School Vinzons Pilot High School Grade Level 8

DAILY LESSON LOG Teacher ALYSSA REA J. VILLALUZ-FRONGOSO Learning Area Science
Teaching Dates and Time June 5-9, 2017 Quarter FIRST

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards FIRST DAY OF CLASS The Learners demonstrate an The Learners demonstrate an The Learners demonstrate an The Learners demonstrate an
-Orientation understanding of: understanding of: understanding of: understanding of:
-Classroom rules Newton’s three laws of motion and Newton’s three laws of motion and Newton’s three laws of motion Newton’s three laws of motion
-Class schedule uniform circular motion uniform circular motion and uniform circular motion and uniform circular motion
-Expectations
-Subject requirements
-Election of classroom
officers
B. Performance The Learners shall be able to: The Learners shall be able to: The Learners shall be able to: The Learners shall be able to:
Standards develop a written plan and implement a develop a written plan and develop a written plan and develop a written plan and
“Newton’s Olympics” implement a “Newton’s Olympics” implement a “Newton’s implement a “Newton’s Olympics”
Olympics”
C. Learning The Learners should be able to… The Learners should be able to… The Learners should be able The Learners should be able
Competencies/ 1. investigate the relationship 1. investigate the relationship to… to…
Objectives between the amount of force applied between the amount of force 1. investigate the relationship 1. investigate the relationship
(Write the LC Code and the mass of the object to the applied and the mass of the between the amount of force between the amount of force
amount of change in the object’s object to the amount of change applied and the mass of the applied and the mass of the
for each)
motion; in the object’s motion; object to the amount of object to the amount of change
change in the object’s motion; in the object’s motion;
II. CONTENT FORCES ON OBJECTS AT REST BALANCE OF FORCES

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide
Pages
2. Learner’s Pg. 3-6 Pg.6-10
Material Pages
3. Textbook Pages
4. Additional
Materials from
Learning Resource
(LR) Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Elicit To introduce the concept of FORCE, In the previous activity, both the CONTINUATION CONTINUATION
place an object on top of a table and pen and the book are at rest.
ask: But this does not mean that
there are no forces acting on
Is this object at rest or in motion? them.
What evidence can you give to
support your answer? So what causes them to stay in
place?
Then continue the discussion by
asking the following questions:

Will this object move by itself?

When will it move? Or how can we
make it move?

(While the object is moving) How

can we make it move faster? Move
slower? Change its direction? Stop?
B. Engage Some students can be asked to
demonstrate some ways to make
the object move or change its state
of motion. Then ask:

What ‘common thing’ did you do on

the object to make it move, stop, or
change its speed?”

This will lead them to realize that

the object can be made to move,
stop, or change its speed or
direction by pushing or pulling. The
motion of the object can be changed
if FORCE is applied on it.
Then place again the object on top
of the table and ask:
Since this object is now at rest, can
we then say that there is/are no
force/s acting on it?
C. Explore Let them do Activity 1 Let them do Activity 2
D. Explain How about if the object is Combining Forces
Gravitational force is the If two forces acting on an already in motion, how will
attraction between any two object are equal in magnitude the unbalanced force affect When we combine or add
objects or bodies with mass. If but opposite in direction, they its motion? forces to determine the
the mass of either object are considered as balanced net or unbalanced force,
increases, the gravitational force forces. These forces must lie Place a ball on the desk we will limit our discussion
between them also increases. along the same line. then push it gently to one
to those forces which act
side. Observe the motion of
As the Earth attracts objects the ball as it rolls down the along the same line of
If the forces acting on an
around it, these objects also object are balanced, the desk. What makes the ball action. The algebraic
attract the Earth. But the Earth is object either stays at rest or stop rolling after sometime? signs + and – are used to
much more massive than them continues to move at constant Again, you need to identify indicate the direction of
that is why their attraction is not velocity. the forces acting on the ball. forces. Unlike signs are
as great as the gravitational pull used for forces acting in
of the Earth. If the forces acting on an opposite directions, like in
object are unbalanced, the the case of the book lying
All things on Earth fall (or are
state of motion of the object You onthe table. The force of
attracted) towards the center of can
will change. (This concept gravity (Fg) and normal force
the Earth. see
was discussed in the module (Fn) are assigned opposite
using the rolling ball as an in signs - Fn is given a positive
During the discussion, emphasize Fig.
example). Emphasize that the (+) sign while Fg is given a
that when objects are at rest, it 6
ball slowed down and negative (-) sign. If both Fg
does not mean that there are no that
eventually stopped not and Fn are given a
forces acting on them the
because its force is already magnitude value of 3 units,
used up (misconception). The force of gravity and the then the net force along this
ball slowed down and normal force are again line (vertical) will be:
stopped because an acting on the ball. But these Fnet = Fn + Fg
unbalanced force (friction) forces are balanced, and so = 3 units + (-3 units)
caused it to change its the ball stays on top of the =0
motion. desk. However, there is If the sum of the forces
another force that acts on equate to zero, they are
the ball along the horizontal considered balanced. If the
line or along the force that algebraic sum is not equal to
set the ball in motion. zero, the forces are not
balanced. The non-zero sum
Do you still remember your is the net or unbalanced
lesson on friction in the force. This unbalanced or
lower grades? You learned net force would cause a
that friction is a force that change in a body’s state of
 acts between surfaces that motion.
are in contact with one
another. Friction in general
acts opposite the direction
of motion. In the case of the
rolling ball, the frictional
force acts between the
surfaces of the ball and the
desk and slows down the
motion of the ball.

