Matatag K to 10 Curriculum School Malued Elementary School Grade Level 4

Daily Lesson Log (DLL) Name of Teacher Woodrow Wilson D. Gabris Learning Area Science
Teaching Dates and Time January 27 – 31, 2025 Quarter 3
DAY 1 DAY 2 DAY 3 DAY 4 DAY 5
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.
4. Magnets affect some objects and materials without touching them.
5. Energy is present whenever there is movement, sound, light, or heat.
B. Performance By the end of the quarter, learners use simple equipment and processes to measure and record data related to movement and describe and
Standards 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 simple equipment.
Competencies Learning Competency 2: The learners identify that how far an object moves in a given time is called speed.
D. Learning The learners will be able The learners will be able The learners will be able to: The learners will be able The learners will be
Objectives to: to: Lesson Objective 1: define to: able to:
Lesson Objective 1: define Lesson Objective 1: define the concepts of distance and Lesson Objective 1: Lesson Objective 1:
the concepts of distance the concepts of distance time as they relate to motion; define the concepts of define the concepts of
and time as they relate to and time as they relate to Lesson Objective 2: distance and time as distance and time as
motion; motion; familiarize oneself with they relate to motion; they relate to motion;
Lesson Objective 2: Lesson Objective 2: simple equipment to measure Lesson Objective 2: Lesson Objective 2:
familiarize oneself with familiarize oneself with distance and time, like a familiarize oneself with familiarize oneself with
simple equipment to simple equipment to meter stick, ruler, measuring simple equipment to simple equipment to
measure distance and measure distance and tape, and stopwatch. measure distance and measure distance and
time, like a meter stick, time, like a meter stick, time, like a meter stick, time, like a meter stick,
ruler, measuring tape, and ruler, measuring tape, and ruler, measuring tape, ruler, measuring tape,
stopwatch stopwatch and stopwatch. and stopwatch.
II. CONTENT FOCUS Describing Motion Using Describing Motion Using Describing Motion Using Describing Motion Using Describing Motion
Distance, Time, and Distance, Time, and Distance, Time, and Speed Distance, Time, and Using Distance, Time,
Speed Speed ● The movement of an object Speed and Speed
● The movement of an ● The movement of an can be described using ● The movement of an ● The movement of an
object can be described object can be described distance (how far), time (how object can be described object can be
using distance (how far), using distance (how far), long did it take), and speed using distance (how far), described using
time (how long did it take), time (how long did it take), (How fast). time (how long did it distance (how far),
and speed (How fast). and speed (How fast). ● Distance is how much take), and speed (How time (how long did it
● Distance is how much ● Distance is how much ground is covered by a fast). take), and speed (How
ground is covered by a ground is covered by a moving object. A ruler or ● Distance is how much fast).
moving object. A ruler or moving object. A ruler or meter stick is used to ground is covered by a ● Distance is how
meter stick is used to meter stick is used to measure distance. moving object. A ruler or much ground is
measure distance. measure distance. ● Time is how much time is meter stick is used to covered by a moving
 ● Time is how much time ● Time is how much time consumed or how much time measure distance. object. A ruler or meter
is consumed or how much is consumed or how much it takes by the moving object ● Time is how much time stick is used to
time it takes by the moving time it takes by the moving to cover a distance. A is consumed or how measure distance.
object to cover a distance. object to cover a distance. stopwatch or wristwatch is much time it takes by the ● Time is how much
A stopwatch or wristwatch A stopwatch or wristwatch used to measure time. moving object to cover a time is consumed or
is used to measure time. is used to measure time. ● When a distance is distance. A stopwatch or how much time it takes
● When a distance is ● When a distance is covered in a small amount of wristwatch is used to by the moving object
covered in a small amount covered in a small amount time, the speed is big. The measure time. to cover a distance. A
of time, the speed is big. of time, the speed is big. object is said to be traveling ● When a distance is stopwatch or
The object is said to be The object is said to be fast. covered in a small wristwatch is used to
traveling fast. traveling fast. ● When the same distance is amount of time, the measure time.
● When the same distance ● When the same distance covered in a big amount of speed is big. The object ● When a distance is
is covered in a big amount is covered in a big amount time, the speed is small. The is said to be traveling covered in a small
of time, the speed is small. of time, the speed is small. object is said to be traveling fast. amount of time, the
The object is said to be The object is said to be slowly. ● When the same speed is big. The
traveling slowly. traveling slowly. ● How fast or slow an object distance is covered in a object is said to be
● How fast or slow an ● How fast or slow an moves is called speed. big amount of time, the traveling fast.
object moves is called object moves is called speed is small. The ● When the same
speed. speed. object is said to be distance is covered in
traveling slowly. a big amount of time,
● How fast or slow an the speed is small.
object moves is called The object is said to
speed. be traveling slowly.
● How fast or slow an
object moves is called
speed.
III. LEARNING RESOURCES
A. References MATATAG K to MATATAG K to MATATAG K to Curriculum MATATAG K to MATATAG K to
Curriculum Guide Curriculum Guide Guide Curriculum Guide Curriculum Guide
B. Other Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before the Lesson / Pre-Lesson Proper
Activating Prior Show & Tell: Show the Ask students about their Briefly review the concepts of Review the concept of Briefly discuss the
Knowledge class several pictures of experiences with motion. motion, speed, and distance speed from the previous walking activity from
students doing daily tasks Prompt them with with the students. lesson. the previous lesson to
like sweeping the floor, questions: Ask students: "How do help students recall
wiping the table, arranging "What happens when you you think speed changes how speed is
the chairs, picking up walk faster?" when you walk faster or calculated. Ask, "What
trash, and other chores. "Have you ever raced slower?" did we observe when
Ask them how these someone? What did you we changed our
pictures show the previous notice about speed?" walking pace?"
lesson learned about
forces.
Lesson Picture Analysis Video viewing (5 minutes) Explain the activity's Emphasize safety as The students will
Purpose/Intention Show a picture of a 100-m Show the YouTube video objective: to conduct a race they conduct the walking create a concept map
dash. Tell them to examine titled “What is Speed? | using toy cars and determine activity. Ask the student to summarize their
the picture carefully. Ask Science for Kids” which one is the winner to remain close by and learnings on
them the following based on their speed. For watch how other describing motion.
questions: Guide questions: this activity, you will need toy members perform the The students, at this
i. Who do you think will a. What new information or cars for each group to activity. point, will reflect on
win in this race? Why? lesson have you learned explore speed. Ensure each their learning by
ii. How do we determine from the video? group has the same type or answering Reflecting
the winner? b. What happens to speed model of toy car. You may on Bright Ideas. This
iii. Have you tried if the distance increases?" ask each group to bring one will allow them to map
participating in a 100-m battery-powered or pullback the ideas or words that
dash or similar races? "If an object moves the toy car. If there are no they were not sure
iv. When can we say that a same distance in less available toy cars, you may about, key concepts
person runs fast? time, what happens to its use a ball or any other toys that were new to them,
v. Why is understanding speed?" that can be moved. Since this and the important
the concept of speed involves a race/contest, things to remember.
important in sports like please always establish rules
track and field? on honesty and safety.

