School
Name of Teacher
Teaching Dates and
Time
Putlod-San Jose National High School
Wendy C. Bunag
October 28, 2024
1:00 – 1:45 PM
Grade Level 7
Learning Area Science
Quarter 3
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
Contact and Non-Contact Forces
A.Content
B.Content
Standards
Scientists and engineers analyze forces to predict their effects on movement.
C.Performance
Standards
By the end of the Quarter, learners employ scientific techniques, concepts, and models to investigate forces and
motion and represent their understanding using scientific language, force diagrams, and distance-time graphs.
They use their curiosity, knowledge and understanding, and skills to propose solutions to problems related to
motion and energy. They explore how modern technologies might be used to overcome current global energy
concerns.
D.Learning
Competencies
Classify forces as contact and non-contact
E.Learning
Objectives
1. Classify forces as contact and non-contact
2. Demonstrate how contact and non-contact forces work on objects
3. Recognize the importance of contact and non-contact forces in real life situations.
Basic scientific process skills
Cooperation and Teamwork
Interconnectedness
II. LEARNING RESOURCES
● DepEd. (n.d). Project EASE: Integrated Science I Module 7.
 Science Facts “Contact and Non-Contact Forces” Retrieved from https://www.sciencefacts.net/contact-andA.References
non-contact-forces.html
Integration
B.Other
Learning
Resources


https://phet.colorado.edu/sims/html/forces-and-motion basics/latest/forces-and-motion-basics_en.html
https://phet.colorado.edu/sims/html/magnets-and-electromagnets/latest/magnets-andelectromagnets_all.html
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III. TEACHING AND LEARNING PROCEDURES
Short Review
1. Present GIFs that show the effects of force on an object.
A. Activating
Prior
Knowledge
2. Based on the GIFs, ask the learners to describe the effects of force on objects.
1. Lesson Purpose
Throw ten balloons into the air. Ask the learners to catch each balloon. Whoever catches the balloons will
receive prizes.
What made the balloon move in your direction?
Explain to the students that this lesson aims to teach them about the classification of forces. They will learn
how contact and non-contact forces act on objects which is crucial in our everyday life situations.
B.Establishing
Purpose of the
Lesson
2. Unlocking Content Area Vocabulary
Read the short passage.
Lily was cleaning her room when she found a shiny, silver thing. It was a magnet! She touched it to a paperclip, and
whoosh, the paperclip stuck to the magnet. Lily was amazed! She played with the magnet all day, sticking it to different
things. It was so much fun! The magnet was a magical toy that made her day extra special.
Referring to the passage, If you had a magnet, what would you do with it?
The teachers will tell the learners to expect the following words throughout the discussion:
a. magnets
b. touch
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c. contact
d. non-contact
a. Explicitation
The teacher will ask the learners about the preliminary activities.
1. Was my hand in contact with the balloon before I throw it?
2. Were the balloons in contact with anything before it fell to your hand?
Emphasized that when the ball was thrown, it was in contact with the thrower’s hand. On the contrary, the
balloons were not in contact with anything before it fell.
2. Worked Example
The students will be grouped into five and perform the activity collaboratively. There will be three sets of activities.
Each group will be randomly assigned to perform a set of activity. For the guide questions on each set of activity,
the group who perform the procedures will answer the questions during the post activity discussion.
C.Developing
and Deepening
Understanding
In each set of activity, they should be able to classify each scenario as contact or non-contact force.
Contact and Noncontact Forces
Objective: At the end of the activity, the students should be able to classify forces as contact and non-contact and
demonstrate how contact and non-contact forces work on objects.
Materials
ball, balloon, bits of paper
Procedures
In each set-up, classify the forces as contact or non-contact.
SET A
Gently push a ball so that it starts moving across the floor. Did the ball continue to move? What made it move?
What could have slowed it down and/or eventually stopped it?
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SET B
Rub a balloon in your head several times. Then, place the balloon near bits of paper, but do not touch them.
Observe what happens. What made it possible?
SET C
Use Phet Interactive Simulations in performing the following procedures:
a.Tug of War
Drag three blue persons on the left side of the cart and two red persons on the right side of the cart. Click the go
button. Who won the tug-of-war? Regardless of the winner, was there a contact or non-contact force involved?
Explain.
b.Magnet
Move the bar magnet around the compass. Did the compass needle move along with it? Classify whether the force
involved is contact or non-contact. Explain.
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Post Activity Discussion
Based on the result of the activity, answer the following guide questions:
1. Which situation/s show/s contact forces?
2. Which situation/s show/s non-contact forces?
3. What is/are the difference/s of contact and non-contact forces?
3. Lesson Activity
Imagine you’re spending a day at an amusement park. As you experience various rides, arcade games and
other attractions, identify the forces at work. Classify each force as either contact or non-contact and explain your
reasoning.
1. Learners’ Takeaways
How does contact and non-contact force act on different objects?
D.Making
Generalization
2. Reflection on Learning
a. How do contact and non-contact forces influence our daily lives, from simple tasks like walking to complex
activities? What would probably happen without these forces?
b. What Filipino values can you learn from the interaction and interconnectedness of different contact and
non-contact forces acting on objects?
Assessment
E.Evaluating
Learning
1. Which of the following is NOT an example of a contact force?
a. Kicking a soccer ball
b. Pushing a door open
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c. A magnet attracting a paperclip
d. Rubbing your hands together to warm them up
2. Imagine you’re an engineer tasked with designing a bridge across a wide river. To ensure the bridge’s safety
and durability, you must consider various forces. Which of the following strategies would be most effective in
designing a strong and stable bridge?
a. Ignoring the effects of gravity and wind on the bridge.
b. Using weaker materials to reduce the weight of the bridge.
c. Considering the forces that will act on the bridge, such as wind, rain, and traffic.
d. Building the bridge as tall as possible to impress people.
3. You're at a bowling alley, ready to roll a strike. As you grip the bowling ball, you apply force to it, setting it in
motion. The ball rolls down the lane, its momentum carrying it forward. As it approaches the pins, the ball
knocks them down.
a. Only contact forces are involved.
b. Only non-contact forces are involved.
c. A combination of contact and non-contact forces are involved
d. Neither contact nor non-contact forces are involved in this scenario.
Homework (Optional)
Illustrate the difference between contact and non-contact forces using a Venn diagram.
Note observation on any of
the following areas:
Strategies explored
Effective Practices
Materials used
Remarks
Learner
engagement/interaction
Others
Reflection
Reflection guide or prompt can be on:
▪ principles behind the teaching
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Problems Encountered
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?
▪ students
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?
Prepared by:
Reviewed by:
Approved by:
________________________
Subject Teacher
________________________
Master Teacher/Head Teacher
________________________
School Head
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