Lesson Plan in Science Grade 8

Josephine O. Dumagsa
Valencia National High School
09050791076

Content Standard: The learners demonstrate understanding of Newton’s three laws of

motion and uniform circular motion.

Performance Standard: Develop a written plan and implement a “Newton’s Olympics”

Learning Competency and Code: Demonstrate how a body responds to changes in

motion. (S8FE-Ib-17)

Quarter: 1 Week: 1 Day: 1

I. Objectives:
At the end of 60 minutes, 100% of the learners are expected to:
1. examine the conditions when two forces balance.
2. explain the effect of balanced forces on the state of motion of an object.
3. differentiate balanced and unbalanced forces.

II. Content:
Subject Matter: First Law of Motion (Law of Inertia)
Integration: MAPEH- Develop skills in balancing objects.
Strategies: Inquiry- based learning
Materials: coin, glass, cardboard, rope
References: Science 8 Learners Module pp6-10
Science & Tech IV. Rabago, Lilia M. pp83
Science 8 Teacher’s Guide

III. Learning Tasks:

ELICIT (Access prior knowledge ) 5 Minutes Materials

Start the lesson by eliciting students’ prior knowledge of force and

motion in Grade 7.
The following questions will be asked:
1. What makes objects move?
2. Why do objects move in different ways?
3. Why are some objects faster than the others?
4. What makes objects stay in place?

Note that there are no correct or wrong answers yet at this point.

ENGAGE (Get the students’ minds focused on the topic)5 minutes

rope
Ask 5 students from the group to represent group 1 and another 5
students to represent group 2. The 2 groups will do the “tug-of-war”

1
Key questions:
1. Is the rope at rest or in motion?
2. Describe the magnitude and direction of force acting on the rope?
3. What will happen if the players on one end of the rope
will suddenly release it?
4. Why do you think this happens?

EXPLORE (Provide students with a common experience)

15 Minutes
Let the students perform Activity 2- Balance of forces (LM page Illustration board,
6-7) spring balance
Guide questions:
1. What is the magnitude and direction of the two forces acting
on the cardboard?
2. When the cardboard is at rest, how do the magnitudes and
directions of the pair of forces acting on it compare?

Let one representative from each group to present their output in

class.
EXPLAIN (Teach the concept. Should include interaction between
teacher and students). 10 Minutes
The teacher will facilitate learning by giving inputs and check Teacher made power
student’s misconceptions. point
Key questions:
1. Why does the cardboard or any object will not move or stay
at rest when the magnitude and direction of two forces are the
same?
2. If a book is placed on the table and does not move, are there
forces acting on the book? What are these forces?

Key concepts:

The teacher will give emphasis on the following concepts:

 Forces occur in pairs and they can be either balanced or

unbalanced.
 Balanced forces do not cause change in motion. They are equal
in size and opposite in direction.
 If the forces acting on an object are balanced, the object
either stays at rest or continues to move at constant velocity.
 If the forces acting on an object are unbalanced, the motion of the
object will change.
ELABORATE (Students apply the information learned in the Explain. The
teacher will give inputs to deepen the understanding of the students) 10
minutes

Tell me what is going on in this picture

The teacher will show pictures of different situations showing balanced
and unbalanced force.

2
Source: http://eteamscc.com/wp-content/uploads/2014/11/Balanced-and-
Unbalanced-Forces-and-Net-Force-Notes-Powerpoint.pdf

Let the students explain their observations from the pictures

presented. Then the teacher will ask the following questions:

 In situation 1, why do you think the arm does not move?

How much force is exerted on it? What is the direction of
forces?
 In situation 2, why do you think the box does not move?
What must be done to move the box from its position?
 In situation 3, what is the net force acting on the rope? In
what direction will the rope move?

Key concepts:
The teacher will further differentiate balanced and unbalanced
force.

 An unbalanced force always causes a change in motion

 When unbalanced forces act in opposite directions you can find
the net force.
 Net force is the overall force acting on an object. It is
a combination of the magnitude and the direction.
 Magnitude- the difference between the two forces
 Direction- in the direction of the largest force
EVALUATE (How will you know the students have learned the
concept)?13 minutes
Students may write
Formative- Let students answer the concept check in page 10 of learners their answer in activity
module notebook
Concept check:
Study the illustrations and answer the questions that follow.
1. A boy and a girl are pushing a heavy box at the same time with 5
units of force each. What is the net force acting on the object?
2. The boy and the girl pull the heavy box at the same time in
opposite directions with 10 units and 5 units of force
respectively, what will be the net force on the object? Will the
object move? To what direction will it move?
3. If you are pushing a box toward your friend with a force of 20 N,
and your friend is pushing the box toward you with a force of 30
N, what will happen to the box?

3
EXTEND (Deepen conceptual understanding through use in new
context). 2 minutes
Bring home activity:
List down in your activity notebook:
1. 3 situations showing balanced force
2. 3 situations showing unbalanced force

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

4
Activity 2: Balance of forces
Objectives:
After performing this activity, you should be able to:
1. examine the conditions when two forces balance, and

2. explain the effect of balanced forces on the state of motion of an object.

Materials:
4 sets spring balance
Figure 4
1 piece of sturdy cardboard
Threads
Procedure:
1. Bore four holes around the cardboard as shown. Label the holes A, B, C, and D.

2. Attach threads to the holes.

3. Attach a spring balance to thread A and another one to thread D. Hold the cardboard to
keep it still. Pull the balances along the same line such that when released, the cardboard
remains at rest.

4. When the cardboard is at rest, examine the magnitudes and directions of the two forces by
reading the spring balance.

5. Draw the line of action of the forces acting on the cardboard. Extend the lines until they
intersect. Mark the point of intersection and draw arrows starting at this point to represent the
forces acting on the cardboard.

6. Repeat steps 3 to 5 for pair B and C.

Q7. When the cardboard is at rest, how do the magnitudes and directions of the pair of forces
acting on it compare?

7. Now here is a challenge. Find out the directions of all the forces such that when all the
threads were pulled with the same amount, the cardboard will not move or rotate when
released.

Q8. If you draw the lines of action of all the forces acting on the board and extend the lines,
what will you get?

5
 Lesson Plan in Science Grade 8
Josephine O. Dumagsa
Valencia National High School
09050791076

Content Standards: The learners demonstrate understanding of Newton’s three laws of

motion and uniform circular motion.

Performance Standards: Develop a written plan and implement a “Newton’s Olympics”

Learning Competency and Code:

Demonstrate how a body responds to changes in motion. (S8FE-Ib-17)

Quarter: 1 Week: 1 Day: 2

I. Objectives:
At the end of 60 minutes, 100% of the learners are expected to:
1. define inertia.
2. describe the effect of mass on the inertia of an object.
3. demonstrate Newton’s first law of motion.
4. enumerate practical applications of the law of inertia.

II. Content:
Subject Matter: First Law of Motion (Law of Inertia)
Integration: MAPEH- Develop awareness in using safety gears in sports activities.
Strategies: Inquiry- based learning
Materials: coin, glass, card board
References: Science 8 Learners Module Campo, Pia pp8-10
Science & Tech IV. Rabago, Lilia M. pp83
Science 8 Teacher’s Guide

III. Learning Tasks:

ELICIT (Access prior knowledge ) 5 Minutes Materials

To elicit prior knowledge, the teacher will review about balanced and Statements in
unbalanced forces. powerpoint
Identify if the following statements is true or false:
1. If two forces acting on an object are equal in magnitude but
opposite in direction, they are considered as balanced
forces.
2. If the forces acting on an object are balanced, the object either
stays at rest or continues to move at constant velocity.
3. If the forces acting on an object are unbalanced, the motion of
the object will change.
ENGAGE (Get the students’ minds focused on the topic)
5 Minutes
Ask students the following questions:
1. Have you tried riding in a bus or jeepney?

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 2. What do you observe when the vehicle is having a constant
speed?
3. What will happen to your body when the bus will suddenly stop?
4. What about when the bus will suddenly move from rest position?
EXPLORE (Provide students with a common experience)
15 Minutes
Glass, coin,
Let the students perform Activity 3- Investigating inertia (LM p.11) cardboard
Guide questions:
1. What happens when you slowly pulled the cardboard? Explain
2. What happens when you flicked the cardboard? Explain
3. What happens when you hit the coin at the bottom? Why is this
so?
Students will present their output in class. Ask 1-2 groups to share the
observations and result from the activity

EXPLAIN (Teach the concept. Should include interaction between

teacher and students). 8 Minutes

The teacher will give inputs about the activity and check student’s
misconception about inertia.

Guide questions:
1. Why do you think the coin did not fall when you slowly pulled
the cardboard?
2. Why do you think the stack of coin did not go with the coin at
the bottom?

Key concepts:
1. Inertia is not a force at all, but a property that all things have.
2. Inertia is the tendency of an object to resist changes in their
state of motion or state of rest.
3. Massive objects have more inertia, that is why it is difficult to
move if it is at rest, slow down, speed up, or change direction if
it is in the state of motion.

ELABORATE (Students apply the information learned in the Explain.

The teacher will give inputs to deepen the understanding of the students)
10 minutes
The teacher will elaborate the lesson by showing video clips Video clip
demonstrating inertia.

Key questions:

1. Why is it important to use safety gears/seatbelts when riding?

4. What other safety measures you are going to do to avoid
accidents due to inertia?

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 Key concepts:

Newton's first law of motion is sometimes referred to as the law of

inertia. An object at rest stays at rest and an object in motion stays
in motion with the same speed and in the same direction unless acted
upon by an unbalanced force.

EVALUATE (How will you know the students have learned the concept)?

Paper- pencil test

1. The law of inertia applies to
a. moving objects
b. objects that are not moving
c. both moving and nonmoving objects
2. It is a tendency of an object to resist change in its state of motion
or rest.
a. force
b. inertia
c. gravity
3. Which object has more inertia?
a. a bowling ball rolling at 2m/s
b. a ping pong ball rolling at 5m/s
c. a car rolling at 5m/s
4. In the absence of an external force, a moving object will
a. stop immediately.
b. slow down and eventually come to a stop.
c. go faster and faster.
d. move with constant velocity
5. You push on a car and it does not move. What is true about the
inertia?
a. the inertia is changing
b. the inertia of the car is too great
c. the inertia of the person is equal to the car
d. there is not inertia because of no movement

EXTEND (Deepen conceptual understanding through use in new

context). 2 minutes
Write at least 3 situations where you experienced the law of inertia in
your daily life.
Possible Answers:
1. Jeepney could not stop moving right away
2. Electric fan at home continues to move even the engine is off
3. Use of washing machine

8
Reflection:
A. No. of learners achieve 80%:
B. No. of learners who require additional activities for remediation:
C. Did the remedial lessons work?
D. No. of learners who have caught up the lesson:
E. No. of learners who continue to require remediation:
F. Which of my teaching strategies worked well? Why did these work?
G. What difficulties did I encounter which my principal or supervisor help me solve?
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher?

9
Activity 3
Investigating inertia

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

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

Procedure
Coin
Glass
Cardboard

Coin Drop

1. Arrange the setup as shown in Figure 7.

2. Slowly pull the cardboard with your hand and observe what happens.

3. Arrange again the setup as shown. This time, quickly flip the cardboard with
your finger. Observe again what happens.

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

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

Stack of Coins

4. Stack the coins on a flat level surface.

5. Quickly hit the coin at the bottom with the edge of the ruler.

Q11. What happens when you hit the coin at the bottom? Why is this so?

10
 Lesson Plan in Science Grade 8
Josephine O. Dumagsa
Valencia National High School
09050791076

Content Standards: The learners demonstrate understanding of Newton’s three laws of

motion and uniform circular motion.

Performance Standards: Develop a written plan and implement a “Newton’s Olympics”

Learning Competency and Code:

Investigate the relationship between the amount of force applied and the mass of the object to
the amount of change in the object’s motion. (S8FE-Ia-15)

Quarter: 1 Week: 1 Day: 3-4

I. Objectives:
At the end of 120 minutes, 100% of the learners are expected to:
1. describe how the net force acting on an object affects its acceleration.
2. determine the relationship of mass, force and acceleration of an object.
3. solve problems related to acceleration.

II. Content:
Subject Matter: Law of Acceleration
Integration: Mathematics: Solving mathematical problem- using formula to calculate the
acceleration of an object.
Strategies: Inquiry- based cooperative learning
Materials: pictures of objects showing acceleration, ticker tape strips
References: EASE Physics Module 10 Lesson 3
Science 8 Learners Module Campo, Pia p12-17
Science & Tech IV: Physics textbook. NISMED pp.292-296
Science 8 Teacher’s Guide

III. Learning Tasks:

ELICIT (Access prior knowledge ) 5 Minutes Materials

To elicit prior knowledge, the teacher will ask questions related

to the picture shown on screen.

Key questions:
1. Which of the 2 carts will have bigger acceleration?
2. Which of the 2 carts need bigger force to accelerate
the object?

11
ENGAGE (Get the students’ minds focused on the topic)
10 Minutes
Ball
 Let 2 students (more or less have the same weight) kick books
horizontally a smaller ball and a bigger ball in front of
the class.
Ask: Which of the 2 balls accelerate faster?

 Display 3 piles of books on top of the table. Let one

student push the books with one hand. Let the same
student push the books this time with one finger
only.

Ask: Did the book move? Compare the distance moved by the
book when applied with bigger and lesser force.
.
EXPLORE (Provide students with a common experience)
45 Minutes

Students will be grouped into 4 and perform Activity 4- Force Activity Sheet LM p. 12-15
and Acceleration.(LM p12-16)

 If students are not familiar with ticker tape timer, it is

better to introduce first the material using a short video
clip so that they will have an idea how the speed of a toy
cart is measured using the apparatus.
 Students need not perform the actual activity but the Source:
https://www.youtube.com/watch?v=mz
teacher has to explain the procedure on how the tape f_Q7GOKSE
chart is obtained.
 Computation of F1, F2, F3 and F4 units will be assigned
to different groups.
 Students will present their output in class. To minimize
time, only 2 groups will be given time to present

EXPLAIN (Teach the concept. Should include interaction DAY 2

between teacher and students). 15 Minutes

The teacher will give inputs and check student’s misconception.

Key questions:
1. What happened to the acceleration of the cart as the no.
of rubber bands are increased?

Key concepts:
1. As the no. of rubber band increases, the acceleration of
the cart also increases. This shows that when the net
force is doubled, the acceleration is also doubled.

12
ELABORATE (Students apply the information learned in the
Explain. The teacher will give inputs to deepen the
understanding of the students) 20 minutes
The teacher will elaborate the lesson through a power
point presentation.

Key concept:
1. Acceleration is the rate of change of velocity of
an object with respect to time.
2. Acceleration is produced when a force acts on a mass.
The greater the mass of the object being accelerated,
the greater the amount of force needed to accelerate the
object.
This can be expressed in equation form as:
A= Fnet/m or F=mxa
Where: m=mass a= acceleration

F= 1kg(1 m/s/s) = 1 Newton(N)

 The students will be given a sample

mathematical problem. (LM p16) to solve.

Key questions:
1. What is the acceleration of the ball?
2. If the force is doubled with the same mass, what would
its acceleration be?

EVALUATE (How will you know the students have learned the
concept) 25 minutes
 Use Newton's second law to solve for force, mass, and
acceleration.
The students will be divided into 5 groups. Each group will be
assigned with a word problem to solve using the formula:
a=Fnet/m or F=mxa or m= F/a

Problem 1- A ball with a mass of 5 kg is hit with a force of

2.5N. What is its acceleration?

Problem 2- What is the acceleration of a 10kg block that is

pushed across a horizontal surface with a force of 20N?

Problem 3- An object with a mass of 2.0 kg has a force of 4.0 N

applied to it. What is the resulting acceleration of the object?

Problem 4- An object with a mass of 2.0 kg accelerates 2.0

m/s2 when an unknown force is applied to it. What is the
amount of the force?

Problem 5- An object accelerates 12.0 m/s2 when a force of 6.0

N is applied to it. What is the mass of the object

13
EXTEND (Deepen conceptual understanding through use in
new context). 5 minutes

List down at least 3 things in your home or in school which

requires bigger force to move the object.

Complete the table below:

Net force (N) Mass (kg) Acceleration(m/s/s)
4.0 2.0
30 15
120 20

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

14
 Lesson Plan in Science Grade 8
Josephine O. Dumagsa
Valencia National High School
09050791076

Content Standards: The learners demonstrate understanding of Newton’s three laws of

motion and uniform circular motion.

Performance Standards: Develop a written plan and implement a “Newton’s Olympics”

Learning Competency and Code: Infer that when a body exerts a force on another, an
equal amount of force is exerted back on it. (S8FE-Ia-16)

Quarter: 1 Week: 2 Day: 1

I. Objectives:
At the end of 60 minutes, 100% of the learners are expected to:
1. compare two interacting forces in terms of magnitude and direction.
2. identify action-reaction forces acting on a body
3. describe the relationship between forces exerted on each other.

II. Content:
Subject Matter: Law of Interaction
Integration:
MAPEH- Demonstrate action- reaction forces in sports
Strategies: Inquiry based cooperative learning
Materials: spring balance, string, ball, rope, toy cart
References: EASE Physics Module 10 Lesson 3
Science 8 Learner’s Module pp18-20
Science & Tech IV Physics NISMED pp296-297

III. Learning Tasks:

ELICIT (Access prior knowledge ) 5 Minutes Materials

Questions in
The teacher will ask questions related to acceleration: powerpoint

1. What is acceleration?
2. What are the 2 factors affecting the acceleration of an object?
3. With the same force, the bigger the mass, the is its acceleration.
4. With the same mass, the bigger the force, the is its acceleration
5. The law of acceleration states that the acceleration of an object is
proportional to its mass and proportional to the force applied.
ENGAGE (Get the students’ minds focused on the topic)
5 Minutes
Call 3 students to do the following: Toy cart, ball

1. Push a toy cart against the wall. Observe the direction of the toy
cart as it hits the wall.

15
 2. Dribble the ball on the floor. What happens to the ball?
3. Push your hand against the wall. Did the wall move?

EXPLORE (Provide students with a common experience)

15 Minutes
Let the students perform Activity 5- Action-reaction (LM p.18-19)

After the activity, one representative from each group will present their Spring balance
output in class.

Guide questions:
1. What is the reading of your balance and that of your partner?
2. Compare the direction of the force exerted on the spring balance.

EXPLAIN (Teach the concept. Should include interaction between teacher

and students). 10 Minutes
The teacher will give input about the activity.
Key questions:
1. Why do you think the cardboard stays at rest?
2. What does the reading of your spring balance
suggest? Key concepts:
1. Whenever one object exerts a force on a second object, the
second exerts an equal force in the opposite direction on the first”
2. The first object exerts an action force while the second object
exerts a reaction force
3. These two forces are equal in size and opposite in direction

ELABORATE (Students apply the information learned in the Explain. The

teacher will give inputs to deepen the understanding of the students) 15
minutes
Video clip will be shown to students to further explain Newton’s law of
interaction.
Guide questions:
1. What is Newton’s third law of motion?
2. Why do forces always come in pairs?
3. When hammering a nail through a piece of wood, what forces are
present in the situation?
The teacher will revisit the previous activity in engage part and ask students
on what forces are acting on the situations and the direction of forces

Situation Direction of forces

1. Pushing toy cart on the wall
Toy cart- forward
Wall- backward
2. Dribbling the ball on the floor
Ball- downward
Floor- upward

16
 3. Pulling hand against the wall
Hand- towards the wall
Wall- towards the hand

EVALUATE (How will you know the students have learned the concept)?15
minutes

A girl uses her finger in pushing the wall and exerts a 50N force.
a. Which exerts the action force?
b. Which exerts the reaction force?
c. How much force is exerted by the wall to the finger?
d. Are the forces balanced or unbalanced?
e. What is the net force?

EXTEND (Deepen conceptual understanding through use in new context). 2

minutes

Students will show 5 examples of action- reaction force observed from their
day to day activities. Take photos of the activity using a cell phone.

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

17
 Lesson Plan in Science Grade 8
Josephine O. Dumagsa
Valencia National High School
09050791076

Content Standards: The learners demonstrate understanding of Newton’s three laws of

motion and uniform circular motion.

Performance Standards: Develop a written plan and implement a “Newton’s Olympics”

Learning Competency and Code: Infer that when a body exerts a force on another, an
equal amount of force is exerted back on it. (S8FE-Ia-16)

Quarter: 1 Week: 2 Day: 2

I. Objectives:
At the end of 60 minutes, 100% of the learners are expected to:
1. explain newton’s third law of motion
2. describe the relationship between forces exerted on each other.
3. compare action-reaction forces with balanced forces

II. Content:
Subject Matter: Law of Interaction
Integration: MAPEH- Demonstrate action- reaction forces in sports
Strategies: Inquiry based learning
Materials: spring balance, string, ball, rope, toy cart
References: EASE Physics Module 10 Lesson 3
Science 8 Learner’s Module pp18-20
Science & Tech IV Physics NISMED pp296-297
https://betterlesson.com/lesson/645736/investigating-newton-s-third-law-
action-reaction

III. Learning Tasks:

ELICIT (Access prior knowledge ) 3 Minutes Materials

Ask students to state their prior knowledge on Newton’s third law of
motion:
Guide Questions:
 What is Newton’s third law of motion?
 What is the difference between action force and reaction force?
ENGAGE (Get the students’ minds focused on the topic)
5 Minutes

The teacher will show a video of a rocket launching into space.

The students will make predictions as to how it supports Newton's third
law of motion. What is the action force? What is the reaction force? Source:
https://www.youtube.com/
watch?v=OnoNITE-CLc

18
EXPLORE (Provide students with a common experience)
12 Minutes
Students will be grouped into 3 and each group will be assigned with
different tasks to do.
Group 1- Make a paper airplane and launch it into the air. Observe
what happens.
Group 2- Place a menthos candy and a soft drink in a closed container.
What happens to the container?
Group 3- Do a 3 minute jog outside the classroom. Is there a force
between your feet and the ground?

 Students will report the output of the activity and share their
ideas in class.

EXPLAIN (Teach the concept. Should include interaction between

teacher and students)
Discuss how the activity connects to Newton’s third law of motion

The teacher will give inputs about the activity and check student’s
misconception.
Key questions:
1. What are the pair of forces acting on the paper
airplane? Identify these forces.
2. Why do you think the container moves? What is the action
force? What is the reaction force?
Key concepts:
Forces always act in pairs and always act in opposite directions.
When you push on an object, the object pushes back with an equal
force.

 Think of a pile of books on a table. The weight of the books

exerts a downward force on the table. This is the action force.
The table exerts an equal upward force on the books. This is
the reaction force.
 The two forces act on different objects. The action force acts
on the table, and the reaction force acts on the books.

ELABORATE (Students apply the information learned in the Explain.

The teacher will give inputs to deepen the understanding of the
students) 12 minutes
The students will answer in a Venn diagram the similarities and
differences of action-reaction force with balanced force

19
 EVALUATE (How will you know the students have learned the
concept?)

1. In the diagram below, the action forces have been labeled with
arrows. In each diagram, label the reaction forces with arrows.

2. In your own words, explain the third law of motion.

EXTEND (Deepen conceptual understanding through u se in new

context). 2 minutes
Draw at least 3 pairs of action-reaction forces on the diagram

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

20
 Lesson Plan in Science Grade 8
Mary Grace Romero
Valencia National High School
09109885931

Content Standards: The learners demonstrate understanding of Newton’s three laws of

motion and uniform circular motion.

