Annex1B to DepEd Order No. 42 , s.
2016
GRADES 1 to 12 School BINAN INTEGRATED NATIONAL HIGH Grade Level 8
DAILY LESSON SCHOOL
LOG Teacher RONALYN RAMOS CASTRO Learning Area SCIENCE
Teaching Dates and Time SEPTEMBER 18-22 Quarter SECOND
M Tuesday Wednesday Thursday Friday
on
da
y
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures
I. OBJECTIVES
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 a n d j o y in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
Write the LC code for each
II. CONTENT Lesson: BALANCED AND UNBALANCED FORCES, LAW OF MOTIONM
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages LEARNERS MODULE PAGE 6-20
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be
IV. PROCEDURES
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 for each step.
A. Reviewing previous Differentiating balanced and What is inertia? Ask the students to restate
lesson or unbalanced forces How is the law of inertia related the second law into a simple Differentiate first law of motion to the
presenting the new lesson to mass? statement. second law of motion
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B. Establishing a purpose for the Let the students guess the word Study the picture. Derivation of Formula: Imagine yourself leaning against a tree
lesson being defined by solving the Can a man pushes the same with the picture below. Did you
jumbled letters. car? From the statement topple over while you are still in contact
How much force is needed that acceleration is directly with the tree?
1. It refers to the amount of by the man to push the car? proportional to force at Why or why not!
matter an object has. constant mass.
Mathematically a=kF
where nK = mass (eq.
2. It is a push or pull upon an 1)
object resulting from the object’s
interaction with another Acceleration also varies
object. with mass. As the mass of
the object increases with
the same amount of force
applied, its acceleration
decreases thus:
a= k(1/m) where K=net
3. An action or process of force (eq.2)
moving or of changing place or
position. Combining the two
equations, we have
a α F and a α 1/m
4. It is the resistance of any Therefore a α F/m
physical object to any change in
its state of Mathematically, a = F/m
motion. where a= acceleration
m=
mass
F= force
C. Presenting examples/ Are those set of words familiar The teacher will present two Give and discuss at least Discuss the picture above
instances of the new lesson to you? balls of different masses. Thentwo examples of
ask the students which of the situation/problems on the
What ideas came in your mind two balls will accelerates
when you met those words we faster? Law of Acceleration
had unscrambled? Why? 1. A huge stone is pushed
with 30 N of force. If there is
tennis only 5N of
ball friction and the stone’s
bowling mass is 88 kg. What is the
ball acceleration of
the table?
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2. A car is being towed. If its
mass is 1750 kg and it
accelerated at
5m/s2, how much
netforce is involved?
D. Discussing new concepts and 1. Differentiate the two balls in
practicing terms of mass. Which has the
new skills #1 greater
Do the exercise in Lesson
mass?
Do the activity on Inertia (A and Guide G8 First Quarter pp Do the activity in Lesson Guide G8
B) Learners’ Module pp. 11 – 21 (choose items which will First Quarter pp 23 - 24 or
2. If equal amount of force will
12 be solved individually/ inLearners’ Module pp 19 - 20
be applied in the two balls,
group)
then
which will accelerates
faster?
E. Discussing new concepts and Analysis:
practicing new skills #2
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
The learners will analyze the force?
picture of the two wrestlers by 3. What is the reading on your balance
comparing their masses and and that of your partner?
Do the activity on The Law of
relating the concept of mass to Presentation of the4. How do you explain your
Acceleration, Lesson Guide
inertia. outcomes. observation?
G8 First Quarter pp.17 - 19
(see figure on pp. 11 LG grade 5. What is the reading in each
8 First Quarter) balance?
6. Compare the direction of the forces
exerted on the two ends of
the connected spring balance.
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F. Developing mastery Analyze the situations below by
(Leads to Formative Assessment 3) A. 1. What variable/s is/are identifying the pairs of forces acting on
said to be constant in the the objects.
activity?
