Annex 2B.1 to DepEd Order No. 42, s.

2016
School Cantilan National High School Grade Level 8
Teacher MARCHEL G. MONTANTE Subject Science
DETAILED Teaching Dates August 2023 Quarter 1
LESSON and Time
PLAN Week 1

I. OBJECTIVES

A. Content Standards The learners demonstrate understanding of Newton’s three laws of motion

B. Performance Standards The learners should be able to develop a written plan and implement a “Newton’s Olympics”

C. Learning Competencies Investigate the relationship between the amount of force applied and the mass of the object to the amount of change in the object’s
with LC code motion. (S8FE-Ia-15)
At the end of the session, the learners are expected to:

1. Identify the forces acting on an object at rest and construct a free body diagram of forces acting on an object;
D. Objectives 2. Examine conditions when two forces are balanced;
3. Demonstrate Newton’s Law of Inertia;
4. Expound how an unbalanced (net) force affects the acceleration of a moving object; and Interpret Newton’s Laws of Motion
(Law of Inertia and Law of Acceleration).
II. CONTENT
A. Topic Newton’s First and Second Laws of Motion
III. LEARNING RESOURCES

A. References Science Grade–8 Learning Activity Sheets Material, Quarter 1, Week 1- Division of Surigao del Sur
Science 8 Alternative Delivery Mode (ADM) Quarter 1 Module 1
1. Teacher’s Guide pages
2. Learner’s Material pages pages 1-26
 3. Textbook pages
4. Additional Materials from
learning Resource (LR)
portal
B. Other Learning television, laptop, pentel pen, manila paper, cellphones, pictures, and visual aids
Resources

MONDAY
IV. Procedures PRELIMINARIES
● Prayer

● Greetings

● Checking of attendance

● Setting the mood of the learners

● Setting of classroom standard

COLORS C-ooperate O-bserve L-isten be O-utput- oriented R-espectful S-upportive
Conduct of the Diagnostic Test
TUESDAY
Note: Conduct review on the previous activities and outputs of the learners. Present the objectives Knowledge and Skill.
Conduct of Pre-Test

WEDNESDAY
A. Reviewing previous Review
lesson or presenting the Present the following statement in class and ask the students if they agree or disagree with them. Select two to three
new lesson 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.

Motivation
 Analyze the pictures (to be presented on the television screen) (can be printed)

 What have you observed on the picture presented?

B. Establishing a purpose
● The teacher presents the objectives by allowing learners to read it. The teacher gives further inputs to emphasize the
for the lesson
learning goals that students will achieve at the end of the lesson.
● After reading the objectives, the teacher asks if the learners are ready for the lessons and the activities.
C. Presenting examples/  The teacher will place a ball or any object on top of a table and ask:
Instances of the new
lesson
ACTIVITY

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?

Activity 1: Exploring, Investigating Invisible Forces!

Objective: Identify the forces acting on an object at rest and construct a free body diagram of forces acting on an object.
What you need: Pictures of a hanging pen and book lying on the table.
What to do: Look and study the pictures as shown in Figure 11 and 12.

Activity 2: Balance of Forces

Objective: Examine conditions when two forces are balanced.
What you need: Pictures of tug-of-war game and a ball pushed on the floor
What to do: Analyze the pictures below.
D. Discussing new
● The teacher will use the fishbowl method in the processing of questions to elicit responses from the students. In case
concepts and practicing
new skills #1 learners’ answers are needing more support, other learners will be called through the same method, or the teacher may shift to
voluntary modality to allow other learners who are ready to share to answer the questions. The teacher must ensure also those other
ANALYSIS learners are given a chance to share their answers.

Eliciting Learners’ Experience

1. What do you feel while doing the activity?
2. Was the activity easy?
3. Did you encounter difficulties in carrying out the tasks?
4. What were those difficulties?
5. What did you do to overcome those difficulties?
Teamwork
5. Did you apply any strategy to finish your task on time?
6. What are those strategies?
7. How did it help you during the process of making the activity?

Activity 1: Exploring, Investigating Invisible Forces!

Guide Questions:
1. Consider the pen at rest, draw the forces acting on the pen. Use arrows to represent these forces.
2. If the string will be cut, what happens to the pen? What could have caused the pen’s motion?
3. Is the book at rest or in motion?
4. Draw the forces acting on the book. Use arrows to represent these forces.
Activity 2: Balance of Forces
Guide Questions:
For questions 1-3, refer to Figure 13.
1. If two groups in the game are exerting equal and opposite forces on the rope, will the rope move?
2. In the same condition, what happens to the net force acting on the rope?
3. What are the forces present on the rope?
4. Refer to Figure 14. If you place a ball on the floor then push it gently to one side, observe the motion of the ball as it
rolls down the floor.
a. What makes the ball stop rolling after sometime?
b. What are the forces that act on the ball?

Activity 3: Investigating Inertia

Guide Questions:
1. What happened when you slowly pulled the cardboard?
2. What happened when you flicked the cardboard?
 3. What happened when you hit the coin at the bottom? Why is this so?

Activity 4 Data Analysis

Guide Questions:
1. How would you describe the relationship between mass and acceleration?
2. How would you describe the relationship between force and acceleration?
3. What is the acceleration of a 50kg object pushed with a force of 500N?

