Learning Area Science

Learning Delivery Modality

School Grade Level Grade 5

Teacher Learning Area Science
LESSON
Teaching Date Quarter Third Quarter
EXEMPLAR
Teaching Time No. of Days 1 day
(see PIVOT 4A BOW for the number of
days)

I. OBJECTIVES At the end of lesson 1, you are expected to:

1. define what motion and reference point is;
2. explain how to tell if an object is in motion; and
3. value the importance of reference point in describing the motion of objects.
A. Content Standards
The learners demonstrate understanding of motion in terms of distance and time.

B. Performance Standards Not Available

C. Most Essential Learning Describe the motion of an object by tracing and measuring its change in position
Competencies (MELC) (distance travelled) over a period of time.
(If available, write the S5FEIIIa-1
indicated MELC)
D. Enabling
Competencies Use appropriate measuring tools and correct standard units
(If available, write the attached
enabling competencies)

II. CONTENT Force and Energy

1. Motion
2. Reference Point
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide Pages
Not Available

b. Learner’s Material
Pages Not Available

c. Textbook Pages Science Beyond Borders pg. 108-110

Science Grade 5 pg. 170-171
d. Additional Materials
from Learning
Resources
B. List of Learning
Resources for
Development and
Engagement Activities
IV. PROCEDURES
A. Introduction Preliminary Activity
Look at the picture presented in the module and read. Answer the following
questions.

Picture 1 : A Tug-of-War
 Guide Questions:
1. Are you familiar with the game tug-of-war? Have you ever joined or
watched this game? ___________________
2. If yes, how will you know which team wins the game? ____________
3. What do you think will happen if one team loses a strong member?
_________________________________________________________

 Read the following paragraphs presented in the module:

Motion is defined as the change of position of an object with
respect to a fixed point. It takes place because there are unbalanced forces
acting against each other. In the game tug-of-war, when one of the teams loses a
strong member, the force between the two groups will become unbalanced
resulting to the change of the position of the opponent group towards the ground
marker.
To know is something is moving, it has to do with comparing it to other
object or place known as the fixed point or the reference point. A reference point
is a fixed place or an object that is used to determine if another object is
in motion. For example, when you are walking at the school’s pathway, you know
that you are in motion because you compared yourself to the ground, walls, posts
and even to other pupils standing beside the pathway. Those things all considered
as reference points. They help you determine if you are actually in motion.

Goal Orientation
 The learners will read the objectives that are expected of them as indicated
in the module.

B. Development What I know?

 The learners will answer the questions below as part of identifying what they
already know. They will refer to their modules to identify the tasks they need
to accomplish.

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on
separate sheet of paper.

1. Which of the following best defines motion? It is the

A. energy used to move objects.
B. force needed for an object to move.
C. fixed point used to identify if the object is moving or not.
D. change of position of an object with respect to a fixed point.

2. It is the fixed place or object used to determine whether other objects are in
motion.
A. energy C. motion
B. force D. reference point

3. Reference point is important because it helps in

A. determining the change of position of an object
B. determining the initial position of an object
C. determining if the object moves or not
D. all of the above statements are correct

4. Which action may cause a wooden table to move?

A. blowing C. pulling
B. pushing D. both b and c are correct

5. Which of the following activities involve motion?

A. crying C. sleeping
B. reading D. walking
 II. True or False. Write True if the statement is correct and false if not.

6. Reference point can be a place, an object or a person.

7. There is motion even without a change in position.
8. Motion is caused by a force or set of forces.
9. Motion is relative to the subject.
10. Heavier objects are easier to move.

What score did you get? Compare your answer to the answer key provided.

If got all the questions correct, this means that you already have knowledge
about motion and reference point. You can still browse the module and learn new
knowledge.

If you got score, don’t worry because this lesson will help you understand and
learn concepts that you can use in your daily lives. Study this lesson carefully, do all
the activities, and answer the questions. Follow the instructions written for each
activity. Are you ready?

You can now study about motion and reference point.

What do you know but do not understand?

 As shown below, the learners will assess their own knowledge, skills and
attitude/values relative to the target concept presented in the MELC.

What are the things you did at home and school to make your day
productive? From the time you wake up, maybe you start your day by fixing
your bed or having some exercise routine. You may help your parent prepare
breakfast and eat with your family after. At home, you may also aid in doing
household choirs such as washing the plates, cleaning the house or arranging
the clothes in the closet. Another thing, you may also do some recreational
activities like reading a book or playing with your siblings. Moreover, in school,
maybe, you play with friends during PE class, eat with friends, and others. In
your everyday routine, most of your activities need movement. Therefore,
motion is an essential part of our daily life.

As the lesson progresses, you will learn about motion and the
importance of reference point in describing whether the object is moving or
not.

