4
Lesson Exemplar
in Science
PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
Quarter 3
Les
Lesson 1
1
Lesson Exemplar for Science Grade 7
Quarter 3: Lesson 1 (for Weeks 1-3)
SY 2023-2024
This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K to 10 Curriculum during the
School Year 2023-2024. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution,
modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.
Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.
Development Team
Writer:
• Jessa V. Logronio (Silliman University)
Validator:
• Edwin Auditor (Philippine Normal University - Manila)
Management Team
Philippine Normal University
Research Center for Teacher Quality
SiMERR National Research Centre
Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at blr.od@deped.gov.ph.
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SCIENCE/QUARTER 3/ GRADE 4
I.
CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content
Standards
The learners learn that:
1. Science processes help in observing and predicting how things move.
2. Pushes and pulls can change the position and shape of objects.
3. Gathering scientific information helps explain the behavior of objects and materials.
4. Magnets affect some objects and materials without touching them.
B. Performance
Standards
By the end of the quarter, learners use simple equipment and processes to measure and record data related to
movement and describe and predict the way things around them move using more scientifically technical language and
concepts, such as speed and force. They demonstrate an understanding that science processes are used to gain a
deeper understanding about forces that cannot be seen directly, including the properties of magnets.
C. Learning
Competencies
and Objectives
Learning Competency 1: The learners participate in guided activities to discover and predict how rigid and
soft objects can be moved and/or changed in shape.
The learners will be able to:
1. Lesson Objective 1: identify rigid and soft objects based on physical characteristics;
2. Lesson Objective 2: classify objects as rigid and soft objects;
3. Lesson Objective 3: define force as a push or a pull exerted on an object;
4. Lesson Objective 4: describe forces using arrows in given situations;
5. Lesson Objective 5: identify forces in our daily tasks;
6. Lesson Objective 6: investigate how rigid and soft objects respond to applied forces.
Learning Competency 2: The learners determine how forces can change the shape of objects, such as when
they are pushed, pulled, stretched, bent, twisted, or squeezed;
The learners will be able to:
1. Lesson Objective 1: predict the amount of force needed to move an object and change an object’s shape
2. Lesson Objective 2: describe what happens to an object when it is pushed, pulled, stretched, bent, twisted, and
squeezed.
Learning Competency 3: The learners identify examples of how objects can affect other objects even when
they are not in contact with each other, such as magnets attracting other objects
Learning Competency 4: The learners carry out guided investigations to identify the properties of magnets,
including how they affect other magnets and objects made of different materials.
The learners will be able to:
1
1. Lesson Objective 1: identify common magnetic materials (e.g., iron, steel, nickel) and non-magnetic materials
2. Lesson Objective 2: recognize that magnets’ opposite poles attract while like poles repel
3. Lesson Objective 3: identify and describe key properties of magnets, such as polarity, strength, and the ability to
attract certain objects
Learning Competency 5: The learners participate in guided activities to demonstrate that pushes and pulls
can be used to change the speed and direction of an object including making it go faster, turn it to a
different direction, slow it down, and stop it.
Learning Competency 6: The learners demonstrate through guided activities that pushes and pulls can be
used to change the speed and direction of an object.
The learners will be able to:
1. Lesson Objective 1: describe the effects of pushes and pulls applied to objects at rest or in motion
describe the effects of varying the force applied to objects
D. Content
Effects of Forces on an Object
1. What is a Force?
● Describing Force
2. Force Exerted by a Magnet (Force at a Distance)
● Properties of a Magnet
3. What Can Forces Do?
a. Forces can move an object
b. Forces can change the motion of an object
Forces can change the shape of an object
E. Integration
Safety – When pushing or pulling, one must be aware of the direction of force and movement of the object.
Responsibility (Grade 3 GMRC & VE): Students understand their responsibilities at home and school.
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II. LEARNING RESOURCES
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Diagram showing magnetic force with attract and repel Free Vector. (2021, November 17). Freepik. https://tinyurl.com/ypmw9fkb
Booth, G., McDuell, B., & Sears, J. (1999). World of Science: Students’. OUP Oxford.
Department of Education. (2023). MATATAG Curriculum in Science. DepEd Complex, Meralco Avenue, Pasig City, Philippines.
Embile, R., & Gongora, K. (2023). Science and the New World 4. Jo-es Publishing House, Inc.
force. (n.d.). Britannica Kids. https://kids.britannica.com/learners/article/force/323538#:~:text=A%20force%20is%20an%20action
Fun with Magnets! (n.d.). YouTube. https://bit.ly/40MkzDW
Is the Earth a magnet? | U.S. Geological Survey. (2020b, September 11). https://tinyurl.com/3c6ep33b
Lenin’s Science Experiments. (2018, February 8). How Force can change Position, motion, shape, size and direction of objects | Effects of
Force [Video]. YouTube. https://www.youtube.com/watch?v=L9KY43hDSzI
Magnetic field experiment with magnet bars Free Vector. (2019, October 31). Freepik. https://tinyurl.com/5yc8a3ed
Freepik (n.d.). Discover the best free graphic resources about magnet with the same poles, 81,716 results. https://tinyurl.com/ycy7hser
Manaher, S. (2023, August 9). Soft vs Rigid: Do These Mean The Same? How To Use Them. The Content Authority.
