DETAILED SCIENCE LESSON PLAN
GRADE
LEVEL
8 First Quarter
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/ instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
QUARTER/DOMAIN DATE: LP NO.
June 4, 2019 2
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and
competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
The learners demonstrate an understanding of Newton’s three laws of motion and uniform circular
motion
The learners shall be able to develop a written plan and implement a “Newton’s Olympics”
The learners should be able to...
1. 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)
SUBTASK
a. Describe how net or unbalanced force affects the motion of an object.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled
in a week or two.
List 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 and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
pp. 5-8
pp. 3-6
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 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.
ELICIT
- What makes objects move the way they do?
- Why do objects move in different ways?
ENGAGE
- Today’s lesson will focus on forces acting on objects at rest.
Unlocking of Difficulty
- Balanced force
- Unbalanced force
EXPLORE
Answers to the Guide Questions:
Situation 1
- Q1. Is the en at rest or in motion?
- Answer: The pen is at rest.
- Q2. Are there forces acting on the pen? If yes, draw the forces. You may use arrows to represent
these forces.
- Answer: Yes. The forces acting on the pen are the tension force (the force exerted by the string on
the pen) and the force of gravity.
- Q3. What happens to the pen? What could have caused the pen’s motion?

F. Developing Mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
SJ. Additional activities for
application or remediation
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 have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of the teaching strategies worked
well? Why did these work?
F. What difficulties or challenges which my
principal or supervisor can help me
solve?
G. What innovation or localized material did
I use/discover which I wish to share with
other teachers?
Prepared by:
LORRAINE C. DONIO
Subject Teacher
Answer: When the string was cut, the pen falls to the ground. The force of gravity makes the object
fall down.
EXPLAIN
- The diagram in Figure 5 shows the forces acting on the
a) pen and b) book in Activity 1. You learned in lower grades that
all objects fall down because gravity pulls on them towards the
center of the earth. But what makes the pen and the book stay at
rest? The pen stays in place because of another force that acts
on it that is supplied by the string which we refer to in physics as
tension force (T). The book, on the other hand, stays at rest
because of the upward push exerted on it by the table which we
refer to as normal force (Fn). Both the tension force and normal
force counteract the pull of gravity (Fg) that act on the objects.
Unbalanced Forces
- If you cut the string connected to the pen, the pen will fall. Or if you push the book on one side across the
table, the book will move but will not continue moving if you don’t continuously push it. The pen falls down
because there is no more force acting on it to counteract the pull of gravity. The book moves because of
the push that you applied. In other words, the forces acting on these objects are no longer balanced. If an
object initially at rest is under an unbalanced force, it moves in the direction of the unbalanced force.
ELABORATE
- What can forces do to an object?
In the situations from the activity, both the pen and the book are at rest. But this does not mean that
there are no forces acting on them. So what causes them to stay in place?
EVALUATE
1. When is an object considered to be in motion?
a. When its position changes with respect to a point of reference.
b. When its distance changes with respect to a point of reference
c. When its direction changes with respect to a point of reference
d. all of the above
2. A man is climbing a tree. Identify all the forces that is exerting on the man.
EXTEND
Direction: Answer the questions.
1. Describe a balanced and unbalanced force.
2. Can force also be applied to moving objects? Defend your answer.
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to
be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can
ask them relevant questions.
Checked by:
CATALINA T. PEDONG
School Principal III