able to discuss phenomena such as blue sky, rainbow and red sunset using the concept of
wavelength and frequency of visible light
C. Learning Competency: Explain the hierarchy of color in relation to the energy of visible light
II. Contents: Colors of Light (S8FE-If-27-28)
III. Learning Resources A. Teacher’s Guide pages: pp. pp 61
B. Engage Have you ever wondered how a majestic rainbow is formed? Why do we
see spectacular events in the sky like red sunset, blue sky, and rainbows?
C. Explore Based on the given activity sheet, students will draw and color the rainbow on a Activity sheet, guide questions
separate sheet of paper using your coloring materials based on how well you
remember how a rainbow looks like. (How is the arrangement of color determined
by nature?)
D. Explain This will be done by answering the questions by the students (Label the dispersed Activity sheet, guide questions
color of the on the blank provided)
E. Elaborate Students will be able to answer the question (Provide what is asked)

G. Extend Make your own rainbow using simple experiment.
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV
MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG

Time: 7:30-8:30/10:50-11:50/3:00-4:00
I. Objectives  infer that:
1. light is composed of colors of different frequencies and wavelengths;
2. frequencies of the colors of light are inversely proportional to the wavelength;
3. arrangement of colors of light shows the hierarchy of the colors with corresponding energy
C. Learning Competency: Explain the hierarchy of color in relation to the energy of visible light
C. Other Learning Resources: Leaners module p. 10
B. Engage Do you know that wave frequency is related to wave energy? The more energy in
the wave, the higher its frequency. The lower the frequency is, the less energy in
the wave.
C. Explore Based on the given activity sheet, students will list down the colors of white light in Activity sheet, guide
the order of decreasing wavelength and the colors of white light in the order of questions
decreasing energy.
D. Explain This will be done by answering the questions by the students (Observe the Activity sheet, guide
illustration and answer the questions by writing Yes if the statement is correct and questions
No if the statement is incorrect)
E. Elaborate Students will be able to answer the question (Give what is asked) Activity sheet, guide questions
G. Extend Make your own rainbow using simple experiment.
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/10:50-11:50/3:00-4:00
I. Objectives  Choose the letter of the correct answer.
 Write your answers on a separate sheet of paper.
C. Learning Competency: . Explain the hierarchy of color in relation to the energy of visible light
B. Engage Read the direction carefully. Provide what is asked.
D. Explain
E. Elaborate
F. Evaluation
G. Extend Study Heat and Temperature

VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/10:50-11:50/3:00-4:00
Date/s: October 3, 2022 Day: Monday
C. Learning Competency: . Explain the hierarchy of color in relation to the energy of visible light
D. Explain
E. Elaborate
F. Evaluation
G. Extend Study Heat and Temperature

VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/10:50-11:50/3:00-4:00
Date/s: October 4, 2022 Day: Tuesday
A. Content Standards The learner demonstrates understanding of heat and temperature and the effects of heat on the body
C. Learning Competency: Differentiate between heat and temperature at the molecular level
II. Contents: Heat and Temperature (S8FE-Ig-29)
C. Other Learning Resources: Science Quarter 1 – Module 6
C. Explore -See the pre-assessment Pre-Assessment, guide
questions
D. Explain
E. Elaborate
F. Evaluation
G. Extend Study Heat and Temperature and the Effects of Heat

VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/10:50-11:50/3:00-4:00
Date/s: October 6, 2022 Day: Thursday
I. Objectives  Define heat and temperature
 Differentiate between heat and temperature
 Complete each statement using the given term or terms related to heat and temperature
B. Engage Have you ever experienced having a fever? Read the direction carefully. Provide
what is asked. Word search puzzle. Find the words related to heat and temperature by
encircling them. The words may be written horizontally, vertically, or diagonally.
C. Explore Based on the given activity sheet, students will answer the question, What happens Activity sheet, guide questions
to the temperature of the water when heated?
D. Explain This will be done by answering the questions by the students ( How do you determine Activity sheet, guide questions
the temperature of an object? Can you use your senses to determine the temperature? )
E. Elaborate Students will be able to answer the question (Give what is asked)
F. Evaluation Fill in the blank with the correct answer

G. Extend Study Units of Temperature
VI. Reflection

remediation

these work?
other teachers?
l C. Introduce new lesson / activity Introduce the lesson/ activity : Jade/Emerald/Gold
Prepared by:
Subject Teacher
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Head Teacher IV

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__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/10:50-11:50/3:00-4:00
Date/s: October 7, 2022 Day: Friday
I. Objectives  Identify units used in measuring temperature
 Complete the table that shows thermometers in different temperature scales.
C. Explore Based on the given activity sheet, students will answer the question, Activity sheet, guide questions
D. Explain This will be done by answering the questions by the students (What are the Activity sheet, guide questions
units used in measuring temperature?)

G. Extend Study Heat Energy
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/10:50-11:50/3:00-4:00
I. Objectives  Identify units used in measuring temperature
 Complete the table that shows thermometers in different temperature scales.
C. Explore Based on the given activity sheet, students will answer the question, Activity sheet, guide questions
D. Explain This will be done by answering the questions by the students (What are the Activity sheet, guide questions
units used in measuring temperature?)

G. Extend Study Heat Energy
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/10:50-11:50/3:00-4:00
C. Learning Competency:
II. Contents: SCIENCE QUIZ BEE (Multiple Choice) - Integrated Approach in Science and Technology for
Sustainable Future
A. Elicit
B. Engage
C. Explore
D. Explain
E. Elaborate
F. Evaluation
G. Extend

VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/10:50-11:50/3:00-4:00
I. Objectives  Assess students skills in making the sci-art based on the given theme
II. Contents: SCI-ART - Integrated Approach in Science and Technology for Sustainable Future
A. Elicit
B. Engage
C. Explore
D. Explain
E. Elaborate
F. Evaluation
G. Extend

VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/10:50-11:50/3:00-4:00
I. Objectives  Present the sci art one by one.
II. Contents: SCI-ART-presentation - Integrated Approach in Science and Technology for Sustainable Future
A. Elicit
B. Engage
C. Explore
D. Explain
E. Elaborate
F. Evaluation
G. Extend

VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/10:50-11:50/3:00-4:00
I. Objectives  Determine the relationship between electric current and voltage and electric current and resistance
 State Ohm’s Law
A. Content Standards The learners demonstrate an understanding of current-voltage resistance relationship, electric power, electric
energy and home circuitry
B. Performance Standards The learners shall be able to practice safety in handling electrical devices
C. Learning Competency: Infer the relationship between current and voltage (MELC Week 5-6)
II. Contents:
B. Learner’s Materials pages: pp. 2 (module 7)
How do your daily activities being affected by electricity?
B. Engage Show to the students the voltmeter and ammeter and ask them if they are familiar
with the materials. Teach them how to use and connect properly the ammeter and
voltmeter in the circuit.
C. Explore Based from the activity, what is the relationship among voltage, current, and resistance?
D. Explain Read and answer the given questions. (What will happen to the current if the resistance
is tripled? State the relationship of current and resistance based on your answer.)
E. Elaborate Complete the solutions of the problems. Write your answers on a separate sheet of
paper. (Ohm’s Law Application)
F. Evaluation Fill in the blanks. (Provide what is asked. Write your answers on a separate sheet of paper.)
G. Extend Study Graphing Current vs Voltage
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
INFORMATION
I. Objectives  Calculate the current and complete the given table using the values of voltage and current on the table,
plot the V versus I graph.
C. Learning Competency: Infer the relationship between current and voltage (MELC Week 5-6)
II. Contents:
B. Engage
C. Explore Based on the given activity sheet, students will do the activity titled “Graphing Activity sheet, guide
Current vs Voltage” questions
D. Explain This will be done by the students. (Calculate the current and complete the given Activity sheet, guide
table using the values of voltage and current on the table, plot the V versus I questions
graph.)
E. Elaborate
F. Evaluation
G. Extend Study Electrical Circuit
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/10:50-11:50/3:00-4:00
I. Objectives  Differentiate series circuit from parallel circuit
 Explain why household wiring and appliances usually connected in parallel
C. Learning Competency: Explain the advantages and disadvantages of series and parallel connections at homes. (MELC Week 7 S8FE-li-31)
II. Contents:
A. Elicit How are you today? Are you ready for another round of learning? Have hear series circuit
from parallel circuit?
B. Engage Identify the three basic electrical quantities and differentiate one from the other
C. Explore This will be done by the students. (Group students into pairs and answer the Activity sheet, guide
questions “What is Ohm’s Law and what is it for?” They will be tasked to explain questions
their answer in two minutes.)
D. Explain This will be done by the students. (When you turn off one of the bulbs in your house the Activity sheet, guide
others remain lighted. But when you remove one bulb from a string of colored Christmas questions
lights the other bulbs go off. Why?)
E. Elaborate Checking students understanding on series and parallel circuit. (Write True if the
statement is true and if the statement is false, change the underlined word to make
the statement true. Write your answers on a separate sheet of paper.)
G. Extend Study the situation on page 14 of your module
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/10:50-11:50/3:00-4:00
I. Objectives  Describe a fuse and a circuit breaker and identify their functions in a circuit
C. Learning Competency: Explain the functions of circuit breakers, fuses, earthing, double insulation, and other safety devices in the home. (MELC Week
7 S8F)
II. Contents:
A. Elicit How are you today? Are you ready for another round of learning? Have hear series circuit
from parallel circuit?
B. Engage Let the students discuss among themselves the answers on the question, “What do you think
is the effect of electric shock in the human body. Why is electrical safety important?
C. Explore This will be done by the students. (How many of you have seen a fuse or a circuit breaker at Activity sheet, guide
home? Did you ever wonder why a fuse is needed in your electrical connections?) questions
D. Explain This will be done by the students. (Why is it dangerous to use copper strip or wire in place of Activity sheet, guide
a safety fuse that blows out? Why do we need to be protected from the danger in electricity?) questions
E. Elaborate Checking students understanding on Safety at Home. Activity sheet, guide
questions
F. Evaluation SAFE or DANGER
(Write the word SAFE if the statement is true and DANGER if the statement is wrong
G. Extend Make a research on Octopus Wiring.
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/10:50-11:50/3:00-4:00
I. Objectives  Answer the questions correctly
C. Learning Competency: Explain the functions of circuit breakers, fuses, earthing, double insulation, and other safety devices in the home. (MELC Week
7 S8F)
II. Contents:
B. Learner’s Materials pages: pp.)
B. Engage Read each item carefully.
Choose the letter of the correct answer.
C. Explore -See the assessment (post-test) Assessment, guide questions
D. Explain
E. Elaborate
F. Evaluation Multiple type of test
G. Extend
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
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Head Teacher IV
MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/10:50-11:50/3:00-4:00
II. Contents: Long Test
C. Other Learning Resources: Test Materials
C. Explore -See the assessment (long test) Assessment, guide questions
D. Explain
E. Elaborate
G. Extend
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
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Head Teacher IV

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__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/10:50-11:50/3:00-4:00
II. Contents: Oral Review (First Quarter Examination)
A. Elicit
B. Engage
C. Explore
D. Explain
E. Elaborate
F. Evaluation
G. Extend
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV


MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/10:50-11:50/3:00-4:00
Date/s: October 27-28, 2022 Day: Thursday/Friday
II. Contents: First Quarter Examination
A. Elicit
C. Explore -See the First Quarter Examination First Quarter Examination
Questions
D. Explain
E. Elaborate
F. Evaluation
G. Extend
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV


MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/9:50-10:50/1:00-2:00
Date/s: November 2, 2022 Day: Wednesday
A. Content Standards The relationship between faults and earthquake
B. Performance Standards Participate in the decision making on where to build structures based on knowledge of the location of active faults
in the community
C. Learning Competency: Using models or illustrations, explain how movements along faults generate earthquakes.
II. Contents:
A. Elicit
B. Engage . Read each item carefully.
C. Explore --See the PRE-TEST PRE-TEST Questions
D. Explain
E. Elaborate
F. Evaluation
G. Extend
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV


MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/9:50-10:50/1:00-2:00
Date/s: November 3, 2022 Day: Thursday
I. Objectives Differentiate the:
intensity of an earthquake from its magnitude;
 epicenter of an earthquake from its focus;
 intensity of an earthquake from its magnitude;
 active and inactive faults.
in the community
II. Contents:
C. Other Learning Resources: learners module p.6
B. Engage Let the students identify each of the figures whether it represents strike-slip fault,
normal fault, or reverse fault based on the given descriptions
C. Explore Based on the given activity sheet, students will answer the questions given by the teacher Activity sheet, guide questions
D. Explain This will be done by the students through answering questions correctly in a given Activity sheet, guide questions
activity
F. Evaluation Fill in the blanks. (Provide what is asked. Write your answers on a separate sheet of paper.)
G. Extend Study the Figure 3: Fault Map on page 9 of your module and refer to the legend.
Answer the questions that follow. Write your answers on a separate sheet of paper.
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/9:50-10:50/1:00-2:00
Date/s: November 4, 2022 Day: Friday
I. Objectives  Analyse the given figure that can help you decide on the safest city you want to reside.
 Answer the questions correctly
in the community
II. Contents:
C. Other Learning Resources: learners module p.10
B. Engage Let the students answer the activity. Read the directions carefully.
activity
F. Evaluation Multiple choice type of test. (Choose the letter of the correct answer. Write your
answers on a separate sheet of paper)
G. Extend Study the Crossword Puzzle on page 14 of your module
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/9:50-10:50/1:00-2:00
Date/s: November 7, 2022 Day: Monday
in the community
II. Contents:
C. Other Learning Resources: learners module p.
A. Elicit
C. Explore -see the Post test Post-TEST Questions
D. Explain
E. Elaborate
F. Evaluation
G. Extend
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/9:50-10:50/1:00-2:00
Date/s: November 8, 2022 Day: Tuesday
I. Objectives  Complete the crossword puzzle.
in the community
II. Contents:
B. Engage Let the students answer the activity (It’s Not Your Fault). Read the directions
carefully.
D. Explain This will be done by the students through answering questions correctly in a given
activity
F. Evaluation
G. Extend Study the activity LABEL ME page 5 of the learning activity
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
INFORMATION Sections: JADE/EMERALD-Thursday/GOLD
Time: 7:30-8:30/9:50-10:50/1:00-2:00
I. Objectives  label the given illustration of a faulted block
in the community
II. Contents:
C. Other Learning Resources: learners activity sheet p.5
B. Engage Let the students answer the activity (Label Me). Read the directions carefully.
activity
F. Evaluation
G. Extend Study
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
INFORMATION Sections: JADE/EMERALD-Friday/GOLD-Friday
Time: 7:30-8:30/9:50-10:50/1:00-2:00
I. Objectives  Identify which of the illustrations comes first about faults
in the community
II. Contents:
B. Engage Let the students answer the activity (Which Comes First?). Read the directions
carefully.
activity
F. Evaluation REFLECTION (Complete the given statement)
G. Extend Study Earthquake’s Epicenter and Magnitude (Module 2)
VI. Reflection

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these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/9:50-10:50/1:00-2:00
in the community
II. Contents:
A. Elicit
C. Explore -see the pre test Pre-TEST Questions
D. Explain
E. Elaborate
F. Evaluation
G. Extend
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
INFORMATION Sections: JADE/EMERALD-Thursday /GOLD
Time: 7:30-8:30/9:50-10:50/1:00-2:00
I. Objectives  Define focus and epicenter
 Differentiate the intensity of an earthquake from its magnitude
A. Content Standards Differentiate the epicenter of an earthquake from its focus, intensity of an earthquake from its
magnitude; and active and inactive faults. (S8ES-IIa-15)
in the community
C. Learning Competency: Explain how earthquake waves provide information about the interior of the earth.
II. Contents: Earthquake’s Epicenter and Magnitude
C. Other Learning Resources: learners module 2 p.5
B. Engage Let the students answer the activity (Match It). Read the directions carefully.
activity
F. Evaluation Matching type (Match the definitions in Column A with the correct term in
Column B.)
G. Extend Study Magnitude Scale of an Earthquake (learners module p. 10)
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
INFORMATION Sections: JADE-/EMERALD-Friday /GOLD-Friday
Time: 7:30-8:30/9:50-10:50/1:00-2:00
I. Objectives  Differentiate the intensity of an earthquake from its magnitude
in the community
C. Other Learning Resources: learners module 2 p.5
B. Engage Let the students answer the activity (Let’s Scale It). Read the directions carefully.
activity (Let’s Feel It)
F. Evaluation Multiple Type test
G. Extend Study Fish Be with You, learners module p. 12
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
INFORMATION Sections: JADE-/EMERALD /GOLD
Time: 7:30-8:30/9:50-10:50/1:00-2:00
in the community
C. Other Learning Resources: learners module 2 p. 12
Choose the letter of the correct answer
C. Explore -see the post test Post-TEST Questions
D. Explain
E. Elaborate
F. Evaluation Multiple Type test
G. Extend Study Activity 7. Find My Way, learners module p. 14
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV


MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
INFORMATION Sections: JADE-/EMERALD /GOLD
Time: 7:30-8:30/9:50-10:50/1:00-2:00
Date/s: November 22, 2022 Day: Tuesday
in the community
B. Engage Let the students answer the activity (Find My Way). Read the directions
carefully.
C. Explore Based on the given activity sheet, students will answer the questions given by Activity sheet, guide questions
the teacher
G. Extend Study Activity 8. Quake Report, learners module p. 18
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
INFORMATION Sections: JADE /EMERALD - Thursday/GOLD
Time: 7:30-8:30/9:50-10:50/1:00-2:00
Date/s: November 23, 2022 Wednesday
I. Objectives  Participate an earthquake drill
in the community
C. Other Learning Resources: learners module 2 p.
A. Elicit
B. Engage
C. Explore
D. Explain
E. Elaborate
F. Evaluation
G. Extend Study How Typhoon Develop, learners module 4 p. 4
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV


MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
INFORMATION Sections: JADE /EMERALD - Friday/GOLD
Time: 7:30-8:30/9:50-10:50/1:00-2:00
Date/s: November 24, 2022 Thursday
A. Content Standards The formation of typhoons and their movement within the PAR
B. Performance Standards Demonstrate precautionary measures before, during, and after typhoon, including following advisories, storm,
signals and calls for evacuation given by government agencies in charge
C. Learning Competency: Explain how typhoon develops and how it is affected by landforms and bodies of water. (MELC Week 4-5)
II. Contents:
A. Elicit
B. Engage Read each item carefully. Choose the letter of the best answer.
C. Explore -see pre-test pre-test questions
D. Explain
E. Elaborate
F. Evaluation
G. Extend Study How Typhoon Develop, learners module 4 p. 4
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV


MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/9:50-10:50/1:00-2:00
Date/s: November 28, 2022 Monday
I. Objectives  define typhoon
 discuss each of the tropical cyclones category
II. Contents:
A. Elicit Hello there! You are already learned how earthquake waves provide
information about the interior of the earth. Now, let us discuss how typhoon
develops and how it is affected by landforms and bodies of water
B. Engage Give a word related to tropical cyclones
C. Explore Based on the given activity sheet, students will answer the questions Activity sheet, guide
given by the teacher. questions
D. Explain This will be done by answering the questions to be done by the Activity sheet, guide
students questions
E. Elaborate Students will give their idea about the question “ Do you know that the
Philippines is prone to tropical cyclones?”
G. Extend Study Activity 1. Decode Them Right , learners module 4 p. 5
VI. Reflection
remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/9:50-10:50/1:00-2:00
Date/s: November 29, 2022 Tuesday
I. Objectives  Complete the crossword puzzle by writing one letter in each box.
II. Contents:
B. Engage Read the directions carefully.
students questions
E. Elaborate
F. Evaluation
G. Extend Study Activity 1. Decode Them Right , learners module 4 p. 5
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/9:50-10:50/1:00-2:00
Date/s: December 1, 2022 Thursday
I. Objectives  Give the latitude and longitude of a tropical cyclones.
 Explain what is meant when a typhoon has entered the Philppine Area of Responsibilty
II. Contents:
students questions
E. Elaborate Students will give their idea about the question. “Do you know which
area is covered by the PAR”?
F. Evaluation Essay type of test
G. Extend Study Classification of Tropical Cyclone with its Corresponding Wind Speed ,
learners module 4 p. 9
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
INFORMATION Sections: JADE /EMERALD /GOLD
Time: 7:30-8:30/9:50-10:50/1:00-2:00
Date/s: December 5, 2022 Monday
I. Objectives  Answer the given questions correctly related
II. Contents:
A. Elicit
B. Engage Read each item carefully. Choose the letter of the best answer.
C. Explore See- post test Post-test questions
D. Explain
E. Elaborate
F. Evaluation
G. Extend
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV
Cp Numbers: 0998-580-4670 Email Address:pagasanhs@rocketmail.com

