DAILY Grade

School ALBOR NATIONAL HIGH SCHOOL 8

LESSON Level
LOG Learning
Teacher DABE GENESIS F. LIGALIG SCIENCE
Area
Teaching Dates and Time JUNE 22, 2022 Quarter FIRST

MONDAY
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of Newton’s three laws of motion.
B. Performance
The learner should be able to develop a writer plan and implement a “Newton’s Olympics”.
Standards
C. Most Essential S8FE –Ia-15
Learning Investigate the relationship between the amount of force applied and the mass of the object to the amount of change in the
Competency object’s motion
Module I: FORCE AND MOTION
II. CONTENT
Lesson 3: NEWTON’S FIRST LAW OF MOTION
III. LEARNING
RESOURCES
1. Teacher's Guide Pages pp 10-11
2. Learner's Materials Pages pp. 10 -12
3. Textbook Pages

EASE Physics, Module 10. Lesson 3

B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
Lesson Guide G8 First Quarter pp. 11 - 12
Link to sim: https://phet.colorado.edu/en/simulation/forces-and-motion-basics
Newton's 1st Law is also known as the Law of Inertia. It says that objects will stay still or keep moving in the same direction and
same speed until they're acted upon by an unbalanced force.
Newton's 2nd Law tells us that the more force is applied to an object the faster it will accelerate. It also tells us that objects with
a greater mass need a greater force to be applied in order to accelerate them.
Acceleration is any change in motion. This means speeding up (this includes starting to move), slowing down (including
stopping), or changing direction.

Part 1: The “Motion” tab

● Click on the “Motion” option.

● Check the boxes for “Values”, “Masses”, and “Speed” (“Force” should already be checked)
● Use the arrows at the bottom to slowly increase the amount of force applied to the box until the box
starts moving.

1. How much force does it take to start moving the 50 kg box?

2. Why do you need to apply a force in order to get the box to move?

3. How much force do you need to apply in order to stop the box?

4. Which of Newton's Laws does this demonstrate?

5. How does it demonstrate that law?

 ● Fill in the chart below, adding your own mix in the final row.

Object Total mass Force needed to get it moving at 5

m/s

Box

Box with Girl

Box with Man

Box with Garbage Can

Fridge

6. What is the pattern you see between the total mass and the force needed to accelerate to 5 m/s?

7. Which of Newton's Laws does this demonstrate?

8. How does it demonstrate that law?

 The Basics of Force & Motion
A force is a push or a pull. Much of what we know about forces and their resulting motions comes from the ideas of Sir Isaac
Newton. A mathematician and scientist, Newton lived in England during the 1600s.He published his observations and theories
about force and motion in 1687. Even though Newton’s document is now hundreds of years old, the three “laws” he presented are
still the foundation of modern physics. To explore force and motion, we need to understand Newton’s three laws and be able to
identify them in the world around us.
Newton’s First Law of Motion
An object at rest tends to stay at rest, and an object in motion tends to stay in motion, unless acted upon by an outside,
unbalanced force. Newton’s First Law basically argues that objects—whether they are staying still or moving—tend to keep on
doing what they’re doing until something interferes. When we put something down, it tends to stay in that spot until someone or
something moves it. The second part of this law—that a moving object will stay in motion—is more difficult to grasp. It’s hard to
picture an object in motion forever since moving objects always seem to slow down at some point. When objects slow down or stop
moving, it’s always due to an outside force, like friction or air resistance. Friction occurs when two objects rub against each other.
As a skier moves over the snow, the contact between the skis and the snow creates sliding friction. An object (like a skateboard)
rolling over a surface creates rolling friction. Newton’s First Law is also called the “law of inertia.” Inertia is another word to
describe an object’s tendency to stay in motion or at rest unless an outside force interferes.
B. Establishing a purpose KWL Chart
for the lesson

What do we KNOW? What do we WANT to know? What did we LEARN?

What You Need


C. Presenting
Examples/Instances of the
new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing Mastery
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
• Chart paper
Directions
Explain to your students that you are beginning a new topic in physical science. Review the differences between physical science,
life science, and earth science. Tell the class that your new topic is going to be force and motion. Make a KWL Chart on chart
paper (see the illustration at right). Divide your class into groups and have each group make a KWL Chart. Ask them to list
something, they already know about force and motion, and then to write down things they want to find out. Bring the whole class
back together and invite a member from each group to record their group’s ideas on the classroom chart. Post this classroom KWL
Chart where students can see it, and refer to it as the class continues to study force and motion.
Activity 1: A Curious Coin
Directions
1. Set the plastic cup on a flat surface and place the index card on top.
2. Position the quarter in the center of the index card.
3. Use your fingers to flick the card so it shoots off the cup. (Tell students to keep their eyes on the quarter!)
• What happened to the quarter when the card slid out from underneath it?
• How is this related to inertia?
Explain to students that the quarter dropped into the cup when the card slid out from underneath it. This is because the quarter
has inertia. The index card was set in motion, but the quarter was at rest. Since there was no force acting on the quarter, it
stayed at rest and dropped into the cup.
Activity 2: Inertia Tower
This hands-on activity is an excellent introduction to Newton’s First Law, otherwise known as the Law of Inertia. Students learn
that inertia is an object’s resistance to a change in motion. We begin this activity by having the class review the key terms of the
lesson:
Inertia - resistance to a change in motion.
 Newton’s First Law - 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.
Through discussion of these terms, students learn that if an object is at rest it will remain at rest unless an unbalanced force
comes along and disturbs its equilibrium. Without the presence of an unbalanced force, the object will not experience a change in
speed or direction. Additionally, objects with greater mass have greater inertia, which will come in handy during this activity.

The object of this activity is to observe the properties of Newton’s First Law by attempting to remove the notecards from a tower of
wooden blocks without causing enough of a disturbance to the tower’s equilibrium to cause it to tumble. This is similar to another
famous inertia demonstration; the tablecloth trick.

J. Additional activities for Materials:

application or remediation Plastic Cups
Note Cards
String
Hole Punch

Procedure:
Stack the blocks in a tower formation, placing a notecard in between each plastic cup, or every other plastic cup. If multiple
students are participating make sure to face the pull-strings in differing directions.

Starting at the top, remove the first notecard with a swift pull directly backwards, avoiding pulling at an angle. Continue removing
the cards in this fashion from top to bottom, observing how the blocks inertia is keeping them in place.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional activities
for remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these works?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by: Checked by:

DABE GENESIS F. LIGALIG GENARA F. ESTEBE
SST-II Master Teacher - I