The Learners Demonstrate Understanding of Motion in Terms of Distance The Learners Should Be Able To Demonstrate The Principle of Motion

School Kanlurang Mayao Grade Five
Elementary School
Teacher Joan Bernadette A. Villa Subject Science
Date and Time February 13, 2023 Grading
Period Third
I.OBJECTIVES Explain the motion of an object.

A. Content The learners demonstrate understanding of motion in terms of distance
Standard and time.
B. Performance The learners should be able to demonstrate the principle of motion
Standard
C. Learning Describe the motion of an object by tracing and measuring its change in
Competency position (distance travelled) over a period of time.
II. SUBJECT Motion
MATTER
Materials Powerpoint presentation
Video Lesson
1. small ball
2. toy car
3. dice or box
4. meterstick
5. Trace Map
References Curriculum Guide: Science and Health 5 pages 123-125
Skills observing, describing, explaining and communicating
Valuing Observing different motion of an object carefully and measuring its
distance taken accurately
Concept Motion may be defined as a change of an object’ position as caused by
force.
III. PROCEDURE
A. Elicit When you were in grade 3, you describe the movements of objects such
as fast/slow, forward/backward, stretching/compressing; Now let us see
if you remembered your lesson very well.
Tell whether the following objects move fast or slow, forward or backward,
stretching or compressing.
B. Engage 1. Ask pupils: Who among you here has moving toys? How does your toy
move? On what direction does your toy move?
2. Show pupils a treasure map. Let them trace the direction on how each
character will get to their correct destination.
3. Have some representatives from class to present the motion of each

character from the treasure map.
4. Review the concepts about movement/motion of an object by asking
the following questions:
a. How does character 1 from the treasure map move? How about
character 2? character 3?
b. Who do you think is the character that moves fastest?
c. Why do you think so?
d. What can you say about the movement of each character from the
treasure map?
C. Explore 1. The teacher will group the class into four groups.
2. Remind learners the rules to follow during group activity
3. Ten minutes will be given to the learners to do the task.
4. Each group will be given 1 minute to present their work creatively.
GROUP 1: Explain the motion of the girl. Write a short paragraph
about the picture. Use the guide questions below in making your
paragraph.
1. What is the girl doing?
2. What can you say about the motion of the girl? Is she fast or slow?
Is she moving forward or backward?
GROUP 2: Explain the motion of the turtle. Write a short paragraph

about the picture. Use the guide questions below in making your
paragraph.
1. What kind of animal is the turtle?
2. What can you say about the motion of the turtle? Is it fast or slow?
Is it moving forward or backward?
GROUP 3: Explain the motion of the girl in the picture. Write a
short paragraph about the picture. Use the guide questions below in
making your paragraph.
1. What do you think happen to the girl?
2. What can you say about the motion of the girl? Is she fast or slow?
Is she moving forward or backward?
GROUP 4: Explain the motion of the men in the picture. Write a

short paragraph about the picture. Use the guide questions below in
making your paragraph.
1. What are the men doing?

2. What can you say about the motion of the men? Is she fast or
slow? Is she moving forward or backward?
Standard:
CRITERIA Percentage Description
Content 40% Answers questions clearly.
Presentation 20% Shows coherence in the written paragraph
Creativity 10% Paragraph is written neatly
Message 30% Clearly inform readers the message and it is

based on facts
TOTAL 100%
Ask the following questions:

D. Explain 1. What are the different motions shown in the pictures that you use
in the group activity?
2. How can you say that the motion is fast? Slow? Forward?
Backward?
3. Do you think there is motion in the pictures shown?
4. Based on the activity, what can you say about motion?
Application:
E. Elaborate Akira walks from their classroom to the canteen for 2 minutes. If the
distance of the canteen will be 20 meters, how many meters did she walk
for a minute?
Ask:
Does Akira showed motion?
Why do you tink there is motion when she walked from the classroom to
the canteen?
How are you going to answer the given problem?
What are the steps in problem solving?
Generalization:
Use the graphic organizer below to explain motion.
MOTION
TRIVIA:
Who discovered motion first?
Isaac Newton
Motion is the area of physics that studies how things move. It was
developed about 300 years ago by Isaac Newton.
Explain the motion of the object in below.
F. Evaluation 1. race car-______________________________________________________
2. grocery cart-__________________________________________________
3. motorcycle-___________________________________________________
4. caterpillar-____________________________________________________
5. centipede-___________________________________________________
List 5 example of objects in motion and their importance to your
G. Expound/Extend daily needs.
IV.REMARKS
VI REFLECTION
PROFICIENCY Section 5 4 3 2 1 0 %
Banahaw
LEVEL
Taal
Makiling
Apo
Prepared by: Checked by: Noted:
JOAN BERNADETTE A. VILLA VIOLETA P. GARCIA HAZEL T. ABANTO

