4

Quarter 3
Lesson Exemplar Lesson

for Science 2

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Science Grade 7
Quarter 3: Lesson 2 (for Weeks 4-5)
SY 2023-2024

This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K to 10 Curriculum during the
School Year 2023-2024. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution,
modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team

Writer/s:
• Jessa V. Logronio (Silliman University)
• Jeruel Rubas (Leyte Normal University)
Validator:
• Edwin Auditor (PNU Manila)

Management Team

Philippine Normal University

Research Center for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].

2
SCIENCE/QUARTER 3/ GRADE 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners learn that:

Standards 1. Science processes help in observing and predicting how things move.
2. Pushes and pulls can change the position and shape of objects.
3. Gathering scientific information helps explain the behavior of objects and materials.

B. Performance By the end of the quarter, learners use simple equipment and processes to measure and record data related to
Standards movement and describe and predict the way things around them move using more scientifically technical language and
concepts, such as speed and force. They demonstrate an understanding that science processes are used to gain deeper
understanding about forces and energy that cannot be seen directly, including the properties of magnet, light, sound,
and heat. Learners apply their observation skills and objectivity to identify where energy is evident in their local
communities and how it is used by people.

C. Learning Learning Competency 1: The learners measure accurately the distance and time when things move using
Competencies simple equipment.
and Objectives The learners will be able to:
Lesson Objective 1: define the concepts of distance and time as they relate to motion;
Lesson Objective 2: familiarize oneself with simple equipment to measure distance and time, like a meter stick,
ruler, measuring tape, and stopwatch

Learning Competency 2: The learners identify that how far an object moves in a given time is called speed.
The learners will be able to:
Lesson Objective 1: calculate the speed of a moving object;
Lesson Objective 2: recognize the importance of having accurate measurements in describing motion

Learning Competency 3: The learners construct and label simple graphs of different speeds including
stationary and uniform speeds, both fast and slow.
The learners will be able to:
Lesson Objective 1: construct a simple distance vs. time graph;
Lesson Objective 2: identify if an object is stationary or moving at a uniform speed using the line graph.

C. Content Describing Motion Using Distance, Time, and Speed

1
 ● Definition and How to Measure Distance and Time
● Definition of Speed
Describing Motion Using Distance vs. Time Graphs
● How to construct and label a simple line Graph

D. Integration Edukasyon saPagpapahalaga (ESP) – Patience and respect for others are very important because not everyone can do
the same task at the same speed.
Math – The skills learned in Grade 2 math include measuring distance using a meter stick and measuring time using a
stopwatch.
Physical Education (PE) – Along with agility, balance, and coordination, speed is a concept that students need to
understand to help them develop physical fitness. Movement and positioning concepts are necessary as well.
Health and Medicine – It is important to accurately measure the prescribed dosage of medicines to be effective and
avoid overdosing.

II. LEARNING RESOURCES

● Advanced search. (n.d.). https://www.animalia.bio/elastic-search?search=eagle

● Advanced search. (n.d.). https://www.animalia.bio/elastic-search?search=tarsier
● Anastacio, A. M. & Solmerano, E.G.M. (2015). Conceptual Science and Beyond: K to 12 Edition. Quezon City: Brilliant Creations
Publishing, Inc.
● Casimiro, M.C.V., Biola, W.Y., Joel B. Jalon Jr., Ma. Cheryl Villapando-Casimiro, Winona Yapit-Diola, Michelle Miramonte-Carranza,
● Ferrer, D.L., Mingoa, T.R., Padua, A.L., Joaquin, C.C., & Rabago, L.M. (2016). Science and You Grade 5 K to 12 Edition. Quezon City:
Vibal Grup, Inc.
● construct. (2023). In Merriam-Webster Dictionary. https://www.merriam-webster.com/dictionary/construct
● Little School. (2023, September 2). What is Speed | Science for Kids [Video]. YouTube:
https://www.youtube.com/watch?v=5JW8fUU9yEQ
● Teachers, F. T. (2019, July 15). Five tools for reflection. For The Teachers. https://www.fortheteachers.org/friday-five-tools-for-
reflection/
● Third Space Learning. (2023, July 9). Speed Distance Time - GCSE Maths - Steps, Examples & Worksheet.
https://thirdspacelearning.com/gcse-maths/ratio-and-proportion/speed-distance-time-triangle/

