GRADE 8 School RIZAL NATIONAL HIGH SCHOOL Grade Level 8

DAILY LESSON LOG

Teacher HONESTY O. MEHOY Learning Area Science 8
Teaching Dates and Time Week 4 Quarter FIRST

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learners demonstrates understanding of work using constant force, power, gravitational potential energy, kinetic energy and elastic potential energy
B. Performance Standards The learners proposes ways to increase the amount of work done in a certain period.

C. Learning Competencies/Objectives
Describe how work is related to power and energy. (Relate work, energy and power.) S8FE-Ic-21 Differentiate potential and kinetic energy. S8FE-Id-22
Write the LC code for each

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
Learning Episode 1:
A. MOTIVATION
1. Presentation
Holiday Today, we will relate work, energy and power. Today, we will learn to differentiate potential and kinetic energy.

2. Importance It is important to know this in order for us to determine when is work done and
It is important for us to differentiate potential and kinetic energy in order for us to
know the distinction between energy and power.
understand how energy is transformed from one form into another.
.
3. Formative Assessment
All of you will be able to define work, energy and power. At the end of the lesson, you are expected to differentiate potential and kinetic energy in a
given picture or in any real situations.

B. PROBE AND RESPOND

1. Review /Drill The teacher will show a picture o the class. The students will identify if work is  The teacher will asked the students to define the following:
done or work is not done on the object.
a. Potential energy – the stored energy of position possessed by an object
b. Kinetic energy - the energy in motion
2. Pre-requisite Skills 1. The teacher will discuss the following terms and will give its formula:
a. Work
b. Energy
c. Power

FOR THE TEACHER:

 Work is done on an object when the force applied to it covers a distance in
the direction of the applied force.
Work = Force x displacement

 The energy of an object enables it to do work. It is classified into two; Kinetic

Energy and Potential Energy.
 Kinetic energy is defined as energy in motion.
KE=1/2mv2

 Potential energy is defined as energy at rest.

PE=mgh

Power is the rate of doing work or the rate of using energy.

P = W/t or P = E/t

NOTE TO THE TEACHER: Let the students write the definition on their
notebook.

2. The teacher will show to the students how to calculate problems on work,
power and energy.

 The teacher will say, “Suppose

the girl is pushing a chair with a 100 Newton
force along the 2 meters aisle. To calculate
the work done by the girl on the chair,
determine what the given values areand what
is asked.”

Eg:Given: Force = 100N

displacement = 2m
What is asked?: Work
W = Fd
W = 100N x 2m
W = 200Nm
W = 200J

“Therefore, the work done by the girl on the chair is 200Nm or 200 Joules in
pushing the chair from one end of the aisle to the other.”

 The teacher will also say, “If the chair has a mass of 5kg and reached the end
of the aisle at a velocity of 2m/s. To calculate the kinetic energy:

KE = 1/2 mv2
KE = 1/2 (5kg) (2m/s)2
KE = 1/2 (5kg) (4m2/s2)
KE = 20kg·m2/s2
2
KE = 10 kg·m2/s2
KE = 10 Joules

“Therefore, the kinetic energy of the pulled chair is 10Joules.”

 The teacher will also say, “Suppose it takes 10seconds to reach the other
end of the aisle. To calculate the power output:
P = W/t
P = 200J/10s
 W = 20 J/s
W = 20 Watts

“Therefore, the power output is 20J/s or 20Watts.”

Learning Episode 2:
A. Modelling
NOTE: Second and Third Day  The teacher will model in differentiating potential and kinetic energy.
 The teacher will write a table for differentiating potential and kinetic energy.
1. The teacher will divide the class into small groups (3-5 members/ group)  The teacher will hold an object (e.g. ball) in a position shown in the picture.
2. Activity sheets and the materials needed in the activity will be given to the group.

Activity 1 (Grade 8 Learners’ Module pp 34-35)

Objective: Describe how work is related to power and energy.

Materials: meter stick, timer
Procedure:
 The teacher will say, “The object has shown a potential energy
1. Write the group members’ names in the first column of Table 1. since its energy is stored and does not move.”
2. Enter each member’s weight in column 2. To solve the weight, multiply the mass (in kg) by acceleration due to  The teacher will put a check on the table that describes potential energy.
gravity (g=9.8m/s2).
3. Measure the height of the flight of stairs that you will climb. Record it on the table.  Showing the same position above, the
4. Each member will walk or run up the flight of stairs. Use a stopwatch or any watch to get the time it takes for teacher will then release the object (e.g. ball).
each member to climb the stairs. Record the time in the 4thcolumn.  The teacher will then say, “The ball
5. Solve for the energy expended by each member. Record them in the 5thcolumn of the table. has shown a kinetic energy since its energy is used,
6. Compute for the power output power of each member. exhibits displacement, it moves, it transferred its
energy to the floor the moment the object touches
Note to the teacher: The teacher will compute for the weight, energy and power of the first member of the group as it.”
model.  The teacher will then put a check on the table that describes the kinetic energy (see the
above table).
 The teacher will then differentiate potential and kinetic energy based on table.
The teacher will say, “Potential energy is the stored energy of position possessed by an object,
does not exhibit displacement and motion, and does not transfer energy from one moving
object to another when a collision or contact takes place while kinetic energy is the energy in
motion, exhibits displacement and transfer energy from one moving ball to another when a
collision or contact takes place.”
Learning Episode 3:
A. Guided Practice Guided Practice
B. Independent Practice  The teacher will pair the students.
Questions:  The pair will make a paper ball out of the scratch paper they have. Once done, they will
1. Who among the group members had the highest power output? ___________________________________ face one another where first student will hold the paper ball in a position where he is
2. What is the highest power output? _____________________________ ready to throw the ball and the other ready to catch. Shortly, the first student will then
3. Who among the group members had the lowest power output? ____________________________________ pass the ball to the other and the other way around. Afterwards, both will determine
4. What is the lowest power output? _____________________________ what classification of energy being shown in the activity and will complete the table
5. What can you say about the work done by each member of the group? Did each member perform the same below by checking the statement that describes the potential and kinetic energy after
amount of work in climbing the stairs? ______________________________ doing the activity below. Based on the table, they will make a statement differentiating
6. What factor/s determine the highest/lowest output? ________________________________________ potential and kinetic energy.
 7. From the data in table 1, describe the relationship between:
a. work and energy _________________________________
b. work and power _________________________________

 They will read their outputs to the class.

Independent Practice

 The teacher will let the students complete the table below by checking the statement that
describes the potential and kinetic energy after determining what energy is being shown
in the picture. Based on the table, they will make a statement differentiating potential
and kinetic energy

Learning Episode 4:  Differentiate potential and kinetic energy using the pictures and by completing the table.
A. Evaluation

The activity itself will serve as the evaluation.

B. Assignment/Project
V. REMARK
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 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?
ATTACHMENTS

Activity 1 (Grade 8 Learners’ Module pp 34-35)

Objective: Describe how work is related to power and energy.

Materials: meter stick, timer
Procedure:

1. Write the group members’ names in the first column of Table 1.

2. Enter each member’s weight in column 2. To solve the weight, multiply the mass (in kg) by acceleration due to gravity (g=9.8m/s2).
3. Measure the height of the flight of stairs that you will climb. Record it on the table.
4. Each member will walk or run up the flight of stairs. Use a stopwatch or any watch to get the time it takes for each member to climb the stairs. Record the time in the
4thcolumn.
5. Solve for the energy expended by each member. Record them in the 5thcolumn of the table.
6. Compute for the power output power of each member.

Note to the teacher: The teacher will compute for the weight, energy and power of the first member of the group as model.

Questions:
1. Who among the group members had the highest power output? ___________________________________
2. What is the highest power output? _____________________________
3. Who among the group members had the lowest power output? ____________________________________
4. What is the lowest power output? _____________________________
5. What can you say about the work done by each member of the group? Did each member perform the same amount of work in climbing the stairs?
______________________________
6. What factor/s determine the highest/lowest output? ________________________________________
7. From the data in table 1, describe the relationship between:
a. work and energy _________________________________
b. work and power _________________________________