https://thecontentauthority.com/blog/soft-vs-rigid
K5 Learning. (n.d.). Magnets. https://www.k5learning.com/science-worksheets/third-grade-3/electricity-magnetism/magnetis
Magnet and magnetism. (n.d.). Britannica Kids. https://kids.britannica.com/kids/article/Magnet-and-Magnetism/353411
Magnets and Magnetism | Magnets Video for kids. (n.d.). YouTube. https://bit.ly/3R4kU1C
Mrs Smalley. (2022, January 10). Magnet Max - Read by Mrs Smalley [Video]. YouTube.
https://www.youtube.com/watch?v=oYKHnQEZLhI
Monica Lozano Hughes, & Weinstein, H. (2015). Magnet Max. Brown Books Publishing Group.
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III. TEACHING AND LEARNING PROCEDURE
A. Activating Prior
Knowledge
NOTES TO TEACHERS
1. Short Review
A. Think-Ink-Share: Pushing & Pulling Experiences
Instruct the students to think about the following questions and make
individual written responses in their science notebooks. After writing their
responses, they will share their answers with their seatmates.
● "Have you ever experienced being pushed or pulled by somebody?"
● "Have you encountered situations where objects were pushed or pulled?"
● "Have you been involved in pushing or pulling something or someone?"
● "In your experiences, was anyone hurt due to pushing or pulling?"
Start by introducing the ThinkInk-Share activity and
explaining its purpose.
Emphasize that reflecting on
personal experiences can help
them grasp pushing and
pulling more effectively.
Guide the students to review
the concepts of pushing and
pulling by sharing their
personal experiences related to
these actions. Allow them to
recall and discuss these
experiences with a seatmate.
Following the sharing, invite
volunteers to discuss their
experiences with the whole
class.
Emphasize safety, especially
when incidents involve
someone getting hurt,
prompting students to think
about safety precautions when
pushing or pulling objects or
people.
Students' responses may
include pushing and pulling
experiences when they play
with friends in the playground
or with their siblings or cousins
at home.
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They may also mention
students pushing when they
are crowded during line
formation or during dismissal.
Remind them to maintain
enough distance from other
students during dismissal or
assemblies to avoid getting hurt
or accidentally pushing others.
Be sensitive to students'
responses, especially when they
were hurt by their experiences.
B. Establishing
Lesson Purpose
1. Lesson Purpose
a. Self-Assessment
Instructions: Read the listed learning targets below. Instruct the students
to assess themselves to see if they have developed these skills already and
rate themselves according to the guide below. They write their ratings in
the column Before Learning the Lesson. After learning the lesson, we will
go back to this.
I still need help to do this.
I can do this by myself.
I can do this by myself and in different ways.
Learning Targets
Before
Learning
the Lesson
1. I can identify rigid and soft objects
based on their physical characteristics.
2. I can describe the characteristics of rigid
and soft objects.
5
After
Learning
the Lesson
Guide the learners in answering
the Self-Assessment activity. As
a class, review each learning
target on the list and ask them
to rate themselves individually.
After they answer each item,
ask how many rated themselves
with one, two, or three stars.
Let them raise their hands or
stand to be identified. This
gives an idea of how many need
to learn more about the lesson
and how many have already
developed the skills. You may
ask them to copy the table with
the learning targets in their
notebook since this will be
revisited at the end of the
lesson.
3. I can classify objects as rigid or soft
objects.
4. I can define force as a push or pull
exerted on an object.
5. I can describe forces using arrows in
given situations.
6. I can identify forces in our daily tasks.
7. I can investigate how rigid and soft
objects respond to applied forces.
2. Unlocking Content Area Vocabulary
Anagram Game: Unscramble the Letters!
Instructions: Rearrange the letters in each anagram to form the correct
vocabulary word. After unlocking the vocabulary words in this game, ask the
learners to write a keyword related to the unlocked work or draw a symbol to
represent the word in the third column of the table.
Part 1:
Anagram
1.
2.
3.
4.
5.
Answer
Mtneovem
Stangem
Girdi bojetcs
Sotf bjsceto
Froce
Related Keyword or a
Symbol
In the unlocking of vocabulary,
encourage students to think of
a keyword that relates to the
given term, or they can draw a
symbol that also relates to the
word. If they can, they may give
both the keyword and the
symbol.
Answer Key:
1. Mtneovem → Movement
2. Stangem → Magnets
3. Girdi bojetcs → Rigid
objects
4. Sotf bjsceto → Soft
objects
5. Froce → Force
Here are examples of keywords
and symbols that relate to each
term:
1. Movement - “walking”,
“running”, etc.
Symbol: arrow or a
running figure
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2. Magnets - “attraction”
Symbol: magnet
3. Rigid Objects - "stiff" or
"hard"
Symbol: solid block
4. Soft Objects - "squishy"
Symbol: pillow
5. Force -"push" or "pull"
Symbol: arrows in
opposite directions
Part 2:
Term
1. Movement
2. Magnets
3. Rigid
objects
4. Soft
objects
5. Force
The symbols given here are only
samples of possible symbols.
Definition
is the change in the position
of an object over time.
A magnet is a natural rock or
a metal object capable of
attracting specific types of
metal towards it.
Objects that are hard and
cannot be easily bent,
deformed, or compressed.
Objects that can be easily
bent, deformed, or
compressed.
Push/pull
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Symbol
You may conduct these
preliminary activities from the
short review to the unlocking of
content area vocabulary on Day
1.
C. Developing and
Deepening
Understanding
SUB-TOPIC 1: WHAT IS A FORCE?
Timeframe: 2 days
1. Explicitation
Relate the learners’ responses on the Think-Ink-Share: Pushing & Pulling
Experiences to the first sub-topic: What is a Force?
a. Force Brainstorm Activity:
Ask the learners what comes to mind when they hear the word force. Then,
they share their ideas with their seatmates and write them on a piece of
sticky paper or colored paper with tape. Ask them to post their paper on
the board around the word force.
Summarize and connect their ideas to the scientific definition of force.
A force is an action that changes or maintains the motion of a body or object.
It is either a push or a pull. Forces can change an object's speed, its direction,
and even its shape.
Before learning further about forces, ask the students what they need to do
first if they need to conduct an experiment using certain materials. Tell
them that scientists explore, describe, and try to discover more about the
things around us. Similarly, students start exploring the things around
them by describing and classifying them based on their characteristics. For
this lesson, they will focus on soft and rigid object
b. Activity 1: Rigid and Soft Materials
Instruct the students to answer Activity 1: Rigid and Soft Materials. Assign
each student a partner for this activity. Each pair is asked to observe the
listed objects/materials in the classroom, describe their characteristics,
like size and texture, and classify them as rigid or soft objects based on
their characteristics. Ask them to write their answers on the worksheet.
Synthesize the activity by discussing their answers to the following process
questions:
1. When can you say an object is rigid?
2. What are the physical properties of soft objects?
3. Why is it important to distinguish between soft and rigid objects?
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SUB-TOPIC 1: Recall learners’
responses in the first activity,
Think-Ink-Share: Pushing &
Pulling Experiences.
To elicit further ideas about
force, conduct the
brainstorming activity. Use
their answers to introduce the
definition of force.
In the following activities,
students will work in groups to
promote collaboration and share
ideas with their group mates.
Use Activity 1 to build students’
concepts of rigid and soft
objects. You may expand the
list or replace some materials
based on what is available.
Suggested materials include the
chair, table, leaf, stone, shelf,
floor, paper, bread, sponge,
door knob, cotton, and cloth.
Discuss their answers to the
process questions to clarify
their basis for classifying an
object as soft or rigid.
Encourage students to explore
and engage with the objects in
a respectful manner. Remind
them not to disturb or damage
any items in the classroom.
Possible answers to Activity 1
guide questions.
1. An object is considered
rigid if it is hard and
cannot be easily bent,
deformed, or
compressed.
2. Soft objects can be easily
bent, deformed, or
compressed.
3. It is important to
distinguish between soft
and rigid objects because
it determines how much
force is needed to change
their shape, move, stop,
or change their direction.
When we know an object
is rigid, we can exercise
caution to avoid getting
hurt or injured in pulling
or pushing it.
Activity 1 Classification of
Objects:
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Soft
Rigid
Leaf
Chair
Paper
Table
Bread
Stone
Sponge
Shelf
Cotton
Floor
Cloth
Door Knob
2. Worked Example:
After defining force, guide students to describe forces by drawing arrows in a
diagram to indicate where the force is directed and by writing a phrase
including who applies the force to what object. The phrase is given in this
pattern: something or someone pushes or pulls an object or person.
A force can be represented by an arrow in a diagram. The arrowhead shows
the direction of the force. The arrows representing forces may be directed
upward ↑, downward ↓, to the right or forward →, to the left or backward ←,
or diagonally, depending on the force applied.
a. Activity 2: Describing Force
In Activity 2: Describing Force, students will learn to identify and describe
different forces acting on objects and represent these forces using arrows to
indicate direction
After completing the activity, lead a class discussion to reinforce the concepts
learned. Ask students to share their drawings and discuss their answers to
the following questions:
1. How would you represent a pushing force in a diagram? What about a
pulling force?
2. Can you identify situations in which forces are balanced or equal? How
would you draw the arrows for balanced or equal forces?
Use Activity 2 to develop
students' skills in describing
forces in their daily activities.
Go through the first scenario
together as a class. Discuss the
forces acting on the object and
model how to use arrows to
represent these forces.
