Annex1B to DepEd Order No. 42 , s.

2016

K TO 12 DAILY LESSON LOG School SABLAYAN NATIONAL COMPREHENSIVE HIGH SCHOOL Grade Level GRADE 9
Teacher RUEL RAMILE CADAPAN Learning Area SCIENCE
Teaching Dates and Time JUNE 3-7 2019, 07:30-08:30 (M-F) Quarter FIRST
4 days + 1 Cooperative Learning
dsd

Monday Tuesday Wednesday Thursday Friday

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
I. OBJECTIVES 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 in learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
A. Content Standards
 The learner
demonstrates The learner demonstrates
understanding of HOLIDAY understanding of Newton’ three
SUBJECT ORIENTATION Newton’s three laws of laws of motion and uniform
motion and uniform circular motion. COOPERATIVE LEARNING
circular motion.

B. Performance Standards The learner shall be able to

 The learner shall be able develop a writer plan and
to develop a writer plan
and implement a implement a “Newton’s
“Newton’s Olympics”. Olympics”.
C. Learning Competencies / Objectives Write (S8FE-Ia-15) (S8FE-Ia-16)
the LC code for each
 Investigate the  Infer that when a body
relationship between the exerts a force on
amount of force applied another, an equal
and the mass of the amount of force is
object to the amount of exerted back on it.
change in the object’s
motion. Objectives:

Objectives: 1. Describe the conditions when

1. Identify the forces acting on an two forces balance
object at rest. 2. Explain the effect of balanced
2. Explain why objects stay at forces on the state of motion of
rest. an object.
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.

Module I: FORCES AND Module I: FORCE AND MOTION

II. CONTENT
MOTION
Lesson 1: BALANCED AND Lesson 2: BALANCED
UNBALANCED FORCES AND UNBALANCED FORCES

III. LEARNING RESOURCES List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept
development.
A. References
1. Teacher’s Guide pages pp. 5 - 8 pp. 5 - 8
2. Learner’s Materials pages pp. 3 - 6 pp. 3 - 6
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal EASE Physics, Module 10.
Lesson 3
B. Other Learning Resources Lesson Guide Science 8 (First
Quarter- pp. 1-5)
Lesson Guide Science 8
https://www.google.com.ph/searc (First Quarter- pp. 8-10)
h?
pictures&oq=balanced+and+unba
lanced+forces
 These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by

IV. PROCEDURES providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

A. Reviewing previous Present the following

Lesson/Presenting What are the forces acting on an
the new lesson statement in class and ask
object at rest?
the students if they agree or What are examples of balanced
disagree with them. Select forces?
two to three 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

B. Establishing a Analyze the pictures (to be Students were given time to

purpose for the
lesson
presented on the television watch a short video clip about
screen) (can be printed) balanced and unbalanced forces
 (
www.youtube.com/watch?v=HEJ
OybRxclk)

C. Presenting examples/ instances of the What have you observed on Give reaction to the video
new lesson the picture presented? presented

D. Discussing new
concepts and Do the activity 2 in Lesson Guide
practicing new skills The teacher will place a ball
Science 8 (First Quarter) pp. 8 –
#1 or any object on top of a table 9 or Learners’ Module pp. 7
and ask:

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?
E. Discussing new concepts and practicing new Do the activity 1 Forces on
skills #2
object at rest in Lesson
Guide Science 8 (First
Quarter) pp. 5 or LM pp. 5- 6
1. When the cardboard is at rest,
how do the magnitudes and
directions
of the pair of forces acting on it
compare?
2. If you draw the lines of action
of all the forces acting on the
board
and extend the lines, what will
you get?

F. Developing mastery Presentation of the output per Discuss the answers in the
(Leads to Formative Assessment 3) group/ Processing: activity

Analysis:

Situation 1
1. Is the pen at rest or in motion?
2. Are there forces acting on the
pen? If yes, draw the forces. You
may use arrows to represent these
forces.
3. What happens to the pen? What
could have caused the pen’s
motion?

Situation 2
1. Is the book at rest or in motion?
2. Are there forces acting on the
book? If yes, draw the forces
acting on the book.
3. Did the book move? How will
you make the book move?

G. Finding practical applications of concepts
and skills in daily living
Since friction is a resistance Study the given pictures below
force that slows down or and describe the forces involved.
prevent motion, there are
advantages and
disadvantages that friction
may do.
How is friction important in:
a. walking
b. writing
c. running vehicles

H. Making generalizations and abstractions
about the lesson
1. What is force?
2. What are some other forces
that can cause something to
move?
3. How does gravity affect
object on earth?
The following ideas must be
realized by the students:
If two forces acting on an object
are equal in magnitude but
opposite in direction, they are
considered as balanced forces.
These forces must lie along the
same line.

