Grade 8 SCIENCE

S.Y.2016-2017

Quarter: 1st Topic: Forces and Motion Date : June 13, 2016
Orientation Day : Monday

I. OBJECTIVES:
Given the necessary materials, at the end of the period, 75 % of
the students will be able to;
1. Familiarize and get acquainted with their classmates;
2. Fill up important records/ student file needed for the school year
2016-2017;
3. Recall the rules and regulation of the school.

II. SUBJECT MATTER:

A. CONTENTS
Topic: Orientation

B. MATERIALS
visual aids

C. REFERENCES
201 Ice Breakers, group Mixers,Warm Ups, Energize and
Playful Activities by Edie West

III. STRATEGIES
A. ROUTINARY
cleanliness of the room, prayer, checking of attendance,

B. REVIEW
The students will fill up the organizational list of SRNHS.

C. ACTIVITY
1. Motivation
PICK POCKET
1. Organize participants into groups of five.
2. Give each participant a pick pocket activity sheet.
3. Tell groups they have two minutes to come up with as many items
from the list as they can. Tell them that each item is worth two
points.
4. Explain that they make a reasonable substitution, but if they do,
that item will only be worth one point.
5. After two minutes, tell groups to count their point.
6. Ask groups to share what items they got from the list and what
substitutions they made.
7. The group with the most points is the winner.

2. Learners Activity
a. Discussion of the school rules and regulation.
b. Discussion of the school’s mission and vision.
c. Filling up of student’s profile.
d. Election of class officers.

D. APPLICATION
What do you think are the ways/means for someone to succeed?
How important is cooperation in a classroom? Explain your answer.

IV. ASSIGNMENT
Make a nametag, design on your own but follow the size advice.
2 x 8 inches. Note: make it readable.
Grade 8 SCIENCE Module 2 – Work and Energy ( Work, Kinetic Energy,
S.Y. 2016- 2017 Potential
Energy and Power)
Quarter: 1st Topic: ORIENTATION Date : June 14,
2016 Module 3 – Heat and Temperature ( Hotness and Coldness,
Subject Orientation Day : Tuesday Thermal Expansion, Phase Change, Heat
Capacity, Heat and Temperature)
I. OBJECTIVES:
Given the necessary materials, at the end of the period, 75 % of the Module 4 – Electricity ( Current, Voltage and Resistance,
students will be able to; Electrical Safety)
1. overview the subject Science 8, grading system, subject
requirements as well as the classroom rules and regulations Module 5 – Sounds ( Propagation and Characteristics of sound,
2. develop comradeship among students in the class Properties of Sound)
3. give their expectations about the subject, the teacher and their
classmates. . Module 6 – Colors of Light ( Refraction of Light, Color Spectrum
and
II. SUBJECT MATTER: Scientific Explanations behind Certain Beliefs)
A. CONTENTS
Topic: Subject Orientation c. Election of officers

B. MATERIALS D. APPLICATION
What do you think is the key to have good relationship inside the
class?
C. REFERENCES
IV. ASSIGNMENT
III. STRATEGIES Assignment Number 1
A. DAILY ROUTINE: In a short bond paper, answer the following questions
cleanliness of the room, prayer, checking of attendance 1. What is a force?
2. Differentiate balance force from unbalanced force.
B. REVIEW: 3. Identify the forces acting on a ball resting above a table.
In a piece of paper let the students write just one thing they
remembered most in their previous year about science. Explain why
they still remember it.

C. ACTIVITY
Activity 1.Knowing the students
a. Let each student introduce and describe themselves in one word.
b. Arrange the students into groups.

Activity 2. Subject Orientation

Discuss the following to the students

a. Requirements
1. one small notebook, covered yellow, for the notes
2. one small notebook, covered orange, for the journal
3. one cattleya notebook for the quiz
4. one small expanding plastic envelope which will serve as the
students portfolio

b. Grading System
40% Written Work which includes quizzes, summative test, journal
40% Performance Task which includes individual activities, group
activities, recitation, attendance
20% Assessment which includes the quarter exams

c. Subject Orientation
Introduce to the class the topics for the Science 8 First Quarter
1. Force, Motion and Energy
Module 1 – Forces and Motion (Balance and Unbalanced
Forces, Newton’s Three Laws of Motion)
 motion?
Grade 8 SCIENCE
S.Y. 2017- 2018 Situation 2
1. Place a book on top of a table as
Quarter: 1st Topic: Forces and Motion Date : June 15,2017 shown on the right.
Q4. Is the book at rest or in
Types of Forces Day : Thursday
motion?
Q5. Are there forces acting on the
I. OBJECTIVES: book? If yes, draw the forces
Given the necessary materials, at the end of the period, 75 % of the students acting on the book.
should be able to
1. Identify the forces acting on an object; 2. Let one member of your group push the book in one direction and another
2. Explain why an object stays in place and why an object move; member push it in the opposite direction at the same time with the same
3. Appreciate the importance of forces in our life. amount of push (force).
Q6. Did the book move? How will you make the book move?
II. SUBJECT MATTER:
A. CONTENTS E. ANALYSIS
Topic: Forces and Motion 1. Discussion
Sub-Topic: Types of Forces Discuss the answers to Activity 1 and 2.
Learning Competency.
F. ABSTRACTION
Investigate the relationship of the amount of force and the mass of
1. Gravitational Force is the attraction between any bodies with mass.
the object to the amount of change in objects motion.
2. Applied/thrust force is transferred from a person or object to another
person or object.
B. MATERIALS 3. Normal force is exerted on an object when it is in contact with
visual aid, ball ball-pen, string, scissor, cardboard, spring balance and book another object.
4. Friction Force – the force that opposes the object's movement
C. REFERENCES 5. Air Resistance Force - Air resistance acts on objects as they travel
Science Learners module pp 3-10 through the air.
Science Teachers Guide pp 7-9
Practical Science Concept and skills pp 210 6. Tension Force- Tension passes through strings, cables, ropes or wires
www. Youtube .com/ Force song when they are being pulled in opposite directions. The tension force is
directed along the length of the wire and pulls equally on objects at
III. PROCEDURE opposite ends of the string, cable, rope or wire.
A. Daily Routine:
cleanliness of the room, prayer, checking of Attendance G. APPLICATION
When can we say that force is important in our life? Give
B. REVIEW examples/situation.
The students will fill up the missing letter to unlock the term being described.
H. ASSESSMENT
1. F_R_E - Strength or energy exerted; cause of motion or change
Identify the forces acting on an apple resting above a table.
2. R_F_ _ _N_E P_IN_ A fixed point of comparison
3. MOTION – change in position
4. M_GN_T_D_ - refers to the size and strength of the force

