8

Quarter
Lesson 141
Quarter
Lesson Exemplar Lesson

for Science 2

Lesson Exemplar for Science Grade 8

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
Quarter 4: Lesson 2 (Week 2)
SY 2024-2025

This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K to 10 Curriculum
during the School Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized
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Writer:
• Al B. Besmonte (Bicol University)

Validator:
• Jessa V. Logronio (Silliman University)

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Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

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of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at blr.od@deped.gov.ph.
 LESSON EXEMPLAR

SCIENCE (PHYSICS)/QUARTER 4/GRADE 8

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content 1. Forces cause objects to accelerate.

Standards 2. An object is accelerating if the magnitude and/or direction of its velocity changes.
3. Kinetic energy is the energy of movement, and potential energy is stored energy.
4. As an object falls from a height its energy is conserved because its potential energy is transformed to kinetic energy.
5. The resources of the Philippines provide many benefits to its people and their activities.

B. Performance By the end of the Quarter, learners demonstrate understanding of the technical meaning of acceleration and apply their
Standards understanding to everyday situations involving motion. They represent and interpret acceleration in distance-time and
velocity-time graphs to make predictions about the movement of objects. Learners link motion to kinetic energy and
potential energy and explain transformations between them using everyday examples. Learners relate understanding of
kinetic energy and potential energy to an appreciation of the hydro-electric resources of the Philippines for the generation
of electricity for use in homes, communities, and industries. They use scientific investigations to explore the properties
of light and apply their learning to solving problems in everyday situations.

C. Learning Learning Competency: The learners construct and annotate distance-time graphs and velocity-time graphs to
Competencies represent uniform and non-uniform acceleration.
and Objectives Lesson Objective 1: construct distance-time graphs using given data of motion with uniform and non-uniform acceleration.
Lesson Objective 2: label axes with appropriate units (e.g., time in seconds, distance in meters) and add titles of distance-
time graphs.
Lesson Objective 3: describe the distance-time graphs of motion with uniform and non-uniform acceleration.
Lesson Objective 4: construct velocity-time graphs using given data of motion with uniform and non-uniform acceleration.
Lesson Objective 5: label axes with appropriate units and add titles of velocity-time graphs.
Lesson Objective 6: describe the velocity-time graphs of motion with uniform and non-uniform acceleration.

D. Content Motion Graphs

Displacement-time graph
A displacement-time graph shows the displacement a moving object has traveled against time, where the slope is equal
to the velocity of the object.
Displacement is plotted on the Y-axis (the vertical line), while time is plotted on the X-axis (the horizontal line) on the
Cartesian plane.

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 In uniform acceleration, the graphs can be a horizontal line, which indicates a stationary object, an upward slope signifies
motion in a positive direction, and a downward slope signifies motion in a negative direction.
The steeper the graph, the greater the velocity.
In non-uniform acceleration, the nature of the displacement-time graphs can be a curve line, a zig-zag line, or a
combination.

Velocity-time graph
A velocity-time graph displays how an object's speed changes over time.
Velocity is plotted on the Y-axis (the vertical line), while time is plotted on the X-axis (the horizontal line) on the Cartesian
plane.
In uniform acceleration, a horizontal line indicates constant speed, an upward slope denotes acceleration, and a
downward slope represents deceleration.
The slope of a velocity-time graph reflects acceleration, where a steeper slope indicates higher acceleration and a flat line
signifies no acceleration.
In non-uniform acceleration, the graphs are not a straight line as the velocity varies in time. They may be in a curve line,
zigzag line, or combination.

E. Integration Values Integration: Resilience

To face life's ups and downs, we need to cultivate the virtue of resilience, which is the capacity to recover quickly from
difficulties and adapt to change, just as an object in motion might encounter various speeds and changes in direction.

