Republic of the Philippines

Department of Education
Region 1
Pangasinan Division II
Binalonan, Pangasinan

A Semi-Detailed Lesson Plan In

Grade 11 General Physics 1
Academic-STEM Specialized Subject
(7Es Format)
Topic:
Action-Reaction Pairs
Content Standard  The learners demonstrate understanding of Newton’s laws of motion,
inertial reference frames, action at a distance forces, mass and weight,
types of contact forces, action-reaction pairs, free-body diagrams,
applications of Newton’s Laws to single-body and multi-body dynamics,
fluid resistance, experiment on forces, and problem solving using
Newton’s Laws.
Performance Standard  The learners are able to solve, using experimental and theoretical
approaches, multi concept, rich-context problems involving measurement,
vectors, motions in 1D, 2D, and 3D, Newton’s Laws, work, energy, center
of mass, momentum, impulse and collisions.
Learning Competency  Identify action-reaction pairs (STEM_GP12N-Id-31)
 Draw free-body diagrams (STEM_GP12N-Id-32)

ENID BERNICE MARI D. WAG-E

Teacher 1 Applicant
Applicant Number: ___________

Personal Information
Degree: Bachelor of Arts - Science
Address: Zambrano St., RWBC, San Pedro West, Rosales, Pangasinan
Contact Number: 09186535558
 Grade 11 Teacher ENID BERNICE MARI D. WAG-E Learning Area Grade 11-General Physics 1
Semi-Detailed (SHS Teacher 1 Applicant) (Academic-STEM)
Lesson Plan Quarter
Action-Reaction Pairs FIRST
Content
I. OBJECTIVES
A. Content Standards  The learners demonstrate understanding of Newton’s laws of motion, inertial
reference frames, action at a distance forces, mass and weight, types of contact
forces, action-reaction pairs, free-body diagrams, applications of Newton’s Laws
to single-body and multi-body dynamics, fluid resistance, experiment on forces,
and problem solving using Newton’s Laws.
B. Performance Standards  The learners are able to solve, using experimental and theoretical
approaches, multi concept, rich-context problems involving measurement,
vectors, motions in 1D, 2D, and 3D, Newton’s Laws, work, energy, center
of mass, momentum, impulse and collisions.
C. Learning  Identify action-reaction pairs (STEM_GP12N-Id-31)
Competencies  Draw free-body diagrams (STEM_GP12N-Id-32)
At the end of a 60-minute lesson, the students should be able to:
1. Identify action-reaction pairs;
D. Objectives
2. Illustrate action-reaction forces through a free-body diagram.
3. Apply the third law of motion in real life problem; and
4. Exercise discipline and order while having a group activity.
II. CONTENT ACTION-REACTION PAIRS
III. LEARNING RESOURCES
 Hewitt, Paul G. (2010). Conceptual Physics 11th Edition San Francisco: Pearson,
p. 67-73
A. References  Biggs, Alton et.al. (2001). Science Voyages: Physical Science California
Edition, USA: Glencoe McGraw-Hill, p. 344-348
 Shipman, James T. et al. (2013). An Introduction To Physical Science (13 th
Edition). Boston, USA: Brooks/Cole Cengage Learning, p. 59-60
1. Teachers Guide pages
2. Learner’s Material pages
B. Other Resources  Newton’s 3rd Law retrieved 1/20/2020 from www.istp.gsfc.nasa.gov
 Newton’s 3rd Law of Motion retrieved 1/14/2020 from
www. physicsclassroom.com
IV. PROCEDURES
1. Activity: Balloon Race?
 Two strings will run across the classroom to make path
for two balloons.
 Two students will blow the balloons with different
ELICIT amounts of air, making one balloon larger than the other.
(7 minutes)
A. Reviewing previous  The balloons will be attached to the strings using a straw
lesson or presenting and tape. At the same starting point, they will be
the new lesson released.
B. Establishing a purpose
for the lesson

 Before launching the balloons, the students’ will predict

which will reach the end first.
 Which of the balloons reach the end faster? Why?

