Pre- Service Aicie Mar R.

Corvera Grade Level: 4

Teacher John Jacob M. Otaza
Year & BEEd 2A Subject Area: SCIENCE
Section:
Observer: Bebelyn B. Baluat Time Allotment: 45 mins

Detailed Lesson Plan in Science 4

Effects of Force on Objects

I. Learning At the end of the lesson, the learners should be able to;
Objectives:
a. Explain what is force and compare the two types of force;
b. discuss the effects of force on the shape of an object; and
c. value the importance of force in our daily life.

II. Subject Matter

A. Topic EFFECTS OF FORCE ON OBJECTS
III. Learning Resources
A. Materials Laptop, printed papers, ppt, tv, scotch tape
B. References Sarte, E., Garcia, E., Lopez, E., Dela Cruz, MJ, Arradaza, H. Science
Beyond Boarders Textbook, pp.170-172
C. Other https://byjus.com/physics/force/?
Learning fbclid=IwAR0yGRCKiysgospNwQcmvw2c6NTIFwjXsQbbTggPTpgXwm
Resources 2_NW5GboQnjq
https://www.youtube.com/watch?v=jYExwSiDbBQ
https://www.youtube.com/watch?v=LIwqZQOnMKc

IV. PROCEDURES
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
A. Preliminari
es “Good morning class” “Good morning teacher”
Greeting
“Let’s pray first...”
Prayer (The teacher will call a student to (One student will lead the Prayer)
lead the prayer)

Checking Checking of attendance (The students will raise their hand

of and say present when the
Attendance teacher calls their name)

Setting up “Please pick up the pieces of paper (Students picked up the pieces of
the under your chairs” papers)
classroom
“So how was your weekend?” “It was great teacher”
Setting the “That’s good! Have you enjoyed “Of course, teacher. It was a lot of
mood of your weekend bonding with your fun”
the family?”
students
“That’s good to know. For this
morning our discussion/lesson is
related to the way on how we move
and change the shape of an No, teacher.
objects. Are you familiar with that?

“It’s okay, because today, we will

tackle about that. So, are you ready
to learn new things?” Yes, teacher.
 “But before we dive in to our
discussion. Kindly read first our (The students will read the
classroom rules as well as the classroom rules as well as the
learning objectives” learning objectives)

FORCE CLASSROOM RULES

F- ollow instructions promptly

O- bserve and listen
R- aise your hand if you want to
answer
C- ooperate with others and work
together
E- engage in learning actively and
positively

Do you understand our classroom Yes, teacher.

rules?

(After reading the objectives and

classroom rules, the teacher will
present the Behavioral Chart)

(The PUSH sign will represent as

the addition of points and rewards, (The students will listen)
while the PULL sign represents as
the lowest score they’ve got during
the activity)
Do you understand our behavioral Yes, teacher.
chart?

Okay class, are you ready? Yes, teacher.

Very Good.

“Now let’s have a game! This game

is called ‘IT’S YOUR LUCKY DAY”.

“Are you excited to play!!!” Yes, teacher.

(The teacher will ask the student to

go to their group depending to the (The students grouped
color of their name tags). themselves.)

Green Team- the Push Power

Blue Team- the Pull Pros
Yellow Team- the Forceful Pushers
Red Team- the Mighty Pullers

B. ENGAGE (The teacher will present the game)

Direction: Choose a color, and the

lucky one should respond with what
 image is displayed behind that
particular color. (5 Minutes)

1.

(The students do the activity and

2. identified the given image as
push and pull)

3.

4.

5.

“The teacher will ask few

questions”
1. Why do you say so that the
image shown is pulling? “Because the man is pulling his
(Anyone from the green team Push Donkey using the rope, teacher”
power?)

2. Why do you say so that the

image shown is pushing? “Because the boy is pushing his
(Anyone from the yellow team car”
Forceful Pushers)

3. Do you think pushing or

pulling is important? “Yes teacher. Pushing and pulling
are fundamental forces that we
use in our everyday lives to move
objects, open and close doors
and perform various other tasks.
“Very good everyone. It seems like
all of you are eager to learn about
these things”

“Now let’s take time to explore! Are

you ready to discover new things? Yes, teacher.

C. EXPLORE “LET’S TAKE TIME TO

EXPLORE” (10 minutes)

(The teacher will distribute the

materials to be use)

WHAT YOU NEED:

• Modeling Clay
• Bar Soap
• Piece of Paper
• Eggshell
• Biscuits
• Plastic Drinking
Glass
• Sponge
• Spoon
 • Rubber Ball

WHAT TO DO:
1. Observe each of the solid
materials given in column A.

2. Change the shape of

materials found in column
Aby applying force on it.

3. Fill out column B with what

you did to change the shape
of the materials.

