2021 JHS INSET Learning Plan

Subject: Science 8 Grade Level: Grade 8

Unit Topic: MOTION Quarter: First Quarter

UNIT STANDARDS AND COMPETENCIES DIAGRAM

Investigate the relationship between the amount of force Students can then provide a written plan of
applied and the mass of the object to the amount of strategies applying the law of motion into a game
change in the object’s motion.
(newton’s Olympic
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The learners should be able to

develop a written plan and implement a
“Newton’s Olympics”

Identify and explain the factors that Infer that when a body exerts a force on
affect potential and kinetic energy. another, an equal amount of force is exerted
back on it
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The learners demonstrate an

understanding of Newton’s three
laws of motion

LEARNING PLAN

EXPLORE
This unit is about Force, Motion, and Energy (Newton’s Laws of Motion)

Consider this question:

● What happens when force is applied to a body at rest or a body that is in motion?
● How does a body respond to changes in motion?
● What is the relationship between the amount of force applied and the mass of the
object to the amount of change in the object’s motion?
● How would you relate the acceleration of the body to the force applied to it?

Map of Conceptual Change:

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 Activity 2: Identifying Forces

In this activity, the students are asked to identify the kind(s) of forces being
represented from the given illustrations.

Duration: approximately five minutes

Teacher’s Preparation:
● Prepare a slide containing the pictures shown below.

Procedure:
1. Ask the students to identify the kind of force(s) present in each image. The
pictures to be shown are given below.

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 Activity 3: Illustrating Forces through Free-Body Diagrams (FBD)
In this activity, the students are asked to draw free-body diagrams to illustrate
forces acting on a particular object or body.

Duration: approximately five minutes

Teacher’s Preparation:
● Prepare the table below as a worksheet for students.

Procedure:
1. If worksheets are available, distribute them in pairs. If not, students will
still do it by pairs on the blackboard/whiteboard. Student A will draw the object and the
arrows on the free-body diagram, while Student B will label
the arrows based on the type of force it represents.

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 LEARNING
COMPETENCY FIRM-UP (ACQUISITION)
LC1: Activity 1: PREDICT – WATCH – EXPLAIN : Law of Inertia

Describe the
newton’s law of
motion and the
three laws
(Added
Competency)

Now, click on the link below to know the answer. Use the reading article in this site, as well as the

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 other related links below, to understand the reason for your observation. Then answer the process
questions in your journal notebook.
http://www.physicsclassroom.com/mmedia/newtlaws/il.cfm
This video clip shows in which direction the unstrapped ladder on top of a truck falls off.
Process Questions:
1. On which side did the ladder fall --- the car at the back or the car in front?
2. What explains your observation?
3. Would there be a possibility that the unstrapped ladder would fall to the back part of the truck?
Why or why not?
4. How do we avoid such scenario?

To verify your answers and explain what you have observed in the video, read the following links
and take note of important ideas about the Law of Inertia

Activity: Law of Acceleration: Dump Truck vs. Honda Civic

Go over the reading articles and videos in the following links where you can verify your explanation
in the table and know a little more about the Law of Acceleration. Answer the questions that follow
in your journal.

This is a more detailed discussion about the law. http://www.youtube.com/watch?v=nO7XeYPi2FU

This video explains the Law of Acceleration. It further discusses the relationship among force, mass
and acceleration. http://www.youtube.com/watch?v=-KxbIIw8hlc

Guide Questions:
1. What does the Law of Acceleration state?
2. With constant mass, how does net force acting on the body affect its acceleration?
3. With constant force, how does the mass of the object affect the acceleration?
4. How would your motion compare if you run with and without camping backpacks on?
5. How can we then use our knowledge about motion to our advantage?

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 Activity: Rock Sledder
In this activity, students will explain Newton’s first law of motion, the law of
inertia, using a simulation of a rocket sled.

Duration: approximately ten minutes

Materials:
● working laptop/tablet with stable internet connection

Procedure:
1. Access the simulation entitled “Rocket Sled” in the link provided below.

"Rocket Sled." The Physics Classroom. Nerdist Land Studios,

2018.
https://www.physicsclassroom.com/Physics-Interactives/Newtons-Laws/Rocket-Sledder

2. Explain to the students the features of the simulation using the screenshot
given below.

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 Activity: Experiment – Mass Acceleration

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 LEARNING DEEPEN (MAKE MEANING)
COMPETENCY
LC 2:

Infer that when a Activity: Component and Resultant Forces

body exerts a
force on another,
an equal amount
of force is exerted
back on it
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 Activity: Law of Interaction in Collisions

In this activity, students are going to explain Newton’s third law of motion or the
law of interaction using a simulation.

https://phet.colorado.edu/sims/html/collision-lab/latest/collision-lab_en.html

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 Activity: Action-Reaction Pair of Forces

In this activity, students are to identify different action-reaction pairs of forces

based on the given situations.

Duration: approximately 10 minutes

Teacher’s Preparation:
● Prepare a worksheet to be shared with the students.

Procedure:
1. The teacher will give situations/tasks/activities that students usually do
inside the classroom or the school vicinity.
2. The students will have to re-enact the different situations given and they
will have to identify the action-reaction pairs present in it.
3. The teacher will provide a worksheet to the students containing the table
below. All answers should be written on the worksheet.
4. In writing the action-reaction pair of forces, the students must follow the
format: “The force exerted by __________ to ___________.” The blanks must be
filled in by the objects interacting in the given situation.

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 Learning TRANSFER
Competency
PERFORMANCE Transfer Goal: Students can then provide a written plan of strategies applying the law of motion into a
STANDARD: game (newton’s Olympic

Performance Task
Investigate the
relationship The Junior Scientists’ Club of your alma mater holds their annual science camp. Commissioned as
between the the event organizer for the said camping, you were asked to prepare an activity a la “Amazing
amount of force Race” for the science club members. Dubbed as Newton’s Olympics, it must comprise three
applied and the
relevant challenges. Details of the plan must be submitted to the club adviser for review prior to
mass of the object
the science camp. Your output will be assessed based on the following criteria: relevance to the
to the amount of
change in the theme, originality, feasibility.
object’s motion.
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 Value Integration:

ORATIO:
Caring
Christ-centered
Growing spirituality

START HERE

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 Subject: Science 8 Grade Level: Grade 8
Unit Topic: ENERGY Quarter: First Quarter

UNIT STANDARDS AND COMPETENCIES DIAGRAM

Conduct a scientific analysis on how the Students will present a PPT in class of a proposal
energy acquired by an object can be project of a use of moving transport help the
transformed into beneficial work and present community.
it using multimedia.

The learners should be able to

demonstrate how to transform the energy
acquired by an object into beneficial
work.

Identify and explain the factors that Relate speed and position of object to
affect potential and kinetic energy. the amount of energy possessed by a
S8FE-Ia-16 body.

The learners demonstrate an

understanding of work using
constant force, power, gravitational
potential energy, kinetic energy, and
elastic potential energy

LEARNING PLAN

EXPLORE
This unit is about Force, Motion, and Energy (Newton’s Laws of Motion)

Consider this question:

 How do the mass and velocity of the object affect kinetic energy?
 How do you calculate the kinetic energy of an object?
 When is work done?
 How does work and power relate to energy?
 How can a lot of work be done?

Map of Conceptual Change:

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 Activity: Working or Not?
Study the pictures below. Identify which situations show that work is done by clicking on
the box found before each choice. Write your explanation on the space below the choices.

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 LEARNING
COMPETENCY FIRM-UP (ACQUISITION)
LC1:
Activity: Demystifying Work
Identify and Complete the concept of Work as you accomplish the tasks in the series of blocks below. Answer
explain the each set of mini-task to uncover the idea each block conveys in order to build up the concept of
factors that affect Work.
potential and
kinetic energy.
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 Activity: Kinetic Energy of a Body
In this activity, students will be able to describe the kinetic energy of a moving body
using a simulation.

Duration: approximately 10 minutes

Materials:
● internet connection
● laptop

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 Procedure:
1. Access the simulation entitled “Ramp and Piano” in the link given below.

Energy Skate Parks. 2021. University of Colorado Boulder.

https://phet.colorado.edu/sims/html/energy-skate-park-basics/latest/energy-skate-
park-basics_en.html

Activity : Kinetic Energy of a Toy Cart

In this activity, students will be able to describe the kinetic energy of a toy cart as it
moves along a horizontal surface.
Duration: approximately 10 minutes
Materials:
● meter stick
● toy cart
● set of weights (100 g, 200 g, and 300 g)
● stopwatch

Teacher’s Preparation:
● Bring and prepare the listed materials.
Procedure:
1. Measure a 1.5 m distance from a wall using a meter stick.
2. Place the toy cart from the measured distance of 1.5 m from the wall.
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 3. Place a 100 g weight on the toy car. You may place the weight on the center
of the toy cart so that the mass will be equally distributed in it.
4. Push the cart with enough force so that it would start moving from rest.
5. Measure the time it takes for the toy cart to bump into the wall and stop
moving. Record your measurements in the table given below.
6. Repeat steps 2 to 5 using weights of 200 g and 300 g, respectively.
7. Calculate the velocity and kinetic energy of the toy cart for the 100 g, 200 g,
and 300 g of weights.

Activity: Is Work Done?

In this activity, the students are asked to identify if work is done in the following
images of everyday real-life scenarios given.
Duration: approximately 5 minutes
Materials:
● presentation slide
● Pen
● notebook

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 Activity: Falling Balls

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 LEARNING DEEPEN (MAKE MEANING)
COMPETENCY
LC 2: Activity: Pull Back, Aim, Shoot

Relate speed and

position of object
to the amount of
energy
possessed by a
body.

