LEARNING PLAN

GRADE : 8
UNIT TOPIC: WORK, POWER, AND ENERGY

UNIT STANDARDS: (CS) Students demonstrate understanding of work in relation to constant force, power,
gravitational potential energy, kinetic energy, and elastic potential energy. (PS)Students shall be able to create
slogan banner about the conservation and wise use of energy.

LEARNING COMPETENCIES: The students;

1. Recognize the difference between layman’s and physics definition of work;
2. Recognize situations in which work is done and in which no work is done;
3. Describe how work is related to power and energy;
4. Differentiate potential and kinetic energy;
5. Relate the speed and position of an object to the amount of energy it possesses;
6. Compute for work done by a constant force, power, and energy; and
7. Analyze energy transformation in some situations.

LEARNING TARGETS

 I can recognize the difference between layman’s and physics definition of work .
 I can recognize situations in which work is done and in which no work is done .
 I can describe how work is related to power and energy .
 I can differentiate potential and kinetic energy.
 I can relate the speed and position of an object to the amount of energy it possesses .
 I can compute for work done by a constant force, power, and energy .
 I can analyze energy transformation in some situations.

EXPLORE
Day 3
Ask the questions: Do you do work every day? How? For several minutes, allow the students to share their
answers. Write on one side of the board some of their definitions of work. On another side of the board, wr
the physics definition of work. Challenge the students to compare and resolve the definitions. Help them to
come up with a sound distinction of the two.
Day 5
Define energy as the ability to do work. Let the students imagine themselves as detectives. Tell them to look
around the room and find evidence that energy is the ability to do work. Within 10 minutes, the students sh
be able to list at least five “evidences.” Through the hands signal strategy, students will agree or disagree on
their classmates list.
Day 8
Show a video of circus ride in the class namely Ferris wheel and merry go round. The teacher will ask: how a
these rides moving? What happens to your energy when you ride one of those? Elicit answer from your
students.
Day 10
Pose the questions: how long does it take you to climb or go down the next floor of the school building? How
long do you walk from the classroom to the school canteen? Spark the students’ awareness of the time it ta
them to do things in school. Then, explain how time is related to work and power. Present the equation for
work. Mention the SI unit watt, after James Watt.
FIRM UP
Discussion: group the students into four and ask them to write activities that includes work.
Students will write all the activities they know that has work and present their output later on.
Teacher will add additional learning to each and every presentation and discuss the positive and negative w
and present situation for analysis.
Day 5-6
Discussion: the teacher will group the students into three. Each group will be given a scenario that they need
enact through a play were the concept of energy and work will be observed.
Students will perform their output and cite scenes on their play were energy and work has been observed.
Teacher will add additional learning’s after all the performances. And explain concept of energy as the abilit
do work.
Day 8-9
Discussion: teacher will form three groups; each group will be given a set of problem that they need to solve
using the formula of the conservation of mechanical energy.
Students will solve together with their respective group and present their output afterwards.
Teacher will correct any misconception in every presentation that has to be done. And explain how we cons
mechanical energy in our daily living.
Day 10
Discussion: Group the students into five and let them calculate the problem using the formula of power.
Students will solve the problem and present their work later on.
Teacher will guide them as they do solving and correct misconceptions once they present their output. And
discuss what power is.
DEEPEN
Day 4
Test for understanding: solve for the following.
How much work is done by a shopper in pushing her grocery cart by a force of 32 N through a dist
of 4.5 m?
A 4.0 kg object moves a distance of 7.9 m under the action of a constant force of 5.6 N. how much
work is done on the object?
The teacher will ask: how important is work in your parents’ life? Will you survive without work?
Day 7
Test your understanding: shown before you is a set of pictures, put a smiling face to the photo that shows
kinetic energy and a sad face for potential energy.

The teacher will ask: when do we say that we are in our potential state in our lives?
As a Josephian, what will you do keep your life moving despite the fact that we are facing problems in life?
Day 9
Test your understanding: state the principle.
State conservation of Mechanical Energy
Teacher will ask: do we really need mechanical energy in our life?
As a Josephian, can you manage to destroy someone’s name just for you to be famous?
Day 11
Test your understanding: solve for the following:
A boy whose mass is 45 kg runs up 25 steps, each step 30 cm high in 50 seconds. Find the power in
watts expended by the boy.
How fast must a 58 kg mountaineer climb a hill that has a slope of 16 degrees to come up with a
power output of 1.0 hp?
Teacher will ask: as a Josephian, how important is power in your life?
Will you live without any light in this world? How can power be helpful to us?
Transfer Goal
Students will be able to independently use their learning to participate in activities that promote the
maximization of the benefits of energy while minimizing the use of its source.

SUBJECT: SCIENCE