4

Quarter 3
Lesson Exemplar Les
Lesson 1

in Science 1

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

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.

2
SCIENCE/QUARTER 3/ GRADE 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners learn that:

Standards 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 By the end of the quarter, learners use simple equipment and processes to measure and record data related to
Standards 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 Learning Competency 1: The learners participate in guided activities to discover and predict how rigid and
Competencies soft objects can be moved and/or changed in shape.
and Objectives 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.

2
II. LEARNING RESOURCES

● 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.

3
III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior 1. Short Review Start by introducing the Think-

Knowledge A. Think-Ink-Share: Pushing & Pulling Experiences Ink-Share activity and
Instruct the students to think about the following questions and make explaining its purpose.
individual written responses in their science notebooks. After writing their Emphasize that reflecting on
responses, they will share their answers with their seatmates. personal experiences can help
● "Have you ever experienced being pushed or pulled by somebody?" them grasp pushing and
● "Have you encountered situations where objects were pushed or pulled?" pulling more effectively.
● "Have you been involved in pushing or pulling something or someone?"
● "In your experiences, was anyone hurt due to pushing or pulling?" 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.
4
 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 1. Lesson Purpose Guide the learners in answering

Lesson Purpose a. Self-Assessment the Self-Assessment activity. As
Instructions: Read the listed learning targets below. Instruct the students a class, review each learning
to assess themselves to see if they have developed these skills already and target on the list and ask them
rate themselves according to the guide below. They write their ratings in to rate themselves individually.
the column Before Learning the Lesson. After learning the lesson, we will After they answer each item,
go back to this. ask how many rated themselves
I still need help to do this. with one, two, or three stars.
Let them raise their hands or
I can do this by myself. stand to be identified. This
gives an idea of how many need
I can do this by myself and in different ways. to learn more about the lesson
and how many have already
developed the skills. You may
Learning Targets Before After
ask them to copy the table with
Learning Learning
the learning targets in their
the Lesson the Lesson
notebook since this will be
1. I can identify rigid and soft objects revisited at the end of the
based on their physical characteristics. lesson.
2. I can describe the characteristics of rigid
and soft objects.

5
 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 In the unlocking of vocabulary,

Anagram Game: Unscramble the Letters! encourage students to think of
Instructions: Rearrange the letters in each anagram to form the correct a keyword that relates to the
vocabulary word. After unlocking the vocabulary words in this game, ask the given term, or they can draw a
learners to write a keyword related to the unlocked work or draw a symbol to symbol that also relates to the
represent the word in the third column of the table. word. If they can, they may give
both the keyword and the
Part 1: symbol.
Anagram Answer Related Keyword or a
Symbol Answer Key:
1. Mtneovem 1. Mtneovem → Movement
2. Stangem 2. Stangem → Magnets
3. Girdi bojetcs 3. Girdi bojetcs → Rigid
4. Sotf bjsceto objects
5. Froce 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
6
 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

The symbols given here are only

Part 2: samples of possible symbols.
Term Definition Symbol
1. Movement is the change in the position You may conduct these
of an object over time. preliminary activities from the
short review to the unlocking of
content area vocabulary on Day
2. Magnets A magnet is a natural rock or 1.
a metal object capable of
attracting specific types of
metal towards it.
3. Rigid Objects that are hard and
objects cannot be easily bent,
deformed, or compressed.
4. Soft Objects that can be easily
objects bent, deformed, or
compressed.

5. Force Push/pull

7
C. Developing and SUB-TOPIC 1: WHAT IS A FORCE? SUB-TOPIC 1: Recall learners’
Deepening Timeframe: 2 days responses in the first activity,
Understanding 1. Explicitation Think-Ink-Share: Pushing &
Relate the learners’ responses on the Think-Ink-Share: Pushing & Pulling Pulling Experiences.
Experiences to the first sub-topic: What is a Force? To elicit further ideas about
a. Force Brainstorm Activity: force, conduct the
Ask the learners what comes to mind when they hear the word force. Then, brainstorming activity. Use
they share their ideas with their seatmates and write them on a piece of their answers to introduce the
sticky paper or colored paper with tape. Ask them to post their paper on definition of force.
the board around the word force.
Summarize and connect their ideas to the scientific definition of force. In the following activities,
students will work in groups to
A force is an action that changes or maintains the motion of a body or object. promote collaboration and share
It is either a push or a pull. Forces can change an object's speed, its direction, ideas with their group mates.
and even its shape.

Before learning further about forces, ask the students what they need to do Use Activity 1 to build students’
first if they need to conduct an experiment using certain materials. Tell concepts of rigid and soft
them that scientists explore, describe, and try to discover more about the objects. You may expand the
things around us. Similarly, students start exploring the things around list or replace some materials
them by describing and classifying them based on their characteristics. For based on what is available.
this lesson, they will focus on soft and rigid object Suggested materials include the
chair, table, leaf, stone, shelf,
b. Activity 1: Rigid and Soft Materials floor, paper, bread, sponge,
Instruct the students to answer Activity 1: Rigid and Soft Materials. Assign door knob, cotton, and cloth.
each student a partner for this activity. Each pair is asked to observe the Discuss their answers to the
listed objects/materials in the classroom, describe their characteristics, process questions to clarify
like size and texture, and classify them as rigid or soft objects based on their basis for classifying an
their characteristics. Ask them to write their answers on the worksheet. object as soft or rigid.
Synthesize the activity by discussing their answers to the following process Encourage students to explore
questions: and engage with the objects in
1. When can you say an object is rigid? a respectful manner. Remind
2. What are the physical properties of soft objects? them not to disturb or damage
3. Why is it important to distinguish between soft and rigid objects? any items in the classroom.
Possible answers to Activity 1
guide questions.

8
 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:
Soft Rigid

Leaf Chair

Paper Table

Bread Stone

Sponge Shelf

Cotton Floor

Cloth Door Knob

9
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 Use Activity 2 to develop

In Activity 2: Describing Force, students will learn to identify and describe students' skills in describing
different forces acting on objects and represent these forces using arrows to forces in their daily activities.
indicate direction
After completing the activity, lead a class discussion to reinforce the concepts Go through the first scenario
learned. Ask students to share their drawings and discuss their answers to together as a class. Discuss the
the following questions: forces acting on the object and
1. How would you represent a pushing force in a diagram? What about a model how to use arrows to
pulling force? represent these forces.
2. Can you identify situations in which forces are balanced or equal? How Allow students to work
would you draw the arrows for balanced or equal forces? 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.

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
3. Lesson Activity directions.
a. Activity 3: Forces in My Everyday Life
Deepen students’ understanding of forces by asking them to identify Use Activity 3 to deepen their
different forces present in their everyday lives. Ask them to answer Activity understanding of the forces in
3: Forces in My Everyday Life. Ask each student to illustrate four situations their daily activities. Go
wherein they do actions (that apply a push or a pull) to accomplish daily through the first scenario
tasks at home or at school. They must draw arrows to show where the force together as a class. Give them
is directed and label or caption each situation using the pattern: I am enough time to think about
pushing/pulling an object + direction. their situations in their daily
lives. Establish deeper
Discuss their answers to the process questions below: connections between the word
1. What is the most important task you do daily? Why? force and learners' daily
2. Why is it good for you to do different daily actions? activities at home or school to
Summarize the lesson's key points, emphasizing how understanding forces accomplish tasks. This activity
in everyday life is essential. Encourage students to remain observant of reminds them of home and
forces in action around them and consider how these forces impact their school responsibilities, like
daily activities. cleaning, washing, sweeping
the floor, and other chores.

Key points of the lesson:

11
 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) SUB-TOPIC 2: Students’

Timeframe: 3 days answers may include magic,
1. Explicitation having superpowers, and
Introduce this lesson on magnets by asking if it is possible to push or pull magnetism. If students mention
an object without touching it. magnets, ask more questions
about what they already know.
a. Did You Know? Tell them that there are forces in
Motivate students to learn more about magnets by giving nature that can push or pull
fun facts about magnets. objects without touching them.
Did you know that the Earth is a large magnet?
For this lesson on magnets, you
The Earth possesses a magnetic north and magnetic south, will need magnets. You may
with invisible lines of magnetic force extending from the conduct the activities in groups
north to the south. with five to ten magnets. Always
remind students to think of
safety first, and they should

12
 help each other in group
activities.

