School VILLAZAR NATIONAL HIGH Grade Level 7

SCHOLL
Teacher CAPIO, MARIA LIZIEL L. Learning Area Science
Date Section Time
February Grade 7 7: 30 – 8:
Teaching 27, 2025 Love 30 am 4th
Grade 7
Dates and Obedience 2:45 -3:45 Quarter Quarte
Detailed pm
Time Forbearanc r
Lesson 3: 45 – 4:45
e
Plan pm
I. OBJECTIVES

Learners learn that scientists and engineers analyze forces

A. Content Standard
to predict their effects on movement.

Students employ scientific techniques, concepts and

models to investigate forces and represent their
B. Performance Standard
understanding using scientific language and force
diagrams.

Identify the forces act between objects and can be

C. Learning Competencies
measured.
D. Specific Objectives At the end of 1 hour lesson, at least 75% of the students
will be able to:
a. Identify the forces that act between the
objects.
b. Explain the effects of force on the
motion of objects.
c. Recognized the impact of force and
interaction on various aspects of daily
life and technological advancements.

II. CONTENT
Topic • Force and Interaction
III. INTEGRATION
A. Skills Reading, Speaking, Listening, Presenting
B. Values Cooperation, Collaboration, Participation, Critical
thinking
C. Subject Technology and Engineering, Arts
D. Learners Background Homogenous grouping for Grade 10
E. Sustainable Developments Goal. SDG No. 9 Industry, innovation, and infrastructure.
The designs and construction of structure rely heavily on
understanding forces and interactions.
SDG no. 11 Sustainable Cities and Communities, Livable
and sustainable cities requires carefully consideration of
forces and interaction.
IV. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 77-81
2. Learner’s Material pages 139- 141
3. Textbook pages
4. Additional Material from
Learning Resource (LR) Portal
B. Other Learning Resources Cartolina, TV, Manila paper, pen and paper.
V. PROCEDURES
Teacher’s Activity Students Activity
A. Preliminaries

1. Greetings
Good morning / afternoon, everyone!

Good morning/ afternoon ma’am! We are glad to see you!

2. OpeningPrayer
May I request everyone to stand up for our
prayer.
(Students will stand up.

Angelika, kindly lead the prayer In the name of the Father, and of the Son, and of the Holy
Spirit.
Amen.
Praise be thy name of our Lord Jesus Christ. Now and
forever, Amen.

Again, good morning/ afternoon class! Good morning/ afternoon Ma’am.

3. Classroom Management
Before you take your seats, kindly pick up the
pieces of dirt under your chair. Arrange your
chairs properly. Sit up
straight and keep your phones in silent mode
as it may distract the class. You can still use (Students will pick up all the pieces of paper or mess on
your phones when needed or when I told you their perspective area, arranged the chairs and put into
to do so, just make sure it is in silent mode. silent mode their phones.)

4. Checking of Attendance
Now, let us check the attendance. Who is the
beadle of the class? May I know if there are
any absent for today?

Ma’am, I’m glad to say that no one is absent for today.

That’s great! It's nice to hear that everybody
is present today. Thank you.

5. Classroom Rules
These are the classroom rules I want every
one of you to observe. Whenever you are in
my class, you should follow these rules in
order to maintain peace and order. Let’s call
these rules as the 4 Rs.
1. Raise your hand if you want to speak.
2. Refrain from making loud noises.
3. When I call you, you should stand up
and respond.
 4. Respect one another.

Is that clear?
Yes ma’am.
Good!

ELICIT (3. minutes)

Before we proceed to our lesson, let’s Expected answer:
have a review on what you’ve learned
about our previous discussion.

Who can give me a recap about what

we’ve discussed last meeting?
Ma’am we discussed food web and food chain.

Impressive, Sonika.

Anyone, what is the primary source of

energy?
Ma’ am, sun.
Very good, Michaela.

Can anyone give me an example of

primary producer?
Plants

Very good, how about example of

primary consumer?
Grasshopper, rat and crickets.

Ver good, it seems that you’ve learned

a lot from the previous topic. So, now
let’s move to the other topics.

ENGAGE (7 minutes)
Let’s have an activity first! The title of
this activity is "Push vs. Pull – Feel
the Force!"
Objective:

Students will experience force and

interaction firsthand by pushing and
pulling objects.
Materials:
• A small, sturdy chair
• A partner (students will work in
pairs)

Procedure:
Step 1: Push Experiment (2 minutes)

1. One student sits on a chair with

their feet lifted off the ground.
2. Their partner stands behind
them and gives a gentle push
forward. 3.