C. MOTIVATION
The teacher will place a ball on top of the table and ask the following
questions;
1.Will the ball move by itself? How can we make this object move?
2. While its moving how can we make the object/ speed or slow down?
How can we make it stop?
3. How can we make it change its direction?
IV. ASSIGNMENT
D. ACTIVITY 1. Differentiate balance from unbalanced force.
Activity 1
Forces on objects at rest

Procedure
Situation 1
1. Hang a pen by a piece of string as shown on the
right.
Q1. Is the pen at rest or in motion?
Q2. Are there forces acting on the pen? If yes, draw
the forces. You may use arrows to represent these forces.

2. Cut the string with a pair of scissors.

Q3. What happens to the pen? What could have caused the pen’s
 2. Cut the string with a pair of scissors.
Q3. What happens to the pen? What could have caused the pen’s
motion?
Grade 8 SCIENCE
S.Y. 2016- 2017 Situation 2
1. Place a book on top of a table as
Quarter: 1st Topic: Forces and Motion Date : June 21, 2016 shown on the right.
Types of Forces Day : Tuesday Q4. Is the book at rest or in
motion?
I. OBJECTIVES: Q5. Are there forces acting on the
Given the necessary materials, at the end of the period, 75 % of the students book? If yes, draw the forces
should be able to acting on the book.
1. Identify the forces acting on an object;
2. Explain why an object stays in place and why an object move; 2. Let one member of your group push the book in one direction and another
3. Appreciate the importance of forces in our life. member push it in the opposite direction at the same time with the same
amount of push (force).
II. SUBJECT MATTER: Q6. Did the book move? How will you make the book move?
A. CONTENTS
Topic: Forces and Motion E. ANALYSIS
Sub-Topic: Types of Forces 1. Discussion
Discuss the answers to Activity 1 and 2.
Learning Competency.
Investigate the relationship of the amount of force and the mass of F. ABSTRACTION
the object to the amount of change in objects motion. 1. Gravitational Force is the attraction between any bodies with mass.
2. Applied/thrust force is transferred from a person or object to another
B. MATERIALS person or object.
visual aid, ball ball-pen, string, scissor, cardboard, spring balance and book 3. Normal force is exerted on an object when it is in contact with
another object.
C. REFERENCES 4. Friction Force – the force that opposes the object's movement
Science Learners module pp 3-10 5. Air Resistance Force - Air resistance acts on objects as they travel
Science Teachers Guide pp 7-9 through the air.
Practical Science Concept and skills pp 210
www. Youtube .com/ Force song 6. Tension Force- Tension passes through strings, cables, ropes or wires
when they are being pulled in opposite directions. The tension force is
directed along the length of the wire and pulls equally on objects at
III. PROCEDURE opposite ends of the string, cable, rope or wire.
A. Daily Routine:
cleanliness of the room, prayer, checking of Attendance G. APPLICATION
When can we say that force is important in our life? Give
B. REVIEW examples/situation.
The students will fill up the missing letter to unlock the term being described.

1. F_R_E - Strength or energy exerted; cause of motion or change H. ASSESSMENT

2. R_F_ _ _N_E P_IN_ A fixed point of comparison Identify the forces acting on an apple resting above a table.
3. MOTION – change in position
4. M_GN_T_D_ - refers to the size and strength of the force

C. MOTIVATION
The teacher will place a ball on top of the table and ask the following
questions;
1.Will the ball move by itself? How can we make this object move?
2. While its moving how can we make the object/ speed or slow down?
How can we make it stop?
3. How can we make it change its direction?
IV. ASSIGNMENT
D. ACTIVITY
Activity 1 1. Differentiate balance from unbalanced force.
Forces on objects at rest

Procedure
Situation 1
1. Hang a pen by a piece of string as shown on the
right.
Q1. Is the pen at rest or in motion?
Q2. Are there forces acting on the pen? If yes, draw
the forces. You may use arrows to represent these forces.
Grade 8 SCIENCE
S.Y. 2016- 2017

Quarter: 1st Topic: Diagnostic Test Date : August 31, 2016

Day : Tuesday

I. OBJECTIVES:
Given the necessary materials, at the end of the period, student
should be able to;
1. recall their prior knowledge about force and motion,
2. follow instructions correctly,
3. demonstrate honesty and patience while taking the test.

II. SUBJECT MATTER:

A. Topic:
Module 1 Diagnostic Test

B. Materials
Ball-pen and papers

III. PROCEDURE
A. Daily Routine:
1. Prayer
2. Attendance
3. Cleanliness of the room

B. Test Proper
1. Arrange each student.
2. Discussion on test directions and instructions.
3. Distribution of test materials.
4. Answering the test
4. Collecting and checking of papers.

IV. ASSIGNMENT
1. Enumerate the different types of forces and give examples that
will illustrate each.
Grade 8 SCIENCE
S.Y. 2016- 2017

Quarter: 1st Topic: Checking of Date : June 20, 2016

Diagnostic Test, Pre
Test on Module 1 – Work,
Force, Energy
Day : Monday

I. OBJECTIVES:
Given the necessary materials, at the end of the period, student
should be able to;
1. check the diagnostic test and determine the mastery level of the
students
2. answer the module 1 pretest to the best of their ability
3. demonstrate proper behavior when taking examinations

II. SUBJECT MATTER:

A. Topic:
Checking of Diagnostic Test / Module 1 Pretest

B. Materials
Ball-pen and papers

III. PROCEDURE
A. Daily Routine:
1. Prayer
2. Attendance
3. Cleanliness of the room

B. Checking
1. distribution of the test papers
2. checking of the test
3. calculating the mastery level

C. Test Proper
1. Arrange each student.
2. Discussion on test directions and instructions.
3. Distribution of test materials.
4. Answering the test
4. Collecting and checking of papers.