b. What Do You Know? You may look for other fun facts
Engage students in a discussion about what they know about magnets using about magnets. If you have a
the questions below: globe, you may also show it to
1. Do you have an object with you right now or at home that has a magnet? them.
What is it used for?
2. How does a magnet affect other objects? Establish connections between
3. What kinds of objects are attracted to a magnet? the lesson and their knowledge
by asking the guided questions.
c. What Will You Know?
1. Students’ responses may
Anticipation-Reaction Guide vary and include a ref
Below are statements about magnets. On the column before the statements, magnet or magnetic lock
put a check [/] mark if you agree with the statement and an X if otherwise. of a wallet.
Do not answer the column after the statements. 2. A magnet can attract
objects if they are within
Before Statement After the magnet's magnetic
(Anticipation) (Reaction) field.
1. All metals are attracted to magnets. 3. Magnets attract objects
2. Magnets can lose their magnetic made of iron, nickel, or
properties over time. cobalt.
3. All metals are attracted to magnets.
4. You can cut a magnet in half to create For now, ask the students to
two separate magnets. answer the Before column. All
5. Magnets have a single pole, either north answers are accepted as this is
or south. based on what they know so far.
Make sure to return to it when
you finish the activities on
d. Class Interaction
magnets. In the After column,
Discuss with the students what magnets are and their basic
students must respond to what
properties, such as having poles (north and south), the ability to
they have learned.
attract certain materials, and the concept of repulsion between like
poles.

13
2. Worked Example Reiterate that there are forces
that do not require contact with
a. Story-telling: Magnet Max an object. They are called non-
Present the story titled Magnet Max. You may use the Magnet Max - Read contact forces, which will be
by Mrs Smalley on YouTube. It’s written by Monica Lozano Hughes and covered in Grade 5.
illustrated by Holly Weinstein.
A magnet is a rock or a metal
There once was a boy named Magnet Max, who wanted to test what magnets that can attract other metals. Its
attract. force is called magnetic force,
which can pull magnetic objects
He loved to explore with objects galore to see what kinds of things would without touching them.
react. Magnets come in different
shapes and sizes, but they have
One sunny day, Magnet Max went to play at Nick’s house. the same properties. They have
poles (north and south) where
Nick did not know this great find. Max showed him the habit of his wonderful their magnetic force is
magnet. Watching it work blew Nick’s mind! strongest. Around the magnet is
a magnetic field within which its
“Wow,” Nick yelled. “That’s swell!” The magnet’s powers gave him a thrill. magnetic force acts.
Magnet Max made no reply. With the wink of an eye, he made his magnet
attract at his will. Use a short story to present
some information about
Nick leaped up with glee at the magic, you see, and asked, “How do you get magnets. You may play the
them to stick?” “Magnets give off a magnetic field,” Max replied. “They stick to video if you can project it or read
anything, like iron or steel, real quick!” the story yourself. Make sure to
give them the guide question
“If you please, even nickel and cobalt can be attracted with ease. There are so before starting. Ask them to
many possibilities!” write their answers in the
science notebook.
“These are metals that can be part of many things, such as rings, and being
magnetic is key.” Please unlock the meaning of
terms that students are not
So on that day, the boys decided to play by searching for things they could familiar with. Before reading the
find. They looked for metal objects all about, in and out, and found many story, give the guide questions
items. A paper clip, the refrigerator, a nail and a bolt were attached to the to the students so they can take
magnet with force. note of answers from the story.

14
Nick exclaimed, “Goodness sakes! I’m amazed at the magic it makes! Can we You may use the link or the QR
get it to stick to a horse?” code below to access the story
on YouTube:
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.”

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 Link: http://bit.ly/3T4AcVR
continue our play?” As Nick walked home, he thought of what they suggested
and tested and how fun it was to explore today. Answers to the guide questions:
1. The characters are Max
Max wanted to share his tool, that’s so cool so other kids could feel the same and Nick. They tested
joy. He lay down in bed to relax. Then, closing his eyes, he dreamed of how what materials are
wise he would be as the explorer Magnet Max! attracted to Max’s
Before proceeding to the next activity, ask the students to answer the guide magnet.
questions about the story: 2. Magnets can pull
magnetic materials.
1. Who are the characters? What did they do to magnets? 3. The magnet attracted a
2. How do magnets affect other objects? paper clip, a refrigerator,
3. What kinds of objects are attracted to a magnet? a nail, and a bolt.
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
 Answers to Activity 4 process
b. Activity 4: Will it attract? questions:
Begin the next activity by discussing with students the concept of magnetism 1. The paper clip, the nail,
and how magnets attract certain materials. Introduce the activity by telling and the keys are
the students that they will be identifying objects attracted and not attracted attracted to the magnet
to a magnet. because they are
magnetic metals.
In Activity 4: Will it attract? they are presented with pictures of magnetic and 2. The pencil, eraser,
non-magnetic objects. They will draw a line from the magnet to the things it wooden chair, paper,
will attract. and crayons are not
attracted to the magnet
Discuss their answers to the process questions: because they are non-
1. Which objects are attracted to the magnet? Why? magnetic materials.
2. Which objects are not attracted to the magnet? Why?
You may use the link or the QR
Show the YouTube video Fun with Magnets. Guide students to come up with code below to access the video
this conclusion: magnets attract materials made of iron, nickel, and cobalt, on YouTube:
and materials that do not contain these metals are non-magnetic like wood,
plastic, cloth, etc.

https://bit.ly/40MkzDW

16
3. Lesson Activity In activity 5, you will need two
Introduce the idea of a "Magnet Treasure Hunt" and explain that they will magnets with the north and
be exploring the classroom or designated area to find objects with magnetic south poles labeled. You may
properties. group the students according to
the number of magnets
a. Activity 5: Magnet Treasure Hunt available.