Now, let’s try to do this activity. But before you proceed, please be
reminded of the following:
1. Be careful in opening each page of this module.
2. Help the pupil in reading and understanding the directions for each
activity.
3. Guide the pupil in doing the activities in this module and use separate
sheet answering.
4. Check the answers using the key to correction provided.

Guide in Activity 1:
Motion and Reference Point
1. Prepare the materials needed in the activity as listed in the module. (small
ball, toy car, masking tape, marking pen, and hardbound book or any
object that can be used as a ramp.
2. Mark a spot on the floor with a masking tape. Label it point A.
3. Place the small ball on point A, then blow it. Using the table below, put a
check (√) in the table below if there was movement after blowing is
applied.
4. Then place the toy car on point A, then blow it. Again, record it on the
table.
5. Next, place the notebook on point A, then blow it. Again, record it on the
table.
 6. Repeat procedures 2-4, but this time, by pushing them instead of blowing.
Record on the table.
7. Now, repeat procedures 2-4, but this time, by placing them on a ramp
instead of pushing. Record on the table.
Objects to be Placing on
Blowing Pushing
Moved a Ramp
small ball

toy car

notebook

Guide questions for Activity 1:

1. Which action causes all the objects to move? __________________
2. Why do you think this action causes movement? _______________
3. Which among the objects are hardest to move? Why do you think so?
Easiest to move? Why do you think so? __________
4. How can you tell if an object is in motion? _________________
5. Why is it important to determine point A (reference point) in describing the
motion of an object? ____________________

What is it?

 The learners will read and understand the concepts that they need to know
and understand. These concepts, as presented below, revolve around the
prime information about the learning targets.

What should I learn?

Motion is caused by a force or set of forces. Based from the
activity 1, you observed that the actions that made all the objects move is
through pushing. Primarily, this is because the push of the fingers was directly
applied on the objects. Among the three objects, the notebook was hardest to
move because it has greater mass. Whereas, the small ball was the easiest to
move because it has a lighter weight.
An object is said to be in motion when it changes its position. From the
activity, you have learned that an object is in motion when it changes position
from point A to point B where the object stops. It is important to mark the
point A or the reference point to determine if there is an actual change
in position of the object after the force was applied. You cannot simply
tell if an object is in motion or not without looking into the reference point

Picture 2: A Moving Bus

Consider the passengers in a moving bus. If the reference point is the floor of
the bus, passengers inside the bus are not in motion because they are just sitting.
However, if the reference point is ground outside the bus, the passengers are moving
because it changes position with respect to the ground. Therefore, motion is relative
to the reference point.
As listed
C. Engagement What’s More?
Now let’s try this.
Exercise #1.1
Direction: Put a check mark (√) if a given situation shows motion and cross mark (X)
if not.
____1. A farmer plowing the soil with a carabao in reference to the mango tree
____2. A boy running towards the finish line
____3. A cup on the table
____4. A boy and a girl dancing together
____5. Rotating blades of a fan

Exercise #1.2
Direction: List down at least five activities you do at home which involve and do not
involve motion.

Activities Involving Motion Activities Not Involving Motion

What Can I Do?

Picture 3: A Person with Disability

The illustration above shows a person who is unable to move because of
paralysis. As a child, how would you help those people who cannot move due to
paralysis?

What Else Can I Do?

Exercice #1.3 : It’s Arts Time!
Direction: Draw your favorite hobby that involves motion. Use a separate
sheet to do it. Color it to make it more attractive. (Example: playing basketball,
jogging, running, etc.)
D. Assimilation What I have learned?
I learned that...

1. Motion is the change of position of an object with respect to a reference

point.
2. Reference point refers to a fix place or object used to determine whether
other objects are in motion or not.
3. Motion is caused by force or set of forces. It takes place if there are
unbalanced forces acting on an object.
4. There is motion if an object shifts position from one place to another.
5. It is important to set a reference point to determine if there is actually a
change in position of the object after the force was applied.

What Can I Achieve?

Test Yourself!

I. Multiple Choice. Choose the letter of the best answer. Write the chosen letter on
a separate sheet of paper.

1. This refers to the change of position of an object with respect to a fixed point.
A.  Energy C. Motion
B.  Force D. Reference Point

2. Reference point is...

A. energy used to move objects.
B. force needed for an object to move.
C. fixed point used to identify if the object is moving or not.
D. change of position of an object with respect to a fixed point.

3. You can tell that an object is in motion if...

A. its mass changes.
B. it changes position because there is force acting on it.
C. it stays on the same position because there is force acting on it.
D. it remains on the same place because there’s no force acting on it.

4. Which action may cause a piece of cotton to move?

A. blowing C. pulling
B. pushing D. all of the above

5. Which of the following situations show motion?

A. John sleeps early in his bed.
B. Mark reads book in the library.
C. Belinda sits down in her arm chair.
D. Jenny walks down the aisle of the church in her wedding day.

