TALA HIGH SCHOOL
Detailed Lesson Plan in Integrated Science 8
Mrs. Rita P. Caderao
1:30-2:30 (8-YARROW)
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
Specific Objectives
II. CONTENT
A. Subtopic
B. Concepts
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material
pages
B. Other Learning Resources
IV. PROCEDURES /LEARNING TASKS
A. Reviewing previous lesson Identify what laws of motion is represented by the following situations:
B. Presenting examples/
instances of the new
lesson.
C. Discussing new concepts
and practicing new skill
#1.
D. Developing mastery.
E. Finding practical
applications of concepts
and skills in daily living.
F. Making generalizations
and abstractions about
the lesson.
G. Evaluating learning.
First Quarter
July 16, 2018
Unit 1: Module 2: Work, Power and Energy
DAY 1
The learners demonstrate an understanding of work using force, power,
gravitational potential energy, kinetic energy and elastic potential energy.
Code: S8FE-1c-20
1. Formulate a scientific definition of work.
2. Explain work through an activity.
3. State the role of work in our daily activities.
Work
1. Work is the product of force and displacement. When the force and
displacement are parallel to each other, the equation is simplified to W=F x d.
2. When the force and displacement are perpendicular to each other, the work
being done on the object is negative. When the displacement or the force is zero,
no work is being done on the object. When the force is perpendicular to
displacement, the work being done is zero, no matter how large the force or the
displacement.
pp. 21-24
Science Work text for Grade 8 p.9-10
1. Action-reaction
2. If you will not do something, nothing will happen.
3. You may be bigger, but I am faster.
Ask some volunteers to demonstrate in the class the following actions/tasks:
1. Students A pushes the blackboard. (it will not move)
2. Student B pulls a chair from one end of the room to the other end.
3. Student C pulls a chair then returns it to its original place.
Group Activity;
Group 1 – Is there work done?
Group 2 – Demonstarting work done
Group 3 – Sing for work
Group 4 – WorkArt
Group 5 – Computing for work
Guide Questions:
1. What is work?
2. When can you say that work is done on an object?
3. Is work dependent on the amount of force given to an object? Why?
What particular activities in our daily life is work being done? Why did you say so?
Work or No Work?
___1. pushing against the wall. ___6. Anton carrying a pail of water
___2. moving a table ___7. ascernding the stairs
___3. a boy on the shoulder of his father ___8. rolling eyeballs
___4. A bag of cement lifted to the table ___9. a cart pushed by a saleslady
___5. James climbing a mountain ___10. a man dragging his luggage
Choose the letter of the correct answer.
1. If moves an object or changes its direction, what is being done?
 a. power b. energy c. work d. acceleration
2. In which situation is work done?
a weightlifter holding a barbell b. a gardener pushing a lawnmower
c. a vendor carrying a basket of goods d. a boy standing in front of a building
3. As time required for a person to do work increases, his power output _______
a. decreases b. increases then decreases
c. increases d. remains the same
4. For work to be done on an object, ________
a. the object must not move
b. object must move some distance as a result of a force
c. some force need only be exerted on the object
d. object must move, whether or not a force is exerted on it
5. In order to do work on an object, the force you exert must be _______.
a. in a direction opposite to the earth’s gravity
b. in the same direction as the object’s motion
c. potential energy being turned into kinetic energy
d. energy being created

H. Additional activities for

application and
remediation.

V. REMARK

VI. REFLECTION

A. No. of learners who earned 42 out of 42 students

80% on the formative
assessment

B. No. of learners who required 0 out of 42 students

additional activities for
remediation

C. Did the remedial lesson No need for remedial

work? No. of learners who
caught up with the lesson

D. No. of learners who continue 0 out of 42 students

to require remediation

E. Which of my teaching Use of learning activities where students’ needs were catered.
strategies worked well? Why
did this work?

F. What difficulties did i None

encountered which my
principal or supervisor can
helped me solve?

G. What innovation or localised Differentiated instruction

materials did I use/discover
which I wish to share with
other teachers

Prepared by: Submitted to:

RITA P. CADERAO EMITERIO D. MACARUBBO

Teacher 1 Head, Science Department

TALA HIGH SCHOOL

Detailed Lesson Plan in Integrated Science 8
First Quarter

I. OBJECTIVES
D. Content Standards
E. Performance Standards
F. Learning Competencies
Specific Objectives
II. CONTENT
A. Subtopic
B. Concepts
III. LEARNING RESOURCES
C. References
3. Teacher’s Guide pages
4. Learner’s Material
pages
D. Other Learning Resources
IV. PROCEDURES /LEARNING TASKS
I. Reviewing previous lesson Identify what laws of motion is represented by the following situations:
J. Presenting examples/
instances of the new
lesson.
K. Discussing new concepts
and practicing new skill
#1.
L. Developing mastery.
M. Finding practical
applications of concepts
and skills in daily living.
N. Making generalizations
and abstractions about
the lesson.
O. Evaluating learning.
Ms. Janet A. Pagulayan
July 16, 2018
2:50-3:50 (8-EUPHORBIA)
Unit 1: Module 2: Work, Power and Energy
DAY 1
The learners demonstrate an understanding of work using force, power,
gravitational potential energy, kinetic energy and elastic potential energy.
Code: S8FE-1c-20
1. Formulate a scientific definition of work.
2. Explain work through an activity.
3. State the role of work in our daily activities.
Work
1. Work is the product of force and displacement. When the force and
displacement are parallel to each other, the equation is simplified to W=F x d.
2. When the force and displacement are perpendicular to each other, the work
being done on the object is negative. When the displacement or the force is zero,
no work is being done on the object. When the force is perpendicular to
displacement, the work being done is zero, no matter how large the force or the
displacement.
pp. 21-24
Science Work text for Grade 8 p.9-10
1. Action-reaction
2. If you will not do something, nothing will happen.
3. You may be bigger, but I am faster.
Ask some volunteers to demonstrate in the class the following actions/tasks:
1. Students A pushes the blackboard. (it will not move)
2. Student B pulls a chair from one end of the room to the other end.
3. Student C pulls a chair then returns it to its original place.
Group Activity;
Group 1 – Is there work done?
Group 2 – Demonstarting work done
Group 3 – Sing for work
Group 4 – WorkArt
Group 5 – Computing for work
Guide Questions:
1. What is work?
2. When can you say that work is done on an object?
3. Is work dependent on the amount of force given to an object? Why?
What particular activities in our daily life is work being done? Why did you say so?
Work or No Work?
___1. pushing against the wall. ___6. Anton carrying a pail of water
___2. moving a table ___7. ascernding the stairs
___3. a boy on the shoulder of his father ___8. rolling eyeballs
___4. A bag of cement lifted to the table ___9. a cart pushed by a saleslady
___5. James climbing a mountain ___10. a man dragging his luggage
Choose the letter of the correct answer.
1. If moves an object or changes its direction, what is being done?
a. power b. energy c. work d. acceleration
2. In which situation is work done?
a weightlifter holding a barbell b. a gardener pushing a lawnmower
c. a vendor carrying a basket of goods d. a boy standing in front of a building
 3. As time required for a person to do work increases, his power output _______
a. decreases b. increases then decreases
c. increases d. remains the same
4. For work to be done on an object, ________
a. the object must not move
b. object must move some distance as a result of a force
c. some force need only be exerted on the object
d. object must move, whether or not a force is exerted on it
5. In order to do work on an object, the force you exert must be _______.
a. in a direction opposite to the earth’s gravity
b. in the same direction as the object’s motion
c. potential energy being turned into kinetic energy
d. energy being created

P. Additional activities for

application and
remediation.

V. REMARK

VI. REFLECTION

H. No. of learners who earned 42 out of 42 students

80% on the formative
assessment

I. No. of learners who required 0 out of 42 students

additional activities for
remediation

J. Did the remedial lesson No need for remedial

work? No. of learners who
caught up with the lesson

K. No. of learners who continue 0 out of 42 students

to require remediation

L. Which of my teaching Use of learning activities where students’ needs were catered.
strategies worked well? Why
did this work?

M. What difficulties did i None

encountered which my
principal or supervisor can
helped me solve?

N. What innovation or localised Differentiated instruction

materials did I use/discover
which I wish to share with
other teachers

Prepared by: Submitted to:

JANET A. PAGULAYAN EMITERIO D. MACARUBBO

Teacher 1 Head, Science Department

TALA HIGH SCHOOL

Detailed Lesson Plan in Integrated Science 8
First Quarter
Mrs. Emilyn V. Tusi
July 16, 2018
12:30-1:30 (8-GLADIOLA)
Unit 1: Module 2: Work, Power and Energy

I. OBJECTIVES
G. Content Standards
H. Performance Standards
I. Learning Competencies
Specific Objectives
II. CONTENT
A. Subtopic
B. Concepts
III. LEARNING RESOURCES
E. References
5. Teacher’s Guide pages
6. Learner’s Material
pages
F. Other Learning Resources
IV. PROCEDURES /LEARNING TASKS
Q. Reviewing previous lesson Identify what laws of motion is represented by the following situations:
R. Presenting examples/
instances of the new
lesson.
S. Discussing new concepts
and practicing new skill
#1.
T. Developing mastery.
U. Finding practical
applications of concepts
and skills in daily living.
V. Making generalizations
and abstractions about
the lesson.
W. Evaluating learning.
DAY 1
The learners demonstrate an understanding of work using force, power,
gravitational potential energy, kinetic energy and elastic potential energy.
Code: S8FE-1c-20
1. Formulate a scientific definition of work.
2. Explain work through an activity.
3. State the role of work in our daily activities.
Work
1. Work is the product of force and displacement. When the force and
displacement are parallel to each other, the equation is simplified to W=F x d.
2. When the force and displacement are perpendicular to each other, the work
being done on the object is negative. When the displacement or the force is zero,
no work is being done on the object. When the force is perpendicular to
displacement, the work being done is zero, no matter how large the force or the
displacement.
pp. 21-24
Science Work text for Grade 8 p.9-10
1. Action-reaction
2. If you will not do something, nothing will happen.
3. You may be bigger, but I am faster.
Ask some volunteers to demonstrate in the class the following actions/tasks:
1. Students A pushes the blackboard. (it will not move)
2. Student B pulls a chair from one end of the room to the other end.
3. Student C pulls a chair then returns it to its original place.
Group Activity;
Group 1 – Is there work done?
Group 2 – Demonstarting work done
Group 3 – Sing for work
Group 4 – WorkArt
Group 5 – Computing for work
Guide Questions:
1. What is work?
2. When can you say that work is done on an object?
3. Is work dependent on the amount of force given to an object? Why?
What particular activities in our daily life is work being done? Why did you say so?
Work or No Work?
___1. pushing against the wall. ___6. Anton carrying a pail of water
___2. moving a table ___7. ascernding the stairs
___3. a boy on the shoulder of his father ___8. rolling eyeballs
___4. A bag of cement lifted to the table ___9. a cart pushed by a saleslady
___5. James climbing a mountain ___10. a man dragging his luggage
Choose the letter of the correct answer.
1. If moves an object or changes its direction, what is being done?
a. power b. energy c. work d. acceleration
2. In which situation is work done?
a weightlifter holding a barbell b. a gardener pushing a lawnmower
c. a vendor carrying a basket of goods d. a boy standing in front of a building
3. As time required for a person to do work increases, his power output _______
a. decreases b. increases then decreases
c. increases d. remains the same
4. For work to be done on an object, ________
a. the object must not move
 b. object must move some distance as a result of a force
c. some force need only be exerted on the object
d. object must move, whether or not a force is exerted on it
5. In order to do work on an object, the force you exert must be _______.
a. in a direction opposite to the earth’s gravity
b. in the same direction as the object’s motion
c. potential energy being turned into kinetic energy
d. energy being created

X. Additional activities for

application and
remediation.

V. REMARK

VI. REFLECTION

O. No. of learners who earned 42 out of 42 students

80% on the formative
assessment

P. No. of learners who required 0 out of 42 students

additional activities for
remediation

Q. Did the remedial lesson No need for remedial

work? No. of learners who
caught up with the lesson

R. No. of learners who continue 0 out of 42 students

to require remediation

S. Which of my teaching Use of learning activities where students’ needs were catered.
strategies worked well? Why
did this work?

T. What difficulties did i None

encountered which my
principal or supervisor can
helped me solve?

