GRADE School Rizal National High School Grade Level Grade 8

DAILY LESSON LOG Teacher Honesty O. Mehoy Learning Area Science 8

Teaching Dates and Time June 18-22, 2018 Quarter 1st Quarter

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards Demonstrate an understanding of Newton’s three laws of motion and uniform circular motion.

B. Performance Standards Develop a written plan and implement a “Newton’s Olympics”

C. Learning Competencies/Objectives LC 3. Infer that when a body exerts a force on another, an equal amount of force is exerted back on it. (S8FE-Ia-16) LC 4. Relate the laws of motion to bodies LC 5. Infer that circular motion requires
Write the LC code for each in uniform circular motion. (S8FE-Ib-18) the application of constant force
directed toward the center of the circle.
(S8FE-Ib-19)
Force, Motion, and Energy
II. CONTENT LAW OF INTERACTION Three Laws of Motion Centripetal and Centrifugal Forces
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
Learning Episode 1:
A. MOTIVATION
1. Presentation Today, we will learn to infer that when a body exerts a force on another, an equal amount of force is exerted on it. Today, we will learn to relate the laws of Today we will study on how to infer that
motion to bodies in uniform circular circular motion requires the application of
motion. constant force directed toward the center
of the circle.
2. Importance It is important to infer that when a body exerts a force on another, an equal amount of force is exerted on it, so that we can It is important for us to relate the laws of Acquainting to the concepts of Newton’s
predict and understand how an object keeps its balance state. motion to bodies in uniform circular motion Second Law of Motion: Law of
in order to understand the behavior of acceleration is important so that we will
certain heavenly bodies and bodies be able to infer that circular motion
traveling in a circular path. requires the application of constant force
directed toward the center of the circle.
3. Formative Assessment At the end of the lesson, the students infer that when a body exerts a force on another, an equal amount of force is exerted At the end of this lesson, you are going to At the end of the lesson, each student will
back on it. relate the laws of motion to bodies in infer that circular motion requires the
uniform circular motion. application of constant force directed
toward the center of the circle.
B. PROBE AND RESPOND
1. Review /Drill 1. The teacher will ask the students to state 1. The teacher will ask the students to
the Three Laws of Motion. define centripetal and centrifugal force.
2. Then, the teacher will further ask the
Expected Answer: students to state Newton’s Second Law of
1. Newton’s First Law of Motion states, “A Motion.
body at rest will remain at rest, and a body
in motion will remain in motion unless it is Expected Answer:
acted upon by an external force.” 1. Centripetal force is also known as the
 Newton’s Second Law of Motion states that
“The force acting on an object is equal to
the mass of that object times its
acceleration.”
Newton’s Third Law of Motion states that
“For every action, there is an equal and
opposite reaction.”
inward force while the centrifugal force is
an outward force.
2. Newton’s Second Law of Motion states
that “The force acting on an object is
equal to the mass of that object times its
acceleration.”

2. Pre-requisite Skills Describe the pair of forces acting on the objects.

Uniform Circular Motion
The teacher will state Newton’s Third Law of Motion: - describes the motion of an object
travelling in a circular path at constant
Law of Interaction
speed.
“For every action, there is an equal and opposite reaction.”
•The distance (radius, r) of the object
from the axis of rotation remains
a. The teacher will push the wall to show the pair of forces.
constant at all times.
•The velocity of the object is tangent
b. The teacher will say, to its circular path and is constantly
“When I push the wall, I exerted a force. At the same time, the wall also exerts a force on me. So, in the interaction between changing its direction.
my hands and the wall, there is a pair of forces – a force exerted by my hands to the wall and a normal force exerted by the
wall to my hands.” •Two Existing Force:
Centripetal force - the inward force.
Centrifugal force - the outward force.

Learning Episode 2:
A. Modeling/Coaching
1.The teacher holds a book on his hand and assumes that the book has a weight of approximately 5N which is directed 1. The teacher will whirl an object, i. e. chalk, a. The teacher will show a picture of a
pen,tied to a string horizontally above ride in a theme park.
downward. his/her head.Then the teacher will release
the object.
2. The teacher shows a Concept Diagram
(Note to the teacher: The teacher will instruct the students to get a book and follow what she’s doing.)
how to relate the laws of motion to a body in
uniform circular motion.
2.The teacher will model how to infer that when a body exerts a force on another, an equal amount of force is exerted back
on it.

Figure 2
3. Then the teacher will say,
b. The teacher will show the concept
“In order to keep the book in its position level, my hand should exert an equal amount of force as the weight of the book.
diagram.
 Because if my hand exerts greater force than that of the weight of the book, the book will rise up or if my hand exerts lesser
force than the weight of the book, it will fall down. . There is a pair of forces in the interaction between my hand and the book
– a force exerted by my hand to the book and the weight or the gravitational force exerted by the book to my hand.”
c. The teacher then models how to
(Note to the teacher: The teacher will instruct the students to repeat the same statement she said.) construct a concept diagram.

d. The teacher will say,

3. The teacher models how to relate the laws
of motion to a body in uniform circular
motion using the concept diagram.
“The ride is moving in a circular path
because there is a constant force acting
towards the center of the ride. If the
force acting on it is not constant, the ride
will either move away or move towards
the center (fall).”

