Semi- Detailed Lesson Plan in Science 8

Date: June 13, 2019

Section and Time: De Jesus 10:30-11:30
I. Learning Objective:
The learners should be able to demonstrate how a body responds to changes in
motion. (S8FE-Ib-17)
A. Content Standard
The learners demonstrate an understanding of Newton’s three Laws of motion and
uniform circular motion.
B. Performance Standard
The learners should be able to develop a written plan and implement a Newton’s
Olympics.”

II. Learning Resources:

A. Subject Matter: Laws of Motion: Law of Inertia
B. Materials: PowerPoint Presentation, Video and a picture
C. References: Learner’s Material, pages 11-12
Teacher’s Guide, pages 10-12

III. Procedure:
A. Preliminary Activities
1. Prayer
2. Checking of attendance
3. Review
 Differentiate balanced and unbalanced forces

B. Motivation
 Let the student guess the word being defined by solving the jumbled
letters.
1. It refers to the amount of matter of an object has.
A S S M
2. It is a push and a pull of an object resulting from the object’s
interaction with another object.
R E C F O
3. An action or process of moving or of changing place or position.

T I N O O M

4. It is the resistance of any physical object to any change in its state

of motion.

I N R E T A I

 Are those set of words familiar to you?

 What ideas came in your mind when you met those words we had
unscrambled?
 Using two bottles, let the students flick the paper in between the
bottles? Let them give their observation as to why it remain on its
original position.
 The teacher will introduce the Isaac Newton to the students.
  The learners will analyse the picture of the two wrestlers by comparing
their masses and relating the concept of mass to inertia.

C. Activity
Group the class into 5 and let them do the Activity 3, “Investigating Inertia”
in Science 8 Learner’s Module, page 11.
This activity demonstrates how the inertia of an object affects its motion. Inertia is
the tendency of the body to resist changes in its state of motion. This is described through
Newton’s First Law of Motion, also referred to as Law of Inertia.

Activity 3
Investigating inertia

Objective: At the end of this activity, you should be able to demonstrate Newton’s
first law of motion.

Materials:
empty glass 5-peso coins (5 pcs or more)
cardboard
plastic ruler
1 peso coin

Procedure:
Coin Drop
1. Arrange the setup as shown in Figure 7.
2. Slowly pull the cardboard with your hand and observe what happens.
3. Arrange again the setup as shown. This time, quickly flick the cardboard with
your finger. Observe again what happens.

Q9. What happens when you slowly pulled the cardboard? Explain.

Q10. What happens when you flicked the cardboard? Explain.

Stack of Coins
4. Stack the coins on a flat level surface.
5. Quickly hit the coin at the bottom with the edge of the ruler.
Q11. What happens when you hit the coin at the bottom? Why is this so?

D. Analysis

During the post activity discussion, ask the students on the following questions:

What happen when you slowly pull the cardboard? Explain.

 When we slowly pulled the cardboard, the coin on top moved with the
cardboard. The frictional force between the coin and the cardboard had caused
the coin to stay on top of the cardboard and move with it.

What happen when you flicked the cardboard? Explain.

 When we flicked the cardboard with our finger, the cardboard moved forward
but this time, the coin did not move with it. So when the cardboard was removed
from underneath the coin, the coin dropped into the glass. The coin did not move
forward with the coin because of its inertia.

What happens when you hit the coin at the bottom? Why is this so?
 When we hit the bottom coin with the edge of the ruler, the coin moved out from
the pile but the other coins stayed in place. The inertia of the other coins has
caused them to stay in place or not to move out with the coin that was hit by the
ruler.
Based on the students answer, let them formulate their own definition of inertia.

E. Application
 Let the students’ share their experience while riding a vehicle. What is the most
important thing when they’re in a van? Then discuss the importance of using a
seatbelt.
 When the car is moving in 60m/hr is stopped by the brick of wall, your
body keeps moving at 60m/hr.

Can mass of an object affect its motion?

Let a pair of student perform an arm wrestling. Which of the students won the arm
wrestling? Why did he won? Compare their muscle masses.
 The more the mass of an object has, the more inertia it has and the harder
it is to change the motion


F. Abstraction
If objects in motion tend to stay in motion, why don’t moving objects
keep moving forever?

Let the student demonstrate an example of the First Law of Motion and give
generalization.
Ex. Throwing a ball upward.

Things don’t keep moving forever because there’s almost always an

unbalanced force acting upon it.

If the student throw a ball upwards, it will eventually slow down and fall
because of the force of gravity.

A book sliding across a table slows down and stops because of the force of
friction.
In outer space, away from the gravity and any sources of friction, a rocket
ship launched with a certain speed and direction would keep going in that
same direction and at the same speed.

IV. Assessment
A. Direction: Read each statement carefully to infer when a body exerts a force on
another, there is an equal amount of force exerted back on it. Write the correct
answer.
Two tugboats are moving a barge. Tugboat A exerts a force of 3000 N to
the left. Tugboat B exerts a force of 5000 N in the same direction.
1. Find the combined forces/net force of the two tugboats.
2. What can you infer of the direction of barge when these tugboats
exert this amount of force?
3. Are the forces balanced or unbalanced?
 V. Assignment
Mannequin challenge
The class will be divided into 5 and they will pose a situation or instances
where individuals exert a force on an object. One member will give an inference of the
result of the force exerted back on it.

Performance level (MPS)

No. of students belongs to:
a. Mastery level
b. Nearing mastery level
c. Below mastery level