II. LEARNING RESOURCES

● Admin. (2022a, August 4). Position-Time Graph, Concept and Explanation. BYJUS. https://byjus.com/physics/position-time-graph/
● Admin. (2023, May 26). Uniform motion and non uniform motion - definition. BYJUS. https://byjus.com/physics/uniform-motion-and-
non-uniform-motion/
● Free online Graph paper/plain. (n.d.). https://incompetech.com/graphpaper/plain/
● Hewitt, P. G. (2014). Conceptual physics. Addison-Wesley.
● Louis Wong - IGCSE and IB Physics Walkthrough. (2020, September 15). The Moving man - PhET Simulation (Latest Version 2020!)
[Video]. YouTube. https://www.youtube.com/watch?v=G6vo55kMa0E
● Position-Time Graphs: Meaning of shape. (n.d.-a). https://www.physicsclassroom.com/class/1DKin/Lesson-3/The-Meaning-of-Shape-
for-a-p-t-Graph
● Position-Time Graphs: Meaning of slope. (n.d.). https://www.physicsclassroom.com/class/1DKin/Lesson-3/Meaning-of-Slope-for-a-p-t-
Graph

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 ● The Albert Team. (2022, March 31). Motion Graphs: Explanation, Review, and Examples. Albert Resources.
https://www.albert.io/blog/interpreting-motion-graphs/
● Third Space Learning. (2024, June 10). Distance Time Graph - GCSE Maths - Steps and examples.
https://thirdspacelearning.com/gcse-maths/ratio-and-proportion/distance-time-graph/
● Third Space Learning. (2023, June 2). Speed Time Graph - GCSE Maths - Steps, Examples & Worksheet.
https://thirdspacelearning.com/gcse-maths/ratio-and-proportion/speed-time-graph/
● Velocity-Time Graphs: Meaning of shape. (n.d.). https://www.physicsclassroom.com/class/1DKin/Lesson-4/Meaning-of-Shape-for-a-v-
t-Graph
● Velocity-Time Graphs: Relating the shape to the motion. (n.d.). https://www.physicsclassroom.com/class/1DKin/Lesson-4/Relating-the-
Shape-to-the-Motion

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 Start the class by reviewing the

Knowledge Activity 2.1. Deal or No Deal (5 minutes) distance-time graph learned in Grade 7
and the concept of acceleration from
Use the learning activity sheet (see page 1). last week’s lesson. Use the game "Deal
or No Deal" to assess prior knowledge.
KEY to Activity 2.1 If possible, project the items or
1. Deal statements on your TV and have
everyone decide if it's a deal or no deal.
2. No Deal Ask students to raise their hand or
3. Deal stand if they choose "Deal."
4. Deal
5. No Deal The concepts in this review are the
prerequisites of this lesson on graphical
analysis of motion, specifically
constructing and interpreting distance-
time graphs and velocity-time graphs.

B. Establishing 1. Lesson Purpose (5 minutes) Establish the lesson purpose by

Lesson Purpose How did we describe motion in Grade 7 and last week’s lesson? asking your students “How else
In Grade 7 Science, you have learned to describe motion using the concepts of can we describe motion? And
distance, displacement, speed, and velocity. The previous lesson described why?”
motion using the concept of acceleration and its formula.
Discuss how graphs help visualize
How Else and Why? and analyze motion, making
How else can we describe motion? And why? complex data easier to
understand.

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 When trying to explain how things move, physicists don’t just use equations – they
also use graphs! Motion graphs allow to describe and analyze an object’s motion Unlock important terms that will
through visual representations. be used in this lesson using the
In this lesson, you will know more about uniform and non-uniform acceleration crossword puzzle.
using displacement-time graphs and velocity-time graphs.
KEY to Activity 2.2
1. a
2. Unlocking Content Vocabulary 2. d
Activity 2.2. Matching Type (5 minutes) 3. b
Use the learning activity sheet (see page 2). 4. c