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/9:50-10:50/1:00-2:00
Date/s: December 6, 2022 Tuesday
I. Objectives  Read some tips What to Do During a Typhoon
 Answer the given questions correctly related to “What to Do During a Typhoon”
II. Contents:
B. Engage Read the directions carefully about “What to Do During a Typhoon”
given by the teacher. (Read some tips What to Do During a Typhoon) questions
students questions
G. Extend Study Activity “What’s the Link “ , learners module 4 p. 15
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/9:50-10:50/1:00-2:00
Date/s: December 7, 2022 Wednesday
I. Objectives  Enumerate Public Storm Warning Signal (PSWS)
 Discuss each of the PSWS
C. Learning Competency: Trace the path of typhoons that enter the PAR using map and tracking data. (MELC Week 5)
II. Contents:
C. Other Learning Resources: learners module 5
B. Engage Read the Signals used by PAG-ASA to warn people about the
approaching weather disturbance (learners modules p. 149)
students questions
G. Extend Study watch a video about typhoon
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/9:50-10:50/1:00-2:00
Date/s: December 9, 2022 Friday
II. Contents:
C. Other Learning Resources: learners module 5
A. Elicit
B. Engage Read each item carefully. Choose the letter of the best answer
C. Explore See- post test Post-test questions
D. Explain
E. Elaborate
F. Evaluation
G. Extend Study the weather bulletin in Table 3, learner’s module p. 16
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/9:50-10:50/1:00-2:00
Date/s: December 12, 2022 Monday
I. Objectives  Analyse the location, strength, forecast movement and forecast positions
II. Contents:
B. Engage Study the weather bulletin in Table 3 p. 16.
Answer the following questions that follow.
students questions
G. Extend Watch a video about typhoon
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/9:50-10:50/1:00-2:00
Date/s: December 13, 2022 Tuesday
I. Objectives  Share your thoughts about the effect of a typhoon in the community
II. Contents:
C. Other Learning Resources: learners module
A. Elicit
B. Engage Oral presentation (one by one)
C. Explore
D. Explain
E. Elaborate
F. Evaluation
G. Extend

VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV
MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/9:50-10:50/1:00-2:00
Date/s: December 14, 2022 Wednesday
I. Objectives  Answer the question correctly
II. Contents:
C. Other Learning Resources: learners module
A. Elicit
C. Explore Long test Long test questions
D. Explain
E. Elaborate
F. Evaluation
G. Extend
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV
MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/9:50-10:50/1:00-2:00
Date/s: January 4, 2023 Wednesday
I. Objectives  Watch a movie showing rocks from outer space crashing violently on Earth
 Aware that “falling stars” are not stars but meteors
A. Content Standards Characteristics of comets, meteors, and asteroids
B. Performance Standards Discuss whether or not beliefs and practices about comets and meteors have scientific basis
C. Learning Competency: Compare and contrast comets, meteors, and asteroids
II. Contents:
A. Elicit Have you already watched a movie showing rocks from outer space
crashing violently on Earth?
B. Engage Do you know that there are many rocks in outer space?
Directions: Watch a movie showing rocks from outer space crashing
violently on Earth (https://www.youtube.com/watch?v=VNtsVP42bOE)
students questions
F. Evaluation Matching type (Activity 1. Match It)
G. Extend Study, Characteristics of Comets, Meteors, and Asteroids,
module 6, p. 6
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/9:50-10:50/1:00-2:00
Date/s: January 5, 2023 Thursday
I. Objectives  Identify Near-Earth Objects (NEOs)
II. Contents:
A. Elicit Did you know that recent discoveries like the Comet ‘Neowise’ that dazzled on
Hungary’s sky on July 23, 2020 have made the experts know more about the
Near-Earth Objects (NEO) like comets, asteroids, and meteors?
B. Engage Directions: Identify what Near-Earth Objects (Activity 2. Spot Some NEOs)
C. Explore Based on the given activity sheet, students will answer the questions given by Activity sheet, guide
the teacher. questions
students questions
F. Evaluation Identification type (Activity 3. Identify It)
G. Extend Study, Activity 4. Take It from Mixing and Colliding, module 6
p.12
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/9:50-10:50-Thursday /1:00-2:00
I. Objectives  Determine the Near-Earth Objects after mixing or colliding the different celestial components.
II. Contents:
A. Elicit Do you know that NEOs mixed or collide the different celestial component?
B. Engage Directions: Determine the Near-Earth Objects after mixing or colliding the
different celestial components (Activity 4. Take It from Mixing and Colliding)
D. Explain This will be done by answering the questions to be done by the students Activity sheet, guide
questions
G. Extend Study, Activity 5. Let Us Know Them More , module 6 p.13
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/9:50-10:50-Friday /1:00-2:00
I. Objectives  Identifying the different components present in comets, meteors, and asteroids.
II. Contents:
B. Engage Directions: Fill in the Venn diagram by identifying the different components
present in comets, meteors, and asteroids (Activity 5. Let Us Know Them
More)
questions
G. Extend Study, What happens when a comet or an asteroid hits the
earth, learners module p.154
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/9:50-10:50- /1:00-2:00
Date/s: January 16, 2023 Monday
I. Objectives  Know the difference among meteor, meteoroid and meteorite
II. Contents:
B. Engage Directions: By this time, you will know the difference among meteor,
meteoroid and meteorite
questions
G. Extend Study, Do superstitions about comets, asteroids, and meteors
have scientific basis?, learners module p.165
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/9:50-10:50- /1:00-2:00
I. Objectives  Know the difference among meteor, meteoroid and meteorite
II. Contents:
B. Engage Directions: By this time, you will know the difference among meteor,
meteoroid and meteorite
questions
G. Extend Study, Do superstitions about comets, asteroids, and meteors
have scientific basis?, learners module p.165
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/9:50-10:50- /1:00-2:00
Date/s: January 17, 2023 Tuesday
I. Objectives  draw the solar system highlighting the location of the comets, meteors, and asteroids.
II. Contents:
B. Engage Directions: In a long bond paper, draw the solar system highlighting
the location of the comets, meteors, and asteroids.
C. Explore Based on the given activity, students will answer the questions given by the Activity, guide questions
teacher.
D. Explain Answering the guide question/s Activity, guide questions
(Determine location of the comets, meteors and asteroids in your
drawing)
F. Evaluation Identification type of test
G. Extend Study, (Assessment p. 18) learners module
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/9:50-10:50- /1:00-2:00
I. Objectives  answer the question correctly
II. Contents:
A. Elicit
C. Explore See-post test questions Post test questions
D. Explain
E. Elaborate
F. Evaluation
G. Extend
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/9:50-10:50- /1:00-2:00
II. Contents:
A. Elicit
C. Explore See-summative test questions Summative test questions
D. Explain
E. Elaborate
F. Evaluation
G. Extend
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/9:50-10:50- /1:00-2:00
II. Contents: 2nd quarter test

