School SAN ROQUE NATIONAL HIGH SCHOOL Grade Level 8

Teacher MRS. MARIA ROSARIO N. PONGASI Learning Area Forces and Motion

Teaching Dates JUNE 4-8, 2018 Quarter 1ST QUARTER

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

Day _______________________
Section/s _______________________ _________________________ ________________________
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I. OBJECTIVES

A. Content The learners demonstrate an understanding of: Newton’s three laws of motion and uniform circular motion
Standards
B. Performance The learners shall be able to: develop a written plan and implement a “Newton’s Olympics”
Standards
The learners should be able to...

1. investigate the relationship between the amount of force applied and the mass of the object to the amount of change in the object’s motion; S8FE-Ia-15
2. infer that when a body exerts a force on another, an equal amount of force is exerted back on it; S8FE-Ia-16
3. demonstrate how a body responds to changes in motion. S8FE-Ib-17

C. Learning 1. Have a brief walkthrough of the 1. Differentiate between Balanced 1. Differentiate between Balanced and 1. Explain Newton’s Second Law of 1. Explain Newton’s Third Law of
Competencies/ content and performance Motion.
and Unbalanced Forces 
 Unbalanced Forces 
 Motion. 

Objectives standards as well as the learning 2. Cite situations to illustrate the law
Write the LC code 2. Explain Newton’s First Law of 2. Explain Newton’s First Law of 2. Perform activities that would
competencies for Force and of acceleration.
for each Motion 
 Motion 
 demonstrate the relationship
Motion content of Grade 8 3. Relate the third law of
between the mass of an object and
Science. 
 3. Cite examples of situations 3. Cite examples of situations acceleration to everyday live.
the force applied to it, to the
demonstrating Newton’s First Law of demonstrating Newton’s First Law of
2. Recall important concepts of acceleration of an object.
Motion Motion
motion from Grade 7 Science 
 3. Calculate acceleration of an
objects motion.
3. Construct and interpret Free-
Body Diagrams for various
situations.

 Newton’s Law of Motion
1. Forces and Motion Newton’s Law of Motion
Newton’s Law of Motion
2. Balanced and Unbalanced Forces
1. Law of Acceleration
3. Law of Inertia 1. Law of Acceleration
1. Force is a vector quantity that causes acceleration (when unbalanced) – a change in the state of motion of the Newton’s Third Law states that
object. Newton’s Second Law states that when two bodies exert force on each
II. CONTENT 2. The tendency of an object not to accelerate is called inertia. the acceleration of an object is other, the forces are equal in
3. Mass is an intrinsic physical quantity used to measure inertia. 
 directly proportional to the net force magnitude and opposite in direction.
acting on the object and inversely These forces are called an action-
4.The net force acting on an object is the vector sum of all external forces acting on the object
proportional to the mass of the reaction pair. Forces always exist in
5. Newton’s first law states that an object will continue being at rest or moving at constant speed in a 
 straight line object.
such pairs. 

unless acted upon by a non-zero net force. 


III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Science 8 Teacher’s Guide 
 .Campo, Pia C., et al. 2013. pp. 5- 11. Science Teachers Guide pp 11-12 Science Teachers Guide pp 13
pages
2. Learner’s Materials Science 8 Learner’s 
 Module. Campo, Pia C., et al. 2013. pp. 12- 17. Science learners module pp 17-18 Science learners module pp 18-20
pages
Science and Technologyy IV: Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D., et al. 2001. pp. 75-82. Practical Science Concept and skills pp Practical Science Concept and skills pp
3. Textbook pages 211-215 211-215

4. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning http://www.physicsclassroom.com/Physics-Interactives/Newtons-Laws/Free- Body-Diagrams/Free-Body-Diagram- http://www.physicsclassroom.com http://www.physicsclassroom.com
www. Youtube .com/ Inertia and www. Youtube .com/ law of motion
Resources Exercise
acceleration video
IV. PROCEDURES
SHOW: SHOW: SHOW: Use the Venn diagram to Mention the important Recall the types of forces learned in
Show a picture of loaded To introduce the concept of compare and contrast balanced and concepts discussed during the previous lesson. Show them a
shopping carts and ask the FORCE, place an object on top of unbalanced forces. picture and have students identify
the previous lessons giving
students what concepts in a table and ask: the forces act on the body. Allow
A. Reviewing mechanics they can relate to the SAY: focus on Balanced and them to use arrow to represent the
previous lesson or picture. Is this object at rest or in motion? unbalanced forces and its force and its direction.
presenting the What evidence can you give to relationship with Newton’s
new lesson- support your answer? Law of Inertia.
ELICIT Then continue the discussion by
asking the following questions:
Will this object move by itself? When
The students will be given meta will it move? Or how can we make it
cards to write down their answers.
 Representatives from each group move?
 (While the object is
will be given 1-2 minutes to
moving) How can we make it move
present their responses.
faster? Move slower? Change its
direction? Stop?
Questions:
DO:
1. What did you observe on the
Some students can be asked to
forces act on the body?
demonstrate some ways to make
2. Is it possible that the wall also
the object move or change its
pushes the man as the man pushes
state of motion. Then ask:
the wall?
What ‘common thing’ did you do on
3. What can you say about the
the object to make it move, stop, or
strength , the time and direction of
change its speed?”
the forces act on the body?
This will lead them to realize that
Introduce the concept action and
the object can be made to move,
reaction force.
stop, or change its speed or
direction by pushing or pulling.
The motion of the object can be
changed if FORCE is applied on it.
Then place again the object on
top of the table and ask:
Since this object is now at rest, can
we then say that there is/are no
force/s acting on it?

SAY:
Introduce that among the various
concepts in mechanics that the
students mentioned, one of the
most fundamental and
encompassing is the concept of
forces. Relate it with the concepts
discussed during Grade 7 about
motion (Speed, velocity and
acceleration) and say that in order
B. Establishing a
to have acceleration or a change
purpose for the
in velocity, something should
lesson-ENGGAGE
cause it – which is FORCE.
DO:
Ask the students about their
definition / description of the terms
SPEED, VELOCITY AND
ACCELERATION The students
will write their answers in meta
cards and will post it on their
Have students consider a ball on top
of a table as shown in Figure 1. Tell
what is likely to happen in the
following situations:
If someone pushes the ball, in figure
1 a.
When it is pushed in the direction of
its motion in figure 1 b.
When you push it on the other side
instead, opposite to the direction of
its motion, figure 1 c
when you push it in a direction
different from its original direction of
motion, figure 1 d
SHOW: Forces on objects at rest
Consider the following situations
figure a & b. have students identify
the forces acting on object at rest.
Let the students analyze each
picture and determine what will
happen. Have them perform what is
asked? Circle the highlighted
words as the best answer.
Show a picture of loaded grocery
carts. Ask the participants how to
determine which among those
1. The forces shown above are carts is the heaviest without
Pushing/Pulling forces. actually weighing the contents of
2. The forces shown above are each cart.
Working together/Opposite Which cart requires a greater force
Forces to move it?
3. The forces are Equal/Not
Equal
4. The forces are
Balance/Unbalanced.
 respective areas.
 Each group 5. There Is/No motion
will be given
1-2 minutes to present their
answers
DO:
Relate that the change in motion or
acceleration of an object is caused
by a Net External Force.

Briefly Discuss the types of Fig. a Hanging pen Fig. b book on a table
Forces Ask the following questions:
Action-at-a- 1. The forces shown above are
Contact Situation 1
 Pushing/Pulling forces.
Distance
Forces 1. Hang a pen by a piece of string as The forces shown above are
Forces 2.
Gravitational shown in Figure a. Q1. Working together/Opposite
Frictional Is the pen at rest or in motion? Forces
Force
Tension Electrical Force Q2. Are there forces acting on the 3. The forces are Equal/Not
Normal Magnetic Force pen? If yes, draw the forces. You Equal
Air may use arrows to represent these 4. The forces are
forces. Balance/Unbalanced. Explain what happens as the girl
Resistance
2. Cut the string with a pair of There Is/No motion. jump to the shore. Which is the
Applied 5.
action force and the reaction force?
Spring scissors.

