Lesson Plan in Science, 8th Grade

August 24-28, 2020, Quarter 1

I. Objectives
At the end of the lesson, the students should be able to:
Objectives Goal/s Measurables
a. Explain the Newton’s a-b. Explanation: 65% of the
three laws of motion. population of students got
100% of answer correctly.
b. Observe and predict b. Exploration: 65% of the
natural phenomena population of the student got
governed by Newton’s Demonstrate an 100% in observing and
laws of motion. understanding of Newton’s predicting the natural
three laws of motion and phenomena governed by
uniform circular motion. Newton’s laws of motion.
c. Perform a virtual c. Engagement: 65% of the
experiment that will population of students got
verify Newton’s laws correctly verify the
of motion. experiment based on
Newton’s law of motion.
Performance Standards: develop a written plan and implement a “Newton’s Olympics”.

II. Subject Matter

Topic: Laws of Motion
Materials: power point presentation, laptop, internet

Code Learning Competency Reference

S8FE-Ia-15 The learners should be able
to investigate the relationship
between the amount of force
applied and the mass of the
object, and the amount of
change in the object’s
motion.
S8FE-Ia-16
Gerona, Zonia M.,et al.
The learners should be able
Science and Technology 8.
to infer that when a body
Abiva Bldg.,851 G. Araneta
exerts force on another body,
Ave. Quezon City: Abiva
an equal amount of force is
Publishing House, Inc.,
exerted back on it.
pp.165-178.2013.Print.
S8FE-Ib-17
The learners should be able
Madriaga, Estrellita A.,et al.
to demonstrate how a body
Science Links 8.856 Nicanor
responds to changes in
Reyes Sr. St., Sampalok,
motion.
Manila: Rex Book Store, Inc.,
CEM Infers that when a body
pp.215-224.2015. Print.
exerts a force on another an
equal amount of force is
exerted back on it.
Models passenger’s body
response to changes in
motion.
Concludes from an
experiment on Newton’s 3rd
law of motion.
Integration of PVMGO: At this point, students are introduced into introductory quantitative
concepts, letting them to employ the analytical skill to solve problems.

III. Procedure
A. Engagement

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BKPA-ACAD-4001 rev. 02
 The students will do the activity entitled, “What a Shot!” The task of the student is to
make the coin fall directly into the drinking glass without touching it. After a few trials, the
student who shall have been successful in the given task will ask to explain their winning
strategy. The class will be asked later to determine which among Newton’s law of motion can
best explain the phenomenon and how does it happened.

B. Exploration
Students will be asked to work as a table team to match each of the pictures of different
scenarios showing the laws of motion to the vocabulary word and definition that they think it
goes with. Students need to make sure that they are talking to each other and telling each other
why they think a picture goes with a definition.

C. Explanation
The student will be asked by the teacher of the following questions:
1. Why does your body tend to lean back when the vehicle you are riding suddenly moves
forward?
2. How is it possible to be accelerating and traveling at a constant speed both at the same
time?
3. If Newton’s first law of motion is correct, why do moving object on earth eventually stops
moving?
4. Which group would likely win in a tug-of-war, the one that pushes the ground harder or
the one that pulls the rope harder? Why?
5. Why are seat belts and headrest in cars important?
6. You are frantically looking for your “missing” cellphone. Asking your mom (or other
house member), you insist that you left it on the living room table however, it is not
there. Using Newton’s 1st law of motion, what do you think is the logical explanation of
the vanishing cellphone”?
7. How do volleyball players hit the volleyball with respect to the distance that they wish
the ball to travel?
8. Your mother asks you to get a box of supplies from your storage room. Feeling physics-
smart and quite lazy, you tell your mother that you cannot grant her request because
according to Newton’s 3rd law of motion, for every push (or pull) that you exert on the
box, the box react by simultaneously exerting equal but opposite push (or pull) on you.
You rather justify that these two forces add up to zero, hence, the box will never move
(or accelerate). Hence, you emphasized that there is no point in attempting to move it.
Dumbfounded, you mother scolds you because of your skewed physics. What is wrong
with your argument?

D. Elaboration
The teacher will call random name from her students and that name will answer her
question. She also prepared follow up questions which the said student will going to
answer.

Questions:
 Why are seat belts and headrests in cars important? Present their uses.
 As you stand on the floor, does it exert an upward force on your feet? How much
force does it exert?
 The escalator moves at a constant speed upward and downward. Is it necessary to
have a net force in order to maintain this constant speed? Why or why not?

