School: CATANING INTEGRATED SCHOOL Grade Level: III

GRADES 1 to 12 Teacher: ALICE T. MAPANAO Learning Area: SCIENCE

DAILY LESSON LOG Teaching Dates and FEBRUARY 19 –23, 2024 (WEEK 4)
Time: 10:40 A.M – 11:30 A.M. (3-SPED FAST) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standards CATCH UP FRIDAY

B. Performance Standards
C. Learning Competencies/Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
Describe movements of objects such as fast/slow, forward/backward, stretching/compressing (see attached separate daily
lesson plan DLL)
The learners should be able to Observe, describe, and investigate the position and movement of things around them. SECOND SUMMATIVE TEST –
THIRD QUARTER
 Describes the way
Observe that when forces acting
objects stretch and Observe that a body at rest
on an object on an object are
compress tends to remain at rest and a Observe that for every action
unbalanced motion takes place in
 Provides objects that body in motion tends to be in there is an equal and opposite
the direction of the greater force,
can be lengthened motion unless outside force is reaction
and when balanced there is no
and applied on it LCG V9. 1.3
motion
shortened/shortened LCG V9. 1.2
LCG V9. 1.1
S3FE-IIIe-f-3
Stretching and Compressing Newton’s First Law of Motion Newton’s Second Law of Newton’s Third Law of Motion
Objects Motion
TM p.147 LCG V9. 1.1 p. 21 LCG V9. 1.2 p. 22 LCG V9. 1.2 p. 22
KM pp.127-128 Science learners module pp 20-21 Science learners module pp 21-22 Science learners module pp 22-23

3. Textbook pages
4. Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Powerpoint, T.V., pictures related to the lessons, measuring tape, garter, different colors of rubber/elastic
Review: How would you
describe the motion of an
object?
SHOW:
To introduce the concept of FORCE,
place an object on top of a table and
ask:
SAY:
Is this object at rest or in motion?
What evidence can you give to
support your answer?
Then continue the discussion by
asking the following questions:
Will this object move by itself? When
Mention the important
concepts discussed during
the previous lessons giving
focus on Balanced and
unbalanced forces and its
relationship with Newton’s
Law of Inertia.
Recall the types of forces learned
in the previous lesson. Show them
a picture and have students
identify the forces act on the body.
Allow them to use arrow to
represent the force and its
direction.

B. Establishing a purpose for the lesson
will it move? Or how can we make it
move?(While the object is moving)
How can we make it move faster?
Move slower? Change its direction?
Stop?
DO:
Some students can be asked to
demonstrate some ways to make the Questions:
object move or change its state of 1. What did you observe on the
motion. Then ask: forces act on the body?
What ‘common thing’ did you do on 2. Is it possible that the wall also
the object to make it move, stop, or pushes the man as the man
change its speed?” pushes the wall?
This will lead them to realize that the 3. What can you say about the
object can be made to move, stop, or strength , the time and direction of
change its speed or direction by the forces act on the body?
pushing or pulling. The motion of the Introduce the concept action and
object can be changed if FORCE is reaction force.
applied on it. Then place again the
object on top of the table and ask:
Since this object is now at rest, can
we then say that there is/are no
force/s acting on it?
Can something be stretched Have students consider a ball on top
or stretched? of a table as shown in Figure 1. Tell
Can it also be made what is likely to happen in the
smaller/shorter? following situations:
If someone pushes the ball, in figure
1 a.
When it is pushed in the direction of
its motion in figure 1 b.
When you push it on the other side
instead, opposite to the direction of its Show a picture of loaded grocery
motion, figure 1 c carts. Ask the participants how to
when you push it in a direction determine which among those carts
different from its original direction of is the heaviest without actually
motion, figure 1 d weighing the contents of each cart.
Which cart requires a greater force
to move it?
SHOW: Forces on objects at rest
Consider the following situations
figure a & b. have students identify
the forces acting on object at rest.
 Fig. a Hanging pen Fig. b book on a table
Ask the following questions:
Situation 1 1.
Hang a pen by a piece of string as
shown in Figure a. Q1.
Is the pen at rest or in motion?
Q2. Are there forces acting on the
pen? If yes, draw the forces. You may
use arrows to represent these forces.
2. Cut the string with a pair of
scissors.
Q3. What happens to the pen? What
could have caused the pen’s motion?
Situation 2
1. Place a book on top of a table as
shown in Figure b. Q4.
Is the book at rest or in motion?
Q5. Are there forces acting on the
book? If yes, draw the forces acting on
the book.
2. Let one member of your group
push the book in one direction and
another member push it in the
opposite direction at the same time
with the same amount of push (force).
Q6. Did the book move? How will you
make the book move?
Ask:
1.what causes them to stay in
place?