As the ball rolls to the right

as shown in Figure 6,
friction acts to the left to
retard its motion. Since you
did not push the ball
continuously there is no
force present to balance the
force of friction. So the ball
slowed down and eventually
stopped.
E. Elaborate In the activity, the forces acting The objects remained at rest Due to the unbalanced force, Study the illustrations and
on the pen are the force exerted because the forces acting on the object changes its state of answer the questions that
by the string on the pen and the them are equal in magnitude motion hence we say that it follow.
force of gravity. and in opposite directions and accelerates. Note that
they lie along the same line of acceleration is not just an
When we cut the string, the pen action. The forces are balanced. increase in velocity, but also a A boy and a girl are pulling a
fell to the ground because gravity This was also demonstrated in decrease in velocity. heavy crate at the same time
pulled on it downward. Activity 2. Also, if you try out with 10 units of force each.
step 7 in Activity 2, you will find What is the net force acting
that the lines of action of the on the object?
four forces intersect through a
single point. This also explains
why the body does not move or
rotate.

If you cut the string connected

to the pen, the pen will fall. Or if
you push the book on one side
across the table, the book will
move but will not continue
 moving if you don’t continuously
push it. The pen falls down
because there is no more force
acting on it to counteract the
pull of gravity. The book moves
because of the push that you
applied. In other words, the
forces acting on these objects
are no longer balanced. If an
object initially at rest is under an
unbalanced force, it moves in
the direction of the unbalanced
force.

F. Evaluate What is gravitational force? What if the boy and the girl
pull the heavy crate at the
same time in opposite
directions with 10 units and 5
units of force respectively,
what will be the net force on
the object? Will the object
move? To what direction will
it move?

G. Extend What makes the objects stay at rest

(even if there are forces acting on
them)?
V. REMARKS
A. No. of learners
who earned 80%on
the formative
assessment
B. No. of learners
who require
additional activities
for remediation
C. Did the remedial
Lesson work?
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 encounter which
my principal or
supervisor help me
solve?
G. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?

Prepared by: Noted:

ALYSSA REA J. VILLALUZ-FRONGOSOR TANIERLA MYRNA M. ASIS

Subject Teacher Approved: HT III – Science

TERESITA AYALA-ORENDAIN Ed.D.