Q3. What happens to the pen? What
could have caused the pen’s
motion?
Situation 2
1. Place a book on top of a table as
shown in Figure b.
1. The forces shown above are
Q4. Is the book at rest or in motion?
Pushing/Pulling forces.
Q5. Are there forces acting on the
C. Presenting 2. The forces shown above are
book? If yes, draw the forces acting
examples/instance Working together/Opposite
on the book. 
 Forces
s of the new
lesson-ENGAGE 2. Let one member of your group 3. The forces are Equal/Not
push the book in one direction and Equal
another member push it in the 4. The forces are
opposite direction at the same time Balance/Unbalanced.
with the same amount of push 5. There Is/No motion
(force).
Q6. Did the book move? How will
you make the book move?
Ask:
Show the two pictures in
1.what causes them to stay in
class and let the students
place?
1. The forces shown above are analyze and tell the
Pushing/Pulling forces.
 2. The forces shown above are relationship drawn from the
Working together/Opposite pictures.
Forces
3. The forces are Equal/Not
Equal
4. The forces are
Balance/Unbalanced.
5. There Is/No motion

1. The forces shown above are

Pushing/Pulling forces.
2. The forces shown above are
Working together/Opposite
Forces
3. The forces are Equal/Not
Equal
4. The forces are
Balance/Unbalanced.
5. There Is/No motion

1. The forces shown above are

Pushing/Pulling forces.
2. The forces shown above are
Working together/Opposite
Forces
3. The forces are Equal/Not
Equal
4. The forces are
Balance/Unbalanced.
5. There Is/No motion

D. Discussing new SHOW: Discuss the concept of balanced and Ask students: What would likely to Activity 1: Picture Analysis Have students analyze the given
concepts and Show pictures illustrating the unbalanced forces. happen when you are in a moving car pictures and the action and reaction
practicing new various descriptions about the force in the given situations.
skills #1- concept of forces and the common Have students analyze the diagram and the brakes are applied all of a
EXPLORE types or forms of force. of a balanced and unbalanced sudden? Analyze the given pictures and
SAY: forces. Then ask them to answer the questions that follow.
Give emphasis on the description differentiate the two
of force particularly the idea that it
has to have an agent and an object
to which the force will be applied. Identifying Action and Reaction
SAY: Force
Explain that the best way to 1. Which cart requires a greater
visualize the concept of forces is to force to move the cart?
illustrate the forces acting on an
object using a free-body diagram.
DO: Show illustrations of free body
Discuss how to construct free- diagrams and ask the students
body diagrams. whether it shows balanced or
SHOW: unbalanced forces. 2. Why is more force needed to
Show examples of how to draw 1. accelerate a cart full of groceries
free-body diagrams from a than the same cart when its
situation given in words. empty?
Emphasize on the proper way of
drawing an FBD stressing the
importance of considering the
length of the arrow used to
illustrate a vector. 2
Constructing Free Body Diagram 3. Which will accelerate? Why?
The only rule for drawing free- How will you make the wagon with
body diagrams is to depict all the increased mass accelerate?
forces that exist for that object in
the given situation.
1. It is generally customary in a 3.
free-body diagram to represent the
object by a box or circle and to
draw the force arrow from the Have students identify the action
center of the box /circle outward in 4. Which figure requires a small and the reaction force in the
the direction that the force is force to accelerate? Which requires following situations.
acting. greater force to accelerate? If you
2. The size of the arrow in a free- 4. apply the same amount of force,
body diagram reflects the what happens to the loaded cart?
magnitude of the force.
3. The direction of the arrow shows
the direction that the force is
acting. 4. Each force arrow in the
diagram is labeled to indicate the
exact type of force.

