MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

WEEK 1
II. OBJECTIVES  Identify the forces  Describe the  State the law of  Cite situations where The learners demonstrates
acting on an object at conditions when two inertia the law of inertia understanding of Newton’s
rest forces balance  Relate inertia to mass applies three laws of motion and
 Explain why objects  Explain the effect of  Solve problems uniform circular motion.
stay at rest balanced forces on involving the
the state of motion interrelationships of
of an object. net force, mass and
acceleration
A. Content Standards:
B. Performance The learner shall be able to
Standards: develop a writer plan and
implement a newton’s
Olympics.
C. Learning Investigate the relationship Infer that when a body exerts
Competencies/ Objectives: between the amount of force a force on another, an equal
Demonstrate how a body
Write the LC code for each applied and the mass of the amount of force is exerted
responds to changes in
object to the amount of back on it.
motion.
change in the object’s
motion.
S8FE-Ia-15 S8FE-Ia-16 S8FE-Ia-17 S8FE-Ib-17 S8FE-Ib-17
II. CONTENT Lesson 1: Lesson 2: Lesson 3: Lesson 4: Lesson 5:
BALANCED AND BALANCED AND NEWTON’S THREE LAWS OF THREE LAWS OF MOTION THREE LAWS OF MOTION
UNBALANCED FORCES UNBALANCED FORCES MOTION Law of Acceleration The Law of Acceleration:
The Law of Inertia Computation
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
pp. 5-8 PP. 5-8 pp. 10-11 pp. 11-12 pp. 13-16
Pages
2. Learner’s Materials
pp. 3-6 PP. 3-6 pp. 10-12 pp. 15-16 pp. 15-17
Pages
3. Text book Pages Physics (Science and
Technology Textbook-NPSBE
Edition)
1. Additional EASE Physics, Module 10. EASE Physics, Module 10. EASE Physics, Module 10 EASE Physics, Module 10
Materials from Lesson 3 Lesson 3
Learning
resources(LR)Portal
B. Other Learning Lesson Guide Science 8 Lesson Guide Science 8 Lesson Guide G8 Lesson guide G8 Lesson Guide G8
Resources https://
www.google.com.ph/search?
pictures&oq=balanced+and+
unbalanced+forces
IV PROCEDURES
A. Reviewing Previous Present the following What are the forces acting on Differentiating balanced and What is inertia? How is the Ask the students to restate
Lesson or statement in class and ask an object at rest? unbalanced forces Law of inertia related to the second law into a simple
Presenting New the students if they agree or What are examples of mass? statement
Lesson disagree with them. Select balanced forces?
two or three students per
group to justify or explain
their answer.
1. Force is needed to stop
an object.
2. Force always result to
motion.
3. Force can act even at a
distance.
4. Objects have the
tendency to remain at
rest.
5. Objects have the
tendency to resist
change.
B. Establishing a Analyze the pictures (to be Students where given time to Let the students guess the Study the picture. Derivation of formula:
Purpose for the presented on the television watch a short video clip word being defined by Can a man pushes the car? From the statement that
Lesson screen) (can be printed) about balanced and solving the jumbled letter. How much force is needed by acceleration is directly
unbalanced forces. the man to push the car? proportional to force at
www.youtube.com/watch? 1. it refers to the amount of constant mass.
v=HEJOybrxclk matter an object has. Mathematically
A S S M a=kF
2. it is a push or pull upon an where nK = mass (eq 1)
object resulting from the
object’s interaction with acceleration also varies with
another object. mass. As the same mass of
R E C F O the object increases with the
3. An action or process of same amount of force
moving or of changing places applied, its acceleration
or position. decreases thus:
 T I N O O M a=k (1/m)
4. It is the resistance of any where K=net force (eq. 2)
physical object to any change combining the two
in its state of motion. equations, we have
I A ER I T N a a F and a a 1/m

