School LUMBANGAN NHS Grade Level Grade 8

GRADES 1 to 12
Daily Lesson Log Teacher MARIFE C. DELA CUESTA Learning Area Science
Teaching Date
Quarter First (Physics)
and Time

DAY:

I. OBJECTIVES

 The learner demonstrates understanding of Newton’s three

A. Content Standards laws of motion and uniform circular motion.

 The learner shall be able to develop a writer plan and

B. Performance Standards implement a “Newton’s Olympics”.

C. (S8FE-Ia-15)

 Investigate the relationship between the amount of force

applied and the mass of the object to the amount of change in
Learning Competencies / Objectives the object’s motion.
Write the LC code for each
Objectives:
1. Identify the forces acting on an object at rest.
2. Explain why objects stay at rest.

Module I: FORCES AND MOTION

II. CONTENT
Lesson 1: INTRODUCTION TO FORCES AND MOTION

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 5 – 8
2. Learner's Materials Pages pp. 3 – 6
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
Lesson Guide Science 8 (First Quarter- pp. 1-5)

B. Other Learning Resource https://www.google.com.ph/search?

pictures&oq=balanced+and+unbalanced+forces

IV. PROCEDURES

MATCHING GAME
The Teacher will introduce the matching game. The teacher will
Elicit
prepare a baggie with some definitions and pictures of force, motion,
A. energy and friction on the front table. This will provide the teacher
information about the prior knowledge of the students.

INVESTIGATING THE FORCE AND MOTION

Students will be asked to work as a table team to match each of the
pictures to the vocabulary word and definition that they think it goes
with. Students need to make sure that they are talking to each other
and telling each other why they think a picture goes with a definition.
Engage #1
B.
(Teachers need to prepare images that are localized in their respective
place that has something to do with forces and motion.)
C. WHAT IS YOUR EVIDENCE?
It is important to keep reminding students that they need to be able to
support their ideas with evidence. This builds the skills of the Science
and Engineering practice which deals with engaging in argument from
Engage # 2
evidence. On the other hand if they did not agree with someone’s
ideas, they should speak up and tell with their group mates why they
think they may not be correct. The task of every group is to provide
their evidences regarding the sorting out of pictures based on the
definition given to them and to create an evidence report template.

GETTING DEEPER
Once every group was able to sort pictures based on their scientific
Explore #1 guess about what pictures belongs to a certain definition, they will be
asked to dig deeper on whether their choices are correct or not by
D. looking on some details on the handout to be provided by the teacher.

E. THE ESSENCE OF SLIDE DECK PRESENTATION

This part of the lesson deals with a quick comparison and identification
of some of the important details in relation top their sorting activity. This
Explore #2 will enable students to have a valid skills of reasoning and was able to
come up with a particular answer to the problem situation given.

(the teacher will provide the slide deck presentation)

THE TRIAL OF FORCE AND MOTION

In this part of the lesson each group will be asked to post their
Explain
Evidence Template so that it can be evaluated whether on they were
able to provide the correct pictures on the correct definition.

F.

LOOKING FURTHER
G. Elaborate #1
This will enable students to create their own personal conclusion about
forces and motion based on the previous activity.
LEARNING WITH FOLDABLES
H. The task of the students is to create a learning foldables where it shows
Elaborate #2
a concise definition of force and motion. Several volunteers will be
asked to present their output in front of the class.
Evaluate Create a Venn Diagram showing the similarities and differences of the
I.
Force and Motion.
Ask the students to write situation/ examples where the presence of
J. Extend
other forces are beneficial.

V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in the

A.
evaluation
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 these worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did
I
Use or discover which I wish to share with
other teachers?
 School LUMBANGAN NHS Grade Level Grade 8
GRADES 1 to 12
Daily Lesson Log Teacher MARIFE C. DELA CUESTA Learning Area Science
Teaching Date
Quarter First (Physics)
and Time

DAY:

I. OBJECTIVES

 The learner demonstrates understanding of Newton’s three

A. Content Standards laws of motion and uniform circular motion.

 The learner shall be able to develop a writer plan and

B. Performance Standards implement a “Newton’s Olympics”.

C. (S8FE-Ia-15)

 Investigate the relationship between the amount of force

applied and the mass of the object to the amount of change in
Learning Competencies / Objectives the object’s motion.
Write the LC code for each
Objectives:
1. Identify the forces acting on an object at rest.
2. Explain why objects stay at rest.