C. Presenting examples/instances of the Release the equipment Explain what happens as the girl
new lesson shipped. Let the children ask jump to the shore. Which is the
questions about what can be action force and the reaction
done with these things. force?

D. Discussing new concepts and practicing
new skills #1
Discuss the methods for the Discuss the concept of balanced and
Task. unbalanced forces.
KM p. 128 Have students analyze the diagram of
a balanced and unbalanced forces.
Then ask them to differentiate the two
Show illustrations of free body
diagrams and ask the students
whether it shows balanced or
unbalanced forces.
Show the two pictures in
class and let the students
analyze and tell the
relationship drawn from the
pictures.
Activity 1: Picture Analysis Have students analyze the given
pictures and the action and
Analyze the given pictures and reaction force in the given
answer the questions that follow. situations.
1. Which cart requires a greater
force to move the cart? Identifying Action and Reaction
Force
2. Why is more force needed to
 1. accelerate a cart full of groceries
than the same cart when its empty?

2
3. Which will accelerate? Why?
How will you make the wagon with
increased mass accelerate?

3.

4. Which figure requires a small

force to accelerate? Which requires
greater force to accelerate? If you
apply the same amount of force,
4. what happens to the loaded cart?
Have students identify the action
and the reaction force in the
following situations.

5. Why is football accelerates than

bowling ball?

E. Discussing new concepts and practicing
new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
Discuss how they can carry
out group work procedures
properly.
Discuss and answer the
questions on KM p 128-129
5.
6.
ACTIVITY: RELATIONSHIP Activity 2: Action and Reaction
GOALS Force Diagram
1. Consider the following tables of
force, mass and acceleration.
Complete each of them and answer
the corresponding questions
 7. ANALYSIS
I. CONSTANT FORCE, VARYING
MASS AND ACCELERATION
1. If you double the mass, what
happens to the acceleration? If the
acceleration is reduced to ¼ of the
original. What is the corresponding
change in mass?
2. How does the mass vary with
acceleration at constant force?
II. CONSTANT MASS, VARYING
FORCE AND ACCELERATION
1. If you double the force, what
happens to the acceleration? If you
increase the acceleration, how does
the force change?
2. How does force vary with
acceleration at constant mass?
Questions:
1. What are the two interacting
objects in each statement?
2. Who is pushing on whom and
what direction?
3. What will be the reaction force
for each action?
4. What do you observe in the
objects that do the interaction in
the action force and reaction
force?
5. What do you observe on the
direction of the force in the action
and reaction force?

III. CONSTANT ACCELERATION,

G. Finding practical applications of concepts
and skills in daily living
How does a bicycle tire get
longer and shorter?
Have students differentiate balanced
and unbalanced force.
VARYING FORCE AND MASS
1. If you double the mass, how
does the force change? If the mass
is reduced, what is the
corresponding change in force?
2. How is force related to mass at
constant acceleration
Ask the following questions: Discussion of the result of activity.
Do you have the same results as
the other groups? If not, what do
you think is different from what you
did and what you found out? How
can you relate Newton’s Second
Law with the activity?
H. Making generalizations and abstractions
about the lesson
How is the object lengthened
or shortened?
Rubber and garter stretch if
stretched or stretched. It is
shortened if released or left in
its natural order.
Concept check:
Have students study the
illustrations and answer the
questions that follow.
How will you make the cart loaded
with groceries equal to the
acceleration of the empty cart?
Let the students analyze and
explain their answers.
As a box is placed on the floor,
does the floor exert an upward
force on the box? Why is the box
not moved by this upward force?