therefore a a F
mathematically, a = F/m
where a=acceleration
m=mass
F=force
C. Presenting What have you observed on Give reaction to the video Are those set of words The teacher will present two Give and discuss at least two
Examples/Instance the picture presented? presented familiar to you? balls of different masses. examples of
s of the Lesson What ideas came in your Then ask the students which situation/problems on the
mind when you met those of the two balls will
words we had unscrambled? accelerate faster? Why? Law of Acceleration
1. A huge stone is pushed
Tennis ball with 30 N of force. If there is
Bowling ball only 5N of friction and the
stone’s mass is 88 kg. what is
the acceleration of the table?
2. a car is being towed. If its
mass is 1750 kg and it
accelerated at 5m/s2, how
much net force is involved?
D. Discussing New The teacher will place a ball Do the activity 2 in lesson The learners will analyze the 1. differentiate the two balls Do the exercise in Lesson
Concepts and or any object on top of a guide science 8 pp. 8-9 or picture of the two wrestlers in terms of mass. Which has Guide G8 First Quarter pp 21
Practicing New table and ask: learner’s module pp. 7 by comparing their masses the greater mass? (choose items which will be
Skills#1 a. Will this object move by and relating the concept of 2. if equal amount of force solved individually/in group)
itself? mass to inertia. will be applied in the two
b. How can we make this balls, then which will
object move? accelerate faster?
c. While it is moving, how
can we make the object
speed up or slow down/
d. How can we make it
stop?
e. How can we make it
change its direction?
E. Discussing New Do the activity 1 forces on 1. when the cardboard is at Do the activity on inertia (A Do the activity on the law of Presentation of the
 Concepts and object at rest in Lesson Guide rest, how do the magnitudes and B) Learner’s Module pp. acceleration, lesson guide G8 outcomes.
Practicing New Science 8 (First Quarter) pp. 5 and directions of the pair of 11-12
Skills#2 or LM pp. 5-6 forces acting on it compare?
2. if you draw the lines of
action of all the forces acting
on the board and extend the
lines, what will you get?
F. Developing Presentation of the output Discuss the answers in the Questions: A. Discuss the answers in the
Mastery per group/processing: activity PART A. 1. what variable/s is/are said exercise given.
(Leads To Formative 1. what happens when you to be constant in the activity?
Assessment 3) Analysis: slowly pulled the cardboard? 2. what is the effect of
Situation 1 Explain. varying the amount of force
1. is the pen at rest or in 2. what happens when you on the acceleration of the
motion? flipped the cardboard? cart?
2. are there forces acting on Explain. 3. what relationship exist
the pen? If yes, draw the PART B. between the force and
forces. You may use arrows 1. what happen to the acceleration when the mass
to represent these forces. remaining books after one of the cart is kept constant?
3. what happens to the pen? book was pulled? Why is this B.
What could have caused the so? 1. what variable/s is/are said
pen’s motion? 2. relate your observation to to be constant in the activity?
the concept of inertia. 2.what is the effect of varying
Situation 2 the mass on the acceleration
1. is the book at rest or in of the cart?
motion? 3. what relationship exists
2. are there forces acting on between the mass and
the book? If yes, draw the acceleration when the force
forces acting on the book. is kept constant?
Did the book move? How will
you make the book move?
G. Finding Practical Since friction is a resistance Study the given pictures Use the following examples Present the statement in the Engineers at the Johnson
Application of force that slow down or below and describe the to explain how Newton’s first class “you may be bigger but I Space Center must determine
Concepts and Skills prevent motion, there are forces involved. law occurs in everyday am faster” the net force needed foa
in Daily Living advantages and events: a. how does this line illustrate rocket to achieve an
disadvantaged that friction a. car suddenly stops and you Newton’s Second Law of acceleration of 70m/s2. If the
may do. How is friction strain against the seat belt Motion? mass of the rocket is
important in: b. when riding a horse, the b. how is the statement 45,000kg, how much net
a. walking horse suddenly stops and you related to mass and force must the rocket
b. writing fly over its head. acceleration? develop.
c. running vehicles c. the magician pulls the
 tablecloth out from under a
table full of dishes.
d. the difficulty of pushing a
dead car.
e. car turns left and you
appear to slide to the right.
H. Making 1. what is force? The following ideas must be Newton’s first law states that 1. state the second law of Mathematically, second law
Generalization and 2. what are some other realized by the students: an object at rest will remain motion of motion can be expressed:
Abstractions about forces that can cause If two forces acting on an at rest or an object that is in 2. how is acceleration related A=F/m
the lesson something to move? object are equal in motion will stay in motion to the object’s mass and the F=ma
3. how does gravity affect magnitude but opposite in and travel in straight line, as amount of force exerted? M=F/a
object on earth? direction, they are long as no external net force 3. what relationship exist If the unit of Fnet (Fn) is in
4. what is a force that can considered as balanced acts on it. The object will between acceleration and Newton, mass (m) is in
cause an object to slow down forces. These forces must lie change its state of motion force; force and mass? kilogram (kg) and
or have little movement? along the same line. only if there I unbalanced or 4. how is the second Law of acceleration is in meter per
5. in your own words define net force acting upon it. motion applied to everyday second/second (m/s2)
friction.  If the forces acting on an Inertia is measured in terms occurrences? Since force is a vector
object are balanced, the of mass. An object having quantity and mass is scalar
object either stays at greater mass has greater quantity, acceleration is also
rest or continues to inertia. a vector quantity where
move at constant acceleration follows the
velocity direction of the net force.
 If the forces acting on an The unit of acceleration can
object are unbalanced, be derived also from N/kg,
the motion of the object since 1N=1 kg.m/s2
will change. therefore, N/kg=kg.m/s2
/kg=m/s2
I. Evaluating Learning Multiple choice: Read each Direction: read each Choose the best answer. Direction: Read each Direction: solve problems
statement carefully and write statement carefully and write Write the letter only. statement carefully and write involving the law of
only the letter of the correct the letter of the correct 1. according to Newton’s First the letter of the best answer. acceleration then write the
answer. answer. Law of motion, 1. which among the Newton’s letter of the correct answer.
1. a book is at rest on top of 1. ____ refers to when a a. an object in motion Laws of Motion states that 1. what is the mass of a truck
the table. Which of the force is equal and opposite. eventually comes to a stop. force equals mass times if it produces a force of
following is correct? a. balanced force b. an object at rest acceleration? 14,000 N while accelerating
a. there is no force acting b. unbalanced force eventually begins to move. a. 3rd law at a rate of 5m/s2?
on the book c. magnitude c. an object at rest always b. 1st law a. 280 kg
b. the book is no inertia d. friction remains at rest. c. 2nd law b. 2800 kg
c. there is no force acting 2. when one forcein a pair is An object at rest remains at d. all of the above c. 70,000 kg
on the table greater than the other, we rest unless acted upon by a 2. according to newton’s d. 7000 kg
d. the book is in call this: net force. second law of motion, force 2. which is the correct unit of
 equilibrium a. balanced forces 2. the greater the mass of an equals__ acceleration?
2. which of the following b. unbalanced force object a. mass divided by a. m/s
situations involves friction? c. magnitude a. the easier the object starts acceleration b. m/s2
a. a bicycle rolling down a hill d. friction moving. b. mass plus acceleration c. kg.m/s2
b. a baseball player sliding 3. if two forces acting on an b. the more space it takes up c. mass subtract acceleration d. kg.m/N
into 2nd base object they are equal in c. the greater its inertia d. mass times acceleration 3. suppose that a sled is
c. a driver falling through the magnitude d. the more balanced it is. 3. how does the acceleration accelerating at a rate of
air to a pool a. and equal in direction 3. the tendency of an object of an object change in 2m/s2. If the net force is
d. all of the above experience b. and in opposite direction to resist any change in its relation to its mass? It is ____ tripled and the mass is
some friction. c. cancel each other motion is known as a. directly proportional halved, what then is the new
3. what is gravity? d. none of the above a. balance b. inversely proportional accelearation of the sled?
a. newton’s first law for question no 4 and 5 refer b. force c. acceleration doesn’t a. decrease by half
b. the force that objects exert to the diagram below c. inertia depend on mass at all b. doubled
on each other because of d. mass d. neither a or b c. tripled
their masses two tugboats are moving a 4. mass of the object is 4. Suppose a cart is being d. quadrupled
c. the downward pull on the barge. Tugboat A exerts a quantitative measure of its moved by a force. If suddenly 4. suppose a ball of mass 0.60
Earth force of 3000 N to the left. inertia stated law is newton’s a load is dumped into the kg is hit with a force of 12 N.
d. the friction that an object Tugboat B exerts a force of a. first law cart so that the cart so that its acceleration will be:
has put on it 5000 N in the same direction. b. second law the cart’s mass doubles, what a. 20m/s2
4. which is the best example c. third law happens to the cart’s b. 40m/s2
of gravity? a. draw arrows showing the d. fourth law acceleration? c. 10m/s2
a. a car hits a tree, and its individual forces of the 5. which of these best a. it quadruples d. 20m/s2
motion stops tugboats in #1. describes the concept of b. it doubles 5. if the ball in question no. 4
b. a breeze blow, and a b. are the forces balanced or inertia? c. it halves is increased by 24 N, what is
sailboat moves unbalanced? ______ a. a force that attracts objects d. it quarters the increased in acceleration?
c. a book is pushed and it c. in what direction will the with mass 5. which will accelerate a. 20m/s2
moves across the table barge move? _____ b. the tendency of an object faster? b.40m/s2
d. a person drops a ball, and to float in water. a. a 1000 tons truck c. 30m/s2
it falls to the ground c. a force created when b. a fully loaded bus d. 50 m/s2
5. how does earth’s gravity surfaces are in contact c. an overloaded jeepney
affect objects near earth? d. the tendency of an object d. a race car
a. it pushes them away to resist a change in motion.
b. it pulls them in
c. it makes them larger
d. it makes them move faster.
J. Additional Activities for Ask the students to write 1. define what inertia is Write your answer in you Explain how mass differs Give additional information
Application or situations/examples where 2. what is stated in the first notebook. from weight regarding: balanced and
Remediation the presence of other forces law of motion? 1. define acceleration unbalanced forces.
are beneficial. 2. what is stated in the
second law of motion?
VI- REMARKS
VII - REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who required
additional activities for
remediation
C. Did the remedial lessons
work?
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies work well? Why did
this work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I used/discover
which I wish to share with other
teachers?
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
WEEK 3
II. OBJECTIVES  State the law of  Cite situations where Solve problems involving the 1. Solve problems about 1. Describe how action and
inertia the law of inertia interrelationships of net acceleration using the reaction forces affect the
 Relate inertia to mass applies force, mass and acceleration general formula F = ma; state of motion of an object.
2. Enhance their skills in 2. Cite different application of
computing given problems; the 3rd law of motion –
3. Answer the given problems interaction.
with confidence.
A. Content Standards: The learners demonstrates understanding of Newton’s three laws of motion and uniform circular motion.
B. Performance
The learner should be able to develop a writer plan and implement a “ Newton’s Olympics”
Standards:
C. Learning
Demonstrate how a body responds to changes in motion.
Competencies/ Objectives:
Write the LC code for each
S8FE-Ia-17 S8FE-Ib-17 S8FE-Ib-17 S8FE-Ib-17
II. CONTENT Lesson 3: Lesson 4: Lesson 5:
Lesson 6:
NEWTON’S THREE LAWS OF THREE LAWS OF MOTION THREE LAWS OF MOTION Solving Problems –
THREE LAWS OF MOTION
MOTION Law of Acceleration The Law of Acceleration: Acceleration
Law Of Interaction
The Law of Inertia Computation
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide
pp. 10-11 pp. 11-12 pp. 13-16 pp. 13-16
Pages
2. Learner’s Materials
pp. 10-12 pp. 15-16 pp. 15-17 Pp. 18-19
Pages
3. Text book Pages Physics (Science and
Technology Textbook-NPSBE
Edition)
6. Additional EASE Physics, Module 10. EASE Physics, Module 10 EASE Physics, Module 10
Materials from Lesson 3
Learning
 resources(LR)Portal
B. Other Learning Lesson Guide G8 Lesson guide G8 Lesson Guide G8
Resources

