7

Quarter
Quarter31
Lesson Exemplar Lesson 1
Lesson

for Science 3
Lesson Exemplar for Science Grade 7
Quarter 3: Lesson 3 (Week 3)
SY 2024-2025

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Development Team

Writer:
• Dr.Donna Marie DM. Gonong (Philippine Normal University - Manila)

Validator:
• Dr. Alfons Jayson O. Pelgone (Philippine Normal University - Manila)

Management Team

Philippine Normal University

Research Institute for Teacher Quality
SiMERR National Research Centre

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SCIENCE (PHYSICS) /QUARTER 3/ GRADE 7

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Scientists and engineers analyze forces to predict their effects on movement.
Standards

B. Performance By the end of the Quarter, learners employ scientific techniques, concepts, and models to investigate forces and motion
Standards and represent their understanding using scientific language, force diagrams, and distance-time graphs. They use their
curiosity, knowledge and understanding, and skills to propose solutions to problems related to motion and energy.
They explore how modern technologies might be used to overcome current global energy concerns.

C. Learning Draw a free-body diagram to represent the relative magnitude and direction of the forces involving balanced and
Competencies unbalanced forces;
and Objectives Lesson Objective 1: recall how to illustrate forces in a free-body diagram.
Lesson Objective 2: determine the direction of the net force and state of motion of an object

Identify and describe everyday situations that demonstrate:

● balanced forces such as a box resting on an inclined plane, a man standing still, or an object moving with
constant velocity;
● unbalanced forces, such as freely falling fruit or an accelerating car;
Lesson Objective 1: differentiate balanced from unbalanced forces through firsthand experiences.
Lesson Objective 2: identify balanced and unbalanced forces experienced in real-life situations.

Identify that when forces are not balanced, they can cause changes in the object’s speed or direction of motion;
Lesson Objective 1: demonstrate balanced and unbalanced forces through a simple investigation
Lesson Objective 2: analyze and solve simple problems related to balanced and unbalanced forces
Lesson Objective 3: determine the effect of balanced or unbalanced forces to the state of motion of an object.

D. Content Balanced and Unbalanced Forces:

a. Balanced forces: An object stays at rest or moves at constant speed in the same direction when the forces that
act on it are of the same magnitude and in opposite directions.
b. Unbalanced forces: An object changes its speed, direction, or both speed and direction when the forces that act
on it may have the same or different magnitudes and directions.

E. Integration Balanced and Unbalanced forces in Sports

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II. LEARNING RESOURCES

● DewWool. (n.d.). Retrieved from 20 Examples of balanced forces: https://dewwool.com/20-examples-of-balanced-forces/

● Phyley. (n.d.). Phyley. Retrieved from https://www.phyley.com/#force-and-motion
● The Physics Classroom. (n.d.). Rocket Sled Interactive. Retrieved from The Physics Classroom:
https://www.physicsclassroom.com/Physics-Interactives/Newtons-Laws/Rocket-Sledder/Rocket-Sledder-Interactive
● Thompson, D. (2023, April 21). What are Balanced and Unbalanced Forces? A Guide for Young Scientists. Retrieved from The Science
Times: https://www.sciencetimes.com/articles/43390/20230421/what-are-balanced-and-unbalanced-forces-a-guide-for-young-
scientists.htm
● University of Colorado Boulder, licensed under CC-BY-4.0 (https://phet.colorado.edu). (n.d.). Simulation by PhET Interactive
Simulations. Retrieved from https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces-and-motion-basics_en.html
● University of Colorado Boulder, licensed under CC-BY-4.0. (n.d.). Simulation by PhET Interactive Simulations. Retrieved from
https://phet.colorado.edu
Images Websites:
● https://www.physicsclassroom.com/Class/newtlaws/u2l1d.html
● https://creazilla.com/nodes/30867-end-table-with-a-pink-and-purple-lamp-clipart
● https://www.istockphoto.com/illustrations/apple-falling-from-tree
● https://cdn4.vectorstock.com/i/1000x1000/03/78/group-of-children-playing-tug-of-war-vector-21580378.jpg
● https://cdn3.vectorstock.com/i/1000x1000/01/92/boy-kicking-soccer-ball-alone-vector-18010192.jpg

