School CAGAYAN DE ORO NATIONAL HIGH SCHOOL Grade Level GRADE 8

DAILY
Teacher RUBYLINDA E. PERALTA Learning Area SCIENCE
LESSON
LOG Teaching Dates and Time JUNE 11-15, 2018 Quarter FIRST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
At the end of the week, students are expected to
1. Get acquainted with new classmates and establish rapport with the teacher adviser.
2. Adhere to new class rules and build expectation.
3. Be aware of subject requirements, Grading system, Learning Competencies and Performance Task.
4. Take a Diagnostic test or Pre-test to determine what they already know about concepts and skills to be covered by instruction.

A .Content Standard The Learner The Learner The Learner

B. Performance Standard
C. Learning
Competency/Objectives
Write the LC code for each.
II.CONTENT
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
Demonstrate an understanding
of Newtons Three Laws of Recall what they already Recall what they already know
Motion and Uniform Circular know about concepts and about concepts and skills to be
Motion. skills to be covered by covered by instruction.
instruction.
Investigate the Relationship
between the amount of force Diagnostic Test Diagnostic Test
applied and the mass of the
object to the amount of change
in the object’s motion. S8FE-Ia-
15
THE THREE LAWS OF INDEPENDENCE DAY DIAGNOSTIC TEST DIAGNOSTIC TEST CHARTER DAY
MOTION
Pages 3 -6
Pages 3-6

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 3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
IV.PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
B. Establishing a
purpose for the
lesson
C. Presenting
examples/Instances
of the new lesson
D. Discussing new
concepts and
practicing new skills
#1
E. Discussing new
concepts and
practicing new skills
#2
F. Developing mastery
(leads to Formative
Assessment 3)
Pages 3- 6
Pin Interest
ELICIT
Put a ball on a table. Can
the ball move by itself?
ENGAGE
Ask the students to record
their observation as a
volunteer student
demonstrates the effects of
force to the ball. Unlocking
of TERMS.
EXPLORE
Let the students find out
the different forces that
acts on a ball at rest.
Let them perform the
following activity by pair:
- Hanging Pen Set Up
- Book on Table Set Up
EXPLAIN
- Sharing of Students
Observations. Explain
important concepts on
balance and unbalance
forces
ELABORATE
Spring Balance Activity.
Give worksheet to answer
Curriculum Guide
Diagnostic Test
Tell the students the purpose
of diagnostic test.
Diagnostic Test
Be able to find out what they
already know from the
concepts to be discuss for
the year.
Diagnostic Test
Administer and supervision
Diagnostic Test
Supervised closely
Diagnostic Test
Diagnostic Test
Remind them to answer
diligently
Learning Material Pin Interest
Diagnostic Test ELICIT
Tell the students the Put a ball on a table. Can the
purpose of diagnostic ball move by itself?
test.
Diagnostic Test ENGAGE
Be able to find out what Ask the students to record
they already know from their observation as a
the concepts to be volunteer student
discuss for the year. demonstrates the effects of
force to the ball. Unlocking of
TERMS.
Diagnostic Test EXPLORE
Administer and Let the students find out the
supervision different forces that acts on a
ball at rest.
Diagnostic Test Let them perform the
Supervised closely following activity by pair:
- Hanging Pen Set Up
- Book on Table Set Up
Diagnostic Test EXPLAIN
- Sharing of Students
Observations. Explain
important concepts on
balance and unbalance
forces
Diagnostic Test ELABORATE
Remind them to answer Spring Balance Activity. Give
diligently worksheet to answer
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 G .Finding practical
application of concepts and
skills in daily living
H.Making generalizations
and abstractions about the
lesson
I.Evaluating learning
J. Additional activities
for application or
remediation
I. REFLECTION
A. No. of learners who earned 80%
in the Evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of 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 use/discover
which I wish to share with other
teachers?
Let them label the diagram and CHECKING: Emphasize CHECKING: Emphasize Let them label the diagram and
identify balance and unbalance important points important points identify balance and unbalance
forces forces
Boardwork activity: CHECKING CHECKING Boardwork activity:
Balance and unbalance Balance and unbalance forces
forces
EVALUATE CHECKING CHECKING EVALUATE
Formative test Formative test
EXTEND VALUE INTEGRATION : VALUE INTEGRATION : EXTEND
Submit a foldable to Honesty Honesty Submit a foldable to illustrate
illustrate balance and balance and unbalance force.
unbalance force.
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.
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2
Yes it worked for the 2 students who were placed under remedial task activity
none
7E Model was very effective in making learning a learner-centered classroom
The lesson on Newtons Laws of Motion is abstract in nature. A number of concepts that may not be seen directly are involved. Needs a lot of pictures and diagrams from the internet to
explain the concept in real life situation. Access to internet is a big difficulty.
Interactive Science Notebook (ISN) was very effective in developing the student’s creativity and independent thinking. It teaches students to organize and synthesize.

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RUBYLINDA E. PERALTA FILOMENA T. LEBITA WILLIAM C. AGOMANA
Secondary School Teacher I Master Teacher I Secondary School Principal I

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