7

Quarter
Quarter31
Lesson Exemplar Lesson 1
Lesson

for Science 2
Lesson Exemplar for Science Grade 7
Quarter 3: Lesson 2 (Week 2)
SY 2024-2025

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Writer:
• Arnel Lorenzana (Bicol University)

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• Alfons Jayson Pelgone (Philippine Normal University - Manila)

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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: Define a vector as a quantity with both magnitude and direction
Lesson Objective 2: Define force as a vector quantity
Lesson Objective 3: Visually represent a force using a force diagram or free-body diagram
Lesson Objective 4: Interpret force diagrams or free-body diagrams by identifying and analyzing arrows
representing the magnitude and direction of the forces.

D. Content Balanced and unbalanced forces

Force as a vector:
● A vector is a quantity with magnitude and direction.
● Force is an example of a vector quantity with magnitude and direction.
● The magnitude and direction of all the forces acting on an object can be represented using arrows.
Force Diagrams or Free Body Diagrams
● Free body diagram represents the forces acting on an object.
● It helps analyze the contribution and effects of the individual forces on the state of motion of the object.

E. Integration Forces in real life, especially in school, play, and household.

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II. LEARNING RESOURCES

● GCSE Physics Revision “Resolving Forces” Retrieved from

https://www.youtube.com/watch?v=8RI2_gJy0L0&list=PL9IouNCPbCxUrQkFLoPwB67nDbhw2NfAO&index=6
● The Physics Classroom. Accessed from https://www.physicsclassroom.com/Physics-Interactives/Newtons-Laws/Free-Body-
Diagrams/Free-Body-Diagram-Interactive
● Ling, J.S., Sanny, J., & Moebs, B. (2016). University Physics Volume 1. Retrieved from https://openstax.org/details/books/university-
physics-volume-1
● Hewitt, P.G. (2014). Conceptual physics. 12th Ed. Pearson
● DepEd. (n.d). Project EASE: Integrated Science I Module 7.

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior 1. Short Review The teacher should direct the

Knowledge The teacher will post on the board/screen the different quantities with their students to realize there are
corresponding units. Then, the students will classify it as a vector or scalar. two kinds of quantities: scalar
Students will stand and do their preferred pose if the given quantity is vector and vector. Scalar quantities
and remain sitting if not. are quantities with magnitude
Quantity Sample Unit only, while vector quantities
mass kilogram (kg) have magnitude and direction.
distance meter (m)
Emphasize that force is a vector
temperature degree Celcius (˚C) quantity. (The teacher should
velocity meter per second, north (m/s, N) ask questions that will lead to
acceleration meter per square second, downward (m/s 2, d) the idea that force is a vector
volume cubic meter (m3) quantity)
speed meter per second (m/s)
The teacher should also tell
area square meter (m2) their students that the focus of
time second (s) the week’s lesson is forces.
electric current Ampere (A)
force Newton, to the right (N, R)

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B. Establishing 1. Lesson Purpose Examples might include driving
Lesson Purpose Divide the class into small groups. Give each group a set of Post-it notes and a car (friction, engine force),
markers. Allow them to brainstorm and write down real-world applications of construction (structural
forces. Encourage them to think broadly and consider everyday activities, capacity), using tools (force to
sports, engineering, nature, technology, etc. hammer a nail), sports like
boxing (punching force), and
Have each group present their examples to the class. The discussion may focus natural disasters (typhoons,
on the following questions: earthquakes, etc.)
1. How does understanding force help us in this situation?
2. What would happen if we did not understand the forces at play? In the discussion, emphasize
that it is important to
understand force as a vector
quantity.

C. Developing and SUB-TOPIC 1: FORCE as a VECTOR

Deepening This activity can be used to
Understanding 1. Explicitation connect the next topic about
Stress or emphasize again that physical quantities can be classified as scalars force as a vector quantity.
or vectors. Scalar quantities only measure the magnitude or size of the
physical quantity. On the other hand, vector quantities can describe a
situation in more detail than a scalar. Vector quantities have both magnitude
and direction.

The teacher should highlight the difference between the two quantities.
Emphasize that force is a vector quantity.

Ask students to identify five stationary objects. Use

a pencil to sketch the stationary objects on a sheet
of paper. Ask them to identify the forces acting on
each object. In which direction are these forces
acting? The teacher may give a sample picture
showing a book on top of a table. Let the students
name the forces acting in the book.

