School ALEGRIA NATIONAL HIGH SCHOOL Grade Level 8

DAILY LESSON LOG Teacher MS. SARAH MAY L. SERNA Learning Area SCIENCE
Teaching Dates and Time Quarter FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learner demonstrates 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”.
Investigate the relationship between the amount of force applied and the mass of the object to the amount of
change in the object’s motion. Infer that when a body exerts a force on another, an equal amount of force
is exerted back on it.
Objectives:
C. Learning 1. Identify the forces acting on an object at rest. Objectives:
Competency(ies)/Objectives 2. Explain why objects stay at rest. 1. Describe the conditions when two forces balance
2. Explain the effect of balanced forces on the state of motion of
an object.

Write the LC code for each S8FE-Ia-15 S8FE-Ia-16

II. SUBJECT MATTER
Module I: FORCES AND MOTION
A. Topic
Lesson 1: BALANCED AND UNBALANCED FORCES
B. Learning Resources
a. Teacher's Guide pages pp. 5-8
b. Learner's Material pages pp. 3-6
c. Materials
d. Additional Materials from EASE Physics, Module 10. Lesson 3; Lesson Guide Science 8 (First Quarter-
Learning Resource (LR) portal pp. 8-10)
Lesson Guide Science 8 (First Quarter- pp. 1-5)
e. Online Sources
https://www.google.com.ph/search? pictures&oq=balanced+and+unbalanced+forces
D. Strategies Inquiry Approach, Collaborative Approach, etc.
III. PROCEDURE
Present the following statement in class and ask the students if they agree or disagree with them. Select two to
three students per group to justify or explain their answer.

1. Force is needed to stop an object.

A. Reviewing previous lesson or 2. Force always results to motion. What are the forces acting on an object at rest?
presenting the new lesson 3. Force can act even at a distance. What are examples of balanced forces?
4. Objects have the tendency to remain at rest.
5. Objects have the tendency to resist change.

Analyze the pictures (to be presented on the television screen) (can be printed)

Students were given time to watch a short video clip about balanced and
B. Establishing a purpose for the
unbalanced forces
lesson
( www.youtube.com/watch?v=HEJOybRxclk)
C. Presenting examples/instances
What have you observed on the picture presented?
of the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
G. Finding practical application of c. running vehicles
concepts and skills in daily living
Give reaction to the video presented
The teacher will place a ball or any object on top of a table and ask:
a) Will this object move by itself? Do the activity 2 in Lesson Guide Science 8 (First Quarter) pp. 8 – 9 or
b) How can we make this object move? Learners’ Module pp. 7
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?
1. When the cardboard is at rest, 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
Do the activity 1 Forces on object at rest in Lesson Guide Science 8 (First Quarter) pp. 5 or LM pp. 5- 6
extend the lines, what will you get?
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 Discuss the answers in the activity
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 Study the given pictures below and describe the forces involved.
that friction may do.
How is friction important in:
a. walking
b. writing
 1. What is force?
2. What are some other forces that can cause something to move?
3. How does gravity affect object on earth? The following ideas must be realized by the students:
4. What is a force that can cause an object to slow down or have little movement?
5. In your own words define friction. 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.
H. Making generalizations about
the lesson
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.

Direction: Read each statement carefully and write the letter of the correct
answer.

1. ______________ refers to when a force is equal and opposite.

*A. balanced force C. magnitude
Multiple Choice: Read each statement carefully and write only the letter of the correct answer. B. unbalanced force D. friction
2.When one force in a pair is greater than the other, we call this:
1. A book is at rest on top of a table. Which of the following is correct? A. balanced force C. magnitude
A. There is no force acting on the book. *B. unbalanced force D. friction
B. The book has no inertia. 3. If two forces are acting on an object they are equal in magnitude
C. There is no force acting on the table. A. and equal in direction C. cancel each other
*D. The book is in equilibrium. *B. and in opposite direction D. none of the above
2. Which of the following situations involves friction?
A. A bicycle rolling down a hill
B. A baseball player sliding into 2nd base For question no 4 and 5 refer to the diagram below.
C. A diver falling through the air to a pool Two tugboats are moving a barge. Tugboat A exerts a force of 3000 N to
*D. All of the above experience some friction. the left. Tugboat B exerts a force of 5000N in the same direction.
3. What is gravity?
I. Evaluating learning A. Newton’s first law
B. The force that objects exert on each other because of their
masses
*C The downward pull on the Earth
D. The friction that an object has put on it
4. Which is the best example of gravity? A. A car hits a tree, and its motion stops
B. A breeze blows, and a sailboat moves a. Draw arrows showing the individual forces of the tugboats in #1.
C. A book is pushed, and it moves across the table b. Are the forces balanced or unbalanced? ______________
*D. A person drops a ball, and it falls to the ground c. In what direction will the barge move? ________________
5. How does Earth ‘s gravity affect objects near Earth?
A. It pushes them away.
*B. It pulls them in
C. It makes them larger.
D. It makes them move faster.