Module I: FORCES AND MOTION

II. CONTENT
Lesson 2: BALANCED AND UNBALANCED FORCES

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 5 – 8
2. Learner's Materials Pages pp. 3 – 6
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
Lesson Guide Science 8 (First Quarter- pp. 1-5)

B. Other Learning Resource https://www.google.com.ph/search?

pictures&oq=balanced+and+unbalanced+forces

IV. PROCEDURES

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.

A. Elicit 1. Force is needed to stop an object.

2. Force always results to motion.
3. Force can act even at a distance.
4. Objects have the tendency to remain at rest.
5. Objects have the tendency to resist change.

Engage #1 Analyze the pictures (to be presented on the television screen) (can
B.
be printed)
C. Engage # 2 What have you observed on the picture presented?

The teacher will place a ball or any object on top of a table and ask:

D.
Explore #1
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?

E. Do the activity 1 Forces on object at rest in Lesson Guide Science 8

Explore #2
(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
F. use arrows to represent these forces.
Explain
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,

G. there are advantages and disadvantages that friction may do.
Elaborate #1 How is friction important in:
a. walking
b. writing
c. running vehicles
1. What is force?
H. 2. What are some other forces that can cause something to move?
3. How does gravity affect object on earth?
Elaborate #2
4. What is a force that can cause an object to slow down or have little
movement?
5. In your own words define friction.
I. Evaluate Multiple Choice: Read each statement carefully and write only the letter
 of the correct answer.

1. A book is at rest on top of a table. Which of the following is correct?

A. There is no force acting on the book.
B. The book has no inertia.
C. There is no force acting on the table.
*D. The book is in equilibrium.

2. Which of the following situations involves friction?

A. A bicycle rolling down a hill
B. A baseball player sliding into 2nd base
C. A diver falling through the air to a pool
*D. All of the above experience some friction.

3. What is gravity?
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
C. A book is pushed, and it moves across the table
*D. A person drops a ball, and it falls to the ground

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.
Ask the students to write situation/ examples where the presence of
J. Extend
other forces are beneficial.

V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in the

A.
evaluation
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 these worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did
I
Use or discover which I wish to share with
other teachers?
 School LUMBANGAN NHS Grade Level Grade 8
GRADES 1 to 12
Daily Lesson Log Teacher MARIFE C. DELA CUESTA Learning Area Science
Teaching Date
Quarter First (Physics)
and Time

DAY:

I. OBJECTIVES

The learner demonstrates understanding of Newton’ three laws of

A. Content Standards motion and uniform circular motion.

The learner shall be able to develop a writer plan and implement a

B. Performance Standards “Newton’s Olympics”.

C. (S8FE-Ia-16)

 Infer that when a body exerts a force on another, an equal

amount of force is exerted back on it.
Learning Competencies / Objectives
Objectives:
Write the LC code for each
1. Describe the conditions when two forces balance
2. Explain the effect of balanced forces on the state of motion of
an object.

II. CONTENT Module I: FORCE AND MOTION

Lesson 3: BALANCED AND UNBALANCED FORCES

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 5 – 8
2. Learner's Materials Pages pp. 3 – 6
3. Textbook Pages
4. Additional Materials from Learning
EASE Physics, Module 10. Lesson 3
Resource (LR) portal

B. Other Learning Resource Lesson Guide Science 8 (First Quarter- pp. 8-10)

IV. PROCEDURES

A.
What are the forces acting on an object at rest?
Elicit
What are examples of balanced forces?

Students were given time to watch a short video clip about balanced
and unbalanced forces
B. Engage #1
( www.youtube.com/watch?v=HEJOybRxclk)

C.
Engage #2 Give reaction to the video presented

D.
Do the activity 2 in Lesson Guide Science 8 (First Quarter) pp. 8 – 9 or
Explore #1
Learners’ Module pp. 7
 1. When the cardboard is at rest, how do the magnitudes and directions
E. Explore #2 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?

F.
Explain Discuss the answers in the activity

Study the given pictures below and describe the forces involved.

