SUBJECT: Science

GRADE 8 – First Quarter

Week 3- Identify and explain the factors that affect potential and kinetic
energy

Day 6
Learning Objectives:
Through the Paper roller coaster activity, the students will be able to:
a. Build their model of a Paper roller coaster;
b. explore how conservation of energy applies in terms of gravitational potential energy,
kinetic energy, friction; and
c. make a creative model.
Procedure
1. Start the class with a short prayer.
2. Begin the lesson by talking to your class about energy. Great discussion questions to
introduce the topic are: What is energy? Where does energy come from? How many
kinds of energy are there? What are the different kinds of energy?
3. Let the student perform the activity “Paper roller coaster”.
4. Students will observe what happened in the activity. 
5. The students will be given a worksheet answering the following questions: 
 How do you think the roller coaster came to be? And why do you think people enjoy
them so much?
 What happens? Does it make it the whole way through the track?
 What kinds of energy did we investigate today?
 Where might you see kinetic and potential energy in your everyday experiences?
6. Five minutes before the class ends, let the student pass their output. 
Day 7

Learning Objectives:
Through the activity entitled “Swinging Pendulum”, the students
will be able to:
a. Students understand how kinetic and potential energy
relate within a system;
b. explain how energy is converted from potential to kinetic energy; and
c. explain why height affects kinetic energy.

Procedure
1. Start with a prayer to be led by one of the students
2. Let the students recall the activity “a Paper roller coaster” asked some insights about
what they have learned in the activity. 
3. Show an illustration of Three children swinging and each is in a different position.
Students are asked to consider which child has the most potential energy and which has
the most kinetic energy.
4. You may ask students to think for a moment, write down a response, and then discuss
within a group or with a partner.
5. Have students make a pendulum to investigate how potential energy becomes kinetic
energy and how kinetic energy becomes potential energy.
6. Let the student perform the entitled “Swinging pendulum” following the procedures
below
 Any thin cotton string or the strong thread will do for this demonstration. A thick
string won’t swing well. Washers are easy to tie and heavy, but other objects will
work. The washer should be at least ½ inch in diameter.
 One student holds the end of the string while the second holds the washer so that
the string is taut and then releases the washer. The person holding the string
shouldn’t move his or her hand. 
 7. Students are asked to think about what kind of energy the pendulum has when the washer
is in different positions: when it is at the top of the swing, halfway to the bottom, at the
bottom, and halfway to the top.
8. Students should discuss the questions with their partners and then write their conclusions.
Consider having students present their responses to the whole class.
Day 8

Learning Objectives
Through the PhET Simulation Activity, the students will be able to:
a. Explore potential and kinetic energy using the PhET Simulations app or website;
b. analyze the relationship between kinetic and potential energy; and
c. conclude the data about the relationship between kinetic energy and the mass of an object
in motion and its speed.

Procedure
1. Ask one of your students to lead a prayer.
2. Review the concept that has been discussed in the previous meeting.
3. Introduce to the student the PhET Simulation app or website 
4. Asked the student to download the app
5. Let the student perform the PhET Simulation Activity about potential and kinetic energy. 
6. The students will be given a work sheet answering the following questions:
 What is the relationship between kinetic and potential energy?
  How does mass affect potential and kinetic energy?
 Why does potential energy increase as mass increases?
 Describe the relationships between kinetic energy, mass and speed?
Day 9
Learning Objectives
Through a take-home assignment, the student will be able to:
a. Design an experiment demonstrating potential and kinetic energy;
b. identify what type of energy involves energy in motion; and
c. make a reflection paper about kinetic and potential energy.

Procedure
1. Ask one of your students to lead a prayer
2. Asked students to recall what they have learned in the previous activities
3. Let the student copy their assignment answering the following questions
 What is the relationship between kinetic energy, the mass of the object, and the
speed of the object?
 What are examples of kinetic and potential energy at home?
 How do you apply kinetic energy in your everyday life?
 How do you explain potential and kinetic energy through your daily activities?
Day 10

Learning Objectives
Through a summative test, the student will be able to:
a. Answer the question “What is potential and kinetic energy”;
b. identify the factors that affect potential and kinetic energy; and
c. answer the problem-solving using the different formulas on solving the potential and
kinetic energy.
Procedure
1. Start the class with a short prayer.
2. In preparing the student for the unit quiz, refresh the students’ knowledge on the topics
taken in the unit.
3. Read the instructions and give some rules and reminders
4. Distribute the quiz papers to the students.
5. Supervise the students to keep quite and mind their own test paper.
6. Collect the quiz before the time.