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior Short Review If a projector or TV is available,

Knowledge prepare five pictures of
Show & Tell: Show the class several pictures of students doing daily tasks like students doing daily tasks like
sweeping the floor, wiping the table, arranging the chairs, picking up trash, and sweeping the floor, wiping the
other chores. Ask them how these pictures show the previous lesson learned table, arranging the chairs, and
about forces. other chores. If you can’t
project the pictures, provide
printed pictures you can give
the students. You may group
them and give one picture per
group.

In their daily tasks, forces are

applied to pushing the broom
while sweeping, wiping the rag
while pulling, and picking up
trash and other things.

B. Establishing 1. Lesson Purpose

Lesson Purpose Picture Analysis Show a picture of a 100-meter
Show a picture of a 100-m dash. Tell them to examine the picture carefully. dash on screen or paper
Ask them the following questions: (printed).
i. Who do you think will win in this race? Why? Acknowledge everyone’s
ii. How do we determine the winner? responses to the guided
iii. Have you tried participating in a 100-m dash or similar races? questions. These are some
iv. When can we say that a person runs fast? possible answers:
v. Why is understanding the concept of speed important in sports like track i. I think the ___ because he is
and field? ahead of the others.
ii. The first to reach the finish
line will be the winner.
iii. No.
iv. A person runs fast if he
runs ahead of others in a race.
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 Ask them if they have more
questions about race. The new
lesson will help them
understand how fast a person
or object moves.
Tell the students that in this
lesson, they will use their
scientific skills in predicting,
measuring, and observing to
describe motion using scientific
terms and graphs.
Since we have started with
pictures, we will also use
images to unlock the content
area vocabulary.
As students unlock the term,
present the definition of each
2. Unlocking Content Area Vocabulary term to them:
a. Guess the Word 1. Position - a place or
Tell the students that they will be given sets of pictures that can reveal the point where something
terms to unlock. or someone is located or
Images Term has been placed in
relation to other things
Position 2. Distance - describes the
length of the path
traveled by a person or
object from the initial
position to the final
position; describes how
far a moving object or
person has traveled
3. Time - is the duration of
an event
4. Graph - an organized
diagram that represents
data or values

4
 Distance 5. Speed - describes how
fast or slow an object or
person has traveled
6. Measure - quantifying
the length, width, and
many more quantities
7. Construct - to make or
form by combining or
arranging parts or
elements
8. Frame of Reference - a
set of coordinates that
Time can be used to
determine the position
and motion of an object.
9. Meters per second (m/s)
- A common unit for
measuring speed in the
International System of
Units (SI).

Graph

5
 Speed

Measure

Construct

6
 Frame of Reference

Meters per second

(m/s)

C. Developing and SUB-TOPIC 1: Describing Motion Using Distance, Time, and Speed (5 days)
Deepening ● Definition and How to Measure Distance and Time
Understanding ● Definition of Speed

1. Explicitation Before proceeding to the lesson,

a. Situation Analysis: Who wins? ask the students to determine
Jurmin and Jervin are classmates and who arrives first in the given
decided to race from one end of the situation. With the same
basketball court at their school to the distance traveled and different
other end. Jurmin reached the other travel times, the winner is the
end in 10 seconds, while Jervin took 12 one who traveled in a shorter
seconds. Who won? time. Therefore, Jurmin won the
race.

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b. Class Interaction Lead the class into a class
Motion is defined as the change in position from a reference point. interaction to discuss the
definition of motion, the use of
Guide questions: reference points to describe
1. What is a reference point in the context of motion? motion, and how to calculate
A reference point is a stationary object or place that is used to determine if speed.
an object has moved or not. It can also be the starting point or origin for
measuring motion.