A. Elicit
B. Engage
C. Explore
D. Explain
E. Elaborate
F. Evaluation
G. Extend
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV
Note: Review in preparation for the 2nd quarter test


MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/9:50-10:50- /1:00-2:00
A. Elicit
B. Engage
C. Explore
D. Explain
E. Elaborate
F. Evaluation
G. Extend
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV
Note: Continuation of the review


MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/9:50-10:50- /1:00-2:00
A. Elicit
B. Engage
C. Explore
D. Explain
E. Elaborate
F. Evaluation
G. Extend
VI. Reflection

remediation

these work?
other teachers?
Prepared by:
Subject Teacher
Checked:
Head Teacher IV

MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG

Time: 7:30-8:30/9:50-10:50- /1:00-2:00
I. Objectives  Identify examples of matter
 Distinguish properties of matter from non-matter
A. Content Standards The particle nature of matter as basis for explaining properties, physical changes, and structure of substances and
mixtures
B. Performance Standards Present how water behaves in its different states within the water cycle
C. Learning Competency: Explain the properties of solids, liquids, and gases based on the particle nature of matter
II. Contents: The Particle Nature of Matter
C. Other Learning Resources: learners module p. 5
A. Elicit May I ask you, what do you think will happen to you, if there is no chairs, table, books,
chalks or even your foods and money? Do you think this classroom has its big space for
you to play or do anything?
B. Engage Look around you. What do you see? Everything you see is a matter. (Directions: Activity sheet, guide questions
Draw ☺ if the sample occupies space and ◌ if not.)
C. Explore Based on the given activity, students will answer the questions given by the teacher. Activity sheet, guide questions
D. Explain Answering the guide question/s (Which of the given samples occupy space?)
E. Elaborate GROUP ACTIVITY
Students will be able to answer the questions, (Give what is asked)
Directions: Write √ if the sample is matter and X if not.
F. Evaluation Essay type of test
G. Extend Study (Activity 2. Are the particles of matter moving?) Leaners module 1 p. 7
VI. Reflection

remediation

these work?
other teachers?
l C. Introduce new lesson / activity Jade:______ Emerald:______ Gold: _______
Prepared by:
Subject Teacher
Checked:
Head Teacher IV
Noted by:
AUBREY A. BEREDO, Ed D
Principal II


MIMAROPA REGION
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DAILY LESSON LOG

Time: 7:30-8:30/9:50-10:50- Emerald-Thursday/1:00-2:00
Date/s: February 1, 2023 Wednesday
I. Objectives  Enumerate the 3 states of matter
 Discuss each of the state of matter
 Describe the arrangement of particles in solid, liquid and gas
mixtures
A. Elicit Everything we see or even not seen in the universe is matter. Matter is anything that occupies space and has
mass. Leaves, human hearts, toys, flour, smoke, and air are examples of matter because they occupy space
and have mass. Light and sound are not examples of matter since they do not occupy space nor have mass .
B. Engage Study the given pictures. (Activity 2. Are the particles of matter moving?) p.7 Activity sheet, guide
questions
C. Explore Based on the given activity, students will answer the questions given by the teacher. Activity sheet, guide
questions
D. Explain Answering/discussing the guide question/s
A. The particles of solid (Figure 1.)
1. What can you say about the arrangement of particles in solid? (closely packed, near, far) 2. Can you infer
that solid particles move? (yes, no) 3. How? (by vibrating, by flowing)
B. The particles of liquid (Figure 2.)
4. What can you say about the arrangement of particles in liquid? (closely packed, near, far)
5. Can you infer that liquid particles move? (yes, no) 6. How? (by vibrating, by flowing)
C. The particles of gas (Figure 3.) 7. What can you say about the arrangement of
particles in gas? (closely packed, near, far)8. Can you infer that gas particles move? (yes, no)9. How? (by
vibrating, by flowing, moving from one place to another in any direction faster compared to liquid)
Directions: Inside the box are descriptions of the particle nature of matter. Choose the letter of the
correct description that characterizes the 5 given samples (Activity 3. Select My Box!)
F. Evaluation Fill in the blanks type of test
G. Extend Study (Activity 4. Pinpoint!) Leaners module 1 p. 9
VI. Reflection
Instructional Decision: A. Continue the lesson/ activity B. Re-teach the lesson C. Introduce new lesson / activity D. Proceed to the next lesson / activity
Jade:______ Emerald:______ Gold: _______
Prepared by:
Subject Teacher
Checked:
Head Teacher IV
Noted by:
Principal II


MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG

Time: 7:30-8:30/9:50-10:50-Emerald-Friday /1:00-2:00
Date/s: February 2, 2023 Thursday
I. Objectives  Analyze the given situations related to the state of matter
 Differentiate solid, liquid and gas state
 Match the state of matter to its property
mixtures
A. Elicit How are you? In the previous lesson, you have learned the 3 state of matter. Are you ready for
another round of learning?
B. Engage Directions: Analyze the given situations then answer the questions. (Activity 4. Pinpoint!) Activity sheet, guide
questions
C. Explore Based on the given activity, students will answer the questions given by the teacher. Activity sheet, guide
Which situation above represents: questions
1. Solid state ______
2. Liquid state ______
3. Gaseous state ______
Differentiate solid, liquid and gas state
Directions: Match the state of matter to its property
F. Evaluation Fill in the blanks with the correct answer
G. Extend Study (What can I do?) Leaners module 1 p. 11
VI. Reflection
Prepared by:
Subject Teacher
Checked:
Head Teacher IV
Noted by:
Principal II


MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG

Time: 7:30-8:30/9:50-10:50 /1:00-2:00
Date/s: February 13, 2023 Monday
I. Objectives  Cite examples of the 3 state of matter
 Group the listed materials according to their given states
mixtures
A. Elicit Hello! How are you? In the previous lesson, you have analysed, differentiate and
match the state of matter to its property
B. Engage Three states of matter can be applied in your daily lives Activity sheet, guide questions
Directions: Cite examples of the 3 state of matter
Which of the following samples of matter is held together by strong attractive forces?
Directions: Group the listed materials below according to their given states
1. Vinegar
2. Urine
3. Powdered Juice
4. Copper wire
5. Salt
6. Rice grains
7. Buko juice
8. Plastic bottle
9. Hydrogen gas
10. Water vapor
G. Extend Study (What can I do?) Leaners module 1 p. 11
VI. Reflection
Prepared by:
LAYLANILYN S. FABREGAS, Ed D
Subject Teacher
Checked:
MA. ANA E. SUAN, Ed D
Head Teacher IV
Noted by:
Principal II


MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG

Time: 7:30-8:30/9:50-10:50 /1:00-2:00
Date/s: February 14, 2023 Tuesday
I. Objectives  Describe the particle nature of matter
 Analyze the given situations about the particle nature of matter
mixtures
A. Elicit How are you? In the previous lesson, you have cite examples of the 3 state of matter
B. Engage Directions: Inside the box are descriptions of the particle nature of matter. Choose the Activity sheet, guide questions
letter of the correct description that characterizes the 5 given samples. (Activity Select
My Box!)
Describe the particle nature of matter
Directions: Analyze the given situations then answer the questions below.
Write your answers on a separate sheet of paper.
Situation 1: Hundreds of Grade 8 students were seated in rows during a
science lecture.
Situation 2: The same Grade 8 students were permitted to stay in a room to
have a 10-minute break.
Situation 3: After the lecture, the students hurried out for their next class.
Which situation above represents:
1. Solid state ______2. Liquid state ______3. Gaseous state ______
G. Extend Study (What I Have Learned) Leaners module 1 p. 10
VI. Reflection
Prepared by:
Subject Teacher
Checked:
Head Teacher IV
Noted by:
Principal II


MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG

Time: 7:30-8:30/9:50--10:50 Emearld-Thursday/1:00-2:00
I. Objectives  Identify an activity that can apply the 3 states of matter in your daily lives
 Give the importance of the 3 states of matter in your daily lives
mixtures
A. Elicit How are you? In the previous lesson, you have described and analyzed the
particle nature of matter
B. Engage Directions: Match the state of matter to its property by writing the letter of the Activity sheet, guide questions
correct answers on a separate sheet of paper. (Activity Match Me!)
C. Explore Based on the given activity, students will answer the questions given by the Activity sheet, guide questions
teacher.
Water exists in three states such as ice as solid state, water as liquid state,
]and water vapor as gas state. In what activity do these three states of water
can be
applied in your daily lives? Cite examples.
Guide Question/s
What are the importance of the 3 states of matter in your daily lives
F. Evaluation Identification type of test
G. Extend Study (Assessment) Leaners module 1 p. 12
VI. Reflection
Prepared by:
Subject Teacher
Checked:
Head Teacher IV
Noted by:
Principal II


MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG

Time: 7:30-8:30/9:50-10:50 Emerald-Friday-/1:00-2:00
I. Objectives  Read the given questions
A. Content Standards The particle nature of matter as basis for explaining properties, physical changes, and structure of substances
and mixtures
B. Performance Present how water behaves in its different states within the water cycle
Standards
C. Learning Explain the properties of solids, liquids, and gases based on the particle nature of matter
Competency:
B. Engage Directions: Choose the letter of the correct answer. Write your answers on a
separate sheet of paper.
C. Explore . See- post test Post test, guide questions
E. Elaborate
G. Extend Study (The Phase Change) Leaners module 2 p. 2
V. Remarks: INDEX OF JADE: ____ EMERALD:____ GOLD: _____
MASTERY
VI. Reflection
Instructional Decision: A. Continue the lesson/ activity B. Re-teach the lesson C. Introduce new lesson / activity D.
Proceed to the next lesson / activity Jade:______ Emerald:______
Gold: _______
Prepared by:
Subject Teacher
Checked:
Head Teacher IV
Noted by:
Principal II


MIMAROPA REGION
_________________________________________________________________________________________________________________
DAILY LESSON LOG

Time: 7:30-8:30/9:50-10:50 /1:00-2:00
I. Objectives  Identify phase changes
 Observe phase changes
mixtures
C. Learning Competency: Explain physical changes in terms of the arrangement and motion of atoms and molecules;
B. Engage Can the state of matter change into another state? What happens when ice Activity sheet, guide
cream melts? What phase change is observed when solid bathroom deodorizer questions
changes from solid to gas?
C. Explore Based on the given activity sheet, students will answer the questions given by Post-test, guide questions
the teacher.
What are some examples of phase changes?
Activity - What changes take place?
Guide Question/s
1. What is your observation about the size of the toilet deodorizer based from the
given conditions? A. Packed toilet deodorizer. B. Unpacked deodorizer after 5
days. C. Unpacked deodorizer after 15 days.
9. What causes the change in its size?
10. What process takes place when solid state changes to gas state?
G. Extend Study (Activity 2. Phase Changes Using the Particle Model of Matter) Leaners
module 2 p. 7
VI. Reflection
Proceed to the next lesson / activity Jade:______ Emerald:______ Gold: _______
Prepared by:
Subject Teacher
Checked:
Head Teacher IV
Noted by:
Principal II


MIMAROPA REGION
_________________________________________________________________________________________________________________
DAILY LESSON LOG

Time: 7:30-8:30/9:5010:50 /1:00-2:00
I. Objectives  Identify phase changes
 Observe phase changes
mixtures
B. Engage Can the state of matter change into another state? What happens when ice Activity sheet, guide
cream melts? What phase change is observed when solid bathroom deodorizer questions
changes from solid to gas?
the teacher.
What are some examples of phase changes?
Activity - What changes take place?
Guide Question/s
1. What is your observation about the size of the toilet deodorizer based from the
given conditions? A. Packed toilet deodorizer. B. Unpacked deodorizer after 5
days. C. Unpacked deodorizer after 15 days.
9. What causes the change in its size?
10. What process takes place when solid state changes to gas state?
G. Extend Study (Activity 2. Phase Changes Using the Particle Model of Matter) Leaners
module 2 p. 7
MASTERY
VI. Reflection
Prepared by:
Subject Teacher
Checked:
Head Teacher IV
Noted by:
Principal II

Cp Numbers: 0998-580-4670 Email Addrespagasanhs@rocketmail.com

MIMAROPA REGION
_________________________________________________________________________________________________________________
DAILY LESSON LOG

