DLP 8 Science (5E)

Republic of the Philippines
DEPARTMENT OF EDUCATION
Region XII
DATU B. BALUNTO NATIONAL SCHOOL
Brgy. San Jose, General Santos City
DAILY LESSON PLAN IN GRADE 8 SCIENCE

I. OBJECTIVES: At the end of the lesson, the learners should be able to:
1. identify situations in which work is done and no work is
done.
A. Content The learners demonstrate an understanding of work using constant

Standard force, power, gravitational potential energy, kinetic energy, and elastic
potential energy
B. Performance The learners shall be able to develop a written plan and implement a
Standard: “Newton’s Olympics
C. Learning LC: Identify situations in which work is done and in which no work is
Competency/ done
Objectives
(S8FE-Ic-20)
II. CONTENT: WORK (Physics)
III. LEARNING -Power point Presentation

RESOURCES -Video Presentation
-Manila paper
-Hand-outs for activities
A. References
1. Teacher’s Guide pp. 24 – 25

pages :
2. Learner’s pp. 34 – 35
Materials pages:
3. Textbook pages
4. Additional
Materials from
Learning
Resource
(LR)portal
B. Other Learning Laptop, Manila paper, marker
Resource
ENGAGE Preliminary Activity:
GRADE 8: QUARTER 1
MODULE 1: work and energy
FAYE KATHREEN TELEN-NOMANANAP
Science Teacher
Region XII
“Getting to know each other” using Bingo Game
The learner will be given a KWHL sheet to assess the students’ prior
knowledge.
Pictures of household chores, office work, and construction work will

be shown.
• The students will describe each picture.
• The teacher will ask the following questions:
1. What is common among the pictures?
2. What work are you doing at home?
3. Right now, are you doing work?
4. How will you know that you are doing work or not?
• This question will be posted: In Physics, when can we say that

work is done?
EXPLORE Activity Proper: Group Activity
Task 1: Each group will pick and do one of the activities enumerated
below.
You lift a book from the floor.
You push a chair along the floor.
You pull a chair along the floor.
You climb a ladder.
You carry a bag while walking along the corridor.
You push the concrete wall of your classroom.
You stand in front of your classmates.
You hold a pen.
(Note: The underlined words are the objects being focused.)
GRADE 8: QUARTER 1
Science Teacher
Region XII
Task 2: Each group will determine if the force applied on the object is
along horizontal, along vertical, or no applied force at all.
Task 3: Each group will determine if the distance covered by the

object is along horizontal, along vertical, or no covered distance at all.
Task 4: Short report about the result of the activity will be done by
each group.
EXPLAIN • The students will share what they learned about the activity.
• The teacher will present the Physics concept of work to verify if
the learned concepts of the students from the activity are correct; and
to reinforce learning.
ELABORATE • Using the pictures presented during the Elicit Stage, the
students will determine if work is done or not on a particular situation.
• Students will give more situations and they will identify if work
is done or no work is done.
• The students will be asked to analyze the given situation:

A man cleaning a floor pulls a vacuum cleaner with a force at an angle
of 30⁰ with the horizontal. Does the man do work on the vacuum
cleaner or not? Support your answer. Illustrate the situation.
EVALUATE • Pictures will be shown and the students will identify if work is
done or not.
Additional Activities
for application or
remediation
I. REMARKS
II. 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.
No. of learners who earned

80% in the evaluation
No. of learners who require
additional activities for
remediation who scored below
80%
Did the remedial lessons work?
No. of learners who have
caught up with the lesson
GRADE 8: QUARTER 1
Science Teacher
Region XII
No. of learners who continue to

require remediation
Which of my teaching strategies
worked well? Why did these
work?
What difficulties did I encounter
which my principal or supervisor
can help me solve?
What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
Prepared by:
FAYE KATHREEN TELEN- NOMANANAP

Teacher I
Checked by:
NORMAN M. NORBERTE
School Head
GRADE 8: QUARTER 1
Science Teacher
Region XII
DAILY LESSON PLAN IN GRADE 8 SCIENCE

