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DAILY LESSON LOG

School
Teacher

June 27-July 1,
2016

Teaching Dates
and Time
Session 1

8-SSC(7-8), B(6-7),
SPS(11:15-12:15)

I. OBJECTIVES

A. Content
Standards

BBNHS
IRESH ERVIN Q. VELANO
Monday Friday (6:00AM
3:00PM)
Session 2

8-A(6-7), 8-SSC(7-8),8SPS(11:15-12:15)

Grade
Level
Learning
Area
Quarter

8 ARISTOTLE, AMETHYST,
BERIL,SPS
GRADE 8 SCIENCE
First Quarter

Session 3

Session 4

8-A(6-7), 8-SSC(7-8),8-SPS(11:1512:15)

8-A(8-9), 8-SSC(7-8),8SPS(11:15-12:15)

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial
activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy inlearning the lessons. Weekly objectives shall be derived from the curriculum guides.

The learner demonstrate

understanding of the Law of
Acceleration

The learner demonstrate

understanding of the Law of
Acceleration

The learner demonstrate

understanding of the Law of
Acceleration

The learner demonstrate

understanding of the Law of
Interaction

Observes road safety as a

motorist or a pedestrian.

Observes road safety as a

motorist or a pedestrian.

Observe road safety as a

motorist or a pedestrian.

Observe road safety as a

motorist or a pedestrian.

At the end of the session, the learners

are expected to:
1. Explore
the
Law
of
Acceleration

At the end of the session, the learners

are expected to:
2. Explore
the
Law
of
Acceleration

At the end of the session, the learners are

expected to:
1. Solve problems related to the
Law of Acceleration

At the end of the session, the learners

are expected to:
1. Explore the Law of Interaction
2. Provide practical examples
applying the same.

B. Performance
Standards

C. Learning
Competencies /
Objectives

II. CONTENT

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two

Law of Acceleration

Law of Acceleration

Law of Acceleration

Law of Interaction

III.

LEARNING
RESOURCES
A. References
1.
2.
3.
4.

Teachers
Guide Pages
Learners
Material Pages
Textbook
Pages
Additional
Materials from
Learning
Resource (LR)
portal

LED Projector

LED Projector

LED Projector

11-12

11-12

15-17

15-17

http://www.physicsclassroom.com/class/new
tlaws/Lesson-3/Newton-s-Second-Law

http://www.physicsclassroom.com/class/newtla
ws/Lesson-3/Newton-s-Second-Law

LED Projector

http://www.physicsclassroom.com/class/newt
laws/Lesson-4/Newton-s-Third-Law

B. Other
Learning
Resources
IV.

PROCEDURE
S
A.

B.

C.

Reviewing
previous lesson or
presenting the
new lesson

Establishing a
purpose for the
lesson

Presenting
examples/instanc

Teacher reviews the previous

lesson by asking students to
provide
another
practical
example of the Law of
Acceleration, omitting those
which were already given.
Teacher explains that concepts
to be considered a law should
be proven by evidence through an experiment.

Teacher explains to the class the

math is the language of science.
Hence, it is necessary that in
order to prove these scientific
concepts, it should and must be
translated mathematically.

Teacher
discusses
the
procedure of the activity and
present the materials needed.
Teacher,
if needed,
shall

Teacher presents a
sample
problem to the class. Teacher
may present basic or easy
problems in order to condition

Teacher calls 2 students of

almost the same stature.
Instructs the student to push
each other with varying force.
Teacher may also call students
with different stature to provide
varying results.
Teacher introduces the Third
Law of Motion by making use of
the sample given earlier.

Teacher using the LED

Projector, presents several
pictures, which depicts the
third law of motion.

es of the new
lesson

D.

E.

F.

G.

H.

I.

Discussing new
concepts and
practicing new
skills #1

Discussing new
concepts and
practicing new
skills #2

Developing
masteries
(Leads to
Formative
Assessment 3)

Finding practical
applications of
concepts and
skills in daily
living

Making
generalizations
and abstractions
about the lesson

Evaluating
Learning

demonstrate the set-up for the

experiment.

the mind of the student, that

solving is not difficult at all.
Teacher provides a follow-up
discussion
regarding
the
activity. He/she asks how
acceleration work in a vertical
motion.

Teacher presents the working

equation for acceleration in its
nature.

Teacher provides a follow-up

discussion
regarding
the
activity.
He/she asks how acceleration
work on circular motion.
Teacher
repeats
the
demonstration or output of the
activity and asks students to
compare their predictions or
hypothesis with the proper
result of the activity.

Teacher presents the working

equation for acceleration with
force and mass.

Teacher asks students to give

other examples that shows the
same essence being conveyed
in the lesson/activity.

Teacher uses a rock, a book, and

a ball to show the application of
the equation.

Teacher may use other material

as
a
substitute
for
the
demonstration in order to
validate the principles in the
activity.

Teacher provides guided

questions to students and ask
them to explain the relationship
of force, mass and acceleration
and connect such to the equation
representing the same.
Teacher provides another sample
problem, but during this session,
the teacher will require the

Teacher shows the definition of

the third law of motion. After
which, teacher goes back to
the pictures presented earlier
and asks them how the third
law of motion works on each of
them.

Teacher thru demonstrations

solves a sample problem on the
board. During the same, teacher
explains by detail the important
component of the equation.
Teacher
asks
students
to
provide their own example by
making use of their personal
daily activity and require them
to identify how the third law of
motion applies.

Teacher
asks
students
to
provide their own example by
making use of their personal

J.

students to solve it on their own.

daily activity and require them

to identify how the third law of
motion applies.

Students had a difficult time

relating the equation to that of
the principles being conveyed by
the lesson.

Students showed superior

analytic skills.

Additional
activities for
application or
remediation

V. REMARKS

Students were participative

during the class activity. All of
them were able to share their
thoughts as well as contribute
their skills in accomplishing
with the activity.

VI.

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.

REFLECTION
A.

B.

C.

D.

E.

No. of
learners who
earned 80%
on the
formative
assessment
No. of
learners who
require
additional
activities for
remediation
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

Students are enthusiastic

during the processing session.
They confidently answered the
questions given by the teacher.

120/142

140/145

147/150

151/155

22

Yes

Yes

Yes

Yes

Continuous involvement of

Continuous involvement of

The use of simple objects in

The use of common things and

F.

G.

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
teacher?

student in every point of the

session.

student in every point of the

session.

establishing the application of

the equation.

None at this point.

None at this point.

None at this point.

I made use of the books to

explain the concept of free fall.
I made use of a pale of water
in explaining the concept
uniform circular motion.

personal experiences to prove

the principle being studied.