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior Activity 3.1 (DAY 1) In order to teach this lesson, the
Knowledge learners should already know the
Review on FBD and Net Force (Real World Examples) ff. concepts:
1. Observe the situations illustrated below. Think of the forces that act on the 1. force as a vector quantity
2. the net force
identified object. Draw the free-body diagram and label all forces acting on the
3. free body diagrams (FBD)
identified object in the sample situations. Remember that the length of the
arrow represents the strength (or magnitude) of the force. Option 1: The learners may
2. Determine the direction of the net force (right, left, up, down, or not applicable- answer first the worksheet (3.1)
NA) and state of motion of the object due to these forces (at rest, in motion: provided: Review concepts of FBD
constant or changing speed). and net force individually or by pair
before the teacher facilitates an
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 interactive class discussion on the
Use the worksheet for this activity (see page 1 – 2). topic.
Option 2: The teacher can use a
KEY to Activity 3.1 visual presentation to show each
1. A lamp on top of 2. An apple falling 3. Kicking a soccer 4. Pushing a box situation, then the learners will
the table from a tree ball on a rough along a smooth draw on their whiteboards the FBD
surface frictionless surface with labels of all forces and
determine the net force and state of
motion of these objects.

This activity allows the learners to

recall how to draw a free body
diagram (FBD) and determine the
direction of the net force and state
of motion of objects because of
Direction of Net force: Direction of Net force: Direction of Net force: Direction of Net force: these forces.
N/A down right right
State of Motion: State of Motion: State of Motion: State of Motion: KEY to Guide Questions:
at rest in motion (changing in motion (changing in motion (changing 1. Situation 1
speed) speed) speed) 2. Situations 2, 3, & 4
3. Situation 1
4. Situations 2, 3, & 4
5. The direction of motion is the
direction of the net force.

B. Establishing Lesson Lesson Purpose To establish the lesson purpose,

Purpose learners may do Activity 3.2 Let’s
Activity 3.2 Let’s pull each other pull each other on an open space
such as the gym. The teacher
should provide the preliminary
The learners will be able to differentiate balanced from unbalanced force through
orientation on the activity a day
firsthand experience and observation after participating in this activity. Please refer before conducting it (please see the
to the learner worksheet for the detailed instructions. learners’ worksheet for the detailed
instructions).
Use the worksheet for this activity (see page 3 – 4).
On the day of the activity, the
teacher may instruct the group
leaders to inspect if their group
members are wearing the proper
KEY to Activity 3.2 Guide Questions attire (PE uniform, rubber shoes,

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1. Balanced Forces – when opposing groups exert equal forces and there is no cloth gloves) for the activity. The
movement yet; Unbalanced force - when opposing groups exert unequal forces and teacher should also read the Game
there is already movement towards the center line. Proper Guidelines to inform all
2. Strategy may vary. To win the game, there must be net force. groups.

The teacher may consider

Unlocking Content Area Vocabulary (DAY 2) conducting a simple interactive
discussion to know the learners’
Activity 3.3 Balanced or Unbalanced Forces reflections related to activity 3.2.
Learners will now identify which real-life situations show balanced or unbalanced The teacher can ask for student
forces. To further understand balanced and unbalanced forces, learners need to volunteers to share their answers to
determine the net force and state of motion of each object. Finally, they need to some of the given questions.
give a short description of the balanced and unbalanced forces in each situation.
The teacher may ask the learners
Use the worksheet for this activity (see page 5 – 6). to answer first the activity before
the interactive discussion.
KEY to Activity 3.3
BALANCED FORCES UNBALANCED FORCES

Description: Balanced forces result to Description: Unbalanced forces result

zero net force and no change in object’s in nonzero net force and there is a
state of motion (at rest or moving at change in the object's state of motion.
constant speed)

1. Pushing with the same amount of 1. falling stones

force 2. lift off of a space rocket
2. Hanging Chandelier Attached to 3. rolling a ball along the grass
the Ceiling
3. Sports car moving at constant
speed to the right
4. Same number of apples and blocks
in each plate of the scale
5. Floating block of wood
Net Force: zero Net Force: nonzero
State of Motion at rest or in motion State of Motion changing speed
(at constant speed)

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C. Developing and SUB-TOPIC 1: BALANCED FORCES (DAY 2) To reinforce the concepts of
Deepening balanced forces, the learners may
Understanding 1. Explicitation do first the simple hands-on
Activity 3.4 Balanced Exploration activity 3.4 with their group.

