UNIT 3: Force, Motion and Energy

DRAFT
April 10, 2014
Chapter 1: Moving Objects

1
 Chapter 1: Moving Objects
This Chapter deals with different ways in which we describe ways
of moving objects. Two ways to make objects move can be by pushing,
pulling, using a reference point or a reference object is emphasized to
give the accurate or precise location of the object. Water moves object.
Magnet has two poles of which unlike poles attract each other while like
poles repel each other. When a force is applied to an object, the object
can move fast or slow, forward or backward, and stretched or
compressed.

Lesson 1: Describing the Position of an Object relative to another

Object

DRAFT
Activity 1: What is my position?

Objective
Describe the position of an object relative to another object.

April 10,
Material
Real objects such as table, cabinet, ball, door, balloons

Procedure
1. Write the correct word that describes the position of the object or
animal or person in each picture. Choose from the list of words in
the box. Do this in your notebook.

top behind right table cabinet

left
under in front boy
 a. The book is on of
the .

b. The ball is
of the .

DRAFT
c. The door is
the .

April 10, 2014

d. The cat is
the .

e. The balloons are in the girl’s

hand.

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Activity 2: How do you know that an object has moved? Objective
Describe the location of an object after it has moved
Materials
meter stick toy car
Procedure
1. Using a chalk, draw a line on one side of the table. Label this line as
“start.”
2. Put the toy car behind the line as shown below. start

D R AFT
3. Slightly pus h the to y car.

4. Mark the location of the car once it stops.

April 10, 2014

start stop

5. Using a meter stick, measure the distance from “start” to the

position where the car stopped. In your notebook answer the
following questions
start
stop

meter

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 a. What is the location of the car before it was pushed?
b. How far did the toy car move?
c. What is the location of your toy car after pushing it?
d. What is the reference point/object that tells you that the toy car
moved?

Question
Can you move an object without pushing it?

Activity 3: How can you make objects move?

Objective

DRAFT
Describe the different ways to move objects
Materials
Assorted objects (examples: eraser, pencil, notebook, key, coin)

Procedure

April 10,
1. Get five small objects from your bag. Put them on the table.

2. Make each object move. Try different ways, of moving the

object.

Table 1: Different ways of moving different objects

Object How did I make the object move?
Example: By pushing with my fingers
eraser By lifting with my hand
1.
 2.

3.

4.

5.
Question
What are the different ways of moving objects?

Activity 4: Making a Wind Wheel

Objectives

1. Describe how wind moves objects

DRAFT
2. Make a wind wheel
Materials
pencil with eraser, paper, paperclip, tape

April 10,
Procedure
1. Make a wind wheel. Look at the procedure below on how to make a
wind wheel.

-Holding only the handle, make your wind wheel spin. Try different
ways.
- What are the different ways of making your wind wheel spin?
a. What made the wind wheel spin?
2. Look around your room.
b. What other objects can be moved by the wind?
Question
What are the different ways of making wind wheel?

Activity 5: Making a Paper Boat

Objectives
1. Describe how water move objects
2. Make a paper boat
Materials

DRAFT
basin with water , Paper, Tape

Procedure
1. Make a paper boat. Look at the procedure below on how to
make a paper boat.

April 10, 2014

2. Holding your paper boat, make it float and move in a big basin of
water. Try different ways and write them on your notebook.
a. What are the different ways of making your paper boat move on
water?
b. What makes the paper boat move?

Lesson 2: Describing the Location of Objects after it has moved

DRAFT
Activity 1: Make It Move!

Objectives
1. Describe how a magnet can move objects
2. Identify objects that can be moved by a magnet
Materials

April 10,
Paperclip (metal), magnet, cardboard (about 15 cm x 15 cm)
assorted objects (hair pin, small nails, round fastener, eraser, crayon,
bottle caps)

Procedure
1. Place a paperclip on top of a cardboard.

2. Hold a magnet under the cardboard. Move

the magnet.

a. What happens to the paper clip?

3. Try placing other objects on top of the cardboard. Make each object
move.
4. On your notebook, copy the table and write the objects you placed
on the cardboard in column A and answer the question in column
B.