IV PROCEDURES
A. Reviewing Previous Differentiating balanced and What is inertia? How is the Ask the students to restate Let’s try to derive the formula Differentiate first law of
Lesson or unbalanced forces Law of inertia related to the second law into a simple out of this triangle, shall we? motion to the second aw of
Presenting New mass? statement  F = ma (Force = Mass x motion.
Lesson Acceleration)  m = F
( Mass= Force ÷ Acceleration)
a  a= F_ ( Acceleration=
Force÷ Mass) or m
a= vf - vi (Acceleration= Final
velocity – Initial velocity)
t (time)
B. Establishing a Let the students guess the Study the picture. Derivation of formula: The students will be task to Look at the given illustration,
Purpose for the word being defined by Can a man pushes the car? From the statement that practice solving problems what have you observed?
Lesson solving the jumbled letter. How much force is needed by acceleration is directly regarding to acceleration. (Answer: He can hit the
the man to push the car? proportional to force at massive bag with
1. it refers to the amount of constant mass. considerable force. But with
matter an object has. Mathematically the same punch he can exert
A S S M a=kF only a tiny force on the
2. it is a push or pull upon an where nK = mass (eq 1) tissue paper in midair.)
object resulting from the
object’s interaction with acceleration also varies with
another object. mass. As the same mass of
R E C F O the object increases with the
3. An action or process of same amount of force
moving or of changing places applied, its acceleration
or position. decreases thus:
T I N O O M a=k (1/m)
4. It is the resistance of any where K=net force (eq. 2)
physical object to any change combining the two
in its state of motion. equations, we have
I A ER I T N a a F and a a 1/m

