Annex1B to DepEd Order No. 42 , s.

2016

GRADES School Madridejos National High School Grade Level 8

8 Teacher Mrs. Melinda M. Moneva Learning Area Science
DAILY
Teaching Dates and Time August 29-September 01, 2023 Quarter First
LESSON LOG

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Monday Tuesday Wednesday Thursday Friday

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may
I. OBJECTIVES be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learners demonstrate understanding of Newton’s three laws of motion.
B. Performance The learners should be able to develop written plan and implement a “Newton’s Olympics”.
Standards
C. Learning MELC: Investigate the MELC: Investigate the MELC: Investigate the MELC: Investigate the
Competencies / relationship between the relationship between the relationship between the relationship between the
Objectives
amount of force applied and amount of force applied and amount of force applied and amount of force applied and
Write the LC code for
each the mass of the object to the the mass of the object to the the mass of the object to the the mass of the object to the
amount of change in the amount of change in the amount of change in the amount of change in the
objects motion. S8FE-1a-15 objects motion. S8FE-1a-15 objects motion. S8FE-1a-15 objects motion. S8FE-1a-15
Objectives: Objectives: Objectives: Objectives:
1. Discuss Balance 1. Discuss unbalanced 1. Know how to determine 1. Define Newton’s first law
Forces with vector forces with vector arrows the net or unbalanced of motion: Law of Inertia
arrows showing showing direction of force on objects at rest 2. Demonstrate an activity
direction of forces. forces. or in motion. showing Newton’s first
2. Give the properties2. Enumerate the forces 2. Solve the amount of net law of motion.
of Force that acts acting on an object that or unbalanced force 3. Identify situations from
on an object. causes it to move. acting on an object. daily life that can be
3. Use the properties 3. Label the forces present 3. Appreciate the explained by the Law of
of Force to describe in objects with importance of net or Inertia.
an object that has unbalanced forces unbalanced forces in an
balanced forces. causing it to be in a state object’s state of motion.
of motion.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
Balanced Forces Unbalanced Forces Combined Forces Law of Inertia
III. LEARNING List the materials to be used on different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References Science 8 Learner’s Module. Science 8 Learner’s Module. Science 8 Learner’s Module. Science 8 Learner’s Module.
Campo, Pia C., et Campo, Pia C., et al.2013.pp.8 - Campo, Pia C., et Campo, Pia C., et
 al.2013.pp.4-8. 9. al.2013.pp.4-8. al.2013.pp.10-12.
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning https://www.youtube.com/ https://
Resources watch?v=tS8w-CXJehk clarkscience8.weebly.com/
balanced-vs-unbalanced-
forces.html
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
IV. PROCEDURES
their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.
A. Reviewing previous The teacher will show a video on Let the students watch a video on The teacher will present a picture The teacher will present a picture
lesson or balanced force (stop the video up unbalanced force. of children playing Tug of War. of an activity showing the law of
presenting the new to balanced force discussion). inertia.
lesson https://
https://www.youtube.com/watch? clarkscience8.weebly.com/
v=tS8w-CXJehk balanced-vs-unbalanced-
forces.html

