Department of Education

Region VII, Central Visayas

Division of Cebu Province
NATIONAL HIGH SCHOOL
Naga, Cebu

DETAILED LESSON PLAN

DLP No.: 1 Date: December 9, 2021 Grade/Year Level: GRADE 8

Learning Area : SCIENCE AND Quarter: 1
TECHNOLOGY
Content Standard: Students will understand the condition of an object to stay at rest and to keep moving at
constant or to move with increasing velocity.
Performance Standard: Students will elaborate and present how force related to acceleration and why it
always result in motion.
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.
Code: S3FE-IIIa-b-1 Duration: 60 minutes

Key The relationship between the amount of force applied and the mass of the object to the
Understanding amount of change in the object’s motion.
s to be
developed

Knowledge Describe the Newton’s Three Laws of Motion.

Skills Compare two interacting forces in terms of magnitude and direction.
1. Learning
Attitude Show interest and cooperation in learning the lesson about forces and motion.
Objectives
Recognize the importance of understanding the lesson about forces and
Values
motion in the real life situation.
2. Content Forces and Motion
3. Learning  Science 8- Learners Module by Pia C. Campo and May R. Chavez Pages 10-20
Resources
4. Procedures
The teacher will show a picture by the used of projector and PowerPoint presentation and
asked students to answer the activity given below to evaluate their understanding about
forces and motion. The students will just raise their hand if they want to answer

4.1 Introductory
Activity
Time allotted: 5
mins.

1. Is the man in the picture familiar to you?

2. What do you think are the contribution of his discovery in the modern science
world today?

4.2 Activity The teacher will select students to share their answer and background knowledge about
Time allotted: 5 forces and motion.
mins
The teacher will further ask the following questions:
1. What do you think is the purpose of his discovery?
4.3 Analysis
2. Why it is important to understand his discovery of the law of motion?
Time allotted: 10
mins 3. How does his discovery of the law of motion relates to our daily life
scenario?

4.4 Abstraction The teacher will further discuss The Three Law of Motion of Isaac Newton and
Time allotted: 5 then I will provide real life scenario as an example that is significant in
understanding the motion of objects in our universe. For conducive learning, I
 will used laptop and projector for my students to be guided during my discussion

Measure of Inertia

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 the rest, slow down, speed up, or change its direction.

Newton’s first law states that an object at rest will stay at rest or an object in
motion will stay in motion and travel in straight line, as long as no external net or
force net acting upon it.

Law of inertia
A body will remain at rest or move at constant velocity unless acted upon by an
external net or balanced force.

Law of acceleration
The acceleration of an object is directly proportional to the magnitude of the net
force acting on its and inversely proportional to its mass.

Law of interaction
For every action, there is an equal and opposite reaction.

Action-reaction forces Balanced forces

 Two forces are equal in size.
 Two forces are opposite to
each other in terms of
direction.
 Two forces have the same line
of action.
 Action acts on one object
while reaction acts on another
object.
 Two forces are equal in size.
 Two forces are opposite to
each other in terms of
direction.
 Two forces act upon on the
same line.
 Two forces act upon the same
objects.

4.5 Application
Time allotted: The students will be divided into groups. Then they going to conduct an
15mins experiment to determine the relationship between the force acting on the object
and its acceleration.

Procedure

Starting with the tape for 1 rubber band, they marked the first clear dot and every
6th doth thereafter and cut the tape along these points. Then they pasted the strips
side by side in order on a graphing paper to produce the tape chart for F=1 unit.
They did the same for the other tapes to produce tape charts for F=2 units, F=3
unit and F-4 units.

a. Tape Analysis

Obtain from your teacher the copies of the tape charts produced by the students
for the 4 runs.

Q1. Compare the charts. What similarities and differences have you noticed
among them?

The length of strip in each chart represents the total distance travelled by the cart
over a time interval od 0.10 seconds. Recall that the total distance travelled over a
 unit time gives the average velocity of the moving body, or speed when travelling
in straight line. Hence, each strip represents the average velocity of the cart over a
time interval of 0.10 seconds.

Q2. What does the increase in the lengths of the strips suggest? What can you
say about the motion of the cart. Is it moving in moving in uniform motion or
is it accelerating? Is this also true with the other runs?

Q3. How do you compare the increase in length of the strips in F=1 unit?
What does this tell you about the change in the velocity of the cart? Is this
also true with the other tape charts?

Q4. How do you compare the increase in length of the strips among the four
tape charts? Which tape chart shows the greatest increase in the length of the
strips? Which tape chart shows the least increase in the least increase in the
length of the strips?

Draw a line that passes through all the dots at the ends of the strips in F=1 unit.
Do the other same for the other tape charts.

Q5. Describe the line form. Does the same pattern exist for the other tape
charts?

The students will be given a sentence scenario and identify of which law of
motion does it describe. They going to answer this through Quizlet.

1. The electric fan continues to move for a period after the electricity is
turned off. (Law of Inertia)
2. When the bus stops suddenly, people fall forward. ( Law of Inertia)
4.6 Assessment 3. Pushing a car and a truck. (Law of Acceleration)
Time 4. Hitting a ball (Law of Acceleration)
allotted:15mins 5. A car that is moving will continue, even if you switch the engine off.
(Law of Inertia)
6. Falling of fruits and leaves. (Law of Inertia)
7. Riding a bicycle. (Law of Acceleration)
8. Pushing the wall (Law of Interaction)
9. Throwing a ball (Law of Interaction)
10. Hammering a nail (Law of Interaction)

4.7 Assignment
Time allotted: 3 The students will be divided into by pair and perform the third law of motion, the
mins. law of acceleration. Then they going to compare and observe the similarities and
differences between the interacting forces in terms of magnitude and direction.

Materials
2 spring balances
String

Procedure

Connect 2 spring balances with their hooks. Ask your partner to hold one end of
the balance while you hold the other one end horizontally. Pull the spring balance
while your partner just hold the other end. Record the reading on each balance.

Q1. What is the reading on your balance and that of your partner? What do
these values represents?

Q2. How do you compare the direction of your partners and your force?

Pull the spring balance harder. Be careful not to exceed the maximum reading on
 the spring balance.

Q3. What is the reading on your balance and that of your partner?

Q4. How do you explain your observation?

Attach one end of your spring to the wall, while the other end is connected to the
second balance. Ask your partner to pull the spring balance. Observe the reading
on each balance.

Q5. What is the reading in each balance?

Q6. Compare the direction of the forces exerted on the two ends of the
connected spring balance.

The teacher will explain the assignment first to the students for further
4.8 Concluding
understanding. Also to give instructions especially the deadline and where to be
Activity
submitted. And before the closing remarks, as a teacher I will summarize the
Time allotted: 2 mins
lesson that we tackle.

The teacher will give remarks after all the students submit their output and check
5. Remarks
and evaluate their work. The teacher will give scores and remarks if they submit
late or not and if they achieve the learning goals.
6. Reflection The teacher will evaluate the results of his student’s performance after the
discussion if she achieve his learning outcomes and goals.

Prepared by:
Name: ALCOVER, CHERRY LOVE School: CEBU TECHNOLOGICAL UNIVERSITY
BTLED HE 3B DAY NAGA extension campus
Position/Designation: FUTURE EDUCATOR Division:
Contact Number Corrected by:
09754393195