Allow students to work
individually or in pairs to
complete the remaining
scenarios on the worksheet.
Circulate the classroom to
provide support, answer
questions, and ensure students
are correctly representing
forces with arrows.
Ensure students understand
that arrows represent both the
direction and strength of forces.
But for this level, they are not
required to measure the length
of the arrow. You may tell them
10
that a short arrow represents a
small force and a long arrow
represents a big force.
3. Lesson Activity
a. Activity 3: Forces in My Everyday Life
Deepen students’ understanding of forces by asking them to identify
different forces present in their everyday lives. Ask them to answer Activity
3: Forces in My Everyday Life. Ask each student to illustrate four situations
wherein they do actions (that apply a push or a pull) to accomplish daily
tasks at home or at school. They must draw arrows to show where the force
is directed and label or caption each situation using the pattern: I am
pushing/pulling an object + direction.
Discuss their answers to the process questions below:
1. What is the most important task you do daily? Why?
2. Why is it good for you to do different daily actions?
Summarize the lesson's key points, emphasizing how understanding forces
in everyday life is essential. Encourage students to remain observant of
forces in action around them and consider how these forces impact their
daily activities.
Possible answers to Activity 2
guide questions.
1. I represented a pushing
or pulling force in the
diagram using arrow.
2. Yes, if my friend and I
are pulling both ends of
a rope in a tug-o-war
with equal forces. The
arrows representing our
forces are two equal
arrows in opposite
directions.
Use Activity 3 to deepen their
understanding of the forces in
their daily activities. Go
through the first scenario
together as a class. Give them
enough time to think about
their situations in their daily
lives. Establish deeper
connections between the word
force and learners' daily
activities at home or school to
accomplish tasks. This activity
reminds them of home and
school responsibilities, like
cleaning, washing, sweeping
the floor, and other chores.
Key points of the lesson:
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1. Forces are Everywhere:
Forces are all around us,
influencing how objects
move and interact.
2. Impact on Daily
Activities: Forces
influence how we
interact with objects
around us, like pushing
a shopping cart, pulling
a rolling backpack, or
playing with friends.
3. Applying Scientific
Processes: By observing
how things move, we can
better understand the
forces at play in our
environment.
SUB-TOPIC 2: FORCE EXERTED BY A MAGNET (A NON-CONTACT FORCE)
Timeframe: 3 days
1. Explicitation
Introduce this lesson on magnets by asking if it is possible to push or pull
an object without touching it.
a. Did You Know?
Motivate students to learn more about magnets by giving
fun facts about magnets.
Did you know that the Earth is a large magnet?
The Earth possesses a magnetic north and magnetic south,
with invisible lines of magnetic force extending from the
north to the south.
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SUB-TOPIC
2:
Students’
answers may include magic,
having
superpowers,
and
magnetism. If students mention
magnets, ask more questions
about what they already know.
Tell them that there are forces in
nature that can push or pull
objects without touching them.
For this lesson on magnets, you
will need magnets. You may
conduct the activities in groups
with five to ten magnets. Always
remind students to think of
safety first, and they should
help each
activities.
b. What Do You Know?
Engage students in a discussion about what they know about magnets using
the questions below:
1. Do you have an object with you right now or at home that has a magnet?
What is it used for?
2. How does a magnet affect other objects?
3. What kinds of objects are attracted to a magnet?
c. What Will You Know?
Anticipation-Reaction Guide
Below are statements about magnets. On the column before the statements,
put a check [/] mark if you agree with the statement and an X if otherwise.
Do not answer the column after the statements.
Before
(Anticipation)
Statement
After
(Reaction)
1. All metals are attracted to magnets.
2. Magnets can lose their magnetic
properties over time.
3. All metals are attracted to magnets.
4. You can cut a magnet in half to create
two separate magnets.
5. Magnets have a single pole, either north
or south.
d. Class Interaction
Discuss with the students what magnets are and their basic
properties, such as having poles (north and south), the ability to
attract certain materials, and the concept of repulsion between like
poles.
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other
in
group
You may look for other fun facts
about magnets. If you have a
globe, you may also show it to
them.
Establish connections between
the lesson and their knowledge
by asking the guided questions.
1. Students’ responses may
vary and include a ref
magnet or magnetic lock
of a wallet.
2. A magnet can attract
objects if they are within
the magnet's magnetic
field.
3. Magnets attract objects
made of iron, nickel, or
cobalt.
For now, ask the students to
answer the Before column. All
answers are accepted as this is
based on what they know so far.
Make sure to return to it when
you finish the activities on
magnets. In the After column,
students must respond to what
they have learned.
2. Worked Example
a. Story-telling: Magnet Max
Present the story titled Magnet Max. You may use the Magnet Max - Read
by Mrs Smalley on YouTube. It’s written by Monica Lozano Hughes and
illustrated by Holly Weinstein.
There once was a boy named Magnet Max, who wanted to test what magnets
attract.
He loved to explore with objects galore to see what kinds of things would
react.