Teacher III Master Teacher I Principal II

Elementary School
Period
Third
I.OBJECTIVES Infer that the motion of an object is determined by forces acting on it.
Standard and time.
Standard
II. SUBJECT Motion
MATTER
Video Lesson
1. small ball
2. toy car
3. notebook
Valuing Observing different motion of an object carefully and measuring its
distance taken accurately
Concept Motion may be defined as a change of an object’ position as caused by
force.
III. PROCEDURE
B. Elicit When you were in grade 3, you describe the movements of objects such
as fast/slow, forward/backward, stretching/compressing; Now let us see
if you remembered your lesson very well. Can you tell an example of an
object and its movement?
Yesterday we studied about motion, can you give examples of objects that
shows motion?
B. Engage Ask pupils:
What are you doing from the time you wake up until you go to sleep?
Do you apply motion in those activities?
How can you tell if someone is in motion?
C. Explore GROUP ACTIVITY: (Collaborative Approach)
1. The teacher will group the class into four groups.

Objective: Infer that the motion of an object is determined by forces

acting on it.
Science Skill: observing, inferring
Time frame: 10 minutes
Materials Needed: small ball, toy car, notebook, and a book
What to do:
Observe the small ball, toy car, notebook as you blow, push and place it
on a ramp.
Put a check on the proper column if there was movement if force was
applied.
Objects to be Blowing Pushing Placing on a
moved ramp
Small ball
Toy car
notebook
D. Explain
1. What action causes all the objects move?
2. Why do you think this action causes movement?
3. Which among the objects is the hardest to move? Why do you
think it is the hardest to move?
4. Which of the following objects is the easiest to move? Why do
you think it is the easiest to move?
5. What is the importance of having a reference point in
determining the movement of the objects?
Application:
H. Elaborate
Your mother went to the grocery store to buy thing your family
needed for a week. When she got home, she asked you to bring the box of
groceries to the kitchen. The box is heavy and you can’t lift it. What will
you do to bring the grocery box to the kitchen?
Generalization:
Infer that the motion of an object is determined by forces acting on it.
____________________
Is needed to make an object move. Example of this are pushing,

blowing, pulling and rolling
TRIVIA:
Motion requires force to cause that change. The time you take to travel
the distance depends upon speed; the distance travelled is measured as
the length of a line between the start and end of a motion. It is an
important aspect in physics. In our lives motion is important and impacts
so many things that we do.
Infer that the motion of an object is determined by forces acting on it.

I. Evaluation
A
List 5 example of objects in motion and their importance to your
J. Expound/Extend daily needs.
IV.REMARKS
VI REFLECTION
Banahaw
LEVEL
Taal
Makiling
Apo


Elementary School
Period Third
I.OBJECTIVES Differentiate speed from velocity
Standard and time.
Standard
II. SUBJECT Motion
MATTER
Video Lesson
Valuing Follow directions carefully
Concept Speed is a measure of the distance an object travels in a unit of time.
Velocity is the speed and the direction of a moving object.
III. PROCEDURE
C. Elicit Yesterday we talked about motion, how can you say that an object shows
motion? What is needed for motion to take place?
Who runs fastest?

