PIVOT 4A LESSON EXEMPLARS USING THE IDEA INSTRUCTIONAL PROCESS

School

LESSO Teacher
N
EXEMP
LAR Teaching Date

Teaching Time

At the end of the lesson, the students are expected to:

I. OBJECTIVES

A. Most Essential Learning

Competencies

B. Enabling Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
●     Teacher’s Guide Pages
●     Learner’s Material Pages LM pp 26-30
●     Textbook Pages Synergy for Success in Science 8 pp 40 - 43
●     Additional Resources from
Learning Resources

●     Other Learning Resources Science Links Worktext for Scientific and Technological Literacy pp. 55 - 57

B. List of Learning Resources for

Development and Engagement ADM Module, PIVOT Module
Activities
IV. PROCEDURES
What I need to know?

What’s new?
A. Introduction
A. Introduction

What I know?

What’s in?

What is it?

B. Development

What’s more?

What I can do?

C. Engagement
What other enrichment activity can I engage in?

What I have learned?

D. Assimilation

What I can achieve?

V. REFLECTION The students in the notebook, journal or portfolio will write their personal insi

I understand that ______________________________

 I realize that __________________________________

*write N/A if not necessary

A INSTRUCTIONAL PROCESS

Bulihan Integrated National High School Grade Level

Roselyn B. Lujero Learning Area

Quarter

No. of Days

e lesson, the students are expected to:

ccess in Science 8 pp 40 - 43

Worktext for Scientific and Technological Literacy pp. 55 - 57

PIVOT Module

know?
?
richment activity can I engage in?

arned?

hieve?

the notebook, journal or portfolio will write their personal insights about the lesson using the prompts below.

at ______________________________
________________________________
8

Science

First

4
ompts below.
Evaluator:

MICHAEL M. YEE
Head Teacher III- Science
Signature Over Printed Name/Date
PIVOT 4A LESSON EXEMPLARS USING THE IDEA INSTRUCTIONAL PROCESS

School

LESSO Teacher
N
EXEMP
LAR Teaching Date

Teaching Time

At the end of the lesson, the students are expected to:

1. Differentiate series circuit from parallel circuit.

2. Explain why household wiring and appliances usually connected in parall

I. OBJECTIVES
3.Describe a fuse and a cicuit breaker.

4. identify the functions of fuse and circuit breaker.

A. Most Essential Learning 1. Explain the advantages and disadvantages of series and parallel connec
Competencies functions of circuit breakers, fuses, earthing, double insulation and other saf

B. Enabling Competencies Differentiate electrical power and electrical energy.

Advantages and Disadvantages of Series and Parallel Connection

II. CONTENT
Home

III. LEARNING RESOURCES

A. References
●     Teacher’s Guide Pages
●     Learner’s Material Pages LM pp 26-30
●     Textbook Pages Synergy for Success in Science 8 pp 40 - 43
●     Additional Resources from
Learning Resources

●     Other Learning Resources Science Links Worktext for Scientific and Technological Literacy pp. 55 - 57

B. List of Learning Resources for

Development and Engagement ADM Module, PIVOT Module
Activities
IV. PROCEDURES
What I need to know?
 In this lesson the students will learn the importance of series and parallel cir

What’s new?
A series circuit is a circuit in which resistors or loads are connected end to e
resistors are connected in series, the effective resistance ( total resistance in
branches of the circuits, but different voltage across it thus making the resist
parallel when the end of each of the resistors or loads have a common point
A. Introduction

Identifying Circuit Connection at Home

The pictures below show common circuit connection at home. Describe how
1. 2.

What I know?

Answer Learning Task No. 1 and 2 (Refer to Pivot Module p. 35)

What’s in?

B. Development
 Basics of Electric Circuit

A closed loop through which current can flow is called an electric circuit. For
electric switch that can be opened or closed to either cut off or allow energy
charges, to the load, to the electrical switch, and back to the positive termina
voltage of 220 volts. The amount of current a circuit carries depends on the
of 60 A. But for safety purposes what is supplied for every voltage source is

Components of Electric Circuit

All electric circuits have at least three components: a voltage source, conduc
maintains a constant amount of voltage. Common voltage sources used at h
where current can pass through easily. There is a corresponding safe amou
important to consider the dimension of wire to be used when connecting a lo
on, the circuit is closed, then current can pass through. When it is off, the c
energy to heat like in the case of electric iron, and to light and heat like in the

Activity: Familiarizing Electric Circuit

B. Development Directions: Draw and label the parts of a basic electrical circuit. Write your a

What is it?

What’s more?
Answer Learning Task No. 3 ( refer to Pivot Module p. 35)

What I can do?

C. Engagement
 Activity: Electrical Connection at Home

Study the situation below then answer the questions that follow. Write your a

In a household, a family of seven members shares the spaces of two bedroo

The comfort room that has one light bulb is situated near the living room tha
heater and electric stove can be found. The household has also a balcony in
C. Engagement
1. How are the light bulbs connected in the household?

2. How are the appliances in the living room connected?

3. How are the appliances in the kitchen connected?

4. Based on your answers in questions 1 to 3, what are the advantages and

What other enrichment activity can I engage in?
N/A

What I have learned?

Fill in the blanks to complete the statements. Write your answers on a separ

1. Circuit connections can either be series or parallel. In a________ conne

However, in a connection, there are several pathways for the current to flow
2. The total resistance in a _______ circuit is the sum of all resistances conn
3. The voltage source in _________ circuit is the sum of all voltages of the lo
D. Assimilation 4. The total resistance in a ________ circuit is greater than the largest resist
5. Loads connected in parallel circuit have the _______ voltage.

What I can achieve?

Short quiz

V. REFLECTION The students in the notebook, journal or portfolio will write their personal insi

I understand that ______________________________

I realize that __________________________________

*write N/A if not necessary

A INSTRUCTIONAL PROCESS

Bulihan Integrated National High School Grade Level

Roselyn B. Lujero Learning Area

November 23 - 27, 2020 Quarter

No. of Days

e lesson, the students are expected to:

series circuit from parallel circuit.

household wiring and appliances usually connected in parallel.

se and a cicuit breaker.

unctions of fuse and circuit breaker.

advantages and disadvantages of series and parallel connections in homes.

cuit breakers, fuses, earthing, double insulation and other safety devices in the home.

ectrical power and electrical energy.

d Disadvantages of Series and Parallel Connection

ccess in Science 8 pp 40 - 43

Worktext for Scientific and Technological Literacy pp. 55 - 57

PIVOT Module

know?
he students will learn the importance of series and parallel circuit connection.

is a circuit in which resistors or loads are connected end to end so that the circuit will have only one path through which elec
nnected in series, the effective resistance ( total resistance in the circuit) is gotten by adding the individual resistance. In se
circuits, but different voltage across it thus making the resistors to have different voltage across them.
he end of each of the resistors or loads have a common point or junction and other ends are also connected to a common po

uit Connection at Home

low show common circuit connection at home. Describe how these appliances and light bulbs are connected at home. Write
2.

g Task No. 1 and 2 (Refer to Pivot Module p. 35)

 ic Circuit

hrough which current can flow is called an electric circuit. For a continuous flow of electrons, there must be a complete circu
hat can be opened or closed to either cut off or allow energy to flow. The flow of electron starts from the negative terminal o
load, to the electrical switch, and back to the positive terminal where there are deficient negative charges. Here in the Phili
volts. The amount of current a circuit carries depends on the number and power of electrical devices connected to the circui
safety purposes what is supplied for every voltage source is from 15 to 30 A.