Time: 7:30-8:30/9:50-Emearld-Thursday-10:50 /1:00-2:00
I. Objectives  Explain phase changes using the particle model of matter.
 Describe the motion and arrangement of particles in each state as temperature changes.
mixtures
B. Engage Directions: Study the illustrations -Figure 4. Phase Changes Activity sheet, guide
(Increasing ↑ Temperature and Increasing ↑ KE)p.7 questions
the teacher.
A.1 Refer to Figure 4.
1. What happens to the arrangement of particles of matter in solid, liquid and
gas as the temperature increases? __________________________________
2. What happens to the kinetic energy of particles of matter in solid, liquid and
gas as temperature increases? __________________________________
Figure 5. Phase Changes (Decreasing ↓Temperature and Decreasing ↓ KE) p.7
A.2 Refer to Figure 5.
1. What happens to the arrangement of particles of matter in solid, liquid and
gas as the temperature decreases? ________________________
2. What happens to the kinetic energy of the particles of matter in solid, liquid,
and gas as temperature decreases? ____________________________
F. Evaluation Describe the motion and arrangement of particles in each state as temperature
changes. Fill in the table with the correct answer
G. Extend Study and prepare for your test about phase changes
VI. Reflection
Prepared by:
Subject Teacher
Checked:
Head Teacher IV
Noted by:
Principal II


MIMAROPA REGION
__________________________________________________________________________________________
DAILY LESSON LOG

Time: 7:30-8:30/9:50-10:50 Emerald-Friday-/1:00-2:00
A. Content Standards The particle nature of matter as basis for explaining properties, physical changes, and structure of substances
and mixtures
Standards
C. Learning Explain physical changes in terms of the arrangement and motion of atoms and molecules;
Competency:
B. Engage Directions: Choose the letter of the correct answer. Write your answers on a Activity sheet, guide
separate sheet of paper. questions
C. Explore . See- post test Post test, guide questions
E. Elaborate
G. Extend Study (Activity 3. Fill me in!) Leaners module 2 p. 10
MASTERY
VI. Reflection
Prepared by:
Subject Teacher
Checked:
Head Teacher IV
Noted by:
Principal II


MIMAROPA REGION
_________________________________________________________________________________________________________________
DAILY LESSON LOG

Time: 7:30-8:30/9:50-10:50 /1:00-2:00
I. Objectives  Identify the phase changes
 Make a presentation on how water behaves in its states within the water cycle.
mixtures
B. Engage Directions: Identify the phase change involved by filling in the blanks. Activity sheet, guide
(Activity- Fill me in!)(Figure 7. The Phase Changes)p.10 questions
the teacher.
Which situations undergoes phase change?
A. cleaning of room B. opening of tin can
C. melting of ice drop D. chewing of bubble gum
9. What phase change takes place as ice candy solidifies?
A. condensation B. evaporation C. freezing D. sublimation
Activity 4. Phase changes in our environment!
Directions: Identify the phase changes shown in the picture. Make a presentation
on how water behaves in its states within the water cycle.
(Figure 8. The Water Cycle)p.11
G. Extend Study (What I Have Learned) Leaners module 2 p. 12
VI. Reflection
Instructional Decision: A. Continue the lesson/ activity B. Re-teach the lesson C. Introduce new lesson / activity D. Proceed to the next
lesson / activity Jade:______ Emerald:______ Gold: _______
Prepared by:
Subject Teacher
Checked:
Head Teacher IV
Noted by:
Principal II


MIMAROPA REGION
_________________________________________________________________________________________________________________
DAILY LESSON LOG

Sections: JADE /EMERALD /GOLD
INFORMATION Time: 7:30-8:30/9:50 -10:50 /1:00-2:00
I. Objectives  Know the phase changes
 Appreciate the phase changes
mixtures
B. Engage Activity 4. Phase changes in our environment! Activity sheet,
guide questions
C. Explore Based on the given activity students will answer the questions given by the teacher. (a. Activity sheet,
Which transformation process changes a solid state of matter to a gaseous state?, b. Which guide questions
transformation process changes a solid state of matter to a liquid state? )
(What will happen to the kinetic energy of the particles of matter if the temperature will
increase? What happens to the arrangement of particles of solid, liquid and gas as the
temperature of particles decreases? )
Directions: Read the text below and answer the question that follows.
Write you answers on a separate sheet of paper.
Availability of potable drinking water is a problem today. Hence, we are not sure if the
water we are drinking is potable or not.
What phase change can we apply to have a safe drinking water?
VI. Reflection
Prepared by:
Subject Teacher
Checked:
Head Teacher IV
Noted by:
Principal II


MIMAROPA REGION
_________________________________________________________________________________________________________________
DAILY LESSON LOG
Time: 7:30-8:30/9:50 -10:50 /1:00-2:00
Date/s: February March 1, 2023 Wednesday
mixtures
guide questions
VI. Reflection
Instructional Decision: A. Continue the lesson/ activity B. Re-teach the lesson C. Introduce new lesson / activity
D. Proceed to the next lesson / activity Jade:______ Emerald:______ Gold: _______
Prepared by:
Subject Teacher
Checked:
Head Teacher IV
Noted by:
Principal II


MIMAROPA REGION
_________________________________________________________________________________________________________________
DAILY LESSON LOG

Time: 7:30-8:30/9:50 -10:50 /1:00-2:00
Date/s: February March 2, 2023 Thursday
mixtures
guide questions
VI. Reflection
Prepared by:
Subject Teacher
Checked:
Head Teacher IV
Noted by:
Principal II

MIMAROPA REGION
_________________________________________________________________________________________________________________
DAILY LESSON LOG

Time: 7:30-8:30/9:50 -10:50 /1:00-2:00
mixtures
B. Engage Directions: Choose the letter of the correct answer. Write
your answers on a separate sheet of paper.
C. Explore . See- post-test (refer to sci-excel) Post-test, guide questions
D. Explain Answering / discussing the guide question/s
E. Elaborate
G. Extend Study (Additional Activities ) Leaners module 2 p. 14
VI. Reflection
Prepared by:
Subject Teacher
Checked:
Head Teacher IV
Noted by:
Principal II

MIMAROPA REGION
_________________________________________________________________________________________________________________
DAILY LESSON LOG

Time: 7:30-8:30/9:50 -10:50 /1:00-2:00
Date/s: February March 6, 2023 Monday
I. Objectives  Read the given selection below
 Answer the questions that follow
mixtures
Standards
A. Elicit Are you ready? Let’s get started.
C. Explore Directions: Read the selection below. Activity sheet,
Peter is a good basketball player. He loves to play every day. As he play guide questions
basketball, he perspires a lot. After few minutes, his perspiration disappears
(learners module p. 14)
1. What phase change takes place?
2. What happens to his sweat?
E. Elaborate
F. Evaluation
G. Extend Study Atoms - Inside Out ) Leaners module 3, p. 14
MASTERY
VI. Reflection
Prepared by:
Subject Teacher
Checked:
Head Teacher IV
Noted by:
Principal II

MIMAROPA REGION
_________________________________________________________________________________________________________________
DAILY LESSON LOG

