90 MIN

LESSON OUTLINE
Newton’s Three Introduction Presentation of Learning Goals
/
Review
Motivation
Unlocking of Terms

“Pull me; fall me not!”

(Game on Inertia)

Laws of Motion Instruction / K-W-L, Interactive Discussion,

Delivery P-O-E

Practice Table Completion,

Prepared by: Picture / Video Analysis
Enrichment P-O-E Analysis
Physics Group 2 – Quantum Situational Analysis
Evaluation Graphic Organizer Completion
Reynaldo P. De Leon
Camille Anne N. Deiparine Materials 1) 2-4 soda bottles or bottled water, 20 and 50 peso
Margie Lyne M. Escobar bills
2) Wooden blocks, String, set of mass, pulley, rubber
Raymart E. Isidro band or elastic string,
Jericho D. Gonzales 3) Graphic Organizer Sheets
Cynthia N. Ilagan Resources 1. Padua, A. et. Al, Physical Science, Vibal Group,
Inc., pp 140-145
Alyssa S. Buenaagua 2. Remedios, Rachel, Teaching the Essential Topics of
Physical Science, pp 185-192
3. http://www.youtube.com/watch?=zttImVYH6x4
4. https://www.youtube.com/watch?
v=mn34mnnDnKU
Content Standards
The learners demonstrate understanding of:
1. Newton’s Three Laws of Motion

Performance Standards:
1. Take set of motion photo entries focusing on mechanics in daily life and compose a caption that shows validity and soundness of the captured
phenomena and reflect on the social, cultural, environmental, and economic implications of these, or
2. Create video clips showing the day-to-day applications of the three laws of motion.

Learning Competency
The learners:
1. explain each of Newton’s three laws of motion (S11/12PS-IVd-50)

Specific Learning Outcomes:

The learners should be able to:
1. state Newton’s three laws of motion;
2. explain the three Newton’s Laws of motion,
3. analyze day-to-day real-life situations involving Newton’s laws of motion

INTRODUCTION (5 MINS)
1. Ask the class how their body reacts while on a jeepney (with crush) when the driver
Suddenly steps on the brakes. Tell them to compare their body’s motion when the
driver steps on the gas and started the jeepney moving from rest.
Briefly recall the concept of inertia. Ask the class what could be the day’s lesson,
Indeed is about Newton’s laws of motion.
Emphasize to the students that this topic is very important in our daily lives,
sometimes in situations where safety is involved.
2. Present the expected performance task that they will do and the materials and
resources that they need to prepare. Tell them the expected rubrics for the task.
3. Present the learning goals for the day’s lesson and their importance in accomplishing
 their performance task.
4. Let the class recall some terms that they will encounter in this topic:
Inertia friction
Force frictionless surface
Action-reaction interaction massless surface
Mass vs. Weight idealized models or system
acceleration

MOTIVATION (10 MINS)

Pull Me, Fall Me Not!
Set up the materials (two bottled water, 20 peso bill) on the table. Place one
bottled water right side up on the table. Put the 20 peso bill on top of it, then
put the other bottled water on top of the bill such that the bill is sandwiched
in between the two bottles.

Task: Get the bill with the two bottles remained undisturbed!

Bottle 2

Bill

Bottle 1

Call for a volunteer to do the task. The price is the bill itself when they succeed doing it.
After few trials, let those who successfully do it their winning strategy. Explain to the class
that the lesson on Newton’s Laws of Motion will explain why the bottle on top remains
 undisturbed or why it falls, without explaining yet the physics behind it.
*Note: Emphasize to the class that understanding physical laws such as Newton’s Laws of Motion
can help them solve practical problems in life, be it a “just-for-fun” problem/game or a number of
more serious problems such as those related to public safety, structural stability and physical wellness
to name a few. In addition, understanding the concepts on this topic will help them succeed in doing their
performance task.

INSTRUCTION/DELIVERY (50 MINS)

Teacher Tips
Teaching Strategies: K-W-L, Interactive Discussion, P-O-E, and Situational Analysis/Problem Solving
P-O-E Demo1 Present the K-W-L Chart and emphasize (lecture
1. Before going into the laws, let the students accomplish first two columns of the K-W-L chart. demonstration) how to accomplish the activity.
The last column (L) will be accomplished towards the end of the delivery of the lesson.
2. Clarify the different terms and “idealized model/system” by first asking them about what they
know or understand about them:
a. Inertia
b. Inertia in motion, inertia at rest
c. mass and weight
d. force and acceleration
e. friction
f. idealized model/system
g. frictionless surface
h. massless body/particle
3. Process their answers by reinforcing correct responses and correcting their misconceptions.
Emphasize that the laws of the physical world have been better described or understood through
the principle of idealized models/systems. Clarify such models or systems to them.
4. Go back to the motivation activity. Ask the class “What keeps the bottle on top undisturbed?” For doing the activity set-up, give the worksheet that
Get some answers from them then explain the concept of inertia and how it is related with mass. explains the procedures and guide questions of the
Perform a P-O-E demonstration activity, simulating a driver on a running car. activity.
a. Distribute a P-O-E Activity sheet to the students. Explain how the sheet will be filled up.
b. Tie a string on a wooden block or toy cart.
c. Tie the other end of the string on a 500-g mass. Ensure that the length of the string is enough
 for the mass to almost touch the floor.

d. Attach a pulley on the edge of the table.

e. Put a 100-g mass (representing the driver) on the toy cart.
f. Tell the students how the set up works; but before doing the demo,
Tell the students to list down what will happen to the 100-g mass
on the toy cart when the cart hits the pulley as it moves towards it.
g. When they have listed all possible predictions, ask them to observe
carefully and take note of what will actually happen to the 100-g mass
when it hits the pulley. Ask them to compare their predictions with their
actual observation and let them explain the reason why they match or did not
match. Reinforce correct explanation and correct misconceptions.
Prediction Observation Explanation

h. Continue with the demo, this time, tie the 100-g mass to the cart using a rubber band.
i. Ask them to write down their predictions, then their observation and explanation as
done in the first without the rubber band.
 j. Tell them to complete their activity sheet, let them explain and do the processing
Just like in the first demo.
i. Compare the activities above to the actual scenario in which a person is driving a
car.
5. Questions:
5.1. Which material in the activity represents a seatbelt?
5.2. Which set up (one or two) shows a driver with seatbelt and a driver without seatbelt?
5.3. Based on your observation, how is the law of inertia shown in the activity?
5.4. Is the rubber able to support and protect the 100-g mass from falling or moving forward?
5.5. Do you think the actual seatbelt will do the same to the driver? Why or why not?
5.6. Give other real-life scenario showing the first law of motion.
6. Process the answers of the students and connect it to the next activity.
P-O-E Demo2: Give More for Less! Teacher Tips
1. Tell the students to predict what will happen to the acceleration of the cart if force is applied
with constant mass. Let them list down their prediction. They use the tables provided for the Ask the students to state the second law of motion.
activity. Explain the relationship between acceleration,
2. Ask them to predict what will happen to the acceleration of the cart if the force is doubled, or tripled. force, and mass. They will now validate the second
How does the change in the force affect the acceleration of the cart? law through P-O-E demo2.
Table 1. Force vs. Acceleration at Constant Mass Using the same materials used in the P-O-E demo1,
Mass Force Acceleration set up the P-O-E demo2 activity.
1m 1F _______ a
1m 2F _______ a
1m 3F _______ a
3. Tell them to complete the table.
4. Do the same by changing the magnitude of mass at constant force. How does the change in the mass
affect acceleration of the cart?
5. Tell them to complete the table 2
 Table 2. Mass vs. Acceleration at Constant Force
Force Mass Acceleration
1F 1m _______ a
1F 2m _______ a
1F 3m _______ a
6. Sum up the results of the activity by showing the direct proportion relationship of acceleration to
the force and its inversed relationship to the mass.
7. Ask the students to other real-life scenarios in which the second law can be observed.
Law of Interaction Teacher Tips
1. What law of motion is applicable to this picture?
Together with the students, the teacher will
process and expound the generated answers.

2. What forces are interacting in opposite direction? Do you think these forces balance? Why or
why not?
ENRICHMENT
Activity 1
Directions. Below are words associated with our topic in motion. Using these words, create
a concept map summarizing the topic (Three Laws of Motion).

Motion Example for 3rd law Law of Inertia Third Law

Movement F=ma Law of Interaction Second Law

3 Laws of Motion Firt Law Law of Acceleration Example for 1st law

Example for 2nd law ±Faction= - Freaction ∑Fx=0, ∑Fy=0

Activity 2: PICTURE ANALYSIS
Direction. Series of photos will be shown to the students. The goal of the activity is for the students Teacher Tips
to identify what law/s is/are being demonstrated in the pictures. After identifying what laws of motion The teacher will present or play a video
was/were demonstrated, they have to explain in few sentences how was the law applied in the picture. presentation.
1. 2.
http://www.youtube.com/watch?
=zttImVYH6x4

https://www.youtube.com/watch?
v=mn34mnnDnKU

3. 4.

5. 6.

Activity 3. Using the provision of the seatbelt law, list proofs that it has great effect of the passenger/driver/ commuter.
Teacher Tips

Provide a short selection of the seatbelt law.

EVALUATION

A. Identify the law of motion to each of the following and explain briefly why.
1. A car at rest, caught in a traffic jam
2. A moving car approaching a stop light
3. A boy swimming in a pool
4. Rocket launch
5. Pulling 1 sack of rice