Whatever the forces acting on the object, they can be represented by vectors in
a vector diagram.

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2. Worked Example
In general, a vector can be represented using arrows. Since a force is a vector,
we can also represent it using arrows. The length of the arrow represents the
magnitude or size of the force. The longer the arrow, the larger the force. The
arrowhead points to the direction of the force.
The teacher should make sure
Activity 2 Vector Diagram that the forces are named
Objective: At the end of the activity, the students should be able to draw vector properly. For example, the
representations using arrows using the Vector Addition Simulation forces present in the book are (1)
in PhET Fg or weight W (force on the
Materials: worksheet, pen, laptop/tablet/cellphone, internet connection book due to Earth’s gravity, and
Procedure: (2) Support force or Normal
1. Explore the Vector Addition Simulation with a laptop and internet Force N (force on the book due
connection. to table).

The PhET simulation works with

the internet. However, the app
can be purchased on Google app
for 49.00 pesos only for offline
use.

If there is no internet
Link: https://phet.colorado.edu/sims/html/vector-addition/latest/vector-addition_all.html
connection, ask your students
to directly perform Activity 2.2.
2. Draw the following vectors. Use the cardinal (geographical) direction. (By Another option is for the teacher
writing convention, the North is upward, the South is downward, the East to perform Activity 2 and
is directed to the right, and the West is directed to the left.) present it to their class through
a. 10 units North classroom discussion.
b. 5 units East
c. 7 units West
d. 15 units South
e. 20 units North
3. From the vectors drawn, which is the longest? The shortest?
4. What can you say about the strength of the force the longer the arrow is?
5. Is 10 units of Force directed East the same as 10 units of Force directed
West? Explain.

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Answers to Activity 2:

a. b. c.

d. e.

3. The longest is 20 units North, and the shortest is 5 units East.

4. The longer the arrow, the stronger the force is.
5. Ten units of forces directed East is the same magnitude as 10 units
directed West. However, their direction is not the same. Therefore, they
are not the same.

Activity 2.2 will have the same result; however, the teacher should ensure that
the students are able to use proper scaling.

Note: Explain to your student that the origin of the cartesian coordinate can be
made by placing the cursor on top of it and dragging it to the desired place.

Activity 2.2. Vector Diagram using Graphing Paper

Objective: At the end of the activity, the students should be able to draw
vector representations manually using arrows.
Materials: worksheet, pen, ruler
Procedures:
1. Draw the vectors given in Activity 2.1 on graphing paper using a pencil
and ruler. Use the scale 1 unit = 1 cm (two boxes).
2. Answer the questions in numbers 3 to 5 in the previous activity.

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Activity 3. Resolving Force Vectors Answer to Activity 3 and 4
Objective: At the end of the activity, the students should be able to resolve a.
force vector using the Vector Addition: Explore 2D Simulation
Materials: worksheet, pen, laptop/tablet/cellphone, internet connection
Procedures:
1. Explore the Vector Addition: Explore Simulation if you have a laptop and
internet connection.
2. Make sure to press the buttons for Components (upper right) and the
arrows colored blue (bottom left).
b.

c.
https://phet.colorado.edu/sims/html/vector-addition/latest/vector-addition_all.html

3. Draw the following vectors by dragging the vectors to the coordinate and
identify their x and y components. (The x-component is along the East-
West direction, and the y-component is along the North-South direction.)
a. Vector A = 5 units, 53.1˚ North of East
b. Vector B = 13 units, 67.4˚ North of East d.
c. Vector C = 10 units, 53.1˚ South of East
d. Vector D = 25 units, 36.9˚ West of North
4. What are the vector components of the vectors in item 1.? How are they
related to the original vector?
5. How do you resolve or determine the horizontal and vertical components
of a vector?
6. Can you think of a real-world example where resolving a vector into its
components is applicable?
2. The vector components are
Activity 4. Resolving Force Vectors Graphically the x- and y- dimensions of the
Objective: At the end of the activity, the students should be able to resolve the vector. The horizontal
force vector graphically. component is the projection of
Materials: worksheet, pen, drawing materials the vector onto the horizontal