Performance Standards: Develop a written plan and implement a “Newton’s Olympics”

Learning Competency and Code: Relate the laws of motion to bodies in uniform
circular motion. (S8FE-Ib-18)

Quarter: 1 Week: 2 Day: 3

I. Objectives:
At the end of 60 minutes, 100% of the learners are expected to:
1. describe uniform circular motion.
2. determine the direction of motion for an object traveling in a circle.
3. relate the laws of motion to bodies in uniform circular motion.

II. Content:
Subject Matter: Circular motion
Integration: MAPEH- Demonstrate uniform circular motion.
Strategies: Inquiry- based learning
Materials: plastic bottle, string, pictures
References: EASE Physics Module 9
Science 8 Learner’s Module. Pp17-18
Science & Tech IV, Rabago, Lilia pp.58-61

III. Learning Tasks:

ELICIT (Access prior knowledge ) 5 Minutes Materials

Fill in the blanks with the correct answer:
1. is the rate of change of velocity of an object with
respect to time.
2. Acceleration is expressed in units of
3. is usually expressed in Newton (N) or Kg.m/s/s
4. The Law of Acceleration states that the acceleration is
directly proportional to the force and inversely
proportional to the .
5. The force applied on a body is a product of its and
acceleration produced.

ENGAGE (Get the students’ minds focused on the topic)

5 Minutes
Ask students if they have gone to an amusement park or carnival Pictures of different rides
in a town fiesta. that exhibit circular motion

21
The teacher will then flash pictures of different rides on screen

1. Which of those rides have you tried? How does it feel

riding in a carousel? a merry go round? a ferris wheel? an
octopus?
2. What is the direction of its motion?
3. What is common to all the rides flashed on screen?
4. What kind of motion do these pictures depict?

EXPLORE (Provide students with a common experience)

15 Minutes
Ball pen, string, scissor
Let the students perform the activity to observe circular motion.

1. Tie a long string about 0.5m to a ball pen.

2. Whirl the ball pen at the end of the string above your
head until you are able to make horizontal circles.
3. Observe how the ball pen moves while traveling along
the circular path.
4. Observe how your hand holding the string tied to the ball
pen behaves.
5. Observe what happens when you suddenly release the ball
pen from your hand.

Guide questions:
1. Describe the movement of the ball pen.
2. What causes the ball pen to move in circular motion?
3. Where is the force of your hand directed to?
4. How does the ball pen travel after release?

A representative from each group will share their experience and

findings in doing the activity.

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes

The teacher will facilitate learning and check students’

misconception.

Key questions:

1. Did the bottle move at constant speed?

2. What is responsible to make the bottle move in circular
motion?
3. Why do you think the ball pen does not follow a circular
path after being released?

22
Key points:

The teacher will present a power point presentation to explain the

following:
1. The force comes from the string that pulls the
object towards the center of its circular path.
2. If you remove the force by either releasing or cutting the
string, the object will continue to move straight and fly
off tangential to the path.

ELABORATE (Students apply the information learned in the

Explain. The teacher will give inputs to deepen the understanding
of the students) 12 minutes

Source:
The teacher will give a power point presentation to explain further https://www.youtub
the concept of circular motion e.com/watch?v=SZj
6DuB0vvo
Key questions:
1. How would you describe the velocity and acceleration of
objects in circular motion?
2. In what situation do Newton’s laws of motion relate to
bodies in circular motion?

Key concepts:
1. Circular motion is a movement of an object along the
circumference of a circle or rotation along a
circular path. It can be uniform, with constant rate of
rotation and constant speed, or non-uniform with a
changing rate of rotation.

2. Centripetal force is a force that acts on a body moving

in a circular path and is directed toward the center
around which the body is moving

3. Since the object's velocity is constantly changing

direction, the moving object is
undergoing acceleration. Without this acceleration, the
object would move in a straight line, according
to Newton's laws of motion.

EVALUATE (How will you know the students have learned the
concept) 25 minutes
Think- pair-share
The students will discuss with his/her pair how the concept of
circular motion works in a ferris wheel.

Guide questions:
1. In what direction must a force act on the ferris wheel?
2. What exerts the force?

23
 Key concepts:
 The car in a Ferris wheel exhibit circular motion because
they revolve around a single axis of rotation which runs
to the center of the wheel perpendicular to the plane that
contains it.

EXTEND (Deepen conceptual understanding through use in new

context). 2 minutes

List down at least 5 objects in your home that exhibit circular

motion

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

24
 Lesson Plan in Science Grade 8
Elenie C. Esmalde
Valencia National High School
09266005639

Content Standards: The learners demonstrate understanding of Newton’s three laws of

motion and uniform circular motion.

Performance Standards: Develop a written plan and implement a “Newton’s Olympics”

Learning Competency and Code: Infer that circular motion requires the application of
constant force directed towards the circle. (S8FE-Ib-19)

Quarter: 1 Week: 2 Day: 4

I. Objectives:
At the end of 60 minutes, 100% of the learners are expected to:
1. differentiate centripetal and centrifugal force.
2. cite consequences if constant force is not applied towards the center of the circle in
circular motion.
3. give practical applications of circular motion in daily life

II. Content:
Subject Matter: First Law of Motion (Law of Inertia)
Integration: MAPEH- Develop awareness in using safety gears in sports activities.
Strategies: Inquiry- based learning
Materials: pictures, illustrations
References: EASE Physics Module 9
Science 8 Learner’s Module. Pp17-18
Science & Tech IV, Rabago, Lilia pp.58-61

III. Learning Tasks:

ELICIT (Access prior knowledge ) 5 Minutes Materials

Answer the following:

I. Write yes if the statement depicts uniform circular motion,

if not write no. Write the answer on the space provided.

1. A girl riding a merry-go round.

2. A ball hitting the bowling pin.
3. Student spinning a ballpen attach in a
string.
4. An earth orbiting the moon.
5. A man hitting a golf ball.

25
ENGAGE (Get the students’ minds focused on the topic)
5 Minutes

What does the picture tell us? Why do accidents usually

happen in curve roads?

EXPLORE (Provide students with a common experience)

15 Minutes

The students will watch a video clip of a race car and

motorcycles in a circular motion.

Key questions:
1. Is the car/ motorcycle accelerating?
2. Is there a possibility that the car would fall to the
ground?

Students will share their observation in class. To minimize

time, only 2 groups will be given time to present.

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes

The teacher will facilitate learning and check students

misconception:
Key questions:
1. Why the motorcycle and the car did not fall to the
ground? What are the forces acting on them?

ELABORATE (Students apply the information learned in

the Explain. The teacher will give inputs to deepen the
understanding of the students) 10 minutes
Let the students describe the primary force or forces
involved when a car executes a turn.

Key questions:
1. Explain why passengers tend to lean or slide
toward the outside of the turn.

26
The teacher will differentiate centripetal and centrifugal
force through a power point presentation.

Key concept:

1. If you are in the front seat of a car and the car

suddenly turns in a circular path,
counterclockwise, you will be “thrown” to the
right-hand side of the car. You will feel as if there
is a force moving you. Such a force, which appears
to be directed away from the center of the path, is
often called a centrifugal “force.”

2. As the car moves in a circular path, inertia keeps

your body going in a straight line. This path causes
you to move to the right hand side of the car,
which is turning. The centrifugal “force” feels real,
but it doesn’t really exist. Consequently, most
physicists prefer the term “centrifugal effect”
rather than “centrifugal force.”

3. The necessary centripetal force for the turn is

supplied by the friction between tires and the road.
Otherwise, the car will go straight and hit the curve
in accordance with Newton’s first law - the law of
inertia.

EVALUATE (How will you know the students have learned

the concept)?13 minutes
Answer the following questions:
1. You swing a bucket of water attached to a string in
circle above your head. What keeps the water in the
bucket?
a. Friction b. centripetal force c. gravity d.
inertia
2. As the ride starts to spin in circular motion, the
swings move outward. What is the cause of this
outward motion
a. Gravity b. centripetal force c. speed d.
inertia
3. Any object moving in a circle is
constantly accelerating.
True False
4. If centripetal force stopped acting on all planets in
the solar system, they would continue traveling in
space in constant direction and constant speed.
True False
5. . What is the speed of an object in circular
motion called? a. circular speed b. centripetal
speed c. tangential speed d. inertial speed

27
 EXTEND (Deepen conceptual understanding through use
in new context). 2 minutes

How does the principle of circular motion applied in

planets revolving around the solar system?

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

28
 Lesson Plan in Science Grade 8
Page Ann N. Aurelio
Valencia National High School
09176547748

Content Standard: The learners demonstrate an understanding of work using constant

force, power, gravitational potential energy, kinetic energy and elastic
potential energy

Performance Standard:

Learning Competency and Code: The Learners should be able to identify situations in
which work is done and in which no work is done. (S8FE-Ic-20)

Quarter: 1 Week: 3 Day: 1

I. Objectives:
At the end of 1 hour, 100% of the learners are expected to:
1. define work operationally.
2. identify situations whether work is done or not done.

II. Content:
Subject Matter: Work vs. No Work
Integration:
English: learners will be using English as their medium of communication in their
reporting and some queries and answers.
MAPEH: Physical Education: learners will be able to demonstrate examples of work
done and no work done
Strategies: Inquiry-Based Learning, Cooperative Learning
Materials: Laptop, Power point Presentation, LED TV, Pictures, Manila Paper,
Marker/Pentel Pen, Worksheet, Table, Book,
References:
Campo, Pia C. 2012. Science-Grade 8, Learner’s Module. First Edition.
EASE/OHSP Module 11: Work, Energy, Power, and Machines

III. Learning Tasks:

ELICIT (Access prior knowledge ) 5 Minutes Materials

To elicit prior knowledge, the teacher will ask the students on
their definition of work.

The teacher will show to the class picture of doing work and
people at work. Source:
https://images.app.goo.gl/kxjEmKatJQSEseP16

Doing Work (Examples) People at Work (Examples)

Factory Worker lifting a box A plumber
from the floor.
Source:
A carabao pulling a load A teacher https://images.app.goo.gl/kxjEmKatJQSEseP16

29
Guide Questions:
1. What usually come to your mind when you hear the
word work?
2. Which of the pictures showed work done on
an object?
3. Which of the pictures showed work done on
an object?
ENGAGE (Get the students’ minds focused on the topic)
8 Minutes

Activity: Demonstration (Class Activity)

Table
Students will be asked to have representatives from the class to Chair
demonstrate the following scenarios:

Situation 1:
1. Push a wall as hard as you can for 10 seconds.
2. Push a chair carefully.

Situation 2:
1. Lift a book to the highest point you can above your
head.
2. Hold the book in the height for 30 seconds.

Guide Questions:
1. Did you apply force in pushing the wall? Holding the
book? Did the objects move?
2. Did you apply force in lifting the book? In pushing a
table? Did the objects move?
3. If yes, in what direction did you apply force? In what
direction was the objects moved?

EXPLORE (Provide students with a common experience)

15 Minutes
Activity 1. Is there work done? (please refer to Activity 1, Worksheet/Activity Sheets
Learner’s Material page 23) Manila Paper
Marker/Pentel Pen
The students will perform Activity no. 1: Is there work done?
Where they should be able to explain if work is done in the
situations presented.

 The teacher will let each group write their output

in the Manila paper to be posted on the wall.
 Groups will present their work through a gallery walk
 Let one member from the group comment on
the output of the other groups.

Presentation of Student’s Output through gallery walk.

30
EXPLAIN (Teach the concept. Should include interaction
between teacher and students). 12 Minutes

Students will deepen student’s knowledge based from their

activity:

Guide Questions:
1. When is work done on an object?
2. What are needed for you to say that there is work done
on an object?
3. How would you define work based on the activity?

Key Concepts:
 Work is done if the object you push moves a distance
in the direction towards which you are pushing it.
 No work is done if the force you exert does not make
the object move.
 No work is done if the force you exert does not make
the object move in the same direction as the force you
exerted.
 The force exerted is in the same direction as the
distance covered when the force is applied.
 Work is done on an object when the force applied to it
covers a distance in the direction of the applied force.

Note: Clarify misconceptions when needed

ELABORATE (Students apply the information learned in the
Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes

Teachers will show pictures of examples of work done and no Power point Presentation
work done. Pictures

Guide Questions:
1. What is work?
2. When is work done on an object?
3. What are the things that should be considered to
determine that work is done or not done on an object?

Key Terms:
 There is a force that causes something to move or
have a displacement
 The movement of the object must be the result of the
application of that force. Source:
https://images.app.goo.gl/sYmxg6C4A3aivbmg9

31
 EVALUATE (How will you know the students have learned the
concept?) 8 minutes

Paper/Pen Test
Let the students answer the following using their
Activity Notebook. To see the students understanding the
scientific meaning of work.
A. Fill in the table by writing W if works is done and N
if no work is done.

Activity W or N
1.Pushing a jeepney a certain distance
2.Pushing a firewall
3.Holding a book
4.Lifting a suitcase
5.Taking a load upstairs

B. Minute paper test. In 2 sentences, describe how

work is done on an object?
EXTEND (Deepen conceptual understanding through use in
new context).
Situational experience. Bond paper

Students will give 2 examples showing work done and no

work done using photos present based from their day to day
activities and explain how work is done on each examples.
The activity will be done at home.

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

32
33
 Lesson Plan in Science Grade 8
Montessa T. Omania
Valencia National High School
09356930457

Content Standard: The learners demonstrate an understanding of work using constant

force, power, gravitational potential energy, kinetic energy and elastic
potential energy

Performance Standard:

Learning Competency and Code: The Learners should be able to identify situations in
which work is done and in which no work is done. (S8FE-Ic-20)

Quarter: 1 Week: 3 Day: 2

I. Objectives:
At the end of 1 hour, 100% of the learners are expected to:
1. identify the formula for computing work done.
2. calculate word problems related to work.

II. Content:
Subject Matter: Calculating Work
Integration:
English: learners will be using English as their medium of communication in their
reporting and some queries and answers.
Math: learners will use mathematical operations during problem solving activity
Strategies: Inquiry-Based Learning, Cooperative Learning
Materials: Power Point, LED TV, Laptop, Activity Sheet, Pictures, Manila Paper,
Marker, Index Card
References:
Campo, Pia C. 2012. Science-Grade 8, Learner’s Module. First Edition.
EASE/OHSP Module 11: Work, Energy, Power, and Machines
Video: https://www.youtube.com/watch?v=zVRH9d5PW8g

III. Learning Tasks:

ELICIT (Access prior knowledge ) 5 Minutes Materials

To elicit prior knowledge, the teacher will show pictures and Power point Presentation
let the students identify whether work or no work is done on Pictures (work vs. no
the object. work)

Guide Questions:

1. What is work?
2. Which of the following situations showed that work is
done on an object?
3. Which of the examples showed no work done?

34
ENGAGE (Get the students’ minds focused on the topic)
8 Minutes
The teacher will give the students an index card where they Index card (derivation of
will be asked to do a problem solving activity on Work in formula and unit of work)
preparation for the next activity.

Guide Questions:
1. What are the two factors to consider that there is
work done?
2. What is the unit of force?
3. What is the unit of displacement?
4. What is the unit of Work?

Key Concepts:

Work= Force • Displacement

= Fd

Where;
Force= Newton
Displacement= meters

Work= Newton • meters

=Nm = Joules
Unit of Work= Joules, J

EXPLORE (Provide students with a common experience)

15 Minutes
The students will be grouped and they will be given an
activity sheet where they will be asked to do a Worksheet
problem solving activity on Work. Manila Paper
Marker/Pentel Pen
1. Suppose a woman is pushing a grocery cart with a 500
Newton force along the 7 meters aisle, how much
work is done in pushing the cart from one end of the
aisle to the other?
2. A book of mass 1 kg is on the floor. If the book is
lifted from the floor to the top shelf which is 2 meters
from the floor, how much work is done on the book?
3. Calculate the work done when a force of 10N acts
through a distance of 50m in the direction of the force.
4. A girl pulls a sledge a distance of 100m. If the force
exerted by the girl is 80N in the direction in which the
sledge is moving, calculate the work done.
5. A car of mass 900 kg accelerates at 3 m/s 2 from rest.
How much work is done after it has travelled 100 m?

Note:
 Each group will be given different sets of problem
where they will answer by group.

35
  They will be given a Manila paper to write their
output.
 Groups should show the given and solution of their
problem set.
 Student’s Output will be presented and reported by
one member from the group.
EXPLAIN (Teach the concept. Should include interaction
between teacher and students). 8 Minutes
Checking of Outputs and clarifying misconceptions if needed.

Key Concept:
 Work done, W, on a body by a constant force, F,
acting on the body is defined as the product of the
magnitude of the force and the distance through which
the object moves, or in equation,
W = Fd
 From the equation, work done on the body is greater if
F is greater, or if d is greater, or if both F and d are
greater.
 The SI unit for work is
Unit of work = unit of F x unit of d
= newton x meter (N-m)
 The unit N-m is given a special name, Joule, in honor
of James Prescott Joule.
1 joule (J) = 1 newton-meter (N-m)

Note: Clarify misconceptions when needed

ELABORATE (Students apply the information learned in the
Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes

Teacher will give a video clip on work

Guide Questions:
1. When can we say that work is done?
2. What two measurements are needed to calculate for
work? Source:
https://www.youtube.com/watch?v=zVRH9d5PW8g
3. If a person pushes a table with a mass of 5kg and
uses a force of 100 N. How much work is done?

Key Ideas:
 There is a force that causes something to move or
have a displacement
 The movement of the object must be the result of the
application of that force.
 Work is done when the force (F) applied to the object
causes the object to have a displacement (d) in the
same direction as the force applied.

36
 EVALUATE (How will you know the students have learned the
concept?) 12 minutes

The students shall do a problem solving assessment. Paper

Pen
Calculate the following word problems related to work in a ½
Crosswise. Show your solution.
1. Suppose a man is pushing a sack of rice with a 550
Newton force along the 11 meters pathway. How
much work is done in pushing a sack of rice from one
end of the pathway to the other?
2. A cyclist peddles a bicycle with a force of 1,000
Newton moving in 250 meters. How much work is
done by the cyclist?
EXTEND (Deepen conceptual understanding through use in
new context).
Students will be given additional word problem related to Paper
work to deepen their understanding on the concept of work Pen
and will be answered at home.

1. A truck engine moves a truck with a force of 10

Newton and does 500 Joules of work. How far has the
truck travelled?

2. A girl lifted her bag with a mass of 2 kg from the floor

to her shoulders with a height of 1.5 meters. How
much work is done on the bag?

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

37
 Lesson Plan in Science Grade 8
Page Ann N. Aurelio
Valencia National High School
09176547748

Content Standard: The learners demonstrate an understanding of work using constant

force, power, gravitational potential energy, kinetic energy and elastic
potential energy

Performance Standard:

Learning Competency and Code: Describe how work is related to power and energy.
(S8FE-Ic-21)

Quarter: 1 Week: 3 Day: 3

I. Objectives:
At the end of 1 hour, 100% of the learners are expected to:
1. describe the relationship of work to energy.
2. explain that doing work on a body increases its energy.

II. Content:
Subject Matter: Work and Energy
Integration:
English: learners will be using English as their medium of communication in their
reporting and some queries and answers.
MAPEH- Physical Education during the bowling activity, in which student’s bodily
coordination are enhanced and developed.
Strategies: Inquiry-Based Learning, Cooperative Learning
Materials: Powerpoint, Worksheet, Manila Paper, Marker, Clear plastic container with
cover, rubberband, barbecue stick, masking tape.
References:
Campo, Pia C. 2012. Science-Grade 8, Learner’s Module. First Edition.
EASE/OHSP Module 11: Work, Energy, Power, and Machines

III. Learning Tasks:

ELICIT (Access prior knowledge ) 3 Minutes Materials

To elicit prior knowledge, the teacher review the concept of Questions on the Review Ball:
work to the students through a review ball
What is the unit
used to measure
Guide Questions work?
How do we
1. What is the unit used to measure work? compute for
2. How do we compute for work done? work done?
CLUE: FORMULA
3. Problem Solving: How much work was done on an
object when a constant force of 20 N pushed it 2 m How much work was
done on an object
away? when a constant force
of 20 N pushed it 2 m
a. 10 J b. 5 J c. 20 J d. 40 J away?

38
ENGAGE (Get the students’ minds focused on the topic)
5 Minutes
The students will do an activity in which they will learn that
work is a means of transferring energy from one object to
another.

Students will play a bowling game. Using a plastic or rubber

ball along the floor to hit empty plastic bottles. (refer to LM
page 25)

Guide Questions:
1. Did you exert force in pushing or moving the ball?
2. Is there work done on the ball?
3. What happened to the plastic bottle as soon as it was
hit by the ball?

EXPLORE (Provide students with a common experience)

12 Minutes
Activity 2: Rolling Toy (refer to Learner’s Material pages 31-
33) Worksheet
Manila Paper
 The students will perform the activity by group and Marker/Pentel Pen
will be able to explain how a twisted rubber band can clear plastic container with
do work and relate work done to energy. cover
rubber band
 The teacher will provide the worksheet to the students 3-cm round barbecue stick
if the Learner’s Material is not available. barbecue stick with sharp
 Let each group write their output in a manila paper to part cut
be posted on the wall. Masking tape
 Once done, the students will present their output and
demonstrate their rolling toy to the class.

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
The teacher will clarify misconceptions based from students Power point Presentation
output and activity:
Guide Questions:
1. What is the relationship of work and energy?
2. What happens when work is done by an object?
3. What does it mean if work is done on an object?

Key Concept:
 Work is a way of transferring energy.
 Energy is the capacity and ability to do work.
 When work is done by an object it loses energy
 When work is done on an object it gains energy.

Note: Clarify misconceptions when needed

39
ELABORATE (Students apply the information learned in the
Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
The teacher will show a video clip on the relationship of work
and energy. To deepen their understanding on the concept.

Key Concepts:
 Work is done when the force applied to an object
causes the object to have displacement in the same
direction as the force applied. Source:
https://www.youtube.com/watch?v=zVRH9d5PW8g
 Energy is capacity and ability to do work.
 When Work is done, energy is transferred.
 When work is done by an object it loses energy
 When work is done on an object it gains energy.

Guide Questions:
 What is work?
 What is energy?
 How would you describe the relationship of work
and energy?

EVALUATE (How will you know the students have learned the
concept?)

In ¼ Sheet of Paper.
I. Write True if the statements is correct about the
relationship of work and energy and change the underlined
word to make the statement correc.t
1. Energy is the capacity to do work.
2. The unit for energy is Joules.
3. If energy can be transferred from one form to another,
the one doing the work loses energy and the one on
which work is done gains energy.
4. An apple weighs about 1 N, so when you lift it a
distance of one meter, then you do 1J of work on it.
5. If a person does 500 J of work, then 5000 J of energy
is transferred.
II. Minute-Paper Test
Learners will answer the question for 1-minute only.

How would you describe the relationship of work and

energy?

EXTEND (Deepen conceptual understanding through use in

new context). 2 minutes
The learners will do the activity at home and they will list
down work done in their various day to day activities and
write a brief explanation or description on how energy is
involved in the activity

40
 Sample format:
Activity Energy Involvement (Explanation)

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

41
42
43
 Lesson Plan in Science Grade 8
Rowena Q. Delco
Valencia National High School
09050898904

Content Standard: The learners demonstrate an understanding of work using constant

force, power, gravitational potential energy, kinetic energy and elastic
potential energy

Performance Standard:

Learning Competency and Code: Describe how work is related to power and energy.
(S8FE-Ic-21)

Quarter: 1 Week: 3 Day: 4

I. Objectives:
At the end of 1 hour, 100% of the learners are expected to:
1. describe the relationship of work to power and energy.
2. Compute for the power output.

