HOMO, LYRA MA C.

LESSON OVERVIEW

CONTENT

Understanding How Force can Change the Shape of Objects.

QUESTION/PROBLEM:

How can we tell if a force has changed the shape of hobjects?

BIG IDEA

Changing the movements of an object requires a net force to be acting on it.

CONTENT STANDARD

Pushes and pulls can change the position and shape of objects.

LEARNING COMPETENCY

Determine how forces can change the shape of objects such as when they are

pushed, pulled, stretched, bent, twisted, or squeezed;

DISCUSSION OF CONCEPTS

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NGSS ALIGNMENT

Science and Engineering Practices

Planning and carrying out investigations

Planning and carrying out investigations to answer questions or test solutions to problems in K-2 builds on prior experiences and progresses to simple investigations, based on fair tests, which provide data to support explanations or design solutions.

With guidance, plan and conduct an investigation in collaboration with peers. (K-PS2-1)

………………………………………..

Connections to Nature of Science

Scientific Investigations Use a Variety of Methods

Scientists use different ways to study the world. (K-PS2-1)

Disciplinary Core Idea

PS2.A: Forces and Motion

▪ Pushes and pulls can have different strengths and directions. (K-

PS2-1),(K-PS2-2)

▪ Pushing or pulling on an object can change the speed or direction

of its motion and can start or stop it. (K-PS2-1),(K-PS2-2)

PS2.B: Types of Interactions

▪ When objects touch or collide, they push on one another and can

change motion. (K-PS2-1)

Crosscutting Concepts

Cause and Effect

▪ Simple tests can be designed to

gather evidence to support or refute

student ideas about causes. (K-PS2-

1),(K-PS2-2)

MATH CONNECTIONS

Mathematics helps students observe, compare, and measure the changes in object shape after applying different forces. This strengthens their skills in basic measurement and comparison.

Measure and compare how much objects stretch, bend, or shrink after force is applied.

Sort and group objects according to whether they changed shape or not, using tallies or simple bar graphs.

Use non-standard or standard units (ruler, cube blocks, paper clips) to measure the object's shape before and after applying force.

TLE CONNECTIONS

In TLE, students apply what they learned by using materials properly based on their flexibility, durability, and use in real-life projects. This develops skills in material selection and safe handling.

Identify which materials (soft or rigid) are best used in making simple crafts like a container, toy, or holder.

Practice proper use of tools and materials in applying force (cutting, folding, twisting, shaping).

Understand how knowing an object’s response to force helps in choosing safe and effective materials for household and school use.

GOVERNMENT THRUST

REPUBLIC ACT NO. 10533

Enhanced Basic Education Act of 2013

This law strengthens the K–12 curriculum and promotes the use of inquiry-based learning in science, where students observe, test, and explain how forces affect different objects and materials.

It supports learners in developing scientific thinking by doing hands-on activities.

DEPED K TO 12 SCIENCE CURRICULUM (MATATAG)

The revised MATATAG curriculum highlights real-life application of scientific concepts through exploration and discovery.

This promotes learning through observation, experimentation, and reflection.

REPUBLIC ACT NO. 10612

Fast-Tracked Science and Technology Scholarship Act of 2013

This law improves STEM education by supporting the development of quality science instruction in basic education.

It encourages science classrooms to provide meaningful experiences to students by allowing them to explore how things work

TPACK INTEGRATION

GRP

ELICIT

I use printed or digital KWL charts to activate students’ prior knowledge and interest. I also use oral questioning strategies with scaffolding to help students reflect and share what they already know and want to learn about force.

ELICIT

I ensure every learner has the chance to participate by calling on different students from various groups and allowing both boys and girls to express their ideas. I use inclusive and encouraging language during Q&A to create a safe space for all.

ENGAGE

I use a short educational video from YouTube to stimulate curiosity and build context for the topic. I pause for questioning and guide students in observing changes caused by force. This visual aid supports multiple learning styles.

ENGAGE

I ask open-ended questions to include more voices. I encourage everyone to participate in the discussion and give equal opportunities to boys and girls to share their observations and thoughts.

EXPLORE

I provide students with hands-on materials and a structured observation table or activity card to explore how force affects different objects. This helps them construct meaning through discovery and collaboration.

EXPLORE

I assign mixed-gender groups and ensure each student has a role. I walk around during the activity to check that everyone is contributing, and I give equal recognition to the efforts of both groups.