A. Magnetic or Non-Magnetic Activity 5A: 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 Magnetic Non-magnetic
worksheet for recording observations.
2. Instruct the students to use the magnet to explore the objects in their paper clip eraser
container. They should test each object to determine whether it is magnetic iron nail crayons
or non-magnetic. They should categorize the objects into "Magnetic" and keys paper
"Non-Magnetic." metal cloth
keychain plastic
Process Questions: coins
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?
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 non-
magnetic.

17
 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 Activity 5B: Magnets Push or

1. Students will explore how magnets react with other magnets. Before Pull Predictions
conducting the activity, they must predict what will happen if the a. The two magnets will
magnets’ poles are placed next to each other. push each other away.
b. The two magnets will
Activity Prediction push each other away.
c. The two magnets will
South to South attract each other.
Place two magnets 5
centimeters away with both Synthesis:
south poles facing each other. Bring the class together for a
synthesis activity where
students share their findings
North to North
and discuss any patterns or
Place two magnets 5
surprises in the magnetic and
centimeters away with both
non-magnetic materials they
north poles facing each other.
discovered.

Ask students to consider how

North to South
the properties of magnets, such
Place two magnets 5
as polarity and
centimeters away, with the
attraction/repulsion, were
south pole of one magnet
demonstrated during the
facing the other magnet's
treasure hunt.
north pole.
Extended Practice:

18
2. Conduct the activities given in the table below to observe how magnets Extend the learning by
behave. Write your observations and illustrate what you observe. Use challenging students to create
arrows to indicate if magnets pull or push each other away. Explore their own "Magnet Treasure
further by moving the magnets closer or farther from each other. Hunt" at home. They can involve
family members, categorize
Activity Observation and Illustration objects, and present their
findings to the class, briefly
South to South
explaining their process.
Place two magnets 5 centimeters
Provide additional magnetic and
away with both south poles facing
non-magnetic materials for
each other.
further exploration, including
items with varying shapes,
sizes, and compositions.
Differentiation:

For students who grasp the

concepts quickly, introduce a
North to North more advanced extension by
Place two magnets 5 centimeters exploring the magnetic field
away with both north poles facing around different objects using
each other. 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
North to South or South to treasure hunt with a teacher's
North assistance.
Place two magnets 5 centimeters
away, with the south pole of one
magnet facing the north pole of
the other magnet.

19
 South to South
Place two magnets 5 centimeters
away with both south poles facing
each other.

Possible answers to Activity

5B process questions:
Process questions:
1. When we moved the two
1. What are the characteristics of objects attracted to the magnet? What
magnets with unlike
about the ones not attracted to the magnet?
poles farther, they no
2. What have you observed when you moved the magnets closer or away
longer attracted each
from each other?
other, but when we
3. What conclusion can you draw about magnets based on this activity?
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.

20
c. Video Presentation: Show the class the YouTube video titled Magnets and You may use the link or the QR
Magnetism | Magnets Video for Kids to combine all lessons learned about code below to access the
magnets. Magnets and Magnetism |
Magnets Video for Kids video on
Magnets exert a force of attraction on materials containing iron, steel, nickel, YouTube:
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.

Link: https://bit.ly/3R4kU1C

Picture Link: https://tinyurl.com/ypmw9fkb

21
SUB-TOPIC 3: WHAT CAN FORCES DO? SUB-TOPIC 3: After defining
Timeframe: 4 days and describing force and
a. Force can Move an Object at rest learning about the force exerted
b. Force can Change the Motion of an Object by a magnet, lead the students
c. Force can Change the Shape of an Object into subtopic 3 by starting a
1. Explicitation class discussion about what
a. Class Interaction forces can do.
Ask the learners, “What can forces do?”
Engage the students in a discussion to elicit their ideas on what forces can Use the concept map to
do. summarize their answers.
Present the following concept map to summarize the initial discussion on
what forces can do. When a force is applied to an
object, many things can happen.
1. Force can move an object
Effects of at rest.
Forces on an Ex. Kicking a ball on the
Object ground
2. Force can stop a moving
object.
Move an object Stop a moving Change the Change the
Ex. Catching a ball
at rest object speed and size or shape
of an object passed to you by a friend
direction of a
moving object 3. Force can change the
speed and direction of a
moving object.
Can be done Ex. Receiving a volleyball
by stretching,
bending, 4. Force can change the size
twisting, of an object.
squeezing 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

22
 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.