I. OBJECTIVES: At the end of the lesson, the learners should be able to:
1. Identify which of Newton's Laws is being represented
2. Give an example of a scenario that represents one of the
three laws
3. State each of Newton's Three Laws of Motion
D. Content The learners demonstrate an understanding of work using constant

Standard force, power, gravitational potential energy, kinetic energy, and elastic
potential energy
E. Performance The learners shall be able to develop a written plan and implement a
Standard: “Newton’s Olympics
F. Learning Investigate the relationship between the amount of force applied and
Competency/ the mass of the object to the amount of change in the object’s
Objectives motion;
S8FE-Ia-b-15
II. CONTENT: FORCES AND MOTION (Physics)
III. LEARNING -Power point Presentation

RESOURCES -Video Presentation
-Manila paper
-Hand-outs for activities
C. References
5. Teacher’s Guide pp. 24 – 25

pages :
6. Learner’s pp. 3 - 10
Materials pages:
7. Textbook pages
8. Additional
Materials from
Learning
Resource
(LR)portal
D. Other Learning Laptop, Manila paper, marker
Resource
GRADE 8: QUARTER 1
Science Teacher
Region XII
ENGAGE Preliminary Activity:
“Getting to know each other” using Bingo Game
The learner will be given a KWHL sheet to assess the students’ prior
knowledge.
Students will be asked to answer the following questions:
Who is Sir Isaac Newton? What is he most known for?
Have you heard of the three laws of motion before?
What are the three laws of motion?
EXPLORE Activity Proper: Group Activity
Group Activity:
• Students will work in 3 groups and will do the following at

each station:
o Complete the task
o Write observations in their science journal
o Make a prediction about which law is being depicted
o Clean up/set up for the next group
o Rotate when the teacher indicates
• After the stations have been completed, the teacher can ask
for a consensus for each station (which law was being shown). The
class can discuss clues they looked for that helped them make each
decision. See 'discussion questions' for further topics to be discussed
after the stations have been completed.
• Station 1: Balloon on a String
Materials
• Seven balloons (one/group)
GRADE 8: QUARTER 1
Science Teacher
Region XII
• A string, which is taped to two points in the room
• A straw, which the string is fed through
• Tape
Directions
• Tape the balloon to the straw
• Blow up the balloon (do not tie it)
• Release the balloon
• Throw away the balloon
Teacher Notes: the balloon should travel along the string. This
represents Newton's Third Law.
Station 2: Spilled Water
Materials
• A cup
• Water
• Towel
Directions
• Fill a cup of water to the brim
• Begin walking down the hall, make a turn, and then stop
abruptly
• Clean up the spilled water with the towel
Teacher Notes: water should spill at various points in the course due
to inertia. This represents Newton's First Law
• Station 3: Balloon on a String
Materials
• Plywood
GRADE 8: QUARTER 1
Science Teacher
Region XII
• Bricks
• Toy Car
• Metal Washers
• Tape
Directions
• Construct a simple ramp 18 inches high and about 24 inches

long using a piece of thin plywood and bricks.
• Place a toy car at the top of the ramp. Release it and measure
how far it rolls. Tape two metal washers to the car, release it from the
ramp and measure how far it rolls.
• Repeat the experiment with five washers taped to the top of

the car.
Teacher Notes: This experiment shows that as mass increases with

gravity's constant acceleration, the force pushing the car along the
floor increases, making heavier cars travel farther. This represents
Newton's Second Law.
Task 4: Short report about the result of the activity will be done by
each group.
EXPLAIN I. Post lab - Group Report presentation on the Hands-on

Activity(students) with Rubrics
II. Correct misconceptions and supplement ideas.