Electric Circuit
its have at least three components: a voltage source, conducting wires, and loads. They may have other parts as well, such
nstant amount of voltage. Common voltage sources used at home are battery, generator, wall socket, and electric outlet. Co
an pass through easily. There is a corresponding safe amount of current that can pass through for every size, thickness, or
nsider the dimension of wire to be used when connecting a load or number of loads in a circuit. Electrical switch is a device
s closed, then current can pass through. When it is off, the circuit is open, and current cannot pass through. Electrical load
ike in the case of electric iron, and to light and heat like in the case of a light bulb.

rizing Electric Circuit

w and label the parts of a basic electrical circuit. Write your answers on a separate sheet of paper.

g Task No. 3 ( refer to Pivot Module p. 35)

?
cal Connection at Home

ion below then answer the questions that follow. Write your answers on a separate sheet of paper.

a family of seven members shares the spaces of two bedrooms, one comfort room, a kitchen, a living room and a balcony.
om that has one light bulb is situated near the living room that also has light bulb, refrigerator, ceiling fan, and TV in place. I
tric stove can be found. The household has also a balcony installed with a light bulb.

light bulbs connected in the household?

appliances in the living room connected?

appliances in the kitchen connected?

ur answers in questions 1 to 3, what are the advantages and disadvantages when electrical devices at home are connected
richment activity can I engage in?

arned?
s to complete the statements. Write your answers on a separate sheet of paper.

ctions can either be series or parallel. In a________ connection, there is only one path of electrons, and loads connected
connection, there are several pathways for the current to flow through.
stance in a _______ circuit is the sum of all resistances connected in the circuit.
source in _________ circuit is the sum of all voltages of the loads connected in the circuit.
stance in a ________ circuit is greater than the largest resistance across the circuit.
cted in parallel circuit have the _______ voltage.

hieve?

the notebook, journal or portfolio will write their personal insights about the lesson using the prompts below.

at ______________________________

________________________________
8

Science

First

2. Explain the

Safety Devices at
y one path through which electric current flows. Thus, when a number of
e individual resistance. In series connections, the same current flows across all
ss them. Resistors loads are said to be connected in
so connected to a common point or junction.

are connected at home. Write your answers on a separate sheet of paper.

 ere must be a complete circuit with no gaps. A gap is usually provided by an
s from the negative terminal of a battery where there are abundant negative
ve charges. Here in the Philippines, most electric circuits at home have a
vices connected to the circuit. Home circuits have maximum service drop current

have other parts as well, such as switches. Voltage source is a device that
ocket, and electric outlet. Conducting wires are special kind of conductors
h for every size, thickness, or cross sectional area of conducting wire. So, it is
Electrical switch is a device that can control the entrance of current. When it is
pass through. Electrical load is an electrical device that converts electrical

per.
per.

a living room and a balcony. The bedrooms have light bulbs and ceiling fan.
ceiling fan, and TV in place. In the kitchen space, light bulb, washing machine,

vices at home are connected in that manner?

ctrons, and loads connected have the same current passing through them.

ompts below.

Evaluator:

MICHAEL M. YEE
Head Teacher III- Science
Signature Over Printed Name/Date
PIVOT 4A LESSON EXEMPLARS USING THE IDEA INSTRUCTIONAL PROCESS

School

LESSO Teacher
N
EXEMP
LAR Teaching Date

Teaching Time

At the end of the lesson, the students are expected to:

1. Determine the relationship between electric current and voltage.

2. State Ohm's Law.

I. OBJECTIVES
3. Solve problems involving Ohm's Law.

A. Most Essential Learning

Infer the relationship between current and voltage.
Competencies

B. Enabling Competencies
II. CONTENT Relationship Between Current and Voltage
III. LEARNING RESOURCES
A. References
●     Teacher’s Guide Pages
●     Learner’s Material Pages LM pp 58 - 63
●     Textbook Pages Synergy for Success in Science 8 pp 118-126
●     Additional Resources from
Learning Resources

●     Other Learning Resources Science Links Worktext for Scientific and Technological Literacy pp. 120-129

B. List of Learning Resources for

Development and Engagement ADM Module, PIVOT Module
Activities
IV. PROCEDURES
What I need to know?
This lesson will help you master consepts about electricity. After going throu
of matter, wires included, contains enormous numbers of electrons that swa
current. The rate of electrical flow is measured in amperes.

A. Introduction What’s new?

A. Introduction
When wate r flows in a pipe, there is more pressure on one end than the oth
in a wire only when a difference in electrical pressure exists.The name for el

Answer Learning Task No. 1 ( refer to Pivot Module p. 32)

What I know?

Answer the pretest

What’s in?
To attain a sustained flow of charge in a conductor, an electrical set up must
flow of water from a higher reservoir to a lower one. Water will flow in a pipe
B. Development pipe, electric current also is simply the flow of electric charges in a conductin
connected to a voltage source. When there is flow of electric charges, an ele

What is it?
Answer Learning Task No. 2 (refer to Pivot Module p. 32)

What’s more?
Activity 2. Ohm’s Law Application
Directions: Complete the solutions of the problems. Write your answers on a
1. A multi-cab starter motor has a current of 60.0 A and a voltage of 12 V. W
2. An electric fan has a resistance of 3.0 kΩ and a voltage rating of 220 volts
3. A traffic light has a total resistance of 22 kΩ and requires 10 mA of curren
C. Engagement
What I can do?
Answer Learning Task No. 3(Refer to Pivot Module p. 32)

What other enrichment activity can I engage in?

N/A

What I have learned?

Provide what is asked. Write your answers on a separate sheet of paper.

1. State the relationship of current, voltage, and resistance.
Rubric for Scoring
2 points The relationship is completely stated.
1 point The relationship is partially stated.
0 No answer.
D. Assimilation 2. What is the product of resistance and current in Ohm’s Law?
3. In Ohm’s Law, what is the electrical quantity if the voltage is divided by its
4. In Ohm’s Law, what is the electrical quantity if the voltage is divided by its

What I can achieve?

Answer Learning Task No. 4 p. 33

V. REFLECTION The students in the notebook, journal or portfolio will write their personal insi

I understand that ______________________________

 I realize that __________________________________

*write N/A if not necessary

A INSTRUCTIONAL PROCESS

Bulihan Integrated National High School Grade Level

Roselyn B. Lujero Learning Area

November 16-20, 2020 Quarter

No. of Days

e lesson, the students are expected to:

he relationship between electric current and voltage.

Law.

ms involving Ohm's Law.

nship between current and voltage.

etween Current and Voltage

ccess in Science 8 pp 118-126

Worktext for Scientific and Technological Literacy pp. 120-129

PIVOT Module

know?
help you master consepts about electricity. After going through the lessons and learning task, you are expected to infer the
included, contains enormous numbers of electrons that swarm about in random directions. When they are set in motion in
te of electrical flow is measured in amperes.
ows in a pipe, there is more pressure on one end than the other. There must be a pressure difference to keep the water flow
hen a difference in electrical pressure exists.The name for electrical pressure is voltage. Electrical resistance is measured

g Task No. 1 ( refer to Pivot Module p. 32)

test

ained flow of charge in a conductor, an electrical set up must maintain a difference in potential while charge flows from one
om a higher reservoir to a lower one. Water will flow in a pipe that connects the reservoirs only as long as a difference in wa
rrent also is simply the flow of electric charges in a conducting wire. These charges are free electrons that would only flow i
voltage source. When there is flow of electric charges, an electric current is present.
Ampere = Volts/O

g Task No. 2 (refer to Pivot Module p. 32)

’s Law Application
mplete the solutions of the problems. Write your answers on a separate sheet of paper.
tarter motor has a current of 60.0 A and a voltage of 12 V. What is the resistance of the starter motor?𝑟𝑒𝑛𝑡
n has a resistance of 3.0 kΩ and a voltage rating of 220 volts. What is the current needed to operate the electric fan?
has a total resistance of 22 kΩ and requires 10 mA of current to operate. What is the voltage required to operate the traffic

?
g Task No. 3(Refer to Pivot Module p. 32)

richment activity can I engage in?

arned?

