Republic of the Philippines

OUR LADY OF RANSOM CATHOLIC SCHOOL

Mangga I, Matatalaib, Tarlac City
S.Y. 2019-2020

WEEK 1 LEARNING PLAN SCIENCE 8)

I. OBJECTIVES

Content Standard:

 The learners demonstrate an understanding of Newton’s three laws of motion and uniform circular
motion
Performance Standards:

 The learners develop a written plan and implement a “Newton’s Olympics”

Learning Competencies

 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;
 Infer that when a body exerts a force on another, an equal amount of force is exerted back on it.
 Demonstrate how a body responds to changes in motion;
 Relate the laws of motion to bodies in uniform circular motion;
 Infer that circular motion requires the application of constant force directed toward the center of the circle;
 Identify situations in which work is done and in which no work is done;
 Describe how work is related to power and energy;
 Differentiate potential and kinetic energy;
 Relate speed and position of object to the amount of energy possessed by a body.
 Infer how the movement of particles of an object affects the speed of sound through it;
 Investigates the effect of temperature to speed of sound through fair testing;
 Demonstrate the existence of the color components of visible light using a prism or diffraction grating;
 Explain the hierarchy of colors in relation to energy;
 .Explain that red is the least bent and violet the most bent according to their wavelengths or frequencies;
 Differentiate between heat and temperature at the molecular level;
 Infer the relationship between current and charge;
 Explain the advantages and disadvantages of series and parallel connections in homes;
 Differentiate electrical power and electrical energy; and
 Explain the functions of circuit breakers, fuses, earthing, double insulation, and other safety devices in the home.

II. SUBJECT MATTER

Lesson: 1. Laws of Motion

Sub. Topics: 1.1 Law of Inertia
1.2 Law of Acceleration
1.3 Law of Interaction
References: 1. Practical Science 8, by Eduard Cristian R. Papa. Al pg. 3-6
Strategies: Experimentation, Observation, and Demonstration
ORGANIZING BIG IDEAS:

Essential Understanding

Students will understand that newton’s three law of motion, uniform circular motion and the
application of constant force can be used in developing a written plan of “Newton’s Olympics” by
practicing road safety at all times.

Essential Questions:

 How can you minimize road accidents?

 Why do objects tend to resist changes in its current state?
IV. PROCEDURE
A. EXPLORE: DAY 1
Activity 1: Focus Question

WHAT I THINK

WHAT I LEARNED

Process Questions:
1. What are the three laws of motion?
2. What is Inertia?
Activity 2: TRUE OR FALSE

Each concept listed below has two statements. One of the statements is true, and the other one is false.
Classify which statements are true, and which are false. Write the letter of your answer in table 1.3.
1. Law of motion
a. The laws of motion are only true for some instances.
b. The laws of motion are the fundamental governing principles of the interplay between force and motion.
2. Inertia
a. Inertia is inversely proportional to mass.
b. Inetia is the property of an object to resist change.
3. Acceleration
a. Acceleration of a heavy objects is the same with a light objects if they are acted upon by the sme amount of force.
b. Acceleration is increased if force remains constant and mass is decreased.
4. Interaction
a. In physics, an interaction requires an action and a reaction.
b. There is no interaction when non contact forces act upon an objects.
5. Momentum
a. Momentum is inversely proportional to velocity.
b. Momentum is inertia in action.

Concept True False

1. Laws of motion
2. Inertia
3. Acceleration
4. Interaction
5. Momentum

B. FIRM UP (DAY2)

Activity 3: Law of Inertia ( Tablecloth Magic)

Objectives:

1. Observe that resting objects stay at rest without net external forces acting on them.
Materials: smoother tablecloth, table with a flat surface, things to be placed on the tablecloth (choose things
that have a smooth bottom surface such as books, beakers, and cubes. Do not use objects that have too much
friction, roll, or easily topple over such as rubber, balls, or empty water bottles.)

Procedure :

1. Place the tablecloth on one edge of the table so that a few inches hang from the edge.
2. Place the things on top of the tablecloth.
3. Get ready to pull the tablecloth o the side that is hanging from the edge.
4. Pull the tablecloth quickly, so that it slips out under the objects.
Tips: the faster you pull, the more successful you will be in keeping the objects in their place.
Pulling slowly might cause the objects to topple over.

Process Questions:

1. When you placed the objects on the table cloth, were they in motion or at rest?
2. What happened to the objects when you pulled the tablecloth out from under then?
3. What does Newton’s first law of motion say?
4. Explain what happen by applying newton’s first law of motion to the objects after you
pulled the table out from under.

C. DEEPEN (DAY 3)

Activity 4 : Law of Inertia

Objective: Verify Newton’s first law of motion.

Materials: two identical jars with cover; flour or sand; iron filings, lead pellets or small pebbles; two identical
three- ring binders; tape measure or meter stick

Procedure:

1. Look for two different surfaces in the classroom ( e.g., floor tiles, wood, plastic).
2. Set up the ring binders and meter stick or tape measure on the first surface as shown in figure 1.1.5.
3. Fill one jar with sand or flour. Make sure to pack it as tightly as you can. Then put the lid on tightly.
4. Fill the other jar with iron filings, lead pellets, or small pebbles. Again, ensure that the jar is full and
sealed tightly.
5. Place the jar filled with flour or sand on the higher side of the ring binder. Place the jar filled with iron
filings, lead pellet, or small pebbles on the higher side of the second ring binder.
6. Release the jar at the same time. Make sure that you apply the same amount of force to both jars at the
same time.
7. Record the distance ( in meters ) travelled by both jars.
8. Perform two more trials for the first surface. Then, get the average of the distances.
9. Repeat step 6 to 8 for the two other kinds of surfaces you found in the classroom.

Use table 1.1.2 and 1.1.3 to summarize the data that you gathered.
 Distance travelled of the jar filled with flour or sand.

Trial Distance traveled

Surface 1 Surface 2 Surface 3

Trial 1

Trial 2

Trial 3

Average

Distance travelled of the jar filled with iron fillings. Lead pellets or small pebbles.

Trial Distance travelled

Surface 1 Surface 2 Surface 3

Trial 1

Trial 2

Trial 3

Average

Guide questions:

1. Compare the average distances of both jars. Which jar travelled farther? In which surface did it travel
farther?
2. What can you conclude about your data?
a. The results depend on the content of the jar? Justify your answer,
b. Did the result depend on the kind of surface where the jars were placed?
3. State the law of inertia, explain this law using the data and observations gathered from the activity

D. TRANSFER: DAY 4
Activity 5: Revisiting Map of Conceptual Change

Focus Question

WHAT I LEARNED

WHAT I THINK
 Process Questions:
1. What are the three laws of motion?
2. What is Inertia?

You are a children’s party organizer. You are hired to organize a birthday party for 5-old boy. You need
to include five games that will depict the law of inertia. You have one week to plan and organize the party, highlighting the game.

The games should just take to 10 minutes each. Because the games are for children, their mechanics or
rules should be complicated. You are allowed to modify popular Filipino games. You need to set meaning with the client to present
the games that you have planned.

Criteria:

Neatness/ Appearance: 5%

Accuracy: 5%

Total: 10 %

Questions for Values Integration:

 How can you minimize road accidents?

Prepared by:

MS. CORINA S. DOMINGO

Name and Signature

Checked by:

MS. JENALYN G. DE LARA

Subject Coordinator

Checked by:

MR. MELVIN M. SURLA

ACADEMIC COORDINATOR