Republic of the Philippines

Department of Education
Region 1
Pangasinan Division II
Binalonan, Pangasinan

A Semi-Detailed Lesson Plan

In
Grade 8 Science
(7Es Format)
Topic:

Third Law of
Content Standard
Motion
The learners demonstrate understanding
of Newton’s Laws of Motion.
Performance Standard The learners should be able to develop
a written plan and implement a
“Newton’s Olympics”.
Learning Competency Infer that when a body exerts a force
on another, an equal amount of
force is
exerted back on it. (S8FE-la-16)

JUSTINE G. BANAAG
Teacher 1 Applicant
Applicant Number:

Personal Information
Degree: Bachelor of Secondary Education - Physics
Address: Purok 3, Brgy. Station District, Rosales,
Pangasinan Contact Number/s: 09668304640
 Grade 8 Teacher JUSTINE G. BANAAG (Teacher 1 Applicant) Learning Area SCIENCE 8
Semi-Detailed
Lesson Plan Content Third Law of Motion Quarter FIRTS

I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of Newton’s laws of motion.
B. Performance The learners should be able to develop a written plan and implement a
Standards “Newton’s Olympics”.
C. Learning Infer that when a body exerts a force on another, an equal amount of force is
Competencies exerted back on it. (S8FE-la-16)
At the end of a 60-minute lesson, the students should be able to:
1. define Third Law of Motion;
D. Objectives 2. identify action-reaction pairs;
3. illustrate action-reaction forces through a free-body diagram; and
4. apply the third law of motion in real-life problems.
II. CONTENT HEAT, LIGHT AND SOUND
III. LEARNING RESOURCES
 Hewitt, Paul G. (2010). Conceptual Physics 11th Edition San Francisco:
A. References
Pearson, p. 67-73
1. Teachers Guide pages
2. Learner’s Material
pages
B. Other Resources  Newton’s 3rd Law retrieved from www.physicsclassroom.com
IV. PROCEDURES
1. Activity: Car Balloon Race?
 The teacher will play a video of a car
balloon race with different amount of air,
A. Reviewing previous making one balloon larger than the two.
lesson or presenting  Before the teacher plays the video, the
ELICIT
the new lesson students will predict which will end first.
(7 minutes)
B. Establishing a  Which of the balloons reach the end
purpose for the lesson faster? Why?
 What happened to the car when the
balloons were released?
 What is the reason behind it?
2. Activity: Concept of Force
 When you hear the word force, what comes into
your mind?
C. Presenting o The students will get up and try to push
examples/instances of ENGAGE the wall.
the new lesson (7 minutes)  What does it feel like to push the wall? Did you
feel force towards you?
 The teacher will discuss the force results from
interactions. (See attached lecture)
 The teacher will first discuss Newton’s Law of
D. Discussing new Motion. (See attached lecture)
concepts and EXPLORE
practicing new skills (7 minutes) 3. Activity: Photo in Action
#1  What are the action-reaction pairs on the
following pictures? (See attachments)
 The teacher will discuss Clarifying the Third Law
of Motion. (See attached lecture)
E. Discussing new  Since action and reaction force are equal and
concepts and EXPLAIN opposite, why don’t they cancel to zero?
practicing new skills (10minutes)  On a cold rainy day, your car suddenly had
#2 dead battery. Why cannot you move the car by
remaining comfortably inside and pushing
against the dashboard?
4. Activity: Free-body Diagrams
 In our first activity, what are the action-
(5 minutes) reaction pairs?
 The teacher will discuss free-body diagram.
F. Developing mastery (See attached lecture)
 The teacher will post different pictures of
scenarios on the screen. (See attachments
for pictures)
 The student will illustrate the direction and
 Grade 8 Teacher JUSTINE G. BANAAG (Teacher 1 Applicant) Learning Area SCIENCE 8
Semi-Detailed
Lesson Plan Content Third Law of Motion Quarter FIRTS

identify the forces involved.

G. Finding practical
application of
concepts and skills in
daily living
5. Activity: Physics Challenge
a. The students will be grouped into 4.
b. Each group will be given a scenario wherein
they need to do an imaginary mission using the
EXPLAIN concepts of action-reaction pairs. (See
(7 minutes) attachments for the scenarios)
c. Each group will be given three minutes to
brainstorm.
d. They must select a representative from the
group to share their solution to the class.
6. Activity: Sharing of Solution to Challenges
 Each group will be given a maximum of 2
minutes to present their solution.
 The score of each group will be graded
based on the following rubric:

Criteria 4-5 2-3 0-1

H. Making generalization Clarity of
ELABORATE
and abstractions Solution
(10 minutes)
about the lesson
Presentation
of Idea
Content-
based
 The group will be rated by the following:
Teacher, Other Groups and Self-
Assessment
7. Activity: Quiz
EVALUATE  The students will be answering a quiz. (See
I. Evaluating learning
(6 minutes) attachments) for 5 minutes.
 The quiz will be answered individually.
K. Additional activities for EXTEND  The students will have an advanced reading
application or remediation (1 minute) about the properties of light and sound.
 The students will be reminded of the things that
V. Remarks REMARKS
they need to accomplish.
VI. Reflection (Reflection
on your teaching and
REFLECTION
assesses yourself as a
teacher)
 Grade 8 Teacher JUSTINE G. BANAAG (Teacher 1 Applicant) Learning Area SCIENCE 8
Semi-Detailed
Lesson Plan Content Third Law of Motion Quarter FIRTS

