DETAILED LESSON PLAN IN SCIENCE 8

School OCAMPO NATIONAL HIGH SCHOOL Quarter 1

Teacher CHRISTIAN JOSEPH C. BARENA Designation Teacher
Date SEPTEMBER 19, 2023 Learning Area/ Grade SCIENCE 8

Teaching Schedule 7:30 am – 8:30 am GRADE 8-SCC

I. OBJECTIVES
A. CONTENT STANDARDS
B. PERFORMANCE STANDARDS
C. LEARNING COMPETENCIES
(Write the LC Code for each)
The learners demonstrate an understanding of:
work using constant force, power, gravitational potential energy, kinetic energy,
and elastic potential energy
The learners shall be able to:
develop a written plan and implement a “Newton’s Olympics”
Identify situations in which work is done and in which no work is done;
S8FE-Ic-20

At the end of 60-minute discussion, at least 75% of the students should be able
to:
OBJECTIVES 1. Identify situations in which work is done and in which no work is done;
2. Solve word problems involving work; and
3. Cite different real life situations involving work.

II. CONTENT WORK

III. LEARNING RESOURCES

A. Module EASE Physics. Module 11. Lesson 2. pp. 5-8.

https://youtube.com/zVRH9d5PW8g?si=7YwE6e2o2pVsrYe
B. Other Learning Resources https://physics.fisikastudycenter.com
https://monomousumi.com
Laptop and projector, box, toy car with strings and a ball, a crumpled paper, filled
C. Materials
matchbox and book.
D. Integrated Values Teamwork, cooperation and valuing, awareness
E. 21st Century Skills Collaboration and critical thinking, Problem Solving
IV. PROCEDURES
A. Method 7 Es (Elicit, Engage, Explore, Explain, Elaborate, Evaluate, Extend)
B. Strategies Group activity, group discussion, lecture discussion

METHOD TEACHER’S ACTIVITIES STUDENT’S ACTIVITIES

A. BEFORE THE
LESSON
Preliminaries
Activities:

1. Greetings Good morning class! Good morning Sir.

2. Opening Prayer Class please all stand and let us pray. (The students will pray.)
(Call a student to lead the prayer)

3. Securing Before you take your seats, kindly pick up the (The students pick the pieces of papers and plastics
cleanliness and pieces of papers and plastics on the floor and on the floor and arrange their chairs)
orderliness arrange your chairs properly.
Thank you Sir.
You may now be seated.

4. Checking of Class beadle, please list down the name of Yes, Sir.
attendance absentees today, then give the list to me later.

5. Checking of Last meeting, I gave you an assignment. (The students will submit their preparation.)
assignment Kindly submit it to me and I will check it later.

B. DURING THE
LESSON
Who can tell me what we have discussed last
ELICIT meeting? Our previous topic was all about the Newton’s Laws
of Motions
Very good.

What are the relationships involve in the

Newton’s Laws of Motion?
 Can you explain? Yes Sir!

(the student will explain the concepts of Newton’s

Laws of Motions)

Very good.

Is there any clarification about our last

discussion?
(Students will raise their questions if there’s any)

Before we proceed to the discussion, let us do

ENGAGE some exercises using some basic forms in
Karate.

Are you ready? Yes, Sir.

(The teacher will demonstrate some of the

basic forms in Karate and will incorporate it to
a song) (Students will follow the teacher)
Presentation of the
Topic The teacher will play a video “ Move and
Freeze” (The students will dance according to the video)

Just like we did earlier, our lesson for today is

about movement. We will discuss about Work.
Presentation of the Before we proceed to our lesson, let us know
Lesson Objectives first our lesson objectives.
It is important that we should be guided of what
should be attained during and after the
discussion.
At the end of 60-minute discussion, at least 75% of
the students should be able to:
1. Identify situations in which work is done and in
which no work is done;
2. Solve word problems involving work; and
3. Cite different real life situations involving work.
.
Thank you.
I hope we reach our goal for this lesson. Can
we? Yes, Sir.

EXPLORE Let’s have an activity! This is called “WORK!

WORK! WORK!”

The class will be divided into three (3) groups.

Each group will be given activity sheets.
Their job is to move objects and make
observations on what will happen if they move
them.

Materials:
 A crumpled paper
 A book
 A matchbox
 toy car

Procedure:

1. Each group will simultaneously do the

activity. Every member of the group will have
the chance to perform the activity.
2. Each member will start to flick the three
objects given using only the index finger.
Identify which is very light, light or heavy.
3. Record your observations on the activity
sheet.
4. With the same objects, now you will lift them
slowly using the index finger only. Identify also
which is very light, light or heavy.
 5. Record your observations on the activity
sheet.
6. Get the toy car and push it with your index
finger and observe what will happen. .

Before we start with the activity, please give

predictions on;

1. Which object will be the easiest to move?

2. Which object will be the hardest to move?
3. Which object will be the easiest to go
upward as you lift it?
4. Which object will be the hardest to go
upward as you lift it?
5. What will happen if you push the toy car, will
it go farther or no movement at all?
6. Does the toy car runs slow or fast?
7. Does it require so large amount of force for it
to move?

Do you have any question about the

procedure?

(Students will raise their questions if there’s any)

Okay, you may now start.

(Students will do the activity)

EXPLAIN
The teacher will assign one representative
from each group to explain the predictions of
the group. (The representative of each group will explain their
predictions)

Follow up questions will be asked.

