Division BUKIDNON

School IBA INTEGRATED SCHOOL- Grade Level 8

SECONDARY
Teacher MERYJOY N. PONCE Learning Area Science
Time & OCTOBER 9, 2023 (2:50-3:40) Quarter 1
Dates

I. OBJECTIVES
A. Content The learners demonstrate an understanding of Newton’s three laws
Standards of motion.
B. Performance The learners should be able to develop a written plan and
Standards implement “Newton’s Olympics.
C. Learning Infer that when a body exerts a force on another, an equal amount
Competencies/of force is exerted back on it. (S8FE-Ia-16)
Objectives
(Write the
code for
each LC)
1. Identify the action-reaction forces.
D. Specific 2. Perform tasks that show action-reaction forces.
Objective 3. Appreciate the ethical implications of Newton’s Third Law of
Motion by relating it to the golden rule.
E. Integration PE- Doing exercise
of Content ESP- Golden rule
Within and English- Writing skills
Across AP- Recalling Confucius
Curriculum Filipino- translating the golden rule into Filipino.
II. CONTENT NEWTON’S THIRD LAW OF MOTION: THE LAW OF INTERACTION
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide Pages
2. Learner’s Grade 8 Science module, Quarter 1 page 19-20
Material
Pages
3. Textbook
Pages
4. Additional
Materials
from LR
Portal
B. Other
Learning
Resources
IV. Teacher’s Activity/ies
PROCEDURES

(The class starts with the preliminary activities: prayer, checking of attendance, and
setting of house rules).

House Rules
1. Listen attentively.
2. Raise your hand if you want
to speak or ask.
3. Respect others’ opinion.
Elicit (2 minutes)
Let the learners read and answer. (nice if they say action reaction)
Directions: Read the following statements about the law of acceleration and clap
your hands thrice if the statement is correct and stamp your feet if it is
incorrect.
1. According to Newton's Second Law of Motion the acceleration of an object is
directly proportional to the net force acting on it.
2. If the force acting on an object increases while its mass remains constant, the
object's acceleration will decrease.
3. According to Newton's Second Law of Motion the acceleration of an object is
inversely proportional to its mass.
4. Newton's Second Law explains the relationship between the velocity of an object
and the force acting on it.
5. Newton’s second law of motion is known as the law of inertia.
Engage (5 minutes)
“Exercise to be Energized”

The teacher will give instructions on how the activity will be done.

Instructions
1. Let the class stand up and let them find a
place where they can move.
2. Let the learners read the direction.
3. Do the task presented on the screen.

Direction: Perform each task 5 times.

(Images presented in GIFs)
1. Jog like this↓ 4. Walk like this ↓

2. Jump like this ↓ 5. Walk again like this↓

3. Run like this ↓

Guide Questions:
1. How did you find the activity?
2. Did you exert a force toward the floor while jogging, jumping,
walking, and running? How about the floor?
(Connect it to your lesson)
The teacher will direct the learners that those activities: jogging, jumping,
walking, and running are examples of action–reaction forces.

The teacher will present the learning objectives of the day.

(Let the class read the learning objectives.)
1. Identify the action-reaction forces.
2. Perform tasks that show action-reaction forces.
3. Appreciate the ethical implications of Newton’s Third Law of Motion by
relating it to the golden rule.

Explore (20 minutes)

The teacher will introduce Newton’s Third Law of Motion: The Law of Interaction (Action-
Reaction)

The law of Interaction: “For every action, there is an equal and opposite reaction.”

The teacher will ask learners to demonstrate the following:

Learner 1: Drop a ball. (allow some learners to try it)

Guide Questions:
1. Do you think the ball exerts force on the ground?
2. What do you observe about the motion of the ball after it hits the ground?
3. Why does the ball bounce back after hitting the ground when you drop it?
4. Imagine dropping a ball on a soft surface like a pillow and then dropping it on a
hard surface like concrete. How does the ball behave differently in these two
situations?
Learner 2: Lightly push the wall.
Guide Questions:
1. What do you feel when you push the wall lightly with your hand?
2. Why do you experience a backward force when you push the wall?

All learners: Pretend you punched the wall as hard as you could.
Guide Questions:
1. What do you think will happen?
2. Would you feel hurt?

The teacher will discuss the following:

 Action- reaction forces- the pair of forces
 Action force- the force exerted by an object on another object.
 Reaction force- the force exerted by an object in response to the action
force.
Tips for identifying the action-reaction forces:
1. Identify the two interacting objects.
2. Identify the action force.
3. Identify the reaction force.
Practice!