therefore a a F
mathematically, a = F/m
where a=acceleration
m=mass
 F=force
C. Presenting Are those set of words The teacher will present two Give and discuss at least two Practice Exercise: Imagine yourself leaning
Examples/Instance familiar to you? balls of different masses. examples of A net force of 15 N is exerted against the tree same with
s of the Lesson What ideas came in your Then ask the students which situation/problems on the on an encyclopedia to cause the picture below. Did you
mind when you met those of the two balls will it to accelerate at the rate topple over while you are still
words we had unscrambled? accelerate faster? Why? Law of Acceleration of 5 m/s2. Determine the in contact with the tree? Why
1. A huge stone is pushed mass of the encyclopedia. or why not?
Tennis ball with 30 N of force. If there is G: F= 15 N a= 5 m/s2
Bowling ball only 5N of friction and the R: m=? E: m= F a
stone’s mass is 88 kg. what is S: m= 15N or 15
the acceleration of the table? kg.m/s 2 5 m/s2
2. a car is being towed. If its 5 m/s 2 A: m= 3 kg
mass is 1750 kg and it
accelerated at 5m/s2, how
much net force is involved?
D. Discussing New The learners will analyze the 1. differentiate the two balls Do the exercise in Lesson During a race, a sprinter Explore: In the
Concepts and picture of the two wrestlers in terms of mass. Which has Guide G8 First Quarter pp 21 increases from 5.0 m/s tp 7.5 presentation of the teacher,
Practicing New by comparing their masses the greater mass? (choose items which will be m/s over a period of 1.25 the students will describe the
Skills#1 and relating the concept of 2. if equal amount of force solved individually/in group) seconds. What is the given illustrations and
mass to inertia. will be applied in the two sprinter’s average identify the action and
balls, then which will acceleration during this reaction force by drawing an
accelerate faster? period? Answer: 2.0 m/s2 2. arrow. Here some examples
of the illustration
E. Discussing New Do the activity on inertia (A Do the activity on the law of Presentation of the What is the speed of a rocket Explain: With the students’
Concepts and and B) Learner’s Module pp. acceleration, lesson guide G8 outcomes. that travels 9000 meters in observation, the students will
Practicing New 11-12 12.12 seconds? Answer: explain each of the situation
Skills#2 742.57 m/s following the given questions.
1. What are the common
type of forces seen in each of
the diagram? 2. Describe the
direction of these forces. 3. In
describing the direction of
the forces, identify the action
force and reaction force. 4.
How will you relate your
observation with the
concepts of the 3rd law of
motion?
F. Developing Questions: A. Discuss the answers in the What is the speed of a jet The teacher will divide the
Mastery PART A. 1. what variable/s is/are said exercise given. plane that travels 528 m in 4 class into small groups. Then,
(Leads To Formative 1. what happens when you to be constant in the activity? seconds? Answer: 132 m/s the teacher will give
Assessment 3) slowly pulled the cardboard? 2. what is the effect of situations or scenarios to
Explain. varying the amount of force students and they will try to
2. what happens when you on the acceleration of the explain it in the concepts of
flipped the cardboard? cart? the 3rd law of motion.
Explain. 3. what relationship exist 1. Which is most important in
PART B. between the force and winning in a tug-of-war;
1. what happen to the acceleration when the mass pulling harder on the rope, or
remaining books after one of the cart is kept constant? pushing harder on the floor?
book was pulled? Why is this B. 2. How does a helicopter get
so? 1. what variable/s is/are said its lifting force?
2. relate your observation to to be constant in the activity? 3. A boxer can hit a heavy bag
the concept of inertia. 2.what is the effect of varying with great force. Why can’t
the mass on the acceleration he hit a sheet of newspaper
of the cart? in midair with the same
3. what relationship exists amount of force?
between the mass and 4. Can you physically touch
acceleration when the force another person without that
is kept constant? person touching you with the
same magnitude of force?
G. Finding Practical Use the following examples Present the statement in the Engineers at the Johnson The group will be given time
Application of to explain how Newton’s first class “you may be bigger but I Space Center must determine to draw/paint the scene and
Concepts and Skills law occurs in everyday am faster” the net force needed foa another 30 seconds to
in Daily Living events: a. how does this line illustrate rocket to achieve an position themselves. Ask the
a. car suddenly stops and you Newton’s Second Law of acceleration of 70m/s2. If the students to identify the
strain against the seat belt Motion? mass of the rocket is action-reaction forces
b. when riding a horse, the b. how is the statement 45,000kg, how much net present.
horse suddenly stops and you related to mass and force must the rocket a. walking
fly over its head. acceleration? develop. b. a mango fell due to gravity
c. the magician pulls the c. a man pedals a bicycle
tablecloth out from under a d. a person lying down in the
table full of dishes. emergency room.
d. the difficulty of pushing a
dead car.
e. car turns left and you
appear to slide to the right.
H. Making Newton’s first law states that 1. state the second law of Mathematically, second law Why do forces come in pairs?
Generalization and an object at rest will remain motion of motion can be expressed:
Abstractions about at rest or an object that is in 2. how is acceleration related A=F/m
the lesson motion will stay in motion to the object’s mass and the F=ma
 and travel in straight line, as amount of force exerted? M=F/a
long as no external net force 3. what relationship exist If the unit of Fnet (Fn) is in
acts on it. The object will between acceleration and Newton, mass (m) is in
change its state of motion force; force and mass? kilogram (kg) and
only if there I unbalanced or 4. how is the second Law of acceleration is in meter per
net force acting upon it. motion applied to everyday second/second (m/s2)
Inertia is measured in terms occurrences? Since force is a vector
of mass. An object having quantity and mass is scalar
greater mass has greater quantity, acceleration is also
inertia. a vector quantity where
acceleration follows the
direction of the net force.
The unit of acceleration can
be derived also from N/kg,
since 1N=1 kg.m/s2
therefore, N/kg=kg.m/s2
/kg=m/s2
I. Evaluating Learning Choose the best answer. Direction: Read each Direction: solve problems 1. How long will your trip take
Write the letter only. statement carefully and write involving the law of (in hours) if you travel 350
1. according to Newton’s First the letter of the best answer. acceleration then write the km at an average speed of
Law of motion, 1. which among the Newton’s letter of the correct answer. 80 km/hr? Answer: 4.38
a. an object in motion Laws of Motion states that 1. what is the mass of a truck hrs.
eventually comes to a stop. force equals mass times if it produces a force of 2. How many seconds will it
b. an object at rest acceleration? 14,000 N while accelerating take for a satellite to travel
eventually begins to move. a. 3rd law at a rate of 5m/s2? 450 km at a rate of 120
c. an object at rest always b. 1st law a. 280 kg km/s? Answer: 3.75
remains at rest. c. 2nd law b. 2800 kg seconds
An object at rest remains at d. all of the above c. 70,000 kg 3. A ball rolls down a ramp for
rest unless acted upon by a 2. according to newton’s d. 7000 kg 15 seconds. If the initial
net force. second law of motion, force 2. which is the correct unit of velocity of the ball was 0.8
2. the greater the mass of an equals__ acceleration? m/s and the final velocity
object a. mass divided by a. m/s was 7 m/s, what was the
a. the easier the object starts acceleration b. m/s2 acceleration of the ball?
moving. b. mass plus acceleration c. kg.m/s2 Answer: 0.41 m/s2
b. the more space it takes up c. mass subtract acceleration d. kg.m/N 4. A meteoroid changed
c. the greater its inertia d. mass times acceleration 3. suppose that a sled is velocity from 1.0 km/s to
d. the more balanced it is. 3. how does the acceleration accelerating at a rate of 1.8 km/s in 0.03 seconds.
3. the tendency of an object of an object change in 2m/s2. If the net force is What is the acceleration of
to resist any change in its relation to its mass? It is ____ tripled and the mass is the meteoroid? Answer:
motion is known as a. directly proportional halved, what then is the new 26.67 km/s2
 a. balance b. inversely proportional accelearation of the sled? 5. The space shuttle releases
b. force c. acceleration doesn’t a. decrease by half a space telescope into orbit
c. inertia depend on mass at all b. doubled around the earth. The
d. mass d. neither a or b c. tripled telescope goes from being
4. mass of the object is 4. Suppose a cart is being d. quadrupled stationary to traveling at a
quantitative measure of its moved by a force. If suddenly 4. suppose a ball of mass 0.60 speed of 1700 m/s in 25
inertia stated law is newton’s a load is dumped into the kg is hit with a force of 12 N. seconds. What is the
a. first law cart so that the cart so that its acceleration will be: acceleration of the
b. second law the cart’s mass doubles, what a. 20m/s2 satellite? Answer: 68 m/s²
c. third law happens to the cart’s b. 40m/s2
d. fourth law acceleration? c. 10m/s2
5. which of these best a. it quadruples d. 20m/s2
describes the concept of b. it doubles 5. if the ball in question no. 4
inertia? c. it halves is increased by 24 N, what is
a. a force that attracts objects d. it quarters the increased in
with mass 5. which will accelerate acceleration?
b. the tendency of an object faster? a. 20m/s2
to float in water. a. a 1000 tons truck b.40m/s2
c. a force created when b. a fully loaded bus c. 30m/s2
surfaces are in contact c. an overloaded jeepney d. 50 m/s2
d. the tendency of an object d. a race car
to resist a change in motion.
J. Additional Activities for Write your answer in you Explain how mass differs Give additional information How much force is needed to
Application or notebook. from weight regarding: balanced and accelerate a truck with a
Remediation 1. define acceleration unbalanced forces. mass of 2000 kg at a rate of 3
2. what is stated in the m/s2? Answer: 6000 N
second law of motion?
VI- REMARKS

VII - REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
required additional
activities for remediation
C. Did the remedial lessons
work?
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies work well? Why
did this work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other
teachers?
WEDNESDAY THURSDAY FRIDAY
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
WEEK 4
I. OBJECTIVES
The learner demonstrate an understanding of work using constant force, power, gravitational, potential energy, kinetic energy and elastic potential energy.
A. Content Standards:
B. Performance
The learner proposes ways to increase the amount of work done in a certain period.
Standards:
C. Learning Learning Competency: Learning Competency: Learning Competency: Learning Competency: Learning Competency:
Competencies/ Objectives: The Learners should be able The Learners should be able The Learners should be able The Learners should be able The Learners should be able
Write the LC code for each to: to: to: to: to:
Identify and explain the Identify and explain the Identify and explain the Identify and explain the Identify and explain the
factors that affect potential factors that affect potential factors that affect potential factors that affect potential factors that affect potential
and kinetic energy and kinetic energy and kinetic energy and kinetic energy and kinetic energy

Learning Objectives: Learning Objectives: Learning Objectives: Learning Objectives: Learning Objectives:
At the end of the lesson, 80% At the end of the lesson, 80% At the end of the lesson, 80% At the end of the lesson, 80% At the end of the lesson, 80%
of the students should be of the students should be of the students should be of the students should be of the students should be
able to: able to: able to: able to: able to:
1. Relate the concept of work 1. Solve problems about work 1. Identify the relationship 1. Solve problems about 1. Explain the importance of
with the concepts of force. using the general formula W between work and energy. potential and kinetic energy measuring the rate of doing
2. Solve problems about work = F x d; 2. Explain the difference and with the given formula; work or using energy.
using the formula: W = F x d 2. Enhance their skills in similarities of potential and 2. Enhance their skills in 2. Calculate how much power
and other derivation. computing given problems; kinetic energy. computing given problems; is used in the given solving
3. Correlate the value of and 3. Give some concrete and problems
being industrious in doing 3. Answer the given problems examples of these kinds of 3. Answer the given problems
daily task. with confidence. energy. with confidence.

