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Science4 Q3 W2 Day 2

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88 views6 pages

Science4 Q3 W2 Day 2

Uploaded by

Eliza Mea Lamoste
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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MATATAG School Grade Level Four

K to 10 Curriculum
Weekly Lesson Log Name of Teacher Learning Area Science

Teaching Dates and Time December 9-13, 2024 (Week 2) Quarter Third

DAY 2

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Standards The learners learn that science processes help in observing and predicting how things move and pushes and
pulls can change the position and shape of objects

B. Performance By the end of the quarter, learners use simple equipment and processes to measure and record data related
Standards to movement and describe and predict the way things around them move using more scientifically
technical language and concepts, such as speed and force.

C. Learning The learners measure accurately the distance and time when things move using simple equipment.
Competencies and
Objectives

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

E. Integration Edukasyon sa Pagpapahalaga (Patience)


Math (Measuring Distance)
Physical Education (agility, balance, and coordination)
Health and Medicine (prescribed dosage of medicines)

II. LEARNING RESOURCES

 Booth, G., McDuell, B., & Sears, J. (1999). World of Science: Students’. OUP Oxford.
 Department of Education. (2023). MATATAG Curriculum in Science. DepEd Complex, Meralco Avenue, Pasig City, Philippines.

III. TEACHING AND LEARNING PROCEDURES

A. Activating Prior Guess the Word.


Knowledge
B. Establishing Lesson Study:
Purpose 1. Position - a place or point where something or someone is located or has been placed in relation to other
things
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. 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)
Let’s look at an example to calculate time.
How long does it take for a car to travel 343434 miles at a speed of 686868 miles per hour?
Time=distance÷speed=34÷68=0.5 hours
Time=distance÷speed=34÷68=0.5 hours
Time=distance÷speed=34÷68=0.5 hours
Let’s look at an example to calculate distance.
What distance does a bike cover if it travels at a speed of 777 metres per second for 505050 seconds?
Distance=speed×time=7×50=350 metres
Distance=speed×time=7×50=350 metres
Distance=speed×time=7×50=350 metres

We can solve problems involving time by remembering the formula for speed, distance and time.

C. Developing Group Activity 1


and Deepening Who Wins the Race?
Understanding Conduct a race against the other groups using a toy car. Then, answer the questions below.

Predict whether your car will go fast and win the race. Explain briefly why you think it will win. What factors might
affect the speed of your toy car?
1. What factors might affect the speed of your toy car?
2. Which toy car has the shortest travel time?
3. Who wins the race? Why?
4. Why is it important to have accurate measurements when describing motion?
5. How did you ensure a fair and accurate race?

Group Activity 2
In groups of five members, students conduct the following activity to determine how fast or slow each walk is
and who is the fastest.
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 a distance of 10 meters. Use the chalk or any marker to indicate the starting
and ending points with a 12-inch horizontal line on the floor.
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 walk 10 meters.
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 time of travel.
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/she is the fastest in your group?
3. Is it safe when you move fast? Why?

D. Making Write 2- 3 things in this lesson that were new to them, 1 important thing to remember, and 4 ideas or words that
Generalization they’re not sure about.

A. Evaluating Learning Choose the letter of the correct answer.


1.John takes 3 hours to drive a distance of 192 km on the M1 motorway. What was John’s speed?
A. 576 km/hr
B. 6.3 km/hr
C. 64 km/hr
D. 630 km/hr
2. How long would it take a car to travel 48 km if it is travelling at 60 km/hr?
A. 4.8 min
B. 7.5 min
C. 48 min
3. A snail crawls at a speed of 0.0013 m/s (meters per second) for one hour. How far does it crawl in this time?
A. 46.8 m
B. 0.078 m
C. 0.0013 m
D. 4.68 m
4. What is a speed of 72 km/hr in meters per second (m/s)?
A. 200 m/s
B. 20 m/s
C. 2,000 m/s
D. 2 m/s
5. What is 60 m/s in km/hr?
A. 21.6 km/hr
B. 216 km/hr
C. 2,160 km/hr
D. 2.16 km/hr

B. Teacher’s Remarks

C. Teacher’s Reflection

Prepared by: Approved:

TEACHER’S NAME PRINCIPAL’S NAME


Position Principal

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