What is in each pack, and when you use it.
Every grade band gets the same seven files, numbered in the order you meet them. The deck teaches, the workbook reinforces, the activity book puts the ideas into the simulator, and the video is where learners prove they understand.
01
Read the teacher guide
Before the unit
06
Teach from the deck
Each session
07
Try the demos
Inside the deck
02
Reinforce in the workbook
After each session
04
Fly the simulator and film
Final session
03
Check with the key
Marking
File
What it is
How to use it
Formats
01
Teacher guideSession-by-session plans with objectives, materials, guide questions and expected answers, the MATATAG weeks each session fits, notes, a content reference with common misconceptions, and the video rubric.
Read it once before the unit and keep it open while you teach. It is the only file with every expected answer next to its question.
PDF · HTML
02
Student workbookOne section per session: label-the-diagram tasks, tables, calculations, graphs and short writing, plus a final check.
One copy per learner. Use a section as the independent-practice task at the end of a session or as homework.
PDF colour · PDF black-and-white · HTML
03
Answer keyAnswers for every workbook and activity-book task. Open questions show a model answer.
Teacher copy only. Accept any answer that shows the same understanding as the model.
PDF · HTML
04
Simulator activity bookPre-flight checklist, three flight missions with data logs, an investigation (Grades 7–11), the video script and storyboard, and the rubric.
One copy per pair. Used in the final session, and for any extra simulator time you can give.
PDF colour · PDF black-and-white · HTML
05
Teaching deck (download)The same slides as file 06. Speaker notes carry the objectives, expected answers and MATATAG links for each slide.
Use the PowerPoint to edit or translate slides, or on a computer without a modern browser. Print the PDF if you have no projector.
PPTX · PDF
06
Teaching deck (present in browser)The version to project. It includes live Try-it demos where learners change a slider and watch the physics respond.
Open it in Chrome, Edge, Firefox or Safari. ←→ or Space to move, F for full screen. Works offline once downloaded.
HTML (single file)
07
Concept labEvery Try-it demo from the deck on one scrolling page, each with a "what to notice" note.
Use it to prepare, on a learner's phone during group work, or as a station while pairs wait for the simulator.
HTML (single file)
Printing in black and white
The workbook and activity book come as ready-made black-and-white PDFs (the files ending in -bw.pdf). The HTML versions have a round button in the corner that switches the page between colour and black and white before you print. Everything prints on A4.
Yours to adapt
All materials are free under CC-BY-SA-4.0. Print them, translate them, cut slides, add your own examples and share them with other teachers. Please keep the credit to Lumipad Drones and share your changes under the same licence.
Choose the grade band that matches your class.
Each pack teaches the same big idea — why a drone flies and how people use it — at the depth that matches that stage of MATATAG. If your class sits between two bands, start with the lower pack and add worked examples from the higher one.
Band
The pack
Sessions
Time
G3-6
How Do Drones Fly?Learners find out what a drone is, how its propellers push air down to lift it, how four motors steer it, and how Filipinos use drones on farms and after typhoons. They finish by flying the Lumipad simulator and explaining how drones fly on video.
- Meet the drone
- Pushes and pulls that keep a drone up
- Propellers, motors and electricity
- Flying safely: controls, weather and numbers
- Simulator mission and video
G7-8
Forces, Motion and Energy in FlightLearners study a drone as a system of forces, motion and energy. They draw free-body diagrams, split thrust into vector parts, graph flights, trace energy from battery to air, and plan around Philippine weather, then test a question in the simulator and explain it on video.
- A drone is a system
- Forces as vectors
- Motion and navigation
- Energy, power and batteries
- Air, weather and safe flying
- Simulator investigation and video
G9-11
The Physics and Mathematics of DronesLearners model a drone quantitatively: Newton's laws and momentum for thrust, vectors and feedback for control, circuits and induction for power, waves and trigonometry for signals and cameras, and projectile and linear models for missions, then investigate in the simulator.
- Newton's laws and the physics of thrust
- Rotors, torque and feedback control
- Electricity, batteries and motors
- Signals, sensors and satellites
- Mission mathematics
- Simulator investigation and video
How the three bands differ
- Grades 3–6 use everyday words — push up and pull down, grams, percent — hands-on demos with paper and fans, and simple area, time and bar-graph problems.
- Grades 7–8 use newtons, free-body diagrams, vector parts of thrust, motion graphs, polygon angles, energy and power, and a fair-test investigation.
- Grades 9–11 use Newton's laws and momentum, torque and feedback control, circuits and batteries, the electromagnetic spectrum, projectiles, trigonometry and a full controlled investigation. Grade 11 teachers can use it with Physics, Conceptual Physics, Earth and Space Science, Basic Calculus and Finite Mathematics.
Where it fits in the MATATAG curriculum.
We read every Grade 3–10 Science and Mathematics lesson in the MATATAG curriculum, plus the Grade 11 course guides, and marked each week where a drone lesson connects to what your class is already learning. Use this section to decide when to teach each session.
How to read the lists
- Core weeks teach an idea the drone session builds on. Teach the session during, or just after, one of these weeks.
- Support weeks are good places for a drone example, a hook or a real-world application, but the session does not depend on them.
- Each week is tagged with the drone themes it supports: FLIGHTPROPMOTIONENERGYELECSIGNALWEATHERNAVDATAUSES
Session by session: How Do Drones Fly?
The core MATATAG weeks each session reinforces. The best fit line shows the quarters where most of those weeks sit.
Session
What learners do
Core MATATAG weeks
Activities
S1
Meet the droneLearners compare things that fly, name the parts of a quadcopter and discover the jobs drones already do in the Philippines.
Best fit: G3 Math Q1 (2 weeks) · G5 Math Q1 (2 weeks) · G6 Math Q2 (2 weeks)
G3 Math Q1 W1 Area of Squares and Rectangles Us…G3 Math Q1 W2 Drawing and Applying Areas of Squ…G4 Science Q1 W1 Science Inventions and Their Ever…G4 Science Q4 W6 Poor and Extreme Weather Conditio…G5 Math Q1 W6 Area of Parallelograms, Triangle,…G5 Math Q1 W8 Estimating Areas of Parallelogram…
+ 4 more weeks
G5 Science Q4 W6 PAGASA, Public Storm Warning Sign…G6 Math Q2 W3 Word Problems Involving ProportionG6 Math Q2 W5 Word Problems Involving Percentag…G6 Math Q3 W4 Converting Square Centimeters and…
1 · What flies? (10 mins)
2 · Parts of a drone (20 mins)
3 · Drone jobs in the Philippines (15 mins)
2 · Parts of a drone (20 mins)
3 · Drone jobs in the Philippines (15 mins)
S2
Pushes and pulls that keep a drone upLearners feel air push on things, compare the push up from the propellers with the pull down of gravity, and predict when a drone climbs, hovers or comes down.
Best fit: G5 Science Q3 (4 weeks) · G3 Math Q2 (2 weeks) · G3 Science Q3 (2 weeks)
G3 Math Q2 W1 Comparing, Estimating, and Measur…G3 Math Q2 W2 Milligrams, Gram-Kilogram Relatio…G3 Science Q2 W4 Animal Body Parts for Movement an…G3 Science Q3 W1 Moving Objects by Push, Pull, Win…G3 Science Q3 W2 Factors Affecting Object Movement…G4 Math Q3 W8 Symmetry
+ 10 more weeks
G4 Science Q3 W1 Describing ForceG4 Science Q3 W3 What Can Forces Do?G5 Science Q1 W7 Using Appropriate Units for Measu…G5 Science Q3 W1 Contact ForcesG5 Science Q3 W2 FrictionG5 Science Q3 W3 Non-contact ForcesG5 Science Q3 W4 GravityG5 Science Q4 W5 Weather Disturbances: Air Pressur…G6 Math Q2 W1 RatioG6 Science Q1 W5 Composition of the Air
4 · Paper spinner drop (15 mins)
5 · Push up or pull down? (15 mins)
6 · How heavy is my drone? (15 mins)
5 · Push up or pull down? (15 mins)
6 · How heavy is my drone? (15 mins)
S3
Propellers, motors and electricityLearners make wind with a paper fan, see how a spinning propeller throws air down, trace energy from the battery to the propeller, and find out why the four propellers spin in different directions.