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
b. Activity 6: Forces Cause Change also called a stationary object.
Introduce the idea that different objects may require different amounts of
force to move or change shape. Guide the students in making
their predictions on how much
Instructions: Assign students to work in pairs or triads. Ask them to apply a force (small, medium, or big
force to the objects listed in the tables below. Before conducting the activity, force) is needed to move the rigid
ask them to predict how much force (small, medium, or big force) is needed objects and to change the shape
to move the rigid objects and to change the shape of the soft objects. of the soft objects. Tell them to
conduct several trials varying
the amount of force applied.
Again, emphasize safety at all
times.

23
 A. Can I Move it?
Activity 6 predictions:
Rigid Objects Predictions Observations
A.
1. Chair 1. I can move the chair with
2. Door a medium force.
3. Shelf 2. I can move the door with
a medium push.
B. Can I Change it? 3. I can push the shelf with
a big force.
Soft Objects Predictions Observations B.
1. Paper 1. I can change the shape of
the paper by crumpling it
2. Clay
(small force).
3. Rubber band
2. I can change the shape of
the clay by rolling,
Process questions: bending, and twisting it
1. Which object required a bigger force to move? Why? with medium force.
2. How did you distinguish your force as small, medium, or large? 3. I can change the rubber
band’s shape by
Synthesis: Ask the groups to share their answers to the process questions with stretching it with a
the class. medium force.

Extended Practice: Challenge learners to design their experiments to test the Answers to the process
questions:
effects of forces on specific objects.
1. The shelf required a
bigger force to move
Differentiation: because it’s heavy.
For learners who need additional support, provide guided worksheets with 2. I distinguished the small,
medium, and big forces
prompts to help them think through the prediction and observation process.
by doing many trials in
For learners who grasp the concepts quickly, encourage them to explore advanced varying my force.
scenarios, such as the impact of combining different forces on an object. Applying the big force is
tiring, depending on
whether the object is
heavy.
2. Worked Example
24
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 The demonstrations are based
shape. on this video: How Force can
change Position, motion,
a. Activity 7: Forces Demonstration shape, size, and direction of
Instructions: Demonstrate to the class how force can cause changes in an objects | Effects of Force.
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.

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.

25
 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
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.
26
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.
What Happened to the Object
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.
 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 Here are some possible
object. responses to Activity 8B.
1. size and shape
Activity What changes in the object 2. shape
(Put a check √ mark) 3. size and shape
Size Shape 4. shape
1. Roll the clay on the 5. shape
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 Possible answers to the process
the shape of an object. questions:
2. Why do we need to understand how our pushing and pulling forces 1. Real-life examples of
affect things around us? 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.
27
D. Making 1. Learners’ Takeaways
Generalizations 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 The students, at this point, will

Learners are asked to reflect on their learning using the 3-2-1 Exit Ticket. reflect on their learning by
After completing the exit slip, they are asked to share their answers with a answering the 3-2-1 Exit
seatmate. When everyone is done sharing, a few volunteers are called to share Ticket. This will allow them to
their discussion with their seatmates. map out what they have
learned, what they want to
learn more about, and the
questions that they still have
from the lesson.

28
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment Answer Key

Learning 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 I. True or False
number. 1. True
___________ 1. A force is a push or pull applied to an object. 2. True
___________ 2. A doorknob is an example of a rigid object. 3. True
___________ 3. A magnet has two poles. 4. False
___________ 4. Stretching an object makes it long permanently. 5. False
___________ 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 II. Multiple Choice
answer from the choices below each question. Encircle the letter corresponding 1. c
to the correct answer. 2. b
3. c
1. Which of the following objects is a soft object? 4. b
a. door c. clay 5. a
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?

29
 a) They will attract. c) Nothing will happen.
b) They will repel. d) They will fall.
III. Matching Type
1. b
5. A boy stretches a rubber band by pulling it. What happens to the rubber
2. a
band due to the pulling force?
3. c
a) It becomes longer. c) iron
4. d
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.

30
 c. Stops an object that was
moving

3.

d. Changes the direction of a

moving object

4.
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

31
 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