Third Law of Motion

SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
GRADE 10 4TH QUARTER/ FORCE, MOTION AND ENERGY WEEK 34 DAY 4 1
I. OBJECTIVES
The learners demonstrate an understanding of Newton’s three laws of motion and

A. Content Standards
uniform circular motion.
The learners shall be able to develop a written plan and implement a “Newton’s
B. Performance Standards
Olympics”.
Infer that when a body exerts a force on another, an equal amount of force is
exerted back on it (S8FE-Ia-16)
C. Learning Competencies/
Objectives
Write the LC code for SPECIFIC OBJECTIVES:
each
 Describe the nature of action and reaction forces
 Discuss the mathematical relations involved in and the conditions
necessary for Newton’s Third Law
NEWTON’S THIRD LAW OF MOTION:

II. CONTENT
Law of Interaction
III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages 10 – 20
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
 Newton’s Laws of Motion. Accessed July 27, 2017.

http://www.physicsclassroom.com/Physics-Tutorial/Newton-s-Laws
B. Other Learning
Resources
 Newton’s Third Law. Accessed July 27, 2017.
https://www.youtube.com/watch?v=EgqcGrB3re8
IV. PROCEDURES
A. Reviewing previous Use “FACT OR BLUFF” to recall Newton’s 2nd Law:

lesson or presenting the  As the force applied increases, acceleration decreases.
new lesson  The force and the acceleration point in the same direction.
SCIENCE LESSON PLAN
 The Law of Acceleration is a consequence of unbalanced forces.

 Acceleration is directly proportional to mass.
 There is zero acceleration when forces are balanced.
 Ask: “Do you know what the Golden Rule is? Can someone explain it
B. Establishing a purpose briefly?”
for the lesson  Allow the learners to share their ideas clearly but direct them towards the
concept of action and reaction forces
C. Presenting  PEOE: Ask for a volunteer. Instruct him/her to push the wall as hard as
examples/instances of he/she can for at least 10 seconds. Then let him/her explain why he/she
the new lesson
can’t make the wall move?
D. Discussing new concepts
and practicing new skills  The teacher facilitates as the students perform Activity 1.4
#1
E. Discussing new concepts  Learners will post their group’s output on the board and wait for their turn
and practicing new skills to explain and elaborate their work.
#2
F. Developing mastery
(leads to Formative
Assessment 3)
 The teacher asks: “Can you cite

examples activities where Newton’s
G. Finding practical 3rd law are demonstrated?” Explain
applications of concepts briefly.
and skills in daily living
 The teacher may initiate the students’
responses by citing “swimming” as
one example.
H. Making generalizations TEACHER: Let us now summarize the essential concepts for the day. (The teacher
and abstractions about
the lesson may also opt to deduce these concepts from the students.)
SCIENCE LESSON PLAN
 Newton’s 3rd law states that: “For every action, there is an equal and
opposite reaction.”
 There are two forces involved in every interaction: (1) action and (2)
reaction force.
 Action and reaction forces are equal in magnitude but opposite in
direction.
 Action and reaction forces do not cancel each other because they act on
DIFFERENT BODIES.
I. Evaluating learning
J. Additional activities for  OPTIONAL: Let the students watch a video clip about Newton’s 3rd Law
application or https://www.youtube.com/watch?v=EgqcGrB3re8
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
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
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?
SCIENCE LESSON PLAN
ACTIVITY SHEET 1.4

I. OBJECTIVE/S:
To determine the amount of force exerted by an object to another
II. MATERIALS:
 Balloon
 Plastic Straw
 String
 Tape
 Two objects of the same height that you can tie a string to.
Please draw/illustrate your experiment.
Setup 1
III. PROCEDURES:
1. Thread one end of the string through the drinking straw.
2. Attach it to something stable, like a curtain rod or a heavy piece of furniture. Be careful that no one trips
over the string.
3. Have someone inflate a balloon and hold the air inside without tying it.
4. While someone holds the other end of the string

taut, attach the balloon to the straw with the
masking tape.
5. Release the air from the balloon.
6. Measure and record the distance it moves.

Data Table
BALLOON ROCKET READINGS
TRIAL A B IV.
Large Balloon Small Balloon
1
2
ANALYSIS:
1. How do the readings in each balloon rocket vary?
2. Which balloon travel further? The large one or small one?
3. Using Newton’s Third Law of Motion explain why this balloon travel faster and fastest.
4. What was the action force?
5. What was the reaction force?
SCIENCE LESSON PLAN
TEACHER HANDOUT
 You may begin with the traditional routines but keep it short and simple.
 In the recall part, you may use other strategies aside from FACT or BLUFF.
 In establishing the purpose of the lesson, allow the learners to express their ideas clearly.
 In Activity 1.4, please provide the students with Manila paper where they can write their group
observation and collaboration of output.
 Before the activity starts, double check the correctness of each group’s experimental setup. If
you see an incorrect setup, REMIND the learners to be careful with their setup. Don’t do it
yourself!
 In the group presentation, make sure to let the learners discuss their observations among
themselves. Refresh and use varied ART OF QUESTIONING TECHNIQUES to elicit the main
concept/s of the lesson.
 Immediately clarify misconceptions, if you see any.
 Thank you and I wish you luck in using this exemplar lesson plan.
BIBLIOGRAPHY
Published Resources:
 Science 8 Learners Material, pp.
 Hewitt, Paul. Conceptual Physics: The High School Physics Program, pp.
Online Resources:
 Newton’s Laws of Motion. Accessed July 27, 2017.

http://www.physicsclassroom.com/Physics-Tutorial/Newton-s-Laws
 Newton’s Third Law. Accessed July 27, 2017.

https://www.youtube.com/watch?v=EgqcGrB3re8
SCIENCE LESSON PLAN

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SCIENCE LESSON PLAN

The learners demonstrate an understanding of Newton’s three laws of motion and

NEWTON’S THIRD LAW OF MOTION:

III. LEARNING RESOURCES

 Newton’s Laws of Motion. Accessed July 27, 2017.

A. Reviewing previous Use “FACT OR BLUFF” to recall Newton’s 2nd Law:

 The Law of Acceleration is a consequence of unbalanced forces.

 The teacher asks: “Can you cite

ACTIVITY SHEET 1.4

Please draw/illustrate your experiment.

4. While someone holds the other end of the string

5. Release the air from the balloon.

6. Measure and record the distance it moves.

 Immediately clarify misconceptions, if you see any.

 Science 8 Learners Material, pp.

 Newton’s Laws of Motion. Accessed July 27, 2017.

 Newton’s Third Law. Accessed July 27, 2017.

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