I. Evaluating learning Answer Yes or No to the
questions.
_____1. The garter is
extendable.
_____2. The human arm is
shortened.
_____3. Rubber is stretchable.
_____4. The balloon is
shortened.
_____5. The thread is
stretchable.
Have students summarize the
concept of balanced and unbalanced
force. Give emphasis on the direction
of the force, the magnitude and its
effect on objects’ motion.
Have students consider the situation
and perform what is being asked.
Two forces are acting on a block of
ice. There is an applied force to the
left with a magnitude of 15 Newton
and another force to the right with a
magnitude of 45 Newton. Calculate
the net force applied and where is the
block of ice going after two forces
was applied.
Discuss Newton’s Second Law.
Give emphasis on the relationship
between acceleration and force
(provided that mass is held
constant), acceleration and mass
(provided that force applied is held
constant) and Force and Mass
(provided that acceleration is held
constant.
Force is measured in Newton’s (kg.
m/s2) Mass in kilograms (kg) and
acceleration in meters per second
squared (m/s2).
Short Quiz
1. How will the mass of the object
affect the way it speeds up or slows
down?
a. no effect
b. more massive objects are easier
to speed up and slow down
c. more massive objects are harder
to speed up and slow down
d. more massive objects are easier
to speed up and harder to slow
down
2. Which of Newton's Laws
describes the amount of force
Discuss Newton’s Third Law of
Motion. Reiterate the interaction
occur in every action.
Newton’s Third Law of Motion, The
Law of Interaction states that for
every action, there is an equal and
opposite reaction equal in
magnitude but opposite in direction
called action reaction forces.
1. Two forces are equal in size
2. Two forces are opposite to each
other in terms of direction.
3. Two forces have the same line
of action
4. Action acts on one object, while
reaction acts on another object
Short Quiz
1. The figure shows an action
which states Boat’s paddle pushes
the water backward. Determine the
reaction force
a. The water pushes the boat’s
paddle upward.
b. The water pulls the boat’s
paddle backward.
c. The water pushes the boat’s
paddle forward.
d. The water pushes the boat’s
paddle downward.
2. Newton's third law states that for
applied to accelerate an object's
mass?
a. Newton's First Law b b. an equal and opposite reaction
Newton's Second Law
c. Newton's Third Law
d. Newton's Fourth Law
4. If a force of 30 N is exerted on
two balls, one with a mass of 0.50
kg and the other with a mass of
0.75 kg, which ball will have the
greater acceleration? (F=ma)
a. The one with a mass of .75 kg
will have the greatest acceleration.
b. The one with a mass of .50 kg
will have the greatest acceleration.
c. They will both accelerate at the
same rate.
d. Neither will accelerate.
5. An object with a mass of 17.90 kg
experiences a force of 13.35 N.
What is the acceleration of the
object?
a. 0.75 m/s2 b. 1.34 m/s2
c. 31.25 m/s2 d. 238.97 m/s
every action there is ...
a. an unbalanced force
c. an unequal and unbalanced
force
d. an equal force pointing in the
same direction
3.If a fly collides with the
windshield of a fast-moving bus,
which object experiences an
impact force with a larger
magnitude?
a. the fly
b. the bus
c. the same force is experienced
by both
d. no force is experienced by both.
4. Consider a bullet shot from a
gun. The acceleration of the bullet
is ____.
a. greater than the acceleration of
the gun
b. equal to the acceleration of the
gun
c. equal but opposite to the
acceleration of the gun
d. less than the acceleration of the
gun
5. Consider a fish swimming
forward in the ocean. Which of the
following is accurate of the
interaction between the fish and
the water?
a. The force of the fish points back
while the force of the water points
forward.
b. The force of the fish must be
greater than the force of the water
for the fish to move.
c. The force of the fish must be
less than the force of the water for
the fish to move.
d. The forces point in the same
direction because forces in liquid
media behave differently than
 forces in air.
J. Additional activities for application or Bring pictures of the light Answer the following questions: 1. State Newton’s third law of Describe Uniform Circular Motion.
remediation source or lights. Identify them. Do forces always result in motion? motion and cite examples that show What happens to the force, speed
What are the conditions for an object such law. and direction of motion in a uniform
to stay at rest, to keep moving at 2. Why do action and reaction circular motion?
constant velocity, or to move with forces do not cancel each other?
increasing velocity? How do forces affect the motion of
How is force related to acceleration? an object?
How do forces affect the motion of an
object?
V. REMARKS
VI. REFLECTION
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 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 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?