MATATAG School Grade Level Four

K to 10 Curriculum Name of Teacher Learning Area Science

Weekly Lesson Log
Teaching Dates and Time December 30-31, 2024, to January 2-3, 2024 (Week 4) Quarter Third

DAY 1 DAY 2 DAY 3 DAY 4 Day 5

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Standards The learners learn that:

1. Science processes help in observing and predicting how things move.
2. Gathering scientific information helps explain the behavior of objects and materials.

B. Performance By the end of the quarter, learners use simple equipment and processes to measure and record data related to movement and describe and predict the way
Standards 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 deeper understanding about forces and energy that cannot be seen directly, including the properties of magnet, light,
sound, and heat. Learners apply their observation skills and objectivity to identify where energy is evident in their local communities and how it is used by
people.

C. Learning The learners: Catch Up Friday

Competencies and Learning Competency 5: participate
Objectives 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; and

Learning Competency 6: determine

how forces can change the shape of
objects such as when they are
pushed, pulled, stretched, bent,
twisted, or squeezed.

D. Content What can Forces Do?

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.
● 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

III. TEACHING AND LEARNING PROCEDURES

A. Activating Prior Pinoy Henyo!

Knowledge Stand one at a time to guess the term
from the previous lessons that is posted
on the board or on his or his forehead.
The other group members will help
their representative by answering Yes
or No questions about the term.

B. Establishing Lesson Do the Experiment:

Purpose Forces Cause Change

Objective(s):
At the end of the activity, the
learners are expected to:
a. predict the amount of force
needed to move an object and
change an object’s shape and
b. describe what happens to an
object when it is pushed, pulled,
stretched, bent, twisted, and
squeezed.

Materials Needed:
chair, clay, door, paper, pen, rubber
band, shelf or a heavy furniture, and
worksheet

Instructions:
1. Work by pair or in triads.
2. Predict how much force (small,
medium, or big force) is needed to
move the rigid objects and to
change the shape of the soft
objects. Write your predictions in the
 table below.
3. Apply a force to the objects listed
in the tables below. Write your
observations in the table below.
4. Answer the process questions

A. Can I Move it?

B. Can I Change it?

Process questions:
1. Which object required a bigger
force to move? Why?
2. How did you distinguish your force
as small, medium, or large?

C. Developing Activity 1
and Deepening Group Activity
Understanding Group 1
Balloon Tennis: Blow up a balloon
and hit it back and forth with a fly
swatter. This activity demonstrates
how a push can change the
direction of an object.
Group 2
Marble Maze: Create a maze using
cardboard and tape. Use a marble
to navigate the maze, pushing it
gently to guide it through the twists
and turns.
Group 3
Pull-Toy Car Race: Use toy cars and
string to create a pull-toy race.
Children can pull the cars to make
them move and change direction.
Group 4
Magnet Magic: Use magnets to
move metal objects like paper clips
or iron filings. This demonstrates
how a pull force can move objects
without direct contact.
Group 5
Building a Ramp: Create a ramp
using books or blocks. Roll different
objects down the ramp to observe
how they speed up as they go
down.

Activity 2
Identify the type of force (push or
pull) that is being applied in each
scenario:
1. Kicking a soccer ball: __
2. Pulling a wagon: __
3. Closing a door: __
4. Opening a drawer: __
5. Blowing up a balloon: __
6. A magnet attracting a
paperclip: __
7. A book falling off a table:
__
8. A person riding a bicycle:
__
9. A car braking to a stop: __
10. A hot air balloon rising into
the sky: __

Activity 3
Identify if PUSH or PULL.
 D. Making Answer the following.
Generalization

IV. Evaluating Learning

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. Blocking a rolling ball will
make it move faster.
____ 3. Pressing clay can cause its
shape to change.
____ 4. Stretching an object makes it
long permanently.
____ 5. When an object is pulled, it
always moves towards the direction
of the pull.

B. Teacher’s Remarks Note observation on any of the Effective Practices Problems Encountered
following areas

strategies explored

materials used

learner engagement/interaction

other

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? *
 Prepared by: Checked & Noted: Approved:

TEACHER’S NAME MASTER TEACHER’S NAME PRINCIPAL’S NAME

Position Master Teacher 2

Principal IV