SCIENCE Teacher Jocelyn F.

Matiga Grade Level 8

Daily Teaching Dates Oct 2-6,2023 Learning Area SCIENCE
Lesson Log Teaching Time 9:30-3:30 Quarter 1st Quarter
Session 1 Session 2 Session 3 Session 4
I. Learning Targets/
Specific Objectives
A. Content Standards
 The learners demonstrate understanding of gravitational potential energy, kinetic energy, and elastic potential energy.
B. Performance Standards  The learners propose ways to increase the amount of work done in a certain period.
C. Learning Competencies/ Objectives (L.C.
Code)
 Identify and explain the factors that affect potential and kinetic energy (S8FE-Id-22)

 Determine the factors that  Calculate the potential  Solve problems

affect the gravitational energy of an object involving gravitational
Specific (Daily) Objective/s
potential energy gained by an potential energy.
object.
FACTORS AFFECTING THE
II. Learning Content GRAVITATIONAL POTENTIAL GRAVITATIONAL WORLD TEACHERS DAY
ENERGY POTENTIAL ENERGY CELEBRATION
III. Learning Resources
A. References DBOW-Page 2 DBOW-Page 2
1. Teacher's Guide Pages
Grade 8 -Learner’s Material page 28- Grade 8 -Learner’s Material page
2. Learner's Materials Pages
33 28-33
3. Textbook Pp. Page 28-33 Page 28-33
4. Additional Materials from LR portal
phys.libretexts.org/
B. Other Learning Resources
Bookshelves/University_Physics/
IV. PROCEDURE

What is the
Recall the formula/
A. Reviewing previous difference Recall how does work transfer State the different Factors
equation in solving
lesson or presenting between balanced energy from one object to another? affecting the gravitational
the new lesson problems involving
forces to action- potential energy of an object.
potential energy.
reaction forces?
B. Establishing a Let the students analyze the two (2) UNLOCKING OF TERMS The teacher will prepare
purpose for the situations, ask them to investigate Ask students to scrambled the sample questions in a box
lesson the effect of potential energy to an letters based on the description and call random students to
object, if object increase and reduce given on the following words to perform and solve problems
in height and mass. unlock the terms. on the board. Other
Situation 1: Two objects of different GENYER- is the measure of the students, will answer on
mass are situated at the same ability of an object or a system to their seats.
height. perform work.
Engage: INETIKC ERGYNE- energy of an
(The activities in this section will
C. Presenting stimulate their thinking and help them object due to its speed.
access and connect prior knowledge as
examples/ a jumpstart to the present lesson0 GRATAVINALTIO
instances of the TENPOALTI GYERNE– energy
new lesson
Situation 2: Two objects of the same of an object due to position in a
mass are situated at different height. gravitational field.
LASTICE ERGYNE-energy
stored when an object is stretched
or compressed.
MICHELAC ERNEYG- energy
stored in chemical bonds.
D. Discussing new Explore: Guide Question: PICTURE ANALYSIS: 1.A supermarket employee
(In this section, students will be given
concepts & time to think, plan, investigate, and Let lifts a baked bean tin,
practicing new skills organize collected information; or the
1. What happens to the the weighing 250 g, from the
performance of the planned/prepared
#1 activities from the students’ manual with
data gathering with Guide Questions) potential energy of the box floor to a shelf 2 m high.
having different masses How much gravitational
when both are of the same potential energy does it
height from the ground? gain?
2. Is potential energy doubled students examine the picture and
if mass is the same for both calculate the potential energy of
boxes? the book.
3. How does mass and height
of an object affect its Suppose a 1.0 kg book is lifted 0.5
potential energy? from the table, the force exerted
in lifting the box is equal to its
weight.
F=weight=mg
The acceleration due to gravity is
9.8m/s2

E. Discussing new
concepts &
practicing new skills
#2
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 for
the day.
F. Developing mastery
 Gravitational energy is the The work done in lifting the book is:
W = Fd 2. If a 1.0kg book is lifted to
potential energy associated
where, the displacement (d) is the 0.5m above the table, but the
with gravitational force, as
height (h) the which the book is tabletop is 1.0m above the
work is required to elevate
lifted. floor. What would be the
objects against Earth’s gravity.
W=mgh potential energy of the book if
 The potential energy due to
Thus, the work done in lifting the the reference level were the
elevated positions is called
object is equal to the potential energy floor.
gravitational potential energy.
 If an object falls from one point gained by the object.
to another point inside a
gravitational field, the force of PE = m g h
gravity will do positive work
on the object, and the
gravitational potential energy
will decrease by the same
amount.
The potential energy of the book 3. A pole vaulter of mass 80 kg
 The force of gravity is the force lifted at 0.5m relative to the table is: jumps a height of 5 m. What is
that the earth exerts on all PE = m g h his gravitational potential
objects on its surface. It is energy at the highest point of
always directed downward or PE= 1kg x 9.8 m/s2 x 0.5m his jump?
towards the center of the earth.
PE= 4.9J
 When an object is lifted from
the ground the work done is
against the force of gravity.

 An object gains energy when

raised from the ground and
loses energy when made to fall.

 The energy gained or lost by

the object is called gravitational
potential energy.

Elaborate: Group Activity:

Ask:
(This section will give students the
G. Finding practical opportunity to expand and Divide the students into 5 Groups. Ask Let the students present their
applications of solidify/concretize their understanding of How can you relate the water held in
the concept and/or apply it to a real- students to prepare materials and work to the class.
concepts and skills world situation) a dam to the potential energy?
perform the “Activity 2: Rolling toy” on
in daily living
their modules, pages 31-32.
H. Making Let the students explain their work to The gravitational potential energy is Check students works on the
generalizations and the class and answer the following just one type of potential energy. board.

abstraction
Evaluation:
(This section will provide opportunities
for concept check test items and answer
I. Evaluating Learning key which are aligned to the learning
objectives – content and performance
standards and address misconceptions-
if any)
Extend:
J. Additional activities (This section gives situation that
explains the topic in a new context, or
for application and integrate it to another discipline/societal
remediation concern)
questions.
Guide Questions:
 What happens to the toy?
 What kind of energy is stored
in the rubber band?
 What kind of energy does a
rolling toy have?
 What transformation of energy
happens in a rolling toy?
The teacher will administer 10-item
quiz.
Another type is elastic potential
energy. Springs and rubber bands
are called elastics.
When elastic are stretched and then
let go, they will return to their
original form if they were not
stretched beyond their elastic limit.
The teacher will administer 10-item The teacher will administer a
quiz. board work, problem solving
involving GPE.

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?

Prepared by: Noted by: Approved by:

JOCELYN F. MATIGA ANNABELLE F. LAGULA ROWENA M. REYES GERRY A. LUMABAN

Teacher I Master Teacher II Head Teacher VI- Science Department School Principal IV