S8FE-Ic-20
II. CONTENT Solving Problem Solving Problems - Potential
Work, Energy and Power Potential and Kinetic Energy Power
WORK and Kinetic Energy
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide
Pages
 2. Learner’s Materials
Pages
3. Text book Pages
4. Additional Materials Website: Website:
from Learning 1. 1.
resources(LR)Portal http://physics.bu.edu/~duffy/ http://physics.bu.edu/~duffy/
py105/Energy.html py105/Energy.html
2. 2.
http://www2.franciscan.edu/ http://www2.franciscan.edu/
academic/mathsci/mathscien academic/mathsci/mathscien
ceintegation/MathScienceInt ceintegation/
egation-1011.htm MathScienceIntegatio n-
3. 1011.htm
http://www.physicsclassroom 3.
.com/class/1DKin/Lesson-6 http://www.physicsclassroom
.com/class/1DKin/Lesson-6
E
B. Other Learning
Resources

IV PROCEDURES
A. Reviewing Previous A large marble is dropped in Review on the previous topic Look at the diagram below, Review… As teenagers, we are so
Lesson or an inclined plane and hit the enumerate the different Look at the diagram below, fond in watching anime with
Presenting New small marble at the bottom. forms of energy. enumerate the different tremendous and incredible
Lesson Then, the activity is repeated forms of energy. powers. But how do we
but this time instead of measure the amount of
dropping the large marble the exerted power?
small marble is dropped and
the large marble is the one at
the bottom. Give your
observation in this
illustration.

B. Establishing a 1. What happened when the POTENTIAL VERSUS KINETIC The teacher will ask the
Purpose for the large marble hit the small ENERGY Direction: Identify students to compute for the
Lesson marble? How about the small which is PE and which is KE power output of each
marble hitting the large based from the given member. The data are
marble? definition. 1. A child jumping indicated in the provided
2. What is being transferred on the bed- KE table below that will be
 in the illustration given? 2. A lamp turned on- KE presented on the PowerPoint
3. Do you think there is work 3. A sleeping child- PE presentation.
done on the object? 4. A ball on a basketball
player’s hand- PE
5. A stretched rubber band-
PE
6. A rolling soccer ball- KE
C. Presenting The teacher will give an Let’s try to derive the formula Present the derivations of the 1. Who among the group
Examples/Instances activity about work. The title out of this triangle, shall we? above formula. KE = mv 2 members had the highest
of the Lesson of the activity is “Is there  W = F x d (Work = Force x 2 = unit of mass x unit of power output? 2. What is the
work done?” In this activity, displacement) velocity = (kg)(m/s) highest power output? 3.
pictures are provided. The  F = W (Force = Work ÷ 2 2 = Who among the group
students will answer and displacement) d kg.m2/s2 or Joule members had the lowest
explain whether the given  d = W_ (displacement = PE = m x g x h power output? 4. What is the
picture is an example of work Work ÷ Force) F = unit of mass x acceleration lowest power output? 5.
or not. due to gravity x unit of What can you say about the
height = (kg) (9.8 m/s2) work done by each member
(m) = kg.m2/s2 or of the group? Did each
Joule member perform the same
amount of work in climbing
stairs? 6. What factor/s
determined the
highest/lowest power
output?
D. Discussing New The students will explain why Sample Problem No. 1: A  Emphasize that if you do The teacher will provide a 1. How did you determine the
Concepts and they answer “work” or “no frontend loader needed to work, you transfer energy sample problem about group member which has the
Practicing New work” in each of the given apply 137N of force to lift a from one object to another. potential and kinetic energy. highest power output?
Skills#1 picture. After that, they will rock. A total of 223 joules of Clarify that it is energy and  Use the GRESA. Guide the Lowest output?
answer the following guide work was done. How far was not force that is transferred students by asking the 2. What formula did you use
questions: 1. What is work? the rock lifted? G: F = 137N when work is done.  following: What is the in computing for the power?
2. What is the unit for work? W = 223 J R: d = ? E: d = Relationship of work and first step you took in solving 3. What mathematical
3. What is energy? 4. Could W F S: d = 50 J energy -When work is done, the problem? G. relationship has the following
we consider that there is = 50 N · m 5N there is energy transferred. What are the given quantities have with the rate
work done on an object if the 5 N A: d = 10 meters The body doing work loses quantities? R. What of power?
direction of the force and energy while the body on do you need to find? a. Force applied
movement of the object are which work is done gains E. What formula will you use? b. Time taken to climb the
not the same? energy. In the bowling game, S. How are you able to solve stairs
the one rolling the ball loses the problem? A.
energy while the ball gains What is your final answer?
energy. When the moving
 ball strikes the empty bottle it
loses energy while the plastic
bottle gains energy.
E. Discussing New The teacher will now  Different forms of energy A. What is the KE of a 10 kg The teacher will ask the
Concepts and elaborate the concept about (All these forms of energy toy car with its velocity of 40 students to volunteer in
Practicing New work. He will emphasize that may be used or stored.) a. m/s? G: m= 10 kg; V= 40 m/s solving the problems about
Skills#2 “work is done only when Radiant energy from the sun R: KE=? E: KE= mv 2 power and write their
force applied on the object b. Chemical energy from the 2 S: KE= (10kg)(40m/s) 2 answers on the board.
causes the object to have a food you eat c. Electrical 2 KE= 400 kg.m 2 /s 2
displacement in the same energy from the outlets in 2 A: KE= 200 kg.m2/s2 or
direction as the direction of your home d. Mechanical Joule
the force or the component energy refers to the energy B. Determine the potential
of the force.” an object has because of its energy of a 5 kg object when
motion (Types: potential it is raised at 2m from the
and kinetic energy) d.1 floor. G: m= 5kg
Potential energy- Energy that 30
is stored/ Energy at rest g= 9.8 m/s2 h= 2m R:
d.2 Kinetic energy- Energy PE=? E: PE= m x g x h S: PE=
that is being used for motion/ (5kg) (9.8m/s2)(2m) A: PE=
Energy in motion 98 kg.m2/s2 or Joule
F. Developing Sample Problem: A large Sample Problem No. 2: If it PROBLEM on KE 1. What is 1. What is the value of
Mastery semi-truck is moving a house took a bulldozer 300 joules of the KE of a jogger with a mass acceleration due to gravity?
(Leads To Formative from one lot to another. The work to push a mound of dirt of 65.0 kg traveling at a speed How did you solve for the
Assessment 3) amount of force required to 20 meters, how much force of 2 m/s2? weight?
move the house horizontally did the bulldozer have to G: m= 65 kg V= 2.5 m/s R: 32
a distance of 73.2 meters is apply? G: W = 300 J KE=? E: KE= mv 2 2. How did you solve for the
3,500 Newtons. How much D = 20m R: F = ? E: F = 2 S: KE= (65kg) (2 m/s) energy expended?
work will be done on the W D S: F = 300 J 2 2 = (65 kg) 3. Are the given quantities on
house? Given: F = 3,500 = 300 N.m 20 m (4 m 2 /s 2 ) the board correct?
Newtons; d = 73.2 meters 20 m A: F= 15 N or kg.m/s2 2 A: KE=130 kg.m2/s2 or 4. Did you encounter
Required: W = ? Equation: W Joule difficulties in analyzing the
= F x d Solution: W = F x d problems?
= 3,500N x 73.2 meters
Answer: W = 256,200 Joules
G. Finding Practical
Application of
Concepts and Skills
in Daily Living
H. Making Power is the rate at which
work is done. It is the
 Generalization and work/time ratio. The
Abstractions about standard metric unit of power
the lesson is the Watt. As is implied by
the equation for power, a
unit of power is equivalent to
a unit of work divided by a
unit of time. Thus, a Watt is
equivalent to a Joule/second.
I. Evaluating Learning 1. Calculate the amount of Direction: Read each of the 1. What is the kinetic energy POTENTIAL ENERGY The students will answer the
work done when moving a given problems carefully. of a 0.38 kg soccer ball that is 1. If the mass of the loaded summative assessment found
567N crate a distance of 20 Provide the answers to the traveling at a speed of 120 cart is 3.0 kg and the height on their books.
meters. Ans.11340 J problems in your fillers using m/s? Ans. 2736J of the seat top is 0.45 meters,
2. If it took a bulldozer 567.6 the GRESA method. 1. A fork 2. What is the mass of a what is the potential energy
joules of work to push a lift moves 34 meters carrying baseball that has a kinetic of the loaded cart at height of
mound of dirt 30.5 meters, a 1023 N box across the energy of 105 J and is the seat-top? Ans. 13.23 J 2.
how much force did the warehouse floor. How much traveling at 10 m/s? Ans. 2.1 If a force of 14.7 N s used to
bulldozer have to apply? Ans. work is done by the fork lift? kg drag the loaded cart along
18.61 N Answer: 34782 J 2. How 3. What is the kinetic energy the incline for a distance of
3. A frontend loader needed much work is done by a of a 0.50 kg ball that is 0.90 meters, how much work
to apply 137N of force to lift a person who uses a force of travelling at a speed of 40 is done on the loaded cart?
rock. A total of 223 joules of 27.5 N to move a grocery m/s? Ans. 400 J Ans. 13.23 J
work was done. How far was buggy 12.3 meters? Answer: 4. An apple in a tree has a
the rock lifted? Ans. 1.63 338.25 J 3. 55,000 Joules of gravitational potential energy KINETIC ENERGY
meters work is done to move a rock of 175 J and a mass of 0.36 g. 1. Determine the KE of a 625
4. A young boy applied a 25 meters. How much force How high from the ground is kg roller coaster car that is
force of 2550N on his St. was applied? Answer: 2200 N the apple? Ans. 49.58 meters moving with a speed of 18.3
Bernard dog who is sitting on 4. You and 3 friends apply a 5. A cart at the top of a 300 m m/s. Ans. 104,653.13 J 2. A 50
the boy’s tennis shoes. He combined force of 489.5 N to hill has a mass of 40 kg. What kg boy and his 100 kg father
was unable to move the dog. push a piano. The amount of is the cart’s gravitational went jogging. Both ran at a
How much work did he do work done is 1762.2J. What potential energy? Ans. rate of 5 m/s. Who had more
trying to push the dog? Ans. 0 distance did the piano move? 117600 J kinetic energy? Answer: boy –
Joule Answer: 3.6 meters 5. If a 625 J father – 1250 J
5. If a weight lifter raises a long distance runner with a
barbell with a mass of 1257 596.82 N does 35,674 Joules
kilograms doing 5023 joules of work during a portion of a
of work, what distance did he race, what distance will she
move the barbells? Ans. 0.41 cover during that portion?
meters Answer: 59.77 meters
J. Additional Activities for
Application or
Remediation

VI- REMARKS

VII - REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
required additional
activities for remediation
C. Did the remedial lessons
work?
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies work well? Why
did this work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other
teachers?
 WEEK 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
II. OBJECTIVES At the end of the lesson, 80% At the end of the lesson, 80% At the end of the lesson, 80% 1. Identify how light disperse At the end of the lesson, 80%
of the students should be of the students should be of the students should be to form the colors of light; of the students should be
able to: able to: able to: 2. Describe the hierarchy of able to:
1. Explain how sounds can be 1. Distinguish reflection from 1. Discuss the different colors of light in terms of 1. Distinguish between heat
propagated through different refraction of sounds. theories that explain the frequency, wavelength, and and temperature; and
media. 2. Cite common applications properties and characteristics energy; and 2. Explain how heat and
2. Compare and differentiate of the two properties of of light. 3. Appreciate the beauty of temperature are related.
transverse wave and sound. 2. Construct a diagram everything with light
mechanical waves. summarizing the theories dispersion.
pertaining to light.
A. Content Standards: The learners understand the propagation of sound through solid, liquid and gas.
B. Performance The learners should be able to be familiarize with the applications of the concept of sound.
Standards:
C. Learning
Competencies/ Objectives:
Write the LC code for each

II. CONTENT Properties of Sound –

Propagation and
Reflection and Refraction Light Dispersion of Light Heat and Temperature
Characteristics of Sound
Sound
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide
Pages
 2. Learner’s Materials
Pages
3. Text book Pages
6. Additional
Materials from
Learning
resources(LR)Portal
B. Other Learning
Resources

IV PROCEDURES
I. Reviewing Previous Based on the illustration, how Look at the given illustration, Have you seen a rainbow? Look at the illustration, what
Lesson or would you describe sound what kind of event is being What description could you concepts of heat are being
Presenting New which is a form of energy? shown? Have you ever give about the rainbow? How shown in this picture
Lesson wondered why open field do rainbows form? According
concerts are usually held to a song - “there’s a
during nighttime? rainbow always after the
(Answers may vary.) rain,” is this statement true?
J. Establishing a Do you know the songs “May Show pictures using a The teacher will provide 1. Who among you have Show two glasses of water:
Purpose for the Be” and “Pay Phone?” How PowerPoint Presentation of reading materials about the already seen a rainbow? one that is cold and one that
Lesson would you relate the science bouncing patterns of ball and sound. The learners will 2. When can you see a is warm. Ask the student to
of sounds to your daily lives? refraction of spoon on a glass make a thorough reading and rainbow? (We usually dip their finger in each of the
The teacher will provide of water. answer the questions given observe a rainbow after a rain glass of water and describe
reading materials about the about the theories about shower.) the heat and temperature of
sound. The learners will light. 3. How is it formed? (The water.
make a thorough reading and raindrops act as a prism Questions:
answer the questions given separating the sunlight into 1. Is the water warm or cold?
about the sound bands of colors. A rainbow is 2. How did you know it is
produced by reflection, cold? Warm?
refraction and dispersion of 3. What do you think is the
light when sunlight strike temperature of the water?
drops of falling water which 4. Why is it we could not tell
act as prisms ) accurately the temperature
of water?
5. What could be the unit
used to measure the
temperature?
K. Presenting 1. What have you observed: 1. List down the four major Prism- a transparent glass or Differentiate Heat and
Examples/Instances a. as the ball hits the wall?(it theories that explained the plastic object that usually has Temperature
 of the Lesson bounced back) b. to the nature and behavior of light. three sides and that Heat  Is the quantity of
spoon’s handle? (it looks 2. Who is the proponent of separates the light that energy absorbed or given off
bent) the corpuscular theory of passes through it into by an object 
2. If you will try to connect light? Provide a description of different colors
what you have observed from this theory. Temperature Is the measure
the activity, how can you 3. In the wave theory of light, of hotness and coldness of an
relate it to sound? who is the scientist that object  Unit: Calorie  Unit:
Probe further until you have performed an experiment Degree  Instrument
extracted the concept that: that served as the evidence measuring heat:
“SOUND CAN BOUNCE AND that light is a wave? Calorimeter  Instrument
BEND” 4. In the electromagnetic measuring temperature:
theory of light, explain what Thermometer
seems to be the problem if
the light is to believe as a
wave.
5. Explain how Max Planck
described the nature and
behavior of light.
L. Discussing New 1. What is a sound? Discuss the two properties of READING MATERIAL: Early Do you want us to make a  Relationship of heat and
Concepts and 2. How do we produce sound. Ideas about Light rainbow? Observational temperature TEMPERATURE
Practicing New sounds? 1. REFLECTION- is the activity: indicates the direction in
Skills#1 3. Does sound bouncing back of sound 1. Turn off the lights to dim which heat flows while HEAT
travel/propagate through a waves as it hits a the classroom. is the actual energy being
medium? barrier/obstacle a. Echo- is 2. Hold a CD and shine it with transferred.
4. Compare the transmission an example of a reflected a flashlight.
of sound through solids, sound b. Reverberation- 3. Observe what will happen.
liquids and gases. multiple reflections or echoes Outcome: The reflected light
5. Which of the medium will in a certain place/ repeated will make fabulous
sound travel the fastest? and rainbow colors
Slowest? continuous echoing