Questions:
2. What is the effect of
varying the amount of force on
PART A.
the
acceleration of the cart?
1. What happens when you
3. What relationship exists
slowly pulled the cardboard?
between the force and
Explain.
acceleration
when the mass of the
2. What happens when you
cart is kept constant? Discuss the answers in the
flipped the cardboard? Explain.
B. 1. What variable/s is/are exercise given.
said to be constant in the
PART B.
activity?
2. What is the effect of
1. What happen to the
varying the mass on the
remaining books after one book
acceleration of
was pulled? Why is this so?
the cart?
3. What relationship exists
2. Relate your observation to
between the mass and
the concept of inertia.
acceleration
when the force is kept
constant?
G. Finding practical applications of Use the following examples to Present the statement in the Engineers at the Johnson The class will be divided into small
concepts and skills in daily living explain how Newton's first law class “ You may be bigger but I Space Center mustgroup. Each group is assigned to 1 of
occurs in everyday events: am faster” determine the net force the situations listed below. They will be
a. How does this line illustrate needed for a rocket to given 1 minute to draw/paint the scene
a) car suddenly stops and you Newton’s Second Law of achieve an acceleration of and another 30 seconds to position
strain against the seat belt. Motion? 70 m/s2 . If the mass of the themselves. Challenge the students to
b. How is the statement related rocket is 45,000 kg, howguess the picture of the other group
b) when riding a horse, the to mass and acceleration? much net force must the then ask them to identify the action-
horse suddenly stops and you rocket develop. reaction forces present.
fly over its a. walking
head. b. a mango fell due to gravity
c. a man pedals a bicycle
c) the magician pulls the d. a person lying down in the
tablecloth out from under a table emergency room
full of dishes.
d) the difficulty of pushing a
dead car.
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e) car turns left and you appear
to slide to the right.
H. Making generalizations and 1. State the second law of Mathematically, second law 1. Based from the above activity state
abstractions about the lesson motion of motion can be expressed: operationally the law of
2. How is acceleration related interaction.
to the object’s mass and the A = F/m 2. Why do forces come in pairs?
amount F = ma 3. Explain the condition on how to
of force exerted? M = F/a forces are equal in magnitude
3. What relationship exists and acting in opposite direction.
Newton's first law states that an between acceleration andIf the unit of Fnet ( Fn) is in
object at rest will stay at rest or force; force Newton, mass(m) is in
an object in motion will stay in and mass? kilogram (kg) and
motion and travel in straight 4. How is the second law of acceleration is in meter per
line, as long as no external net motion applied to everyday second/second (m/s2)
force acts on it. The object will occurrences?
change its state of motion only if Since force is a vector
there is unbalanced or net force quantity and mass is a
acting upon it. Inertia is scalar quantity ,acceleration
measured in terms of mass. An is also a vector quantity
object having greater mass has where acceleration follows
greater inertia 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
I. Evaluating learning Choose the best answer. Write Direction: Read eachDirection: Solve problems Direction: Read each sentence
letter only. statement carefully and write involving the Law of carefully and write the letter of the
the letter of the best answer. acceleration then write the correct answer.
1. According to Newton's First 1. Which among the Newton’s letter of the correct answer. 1. As a 500 N lady sits on the floor, the
Law of Motion, Laws of Motion states that floor exerts a force on her equal
A. an object in motionforce 1. What is the mass of a to______________.
eventually comes to a stop. equals mass times truck if it produces a force A. 1000 N *B. 500 N
B. an object at rest eventually acceleration? of 14,000N C. 250 N D. 50 N
begins to move. A. 3rd Law B. 1st while accelerating at a
C. an object at rest alwaysLaw rate of 5 m/s2 ? 2. According to Newton's Third Law of
remains at rest. *C. 2nd Law D. all Motion, when a hammer
*D. an object at rest remains at of the above A. 280 kg strikes and exerts a force on a nail,
rest unless acted upon by a net *B. 2800kg the nail
force. 2. According to Newton's 2nd C. 70,000kg A. creates a balanced force.