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Procedures: axis or the x-axis, and the
1. In a graphing paper, draw the x-y coordinate system. vertical component is the
2. Draw the following vectors using a ruler and protractor. (The x- projection onto the vertical axis
component is along the East-West direction, and the y-component is or the y-axis. In the case of the
along the North-South direction.) letter a vector, the components
a. Vector A = 5 units, 53.1˚ North of East are 3 units along the x-axis and
b. Vector B = 13 units, 67.4˚ North of East 4 units along the y-axis.
c. Vector C = 10 units, 53.1˚ South of East
d. Vector D = 25 units, 36.9˚ West of North 3. Create a right triangle, where
3. What are vector components? How are they related to the original vector? the triangle's base and height
4. How do you resolve or determine the horizontal and vertical components correspond to the x- and y-
of a vector? components.
5. Can you think of a real-world example where vector resolution is applied?
4. An example is determining
the safe angle or slope of a road.
This accounts for the friction
between the tire and the road so
that any vehicle will not skid
downward.

Activity 5. Components of Force Vectors-Application Answers to Activity 5

Objective: At the end of the activity, the students should be able to identify
the components of vectors in actual scenarios.
Materials: Worksheet, Pen, drawing materials
Procedures:

1. Identify the forces and their components in the

following scenarios.
a.
a. A box at rest on an inclined plane

b.

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 b. A box is sliding and increasing speed as it
moves along an inclined plane.

c. A swinging pendulum c.
Fg = gravitational force
Fa = force of gravity along arm of the
pendulum
Fp = force of gravity perpendicular
to the arm of the pendulum
FT = tension
d. A soccer ball that is kicked at a 45˚ angle
d.

How did you resolve the components of the forces in the given scenarios?

3. Lesson Activity
Answers for selected items in
Activity 6 Balanced Forces Activity 6
Objective: At the end of the activity, the students should be able to identify
and draw balanced force vectors in each scenario.
Materials: worksheet, pen
Procedure:
1. Identify and draw the force vector in the following scenarios.
a. A book on top of a table
b. A fruit on a tree a.
c. A picture frame on the wall
d. A grocery cart moving at a constant speed
e. A jeepney moving at a constant speed
f. An airplane flying at a constant velocity at a constant altitude
g. A man standing still b.

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 h. A man walking at a constant speed
i. A box resting on an inclined plane
2. Which of the situations involves an object which is at rest?
3. Which of the situations involves an object which is in motion? f.
4. How did you determine the direction of the forces?

Discuss balanced and unbalanced forces.

Answers for selected items in
Activity 7. Unbalanced Forces Activity 7
Objective: At the end of the activity, the students should be able to identify
and draw unbalanced force vectors in each scenario
Materials: Worksheet, Pen
Procedures:
1. Identify and draw the force vector in the following scenarios. b.
a. A falling fruit
b. An accelerating car to the right
c. A helium-filled balloon recently released
d. A man inside an elevator accelerating upward
e. An airplane taking off
2. Which of the situations indicate balanced forces? e.
3. Which of the situations indicate unbalanced forces?
4. What is the direction of the unbalanced or net forces in the given
scenarios?

SUB-TOPIC 2: FREE BODY DIAGRAMS

1. Explicitation
The teacher may give a prior
Activity 8. Free-body diagram-balanced forces discussion on the Free-body
Objective: At the end of the activity, the students should be able to accurately Diagram.
identify and represent all relevant forces acting on an object in each
scenario using a free-body diagram. Content: A free-body diagram is
Materials: worksheet, pen, drawing materials a sketch showing all external
Procedures: forces acting on an object or
1. Follow the steps in drawing a free-body diagram (Ling et al., 2016) system. The object is presented
a. Treat the object as a particle and represent the object as a point. by a single point (that is why it
b. Place this point at the origin of the xy-coordinate system. is called free-body), and only

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 c. Include all forces that act on the object, representing these forces as those forces acting on it that
vectors. originate outside the object or
2. Draw a free-body diagram on the following scenarios. system are shown.
a. A book on top of a table
b. A box pushed in a constant motion
3. What can you say about the forces on objects that are at rest or in
constant motion?
Answers to Activity 8

a. b.

