Force,
Motion,&
Energy
Describe the Explain the Describe the Group Concept Map on Let the pupils Construct a List down Quiz/Exit Cards
position of a effects of force motion of an Activity: words associated tell about their simple map materials and Infer the motion
person or an applied to an object by tracing Describing the with force e.g. current position showing some the kind of of objects in
object in relation to object and measuring its position of push, pull within the structure/things force applied to terms of how far
a reference point S4FE-IIIa-1 change in objects/ classroom. inside the class it to change its they travel in a
such as chair, position (distance materials Demonstration: Reviewing the and identify condition certain amount
door, another travelled) over a inside the letting pupils definition of references to of time and the
person; period of time classroom perform push and position. locate them Identify direction in
S3FE-IIIa-b-1 S5FE-IIIa-1 e.g. teachers pull actions Ask pupils to (e.g. altar, balanced and which they
table, picture write about how health corner, unbalanced travel.
frame, seat Describing the they know frame etc.) forces (e.g. s
location. effects of force to something has boy pushing a Illustrate the
an object (let moved. Map Reading: jeepney, a girl motion of an
Showing them apply force Identify location pushing the object using a
Activity 1
picture of a to an object and of places using wall etc. ) graph to show a
Draw a 50-meter
place and let observe the references change in
line in your school
pupils explain changes in terms Oral position over a
ground.
how to get to of shape, size, Assessment of period of time.
Let 3 pupils join in
the place or structure) the race to the understanding: Predict the effect
spot in the finish line by question and of a given force
drawing by running. answer or a change in
using Use a stop watch mass on the
references. to record the motion of an
results of the object.
race.
Ask:
Who runs the
Quarter/ Domain/ Competencies Suggested Learning Activities Suggested Assessment Strategies
Week Strand
Force,
Motion,&
Energy
Describe the
S3FE-IIIa-b-1 paper go? Performance:
handling
bouncing ball handling
Material /
proper
object
and identify -Tie a pencil to Instruct pupils materials use handling
the distance it hang it. Cut the to move to rubric to assess materials
travelled from string. What another place the Pen and Paper
its initial happened to the using performance Test
position Listing down pencil? references
safety measures -Observe the Do assessment
Toy car racing in playing games falling leaves. Do Group suggested in the
describing such as they move Assessment: LM
distance basketball, up or down? Arrange
travelled and volleyball and etc. -Which is easier objects, let
Quarter/ Domain/ Competencies Suggested Learning Activities Suggested Assessment Strategies
Week Strand
Force,
Motion,&
Energy
3FE-IIIc-d-2 S4FE-IIId-e-3 Discuss why Experiment/ Creating Concept Let the pupils List down Apply the Think-Pair-Share
some materials Activity: Map that shows perform things that can concept on Let the pupils list
identify things that describe the force are good Investigating properties of activities on be moved by magnets in to down materials
can make objects exerted by conductors of how water magnet heat transfer. water and wind create an art which are good
move such as magnets; heat and wind Let them using conductors of
water and wind S5FE-IIIc-3 move objects Experiment/Activit answer the Determine sand/metals heat and
y that investigates question about which move the (use rubric to describe each.
Film/Video the force exerted your activities. following assess the
showing by magnets Let the pupils objects: output) Let the pupils
motion list down a. Boat state the proper
caused by Demonstration: materials which b. clouds Exit Cards: handling of
water and Using magnets let can allow heat After playing materials that
wind (surfing, objects move to pass with the are good
tornado) through. magnets write conductors of
Discussing what were heat.
GAME: about materials observed and
Relaying that are good learned from
feather conductors of the activity
through heat.
blowing
Quarter/ Domain/ Competencies Suggested Learning Activities Suggested Assessment Strategies
Week Strand
Force,
Motion,&
Energy
Force,
Motion,&
Energy
Force,
Motion,&
Energy
describe sources investigate Infer the Slideshow on Experiment/ Let the pupils Family Feud Prepare Let the
of light and sound properties and conditions pictures that Activity that perform this Game focusing stations and pupils infer the
S3FE-IIIg-h-4 characteristics of necessary to show sources investigates how activity. on sources of pupils identify conditions
light make a bulb light of light and light behaves in -Get a dry cell, a light and sound the properties necessary to
S4FE-IIIi-j-6 up sound. opaque, bulb and two or make a bulb light
S5FE-IIIf-6 transparent and pieces of electric Quiz on characteristics up.
