MATATAG K TO 10 CURRICULUM

School: RAWIS ES Grade Level: 4

MATATAG Name of Teacher ROSALINDO M. BRIONES JR. Learning Area: SCIENCE
K to 10 Curriculum Teaching Dates and Time: JANUARY 6 – 10, 2025 (WEEK 5) Quarter: Third
Weekly Lesson Log

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. 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
Competencies Learning Competency 1: The learners construct and label simple graphs of different speeds including
and Objectives 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 vs. Time Graphs

● How to construct and label a simple line Graph

D. Integration Edukasyon sa Pagpapahalaga (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.

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II. LEARNING RESOURCES

● 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/

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 You can use flashcards to help

Knowledge Short Review (10 minutes) the learners review the terms
Drill used to describe the concepts
Instructions: Recite the definition of the word flashed on the card. of motion.

Distance If a TV or a projector is
Position available, you can flash the
Speed words on the screen instead.

Motion Travel Time

B. Establishing DAY 1 If you have a TV or a projector,

Lesson Purpose you can show the YouTube
1. Lesson Purpose (15 minutes) video of cars traversing the
In presenting the importance of using line graphs for showing how fast objects highway below. Ask the
are, use this dialogue: learners if they think that each
car has a different speed than
“Have you ever wondered how we can show whether a car is going faster or the other cars. Then tell them
slower, even without watching it move? Imagine you're racing your friend on that they can see how fast an
your bikes. How can you tell who's getting further ahead, without constantly object moves just by making a
looking back? Today, we're going to learn a special trick to track how far graph.
something travels over time. This trick will let us create a picture, called a
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graph, that shows us exactly how fast and slow things are moving – even if we Cars Moving On Road Stock
only see them at the beginning and end!” Footage - Free Download
(youtube.com)
2. Unlocking Content Area Vocabulary
● Title: It describes the content or purpose of the graph. You can flash the definition of
● Axes: The line graph contains two axes, i.e., the x-axis (horizontal) and y- these words before the
axis (vertical). The x-axis typically represents the independent variable Explicitation to prompt the
(e.g., time), while the y-axis represents the dependent variable (e.g., learners of the terms used to
distance). describe the parts of a line
● Labels: The name given to the x-axis and y-axis. graph.
● Line: It is the line segment that is used to connect two or more data points.

C. Developing and Describing Motion Using Distance vs. Time Graphs (5 days)
Deepening How to construct and label a simple line Graph
Understanding DAY 1
1. Explicitation
Introduce the importance of line graphs in visualizing and interpreting motion.
You can begin with a simple question:
"Can you think of a time when you had to travel somewhere? How far was it,
and how long did it take?"
Also, briefly review key terms: "distance" and "time." Emphasize that distance is
the amount of space between two points, and time is the duration it takes to cover
that distance.
Then, ask them:
"How can we represent the journey from home to school on paper? What
information do we need?"
a. Storytelling (15 minutes)
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.
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So why are line graphs so important in understanding motion?

● They make the invisible visible.
● They tell stories of motion.

DAY 2
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.
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.
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2. Worked Example
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:
1. What are some things you notice about the graph? What do the
axes and the lines represent?
2. What does it mean when the line goes up quickly? How about
when it's flat?

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DAY 3

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
Graph Turbo’s data and describe his motion throughout the race.

Process questions:
1. What does the graph show about Turbo's speed at the beginning?
2. What happens to the line at 3 minutes?
3. Does Turbo ever catch up to his classmates?

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.

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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

D. Making
Generalizations DAY 4

1. Learners’ Takeaways Answer Key:

In a sheet of paper, let the students write and arrange the steps in making a 1. Label the axes
simple line graph. You can show the steps on the board or on the screen, but 2. Determine the variables
not in order, to guide them. 3. Choose appropriate scales
4. Plot the points
5. Connect the points
Review and Revise Determine the variables
6. Add Title
7. Interpret the graph
Add Title Choose appropriate Label the axes 8. Review and Revise

Connect the points Plot the points Interpret the graph

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

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A. Evaluating Formative Assessment Teachers may encourage

Learning learners to have a quiz
A. Examine the distance vs. time graphs below and identify which among them notebook to monitor learners’
is stationary, moving at a constant speed, or going back. academic progress. The quiz
notebook may also serve as
homework notebook.

1. 2.

Answer: Answer:

3.

Answer:

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B. Analyze the graph below and identify who runs faster: Juan or Miguel.

Answer:

B. Teacher’s Note observations

Remarks on any of the Effective Practices Problems Encountered
following 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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