C. Developing and Graphical Analysis of Motion For the 1st subtopic, start by
Deepening Subtopic 1: Distance-Time Graph revisiting the essential
Understanding 1. Explicitation characteristics of a distance-time
Class Discussion (20 minutes) graph.
A distance-time graph shows the distance traveled by a moving object over time. It
Distance is measured in meters,
is also known as a position-time graph. kilometers, or miles, while time is
measured in seconds or hours.
Axes and Labels:
● X-Axis (Horizontal line): Represents time, usually measured in seconds (s), In Grade 7, students have learned
minutes (min), or hours (h). about distance-time graphs of
● Y-Axis (Vertical line): Represents distance, usually measured in meters (m), uniform motion or motion with
kilometers (km), or miles. constant velocity. This year, they
Each point on the distance-time graph corresponds to a specific time and the will focus on distance-time graphs
distance traveled by the object at that time. of motion with uniform and non-
uniform acceleration.
Slope: The slope of the line represents the speed of the object. A steeper slope
indicates a higher speed. In discussing the meaning of
distance-time graphs, present
Interpreting Distance-Time Graphs again the shapes covered in Grade
Graph Interpretation Example Sample Graph 7 (the horizontal and diagonal
1. Straight An object travels distance-time graphs) to easily
Diagonal 10 meters every connect the lesson in Grade 8.
Uniform Motion
Line Going second forward,
(Forward direction) The form or shape of distance-time
Up indicating a
graphs is defined by the kind of
constant speed of
motion they represent. It will
10 m/s. appear as a straight diagonal line
going up if the object is moving at a

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2. Straight An object travels constant speed since there is an
Diagonal 10 meters every equal amount of distance in equal
Line Going time intervals. Its steepness will
Uniform Motion second backward,
vary. The steeper the line graph
Down (Backward direction) indicating a means the faster the speed.
constant speed of
10 m/s. On the other hand, if the slope of
3. Horizontal the line is zero it means that the
Line object’s position does not change.
No Motion: The An object is Thus, it represents no motion.
distance remains stationary.
constant over time. For motion with uniform
acceleration, the distance-time
4. Curved Uniform graph will be a parabolic curve in
An object moves shape. This is due to the speed
(Parabolic) Acceleration: The
at a constant increasing at a constant rate.
object's speed is
acceleration of 1 Hence, the distance covered is
changing at a constant
m/s2. changing rapidly.
rate over time.

Distance-Time Graph for Uniform Distance-Time Graph for Non-

Acceleration Uniform Acceleration:
Appearance: Appearance:
o The graph is a curved line. o The graph is a non-linear,
o The curve is a parabola opening irregular curve that may
upwards if acceleration is positive, change direction or curvature.
indicating that the object is speeding o It does not form a smooth,
up. predictable parabola.
o If the acceleration is negative, the
curve would open downwards,
indicating the object is slowing down.
Characteristics: Characteristics:
o The distance increases quadratically o The changes in slope indicate
over time, meaning the object covers varying rates of acceleration
more distance in each successive and deceleration.
time interval. o The distance covered in equal
time intervals varies

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 o The curve gets steeper as time unpredictably, reflecting the
progresses, showing increasing changing speed of the object.
velocity.

Picture Link: https://cdn1.byjus.com/wp-

content/uploads/2023/02/Uniform-motion-2.png

The nature of the distance-time graphs of

objects moving with non-uniform acceleration
can be curve line (not parabolic), zig-zag line, or
a combination.

2. Worked Example
Activity 2.3: Constructing and Interpreting a Distance-Time Graph (20 minutes) After presenting the concepts,
Use the learning activity sheet (see pages 3 and 4). guide the students in constructing
a distance-time graph in Activity
KEY to Activity 2.3 2.3. You can graph on the board
Graph: while they graph on their paper.

Interpretation:
1. The object is accelerating because the distance covered
in equal time intervals is increasing.
2. The steepness of the curve indicates that the car’s
speed is increasing more rapidly over time.

DAY 2
3. Lesson Activity
Activity 2.4: My Turn to Construct and Interpret a Distance-Time Graph (20
minutes)
Use the learning activity sheet (see pages 5 and 6).

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KEY to Activity 2.4
Graph:
Interpretation:
1. The distance increases non-linearly, and the
distance increases more quickly as time goes by,
indicating acceleration.
2. The graph shows a curve that gets steeper over time,
indicating that the car is accelerating.
3. The car is accelerating. This is evident from the
graph’s curve becoming steeper over time.

