School ORAS NATIONAL AGRO-INDUSTRIAL Grade &

8 - PINEAPPLE
SCHOOL Section
DAILY Teacher
Maria Brenda P. Jongco
Learning
MAPEH
LESSON Area
Teaching Dates August 06, 2024
PLAN Quarter 1
& Time 8:05 – 8:50 (M)
Week No. 2 Day 3 Duration 45 minutes

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed, additional lessons, exercises, r
OBJECTIVES activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of cont
competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guide.

A. Learning Undertake physical activity and physical fitness assessment (PE8PF-la-h-23)

Competencies
At the end of the period, the students are expected to;
1. Identify and describe the components of Health-related fitness
B. Learning Objectives
2. Demonstrate understanding on physical fitness;
3. Make a personal fitness plan based on assessment result.
Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be tackled in a week or two.
CONTENT/TOPIC
Lesson 1: Health Related Fitness Goals and its Importance
. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of concrete and manipulative mate
well as paper-based materials. Hands-on learning promotes concept development.
ESOURCES
. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning None
Resource (LR) Portal
. Other Learning
Activity Sheets, Powerpoint Presentation
esources
These steps should be 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 c
V. PROCEDURES from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, an
conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous The teacher will conduct the Pre-test on Music 8 to assess what the students already know.
lesson or presenting
the new lesson.
LICIT (The activities in this section
ll evoke or draw out prior
oncepts of or experiences from the
udents)
AWARENESS
 B. Establishing a ACTIVITY
purpose for the Match and Fill
lesson. MECHANICS:
NGAGE (The activities in this  Written below are descriptions of the arts of Indonesia, Malaysia, Thailand, Cambodia, Singapo
ection will stimulate their thinking WORD POOL is given on the box below which contains the arts and crafts that match the
nd help them access and connect
ior knowledge as a jumpstart to descriptions. Write your answers in the boxes before each number
e present lesson.)
C. Presenting 1. To create patterns, weavers tie and dye portion of weft yarn
examples/instances of before weaving begins.
the new lesson. 2. Krama, the traditional check scarves worn almost
universally by Cambodian s are made by cotton.
3. The Lao women’s ankle-long skirt whose patterns are
unique to each skirt.
4. The center of weaving and sericulture (silk worn
production) for centuries. .
5. This means point, dot, or drop. The drop action refers to the
process of dying the fabric by making use of the resist
technique.
6. Its design have their national flowers simpur, sumboi-
sumboi, and Brunei traditional design of air muleh..
7. Are made out of rice paper with bamboo frame which
contain a fuel cell or small candles. When the fuel cell is lit
the flame heats the air inside the lantern.
8. It was used for calligraphy and for making festive temple
decoration umbrellas, fans, and kites
9. Is type of puppet shadow play performed around the Indo-
Malayan archipelago, tracing its origin to India
10. Is a cap widely worn in Indonesia, Brunei, Malaysia,
Singapore, Mostly among Muslim Males in formal gatherings
such as weddings, funerals or festival

WORD POOL
Sihn Ikat Teachnique Flying Lantern Wat Pho
Ha Dang Cotton textile Sa paper Sangkok
Batik Hand Made Batik Wayang kulit Bas Form

D. Discussing the new ACTIVITY 1:

concepts and LOOP A WRD
practicing new skills MECHANICS:
#1. Find a word or Name of places in the Puzzle. Write your answer below
XPLORE (In this section, students
ll be given time to think, plan,
vestigate, and organize collected T H A I L A N D L N
formation; or the performance of
e planned/prepared activities from F S O M A N T E I V
e student’s manual with data
athering and Guide questions) I N D O N A S I A Q
E. Discussing the new H G A I D O B M A C
ACTIVITY

concepts and
practicing new skills B R U N E I A R T
#2.
O
L A O S Q B T S H T
D C L I Z M I C T
T V M L X I K A T O

X B N K Y A L A M N

Lesson 1: Fabric Design: Thailand, Cambodia. Laos, Vietnam, Indonesia, Malaysia, Brunei, and
Singapore
 Thailand
  Cambodia
 Laos
 Indonesia
 Malaysia
 Singapore
F. Developing mastery ACTIVITY 2:
(Leads to formative Fill-out the table
assessment 3). Southeast Art Art Your view
XPLAIN (In this section, students Asian Descriptions Influences about the
ll be involved in an analysis of Countries art
ANALYSIS
eir exploration. Their Brunie
nderstanding is clarified and
Cambodia
odified because of reflective
ctivities)/Analysis of the gathered Indonesia
ata and results and be able to Singapore
nswer the Guide Questions leading Thailand
the focus concept or topic of the Vietnam
ay.
G. Making generalization ACTIVITY 3:
and abstraction about Find the Similarity
the lesson. Question: Is there a similarity of Art work/design between Philippines and the Southeast Asian countrie
LABORATE (This section will give
udents the opportunity to expand Write your answer in the diagram
nd solidify / concretize their
nderstanding of the concept and / Southeast Asian A
apply it to real –world situation)
Philippine Art
ABSTRACTION

Similarities

H. Finding practical ACTIVITY:

application of Identifying Elements
concepts and skills in What are the elements of art present in this picture? Describe each
daily living.
APPLICATION
 I. Evaluating learning. ACTIVITY:
VALUATION (This section will Word Pool
ovide for concept check test items
nd answer key which are aligned
the learning objectives - content 1 To create patterns, weavers tie and dye portion of weft yarn before weaving begins.
nd performance standards and
ddress misconceptions – if any) 2 Krama, the traditional check scarves worn almost universally by Cambodian s are made by cotton
3 The Lao women’s ankle-long skirt whose patterns are unique to each skirt.
4 .The center of weaving and sericulture (silk worn production) for centuries.
5 This means point, dot, or drop. The drop action refers to the process of dying the fabric by ma
use of the resist technique.
A

6 Its design have their national flowers simpur, sumboi-sumboi, and Brunei traditional design o
muleh
7 Are made out of rice paper with bamboo frame which contain a fuel cell or small candles. When
fuel cell is lit the flame heats the air inside the lantern.
8 It was used for calligraphy and for making festive temple decoration umbrellas, fans, and kites.
9 Is type of puppet shadow play performed around the Indo-Malayan archipelago, tracing its orig
India
1 Is a cap widely worn in Indonesia, Brunei, Malaysia, Singapore, Mostly among Muslim Male
0 formal gatherings such as weddings, funerals or festivals.
J. Additional activities ACTIVITY:
for application or DESIGNING A BATIK
remediation.
ASSIGNMENT

XTEND (This sections give With your family, design your own batik using the elements of arts
uation that explains the topic in a Material:
ew context , or integrate it to 1 piece short bondpaper, Writing Materials, and Coloring Materials
nother discipline / societal
oncern)

. REMARKS

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 h
I. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant question.
. No. of learners who
arned 80% on the formative
ssessment
. No. of learners who
equire additional activities for
emediation
. Did the remedial lesson
ork? No. of learner who
aught up with the lesson
. No. of learner who
ontinue to require
emediation
. Which of my teaching
rategies worked well? Why
d these work?
. What difficulties did I
ncounter which my principal
r supervisor can help me
olve?
. What innovation or
calized materials did I use/
scover which I wish to
hare with other teachers?

Prepared by: Recorded by:

MARLON M. ORTIGUESA
MT-I

MARIA BRENDA P. JONGCO

Teacher - I

Checked:

LIZA B. PAJANUSTAN
Principal I
 ACTIVITY
CONTACT AND NON-CONTACT FORCE
Name: Section: Date: Score:
Concept:
Force is defined as a push or a pull acting on an object by another object. It can be described as a vector
quantity since it has both a magnitude and direction. Force cannot be seen but its effect is noticeable. There are two
types of forces: CONTACT FORCE and NON-CONTACT FORCE. Contact forces are forces which needs physical contact
and these include, air resistance, applied force, normal force, frictional force and tension force. Non-contact forces are
forces which do not need physical contact, such as electrical force, magnetic force and gravitational force.
The relative magnitude and direction of all forces acting upon an object in a given situation can be shown
through a free-body diagram.
I. Objectives:
Knowledge: Explain that there are different types of forces that can act on an object and affect the motion of
an object.
Skills: Distinguish pictures that describe contact and non-contact force and illustrate a free-body diagram.
Attitudes: Practice critical thinking skill to accomplish the activity.
II. Materials
Printed pictures and Info sheet
III. Procedure
A. Awareness
In the lower grades, you learned that an object can be moved by pushing or pulling.
As you push or pull an object, what do you apply to the object? (answer: FORCE)
Forces are all around us and there are different types of forces that can act on an object.
Are you familiar with these forces?
Let’s get to know more of them today.
B. Activity Proper: Picture Analysis
Analyze the pictures and identify what type of force is shown in each picture. Distinguish which picture
describe contact and non-contact force and illustrate the free-body diagram of each picture.

1. 3.
Type of Force: Type of Force:

2. 4.
Type of Force: Type of Force:
 Type of Force:

5.
Info sheet 1.1
TYPES OF FORCES

A force is a push or pull acting upon an object as a result of its interaction with another object. Force may
result from the contact or non-contact of the two interacting objects.
The two types of forces are CONTACT FORCE and NON-CONTACT FORCE. Contact forces are forces which
needs physical contact and these include, air resistance, applied force, normal force, frictional force and tension force.
Non-contact forces are forces which do not need physical contact, such as electrical force, magnetic force and
gravitational force.
Type of Force
Description of Force
(and Symbol)
An applied force is a force that is applied to an object by a person or another
object. If a person is pushing a desk across the room, then there is an applied force
Applied Force
acting upon the object. The applied force is the force exerted on the desk by the
person.
Fapp

The force of gravity is the force with which the earth, moon, or other massively
large object attracts another object towards itself. By definition, this is the weight
of the object. All objects upon earth experience a force of gravity that is directed
Gravity Force
"downward" towards the center of the earth. The force of gravity on earth is
always equal to the weight of the object as found by the equation:
(also known as Weight)
Fgrav = mg
where g = 9.8 N/kg (on Earth)
Fgrav
and m = mass (in kg)
Caution: do not confuse weight with mass.
The normal force is the support force exerted upon an object that is in contact
Normal Force
with another stable object. For example, if a book is resting upon a surface, then
the surface is exerting an upward force upon the book in order to support the
Fnorm
weight of the book.
The friction force is the force exerted by a surface as an object moves across it or
makes an effort to move across it. Friction force often opposes the motion of an
object. For example, if a book slides across the surface of a desk, then the desk
Friction Force
exerts a friction force in the opposite direction of its motion. Friction results from
the two surfaces being pressed together closely, causing intermolecular attractive
Ffrict
forces between molecules of different surfaces. As such, friction depends upon the
nature of the two surfaces and upon the degree to which they are pressed
together.
The air resistance is a special type of frictional force that acts upon objects as they
Air Resistance Force travel through the air. The force of air resistance is often observed to oppose the
motion of an object. This force will frequently be neglected due to its negligible
Fair magnitude (and due to the fact that it is mathematically difficult to predict its
value).
The tension force is the force that is transmitted through a string, rope, cable or
Tension Force
wire when it is pulled tight by forces acting from opposite ends. The tension force
is directed along the length of the wire and pulls equally on the objects on the
Ftens
opposite ends of the wire.
The spring force is the force exerted by a compressed or stretched spring upon
Spring Force
any object that is attached to it. An object that compresses or stretches a spring is
always acted upon by a force that restores the object to its rest or equilibrium
Fspring
position.

FREE-BODY DIAGRAM
A Free-body diagram is used to show the relative magnitude and direction of all forces acting upon an object
in a given situation.
 The size of the arrow in a free-body diagram reflects the magnitude of the force. The direction of
the arrow shows the direction that the force is acting. Each force (arrow) in the diagram is labeled to
indicate the exact type of force. It is generally customary in a free-body diagram to represent the object
by a box and to draw the force arrow from the center of the box outward in the direction that the force is
acting.
The only rule for drawing free-body diagrams is to depict all the forces that exist for that object
in the given situation.