School Malvar School of Arts

Lesson Exemplar and Trade Grade Level Grade 8

Teacher KEN MITCHELL T. Learning Area Physics

Teaching MORALES
Date Quarter
August 24 – 28, 2021 First
Teaching
Time 7:00 – 9:00 Mon - Friday No. of Days 4 Days

Monday Tuesday Wednesday Thursday Friday

I. At the end of the lesson, learners are expected to:
OBJECTIVES a. describe how the weight and the mass of an object are related.
b. define a force and differentiate between contact forces and long range forces.
c. enumerate and discuss the six (6) kinds of forces that act on objects.
c. differentiate balanced and unbalanced forces through image observation and analysis.
c. describe how forces affect motion
b. recognize the significance of Newton’s second law of motion and use it to solve motion problems.
d. calculate acceleration using newton’s law of motion

A. Content The learners demonstrate an understanding of:

Standards Newton’s three laws of motion and uniform circular motion

B. Performance The learners should be able to:

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

C. Most A. Investigate the relationship between the amount of force applied and the mass of the object to the amount of
Essential change in the object’s motion.
Learning S8FE-Ia-15
Competencies
(MELC)
(If available, write the
indicated
MELC)

D. Enabling  Demonstrate how a body responds to changes in motion.

Competency (If
available, write the
attached enabling
competencies)

II. CONTENT Forces and Motion

Laws of Motion
III.
LEARNING
RESOURCES

A. References

a. Teacher’s
Guide Pages

b. Learner’s Science 8: Learner’s Module - Pages 3-9

Material Pages PHYSICS Principle and Problems – Pages 116-118

c. Textbook Pages 3 – 9
Pages Pages 116 - 118

d. Additional Science 8 Enrichment Learning Module

Materials
from Learning
Resources

B. List of
Learning
Resources for
Development
and
Engagement
Activities
IV.
PROCEDURE
S

To begin the lesson, students will be asked to accomplished the;

A. Introduction
THINKING CHAIR
This activity is a composition of Assigned Question prepared by the teacher and to be answered by the students.
In answering the assigned questions students’ needs to have a brainstorming with their classmates in different
modality (messenger, text, or other forms of communication), parents or siblings which will trigger their critical
thinking skills as they are going to select the best answer for the said question. Thinking Chair also will be of
great help to for the students to explore “WHAT THEY NEED TO KNOW” and “WHAT’S NEW”.

For this lesson students will start in making their K-W-L Foldables. They will be asked to make a foldable to
help identify what they already know and what they want to know about motion and forces. The K-W-L
Foldables serves as a great starting point for the students to practice their linguistic skills through writing,
critical thinking skills and creativity.

Procedure:

1. Place a sheet of colored paper in front of you so the long side is at the top. Fold the paper in half from top to
bottom.

2. Fold both sides in, to form three equal sections. Unfold the paper so three sections show.

3. Through the top thickness of paper, cut along each of the fold lines to the topfold, forming three tabs. Label
the tabs, KNOW, WANT, and LEARNED.

KNOW WANT LEARNED

Once the students were able to accomplish their K-W-L Foldables, they need to put this inside their Science
Portfolio for further checking through the use of scoring rubric.

SCORING RUBRIC FOR K-W-L FOLDABLES

 ORGANIZATION ORGANIZATION ORGANIZATION ORGANIZATION ORGANIZATION
Unfinished Composition is Composition Detailed Heavily detailed
composition, No too short, lack provides some composition, composition,
use of Vocabulary detail, Make use of some Uses many
vocabulary. Vocabulary vocabulary. Vocabulary
sometimes used
incorrectly.
CREATIVITY CREATIVITY CREATIVITY CREATIVITY CREATIVITY
No unique idea Very minimal There exist some The presentation There is a
was presented idea presentation different ideas of different idea is comprehensively
are different from presented. detailed. detailed
the others. presentation of
different ideas.

