School DON CARLOS Grade Level Grade 5

POLYTECHNIC
COLLEGE
Teacher RUBYLYN L. Learning Area Science
GELACIO
LESSON PLAN Teaching March 2025 Quarter 3rd
Dates and 8:00-9:00 A.M. Quarter
Time

LESSON PLAN IN SCIENCE 5

I. OBJECTIVES

A. Content The learners demonstrate understanding of motion in terms of distance and

Standards time.

B. Performance The learners should be able to propose an unusual tool or device using
Standards electromagnet that is useful for home school or community.

C. Learning
Competencies/ The learners should be able to describe the motion of an object by tracing
Objectives and measuring its change in position (distance travelled) over a period of
(Write the LC time. S5FE-IIIa-1
code for each)
At the end of the lesson, 75% of the learners will able to:

1. Define the concepts of distance and time.

2. Appreciate the importance of accurate measurements in scientific
observation.
3. Demonstrate the ability to measure distance and time using
appropriate tools and techniques.

II.CONTENT Measuring Motion in terms of Distance and Time

III. LEARNING
RESOURCES
A. References
1. Teacher’s K-12 Science Curriculum Guide August 2016 p. 71 of 203
Guide Learning Materials are uploaded at http://lrmds.deped.gov.ph/
2. Learner’s
Materials
Pages
3. Textbook Science Beyond Borders: Distance p. 112-115
Pages
4. Additional 1. SCI5-Q3-MODULE1: https://depedtambayan.net/wp-
Materials from content/uploads/2022/03/SCI5-Q3-MODULE1.pdf
Learning 2. SCIENCE 5 || QUARTER 3 WEEK 1 | MEASURING MOTION IN TERMS
Resource OF DISTANCE AND TIME | MELC-BASED: https://youtu.be/Ror-3LaN7kw
1
 (LR) portal
B. Other Activity Sheets, Ruler, Books, Marble, Tape Measure, Visual Aid
Learning
Resources
IV.
PROCEDURES

Teacher’s Activity Learner’s Activity

A. Reviewing A. Preliminary Activities
Previous
lesson or (when the teacher enters the (All of the learners will stand up and
presenting the classroom, the teacher will request all prepare for the prayer.)
new lesson the students to stand up and prepare
for the prayer.)
• Prayer
Good morning class!
Everybody please stand-up and let us
pray.
Dear father in heaven. Your children Dear father in heaven. Your children
are here before you. We offer this are here before you. We offer this
day; all we do think and say. Please day; all we do think and say. Please
give light to our mind so that we could give light to our mind so that we
understand our lessons well. Help us could understand our lessons well.
to be obedient and truthful. Help us to Help us to be obedient and truthful.
love one another, because we are all Help us to love one another, because
your children. Bless our school, our we are all your children. Bless our
teachers, our parents and country. school, our teachers, our parents and
And bring us all to heaven. Amen. country. And bring us all to heaven.
Amen.

• Greetings
Good morning class! Good morning, Teacher!
How are you, today? We are good teacher.

• Checking of Attendance
Let me check your attendance first.
Activa, Joman Present, Teacher!
Alajid, Khurt Vann Jade Present, Teacher!
Alvarez, Rizza Present, Teacher!
Areola, Rolando Present, Teacher!

Very good, no one is absent today.

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 • Classroom Management
Before you take your seat, kindly (The learners will follow.)
arrange your chairs and pick up some
pieces of papers.
And now you may take your seats.
(Present Classroom Rules)
Before we start, I want to remind
some classroom rules that I want you
to observe during the class.

1. Respect each other

2. Listen actively
3. Raise your hand
4. Follow instruction
B. Establishing At the end of the lesson, 75% of the
a purpose for learners will able to:
the lesson

1.Define the concepts of distance and

time.

2.Appreciate the importance of

accurate measurements in scientific
observation.

3.Demonstrate the ability to measure

distance and time using appropriate
tools and techniques.

C. Presenting Have you ever raced with a friend? Yes, teacher.

examples/
instances of the How did you know who won? By knowing who is the first to reach
new lesson the finish line.
Today we will explore how to
measure motion, focusing specifically
on distance and time. Are you ready
class? Yes, teacher!

D. Discussing Distance is a measure of how far or (The learners will listen the
new concepts close two points are in relation to one discussion)
and another based on the actual travel of
practicing new an object. It can be measured in
skills #1 variety of ways, including time,
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landmarks and body parts.

Distance is measured by using tools

such as meter stick, tape
measure, measuring wheel and
ultrasonic distance measurer.

On the other hand, the distance

covered by a moving object is
affected by speed, or the measure
of how fast it moves.

Measurement: The Metric System

Meter is the standard unit of (The learners will listen the
measurement for distance or discussion)
length in the metric system. When
referring to a distant place, you
simply just add the prefix kilo. If
the length is very short, prefixes
such as deci-, centi-, and milli-,
are used.

By conversion, we can get the

following values used in the
metric system of measurement:

METRIC SYSTEM CONVERSION

1 kilometer (km)= 1000 meters (m)
1 meter (m)= 100 centimeter (cm)
1 meter (m)= 1000 millimeter (mm)
Example:
A man is travelling from town
A that is 5 kilometers away from
town B. How many meters was he
able to travel?

Speed: Distance over Time

Speed is the distance travelled over a
certain period of time. (The learners will listen the
discussion)

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 Speed is calculated by dividing the
distance covered by an object in
motion by the time spent to cover
the distance.

Formula:
distance covered
Speed =
time
or
d
s=
t
E. Discussing The measurement of speed can be in
new concepts meters per second (m/s) or
And kilometers/hour (km/h or kph), or
practicing new miles per hour (mi/h).
skills #2
For example, David was able to run
300 meter in just 60 seconds or 1
minute. What is his speed?

d
Solution: s= t
300m
= 60seconds
s = 5 m/s

Another example:
David traveled 5 meters away with his
bike from his house going to plaza in
120 seconds.

Solution:
distance covered
speed =
time
5 meters
= 120 seconds
speed = 0.42 meter per seconds

The formula speed can be

rearranged, just like any other
equation. It can be rearranged in
three ways:

d
1) speed = distance ÷ time s = t

2) distance = speed × time d = s ×

t

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 d
3) time = distance ÷ speed t = s

F. Developing What to do:

Mastery
1. Gather all the materials
(Leads to
formative needed.
assessment 3)
2. Place the two rulers on a book
at a distance that would allow a
marble to pass between them.
The rulers would act as a ramp
for the marbles to pass
through. See figure 4.

Illustrated by Reyson Joe G. Caňedo

Figure 4. Two rulers on a book

3. Allow the marble to pass

between the rulers. Then,
record the time it travels using
your stopwatch and the
distance using the meterstick
or ruler.

Illustrated by Reyson Joe G. Caňedo

Figure 5. Marble between the rulers

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 4. Put another book on top of the
book, repeat steps 2 and 3.
5. Put another book on top of the
two books, repeat steps 2 and
3.
6. Record your data in Table 1.

Table 1. The distance travelled by the

marble (cm).
Number of Distance Time
Books Travelled Covered (s)
by the
marble (cm)
1 book
(setup A)
2 books
(setup B)
3 books
(setup C)

Guide Questions:
Directions: Based on the activity,
answer the following questions. Write
your answers in one whole sheet of
paper.

1. What setup resulted in the

marble travelling the shortest
distance?
2. What setup resulted in the
marble travelling the longest
distance?
3. How can measuring distance
help us compare things in
motion?
4. What is the speed of the
marble in the three setups?
G. Finding
Practical
Why is it important to know about
Applications of
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Concepts and measurement?
skills in daily
living
H. Making What is our topic today? Our topic today is all about
generalization
Measuring Motion in terms of
and
abstractions Distance and Time.
about the
lesson
What is distance? Distance is a measure of how far or
close two points are in relation to one
another.

What is meter? Meter is the standard unit of

measurement for distance or length
in the metric system.

What is speed? Speed is the distance travelled over

a certain period of time.

What is the formula of finding the �������� �������

speed? ����� =
����

I. Evaluating Directions: Answer the following

learning
questions. Choose the letter of the
best answer. Write your answers on a
separate sheet of paper.

1. Which of the following does not

demonstrate motion?
A. Ballerina dancing on the stage
B. Mother walking on the street
C. Ball rolling on the floor
D. Pencil on the table

2. Why do we need to use the metric

system of measurement?
A. Because it is used by many
scientists.

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B. Because it is important to describe
motion.
C. Because it is necessary to
describe movement.
D. Because it is easier to understand
each other’s data.

3. Which of the following is the

standard unit of measurement used
for
distance or length?
A. foot
B. meter
C. minute
D. second

4. A jeepney travels 120 kilometers in

3 hours. What is the average speed?
A. 40 km/h
B. 43 km/h
C. 60 km/h
D. 120 km/h

5. It is the change of an object’s

position over the change of time.
A. position
B. motion
C. speed
D. location

6. It serves as the basis for which the

movement of an object can be related
to.
A. reference point

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B. motion
C. speed
D. distance

7. A numerical description of how far

the objects from each other.
A. distance
B. reference point
C. speed
D. motion

8. Which of the following

demonstrates motion, with the other
object as the
frame of reference?
A. a boy jogging in place
B. a dog barking at the garage
C. a girl running towards his father
D. a boy running on a treadmill device

9. Why do we need to use an

appropriate device in measuring
lengths?
A. To have an accurate data
B. To be familiar with the use of each
tool
C. To have experience using tools like
a ruler, meter stick, tape
measure, etc.
D. None of the above

10. Why do we need to use the metric

system of measurement?
A. Because many scientists use it.
B. Because it is important to describe

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 motion.
C. Because it is necessary to
describe movement.
D. Because it is easier to understand
each other’s data.

J. Additional In your assignment. Name atleast five

activities For of your activities and identify how
application or motion takes place.
remediation
Activities Involving Motion
1.
2.
3.
4.
5.

Goodbye and thank you, class! Goodbye and thank you, teacher!

V. REMARKS

VI.
REFLECTION
A. No of learners who earned 80 % in the
evaluation
B. No. of learners who require additional activities
for remediation who scored below 80 %.
C. Did the remedial lessons work? No. of learners
who have caught up with lesson.
D. No. of learners who continue to require
remediation.
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
used/ discover which I wish to share with other
teachers?

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PREPARED BY:

RUBYLYN L. GELACIO
BEED 3B Student

CHECKED BY:
SIR. CHRISTIAN RAY BAYSA
TTL 102 INSTRUCTOR

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