8
Quarter
Learning Activity 4
Lesson
Sheet for Science 5
Lesson
Learning Activity Sheet for Science Grade 8
Quarter 4: Lesson 5 of 8 (Week 5)
SY 2025-2026
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Writer:
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Validator:
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Management Team
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LEARNING ACTIVITY SHEET
4th
Learning Area: Science Quarter:
Quarter
Lesson No.: Lesson 5 Subtopic 1 Date:
Lesson Title/ Kinetic Energy & Potential
Topic: Energy
Grade &
Name:
Section:
I. Activity No.: Activity #1: Plastic Bottle Bowling (20 minutes)
II. Objective(s): At the end of the activity, you should be able to recall the
concept of applied force that causes displacement.
III. Materials Needed: Any plastic or rubber ball - 6 Empty plastic bottles
Image Sources: [Link], [Link]
IV. Instructions:
1) Place the empty plastic bottle on the table or the floor, as shown in the
above picture.
2) Roll the plastic or rubber ball to hit the plastic bottles.
3) Observe what happens to the rolling velocity of the ball when you apply a
greater or lesser force to it.
V. Synthesis/Extended Practice/Differentiation
Answer the following guide questions:
1) What happens to the velocity of the ball as you apply a greater force or
lesser force to it?
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2) Is there work done on the ball? Why do you say so?
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3) What can a moving ball do when it hits the plastic bottles?
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4) What is in the ball that causes the plastic bottles to move?
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Science Quarter 4
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LEARNING ACTIVITY SHEET
Learning Area: Science Quarter: 4th Quarter
Lesson No.: Lesson 5 Subtopic Date:
Lesson Title/ Kinetic Energy &
Topic: Potential Energy
Grade &
Name:
Section:
I. Activity.: Activity #2: Identifying Kinetic and Potential Energy (10 minutes)
II. Objective(s): At the end of the activity, you should be able to determine
whether the activity describes potential or kinetic energy.
III. Materials Needed: pen, paper
IV. Instructions:
Identify what form of energy is being described in the first column by
checking whether it is potential or kinetic energy.
Activity Potential Energy Kinetic Energy
1) Holding a baseball bat.
2) Hitting a volleyball over the net.
3) An apple hanging on a tree.
4) Rollercoaster going down the tracks.
5) A stretched bow.
6) Swinging a baseball bat.
7) Sitting at the top of a slide.
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LEARNING ACTIVITY SHEET
Learning Area: Science Quarter: 4th Quarter
Lesson No.: Lesson 5 Subtopic Date:
Lesson Title/ Kinetic Energy &
Topic: Potential Energy
Grade &
Name:
Section:
I. Activity No.: Activity #3: Charade Game (30 minutes)
II. Objective(s): At the end of the activity, you should be able to define the
different terms related to potential and kinetic energy.
III. Materials Needed: none
IV. Instructions:
1. The class will be grouped into two groups and each group will choose a
representative.
2. The teacher will give a word that a representative of the group will act in
front of their group mates, and the group mates will guess the word that
is being demonstrated.
3. The first group who will guess the word correctly will get a point.
V. Synthesis:
Guide Questions:
1. What is your idea about energy?
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2. What is your definition of motion?
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3. What is your definition of position?
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4. What is your idea about kinetic energy?
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5. ‘What is your idea about potential energy?
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6. What is your idea about mechanical energy?
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LEARNING ACTIVITY SHEET
Learning Area: Science Quarter: 4th Quarter
Lesson No.: Lesson 5 Subtopic 1 Date:
Lesson Title/ Kinetic Energy &
Topic: Potential Energy
Grade &
Name:
Section:
I. Activity No.: Activity #4: Pendulum Swing: Exploring Potential and Kinetic
Energy
II. Objective(s): At the end of the activity, you should be able to
a. explain how potential energy is converted into kinetic energy; and
b. relate the conversion of energy to a pendulum.
III. Materials Needed:
String or thread
Washer or Small weight (such as a metal nut or bolt)
Stopwatch or timer
Meter Stick or ruler
Iron stand
Clamp or hook to hang the pendulum from
Books or other objects to elevate the pendulum
Image Source: [Link]
IV. Instructions:
1. Attach a thread to the washer or a small weight to make a pendulum.
2. Set up a workspace where you can safely hang and swing the pendulum.
Ensure there is enough clearance around the pendulum's path.
3. Hang the pendulum from the clamp or hook so that it can swing freely.
4. Measure the length of the pendulum from the point of attachment to the
center of the weight. Record this measurement.
5. Pull the pendulum to one side and release it, allowing it to swing back and
forth like a pendulum clock.
6. Use the stopwatch or timer to measure the time it takes for the pendulum
to complete ten oscillations. One oscillation is equivalent to one full swing
(from one side to the other and back again). Record this time in the table
below.
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7. Repeat steps 5-6 several times, taking care to release the pendulum from
the same starting position each time.
8. Calculate the period of the pendulum, which is the time it takes to
complete one full swing. You can do this by dividing the total time by the
number of swings.
9. Adjust the length of the pendulum by adding or removing string/thread
and repeat steps 5-8. Make sure to record your measurements each time.
Period of the Pendulum
Length of Period for 10 Period (s)
Pendulum (cm) Oscillations (s)
50
40
30
V. Synthesis/Extended Practice/Differentiation
Guide Questions:
1. How does the length of the pendulum affect its period?
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2. How does the period relate to potential and kinetic energy?
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3. How do you explain the concept of potential and kinetic energy in the
context of a pendulum?
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LEARNING ACTIVITY SHEET
Learning Area: Science Quarter: 4th Quarter
Lesson No.: Lesson 5 Subtopic 1 Date:
Lesson Title/ Kinetic Energy &
Topic: Potential Energy
Grade &
Name:
Section:
I. Activity No.: Activity #5.: Balloon Powered Cars (40 minutes)
II. Objective(s): At the end of the activity, you should be able to:
a. explain the concepts of kinetic and potential energy through a
balloon-powered car;
b. devise a balloon-powered car.
III. Materials Needed:
Open floor space
Tape measure
Wheels (round objects like CDs and bottle caps, etc.)
Axles (wooden skewers, pencils, straws, etc.)
Frame/body (plastic bottles, cardboard boxes, popsicle sticks, etc.)
Straws
Balloons
Rubber bands
Tape
Scissors
Other assorted classroom/office supplies (paper clips, binder clips, zip ties,
etc.)
IV. Instructions:
1. Tape the straws to the bottle. Make
sure they are parallel.
2. Cut the skewers so that they are
slightly longer than the straws.
3. Use the pointed knife to make a
small hole in the center of each cap.
4. Push a skewer through one of the
holes.
5. Thread the skewer through one of
the straws.
6. Push a bottle cap onto the other
end of the skewer to make an axle. Image Source:
7. Test if it spins freely. [Link]
8. Repeat the steps above to make the second axle.
9. Get the balloon, then slide the short end of the third straw into the neck of
the balloon.
[Link] wrap a rubber band around the neck of the balloon.
[Link] the balloon up through the straw to make sure it does not leak.
[Link] a small hole (big enough for the straw) in the top of the car.
[Link] the straw so it points backward, not down.
[Link] sure the car runs smoothly.
[Link] your balloon; then put the car down and release.
[Link] “0” where you release the balloon.
[Link] how far the car travels.
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[Link] steps 15 – 17 for five trials.
[Link] how far the car traveled to the data table below:
Distance Travelled by the Balloon-Powered Car
Trial Number Distance (cm)
1
2
3
4
5
V. Synthesis/Extended Practice/Differentiation
Guide Questions:
1. How can you increase the amount of potential energy in your system?
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2. How is the potential energy converted to kinetic energy?
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3. How can you maximize the distance your car travels?
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4. How do real cars store energy, and how is this energy converted into
kinetic energy?
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LEARNING ACTIVITY SHEET
Learning Area: Science Quarter: 4th Quarter
Lesson No.: Lesson 5 Subtopic 2 Date:
Lesson Title/ Kinetic Energy &
Topic: Potential Energy
Grade &
Name:
Section:
I. Activity No.: Activity #6: Ball Rolling Down a Ramp Activity
II. Objective(s): At the end of the activity, you should be able to:
a. demonstrate the transformation of kinetic energy to potential energy
and potential energy to kinetic energy; and
b. describe the effect of the height of the ramp on the ball’s velocity.
