Quarter 1: WEEK

Grade 8 Teaching Date: August 5,2024

Learning Area: Science Name of Teacher: Marilou A. Biboso

I. OBJECTIVES
A. Content Standards Demostrate an understanding of the Newton’s Law of Motion.
Perform in groups in guided investigations involving community based problems
B. Performance Standards
using locally available materials
MELCs :Infer that when a body exerts a force on another an equal amount of
force is exerted back on it.
C. Learning Competencies/ (S8FE-la-16 )
Objectives
Write the LC code for
1.State Newton’s third law of motion and relate its meaning to the concept of a
each force as a mutual interactions between objects.
2. Identify the action -reaction force pairs for any physical interactions.

II. CONTENT Newton’s Third Law of Motion

III. LEARNING RESOURCES
1.Q1. Module 1 Force , Motion and energy.Science & Tech 8 Deped.. Discovery, Facts.
& history Encyclopedia Britanica .. Inertia and Mass- The Physics
A. References Classroom.Pabellon, Josefina L.et.al.Science and Technology IV 2004. Booh Media
Press. INC.
2. Goggle
1. Teacher’s Guide pages K-12 Teacher’s Guide pp. 6-10
2. Learner’s Materials pages K 12 Learner’s Material pp. 1-10
3. Textbook pages Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 10-15
4. Additional Materials from
Newton’s First Law of Motion Physics Khan Academy https://youtu.be/ 5-
Learning Resource (LR)
portal ZFOhHQS68.

B. Other Learning
Resources Google , Wikipedia

IV. PROCEDURES
Elicit
1. Daily routine:Prayer, Greetings and checking of attendance.
Giving reminders : ( those who did not yet submitted outputs )
2. Recall: Forces in the first and second law describe the forces acting
simultaneously on on a body and the motion is determined.
3. A. Motivationa Activity: Qoute: “Do unto otherswhat you want others do unto
you”. In Science, this rule has its counterpart as Newton described in the third
law. (relating the quote to the topic )
B. Picture Analysis.
1. Determine the forces acting on an object . Which shows equal forces
/balanced forces and unequal or unbalanced forces.
A. Reviewing previous lesson or
presenting the new lesson

___________________? __________________?
Like forces applied on the rope by the opposing team in a tug-o- war.
C. Establishing a purpose for the Third law of Newton’s law states that “ in every action, there is an equal and opposite
lesson direction.
Picture 1 Picture 2

.. When you push the wall, the wall pushes you..

..If you are seated on the chair, the chair pushes on
you .
… The pair of forces are ca called action and
reaction forces / and are acting on two different
bodies and will not cancel out.
C Lets DO IT!
Picture 1 Picture 2

D. Presenting
examples/instances of the
new lesson

In picture 1, the force pairs were illustrated. The

massive rock and the ground were not able to move.
Man exerts force on rock _______? ( action, reaction )
Rock exerts force on man _______? ( action,
reaction )
Ground exerts force on man _____? ( action, reaction
)
Man exerts force on ground______? ( action, reaction
)
Picture 2.. Write your answer below :
________________________________________________.

Explore
E. Discussing new concepts and 1. A. Quick Lab.ACTIVITY 3.
practicing new skills #1 Objective: Observe the law of interaction.
1. List as many action-reaction pairs of forces that you
F. Discussing new concepts and can find in the illustration . Identify the possible thing
practicing new skills #2 that could happen. ( at least 5 action reaction forces.)
Draw a circle on the picture where the action -reaction
has taken place.
 Direction:Complete the sentence written in the powerpoint by writing your answer
in the comment section in the goggle classroom
G. Developing mastery (leads to I learned that ________________________________________________________
Formative Assessment 3) The interesting fact about the topic is _____________________________________
The difficult part of the topic is __________________________________________

H. Finding practical applications C. Design a toy or gadget that can illustrate applications of Newton’s Third
of concepts and skills in daily law of motion as evident in playing game or any activity . You may
living consider working on a catapult, watwer cannon, or any device that can
show your creativity and resourcefullness.
Criteria :
I. Making generalizations and Application: of Newton’s law concepts…40%
abstractions about the lesson Design and creativity: 30%
Resourcefulness.. 20%
Durability.. 10%
Evaluate
Checking of outputs, activity sheets , gadget.. ( by group ) .
J. Evaluating learning
____
Extend
K. Additional activities for 1. You are in home quarantine for quite long time during the outbreak Covid
application or remediationT 19 Pandemic. In your own analysis, can you explain how this quarantine helped
in the flattening of the curve using your knowledge of the three laws of motion?
V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for 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 I
use/discover which I
wish to share with other
teachers?
 Marilou A. Biboso
Prepared By:

Checked by:
Daffodil F. Saquilabon
Science Department Head
Checked by:
Nora Q. Pedroso
MT 1

Quarter 1 WEEK 2
Year level: Grade 8
Teaching Date: Aug. 6, 2024
Learning Area: Science
Name of Teacher: Marilou A. Biboso

I. OBJECTIVES
D. Content Standards The learner’s demonstrate an understanding on Newton’s Three Laws of Motion
The learner’s should be able to develop a written plan and implement a “Newton’s
E. Performance Standards
Olympics”
MELCs : Infer that when a body exerts a force on another an equal amount of
force is exerted back on it.. ( S8FE-la 16 )
1. Identify from the given situations the action and reaction forces.
F. Learning Competencies/ 2. Explain possible things that might happen after applying the pairs of forces to
Objectives an object.
Write the LC code for 3.Apply the law of interaction to falling bodies and to activities like walking and
each swimming as well as to jet and rockets .
4. Develop communication and critical thinking skills.

II. CONTENT Force, Motion/ Inertia and friction

III. LEARNING RESOURCES
Module in science 8 by Deped.
D. References
The Physics classroom by Pabellon, Josefina L.et.al Science and technology IV 2004
Lesson guide Science 8 ( first quarter 1-5 )
1. Teacher’s Guide pages
https://www.google.comph/search?
2. Learner’s Materials pages
3. Textbook pages Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 98105.
4. Additional Materials from
EASE Physics. Module 1. Lesson 1. Physics Textbook. Mapa, Amelia P., Ph.D., et al.
Learning Resource (LR)
portal 2001. pp. 65-66. *

E. Other Learning
Resources Google , Wikipedia

IV. PROCEDURES
 I- Routine: Prayer, Checking of attendance, (Giving some reminders.)
II- Present pictures different situations to identify action and the reaction pairs of
forces Justify or explain their answers.
Action -reaction pairs: Newton’s Third Law of Motion.
Simple rule to identify Action and Reaction:
Action- object A exerts a force on object B
Reaction: Object B exerts a force on object A.

L. Reviewing previous lesson or

presenting the new lesson
.1. 2.
Action:____________________ Action:____________________
Reaction:__________________ Reaction:___________________

3.
Action: _____________
Reaction: _____________

M. Establishing a purpose for the Quick Lab: What is it!!

lesson

N. Presenting
examples/instances of the
new lesson
1. A recoil of a gun…
2. man and the boat...
3. A rocket...
4. A balloon...

O. Discussing new concepts and Explain briefly on how forces acting on a swimmer:
practicing new skills #1 Possible answer: When a person swims, he /she pushes the water in the backward
P. Discussing new concepts and
direction ( action force) with his/ her hands and feet. According to the Newton’s third
practicing new skills #2 law, the water pushes the perso in the forward direction ( reaction force )with an equal
and opposite direction.
.
Q. Developing mastery (leads to You may want to see how laWS OF MOTION EXPLAIN HOW THINGS WORK
Formative Assessment 3) AROUND US. Get a copy of this video.
Newton’s Laws of Motion… https://youtu.be/cPOBb3WXJ_k
R. Finding practical applications
of concepts and skills in daily
Give 5 Action-reaction force examplesin everyday life.
living
S. Making generalizations and Ex . walking
abstractions about the lesson
T. Evaluating learning Answer the 5 item quiz .
U. Additional activities for Let the students to write situations / examples where the presence of other forces are
application or remediation beneficial.
V. REMARKS
VI. REFLECTION How is the law of interaction used in everyday life?
Ex. The use of force in our everyday life is very common. Weuse force to walk on the
 road, to lift the object, to throw a ball, or to move a given body by some particular
speed or direction. We are very familiar with the various effects of force. We can exert
pull and push.
H. No. of learners who earned 80% in the evaluation
I. No. of learners who require additional activities for remediation
J. Did the remedial lessons work? No. of learners who have caught
up with the lesson
K. No. of learners who continue to require remediation
L. Which of my teaching strategies worked well? Why did these
work?
M. What difficulties did I encounter which my principal or supervisor
can help me solve?
N. What innovation or localized materials did I use/discover which I
wish to share with other teachers?