G. Elaborate #1

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.
H.
Elaborate #2
 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
B. unbalanced force
C. magnitude
D. friction

2.When one force in a pair is greater than the other, we call this:
A. balanced force
*B. unbalanced force
C. magnitude
D. friction

3. If two forces are acting on an object they are equal in magnitude

I. Evaluate
A. and equal in direction
*B. and in opposite direction
C. cancel each other
D. none of the above
For question no 4 and 5 refer to the diagram below
Two tugboats are moving a barge. Tugboat A exerts a force of 3000
N to the left. Tugboat B exerts a force of 5000N in the same
direction.

a. Draw arrows showing the individual forces of the tugboats in #1.

 b. Are the forces balanced or unbalanced? ______________
c. In what direction will the barge move? ________________

J. 1. define what inertia is.

Extend
2. What is stated in the first law of motion?

V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in the

A.
evaluation
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 these worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did
I
Use or discover which I wish to share with
other teachers?
 School LUMBANGAN NHS Grade Level Grade 8
GRADES 1 to 12
Daily Lesson Log Teacher MARIFE C. DELA CUESTA Learning Area Science
Teaching Date
Quarter First (Physics)
and Time

DAY:

I. OBJECTIVES

The learners demonstrate an understanding of Newton’s three laws

A. Content Standards
of motion and uniform circular motion.
The learners shall be able to develop a written plan and implement a
B. Performance Standards
“Newton’s Olympic”
C. S8FE –Ib-17
 Demonstrate how a body responds to changes in motion.

Learning Competencies / Objectives Objectives:

Write the LC code for each 1. State the Law of Inertia
2. Relate inertia to mass
3. Cite situations where the law of inertia applies.

Module I: FORCE AND MOTION

II. CONTENT Lesson 4: NEWTON’S THREE LAWS OF MOTION
The Law of Inertia

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp 10-11
2. Learner's Materials Pages pp. 10 -12
3. Textbook Pages
4. Additional Materials from Learning
EASE Physics, Module 10. Lesson 3
Resource (LR) portal
B. Other Learning Resource Lesson Guide G8 First Quarter pp. 11 - 12

IV. PROCEDURES

A.
Elicit Differentiating balanced and unbalanced forces

Let the students guess the word being defined by solving the jumbled
letters.

1. It refers to the amount of matter an object has.

A S S M

2. It is a push or pull upon an object resulting from the object’s

interaction with another object.
B. Engage #1
R E C F O

3. An action or process of moving or of changing place or position.

T I N O O M

4. It is the resistance of any physical object to any change in its state

of motion.
 I A E R I T N

Are those set of words familiar to you?

C. Engage #2 What ideas came in your mind when you met those words we had
unscrambled?

The learners will analyze the picture of the two wrestlers by

comparing their masses and relating the concept of mass to inertia.
D. Explore # 1
(see figure on pp. 11 LG grade 8 First Quarter)

E.
Explore # 2 Do the activity on Inertia (A and B) Learners’ Module pp. 11 – 12

Questions:

PART A.

1. What happens when you slowly pulled the cardboard? Explain.

F. 2. What happens when you flipped the cardboard? Explain.

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.

G. b) when riding a horse, the horse suddenly stops and you fly over its
head.
Elaborate # 1
c) the magician pulls the tablecloth out from under a table full of
dishes.

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
H. as no external net force acts on it. The object will change its state of
Elaborate # 2 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

Choose the best answer. Write letter only.

1. According to Newton's First Law of Motion,

A. an object in motion eventually comes to a stop.
B. an object at rest eventually begins to move.
C. an object at rest always remains at rest.
I. Evaluate
*D. an object at rest remains at rest unless acted upon by a net
force.

2. The greater the mass of an object,

A. the easier the object starts moving.
B. the more space it takes up.
 *C. the greater its inertia.
D. the more balanced it is.

3. The tendency of an object to resist any change in its motion is

known
as
A. balance.
B. force
*C. inertia.
D. mass.

4. Mass of the object is quantitative measure of its inertia stated law

is newton's
*A. first law
B. second law
C. third law
D. fourth law

5. Which of these best describes the concept of inertia?

A. A force that attracts objects with mass
B. The tendency of an object to float in water
C. A force created when surfaces are in contact
*D. The tendency of an object to resist a change in motion

Write your answer in your notebook.