E.
Activity 1: Free-Body
Diagramming
DO: Force and Its
Representation
Give various situations for every
group and let them construct the
corresponding Free-Body Diagram
for it.
 Each group will then
present it in front of the class by
means of a “Gallery Walk”
In this activity, you will construct
free-body diagrams for 10 different
situations.
Apply the method described in the
F. Discussing new paragraph above to construct free-
concepts and body diagrams for the various
practicing new situations described below.
skills #2- 1. A rightward force is applied to
EXPLORE a crate to push it across the floor at
a constant speed. Ignore air
resistance.
2. A rightward force is applied to a
dresser to accelerate it to the right
across the bedroom floor. Ignore
air resistance.
3. A rightward-moving car is
skidding to a stop across a level
roadway with locked wheels.
Ignore air resistance.
4. A football is moving upward and
rightward towards the peak of its
trajectory. Ignore air resistance.
5. The cabin of a small freight
elevator is secured to a motor by a
5. Investigating inertia
Coin Drop
1. Arrange the setup as shown in Figure 7.
2. Slowly pull the cardboard with your hand
and observe what happens.
3. Arrange again the setup as shown. This
time, quickly flick the cardboard
6. with your finger. Observe again what
happens.
Stack of Coins
4. Stack the coins on a flat level surface.
5. Quickly hit the coin at the bottom with
the edge of the ruler.
7. Guide Questions:
Q1. What happens when you slowly pulled
the cardboard? Explain.
Q2. What happens when you flicked the
cardboard? Explain.
5. Why is football accelerates than
bowling ball?
ACTIVITY: RELATIONSHIP Activity 2: Action and Reaction
GOALS Force Diagram
1. Consider the following tables of
force, mass and acceleration.
Complete each of them and
answer the corresponding
questions
ANALYSIS Questions:
I. CONSTANT FORCE, VARYING 1. What are the two interacting
MASS AND ACCELERATION objects in each statement?
1. If you double the mass, what 2. Who is pushing on whom and
happens to the acceleration? If the what direction?
acceleration is reduced to ¼ of the 3. What will be the reaction force for
original. What is the corresponding each action?
change in mass? 4. What do you observe in the
2. How does the mass vary with objects that do the interaction in the
acceleration at constant force? action force and reaction force?
5. What do you observe on the
II. CONSTANT MASS, VARYING direction of the force in the action
FORCE AND ACCELERATION and reaction force?
1. If you double the force, what
happens to the acceleration? If
you increase the acceleration, how
does the force change?
2. How does force vary with
acceleration at constant mass?
III. CONSTANT ACCELERATION,
VARYING FORCE AND MASS
1. If you double the mass, how
does the force change? If the
 cable and is moving upward with a mass is reduced, what is the
constant speed. There is no corresponding change in force?
contact between the cabin and the 2. How is force related to mass at
elevator shaft. Ignore air constant acceleration
resistance.

6. A downward-moving skydiver is
falling with a constant speed.
7. A hockey puck glides to the right
across the ice at a constant speed.
Ignore air resistance.
8. A sledder has reached the
bottom of a hill and is coasting to
the right while slowing down along
the loosely-packed snow. Ignore
air resistance.

9. A football, originally kicked at an

40-degree angle to the horizontal,
is at the peak of its trajectory.
Ignore air resistance.
10. A downward-moving skydiver
who has just opened the parachute
is slowing down. (Diagram the
forces on the skydiver/parachute
combination.)

11. The cabin of a small freight

elevator is secured to a motor by a
cable and is moving upward while
slowing down. There is no contact
between the cabin and the elevator
shaft. Ignore air resistance.

12. A softball player does a head-

first dive and is sliding to the right
across the infield dirt. Ignore air
resistance.