Quarter/ Domain/ Competencies Suggested Learning Activities Suggested Assessment Strategies
Week Strand
Force,
Motion,&
Energy
Force,
Motion,&
Energy
describe sources investigate Determine the List Outdoor activity: Showing a Construct Quiz on the Differentiate
of heat and properties and effects of down/draw Bring children in model of a representation different series circuit
electricity characteristics of changing the devices/applia an open area and series circuits models/ properties of from a parallel
S3FE-IIIg-h-4 sound number or type of nces at let them shout and a parallel improvisation of sound circuit.
S4FE-IIIi-j-6 components in a home/school and describe their circuit. the sources
circuit which can be observation Ask: heat and Performance Set up a parallel
S5FE-IIIg-7 sources of (ECHO) Do other bulbs electricity (use task to present and a series
heat and continue to light rubric to assess pleasant and circuit.
electricity Picture analysis when 1 bulb is the product) unpleasant
(picture of an removed? Is it sound using its
Creating web auditorium/confer advisable to Reflection: properties
map showing ence halls) arrange lights at Write a story
the different Describing the home in a series about life List down
sources of features of these connection? without heat application of
heat and structures in Why/why not? and electricity sound e.g.
electricity relation to sound In a parallel warning signs,
. circuit, will the Quiz on the SONAR,
Video Experiment/Activit other bulb light different navigation,
Clip/Film y that investigates when one is sources of heat communication
Viewing on properties and removed or worn and electricity and etc.
sources of characteristics of out? Why?
heat/electricity sound
Experiment/A
ctivity on
producing
heat and
electricity
Quarter/ Domain/ Competencies Suggested Learning Activities Suggested Assessment Strategies
Week Strand
Force,
Motion,&
Energy
enumerate uses of describe ways to Infer that Poster making Think-Pair-Share: Performing List down Performance Quiz
light and sound protect oneself electricity can be on importance relating activity application of Task Observation in
S3FE-IIIi-j-3 from exposure to used to produce of light and experiences Tape one end of sound and light (demonstration, experiments
excessive light magnets sound relevant to the wire to the e.g. warning modeling, role
and heat S5FE-IIIh-8 exposure to light battery. Place the signs, playing)
S4FE-IIIi-j-6 Gallery walk and heat compass on the navigation, showing how to
showing uses table. Place the communication protect oneself
of light and List/Draw/Cut wire so that it is and etc. from exposure
sound (e.g. tv, Pictures showing lying beside the to excessive
alarm clock, ways to protect compass, parallel Reflection on light and heat
flashlight, oneself from to the needle of the importance (use rubric to
street lights, exposure to the compass. of light and assess
etc) excessive light Record your sound performance)
and heat observations.
making an Briefly touch the Create a flyer/
album Poster-Slogan free end of the brochure/collag
showing uses Making on wire to the other e on ways to
of light and protecting oneself end of the battery. protect oneself
sound from exposure to Record your from too much
excessive light observations. exposure to
and heat Turn the battery light and heat
around and tape (use rubric to
the other end to assess
the wire. product)
Discussing on
the source of
magnetism?
Ask:
What is the
relationship
between the
direction of the
battery and the
Quarter/ Domain/ Competencies Suggested Learning Activities Suggested Assessment Strategies
Week Strand
Force,
Motion,&
Energy
enumerate uses of describe ways to Design an Collage List down Experiment Quiz on the Perform ways Perform
heat and electricity protect oneself experiment to making on pleasant and Get a nail and applications of of protecting experiment:
S3FE-IIIi-j-3 from exposure to determine the appliances/de unpleasant sound wing a piece of heat and oneself from Wrap the wire
excessive sound. factors that affect vices that use they hear from electric wire electricity noise pollution around the bolt.
S4FE-IIIi-j-6 the strength of electricity and their environment around it. Attach (use rubric to Allow 10cm at
the electromagnet produce heat both ends of the Index Card assess each end for
S5FE-IIIi-j-9 (electric iron, Enumerate ways wire to a dry cell. Summaries/ performance) connections.
stove etc) on how to help Place some pins Questions Sandpaper
lessen noise near the nail. Let a. Side1- Big CIRCLE, Connect the
Film/Video pollution the pupils observe Idea Learned TRIANGLE ends to the
clip viewing what happens to b. Side2 Idea SQUARE battery.
on the uses of the pins. not yet fully a. Circle- ideas Test your
heat and Remove one end understood still going around electromagnet
electricity of the wire from your head using paper
the dry cell. Can clips.
the nail still attract b. Triangle-
the pins? something Write a
Let the pupils pointed out that statement about
observe the stood out in the electricity and
situations. mind magnetism that
Discussing on the agrees with your
factors that affect c. Square- observations.
the strength of Something that Let the pupils
the squared or perform/
electromagnets agreed in their
Design an
thinking
experiment
showing factors
that affect the
strength of an
electromagnet.