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. 2 Day 1 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. Demonstrate how a body responds to changes in motion. S8FE-1b-17
C. Learning 2. Relate the laws of motion to bodies in uniform circular motion. S8FE-1b-18
Competency/ies 3. Infer that circular motion requires the application of constant force directed toward
Write the LC Code for each.
the center of the circle. S8FE-1b-19
Knowledge: Explain Newton’s First Law of Motion: Law of Inertia.
D. Learning
Skills: Demonstrate Newton’s First Law of Motion.
Objectives
Attitudes: Appreciate the concept of the Law of Inertia in real life situation.
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 First Law of Motion: Law of Inertia
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 for Fourth Year. Ragabo, Lilia M., Ph.D., et
al. 2001. p. 83, pp. 58-61, pp. 106-108.
3. Textbook pages
2. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 8-10, pp. 17-18.

4. Additional
Materials from 1. EASE Physics. Module 10. Lesson 3.
Learning 2. EASE Physics. Module 9.
Resource (LR)
Portal
B. Other Learning
coins, cardboard, beaker, ruler, Science module
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 Do you want to explore why objects around us move and move the way they do?
purpose for the Let’s observe two scenarios and take note of your observations to be shared later.
lesson. Scenario 1: Let one student push a very heavy object found inside the classroom
AWARENESS

ENGAGE (The activities in this section (bookshelf, table, cabinet). Then ask, is the object moving? Why is it not moving?
will stimulate their thinking and help them Scenario 2: Let one student bounce a ping pong ball or any light ball in the hallway. Is
access and connect prior knowledge as a
jumpstart to the present lesson.)
it easy for you to stop the ball as it bounces on the floor? When will the ball stop
bouncing if you just let it bounce in the hallway?
The two scenarios involve objects which behave differently after force was applied.
Why do you think these objects behave this way?
Let’s explore more and get to know about the First Law of Motion theorized by Isaac
Newton.
C. Presenting
examples/instance
s of the new lesson.
 D. Discussing the new Investigating Inertia (students will perform the Coin Drop & Stack of Coins found on
concepts and page 11 of Science Module)
practicing new
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 Coin Drop:
mastery What happens when you slowly pulled the cardboard? Explain.
(Leads to formative What happens when you flipped the cardboard? Explain.
assessment 3). Stack of Coins:
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
generalization and
abstraction about
the lesson.
ABSTRACTION
What happens when you hit the coin at the bottom? Why is this so?
How will you explain the behavior of the coins when one of them was hit with an edge
of a ruler?
The two scenarios show what INERTIA is. How do you define inertia?
What did the Law of Inertia stated?
The Law of Inertia states that “A body will remain at rest or move at constant velocity
unless acted upon by an external net or unbalanced force.”
Inertia is the property of an object to resist any change in its state of motion.
Inertia of an object is affected by the mass of the object. A more massive object which

ELABORATE (This section will give has more inertia is more difficult to move from rest, slow down, speed up, or change its
students the opportunity to expand and direction.
solidify / concretize their understanding
of the concept and / or apply it to real –
Hence, the heavy object you tried to push earlier has greater inertia that’s why it was
world situation) very difficult to move. On the other hand it was very difficult to stop the very light ball
from bouncing since the ball has less inertia. In the coin drop, the coin dropped into the
glass because it was trying to remain in its state of rest. In the stack of coins, the inertia
of the stacked coins has caused the coins not to move out with the coin that was hit by
the ruler.
H. Finding practical Why is it important to use seatbelts while driving or while riding on a jeepney?
application of Why are appliances packed with Styrofoam when shipped from one place to another?
APPLICATION

concepts and skills

in daily living.

I.
Evaluating Do the four scenarios (pushing very heavy object, bouncing of very light ball, coin drop
ASSESSMENT

learning. and stack of coins) describe the law of inertia? How was inertia shown in each
EVALUATION (This section will scenario?
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 Read about Newton’s Second Law of Motion: Law of Acceleration on pages 12-16 in
activities for your Science module.
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
INVESTIGATING INERTIA

Name: Section: Date: Score:

Concept:
The Law of Inertia states that “A body will remain at rest or move at constant velocity unless acted upon by an
external net or unbalanced force.” The inertia is the property of an object to resist any change in its state of motion. Inertia
of an object is affected by the mass of the object. A more massive object which has more inertia is more difficult to move
from rest, slow down, speed up, or change its direction.
I. Objectives:
Knowledge: Explain Newton’s First Law of Motion: Law of Inertia
Skills: Demonstrate Newton’s First Law of Motion
Attitudes: Appreciate the concept of the Law of Inertia in real life situation.
II. Materials
coins, cardboard, beaker, ruler, Science module
III. Procedure:
Coin Drop
1. Arrange the setup as shown in Figure 1
2. Slowly pull the cardboard with your hand and observe what happens. Figure 1
3. Arrange again the setup as shown. This time, quickly flip the cardboard with your finger.
Observe again what happens.

Question 1: What happens when you slowly pulled the cardboard? Explain.

Questions 2: What happens when you flipped the cardboard? Explain.

Stack of Coins

1. Stack the coins on a flat level surface as shown in Figure 2.

2. Quickly hit the coin at the bottom with the edge of the ruler.
Figure 2
Question 3: What happens when you hit the coin at the bottom? Why is this so?

Question 4: How will you explain the behavior of the coins when one of them was hit with an edge of a ruler?

Question 5: The two scenarios show what INERTIA is. How do you define inertia?

Question 6: How does the Law of Inertia stated?