J.
Extend
1. Define acceleration.
2. What is stated in the second law of motion?

V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in the

A.
evaluation
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 these worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did
I Use or discover which I wish to share
with other teachers?
 School LUMBANGAN NHS Grade Level Grade 8
GRADES 1 to 12
Daily Lesson Log Teacher MARIFE C. DELA CUESTA Learning Area Science
Teaching Date
Quarter First (Physics)
and Time

DAY:

I. OBJECTIVES

The learners demonstrate an understanding of Newton’s three laws

A. Content Standards
of motion and uniform circular motion.
The learner shall be able to develop a writer plan and
B. Performance Standards implement a “Newton’s Olympics”.

S8FE –Ib-17
 Demonstrate how a body responds to changes in motion.

Objectives:
Learning Competencies / Objectives
C. 1. State the Law of Acceleration.
Write the LC code for each
2. Discuss the relationship between net force on an object and its
acceleration, and between the mass of an object and its
acceleration.
3. Cite some applications of this law in our daily life.
Module I: FORCE AND MOTION
II. CONTENT Lesson 5: THREE LAWS OF MOTION
Law of Acceleration

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 11- 12
2. Learner's Materials Pages pp. 15 – 16
3. Textbook Pages
4. Additional Materials from Learning
EASE Physics, Module 10. Lesson 3
Resource (LR) portal
B. Other Learning Resource Lesson Guide G8 First Quarter pp. 14 - 19

IV. PROCEDURES

A. What is inertia?
Elicit
How is the law of inertia related to mass?
Study the picture.
Can a man pushes the car?
How much force is needed by the man to push the car?

B. Engage # 1

The teacher will present two balls of different masses. Then ask the
students which of the two balls will accelerates faster?
Why?

C. Engage # 2

tennis ball bowling ball

 1. Differentiate the two balls in terms of mass. Which has the greater
D. mass?
Explore #1
2. If equal amount of force will be applied in the two balls, then
which will accelerates faster?
E. Do the activity on The Law of Acceleration, Lesson Guide G8 First
Explore #2
Quarter pp.17 - 19

A. 1. What variable/s is/are said to be constant in the activity?

2. What is the effect of varying the amount of force on the
acceleration of the cart?
F. 3. What relationship exists between the force and acceleration
when the mass of the cart is kept constant?
Explain
B. 1. What variable/s is/are said to be constant in the activity?
2. What is the effect of varying the mass on the acceleration of
the cart?
3. What relationship exists between the mass and acceleration
when the force is kept constant?

G. Present the statement in the class “ You may be bigger but I am

faster”
Elaborate # 1 a. How does this line illustrate Newton’s Second Law of Motion?
b. How is the statement related to mass and acceleration?

1. State the second law of motion

2. How is acceleration related to the object’s mass and the amount
H. of force exerted?
Elaborate #2 3. What relationship exists between acceleration and force; force
and mass?
4. How is the second law of motion applied to everyday
occurrences?

Direction: Read each statement carefully and write the letter of the
best answer.
1. Which among the Newton’s Laws of Motion states that force
equals mass times acceleration?
A. 3rd Law B. 1st Law
*C. 2nd Law D. all of the above

2. According to Newton's 2nd Law of Motion, force equals –

A. mass divided by acceleration
B. mass plus acceleration
C. mass subtract acceleration
*D. mass times acceleration

3. How does the acceleration of an object change in relation to its

mass? It is _________.
Evaluate A. directly proportional
I.
*B. inversely proportional
C. acceleration doesn’t depend on mass at all
D. neither A or B

4. Suppose a cart is being moved by a force. If suddenly a load is

dumped into the cart so that the cart’s mass doubles, what
happens to the cart’s acceleration?
A. It quadruples.
B. It doubles.
*C. It halves.
D. It quarters.

5. Which will accelerate faster?

A. a 1000 tons truck
B. a fully loaded bus
C. an overloaded jeepney
 *D. a race car
J. Extend
Explain how mass differs from weight.