The teacher will present images that show the law of interaction and let the class
identify the action-reaction forces.

(In identifying the action-reaction forces, let the learners write it in sentence form to
improve their writing skills.)

Write the action-reaction forces following this format:

The force exerted by the…(who is pushing/pulling, on whom and in what direction)
 1. Man carries a heavy sack. 2. Flying motion of the bird.

Action force:
Reaction force:
Action force:
Reaction Force:

3. Carabao pulling the cart.

Action force:
Reaction force:

(For numbers 4-5, the teacher will call learners to answer it on the board.)
4. A swimmer. 5. A girl walking on the ground.

The teacher will ask:

1. What have you observed from the given activity?
2. Do both interacting objects exert a force towards one another?
3. What can you say about the directions of the force?
4. How much force is exerted by both objects?
(The teacher will show a balloon rocket with different sizes of a balloon to help
learners infer that both objects are exerting an equal amount of force.)
5. What conclusion can you draw when there are two interacting objects?

Explain (3 minutes)

(THINK PAIR SHARE)

1. You saw your friend on top of his boat, and he didn’t know how to make his boat
move. As a friend, what advice can you give to him to make his boat move using
the concept of action-reaction forces?

Elaborate (10 minutes)

The teacher will present an image of Confucius and ask the following questions:
1. Are you familiar with this man?
2. What do you know about Confucius in your Araling Panlipunan class?
3. Do you know the Golden Rule?
(Let the learners read the Golden Rule)
“Do not do unto others what you don’t want others to do unto you.”
4. Who can translate it into Filipino?
5. Can someone explain it briefly?
6. Are action-reaction forces related to the golden rule?
7. How is the concept of action-reaction forces related to the golden rule?

(The teacher will let the learners relate the concept of action-reaction forces to the
golden rule by writing it on a ¼ sheet of paper. Allow some learners to share their
ideas clearly but direct them toward the concept of action and reaction forces)

The teacher will present a summary of the concept that was discussed.

Summary of the Concept

 Newton’s Third Law of Motion: The Law of Interaction (Action-Reaction)

 The law of Interaction: “For every action, there is an equal and opposite reaction.”
 Means: If object A exerts a force on object B, then object B also exerts a force of
equal magnitude and opposite direction back on object A.
 Action-reaction forces are equal in magnitude but in opposite directions.

The generalization will be done by completing the following statements:

I feel………….
I learned…….
I realized…….
I can apply….

Evaluate: (5 minutes)
Read and answer the following questions. Write only the letter of the correct
answer.
1. Icy applies force to a heavy box. How does the box react?
A) The box moves in the opposite direction.
B) The box remains stationary.
C) The box exerts an equal and opposite force back on Icy.
D) The box becomes lighter.
2. According to Newton’s third law, if you apply a force of 50 Newtons by pushing
a wall, how much force does the wall exert back on you?
A. 50 Newtons
B. 25 Newtons
C. 0 Newtons
D. 100 Newtons
3. What causes the swimmer to move forward when they push the water
backward with their hands?
A. Friction
B. Buoyancy
C. Action-reaction forces
D. Gravity
4. Which of the following best illustrates an application of Newton's third law of
motion during a bird’s flight?
A) The bird flapping its wings, creating a downward force and lifting itself up.
B) The bird gliding smoothly, with no opposing forces acting on it.
 C) The air pushing the bird upward, overcoming the force of gravity.
D) The bird pushing the air downward with its wings, propelling itself upward.

5. Which law of motion states that when one body exerts a force on another, an equal
amount of force is exerted back on it?
A) Newton's First Law
B) Newton's Second Law
C) Newton's Third Law
D) Newton's Law of Gravitation

The teacher will give feedback on the learners’ answers.

Extend (2 minutes)

Write two common daily activities that apply Newton’s third law of motion.

V. REMARKS

VI.
REFLECTION
A. No. of
learners who
earned 80%
on the
formative
assessment
B. No. of
learners who
require
additional
activities for
remediation
C. Did the
remedial
lessons work?
No. of
learners who
have caught
up with the
lesson.
D. No. of
learners who
continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did
I encounter
which my
principal or
supervisor
can help me
solve?
G. What
innovation or
localized
materials did
I use /
discover
which I wish
to share with
other
teachers?

Prepared by:

MERYJOY N. PONCE
TEACHER I
CHECKED BY:

RICARDO R. GUTIERREZ JR.

SCHOOL PRINCIPAL

DATE: 10/09/23