Multi Grade Lesson Plan Quarter 3

1. Lesson Plans for Multigrade Classes
Grades V and VI
Learning Area: SCIENCE Quarter: ___3___ Week: __1___
Grade Level Grade 5 Grade 6
Content Standards
The learner demonstrate
understanding of
motion in terms of distance and time gravity and friction affect movement of an object
Performance Standards
The learner
produces an advertisement and demonstrates road
safety
Competencies describes the motion of an object by tracing and
measuring its change in position distance
traveled)over a period of time
(S5FE-IIIa-1)
infers how friction and gravity affect movements of
different objects
(S6FE-IIIa-b-1)
Day 1
Lesson Objectives To define and describe motion
Process Skills: observing, communicating, describing
Values Integration: cooperation
To state that there are forces acting on an object
To observe that a body at rest tends to remain at rest
and a body in motion tends to be in motion unless an
outside force is applied to it
Process Skills: observing, experimenting,
communicating
Values Integration: cooperation
Subject Matter Motion Force and Motion
Learning Resources BOW
Science and Health 6,pp.246-249
BOW
Teacher’s Guide pp.131-132
Procedures
Methodology:
Use letter icons to show
methodology and
assessment activities
Grouping Structures (tick boxes):
 Whole Class
describe the parts of the lesson (for example the
introduction), where you may address the whole
class as one group
 Mixed Ability Groups
 Grade Groups
 Ability Groups
 Friendship Groups
 Other (specify)
 Combination of Above
DT

2. Direct Teaching
Group Work
Independent Learning
Assessment
Teaching, Learning and Assessment Activities
WHOLE CLASS ACTIVITY
 Tell pupils to look around them, let them mention things that are not moving. Next, things that are
moving.
 Discuss why things are moving.
DT
-Ask pupils about their current position in the
classroom.
-Review the definition of position.
Activity 1
Distribute pictures among pupils and paste
them to the corresponding column in the chart.
(Prepare a big chart- see appendix 1for pictures)
Moving Objects Not Moving Objects
Ask: When do you say an object is moving or not
moving?
Activity 2
Call one pupil to stand near the blackboard.
(Let pupils describe his position.) After a while
let the pupil move further
Analysis/Abstraction
Has the pupil moved? Why?
(See Appendix 2 for Background Information)
Generalization
What is motion?
Describe motion.
GW
Divide the class into two groups.
Provide them a block of wood and supply the needed
information in the Work Sheet.
(See Appendix 3)
GW
W
IL
A

3. Application
Do you think motion is important? Why?
GW
Divide the class into two and perform activity in
appendix 4.
DT
Discuss further in class the concepts about what
causes motion.
(See background Information in Appendix 5)
Have pupils answer the following:
1.What situation in the activity where the
block of wood did not move at all?
2.What did you do to make the block of
wood move?
3.For the block of wood to move, what did
you apply?
Generalization
What is force?
Why do objects move or remain at rest?
Application
In anything you do, do you need force? Why?
IL
Think-Pair Share
Draw a situation showing how motion has occurred.
IL
Think-Pair Share
Make a simple drawing showing a body at rest and a
body in motion.
A
Let pupils write a simple reflection journal.
What did I learn about motion?
A
Form dyads
Let pupils list down activities where force is applied.
Remarks
Reflection

4. Day 2
Lesson Objectives To use appropriate measuring tools and correct
standards unit
To get the speed of a running objects/persons
(S5FE-IIIa-1)
Process Skills: inferring, communicating, observing,
recording, measuring, analysing
Values Integration: consideration for others
Accuracy in measurements
To infer how friction affects the movements of objects
(S6FE-IIIa-c-1)
Process Skills: observing, inferring, recording,
analysing, comparing
Values Integration: Cooperation
Subject Matter Using Appropriate Tools
Speed
Friction
Learning Resources BOW
Teacher’s Guide, pp. 74-77
Into the Future 6, p. 180
Science & Health 6, p.252
BOW
Procedures Teaching, Learning and Assessment Activities
WHOLE CLASS ACTIVITY
 Recall significant concepts in the previous lesson.
DT
Ask pupils of measuring devices for distance and time.
After that let them perform the activity in pairs. Then
discuss further.
(See Appendix 1)
GW
Divide the class into two. Provide them with soap. Let
them perform the activity.
(See Appendix 2)
Process the answers of the pupils to come up with the
concept of friction.

5. Background Information
Motion is described as a change in position.
The simplest kind of motion is motion in a straight
line at a constant rate. Speed describes the rate
of motion of an object. It is measured with a
speedometer. Speed is used to describe motion.
Speed = Distance Travelled
Time
Question: 1. What two important things to consider to
get the speed of a moving object?
2. How do we get the speed of a moving
object?
Application: Why do drivers have to control their
speed?
GW
Group the class into two. Provide them with a meter
stick, flaglet and a stop watch. Let each group perform
the activity.
(See Appendix 3)
After the activity let each group post their output for
analysis and discussion for questions to be answered.
DT
Provide the class with a shoebox filled with stones and
string.
Let them do the activity.
(See Appendix 4)
Ask: When is the box harder to pull?
When is it easy to pull?
Discussion: Movement of things when friction is
present.
IL
Think-Pair-Share
Solve for the speed.
(See Appendix 5)
Ask: Who ran the fastest? Why?
IL
Think-Pair- Share
Let pupils do:
Illustrate a situation where Car A is moving in a
rough area and car B moves in a smooth area. Which
do you think between the two cars has a safer trip?
Why?
A
Analyze the situation and solve for the speed.
A
Make a Journal.

6. Carlo travelled by train, if the train travels at 250
meters in ten seconds, what is the speed of the train?
Is friction important in a moving car? Why?
Remarks
Reflection
Day 3
Lesson Objectives To get the velocity of running objects/persons.
(S5FE-IIIa-1)
Process Skills: analysis, problem solving, creating
Values Integration: cooperation, honesty
To compare different movements of objects on different
surfaces.
To identify the different kinds of friction.
(S6FE-IIIa-c-1)
Process Skills: experimenting, observing, recording
Values Integration: love, peace, humility
Subject Matter Velocity and Speed Kinds of Friction
Learning Resources BOW
Into the Future 6, pp.183-185
Science and Health Series 6, pp. 168-169
BOW
Science Links 6, pp. 276-279
Science and Health 5, pp.107
Procedures Teaching, Learning and Assessment Activities
WHOLE CLASS ACTIVITY
 Recall significant concepts in the previous lessons.
 Motion
DT
 Tell pupils that they have already learned
how fast an object is moving by the distance it
covers over time. Tell them that they will
study directions toward which an object is
moving.
 Present words written in meta cards.
(See Appendix 1)
 Ask: Where do you usually find the words?
Answer: map
compass
wind vane
GW
Let pupils do activity 1 on comparing movements of
objects on different surfaces.
( See Appendix 5)

7.  Present the figure below in a Manila Paper
 Let pupils paste the meta cards on the correct
arrow.
 Ask: What they have accomplished.
(Primary Directions)
 Tell pupils that they can also have secondary
directions. Let them do this on the presented
Primary Directions.
(See Appendix 2 for meta cards)
 Ask: Do you think directions are important?
Why?
Activity 1
 Distribute copies of a road map.
(See Appendix 3)
 Discussion

8. Background Information
Another way to describe motion is to
find the velocity. Velocity includes not only
the speed but also the direction. For
example, the speed of car X may be 40 km
per hour, but its velocity is 40 km per hour
north.
Velocity is the speed of moving object
towards a specified direction.
Application:
Is it important that speed and velocity go
together? Why?
GW
Group pupils into 3 and let them perform an activity.
(See Appendix 4)
DT
 Process activity 1 done by the pupils.
 Ask: What affects the motion of the block
of wood?
What kind of friction is shown when
you let the block of wood roll on the
rods?
Under what condition was frictional
force is smallest?
Discussion:
Background Information
Kinds of Friction
1. Rolling friction is the frictional force
associated with the rotational movement
of a wheel or other circular objects along
a surface. When an object rolls over
a surface, rolling friction is produced.
2. Sliding friction occurs when two
objects rub against each other or slide
against each other. Sliding friction is

9. caused by a chemical bonding between
surfaces.
3. Fluid friction is the friction between
solid object and the liquid or gas it is
moving in. Objects moving through a
fluid experienced fluid friction,
called drag.
4. Static friction occurs in a stationary
objects. It prevents an object from
moving against a surface. It is the
force that keeps a book from sliding off a
desk, even when the desk is slightly tilted.
Ask: Is friction useful? Why?
Application:
In humans, friction can break
relationships. Friction in relationships means
disagreements, quarrels or
misunderstandings. How can you reduce
friction among friends and family members?
IL
Illustrate a moving car heading westward with a speed
of 70 km per hour. Below it, solve for the velocity of
your car.
IL
Think-Pair- Share
List ways on how friction is useful.
1.
2.
3.
4.
5.
A
Create a situation for a moving car.
Solve for its velocity.
A
Complete the concept map on the different kinds of
friction.
See Appendix 7.

10. Remarks
Reflection
REFERENCES

11. APPENDIX 1 SCIENCE 56/Q3/W1
DAY 1

12. APPENDIX 1 SCIENCE 56/Q3/W1
DAY 1

13. APPENDIX 1 SCIENCE 56/Q3/W1
DAY 1

14. APPENDIX 1 SCIENCE 56/Q3/W1
DAY 1

15. APPENDIX 1 SCIENCE 56/Q3/W1
DAY 1

16. APPENDIX 1 SCIENCE 56/Q3/W1
DAY 1

17. APPENDIX 1 SCIENCE 56/Q3/W1
DAY 1

18. APPENDIX 1 SCIENCE 56/Q3/W1
DAY 1

19. APPENDIX 1 SCIENCE 56/Q3/W1

20. DAY 1
APPENDIX 1 SCIENCE 56/Q3/W1
DAY 1

21. APPENDIX 1 SCIENCE 56/Q3/W1
DAY 1

22. APPENDIX 1 SCIENCE 56/Q3/W1
DAY 1

23. APPENDIX 1 SCIENCE 56/Q3/W1

24. DAY 2
APPENDIX 2 SCIENCE 56/Q3/W1
DAY1

25. BACKGROUND INFORMATION
To know if an object is moving or not, there should be a point of reference.
A frame or point of reference is a place of position from which an object’s
motion maybe observed and described.
Motion is described in reference to the position from which the observer is
viewing the motion. Thus, whether an object is moving or not moving
depends upon the frame of reference from which you are observing the
object.
 Motion is a change in position.
 A frame from which an object’s motion may be observed and
described.
Appendix 3 SCIENCE 56/Q3/W1
Day 1

26. ACTIVITY
Group Work
1. Get a block of wood and lay it on a flat
surface.
Does it move? ____________
2. Push the block of wood with a greater
force.
Does it move? ____________
3. Push it back to its original position while
another pupil is opposing your push.
Does it move? ____________
3. Now, pull the block of wood. Does it move? ____________
Question: What causes an object to move?

27. APPENDIX 4 SCIENCE 56/Q3/W1
DAY 1
Study the picture. Analyze the position of the cloud to that of the star in picture 1 then compare
with picture 2. Has the cloud moved? Why?

28. APPENDIX 5 SCIENCE 56/Q3/W1
DAY1
BACKGROUND INFORMATION
Force is defined as a push or a pull. We can pull the door to close it. We push the
gate to open it. Force produces motion. The force of the wind moves the clouds and
dust. Force can also stop motion.
However, when an opposite but equal force acted on the same object, no motion is
observed. An object moves only if the forces acting on it are not balanced. When the
forces are opposite and balanced, it does not move. Motion is always towards the
direction of the greater force.

29. APPENDIX 2 SCIENCE56/Q3/W1
DAY 2
Perform the activity. Then answer the questions that follow.
1. Rub your hands together for one minute.
What do you feel?
What do you hear?
2. Put some liquid soap on your hand and rub again.
What difference do you notice from number 1?

30. APPENDIX 3 SCIENCE 56/Q3/W1
DAY 2
Do the following activity to find the answer.
1. Draw a 50-meter line in the school ground. Use a meter stick to do this.
Mark the starting and the finish lines.
2. Ask 3 of your group to participate in the race.. Make sure they are
physically fit. Let them stand on the starting line.
3. Assign someone to hold a flaglet to signal the start of the race.
4. Assign a person to use a stopwatch to record the results of the race at
the finish line.
5. Record the results using the table below.
Name Distance Time Speed
50 meters
50 meters
50 meters
50 meters
Who ran the fastest? Why did you say so?

31. APPENDIX 4 SCIENCE 56/Q3/W1
DAY 2
Follow the direction carefully.
1. Fill the shoebox with stones.
2. Fasten a string to one end of the box.
3. Pull the shoebox over a very rough surface.
What can you observe?
4. Again, pull the shoebox over a smooth surface.
What do you observe?
Question: When is the box harder to pull?
When is it easy to pull?

32. APPENDIX 5 SCIENCE 56/Q3/W1
DAY 2
Solve for the speed.
Runner Distance Time Speed
Boy 1 40 m 19 secs
Boy 2 40 m 32 secs
Boy 3 40 m 26 secs
Question: Who ran the fastest?

33. Appendix 1 Science 56/Q3/W1
Day 3
NORTH
WEST
EAST
SOUTH

34. Appendix 2 Science 56/Q3/W1
Day 3
NORTH EAST
NORTH WEST
SOUTH EAST
SOUTH WEAST

35. Appendix 3 SCIENCE 56/Q4/W1
DAY 3
Activity: Perform the activity
1. Study the road map.
2. Base on the given direction, identify the directions where vehicles W, X, Y, and Z is moving.

36. Appendix 4 SCIENCE 56/Q4/W1
DAY 3
Study the table below. Identify the velocity of each moving vehicle.
The speed, direction and velocity of each vehicle are given as follows:
Bus Speed ( km/hr) Direction Velocity
Bus A 40 KM/ HR South

37. Bus B 40 KM/HR North
Bus C 45 KM/’HR West
Bus D 35 KM/HR South East
Bus E 45 KM/HR West
1.Which vehicles are running with the same speed? (Color them red)
2. Which vehicles are running with the same velocities? ( Color them yellow)
Appendix 5 SCIENCE 56/Q4/W3
DAY 3
Comparing Movements of Objects on Different Surfaces
Problem: How does the kind of surface affect the movement of the object?
What you need: block of wood, tape, rods (1ft), spring scale, sand paper, hook, baby powder
What to do:
1. Attach one sand paper on one side of the block of wood. Hook a spring scale to the block of wood. Place the wood

38. on the table. (The sand paper should meet the surface of the table.)
2. Using a steady force, use the spring scale to pull the wood across the table at a steady speed. Record the
force applied to pull the block of wood across the table.
3. Remove the sand paper from the block of wood. Sprinkle a small amount of powder on the table. Repeat step 2.
4. Place several rods on the table. Place the block of wood on top of the rods. Then repeat step 2.
Kinds of Surface Force Applied
Rough Surface
Smooth Surface
Rolling Surface
What have you found:
1. What affects the motion of the block of wood?
2. What kind of friction is shown is shown when you let the block of wood with sand paper slide on the surface
of the table?
3. What kind of friction is shown when you let the block of wood roll on the rods?
4. Under what condition was frictional force smallest?
Appendix 6 SCIENCE 56/Q4/W3
DAY 3

39. Appendix 6 SCIENCE 56/Q4/W3
DAY 3

40. Appendix 6 SCIENCE 56/Q4/W3
DAY 3

41. Appendix 7 SCIENCE 56/Q4/W3

42. DAY 3
Complete the concept map on the different kinds of friction.