Grade: 8 Subject: Science Session no.

1
Quarter 1st Week No: 1 Day: 1
I. OBECTIVES
Content Standard Newton’s three laws of motion.
Performance Standard Develop a written plan and implement a “Newton’s
Olympics”.
Learning Competency Investigate the relationship between the amount of force
applied and the mass of the object to the amount of
change in the objects motion. S8FE-1a-15

Knowledge Discuss Balance Forces with vector arrows showing

direction of forces.
Skills Give the properties of Force that acts on an object.
Attitude Use the properties of Force to describe an object that
has balanced forces.
II. CONTENT Balanced Forces
III. LEARNING RESOURCES
References EASE Physics. Module 10.Lesson 3
Science and Technology IV: Physics Textbook.
NISMED.2012. pp.292-296
Science 8 Learner’s Module. Campo, Pia C., et
al.2013.pp.4-8.
Other Learning Resources
IV. PROCEDURES
A. Preparatory Activities The teacher will show a video on balanced force( stop
the video up to balanced force discussion)
https://www.youtube.com/watch?v=tS8w-CXJehk
B. Motivation What is the video all about?
What are the forces acting on the object?
In balanced force, are the objects in motion?
C. Activity Group the students into 3, give pictures of the following
situations below. Let the students discuss among
themselves the condition of the object at rest. Does this
mean that there are no forces acting on them? So what
causes them to stay in place?
Group 1 – Hanging pen
Group 2 – Book on top of the table
Group 3 – A boy standing still on the floor
D. Analysis Let each group select a reporter to discuss the answers
on the activity Ask the students the following questions:
Group 1, Is the pen at rest or in motion? Are there
forces acting on the pen? If Yes, draw the forces. You
may use arrows to represent these forces.(The pen is at
rest; Yes, refer to the drawing on page 8,figure 5 of the
learner’s manual)
Group 2, Is the book at rest or in motion? Are there
forces acting on the book? If Yes, draw the forces acting

Prepared by: Goldah S. Catubig

Science Coordinator
San Jose District
 on the book. Use arrows to represent the forces.
(The book is at rest; Yes, refer to the drawing on page
8,figure 5 of the learner’s manual)
Group 3, What are the forces present on the boy
standing still on the floor? Are the forces equal?(force of
gravity, frictional force, and the floor pushes upward on
the person;Yes)
E. Abstraction The teacher will discuss the different properties of
Forces.
Point of application

Direction of the force

Line of action Line of action

--------------------- -------------------

Force acting on a ball

Figure 1

To accurately describe the forces acting on an

object, it is important to be familiar with the following
terms: magnitude, direction, point of application, line of
action. Forces are described in terms of these properties.
Magnitude refers to the size or strength of the force. It is
commonly expressed in newton (N). Consider the
diagram in Figure 1 showing a force, represented by the
arrow, acting on a ball. The direction of the arrow
indicates the direction of the force while the length of
the arrow represents the relative magnitude of the force.
If the force applied on the ball is doubled, the length of
the arrow is increased two times. The line of action is
the straight line passing through the point of application
and is parallel to the direction of the force.

I Line of action I
I I
Tension
force
I I Normal
force
I Pen I
Book
Force of
I I Force of
gravity I I gravity
I I
I I

