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q3 Science 4 Week 5 Day 4

The document outlines a science lesson focused on understanding motion, including concepts of distance, time, and speed. It includes objectives for students to define and measure these concepts using simple equipment, conduct racing and walking activities in groups, and reflect on their findings. The lesson emphasizes the importance of accuracy in measurements and practical applications of motion in real life.

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Jopay Tupaz
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6 views

q3 Science 4 Week 5 Day 4

The document outlines a science lesson focused on understanding motion, including concepts of distance, time, and speed. It includes objectives for students to define and measure these concepts using simple equipment, conduct racing and walking activities in groups, and reflect on their findings. The lesson emphasizes the importance of accuracy in measurements and practical applications of motion in real life.

Uploaded by

Jopay Tupaz
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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SCIENCE 4

WEEK 5 DAY 4
OBJECTIVES:
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 .
OBJECTIVES:
Lesson Objective 1: calculate
the speed of a moving
object;
Lesson Objective 2:
recognize the importance of
having accurate
Directions: Arrange
the scrambled
letters to form the
word being
described.
Write your answer in
1. R C O F E -
_________________ - defined
as a push or a pull.
2. O O N I T M -
_______________ - change in
position relative to a
reference point.
3. D S E P E -
_________________ - the rate
at which object changes
position.
4. A C D T E S N I -
_________________ - refers to
how much ground an
object traveled due to its
5. E E R N C E F E R -I N
P O T _________________ -
a fixed point used to
determine whether
another object is
moving or not.
Directions: Write the
word/s that will best
complete the sentence.
You can choose your
answer from the words
inside the box. Write
your answer in your
1. A force is a
_______________ or a
_______________.
2. ____________ can make
objects move.
3. _____________ is the
measure of how far or
near two points are
from one another.
4. The ______________ is
the world standard for
5. Speed can be
calculated by
_____________ distance
covered by an object in
motion by the time
spent.
Instructions: In groups
with five members,
students conduct a
racing activity to
determine which toy
car is the fastest.
Group Preparation:
• • Assign roles within
each group (e.g., one
student measures
distance, one operates
the stopwatch, etc.).
• • Have each group
inspect and test their
toy car to ensure fair
competition.
Race Set-up:
● Line up all the
groups at the
starting line.
● Explain any
specific rules, such
Guide Questions
During the Race:
● How will you
measure the
distance covered by
your toy car?
● What factors might
affect the speed of
your toy car?
● How will you
ensure a fair and
accurate race?
Race Execution:
● Start the race, and
have each group
complete the course.
● Ensure that each group
measures the distance
their toy car traveled.
● In conducting the race,
ask everyone to get ready
to perform their assigned
roles. Ask the toy car in
charge to position itself at
the starting point. When all
of them are ready, give
them a go signal for them to
Depending on the type of
toy 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
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
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.
Process questions:
1. Which toy car has the
shortest travel time?
2. Who wins the race?
Why?
3. Why is it important to
have accurate
Instructions:
In groups with five
members, students
conduct a walking activity
to determine how fast or
slow each walk is and
who walks fastest in the
Instruct the students to
follow the following
procedure:
1. Go to the corridor or the
nearest area to your room
that is clear and safe for
this walking activity.
2. Using the meter stick,
measure 10 meters. Use
chalk or any marker to
indicate the starting and
ending points with a line.
3. Let each member walk
at a normal pace (not fast
nor slow) along the path
from the starting to the
ending points. Ask
another member to
record the time taken to
4. Let each member do
two more trials by
walking slower and faster
than the first.
5. Compute the fastest
speed of each member by
dividing the distance
traveled by the shortest
Process questions:
1. What happened to your
travel time when you
walked slower? faster?
2. Who walked fastest in
your group? What is the
basis for concluding that he
or she is the fastest in your
group?
3. Is it safe when you move
fast? Why?
THANK YOU.

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