PHILIPPINE NORMAL UNIVERSITY

The National Center for Teacher Education

Faculty of Science, Technology and Mathematics

PED 701: Pedagogical Theory and Practice

DETAILED LESSON PLAN

I. Preliminaries
a. Title of the Lesson: First Law of Motion

b. Content Standard: The learners demonstrate an understanding of Newton’s three laws of motion
and uniform circular motion.

c. Performance Standard: The learners shall be able to develop a written plan and implement a
“Newton’s Olympics”.

d. Learning Competency: The learners should be able to investigate the relationship between the
amount of force applied and the mass of the object to the amount of change in object’s motion.
(S8FE-Ia-15)

e. Learning Objectives: At the end of the lesson, students should be able to:
1. define Inertia;
2. relate inertia to mass,
3. explain the First Law of Motion; and
4. cite situations where the First Law of Motion applies.

f. Scientific skills to be developed:

Observing, Communicating, Inferring and Predicting.

g. Key Concepts:
 Inertia is an object’s resistance to any change in motion.
 A more massive object has a greater tendency to resist changes in its state of motion.
 The First Law of Motion states that an object at rest will remain at rest, and an object
moving at a constant velocity will continue moving at a constant velocity, unless it is acted
upon by an unbalanced force.

h. Materials:
Rubric, Worksheets, one peso coin, film canister, stiff paper, pencil, raw and boiled eggs, paper cups,
index cards, string

i. References:
 Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 12-17.

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  Boyden, C. (n.d.) Investigating Newton's First Law of Motion-Inertia. Retrieved from
https://betterlesson.com/lesson/645734/investigating-newton-s-first-law-of-motion-inertia
 Golden, S. (n.d.) Inertia Experiments for Kids. Retrieved from
https://study.com/academy/popular/inertia-experiments-for-kids.html
 Grove, S. (2015, March 3). Inertia tower. Retrived from
http://www.perkinselearning.org/accessible-science/activities/inertia-tower
 Rabago, L. et al (2003). Dynamic Science. An integration of Physical and Biological Sciences.
Quezon City. Vibal Publishing House, Inc. pp. 56 - 59.

II. Plan of Lesson Delivery

a. Class Routine Activities:
Class cleanup (picking the pieces of trash, arranging the chairs…)

b. Motivation:
Elicit
The teacher will show pictures of racecar to the class. Then the teacher will tell the class
“Suppose you had to design seat belts for a racecar traveling at high speed. What would it look
like? Would it be the same as the seat belts found in passenger cars? What do you think?”

Engage
The teacher asks the class if they have witnessed first-hand car accident. Asks these students to
relate to the class what they have seen.

c. Lesson Proper:
Teacher Student(s)

Good morning class. Good morning Ma’am.

Explore
“For today’s activity, I want the class to be divided (The students form three groups).
into three groups.”

“Now, are we ready?” “Yes, Ma’am.”

“Okay, I have here three pieces of paper. I want each

group to choose one and present or show to the class
what is being asked form each scenario.”

“The best presentation will receive a prize later on, the

rubric which you will be scored on can be found below
each scenario.”
(Each groups chose a scenario for them to depict).

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 Teacher
“Can I have someone from each group to read the
scenario assigned to them?”
“I will give 5 minutes for you to talk among yourselves
how you would depict the scenario you have chosen
and the presentation will be 1 to 2 minutes. Any
questions?”
“Time is up. Let us have the first group’s
presentation.”
Explain
“I would like to have two students from the other
groups to give what they have observed in each of the
scenario presented, yes, Bernie.”
Student(s)
Scenario 1 - It is a Friday night, you and your
classmates had just finished your last class and
was on your way to your respective homes. You
will be joining a huge throng of people taking
the LRT 1 going to Monumento. Show the class
what will happen to standing passengers inside
the train when it suddenly brakes to a stop.
Scenario 2 - You and your family are having a
rare Sunday get-together at a theme park.
Being your first time there, you want to
experience all the different extreme rides. You
picked the roller coaster first. Show what
happens to the thrill ride passengers when the
ride slowly climbs the highest peak and then
suddenly plunges down along the tracks.
Scenario 3 - It’s a long holiday weekend and
you and your cousins are visiting your
grandparents. Inside a full-packed provincial
bus, luggage are even put at the aisle of the bus.
Show what happens to the passengers and their
luggage when the bus driver abruptly stepped
on the brakes.
“No, Ma’am.”
(The students talk with their group mates for their
presentation).
(Each group showed their presentations).
“In the first scenario, I have observed that when the
LRT suddenly stopped, the standing passengers were
thrown towards the front of the train.”
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 Teacher Student(s)

“Yes, very good. How about your group, Cathy?” “Ma’am, our group noticed that even if the train has
stopped, the passengers still moved.”