II. Content:
Subject Matter: Power Output
Integration:
English: learners will be using English as their medium of communication in their
reporting and some queries and answers.
Math: learners will use mathematical operations during problem solving activity
Strategies: Inquiry-Based Learning, Cooperative Learning
Materials: pictures, power point, meta cards, masking tape, scissors, worksheet, manila
paper, marker, meter stick, stopwatch
References:
Campo, Pia C. 2012. Science-Grade 8, Learner’s Module. First Edition.
EASE/OHSP Module 11: Work, Energy, Power, and Machines

III. Learning Tasks:

ELICIT (Access prior knowledge ) 5 Minutes Materials

To elicit prior knowledge, the teacher review the concept of Pictures
through picture analysis. Power Point

The learners will be shown photos. (ex. Pitching of the ball,

kicking of a ball, pushing a cart)

1. What do you see in the picture? Is there work done?

2. How can you say that there is work done on the
examples?
3. What makes something move a certain distance?
4. How can you relate work to energy?

44
ENGAGE (Get the students’ minds focused on the topic)
7 Minutes
The teacher will group the students and give each group meta Meta card
cards in which they will be using for the activity. Masking Tape
Scissors
 Let the students write 5 words related to Power. Marker
 Let them paste their work on the black board Power Point
 One member from each group should explain why
these words are related to power.

Key Concept:
Power is the rate of doing work

In equation,

𝑊𝑜𝑟𝑘 𝐸𝑛𝑒𝑟𝑔𝑦
Power = 𝑇𝑖𝑚𝑒= 𝑇𝑖𝑚𝑒

Therefore,

𝑁𝑒𝑤𝑡𝑜𝑛•𝑀𝑒𝑡𝑒𝑟 𝐽𝑜𝑢𝑙𝑒𝑠
Power= 𝑆𝑒𝑐𝑜𝑛𝑑𝑠 = = Watts
𝑆𝑒𝑐𝑜𝑛𝑑𝑠

EXPLORE (Provide students with a common experience)

15 minutes
Activity 3: How POWER-ful am I? (refer to Learner’s
Material Worksheet
34-35) Manila Paper
Marker
 The students will perform the activity by group and Meter stick
will be able to compute for your power output in Stopwatch
walking or running up a flight of stairs. Masking Tape
 The teacher will provide the worksheet to the students
if the Learner’s Material is not available.
 Let each group write their output in a manila paper to
be posted on the wall.
 Once done, the students will present their output and
compare to the class the highest and lowest power
output from the activity.

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 10 Minutes
The teacher will clarify misconceptions based from students Power point Presentation
output and activity:
Guide Questions:
1. What is the relationship of work to power and energy?
2. What is the basis of the total power output or
energy expended?
3. How do we compute for the power output?

45
Key Ideas:
 Power output is determined by the amount of work
done or energy expended and the time taken to do the
work.
 Power is the rate of doing work or the rate of using
energy.
 Amount of Work done = Energy Expended
 𝑊𝑜𝑟𝑘 𝐸𝑛𝑒𝑟𝑔𝑦
P = 𝑇𝑖𝑚𝑒= 𝑇𝑖𝑚𝑒

Note: Clarify misconceptions when needed

ELABORATE (Students apply the information learned in the
Explain. The teacher will give inputs to deepen the
understanding of the students) 13 minutes
The teacher will show a video clip on the relationship of work
to power and energy. To deepen their understanding on the
concept and compute for word problems related to work,
power and energy.

Problem Solving:
During a physics laboratory, Jack and Jill ran up a hill. Jack is
Source: https://www.yout.be/pDK2p1QbPKQ
twice as massive as Jill; yet Jill ascends the same distance in
half the time.

a. Who did the most work?

b. Who delivered the most power?

Key Concepts:

 Power is work per unit time.

 Work is force through a distance
 The power defines the time that a work will be done.
 The higher the power, the shorter the time.
 Energy is a measure of the capability of doing work
and is measured in Joules (Newton•Meter).
 Power is the work per unit time and is measured in
Watts (Joules/seconds)

EVALUATE (How will you know the students have learned the
concept?) 12 minutes
Problem Solving: Students will answer the following problem
by showing their solution.

1. A machine does 2500 J of work in 1 min. What is

the power developed by the machine?
2. Jennie climbs a stairs with 3meters in height. It took
her 5seconds to climb. How much energy did Jennie
expended if she weighs 440N?

46
 EXTEND (Deepen conceptual understanding through use in
new context.
The learners will answer an activity for additional word
problem solving at home.

1. Kim-Bok-Jo a famous weightlifter loads up a bar with

900 Newton of weight and pushes the bar up over her
head at 0.5 meters within 5 seconds.
a. How much work did she do?
b. How much power did it take to lift the bar?
2. How long does it takes a swimmer with a power
output of 275 Watts to accomplish 3600 Joules of
work?

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

47
 Activity 3
How POWER-ful am 17
Objective:

After performing this activity, you should be able to compute for your power
output in walking or running up a flight of stairs.

Materials Xeeded:

meterstick
timer

Procedure:

1. Write the group members' names in the first column of Table 1.

2. Enter each member’s weight in column 2. To solve tor the weight, multiply the
mass (in kg) by acceleration due to gravity (g=9.8 mls*).

3. Measure the height of the flight of stairs that you will climb. Record it on the table.

4. Each member will walk or run up the flight of stairs. Use a stopwatch or any
watch to get the time it takes for each member to climb the stairs. Record lhe
time in the 4’h column.

5. Solve for the energy expended by each member. Record them in the 5'" column
of the table.

6. Compute for the power output of each member.

Table 1
Height of Time taken to climb Energy Power
Name Weight (N) exp( en) ded
stairs (m) the stairs (s) (J/s)

Q1. Who among the group members had the highest power output?

Q2. What is the highest power output?

Q3. Who among the group members had the lowest po /er output?

Q4. What is the lowest power output?

Q5. What can you say about the work done by each member of the group? Did each
member perform the same amount of work in climbing the stairs?

Q6. What factor/s determined the highest/lowest power output?

 Lesson Plan in Science Grade 8
Page Ann N. Aurelio
Valencia National High School
09176547748

Content Standard: The learners demonstrate an understanding of work using constant

force, power, gravitational potential energy, kinetic energy and elastic
potential energy

Performance Standard:

Learning Competency and Code: Differentiate potential and kinetic energy.

(S8FE-Ic-22)

Quarter: 1 Week: 4 Day: 1

I. Objectives:
At the end of 1 hour, 100% of the learners are expected to:
1. define potential energy.
2. give examples of potential energy.
3. compute word problems related to potential energy.

II. Content:
Subject Matter: Power Output
Integration:
English: learners will be using English as their medium of communication in their
reporting and some queries and answers.
Math: learners will use mathematical operations during problem solving activity
Strategies: Inquiry-Based Learning, Cooperative Learning
Materials: Power Point, Illustration board, chalk, meta cards, worksheet, marker, manila
paper, masking tape, scissors, video clips
References:
Campo, Pia C. 2012. Science-Grade 8, Learner’s Module. First Edition.
EASE/OHSP Module 11: Work, Energy, Power, and Machines

III. Learning Tasks:

ELICIT (Access prior knowledge ) 5 Minutes Materials

To elicit prior knowledge, the teacher review the concept of Power Point
through question and answer in a quiz bee form. Illustration Board
Chalk
 Students will be using the same groupings from their Meta Cards
previous activity.
 The questions will be flashed from the screen and
students will write their answers in their meta
cards/ illustration board (black portion)
 All members of the group has a chance to answer the
questions

49
Questions:
1. What is the SI unit of power?
a. Newton c. Watts
b. Joules d. Newton/Second
2. Which of the following is described as the rate of
doing work?
a. Power c. Watts
b. Work c. Force

3. A 1kg book is held 1.0 m above the floor for 30

seconds. How much work is done?
a. 0 J b. 10.2 J c. 100 J d. 980 J

4. A 10 N box is lifted 6.0 m above the floor for 3

seconds. What is the power output?
a. 0 W b. 5 W c. 10 W d. 20 W

5. What is the average power of a box that moves a

distance of 3.0 meters horizontally in 20 seconds as a
300-N horizontal force is applied on it?
a. 45 W b. 90 W c. 900 W d. 1800 W

ENGAGE (Get the students’ minds focused on the topic)

8 Minutes
The teacher will show students a picture of a man lifting a box Meta card and
(refer to Learners Material, page 28) Manila Paper
 Students will be shown a photo of a man lifting a box. Marker
 Students will be asked based on their observation. Masking Tape
Power Point
Guide Questions:
1. Is the man doing work on the box?
2. If work is done on the box, by the man, which/ who
loses energy? Gains energy?
3. What do you think is the form of energy gained when
raised from the ground and lost when made to fall?
EXPLORE (Provide students with a common experience)
15 Minutes
An activity will be given to the students for them to
conceptualize and understand more on potential energy as a
stored energy.(see attached file: Introduction to Energy)

 The students will perform the activity by group.

 The teacher will provide the worksheet to the students.
 Let each group write their output in their
worksheet and will present to the class their output
in a manila paper.
 Once done, the students will put their post work on the
wall and present their output.
Source:
https://www.need.org/Files/curriculum/infobook/Intr
oS.pdf

50
EXPLAIN (Teach the concept. Should include interaction
between teacher and students). 8 Minutes
The teacher will clarify misconceptions based from students Power point Presentation
output and activity:

Guide Questions:
1. What is potential energy?
2. What are the different forms of potential energy?
3. What is the SI unit used in energy?
4. How do we compute for potential energy?
The potential energy gained and lost by an object is
dependent on the reference level. Consider a table and a
chair shown in figure 6. If the same 1.0 kg book is held 1-
m above the table, the potential gained by it is 9.8 J with
the table as the reference level were the floor. If the book
is released from a height of 2-m, the Potential Energy lost
when it reaches the level of the table top is 9.8J; 14.7J
when it reaches the level of the chair; and 19.6 J when it
reaches the floor.

ELABORATE (Students apply the information learned in the

Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes

The teacher will show a series of video clips about potential

energy

Guide Questions:
1. What is potential energy?
2. What are other examples of potential energy? Source: https://youty.be/lqV5L66EP2E

3. A 50 kilogram object is located 5 meters above NOTE: Video until 2:00 minutes

the ground level. What is its potential energy?

Key Concepts:

 An object can store energy as the result of its position.

 The energy of an object above the ground is called Source: https://youty.be/w4QFJb9a8vo
potential energy (PE) because it is a ‘stored’ energy. NOTE: Video starts 4:22 until 5:30

It has the potential to do work once released.

51
 EVALUATE (How will you know the students have learned the
concept?) 12 minutes

A. In the chart below, identify which shows potential energy.

 A car sitting in the driveway
 A child jumping on the bed
 A ball bouncing down the court
 A log in a fireplace
 A ball in a basketball player’s hands

B. Solve the problem and show your solution.

 Eric holds a box on air. It has a mass of 2 kilograms
and is 5 meters above the ground. Calculate the
objects potential energy.

EXTEND (Deepen conceptual understanding through use in

new context). 2 minutes
To deepen students conceptual understanding on potential
energy, they will answer the following questions:

1. What can you find in your home that are examples of

potential energy? Explain.

Potential:

2. A 75-kg piano is hoisted on a crane and is to be

delivered through the window of 6th story apartment
(20 meters above the ground). What is the potential
energy of the piano hanging on a crane?

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

52
53
INTRODUCTION TO POTENTIAL ENERGY

54
 Group no.: Section: Date:

Name of Members:

I. Classify the following as a type of potential energy. Write P if the energy present in
the example is Potential energy and N if not.

1. A bicyclist pedaling up a hill 6. An archer with his bow drawn

2. A volleyball player spiking a ball 7. A baseball thrown to second base
3. The chemical bonds in sugar 8. The wind blowing through your hair
4. Walking down the street 9. Sitting on top of a tree
5. A bowling ball rolling down 10. A bowling ball sitting on the rack

II. Answer what is asked briefly and concisely.

1. Potential energy is defined as…….

2. The formula for potential energy is

3. The unit of measurement for potential energy is .

4. John has an object suspended in the air. It has a mass of 50 kilograms and is 50
meters above the ground. Calculate the objects potential energy.

3. Brian has an object suspended in the air. It has a mass of 10 kg and is 2 meters
above the ground. What is the object’s potential energy?

55
 Lesson Plan in Science Grade 8
Page Ann N. Aurelio
Valencia National High School
09176547748

Content Standard: The learners demonstrate an understanding of work using constant

force, power, gravitational potential energy, kinetic energy and elastic
potential energy

Performance Standard:

Learning Competency and Code: Differentiate potential and kinetic energy.

(S8FE-Ic-22)

Quarter: 1 Week: 4 Day: 2

I. Objectives:
At the end of 1 hour, 100% of the learners are expected to:
1. define kinetic energy.
2. give examples of kinetic energy.
3. calculate word problems related to kinetic energy.

II. Content:
Subject Matter: Kinetic Energy
Integration:
English: learners will be using English as their medium of communication in their
reporting and some queries and answers.
Math: learners will use mathematical operations during problem solving activity
Strategies: Inquiry-Based Learning, Cooperative Learning
Materials: Power point, meta cards, worksheet, manila paper, marker, meter stick, stop
watch
References:
Campo, Pia C. 2012. Science-Grade 8, Learner’s Module. First Edition.
EASE/OHSP Module 11: Work, Energy, Power, and Machines

III. Learning Tasks:

ELICIT (Access prior knowledge ) 5 Minutes Materials

To elicit prior knowledge, the teacher review on Power Point
Potential Energy.
 The questions will be flashed from the screen and
students will answer orally which shows potential
energy.

Source:
https://www.scribd.com/document/372634999/Potent
ial-vs-Kinetic-Energy

56
ENGAGE (Get the students’ minds focused on the topic)
8 Minutes
Students will play a game (charades) in order to introduce the Meta cards
concept of the topic.

Mechanics:
 A representative from the class will draw a word or
phrase and must act it in front of the class in order for
the class to guess the word or phrase.
 Ex. A bird flying, Soccer, Slingshot, sitting on a chair

Students will be asked the following questions:

1. What is common to all of them? (Energy)
2. Which among them shows potential energy?
3. Which among them needs moving energy (Kinetic
energy)?

EXPLORE (Provide students with a common experience)

17 Minutes
Activity: RAMP IT UP & (refer to the worksheet provided)
Worksheet
 The students will perform the activity by group Manila Paper
and will be able to compute for your power output Marker/Pentel Pen
in walking or running up a flight of stairs. Meter stick
 The teacher will provide the worksheet to the students Timer/ Stopwatch
 Let each group write their output in a manila paper to Source:
https://www.scholastic.com/teachers/sponsored-
be posted on the wall. content/nascarspeed/17-18/kinetic-energy-energy-in-
motion-0/

 Once done, the students will present their output. https://www.google.com/url?sa=t&source=web&rct=

j&url=https://www.escobedoms.com/ourpages/auto/2
015/4/27/48404351/KE%2520Word%2520Problems
ACTIVITY SHEET 2.1: SOLVE FOR KINETIC ENERGY %2520_A_-
1.pdf&ved=2ahUKEwixgNbLs4viAhWV7WEKHb9
eAMYQFjAAegQIBhAB&usg=AOvVaw30R2RY0
DEGYgo9dEAm5n1U

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
The teacher will clarify misconceptions based from students Power point Presentation
output and activity:
Guide Questions:
1. Based from the activity, how would you define kinetic
energy?

57
 2. What are different examples of energy in motion?
3. How do you compute for total kinetic energy?

Key Concepts:
 The total work done on a body is related not only to
the body’s displacement but also to the changes in
its speed.
 Work done is transformed into energy due to motion
or kinetic energy.
 The energy of a moving object is called energy
of motion or kinetic energy
 The formula for Kinetic energy is
KE= 1 𝑚𝑣2
2

 The unit for KE is

Unit for KE = unit of mass x unit of velocity

Unit of KE = kg(𝑚)2
𝑠2
Unit of KE = kg(𝑚 )
𝑠2
Unit of KE = N • m
Unit of KE= Joules/J

ELABORATE (Students apply the information learned in the

Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
Students will answer practice problem solving on computing
for Kinetic Energy.

Sample Problem:
1. A 55 kg man runs at a speed of 4 m/s. Find his
kinetic energy.
2. A 1000 kg car has a velocity 0f 17m/s. What is the
car’s kinetic energy?

EVALUATE (How will you know the students have learned the
concept?) (10 minutes)

Determine whether the objects in the problems have kinetic or

potential energy.

1. You serve a volleyball with a mass of 2.1 kg. The ball

leaves your hand with a speed of 30m/s. The balls
gains energy.
2. A baby carriage is sitting at the top of a hill that is 21
meters high. The carriage gains energy.

58
 Problem Solving: Students will answer the following problem
by showing your solution.

What is the kinetic energy of a 1.00-kg hammer swinging at

10m/s?

EXTEND (Deepen conceptual understanding through use in

new context). 2 minutes
Homework: The learners will give 2 examples of photos the
presence of kinetic energy that they can find at home. Give a
short description for every photo.

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

59
60
ACTIVITY SHEET 2.1: SOLVE FOR KINETIC ENERGY

61
62
 Lesson Plan in Science Grade 8
Page Ann N. Aurelio
Valencia National High School
09176547748

Content Standard: The learners demonstrate an understanding of work using constant

force, power, gravitational potential energy, kinetic energy and elastic
potential energy
Performance Standard:
Learning Competency and Code: Differentiate potential and kinetic energy.
(S8FE-Ic-22)

Quarter: 1 Week: 4 Day: 3

I. Objectives:
At the end of 1 hour, 100% of the learners are expected to:
1. compare and contrast potential and kinetic energy
2. discuss how energy is transformed from potential to kinetic energy and vice versa.

II. Content:
Subject Matter: Potential and Kinetic Energy
Integration:
English: learners will be using English as their medium of communication in their
reporting and some queries and answers.
Strategies: Inquiry-Based Learning, Cooperative Learning
Materials: Powerpoint, yo-yo, worksheets, manila paper, marker, stopwatch
References:
Campo, Pia C. 2012. Science-Grade 8, Learner’s Module. First Edition.
EASE/OHSP Module 11: Work, Energy, Power, and Machines

III. Learning Tasks:

ELICIT (Access prior knowledge ) 5 Minutes Materials

To elicit prior knowledge, the teacher review on Kinetic Power Point
Energy. The students will be asked on the following questions:

 What is the energy in motion?

 How do you compute for the average kinetic energy
of a moving object?
 A 50-kg man runs at a speed of 10m/s. What is the
man’s kinetic energy?

ENGAGE (Get the students’ minds focused on the topic)

8 Minutes
The teacher will provide a yo-yo. Let one student from the Yo-yo
class to present to class the student’s yo-yo tricks. Let the
students observe how the yo-yo is played.

63
Guide Questions:
1. What have you observed in the presentation you have
seen?
2. Are there energy present in during the exhibition of
yo- yo tricks?
3. What form of energy are present as soon as the yo-yo
moves up and down?

EXPLORE (Provide students with a common experience)

15 Minutes
Students will be grouped with 5 members per group. Each
group will perform the activity given to them. The room will Worksheet
be divided into 5 stations where each station will be assigned Manila Paper
Marker/Pentel Pen
to a group. The group must answer all the questions given to
Meter stick
them on their station. Timer/ Stopwatch
 The teacher will provide the worksheet to the students Source:
https://www.worksheetplace.com/mf_pdf/Potential-
 Let each group write their output in a manila paper to Kinetic-Worksheet.pdf

be posted on the wall. https://1.cdn.edl.io/ym3DJVMxIUDPEsl8y80HgjbK

NCIId7mPkawNJNst0izGRRgv.pdf

 Once done, the students will present their output by

group.

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 10 Minutes
The teacher will clarify misconceptions based from students Power point Presentation
output and activity:

Guide Questions:
1. What is the difference between kinetic and
potential energy?
2. How is energy transformed from one form to another?

Key Concepts:
 Energy is the ability to do work.
 Objects can have stored, or potential, energy when
work has been done (such as raising an object in the
air) or by virtue of their position (such as sitting at the
top of a hill).
 Kinetic energy is a form of energy that results from an
object's motion. There are many types of motion that
use kinetic energy: translation (moving from one place
to another), rotation, and vibration.

64
  Potential energy is a form of energy that results from
an object's position or arrangement of parts. It is
stored energy that can become kinetic energy. It
includes
potential electrical, chemical, and nuclear energy.
ELABORATE (Students apply the information learned in the
Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes

Students will be asked to give compare and contrast and give

examples of kinetic and potential energy.
Guide Questions:
1. What are the similarities of kinetic and
potential energy?
2. What are the differences of kinetic and potential
energy?
3. How is energy transformed from potential to
kinetic and vice versa?

Key Ideas:
 Potential energy changes to kinetic energy when the
object moves. Examples include holding a stretched
spring (potential energy) and then releasing it (kinetic
energy) or holding a box above the ground (potential
energy) and then dropping it (kinetic energy).
 The measurement of kinetic energy in an object is
calculated based on the object's mass and velocity. It
is measured in Joules.
 The measurement of potential energy in an object is
calculated based on the object's mass and its height or
distance. It is measured in Joules.

EVALUATE (How will you know the students have learned the
concept?) (10 minutes)
Using a Venn Diagram compare and contrast kinetic and
potential energy.

How is energy transformed from one form to another? Give

one example.

65
 EXTEND (Deepen conceptual understanding through use in
new context).
Students will give examples that they can see at home where
kinetic and potential energy is present.

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

66
Group no.
Group Members: Section: Date:

Questions:

1. Based from the figure above, how is energy transformed from one form
to another?

2. What is the difference between kinetic and potential energy?

67
 Group no. Section: Date:
Group Members:

Questions:

1. Based from the figure above, how is energy transformed from one form to another?

2. What is the difference between kinetic and potential energy?

68
 Group no. Section: Date:
Group Members:

Questions:

1. Based from the figure above, how is energy transformed from one form to another?

2. What is the difference between kinetic and potential energy?

69
Group no. Section: Date:
Group Members:

Questions:

1. How is energy transformed from one form to another?

2. What is the difference between kinetic and potential energy?

70
Group no. Section: Date:
Group Members:

Questions:

1. How is energy transformed from one form to another?

2. What is the difference between kinetic and potential energy?

71
 Lesson Plan in Science Grade 8
Nanciansino C. Espina
San Isidro Integrated School
09214891598

Content Standard: The learners demonstrate an understanding of work using constant

force, power, gravitational potential energy, kinetic energy and elastic
potential energy

Performance Standard:

Learning Competency and Code: Relate speed and position of object to the amount of
energy possessed by a body. (S8FE-Id-23)

Quarter: 1 Week: 4 Day: 4

I. Objectives:
At the end of 1 hour, 100% of the learners are expected to:
1. explain gravitational potential energy and elastic potential energy.
2. describe the relationship of speed and position of object to the amount of energy
possessed by a body.

