Republic of the Philippines
DEPARTMENT OF EDUCATION
June 5, 2018
GRADE LEVEL & SECTION
8/Amethyst
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
B. Other Learning Resources
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
Region XI
Division of Davao Del Norte
ANTONIO V. FRUTO SR. NATIONAL HIGH SCHOOL
Formerly Cabayangan National High School
LESSON PLAN IN SCIENCE
QUARTER/DOMAIN WEEK & DAY NO. TIME
1st Quarter 1(1) 8:32-9:32
 Differentiate balance from unbalance force
 Draw examples of balance and unbalance force
 Cite real life examples of balance and unbalance force
The learners demonstrate an understanding of Newton’s Three Laws of Motion
and Uniform Circular Motion.
The learners shall be able to develop a written plan and implement a “Newton’s
Olympics”.
Investigate the relationship between the amount of force applied and the mass of
the object to the amount of change in the object’s motion;(S8FE-Ia-15)
Unit I Module I - Forces and Motion
Science Learner’s Module and Exploring the Realms of Physics
Pages 3 – 9
Worksheets, spring balance, pair of scissors, cardboard, pen and book
Projector, laptop
ELICIT
The teacher will ask the students the question: “What is the primary cause of
changes in motion?”
Establish the idea that force always bring about change in the state of motion of
an object.
ENGAGE
>The teacher will place a ball on the floor and ask the students on the following
questions:
 What are the forces acting on it?
 Are the forces balanced? Unbalanced?
 How do you know?
>The teacher will push the ball with one finger while your partner pushes back
gently with one finger and in the opposite direction. Then ask the following
questions:
a. What happens to the ball?
b. What forces are acting on it?
D.Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
EXPLORE
>Divide the class into five groups. They must select a leader, a secretary and a
reporter.
>Let the students perform the activity 1 on pages 5 and 6 of the learner’s
module.
Activity 1: “Forces on objects at Rest”
Objectives:
After performing this activity, students should be able to identify the forces
acting on an object at rest.
Materials:
Pen string pair of scissors book
Procedure:
Situation 1:
1. Hang a pen by a piece of string.
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 one
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
>Let the students discussed their answers from the activity through reporting.
>Conduct a discussion about the activity.
EXPLORE
>With the same group, let the students perform the activity 2 on pages 6 – 7 of
the learner’s module.
Activity 2: Balance of forces
Objectives:
After performing the activity, students should be able to:
1. Examine the conditions when two forces balance, and
2. Explain the effect of balanced forces on the state of motion of an object.
Materials:
4 sets spring balance
1 piece of sturdy cardboard
Threads
Procedure:
1. Bore four holes around the cardboard. Label the holes A, B, C and D.
2. Attach threads to the holes.
3. Attach a spring balance to thread A and another one to thread D. Hold
the cardboard to keep it still. Pull the balances along the same line such
that when released, the cardboard remains at rest.
4. When the cardboard is at rest, examine the magnitudes and directions
of the two forces by reading the spring balance.
5. Draw the line of action of the forces acting on the cardboard. Extend the
lines until they intersect. Mark the point of intersection and draw arrows
starting at this point to represent the forces acting on the cardboard.
6. Repeat steps 3 to 5 for pair B and C.
Q7: When the cardboard is at rest, how do the magnitudes and
directions of the pair of forces acting on it compare?
7. Now here is a challenge. Find out the directions of all the forces such
that when all the threads were pulled with the same amount, the
cardboard will not move or rotate when released.
Q8: If you draw the lines of action of all the forces acting on the board and

F. Developing mastery
(Leads to Formative Assessment )
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
J. Evaluating Learning
extend the lines, what will you get?
EXPLAIN
>Let the students discussed their answers from the activity through reporting.
>Conduct a discussion about the activity.
EXPLAIN
>The teacher will present a video presentation showing the effects of balanced
and unbalanced forces to the motion of the object.
ELABORATE
>Present examples of situation from real – life that apply the concepts of
balanced and unbalanced forces.
Situation 1
A soccer ball is sitting at rest. It takes an unbalanced force of a kick to change its
motion.
Situation 2
Two teams are playing tug of war. They are both exerting equal force on the rope
in opposite directions. This balanced force results in no change of motion.
>The teacher will show a video showing balanced and unbalanced forces.
EVALUATE
>Let the students answer the exercise below.
“A Balancing Act”
Directions: Answer the following questions in the worksheet by circling the
correct answer or by filling in the gaps.
1 point for every correct answer.
J. Additional activities for application or EXTEND
remediation >Let the student answer the following problems found in the worksheet.

V. REMARKS
VI. REFLECTIONS
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?

Prepared By: Noted By:

JEAZEL B. MOSENDO DOMINADOR P. ALAGDON JR.

T-I Secondary School Principal II