Eg. “The whirling of chalk demonstrates

Second Law of motion when it continues to
move in a circular path due to the net force
that comes from the string that pulls the
object towards the center. It also shows the
Third Law of Motion when it continues to
move in a circular path due to the balanced
forces which are the centripetal force and
the centrifugal force. Centripetal force is
also known as the inward force while the
centrifugal force is an outward force. The
whirling of chalk illustrates the First Law of
Motion when it continues to move in a
straight line due to the removing the force by
cutting/releasing the string.”

Learning Episode 3:
A. Guided Practice 1. The teacher instructs the students to do arm wrestling (bunong braso) with their seatmate. The students will take note of 1. The teacher will divide the class into 1. The teacher will show the picture to
their body weight before performing the task. The teacher sees to it that everyone is in position then signals to start the arm groups with 3 members. After which, the the class.
wrestling. The execution should be done in 10 seconds only. teacher will show a picture as shown in the
Figure 3.
2. The teacher asks the following to the students. 2. The teacher will ask the students to relate
the laws of motion to the motion of the car
a. Who among you won the bunong braso? Why do you think you won the game? using the concept map.
Answer. The student with greater force exerted won the game.
b. Who among you here are on tie? Why do you think that happened? (For teacher use only-Ans: *See Day1
Answer. Both of the students exerted equal amount of force. Modeling)

3. The teacher instructs the students to write their inference on a sheet of paper and call each pair of students randomly to
 read their answers to the class.

Answer: “In order to have a tie result, both students should exert an equal amount of force. Because if one student exerts
greater force than that of the other, the former will win. There is a pair of forces in the interaction between the arms – a force
exerted by one first student to the other, and the force exerted by the second student to the first.”

Figure 3. A car moving in a circular path

Expected Answer: Figure 3

“The car moving in a circular path
demonstrates Second Law of motion when it 2. The teacher will let his/her students
continues to move in a circular path due to fill-in the concept diagram and infer
the net force that comes from the string that what is in the picture.
pulls the object towards the center. It also
shows the Third Law of Motion when it
continues to move in a circular path due to
the balanced forces which are the centripetal
force and the centrifugal force. Centripetal
force is also known as the inward force while The ball that the boy is whirling is
the centrifugal force is an outward force. moving
The car moving in a circular path illustrates _________________________________
the First Law of Motion when it continues to ______________
move in a straight line due to the removing
the force by cutting/releasing the string.”
Expected Answer:

“The ball is moving in a circular path

because the boy is exerting a constant
force on the string. If the boy will change
the amount of force exerted on the
string, the ball will move away or
towards the center of the circular path.”

B. Independent Practice 1. The teacher instructs the students to be with their seatmate and stand 1 meter away facing each other. Students should 1. Relate the laws of motion to the body in 1. The teacher will show again another
once again take note of their body weight. Ask the students to mark a line using a chalk behind their feet. Instruct the the given illustration. picture.
students to align their arms and push against each other making sure that they will not go beyond the line.
 2. The teacher instructs the students to infer how they kept their position in place.
Possible Answer. Both of the students exerted equal amount of force.

3. Instruct the students to write their inference on a sheet of paper.

Expected Answer: “In order to stay at rest, both students should exert an equal amount of force to the other. Because if one
student exerts greater force than that of the other, the other student will move. There is a pair of forces in the interaction Figure 1
between the both of us – a force exerted by one student to the other, and vice versa.”
Swing Around Ride
2. The students will fill-in the concept
4. Let the students share their answers to the class. diagram and infer what is in the picture.
*For explanation, refer to the modeling part.

Expected Answer:
“The Swing Around Ride demonstrates
Second Law of motion when it continues to The object tied on the string is moving
move in a circular path due to the net force _________________________________
that comes from the string that pulls the ______________
object towards the center. It also shows the
Third Law of Motion when it continues to
move in a circular path due to the balanced
forces which are the centripetal force and
the centrifugal force. Centripetal force is
also known as the inward force while the
centrifugal force is an outward force. The
Swing Around Ride illustrates the First Law
of Motion when it continues to move in a Expected Answer:
straight line due to the removing the force by
cutting/releasing the string.”

“The ball is moving in a circular path

because the boy is exerting a constant
force on the string. If the boy will change
the amount of force exerted on the
string, the ball will move away or
towards the center of the circular path.”

Learning Episode 4:
A. Evaluation Test Item: From the given picture, infer what keeps the two persons in place. NOTE TO THE TEACHER: NOTE TO THE TEACHER:
 The independent practice serves as the The independent practice serves as the
assessment itself. assessment itself.

Expected Answer: There is an equal amount of force exerted by the two persons in opposite direction. There is a pair of forces
in the interaction between both of them – a force exerted by one student to the rope and the other student to the opposite
side of the rope.

B. Assignment/Project
V. REMARK

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 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?