V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in the

A.
evaluation
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 these worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did
I
Use or discover which I wish to share with
other teachers?
 School BIGAIN NHS Grade Level Grade 8
GRADES 1 to 12
Daily Lesson Log Teacher RHEA L. MENDOZA Learning Area Science
Teaching Date
Quarter First (Physics)
and Time

DAY:

I. OBJECTIVES

The learners demonstrate an understanding of Newton’s three laws

A. Content Standards
of motion and uniform circular motion.
The learner shall be able to develop a writer plan and
B. Performance Standards implement a “Newton’s Olympics”.

C. S8FE –Ib-17
 Demonstrate how a body responds to changes in motion.
Learning Competencies / Objectives
Objective:
Write the LC code for each
Solve problems involving the interrelationships of net force, mass
and acceleration

Module I: FORCE AND MOTION

II. CONTENT Lesson 6: THREE LAWS OF MOTION
The Law of Acceleration: Computation

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 13- 16
2. Learner's Materials Pages pp. 15 – 17

3. Textbook Pages
Physics ( Science and Technology Textbook- NPSBE Edition)
4. Additional Materials from Learning
EASE Physics, Module 10. Lesson 3
Resource (LR) portal

B. Other Learning Resource

Lesson Guide G8 First Quarter pp. 20 - 22

IV. PROCEDURES

A. Ask the students to restate the second law into a simple statement.
Elicit

Derivation of Formula:

From the statement that acceleration is directly proportional

to force at constant mass.

Mathematically a=kF where nK = mass (eq. 1)

Acceleration also varies with mass. As the mass of the object

B. Engage #1 increases with the same amount of force applied, its acceleration
decreases thus:
a= k(1/m) where K=net force (eq.2)

Combining the two equations, we have

a α F and a α 1/m

Therefore a α F/m
 Mathematically, a = F/m
where a= acceleration
m= mass
F= force

Give and discuss at least two examples of situation/problems on the

C. Law of Acceleration
1. A huge stone is pushed with 30 N of force. If there is only 5N of
friction and the stone’s mass is 88 kg. What is the acceleration of
Engage #2
the table?

2. A car is being towed. If its mass is 1750 kg and it accelerated at

5m/s2, how much netforce is involved?

D. Do the exercise in Lesson Guide G8 First Quarter pp 21 (choose

Explore #1
items which will be solved individually/ in group)
E.
Explore #2 Presentation of the outcomes.

F.
Explain Discuss the answers in the exercise given.

Engineers at the Johnson Space Center must determine the net

G. force needed for a rocket to achieve an acceleration of 70 m/s2 . If
Elaborate #1 the mass of the rocket is 45,000 kg, how much net force must the
rocket develop.

Mathematically, second law of motion can be expressed:

A = F/m
F = ma
M = F/a

If the unit of Fnet ( Fn) is in Newton, mass(m) is in kilogram (kg) and

H. acceleration is in meter per second/second (m/s2)
Elaborate #2
Since force is a vector quantity and mass is a scalar quantity
,acceleration is also a vector quantity where acceleration follows the
direction of the net force

The unit of of acceleration can be derived also from N/kg, since

1N = 1 kg.m/s2 therefore, N/kg = kg.m/s2 /kg = m/s2

Direction: Solve problems involving the Law of acceleration then

write the letter of the correct answer.

1. What is the mass of a truck if it produces a force of 14,000N

while accelerating at a rate of 5 m/s2 ?

A. 280 kg *B. 2800kg

C. 70,000kg D. 7000kg

I. Evaluate
2. Which is the correct unit of acceleration?
A. m/s *B. m/s2 C. kg.m/s D. kg.m/N

3. Suppose that a sled is accelerating at a rate of 2m/s2 . If the net

force is tripled and the mass is halved, what then is the new
acceleration of the sled?
A. decrease by half B. doubled
*C. tripled D. quadrupled

4. Suppose a ball of mass 0.60 kg is hit with a force of 12 N. Its

 acceleration will be:
*A. 20 m/s2 B. 40 m/s2 C. 10 m/s2 D. 20 m/s

5. If the ball in question no. 4 is increased by 24 N, what is the

increased in acceleration?
A. 20 m/s2 B. 30 m/s2
*C. 4 0 m/s2 D. 50 m/s2

J. Give additional information regarding: balance and un balance

Extend
forces.

V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in the

A.
evaluation
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 these worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did
I
Use or discover which I wish to share with
other teachers?
 School BIGAIN NHS Grade Level Grade 8
GRADES 1 to 12
Daily Lesson Log Teacher RHEA L. MENDOZA Learning Area Science
Teaching Date
Quarter First (Physics)
and Time

DAY:

I. OBJECTIVES

The learners demonstrate an understanding of Newton’s three laws

A. Content Standards
of motion and uniform circular motion.
The learner shall be able to develop a writer plan and
B. Performance Standards implement a “Newton’s Olympics”.

C. S8FE –Ib-17
 Demonstrate how a body responds to changes in motion.
 Infer that when a body exerts a force on another, an equal
amount of force is exerted back on it.
Learning Competencies / Objectives
Objectives:
Write the LC code for each
1. State Newton’s Third Law of Motion
2. Compare the two interacting forces in terms of magnitudes and
directions.
3. Identify the action and reaction forces in the given situations.

Module I: FORCE AND MOTION

II. CONTENT Lesson 7: THREE LAWS OF MOTION
The Law of Interaction

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 13 – 16
2. Learner's Materials Pages pp. 18 – 19
3. Textbook Pages
4. Additional Materials from Learning
EASE Physics, Module 10. Lesson 3
Resource (LR) portal
B. Other Learning Resource Lesson Guide G8 First Quarter pp. 23 - 25

IV. PROCEDURES

A.
Elicit Differentiate first law of motion to the second law of motion

B. Engage #1
Imagine yourself leaning against a tree same with the picture below.
Did you topple over while you are still in contact with the tree?
Why or why not!

C. Engage #2
D. Do the activity in Lesson Guide G8 First Quarter pp 23 - 24 or
Explore #1
Learners’ Module pp 19 – 20
Analysis:

E. 1. What is the reading on your balance and that of your partner?

What do these values represent?
2. How do you compare the direction of your partner’s and your
force?
Explore #2
3. What is the reading on your balance and that of your partner?
4. How do you explain your observation?
5. What is the reading in each balance?
6. Compare the direction of the forces exerted on the two ends of
the connected spring balance.

Analyze the situations below by identifying the pairs of forces acting

on the objects.

F.
Explain

Situation 1 Situation 2

The class will be divided into small group. Each group is assigned to
1 of the situations listed below. They will be given 1 minute to
draw/paint the scene and another 30 seconds to position
themselves. Challenge the students to guess the picture of the other
G. group then ask them to identify the action-reaction forces present.
Elaborate #1
a. walking

b. a mango fell due to gravity

c. a man pedals a bicycle

d. a person lying down in the emergency room

1. Based from the above activity state operationally the law of

interaction.
H. 2. Why do forces come in pairs?
Elaborate #2
3. Explain the condition on how to forces are equal in magnitude
and acting in opposite direction.

Direction: Read each sentence carefully and write the letter of the
correct answer.
1. As a 500 N lady sits on the floor, the floor exerts a force on her
equal to______________.
A. 1000 N *B. 500 N
C. 250 N D. 50 N
I. Evaluate
2. According to Newton's Third Law of Motion, when a hammer
strikes and exerts a force on a nail, the nail
A. creates a balanced force.
B. disappears into the wood.
C. moves at a constant speed.
* D. exerts and equal and opposite force back on the hammer.
 3. Pick the best example of Newton's Third Law in action.
A. A rocket taking off from earth which pushes gases in one
direction and the rocket in the other.
*B. A rocket sitting on the ground preparing for take-off but it
needs an outside force to overcome its inertia of a non-
moving object.
C. A rocket that is accelerating through space and exerts a
great amount of force because its mass and acceleration is
so large.
D. Both b and c.

4. When a teacher stands at the front of the class, the force of

gravity pulls her toward the ground. The ground pushes back
with an equal and opposite force. This is an example of
which of Newton's Laws of Motion?
A. Law of Inertia
B. Law of Acceleration
*C. Law of Interaction
D. Law of Universal Gravitation
5. For every action there is an equal and opposite reaction. This is
a statement of
A. Newton's First Law of Motion.
B. Newton's Second Law of Motion.
*C. Newton's Third Law of Motion.
D. Newton's Law of Action.
J. Design and implement an experiment that will verify Newton’s Law
Extend
of Motion.