Best fit: G5 Science Q3 (4 weeks) · G6 Science Q3 (3 weeks) · G4 Science Q3 (2 weeks)
G3 Science Q3 W1 Moving Objects by Push, Pull, Win…G4 Math Q2 W6 Conversion of Time Measures and E…G4 Math Q3 W8 SymmetryG4 Math Q4 W1 Collecting, Presenting and Interp…G4 Science Q3 W2 Force Exerted by a MagnetG4 Science Q3 W6 Light, Sound, and Heat Energy: En…
+ 12 more weeks
G5 Math Q4 W8 Drawing Images After Clockwise an…G5 Science Q3 W3 Non-contact ForcesG5 Science Q3 W6 Simple Circuit: Conductivity of M…G5 Science Q3 W7 Simple Circuit Construction and H…G5 Science Q3 W8 Constructing Simple ElectromagnetsG6 Math Q2 W4 PercentageG6 Math Q2 W5 Word Problems Involving Percentag…G6 Math Q4 W1 Area of a CircleG6 Math Q4 W2 Problems involving Circumference …G6 Science Q3 W1 Simple Machine - LeversG6 Science Q3 W2 Simple Machine – Mechanical Advan…G6 Science Q3 W3 Simple Machines: Inclined Planes …
7 · Make your own wind (15 mins)
8 · Why the propellers spin two ways (15 mins)
9 · From battery to propeller (15 mins)
8 · Why the propellers spin two ways (15 mins)
9 · From battery to propeller (15 mins)
S4
Flying safely: controls, weather and numbersLearners learn the four stick moves, decide whether the weather is safe for flying, and use area, time, percent and graphs the way real drone pilots do.
Best fit: G4 Science Q4 (4 weeks) · G3 Math Q1 (2 weeks) · G3 Math Q2 (2 weeks)
G3 Math Q1 W1 Area of Squares and Rectangles Us…G3 Math Q1 W2 Drawing and Applying Areas of Squ…G3 Math Q2 W1 Comparing, Estimating, and Measur…G3 Math Q2 W2 Milligrams, Gram-Kilogram Relatio…G3 Math Q3 W1 Data Tables and Single Bar GraphsG3 Science Q3 W2 Factors Affecting Object Movement…
+ 27 more weeks
G3 Science Q3 W3 Measuring and Describing Changes …G3 Science Q4 W4 Weather Patterns and PredictionG3 Science Q4 W5 Weather, Activities, Dangers, and…G4 Math Q1 W1 Illustrating, Classifying, Measur…G4 Math Q1 W3 Perimeter of Parallelograms, Rhom…G4 Math Q2 W5 Conversion of Units of Length, Ma…G4 Math Q2 W6 Conversion of Time Measures and E…G4 Math Q4 W1 Collecting, Presenting and Interp…G4 Science Q3 W4 Describing Motion Using Distance,…G4 Science Q3 W5 Describing Motion Using Distance …G4 Science Q4 W3 Understanding Weather and Its Cha…G4 Science Q4 W4 Local Weather Chart and Improvise…G4 Science Q4 W5 Weather Analysis and ForecastingG4 Science Q4 W6 Poor and Extreme Weather Conditio…G5 Math Q1 W6 Area of Parallelograms, Triangle,…G5 Math Q1 W8 Estimating Areas of Parallelogram…G5 Math Q3 W1 Double Bar and Line GraphsG5 Math Q3 W3 Double-Line GraphsG5 Science Q1 W6 Steps in a Simple Scientific Inve…G5 Science Q1 W7 Using Appropriate Units for Measu…G5 Science Q4 W5 Weather Disturbances: Air Pressur…G5 Science Q4 W6 PAGASA, Public Storm Warning Sign…G6 Math Q1 W1 Tessellations, Symmetry, and Tran…G6 Math Q2 W2 ProportionG6 Math Q3 W4 Converting Square Centimeters and…G6 Math Q4 W2 Problems involving Circumference …G6 Science Q1 W8 The Features of a Fair Test and H…
10 · Drone says! (10 mins)
11 · Go or no-go? (15 mins)
12 · Pilot math (25 mins)
11 · Go or no-go? (15 mins)
12 · Pilot math (25 mins)
S5
Simulator mission and videoLearners fly a mission in the free Lumipad simulator, record data about the flight, and film a short video explaining how their drone works and why drones fly.
Best fit: G3 Math Q2 (2 weeks) · G4 Math Q2 (2 weeks) · G4 Science Q3 (2 weeks)
G3 Math Q2 W1 Comparing, Estimating, and Measur…G3 Math Q2 W2 Milligrams, Gram-Kilogram Relatio…G3 Math Q3 W1 Data Tables and Single Bar GraphsG3 Science Q3 W3 Measuring and Describing Changes …G4 Math Q2 W5 Conversion of Units of Length, Ma…G4 Math Q2 W6 Conversion of Time Measures and E…
+ 9 more weeks
G4 Math Q4 W1 Collecting, Presenting and Interp…G4 Science Q3 W4 Describing Motion Using Distance,…G4 Science Q3 W5 Describing Motion Using Distance …G4 Science Q4 W4 Local Weather Chart and Improvise…G5 Math Q3 W1 Double Bar and Line GraphsG5 Math Q3 W3 Double-Line GraphsG5 Science Q1 W6 Steps in a Simple Scientific Inve…G5 Science Q1 W7 Using Appropriate Units for Measu…G6 Science Q1 W8 The Features of a Fair Test and H…
13 · Fly the Lumipad simulator (25 mins)
14 · Film: How drones fly (20 mins)
15 · Show and tell (10 mins)
14 · Film: How drones fly (20 mins)
15 · Show and tell (10 mins)
Every mapped week, grade by grade
Open a grade to see each week, how well it fits, which sessions it supports and the drone connection to make in class.
Grade 3 · 11 core, 8 support weeks+
| Week | MATATAG lesson | Fit | Sessions | Drone connection |
|---|---|---|---|---|
| Math Q1 W1 | Area of Squares and Rectangles Using Square Tiles and Square Centimeters NAVUSES |
core | S1, S4 | Area with square tiles; a farm field split into squares is how a mapping drone covers it. |
| Math Q1 W2 | Drawing and Applying Areas of Squares and Rectangles NAVUSES |
core | S1, S4 | Area of rectangles in sq m; how much field a spray drone covers. |
| Math Q1 W3 | Points, Lines, Line Segments, Rays, Line Relationships, and Equal Lengths NAV |
support | — | Lines, rays, parallel and perpendicular lines; straight flight lines and turns. |
| Math Q2 W1 | Comparing, Estimating, and Measuring Mass FLIGHTDATA |
core | S2, S4, S5 | Comparing and measuring mass; heavier drones need more thrust. |
| Math Q2 W2 | Milligrams, Gram-Kilogram Relationships, Mass Problems, and Capacity Comparison FLIGHTDATA |
core | S2, S4, S5 | Grams and kilograms; reading a drone weight and payload limit. |
| Math Q2 W3 | Comparing and Measuring Capacity in Non-Standard Units, Milliliters, and Liters USES |
support | — | Capacity in mL and L; a spray tank. |
| Math Q3 W1 | Data Tables and Single Bar Graphs DATA |
core | S4, S5 | Tables and bar graphs of flight results (landings, lap times). |
| Math Q3 W2 | Using Scale and Interval in Bar Graphs DATA |
support | — | Choosing a scale for a bar graph of flight data. |
| Math Q3 W3 | Describing and Comparing Outcomes WEATHERDATA |
support | — | Likely and unlikely outcomes; will the weather let us fly? |
| Science Q1 W3 | Science Process Skills: Observing, Predicting, and Measuring DATA |
support | — | Measure how far and how high a drone travels in cm and m; predict where it lands. |
| Science Q2 W4 | Animal Body Parts for Movement and Food Gathering FLIGHT |
core | S2 | Wings and flight in birds and insects are the natural starting point for why things fly and how drones copy nature. |
| Science Q2 W8 | Protecting and Conserving the Environment USES |
support | — | Drones help watch forests, rivers and coasts for pollution and damage. |
| Science Q3 W1 | Moving Objects by Push, Pull, Wind, and Water FLIGHTPROP |
core | S2, S3 | Wind and pushes move objects; a spinning propeller makes its own wind to push the drone up. |
| Science Q3 W2 | Factors Affecting Object Movement and Reference Points FLIGHTNAV |
core | S2, S4 | Size, shape and heaviness change how things move; position words (left, above, behind) are how a pilot describes where the drone is. |
| Science Q3 W3 | Measuring and Describing Changes in Position NAVDATA |
core | S4, S5 | Measure change in position from a reference point; the same idea as the drone home point. |
| Science Q3 W8 | Using Movement, Sound, and Light to Send Information SIGNAL |
support | — | Sending messages with light and sound patterns leads into drone lights and radio control signals. |
| Science Q4 W4 | Weather Patterns and Prediction WEATHER |