. II. Fact or Bluff. Write Fact if the statement is correct and Bluff if not.
6. A standing still person can be used as reference point.
7. Force or set of forces cause an object to be in motion.
8. Reference point is necessary in determining the change of position of an
object.
9. Motion is relative to the reference point.
10. Lighter objects are easier to move.

What score did you get? Compare your answer to the answer key provided.
V. REFLECTION  The learners, in their notebook, journal or portfolio will write their personal
insights about the lesson using the prompts below.

I learned that ___________________________

I realized that ___________________________
Learning Area Science
Learning Delivery Modality Modular Distance Modality (Learners-Led Modality)
School Palico Elementary School Grade Level Grade 5
Teacher Benilar Joy M. Sarinas Learning Area Science
LESSON
Teaching Date Quarter Third Quarter
EXEMPLAR
Teaching Time 8:00-9:00 a.m. No. of Days 2 days
(see PIVOT 4A BOW for the number of
days)

I. OBJECTIVES At the end of lesson 2, you are expected to:

1. define distance and time;
2. identify the appropriate units and tools in measuring time and distance;
3. use appropriate measuring tools and correct standard units to measure
distance and time; and
4. value the importance of using appropriate measuring tools and correct
standard units
A. Content Standards
The learners demonstrate understanding of motion in terms of distance and time.

B. Performance Standards Not Available

C. Most Essential Learning Describe the motion of an object by tracing and measuring its change in position
Competencies (MELC) (distance travelled) over a period of time.
(If available, write the S5FEIIIa-1
indicated MELC)
D. Enabling
Competencies Use appropriate measuring tools and correct standard units
(If available, write the attached
enabling competencies)

II. CONTENT 1. Distance

1.1 Definition
1.2 Measuring Tool
1.3 Standard Unit
2. Time
2.1 Definition
2.2 Measuring Tool
2.3 Standard Unit
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide Pages
Not Available

b. Learner’s Material
Pages Not Available

c. Textbook Pages Science Beyond Borders pg. 108-110

Science Grade 5 pg. 170-171
d. Additional Materials
from Learning
Resources
B. List of Learning
Resources for
Development and
Engagement Activities
IV. PROCEDURES
A. Introduction Preliminary Activity

Look at the picture presented in the module and read. Answer the following
questions.

Picture 4 : Running Children

Guide Questions:
1. What does the picture shows?
____________________________________________________________
2. What physical quantities should we measure to know who runs faster?
_____________________________________________________________
3. How do we know who runs faster among the two children?
____________________________________________________________

 Read the following paragraphs presented in the module:

You have learned in lesson 1 the definition of motion and reference point.
You have also learned how to tell if an object is in motion or not. Moreover, you
were educated on the importance of pointing out the reference point in describing
the motion of an object. Now, let us proceed in tracing and measuring distance and
time.
Distance is defined as the measure of how far or near two points
are from one another. Measuring distance allows you to determine how far you
have travelled from one place to another. On the other side, time is defined as
the measure of how long an object moves. Time is as important as distance in
describing motion because it measures how long an object moves. As an example,
the Philippines won the gold medal in athletics women’s category (100-meter
dash) last 2019 SEA games because of Lydia de Vega who had recorded time of
11.28 seconds.
To measure the distance accurately, they can use tape measure or a
meter stick and for the time, they may use stopwatch. The unit of measurement
should be parallel to avoid confusion. Therefore, choosing the appropriate
measuring tool and unit of measurement is important to obtain desired
measurement accurately and easier.
 Goal Orientation
The learners will read the objectives that are expected of them as indicated in the
module.

B. Development What I know?

The learners will answer the questions below as part of identifying what they already
know. They will refer to their modules to identify the tasks they need to accomplish.

I. Multiple Choice. Choose the letter of the best answer. Write the chosen
letter on a separate sheet of paper.

1. The measure of how far or near two points are from one another is called
____.
a. distance c. time
b. mass d. weight

2. The unit of measurement to be used in measuring change of height of a boy

from childhood to puberty stage is ____.
a. centimeter c. millimeter
b. kilometer d. miles

3. The measuring tool used for the time covered by a toy car covering a short
distance is ___.
a. hourglass c. stopwatch
b. meterstick d. tape measure

4. Which of the following unit of measurement can be used in quantifying long

distances such as the distance between two cities?
a. feet c. millimeter
b. inches d. kilometers

5. If you’re going to measure the size of the notebook, what measuring tool you
are going to use?
a. clock c. ruler
b. meterstick d. stopwatch

Fact or Bluff: Draw a happy face if the statement is fact and sad face if it
is bluff.