asked. Write your answers on a separate sheet of paper.

ationship of current, voltage, and resistance.
ng
ationship is completely stated.
tionship is partially stated.

product of resistance and current in Ohm’s Law?

w, what is the electrical quantity if the voltage is divided by its current?
w, what is the electrical quantity if the voltage is divided by its resistance?

hieve?

g Task No. 4 p. 33

the notebook, journal or portfolio will write their personal insights about the lesson using the prompts below.

at ______________________________
________________________________
 8

Science

First

you are expected to infer the relationship between current and charge. Every bit
hen they are set in motion in one direction, a net direction, we have an electric
erence to keep the water flowing. Similarly for electric current. Electrons flows
trical resistance is measured in units called Ohms

while charge flows from one end to the other. The situation is analogous to a
as long as a difference in water level exists. Like the flow of water molecules in a
ectrons that would only flow in conducting wires, usually made of metals,
Current = Voltage/ Resistance
Ampere = Volts/Ohms

motor?𝑟𝑒𝑛𝑡
perate the electric fan?
equired to operate the traffic light?

ompts below.
Evaluator:

MICHAEL M. YEE
Head Teacher III- Science
Signature Over Printed Name/Date
PIVOT 4A LESSON EXEMPLARS USING THE IDEA INSTRUCTIONAL PROCESS

School

LESSO Teacher
N
EXEMP
LAR Teaching Date

Teaching Time

At the end of the lesson, the students are expected to:

To observe and explain differences between temperature and heat

Explain that heat is the flow of energy from hot materials to cold materials.
I. OBJECTIVES
Describe that molecules in a material begin to vibrate (or move) more quickl

Identify radiation as heat transfer carried by little packets of energy that can

List examples of each type of heat transfer.

A. Most Essential Learning

Compare and Contrast heat and temperature
Competencies

B. Enabling Competencies Differentiate between heat and temperature at the molecular level.
II. CONTENT
III. LEARNING RESOURCES
A. References
●     Teacher’s Guide Pages
●     Learner’s Material Pages LM pp 28-30
●     Textbook Pages Synergy for Success in Science 8 pp 40 - 43
●     Additional Resources from
Learning Resources

●     Other Learning Resources Science Links Worktext for Scientific and Technological Literacy pp. 55 - 57

B. List of Learning Resources for

Development and Engagement ADM Module, PIVOT Module
Activities
IV. PROCEDURES
What I need to know?
 What’s new?
Introduce the students the heat and temperature by means of watching vide

Discuss the concept behind heat and temperature

A. Introduction
 What I know?

Ask the student : Raise your hand using the chat box, if you ever put on a ja

You probably appreciate heat on a cold day. But today, and over the next co

What’s in?

B. Development
 What Is Heat? Presentation, a Microsoft PowerPoint® file, to directly deliver
teaching methods. Note that each slide includes background and discussion
slides are animated, so clicking brings up the next text or component on the

(Slide 1) What is heat? Do the images on this slide give you any hints? Heat
many of the products we use every day.

(Slide 2) Open a discussion about what will happen to the temperature of the
B. Development warmer while other things get colder when they are left out? Given time, bot

(Slide 3) Remind students about energy and some of its different forms. Exp
between temperature and kinetic energy: https://commons.wikimedia.org/wik

What is it?
Show a video to a class to show temperature and kinetic energy using food
Talk about what students observed in the demo. The faste
https://commons.wikimedia.org/wiki/File:Brownian_motion_large.gif. We can
around by the water molecules' thermal jiggling. This was discovered by Sco
water molecules, but noticed that pollen in hotter water jiggled around more

What’s more?

C. Engagement
C. Engagement

What I can do?

Explain the definition of heat as flowing thermal energy and clarify the direct
states of energy.

What other enrichment activity can I engage in?

Use the provided images of a hot cup of coffee, an ice cream cone and a tea
direction of heat flow; circulate around the room to verify their understanding
difference in temperature is needed for heat to flow, 2) heat always flows fro
are Joules, just like kinetic energy. The three different types of heat transfer

What I have learned?

Asynchronous Learning: Write your answer in 1 clean paper: To observe a

1. Explain how heat is the flow of energy from hot materials to cold materials
2. Do it : Let a kettle to boil a half liter or water then ,describe that molecule
3List examples of each type of heat transfer ( draw and label)

What I can achieve?

 D. Assimilation

V. REFLECTION The students in the notebook, journal or portfolio will write their personal insi

I understand that ______________________________

I realize that __________________________________

*write N/A if not necessary

 A INSTRUCTIONAL PROCESS

Bulihan Integrated National High School Grade Level

RICHARD F. TALAMERA Learning Area

NOVEMBER 9-13, 2020 Quarter

1:00PM-2:00 PM No. of Days

e lesson, the students are expected to:

d explain differences between temperature and heat

at is the flow of energy from hot materials to cold materials.

molecules in a material begin to vibrate (or move) more quickly when the material is heated.

n as heat transfer carried by little packets of energy that can travel through almost any material—even empty space.

f each type of heat transfer.

Contrast heat and temperature

tween heat and temperature at the molecular level.

ccess in Science 8 pp 40 - 43

Worktext for Scientific and Technological Literacy pp. 55 - 57

PIVOT Module

know?
udents the heat and temperature by means of watching video clips from the youtube. Reference : https://www.youtube.com

ncept behind heat and temperature

t : Raise your hand using the chat box, if you ever put on a jacket? Or turned on a heater? Or melted an ice cube in your ha

ppreciate heat on a cold day. But today, and over the next couple of days, we are going to talk about how scientists and eng
Presentation, a Microsoft PowerPoint® file, to directly deliver the lesson content, using the guidance provided below; altern
ds. Note that each slide includes background and discussion information in the notes sections that is not provided below an
ated, so clicking brings up the next text or component on the slide.

s heat? Do the images on this slide give you any hints? Heat is energy that has something to do with temperature and is an
oducts we use every day.

a discussion about what will happen to the temperature of the beverage in each case (hot chocolate, iced tea) when left una
ther things get colder when they are left out? Given time, both eventually become room temperature. The hot drink releases

d students about energy and some of its different forms. Expect them to recall that moving objects have kinetic energy. Sho
rature and kinetic energy: https://commons.wikimedia.org/wiki/File:Translational_motion.gif.

o a class to show temperature and kinetic energy using food coloring: "Moving Water Molecules"
Talk about what students observed in the demo. The faster jiggling hot water dispersed the dye more quickly. Then show
s.wikimedia.org/wiki/File:Brownian_motion_large.gif. We can think of the small dots as water molecules, and the yellow dot
water molecules' thermal jiggling. This was discovered by Scottish botanist Robert Brown, who used a microscope to look at
s, but noticed that pollen in hotter water jiggled around more than in colder water. The phenomenon was named in his hono
?
nition of heat as flowing thermal energy and clarify the direction of heat flow—from the hotter object to the cooler object. En
y.

richment activity can I engage in?

ed images of a hot cup of coffee, an ice cream cone and a tea kettle on a burner as examples to talk about the direction of h
t flow; circulate around the room to verify their understanding. Make sure students realize that 1) heat is a form of energy th
mperature is needed for heat to flow, 2) heat always flows from hot to cold, or more precisely, heat flows from higher temper
like kinetic energy. The three different types of heat transfer (the movement of thermal energy) are conduction, convection

arned?

