DAILY LESSON
Subject: SCIENCE LOG Week/Day: WEEK 3/DAY 2
Grade Level: FIVE Date: NOVEMBER 25,2025
Quarter: THREE Teacher: JESSICA [Link]
SCIENCE 5-LESSON EXEMPLAR
REVISED K-12 CURRICULUM TUESDAY
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learners learn that:
1. Science investigations provide evidence to support predictions and
explanations.
2. Forces are pushes or pulls that act in a specific direction.
A. Content Standards 3. Friction is an everyday force created by two surfaces interacting.
4. Gravity causes all objects to fall towards the ground.
5. Static electricity occurs when some materials rub on other materials, causing
charges to jump.
6. Electric current requires a pathway for charges to flow.
By the end of the Quarter, learners use objectivity and measurement to carry out
scientific investigations using fair tests and multiple trials to explore how forces
influence the movement of familiar objects and extend their understanding to
predict how gravity affects objects on Earth. They plan and carry out valid and
B. Performance Standards reliable scientific investigations to explore frictional forces by identifying and
controlling variables. They observe and describe basic features of static
electricity and electric current through practical activities and use their
understanding and interest to explain and show appreciation for some
applications of forces and electrical energy in the home and community.
Learning Competency
1: The learners identify gravity as a non-contact force that affects the behaviors
of materials and
objects on Earth in predictable ways.
Lesson Objective 1: The learners will be able to describe gravity.
Learning Competency 2: The learners predict and explain whether heavier
objects will fall faster than lighter objects due
to the force of gravity.
C. Learning Competencies and Objectives The learners will be able to:
Lesson Objective 1: investigate the motion of light and heavy objects without air
friction.
Lesson Objective 2: identify the factors affecting the motion of falling objects.
Learning Competency 3: The learners observe and describe the effects of
gravity to the motion of an object.
The learners will be able to:
Lesson Objective 1: observe the effects of gravity on the motion of an object.
Lesson Objective 2: describe the effects of gravity on the motion of an object.
Gravity and its Effects on Objects
● What is gravity?
D. Content
● Free-falling Motion
● Falling Motion with Air Resistance
Values Integration – Humility and Appreciation of gravity as part of God’s
creation that is necessary to our existence Engineering – Designing a model that
E. Integration
can be used to counteract the effects of gravity, like a paper airplane and egg
drop container and parachute
LEARNING CONTENT GRAVITY
II. LEARNING RESOURCES
a. References Logronio, J. (2025). Lesson Exemplar for Science Philippine Normal University
Research Institute for Teacher Quality SiMMER National Research Centre
Department of Education. (2023). MATATAG Curriculum Phase 1 SY 2024-2025.
Retrieved from [Link]
III. TEACHING AND LEARNING PROCEDURE
Directions: Complete the following statements by choosing the word that best
completes the following sentences.
1. (Gravity, Air) is a force that pulls all objects downward or towards the center of
the Earth.
a. Activating Prior Knowledge
2. Gravity is a force of (attraction, repulsion) that exists between two objects
which act towards each other.
3. Earth’s (mass, gravity) keeps us and all objects on the ground.
4. Gravity is a (force, energy) that affects all objects in the universe.
b. Establishing Lesson Purpose
Are you familiar with Isaac Newton? How did he discover gravity?
What is gravity?
c. Developing Understanding of the Lesson
Characteristics of Gravity
1. A non-contact force – Like other non-contact forces, gravity acts on or affects
objects without physically touching them as long as they are within its gravitational field.
2. Attracts all objects – It is a force of attraction between any two objects in the
universe, such as the moon and the Earth, the Earth and the sun, you and the Earth,
and you and your classmate.
3. Depends on an object's mass – The bigger the mass, the more gravity is exerted.
For example, you are not pulled by your classmate's gravity, but you are grounded on
Earth because of its gravity.
4. Depends on how close the objects are – The closer the two objects, the greater the
force of gravity between them. For example, the moon revolves around the Earth, not the
sun, because it is much closer to the Earth. Because of the moon's gravity on Earth, high
ocean tides occur on the side facing the moon.
5. It always pulls on heavy and light objects at the same rate – Since gravity
depends on the mass of an object, it pulls with a greater force on heavier objects than on
lighter ones. For example, on Earth, heavy and light objects fall at the same rate,
disregarding air resistance.
d. Deepening Understanding of the Lesson Directions: Read the statements below. Write T if it is true and F if it is false in
the second column in the table below.
Why do you think things fall down when you drop them? How does gravity work
e. Making Generalizations
to make this happen?
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION
Directions: Read the clues in the box and fill in the puzzle below. Write only one
letter of the word per box.
a. Evaluating Learning
Down
1. Gravity is an _______ force.
Across
2. The force of _______ causes objects on earth to fall to the ground.
3. Anything that has _____ possesses gravity.
4. Gravity pulls objects toward the _________ of the earth.
5. He discovered gravity when he saw a falling apple.
Note observations on any of Effective Problems
the following areas: Practices Encountered
strategies explored
b. Teacher’s Remarks 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?