Lesson Plan in Science, 8th Grade

July 29-August 2 , 2019, Quarter 1

I. Objectives
At the end of the lesson, the students should be able to:
Objectives Goal/s Measurables
a. Differentiate the a. Engagement: 65% of the
layman’s definition of population of students was
work from mechanical able to differentiate the
work; layman’s definition of work
Demonstrate an
from mechanical work.
understanding of work using
b. Calculate the work, b. Elaboration: 65% of the
constant force, power,
power or energy in a population of students got
gravitational potential energy,
given problem;and 100% of correct answer in
kinetic energy, and elastic
solving the problem.
potential energy.
c. Differentiate potential c. Exploration: 65% of the
from kinetic energy. population of the students
were able to differentiate
potential and kinetic energy.
Performance Standards: develop a written plan and implement a “Newton’s Olympics”.

II. Subject Matter

Topic: Power
Materials: power point presentation, glass board, pictures

Code Learning Competency Reference

The learners should be able
to:
S8FE-Ic-20 identify situations in which
work is done and in which no
work is done;
Gerona, Zonia M.,et al.
S8FE-Ic-21 describe how work is related Science and Technology 8.
to power and energy; Abiva Bldg.,851 G. Araneta
Ave. Quezon City: Abiva
S8FE-Id-22 differentiate potential and Publishing House, Inc., pp.
kinetic energy; 178-197.2013.Print.
CEM Differentiates layman’s
Madriaga, Estrellita A.,et al.
definition of work from
Science Links 8.856 Nicanor
mechanical work.
Reyes Sr. St., Sampalok,
Determines if work is present
Manila: Rex Book Store,
in a given activity or not
Inc.,pp.251-266.2015. Print.
Relates power, work, and time
Differentiates potential from
kinetic energy
Relates speed and position of
object to energy possessed

III. Procedure
A. Engagement
1. Ask the students if they know the meaning of work. Emphasize to them that the
meaning /definition of work and the one that we use in Science are quite different from each
other.
Simple Demonstration:
Ask three students to demonstrate in the class the following actions/tasks:
a. Student 1 pushes the blackboard.
b. Student 2 pulls a chair from one end of the room to the other end.
c. Student 3 pulls a chair then return it to its original place.

From the three demonstrations, which activity showed that work is done or no work
done? Explain.

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BKPA-ACAD-4001 rev. 02
 2. Pictures showing a man doing his jump shot and a coach standing and giving
instructions to the players will be shown. Let the students choose who is more powerful between
the player and the coach. Then have them justify their answers.
3. The students will classify the pictures of a beggar, a triathlete, a sick person, a soccer
player, an elderly, and a swimmer into two groups based on their differences.

B. Exploration
Students will tell whether the following situations show examples of work. Identify the
one doing the work and on which object the work is done.
1. A girl pulling her cart.
2. A man lifting a box to be placed on the table.
3. A girl carrying a bag walking down a street.
4. A mango fruit falling from a branch.

Differentiated Tasks Area of Differentiation

Group 1: Word Cloud Content
Group 2: Graphic organizer Content
Group 3: Poster making Content

C. Explanation
The student will be asked by the teacher of the following questions:
1. Why is carrying a sack of rice on the shoulder not considered work in science?
2. Who is more efficient between the employees who did the same work but at different lengths
of time, the one who finished the work within a shorter time or the one who did it over a longer
period? Why?
3. Which is more important in life, potential energy or kinetic energy? Why?

D. Elaboration
Let the students explain the meaning of the line “with great power comes great
responsibility.” Then let them relate the meaning of the line to the concept of mechanical power.
Then, the students will solve the following word problems:
1. A 2-kg block is held 1.0m above the floor for 50s. The work done is .
2. The work done in lifting a 30-kg set of bricks to a height of 20m is .
3. The work done in lifting a 30-kg set of bricks to a height of 20m is .
4. A 40-kg boy who runs up a 5.0m higher hill in 7s has a power output of .
5. A 100-n piano is moved 20m across a floor by a horizontal force of 35 N. Find the
coefficient of the friction. What happens to the energy expanded?

IV. Evaluation

Directions: Calculate the work, power or energy in the given problems.

1. If a small motor does 520. J of work to move a toy car 260. m, what force does it exert?
2. A 75.0 kg man pushes on a 5.0 x 105 ton wall for 250 s but it does not move. How much
work does he do on the wall? (2000 lb = 1 ton; 0.454 kg = 1 lb)
3. How much power does it take to lift 30.0 N 10.0 m high in 5.00 s?
4. You move a 25 N object 5.0 meters. How much work did you do?
5. An 80 N force has been applied to a block and move it 20m along the direction of the
force. How much work has been done to the block?
6. How much work is required to lift a 360 kilogram piano to a window whose height is 10
meters from the ground?
7. Calculate the work done by a 47 N force pushing a 0.025 kg pencil 0.25 m against a
force of 23 N.
8. A 10.0 kg rock is at the top of a 20.0 m. tall hill. How much potential energy does it
have?
9. An 8.0 kg cat is running 4.0 m/s. How much kinetic energy does it have?
10. A 25 N object is 3.0 meters up. How much potential energy does it have?

75% 74% Total

and and

Bixby Knolls Preparatory Academy | San Antonio, Quezon

BKPA-ACAD-4001 rev. 02
 above below
Score Range:
No. of
Students:
Percentage: 100%

Analysis of Results:

RESULTS: Actions to be Taken

65% and above of the
population got 75% and Proceed to the next lesson.
above of the total items
More than 35% of the
students got 74% and Reteach the lesson.
below of the total items

V. Assignment

1. Calculate the work done and the power developed when you go to an upper storey of a
building using the stairs. Think of your body mass and the acceleration due to gravity as the
force.
2. Explain how work is related to power.

Prepared by: Checked by:

JASMIN O. PESIGAN JOAN KRISTINE N. FRANCIA, LPT

Science Teacher Grade Level Coordinator - MS

Approved by: Noted:

JAYSON D. PUNDANO, REA, LPT, MAEd CEAZAR CARO

Principal 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 and was not is relevant to
30% goal and demonstrated relevant to the the goal and
demonstrated an goal or did not did not
a clear understanding show a clear demonstrate
understanding of the topic. understanding an
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
errors; the errors that did mechanical errors; some
overall not interfere errors that did interfered with
20% 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; does
graphics, graphics, not catch
language and language, and audience
humor. humor, but attention;
enough to interest,
engage and motivation,
hold attention. effort, and
time are
obviously
absent.

Bixby Knolls Preparatory Academy | San Antonio, Quezon

BKPA-ACAD-4001 rev. 02