Scribd
Upload
25 views5 pages

SCIENCE4-Q3-W1-DAY-3

Uploaded by

Eliza Mea Lamoste
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
25 views5 pages

SCIENCE4-Q3-W1-DAY-3

Uploaded by

Eliza Mea Lamoste
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 5

School Grade Level Four

MATATAG Name of Teacher Learning Science


K to 10 Curriculum Area
Weekly Lesson Log
Teaching Dates and December 4, 2024 (Week 1) Quarter Third
Time

DAY 3

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Standards The learners learn that science processes help in observing and predicting
how things move.

B. Performance By the end of the quarter, learners use simple equipment and processes to
Standards measure and record data related to movement and describe and predict
the way things around them move using more scientifically technical
language and concepts, such as speed and force.

C. Learning The learners participate in guided activities to discover and predict how rigid and soft objects
Competencies and can be moved and/or changed in shape.
Objectives

D. Content Describing Force

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.

II. LEARNING RESOURCES

● 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.
III. TEACHING AND LEARNING PROCEDURES

A. Activating Prior Think-Ink-Share: Pushing & Pulling Experiences


Knowledge
"Have you ever experienced being pushed or pulled by somebody?"
"Have you encountered situations where objects were pushed or pulled?"
"Have you been involved in pushing or pulling something or someone?"
"In your experiences, was anyone hurt due to pushing or pulling?"

B. Establishing Lesson Study:


Purpose How Force Affects Rigid and Soft Objects
Force is a push or pull that can change the motion or shape of an object. Let's explore how
this applies to rigid and soft objects:
Rigid Objects
● Definition: Rigid objects are objects that resist changes in shape.
● Effect of Force: When a force is applied to a rigid object, it primarily causes a
change in its motion. This could be a change in speed, direction, or both.
● Example: A wooden block. When you push it, it will slide across a surface rather than
deform.
Soft Objects
● Definition: Soft objects are objects that easily change shape.
● Effect of Force: When a force is applied to a soft object, it primarily causes a change
in its shape. It can be stretched, compressed, or bent.
● Example: A ball of clay. When you squeeze it, its shape changes.
Key Point: While rigid objects resist shape change, they can still be moved. For example, a
heavy rock can be moved with enough force, even though its shape remains relatively
unchanged.
In essence, both rigid and soft objects can be moved and/or changed in shape,
but the primary effect of force on each type of object differs.

C. Developing Activity 1
and Deepening Draw an arrow to show the direction of the force (push or pull) applied in each situation
Understanding
below. The first one is done as an example.

How would you represent a pushing force in a diagram? What about a pulling force?
Can you identify situations in which forces are balanced or equal? How would you draw the
arrows for balanced or equal forces?

Activity 2
Think of real-world examples where rigid materials are used? What about soft materials?
Soft Rigid
Objects objects

Activity 3
Draw arrows to show where the force is directed, and label or caption each situation using
the pattern: I am pushing or pulling an object in one direction.

How did you represent the push and pull forces in your illustrations?
Were there any situations where it was challenging to decide whether it was a push or pull
force?
Can you think of other real-world situations that involve push or pull forces?
Explain why understanding forces is important in everyday life.

Activity 4
Answer with PUSH or PULL.

D. Making Answer the following.


Generalization 1. Why do we need to be aware of how the things around us are moving?
2. Why is it important to learn how forces affect how things move?
3. What important scientific skills have you developed in this lesson? Why do you need to
develop them?

A. Evaluating Learning True or False. Carefully read the statements below. Write True if the statement is true;
otherwise, write False on the blank space before each number.
___________ 1. A force is a push or pull applied to an object.
___________ 2. A doorknob is an example of a rigid object.
___________ 3. A clay is an example of a soft object.
___________ 4. You push a broom to sweep trash on the floor.
___________ 5. When an object is pulled, it moves towards the direction of the pull.

B. Teacher’s Remarks

C. Teacher’s Reflection

Prepared by: Approved:

TEACHER’S NAME PRINCIPAL’S NAME

Position Principal

You might also like