GRADE 7 School MUZON HIGH SCHOOL Grade Level 7

DAILY Name of ANNA MARIE U. ARGUELLES Learning SCIENCE

LESSON LOG Teacher Area
SY 2024- Date and Time Quarter 3RD
2025

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners learn that Scientists and engineers analyze forces to predict
Standards their effects on movement.
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
B. Performance
graphs. They use their curiosity, knowledge and understanding, and skills to
Standards
propose solutions to problems related to motion and energy. They explore
how modern technologies might be used to overcome current global energy
concerns.
The learners identify that forces act between objects and can be
C. Learning measured.
Competencie At the end of the lesson learners should be able to:
s and 1: Describe what a force is
objectives 2: Describe the effects of forces on objects
3: Classify forces as contact and non-contact
Balanced and unbalanced forces
• A force is a push or a pull that may cause the object to move, move faster
D. Content or slower, stop moving, or even change its shape.
• There are different types of forces. These may be classified as contact
forces and non-contact forces.
E. Integration Forces in real life, especially in school, play, and household.

II. LEARNING RESOURCES

https://www.youtube.com/watch?v=nl7OPjTu7n4

III. TEACHING AND LEARNING PROCEDURE

1. Short Review
1. Start with a short, engaging video clip demonstrating balanced and
A. Activating unbalanced forces (https://www.youtube.com/results?
Prior Knowledge search_query=tug+of+war)
2. Ask students to describe what they observed in the video. Highlight
key observations about motion and forces.
1. Lesson Purpose
1. Define force and describe the effects of these forces on different
objects.
2. Differentiate between balanced and unbalanced forces with
simple definitions and examples.
2. Unlocking Content Area Vocabulary
4 PICS 1 WORD

B. Establishing Lesson
Purpose
 FORCE

SUB-TOPIC 1: FORCES
1. Explicitation
The teacher demonstrates what forces can do to objects using the
demonstration strategy applied in Activity 1.1

Activity 1. What Forces Can Do

Objectives: At the end of the demonstration, the student should be able to
describe what a force is and its effect on objects.
Materials: soft rubber ball, rubber band, toy car
Procedures:
1. Allow the students to describe the size and shape of the soft rubber ball.
C. Developing and Push the rubber ball against a wall or a table. Ask them to observe and
Deeping explain what happened to the ball. Pull the opposite ends of the rubber band
Understanding and let them compare and contrast their observations. Guide them to
answer
the following questions:
a. What happened to the ball when you pushed it against a wall or table?
b. What is applied in the two instances?
2. Place the toy car on the table or the floor. Ask the students how to make
the toy car moves.
3. Push the toy car. Let the students describe the motion of the toy car. Ask
them how to make the toy car move faster, slower, stop, or even change
direction. Let volunteer students demonstrate what they think will be able
to change the state of motion of the car. Process their answers.

1. Ask the students to summarize their learning through recitation or

sharing. Highlight that the activities demonstrated what a force can do or
the effect of forces on objects:
● A force can change the size and shape of an object.
D. Making
● A force can make a stationary object move.
Generalizations
● A force can speed up, slow down, or stop a moving object.
● A force can change the direction of a moving object.
2. Ask the students to describe a force and its effect on objects using their
own words.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

Identify the effects of the following forces.
1. pushing a cart,
A. Evaluating 2. kicking a soccer ball,
Learning 3. modeling a lump of clay,
4. the strong wind that moves a sailboat
5. kicking hard an empty can use in a game of Tumbang Preso.
Remarks

Reflection
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for remediation

C. Did the remedial lesson work? No. of learners who have caught up with the lesson.

D. No. of learners who continue to require remediation

Prepared by: Reviewed by: Approved by:

ANNA MARIE U. ARGUELLES RENAN L. MARIGOSIO CRISTINA T.
SANTIAGO
Subject Teacher Head Teacher III Principal III

GRADE 7 School MUZON HIGH SCHOOL Grade Level 7

DAILY Name of ANNA MARIE U. ARGUELLES Learning SCIENCE
LESSON LOG Teacher Area
SY 2024- Date and Time Quarter 3RD
2025

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners learn that Scientists and engineers analyze forces to predict
Standards their effects on movement.
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
B. Performance
graphs. They use their curiosity, knowledge and understanding, and skills to
Standards
propose solutions to problems related to motion and energy. They explore
how modern technologies might be used to overcome current global energy
concerns.
The learners identify that forces act between objects and can be
C. Learning
measured.
Competencie
At the end of the lesson learners should be able to:
s and
1: Identify the different forces acting on an object
objectives
2: Measure the forces acting on an object
Balanced and unbalanced forces
• A force is a push or a pull that may cause the object to move, move faster
or slower, stop moving, or even change its shape.
D. Content • There are different types of forces. These may be classified as contact
forces and non-contact forces.
• A spring balance may BE used to measure the magnitude of a force.
• The SI unit of the force is Newton (N).
E. Integration Forces in real life, especially in school, play, and household.

II. LEARNING RESOURCES

https://www.youtube.com/watch?v=8Q1tw_QWy-8&t=22s

III. TEACHING AND LEARNING PROCEDURE

1. Short Review
A. Activating Watch the short video
Prior Knowledge
https://www.youtube.com/watch?v=8Q1tw_QWy-8&t=22s
1. Lesson Purpose
1. Define force and explain the different types of forces
(gravitational, frictional, etc.).
2. Differentiate between contact and non-contact forces with
simple definitions and examples.
2. Unlocking Content Area Vocabulary
4 PICS 1 WORD
B. Establishing Lesson
Purpose
 FRICTION

2. Worked Example
Present the activity through the Predict-Observe-Explain (POE) strategy.

Activity 2. Ways by which forces act on an object

Objectives: At the end of the POE demonstration, the student should be able
to identify how forces, act on objects.

Materials: soft rubber ball

Procedures:
1. Place the ball on top of a table. Ask students what will happen if the ball is
gently pushed. Allow them to observe and then explain their answers. Guide
them to answer the following questions:
a. What caused the ball to move?
C. Developing and
b. Was the hand in contact with the ball when it moved?
Deeping
Explain to them that this is called contact forces.
Understanding
2. Put back the ball on top of the table. Ask the students what will happen if
the ball this time is pushed. Ensure you try hard enough for the ball to reach
the edge of the table and fall. Allow them to observe and explain again. Use
prompts to guide them to answer the following questions:
a. What were you able to observe? What caused the ball to move
towards the edge of the table?
b. What happened to the ball at the edge of the table?
c. What changed the direction of the ball? Was there anything that was
physically in contact with the ball that changed its direction?
What do you think is that force?
Explain to them that this force may be classified as a noncontact force.
(Some students may answer ‘gravity,’ redirect the discussion to the types of
forces and their examples)
D. Making Watch a video of contact and non-contact forces
Generalizations https://www.youtube.com/watch?v=D3eEFMyHy08

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

Write C if it is contact forces and N of it is non-contact forces.
1. Gravity pulling objects toward the Earth.
2. Pushing a door to open it.
3. Magnetism attracting or repelling objects without physical touch.
4. Kicking a ball
A. Evaluating
5. Electrostatic forces between charged objects.
Learning
6. Friction between a car's tires and the road.
7. The Earth's gravitational pull affecting the Moon's orbit.
8. Holding a book in your hand.
9. Wind blowing leaves off a tree.
10. Tension in a rope when pulling it.
Remarks

Reflection
A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for remediation

C. Did the remedial lesson work? No. of learners who have caught up with the lesson.
 D. No. of learners who continue to require remediation

Prepared by: Reviewed by: Approved by:

ANNA MARIE U. ARGUELLES RENAN L. MARIGOSIO CRISTINA T.

SANTIAGO
Subject Teacher Head Teacher III Principal III