What do you feel?

Expected Answer:
The seated student should feel themselves moving forward
due to the applied force

Did you notice any resistance?

If the friction is low, the movement is smoother

The seated student moves forward

because a force is applied. However, at
the same time, the chair also applies an
opposite force on the person pushing it.

Step 2: Pull Experiment (2 minutes)

1. One student stands while
holding onto the chair. Their
partner stands in front and pulls
the chair toward them.
2. Ask: What do you feel?

What happens if you pull harder?

Both students should feel resistance—pulling the chair
requires force, and the chair resists being pulled.

The pulling student applies a force to

move the chair, but the chair also "pulls
back" on them with an equal and
opposite force, making it harder to
move.

What was similar about both activities?

Where do you see this in real life? Ma’am, in both cases, forces acted in pairs.

Sir, we see this as you jumped off a boat, bouncing a ball, or

running.
Every action has an equal and opposite
reaction. You experienced this when
you pushed the chair and when you
pulled it!

Since that you already had the idea

about our topic, may I now present to
you our learning objectives.

At the end of 1 hour lesson, at least 75% of the students will

be able to:
a. Define force;
b. Explain the effects of force on the
motion of objects;
c. Recognized the impact of force and
interaction on various aspects of daily life
and technological advancements.
EXPLORE (15 minutes)

Now, let’s have another activity! The Groups will present their findings to the class, fostering
title of this activity is” Exploring discussion.
Forces and Interactions –TIN CAN
EXPERIMENT I will group you into
3 groups and what you’re going to do
explore the concept of forces and
interactions by creating and observing
a simple tin can.

Materials Needed:
• Tin can
• Manila paper
• Pen

• Procedure:

Group 1
1. They will try to roll the
Tin in can using different level
of force, medium force to full
force.
Guide question:
1.Define force.
2. How the force affects the
motion and direction of an
objects?
Group 2: They will throw the can with
downward force using different level of
force, medium and high level.
Guide Question:
1. Define force,
2. How force affect the
motion or the movement of
an object?

Group 3

They will crush the tin can.

Try to apply force from
medium to full force. Observe
the changes in the shape of a
tin can.
Guide question:
1. Define Force
2. How force affect the shape
of an object?

To start our activities, let me present

first the guide on how I will grade you
based on your experiment.
Rubric for "Exploring Forces and Interactions –TIN CAN
EXPERIMENT
RUBRICS
CRITERIA 5 POINTS 3 POINTS 2 POINTS
Set up and Successfully Sets up the Requires
preparation sets up the experiment assistance to
experiment with minor complete
with all errors but still setup
materials functional. properly.
correctly and
efficiently.
Execution of Follows all Performs Does not
Experiment steps carefully experiment follow
Completes and with errors instruction s
the accurately, that affect properly,
experiment observing results leading to
with slight results clearly. failure of
deviations experiment
but
maintains
accuracy...
Understand Demonstrates Shows good struggles with
ng of Forces a clear and understandin explanation
& Interaction deep g but minor Little to no
understandin gaps in understandin
g explanation g demonstrat
ed.
Timeliness The students The students The student
finished the did not finish did not finish
activity the activity. at all.
 within the
given time.
EXPLAIN (5 minutes)
Let’s present your answer.
Group 1.
Expected answer for guide question:
1. Force is a push or pull on an object that causes it to
change its motion, shape, or direction.
2. Change in Speed: A force can cause an object to speed up
(accelerate) or slow down (decelerate) depends on the force
you applied to an object and the direction

Very Good, now group 2.

Expected answer for guide question:

1. Force is a push or pull on an object that causes it to
change its motion, shape, or direction.
2. a force can change the direction of an object's motion by
causing it to accelerate in a new direction.

Group 3 present your answer

Expected answer for guide question:

1. Force is a push or pull on an object that causes it to
Very good, let’s give ourselves“ Ang change its motion, shape, or direction.
galing- galing clap. 2. Change in Shape: Forces can also deform objects,
changing their shape (e.g., stretching a rubber band).

1,2,3, ANG GALING GALING.

ELABORATION
Now, based on our activities, who can
give me the definition of Force?
Forces is essentially a push or pull, Expected answer:
capable of setting an object into motion
or bringing it to a halt. Moreover, it can Force is a push or pull on an object that causes it to change
even change the shape of an object its motion, shape, or direction.
when applied.