A B
Object Did the object move?
paperclip Yes

DR
A FT
b. What objects were moved by the magnet?
c. For the objects moved by the magnet, what kind of material
are they made of?

April 10,
Activity 2: Attract or Repel!

Objectives
1. Identify the poles of a magnet
2. Infer that a magnet has two poles
3. State that like poles repel; unlike poles attract
4. Infer that the strength of the magnet is stronger at the poles

Materials
Paperclips (metal) magnets
Procedure
Place a bar magnet on a box filled with paperclips.

1. Lift the bar magnet. In your notebook, write your answers.

a. Did paperclips “stick” to the bar magnet?
b. Which part of the magnet did the paperclips “stuck?”
c. What does this tell you about the strength of the magnet?

2. Get two bar magnets. Place them together in different ways.

DRAFT
d. Did the two magnets attracts each other? Draw their position
below.
e. When did the two magnets repel each other? Draw their

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position below.

Activity 3: Ready, Set, Go!

Objectives
1. Describe different ways of moving a toy car.
2. Identify objects or materials that can move a toy car.
Materials
Toy cars Magnets Fan
Procedure
1. Each group will have one car for each race. (The cars were
prepared beforehand.)
2. There are four races.
Race 1: One pupil from each group will push the car from the
starting line to the finish line. The first car to cross the finish line
wins.
Race 2: One pupil from each group will pull the car from the
starting line to the finish line. The first car to cross the finish line
wins.
Race 3: One pupil from each group will fan the car to move it from
the starting line to the finish line. The first car to cross the finish
line wins.
Race 4: A magnet will be attached to the toy car. One student from
each group will use a magnet to push the car by placing the magnet
attached on the car. The magnets should not stick together. The first
car to cross the finish line wins.

DRAFT
a. How were you able to make the toy car move? List them all
below.
b. Do you have toy car at home? Did you try playing with it? How

April 10,
did you find it?

Lesson 3: Describing Different Ways of Moving Objects Activity 1:

Fast or slow; Forward or Backward

Objectives
1. Describe the movement of an object as fast or slow
2. Describe the movement of an object as forward or backward.
Materials
2 toy cars
Procedure
1. Label the toy cars as “1” and “2”.
2. Mark a starting line on the floor.
 3. Put the two cars behind the starting line.
4. Measure 1 meter from the starting line. Draw a line.
starting line 1-m line

DRAFT
5. At the same time, lightly push one toy car and the other toy car
harder. Observe them. In your notebook, write your observations.

6. Which toy car reached the 1 meter line first?

a. Which of the two toy cars moved faster? Why
b. What did you do to make the toy car roll fast?

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c. What did you do to make the toy car roll slowly?
d. When you pushed the toy car, did it move forward or
backward?
e. What would you do to make the toy car move
backward?
f. Did you try playing toy car racing? How did you measure the
distance when you reach the finish line?

Activity 2: Can it be stretched or compressed?

Objectives
1. Describe the act of stretching and compressing objects
2. Name objects that can be stretched or compressed
Materials
garter rubber bands
Procedure
1. Each member of the group should have one rubber band. Each
should have a different color.
2. The group should position themselves behind a marked line.

DRAFT
3. Stretch the rubber band using your fingers. Release the rubber

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bands at the same time. In your notebook record your answers.

a. What happened to the rubber band when you released it?

b. Whose rubber band moved the farthest from the marked
line?
c. Whose rubber band was nearest to the line after release?
d. What other objects can be stretched like the rubber band?
Name two.

4. This time, use the garter. Make the garter longer.

a. How did you make the garter longer?
5. Make the garter shorter.
a. How did you make the garter shorter?
b. What other objects can be compressed? Name two.
c. Do you play Chinese garter? How do you make it longer and
shorter?

Chapter 2: Light and Heat

This Chapter deals with the different sources of light, whether
natural or artificial, their importance in our daily lives, and the proper
ways of using them.

