4
Quarter 3
Learning Activity Sheet Lesson
for Science 1
Worksheet for Science Grade 4
Quarter 3: Lesson 1 (Week 1)
S.Y. 2024-2025
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Development Team
Writer:
• Jessa V. Logronio (Silliman University)
Validator:
• Edwin Auditor (Philippine Normal University - Manila)
Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre
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LEARNING ACTIVITY SHEET
Learning Area: Science Quarter: 3rd Quarter
Lesson No.: 1 Date:
Lesson Title/ Topic: Describing Force
Name: Grade & Section:
Worksheet 1: Effects of Forces on an Object
I. Activity No. 1: Self-Assessment (10-15 minutes)
II. Objective(s): At the end of the activity, the learners are expected to assess their knowledge
and skills related to forces and rigid and soft objects.
III. Materials Needed: worksheet & pen
IV. Instructions:
1. Read the listed learning targets below.
2. Assess your knowledge and skills about forces and rigid and soft objects.
3. Rate yourself using the scale below. Write your ratings in the column Before Learning the
Lesson. After learning the lesson, assess yourselves again and see if your ratings change.
I still need help to do this.
I can do this by myself.
I can do this by myself and in different ways.
Learning Targets Before Learning After Learning
the Lesson the Lesson
1. I can identify rigid and soft objects based
on their physical characteristics.
2. I can describe the characteristics of rigid
and soft objects.
3. I can classify objects as rigid or soft
objects.
4. I can define force as a push or pull
exerted on an object.
5. I can describe forces using arrows in
given situations.
6. I can identify forces in our daily tasks.
7. I can investigate how rigid and soft
objects respond to applied forces.
Science 4 Quarter 3
1
LEARNING ACTIVITY SHEET
Learning Area: Science Quarter: 3rd Quarter
Lesson No.: 1 Date:
Lesson Title/ Topic: Describing Force
Name: Grade & Section:
Worksheet 2: Effects of Forces on an Object
I. Activity No. 2: Anagram Game: Unscramble the Letters! (15 minutes)
II. Objective(s): At the end of the activity, the learners are expected to unlock vocabulary words
that will be repeatedly used in this week’s lesson.
III. Materials Needed: worksheet & pen
IV. Instructions:
1. Rearrange the letters in each anagram to form the correct vocabulary word. Write the
unlocked word in the second column of the table below.
2. Then, write a keyword related to the unlocked work or draw a symbol to represent the
word in the third column of the table.
Anagram Answer Related Keyword or a Symbol
1. Mtneovem
2. Girdi bojetcs
3. Sotf bjsceto
4. Froce
Science 4 Quarter 3
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LEARNING ACTIVITY SHEET
Learning Area: Science Quarter: 3rd Quarter
Lesson No.: 1 Date:
Lesson Title/ Topic: Describing Force
Name: Grade & Section:
Worksheet 3: Effects of Forces on an Object
I. Activity No. 3: Rigid and Soft Materials (30-40 minutes)
II. Objective(s): At the end of the activity, the learners are expected to:
1. Describe the characteristics of rigid and soft objects; and
2. Classify objects as rigid and soft objects.
III. Materials Needed: chair, shelf, sponge, table, floor, doorknob, leaf, paper, cotton, stone,
bread, & cloth.
IV. Instructions:
1. Assign each student a partner for this activity.
2. Observe the objects and materials in the classroom listed above.
3. Classify them as rigid or soft objects using the table below.
4. Answer the process questions below.
Characteristics Classification
Object
(Size & texture) Rigid or soft?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Process questions:
1. When can you say that an object is rigid?
_________________________________________________________________________________________
_________________________________________________________________________________________
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2. Describe the physical properties of soft objects.
_________________________________________________________________________________________
_________________________________________________________________________________________
3. Why is it important to distinguish between soft and rigid objects?
_________________________________________________________________________________________
_________________________________________________________________________________________
Scoring Guide: One point for each correct answer.
V. Synthesis/Extended Practice/Differentiation (if needed):
Synthesis:
● After completing the worksheet, discuss with your classmates why certain objects are
classified as soft or rigid. Share your findings with the class.
● Can you think of real-world examples where rigid materials are used? What about soft
materials?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Extended Practice:
● Create a list of soft and rigid objects found in your home. Discuss your list with a partner.
Science 4 Quarter 3
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LEARNING ACTIVITY SHEET
Learning Area: Science Quarter: 3rd Quarter
Lesson No.: 1 Date:
Lesson Title/ Topic: Describing Force
Name: Grade & Section:
Worksheet 4: Effects of Forces on an Object
I. Activity No. 4: Describing Force (15-20 minutes)
II. Objective(s): At the end of the activity, the learners are expected to describe forces using
arrows.
III. Materials Needed: Pencil or colored pens to draw the arrows.
IV. Instructions:
1. Draw an arrow to show the direction of the force (push or pull) applied in each situation
below. The first one is done as an example.
2. Answer the guide questions on the next page.
A girl pressing the phone A boy is pushing the light
screen A boy is carrying a bag switch
A boy is pulling a chair The bigger hand is pulling the The girl is sweeping the
rubber band floor
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Guide Questions:
1. How would you represent a pushing force in a diagram? What about a pulling force?
________________________________________________________________________________________
________________________________________________________________________________________
2. Can you identify situations in which forces are balanced or equal? How would you draw the
arrows for balanced or equal forces?
________________________________________________________________________________________
________________________________________________________________________________________
Scoring Guide: One point for each correct answer.
V. Synthesis/Extended Practice/Differentiation (if needed):
Synthesis:
● Discuss with your classmates why arrows are used to represent forces. How does the
length of the arrow relate to the strength of the force? Was it easy or not to draw the
arrows that represent the push or pull exerted in each situation?
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
Extended Practice:
● Consider a new scenario involving an object and identify at least two forces acting on it.
Use arrows to represent these forces.
Science 4 Quarter 3
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LEARNING ACTIVITY SHEET
Learning Area: Science Quarter: 3rd Quarter
Lesson No.: 1 Date:
Lesson Title/ Topic: Describing Force
Name: Grade & Section:
Worksheet 5: Effects of Forces on an Object
I. Activity No. 5: Forces in My Everyday Life (20-25 minutes)
II. Objective(s): At the end of the activity, the learners are expected to:
a. describe forces using arrows in given situations; and
b. identify forces in our daily tasks
III. Materials Needed: pencil or colored pens
IV. Instructions:
1. Illustrate four situations wherein you do actions (that apply a push or a pull) to
accomplish daily tasks at home or school.
2. Draw arrows to show where the force is directed, and label or caption each situation using
the pattern: I am pushing or pulling an object in one direction.
Situations
2.
Example:
1. I am pushing the rag to the right.
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3. 4.
Process questions:
1. How did you represent the push and pull forces in your illustrations?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
2. Were there any situations where it was challenging to decide whether it was a push or
pull force?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
3. Can you think of other real-world situations that involve push or pull forces?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
II. Synthesis/Extended Practice/Differentiation (if needed):
Synthesis:
● Discuss their answers to the process questions. Explain why understanding forces is
important in everyday life.
Science 4 Quarter 3
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