6. Days and months are units for describing time.

7. Inch is use to quantify long distances.
8. If you are going to measure the size of a book, it is better to use meter
stick.
9. Clock can be used as a tool in measuring time.
10. It is important to choose the right unit and tool in measuring distance and
time to have an exact and accurate measurement.

What score did you get? Compare your answer to the answer key provided.
If got all the questions correct, this means that you already have knowledge
about motion and reference point. You can still browse the module and learn new
knowledge.
 If you got score, don’t worry because this lesson will help you understand and
learn concepts that you can use in your daily lives. Study this lesson carefully, do
all the activities, and answer the questions. Follow the instructions written for each
activity. Are you ready?

You can now study about distance and time, the unit of measurement and tools
to be used in measuring them.

What do you know but do not understand?

 As shown below, the learners will assess their own knowledge, skills and
attitude/values relative to the target concept presented in the MELC.

When going to school, some students like you usually ride a public utility
vehicle like tricycles and jeepneys. Others are using their own vehicles like bike,
electric vehicles or even a car. Commuting is essential especially when your
house is quite far from school. However, some prepares walking because the
distance of their home to school is quite short. But how are you going to learn
how far is your home from the school? It is important to know the distance that
one must take up in order to arrive at the school and go home at a given time.
Thus, measuring how far and how long an object moves is necessary in our daily
life. Measuring does not only include numbers, but also the units and tools to be
used in order to measure accurately and precisely.

  As the lesson progresses, you will learn about distance and time, the
unit of measurement and tools to be used in measuring them.

Now, let’s try to do this activity. But before you proceed, please be
reminded of the following:
1. Be careful in opening each page of this module.
2. Help the pupil in reading and understanding the directions for each
activity.
3. Guide the pupil in doing the activities in this module and use separate
sheet answering.
4. Check the answers using the key to correction provided.
Guide in Activity 2:
Tracing and Measuring Distance and Time Using Appropriate Unit and
Tools
1. Prepare the materials needed in the activity as listed in the module. (ruler,
measuring tape, paper, masking tape, stopwatch)
2. Choose a place inside or outside your house which has enough space for this
activity.
3. Mark point A by using a masking tape.
4.  Measure the distance of one of your jumps from point A. Decide which tool
to be use and write the appropriate unit for your answer. Record the date on
the table below.
5. Measure 10 meters from point A. Walk. Ask assistance to elder to record your
time travelled.
6. Fill-up the table below:

The distance of my jump is. I used _________ to measure the distance

________. covered by my jump.

The time I walk the 10-

My guardian used _________ to measure
meter distance is
the time I consumed in walking.
________.
 Guide questions for Activity 2:
1. Which measuring tool can be used when quantifying short distance? long
distance?
______________________________________________________________
2. Which unit of measurement is used when covering short distance? long
distance?
______________________________________________________________
3. Which measuring tool can be used when quantifying short period of time?
Long period of time?
______________________________________________________________
4. Which unit of measurement is used when quantifying short period of time?
Long period of time?
______________________________________________________________
5. Why is it important to choose the right tools and unit in measuring?
______________________________________________________________

What is it?

 The learners will read and understand the concepts that they need to know
and understand. These concepts, as presented below, revolve around the
prime information about the learning targets.

What should I learn?

Unit of Measurement for Distance and Time

As you can observed, we use units in measuring distance and time. In
the above-mentioned example, we use the unit meters to further quantify the
measurement of the field oval and we use the unit seconds to further evaluate
the recorded time of Lydia de Vega in the 2019 SEA game 100-meter dash.
Having a unit of measurement makes it clearer and makes more accurate
measurement. It also avoids misunderstanding and confusion among people.
The unit of measurement to be used depends upon the object to be measured.
While describing distance and time, it is best to use appropriate units
of measure because using other units may give very small or very large
value. Choosing inappropriate units makes us difficult to estimate the
magnitude of the quantity.

These are some guide in choosing appropriate unit for distance and
time.

Table 1: Unit of Measurement for Distance and Time

Quantity Appropriate Unit of Measure

Distance between two cities miles or kilometers

Height of a person feet, inches, or centimeters

Size of the classroom floor Meters

Size of a paper Millimeters, inches, centimeters

Time taken to complete 100-meter Seconds

dash race
Time taken to travel two cities by Hours
jeepney
Time taken to travel home to school Minutes

Time taken by earth to revolve days, month

around the sun

The Standard Units (SI)

To have a common language in the different fields that uses

measurement, the International System of Units (abbreviated SI) was
introduced. Moreover, measurement should be same for everybody. Thus,
there should be uniformity in measurement.  SI units of measurement are
accepted universally in all the parts of the world and all the communities.

