DETAILED SCIENCE LESSON PLAN

GRADE
QUARTER/DOMAIN DATE: LP NO.
LEVEL
8 First Quarter June 3, 2019 1
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 learners demonstrate an understanding of Newton’s three laws of motion and uniform circular
motion
B. Performance Standards The learners shall be able to develop a written plan and implement a “Newton’s Olympics”

C. Learning Competencies / The learners should be able to...

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
III. LEARNING RESOURCES 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
2. Learner’s Materials pages pp. 3-6
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
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.

ELICIT
A. Reviewing previous lesson or - Review on learners’ prior knowledge regarding FORCE and MOTION
presenting the new lesson
(refer to power point presentation)

ENGAGE
B. Establishing a purpose for the - What makes objects move the way they do?
lesson - Why do objects move in different ways? Why are some objects faster than the others?
- What makes objects stay in place?
Place a ball or any object on top of a table and ask:
a) Will this object move by itself?
b) How can we make this object move?
C. Presenting examples/ instances
of the new lesson 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?

EXPLORE
D. Discussing new concepts and Activity 1
practicing new skills #1 Forces on objects at rest
Objectives:
After performing this activity, you should be able to identify the forces acting on an object
at rest.
Materials: Pen, pair of scissors, string book
E. Discussing new concepts and Procedure:
practicing new skills #2
Situation 1
1. Hang a pen by a piece of string as shown in Figure 3a.
Q1. Is the pen at rest or in motion?
 Q2. Are there forces acting on the pen? If yes, draw the forces. You may use arrows to represent
these forces.
2. Cut the string with a pair of scissors.
Q3. What happens to the pen? What could have caused the pen’s motion?
Situation 2
1. Place a book on top of a table.
Q4. Is the book at rest or in motion?
Q5. Are there forces acting on the book? If yes, draw the forces acting on the book.
2. Let one member of your group push the book in one direction and another member push it in the
opposite direction at the same time with the same amount of push (force).
Q6. Did the book move? How will you make the book move?
EXPLAIN
Answers to the Guide Questions:
Situation 1
- Q1. Is the en at rest or in motion?
- Answer: The pen is at rest.
- Q2. Are there forces acting on the pen? If yes, draw the forces. You may use arrows to represent
F. Developing Mastery
(Leads to Formative Assessment 3) these forces.
- Answer: Yes. The forces acting on the pen are the tension force (the force exerted by the string on
the pen) and the force of gravity.
- Q3. What happens to the pen? What could have caused the pen’s motion?
- Answer: When the string was cut, the pen falls to the ground. The force of gravity makes the object
fall down.

ELABORATE
G. Finding practical applications of
concepts and skills in daily living Cite concrete examples on forces that act on objects.
Motion makes the world go 'round. Motion makes the moon go 'round too.
H. Making generalizations and In the situations from the activity, both the pen and the book are at rest. But this does not mean that
abstractions about the lesson there are no forces acting on them. So what causes them to stay in place?
EVALUATE
1. When is an object considered to be in motion?
I. Evaluating learning
a. When its position changes with respect to a point of reference.
b. When its distance changes with respect to a point of reference
c. When its direction changes with respect to a point of reference
d. all of the above
J. Additional activities for EXTEND
application or remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to
VI. REFLECTION 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.
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 lessons work? No. of
learners have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of the teaching strategies worked
well? Why did these work?
F. What difficulties or challenges which my
principal or supervisor can help me
solve?
G. What innovation or localized material did
I use/discover which I wish to share with
other teachers?
Prepared by:

LORRAINE C. DONIO
Subject Teacher
Checked by:
CATALINA T. PEDONG
School Principal III