9

Quarter 1
Lesson Exemplar Lesson 1
Week

for Science 2

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Science Grade 7
Quarter 1: Week 2
SY 2024-2025

This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K to 10 Curriculum during the
School Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution,
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to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team

Writer: Arnel Lorenzana (Bicol University)

Validator: Jayson L de Vera (PNU)

Management Team
Philippine Normal University
Research Center for Teacher Quality
SiMERR National Research Centre

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of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].
 LESSON EXEMPLAR TEMPLATE

LEARNING AREA/QUARTER/ GRADE LEVEL

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Newton’s laws explain and predict how objects move due to the forces that act on them.
Standards

B. Performance By the end of the Quarter, learners demonstrate a practical understanding of Newton’s three laws of motion to describe
Standards relationships between variables and use these to explain everyday application of Newton’s laws. Through practical
investigations, learners demonstrate a qualitative understanding of the features of electricity and apply their
understanding of electrical circuitry in homes. Learners exhibit skills in gathering information from secondary sources
to describe the frequencies across the electromagnetic spectrum and identify practical applications and detrimental
effects that electromagnetic radiation may have on living things.

C. Learning Demonstrate in practical situations and describe that acceleration is a change in speed and/or direction as
Competencies the result of a net force
and Objectives 1. Describe acceleration as a change in speed and/or direction resulting from a net force.
2. Recognize that the net force applied to an object determines the magnitude and direction of its acceleration.
3. Identify forces that lead to acceleration in different situations.

Investigate the relationship among force, acceleration, and mass.

1. Engage in group activities to experiment or simulate scenarios illustrating the principles of acceleration, net force,
and mass.
2. Identify the relationship between acceleration and net force applied on a constant mass.
3. Identify the relationship between acceleration and mass when applying a constant force.
4. Express verbally and mathematically the relationships among acceleration, net force, and mass.
5. Solve problems involving acceleration, net force, and mass using appropriate formulas and units.

2. Content • Acceleration is defined as any change in an object's velocity (which includes both speed and direction) over time.
• In practical situations, this velocity change can result from applying an unbalanced net force on the object.
• The change in velocity or acceleration of an object is directly proportional to the net force acting on it and inversely
proportional to its mass.
• The greater the force applied to an object, the greater its acceleration; the greater the object's mass, the less its
acceleration will be for the same force.

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 • The change in velocity or acceleration of an object is directly proportional to the net force acting on it and inversely
proportional to its mass.

3. Integration Road safety

II. LEARNING RESOURCES

● Robertson, W. C. (2011). Companion classroom activities for stop faking it: Force and motion (1st ed.). National Science Teachers
Association.
● Hewitt, P.G. (2014). Conceptual physics. 12th Ed. Pearson
● Simulation by PhET Interactive Simulations, University of Colorado Boulder, licensed under CC-BY-4.0 (https://phet.colorado.edu).
● Borgford, C. et al. (2007). Physical science. Holt, Rinehart and Winston.
● Zitzewitz, P.W. & Neff, R.F. (1992). Physics principles and problems. Merrill

III. TEACHING AND LEARNIN G PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 Note: The number of days can be

Knowledge 1. Short Review adjusted depending on the need.
Activity 2.0: Effect of balanced and unbalanced forces on objects' state of The first and third-week topics can
motion be taught for three days only.
Use the learning activity sheet (see page 1).
At this point, grade 9 students
already have a sound grasp of the
2. Feedback (Optional) effects of forces on objects' motion.
However, a review of the effect of
forces on objects' motion is
advised.

Alternative activities can be made

here as long as the students recall

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 that acceleration can only happen
if a NET force is acting on it.

B. Establishing 1. Lesson Purpose This activity will demonstrate the

Lesson Purpose Activity 2.1: Atwood machine demonstration effect of net force on object’s state
Objectives: At the end of the activity, the students should be able to describe of motion.
that acceleration results from net force.
The Atwood machine is basically a
Materials: Atwood machine (string, pulley, stand, and sets of masses)
one-pulley system. However, the
Procedures: pulley in this machine is usually
1. Set up the Atwood machines as shown. Make sure to hold one of the made up of light material like
masses. Ask the students to predict what will happen once the mass is plastic. In case the school does not
released. The masses will not move in this setup. Allow students to explain have the Atwood machine, a pulley
why. made up of cardboard can be
used. Teacher may use an
alternative if there is no available
atwood machine.

In this setup, the masses will not

move because they have identical
masses, meaning identical
gravitational force. In other wordds
2. Pull down one object and hold it while in its new position. Ask the students there is no net force.
to predict what will happen once the mass is again released.

The same observation will be seen

in this setup because there is no
net force in the system.

