Republic of the Philippines

Department of Education
Region IX, Zamboanga Peninsula
Division of Pagadian City

INTERDISCIPLINARY CONTEXTUALIZATION
Pagadian City (ICon) and
INQUIRY-BASED LESSON PLAN IN SCIENCE

Teacher’s Name: Lee G. Baraquia Grade Level/Subject: G8 – Science

Topic/Title: Work Time Allotment: 1 hour

Date: July 4, 2019

Standards, Competencies, and Objectives

CONTENT STANDARD: The learners demonstrate an understanding of work using
constant force, power, gravitational potential energy, kinetic
energy, and elastic potential energy.
PERFORMANCE The learners shall be able to develop a written plan and implement
STANDARD: a “Newton’s Olympics”.
LEARNING Identify situations in which work is done and in which no work is
COMPETENCY: done.

CODE: S8FE – Ic – 20
OBJECTIVES: 1. Describe work.
2. Explain if work or no work is done in situations represented.
3. Calculate the work done by a force that moves an object
through a certain displacement.
Description of Contextualization
Localization/Indigenization 1. Local Politics, Local Workers and Livelihood
2. Classroom and Home setting
3. Utilizing readily available materials in the classroom such as
the table, chair, board, wall, door, and book.
Making Connections: 1. Applying knowledge to solve real-world problems.
2. Providing and demonstrating concrete or real life examples of
work.
Related Subjects/Topics
MAPEH – Creativity and Illustrating Scenarios (Acting Skills)
Values Education - Inventiveness, Patience, Perseverance , Speed and Accuracy
Science – Spiral Progression on the Concept of Force, Displacement, and Energy
English – Literacy Skill, Writing an Essay, Poem, Presenting Opinions, and Supporting Main
Ideas
Mathematics – Numeracy Skill, Fundamental Operations, Units of Measurement, Solving Word
Problems
Learning Activities:
ELICIT (5 minutes): Eliciting Students’ Prior Knowledge
(Contextualizing the Lesson and Scaffolding the Development of Critical Thinking Skills)
Key questions:
1. Do you have work at home? What work assignment is assigned to you at home?
2. What is the work of your father? What is the work of your mother?
 INTERDISCIPLINARY CONTEXTUALIZATION (ICon) and INQUIRY-BASED LESSON PLAN IN SCIENCE

3. As a student, do you consider reading and doing assignments as work?

4. Did your teachers give you a homework in their subjects? Did you answer and submit your
homework?
5. Do you think we have similar definition or concept of work in Science and in everyday
language (common meaning that we have discussed about work such as assigned task or
activity, job, occupation or employment)?
6. How do we describe or characterize the concept of work scientifically particularly in
Physics?

ENGAGE (10 minutes): Simple Demonstration (Contextualizing Scientific Concept of Work)

Ask some volunteers to demonstrate in the class the following actions/tasks.
a. Student 1 pushes the door frame (It will not move).
b. Student 2 pulls a chair from one place of the room to the corner of the classroom.
c. Student 3 pulls the teacher’s table and then return it to its original place.
Ask the class, which of the three students performed work? Ask the students why student 2 did
work while the other two students didn’t.

Present more situations in which work is done and work is not done. Allow the students to
explain their answer.
EXPLORE (15 minutes): Is there work done? (Inquiry, Critical and Higher-order Thinking
Skills)
Let the students perform Activity 1 (Module 2) of the Science Learner’s Module. In this activity,
students will analyze the situations shown in the illustrations. For them to explain if the situations
represent examples of work they should be able to identify the one doing the work and on which
object the work is done. They should also look into the direction of force exerted relative to the
direction of the movement of the object or the distance covered by the applied force.
EXPLAIN (15 minutes): Interactive Discussion (Teaching Across the Curriculum)
Provide an operational definition of work which is done whenever a force produces movement.
Present additional situations in which work is done and work is not done. Allow the students to
explain their answer.
Possible situations:
*Thumbs Up or Thumbs Down: Show your THUMBS UP sign if work is done to an object or
person and THUMBS DOWN sign if no work is done. (Ask a student to explain his/her answer).
_____1. a man dragging a big box across the floor
_____2. a Grade 8 student watching TV
_____3. a basket being lifted by the father
_____4. a mother dancing with her baby in her arms
_____5. A student holding the book while reading silently

Highlight that work is present when force exerted causes an object to have a displacement in the
same direction of the force. Present the mathematical expression,
W = Force x Displacement or W = Fd, and introduce the unit Joules.

