School MARIANO PERALTA NATIONAL HIGH SCHOOL Grade Level GRADE 8

DAILY LESSON LOG Teacher MARICEL G. MANANSALA Learning Area PHYSICS

Teaching Dates and JULY 29-31/AUGUST 1-2,2024 Quarter FIRST
Time 10:00-11:00 AM

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES  Learners’ mood will be  Learners acquired  Learners will be able to  Learners will be able to  Learners will able
set for the coming knowledge from the describe motion using differentiate balanced to strengthen
lesson discussions; previous grade level appropriate direction from unbalanced force; their knowledge
 Learners will be will be measured and appropriate terms;  Learners will identify on Forces and
familiar on the do’s through the conduct  Learners will appreciate forces that may act on Motion through a
and don’ts inside and of pretest; the value of describing objects; short weekly test.
outside the classroom;  Learners will be motion in our daily life;  Learners will realize the
 Learners’ will be introduced on the  Learners will create use of knowing these
acquainted with their basic science process their own road map. forces in our means of
new classmates and skills. transportation and in day
teachers. to day living.

A. Content Standard  Classroom  Pretest The Learners demonstrate an understanding of:

orientation  Newton‘s three laws of motion and uniform circular motion
B. Performance Standard The Learners shall be able to:
 develop a written plan and implement a ―Newton‘s Olympics‖
C. Learning Competency/ The Learners should be able to…
O 1. investigate the relationship between the amount of force applied and the mass of
bjectives the object to the amount of change in the object‘s motion; S8FE-Ia-15
2. infer that when a body exerts a force on another, an equal amount of force is
exerted back on it; S8FE-Ia-16
3. demonstrate how a body responds to changes in motion; S8FE-Ib-17
4. relate the laws of motion to bodies in uniform circular motion. S8FE-Ib-18
II. CONTENT Forces and Motion Balanced and Unbalanced
forces
III. LEARNING
RESOURCES
A. References  School’s Guidelines  Teacher-made pretest pp. 1-6 pp. 6-10
1. Teacher’s Guide pages and Policies questionnaire
2. Learner’s materials  Teachers’ Classroom pp. 1-5 pp. 5-10
pages and subject rules
 3. Textbook pages and guidelines None None
4. Additional Materials None None
from learning
Resource (LR) portal
B. Other Learning Resource None None
IV. PROCEDURES
A. Reviewing previous lesson Teacher will inform the Using the power point Teacher will ask the learners
or presenting the new learners that they will be presentation some point questions related to forces
lesson. given a pretest. on describing motion from and describing motion.
grade 7 will be presented
by the teacher.
B. Establishing a purpose for Teacher must assure the Sharing their thoughts and Sharing their thoughts and
the lesson. learners that their pretest experiences regarding experiences regarding
is used to know how far describing motion and balanced and unbalanced
they know about force, giving direction. forces.
motion, and energy.
C. Presenting examples/ Teacher will call someone Teacher will call someone
Instances of the new from the class and share from the class and share their
lesson. their thoughts regarding thoughts regarding balanced
describing motion and and unbalanced force and
direction and will be asked will be asked some related
some related questions. questions.
D. Discussing new concepts Using the power point Using their observation from
and practicing new skills presentation the teacher the activity, teacher will
#1 will explain and elaborate elaborate the concepts on
the concepts on the topic balanced and unbalanced
to the class. forces.
E. Discussing new concepts Illustrations will be The teacher will use the
and practicing new skills presented by the teacher learner’s illustration on how
#2 on describing motion and they are suppose to describe
directions. the sources of forces that is
acting on the objects.
F. Developing Mastery The teacher will let the Learners will identify the
(Leads to Formative learners create their own forces acting on objects and
Assessment 3) map from home to school will use arrows to describe
road map. the source and to what
direction.
 G. Finding practical Learners will be asked to Learners will be asked to do
application of concepts draw road signages and problem solving on balanced
and skills in daily living. their definitions or and unbalanced forces.
purpose.
H. Making Generalizations Learners can describe Learners can solve the
and abstractions about motion using appropriate problem solving on balanced
the lesson directions. and unbalanced forces.
I. Evaluating learning Do Activity 1 Do Activity 1 & Activity 2
J. Additional activities for Let the learners create a Agreement:
application or map. What are the three laws of
remediation. Motion?
V. REMARKS ____Accomplished ____Accomplished
____Not accomplished ____Not accomplished
VI. REFLECTION
I. No. of learners who
earned 80% in the
evaluation
II. No. of learners who
require additional
activities for remediation
who scored below 80%
III. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
IV. No. of learners who
continued to require
remediation
V. Which of my teaching
strategies worked well?
Why did these work?

VI. What difficulties did I

encounter or supervisor
can help me solve?
VII. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by: Checked by: Noted by:

MARICEL G. MANANSALA RUBY JANE M. LUCERO HILDA P. RENOBLAS

T-III/Science Teacher Head Teacher I School Principal III

School MARIANO PERALTA NATIONAL HIGH SCHOOL Grade Level GRADE 8

 Teacher MARICEL G. MANANSALA Learning Area PHYSICS
Teaching Dates and AGUST 5-9, 2024 Quarter FIRST
DAILY LESSON LOG Time 10:00-11:00 AM

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES  Learners will discuss  Learners will define  Learners will  Learners will ICL -INDEPENDENT
with their classmates combining forces; define combining discuss with their COOPERATIVE
on force and motion;  Learners will forces; classmates of their LEARNING
 Learners will have a determine the net  Learners will answers on
self-check on their or unbalanced force; determine the net combining forces;
understanding on force  Learners will or unbalanced  Learners will have
and motion. calculate problems force; a self-check on
related to combining  Learners will their
forces. calculate understanding on
problems related combining forces.
to combining
forces.
A. Content Standard The Learners demonstrate an understanding of:
 Newton‘s three laws of motion and uniform circular motion
B. Performance Standard The Learners shall be able to:
 develop a written plan and implement a ―Newton‘s Olympics‖
C. Learning The Learners should be able to…
Competency/Objectives 5. 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
6. infer that when a body exerts a force on another, an equal amount of force is exerted back on it; S8FE-Ia-16
7. demonstrate how a body responds to changes in motion; S8FE-Ib-17
8. relate the laws of motion to bodies in uniform circular motion. S8FE-Ib-18
II. CONTENT Weekly test checking and Combining Forces Combining Forces Checking and
remediation discussion on
combining forces.
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide pages  Science-Grade 8  Science-Grade 8  Science-Grade 8  Science-Grade 8
Teacher’s Guide First Teacher’s Guide First Teacher’s Guide Teacher’s Guide
Edition, 2013. Pp. 1-8 Edition, 2013. Pp. 9- First Edition, First Edition,
10 2013. Pp. 9-10 2013. Pp. 9-10
 2.Learner’s materials pages  Science-Grade 8  Science-Grade 8  Science-Grade 8  Science-Grade 8
Learner’s Module Learner’s Module Learner’s Module Learner’s Module
First Edition, 2013. First Edition, 2013. First Edition, First Edition,
ISBN:978-971-9990- ISBN:978-971-9990- 2013. ISBN:978- 2013. ISBN:978-
72-7. Pp. 3-6 72-7. Pp. 9-10 971-9990-72-7. 971-9990-72-7.
Pp. 9-10 Pp. 9-10

3.Textbook pages None None

4.Additional Materials from None None
learning Resource (LR) portal
B. Other Learning Resource None None
IV. PROCEDURES 7 E’s