ELABORATE
 What does it mean to do work?

 Is it something that you get paid to do?

 Who are some people you know who

do work?

 Is work always something that makes

you tired or is hard to do?

These are some of the questions that we may

encounter as we go on with our lesson.

What is really the true meaning of work in

science?

Teacher will ask some definitions from the

students. (Students will give definitions for Work)

Work is the action done on an object whereby an

applied force causes the displacement of the object.

Very good!

Work =
magnitude of Force applied x magnitude of
displacement

Where the formula is;

W=Force x distance
W = Fd
W= kg.m/s2.m
W= N.m
W= J (joules)

Work is a scalar quantity. It can be positive (+)

or negative (-).

Work is positive if the applied force is in the

same direction as the displacement.

Work is negative if the applied force is in the

direction opposite to the displacement.

Is the sign (positive or negative important?

Why or why not? It is important because it tells us whether the speed
of the object will increase or decrease as a result of
applying the work.

Thus, applying force does not always result in

work being done.

No matter how hard the man pushes the car it

does not move, therefore no work was done.
As soon as the car moves, work is done.

Therefore, in order to have work done, two

things must occur;
1. The object must move when force is applied.
2. The direction of the object’s motion is the
same as the direction of the force.

Now that we know the basic concepts of work,

let us now investigate some situations or
scenarios if work is done or not.
1. A dancer being picked up by another
dancer.
2. A weightlifter picking up a weight.
3. Sitting while watching movies.
4. Sitting while typing notes on computer.
5. Human body releasing energy in the form of
sweat and heat.
6. Doing sit ups as exercise every morning.

(the teacher will let the students identify the

scenarios one by one) (Students will raise their hands if they believe work is
done)

How can you tell that work is being done or not

in every situation?
It has work when it moves and the direction of the
force is the same as the direction of the
displacement.

In scenario 2, for example, the weightlifter picked up

the weight in an upward direction, normally, when
you pick up something, it goes up.

While in scenario 6, because you are lifting your

body, it goes up, that’s positive work but you will also
go down and that’s negative work. So, the total work
is zero, meaning no work was done.

That’s right! Very well said.

Now we will do some calculations.

Let us consider this word problem involving

work.

1. A body moves through a displacement of 4m

while a force (F) of 12 N acts on it.
What is the work done by the force on the
body?

(Teacher will call someone to solve the word (A student will solve the word problem on the board
problem) while others will solve it in their notebooks)

Given:

F= 12N
d= 4m
W=?

Solution:

Work = Force X displacement

W =Fd
W = (12N)(4m)
W= 48N.m
W= 48J

Nicely done.

2. A block is pulled by a constant force of 40 N.

If the work done by the force on the block is
680 J, what is the displacement of the block?

(Teacher will call someone to solve the word

problem) (A student will solve the word problem on the board
while others will solve it in their notebooks)

Given:
 F= 40 N
W= 680J
d=?

Solution:

Work = Force X displacement

W =Fd

W =Fd
F F

d= W
F

d= 680 N.m
40 N

d= 17m
Very good.

3. If the Work done on a block is 15.6 J, how

much force will be applied to the block in order
to move it 13 m. away?
(Teacher will call someone to solve the word
problem) (A student will solve the word problem on the board
while others will solve it in their notebooks)

Given:
W= 15.6 J
d = 13m.
F= ?

Solution:

Work = Force X displacement

W =Fd

W =Fd
d d

F= W
d

F= 15.6 N.m
13m

F= 1.2 N

Very nice.

That is how we solve world problems involving

work. (Students will raise there queries if there’s any)
Is there any clarification or question?

Let us cite some real life situations where work

is done.

(Teacher will let the students enumerate the
scenarios they know involving work.)
1. Players kicking the football in the direction of
motion.
2. A nurse moving the patient in the wheelchair.
3. A person riding a skateboard.
4. Vehicles on the road, moving forward.
5. Digging holes to make compost pit.

Very good!
 Generalization .

(To sum up, the teacher will call students to

share what they have learned in a unique way)

Before saying what you have learned for today,

you will begin your statement with
“I believe” and end it with “I Thank You”.
Will that be okay to you? Yes Sir!
(Students will share what they have learned for
today)
C. AFTER THE
LESSON

EVALUATE Kindly get 1 whole sheet of paper.

A. DIRECTION: Identify situations in which

work is done and in which no work is done.
On your paper, Draw a circle if there is
work done and draw an arrow down if
there is no work done.

1. Picking up stones in the beach.

2. Lying on bed all day while watching
movies.
3. A boy trying to lift a 500kg weight.
4. A student riding on the bus while
listening music.
5. Running for 3km. in a marathon.

B. Calculate and solve this word problem.

6-7.) An object moves at constant

speed through a displacement of 25m
while a force acts on it is 23 J.
Calculate the work done by the force
on the object.

C. Enumeration
8-10.) Give an at least 3 real life situations
which show that work is done.
EXTEND
Make a one-minute video doing situation
showing there is work done and there is no
work done. Submit the video to my email
account that I will be sending in our Group
chat.
V. ASSIGNMENT
For your extra task:
1. What is Power? How it is related to
work?
2. How important is power in our
lives?
References: Science 8 Learner’s Module.
Campo, Pia C., et al. 2013. pp. 25-26.

VI. REMARKS

VII. REFLECTIONS
Prepared by:

CHRISTIAN JOSEPH C. BARENA

BSEd Physical Science
Teacher I Applicant