One sunny day, Magnet Max went to play at Nick’s house.
Nick did not know this great find. Max showed him the habit of his wonderful
magnet. Watching it work blew Nick’s mind!
“Wow,” Nick yelled. “That’s swell!” The magnet’s powers gave him a thrill.
Magnet Max made no reply. With the wink of an eye, he made his magnet
attract at his will.
Nick leaped up with glee at the magic, you see, and asked, “How do you get
them to stick?” “Magnets give off a magnetic field,” Max replied. “They stick to
anything, like iron or steel, real quick!”
“If you please, even nickel and cobalt can be attracted with ease. There are so
many possibilities!”
“These are metals that can be part of many things, such as rings, and being
magnetic is key.”
So on that day, the boys decided to play by searching for things they could
find. They looked for metal objects all about, in and out, and found many
items. A paper clip, the refrigerator, a nail and a bolt were attached to the
magnet with force.
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Reiterate that there are forces
that do not require contact with
an object. They are called noncontact forces, which will be
covered in Grade 5.
A magnet is a rock or a metal
that can attract other metals. Its
force is called magnetic force,
which can pull magnetic objects
without touching them.
Magnets come in different
shapes and sizes, but they have
the same properties. They have
poles (north and south) where
their
magnetic
force
is
strongest. Around the magnet is
a magnetic field within which its
magnetic force acts.
Use a short story to present
some
information
about
magnets. You may play the
video if you can project it or read
the story yourself. Make sure to
give them the guide question
before starting. Ask them to
write their answers in the
science notebook.
Please unlock the meaning of
terms that students are not
familiar with. Before reading the
story, give the guide questions
to the students so they can take
note of answers from the story.
Nick exclaimed, “Goodness sakes! I’m amazed at the magic it makes! Can we
get it to stick to a horse?”
But a shoe, a ball, a plant, and a doll could not stick to the magnet, of
course. “These items are not magnetic or kinetic,” said Max. “They don’t have
the special force.”
You may use the link or the QR
code below to access the story
on YouTube:
The day had gone by as they searched far and wide in the house for more
objects to test. They heard Nick’s mom call from way down the hall. “Max,
your mom says it’s time to go rest.” Max and Nick said, “Aw man!”
“We’ve just begun. We aren’t done. We were just about to test out a comb!”
They both looked at the magnet, wanting more to explore. It was time for Max
to go home. Then Max said, “How about we hang out tomorrow, and we can
continue our play?” As Nick walked home, he thought of what they suggested
and tested and how fun it was to explore today.
Max wanted to share his tool, that’s so cool so other kids could feel the same
joy. He lay down in bed to relax. Then, closing his eyes, he dreamed of how
wise he would be as the explorer Magnet Max!
Before proceeding to the next activity, ask the students to answer the guide
questions about the story:
1. Who are the characters? What did they do to magnets?
2. How do magnets affect other objects?
3. What kinds of objects are attracted to a magnet?
Discuss students’ answers to the guide questions. Discuss with them the
properties of magnets, such as polarity, strength, and ability to attract
certain materials without touching them.
15
Link: http://bit.ly/3T4AcVR
Answers to the guide questions:
1. The characters are Max
and Nick. They tested
what materials are
attracted to Max’s
magnet.
2. Magnets can pull
magnetic materials.
3. The magnet attracted a
paper clip, a refrigerator,
a nail, and a bolt.
b. Activity 4: Will it attract?
Begin the next activity by discussing with students the concept of magnetism
and how magnets attract certain materials. Introduce the activity by telling
the students that they will be identifying objects attracted and not attracted
to a magnet.
In Activity 4: Will it attract? they are presented with pictures of magnetic and
non-magnetic objects. They will draw a line from the magnet to the things it
will attract.
Discuss their answers to the process questions:
1. Which objects are attracted to the magnet? Why?
2. Which objects are not attracted to the magnet? Why?
Show the YouTube video Fun with Magnets. Guide students to come up with
this conclusion: magnets attract materials made of iron, nickel, and cobalt,
and materials that do not contain these metals are non-magnetic like wood,
plastic, cloth, etc.
Answers to Activity 4 process
questions:
1. The paper clip, the nail,
and the keys are
attracted to the magnet
because they are
magnetic metals.
2. The pencil, eraser,
wooden chair, paper,
and crayons are not
attracted to the magnet
because they are nonmagnetic materials.
You may use the link or the QR
code below to access the video
on YouTube:
https://bit.ly/40MkzDW
16
3. Lesson Activity
Introduce the idea of a "Magnet Treasure Hunt" and explain that they will
be exploring the classroom or designated area to find objects with magnetic
properties.
a. Activity 5: Magnet Treasure Hunt
In activity 5, you will need two
magnets with the north and
south poles labeled. You may
group the students according to
the
number
of
magnets
available.
Activity 5A: Magnetic or NonMagnetic
A. Magnetic or Non-Magnetic
1. Divide the students into small groups or pairs and provide each group with
a bar magnet or any available magnet, a container of objects, and a
worksheet for recording observations.
