7

Quarter 1 Lesson 1 Quarter 3Lesson

Lesson Exemplar 1
for Science
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 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 contents 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:
• Arnel Lorenzana (Bicol University)

Validator:
• Alfons Jayson Pelgone (Philippine Normal University - Manila)

Management Team

Philippine Normal University

Research Institute 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 [email protected].
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
Standards 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.

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

1
● 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. 12 th Ed. Pearson
● DepEd. (n.d). Project EASE: Integrated Science I Module 7.

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating 1. Short Review The students' answers should
Prior 1. Present photos of natural phenomena. be directed to the following
Knowledge 2. Ask the students the following questions: concepts: forces are applied
a. What are the everyday household chores where you exert effort? b. by one object to another,
Can you identify some household chores that you do? Share also how and they affect the shape,
much effort you exert in these chores. size, stability, and state of
c. Why are natural events like lahar, landslides, earthquakes, and motion of an object.
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.

2
B. Establishing 1. Lesson Purpose For contact forces, the
Lesson Purpose Include a demonstration activity about forces. (Sample activities for teacher can demonstrate
contact and noncontact forces.) applied forces, tension, etc.
For noncontact, electrostatic
2. Unlocking Content Area Vocabulary force using bits of paper and
1. Present through 4pics one word or guess the word. pen demonstration or
a. normal magnets can be used.
b. contact
c. non-contact
d. tension
2. Allow the learners to relate the photos to these concepts.
C. Developing SUB-TOPIC 1: FORCES This explicitation activity
and Deepening can be done through a
Understanding a. Explicitation demonstration led by the
The teacher demonstrates what forces can do to objects using teacher or as a short
the demonstration strategy applied in Activity 1.1. collaborative guided inquiry
activity. Students may
Activity 1. What Forces Can Do present their observations in
Objectives: At the end of the demonstration, the student should be front of the class.
able to describe what a force is and its effect on objects.
The purpose of this activity is
Materials: soft rubber ball, rubber band, toy car for students to have an idea
of the effects of forces on
Procedures: objects.
1. Allow the students to describe the size and shape of the soft rubber ball.
Push the rubber ball against a wall or a table. Ask them to observe and At this point, the student
explain what happened to the ball. Pull the opposite ends of the rubber should realize that force
band and let them compare and contrast their observations. Guide (a push or a pull)
them to answer the following questions: changes the shape or
a. What happened to the ball when you pushed it against a size of the object.
wall or table?
At this point, the student
b. What is applied in the two instances?
should realize that
applying force to an object
2. Place the toy car on the table or the floor. Ask the students how to can make it move.
make the toy car move.

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

4
b. Was the hand in contact with the ball when it moved? Ask the student to draw all
Explain to them that this is called contact forces. the scenarios presented in
this activity and ask them to
2. Put back the ball on top of the table. Ask the students what will happen label the forces present. This
if the ball this time is pushed. Ensure you try hard enough for the ball can be a springboard in
to reach the edge of the table and fall. Allow them to observe and presenting the next lesson,
explain again. Use prompts to guide them to answer the following force as a vector.
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 noncontact forces.

Materials: book, string, block of wood, ball, chicken feather, spring, plastic
comb or pen, magnet, piece of iron nail, stone, Styrofoam

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?

5
2. Tie a string to a block of wood. Hold the end of the string and drop Item 1 may be done together
the block of wood. Did the block of wood fall on the floor? What with the help of the teacher.
force 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?

6
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.

7
At this stage, the students will learn that forces can be measured and Discuss clearly that the
quantified. The teacher can present a brief history or background about displacement of the paperclip
Sir Isaac Newton and the unit of force Newton. Let the students perform along the ruler indicates the
Activity 4. applied force.

Activity 4. Measuring a Force Possible explanation: Force

can be measured in terms of
Part A. Designing a force measurer the changes it produces on
Objective: At the end of the activity, the students should be able to elastic objects. The spring in
make an improvised force measurer. the improvised force
measurer, for example,
Materials: Ruler, Small Spring (or Coil or Rubber band), paper clip increases in length when it is
pulled on both ends. The
Procedures: harder it is pulled, the
1. Attach the spring to the ruler. greater the increase in
2. Hook one end of the spring on the zero-mark of the ruler. length. Therefore, the
change in length can be
3. Stretch the spring along the ruler, ensuring it is taut.
used to measure force.
4. Use the paperclip to secure the other end of the spring at a
specific measurement on the ruler. Highlight also that the SI unit
5. Calibrate the device by applying known forces to the spring at of force is the Newton (N).
marked intervals and adjust the paperclip accordingly to ensure
accurate measurements.
6. To measure the force, attach the object to the paperclip and pull
the force measurer.

8
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.

9
This activity can be used to
connect the next topic about
force as a vector quantity.
2. Gently pull the measurer horizontally. Measure the reading on the
force measurer before the block of wood starts moving on the three
different 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

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

10
B. Teacher’s Note observations Effective Practices Problems Encountered
Remarks on any of the
following
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?

11