G. Developing Have students present and Have students differentiate Discuss Newton’s First Law.
 Give Ask the following questions: Discussion of the result of activity.
mastery (leads to explain their output in class. balanced and unbalanced force. Do you have the same results as
a background about Inertia and the
Formative the other groups? If not, what do
factors affecting inertia
Assessment 3)- you think is different from what you
EXPLAIN did and what you found out? How
 can you relate Newton’s Second
Law with the activity?
Have students answer this on Concept check: Why it is important to wear seatbelt? How will you make the cart loaded Let the students analyze and explain
the board. Can be given Have students study the with groceries equal to the their answers.
individually or by group. illustrations and answer the acceleration of the empty cart? As a box is placed on the floor, does
1. A book is at rest on a tabletop. questions that follow. the floor exert an upward force on
2. A gymnast holding onto a bar, is the box? Why is the box not moved
suspended motionless in mid-air. by this upward force?
The bar is supported by two ropes
that attach to the ceiling. Diagram
the forces acting on the
H. Finding practical combination of gymnast and bar.
applications of 3. An egg is free-falling from a
concepts and nest in a tree. Neglect air
skills in daily resistance.
living-ELBORATE 4. A flying squirrel is gliding (no
wing flaps) from a tree to the
ground at constant velocity.
Consider air resistance.
5. A rightward force is applied to a
book in order to move it across a
desk with a rightward acceleration.
Consider frictional forces. Neglect
air resistance.

Summarize the lesson by giving Have students summarize the State the Newton’s First Law of
emphasis on forces that act on concept of balanced and unbalanced Motion:
object at different situations. force. Give emphasis on the An object at rest tends to stay at rest
direction of the force, the magnitude and an object in motion tends to stay in
and its effect on objects’ motion. motion with the same speed and in the
same direction unless acted upon by
an unbalanced force.
I. Making
Discuss the answers to the
generalizations
following questions:
and abstractions
Do forces always result in motion?
about the lesson-
What are the conditions for an object
ELABORATE
to stay at rest, to keep moving at
constant velocity, or to move with
increasing velocity?
How is force related to acceleration?
How do forces affect the motion of an
object?How do forces affect the motion
of an object?
Discuss Newton’s Second Law.
Give emphasis on the relationship
between acceleration and force
(provided that mass is held
constant), acceleration and mass
(provided that force applied is held
constant) and Force and Mass
(provided that acceleration is held
constant.
Force is measured in Newton’s (kg.
m/s2) Mass in kilograms (kg) and
acceleration in meters per second
squared (m/s2).
Discuss Newton’s Third Law of
Motion. Reiterate the interaction
occur in every action.
Newton’s Third Law of Motion, The
Law of Interaction states that for
every action, there is an equal and
opposite reaction equal in
magnitude but opposite in direction
called action reaction forces.
1. Two forces are equal in size
2. Two forces are opposite to each
other in terms of direction.
3. Two forces have the same line of
action
4. Action acts on one object, while
reaction acts on another object
 Have students perform this
individually.
1. A rightward force is applied to a
book in order to move it across a
desk at constant velocity.
Consider frictional forces. Neglect
air resistance.
2. A college student rests a
backpack upon his shoulder. The
pack is suspended motionless by
one strap from one shoulder.
3. A skydiver is descending with
a constant velocity. Consider air
resistance.
4. A force is applied to the right to
drag a sled across loosely packed
snow with a rightward
acceleration. Neglect air
resistance.
5. A football is moving upwards
towards its peak after having been
J. Evaluating boot by the punter. Neglect air
learning- resistance.
EVALUATE
Have students consider the
situation and perform what is
being asked.
Two forces are acting on a block of
ice. There is an applied force to the
left with a magnitude of 15 Newton
and another force to the right with a
magnitude of 45 Newton. Calculate
the net force applied and where is the
block of ice going after two forces was
applied.
Short Quiz
4. The tendency of an object to
continue doing what it is currently
doing refers to….
a. friction b. inertia
c. acceleration d. mass
5. Which of the Newton's Laws states
that an object will continue being at
rest or moving at constant speed in a