II. Content:
Subject Matter: Gravitational and Elastic Potential Energy
Integration:
English: learners will be using English as their medium of communication in their
reporting and some queries and answers.
Mathematics: learners will be using mathematical operations in solving problems
related to GPE and EPE.
Strategies: Inquiry-Based Learning, Cooperative Learning
Materials: Power Point, at least 20 Rubber bands, Ruler, Popsicle Sticks or Pencils,
measuring tape/meter stick, masking tape, spring, ball, book
References:
Campo, Pia C. 2012. Science-Grade 8, Learner’s Module. First Edition.
EASE/OHSP Module 11: Work, Energy, Power, and Machines
Microsoft ® Encarta ® 2009. © 1993-2008 Microsoft Corporation
https://youtube.be/630TldNb-TE https://m.youtube.com/watch?
v=OBObd3DsNFM

III. Learning Tasks:

ELICIT (Access prior knowledge ) 5 Minutes Materials

Power Point
To elicit student’s prior knowledge, the teacher probe
questions to the students:

1. Which is described as the energy of moving objects?

2. If the roller coaster is still, which form of energy gains?

72
 3. If the roller is moving through its course, what form of
energy is present?
ENGAGE (Get the students’ minds focused on the topic)
5 Minutes
The teacher shows materials and pictures to the students. Tell Rubber band
the students to observe on the following materials: Spring
A ball being thrown
Guide Questions: A book falling to the
1. What can you say about the materials and pictures? ground
2. Are there similarities and differences?
3. Do these materials possess energy?

EXPLORE (Provide students with a common experience)

20 Minutes
The students will be grouped and will be assigned to a station 20 rubber bands
for them to answer their assigned activity. (see attached Ruler
activity sheet: Rubber Band Fling) Popsicle Sticks
Sticks/ Pencils
 Safety precaution is needed. The teacher should give Measuring tape/meter
precaution in handling the stretched materials to avoid stick
injuries to other students.
Masking tape
 The teacher will provide the worksheet to the students
Source: https://www.google.com/url?
 Let each group write their output in a manila paper to sa=t&so
be posted on the wall. urce=web&rct=j&url=http://www.the
tech.org/sites/default/files/pdfs/Scienc
 Once done, the students will present their observations e-Labs/Phys-
by group. Rubber_Band_Fling.pdf&ved=2ahU
KEwjCivz1_Y3iAhUAILkGHab6AA
gQFjANegQIARAB&sqi=2&usg=A
OvVaw23sQw0Ab8PhqKOiS1To4Pa

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
The teacher will clarify misconceptions based from students Power point Presentation
output and activity:

Guide Questions:
1. How would you describe the energy possessed by the
rubber band? Spring in the mechanical pen?
Waterfall? Object that fall from the top of the table?
2. How do you solve for the GPE and EPE?

Key Concepts:
 Gravitational Potential Energy is the energy due to
the position of an object above Earth’s surface.
 GPE= mgh
 Elastic Potential Energy is due to an object’s shape.
The energy results when an elastic object is
stretched or compressed.
 EPE= 1 𝑘𝑥 2
2

73
  The farther the object is stretched or compressed,
the greater its potential energy.
 A point will be reached when the object can’t be
stretched or compressed any more.
ELABORATE (Students apply the information learned in the
Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
Power Point
The teachers will give some additional information about
elastic potential energy and gravitational potential energy.

Let the students think and name other examples where elastic
potential energy and gravitational potential energy is applied.

Guide Questions:
 When can you say that the object gains elastic
potential energy?
 How can you say that the object has gravitational
energy?
 How can an elasticity of an object measure potential
energy?
 What is the basis of the relationship of speed and
position of object to the amount of energy
possessed by a body?

Key Concepts:

 Elastic potential energy behaves like an elastic or

spring.
 Examples of elastic potential energy are rubber bands,
springs, bow and arrow, etc.
 The stretching and compressing of elastic items leads
to storage of energy in the form of EPE.
 EPE is potential energy stored as a result of
deformation of an elastic object, such as stretching of
a spring.
 It is equal to the work done to stretch the spring which
depends upon the spring constant as well as the
distance stretched.
 Gravitational potential energy is based on the idea that
Earth has a gravitational force that pulls objects
towards the surface.
 Kinetic energy is the energy possessed by a body as a
result of its motion. Speed is the rate at which the
position of an object changes time, including both
speed and direction.

74
 EVALUATE (How will you know the students have learned the
concept?) (10 minutes)
I. Identify what potential energy possessed by the
following pictures shown. ( elastic potential energy or
gravitational potential energy)
1. Bow and arrow
2. Waterfalls
3. A car parked on a steep road
4. Slingshot
5. Spring of a mattress

II. Controlled Essay. Answer the question briefly

and concisely in 2 sentences only.

What is the relationship of speed and position of

object to the amount of energy possessed by a body?

EXTEND (Deepen conceptual understanding through use in

new context).
As student’s assignment, students must give practical
examples and applications of how an object gains, elastic
potential energy, gravitational potential energy and kinetic
energy.

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

75
Part I
WHAT YOU NEED:

76
Follow-up Questions:

1. How would you describe Elastic Potential Energy based from the activity?
2. What is Elastic Potential Energy? Gravitational Potential Energy?
3. How do you solve for the EPE and GPE?

PART II. GRAVITATIONAL POTENTIAL ENERGY

Observe an object that fall from the top of the table to the floor. Measure the mass of the book
and the height of the table to the floor.

1. What will happen if the object from the top of the table will fall? Why?
2. What energy possessed by the object on the top of the table?
3. How would you describe the energy possessed by the object?
4. Solve for the GPE of the book falling from the table to the floor? (NOTE: g=9.8m/s2)

77
 Lesson Plan in Science Grade 8
Catherine Joy I. Eguiab
Conception National High School
09273383203

Content Standard: The learners demonstrate an understanding of propagation of sound

through solid, liquid and gas.

Performance Standard:

Learning Competency and Code: The Learners should be able to infer how the
movement of particles of an object affects the sound through it.
(S8FE-Ie-24)

Quarter: 1 Week: 5 Day: 1

I. Objectives:
At the end of 60 minutes, 100% of the learners are expected to:
1. explain how sound is produced,
2. identify how sound is transmitted in air through vibrations of air particles.

II. Content:
Subject Matter: Sound Propagation
Integration:
English : The communication & writing skills of the learners can be enhanced
through reporting and answering questions found in the
activities they have performed.
MAPEH : The learners will be able to discover their skill in singing as they will sing
along with the music played by the teacher.
Also , the learners will develop their curiosity on how to demonstrate
different ways to produce sound.
Strategies: Inquiry-Based Learning
Materials: KWL Chart / Paper , Speaker , TV , Netbook , Rubber band , Cans , Beads
, Salt , Scissors , String
References:
Campo, Pia C. 2012. Science-Grade 8, Learner’s Module. First Edition.
https://www.youtube.com/watch?v=rI5BDxWJ_CU
https://www.youtube.com/watch?v=BFWLb_MKyRE

III. Learning Tasks:

ELICIT (Access prior knowledge ) 5 Minutes Materials

KWL KWL CHART
 The teacher will provide a KWL chart to the students. What I What I What I
Know wonder Learned
 The learners will fill in the first and second column
of chart, and will fill in the last column as they go
along with the lesson.

78
ENGAGE (Get the students’ minds focused on the topic)
10 Minutes
The teacher will play a song entitled “A Million Dreams”.and
let the students sing along with the music while putting their
palms on their throat.
Guide Questions: Speaker
1. Do you like the song? What message you got from the Laptop / Netbook
song?
2. What do you notice as you sing along with the music,
while your palms are placed in your throat?
3. How do you think the sound is produced?

EXPLORE (Provide students with a common experience)

20 Minutes
Group Activity
(Refer to Science Learners Module , pages 71 – 73)

Materials:
The students will perform Activity 1 : The Dancing Salt and
Rubber band
the Moving Beads ” Large can
Small can
Guide Questions: Rock salt
Part A : Vibration produce sound Wooden rod
1. How were you able to make the salt move and dance Blue beads
the most? Scissors
3. What was produced when you tapped the small can? String
4. What made the salt bounce up and down? Paper
Part B : Transmitting sound Books
4. What happens to the other colored beads when
the blue bead is tapped?
5. Are there occasion when the beads converge
and expand?

Presentation of Output of the Students.

The teacher will call 2 groups to do the reporting based from
the result of their activity.
EXPLAIN (Teach the concept. Should include interaction
between teacher and students). 10 Minutes
( The teacher gives feedback after the groups have reported ).

Guide Questions:
1. What is needed so that sound can travel through?
2. Where do sound waves travel? Teacher made power point
3. From your observations, how would you define
sound?
Key Concepts:
SOUND – is produced through vibrations of particles. But
generally sound propagates and travels through air.
It is consist of waves of air particles. It needs a

79
 medium to travels through. In propagating sound,
the waves are characterized as longitudinal waves
ELABORATE (Students apply the information learned in the
Explain. The teacher will give inputs to deepen the
understanding of the students) 10 minutes
Video Clip will be shown to the students to further explain
how sound is transmitted in the air.
Video Clip
Guide Questions: Source: https://www.youtube.com/watch?
1. Based from the video clip, what are the mediums v=rI5BDxW J_CU
where sound can travel through? https://www.youtube.com/watch?v=BFWLb_
MKyRE
2. Does sound travel in a vacuum?

Note : Learners will fill in the last column of the KWL Chart
EVALUATE How will know the students have learned the
concept )
The result of Activity 1 performed by the students will be
considered as the evaluation. Activity sheet/ notebook

EXTEND (Deepen conceptual understanding through use in

new context). 5 minutes
Encourage students to experiment on how to produce
different kinds of sounds using a rubber band.
And challenge them to find other ways to demonstrate the
vibration of sound, such as strumming a ruler with one end
held firmly against the edge of a desk.

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

80
81
82
83
 Lesson Plan in Science Grade 8
Ailyn L. Gonzales
Valencia National High School
09959783260

Content Standard: The learners demonstrate an understanding of propagation of sound

through solid, liquid and gas.

Performance Standard:

Learning Competency and Code: The Learners should be able to infer how the
movement of particles of an object affects the sound through it. (S8FE-
Ie-24)

Quarter: 1 Week: 5 Day: 2

I. Objectives:
At the end of 60 minutes, 100% of the learners are expected to:
1. compare Longitudinal and transverse wave ,
2. determine the characteristics of sound waves.

II. Content:
Subject Matter: Characteristics of Sound Waves
Integration:
English : The communication & writing skills of the learners can be enhanced through
reporting and answering questions found in the activities they have
performed.
MAPEH : The learners will be able to discover their skill in singing as they will sing
the song Bahay – Kubo. Also, the learners will develop their curiosity on
how to demonstrate different ways to produce sound.
Strategies: Inquiry-Based Learning
Materials: old news paper , Meter stick , stopwatch , Pentel pen , slinky
References:
Science-Grade 8, Learner’s Module. First Edition , 2013
https://www.youtube.com/watch?v=pWe-BXOhldQ

III. Learning Tasks:

ELICIT (Access prior knowledge ) 5 Minutes Materials

Based from the extended activity of the previous lesson, the
teacher calls at least 5 students to demonstrate vibration of
sound using varied materials. Realia used by students
Let the other students observe and answer the following
questions:
1. In each case, what is the energy that makes
the sound happen?
2. How do you think sound is produced?
3. Where do sound waves travel?
ENGAGE (Get the students’ minds focused on the topic)

84
 10 Minutes
GOT TALENT
The teacher will choose one song for the students to sing
and perform according to the task directed in the card they
have picked up. Song : Bahay Kubo
1. High pitch sound
2. Low pitch sound
3. Loud sound
4. Soft sound
5. Fast sound

EXPLORE (Provide students with a common experience)

15 Minutes
Group Activity
(Refer to Science Learners Module , pages 75 – 77) Materials:

old newspaper
The students will perform Activity 2 : Characteristics of
Meter stick
Waves
stopwatch
: Comparing longitudinal and transverse waves Pentel pen
Guide Questions: slinky
1. Did you observe the alternating converging and
spreading of the slinky?
2. What does the slinky represents?
3. What do you call the converging and spreading
parts of the slinky?

Presentation of Output of the Students.

The teacher will call 2 groups to do the reporting based from
their activity.
EXPLAIN (Teach the concept. Should include interaction
between teacher and students). 10 Minutes
( The teacher gives feedback after the groups have reported ).

Guide Questions:
4. What is needed so that sound can travel through?
5. How is sound classified as a wave?
6. Are there common characteristics to both
transverse and longitudinal wave?
Key Concepts:
 Sound or pressure waves are made up of
compressions and rarefactions.
 These alternating compressions and rarefactions
produce a longitudinal wave.
 Longitudinal wave moves parallel to the motion of the
particles of the medium. Teacher made power point
 Transverse wave, the movement of particles is
perpendicular to the direction of wave travel.
CHARACTERISTICS OF WAVES
 Wavelength – distance between two compressions or
rarefactions
85
86
  Frequency – the number of compressions passing by
at a certain point in second.
 Amplitude – distance between the rest position to the
lowest point or highest point of a wave

ELABORATE (Students apply the information learned in the

Explain. The teacher will give inputs to deepen the
understanding of the students) 10 minutes
Video Clip will be shown to the students to further explain
the characteristics of sound waves. Video Clip
Source:
Guide Questions: https://www.youtube.com/
3. What are the characteristics of a wave? watch?v=pWe-BXOhldQ
4. Based from video, describe each characteristics.
5. Is pitch dependent on the frequency of sound waves?
EVALUATE ( How will you know the students have learned
the concept?) 5 minutes
The teacher will post 2 illustrations of a wave on the board. Illustration of waves
(Instruct the learners to do the following and answer the
questions.)

Guide questions:
1. Identify the two kinds of waves.
2. Label the parts of a wave.
3. Which of the 2 diagrams will give a high pitch
sound? Low pitch sound?
EXTEND (Deepen conceptual understanding through use in
new context). 5 minutes
TASKS:
 Assign students to gather different glass bottles or
jugs let them fill the bottles with water at different
levels. Bottles or Jugs
 Have them blow air over the top of the opening of Water
each bottle or jug.
 Describe the kind of sound produced by each bottle.

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

87
88
89
 Lesson Plan in Science Grade 8
Ailyn L. Gonzales
Valencia National High School

Content Standard: The learners demonstrate an understanding of propagation of sound

through solid, liquid and gas.

Performance Standard:

Learning Competency and Code: The Learners should be able to infer how the
movement of particles of an object affects the sound through it. (S8FE-
Ie-24)

Quarter: 1 Week: 5 Day: 3

I. Objectives:
At the end of 60 minutes, 100% of the learners are expected to:
1. Distinguish the effect of the speed of sound as it travels through the different
materials ,
2. Explain why sound travels faster in solids.

II. Content:
Subject Matter: Speed of Sound in other Materials
Integration:
English: The communication & writing skills of the learners can be enhanced through
reporting and answering questions found in the activities they have
performed.
MAPEH: The learners can showcase their creativity in making an improvised chime.
Strategies: Inquiry-Based Learning (Group Dynamics )
Materials: Paper strips , mobile phone , watch , wooden dowel , metal rod , zip lock bag
References:
Science-Grade 8, Learner’s Module. First Edition , 2013
https://www.khanacademy.org/test-prep/mcat/physical-
processes/sound/v/relativespeed-of-sound-in-solids-liquids-and-gases
https://www.ndeed.org/EducationResources/HighSchool/Sound/speedinmaterials.htm

III. Learning Tasks:

ELICIT (Access prior knowledge ) 5 Minutes Materials
REVIEW BALL
The teacher will play a music and the students will pass the
ball. As the music stops , whoever is holding the ball will be
the one to answer the question. Review Ball

Key Questions:
1. What are the two kinds of waves?
2. What characteristic of wave is describe as the
distance between two compressions or rarefactions?
3. How is classified as a wave?
4. What are the parts of a wave ?

90
ENGAGE (Get the students’ minds focused on the topic)
3 Minutes
The teacher will group the students into 5 and let them play a
game called “Act Out a Sound”.
• Each group will choose 1 member in their group that Paper strips with labels
will join the members in another group and act as a such as
speaker, particles in air and a car windshield. speaker , wind shield ,
air particles
Guide Questions:
1. What was produced when you turn on the speaker?
2. How can this vibration travel to the car windshield ?
3. What kind of wave is shown in the game? Why?
EXPLORE (Provide students with a common experience)
15 Minutes
Group Activity Materials:
The teacher will let students will perform Activity 3: Sound Paper strips
Race…Where does sound travel fastest? mobile phone
watch
( Refer to Science Learners Module , pages 78 – 79 )
wooden dowel
metal rod ,
Reporting follows, but only 2 groups will be called to share zip lock bag
the result of their activity.
EXPLAIN (Teach the concept. Should include interaction
between teacher and students). 15 Minutes
(The teacher will further facilitate learning by giving inputs
about the speed of sound as it travel through different
materials.)
Guide Questions:
1. In which material does sound travel fastest?
, Slowest?
2. Based on your observations, which is a better carrier
of sound – solid, liquid or gas?
3. Why does sound travel fastest in solids and slowest
in air? Explain your answer.
Key Concepts: Teacher made power point
 Speed of sound differs for different types of
material.
 Sound waves travel faster in solids than in
liquids, and faster in liquids than in gases.
FACTORS THAT AFFECTS THE SPEED OF SOUND
 Elastic Property – the tendency of a material to
maintain its shape when a force is applied in a
medium.
 Sound can travel faster through mediums with
higher elastic properties (like steel) than it
can through solids like rubber, which have
lower elastic properties.
 Density - describes the mass of a substance per
volume.

91
  The lower the density that of a medium, the
faster the speed of sound and the higher the
compressibility is, the slower the sound travels.

Note : Let the class participate in the discussion.

ELABORATE (Students apply the information learned in the
Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
Video Clip will be shown to the students to further explain
how sound is transmitted in the air.
Guide Questions:
1. Does sound travels at the same speed in all mediums? video clip
2. What are the factors may affect the speed of sound Source:
in a medium? https://www.khanacademy
3. Going back to the "Act Out a Sound" activity, what .org/test-
would happen if you took the car to the moon , where prep/mcat/physical-
there is no air? processes/sound/v/relative
4. Could you still break the windshield using sound? , -speed-of-sound-in-solids-
Why? liquids-and-gases

EVALUATE ( How will know the students have learned the

concept )5 minutes
Quiz ( MODIFIED TRUE OR FALSE )
Instruction: Tell the learners to write TRUE if the statement is
correct, otherwise change the underlined words.
1. The speed of sound is not always the same to all
mediums. Pen and paper
2. Sound travel fastest in solid materials.
3. The more elastic the medium is, the slower the sound
travels.
4. The attraction of particles in solid is strongest than in
gases.
5. Steel produces greater vibrations than rubber bands.
EXTEND (Deepen conceptual understanding through use in
new context). 5 minutes
Each group will make an improvised chimes made of
materials at their own choice , that help them understand on
what makes solid the best transmitter of sound.

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

92
 race...Wfzeze does souzzd travel Fastest?
Ob§ect1ve:

At the end of the activity, you will be able to distinguish which material
transmits sound the best.

Material.s:

watch/clock that ticks

mobile phone
wooden dowel 80-100 cm long
metal rod 80-100 cm long
string (1 meter)
metal spoon
3 pieces zip lock bag (3x3) or waterproof mobile phone
carrying case

1. Hold a ticking watch/clock as far away from your body as you can. Observe
whether or not you can hear the ticking.

2. Press one end of the wooden dowel against the back part of the watch and
the other end beside your ear. Listen very well to the ticking sound. Record
your observations.

3. Repeat step #2 using a metal rod instead of the wooden dowel. Record your
observations.

Q14. Did you hear the watch tick when you held it at arm's length? When you held
it against the wooden dowel? When you held it against the metal rod?

4. Repeat steps #1 to #3 using a vibrating mobile phone instead. Record your

observations.

Q15. Did you hear the mobile phone vibrate when you held it at arm's length? When
you held it against the wooden dowel? When you held it against the metal rod?

5 Place the mobile phone in the waterproof carrying case and dip it in a basin of water
while it vibrates.

Q16. Based on your observations, which is a better carrier of sound? Air or wood?
Air or water? Air or metal? Water or metal?

6. At the center of the meter long string, tie the handle of the metal spoon. Hold
the string at each end and knock the spoon against the table to make it ring or
to create a sound. Listen to the ringing sound for a few seconds then press the
ends of the strings against your ears. Observe and record the difference in sound
with and without the string pressed against your ear.

7. Knock the spoon against the table. When you can no longer hear the sound of
the ringing spoon, press the ends of the string against your ears. Record
whether or not you could hear the ringing of the spoon again.

Q17. How did the sound of the spoon change when the string was held against
your ears?

Q18. When the ringing of the spoon was too quiet to be heard through the air,
could it be heard through the strinp?
Is the string a better carrier of sound than air?
 Lesson Plan in Science Grade 8
Josephine O. Dumagsa
Valencia National High School

Content Standard: The learners demonstrate an understanding of propagation of sound

through solid, liquid and gas.

Performance Standard:

Learning Competency and Code: The Learners should be able to investigate the effect
of temperature to speed of sound through air testing. ( S8FE-Ie-
25)

Quarter: 1 Week: 5 Day: 4

I. Objectives:
At the end of 60 minutes, 100% of the learners are expected to:
1. Explain how temperature affects the speed of sound ,
2. Determine the relationship between temperature and speed of sound.

II. Content:
Subject Matter: Temperature and the Speed of Sound
Integration:
English: The communication & writing skills of the learners can be enhanced through
reporting and answering questions found in the activities they have
performed.
Mathematics: The learners read the temperature on the laboratory thermometer used
in the experiment.
Strategies: Inquiry-Based Learning / Active Learning
Materials: graduated cylinders, thermometer, ice, tuning fork , electric heater , TV and
laptop
References:
Science-Grade 8, Learner’s Module. First Edition , 2013
https://www.nde-ed.org/EducationResources/HighSchool/Sound/tempandspeed.htm
https://www.youtube.com/watch?v=3Br66N7QHpM

III. Learning Tasks:

ELICIT (Access prior knowledge ) 3 Minutes Materials
PICTURE ANALYSIS (The teacher will post pictures of a
Bell held
material, representing the 3 phases of matter. ) On hand

Guide Questions:
1. Which of the three pictures does sound travel fastest? Man
2. In which material does sound travel slowest? underwater

3. Arrange the pictures from the slowest to fastest speed

of sound? Stretched
Rubber
Band

93
ENGAGE (Get the students’ minds focused on the )5 Minutes
Brainstorming
The teacher will ask the learners the following questions , in
which they will discuss and share ideas among their
groupmates.

Guide Questions :
1. Why does the speed of sound varies in different
materials?
2. Which would you hear or notice first , lightning or
thunder?
EXPLORE (Provide students with a common experience)20
Minutes
Group Activity
The teacher will let students will perform Activity 5 : Faster Materials:
Sound…in hotter or cooler? ice
graduated cylinders
( Refer to Science Learners Module , pages 83 – 84 )
thermometer
tuning fork
Reporting follows, but only 2 groups will be called to share electric heater
the result of their activity.
EXPLAIN (Teach the concept. Should include interaction
between teacher and students). 15 Minutes
(The teacher will further facilitate learning by giving inputs
about the effect of temperature to the speed of sound. )
Guide Questions:
4. Which of the three cylinders gave the
loudest sound?
5. What happens to the speed of sound when
the temperature changes?
6. Does sound travel faster or slower as temperature Teacher made power point
increases?
Key Concepts:
 The speed of sound is directly affected by the
temperature of the medium.
 The hotter the medium, the faster the sound travels.
 At higher temperatures, the particles have more
kinetic energy and thus vibrate faster.
 When particles vibrate faster, there will be more
collisions per unit time, thus energy is transferred
more efficiently resulting in sound traveling
quickly.
 Sound travels at about 331m/s in dry air at 0°C.

Note : Let the class participate in the discussion.

ELABORATE (Students apply the information learned in the
Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
Video Clip will be shown to the students to further explain
how sound is transmitted in the air. video clip

94
95
 Guide Questions: https://www.youtube.com/
1. Based from the video , what is the medium in watch?v=3Br66N7QHpM
which the sound travel through?
2. Why does sound travel faster in summer than
in winter?
3. How does the kinetic energy affects the speed of
sound?

EVALUATE ( How will know the students have learned the

concept )5 minutes
Observe the illustrations below:
1. In which of the three situations would the sound
travels the fastest? Why?
Illustrations projected on
the TV / laptop

Source:
https://www.ndeed.org/EducationResources/HighSchool/Sou
nd/tempandspeed.htm

EXTEND (Deepen conceptual understanding through use in

new context). 0 minute
Answer the following questions at home: Pen and Paper
1. Why concerts are usually held during night-time?
2. What is refraction of sound?

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

96
Activity 5
Paster soun4... In hotter or cooler?
Objective:

At the end of the activity, you will be able to determine how temperature
affects the speed of sound.

materials:
3 pieces 1000 mL graduated cylinders or tall
containers thermometer
bucket of ice
electric heater or alcohol lamp
tuning fork

Procedure:

1. Label the 3 graduated cylinders with HOT, ROOM TEMP, COLD respectively.

2. Half-fill the ROOM TEMP graduated cylinder with tap water.

3. Sound the tuning fork by striking it on the sole of your rubber shoes and hold it
on top of the graduated cylinder.

4. When no loud sound is produced increase the amount of water up to a level

where loud sound is produced when the vibrating tuning fork is placed on top.
Nate this level of water.

5. Fill the HOT graduated cylinder with hot water (about 70°C) to the same level
as that of the ROOM TEMP cylinder.

6. Fill the COLD graduated cylinder with COLD water (about 5”C) at the same
level as that of the ROOM TEMP cylinder.

7. Determine the temperature of the water in each of the cylinders just before
sounding the tuning fork.

8. Sound the tuning fork in each of the cylinders and note the sound produced by
each cylinder. Record all your observations.

9. Do this for three trials focusing on the differences in the pitch of the sound
each cylinder creates. Record all your observations.

Q27. Which cylinder gave the loudest sound?

Q28. Which cylinder gave the highest pitched sound?

Q29. If pitch is directly dependent on frequency, then, which cylinder gives

the highest frequency sound?

Q30. Since wave speed is directly dependent on frequency, then, which

cylinder gives the fastest sound?

Q31. How would you relate the temperature of the medium with the speed
of sound?
 Lesson Plan in Science Grade 8
Rosanna D. Concepcion
Tongantongan National High School

Content Standard: The learners demonstrate an understanding of some properties and

characteristics of visible light.

Performance Standard: Discuss the phenomena such as blue sky, rainbow, and red sunset
using the concept of wavelength and frequency of visible light.

Learning Competency and Code: Demonstrate the existence of the components of

visible light using a prism or diffraction grating. (S8FE-If-26 )

Quarter: 1 Week: 6 Day: 1

I. Objectives:
At the end of 60 minutes, 100% of the learners are expected to:
1. Infer that white light is made up of many different colors,
2. Determine the existence of color components using a prism.

II. Content:

Subject Matter: Visible Light

Integration:
MAPEH (Arts) – Give meaning to the colors of light aside from just looking into the
beauty of a rainbow.
Values education – Appreciate the importance of light in our daily life.
Science/Astronomy – Giving explanation to the superstitious belief on the appearances
of a rainbow
English - Oral communication skills as they will be presenting and supporting their
outputs
Strategies: Cooperative Learning/inquiry-based learning,
Materials: transparent pen case; prism; manila paper; tape; pen
References:
Science 8Teacher’s Learner’s Module. (2015). Department of Education-Instructional
Materials Council Secretariat (DepEd-IMCS. Pasig City, Philippines
Science-Grade 8, Learner’s Module. First Edition , 2013
https://www.wikihow.com/Make-a-Newton-Disc
https://www.youtube.com/watch?v=EHxIRC_9eu4

III. Learning Tasks:

ELICIT (Access prior knowledge) 3 Minutes Materials
To elicit prior knowledge, the teacher will ask the following
questions: Prepared questions
1. Why do we see objects in color?
2. Where do colors come from?
3. Is the color of light white?
ENGAGE (Get the students’ minds focused on the topic)
5 Minutes

97
DON’T ME!
Learners tasks: Video clip
 Watch a video clip, about colors. https://www.youtube.com/
(How Strong Is Your Mind: (EYE COLOR TEST ) watch?v=EHxIRC_9eu4
 The learners will be given a word to read , but they (How Strong Is Your Mind:
must ignore what the words says ,instead they will say (EYE COLOR TEST )
the color of the text.

EXPLORE (Provide students with a common experience)

15 Minutes
I HAVE A PEN!
 The teacher instructs the learners to go to a
place Transparent pen
where the sun shines brightly. Manila paper
 The students will use their pen with transparent pentel pen
tube in viewing the light
Guide Questions:
1. What have you notice with the pen as the light strikes
on it?
2. What are the colors that you have seen?
3. List and arrange the colors you have seen in the pen.

EXPLAIN (Teach the concept. Should include interaction

between teacher and students).20 Minutes
Representative of the group that have different answer from
the majority of the class will explain and defend their answer.

Guide Questions:
From the activity that you have performed :
1. Why do the colors appear in the pen?
2. Why is the pen able to separate the white light
into different colors?
3. How does each color appear to you as it passes Teacher made power point
through a prism?

Key Concepts:
1. Light is a form of energy. It travels in
straight line.
2. Sunlight separates white light into different colors
, called the visible spectrum.
3. The spectrum consists of the colors of the
rainbow.
4. Dispersion is the separation of visible light into
its different colors : Red , Orange , Yellow ,
Green , Blue , Indigo , and Violet.
ELABORATE (Students apply the information learned in the
Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
( Work by pair )
NEWTON’S DISC ( See attached worksheet ) Work sheet

98
  The teacher provide work sheet about https://www.wikihow.com
Newton’s Wheel to each group. /Make-a-Newton-Disc
Key Questions :
1. What color can be clearly seen when you turns the
wheel very fast?
2. Why is it that the different colors in the wheel turns
white as you spin it?

EVALUATE ( How will you know the students have learned

the concept?)
The result of the activities served as evaluation of the learners
understanding about the lesson.
EXTEND (Deepen conceptual understanding through use in
new context). 5 minutes
Let the students explain the appearance of a rainbow.
Pen and paper
Answer the following questions:
1. In what condition does a rainbow usually appears?
2. What acts as a prism during a formation of a rainbow?

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

99
 Newton’s Disc
Materials:

Cardboard
Tape
Scissors
Ruler
Crayons
Puncher
Pencil

Directions:

1. Collect the materials that you will need.

2. Cut the piece of cardboard into a circle.
3. Divide the circle into seven equal triangles. Use the ruler and pencil to make the
lines on the circle. Think about this step as though you are “cutting into a pie.”
You are creating a color wheel
4. Color each of the seven sections in the following order: red, orange, yellow, green,
blue, indigo, and violet
5. Fasten the disc to the pencil. You will need to punch a hole in the middle of the disc.
Slide the disc onto pencil. This will give you a way to hold the disc and spin it
rapidly.
6. Hold the disc in place. Put tape around the pencil an inch above and below the disc.
This will prevent the wheel from wobbling off of the pencil as it spins. This way, you
can spin the disc faster without it flying off of the pencil.
7. Spin the disc around the pencil. At first you will see the colors quickly spinning. As
you spin the disc faster, you will start to see the colors blending, and they will blend
together and appear white. If you aren’t seeing this happen, try spinning the disc even
faster.

100
 Lesson Plan in Science Grade 8
Ailyn L. Gonzales
Valencia National High School

Content Standard: The learners demonstrate an understanding of some properties and

characteristics of visible light.

Performance Standard: Discuss the phenomena such as blue sky, rainbow, and red sunset
using the concept of wavelength and frequency of visible light.

Learning Competency and Code: Explain the hierarchy of colours in relation to energy.
(S8FE-If-27)

Quarter: 1 Week: 6 Day: 2 & 3

I. Objectives:
At the end of 120 minutes, 100% of the learners will be able infer that:
1. Tell that colors of light bends differently when it strikes objects like a prism.
2. Determine the relationship between frequency , energy and wavelength.

II. Content:
Subject Matter: Hierarchy of Colors
Integration:
MAPEH (Arts) – Give meaning to the colors of the light aside from just looking into
the beauty rainbow.
Values education – Appreciate the importance of light in our daily life.
English - Oral communication skills as they will be presenting and supporting their
outputs
Strategies: Cooperative Learning, inquiry-based learning
Materials: prism , paper , tape , Books , Water , Colored plastics , Thermometers , String
, Scissors
References:
Science-Grade 8, Learner’s Module. First Edition , 2013
https://iristech.co/color-therapy/
https://wordsup.co.uk/ws.php?ws=15

III. Learning Tasks:

ELICIT (Access prior knowledge) 5 Minutes Materials
Diagram : Colors of Life
Colors of Life
The learners will be asked about :
Key Questions:
1. What is your favorite color in the rainbow?
2. Do colors affect your behavior?
3. How colors make you feel?

Source: https://iristech.co/color-
therapy/

101
ENGAGE (Get the students’ minds focused on the topic)
5 Minutes
Group work
Color Word Search
 The teacher provides each group with a worksheet or
puzzle. See attached worksheet
 The learners will only look for the colors present in https://wordsup.co.uk/ws.php?
ws=15
the rainbow.
 The first group who can finish the task will be
given plus points.
EXPLORE (Provide students with a common experience)
20 minutes
Group Activity
Students will work with their group and perform the Materials :
following: Prism
Books
Day 1 : Activity 1 - The colors of the rainbow
Water
( Refer on Science Learners Module found on Paper
pages 98-100 ) Colored plastics
Day 2 : Activity 3 - Which color has the MOST energy ? Thermometers
( Refer on Science Learners Module found on String
Pages 103 – 104 ) Scissors

Learners Tasks:
1. Answer all the questions in Activity 1 and 3.
2. Write the answers on their Activity notebook.

Note : Day 1 - 2 groups will share the result of their

experiment about Activity 1
Day 2 – 2 groups will share the result of their
experiment about Activity 3
EXPLAIN (Teach the concept. Should include interaction
between teacher and students). 15 Minutes
( The teacher gives feedback after the groups have reported )

Guide Questions:

From the activity that you have performed :

1. Have you seen a rainbow?
2. In the colors of the rainbow , what is the
first color that our eyes could see? Teacher made power point
3. Why is the prism or water able to separate
the colors of white light?
4. How does each color appear to you as it passes
through a prism?

102
Key Points:
 A rainbow is a natural phenomenon which results to
dispersion of light when it enters in water droplets in
the sky.
 As light enters a water droplet, it slows down
and bends as it goes from air to denser water.
 Thus , the hierarchy of colors appear as Red,
Orange, Yellow, Green, Blue, Indigo, Violet (
ROYGBIV)
ELABORATE (Students apply the information learned in the
Explain. The teacher will give inputs to deepen the
understanding of the students) 10 minutes
( The teacher will play a video clip to let the learners further
understand the lesson )

Key questions:
1. Why do colors bend differently when it strikes
objects like a prism?
2.. Which of the colors is the least bent? the most bent?
3 .Which of the colors has the least energy ? the most Video Clip
energy? Source:
https://www.youtube.com/watc
h?v=Aggi0g67uXM
Key Points:
(ABC Zoom - Refraction:
 The reason we see different colors is because of the why glass prisms bend and
differences in frequency and wavelength. separate light)
 The higher the frequency, the shorter the wavelength.
 The lower the frequency is, the less energy in the
wave
 Red – has the longest wavelength but has the lowest
energy and frequency. It is the least bent color.
 Violet- has the shortest wavelength and highest energy
and frequency. It is the most bent color.
,
EVALUATE ( How will you know the students have learned
the concept?)5 minutes
Quiz
1 – 7 List the colors of the rainbow from the least bent color Pen and paper
down to the most bent color.
8.- 9. In your own words , give the relationship of frequency
and wavelength.
EXTEND (Deepen conceptual understanding through use in
new context). 0 minute
Let the students make a Color Spectrum / Wheel at home
( See Science Learners Module pages 106 – 108 for the
Procedures to follow. )

103
Reflection:
A. No. of learners achieve 80%:
B. No. of learners who require additional activities for remediation:
C. Did the remedial lessons work?
D. No. of learners who have caught up the lesson:
E. No. of learners who continue to require remediation:
F. Which of my teaching strategies worked well? Why did these work?
G. What difficulties did I encounter which my principal or supervisor help me solve?
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher?

104
 Color Word Search

Direction : Encircle the names of the colors of the rainbow found in the puzzle below.

105
106
Activity 4
Wfzlclz color fzas I:fee MOS’T’ eae ‘P

Objectives:

At the end of the activity, you will be able to infer that:

1. energy of the colors of light increases as one goes lowards ihe right side
of the color spectrum; and

2. red light has the least energy and blue Iighi has the most energy.

Materials:

six (6) thermometers (special thermometers which are sensitive to small

changes in temperature)
colored plastic (half sheets of Red, orange, yellow, green, blue and violet)
stapler
scissors
Scotch tape
string (nylon)
intense light source (if it is not sunny)

Procedure:

1. First, hang these thermometers in a shaded area. Wai1 for 10 minutes, then
quickly observe and record the temperature shown by each thermometer. This
will serve as the initial temperature of the thermometers. Wrap each
thermometer with a different colored plastic. You may use Scotch tape to
secure the thermometer.

2. Connect strings at the end part of the thermometer.

3. Then hang the thermometers with their respective wraps directly under the sun
or an intense light Source.

4. Record the temperature readings in each thermometer every five minutes.

Time Temperature Readings (°C)

Interval Red Orange Yellow Green Blue Violet
Initial T

15 min

20 min

25 min

30 min

Average

Q11. Which thermometer registered the lowest temperature?

Q12. Which thermometer registered the highest

temperature?

Q13. Which colored plastic allowed more energy to pass through it?

Q14. Which colored plastic allowed the least energy to pass through it?

Q15. From your answers in Q13 and Q14, which color of light has the least
energy? The most energy?
 Lesson Plan in Science Grade 8
Ailyn L. Gonzales
Valencia National High School

Content Standard: The learners demonstrate an understanding of some properties and

characteristics of visible light.

Performance Standard: Discuss the phenomena such as blue sky, rainbow, and red
sunset using the concept of wavelength and frequency of visible light.

Learning Competency and Code: Explain that red is the least bent and violet is the
most bent according to their wavelengths or frequencies
( S8FE-If-28 )
Quarter: 1 Week: 6 Day: 4

I. Objectives:
At the end of 60 minutes, 100% of the learners are expected to:
1. Compare the wavelength of red and violet light ,
2. Explain that red light has the least energy and blue light has the most energy.
3. Cite superstitious beliefs about the red sunset , blue sky , and the appearance
of rainbow

II. Content:
Subject Matter: Hierarchy of Colors
Integration:
MAPEH (Arts) – Give meaning to the colors of the light aside from just looking into
the beauty rainbow.
Values education – Appreciate the importance of light in our daily life.
Science/Astronomy – Giving explanation to the superstitious belief on the appearances
of a rainbow
English - Oral communication skills as they will be presenting and supporting their
outputs
Strategies: Cooperative Learning, inquiry-based learning, reporting
Materials: transparent pen case; prism; manila paper;
References:
Science 8Teacher’s Learner’s Module. (2015). Department of Education-Instructional
Materials Council Secretariat (DepEd-IMCS. Pasig City, Philippines
Science-Grade 8, Learner’s Module. First Edition , 2013
https://www.youtube.com/watch?v=Aggi0g67uXM

III. Learning Tasks:

ELICIT (Access prior knowledge) 3 Minutes Materials

Using the color spectrum wheel , the teacher will ask the
learners about the following questions:
1. Which of the colors is the least bent and most bent? Color Spectrum Wheel
2 .Which of the colors has the least and most energy?

108
ENGAGE (Get the students’ minds focused on the topic)
5 Minutes
SCRAMBLED LETTERS Scrambled Letters
The teacher displays the scrambled letters on the TV screen /
laptop. Noisrepsid
Learners tasks: Owbrain
 Let the learners guess the word , out of the Negery
scrambled letters. Tepmursc
 Tell them to write their answers on their Rispm
notebook. Avengelthw
queencfry
EXPLORE (Provide students with a common experience)
12 Minutes
Group Activity

Students will work with their group and perform Activity 4“

The color spectrum wheel revisted” ( Refer on Science
Learners Module found on page 105 - 109 ).
Color Spectrum Wheel
Students Tasks: Materials for the activity
Manila paper
3. Answer all the questions in Activity 4. Pentel pen
4. Write their answers in a Manila paper and place it on
the board / wall.

Reporting follows, but only 2 groups will be called to share

the result of their activity.

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 8 Minutes
( The teacher gives feedback after the groups have reported )

Key Questions :
 Why do colors bend differently? Teacher made power point
 Which color has the longest wavelength? the shortest TV / Laptop
wavelength?

Key Points:
 A prism is needed to break the white light into
different colors
 Different refractive indices of light causes each
color to bend differently.
 Red – has the longest wavelength but has the lowest
energy and frequency. It is the least bent color.
 Violet- has the shortest wavelength and highest energy
and frequency. It is the most bent color.

109
 ELABORATE (Students apply the information learned in the
Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
( The teacher will play a video clip to let the learners further
understand the lesson )

Key question:
 How is frequency relate to energy of colors of light?

Key Points: Video Clip

 The reason we see different colors is because of the https://www.youtube.co
differences in frequency and wavelength. m/watch?v=Aggi0g67uXM
 The higher the frequency, the shorter the wavelength. (ABC Zoom - Refraction:
 The lower the frequency is, the less energy in the why glass prisms bend and
wave separate light)

EVALUATE ( How will you know the students have learned

the concept?)
Quiz
1. Which color registered the highest frequency?
2. Which color registered the longest wavelength?
3. Which color is the most bent? Pen and paper
4. Which color has highest energy?
5. Which color would you see first in the rainbow?
6. Why do colors bend differently?

EXTEND (Deepen conceptual understanding through use in

new context). 2 minutes
Let the learners conduct interviews of certain superstitious
beliefs about the red sunset , blue sky , and the appearance of
rainbow.

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

110
Activity S
The color spectrum wheel revisited
Objectaves:

At the end of the activity, you will be able to infer that:

1. light is composed of colors of different frequencies and wavelength;

2. the frequencies of the colors of light are inversely proportional to the
wavelength;
3. the product of the frequency and the wavelength of the colors of light is a
constant; and
4. the arrangement of colors of light shows the hierarchy of the color’s
corresponding energy.

Materials:

Color Spectrum Wheel Pattern Cardboard or illustration board

white screen
button fastener
glue or paste

Part 1 Color Wheel

1. Cut the two art files that make up the wheel on the next pages.

2. Cut along the lines drawn on the top wheel. Cut the 2 sides as shown. The
small window near the center of the wheel should be completely cut out and
removed.

3. Punch a hole at the center of the two wheels. You may use a button fastener
to secure the two wheels together one on top of the other, but they should be
free to rotate relative to each other.

4. When you see a region of the co/or spectrum show up in the open window and
the ” W,F, E“ that correspond to that region showing up under the flaps, then
you know that you have done it
 Lesson Plan in Science Grade 8
Lucilyn R. Libante
Valencia National High School
09177153781

Content Standard: Heat and temperature and the effects of heat on the body

Performance Standard:

Learning Competency and Code:

Differentiate between heat and temperature at the molecular level ( S8FE-1g-29 )

Quarter: 1 Week: 7 Day: 1

I. Objectives:
At the end of 60 minutes, 100% of the learners are expected to:
3. differentiate heat and temperature
4. determine the relationship between the amount of heat transferred and the change in
temperature.

II. Content:
Subject Matter: Explaining hotness or coldness
Integration: Math – calculating the difference of recorded temperature
Strategies: Cooperative Learning ; Gallery walk
Materials : Laptop; prepared powerpoint; icecubes; beaker; thermometer; manila paper;
scotch tape ; water ( hot, cold, tap )
References: 1.EASE Physics. Module 13.
2.Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 37-40

III. Learning Tasks:

ELICIT (Access prior knowledge ) 5 Minutes Materials

The teacher will show picture that has something to do with Laptop
the methods of heat transfer and ask the following questions: LED/TV
Pinterest.com
1.What method
C of heat transfer
B take place from
points A, B, and
C?
2. Describe each
A method of heat
transfer as
mention in
question no. 1

112
ENGAGE (Get the students’ minds focused on the topic)
10 Minutes
The teacher will give three ice cubes each group and let them Ice cubes
melt the ice as fast as they can. Winner will have additional
points for the day.

EXPLORE (Provide students with a common experience)

15 Minutes
Let the students perform the activity 1 in the Learner’s 3 beakers
Manual found on page 38 to 40. Thermometer
Hot water
 The teacher will provide the hot water Tap water
 Let each group write their output in a manila paper to Cold water
be posted in the wall.
 Once done, the students will have gallery walk Manila paper
 Let one member from each group to comment on the Marker
output of the other group. Scotch tape

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 15 Minutes
 The teacher will further facilitate learning by Laptop
giving inputs and correct misconceptions LED/TV
Guide questions: Prepared Powerpoint
1. What actually transferred when you deep your finger into
the cold water? In what direction did it transfer?
2. After adding hot water, tap water and same cold water to
the containers, do the water in each container has the same
hotness or coldness?
3. What do you think causes the difference in the hotness or
coldness of the water inside the container?
4. In your record of temperature, in which containers that has
a change in temperature? What do you think is the reason for
this change in temperature?
5. In which container was there the greatest amount of
heat transfer? Why do you say so?
6. Based on your activity , how are the amount of heat
transfer related to the change in temperature?

Key concept:
 Heat transfer due to the difference in temperature,
from high temperature to lower temperature
 Heat is a form of energy while temperature is a
measure of the average kinetic energy of the particles
 The amount of heat transfer is directly related to the
change in temperature

113
 ELABORATE (Students apply the information learned in the
Explain. The teacher will give inputs to deepen the
understanding of the students) 10 minutes
The teacher will ask question that enhanced the learning of Laptop
the students. LCD /LED TV
1. What happen to the temperature of the object if it Prepared Powerpoint
absorbs heat?
2. What happen to the temperature of the object if it
gives off heat?
3. If the amount of heat transfer increases, what will
happen to the change in temperature?
4. Why is it good to hug the person having fever
when there is no available medicine yet.

Key concept:
 Heat is absorbed or given off by an object
 If the object absorbs heat, its temperature increases
 If the object gives off heat, its temperature decreases

EVALUATE ( 5 minutes )
TEST I Fill in the blanks.
Direction: Fill in the missing word or group of words.

1. If heat is absorbed or given off by an object, its temperature

will .
2. If object absorbs heat, temperature will .
3.If object gives off heat, temperature .
4 – 5.Heat transfer from an object of temperature
to an object of temperature.
6. The greater the amount of heat transferred to an object, the
the increase in temperature.
7. is a measure of the average kinetic energy of the
particles.

EXTEND (Deepen conceptual understanding through use in

new context).
Why do we need to close an air conditioned room?

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

114
 Activity 1
Explaining hotness or coldness

Materials Needed:
3 beakers
thermometer
hot water
tap water (room temperature)
cold water

Procedure:
1. Half-fill the three containers with equal amount of cold water. Arrange them next to one
another as shown in Figure 1 below.

1 2 3

Figure 1
2. Place your finger for a while into any of the containers.

Try to recall your lesson on Heat Transfer in Grade 7 and answer the following questions:
Q1. What actually transferred when you dipped your finger into the water? In what direction
did it transfer?

Q2. Was the water ‘hot’ or ‘cold’? Explain.

Discuss your answers with the group. Try to estimate the temperature of the water in the
containers.

