GRADE School Rizal National High School Grade Level Grade 8

DAILY LESSON LOG Teacher Honesty O. Mehoy Learning Area Science 8

Teaching Dates and Time June 4-8, 2018 Quarter 1st Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards Demonstrate an understanding of Newton’s three laws of motion and uniform circular motion.

B. Performance Standards Develop a written plan and implement a “Newton’s Olympics”

C. Learning Competencies/Objectives LC 1. Demonstrate how a body responds LC 1. Demonstrate how a body responds to changes in motion. (S8FE-Ib-17) LC 2. Investigate the relationship Note: Cooperative Learning Session
Write the LC code for each to changes in motion. (S8FE-Ib-17) between the amount of force applied
Day 2 and the mass of the object to the
Day 1 Objective: Demonstrate how a body responds to changes in motion. amount of change in the object’s
Objective: Describe the different forces motion. (S8FE-Ia-15)
acting upon the objects.
Day 1
Objective: Describe the force and mass
in relation to the acceleration of an
object.
Force, Motion, and Energy
II. CONTENT Forces acting upon the objects Law of Inertia Force and Mass in Relation to the
Acceleration of an object
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages Science 8 LM, Campo, P.C., et al. 2013. pp. 8-10 Science 8 LM, Campo, P.C., et al. 2013. pp. 12-17
3. Textbook pages Science and Technology IV:Physics Textbook for fourth , Ragabo, L.M., et al. 2001. year. P 83 Science and Technology IV:Physics Textbook for fourth , Ragabo, L.M., et al. 2001.
year. P 75-82
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
Learning Episode 1:
A. MOTIVATION
1. Presentation Today, we will learn to describe the Today, we will learn to demonstrate how a body responds to changes in motion. Today, we will describe force and mass
different forces acting on an object. in relation to the acceleration of an
object.
2. Importance It is important to describe different It is important to demonstrate how a body responds to changes in motion to It is important to describe force and
forces acting on an object to understand understand real-life situations that applies law of inertia. mass in relation to the acceleration of
how forces keeps or prevents you from an object so we can understand how an
moving. object accelerates.

3. Formative Assessment At the end of the lesson, you are At the end of the lesson, you will demonstrate how a body responds to changes in At the end of the lesson, you will be
expected to describe the different forces motion able to describe the force and mass in
acting on an object. relation to the acceleration of an
object.
B. PROBE AND RESPOND
1. Review /Drill
 2. Pre-requisite Skills 1. The teacher will define force and 1. The teacher will define inertia. 1. The teacher will give the definition of
identify some common types. the following terms:
Force is a push or pull upon an object Inertia is the tendency of a body to resist a change in motion or rest. Force is a push or pull upon an object
resulting from the interaction between Mass is directly proportional to inertia. resulting from the interaction between
them. them.
*A more massive object has more inertia while lighter object has less inertia.
Common Types of Forces: Mass is a measure of the amount of
-Gravitational Force *The greater the inertia, the more difficult the object to move from rest, slows down, matter in an object.
-Normal Force speed up, or change its direction. Acceleration is the rate of change of
-Tension Force velocity.
(Note: the teacher will give an example on applying inertia in real-life situation.)

2. The teacher will define balanced force

and unbalanced force. 2. The teacher will state the Law of Inertia.
There are two forces that govern in the Newton’s First Law of Motion:
state of motion of an object.
1. Balance forces if: Law of Inertia
-The forces act equally on the same “An object will remain at rest or move at constant velocity unless acted upon by an
object but in opposite direction.
external force.”
-The object is at rest (not moving).
2. Unbalanced forces if: Which means objects tend to “keep on doing what they’re doing,” unless disturbed.
-The forces don’t act equally on the
same object and not in opposite (Note: the teacher will give an example on applying law of inertia in real-life situation.)
direction.
-The object is in motion (moving).
Examples:

Learning Episode 2:
A. Modeling A. Hanging object 1. The teacher will demonstrate how a body responds to changes in motion. 1. The teacher will model how to
1. The teacher will identify and describe 2. Two volunteers from the class will be asked to be in front. One will push the chair describe the force and mass in relation
the forces acting on the hanging plant. where his classmate is sitting on it. The teacher will push an empty chair. to the acceleration of an object.
A. 2. The teacher will grab a wooden chair
The teacher will say: with load of bags and an empty plastic
In these situations, there are two chairs at rest, the empty chair and the chair with a chair in front of the class.
student sitting on it. A force is applied to these chairs by pushing it. This causes chairs 3. The teacher will emphasize that the
to move. However, the empty chair is easily moved since it has a lesser inertia two chairs has different mass. The
because it has lesser mass compared to the other which has a greater inertia and is wooden chair with load of bags is
more massive. heavier than the plastic chair. The
 teacher will push the chairs one at a
time.

The teacher says, “Wooden chair with

greater mass needs greater force to
make it move. Plastic chair with Lesser
mass needs lesser force to make it
move.”

The gravitational force and the tension
force can be said to be balance since
they act equally on the same body but in
opposite direction. That’s why the
hanging plant is at rest.
Force and mass in relation to the
acceleration:
“Force to be applied is directly
proportional to mass of an object to
make it accelerate or move.”

B. Greater mass of objects needs greater

force to make it move.
Lesser mass of objects needs lesser
force to make it move.

If you cut the string connected to the

pot, the hanging plant will fall down
because there is no more force acting on
it to counteract the pull of gravity. The
forces will be unbalanced.

B. Objects standing/sitting on a surface

2. The teacher will identify and describe
the forces acting on a bottle placed on
top of a table.
A.

The gravitational force and the normal

force can be said to be balance since
they act equally on the same body but in
opposite direction. That’s why the bottle
is at rest.
B.
 If you push the bottle, the bottle falls
down since there is another force acting
on it. The forces will be unbalanced.
Learning Episode 3:
A. Guided Practice 1. The teacher will pair the students.
2. The students will identify and describe
the forces acting on the given object.
Activity
Forces Acting On An Object
Identify and describe the forces acting
on the given object.
A. Hanging Pen
Question:
1. What are the forces interacting on the
pen?
2. Is the pen in motion or at rest?
2. Are these forces balanced or
unbalanced? Why?
Expected Answer:
1. Tension Force and Gravitational Fore
2. The pen is at rest.
3. The gravitational force and the
tension force can be said to be balance
since they act equally on the same body
but in opposite direction.
B. Cut the string
1. The teacher will pair the students. 1. The teacher will instruct the
2. The students with their partner will demonstrate how a body responds to changes students to perform the same
in motion through a modified 100meter sprint. situation. The teacher will ask the
3. Based on the result of the activity, the students will answer the guided questions. students to push a wooden chair with
loads of bags and an empty plastic
Activity chair. The teacher will let the students
Run, Stop, Inertia describe the force and mass in relation
Procedure: to acceleration of the two chairs. The
1. On mark, both of the partners will run a 100m sprint. students will answer the following
2. The teacher will do the signal to run and the signal to stop. guided questions.
3. The students will determine who stop first and stop last.
4. The students will fill up the table and record the result of the activity in it. Guided questions:
1. Which of the following chairs
Name Weight Heavy/Light Stop (first, last) (wooden, plastic) has:
1. A. Lesser mass?
B. Greater mass?
2. C. Needs lesser force to make it
Guided Questions: move?
2. Who was able to stop first? Based on your weight explain why. D. Needs greater force to make it
3. Who was able to stop last? Based on your weight explain why. move?
4. Who has the greater inertia? Based on your weight explain why. 2. Describe the force and mass in
5. Who has the lesser inertia? Based on your weight explain why. relation to acceleration of the chairs.
Answer:
1. A. Plastic chair
B. Wooden chair
C. plastic chair
D. wooden chair
2. Wooden chair with greater mass
needs greater force to make it move.
Plastic chair with Lesser mass needs
lesser force to make it move.
 Question:
1. What is/are the force/s interacting on
the pen?
2. Is the pen in motion or at rest?
2. Are these forces balanced or
unbalanced? Why?

Expected answer:
1. Gravitational Fore
2. The pen is in motion.
3. The forces will be unbalanced because
if you cut the string connected to the
pen, the pen will fall down since there is
no more force acting on it to counteract
the pull of gravity.
B. Independent Practice 1. The students will identify and describe 1. The students will demonstrate how a body responds to changes in motion. 1. The teacher will present the
the forces acting on the given object. 2. The students will perform the following activity individually. following picture. The teacher will let
the students describe the force and
Activity INVESTIGATING INERTIA mass in relation to the acceleration of
Forces Acting On An Object STACK OF COINS the grocery cart (empty and loaded).

Identify and describe the forces acting
on the given object.
A. Book on the top of the table
MATERIALS: 10 pcs 1 Peso coin, ruler
PROCEDURE:
1. Stack the coins on a flat level surface.
2. Quickly hit the coin at the bottom with the edge of the ruler.
3. The teacher asks the students to demonstrate the activity to the class
4. And as they demonstrate the activity, they will explain what happened when they
hit the coin at the bottom and why is this so?

(For the teacher: The coins have inertia, meaning they want to stay in place in the
spot they are stacked. If I will remove the bottom coin slowly, it isn’t fast enough to
overcome the frictional force. The moment I swing the ruler at the bottom of the
stack quickly, the stack stays in place into the spot it was before. An object at rest will
Question:
remain at rest.)
1. What are the forces interacting on the
book?
2. Is the book in motion or at rest?
2. Are these forces balanced or
unbalanced? Why?
Answer:
 Expected Answer: The grocery cart (loaded) with greater
1. Normal Force and Gravitational Force mass needs greater force to make it
2. The book is at rest. move.
3. The gravitational force and the The grocery cart (empty) with lesser
normal force can be said to be balance mass needs lesser force to make it
since they act equally on the same body move.
but in opposite direction.

B. Pushing the book forward

Question:
1. What are the forces interacting on the
book?
2. Is the book in motion or at rest?
2. Are these forces balanced or
unbalanced? Why?

Expected answer:
1. Gravitational Force, tension force,
applied force
2. The book is in motion.
3. The forces will be unbalanced because
there is an outside force that is being
applied on the book making it to move.

Learning Episode 4:
A. Evaluation Identify and describe the forces acting NOTE TO THE TEACHER: The independent activity shall serve as an assessment to the Describe the force and mass in relation
on the given object. students. to the acceleration of the elephant and
toy car as shown in the picture.
A. Bottle on top of the table
Question:
1. What are the forces interacting on the
bottle?
2. Is the bottle in motion or at rest?
2. Are these forces balanced or
unbalanced? Why?

Expected Answer: Answer:

1. Normal Force and Gravitational Force
2. The bottle is at rest.
3. The gravitational force and the
normal force can be said to be balance
since they act equally on the same body
but in opposite direction.
An elephant with greater mass needs
greater force to make it move.
A toy car with lesser mass needs lesser
force to make it move.

B. Pushing the bottle forward

Question:
1. What are the forces interacting on the
bottle?
2. Is the bottle in motion or at rest?
2. Are these forces balanced or
unbalanced? Why?

Expected answer:
1. Gravitational Force, normal force,
applied force
 2. The bottle is in motion.
3. The forces will be unbalanced because
there is an outside force that is being
applied on the bottle making it to move.

B. Assignment/Project
V. REMARK

VI.REFLECTION 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.
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 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?

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?