core | S4 | Observing and predicting weather is the first pre-flight check. |
| Science Q4 W5 | Weather, Activities, Dangers, and Safety WEATHER |
core | S4 | Strong wind, rain and thunderstorms are no-fly conditions; safety rules for pilots. |
| Science Q4 W8 | How Sky Objects Affect People USESNAV |
support | — | Sunlight for farming and stars for navigation connect to crop drones and GPS. |
Grade 4 · 17 core, 8 support weeks+
| Week | MATATAG lesson | Fit | Sessions | Drone connection |
|---|---|---|---|---|
| Math Q1 W1 | Illustrating, Classifying, Measuring, and Drawing Angles NAV |
core | S4 | Right, acute and obtuse angles; turning the drone and tilting the camera. |
| Math Q1 W3 | Perimeter of Parallelograms, Rhombuses, and Trapezoids NAV |
core | S4 | Perimeter; flying the boundary of a field or plot. |
| Math Q1 W4 | Perimeter of Composite Figures NAV |
support | — | Perimeter of composite shapes; a flight path around an L-shaped farm. |
| Math Q2 W5 | Conversion of Units of Length, Mass, and Capacity DATA |
core | S4, S5 | Converting length, mass and capacity units on drone specs. |
| Math Q2 W6 | Conversion of Time Measures and Elapsed Time ENERGYDATA |
core | S3, S4, S5 | Elapsed time; flight time per battery. |
| Math Q2 W7 | Fractions ENERGY |
support | — | Fractions of a battery remaining. |
| Math Q3 W8 | Symmetry FLIGHTPROP |
core | S2, S3 | Line symmetry; a quadcopter is symmetric so it balances. |
| Math Q4 W1 | Collecting, Presenting and Interpreting Data DATAENERGY |
core | S3, S4, S5 | Single line graphs with time; battery level over a flight. |
| Math Q4 W7 | Plotting, Comparing, and Ordering Decimal Numbers ELEC |
support | — | Comparing decimals such as battery voltages (3.7 V, 4.2 V). |
| Science Q1 W1 | Science Inventions and Their Everyday Impact USES |
core | S1 | Inventions and their impact; the drone as a modern invention that Filipinos build and use. |
| Science Q1 W6 | Using Science to Address Local Environmental Issues USES |
support | — | Using science to solve local environmental problems; drones as a survey tool. |
| Science Q1 W7 | Preparing, Revising, and Conducting Environmental Surveys DATAUSES |
support | — | Environmental surveys; aerial surveys collect the same data from above. |
| Science Q2 W5 | Specific Habitats: Gardens, Rice Fields, Seashores, and Mangrove Swamps USES |
support | — | Rice fields, seashores and mangroves are places drones map and monitor. |
| Science Q3 W1 | Describing Force FLIGHT |
core | S2 | Force as a push or pull with a direction arrow: thrust pushes up, weight pulls down. |
| Science Q3 W2 | Force Exerted by a Magnet ELEC |
core | S3 | Magnets exert force at a distance; every drone motor is built around magnets. |
| Science Q3 W3 | What Can Forces Do? FLIGHT |
core | S2 | Forces start, stop and change speed and direction; more thrust makes the drone climb. |
| Science Q3 W4 | Describing Motion Using Distance, Time, and Speed MOTION |
core | S4, S5 | Distance, time and speed; timing a drone across a measured course. |
| Science Q3 W5 | Describing Motion Using Distance vs. Time Graphs MOTIONDATA |
core | S4, S5 | Distance-time graphs of a drone flight; steeper line means faster. |
| Science Q3 W6 | Light, Sound, and Heat Energy: Energy is Everywhere and Sources/Uses of Light Energy ENERGY |
core | S3 | Energy transformation chains: battery (chemical) to electrical to motion and sound. |
| Science Q3 W7 | Light, Sound, and Heat Energy: Sources and Uses of Sound Energy SIGNAL |
support | — | Sound energy and vibration; why propellers buzz. |
| Science Q4 W1 | Soil: Characteristics, Types, Absorption, Plant Growth, and Conservation USES |
support | — | Soil types and plant growth; farm drones check soil and crops. |
| Science Q4 W3 | Understanding Weather and Its Characteristics WEATHER |
core | S4 | Weather characteristics that matter to pilots: wind, rain, cloud. |
| Science Q4 W4 | Local Weather Chart and Improvised Weather Instruments WEATHERDATA |
core | S4, S5 | Weather instruments (improvised wind vane and anemometer) for a pre-flight wind check. |
| Science Q4 W5 | Weather Analysis and Forecasting WEATHER |
core | S4 | Reading forecasts to decide whether to fly. |
| Science Q4 W6 | Poor and Extreme Weather Conditions and Safety Precautions WEATHERUSES |
core | S1, S4 | Extreme weather and safety; drones assess damage after typhoons and floods. |
Grade 5 · 16 core, 13 support weeks+
| Week | MATATAG lesson | Fit | Sessions | Drone connection |
|---|---|---|---|---|
| Math Q1 W1 | 12- and 24-hour Time DATA |
support | — | 24-hour time used in flight logs. |
| Math Q1 W2 | Comparing World Time Zones NAV |
support | — | Time zones and longitude; the start of GPS coordinates. |
| Math Q1 W6 | Area of Parallelograms, Triangle, and Trapezoid NAVUSES |
core | S1, S4 | Area of parallelograms, triangles and trapezoids; irregular farm plots. |
| Math Q1 W7 | Bases and Heights of Parallelograms, Triangles, and Trapezoids in Different Orientations NAV |
support | — | Base and height in different orientations; reading plots from an aerial photo. |
| Math Q1 W8 | Estimating Areas of Parallelograms, Triangles, and Trapezoids Using Grids NAVUSES |
core | S1, S4 | Estimating area on a grid; estimating field area from a drone map. |
| Math Q3 W1 | Double Bar and Line Graphs DATA |
core | S4, S5 | Double bar and line graphs comparing two drones or two propellers. |
| Math Q3 W2 | Double Bar Graphs DATA |
support | — | Double bar graphs. |
| Math Q3 W3 | Double-Line Graphs DATA |
core | S4, S5 | Double line graphs: altitude of two flights over time. |
| Math Q3 W4 | Theoretical Probability DATA |
support | — | Theoretical probability. |
| Math Q3 W6 | Problems Involving Multiplication of Decimals USES |
support | — | Multiplying decimals: litres per hectare times hectares. |
| Math Q4 W4 | Describing and Differentiating Prisms and Pyramids and Illustrating Their Nets FLIGHT |
support | — | Nets of prisms; designing a drone parcel box. |
| Math Q4 W8 | Drawing Images After Clockwise and Counterclockwise Rotation PROP |
core | S3 | Clockwise and counterclockwise rotation; neighbouring propellers spin in opposite directions. |
| Science Q1 W4 | Measuring Volume of Matter USES |
support | — | Volume in liters and mL; sizing a spray drone tank. |
| Science Q1 W6 | Steps in a Simple Scientific Investigation DATA |
core | S4, S5 | Steps of a scientific investigation, used for simple drone flight tests. |
| Science Q1 W7 | Using Appropriate Units for Measuring Mass and Temperature FLIGHTDATA |
core | S2, S4, S5 | Mass in grams and kilograms; weighing a drone and its payload. |
| Science Q1 W8 | Using Simple Science Equipment DATA |
support | — | Using balances to weigh drone parts. |
| Science Q2 W8 | Plant and Animal Adaptations FLIGHT |
support | — | Animal adaptations including flight and migration; nature as a flight designer. |
| Science Q3 W1 | Contact Forces FLIGHT |
core | S2 | Contact forces, balanced and unbalanced; landing gear feels the normal force. |
| Science Q3 W2 | Friction FLIGHT |
core | S2 | Fluid friction is air resistance, the drag a drone must overcome. |
| Science Q3 W3 | Non-contact Forces FLIGHTELEC |
core | S2, S3 | Non-contact forces: gravity pulls the drone down; magnetic force spins the motors. |
| Science Q3 W4 | Gravity FLIGHT |
core | S2 | Gravity, free fall, air resistance and drag; the key lesson for why a drone must keep making thrust. |
