School Grade &

Candaping National High School 8-

Section
DAILY Teacher
Ronie B. Mabayambang
Learning
SCIENCE
LESSON Area
Teaching Dates
PLAN Quarter 1
& Time
Week No. 1 Day 3 Duration

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed,
additional lessons, exercises, remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES 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 guide.
A. Content The learners demonstrate an understanding of:
Standards Newton’s three laws of motion and uniform circular motion
B. Performance The learners shall be able to:
Standards develop a written plan and implement a “Newton’s Olympics”
1. Investigate the relationship between the amount of force applied and the mass of
C. Learning the object to the amount of change in the object’s motion. S8FE-1a-15
Competency/ies 2. Infer that when a body exerts a force on another, an equal amount of force is
Write the LC Code for each.
exerted back on it. S8FE-1a-16
Knowledge: Interpret word problems on combining forces to determine the net or
unbalanced force.
D. Learning
Skills: Solve problems related to combining forces.
Objectives
Attitudes: Practice critical thinking skill in solving word problems related to combining
forces.
Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT/TOPIC Combining Forces
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
1. Science and Technology IV: Physics Textbook. NISMED. 2012. pp. 292-296, pp. 296-297.
2. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 12-17, pp. 18-20.
3. Textbook pages
3. . Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et
al. 2001. pp. 75-82, pp. 83-84.
4. Additional
Materials from
1. EASE Physics. Module 10. Lesson 3.
Learning
Resource (LR)
Portal
B. Other Learning
paper and pen
Resources
These steps should be 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
IV. PROCEDURES things, practice their learning, question their learning processes, and draw conclusion about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
A. Reviewing
previous lesson or
presenting the new
lesson.
ELICIT (The activities in this section
will evoke or draw out prior concepts of
or experiences from the students)
B. Establishing a Are you familiar with the steps in solving word problems? What are these?
purpose for the (Analysis of the problem, get all the given, identify what is ask, write the formula and
lesson. the unit, illustrate the free-body diagram to identify the algebraic sign of the forces and
ENGAGE (The activities in this section solve for the problem)
AWARENESS

will stimulate their thinking and help them Formula in combining forces:
access and connect prior knowledge as a
jumpstart to the present lesson.)
Net Force = sum of all forces acting on an object
Unit: Newton (N)
The algebraic signs + and – are used to indicate the direction of forces.
Situation: A book lying on the table. The force of gravity (Fg) and normal force (Fn) are
assigned opposite signs - Fn is given a positive (+) sign while Fg is given a negative (-)
sign. If both Fg and Fn are given a magnitude value of 3 units, then the net force along
this line (vertical) will be: Fnet = Fn + Fg Fnet = 3 units + (-3 units) Fnet =
0
C. Presenting
examples/instance
s of the new lesson.
 D. Discussing the new Solving word problems on combining forces.
concepts and Seatwork and board work (Word problems related to balance and unbalanced forces
practicing new focusing on situations that reflects everyday scenarios.)
skills #1.
EXPLORE (In this section, students
will be given time to think, plan,

ACTIVITY
investigate, and organize collected
information; or the performance of the
planned/prepared activities from the
student’s manual with data gathering and
Guide questions)
E. Discussing the new
concepts and
practicing new
skills #2.
F. Developing Solve for the Net Force by following the steps in solving word problems.
mastery
(Leads to formative
assessment 3).
ANALYSIS

EXPLAIN (In this section, students will

be involved in an analysis of their
exploration. Their understanding is
clarified and modified because of
reflective activities)/Analysis of the
gathered data and results and be able to
answer the Guide Questions leading to
the focus concept or topic of the day.
G. Making To compute for the net force acting on an object, the following steps are helpful:
generalization and analysis of the problem, get all the given, identify what is ask, write the formula and the
ABSTRACTION

abstraction about unit, illustrate the free-body diagram and solve for the problem. The algebraic signs +
the lesson. and – are used to indicate the direction of forces. Unlike signs are used for forces acting
ELABORATE (This section will give in opposite directions. If the sum of the forces equate to zero, they are considered
students the opportunity to expand and balanced. If the algebraic sum is not equal to zero, the forces are not balanced. The
solidify / concretize their understanding
of the concept and / or apply it to real –
non-zero sum is the net or unbalanced force. This unbalanced or net force would cause
world situation) a change in a body’s state of motion.
H. Finding practical Solve for the net force: If a book is pushed to the left at 2N of force and pushed to the
application of right using 4N of Force, what is the net force acting on the book? In what direction will
APPLICATION

concepts and skills the book move?

in daily living.

I.
Evaluating Interpret and solve word problems on combining forces to determine the net or
ASSESSMENT

learning. unbalanced force.

EVALUATION (This section will Illustrate the free-body diagram to identify the algebraic signs.
provide for concept check test items and
answer key which are aligned to the
learning objectives - content and
performance standards and address
misconceptions – if any)
J. Additional Solve more word problems related to combining forces.
activities for
ASSIGNMENT

application or
remediation.
EXTEND (This sections give situation
that explains the topic in a new context ,
or integrate it to another discipline /
societal concern)

V. REMARKS

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
VI. REFLECTION students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant question.
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional activities
for remediation
C. Did the remedial lesson
work? No. of learner who
caught up with the lesson
D. No. of learner who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/ discover which I wish
to share with other
teachers?
NOTE: Procedure is adapted/adopted from DLP 2017 of DepEd-Division of Lapu-Lapu City as reference.

ACTIVITY
 COMBINING FORCES
Name: Section: Date: Score:
Concept:
When we combine or add forces to determine the net or unbalanced force, we will limit our discussion to those
forces which act along the same line of action. The algebraic signs + and – are used to indicate the direction of forces.
Unlike signs are used for forces acting in opposite directions. 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.
I. Objectives:
Knowledge: Interpret word problems on combining forces to determine the net or unbalanced force.
Skills: Solve problems related to combining forces.
Attitudes: Practice critical thinking skill in solving word problems related to combining forces.
II. Materials
Pen and calculator
III. Procedure
A. Awareness
This steps in solving word problems may help you: Analysis of the problem, get all the given, identify what is ask,
write the formula and the unit, illustrate the free-body diagram to identify the algebraic sign of the forces and solve for the
problem.
Formula in combining forces:
Net Force = sum of all forces acting on an object
Unit:
Newton (N)
The algebraic signs + and – are used to indicate the direction of forces.

Sample situation: A book lying on the table. The book is acted upon by the force of gravity and normal force. The force of
gravity (Fg) and normal force (Fn) are assigned opposite signs - Fn is given a positive (+) sign while Fg is given a negative
(-) sign. If both Fg and Fn are given a magnitude value of 3 units, then the net force along this line (vertical) will be:

Fnet = Fn + Fg
Fnet = 3 units + (-3 units)
Fnet = 0

B. Activity Proper:
Solve the following word problems by showing the solution.

1. A boy and a girl are pushing a heavy book shelf at the same time with 10 units of force each towards the right.
What is the net force acting on the object?

2. What if the boy and the girl push the heavy book shelf at the same time in opposite directions with 10
units to the right and 5 units of force respectively, what will be the net force on the object? Will the object
move? To what direction will the book shelf move?

2. Suppose another girl push the heavy book shelf with 5 units of force in the same direction as the girl, what
will be the net force that will act on the object? Will the object move?