Monday Tuesday Wednesday Thursday Friday
Monday Tuesday Wednesday Thursday Friday
Monday Tuesday Wednesday Thursday Friday
C. Most A. Investigate the relationship between the amount of force applied and the mass of the object to the amount of
Essential change in the object’s motion.
Learning S8FE-Ia-15
Competencies
(MELC)
(If available, write the
indicated
MELC)
A. References
a. Teacher’s
Guide Pages
c. Textbook Pages 3 – 9
Pages Pages 116 - 118
B. List of
Learning
Resources for
Development
and
Engagement
Activities
IV.
PROCEDURE
S
For this lesson students will start in making their K-W-L Foldables. They will be asked to make a foldable to
help identify what they already know and what they want to know about motion and forces. The K-W-L
Foldables serves as a great starting point for the students to practice their linguistic skills through writing,
critical thinking skills and creativity.
Procedure:
1. Place a sheet of colored paper in front of you so the long side is at the top. Fold the paper in half from top to
bottom.
2. Fold both sides in, to form three equal sections. Unfold the paper so three sections show.
3. Through the top thickness of paper, cut along each of the fold lines to the topfold, forming three tabs. Label
the tabs, KNOW, WANT, and LEARNED.
Once the students were able to accomplish their K-W-L Foldables, they need to put this inside their Science
Portfolio for further checking through the use of scoring rubric.
Playing Table Tennis which was originated from England and originally known as Ping-Pong.
A boy and a girl riding in a seesaw, which is a formed of simple machine known as the inclined plane.
An elegant flower vase on a table which is an opened decorative container commonly made of ceramic
materials.
Playing Sepak Takraw, which is also known as kick volleyball, a sport native to Southeast Asia.
BRAIN BLAST
Before the students proceed to the next journey of their Science Learning, students need to make sure that they
understand all of the concept they have read from their pervious learning experiences during this week. If there
are some instances that is not clear to them, they are free to look at it once again and be familiar with it. Now, if
they are really sure and confident enough about their understanding to the concept they have read, they are
going to have this BRAINBLAST Activity.
Directions: Read the statements carefully and choose the correct answer. Encircle TRUE if the statement is
correct, otherwise encircle FALSE if the statement is incorrect.
Still working on the SPONGE VENUE, the following activity will be a continuation of it since the students
were able to review content and were introduced to “WHAT’S NEW?, its time for them to explore what they’ve
G. Engagement discovered from the latter activity.
INTEREST CENTERS
Students have their own skills, intelligence and interest, during this part of the lesson students will be asked to
think and create their own Force and Motion Learning Artifacts based from the interest, ability and intelligence
that they think they have. As a guide students are free to choose from the following;
1. SIGHT-PROVIDE-CONCLUDE – the SPC activity will allow students to be observable in their
surroundings by looking on some situations and other mechanisms that manifest forces and motion ideas. SPC
can be reported through Science Writings/Journals, Poster or Tabloid Advertisement.
2. BE A YOUTUBER – knowing that not all learners are advantaged with gadgets and other technological
innovations, still there are many of them who are very interested to it, thus being a youtuber for a moment will
trigger their interest as they record videos discussing the importance and concept of forces and motion.
3. FLIPBOOK – artistic thinking is also a critical thinking, making a flipbook showing forces, motion and other
concepts related to the reading they made from the previous part of the lesson will be of great help for them to
enjoy Physical Science concepts.
4. MINI-LAB – from the term “MINI”,this does not required complex material, rather, what the students needs
are materials that they can acquire form their respective homes where they can create model, realia and other
materials that will show concept of forces and motion.
H. Assimilation SCIENCE MENU
This activity offers both enrichment activities, evaluation and abstraction, which will further enhance authentic
learning among students. In doing this activity, students will be give different learning menu of science,
wherein each one of them are free to order.
This activity includes several menu courses such as;
• SIDE – DISH ITEMS – students will answer the given paper and pencil test assessment.
• MAIN COURSE – students will be given an assignment or projects that will enable him/her to retain his/her
learning during the CONTENT REVIEW.
• DESSERT ITEMS – this will enable students to freely express his/her creative thinking skills by choosing
his/her own way to show the learning they acquire.
V. EXIT TICKET
REFLECTION This activity will serve as the exit code for the students in learning the lesson indicated from the competency,
in doing this students needs to provide a ticket of learning, this will contain the following;
1. My Learning
2. My FAVE (the most favorite part of students learning)
3. My Next (suggested activity of the students)
AHA Moment!
In every process, there comes a time that an individual became very amazed with what is happening around
them, some are amazed with good artist, some are amazed with beautiful sunrise and sunset and some are
amazed with the learning they gained. The AHA Moment is an open ended statement where students are free
to write on what part of the lesson they became amazed of.
Prepared by:
Noted:
NIMFA W. SOR
Head Teacher III, Science Department
Approved: