School SAN RAFAEL NHS Grade Level Grade 8

K1 TO 12
Teacher GERALD E. BACULNA Learning Area Science
DAILY
Teaching Dates and Quarter First/Week 3
LESSON LOG
Time

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of Newton’s three laws of motion and uniform circular motion

B. Performance Standard The learners shall be able to develop a written plan and implement a “Newton’s Olympics”
C. Learning The learners should be able to investigate the relationship The learners should be able to The learners should be able The learners should be able
Competencies/Write the between the amount of force applied and the mass of the relate the laws of motion to to infer that circular motion to infer that when a body
LC code for each object to the amount of change in the object’s motion bodies in uniform circular requires the application of exerts a force on another, an
(S8FE-Ia-15) motion constant force directed equal amount of force is
(S8FE-Ia-18) toward the center of the exerted back on it.
circle. (S8FE-Ia-19) (S8FE-Ia-16)
The learners are expected to: The learners are expected to: The learners are expected to: The learners are expected to: The learners are expected to:
Objectives:
 solve problems involving  describe gravity as a force  investigate the relationship  consider qualitatively the  describe the Newton’s
the interrelationships of that exists between any between speed and forces which act on a third law of motion
net force, mass and two objects that have velocity in a circular body undergoing circular  Give an example of
acceleration mass. motion context. motion Newton's third law of
 demonstrate that all  explain why the object in motion where forces are
objects, regardless of their uniform circular motion equal.
mass, fall to the ground at accelerates toward the  explain how Newton's
the same rate" center of the circle. first law is applied to
everyday life
Laws of Motion
II. CONTENT 1.1 Law of Inertia
1.2 Law of Acceleration
1.3 Law of Interaction
Forces and Motion Forces and Motion Forces and Motion Forces and Motion Forces and Motion
III. LEARNING https://www.youtube.com/watch?v=KDp1tiUsZw8
RESOURCES
A. References
1. Teacher’s Guide pages pp. 1 - 9 pp. 13

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2. Learner’s Material
p. 17 p. 17
pages
3. Textbook pages
4. Additional Materials Science 8 Learner’s Module. Campo, Pia C., et al. 2013.
from Learning Resource
(LR) portal
B. Other Learning https://www.youtube.com/watch?v=KDp1tiUsZw8
Resources
IV. PROCEDURES
A. Reviewing previous Review of the previous lesson Make a quick review of the Review of the previous lesson Review of the previous Conduct short review of the
lesson or presenting the by asking learners to make a previous lesson. Ask for by asking learners to make a lesson by asking learners to previous lesson. Ask the
new lesson short recap. volunteers if there is any short recap. make a short recap. student why the object in
relationship between uniform circular motion
acceleration and any accelerates toward the center
unbalanced force that acts on of the circle?
the body?
B. Establishing a purpose Picture Puzzle game. Ask students to imagine they Swing a bucket of water in a Set of pictures will be given
for the lesson Create a puzzle using the are at an amusement park. vertical circle and let to each group. Each group
content of the subject. They’re watching people get students guess why the water will discuss how the pictures
(Picture with name tag of on a ride and trying to decide doesn’t spill. Write all their illustrate Newton's third law
Galileo Galilei.) whether they should get on it, guesses on the board. Relate of motion.
Let the students put the pieces too. It looks like a big round the discussion of concept of Ask the students to think
of puzzle together. Allow cage. People are standing centripetal force back to the about the meaning of the law
them to guess the topic/lesson along a round wall, facing guesses after the experiment. and how it relates to the
for the day. towards the center. When the picture.
Ask: ride starts to spin, slowly one
Who is Galileo? side tilts up into the air. It Note: Give the students
What is he most known for? keeps tilting! “Do you think enough time to analyze what
the people will fall out? What is happening in the pictures.
will happen?”

