Matatag K to 10 Curriculum School Matatag Elementary School Grade Level IV

Daily Lesson Log (DLL) Name of Teacher Learning Area Science

Teaching Dates and Time (Week 1) Quarter 3

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. Pushes and pulls can change the position and shape of objects.
3. Gathering scientific information helps explain the behavior of objects and materials.
4. Magnets affect some objects and materials without touching them.
5. Energy is present whenever there is movement, sound, light, or heat.
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 a deeper understanding about forces that cannot be seen directly, including the properties of magnets.
C. Learning The learners participate in guided activities to discover and predict how rigid and soft objects can be moved and/or changed in shape.
Competencies The learners will be able to:
1. Lesson Objective 1: identify rigid and soft objects based on physical characteristics.
2. Lesson Objective 2: classify objects as rigid and soft objects.
3. Lesson Objective 3: define force as a push or a pull exerted on an object.
4. Lesson Objective 4: describe forces using arrows in given situations.
5. Lesson Objective 5: identify forces in our daily tasks.
6. Lesson Objective 6: investigate how rigid and soft objects respond to applied forces.
D. Learning Objectives 1. objects based on physical 1. objects based on physical 1. objects based on physical 1. objects based on physical 1. objects based on
characteristics. characteristics. characteristics. characteristics. physical characteristics.
2. classify objects as rigid 2. classify objects as rigid 2. classify objects as rigid 2. classify objects as rigid 2. classify objects as rigid
and soft objects. and soft objects. and soft objects. and soft objects. and soft objects.
3. define force as a push or a 3. define force as a push or a 3. define force as a push or a 3. define force as a push or a 3. define force as a push
pull exerted on an object. pull exerted on an object. pull exerted on an object. pull exerted on an object. or a pull exerted on an
4. describe forces using 4. describe forces using 4. describe forces using 4. describe forces using object.
arrows in given situations. arrows in given situations. arrows in given situations. arrows in given situations. 4. describe forces using
5. identify forces in our daily 5. identify forces in our 5. identify forces in our daily 5. identify forces in our daily arrows in given situations.
tasks. daily tasks. tasks. tasks. 5. identify forces in our
6. investigate how rigid and 6. investigate how rigid and 6. investigate how rigid and 6. investigate how rigid and daily tasks.
soft objects respond to soft objects respond to soft objects respond to soft objects respond to 6. investigate how rigid
applied forces. applied forces. applied forces. applied forces. and soft objects respond to
applied forces.
II. CONTENT FOCUS Describing Force Describing Force Describing Force Describing Force Describing Force
 A force is an action that  A force is an action that  A force is an action that  A force is an action that  A force is an action that
changes or maintains the changes or maintains the changes or maintains the changes or maintains the changes or maintains
The creator/editor of this MATATAG DLL does not claim ownership over its contents such as (pictures, illustrations, stories, etc.). This MATATAG DLL is only intended as reference for teachers.
The creator/editor shall/does not allow/permit any individual to sell this Daily Lesson Log or to share without his/her permission.
 motion of a body or motion of a body or motion of a body or motion of a body or the motion of a body or
object. It is either a push object. It is either a push object. It is either a push object. It is either a push object. It is either a
or a pull. or a pull. or a pull. or a pull. push or a pull.
 Forces can change an  Forces can change an  Forces can change an  Forces can change an  Forces can change an
object's speed, its object's speed, its object's speed, its object's speed, its object's speed, its
direction, and even its direction, and even its direction, and even its direction, and even its direction, and even its
shape. shape. shape. shape. shape.
III. LEARNING RESOURCES
A. References MATATAG K to MATATAG K to MATATAG K to MATATAG K to MATATAG K to
Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide
B. Other Learning MATATAG Textbook MATATAG Textbook MATATAG Textbook MATATAG Textbook MATATAG Textbook
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before the Lesson / Pre-Lesson Proper
Activating Prior Think-Ink-Share: Pushing Recall learners’ responses in Select two objects (one rigid, What is push and pull? Give Can you think of real-
Knowledge & Pulling Experiences (10 the first activity, Think-Ink- one soft) from around the me examples of push and world examples where
minutes) Share: Pushing & Pulling classroom, and demonstrate pull. rigid materials are used?
Instruct the students to think Experiences. a push and a pull. Ask What about soft materials?
about the following To elicit further ideas about students to describe what
questions and make force, conduct the happens in terms of
individual written responses brainstorming activity. Use movement or changes in the
in their science notebooks. their answers to introduce objects.
After writing their responses, the
they will share their answers definition of force.
with their seatmates.
 "Have you ever
experienced being pushed
or pulled by somebody?"
 "Have you encountered
situations where objects
were pushed or pulled?"
 "Have you been involved
in pushing or pulling
something or someone?"
 "In your experiences, was
anyone hurt due to
pushing or pulling?"
Lesson Purpose/Intention Activity 1: Self-Assessment Force Brainstorm Activity
(10-15 minutes) (10-15 minutes)
Instructions: Read the listed Ask the learners what comes
learning targets below. to mind when they hear the
Instruct the students to assess word force. Then, they share
The creator/editor of this MATATAG DLL does not claim ownership over its contents such as (pictures, illustrations, stories, etc.). This MATATAG DLL is only intended as reference for teachers.
The creator/editor shall/does not allow/permit any individual to sell this Daily Lesson Log or to share without his/her permission.
 themselves to see if they their ideas with their
have developed these skills seatmates and write them on
already and rate themselves a piece of sticky paper or
according to the guide below. colored paper with tape. Ask
They write their ratings in them to post their paper on
the column Before Learning the board around the word
the Lesson. After learning force.
the lesson, we will go back Summarize and connect
to this. their ideas to the scientific
definition of force.