115
3. Measure with a thermometer the temperature of the water in each container. Record your
measurements in Table 1 below. (Note: The initial temperature of the water in each
container should be the same as they come from the same source.)

Estimated Temperature of water: ºC

Measured Temperature Change in
CONTAINER INITIAL FINAL Temperature
Container 1
Container 2
Container 3

Q3. How close is your estimated value to the measured temperature of the water?

4. Add hot water to container 1, tap water to container 2 and the same cold water to container
3. Leave the containers for a while.

5. Dip your fingers again, this time into the three containers. Make sure that you do not dip
the same finger into the containers.

Q4. Which container feels ‘hottest’? Which container feels ‘coolest’?

Q5. What do you think causes the difference in the hotness or coldness of the water inside the
containers?

6. Measure and record the temperature of the water in all containers. Calculate the change in
the temperature of water in each container.

Q6. In which container(s) is heat transfer taking place? What evidence best supports your
answer? Within this container, which absorbs heat? Which gives off heat?

Q7. In which container was there the greatest amount of heat transferred? What is the basis of
your answer?

Q8. How are the amount of heat transferred and the change in temperature of water related?

116
 Lesson Plan in Science Grade 8
Lucilyn R. Libante
Valencia National High School
09177153781

Content Standard: Heat and temperature and the effects of heat on the body

Performance Standard:

Learning Competency and Code:

Differentiate between heat and temperature at the molecular level ( S8FE-1g-29 )

Quarter: 1 Week: 7 Day: 2

I. Objectives:
At the end of 60 minutes, 100% of the learners are expected to:
1. explain the movement of particles (dye) in water at different temperatures.
2. determine the relation between temperature and kinetic energy.

II. Content:
Subject Matter: Movement of particles at different temperature
Integration: English – Describing a situation given
Strategies: Review ball ; Cooperative learning
Materials : Laptop; LED/TV; prepared powerpoint; Review ball; beaker; thermometer;
dropper; dye; manila paper; marker; scotch tape; water ( hot, cold, tap )
References: 1.EASE Physics. Module 13.
2.Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 41-43

III. Learning Tasks:

ELICIT (Access prior knowledge ) 5 Minutes Materials

The teacher will have the review ball. Students will sing a Review ball
birthday song while the ball that contains questions will be
passed from one student to another. The singing will stop
once the teacher raise her hand, the one holding the ball will
get 1 question.
1. What is the direction of heat transfer if you accidentally
touch a hot object?
2. Define temperature.
3. What will happen to the temperature if the object
absorbs heat?
4. What will happen to the temperature if the object gives
off heat?

ENGAGE (Get the students’ minds focused on the topic)

10 Minutes

117
The teacher will ask the students if they were able to try
pouring coffee in a tap water or in a cold water, then let them
describe how fast the mixing happens.

EXPLORE (Provide students with a common experience)

20 Minutes
Let the students perform the activity 2 in the Learner’s 3 beakers
Manual found on page 41 to 43. 1 Thermometer per grp
Hot water
 The teacher will provide the hot water Tap water
 Let each group write their output in a manila paper to Cold water
be posted in the wall. 3 plastic droppers
 Only one group will be called to present their output Dye ( liquid food
coloring)

Manila paper
Marker
Scotch tape
EXPLAIN (Teach the concept. Should include interaction
between teacher and students). 15 Minutes
 The teacher will further facilitate learning by Laptop
giving inputs and correct misconceptions LED/TV
Guide questions: Prepared Powerpoint
1. Why do you think the dye in hot water scattered the
fastest?
2. Why do you think the dye in cold water scattered the
slowest?
3. How do you relate the temperature of water to the
rate of scattering of the dye?

Key concepts:
 The scattering of the dye through the water indicates
that the particles of water are moving.
 The higher the temperature , the faster the
movement, the more kinetic energy.

ELABORATE (Students apply the information learned in the

Explain. The teacher will give inputs to deepen the
understanding of the students) 5 minutes
The teacher will ask question that enhanced the learning of Laptop
the students. LCD /LED TV
1. What will happen to the movement of particles if Powerpoint presentation
temperature will increase?
2. What will happen to the movement of particles if
temperature will decrease?
3. How is temperature related to the speed of the
moving particles?

118
 4. How is temperature related to the kinetic energy of
particles?

Key concepts:
 If heat is added to an object, the particles of the object
gain kinetic energy and they move faster.
 Temperature is directly related to kinetic energy, any
gain in kinetic energy would cause the temperature to
increase.

EVALUATE ( 5 minutes )
Modified True & False
Direction: Write true if the statement is TRUE, change the
underline word if the statement is false to make the statement
correct.

1. The higher the temperature, the faster the movement of

particles.
2. Moving objects possess potential energy.
3.Temperature is directly related to kinetic energy
4. Any gain in kinetic energy would cause the temperature
to decrease.
5. If an object gives off heat, it gains kinetic energy.

EXTEND (Deepen conceptual understanding through use in

new context).

Why does the liquid inside the tube of the thermometer go up

or down?

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

119
 Activity 2
Dye in water

At the end of this activity, you should be able to explain the scattering of the dye in water at
different temperatures.

Materials Needed:
3 beakers
1 thermometer
3 plastic droppers
hot water
tap water (room temperature)
cold water
dye (Food color)

Procedure:
1. Fill the three containers separately with cold water, tap water, and hot water.

2. Measure the temperature of the water in each container. Record your measurements in
Table 2 below.

Table 2 : Data for Activity 2

Container Temperature Observations
(0C)
Container 1
Container 2
Container 3

FIGURE 2

3.With the dropper, place a drop of dye into the center of each container as shown in Figure
2. (Note: It is better if you place drops of dye into the three samples simultaneously.)

4.Carefully observe and compare the behavior of the dye in the three containers. Write down
your observations in Table 2.

120
Q1. What similarities and differences did you observe when a drop of dye was added to each
container?

Q2. In which container did the dye scatter the fastest? In which did it scatter the slowest?

Q3. How do you relate the temperature of the water to the rate of scattering of the dye?

121
 Lesson Plan in Science Grade 8
Lucilyn R. Libante
Valencia National High School
09177153781

Content Standard: Heat and temperature and the effects of heat on the body

Performance Standard:

Learning Competency and Code:

Differentiate between heat and temperature at the molecular level ( S8FE-1g-29 )

Quarter: 1 Week: 7 Day: 3

I. Objectives:
At the end of 60 minutes, 100% of the learners are expected to:
1. explain what happen to the temperature of water while changing from ice to liquid
water
2. discuss the effect of temperature in changing the phase of water from solid to liquid,
liquid to gas.

II. Content:
Subject Matter: Phase Change
Integration: Math – plotting figures in a graph
English – describing their graph .
Strategy: Cooperative Learning
Materials: Laptop; LED/TV; Prepared Powerpoint; number in a box; crushed ice;
Beaker; stopwatch ; stirring rod; thermometer; alcohol burner; tripod with
wire gauze; water (hot)
References: 1.EASE Physics. Module 13.
2.Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 45-48

III. Learning Tasks:

ELICIT (Access prior knowledge ) 5 Minutes Materials

The teacher will assign a number to each student, then pick a number in a box
number in a box. The lucky number will be the one to answer Laptop
the question prepared for them. LED/TV
1. What happen to the movement of particles if the object Prepared Powerpoint
has lower temperature?
2. What happen to the temperature if the object gains kinetic
energy?
3. What will happen to kinetic energy if the object
absorbs heat?
4. How is temperature related to kinetic energy?
ENGAGE (Get the students’ minds focused on the topic)
10 Minutes

122
The teacher will ask the students why their clothes will
get dry even if they just hang it outside the house during
night time.

EXPLORE (Provide students with a common experience)

20 Minutes
Let the students perform the activity 3.1 and 3.2 in the For activity 3.1
Learner’s Manual found on page 45 to 48. Crushed ice; 1 beaker
Stopwatch ; stirring rod
 To save time, some members of the group will
perform activity 3.1 while other members will perform For activity 3.2
activity 3.2 Beaker; Stirrer;
 Let each group write their output in a manila paper to thermometer
be posted on the wall. alcohol burner; hot water
 Only one group will be called to present their output tripod w/ wire gauze

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 15 Minutes
 The teacher will further facilitate learning by Laptop
giving inputs and correct misconceptions LED/TV
Guide questions: Powerpoint
1. From where is the heat absorbed by the melting
ice came from?
2. What does the horizontal line in your
graph indicates?
3. What happened to the heat energy that
was continuously transferred to the water?

Key concepts:
 Horizontal line indicates that the temperature
remains the same as the ice melts.
 The heat energy from the surroundings was used by
the particles to overcome the attractive forces between
them.

ELABORATE (Students apply the information learned in the

Explain. The teacher will give inputs to deepen the
understanding of the students) 5 minutes
The teacher will used the graph in asking question that Laptop
enhanced the learning of the students. LCD /LED TV
1. How do you interpret your graph? Powerpoint presentation
2. What similarities and differences have you noticed
between your graphs in activity 3.1 and activity
3.2?

123
 3. Why do you think the temperature remains
constant when water starts turning to steam?

Key concepts:
 The graph shows that the ice absorbs heat as
evidenced by the temperature rise; the temperature
remains the same when ice starts to melt and until
all the ice has melted; then the temperature rises
again until water boils
 The temperature remains constant at boiling
temperature when water starts turning to steam and
until all the liquid has become water vapour.

EVALUATE ( 5 minutes )
Essay
Direction: Answer the following questions briefly:

1. Explain what happen to the temperature of water while

changing from ice to liquid water.
2. Discuss the effect of temperature in changing the phase
of water from solid to liquid, liquid to gas.

EXTEND (Deepen conceptual understanding through use in

new context).

Research on other factors that determine the amount of heat

that a body can transfer.

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

124
 Activity 3.1
What happens when ice melts?

After this activity, you should be able to answer this question:

What happens to the temperature of water while changing from ice to liquid water?

Materials needed:
crushed ice
1 beaker
timer (stopwatch)
stirring rod

Procedure:
1. Put some crushed ice and a little cold water into the container.

2. Stir the contents of the container for few seconds; then, measure the temperature of
the contents.

Avoid letting the thermometer touch the bottom of the container to ensure that you are
actually measuring the temperature of the water. 46

Record your temperature reading in Table 3 below:

Table 3 : Temperature readings for melting ice

Time ( min) Temperature ( ◦C )
0 ( initial )
2
4
6
8
10
12
14

3. Repeat step 2 every 2 minutes. Make sure that you stir and measure exactly the same way
each time. Record each measurement in Table 3.

Q1. Why does the ice inside the container melt after sometime?

4. Continue measuring until the ice has totally melted and even after it has already melted
completely (around 4-6 minutes more).

5. Construct a temperature against time graph. Draw a smooth line that passes through
almost all the points.

Q2. Which is your dependent variable? Which is your independent variable? (Note that the
independent quantity is plotted along the X-axis while the dependent quantity is plotted along
the Y-axis.

125
Q3. Describe your graph.

Q4. Describe the temperature of the water while the ice melting.

Q5. Describe the temperature of the water after the ice has melted.

Activity 3.2
What happens to the temperature of water as it boils?

Materials:
beaker
stirrer
thermometer (can measure up to 100°C)
alcohol burner
water (hot water)
stand or tripod with wire gauze

Procedure:
1. Fill the beaker with 100 mL hot water and place it above the alcohol burner using the
tripod with wire gauze.

2. Measure and record the temperature of the water every 2 minutes until it boils. Once
the water starts to boil, continue taking the temperature for 4-6 more minutes.

3. Plot the graph of temperature against time.

Q1. Describe and interpret your graph.

Q2. What similarities and differences have you noticed between your graphs in Activity 3.1
and Activity 3.2?

126
 Lesson Plan in Science Grade 8
Lucilyn R. Libante
Valencia National High School
09177153781

Content Standard: Heat and temperature and the effects of heat on the body

Performance Standard:

Learning Competency and Code:

Differentiate between heat and temperature at the molecular level ( S8FE-1g-29 )

Quarter: 1 Week: 7 Day: 4

I. Objectives:
At the end of 60 minutes, 100% of the learners are expected to:
1. describe heat capacity,
2. explain the significance of water as good coolant
3. calculate heat capacity

II. Content:
Subject Matter: Heat Capacity
Integration: Math - calculating heat capacity .
ESP - Appreciating the importance of water as coolant of car radiator
Strategies: Cooperative Learning
Materials : Laptop; LED/TV; Prepared Powerpoint; beaker ( small and large );
Thermometer ; water; cooking oil
References: 1.EASE Physics. Module 13.
2. Science 8 Learner’s Module. Campo, Pia C., et al. 2013. pp. 49-51

III. Learning Tasks:

ELICIT (Access prior knowledge ) 5 Minutes Materials

Volunteers will be called to answer the question in a Laptop
powerpoint presentation. LED/TV
1. What is needed to change the phase of water from solid Prepared Powerpoint
to liquid to gas?
2. Do you think water temperature will continuously increase
as you keep on boiling it?
3. Which has higher temperature a cup of boiling water or a
tea pot of boiling water? Support your answer.
ENGAGE (Get the students’ minds focused on the topic)
10 Minutes
The teacher will let the students guess and have their answer
written in a 1/8 crosswise sheet of paper.
‘ Which liquid do you think will boil first, 1cup oil or 1 cup
water? “
Note:

127
Let them keep their answer until they are done with the
activity that they will perform.
EXPLORE (Provide students with a common experience)
20 Minutes
Let the students perform the activity 5 in the Learner’s 2 identical beakers ( each
Manual found on page 49 to 51 with 100mL of liquid
sample )
 Let each group write their output in a manila paper to 2 identical large
be posted on the wall. containers ( large enough
 Only one group will be called to present their to accommodate the small
output through draw lots. containers)
 The teacher will choose the presenter from the lucky 2 thermometers
group Hot water
Liquid samples: water,
cooking oil
EXPLAIN (Teach the concept. Should include interaction
between teacher and students). 15 Minutes
 The teacher will further facilitate learning by Laptop
giving inputs and correct misconceptions LED/TV
Guide questions: Powerpoint
1. Based on the result of your activity, which liquid
requires more time to increase in temperature by
5 degrees?
2. Why do you think water needs more time to increase
its temperature?
3. Which liquid has a greater heat capacity , water or
cooking oil?
Note: ask the students if they have a correct guess of the
question given before they perform their activity.

Key concepts:

 Water has a high specific heat capacity, so it takes

a long time to heat and a long time to cool.
 Water is a good coolant for car radiators because of
the high specific heat capacity, it can absorb a large
amount of heat without causing its temperature to rise
too high
 Heat capacity is the amount of heat needed by a
material to increase its temperature by a
degree.
ELABORATE (Students apply the information learned in the
Explain. The teacher will give inputs to deepen the
understanding of the students) 5 minutes
The teacher will introduce the formula in calculating heat Laptop
capacity LCD /LED TV
Q=mc∆T Powerpoint presentation

Where q= heat energy

128
 m = mass
c = specific heat
∆T = change in temperature

Sample problem:

1. How many calories of heat needed to raise the

temperature of 1 gram of water by 1 ºC?

 4.18J/gºC (1cal/gºC) – specific heat capacity of water

Q=mc∆T

=( 1g ) (1cal/gºC) ( 1ºC)
= 1cal

EVALUATE ( 5 minutes )
Answer the following questions briefly in a ½ crosswise.

1. Why it takes time to heat water than the cooking oil?

2. Water is considered as a good coolant of car
radiator, what do you think is the reason for this?
3. How many calories of heat to raise the temperature
of 2 grams of water by 1 ºC?

EXTEND (Deepen conceptual understanding through use in

new context).

Solve the given problem below at home:

What is the heat in Joules required to raise the temperature of

20 grams of water from 0ºC to 100ºC? What is the heat in
calories?

Reflection:
A. No. of learners achieve 80%: _
B. No. of learners who require additional activities for remediation:
C. Did the remedial lessons work?
D. No. of learners who have caught up the lesson:
E. No. of learners who continue to require remediation:
F. Which of my teaching strategies worked well? Why did these work?
G. What difficulties did I encounter which my principal or supervisor help me solve?
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher?

129
 Activity 4
Comparing heat capacities

Objectives:
After performing this activity, you should be able to compare the heat capacities of the given
liquid samples.

Materials:
2 identical small containers (each with 100mL of liquid sample)
2 identical large containers (large enough to accommodate the small containers)
2 thermometers
hot water
liquid samples: water, cooking oil
Note: Store the liquid samples in the same room to ensure that both are at room temperature
when you do the activity.

Procedure:
1. Pour 100mL of water into one of the small containers and the same amount of cooking
oil into the other container. Measure and record their initial temperature in Table 4.

Table 4
Initial Temperature ( Heating Time ( sec )
◦C )
Cooking ol
water

2.Place the small container with oil in a larger container with hot water. Make sure that the
hot water does not mix with the liquid sample.

3. Measure the time it takes for the oil to increase in temperature by 5 °C. Example, if the
initial temperature of the liquid is 28 C, take the time it takes for the temperature to reach
33 C. Record your measured heating time in Table 4.

4.Do the same with the water sample. Make sure that the amount and temperature of the hot
water is the same for both samples. Record also your measurement in Table 4.

Q1. Which liquid requires more time to increase in temperature by 5

degrees? Q2. Which liquid requires more heat to increase in temperature by 5

degrees? Q3. Which liquid has a greater heat capacity?

130
 Lesson Plan in Science 8
Writer: Cecelle M. Daguplo
Lurugan National High School
Contact No.: 0905 – 639 – 0368

Content Standard: The learner demonstrates an understanding of current- voltage

resistance relationship, electric power, electric energy, and home
circuitry.

Performance Standard:

Learning Competency and Code: Infer the relationship between current and charge.
(S8FE-Ih-30)

Quarter: First Week: 8 Day: 1

I. Objectives:
At the end of 60 minutes, 100% of the learners are expected to:
1. describe current and charge
2. determine the relationship between charge and current.

II. Content:
Subject Matter: Electric Charge and Current
Integration: Mathematics- calculate current and charge
Strategies: Demonstration, Group Dynamics, Problem Solving
Materials: Balloon/comb, wool sweater, strips of paper, Activity Sheets,
laptop, projector
References: Science 8 LM & TG
Charge, Current, and Voltage_GCSE Physics
www.freesciencelessons.co.uk accessed on 2/15/2019
www. Kids Korner.com accessed on 2/15/2019
https://circuitglobe.com/difference-between-charge-and
current.html) accessed on 2/15/2019www.csus.edu accessed on
2/16/2019

III. Learning Tasks:

ELICIT (5 minutes) MATERIALS/

ASSESSMENT
TOOLS
Sticking Paper Activity (Demonstration)

- The teacher will call a pair of volunteers to Balloon, paper,

demonstrate this activity in class. On the table are pair of scissors,
small strips of paper. 1 student volunteer will rub the wool sweater,
inflated balloon on his/hair or on a wool sweater for a comb,
minute. The other volunteer may use a comb to
rub/run along
the hair or a wool sweater. After this, slowly bring the
balloon/comb to the strips of paper. Hold it still until
131
the

132
 papers no longer stick to the balloon/comb. Let the
students observe.

Guide Questions:

1. What happened to the strips of paper when the

rubbed balloon is drawn near to the strips of
paper?
2. What do you think is the reason why this
happened?
Key Concept: Rubbing the materials (balloon/comb)
on your hair moved electrons from your hair to the
comb. The comb had a negative static charge. The
neutrally charged strips of paper were attracted to it.
When they touched, electrons slowly moved from the
comb to the strips of paper and both have negative
charge and the paper is now repelled. (adapted from
www. Kids Korner.com)

ENGAGE (10 minutes)

Students will watch a video entitled “Charge, Current, and
Voltage” (GCSE Physics).

Guide Questions: Projector, laptop

1. What is the video about?
2. What is electric current?
3. Are current and charge related?

Key Concepts:
 The video is about the 3 important concepts in
electricity: Charge, current, and voltage.
 Electric current is the ratio of the quantity of charge
and time.
 Current and charge are related.

EXPLORE (20 minutes)

- Students will be grouped with 5 members each. One Activity Sheets,
will act as a Leader, a Secretary, Materials Manager, and Group Activity
Reporters. Rubric, Manila
Activity : Current and Charge Paper/cartolina,
(see attached worksheet) markers, scotch
tape/Thumb
Guide Questions: tacks/push pins,
pair of scissors
1. What is the relationship between current
and charge?
2. How can we increase the current running in
a circuit?
Key Concept:

133
  The current in a circuit can be determined if
the quantity of charge Q passing through a
cross section of a wire in a time t can be
measured.
The students will present their answers through reporting. The items
will only be divided by group to be reported to maximize time
EXPLAIN (10 minutes)
 The teacher will further facilitate learning by giving
inputs and correct misconceptions

Guide Questions:
1. What is charge?
2. What is the unit of charge?
3. What is current?
4. How can we calculate the current from the
charge flowing in a given time?
5. What is the relationship between charge
and current?
Key Concepts:

Electric current (or simply current) is a
measure of the number of electrical charges
passing through a cross-section of a conductor
in a given time. (adapted from Science 8 LM)
 The current is simply the ratio of the quantity
of charge and time.
charge
(Q) Current (I) =
time (t)
𝑄 (𝑖𝑛 𝐶𝑜𝑢𝑙𝑢𝑚𝑏𝑠,𝐶)
Or I (A) = 𝑡 (𝑖𝑛 𝑠𝑒𝑐𝑜𝑛𝑑𝑠,𝑠)
ELABORATE (10 minutes)
- A video will be shown to students entitled GCSE Laptop, projector,
Physics Revision: Calculating Current and chalk, paper, pen
Potential Difference
(from www.freesciencelessons.co.uk)
- A powerpoint presentation will be shown
which includes sample problems to be solved.

PROBLEMS:
1. A charge of 12C passes through the filament of
a car headlamp bulb in 4s. What is the current?
(Answer: 12C/4s = 3A)
2. A current of 0.5A flows for 20 s through a
small electric motor. How much charge
has passed? (Answer: 0.5 A x 20s = 10 C)
3. A current of 200 mA flows for 2 minutes.
How much charge has passed?
(Answer: 0.200 A x 120s = 24C)
4. Complete the table below:

134
 Charge (C) Current Time (s)
(A)
1 50 C 5s
2 2A 2 min
3 120 C 12 A
4 0.2 C 300 s
5 50 mA 25 s
Answer:
1. 50 C/5 s = 10 A
2. 2 A x 120 s = 240 C
3. 120 C/12 A = 10 s
4. 0.2C/300s = 0.0007
5. 0.500 A x 25 s = 12.5 C
Guide Questions:
How are current and charge related?
Key Concepts:
 Charge is an electrical property of the
atomic particles of which matter consists,
measured in coulombs (C).
 The movement of this charge around a
circuit is called electric current, or simply
current.
 Current
 The current is is measured in Amperes
(A).simply the ratio of the quantity of
charge and time.
 Q (in Coulumbs,C)
I (A) = t (in seconds,s)
 1C= 6.3 X 1018 electrons
 The current and charge both are interrelated
to each other. The static particle has charge
and the movement of charges is known as
the current.
EVALUATE (5 minutes)
Encircle the letter of your answer.
1. What is the unit of charge?
A. Second C. Coulomb
B. Joule D. Newton
2. A current of 2A flows for 20 seconds through a lamp.
How much charge has moved?
A. 10 C C. 2.2 C
B. 40 C D. 202 C
3. If current through a flashlight bulb is 0.3A, how many
electrons will pass at
any point in the flashlight circuit every
second? (1C= 6.3 X 1018 electrons)
A. 2 x 1018 electrons/second
B. 0.3 x 1018 electrons/second
C. 1.89 x 1018 electrons/second
D. 6.3 X 1018 electrons/second

135
 4. The following describes electric
current EXCEPT .
A. It is measured in Amperes.
B. It is the amount of charge moving
across a point in a conductor per unit
time.
C.It is determined by the number of
protons that passes through the circuit.
D. It can be calculated by the formula, 𝐶𝑢𝑟𝑟𝑒𝑛𝑡 =
𝑐ℎ𝑎𝑟𝑔𝑒 (𝑄)
𝑡𝑖𝑚𝑒 (𝑡)
5. How are current and charge related?
A. Current is also referred as electric
charge.
B. Charge is equal to the amount of
current.
C. Current can be determined by the
amount of charge in a conductor per
second.
D. Charge can be obtained by the amount
of electric current.
EXTEND (5 minutes)
The movement of charge along a conductive path is called
current. When we measure current, we are measuring how much
charge is passing a certain point each second. Using the symbol I
for , Q for and t for time, the
mathematical model for current is I=Q/t.
Charge, Q, is measured in
Time, t, is measured in
Current is measured in , or more
commonly,

REFLECTION:

A. No. of learners achieve 80% :

B. No. of learners who require additional activities for remediation:
C. Did the remedial lesson work?
D. No.of learners who have caught up the lesson:
E. No.of learners who continue to require remediation:
F. Which of my teaching strategies worked well? Why did these work?
G. What difficulties did I encounter which my principal or supervisor help me
solve?
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher?