 straight line unless acted upon by a
non-zero net force?
 3.If a fly collides with the windshield
a. Newton's First Law
b. Newton's Second Law
c. Newton's Third Law
d. Newton's Fourth Law
Short Quiz
1. How will the mass of the object
affect the way it speeds up or
slows down?
a. no effect
b. more massive objects are easier
to speed up and slow down
c. more massive objects are harder
to speed up and slow down
d. more massive objects are easier
to speed up and harder to slow
down
2. Which of Newton's Laws
describes the amount of force
applied to accelerate an object's
mass?
a. Newton's First Law
b Newton's Second Law
c. Newton's Third Law
d. Newton's Fourth Law
4. If a force of 30 N is exerted on
two balls, one with a mass of 0.50
kg and the other with a mass of
0.75 kg, which ball will have the
greater acceleration? (F=ma)
a. The one with a mass of .75 kg
will have the greatest acceleration.
b. The one with a mass of .50 kg
will have the greatest acceleration.
c. They will both accelerate at the
same rate.
d. Neither will accelerate.
5. An object with a mass of 17.90
kg experiences a force of 13.35 N.
What is the acceleration of the
object?
a. 0.75 m/s2 b. 1.34 m/s2
c. 31.25 m/s2 d. 238.97 m/s
Short Quiz
1. The figure shows an action which
states Boat’s paddle pushes the
water backward. Determine the
reaction force
a. The water pushes the boat’s
paddle upward.
b. The water pulls the boat’s paddle
backward.
c. The water pushes the boat’s
paddle forward.
d. The water pushes the boat’s
paddle downward.
2. Newton's third law states that for
every action there is ...
a. an unbalanced force
b. an equal and opposite reaction
c. an unequal and unbalanced force
d. an equal force pointing in the
same direction
of a fast-moving bus, which object
experiences an impact force with a
larger magnitude?
a. the fly
b. the bus
c. the same force is experienced by
both
d. no force is experienced by both.
4. Consider a bullet shot from a gun.
The acceleration of the bullet is
____.
a. greater than the acceleration of
the gun
b. equal to the acceleration of the
gun
c. equal but opposite to the
acceleration of the gun
d. less than the acceleration of the
gun
5. Consider a fish swimming forward
in the ocean. Which of the following
is accurate of the interaction
between the fish and the water?
 a. The force of the fish points back
while the force of the water points
forward.
b. The force of the fish must be
greater than the force of the water
for the fish to move.
c. The force of the fish must be less
than the force of the water for the
fish to move.
d. The forces point in the same
direction because forces in liquid
media behave differently than forces
in air.
Answer the following Answer the following questions: What is the relationship of mass and 1. State Newton’s third law of Describe Uniform Circular Motion.
questions: Do forces always result in motion? acceleration? motion and cite examples that What happens to the force, speed
Do forces always result in motion? What are the conditions for an object State the Law of Acceleration. show such law. and direction of motion in a uniform
K. Additional What are the conditions for an to stay at rest, to keep moving at 2. Why do action and reaction circular motion?
activities for object to stay at rest, to keep constant velocity, or to move with forces do not cancel each
application or moving at constant velocity, or to increasing velocity? other?How do forces affect the
remediation- move with increasing velocity? How is force related to acceleration? motion of an object?
EXTEND How is force related to How do forces affect the motion of an
acceleration? object?
How do forces affect the motion of
an object?
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify
VI. REFLECTION what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

Sections M F T
Sections M F T Sections M F T Sections M F T Sections M F T

A. No. of learners
PEARL
who earned 80% PEARL PEARL PEARL PEARL

in the evaluation AMETHYST

AMETHYST AMETHYST AMETHYST AMETHYST
QUARTZ
QUARTZ QUARTZ QUARTZ QUARTZ

B. No. of learners Sections M F T Sections M F T Sections M F T Sections M F T Sections M F T

who require
additional PEARL PEARL PEARL PEARL PEARL
activities for AMETHYST AMETHYST AMETHYST AMETHYST AMETHYST
remediation
QUARTZ QUARTZ QUARTZ QUARTZ QUARTZ
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 work?
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?