IV. ASSIGNMENT
1. Enumerate the different types of forces and give examples that
will illustrate each.
Grade 8 SCIENCE D. ACTIVITY
S.Y. 2017- 2018 Examine the illustration below. Where will the wagon go after two forces,
bigger force and smaller force are applied?
Quarter: 1st Topic: Forces and Motion Date: June 16, 2017
Balanced and Unbalanced Day : Friday
Forces

I. OBJECTIVES:
Given the necessary materials, at the end of the period, 75 % of the students
should be able to
1. examine the conditions when two forces balance and unbalance
2. calculate the net force
3. explain the effect of balanced forces and unbalanced forces in the state of
motion of an object. E. ANALYSIS
Refer to the diagram on the right and answer
II. SUBJECT MATTER: the questions below.
A. CONTENTS 1. A boy and a girl are pulling a heavy crate
Topic: Forces and Motion at the same time with 10units of force each.
Sub-Topic: Balance and Unbalance Force What is the Net Force acting on the object?
2. What if the boy and the girl pull the heavy
Learning Competency. crate at he same time in opposite directions
Investigate the relationship of the amount of force and the mass of
with 10 units and 5 units of force respectively,
the object to the amount of change in objects motion.
what will be the net Force of the object?
B. MATERIALS Will the object move? To what direction?
visual aids 3. Suppose another pulls the crate in with the
force in the same direction as the girl, what will be the net force that will
C. REFERENCES act on the object? Will the object move?
Science Learners module pp 3-10 .
Science Teachers Guide pp 7-9 F. ABSTRACTION
Practical Science Concept and skills pp 210 Activity 1
Video Presentation about balance and Unbalance Force
III. PROCEDURE
A. Daily Routine: Activity 2
cleanliness of the room, prayer, checking of Attendance Class Discussion
Balanced forces are two forces acting in opposite directions on an
B. REVIEW object, and equal in size. Anytime there is a balanced force on an
Identify what force is being described in each statement. abject, the object stays still or continues moving continues to move at
1. the force that keeps the object moving towards the center of the earth the same speed and in the same direction. It is important to note that
2. force that is transferred from a person or object to another
an object can be in motion even if there are no forces acting on it.
person or object.
3. force that is exerted on an object when it is in contact with
another object. Unbalanced forces - we say unbalanced forces when two forces
4. force that opposes the object's movement acting on an object are not equal in size. Unbalanced
5. force that acts on objects as they travel through the air. forces causes can cause an object to move, a moving object to
6. force that passes through strings, cables, ropes or wires when they are speed up or slow down, moving object to stop and a moving
being pulled in opposite directions. object to change direction

C. MOTIVATION
Study the illustration below. What do you think will happen to the
man on the right? What about to the man on the left?
G. APPLICATION
Are forces important to our daily lives? Why?
H. ASSESSMENT
Two forces are acting on a block of ice. There is an applied force to
the left with a magnitude of 15 Newton and another force to the right
with a magnitude of 45 Newton. Calculate the net force applied and
where is the block of ice going after two forces was applied.

IV. ASSIGNMENT
Describe Newton’s First Law of motion.
‘Grade 8 SCIENCE D. ACTIVITY
SY 2017-2108 Investigating inertia

Quarter: 1st Topic: Forces and Motion Date : June 19, 2016 Coin Drop
1. Arrange the setup as shown in Figure 7.
Newton’s First Law of Day : Monday
2. Slowly pull the cardboard with your hand and observe what happens.
Motion The Law of Inertia 3. Arrange again the setup as shown. This time, quickly flick the cardboard
with your finger. Observe again what happens.
I. OBJECTIVES
Given the necessary materials, at the end of the period, 75 % of the students Stack of Coins
should be able to 4. Stack the coins on a flat level surface.
1. Describe and demonstrate the Law of Inertia 5. Quickly hit the coin at the bottom with the edge of the ruler.
2. Cite situations that shows the concept of Law of Inertia
3. Realize the importance of applying /practicing road safety. E. ANALYSIS
Q9. What happens when you slowly pulled the cardboard? Explain.
II. SUBJECT MATTER: Q10. What happens when you flicked the cardboard? Explain.
A. Topic: Forces and Motion
Sub-Topic: Law of Inertia Paolo is being chased through the woods by a bull moose that he was
attempting to photograph. The enormous mass of the bull is extremely
intimidating. Yet, if Paolo makes a zigzag pattern through the woods, he will
Learning Competency.
be able to use the large mass of the moose to his advantage. Explain this in
1. Investigate the relationship the relationship of the amount of force
terms of the law of inertia
and the mass of the object to the amount of change in objects
motion.
2. Demonstrate how a body responds to change in motion.
F. ABSTRACTION

Inertia : tendency of the body to resist changes in its state of motion.

B. MATERIALS
Visual aids, empty glass 5-peso coins (5 pcs or more), cardboard plastic According to Newton’s first law, an object in motion continues to move with a
ruler, 1 peso coin constant velocity(v) in the same direction unless acted upon by an external
force. However, upon the influence of a constant pulling force from a fixed
C. REFERENCES point, the same object will undergo circular motion at a constant speed. Such
Conceptual Physics by Paul G. Hewitt an external force which is responsible in forcing the object to remain in the
Physics by John D. Cuttnell and Kenneth W. Johnson circular orbit is known as centripetal force.
Physics by Douglas C. Giancoli
Science learners module pp 18-20 G. APPLICATION
Science Teachers Guide pp 13 Why it is important to wear seatbelt? Different road signs will be
posted and let the students interpret it. Ask them the importance of is
III. STRATEGIES signs and the need to practice/ applying and obeying those signs.
A. DAILY ROUTINE
cleanliness of the room, prayer, checking of attendance.

B. REVIEW
With the use of concept strip provided, complete the diagram below.

H. EVALUATION
Fred spends most Sunday afternoons at rest in a sofa, watching football
games and consuming large quantities of food. What effect does this
practice have upon his inertia?

IV. ASSIGNMENT
Discuss Newton’s Law of Acceleration.
C. MOTIVATION Learner’s Module pages 11-18
Each group will be given picture puzzle. They will arrange it
identify who is in the picture and write his/her contribution, first to
present it will be declared as winner.