EXPLAIN

I use a PowerPoint presentation with visuals and step-by-step definitions to explain the different types of force and their effects. I reinforce learning with object images and encourage student interaction.

EXPLAIN

I make sure to call on a variety of students and use gender-neutral language. I praise all responses equally and promote a respectful environment for both boys and girls to share confidently.

ELABORATE

I facilitate a group performance activity where students apply their knowledge by acting out different forces. I use a timer and structured guide questions to support presentation and peer analysis.

ELABORATE

I divide students into balanced groups and assign roles that encourage participation from everyone. I ensure that both boys and girls have leadership or speaking roles in the presentation.

EVALUATE

I use a written assessment (multiple choice + short answer) and a KWL chart reflection to check understanding. I may also use simple digital platforms if available for faster collection of responses.

EVALUATE

I offer multiple ways for students to show learning: written, oral, or visual. I randomly select students for sharing to avoid bias and encourage everyone to reflect, regardless of background or confidence level.

EXTEND

I offer a creative application task where students design a superhero or tool that uses force. They may write or draw their ideas. I allow the use of digital or paper-based formats depending on resources.

EXTEND

I provide students the choice to write or draw to support different learning styles. I celebrate creativity equally and ensure that all students, regardless of gender or ability, are acknowledged and appreciated for their effort.

DETAILED 7E'S LESSON PLAN IN SCIENCE 4

SUBJECT MATTER

Topic: Effects of Force on Objects

References: DepEd Marikina Science 4/ Quarter 3 - Module 1

Materials: PowerPoint Presentation, Real Objects, Pictures, Laptop, Tv

Valuing: Appreciate the value of teamwork and cooperation in activities involving force.

LEARNING OBJECTIVES

COGNITIVE

Identify and describe the effects of force such as push, pull, bend, stretch, twist, and squeeze on different objects;

PSYCHOMOTOR

Perform a short group skit that demonstrates different types of force and how they affect the shape, size, or movement of objects; and

AFFECTIVE

Demonstrate the effects of force on objects.

ELICIT

The lesson began with a prayer, greeting, and a short classroom management routine to set the tone for learning. Students checked attendance, reviewed classroom rules, and were reminded of expected behavior. The teacher then introduced the topic through a KWL chart, where students shared what they already knew about force and what they wanted to learn, activating their prior knowledge and preparing them for the lesson ahead.

KWL CHART

EXPLORE

To spark curiosity, students watched a video showing how different forces like push, pull, and twist affect objects. After viewing, the teacher guided a discussion, prompting students to share their observations and personal experiences. They realized that force is part of everyday life and began to connect the concept with real-life actions such as squeezing, stretching, or pulling objects.

EDUCATIONAL VIDEO

ENGAGE

The class was divided into two groups for a hands-on exploration. Group 1 observed how different materials changed shape when a force was applied, while Group 2 used those same materials to creatively build figures using various forces. Both groups presented their work to the class, explaining the forces they used and the changes they observed, which deepened their understanding through experimentation and collaboration.

EXPLAIN

After the activities, the teacher formally introduced the scientific concept of force using a presentation. Students learned that force is a push or pull and that it can change the shape, size, or movement of objects. Different types of force—like pushing, pulling, bending, twisting, stretching, and squeezing—were discussed with visual examples, and students identified each through an interactive picture-based Q&A.

ELABORATE

Students applied their learning by performing short skits where they demonstrated three types of force in everyday scenarios. However, they were not allowed to name the force—only act it out. The rest of the class guessed the type of force used and described the changes they saw. This creative activity allowed students to express their understanding in a fun and engaging way while reinforcing real-world application.

EVALUATE

To assess understanding, students answered a short written quiz consisting of multiple-choice and short-answer questions about force and its effects. Afterwards, they returned to their KWL charts and filled in the "L" column, writing down what they had learned. A few students shared their answers with the class, giving everyone a chance to reflect on their learning and celebrate their progress.

KWL CHART

EXTEND

Finally, students were asked to imagine themselves having a "force superpower." They either drew or wrote about a superhero or tool that uses force to solve real-life problems. This closing activity encouraged them to be creative and think beyond the classroom, applying their knowledge of force in imaginative and meaningful ways.

SCIENCE PEDAGOGIES

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DETAILED 7E'S LESSON PLAN

HOW FORCE CHANGE THE SHAPE OF OBJECTS: EDUCATIONAL VIDEO

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REFERENCES:

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