GRADES 1 to 12 School: Bulacnin Elemetary School Grade Level: Four

DAILY LESSON LOG Teacher: Sherina M. Linang Learning Area: Science

Teaching Dates and January 13- 17 , 2025 Quarter:
Time: ( 8:05-8:50, 8:50-9:35, 9:55-10:40, 10:40-11:25, 11:25-12:10) Third

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

January 13, 2025 January 14, 2025 January 15, 2025 January 16, 2025 January 17, 2025
I.OBJECTIVES
A.Content Standard The learners learn that:
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 movement and
Standards 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:
Competencies / The learners construct and label simple graphs of different speeds including stationary and uniform speeds,
Objectives 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.
II.CONTENT Describing Motion Using Distance vs. Time Graphs
● How to construct and label a simple line Graph.
III.LEARNING
RESOURCES
A.References
1.Teacher’s Guide
2.Learner’s Materials
3.Textbook pages
4.Additional Materials from
Learning Resources (LR)
portal
B.Other Learning ● 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-
Resources time-triangle/
IV.PROCEDURES
A.Reviewing previous Short Review What does it show? Explain the relationship. Study and compare.
lesson or presenting (10 minutes)
Drill
Instructions: Recite the
definition of the word
flashed on the card.

B.Establishing a purpose Have you ever wondered A line graph is a unique type of graph that is commonly used in science. It is particularly useful for displaying trends
for the lesson how we can show whether and changes over a continuous interval or period.
a car is going faster or Before making our first line graph, let us first know its parts.
slower, even without
watching it move? Imagine ●Title: It describes the content or purpose of the graph.
you're racing your friend ● Axes: The line graph contains two axes, i.e., the x-axis (horizontal) and y-axis (vertical). The x-axis typically
on your bikes. 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.
How can you tell who's ● Line: It is the line segment that is used to connect two or more data points.
getting further ahead, ● Data Point: A data point represents a specific value or measurement for a given variable at a particular point in
without constantly looking time.
back?
Today, we're going to
learn a special trick to
track how far something
travels over time. This
trick will let us create a
picture, called a graph,
that shows us exactly how
fast and slow things are
moving – even if we only
see them at the beginning Our First Line Graph
and end. 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.
Unlocking Content Area
Vocabulary
● 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

C.Presenting examples/
instances of the new lesson 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.
"Can you think of a time 3. Choose appropriate scales: Based on your data, determine how many units each grid line or division represents.
when you had to travel The x-axis and yaxis must have equal intervals based on your chosen scale.
somewhere? How far was 4. Plot the points: Plot the individual data points on the graph according to the given data. The time goes on the x-
it, and how long did it axis, and the corresponding position goes on the y-axis.
take?" 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.
How can we represent the 7. Interpret the graph. Look for patterns, such as constant speed or periods of rest. Consider the slope of the graph,
journey from home to as it provides information about the speed of the object.
school on paper? What 8. Review and Revise
information do we need?"
Remember
•If the distance-time graph is a straight line then the motion is uniform.
•If the distance-time graph of a body is given, its speed can be calculated using the slope of the graph.
•The slope of the straight-line graph is the same irrespective of the interval which is chosen. This implies that the
speed of an object under uniform motion remains constant.
D.Discussing new concepts a. Storytelling (15 Activity 1 Activity 1 Activity 1 Activity 1
and practicing new skills minutes) Guide question: Graph it! Construct it! Arrange the steps in
#1 Imagine you're watching a What does the graph show making a simple line
race. Cars zip across the us about the speed? Meet Turbo Turtle! He's graph.
track, creating a blur of not your average turtle.
color and speed. But how Interpreting Distance-Time Today is the Great Reef
do you truly know who's Graphs Race, and Turbo is
winning? What if we could For a better determined to prove he's
capture the excitement of understanding, the teacher the fastest underwater Activity 2
the race, not just in may consider presenting swimmer in his class. He Match each diagram to
snapshots but in a story of this kind of graph (this is the graph that correctly
sets off from the starting
Activity 2 represents its motion.
movement? That's exactly just an example) and line, zipping through the
what line graphs do for describing what the graph coral tunnels and seaweed Create a speed-time
motion! shows us about speed forests. But watch out for graph that shows how
Think of each car in the Mr. Stingray, who likes to the speed of a vehicle
race as a dot on a line. As zoom past and splash changes throughout its
time ticks by, those dots Turbo with his tail! travel. Refer your data to
trace their journeys across the given scenario
the graph, revealing below. Plot your answers
secrets about their speed, on a graphing paper.
distance, and even how
they change pace. It's like Assuming that your
painting a picture of the Process questions: mother requested you to
1. What does the graph go to a store to buy
race with numbers—a
Guide questions: show about Turbo's speed essential groceries. To
language that unlocks the
1. What are some things at the beginning? go to the store, you need
mysteries of motion.
you notice about the 2. What happens to the to ride a public utility
graph? What do the axes line at 3 minutes? vehicle. From rest, the
So why are line graphs so speed of the vehicle
important in and the lines represent? 3. Does Turbo ever catch
2. What does it mean up to his classmates? changes from 0 to 10
understanding motion? m/s in 5 seconds and
● They make the invisible when the line goes up b. Who Ran Faster?
quickly? How about when moves in a constant
visible. James and John were
it's flat? speed of 10 m/s for 5
● They tell stories of walking to school when
seconds. Then it slows
motion. they decided to race
down from 10 m/s to 6
against each other. Using
m/s in 3 seconds and
the data below, make a eventually travels in a
line graph of both James's steady speed of 6 m/s in
and John’s motion in one 6 s until it comes to a
plot. Follow the steps in stop when it reaches the
making a line graph and grocery store. How do
find out who ran faster you think the motion
between the two. graph will look like? Plot
 Clue: The line graph that is the given values and
steeper than the other is draw a line through the
the one that moves faster. points in your graph to
show the changes in
speed of the vehicle.

E. Discussing new concepts Activity 2 Activity 2

and practicing new skills Graphing a Bike Ride Speed Racer Game
#2 Materials: Graph paper, Materials: Graph paper,
pencil, ruler markers, dice
Instructions: Instructions:
1. Imagine a bike 1. Create a Race
ride: Think about a bike Track: Draw a simple race
ride where you start from track on the graph paper.
home, cycle at a steady The x-axis represents time,
pace for a while, stop for a and the y-axis represents
break, and then cycle distance.
home at a slower pace. 2. Roll the Dice: Each
2. Create a Table: player rolls a die to
Make a table with two determine their speed (in
columns: Time (in minutes) units per minute).
and Distance (in meters). 3. Plot the Points: Plot
3. Plot the Points: points on the graph to
Plot the points from the represent the racer's
table on the graph paper. progress over time.
4. Connect the Dots: 4. The Winner: The
Connect the points with first player to reach the
straight lines to show the finish line wins the race.
different stages of the bike Discussion Points:
ride. • How does the
Questions to Ponder: speed of the racer affect
• What does the the steepness of the line
steepness of the line on the graph?
represent? • Can you identify
• What does a the fastest and slowest
 horizontal line on the racers based on the graph?
graph represent? • What would a
• How can you graph look like for a racer
represent a faster speed who stopped for a rest?
on a graph