M. Discussing New The teacher will explain the 2. REFRACTION- is the 1. List down the four major  How did the colors separate
Concepts and characteristics of sound and bending of sound waves theories that explained the from the white light?
Practicing New how sound is propagated in a when it moves from one nature and behavior of light.  When white light enters a
Skills#2 certain medium medium to 2. Who is the proponent of prism, separation into
another. the corpuscular theory of different colors is observed.
light? Provide a description of This separation of colors
this theory. through a prism is called
3. In the wave theory of light, dispersion. Dispersion is a
who is the scientist that special kind of refraction
 performed an experiment which provided us colors of
that served as the evidence light. Light of different colors
that light is a wave? travels at different speeds in
4. In the electromagnetic the prism which accounts for
theory of light, explain what the different degrees of
seems to be the problem if bending or refraction.
the light is to believe as a
wave.
5. Explain how Max Planck
described the nature and
behavior of light.
6. What is quantum
mechanics?
7. Create a table that
summarizes the four major
theories of light.
N. Developing The students will be given a Extend the discussion by  Lead the students that: a.
Mastery reading article about sound. including practical Light is composed of colors of
(Leads To Formative applications of sound different frequencies and
Assessment 3) reflection and refraction. wavelength and the
arrangement of colors of light
shows the order of the
color’s corresponding energy.
b. ROYGBIV is the only part of
the spectrum that can be
seen by the naked eye. a.
Using the diagram and the
spectrum wheel, fill in the
table and answer the
following questions: (20 mins)
O. Finding Practical 1. Based on the reading On Sound Reflection 1. Which color has the
Application of material that you’ve read, 1. Bathroom singing shortest wavelength? Violet
Concepts and Skills what is a sound? 2. Use of ultrasound in 2. Which color has the
in Daily Living 2. How do sound travel? Does medicine longest wavelength? Red
sound travel through a 3. Use of sonar on mapping 3. Which color has the
medium? the seafloor; on dolphins highest frequency? Violet
3. Describe and compare and whales way of 4. Which color has the lowest
transverse waves and communication; and on frequency? Red
longitudinal waves. bat’s way of food hunting 5. Which color has the
4. Picture out how sound (Sonar- device used for greatest amount of energy?
 would travel through finding things by using Violet
different mediums (solid, sound waves) 6. Which color has the least
liquid and gas). 4. Knowledge of lessening amount of energy? Red
5. In your point of view, Echoes and reverberations
which of the medium will Theater and movie houses
sound travel the fastest?
Slowest? Explain why.
P. Making On Sound Refraction
Generalization and Open field concerts held at
Abstractions about night
the lesson
I. Evaluating Learning Write “dobido-bido” if the Tell whether the following In a separate sheet of paper, Have the students sing the Choose from the box below.
statement is TRUE and situations represent construct a table song entitled Electromagnetic 1. It is the quantity of energy
“yeeha” if the statement is REFLECTION or REFRACTION. summarizing the given Spectrum. Let them give absorbed or given off by an
FALSE. 1. Bats use sonar waves to theories about light. some applications of light object. Answer: Heat
1. A pulse of compressed air detect distances of the prey- A rubric will be used to that are mentioned in the 2. It is the unit of heat.
that is part of a sound wave is Reflection evaluate the students. song. Answer: Calorie
called refraction. 2. A man singing inside the READING MATERIAL: Early 3. It is defined as the measure
2. When an object is forced bathroom producing Ideas about Light of hotness or coldness of a
to vibrate at its natural reverberations- Reflection 1. Corpuscular Theory body. Answer: Temperature
frequency, resonance occurs. 3. Open field concerts are 43 4. The instrument used to
3. Beats occur when two better done at night that at Components Rating Actual measure temperature.
tuning forks at slightly daytime- Refraction Outcome Completion of the Answer: Thermometer
different frequencies are 4. With the use of high Task 40% Process 20% 5. The unit of Temperature.
sounded together. frequency sound ultrasound, Neatness 25% Understanding Answer: Degree
4. Sound can travel through the image of an unborn baby of the Task 15% 100%
solids, liquids, and gases and can be projected on the
even in a vacuum. monitor- Reflection
5. In order for sound from a 5. Dolphins and whales use
speaker to reach a listener, sound waves in water as their
air near the speaker must method of communication-
move to the listener. Reflection
6. Almost everything that
exists has a natural
frequency.
7. Even steel bridge can
collapse because of
resonance.
8. The word “pitch” refers to
 the period of a sound wave.
9. If you strike a tuning fork
and hold it on a table, the
sound becomes relatively
loud.
10.When an object is
disturbed slightly and then
left alone, it vibrates at its
natural frequency.
J. Additional Activities for
Application or
Remediation

VI- REMARKS
VII - REFLECTION
A. No. of learners who
earned 80% in the evaluation
B. No. of learners who
required additional activities
for remediation
C. Did the remedial lessons
work?
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies work well? Why
did this work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
used/discover which I wish
to share with other teachers?
 WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
II. OBJECTIVES
A. Content Standards: The learners understand heat The learners understand the current-voltage-resistance relationship, electric power, electric energy and home circuit.
and temperature and the
effects of heat on the body.
B. Performance The learners should be able The learners should be able to apply the concepts in making a series and parallel circuits.
Standards: to apply the concepts about
heat and temperature and its
effects on the body.
C. Learning Learning Competencies: Learning Competencies Learning Competencies: Learning Competencies: Learning Competencies:
Competencies/ Objectives:
Write the LC code for each
Learning Objectives: Learning Objectives: Learning Objectives: Learning Objectives: Learning Objectives:
1. Accomplish the crossword 1. Identify the basic parts of 1. Describe the electric 1. Solve problems about 1. Describe a series and
puzzle given about heat and electric circuits. current, voltage and electric current, voltage and parallel circuits with the
temperature; 2. Perform the activity – resistance and cite their resistance; provided illustrations and
2. Explain the concepts of crossword puzzle about differences. 2. Enhance their skills in diagrams.
thermal expansion and its electricity. 2. State the relationship of computing given problems; 2. Differentiate the
application; and current, voltage and and connections of the two kinds
3. Cite the applications and resistance. 3. Answer the given problems of circuits.
examples of heat transfer in with confidence. 3. Identify the advantages
the life’s daily activities. and disadvantages of the
kinds of circuit.

