GRADE 11
PHYSICAL SCIENCE
By:
JOEBERT R. RIVERA
SHS TEACHER
Albay Division
Learning Competency:
Explain each of Newton’s three laws of motion (S11/12PS-IVd-50)
Objectives:
1. Explain Newton’s Third Law of Motion.
2. Discuss the environmental impacts of some human activities.
TEACHER’S GUIDE
•The teacher will elicit prior
knowledge of the learners on the
topic using the picture in the
learner’s material.
• The learners will study and
analyze the picture by answering the
guide questions.
LEARNER’S MATERIAL
Study and Analyze the picture.
1. What is in the picture?
2. What makes it forward?
3. Do you think that the exhaust gas
emitted has an effect to the
environment? If yes, what will be the
effect of this gas?
TEACHER’S GUIDE
•The teacher will introduce activity 1-titled Tell Me
More.
•The teacher will instruct the learners to analyze the
comic strip as they answer the guide questions.
LEARNER’S MATERIAL
Activity 1
Tell Me More
Instruction: Use the comic strip below as
you clue to explain the statement of the
Third Law of Motion:
Expected Answer:
1.
Action is the force exerted on the object while
reaction is the force exerted by the object. These
are the pair of forces acting on an object.
2. The word equal and opposite means that the force
acting on an object is of equal magnitude but opposite
in direction.
3. The third law of motion states that for every action
there’s an equal but opposite reaction, this means that
forces acting on an object comes in pair. These forces
are equal of magnitude but opposite Iin terms of
direction..
Guide Questions:
1. What do the words action and
reaction mean?
2. What do the words equal and
opposite mean?
3. Explain the meaning of Newton’s
Third Law of Motion.
TEACHER’S GUIDE
LEARNER’S MATERIAL
Let’s Read.
•The teacher will
elaborate the concepts
using the discussion part
in the learner’s material.
The first and second laws of motion apply to
single objects. The first law states that an object will remain
at rest or in motion at constant velocity unless acted upon
by external force.
The second law states that the acceleration
of an object is directly proportional to the force and
inversely proportional to the mass.
In contrast to the first two laws, the third law
of motion deals with pairs of object. This is because all
forces come in pairs. The Newton’s Third Law states that for
every action force there has to be a reaction force that is
equal in magnitude and opposite in direction to the action
force. The action-reaction forces act on separate objects,
not the same objects. For example, the action-reaction pair
that is required for you to walk. You exerted a force on
earth and in return the earth also exerts a force on you. The
force you have exerted is equal to the magnitude of the
force that the earth exerted on you but it is opposite in
terms of direction.
Another example is in firing a gun. You will
experience a recoil or a backward movement after firing.
TEACHER’S GUIDE
•The teacher will can use
the comic strip to
elaborate the concepts of
action-reaction force.
LEARNER’S MATERIAL
TEACHER’S GUIDE
•The teacher will give the
challenge problem to see if
the students can already
apply what they have learned
in the discussion.
LEARNER’S MATERIAL
Challenge Problems:
1. You are traveling in a moving bus. You
saw a bee hit by the windshield of the bus.
Which of the two exerts a greater force,
the bus or the bee? Explain your answer.
•Expected Answer
1. The bus and the bee
exerted equal amount of
force but opposite in terms of
direction.
2. In two cases, the boy
exerted the same amount of
force.
2. Study the picture. In which picture
does the boy exerted a greater force?
TEACHER’S GUIDE
•Relate the statement of
third law of motion to
human activities and its
impact to the
environment.
•Introduce Activity 2:
Human Action, What’s
the Reaction.
LEARNER’S MATERIAL
As the third law states, “For
every action there’s an equal and
opposite reaction”. In the same manner,
if we put stress to the environment, it will
create corresponding impact.
Activity 2
Human Action, What’s the Reaction?
Analyze the pictures and
determine the impact of the action and
possible effect to environment.
TEACHER’S GUIDE
•The teacher will let the learners
analyze the picture in each item then
identify what human action/activities is
depicted and determine the impact of
this activity to the environment
LEARNER’S MATERIAL
Human
Actions
Environmental
Impacts
•Possible Answers:
The teacher may elicit ideas from the
learners on how to minimize
environmental impacts of human
activities.
Guide Question:
Cite ways to minimize the
environmental impact of human activities.
TEACHER’S GUIDE
LEARNER’S MATERIAL
Let’s Read.
•The teacher will Let
learners read the
article entitled
“Introduction to
Natural Resources”.
.
Source:Source:
http://www.eschooltoday.com/naturalresources/what-is-a-naturalresource.html
TEACHER’S GUIDE
•Let the learners do
reflection on how
they can help
conserve the natural
resources.
•The teacher may
device rubric on how
to rate the learners
output.
.
LEARNER’S MATERIAL
Journal Log
In your own ways, how
will you help conserve the natural
resources?
_____________________________
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TEACHER’S GUIDE
•Lead the learners in performing
activity 4: Let’s Make a Difference
•Group the learners according to their
skills or talent.
Artist Group
ICT Enthusiast Group
Linguistic Group
•Let each group prepare an advocacy
campaign on wise utilization of
energy.
Artist Group- Slogan/Poster
ICT Enthusiast- Audio Video
Presentation/Infomercial
Linguistic Group- Open Letter
•The teacher may involve the learners
in setting for rubrics in evaluating the
outputs.
•Allow the learners to present their
output.
.
LEARNER’S MATERIAL
Activity 4
Let’s make a Difference
Instruction. Create an advocacy campaign
on the wise utilization of resources through
the following:
TEACHER’S GUIDE
•Let the learners study
the picture.
•Let the learners
construct a concept
map showing the
impact of mining
industry.
.
LEARNER’S MATERIAL
Analyze the picture. Assess the
environmental impact of mining industry.
INTERMEDIATE OUTCOMES IN TEACHING SCIENCE
DEPARTMENT OF EDUCATION