The discussion about balanced and

Use the worksheet for this activity (see page 7 – 8). unbalanced forces can be
separated to deepen learners’
understanding about each topic.

Key to Guide Questions:

It is important that discussions of
KEY to Activity 3.4 the activity observations be
Table 1: Masses of objects will vary but the FBD facilitated by the teacher.
will be the same for all balanced forces. (Note: the
pointer of the platform balance should be always
aligned with zero mark).

Guide Questions:
1. No, to get an accurate mass measurement, the
pointer must be always aligned with the zero
mark.
2. The object was placed carefully in one plate of the
platform balance and standard masses will be
placed in another plate until the pointer is aligned
with the zero mark.
3. The standard masses will counterbalance the
force of gravity in the object.
4. The net force is zero since the downward pull of
gravity was counterbalanced by the standard
masses.

2. Worked Example
Pre-activity 3.5 Force and Motion basics Virtual Experiment:

Using PHET, the learners should do the ff.:

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 1. Identify all forces acting on the crate. A worked example should be
2. Draw the FBD of the different situations presented before the learner
performs the lesson activity
3. Calculate the net forces along x and y axes
independently or by pair.
4. Determine the state of motion of the crate
5. Identify if the forces are balanced or unbalanced The teacher can reinforce learners’
experience and observation
regarding the Activity 3.2 Let’s pull
each other using the Force and
Motion basics virtual experiment.

The teacher may have interactive

discussions while demonstrating
this interactive simulation.

The teacher’s role is to facilitate

the discussion while learners
actively engage / participate in
doing the following tasks in the
worked example:
Assuming that the frictional force on the rolling crate is negligible and only 1. Identify all forces acting on
the force of gravity, Tension and Normal Force acts on the crate, the FBD for the crate.
the different situations are: 2. Draw the FBD of the different
situations
3. Calculate the net forces along
x and y axes
4. Determine the state of motion
of the crate.
5. Identify if the forces are
balanced or unbalanced?

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 3. Lesson Activity (Day 3) Learners will first answer the
provided worksheet before the
short interactive discussion
Activity 3.5 Force and Motion Basics Virtual Experiment (25 minutes) facilitated by the teacher in order
To reinforce the experience and observation of the learners regarding the previous to assess their understanding
‘Let’s pull each other’ activity, they will do the Force and Motion basics Virtual about the topic.
Experiment. In this activity, learners will be able to analyze the effects of
balanced and unbalanced forces in a virtual experiment related to their firsthand This can be done individually, by
experience. pair, or by group.

The teacher may emphasize the

Use the worksheet for this activity (see page 9 – 10).
tasks of the learners in this virtual
activity such as determine the ff.:
KEY to Activity 3.5 1. net force
Simulation 2. description of motion
1. 0 N, at rest, balanced 3. identify if balanced or
2. 0 N, at rest, balanced unbalanced forces.
3. 100 N, moving, unbalanced
4. - 50 N, moving, unbalanced
5. 0 N, at rest, balanced
Guide Questions
1. The object will move depending on the direction of the net force. To reinforce the concepts of
2. The direction of motion depends on the team which exerted the greater force. unbalanced forces, the learners
3. No
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4. When the forces exerted by the opposing team are equal. may do first the simple hands-on
activity 3.6 with their group.
SUB-TOPIC 2: UNBALANCED FORCES
1. Explicitation
Legend:
Activity 3.6 Unbalanced Exploration

Use the worksheet for this activity (see pages 11 – 12).

KEY to Activity 3.6

Situation 1:50 g and 100 g Situation 2:150 g and 50 g Situation 3:50 g and 200 g
(both masses experienced (both masses experienced (both masses experienced
unbalanced forces since unbalanced forces since unbalanced forces since
they both move; massive they both move; massive they both move; massive
downward, less massive downward, less massive downward, less massive
upward) upward upward

2. Worked Example (DAY 4) The teacher may facilitate

Activity 3.7 Rocket Sledder Interactive (Working Example) interactive discussions while
demonstrating this virtual
simulation. Learners can volunteer
Use the worksheet for this activity (see pages 13 – 15).
to answer the given situations.

