Maryknoll College of Panabo, Inc.

Prk. Atis, National Highway,Brgy Sto. Niño, Panabo City 8105

PAASCU Accredited Level II

Learning Plan in Science

Learning Plan in: Science 8 Grade/Level: 8 Date: April 5-16, 2024
Teacher: Mr. Wowie G. Segales, LPT Quarter: 1st Quarter Week: 2-3

TOPIC : Laws of Motion

1.1 Law of Inertia
1.2 Law of Acceleration
1.3 Law of Interaction
1.4 Uniform Circular Motion

CONTENT STANDARD:
The learners demonstrate an understanding of:
 Newton’s three laws of motion and uniform circular motion.

PERFORMANCE STANDARD:
The learners shall be able to:
 develop a written plan and implement a “Newton’s Olympics”

LEARNING COMPETENCIES:
The learners should be able to...
 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;

OBJECTIVES:
At the end of the lesson the learners will be able to…
 investigate the relationship between the applied force and the mass of object to the
amount of change in motion
 demonstrate the Newton’s first law of motion
 identify how a body would respond to an external stimulus based on the first law of
motion

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  develop a written plan for Newton Olympics
 investigate the relationship between the mass of an object, the force applied to it and the
acceleration of an object
 calculate the acceleration of the moving object
 explain the third law of motion
 cite some examples of sports that would relate the third law of motion
 demonstrate how the three laws of motion are applied in the body that is moving in
circular motion
 give importance of the centripetal force in keeping a body in circular motion
 relate the Newton’s three laws of motion to human life
 implement the written plan for Newton Olympics

Day 1
Topic: Law of Inertia

Specific Objectives:
 investigate the relationship between the applied force and the mass of object to the
amount of change in motion
 demonstrate the Newton’s first law of motion
 identify how a body would respond to an external stimulus based on the first law of
motion
 develop a written plan for Newton Olympics

I. INTRODUCTION
Preliminaries:
Daily routine (5 minutes)
 Prayer
 Checking of attendance
 Classroom rules
 Energizer (Dance Exercise)

Recall: “Remember Me” (5 minutes)

The teacher will ask the students the following questions in order to know their background
knowledge about force and motion.
1. What makes objects move the way they do?
2. Differentiate between balanced force and unbalanced force?
3. Why do some objects move faster than the others?
4. What makes objects stay in place?

Motivation: “Categorize Me!” (7 minutes)

The teacher will group the students into three groups. Each group will be given a sets of
pictures for the students to categorize according to which Law of Motion it represents based
on their understanding. (This motivation will lead to the presentation of the main topic)

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 Process Questions:
1. What are these pictures tell you according to its law of motion?
2. Consider a car accelerating on a straight road. Are the forces involved balanced or
unbalanced? Why?

Note: The teacher will process learners answer then ask them if they have an idea for the
topic the day

Activating Prior Knowledge: (5 minutes)

To gauge students’ readiness to perform the activities the teacher will present a
situation and ask the student based on his/her experience while riding inside the bus/car.

1. What would likely happen when you are in a moving car and the brakes are applied
all of a sudden?
2. Why it causes you to be pushed forward when the brakes are applied suddenly?

Essential Question: How do Newton’s law of motion explain the way the body move??

II. INTERACTION
Lesson Development

Procedure:
Activity 1: “Investigating Inertia” (35 minutes)
The teacher will group the students into three groups. Each group will perform the laboratory
activity, answer the guide questions, and they will share their answers to the class.
A. Coin drop
1. Arrange the setup of the following objects involved in the activity (clear glass, coin, and
cardboard)
2. Place the index card on top of the glass.
3. Place a penny on top of the index card.
4. Flick the edge of the index card. Make sure to flick the index card from the edge not
underneath.
5. Observe what happened and answer the following guide questions.

B. Coin Tower
1. Stack the coins on a flat level surface.
2. Quickly hit the coin at the bottom with the edge of the ruler.

Process Questions:
1. What happens when you slowly pull the index card? Explain.
2. What happens when you flicked the index card? Explain.
3. How does the Newton’s first law of motion apply to what happens with the coin?
4. What force or forces is/are acting upon the coin during the experiment?

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 5. If you have time, test the other objects. Does the law of inertia still apply if you use lighter
objects (paper, paperclip) or objects of different shapes (bead, button)? Explain what you
observed.
6. What happens when you hit the coin at the bottom? Why is this so?

Note:The teacher will process the student's answer and will give other examples to fully
understand the lesson. This will be conducted through interactive discussion.

Transition Statement: (8 minutes)

The situation on the activity demonstrates the property of an object to resist any change in its state
of motion. In Physics, this property is known as inertia. The coin dropped into the glass because it
was trying to remain in its state of rest. All objects have the tendency to resist changes in their state
of motion or keep doing what they are doing. However, changing a body’s state of motion depends
on its inertia. A more massive object which has more inertia is more difficult to move from rest,
slow down, speed up, or change its direction. Newton’s Law of Inertia states that “a body will
remain at rest or move at constant velocity unless acted upon by an external net or unbalanced
force.

Formative Assessment: (5 minutes)

In this assessment, the student will cite some example of situation affecting Law of Inertia.

Synthesis/Closure: (5 minutes)
As the first law of motion stated that we need unbalanced force for the object move in
relation to real life we need effort to have a result in our goals in life (Faith).

Purposive Assignment: (5 minutes)

The teacher will instruct each group to develop a written plan for “Newton Olympics” and
present it on the next session.
Note: The teacher will present the rubric to evaluate each group’s presentation. Students can
look at this rubric so they may understand what they are being graded on.

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Day 2:
Topic: Law of Acceleration

Specific Objective:
 investigate the relationship between the mass of an object, the force applied to it and the
acceleration of an object
 calculate the acceleration of the moving object

Daily Routine: (5 minutes)

 prayer, checking of attendance, reminder on the behavior

Recall: “Past is Past, Let us Discuss” (7 minutes)

The teacher will ask the following questions based on their past lessons on Grade 7.
1. What is the formula of the speed?
2. What is the formula of the velocity?
3. What is the formula in getting the acceleration of the moving object?

Motivation: Free Fall (5 minutes)

Collect a rock and a wadded-up piece of paper. Because gravity's acceleration is constant, all
objects fall at the same rate regardless of their mass. Test this law by dropping both items
simultaneously and watching them fall at the same speed.

Process Questions:
1. What have you observed when you drop both the paper and the rock?
2. Why do both paper and rocks fall at the same rate of time?

Activating Prior Knowledge: (8 minutes)

The teacher will present images of trolleys and ask the learners about their shopping experiences
at grocery.

A. B.

1. Based on your experience what do you feel if you push the empty shopping cart? What do you
feel when you push a shopping cart with full of items?
2. Why it causes you to be pushed forward when the brakes are applied suddenly?

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Activity 1: Investigating the Law of Acceleration (30 minutes)
In this activity, the teacher will divide the class into three groups. Each group will perform the
laboratory activity, answer the guide questions, and they will share their answers to the class.

1. Set up materials as shown in figure 1 above.

2. Measure the mass of the toy cart using the triple beam balance. Record it in your data sheet.
3. Measure 80 cm from the pulley attached on the edge of the table.
4. Ask the group mate to keep the toy cart in place while you are putting weights on the slotted
weight hanger.
5. When the weigh is placed, ask your group mate to let go of the toy. Let your other group
mate measure the time it takes for the cart to hit the pulley (edge of the table).
Note: If the toy cart did not reach the pulley, measure the total distance it traveled.
Record it in your data sheet.
6. Repeat steps 4 and 5 until the total weight placed on the slotted weights hanger is 1.5 kg.

Guide questions:
1. What happens to the distance traveled by the toy cart when the weights on the slotted weight
hanger were increased?
2. What happens to the time it took the cart to travel the 80-cm distance when the weights on
the slotted weight hanger were increased?
3. What happened to the acceleration of the cart when the amount of weights on the slotted
weight hanger was increased?
4. Based on the experiment, how did the mass of the weights affect the acceleration of the
cart?
5. Explain the concept of the law of acceleration using the data you have gathered from the
experiment.

Transitional Statement (5 minutes)

In this activity, the second law of motion represents that when an object's acceleration is directly
proportional to the net force applied on it and inversely proportional to its mass. As the object's
acceleration increases as the amount of force exerted on it does. A decreasing acceleration is
caused by an increase of an object's mass.

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Formative Assessment: (10 minutes)
Instruction: Use the given formula and complete the table.

Synthesis/Closure (5 minutes)
An object will not move unless there is a force acting on it. In life, you cannot do your work properly
unless there is something that motivates you. Motivation is an internal force that enables you to do
something (Perseverance). Newton's second law of motion can be formally stated as follows: The
acceleration of an object as produced by a net force is directly proportional to the magnitude of
the net force, in the same direction as the net force, and inversely proportional to the mass of the
object.

Day 3:
Topic: Law of Interaction
Specific Objective:
 explain the third law of motion
 cite some examples of sports that would relate the third law of motion

Daily Routine: (5 minutes)

 prayer
 checking of attendance
 reminder on the behavior

Recall: (5 minutes)
The teacher will ask the some students to mention important concepts discussed during the
previous lessons about the Newton’s Law of acceleration.

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Motivation: Charades (8 minutes)
The teacher will group the class into three groups. Each group will choose a 1 representative to
enact the words while the other members will guess the exact word. Each group will be given 1
minute to guess the words. After the game, the teacher will ask the following questions.

Process Questions:
1. What are the words you guess represents?
2. How does Newton’s first and second law of motion are applied in sports?
3. Do you agree that the third law of motion is also being applied in sports? Why or why not?

Activating Prior Knowledge: (5 minutes)

The teacher will ask the following questions about their experience in throwing or catching a ball
during a traditional games or sports.
1. When catching/throwing the ball, what do you observe to the ball based on the force
you exert?
2. What do you do to make the ball flown in distant away from you?

Essential Question: How did the Newton’s third law of motion applied in the sports?

Interactive Activity: “A day at the Races” (30 minutes)

The teacher will group the students into three groups. Each group will perform the laboratory
activity, answer the guide questions, and they will share their answers to the class.
This is a race. The race will be timed and a winner determined.
1. Attach one end of the fishing line to the blackboard with tape. Have one teammate hold the
other end of the fishing line so that it is taut and roughly horizontal. The line must be held
steady and may not be moved up or down during the experiment.

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 3. Have one teammate blow up a balloon and hold it shut with his or her fingers. Have another
teammate tape the straw along the side of the balloon. Thread the fishing line through the straw
and hold the balloon at the far end of the line.
4. Assign one teammate to time the event. The balloon should be let go when the time keeper
yells “Go!” Observe how your rocket moves toward the blackboard.
5. Have another teammate stand right next to the blackboard and yell “Stop!” when the rocket
hits its target. If the balloon does not make it all the way to the blackboard, “Stop!” should be
called when the balloon stops moving. The timekeeper should record the flight time.
6. Measure the exact distance the rocket traveled. Calculate the average speed at which the
balloon traveled. To do this, divide the distance traveled by the time the balloon was “in flight.”
Fill in your results for Trial in the table below.
7. Each team should conduct two more trials and complete the sections in the table for Trial 2.
8. Calculate the average speed for the three trials to determine your team’s race entry time. The
winner of this race is the team with the fastest average balloon speed.

Process Questions:
1. What made your rocket move?
2. How is Newton’s Third Law of Motion demonstrated by this activity? What is
accelerating? What provided the force?
3. Cite some examples of sports that would demonstrate the Newton’s third law of motion.