B. Establishing a The teacher will ask the following
purpose for the lesson questions based on their
observation:
1. What is the video all about?
What are the forces acting on the
object?
2. In balanced force, are the
objects in motion?
C. Presenting Group the students into 3, give
examples/ pictures of the following situations
instances of the below. Let the students discuss
new lesson among themselves the condition
The teacher will ask the following
questions based on their
observation:
1. What is the video all about?
(About unbalanced force)
What are the forces present on an
object? (Normal force,
gravitational force, frictional force)
2. Does the object move? If yes,
what causes the object to move?
(Yes, because of unbalanced
forces)
Group the students into 3, give
pictures of the following situations
below. Let the students discuss
among themselves the condition
The teacher will ask the following
questions based on their
observation:
1. What can you say about the
picture? (Playing Tug of War)
2. Who is the winner in the
Game? (Answers may vary,
depending on students’
interpretation)
Group the students into 3, give
pictures of the following situations
below. Let the students discuss
among themselves the condition
The teacher will ask the following
questions based on their
observation:
1. What do you see in the picture?
(A coin on top of a glass with a
piece of paper)
2. What happened to the coin in
the second picture? (The coin fell
into the glass)
Group the students into four (4);
Group 1 and 3 will perform “Coin
Drop”, Group 2 and 4 will perform
“Stack of Coins”
 of the object at rest. Does this
mean that there are no forces
acting on them? So what causes
them to stay in place?
Group 1 – Hanging pen
Group 2 – Book on top of the
table
Group 3 – A boy standing still
on the floor
Let each group select a reporter
to discuss the answers on the
activity Ask the students the
following questions:
Group 1, Is the pen at rest or
in motion? Are there forces
acting on the pen? If Yes, draw
the forces. You may use arrows
to represent these forces.(The
pen is at rest; Yes, refer to the
drawing on page 8,figure 5 of
the learner’s manual)
D. Discussing new Group 2, Is the book at rest
concepts and or in motion? Are there forces
practicing new
acting on the book? If Yes, draw
skills #1 the forces acting on the book.
Use arrows to represent the
forces.
(The book is at rest; Yes, refer to
the drawing on page 8,figure 5
of the learner’s manual)
Group 3, What are the forces
present on the boy standing still
on the floor? Are the forces
equal?(force of gravity, frictional
force, and the floor pushes
upward on the person;Yes)
Monday Tuesday
of the objects in the picture. Does of the object.
this mean that there are no forces
acting on them? So what causes
the object to move?
Group 1 – A soccer player kicking
the ball
Group 2 – Tug of war
Group 3 – Men playing the
Seesaw
Let each group select a reporter
to discuss the answers on the
activity. Ask the students the
following questions:
Group 1, Does the ball move
from one place to another? What
causes the movement? (Yes,
because the soccer ball receives
an unbalanced force when it is
kicked.)
Group 2, What do you observe
in the picture? Do they have
equal amount of force applied on
the rope? Who won in the tug of
war? Why? (two teams pulling the
rope in a game of tug of war; No,
they don’t have the same amount
of force; the one with a force of 50
Newtons)
Group 3, What causes the
seesaw to move up and down?
Does each player have equal
force applied? Explain your
answer.(Unbalanced force
between the two persons ; No,
because they have different
weights)
Wednesday
Coin Drop – Arrange the set-up as
shown in attachment B1. Slowly
pull the cardboard with your hand
and observe what happens.
Arrange again the set-up, this
time quickly flick the cardboard
with your finger. Observe again
what happens.
Stack of Coins – Stack the coins
on a flat level surface, as shown
in attachment B2. Quickly hit the
coin at the bottom with the edge
of the ruler. Observe what
happens.
Let each group select a reporter Let each group select a reporter
to discuss the answers on the to discuss the answers on the
activity Ask the students the activity. Ask the students the
following questions: following questions:
Group 1&3: What happens when
Group 1 What is the net force you slowly pulled the cardboard?
acting on the object? Does the (The coin moved together with the
object move? In what direction? cardboard)
(20 units, Yes, 20 units to the What happens when you flicked
right) the cardboard? Explain. (The coin
Group 2 What will be the net fell into the glass, because the
force of the object? Will the object coin is at rest and it tends to
move? To what direction will it continue in its state of rest)
move? ( 5 units, Yes, 5 units to Group 2&4: What happens when
the right) you hit the coin at the bottom?
1. Group 3 What will be the Why is this so? (The coin at the
net force that will act on the bottom will move in the direction
of the force applied by the ruler,
object? Will the object
but the stack of coins remaining
move? (0 units, No
(4 pcs of coins) will remain in its
movement in the object)
state of rest)
Thursday Friday
E. Discussing new The teacher will discuss the
concepts and different properties of Forces.
practicing new
skills #2
Figure 1
To accurately describe the
forces acting on an object, it is
important to be familiar with the
following terms: magnitude,
direction, point of application, line
of action. Forces are described in
terms of these properties.
Magnitude refers to the size or
strength of the force. It is
commonly expressed in newton
(N). Consider the diagram in
Figure 1 showing a force,
represented by the arrow, acting
on a ball. The direction of the
