Lesson Plan 4-6 Motion

Learning Unit 4: Forces and Motion
Lesson Plan 6: Motion
Lesson Plan 6
Learning Area: Science, Subject: Science
Level: Secondary 2
Lesson Plan: Motion, Duration: 4 hours
1. Learning Standards
SC 2.2 Understanding of characteristics of forces in
daily life, effect of forces on objects, and various types of
motion of objects, which could be applied for useful purposes
2. Indicators
SC 2.2 M.2/14 Explain and calculate the speed and velocity of
the object’s motion by using
s s⃗
the equations v = t and ⃗v = t , based on empirical
evidence.
SC 2.2 M.2/15 Draw a diagram depicting displacement and
velocity.
3. Learning Objectives
1. Be able to explain meaning of speed and velocity. (K)
2. Be able to draw a diagram depicting displacement and
velocity. (P)
84
3. Be able to calculate the speed and velocity of the

object’s motion. (P)
4. Be avid for learning and collaborate with others
creatively. (A)
4. Contents
Compulsory Details Local-related Content
- Motion is a movement of Consider from the
an object when its position institutional
change relative to a curriculum.
reference point. The
motion can be described
using following quantities:
scalar quantity and vector
quantity, such as distance,
speed, displacement, and
Consider from the
velocity. Scalar quantity is
institutional
a quantity described by
curriculum.
magnitude, e.g. distance
and speed. Vector quantity
is a quantity described by
magnitude and direction,
e.g. displacement and
85

velocity.
- An arrow can be used to
represent the vector
quantity. The arrow length
represents the magnitude.
The arrowhead represents
the direction.
- Distance is a scalar
quantity. It is the total
length traveled by an
object.
- Displacement is a vector
quantiy. It is the distance
measured in a straight,
shortest line from the
beginning point to the end
point.
- Speed is a scalar quantity.
The speed can be
calculated from distance
traveled by an object
divided by time taken by
86

an object to travel the
distance.
- Velocity is a vector
quantity. The velocity can
be calculated from
displacement of an object
divided by time taken by
an object to travel the
distance.
5. Compulsory Details/ Summary

Motion is a movement of an object when its
position change relative to a reference point. The motion can
be described using following quantities: scalar quantity and
vector quantity. Scalar quantity is a quantity described by
magnitude, e.g. distance and speed. Vector quantity is a
quantity described by magnitude and direction, e.g.
displacement and velocity.
6. Learners’ Key Competencies
87
1. Communication Capacity
2. Thinking Capacity
1) Communication skill
2) Calculation skill
3) Collaboration skill
4) Knowledge application skill
5) Inferring skill
6) Interpreting data and making conclusions skill
3. Capacity for Life Skills
7. Desired Characteristics
1. Self-discipline
2. Avidity for learning
3. Dedication and commitment to work
8. Important Questions
1. How does speed affect the motion of the object?
2. What is distance, displacement, and velocity?
3. What is the motion?
9. Learning Activity
 5Es Instructional Model
88
st
1 Hour
Introduc
Step 1: Engage
1. The teacher shows equipment for demonstration: a car
toy and a tennis ball. The teacher asks for a volunteer to
come in front of the class and push a car toy to move in a
linear motion on the table and drop the tennis ball onto
the ground. Assign students in the class to observe the
motion of the car toy and the tennis ball.
2. The teacher asks students using engaging questions as
follows.
 What are the directions of the motion of these two
objects?
(Suggested Answer: Linear motion.)
 What are the differences btween the motion of the car toy
and the tennis ball?
(Suggested Answer: The car toy and the tennis ball both
move in linear motion. However, the car toy moves
horizontally but the tennis ball moves vertically.)
3. The teacher uses following engaging question to guide
students to the lesson, “What is the role of speed and velocity
in everyday life?”
89
(Suggested Answer: Speed and velocity are measured in