V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in the

A.
evaluation
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 these worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did
I
Use or discover which I wish to share with
other teachers?
 School BIGAIN NHS Grade Level Grade 8
GRADES 1 to 12
Daily Lesson Log Teacher RHEA L. MENDOZA Learning Area Science
Teaching Date and
Quarter First
Time

DAY:

I. OBJECTIVES

The learner demonstrates understanding of Newton’s three laws of

A. Content Standards
motion and uniform circular motion.
The learner shall be able to develop a writer plan and implement a
B. Performance Standards
“Newton’s Olympics”.
C. S8FE –Ib-18 /19
 Relate the laws of motion to bodies in uniform circular
motion.
 Infer that circular motion requires the application of constant
Learning Competencies / Objectives force directed toward the center of the circle.
Write the LC code for each
Objectives:
1. Define circular motion
2. Identify the factors affecting circular motion.
3. Relate circular motion and Newton’s Law of Motion.

II. CONTENT Module I: FORCES AND MOTION

Lesson 8: Circular Motion And Newton’s Second Law Of Motion

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages pp. 13 – 16
2. Learner's Materials Pages pp. 18 – 19
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resource Lesson Guide in Grade 8 – First Quarter pp. 26- 28

IV. PROCEDURES

A. Recall the second law of motion. How is the acceleration of the body
Elicit
being affected by its mass.
Try to whirl a stone tied to a string horizontally above your head.
Then observe what happen if you release the object. How does it
travel after release?

B. Engage #1
 Why doesn’t the released stone move outwards, in the direction in
which it pulled?

C. How does gravity make satellites revolve at a constant speed? What

Engage #2 will happen if all of a sudden, the earth loses its gravitational pull on
the satellites?
D. Let the students watch the video on circular motion and its
relationship to the second law of motion.
Explore #1
www.youtube.com/watch?v=EPfT31qFmGY

E. From the video clip presented, how does circular motion related to
Explore #2 the laws of motion. Discuss it in terms of change in velocity

F.
Explain

G.
Elaborate #1 Why are accidents more frequent along a curve path?

According to Newton’s second law of motion acceleration is

produced by a net force. The net force and the acceleration must be
in the same direction. From the second law, F = m a.
If applied to uniform motion, the acceleration becomes the
centripetal acceleration and the net force. Since it is also directed
towards the axis of rotation, it becomes the centripetal force.
Centripetal force can be defined as the net force on an
object that maintains the object’s circular path and is directed
towards the center of the circular path. The formula in calculating for
the centripetal force is Fc = mac ,
where: Fc = centripetal force (N)
m = mass (kg)
a = centripetal acceleration (m/s2)
H.
Elaborate #2
If using the tangential speed and angular speed the
equation can be rewritten as:
Fc = mv2 / r or mrώ

Where:

V = tangential speed ( m/s )

r = radius ( m )
ώ = angular speed (rad/s)

The centripetal force is the force that maintains the circular

path of the objects. If the centripetal force is zero, the object will
move in a straight line.

Direction: read the questions below and select the letter of the best
answer.

1. What made the stone in the previous activity move in circular

path?
*A. The central force enables the stone to stay in its path.
B. The gravity enables the stone to move in circular path.
C. The force of attraction make its stay in place.
I. Evaluate
D. The string made the stone to whirl in circular path.

2. This is a force that keeps an object move in circular path.

A. frictional force
*B. centripetal force
C. gravitational force
D. attractive force

3. All are examples of events/ activities in our daily life which shows
 or illustrates the need of a central force. Which is not included in
the group?
A. merry-go-round
B. banking on curved
C. satellite moon
*D. cyclist on the straight road

4. In what direction does an object fly if the force giving its

centripetal acceleration suddenly disappear?
A. The object continuously moves in circular motion,
*B. The object moves in straight line at constant speed.
C. The object changes its velocity in a straight path.
D. Hard to determine where the object goes.

5. When a car turns around a curve and its speed doubled, what
happens to the force between the road and its wheels?
A. It doubles
*B. It increases four times
C. It is reduced to one-half
D. It is reduced to one-fourth

Journal entry:
Think and look for words and ideas that relate to the word on the
box. Write the words and ideas on the lines around the box.
J.
Extend
CENTRIPETAL FORCE

V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in the

A.
evaluation
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 these worked?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
Use or discover which I wish to share with
other teachers?