2. Instruct the students to use the magnet to explore the objects in their
container. They should test each object to determine whether it is magnetic
or non-magnetic. They should categorize the objects into "Magnetic" and
"Non-Magnetic."
Process Questions:
1. How did you decide which materials belonged to the group that is
attracted to magnets and which ones did not?
2. What are the characteristics of the objects attracted to the magnet?
3. Why do you think certain materials are attracted to magnets while
others are not?
Magnetic
Non-magnetic
paper clip
iron nail
keys
metal
keychain
eraser
crayons
paper
cloth
plastic
coins
Possible answers to the
process questions in
Activity 5A:
1. The materials that got
stuck into the magnet
when placed near it are
classified as magnetic
while the ones that did
not get stuck to the
magnets are the nonmagnetic.
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2. The objects attracted to
the magnet are magnetic
metals. The ones that are
not attracted to the
magnet are made of
paper, plastic, cloth, and
other
non-magnetic
materials.
B. Magnets Push or Pull
1. Students will explore how magnets react with other magnets. Before
conducting the activity, they must predict what will happen if the
magnets’ poles are placed next to each other.
Activity
Prediction
South to South
Place two magnets 5
centimeters away with both
south poles facing each other.
Activity 5B: Magnets Push or
Pull Predictions
a. The two magnets will
push each other away.
b. The two magnets will
push each other away.
c. The two magnets will
attract each other.
Synthesis:
Bring the class together for a
synthesis
activity
where
students share their findings
and discuss any patterns or
surprises in the magnetic and
non-magnetic materials they
discovered.
North to North
Place two magnets 5
centimeters away with both
north poles facing each other.
Ask students to consider how
the properties of magnets, such
as
polarity
and
attraction/repulsion,
were
demonstrated
during
the
treasure hunt.
Extended Practice:
North to South
Place two magnets 5
centimeters away, with the
south pole of one magnet
facing the other magnet's
north pole.
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2. Conduct the activities given in the table below to observe how magnets
behave. Write your observations and illustrate what you observe. Use
arrows to indicate if magnets pull or push each other away. Explore
further by moving the magnets closer or farther from each other.
Activity
Observation and Illustration
South to South
Place two magnets 5 centimeters
away with both south poles facing
each other.
Extend
the
learning
by
challenging students to create
their own "Magnet Treasure
Hunt" at home. They can involve
family
members,
categorize
objects, and present their
findings to the class, briefly
explaining their process.
Provide additional magnetic and
non-magnetic
materials
for
further exploration, including
items with varying shapes,
sizes, and compositions.
Differentiation:
For students who grasp the
concepts quickly, introduce a
more advanced extension by
exploring the magnetic field
around different objects using
iron filings, or experiment with
the strengths of magnets and
how they influence their ability
to attract objects.
Offer additional support and
guidance for students who may
need it by providing clear
instructions, using visual aids,
or conducting a small group
treasure hunt with a teacher's
assistance.
North to North
Place two magnets 5 centimeters
away with both north poles facing
each other.
North to South or South to
North
Place two magnets 5 centimeters
away, with the south pole of one
magnet facing the north pole of
the other magnet.
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South to South
Place two magnets 5 centimeters
away with both south poles facing
each other.
Process questions:
1. What are the characteristics of objects attracted to the magnet? What
about the ones not attracted to the magnet?
2. What have you observed when you moved the magnets closer or away
from each other?
3. What conclusion can you draw about magnets based on this activity?
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Possible answers to Activity
5B process questions:
1. When we moved the two
magnets
with
unlike
poles farther, they no
longer attracted each
other, but when we
moved them closer they
pulled each other fast.
2. Magnets
can
attract
magnetic materials at a
certain distance. Moving
a magnet away or close to
a
magnetic
material
changes its magnetic
force.
c. Video Presentation: Show the class the YouTube video titled Magnets and
Magnetism | Magnets Video for Kids to combine all lessons learned about
magnets.
Magnets exert a force of attraction on materials containing iron, steel, nickel,
or cobalt. Additionally, magnets can draw other rigid magnets closer or push
them away (repel). This happens because of the magnet’s two contrasting
ends, or poles: a north pole and a south pole. North poles are drawn to the
south poles of other magnets while they repel other north poles, and south
poles exhibit similar behavior, attracting north poles and repelling other
south poles.
You may use the link or the QR
code below to access the
Magnets and Magnetism |
Magnets Video for Kids video on
YouTube:
Link: https://bit.ly/3R4kU1C
Picture Link: https://tinyurl.com/ypmw9fkb
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SUB-TOPIC 3: WHAT CAN FORCES DO?
Timeframe: 4 days
a. Force can Move an Object at rest
b. Force can Change the Motion of an Object
c. Force can Change the Shape of an Object
1. Explicitation
a. Class Interaction
Ask the learners, “What can forces do?”
Engage the students in a discussion to elicit their ideas on what forces can
do.