F.Developing Mastery

G.Finding practical
application of concepts and
skills in daily living
H. Making generalizations What is the relationship between speed, distance, and time?
and abstractions about the How is speed calculated?
lesson What is the difference between average speed and instantaneous speed?
How can you represent motion graphically?
What factors can affect the speed of an object?
I.Evaluating learning Read the following Read the following Choose the letter of the A. Examine the distance
questions carefully. questions carefully. correct answer. vs. time graphs below and
Choose the correct answer Choose the correct answer 1. What does the slope of a identify which among
distance-time graph
from the given choices. from the given choices. them is stationary, moving
represent?
Write the letter of your Write the letter of your A. Acceleration B. Speed at a constant speed, or
choice on a separate sheet choice on a separate sheet C. Time D. Distance going back.
of paper. of paper. 2. A horizontal line on a
1. What does the slope of distance-time graph
a distance vs. time graph 1. What does the slope of a indicates:
A. Constant speed
represent? velocity vs. time graph
B. Zero speed (stationary
A. Acceleration represent? object)
B. Distance A. Acceleration C. Increasing speed
C. Displacement B. Distance D. Decreasing speed
D. Speed C. Force 3. A steeper line on a
2. Which of the following D. Speed distance-time graph
statements CORRECTLY 2. A diagonal line that indicates:
A. Slower speed B. Analyze the graph
describes distance? slope upward to the right B. Faster speed
A. Change in position over is recorded in a distance- C. Constant speed
below and identify who
a period of time time graph below. What D. No movement runs faster: Juan or Miguel.
B. The direction to where does this tell us about the 4. What is the shape of the
the object is moving motion of the object? line on a distance-time graph
C. Length of the entire A. The object is at rest. for an object moving at a
constant speed?
path that an object B. The object is increasing A. Curved
travelled its speed.
D. Shortest distance C. The object is decreasing B. Horizontal
between the object’s two its speed. C. Vertical
positions D. Straight diagonal
D. The object is moving in
5. If an object is moving at a
3. A speed-time graph a steady speed. constant speed, what does its
shows a horizontal straight distance-time graph look like?
line above the x-axis. What A. A horizontal line
does this indicate? B. A vertical line
A. The object is slowing C. A curved line
down. D. A straight diagonal line
6. What does a curved line on
B. The speed does not
a distance-time graph
change. represent?
C. The object is increasing 3. Which of the following A. Constant speed
in speed. slope of a line on a graph B. Changing speed
D. There is an increase in represents a constant C. No movement
the distance travelled. speed? D. Instantaneous speed
4. Which of the following is 7. If an object is stationary,
what does its distance-time
NOT correctly matched graph look like?
when plotting on a motion 4. What conclusion can A. A horizontal line
graph? you make about the B. A vertical line
A. X-axis: Time; Y-axis: motion of the car from C. A curved line
Speed point O to point A? D. A straight diagonal line
B. X-axis: Time; Y-axis: 8. What is the formula for
calculating speed?
Position
A. Speed = Distance × Time
C. Y-axis: Time; X-axis: B. Speed = Time ÷ Distance
Distance A. II only
C. Speed = Distance ÷ Time
D. X-axis: Time; Y-axis: B. II and IV only
D. Speed = Time × Distance
Displacement C. I, II, and III only 9. If a car travels 100
5. The following quantities D. I, III, and IV only kilometers in 2 hours, what is
can tell us both the 5. Which point of the car’s its average speed?
magnitude and direction of journey did it move in a A. 20 km/h
constant speed? B. 50 km/h
an object, EXCEPT C. 100 km/h
A. Acceleration D. 200 km/h
B. Displacement A. I only 10. What is the SI unit of
C. Speed B. II only speed?
D. Velocity C. II and III only A. Meter per second (m/s)
D. II and IV only B. Kilometer per hour (km/h)
C. Mile per hour (mph)
D. Both A and B
J.Additional Activities for
application or remediation
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in
evaluation
B.No. of learners who require additional
activities for remediation who scored
below 80%
C.Did the remedial lesson work? No. of
learners who have caught up with the
lesson
D.No. of learners who continued to
require remediation
E.Which of these strategies work well?
Why did this work?
F.What difficulties dis I encounter which
my principal or supervisor can help me
solve?
G.What innovation or localized materials
did I use / discover which I wish to share
with other teachers?

Prepared by:

SHERINA M. LINANG
Teacher III
Checked by:

MADONNA OLIMPIA A. HORNILLA

Master Teacher I

Noted:

ANGELICA L. ENRIQUEZ, PhD

Principal III