Marilou A. Biboso
Prepared By:

Checked by: Checked by:

Nora Q Pedroso. June Daffodil Saquilabon
M. T. 1. Science Department Head

Quarter 1 : WEEK 2
Grade Year level: Eight Teaching Date : August 7 2024
Learning Area: Science 8 Name of Teacher: Marilou A, Biboso

I. OBJECTIVES
The learners should be able to demonstrate an understanding on Newton’s Laws of
G. Content Standards
Motion.
The learners should be able to develop a written plan and implement a “Newton’s
H. Performance Standards
Olympics”
MELCs: Infer that when a body exerts a force on another, an equal amount of force is
exerted back on it. ( S8FE-la 16 )
Learning Objectives:
A.1. Understand that the concepts, laws and principles of Newton’s Laws of Motion
I. Learning Competencies/ influence natural phenomena in human activities.
Objectives 2. Investigate the relationship of the amount of force and mass of the object.
Write the LC code for 3. Infer that when a body exert a force on one another an equal amount of force is
each exerted back on it.

Newton’s Laws of Motion

II. CONTENT

III. LEARNING RESOURCES

F. References Science 8 Module 1 Lesson 2
1. Teacher’s Guide pages Science Teaching Guide pp.13
 2. Learner’s Materials pages
3. Textbook pages Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 116-127.
4. Additional Materials from
MISOSA 6. Module 1.lesson 2 Science and Technology IVI: Integrated Science
Learning Resource (LR)
portal Textbook. NISMED. 2012. pp. 192-193.

G. Other Learning
Resources Google , Wikipedia
http://www.physics classroom.com
IV. PROCEDURES
V. Reviewing previous lesson or
presenting the new lesson Mention the important concepts discussed during the previous lessons .
W. Establishing a purpose for the B. Answer the given questions:
lesson 1. How do the Laws of Motion govern land transportation?
2. How do concepts, laws and principles of Newton’s Law of Motion influence
natural phenomena in human activities?
X. Presenting C. Transfer:
examples/instances of the The learners on their own can understand the relationship concept of and principles
new lesson of Newton’s Law of Motion.

Y. Discussing new concepts and Activity: The Newton Olympics

practicing new skills #1 Goal: to summarize Newton’s law of Motion
Materials: basketball set, metric tape measure, string ( 46cm) soda can, marbl cup
Procedure:
You will move from station to station with each group member performing the
activity . You will have 8 minutes at each station and you have 2 days to complete the
lab. Answer each question before moving on to the next station.
Station 1 . - Shooting Hoops ( play quiet game )After the game answer the
following questions:
Q. Write down the formula for Newton’s 2nd law __________________
R. How was it applied in your game.
Everytime you shoot the basketball , what does the basketball become? ( hint.
This science term is defined as “ an object that is launched into the air continues
Z. Discussing new concepts and in motion by its own inertia until a force act on it.”)
practicing new skills #2 Station 2: Standing Long Jump
-Place a piece of tape on the floor to act as the starting line.
- Standing behind the line , make your best long jump . Measure the distance
using the tape measure.
- Each member jump twice and counts the better of the two jumps as their
score. Answer the question when completed the jump.
Q. 1. What law of motion allowed you to move through the air?
2 What is the name of the tendency for your body to stay in motion through the
air? 3. What force brought you back down?
4 How would getting a running star improve your distance?
.

AA. Developing mastery (leads to

Formative Assessment 3) Practice these games at home..
BB. Finding practical applications
of concepts and skills in daily
living Most activities in your daily routine are of Newton’s laws of motion respectively.
CC. Making generalizations and
abstractions about the lesson
Evaluate
Checking of activities
DD. Evaluating learning

EE. Additional activities for

application or remediation A. By simply looking around us , we can see them as applications of Newton’s law of
motion.
V. REMARKS
VI. REFLECTION How will you apply the principle of law of acceleration in your daily living life?
O. No. of learners who earned 80% in the evaluation
P. No. of learners who require additional activities for remediation
Q. Did the remedial lessons work? No. of learners who have caught
up with the lesson
R. No. of learners who continue to require remediation
S. Which of my teaching strategies worked well? Why did these
work?
T. What difficulties did I encounter which my principal or supervisor
can help me solve?
U. What innovation or localized materials did I use/discover which I
wish to share with other teachers?