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 A worked example should be done
before the learner does the lesson
activity independently or by pair.

The teacher may facilitate

interactive discussions while
demonstrating this interactive
simulation.

The teacher’s role is to facilitate

the discussion while learners
actively engage / participate in
doing the ff. tasks in the worked
example:
1. Draw the FBD of the different
situations
2. Calculate the net forces along
x and y axes
3. Describe the motion
4. Determine if balanced or
unbalanced forces acting on
the rocket sledder.

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 3. Lesson Activity Learners will answer first the
Activity 3.7 Rocket Sledder Interactive Simulation provided worksheet before the
short interactive discussion
Use the worksheet for this activity (see pages 13 – 15). facilitated by the teacher to assess
their understanding about the
KEY to Activity 3.6 topic.
This can be done individually, by
pair or by group.

The teacher may emphasize the

tasks of the learners in this virtual
activity such as:
1. draw the FBD
2. calculate the net forces along
and y -axes
3. description of motion
4. determine if balanced or
unbalanced forces are acting
on it.

KEY to the Guide Questions

1. The rocket sledder moves at
constant speed since the net
force is zero.
2. The rocket sledder slows down.
3. The rocket sledder speeds up.
4. The rocket sledder moves at
constant speed since the net
force is zero.
5. The forces along the y -axis,
force of gravity and normal
force.

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D. Making 1. Learners’ Takeaways (DAY 4) To make generalization of the
Generalizations Using the Venn Diagram, the learner will differentiate balanced from lessons learned, the teacher may
unbalanced Forces. call volunteers to write their
answers on the Venn Diagram
regarding the similarities and
differences of balanced and
unbalanced forces.

● Balanced Forces:
✔ Zero net force
✔ Objects can be at rest or moving at constant speed
✔ Do not cause any change in motion
✔ May have equal magnitude forces in the opposite direction
● Unbalanced Forces:
✔ Nonzero net force
✔ Objects moving at changing speed
✔ Cause a change in motion
✔ May have unequal magnitude forces in the opposite direction
● BOTH
✔ Involves force/s acting on the object

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 2. Reflection on Learning
Answers may vary for the One-
One-Page Reflection
page reflection.
Compose a one-page reflection discussing the real-life applications of balanced
and unbalanced forces. Explain how these applications deepen your
understanding of physics.

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

A. Evaluating 1. Formative Assessment (DAY 4) KEY to Assessment

Learning Activity 3.8 Simple Problem-Solving Activity 1. Situation 1: oven on tabletop
Net Force (x-axis): NA
Use the worksheet for this activity (see pages 16 – 17). Net Force (y-axis): 0
State of Motion: at rest
2. Homework (Optional) Direction of motion: NA
Make an infographic about how scientists/ engineers use the concepts of
balanced and unbalanced forces in their tasks. 2. Situation 2: falling skydiver
Net Force (x-axis): NA
Net Force (y-axis): -392 N
State of Motion: moving
Direction of motion: downward

3. Situation 3: pulling a cart on a

smooth surface
Net Force (x-axis): NA
Net Force (y-axis): 15 N
State of Motion moving
Direction of motion: right

4. Situation 4: moving car at

constant speed
Net Force (x-axis): 0 N
Net Force (y-axis): 0 N
State of Motion: at rest

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 Direction of motion: NA

The teacher may ask student

volunteers to share and discuss
their answers to the assignment to
enhance the overall learning
experience of the learners.

B. Teacher’s Note observations on The teacher may take note of

Remarks any of the following Effective Practices Problems Encountered some observations related to
areas: the effective practices and
problems encountered after
strategies explored utilizing the different strategies,
materials used, learner
materials used engagement and other related
stuff. They may also suggest
learner engagement/
ways to improve the different
interaction
activities explored/ lesson
others exemplar.

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every

Reflection ▪ principles behind the teaching lesson conducted/ facilitated is
What principles and beliefs informed my lesson? essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may also
▪ learners consider this as an input for the
What roles did my learners play in my lesson? LAC sessions.
What did my learners learn? How did they learn?
▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

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