Activity 5:Hanging Rock

Guide questions:
1. What term refers to the amount of matter in the rock?
2. Are there forces acting on the piece of rock as it are hanging from the yarn? If yes, identify the force acting on the
rock, pulling it towards the ground.
3. Identify the force acting on the rock, as it hangs from the yarn keeping it from falling to the ground.
4. Draw the forces acting directly on the rock. Use the box below to represent the rock, draw arrows to represent the
forces. The direction of the arrow (up, down, to the left, or to the right) will show the direction of the force, while the
length of the arrow will show the magnitude or the size of the force. Label the arrows with the names of forces acting on
the rock.
5. After cutting the yarn, observe what happens to the rock. Did the rock change in position? What term refers to action
of the rock changing its position?
6. What term refers to the primary cause of the changes in motion of the rock?
7. What term refers to the measurement of the distance from the initial position of the rock (hanging from the yarn) to the
final position when the yarn was cut?
8. What term refers to how fast it takes the rock to reach the ground when the yarn was cut?

● After the series of processing questions the teacher wraps up about what the learners understand in the activities. This
is to ensure that learners are now ready for the discussion of the lesson. The teacher makes sure that there is smooth transition from
process questions so that learners see the connectivity of the activities and the lessons.
8. Continuation of
discussion of new
concepts leading to
formative assessment
ABSTRACTION
 THURSDAY
Note: Conduct review on the previous discussion and present the objectives Knowledge and Skill.
9. Developing Mastery Fill in the blanks to complete the statements.
Formative Practice
1. Force is described as the interaction between two bodies. Force could be a ____________________ or a pull.
2. Objects tend to resist change in motion. This is called inertia. The ____________________ of the object is a measure of
inertia.
3. Objects will undergo changes in motion only in the presence of an ____________________or net force.
4. Newton’s second law of motion is also known as the law of ____________________.
5. When a net force acts on an object, the object will ____________________.
6. Acceleration is equal to the net force divided by the ____________________.
7. The unit of acceleration is presented as meters per second per second or ____________________.
8. The acceleration is ____________________ proportional to the net force.
9. The acceleration is ____________________ proportional to the mass.
 10. An increase in the mass will result in a/an____________________ in acceleration if the force is constant.
11. An increase in the force will result in a/an ____________________ in acceleration if the mass is constant.

10. Finding practical

applications of concepts
and skills in daily living
APPLICATION

FRIDAY
Note: Present the objectives Knowledge, Skill, and Attitude.
11. Making generalizations The teacher allows the learners to share short reflections on their stand in resolving conflicts in a real setting. “What is the
about the lesson importance of resolving conflicts in non-violent ways?”
12. Evaluating learning Multiple Choice. Read carefully the questions and choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.
FORMATIVE ASSESSMENT
1. What is referred to as the push or pull in physical science?
A. Acceleration B. Force C. Inertia D. Mass
2. Which does not describe an object at rest?
A. The forces acting on the object are balanced.
B. The forces acting on the object are in the opposite directions.
C. The forces acting on the object differ in magnitude.
D. The forces acting on the object have a zero-net force.
 3. Which of the following is the cause of acceleration or a change to an object’s motion?
A. Balanced force B. Mass C. Unbalanced force D. Velocity
4. The unit of force, newton, is equivalent to which units?
A. kg B. m/s C. kg m/s D. kg m/s2
5. Which of the following would a one newton force cause?
A. Gives a 0.1 kg mass an acceleration of 1 m/s2.
B. Gives a 0.1 kg mass an acceleration of 10 m/s2.
C. Gives a 1 kg mass an acceleration of 1m/s2.
D. Gives a 1 kg mass an acceleration of 10m/s2.
6. Which of the following would cause an object’s motion?
A. An object accelerates when a non-zero net force act on it.
B. An object accelerates when a zero net force act on it.
C. An object accelerates when its mass increases.
D. An object accelerates when its weight increases.
7. Which of the following states Newton’s second law of motion? \
A. Acceleration increases as its mass decreases and as the force acting on it increases.
B. Acceleration decreases as its mass decreases and as the force acting on it increases.
C. Acceleration increases as its mass increases and as the force acting on it increases.
D. Acceleration decreases as its mass increases and as the force acting on it increases.
8. Which of the following will complete the statement? According to the law of acceleration, the acceleration of an object
equals the net force acting on the object divided by the object’s _____?
A. mass B. velocity C. weight D. pressure

9. Which of the following is not an equation for Newton’s Law of Acceleration?

A. Acceleration = force/mass
B. Force = mass × acceleration
C. Mass = force/ acceleration
D. Velocity = final velocity - initial velocity
10. Using Newton’s second law of motion, calculate the mass of an object when force is equal to 24 N and acceleration is
5m/s2.
A. 0.21 kg B. 4.8 kg C. 19 kg D. 120 kg
13. Additional Activities for Three things I learned about the lesson:
application or
1. _______________________________________________________________________________________________________
remediation
2.______________________________________________________________________________________________________
3._______________________________________________________________________________________________________
V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for remediation
C. Did the remedial lessons
work? No. of learners
who have caught up with
the lessons.
D. No. 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
used/discover which I
wish to share with other
teachers?