Scaffolding Activity: (Individual Inquiry and Exploration)

Present sample word problems in the class. Demonstrate how to solve for the work output and
let the students answer independently some additional word problems.
a. A baby pushed his toy cart with a force of 10 N. If the toy cart moved 3 meters, was there
work done? If yes, how much work was done?
b. The work done by a Grade 8 student in pulling a chair is 80 J. If the distance travelled is 4

Pagadian City Division Science Organization

 INTERDISCIPLINARY CONTEXTUALIZATION (ICon) and INQUIRY-BASED LESSON PLAN IN SCIENCE

m, how much force is applied in pulling the chair?

ELABORATE (10 minutes): Differentiated Instruction

A. Differentiating Instruction by Content (Unpacking Problem Solving Activity)
1. A man weighs 560 N climbed a flight of stairs that is 10 m high. How much work did he do
in climbing the stairs?
Given: F = 560 N
d = 10 m
Find: W = ?
Sol.
W = Fd
W=
W=
W=

2. An object moves a distance of 8 m under the action of a constant force of 6 N. How much
work is done on an object?
Given: F =
d=
Find: W = ?
Sol.

3. The work done by a Grade 8 student in pulling a chair is 120 J. Find the displacement or
distance covered if a 60-N force is exerted in pulling the chair?

B. Differentiating Instruction by Process (Paint Me A Picture)

Divide the class into 5 groups. Using only their bodies, the group illustrates the scenario
showing work and another situation showing work is not done. Let them explain what they have
illustrated.

EVALUATE (5 minutes): Checking Students’ Understanding

I. Write W before the item if work is done to an object or by a person and X if no work is done.
_____1. an athlete kicking a soccer ball
_____2. a student carrying a book to the classroom
_____3. a man climbing up a tree
_____4. a boy pressed the stone very hard
_____5. a waiter carrying the plate on his hand

II. Answer the following questions.

6-7. For work to be done, what are the two major conditions that must be met in a certain situation?
8-10. How much work is done by a shopper in Gaisano Pagadian in pushing her grocery cart by a
force of 35 N through a distance of 5 m?

EXTEND (Assignment): “Tom-Junes”: Performance Task

PAGADIAN CITY HALL: NEW MAYOR, NEW WORKERS
Write an essay or a short poem showing your opinion about the current situation of contractual

Pagadian City Division Science Organization

 INTERDISCIPLINARY CONTEXTUALIZATION (ICon) and INQUIRY-BASED LESSON PLAN IN SCIENCE

workers in Pagadian City Hall who are affected by the change of administration and replaced by
new contractual workers under the new leadership of Mayor Sammy Co.

References:
G8 Science Learner’s Module. (2013). First Edition. Department of Education, Pasig City,
Philippines.
G8 Science Teacher’s Guide. (2013). First Edition. Department of Education, Pasig City,
Philippines.
Lim, A. B. et al. (2015). Science for the 21st Century Learner 8 Textbook. DIWA LEARNING
SYSTEMS INC. Philippines.
Madriaga, E. et al. (2013). SCIENCE LINKS 8: Teacher’s Resource Material. First Edition.
REX Book Store, Philippines.
Madriaga, E. et al. (2015). SCIENCE LINKS 8: Worktext for Scientific and Technological
Literacy. Revised Edition. REX Book Store, Philippines.

Pagadian City Division Science Organization