A. Reviewing Elicit  Teacher will provide Teacher will help the Teacher will help the Teacher will discuss
previous lesson the learners with learners to recall about learners to recall with the learners on
or presenting the
(5min. their answer sheets of Force and motion, about Force and the concepts related
new lesson. ) the weekly test. balanced and the motion, balanced to combining forces
 The teacher will unbalanced force by and the unbalanced and concept check.
discuss details on the asking simple recall force by asking
how’s and why’s of questions. simple recall
the learner’s answers. questions.
B. Establishing a Engage Teacher will encourage Teacher will relate to Teacher will relate to Sharing their
purpose for the the learners to heighten the learners the use of the learners the use thoughts and
lesson.
(10 their capabilities of determining the of determining the experiences
min.) understanding. combined forces in combined forces in regarding combining
their daily living. their daily living. forces.
C. Presenting Teacher will track back Teacher will give simple Teacher will give Teacher will call
examples/ the previous discussions illustration on simple illustration on someone from the
Instances of the and examples to help the combining forces as combining forces as class and share their
new lesson. learners easily remember suggested on the suggested on the thoughts regarding
the concepts. learner’s material. learner’s material. combining forces
and will be asked
some related
questions.
D. Discussing new Explore Learners will know how Learners will know Using their
concepts and to determine the net or how to determine observation from
 practicing new unbalanced forces the net or the activity, teacher
skills #1 unbalanced forces will elaborate the
concepts on
combining forces.
E. Discussing new Learners will be guided Learners will be The teacher will use
concepts and on how to describe guided on how to the learners
practicing new their thoughts on describe their illustration on how
skills #2 forces by constructing thoughts on forces they are suppose to
an illustration. by constructing an describe the sources
illustration. of forces that is
acting on the
objects.
F. Developing Explain Teacher will ask orally of Learners will be Learners will be Learners will identify
Mastery (Leads the concepts on force provided with a sample provided with a the forces acting on
to Formative
(10 and motion. mathematical problem sample objects and will use
Assessment 3) min.) for the concept check mathematical arrows to describe
as suggested on the problem for the the source and to
Learner’s Material. concept check as what direction.
suggested on the
Learner’s Material.
G. Finding practical Elabora Learners will realize Learners will realize Learner’s
application of that engineers will that engineers will understanding on
concepts and
te consider the amount of consider the amount the use of combining
skills in daily (10 forces in the building of forces in the forces will be
living. min) that they will construct. building that they strengthened by
will construct. discussing other
applications.
H. Making Learners will be asked Learners will be Learners can realize
Generalizations of how combined asked of how that forces can be
and abstractions forces affect the combined forces added on a single
about the lesson motion of an object. affect the motion of object. That their
an object. two or forces that is
acting on an object
at rest or in motion.
I. Evaluating EVALU Learner will present Learner will present Teacher will ask the
learning their answers in the their answers in the learners on the
ATE class. class. learner’s
understanding on
 combining forces.
J. Additional Challenge the learners Out from scrap found Out from scrap Teacher will follow
activities for on constructing objects at home create found at home up the learners
application or out of scrap which something useful create something progress on their
remediation. relates to the concepts of wherein the concepts useful wherein the invention.
force and motion. of combining forces concepts of
can be explained. combining forces
can be explained.
V. REMARKS ____Accomplished ____Accomplished ____Accomplished ____Accomplished
____Not accomplished ____Not accomplished ____Not ____Not
accomplished accomplished
VI. REFLECTION
I. No. of learners who
earned 80% in the
evaluation
II. No. of learners who
require additional
activities for
remediation who
scored below 80%
III. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
IV. No. of learners who
continued to require
remediation
V. Which of my teaching
strategies worked
well? Why did these
work?

VI. What difficulties did I

encounter or
supervisor can help
me solve?
VII. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

Prepared by: Checked by: Noted by:

MARICEL G. MANANSALA RUBY JANE M. LUCERO HILDA P. RENOBLAS

T-III/Science Teacher Head Teacher I School Principal III

zzK to 12 School MARIANO PERALTA NATIONAL HIGH Grade Level GRADE 8

SCHOOL
DAILY LESSON LOG
Teacher MARICEL G. MANANSALA Learning Area PHYSICS
Teaching Dates and AUGUST 12-16, 2024 Quarter FIRST
Time 10:00-11:00 AM
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Learners are expected Learners are expected Learners are expected Learners are expected Learners are expected to;
to; to; to; to;  describe the
 Achieve the right  Identify the three  Identify the three  describe the relationship between
attitude for the laws of motion and laws of motion and relationship between the unbalanced
lesson Newton’s their examples. their examples. the unbalanced external force acting on
three laws of motion;  Recognize the uses  Recognize the uses external force acting an object and its
 Be acquainted of the of the three laws of of the three laws of on an object and its acceleration by
 three laws of motion; motion. motion. acceleration by analyzing tape charts.
 Realize how these  Answer some  Answer some analyzing tape charts.  Realize how the net
laws can be applied in mathematical mathematical  Realize how the net force acting on an
their daily living. problems using the problems using the force acting on an object affect it’s
appropriate appropriate formula. object affect it’s acceleration.
formula. acceleration.  Solve problems
 Solve problems involving force, mass
involving force, mass and acceleration
and acceleration
A. Content Standard The Learners demonstrate an understanding of:
 Newton‘s three laws of motion and uniform circular motion
B. Performance The Learners shall be able to:
Standard  develop a written plan and implement a ―Newton‘s Olympics‖
C. Learning The Learners should be able to…
Competency/Objectiv 9. investigate the relationship between the amount of force applied and the mass of the object to the amount of change in the object‘s
es motion; S8FE-Ia-15
10. infer that when a body exerts a force on another, an equal amount of force is exerted back on it; S8FE-Ia-16
11. demonstrate how a body responds to changes in motion; S8FE-Ib-17
12. relate the laws of motion to bodies in uniform circular motion. S8FE-Ib-18
II. CONTENT Introduction to the Newton’s Three Laws Newton’s Three Laws Newton’s Three Laws of Newton’s Three Laws of
Newton’s three laws of of motion of motion motion motion
motion (The law of Inertia) (The law of Inertia) (The law of (The law of Acceleration)
Acceleration)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide  Science-Grade 8  Science-Grade 8  Science-Grade 8  Science-Grade 8  Science-Grade 8
pages Teacher’s Guide First Teacher’s Guide Teacher’s Guide Teacher’s Guide First Teacher’s Guide First
Edition, 2013. Pp. 10 First Edition, 2013. First Edition, 2013. Edition, 2013. Pp. Edition, 2013. Pp. 11-
Pp. 11-20 Pp. 11-20 11-13 13
2. Learner’s materials  Science-Grade 8  Science-Grade 8  Science-Grade 8  Science-Grade 8  Science-Grade 8
pages Learner’s Module Learner’s Module Learner’s Module Learner’s Module Learner’s Module
First Edition, 2013. First Edition, 2013. First Edition, 2013. First Edition, 2013. First Edition, 2013.
ISBN:978-971- ISBN:978-971- ISBN:978-971-9990- ISBN:978-971-9990- ISBN:978-971-9990-
9990-72-7. Pp. 10 9990-72-7. Pp. 10- 72-7. Pp. 10-13 72-7. Pp. 12-15 72-7. Pp. 12-15
13
 3.Textbook pages
4.Additional Materials
from learning
Resource (LR) portal
B. Other Learning Laptop, projector Chalk Chalk, laptop, Chalk Chalk
Resource projector
IV. PROCEDU 7 E’s
RES
A. Reviewin Elicit  The teacher will  The teacher will  The teacher will ask The teacher will provide The teacher will provide
g introduce the lesson ask the learners the learners Illustration of tape chart Illustration of tape chart
previous
(5min. to the learners by questions such as; questions such as; to the learners and will to the learners and will
lesson or ) showing short video 1. What are the 1. What are the challenge the learners challenge the learners to
presentin of Sir Isaac Newton three laws of three laws of to measure measure acceleration.
g the new and the three laws motion? motion? acceleration.
lesson. of motion. Those who will Those who will
volunteer to provide volunteer to provide
the answer will be the answer will be
given a reward such given a reward such as
as a piece of candy. a piece of candy.
B. Establishi Engage  The teacher will let The teacher will let The teacher will let the The teacher will The teacher will
ng a the learners express the learners give learners give some try to demonstrate how try to demonstrate how
purpose
(10 their thoughts on some common common example of the data or tape charts the data or tape charts
for the min.) how Sir Isaac example of the three the three laws of were obtained. were obtained.
lesson. Newton use the laws of motion of motion of their own When the rubber band When the rubber band is
C. Presentin facts of the three their own daily daily encounter. is stretched, it pulls with stretched, it pulls with it
g laws of motion. encounter. it the cart. the cart.
examples  The teacher must The number of rubber The number of rubber
/ acknowledge the bands used to pull the bands used to pull the
Instances learner’s ideas. cart is related to the cart is related to the
of the amount of force acting amount of force acting
new on the cart. If the on the cart. If the
lesson. number of rubber bands number of rubber bands
is changed, say doubled, is changed, say doubled,
the force acting on the the force acting on the
cart is considered also cart is considered also to
to be doubled. be doubled.

