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UNIT 3: Force, Motion and Energy

Chapter 1: Moving Objects

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Chapter 1: Moving Objects

There are two general ways of making objects move.

One is by pushing and the other by pulling. The use of a

reference point or a reference object is emphasized to give

the accurate or precise location of an object.

This chapter also discusses that when a force is applied

on an object, the object can move fast or slow, forward or

backward, or can be stretched or compressed. Water,

magnets, and moving air are examples of materials that can

exert force to make objects move.

Lesson 1: Describing the Position of an Object relative

to another Object

Activity 1: What is my position?

Objective

Describe the position of an object relative to another object.

Material

Real objects such as table, cabinet, ball, door, balloons,

Procedure

1. Write the correct word that describes the position of the

object or animal or person in each picture. Choose from

the list of words in the box. Do this in your notebook.

under

table behind top

cabinet

right boy

in front left

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a. The book is on _____________ of

the ___________.

b. The ball is _____________

of the _____________.

c. The door is _____________

the _____________.

d. The cat is_____________

the _____________.

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e. The balloons are in the girl’s

_____________ hand.

Activity 2: How do you know that an object has moved?

Objective

Describe the location of an object after it has moved.

Materials

meter stick toy car picture of a road sign

Procedure

1. Using a chalk, draw a line on one side of the table. Label

this line as “start.”

2. Put the toy car behind the line as shown below.

Start

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3. Slightly push the toy car.

4. Mark the location of the car once it stops.

5. Using a meter stick, measure the distance from “start” to

the position where the car had stopped. Answer the

following questions In your notebook.

a. What was the location of the car before it was pushed?

b. How far did the toy car move?

c. What was the location of your toy car after pushing it?

d. What was the reference point/object that told you that

the toy car had moved?

e. Can you move an object without pushing it?

meter stick

stopsstart

stop start

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Activity 3: How can you make objects move?

Objective

Describe the different ways to move objects.

Materials

Assorted objects like eraser, pencil, notebook,

stone, key, coin, ball

Procedure

1. Get five small objects from your bag. Put them on the

table.

2. Make each object move. Try different ways, of moving

the object.

3. Copy table 1 in your notebook. Write the name of the

object and the ways you have done to move it.

Table 1: Different ways of moving different objects

Object How did I make the object move?

1. eraser By pushing it with my fingers

By lifting it with my hand

2.

3.

4.

5.

6.

Question

What are the different ways of moving objects?

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Activity 4: Making a Wind Wheel

Objectives

1. Describe how wind moves objects.

2. Make a wind wheel.

Materials

pencil with eraser paper

paper clip tape

Procedure

1. Make a wind wheel. Look at the procedure below on

how to make a wind wheel.

2. Holding only the handle, make your wind wheel spin. Try

different ways then answer the questions in your

notebook.

a. What are the different ways of making your wind

wheel spin?

b. What made the wind wheel spin?

2. Look around the room.

c. What other objects can be moved by the wind?

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Activity 5: Making a Paper Boat

Objectives

1. Describe how water move objects.

2. Make a paper boat.

Materials

basin with water , Paper,Tape

Procedure

1. Make a paper boat. Look at the procedure below on

how to make a paper boat.

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2. Holding your paper boat, make it float and move in a big

basin of water. Try different ways and answer the

questions on your notebook.

a. What are the different ways of making your paper boat

move on water?

b. What makes the paper boat move?

Lesson 2: Describing the Location of an Object After it

has Moved

Activity 1: Make It Move with A Magnet!

Objectives

1. Describe how a magnet can move objects.

2. Identify objects that can be moved by a magnet.

Materials

paper clip (metal), magnet

cardboard (about 15 cm x 15 cm)

assorted objects (hair pin, small nails,

round fastener, eraser, crayon, bottle caps

Procedure

1. Place a paperclip on top of a cardboard.

2. Hold a magnet under the cardboard.

Move the magnet.

a. What happens to the paper clip?

3. Try placing other objects on top of the cardboard. Make

each object move.

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4. In your notebook, copy the table and write the objects

you placed on the cardboard in column A and answer

the question in column B.

A

Object

B

Did the object move?

Paperclip Yes

b. What objects were moved by the magnet?

c. For the objects moved by the magnet, what kind of

material are they made of?

Activity 2: Attract or Repel!

Objectives

1. Identify the poles of a magnet.

2. Infer that a magnet has two poles.

3. State that like poles repel; unlike poles attract.

4. Infer that the strength of the magnet is stronger at

the poles.

Materials

Paper clips (metal) magnets

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Procedure

1. Place a bar magnet in a box filled with

paper clips.

2. Lift the bar magnet. Answer the

questions In your notebook.

a. Did the paper clips “stick” to the bar magnet?

b. To which part of the magnet did the paper c ips

“stick?”

c. What does this tell you about the strength of the

magnet?

3. Get two bar magnets. Place them together in different

ways.

d. Did the two magnets attract each other or repel

each other? Draw their positions in your notebook.

e. When did the two magnets repel each other? Draw

their position below.

Activity 3: Ready, Set, Go!

Objectives

1. Describe different ways of moving a toy car.

2. Identify objects or materials that can move a toy

car.

Materials

toy cars magnets fan string

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Procedure

1. Each group will have a car for each race.

2. There are four races.

Race 1: One pupil from each group will push the car

from the starting line to the finish line. The first car to

cross the finish line wins.

Race 2: One pupil from each group will pull the car from

the starting line to the finish line. The first car to cross

the finish line wins.

Race 3: One pupil from each group will fan the car to

move it from the starting line to the finish line. The first

car to cross the finish line wins.

Race 4: A magnet will be attached to the toy car. One

student from each group will use a magnet to push

the car by placing the magnet attached on the car.

The magnets should not stick together. The first car to

cross the finish line wins.

a. How were you able to make the toy car move? List

them all in your notebook.

b. Do you have toy car at home? Have you played

with already? How did you make it move?

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Lesson 3: Describing the Different Ways Objects Move

Activity 1 : Fast or Slow; Forward or Backward

Objectives

1. Describe the movement of an object as fast or slow

2. Describe the movement of an object as forward or

backward.

Materials

2 toy cars

Procedure

1. Label the toy cars as “1” and “2”.

2. Mark a starting line on the floor.

3. Put the two cars behind the starting line.

4. Measure 1 meter from the starting line. Draw a line.

starting line 1-m line

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5. At the same time, push one toy car lightly and push the

other one toy car harder. Observe them and answer the

questions that follow. Write your answerrs in your

notebook.

a. Which toy car reached the one meter line first?

b. Which of the two toy cars moved faster? Why

c. What did you do to make the toy car roll fast?

d. What did you do to make the toy car roll slowly?

e. When you pushed the toy car, did it move forward or

backward?

f. What would you do to make the toy car move

backward?

g. Did you try playing toy car racing? How did you

measure the distance when you reach the finish

line?

Activity 2: Stretched or Compressed?

Objectives

1. Describe stretching and compressing of objects.

2. Name objects that can be stretched or compressed.

Materials

meter stick, garter, chalk

different colors of rubber bands

Procedure

1. Each member of the group should have one rubber

band. Each should have a different color.

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2. The group members should position themselves behind a

marked line.

3. Stretch the rubber band using your fingers. Release the

rubber bands at the same time. Estimate the distance it

traveled. Record your answers In your notebook

a. What happened to the rubber band when you

released it?

b. Whose rubber band moved the farthest from the

marked line?

c. Whose rubber band was nearest to the line after

release?

d. What other objects can be stretched like the rubber

band? Name two.

e. Can a piece of thread be used for this purpose?

4. This time, use the garter. Make the garter longer.

a. How did you make the garter longer?

5. Make the garter shorter.

a. How did you make the garter shorter?

b. What other objects can be compressed? Name two.

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c. Do you play Chinese garter? How do you make it

longer and shorter?

Chapter 2: Light and Heat

This Chapter deals with the different sources of light,

whether natural or artificial, their importance in our daily

lives, and the proper ways of using them.

Lesson 1: Sources of Light

Activity 1: The Wonderful Light

Objectives

1. Identify sources of light

2. Classify sources of light into natural and artificial

Materials

flash light, candle, light bulb, pictures of lighted charcol

sun, moon

Procedure

1. The pictures below show different things that give off

light.

2. Write the name of these things in your notebook.

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3. Name other things that give off light aside from the

things presented. Write them down in your notebook.

Group your answers and write in the table below. Light

can come from natural or artificial sources. Natural

sources are those found in nature. Artificial sources are

those made by people. Do this in your notebook.

Natural sources of light Artificial sources of light

a. b.

c. d.

e. f.

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Question

What is the difference between natural light from artificial

light?

Activity 2: Uses of Light

Objective

Identify uses of light

Materials

Pictures of a boy playing badminton and studying

Procedure

1. Examine the pictures below and answer the questions in

your notebook

a. What is the boy doing?

b. Why is he able to hit the shuttlecock?

c. What is the source of light that let him see the

shuttlecock?

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d. What is the boy doing?

e. Why is he able to read the book?

f. What is the source of light that let him see the book?

Question

Are there other uses of light? Name some of them.

Activity 3: Safety in Using Light

Objective

Identify the proper ways of using light

Materials

Sunglass, umbrella

Procedure

1. Look at the pictures below.

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2. Put a þ on the box if it is a good practice and put aý if it

is not. Do this in your notebook.

Question

How do you feel wearing sunglass during summertime?

What is the use of this?

Using sunglasses

Reading in the dark Using umbrella

Looking directly at the

sun

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Activity 4: Sources of Heat

Objective

Identify the things that give off heat

Materials

sun, kettle with boiling water , electric toaster, lighted

charcoal

Procedure

1. The pictures below show different things that give off heat.

Write the name of these things in your notebook.

a. b.

c. d.

e. f.

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Question

Do you have appliances at home that give off heat and /or

light ? Name them.

Activity 5: Uses of Heat

Objective

Describe uses of heat.

Material

Pictures showing uses of heat

Procedure

Look at the pictures. Describe how heat is used in each

picture. Write your answer in your notebook.

Activity Source of heat How is heat used

a.

b.

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Question

What are the other uses of heat?

c.

d.

e.

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Activity 6: Safety in Using Heat

Objective

Identify the proper ways of handling hot objects.

Materials

Gloves, pictures of hot food, gas flame,

kettle with boiling water

Procedure

1. Examine the pictures below.

2. Put a þ on the box if it is a good practice and

put aý if it is not. Do this in your notebook.

Using gloves to handle

hot food

Turning off the flame of

the gas after use

a. b.

c. d.

Touching hot objects

Staying under

the sun

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Chapter 3: Sounds This Chapter deals with the sources of sounds, ways of

producing sounds, and appreciating the importance of

sounds.

Lesson : Sources of Sounds

Activity 1: Sounds around Me

Objective

Identify the various sources of sounds.

Materials

pictures of objects having various sounds

Procedure

1. Sit quietly and listen to the sounds around you.

2. Copy the table below in your notebook. Write the

sounds heard and objects that produced the sound

in your notebook.

Sounds heard What object produces

the sounds?

1. Kring… Kring… phone

2.

3.

4.

5.

6.

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Question

Have you experienced hearing different sounds like music,

blowing of horn, voice of your classmates and sounds of

different animals?

Activity 2: Ways of producing sound

Objective

Describe ways of producing sound.

Materials

maracas guitar drum/box whistle

Procedure

1. Make the drum, guitar, maracas and whistle produce

sound.

2. Write on the table below what you did to make them

produce sound. Do this in your notebook.

Object What I did to make it

produce sound

Maracas

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Drum

Guitar

Question

Can you play other musical instruments aside from the

ones presented? How?

Activity 3: Make your own kazoo!

Objectives

1. Make an improvised kazoo; and

2. Describe how sound is produced using a kazoo

Materials

cardboard or tube from tissue paper

paper waxed paper

rubber band a sharp pointed object

Procedure

1. Place a small square piece of waxed paper on the end of

the cardboard tube. Secure it tightly with a rubber band.

Poke a hole through the tube with a sharp object.

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2. Hum through the kazoo. Feel the end of the kazoo with

your fingertips.

3. Discover what happens when you cover the end of the

tube with your hand. Then, cover the little hole in the tube.

Have fun with your kazoo!

Question

Did you have fun blowing your Kazoo? Why?

Activity 4: Uses of Sounds

Objectives

1. Describe uses of sounds; and

2. Appreciate the importance of sound.

Materials

Pictures of ambulance vehicle, fire truck, church with

bell, Real alarm clock, doorbell.

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Procedure

1. Look at the pictures. Describe the use of sound in each

picture. Do this in your notebook.

a. What is the use of the

sound of an ambulance?

b. What is the use of the

sounds produced by the

two girls?

c. What is the use of the

sound of the radio?

d. What is the use of the

sound of a whistle?

e. What is the use of the

sound of the alarm clock?

f. What is the use of

the sound of the fire

truck?

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Question

What other things aside from those presented in this

activity produce interesting sounds?

Chapter 4: Electricity This Chapter deals with the sources of electricity, uses or

importance in our lives and the safety measures on using

electricity.

Lesson 1: Sources of Electricity

Activity 1: Our appliances at home

Objective

1. Classify objects that operate using battery or when

plugged in outlets.

2. Identify various sources of electricity; and

3. Describe the different sources of electricity.

g. What is the use of the

sound of the bell in

church?

h. What is the use of

the sound of the

doorbell?

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Materials

computer , electric fan, television

cellphone, toy car, flashlight, radio

Procedure

1. Look at the pictures. Classify them into objects that

operate using battery, when plugged in an electrical

socket or both. Do this in your notebook.

computer mobile phone electric fan

toy car

flashlight

television

electric oven radio

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2. Group the objects in the table below.

Battery Plug in electrical

outlet

Battery and Plug

in electrical outlet

Question

Do you have appliances at home which are operated both

with battery and electricity? How do you use them?

Activity 2: Uses of Electricity

Objective

Describe the uses of electricity.

Materials

electric stove, water heater, electric fan, television,

cellphone, toy car

Procedure

1.The pictures show some objects that use electricity. Use the

words in the box to complete the sentences. Do this in your

notebook.

cook boil cool

light move sound

entertainment communication

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a. Electricity is used in an

electric stove to ________

food.

b. Electricity is used in an

electric kettle to ________

water.

c.

Electricity is used in an

electric fan to ________ us.

d.

Electricity is used in a

television to give us ______.

e. Electricity is used in mobile

phones for ___________.

f. Electricity is used in

refrigerator to _____ food.

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g. Electricity is used in a bulb

to _______ a house.

h. Electricity is used in a toy

car to make it _______.

i. Electricity is used in radio to

make _________.

Question

What are the other household appliances you have at

home? Name their uses.

Activity 3: Using Electricity Safely

Objective

Identify the proper use of electricity in electrical

devices.

Material

electrical outlet and electric fan

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Procedure

1. Look at the pictures below.

2.Put a þ on the box if it is a proper use of electricity or

electrical devices and put aý if it is not. Do this in your

notebook.

Questions

Do you have extension outlet at home or in school? How do

you use it?

Inserting other objects in

an electrical outlet

Touching a switch

with a wet hand

Removing plug of

electrical devices when

not in use

Inserting too many devices

into one extension cord