Region XI Grade Level 8

GRADE 8 Teacher Christine V. Cabuyadao Learning Area SCIENCE 8 PHYSICS

DAILY
Teaching Dates
LESSON LOG Quarter FIRST
and Time

Session No.
I. OBJECTIVES

A. Content Standards
The Learner demonstrates understanding of the Newton’s three laws of motion and uniform
circular motion.

B. Performance Standards
Learner develops a written plan and implement a ―Newton’s Olympics

C. Learning Competencies /
Objectives The Learner investigates the relationship of the amount of force applied and the mass of the
(Write the LC code for object to the amount of change in the object’s motion
each) (S8FE-Ia-15)

Within the specific period, the students should be able to:

1. Identify the forces acting on an object

2. Explain why objects stay at rest
3. Cite situations that balanced and unbalanced forces where applied.

II. CONTENT
FORCES AND MOTION

A. TOPIC
F0RCES: BALANCE AND UNBALANCE FORCES

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide
Science 8 Teaching Guide pp. 6
pages
2. Learner’s Materials
Science 8 Learner’s Module pp. 3 – 10
pages
3. Textbook pages
EASE Physics. Module 10. Lesson 3; Science and Technology IV: Physics Textbook. NISMED.
2012. pp. 292-296;Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 12-17;Science
and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. pp.
75-82. *

4. Additional Materials
from Learning
Resource (LR) portal
A. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous ELICIT
lesson or presenting the
new lesson(5 MINS.) Present the following statement in class and ask the students if they agree or disagree with
them. Select two to three students per group to justify or explain their answer.

1. Force is needed to stop an object

B. Establishing a purpose
for the lesson(5 minutes)
2. Force is always result s to stop.
3. Force can act even at a distance.
4. Objects have the tendency to remain at rest.
5. Objects have the tendency to resist change.
ENGAGE
The teacher will place a chalk box or any object on top of a table and ask:
C. Presenting examples/
instances of the new
lesson
D. Discussing new concepts
and practicing new skills
#1(20 minutes)
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery
(Leads to Formative
Assessment) (15mins.)
a. Will this object move by itself?
b. How can we make this object move?
c. While it is moving, how can we make the object speed or slow down?
d. How can make it stop?
e. How can we make it change its direction?
EXPLORE
Do the activity 1 Forces on object at rest in Learners Materials Science 8 (1st Quarter) pp.5 – 6.
Activity
Forces on objects at rest
Objectives:
After performing this activity, you should be able to identify the forces acting on an
object at rest.
Materials:
Pen pair of scissors string book
Procedure
Situation 1
1. Hang a pen by a piece of string as shown in Figure 3a.
Q1. Is the pen at rest or in motion?
Figure 3a. Hanging pen
Q2. Are there forces acting on the pen? If yes, draw the forces. You may use arrows to
represent these forces.
2. Cut the string with a pair of scissors.
Q3. What happens to the pen? What could have caused the pen’s motion?
Situation 2
1. Place a book on top of a table as shown in Figure 3b.
Q4. Is the book at rest or in motion?
Q5. Are there forces acting on the book? If yes, draw the forces
acting on the book.
Figure 3b. Book on a table
2. Let one member of your group push the book in one direction and another member push it in
the opposite direction at the same time with the same amount of push (force).
Q6. Did the book move? How will you make the book move?
EXPLAIN
Presentation of output per group / Processing:
Analysis:
Situation 1
1. Is the pen at rest or in motion?
2. Are there forces acting on the pen? If yes, draw the forces. You may use arrows to represent
these forces.
3. What happens to the pen? What could have caused the pen’s motion?
Situation 2
1. Is the book at rest or in motion?
2. Are there forces acting on the book? If yes, draw the forces acting on the book.
3. Did the book move? How will you make the book move?
G. Finding practical
applications of concepts
and skills in daily
living(15mins)
H. Making generalizations
and abstractions about
the lesson
I. Evaluating
learning(5mins)
J. Additional activities for
application or
remediation
VI. REMARKS
VII. 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?
ELABORATE
Since friction is a resistance force that slows down or prevent motion, there are advantages
and disadvantages that friction may do.
How is friction important in:
a. walking
b. writing
c. running vehicles
EVALUATE
Multiple Choice: Read each statement carefully and write only the letter of the correct answer.
1. A book is at rest on the top of the table. Which of the following is correct?
a. There is no force acting on it.
b. The book has no inertia.
c.There is no force acting on the table.
d. The book is in equilibrium.
2. Which of the following situations involves friction?
a. A bicycle rolling down a hill.
b. A baseball player sliding into 2nd base.
c. A driver falling through the air to a pool.
d. All of the above experience some friction.
3. What is gravity?
a. A Newton’s First Law.
b. The force that objects exert on each other because of their mass.
c. the downward pull on the Earth.
d. The friction that an object has put on it.
4. Which is the best example of gravity?
a. A car hits a tree, and its motion stops.
b. A breeze blows, and a sailboat moves.
c. A book is pushed, and its moves across the table.
d. A person drops a ball, and it falls to the ground.
5. How does Earth’s gravity affect near Earth?
a. It pushes them away.
b. It pulls them in.
c. It makes them larger.
d. It makes them move faster.
EXTEND
Ask the students to write situation/ examples where the presence of other forces is beneficial.
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:

ARISTOTLE GROUP 1

Members:

ACOSTA, CRISTY B. ALQUIZAR, JANICE S.

COMVAL DAVAO OCCIDENTAL

CABUYADAO, CHRISTINE V. DUMALI, SHELLA MARIES I.

COMVAL DAVAO ORIENTAL

GAGABE, BEVERLY A. GOMEZ, LINA D.

PANBO DAVAO OCCIDENTAL

LABASTIDA, KRISTINE ROBBIE P. NACISVALENCIA, QUENIE N.

COMVAL DAVAO OCCIDENTAL

SAMONTE, JOY T. BONGCAC, EDEN BERG

PANABO CITY COMVAL

Evaluated by:

PEDRO P. BATINGAL
ESP- SCIENCE TAGUM CITY
 Activity
Forces on objects at rest

Objectives:
After performing this activity, you should be able to identify the forces acting on an object at rest.

Materials:
Pen pair of scissors string book

Procedure

Situation 1
1. Hang a pen by a piece of string as shown in Figure 3a.

Q1. Is the pen at rest or in motion?

Figure 3a. Hanging pen

Q2. Are there forces acting on the pen? If yes, draw the forces. You may use arrows to represent these forces.

2. Cut the string with a pair of scissors.

Q3. What happens to the pen? What could have caused the pen’s motion?

Situation 2
1. Place a book on top of a table as shown in Figure 3b.

Q4. Is the book at rest or in motion?

Q5. Are there forces acting on the book? If yes, draw the forces acting on the book.
Figure 3b. Book on a table
2. Let one member of your group push the book in one direction and another member push it in the opposite direction at the
same time with the same amount of push (force).

Q6. Did the book move? How will you make the book move?