D. Discussin Explore  Preliminary activity  Preliminary activity  Preliminary activity  Preliminary activity  Preliminary activity
g new  Giving of  Giving of  Giving of  Giving of  Giving of
concepts Rubrics/Criteria Rubrics/Criteria Rubrics/Criteria Rubrics/Criteria Rubrics/Criteria
and  Introduce the activity
 Introduce the  Introduce the  Introduce the activity  Introduce the activity
practicing 1: Cars Activity activity suggested activity suggested suggested on the suggested on the
new skills (www.betterlesson.c on the learner’s on the learner’s learner’s material: learner’s material:
#1
om) material: material: Force and Force and
E. Discussin
 Activity Proper Investigating Investigating Inertia. Acceleration. Acceleration.
g new
Organize 5 groups Inertia.  Activity Proper  Activity Proper  Activity Proper
concepts
among yourselves  Activity Proper Let the learners do Create a 7 Groups of Create a 7 Groups of
and
Get the activity Let the learners it individually. learners. learners.
practicing
sheets and do it individually. Read the Read the Read the procedures.
new skills
materials Read the procedures. Let procedures. Let the Let the learners
#2
Read the procedures. Let the learners learners follow the follow the teacher
procedures. the learners follow the teacher after each after each
Follow the directions of follow the teacher after procedure has procedure has been
in the activity sheets teacher after each procedure been given. given.
with group mates each procedure has been given.
has been given.
F. Developi Explain Post Activity Post Activity Post Activity Post Activity Post Activity
ng  Post all your  Post all your  Post all your  Post all your outputs  Post all your outputs
Mastery
(10
outputs on the wall. outputs on the outputs on the on the wall. on the wall.
(Leads to min.)  Each group will pick wall. wall.  Each group will pick  Each group will pick a
 Formativ a reporter to  Each group will  Each group will a reporter to explain reporter to explain
e explain the pick a reporter to pick a reporter to the collaborative the collaborative
Assessme collaborative work. explain the explain the work. work.
nt 3) Teacher will ask the collaborative collaborative work.
Teacher will ask the Teacher will ask the
following questions to work.
Teacher will ask the following questions to following questions to
students.
Teacher will ask the following questions to students. students.
Answer guide questions following questions to students. Answer guide questions Answer guide questions
in the activity in the students. Answer guide in the activity in the in the activity in the
learning materials. Answer guidequestions in the learning materials. learning materials.
questions in the activity in the learning
activity in thematerials.
learning materials.
G. Finding Elabora  Teacher will give  Teacher will relate  Teacher will relate  Relate Newton’s  Relate Newton’s
practical more examples about the activity on the the activity on the Second Law of Second Law of Motion,
applicatio
te related trick of the related trick of the Motion, also called also called Law of
the topic.
n of (10 E.g: activity on what activity on what was Law of Acceleration, to Acceleration, to the
concepts min.) 1. When you pushed was claimed as claimed as magic the previously previously discussed
and skills the ball, which magic during during magician discussed topics, topics, particularly on
in daily was initially at rest magician show. Its show. Its not magic particularly on the the effects of
living. not magic its just its just inertia. effects of unbalanced unbalanced forces on
H. Making and then the ball inertia.  Relate the Law of forces on the motion the motion of objects.
Generaliz moved.  Relate the Law of Inertia to the of objects.  Since the law of
ations 2. The billiard cue Inertia to the previous discussion  Since the law of acceleration quantifies
and ball which is at previous discussion on balanced and acceleration quantifies the relationship among
abstractio rest was hit by the on balanced and unbalanced forces. the relationship mass, force, and
ns about cue stick unbalanced forces. Emphasize that if an among mass, force, acceleration, it is but
the Discuss application of Emphasize that if an object is acted upon and acceleration, it is necessary to discuss
lesson the topic to daily life object is acted upon by balanced forces, but necessary to also the effect of mass
situations. by balanced forces, its motion or its discuss also the effect of the object on its
its motion or its velocity will not of mass of the object acceleration. As the
velocity will not change. Since on its acceleration. As mass of the object
change. Since acceleration is the mass of the object increases, with the
acceleration is defined as the increases, with the same amount of force
defined as the change in velocity same amount of force applied, its acceleration
change in velocity over time, then we applied, its also increases. To state
over time, then we can say that the acceleration also in another way, if the
can say that the object will not increases. To state in same force acts on two
object will not accelerate. It will another way, if the bodies of different
accelerate. It will only accelerate if the same force acts on masses, the
only accelerate if forces acting on it two bodies of acceleration of the
the forces acting on are unbalanced. This different masses, the body with lesser mass
it are unbalanced. is what the Law of acceleration of the is greater than the
This is what the Law Inertia is all about. body with lesser mass acceleration of the
of Inertia is all  If time permits, is greater than the body with greater
about. discuss also the acceleration of the mass.
 If time permits, effect of mass on body with greater
discuss also the inertia: the greater mass.
effect of mass on the body’s mass, the
inertia: the greater greater will be its
the body’s mass, inertia.
the greater will be  For the application
its inertia. part, relate the
 For the application concept of inertia to
part, relate the students’
concept of inertia to experiences while
students’ riding a vehicle.
experiences while Then discuss the
riding a vehicle. importance of using
 Then discuss the a seatbelt.
importance of using
a seatbelt.
I. Evaluatin Evaluat 1.If an object is moving at Let the learners answer Let the learners answer 1. As you compared the 1. As you compared the
g learning a constant velocity, the the question; the question; charts, what similarities charts, what similarities
e forces on it are ____. 1. Why does the coin 1. Why does the coin and differences have and differences have you
(10 A. UnequaL B. stayed on the stayed on the you noticed among noticed among them?
cardboard? Why did cardboard? Why did it them? 2. What does the increase
min.) Opposite C. Forwards
it drop inside the drop inside the glass? 2. What does the increase in the lengths of the
D. Balanced
glass? 2. Why does the coin at in the lengths of the strips suggests? What
2.What happens when
2. Why does the coin at the bottom of the strips suggests? What can you say about the
the sum of the forces is
the bottom of the stack move out can you say about the motion of the cart- is it
equal to zero? stack move out leaving the rest of it motion of the cart- is it moving in uniform
A. The object is in leaving the rest of it intact? moving in uniform motion or is it
motion. intact? Relate your answer on motion or is it accelerating? Is this also
B. The object stays at Relate your answer on our discussion on accelerating? Is this true with the other
rest. our discussion on Newtonn’s first law of also true with the other runs?
C. The object is in its Newtonn’s first law of Motion. runs? 3. How do you compare
constant velocity. Motion. 3. How do you compare the increase in length of
D. The object changes the increase in length the strips in F=1 Unit?
its direction. of the strips in F=1 What does this tell you
3.How does mass affects Unit? What does this about the change in the
the acceleration of the tell you about the velocity of the cart? Is
change in the velocity this also true with the
object?
of the cart? Is this also other tape chart?
4.When does acceleration
true with the other 4. The number of the
occur? tape chart? rubber bands represents
5. How acceleration 4. The number of the the magnitude or
relates with the mass? rubber bands amount of force acting
represents the on the cart. How is
Two cans with different
magnitude or amount acceleration of the cart
mass rolled in a straight
of force acting on the related to the amount of
path. The lighter can
cart. How is force acting on it?
traveled faster than the
acceleration of the cart
heavier can. Support this
related to the amount
situation using the Law of
of force acting on it?
Acceleration.
J. Additiona Extend Try to show this trick Teacher will follow up
l activities at home and see your the learners progress on
for family’s reaction. their invention.
applicatio
n or
 remediati
on.
V. REMARKS ____Accomplished ____Accomplished ____Accomplished ____Accomplished ____Accomplished
____Not accomplished ____Not ____Not accomplished ____Not accomplished ____Not accomplished
accomplished
VI. REFLECTION
 No. of learners who
earned 80% in the
evaluation
 No. of learners who
require additional
activities for
remediation who
scored below 80%
 Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
 No. of learners who
continued to require
remediation
 Which of my teaching
strategies worked
well? Why did these
work?

 What difficulties did I

encounter or
supervisor can help
me solve?

 What innovation or
localized materials did
I use/discover which I
 wish to share with
other teachers?

Prepared by: Checked by: Noted by:

MARICEL G. MANANSALA RUBY JANE M. LUCERO HILDA P. RENOBLAS

T-III/Science Teacher Head Teacher I School Principal III

K to 12 School MARIANO PERALTA NATIONAL HIGH Grade Level GRADE 8

SCHOOL
DAILY LESSON LOG
Teacher MARICEL G. MANANSALA Learning Area PHYSICS
Teaching Dates and AUGUST 19-22, 2024 Quarter FIRST
Time 10:00-11:00 AM
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Learners are expected Learners are expected Learners are expected Learners are expected to; HOLIDAY
to; to; to;  Describe Newton’s
 Solve sample  Develop an  Develop Second Law of Motion
mathematical problem understanding on understanding on free and circular motion.
on force and free fall and fall and Newton’s  Demonstrate simple
acceleration. Newton’s Second law Second law of motion. example of circular
of motion. motion.

A. Content Standard The Learners demonstrate an understanding of:

 Newton‘s three laws of motion and uniform circular motion
B. Performance Standard The Learners shall be able to:
 develop a written plan and implement a ―Newton‘s Olympics‖
C. Learning The Learners should be able to…
Competency/Objectives 13. 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
14. infer that when a body exerts a force on another, an equal amount of force is exerted back on it; S8FE-Ia-16
15. demonstrate how a body responds to changes in motion; S8FE-Ib-17
 16. relate the laws of motion to bodies in uniform circular motion. S8FE-Ib-18
II. CONTENT Newton’s Second Law of Newton’s Three Laws Newton’s Three Laws of Newton’s Three Laws of
Motion of motion motion motion
(Law of Acceleration) (Free fall and Newton’s (Free fall and Newton’s (Circular motion and
Second Law of Motion) Second Law of Motion) Newton’s Second Law of
Motion)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages  Science-Grade 8  Science-Grade 8  Science-Grade 8  Science-Grade 8
Teacher’s Guide First Teacher’s Guide First Teacher’s Guide First Teacher’s Guide First
Edition, 2013. Pp. 12-16 Edition, 2013. Pp.16-17 Edition, 2013. Pp. 17-18 Edition, 2013. Pp. 17-18
2. Learner’s materials  Science-Grade 8  Science-Grade 8  Science-Grade 8  Science-Grade 8
pages Learner’s Module First Learner’s Module First Learner’s Module First Learner’s Module First
Edition, 2013. Edition, 2013. Edition, 2013. ISBN:978- Edition, 2013. ISBN:978-
ISBN:978-971-9990- ISBN:978-971-9990-72- 971-9990-72-7. Pp. 17- 971-9990-72-7. Pp. 17-18
72-7. Pp. 12-16 7. Pp. 16-17 18

3.Textbook pages
4.Additional Materials
from learning Resource
(LR) portal
B. Other Learning Laptop, projector Chalk, Books Chalk, Books Chalk
Resource
IV. 7 E’s
PROCEDURES
A. Reviewing Elicit The teacher will ask The teacher will ask the The teacher will ask the Teacher will twirl an
previous lesson question on the previous learners questions such learners questions such object tied to a string
or presenting
(5min.) lesson such as; as; as; horizontally above the
the new lesson. 1. What is the second law 1. Suppose you drop 1. Suppose you drop head.
of Motion? two books of two books of
2. What does the second different masses different masses
law of motion states? from the same from the same
height, which will hit height, which will hit
the ground first? the ground first?
B. Establishing a Engage The teacher will ask; The teacher will let the The teacher will let the Then ask the learners as
purpose for the  What if the mass of learners give some learners give some they observe, what
lesson.
(10 the object is changed common example of common example of happens if the teacher
C. Presenting min.) and the force is kept free fall and the second free fall and the second release the object? How
examples/ constant? law of motion. law of motion. does it travel after
Instances of the release?
new lesson.
D. Discussing new Explore  Preliminary activity  Preliminary activity  Preliminary activity Let the learners do
concepts and  Giving of  Giving of  Giving of the twirling and let
practicing new Rubrics/Criteria Rubrics/Criteria Rubrics/Criteria them answer the
skills #1  Introduce the  Introduce the activity  Introduce the activity question.
E. Discussing new mathematical on free fall. on free fall.
concepts and expression  Activity Proper  Activity Proper
practicing new Let the learners do Let the learners do it
skills #2 Acceleration = Net Force/ Mass it by pair. by pair.
a = Fnet / m
 Activity Proper
Pair the learners.
Get the activity
sheets and let them
do the problem
solving.
F. Developing Explain Post Activity Post Activity Post Activity Ask a volunteer that
Mastery (Leads  Post all your outputs  Ask a volunteer to  Ask a volunteer to present his work on the
to Formative
(10 class.
on the board. answer the answer the
Assessment 3) min.)  Each group will pick a questions on the questions on the
reporter to explain activity. activity. Have the other learners to
the collaborative compare their answers.
Have the other learners Have the other learners They may raise other
work.
to compare their to compare their others for discussion.
Teacher will ask the
answers. They may answers. They may raise
following questions to raise other others for other others for
students. discussion. discussion.
Answer guide questions
in the activity in the
learning materials.
G. Finding practical Elaborat Teacher will emphasize  Teacher will  Teacher will Recall that acceleration
application of that acceleration also emphasize that emphasize that gravity does not only refer to
concepts and
e varies with the mass of gravity acts on all acts on all objects on change in speed. It also
skills in daily (10 the object. As the mass objects on earth’s earth’s surface and refers to change in
living. min.) of the object increases, surface and causes causes them to direction. The twirling
H. Making with the same amount of them to accelerate accelerate when object accelerates not due
Generalizations force applied, its when released. This released. This to the change in its speed
and acceleration decreases. acceleration, known acceleration, known but to the change in the
abstractions as the acceleration as the acceleration direction of its velocity.
about the due to gravity g, is due to gravity g, is the
lesson the same for all same for all objects on
objects on earth and earth and is equal to
is equal to 9.8 m/s2. 9.8 m/s2. This means
This means that that when objects fall,
when objects fall, their velocities
their velocities increase by 9.8 m/s
increase by 9.8 m/s every 1 second.
every 1 second.  The books in the
 The books in the example fall to the
example fall to the ground at the same
ground at the same rate (acceleration)
rate (acceleration) even if they differ in
even if they differ in mass. Since they were
mass. Since they released from the
were released from same height at the
the same height at same time, they will
the same time, they reach the ground at
will reach the ground the same time.
at the same time.
I. Evaluating Evaluat Let the learners Let the learners answer Let the learners answer Let the learners answer
learning elaborate this statement the question; the question; the question;
e in their own words;
(10 If an apple and a feather If an apple and a feather If the object in uniform
will be dropped from the will be dropped from the circular motion is
min.) “The acceleration of an
same height at the same same height at the same accelerating towards the
object is directly time, which will hit the time, which will hit the center of the circle, why
proportional to the ground first? The apple? ground first? The apple? does it maintain a circular
magnitude of the net Or the feather? Why? Or the feather? Why? path at a constant radius
force acting on it and is and never get closer to
 inversely proportional to the center of the circle?
its mass.”
J. Additional Extend
activities for
application or
remediation.
V. REMARKS ____Accomplished ____Accomplished ____Accomplished ____Accomplished
____Not accomplished ____Not accomplished ____Not accomplished ____Not accomplished
VI. REFLECTION
 No. of learners who
earned 80% in the
evaluation
 No. of learners who
require additional
activities for
remediation who scored
below 80%
 Did the remedial lessons
work? No. of learners
who have caught up
with the lesson.
 No. of learners who
continued to require
remediation

 Which of my teaching
strategies worked well?
Why did these work?

 What difficulties did I

encounter or supervisor
can help me solve?

 What innovation or
localized materials did I
 use/discover which I
wish to share with other
teachers?

Prepared by: Checked by: Noted by:

MARICEL G. MANANSALA RUBY JANE M. LUCERO HILDA P. RENOBLAS

T-III/Science Teacher Head Teacher I School Principal III

K to 12 School MARIANO PERALTA NATIONAL HIGH Grade Level GRADE 8

SCHOOL
DAILY LESSON LOG
Teacher MARICEL G. MANANSALA Learning Area PHYSICS
Teaching Dates and AUGUST 26-30, 2024 Quarter FIRST
Time 10:00-11:00 AM
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
IV. OBJECTIVES Learners are expected Learners are expected Learners are expected Learners are expected to; ICL
to; to; to;  Compare potential and
 Identify potential and  Explain the factors  Explain the factors kinetic energy in real-
kinetic energy and that affect potential that affect kinetic life situations.
describe their energy. energy.
differences.

D. Content Standard The learner demonstrates understanding of work using constant force, power, gravitational potential energy, kinetic energy, and elastic
potential energy

E. Performance Standard The Learners shall be able to:

 develop a written plan and implement a ―Newton‘s Olympics‖
F. Learning (S8FE-Ic-20)
Competency/Objectives
Identify and explain the factors that affect potential and kinetic energy
Objective;
Calculate the amount of work done using appropriate units.
 V. CONTENT Introduction to Factors affecting Factors affecting Comparison of
potential and kinetic potential energy kinetic energy (mass potential and kinetic
energy. (height and mass). and velocity). energy using examples.
VI. LEARNING
Textbook on Physics Textbook on Physics Textbook on Physics Textbook on Physics for
RESOURCES for Grade 8 for Grade 8 for Grade 8 Grade 8
C. References
5. Teacher’s Guide pages  Science-Grade 8 Teacher’s  Science-Grade 8  Science-Grade 8  Science-Grade 8
Guide First Edition, 2013. Teacher’s Guide First Teacher’s Guide First Teacher’s Guide First
Pp. 18-19 Edition, 2013. Pp. 19-20 Edition, 2013. Pp. 11-20 Edition, 2013. Pp. 11-13
6. Learner’s materials  Science-Grade 8  Science-Grade 8  Science-Grade 8  Science-Grade 8
pages Learner’s Module First Learner’s Module First Learner’s Module First Learner’s Module First
Edition, 2013. Edition, 2013. Edition, 2013. ISBN:978- Edition, 2013. ISBN:978-
ISBN:978-971-9990- ISBN:978-971-9990-72- 971-9990-72-7. Pp. 28- 971-9990-72-7. Pp. 28-30
72-7. Pp. 26-28 7. Pp. 28-30 30

7.Textbook pages
8.Additional Materials
from learning Resource
(LR) portal
D. Other Learning Laptop, projector Chalk, Books Chalk, Books Chalk
Resource
IV. 7 E’s
PROCEDURES
A. Reviewing Elicit Review height and Review mass and Review the definitions
previous lesson
or presenting
(5min.) Review basic concepts mass as factors of velocity as factors of of potential and kinetic
of motion and forces.
motion. motion. energy.
the new lesson.
B. Establishing a Engage Explain how height Explain how mass and Discuss how potential
purpose for the
lesson.
(10 Introduce potential and and mass influence velocity influence and kinetic energy apply
C. Presenting min.) kinetic energy. potential energy. kinetic energy. to everyday life.
Show images of objects Use examples like Use examples like a Use comparisons like a
examples/
at rest and in motion. lifting a box to moving car at different pendulum or a roller
Instances of the
different heights. speeds. coaster.
new lesson.
D. Discussing new Explore Explain the concept of Discuss how potential Discuss how Compare the two
concepts and potential energy (stored energy increases with kinetic energy forms of energy in
practicing new energy). height. increases with different objects.
 skills #1
speed. Compare potential
E. Discussing new Explain the concept of Solve examples of
Solve examples of energy at rest with
concepts and kinetic energy (energy objects at various
objects at various kinetic energy in
practicing new of motion). heights.
speeds. motion.
skills #2
F. Developing Explain Differentiate between Solve word problems Solve word problems Complete a comparison
Mastery (Leads
to Formative
(10 potential and kinetic related to height and related to velocity and table of the two
min.) energy in pairs. potential energy. kinetic energy. energies.
Assessment 3)
G. Finding practical Elaborat Discuss how
application of
e Relate potential and buildings are
concepts and  Discuss how fast- Compare the energy of
(10 kinetic energy to a ball designed with
skills in daily moving vehicles various household
at rest and in motion. potential energy in
living. min.) affect kinetic energy. objects.
Energy can be stored as mind.
H. Making  Kinetic energy Potential and kinetic
potential energy and Potential energy
Generalizations depends on mass and energy are
released as kinetic depends on the height
and abstractions speed. interconnected.
energy. and mass of the
about the
lesson
object.
I. Evaluating Evaluate Group activity: Identify Compare potential
learning Quiz on potential Quiz on kinetic energy
(10 objects with potential
energy factors. factors.
and kinetic energy in
min.) or kinetic energy. a worksheet.
J. Additional Extend Draw and label
Practice problems on Practice problems on
activities for examples of potential Compare the energy of
application or
calculating potential calculating kinetic
and kinetic energy at objects from daily life.
remediation. energy. energy.
home.
V. REMARKS ____Accomplished ____Accomplished ____Accomplished ____Accomplished
____Not accomplished ____Not accomplished ____Not accomplished ____Not accomplished
VI. REFLECTION
 No. of learners who
earned 80% in the
evaluation
 No. of learners who
require additional
activities for remediation
who scored below 80%
 Did the remedial lessons
work? No. of learners
who have caught up with
the lesson.
 No. of learners who
continued to require
remediation
 Which of my teaching
strategies worked well?
Why did these work?