III. Materials Needed:
meterstick
metric ruler (for measuring distance)
four dowel rods, 1 meter long long, 0.6 cm thick
golf ball (or similar-sized ball)
plastic or styrofoam cup (must be lightweight)
platform balance (to weigh the ball and cup)
IV. Instructions:
1. Assign the class to five
members in a group.
2. Tape two dowel rods
to each edge (of the
same side) of a
meterstick,
approximately 2- cm
apart from each other.
This serves as a track
for a golf ball to roll down.
3. Position the meterstick against a wall or desk or rest upon a large stack of
books to create a slope for the ball to roll down.
4. Place the cup at the end of the meterstick and tape two dowel rods onto
the table, the width of the widest part of the cup. This serves as a track to
ensure the cup travels in a straight path.
5. Place 3-4 pieces of tissue paper inside the bottom of the cup to absorb the
impact of the ball and help keep the ball in the cup.
6. Place the cup at the end of the meterstick ramp to catch the ball at the
end of the incline.
7. Record the mass of the ball and cup, as well as the height of the ramp.
8. Place the ball at the top of the ramp, and let it go!
9. Measure the distance the cup travels at the end of the ramp. Repeat this
step three times and record the average value.
Ball Rolling Down a Ramp Data
Mass of the Mass of the Initial Height of Distance Travelled by
Ball (kg) Cup (kg) the Ball (m) the Cup (m)
Average
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V. Synthesis/Extended Practice/Differentiation
Guide Questions: (Write your answers inside the box. Use another sheet, if
necessary).
1. Calculate the potential energy of the ball before it is released and the
kinetic energy right before it hits the cup. What assumption do you have
to make to find kinetic energy?
2. Calculate the velocity of the ball right before it hits the cup.
3. By what factor would the velocity of the ball right before it hits the cup
increase if the height of the starting position of the ball was doubled?
Quadrupled?
4. How could you decrease the distance the cup travels? How could you
increase it?
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LEARNING ACTIVITY SHEET
4th
Learning Area: Science Quarter:
Quarter
Lesson No.: Lesson 5 Subtopic Date:
Lesson Title/ Kinetic Energy & Potential
Topic: Energy
Grade &
Name:
Section:
I. Activity.: Activity #7: Bouncing Ball: Investigating Energy Transfer (40
minutes)
II. Objective: At the end of the activity, you should be able to:
a. Describe the transformation of potential energy to kinetic energy and
kinetic energy to potential energy; and
b. explain the mechanical loss during mechanical energy transformation.
III. Materials:
1 Rubber ball or steel ball, tennis ball
Measuring tape or ruler
Flat surface (such as a tabletop or floor)
Stopwatch or timer
Masking tape or chalk (for marking)
Image Source: [Link]
IV. Procedures
1. Set up a flat surface area where you can drop the rubber balls without
obstruction. Ensure the surface is clean and smooth.
2. Use the measuring tape or ruler to mark off a designated starting point on
the surface. You can use masking tape or chalk to make the mark clearly
visible.
3. Select one rubber ball and hold it at the designated starting point.
4. Drop the rubber ball straight down from the starting point and observe its
bounce. Pay attention to the height of the bounce and any other
characteristics of its motion.
5. Use the stopwatch or timer to measure the time it takes for the ball to
reach its maximum height during the bounce. Record this time.
6. Repeat steps 3-5 three times for the same rubber ball, ensuring consistent
dropping technique and starting point.
7. Calculate the average height of the bounces and the average time it takes
for the ball to reach its maximum height.
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Bouncing Ball Data
Initial Height of Time to reach max. height Maximum height
Dropping Point (cm) after the bounce (s) reached after the
bounce (cm)
Average
V. Synthesis/Extended Practice/Differentiation
Guide Questions:
1. How is energy transferred between potential and kinetic energy during the
bouncing motion?
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2. Is there any mechanical energy loss or mechanical energy gain during the
process?
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3. Reflect on the principle of mechanical energy applied in this activity.
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