II. CONTENT Solving Problems - Current,

Thermal Expansion Electricity Series and Parallel Circuits
Voltage and Resistance
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Text book Pages
4. Additional Materials
from Learning
 resources(LR)Portal
B. Other Learning
Resources

IV PROCEDURES
A. Reviewing Previous The teacher will provide a copy of Think-Pair-Share Look at the Look at the given illustration below. Look at the provided illustrations
Lesson or Presenting New the crossword puzzle to the diagrams below: Give your observations and answer and give your observations.
Lesson students. They will be performing Lamp Shade the following questions 1. What are your observations in
this activity by pairs. There are 20 Desk Fan illustration “a”? illustration “b”?
words about heat and temperature Vacuum 2. Are these two illustrations the
that they need to place in the same? Why do you say so?
puzzle. 3. What are the parts showed in
illustration “a”? how about in
illustration “b”?
B. Establishing a Purpose for 1. What is/are needed for these Present the derivations of the above
the Lesson appliances to operate? 2. Could formula. Current (Amperes) =
C. Presenting you think of similar appliances used Voltage (Volts)
Examples/Instances of the for the same purpose in olden days Resistance (Ohms)
Lesson
D. Discussing New Concepts Activity 1: After the learners 1. What are the terms that you have 1. How would describe illustration • The teacher will provide a sample The teacher will divide the class into
and Practicing New accomplished the crossword puzzle, encountered in the activity? a? illustration b? 2. Compare the problem about ohm’s law.  Use the five small groups. The task given is
Skills#1 the teacher will provide illustration, 2. How are these terms related to flow of water in illustration a and b. GRESA. Guide the students by asking to draw the electric symbols that
diagrams and situations in which the our topic? 3. Which of the two illustration will the following: What is the first they know and label it. Then, using
students will identify what method 3. By simply doing the activity, could have a continues flow of water? 4. step you took in solving the the electric symbols that they have
of heat transfer occurred you give a short, brief description of How is the illustration of the flow of problem? G. What are the given drawn; they will collaborate and
(conduction, convection and the following terms: voltage, current water related to electricity? quantities? R. What do you construct a diagram of series and
radiation). and resistance? need to find? E. What formula parallel circuits. After the given
will you use? S. How are you time, the class will have a group
able to solve the problem? A. presentation about their outputs.
What is your final answer?
E. Discussing New Concepts Activity 2: The class will be divided into five How much current flows through a 1. What are the different electric
and Practicing New An illustration of two thermometers groups. Each group will study and lamp with a resistance of 60 ohms symbols that your group had
Skills#2 placed in A. hot water and B. cold give their observations in the when the voltage across the lamp is drawn?
water is shown to the students. The provided four (4) illustrations in 12-V? G: R = 60 ohms V = 12 2. Give the basic description or
learners will study and observe the order to explain the relationship volts R: I = ? E: I = V R functions of the electric symbols
connection of the heat and (directly or inversely proportional) S: I = 12 volts 60 ohms that your group has presented.
temperature in the expansion and between electric current, voltage A: I = 0.2 Amperes 3. How were you able to come up
contraction of the liquid content of and resistance. with the diagram of the series and
the thermometer parallel circuits?
4. In your own words (based on your
collaborations), what is a series
circuit? Parallel circuits?
F. Developing Mastery The teacher will expound the The teacher will explain the A 120-volt power source supplies a The teacher will continue in
(Leads To Formative Assessment 3) concepts about heat transfer correlation of the words found in lamp with a resistance of 192 ohms. powerpoint presentation to provide
specifically the importance of the crossword puzzle to the What is the current flow of the the learners an in-depth discussion
applying the concepts of thermal concepts of electricity. circuit? Answer: 0.625 amperes and explanation of the series and
expansion in constructing roads, parallel circuits.
 bridges, etc
G. Finding Practical 1. What are your observations in the Each group is assigned to make their
Application of Concepts given four (4) illustrations? 2. In own circuit models. Series
and Skills in Daily Living illustrations “a” and “b”, how would circuit
you describe the electric current, Parallel circuit
voltage and resistance? 3. Provide a 1. Stick the two thumbtacks in the
simple definition of your own for wooden tablet, about 3-4 cm apart
electric current, voltage and from each other. 2. In cutting the
resistance based on the illustration wires, you must strip the plastic off
“a” and “b.” 4. In illustration “c” and on both ends using scissors. Place
“d,” what is the relationship the wire under each thumbtack.
between current and voltage? How Connect the free end of the wire to
about current and resistance? 5. a battery contact and the free end
Give your generalization of the of the other wire to the bulb holder.
relationship between current, Connect the third wire from the
voltage and resistance. bulb holder to the other battery
contact. 3. Open up the paper clip
and thread it under one of the
thumbtacks. 4. Move the other end
of the paper clip and bring it into
contact with the second thumbtack.
Then push the end of the paper clip
away.
H. Making Generalization The teacher will expound the Assist the students in making the
and Abstractions about answers given by the group in the project. Give them safety reminders
the lesson activity. Deeper concepts and as they use cutter or scissors.
description about electric current,
voltage and resistance will also be
presented in the powerpoint
presentation of the teacher.
I. Evaluating Learning The class will be doing this A rubric will be used to evaluate Group Presentation Rubric Criteria 1. What is the resistance of an Students will be graded according to
evaluation by pairs. In a ½ the students. Score Organization - presentation of electric frying pan that draws a the following rubrics.
crosswise, the students will be Components Rating Actual Outcome the observation were very organized current of 12 amperes when GRADING SYSTEM Indicators 
enumerating at least five (5) Completion of the Task 40% Group and clearly presented. Teamwork/ connected to a 120 volts circuit? Functional (bulbs light up, good
examples of application of the Process 20% Neatness 25% Participation - The group worked Answer: 10 volts 2. At 100,000 wiring)  Durable (do not easily
concepts of thermal expansion. Understanding of the Task 15% well with each other and the task ohms, how much current will flow collapse ,long battery life) 
100% was shared equally among the through your body if you touch the Creatively and neatly made 
members of the group. Content terminals of a 12 volts batter? Members showed unity in making
Group members had a stronghold Answer: 0.00012 amperes 3. If your the product  Submitted the
on the content and it was skin is very moist, so that your product on time (on the day the
thoroughly addressed. Visual resistance is only 1000 ohms, and product was made) Rubrics
Materials Visual materials were you touch the terminals of a 12 volts (100%) 5- All indicators are met
effectively used throughout the battery, how much current do you ( 95%) 4- 4 of the given indicators
presentation. receive? Answer: 0.012 amperes. 4. are present
A 110 volt wall outlet supplies ( 90%) 3- 3 of the given indicators
power to a strobe light with a are met
resistance of 2200 ohms. How much (85% ) 2- 2 of the given indicators
current is flowing through the manifested and/or for those who
strobe light? Answer: 0.05 amperes will submit late (80%) 1- Only 1 of
 5. A CD player with a resistance of the indicators is met
40 ohms has a current of 0.1 amps (70%) 0- Did not meet any of the
flowing through it. Sketch the circuit given criteria or for those who did
diagram and calculate how many not submit
volts supply the CD player. Answer:
4 volts
J. Additional Activities for
Application or Remediation

VI- REMARKS
VII - REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who required
additional activities for remediation

C. Did the remedial lessons work?

D. No. of learners who continue to
require remediation

E. Which of my teaching strategies

work well? Why did this work?

F. What difficulties did I encounter

which my principal or supervisor
can help me solve?

G. What innovation or localized

materials did I used/discover which
I wish to share with other teachers?