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AC 7es Science

This document provides a lesson plan on teaching the law of acceleration in science class. The objectives are for students to infer the relationship between mass and acceleration, calculate problems using Newton's second law of motion, and apply the law of acceleration to daily situations. Students will explore the effect of different pushes on toy cars, present their findings, and solve sample problems. They will also discuss practical applications of the law of acceleration and evaluate their understanding through problem solving and short explanations.

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136 views3 pages

AC 7es Science

This document provides a lesson plan on teaching the law of acceleration in science class. The objectives are for students to infer the relationship between mass and acceleration, calculate problems using Newton's second law of motion, and apply the law of acceleration to daily situations. Students will explore the effect of different pushes on toy cars, present their findings, and solve sample problems. They will also discuss practical applications of the law of acceleration and evaluate their understanding through problem solving and short explanations.

Uploaded by

Udieokfchw
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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LESSON EXEMPLAR in SCIENCE 8

Code S8FE – Ia – 15 Number of Hours:


Domain
Cluster
Lesson: Law of Acceleration
Standard:
References:

OBJECTIVES:
With the use of locally available materials in the community, the Grade 8 students should be able to:
 Infer the relationship between the mass and acceleration with respect to object’s motion
Defining Success

 Calculate the given problems using the concept of the Second Law of Motion
Apply the Law of Acceleration in day to day situations.

ASSESSMENT: KEY POINTS:

1. ELICIT - 5 MINUTES MATERIALS/TEACHERS TIPS/NOTES


 Let the learners review their previous lesson/concept  Hankerchief
on the First Law of Motion through a game. The game is a traditional game played
(Use the traditional game “Ibubuka ang bulaklak, isasara by youngsters
ang bulaklak)
 Ask the students to form a circle, assign an “It” who
will be blindfolded and when the song stops the “It”
will point who will answer a question drawn from a
box. The teacher will affirm if the student’s answer is
correct or not.
 The following are the questions to be answered by the
students by YES or NO:
1. Mass is the amount of matter in a given object.
YES
2. Motion is relative. YES
3. Galileo is the proponent of Laws of Motion
Learning Cycle

NO
4. Pulling the tissue paper manifests the Law of
Inertia. YES
5. An object at rest will move because of
external force. YES

2. ENGAGE – 7 MINUTES MATERIALS

 Let the students compare the tricycles they ride as


they go to school:
TRICYCLE Name Pictures of Tricycle in the community
Description of Description of List of tricycle brands
of sidecar motor Speed
cycle
Trike A
Trike B
Trike C
 Guide Questions:
1. Which among the brand of tricycles do you
observe to have fast speed?
2. Which can travel faster, a tricycle with metal
sidecar or tricycle with combined metal and
rubber sidecar? Why do you say so?
How the weight of the sidecar does affects the speed of the
tricycle?

- 3. EXPLORE – 10 MINUTES MATERIALS

 The students will perform the activity regarding the  Activity Sheet
Newton’s Law of Acceleration.  Toy car from E – Kawayan
1. The class will be divided into 5 groups,
wherein each group will have a toy car
made of E – Kawayan with a mass of .25kg. E-kawayan means engineered kawayan
2. One of the members of the group will push which a developing industry in the
the car lightly then they will observe the locality.
motion of the car.
3. Repeat step 2 but this time the push is
stronger than the first.
4. Repeat step 3 but this time the push is
harder than the second.
5. Each group will fill-up the table below.

Amount of
Mass
Force (Push) Observation
(kg)
(N)
.25 Light
.25 Strong
.25 Very Strong

GUIDE QUESTIONS:
1. Does the toy car move at the same rate with the
different amount of force applied?
2. How does the force affect the rate of movement of
the toy car?
3. Assuming that the force applied in the toy car is
constant, how would adding loads to the car affects
its motion?

4. EXPLAIN – 10 MINUTES MATERIALS

 Each group will present their output.  Projector


 After the students have presented their outputs, the  Power Point Presentation
teacher will ask the following questions:  Chalkboard / Blackboard
1. What are the factors affecting the amount of
change in an object’s motion?
2. How are these factors related from each
other?
3. What mathematical formula can we formulate
to show the relationship between mass, force
and acceleration?

 Substantiate the concept of Second Law of Motion


– Law of Acceleration. Emphasize the relationship
of acceleration to force applied and mass of a given
object.
5. ELLABORATE – 15 MINUTES MATERIALS

 Solve some sample problem sets involving Law of


Acceleration.
1. A net force of 500 N causes a bicycle to  Manila Paper
accelerate at a rate of 2 m/s2. Determine the  Marker
mass of the bicycle.  Power Point Presentation
2. How much force is needed to accelerate a 66  Paper and Pencil
kg-banana boat rider to 1 m/sec2?  Chalkboard / Blackboard

In groups of five, allow the students to collaborate with


their group mates and share some practical applications of
the Law of Acceleration in everyday living and write that
in Manila paper. After that, ask one of the representatives
to share in the class their group output.
6. EVALUATE – 12 MINUTES MATERIALS
I. Problem Solving: Solve the following problem sets  Paper and Pencil
regarding the Law of Acceleration.
Three groups of kayak riders decided to have a race.
The table below shows the information about each
group, which group of kayak riders do you think
will win the race? Prove your answer.(4pts)

GROUP Total mass of Force applied in


the kayakers paddling (N)
and the kayak
(kg)
A 80 120
B 100 150
C 120 110

II. In not more than five sentences, explain why most of the
tricycles they ride in the city are made up of light
materials.
Rubric:
CRITERIA POINT
The student explained the
3
answer well.
The student explained yet
there are still some 2
information needed.
The student has an answer
but it is not connected to 1
the question

Prepared by:

BERNARD G. MENDEZ

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