Sir Isaac Newton . (1642-1727), mathematician

and physicist Laws of Motion were some of his
main contributions.
Grade 8 SCIENCE I. CONSTANT FORCE, VARYING MASS AND ACCELERATION
SY 2017 – 2018 FORCE (N) MASS (Kg) Acceleration (m/s2)
16 ½ 32
Quarter: 1st Topic: Force and Motion Date 16 1
Week : Newton’s Second Law of Day : 16 2
16 4
Motion
16 2
The Law of Acceleration
II. CONSTANT MASS, VARYING FORCE AND ACCELERATION
I. OBJECTIVES: FORCE (N) MASS (Kg) Acceleration (m/s2)
Given the necessary materials, at the end of the period, 75 % of the students
should be able to 2 2 1
1. State the relationship between force, mass and acceleration, 4 2
2. Calculate acceleration of an objects motion,
8 2
3. Give the importance of understanding factors affecting acceleration of an
2 5
object.
2 1/2
II. SUBJECT MATTER: III. CONSTANT ACCELERATION, VARYING FORCE AND MASS
A. Topic: Forces and Motion FORCE (N) MASS (Kg) Acceleration (m/s2)
Sub-Topic: Law of Acceleration (2nd Law of Motion) 8 1 8
1/2 8
Learning Competency: 16 8
1. Investigate the relationship the relationship of the amount of force and 4 8
the mass of the object to the amount of change in objects motion. 8 8

B. MATERIALS E. ANALYSIS
visual materials, audio visual materials I. CONSTANT FORCE, VARYING MASS AND ACCELERATION
1. If you double the mass, what happens to the acceleration? If the
C. REFERENCES acceleration is reduced to ¼ of the original. What is the corresponding
Science learners module pp 11-17 change in mass?
Science Teachers Guide pp 10-12 2. How does the mass vary with acceleration at constant force?
Practical Science Concept and skills pp 211-215
www. Youtube .com/ Inertia and acceleration video II. CONSTANT MASS, VARYING FORCE AND ACCELERATION
http://schools.utah.gov/curr/science/sciber00/8th/forces/sciber/forces.htm>. 1. If you double the force, what happens to the acceleration? If you increase
the acceleration, how does the force change?
III. STRATEGIES 2. How does force vary with acceleration at constant mass?
A. DAILY ROUTINE
cleanliness of the room, prayer, checking of attendance. III. CONSTANT ACCELERATION, VARYING FORCE AND MASS
1. If you double the mass, how does the force change? If the mass is
reduced, what is the corresponding change in force?
B. REVIEW 2. How is force related to mass at constant acceleration?
1. Video Presentation on Newton’s First Law of Motion
2. Discussion on the situation below.
F. ABSTRACTION
Paolo is being chased through the woods by a bull moose that he was
Acceleration is the change in speed over time
attempting to photograph. The enormous mass of the bull is extremely
intimidating. Yet, if Paolo makes a zigzag pattern through the woods, he will
The Law of Acceleration states that acceleration of an object is directly
be able to use the large mass of the moose to his advantage. Explain this in
proportional to the magnitude of the net force acting on it and is inversely
terms of the law of inertia.
proportional to its mass.
C. MOTIVATION
Picture Analysis
Force is measured in Newtons (kg. m/s2) Mass in kilograms (kg) and
Which elephant requires a greater force to move it? .
acceleration in meters per second squared (m/s2).
.
G. APPLICATION
Which between the two vehicle with the same mass of 600kg will accelerate
more if vehicle A exerts 300N of force while vehicle B exerts 400N of force ?
Can you tell which will accelerate more even without calculating it?
smaller elephant bigger elephant
F. EVALUATION
D. ACTIVITY
1. Consider the following tables of force, mass and acceleration. Complete 1. An object with a mass of 17.90 kg experiences a force of 13.35 N. What
each of them and answer the corresponding questions. is the acceleration of the object?
IV. ASSIGNMENT
1. State Newton’s third la of motion and cite examples to show such law.
2. Why do action and reaction forces do not cancel each other.
Grade 8 SCIENCE
SY 2016 – 2017 Force is measured in Newtons (kg. m/s2) Mass in kilograms (kg) and
acceleration in meters per second squared (m/s2).
Quarter: 1st Topic: Force and Date: July 5, 2016
Motion 2. Problem Solving
Week : Newton’s Second Law of Day : Tuesday Show to class sample problems to solve for force, acceleration and mass.
Motion a. An object has a mass of 11.61 kgand an acceleration of 13.50 m/s2.
The Law of Acceleration What is the force on the object.
b. A driver of 1125 kg dump truck exert a sudden brake with a force of
2500N. Calculate the acceleration of the truck upon a sudden brake.
I. OBJECTIVES:
c. What will be the acceleration of a car with a mass of 400kg that stops
Given the necessary materials, at the end of the period, 75 % of the
the driver that exert a force of 800N to stop the car.
students should be able to
1. State the relationship between force, mass and acceleration, .
2. Calculate acceleration of an objects motion, D. APPLICATION
3. Give the importance of understanding factors affecting acceleration of an Which between the two vehicle with the same mass of 600kg will accelerate
object. more if vehicle A exerts 300N of force while vehicle B exerts 400N of force
? Can you tell which will accelerate more even without calculating it?
II. SUBJECT MATTER:
A. Topic: Forces and Motion F. EVALUATION
Sub-Topic: Law of Acceleration (2nd Law of Motion) 1. An object with a mass of 17.90 kg experiences a force of 13.35 N. What is
the acceleration of the object?
Learning Competency:
1. Investigate the relationship the relationship of the amount of force and IV. ASSIGNMENT
the mass of the object to the amount of change in objects motion. 1. State Newton’s third la of motion and cite examples to show such law.
2. Why do action and reaction forces do not cancel each other.
B. MATERIALS
visual aids, audio visual materials

C. REFERENCES
Science learners module pp 11-17
Science Teachers Guide pp 10-12
Practical Science Concept and skills pp 211-215
www. Youtube .com/ Inertia and acceleration video
http://schools.utah.gov/curr/science/sciber00/8th/forces/sciber/forces.htm>.

III. STRATEGIES
A. DAILY ROUTINE
cleanliness of the room, prayer, checking of attendance.

B. REVIEW
Go over the activity previously done by the class.
I. CONSTANT FORCE, VARYING MASS AND ACCELERATION
1. If you double the mass, what happens to the acceleration? If the
acceleration is reduced to ¼ of the original. What is the corresponding
change in mass?
2. How does the mass vary with acceleration at constant force?

