Phinma - University of Pangasinan

College of Social Sciences

Education Department
Arellano Street, Dagupan City

Detailed Lesson Plan in Science IV

October 12, 2020

I. OBJECTIVES

At the end of the lesson, the pupils should be able to:

a. explain the effects of force on the shape of an object;
b. identify how force can change the shape of an object;
c. demonstrate how force can change the shape of an object;
d. show cooperation in a given task/s.

II. SUBJECT MATTER

Topic: Effects of Force on the Shape of an Object

References:
Curriculum Guide in Science K-12;
Quiambao, Florencia B., et. al., The Wonderful World Science (2009), FNB
Educational, Inc.;
Coronel, Carmelita O.. et. al., Exploring and Protecting Our World (2006), VIBAL
Publishing House, Inc.
Materials:
Paper, Ballpen, Visual Aids (Pictures), Notebook, Money, Pencil Eraser, Box, Knife,
Gloves, Chopping Board, Plate, Mango, Papaya, Banana Leaves, Bananas,
Milkfish, Ruler, Paper Clip.

III. PROCEDURES

TEACHER PUPILS
A. PRELIMINARY ACTIVITIES

Let’s all stand up and pray. Angel of God, our guardian dear. To whom
God’s love, entrust us here. Ever this day, be
at our side, to light and guard, to rule and
guide. Amen.

Good morning, class! Good morning, teacher Angel. Good

morning, classmates. It’s nice to see you
again!

Before you sit, could please pick up the

pieces of trash and arrange your seats?
(Teacher will roam around.) (Pupils pick up trashes and arrange chairs.)

Are you done? Yes, teacher.

You may now take your seats. (Pupils sit down).

May I know who the absentees are for

today’s meeting? Mylene. Teacher, the absentees for today’s meeting
are Levi and Andrea.

Why aren’t they present? Levi has a fever and Andrea is having
diarrhea.

Ohh. Alright. Thank you for that, Mylene. You

may now sit down. Class, kindly please help
your classmates catch up with our lesson for
today when they get back. Is that okay?
Yes, Ma’am.
B. REVIEW
Good, thank you, class. I’m still glad that the
majority of you are here. ☺ But before we
start with our new topic, we’re going to have
a review from our previous lesson. Are you
ready? Yes, Ma’am!

If you’re really ready, when I say “I am”, you

say “ready!”

“I am...” “Ready!”

“I am…” “Ready!”

“I am…” “Ready!”

Wow! I like the energy! Okay so let’s proceed!

I have prepared an activity called, “You
Belong With Me”. What’s the title of the
activity again? “You belong with me.”

So, I have here some pictures and what

you’re going to do is you’re going to sort
these pictures of force according to PUSH
and PULL. I’ll repeat. What you’re going to do
is you’re going to sort these pictures of force.
Is it an act of PUSH or PULL? Do you follow,
class? Yes, Ma’am.

First to answer will be Ariza. Second, Hezelle.

Third, Ruby. Fourth, Clariza. Fifth, Richard.
Lastly, Mary Grace.

PUSH PULL PUSH PULL

Okay, let’s see if your answers are correct.
Let’s check one by one. (After checking…)

Look, there’s one picture here. A girl opening

the door. Where does it belong? Push or pull? Teacher, it belongs to pull. Teacher, it belongs
to push.

I can hear that some of you say push, others

say pull. What do you think, Theresa? Teacher, the picture of a girl opening a door
belongs to the push column.

Why? Because we can see in the picture that the

door was opened forward, not backwards.

You are correct! You may now take your seat,

Theresa. Class, when we open a door, if the
direction of the door goes forward, it is
pushed. When the direction of the door went
backwards, it was pulled. Do you understand
now, class? Yes, Ma’am.

Could you repeat what I said, Maureen? The door is pushed if the door is opened
forward. The door is pulled if the door is
opened backwards.

Good! You may now take your seat,

Maureen. So, to wrap it up. What is push and
pull again? Pull is a force moving something towards you.
A push is a force moving something away
from you.
Very good, class!! Give yourselves three *clap clap clap*
claps!

C. MOTIVATION

Now that you’ve mastered our previous topic.

We can now proceed to our new lesson. So I
have prepared another activity for you. This
activity is called, “What a mess!”

What’s the title of our activity again? “What a mess!”

Alright, so I’m going to divide the class into 5

groups.

First group will be from Ri-ann to Shiloh,

second group from Ariza to Pamela, third
group will be from Mary Grace to Levi, fourth
group will be from Mylene to Crinjyl, and fifth
group will be from Andrea to Agnes.

Do you follow? Ma’am, could you repeat it again, please?

Okay, I’ll repeat. First group will be from Ri-ann

to Shiloh, second group from Ariza to Pamela,
third group will be from Mary Grace to Levi,
fourth group will be from Mylene to Crinjyl,
and fifth group will be from Andrea to Agnes.

What you’re going to do is arrange letters

from these envelopes so that you could form
a word. If you’re done, you’ll say
“Organized!”
Ma’am, we’re going to re-arrange the letters
Could you repeat what I just said, Richard? from the envelopes and after we arrange it,
we’re going to say, “Organized!”

Alright, I’ll only give you 2 minutes to do this.

Here are the envelopes. (Teacher distributes
the envelopes of each group).

You may now start.

(Teacher will roam around the classroom to

check their activity.)

Group 4: Organized!

If you’re done, please keep quiet for the

other groups who are not yet done.

Group 2: Organized!
 Group 1: Organized!

Group 5: Organized!

Group 3: Organized!

Now that you are all done, kindly please show

your work and tell the word that you have. Group 1: Motion
Group 2: Shape
Group 3: Size
Group 4: Direction
Group 5: Speed

What is your idea about the words that

you’ve come up with? (Answers will depend on the students).

Well, class, you all have an idea.

D. LESSON PROPER

So to support our lesson, let’s have another

activity. Just stay with your groups. You’re
going to answer the question, “Why is there a
change of shape when force is applied?”

After that, to support your answer, you’re

going to give an example by demonstrating
how an object changes its shape when
applied force with the use of the materials
that can be seen inside the room.

I will repeat, you are going to answer the

question, “Why is there a change of shape
when force is applied?”

Then, you are going to give an example by

demonstrating how an object changes its
shape when applied force with the use of the
materials that can be seen inside the
classroom.

Do you follow? Yes, Ma’am.

Good. So, you will be given only 5 minutes to

do this. Talk with your groupmates, brainstorm.
Are you ready? Yes, we are!

You may now start.

(Teacher will roam around).

(After 5 minutes)

Time’s up! So, let’s now start. Group 1. There’s force being applied that’s why there’s
 a change in shape of the chalk when you
write on the board. (1 Representative
demonstrates the example).

Next, group 2. When you push the ends of a rubber in the

opposite ways, there’s a change in shape
because it stretches. ((1 Representative
demonstrates the example).

How about the 3rd group? When you squeeze the sponge, there’s a
change in shape because of the force
applied. (1 Representative demonstrates the
example).

And, Fourth Group? A paper can change in shape if you’ll fold it

into an airplane. (1 Representative
demonstrates on how to do a paper
airplane).

Last group. When you play with clay, there’s a change in

shape because of the force applied.

Okay, you may now take your seats, class.

So, the common phrase that I’ve heard from

all of you is, “There’s a change in shape
because of the force applied.”

You are all correct! Give yourselves a clap.

*Clap clap clap*
You see, the shape of an object changes
when force is applied on it. Pushing, pulling,
pounding, compressing, bending, twisting,
tearing, stretching, or squeezing are some of
the ways of changing the shape of an object.

In short, force applied causes deformation in

the object.

Do you understand now, class?

Yes, Ma’am.
E. PRACTICE

Okay, so if you really understand the lesson

already, I want you to bring out something
from your bags or pockets, and show in the
class how that material is going to change its (Pupils will bring out some materials from their
shape. Are you ready? bag). Yes, Ma’am.

What do you get there, Jasmin? Could you Teacher, I have my notebook here. If I apply
show us your material? force, this notebook will look like the shape of
a telescope.
Thank you, Jasmin. You may now take your
seat. Next, Ruby? I have my money here. If I apply force, this
money will change its shape after I fold it.

Thank you, Ruby. You may now take your

seat. How about you, Andrea? Teacher, I have my eraser. If I erase
something that I wrote or drew, the eraser will
change its shape because of the force I will
apply.

Thank you, you may now take your seat,

Andrea.

F. GENERALIZATION

Now that you have understood our lesson for

today, let’s do the Paper Treasure. Do you
have any idea what that is? Yes, Levi? Teacher, the treasure I know is full of gold. But
this treasure, I think it’s full of paper inside?

Yes, you are correct, Levi. You may now take

your seat. So, you are all going to find a
partner and talk or describe what you liked
about this session. Also talk about what you
have learned from the lesson. Do you follow
class? Yes, Ma’am.

And then, put it on a sheet of paper and

write as many as you can. After that, roll it
and put it in a box that I will provide. You only
have 3 minutes to write. Then, I’m going to
pick at least 3 papers from the box and read
it in class. Do you understand, class? Yes, Ma’am.

(Teacher will roam around).

1 minute left.

(Teacher will roam around).

Time’s up! Stop writing, everyone.

Is your paper inside this treasure already? Yes, teacher Angel.

Okay, let’s start!

First one. It’s from Jolly. I liked what we did when we brainstormed
about how force changes a shape of an
object and we gave examples.

Thank you, Jolly. Next will be Clariza. I have learned that pushing, pulling,
pounding, compressing, bending, twisting,
tearing, stretching, or squeezing are some of
the ways of changing the shape of an object
 when you applied force.

Thank you for that, Clariza. You may now take

your seat. And lastly, Trisha. I liked it when we brought out our materials
that can be found in our bags and
demonstrated how it changed its shape
when we applied force.

Thank you, Trisha. You may now take your

seat. I’m so happy that you really understand
our lesson for today. Because of that, let’s
now proceed to our last activity.

G. APPLICATION

This activity is called, “Let’s make it happen!”

What’s the title of our activity again? “Let’s make it happen!”

Alright. Could you please count 1 to 5? 1, 2, 3, 4, 5, 1, 2, 3…

Now that you already know your number,

that will be your group. Did you bring the
materials/tools that I asked you to bring? Yes, teacher.

Before we start, wash your hands, wear your

aprons, you could use your gloves if you have
it and make sure that you are going to use
the knife with safety. Okay? Yes, teacher.

If there’s a problem, tell me right away. Are

we clear? Yes, teacher.

Okay, you may now go to your respected

group. (Pupils form a circle of their group).

Now, bring out your products and your

tools/materials. What you’re going to do is
you’re going to change the shape of that
product whatever you want. So, it’s up to
you/your group. And then, choose 2
representatives from your group to represent
your output in the class. You will be given 5
minutes to do this activity. Do you follow,
class? Teacher, could you please repeat the
instructions again?

Okay, I will repeat. Listen carefully. Since you

already know your number that will be your
group, you are going to change the shape of
the product that you have. Example,
pineapple cut into bits. You will be given 5
minutes to do this and then you’re going to
have 2 representatives from your group that
will explain your ideas and outputs. Already
clear, class?
 Yes, teacher.
Okay, remember to be careful. You may now
start. (Pupils will start doing the activity).

(Teacher will roam around).

(After 5 minutes)

Time’s up! Stop what you’re doing. Let’s start

with the first group.

What do you have there?

Teacher, we have here mangoes cut into
fries-shaped.

We picked an unripe mango. We peeled of

the mango skin and the cut it into fries-
shaped mango. That’s why it looked like this.
Thank you, Group 1. You may now take your
seats. How about the second group?
We have a ripe papaya here. And we’re
going to cut the papaya with arcs with
applied force. So, it will look
like this.

Thank you, Group 2. How about the third

group? Hi, Ma’am. Hi, classmates. We brought
banana leaves. We’re going to fold the
banana leaves and form it as food storage.
So, we’re going to use some stapler, and this
is how it is done. It will look like this.

Thank you, Group 3. How about the fourth

group?
 Teacher, we have bananas. So, if we’re
going to slice it and apply force, the banana

would look like this.

Thank you, Group 4. And last but not the
least. The fifth group.

We’re going to use Milkfish as an example.

We already removed its gills, so it’s already
clean. What we’re going to show you is how
we turn this Milkfish into Boneless Bangus. So
this is how it’s done. Just cut the upper part of
the fish straight from head to tail. And then
remove its fish bones. And then, it would look
like this.

Thank you, Group 5. You may now take your

seats. I’ll give you 2 minutes to wash your
hands and arrange everything you need to
do.

(After 2 minutes)

Okay, take your seats.

Class, I’m glad to say that you all did a great

job! Give yourselves a clap! (After 2 minutes)

I’m so impressed because you already

understand our lesson for today. That means
you really are listening and paying attention
in our class. *Clap clap clap*

Did you have fun, class?

Good to know. So before we end this lesson,

let’s have a final activity.

Yes, Ma’am!
H. EVALUATION

I’m going to show you some materials, and

you’re going to answer the following
questions in front. Do you understand? Yes, ma’am.

Alright, I have a plastic ruler here.

What are you going to do to change the
shape of the ruler? Yes, Maureen? Teacher, I am going to bend the plastic ruler
to form a shape or to make a shape.

What changes took place after you applied

force on the material/object? The ruler turns into a circle like this.

Very good, Maureen. You may now take your

seat. Next, I have a paperclip here.

What are you going to do to change the

shape of the ruler? Yes, Aliza? I’m going to push the other side of the clip
and bend it.

What changes took place after you applied It became a heart shaped
force on the material/object? clip.

Very good! Thank you, Aliza. Thank you so

much, class, for your participation also!

I. ASSIGNMENT

For your assignment, bring out your notebook

in Science.

Find something in your house that can

change shape when you apply force. Give at
least 5 examples and put it in a short coupon.

Also, answer the question:

● How did the materials that you found
changed its shape?

This will be checked at the next meeting. Are

we clear, class? Yes, teacher.
Are there any questions? None, teacher.

Okay. Let’s end the class here. Good bye,

class! Goodbye and thank you, Teacher Angel.
Good bye, classmates. See you again next
time.

Prepared by:

FRANCES ANGEL J. MARAMBA