Law of Motion, force equals – D. 7000kg B. disappears into the wood.
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C. moves at a constant speed.
* D. exerts and equal and
2. The greater the mass of an
opposite force back on the hammer.
object, A. mass divided by 2. Which is the correct unit
A. the easier the object starts acceleration of acceleration?
3. Pick the best example of Newton's
moving. B. mass plus acceleration A. m/s *B. m/s2
Third Law in action.
B. the more space it takes up. C. mass subtract C. kg.m/s D.
A. A rocket taking off from earth
*C. the greater its inertia. acceleration kg.m/N
which pushes gases in one
D. the more balanced it is. *D. mass times acceleration
direction and the rocket in
3. Suppose that a sled is
the other.
3. The tendency of an object to 3. How does the accelerationaccelerating at a rate of
*B. A rocket sitting on the ground
resist any change in its motion of an object change in relation2m/s2 . If the net
preparing for take-off but it
is known to its force is tripled and the
needs an outside force to
as mass? It is _________. mass is halved, what then
overcome its inertia of a non-
A. balance. A. directly proportional is the new
moving object.
B. force *B. inversely proportional acceleration of the
C. A rocket that is accelerating
*C. inertia. C. acceleration doesn’t sled?
through space and exerts a
D. mass. depend on mass at all A. decrease by half
great amount of force because
D. neither A or B B. doubled
its mass and acceleration is
4. Mass of the object is *C. tripled
so large.
quantitative measure of its 4. Suppose a cart is being D. quadrupled
D. Both b and c.
inertia stated law is newton's moved by a force. If suddenly a
*A. first law load is 4. Suppose a ball of mass
4. When a teacher stands at the front
B. second law dumped into the cart so that 0.60 kg is hit with a force of
of the class, the force of
C. third law the cart’s mass doubles, what 12 N. Its
gravity pulls her toward the ground.
D. fourth law happens to the cart’s acceleration will be:
The ground pushes back
acceleration? *A. 20 m/s2 B. 40
with an equal and opposite force.
5. Which of these best A. It quadruples. m/s2 C. 10 m/s2
This is an example of
describes the concept of B. It doubles. D. 20 m/s
which of Newton's Laws of Motion?
inertia? *C. It halves.
A. Law of Inertia
A. A force that attracts objects D. It quarters. 5. If the ball in question no.
B. Law of Acceleration
with mass 4 is increased by 24 N, what
*C. Law of Interaction
B. The tendency of an object to 5. Which will accelerate faster? is the
D. Law of Universal Gravitation
float in water A. a 1000 tons truck increased in
5. For every action there is an equal
C. A force created when B. a fully loaded bus acceleration?
and opposite reaction. This is
surfaces are in contact C. an overloaded A. 20 m/s2
a statement of
*D. The tendency of an objectjeepney B. 30 m/s2
A. Newton's First Law of Motion.
to resist a change in motion *D. a race car *C. 4 0 m/s2
B. Newton's Second Law of Motion.
D. 50 m/s2
*C. Newton's Third Law of Motion.
D. Newton's Law of Action.
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J. Additional activities for Write your answer in your
application or remediation notebook.
Give additional information
Explain how mass differs from Design and implement an experiment
regarding: balance and un
1. Define acceleration. weight. that will verify Newton’s Law of Motion.
balance forces
2. What is stated in the second
law of motion?
V. REMARKS
VI. REFLECTION 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 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%.
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
strategiesworked 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?
For improvement, enhancement and/or clarification of any DepEd materials used, kindly submit feedback to bld.tld@deped.gov.ph
Prepared by: Checked by: Noted by:
Ronalyn R. Castro Marijean M, Realuyo Oliver P. Caliwag
Teacher Master Teacher Principal II
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