Present the following concept map to summarize the initial discussion on
what forces can do.
Effects of
Forces on an
Object
Move an object
at rest
Stop a moving
object
Change the
speed and
direction of a
moving object
Change the
size or shape
of an object
Can be done
by stretching,
bending,
twisting,
squeezing
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SUB-TOPIC 3: After defining
and describing force and
learning about the force exerted
by a magnet, lead the students
into subtopic 3 by starting a
class discussion about what
forces can do.
Use the concept map
summarize their answers.
to
When a force is applied to an
object, many things can happen.
1. Force can move an object
at rest.
Ex. Kicking a ball on the
ground
2. Force can stop a moving
object.
Ex. Catching a ball
passed to you by a friend
3. Force can change the
speed and direction of a
moving object.
Ex. Receiving a volleyball
4. Force can change the size
of an object.
Ex. Stretching a rubber
band or a spring
5. Force can change the
shape of an object.
Ex. Squeezing a play
dough or a calamansi
Encourage the students to give
other examples of what forces
can do.
Before
proceeding
to
the
following activities, tell them
that the scientific skills of
observing and predicting will be
used in this activity. Tell the
students to observe carefully
what happens to the object in
the activity. Guide them to
observe if there are changes in
the object’s size, shape, or state
of motion.
b. Activity 6: Forces Cause Change
Introduce the idea that different objects may require different amounts of
force to move or change shape.
Instructions: Assign students to work in pairs or triads. Ask them to apply a
force to the objects listed in the tables below. Before conducting the activity,
ask them to predict how much force (small, medium, or big force) is needed
to move the rigid objects and to change the shape of the soft objects.
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The state of motion of an object
tells us if it is moving or at rest.
When it is at rest, it is not
moving or changing position
from its original position. It’s
also called a stationary object.
Guide the students in making
their predictions on how much
force (small, medium, or big
force) is needed to move the rigid
objects and to change the shape
of the soft objects. Tell them to
conduct several trials varying
the amount of force applied.
Again, emphasize safety at all
times.
A. Can I Move it?
Rigid Objects
Predictions
Observations
Predictions
Observations
1. Chair
2. Door
3. Shelf
B. Can I Change it?
Soft Objects
1. Paper
2. Clay
3. Rubber band
Process questions:
1. Which object required a bigger force to move? Why?
2. How did you distinguish your force as small, medium, or large?
Synthesis: Ask the groups to share their answers to the process questions with
the class.
Extended Practice: Challenge learners to design their experiments to test the
effects of forces on specific objects.
Differentiation:
For learners who need additional support, provide guided worksheets with
prompts to help them think through the prediction and observation process.
For learners who grasp the concepts quickly, encourage them to explore advanced
scenarios, such as the impact of combining different forces on an object.
2. Worked Example
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Activity 6 predictions:
A.
1. I can move the chair with
a medium force.
2. I can move the door with
a medium push.
3. I can push the shelf with
a big force.
B.
1. I can change the shape of
the paper by crumpling it
(small force).
2. I can change the shape of
the clay by rolling,
bending, and twisting it
with medium force.
3. I can change the rubber
band’s
shape
by
stretching it with a
medium force.
Answers
to
the
process
questions:
1. The shelf required a
bigger force to move
because it’s heavy.
2. I distinguished the small,
medium, and big forces
by doing many trials in
varying
my
force.
Applying the big force is
tiring,
depending
on
whether the object is
heavy.
Forces can cause change. A push or a pull exerted on an object can cause
it to start moving if it is at rest, stop moving, change its direction, and even
shape.
a. Activity 7: Forces Demonstration
Instructions: Demonstrate to the class how force can cause changes in an
object. Students are asked to complete the Cause-and-Effect organizer to
identify what happens to the object in the demonstration and the action
that caused the effect. Before conducting each demonstration, ask the
students to predict what will happen to the object in each demonstration if
a force is applied.
The demonstrations are based
on this video: How Force can
change Position, motion,
shape, size, and direction of
objects | Effects of Force.
Demo 1: Putting something to block a moving toy car on the table.
Demo 2: Pressing clay with both hands on the table.
Demo 3: Pushing a ball forward and backward with both hands on a table.
Link: https://bit.ly/3G77602
In Activity 7, students will
explore the concept of forces by
making predictions about how
objects around them move and
then observe and understand
the role of forces in the
demonstrations.
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3. Lesson Activity
The learners conduct the Activity: Forces in Action in groups.
a. Activity 8: Forces in Action
A. Move or Stop Me
Instructions: Using a ball, show how force can move an object at rest
and change how an object moves.
Activity
What Happened to the Object
1. Put a ball on the table. Make
sure it does not move. Apply a
small force to roll the ball on
the table.
2. Push a ball slightly on the
table or floor. Put something
to block it 60 centimeters
from where it started.
3. Push a ball slightly on the
table or floor. Using your
other hand, push it in the
opposite direction when it
reaches 50 centimeters.