Aika, kindly read!

Forced is being used to stop an object.

For instance, a catcher’s hand must
apply a force in a opposite direction of Forced is being used to stop an object.
the footballs movement to bring it to a
stop. Similarly, when a driver steps on
the brake, it creates friction between
the brake pads and the surface of the
brake rotor or drum, generating a force
that What do quantities can be opposes
the motion of the wheels
When you blow air into a ballon, the pressure
increases inside because air molecules push more
against the walls, creating force on the inside
surface.

Forces that change the shape or deform an object.

In order to mold a clay, you need to apply force in
it.

Forces plays a vital role in everyday life because

it enables movement, provides control, and
ensures stability in various activities.

(DAILY LIFE APPLICATION)

Scenario 1 # : Juan riding the bicycle accidentally

the road is going down his bicycle loss breaks,
how he can apply force stop his bicycle?

Yes, Angela.

Ma’am he can use his foot stop the tire of his

bicycle using too much force.

Excellent idea, clap your hands for Angela.

Huwow Clap.

1, 2, 3 Huwow, Huwow.

Scenario # 2 : Ana want to make coffee, the hot

water is in the kettle, what she need to do to put
the hot water into her mug, use the idea of force
and interaction.

Yes, Jim.
Ana will use her hand and applied force enable to
hold the kettle then she can now put some hot
 water to her mug.

1, 2, 3 Good job, good job.

Very good, Jim. Give her a good job clap.

Scenario # 3:

In the game tug of war, the group one applied a

full force to pull the rope while the group 2
applied some force to pull the rope, who do you
think will be the winner, why?

The winner is the group 1 ma’am since they

Yes, Michael. applied to much force to pull the rope.

Scenario #4:

Andre own smartphones, how does a smart phone

screen knows ana touching it? The smart phones know once ana fingers use
small amount of force while touching it.
Yes, Ali.

Very Good, let’s give her a round of applause.

Force is everywhere, we always used force in our

everyday routine.

Do you have any question class? None, Ma’am.

Okay, thank you.

In accordance to Sustainable Development goals.

SDG 9: Industry, Innovation, and Infrastructure:

The design and construction of infrastructure rely
heavily on understanding forces and interactions.
Bridges and Buildings: Engineers must calculate
and manage forces (tension, compression, shear)
to ensure structural integrity.

Transportation Systems: Designing vehicles that

are efficient, safe, and minimize environmental
impact requires a deep understanding of forces
like friction, air resistance.

SDG 11: Sustainable Cities and Communities:

Creating livable and sustainable cities requires
careful consideration of forces and interactions.

Traffic Flow: Understanding how forces affect the

movement of vehicles and pedestrians is essential
for designing efficient and safe transportation
systems.

Evaluate
1. a push or pull on an object that causes it to
change its motion, shape, or direction.
2. You are pushing a shopping cart in a grocery
store. If you push harder, what happens to the
cart's speed?
A) It slows down
B) It stays the same
C) It speeds up
D) It stops
3. When you jump off a diving board, you push
down on the board. What force does the board
exert on you as you jump?
A) No force
B) A downward force
C) An upward force
D) A sideways force
4. You are riding a bicycle and suddenly apply the
much force into brakes. What happens to your
body?
A) You continue moving forward due to inertia
B) You move backward
C) You float in the air
D) You stop immediately
5. Two friends are playing tug-of-war. If one
friend pulls harder than the other, what will
happen to the rope?
A) It will stay still
B) It will break 1. FORCE
C) It will move towards the friend pulling 2. C
harder 3. B
D) It will move towards the friend pulling 4. D.
weaker
5. C
Expected answer:
For 5 points
Enumeration : 1. Volleyball
List any activities that applied force. Ex. 2. Basketball
Game 3. Pushing cart
4. Soccer
5. Eating
Extend
A. Create a concept map about forces. In 5
sentences, briefly discussed the concepts
you make. Students follows….

B. What is force vector?

V. Remarks
VI. Reflection
No, of learners who earned 70% on the formative
assessment.
No. of learners who require additional activities for
remediation.
Did the remedial lessons work? No, of learners who
have caught up with the lesson
No. of learners who continue to require remediation

Which of my teaching strategies worked well? Why

did this work?
What difficulties did I encounter which my
principal or supervisor can help me solve?
What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by: Reviewed by:

CAPIO, MARIA LIZIEL L. RONEL B. CARILLA

Student-Teacher Cooperating Teacher