Marilou A. Biboso
Prepared By:

Checjed by: Checked by:

Nota Q. Pedroso. JuneDaffodil F. Saquilabon

M. T. 1. Science Department HADead

Quarter 1: WEEK 2
Grade/ Year level: Eight Teaching Date: August 8. 2024
Learning Area: Science Name of Teacher: Marilou A. Biboso

I. OBJECTIVES

J. Content Standards The learners demonstrate an understanding of Newton’s three laws of motion.
The learners should be able to develop a written plan and implement a Newton’s
K. Performance Standards
Olympics.
L. Learning Competencies/ 1. MELCs : Infer that when a body exerts a force on another , an equal amount of
Objectives amount of force is exerted back on it.. ( S8FE-la16)
Write the LC code for 1. Develop a written plan and implement a Newton’s Olympics..
each .
II. CONTENT Force, Mass and Acceleration relationship
III. LEARNING RESOURCES Modules pp. 7- 11 by Deped.
H. References
1. Teacher’s Guide pages Modules pp. 7-11 by Deped.
2. Learner’s Materials pages
3. Textbook pages Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 116-127.
4. Additional Materials from
Salmorin, et.al., Science and Technology , Physics . pp.83-87. Module 1. 2. Science and
Learning Resource (LR)
portal Technology IV Integrated Science Textbook. NISMED. 2012. pp. 192-193.
 I. Other Learning Google , Wikipedia
Resources The Physics classroom by pabellon , Josefina L. et.al Science and technology IV ,
2004.
IV. PROCEDURES
Elicit
Daily routine:
A. Greetings, prayer ( let the student lead) , Checking the attendance,etc.
Recall: Identifying interaction force pairs:
The examples below illustrate a variety of action and reaction force pairs.In each
exaple , identify which object exerts the action and which object exerts the reaction
forces.

Picture 1 Picture 2 Picture 3

FF. Reviewing previous lesson or

presenting the new lesson
Picture 4 Picture 5
1. ______The rabbit legs exert a force on Earth.
_______Earth exerts an equal force on the rabbit legs .
2. ______The bat exerts on the ball, sending the ball
into the outfield.
_Reaction: __________________________________________.
3. _______ The swimmer exerts force on the diving
board.
Reaction: _____________________________________.
4. The action force is the swimmer’s hands and feet
pushing on the water.
Reaction: _______________________________________________.
In what direction the swimmer moves?
5. Action : ______________________________________________
Reaction: As the gases push the shuttle upward with
an equal force.
Situation: When you hit a table with your hand, why
does your hand feel hurt? _( this is because the table
meets your hand with a force equal in size to the
force you exerted.
GG. Establishing a purpose for the Activity: Continuation of the activity:
lesson
 Objective: To summarize Newton’s Law of motion.
Station 3: “Take Aim “
… Place 1 cup on its side on the floor.
…Sit on the floor about 2 meters away from the
cup.
…Place the marble under the 2nd cup on the floor.
..Practice spinning the marble and releasing it so
that it travels into the cup lying on its side.
HH. Presenting
examples/instances of the Afterv everyone has gone, answer the following
new lesson questions:
1. What specific law is being demonstrated?
2. Define the law.

II. Discussing new concepts and The effect of a reaction can be difficult to see. Remember , gravity is a force of
practicing new skills #1 attractraction between objects that is due to their masses.

Picture Analysis:

The force of gravity between Earth

and a falling object is a force pair.
Discussion:
JJ. Discussing new concepts and
.. the force on Earth is equal the force on the ball,
practicing new skills #2 but the mass of the Earth is much largere than the
mass of the ball. Therefore, the acceleration of
Earth is much smaller than the acceleration of the
ball.Thus, it is difficult to observe the effect of
Newton’s third law on falling objects.

Proceed with the presentation of outputs and explanation of concepts learned from the
KK. Developing mastery (leads to
Formative Assessment 3) activity.

LL. Finding practical applications

of concepts and skills in daily
living
MM. Making generalizations and
abstractions about the lesson
A. - Evaluation:
NN. Evaluating learning B. Answer the following analysis questions:
Students will be given a quetionire sheet ( Short quiz. )
C. With the group, design and construct your own racing toy car using localized
OO. Additional activities for
application or remediation materials in such a way that one set for a race, the toy car will move fast or will
have greater acceleration value.
V. REMARKS
VI. REFLECTION
V. No. of learners who earned 80% in the evaluation
W. No. of learners who require additional activities for remediation
X. Did the remedial lessons work? No. of learners who have caught
up with the lesson
Y. No. of learners who continue to require remediation

Z. Which of my teaching strategies worked well? Why did these

work?
AA. What difficulties did I encounter which my principal or supervisor
can help me solve?
BB. What innovation or localized materials did I use/discover which I
wish to share with other teachers?

Marilou A. Biboso
Prepared By:

CHECKED BY:
DAFFODIL F. SAQUILABON
SCIENCE DEPARTMENT HEAD

Quarter 1 : WEEK 2
Grade/ Year Level: Eight Teaching Date: August 9. 2024
Learning Area: Science Name of Teacher: Marilou A. Biboso

I. OBJECTIVES

The learners demonstrate an understanding on Newton;s Laws of Motion.