II. CONSTANT MASS, VARYING FORCE AND ACCELERATION

1. If you double the force, what happens to the acceleration? If you
increase the acceleration, how does the force change?
2. How does force vary with acceleration at constant mass?

III. CONSTANT ACCELERATION, VARYING FORCE AND MASS

1. If you double the mass, how does the force change? If the mass is
reduced, what is the corresponding change in force?
2. How is force related to mass at constant acceleration?

C. ABSTRACTION
Acceleration is the change in speed over time

The Law of Acceleration states that acceleration of an object is directly

proportional to the magnitude of the net force acting on it and is inversely
proportional to its mass.
Grade 8 SCIENCE II. CONSTANT MASS, VARYING FORCE AND ACCELERATION
SY 2016 – 2017 FORCE (N) MASS (Kg) Acceleration (m/s2)

Quarter: 1st Topic: Force and Motion Date: July 1, 2016 2 2 1

Week : Newton’s Second Law of Day : Friday 4 2
8 2
Motion
2 5
The Law of Acceleration
2 1/2

I. OBJECTIVES: III. CONSTANT ACCELERATION, VARYING FORCE AND MASS

Given the necessary materials, at the end of the period, 75 % of the students FORCE (N) MASS (Kg) Acceleration (m/s2)
should be able to 8 1 8
1. State the relationship between force, mass and acceleration, 1/2 8
2. Calculate acceleration of an objects motion,
16 8
3. Give the importance of understanding factors affecting acceleration of an
4 8
object.
8 8
II. SUBJECT MATTER:
E. ANALYSIS
A. Topic: Forces and Motion
I. CONSTANT FORCE, VARYING MASS AND ACCELERATION
Sub-Topic: Law of Acceleration (2nd Law of Motion) 1. If you double the mass, what happens to the acceleration? If the
acceleration is reduced to ¼ of the original. What is the corresponding
Learning Competency: change in mass?
1. Investigate the relationship the relationship of the amount of force and 2. How does the mass vary with acceleration at constant force?
the mass of the object to the amount of change in objects motion.
II. CONSTANT MASS, VARYING FORCE AND ACCELERATION
B. MATERIALS 1. If you double the force, what happens to the acceleration? If you increase
visual materials, audio visual materials the acceleration, how does the force change?
2. How does force vary with acceleration at constant mass?
C. REFERENCES
Science learners module pp 11-17 III. CONSTANT ACCELERATION, VARYING FORCE AND MASS
Science Teachers Guide pp 10-12 1. If you double the mass, how does the force change? If the mass is
Practical Science Concept and skills pp 211-215 reduced, what is the corresponding change in force?
www. Youtube .com/ Inertia and acceleration video 2. How is force related to mass at constant acceleration?
http://schools.utah.gov/curr/science/sciber00/8th/forces/sciber/forces.htm>.
F. ABSTRACTION
III. STRATEGIES Acceleration is the change in speed over time
A. DAILY ROUTINE
The Law of Acceleration states that acceleration of an object is directly
cleanliness of the room, prayer, checking of attendance.
proportional to the magnitude of the net force acting on it and is inversely
proportional to its mass.
B. REVIEW
Picture Analysis
Which elephant requires a greater force to move it? . Force is measured in Newtons (kg. m/s2) Mass in kilograms (kg) and
acceleration in meters per second squared (m/s2).
.
G. APPLICATION
Which between the two vehicle with the same mass of 600kg will accelerate
more if vehicle A exerts 300N of force while vehicle B exerts 400N of force ?
Can you tell which will accelerate more even without calculating it?
smaller elephant bigger elephant
F. EVALUATION
D. ACTIVITY (accomplished yesterday June 30, 2016)
1. Consider the following tables of force, mass and acceleration. Complete
each of them and answer the corresponding questions.
I. CONSTANT FORCE, VARYING MASS AND ACCELERATION
FORCE (N) MASS (Kg) Acceleration (m/s2)
16 ½ 32
16 1
16 2
16 4
16 2
Grade 8 SCIENCE D. ANALYSIS
SY 2016 – 2107 Each group will present their work emphasizing on action and reaction
forces.
Quarter: 1st Topic: Forces and Motion Date:July 11,2016
Newton’s Third Law of Motion Day: Mony E. ABSTRACTION
The Law of Interaction Newton’s Third Law of Motion, The Law of Interaction states that for every
action, there is an equal and opposite reaction equal in magnitude but
opposite in direction called action reaction forces.
I. OBJECTIVES:
Given the necessary materials, at the end of the period, 75 % of the students 1. Two forces are equal in size
should be able to 2. Two forces are opposite to each other in terms of direction.
a. analyze and explain the Newton’s Third Law of Motion 3. Two forces have the same line of action
b. cite situations to illustrate the law of acceleration 4. Action acts on one object, while reaction acts on another object.
c. relate the third law of acceleration to everyday lives
F. APPLICATION
II. SUBJECT MATTER: As a box is placed on the floor, does the floor exert n upward force on the
A. TOPIC: Forces and Motion box? Why is the box not moved by this upward force?
Sub-Topic: Law of Interaction (3rd Law of Motion)
G. EVALUATION
Learning Competency Identify the action reaction forces in this picture.
Infers that when a body exerts a force on another an equal amount of
force is exerted back on it.

Demonstrate how a body responds to change in motion.

B. MATERIALS
Visual aids

C. REFERENCES
Science learners module pp 18-20
Science Teachers Guide pp 13
Practical Science Concept and skills pp 211-215 IV. ASSIGNMENT
www. Youtube .com/ Inertia and acceleration video Prepare for a long quiz on Friday. Focus on the lessons about type of
http://schools.utah.gov/curr/science/sciber00/8th/forces/sciber/forces.htm forces, balanced and unbalanced force, Newton’s Laws of Motion.

III. STRATEGIES
A. DAILY ROUTINE
cleanliness of the room, prayer, checking of attendance.

B. REVIEW
1. SITUATION ANALYSIS
Which between the two vehicle with the same mass of 600kg will accelerate
more if vehicle A exerts 300N of force while vehicle B exerts 400N of force ?
Can you tell which will accelerate more even without calculating it?