 What difficulties did I

encounter or supervisor
can help me solve?
 What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

Prepared by: Checked by: Noted by:

MARICEL G. MANANSALA RUBY JANE M. LUCERO HILDA P. RENOBLAS

T-III/Science Teacher Head Teacher I School Principal III
 K to 12 School MARIANO PERALTA NATIONAL HIGH Grade Level GRADE 8
SCHOOL
DAILY LESSON LOG
Teacher MARICEL G. MANANSALA Learning Area PHYSICS
Teaching Dates and September 2-6, 2024 Quarter FIRST
Time 10:00-11:00 AM
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
VII. OBJECTIVES Learners are expected Learners are expected Learners are expected Learners are expected to; ICL
to; to; to;  Use data to conclude
 Investigate the effect  Explain the  Analyze how sound how temperature
of temperature on the relationship waves travel affects sound speed.
speed of sound. between differently in hot and
temperature and cold air..
sound speed.

G. Content Standard The learner demonstrates understanding of work using constant force, power, gravitational potential energy, kinetic energy, and elastic
potential energy

H. Performance Standard The Learners shall be able to:

 develop a written plan and implement a ―Newton‘s Olympics‖
I. Learning Investigates the effect of temperature to the speed of sound
Competency/Objectives
VIII. CONTENT Factors affecting the
How temperature
Understanding the
Practical applications
speed of sound: speed of sound in
influences sound of temperature effect
temperature and different
wave propagation on sound speed
medium temperature settings
IX. LEARNING Science textbook,
Science textbook, Science module,
Experiment materials
RESOURCES module on sound (thermometers, tuning
experiments, teacher- sound experiments,
waves, video forks, etc.), internet
E. References provided resources class discussion
demonstrations sources
9. Teacher’s Guide pages  Science-Grade 8  Science-Grade 8  Science-Grade 8  Science-Grade 8
 Teacher’s Guide First Teacher’s Guide First Teacher’s Guide First Teacher’s Guide First
Edition, 2013. Pp. 18-19 Edition, 2013. Pp. 19-20 Edition, 2013. Pp. 11-20 Edition, 2013. Pp. 11-13
10. Learner’s materials  Science-Grade 8  Science-Grade 8  Science-Grade 8  Science-Grade 8
pages Learner’s Module First Learner’s Module First Learner’s Module First Learner’s Module First
Edition, 2013. Edition, 2013. Edition, 2013. ISBN:978- Edition, 2013. ISBN:978-
ISBN:978-971-9990-70 ISBN:978-971-9990-72- 971-9990-72-7. Pp.83- 971-9990-72-7. Pp. 88-89
7. Pp. 71-73 84

11. Textbook pages

12. Additional
Materials from learning
Resource (LR) portal
F. Other Learning Laptop, projector Chalk, Books Chalk, Books Chalk
Resource
IV. 7 E’s
PROCEDURES
A. Reviewing Elicit Review how Discuss the results of
Review key concepts Recap all lessons and
previous lesson temperature changes previous experiments
or presenting
(5min.) about sound waves experiments related to
can affect the and data
the new lesson. and how they travel. sound speed.
environment. interpretation.
B. Establishing a Engage Ask students how they Identify practical
Discuss real-life
purpose for the think temperature implications of Understand the
lesson.
(10 examples of sound
affects the speed of temperature on sound scientific basis behind
C. Presenting min.) sound.
affected by
speed. sound speed variations.
temperature.
examples/ Show examples of Analyze sound speed Compare the speed of
Present data of sound
Instances of the sound traveling in in hot and cold sound in different
new lesson.
speed at various
different temperatures environments with atmospheric conditions.
temperatures.
(e.g., desert vs. tundra). graphs.
D. Discussing new Explore Conduct an Review the data from Practice Review experiments
concepts and experiment: sound the experiment and interpreting data and ensure
practicing new speed in hot and cold analyze results. related to understanding of
skills #1 air. Practice explaining temperature and the key concepts.
E. Discussing new Discuss how the how temperature sound. Discuss data
concepts and experiment's results affects sound waves Further analysis of interpretation
practicing new connect to real-life using scientific terms. temperature techniques.
skills #2 scenarios. impacts on sound
speed with group
 activity.
F. Developing Explain Help students identify
Use practical Develop mastery of
Mastery (Leads Guide students in the correct
to Formative
(10 examples to reinforce interpreting graphs and
analyzing experimental relationship between
Assessment 3) min.) results. temperature and
the understanding of charts showing sound
the concept. speed changes.
sound speed.
G. Finding practical Elaborat
application of
e Explain how sound is
concepts and Discuss the role of
skills in daily (10 temperature in sound affected by  Explore further
living. min.) during daily activities temperature in examples like Connect the lesson to
H. Making (e.g., hearing echoes, communication (e.g., musical instruments practical uses of sound
Generalizations sound in hot weather). signals and and weather waves and temperature.
and communication forecasts.
abstractions systems).
about the
lesson
I. Evaluating Evaluat
learning Short quiz on how Evaluation through Peer assessment on Group quiz based on
e
temperature affects graph interpretation interpreting sound experiments and real-
(10 sound speed. and data analysis. data. world examples.
min.)
J. Additional Extend Homework: Investigate Extra worksheet: Reinforcement
Remedial session for
activities for examples of sound Calculate sound activity: sound speed
application or
students needing further
travel in hot and cold speed at various investigation using
remediation. clarification.
regions. temperatures. online tools.
V. REMARKS ____Accomplished ____Accomplished ____Accomplished ____Accomplished
____Not accomplished ____Not accomplished ____Not accomplished ____Not accomplished
VI. REFLECTION
 No. of learners who
earned 80% in the
evaluation
 No. of learners who
require additional
activities for
remediation who scored
below 80%
  Did the remedial lessons
work? No. of learners
who have caught up
with the lesson.
 No. of learners who
continued to require
remediation
 Which of my teaching
strategies worked well?
Why did these work?

 What difficulties did I

encounter or supervisor
can help me solve?
 What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

Prepared by: Checked by: Noted by:

MARICEL G. MANANSALA RUBY JANE M. LUCERO HILDA P. RENOBLAS

T-III/Science Teacher Head Teacher I School Principal III
 K to 12 School MARIANO PERALTA NATIONAL HIGH Grade Level GRADE 8
SCHOOL
DAILY LESSON LOG
Teacher MARICEL G. MANANSALA Learning Area PHYSICS
Teaching Dates and September 9-13, 2024 Quarter FIRST
Time 10:00-11:00 AM
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
X. OBJECTIVES Differentiate Explain how ICL
Explain the hierarchy Analyze the energy
between heat and molecular motion
of colors in relation to levels of different
temperature at the relates to heat and
visible light energy. colors of light.
molecular level. temperature.
J. Content Standard The learner demonstrates understanding of some properties and characteristics of visible light; heat and temperature, and the
effects of heat on the body.
K. Performance Standard The learner is able to discuss phenomena such as blue sky, rainbow, and red sunset using the concept of wavelength and
frequency of visible light.
L. Learning
Explain the hierarchy of colors in relation to the energy of visible light
Competency/Objectives
XI. CONTENT The visible light Color hierarchy and
Heat and
Molecular motion in
temperature at the
spectrum and energy energy levels response to heat
molecular level
XII. LEARNING Science textbook on Color spectrum
Heat and temperature
Lab experiments on
RESOURCES concepts from
light and energy, video charts, teacher’s molecular motion,
textbooks, video
G. References clips on light spectrum visual aids simulation tools
explanations
13. Teacher’s Guide pages  Science-Grade 8 Teacher’s  Science-Grade 8  Science-Grade 8  Science-Grade 8
Guide First Edition, 2013. Teacher’s Guide First Teacher’s Guide First Teacher’s Guide First
Pp. 18-19 Edition, 2013. Pp. 19-20 Edition, 2013. Pp. 11-20 Edition, 2013. Pp. 11-13
14. Learner’s materials  Science-Grade 8  Science-Grade 8  Science-Grade 8  Science-Grade 8
pages Learner’s Module First Learner’s Module First Learner’s Module First Learner’s Module First
Edition, 2013. Edition, 2013. Edition, 2013. ISBN:978- Edition, 2013. ISBN:978-
ISBN:978-971-9990- ISBN:978-971-9990-72- 971-9990-72-7. Pp. 98- 971-9990-72-7. Pp. 98-99
72-7. Pp.91-93 7. Pp. 98-99 99