Learning: Write your answer in 1 clean paper: To observe and explain differences between temperature and heat
heat is the flow of energy from hot materials to cold materials.
kettle to boil a half liter or water then ,describe that molecules in a material begin to vibrate (or move) more quickly when th
of each type of heat transfer ( draw and label)

hieve?
the notebook, journal or portfolio will write their personal insights about the lesson using the prompts below.

at ______________________________

________________________________
 8

Science

First

l—even empty space.

ce : https://www.youtube.com/watch?v=LL54E5CzQ-A
melted an ice cube in your hand? (Expect every student to raise their hand.)

about how scientists and engineers think about heat.

dance provided below; alternatively, use the presentation to inform other
that is not provided below and is unavailable in the PDF version. In addition, the

o with temperature and is an important concept used by engineers to design

olate, iced tea) when left unattended for 30 minutes. Why do some things get
ature. The hot drink releases energy; the cold drink absorbs energy.

ects have kinetic energy. Show the animation to help visualize the relationship

es"
dye more quickly. Then show the animation of Brownian Motion at
molecules, and the yellow dot as a much larger dye molecule being bounced
used a microscope to look at pollen samples in water. He could not see the
enon was named in his honor: Brownian Motion.
bject to the cooler object. Energy transfers always occur from higher to lower

o talk about the direction of heat flow. Have students draw arrows to show the
1) heat is a form of energy that is transferred by a difference in temperature; a
heat flows from higher temperature to lower temperature, and 3) the units of heat
) are conduction, convection and radiation.

mperature and heat

move) more quickly when the material is heated.

ompts below.

Evaluator:

MICHAEL M. YEE
Head Teacher III- Science
Signature Over Printed Name/Date
PIVOT 4A LESSON EXEMPLARS USING THE IDEA INSTRUCTIONAL PROCESS

School

LESSO Teacher
N
EXEMP
LAR Teaching Date

Teaching Time

At the end of the lesson, the students are expected to:

The students will compare/contrast the colors that make up white light in term

Students will be introduced to the idea that all light travels as waves, and th
I. OBJECTIVES
Explain that we can only see a small portion of all electromagnetic waves.

Reflect and think about the use of visible light.

A. Most Essential Learning

Explain the hierarchy of colors, in relations to the energy of visible light.
Competencies
Explain that the red is the least bent and violet id the most bent according to
B. Enabling Competencies Demonstrate the existence of the color components of visible light using a p
II. CONTENT
III. LEARNING RESOURCES
A. References
●     Teacher’s Guide Pages PIVOT MODULE/ BOW
●     Learner’s Material Pages LM pp 26-30
●     Textbook Pages Synergy for Success in Science 8 pp 40 - 43
●     Additional Resources from
youtube.com/pivot module
Learning Resources

●     Other Learning Resources Science Links Worktext for Scientific and Technological Literacy pp. 55 - 57

B. List of Learning Resources for

Development and Engagement ADM Module, PIVOT Module
Activities
IV. PROCEDURES
What I need to know?
 Answer learning Task Number 1 (Pivot Module Page 26)

A. Introduction
What’s new?

Let the students to watch short video from youtube.com. White light is made
according to their wavelengths.
Red has the longest wavelengths and violet has the shortest.

What I know?
 Answer learning Task Number 2 (Pivot Module Page 26)

What’s in?
Discussion: Teacher will discuss the Electromagnetic Spectrum. Let them kn

What is it?

B. Development

What’s more?
 Draw Rainbow Color and explain the colors presented in in the rainbow. A

What do you see when you play with the prism?

What are the colors of the "rainbow"? (Red, orange, yellow, green, blue, indi
Are these colors distinct, or do they seem to blend together? (They blend tog

What I can do?

What is the longest wavelenght and the shortest wavelenght in Visible Light?

What other enrichment activity can I engage in?

C. Engagement ask students these questions:

What is the electromagnetic spectrum? (It is the entire range of all kinds of li
What is the light that humans can see called? (Visible light.)
How does light travel? (It travels as waves.)
What are the high and low points of a wave called? (They are called the pea
What is wavelength? (It is the distance between two nearest peaks or trough
How is wavelength important in defining the regions of the electromagnetic s
What is a common measurement of wavelength? (Angstroms.)

What I have learned?

Quiz

What I can achieve?

D. Assimilation
 D. Assimilation

V. REFLECTION The students in the notebook, journal or portfolio will write their personal insi

I understand that ______________________________

I realize that __________________________________

*write N/A if not necessary

A INSTRUCTIONAL PROCESS

Bulihan Integrated National High School Grade Level

Roselyn B. Lujero Learning Area

Quarter

No. of Days

e lesson, the students are expected to:

ill compare/contrast the colors that make up white light in terms of their arrangement in the visible light section of the electro

e introduced to the idea that all light travels as waves, and that wavelength defines the various regions of the electromagnet

can only see a small portion of all electromagnetic waves.

k about the use of visible light.

archy of colors, in relations to the energy of visible light.

red is the least bent and violet id the most bent according to their wavelengths or frequencies.
e existence of the color components of visible light using a prism or diffraction grating.

E/ BOW

ccess in Science 8 pp 40 - 43

vot module

Worktext for Scientific and Technological Literacy pp. 55 - 57

PIVOT Module

know?
g Task Number 1 (Pivot Module Page 26)

s to watch short video from youtube.com. White light is made up of all the colors of light and they are organized in the visible
eir wavelengths.
ngest wavelengths and violet has the shortest.
g Task Number 2 (Pivot Module Page 26)

acher will discuss the Electromagnetic Spectrum. Let them know the Visible Light in the Electromagnetic Spectrum.
Color and explain the colors presented in in the rainbow. Ask students the following questions:

ee when you play with the prism?

olors of the "rainbow"? (Red, orange, yellow, green, blue, indigo and violet. Students may be familiar with the phrase "Roy G
s distinct, or do they seem to blend together? (They blend together. If students didn't notice this, allow more time for explora

?
gest wavelenght and the shortest wavelenght in Visible Light?

richment activity can I engage in?

ese questions:

ctromagnetic spectrum? (It is the entire range of all kinds of light, including light the human eye cannot see.)
t that humans can see called? (Visible light.)
travel? (It travels as waves.)
gh and low points of a wave called? (They are called the peak and trough.)
ngth? (It is the distance between two nearest peaks or troughs.)
gth important in defining the regions of the electromagnetic spectrum? (Different parts of the electromagnetic spectrum are
mon measurement of wavelength? (Angstroms.)

arned?

hieve?
the notebook, journal or portfolio will write their personal insights about the lesson using the prompts below.

at ______________________________

________________________________
 8

Science

First

ble light section of the electromagnetic spectrum.

regions of the electromagnetic spectrum.

ey are organized in the visible light section of the electromagnetic spectrum
magnetic Spectrum.
ns:

miliar with the phrase "Roy G. Biv"; if not, you could introduce them to it.)
s, allow more time for exploration with the prisms.)

cannot see.)

ectromagnetic spectrum are made up of light of different wavelengths.)

ompts below.

Evaluator:

MICHAEL M. YEE
Head Teacher III- Science
Signature Over Printed Name/Date
PIVOT 4A LESSON EXEMPLARS USING THE IDEA INSTRUCTIONAL PROCESS

School

LESSO Teacher
N
EXEMP
LAR Teaching Date

Teaching Time

At the end of the lesson, the students are expected to:

a. determines the relationship between the speed of a sound and the tempe

b. Explain the speed of sound when the temperature changes.

I. OBJECTIVES
c,identify various medium of sound waves.

d. Understanding how sound is produced *Being able to explain propagation

e. Calculate the speed of sound

A. Most Essential Learning

Competencies
Investigates the effect of temperature to the speed of sound.
B. Enabling Competencies Infer how the movement of particles of an object affects the speed of sound throu
II. CONTENT
III. LEARNING RESOURCES
A. References
●     Teacher’s Guide Pages Budget of Work
●     Learner’s Material Pages LM pp 21-24
●     Textbook Pages Synergy for Success in Science 8 pp 40 - 43
●     Additional Resources from
google.com
Learning Resources

●     Other Learning Resources Science Links Worktext for Scientific and Technological Literacy pp. 55 - 57

B. List of Learning Resources for

Development and Engagement ADM Module, PIVOT Module
Activities
IV. PROCEDURES
What I need to know?
Learners will give simple definition about Sound and temperature. Students
to expand on our understanding of sound characteristics and investigate the

What’s new?
A. Introduction
A. Introduction Let the students to answer the Learning Task 1, Study the illustration based
page. 22

Let the students watch a video from youtube about sound. Reference https:

What I know?

