Dll 16-science-11.pdf

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”.

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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.

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LEARNER’S MATERIAL

Journal Log

In your own ways, how will you help conserve the natural resources? _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________ _____________________________

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.

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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.

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LEARNER’S MATERIAL

Analyze the picture. Assess the environmental impact of mining industry.

INTERMEDIATE OUTCOMES IN TEACHING SCIENCE

DEPARTMENT OF EDUCATION