U. What innovation or localised Differentiated instruction

materials did I use/discover
which I wish to share with
other teachers

Prepared by: Submitted to:

EMILYN V. TUSI EMITERIO D. MACARUBBO

Teacher 1 Head, Science Department

TALA HIGH SCHOOL

Detailed Lesson Plan in Integrated Science 8
First Quarter
Mrs. Bernadeth R. Diraya
July 17, 2018
2:50-3:50 (8-JASMINE)
Unit 1: Module 2: Work, Power and Energy
DAY 1

I. OBJECTIVES
 J. Content Standards
K. Performance Standards
L. Learning Competencies
Specific Objectives
II. CONTENT
A. Subtopic
B. Concepts
III. LEARNING RESOURCES
G. References
7. Teacher’s Guide pages
8. Learner’s Material
pages
H. Other Learning Resources
IV. PROCEDURES /LEARNING TASKS
Y. Reviewing previous lesson Identify what laws of motion is represented by the following situations:
Z. Presenting examples/
instances of the new
lesson.
AA. Discussing new concepts
and practicing new skill
#1.
BB. Developing mastery.
CC. Finding practical
applications of concepts
and skills in daily living.
DD. Making generalizations
and abstractions about
the lesson.
EE. Evaluating learning.
The learners demonstrate an understanding of work using force, power,
gravitational potential energy, kinetic energy and elastic potential energy.
Code: S8FE-1c-20
1. Formulate a scientific definition of work.
2. Explain work through an activity.
3. State the role of work in our daily activities.
Work
1. Work is the product of force and displacement. When the force and
displacement are parallel to each other, the equation is simplified to W=F x d.
2. When the force and displacement are perpendicular to each other, the work
being done on the object is negative. When the displacement or the force is zero,
no work is being done on the object. When the force is perpendicular to
displacement, the work being done is zero, no matter how large the force or the
displacement.
pp. 21-24
Science Work text for Grade 8 p.9-10
1. Action-reaction
2. If you will not do something, nothing will happen.
3. You may be bigger, but I am faster.
Ask some volunteers to demonstrate in the class the following actions/tasks:
1. Students A pushes the blackboard. (it will not move)
2. Student B pulls a chair from one end of the room to the other end.
3. Student C pulls a chair then returns it to its original place.
Group Activity;
Group 1 – Is there work done?
Group 2 – Demonstarting work done
Group 3 – Sing for work
Group 4 – WorkArt
Group 5 – Computing for work
Guide Questions:
1. What is work?
2. When can you say that work is done on an object?
3. Is work dependent on the amount of force given to an object? Why?
What particular activities in our daily life is work being done? Why did you say so?
Work or No Work?
___1. pushing against the wall. ___6. Anton carrying a pail of water
___2. moving a table ___7. ascernding the stairs
___3. a boy on the shoulder of his father ___8. rolling eyeballs
___4. A bag of cement lifted to the table ___9. a cart pushed by a saleslady
___5. James climbing a mountain ___10. a man dragging his luggage
Choose the letter of the correct answer.
1. If moves an object or changes its direction, what is being done?
a. power b. energy c. work d. acceleration
2. In which situation is work done?
a weightlifter holding a barbell b. a gardener pushing a lawnmower
c. a vendor carrying a basket of goods d. a boy standing in front of a building
3. As time required for a person to do work increases, his power output _______
a. decreases b. increases then decreases
c. increases d. remains the same
4. For work to be done on an object, ________
a. the object must not move
b. object must move some distance as a result of a force
c. some force need only be exerted on the object
d. object must move, whether or not a force is exerted on it
5. In order to do work on an object, the force you exert must be _______.
 a. in a direction opposite to the earth’s gravity
b. in the same direction as the object’s motion
c. potential energy being turned into kinetic energy
d. energy being created

FF. Additional activities for

application and
remediation.

V. REMARK

VI. REFLECTION

V. No. of learners who earned 42 out of 42 students

80% on the formative
assessment

W. No. of learners who required 0 out of 42 students

additional activities for
remediation

X. Did the remedial lesson No need for remedial

work? No. of learners who
caught up with the lesson

Y. No. of learners who continue 0 out of 42 students

to require remediation

Z. Which of my teaching Use of learning activities where students’ needs were catered.
strategies worked well? Why
did this work?

AA. What difficulties did i None

encountered which my
principal or supervisor can
helped me solve?

BB. What innovation or localised Differentiated instruction

materials did I use/discover
which I wish to share with
other teachers

Prepared by: Submitted to:

BERNADETH R. DIRAYA EMITERIO D. MACARUBBO

Teacher 1 Head, Science Department

TALA HIGH SCHOOL

Detailed Lesson Plan in Integrated Science 8
First Quarter
Mrs. Corazon S. Altoveros
July 17, 2018
3:50-4:50 (8-GUMAMELA)
Unit 1: Module 2: Work, Power and Energy
DAY 1

I. OBJECTIVES
M. Content Standards
N. Performance Standards
The learners demonstrate an understanding of work using force, power,
gravitational potential energy, kinetic energy and elastic potential energy.
Code: S8FE-1c-20
 O. Learning Competencies
Specific Objectives
II. CONTENT
A. Subtopic
B. Concepts
III. LEARNING RESOURCES
I. References
9. Teacher’s Guide pages
10. Learner’s Material
pages
J. Other Learning Resources
IV. PROCEDURES /LEARNING TASKS
GG. Reviewing previous lesson Identify what laws of motion is represented by the following situations:
HH. Presenting examples/
instances of the new
lesson.
II. Discussing new concepts
and practicing new skill
#1.
JJ. Developing mastery.
KK. Finding practical
applications of concepts
and skills in daily living.
LL. Making generalizations
and abstractions about
the lesson.
MM. Evaluating learning.
1. Formulate a scientific definition of work.
2. Explain work through an activity.
3. State the role of work in our daily activities.
Work
1. Work is the product of force and displacement. When the force and
displacement are parallel to each other, the equation is simplified to W=F x d.
2. When the force and displacement are perpendicular to each other, the work
being done on the object is negative. When the displacement or the force is zero,
no work is being done on the object. When the force is perpendicular to
displacement, the work being done is zero, no matter how large the force or the
displacement.
pp. 21-24
Science Work text for Grade 8 p.9-10
1. Action-reaction
2. If you will not do something, nothing will happen.
3. You may be bigger, but I am faster.
Ask some volunteers to demonstrate in the class the following actions/tasks:
1. Students A pushes the blackboard. (it will not move)
2. Student B pulls a chair from one end of the room to the other end.
3. Student C pulls a chair then returns it to its original place.
Group Activity;
Group 1 – Is there work done?
Group 2 – Demonstarting work done
Group 3 – Sing for work
Group 4 – WorkArt
Group 5 – Computing for work
Guide Questions:
1. What is work?
2. When can you say that work is done on an object?
3. Is work dependent on the amount of force given to an object? Why?
What particular activities in our daily life is work being done? Why did you say so?
Work or No Work?
___1. pushing against the wall. ___6. Anton carrying a pail of water
___2. moving a table ___7. ascernding the stairs
___3. a boy on the shoulder of his father ___8. rolling eyeballs
___4. A bag of cement lifted to the table ___9. a cart pushed by a saleslady
___5. James climbing a mountain ___10. a man dragging his luggage
Choose the letter of the correct answer.
1. If moves an object or changes its direction, what is being done?
a. power b. energy c. work d. acceleration
2. In which situation is work done?
a weightlifter holding a barbell b. a gardener pushing a lawnmower
c. a vendor carrying a basket of goods d. a boy standing in front of a building
3. As time required for a person to do work increases, his power output _______
a. decreases b. increases then decreases
c. increases d. remains the same
4. For work to be done on an object, ________
a. the object must not move
b. object must move some distance as a result of a force
c. some force need only be exerted on the object
d. object must move, whether or not a force is exerted on it
5. In order to do work on an object, the force you exert must be _______.
a. in a direction opposite to the earth’s gravity
b. in the same direction as the object’s motion
c. potential energy being turned into kinetic energy
d. energy being created
 NN.Additional activities for
application and
remediation.

V. REMARK

VI. REFLECTION

CC. No. of learners who earned 42 out of 42 students

80% on the formative
assessment

DD. No. of learners who required 0 out of 42 students

additional activities for
remediation

EE. Did the remedial lesson No need for remedial

work? No. of learners who
caught up with the lesson

FF. No. of learners who continue 0 out of 42 students

to require remediation

GG. Which of my teaching Use of learning activities where students’ needs were catered.
strategies worked well? Why
did this work?

HH. What difficulties did i None

encountered which my
principal or supervisor can
helped me solve?

II. What innovation or localised Differentiated instruction

materials did I use/discover
which I wish to share with
other teachers

Prepared by: Submitted to:

CORAZON S. ALTOVEROS EMITERIO D. MACARUBBO

Teacher III Head, Science Department