Principal III
 School Vinzons Pilot High School Grade Level 8
DAILY LESSON LOG Teacher Rowena P. Superlativo Learning Area Science
Teaching Dates and Time Quarter Second – Third
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standards The learner: will be able The learner: will The learner: will The learner: will The learner: will
to demonstrates the demonstrates demonstrates demonstrates demonstrates
understanding of the understanding of the understanding of the understanding of the understanding of the
characteristics of particulate nature of particulate nature of idea that the identity of idea that the identity of
comets, meteors and matter, explain the matter, explain the a substance is a substance is
asteroids properties , physical properties, physical determined by its determined by its
changes and structure changes and structure of atomic structure atomic structure
of the substances and the substances and
mixtures. mixtures.
B. Performance Learner: discuss wether The learner: will make a The learner : will The learner : will The learner : will
Standards or not beliefs and chart, poster, or presents creativity how interprets food labels in interprets food labels in
practices about comets multimedia water behaves in its terms of ions present in terms of ions present in
and meteors have presentationof different states based on relation to the required relation to the required
scientific basis. elements, ions, and the arrangement of its daily mineral intake. daily mineral intake.
compounds that are particles( atoms and .
important to living molecules)
organisms
C. Learning The learner : Compares The learner: will infers The learner: use the The learner: will names The learner: will
Competencies/ and contrasts comets, the particulate nature of particulate nature of and describe the sub determines the number
Objectives meteors and asteroids. matter from matter to explain: atomic particles. of protons , neutrons
(Write the LC Code for demonstration. -melting -determines the and electrons.
each) -explains the properties -freezing number of protons, -writes the formula of
of solids, liquids and -evaporation neutrons, and electrons common ions.
gases using the -condensation in an atom.
particulate nature of -explain physical -explains how ions are
matter. changes in terms of the formed.
-recognizes the different arrangement and -determines the
 particles of matter as motion of atoms and number
atoms and molecules. molecules. of protons , neutrons
and electrons.
-writes the formula of
common ions.
II. CONTENT Comets, meteors and Particulate Nature of Particulate Nature of Subatomic Particles Subatomic particles
asteroids Matter Matter Formation of ions Formation of ions
Formula of common Formula of common
ions ions
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 103-109 pages 117-120 pages 121-130 pages 131-144 pages 145-164
Pages
2. Learner’s Material pages 153-162 Pages 171-184 pages 185-190 Pages 191-207 pages 209-220
Pages
3. Textbook Pages
4. Additional
Materials from
Learning Resource (LR)
Portal
B. Other Learning
Resources
IV. PROCEDURES
A. Elicit Review of the past Let the learners identify Let the learners perform Review of the past Ask the learners: if they
lesson. matters using some activities. lesson. can still recall how did
Relating the past lesson tangible samples. ( An -Performing an activity Periodic Table was
to the new lesson by Activity) “ Charge it to sad develop?
asking the learners if -Let them describe each. experience ” what information about
they are familiar with Introduce the lesson. this elements can be
comets. Did they watch obtained from this
already the falling of organizing tool?
comets or watched
movies about asteroids
before?
B. Engage Let the learners perform What do you observe What changes take What happened with How many groups of
an activity. Let them find among the first five place when water is the balloons after elements where found
out what will happen samples? Write these heated or cooled? rubbing them in the periodic table?
when a comet or an common characteristics. simultaneously against
asteroid hits the earth? your hair several
 times?/to the piece of
cloth several times?
C. Explore What do you notice Do you think each What do you think is Does the glass have a How is the table of
about the shape of your samples occupies space? inside the bubbles that different or same elements you prepared
pebble’s crater and the Write the reason(s) for forms when the water charge as the balloon? similar to the modern
shape of the impact your answer. boils? What made you say so? periodic table? How it is
crater formed in your different?
activity?
D. Explain What do you think Let the students perform In cooling water Activity Where do all charges Let the learners perform
happened to the plants activities. Illustrate how the water come from? an activity.
and animals in the area -What is matter made changes from liquid to Let them complete the
where the comet or of? gas. Data activity using a
asteroid cracked? -Are particles of matter table.
moving?
-What is between them?
E. Elaborate Which is most likely to What changes take place Describe what is What are the particles What harmful change/s
make frequent “ visitor when water is left in an happening to the of atoms/other is /are about when a
of Earth”; a comet or an open container/In a particles of water? particles of atom? metal reacts mixes with
asteroid? Why do you closed container? What are the three acids?
think so? subatomic particles and What are some ways of
their properties? preventing corrosion of
metals?
F. Evaluate How are meteoroid, Answering a guided What changes take Let the learners Answering an activity
meteor and meteorites activity place when ice turns answer an activity “ Series of Metals
related? into liquid water? Small but terrible”
G. Extend Do you think What is evaporation? What is condensation? Using the periodic table Answering take home
superstitious beliefs What is melting study the way the questionares.
about comets, meteors process? atoms are arranged in
and asteroids have What is condensation the table.
scientific basis? process?
V. REMARKS
A. No. of learners who
earned 80%on the
formative assessment
B. No. of learners who
require additional
activities for remediation
C. Did the remedial
Lesson work?
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
encounter which my
principal or supervisor
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by: Noted:

ROWENA P. SUPERLATIVOWE R TANIERLA MYRNA M. ASIS

Subject Teacher Approved: HT III – Science

TERESITA AYALA-ORENDAIN Ed.D.

Principal III