IV. Evaluation

Directions: Read and analyze the question below. Choose the letter of the best answer.
1. When a jeepney you are riding suddenly turns to the right, your body tends to move to
the opposite direction. What law of motion is shown in this situation?
a. Law of acceleration
b. Law of inertia
c. Law of Interaction
d. Law of gravitation

Bixby Knolls Preparatory Academy | San Antonio, Quezon

BKPA-ACAD-4001 rev. 02
 2.
When you brush your teeth, you exert force on the brush. Which of the following will
result as you do this?
a. The force of the brush is exerted on your hand.
b. The force of your teeth is exerted on your brush.
c. The force of the brush is exerted on your teeth.
d. The force of your teeth is exerted on your hand.
3. How much force is needed to lift a 100kg mass?
a. 0.09 N
b. 10.20 N
c. 100 N
d. 980 N
4. What would be the acceleration of a body if the force applied on it is doubles while the
mass remains constant?
a. 2a⃗
b. 4a⃗
c. a⃗ /2
d. a⃗ /4
5. Why do objects fall to the ground?
a. They are pulled by the air.
b. They are pulled by the Earth.
c. They are pulled by the moon.
d. They go back to their natural place.
6. What would be the effect on acceleration if you double the unbalance force on an object
of a given mass?
a. Doubled
b. Increased fourfold
c. Increased by one-half
d. Increased by one-fourth
7. Which group usually wins in a tug-of-war?
a. Depends on the force applied
b. The group that pulls the rope harder
c. The group that pushes the ground harder
d. None of the preceding
8. Which is the correct and complete equation for the Newton’s second law of motion?
a. a⃗ ¿ F net/m
b. F=m ⃗a
c. a⃗ ¿ F net ∙m
d. m=F ⃗ ¿a

9. Which of the following is the measure of one’s inertia?

a. Mass
b. Speed
c. Weight
d. Acceleration due to gravity
10. Which of the following forces is stronger?
a. Interaction
b. Action force
c. Reaction force
d. None of the preceding

75% 74%
and and
above below Total
Score Range:
No. of
Students:
Percentage: 100%

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BKPA-ACAD-4001 rev. 02
Analysis of Results:

RESULTS: Actions to be Taken

80% and above of the
population got 75% and Proceed to the next lesson.
above of the total items
More than 20% of the
students got 74% and Reteach the lesson.
below of the total items

OBSERVATIONS:

V. Assignment

Use Newton’s Law of Motion in analyzing and answering the questions in the given
situations. Limit your answer to three sentences for each scenario.
1. Fist punching a wall: Why does it hurt when you punch a brick wall?
2. Pail full of water: How should you transport (by hand) a pail that is filled with water up to the
brim without spilling it?

Prepared by:

OLIVER M. VILLANUEVA
Science Teacher

Checked and Approved by: Noted:

KARLA MAE J. SILVA, LPT CEAZAR CARO

Academic Coordinator, 4th-12th Grades Head of School

Bixby Knolls Preparatory Academy | San Antonio, Quezon

BKPA-ACAD-4001 rev. 02
 Ratings Score
Criteria
4 3 2 1
Content Concepts Concepts Concepts were Concepts
Accuracy were evident were usually were lacking
throughout: all apparent: all apparent; used most of the
35% terms were but one or two some terms time; very few
used terms were accurately. terms used
accurately. used accurately.
accurately.
Relevance Established a Established a Attempted to Failed to
clear purpose purpose that is establish a establish a
that is very quite relevant purpose, but purpose that
relevant to the to the goal was not is relevant to
30% goal and and relevant to the the goal and
demonstrated demonstrated goal or did not did not
a clear an show a clear demonstrate
understanding understanding understanding an
of the topic. of the topic. of the topic. understanding
of the topic.
Organization/ Well prepared Prepared and Not completely Not prepared
Mechanics and made no made a few prepared and and made
mechanical mechanical made mechanical
20% errors; the errors that did mechanical errors; some
overall not interfere errors that did interfered with
presentation with not interfere presentation.
was effective. effectiveness with the
of the presentation.
presentation.
Creativity Interesting, Interest, Some use of Bland, no
and audience engaging, motivation, props, colors, variability; did
appeal visually effort, and graphics, not use props,
stimulating; time are language, and colors,
aesthetically obviously humor were graphics,
appealing use present; very engaging, but language, and
15% of props, little use of will not humor, boring
colors, props, colors, stimulate. to watch;
graphics, graphics, does not
language and language, and catch
humor. humor, but audience
enough to attention;
engage and interest,
hold attention. motivation,
effort, and
time are
obviously
absent.

Bixby Knolls Preparatory Academy | San Antonio, Quezon

BKPA-ACAD-4001 rev. 02
Bixby Knolls Preparatory Academy | San Antonio, Quezon
BKPA-ACAD-4001 rev. 02