136
GROUP NAME Grade & Section:
GROUP MEMBERS:
DATE:

Activity: Current and Charge

A. Reading Activity
The charge is the fundamental property of particles (ion, atom and molecules)
which allows them to attract and repulse with each other when it is placed in an
electrical field. The charge on the particles is of three types positive, negative and
neutral. The positive charge particle is known as a proton and the negative charge
particle is known as the electron. The particle which has an equal number of negative
and positive charges is known as the neutrons. The charge is measured in coulombs.
The one proton has 1.602X10-19 Coulombs of charges and one electron is equal to -
1.602X10-19 Coulombs. The charge particle experience forces when it is placed in an
electromagnetic field. The like charge particle repulses each other and the opposite
charge particle attracts each other. (adapted from https://circuitglobe.com/difference-
between-charge-and-current.html)

Guide Questions:
1. What is charge?

2. What are the 3 types of charges?

3. Give the unit for charge.

B. Calculations (adapted from Current_electricity_booklet)

Charge is an electrical property of the atomic particles of which matter
consists, measured in coulombs (C).The movement of this charge around a circuit
is called electric current, or simply current. .Current is measured in Amperes
(A).The current is simply the ratio of the quantity of charge and time. I (A) = Q
(in Coulumbs,C)
.
t (in seconds,s)
1. Find the unknown quantity:
a. I=0.4 A
Q=
t= 20 s
b. I =
Q= 240 C
t= 300 s
c. I = 0.9A
Q= 400 C
t=

2. Word Problems

137
 a. If there is a current of 10 A in a circuit for 10 minutes, what quantity
of electric charge flows in through a circuit?

b. How much current must there be in a circuit if 100 C flow past a point
in the circuit in 4 seconds?

c. How long can a flashlight run for if it draws 0.11 A and its battery
contains 10C of charge?

d. An iPod runs for 8 hours while drawing 0.05 A of current. How many
coulombs of charge does the iPod contain?

Guide Questions:

1. What is the relationship between current and charge?

2. How can we increase the current running in a circuit?

138
GROUP NAME DATE
MEMBERS

GROUP PRESENTATION RUBRIC

(Adapted from www.csus.edu)

CATEGORY/ Needs Average Good Excellent POINTS

CRITERIA Improvement Earned
(1 point) (2 points) (3 points) (4 points)
Overall Content Content appeared Content Content Totally
unprepared, severely minimal generally relevant;
lacking. with regards relevant to highly
to the the topic; substantial;
adequate -
content; well
substance
questions organized.
and
are barely organization
addressed but lacked
some minor
details.
Group No participation of All group All group
All group
Participation in group members members members
members
the Process participated, participated
participated;
but group ; goals
group goals
goals not adequately
clear; group
made or clear.came up with
followed. creative
solutions.
Effective Use of Much time spent Got off task Group No wasted
Time without purpose. frequently focus was effort; stayed
but had adequate to on target.
meaningful complete
group work.
interaction.
Presentation of All work was not All students All All students
Materials (Oral completed. had input students had input and
& Written) but overall had input group
group and overall organization
organization group showed
of materials organizatio outstanding
was lacking. n was effort.
adequate.
TOTAL SCORE /16

139
 Lesson Plan in Science Grade 8
Lucilyn R. Libante
Valencia National High School
09177153781

Content Standard: Current- voltage – resistance relationship, electric power, electric

energy and home circuitry.

Performance Standard:

Learning Competency and Code:

Infer the relationship between current and charge ( S8FE-1h-30 )

Quarter: 1 Week: 8 Day: 2

I. Objectives:
At the end of 60 minutes, 100% of the learners are expected to:
1. identify the components of a circuit.
2. define circuit operationally.

II. Content:
Subject Matter: Components of a Circuit
Integration: MAPEH – Art: Drawing their output in a manila paper
English – making a sentence out from the identified word .
ESP - Appreciating the importance of a circuit at home
Strategy: Cooperative Learning
Materials : Laptop; TV; Prepared powerpoint; bulb; dry cell; connecting wires; manila
paper; marker; switch; bulb holder; alligator clips
References: T G 40-41 ;
Practical and Exploratorial Physics page 263

III. Learning Tasks:

ELICIT (Access prior knowledge ) 5 Minutes Materials

The teacher will show the following jumbled words through a Laptop
powerpoint presentation. Let the students identify the jumbled LCD /LED TV
words allow them to form a sentence out of the words they Prepared Powerpoint
can identify.
1.troenlec 2.rotnop 3. ctivegane 4 .sipovite 5.hargec

(Electron; proton; negative; positive; charge)

ENGAGE (Get the students’ minds focused on the topic)

10 Minutes
The teacher will provide the following materials : one bulb, 1 Bulb
one dry cell, one electrical wire. 1dry cell
Let each group make the bulb light using one (flashlight) 1 connecting wire
bulb, one dry cell, and one electrical wire in as many ways manila paper
marker

140
possible. Draw the arrangements that make the bulb light in a
manila paper.

EXPLORE (Provide students with a common experience)

15 Minutes
Let the students perform the activity entitled “ The Loop “ 1 (2.2 V light bulb with
holder
What to do 2 ( 1.5 V dry cell )
1. Set-up a circuit connection. 1 (switch )
( make sure that the switch is open or turned ‘OFF’ ) 3(connecting wires with
2. Next, close the switch. alligator clips
a. What happens to the bulb? Why is this so?
3. Open the switch.
b. What do you observe?
4. Close the switch but loosen or disconnect the bulb.
c. What do you observe?
5. Put back the bulb but disconnect the dry cell.
d. What do you observe?
e. How would you explain what you observed in
Steps 3-5?
f. In your own words, describe what an electric
circuit is?

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 15 Minutes
 The teacher will further facilitate learning by
giving inputs and correct misconceptions
Guide questions:
1. Based on your activity, when do the bulb lighted?
2. What makes the bulb produced light ?
3. What did you do to make the light of the bulb off?
4. How do you define a circuit based on the result of
your activity?

Key concepts:
 Circuit is any arrangement of connecting wires,
load and a source.
 A complete or a closed circuit provides a path for
electrical charges to flow.

ELABORATE (Students apply the information learned in the

Explain. The teacher will give inputs to deepen the
understanding of the students) 10 minutes
The teacher will ask question that enhanced the learning of Laptop
the students. LCD /LED TV
1. What are the components of an electric circuit? Prepared Powerpoint
2. When can you say that a circuit is complete?

141
 3. What if one component is missing, can you call it a
circuit? Why?
Key concept
Connecting wire - Circuit component that provides a
path for charges to flow to the different parts of the
circuit
Switch - A switch is a break in a circuit that can be
closed and opened, controlling the flow of electricity
around the circuit.
Source - A circuit component that provides the
required energy for moving charges through a region
of increasing potential.
Load - A circuit component that converts electrical
energy to other forms of energy. As to the light bulb it
is a load that converts electrical energy to light.

EVALUATE ( 5 minutes )
1. In your own words, how will you define a circuit?
2. Enumerate the components of a circuit and describe
each.

EXTEND (Deepen conceptual understanding through use in

new context).
List down at least 10 loads of a circuit that you have at home

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

142
 Lesson Plan in Science Grade 8
Lucilyn R. Libante
Valencia National High School
09177153781

Content Standard: Current- voltage – resistance relationship, electric power, electric

energy and home circuitry.

Performance Standard:

Learning Competency and Code:

Infer the relationship between current and charge ( S8FE-1h-30 )

Quarter: 1 Week: 8 Day: 3

I. Objectives:
At the end of 60 minutes, 100% of the learners are expected to:
1. describe electric current and voltage
2. measure the electric current and voltage in a circuit using an ammeter and voltmeter
respectively
3. determine the relationship between electric current and voltage
4. explain Ohm’s Law

II. Content:
Subject Matter: Current and Voltage
Integration: Math – computing the difference of the ammeter and voltmeter reading
English – describing the terms assigned in each group .
ESP - giving advise to neighbours once their locality is having low voltage
Strategy: Cooperative Learning
Materials: Laptop; TV; Prepared Powerpoint; metacards; voltmeter; ammeter; dry cell,
Dry cell holder; switch; connecting wires; flashlight bulb; bulb holder
References: T G 40-41
Learner’s Manual page 54-58

III. Learning Tasks:

ELICIT (Access prior knowledge ) 5 Minutes Materials

The teacher will show the following figure through a Laptop
powerpoint presentation. Let the students tell whether charge LCD /LED TV
would flow to the different circuits presented. Let them Prepared Powerpoint
explain why charge will flow or will not flow.

143
ENGAGE (Get the students’ minds focused on the topic)
5 Minutes
The teacher will provide meta card in each group with the Meta cards
following terms:
1.Current 2. Electric current 3. Voltage
4. Ammeter 5. Voltmeter 6. Ampere 7. Volts
Let them describe/define the terms in the meta cards which is
also considered as the name of their group.

EXPLORE (Provide students with a common experience)

20 Minutes
 Let the students perform the activity entitled “ current 1 ammeter
and voltage “ on page 55 to page 58 of the Learners 1 voltmeter
Manual 2 dry cells ( 1.5 volts
 Let them write their output in a manila paper to be ) 2 dry cell holder
posted on the wall . 4 connecting wires
 Only one group will be called to present their 1 switch
output through draw lots. 1 flashlight bulb
 The teacher will choose the presenter from the lucky 1 bulb holder
group

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 15 Minutes
 The teacher will further facilitate learning by
giving inputs and correct misconceptions
Guide questions:
1. How do you compare the brightness of the light when
you used 2 batteries with that of using only one
battery?
2. Is there a difference if you compare the readings in the
voltmeter and ammeter after adding one more battery?
State the difference.

144
 3. Based on the readings you presented, what is the
relationship of current and voltage?
Key concepts:
 Current – the rate at w/c charge flows past on a circuit
measured in AMPERES ( A )
 Ammeter - use to measure current
 Electric current – a measure of the rate of flow of
electric charge in a circuit
 Voltage – an electromotive force or potential
difference expressed in volts
 Voltmeter – use to measure voltage
 Increasing voltage, current will also increase, thus
current and voltage is directly related

ELABORATE (Students apply the information learned in the

Explain. The teacher will give inputs to deepen the
understanding of the students) 10minutes
 The teacher will ask question that enhanced the Laptop
learning of the students. LCD /LED TV
1. What will happen to the current if you will decrease Prepared Powerpoint
the voltage? What if you will increase the voltage,
what will happen to the current?
2. Why do you think that when the switch is “ ON “
there is current while when the switch is “ OFF “
there is no current?
 The teacher will introduced OHM’s law which states
that “ the current flowing through a wire is
proportional to the potential difference ( voltage ) and
inversely proportional to the resistance. ( Georg
Simon Ohm )

EVALUATE ( 5 minutes )
In a ½ sheet of paper answer the following question
briefly:
1. Differentiate electric current and voltage
2. What will happen to the current if
voltage decreases?
3. Explain ohm’s law

EXTEND (Deepen conceptual understanding through use in

new context).
If in your locality the voltage is low, what are you going to
advice to your neighbor who has plenty of appliances at
home?

145
Reflection:
A. No. of learners achieve 80%:
B. No. of learners who require additional activities for remediation:
C. Did the remedial lessons work?
D. No. of learners who have caught up the lesson:
E. No. of learners who continue to require remediation:
F. Which of my teaching strategies worked well? Why did these work?
G. What difficulties did I encounter which my principal or supervisor help me solve?
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher?

146
 Activity 1
Current and voltage
Objectives:
After performing this activity, you should be able to:
1. measure the electric current and voltage in a circuit using an ammeter and
voltmeter respectively; and

2. determine the relationship between electric current and voltage

Materials Needed:
1 ammeter 1 voltmeter
2 dry cells (1.5 V each) 2 dry cell holders
4 connecting wires 1 switch
1 bulb 1 bulb holder

Procedure:
1. Construct a simple circuit using a dry cell, a bulb, a switch and an ammeter. Close the
circuit by turning on the switch. Observe the bulb and the ammeter. Record the
ammeter reading in Table 1. Upon completion of the task, switch off the circuit.

ammeter

Figure 1 Ammeter connected in a circuit with one dry cell

Q1.What is the reading on the ammeter?

2. Add another dry cell to the circuit. Record the electric current measurement in Table 1.
Once the task is done, turn off the switch.

147
 Figure 2. Ammeter connected in a circuit with two dry cells
Table 1
No. of batteries Voltage ( V ) Current ( A )
1
2

Q2.Compare the brightness of the bulb with one dry cell to its brightness when there are two
dry cells in the circuit.

Q3. What is the ammeter reading this time?

Q4. What can be inferred about the current passing through the bulb?

3. Connect the voltmeter in the circuit as shown in Figure 3. Switch on and record the
voltage in table 1. Once the task is done, turn off the switch.

Fig. 3 Voltmeter connected in

a circuit with one dry cell

Q5.What is the voltmeter reading?

4. Add another dry cell to the circuit. Record the voltmeter reading in Table 1. Observe
the brightness of the bulb. Once the task is done, turn off the switch.

148
 Fig. 4 Voltmeter connected in a circuit with two dry cells

Q6.Describe the brightness of the bulb.

Q7. What is the voltmeter reading this time?

Q8. What can be inferred about the voltage across the bulb?

Q9. Refer to Table 1, how are voltage and current related?

149
 Lesson Plan in Science Grade 8
Lucilyn R. Libante
Valencia National High School
09177153781

Content Standard: Current- voltage – resistance relationship, electric power, electric

energy and home circuitry.

Performance Standard:

Learning Competency and Code:

Infer the relationship between current and charg ( S8FE-1h-30 )

Quarter: 1 Week: 8 Day: 4

I. Objectives:
At the end of 60 minutes, 100% of the learners are expected to:
1. determine the relationship between electric current and resistance
2. calculate current and resistance

II. Content:
Subject Matter: Electric Current and Resistance
Integration: Math - computing the difference of the reading in the ammeter
 calculate current resistance
Strategy: Cooperative Learning
Materials: Laptop; TV; Prepared Powerpoint; ammeter; dry cell; dry cell holder;
connecting wires; flashlight bulb; flashlight holder
References: T G 40-42 ;
Learner’s Manual page 58-60

III. Learning Tasks:

ELICIT (Access prior knowledge ) 5 Minutes Materials

The teacher will ask the following questions about the
previous topic:
1. When the switch is off, is there any pressure in the
circuit? Explain your answer.
2. When the switch is on, is there any pressure in the
circuit? Explain your answer.

ENGAGE (Get the students’ minds focused on the topic)

10 Minutes
The teacher will give a situation for the students to analyze.
 There are 2 houses with the same amount of power
supply. House A has 32 inches television, refrigerator
and washing machine. House B has 65 inches
television, refrigerator, washing machine, an air
condition, wall fan, electric stove.

150
Let them tell which among the two houses needs more power
supply, house A or house B. Let them support their answer.

EXPLORE (Provide students with a common experience)

15 Minutes
Let the students perform the activity entitled “ Current and 1 ammeter
Resistance “ on page 58 to page 60 of the Learners Manual 2 dry cells ( 1.5 volts
) 2 dry cell holder
 Let them write their output in a manila paper to be 4 connecting wires
posted on the wall . 1 switch
 Only one group will be called to present their 3 flashlight bulbs 2.5 v
output through draw lots. each
 The teacher will chose the presenter from the lucky 3 bulb holders
group

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 15 Minutes
 The teacher will further facilitate learning by
giving inputs and correct misconceptions
Guide questions:
1. What have you done to increase the resistance in
your circuit?
2. What happen to the brightness of light as you add the
number of bulb?
3. Why do you think the light becomes dimmer as you
increase the number of bulb?
4. Based on the result of your activity, how is
the resistance related to current?

Key concept:
 Resistance – a hindrance to the flow of charge
 measured in ohms ( Ω )
 resistance limits the current in the circuit
 as the resistance increases, the current decreases ; as
the resistance decreases, current increases provided
that voltage is constant.

ELABORATE (Students apply the information learned in the

Explain. The teacher will give inputs to deepen the
understanding of the students) 10 minutes
The teacher will introduce the formula in computing for Laptop
resistance ; LED TV
Prepared Powerpoint
 R = V/I The resistance of a material is
constant for a given temperature, which
means that current and voltage must be
proportional.

151
  V = I × R If the voltage increases, then
either the current flowing through a
material or the resistance will also be
increased.
 I = V/R For a low resistance material,
more current is allowed to flow for a
given voltage. For a high resistance
material, less current will flow at the
same voltage.

EVALUATE ( 5 minutes )
In a ¼ sheet of paper, answer the following questions, write
the letter of the correct answer.

1. Which of the following units is used for

resistance?
A. Ampere C. Ohm
B. Coulomb D. Volt
2. How much electric current flows through a
5Ω resistor when a potential difference of 25
V is applied?
A. 0.5 A C. 5.0 A
B. B. 2.5 A D. 12 A
3. What is the resistance in a charging system
producing 14.5 V with a current flow of 43.5
amps?
A. 58 Ohms B. 0.33 Ohms
B. 13 Ohms D. 1 Ohm
4. As the resistance of a circuit increases
(voltage remains constant), the current will
.
A. decrease C. remains the same
B. increases D. cannot be determined

5. If voltage decreases (but resistance stays the

same), current will
A. decrease C. remains the same
B. increases D. cannot be determined

EXTEND (Deepen conceptual understanding through use in

new context).
Bring home : Let them fill in the missing words.

 Resistance is the opposition of current flow. It is

measured in . This unit is named after
the
physicist .
It can be calculated using the formula
. For a fixed resistance, as the
voltage increases, the current .

152
 Keeping the voltage the same, when the resistance
, the current decreases.

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

153
 Activity 1
Current and resistance

Objectives:
After performing this activity, you should be able to determine the relationship between
electric current and resistance.

Materials Needed:
1 ammeter 2 dry cells
2 dry cell holders 4 connecting wires
1 switch 3 flashlight bulbs (voltage rating of 2.5V each)
3 bulb holders

Procedure:
1. Construct a simple circuit using one bulb, 2 dry cells and an ammeter as shown in
Figure 1. Record the electric current measurement in Table 1. Once the task is done,
turn off the switch.

Figure 1 Ammeter connected in a circuit with one bulb and two dry cells

2. To increase the resistance, add another bulb in the circuit. Connect the ammeter and
record the electric current measurement in Table 2. Once the task is done, turn off the
switch.

154
 Figure 2 . Ammeter connected in a circuit with two bulbs and two dry cells

3. To further increase the resistance, add another bulb in the circuit. Connect the
ammeter and record the electric current measurement in Table 2. Once the task is
done, turn off the switch.

Figure 3. Ammeter connected in a circuit with 3 bulbs and two dry cells
No. of bulbs Current ( A )
1
2
3
Table 1

Q1.Based on Table 1, what happens to the current in the circuit as the resistance increases
(increasing of bulbs)?

4. Connect the ammeter at different points around the circuit shown in Figure 10. Make
sure that the positive terminal of the ammeter is connected to the positive terminal of

155
 the dry cell while the negative terminal is connected to the negative terminal of the
dry cell. Once the task is done, turn off the switch.

Figure 4 Ammeter connected between two bulbs in a circuit

Q2.Compare the current at different points in the circuit.

Q3. What can you infer about the current through the circuit?

156
 Lesson Plan in Science Grade 8
Lourdes P. Dela Cruz
Valencia National High School
09262935046

Content Standard: The learners demonstrate understanding of current-resistance

relationship, electric power, electric energy, and home circuitry.
Performance Standard:
Learning Competency and Code: Explain the advantages and disadvantages of series
and parallel connections in homes (S8FE-Ii-31)
Quarter: 1 Week: 9 Day: 1
I. Objectives:
At the end of 60 minutes, 100% of the learners are expected to:
1. construct series connection with the given materials
2. describe series connection and its advantages.
II. Content:
Subject Matter: Series Connection
Integration:
TLE: Electronics-Circuit Construction
English: Comprehension and Reporting
Strategies: Cooperative Learning, Quiz Bowl
Materials: 3 connecting wires, 2 identical bulbs with holder, 2 (1.5V) dry cells with
holder, voltmeter, series lights
References: LM pages.61-63
TG pages. 41-44
https://gerscience.files.wordpress.com/.../electricity-worksheet-2.doc
https://www.quora.com/What-are-the-advantages-and-disadvantages-of-series-and-
parallel-circuits

III. Learning Tasks:

ELICIT(Access prior knowledge ) 5 Minutes Materials

To elicit prior knowledge, the teacher will ask the students
questions about current, voltage and resistance which the students
Card board
would answer by group (Quiz Bowl Style- Students will write their
chalk
answer on a card board and raises as soon as the teacher gives the
Pictures of circuits
signal)
through powerpoint

157
Key questions:
1. Which of the following measures current?
a. Ammeter b. Volmeter

2. Which of the following measures voltage?

a. Ammeter b. Volmeter

3. Which of the following pictures show the highest current?

A. B.
4. Which of the following pictures show the highest voltage?

A. B.

5. The circuit below contains 2 identical bulbs.

8V

B https://gerscience.files.
wordpress.com/.../elect
The current through bulb A is 0.5A. ricity-worksheet-2.doc
a. What is the total current in the circuit?
b. What is the resistance of bulb A?
ENGAGE(Get the students’ minds focused on the topic)
3 Minutes
 Show students a series light. Series light
 Unscrew one bulb
Key Question:
1. What happened to the rest of the lights when one bulb was
unscrewed?
EXPLORE(Provide students with a common experience)
15 Minutes
 Given the following materials: Activity 3A
3 connecting wires, 2 identical bulbs with holder, LM pages 61-62
2 (1.5V) dry cells with holder, voltmeter
(see attached sheet)
let the students perform Activity 3A on LM pages 61-62
 Let one representative from each group to share their
answers to the class.

158
 EXPLAIN (Teach the concept. Should include interaction
between teacher and students). 15 Minutes
The teacher will check misconceptions of students.

Guide Questions:
1. How do you describe a series connection?
2. Will the charges continue to flow if a break is created in
a connection?

