1. The document outlines a lesson plan for a science class on forces and motion. 2. The objectives are to investigate the relationship between force, mass, and changes in motion. Students will also identify forces acting on objects at rest and explain why objects stay at rest. 3. The content covers balanced and unbalanced forces. Learning resources include textbooks, websites, and activities demonstrating forces on objects. The procedures involve reviewing concepts, analyzing examples, discussions, demonstrations, and assessments.

1. DAILY LESSON LOG
Teacher
RHEA MAE S. ILINON
Grade Level 8
Learning Area Science
Teaching Dates and
Time
AUGUST 30-SEPTEMBER 5,2023 Quarter First
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES Objectives must be met over the 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 objective support the learning of content and competencies and enable children to find significance and
joy interacting the lesson. Weekly objectives shall be derived from the curriculum guides.
a. Content Standards Newton’s three laws of motion
b. Performance
Standards
Develop a written plan and implement a “Newton’s Olympics”
c. Learning
Competencies/
Objectives
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
S8FE-Ia15
Objectives:
1. Identify the forces acting on an object at rest.
2. Explain why objects stay at rest.
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tacked in a week or
two.
Module I: FORCES AND MOTION
Lesson 1: BALANCED AND UNBALANCED FORCES
III. LEARNING
RESOURCES
List of materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in the learning. Ensure that there is
mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development
a. References
1. Teacher’s Guide
pages
pp. 5 – 8
2. Learner’s Materials
pages
pp. 3 – 6
3. Textbook pages

2. 4. Additional Materials
from Learning
Resource (LR) portal
b. Other Learning
Resources
Lesson Guide Science 8 (First Quarter- pp. 1-5)
https://www.google.com.ph/search? pictures&oq=balanced+and+unbalanced+forces
IV. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
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?

3. D. Discussion of new
concepts and
practicing new skills
#1
The teacher will place a ball or
any object on top of a table and
ask:
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. Discussion of 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
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?

4. 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?
5. In your own words define
friction.
I. Evaluating learning Output will serve as
evaluation
5 items quiz
J. Additional Activities
for application of
remediation
I. REMARKS
II. REFLECTION Reflect on the teaching and assess yourself as a teacher. Think about your student progress this week. What works? What else needs to be done to help
the students 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
who scored below 80%

5. c. Did remedial lessons
work? No. of learners
who have caught up with
the lesson
d. No. of learner who
continue to require
remediation
e. Which of my teaching
strategies work 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?