Republic of the Philippines

Department of Education
Region VI – Western Visayas
Division of Aklan
District of Malinao
Kinalangay Viejo, Malinao, Aklan

KINALANGAY VIEJO INTEGRATED SCHOOL

DAILY LESSON LOG IN SCIENCE 10

Name of Teacher : Juliet I. Villaruel

Grade Level : Grade 10 – Hercules
Date & Time : June 3, 2019 / 9:45-10:45 am
Quarter : First Quarter

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies Measure the amount of prior knowledge the
students have.
II. CONTENT Pre-Test Administration
III. LEARNING RESOURCES
A. References

B. Other Learning Resources

C. Materials Pre-test Materials

D. Value Focus

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson

B. Establishing a purpose for the

lesson
C. Presenting examples/instances
of the new lesson

D. Discussing new concepts and

practicing new skills #1.
E. Discussing new concepts and
practicing new skills #2.
F. Developing mastery (Leads to
Formative Assessment 3)
 G. Finding Practical Applications
of concepts
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning Administration of pre-test

J. Additional activities for Give three situations that show work is done and no
application or remediation work is done. Write that on your activity notebook.

ML
ID

Ratee:

JULIET I. VILLARUEL
Teacher 1

Rater:

MARCRIS I. VILLARUEL
Head Teacher 1

Approved by:

VIVIAN T. IQUIÑA
School Principal II
 Republic of the Philippines
Department of Education
Region VI – Western Visayas
Division of Aklan
District of Malinao
Kinalangay Viejo, Malinao, Aklan

KINALANGAY VIEJO INTEGRATED SCHOOL

DAILY LESSON LOG IN SCIENCE 8

Name of Teacher : Juliet I. Villaruel

Grade Level : Grade 8 – Krypton/Neon
Date & Time : June 4, 2019 / 7:30-8:30 am
Quarter : First Quarter

I. OBJECTIVES
A. Content Standard Newton’s three laws of motion and circular motion.
B. Performance Standard Demonstrates how a body responds to a changes in
motion. (S8FE-Ib-17)
C. Learning Competencies Identify forces acting on an object at rest.
Examine conditions when 2 forces are balanced or
unbalanced and their effects on the state of motion
of the object.
II. CONTENT Laws of Motion; Balanced or Unbalanced Forces
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Campo, P.C., et.al, (2013). Teacher’s Guide, Pages
5-8
2. Learner’s Materials Pages Campo, P.C., et.al, (2013). Learner’s Materials, Pages
3-9
3. Textbook Pages Pavico et.al, (2017), Exploring Life Through Science
Series, Pages 29-30

4. Additional Materials from LR

Portal
B. Other Learning Resources
C. Materials Learner’s Module, Projector, Laptop, Toy car

IV. PROCEDURES
A. Reviewing previous lesson or The teacher will post a table just like below.
presenting the new lesson PUSH PULL

The teacher will give some situations that shows work

and the students will identify the type of force
involved in each action by posting it on the table.
B. Establishing a purpose for the Stating of lesson objectives.
lesson 1. Identify forces acting on an object at rest.
2. Demonstrates how a body responds to a
changes in motion.

C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1.
E. Discussing new concepts and
practicing new skills #2.
F. Developing mastery (Leads to
Formative Assessment 3)
3. Examine conditions when 2 forces are
balanced or unbalanced and their effects on
the state of motion of the object.
BULLETIN: YESTERDAY FOR TODAY
The teacher will present one of the greatest scientist
that have contributed to the world of physics,
Galileo Galilei. The students will read his short
biography and will answer the questions that follow.
Biographical Note of Galileo
1. What is the full name of Galileo?
2. When and where was he born?
3. In what universities, colleges and institutions
did Galileo study?
4. How was Galileo called by his classmates and
schoolmates?
5. What were his discoveries in Mechanics?
6. Did he encounter any difficulties in his life?
What are these?
7. How old was he when he died?
The teacher places a toy car on top of the table.
Essential Questions:
1. Will the toy car move by itself?
2. How can we make this object move?
3. While it is moving, how can we make it speed
up or slow down?
4. How can we make it stop?
5. How can we make it change its direction?
 Consider again the toy car, since it is at rest
(not moving) is/are there any force/s acting
on it?
 Teacher discusses the balanced and
unbalanced forces.
The students will perform Activity 1 Forces on objects
at rest on Learner’s Material Page 6-8.
 G. Finding Practical Applications
of concepts
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
How can you apply the knowledge you learned
today in your daily life?
What have you learned from our discussion today?
Identify the forces acting on the object at rest by
drawing its free-body diagram. Determine if it is
balanced or unbalanced and determine if it will
move or not.
1. Rolling ball.
2. Indian Mango fruit hanging from the tree.
3. Motorcycle parking in the garage.