| Science Q3 W5 | Static Electricity ELEC |
support | — | Electric charge basics, leading into current in drone wiring. |
| Science Q3 W6 | Simple Circuit: Conductivity of Materials ELEC |
core | S3 | Closed and open circuits, conductors and insulators; the drone power circuit. |
| Science Q3 W7 | Simple Circuit Construction and House Wiring ELEC |
core | S3 | Circuit parts, switch and load; battery, switch and motor as a simple circuit. |
| Science Q3 W8 | Constructing Simple Electromagnets ELEC |
core | S3 | Electromagnets are the heart of an electric motor. |
| Science Q4 W1 | Landforms and Bodies of Water NAVUSES |
support | — | Landforms and bodies of water seen and mapped from the air. |
| Science Q4 W4 | Evaporation, Condensation, and the Water Cycle WEATHER |
support | — | The water cycle and humidity; rain and moisture harm electronics. |
| Science Q4 W5 | Weather Disturbances: Air Pressure, Wind, LPAs, and Tropical Cyclones WEATHERFLIGHT |
core | S2, S4 | Air pressure and wind; low-pressure areas and typhoons. |
| Science Q4 W6 | PAGASA, Public Storm Warning Signals, and Storm Preparedness WEATHERUSES |
core | S1, S4 | PAGASA wind signals as flying limits; drones in storm response. |
Grade 6 · 17 core, 11 support weeks+
| Week | MATATAG lesson | Fit | Sessions | Drone connection |
|---|---|---|---|---|
| Math Q1 W1 | Tessellations, Symmetry, and Transformations with Shapes NAV |
core | S4 | Tessellations and transformations; overlapping photo tiles in a drone map. |
| Math Q1 W5 | Problem Solving involving Division of Decimals ENERGY |
support | — | Problem solving with decimals; budgeting battery charge for a mission. |
| Math Q2 W1 | Ratio FLIGHT |
core | S2 | Ratio; thrust-to-weight ratio. |
| Math Q2 W2 | Proportion NAV |
core | S4 | Proportion; map scale and photo scale. |
| Math Q2 W3 | Word Problems Involving Proportion USES |
core | S1 | Direct and inverse proportion: more drones, less time to cover a field. |
| Math Q2 W4 | Percentage ENERGY |
core | S3 | Percent; battery percentage. |
| Math Q2 W5 | Word Problems Involving Percentage, Rate, and Base ENERGYUSES |
core | S1, S3 | Percentage, rate and base; battery used per minute, field sprayed. |
| Math Q3 W1 | Conversion Unit/Capacity USES |
support | — | Capacity units; tank litres. |
| Math Q3 W4 | Converting Square Centimeters and Square Meters; Area and Perimeter of Composite Figures NAVUSES |
core | S1, S4 | Square metres and composite areas; field mapping. |
| Math Q4 W1 | Area of a Circle PROP |
core | S3 | Area of a circle; the propeller disk. |
| Math Q4 W2 | Problems involving Circumference and Area of a Circle PROPNAV |
core | S3, S4 | Circumference; propeller tip speed and orbit paths. |
| Math Q4 W5 | Pie Graph DATAENERGY |
support | — | Pie graphs; where battery energy goes. |
| Math Q4 W6 | Interpreting Data from Digital Media in Tabular or Graphical Form DATA |
support | — | Data from digital media; reading a drone app screen. |
| Science Q1 W5 | Composition of the Air FLIGHT |
core | S2 | Air is matter with mass that takes up space, so a propeller can push on it. |
| Science Q1 W7 | Separating Mixtures (winnowing, scooping, evaporation, and using magnets) PROP |
support | — | Winnowing uses a moving air stream, the same downwash a drone makes. |
| Science Q1 W8 | The Features of a Fair Test and How to Do Them DATA |
core | S4, S5 | Fair tests (change one variable) for comparing propellers or payloads. |
| Science Q2 W8 | Biotic and Abiotic Factors in Ecosystem USES |
support | — | Biotic and abiotic factors surveyed by environmental drones. |
| Science Q3 W1 | Simple Machine - Levers PROP |
core | S3 | Levers and turning forces; motor arm length and balance. |
| Science Q3 W2 | Simple Machine – Mechanical Advantage of Levers (Simple Machines: Advantages of LEVER) PROP |
core | S3 | Mechanical advantage of wheel and axle; motor shaft and propeller. |
| Science Q3 W3 | Simple Machines: Inclined Planes (Screw and Wedge) PROP |
core | S3 | The screw is an inclined plane wrapped around a shaft; a propeller is an "airscrew". |
| Science Q3 W4 | Simple Machines: Advantages of Inclined Planes (Mechanical Advantage of Inclined Planes) PROP |
support | — | Mechanical advantage of screws; propeller pitch. |
| Science Q3 W5 | Types of Waves SIGNAL |
core | — | Mechanical and electromagnetic waves; radio waves carry drone control signals. |
| Science Q3 W6 | Parts of Waves SIGNAL |
core | — | Wavelength and frequency; 2.4 GHz control and 5.8 GHz video. |
| Science Q3 W7 | Transverse Waves (Water Waves and Electromagnetic Waves) SIGNAL |
core | — | Electromagnetic waves need no medium, which is why radio reaches the drone through air. |
| Science Q3 W8 | Sound Waves SIGNAL |
support | — | Sound waves, pitch and loudness; propeller noise. |
| Science Q4 W3 | Volcanic Eruption (Pyroclastic Materials and Volcano Alert Levels) USES |
support | — | Volcano alert levels; drones observe craters safely from a distance. |
| Science Q4 W4 | Volcanic Activity and Safety USES |
support | — | Volcanic activity and safety; aerial monitoring of Taal and Mayon. |
| Science Q4 W7 | Constellations NAV |
support | — | Constellations for navigation, compared with GPS satellites. |
Session by session: Forces, Motion and Energy in Flight
The core MATATAG weeks each session reinforces. The best fit line shows the quarters where most of those weeks sit.
Session
What learners do
Core MATATAG weeks
Activities
S1
A drone is a systemLearners identify the parts of a quadcopter, map how energy and signals flow between them, and judge the flight simulator as a scientific model of real flight.
Best fit: G7 Science Q1 (3 weeks) · G7 Math Q2 (2 weeks) · G7 Math Q3 (2 weeks)
G7 Math Q2 W2 Systems of Units of MeasurementG7 Math Q2 W3 Unit ConversionG7 Math Q3 W1 Data Collection and Sampling Tech…G7 Math Q3 W3 Graphical Representation of Data …G7 Science Q1 W1 Use of Models to Explain PhenomenaG7 Science Q1 W4 Scientific Investigation: Problem…
+ 6 more weeks
G7 Science Q1 W5 Variables, Data, and ConclusionsG7 Science Q3 W6 Distance-Time GraphsG8 Math Q1 W1 Measures of Central Tendency of U…G8 Math Q4 W3 Interpretation and Analysis of Pr…G8 Science Q3 W6 Precautionary Measures Before, Du…G8 Science Q4 W2 Distance-Time Graph and Velocity-…
1 · Inside a quadcopter (15 mins)
2 · Energy and signal map (20 mins)
3 · Is the simulator a good model? (20 mins)
2 · Energy and signal map (20 mins)
3 · Is the simulator a good model? (20 mins)
S2
Forces as vectorsLearners draw free-body diagrams of a drone, decide when forces are balanced, split thrust into vertical and horizontal parts when the drone tilts, and use ratios and inequalities to find a safe payload.
Best fit: G7 Science Q3 (3 weeks) · G7 Science Q4 (1 week) · G8 Math Q3 (1 week)
G7 Science Q3 W1 Forces: Contact and NoncontactG7 Science Q3 W2 Force as a Vector and Free-Body D…G7 Science Q3 W3 Balanced and Unbalanced ForcesG7 Science Q4 W5 Sun and Earths AtmosphereG8 Math Q3 W8 Linear Inequalities in Two Variab…G8 Science Q4 W1 Acceleration
4 · Free-body diagrams of a drone (20 mins)
5 · Tilt and move (20 mins)
6 · How much can it carry? (20 mins)
5 · Tilt and move (20 mins)
6 · How much can it carry? (20 mins)
S3
Motion and navigationLearners connect stick moves to motor speeds, compare distance with displacement on real flight paths, turn at the correct exterior angles, and read distance-time and velocity-time graphs of flights.