Link: https://www.physicsclassroom.com/class/1DKin/Lesson-3/The-Meaning-of-Shape-for-a-p-t-Graph

Subtopic 2: Velocity-Time Graphs

1. Explicitation
Class Discussion (35 minutes) For the 2nd subtopic, we will start
by revisiting the essential
Introduction to Velocity-Time Graphs characteristics of a velocity-time
graph.
• A velocity-time graph shows us how the speed of a moving object changes with
time. Consequently, a velocity-time
• Velocity is plotted on the Y-axis (the vertical line), while time is plotted on the graph illustrates both the speed
X-axis (the horizontal line) on the Cartesian plane. and direction of an object's
• In a velocity-time graph, the slope of the line is equal to the acceleration of the movement across a defined time
object. interval. When velocity is in meters
• Acceleration is the rate of change of velocity. It can be uniform, which occurs per second, time is measured in
when velocity changes at a constant rate, or non-uniform, which occurs when seconds; similarly, if velocity is in
miles per hour or kilometers per
velocity changes at different rates at different times.
hour, time is measured in hours.

Slope: The slope of the line represents the acceleration of the object. The steeper While the velocity can take positive
the velocity-time graph, the greater the acceleration. and negative values, the time can
Velocity-Time Graph for Uniform Velocity-Time Graph for Non- only take positive values. We will
Acceleration: Uniform Acceleration: now look at how we can use a
Appearance: Appearance: velocity-time graph to calculate the
o The graph is a straight, sloped o The graph is a curved line or a acceleration of an object in uniform
line. series of connected lines with and non-uniform acceleration.
different slopes.

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 o If acceleration is positive, the line o The curvature or irregularity (Kindly present the illustrations
slopes upwards. indicates changes in the rate of using the projector or through an
o If acceleration is negative acceleration. enlarged printed material).
(deceleration), the line slopes
downwards.
Characteristics: Characteristics:
o The slope of the line represents o The slope of the graph changes,
the constant rate of acceleration. reflecting varying acceleration.
o The velocity increases (or o The velocity changes non-linearly
decreases) linearly over time, over time, with the object
showing a steady change in speeding up and slowing down at
speed. varying rates.

How to Construct a Velocity-Time Graph:

1. Collect Data: Gather time (t) and velocity (v) data.
2. Set Up Axes: Draw and label the x-axis (time) and y-axis (velocity).
3. Choose Scale: Set scales for both axes.
4. Plot Data Points: Plot each (t, v) pair on the graph.
5. Connect Points: Connect points with a line or curve.
6. Label Graph: Title the graph and label axes with units.
7. Interpret: Analyze the graph’s shape for motion insights.

Velocity-time Graph of Uniform or Constant Velocity

Let us start with velocity-time graphs of an object moving in uniform velocity.

Consider a car moving with a constant, rightward (+) velocity of +10 m/s.

Image Link: https://www.physicsclassroom.com/Class/1DKin/U1L3a1.gif

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If the velocity-time data for such a car were
graphed, then the resulting graph would look like
this:

Since it is a horizontal line, it has zero slope.

Therefore, the acceleration is zero.
Image Link:
https://www.physicsclassroom.com/Class/1DKin/U1L4a1.gif
Now consider a car moving with a rightward (+), changing velocity, that is, a car
that is moving rightward but speeding up or accelerating.

Image Link: https://www.physicsclassroom.com/Class/1DKin/U1L3a3.gif

If the velocity-time data for such a car were graphed, then the resulting graph
would look like the graph:

Image Link:
https://www.physicsclassroom.com/Class/1DKin/U1L4a2.gif

The slope of the line is positive, corresponding to the positive acceleration.

There are other possible velocity-time graphs in uniform acceleration depending

on the motion of the object, which we will see in the next activity.

But objects don’t always move with constant velocity as they may speed up or
slow down. These objects are said to have nonuniform acceleration. The velocity-
time graphs for non-uniform acceleration are shown in the images below.

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 Link: https://en.m.wikibooks.org/wiki/File:Velocity- Link: https://school.careers360.com/physics/distance-time-
time_graph_example.png velocity-time-graph-topic-pge

What do you observe with the graphs above?

