GRADE 1 to
12 DAILY
LESSONLOG
SCHOOL Jose C. Payumo Jr.
Memorial High School
TEACHER Mrs. Bliselda D. Bicaldo
TEACHING DATES AND (Week 3) Sep. 12-15, 2023
TIME
DAY 1
DAY 2
GRADE LEVEL
8
LEARNING
AREA
QUARTER
SCIENCE
FIRST QUARTER
DAY 3
DAY 4
I. OBJECTIVES
A. Content Standards
The learner demonstrates understanding of Newton’s three laws of motion and uniform circular
motion
B. Performance Standards The learner shall be able to develop a writer plan and implement a “Newton’s Olympics”.
C. Learning
Competencies/Objectives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from learningResource
(LR) Portal
Demonstrate how a
body responds to
changes in motion
(S8FE-Ia-17)
Law of Acceleration
Demonstrate how a body
responds to changes in
motion
(S8FE-Ia-17)
Law of Acceleration
Relate the Laws of Motion Demonstrate how a body
to bodies in uniform
responds to changes in
circular
motion
motion.S8FE_Ib_18.
(S8FE-Ia-17)
Circular Motion and the
Second Law of Motion
Law of Interaction
PP.13-16
PP.13-16
pp. 13-16
pp. 13-16
PP.16-17
PP.18-19
pp. 12-18
pp. 12-18
EASE Physics,
Module 10. Lesson 3
EASE Physics, Module 10.
Lesson 3
EASE Physics, Module
10. Lesson 3
EASE Physics, Module 10.
Lesson 3
B. Other Learning
Resources
Lesson Guide G8 First EASE Physics. Module
Quarter pp. 20 - 22
10.Lesson 3
Science and Technology
IV: Physics Textbook.
NISMED.2012.
pp.292296
Lesson Guide G8 First
Quarter pp. 23 - 25
EASE
Physics.
Module
10.Lesson 3
Science and Technology IV:
Physics
Textbook.
NISMED.2012. pp.292-296
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose
for the lesson
The teacher will show a video Prepare the materials
Ask the students to
restate the second law on the Law of Acceleration
and whirl the bucket
into a simple statement. https://www.youtube.com/
filled with water in front
watch?v=EeT2yew0oDA
of the students.
Derivation of
Formula:
From the statement that
acceleration is directly
proportional to force at
constant mass.
Mathematically a= kF
where nK = mass
(eq. 1)
Combining the two
equations, we have
a α F and a α 1/m
Therefore a α F/m
Mathematically,
a=
F/m
where a= acceleration
m= mass
F= force
What is the video all about?
What is acceleration?
Giving the same amount of
push, which object was able
to move, the skate board or
the car? Why?
What did you observe in
the set-up?
Where is the force
coming from?
What keeps the bucket
swirling?
Why is it that the water
did not spill as you swirl
the bucket?
The teacher will show a
video on the Law of
Interaction
https://www.youtube.com/
watch?v=TVAxASr0iUY
What is the video all about?
What is the Law of
Interaction?
What happens when two
objects interact with each
other?
Differentiate action and
reaction forces.
C. Presenting
examples/instances of the
new lesson
Give and discuss at
least two examples of
situation/problems on
the
Law of Acceleration
1. A huge stone is
pushed with 30 N of
force. If there is only 5N
of
friction
and
the
stone’s mass is 88 kg.
What is the acceleration
of the table?
2. A car is being towed.
If its mass is 1750 kg
and
it
accelerated
at 5m/s2, how much
net force is involved?
Group the students into 3
Group 1 Boy A pulling a
10kg load and Boy B
pulling a 20kg load. Which
among these boys require
more force to pull and move
the load? Why?(Boy B will
require more force to
accelerate
the
load,
because force is directly
proportional to the mass of
an object)
Group 2 Applying more
force to an object with
the same mass
Which figure will have
greater
acceleration?
Why? (The second figure
with more force will have
greater
acceleration,
because given the same
mass, and greater force
applied will make the object
accelerate at a higher rate)
Group 3 A3. A boy and a
girl on the Swing
Given the same amount of
force, who will have a
greater movement on the
swing, the boy or the girl?
Why? (The girl, because
she has lesser mass and
mass
is
inversely
proportional
to
acceleration)
See attached activity
sheet
Group the students into 3 and
give the following situations:
See attachment A1 A2 and A3
respectively. Let the students
discuss among themselves
the condition of the objects in
the picture. How does the
object react with the forces
acting on each other in terms
of magnitude and direction?
Group 1 When you jump, See
attachment A1.
Group 2 A swimmer, See
attachment A2.
Group 3 While Walking, See
attachment A3.
D. Discussing new
concepts and practicing
new skills #1
Do the exercise in
Lesson Guide G8 First
Quarter pp 21 (choose
items which will be
solved individually/ in
group)
Let each group select a
reporter to discuss the
answers on the activity.
Ask the students the
following questions:
Group 1. What is the
relationship
between
mass and force? Mass is
directly proportional to
Force. An object with
higher mass will require
more force to accelerate
an object.