M. Content Standards
The learners shall be able to develop a written plan and implement a Newton’s
N. Performance Standards Olympics.

MELCs: Infer that when a body exerts a force on another , an equal amount of
O. Learning Competencies/ force is exerted back on it.. ( S8FE-la16 )
Objectives
Write the LC code for 1. State Newton’s third law.
each 2. Differentiateaction fron reaction force.
3. Name example situations related to the law of interaction.
II. CONTENT Newton’s Third Law of Motion
III. LEARNING RESOURCES
Pabellon, josefina L. et.al. Science and Technology Textbook for Fourth year, 2004,
J. References
Book Media Press, INC. What Causes Motion?”pp.285-287
1. Teacher’s Guide pages Module in Scienc 8 by Deped
2. Learner’s Materials pages
Science 8 Learner’s Module. 1 lesson 3 by Deped.,Campo, Pia C., et al. 2013. pp.
3. Textbook pages
116-127.
4. Additional Materials from MISOSA 6. Module 26. 2. Science and Technology IV: Integrated Science
 Learning Resource (LR)
portal Textbook. NISMED. 2012. pp. 192-193.

K. Other Learning
Resources Google , Wikipedia

IV. PROCEDURES
A- Daily Routine: ( greetings, prayer, checking of attendance)
Recall: ( learners per group will be be called )
PP. Reviewing previous lesson or
presenting the new lesson Name three action and reaction force pairs involve in doing your homework.
Name what object is exerting and what object is receiving the the forces..

QQ. Establishing a purpose for the

lesson Activity : Let the learners choose from the picture they prefer to work on:
Applying Concepts:
Situational Analysis:
Explain briefly but brainy:
RR. Presenting
examples/instances of the
new lesson

SS. Discussing new concepts and B- Quick Lab. Skill Builder:

practicing new skills #1
TT. Discussing new concepts and
Materials: glue, cardboard 10cm by 15 cm., 3
practicing new skills #2 pushpins, string, rubberband, 6 plastic straws,
marbles scissors, meterstick
Procedure: (pls see the attach worksheet)
1. Glue the cardboard rectangles together to make a
stack of three.2. Push two of the puspins into the
cardboard stack near the corners at one end . These
will be the anchors for the rubberband. . Make a
small loop of string.
3. Put the rubberband through the loop of string
and then place the rubberband over the two pushpin
anchors. The rubberband should be stretched
between the two anchors with the string loop in the
middle.
4. Pull the string loop toward the end of the
cardboard stack opposite the end with the anchors ,
and fasten the loop in place with the third push pin .
5. Place the 6 straws about 1cm.apart on a
tabletop or on the floor.Then, carefully center the
catapult on top of straws .
6. Put the marble in the closed end of the V formed
by the rubberband
7. Use the scissors to cut the string holding the
rubberband and observe what happens. Try
launching the marble several times to be sure that
you have observed everything that happens during
a launch. Record all your observations.

P. Which has a more mass , the marble or the

catapult.
Q. What happened to the catapult when the marble
 was launched?
R. How far did the marble fly before it landed ?
S. Did the catapult move as far as the marble did?
UU. Developing mastery (leads to .Assessment:
Formative Assessment 3)
VV. Finding practical applications A. Design a toy or gadget that can illustrate applications of Newton’s Law of
of concepts and skills in daily Motion as evident in playing a game or any activity. You may consider working
living on a catapult, water cannon or any devise which can show your creativity and
resourcefulness.
WW.Making generalizations and Applicationof Newton’s law-concept- 40%
abstractions about the lesson Design and creativity- 30%
Resourcefulness - 20%
Durability- 10 %
Evaluate
XX. Evaluating learning
Checking of activity sheets, ( gadget ) by group outputs.
You are in home quarantine for quite long time during the outbreak Covid 19
YY. Additional activities for
application or remediation Pandemic. In your own analysis, can you explain how this quarantine helped in the
flattening of the curve using your knowledge of the three laws of motion.
V. REMARKS

VI. REFLECTION
CC. No. of learners who earned 80% in the evaluation
DD. No. of learners who require additional activities for remediation
EE. Did the remedial lessons work? No. of learners who have caught
up with the lesson
FF. No. of learners who continue to require remediation
GG. Which of my teaching strategies worked well? Why did these
work?
HH. What difficulties did I encounter which my principal or supervisor
can help me solve?
II. What innovation or localized materials did I use/discover which I
wish to share with other teachers?

Marilou A. Biboso
Prepared By:

Checked by: Checked by:

Nora Q. Pedroso. June Daffodil F. SaquilabonM
M T 1. Science Departmenr Head