Figure 2. Force diagram

Prepared by: Goldah S. Catubig

Science Coordinator
San Jose District

F. Application
G. Practical Applications of
Concepts and Skills in
Daily Living
The diagram in figure 2 shows the force acting on
the a)Pen and b)Book. All objects fall down because
gravity pulls on them towards the center of the earth. The
pen stays in place because of another force that acts on
it that is supplied by the string referred to as tension
force (T). The book on the other hand, stays at rest
because the upward push exerted on it by the table
which we refer to as the normal force (F n). Both the
tension force and the normal force counteract the pull of
gravity (Fg) that acts on the object.
Group the students into 5, let them give (one) example of
balanced force and identify the forces acting on the
object. Draw the example and label the forces acting on
the object using arrows. Use white cartolina (1/4 size)
and crayons to color their work.
Criteria: content – 10
Visual impact – 5
15 pts.
“Campus Tour” For 15 minutes, let the students move
around the campus. Remind the students to be careful of
hazardous objects during the tour. Let them identify one
object that they see that is on balanced force. Be able to
answer the guide questions to be written on student’s
journal.
1. Is the object moving? Why or Why not?(No,
because the forces acting on the object are equal
in magnitude and in opposite directions and they
lie along the same line of action)
2. Are there forces acting on the object? Draw the
forces using arrows.(Yes, the drawing depends
on the students encounter of the different objects
around the campus)

H. Generalization 1. How are forces described?(Forces are described

based on their properties: Magnitude, direction,
point of application, line of action)
2. What does the arrow of force indicate? (It
indicates the direction of force)
3. In a balanced force, can the object move?
Explain your answer.(No, because the forces
acting on these objects are balanced)

I. Evaluation See attachment D.

J. Additional activities for “My Trip”. On your way back home, identify at least two
application or objects that you see along the way that is on balanced

Prepared by: Goldah S. Catubig

Science Coordinator
San Jose District
 remediation force. Be ready for an oral presentation the next meeting.
(assignment) Criteria: Content – 10
Delivery – 5
15 pts.
V. REMARKS

VI. REFLECTION
No. of learners who earned
80% in the evaluation
No. of learners who
continue to require
remediation
Did the remedial lesson
work? No. of learners who
caught up the lesson
No. of learners who require
remediation
Which of my teaching
strategies worked well?
Why did these work?

What difficulties did I

encounter which principal
and supervisor can help or
solve?
What innovation or localized
did I use/discover which I
wish to share?

ATTACHMENT A
(Attachment for Activity: Group 1)

Prepared by: Goldah S. Catubig

Science Coordinator
San Jose District
Forces on objects at rest

Objectives: After performing this activity, you should be able to identify the forces acting on objects
at rest.

Materials: pen
string
pair of scissors (be careful with the use of the pair of scissors)

Procedure:

1. Hang a pen by a piece of string as shown in the figure below.

https://www.google.com/search?q=picture+of+a+pen+cartoon&tbm=isch&ved

Q1. Is the pen at rest or in motion?

Q2. Are there forces acting on the pen? If yes, draw the forces. You may use arrows to
represent these forces.

ATTACHMENT B
(Attachment for Activity: Group 2)

Prepared by: Goldah S. Catubig

Science Coordinator
San Jose District
Forces on objects at rest

Objectives: After performing this activity, you should be able to identify the forces acting on objects
at rest.

Materials: Book
Table
Procedure:
1. Place the book on top of a table as shown in the figure below.

https://www.google.com/search?q=picture+of+a+book+on+the+table&tbm=isch&ved

Q1. Is the book at rest or in motion?

Q2. Are there forces acting on the book? If yes, draw the forces acting on the book.

ATTACHMENT C
(Attachment for Activity: Group 3)
Prepared by: Goldah S. Catubig
Science Coordinator
San Jose District
Forces on objects at rest

Objectives: After performing this activity, you should be able to identify the forces acting on objects
at rest.

Boy standing still

https://www.google.com/search?q=cartoon+picture+of+a+child+standing&tbm=isch&ved

Q1. Is the boy in motion?

Q2. Are there forces acting on the boy? If Yes, draw the forces. You may use arrows to
represent these forces.

ATTACHMENT D

Prepared by: Goldah S. Catubig

Science Coordinator
San Jose District
 Evaluation:

Essay. Answer the question for 5 pts.

1. How do you describe an object at rest?

Ans. An object is at rest when the forces acting on it are equal in magnitude, in
opposite directions and lie along the same line of action, where the forces are
balanced.

Prepared by: Goldah S. Catubig

Science Coordinator
San Jose District