Table 2 : Standard Unit of Measurement for Distance and Time

QUANTITY UNIT ABBREVIATION

Length (Distance) meter m
Time second s

Tracing and Measuring Distance and Time

To trace means to mark out and to measure means to ascertain
the quantity. Tracing and measuring are two fundamental skills needed in
order to describe the motion of an object. In Science, describing the motion of
an object involves tracing and measuring distance and time covered in an
exact, accurate, and precise manner based from the appropriate measuring
unit required. To do that, you also need to know some measuring tools used to
quantify distance and time. Tracing and measuring help us compare the motion
of one object to another object.

Here are some basic measuring tools used in measuring distance and
time.

 Table 3: Measuring Tool for Distance and Time

Tools Illustration Description Specifically used in

 ruler It is a straightedge measuring length of small
with calibrated lines objects such as books,
which is usually 12 paper, etc.
inches long.

cloth tape It is flexible and measuring length cloth or

measure much longer than a plastic for tailoring and
ruler. dressmaking; also used
for longer and curved
objects

meterstick It is longer than a measuring longer object

ruler and is and distances in metric
calibrated in units system
namely centimeter,
millimeters, and
inches. One meter
stick is equivalent to
one meter.

steel It is a long measuring long distances

measuring measuring tool that but leveled surfaces only
tape is not flexible
because it is made
of steel and has a
maximum length of
50 meters.

Clock/ It is widely used measuring time with

digital watch everywhere and longer interval of hours,
utilized by people minutes, and seconds
every single day.

stopwatch It is hand held watch measuring short time

that can be started intervals of minutes and
and stopped at will seconds
for exact timing.

C. Engagement What’s More?

Now let’s try this.
Exercise #2.1 : What Unit of Measurement Shall I use?
Direction: Complete the table by supplying the correct unit of measurement.
 Object to be Measured Unit of Measurement
1
distance travelled from Manila to Cavite
.
2
length of notebook
.
3 time travelled by a toy car covering short
. distance
4
time taken in walking from school to house
.
5
length of the classroom’s floor
.
Exercise #2.2 : What Measuring Tool Shall I use?
Direction: Complete the table with the most appropriate unit of measurement needed
to quantify the given distance/time.

Object to be Measured Measuring Tool

1. waist line

2. length of pencil
time travelled by a toy car covering short
3.
distance
4. time taken in walking from school to house

5. length of the classroom’s floor

What Can I Do?

Situational Analysis: Read and analyze the situation. Answer the question that
follows.
During your PE class, your teacher said that you are going to have 50-meter
dash marathon. As a class president, you were assigned to borrow the measuring
tools needed in the school resource person. What measuring tools are you going
borrow? Why? Draw and explain your answers.

Name of tool : ________________ Name of tool : ________________

Reason for borrowing: __________ Reason for borrowing: __________
 What Else Can I Do?
Let’s Measure!

Direction: Look around you. Find five things that you can measure using the available
tools at you home. Use appropriate unit and tools for measurement. Fill up the table
below. The example can be your guide in completing the table.

OBJECT MEASURING TOOL MEASUREMENT UNIT

Ex. Book Short Bond Paper Length— 27.94 centimeters
Width— 21.59 (cm)

1.

2.

3.

4.

5.

D. Assimilation What I have learned?

Complete the concept map. Give at least 3 units and tools in measuring distance and
time.

I learned that...
 1. Distance is the measure of how far or near two points are from one another.
2. Time is the measure of how long an object moves.
3. Distance and time are two important factors needed in measuring motion of
an object.
4. In tracing and measuring distance and time, it is best to use appropriate
units of measure because using other units may give very small or very
large value.
5. Units for distance like inches, millimeters, and centimeters are most
appropriate in measuring short lengths or distances.
6. Units like meter and feet are used for measuring medium-sized lengths or
 distances.
7. Units such as kilometers and miles are used for long distances.
8. The unit of time which is second can be used for very short time taken, and
minute is for short time taken. However, hours, days, months, years,
decades are used in describing longer period of time.
9. The basic tools for measuring distance or length are ruler, cloth tape
measure, meter stick, and steel measuring tape.
10. The digital watch and stopwatch are some tools used in measuring time.

What Can I Achieve?

Test Yourself!

I. Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. The measure of how long an object moves is called ____.

a. distance c. time
b. mass d. weight
2. Ancient people use their body parts in measuring the distances and time.
However, scientists have invented different standard tools. Why do you
think so?
a. To make measurement inaccurate and less precise
b. To make measurement more accurate and precise
c. To make them earn money
d. To make them famous
3. Distance refers to…
a. the quantity of an object.
b. the amount of an object weighs.
c the measure of how far or near two points are from one another.
d. the measurable period during which an action or process happens.
4. Why is it important to use standard unit of measurement?
a. It is accepted universally in all the parts of the world and all the
communities
b. To have uniformity in measurement.
c. To avoid confusion
d. all of the above
5. If you’re going to measure the length of your house floor what is the
standard unit to be use?
a. feet c. meter
b. inch d. pound

II. Choose the correct answers from the box.

ruler second meter stick centimeter meter

6. _____ is the standard unit for time.

7. The width of your bed can be measured by using _____.
8. _____ is use when measuring small objects.
9. ______ is the unit of measurement appropriate in measuring waist line.
10. _____ is the standard unit in measuring distance.
 V. REFLECTION  The learners, in their notebook, journal or portfolio will write their personal
insights about the lesson using the prompts below.

I learned that ___________________________

I realized that ___________________________

Learning Area Science

Learning Delivery Modality Modular Distance Modality (Learners-Led Modality)

School Palico Elementary School Grade Level Grade 5

Teacher Benilar Joy M. Sarinas Learning Area Science
LESSON
Teaching Date Quarter Third Quarter
EXEMPLAR
Teaching Time 8:00-9:00 a.m. No. of Days 1 day
(see PIVOT 4A BOW for the number of
days)

I. OBJECTIVES At the end of lesson 1, you are expected to:

1. describe motion of an object by tracing and measuring its change in
position (distance) over a period of time;
2. compute for the speed of an object;
3. solve problems involving speed; and
4. value the importance of following the speed limit provided by the
Philippine Law.
A. Content Standards The learners demonstrate understanding of motion in terms of distance and
time.
B. Performance Standards Not Available

C. Most Essential Learning Describe the motion of an object by tracing and measuring its change in
Competencies (MELC) position (distance travelled) over a period of time.
(If available, write the indicated MELC) S5FEIIIa-1

D. Enabling Competencies
(If available, write the attached enabling
competencies) Use appropriate measuring tools and correct standard units

II. CONTENT
1. Describing Motion in Terms of Distance Travelled Over a Period of Time
(Speed)
2. Solving problems involving speed

III. LEARNING RESOURCES

A. References
a. Teacher’s Guide Pages
Not Available

b. Learner’s Material Pages

Not Available
 c. Textbook Pages Science Beyond Borders pg. 108-110
Science Grade 5 pg. 170-171
d. Additional Materials from
Learning Resources

B. List of Learning Resources for

Development and
Engagement Activities
IV. PROCEDURES
A. Introduction Preliminary Activity
Look at the picture presented in the module and read. Answer the
following questions.

Picture 5 : Cars in the Road

Guide Questions:
1. What does the picture shows?
___________________________________________________________
2. What physical quantities should we measure to know whose car runs
faster?
__________________________________________________________
3. How do we compute for the speed of a running objects?
___________________________________________________________

 Read the following paragraphs presented in the module:

You learned in lesson 2 what distance and time is. You also learned
to identify different unit of measurement and tools to be used in quantifying
distance and time. The unit and tools to be used depends on the object to be
measured. Those previous knowledge of yours is vital in our next lesson.
Since you already know the basic knowledge about distance and time, we
will now go to its relationship. Let’s study about describing motion in terms
of the distance travelled over a period of time or also known as speed.
How fast is fast? How slow is slow? These questions can be
answered by describing the motion of an object in terms of the ratio of
distance covered over a period of where S – Speed
time which is also known as the speed.
Speed is the rate at which an objectdmoves – distance
at a given distance. To
t – time
describe the speed of a moving object, we compute through this formula:
 d
S=
t

In order to solve problems involving speed, you should first read the
problem carefully and identify what is asked in the problem. Then list down
the given facts in the problem before substituting the values to the formula.
Divide the distance and time and don’t forget to write the unit.

Let’s say that the previous picture shows Jessie’s and Alex’s car.
Jessie’s car is moving at a distance of 100 kilometers in 50 minutes while
Alex’s car is moving 150 kilometers in 60 minutes. Whose car runs faster?
Given:
Jessie’s Car Alex’s Car
d = 100 km d = 180 km
t = 2 hr t = 3 hr
S=? S=?

To solve for the speed of Jessie’s and Alex’s car, use the formula S = d/t
d 100 km
Jessie’s Car : S= = =50 km/hr
t 2 hr
d 180 km
Alex’s Car : S= = =60 km/min
t 3 hr

Since Jessie’s car runs 50 kilometers in an hour and Alex’s

car moves 60 kilometers an hour, we can conclude that Alex’s car
runs faster. Note that when comparing two moving objects, you must
consider if the units are the same.
Goal Orientation
The learners will read the objectives that are expected of them as indicated in
the module.
B. Development What I know?
The learners will answer the questions below as part of identifying what they
already know. They will refer to their modules to identify the tasks they need to
accomplish.