2. Why is it important to have a reference point when describing the motion

of an object?
When describing the motion of an object, it is important to have a reference
point to have a basis for the change in the object’s position.
Show an example of a change of
For example, in the picture motion relative to a reference
at the right, the boy’s motion point (the tree in the picture).
can be observed clearly You may also use actual
because of his change in samples of reference points in
position relative to the tree, the classroom referring to
our reference point in this stationary objects fixed in the
situation. classroom. You may show them
3. How do we select a that we can describe your
suitable reference point for motion if you move away or
describing the motion of an towards a reference point in the
object? classroom (e.g., blackboard,
We select a suitable wall, etc.).
reference point for describing
an object’s motion by
choosing an object in the
environment that is fixed on
the ground or that is
stationary and does not
move.

8
4. Can you think of examples where different reference points might be
chosen to describe the same motion?
Examples of reference points include a tree, a sign, or a building.

The motion of a person or an object can be described using the concepts of

distance, time, and speed.

• Distance is a measure of how far two points are from each other. It can
be measured using a ruler, a meter stick, or a tape measure.
In computing speed, students
• Time is a measure of the duration of an event taking place. It can be need their skills in dividing
measured with a watch. numbers. Thus, you need to
guide them in doing this. For
• Speed is a measure of how fast an object moves. now, we use whole numbers
that they can easily divide. If
How do you compute speed? possible, you may ask them to
use a calculator to do the task
Follow the following steps below: easily while learning the
1. Determine the Distance (d): Measure the total path length covered by the concept of speed as a rate of
object. This could be the length of a racetrack, the distance a car travels, or travel.
any other relevant measurement. Use appropriate units such as meters (m)
or kilometers (km).

2. Determine the Time (t): Measure the duration it takes for the object to
cover the specified distance. Use a stopwatch, timer, or any other time-
keeping device. Time is typically measured in seconds (s), minutes (min), or
hours (h).
The speed formula in triangle
3. Apply the Formula: form is very handy when they
Use the formula for speed: 𝑠𝑝𝑒𝑒𝑑 =
𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒 will also solve for distance or
𝑡𝑖𝑚𝑒 time. Depending on the level of
mathematical skills of your
Substitute the measured values of distance and time into the formula. students, you may present to
them other formulas derived
Calculate the Speed: from the speed formula.

9
Perform the calculation to find the speed. Ensure that the units are To find an unknown quantity in
consistent. the triangle, simply cover it, and
To compute speed, divide the distance traveled by the time it takes to travel the quantities left uncovered
the distance. will be used to compute the
covered quantity. To find speed,
In symbols, 𝑠 =
𝑑 cover it in the triangle and you
𝑡
will see distance over time,
which means distance divided
To easily remember the speed formula, we present it
by time. To find the distance,
using the triangle at the right. On the triangle's
cover it in the triangle, and you
base, in the bottom left, we put speed and time in
will see speed and time, which
the bottom right, while in the upper corner, we put
means speed multiplied by
distance.
time. Finally, to find time, cover
it, and you will see distance over
4. Expressing the Result:
speed, which means distance
Report the calculated speed in the appropriate units. Common units for
divided by speed. If students are
speed include meters per second (m/s) or kilometers per hour (km/h),
not ready for this, assure them
depending on the context. Additionally, in real-world scenarios, choosing an
they will learn more about these
appropriate reference point and a coordinate system is crucial when
formulas in higher grades.
measuring distance and time, especially for moving objects. The choice of
reference point can affect how speed is perceived and measured.
Formulas:
𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒
c. Video viewing speed = 𝑡𝑖𝑚𝑒
Show the YouTube video titled “What is Speed? | Science for Kids” distance = speed * time
Guide question: 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒
time = 𝑠𝑝𝑒𝑒𝑑
a. What new information or lesson have you learned from the video?
b. What happens to speed if the distance increases?"

"If an object moves the same distance in less time, what happens to its
speed?"

10
2. Worked Example
Steps to solve word problems:
1. Read and understand the problem.
2. Identify what is known (given values) and unknown (what is asked).
3. Determine the formula to use in computing the unknown.
4. Substitute the given values in the formula.
5. Write the final answer with the correct unit of measure.

a. Problem-solving: Motion Problems

Let’s answer the sample problems below.
1. A female Palarong Pambansa sprinter from Negros Oriental finished
the 100-m dash competition in 10 seconds. What was her speed?

1. Identify what is known. distance = 100 meters

time = 10 seconds

2. Identify what is unknown. speed = ?

3. Write the formula. 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒

𝑠𝑝𝑒𝑒𝑑 =
𝑡𝑖𝑚𝑒
4. Substitute the given values in 100 𝑚𝑒𝑡𝑒𝑟𝑠
𝑠𝑝𝑒𝑒𝑑 =
the formula. 10 𝑠𝑒𝑐𝑜𝑛𝑑𝑠

5. Write the final answer with speed = 10 meters/second

the correct unit of measure.

2. Recess time is almost over, so a Grade 4 pupil walks fast from the
canteen to her classroom for 20 seconds. Her classroom is 10 meters
from the canteen. How fast did she walk?

1. Identify what is known. distance = 10 meters

time = 20 seconds

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 2. Identify what is unknown. speed = ?

3. Write the formula. 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒

𝑠𝑝𝑒𝑒𝑑 =
𝑡𝑖𝑚𝑒
4. Substitute the given values in 10 𝑚𝑒𝑡𝑒𝑟𝑠
𝑠𝑝𝑒𝑒𝑑 =
the formula. 20 𝑠𝑒𝑐𝑜𝑛𝑑𝑠

5. Write the final answer with speed = 0.5 meter/second

the correct unit of measure.

3. Lesson Activity
a. Problem-solving: Motion Problems
Let’s answer the sample problems below:
1. The Philippine eagle is the national bird of the Philippines. If it can
travel 100 kilometers in one hour, what is its speed?

1. Identify what is known. distance = 100 kilometers

time = 1 hour

2. Identify what is unknown. speed = ?

3. Write the formula. 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒

𝑠𝑝𝑒𝑒𝑑 =
𝑡𝑖𝑚𝑒
4. Substitute the given values in 100 𝑘𝑖𝑙𝑜𝑚𝑒𝑡𝑒𝑟𝑠
𝑠𝑝𝑒𝑒𝑑 =
the formula. 1 ℎ𝑜𝑢𝑟

5. Write the final answer with speed = 100 kilometers/hour

the correct unit of measure.

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 2. The Philippine tarsier is famous for being the smallest monkey in
the world. These tiny creatures like to stay high up in the trees and
jump from branch to branch in the jungle. They can travel 20
kilometers in 0.5 hour. Determine its speed.

1. Identify what is known. distance = 20 kilometers

time = 0.5 hour

2. Identify what is unknown. speed = ?

3. Write the formula. 𝑑𝑖𝑠𝑡𝑎𝑛𝑐𝑒

𝑠𝑝𝑒𝑒𝑑 =
𝑡𝑖𝑚𝑒
4. Substitute the given values in 20 𝑘𝑖𝑙𝑜𝑚𝑒𝑡𝑒𝑟𝑠
𝑠𝑝𝑒𝑒𝑑 =
the formula. 0.5 ℎ𝑜𝑢𝑟

5. Write the final answer with speed = 40 kilometers/second

the correct unit of measure.
Introduction: Briefly review the
concepts of motion, speed, and
b. Activity 1: Who Wins the Race? distance with the students.
Instructions: In groups with five members, students conduct a racing Explain the activity's objective:
activity to determine which toy car is the fastest. to conduct a race using toy cars
and determine which one is the
Assign the members of the groups a role to play: winner based on their speed.
For this activity, you will need
Leader Responsible for overseeing the cooperation of the toy cars for each group to
group members. explore speed. Ensure each
group has the same type or
Timer In charge of measuring the time it takes for the
model of toy car. You may ask
toy car to complete the race using a stopwatch
each group to bring one battery-
or timer.
powered or pullback toy car. If

13
 there are no available toy cars,
Recorder Takes notes and records the toy car’s distance
you may use a ball or any other
and time of travel.
toys that can be moved. Since
this involves a race/contest,
Toy car in-charge Responsible for handling and releasing the toy please always establish rules on
cars at the starting line. honesty and safety.