running, in setting a car’s speed, in setting industrial
machines’ speed.)
Teachi
Step 2: Explore
1. Pair students with their classmates. Assign them to study
the motion, distance , and displacement from Mastering
Science Work-Textbook Secondary 2B, Learning Unit 4:
Forces and Motion, or other sources such as internet.
2. Students in each pair discuss and conclude what they
have learned, then record the conclusion in their personal
notebooks to submit to the teacher before the end of the
class.
3. The teacher asks students to discuss and share their
opinions, using engaging questions as follows:
 How many types of physical quantities are there in this
level?
(Suggested Answer: There are two physical quantities in
this level: scalar and vector.)
 What is the difference between scalar quantity and
vector quantity?
90
(Suggested Answer: A scalar quantity is defined as the

physical quantity that has only magnitude. On the other
hand, a vector quantity is defined as the physical quantity
that has both magnitude as well as direction.)
4. Assign students to draw a distance from their own
houses to the school, including a reference point (origin
point), the destination, and the total distance in their
personal notebooks.
Step 3: Explain
5. The teacher calls on 3-4 students randomly to come in
front of the class to present their diagram of distance from
their houses to the school. Assign them to explain the
starting point (reference point), the destination, and the
total distance. The teacher adds more suggestions as
he/she sees fit.
6. The teacher adds extra explanations about reference
point as follows, “To determine whether an object
changes its position, a reference point is required. To
explain the motion of the object, we need to compare the
direction from the reference point in axis X (horizontal) or
axis Y (vertical), and identify the position of an object in
91
positive numbers or negative numbers if the object moves

in the opposite direction.”
opinions, using engaging questions as follows.
 In physics, what kind of quantity is distance? What is its SI
unit?
(Suggested Answer: It is scalar quantity which is symbolized
as s)
 In physics, what kind of quantity is displacement? What is
its SI unit?
(Suggested Answer: It is vector quantity which is
symbolized as s )
8. Students study how to calculate distance and
displacement from Mastering Science Work-Textbook
Secondary 2B, Learning Unit 4: Forces and Motion.
9. The teacher writes the question about measuring distance
and displacement on the board. Assign students to answer
the question accordingly in their personal notebooks.
Below is an example of question.
 Nada walks from her house to the east for 3 m, then head
to the south for 4 m to reach the hospital. What is the
total distance she covered and the displacement she
made?
92
(Suggested Answer: The distance is 7 m while the

displacement is 5 m.)
10. The teacher calls on 3-4 students randomly to explain
how to calculate the distance and the displacement in
front of the class. The teacher asks the classmates to
consider and discuss if the answer is correct before he/she
reveals the answer.
nd
2 Hour
Step 2: Explore
11. The teacher reviews the knowledge about scalar and
vector quantity from the previous hour, using engaging
question as follows.
 Identify quantitites of the change in an object’s position.
(Suggested Answer: Distance and speed are scalar
quantities. Displacement and velocity are vector
quantities.)
12. Put students into groups of three persons up to their
preferences. Assign them to study speed, velocity, and
how to calculate speed and velocity from examples in
Mastering Science Work-Textbook Secondary 2B,
93
Learning Unit 4: Forces and Motion or Handout: Speed

and Velocity.
13. Together, students in each group discuss what they have
learned, then record the conclusion in their personal
notebooks.
Step 3: Explain
14. The teacher calls on seven groups of students randomly
to come in front of the class to present the result of their
studying, following the topics as mentioned below.
 Speed
 Average speed
 Instantaneous speed
 How to calculate speed from Mastering Science Work-
Textbook Secondary 2B, Learning Unit 4: Forces and
Motion
 Velocity
 Average velocity
 How to calculate velocity from Mastering Science Work-
Textbook Secondary 2B, Learning Unit 4: Forces and
Motion
94
15. Each group of students comes in front of the class to

