Grades 1 to 12 School Tanauan School of Arts and Trade Grade & Se

Teacher ALVEN M. REY Learning

June 3,4,6 & 10, 2018 /
DAILY Teaching Dates &
Qu
LESSON LOG Time
9:00-10:00 & 10:00-11:00

Bakawan and Bagras Monday Tuesday Wedn

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary p
I. OBJECTIVES remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived

A. Content Standards The learners demonstrate an understanding of: Newton’s three laws of motion and uniform
B. Performance The learners shall be able to: develop a written plan and implement a “Newton’s Olympics
Standards
C. Learning Competency/ Investigate the relationship between the amount of force applied and the mass of the obje
ies of change in the object’s motion(S8FE-Ia-15).
Write the LC Code for each.

Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can b
II. CONTENT / TOPIC Types of Forces Acting on an Balanced and Unb
Object
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learni
III. LEARNING well as paper-based materials. Hands-on learning promotes concept development.

A.    References
1. TG pages pp. 6-8 pp. 8-9
2. LM pages pp. 5-6 pp. 6-9
3. Textbook pages

4. Additional Materials from

Learning Resource (LR) Portal

B. Other Learning
Resources
 These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be
IV. PROCEDURES from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn ne
draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time allot
A. Reviewing previous Asking the student: a.) How can Analysing the pictu
lesson or presenting the you say that an object ia in identifying what fo
new lesson. motion? b.) How can an object on an object/s.
ELICIT (The activities in this move?
section will evoke or draw out prior
concepts of or experiences from the
students)
AWARENESS

B. Establishing a purpose Observing ball in the table and

for the lesson. answering the ff. questions:
(Please see the IMs for the
questions)
ENGAGE (The activities in
this section will stimulate their thinking
and help them access and connect prior
C. Presenting
knowledge examples
as a jumpstart to the
present lesson.)of the new
/instances
lesson.
D.    Discussing the new Doing Activity 1: Forces on objects Doing Activity 2: B
concepts and practicing at rest (Science 8 LM. pp. 5-6) (Science 8 LM. pp
new skills #1.
ACTIVITY

EXPLORE (In this

section, students will be given time to
think, plan, investigate, and organize
collected information; or the
performance of the planned/prepared
E.     Discussing
activities the new
from the student’s manual
with data gathering and Guide
concepts
questions.)
and practicing
new skills #2.

F. Developing mastery Answering the guide questions Answering the gui

(Leads to formative base on the activity (Science 8 LM. base on the activit
assessment 3). pp. 5-6) pp. 6-9)
ANALYSIS

EXPLAIN (In this

section, students will be involved in an
analysis of their exploration. Their
understanding is clarified and modified
because of reflective activities)/Analysis
of the gathered data and results and be
able to answer the Guide Questions
leading to the focus concept or topic of
G. Making generalization
the day.) Discussing thee types of Forces Discussing thee Ba
ABSTRACTION

and abstraction about the Unbalance Force

lesson.

ELABORATE (This section will

H.    Finding practical
APPLIC
ATION

give students the opportunity to expand

application
and of concepts
solidify / concretize their and
understanding
skills in daily of the concept and / or
living.
apply it to real –world situation.)
I.    Evaluating learning.

ASSESSMENT
EVALUATION (This section
will provide for concept check test
J.     Additional activities
which are for List down at least 3 situations

ASSIGNMENT
items and answer key
application or remediation.
aligned to the learning objectives -
wherein defferent type of Forces
content and performance standards
and address misconceptions – if any.) are observable.

EXTEND (This section give

V. REMARKS
situation that explains the topic in a
new context or integrate it to another
discipline / societal concern)
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? Wha
VI. REFLECTION your instructional supervisors can provide for you so when you meet them, you can ask them relevant question.
A.     No. of learners who earned
80% on the formative assessment

B. No. of learners who require

additional activities for remediation

C. Did the remedial lesson work?

No. of learner who caught up with
the lesson

D. No. of learner who continue to

require remediation

E.  Which of my teaching strategies

worked well? Why did these works?

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?

Prepared by: Checked and Validated by:

ALVEN M. REY
Subject Teacher
 Grade & Section 8 – Bagras and Bakawan

Learning Area SCIENCE (Matter)

Quarter First

Wednesday Thursday
ulum standards. To meet the objectives, necessary procedure must be followed and if needed, additional lessons, exercises,
d competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content
earning the lessons. Weekly objectives shall be derived from the curriculum guide.

wton’s three laws of motion and uniform circular motion

n and implement a “Newton’s Olympics”

f force applied and the mass of the object to the amount infer that when a body exerts a
force on another, an equal amount
of force is exerted back on it
(S8FE-Ia-16).
the teacher aims to teach in the CG, the content can be tackled in a week or two.
Balanced and Unbalanced Forces Combining Forces

rials sustain children’s interest in the lesson and learning. Ensure that there is a mix of concrete and manipulative materials as
evelopment.

pp. 8-9 p. 9
pp. 6-9 pp. 9-10
propriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer
by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and
ences and previous knowledge. Indicate the time allotment for each step.
Analysing the pictures and
identifying what forces are acting
on an object/s.

Which of the object in the pictures

have balance force and unbalance
force?

Doing Activity 2: Balance of forces

(Science 8 LM. pp. 6-9)

Answering the guide questions

base on the activity (Science 8 LM.
pp. 6-9)

Discussing thee Balance Force and

Unbalance Force
t your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help
hem, you can ask them relevant question.

Checked and Validated by:

DORCAS L. MEJIA
School Head