J. Additional activities for Cite 5 examples that show balanced forces and 5
application or remediation example that show unbalanced forces.

ML
ID

Ratee:

JULIET I. VILLARUEL
Teacher 1

Rater:

MARICRIS I. VILLARUEL
Head Teacher 1

Approved by:

VIVIAN T. IQUIÑA
School Principal II
 Republic of the Philippines
Department of Education
Region VI – Western Visayas
Division of Aklan
District of Malinao
Kinalangay Viejo, Malinao, Aklan

KINALANGAY VIEJO INTEGRATED SCHOOL

DAILY LESSON LOG IN SCIENCE 8

Name of Teacher : Juliet I. Villaruel

Grade Level : Grade 8 – Krypton/Neon
Date & Time : June 6, 2019 / 7:30-8:30 am
Quarter : First Quarter

I. OBJECTIVES
A. Content Standard Classify the different types of forces as contact force
and non-contact force.
B. Performance Standard Give examples of the different types of forces by
using differentiated activities.
C. Learning Competencies Recognize given situations as contact force and
non-contact force.
II. CONTENT Laws of Motion; Types of Forces
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages Madriaga, E. A., et.al, (2015), Science Links: Worktext
for Scientific and Technological Literacy, Pages 8-9

4. Additional Materials from LR EASE Physics. Module 10. Lesson 3

Portal
B. Other Learning Resources
C. Materials Learner’s Module, Projector, Laptop

IV. PROCEDURES
A. Reviewing previous lesson or The teacher will post a table just like below.
presenting the new lesson PUSH PULL TWIST

The teacher will give some situations that shows work

and the students will identify the type of force
involved in each action by posting it on the table.
B. Establishing a purpose for the Stating of lesson objectives.
lesson 1. Classify the different types of forces as contact
force and non-contact force.
2. Give examples of the different types of forces.
3. Recognize given situations as to the type of
force it shows.
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1.
E. Discussing new concepts and
practicing new skills #2.
F. Developing mastery (Leads to
Formative Assessment 3)
G. Finding Practical Applications of
concepts
H. Making generalizations and
abstractions about the lesson
The teacher will ask volunteers to perform the
following activities.
1. Push a chair.
2. Pull a paper out of your bag.
3. Blow the pieces of paper from the table.
Essential Questions:
1. In which of the following cases were you able
to have a direct contact with each of the three
objects?
2. Which cases were you able to have an indirect
contact with the objects?
The teacher discusses the two classification of forces
– contact and non-contact force.
Essential Questions:
1. What are the conditions for forces to be
considered as contact force?
2. What are the conditions for forces to be
considered as non-contact force?
3. Give examples of contact force and non-
contact force.
The teacher discusses the different types of forces as
applied force, normal force, air resistance force,
tensional force, spring force, force of gravity,
electrical force and magnetic force.
Essential Questions:
1. Based on the two classification of forces,
classify the 8 types of forces as contact force
and non-contact force.
2. Give examples of each type of forces.
The students will be grouped into three and will be
given strips of paper with the types of force written
on it and each group will pick two. They will give
descriptions and examples of the chosen types of
force. They will present their output by choosing
among the different task from the matrix below:
Literary Visual Musical
Make a short Draw two Present the
poem that examples of output in a
depicts your type of forces song or rap.
understanding that they have
about the chosen.
selected types
of force.
The students will be graded using the attached
rubric at the end of the lesson plan.
How can you apply the knowledge you learned
today in your daily life?
What have you learned from our discussion today?
 I. Evaluating learning Classify the following situations into contact force or
non-contact force.
1. Rolling ball.
2. Indian Mango fruit hanging from the tree.
3. Motorcycle parking in the garage.

J. Additional activities for Cite 5 examples that show balanced forces and 5
application or remediation example that show unbalanced forces.

ML
ID

Ratee:

JULIET I. VILLARUEL
Teacher 1

Rater:

MARICRIS I. VILLARUEL
Head Teacher 1

Approved by:

VIVIAN T. IQUIÑA
School Principal II
 Republic of the Philippines
Department of Education
Region VI – Western Visayas
Division of Aklan
District of Malinao
Kinalangay Viejo, Malinao, Aklan

KINALANGAY VIEJO INTEGRATED SCHOOL

DAILY LESSON LOG IN SCIENCE 8

Name of Teacher : Juliet I. Villaruel

Grade Level : Grade 8 – Krypton
Date & Time : June 5, 2018 / 7:30-8:30 am
Quarter : First Quarter

K. OBJECTIVES
L. Content Standard Determine the conditions for work done and for work
not done.
M. Performance Standard Perform situations that show work and no work.

N. Learning Competencies Identify situations in which work is done and in which

work is not done.
(S8FE-Ic-20)

O. CONTENT Work, Power and Energy;

What is Work?
P. LEARNING RESOURCES
Q. References Campo, P.C., et.al, (2013). Learner’s Materials, Pages
291-298
Campo, P.C., et.al, (2013). Teacher’s Guide, Pages
205-211
R. Other Learning Resources Pavico et.al, (2017), Exploring Life Through Science
Series, Pages 29-30
S. Materials Learner’s Module, Projector, Laptop

T. Value Focus Cooperation, Keen Observation

U. PROCEDURES
V. Reviewing previous lesson or
presenting the new lesson
W. Establishing a purpose for the
lesson
The teacher will show pictures showing the
application of the three laws of motion. The students
will identify if it is the first law, the second law or the
third law. The students will raise a notebook if the
picture tells about the first law, a pen if it tells about
the second law and will raise their hand if it is about
the third law.
 The teacher will post the word WORK on the
board and asks the following question.
- What is the first thing that comes to your mind
when you hear the word “work”?
 The students will write the words that they
thought on the board and they will analyze if

X. Presenting examples/instances
of the new lesson
Y. Discussing new concepts and
practicing new skills #1.
Z. Discussing new concepts and
practicing new skills #2.
AA. Developing mastery (Leads to
Formative Assessment 3)
those words are related to the scientific definition
of work.
 They teacher will then post the proper definition
of work.
The teacher shows a picture of a man making pots.
Pottery is one of the cottage industries in many parts
of the Philippines especially here in Aklan specifically
the municipality of Lezo.
From the point of view of science, is this man doing
work?
The students will perform a short activity “Doing
Work”
Procedure:
1. Lift a book.
2. Push a chair.
3. Answer the following questions:
a. Did you apply force when you are lifting
the book? In pushing a chair?
b. If yes in each case, in which direction did
you apply the force?
c. Did the object move?
d. If yes, in what direction did the book
move? In what direction did the chair
move?
The teacher discusses the condition when work is
done.
The teacher will ask a volunteer to perform the
following situations.
1. Push a wall.
2. Carry a book around the classroom.
3. Answer the following questions:
a. Did you apply force when you are
pushing a wall? In carrying a book around
the classroom?
b. If yes in each case, in which direction did
you apply the force?
c. Did the object move?
d. Is work done when you pushed a wall?
Carried a book?
The teacher discusses the condition when no work is
done.
Group Activity
The students will be grouped into four. They will
choose a leader and a secretary.
The students will perform Activity 1 “Is there work
done?” on a Manila Paper.
Procedure:
1. Tell whether the situations on the book
represent examples of work.
2. Identify the one doing the work and on
which the object the work is done.
3. Write your answers on a Manila paper and
report your explanations.
Guide Question:
1. What must be the condition for work to be
done?
 The student will give their own definition on how work
is done and gives characteristics of work based on
the pictures.

BB. Finding Practical Applications of How can you apply the knowledge you learned
concepts today in your daily life?

CC. Making generalizations and What have you learned from our discussion today?
abstractions about the lesson

DD. Evaluating learning
Identify if the following situations show work is done
or work is not done. Explain the condition used to
identify why work is done or work is not done. 2
points each.
1. A carpenter applies force to a wall and
becomes exhausted.
2. A book is tipped off a table and falls freely
to the floor.
3. A weightlifter lifts a 500N barbell from the
gym floor up to his shoulder.
4. When a man carries a brief case and goes
up the stairs.
5. An elevator lifts 10 persons from the ground
floor to the 18th floor.

EE. Additional activities for Give three situations that show work is done and no
application or remediation work is done. Write that on your activity notebook.

ML
ID

Ratee:

JULIET I. VILLARUEL
Teacher 1

Rater:

MARCRIS I. VILLARUEL
Head Teacher 1

Approved by:

VIVIAN T. IQUIÑA
School Principal II