The graphs are not a straight line as the velocity varies in time. They may be in a
curve line, zigzag line, or combination. When velocity is changing, their slopes are
not constant. Thus, the acceleration is not constant or non-uniform.

DAY 3
2. Worked Example
Activity 2.5. “Moving Man” Simulation (25 minutes)
Use the learning activity sheet (see pages 7 - 9).

KEY to Activity 2.5

Experiment 1 Experiment 2

Kindly distribute the worksheets to

the students. The simulation will be
projected to the class using the
P-T Graph: Constant negative slope projector.
P-T Graph: Constant positive slope
V-T Graph: Horizontal line; remains V-T Graph: Horizontal line; remains
constant at 3 m/s constant at -3 m/s
A-T Graph: Horizontal line; remains Before revealing the answer in each
A-T Graph: Horizontal line; remains experiment, let the students make
constant at 0 m/s2 constant at 0 m/s2
their predictions first by letting
them write on their scratch papers.

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What is the difference between the result of #1 and #2?
● In #1, the slope is positive while in #2, the slope is negative.
● In #1, the velocity is positive or moving to the right. In #2, the velocity is negative or
moving to the left.
Experiment 3 Experiment 4

P-T Graph: Increases with increasing rate

P-T Graph: Decreases with increasing rate
V-T Graph: Constant positive slope
V-T Graph: Constant negative slope
A-T Graph: Horizontal line; remains
A-T Graph: Horizontal line; remains
constant at 2 m/s2
constant at -2 m/s2

3. Lesson Activity
Activity 2.6. Constructing and Interpreting Velocity-Time Graphs
(30 minutes)
Use the learning activity sheet (see pages 10 and 11).

KEY to Activity 2.6

Part I.

The two points chosen may vary.

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 𝑚 𝑚
𝑦2 − 𝑦1 15 𝑠 − 10 𝑠
𝑠𝑙𝑜𝑝𝑒 = =
𝑥2 − 𝑥1 30𝑠 − 20𝑠
𝑚
5
= 𝑠 = 0.5 𝑚/𝑠 2
10 𝑠

You may also let the students solve the slopes of each line segment.

Part II.
1. 𝐵𝐶 is steeper than 𝐴𝐵. Thus, 𝐵𝐶 has a greater acceleration than 𝐴𝐵.
𝑚 𝑚 𝑚
4 −0 4
2. 𝐴𝐵: 𝑎 = 𝑠 𝑠
= 𝑠
= 2𝑚/𝑠 2
2𝑠−0𝑠 2𝑠

𝑚 𝑚 𝑚
12 −4 8
𝐵𝐶: 𝑎 = 𝑠
4𝑠−2𝑠
𝑠
= 2𝑠
𝑠
= 4𝑚/𝑠 2

Based on the calculated accelerations, my answer agrees with #2 that 𝐵𝐶 has a

greater acceleration than 𝐴𝐵.

3. The velocity is constant, and the acceleration is zero.

4. The velocity decreases until it becomes zero.
𝐷𝐸:
𝑚 𝑚 𝑚
0 𝑠 − 12 𝑠 −12 𝑠
𝑎= =
7𝑠 − 6𝑠 1𝑠
= −12𝑚/𝑠 2
The acceleration is negative.

D. Making DAY 4
Generalizations 1. Learners’ Takeaways Reflection on Learning
Activity 2.7. Brain Dump! Answer Guide: To face life's ups
Use the learning activity sheet (see page 12). and downs, we need to cultivate
the virtue of resilience, which is
KEY to Activity 2.7 the capacity to recover quickly
from difficulties and adapt to
1. To construct distance-time and velocity-time graphs, draw and label the x-axis
change, just as an object in motion
(time) and y-axis (displacement), set appropriate scales for both axes, plot each might encounter various speeds
and changes in direction.

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 point on the graph, connect points with a line or curve, title the graph and
label axes with units, and analyze the graph’s shape for motion insights.
2. The distance-time graph is a curve line (parabola) for uniform acceleration; for
non-uniform acceleration, it is an irregular, non-linear curve.
3. For uniform acceleration, the velocity-time graph is a straight, sloped line; for
non-uniform acceleration, it is a curved or segmented line with varying slopes.

