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    PALMARES, REY PHYSCL4

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    Bernard Banal

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    © All Rights Reserved
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    PALMARES, REY PHYSCL4

    Uploaded by

    Bernard Banal
    0 views9 pages

    Copyright

    © © All Rights Reserved

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    0 views9 pages

    PALMARES, REY PHYSCL4

    Uploaded by

    Bernard Banal

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 9

    Lesson Plan in Science

    Learning Competencies:

    Explain each of Newton’s three laws of motion.

    I. Learning objectives:

    1. Give the Three Laws of Motion.

    2. State the Three Laws of Motion.

    3. Explain each law.

    4. Give examples in each law.

    II. Subject Matter

    A. Concepts: The Three Laws of Motion


    B. Materials:

    Roof, wood, pulley, gallon

    C. Reference

    http://www.brighthubeducation.com/middle-school-science-lessons/35943-newtons-
    third-law-of-motion/

    hhtp://www.bright hubed education

    D. Process/ Skills:
    explaining

    E. Values Integration:

    Cooperation
    IV. Learning Tasks:

    A.Engagement

    Show a video clip. Let the students describe the video. Ask the students if
    they can identify what law of motion it belongs.

    B. Exploration

    Divide the students into 3 groups. Assign one activity in each group. Let them
    perform the activity and answer the given. Remind them to prepare for the reporting.

    Activity 1

    For this activity you will need a carpenter's level and a marble. Follow the
    instructions below to complete this lesson plan on Newton's Laws of Motion.
    1. Place the carpenter's level on a flat surface so that the bubble in the
    center indicates that the level is in fact level.
    2. Place the marble in the center of the level.
    3. Ask students to observe that the marble is not moving. Question students as to
    why the marble doesn't move.
    4. Students should come up with various responses that indicate they are aware
    that some type of force needs to be applied for the marble to move even if they
    do not know the term "force".
    5. Briefly explain the term of velocity to students. Once students understand what
    velocity, ask them what the velocity of the marble is. Let students discuss the
    possibilities, then explain to them that the velocity of the marble is 0.
    6. Further explain that changes in velocity is produced by a force. The only force
    being applied to the marble in its current state is the force of gravity.
    7. Explain to students that force has the potential to cause motion, but may not
    always result in motion.
    8. Tilt the level so that the marble rolls down the level.
    9. Question students about what changed so that the marble rolled. You did not
    directly touch the marble, so what force was applied to cause this motion? Are
    objects naturally in motion due to gravity and stopped by the lack of change in
    velocity or are they naturally still and only move when force is applied?
    Once the activity is complete, explain that Sir Isaac Newton (1642-1727), one of the
    greatest scientists of all time, performed similar experiments that resulted in his
    discovery of the Laws of Motion. These laws of motion led to the development of
    many types of technology and scientific discoveries that would otherwise have been
    impossible to create. Use the study guide on Newton's Laws of Motion to give
    students a brief overview Newton's Laws of Motion before continuing on to the rest
    of the motion lesson plans that go into detail about Newton's Laws of Motion

    Activity 2

    Unbalanced Forces in Motion


    For this activity you will need a piece of rope about ten feet long. Follow the
    instruction below to complete the activity.
    1. Ask for two student volunteers.
    2. Ask students to each grab and opposite end of the rope.
    3. Ask students to each pull the rope so that the rope is taut, but neither student is
    moving from their original position.
    4. Explain to students that the velocity of the rope is at a quantity of zero at the
    moment because there is no motion in either direction, though there is force
    being applied in both directions.
    5. Ask students to explain why the velocity is zero. Allow students to discuss
    possible conclusions. Once students have discussed possible conclusions,
    present them with the idea of balanced forces.
    6. Explain that the rope is not in motion because the students were applying
    balanced forces, thus each force cancels the other out in a manner of speaking.
    7. Introduce Newton's First Law of Motion: An object will remain at rest or in
    uniform motion in a straight line unless acted on by an external unbalanced
    force.
    Discuss the term unbalanced force with the students. Explain that balanced forces in
    essence apply the same amount of force to an object tin opposite directions so that
    the object will not move in either direction. Unbalanced forces are forces that are
    unequal in some way so that motion is created by the stronger force.

    Explain to students that Newtons Second Law of Motion states that force is equal
    to mass times acceleration where force and acceleration are directly proportionate
    to each other. This direct proportion can also cause an inverse proportion if the
    amount of the mass or acceleration changes and the force does not. Use the
    activity below to demonstrate this law. You will need 2 one gallon jugs of water, a
    rope and a pulley.
    1. Hang the rope from the pulley with equal lengths on either side.
    2. Fill one gallon of water halfway and fill the other gallon of water all the way.
    3. Tie each gallon to opposite ends of the rope, holding each gallon at an equal
    distance from the floor.
    4. Let go of the gallons.
    5. Discuss the fact that the fuller gallon used force to pull the half-gallon further
    from the floor. It was able to do this because the force of gravity was applied to
    the full gallon.
    6. Empty

    Activity 3

    For this motion activity you will need a rod of some type, two balls of equal weight
    and two equal lengths of rope or string.
    1. Describe Newton's Third Law of Motion to students as for every action there is
    an opposite and equal reaction.
    2. Place the rod so that each side of the rod is balanced on a level surface and
    each level surface is of an equal height.
    3. Tie each ball to a string.
    4. Tie each string to the rod so that the balls hang at an equal distance from the
    floor and are side by side and touching.
    5. Ask a student to pick up one ball and drop it so that it swings against the other
    ball.
    6. Discuss the fact that the hit ball moved roughly the same amount of distance
    from the ground as the first ball was when it was dropped.
    7.
    Using Newton's Third Law of Motion, explain why the ball that was hit moved as
    well as why it moved where it did.
    8. Ask one student to place their hand on the side of one of the balls so that they
    are preventing it from moving. The side that the student is holding should not
    be touching the other ball.
    9. Pick up and drop the first ball as you did during the first part of this activity.
    10. Discuss what happens when the first ball drops and hits the second ball.
    11. Discuss how Newton's Third Law of Motion applies to this experiment.
    When this activity is complete, discuss how Newton's Third Law of Motion impacts
    our everyday lives. For instance, why are airbags in cars necessary? How does
    Newton's Third Law of Motion apply to them?
    Upon completion of this activity, students should understand and be able to use
    Newton's Third Law of Motion. Use the Newton's Third Law of Motion Study Guide to
    reinforce what students have learned or to assist them in understanding how it works

    C. Explanation
    -Reporting

    -The teacher will facilitate the discussion.

    D. Elaboration:

    Let the students cite a situation or else daily activities wherein the three laws
    of motion are involved.

    E. Evaluation

    1. Who was the scientist who gave us the Laws of Motion?

    2. How many Laws of Motion are there?

    3. What is another name for the first law of motion?

    4. Which law explains why we need to wear seatbelts?

    5. Which law says that force is equal to mass times acceleration (F=MA)?

    6. Which law says that heavier objects require more force than lighter objects
    to move or accelerate them?

    7. Which law explains how rockets are launched into space?

    8. Which law says that for every action there is an equal and opposite
    reaction?

    IV. Assignment:

    Provide a picture that shows one of the three laws of motion.

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