I. Multiple Choice. Choose the letter of the best answer. Write the
chosen letter on a separate sheet of paper.

1. A train covers a distance of 480 miles in 8 hours. What is the speed of

the train?
a. 40 mi/hr c. 60 mi/hr
b. 50 mi/hr d. 70 mi/hr

2. A cyclist covers 850 m in 5 minutes from Palico IV to Lotus Mall. What is

the speed of the cyclist?
a. 150 m/min c. 170 m/min
b. 160 m/min d. 180 m/min

3. Three moving vehicles run in constant speed at a distance of 38 km from

 SM Bacoor to Tagaytay. The van reached the destination for 1.5 hr, the
motorcycle reached for 1 hr, while the car reached the destination for
1.25 hr. Which among the vehicles run fastest?
a. car c. motorcycle
b. van d. none of the above

4. Aaron runs 500 meters in 100 seconds. While Jeric runs 100 meters in
20 seconds. Who runs faster?
a. Aaron c. Aaron and Jeric have the same speed.
b. Jeric d. Cannot be determined

5. A mouse runs a distance of 20 meters in 20 seconds. What is its speed?

a. 1 m/s c. 3 m/s
b. 2 m/s d. 4 m/s

II. Direction: Draw a heart shape ( ) if the statement is correct and

( ) if it is incorrect.

6. Speed is computed by dividing the time over the distance travelled.

7. If a girl runs 10 meters in 5 seconds, she has a speed of 4 m/s.

8. One unit that can be used for speed is meter per second.

9. The speed of a car running 100 meters in 25 seconds is 4 m/s.

10. A moving object is fast if it covers a long distance at a short period of

time.

What score did you get? Compare your answer to the answer key
provided.
If got all the questions correct, this means that you already have
knowledge about motion and reference point. You can still browse the
module and learn new knowledge.

If you got score, don’t worry because this lesson will help you understand
and learn concepts that you can use in your daily lives. Study this lesson
carefully, do all the activities, and answer the questions. Follow the
instructions written for each activity. Are you ready?

What do you know but do not understand?

Have you ever observed things and people around you? Every day,
you see things and people move. In the morning, you may see people
jogging together with their families. You may also see jeepneys on the road
going to somewhere with many pupils as passengers. You may see
employees running late to work. You may also see tricycles and cars moving
off to the market. Everything seems to move. They can be fast or slow. But
have you ever wondered how fast or slow they move? Or have you ever
asked yourself how fast is fast or how slow is slow?

As the lesson progresses, you will learn about describing motion in

 terms of distance travelled over a period of time as well as how to compute
or solve problems related to speed.

Now, let’s try to do this activity. But before you proceed, please be
reminded of the following:
1. Be careful in opening each page of this module.
2. Help the pupil in reading and understanding the directions for each
activity.
3. Guide the pupil in doing the activities in this module and use separate
sheet answering.
4. Check the answers using the key to correction provided.
Guide in Activity 3:
Who Walks the Fastest?
1. Prepare all the materials needed in the activity (marker, measuring tape,
masking tape, stopwatch, & pen).
2.  Put a starting line on the floor using a masking tape.
3. Using a meter stick, measure a distance of 10 meters. Mark off the
distances measure using masking tape.
4. Ask five members of the group to participate in the race. You and your
friends or family members will do a walking race. Let them start in the
starting line.
5. Ask one person to hold the flaglet to signal the start of the race.
6. Use stopwatch (or cellphone) to record the time travelled at the finish
line.
7. Calculate the speed for each participant.
8. Tabulate the data in the table.

Name Distance (m) Time (t) Speed (m/s)

Guide questions for Activity 3:

1. What quantities did you measure?
_______________________________________________
2. Who runs the fastest? What is the fastest speed?
_______________________________________________
3. Who runs the slowest? What is the slowest speed?
_______________________________________________
4. How do we compute for the speed?
_______________________________________________

What is it?

 The learners will read and understand the concepts that they need to
know and understand. These concepts, as presented below, revolve
around the prime information about the learning targets.

What should I learn?

Based from Activity 3, you learned the skills of tracing and measuring
distance and time. Also, you applied the learning you gained from lesson 3 by
computing the speed of each member who joined the walkathon race in order
to know who among you walks fastest. Thus, a moving object is fast if it
 covers a long distance at a short period of time. Moreover, the motion of
a moving object is slow if it covers short distance in a long period of time.

Picture 6: A running Horse

Consider this another example. The illustration above shows a
horse running in a maximum speed. It moves 176 kilometers in 2 hours.
d 176 km
What is the speed of the horse? S= = =88 km/hr
t 2 hours
Therefore, the maximum speed of a running horse is 88
kilometers per hour.

Let us look into this another example:

An e-tricycle
moves 900 meters in 300
seconds. How fast is the
e-trike moving?
Given:
d – 900 m
t – 300 s
S-?
d 900 m
S= = =3 m/s
t 300 s
This means that the e-trike is moving 3 meters each
second.
In order to solve problems involving speed, you should first read
the problem carefully and identify what is asked in the problem. Then
list down the given facts in the problem before substituting the values to
the formula. Divide the distance and time and don’t forget to write the
unit.