2. Go over the problems given last Tuesday, July 5, 2016.

C. ACTIVITY
Students will be given a picture to observe. Let them identify the action and
reaction forces in each picture.
Grade 8 SCIENCE D. ANALYSIS
SY 2016 – 2107 Discussion on the answers for the given activity.

Quarter: 1st Topic: Forces and Motion Date:July 12,2016 E. ABSTRACTION

Newton’s Third Law of Motion Day: Tuesday Newton’s Third Law of Motion, The Law of Interaction states that for every
The Law of Interaction action, there is an equal and opposite reaction equal in magnitude but
opposite in direction called action reaction forces.
I. OBJECTIVES: 1. Two forces are equal in size
Given the necessary materials, at the end of the period, 75 % of the students 2. Two forces are opposite to each other in terms of direction.
should be able to 3. Two forces have the same line of action
a. analyze and explain the Newton’s Third Law of Motion 4. Action acts on one object, while reaction acts on another object.
b. cite situations to illustrate the law of acceleration
c. relate the third law of acceleration to everyday lives F. APPLICATION
When the boat docks and you get off from it, the boat is pushed
II. SUBJECT MATTER: backwards. Explain this in terms of Newton’s Third Law.
A. TOPIC: Forces and Motion
Sub-Topic: Law of Interaction (3rd Law of Motion) G. EVALUATION
Identify the action reaction forces in this picture.
Learning Competency
Infers that when a body exerts a force on another an equal amount of
force is exerted back on it.

Demonstrate how a body responds to change in motion.

B. MATERIALS
Visual aids

C. REFERENCES
Science learners module pp 18-20
Science Teachers Guide pp 13
Practical Science Concept and skills pp 211-215
www. Youtube .com/ Inertia and acceleration video
http://schools.utah.gov/curr/science/sciber00/8th/forces/sciber/forces.htm IV. ASSIGNMENT
Prepare for a long quiz on Friday. Focus on the lessons about type of
III. STRATEGIES forces, balanced and unbalanced force, Newton’s Laws of Motion.
A. DAILY ROUTINE
cleanliness of the room, prayer, checking of attendance.

B. REVIEW
Explain Newton’s Third Law of Motion.

C. ACTIVITY
Students will be given a picture to observe. Let them identify the action and
reaction forces in each picture.
 2. What keeps the rubber stopper in circular motion> Cut the string nar the
Grade 8 SCIENCE washers or weights. What happens to the rubber stopper when pulling
S.Y. 2016- 2017 weights are removed.
3. Imagine the rubber stopper to be an earth satellite. What keeps the
Quarter: 1st Topic: Forces and Motion Date : July 13, 2016 satellite in orbit? What do you think will happen to the satellite of the earth’s
Centripetal force Day : Wednesday gravitational pull is suddenly reduced to zero?

I. OBJECTIVES:
Given the necessary materials, at the end of the period, 75 % of the students
should be able to
1. Explain centripetal force.
2. Give the factors that affect centripetal force,
3. Calculate for the centripetal force acting on an object
II. SUBJECT MATTER:
A. Topic: Forces and Motion
Sub-Topic: Uniform circular /Centripetal force
Learning Competency.
2. Demonstrate how a body responds to change in motion.
B. MATERIALS
Visual aids, rubber stopper with a hole, long string, hard plastic or glass tube,
several washers or weights, scissors
C. REFERENCES
Science and Technology by Rabago, Portugal and Pagoso page 116
III. STRATGIES
A. Daily Routine:
cleanliness of the room, prayer, attendance
B. REVIEW
. Identify the Law of Motion illustrated in the following examples.
1. When the driver turns off the power but does not apply the brakes in a
running automobile, it continues to coast at nearly the same speed for
sometime.
2. The paper pushes against the point of the ball pen when written on.
3. One should back and face forward when jumping from a moving vehicle
4. A golf player “follows through” as he hits the ball.
5. A swimmer is propelled forward as he pushes off the side of the pool.
6. A table cloth can be pulled out beneath the plates and silverware without
changing their position.
7. Water shooting out of a fire hose because the hose to fly backwards.
8. Faster pedaling accelerates a bicycle more than slower pedaling does.
9. The burning gases shooting out from a bail of a rocket propel it in the
opposite direction.
10. When a train starts suddenly, the passengers are thrown backward;
when
a train suddenly stops, the passengers are thrown forward.
E. ANALYSIS
If the object in uniform circular motion is accelerating towards the center of
the circle, why does it maintain a circular path at a constant radius and never
get closer to the center of the circle?
F. ABSTRACTION
In the case of circular motion, the whirling object accelerates not due to the
change in its speed but to the change in the direction of its velocity. By
Newton’s second law of motion, a net force must be acting on accelerating
objects. For the stone to move in a horizontal circle, what must you do? You
have to pull the stone inward towards the centre of the circular path, right?
So the force comes from the string that pulls the object towards the centre of
its circular path. If you remove this force by either cutting or releasing the
string, you will observe that the object will continue to move straight and fly
off tangential to the path. This is the natural tendency of the object if there is
no net force acting on it, according to the First Law of Motion. But because of
the net force from the string, instead of going straight, the object accelerates
inwards thereby covering a circular path. The object is said to be in uniform
circular motion.
G. APPLICATION
Student’s individually answer the following questions on a loose leaf
paper:
1. If you are to visit an amusement park, will you be able to recognize
a pendulum or objects that shows centripetal force?
2. If you are to build a swing in your backyard, what will be your most
important consideration? Why?
H. ASSESSMENT
IV. ASSIGNMENT
Give another example of uniform circular motion you observed at
home.

C. MOTIVATION
Situation Analysis
Have you ever experience taking any rides in an amusement park like
Enchanted Kingdom or the Star City? Describe how it feels to ride on a
carousel. What happens as the carousel start to rotate and as the speed
increased.

D. ACTIVITY
Simulating a Satellite in orbit
Here is the simulation.
1. Imagine that the rubber stopper is a satellite in orbit around the earth.
2. The pull of the string on the rubber stopper due to the weights stands for
the earth’s gravitational pull on the satellite.

Now, do the following steps:

1. Whirl the rubber stopper without holding the string. Describe the motion
of
the rubber stopper.
 The other Philistine soldiers ran scared, but the men of Israel and
Judah didn't allow them to escape.

Grade 8 SCIENCE a. What was the moral lesson of the story?

