3 Lesson

Quarter 3
Lesson Exemplar Lesson

for Science 1
Lesson Exemplar for Science 3
Quarter 3: Lesson 1 (Week 1)
S.Y. 2025-2026

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SCIENCE (FORCE AND MOTION) / QUARTER 3 / GRADE 3

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learner demonstrates understanding of force and its effects on the movement of objects.
Standards

B. Performance The learner is able to describe the effects of force on the movement of objects.
Standards

C. Learning Learning Competencies

Competencies The learner should be able to:
and Objectives
1. Describe the different types of forces (e.g., push, pull, gravity, friction).
2. Investigate the effects of force on the movement of objects.
3. Demonstrate how different forces affect the movement of objects through simple experiment.

Objectives:

1. Define force and describe its different types with real-life examples.
2. Perform hands-on activities to observe and record how forces affect object movement.

D. Content Force
 What is Force?
 Kind of Forces.
-

E. Integration  Critical Thinking

● Observation
II. LEARNING RESOURCES

Science and Health for Life 2. Carale, Dr. Lourdes R., et al. 1997. pp. 171- 180
Science for Daily Use 2. Menguito, Perla B., et al. 1997. pp. 144-150.

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating DAY 1: SHORT REVIEW The teacher will use the

Prior selected image to prompt
Knowledge Force: The students will identify the definition of Force. students to think about the
concept of force. Encourage
them to share their
observations and personal
experiences to build a
foundational understanding.
Emphasize that forces are
pushes or pulls that can
cause objects to move, stop,
Source:[Link]
or change direction.
[Link]

Instructions: Present an image depicting a common scenario where forces

are at play, such as a person pushing a cart, a falling object, or a magnet
attracting metal objects. Initiate a classroom discussion using the guide
questions below to activate students' prior knowledge about forces.

Guide Questions:
1. Describe what is happening in the picture.
2. What do you think is causing the movement or change in the scenario?
3. Have you ever experienced a similar situation? Can you share it with the
class?
4. Define what a force is based on these observations.
5. What are some examples of forces you encounter in everyday life?
B. Establishing 1. Lesson Purpose
Lesson
Purpose Topic: Kinds of Force
Provide the TWLH Chart to the class. Tell the class that they will need to
complete the table at the end of the class. To complete it, ask the students to Fill the “what we think we
fill out the table, particularly the “T” column wherein they will write the know” and “what we want to
things that they already know about kinds of forces, and the column “W” know” in the TWLH chart as
column wherein they need to write the things that they want to know about the students start to answer
kinds of forces. and raise questions.

what we THINK What we WANT What we HOW we know

we know to know LEARNED “H”
“E” “W” “l”

Show the picture of of kinds of forces given below:

Source:[Link]
4c06-8338-b50284263e9a

After showing the picture, ask the following questions:

1. Describe what you see in the image?
 2. Have you ever wondered how these forces interact in our daily lives?
 Begin the lesson by presenting an engaging video that introduces
the concept of forces, their types, and their significance in our daily
lives. This visual aid will provide students with a foundational
understanding of the topic.
 After viewing the video, prompt a class discussion by asking
students to share their personal observations of forces in action.
 Encourage students to think about everyday scenarios, such as
opening a door (applied force), magnets sticking to a refrigerator
(magnetic force), or objects falling to the ground (gravitational
force).
 Explain to the class that understanding the various types of forces and
their interactions is crucial. This knowledge helps us comprehend how
objects move and interact.

2. Unlocking Content Area Vocabulary

Unscramble Word Game

1. Introduce to the class the concept of an unscramble word game.
2. Present to the class the given unscrambled words and ask the
students to re-arrange the letters to create a word that corresponds The teacher will post
to the meaning of the word given by the teacher. unscrambled word on the
board. The teacher will give
Meaning: A force that attracts objects toward the center of the Earth. the meaning of the word then
Unscrambled word #1: YVITARG the students will arrange the
Answer: GRAVITY letters to form the word.

