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 4 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”
1. Investigate the relationship between the amount of force applied and the mass of
C. Learning the object to the amount of change in the object’s motion. S8FE-1a-15
Competency/ies 2. Infer that when a body exerts a force on another, an equal amount of force is
Write the LC Code for each.
exerted back on it. S8FE-1a-16
Knowledge: Summarize the concept of what forces can do to an object.
D. Learning
Skills: Demonstrate the concept of balanced and unbalanced forces through role play.
Objectives
Attitudes: Display cooperation in performing the role play.
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 What Forces can do to an Object: A Role Play
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, pp. 296-297.
2. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 12-17, pp. 18-20.
3. Textbook pages
3. . Science and Technology IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et
al. 2001. pp. 75-82, pp. 83-84.
4. Additional
Materials from
1. EASE Physics. Module 10. Lesson 3.
Learning
Resource (LR)
Portal
B. Other Learning
Any materials found inside the classroom can be used for the role play.
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 The role play should show scenarios inside the classroom depicting balanced and
purpose for the unbalanced forces. Each group is given 5 minutes to prepare.
AWARENESS

lesson. Rubrics for the Role Play:

ENGAGE (The activities in this section Content (scenarios should demonstrate the concept of balance and unbalance
will stimulate their thinking and help them forces) – 20 pts.
access and connect prior knowledge as a
jumpstart to the present lesson.)
4-Excellent 3-Good 2-Satisfactory 1-Poor
Creativity (performance should show uniqueness) – 12 points maximum
4-Excellent 3-Good 2-Satisfactory 1-Poor
Cooperation (all members in the group should cooperate) – 8 points maximum
4-Excellent 3-Good 2-Satisfactory 1-Poor
C. Presenting
examples/instance
s of the new lesson.
 D. Discussing the new Each group is given 5 minutes to prepare for the role play.
concepts and The role play will demonstrate the concept learned by the students about what forces
practicing new can do to an object.
skills #1. Each group is given a maximum of 3 minutes for their performance.
EXPLORE (In this section, students Announcement of rating and critiquing will be done after all groups have done
will be given time to think, plan, performing.

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 What happens to the object at rest when forces acting on it are balanced? When
mastery unbalanced?
(Leads to formative What happens to the object in motion when forces acting on it are balanced? When
assessment 3). unbalanced?
ANALYSIS

EXPLAIN (In this section, students will

be involved in an analysis of their
exploration. Their understanding is
clarified and modified because of
reflective activities)/Analysis of the
gathered data and results and be able to
answer the Guide Questions leading to
the focus concept or topic of the day.
G. Making Force can make objects move, move faster, stop, or change their direction of motion.
generalization and Forces are said to be balanced if the forces acting on the object are equal in
ABSTRACTION

abstraction about magnitude, in opposite directions and they lie along the same line of action. Forces can
the lesson. be unbalanced if the forces acting on the object do not cancel each other. Balanced
ELABORATE (This section will give forces keep objects at rest or in motion at constant velocity. Unbalanced forces can
students the opportunity to expand and make objects move, move faster, stop, or change their direction of motion.
solidify / concretize their understanding
of the concept and / or apply it to real –
world situation)
H. Finding practical Cite more examples of scenarios (at home) that demonstrate what forces can do to an
application of object.
APPLICATION

concepts and skills

in daily living.

I.
Evaluating Critiquing the role play based on Content, Creativity and Cooperation of group
ASSESSMENT

learning. members.
EVALUATION (This section will
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 Newton’s First Law of Motion: Law of Inertia on pages 10-12 in your
activities for Science module.
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.