15. Textbook pages

16. Additional
Materials from learning
 Resource (LR) portal
H. Other Learning Laptop, projector Chalk, Books Chalk, Books Chalk
Resource
IV. 7 E’s
PROCEDURES
A. Reviewing Elicit Recap color hierarchy
Discuss the previous
previous lesson
or presenting
(5min.) Review basic concepts and how different lesson on molecular Review definitions of
of visible light and colors represent heat and temperature at
the new lesson. structure and heat
the light spectrum. different energy the molecular level.
transfer.
levels.
B. Establishing a Engage Present practical Understand how heat
Explain how
purpose for the Discuss the relationship applications of affects molecular
lesson.
(10 molecular movement
between color and understanding the structures in different
C. Presenting min.) energy. energy of colors (e.g.,
differs between heat
states (solid, liquid,
and temperature.
examples/ Show examples of solar panels). gas).
Present the motion of
Instances of the color energy from the Provide real-life Show examples of heat
new lesson.
molecules in hot and
light spectrum (e.g., examples (e.g., UV affecting different
cold substances
rainbow colors). light has higher materials (e.g., boiling
(through video).
energy than red light). water, ice melting).
D. Discussing new Explore Discuss how
concepts and molecular activity
practicing new Present the hierarchy of is faster at higher Discuss examples of
skills #1 Guide students to
colors from violet temperatures and how temperature
interpret charts and
E. Discussing new (highest energy) to red slower at lower and heat impact
graphs showing color
concepts and (lowest energy). temperatures. different states of
practicing new
energy levels.
Explain how different Conduct a simple matter.
skills #2 Lead students in an
wavelengths experiment to Guide students in
activity that involves
correspond to different show the effects explaining the
predicting energy
colors and energy of heat on concept of specific
levels based on color.
levels. molecular activity heat capacity.
(e.g., heating
water).
F. Developing Explain Conduct an activity Formative Evaluate students’ Formative assessment:
Mastery (Leads where students label assessment: Students ability to differentiate Molecule behavior in
to Formative
(10
the colors of the interpret the light between heat and different temperature
Assessment 3) min.) spectrum in order of spectrum and energy temperature. conditions.
 energy. levels.
G. Finding practical Elaborat
application of
concepts and
e
skills in daily (10 Show how the  Discuss how
Discuss the importance Explain the application
living. min.) concept of color temperature is
of color energy in daily of heat transfer in
H. Making energy applies to measured and
life (e.g., light bulbs, cooking, refrigeration,
Generalizations technology (e.g., controlled in
sun exposure). etc.
and lasers, solar panels). household devices.
abstractions
about the
lesson
I. Evaluating Evaluat Short quiz on the Group activity: Quiz: Difference Group presentation:
learning
e hierarchy of colors in Analyzing color between heat and Explaining molecular
(10 the visible light energy in real-life temperature based on activity in different
min.) spectrum. scenarios. molecular structure. states of matter.
J. Additional Extend Homework: Research Worksheet: Calculate Homework: Write a Reinforcement: Extra
activities for how color and energy energy levels for short explanation of exercises on molecular
application or relate to climate studies various colors in the heat vs. temperature in motion in different
remediation. (e.g., UV index). spectrum. daily experiences. materials.
V. REMARKS
VI. REFLECTION
 No. of learners who
earned 80% in the
evaluation
 No. of learners who
require additional
activities for remediation
who scored below 80%
 Did the remedial lessons
work? No. of learners
who have caught up
with the lesson.
 No. of learners who
continued to require
 remediation
 Which of my teaching
strategies worked well?
Why did these work?
 What difficulties did I
encounter or supervisor
can help me solve?
 What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

Prepared by: Checked by: Noted by:

MARICEL G. MANANSALA RUBY JANE M. LUCERO HILDA P. RENOBLAS

T-III/Science Teacher Head Teacher I School Principal III

K to 12 School MARIANO PERALTA NATIONAL HIGH Grade Level GRADE 8

SCHOOL
DAILY LESSON LOG
Teacher MARICEL G. MANANSALA Learning Area PHYSICS
 Teaching Dates and September 16-20, 2024 Quarter FIRST
Time 10:00-11:00 AM
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
XIII. OBJECTIVES ICL

Infer the relationship Investigate Ohm’s Describe how Analyze current-

between current and Law through simple voltage affects the voltage relationships
voltage. experiments. current in a circuit. in various materials.

M. Content Standard The learner demonstrates understanding of current- voltage-resistance relationship, electric power, electric energy, and home
circuitry.
N. Performance Standard The learner is able to discuss their understanding of current- voltage-resistance relationship, electric power, electric energy, and
home circuitry.
O. Learning
Infer the relationship between current and voltage
Competency/Objectives
XIV. CONTENT Ohm’s Law, voltage,
Experimental setups
Relationship between Factors affecting
for voltage and
current, resistance voltage and current current and voltage
current
XV. LEARNING Science textbook on
Experimental guides Worksheet on current
RESOURCES basic electricity, video Simulation tools for
on Ohm’s Law and and voltage
demonstrations on virtual circuit labs
I. References circuit diagrams relationships
circuits
17. Teacher’s Guide pages  Science-Grade 8 Teacher’s  Science-Grade 8  Science-Grade 8  Science-Grade 8
Guide First Edition, 2013. Teacher’s Guide First Teacher’s Guide First Teacher’s Guide First
Pp. 18-19 Edition, 2013. Pp. 19-20 Edition, 2013. Pp. 11-20 Edition, 2013. Pp. 11-13
18. Learner’s materials  Science-Grade 8  Science-Grade 8  Science-Grade 8  Science-Grade 8
pages Learner’s Module First Learner’s Module First Learner’s Module First Learner’s Module First
Edition, 2013. Edition, 2013. Edition, 2013. ISBN:978- Edition, 2013. ISBN:978-
ISBN:978-971-9990- ISBN:978-971-9990-72- 971-9990-72-7. Pp. 55- 971-9990-72-7. Pp. 57-60
72-7. Pp.54 7. Pp. 55-57 57

