Teacher: KATHRYN MAE C.

ALEMANIA Grade Level: 8

School: IMPALUTAO INTEGRATED SCHOOL Learning Area: SCIENCE
Teaching Dates and Time: September 12 - 16, 2022 Quarter: 1st QUARTER WEEK 3

I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday

September 12 September 13 September 14 September 15 September 16
A. CONTENT
STANDARDS The learner…
 Demonstrates understanding of key concepts of work in relation to force and displacement.

B. PERFORMANCE
STANDARDS The learner…
 Infer that when a body exerts a force on another an equal amount of force is exerted back on it.
C. LEARNING
COMPETENCIES The learner…
 Should be able to identify situations in which work is done and in which no work is done; (S8FE-Ic-20)

D. OBJECTIVES The learner…
1. State Newton’s third law of
motion.
2. Compare the two interacting
forces in terms of magnitudes
and directions.
3. Identify the action and
reaction forces.
II. CONTENT
Newton’s Third Law of
Motion: Law of Interaction
The learner…
1. Identify situations in which
work done or no work done;
2. Determine the direction of the
force applied and the direction
of the displacement;
Work
The learner…
1. Calculate the amount of work
done using appropriate units.
2. Reflect on personal
experience at home or in daily
life activities where work is
applied.
Calculating Work
The learner…
1 Describe the energy changes
when energy is transferred
from one body to another.
2.Give examples of how energy is
transferred
Work and Energy
The learner…
1. Describe how work is related to
power and energy.
2. Compute for your power output
in walking or running up a flight
of stairs
Work, Energy and Power

III. LEARNING
RESOURCES
1. Teacher’s Guide
Pages 13 - 16 18 - 19 19 - 20 20 - 21 23 - 24

2. Learner’s
Materials Pages 18 - 19 21 - 23 24 - 25 25 - 26 34 - 35

IV. PROCEDURES

ELICIT Present new lesson by playing a Students perform cleaning, When do we say that work is Energy enable us to do work. It is Differentiate potential form
Reviewing previous lesson or
presenting the new lesson
ENGAGE
Establishing a Purpose for the
Lesson
EXPLORE
Discussing new concepts and
practicing new skills
game called arm wrestling
where students will look for
their pair to play.
Guide questions::
1. How do you compare the
direction of your partner’s and
your force?
2. Compare the direction of the
forces exerted by each pair.
Analyze the situations below by
identifying the pairs of forces
acting on the objects.
sweeping and mopping the floor.
While the student is executing
the task given by the teacher, the
student will answer the
questions: Are you exerting
force while cleaning and
sweeping the floor? Are you
moving from one place to
another? If the answers of the
student are all Yes then will give
a follow-up question: Do you
think you consider your task as a
work?
Present the following diagram as
examples:
Let a learner act or portray the
following diagram and let other
students identify whether it
shows work done or no work
done.
a. a student pushing a chair in a
short distance b. a student
sitting on a chair c. a student
walking while carrying a chair
Present and discuss to the class
the concept of how work is done
in relation to force and
displacement. Ask the learners
to explain if work is done base
on the given examples.
done?
Students will watch a short
video clip on how to calculate
the amount of work done on
the object.
(please follow the link for the
video clip on work
www.youtube.com/watch
?v=hQKYb7P5vwA)
Example of situational problems
on work
1. A box is dragged horizontally
across a floor by a 100 N force
acting parallel to the floor. What
is the work done by the force in
moving it through a distance of 8
m?
Do the Activity on Calculating
Work, Lesson Guide Grade 8
First Quarter pp. 33-34
likened to money. Having a lot of kinetic energy
energy is like having plenty of Video Presentation
money. But having money is not Showing a short video clip about
enough to do useful things. sport Triathlon
Money should be handed over to (www.youtube.com/watch
another person so it can do ?v=wxtR9hf39Ug)
something. Energy is also like
this. It needs to be transferred to
another body so it can do
something useful.
Examples of situation that shows Ask the students to explain if there
transfer of energy: is work done by the athletes
1.When you push a book across participating in the said event.
the table, the energy from your Ask them also if they use energy.
moving arm is transferred from
your body to the book, causing
the book to move.
2. Fingers hitting piano keys
transfer energy from the player’s
hand to the keys.
Do the Activity - Lesson Guide Do the Activity on How POWER-
Grade 8 First Quarter pp 37- ful am I, Lesson Guide Grade 8
38Analysis: First Quarter, pp. 40-41
1. Is there work done on the ball?
2. What can a moving ball do
when it interacts with other
object?
3. What happens to the energy of
the ball (doing the work) and the
bottle ( on which work is done)?
Explain your answer.