arrow indicates the direction of
the force while the length of the
arrow represents the relative
magnitude of the force. If the
force applied on the ball is
doubled, the length of the arrow
is increased two times. The line
of action is the straight line
passing through the point of
application and is parallel to the
direction of the force.
Figure 2. Force diagram Fn – Normal force
Fg – Force of gravity
The diagram in figure 2 shows the Ff – Frictional force
force acting on the a) Pen and b)
Book. All objects fall down
because gravity pulls on them
towards the center of the earth.
Unbalanced forces are not equal,
and they always cause the motion
of an object to change the speed
and/or direction that it is moving.
The strength of force is described
in Magnitude which. It is
commonly expressed in newton
(N). When two unbalanced forces
are exerted in opposite directions,
their combined force is equal to
the difference between the two
forces. For objects that are in
motion, the forces acting on these
objects are no longer balanced. If
an object initially at rest is under
an unbalanced force, it moves in
the direction of the unbalanced
force. If an object is already in
motion, unbalanced forces affect
its motion. Consider a ball on the
desk, push it gently to one side.
Observe the motion of the ball as
it rolls down the desk. What
makes the ball stop rolling after
some time? Identify the forces
acting on the ball, as shown in the
figure below the forces are normal
force and force of gravity. These
forces are balanced, and so the
ball stays on top of the desk,
however there is another force
that acts on the ball along the
horizontal line and that is friction.
Friction is a force that acts
between surfaces that are in
contact with one another and
opposite the direction of motion.
Combining Forces - combining Law of Inertia
or adding forces to determine All objects have the
the net or unbalanced force that tendency to resist changes in
act along the same line of their state of motion or keep
action. The algebraic signs + doing what they are doing.
and – are used to indicate the However, changing a body’s
direction of forces. Unlike signs state of motion depends on its
are used for forces acting in Inertia. A more massive object
opposite directions, like in the which has more inertia is more
case of the book lying on the difficult to move from rest,
table. The force of gravity (Fg) slowdown, speed up, or
and normal force (Fn) are change in its direction.
assigned opposite signs: Fn is Newton’s first law states
given a positive (+) sign while that an object at rest will stay
Fg is given a negative (-) sign. Ifat rest or an object in motion
both Fg and Fn are given a will stay in motion and travel in
magnitude value of 3 units, then
straight line, as long as no
the net force along this line
external net force acts on it.
(vertical) will be:
The object will change its state
of motion only if there is
Fnet = Fn + Fg
unbalanced or net force acting
= 3 units+(- 3 units)
upon it.
=0
If the sum of the forces equate
to zero, they are considered
balanced. If the algebraic sum
is not equal to zero, the forces
are not balanced. The non-
zero sum is the net or
unbalanced force. This
unbalanced or net force would
cause a change in a body’s
state of motion.
 The pen stays in place because of
another force that acts on it that is
supplied by the string referred to
as tension force (T). The book on
the other hand, stays at rest
because the upward push exerted
on it by the table which we refer to
as the normal force (Fn). Both the
tension force and the normal force
counteract the pull of gravity (Fg)
that acts on the object.
F. Developing mastery Group the students into 5, let them
(Leads to Formative give (one) example of balanced
Assessment 3) force and identify the forces acting
on the object. Draw the example
and label the forces acting on the
object using arrows. Use white
cartolina (1/4 size) and crayons to
color their work.
Criteria: content – 10
Visual impact – 5
15 pts.
G. Finding practical “Campus Tour” For 15 minutes, let
applications of the students move around the
concepts and skills campus. Remind the students to
in daily living be careful of hazardous objects
during the tour. Let them identify
one object that they see is a
balanced force. Be able to answer
the guide questions to be written
on student’s journal.
1. Is the object moving? Why or
why not? (No, because the forces
acting on the object are equal in
magnitude and in opposite
directions and they lie along the
same line of action)
Group the students into 5, let them
give (one) example of unbalanced
force and identify the forces acting
on the object. Draw the example
and label the forces acting on the
object using arrows. Use white
cartolina (1/4 size) and crayons to
color their work.
Criteria: content – 10
Visual impact – 5
15 pts.
“Campus Tour” For 15 minutes, let
the students move around the
campus. Remind the students to
be careful of hazardous objects
during the tour. Let them identify
one object that they see has
unbalanced forces. Be able to
answer the guide questions to be
written on student’s journal.
1. Is the object moving? Why or
why not? (Yes, because of the
presence of unbalanced forces)
2. Are there forces acting on the
object? Draw the forces using
arrows. (Yes, the drawing depends
Group the students into three
(3).
Assign a picture for each group.
And let them answer the guide
questions in the picture.
Group 1 Dogs playing Tug of
War
Group 2 Soccer player kicking a
soccer ball
Group 3 Man and Woman
picking up a couch
Let the students identify at least Consider the picture of a man
1 object with balanced forces,
and 1 unbalanced forces that is off the table with objects on it.
evident in their surroundings.
Group the students into 3, Give