J. Additional activities for 1. Define what inertia is.

Ask the students to write situation/ examples where the presence of other forces are beneficial.
application or remediation 2. What is stated in the first law of motion?
IV. REMARKS
V. REFLECTION
a. No. of learners who earned 80% on the
formative assessment.
b. No. of learners who require additional
activities fro remediation.
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 use/discover which I wish to share
with other teachers?

Prepared by: Checked by: Approved by:

SARAH MAY L. SERNA CHARISTY S. DIAMANTE AURELIO J. DEGUITO

SST -I/Ratee MT-II/Rater Principal IV
 School ALEGRIA NATIONAL HIGH SCHOOL Grade Level 8
DAILY LESSON LOG Teacher MS. SARAH MAY L. SERNA Learning Area SCIENCE
Teaching Dates and Time Quarter THIRD

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The learner demonstrate understanding of the particle nature of matter as basis for explaining properties, physical changes, and structure of substances
A. Content Standard
and mixtures.
B. Performance Standard The learner should be able to present how water behaves in its different states within the water cycle.
C. Learning
Explain the properties of solids, liquids, and gases based on the particle nature of matter.
Competency(ies)/Objectives
Write the LC code for each S8MT-IIIa-b-8
II. SUBJECT MATTER
A. Topic Matter
C. Learning Resources
a. Book Title
b. Textbook pages
c. Materials PowerPoint Presentation, Laboratory apparatuses, etc.

d. Online Sources

D. Strategies Inquiry Approach, Collaborative Approach, etc.

III. PROCEDURE
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson

C. Presenting examples/instances
of the new lesson

D. Discussing new concepts and

practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery

G. Finding practical application of

concepts and skills in daily living
 H. Making generalizations about
the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
IV. REMARKS
V. REFLECTION

a. No. of learners who earned 80%

on the formative assessment.

b. No. of learners who require

additional activities fro
remediation.

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 use/discover which I
wish to share with other teachers?
 School ALEGRIA NATIONAL HIGH SCHOOL Grade Level 8
DAILY LESSON LOG Teacher MS. SARAH MAY L. SERNA Learning Area SCIENCE
Teaching Dates and Time Quarter THIRD

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The Learners demonstrate an understanding of the particle nature of matter as basis for explaining properties, physical changes, and structure of
A. Content Standard
substances and mixtures.
B. Performance Standard The learner should be able to present how water behaves in its different states within the water cycle.
C. Learning
The Learners should be able to explain the properties of solids, liquids, and gases based on the particle nature of matter
Competency(ies)/Objectives
Write the LC code for each S8MT-IIIa-b-8
II. SUBJECT MATTER
A. Topic Matter
C. Learning Resources
a. Book Title
b. Textbook pages
c. Materials PowerPoint Presentation, Laboratory apparatuses, etc.

d. Online Sources https://chem.libretexts.org/Bookshelves/Introductory_Chemistry/Map%3A_Introductory_Chemistry_(Tro)/03%3A_Matter_and_Energy/3.02%3A_What_is_M

Bagley, M. (2019, August 21). Matter: Definition & the Five States of Matter. LiveScience. https://www.livescience.com/46506-states-of-matter.html

D. Strategies Inquiry Approach, Collaborative Approach, etc.

III. PROCEDURE
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson

C. Presenting examples/instances
of the new lesson

D. Discussing new concepts and

practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
 G. Finding practical application of
concepts and skills in daily living

H. Making generalizations about

the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
IV. REMARKS
V. REFLECTION

a. No. of learners who earned 80%

on the formative assessment.

b. No. of learners who require

additional activities fro
remediation.

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 use/discover which I
wish to share with other teachers?