4. What is a force that can  If the forces acting on

cause an object to slow down an object are balanced,
or have little the object either stays at
rest or continues to
 movement?
5. In your own words define
friction.
I. Evaluating learning Multiple Choice: Read each
statement carefully and write only
the letter of the correct answer.
1. A book is at rest on top of a
table. Which of the following is
correct?
A. There is no force acting
on the book.
B. The book has no inertia.
C. There is no force acting
on the table.
*D. The book is in
equilibrium.
2. Which of the following
situations involves friction?
A. A bicycle rolling down a
hill
B. A baseball player sliding
into 2nd base
C. A diver falling through
the air to a pool
*D. All of the above
experience some friction.
3. What is gravity?
A. Newton’s first law
B. The force that objects
exert on each other because of
their
masses
move at constant
velocity.
 If the forces acting on
an object are
unbalanced, the motion
of the object will change.
Direction: Read each statement
carefully and write the letter of
the correct answer.
1. ______________ refers to
when a force is equal and
opposite.
*A. balanced force
B. unbalanced force
C. magnitude
D. friction
2.When one force in a pair is
greater than the other, we call
this:
A. balanced force
*B. unbalanced force
C. magnitude
D. friction
3. If two forces are acting on an
object they are equal in
magnitude
A. and equal in direction
*B. and in opposite direction
C. cancel each other
D. none of the above
For question no 4 and 5 refer to
the diagram below
Two tugboats are moving a
barge. Tugboat A exerts a force
of 3000
 *C The downward pull on N to the left. Tugboat B exerts
the Earth a force of 5000N in the same
D. The friction that an direction.
object has put on it

4. Which is the best example of

gravity?
A. A car hits a tree, and its
motion stops
B. A breeze blows, and a
sailboat moves a. Draw arrows showing the
C. A book is pushed, and it individual forces of the tugboats
moves across the table in #1.
*D. A person drops a ball, b. Are the forces balanced or
and it falls to the ground unbalanced? ______________
c. In what direction will the barge
5. How does Earth ‘s gravity move? ________________
affect objects near Earth?
A. It pushes them away.
*B. It pulls them in
C. It makes them larger.
D. It makes them move
faster.
J. Additional activities for application or Ask the students to write 1. define what inertia is.
remediation 2. What is stated in the first law
situation/ examples where the
presence of other forces are of motion?
beneficial.

___ Lesson carried. Move on to the ___ Lesson carried. Move on to the ___ Lesson carried. Move on to the ___ Lesson carried. Move on to the ___ Lesson carried. Move on to the

V.REMARKS next objective. next objective. next objective. next objective. next objective.

___ Lesson not carried. ___ Lesson not carried. ___ Lesson not carried. ___ Lesson not carried. ___ Lesson not carried.
VI.REFLECTION ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in ___Pupils did not find difficulties in

answering their lesson. answering their lesson. answering their lesson. answering their lesson. answering their lesson.

___Pupils found difficulties in answering ___Pupils found difficulties in answering ___Pupils found difficulties in answering ___Pupils found difficulties in answering ___Pupils found difficulties in answering

their lesson. their lesson. their lesson. their lesson. their lesson.

___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson ___Pupils did not enjoy the lesson

because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills because of lack of knowledge, skills

and interest about the lesson. and interest about the lesson. and interest about the lesson. and interest about the lesson. and interest about the lesson.

___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the ___Pupils were interested on the

lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties lesson, despite of some difficulties

encountered in answering the encountered in answering the encountered in answering the encountered in answering the encountered in answering the

questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. questions asked by the teacher. questions asked by the teacher.

___Pupils mastered the lesson despite ___Pupils mastered the lesson despite ___Pupils mastered the lesson despite ___Pupils mastered the lesson despite ___Pupils mastered the lesson despite

of limited resources used by the of limited resources used by the of limited resources used by the of limited resources used by the of limited resources used by the

teacher. teacher. teacher. teacher. teacher.

___Majority of the pupils finished their ___Majority of the pupils finished their ___Majority of the pupils finished their ___Majority of the pupils finished their ___Majority of the pupils finished their

work on time. work on time. work on time. work on time. work on time.

___Some pupils did not finish their work ___Some pupils did not finish their work ___Some pupils did not finish their work ___Some pupils did not finish their work ___Some pupils did not finish their work

on time due to unnecessary on time due to unnecessary on time due to unnecessary on time due to unnecessary on time due to unnecessary

behavior. behavior. behavior. behavior. behavior.

