Newtons Ist Law of Motion

DETAILED SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
8 First Quarter ______ 1
I. OBJECTIVES
The learners demonstrate an understanding of Newton’s three laws of
A. Content Standards
motion and uniform circular motion.
The learners shall be able to develop a written plan and implement a “Newton’s
B. Performance Standards
Olympics”
Infers that when a body exerts a force on another an equal amount of force is
exerted on it. S8FE-Ia-2
Within the specified period, learners should be able to:
C. Learning Competencies/ 1. Demonstrate their understanding by explaining Newton’s First Law of
Objectives
(Write the LC code) Motion;
2. Explain the law of inertia using concrete example;
3. Appreciate the value of the topic in our everyday living.
II. CONTENT NEWTON’S FIRST LAW OF MOTION : Inertia

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages TG
2. Learner’s Materials pages Science 8 Learner’s Module
3. Textbook pages 10-12
4. Additional Materials from
Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 12-17.
Learning Resource (LR)
portal
B. Other Learning Resources ThePhysicsclassroom.com
IV. PROCEDURES
ELICIT
A. Reviewing previous lesson
Key recall question:
or presenting the new
lesson If forces acting on an object at rest are balanced, will the object move or
stays at rest?
B. Establishing a purpose for ENGAGE
the lesson Show the motorcyclist (Video)
C. Presenting 1. What happen to the driver/rider?
examples/instances of the 2. Why do you think this happens?
new lesson
EXPLORE
 Preliminary Activity
 Precautionary measures
 Introduce the activity: Penny Card Flick Investigation
D. Discussing new concepts
and practicing new skills #1  Activity Proper
 Organize four (4) groups among yourselves
 Get the activity Sheets and materials
 First read the procedure carefully. If there are points that you don’t
understand, ask help or clarify from your teacher.
 Follow the directions in the activity sheet, with your group mates.
E. Discussing new concepts  Be aware of the time element of this activity
and practicing new skills #2
**Activity Procedure
Penny Card Investigation
• Place the index card on top of the small glass.
• Place the penny on top of the index card.
 Slowly pull the cardboard with your hand and observe.
 Arrange again the same set-up. This time, side flick the index card off of
the glass. Make sure that the card is flicked parallel to the desk.
 Observe.
 Key Questions:
1. What happens when you flicked the cardboard? Explain.
 What happens when you slowly pulled the cardboard? Explain.
EXPLAIN (Post Activity)

 How did you find the activity?
F. Developing mastery (leads  Post all your outputs on the wall.
to Formative Assessment 3)  Each group will have a representative to present and explain their output.
Did you learn something from the activity?Students will present their group works
G. Finding practical ELABORATE (Applying and Making Use of Information)
applications of concepts Mac and Tosh are arguing in the cafeteria. Mac says that if he flings the Jell-O with
and skills in daily living
a greater speed it will have a greater inertia. Tosh argues that inertia does not
H. Making generalizations and
abstractions about the depend upon speed, but rather upon mass. Who do you agree with? Explain why.
lesson
EVALUATE
(Knowledge) State the law of inertia.
1. (Comprehension ) Provide or give a concrete example how the law of
inertia works?
2. (Application ) In riding a car, what is the most safety thing to do in order to
avoid more damages in case of car bump?
I. Evaluating learning a. Use seatbelt b. Set aside seatbelt c. Use headset d. All of the choices
3. (Analysis & Synthesis )Which would have happen if a motorcycle rider hit
the wall ( as seen in the picture )
a. Thrown forward b. thrown backward c. stay in the motorcycled.
nothing happens
5. (Evaluation) In 2 – 3 sentences, Justify what had happened to the
motorcycle driver ( as seen in the picture ).
EXTEND
J. Additional activities for How would you dislodge a ketchup from the bottom of a ketchup bottle?
application or remediation ( Perform this at home and share it to the class next meeting )
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?
DEMONSTRATION TEACHER:
THINKER BELL GROUP
1. Eunice R. Gentiles
2. Ruby M. Alameda
3. Naome O. Bertulfo
4. Gil Lloyd F. Jacob, Jr.
5. Ranilo G. Benogsudan
6. Michael S. Rubino
7. Jay M. Bentayo
8. Jean Maria G. Derrayal
9. Karen Jane B. Sacatani
10. Maria Helena B. Yangco
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DETAILED SCIENCE LESSON PLAN

II. CONTENT NEWTON’S FIRST LAW OF MOTION : Inertia

EXPLAIN (Post Activity)

THINKER BELL GROUP

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