DRAFT
Lesson 1: Sources of Light
Activity 1: The Wonderful Light

Objectives

April 10,
Identify sources of light
Classify sources of light into natural and artificial

Materials
flash light, candle, bulb, pictures of lighted charcoal, sun, moon
Procedure
1. The pictures below show different things that give off light.
2. Write the name of these things that give off light in your
notebook.
 b.
a.

c. d.

DRAFT
e. f.

April 10,
3. Name other things that give off light aside from the things
presented. Write them down in your notebook.

Group your answers and write in the table below. Light can come
from natural or artificial sources. Natural sources are those found
in nature. Artificial sources are those made by people. Do this in
your notebook.

Natural sources of light Artificial sources of light

Question
What is the difference between natural light from artificial light?
Activity 2: Uses of Light

Objective
Identify uses of light
Materials
Tennis racket, shuttlecock, net
Procedure

1. Look at the pictures and answer the questions in your notebook

DRAFT
April 10,
a. What is the boy doing?
b. Why is he able to hit the shuttlecock?
c. What is the source of light that let him see the
shuttlecock?
 d. What is the boy doing?
e. Why is he able to read the book?
f. What is the source of light that let him see the book?

Question
Is there any other source of light?

Activity 3: Other Uses of Light

Objective
Identify other uses of light

DRAFT
Materials
Different plants, pictures of traffic light, light house

Procedure

April 10,
1. Look at the pictures and answer the questions in your notebook.

a. Why is sunlight
important to
plant?

b. Why is traffic light important?

 c. Why is a
lighthouse
important?

DRAFT
Activity 4: Safety in Using Light

Objective
Identify the proper ways of using light
Material
Sunglass, umbrella

April 10,
Procedure
1. Look at the pictures below.
2. Put a  on the box if it is a good practice and put a if it is not. Do
this in your notebook.

Looking directly at the Using sunglasses

 Reading in the dark Using umbrella

Question
How do you feel wearing sunglass during summertime? What is

DRAFT
the use of this?
Activity 5: Sources of Heat
Objective

A ril 10, 2014

Identify things that give off heat

Mate

p rials
sun, boiling kettle under the gas burner, electric toaster, lighted
charcoal, etc.
Procedure
1. The pictures below show different things that give off heat. 2.Write
the name of these things that give off heat in your notebook.

a. b.
 c. d.

DRAFT
e. f.

Question
Do you have appliances at home? Name them.

April 10,
Activity 6: Uses of Heat

Objective
Describe uses of heat.
Material
Pictures of uses of heat

Procedure
Look at the pictures. Describe how heat is used in each picture. Write
your answer in your notebook.
 Activity How is heat
Source of heat
used

a.

D FT
b.

RA
April 10, 2014
c.
 d.

e.

solar

DR AFT pa nel

April 10,
Question
What are the other uses of heat?

Activity 7: Safety in Using Heat

Objective
Identify the proper ways of handling hot objects.

Materials
Gloves, pictures of hot food, gas flame, kettle
with boiling water
Procedure
Look at the pictures below.
1. Put a  on the box if it is a good practice and put a if it is not. Do
this in your notebook.
a. b.

Using gloves to handle Turning off the flame of

DRAFT
c.
hot food

d.
the gas after use

April 10, 2014

Staying un Touching hot objects
 Chapter 3: Sounds
This Chapter deals with the sources of sounds, ways of producing
sounds, and appreciating the importance of sounds.

Lesson : Sources of Sounds

Activity 1: Sounds around Me

Objective
Identify sources of sounds.

DRAFT
Materials

pictures of objects having various sounds

Procedure

April 10,
Sit quietly and listen to the sounds around you. In the table below, list
all the sounds you hear. Write the sounds heard and objects that
produce the sound in your notebook.

Sounds heard What object produces the

sounds?
Example:
Ark! Ark! Ark! dog
Question
Have you experience hearing different sounds like music, blowing
of horn, voice of your classmates and sounds of different animals?

Activity 2: Different ways of producing sound

Objective
Describe ways of producing sound.
Materials
maracas guitar drum/box whistle
Procedure

DRAFT
1. Make the drum, guitar, maracas and whistle produce sound.