Best fit: G7 Math Q1 (3 weeks) · G7 Science Q3 (3 weeks) · G8 Math Q2 (3 weeks)
G7 Math Q1 W1 Polygons: Classification and Cons…G7 Math Q1 W2 Regular and Irregular Polygons an…G7 Math Q1 W3 Exterior and Interior Angles of C…G7 Math Q2 W3 Unit ConversionG7 Math Q3 W4 Representing Integers, Locating I…G7 Math Q3 W8 Absolute Value of an Integer
+ 12 more weeks
G7 Math Q4 W2 Evaluating Algebraic Expressions …G7 Math Q4 W5 Solving Literal EquationsG7 Science Q3 W4 Distance and DisplacementG7 Science Q3 W5 Speed and VelocityG7 Science Q3 W6 Distance-Time GraphsG8 Math Q2 W1 Cartesian Coordinate Plane and Po…G8 Math Q2 W2 Distance and Midpoint on the Cart…G8 Math Q2 W5 Pythagorean Theorem, Distance For…G8 Math Q3 W4 Linear Equation in Two VariablesG8 Science Q4 W1 AccelerationG8 Science Q4 W2 Distance-Time Graph and Velocity-…G8 Science Q4 W3 Uniform Circular Motion
7 · Four sticks, four motors (15 mins)
8 · Flight paths and turns (20 mins)
9 · Graph a flight (25 mins)
8 · Flight paths and turns (20 mins)
9 · Graph a flight (25 mins)
S4
Energy, power and batteriesLearners follow energy from the battery to the air, calculate potential energy and power, use the flight-time formula, and describe the circular motion of a propeller with period and tip speed.
Best fit: G8 Science Q4 (4 weeks) · G7 Math Q4 (2 weeks) · G8 Math Q3 (1 week)
G7 Math Q4 W2 Evaluating Algebraic Expressions …G7 Math Q4 W4 Solving Equations by Applying Pro…G8 Math Q3 W5 Equation of a LineG8 Science Q4 W3 Uniform Circular MotionG8 Science Q4 W4 Work and PowerG8 Science Q4 W5 Kinetic and Potential Energy
+ 1 more weeks
G8 Science Q4 W6 Conservation of Energy
10 · Where does the energy go? (20 mins)
11 · How long can it fly? (20 mins)
12 · The spinning propeller (20 mins)
11 · How long can it fly? (20 mins)
12 · The spinning propeller (20 mins)
S5
Air, weather and safe flyingLearners explain why propellers work harder in thin or hot air, plan flying around the amihan and habagat seasons and PAGASA wind signals, and see how drones support disaster response under CAAP rules.
Best fit: G7 Science Q4 (2 weeks) · G8 Science Q3 (2 weeks)
G7 Science Q4 W5 Sun and Earths AtmosphereG7 Science Q4 W6 Cloud Formation, ITCZ, and Monsoo…G8 Science Q3 W5 Typhoon Formation and the Impact …G8 Science Q3 W6 Precautionary Measures Before, Du…
13 · Thin air, hard work (15 mins)
14 · Plan the flying season (25 mins)
15 · Drones after the storm (20 mins)
14 · Plan the flying season (25 mins)
15 · Drones after the storm (20 mins)
S6
Simulator investigation and videoLearners design a fair test, run it in the Lumipad simulator, analyse their flight data and film a two-minute explainer about the forces, motion and energy in their flight.
Best fit: G7 Science Q1 (3 weeks) · G7 Math Q2 (2 weeks) · G7 Math Q3 (2 weeks)
G7 Math Q2 W2 Systems of Units of MeasurementG7 Math Q2 W3 Unit ConversionG7 Math Q3 W1 Data Collection and Sampling Tech…G7 Math Q3 W3 Graphical Representation of Data …G7 Science Q1 W1 Use of Models to Explain PhenomenaG7 Science Q1 W4 Scientific Investigation: Problem…
+ 5 more weeks
G7 Science Q1 W5 Variables, Data, and ConclusionsG7 Science Q3 W6 Distance-Time GraphsG8 Math Q1 W1 Measures of Central Tendency of U…G8 Math Q4 W3 Interpretation and Analysis of Pr…G8 Science Q4 W2 Distance-Time Graph and Velocity-…
16 · Plan a fair flight test (15 mins)
17 · Fly, record, analyse (25 mins)
18 · Film the explainer (20 mins)
17 · Fly, record, analyse (25 mins)
18 · Film the explainer (20 mins)
Every mapped week, grade by grade
Open a grade to see each week, how well it fits, which sessions it supports and the drone connection to make in class.
Grade 7 · 24 core, 10 support weeks+
| Week | MATATAG lesson | Fit | Sessions | Drone connection |
|---|---|---|---|---|
| Math Q1 W1 | Polygons: Classification and Construction NAV |
core | S3 | Polygons; flight patterns shaped as squares, hexagons and more. |
| Math Q1 W2 | Regular and Irregular Polygons and Angle Pairs NAV |
core | S3 | Regular polygons and interior angle sums; planning a polygon flight. |
| Math Q1 W3 | Exterior and Interior Angles of Convex Polygons NAV |
core | S3 | Exterior angles sum to 360 degrees; the turn at each corner of a flight path. |
| Math Q1 W4 | Percentage Increase and Percentage Decrease ENERGY |
support | — | Percentage increase and decrease; battery drain. |
| Math Q2 W2 | Systems of Units of Measurement DATA |
core | S1, S6 | Measurement systems; feet vs metres on drone specs and aviation rules. |
| Math Q2 W3 | Unit Conversion MOTIONDATA |
core | S1, S3, S6 | Unit conversion; km/h to m/s. |
| Math Q2 W4 | Volume of Cylinder ELECUSES |
support | — | Volume of a cylinder; motors and spray tanks. |
| Math Q3 W1 | Data Collection and Sampling Techniques DATA |
core | S1, S6 | Data collection and sampling for flight tests and aerial surveys. |
| Math Q3 W3 | Graphical Representation of Data and Interpretation of Statistical Graphs DATA |
core | S1, S6 | Line graphs and stem-and-leaf plots of lap times. |
| Math Q3 W4 | Representing Integers, Locating Integers on the Number Line, and Comparing and Ordering Integers NAV |
core | S3 | Integers on a number line; altitude above and below the take-off point. |
| Math Q3 W5 | Adding and Subtracting Integers NAV |
support | — | Adding and subtracting integers; altitude changes. |
| Math Q3 W8 | Absolute Value of an Integer NAV |
core | S3 | Absolute value as distance from home. |
| Math Q4 W2 | Evaluating Algebraic Expressions and Its Applications ENERGYMOTION |
core | S3, S4 | Evaluating expressions such as d = vt and flight time. |
| Math Q4 W4 | Solving Equations by Applying Properties of Equality and Solving Problems Involving Algebraic Formulas ENERGY |
core | S4 | Using formulas: flight time = battery capacity / current. |
| Math Q4 W5 | Solving Literal Equations MOTION |
core | S3 | Literal equations: rearranging d = vt for v or t. |
| Math Q4 W7 | Determining Outcomes by Systematic Listing and Probability of Simple Events DATA |
support | — | Probability of simple events. |
| Math Q4 W8 | Scientific Notation SIGNAL |
core | — | Scientific notation; 2.4 x 10^9 Hz radio frequency. |
| Science Q1 W1 | Use of Models to Explain Phenomena DATA |
core | S1, S6 | Scientific models explain phenomena; the Lumipad simulator is a working model of real flight. |
| Science Q1 W4 | Scientific Investigation: Problems and Hypotheses DATA |
core | S1, S6 | Problems and hypotheses for a drone flight investigation. |
| Science Q1 W5 | Variables, Data, and Conclusions DATA |
core | S1, S6 | Independent, dependent and controlled variables in flight tests. |
| Science Q1 W6 | Measurement, Physical Quantities, and Solutions DATA |
support | — | Physical quantities and SI units used on drone spec sheets. |
| Science Q3 W1 | Forces: Contact and Noncontact FLIGHT |
core | S2 | Contact and non-contact forces acting on a drone. |
| Science Q3 W2 | Force as a Vector and Free-Body Diagrams FLIGHT |
core | S2 | Force vectors and free-body diagrams of thrust, weight, lift and drag; the central diagram of the deck. |
| Science Q3 W3 | Balanced and Unbalanced Forces FLIGHT |
core | S2 | Balanced forces mean hover; unbalanced forces mean climb, descend or move. |
| Science Q3 W4 | Distance and Displacement MOTIONNAV |
core | S3 | Distance vs displacement on a flight path back to home. |
| Science Q3 W5 | Speed and Velocity MOTION |
core | S3 | Speed and velocity; drones fly with a speed and a heading. |
| Science Q3 W6 | Distance-Time Graphs MOTIONDATA |
core | S1, S3, S6 | Distance-time graphs from flight logs. |
| Science Q3 W7 | Heat, Temperature, Conductors, and Insulators ELECENERGY |
support | — | Conductors and insulators; wire insulation and heat. |