Answer the Pre-Test

What’s in?
Answer the Learning Task Number 2- Pls Refer to the PIVOT MODULE Pag
B. Development

What is it?
•Velocity(v) of a wave= Frequency (f) times the wavelength (λ)
V=fλ
The speed of s
when hotter sound can travel faster.

What’s more?
Answer Learning Task Number 3 ( Pivot Module Page 23)

What I can do?

C. Engagement
 C. Engagement

What I have learned?

Short Quiz (to be conducted from Quizzes.com)

D. Assimilation

What I can achieve?

Answer Learning Task 4 ( Pivot Module Page 24)

V. REFLECTION The students in the notebook, journal or portfolio will write their personal insi

I understand that ______________________________

I realize that __________________________________

*write N/A if not necessary

A INSTRUCTIONAL PROCESS

Bulihan Integrated National High School Grade Level

RICHARD F. TALAMERA Learning Area

OCTOBER 26-30, 2020 Quarter

No. of Days

e lesson, the students are expected to:

he relationship between the speed of a sound and the temperature of the air it passes through.

peed of sound when the temperature changes.

s medium of sound waves.

ng how sound is produced *Being able to explain propagation in terms of particles *That propagation speeds depend on the

speed of sound

effect of temperature to the speed of sound.

ovement of particles of an object affects the speed of sound through it.

ccess in Science 8 pp 40 - 43

Worktext for Scientific and Technological Literacy pp. 55 - 57

PIVOT Module

know?
ve simple definition about Sound and temperature. Students were introduced to the fundamental characteristics of sound an
ur understanding of sound characteristics and investigate the speed of sound.
s to answer the Learning Task 1, Study the illustration based on the illustration, describe sound as a form of energy. Write y

s watch a video from youtube about sound. Reference https://www.youtube.com/watch?v=3Br66N7QHpM

-Test

rning Task Number 2- Pls Refer to the PIVOT MODULE Page 22

a wave= Frequency (f) times the wavelength (λ)

V=fλ
The speed of sound depends on the physical properties of the medium and t
und can travel faster.

g Task Number 3 ( Pivot Module Page 23)

?
arned?

be conducted from Quizzes.com)

hieve?

g Task 4 ( Pivot Module Page 24)

the notebook, journal or portfolio will write their personal insights about the lesson using the prompts below.

at ______________________________

________________________________
 8

Science

First

gation speeds depend on the material

al characteristics of sound and the Doppler Effect. The goal for today's lesson is
 as a form of energy. Write your answer in your notebook. PIVOT MODULE

66N7QHpM

operties of the medium and the temperature since the particle vibrate faster
ompts below.

Evaluator:

MICHAEL M. YEE
 Head Teacher III- Science
Signature Over Printed Name/Date
PIVOT 4A LESSON EXEMPLARS USING THE IDEA INSTRUCTIONAL PROCESS

School

LESSO Teacher
N
EXEMP
LAR Teaching Date

Teaching Time

At the end of the lesson, the students are expected to:

1. Define kinetic energy and potential energy.

2. Relate the speed and position of object to the amount of energy possess
I. OBJECTIVES
3. Calculate the kinetic energy of a moving body.

4. Calculate the change in potential energy of a body.

A. Most Essential Learning

Identify and explain the factors that affect potential and kinetic energy.
Competencies

B. Enabling Competencies Differentiate potential energy and kinetic energy.

II. CONTENT Factors Affecting Potential and Kinetic Energy (Calculating Potential and Kin
III. LEARNING RESOURCES
A. References
●     Teacher’s Guide Pages
●     Learner’s Material Pages LM pp 26-30
●     Textbook Pages Synergy for Success in Science 8 pp 40 - 43
●     Additional Resources from
Learning Resources

●     Other Learning Resources Science Links Worktext for Scientific and Technological Literacy pp. 55 - 57

B. List of Learning Resources for

Development and Engagement ADM Module, PIVOT Module
Activities
IV. PROCEDURES
What I need to know?
A simple definition of energy states that it is the capacity to do work. The gr
done on an object, it gains enough energy. If 1 newton-meter of work is don
(Refer to PIVOT Module p.18)

What’s new?
A. Introduction
A. Introduction Answer the Energy Crossword Puzzle
Objective: Familiarize the words that are associated to the concept of energy

There are different factors that affect potential and kinetic energy. When wo
waiting to be done, or when there is the potential for work to be performed.

What I know?

Answer the pre-test.

What’s in?
Answer Learning Task No. 2 (Refer to PIVOT module p. 19)

What is it?
Potential Energy
from the floor. The work performed in lifting an object is equals to the potent
energy. The energy that the body gains or losses with respect to its position

PE=mgh
where: PE is the potential energy in joules (J);
m is the object's mass in kilograms (kg);
g is the acceleration due to gravity which is 9.8 m/s²; and
h is the height of the object from the reference point (e.g., ground) in meters
Kinetic Energy
B. Development a moving object is called energy of motion or kinetic energy (KE). The word
the object can do because of its motion.

This can be computed using the formula:

KE = ½ mv²
where: KE is the kinetic energy in joule (J),
m is the object's mass in kilogram (kg), and
v is the object's speed in meter per second (m/s).

From the formula, the kinetic energy of an object depends on its mass and s
an object is also doubled. How about if the speed is doubled but the mass re
kinetic energy; and the faster the speed the higher the kinetic energy as wel

Aswer Learning Task No. 3 (Refer to PIVOT Module p. 20)

What’s more?
Answer Learning Task No. 4 (Refer to PIVOT module p. 20)

What I can do?

 Identify whether the objects in the given situations possess Potential Energy
or Kinetic Energy. Write your answers on a separate sheet of paper.

1. Bird flying
2. Log in a fireplace
3. Watermelon on a desk
4. Car travelling on the highway
5. Car sitting in a driveway
6. Bunch of coconut stick on a table
7. Ball bouncing on the floor
8. Child jumping on his bed
9. Child sleeping on the crib
10. Marble rolling down the ramp

C. Engagement
What other enrichment activity can I engage in?
Given the pictures below, answer the corresponding questions that follow.
Write your answers on a separate sheet of paper.

A ball bounces on the ground. At what position (A, B, C ) does the ball have

Which bird on the wire has the more potential energy? Prove your answer us

What I have learned?

Fill in the blanks with the correct answers to complete the statements. Write
1. The ___________ of the object increases when elevated from the ground
2. An object's potential energy can be computed using the formula ________
3. Any moving object possesses energy called and can be computed using
4. _________ is the ability or capacity to do work.
D. Assimilation 5. When an object’s speed doubles, its kinetic energy ________ .
6. When an object’s mass doubles, its kinetic energy also _________ .
7. The more mass an object has when lifted to a certain height, the _______

What I can achieve?

Short Quiz

V. REFLECTION The students in the notebook, journal or portfolio will write their personal insi

I understand that ______________________________

 I realize that __________________________________

*write N/A if not necessary

 A INSTRUCTIONAL PROCESS

Bulihan Integrated National High School Grade Level

Roselyn B. Lujero Learning Area

October 19-23, 2020 Quarter

No. of Days

e lesson, the students are expected to:

c energy and potential energy.

peed and position of object to the amount of energy possessed by a body.

e kinetic energy of a moving body.

e change in potential energy of a body.

plain the factors that affect potential and kinetic energy.

tential energy and kinetic energy.

ng Potential and Kinetic Energy (Calculating Potential and Kinetic Energy)

ccess in Science 8 pp 40 - 43

Worktext for Scientific and Technological Literacy pp. 55 - 57

PIVOT Module

know?
ion of energy states that it is the capacity to do work. The greater the energy of a body, the greater is its capacity to perform
ect, it gains enough energy. If 1 newton-meter of work is done, the object gains 1 newton-meter of energy.
T Module p.18)
ergy Crossword Puzzle
liarize the words that are associated to the concept of energy.

ent factors that affect potential and kinetic energy. When work is being done, we say that it is kinetic energy or energy in m
one, or when there is the potential for work to be performed.