Lesson Language Guess the Word Present the definition of Vocabulary focus: Vocabulary focus: Fast, Review key terms:
Practice Tell the students that they each term to them: Speed, Distance, Time, Slow, Time, Distance Motion, Speed,
will be given sets of 1. Position - a place or Formula, Unit of Measure Use these terms in Distance, Time, Pace,
pictures that can reveal point where something or sentences to reinforce Measurement,
the terms to unlock. someone is located or has understanding: Accuracy.
been placed in relation to "The faster you walk, the
other things shorter the time it takes
2. Distance - describes the to cover a distance.”
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. Speed - describes how
fast or slow an object or
person has traveled
5. Measure - quantifying
 the length, width, and
many more quantities
6. Frame of Reference - a
set of coordinates that can
be used to determine the
position and motion of an
object.
7. Meters per second (m/s)
-A
common unit for
measuring speed in the
International System of
Units (SI).
During / Lesson Proper
Reading the Key Before proceeding to the Worked Example Activity 1: Who Wins the Remind students: Present the core idea:
Idea/Stem lesson, ask the students to Steps to solve word Race? (20 minutes) "Speed can be "Describing motion
determine who arrives first problems: Instructions: In groups with determined by dividing requires
in the given situation. With 1. Read and understand five members, students the distance traveled by understanding how
the same distance the problem. conduct a racing activity to the time taken to travel speed is affected by
traveled and different 2. Identify what is known determine which toy car is that distance. In today’s time and distance."
travel times, the winner is (given values) and the fastest. activity, we will use this
the one who traveled in a unknown (what is asked). Assign the members of the concept to find out who
shorter time. 3. Determine the formula groups a role to play: is the fastest in each
to use in computing the Leader Responsible for group."
overseeing the
a. Situation Analysis: unknown. cooperation of the group
Who wins? 4. Substitute the given members.
Timer In charge of measuring
Jurmin and Jervin are values in the formula. the time it takes for the
classmates and decided to 5. Write the final answer toy car to complete the
race from one end of the with the correct unit of race using a stopwatch
or timer.
basketball court at their measure. Recorder Takes notes and records
school to the other end. the toy car’s distance
and time of travel.
Jurmin reached the other Toy car Responsible for handling
end in 10 seconds, while in-charge and releasing the toy
Jervin took 12 seconds. cars at the starting line.
Racetrack Responsible for
Who won? in-charge checking the group’s
racetrack, ensuring that
marks at the starting and
finishing points are clear.

b. Class Interaction
Motion is defined as the
change in position from a
reference point.
Guide questions:
1. What is a reference
point in the context of
motion?

