School: ROSALIM INTEGRATED SCHOOL Grade Level: 8

GRADES 1 to 12 Teacher: JUDY ANN E. MAÑOZA Learning Area: SCIENCE

DAILY LESSON LOG Teaching Dates and Time: August 29 – September 01, 2023 2:00-3:00 PM Quarter: 1ST QUARTER

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standard The Learners demonstrate an understanding of Newton’s three laws of motion and uniform circular
motion.
B. Performance Standard The learner shall be able to develop a writer plan and implement a “Newton’s Olympics”.
C. Learning Competencies / The Learners should be able to The Learners should be able to infer The Learners should be able to
Objectives investigate the relationship between that when a body exerts a force on demonstrate how a body responds
the amount of force applied and the another, an equal amount of force is to changes in motion. (S8FE –Ib-
mass of the object to the amount of exerted back on it . 17)
change in the object’s motion. (S8FE-Ia-16)
(S8FE-Ia-15)
II. CONTENT FORCES AND MOTION
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 5 - 8 pp. 5 - 8 pp. 11- 12
2. Learner’s Materials pages pp. 3 - 6 pp. 3 - 6 pp. 15 - 16
3. Textbook pages
4. Additional Materials from Lesson Guide G8 First EASE Physics, Module 10 Lesson
Learning Resource (LR) Quarter pp. 11 - 12 3
Portal
B. Other Learning Resources https://www.youtube.com/wat ch?v=HEJOybRxclk
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the Present the following statement in What are the forces acting on an Differentiating balanced and
lesson class and ask the students if they object at rest? unbalanced forces
agree or disagree with them. Select What are examples of balanced
two to three students per group to forces?
justify or explain their answer.

1. Force is needed to stop an object.

2. Force always results to motion.
3. Force can act even at a distance.
Objects have the tendency to remain
at rest.
4. Objects have the tendency to resist

C. Presenting
Examples/Instances of new
lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
change.
Analyze the picture
( see attached document figure 1)
The teacher will place a ball or any
object on top of a table and ask:
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 up or
slow down?
d) How can make it stop?
e) How can we make it change
its direction?
Do the activity 1 Forces on object
Students were given time to watch a
short video clip about balanced and
unbalanced forces.
Do the activity 2 in Lesson Guide
Science 8 (First Quarter) pp. 8 – 9 or
Learners’ Module pp. 7
1. When the cardboard is at rest,
Let the students guess the word
being defined by solving the jumbled
letters.
1. It refers to the amount of matter
an object has.
2. It is a push or pull upon
an object resulting from
the
object’s interaction with another
object.
3. An action or process of moving or
of changing place or position.
4. It is the resistance of any
physical object to any change in its
state of motion.
The learners will analyze the picture
of the two wrestlers by comparing
their masses and relating the concept
of mass to inertia.
Do the activity on Inertia (A and B)
practicing new skills #2
F.Developing mastery
(Leads to Formative
Assessment)
G.Finding practical applications of
concepts and skills in daily living
at rest in Lesson Guide Science 8
(First Quarter) pp. 5 or LM pp. 5- 6
Presentation of the 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?
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
how do the magnitudes and
directions of the pair of forces
acting on it compare?
2. If you draw the lines of action of
all the forces acting on the board
and extend the
lines, what will you get?
Discuss the answers in the activity
Study the given pictures below and
describe the forces involved.
Learners’ Module
pp. 11 – 12
Questions:
PART A.
1. What happens when you slowly
pulled the cardboard? Explain.
2. What happens when you flipped
the cardboard? Explain.
PART B.
1. What happen to the remaining
books after one book was pulled?
Why is this so?
2. Relate your observation to the
concept of inertia.
Use the following examples to
explain how Newton's first law
occurs in everyday events:
a) car suddenly stops, and you
strain against the seat belt.
b) when riding a horse, the horse
suddenly stops, and you fly over its
head.
c) the magician pulls the tablecloth
out from under a table full of
dishes.

H. Making generalizations and
abstractions about the lesson
I. Evaluating Learning
J.Additional activities for
application and remediation
V. Remarks
VI. REFLECTIONS
1. What is force?
2. What are some other forces
that can cause something to
move?
3. How does gravity affect object
on earth?
4. What is a force that can cause
an object to slow down or have
little
movement?
5. In your own words define friction.
The following ideas must be realized
by the students:
If two forces acting on an object are
equal in magnitude but opposite in
direction, they are considered as
balanced forces. These forces must lie
along the same line.
• If the forces acting on an object are
balanced, the object either stays at
rest or continues to move at constant
velocity.
• If the forces acting on an object
are unbalanced, the motion of the
object will
change.
d) the difficulty of pushing a dead
car.
e) car turns left, and you appear to
slide to the right.
Newton's first law states that an
object at rest will stay at rest or an
object in motion will stay in motion
and travel in straight line, as long as
no external net force acts on it. The
object will change its state of motion
only if there is unbalanced or net
force acting upon it. Inertia is
measured in terms of mass. An
object having greater mass has
greater inertia
 A. No. of learners who earned 80% on the formative assessment
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 this work?
F. What difficulties did I encountered 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: Checked by:

JUDY ANN E. MAÑOZA MA. VILLA B. CRUDA
SST I School Principal
Date: Date: