Republic of the Philippines

Department of Education
CARAGA Administrative Region
Division of Surigao del Sur
Lianga I District

School: LIANGA CENTRAL ELEMENTARY SCHOOL Grade Level: 5

Teacher: BANTOG, MICHAEL JAY
JANIOLA, MAY ANN
PORLARES, JASON
PALBAN, HEZEL ANN Learning Area: SCIENCE 5
Date: APRIL 14, 2025 Quarter: III
Section: BAROBO Division: SURIGAO DEL SUR
I. OBJECTIVES
A. Content The gravity causes all objects to fall towards the ground.
Standards
B. Performance They extend their understanding to predict how gravity affects objects on Earth
Standards
C. Learning They predict and explain whether heavier objects will fall faster than lighter objects
Competencies due to the force of gravity.
D. Objectives At the end of the lesson, the students are expected to:

K. Describe gravity as a force that pulls objects toward the center of the Earth.

S. Perform a simple investigation using everyday materials to observe how gravity affects falling objects.

A. Students will show curiosity and appreciation of how gravity works in their daily life.

II. CONTENT Gravity

III. LEARNING
RESOURCES
A. References Department of Education (DepEd)https://www.deped.gov.phMATATAG Science CG Grade 3 and 7 | Department of Education
1. Teacher’s Page 35-36 of 69
Guide pages
2. Learning
Material pages
3. Textbook
Pages
4. Additional
Learning
resources
5. Time 45 minutes
allotment
B. Other Learning https://youtu.be/E43-CfukEgs?si=8s65RrKUBnX1rYY-, POWERPOINT PRESENTATION
 Resources
IV. PROCEDURES TEACHER’S ACTIVITY STUDENT’S ACTIVITY

 Greetings
Preliminaries
Good morning class? Good morning, teacher!

May I ask, how are you today? We are fine, teacher

 Prayer

Okay class, let us stand for a prayer. (The students will stand up)

May I request Jason to lead the prayer. (Jason will lead the prayer)

Before you take your seats, please pick up some pieces of paper under your chair.

Thank you class!

Okay class please sit down.

 Attendance checking
(The students will clap)
Let’s have an attendance, say present if your
Name is called.

Very good class, everyone is present today,

Let’s clap ourselves.

 Reading of the house rules (The students will read the classroom rules)

Now, before we start on our discussion, please read the classroom rules.

1. Listen attentively when others are talking.

2. Use kind words and actions.

3. Respect the teacher, classmates, and school property.

Did you understand the rules class? Yes teacher!

A. ELICIT Now, who can recall and recite to the class our topic last meeting? Our topic last meeting, was all about force
ma’am.

Very good, Now let’s refresh our understanding of some key concepts. Who can remind us what is force? A force is a “push or a pull” that changes or
tends to change the state of rest or uniform
motion of an object or changes the direction
or shape of an object.

Excellent! Can you me some example of forces we encounter daily? Pushing a door open and pulling a wagon.

Great example! Now how do forces relate to motion? What happens when a force acts of an object? It can make the object move, stopp moving or
change direction.

Exactly! Forces cause changes in motion. Now let’s talk about mass and weight, what’s the difference? Mass is how much stuff is in something, and
weight is how heavy it is.

Very good! Since you’ve already learn our last topic. Let’s unlock together our new topic by participating the activity.

B. ENGAGE
Do you want an activity? Yes teacher!

Now I have here a three scenario and I want you to listen carefully and analyze each of it, because I prepare a follow up
questions about the scenarios.

Understand class? Yes teacher!

Scenario1: You see a box on the classroom floor. It’s not moving. You walk over and give it a gentle push with your hand. The
box slide forward. Then, you stop pushing, and the box eventually comes to a stop.

1. What made the box move?

2. Did the box move before you touched it?
3. What happened when you stopped pushing?
4. Is the push is a contact force? Why?

Scenario 2: Your sitting under an apple tree on a breezy afternoon. Suddenly, you feel a small thud next to you. You look
down and see a red apple just fell from a branch above.

1. What made the apple fall from the tree?

2. Is there a force pulling the apple down?
(Students will shared their insights)
 (The students will read)
At the end of the lesson, the students are
expected to:

. K. Describe gravity as a force that pulls

objects toward the center of the Earth.

S. Perform a simple investigation using

everyday materials to observe how gravity
affects falling objects.

A. Students will show curiosity and

appreciation of how gravity works in their
daily life.
C. EXPLORE ACTIVITY
Which objects falls first?
PREDICTION VS. INVESTIGATION

Directions: Students will predict and investigate which objects will fall to the ground first: a rock a sheet of paper, a piece of
aluminum foil, or a marker. They will be divided into two groups and each will be expected to collaborate, discuss their ideas
and complete the activity together.

First, they will fill in a prediction table, where they write which object they think will fall the fastest and explain why.

Next, they will perform the experiment by dropping all four objects from the same height at the same time but this time they
will crumpled the paper and the aluminum foil. Then they will observe and record the result in the investigation table.

After the investigation, students will answer the follow up questions to reflect on their predictions and what they discovered.

PREDICTION TABLE

Object 1 Object 2 Prediction which will fall Why?

first?
 INVESTIGATION TABLE

Object 1 Object 2 After the investigation which Why?

will fall first?

Did your prediction meet the result of your investigation? No teacher!

Do you want to know the reasons about it? Yes teacher!

D. EXPLAIN
Now that you have finished the activity and completed both tables, let’s think more deeply about what you discovered.

Look at the Investigation Table — this shows what really happened during the experiment.

When you dropped the rock, paper, aluminum foil, and marker, which ones reached the ground first? Which ones fell The rock and the marker always hit the
more slowly? ground first.”

“The paper and foil floated down more

slowly.”

Now, compare these results to your Prediction Table (First Table).

I thought the paper would fall faster, but it
Did the results match your predictions? If not, what was different? didn’t.”

So what’s Really Happening there?

All of the objects — rock, paper, aluminum foil, and marker — were pulled down by the same force called gravity.
Gravity pulls everything down to the ground at the same rate, no matter how heavy or light it is.

But the reason some objects fell faster is because of air resistance.

Air resistance is the force of the air pushing against an object as it moves through it.

Flat and light objects like the sheet of paper or aluminum foil catch more air. This slows them down.
Heavier or compact objects like the rock or marker push through the air more easily. That’s why they fall
faster.
When you crumpled the paper or foil, they didn’t catch as much air — so they fell faster, just like the rock.

I have here a video to present to you the gravity and how air resistance affects the object while falling.

(The students will watch and observe

carefully )

https://youtu.be/E43-CfukEgs?si=8s65RrKUBnX1rYY-

1. What do you observe on the video?

2. Again, what makes the objects fall slowly?

To conclude it class!

Gravity pulls all objects toward the ground with the same force
(The students will share their insight)
. Air resistance slows some objects down, especially if they are light or spread out.

Shape, size, and surface area affect how fast an object falls. Even if gravity is the same, air resistance makes a big
difference.

You did real science today ,you made predictions, tested them, and found out why things fall the way they do!

Am I clear class?
 Yes Teacher!

E. ELABORATE Activity: "Everyday Gravity Hunters"

Direction: The class will be divided into 3 groups. Each groups will explore the surroundings (classroom or
school) and find 3 to 5 real-life examples like (ball falling to the ground, leaves dropping from a tree, water
pouring from a bottle, someone jumping and coming back down and objects staying on a desk) where
gravity is at work. Observe carefully and record your findings, then create a mini-poster with drawings
showing each example. Write a short explanation for each and present your work to the class and reflect
on what you learned about gravity and its importance in daily life.

Follow up Question:

1. 1. What if there was no gravity?

1. 2. Why is gravity important in our daily lives?

(Students will shared their insights)

1. 3. Which example surprised you the most?

1. 4. What would happen if gravity stopped working for a day?

F. EVALAUTE Now that we have explored gravity and air resistance, let’s check your understanding with a quick quiz. This will help me see
what you have learned today. Answer each question carefully. If you’re unsure, feel free to raise your hand and ask for help.

Are you ready class?

Yes Teacher!
I will give you a set of printed questions . You will have 5 minutes to answer them. Afterward, we will go over the answers
together as a class.
Assessment Criteria:

Accuracy of Responses:
Did students answer the questions correctly?
Focus on understanding gravity, air
resistance, and how they interact with
different objects.

Participation:
Did the student actively engage in the quiz and
follow the instructions?

Clear Understanding of Concepts:

Are the student’s explanations clear and based
on the experiments they performed?
(Students will listen)

(The students will clap their hands)

G. EXTEND Assignment: "Gravity at Home

Now that you understand how gravity and air resistance work, I want you to start noticing them outside of our classroom.
Gravity is all around us you can even see it when you play with a ball, fly a kite, or drop something by accident

Instructions!
For your homework, you will complete a short observation activity called 'Gravity at Home!'. You’ll pick two objects from your (The students will listen )
home, test which one falls faster when dropped from the same height, record a short video using your smartphones and write
a few sentences explaining what happened and why.

Distribution:
Provide a simple take-home observation sheet: (The students will receive the observation
sheet)
Yes Teacher!
 Bring your completed observation to school tomorrow. We’ll have a short sharing time to hear what you discovered. This will
help you become science detectives not just in the classroom, but in real life!

It’s that clear class?

That would be all for today’s class.

V. REMARKS

VI. REFLECTION

Prepared by: Checked by:

HELNER I. GOMEZ
Student Course Instructor