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Lesson Exemplar Quarter 3

Lesson

for Science 3
Lesson Exemplar for Science Grade 4
Learning Resource Unit on Describing Force
Quarter 3: Lesson 3 (Week 3)
S.Y. 2024-2025
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• Edwin Auditor (Philippine Normal University - Manila)

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 LESSON EXEMPLAR
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.
5. Energy is present whenever there is movement, sound, light, or heat.

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 2: The learners determine how forces can change the shape of objects, such as when
Competencies they are pushed, pulled, stretched, bent, twisted, or squeezed;
and Objectives 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 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
2. Lesson Objective 2: describe the effects of varying the force applied to objects
3.

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 C. Content What Can Forces Do?
● Forces can change an object's speed, its direction, and even its shape.
a. Forces can move an object
b. Forces can change the motion of an object
c. Forces can change the shape of an object

D. 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.
● 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
● 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

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 Review the previous lessons by

Knowledge 1. Short Review conducting a Pinoy Henyo
A. Pinoy Henyo (10-15 minutes) activity. If there are more
● Ask one representative from each group as players for the Pinoy Henyo groups, you may add more
Game. Let them stand one at a time to guess the term from the previous terms. If there is more time, you
lessons that is posted on the board or on his or his forehead. The other may add the following terms in
group members will help the representative by answering Yes or No other rounds with different
questions about the term. group representatives. Before
starting this game, tell the
Group 1 Magnet groups to refrain from making
Group 2 Force unnecessary noise and any
Group 3 Push forms of cheating.
Group 4 Metal Terms for review:
Group 5 Pull 1. Force – is a push or pull
resulting from the interaction of
two objects
2. Push – exerting force away
from the source
3. Pull – exerting force towards
the source
4. Magnet - attracts materials
made of iron, nickel, and cobalt
5. Metal – solid material

B. Establishing 1. Lesson Purpose Guide the learners in answering

Lesson Purpose a. Activity 1: Self-Assessment (5 minutes) 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
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 I still need help to do this. with one, two, or three stars.
I can do this by myself. Let them raise their hands or
stand to be identified. This
I can do this by myself and in different ways. gives an idea of how many need
to learn more about the lesson
Before After and how many have already
Learning Targets Learning Learning developed the skills. You may
the Lesson the Lesson ask them to copy the table with
1. I can predict the amount of force needed to the learning targets in their
move an object and change an object’s shape. notebook since this will be
2. I can describe what happens to an object revisited at the end of the
when it is pushed, pulled, stretched, bent, lesson.
twisted, and squeezed.
3. I can describe the effects of pushes and
pulls applied to objects at rest or in motion.
4. I can describe the effects of varying the force
applied to objects.

C. Developing and 1. Explicitation After defining and describing

Deepening a. Class Interaction (25 minutes) force and learning about the
Understanding Ask the learners, “What can forces do?” force exerted by a magnet, lead
Engage the students in a discussion to elicit their ideas. the students into subtopic 3 by
Present the following concept map to summarize the initial discussion on starting a class discussion
what forces can do. about what forces can do.
Use the concept map to
summarize their answers.
When a force is applied to an
object, many things can happen.
1. Force can move an object at
rest.
Ex. Kicking a ball on the
ground
2. Force can stop a moving
object.

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DAY 2 Ex. Catching a ball passed to
b. Activity 2: Forces Cause Change (40-45 minutes) you by a friend
Introduce the idea that different objects may require different amounts of 3. Force can change the speed
force to move or change shape. and direction of a moving
object.
Instructions: Assign students to work in pairs or triads. Ask them to apply a Ex. Receiving a volleyball
force to the objects listed in the tables below. Before conducting the activity, 4. Force can change the size of
ask them to predict how much force (small, medium, or big force) is needed an object.
to move the rigid objects and to change the shape of the soft objects. Ex. Stretching a rubber band
or a spring
A. Can I Move it? 5. Force can change the shape
Rigid Objects Predictions Observations of an object.
1. Chair Ex. Squeezing a play dough
2. Door or a calamansi
3. Shelf
Encourage the students to give
other examples of what forces
B. Can I Change it?
can do.
Soft Objects Predictions Observations Before proceeding to the
following activities, tell them
1. Paper
that the scientific skills of
2. Clay observing and predicting will be
3. Rubber band used in this activity. Tell the
students to observe carefully
Process questions: what happens to the object in
1. Which object required a bigger force to move? Why? the activity. Guide them to
2. How did you distinguish your force as small, medium, or large? observe if there are changes in
the object’s size, shape, or state
Synthesis: Ask the groups to share their answers to the process questions with of motion.
the class.
The state of motion of an object
Extended Practice: Challenge learners to design their experiments to test the tells us if it is moving or at rest.
effects of forces on specific objects. When it is at rest, it is not
moving or changing position

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Differentiation: from its original position. It’s
For learners who need additional support, provide guided worksheets with also called a stationary object.
prompts to help them think through the prediction and observation process.
For learners who grasp the concepts quickly, encourage them to explore advanced Guide the students in making
scenarios, such as the impact of combining different forces on an object. their predictions on how much
force (small, medium, or big
force) is needed to move the rigid
objects and to change the shape
of the soft objects. Tell them to
conduct several trials varying
the amount of force applied.
Again, emphasize safety at all
times.

Activity 2 predictions:
A.
1. I can move the chair with
a medium force.
2. I can move the door with
a medium push.
3. I can push the shelf with
a big force.
B.
1. I can change the shape of
the paper by crumpling it
(small force).
2. I can change the shape of
the clay by rolling,
bending, and twisting it
with medium force.
3. I can change the rubber
band’s shape by
stretching it with a
medium force.

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 Answers to the process
questions:
1. The shelf required a
bigger force to move
because it’s heavy.
2. I distinguished the small,
medium, and big forces
by doing many trials in
varying my force.
Applying the big force is
tiring, depending on
whether the object is
heavy.

DAY 3 The demonstrations are based

2. Worked Example on this video: How Force can
Forces can cause change. A push or a pull exerted on an object can cause change Position, motion,
it to start moving if it is at rest, stop moving, change its direction, and even shape, size, and direction of
shape. objects | Effects of Force.

a. Activity 3: Forces Demonstration (15 minutes)

Instructions: Demonstrate to the class how force can cause changes in an
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. Link: https://bit.ly/3G77602
Demo 3: Pushing a ball forward and backward with both hands on a table.

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 In Activity 3, 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.

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.

3. Lesson Activity
The learners conduct the Activity: Forces in Action in groups.
Assign the students their groups
a. Activity 4: Forces in Action (30-35 minutes) ahead of time. The day before
A. Move or Stop Me the activity, you may assign
Instructions: Using a ball, show how force can move an object at rest each group to bring a ruler, a
and change how an object moves. small ball, and a modelling clay
Activity What Happened to the Object (if they have one).
1. Put a ball on the table. Make
If nobody in the group can bring
sure it does not move. Apply a
small force to roll the ball on the needed materials, consider
the table. changing the ball to a toy car or
anything that easily rolls and a
flour dough instead of clay.

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 2. Push a ball slightly on the Guide the students in
table or floor. Put something measuring the distance given in
to block it 60 centimeters numbers 2 and 3 in Activity 4A.
from where it started. Here are some possible
3. Push a ball slightly on the responses to Activity 4A.
table or floor. Using your 1. The ball at rest started to
other hand, push it in the move.
opposite direction when it 2. The ball bounced back
reaches 50 centimeters. after hitting the block, or
4. Constantly push a ball while the ball may stop.
it's moving on the table or 3. The moving ball moves in
floor. the opposite direction.
4. The ball moves faster
compared to the ball in
B. Mold Me number 1.
Instructions: Using clay, show how force can change the shape of an
object.

Activity What changes in the object Here are some possible

(Put a check √ mark) responses to Activity 4B.
Size Shape 1. size and shape
1. Roll the clay on the 2. shape
table more than five 3. size and shape
times 4. shape
2. Bend the clay 5. shape
3. Stretch the clay
without breaking it
4. Twist the clay
5. Squeeze the clay

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 Process questions: Possible answers to the process
1. Give two real-life examples of situations when we need to change questions:
the shape of an object. 1. Real-life examples of
2. Why do we need to understand how our pushing and pulling forces situations when we need
affect things around us? 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.

D. Making DAY 4
Generalizations 1. Learners’ Takeaways (5 minutes)
Before After
Learning Targets Learning Learning
the Lesson the Lesson
1. I can predict the amount of force
needed to move an object and change
an object’s shape.
2. I can describe what happens to an
object when it is pushed, pulled,
stretched, bent, twisted, and squeezed.
3. I can describe the effects of pushes and
pulls applied to objects at rest or in
motion.
4. I can describe the effects of varying the
force applied to objects.

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2. Reflection on Learning (5 minutes)
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 Ticket.
seatmate. When everyone is done sharing, a few volunteers are called to share This will allow them to map out
their discussion with their seatmates. what they have learned, what
they want to learn more about,
and the questions that they still
have from the lesson.

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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. False
___________ 2. Blocking a rolling ball will make it move faster. 3. True
___________ 3. Pressing clay can cause its shape to change. 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. Matching Type
III. Matching Type. Study the pictures below. Match the given 1. b
picture in Column A to the change it illustrates due to the push/pull 2. a
applied. Draw a line from the picture to the change illustrated in the 3. c
picture. 4. d

Column A Column B

a. Change in shape

1.

b. Moves an object that was not

moving

2.

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 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

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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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