Department of Education

Regional Mass Training of Teachers on the

Critical Content of Science Grade 8

DAILY LESSON PLAN ON PHYSICS

The learners demonstrates understanding about circular
CONTENT STANDARDS
motion.
The learners shall be able to develop a written plan and
PERFORMANCE STANDARDS
implement a “Newton’s Olympics”.
The learners should be able to:
 relate the laws of motion to bodies in uniform circular
motion, ( S8FE-Ib-18 )
LEARNING COMPETENCIES  and infer that circular motion requires the application
of constant force directed toward the center of the
circle circular motion. ( S8FE-Ib-18 )

At the end of the session, the learners should be able to:

1. identify the forces involve in circular motion
2. and state the relationship exist between the speed or
I.OBJECTIVES
velocity and the centripetal force of an object moving in
UCM.

II. SUBJECT MATTER UNIFORM CIRCULAR MOTION

A. LEARNING RESOURCES
1.Teacher’s Guide Pages N/A
2. Learner’s Materials Pages 17-18
3. Textbook Pages N/A
Skills Observing, Demonstrating, Making of Inferences and
Communicating
B. PROCEDURES
Let the learners recall their previous lessons about Second
ELICIT Law of Motion.
a. Reviewing previous lessons Say: What if the mass of the ball is doubled, what do you
or presenting new lessons think will happen to its acceleration? Why do you say so?

-Introduce the new lesson (Let the learners read the

b. Introducing the Lesson objectives of the new lesson)

- Swing a pail of water in a vertical circle and let students

ENGAGE guess why the water doesn’t spill?
c. Establishing a purpose for the - Write all their guesses on the board.
lesson Then ask:
1. Do you have any idea of our new lesson today?

Group the learners into 6.

EXPLORE
d. Presenting examples/
instances of the new lesson
-Distribute to the learners the activity sheets.
-Give time for the learners read and analyze the
instructions in the activity sheets.
-Ask the learners for any clarifications.
-Allow one member of the group to get the materials
needed for the activity.
- Let the students perform the activity. (10 mins)
EXPLAIN -Let each group present their answers through
Discussing new concepts and demonstration.
practicing skills #1
(See attached activity sheets for the guide questions.)
Ask:
 Based on the activity that you conducted, identify
ELABORATE
how many forces involved in circular motion?
b. Developing mastery (Leads to
 Draw free body diagram that illustrate the forces
formative assessment)
involved in circular motion.

c. Finding practical applications Ask: Give more examples or situations about uniform
of concepts and skills in daily circular motion.
living

-The relationship between speed or velocity and the

centripetal force is directly proportional.
-The speed/magnitude of the velocity of the moving object
d. Making generalizations about
is inversely proportion to the radius of the circular path. As
the lesson
the radius of the circular path increases, the time to
complete a revolution becomes larger, thus making the
speed slower.

V. EVALUATE The concept of circular motion makes life fun when it is put
into action. In the pictures below, identify which rides apply
the concept of circular motion by encircling it.

1.
 2.

3.

4.

5.

6.

7.
 8.

9.

10.

Say: Jacob wants to turn his car into a race car. He plans to
change his wheels to make his car go faster. Should he
VI. EXTEND
replace them with smaller wheels or bigger wheels? Why?
Write your answer in your notebook and submit it next
meeting.

Prepared by:

SHERYL P. DALUYO
TACURONG CITY DIVISION

GROUP – 4B- Members

RITZELLE M. CUTAMORA - GENSAN DIVISION

JEANEFER A. RAMOS - GENSAN DIVISION
GENEVIEVE M. CASTILLON - SARANGANI DIVISION
JUDITH D. CAUBALEJO - COTABATO CITY DIVISION