3. Replace one mass with a larger mass. Twice as massive is a good choice.
Again, before releasing the masses, ask the students to predict what will
happen if one mass is released.
The larger mass will accelerate
downward while the smaller mass
will move upward. It will have the
same acceleration since they are
connected by a string.

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 The same observation as the third
setup. This is because the larger
4. In the last setup, pull up the larger mass. While holding it, ask the students mass experiences greater applied
what their prediction is this time. force downward.

Emphasize through interactive

discussion that net force and
acceleration have the same
direction.
5. To sum up, ask the students about the net forces in the four setups. What
is the direction of net force? Compare it with the direction of the acceleration KEY to Activity 2.2
of the object. 1. Acceleration, net force
2. Acceleration
3. balanced force, net force
2. Unlocking Content Area Vocabulary 4. unbalanced force, acceleration
Activity 2.2: Unscramble Me!
Unscramble the following scrambled word found in the following sentences.
1. Eriacnoatcel is the result of tenrefoc acting on the body.
2. To determine the object’s celoatacneri, you need to know the initial and
final velocity over time.
3. blnedaac refoc occurs when tenrefoc is zero.
4. nblnedaacu refoc produces eriacnoatcel.

C. Developing and SUB-TOPIC 1: Law of Acceleration The improvised accelerometer can

Deepening 1. Explicitation be done outside class hour.
Understanding Activity 2.3: Detecting Acceleration (and Forces)
Use the learning activity sheet (see page 2).

KEY to Activity 2.3 Guide Questions

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 1. The cork moves in the direction of the applied force.
2. The acceleration changes as the motion of the cork changes.
3. The acceleration and the net applied force are directly proportional. The
greater the net applied force, the greater the acceleration.

DAY 2
2. Worked Example
Activity 2.4: Acceleration, force, and mass
Through interactive discussion, students to qualitatively relate acceleration
and net force on a constant mass; and acceleration and mass with constant
applied force.

Part I. Observe the situations illustrated below. The same force is applied in
each case.

Guide questions:
KEY to Activity 2.4 Part I.
1. In which case will the object accelerate? 1. All cases.
2. Rank the acceleration from smallest to largest. 2. D, C, B, A
3. What did you consider in your ranking? 3. The mass of the object being
4. What are the quantities presented in these situations? How are they pushed.
related? 4. Force – exerted by the man
Mass – of the object/s pushed
Part II. Observe the situations illustrated below. Different forces are applied Acceleration – of the object/s
in each case. pushed

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 Guide questions: KEY to Activity 2.4 Part II.
1. In which case will the object accelerate? 1. All cases.
2. Rank the accelerations from smallest to largest. 2. A, B, C, D
3. What did you consider in your ranking? 3. The amount of force exerted/
4. What are the quantities presented in these situations? How are they net force.
related? 4. Force – exerted by the man
Mass – of the object/s pushed
Acceleration – of the object/s
pushed

3. Lesson Activity
Activity 2.5.1: Mass and Acceleration (PhET simulation) The teacher can choose between
Use the learning activity sheet (see pages 3 and 4). Activity 2.5.1 and 2.5.2. If there are
enough time, its better to perform
KEY to Activity 2.5.1 both activities.
Sample entry for Table 1
Activity 2.5.1 can also be performed
Mass (kg) 50 100 150 200 250 300
without internet connection by
Acceleration 2 1 0.67 0.50 0.4 0.33 getting a screenshot of the
Mass x Acceleration 100 100 100 100 100 100 simulation when set at different
value of masses. This is to give
The graph forms a hyperbola showing inverse proportion relationship. students opportunity to construct
the table and graph which is very

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 important since the situation is
ideal.

There are factors that would affect

the observation in Activity 2.5.2
which can limit opportunity for
students to arrive at the correct
mathematical relationship. It is
therefore needed to explain to the
students this external factors like
Guide Questions friction, not accurate reading, etc.,
1. Acceleration decreases if the mass is increased. can affect their observations.
2. The product of mass and acceleration is equal to 100N. This represents
the applied force equal to 100 N.
3. The graph is hyperbola. This represents an inverse proportion
relationship.
4. Acceleration is inversely proportional to mass.
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5. 𝑎 𝛼
𝑚

Activity 2.5.2: Mass and Acceleration

Use the learning activity sheet (see pages 5 and 6). Note: The gravitational force on the
hanging mass is the applied force
KEY to Activity 2.5.2 on the dynamic cart. (F=mg)
Sample entry for Table 1
Mass (kg) 50 100 150 200 250 300 If possible, the dynamic cart should
Acceleration 2 1 0.67 0.50 0.4 0.33 be relatively light compared to the
Mass x Acceleration 100 100 100 100 100 100 masses to be placed on it.