-test.

g Task No. 2 (Refer to PIVOT module p. 19)

gy
The work performed in lifting an object is equals to the potential energy the object gains. An object absorbs energy when lifte
ergy that the body gains or losses with respect to its position is called potential energy (PE) and is given by

e potential energy in joules (J);

s mass in kilograms (kg);
ation due to gravity which is 9.8 m/s²; and
of the object from the reference point (e.g., ground) in meters (m).
y
t is called energy of motion or kinetic energy (KE). The word kinetic comes from the Greek word kinetikos which means mov
do because of its motion.

mputed using the formula:

e kinetic energy in joule (J),

s mass in kilogram (kg), and
speed in meter per second (m/s).

la, the kinetic energy of an object depends on its mass and speed. What will happen to the KE of an object if its mass is dou
o doubled. How about if the speed is doubled but the mass remains the same? The KE of an object increases four times.Th
and the faster the speed the higher the kinetic energy as well.

Task No. 3 (Refer to PIVOT Module p. 20)

g Task No. 4 (Refer to PIVOT module p. 20)

?
r the objects in the given situations possess Potential Energy
gy. Write your answers on a separate sheet of paper.

lace
on a desk
g on the highway
a driveway
onut stick on a table
g on the floor
g on his bed
g on the crib
ng down the ramp

richment activity can I engage in?

res below, answer the corresponding questions that follow.
wers on a separate sheet of paper.

on the ground. At what position (A, B, C ) does the ball have the greatest potential energy? Kinetic energy? Explain your an

he wire has the more potential energy? Prove your answer using the formula of potential energy.

arned?

s with the correct answers to complete the statements. Write your answers on a separate sheet of paper.
_____ of the object increases when elevated from the ground to a certain height.
otential energy can be computed using the formula _________ .
object possesses energy called and can be computed using the formula .
s the ability or capacity to do work.
ect’s speed doubles, its kinetic energy ________ .
ect’s mass doubles, its kinetic energy also _________ .
ass an object has when lifted to a certain height, the _______ potential energy.

hieve?

the notebook, journal or portfolio will write their personal insights about the lesson using the prompts below.

at ______________________________
________________________________
 8

Science

First

eater is its capacity to perform any work. This means that whenever work is
er of energy. Answer Learning Task No. 1
kinetic energy or energy in motion. Potential energy is present when the work is

Try to lift a box

ect absorbs energy when lifted from the ground and when allowed to fall, it loses
d is given by

The energy of
d kinetikos which means moving. Kinetic energy measures the amount of work

of an object if its mass is doubled but the speed remains the same? The KE of
bject increases four times.This means that the greater the mass, the greater the
etic energy? Explain your answer.

y.

t of paper.

ompts below.
Evaluator:

MICHAEL M. YEE
Head Teacher III- Science
Signature Over Printed Name/Date
PIVOT 4A LESSON EXEMPLARS USING THE IDEA INSTRUCTIONAL PROCESS

School

LESSO Teacher
N
EXEMP
LAR Teaching Date

Teaching Time

At the end of the lesson, the students are expected to:

1. Described the conditions when two forces are balanced.

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

I. OBJECTIVES
3. Differentiate balanced force from unbalanced force.

4. Describe the changes in position, direction, and speed of an object when

5. Solve problems involving balanced and unbalanced forces.

A. Most Essential Learning

Infer that when a body exerts a force on another, an equal amount of force i
Competencies

B. Enabling Competencies Infer that when a body exerts a force on another, an equal amount of force i
II. CONTENT Forces (Balanced and Unbalanced Forces)
III. LEARNING RESOURCES
A. References
●     Teacher’s Guide Pages TG pp. 5-9
●     Learner’s Material Pages LM pp. 6 - 18
●     Textbook Pages
●     Additional Resources from
Learning Resources

●     Other Learning Resources

B. List of Learning Resources for

Development and Engagement ADM Module, PIVOT Module
Activities
IV. PROCEDURES
What I need to know?
All objects fall because gravity pulls on them towards the center of the earth
vase? Is there any force acting on both objects?
 What’s new?
Most of the motions we come across in our daily life are caused primarily by
To better understand the topic, perform the simple activities that follow:

A. Introduction

Examine the ball on top of the table (see figure 6). Choose the letter of your

What I know?

Answer the pre-test

What’s in?
Answer Learning Task No. 2 (Refer to PIVOT module p. 14)
When a car starts moving, it speeds up. When a car nears a stop sign, it
velocity. This means the car is accelerating.

B. Development

What is it?
B. Development

To accurately describe the forces acting on an object it is important to famili

Define the following:
Magnitude 2. Direction 3. Point of application 4. Line of action

Balanced Forces
To describe a force, you must know two things. You must know the magnitu
pulling with equal magnitude of force, FA and FB , on the rope but in oppos
in direction are called balanced forces. Balanced forces do not cause

Unbalanced Forces
When you push a table and then it moves, unbalanced forces are present. F
in opposite direction. Suppose that one of the teams in tug-of-war, as shown
ground would no longer be equal. One team would be able to pull the other
 Net or Resultant Force
In an object, there may be several forces acting on it. Net force or resultant f
object are balanced if their effects cancel each other.

When an object is at rest, a zero net force would make the object remains at
time interval.

On the other hand, when the net force is not zero, the object’s velocity will ch
increase its velocity when the force is in the same direction of its motion. If th
net force acts sideways on a moving object, the direction of the object’s velo

What’s more?
Answer Learning Task No. 1 (Refer to PIVOT module p. 14)

Solve the following problems. Follow GRESA method.

You and your brother are pushing a car with dead battery with for ces of 20 N
airplane is moving with a force of 800 N. However, there are two forces mov
airplane.

What I can do?

Read and analyze each problem carefully. Write your answers and solutions
1. Boys A and B, are pulling a heavy cabinet at the same time with 5 N of fo

2. What if boy A and boy B pull the heavy cabinet at the same time in oppos
C. Engagement a. what will be the net force on the cabinet?
b. will the cabinet move?
c. to what direction will it move?
 3. From problem 2, suppose another boy, Boy C pulls the heavy cabinet with
a. What will be the net force on the cabinet?
b. Will the cabinet move?
c. In what direction will the cabinet move?

What other enrichment activity can I engage in?

Analyze and answer the problem below. Write your answers on a separate s
barrow at rest containing stones has a force of 1000 N. A man exerted a pus
a. Will he able to move the wheel barrow?
b. Suppose another man tried to help him and exerted a force of 500N. Will
c. Another man saw their struggle in pushing the wheel barrow. He tried to h

What I have learned?

Fill in the blanks with correct word/s. Write your answers on a separate she

1. ________ refers to the size or strength of the force while

points to where the object goes. The direction of the arrowhead indicates
2. _________ are forces that are equal in magnitude but opposite in directi
3. _________ are forces that cause a change in the motion of an object.
D. Assimilation 4. The sum of all forces acting in an object is called ________ .
5. If the forces in an object are balanced, the net force is ________ .
6. If the forces in an object are unbalanced, the net force is _________ .

What I can achieve?

Short Quiz

V. REFLECTION The students in the notebook, journal or portfolio will write their personal insi

I understand that ______________________________

I realize that __________________________________

*write N/A if not necessary

A INSTRUCTIONAL PROCESS

Bulihan Integrated National High School Grade Level

Roselyn B. Lujero Learning Area

October 12-16, 2020 Quarter

No. of Days

e lesson, the students are expected to:

he conditions when two forces are balanced.

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

balanced force from unbalanced force.

e changes in position, direction, and speed of an object when acted upon by unabalanced forces

ms involving balanced and unbalanced forces.

a body exerts a force on another, an equal amount of force is exerted back on it.

a body exerts a force on another, an equal amount of force is exerted back on it.
ced and Unbalanced Forces)

PIVOT Module

know?
because gravity pulls on them towards the center of the earth. Examine the pictures below showing the pen and the flower
any force acting on both objects?
ions we come across in our daily life are caused primarily by FORCE.
stand the topic, perform the simple activities that follow:

ll on top of the table (see figure 6). Choose the letter of your answer to the given conditions below:

-test

g Task No. 2 (Refer to PIVOT module p. 14)

starts moving, it speeds up. When a car nears a stop sign, it slows down. The car is covering different displacements at equ
eans the car is accelerating.
describe the forces acting on an object it is important to familiarize first with the following terms:
wing:
. Direction 3. Point of application 4. Line of action

es
orce, you must know two things. You must know the magnitude and the direction of the force. Suppose two teams are playin
al magnitude of force, FA and FB , on the rope but in opposite directions. Neither team can make the other team move. F
e called balanced forces. Balanced forces do not cause a change in motion. When balanced forces act on an obje

rces
h a table and then it moves, unbalanced forces are present. Forces that cause a change in the motion of an object are unbal
ction. Suppose that one of the teams in tug-of-war, as shown in figure 16, exerts greater magnitude of force, FB, on the gr
no longer be equal. One team would be able to pull the other team in the direction of the larger force.
 t Force
ere may be several forces acting on it. Net force or resultant force is the sum of all forces acting on an object. Two or more f
nced if their effects cancel each other.

is at rest, a zero net force would make the object remains at rest. Moreover, when the object is moving, a zero net force wo

and, when the net force is not zero, the object’s velocity will change. A net force exerted to an object at rest may cause the o
ocity when the force is in the same direction of its motion. If the net force is in the opposite direction of the object’s motion, th
ideways on a moving object, the direction of the object’s velocity changes.

g Task No. 1 (Refer to PIVOT module p. 14)

wing problems. Follow GRESA method.

rother are pushing a car with dead battery with for ces of 20 N and 25 N in the same direction. What is the net force applied
ng with a force of 800 N. However, there are two forces moving in opposite directions on the airplane. Wind force = 60 N a

?
yze each problem carefully. Write your answers and solutions in your answer sheet.
B, are pulling a heavy cabinet at the same time with 5 N of force each. What is the net force acting on the cabinet?

A and boy B pull the heavy cabinet at the same time in opposite directions with 10 N and 5 N of force respectively,
he net force on the cabinet?
et move?
tion will it move?
m 2, suppose another boy, Boy C pulls the heavy cabinet with 5 N of force in the same direction with Boy A,
the net force on the cabinet?
net move?
tion will the cabinet move?

richment activity can I engage in?

swer the problem below. Write your answers on a separate sheet of paper.
ontaining stones has a force of 1000 N. A man exerted a push of 500 N.
o move the wheel barrow?
other man tried to help him and exerted a force of 500N. Will they able to move the wheel barrow?
saw their struggle in pushing the wheel barrow. He tried to help them. He exerted a force of 400 N. Will the three of them m

arned?
s with correct word/s. Write your answers on a separate sheet of paper.

refers to the size or strength of the force while

ere the object goes. The direction of the arrowhead indicates the direction of the force. The length of the arrow represents th
are forces that are equal in magnitude but opposite in direction.
are forces that cause a change in the motion of an object.
all forces acting in an object is called ________ .
n an object are balanced, the net force is ________ .
n an object are unbalanced, the net force is _________ .

hieve?

the notebook, journal or portfolio will write their personal insights about the lesson using the prompts below.

at ______________________________

________________________________
 8

Science

First

owing the pen and the flower vase. What can you say about the pen and the
low:

ifferent displacements at equal time intervals, hence is not moving in constant

 1.

Suppose two teams are playing tug-of-war as shown in figure 15. Each team is
ake the other team move. Forces that are equal in magnitude but opposite
alanced forces act on an object at rest, the object will not move.

motion of an object are unbalanced forces. Unbalanced forces are not equal and
itude of force, FB, on the ground than the other team, the forces applied on the
force.
g on an object. Two or more forces in the same line of action exerted on an

s moving, a zero net force would make the object maintain its velocity at a given

bject at rest may cause the object to move. In a moving object, a net force will
ction of the object’s motion, the force will reduce the object’s velocity. When the

1.
What is the net force applied on the car? 2. The
airplane. Wind force = 60 N and air friction = 40 N. What is the net force of the

ting on the cabinet?

force respectively,
n with Boy A,

The wheel

w?
00 N. Will the three of them move the wheel barrow?

gth of the arrow represents the amount of force (relative magnitude).

ompts below.

Evaluator:

MICHAEL M. YEE
Head Teacher III- Science
Signature Over Printed Name/Date
PIVOT 4A LESSON EXEMPLARS USING THE IDEA INSTRUCTIONAL PROCESS

School

LESSO Teacher
N
EXEMP
LAR Teaching Date

Teaching Time

At the end of the lesson, the students are expected to:

1. State the three laws of motion.

2. Relate inertia to mass

I. OBJECTIVES 3. Cite situations where the law of inertia applies.

4 . Discuss the relationship between net force on an object and its accelera

5. Solve problems involving the interrelationship of net force ,mass and acc

6. Compare the two interacting forces in terms of magnitude and direction.

A. Most Essential Learning

Investigate the relationship between the amount of force applied and the ma
Competencies

B. Enabling Competencies Demonstrate how a body respond to changes in motion.

II. CONTENT Infer that circular motion requires the application of constant force directed to
III. LEARNING RESOURCES
A. References
●     Teacher’s Guide Pages TG pp. 10 - 13
●     Learner’s Material Pages LM pp. 3-20
●     Textbook Pages Synergy for Success in Science 8 pp. 6-16
●     Additional Resources from
Learning Resources

●     Other Learning Resources Science Links Worktext for Scientific and Technological Literacy pp. 15 - 23

B. List of Learning Resources for

Development and Engagement ADM Module, PIVOT Module
Activities
IV. PROCEDURES
What I need to know?
An object may be acted upon by several forces weather object is at rest or in
forces which cause the change in the motion of an object, it is important to d
What’s new?
 Motion is a phenomenon in which an object changes its position over time.
below, the bus is moving from its reference point of its place of origin. The b
no motion as there is no change in his position nor displacement.
he is standing still and the bus move forward? How about when the bus sud
A. Introduction

Answer Learning Task No. 1 (Refer to PIVOT Module p.7)

What I know?

Answer the pre test.

What’s in?
Do you know who are the scientist and great men behind the concept of forc
and terms related to the laws of motion that will be discussed in the succeed
circle the 15 words in the grid. Words appear straight accross, up, dow+B33

B. Development

What is it?

Law of Inertia
Newton’s first law of motion, the law of inertia, states that, “an object at res
force.” The tendency of an object to maintain its state of rest or of uniform ve
measure of the inertia of an object. The greater the mass of an object, the ha
Law of Acceleration
The second law of motion is the law of acceleration which states that “the ac
object’s mass. The direction of the acceleration is in the direction of the net f
Law of Interaction
The third law of motion is the law of interaction which states that “for every a
always exerted back by an equal magnitude of force but in opposite direction
they do not act on the same body. In determining the action and reaction for
the action that requires force, and then identify the reaction force that counte

What’s more?
 To understand Newton’s laws of motion, answer the succeeding activities.

Activity 1. Newton’s First Law of Motion (Law of Inertia) In your answer shee
of paper.

1. The body will continue to move and so it will move forward until something
2. As you hold on the handle, the force exerted by the train through the hand
3. Your body has inertia, and so a force is needed to change its velocity. The

Activity 2. Newton’s Second Law of Motion (Law of Acceleration)

Read the situation and analyze the pictures. Write your answers on a separa
Mario and Alex are on a trip to Tinuy-an Falls, Bislig City, Surigao del Sur. S
hard, but he cannot barely move the car. A bystander helps him then the car
Questions:
1. How do you compare the applied forces to the cars in both pictures?
2. Why does the car in Picture B accelerate?
3. What is the relationship between net force and acceleration based on the

C. Engagement

Activity 3. Newton’s Third Law of Motion

Identify the action-reaction forces in each picture.

What I can do?

 Solve the following problem.
How much force is needed to accelerate a 1000 kg car at a rate of 3 m/s2?
kg swimmer pushes off a pool wall with a force of 250 N, what is her acceler
of a football player who has a 1250 N force and has an acceleration of 1.5 m
Formula Solution Answer
What other enrichment activity can I engage in?

Identify the law of motion that applies in each situation. \Write your an

1. Throwing garbage on the river would go back to the community during the
easier to push an empty shopping cart than a loaded one.
baseball is thrown into the air after being hit by the bat.

What I have learned?

Fill in the blanks with the correct term/s. Write your answers on a separate s
1. is the tendency of an object to resist any change in its initial state. If it is
tends to continue moving unless acted upon by a _______ .
2. Inertia depends on the object’s ________ .
3. Newton’ s ______ , also known as the______ , states that an object a
D. Assimilation acted upon by a net force.
4. Newton’s __________, also known as the __________ , states that
mass. 𝑚𝑎⃗
5. Newton’s ________ , also known as the ________ , states that for eve

What I can achieve?

Answer the five item quiz.

V. REFLECTION The students in the notebook, journal or portfolio will write their personal insi

I understand that ______________________________

I realize that __________________________________

*write N/A if not necessary

A INSTRUCTIONAL PROCESS

Bulihan Integrated National High School Grade Level

Roselyn B. Lujero Learning Area

Quarter

No. of Days

e lesson, the students are expected to:

ee laws of motion.

a to mass

ns where the law of inertia applies.

relationship between net force on an object and its acceleration and between the mass of an object and its acceleration.

ms involving the interrelationship of net force ,mass and acceleration.

e two interacting forces in terms of magnitude and direction.

relationship between the amount of force applied and the mass of the object to the amount of change in the objects motion

ow a body respond to changes in motion.

ar motion requires the application of constant force directed toward the center of the circle.

ccess in Science 8 pp. 6-16

Worktext for Scientific and Technological Literacy pp. 15 - 23

PIVOT Module

know?
be acted upon by several forces weather object is at rest or in motion. An object may be pushed and pulled in different direc
use the change in the motion of an object, it is important to determine all the forces acting on the object.
 nomenon in which an object changes its position over time. Motion is described in terms of displacement, distance, velocity
is moving from its reference point of its place of origin. The bus moves with certain speed, at a rate by which it accelerates
ere is no change in his position nor displacement.
till and the bus move forward? How about when the bus suddenly stops?

g Task No. 1 (Refer to PIVOT Module p.7)

test.

ho are the scientist and great men behind the concept of force? The next activity is a word search associated to the conce
ed to the laws of motion that will be discussed in the succeeding activities.
rds in the grid. Words appear straight accross, up, dow+B33:L33n and diagonally. Be guided with the words you are to loc

ACCELERATION
ACTION ARISTOTLE
AT REST BURIDAN
EQUAL FORCE
GALILEO INERTIA
INTERACTION MASS
MOTION NEWTON
PHILOPONUS
REACTION

aw of motion, the law of inertia, states that, “an object at rest remains at rest, and an object in motion will continue to move
dency of an object to maintain its state of rest or of uniform velocity in a straight line is called inertia. Mass is a
inertia of an object. The greater the mass of an object, the harder it is to move when it is at rest, or difficult to stop when in
ation
w of motion is the law of acceleration which states that “the acceleration of an object is directly proportional to the net force a
The direction of the acceleration is in the direction of the net force acting on the object.”
on
motion is the law of interaction which states that “for every action, there is always an equal and opposite reaction.” This law
back by an equal magnitude of force but in opposite direction. Always remember that in this law, forces always come in pai
on the same body. In determining the action and reaction forces, be able to identify first
equires force, and then identify the reaction force that counteracts the action force.
Newton’s laws of motion, answer the succeeding activities.

on’s First Law of Motion (Law of Inertia) In your answer sheet, match the pictures to the explanations found below. Write th

continue to move and so it will move forward until something will stop it.
on the handle, the force exerted by the train through the handle gives your body forward velocity.
as inertia, and so a force is needed to change its velocity. The train floor accelerates your feet but your body falls backward

on’s Second Law of Motion (Law of Acceleration)

ion and analyze the pictures. Write your answers on a separate sheet of paper.
are on a trip to Tinuy-an Falls, Bislig City, Surigao del Sur. Suddenly the car runs out of fuel then stops. Alex volunteers to
nnot barely move the car. A bystander helps him then the car accelerates.

compare the applied forces to the cars in both pictures?

e car in Picture B accelerate?
elationship between net force and acceleration based on the situation?

on’s Third Law of Motion

on-reaction forces in each picture.

?
wing problem.
e is needed to accelerate a 1000 kg car at a rate of 3 m/s2?
shes off a pool wall with a force of 250 N, what is her acceleration?
yer who has a 1250 N force and has an acceleration of 1.5 m/s2?
Solution Answer
richment activity can I engage in?

w of motion that applies in each situation. \Write your answers on a separate sheet of paper.

bage on the river would go back to the community during the flood season.
an empty shopping cart than a loaded one.
wn into the air after being hit by the bat.

arned?

s with the correct term/s. Write your answers on a separate sheet of paper.
ncy of an object to resist any change in its initial state. If it is initially at rest, it tends to remain at ________ . On the oth
ue moving unless acted upon by a _______ .
nds on the object’s ________ .
____ , also known as the______ , states that an object at rest remains at rest and an object in motion will continue to m
a net force.
________, also known as the __________ , states that acceleration of an object is directly proportional to the net forc

______ , also known as the ________ , states that for every action, there is an equal and opposite reaction.

hieve?

item quiz.

the notebook, journal or portfolio will write their personal insights about the lesson using the prompts below.

at ______________________________

________________________________
 8

Science

First

object and its acceleration.

change in the objects motion.

ed and pulled in different directions at the same time. For you to identify the
he object.
 placement, distance, velocity, acceleration, speed and time. In the illustration
rate by which it accelerates at specific time. With regards to the man there is
What will happen to the man as

arch associated to the concept of understanding of force. It includes scientist

Locate and
with the words you are to locate inside the box at the right side.

RATION
ARISTOTLE
BURIDAN
FORCE
INERTIA
CTION MASS
NEWTON
ONUS
ON

motion will continue to move at constant velocity unless acted upon by a net
ertia. Mass is a
est, or difficult to stop when in motion.

proportional to the net force acting on it and is inversely proportional to the

d opposite reaction.” This law tells us that a force exerted on any object is
w, forces always come in pairs. These are called action and reaction forces, and
nations found below. Write the letter of the correct answers on a separate sheet

y.
but your body falls backward.

en stops. Alex volunteers to push the car to the side of the road. He pushes it
 1.
2. If a 70
3. Find the mass
Given

er.

2. It is
3. The

at ________ . On the other hand, if it is initially moving at constant velocity, it

ct in motion will continue to move in a straight path with constant velocity unless

ly proportional to the net force causing it and inversely proportional to its

pposite reaction.

ompts below.

Evaluator:

MICHAEL M. YEE
Head Teacher III- Science
Signature Over Printed Name/Date