| Science Q3 W8 | Heat Transfer: Conduction, Convection, and Radiation ENERGYWEATHER |
support | — | Convection and thermals; motor and battery cooling. |
| Science Q4 W3 | Seismic Waves and Tsunami USES |
support | — | Earthquakes and tsunami; drones map damage. |
| Science Q4 W4 | Earthquake and Tsunami Preparedness USES |
support | — | Preparedness; search-and-rescue drones. |
| Science Q4 W5 | Sun and Earths Atmosphere WEATHERFLIGHT |
core | S2, S5 | The atmosphere; air thins with altitude so propellers work harder. |
| Science Q4 W6 | Cloud Formation, ITCZ, and Monsoons WEATHER |
core | S5 | Monsoon winds (amihan, habagat) and clouds; seasonal flying conditions. |
| Science Q4 W8 | Differentiated Heating, Water Bodies, and Ocean Currents WEATHER |
support | — | Uneven heating makes sea and land breezes that pilots feel near the coast. |
Grade 8 · 16 core, 9 support weeks+
| Week | MATATAG lesson | Fit | Sessions | Drone connection |
|---|---|---|---|---|
| Math Q1 W1 | Measures of Central Tendency of Ungrouped Data DATA |
core | S1, S6 | Mean, median and mode of flight times. |
| Math Q1 W8 | Rules for Terms in Sequences NAV |
support | — | Sequences; waypoint and survey-line patterns. |
| Math Q2 W1 | Cartesian Coordinate Plane and Points NAV |
core | S3 | The Cartesian plane; waypoints as coordinates. |
| Math Q2 W2 | Distance and Midpoint on the Cartesian Coordinate Plane NAV |
core | S3 | Distance and midpoint between waypoints. |
| Math Q2 W4 | Volumes of Cones and Spheres USES |
support | — | Volume of cones and spheres; hoppers and spray nozzles. |
| Math Q2 W5 | Pythagorean Theorem, Distance Formula, and Triangle Classification NAV |
core | S3 | Pythagorean theorem; straight-line distance from home and slant range. |
| Math Q3 W4 | Linear Equation in Two Variables MOTION |
core | S3 | Linear equations in two variables; distance vs time. |
| Math Q3 W5 | Equation of a Line ENERGY |
core | S4 | Equation of a line; battery voltage falling over a flight. |
| Math Q3 W6 | Systems of Linear Equations in Two Variables MOTION |
support | — | Systems of linear equations; when two drones meet. |
| Math Q3 W8 | Linear Inequalities in Two Variables and Word Problems FLIGHT |
core | S2 | Linear inequalities; drone + payload must stay under maximum take-off weight. |
| Math Q4 W1 | Measures of Variability of Ungrouped Data DATA |
support | — | Variability; how consistent a pilot is. |
| Math Q4 W3 | Interpretation and Analysis of Primary Data DATA |
core | S1, S6 | Primary data from flight tests. |
| Math Q4 W6 | Fundamental Counting Principle DATA |
support | — | Counting principle; combinations of drone parts. |
| Science Q1 W7 | Cycles in Nature - Photosynthesis USESSIGNAL |
support | — | Photosynthesis and leaf colour are what multispectral crop-health cameras measure. |
| Science Q3 W4 | Conditions for Storm WEATHER |
support | — | Conditions that form storms. |
| Science Q3 W5 | Typhoon Formation and the Impact of Landmasses and Bodies of Water on Typhoons WEATHER |
core | S5 | Typhoon structure and wind categories as flying limits. |
| Science Q3 W6 | Precautionary Measures Before, During, and After a Typhoon USESWEATHER |
core | S1, S5 | Before, during and after a typhoon; drones in damage assessment and relief. |
| Science Q4 W1 | Acceleration MOTIONFLIGHT |
core | S2, S3 | Acceleration; unbalanced thrust accelerates the drone. |
| Science Q4 W2 | Distance-Time Graph and Velocity-Time Graph MOTIONDATA |
core | S1, S3, S6 | Displacement-time and velocity-time graphs of a flight. |
| Science Q4 W3 | Uniform Circular Motion PROPMOTION |
core | S3, S4 | Uniform circular motion; propeller rpm, period, and orbit flights around a point. |
| Science Q4 W4 | Work and Power ENERGY |
core | S4 | Work and power; watts needed to lift and hover. |
| Science Q4 W5 | Kinetic and Potential Energy ENERGY |
core | S4 | Kinetic and potential energy of a flying drone. |
| Science Q4 W6 | Conservation of Energy ENERGY |
core | S4 | Conservation of energy: battery to motor to air; where energy is lost as heat. |
| Science Q4 W7 | Reflection of Light SIGNAL |
support | — | Reflection; obstacle sensors and camera mirrors. |
| Science Q4 W8 | Refraction of Light SIGNAL |
support | — | Refraction; how the camera lens forms an image. |
Session by session: The Physics and Mathematics of Drones
The core MATATAG weeks each session reinforces. The best fit line shows the quarters where most of those weeks sit.
Session
What learners do
Core MATATAG weeks
Activities
S1
Newton's laws and the physics of thrustLearners explain lift-off with Newton's third law, use F = ma with thrust-to-weight ratios, and apply momentum theory to show why large, slow propellers need less power than small, fast ones.
Best fit: G11 Science (3 weeks) · G9 Science Q1 (3 weeks) · G10 Science Q2 (2 weeks)
G9 Science Q1 W1 Newtons First Law of MotionG9 Science Q1 W2 Newtons Second Law of MotionG9 Science Q1 W3 Newtons Third Law of MotionG10 Science Q2 W3 Momentum and ImpulseG10 Science Q2 W5 Conservation of Linear MomentumG11 Conceptual Physics and Chemistry in Daily Life
+ 2 more weeks
G11 Physics 1G11 Physics 2
1 · Why does a drone go up? (15 mins)
2 · Net force and acceleration (25 mins)
3 · Momentum theory of a propeller (25 mins)
2 · Net force and acceleration (25 mins)
3 · Momentum theory of a propeller (25 mins)
S2
Rotors, torque and feedback controlLearners explain yaw from reaction torque, resolve tilted thrust into components and find top speed, and describe the flight controller as a negative-feedback loop like homeostasis.
Best fit: G11 Science (5 weeks) · G9 Science Q1 (5 weeks) · G10 Math Q4 (2 weeks)
G9 Math Q3 W7 Similar Polygons, Similar Triangl…G9 Math Q3 W8 Direct and Inverse VariationG9 Math Q4 W5 Angles of Elevation and Angles of…G9 Science Q1 W1 Newtons First Law of MotionG9 Science Q1 W2 Newtons Second Law of MotionG9 Science Q1 W3 Newtons Third Law of Motion
+ 14 more weeks
G9 Science Q1 W7 Electromagnetic Waves and the Ele…G9 Science Q1 W8 Applications and Harmful Effects …G9 Science Q2 W8 Space TechnologiesG10 Math Q3 W1 Equation of the Circle: Definitio…G10 Math Q4 W6 Chords, Secants, Tangents, and Le…G10 Math Q4 W7 Sectors and Segments of a Circle …G10 Science Q2 W3 Momentum and ImpulseG10 Science Q2 W5 Conservation of Linear MomentumG10 Science Q4 W2 Feedback MechanismsG11 Conceptual Physics and Chemistry in Daily LifeG11 Earth and Space Science 3G11 Physics 1G11 Physics 2G11 Physics 4
4 · Torque and yaw (15 mins)
5 · Tilted thrust and top speed (20 mins)
6 · The flight controller as a feedback loop (25 mins)
5 · Tilted thrust and top speed (20 mins)
6 · The flight controller as a feedback loop (25 mins)
S3
Electricity, batteries and motorsLearners analyse LiPo packs in series and ESCs in parallel, calculate power, energy and endurance, and explain how a brushless motor turns electrical energy into rotation.
Best fit: G9 Science Q1 (3 weeks) · G10 Science Q2 (2 weeks) · G11 Math (1 week)
G9 Math Q1 W8 Solving Problems Involving Linear…G9 Math Q3 W8 Direct and Inverse VariationG9 Science Q1 W4 Current, Simple Circuits, and Ohm…G9 Science Q1 W5 Series CircuitsG9 Science Q1 W6 Parallel CircuitsG10 Science Q2 W6 Electromagnetic Induction, Motors…
+ 3 more weeks
G10 Science Q2 W8 Saving Electrical EnergyG11 Basic CalculusG11 Physics 3
7 · Series cells, parallel loads (20 mins)
8 · Energy budget of a flight (25 mins)
9 · Inside a brushless motor (20 mins)
8 · Energy budget of a flight (25 mins)
9 · Inside a brushless motor (20 mins)
S4
Signals, sensors and satellitesLearners place drone radio, GPS and cameras on the electromagnetic spectrum, calculate wavelengths and radio horizons, and use trigonometry to find how much ground a camera sees.