III. Video Presentation
*The video presentation, answer the questions:
1. What is a force?
2. What are the three laws of motions?
3. What causes motion?
4. Why is Newton's First Law sometimes called the "Law of
Inertia"?
5. If all the forces on an object are balanced, what could you
conclude about the object's motion?
6. How do mass and force relate to acceleration?
7. Explain why 2 forces which form an "action-reaction" pair do not
cancel each other.
ELABORATE • Demonstration Activity:
GRADE 8: QUARTER 1
Science Teacher
Region XII
Newton's First Law of Motion
Place the hard boiled egg on its side and spin it. Put your finger on it
gently while it is still spinning in order to stop it. Remove your finger
when it stops.
Place the raw egg on its side and spin it. Place your finger gently on
the egg until it stops. Once you remove your finger, the egg should
start to spin again. The liquid inside the egg has not stopped so it will
continue to spin until enough force is applied.
Push an empty shopping cart and stop it. Then push a loaded
shopping cart and stop it. It takes more effort to push the loaded cart
than an empty one.
Newton's Second Law of Motion
Drop a rock or marble and a wadded-up piece of paper at the same

time. They fall at the same rate of speed, but the rock's mass is
greater so it hits with greater force.
Push the roller skates or toy cars at the same time.
Push one harder than the other. One had greater force applied to it so
it moves faster.
Newton's Third Law of Motion
Pull one ball or swing back and let it go.
It will swing into the other balls making the ball at the other end
swing.
EVALUATE See attached worksheet.
Additional Activities
for application or
remediation
III. REMARKS
IV. 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
GRADE 8: QUARTER 1
Science Teacher
Region XII
supervisors can provide for you so when you meet them, you can ask
them relevant questions.
No. of learners who earned

80% in the evaluation
No. of learners who require
additional activities for
remediation who scored below
80%
Did the remedial lessons work?
No. of learners who have
caught up with the lesson
No. of learners who continue to
require remediation
Which of my teaching strategies
worked well? Why did these
work?
What difficulties did I encounter
which my principal or supervisor
can help me solve?
What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
Prepared by:
FAYE KATHREEN TELEN- NOMANANAP

Teacher I
Checked by:
NORMAN M. NORBERTE
School Head
GRADE 8: QUARTER 1
Science Teacher

DLP 8 Science (5E)

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Republic of the Philippines

DAILY LESSON PLAN IN GRADE 8 SCIENCE

A. Content The learners demonstrate an understanding of work using constant

II. CONTENT: WORK (Physics)

III. LEARNING -Power point Presentation

1. Teacher’s Guide pp. 24 – 25

ENGAGE Preliminary Activity:

“Getting to know each other” using Bingo Game

Pictures of household chores, office work, and construction work will

• The students will describe each picture.

• The teacher will ask the following questions:

1. What is common among the pictures?

2. What work are you doing at home?

3. Right now, are you doing work?

• This question will be posted: In Physics, when can we say that

EXPLORE Activity Proper: Group Activity

You lift a book from the floor.

You push a chair along the floor.

You pull a chair along the floor.

You climb a ladder.

You carry a bag while walking along the corridor.

You push the concrete wall of your classroom.

You stand in front of your classmates.

You hold a pen.

(Note: The underlined words are the objects being focused.)

Task 3: Each group will determine if the distance covered by the

• The students will be asked to analyze the given situation:

No. of learners who earned

No. of learners who continue to

FAYE KATHREEN TELEN- NOMANANAP

DAILY LESSON PLAN IN GRADE 8 SCIENCE

D. Content The learners demonstrate an understanding of work using constant

II. CONTENT: FORCES AND MOTION (Physics)

III. LEARNING -Power point Presentation

5. Teacher’s Guide pp. 24 – 25

ENGAGE Preliminary Activity:

“Getting to know each other” using Bingo Game

Students will be asked to answer the following questions:

Who is Sir Isaac Newton? What is he most known for?

Have you heard of the three laws of motion before?

What are the three laws of motion?

EXPLORE Activity Proper: Group Activity

• Students will work in 3 groups and will do the following at

o Complete the task

o Write observations in their science journal

o Make a prediction about which law is being depicted

o Clean up/set up for the next group

o Rotate when the teacher indicates

• Station 1: Balloon on a String

• Seven balloons (one/group)

• A string, which is taped to two points in the room

• A straw, which the string is fed through

• Tape the balloon to the straw

• Blow up the balloon (do not tie it)

• Release the balloon

• Throw away the balloon

Station 2: Spilled Water

• Fill a cup of water to the brim

• Clean up the spilled water with the towel

• Station 3: Balloon on a String

• Construct a simple ramp 18 inches high and about 24 inches

• Repeat the experiment with five washers taped to the top of