1. Bicycle vs. Motorcycle
2. Dog vs. Mouse
3. Cheetah vs. Lion
4. Snake vs. Turtle
5. A man that was running vs. Bicycle
B. Engage Rowell travels in his car from SM Lucena City to Calmar Subdivision in
Brgy. Kanlurang Mayao. He covers 600 meters in 60 seconds. What’ s his
speed? How about his velocity?
How will you compute for the speed and velocity of Rowell’s car?
Today you are going to differentiate speed and velocity.
Let the learner watch a video about the difference of speed and velocity.
https://www.youtube.com/watch?v=X4Wxd4m-QVc
C. Explore 1. The teacher will group the class into four groups.
GROUP 1:
Read and analyze the following situation below.
1. Onel’s father was driving 30 km/h headed to Shoprite.
2. Onel’s father was driving 30 km/h.
Which one shows speed? And which one is velocity?
What is the difference between speed and velocity?
GROUP 2:
1. Roniwell’s bike travels 25 km per hour.
2. Roniwell’s bike travelled 15 km/h going to school.
GROUP 3:
1. Zairah ride a train which travels 90 km/hour headed to Tiaong
Quezon
2. Zairah ride a train which travels 90 km/hour.
GROUP 4:
1. Mariecar travel 4o m/h.
2. Mariecar travel 4o m/h northwest.
D. Explain 1. What can you say about the given examples in your activity?
2. How do speed differ from velocity?
3. Give other examples of speed and velocity.
Application:
K. Elaborate Every morning, Solenn is jogging in their subdivision at St Jude. Just
this morning, she jogged southwest and covered 6 km distance in 2
hours. What is her average speed? If you are going to present your
answer in velocity, what will it be? If you are going to present your
answer in meters/second (m/s), what will be your answer?
Generalization:
Use a Venn Diagram to differentiate Speed and Direction
Ask:
1. How do you define speed?
2. What are some examples of speed?
3. How do you define velocity?
4. What are some examples of velocity?
Valuing:
What is the importance of studying speed and velocity?
TRIVIA:
 The first scientist to measure speed as distance over time
 was Galileo.
 A speedometer is a great example of instantaneous speed.
 The speed of light can also be written as 186,282 miles per
 second.
 The speed of sound in dry air is 343.2 meters per second.
 The escape velocity of Earth is the speed needed to escape
 from Earth's gravitational pull. It is 25,000 miles per hour.
Write S for speed or V velocity depending on what is given.
L. Evaluation 1. ______Clarence’s car is moving about 100 km/hr.
______ Clarence’s car is moving about 100 km/hr west.
2. ______Kevin walks 3 km/hr to school.
______ Kevin walks 3 km/hr.
3. ______ Akeisha’s motorcycle is moving about 120 km/hr heading to
North.
______ Akeisha’s motorcycle is moving about 120 km/hr
4. ______Andrei walks for 2km/hr reaching the town proper.
______Andrei walks for 2km/hr
5. ______The plane flies for 200 km/hr headed to Japan.
______The plane flies for 200 km/hr
Answer the problem.
M. Expound/ Suppose the church is about 2km from Zian’s place, what will be her
Extend velocity if it takes her 30 minutes to reach the church? Express your
answer in km/hr.
IV.REMARKS
VI REFLECTION
Banahaw
LEVEL
Taal
Makiling
Apo

Elementary School
Period Third
I.OBJECTIVES Calculate the average speed travelled of an object using the formula
average speed=distance travelled/time spent.
Standard and time.
Standard
II. SUBJECT Motion
MATTER
Video Lesson
Valuing Measure one’s speed accurately.
Concept Speed of an object can be
calculated by dividing the distance covered by an object in motion by the
time spent to cover the distance.
III. PROCEDURE
D. Elicit What are the measuring tools used to measure longer distance? How
about for shorter distance?
Can you give the meaning of the following units?
 mm
 cm
 m
 km
B. Engage People are always moving from one place to another. How about you?
What paths do you travel in school? After school hours, where do you go?
How long does it take you to be in school? At home?

Objective: Calculate the average speed travelled of an object using the

formula average speed=distance travelled/time spent.
Science Skill: calculating, problem-solving
Materials Needed: activity sheet
What to do: Read and analyze the given problem on each group.
GROUP 1: A cyclist travels 200 kilometers in 8 hours. What is the speed
of the cyclist?
GROUP 2: A mouse runs a distance of 2 meters in 15 seconds. What is
its speed?
GROUP 3: A car travels 300 kilometers in 5 hours. What is its speed?
GROUP 4: A man runs 108 kilometers in 3 hours. What is his speed?
D. Explain 1. What can you say about the activity? How do you feel about doing
the activity?
2. What are the given facts in the problem you solved?
3. How do we get the speed of an object?
4. What is the formula?
Application:
E. Elaborate A tricycle drove to a passenger’s house that is 20 meters away from
the station in 10 minutes. What is the speed of the tricycle?
Generalization:
1. What is the formula in finding the speed of an object?
Speed therefore is determined by this formula:

Speed = distance
time
If the time is in hours, and the distance in kilometers, then
the speed can be expressed in kilometers per hour or km/hr.
TRIVIA:
The speed of light can also be written as 186,282 miles per second.
The speed of sound in dry air is 343.2 meters per second.
Calculate for the speed of the following objects using the formula
F. Evaluation Speed= distance travelled/period of time
Why do you think cars, trains and airplanes used measure units in speed
G. Expound/Extend as km/hr and not m/min? Explain your answer for 5 points.
IV.REMARKS
VI REFLECTION
Banahaw
LEVEL
Taal
Makiling
Apo


Elementary School
Period Third
I.OBJECTIVES Measure the distance travelled of an object over a period of time.

Standard and time.
Standard
II. SUBJECT Motion
MATTER
Video Lesson
Valuing Be aware of how near or far is your school from your house.
Concept Measuring distance could be done by using measuring tools. Measuring
tools for distance are meter stick, and yard stick. If the distance to be
measured is short, a ruler is to be use.
III. PROCEDURE
H. Elicit Tell whether the following shows speed or velocity. Write your answer in
your notebook.
1. Kiara walks from home to church and covered a distance of 4

m/minute
2. Hannah rode a tricycle which travelled 400 m/h
3. Schinider drove the motorcycle for about 6 km/h
4. Rayver run for about 1 m/s
5. Micaella travelled through a bus for about 55 km per hour to
Candelaria Quezon.
B. Engage Vocabulary development:
mm=millimeter
cm=centimeter
m= meter
km= kilometer
Have the pupils read sample measured as mm, cm, m and km

The book is 20 mm long.
Mary Katherine’s wallet is 20 cm long.
The distance between the Kanlurang Mayao Elementary School
and MMG hospital is 600 meters.
Precious’ father drives a trip of 400 km everyday.
Where do we use millimeter, centimeter, meter and kilometer?

Today we are going to measure the distance travelled of an object
over a period of time.

Objective: Measure the distance that object takes.

Science Skill: observing, measuring
Materials Needed: 5 small ball, ruler/meter stick
What to do:
1. Set the 5 small balls in their starting position.
2. Move the small balls by blowing them in 5 different direction.
3. Measure the distance each ball takes using a ruler.
4. Complete the table below
Object Distance Taken
Ball 1
Ball 2
Ball 3
Ball 4
Ball 5
D. Explain 5. What can you say about the activity? How do you feel about doing
the activity?
6. Do the distances taken of each ball differ? Why do you say so?
7. How do you measure the distance of each ball has taken?
8. Can you think of another measuring tool for distance?
Application:
I. Elaborate JM is an engineer. Vincent, his classmate, asked him to construct an
apartment on a 500 square meter lot. What do you think will JM use to
measure the size of the rooms in the apartment that he is about to
construct? Why will he use that measuring tool?
Generalization:
2. What are the different measuring tools?

3. What measuring tools will you use to measure longer distance?
4. How about for shorter distance?
5. Why is it important to measure distance or length of objects?
Measuring distance could be done by using measuring tools. Measuring

tools for distance are meter stick, and yard stick. If the distance to be
measured is short, a ruler is to be use.
TRIVIA:
The Great Wall of China is approximately 6,430 Km long (3,995 miles)
Identify the distance takes by the teacher before reaching the school. Use
J. Evaluation your ruler in measuring the arrow.
Answer in inches.
Make a map where your house is located. Then, draw the streets you take
K. Expound/Extend upon going to school. You can use your ruler in measuring the distance
of your house to school. Write your answer in centimeters..
IV.REMARKS
VI REFLECTION
Banahaw
LEVEL
Taal
Makiling
Apo


The Learners Demonstrate Understanding of Motion in Terms of Distance The Learners Should Be Able To Demonstrate The Principle of Motion

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School Kanlurang Mayao Grade Five

I.OBJECTIVES Explain the motion of an object.

3. Have some representatives from class to present the motion of each

GROUP 2: Explain the motion of the turtle. Write a short paragraph

GROUP 4: Explain the motion of the men in the picture. Write a

1. What are the men doing?

CRITERIA Percentage Description

Content 40% Answers questions clearly.

Presentation 20% Shows coherence in the written paragraph

Creativity 10% Paragraph is written neatly

Message 30% Clearly inform readers the message and it is

Ask the following questions:

Prepared by: Checked by: Noted:

JOAN BERNADETTE A. VILLA VIOLETA P. GARCIA HAZEL T. ABANTO

School Kanlurang Mayao Grade Five

C. Explore GROUP ACTIVITY: (Collaborative Approach)

1. The teacher will group the class into four groups.

Objective: Infer that the motion of an object is determined by forces

Is needed to make an object move. Example of this are pushing,

Infer that the motion of an object is determined by forces acting on it.

Prepared by: Checked by: Noted:

JOAN BERNADETTE A. VILLA VIOLETA P. GARCIA HAZEL T. ABANTO

School Kanlurang Mayao Grade Five

Velocity is the speed and the direction of a moving object.

Who runs fastest?

Prepared by: Checked by: Noted:

JOAN BERNADETTE A. VILLA VIOLETA P. GARCIA HAZEL T. ABANTO

1. The teacher will group the class into four groups.

Objective: Calculate the average speed travelled of an object using the

1. What is the formula in finding the speed of an object?

Speed therefore is determined by this formula:

Prepared by: Checked by: Noted:

JOAN BERNADETTE A. VILLA VIOLETA P. GARCIA HAZEL T. ABANTO

School Kanlurang Mayao Grade Five

I.OBJECTIVES Measure the distance travelled of an object over a period of time.

1. Kiara walks from home to church and covered a distance of 4

Have the pupils read sample measured as mm, cm, m and km

Where do we use millimeter, centimeter, meter and kilometer?

C. Explore GROUP ACTIVITY: (Collaborative Approach)

1. The teacher will group the class into four groups.

Objective: Measure the distance that object takes.

2. What are the different measuring tools?

Measuring distance could be done by using measuring tools. Measuring

Prepared by: Checked by: Noted:

JOAN BERNADETTE A. VILLA VIOLETA P. GARCIA HAZEL T. ABANTO

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