S.Y. 2016- 2017 b. Describe the force possessed by the small stone? Was
the force that strong that it killed Goliath?
Quarter: 1st Topic: Forces and Motion Date : July 14, 2016
Centripetal force Day : Thursday E. ANALYSIS
If the object in uniform circular motion is accelerating towards the center of
I. OBJECTIVES: the circle, why does it maintain a circular path at a constant radius and never
Given the necessary materials, at the end of the period, 75 % of the students get closer to the center of the circle?
should be able to
a. Explain centripetal force.
F. ABSTRACTION
b. Relate Newton’s Law of Inertia and Acceleration to circular motion
In the case of circular motion, the whirling object accelerates not due to the
c. Calculate for the centripetal force acting on an object
change in its speed but to the change in the direction of its velocity. By
Newton’s second law of motion, a net force must be acting on accelerating
II. SUBJECT MATTER:
objects. For the stone to move in a horizontal circle, what must you do? You
A. Topic: Forces and Motion
have to pull the stone inward towards the centre of the circular path, right?
Sub-Topic: Uniform circular motion/Centripetal force
So the force comes from the string that pulls the object towards the centre of
its circular path. If you remove this force by either cutting or releasing the
Learning Competency.
string, you will observe that the object will continue to move straight and fly
2. Demonstrate how a body responds to change in motion.
off tangential to the path. This is the natural tendency of the object if there is
no net force acting on it, according to the First Law of Motion. But because of
B. MATERIALS
the net force from the string, instead of going straight, the object accelerates
Visual aids
inwards thereby covering a circular path. The object is said to be in uniform
circular motion.
C. REFERENCES
Science and Technology by Rabago, Portugal and Pagoso page 116
G. APPLICATION
III. STRATGIES Student’s individually answer the following questions on a loose leaf
A. Daily Routine: paper:
cleanliness of the room, prayer, attendance 1. If you are to visit an amusement park, will you be able to recognize
a pendulum or objects that shows centripetal force?
B. REVIEW 2. If you are to build a swing in your backyard, what will be your most
Video Presentation – Summary of the Three Laws of Motion important consideration? Why?

C. MOTIVATION H. ASSESSMENT
Situation Analysis
Have you ever experience taking any rides in an amusement park like IV. ASSIGNMENT
Enchanted Kingdom or the Star City? Describe how it feels to ride on a Give another example of uniform circular motion you observed at
carousel. What happens as the carousel start to rotate and as the speed
home.
increased.

D. ACTIVITY
Reading of David’s Story.
Read an excerpt from the story of David and Goliath.

When Goliath saw this young boy who didn't even wear the armor of
war, you can only imagine how much he laughed. "What an insult!
The Israelites have sent a little boy to fight the great Goliath, premier,
super-fantastic soldier of the great Philistine army? Ha!"
David's response was meek and humble. "You might have a great
sword and a spear in your possession, but my weapon is a little
something called the Name of the Lord God Almighty. He alone is the
God of our armies, and he isn't very happy about how you made fun
of him by calling him weak and his chosen people cowards.
"If I were you, I'd run away right about now," David warned, confident
that the Lord was indeed with him. "Everyone here will soon see that
the Lord doesn't save people by the sword or the spear; for the battle
belongs to the Lord, and he will give all of you to us today."
Goliath made the first move, but his big size made him a little slow on
his feet. David, on the other hand, darted toward the giant. He put a
stone into his sling and flung it at Goliath's head.
Direct hit. The stone put a hole in Goliath's head, and the giant fell to
the ground with a thud. David then took the injured giant's sword and
cut off Goliath's head.
 would be the object (the textbook) and what would be the force (the
floor is still a force, but in order to move the book to the table an
additional force is required, such as a hand lifting it, etc.)
For this motion activity you will need a rod of some type, two balls of
equal weight and two equal lengths of rope or string.

1. Describe Newton's Third Law of Motion to students as for every 9. Have the student's pair into groups of four and come up
action there is an opposite and equal reaction. with 3 examples of Newton's First Law that they can verbally explain
2. Place the rod so that each side of the rod is balanced on a level and at least one example they can demonstrate to the class.
surface and each level surface is of an equal height.
3. Tie each ball to a string.
4. Tie each string to the rod so that the balls hang at an equal
10. Remind students to determine the object and force in each
distance from the floor and are side by side and touching.
example.
5. Ask a student to pick up one ball and drop it so that it swings
against the other ball.
6. Discuss the fact that the hit ball moved roughly the same
amount of distance from the ground as the first ball was when it 11. Have each group demonstrate their example of Newton's
was dropped. First Law to the class.
7. Using Newton's Third Law of Motion, explain why the ball that
was hit moved as well as why it moved where it did.
8. Ask one student to place their hand on the side of one of the
12. Engage the students in class discussion about Newton's
balls so that they are preventing it from moving. The side that
First Law and the importance of this law in everyday life. Ask
the student is holding should not be touching the other ball.
questions like:
9. Pick up and drop the first ball as you did during the first part of
this activity. -What do you think would happen if Newton's First Law did not exist?
10. Discuss what happens when the first ball drops and hits the
second ball. -How would YOUR life be different?
11. Discuss how Newton's Third Law of Motion applies to this
-How would the world be different?
experiment.
When this activity is complete, discuss how Newton's Third Law of
Motion impacts our everyday lives. For instance, why are airbags in
cars necessary? How does Newton's Third Law of Motion apply to 13. Allow students to write in journal about the discussion
them? questions.

14. Formally assess student's oral presentations and journal

entries providing positive and guiding feedback.
5. iscuss all of these options and have the students explain
reasons why some of these options make sense and some do not. Assessments

6. Introduce Newton's First Law of Motion: "An object in The students will orally present examples of Newton's First Law
motion will continue at a constant speed and in a straight line until using the real objects they have gathered.
acted upon by a force and that an object at rest will remain at rest
until acted upon by a force."

* The teacher will formatively assess oral presentation by looking for

accurate representations of Newton's First Law.
7. Dissect Newton's First Law and have the students
determine using the introduction example with the book falling, what
was the object used (the textbook) and what was the force that acted
on the object (the floor). Journal entries will explain Newton's First Law and its importance in
everyday life.

