School Grade &
Candaping National High School 8-
Section
DAILY Teacher
Ronie B. Mabayambang
Learning
SCIENCE
LESSON Area
Teaching Dates
PLAN Quarter 1
& Time
Week No. 1 Day 2 Duration
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed,
additional lessons, exercises, remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES 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 guide.
A. Content The learners demonstrate an understanding of:
Standards Newton’s three laws of motion and uniform circular motion
B. Performance The learners shall be able to:
Standards develop a written plan and implement a “Newton’s Olympics”
C. Learning 1. Investigate the relationship between the amount of force applied and the mass of
Competency/ies the object to the amount of change in the object’s motion. S8FE-1a-15
Write the LC Code for each.
Knowledge: Explain what balanced and unbalanced forces can do to the amount of
change in the motion of an object.
D. Learning
Skills: Construct a free-body diagram to show balanced and unbalanced forces.
Objectives
Attitudes: Display critical thinking skill in determining the amount of change in the
motion of an object.
Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT/TOPIC Balanced and Unbalanced Forces
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s
Materials pages
1. Science and Technology IV: Physics Textbook. NISMED. 2012. pp. 292-296.
2. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 12-17.
3. Textbook pages
3. . Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et
al. 2001. pp. 75-82.
4. Additional
Materials from
1. EASE Physics. Module 10. Lesson 3.
Learning
Resource (LR)
Portal
B. Other Learning
book, table, string, ballpen
Resources
These steps should be 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 learn new
IV. PROCEDURES things, practice their learning, question their learning processes, and draw conclusion about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
A. Reviewing
previous lesson or
presenting the new
lesson.
ELICIT (The activities in this section
will evoke or draw out prior concepts of
or experiences from the students)
B. Establishing a Place a ball on top of the table and ask the following questions:
purpose for the Are there forces acting on the ball? (answer: YES)
lesson. What are these forces? (answer: Normal Force and Gravity Force)
AWARENESS
ENGAGE (The activities in this section
will stimulate their thinking and help them
If there are forces acting on the ball, why is it that the ball is not moving? (answer:
access and connect prior knowledge as a Normal and Gravity Force are balanced)
jumpstart to the present lesson.)
If we want to make this ball move, what force should we apply to the object? (answer:
Applied Force)
Force therefore can make objects remain at rest, move, move faster or change its
direction of motion. But is this always the case?
Can force always bring about change in the state of motion of an object?
C. Presenting
examples/instance
s of the new lesson.
D. Discussing the new Demonstration and observation of set-ups showing balance and unbalanced force.
concepts and refer to pages 5-6 of Science module
practicing new Set-up 1: book on top of the table
skills #1.
Set-up 2: pen tied with string
EXPLORE (In this section, students
will be given time to think, plan,
ACTIVITY
investigate, and organize collected
information; or the performance of the
planned/prepared activities from the
student’s manual with data gathering and
Guide questions)
E. Discussing the new
concepts and
practicing new
skills #2.
F. Developing Are there forces acting on the book? If yes, draw the forces using arrows to represent
mastery these forces.
(Leads to formative How will you make the book move?
assessment 3).
ANALYSIS
Are there forces acting on the pen? If yes, draw the forces using arrows to represent
EXPLAIN (In this section, students will
be involved in an analysis of their these forces.
exploration. Their understanding is What happens to the pen as you cut the string tied to it? What could have caused the
clarified and modified because of
reflective activities)/Analysis of the
pen’s motion?
gathered data and results and be able to
answer the Guide Questions leading to
the focus concept or topic of the day.
G. Making Forces are said to be balanced if the forces acting on the object are equal in
generalization and magnitude, in opposite directions and they lie along the same line of action. Forces can
ABSTRACTION
abstraction about be unbalanced if the forces acting on the object do not cancel each other. Balanced
the lesson. forces keep objects at rest. Unbalanced forces can make objects move, move faster,
ELABORATE (This section will give stop, or change their direction of motion.
students the opportunity to expand and
solidify / concretize their understanding
of the concept and / or apply it to real –
world situation)
H. Finding practical Place a ball on the desk then push it gently to one side. Observe the motion of the ball
application of
APPLICATION
as it rolls down the desk. What makes the ball stop rolling after sometime?
concepts and skills If the object is already in motion, how will the unbalanced force affects its motion?
in daily living.
I.
Evaluating What balance and unbalance forces can do to the amount of change in the motion of an
ASSESSMENT
learning. object?
EVALUATION (This section will Construct a free-body diagram to show balanced and unbalanced forces.
provide for concept check test items and
answer key which are aligned to the
learning objectives - content and
performance standards and address
misconceptions – if any)
J. Additional Read about combining forces, page 9-10 of your Science Module.
activities for
ASSIGNMENT
application or
remediation.
EXTEND (This sections give situation
that explains the topic in a new context ,
or integrate it to another discipline /
societal concern)
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
VI. REFLECTION students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant question.
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? No. of learner who
caught up with the lesson
D. No. of learner 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?
NOTE: Procedure is adapted/adopted from DLP 2017 of DepEd-Division of Lapu-Lapu City as reference.
ACTIVITY
BALANCE AND UNBALANCE FORCE
Name: Section: Date: Score:
Concept:
Forces can be described through its size or strength (magnitude) and direction. Forces are said to be balanced if
the forces acting on the object are equal in magnitude, in opposite directions and they lie along the same line of action.
Forces can be unbalanced if the forces acting on the object do not cancel each other. The existence of an unbalanced force
for a given situation can be quickly realized by looking at the free-body diagram for that situation. Balanced forces keep
objects at rest or in motion at constant velocity. Unbalanced forces can make objects move, move faster, stop, or change
their direction of motion.
I. Objectives:
Knowledge: Explain what balanced and unbalanced forces can do to the amount of change in the motion of an
object.
Skills: Construct a free-body diagram to show balanced and unbalanced forces.
Attitudes: Display critical thinking skill in determining the amount of change in the motion of an object.
II. Materials
Pen, string (1/2 meter), scissors and book
III. Procedure
A. Awareness
What forces can do to an object? Consider this situation, when a ball on top of a table is being pushed, the ball will
move or roll across the surface of the table. And when it is again pushed in the direction of its motion, it moves farther and
even faster. But when you push it on the other side instead, opposite to the direction of its motion, the ball may slow down
and eventually stop. Lastly, when you push it in a direction different from its original direction of motion, the ball also
changes its direction. Force therefore can make objects move, move faster, stop, or change their direction of motion. But is
this always the case? Can force always bring about change in the state of motion of an object?
B. Activity Proper: Demonstration and Observation (Refer to pages 5-6 of Science module)
Set-up 1: book on top of the table
1. Place a book on top of a table.
Is the book at rest or in motion?
Are there forces acting on the book? What are these forces? Illustrate the forces acting on the book through a free-
body diagram.
2. Let one member of your group push the book in one direction and another member push it in the opposite
direction at the same time with the same amount of push (force).
Did the book move? How will you make the book move?
Set-up 2: pen tied with string
1. Hang a pen by a piece of string.
Is the pen at rest or in motion?
Are there forces acting on the pen? What are these forces? Illustrate the forces acting on the pen through a free-
body diagram.
2. Cut the string with a pair of scissors.
What happens to the pen?
What could have caused the pen’s motion?