B. Development SPONGE VENUE

This is an anchor activity also known as Sponge Activity which is being designed for students to work on either
immediately at the beginning of class time, so that their instructional time will be maximize. This activity will
also enhanced students level of comprehension while promoting language literacy and reading skills.
Specifically, this part will focus on the CONTENT REVIEW since the Teacher will employ modular distance
learning modality. The following content will be reviewed by the students through the use of module;
A. Forces
 What are Forces?
 What are the 6 kinds of Forces that act on objects?
B. Major types of Forces
 Balanced Forces
 Unbalanced Forces

FORCES PHOTO GALLERY EXPLORED!

In doing this activity, students will be asked to observed and analyzed the following sets of images and identify
what manifest Balanced Forces.

Playing Table Tennis which was originated from England and originally known as Ping-Pong.
 A boy and a girl riding in a seesaw, which is a formed of simple machine known as the inclined plane.

An elegant flower vase on a table which is an opened decorative container commonly made of ceramic
materials.

Playing Sepak Takraw, which is also known as kick volleyball, a sport native to Southeast Asia.

BRAIN BLAST
Before the students proceed to the next journey of their Science Learning, students need to make sure that they
understand all of the concept they have read from their pervious learning experiences during this week. If there
are some instances that is not clear to them, they are free to look at it once again and be familiar with it. Now, if
they are really sure and confident enough about their understanding to the concept they have read, they are
going to have this BRAINBLAST Activity.
 Directions: Read the statements carefully and choose the correct answer. Encircle TRUE if the statement is
correct, otherwise encircle FALSE if the statement is incorrect.

Source: Teachers – made Enrichment Module in Science 8

Still working on the SPONGE VENUE, the following activity will be a continuation of it since the students
were able to review content and were introduced to “WHAT’S NEW?, its time for them to explore what they’ve
G. Engagement discovered from the latter activity.

INTEREST CENTERS
Students have their own skills, intelligence and interest, during this part of the lesson students will be asked to
think and create their own Force and Motion Learning Artifacts based from the interest, ability and intelligence
that they think they have. As a guide students are free to choose from the following;
1. SIGHT-PROVIDE-CONCLUDE – the SPC activity will allow students to be observable in their
surroundings by looking on some situations and other mechanisms that manifest forces and motion ideas. SPC
can be reported through Science Writings/Journals, Poster or Tabloid Advertisement.
2. BE A YOUTUBER – knowing that not all learners are advantaged with gadgets and other technological
innovations, still there are many of them who are very interested to it, thus being a youtuber for a moment will
trigger their interest as they record videos discussing the importance and concept of forces and motion.
3. FLIPBOOK – artistic thinking is also a critical thinking, making a flipbook showing forces, motion and other
concepts related to the reading they made from the previous part of the lesson will be of great help for them to
enjoy Physical Science concepts.
4. MINI-LAB – from the term “MINI”,this does not required complex material, rather, what the students needs
are materials that they can acquire form their respective homes where they can create model, realia and other
materials that will show concept of forces and motion.
 H. Assimilation SCIENCE MENU
This activity offers both enrichment activities, evaluation and abstraction, which will further enhance authentic
learning among students. In doing this activity, students will be give different learning menu of science,
wherein each one of them are free to order.
This activity includes several menu courses such as;
• SIDE – DISH ITEMS – students will answer the given paper and pencil test assessment.
• MAIN COURSE – students will be given an assignment or projects that will enable him/her to retain his/her
learning during the CONTENT REVIEW.
• DESSERT ITEMS – this will enable students to freely express his/her creative thinking skills by choosing
his/her own way to show the learning they acquire.
V. EXIT TICKET
REFLECTION This activity will serve as the exit code for the students in learning the lesson indicated from the competency,
in doing this students needs to provide a ticket of learning, this will contain the following;
1. My Learning
2. My FAVE (the most favorite part of students learning)
3. My Next (suggested activity of the students)

AHA Moment!
In every process, there comes a time that an individual became very amazed with what is happening around
them, some are amazed with good artist, some are amazed with beautiful sunrise and sunset and some are
amazed with the learning they gained. The AHA Moment is an open ended statement where students are free
to write on what part of the lesson they became amazed of.

AHA! I was amazed with:

Prepared by:

KEN MITCHELL T. MORALES

Science 8 Teacher

Noted:

NIMFA W. SOR
Head Teacher III, Science Department

Approved:

MARY JANE M. GONZALES, Ed.D

Principal III