Annex 1B to DepEd Order No. 42, s.

2016

GRADES 1 to 12 School MALINAO ILAYA NATIONAL HIGH SCHOOL Grade Level Grade 8
DAILY LESSON LOG Teacher MIGNONETTE L. MALABAYABAS Learning Area SCIENCE
Teaching Dates and Time JUNE 4-8, 2018 (M-F 7:15-8:15, 8:15-9:15, Quarter 1st Quarter
9:45-10:45)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if
needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assesses using
I. OBJECTIVES Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guides.
 Identify
 Define
 Identify balanced balanced and  Define net
Newton’s First
and unbalanced unbalanced force.
Law of Motion
A. Content Standards forces. forces.  Relate net force ICL
 Demonstrate
 Describe the forces  Describe the to an objects
Newton’s First
acting on an object. forces acting motion.
Law of Motion
on an object.
B. Performance Standard Develop a written plan and implement a “Newton’s Olympics”

Investigate the relationship between the amount of force applied and Demonstrate how a
C. Learning Competencies/
the mass of the object to the amount of change in the object's body responds to
Objectives
motion. changes in motion.
Write the LC code for each.
(S8FE-Ia-15) (S8FE-Ib-17)

II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Balanced and Balanced and Newton’s First Law
Combining Forces PRE-TEST
Unbalanced Forces Unbalanced Forces of Motion
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of
III. LEARNING RESOURCES concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept developing.
A. References
1. Teacher’s Guide pages Grade 8 TG pp. 5-6 Grade 8 TG pp. 5-6 Grade 8 TG pp. 8-9
2. Learner’s Materials pages Grade 8 LM pp. 3-5 Grade 8 LM pp. 3-5 Grade 8 LM pp. 6-10
3. Textbook pages
4. Additional Materials from
Learning Resources (LR)
portal
B. Other Learning Resources
 These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to
IV. PROCEDURES learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences
and previous knowledge. Indicate the time allotment for each step.
Review about the
Review how to get
different types of
the total net force
forces acting on an
in each situation
A. Reviewing previous lesson or Answer the pre- object. (Identify
and identify
presenting the new lesson assessment given. balanced and
whether it is
unbalanced forces
balanced or
by pushing the table
unbalanced forces.
by two students)
Picture Analysis
Show the students
Show a video (Show different
Show video about the the Newton’s Bottle
B. Establishing a purpose for the regarding balanced forces in each
subject and what to Trick and analyse
lesson and unbalanced situation and
expect in the subject what happened to
forces. identify the forces
the coins.
in each picture)
Show the students
Read the guidelines
again the Egg Drop
Laboratory Activity in determining net
C. Presenting examples/ instances of Laboratory Activity (see Challenger or the
(see LM on page 4 or unbalanced force
the new lesson LM on page 4 Figure. 1) Egg Challenge and
Figure. 1) in a situation. (see
analyse both
LM on page 9-10)
activity.
D. Discussing new concepts and Laboratory Activity (see Laboratory Activity Laboratory Activity Laboratory Activity
practicing new skills #1 pp. 5-6) (see pp. 5-6) (see pp. 10) (see pp. 11-12)
Guide Questions:
1. What did you
noticed about the
Laboratory Activity
E. Discussing new concepts and net force in every
(see pp. 5-6)
practicing new skills #2 situation?
Situation 2
2. Is there any
movement in every
situation?
1. Is the pen at rest or in 1. Is the pen at rest 1. What happens
1 Each pair will
motion? or in motion? when you slowly
demonstrate a
2. Is the book at rest or 2. Is the book at pulled the
situation wherein
F. Developing mastery in motion? rest or in motion? cardboard? Explain.
other students
(Leads to Formative Assessment) 3. Are there forces 3. Are there forces 2. What happens
determine the net
acting on the pen and acting on the pen when you flicked
force acting upon in
book? and book? the cardboard?
each situation.
4. Did the book and pen 4. Did the book and Explain.
 move? What could have pen move? What 3. What happens
caused the pen’s could have caused when you hit the
motion? How will you the pen’s motion? coin at the bottom?
make the book move? How will you make Why is this so?
the book move?
Why is it important
Why is it important to
to know if there are Determine in our
know if there are Give other
different forces daily life the
G. Finding practical applications of different forces acting in examples where we
acting in every different scenarios
concepts and skills in daily living every situation we apply inertia in our
situation we where we apply
encounter in our daily daily lives.
encounter in our forces.
living?
daily living?
The students will be The students will
The students will be The students will be
asked to identify make different
H. Making Generalizations and asked to identify able to identify
different forces scenes that help
abstractions about the lesson different forces acting in inertia in a given
acting in every them to identify
every situation given. situation.
situation given. different net forces.
Formative Formative Formative
I. Evaluating learning Formative Assessment
Assessment Assessment Assessment
Assignment:
Do the activity and
answer the
following question.
Assignment:
-Place a ball on the
1. Define Force
desk then push it Assignment: Assignment:
2. Differentiate
gently to the one Make a different Make a different
J. Additional activities for application balanced force
side. Observe the simple activity that simple activity that
or remediation from
motion of the ball explains Law of explains Law of
unbalanced
as it rolls down the Inertia. Inertia.
force.
desk.
3. Define net force.
What makes the
ball stop rolling
after sometime?

V. REMARKS

Reflect on you teaching and assess yourself as a teacher. Think about your students’ progress this week. What else needs to be done to help the students
VI. REFLECTION learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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 lessons work?

No. of learners who have caught up with 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 I use/discover which

I wish to share with other teachers?

Prepared by:

MIGNONETTE L. MALABAYABAS
Teacher I

Checked by:

MARILOU T B. BAÑAL, Ed.D.

Principal II