Lesson Language Practice Activity 2: Anagram Game Show a simple diagram on Key points of the lesson: Key points of the lesson:
- Unscramble the Letters! the board, such as a ball 1. Forces are Everywhere: 1. Forces are Everywhere:
(15 minutes) being kicked or a book on a Forces are all around us, Forces are all around us,
Instructions: Rearrange the table. Draw an arrow to influencing how objects influencing how objects
letters in each anagram to show the direction of the move and interact. move and interact.
form the correct vocabulary force. 2. Impact on Daily 2. Impact on Daily
word. After unlocking the Activities: Forces influence Activities: Forces
vocabulary words in this how we interact with objects influence how we interact
game, ask the learners to around us, like pushing a with objects around us,
write a keyword related to shopping cart, pulling a like pushing a shopping
the unlocked work or draw a rolling backpack, or playing cart, pulling a rolling
symbol to represent the word with friends. backpack, or playing with
in the third column of the 3. Applying Scientific friends.
table. Processes: By observing 3. Applying Scientific
Part 1: how things move, we can Processes: By observing
better understand the forces how things move, we can
at play in our environment. better understand the
forces at play in our
environment

During / Lesson Proper

Reading the Key A force is an action that After defining force, guide Real-life Connection Recap the main ideas of
Idea/Stem changes or maintains the students to describe forces 1. Why do we need to be the lesson, highlighting
motion of a body or object. by drawing arrows in a aware of how the things the importance of
It is either a push or a pull. diagram to indicate where around us are moving? understanding forces in
Forces can change an the force is directed and by 2. Why is it important to our daily lives. Encourage
The creator/editor of this MATATAG DLL does not claim ownership over its contents such as (pictures, illustrations, stories, etc.). This MATATAG DLL is only intended as reference for teachers.
The creator/editor shall/does not allow/permit any individual to sell this Daily Lesson Log or to share without his/her permission.
 object's speed, its direction, writing a phrase including learn how forces affect how students to stay aware of
and even its shape. who applies the force to things move? the forces they observe
what object. The phrase is 3. What important scientific around them and think
given in this pattern: skills have you developed in about how these forces
something or someone this lesson? Why do you influence their everyday
pushes or pulls an object or need to develop them? activities.
person. A force can be
represented by an arrow in a
diagram. The arrowhead
shows the direction of the
force. The arrows
representing forces may be
directed upward ↑,
downward ↓, to the right or
forward →, to the left or
backward ←, or diagonally,
depending on the force
applied.
Developing Understanding Explain the concepts of push Before learning further Activity 4: Describing Values Integration
of Key Idea/Stem and pull as basic examples of about forces, ask the Force (15-20 minutes) 1. How can you ensure
force. students what they need to In Activity 2: Describing safety when doing your daily
Introduce how pushing and do first if they need to Force, students will learn to tasks that involve pushing or
pulling can affect the motion conduct an experiment using identify and describe pulling objects?
of an object and lead to certain materials. Tell them different forces acting on 2. What are your
acceleration, deceleration, or that scientists explore, objects and represent these responsibilities at home and
a change in direction. describe, and try to discover forces using arrows to school? Why do you think
more about the things indicate direction. you’re assigned these
around us. Similarly, responsibilities at a young
students start exploring the age?
things around
them by describing and
classifying them based on
their characteristics. For this
lesson, they will focus on
soft and rigid object. After completing the
activity, lead a class
discussion to reinforce the
concepts learned. Ask
students to share their
drawings and discuss their
answers to the following
questions:
1. How would you represent
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The creator/editor shall/does not allow/permit any individual to sell this Daily Lesson Log or to share without his/her permission.
 a pushing force in a
diagram? What about a
pulling force?
2. Can you identify
situations in which forces
are balanced or equal? How
would you draw the arrows
for balanced or equal forces?