Transition Statement: (5 minutes)

This activity shows real-life situations relating to the third law of motion that Newton’s
Third Law states that when two bodies exert force on each other, the forces are equal in magnitude
and opposite in direction. These forces are called an action-reaction pair. Forces always exist in
such pairs.
Simply, Newton’s third law of motion states that: If a body A exerts a force on a body B,
then B exerts a force on A in the opposite direction with the same magnitude

Formative Assessment: “Problem-Solving?” (12 minutes)

A person of mass 85 kg is standing in a lift which is accelerating downwards at 0.45 m s -2. Draw
a diagram to show the forces acting on the person and calculate the force the person exerts on the
floor of the lift.
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Solution
The weight of the person is 85 g, where g is the acceleration due to gravity. The resultant force is
W − R and using Newton’s second law gives:

Therefore, using Newton’s third law the force the person exerts on the floor of the lift is equal to
the force of the floor acting on the person, i.e. R, which equals 800 N.

Synthesis/Closure (5 minutes)
Newton's third law of motion suggests that we should be mindful of our actions and how
we affect others. It actually relates that the Newton’s third law relates to the golden rule as it both
concept reflects a principle of balance and mutual response (Excellence). In other words both
emphasize that actions have corresponding effects, whether in human relationships or physical
systems. (Humility)

Day 4:
Topic: Uniform Circular Motion

Specific Objectives:
 demonstrate how the Newton’s laws of motion are applied in the body that is moving in
circular motion
 give importance of the centripetal force in keeping a body in circular motion

Daily routine (5 minutes)

 Prayer
 Checking of attendance
 Classroom rules, Energizer (Dance Exercise)

Recall: (5 minutes)
The teacher will ask the following questions to the learners about the previous lessons.
1. What are the three laws of motion?
2. How will you define the first law of motion?
3. How will you define the second law of motion?
4. How will you define the third law of motion?

Motivation: “Four Pics in One Word!” (10 minutes)

The teacher will present a sets of four pictures for the learners to guess what word it represents.
Then the teacher will ask the following to the learners:
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Process Questions:
1. What are these pictures tell you?
2. How will you relate this pictures to the Newton’s Laws of Motion?

Activating Prior Knowledge: (5 minutes)

The teacher will present a picture of a Mary-go-round and ask the learners of their experiences on
it in the playground.

1. How will you describe your motion while riding on the spinning mary-go-round?
2. What will happen to you if you are not holding to anything on it while riding?

Lesson Development
Procedure:
Activity 1: “Spinning cup” (35 minutes)
Each group will perform the activity and pick 1 card that contains 1 question. Each group will
present their explanation to the class.
1. Put a two holes on the cup and attached the yarn on it.
2. Place the Ping-Pong ball/golf ball inside the cup
3. Carefully begin rotating the cup with a mass on it.
4. Observed the cup and the ball on it and answer then given question assigned to your group.

Guide questions:
1. How does the Newton’s Law of Inertia applied in the activity?
2. How does the Newton’s Law of acceleration applied in the activity?
3. How does the Newton’s Law of interaction applied in the activity?

Transitional Statement (5 minutes)

In this activity, the Newton’s three laws of motion is related and applied in a moving body
in a circular path. Newton’s First Law explains that a force is required to keep an object moving
in a curved path. The second law quantifies that the centripetal force is needed for circular motion.
The third law also shows that the interaction between the centripetal force and the object’s reaction
to it.

Formative Assessment: (5 minutes)

The teacher will call random students to answer the given question.
1. Why is centripetal force, in keeping a body in circular motion, is important?

Synthesis/Closure (5 minutes)
This topic explains that our life has no clear directions, but with consistency in everything
we do, we may not stumble and overcome to what struggles we are facing every day. Just like the
three laws of motion applied to a moving body in circular motion, it still requires a motivation to
maintain us in our path. (Excellence)

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Day 5-6
INTEGRATION
Specific Objective:
 relate the Newton’s three laws of motion to human life
 implement the written plan for Newton Olympics

a. Core Values/School Formation

With the different set of activities, the students will be taught how to value humility in
performing the 3 laws of motion by understanding each uniqueness of his/her classmates or
other people’s feelings, understanding, and emotions thus compassion and humility are
inflicted to this lesson and excellence by implementing what they have developed for their
performance task.

b. Learning Across Discipline

The lesson is related to the MAPEH subject. It discusses the physical activities like in a
different mini-games it requires gross motor skills and alertness as they will compete to the
other teams. This lesson is also integrates MATHEMATICS subject. It deals with calculations
and problem-solving especially in Newton’s second and third law of motion.