C. Presenting Activity 1: Newton’s 2nd
examples/instances for the Law—Various Balls.
new lesson
Get different size balls and
try to make them accelerate
in a straight line at constant
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Find out students' ideas about
gravity. Ask:
 What is gravity?
 Where is gravity?
 What does gravity do?
Today we will learn about the
simplest case of motion not in
a straight line, uniform
motion around a circle. Of
course, that is
an accelerated motion,
because by Newton's first law
Relate everyday examples of
circular motion, like Ferris
wheel, merry-go-round,
racing cars taking a bend etc.
• For demonstration, bend
curtain railing in curved or
circular shape and held
Play with Marbles
An easy activity that shows
the law of physics at work is
to play with marbles. Ask
students to work in pairs.
Choose two marbles and set
one marble at the end of a
 speed while your opponent
tries to stop the balls:
a. What kind of force is
needed? Large or small?
Large. b. Which ball is
easiest to accelerate?
Hardest? Small mass is the
easiest.
c. What if there is no force
applied to the ball? No
motion. d. When 2 forces
act on the ball at the same
time, does it accelerate?
Depends on size and
direction of force applied.
D. Discussing new
concepts and practicing
new skills #1
. of a gravitational pull is
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Give students time to explain
their ideas. Record their
thoughts on the board or on a
piece of chart paper, so that
you can return to them later.
Hold up a hammer and a
feather and ask students to
predict what would happen if
you dropped them
simultaneously from the same
height: Would they hit the
ground at the same time or at
different times? Do not drop
the objects at this point. Show
students the Galileo on the
Moon video.
https://www.youtube.com/
watch?v=KDp1tiUsZw8
After viewing it, ask:
 Did you expect the
hammer and the feather
to land on the surface of
the Moon at the same
time?
 Why do you think this
happened?
Activity 1
1. Drop a ball and explain
why it falls downward
Explain that the strength
determined by the masses
of the objects involved
and the distance between
the objects
(or at least, by what that
law implies), any motion not
in a straight line is
accelerated, and requires a
force for maintaining it.
Ask the students to whirl an
object tied to a spring
horizontally above your head.
Then observe what happens if
you release the object. How
does it travel after release?
Ask the students to answer
printable worksheet.
vertical by clamps and retort
stand. Allow small marble to
roll on the railing.
-Teacher projects activities
of lesson on the screen
-Teachers starts activity one
by one by following the
instruction in the program
and followed by questions
and answers.
Teacher distributes the
printable worksheet to
students. Students supposed
to complete worksheet
individually
Completed worksheets will
be collected by teacher.
flat surface. Then, ask each
partner to push the second
marble into the first marble
(at the end of the surface).
Observe what happens when
the two marbles collide—
notice the reaction to the
collision. Encourage your
partner to talk about the
transfer of energy from one
marble to the next. Also
discuss that like the marble,
any object hit with another
would react to the action.
Activity 1- Construct and
build a rocket
1. Divide students into
groups of 4-5. Students will
work together to construct
their rockets
2. Give each group a
balloon, some tape, a
drinking straw and a length
 2. Explain that the
depression in the sheet
represents gravity, the
large object represents the
Earth and the smaller
objects represent
asteroids.
3. Have the students pull the
edges of the sheet
outward. Make sure the
sheet is taut.
4. Have a couple of students
roll the lighter balls across
the sheet. Note how they
travel in a straight line.
5. Place the heavy object in
the center of the sheet.
Keep the sheet pulled taut.
Roll the lighter balls
across the sheet once
again. Note how they now
curve.
6. Allow the students to play
with the model a little and
lead them into a
discussion about how the
tennis balls move faster
the closer they get to the
heavy object. Explain that
gravity works the same,
the closer an object is to
the earth, the more Earth’s
gravity affects its motion.
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Do Now: Think, Pair and of string at least 3 meters
Share Have you ever long.
experience taking any rides 3. Put the string through the
in an amusement park like straw and then tie the string
Six Flags? Describe how it at each end to something
feels to ride on a carousel. (like door knobs at opposite
What happens as the sides of the room). Make the
carousel start to rotate and as string taut. This will be the
the speed increased. Briefly guide track for the rocket.
introduce the activity or 4. Blow up the balloon.
experiment that the students (each group will blow up
will perform. their balloon to a different
size). When the balloon is
Problem: How does the inflated hold the end closed
change in length of the string and gets a friend to tape the
and mass of the bob effect balloon to the straw so that
the time period of revolution the end of the balloon is
at a constant centripetal pointed in the same direction
force? Hypotheses: 1. If the as one of the ends of the
mass of the bob is varied, straw.
then the time period will 5. Back your balloon rocket
change. 2. The time period up so that the balloon end is
of revolution is unaffected close to one of the guide
by the change in mass of the track string.
bob. 3. If the length of the 6. Launch your rocket by
string is varied, then the time letting go of the end of the
period will also change. 4. balloon. The air escaping out
The time period of the end of the balloon gives
revolution is independent of the rocket a forward motion
variation in the length of the down the string.
string. 7. Students will record what
they observed about their
Ask the rocket in their Science
students to discuss the Notebook.
phenomenon that we Note: Ask each group to
experience when we feel as observe that when air was
if we are being expelled released it gave the rocket a
from the center. Generate forward thrust.
idea until someone says it

E. Discussing new Show the video What Is
concepts and practicing "Weightlessness"?. This
new skills # 2 demonstration can be
interpreted as the water
floating inside the cup, but
from Galileo's experiments,
the water and cup are falling
at the same rate even though
their masses are different.
Review what happened in the
segment, and ask:
 Were you surprised that
the water stopped
pouring out of the holes
in the cup once the cup
started to fall?
 Can you think of an
explanation for this based
on your understanding of
the way falling objects
are affected by gravity?
 Why do you think the
term weightlessness is
used in the title of the
video? (optional)
F. Developing mastery Ask the students what they
(Leads to Formative had learned and then direct
Assessment 3) them to note down the
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Group Activity
Revolving Ball and Cut String
http://sprott.physics.wisc.edu/
demobook/chapter1.htm
The requirement that an
object move in a straight line
in the absence of an external
force is illustrated by
releasing a revolving ball at a
certain point in its orbit.
This demonstration illustrates
Newton's first law. When the
string is cut, there is no
longer a radially inward force
causing the ball to move in a
circle, and the ball continues
along a straight-line trajectory
except for the effect of
gravity.
What is the threat of cutting
the string? Observe what
happens to the ball when the
string is cut.
Discuss the result of the
activity and worksheet.
Students should understand
the relationship between
is “the centrifugal 8. Each group will present
force”. their output (rocket) and
relate their observations to
Ask students to repeat the Newton’s law of motion.
activity of non spilled water
from a bucket moving in a Let them determine that the
perpendicular circular motion amount of air in the balloon
by the students themselves. is relevant to the distance the
rocket travels.
Using an animation of a toy Activity 2
train students are asked to Newton’s 3rd Law—Connect
decide whether its speed and two spring scales together
velocity are constant or and pull in opposite
changing at different points directions. Try to get
in its motion. They then different readings on the
compare two trains and are scales. It is impossible to get
asked to consider whether different readings.
they have the same or Demonstration—
different speeds and 1 student on ground, 1 on
velocities. Ask students to skateboard. Skateboarder
consider qualitatively the pushes off. The student on
different forces and skateboard moves back as a
accelerations acting on an result. Both push each
object undergoing both other—both move backward.
uniform and non-uniform Both students on a different
circular motion. They are skateboard. One pushes off
introduced to the term the other—both move
centripetal force. backward. This shows
ACTION-REACTION.
Create a poster illustrating
Third Newton’s Law of
Motion. Copy of the rubric
will be given before
beginning the activity
.Present poster to classmates
and teacher.
Ask the students to complete The teacher will pose the
the sentence below. following two scenarios on
What Have I learned? the board.
 conclusions on their speed and velocity in a Complete the sentence I
notebooks. circular motion context. learned that.... How does Newton's third
law of motion explain how
we walk?

Does a table exert force on a

book sitting on it? How?
G. Finding practical Recognize that few Put students into pairs.
applications of concepts conceptual characteristics of Allow the pairs 10 - 15
and skills in daily living free fall motion will be of minutes to brainstorm a real
value when using the life example of Newton's
equations to analyze free fall Third Law of Motion.
motion. Student pairs should be
encouraged to be creative in
choosing their examples.
H. Making generalizations Ask the students what will Ask probing questions to
and abstractions about the happen when two balls of the guide students in
lesson same mass but different understanding the concepts
volumes are dropped at the of the lesson. Questions such
same time from the top of a as these can be used to assist
tall ladder? Which will hit the students:
ground first? Why?
How have you been able to
What will happen when two move an object?
balls of different masses but
the same volume are dropped In what ways could you
from that same ladder? Which make a wagon move?
will hit the ground first?
Why? Explain what would happen
if you kicked a ball?
If a small sports car collides
head-on with a massive
truck, which vehicle
experiences the greater
impact force?
Which vehicle experiences
the greater acceleration?
Explain your answers.

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I. Evaluating Learning Have students complete the Paper and Pen Test Choose one Output
Newton’s Third Law (Building Rocket/Poster) for
calculations Worksheet. evaluation.

J. Additional activities for Balloon Racers:

application for http://teachertech.rice.edu/Pa
remediation rticipants/louviere/Newton/b
alloonracers.htmlThis lab
further explores Newton's
third law of motion. Once
students have performed the
lab, have them write down
their observations in their
science notebooks
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for
remediation who scored
below 80%.
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?

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 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?

Gerald E. Baculna
SST-I

Mary Genevive A. Berezo

Principal II

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