Group 2. What is the
relationship
between
force and acceleration?
(Force
is
directly
proportional
to
Acceleration. The greater
is the force applied, the
higher is the rate of
acceleration)
Group 3. What is the
relationship
between
mass and acceleration?
(Mass
is
inversely
proportional
to
Acceleration.
Lesser
mass will have higher
rate of acceleration)
When an object moves
in a circle, it is really
constantly
changing
direction. The object
wants to travel in a
straight line, but a force
is pulling it towards the
center of the circle. This
force
is
called
centripetal force.
Let each group select a
reporter to discuss the
answers on the activity.
Ask the students the
following questions:
Group 1 When you jump,
See attachment A1.
What are the forces
present as you jump?
(Your legs apply a force
to the diving board, and
the board applies an
equal
and
opposite
reaction
force
that
propels you into the air.)
Group 2 A swimmer, See
attachment A2. What
are the forces present
that
enables
the
swimmer to go forward?
(A swimmer pushes the
water
backward
by
his/her hands and in
return the water pushes
the swimmer forwards,
thus enabling him to go
forward
during
swimming.)
Group 3 While Walking,
See attachment A3.
What are the forces that
allows a person to walk
E. Discussing new
concepts and practicing
new skills #2
Presentation of the
outcomes.
Presentation of the
outcomes.
In circular motion, the
whirling
object
accelerates not due to
the change in its speed
but to the change in the
direction of its velocity.
By Newton’s second law
of motion, a net force
must be acting on
accelerating objects. In
this case, the force
comes
from
the
rope/string pulls the
object
towards
the
center of its circular
path. If you remove this
force by either cutting or
releasing the string, you
will observe that the
object will continue to
move straight and fly off
tangential to the path.
This is the natural
tendency of the object if
there is no net force
acting on it, according to
on the surface or
ground?
(You push the floor or the
surface you are walking
on with your toes, And
the surface pushes your
legs up, helping you to lift
your legs up.)
Newton’s Third Law of
Motion: Law of Interaction
(Action-Reaction) “For every
action, there is an equal and
opposite reaction.”
Action-Reaction Forces
 Two forces are equal in
size.
 Two forces are opposite to
each other in terms of
direction.
 Two forces have the same
line of action.
 Action acts on one object,
while reaction acts on
another object.
Force is a part of mutual
action,
an
interaction,
between one thing and
another.
For
example,
consider
the
interaction
between the hammer and a
nail. While the hammer exerts
a force on the nail, the nail
F. Developing mastery
(Leads to Formative
Assessment3)
Discuss the answers in
the exercise given.
Newton’s Second Law
Motion: Law of
Acceleration
The acceleration of an
object is directly
proportional to the
magnitude of the net force
acting on it and is
inversely proportional to
its mass.
This statement actually
pertains to Newton’s
second law of motion or
Law of Acceleration,
because it is concerned
with the relation of
acceleration to mass and
force. This can be
expressed in equation
form as:
the First Law of Motion.
But because of the net
force
from
the
string/rope, instead of
going straight, the object
accelerates
inwards
thereby
covering
a
circular path. The object
is said to be in uniform
circular motion. The
force pulling an object
towards the center of a
circle is called the
centripetal force.
Discuss the answers in
the activity given.
exerts a force on the hammer.
In the interaction between the
hammer and the nail, there is
a pair of forces, one acting on
the nail and the other acting
on the hammer.
Discuss the answers in the
exercise given
Acceleration = Net
force/mass
a = Fnet /
mass
G. Finding
practical
Engineers
at
the Two vehicles are stuck in a
applications of concepts Johnson
Space muddy place, a car and
and skills in daily living
Center
must dump truck, the purok
determine the net leader in your place ask for
force needed for a help to remove the vehicles,
rocket to achieve an which vehicle would you like
acceleration of 70 to help considering your
m/s2. If the mass of size and age? Why? (With
the rocket is 45,000 my age and my capability, I
kg, how much net will choose to help unstuck
force must the rocket the car, because the car has
develop.
lesser mass compared to
the dump truck, which
means lesser mass needs
lesser force to unstuck it.)
H. Making generalizations Mathematically, second What is the Law of
and abstractions about the law of motion can be
Acceleration?
expressed:
lesson
The acceleration of an
object
is
directly
A = F/m
proportional
to
the
F = ma
magnitude of the net
M = F/a
force acting on it and is
inversely proportional to
its mass.
Can you mention a
particular
fairground
ride which demonstrate
a
uniform
circular
motion?
What
safety
precautions should
the
ride
owners
consider to ensure
the safety of their
riders?
Group the students into 3
Assign a picture for each
group
(See
Attachment
B,C,D),
And let them answer the
guide questions in the picture.
Group 1 A bullet fired from a
riffle
Group 2 Boy stepping out
from the boat
Group 3 Bat hitting a baseball
We say an object
experienced
uniform
circular motion if it moves
in a circle of constant
radius
To experience uniform
circular motion, must the
net force on the object be
directed towards the
center of the circle. For
example, a person in a
graviton ride experiences
the normal force on his
back, which is directed
towards the center of the
graviton.