4. Fill out column C with

changes that took place
after you have applied force
on the materials.
“Yes, teacher.
“Do you understand on what we’re
going to do?”

‘Alright, you may now start”

(a) (b) (c) what

Objec What I changes (The students perform the
ts did to took activity)
change place
the after I
shape of have
the applied
objects force on
the
objects
Ex. I The Popit
Popit/Fid stretched size
get Toy the Popit become
larger
GREEN TEAM (PUSH POWER)

BLUE TEAM (PULL PROS)

YELLOW TEAM (FORCEFUL

PUSHERS)

RED TEAM (MIGHTY PULLERS)

(After the observations of the

students, each team will choose a
representative to explain their
output)
Guide Questions:

1. Look at your answers in (The ways that we did to change

column B. What are the shapes of the objects are
common ways you did to squeezing, crashing, crumpling,
change the shape of the pounding and compressing).
objects? For each way, what
did you use?
 If the object is pounded, it
2. What do you think will will crash into smaller
happen to an object if you pieces.
will pound, bent, stretch,  If the object is bent, it will
crumpled, and press it? change the size and
shape.
 If the object is stretched, it
will become longer.
 If the object is crumpled, it
will turn into rounded
shape.
 If the object id pressed, it
will flatten.

Force can change the shape, size

3. From you answers in the or movement of an object.
questions above, what do
you think can force do to
objects?

“Very Good everyone. All of you

has a fantastic observation.”

“Now, let’s get deeper diving to our

discussion by explaining, what is
force and what are the types of
force?” Yes, teacher.

Are you ready to learn and listen?

D. EXPLAIN (The teacher is explaining the
content). (20 minutes)

What is Force?
Force is a physical concept that
describes the interaction between
two objects that can change the
motion of one or both of them. (The student was listening)
In simpler terms, force is a push or
pull that can cause an object to
move, stop, or change direction.

The shape of an object may

change when force is applied on it.

 If the object is pounded, it

will crash into smaller
pieces.
 If the object is bent, it will
change the size and shape.
 If the object is stretched, it
will become longer.
 If the object is crumpled, it
will turn into rounded shape.
 If the object id pressed, it will
flatten.

There are two types of force:

1. Contact Force
2. Non-contact Force

CONTACT FORCE – These are

forces that act between two objects
that are physically touching each
other.

There are 4 components of contact

Force:

1. Friction- is a
force that
happens
when two
surfaces rub against each
other. It is like a sticky force
that can make things harder
to move smoothly.

2. Resistance- is
a force that
happens when
something tries
to slow down or stop
another thing from
moving.
 3. Tension- is a
type of force that
when an object is
pulled in opposite
directions by two
forces.

4. Applied- is when
an object
pushes or pulls
on another
object. It
happens when you use your
muscles to push or pull an
object in a certain direction.

Non-Contact Force
These are forces that can act
between two objects without them
physically touching each other.

There are three (3) components of

non-contact force:

1. Gravity- is a force
that pulls objects
towards each
other. It is what
keeps us on
the ground and what makes
things fall down.

2. Magnetic- is a type
of non-contact
force that acts
between
magnets or
magnetic objects.

3. Electrostatic- is
the forced
between two
objects that have
an electric
charge. Like
charges repel, opposite
charges attract.

“Do you understand our

discussion? If not, you can ask me Yes, teacher we understand the
questions or clarifications”. discussion.

If there’s no questions let’s have

another FUNtastic activity”. Are you Yes, teacher.
ready?
E. ELABORA (The activity is for the same group)
TE (5 Minutes)
Let's Test it Out!

Direction: Identify what kind of

force is used in the following (The students do the activity)
illustrations.
 1.

2.

3.

4.

5.

6.

7.

8.

(After the activity the team will

present their answer in front of the
other teams)

F. EVALUATE Direction: Choose and write the

letter of the correct answers. (5
Minutes)

1. What happens when you push a

ball?
a) It stays still
b) It speeds up
c) It slows down
d) It stops moving

2. Which of these is an example of

 a force?
a) Sitting on a chair
b) Breathing air
c) Kicking a ball
d) Watching TV

3. What happens when you pull a

toy car backward and then let it go?
a) It moves forward
b) It moves backward
c) It jumps d) It disappears

4. Which statement describes what

happens when you push a heavy
box and a light box with the same
force?

a) The heavy box moves faster

b) The light box moves faster
c) Both boxes move at the same
speed
d) None of the boxes move

5. What happens when you stop

pushing a moving toy car?

a) It keeps moving forever

b) It slows down and stops
c) It speeds up
d) It moves faster

Prepared by:
Aicie Mar R. Corvera
Jhon Jacob M. Otaza

Checked by:

` Bebelyn B. Baluat
Course Instructor