C. Engagement What’s More?

Now let’s try this.
Exercise #3.1
Direction: Describe the motion of the following by computing the speed.

1. An eagle flies a distance of 50 km in 25 minutes.

d ?
S= = =?
t ?
2. A dog covers 25 km in 2 hrs.
d ?
S= = =?
t ?
3. A jeepney travels 540 km in 6 hours.
d ?
S= = =?
t ?
 4. A bicycle running 270 meters in 90 seconds.
d ?
S= = =?
t ?
5. A horse galloping 200 meters in 40 seconds.
d ?
S= = =?
t ?
What Can I Do?

Are you familiar with these road signs? The

image shown in the left was the speed limit in
(km/hr) provided in Republic Act 4136. Vehicles
that will pass through specific area must strictly
follow this speed limit.
For example, in school zones, vehicles are
strictly required to follow 20 km/hour speed limit.
As you can see in the list of speed limit shown,
school zones and crowded areas have the least maximum speed. Why do
you think so? This is to avoid accidents because school zones and
crowded areas have the greatest number of children crossing the roads.
Now, as a student, what can you do to avoid accidents
especially when crossing the roads?

What Else Can I Do?

Solve the following:

1. Mark walks 350 m from their house in Vina Village to Imus Public
Market for 250 s. What is his speed?
2. Jenny walks at a distance of 8 meters in 6 seconds. What is her
speed?
3. If Jericho runs 60 kilometers in 2 hours while Mary runs 75 kilometers
in 3 hours, who is the faster runner?
4. A kangaroo can hop as much as 142 kilometers in 2 hours. What is its
speed?
5. What is the speed of the Light Rail Transit (LRT) running 40
kilometers in 1 hour?

D. Assimilation What I have learned?

I learned that...
1. Speed is the rate at which an object moves at a given distance.
2. To describe the speed of a moving object, we compute through this
formula:

3. In order to solve problems involving speed, you should first read the
problem carefully and identify what is asked in the problem. Then
list down the given facts in the problem before substituting the
values to the formula. Divide the distance and time and don’t forget
to write the unit.
4. When comparing the speed of two moving objects, the unit of
measurement used must be the same.
5. A moving object is fast if it covers a long distance at a short period of
time.
 6. The motion of a moving object is slow if it covers short distance in a
long period of time.

What Can I Achieve?

Test Yourself!

I. Multiple Choice. Choose the letter of the best answer. Write the chosen
letter on a separate sheet of paper.

1. How can we compute for the speed of a moving object?

a. divide the distance travelled over a period of time
b. divide the period of time over the distance travelled
c. multiply the distance travelled and the period of time
d. subtract the period of time and the distance travelled

2. A tiger is chasing a deer at a distance 900 meters in 60 seconds. This

means that the speed of the tiger is
a. 13 m/s
b. 14 m/s
c. 15 m/s
d. 16 m/s

For 3-4
Cardo and Alyanna jog together in a distance of 10 kilometers.
Cardo make it to the endpoint in 2 hours while Alyanna make it in 2.5
hours.
3. What is the speed of Cardo?
a. 2 km/hr
b. 3 km/hr
c. 4 km/hr
d. 5 km/hr

4. What is the jogging speed of Alyanna?

a. 1 km/hr
b. 2 km/hr
c. 3 km/hr
d. 4 km/hr

5. Philippine Republic Act 4136 requires a speed limit of 20 km/hr at school

zones mainly because
a. it can save fuel resources
b. it prevents damage on school properties
c. it prevents children from vehicular accidents
d. it prevents vehicles from bumping each other

6. The Philippine eagle travels 160 kilometers in two hours. What is the
speed of the Philippine eagle?
a. 60 km/hr
b. 70 km/hr
 c. 80 km/hr
d. 90 km/hr

7. While riding on a jeepney on your way home, you observed that it travels
60 kilometers in one hour. Therefore, the speed of the jeepney is _____.
a. 30 km/hr
b. 40 km/hr
c. 50 km/hr
d. 60 km/hr

8. A lion covers a distance of 200 km in 5 hours. What is the speed of the

lion?
a. 40 km/hr c. 60 km/hr
b. 50 km/hr d. 70 km/hr

9. A moving object is fast if it covers ________.

a. long distance in a short period of time.
b. short distance in a long period of time.
c. long distance in a long period of time.
d. short distance in a short period of time.

10. If Alex runs 20 meters in 5 seconds, she has a speed of 4 m/s.

a. true c. partially true and partially false
b. false d. cannot be determined

V. REFLECTION  The learners, in their notebook, journal or portfolio will write their
personal insights about the lesson using the prompts below.

I learned that ___________________________

I realized that ___________________________