c. Biblical Passage/Social Issues

The lesson is a timeless value which the student should understand and practice. In
Galatians 6:7 “Do not be deceived. God cannot be mocked. A man reaps what he sows.” it
reflects that everything we act, whether it is good or evil, it has consequences. Therefore, you
will apply what you have learned on this module by doing a demonstration of how the body
responds to changes in motion

Summative Assessment
A. Problem-solving. (2 points each)
1. An object accelerates 2.0 m/s2 when a force of 4.0 N is applied to it. What is the mass of an
object?
2. An object with a mass of 6.5 kg accelerates 12.3 m/s2 when an unknown force is applied to it.
What is the amount of the force?
3. A stone is dropped from the top of a cliff. It is seen to hit the ground below after 3.50
seconds. How high is the cliff?
B. Identification (1point each)
1. Which law of motion is described by the statement: An object at rest stays at rest, and an
object in motion stays in motion with the same speed and in the same direction unless acted upon
by a net external force?
2. Which law of motion states that for every action, there is an equal and opposite reaction?
3. It is a force that acts on an object moving in a circular path.

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4. According to which law of motion does the acceleration of an object depend on the net force
acting upon it and its mass, and is given by the formula F=m.a?

Answer Key:
A. Problem-solving
1. 2.0 kg
2. 79.95 N or 80 N
3. 60 meters

B. Identification
1. Law of Inertia
2. Law of Interaction
3. Centripetal Force
3. Law of Acceleration

Performance Task:
Instructions: Each group will present their written plan for Newton’s Olympics. They will be
given 5 minutes to present their Newton’s Olympics written plan.
Note: The teacher will present the rubric to evaluate each group’s presentation. Students can
look at this rubric so they may understand what they are being graded on.

Criteria
Trait
1 2 3 4
Content Presentation contained Presentation had Presentation had a Presentation had an
Did the little to no valuable moments where good amount of exceptional amount of
presentation have material. valuable material was material and valuable material and
valuable present but as a whole benefited the class. was extremely beneficial
material? content was lacking. to the class.
Organization The presentation There were minimal The presentation The presentation was
Was the lacked organization signs of organization had organizing ideas well organized, well
presentation well and had little evidence or preparation. but could have been prepared and easy to
organized and of preparation. much stronger with follow.
easy to follow? better preparation
Presentation Presenters were Presenters were not Presenters were Presenters were all very
Did the unconfident and consistent with the occasionally confident in delivery and
presenters Speak demonstrated little level of confidence/ confident with their they did an excellent job
clearly? Did the evidence of planning preparedness they presentation of engaging the class.
engage the prior to presentation. showed the classroom however the Preparation is very
audience? Was it but had some strong presentation was evident.
obvious the moments. not as engaging as it
material had been could have been for
rehearsed? the class.

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Reference/Instructional Material Used
 Myrna Quilang, A., Leticia Venadas, C. (Revised Edition 2021) Cyber Science.rev: Grade 4,
Davao City, Philippines: Rex Book Store
 https://www.mathcentre.ac.uk/resources/uploaded/mc-web-mech2-11-2009.pdf
 https://www.seaford.k12.ny.us/cms/lib/NY01000674/Centricity/Domain/340/Newtons%20Se
cond%20Law%20Math%20Skills%20Answer%20Key.pdf
 https://pbl101.weebly.com/uploads/3/1/3/1/31318861/group_presentation_rubric.pdf
 https://young-catholics.com/wp-content/uploads/2022/03/Sports-Charades-or-Pictionary-
List.pdf

Submitted by:

MR. WOWIE G. SEGALES, LPT

Subject Teacher

Checked by:

MR. GLENDEL MARK P. RABE, LPT Date: _____________________

Science/Math Subject Area Coordinator

Reviewed by:

MS. ANNA MARIE G. FLORES, LPT

Assistant Principal for JHS

Approved by:

MS. BHEA CHRISTLY C. NARIDO, MAEd

IBED Principal

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REMARKS:

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