What is Newton’s third law of
motion? Define.
(Law of Interaction (ActionReaction) “For every action,
there is an equal and opposite
reaction.”)
Differentiate
action
and
reaction forces.
(Action acts on one object,
while reaction acts on another
object.)
Explain
Action-Reaction
Forces
(Two forces are equal in size,
opposite to each other in terms
of direction, and have the
same line of action)
I.
Evaluating learning
Direction: Solve problems
involving the Law of
acceleration then write
the letter of the correct
answer.
1. What is the mass of a
truck if it produces a force
of
14,000N
while
accelerating at a rate of 5
m/s2 ?
A. 280 kg
*B. 2800kg
C. 70,000kg
D. 7000kg
2. Which is the correct
unit of acceleration?
A. m/s
*B. m/s2
C. kg.m/s
D. kg.m/N
3. Suppose that a sled
is accelerating at a rate of
2m/s2. If the net force is
tripled and the mass is
halved, what then is the
new acceleration of the
sled?
A. decrease by half
B. doubled
*C. tripled
D. quadrupled
4. Suppose a ball of
mass 0.60 kg is hit with a
force of 12 N. Its
acceleration will be:
*A. 20 m/s2 B. 40 m/s2
C. 10 m/s2
D. 20 m/s
Give at least two examples
of situation around you
that
the
Law
of
Acceleration is applied.
Explain in your own
words ( 10 pts. ) If the
object in uniform
circular motion is
accelerating towards
the center of the circle,
why does it remain a
circular path at a
constant radius and
never get closer to the
center of the circle?
Direction: Read each sentence
carefully and write the letter of the
correct answer.
1. As a 500 N lady sits on the floor,
the floor exerts a force on her
equal to______________.
A. 1000 N
*B. 500 N C. 250
N
D. 50 N
2. According to Newton's Third
Law of Motion, when a hammer
strikes and exerts a force on a
nail, the nail
A. creates a balanced force.
B. disappears into the wood.
C. moves at a constant speed.
* D. exerts and equal and opposite
force back on the hammer.
3. Pick the best example of
Newton's Third Law in action.
A. A rocket taking off from earth
which pushes gases in one
direction and the rocket in the
other.
*B. A rocket sitting on the ground
preparing for take-off but it needs
an outside force to overcome its
inertia of a non-moving object.
C. A rocket that is accelerating
through space and exerts a great
amount of force because its mass
and acceleration is so large.
D. Both b and c.
4. When a teacher stands at the
front of the class, the force of
gravity pulls her toward the
ground. The ground pushes back
with an equal and opposite force.
5. If the ball in question
no. 4 is increased by 24
N, what is the increased
in acceleration?
A. 20 m/s2
B. 30 m/s2
*C. 4 0 m/s2
D. 50
m/s2
J. Additional activities
for application or
remediation
Give additional information
regarding: balance and un
balance forces.
SESSION 1
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
This is an example of which of
Newton's Laws of Motion?
A. Law of Inertia
B. Law of Acceleration
*C. Law of Interaction
D. Law of Universal Gravitation
5. For every action there is an
equal and opposite reaction. This
is a statement of
A. Newton's First Law of
Motion.
B. Newton's Second Law of
Motion.
*C. Newton's Third Law of
Motion.
D. Newton's Law of Action.
Design and implement an 1.Define centrifugal force Design and implement an
experiment that will verify and differentiate it with experiment that will verify
Newton’s Law of Motion the centripetal force. Newton’s Law of Motion.
Does these two forces
equal in magnitude? Do
they have the same
direction ?
SESSION 2
SESSION 3
SESSION 4
___ of Learners who earned 80% above _____of Learners who earned 80%
above
___ of Learners who earned 80%
above
___ of Learners who earned 80% above
___ of Learners who require additional ___ of Learners who require
activities for remediation
additional activities for remediation
___ of Learners who require
additional activities for remediation
___ of Learners who require additional
activities for remediation
___Yes ___No
____ of Learners who caught up the
lesson
___Yes ___No
____ of Learners who caught up the
lesson
___Yes ___No
____ of Learners who caught up the lesson
___Yes ___No
____ of Learners who caught up the
lesson
caught up with the
lesson
D. No. of
learners
who continue
to
require remediation
E. Which
of
myT
eaching
strategies
worked well? Why did
these work
F. What difficulties did I
encounter whichmy
principal or
supervisor can help
me solve
G. What innovation or
localized materialsdid
I use/discover which
I wish to
___ of Learners who continue to
require remediation
___ of Learners who continue to
require remediation
___ of Learners who continue to
require remediation
___ of Learners who continue to require
remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
Strategies used that work well:
___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing
their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
share with other
teachers?
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
Prepared By:
BLISELDA D. BICALDO
Master Teacher I
Noted:
MENANDRO S. REYES
Head Teacher III-Science
Date signed: ___________
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__Fashcards
__Pictures
__ Recycling of plastics to be used as
Instructional Materials
__ local poetical composition
__Fashcards
__Pictures