8. Further dissect Newton's First Law and have the students

determine using the example of the textbook on the ground what
The teacher will formatively assess journal entries looking for an
accurate explanation of Newton's First Law and real world examples
showing its importance in everyday life.
Extensions
a. space is void of air so the rockets have nothing to push off of.
b. gravity is absent in space.
c. space is void of air and so there is no air resistance in space.
d. ... nonsense! Rockets do accelerate in space and have been able
to do so for a long time.

Answer: D It is a common misconception that rockets are

Note: One way to introduce Newton's First Law of Motion is to have a unable to accelerate in space. The fact is that rockets do accelerate.
creative poster prepared to hang up in the classroom for future Rockets are able to accelerate due to the fact that they burn fuel and
reference. thrust the exhaust gases in a direction opposite the direction which

Note: This lesson could be further extended through additional

writing activities or oral reports on Newton's First Law.

1. While driving down the road, a firefly strikes the windshield of a

bus and makes a quite obvious mess in front of the face of the driver.
This is a clear case of Newton's third law of motion. The firefly hit the
bus and the bus hits the firefly. Which of the two forces is greater: the
force on the firefly or the force on the bus?

Trick Question! Each force is the same size. For every action, there
is an equal ... (equal!). The fact that the firefly splatters only means
that with its smaller mass, it is less able to withstand the larger
acceleration resulting from the interaction. Besides, fireflies have
guts and bug guts have a tendency to be splatterable. Windshields
don't have guts. There you have it.

3. Many people are familiar with the fact that a rifle recoils when fired.
This recoil is the result of action-reaction force pairs. A gunpowder
explosion creates hot gases that expand outward allowing the rifle to
push forward on the bullet. Consistent with Newton's third law of
motion, the bullet pushes backwards upon the rifle. The acceleration
of the recoiling rifle is ...

a. greater than the acceleration of the bullet.

b. smaller than the acceleration of the bullet.

c. the same size as the acceleration of the bullet.

For years, space travel was believed to be impossible because there

was nothing that rockets could push off of in space in order to
provide the propulsion necessary to accelerate. This inability of a
rocket to provide propulsion in space is because ...
they wish to accelerate.

San Roque National High School

Gov. A. Pascual cor. Leongson St., San Roque Navotas City

Grade 8 SCIENCE

Quarter: 1st Topic: Forces and Date :

Motion
- Day :

I. OBJECTIVES:
Given the necessary materials, at the end of the period, 75 % of the students
should be able to
to;
1.

Objectives

Students will

 work in groups to build catapults out of everyday

objects; and
 demonstrate their understanding of motion and
forces by using the catapults to launch objects.

Materials

 Motion, Forces, Energy, and Electric Current video

and VCR or DVD and DVD player
 Pictures of catapults
 Computer with Internet access (optional)
 Cardboard shoe box (1 for each catapult)
 Rubber bands (4 for each catapult)
 Popsicle sticks (2 for each catapult)
 Masking tape (one 6-inch piece for each catapult)
 Plastic spoon (1 for each catapult)
 Rulers (1 per student group)
 Scissors (1 per student group)
 Marshmallows (2 per group)
 Masking tape (for launching competition)
 Object of your choice to serve as a target

Procedures
1. Begin the lesson by discussing motion and energy. Ask students:
How do objects move? How do we calculate motion? What is
acceleration? What is speed? What are some of the forces that act
upon objects in motion? A good way to introduce this information is
to view portions of the Motion, Forces, Energy, and Electric
 Current video.
2. Tell students they are going to work in groups to create catapults out
of everyday objects. Explain that catapults were often used as
weapons of war during the Middle Ages. Show students some
pictures of catapults and discuss how they work, making sure that
students understand catapult designs and uses. A good animated
illustration of a catapult can be found at
http://en.bestpicturesof.com/pictures%20of%20how%20to%20make
%20a%20catapult
3. Tell students that after building their catapults, they will compete to
see whose catapult can fling a marshmallow the farthest and whose
catapult can fling an object closest to a target.
4. Divide students into groups of five, and give each group the supplies
they will need to make their catapults (see materials list) as well as
any other objects you wish to provide. Tell the groups that they can
design their catapults however they please, but they can use only the
materials you have provided-nothing extra. Give students time to
design and build their catapults, and ask them to name their team.
5. Once students have completed their catapults, clear an area in the
classroom that can be used for the launching competition. Using
masking tape, mark a starting line. Place the target object about 10
feet in front of the line.
6. One at a time, have the student teams place their catapults on the
line and fling a marshmallow at the target-their goal is to hit the
target. Mark where each team's marshmallow landed with a piece of
masking tape that has been labeled with the team's name.
7. As a class, determine which team was the most successful in
accurately hitting (or coming the closest to hitting) the target with its
marshmallow. Talk about the design of the winning catapults. Why
did this design work the best?
8. Have students again place their catapults on the starting line and fire
a second marshmallow — their goal, this time, is to achieve the
greatest distance. Again, mark where each marshmallow lands with a
piece of labeled masking tape. Once all the catapults have been
fired, have students measure the distance from the starting line to
where their marshmallow landed.
9. As a class, determine which catapult was able to launch a
marshmallow the greatest distance. Ask students: Why did this
catapult work best? What element(s) of its design do you think
helped propel the marshmallow farther than the others?
10. Have each student write a paragraph that answers the following
questions.
 What was your group attempting to achieve with its
catapult design?
 How did the catapult set the marshmallow in
motion?
 Which challenge did your catapult meet best,
accuracy or distance?
 What could you have done to make the catapult
better?
 What helped the catapult work as well as it did?
 What did this activity teach you about motion and
forces?
11. Ask for volunteers to share their answers with the class. Discuss
students' answers and the forces that work on objects in motion.
Back to Top
Evaluation
Use the following three-point rubric to evaluate students' work during
this lesson.
 Three points: Students actively participated in
class discussions; worked cooperatively in their
teams; successfully created a team catapult;
actively participated in the catapult launch; wrote a
thoughtful paragraph that answered all six
questions.
 Two points: Students somewhat participated in
class discussions; worked somewhat cooperatively
in their teams; needed help to complete their
catapult; did not actively participate in the catapult
launch; wrote an incomplete paragraph that
answered only three or four of the six questions.
 One point: Students somewhat participated in
class discussions; were unable to use catapult
materials without teacher guidance; created
unfinished catapults; did not actively participate in
the catapult launch; wrote an incomplete paragraph
that answered only one or two of the questions.