ATTACHMENTS
LECTURE
CONCEPTS DESCRIPTION
 Every force is part of an interaction between one thing and
another.
 When you push on a wall with your fingers, more is
happening than your push on the wall. You’re interacting
with the wall, which also pushes back on you.
 There is a pair of forces involved: your push on the wall and
Force Results From
the wall pushing back on you.
INTERACTION  Consider a boxer’s fist hitting a massive punching bag. The fist hits the bag
(and dents it) while the bag hits back on the fist
(and stops its motion). A pair of forces is
involved in hitting the bag. The force pair can be
quite large. But what about hitting a piece of
tissue paper, as shown in Figure 5.3? The
boxer’s fist can exert only as much force on the
tissue paper as the tissue paper can exert on
the fist. Furthermore, the fist can’t exert any
force at all unless what is being hit exerts the
same amount of force back. An interaction requires a pair of forces acting on
two separate objects.
 According to Newton, whenever an object interacts with each other, they
exert forces upon each other.
 Newton’s third law of motion is sometimes called the law of action and
reaction. Newton’s third law of motion stated the following:
 To every action there is always an opposed equal reaction.
 Whenever one object exerts a force on a second object, the second
object exerts an equal and opposite force on the first.
 It doesn’t matter which force we call action and which we call reaction. The
important thing is that they are co-parts of a single interaction and that
neither force exists without the other.
 When you walk, you interact with the floor. Your feet push against the floor,
and the floor pushes against your feet. The two forces occur at the same
Newton’s Third Law of
time (they are simultaneous). Likewise, the tires of a car push against the
Motion
road while the road pushes back on the tires—the tires and road
simultaneously push
against each other.
In swimming, you
interact with the
water, pushing the
water backward, while the water simultaneously pushes you forward—you
and the water push against each other. The reaction forces are what
account for our motion in these examples. These forces depend on friction;
a person or car on ice, for example, may be unable to exert the action force
to produce the needed reaction force. Forces occur in force pairs. Neither
force exists without the other.
 Third Law of Motion applies an interaction between two objects.
 On a cold rainy day, your car suddenly had dead battery. Why cannot you
move the car by remaining comfortably inside and pushing against the
dashboard?
Forces occurring inside an object/system will be cancelled to zero.
Clarifying the Third
 Inside a football are trillions and trillions of interatomic forces at play.
Law of Motion
They hold the ball together, but they play no role in accelerating the
ball. Although every one of the interatomic forces is part of an
action–reaction pair within the ball, they combine to zero, no matter
how many of them there are. A force external to the football, like a
kick, is needed to accelerate it.
 Grade 8 Teacher JUSTINE G. BANAAG (Teacher 1 Applicant) Learning Area SCIENCE 8
Semi-Detailed
Lesson Plan Content Third Law of Motion Quarter FIRTS

 Free-body diagrams are used to show relative magnitude

and direction of all forces acting upon an object in a given
situation. Each force arrow in the diagram is labelled to
indicate the exact type of force acting upon an object. It is
generally customary in a free-body diagram to represent
the object by box and to draw the force arrow from the
Free Body Diagrams
center of the box outward in the direction that the force is
acting that the force is acting.
 Object do not necessarily have four forces acting upon them. There will be
cases in which the number of forces depicted by the diagram will be one,
two or three. There is no hard and fast rule about the number of forces that
must be drawn.

ATTACHMENTS for ACTIVITIES

Title of the Attachments
Activity
PHOTO IN
ACTION

 Action: Paddle pushes on water  Action: gas being forced backward

 Reaction: Water pushes back on by the rocket
paddle which makes the boat move  Reaction: the rocket being
forward propelled forward by the escaping
How can the Philippine Dragonboat gas
Team manage to make the boat very Fact Check: A common misconception
fast? is that the launch pad accelerates the
rocket. If this were true, then there
would be no space travel because
there is nothing to push against in
space.
Free-body
Diagram

Force 1: Wing; Force 2: Air Force 1: Fist: Force 2: Wall

Action Reaction Pair: Action-Reaction Pair:
Wing pushes down the air Fist hit the wall
Air pushed up the wing Wall hit the fist
PHYSICS 1. You are in a boat. Afterwards, you reach a dock. You have to jump from the boat
to the dock without falling into the water or pushing the boat out of reach. What
CHALLENGE will you do before you jump so that you will safety get on the dock without pushing
away the boat?
ANSWER: You have to tie the boat to the dock first before you jump.
2. Suppose Mike sit on a bike that stands still, and find it leaning to the left. Mike
lean to the right assuming that he can counterbalance it. Is his action correct?
Justify using the third law of motion.
 Grade 8 Teacher JUSTINE G. BANAAG (Teacher 1 Applicant) Learning Area SCIENCE 8
Semi-Detailed
Lesson Plan Content Third Law of Motion Quarter FIRTS

ANSWER: No, leaning to the right just produces an opposite reaction leaning
to more to the left.
3. A farmer urges his intelligent horse to pull the wagon. The horse refuses, saying
that she can’t pull the wagon and she can’t accelerate it because according to the
third law of motion the wagon will pull back an equal and opposite force. As the
farmer’s son, how will you convince the horse to pull the wagon and that she can
accelerate it?
ANSWER: Say to the horse that she is right, however she is more massive
than the wagon and it has wheels, therefore, she can accelerate the wagon.
4. Who will win a tug of war, those who pull harder on the rope or those who push
harder on the ground?
ANSWER: The pulling force of each team is considered as action reaction
force meaning they are equal. The winner will be the one with greater external net
force which is the team pushing harder on the ground.
QUIZ (10 ACTION REACTION
Wing pushes down on air Air pushes up on the wings
pts.) Earth pulls the moon Moon pulls the earth
Book pushes down the table Tables pushes up the book
Man pulls on spring Spring pulls on man
Man pushes down on chair Chair pushes up on a man