2. Write on the table below what you did to make them produce
sound. Do this in your notebook.

April 10,
What I did to make it
Object produce sound

maracas

drum
 guitar

Question
Can you play other musical instrument aside from the one presented?
How?

Activity 3: Make your own kazoo!

Objectives
1. Make an improvised kazoo; and

DRAFT
2. Describe how sound is produced using a kazoo

Materials
cardboard or tube from tissue paper paper
waxed paper

April 10,
rubber band a sharp pointed object

Procedure
1. Place a small square piece of waxed paper on the end of the
cardboard tube. Secure it tightly with a rubber band. Poke a hole
through the tube with a sharp object.

2. Hum through the kazoo. Feel the end of the kazoo with your
fingertips.

3. Discover what happens when you cover the end of the tube with your
hand. Then, cover the little hole in the tube. Have fun with your
kazoo!
Question
Did you find fun blowing your Kazoo? Why?

DRAFT
Activity 4: Uses of Sounds

Objectives
1. Describe uses of sounds; and
2. Appreciate the importance of sound.

April 10,
Materials
Pictures of ambulance vehicle, fire truck, church with bell, Real
alarm clock, doorbell.
Procedure
1. Look at the pictures. Describe the use of sound in each picture.
Do this in your notebook.

a. What is the use of the sound

of an ambulance? b. What is the use of the sounds
produced by the two girls?
 c. What is the use of the d. What is the use of the
sound of the radio? sound of a whistle?

D AFT
e. What is the use of the sound of
the alarm clock?
f. What is the use of the
sound of the fire truck?

April 10, 2014

g. What is the use of the h. What is the use of
sound of the bell in the sound of the
church? doorbell?

Question
Do you know of other things aside from the activity
presented having sounds with importance?
 Chapter 4: Electricity
This Chapter deals with the sources of electricity, uses or
importance in our lives and the safety measures on how to use electricity.

Lesson 1: Sources of Electricity Activity

1: “Our appliances at home”

Objective
Classify objects that operate using battery or when plugged in

DRAFT
electrical outlet.

Materials
computer, electric fan, television set in school cellphone, toy car,
flashlight, radio

April 10,
Procedure
1. Look at the pictures. Classify them into objects that operate
using battery, when plugged in an electrical socket or both. Do
this in your notebook.

computer mobile phone electric fan

 flashlight
television
toy car

DRAFT electric oven

2. Group the objects in the table below.

Plug in electrical
radio

Battery & Plug in

April 10, 2014

Battery
outlet electrical outlet

Question
Do you have appliances at home which are operated both with
battery and electricity? How do you use them?

Activity 2: Uses of Electricity

Objective
Describe the uses of electricity.
Materials
electric stove, electric kettle, electric fan,
television, cellphone, toy car

Procedure
1.The pictures show some objects that use electricity. Use the words in
the box to complete the sentences. Do this in your notebook.
cook light boil move cool sound
entertainment
communication

DRA F T a. Ele ctricit

electric stove to
food.
y is used in an

A pr i l ,1 2 04 E lectric ity is u

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b . in an
electric kettle to
water.

c.
Electricity is used in an
electric fan to us.

d.
Electricity is used in a
 e. Electricity is used in mobile
phones for .

f. Electricity is used in
refrigerator to food.

g. Electricity is used in a bulb to a

house.

DRAFT
pril 4
A 10 0, 21
h. Ele ctrici ty is
us ed in a toy

car to make it .
i. Electricity is used in radio to
make .
Question
What are the other household appliances you have at home? Name their
uses.

Activity 3: Using Electricity Safely

Objective
Identify the proper use of electricity and other
electrical devices.
Material

DRAFT
Actual Electrical outlet and electric fan in school

Procedure
1.Look at the pictures below.
2.Put a  on the box if it is a proper use of electricity or
electrical devices and put a if it is not. Do this in your notebook.

April 10, 2014

Inserting other objects in an Touching a switch
electrical outlet with a wet hand
 Removing plug of electrical Inserting too many devices into

DRAFT
devices when not in use one extension cord

Questions
Do you have extension outlet at home or in school? How do
you use it?

April 10,