GRADES 1 TO 12 School DOLORES NATIONAL HIGH SCHOOL Grade Level 8

DAILY LESSON Teacher SHERWIN F. BELEN Learning Areas SCIENCE

LOG Teaching Sept 05-September 08, 2023
6:00AM-7:00AM
Quarter FIRST
Date/Time

I. OBJECTIVES Sept 04 Sept 05 Sept 06 Sept 07 Sept 08

A .CONTENT
STANDARDS
The learners demonstrate an understanding of:
Newton’s three laws of motion and uniform circular motion.

B. PERFORMANCE The learner shall be able to develop a writer plan and implement a “Newton’s Olympics”.
STANDARDS

The The The

C. LEARNING The Learners should be able to The Learners should be able to
COMPETENCIES / investigate the relationship demonstrate how a body
OBJECTIVES (Write between responds to changes in motion.

Learners Learners Learners

the LC code for the amount of force applied (S8FE –Ib-17)
each) and the Infer that when a body exerts a
mass of the object to the force on another, an equal

should be should be should be

amount of amount of force is exerted back
change in the object’s motion. on it. (S8FE –Ia-16)
(S8FE-Ia-15)

able to able to able to

The Learners should be able to
investigate the relationship
between

investigat investigat investigat

the amount of force applied
and the
mass of the object to the

e the e the e the

amount of
change in the object’s motion.
(S8FE-Ia-15)

relationshi relationshi relationshi

The Learners should be able to
investigate the relationship
between

p between p between p between

the amount of force applied
and the
mass of the object to the

the the the

amount of
change in the object’s motion.
(S8FE-Ia-15)

amount of amount of amount of

The Learners should be able to
investigate the relationship
between the amount of force
applied and the mass of the
force force force
object to the amount of change
in the object’s motion.
(S8FE-Ia-15)

applied applied applied

and the and the and the
mass of mass of mass of
the object the object the object
to the to the to the
amount amount amount
of of of
change in change in change in
the the the
object’s object’s object’s
motion. motion. motion.
(S8FE-Ia- (S8FE-Ia- (S8FE-Ia-
15) 15) 15)
The The The
Learners Learners Learners
should be should be should be
able to able to able to
investigat investigat investigat
e the e the e the
relationshi relationshi relationshi
p between p between p between
the the the
amount of amount of amount of
force force force
applied applied applied
and the and the and the
mass of mass of mass of
the object the object the object
to the to the to the
amount amount amount
of of of
change in change in change in
the the the
object’s object’s object’s
motion. motion. motion.
(S8FE-Ia- (S8FE-Ia- (S8FE-Ia-
15) 15) 15)
The The The
Learners Learners Learners
should be should be should be
able to able to able to
investigat investigat investigat
e the e the e the
relationshi relationshi relationshi
p between p between p between
the the the
amount of amount of amount of
force force force
applied applied applied
and the and the and the
mass of mass of mass of
the object the object the object
to the to the to the
amount amount amount
of of of
change in change in change in
the the the
object’s object’s object’s
motion. motion. motion.
 (S8FE-Ia- (S8FE-Ia-
15) 15)
The Learners should be able to
investigate the relationship
between the amount of force
applied and the mass of the
object to the amount of change
in the object’s motion.
(S8FE-Ia-15)
II. CONTENT
FORCES AND MOTION
(S8FE-Ia-
15)
The Learners should be able to Infer that when a body exerts a
investigate the relationship force on another, an equal
between the amount of force amount of force is exerted back
applied and the mass of the on it. (S8FE –Ia-16)
object to the amount of change
in the object’s motion.
(S8FE-Ia-15)
FORCES AND MOTION FORCES AND MOTION FORCES AND MOTION FORCES AND MOTION

III. LEARNING
RESOURCE Science Learner’s Material Science Learner’s Material Science Learner’s Material Science Learner’s Material Science Learner’s Material
S
A.REFERENCES
1.TEACHER’S
GUIDE PAGES
2.LEARNER’S pp. 4-16
pp. 4-16 pp. 4-16 pp. 4-16 pp. 4-16
MATERIALS PAGES
3.TEXTBOOK’S
PAGES
4.ADDITIONAL
MATERIALS FROM
LEARNING
RESOURCES (LR)
PORTAL
B.OTHER
LEARNING
RESOURCES

IV. PROCEDURES

resent the
Reviewing previous What are the forces acting on Differentiating balanced and The teacher will have a Quiz
lesson or an object at rest? unbalanced forces. about Force.
presenting the new P What are examples of

following
lesson balanced forces?
statement
in
class and
ask the
students if
they
agree or
disagree
with them.
Select
two to
three
students
per group
to
justify or
explain
their
answer.
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
Present the following statement
in class and ask the students if
they agree or disagree with
them. Select two to three
students per group to justify or
explain their answer.
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.
Establishing a Analyze the picture. Students were given time to Let the students guess the
purpose for the watch a short video clip about word being defined by solving
lesson balanced and unbalanced the jumbled letters.
forces. 1. It refers to the amount of
matter an object has.
ASSM
2. It is a push or pull upon an
object resulting from the
object’s interaction with another
object.
RECOF
3. An action or process of
moving or of changing place or
position.
TINOOM
4. It is the resistance of any
physical object to any change
in its state of motion.
 IAERITN
Presenting Pose the question: Pose the question: Are those set of words familiar

What
examples/instances 1. What is your reaction to the to you?
of the new lesson video presented? What ideas came in your mind
1. when you met those words we

have you
had unscrambled?

observed
on the
picture
presented
?
1. What have you
observed on the
picture presented?

The
Discussing new  Do the activity 3 in The learners will analyze the
concepts and Lesson Guide Science Activity 1. Men Behind Forces.
practicing new 8 (First Quarter) pp. 12-

teacher
skills 14.

will place
a ball or
any
object on
top of a
table and
ask:
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?
The teacher will place a ball or
any object on top of a table and
ask:
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?

o the
Developing mastery 1. When the cardboard is at The teacher will show images
rest, how do the magnitudes of a ball in different style or
D and directions of the pair of angle.

activity 1
forces acting on it compare?
2. If you draw the lines of
action of all the forces acting

Forces on
on the board and extend the
lines, what will you get?

at
rest in
Lesson
Guide
Science 8
(First
Quarter)
pp. 5 or
LM pp. 5-
 6
Do the activity 1 Forces on
object at rest in Lesson Guide
Science 8 (First Quarter) pp. 6.

Presentati
Finding practical The teacher let the students to The teacher let the students
applications of discuss the answers in the analyze the Three Law of
concepts and skills activity. Motions.

on of the
in daily living

output per
group/
Processin
g:
Analysis:
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.
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?
Presentation of the output per
group/ Processing:
Analysis:
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.
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?
Making Since friction is a resistance
generalizations and force that slows down or
abstraction about prevent motion, there are
the lesson advantages and disadvantages
that friction may do.
How is friction important in:
a. walking
b. writing
c. running vehicles
Evaluating new Formative Assessment
learning
Additional activities Additional activities
for application or given
remediation
V. REMARKS Vacant every Monday The lesson was not finished due to limited
time. Continuation of the discussion,
application, generalization and evaluation to
be done the following day.
Study the given pictures below
and describe the forces
involved.
The following ideas must be
realized by the students:
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.
will be Additional activities will be
given
Study the given pictures below
and identify what law of motion.
The teacher will let the
students to see how the
second law is applied to the
problems below.
Problem 1
A boy pushed horizontally a 3.5
kg plastic chair across the
slippery floor. If the
acceleration of the plastic chair
Quiz about Force.
is 2.2 m/s2 to the left, what is
the net force exerted on the
plastic chair?
Problem 2
A 3 kg box accelerated at 2
m/s2 upward when pulled
vertically by a string. Using 𝑔⃗ =
9.8 m/s2, what is the tension
on the string?
Additional activities will be
given
VI. REFLECTION
A. NO. OF LEARNERS WHO The lesson have successfully delivered due to: The lesson have successfully delivered due to: The lesson have successfully delivered due to: The lesson have successfully delivered due to:
EARNED 80% ON THE ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn
___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs
FORMATIVE ASSESSMENT
___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson
___ worksheets ___ worksheets ___ worksheets ___ worksheets
___ varied activity sheets ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets

B. NO. OF LEARNERS WHO

REQUIRE ADDITIONAL ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
ACTIVITIES FOR
REMEDIATION
C. DID THE REMEDIAL ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
LESSONS WORK? NO. OF ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson
LEARNERS WHO HAVE
CAUGHT UP WITH THE
LESSON
D. NO. OF LEARNERS WHO ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
CONTINUE TO REQUIRE remediation remediation remediation remediation remediation
REMEDIATION
E. WHICH OF MY TEACHING Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
STRATEGIES WORKED ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games ___ Games
WELL? WHY DID THESE
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
WORK? ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in
doing their tasks doing their tasks doing their tasks doing their tasks doing their tasks
F. WHAT DIFFICULTIES DID I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
ENCOUNTER WHICH MY __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
PRINCIPAL OR
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
SUPERVISOR CAN HELP ME Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
SOLVE? __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works

G. WHAT INNOVATION OR Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
LOCALIZED MATERIALS __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
DID I USED/DISCOVER
views of the locality views of the locality views of the locality views of the locality views of the locality
WHICH I WISH TO SHARE __ Recycling of plastics to be used as Instructional __ Recycling of plastics to be used as Instructional __ Recycling of plastics to be used as Instructional __ Recycling of plastics to be used as Instructional __ Recycling of plastics to be used as Instructional
WITH OTHER TEACHERS? Materials Materials Materials Materials Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition