St.

Mary’s College of Catbalogan

Catbalogan City, Samar

UNIT PLAN

Subject: Science 8 School Year: 2017 – 2018

Unit Topic: Work, Energy and Power Quarter: 1st Unit: 2
No. of Days: 4

STAGE 1:DESIRED RESULTS

Learning standards (statement and list of topics)

Statement: Demonstrate an understanding of work using constant force, power, gravitational potential
energy, kinetic energy and elastic potential energy.

Topics:

Day 1:Work: Positive and Negative Work

Day 2:Energy: Gravitational Potential Energy, Elastic Potential Energy & Kinetic Energy
Day 3: Power
Day 4: Performance Task Day

Transfer Goal/s
The students/pupils in the long run and on their own will be able to ….

Develop a product that would apply the concept of force which in turn creates power to do work to provide
sources of energy to God’s community.

Essential understanding Essential questions

The students/pupils will understand that… The students/pupils will keep considering the
following:
Almost everything on earth requires energy; the fan
that we use in order to ease the heat, the car that we a. How energy does enables us to perform daily
use to travel to different places, the food that we eat, activities?
when we do our work and etc. Energy is the ability
to do work, thus it is essential in performing daily
activities.

Knowledge Skills
The students/pupils will know… The students/pupils will be able to …

1. Work: Positive and Negative Work 1.

2. Energy: Gravitational Potential Energy, 1.1 Differentiate work in physics from work of
Elastic Potential Energy & Kinetic Energy everyday life;
3. Power 1.2 Describe how work is related to power and
energy;
1.3 Solve problems on work: positive and negative
work.
2.
2.1 Differentiate potential energy from kinetic
energy;
2.2 Distinguish gravitational potential energy and
elastic potential energy;
2.3 Solve problems on gravitational potential
energy, elastic potential energy and kinetic energy.
3.
3.1 Calculate power.
 STAGE 2:ASSESSMENT EVIDENCE

Performance Task (with rubrics)

Goal: Construct water wheel that generate electricity from the flow of water.

Role: Engineer

Audience: Grade 8 Students

Situation: Recently, Samelco announced that the whole Western Samar is heading into a power interruption
due to the low source of electric energy. Thus impending power shortage expected to descend on Western
Samar in the next few weeks. Timely, wet season falls on the month of June until November expecting heavy
rains and overflowing rivers. As a native of the said place and one of the famous engineers, you are invited by
the Department of energy to collaborate to design and construct water wheel that generate electricity from the
flow of water.

Product/Performance: A water wheel.

Standards: Product will be evaluated according to application of concepts.

Criteria Outstanding Satisfactory Development Beginning

4 3 2 1
Creativity Students included Students included Students included Students included
advanced details details that make minimal details no details that
that really make their water wheel that make their make their water
their water wheel interesting to lookwater wheel wheel to look at.
interesting to look at. interesting to look
at. at.
Concept Crearly and Adequately shows Shows quietly the States the few main
thoroughly shows the application of application of points and details.
the application of concept. concept.
concept.
Performance Effectively and Adequately Delivers the Minimal or no
creatively delivers delivers the information but did logical
the information; information; shows not show proper organization of
shows very satisfactory sequencing of information;
detailed preparation and thoughts; shows unclear/confusing
preparation and practice in some preparation and lacks
practice in delivery. and practice in preparation and
delivery. delivery. practice in
delivery.

Other Evidences:
1. Long quizzes
2. Classroom-based activity
2. Unit test
3. Worksheets
4. Laboratory activities
5. Graded recitations
6. Assignments / homework
 STAGE 3: LEARNING ACTIVITIES

Day 1: Work: Positive and Negative Work

- Introduction of the unit, presentation of the essential question and performance task;
- Discussion on the concept of work; and
- Drill problems
- Problem set

Day 2: Energy: Gravitational Potential Energy, Elastic Potential Energy & Kinetic Energy
- Discuss the concept of energy;
- Explain the differences of gravitational potential energy, elastic potential energy & kinetic energy;
- Drill problem
- Problem set
Day 3: Power
- Lecture on power
- Drill problems
- Problem set

Day 4: Presentation of Performance Task

References/Instructional Materials:

1. Reference book ( exploring life through science)

2. Internet (downloadable interactive simulation)
4. Worksheets

Prepared By: Checked by: Approved By:

NICZEL T. GACULA MRS. VILMA CABUEŇAS S. MA. JESUSITA BERNATE, RVM

Science Teacher Academic Coordinator Principal
 St. Mary’s College of Catbalogan
Catbalogan City, Samar

LEARNING PLAN

Subject: Science 8 Year and section: Grade 8 – OLL & OLA Date: __________________
Transfer Goal/s:
Develop a product that would apply the concept of force which in turn creates power to do work to provide
sources of energy to God’s community.

Essential understanding:
Almost everything on earth requires energy; the fan that we use in order to ease the heat, the car that we use to
travel to different places, the food that we eat, when we do our work and etc. Energy is the ability to do work,
thus it is essential in performing daily activities.

Essential questions:
a. How energy does enables us to perform daily activities?

I. PRELIMINARIES

Focus: Work: Positive and Negative Work

Review: Grade 7 concept of work
Motivation: Video presentation on work
Activating prior knowledge: What is force?

II. Lesson Development B. Broadening of Concept (Meaning)

A. Presentation of the concepts 1. Is force and energy the same?

2. When is work done?
The students will know: 3. In what way does energy is being used?
Different situations that shows positive and 4. How does energy enable us to perform daily
negative work. activities?

The students will be able to: C. Integration (Meaning and Transfer)

a. Differentiate work in physics from work
of everyday life; c.1. Ignacian Core/ Related values:
b. Describe how work is related to power
and energy; and Core Value: Service
c. Solve problems on work.
Related value: Stewardship

c.2. Social Orientation :

Strategy/Activities: Economic crisis

- Introduction of the unit, presentation of c.3. Lesson Across Discipline:

the essential question and performance
task;
- Discussion on the concept of work; and
- Drill problems
Araling Panlipunan: Work Ethic or Protestant Work
Ethic, idea relating inductriousness and material achievement
to goodness and God’s grace.
c.4. faith reflection:

“Whatever you do, work at it with all your heart, as working

for the Lord, not for human masters.” – Colossians 3:23
 III. EVALUATION/ASSESSMENT (TRANSFER)

Direction: Solve the following problems.

1. How many joules of work are done against a cart when a force of 50 N pushes it 1 kilometer away?
2. In a tug of war, team x pulled team y with a force of 10000 N a distance of 50 meters. Team y did not win
because they were only able to exert of force of 8000 N. calculate the work of each team.

IV. SUMMARY/ACTION (Transfer)

Summary: When is work done?

Action: In your own way as Marian, how can you use your knowledge about positive and negative work in your
daily life activities?

VI. PURPOSIVE ASSIGNMENT (Differentiated)

Direction: Answer Practice Exercise 12.1, 12.2, 12.3 on page 309 – 311.

Prepared by: Checked by: Noted by:

NICZEL T. GACULA MS. VILMA T CABUEŇAS S. MA. JESUSITA BERNATE, RVM

Science Teacher Academic Coordinator School Principal
 St. Mary’s College of Catbalogan
Catbalogan City, Samar

LEARNING PLAN

Subject: Science 8 Year and section: Grade 8 – OLL & OLA Date: __________________
Transfer Goal/s:
Develop a product that would apply the concept of force which in turn creates power to do work to provide
sources of energy to God’s community.

Essential understanding:
Almost everything on earth requires energy; the fan that we use in order to ease the heat, the car that we use to
travel to different places, the food that we eat, when we do our work and etc. Energy is the ability to do work,
thus it is essential in performing daily activities.

Essential questions:
a. How energy does enables us to perform daily activities?
I. PRELIMINARIES

Focus: Energy: Gravitational Potential Energy, Elastic Potential Energy & Kinetic Energy
Review: What are the different types of energy?
Motivation: Video presentation
Activating prior knowledge: What is mass? Gravity? Height?

II. Lesson Development B. Broadening of Concept (Meaning)

A. Presentation of the concepts 1. What are the different forms of energy?

The students will know:
Know the concept of gravitational potential
energy, elastic potential energy and kinetic
potential energy.
2. In what aspects do kinetic and potential energy differ?
3. How can doing work cause energy to be changes from
one form to another?
4. How does energy enable us to perform our daily
activities?

The students will be able to: C. Integration (Meaning and Transfer)

a. Differentiate potential energy from kinetic
energy; c.1. Ignacian Core/ Related values:
b. Distinguish gravitational potential energy
and elastic potential energy; Core Value: Service
c. Solve problems on gravitational potential
energy, elastic potential energy and kinetic Related value: Stewardship
energy.
c.2. Social Orientation :
Energy shortage and global warming.

Strategy/Activities: c.3. Lesson Across Discipline:

MAPEH: In performing vigorous activities, an athlete
- Discussion should acquire the needed most energy of the body.
- Drill problems
- Laboratory activity c.4. Faith reflection:

“Whatever you do, work at it with all your heart, as working

for the Lord, not for human masters.” – Colossians 3:23
 III. EVALUATION/ASSESSMENT (TRANSFER)

Direction: Solve the following problems.

1. A person is performing a lift against a 400 N load. The load moves vertically through a distance of 20 cm in
a time of 0.25 s.
a. How much work was done on the load?
b. What is the person’s average power during the lift?
c. What is the load’s increased potential energy after the lift?

IV. SUMMARY/ACTION (Transfer)

Summary: Now I learned that …

Action: In your own way as Marian, how can you use your knowledge about energy in your daily life activity?

VI. PURPOSIVE ASSIGNMENT (Differentiated)

Direction: Answer Practice Exercise 12.6, 12.7 in page 314-315.

Prepared by: Checked by: Noted by:

NICZEL T. GACULA MS. VILMA T CABUEŇAS S. MA. JESUSITA BERNATE, RVM

Science Teacher Academic Coordinator School Principal
 St. Mary’s College of Catbalogan
Catbalogan City, Samar

LEARNING PLAN

Subject: Science 8 Year and section: Grade 8 – OLL & OLA Date: __________________
Transfer Goal/s:
Develop a product that would apply the concept of force which in turn creates power to do work to provide
sources of energy to God’s community.

Essential understanding:
Almost everything on earth requires energy; the fan that we use in order to ease the heat, the car that we use to
travel to different places, the food that we eat, when we do our work and etc. Energy is the ability to do work,
thus it is essential in performing daily activities.

Essential questions:
a. How energy does enables us to perform daily activities?
I. PRELIMINARIES

Focus: Power
Review: What is in the wind that makes it essential in generating machines?
Motivation: Video presentation
Activating prior knowledge: Who is James Watt?

II. Lesson Development B. Broadening of Concept (Meaning)

A. Presentation of the concepts 1. What is the average power of the human heart?
2. How does a power shortage work?
The students will know: 3. How much power can we generate every time we do
The concept of power. work?
4. How does energy enable us to perform daily
The students will be able to: activities?
a. Calculate power.
C. Integration (Meaning and Transfer)
Strategy/Activities:
c.1. Ignacian Core/ Related values:
- Discussion
- Drill problems Core Value: Excellence
- Laboratory activity
Related value: Resourcefulness

c.2. Social Orientation :

Power shortage and global warming

c.3. Lesson Across Discipline:

MAPEH: In performing vigorous activities, an athlete
should acquire the needed most power of the body.

c.4. Faith reflection:

“Whatever you do, work at it with all your heart, as working

for the Lord, not for human masters.” – Colossians 3:23
 III. EVALUATION/ASSESSMENT (TRANSFER)

Direction: Solve the following problems.

1. How much power is present when a force of 500 N is applied to an object with a mass of 100 kg that is
moving at 6 m/s?

IV. SUMMARY/ACTION (Transfer)

Summary: Now I learned that …

Action: In your own way as Marian, how can you use your knowledge about power in your daily life activity?

VI. PURPOSIVE ASSIGNMENT (Differentiated)

Direction: Answer Practice Exercise 12.9 in page 319.

Prepared by: Checked by: Noted by:

NICZEL T. GACULA MS. VILMA T CABUEŇAS S. MA. JESUSITA BERNATE, RVM

Science Teacher Academic Coordinator School Principal