Deepening Understanding Discuss real-life examples Activity 3: Rigid and Soft Activity 5: Forces in My Reflection on Learning (10
of Key Idea/Stem and encourage students to Materials (30-40 minutes) Everyday Life (20-25 minutes)
share some experiences from Instruct the students to minutes) Self-Assessment
the Think-Ink-Share activity. answer Activity 1: Rigid and Deepen students’ Instructions: Revisit the
Highlight key terms (force, Soft Materials. Assign each understanding of forces by Self-Assessment checklist
friction, tension, etc.) and student a partner for this asking them to identify used at the start of this week.
how these play roles in activity. Each pair is asked different forces present in Ask your students to write
pushing and pulling actions. to observe the listed their everyday lives. Ask their self-assessment ratings
objects/materials in the them to answer Activity 3: using the scale below in the
classroom, describe their Forces in My Everyday Life. third column of the table
characteristics, like size and Ask each student to illustrate below.
texture, and classify them as four situations wherein they
rigid or soft objects based on do actions (that apply a push
their characteristics. Ask or a pull) to accomplish
them to write their answers daily
on the worksheet. tasks at home or at school.
Synthesize the activity by They must draw arrows to
discussing their answers to show where the force is
the following process directed and label or caption
questions: each situation using the
1. When can you say an pattern: I am pushing/pulling
object is rigid? an object + direction.
2. What are the physical
properties of soft objects?
3. Why is it important to
distinguish between soft and
rigid objects?

Discuss their answers to the

process questions below:
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 1. What is the most
important task you do daily?
Why?
2. Why is it good for you to
do different daily actions?
After the Lesson / Post-Lesson Proper
Making Generalizations Guide students to generalize Ask students to reflect on Discuss their answers to the Summarize the lesson's key
and Abstractions that pushing and pulling are their observations and process questions. Explain points, emphasizing how
types of forces that can move understanding of forces, as why understanding forces is understanding forces in
objects, stop them, or change well as the differences important in everyday life. everyday life is essential.
their direction. between rigid and soft Encourage students to
materials. remain observant of forces
in action around them and
consider how these forces
impact their daily activities.
Evaluating Learning Ask students to demonstrate During the Rigid and Soft Discuss with your True or False. Carefully Table Completion.
pushing and pulling actions Materials activity, observe classmates why arrows are read the statements below. Complete the table below
using objects in the how students classify used to represent forces. Write True if the statement is by drawing an arrow to
classroom (e.g., pushing a objects and how they How does the length of the true; otherwise, write False represent the force applied
box across the table, pulling interact with their partners. arrow relate to the strength on the blank space before in each daily task below.
a book towards them) while Take note of their of the force? Was it easy or each number.
explaining the forces understanding of the not to draw the _______ 1. A force is a push
involved. concepts as they discuss and arrows that represent the or pull applied to an object.
complete the activity. push or pull exerted in each _______ 2. A doorknob is an
situation? example of a rigid object.
_______ 3. A clay is an
example of a soft object.
_______ 4. You push a
broom to sweep trash on the
floor.
_______ 5. When an object
is pulled, it moves towards
the direction of the
pull.
Additional Activities for Create a list of soft and rigid For our lesson next week,
Application or objects found in your home. define the following terms
Remediation (if applicable) Discuss your list with a in your notebook:
partner. a. Magnet
b. Repel
c. Attract
d. Demagnetization
Remarks

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The creator/editor shall/does not allow/permit any individual to sell this Daily Lesson Log or to share without his/her permission.
 Reflection
Prepared by: Reviewed by: Approved by:

Teacher IV Master Teacher II School Principal II

The creator/editor of this MATATAG DLL does not claim ownership over its contents such as (pictures, illustrations, stories, etc.). This MATATAG DLL is only intended as reference for teachers.
The creator/editor shall/does not allow/permit any individual to sell this Daily Lesson Log or to share without his/her permission.