A. No. of learners who earned 80% in the ____ of Learners who earned 80% ____ of Learners who earned 80% ____ of Learners who earned 80% ____ of Learners who earned 80% ____ of Learners who earned 80%
evaluation
above above above above above
 ____ of Learners who require ____ of Learners who require ____ of Learners who require ____ of Learners who require ____ of Learners who require
B. No. of learners who require additional
activities for remediation additional activities for additional activities for additional activities for additional activities for additional activities for

remediation remediation remediation remediation remediation

C. Did the remedial lessons work? No. of

____Yes ____No ____Yes ____No ____Yes ____No ____Yes ____No ____Yes ____No
learners who have caught up with the
lesson
____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the ____ of Learners who caught up the
lesson lesson lesson lesson lesson

____ of Learners who continue to ____ of Learners who continue to ____ of Learners who continue to ____ of Learners who continue to ____ of Learners who continue to
D. No. of learners who continue to
require remediation require remediation require remediation require remediation require remediation
require remediation

Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:

 ___Metacognitive 
Development: ___Metacognitive Development:  ___Metacognitive Development:  ___Metacognitive Development:  ___Metacognitive Development:
Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note Examples: Self assessments, note
taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and taking and studying techniques, and
vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments. vocabulary assignments.
 ___Bridging:  ___Bridging:  ___Bridging:  ___Bridging:  ___Bridging:
 Examples: Think-pair-share, quick-  Examples: Think-pair-share, quick-  Examples: Think-pair-share, quick-  Examples: Think-pair-share, quick-  Examples: Think-pair-share, quick-
writes, and anticipatory charts. writes, and anticipatory charts. writes, and anticipatory charts. writes, and anticipatory charts. writes, and anticipatory charts.
 ___Schema-Building:  ___Schema-Building:  ___Schema-Building:  ___Schema-Building:  ___Schema-Building:
E. Which of my teaching strategies work Examples: Compare and contrast,
  Examples: Compare and contrast,  Examples: Compare and contrast,  Examples: Compare and contrast,  Examples: Compare and contrast,
well? Why did these work? jigsaw learning, peer teaching, and jigsaw learning, peer teaching, and jigsaw learning, peer teaching, and jigsaw learning, peer teaching, and jigsaw learning, peer teaching, and
projects. projects. projects. projects. projects.
 ___Contextualization:  ___Contextualization:  ___Contextualization:  ___Contextualization:  ___Contextualization:
 Examples: Demonstrations, media,  Examples: Demonstrations, media,  Examples: Demonstrations, media,  Examples: Demonstrations, media,  Examples: Demonstrations, media,
manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local manipulatives, repetition, and local
opportunities. opportunities. opportunities. opportunities. opportunities.
 ___Text Representation:  ___Text Representation:  ___Text Representation:  ___Text Representation:  ___Text Representation:
 Examples: Student created drawings,  Examples: Student 
created Examples: Student 
created Examples: Student 
created Examples: Student created
videos, and games. drawings, videos, and games. drawings, videos, and games. drawings, videos, and games. drawings, videos, and games.
 ___Modeling:  ___Modeling:  ___Modeling:  ___Modeling:  ___Modeling:
 Examples: Speaking slowly and 
clearly, modeling the language you
want students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___ Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
Examples: Speaking slowly and 
clearly, modeling the language you
want students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___ Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
Examples: Speaking slowly and 
clearly, modeling the language you
want students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___ Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
Examples: Speaking slowly and 
clearly, modeling the language you
want students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___ Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
Examples: Speaking slowly and
clearly, modeling the language you
want students to use, and providing
samples of student work.
Other Techniques and Strategies
used:
___ Explicit Teaching
___ Group collaboration
___ Gamification/Learning throuh
play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ 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 collaboration/ ___ Group member’s collaboration/ ___ Group member’s collaboration/ ___ Group member’s collaboration/ ___ Group member’s collaboration/

Cooperation in doing their Cooperation in doing their Cooperation in doing their Cooperation in doing their Cooperation in doing their

tasks tasks tasks tasks tasks

___ Audio Visual Presentation of ___ Audio Visual Presentation of ___ Audio Visual Presentation of ___ Audio Visual Presentation of ___ Audio Visual Presentation of

The lesson The lesson The lesson The lesson The lesson

__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils

__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude

__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs

__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
F. What difficulties did I encounter
which my principal or supervisor can
Equipment Equipment Equipment Equipment Equipment
help me solve?
(AVR/LCD) (AVR/LCD) (AVR/LCD) (AVR/LCD) (AVR/LCD)

__ Science/ Computer/ Internet Lab __ Science/ Computer/ Internet Lab __ Science/ Computer/ Internet Lab __ Science/ Computer/ Internet Lab __ Science/ Computer/ Internet Lab

__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works

Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:

__Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and __Contextualized/Localized and

Indigenized IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s Indigenized IM’s
G. What innovations or localized __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
materials did I use/discover which I
wish to share with other teachers? __ Making big books from views of __ Making big books from views of __ Making big books from views of __ Making big books from views of __ Making big books from views of

the locality the locality the locality the locality the locality

__ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used

As Instructional Materials As Instructional Materials As Instructional Materials As Instructional Materials As Instructional Materials
 __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition

Prepared by: Inspected by:

RUEL RAMILE CADAPAN NER U. MOPIA
Teacher I Teacher-In-Charge