Key Ideas:
1. Series Connection loads form a single pathway for
charges to flow.
2. A gap or a break anywhere in the path stops the flow of
the charges.
3. When one bulb is removed from the socket, the other bulb
turns off as there is no longer current in the circuit.
ELABORATE (Students apply the information learned in the
Explain. The teacher will give inputs to deepen the understanding
of the students) 15 minutes
The teacher will elaborate the lesson through a power point and
video clip presentation.
Powerpoint and
Guide Questions: Videoclip Presentation
1. Describe the resistance in a series circuit. https://youtu.be/m4jzgq
2. What will happen to the current as more bulbs are added? Zu-4s
3. How much is the total voltage of a circuit with 3 loads of (Time 6:40-8:15)
1.5 volts each?
4. What is/are the advantage/s and disadvantage/s of series
connection? Is it advisable to be used at home? Why?

Key concepts:
1. The total resistance in a series circuit is equal to the sum
of the individual resistances of the load (bulb). It increases
with increasing load. (RT= R1+R2+R3…)
2. Current is the same in every part of the circuit. It is equal
to the voltage divided by the total resistance. As more load
is added in a series circuit, the smaller the current as
reflected by the brightness of the bulb. (ITotal=I1=I2=I3…)
3. The voltage across each load depends on the load’s
resistance. The sum of the voltage across each load is
equal to the total voltage. It increases with increasing load.
(VT= V1+V2+V3…)
4. Advantages of series connection are:
 circuits do not overheat easily
 easy to learn, make and repair
 more power devices can be added with higher output in
terms of voltage
 the current that flows in a series circuit has to flow through
every component in a circuit
5. Disadvantages of series connection are:

159
  If one point breaks in the circuit, the total circuit will break
 As the number of components in a circuit increases,
greater will be the circuit resistance

EVALUATE (7 minutes)
Choose and write only the letter of the correct answer. http://www.softschools.
com/quizzes/science/se
1. In a series circuit, the amount of current is the same ries_circuit/quiz3663.ht
through any component in the circuit. ml
a. true
b. false

2. How many paths do the electrons have to flow in a series

circuit?
a. zero
b. one
c. two
d. three

3. Since each load in a series circuit uses some of the

voltage, does that leave more or less for the next load in
the circuit?
a. more
b. less

4. What happens when one light bulb in a series circuit burns

out?
a. The rest of the bulbs will continue to work?
b. Nothing will happen
c. The rest of the bulbs become dim
d. It breaks the circuit?

5. The current in a series circuit goes through

component in the circuit
a. every
b. one

EXTEND (Deepen conceptual understanding through use in new

context).
List down 3 examples found at home that shows series connection.

Reflection:
A. No. of learners achieve 80%:
B. No. of learners who require additional activities for remediation:
C. Did the remedial lessons work?

160
D. No. of learners who have caught up the lesson:
E. No. of learners who continue to require remediation:
F. Which of my teaching strategies worked well? Why did these work?
G. What difficulties did I encounter which my principal or supervisor help me solve?
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher?
Activity 3 A
What’s the connection?
Objectives:
After performing this activity, you should be able to:
1. construct a series circuit and
2. describe a series connection.

Materials Needed:
For Circuit A:
3 connecting wires
2 identical bulbs with holder
2 dry cells with holder

Procedure:
1. Construct a circuit using three connecting wires, two identical bulbs and two batteries such
that when one bulb is unscrewed the other bulb goes out also. Once you’re done with the
task, disconnect the battery from the circuit.

2. Draw your setup. Label this Circuit A.

3. Trace the paths of current in Circuit A.

Q1. How many path/s of current are there in the circuit?

Q2. Why did the other bulb go out also when you unscrewed the other?

1. Measure the voltage across the two bulbs as well as the voltage across each bulb in
Circuit A. Record your readings in the table below.

Voltage Drop (V) Voltage across the

Circuit Bulb 1 Bulb 2 two bulbs (V)
A

161
 Lesson Plan in Science Grade 8
Lourdes P. Dela Cruz
Valencia National High School
09262935046

Content Standard: The learners demonstrate understanding of current-resistance

relationship, electric power, electric energy, and home circuitry.

Performance Standard:

Learning Competency and Code: Explain the advantages and disadvantages of series
and parallel connections in homes (S8FE-Ii-31)

Quarter: 1 Week: 9 Day: 2

I. Objectives:
At the end of 60 minutes, 100% of the learners are expected to:
1. construct parallel connection with the given materials,
2. describe parallel connection and its advantages, and
3. differentiate series from parallel connection.

II. Content:
Subject Matter: Parallel Connection
Integration:
TLE: Electronics-Circuit Construction
English: Comprehension and Reporting
Strategy: Cooperative Learning
Materials: 4 connecting wires, 2 identical bulbs with holder, 2 dry cells with holder,
voltmeter
References: LM pages 61-63
TG pages 41-44
https://gerscience.files.wordpress.com/.../electricity-worksheet-2.doc
https://www.quora.com/What-are-the-advantages-and-disadvantages-of-
series-and-parallel-circuits

III. Learning Tasks:

ELICIT(Access prior knowledge ) 5 Minutes Materials

To elicit prior knowledge, the teacher will give students a box
with questions inside. A music will be played by the teachers
while the students passes the box from one student to another. If
the music stops, the student holding the box will be the one to Box with questions
pick and answer the question from the box.

Key questions:
1. How many path of current does series circuit have?
2. In a series circuit, what will happen to the rest of
the bulb when one bulb is unscrewed?

162
 3. Resistance in a series circuit increases
with increasing load. True or False?
4. Voltage decreases with increasing load in a series
circuit. True or False?
5. Electrons will continue to flow in a circuit even if
a break is created. True or False?
ENGAGE(Get the students’ minds focused on the topic)
5 Minutes
 Let the students turn on all the lights and electric Lights and fans in the
classroom
fans in the classroom.
 Ask students to switch off the light, let them
observe the rest of the lights and the fans. Then
turn/switch off the rest of the lights and the fans
one at a time
Key Questions:
What happened to the rest of the lights and fans when one
switch is turned off?
EXPLORE(Provide students with a common experience)
15 Minutes
 Given the following materials:
Activity 3B
4 connecting wires, 2 identical bulbs with holder and 2 dry
cells with holder, let the students perform Activity 3B on LM pages 61-62
LM pages 61-62
 Let the students share their answers to the class.

EXPLAIN (Teach the concept. Should include interaction

between teacher and students). 10 Minutes
 Giving of comments and checking of misconceptions by
the teacher
Guide Questions:
1. How do you describe a parallel connection?
2. Will the charges continue to flow if a break
is created in a connection?
Key Ideas:
1. In a parallel circuit, loads form branches; each provides
a separate path for charges to flow.
2. A gap or a break in any branch will not affect the other
branches.
3. When one bulb is removed from the socket, a gap is
created only for that branch. The other bulbs still
glow as their path is still complete.

163
ELABORATE (Students apply the information learned in the
Explain. The teacher will give inputs to deepen the
understanding of the students) 10 minutes
The teacher will elaborate the lesson through a power point and
video clip presentation.
Powerpoint and
Guide Questions: Videoclip Presentation
1. Describe the resistance in a parallel circuit.
https://youtu.be/m4jzgqZ
2. What will happen to the current as more bulbs
u-4s
are added?
(Time 5:15-6:40)
3. How much is the total voltage of a circuit with
3 loads of 1.5 volts each?
4. What is/are the advantage/s and disadvantage/s
of parallel connection? Is it advisable to be used
at home? Why?

Key concepts:
1. the voltage is the same across each load and is
almost equal to the voltage of the two dry cells

2. the total current is equal to the sum of the currents in

individual loads.

3. the total resistance of the circuit decreases with

increasing load.

4. Advantages:
 every unit gets equal amount of voltage
 easy to connect or disconnect a new element
without affecting the working of other elements
 if any fault happened to the circuit, then also the current
is able to pass through the circuit through different paths

5. Disadvantages:
 requires the use of a lot of wires
 voltage cannot be increased or multiplied
 fails at the time when it is required to pass exactly
same amount of current through the units

EVALUATE (5 minutes)

Choose and write only the letter of the correct answer.

1. In a parallel circuit, the amount of current is
the same through any component in the circuit.
a. true
b. false

2. How many paths do the electrons have to flow in

a parallel circuit?

164
 a. zero
b. one
c. two or more

3. Since each load in a series circuit uses some of

the voltage, does that leave more or less for the
next load in the circuit?
a. More
b. Less

4. What happens when one light bulb in a parallel

circuit burns out?
a. The rest of the bulbs will continue to work?
b. Nothing will happen
c. The rest of the bulbs become dim
d. It breaks the circuit

5. The current in a parallel circuit goes through

component in the circuit
a. every
b. one
EXTEND(Deepen conceptual understanding through use in new
context). 10 minutes
 Let the students list down 3 examples found at home
that shows parallel connection.

 Show students a series and a parallel connection. Let

them observe and differentiate the two connections by
filling the Venn diagram below.

Series Parallel

The following statements/words may be used to differentiate:

number of path of current

brightness of the bulb
current
voltage
resistance
advantages and disadvantages

Reflection:
A. No. of learners achieve 80%:

165
B. No. of learners who require additional activities for remediation:
C. Did the remedial lessons work?
D. No. of learners who have caught up the lesson:
E. No. of learners who continue to require remediation:
F. Which of my teaching strategies worked well? Why did these work?
G. What difficulties did I encounter which my principal or supervisor help me solve?
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher?

166
Activity 3 B
What’s the connection?
Objectives:
After performing this activity, you should be able to:
1. construct a parallel circuit and
2. describe a parallel connection.

Materials Needed:

For Circuit B:
4 connecting wires
2 identical bulbs with holder
2 dry cells with holder

Procedure:

1. Construct a circuit using four connecting wires, two identical bulbs and two
batteries such that when one bulb is unscrewed, the other bulb remains lighted. Once
you’re done with the task, disconnect the battery from the circuit.

2. Draw your setup. Label this Circuit B.

3. Trace the path of current in Circuit B.

Q1. How many paths can the current take in Circuit B?

Q2. Explain why the other bulb remains lighted when you unscrewed one of them.

4. Measure the voltage across the two bulbs as well as the voltage across each bulb in
Circuit B. Record your readings in the given table below.

Voltage Drop (V) Voltage across the

Circuit Bulb 1 Bulb 2 two bulbs (V)
B

167
 Lesson Plan in Science Grade 8
Lourdes P. Dela Cruz
Valencia National High School
09262935046

Content Standard: The learners demonstrate understanding of current-resistance

relationship, electric power, electric energy, and home circuitry.

Performance Standard:

Learning Competency and Code: Differentiate electrical power and electrical energy
(S8FE-li-32)
Quarter: 1 Week: 9 Day: 3

I. Objectives:
At the end of 60 minutes, 100% of the learners are expected to:
a. differentiate electrical power from electrical energy,
b. give examples of electrical energy,
c. compute electrical energy consumption, and
d. enumerate steps on how to reduce electrical energy consumption at home.

II. Content:
Subject Matter: Electric Power and Electrical Energy
Integration:
Math: Students will develop their skill in computation for they are going to compute
for the electrical energy consumed.
English: Students’ skill in reading comprehension will be tested through word
problems given to them.
Edukasyon sa Pagpapakatao: The students will be able to develop the value of being
thrifty and how saving energy consumption be able to help family budget.

Strategy: Cooperative Learning

Materials: Worksheet, Prepared power point/video presentation, marking pen,
Manila Paper
References:
Science and Technology Physics Textbook SEMP pages 165-1681 and 177-179
http://www.softschools.com/examples/science/electrical_energy_examples/20/
https://www.solarschools.net/knowledge-bank/energy/types/electrical
https://www.techopedia.com/definition/16539/electric-power

III. Learning Tasks:

ELICIT(Access prior knowledge ) 6 Minutes Materials

To elicit prior knowledge, “What’s in a Shape?” Questions through
Students will be asked to choose a shape flashed on the screen. powerpoint presentation
Each shape may contain the following questions which will be
answered by the students:

 Which of the following is the symbol of power?

168
 a. P
b. p

 Which of the following is the symbol of energy?

a. E
b. e

 The unit of power is

a. joule
b. watt

 The unit of energy is

a. joule
b. watt

 Which of the following defines electric power?

a. the rate at which electrical energy is consumed
in an electrical circuit
b. is a type of kinetic energy caused by
moving electric charges

 Which of the choices defines electric energy?

a. the rate at which electrical energy is
consumed in an electrical circuit
b. is a type of kinetic energy caused by moving
electric charges

 Which of the following is the equation in computing

for the electric power consumed?
a. Power= energy/time (P = E/t)
b. Power= time/energy (P= t/E)

 the faster the electric charges are moving the

more electrical energy they carry
True or false?

 an electricity meter is used to measure the amount of

power consumption
True or false?
ENGAGE(Get the students’ minds focused on the topic)
5 Minutes
A. Engage
“Name the Picture”
Show students different pictures related to the
topic on the screen and let them guess the word

*Power Rating
*electric meter
*electric bill

169
 *lightning
*batteries
*nuclear plant

http://inweekly.net/word
press/wp-
content/uploads/2011/03/
cooling-towers-of-a-
nuclear-power-station.jpg

http://i.ebaying.com/imag
es/i/190729189781-0-1/s-
l1000.jpg

https://wonderfulengineer
ing.com/wp-
content/uploads/2014/07/
what-is-a-battery-10.jpg

http://cosmicconvergence
.org/wp-
content/uploads/2012/05/
lightning-2a7z2.jpg

EXPLORE(Provide students with a common experience)

15 Minutes

170
Where do I belong?
 With the help of a factsheet, students will be asked to See attached sheet/s
place statements, words, symbols, equations, pictures
under ELECTRIC POWER and ELECTRIC ENERGY
 Students will be asked to compare and compute for the
electric power and electric energy consumed following
the examples given in the factsheet.
 Posting and sharing of output
EXPLAIN (Teach the concept. Should include interaction
between teacher and students). 10 Minutes
 Giving of comments and checking of misconceptions by
the teacher

Guide Questions:
1. What is the rate at which an electrical appliance
converts electrical energy?
2. What will happen to the electric energy
consumption when electric power rating is high?
3. What are examples of electrical energy?

Key Ideas:
1.
Symbol Unit Equation
Electric P J/s or P= Energy/time
Power
Watt
Electric E Wh or E= Power x time
Energy
kWh
2. Examples of electrical energy are nuclear power
plant, lightning and batteries
3. Electric energy consumption increases as electric power
rating is increased.
ELABORATE (Students apply the information learned in the
Explain. The teacher will give inputs to deepen the
understanding of the students) 12 minutes
 Show power point presentation about electric power and
electric energy
Powerpoint Presentation
Guide Questions/Key Ideas
1. Complete the statement:
is the rate, per unit time, at
which is transferred by an electric
circuit.
2. Given the different situations, compute the energy
consumed and tell which one shows lower energy
consumption?

171
 a. A 50-watt bulb used in 24 hours or a 15-watt
bulb used for 30 hours?
b. A 200 watts speaker used for 10 hours or
100 watts refrigerator turned on for 24
hours?
EVALUATE (10 minutes)
Choose and write only the letter of the correct answer for
numbers 1-4.
1. It is defined as the rate at which electrical energy
is consumed in an electrical circuit.
a. Electric power
b. Electric energy
2. It is a type of kinetic energy caused by moving
electric charges.
a. Electric power
b. Electric energy
3. Electric energy and electric power are just the same.
a. true
b. false
4. The unit of electric power is joule/second or watt
a. True
b. false

Solve the following:

A household with a 50-watt rice cooker cooks rice in 30
minutes, heats water in a 50 watt water heater for 15
minutes, turns on 10 watts bulb for 8 hours. How much
electric energy is consumed by that household?

EXTEND(Deepen conceptual understanding through use in new

context).2 minutes
 List down at least 3 electrical devices you have at home.
 Write down the power ratings of the devices, the
estimated time of their use per day, and the
electrical energy consumed in kWh per day in a
similar to the table
Appliances below. Length of
Power Energy
found in the Rating time used consumed
home (W) per day (h)

Total

 After acquiring knowledge about electric power,

electric energy, and your energy consumption per day,
enumerate 3 steps on how are you going to help your
parents reduce the budget for your electric bill.
172
Reflection:
A. No. of learners achieve 80%:
B. No. of learners who require additional activities for remediation:
C. Did the remedial lessons work?
D. No. of learners who have caught up the lesson:
E. No. of learners who continue to require remediation:
F. Which of my teaching strategies worked well? Why did these work?
G. What difficulties did I encounter which my principal or supervisor help me solve?
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher?

173
FACT SHEETS

Electrical Power
 Electric power is defined as the rate at which electrical energy is consumed in an
electrical circuit.
 Symbol is P
 The SI unit of power is watt which is equal to 1 joule per second
 The electric power P is equal to the energy consumption E divided by the
consumption time t:

P is the electric power in watt (W).

E is the energy consumption in joule (J).
t is the time in seconds (s).

For example, if an electric fan has a power rating of 40 watts, it means that 40
joules of electrical energy are concerted to mechanical energy per second once it is
switched on.
Some appliances do not show the power rating on the label but indicate instead its
voltage rating in volts an current rating in amperes. It is because power can also be
expressed in terms of voltage and current

Power = current x time (P = IV)

1 kilowatt= 1000 watts

 Sources of electric power are mostly electric generators also batteries

 In the case of electric power consumption by homes and businesses, it is mostly sold
by the kilowatt hour
 electricity meter is used to measure the amount of power consumption

Electrical Energy
 Electrical energy is energy that is caused by moving electric charges
 The faster the electric charges are moving the more electrical energy they carry
 the unit of electrical energy is joule which is equal to one watt x one second.
 Commercially, we also use other units of electrical energy, such as watt-hours, kilo
watt hours, megawatt hours
 The electric energy is equal to power multiply to the time

E= P x t
P is the electric power in watt (W).
E is the energy consumption in joule (J).

174
 t is the time in seconds (s).

 Examples of electrical energy are nuclear power plant, lightning and batteries

Sample Problem (Electric Power)

1. The power input of an electric fan connected to 220 V with a current of 3A is
P=IV
= (3A)(220V)
= 660 Watts

Sample Problems (Electric Energy)

A. A 20 W table lamp is used for 10 hours, the electrical energy consumed is
E=Pt
E= (20W) (10h)
= 200Wh
= 0.2 kWh
B. A 200 W electric fan is used for 5 hours, the electrical energy consumed is
E=Pt
E= (200W) (5h)
= 1000 Wh
= 1 kWh

1. Differentiate electric power and electric energy by filling up the table below.

Electric Power Electric Energy

Definition
Unit
Symbol
Equation
Examples/sources

2. Which of the sample word problems show higher energy consumption? A or B?

3. Using the given equation of power, what is the power input of a flat iron connected to
220 V line with a current of 4 A?
4. How much is the electrical energy consumed by the flat iron if it is used for 30
minutes?

175
 Lesson Plan in Science Grade 8
Lourdes P. Dela Cruz
Valencia National High School
09262935046

Content Standard: The learners demonstrate understanding of current-resistance

relationship, electric power, electric energy, and home circuitry.

Performance Standard:

Learning Competency and Code: Differentiate electrical power and electrical energy
(S8FE-li-32)
Quarter: 1 Week: 9 Day: 4

I. Objectives:
At the end of 60 minutes, 100% of the learners are expected to:
1. describe the functions of circuit breakers, fuses, earthing, double insulation
and other safety devices in the home.
2. appreciate the importance of electrical safety measures.

II. Content:
Subject Matter: Importance of Safety Devices in the Home
Integration:
English: The learners will manifest their verbal communication skills in presenting
their group outputs.
ESP: Each learners will develop their cooperation among team members.

Strategy: Cooperative Learning

Materials: fuse, activity sheets, LED monitor, laptop
References:
Science 8 LM page 64
http://st-edmunds.eu/wp-content/uploads/Electrical-Wiring-and-Safety.pdf

III. Learning Tasks:

ELICIT(Access prior knowledge ) 5 Minutes Materials

 Show students the following safety electrical devices Pictures and real safety
electrical devices
Circuit breaker
Fuse
Double insulated electrical wiring
GFI- Ground Fault interrupter
Panel board
Ground wire
 Let the students identify the above materials

ENGAGE(Get the students’ minds focused on the topic)

176
 5 Minutes
 The teacher will show video clips about safety electrical
devices Video clips:
 The students are expected to describe the following: https://youtu.be/MF-
A. fuse _DEZtXBg
B. grounding https://youtu.be/HHEU9
C. circuit breakers ZqydGc
D. double insulation
EXPLORE(Provide students with a common experience)
15 Minutes
 Let the students perform an activity Science and Technology
entitled ”Blowing a Fuse” IV Physics Textbook
(SEMP)
 Let the students share their output to the class Page 176
(see attached sheet)
0.3A fuse, 6 connecting
wires, 1.5V bulb,
1.5Vdry cell, ammeter
EXPLAIN (Teach the concept. Should include interaction
between teacher and students). 10 Minutes
 Checking of misconceptions Powerpoint presentation
 Guide Questions:
1. What are electrical safely devices?
2. Why are they important?
Key Concepts:
 A fuse is a safety device containing a thin wire that
melts if the current is too high, breaking the circuit and
protecting the fuse cable from overheating and catching
fire.
 Earthing is a process used to increase the safety
of electrical appliances and prevent electric shocks
 Circuit breakers are safety devices between the
sockets in the home and the mains supply from
the street.
Double-insulated appliances have plastic cases without
any wires connected to the case
ELABORATE (Students apply the information learned in the
Explain. The teacher will give inputs to deepen the
understanding of the students) 15 minutes
 Powerpoint presentation
 Situation Analysis
Powerpoint Presentation
While a family is watching TV after dinner, a sudden
explosion was heard and there was blackout in one of the
electrical lines in the household.
When the father checked the connection, he found out that
a fuse was burned out because there was a short circuit caused

177
by torn wire of the television. Being unable to buy at the
moment a fuse to replace the burn out one, the father used
temporarily a piece of metal to “jump” a blown fuse.
1. Is the father right in using a piece of metal to jump a
blown fuse? Why or why not?
2. If you were to decide on that situation, what are you
going to do?
EVALUATE (10 minutes)
Match column A with column B. Write only the letter of the
correct answer (numbers 1-4)

A. B.
1. is a safety device a. fuse
containing a thin wire b. Earthing
that melts if the current is c. Circuit breakers
too high, breaking the circuit d. Double-insulated
and protecting the fuse cable
from overheating and catching
fire.

2. is a process used to increase the

safety of electrical appliances and
prevent electric shocks

3. are safety devices between the

sockets in the home and the
mains supply from the street.

4. appliances have plastic cases

without any wires connected
to the case

5. Which of the following is true about electrical

power and electrical energy?
a. electrical power can be stored while electrical
energy
cannot.
b. electric power is the rate, per unit time, at which
electrical energy is transferred by an electric circuit
c. electrical energy is usually produced by electric
generators
d. electrical power and electrical energy are not related
to each other
EXTEND(Deepen conceptual understanding through use in new
context). minutes
 Locate safety devices found at home or in
school through drawing or taking pictures.
 Name other measures for electrical safety.

178
Reflection:
A. No. of learners achieve 80%:
B. No. of learners who require additional activities for remediation:
C. Did the remedial lessons work?
D. No. of learners who have caught up the lesson:
E. No. of learners who continue to require remediation:
F. Which of my teaching strategies worked well? Why did these work?
G. What difficulties did I encounter which my principal or supervisor help me solve?
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher?

179
 Blowing a Fuse

1. Connect the circuit as in Figure 1a

2. Switch it on and observe what happens.
3. Record the ammeter reading.
4. Now connect a short wire as shown in figure 1b
5. Describe what happens to the following: fuse, bulb, and ammeter reading in (b).
Discuss reasons for your observation.

Figure 1

180