1. The daily lesson plan outlines objectives and content for a science lesson on forces and motion for an 8th grade class. 2. The objectives are to investigate the relationship between force and motion and identify forces acting on objects at rest. 3. The content will cover balanced and unbalanced forces through examples, activities, and a formative assessment involving different force situations.

1. DAILY LESSON PLAN
School Elena Mipana National High School Grade Level Grade 8
Teacher Shaina J. Talangin Learning Area Science (S8FE-Ia)
Teaching Dates and Time 7:30-8:30 Quarter 1st
Quarter
I. OBJECTIVES
Objectives must be met over a 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 assessed using 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.
A. Content Standards
 The learner demonstrates understanding of Newton’s three laws of motion and uniform circular motion.
B. Performance Standards
 The learner shall be able to develop a writer plan and implement a “Newton’s Olympics”.
C. Learning Competencies/ Objectives
Write the LC code for each
 Investigate the relationship between the amount of force applied and the mass of the object to the amount
of change in the object’s motion.
Objectives:
1. Identify the forces acting on an object at rest.
2. Explain why objects stay at rest.
II. CONTENT
Module I: FORCES AND MOTION
Lesson 1: BALANCED AND UNBALANCED FORCES
III. LEARNING RESOURCES
List all 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 concrete and manipulative materials as well as paper-based
materials. Hands-on learning promotes concept development.
A. References http://lrmds.deped.gov.ph/ (S8FE-Ia)
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
TV, Laptop, online resources/application, cartolina, marker.
B. Other Learning Resources
IV. PROCEDURES
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 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.

2. A. Reviewing previous lesson or
presenting the new lesson
Prayer.
Greetings.
Checking of Attendance.
That’s great! Because you are all present today.
Let’s have a short review about out last topic,
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.
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.
B. Establishing a purpose for the
lesson
Analyze the pictures (to be presented on the television screen) (can be printed)
C. Presenting examples/instances of
the new lesson What have you observed on the picture presented?
D. Discussing new concepts and
practicing new skills #1
he teacher will place a ball or any object on top of a table and ask:

3. 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. Discussing new concepts and
practicing new skills #2
Do the activity 1 Forces on object at rest in Lesson Guide Science 8 (First Quarter) pp. 5 or LM pp. 5- 6
To better understand the topic, perform the simple activities that follow: Activity 1. Effect of force on a ball
Examine the ball on top of the table (see figure 6). Choose the letter of your answer to the given conditions below:
Condition Answer
1. In letter A, is the ball at rest?
A. Yes B. No
2. How can you make the ball move?
A. The ball has to be pushed or pulled.
B. The ball has to be pulled only.
3. In letter B, what happens to the ball when you push it with enough force?
A. The ball moves in the same direction as the force.
B. The ball does not move.
4. In letter C, while it is moving, how can you make the ball stop?
A. Exert a force opposite the motion of the ball.
B. The ball has to be pushed in the same direction of its motion.
5. In letter D, how can we make the ball change its direction?
A. The ball has to be pushed sideways.

4. B. The ball has to be pushed in the same direction of its motion.
F. Developing mastery (leads to
Formative Assessment 3)
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 use arrows to represent these forces.
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?
G. Finding practical applications of
concepts and skills in daily living
Since friction is a resistance force that slows down or prevent motion, there are advantages and disadvantages
that friction may do.
How is friction important in:
a. walking
b. writing
c. running vehicles
H. Making generalizations and
abstractions about the lesson
1. What is force?
2. What are some other forces that can cause something to move?
3. How does gravity affect object on earth?
4. What is a force that can cause an object to slow down or have little movement?
6. In your own words define friction.
I. Evaluating learning 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.

5. 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.
J. Additional activities for application or
remediation
Ask the students to write situation/ examples where the presence of other forces are beneficial.
V. REMARKS Part where teachers will indicate special cases including but not limited to continuation of lesson
to the following day in case of re-teaching or lack of time, transfer of lesson to the following day in cases of classes
suspension
VI. REFLECTION Requires teachers to reflect on and assess their effectiveness (Reflect on your teaching and assess yourself as a
teacher. Think about your students' progress this week. What works? What else to be done to help the students

6. 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% 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?
DEMONSTRATED BY:
SHAINA J. TALANGIN.
OBSERVED BY:
____________________________________________
DATE: _________________________