SCIENCE 4

QUARTER 3 WEEK 5

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.
 DAY 1
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Drill
Instructions: Recite the definition of the word
flashed on the card.

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In presenting the importance of using line graphs for
showing how fast objects are, use this dialogue:
“Have you ever wondered how we can show whether a car
is going faster or slower, even without watching it move?
Imagine you're racing your friend on your bikes. How can
you tell who's getting further ahead, without constantly
looking 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 and end!”
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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).
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● 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.

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Can you think of a time when you had to
travel somewhere?

How far was it, and how long did it take?

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Briefly review key terms: "distance" and "time."
Emphasize that distance is the amount of space
between two points, and time is the duration it takes
to cover that distance.

Then, ask them:

"How can we represent the journey from home to
school on paper? What information do we need?"

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Storytelling
Imagine you're watching a race. Car’s zip across the
track, creating a blur of color and speed. But how do
you truly know who's winning? What if we could
capture the excitement of the race, not just in
snapshots but in a story of movement? That's exactly
what line graphs do for motion!

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 Think of each car in the race as a dot on a line.
As time ticks by, those dots trace their
journeys across the graph, revealing secrets
about their speed, distance, and even how they
change pace. It's like painting a picture of the
race with numbers—a language that unlocks
the mysteries of motion.

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 So why are line graphs so important in
understanding motion?
● They make the invisible visible.
● They tell stories of motion.

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 During the discussion, assess students
based on their engagement, responses,
and ability to apply concepts in line
graphs and motion.

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 DAY 2
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 Begin by asking students if they have
seen a line graph before and where. Let
them describe what they think a line
graph is used for.

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Show the YouTube video of cars traversing the
highway below. Ask the learners if they think that
each car has a different speed than the other cars.
Then tell them that they can see how fast an object
moves just by making a graph.
https://www.youtube.com/watch?v=Y1jTEyb3wiI

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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).
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● 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.

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Class Interaction
A line graph is a unique type of graph that
is commonly used in science. It is
particularly useful for displaying trends
and changes over a continuous interval or
period.

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Before making our first line graph, let us first know its parts.

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● 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).

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● 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.
● Data Point: A data point represents a specific
value or measurement for a given variable at a
particular point in time.

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Our First Line Graph
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.
Time (s) Distance
(m)
0 0
1 2
2 4
3 6
4 8
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5 10
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.
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3. Choose appropriate scales: Based on your
data, determine how many units each grid line or
division represents. The x-axis and y axis must
have equal intervals based on your chosen scale.
4. Plot the points: Plot the individual data points
on the graph according to the given data. The
time goes on the x-axis, and the corresponding
position goes on the y-axis.

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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.

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7. Interpret the graph. Look for patterns, such
as constant speed or periods of rest. Consider
the slope of the graph, as it provides
information about the speed of the object.
8. Review and Revise

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Guide Question:
What does the graph show us about the
speed?

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Interpreting Distance-Time Graphs
For a better understanding, the teacher may consider presenting
this kind of graph (this is just an example) and describing what
the graph shows us about speed.

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Guide questions:
1. What are some things you notice about the
graph? What do the axes and the lines
represent?
2. What does it mean when the line goes up
quickly? How about when it's flat?

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During the discussion, assess students
based on their engagement, responses, and
ability to apply concepts in line graphs
and motion.

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 DAY 3
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Who remembers what a line graph
shows us?

What are some key parts we need to

make a line graph?

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Today, we’ll follow Turbo Turtle in the Great
Reef Race! By plotting Turbo’s movement
on a line graph, we’ll see how his speed
changes during the race.

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Meet Turbo Turtle! He's not your average turtle. Today
is the Great Reef Race, and Turbo is determined to
prove he's the fastest underwater swimmer in his class.

He sets off from the starting line, zipping through the

coral tunnels and seaweed forests. But watch out for
Mr. Stingray, who likes to zoom past and splash Turbo
with his tail!

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Graph Turbo’s data and describe his motion
throughout the race.

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Process questions:
1. What does the graph show about Turbo's speed at the
beginning?
2. What happens to the line at 3 minutes?
3. Does Turbo ever catch up to his classmates?
4. What characteristics of the graph suggest a stationary
object?

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Discuss their answers to the process
questions. Explain in which part of the
graph Turbo slowed down, became
stationary, and sped up.

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 Observe students’ responses to gauge
their understanding of graph
interpretation.

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 DAY 4
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Ask students to recall Turbo Turtle’s
journey from the last lesson and discuss
how his speed changed over time.

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Today, we’re going to help two friends, James
and John, find out who ran faster by creating a
line graph of their race! We’ll use the data
from their race to see who reaches the finish
line first.

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Who Ran Faster?
James and John were walking to school when they
decided to race against each other. Using the data
below, make a line graph of both James's and John’s
motion in one plot. Follow the steps in making a line
graph and find out who ran faster between the two.

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Guided Discussion: Ask,

What information do we need to create a

graph of their race?

Emphasize that both time and distance are

essential to represent their motion accurately.

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Provide the data for the race.

Clue: The line graph that is steeper than the

other is the one that moves faster.
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Discuss as a class:
 What can line graphs tell us about motion?
 How does the slope of the line relate to
speed?
Conclude that a steeper line indicates faster
speed and a less steep line shows slower
speed.

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Examine the
distance vs. time
graphs below and
identify which
among them is
stationary,
moving at a
constant speed, or
going back.

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 DAY 5
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Begin by asking students to recall what they learned in
the previous lesson about graphs, particularly line
graphs.

Facilitate a quick discussion about

the purpose of a line graph and how
it represents data over time.
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 Explain to students that today's lesson will
continue building on their graphing skills by
practicing the steps in making a line graph
and analyzing it to draw meaningful
conclusions.

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Display a sample line graph on the board or screen.

Read a brief statement about the graph’s purpose, e.g.,

"The graph shows the running speeds of Juan and Miguel
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over a series of races."
Guide students through identifying and labeling
the components of the line graph, such as axes,
labels, and data points.
Demonstrate how to plot points on a simple line
graph, explaining each step as you go.

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Ask students to explain why each step is necessary
in creating an accurate line graph.
Lead a brief discussion on how a line graph can help
compare information—in this case, the speeds of
two runners, Juan and Miguel.

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Summarize key points from the lesson,
highlighting the steps to create a line graph
and the process of interpreting it.
Encourage students to think about other
situations where they might use line graphs
to compare or track data over time.

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In a sheet of paper, let the students write and
arrange the steps in making a simple line graph.
You can show the steps on the board or on the
screen, but not in order, to guide them.

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