A reference point is a
stationary object or place
that is used to determine if
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.
For example, in the picture
at the right, the boy’s
motion can be observed
clearly because of his
change in position relative
to the tree, our reference
point in this situation.

3. How do we select a
suitable reference point for
describing the motion of
an object?
We select a suitable
 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.
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.
● Time is a measure of the
duration of an event taking
place. It can be measured
with a watch.
● Speed is a measure of
how fast an object moves.
Developing How do you compute a. Problem-solving: Set up the racetrack using Discuss how different Introduce the
Understanding of Key speed? Motion Problems markers on the classroom paces (normal, slower, importance of
Idea/Stem Follow the following steps Let’s answer the sample floor or the corridor. Let the faster) will result in summarizing
below: problem below. racetrack in-charge assist different travel times and information and
1. Determine the Distance 1. A female Palarong you in measuring and speeds. reflecting on what has
(d): Measure the total path Pambansa sprinter from marking the tracks. been learned to
length covered by the Negros Oriental finished Ask the other students to reinforce
object. This could be the the 100-m dash observe. Recall their Grade 2 understanding.
length of a racetrack, the competition in 10 seconds. math lesson on measuring
distance a car travels, or What was her speed? distances.
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
2. Recess time is almost
cover the specified
over, so a Grade 4 pupil
distance. Use a
walks fast from the
stopwatch, timer, or any
canteen to her classroom
other time-keeping device.
for 20 seconds. Her
Time is typically measured
classroom is 10 meters
in seconds (s), minutes
from the canteen.
(min), or hours (h).
How fast did she walk?
3. Apply the Formula:
a. Use the formula for
distance
speed: speed=
time
b. Substitute the
measured values of
distance and time into the
formula.
c. Calculate the Speed:
d. Perform the calculation
to find the speed. Ensure
that the units are
consistent.
e. To compute speed,
divide the distance
traveled by the time it
takes to travel the
distance.
d
In symbol s=
t
To easily remember the
speed formula, we present
it using the triangle at the
right. On the triangle's
base, in the bottom left,
we put speed and time in
the bottom right, while in
the upper corner, we put
distance.
 4. Expressing the Result:
Report the calculated
speed in the appropriate
units. Common units for
speed include meters per
second (m/s) or kilometers
per hour (km/h),
depending on the context.
Additionally, in real-world
scenarios, choosing an
appropriate reference
point and a coordinate
system is crucial when
measuring distance and
time, especially for moving
objects. The choice of
reference point can affect
how speed is perceived
and measured.
Deepening Discuss how real-life Lesson Activity (25-30 Group Preparation: Activity 2: Who is the Concept Mapping (15
Understanding of Key situations, such as cars on minutes) • Assign roles within each fastest? (25 minutes) minutes)
Idea/Stem the road or athletes a. Problem-solving: Motion group (e.g., one student Instructions: Make a concept map
running a race, use speed Problems measures distance, one In groups with five about how motion is
to make decisions. Let’s answer the sample operates the stopwatch, etc.). members, students described in this
How does the concept of problems below: • Have each group inspect conduct a walking lesson. Do this lesson
speed affect our decisions 1. The Philippine eagle is and test their toy car to activity to determine how map with the students
in daily life? the national bird of the ensure fair competition. fast or slow each walk is to summarize the
Philippines. If it can travel Race Set-up: and who walks fastest in lesson.
100 kilometers in one ● Line up all the groups at the group.
hour, what is its speed? the starting line. Instruct the students to
● Explain any specific rules, follow the following
such as staying within the procedure:
designated track. 1. Go to the corridor or
Guide Questions During the the nearest area to your
2. The Philippine tarsier is Race: room that is clear and
famous for being the ● How will you measure the safe for this walking
smallest monkey in the distance covered by your toy activity.
world. These tiny creatures car? 2. Using the meter stick,
like to stay high up in the ● What factors might affect measure 10 meters. Use
trees and jump from the speed of your toy car? chalk or any marker to
branch to branch in the ● How will you ensure a fair indicate the starting and
jungle. They can travel 20 and accurate race? ending points with a line.
kilometers in 0.5 hour. Race Execution: 3. Let each member walk
Determine its speed. ● Start the race, and have at a normal pace (not
each group complete the fast nor slow) along the
course. path from the starting to
● Ensure that each group the ending points. Ask
measures the distance their another member to
toy car traveled. record the time taken to
● In conducting the race, ask walk 10 meters.
everyone to get ready to 4. Let each member do
perform their assigned roles. two more trials by
Ask the toy car in charge to walking slower and
position itself at the starting faster than the first.
point. When all of them are 5. Compute the fastest
ready, give them a go signal speed of each member
for them to release their toy by dividing the distance
cars at the same time. traveled by the shortest
Depending on the type of toy time of travel.
car, everyone must agree on
what is allowed to make it
move. At this point, the timers
should start recording the
time and stop when the toy
car reaches the finish line.
The recorders then record
their data. Do two more trials.
Then, ask them to return to
their seats to reflect on what
they just did and answer the
process questions.
Group Reflection:
● Have each group discuss
their strategies, challenges
faced, and how they
optimized the performance of
their toy car.
● Discuss the relationship
between speed, time, and
distance.
Results and Awards:
● Announce the winners
 based on the fastest time or
farthest distance.
● Consider giving awards for
creativity, teamwork, or
innovative strategies.
Closure:
● Conclude the activity by
discussing the importance of
understanding motion and
the practical applications of
these concepts in real life.
After the Lesson / Post-Lesson Proper
Making Ask students to reflect on Summarize key points: Process questions: Process questions: Reflection on
Generalizations and and generalize how they  Speed can be calculated 1. Which toy car has the 1. What happened to Learning (10 minutes)
Abstractions might encounter speed in by dividing distance by shortest travel time? your travel time when Using the provided
their daily lives, from time. 2. Who wins the race? Why? you walked slower? template, ask the
walking to school to  If the distance 3. Why is it important to have faster? students to reflect on
watching cars on the road. increases, speed accurate measurements 2. Who walked fastest in bright ideas. In the
increases if the time when describing motion? your group? What is the light bulb image, they
stays the same. basis for concluding that will write 2 – 3 things
he in this lesson that were
or she is the fastest in new to them, 1
your group? important thing to
3. Is it safe when you remember, and 4
move fast? Why? ideas or words that
they’re not sure about.
Note: Reflecting on
Bright Ideas
(Reflecting on Bright
Ideas, 2013)