present the result of the study from the given topic. The
teacher adds more suggestions as he/she sees fit.
16. Assign students to do Exercise 2.1 Mastering Science Work-
Textbook Secondary 2B, Learning Unit 4: Forces and Motion.
opinions, using engaging questions as follows:
 A car runs with average speed of 10m/s and has
instantaneous speed of 10m/s as well. Is this statement
possible? What is the difference between average speed
and instantaneous speed?
(Suggested Answer: It is possible because average speed is
the ratio of the distance traveled to the time spent
traveling, and instantaneous speed is the speed of an
object in motion at any instant of time. Therefore, the
instantaneous speed can be equal to the average speed of
an object.)
 Can velocity and speed be equal? Why?
(Suggested Answer: It can be equal if the distance and the
displacement are equal in one unit time.)
rd
3 Hour
95
Step 4: Elaborate
18. The teacher provides an opportunity for students to ask
questions about the motion of an object. The teacher
adds extra explanations as he/she sees fit.
19. Assign students to work on Worksheet 4.6.1: Speed and
Velocity. Then, the teacher calls on four students
randomly to answer the questions from the worksheet in
front of the class. The teacher asks the classmates to
consider and discuss if the answer is correct before he/she
reveals the answer.
th
4 Hour
Step 2: Explore
20. Put students into groups by calling them to draw lots
from pieces of paper with number 1-5. Students who got
the same number will be in the same group. There will be
five members in each group.
21. Assign students to conduct experiment: Parachute for a
Doll. Assign students to prepare equiment accordingly.
22. Students conduct experiment: Parachute for a Doll.
Step 3: Explain
96
23. Each group of students comes in front of the class to

present the result of the experiment. The teacher adds
more suggestions as he/she sees fit.
24. Together, students and the teacher discuss the result of
the experiment to draw the conclusion as follows,
“Gravitational force acts on a doll to fall and increases
speed of falling. However, when the parachute is opened,
the parachute has air resistance in the opposite direction
of the doll’s motion and decreases speed of falling.”
25. Assign students to study and research for more
information about Maglev train and magnetic force from
any learning resources. The teacher also adds extra
explanation as follows, “Advanced technology is applied
to build a train using magnetic force. Nowadays, trains in
some country work with no rail friction.”
Step 4: Elaborate
26. Assign students to do Exercise 2.1 and Exercise 2.2 from
Mastering Science Work-Textbook Secondary 2B, Learning
Unit 4: Forces and Motion.
27. Assign students to do Thinking Skill Activity from
Mastering Science Work-Textbook Secondary 2B, Learning
Unit 4: Forces and Motion.
97
28. Assign students to do Fuel-up Test from Mastering

Forces and Motion.
29. Assign students to do post-test of Learning Unit 4: Force
and Motion.
30. Assign students to draw, design, and decorate a mind
mapping in A4 paper, using knowledge from Learning Unit
4: Force and Motion.
Conclusi
Step 5: Evaluate
1. The teacher checks post-test of Learning Unit 4: Force
and Motion, to recheck students’ understandings.
2. The teacher evaluates students by observing their
answers to the given questions, their behaviors when they
work individually and in group, and their presentations.
3. The teacher checks Worksheet 4.6.1: Speed and Velocity.
4. The teacher checks Exercise 2.1 -2.2 from Mastering
Forces and Motion.
98
5. The teacher evaluates the result of Thinking Skills

Activity from Mastering Science Work-Textbook Secondary
2B, Learning Unit 4: Forces and Motion.
6. The teacher evaluates the result of Fuel-up Test.
7. The teacher evaluates workpiece/workload: Mind
Mapping of Force and Motion.
8. Together, students and the teacher conclude the lesson
plan about the motion of objects as follows, “Motion is
the change in an object’s position with time. It can be
described using scalar and vector quantity. Scalar quantity
is a quantity that is described by magnitude only such as
time, distance, etc. Vector quantity is a quantity that is
described by magnitude and direction such as
displacement, velocity, force, etc. Distance is scalar
quantity, its SI unit is m. The rate of distance traveled by
an object per unit time is speed (v), its SI unit is
metre/seconds (m/s). The SI unit of displacement (s) is m.
The rate of displacement traveled by an object per unit
time is velocity (v ) , its SI unit is metre/seconds (m/s).
99
10. Assessment and Evaluation

Indicators List Method Tool Criteria
10.1
Midcourse
- Check - Worksheet - Pass mark: 60%
Evaluation
Worksheet 4.5.1 - Pass mark: 60%
1) Motion
4.6.1 - Exercise 2.1 - Pass mark: 60%
- Check - Exercise 2.2
Exercise 2.1
- Check
Exercise 2.2
2) Presentation - Evaluate - Presentation - Pass mark:
the Evaluation Quality level 2
presentatio Form
n
3) Learners’ - Observe - Observation - Pass mark:
behavior learners’ Form (for Quality level 2
when they behavior learners’
work in group when they behavior
work in when they
group work in group)
4) - Evaluate - Performance - Pass mark:
Performance the Evaluation Quality level 2
100

performance Form
5) Desired - Observe - Desired - Pass mark:
Characteristics learners’ Characteristics Quality level 2
self- Evaluation
discipline, Form
avidity for
learning, and
dedication
and
commitment
to work
10.2 Postcourse
Evaluation - Check Post- - Post-test - Pass mark:
-Post-test test 60%
Learning
Unit 4: Forces
and Motion
7.3 Evaluation - Check - Workpiece/
for Workpiece/ Workpiece/ Workload (All-
- Pass mark:
Workload (All- Workload inclusive)
Quality level 2
inclusive): (All-inclusive) Evaluation
- Workpiece of Form
101

Force and
Motion (Mind
Mapping)
11. Instructional Media/ Learning & Resource Center

11.1 Instructional Media
1) Mastering Science Work-Textbook Secondary 2B,
2) Worksheet 4.6.1: Speed and Velocity
3) Handout: Speed
4) Equipment for experiment: Parachute for a Doll
5) Pieces of paper with numbers for drawing lots
11.2 Learning & Resource Center
1) Laboratory
2) Internet
Handout
102
Speed and Velocity
∎ Speed (v) is the distance traveled by an object per unit

time, or rate of change of distance with no direction. It is
scalar quantity; its SI unit is (m/s).
s
v=
t
There are two characteristics of speed as follows.

1. Instantaneous speed (vt) is the speed of an object in
motion at any instant of time.
Δs
vt =
Δt
2. Average Speed (vav) is the ratio of the distance

traveled to the time spent traveling.
s
v av =
t
103
∎ Velocity (v ) is the displacement traveled by an object

per unit time. It is vector quantity; its SI unit is (m/s).
s
v =
t
There are two characteristics of velocity as follows.

1. Instantaneous velocity (v t ) is the velocity of an
object in motion at any instant of time. The direction of the
motion will change in the same direction with the
displacement.
Δs
vt =
Δt
104
2. Average velocity (v av ) is the total displacement of an

object divided by the total time spent traveling. The
direction of the motion will change in the same direction
with the total displacement.
s
v av =
t
Worksheet 4.6.1
Speed and Velocity
Exercise: 1
105
Instruction: Define the meaning and equation of each term.

1. Speed: ……………………………………………………………………….
………………………………………………………….
Equation: ……………………………………………………………………….
………………………………………
2. Average speed: ……………………………………………………………………….
………………………………………………….
Equation: ……………………………………………………………………….
……………………………………..
3. Instantaneous speed:
……………………………………………………………………….
………………………………….
Equation: ……………………………………………………………………….
……………………………………..
4. Velocity: ……………………………………………………………………….
………………………………………………………….
Equation: ……………………………………………………………………….
……………………………………..
5. Average velocity ……………………………………………………………………….
………………………………………………….
Equation: ……………………………………………………………………….
……………………………………..
106
6. Instantaneous velocity:
……………………………………………………………………….
…………………………………
Equation: ……………………………………………………………………….
………………………………………
Exercise: 2
Instruction: Calculate speed and velocity from given situations.
1. A plane requires 20 seconds to accelerate the speed from the
point at rest to move on the runway and fly. The total
distance it is covered before flying is 400 m. Calculate the
speed of the plane while it is taking off.
2. From the figure, A  B C D, calculate speed and velocity

from this motion.
1. Speed of A to B is ……… m/s in 2 s.
2. Velocity of A to B is ……… m/s in 2 s.
3. Speed of A to C is ……… m/s in 5 s.
4. Velocity of A to C is ……… m/s in 5 s.
5. Speed of A to D is ……… m/s in 10 s.
6. Velocity of A to D is ……… m/s in 10 s.
107
Worksheet 4.6.1 Answ

Speed and Velocity
Exercise: 1
Instruction: Define the meaning and equation of each term.
1. Speed: The distance traveled by an object per unit time.
s
v=
Equation: t
2. Average speed: The ratio of the distance traveled to the time

spent traveling.
s
v av =
Equation: t
3. Instantaneous speed: The speed of an object in motion at

any instant of time.
Δs
vt =
Equation: Δt
4. Velocity: The displacement traveled by an object per unit
time.
s
v =
Equation: t
5. Average velocity: The total displacement of an object divided

by the total time spent traveling. The direction of the motion
will change in the same direction with the total displacement.
108
s
v av =
Equation: t
6. Instantaneous velocity: The velocity of an object in motion at
any instant of time. The direction of the motion will change in
the same direction with the displacement.
Δs
vt =
Equation: Δt
Exercise: 2
Instruction: Calculate speed and velocity from given situations.
1. A plane requires 20 seconds to accelerate the speed from
the point at rest to move on the runway and fly. The total
distance it is covered before flying is 400 m. Calculate the
speed of the plane while it is taking off.
s 400
v= = = 5 m/s
Equation t 20
Therefore, the speed of the plane while it is taking off is 5

m/s.
2. From the figure, A  B C D, calculate speed and velocity

from this motion.
AA 44 BB 1. Speed of A to B is 1.5 m/s in 2 s.

2. Velocity of A to B is 1.5 m/s in 2 s.
33
109
DD 44 CC
3. Speed of A to C is 1.4 m/s in 5 s.

4. Velocity of A to C is 1 m/s in 5 s.
5. Speed of A to D is 1.1 m/s in 10 s.
6. Velocity of A to D is 0.3 m/s in 10 s.
110
Pieces of paper with numbers

for drawing lots

1 2
111
3 4
5
Workpiece/ Workload
(All-inclusive)
Mind Mapping
Forces and Motion
112
Instruction: Assign students to draw, design, and decorate a

mind mapping in A4 paper, using knowledge from
Learning Unit 4: Force and Motion.
113
12. Opinion of the Institutional Executive or the

Assigned Person
Comment:
Name
.................................
(
................................ )
Position
.......
13. Post-lesson Record
 Knowledge
114
 Learners’ Key Competencies
 Desired Characteristics
 Science Capacity
 Others (Outstanding, or problematic behaviors of each

leaner (If any))
 Problem/ Obstacles
 Solutions
Performance Evaluation Criteria

Evaluatio Score Range
n Issues 4 3 2 1
115
1. Experi Follow the Follow the Conduct the Conduct the

mental steps, and steps, and experiment, experiment,
perform use the and use the and use the
use the
ing equipment equipment equipment
equipment
correctly, but with some with a lot of
correctly.
may need assistance. assistance.
some
suggestions.
2. Be Be adroit Be adroit Be not adroit Be not adroit
ing during during during during
adroit at conducting conducting conducting
conducting
experim experiment experiment, experiment,
experiment
ental with some and unable and damage
without any
perform suggestions, to finish the the
ing suggestions, and finish the experiment equipment.
and finish the experiment on time.
experiment on time.
on time.
3. Re Record and Record and Record, Record,
cording, summarize summarize summarize, summarize,
summari the the and present and present
zing, experiment experiment the the
and result result experiment experiment
presenti correctly and correctly and result with result with a
ng the concisely, concisely, some lot of
result of present the unable to assistance. assistance.
116
an experiment present the

experim result step experiment
ent by step. result step
by step.
Scoring Rubric for Quality Level

Score Range Quality Level
11-12 Excellent
9-10 Good
6-8 Fair
Need
Below 6
Improvement
Workpiece/ Workload (All-

Mind Mapping Evaluation Form
117
Instruction: The teacher evaluates student’s workpiece/

workload according to the Evaluation List, then mark  in the
box with the corresponding score.
Score Range
No. Evaluation List
4 3 2 1
Learning objectives
1
consistency
2 Content accuracy
3 Creativity
4 Punctuality
Total
Name ................................................... Evaluator

................./...........
......./..................
Flyer Quality Evaluation Criteria
Evaluatio Score Range

n Issues 4 3 2 1
1. Learni The work is The work is The work is The work is
ng consistent consistent consistent not
118
objectiv with the with the with the consistent

e objectives in objectives in objectives in with the
consiste all areas. most of some areas. objectives.
ncy areas.
2. C The work Most of the The work Most of the
ontent content is content is content is content is
accurac complete accurate. rather not accurate.
y and accurate. accurate.
3. Cr The work is The work is The work is The work is
eativity creative, creative, interesting, not
new, and new, but not but not interesting, or
organized. organized. creative creative.
enough.
4. Pu The work is The work is The work is The work is
nctualit submitted on submitted 1 submitted 2 submitted 3
y time. day late. days late. days late, or
more.

Score Quality
Range Level
14-16 Excellent
11-13 Good
119
8-10 Fair
Need
Below 8
Improvement
Presentation Evaluation
Instruction: The teacher evaluates student’s presentation

according to the Evaluation List, then mark  in the box
with the corresponding score.
Score Range
No. Evaluation List
3 2 1
1 Content accuracy   
2 Content intelligibility   
3 Presentation benefits   
4 Presenting method   
5 The beauty of presentation   
120
Total
Name ................................................... Evaluator

.............../..............
../................
Scoring Criteria
The presentation or behavior is completely consistent with the
Evaluation List 3 points
The presentation or behavior is mostly consistent with the
Evaluation List 2 points
The presentation or behavior is partly consistent with the Evaluation
List 1 point

Score Quality
Range Level
14-15 Excellent
11-13 Good
8-10 Fair
Below 8 Need
Improvement
121
Observation Form (for learners’ behavior when
Instruction: The teacher observes students’ behavior during

class and after class, then mark  in the box with the
corresponding score.
Score Range
No. Evaluation List
3 2 1
1 Opinion expression   
2 Accepting others’ opinions   
3 Responsibility   
4 Generosity   
5 Punctuality   
Total
Name ................................................... Evaluator

................/.............
../................
Scoring Criteria
The student always shows such behavior 3 points
122
The student often shows such behavior 2 points

The student sometimes shows such behavior 1
point

Score Quality
Range Level
14-15 Excellent
11-13 Good
8-10 Fair
Below 8 Need
Improvement
Observation Form (for learners’ behavior
Instruction: The teacher observes students’ behavior during

class and after class, then mark  in the box with the
corresponding score.
N Stude Opinio Acce Respons Gener Particip Tot

o. nt’s n pting ibility osity ation al
First expres other (15
123
s’
Name
sion opini poi
– Last
ons nts)
Name
3 2 1 3 2 1 3 2 1 3 2 1 3 2 1
Name ................................................... Evaluator

................/.............
../...............
Scoring Criteria
124

point

Score Quality
Range Level
14-15 Excellent
11-13 Good
8-10 Fair
Below 8 Need
Improvement
Desired Characteristics
Instruction: The teacher observes students’ behavior during class

and after class, then mark  in the box with the corresponding
score.
Desired Score
Characteri Evaluation List Range
stics 3 2 1
1. Love 1.1 Stand up straight and show respect for
125
of nation, the nation, and be able to sing the

religion, national anthem.
and king 1.2 Participates activities that create unity,
harmony, and are useful to the school.
1.3 Participate in student’s religious
activity and follow the doctrine.
1.4 Participate in monarchy-related
activities that are organized by the
school.
2. Hone 2.1 Provide the facts, or accurate
sty and information.
integrity 2.2 Do the right thing.
3. Self- 3.1 Follow discipline and family’s rule, be
disciplin responsible for daily life activities
e and punctually.
responsi
bility
4. Avidity 4.1 Spend free time productively and
for practically.
learning 4.2 Manage time properly.
4.3 Obey the parents’ instructions without
argument.
4.4 Study intentionally.
5. Followin 5.1 Utilize school’s properties and assets
g thriftily.
principle 5.2 Utilize equipment and supplies
s of thriftily, and gratefully.
126
Sufficien 5.3 Spend money frugally, and save

cy money.
Econom
y
Philosop
hy in
one’s
way of
life
6. Dedicati 6.1 Intend and attempt to work on
on and assignment .
commit 6.2 Be patient, and do not give up to any
ment to obstacles.
work
7. Cherishin 7.1 Have a conscience to conserve Thai
g culture and wisdom.
Thainess 7.2 Appreciate and follow Thai culture.
8. Public- 8.1 Be helpful for parents, guardians, and
mindedn teachers.
ess 8.2 Take care of classroom and school’s
properties, and environment.
Name ................................................... Evaluator

................/.............
../................
Scoring Criteria
127

point

Score Quality
Range Level
14-15 Excellent
11-13 Good
8-10 Fair
Below 8 Need
Improvement
128

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Lesson Plan 4-6 Motion

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Learning Unit 4: Forces and Motion

Lesson Plan 6: Motion

3. Be able to calculate the speed and velocity of the

Compulsory Details Local-related Content

Compulsory Details Local-related Content

5. Compulsory Details/ Summary

6. Learners’ Key Competencies

(Suggested Answer: Speed and velocity are measured in

(Suggested Answer: A scalar quantity is defined as the

positive numbers or negative numbers if the object moves

(Suggested Answer: The distance is 7 m while the

Learning Unit 4: Forces and Motion or Handout: Speed

15. Each group of students comes in front of the class to

23. Each group of students comes in front of the class to

28. Assign students to do Fuel-up Test from Mastering

5. The teacher evaluates the result of Thinking Skills

10. Assessment and Evaluation

Indicators List Method Tool Criteria

Indicators List Method Tool Criteria

11. Instructional Media/ Learning & Resource Center

Speed and Velocity

∎ Speed (v) is the distance traveled by an object per unit

There are two characteristics of speed as follows.

2. Average Speed (vav) is the ratio of the distance

∎ Velocity (v ) is the displacement traveled by an object

There are two characteristics of velocity as follows.

2. Average velocity (v av ) is the total displacement of an

Instruction: Define the meaning and equation of each term.

2. From the figure, A  B C D, calculate speed and velocity

Worksheet 4.6.1 Answ

2. Average speed: The ratio of the distance traveled to the time

3. Instantaneous speed: The speed of an object in motion at

5. Average velocity: The total displacement of an object divided

Therefore, the speed of the plane while it is taking off is 5

2. From the figure, A  B C D, calculate speed and velocity

AA 44 BB 1. Speed of A to B is 1.5 m/s in 2 s.

3. Speed of A to C is 1.4 m/s in 5 s.

Pieces of paper with numbers

Instruction: Assign students to draw, design, and decorate a

12. Opinion of the Institutional Executive or the

13. Post-lesson Record

 Learners’ Key Competencies

 Others (Outstanding, or problematic behaviors of each

Performance Evaluation Criteria

1. Experi Follow the Follow the Conduct the Conduct the

an experiment present the

Scoring Rubric for Quality Level

Workpiece/ Workload (All-

Instruction: The teacher evaluates student’s workpiece/

Name ................................................... Evaluator

Flyer Quality Evaluation Criteria

Evaluatio Score Range

objectiv with the with the with the consistent

Scoring Rubric for Quality Level

Instruction: The teacher evaluates student’s presentation

Name ................................................... Evaluator

Scoring Rubric for Quality Level

Observation Form (for learners’ behavior when

Instruction: The teacher observes students’ behavior during

Name ................................................... Evaluator

The student often shows such behavior 2 points

Scoring Rubric for Quality Level

Observation Form (for learners’ behavior

Instruction: The teacher observes students’ behavior during