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Lesson Exemplar Quarter 3

Lesson

for Science 1
Lesson Exemplar for Science Grade 7
Quarter 3: Lesson 1 (Week 1)
SY 2024-2025

This material is intended exclusively for the use of teachers participating in the implementation of the MATATAG K to 10 Curriculum
during the School Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any
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Writer:
 Arnel Lorenzana (Bicol University)

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 Alfons Jayson Pelgone (Philippine Normal University - Manila)

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Philippine Normal University

Research Institute for Teacher
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SCIENCE (PHYSICS) /QUARTER 3/ GRADE 7

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Scientists and engineers analyze forces to predict their effects on movement.
Standards

B. Performance By the end of the Quarter, learners employ scientific techniques, concepts, and models to investigate forces and motion
Standards 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.

C. Learning Identify that forces act between objects and can be measured.
Competencies Lesson Objective 1: Describe what a force is
and Objectives Lesson Objective 2: Describe the effects of forces on objects
Lesson Objective 3: Classify forces as contact and non-contact
Lesson Objective 4: Identify the different forces acting on an object
Lesson Objective 5: Measure the forces acting on an object

D. Content 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.
 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

● GCSE Physics Revision “Resolving Forces” Retrieved from

https://www.youtube.com/watch?v=8RI2_gJy0L0&list=PL9IouNCPbCxUrQkFLoPwB67nDbhw2NfAO&index=6

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 ● The Physics Classroom. Accessed from https://www.physicsclassroom.com/Physics-Interactives/Newtons-Laws/Free-Body-
Diagrams/Free-Body-Diagram-Interactive
● Ling, J.S., Sanny, J., & Moebs, B. (2016). University Physics Volume 1. Retrieved from https://openstax.org/details/books/university-
physics-volume-1
● Hewitt, P.G. (2014). Conceptual physics. 12th Ed. Pearson
● DepEd. (n.d). Project EASE: Integrated Science I Module 7.

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior 1. Short Review The students' answers should

Knowledge 1. Present photos of natural phenomena. be directed to the following
2. Ask the students the following questions: concepts: forces are applied by
a. What are the everyday household chores where you exert effort? one object to another, and they
b. Can you identify some household chores that you do? Share also how affect the shape, size, stability,
much effort you exert in these chores. and state of motion of an object.
c. Why are natural events like lahar, landslides, earthquakes, and
typhoons considered dangerous? In all parts of the lesson, please
emphasize that forces are
applied by an object on another
object.

A force is a push or a pull that

acts on an object due to the
interaction with another object.

https://assets.thenewhumanitarian.org/s3fs-public/images/200809119.jpg
3. Describe the nature of a force.

Optional Activity: Present a timeline on how the concepts of forces and motion
were developed. Identify some personalities, such as Galileo and Isaac
Newton, who help advance our understanding of the concept of forces.

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B. Establishing 1. Lesson Purpose For contact forces, the teacher
Lesson Purpose Include a demonstration activity about forces. (Sample activities for contact and can demonstrate applied forces,
noncontact forces.) tension, etc. For noncontact,
electrostatic force using bits of
2. Unlocking Content Area Vocabulary paper and pen demonstration
1. Present through 4pics one word or guess the word. or magnets can be used.
a. normal
b. contact
c. non-contact
d. tension
2. Allow the learners to relate the photos to these concepts.

C. Developing and SUB-TOPIC 1: FORCES

Deepening
Understanding a. Explicitation This explicitation activity can
The teacher demonstrates what forces can do to objects using the be done through a
demonstration strategy applied in Activity 1.1. demonstration led by the
teacher or as a short
Activity 1. What Forces Can Do collaborative guided inquiry
Objectives: At the end of the demonstration, the student should be able to activity. Students may present
describe what a force is and its effect on objects. their observations in front of the
class.
Materials: soft rubber ball, rubber band, toy car
The purpose of this activity is for
Procedures: students to have an idea of the
1. Allow the students to describe the size and shape of the soft rubber ball. effects of forces on objects.
Push the rubber ball against a wall or a table. Ask them to observe and
explain what happened to the ball. Pull the opposite ends of the rubber At this point, the student
band and let them compare and contrast their observations. Guide them to should realize that force (a
answer the following questions: push or a pull) changes the
a. What happened to the ball when you pushed it against a shape or size of the object.
wall or table?
b. What is applied in the two instances? At this point, the student
should realize that applying
2. Place the toy car on the table or the floor. Ask the students how to make force to an object can make it
the toy car move. move.

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 At this point, the student
3. Push the toy car. Let the students describe the motion of the toy car. Ask should realize that the force
them how to make the toy car move faster, slower, stop, or even change can make a moving object
direction. Let volunteer students demonstrate what they think will be able move faster, slower, stop, or
to change the state of motion of the car. Process their answers. even change direction.

4. 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.
● A force can make a stationary object move.
● A force can speed up, slow down, or stop a moving object.
● A force can change the direction of a moving object.

5. Ask the students to describe a force and its effect on objects using their
own words.

6. Examples of real-life situations where forces are applied can be given to

students to allow them to identify the effects of these forces. For
example, pushing a cart, kicking a soccer ball, modeling a lump of clay,
the strong wind that moves a sailboat, or kicking hard an empty can used
in a game of Tumbang Preso.
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?

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 b. Was the hand in contact with the ball when it moved?
Explain to them that this is called contact forces.

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)

2. Lesson Activity
Let the students form groups and perform activity 3 collaboratively.

Activity 3. Contact and Noncontact Forces

Objective: At the end of the activity, the students should be able to identify
different forces acting on an object and differentiate contact from Ask the student to draw all the
noncontact forces. scenarios presented in this
activity and ask them to label
Materials: book, string, block of wood, ball, chicken feather, spring, plastic the forces present. This can be a
comb or pen, magnet, piece of iron nail, stone, Styrofoam springboard in presenting the
next lesson, force as a vector.
Procedures: Identify and label the forces present in each of the scenarios.
1. Lift a book above the table and then release it. What happened to the
book as soon as you released it? What makes it move downward?
Observe what happens to the book when it hits the table. What keeps it
from falling further?

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2. Tie a string to a block of wood. Hold the end of the string and drop the Item 1 may be done together
block of wood. Did the block of wood fall on the floor? What force with the help of the teacher.
prevented it from falling?

3. Gently push a ball so that it starts moving across the tabletop. Did the
ball continue to move? What could have slowed it down and or
eventually stopped it?

4. Crumple a whole sheet of paper and lift it at the same height as

uncrumpled paper. Release them at the same time. Which paper
reached the floor first? Why do you think this happened? What made
the difference in the time of fall of each paper?

5. Attach the block of wood at the end of a spring. Fixed one end of the
spring by holding it firmly. Stretch the spring by pulling the wood away
from the fixed end of the spring. Do you feel something pulling it back?
Release the block of wood? Observe what happened. Why do you think it
moved towards the fixed end? What made it move toward the fixed end?

6. Using a cloth, rub a plastic pen several times. Place the plastic pen near
bits of paper, but do not touch them. Observe what happens. What
made it possible?

7. Place a magnet near a piece of iron nail. Why do you think the iron was
attracted to the magnet? What made it possible?

8. Place the block of wood in a glass full of water. Observe what happens.
Why do you think it happens? What made it possible?

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 Classify the forces you identified by filling out the first column of the table
below. Put a check on the second or third row if it is classified as contact or
noncontact force.
Situation Contact Force Noncontact Force

Allow them to define and differentiate contact and noncontact forces in their
own words.

Using fast feedback strategies like a show of hand or colored cards, Ask them
if the scenarios presented are classified as contact or noncontact force.