Evaluating Learning Ask students to write down Ask students to solve a During the race, observe Multiple Choice. Essay. Read carefully
one thing they learned similar problem on their each student's involvement in Carefully read the the situation below.
about speed and one own: their assigned role. Were questions below. Choose Answer the given
question they still have. "A car travels 200 meters they actively engaged in the the correct answer from question based on the
in 20 seconds. What is its task, demonstrating the choices below each rubric. Observe proper
speed?" teamwork and cooperation? question. Encircle the punctuation,
 Allow time for independent Did the group follow the roles letter corresponding to capitalization, and
practice and provide assigned (Leader, Timer, the correct spelling.
feedback. Recorder, Toy Car In-Charge, answer. In speed contests, like
and Racetrack In-Charge)? 1. Which tool is best a 100-meter sprint
suited to precisely race, athletes do their
measure the distance best to speed up and
traveled by a moving win the contest.
object? Sometimes, the
A. calculator difference is only a
B. clock matter of few
C. meter stick milliseconds. In these
D. stopwatch events, why is it
2. Which of the following important to have
measures how far two accurate
points are from each measurements when
other? describing motion?
A. distance
B. graph Rubric for rating the answer:
Excellent The answer
C. speed (4) is clear, easy
D. time to read, and
3. The measure of the covers the
topic well. (5
duration of an event points)
taking place is called: Proficient The answer
(3) is mostly
A. distance clear but may
B. graph have some
confusing
C. speed parts. (4
D. time points)
4. What is its speed if a Satisfactor The answer
y (2) is hard to
bird flies 100 meters (m) understand
in 50 seconds (s)? and lacks
detail. (3
A. 2 m/s points)
B. 5 m/s Developing The answer
C. 10 m/s (1) is difficult to
read or
D. 50 m/s doesn't
5. Kath walks to the address the
topic. (2
canteen that is 10 points)
meters (m) away from Beginning No attempt to
(0) answer (0
her classroom for 10 points)
seconds (s). What is her
speed?
A. 1 m/s
B. 2 m/s
C. 5 m/s
D. 10 m/s
Additional Activities
for Application or
Remediation (if
applicable)
Remarks
Reflection

Prepared by:

WOODROW WILSON D. GABRIS

Checked and reviewed by:

MA. RITA TERESA V. RIÑOZA