Correct. How about the second scenario? We observed that the passengers of roller coaster
seemed being pulled back when the ride started to
descend along the tracks.

“Good. How about when the ride ended? What “The passengers were thrown forward in their seats
happened to the passengers, David?” even if the roller coaster ride have stopped.”

“Lastly, inside the bus, what happened with the “Ma’am, I observed that the luggage rolled forward to
luggage which were on the aisle when the bus abruptly the front of the bus when the bus suddenly stopped.”
stopped? Yes, Emma?”

“Very good. Now to better understand the reason

behind the different scenario that was presented
earlier, I have here three work stations.”

“These are the work sheets you will be working on for

each work stations.”

“Group 1 will start with work station 1, group 2 with Work Stations:
work station 2, and group three with work station 3. 1 - Rizal High Dive
Then after 5 minutes, you will move to the next 2 – A Tale of Two Eggs
station.” 3 - Inertia Tower

(The teacher facilitates with each work station). (The students cooperatively work on the each work
station).

“Now, let us discuss the results for each workstation. “Ma’am, the pencil exhibited a force on the hoop.
Frank, For Rizal High Dive, what object exhibited a Since the hand holding the pencil made a pulling
force on the hoop?” motion when the hoop was flung.”

“Which objects were at rest? And which objects were “At the start, the penny and the hoop and also the
in motion?” canister were at rest.”
“The hoop and the penny.”

“Very good. How about for A tale of two eggs, what “Ma’am, we have observed that one of the eggs spin
have you observed, Gilbert?” differently, it wobbled.

“Which egg was that?” “The raw egg.”

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 Teacher Student(s)

“Yes, and was it also difficult to stop? Why is this so?” “We believe that because it is raw, the egg yolk and
egg white inside the shell makes it wobble and when
we stop the spinning, the raw egg inside still continue
to spin.”

“Excellent. Let us move to the third work station, what “A pulling force was done by the index card when a
force was exhibited? And which object exhibited this student pulled on it.”
force? Yes, Harry.”

“Which objects were at rest? And which objects were “At the beginning, the paper cups and the index cards
in motion?” were at rest, then the paper cups and index cards where
in motion when it was pulled.”

“When you pull on the index cards, is the speed of “Yes, you need to pull it fast so that the tower will not
your pull important?” topple down.”

“Correct. Ivy, How about if we change the paper cups “We believe that when we change the paper cups with
with an object with a bigger mass, say wooden blocks, wooden blocks and apply the same amount of force,
using the same pulling force, what do you think will the index card will not be pulled from under the
happen?” blocks.”

“Why do you think that will happen?” “Ma’am, we think it is because of the mass of the
wooden blocks.”

“Very good. Now, all of the work stations and even “The First Law of Motion or the Law of Inertia.”
the role-play presentations earlier are examples of one
of the Laws of Motion proposed by Sir Isaac Newton.
Which law was it, Jenny?”

“What is the First Law of Motion?” “The First Law of Motion states that an object at rest
will remain at rest, and an object moving at a constant
velocity will continue moving at a constant velocity,
unless it is acted upon by an unbalanced force.

“Correct, you earlier used the term Inertia, what is “Ma’am, Inertia is an object’s resistance to any change
Inertia?” in motion.”

“Now Kim, in your earlier presentation, which object “The passengers resisted the change in motion, and
or objects resisted the change in motion?” also the luggage.”

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 Teacher
“Why do you say the passengers and the luggage?”
“Very well said. In the work stations, which objects
resisted the change in motion, Lani?”
“Correct. Now I have here a set of pictures.”
(The teacher shows a picture of a bicycle, a car and a
truck).
“Class, if we push the bicycle and the car, which
would be harder to push?”
“If we have the car and the truck, which will be more
difficult to push?”
“May, how can you relate mass of an object with its
inertia?”
“Very good. Going back to the third work station, you
said that if the paper cups where changed with wooden
blocks and we try to pull it with the same force that it
will resist the motion because of the mass. Why is this
so, Nancy?”
“What should we do with the force then?”
“Now, Olive, how can you relate inertia and the force
needed to overcome a more massive object’s inertia?”
Student(s)
“Because while the train, or the roller coaster or bus is
moving the passengers are also moving but when it
suddenly stop, the passengers continues to move
resisting the change of motion of their ride.”
“Also, the luggage continues to roll or move towards
the front of the bus until something stopped its
motion.”
“The coin, the raw egg and the paper cups.”
“The coin falls to the film canister as the hoop was
removed, the raw egg still continues to spin inside the
shell and the paper cups fall and stack with the other
cups.”
“The car will be harder to push.”
“The truck will be more difficult to push.”
“Ma’am, since Inertia is an object’s resistance to any
change in motion, so the bigger the mass, the harder it
is to change its motion, so the object has bigger
inertia.”
“Since the wooden blocks has bigger mass it has a
bigger inertia so it would resist the change in motion.”
“We should apply more force. If we apply more force
in pulling the index card then we can pull it free from
under the wooden blocks and then it will stack with
the other blocks.”
“To overcome a more massive object’s inertia, a
greater force must be applied.”
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 Teacher Student(s)

“Class, can you give me some more examples where
the first law of motion applies. Yes, Paul?”
“When there is ketchup at the bottom of the bottle,
what we do is to turn it upside down and thrust it
downward fast several times and then abruptly stop to
make the ketchup move towards the mouth of the
ketchup bottle”.

“Very good. Another one, Queenie?” “When you ride a skateboard and then the board hits a
rock which makes it to suddenly stop, you fly forward
off the skateboard.”

“Correct. So, the Law of Inertia can be found in

everyday situations.”

“Here is a picture of a mother and a child inside a car. “They will both get thrown forward because of the
If the car is suddenly bumped from the rear by another force of impact of the other car from the rear.”
car and if they are both not wearing any seatbelts,
relating the first law of motion, what do you think will
happen to them?”

“Russel, which do you think will be thrown farther, the “Ma’am, I believe the mother.”
mother or the child?”

“Okay, do we have another answer?” “Ma’am, I believe the child.”

“Why do you say so, Sam?” “Since the child has a lesser mass, so its inertia is small
compared to the mother, so the force of the impact will
throw the child farther than the mother.”

“Excellent. So it is essential that we always wear “Yes, Ma’am.”

seatbelts whenever we are inside a vehicle.”

“Other that seatbelts, do you know that there are other “No, Ma’am.”
safety features in a car which can save lives or limit “Yes, Ma’am.”
injuries during car collisions or car accidents?”

Elaborate

[The teacher provides activity sheets which shows

images of safety car features found in today’s cars,
(seatbelts, airbags, headrest, baby car seats, etc.)].

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 Teacher Student(s)

“In these activity sheets you will provide the purpose

of such safety features and how it can save lives during
car collisions or accidents.”
“You will also relate the first law of motion and why
these safety features were invented or developed.”

“Do you have any questions?” “No, Ma’am.”

“After the activity, two students will be presenting (Students presents their answers in the activity).
their work to the class.”

d. Generalization:

“When you are inside a car and was thrown forward “The Law of inertia.”
when it suddenly stopped, which law of motion is
evident in this situation?”

“How can you relate this law to the situation above?”
“Ma’am, the first law of motion says that an object at
rest will remain at rest and an object in motion will
remain in motion unless acted upon by an unbalanced
force, so when we ride a car and it suddenly stopped,
we are initially moving at the same speed as the car
but when it stopped, we were thrown forward since we
were still continually moving and we resist the change
in motion.”

“What is the relationship between mass and inertia?” “Mass is directly proportional to inertia, the more
massive the mass of an object the greater its inertia.”
“Do you have any more questions?” “No, Ma’am.”

e. Application of concepts to existing technology

“The law of inertia can be seen in modern cars, in “The law of inertia can be seen in safety features such
which safety features can we relate this law of as seat belts, airbags, head restraints or head rests and
motion?” baby car seats in today’s modern cars.”

“The first law of motion can also be applied to objects

following a circular path or those objects orbiting
another object such as a satellite.”

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 Teacher
“Satellite can perform navigation, communication,
space exploration and weather monitoring. How does
inertia relate to satellites orbiting the Earth?”
f. STEM Career(s)
“A career which you can consider in relation to the law
of inertia is being an automotive engineer.”
“You would be designing state of the art cars which
could actually save lives during car collisions. Would
you like that?”
“You can also be a crime scene analyst especially for
vehicular accidents.”
“Yes, that is correct. Just like Crime Scene
Investigations. What do you think these crime scene
analysts do?”
“Correct. They study the crime scene itself by looking
at skid marks, the speed and direction of the vehicles,
they can identify the cause of the accident or
collision.”
“So, would you like to be a crime scene analyst?”
g. Valuing:
“As you have learned of the first law of motion, what
do you think is essential to this concept especially
during traveling in automobiles?”
Student(s)
“Ma’am, because of inertia satellites continue on its
circular path since the force of gravity of Earth acts on
satellites and instead of following a straight-line path,
it follows a curve path with the same speed and in the
same direction which is accelerating towards the
Earth.”
“Yes, Ma’am.”
“Ma’am, just like CSI?”
“They can perform investigations on vehicular
accidents especially examining the cause of the
accident.”
“Yes, they can also look into car’s interiors and engine
if it was because of faulty car design.”
“Yes, Ma’am. That is so cool.”
“Ma’am, it is essential to make sure that we always
wear seatbelts. We must always buckle up.”
“Also, we must always obey traffic rules, be respectful
of other drivers and always drive safely so that we can
minimize fatal road accidents.”
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 h. Assessment:

Evaluate
A. Direction: Choose the correct answer by writing
the letter of your answer.
Answer Key
1. The term inertia means which of the following? The C
tendency of an object to
A. maintain its mass.
B. remain in motion.
C. remain in rest or motion.
D. stop the motion of other objects.

2. Two books are laying on a table top. Without A

picking them up how could you determine which has
the greatest inertia
A. give each one a push, the one that moves the
easiest has less mass thus less inertia
B. it is impossible to tell
C. neither one has inertia they are not moving
D. look at them the larger one will have more
inertia

3. Which object has more inertia and why? A bowling D

ball at rest or a high-speed soccer ball?
A. Soccer ball. Because it is moving with a high
velocity.
B. Soccer ball. Because it has a greater volume
than the bowling ball.
C. Bowling ball. Because it is not moving.
D. Bowling ball. Because it is more massive.

4. Which of the following statements correctly states C

Newton's first law of motion?
A. Every object retains its state of rest or its state
of accelerated straight-line motion unless acted
upon by an unbalanced force.
B. Every object retains its state of rest or its state
of uniform straight-line motion unless acted upon
by a balanced force.
C. Every object retains its state of rest or its state
of uniform straight-line motion unless acted upon
by an unbalanced force.
D. None of the above is correct.

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 5. You are standing in a moving bus, facing forward, A
and you suddenly fall forward. You can imply from
this that the bus's
A. velocity decreased.
B. velocity increased.
C. speed remained the same, but it's turning right.
D. speed remained the same, but it's turning left

B.
“Class, on a piece of bond paper, draw a seat belt
design for a racing car that travels at 250 km/h. Include
a brief description of the design you have created.”

“Remember that your designs will be compared with

actual safety belts used by National Association for
Stock Car Racing (NASCAR)”.

“Any questions?” “None, Ma’am”.

i. Assignment:

Extend
The teacher shows the students an image of an airbag.
“I want you to research how airbags work. Then, using a Venn Diagram, compare and contrast airbags
with seatbelts”.
Answer the following questions:
1. How does the airbag get triggered?
2. Why does the airbag not inflate during small fender-bender but does inflate when a car hits a tree?”

Prepared by:
Sherry Vie Claudine C. Años Hanna Angela E. Lejano,

Elaine Ramos Mary Ann B. Sabadlab

Teacher Code: GX-QX

Date Submitted: September 11, 2018

Date Revised: September 30, 2018

Date Approved: October 06, 2018

Reviewed and Approved by:

Dr. Crist John M. Pastor

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