School: Antipolo Integrated School Grade Level: VIII

Grade 8
Teacher: Jhay Mark A. Nabata Learning Area: SCIENCE
DAILY LESSON LOG
Teaching Dates and Time: Aug. 29 - Sep 1, 2023 Quarter: First

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards: The learners demonstrate an understanding on Newton’s three laws of motion

B. Performance Standards: The learners shall be able to develop a writer plan an implement a newton olympics.

Learning The learners should be able to The learner should be able to The learners shoukd be able to demontrate how a body responds to change in motion. (SBFE-
investigate the relationship infer that when a body exerts a 1b-17)
Competencies/Objectives between the amount of force force on another, an equal
applied and the mass of the amount of force is exerted back
object to the amount of change in on it. (SBFE-Ia-16)
the object’s motion. (SBFE-Ia-15)
II. CONTENT 1. Newton Three Laws of Motion.
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete
III. LEARNING RESOURCES and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages pp. 5-8

2. Learner’s Materials Pages pp. 3-6

3. Textbook Pages

4. Additional Materials from

Learning Resource (LR)
portal
B. Other Learning Resources

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
IV. PROCEDURES the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
Lesson Proper
Prayer
Attendance
Setting of the Classroom
A. Reviewing Previous Lesson or
Presenting the New Lesson Present the following statements What are the forces acting on Differentiate balanced and What is Inertia? How is the
in class and ask the students if an object at rest? unbalanced forces. law of inertia related to mass?
they agree or disagree with them. What are examples of balanced
Select two to three students per forces?
group to 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 a tendency to
remain at rest.
5. Objects have the tendency to
resist change
1. Establishing a Purpose for the Let the students imagine a truck. Students were given time to Let the students guess being Ask a question to the
Lesson With the first truck exerted with watch a video clip about defined. students;
the same amount of force on its balanced and unbalanced 1. The amount of matter in an Can a man push a 1000 kg
opposite side, and the second forces. object. car with 9 N of force exerted
truck exerted with an uneven 2. It is the push and pull in an in it? Explain.
amount of forces on its opposite object.
side. 3. An action of the process of
moving/movement.
4. The resistance of any physical
object to any change in its state
of motion.
2. Presenting Give reaction to the video Are those set of words familiar to The teacher will present two
Examples/Instances of the What have you observed in the presented. you? balls of different masses.
Lesson given example? What ideas came in your mind Then ask the students which
when you met those words? of the two balls will accelerate
faster? Why?

3. Discussing New Concepts and The teacher will place a ball or Do the activity 2 in Lesson The learners will imagine two 1. Differentiate the two balls in
Practicing New Skills #1 any object on top of a table and guide Science 8 first quarter sumo wrestlers and compare terms of mass. Which has the
ask: pp. 8 -9 or Learners module their masses and relating the greater mass?
a. Will this object move by itself? pp.77 concept of mass to inertia. 2. If equal amount of force will
b. How can we make this object be applied in the two balls,
move? then which will accelerate
c. While it is moving, how can we faster?
make this object move faster or
slow down?
d. How can we make it stop?
e. How can we make it change its
 direction?

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
IV. PROCEDURES the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
4. Discussing New Concepts and Do the activity 1 on Forces on 1. When the cardboard is at
Practicing New Skills #2 object at rest in Lesson Guide rest how do the magnitude Do the activity in inertia (A and Students will answer
Science 8. First Quarter pp.5 or LM and direction of the pair of B) Learner’s Module pp. 11 and problems on the board.
pp.5-6 forces acting on it 12
compares?
2. If you draw the lines of
action of all the forces
acting on the board and
extend the lines, what will
you get?
5. Developing Mastery Presentation of the output per group Questions: Answer the processing
Discuss the answers in the Part A. questions.
activity 1. What happens when you
slowly pulled the cardboard?
Explain.
2. What happens when you
flipped the cardboard?

Part B.
1. What happens to the
remaining books after one book
was pulled? Why is this so?
2. Realate your observation to
the concept of inertia.
6. Finding Practical Applications Study the given situation: Present examples to explain Present the statement : “You
of Concepts and Skills in Daily Since friction is a resistance force 1. A block of wood on a Newton’s first law in everyday may be bigger, but I am
that slows you down or prevent table event. faster.”
Living
motion, there are advantages and 2. A ball in a floor. A. How does the line illustrate
disadvantages that friction may do. Newton’s Second Law of
How is friction important in: Motion?
A. Walking B. How is the statement
B. Writing related to mass and
C. Running vehicles acceleration?

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
V. PROCEDURES the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
 7. Making Generalizations and 1. What is Force? The following ideas must be Explain the Newton’s First Law Cont.. of activity.
Abstractions about the Lesson 2. What are other forces that can realized: of Motion thoroughly.
cause an object to move? If two forces acting on an
3. How does gravity affect objects object are equal in
on Earth? magnitude but opposite in
4. What is the force that can cause direction, they are
an object to slow down or have little considered as balanced
movement? forces. These forces must lie
5. In your own words, what is along the same line.
friction?  If the forces acting on
an object are
balanced, the object
either stays at rest or
stays in motion.
 If the forces acting on
an object are
unbalanced, the
motion of the object
will change.
8. Evaluating Learning Summative Test

9. Additional Activities for

Application or Remediation

VI. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the
VII.REFLECTION students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation
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

work well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?

G. What innovations or localized

materials did I use/discover which
I wish to share with other
teachers?

Prepared by: Approved by:

Jhay Mark A. Nabata Jaypee A. Villareal Ph.D
Teacher School Head