LEARNING COMPETENCIES
2. Measure accurately the distance and time when things move using simple equipment;
3. Identify that how far an object moves in a given time is called speed;
4. Construct and label simple graphs of different speeds including stationary and uniform speeds, both fast and slow;
Have you ever dreamed of flying a plane? racing a car?, or exploring space? All this adventure are involved "movement", which we understand through "speed, distance, and time ".
"Distance" show how far something goes. "time " show how long it takes, and speed explain how fast it takes".
Hello, everyone I 'am Lea N Lignes. and now together we'll explore how these concepts help us solve problems and plan exciting journeys. Let's discover the fun in motion!
Content: Speed, Distance, and Time
Main Question/Problem ICT Integration: When you send a text message using a smartphone the speed can refer how to quickly the message is transmitted from your phone the recipient's phone.
1. Objects can affect other objects at a distance.
2. Changing the movement of an object requires a net force to be acting on it.
1. Science processes help in observing and predicting how things move.
2. measure accurately the distance and time when things move using simple equipment;
3. identify that how far an object moves in a given time is called speed;
4. Constructing and label simple graphs of different speeds including stationary and uniform speed, both fast and slow;
LIGNEZ,L_ Revised Ppt_ IS2 _(DST).pdfLet's explore the concept of the speed, distance, and time and it's important to our daily life. Click the file provided
Planning and carrying out investigations answer questions or test solutions to problem s in k-12 builds prior experiences and progressed to simple investigations, based on fair test, which provide data to support explanation s or design solutions. With guidance, plan and conduct an investigation in collaboration with peers. (K-PS2-1)
Analyzing and interpreting data:
Analyzing data in k-2 builds on prior experiences and progressed to collecting,recording, sharing observations.
Analyze data from test of an object or tool to determine if it work is intended.(K-PS2-2.)
PS2.A: Forces and Motion
Pushes and pulls can have different strengths and directions.(K-PS2-1), (K-PS2-2)
Pushing or pulling on an object
PS2.B: Types of Interactions
When objects touch or collide, they push on one another and can change motion. (K-PS2-1)
PS3.C: Relationship Between Energy and Forces
A bigger push or pull makes things speed up or slow down more quickly. (secondary to K-PS2-1) ETS1.A:
Defining Engineering Problems
A situation that people want to change or create can be approached as a problem to be solved through engineering. Such problems may have many acceptable solutions. (secondary to K PS2-2)
Cause and effect
Simple tests can be designed to gather evidence to support or refute student ideas about causes.(K-PS2-1), (K-PS2-2.)
The mathematical connection between speed, distance, and time is expressed through a simple and essential formula used in many real life applications, such as travel, transportation ,and physics.
The teachers will be discussing the meaning of speed, distance, and time.
Distance - the amount of space between two points; how far an object has moved.
Time- the duration it takes for something to happen or change.
Speed - the measure of how fast something moves
Understanding the mathematical relationship:
speed=Distance ÷ Time
Distance=Speed x time
Time=Distance ÷ Speed
Automotive-Calculate vehicle efficiency and travel times.
Agri-Fishery- Plan trips to farms or fishing spots.
Transport/Delivery - Estimate travel time, schedule deliveries.
Entrepreneurship- Compute time -related expenses for labor and fuel.
•Real life application: Planning a delivery route or calculating fuel needs based on distance and average speed.
K-12 Curriculum -TLE and Math Integration
Thrust: Promote practical application of math in real-life skills (especially in TLE subject.)
Connection: teaching speed, distance, and time through driving, travel, planning, delivery service,and agri- machinery use.
Supports technical- vocational align with real- world jobs.
Steps:
1. Questions and plan
Essential Question: how does understanding speed help us make better decisions in everyday life?
Especific Question: a car trouble 120 km in 3 hours what is the speed of the car?
2. Research and Discovery
Answer: Galileo Galilee (Early 1600s) Italian psychologist Galileo Galilee was among the first to define the speed the scientifically he conceptualized speed as the distance covered over time, expressed by the formula :
Speed(v)=distance(d) ÷ time(t)
Galileo systematic approach to motion lead the groundwork for classical mechanics his experiments particularly those involving inclined planes allowed him to observe and quantify motion in a controlled manner. By meticulously measuring the distance an object traveled and the time it took he established a proportional relationship between this quantities leading to the definition of each as we understand it today essential question how did Galileo help us understand how things move and how fast they go?
Specific Question:
what did Galileo learn when he controlled balls down a ramp?
-Students will have a hands-on activity using marble or small ball, a ruler, and books to create a height ramp and demonstrate willing the balls down. So that student will observe and record the speed and time of how an object rolled fast or slow.