EXPLAIN The class will be divided into
Developing Mastery small group. Each group is
assigned to 1 of the situations
listed below. They will be
given 1 minute to draw/paint
the scene and another 30
seconds to position themselves.
Challenge the students to guess
Identify situations in which
work is done and in which no
work is done. Write W if the
situation shows work and NW if
no work.
1. Lifting a box from the floor.
2. Pushing against the wall.
Work problems to be solved by
pair
1. A body moves through a
distance of 4 m while a force F
of 12 Newton acts on it. What is
the work done by the force on
the body?
Discuss the answers in the given
activity
Examples of energy transfer are:
a. A spring vibrates after being
stretched
b. A bicycle going uphill, which
stops.
Discuss the answers in the given
activity
Refer to the figure below, suppose
Jack and Ben lift a sack of rice
weighing150 Newton’s from the
ground to a height of 1.5 meters,
how will you describe the work
done and the time it takes Jack
 the picture of the other group
then ask them to identify the
action-reaction forces present.
a. walking
b. a mango fell due to gravity
c. a man pedals a bicycle
EXTEND Students will give examples
Finding practical applications where law of interaction was
of concepts and skills in daily applied.
life
ELABORATE 1. Based from the above
Making Generalizations and activity state operationally the
abstractions about the lesson law of interaction.
2. Why do forces come in
pairs?
3. Explain the condition on how
to forces are equal in
magnitude and acting in
opposite direction.
EVALUATE
Evaluating learning
V. REMARKS
VI. REFLECTION
A. No. of students who ___ learners who earned 80%
earned 75% in the above
evaluation
3. Pushing a box along the floor.
4. Carrying a bag of grocery
5. Raising a flag during the flag
ceremony
Students will cite examples of
situations or activities they
experienced which they think
work is done.
.
Conclude that: Work is a
process of transferring energy
from one place to another. Work
done in an object if the object
moves a distance in the same
direction of the force you
applied. No work is done if the
force you exerted does not make
the object move in the same
direction as the force being
applied.
Identify each situation if work is
done or no work is done by
determing the direction of the
force and displacement and
identify the situation whether it
is doing work or not, write yes
or no.
___ learners who earned 80%
above
2.Two men exerted a force of
1080 N to push the car 218 m to
the nearest fuel station.
Determine the work done on the
car.
Students will cite examples of
situations or activities they
experienced which they think
law of acceleration is applied.
The mass of the object varies
with acceleration. With the same
amount of force applied, its
acceleration decreases and as the
mass increases.
___ learners who earned 80%
above
Cite other examples of energy
transfer in your daily life
situations.
When energy is transferred, one
body loses energy, where as
another gains it. Work is a method
of energy transfer.
When a body does work, it loses
energy. The body on which work
is done gains energy.
___ learners who earned 80%
above
and Ben to lift the sack of rice?
If you were be given a chance to
be the leader of the our country,
how would you exercise your
power of authority?
Power provides a measure of both
the amount of work done or the
amount of energy expended and
the time it takes to do it. If you do
a physical task quickly you have
more power than when you do the
same task slowly.
In science, power is defined as the
rate at which work is done or the
rate at which energy is expended,
or is transferred, or transformed
___ learners who earned 80%
above
B. No. of learners who
require additional activities
for remediation?
C. Did remedial lessons
work?
D. No. of learners who have
caught up with the lesson.
E. No. of learners who
continue to require
remediation.
F. Which of my teaching
strategies work well?
Prepared by:
___ learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught
up the lesson
___ of Learners who continue
to require remediation
Strategies used that work well:
KATHRYN MAE C. ALEMANIA
Teacher I
___ learners who require ___ learners who require
additional activities for additional activities for
remediation remediation
___Yes ___No ___Yes ___No
____ of Learners who caught up ____ of Learners who caught up
the lesson the lesson
___ of Learners who continue ___ of Learners who continue to
to require remediation require remediation
Strategies used that work well: Strategies used that work well:
Checked by:
WALLY A. JUSTAGA
JHS OIC
___ learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
Noted by:
MA. SOCORRO B. HALASAN PH.D
School Principal
___ learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well: