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Quarter
Quarter 1
Lesson 1 1
Lesson Exemplar Week

for Science 1

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

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

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 2024-2025. 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.

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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: Arnel Lorenzana (Bicol University)

Validator: Jayson L de Vera (Philippine Normal University)

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.
 LESSON EXEMPLAR TEMPLATE

LEARNING AREA/QUARTER/ GRADE LEVEL

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content 1. Newton’s laws explain and predict how objects move due to the forces that act on them.
Standards

B. Performance By the end of the Quarter, learners demonstrate a practical understanding of Newton’s three laws of motion to describe
Standards relationships between variables and use these to explain everyday application of Newton’s laws. Through practical
investigations, learners demonstrate a qualitative understanding of the features of electricity and apply their
understanding of electrical circuitry in homes. Learners exhibit skills in gathering information from secondary sources
to describe the frequencies across the electromagnetic spectrum and identify practical applications and detrimental
effects that electromagnetic radiation may have on living things.

C. Learning Identify inertia as the tendency for an object to stay at rest or in motion unless acted on by an unbalanced
Competencies net force.
and Objectives 1. Define inertia as the inherent property of an object to resist changes in its motion, either remaining at rest or moving
uniformly in a straight line unless acted upon by an external force.
2. Recognize examples of inertia in objects at rest and explain how these objects tend to remain at rest unless external
force is applied.
3. Recognize friction as an external force.
4. Identify instances of inertia in objects already in motion and describe how these objects persist in their motion
without changing velocity unless external force is applied.
5. Apply their understanding of inertia to analyze and explain everyday occurrences, such as the use of seatbelts,
skidding on a slippery road, balancing on a bicycle, and jerking wet clothes to remove water.

2. Content Inertia refers to an object’s resistance to changes in its state of motion, whether staying at rest or moving at a constant
velocity unless an external force acts upon it.

3. Integration Road safety

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II. LEARNING RESOURCES

● Hewitt, P.G. (2014). Conceptual physics. 12th Ed. Pearson

● Simulation by PhET Interactive Simulations, University of Colorado Boulder, licensed under CC-BY-4.0 (https://phet.colorado.edu).
● Borgford, C. et al. (2007). Physical science. Holt, Rinehart and Winston.
● Zitzewitz, P.W. & Neff, R.F. (1992). Physics principles and problems. Merrill
● Tao, P.K. (1999). Physics at work 2. 2 nd Ed. Oxford University Press

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior 1. Short Review At this point, grade 9 students

Knowledge Review the effects of forces on objects. Differentiate between balanced and already have a sound grasp of the
unbalanced forces. effects of forces on objects' motion.
1. Ask the students what the effects of forces on an object are. Highlight the However, a review of forces acting
on an object is required to
effect on the motion of an object.
introduce the concept of inertia.
2. Identify and draw the force vector in the following scenarios.
a. A falling fruit
b. An accelerating car to the right
c. A book on top of a table
d. A picture frame on the wall
3. Allow them to explain the difference between balanced and unbalanced
forces.

2. Feedback (Optional)

B. Establishing 1. Lesson Purpose

Lesson Purpose Activity 1.1: Identifying forces applied and their effect on an object’s The teacher should allow students
motion to realize that the object’s state of
Use the learning activity sheet (see pages 1 – 2). motion only changes when there is
a net force acting on the object.

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 It is EXTREMELY IMPORTANT not
Points of discussion: to define friction as a force that
opposes motion. This is because
It is essential to guide students on properly defining friction. This would help them
friction also enables motion, just
understand the concept of inertia in the succeeding activities. like when we walk. Without friction
between our feet and the ground,
1. Friction is influenced by the type of surface in contact between two objects. If we would not be able to walk.
the objects are rough, there is a greater likelihood of having a larger frictional
force. However, it is crucial to mention that frictional force is zero if there is In the next activity, the students
no force trying to make the surfaces of the two objects slide. will observe the effect of minimizing
frictional force on an object's
2. Friction force is a force that opposes sliding. motion.

Poptop caps can be found in some

2. Unlocking Content Area Vocabulary
dishwashing liquids and drinks like
Activity 1.2: Friction Pororo, and it look like this:
Use the learning activity sheet (see pages 3 and 4).

Note: The hovercraft building can

be done before class to maximize
the time for class discussion. Use
the learning activity sheet (see page
5).

The students should be guided to

realize that the hovercraft can slide
longer because air released at the
bottom lessens frictional force.

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 Removing friction entirely would
result in sliding continuously.

C. Developing and SUB-TOPIC 1: Inertia

Deepening 1. Explicitation
Understanding Over 2000 years ago, the Greek philosopher Aristotle put forth a theory that
a constant force was required to keep a moving object at a steady speed and The observation should be similar
to the picture below.
that extra force was necessary for acceleration. However, Galileo challenged
Aristotle's idea towards the end of the 16th century. Galileo argued that an
object would continue to move at a constant speed in a straight line
indefinitely in the absence of friction.

To demonstrate Galileo’s argument, simulate his thought experiment by

setting up four ramps, as shown below. Through the Predict-Observe-Explain
strategy, ask the students what will happen if the ball is released from the
left end of the ramp.

It is important to stress to the

students that, ideally, the ball
should reach the same height every
time. However, the ball will only
almost reach the same height. This
observation is due to the friction
between the ball and the track.

Further, ask the students what will happen to the ball’s motion in the last If friction is taken into account, the
setup. ball in the last setup will keep
moving.
Ask the students what will keep the ball moving continuously. Introduce the
word INERTIA as an inherent property of an object to resist changes in its
motion. Explain further that no force is required to remain moving.

2. Worked Example
Pre-activity: Forces and Motion Virtual Simulation
Objectives: At the end of the interactive demonstration-discussion using
PhET simulation, the students should be able to:
a. relate the net force on the object to the state of motion of the object.
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 b. identify friction as responsible for slowing down an object's motion.
Materials: Internet connection, projector, laptop
Procedure:
1. Explore the Forces and Motion: Basics from PhET simulation that can be
accessed from https://phet.colorado.edu/sims/html/forces-and-motion-
basics/latest/forces-and-motion-basics_all.html.
2. Explore the first three Sims: Net Force, Motion, and Friction.

3. Using the Net Force Sim, demonstrate that the object will remain at rest if Before setting up and clicking the
there is no net force. “Go!” button, check the buttons on
the upper right side of the screen
for students to observe the sum of
forces, values, and speed.

This demonstration highlights the

link between zero net force and an
object staying at rest.

4. Using the Motion Sim, demonstrate that the object will accelerate if the net
This demonstration illustrates the
force is applied. relationship between net force and
an object's acceleration. However,
when the net force is removed, the
object will continue to move at a
constant velocity. This highlights
that net force is not required to
maintain object motion.

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 Discuss here the difference between
static friction and kinetic friction.
Static friction exists between two
surfaces at rest, while kinetic
friction is the force that resists
motion when two surfaces are
moving against each other. The
However, if the net force is removed, the object will continue moving. maximum static friction is greater
than kinetic friction.

It is important to note that the box

starts moving only after the applied
force overcomes the maximum
static friction of 125N. The
acceleration of the box is caused by
the fact that the applied force is
greater than the friction force.

In step 4, the box kept moving

because there was no friction to
5. Using the Friction Sim, demonstrate why moving objects slow down when stop it. However, the box slows
not pushed anymore. Set the applied force to 50 Newtons, 100 Newtons, and down in the current step as friction
125 Newtons. Observe that the box has not moved yet. This is because of the is now present, preventing it from
frictional force between the road and the box. sliding. This again highlights net
force's importance in changing an
object's state of motion.

6. Add another 1 Newton. Observe what happened.

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 Wait for about a minute until the box reaches 40 m/s. The person pushing it
won't be able to handle the speed.

Observe what happened to the speed of the box. Compare this with the
observation in step 4.

Ask students to state the Law of Inertia based on what they have learned
from previous activities and discussions.

3. Lesson Activity
Activity 1.4: Crash Test Can
Use the learning activity sheet (see page 6).

KEY to Activity 1.4 Guide Questions

1. The empty can tumble backward from the skateboard. It is as if left behind
by the skateboard.
In the second situation, the empty can continuously move when the
skateboard suddenly stops when it hits the wall.
2. These two showed the inertia at rest and inertia in motion, respectively.

Activity 1.5: Circular or linear motion?

Use the learning activity sheet (see page 7).

KEY to Activity 1.5 Guide Questions

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 1. No, it is circular motion, so it is always changing direction.
2. The marble followed a circular motion because it was constrained by the
ring. The force exerted is called centripetal force.
3. When the ring is removed, the centripetal force is removed. The marble
will move in a straight line with constant speed if friction is removed.
4. The object will move at a constant velocity if no net force is applied. This
is called inertia in motion.

Activity 1.6: Inertia Challenges

Use the learning activity sheet (see pages 8 and 9).

Explanation for challenges:

Challenge 1: The egg that is easier to spin and stop is the hardboiled egg.
Fresh eggs are more difficult to start with because the egg yolk resists
spinning. However, when it is already spinning, it will continue to spin even
when it is pushed to stop momentarily.

Challenge 2: Remove the tissue as fast as possible. The coin will be left on
your finger. This is because the force is abruptly applied to the tissue paper.
There is less force transmitted to the coin. Thus, it will remain at rest.

Challenge 3: When the string is pulled slowly, the force from pulling is added
to the weight pulling down on the upper string. The combined tension is
greater on the upper string, which is the string that breaks. When the bottom
string is pulled rapidly, the mass, which is at rest, tends to stay at rest, and
the tension is applied to the bottom string, which breaks.

Challenge 4: The trick to this challenge is to attach coins in the center part
of the paper. This will make it with more inertia. So, when the papers are
pulled, the center part remains at rest, allowing the three parts of the paper
to be separated.

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 D. Making 1. Learners’ Takeaways To make generalizations of the
Generalizations Cite applications where the concept of inertia in motion and inertia at rest is lessons learned about the law of
applied in real life. inertia, the teacher may ask
volunteers to share how inertia is
applied to road safety.
2. Reflection on Learning
Ask the students to compose a one-page reflection discussing what they Guide students in the use of
learned, what they don’t understand, and what they want to learn further. seatbelts, airbags, helmets, etc.

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

A. Evaluating 1. Formative Assessment

Learning This assessment evaluates learners' understanding of inertia. This is an active
formative assessment that requires demonstrations.

ConceptTests and Demonstrations

Analyze the different scenarios below. Show the answer through
demonstrations. Be ready to explain the answer in front of the class.

1. A pair of upright meter sticks, with the lower ends against a wall, are
allowed to fall to the floor. One is bare, and the other has a heavy weight
attached to its upper end. Which stick will hit the floor first?
2. Why is it easier to balance on a bicycle that is moving than a bicycle at rest?
3. When a pellet is fired into a spiral tube goes out, which path will it follow?
4. Place a file of books on top of your hand. Place a piece of wood on top and
ask a student to drive a small nail into it. Ask them why it does not hurt.

2. Homework (Optional)

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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 guide or prompt can be on:

Reflection
▪ 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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