Steps:
1. Identify the problem
-Students will identify the how can we use the relationship between speed, distance, and time to determine the most efficient way to travel between two locations?
2. Gather the needed information to solve the problem.
-To gather information on how we use the relationship between speed, distance, and time to help optimize a transportation system in the community.
3. Student the information and apply it to solve the problem.
-Students figure out the most efficient way travel to school. They can walk, ride a bike, or take a public transportation. They need to compare the speed, distance, and time for each method to choose the best option.
How do speed, distance, and time affect how we move from one to another in our daily lives?
Choose a destination (Library to Canteen)
Estimated distance using a map.
Pick three ways to travel walking, bicking, driving.
Estimate or measure time for each.
A multidisciplinary approach to teaching speed distance and time at the grade four level combine concepts from various subjects like math, science English, PE, and arts to help student understand the topic in a meaningful and engaging way.
See the learning as connected and purposeful.
Use core academic concept to solve real-life challenges.
Take meaningful actions in their own community.
A. Define speed, distance, and time.
B. Solve simple word problems involving speed, distance, and time using the formula.
C. Apply knowledge in real life situations(eg. travel,moving objects.)
D. Demonstrate cooperation during group activities.
In this phase teacher will show a picture to their students and , try to ask a question about what they observe on the picture. Let them students to share their knowledge about the motion of speed, distance, and time.
Ask: Class have you ever traveled in a car or bicycle?
In this phase teacher will present a video or animated story of vehicles moving at different speeds.
After watching the video teacher will ask a question about what they are watched and what they observe.
Ask: Which vehicle was the fastest? How do you know?
In this phase teacher will group the students into two groups. This group activity students will observe a toy car moving over a measured distance. And after observed the leaders of each group will explain what they observe while doing their activity task.
Messenger_creation_47E26860-AF0E-4B8B-B2A2-0BCBB8CF868C.mp4
In this phase teacher will discuss the concept of speed, distance, and time, and also introducing the formula.
Define:
Speed – How fast something moves.
Distance – How far it travels.
Time – How long it takes.
Introduce formulas using a triangle visual:
Speed = Distance ÷ Time
Distance = Speed × Time
Time = Distance ÷ Speed
Solve 1–2 sample problems as a class.
Problem 1
A bus traveled 180 kilometers in 4 hours. What is the average speed of a bus?
Problem 2
Anna ride her bicycle for 3 hours at a speed of 12 kilometers per hour.
How far did Anna travel?
In this phase to ensure students have learned from the discussion teacher will group the students into pairs. There is 3 questions that students needed to answer. Using the formulas can helps them to answer the question.
In this phase teacher will give a 5 item quiz with a mix of definition matching, solved for distance, speed, and time, to measure, and ensure that students learn to the discussion. This evaluation is individual task.
In this part teacher will help student to apply their understanding of speed, distance, and time to real-life situation. Teacher will ask a question.
Ask: Class, when might you need to know how fast or far something travels.?
Then students will write 2-3 sentences or draw a picture that shows a real-life scenario involving speed, distance,and time such as walking or riding a bike to school, a delivery driver on a route, or running in a race.
Activity Plan (using GRP)
1. Group Work with Mixed Gender
Divide the class into small mixed -gender groups (equal number of boys and girls.)
2. Contextualized Word Problem (Inclusive Scenario)
Using sample both male and female characters showing equal abilities and interest. This break down gender-base assumption.
3. Discussion and Reflection
In discussion teacher needed to use example both male and female .
Ex. Was speed affected by gender?
How can both boys and girls be good at running ,biking,or calculating speed.
4. Encourage Participation
Praise both genders equally to build confidence. If boys are more vocal, intentionally call on girls, and vice versa.
In this part teacher will integrate ICT . Teacher will be computer literate and have enough knowledge of how to use technology in his /her lessons.
To present the lesson, the teacher will use a PowerPoint presentation, a projector, televisions, a calculator, a pen, and paper to note the accurate distance, speed, and time. This strategy helps teachers to create an effective strategy in teaching.
REFERENCES:
https://phys.libretext.org/Bookshelves/Astronomy Cosmology/Armstrong my for Educators (Barth)/06%3A Exploring Gravity/6.03%A Galileo Falling Bodies
https://YouTube.be/ETOzY3T Nel?si=x-fX6TrMSEk0713
https://www.wikihow.com/Calculate -Speed
https:depedtambayan.netwp-content/uploads/2022/20MATH6-Q1-MODULE5.pdf
https://physics.libretexts.org/Courses/Chicago _State_University/PH_S_1150%3A_Basic Astronomy 04%3A_Miving_Through_Space/4.01%3a_Relationship _Between_Distance_Speed_and_Time