2. Activity: Concept of Force

 When you hear the word force, what comes into your
mind?
C. Presenting
ENGAGE A student will come in front and push the wall.
examples/instances of the
(7 minutes)  What does it feel like to push the wall? Did you feel
new lesson
force towards you?
 When you touch your nose, why can you feel a force to
your finger?
 The teacher will discuss the force results from
interactions. (See attached lecture)
 Grade 11 Teacher ENID BERNICE MARI D. WAG-E Learning Area Grade 11-General Physics 1
Semi-Detailed (SHS Teacher 1 Applicant) (Academic-STEM)
Lesson Plan Quarter
Action-Reaction Pairs FIRST
Content
 The teacher will first discuss Newton’s Third Law of
D. Discussing new Motion (See attached lecture)
concepts and EXPLORE
3. Activity: Photo in Action
practicing new skills (7 minutes)
 What are the action-reaction pairs on the following
#1 pictures? (See attachments)
 The teacher will discuss the Clarifying the Third Law
of Motion. (See attached lecture)
EXPLAIN  Since action and reaction force are equal and opposite,
E. Discussing new why don’t they cancel to zero?
concepts and (10minutes)
 Why does a book sitting on a table never accelerate
practicing new skills simultaneously in response to the trillions of
#2 interatomic forces acting within it?
 On a cold rainy day, your car suddenly had dead
battery. Why can’t you move the car by remaining
comfortably inside and pushing against the
dashboard?
 Why is it that when you play volleyball you don’t
accelerate as fast as the ball you spiked?
4. Activity: Free-body Diagrams
 In our first activity, what are the action- reaction
pairs?
F. Developing mastery (5 minutes)  The teacher will discuss free-body diagram.
(See attached lecture)
 The teacher will post different pictures of scenarios on
the screen. (See attachments for pictures)
 The student will illustrate the direction and identify the
forces involved.

5. Activity: Physics Challenge

a.The students will be grouped into 4.
b. Each group will be given a scenario wherein they need
G. Finding practical EXPLAIN to do an imaginary mission using the concepts of
application of concepts (7 minutes) action-reaction pairs. (See attachments for the
and skills in daily living scenarios)
c. Each group will be given three minutes to brainstorm.
d. They must select two representative from the group to
share their solution to the class.

6. Activity: Sharing of Solution to Challenges

 Each group will be given a maximum of 2 minutes to
present their solution.
 The score of each group will be graded based on
the following rubric:
H. Making generalization Criteria 4-5 2-3 0-1
ELABORATE Clarity of Solution
and abstractions about (10 minutes)
the lesson Presentation of Idea
Content- based
Discipline while
brainstorming

 The group will be rated by the following: Teacher,

Other Groups and Self-Assessment
 Grade 11 Teacher ENID BERNICE MARI D. WAG-E Learning Area Grade 11-General Physics 1
Semi-Detailed (SHS Teacher 1 Applicant) (Academic-STEM)
Lesson Plan Quarter
Action-Reaction Pairs FIRST
Content

7. Activity: Quiz
I. Evaluating learning EVALUATE  The students will be answering a quiz. (See
(6 minutes) attachments) for 5 minutes.
 The quiz will be answered individually.

J. Additional activities for EXTEND  The students review the three Laws of Motion.
application or remediation (1 minute)  They will be informed that the next lesson will
be on Problem-Solving using Newton’s Laws

V. Remarks REMARKS  The students will be reminded to review the lesson

as part of their practicum for performance tasks.

VI. Reflection (Reflection on

your teaching and REFLECTIO
assesses yourself as a N
teacher)
 Grade 11 Teacher ENID BERNICE MARI D. WAG-E Learning Area Grade 11-General Physics 1
Semi-Detailed (SHS Teacher 1 Applicant) (Academic-STEM)
Lesson Plan Quarter
Action-Reaction Pairs FIRST
Content

ATTACHMENTS
LECTURE
CONCEPTS DESCRIPTION
 Every force is part of an interaction between one thing and another.
 When you push on a wall with your fingers, more is happening
than your push on the wall. You’re interacting with the wall,
which also pushes back on you.
 There is a pair of forces involved: your push on the wall and the
Force Results From wall pushing back on you.
INTERACTION  Consider a boxer’s fist hitting a massive punching bag. The fist hits the bag (and
dents it) while the bag hits back on the fist
(and stops its motion). A pair of forces is involved in
hitting the bag. The force pair can be quite large. But
what about hitting a piece of tissue paper, as shown
in Figure 5.3? The boxer’s fist can exert only as
much force on the tissue paper as the tissue paper can
exert on the fist. Furthermore, the fist can’t exert any
force at all unless what is being hit exerts the
same amount of force back. An interaction requires a
pair of forces acting on two separate objects.

 According to Newton, whenever an object interacts with each other, they exert
forces upon each other.
 Newton’s third law of motion is sometimes called the law of action and reaction.
Newton’s third law of motion stated the following:
 To every action there is always an opposed equal reaction.
 Whenever one object exerts a force on a second object, the second object
exerts an equal and opposite force on the first.
 It doesn’t matter which force we call action and which we call reaction. The
important thing is that they are co-parts of a single interaction and that neither force
exists without the other.
 When you walk, you interact with the floor. Your feet push against the floor, and
Newton’s Third Law of the floor pushes against your feet. The two forces occur at the same time (they are
Motion simultaneous). Likewise, the tires of a car push against the road while the road
pushes back on the tires—the tires and road simultaneously push
against each other. In
swimming, you interact
with the water, pushing
the
water backward, while the water simultaneously pushes you forward—you and the
water push against each other. The reaction forces are what account for our motion
in these examples. These forces depend on friction; a person or car on ice, for
example, may be unable to exert the action force to produce the needed reaction
force. Forces occur in force pairs. Neither force exists without the other.