Racetrack in-charge Responsible for checking the group’s racetrack, Set up the racetrack using
ensuring that marks at the starting and markers on the classroom floor
finishing points are clear. or the corridor. Let the
racetrack in-charge assist you
in measuring and marking the
Group Preparation:
tracks. Ask the other students
● Assign roles within each group (e.g., one student measures distance,
to observe. Recall their Grade 2
one operates the stopwatch, etc.).
math lesson on measuring
● Have each group inspect and test their toy car to ensure fair
distances.
competition.
Race Set-up:
If toy cars are unavailable, use
● Line up all the groups at the starting line.
a different object that can be
● Explain any specific rules, such as staying within the designated
used safely in a racing game.
track.
Since students bring their toy
Guide Questions During the Race:
cars, they may vary. Explain to
● How will you measure the distance covered by your toy car?
the students that the variety of
● What factors might affect the speed of your toy car?
toy cars makes the race
● How will you ensure a fair and accurate race?
unpredictable and exciting.
Race Execution:
● Start the race, and have each group complete the course.
1. Which toy car has the
● Ensure that each group measures the distance their toy car traveled.
shortest travel time?
● In conducting the race, ask everyone to get ready to perform their
To determine which toy
assigned roles. Ask the toy car in charge to position itself at the
car has the shortest
starting point. When all of them are ready, give them a go signal for
travel time, review the
them to release their toy cars at the same time. Depending on the
recorded times for each
type of toy car, everyone must agree on what is allowed to make it
car. Identify the one that
move. At this point, the timers should start recording the time and
took the least amount of
stop when the toy car reaches the finish line. The recorders then
time to reach the finish
record their data. Do two more trials. Then, ask them to return to
line.

14
 their seats to reflect on what they just did and answer the process 2. Who wins the race?
questions. Why?
Group Reflection: The toy car with the
● Have each group discuss their strategies, challenges faced, and how shortest travel time wins
they optimized the performance of their toy car. the race. This is because
● Discuss the relationship between speed, time, and distance. the concept of speed is
Results and Awards: directly related to time;
● Announce the winners based on the fastest time or farthest the less time it takes for
distance. a car to complete the
● Consider giving awards for creativity, teamwork, or innovative race, the higher its
strategies. speed.
Closure:
● Conclude the activity by discussing the importance of understanding 3. Why is it important to
motion and the practical applications of these concepts in real life. have accurate
measurements when
Process questions: describing motion?
1. Which toy car has the shortest travel time? Accurate measurements
2. Who wins the race? Why? are crucial in describing
3. Why is it important to have accurate measurements when describing motion because they
motion? provide objective and
reliable data. In the
context of the toy car
race, precise
measurements of time
and distance are
essential for calculating
speed to determine the
winner objectively.

15
c. Activity 2: Who is the fastest? In Activity 2, emphasize safety
Instructions: as they conduct the walking
In groups with five members, students conduct a walking activity to activity. Ask the student to
determine how fast or slow each walk is and who walks fastest in the remain close by and watch how
group. other members perform the
activity if one member is ill or
Instruct the students to follow the following procedure: his or her pediatrician has
1. Go to the corridor or the nearest area to your room that is clear and forbidden them from doing so.
safe for this walking activity. Possible answers to the process
2. Using the meter stick, measure 10 meters. Use chalk or any marker questions:
to indicate the starting and ending points with a line. 1. What happened to your
3. Let each member walk at a normal pace (not fast nor slow) along the travel time when you
path from the starting to the ending points. Ask another member to walked slower? Faster?
record the time taken to walk 10 meters. When walking slower,
4. Let each member do two more trials by walking slower and faster your travel time
than the first. increased, meaning it
5. Compute the fastest speed of each member by dividing the distance took more time to cover a
traveled by the shortest time of travel. certain distance. When
you walk faster, your
Process questions: travel time decreases.
1. What happened to your travel time when you walked slower? faster? indicating that you
2. Who walked fastest in your group? What is the basis for concluding covered the same
that he or she is the fastest in your group? distance in less time.
3. Is it safe when you move fast? Why? 2. Who walked fastest in
your group? What is the
basis for concluding that
he or she is the fastest in
your group?
The person who walked
the fastest in the group is
the one with the shortest
travel time. The basis is
travel time, because with
the least amount of time
to cover the same

16
 distance the faster the
speed.
3. Is it safe when you move
fast? Why?
In some situations,
moving fast can be
unsafe, especially if it
involves potential
hazards or lack of
control. It's important to
prioritize safety and
adjust speed
accordingly, especially in
unfamiliar or crowded
areas.

SUB-TOPIC 2: Describing Motion Using Distance vs. Time Graphs (5 days)

How to construct and label a simple line Graph

1. Explicitation

Introduce the importance of line graphs in visualizing and interpreting motion. Possible Answers:
You can begin with a simple question:
"I walked to school, and it took
"Can you think of a time when you had to travel somewhere? How far was it, about 30 minutes."
and how long did it take?"
"We drove to the market, and it
Also, briefly review key terms: "distance" and "time." Emphasize that distance is took 20 minutes."
the amount of space between two points, and time is the duration it takes to cover
that distance. "I rode my bike to my friend's
house, and it took 45 minutes."

17
Then, ask them: [Possible Answers:

"How can we represent the journey from home to school on paper? What "We need to know how far and
information do we need?" how long."

"We can draw a line going up to

show going forward and down to
show going back."

"We need labels for time and

distance on our graph."]

a. Storytelling

Imagine you're watching a race. Cars zip across the track, creating a blur
of color and speed. But how do you truly know who's winning? What if we
could capture the excitement of the race, not just in snapshots but in a
story of movement? That's exactly what line graphs do for motion!
Think of each car in the race as a dot on a line. As time ticks by, those dots
trace their journeys across the graph, revealing secrets about their speed,
distance, and even how they change pace. It's like painting a picture of the
race with numbers—a language that unlocks the mysteries of motion.
So why are line graphs so important in understanding motion?
● They make the invisible visible.
● They tell stories of motion.
b. Class Interaction
A line graph is a unique type of graph that is commonly used in science. It
is particularly useful for displaying trends and changes over a continuous
interval or period.

18
 Before making our first line graph, let us first know its parts.

● Title: It describes the content or purpose of the graph.

● Axes: The line graph contains two axes, i.e., the X-axis (horizontal) and Y-
axis (vertical). The x-axis typically represents the independent variable
(e.g., time), while the y-axis represents the dependent variable (e.g.,
distance).
● Labels: The name given to the x-axis and y-axis.
● Line: It is the line segment that is used to connect two or more data points.
● Data Point: A data point represents a specific value or measurement for a
given variable at a particular point in time.

19
2. Worked Example Answer:
a. Our First Line Graph
Using the sample data below, guide the learners in making their first line
graph. This data shows the speed of a car as it runs towards the north.

Time (s) Distance (m)

0 0
1 2
2 4
3 6
4 8
5 10

How to draw line graphs:

1. Label the axes: Add labels to the X-axis and Y-axis. You can also
include the unit of measurement.
2. Determine the variables: The first and foremost step to creating a
line graph is to identify the variables you want to plot on the X-axis
and Y-axis.
3. Choose appropriate scales: Based on your data, determine how
many units each grid line or division represents. The X-axis and Y-
axis must have equal intervals based on your chosen scale.
4. Plot the points: Plot the individual data points on the graph
according to the given data. The time goes on the x-axis, and the
corresponding position goes on the y-axis.
5. Connect the points: After plotting the points, you have to connect
those points with a line.
6. Add Title: After completing the graph, you should provide a suitable
title.
7. Interpret the graph. Look for patterns, such as constant speed or
periods of rest. Consider the slope of the graph, as it provides
information about the speed of the object.
8. Review and Revise’

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Guide question:
What does the graph show us about the speed?

Interpreting Distance-Time Graphs

For a better understanding, the teacher may consider presenting this kind
of graph (this is just an example) and describing what the graph shows us
about speed.

Guide questions: Possible Answers:

1. What are some things you notice about the graph? What do the axes 1.
and the line represent? • The x-axis is time, and the y-
2. What does it mean when the line goes up quickly? How about when it's axis is distance.
flat?" • The line shows how the
distance changes over time.
• The steeper the line, the
faster we're moving.

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 2.
• Going up quickly means
we're moving fast.
• Flat parts mean we're not
moving, maybe waiting, or
stopped.
• Downward means going
backward or returning.

3. Lesson Activity
a. Graph it!
Meet Turbo Turtle! He's not your average turtle. Today is the Great Reef Race,
and Turbo is determined to prove he's the fastest underwater swimmer in his
class. He sets off from the starting line, zipping through the coral tunnels and
seaweed forests. But watch out for Mr. Stingray, who likes to zoom past and
splash Turbo with his tail!

Time (min) Distance (m)

0 0
1 5
2 10
(Mr. Stingray splashes Turbo,
making him lose his goggles!)
3 15
(Turbo realizes his goggles are
gone so goes back to find them.)
4 10
(Turbo finds his goggles!)
5 15
6 20
7 25

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 Have students plot the points
Graph Turbo’s data and describe his motion throughout the race. on a blank graph and connect
them with a line.
Process questions:
1. What does the graph show about Turbo's speed at the beginning?
2. What happens to the line at 3 minutes? Ask them to describe Turbo's
3. Does Turbo ever catch up to his classmates? journey using the graph,
mentioning speed changes.

b. Who Ran Faster?

James and John were walking to school when they decided to race against
each other. Using the data below, make a line graph of both James's and
John’s motion in one plot. Follow the steps in making a line graph and find
out who ran faster between the two.

Clue: The line graph that is steeper than the other is the one that moves
faster.

Time (s) James’ distance (m) John’s distance (m)

0 0 0
1 0.5 1
2 1.0 2
3 1.5 3
4 2.0 4
5 2.5 5
6 3.0 6
7 3.5 7
8 4.0 8

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D. Making 1. Learners’ Takeaways Towards the end of the lesson,
Generalizations a. Concept Mapping the students will create a
Make a concept map about how motion is described in this lesson. Do this concept map to summarize
lesson map with the students to summarize the lesson. their learnings on describing
motion.

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2. Reflection on Learning The students, at this point, will
Using the provided template, ask the students to reflect on bright ideas. In the reflect on their learning by
light bulb image, they will write 2-3 things in this lesson that were new to answering Reflecting on Bright
them, 1 important thing to remember, and 4 ideas or words that they’re not Ideas. This will allow them to
sure about. map the ideas or words that
they were not sure about, key
concepts that were new to
them, and the important things
to remember.

Note: Reflecting on Bright Ideas (Reflecting on Bright Ideas, 2013)

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IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating Formative Assessment Teachers may encourage

Learning I. Multiple Choice. Carefully read the questions below. Choose the correct learners to have a quiz
answer from the choices below each question. Encircle the letter corresponding notebook to monitor learners’
to the correct answer. academic progress. The quiz
1. Which tool is best suited to precisely measure the distance traveled by a notebook may also serve as
moving object? homework notebook.

A. calculator B. clock C. meter stick D. stopwatch Key to Correction:

1. C
2. Which of the following measures how far two points are from each other? 2. A
A. distance B. graph C. speed D. time 3. D
4. A
3. The measure of the duration of an event taking place is called: 5. A
A. distance B. graph C. speed D. time

4. What is its speed if a bird flies 100 meters (m) in 50 seconds (s)?
A. 2 m/s B. 5 m/s C. 10 m/s D. 50 m/s

5. Kath walks to the canteen that is 10 meters (m) away from her classroom for
10 seconds (s). What is her speed?
A. 1 m/s B. 2 m/s C. 5 m/s D. 10 m/s

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 II. Identification.
A. Examine the distance vs. time graphs below and identify which among them
is stationary, moving at a constant speed, or going back.

1. 2.

Answer: Answer:
3.

Answer:

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 B. Analyze the graph below and identify between Juan and Miguel runs faster.

Answer: ___________________

B. Teacher’s Note observations on

Remarks any of the following Effective Practices Problems Encountered
areas:

strategies explored

materials used

learner engagement/
interaction

others

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C. Teacher’s A reflection guide or prompt can be on:
Reflection ▪ 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?

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