Make sure that the dynamic cart

The graph forms a hyperbola showing inverse proportion relationship. does not accelerate too fast so that
the time can be measured more
accurately.

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Guide Questions
1. Acceleration decreases if the mass is increased.
2. The product of mass and acceleration is equal to 100N. This represents
the applied force equal to 100 N.
3. The graph is hyperbola. This represents an inverse proportion
relationship.
4. Acceleration is inversely proportional to mass.
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5. 𝑎 𝛼 𝑚
Activity 2.6.1: Net Force and Acceleration (PhET simulation)
Use the learning activity sheet (see pages 7 and 8).

KEY to Activity 2.6.1

Sample entry for Table 3
Force (N) 50 100 150 200 250 300
Acceleration (m/s^2) 1 2 3 4 5 6
Force ÷ Acceleration 50 50 50 50 50 50

The graph forms a straight-line graph showing direct proportion relationship.

Guide Questions

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1. Acceleration increases as net force applied increases. Activity 2.6.2 is a little tricky since
2. mass changing the net force
3. straight line. The graph represents direct proportional relationship (gravitational force) on the hanging
between the two variables. mass by adding another changes
the total mass of the setup. In
4. Acceleration is directly proportional to the net force applied.
short, in this activity, the mass
5. a α F which is supposedly constant is not
held constant. However, the result
Activity 2.6.2: Net Force and Acceleration can still show the direct
Use the learning activity sheet (see pages 9 and 10). relationship of net force to
acceleration.
KEY to Activity 2.6.2
The graph forms a straight-line graph showing direct proportion relationship.

Guide Questions:
1. Acceleration increases as the net force applied increases. Although heavy objects have a
2. Mass higher gravitational force, that
3. Straight line. The graph represents a direct proportional relationship means they also have higher mass,
between the two variables. making the ratio between
4. Acceleration is directly proportional to the net force applied. gravitational force and mass
5. 𝑎 𝛼 𝐹 constant. That is, it is always equal
to 9.8m/s^2.
Allow students to present their findings in front of the whole class. The
For example, a 10-kg object has 98
teacher should facilitate the discussion and address difficulties. N gravitational force. Using the
𝐹 9.8𝑚
equation 𝑎 = , 𝑎 = 2 .
Let the students compare the two relationships. Ask them to combine the two 𝑚 𝑠

relationships. Ask them what the combined relationship represents. Explain

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 to them that the equation for acceleration a=F/m is derived from that A 100-kg object has a 980 N
relationship. gravitational force. Using the
𝐹 9.8𝑚
equation 𝑎 = , 𝑎 = 2 .
𝑚 𝑠
Relate the second law to free-falling objects. The discussion should highlight
why, ideally, falling objects accelerate downward at the same rate. This shows free falling object
accelerates at a constant
acceleration.

Activity 2.7: Application of Newton’s Law of Acceleration

Use the learning activity sheet (see pages 11 and 12).

D. Making 1. Learners’ Takeaways

Generalizations
Describe the relationship between acceleration and mass; and acceleration
and net force. How are these two relationships summarized in Newton’s
second law of motion?

If you are a mechanical engineer, how would you consider Newton’s law of
acceleration when designing a race car?

Using the second law of motion, explain why all objects fall at the same time in
the absence of air resistance.

2. Reflection on Learning
Ask the students to compose a one-page reflection discussing what they
learned, what they don’t understand, and what they want to learn further.

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

A. Evaluating 1. Formative Assessment

Learning This assessment evaluates learners' understanding of the Law of Acceleration. Answer to ConcepTests:

ConceptTests 1. The one-block system.

Analyze the different scenarios below. Be ready to explain the answer in front of 2. downward.
the class. 3. It will have the same
acceleration. The feather has
1. In both cases, an applied force of 100 N accelerates the 100-N block. In smaller weight, however its
which case is the acceleration greater? mass is also small. On the
contrary, the bowling ball has
bigger weight but with bigger
mass also. In other words, the
mass and weight (force) is
directly forportional to each
other, their ratio is constant.
That is the acceleration of two
objects are the same, so, they
will fall at the same time.
2. In which direction will the 10 kg mass on the left side accelerate if the mass
on the right side is 9 kg?

3. Your physics teacher might always mention that all objects fall at the same
time. For example, a feather and a bowling ball shown below falls at the
same time. This is experimentally proven. However, if you drop these two

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 objects outside of your classroom. The bowling ball will always fall first.
Using the concept of the 2nd law of motion, explain this phenomenon.

2. Homework (Optional)

B. Teacher’s Note observations on

Remarks any of the following Effective Practices Problems Encountered
areas:

strategies explored

materials used

learner engagement/
interaction

others

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

Reflection
▪ principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?

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▪ 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?

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