4. Constantly push a ball while
it's moving on the table or
floor.
Encourage students to relate the
forces they observed during the
activity to real-life situations.
Have them identify instances in
their environment where forces
are at play and discuss how
understanding these forces can
be useful in everyday life.
Assign the students their groups
ahead of time. The day before
the activity, you may assign
each group to bring a ruler, a
small ball, and a modelling clay
(if they have one).
If nobody in the group can bring
the needed materials, consider
changing the ball to a toy car or
anything that easily rolls and a
flour dough instead of clay.
Guide
the
students
in
measuring the distance given in
numbers 2 and 3 in Activity 8A.
Here
are
some
possible
responses to Activity 8A.
1. The ball at rest started to
move.
2. The ball bounced back
after hitting the block, or
the ball may stop.
3. The moving ball moves in
the opposite direction.
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4. The ball moves faster
compared to the ball in
number 1.
B. Mold Me
Instructions: Using clay, show how force can change the shape of an
object.
Activity
What changes in the object
(Put a check √ mark)
Size
Shape
1. Roll the clay on the
table more than five
times
2. Bend the clay
3. Stretch the clay
without breaking it
4. Twist the clay
5. Squeeze the clay
Process questions:
1. Give two real-life examples of situations when we need to change
the shape of an object.
2. Why do we need to understand how our pushing and pulling forces
affect things around us?
27
Here
are
some
possible
responses to Activity 8B.
1. size and shape
2. shape
3. size and shape
4. shape
5. shape
Possible answers to the process
questions:
1. Real-life examples of
situations when we need
to change the shape of
an object include making
bread & making clay
pots.
2. We need to understand
how our pushing and
pulling forces affect
things around us
because we might
damage or break an
object if we apply too
much force.
D. Making
Generalizations
1. Learners’ Takeaways
Real-life Connection
● Why do we need to be aware of how the things around us are moving?
● Why is it important to learn how forces affect how things move?
● What important scientific skills have you developed in this lesson? Why do
you need to develop them?
Values Integration
How can you ensure safety when doing your daily tasks that involve pushing
or pulling objects?
What are your responsibilities at home and school? Why do you think you’re
assigned these responsibilities at a young age?
2. Reflection on Learning
a. 3-2-1 Exit Ticket
Learners are asked to reflect on their learning using the 3-2-1 Exit Ticket.
After completing the exit slip, they are asked to share their answers with a
seatmate. When everyone is done sharing, a few volunteers are called to share
their discussion with their seatmates.
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The students, at this point, will
reflect on their learning by
answering the 3-2-1 Exit
Ticket. This will allow them to
map out what they have
learned, what they want to
learn more about, and the
questions that they still have
from the lesson.
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION
A. Evaluating
Learning
1. Formative Assessment
I. True or False. Carefully read the statements below. Write True if the
statement is true; otherwise, write False on the blank space before each
number.
___________ 1. A force is a push or pull applied to an object.
___________ 2. A doorknob is an example of a rigid object.
___________ 3. A magnet has two poles.
___________ 4. Stretching an object makes it long permanently.
___________ 5. When an object is pulled, it always moves towards the direction
of the pull.
II. Multiple Choice. Carefully read the questions below. Choose the correct
answer from the choices below each question. Encircle the letter corresponding
to the correct answer.
1. Which of the following objects is a soft object?
a. door
c. clay
b. rock
d. floor
2. What are the two poles of a magnet called?
a) east pole and west pole
c) red pole and blue pole
b) north pole and south pole d) top pole and bottom pole
3. Which of the following materials is attracted to a magnet?
a) glass
c) iron
b) plastic
d) wood
4. What will happen if two magnets are oriented, as shown below?
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NOTES TO TEACHERS
Answer Key
I.
True or False
1. True
2. True
3. True
4. False
5. False
II.
Multiple Choice
1. c
2. b
3. c
4. b
5. a
a) They will attract.
b) They will repel.
c) Nothing will happen.
d) They will fall.
5. A boy stretches a rubber band by pulling it. What happens to the rubber
band due to the pulling force?
a) It becomes longer.
c) iron
b) It becomes shorter.
d) wood
III. Matching Type. Study the pictures below. Match the given
picture in Column A to the change it illustrates due to the push/pull
applied. Draw a line from the picture to the change illustrated in the
picture.
Column A
Column B
a. Change in shape
1.
b. Moves an object that was not
moving
2.
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III.
Matching Type
1. b
2. a
3. c
4. d
c. Stops an object that was
moving
3.
d. Changes the direction of a
moving object
4.
B. Teacher’s
Remarks
Note observations on
any of the following
areas:
Effective Practices
Strategies explored
Materials used
Learner engagement/
interaction
Others
C. Teacher’s
Reflection
Reflection guide or prompt can be on:
▪ Principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?
▪
Students
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Problems Encountered
What roles did my students play in my lesson?
What did my students learn? How did they learn?
▪
Ways forward
What could I have done differently?
What can I explore in the next lesson?
32