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 LEARNER’S MATERIAL

•The teacher will elicit prior

knowledge of the learners on the Study and Analyze the picture.

topic using the picture in the

learner’s material.

• The learners will study and

analyze the picture by answering the
guide questions.
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 LEARNER’S MATERIAL

Activity 1
•The teacher will introduce activity 1-titled Tell Me Tell Me More
More.
Instruction: Use the comic strip below as
•The teacher will instruct the learners to analyze the
comic strip as they answer the guide questions. 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.
Guide Questions:
3. The third law of motion states that for every action 1. What do the words action and
there’s an equal but opposite reaction, this means that
forces acting on an object comes in pair. These forces
reaction mean?
are equal of magnitude but opposite Iin terms of 2. What do the words equal and
direction.. opposite mean?
3. Explain the meaning of Newton’s
Third Law of Motion.
 TEACHER’S GUIDE LEARNER’S MATERIAL

Let’s Read.

The first and second laws of motion apply to

•The teacher will 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.
elaborate the concepts The second law states that the acceleration
using the discussion part of an object is directly proportional to the force and
inversely proportional to the mass.

in the learner’s material. 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 LEARNER’S MATERIAL

•The teacher will can use

the comic strip to
elaborate the concepts of
action-reaction force.
 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.
•Expected Answer
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.

1. The bus and the bee

exerted equal amount of 2. Study the picture. In which picture
force but opposite in terms of does the boy exerted a greater force?

direction.
2. In two cases, the boy
exerted the same amount of
force.
 TEACHER’S GUIDE LEARNER’S MATERIAL

As the third law states, “For

every action there’s an equal and
•Relate the statement of opposite reaction”. In the same manner,
if we put stress to the environment, it will
third law of motion to create corresponding impact.
human activities and its
impact to the
environment.
Activity 2
•Introduce Activity 2: Human Action, What’s the Reaction?
Human Action, What’s Analyze the pictures and
the Reaction. determine the impact of the action and
possible effect to environment.
 TEACHER’S GUIDE LEARNER’S MATERIAL

Human Environmental
•The teacher will let the learners Actions Impacts
analyze the picture in each item then
identify what human action/activities is
depicted and determine the impact of
this activity to the environment

•Possible Answers:

The teacher may elicit ideas from the

learners on how to minimize Guide Question:
environmental impacts of human Cite ways to minimize the
activities. 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/natural-
resources/what-is-a-natural-
resource.html
 TEACHER’S GUIDE . LEARNER’S MATERIAL

•Let the learners do

Journal Log
reflection on how
In your own ways, how
they can help will you help conserve the natural
conserve the natural resources?
_____________________________
resources. _____________________________
_____________________________
_____________________________
_____________________________
•The teacher may _____________________________
_____________________________
device rubric on how _____________________________
to rate the learners _____________________________
_____________________________
output. _____________________________
_____________________________
_____________________________
 TEACHER’S GUIDE . LEARNER’S MATERIAL
•Lead the learners in performing
activity 4: Let’s Make a Difference Activity 4
•Group the learners according to their Let’s make a Difference
skills or talent. Instruction. Create an advocacy campaign
Artist Group on the wise utilization of resources through
ICT Enthusiast Group the following:
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.
 TEACHER’S GUIDE . LEARNER’S MATERIAL

Analyze the picture. Assess the

•Let the learners study environmental impact of mining industry.
the picture.

•Let the learners

construct a concept
map showing the
impact of mining
industry.
INTERMEDIATE OUTCOMES IN TEACHING SCIENCE

DEPARTMENT OF EDUCATION