 Third Law of Motion applies an interaction between two objects.

 On a cold rainy day, your car suddenly had dead battery. Why cannot you move the
car by remaining comfortably inside and pushing against the dashboard?
Forces occurring inside an object/system will be cancelled to zero.
 Inside a football are trillions and trillions of interatomic forces at play. They
Clarifying the Third
hold the ball together, but they play no role in accelerating the ball.
Law of Motion
Although every one of the interatomic forces is part of an action–reaction
pair within the ball, they combine to zero, no matter how many of them
there are. A force external to the football, like a kick, is needed to
accelerate it.
 Grade 11 Teacher ENID BERNICE MARI D. WAG-E Learning Area Grade 11-General Physics 1
Semi-Detailed (SHS Teacher 1 Applicant) (Academic-STEM)
Lesson Plan Quarter
Action-Reaction Pairs FIRST
Content

 Free-body diagrams are used to show relative magnitude and

direction of all forces acting upon an object in a given
situation. Each force arrow in the diagram is labelled to
indicate the exact type of force acting upon an object. It is
generally customary in a free-body diagram to represent the
object by box and to draw the force arrow from the center of
Free Body Diagrams
the box outward in the direction that the force is acting that
the force is acting.

 Object do not necessarily have four forces acting upon them. There will be cases
in which the number of forces depicted by the diagram will be one, two or three.
There is no hard and fast rule about the number of forces that must be drawn. The
only rule for drawing free-body diagram is to depict all the forces that exist for
that objects in the given situation.

ATTACHMENTS for
ACTIVITIES
Title of the Activity Attachments

PHOTO IN
ACTION

 Action: Paddle pushes on water  Action: gas being forced backward by

 Reaction: Water pushes back on paddle the rocket
which makes the boat move forward  Reaction: the rocket being propelled
forward by the escaping gas
How can the Philippine Dragonboat Team Fact Check: A common misconception is
manage to make the boat very fast? that the launch pad accelerates the rocket. If
this were true, then there would be no space travel
because there is nothing to push against in space.

Free-body
Diagram

Force 1: Wing; Force 2: Air Force 1: Fist: Force 2: Wall

Action Reaction Pair: Action-Reaction Pair:
Wing pushes down the air Fist hit the wall
Air pushed up the wing Wall hit the fist
Fast Check: Larger wings produce greater lift than Fast Check: research indicates that punching
smaller wings. So smaller-winged birds (and planes) the wall make the person angrier than those
need to fly faster to maintain the same lift as those with who didn’t punch it.
larger wings.

1. You are in a boat. Afterwards, you reach a dock. You have to jump from the boat to the dock
without falling into the water or pushing the boat out of reach. What will you do before you
jump so that you will safety get on the dock without pushing away the boat?
ANSWER: You have to tie the boat to the dock first before you jump.

2. Suppose Mike sit on a bike that stands still, and find it leaning to the left. Mike lean to the right
assuming that he can counterbalance it. Is his action correct? Justify using the third law of
motion.
ANSWER: No, leaning to the right just produces an opposite reaction leaning to more to
the left.
 Grade 11 Teacher ENID BERNICE MARI D. WAG-E Learning Area Grade 11-General Physics 1
Semi-Detailed (SHS Teacher 1 Applicant) (Academic-STEM)
Lesson Plan Quarter
Action-Reaction Pairs FIRST
Content

3. A farmer urges his intelligent horse to pull the wagon. The horse refuses, saying that she can’t
pull the wagon and she can’t accelerate it because according to the third law of motion the
PHYSICS wagon will pull back an equal and opposite force. As the farmer’s son, how will you convince
the horse to pull the wagon and that she can accelerate it?
CHALLENGE
ANSWER: Say to the horse that she is right, however she is more massive than the
wagon and it has wheels, therefore, she can accelerate the wagon.

4. Who will win a tug of war, those who pull harder on the rope or those who push harder on
the ground?
ANSWER: The pulling force of each team is considered as action reaction force
meaning they are equal. The winner will be the one with greater external net force
which is the team pushing harder on the ground.

ACTION REACTION
Wings pushes down on air Air pushes up on the wings
QUIZ
Earth pulls the moon 1. Moon pulls the Earth
(10 pts.)
Book pushes down on table 2. Table pushes up the book
Man pulls on spring 3. Spring pulls on man
4. Man pushes down on chair Chair pushes up on man
5. You push the wall Wall pushes back on you
Grade 11 Teacher ENID BERNICE MARI D. WAG-E Learning Area Grade 11-General Physics 1
Semi-Detailed (SHS Teacher 1 Applicant) (Academic-STEM)
Lesson Plan Quarter
Action-Reaction Pairs FIRST
Content