SCIENCE | GRADE 7
WEEK
1 Quarter 3
MATATAG CURRICULUM
CONTENT Standards
Scientists and engineers
analyze forces to predict
their effects on movement.
LEARNING Competencies &
Objectives
Identify that forces act between objects and can
be measured.
Lesson Objective 1: Describe what a force is
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
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).
SCIENCE | GRADE 7
QUARTER 3 WEEK 1
ACTIVATING
PRIOR
KNOWLEDGE
Short
Review
a. What are the everyday household
chores where you exert effort?
b. Can you identify some household
chores that you do? Share also how
much effort you exert in these chores.
c. Why are natural events like lahar,
landslides, earthquakes, and
typhoons considered dangerous?
Short Review
Short Review
SCIENCE | GRADE 7
QUARTER 3 WEEK 1
Lesson
Purpose
Lesson
Demonstration activity
Purpose
about forces.
(Sample activities for
contact and noncontact
forces.)
Demonstration
activity about
forces.
(Sample activities
for contact and
noncontact
forces.)
Demonstration
activity about
forces.
(Sample activities
for contact and
noncontact
forces.)
SCIENCE | GRADE 7
QUARTER 3 WEEK 1
Unlocking
Content Area
Vocabulary
GUESS THE
WORD
O L A M
RN
GUESS THE
WORD
T A C O
C N T
GUESS THE
WORD
N A T C O
N C ON T
GUESS THE
WORD
T I E N
O N S
ANSWER KEY
OLAMRN NORMAL
TACOCNT CONTACT
NATCONCONT NON-CONTACT
TIENONS TENSION
SCIENCE | GRADE 7
QUARTER 3 WEEK 1
Developing
and
Deepening
Understanding
Activity 1. What Forces
Objectives:
Can Do
At the end of the demonstration, the
student should be able to describe
what a force is and its effect on
objects.
MATERIALS
Soft rubber ball
Toy car
Rubber band
Procedure 1
a. What happened to
the ball when you
Observe and explain pushed it against a
what happened to
the ball. Pull the wall or table?
opposite ends of the
rubber band b. What is applied in
the two instances?
Procedure 2 Procedure 3
Push the toy car.
Place the toy car on How to make the toy car
the table or the move faster, slower, stop,
floor. or even change direction?
How to make the
toy car move?
Procedure 5 Procedure 6
Can you give an Examples of
How can you real-life situations where
forces are applied?
describe a For example,
force and its pushing a cart, kicking a
soccer ball, modeling a lump
effect on of clay, the strong
wind that moves a sailboat,
object? or kicking hard an empty can
used in a game of Tumbang
Preso.
• 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.
SCIENCE | GRADE 7
QUARTER 3 WEEK 1
Worked
Exampl
e
Activity 2. Ways by which forces
act on an object
Objectives:
At the end of the POE
demonstration, you should be
able to identify how forces act
on objects.
MATERIALS
SOFT RUBBER
BALL
Procedure 1 a. What caused the
Place the ball on top ball to move?
of a table.
b. Was the hand in
What will happen if contact with the ball
the ball is gently when it moved?
pushed?
This is called
contact forces.
a. What have you observed?
Procedure 2 What do you think is the
caused why the ball move
Put back the ball on towards the edge of the
top of the table. table?
b. What happened to the ball
as it reached the edge of the
What will happen if table? Do the ball travel on
the ball this time is the same direction?
pushed.
c. Was there anything that
was physically in contact with
the ball that changed its
direction?
Demonstration
activity about
forces.
(Sample activities
for contact and
noncontact
forces.)
SCIENCE | GRADE 7
QUARTER 3 WEEK 1
Lesson
Activity
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 plastic
string comb or pen
block of wood magnet
ball piece of iron nail
chicken feather stone
spring 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?
2. Tie a string to a block of wood. Hold the end of
the string and drop the block of wood. Did the
block of wood fall on the floor? What force
prevented it from falling?
PROCEDURES: IDENTIFY AND LABEL THE
FORCES PRESENT IN EACH OF THE
SCENARIOS.
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?
PROCEDURES: IDENTIFY AND LABEL THE
FORCES PRESENT IN EACH OF THE
SCENARIOS.
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?
PROCEDURES: IDENTIFY AND LABEL THE
FORCES PRESENT IN EACH OF THE
SCENARIOS.
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?
Guide
Questions:
1. How can you
differentiate contact
and noncontact forces?
Activity 3
2. Are the scenarios
presented are
classified as contact
or noncontact force?
Contact or noncontact force
4. Your hair is
1. Pushing a grocery attracted to your
cart. comb after you comb
your hair.
2. Rain falling 5. Sitting on a
chair.
3. A compass needle 6. A boat floating
always pointing to a
certain direction. on a river.
Contact or noncontact force
7. Kicking a 9. A t-shirt hanging
soccer ball. on a clothesline.
8. A magnet 10.A ball rolling, slowing
down, and eventually
attracts another stops.
magnet.
SIR ISAAC NEWTON
1642-1927
• He was an English physicist and
mathematician who was the culminating
figure of the Scientific Revolution of the 17th
century.
• In optics, his discovery of the composition of
white light integrated the phenomena of
colours into the science of light and laid the
foundation for modern physical optics.
From
https://www.britannica.com/biography/Isaac-
Newton
SIR ISAAC NEWTON
1642-1927
• In mechanics, his three laws of motion, the basic
principles of modern physics, resulted in the
formulation of the law of universal gravitation.
• In mathematics, he was the original discoverer of
the infinitesimal calculus. Newton’s Philosophiae
Naturalis Principia Mathematica (Mathematical
Principles of Natural Philosophy, 1687) was one of
the most important single works in the history of
modern science.
From https://www.britannica.com/biography/Isaac-
Newton
Activity 4. Measuring a Force
Part A. Designing a force
measurer
Objective: At the end of the
activity, the students should be
able to make an improvised force
measurer.
MATERIALS
Ruler
Small Spring (or Coil or
Rubber band)
Paper clip
PROCEDURES:
1. Attach the spring to the
ruler.
2. Hook one end of the spring
on the zero-mark of the ruler.
PROCEDURES:
3. Stretch the spring along
the ruler, ensuring it is taut.
4. Use the paperclip to secure the
other end of the spring at a
specific measurement on the ruler.
PROCEDURES:
5. Calibrate the device by applying known
forces to the spring at 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.
Activity 4. Measuring a Force
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.
PROCEDURES:
4. Do the same, but for six and
nine marbles.
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
Activity 4. Measuring a Force
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.
PROCEDURES:
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?
SCIENCE | GRADE 7
QUARTER 3 WEEK 1
Making
Generalizations
Learners’
Takeaway
s
1. Why is it important
to understand the
different types of
forces and their
effects?
Learners’
Takeaway
s
2. How can measuring
forces accurately
benefit scientific
experiments and
practical applications?
Compose a one-page
Reflectio reflection discussing
what you learned,
n on what you do not
understand, and what
Learning you want to learn
further.
SCIENCE | GRADE 7
QUARTER 3 WEEK 1
Formative
Assessmen
t
Formative
Assessment
1. Describe force in your own words.
2. List and describe two effects that a force
can have on an object.
3. Classify the following forces as contact or non-
contact: friction, gravitational force, magnetic
force, tension.
4. Identify the different forces acting on a
book resting on a table. Describe each force
briefly.
5. Describe a method to measure the force of
friction acting on a sliding object.
SCIENCE | GRADE 7
WEEK
1 Quarter 3
MATATAG CURRICULUM