Best fit: G10 Math Q1 (3 weeks) · G9 Math Q4 (3 weeks) · G10 Math Q3 (2 weeks)
G9 Math Q3 W7 Similar Polygons, Similar Triangl…G9 Math Q3 W8 Direct and Inverse VariationG9 Math Q4 W3 Six Trigonometric Ratios and Spec…G9 Math Q4 W4 Solving Right Triangles Using Tri…G9 Math Q4 W5 Angles of Elevation and Angles of…G9 Science Q1 W7 Electromagnetic Waves and the Ele…
+ 14 more weeks
G9 Science Q1 W8 Applications and Harmful Effects …G9 Science Q2 W8 Space TechnologiesG10 Math Q1 W1 Law of SinesG10 Math Q1 W2 Law of CosinesG10 Math Q1 W3 Problems Involving Oblique Triang…G10 Math Q3 W1 Equation of the Circle: Definitio…G10 Math Q3 W3 Finding the Center and Radius of …G10 Math Q4 W6 Chords, Secants, Tangents, and Le…G10 Math Q4 W7 Sectors and Segments of a Circle …G10 Science Q4 W2 Feedback MechanismsG11 Advanced MathematicsG11 Finite Mathematics 2G11 Earth and Space Science 3G11 Physics 4
10 · The drone's spectrum (20 mins)
11 · Line of sight and the radio horizon (20 mins)
12 · What does the camera see? (25 mins)
11 · Line of sight and the radio horizon (20 mins)
12 · What does the camera see? (25 mins)
S5
Mission mathematicsLearners model package drops as projectiles, find heights and wind-corrected speeds with trigonometry and the law of cosines, and use linear models, depreciation and route graphs to plan a drone service.
Best fit: G10 Math Q1 (3 weeks) · G11 Math (3 weeks) · G11 Science (3 weeks)
G9 Math Q1 W7 Linear Functions and SlopeG9 Math Q1 W8 Solving Problems Involving Linear…G9 Math Q3 W1 Introduction to Quadratic Functio…G9 Math Q3 W6 Solving Quadratic Equations Using…G9 Math Q3 W7 Similar Polygons, Similar Triangl…G9 Math Q4 W3 Six Trigonometric Ratios and Spec…
+ 19 more weeks
G9 Math Q4 W4 Solving Right Triangles Using Tri…G9 Math Q4 W5 Angles of Elevation and Angles of…G9 Science Q1 W8 Applications and Harmful Effects …G9 Science Q2 W8 Space TechnologiesG10 Math Q1 W1 Law of SinesG10 Math Q1 W2 Law of CosinesG10 Math Q1 W3 Problems Involving Oblique Triang…G10 Math Q3 W1 Equation of the Circle: Definitio…G10 Math Q3 W3 Finding the Center and Radius of …G10 Math Q4 W1 Simple Interest and DepreciationG10 Math Q4 W7 Sectors and Segments of a Circle …G10 Science Q2 W1 Projectile Motion: Motion PathG10 Science Q2 W2 Projectile Variables: Velocity, H…G11 Advanced MathematicsG11 Basic CalculusG11 Finite Mathematics 2G11 Earth and Space Science 3G11 Earth and Space Science 4G11 Physics 1
13 · Hit the drop zone (25 mins)
14 · Height, wind and heading (25 mins)
15 · Plan a drone business (20 mins)
14 · Height, wind and heading (25 mins)
15 · Plan a drone business (20 mins)
S6
Simulator investigation and videoLearners design a controlled investigation with repeated trials, analyse it with means and a graph, and publish a three-minute explainer that uses their own data to explain how and why a drone flies.
Best fit: G9 Math Q1 (2 weeks) · G9 Science Q4 (1 week)
G9 Math Q1 W4 Relations and FunctionsG9 Math Q1 W6 Relationship Between Two Variable…G9 Science Q4 W7 Designing a Reliable Scientific I…
16 · Design the investigation (20 mins)
17 · Fly, log and analyse (30 mins)
18 · Publish the explainer (30 mins)
17 · Fly, log and analyse (30 mins)
18 · Publish the explainer (30 mins)
Every mapped week, grade by grade
Open a grade to see each week, how well it fits, which sessions it supports and the drone connection to make in class.
Grade 9 · 21 core, 8 support weeks+
| Week | MATATAG lesson | Fit | Sessions | Drone connection |
|---|---|---|---|---|
| Math Q1 W2 | Angles Formed by Parallel Lines Cut by a Transversal NAV |
support | — | Parallel lines and transversals; survey flight lines. |
| Math Q1 W4 | Relations and Functions DATA |
core | S6 | Relations and functions; altitude as a function of time. |
| Math Q1 W6 | Relationship Between Two Variables of a Function: Dependent and Independent Variables DATA |
core | S6 | Dependent and independent variables in drone data. |
| Math Q1 W7 | Linear Functions and Slope MOTION |
core | S5 | Linear functions and slope; rate of climb. |
| Math Q1 W8 | Solving Problems Involving Linear Functions ENERGYUSES |
core | S3, S5 | Linear models such as service fees: base plus rate per hectare. |
| Math Q2 W4 | Properties of Trapezoids and Kites FLIGHT |
support | — | Kites and parallelograms; X-frame drone geometry. |
| Math Q3 W1 | Introduction to Quadratic Function and Parabola Features MOTION |
core | S5 | Quadratic functions and parabolas; the path of a dropped payload. |
| Math Q3 W3 | Sketching the Graph of a Quadratic Function MOTION |
support | — | Graphing a parabola of a drop. |
| Math Q3 W6 | Solving Quadratic Equations Using the Quadratic Formula and Applications MOTION |
core | S5 | Quadratic formula; when the payload reaches the ground. |
| Math Q3 W7 | Similar Polygons, Similar Triangles, and Special Right Triangles SIGNALNAV |
core | S2, S4, S5 | Similar triangles; camera footprint and ground scale. |
| Math Q3 W8 | Direct and Inverse Variation ENERGYSIGNAL |
core | S2, S3, S4 | Direct and inverse variation; flight time vs current, image detail vs altitude. |
| Math Q4 W3 | Six Trigonometric Ratios and Special Triangle Ratios NAV |
core | S4, S5 | Trigonometric ratios. |
| Math Q4 W4 | Solving Right Triangles Using Trigonometric Ratios NAV |
core | S4, S5 | Solving right triangles for height and distance. |
| Math Q4 W5 | Angles of Elevation and Angles of Depression NAVSIGNAL |
core | S2, S4, S5 | Angles of elevation and depression; camera tilt and finding drone height. |
| Math Q4 W6 | Data Interpretation and Misleading Data DATA |
support | — | Misleading data; reading drone marketing claims. |
| Math Q4 W8 | Solving Problems Involving Probabilities of Simple and Compound Events DATA |
support | — | Compound probability; mission risk. |
| Science Q1 W1 | Newtons First Law of Motion FLIGHT |
core | S1, S2 | Newton 1: a hovering drone has balanced forces; inertia when stopping. |
| Science Q1 W2 | Newtons Second Law of Motion FLIGHT |
core | S1, S2 | Newton 2 (F = ma): thrust-to-weight ratio and acceleration. |
| Science Q1 W3 | Newtons Third Law of Motion FLIGHTPROP |
core | S1, S2 | Newton 3: propellers push air down, air pushes the drone up; the core thrust lesson. |
| Science Q1 W4 | Current, Simple Circuits, and Ohms Law ELEC |
core | S3 | Current and Ohm law; motor current draw. |
| Science Q1 W5 | Series Circuits ELECENERGY |
core | S3 | Series circuits; LiPo cells in series (3S, 4S) add voltage. |
| Science Q1 W6 | Parallel Circuits ELEC |
core | S3 | Parallel circuits; ESCs share one power bus. |
| Science Q1 W7 | Electromagnetic Waves and the Electromagnetic Spectrum SIGNAL |
core | S2, S4 | The EM spectrum: radio control, video links, GPS, infrared. |
| Science Q1 W8 | Applications and Harmful Effects of Electromagnetic Radiation SIGNALUSES |
core | S2, S4, S5 | Uses of EM radiation; thermal cameras for search and rescue. |
| Science Q2 W8 | Space Technologies NAVSIGNAL |
core | S2, S4, S5 | Satellites and space technology; GPS positioning and satellite remote sensing (PhilSA). |
| Science Q3 W4 | Advantage of High Biodiversity USES |
support | — | Biodiversity surveys from the air. |
| Science Q3 W6 | Threats to Biodiversity and Conservation of Threatened Species USES |
support | — | Protecting threatened species; wildlife counts and anti-poaching patrols. |
| Science Q3 W8 | Mitigation Plan for Negative Effects of Human Activities on Ecosystems USES |
support | — | Mitigation plans using drone mapping and reforestation. |