each group an example that
demonstrates the property of
Inertia and let them explain the
behaviour of bodies applied by
external forces that shows
Inertia.
Group 1 You are riding in a
moving vehicle and you tend to
move forward when a sudden
break is applied.
Group 2 You are in a bus
seated at rest in the bus
terminal, you feel a backward
force when the bus moves
quickly from rest.
Group 3 Milk keeps swirling
even after stirring is stopped.
quickly pulling the table cloth
What do you think will happen
to the objects on top of the
table when the table cloth is
quickly pulled off the table?
Why? (The objects on top of
the table will stay on top,
 2. Are there forces acting on the on the students encounter of the
object? Draw the forces using
arrows. (Yes, the drawing
depends on the students
encounter of the different objects
around the campus)
H. Making The teacher will ask the following
generalizations and questions:
abstractions about 1. How are forces described?
the lesson (Forces are described based on
their properties: Magnitude,
direction, point of application, line
of action)
2. What does the arrow of force
indicate? (It indicates the
direction of force)
3. In a balanced force, can the
object move? Explain your
answer. (No, because the forces
acting on these objects are
balanced)
different objects around the
campus)
The teacher will ask the following
questions:
1. What does the arrow of force
indicate? (It indicates the direction
of force)
2. If there is an unbalanced force,
what happen to the object initially
at rest? Explain your answer. (Will
be in a state of motion because of
the presence of the unbalanced
force)
3. If there is an unbalanced force,
what happen to the object already
in motion? Explain your answer.
(Continue to be in a state of
motion, but will eventually stop
because of friction force)
The teacher will ask the
following questions:
1. What is a net force? (Overall
forces acting on an object that
takes into account all of the
individual forces acting on the
object)
2. If an object has two forces
acting on it, how can the net
force equal to zero? (When the
forces are equal and in opposite
direction)
3. Under what conditions does
the net force acting on an
object equal the sum of the
individual forces? (When the
forces are balanced, and there
is no motion in the object)
because it is in the state of
rest and these objects will
remain at rest.)
The teacher will ask the
following questions:
1. What is the Law of Inertia?
(A body will remain at rest or
move at constant velocity
unless acted upon by an
external net or unbalanced
force.)
2. Which vehicle is difficult to
stop, A car or a ten-wheeler
truck? (Ten-wheeler truck,
because it has more mass than
the car, a more massive object
which has more inertia is more
difficult to change its state of
motion or rest)
3. Why do you tend to
move forward when a
sudden break is applied to a
moving vehicle you are riding
on? (Your body is moving
forward with the vehicle;
therefore it is in a state of
motion when it suddenly
stops, your body continues to
be in a state of motion that is
why you tend to move
forward)
I. Evaluating learning Essay
Answer the question for 5 pts.
1. How do you describe an object
at rest?
Ans. An object is at rest when
the forces acting on it are equal
in magnitude, in opposite
directions and lie along the
same line of action, where the
forces are balanced.
J. Additional activities for “My Trip”. On your way back
application or home, identify at least two objects
remediation that you see along the way that is
on balanced force. Be ready for an
oral presentation at the next
meeting.
Criteria: Content – 10
Delivery – 5
15 pts.
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help
Directions. Identify the correct True or False.
answer by choosing from the Write T if the statement is true
words inside the box. and F if it is false.
_____ 1. If pulled quickly, a
Normal force Force of gravity
Frictional force unbalanced force tablecloth can be removed
Newton Motion
from underneath the dishes.
1. The unit used to express the _____ 2. When a car suddenly
magnitude of Force. stops, drivers and passengers
_____________ may feel that their bodies are
2. Downward pull of gravity moving backward.
proportional to the mass of an _____ 3. Seat belts tighten in a
object. __________ car when it stops quickly.
3. Upward push exerted by the _____ 4. A car that is moving
surface by which an object is will continue, even if the engine
placed. _________ is switched off.
4. A force that acts between _____ 5. It is easy to stop a big
surfaces that are in contact with vehicle, like a bus, than a
one another. It acts opposite the smaller vehicle, like a
direction of motion. __________ motorcycle.
5. Forces that are not equal, and Answer key:
they always cause the motion of 1.T; 2.F; 3.T; 4.T;
an object to change the speed 5.F
and/or direction that it is moving.
__________
Answer Key:
1. Newton
2. Force of gravity
3. Normal force
4. Frictional force
5. Unbalanced force
“My Trip”. On your way back Give at least two situations
home, identify at least two objects that demonstrates the law of
that you see along the way that Inertia.
have unbalanced forces. Be ready
for an oral presentation at the next
meeting.
Criteria: Content – 10
Delivery – 5
15 pts.
 your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who
earned 80% in the
evaluation.
B. No.of learners who
require additional
activities for remediation
who scored below 80%.
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?
For improvement, enhancement and/or clarification of any DepEd material used, kindly submit feedback to bld.tld@deped.gov.ph

Prepared by: Checked by:

MELINDA M. MONEVA VESYMINDA B. FORROSUELO

SCIENCE TEACHER 1 MASTER TEACHER 1
Pag