Time: 7:30-8:30/9:50 -10:50 /1:00-2:00
Date/s: February March 7, 2023 Tuesday
I. Objectives  Define atoms
 Explain that atoms are the smallest particles of matter and are made up of protons, neutrons and
electrons
A. Content Standards The identity of a substance according to its atomic structure
C. Learning Competency: Determine the number of protons, neutrons, and electrons in a particular atom; (MELC Week 5-6 S8MT-IIIe-f-10)
II. Contents: Lesson 1 – The Properties of Subatomic Particles
A. Elicit Atoms are present at the most basic level in everything we see around us. In fact, all living
organisms as well as non-living things are composed of atoms. All matter is made up of atoms.
B. Engage Directions: Look at the picture of an apple below. Slice an apple in two parts, and then slice the Activity sheet,
resulting halves into many slices. Answer the questions that follow. (Activity 1. Everything is a guide questions
Pile of Atoms) learners module p.5
C. Explore Based on the given activity students will answer the questions given by the teacher. (Are the Activity sheet,
smaller pieces of apple still similar to the original apple? Why?) guide questions
(Can you still slice these pieces into smaller ones? Is it possible to keep on slicing and
dividing these pieces? Why? After slicing the apple many times, how can you be sure that this
is still the same apple?
Activity 2. Charge It (learners module p.6)
Directions: Study the drawings and answer the questions
Guide Questions:
1. How many protons are there in atom A? ____ What about in atom B? _____
2.How many electrons are there in atom A? ____ What about in atom B? _____
3.How many neutrons are there in atom A? ___What about in atom B? ___
G. Extend Study (Activity 3. All About Atoms) Leaners module 3 p. 8
VI. Reflection
Prepared by:
Subject Teacher
Checked:
Head Teacher IV
Noted by:
Principal II


MIMAROPA REGION
_________________________________________________________________________________________________________________
DAILY LESSON LOG

Time: 7:30-8:30/9:50 -10:50 /1:00-2:00
Date/s: February March 8, 2023 Wednesday
I. Objectives  Give the 3 subatomic particles and their properties
 Label the diagram of the subatomic particles and their properties
C. Learning Competency: Determine the number of protons, neutrons, and electrons in a particular atom; (MELC Week 5-6 S8MT-IIIe-f-10)
A. Elicit The word "atom" is derived from the Greek word, “atomos” or indivisible. Atom is the smallest unit
of matter that retains the identity of the substance. Atom is thought to be the smallest particle of
a given element.
B. Engage Have you ever wondered what everything around you is made of?
C. Explore Based on the given activity students will answer the questions given by the teacher. (What Activity sheet,
are the subatomic particles and their properties? guide questions
Table 1. Properties of the three subatomic particles (learners module p. 7)
(Table 1 shows the properties of these subatomic particles.)
1. Which is found at the center of the atom?
2. Which is the outermost regions of the atom?
Activity 3. All About Atoms (learners module p.8)
Directions: Label the diagram by writing the correct term from the word bank.
Guide questions:
1. Which particle of an atom has a negative electric charge? ______________
2. Which particle of the atom contains no electric charge? _______________
3. Which particle of the atom features a positive electric charge? ____________
G. Extend Study (What I Can Do) Leaners module 3 p. 9
VI. Reflection
Prepared by:
Subject Teacher
Checked:
Head Teacher IV
Noted by:
Principal II


MIMAROPA REGION
_________________________________________________________________________________________________________________
DAILY LESSON LOG

Time: 7:30-8:30/9:50 -10:50 /1:00-2:00
C. Learning Competency: Determine the number of protons, neutrons, and electrons in a particular atom; (MELC Week 5-6 S8MT-
IIIe-f-10)
B. Engage Directions: Answer the questions correctly
C. Explore See- post-test (refer to sci-excel) Post-test, guide
questions
E. Elaborate
F. Evaluation Directions: Identify the word using the jumbled letters inside the parenthesis
G. Extend Study (What I Can Do) Leaners module 3 p. 9
VI. Reflection
Prepared by:
Subject Teacher
Checked:
Head Teacher IV
Noted by:
Principal II


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Republic of the Philippines

DAILY LESSON LOG

Republic of the Philippines

D. Explain Synthesis Questions and Points:

B. No. of learners who require additional

DAILY LESSON LOG

D. Explain Synthesis Questions and Points:

B. No. of learners who require additional

PAG-ASA NATIONAL HIGH SCHOOL

DAILY LESSON LOG

 Explain why objects stay at rest

1. Force is needed to stop an object.

B. Engage Establishing a purpose for the Lesson Activity sheet,

C. Explore Discussing new concepts and practicing new skills #1

B. No. of learners who require additional

PAG-ASA NATIONAL HIGH SCHOOL

DAILY LESSON LOG

 Explain why objects stay at rest

1. Force is needed to stop an object.

Presenting examples / instances of the new lesson

Discussing new concepts and practicing new skills #2

a) Will this object move by itself?

B. No. of learners who require additional

PAG-ASA NATIONAL HIGH SCHOOL

DAILY LESSON LOG

 Explain why objects stay at rest

1. Force is needed to stop an object.

Presenting examples / instances of the new lesson

Discussing new concepts and practicing new skills #2

a) Will this object move by itself?

V. Remarks: INDEX OF MASTERY:

JADE: ____ EMERALD:____ GOLD: _____

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

B. No. of learners who require additional activities for remediation

D. No. of learners who continue to require remediation

E. Which of my teaching strategies work well? Why did these work?

Instructional Decision: A. Continue the lesson/ activity

B. Re-teach the lesson : Continue the lesson/ activity : Jade/Emerald/Gold

D. Proceed to the next lesson / activity

Republic of the Philippines

DAILY LESSON LOG

 Describe the conditions when two forces balance

What are the forces acting on an object at rest?

B. Engage Establishing a purpose for the Lesson

Presenting examples / instances of the new lesson

Give reaction to the video presented

Do the activity 2 in Lesson Guide Science 8 (First Quarter) pp.8 – 9 or Learners’

Discussing new concepts and practicing new skills #2

D. Explain Developing mastery

Discuss the answers in the activity

a. Draw arrows showing the individual forces of the tugboats in #1.

B. No. of learners who require additional activities

Republic of the Philippines

DAILY LESSON LOG

 Describe the conditions when two forces balance

What are the forces acting on an object at rest?

B. Engage Establishing a purpose for the Lesson

Presenting examples / instances of the new lesson

Give reaction to the video presented

Do the activity 2 in Lesson Guide Science 8 (First Quarter) pp.8 – 9 or Learners’

Discussing new concepts and practicing new skills #2

D. Explain Developing mastery

JADE: EMERALD: GOLD: _

V. Remarks: INDEX OF MASTERY JADE: EMERALD: GOLD: _

V. Remarks: INDEX OF MASTERY JADE: EMERALD: GOLD: _

V. Remarks: INDEX OF MASTERY JADE: EMERALD: GOLD: _