19. Textbook pages

20. Additional
Materials from learning
Resource (LR) portal
 J. Other Learning Laptop, projector Chalk, Books Chalk, Books Chalk
Resource
IV. 7 E’s
PROCEDURES
A. Reviewing Elicit Review basic concepts Review previous
previous lesson Recap the definition Recap current-voltage
or presenting
(5min.) of electric current results from Ohm’s
of Ohm’s Law. relationships.
and voltage. Law experiment.
the new lesson.
B. Establishing a Engage Discuss the importance
Establish the Highlight the effects
purpose for the Discuss the relationship of current-voltage
lesson.
(10 importance of Ohm’s of voltage on the flow
between voltage, relationships in different
C. Presenting min.) current, and resistance.
Law in understanding of current.
materials.
circuits. Provide examples of
examples/ Present examples of Show real-life examples
Show simple circuits how voltage affects
Instances of the electrical devices and of electrical materials
new lesson.
with varying current in everyday
their voltage ratings. with different resistance
voltages. appliances.
levels.
D. Discussing new Explore Guide students in Discuss the role of Lead a group
concepts and building simple voltage as the discussion on the
practicing new
Present Ohm’s Law (V
circuits to investigate driving force effect of resistance
skills #1 = IR) and explain its
current and voltage. behind current. on current.
components.
E. Discussing new Conduct an Discuss how Analyze data from
Illustrate how voltage
concepts and experiment to observe voltage is different materials
practicing new
and current change in a
changes in current measured and its in circuits to see the
skills #2 circuit.
with varying relationship with current-voltage
voltages. resistance. relationship.
F. Developing Explain Quiz on the results of Activity: Drawing Evaluate students’
Mastery (Leads Group activity: Solving
to Formative
(10 the Ohm’s Law current-voltage graphs ability to analyze data
Ohm’s Law problems.
min.) experiment. based on data. on voltage and current.
Assessment 3)
G. Finding practical Elaborat Discuss the Relate Ohm’s Law to Show how current-
application of  Explain why voltage
concepts and
e significance of voltage real-world circuits voltage relationships are
and current matter in
skills in daily (10 ratings in household and electrical
household wiring.
important in safety
living. min.) devices. systems. systems.
H. Making
Generalize the Summarize how Generalize how Generalize the effect of
Generalizations
relationship between voltage and current voltage influences the resistance on the flow of
 and
abstractions current and voltage are interrelated in flow of current in
current.
about the using Ohm’s Law. circuits. different circuits.
lesson
I. Evaluating Evaluat Group activity: Quiz on current,
learning Quiz: Current and
e Quiz on current-voltage Interpret voltage- voltage, and
voltage effects in
(10 relationships. current experiment
circuits.
resistance
min.) results. relationships.
J. Additional Extend Homework: Research
Worksheet: Practice Reinforcement: Extra Additional practice:
activities for how voltage and
application or
problems on current exercises on Ohm’s Circuit-building
current are controlled
remediation. and voltage. Law problems. exercises.
in electrical devices.
V. REMARKS ____Accomplished ____Accomplished ____Accomplished ____Accomplished
____Not accomplished ____Not accomplished ____Not accomplished ____Not accomplished
VI. REFLECTION
 No. of learners who
earned 80% in the
evaluation
 No. of learners who
require additional
activities for remediation
who scored below 80%
 Did the remedial lessons
work? No. of learners
who have caught up
with the lesson.
 No. of learners who
continued to require
remediation
 Which of my teaching
strategies worked well?
Why did these work?

 What difficulties did I

encounter or supervisor
can help me solve?
 What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

Prepared by: Checked by: Noted by:

MARICEL G. MANANSALA RUBY JANE M. LUCERO HILDA P. RENOBLAS

T-III/Science Teacher Head Teacher I School Principal III

sK to 12 School MARIANO PERALTA NATIONAL HIGH Grade Level GRADE 8

SCHOOL
DAILY LESSON LOG
Teacher MARICEL G. MANANSALA Learning Area PHYSICS
Teaching Dates and September 23-27, 2024 Quarter FIRST
Time 10:00-11:00 AM
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
XVI. OBJECTIVES 1. Describe what
fault is and how 1. Describe the Independent
these faults appearance of a fault Cooperative Learning
related to and (ICL)
FIRST QUARTER FIRST QUARTER
earthquakes 2.
EXAM EXAM 3. Explain how a fault
2. Determine the
BATCH 1 BATCH 2 extent of damage forms
an earthquake can
do in a particular
location
P. Content Standard Demonstrate an understanding of the relationship between faults and earthquakes
Q. Performance Standard Participate in decision making on where to build structures based on knowledge of the location of active faults in the community
R. Learning S8ES-IIa- 14
Competency/Objectives Explain how movements along faults generate earthquakes.
XVII. CONTENT Earthquakes and Faults
Earthquakes and Faults
What is a Faul?
XVIII. LEARNING
RESOURCES
K. References
21. Teacher’s Guide pages LG pp. 115-122 TG pp.47
22. Learner’s materials LM pp. 116 – 118
pages
23. Textbook pages
24. Additional http:// google.com.ph (Fault how
Materials from learning www.history.com/this- it forms)
Resource (LR) portal day-in-history/
earthquake-wreaks-
havoc-in-the-

L. Other Learning
Resource
IV. 7 E’s
PROCEDURES
A. Reviewing Elicit If you recall, it was
Why do earthquake
previous lesson mentioned in Grade 7
or presenting
(5min.) that the Philippines is
occur?
What is the relationship
the new lesson. located along the Ring
between earthquakes and
of Fire, How does this
faults?
affect us?
B. Establishing a Engage Earthquakes are
purpose for the associated with faults.
lesson.
(10 When a fault suddenly
C. Presenting min.) moves, an earthquake
examples/ Article Reading about occurs. Do you know what
Instances of the Earthquake hit Luzon a fault is?
new lesson. Let’s do this activity to
find out: Demonstrate
activity in LM pp. 116-118
on A fault-y setup.
D. Discussing new Explore Landslides,
concepts and hundreds of
practicing new motorist were
Let’s find out if your
skills #1 stranded on the
answer is correct as we go
E. Discussing new roads watch a along with our lesson.
concepts and video about the
practicing new 2013 Earthquake in
skills #2 Bohol and Cebu.
F. Developing Explain 1. Where is the
Mastery (Leads epicenter of the
to Formative
(10 earthquake
Assessment 3) min.) 2. How many What happened to the
individuals are pile of sand when you
affected by the moved the sheets
earthquake? As you move the sheets,
3. Discuss how what formed in the sand?
devastating a
7.7 intensity
earthquake is.
G. Finding practical Elaborat Role Playing: Picture Analysis
application of Make 2-3 minutes role
concepts and
e playing act showing
 skills in daily (10 what people do during
living. earthquake
min.)
H. Making A fault is a fracture or
Generalizations zone of fractures
between two blocks of
and abstractions
An earthquake is a rock. Faults allow the
about the lesson blocks to move relative
sudden movement of
the earth’s crust caused to each other. This
movement may occur
by the release of stress
rapidly, in the form of an
accumulated along earthquake
geologic faults or by - or may occur slowly, in
volcanic activity which the form of creep. Faults
can result to destruction may range in length from a
of properties and the few millimeters to
loss of many lives. thousands of kilometers.
Most faults produce
repeated displacements
over geologic time.
I. Evaluating Evaluat
learning Complete the paragraph
e
Quiz : Earthquake by filling up the blanks
(10 with the correct words
min.)
J. Additional Extend
activities for
application or
remediation.
V. REMARKS
VI. REFLECTION
 No. of learners who
earned 80% in the
evaluation
 No. of learners who
require additional
activities for remediation
who scored below 80%
 Did the remedial lessons
 work? No. of learners
who have caught up
with the lesson.
 No. of learners who
continued to require
remediation
 Which of my teaching
strategies worked well?
Why did these work?

 What difficulties did I

encounter or supervisor
can help me solve?
 What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?
Prepared by: Checked by: Noted by:

MARICEL G. MANANSALA RUBY JANE M. LUCERO HILDA P. RENOBLAS

T-III/Science Teacher Head Teacher I School Principal III