2. Reflection on Learning
One-Minute Paper
Life is often compared to a journey where we face various speeds and changes
in direction, just like the objects we study in physics. What virtue do we need to
develop to face life's ups and downs?

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment Answer Key

Learning
I. Multiple Choice. Read and understand each item below. Choose the correct 1. B
answer from the given choices below each item. 2. C
3. A
1. In a distance-time graph, what variable should be plotted on the y-axis and x- 4. B
axis?
A. Y-axis: Time; X-axis: Distance C. X-axis: Time; Y-axis: Velocity
B. X-axis: Time; Y-axis: Distance D. Y-axis: Time; X-axis: Velocity

2. When looking at a velocity-time graph, what variable should be plotted on the

y-axis and x-axis?
A. Y-axis: Time; X-axis: Distance C. X-axis: Time; Y-axis: Velocity
B. X-axis: Time; Y-axis: Distance D. Y-axis: Time; X-axis: Velocity

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3. Which of the velocity-time graphs shows an object KEY to Part II
accelerating from rest and then maintaining a A. Distance-time Graph
constant velocity?

4. Find the acceleration of the motion shown in the

velocity-time graph below.

A. 10 m/s2
B. 2 m/s2
C. 1 m/s2
D. 0.5 m/s2 Interpretation: The distance-
time graph shows a curve that
gets steeper over time,
indicating that the car is
accelerating. The distance
increases non-linearly, and the
II. Constructing and Interpreting Distance-time and Velocity-time Graphs distance increases more quickly
Instructions: Given the data below, construct a distance-time graph and velocity- as time goes by.
time graph by plotting the data points on a graph. Label the axes with appropriate
quantities and units. Provide a title for your graph. B. Velocity-time Graph

Scenario: Car Traveling on a Highway

A car is traveling on a straight highway with uniform acceleration. Its motion is
recorded at different time intervals. The data for the car's distance from a starting
point and its velocity at different times is given below:

A. Distance-time Graph
Time (s) 0 2 4 6 8 10
Distance (m) 0 1 4 9 16 25 Interpretation: The velocity-time
graph is a straight line with a
B. Velocity-time Graph positive slope, corresponding to
Time (s) 0 2 4 6 8 10 a constant increase in the
Velocity (m/s) 0 5 10 15 20 25 velocity, indicating a positive
acceleration

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 Score Description
Excellent (10 Graphs are constructed accurately, with all data points correctly
points) plotted. Axes are labeled with the correct quantities and units. Both
graphs have clear, descriptive titles. Accurate interpretation and
complete answers to the question are given.
Satisfactory Graphs are mostly accurate, with minor errors in plotting data points.
(8 points) Axes are labeled correctly, but there may be minor issues with units.
Titles are present and descriptive but could be more precise. Good
interpretation with minor inaccuracies.
Developing Graphs have several errors in plotting data points. Axes may be labeled
(6 points) incorrectly, or units may be missing/inaccurate. Titles are present but
vague or incorrect. Basic interpretation partially answers the question.
Beginning Graphs are inaccurate with many errors in plotting data points. Axes .
(4 points) are not labeled or are labeled incorrectly without appropriate units.
Titles are missing or completely incorrect. Incorrect interpretations and
incorrect answers are given.
No Attempt to
Answer (0 No answer
points)

B. Teacher’s Note observations on any

Effective Practices Problems Encountered The teacher may note some
Remarks of the following areas: observations related to the
effective practices and problems
strategies explored
encountered after utilizing the
different strategies, materials
materials used used, learner engagement, and
other aspects. They may also
suggest ways to improve the
learner engagement/ different activities explored/
interaction lesson exemplars.
others

C. Teacher’s Reflection guide or prompt can be on: Teachers' reflection in every

Reflection ▪ principles behind the teaching lesson conducted/ facilitated is
What principles and beliefs informed my lesson? essential and necessary for
Why did I teach the lesson the way I did? improving practice. You may also

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▪ students consider this as input for the LAC
What roles did my students play in my lesson? sessions.
What did my students learn? How did they learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

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