Meaning:The resistance encountered when one object moves over

another. Unscrambled word #2: NOFIRCTI
Answer: FRICTION
C. Developing
and
Deepening
Understandin
g
SUB-TOPIC 1: WHAT ARE THE KINDS OF FORCES?
1. Explicitation

Have the student work in pairs (Think-Pair-Share). Allow them to observe

the toy cars. Have a short sharing of their observations in the class. During the sharing session,
the discussion should focus on
The teacher may ask the following question during the sharing: various types of forces, such
1. What forces do you think are acting on the toy cars as they move? as gravitational force, and
2. Why do you think the toy cars eventually falls to the ground? frictional force. The
characteristics and effects of
these forces can vary
2. Worked Example depending on the context in
which they are observed.
On Earth, anything that goes up must go down. This is because of gravity. Gravity is
the force that pulls all things toward Earth. When you toss anything like a ball or a
crumpled paper upward, it will go down. When you pull your bag from the ground
with books inside it, you use more force to prevent it from falling due to the pull of
gravity. This causes you to feel the weight of the bag.

Friction is a force that slows down moving objects. Friction exists when there is a
rubbing of one object or surface against another. You can walk on the ground
without slipping because of the friction that exists between the sole of your shoes
and the ground. Too much friction can be good or bad. When you are walking on a
wet floor, you need more friction so that you will not slide. When you are pulling a
cart, you need less friction to make the cart move easier.

The roles in the “Team Jobs”

3. Lesson Activity may be introduced earlier to
facilitate classroom
1. Divide the class into five (5) groups. Each member of every group will management during group
 activities. The roles may be
decide on their specific role that they will play within their group
(Team Jobs). Along with each role are color-coded visors with their
corresponding

to other team mates on the

succeeding activities.

meaning (Manager-Red; Speaker-Blue; Director-Green;

Reports Coordinator-Yellow).
2. Provide each group with the copy of the activity titled “Identifying
different Kind of Forces.”
3. Remind the teammates of their roles.
4. Students perform the activity as directed and answer the
questions provided in the worksheet. During the sharing session, the
5. Ask the students to present their output in class. teacher should highlight that
the types of forces include
DAY 2: SUB-TOPIC 2: OTHER THINGS WITH FORCE THAT CAN MOVE wind, running water, electricity,
OBJECTS magnetism, and force exerted
by the human body.
1. Explicitation
The discussion should focus on
how each force has different
 To deepen understanding, carry out a simple demonstration. Show
effects and uses, either
how different types of forces (wind, running water, electricity,
beneficial or limiting for various
magnetism, and force from the human body) interact with objects.
applications.
For example, demonstrate how wind can move a lightweight object,
how running water can shape the land, or how magnets attract metal The following points should be
items. Discuss the observed differences in how each force acts on the emphasized when discussing
objects. the results of the activity:

1. Wind energy is most

 Relate the discussion to students' everyday experiences. Ask effectively harnessed in
 questions like, "Have you ever felt the wind push against you or
noticed how electricity powers your devices?" Encourage students to areas with consistent
share personal stories or observations. This helps connect theoretical wind, making it ideal for
knowledge to real-world situations. generating power.
2. Running water is
2. Worked Example essential for generating
hydropower and
sustaining ecosystems.
Wind can move objects. It can make kites fly. It can make boats sail on
seas It can move sand, paper, and other light things to another place.
3. Electricity is crucial for
Sometimes. winds can be destructive. Strong winds can destroy houses,
powering devices and
uproot trees, and hurl vehicles and other big objects.
industries, and it must be
Running water can carry small rocks from a higher place to a lower 4. carefully managed for
place. During the rainy season, you can observe how soil particles and safety.
other trash are moved by running water in the canal. 5. Magnetism plays a key
Electricity can make electrical appliances and devices run. Examples of role in modern
these are electric fans, vacuum cleaners, and some cars. Look around, technology, such as
and you can see that many things at home, including your toys, operate motors and medical
by using electricity. equipment.

Magnets can attract objects made of metal. They are used to move 6. The force from the
objects made up of metal from one place to another. human body is vital in
everyday activities like
Force from your body is exerted when you push or pull anything while lifting, moving, and
doing your daily activities. You cannot do anything without force construction
because you always move. You need to eat the right kind of food to
have force to do your daily activities. In this part of the lesson,
explanations and scientific
terms are introduced to help
Lesson Activity: students expand their
understanding.
1. Divide the class into five (5) groups. Each member of every group will
decide on their specific role that they will play within their group The teacher should
(Team Jobs). Along with each role are color-coded visors with their emphasize that, in addition
corresponding meaning (Manager-Red; Speaker-Blue; Director-Green; to friction and gravitational
Reports Coordinator-Yellow). force, other types of forces—
2. Ask the students to go over Worksheet number 2 titled “Identifying such as wind, running water,
 Kinds of Forces”.
3. Remind the teammates of their role. electricity, magnetism, and
the force exerted by the
4. Students need to perform the activity as directed and answer the
human body—play crucial
questions provided in the worksheet.
roles in various processes.
5. Allow the students to present their output to the class.
6. After the presentations and discussions, divide the class into smaller
groups of three members. For the next task, assign each group a Students apply what they
different type of force (wind, running water, electricity, magnetism, and have learned to new
force from the human body). Have them create a simple demonstration situations through performing
or experiment to show how their assigned force works in real life. For a specific task.
example, one group could demonstrate how wind generates energy
using a small windmill, while another could show how magnets attract Students evaluate what they
metal objects. Afterward, each group will explain their demonstration to have learned and learning is
the class. assessed by the teacher
7. Students’ output will be graded using the scoring rubrics provided in this through the use of a rubric.
exemplar.
Students’ performance tasks
will be assessed by the teacher
through the use of a rubric.
D. Making DAY 3: Note: This may be done as
Generalization 1. Learners’ Takeaways individual or group work.
s Concept Map Allow the students to
- Ask the students to answer Worksheet 8. demonstrate their learning by
- Ask the students to outline in the concept map what they have coming up with a concept
learned in the lesson. Utilize the given concept map below: map. The teacher will provide
the BIG WORDS while the rest
of the concepts/ideas will be
KINDS OF provided by the students.
FORCES Students may also use
connecting words as needed.

2. Reflection on Learning

1. Present the TWLH Chart.

2. Let the students reflect and check if their answers in the “T” column
are correct. Ask them also if their answers in the “W” column were
 addressed during the lesson and the conduct of the various activities.
Lastly, ask the student to complete the “L” and “H” columns of the TWLH
Chart

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating DAY 4: Assessment should be carried out thr

Learning 1. Formative Assessment the lesson in
Direction: Read each question carefully. Write the letter of the correct answer in the form of discussions and the
the space provided before each number. written responses to the
various activities.

1. Which of the following forces is responsible for keeping us grounded Answer Key:
on Earth? 1. B
2. C
a) Friction 3. D
b) Gravity 4. D
c) Wind 5. C
d) Magnetism 6. C
7. C
2. Friction is best described as: 8. B
9. C
a) A force that pushes objects apart 10. B
b) A force that pulls objects toward each other
c) A force that resists the motion of objects sliding against each other
d) A force that moves objects in a circular path

3. Wind is an example of which type of force?

a) Gravitational force
b) Frictional force
c) Force from running water
d) Air resistance or fluid force

4. Which force is involved when running water erodes rocks and soil?

a) Wind force
b) Friction
c) Gravitational force
d) Force from running water

5. What kind of force causes a compass needle to point north?

a) Gravitational force
b) Wind force
c) Magnetic force
d) Electric force

6. Which of the following is true about electricity as a force?

a) It only works in metals

b) It always pushes objects away
c) It is caused by the movement of charged particles
d) It is always attractive

7. The force of gravity on an object depends on its:

a) Shape
b) Color
c) Mass and the distance between objects
 d) Speed

8. Which of the following forces is responsible for the resistance when

two surfaces slide against each other?

a) Magnetism
b) Friction
c) Electricity
d) Gravity

9. The force that allows a magnet to pick up metallic objects is:

a) Electric force
b) Gravitational force
c) Magnetic force
d) Wind force

10. The force exerted by a person when lifting an object is an example

of:

a) Gravitational force
b) Force from the body
c) Wind force
d) Magnetic force

Direction: Answer the question below.

Forces are pushes or pulls that can change how things move. As a Grade 3
student, how can you help understand and use different kinds of forces, like
gravity, friction, and magnetism, in your daily life?
A. Teacher’s Note observations on any Effective Practices Problems
Remarks of the following areas: Encountered
strategies explored

materials used
learner engagement/
interaction
B. Teacher’s
Reflection others
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?
Submitted by: Gabuyo, Amanda Andrea R.
Sales, Yuan Nichols
BEED 2C

Submitted to: Prof. Sherlyn Perciano