2. Worked Example

Activity 9. Free-body diagram-unbalanced forces

Objective: At the end of the activity, the students should be able to accurately
identify and represent all relevant forces acting on an object in
each scenario using a free-body diagram.
Materials: worksheet, pen, drawing materials
Procedures:
1. Follow the steps in drawing a free-body diagram (Ling et al., 2016)
a. Treat the object as a particle and represent the object as a point.
b. Place this point at the origin of the xy-coordinate system.
c. Include all forces that act on the object, representing these forces as
vectors.
2. Draw a free-body diagram on the following scenarios.
a. A falling fruit from a tree
b. An airplane taking off
c. A car speeding up
3. What can you say about the forces on objects that are changing speed?
changing direction? changing speed and direction?

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Answers to Activity 9

a. b. c.

3. Lesson Activity

Activity 10. Using the interactive Free-body diagram

Objective: At the end of the activity, the students should be able to accurately If the school does not have a
identify and represent all relevant forces acting on an object in strong internet connection, the
each scenario using a free-body diagram with the aid of an teacher can give the scenarios to
interactive free-body diagram students and answer by
Materials: worksheet, pen, laptop/tablet/cellphone, internet connection manually drawing the free-body
Procedures: diagram.
1. Access the physics classroom free-body diagram interactive:
https://www.physicsclassroom.com/Physics-Interactives/Newtons- The answers are given in a free-
Laws/Free-Body-Diagrams/Free-Body-Diagram-Interactive body diagram interactive activity
2. Identify the type of forces and their relative magnitude. Tap a direction found in the physics classroom.
and identify the type of force. Tap an arrow on the diagram to change the
size of the force. Tap Check Answer when ready.
3. The screen will show the word “Dataway!” if you get the answer correctly.
4. What can you say about the forces on objects that are at rest or in
constant motion?
5. What can you say about the forces on objects that are changing speed?
changing direction? changing speed and direction?

Activity 11. Free-body diagram

Objective: At the end of the activity, the students should be able to accurately
identify and represent all relevant forces acting on an object in each
scenario using a free-body diagram
Materials: worksheet, pen, drawing materials This is the activity if the internet
Procedure: is unavailable. However,
1. Identify the type of forces and their magnitude. students can do this with an

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2. Draw the force vectors on the following scenarios (scenarios are similar to internet connection to practice
the interactive activity found in activity 1,4,1). Make sure to draw the further.
correct relative magnitude and direction.
a. A rightward force is applied to a dresser to accelerate it to the right
across the bedroom floor. Ignore air resistance.
b. A rightward moving car is skidding to a stop across a level roadway
with locked wheels. Ignore air resistance.
c. The cabin of a small freight elevator is secured to a motor by a cable
and is moving upward while slowing down. There is no contact between
the cabin and the elevator shaft. Ignore air resistance.
d. A softball player does a head-first dive while sliding to the right across
the infield dirt. Ignore air resistance.
e. A hockey puck glides to the right across the ice at a constant speed.
Ignore air resistance.
f. A football kicked initially at a 40-degree angle to the horizontal is at
the peak of its trajectory. Ignore air resistance.
g. The cabin of a small freight elevator is secured to a motor by a cable
and is moving upward at a constant speed. There is no contact
between the cabin and the elevator shaft. Ignore air resistance.
h. A downward-moving skydiver is falling at a constant speed.
i. A downward-moving skydiver who has just opened the parachute is
slowing down. (Diagram the forces on the skydiver/parachute system.
j. A rightward force is applied to a crate to push it across the floor at a
constant speed. Ignore air resistance.
k. A football is moving upward and rightward toward the peak of its
trajectory. Ignore air resistance.
l. A sledder has reached the bottom of a hill and is coasting to the right
while slowing down along the loosely packed snow. Ignore air
resistance.
3. What can you say about the forces on objects that are at rest or in
constant motion?
4. What can you say about the forces on objects that are changing speed?
changing direction? changing speed and direction?

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 D. Making 1. Learners’ Takeaways
Generalizations Discuss the advantages of knowing how to draw and apply a free-body diagram.

2. Reflection on Learning
Compose a one-page reflection discussing what you learned, what you do not
understand, and what you want to learn further.

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

A. Evaluating Formative Assessment If the school cannot access the

Learning Click on the link internet, the teacher can
https://www.physicsclassroom.com/Class/newtlaws/U2L2c.cfm#1 and answer prepare the assessment task in
the practice exercises. a PowerPoint presentation.

B. Teacher’s Note observations on

Remarks any of the following Effective Practices Problems Encountered
areas:

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 strategies explored

materials used

learner engagement/
interaction

Others

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

▪ principles behind the teaching

What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?

▪ 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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