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 Activity: Hard At Work!

Assess your own understanding by working on the different application situations of the unit. At
the end, craft a generalization statement that would embody the general idea underlying in all
three situations.

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 Activity: IRF: Finalizing Ideas
Strengthen your ideas as you complete the IRF worksheet. Fill out the Final Column as you answer
the question: “How can you do a lot of work?”

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 Learning TRANSFER
Competency
PERFORMANCE Transfer Goal Students will present a PPT in class of a proposal project of a use of moving transport help the community.
STANDARD:

Performance Task
Conduct a
scientific analysis
A newly launched online site, PraktikalDito.com, contains varied materials on how tasks and
on how the energy
acquired by an processes can be done smartly to maximize one’s time and energy. Aiming to attract more
object can be downloads from a wider scope of online users, the website’s editor encourages anyone who can
transformed into make clear & comprehensive, logical and practical tips in any aspect to submit their entries. As a
beneficial work and freelance blogger, you are giving yourself a week’s time in order to contribute your own version of
present it using #SmarterWays, a collection of smarter ways of carrying out tasks in different fields of interest.
multimedia.

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 Value Integration:

ORATIO:
Caring
Christ-centered
Growing spirituality

SECOND START HERE

2021 JHS INSET Learning Plan
Subject: Science 8 Grade Level: Grade 8
Unit Topic: SOUNDS Quarter: First Quarter

UNIT STANDARDS AND COMPETENCIES DIAGRAM

To make an improvised musical Students will have to present their

instrument out of recyclable materials
improvised instruments by having
and describe the characteristics and
properties of sound as you use or play presentation or performance by
it. playing it.

The learners should be able to discuss

phenomena such as blue sky, rainbow,
and red sunset using the concept of
wavelength and frequency of visible light

S8FE-Ie-24). Investigate the S8FE-If-27

effect of temperature to the
speed of sound; S8FE-Ig-29
Differentiate between heat and
temperature at the molecular
level
Explain the hierarchy of colors in
relation to the energy of visible light
The learners demonstrate an
understanding of the
propagation of sound through
solid, liquid, and gas; some
properties and characteristics of
visible light and heat and

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 LEARNING PLAN

EXPLORE

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 This unit is about Force, Motion, and Energy (Newton’s Laws of Motion)

Consider this question:

● How is sound transmitted?
● How does the speed of sound vary in different media such as solid, liquid, and gas?
● What are the factors affecting the speed of sound in air?
● What is the relationship between sound and temperature?

Map of Conceptual Change:

Activity 2: Paper Cup Telephone

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 Activity: Moving Particles

LEARNING

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 COMPETENC FIRM-UP (ACQUISITION)
Y
LC1: Activity 1: Vibration and Waves

S8FE-Ie-
24).Investigate
the effect of
temperature to
the speed of
sound

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Differentiate
between heat
and
temperature at
the molecular
level

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 Activity : Nature of Sound
Part I – Concepts
Now that you know about the characteristics waves, let’s us now proceed to a very common
wave that we encounter daily – sound. What is sound? What kind of a wave is sound? Click on these
websites and watch the videos. After watching the videos, complete the graphic organizers that
follow.
1. https://www.youtube.com/watch?v=kt1pTcfstC8 – Bill Nye’s video on sound properties
2. http://www.youtube.com/watch?v=HVGE854x1yQ – video showing how sound is produced and
how it is propagated

Click this website https://phet.colorado.edu/en/simulation/sound

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 Activity: Whre Will Sound be the Fastest?

4. Discuss with the whole class the relationship between the density of a
material and the speed of sound in the said material. From the table,
sound is expected to be fastest in iron and weakest in air.

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 Activity: Let there be Light

Why are we able to see things? Seeing things involve a particular kind of wave that is called light.
Click on these websites to know more about it and then complete the graphic organizer below
. 1. https://www.youtube.com/watch?v=gtgBHsSzCPE – Bill Nye the science guy video on light and
color
2. http://www.physicsclassroom.com/class/light/Lesson-1/WavelikeBehaviors-of-Ligh t - shows a
discussion on the properties of light as it behaves as a wave
3. http://www.ivyroses.com/HumanBody/Eye/What-is-Light.php - gives a discussion about the
nature of light, white light, and its propagation
4. http://physics.tutorvista.com/light.html - enumerates the different properties of light

PROCESS QUESTIONS
: 1. How are light and sound the same?
2. How are they different?
3. Why do you see lightning first before you hear thunder on a rainy day?
4. What is light?
5. How many ways does light behave?
6. Is white light just white? If not, how many colors is it made of?
7. The arrangement of the component colors of white light is based from what property of light?
8. What are the different properties of light?
9. How does each property help us to see things?
10. Can we predict the behavior of light?

Activitiy: Colors Everywhere:

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 Activity: Heat Transfer and Thermal Expansion
In the previous activity, you were introduced to the concept of heat and temperature. These two
terms must be very clear to you now before you proceed with this module. Heat, as defined in the
previous activity, is energy in transit. This means that when two objects have differences in
temperature, heat will flow. Click on this website https://www.youtube.com/watch?v=fBeJPpeeYJQ
(Bill Nye video on heat) and complete the Frayer model graphic organizer for each method of heat
transfer

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 LEARNING DEEPEN (MAKE MEANING)
COMPETENC
Y
LC:

S8FE-If-27 Activity: BLUE SKIES, RED SUNSETS and WHITE CLOUDS

Explain the
hierarchy of You already know what light is and what it is made of. But most of all, you have observed
colors in several phenomena that have something to do with light. Blue skies, red sunsets, white clouds,
relation to the rainbows after a rain, and a lot more! All of these must have left you hanging with a question: why do
energy of
these happen? To answer your queries, click on the websites below and complete the table
visible light
thereafter.
. a. https://www.youtube.com/watch?v=SRh75B5iotl – Prof. Walter Lewin’s lecture on Physics (start
at the 27- minute mark)
b.https://www.youtube.com/watch?
v=uRmdZVvzMzQ&list=PLYYsOmj5qI6XQi0ShPhBX9afy_J0r5DXK&index=43 – Paul Hewitt short
lecture on rainbows
c. https://www.youtube.com/watch?v=8vUzS9b_0IE – Paul Hewitt’s video on why the sky is blue
and why sunsets are red
d. http://hyperphysics.phy-astr.gsu.edu/hbase/atmos/rbowpri.html - discussion on primary and
secondary rainbows
e. https://www.youtube.com/watch?v=Asyzw3gMfb0 – video showing a thorough discussion of the
different colors that can be seen in the sky as well as addition of colors and Rayleigh scattering

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 PROCESS QUESTIONS:
1. What properties of light are common in all of the phenomena?
2. What do these phenomena tell us about how light behaves?
3. Can we replicate these phenomena on a smaller scale? How?

PROCESS QUESTIONS:
1. What are the factors that should be considered in lighting an audio-visual room or an
auditorium?
2. Why should the lighting system be put at the proper place?
3. How does the positioning of the lights affect visual effects?
4. What are the possible equipments that you can use in your proposed plenary hall?

ACTIVITY: PUTTING IT ALL TOGETHER

Remember the table that you answered in the first part of this module? Look at the table once again
and check the statements that you answered correctly. If your answer to a statement is incorrect,
write the correct answer with explanation in the third column.

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 Learning TRANSFER
Competency
PERFORMAN Transfer Goal: Students will make an improvised musical instrument out of recyclable materials and
CE describe the characteristics and properties of sound as you use or play it.
STANDARD:
Performance Task

The students The students will have to create improvised models of musical instruments such as
must guitar, piano, drums, xylophone, and the likes out of recyclable materials.
demonstrate
all the
properties
and
characteristics
of sound waves
such as pitch,
intensity, echo,
reverberation,
and
the likes.

Value Integration: LABOR:

OPUS: SAPIENTIA: Complete tasks & meet
ORATIO: Positive attitude Respect learning obligations
Caring Adaptability responsibility Hardworking
Christ-centered Honesty
Growing spirituality Time frame Target oriented
Self- motivated
Strong self- confidence
Responsibility

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LAST COMPETENCY

JHS INSET Learning Plan

Subject: Science 8 Grade Level: Grade 8
Unit Topic: ELECTRICITY Quarter: First Quarter

UNIT STANDARDS AND COMPETENCIES DIAGRAM

Students will gonna make a blueprint of Students will create their own electric
an electric wiring plan of your soon-to-
wiring plan through circuit diagrams
be house by
creating circuit diagrams using different and illustrate it using circuit symbols.
circuit symbols.

The students will also have to show

different series and parallel connections
of the circuits to be included in their
house wiring plan.

Infer the relationship between S8FE-li-31

1. Explain the advantages and disadvantages
current and voltage. of series and parallel connections in homes;

S8FE-li-33
2. Explain the functions of circuit breakers,
fuses, earthing, double insulation, and other
The learners demonstrate an safety devices in the home
understanding of t how these
movements of tiny electrons make great
impacts in our day to day living. A very
good example for this is the use of
electronic gadgets and devices.

LEARNING PLAN

EXPLORE
This unit is about Electricity

Consider this question:

How do electrons flow? How do electrons pass energy? When do electrons start to flow? Can the
transfer of energy be controlled? What is the best way to save energy?

Map of Conceptual Change:

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