1. Pushing a grocery cart.

2. Rain falling
3. A compass needle always pointing to a certain direction.
4. Your hair is attracted to your comb after you comb your hair.
5. Sitting on a chair.
6. A boat floating on a river.
7. Kicking a soccer ball.
8. A magnet attracts another magnet.
9. A t-shirt hanging on a clothesline.
10. A ball rolling, slowing down, and eventually stops.
Students can recall what force can do, ways by which it can be applied, the
difference between contact and noncontact forces, and enumerate the
different forces acting on an object.

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At this stage, the students will learn that forces can be measured and
quantified. The teacher can present a brief history or background about Sir
Isaac Newton and the unit of force Newton. Let the students perform Activity
4.

Activity 4. Measuring a Force

Part A. Designing a force measurer

Objective: At the end of the activity, the students should be able to make an
improvised force measurer.

Materials: Ruler, Small Spring (or Coil or Rubber band), paper clip

Procedures:
1. Attach the spring to the ruler. Discuss clearly that the
2. Hook one end of the spring on the zero-mark of the ruler. displacement of the paperclip
3. Stretch the spring along the ruler, ensuring it is taut. along the ruler indicates the
4. Use the paperclip to secure the other end of the spring at a specific applied force.
measurement on the ruler.
5. Calibrate the device by applying known forces to the spring at Possible explanation: Force can
marked intervals and adjust the paperclip accordingly to ensure be measured in terms of the
changes it produces on elastic
accurate measurements.
objects. The spring in the
6. To measure the force, attach the object to the paperclip and pull the
improvised force measurer, for
force measurer. example, increases in length
when it is pulled on both ends.
The harder it is pulled, the
greater the increase in length.
Therefore, the change in length
can be used to measure force.

Highlight also that the SI unit of

force is the Newton (N).

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 Part B. Measuring the force applied by the Earth on Objects
Objective: At the end of the activity, the students should be able to measure
the force applied by the Earth on different objects.

Materials: improvised force measurer constructed in Part A, cup, string, nine

marbles of equal masses

Procedures:
1. Set up the materials shown on the right.
2. Place three marbles in the cup.
3. Record the force measurer reading in column two.
4. Do the same, but for six and nine marbles.
Number of Marbles Measurement
Three
Six
Nine
5. Compare the masses of the three setups and compare the
readings on the force measurer. What can you say? What
factor relates these two quantities?

Part C. Measuring the applied force to start moving an object

Objective: At the end of the activity, the student should be able to measure the
applied force by a person to move an object at different surfaces.

Materials: improvised force measurer, three different surfaces (e.i. very smooth,
smooth, and rough surface), block of wood with a hook

Procedures:

1. Place a block of wood with a hook on a table, as shown below. Attach

the force measurer to the hook.

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 2. Gently pull the measurer horizontally. Measure the reading on the forceThis activity can be used to
connect the next topic about
measurer before the block of wood starts moving on the three different
force as a vector quantity.
surfaces.
3. Compare the measurements in the three setups. What factors affect the
readings?
At this point, the students should understand the basic concept of forces.
However, the teacher may prepare additional formative assessment activities,
such as asking checkpoint questions.

D. Making 1. Learners’ Takeaways

Generalizations 1. Why is it important to understand the different types of forces and their
effects?
2. How can measuring forces accurately benefit scientific experiments
and practical applications?
2. Reflection on Learning
Compose a one-page reflection discussing what you learned, what you do not
understand, and what you want to learn further.

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

A. Evaluating Formative Assessment If the school cannot access the

Learning 1. Describe force in your own words. internet, the teacher can
2. List and describe two effects that a force can have on an object. prepare the assessment task in
3. Classify the following forces as contact or non-contact: friction, gravitational a PowerPoint presentation.
force, magnetic force, tension.
4. Identify the different forces acting on a book resting on a table.
Describe each force briefly.
5. Describe a method to measure the force of friction acting on a sliding object.

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B. Teacher’s Note observations on
Remarks any of the following Effective Practices Problems Encountered
areas:

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
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?

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