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Dll-Science-Grade-8-1st-Grading Week 1

physical science (AMA Computer University)

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Teacher MHEL HENRY P. SALAS Grade Level 8

GRADE EIGHT Learning Area SCIENCE
DAILY LESSON LOG Teaching Dates WEEK 1 Quarter 1st

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
a. Content Standards The Learners demonstrate an understanding of Newton’s three laws of motion and uniform circular motion.
b. Performance Standards The learner shall be able to develop a writer plan and implement a “Newton’s Olympics”.
c. Learning Competencies/ The Learners should be able to The Learners should be able to The Learners should be able to demonstrate how a body
Objectives investigate the relationship between infer that when a body exerts a responds to changes in motion. (S8FE –Ib-17)
the amount of force applied and the force on another, an equal
mass of the object to the amount of amount of force is exerted
change in the object’s motion. back on it .
(S8FE-Ia-15) (S8FE-Ia-16)
II. CONTENT
FORCES AND MOTION
III.LEARNING RESOURCES
a. References
1. Teacher’s Guide pages pp. 5 - 8 pp. 10-11 pp. 11- 12
2. Learner’s Materials pages pp. 3 - 6 pp. 10 -12 pp. 15 - 16
3. Textbook pages
4. Additional Materials from EASE Physics, Module 10 Lesson Guide G8 Lesson Guide G8 First
Learning Resource (LR) Lesson 3 First Quarter pp. 11 - 12 Quarter pp. 14 - 19
portal
b. Other Learning https://www.youtube.com/wat
Resources ch?v=HEJOybRxclk

IV. PROCEDURES
A. Reviewing previous Present the following statement in What are the forces acting on Differentiating balanced and What is inertia?
lesson or presenting the class and ask the students if they an object at rest? unbalanced forces How is the law of inertia
agree or disagree with them. Select What are examples of related to mass?
new lesson two to three students per group to balanced forces?
justify or explain their answer.

1. Force is needed to stop an object.

2. Force always results to motion.
3. Force can act even at a distance.
4. Objects have the tendency to

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remain at rest.
5. Objects have the tendency to resist
change.
B. Establishing a purpose for Analyze the picture Students were given time to Let the students guess the Study the picture.
the lesson ( see attached document figure 1) watch a short video clip about word being defined by Can a man pushes the
balanced and unbalanced solving the jumbled letters. car?
forces.
1. It refers to the amount of How much force is
matter an object has. needed by the man to
push the car?

2. It is a push or
pull upon an object resulting
from
the
object’s interaction with
another object.

3. An action or process of
moving or of changing place
or position.

4. It is the resistance of any

physical object to any
change in its state of
motion.

C. Presenting What have you observed on the Give reaction to the video Are those set of words The teacher will present
examples/instances of the picture presented? presented familiar to you? two balls of different
masses.
new lesson What ideas came in your Then ask the students
mind when you met those which of the two balls
words we had unscrambled? will accelerates faster?
Why?

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D. Discussion of new The teacher will place a ball or any Do the activity 2 in Lesson The learners will analyze 1. Differentiate the two
concepts and practicing object on top of a table and ask: Guide Science 8 (First the picture of the two balls in terms of mass.
Quarter) pp. 8 – 9 or Learners’ wrestlers by comparing their Which has the greater
new skills #1 a) Will this object move by itself? Module pp. 7 masses and relating the mass?
b) How can we make this object concept of mass to inertia.
move? 2. If equal amount of
c) While it is moving, how can we force will be applied in
make the object speed up or slow the two balls, then which
down? will accelerates faster?
d) How can make it stop?
e) How can we make it change its
direction?
E. Discussion of new Do the activity 1 Forces on object at 1. When the cardboard is at Do the activity on Inertia (A Do the activity on The
concepts and practicing rest in Lesson Guide Science 8 rest, how do the magnitudes and B) Learners’ Module Law of Acceleration,
(First Quarter) pp. 5 or LM pp. 5- 6 and directions of the pair of pp. 11 – 12 Lesson Guide G8 First
new skills #2 forces acting on it compare? Quarter pp.17 - 19
2. If you draw the lines of
action of all the forces acting
on the board and extend the
lines, what will you get?
F. Developing mastery Presentation of the output per group/ Discuss the answers in the Questions: A. 1. What variable/s
(Leads to Formative Processing: activity is/are said to be constant
PART A. in the activity?
Assessment 3) Analysis: 1. What happens when you 2. What is the effect of
Situation 1 slowly pulled the varying the amount of
1. Is the pen at rest or in motion? cardboard? Explain. force on the acceleration
2. Are there forces acting on the pen? 2. What happens when you of the cart?
If yes, draw the forces. You may use flipped the cardboard? 3. What relationship
arrows to represent these forces. Explain. exists between the force
3. What happens to the pen? What and acceleration when the
could have caused the pen’s motion? PART B. mass of the cart is kept
1. What happen to the constant?
Situation 2 remaining books after one B. 1. What variable/s
1. Is the book at rest or in motion? book was pulled? Why is is/are said to be constant
2. Are there forces acting on the this so? in the activity?
book? If yes, draw the forces acting 2. Relate your observation 2. What is the effect of
on the book. to the concept of inertia. varying the mass on the
3. Did the book move? How will you acceleration of the cart?
make the book move? 3. What relationship
exists between the mass
and acceleration when the
force is kept constant?

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G. Finding Practical Since friction is a resistance force Study the given pictures below Use the following examples Present the statement in
applications of concepts that slows down or prevent motion, and describe the forces to explain how Newton's the class “ You may be
there are advantages and involved. first law occurs in everyday bigger, but I am faster.”
and skills in daily living disadvantages that friction may do. events:
How is friction important in: a. How does this line
a. walking a) car suddenly stops, and illustrate Newton’s
b. writing you strain against the seat Second Law of Motion?
c. running vehicles belt.
b. How is the statement
b) when riding a horse, the related to mass and
horse suddenly stops, and acceleration?
you fly over its head.

c) the magician pulls the

tablecloth out from under a
table full of dishes.

d) the difficulty of pushing a

dead car.

e) car turns left, and you

appear to slide to the right.
H. Making generalizations 1. What is force? The following ideas must be Newton's first law states that
and abstractions about 2. What are some other forces that realized by the students: an object at rest will stay at
can cause something to move? rest or an object in motion
the lesson 3. How does gravity affect object on If two forces acting on an will stay in motion and
earth? object are equal in magnitude travel in straight line, as
4. What is a force that can cause an but opposite in direction, they long as no external net force
object to slow down or have little are considered as balanced acts on it. The object will
movement? forces. These forces must lie change its state of motion
5. In your own words define friction. along the same line. only if there is unbalanced
or net force acting upon it.
• If the forces acting on an Inertia is measured in terms
object are balanced, the object of mass. An object having
either stays at rest or continues greater mass has greater
to move at constant velocity. inertia

• If the forces acting on an

object are unbalanced, the
motion of the object will
change.
I. Evaluating learning SUMMATIVE
TEST
J. Additional Activities for
application of remediation

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V. REMARKS
VI. REFLECTION

a. No of learners who earned

80% in the evaluation

b. No. of learners who require

additional activities for
remediation who scored
below 80%
c. Did remedial lessons
work? No. of learners who
have caught up with the
lesson
d. No. of learner who
continue to require
remediation
e. Which of my teaching
strategies work 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?

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Figure 1

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