| Science Q4 W7 | Designing a Reliable Scientific Investigation DATA |
core | S6 | Designing a reliable investigation for a drone experiment. |
Grade 10 · 15 core, 12 support weeks+
| Week | MATATAG lesson | Fit | Sessions | Drone connection |
|---|---|---|---|---|
| Math Q1 W1 | Law of Sines NAV |
core | S4, S5 | Law of sines; locating a drone from two observers. |
| Math Q1 W2 | Law of Cosines NAVWEATHER |
core | S4, S5 | Law of cosines; wind triangle and course correction. |
| Math Q1 W3 | Problems Involving Oblique Triangles NAV |
core | S4, S5 | Oblique triangle problems in navigation. |
| Math Q1 W4 | Transformations on the Cartesian Plane NAV |
support | — | Transformations on the plane; moving a flight plan. |
| Math Q1 W5 | Quadratic Inequality in One Variable MOTION |
support | — | Quadratic inequalities; time a payload is above a height. |
| Math Q2 W3 | Constructing and Interpreting Graphical Presentations of Data DATA |
support | — | Graphs of data. |
| Math Q3 W1 | Equation of the Circle: Definition, Center-Radius Form, and General Form NAVSIGNAL |
core | S2, S4, S5 | Equation of a circle; geofence and radio range. |
| Math Q3 W3 | Finding the Center and Radius of a Circle and Sketching Its Graph NAV |
core | S4, S5 | Center and radius; orbit around a point of interest. |
| Math Q3 W4 | Circle Equations from Diameter Endpoints and Coordinate-Geometry Applications NAV |
support | — | Coordinate geometry problems with circles. |
| Math Q3 W8 | Solving Probability Problems Involving Independent, Dependent, Conditional, and Complementary Events DATA |
support | — | Conditional probability; reliability of parts. |
| Math Q4 W1 | Simple Interest and Depreciation USES |
core | S5 | Depreciation; running a drone service business. |
| Math Q4 W2 | Compound Interest and Depreciation USES |
support | — | Compound interest; financing a drone. |
| Math Q4 W5 | Chords, Secants, Tangents, and Lengths of Intersecting Chords NAV |
support | — | Tangents and secants; smooth turning paths. |
| Math Q4 W6 | Chords, Secants, Tangents, and Lengths of Outside Secants/Secant-Tangent Segments SIGNAL |
core | S2, S4 | Secant-tangent theorem; distance to the horizon and radio line of sight. |
| Math Q4 W7 | Sectors and Segments of a Circle and Their Areas SIGNALUSES |
core | S2, S4, S5 | Sectors; camera field of view and spray swath. |
| Math Q4 W8 | Area of Shaded Regions Involving Sectors or Segments USES |
support | — | Shaded regions; overlap between coverage areas. |
| Science Q1 W7 | Impacts of Climate Change USES |
support | — | Climate impacts that drones monitor: floods, coastlines, crops. |
| Science Q1 W8 | Climate Action USES |
support | — | Climate action; seed-dropping drones for reforestation and mangroves. |
| Science Q2 W1 | Projectile Motion: Motion Path MOTION |
core | S5 | Projectile motion of a payload dropped from a moving drone. |
| Science Q2 W2 | Projectile Variables: Velocity, Height, and Air Resistance MOTION |
core | S5 | Release speed, height and air resistance decide where a drop lands (simulator delivery missions). |
| Science Q2 W3 | Momentum and Impulse FLIGHT |
core | S1, S2 | Momentum and impulse; thrust as the momentum pushed into the air each second. |
| Science Q2 W4 | Types of Collisions FLIGHT |
support | — | Collisions; crash safety and prop guards. |
| Science Q2 W5 | Conservation of Linear Momentum FLIGHTPROP |
core | S1, S2 | Conservation of momentum explains how a rotor produces thrust. |
| Science Q2 W6 | Electromagnetic Induction, Motors, and Generators ELEC |
core | S3 | Motors and electromagnetic induction; brushless drone motors. |
| Science Q2 W7 | Energy Generation, Transmission, and Distribution ENERGY |
support | — | Power generation; solar charging for field teams. |
| Science Q2 W8 | Saving Electrical Energy ENERGY |
core | S3 | Energy = power x time; battery watt-hours, flight time and charging cost. |
| Science Q4 W2 | Feedback Mechanisms SIGNAL |
core | S2, S4 | Negative feedback; the flight controller constantly corrects the drone, the way the body keeps balance. |
Grade 11 · 10 core, 4 support courses+
| Course | MATATAG lesson | Fit | Sessions | Drone connection |
|---|---|---|---|---|
| Math | Advanced Mathematics MOTIONNAV |
core | S4, S5 | Quadratic models for projectile motion, trigonometry, polar coordinates (competencies 3, 26-31). |
| Math | Basic Calculus MOTIONENERGY |
core | S3, S5 | Rates of change, related rates and optimisation (competencies 13-14). |
| Math | Finite Mathematics 1 USES |
support | — | Linear programming for fleet and payload planning (competencies 12-16). |
| Math | Finite Mathematics 2 NAVUSES |
core | S4, S5 | Graph theory, Euler and Hamilton paths, search algorithms for delivery routes (competencies 8-15). |
| Math | Pre-Calculus NAV |
support | — | Equations of lines and circles for real situations (competencies 1-5). |
| Science | Conceptual Physics and Chemistry in Daily Life FLIGHTPROP |
core | S1, S2 | Aerodynamics of wings with unequal air speeds and pressures (competency 4); rotational motion (competency 3). |
| Science | Earth and Space Science 2 USES |
support | — | Monitoring Philippine water resources. |
| Science | Earth and Space Science 3 USESSIGNALNAV |
core | S2, S4, S5 | Satellite imagery and remote sensing for disaster response with PhilSA (competencies 8-12). |
| Science | Earth and Space Science 4 USES |
core | S5 | Hazard maps, geospatial data and community disaster risk assessment (competencies 4-10). |
| Science | Empowerment Technologies SIGNAL |
support | — | IoT systems and AI applications (competencies 10-17). |
| Science | Physics 1 MOTIONFLIGHTPROP |
core | S1, S2, S5 | Kinematics, vectors, Newton laws, work and power, momentum, torque and rotational motion; competency 9 names aircraft navigation. |
| Science | Physics 2 FLIGHTWEATHER |
core | S1, S2 | Fluids and the Bernoulli principle with aviation applications (competency 8); gravitation and satellites. |
| Science | Physics 3 ELEC |
core | S3 | Circuits, Ohm law, capacitors, magnetic force, electric motors and induction (competency 18). |
| Science | Physics 4 SIGNAL |
core | S2, S4 | Waves, light, optical sensors (competency 8) and the Doppler effect. |
Quarters, terms and missing weeks
The list follows the four-quarter MATATAG lesson sequence. Some 2026 Budgets of Work for Grades 3–6 Mathematics are written for three terms, so check your school calendar before quoting a week number. A few weeks had no lesson material available when we mapped the curriculum (for example Grade 3 Mathematics Quarter 4); we will add them in a later update.
Prefer a spreadsheet? Download every mapped week as a CSV to filter by grade, subject, quarter or fit.
Plan your schedule.
The packs are designed to be used in whichever way fits your school's calendar. Pick one of these three models, then use Section 3 to choose the exact weeks.
Model
How it works
When to choose it
Time needed
A
One-week drone unitTeach all sessions on consecutive days, right after the quarter's forces or motion lessons. Session 1 can double as a review day.
You have a flexible week after a quarterly assessment, before a break, or for a science month or STEM week.
5–6 class days
B
Threaded through the yearTeach each session in the week its core MATATAG lessons are taught (use the best fit line in Section 3), and hold the simulator session at the end of the quarter.
You want the drone lessons to reinforce regular content rather than replace class time. Works well when Science and Math teachers share the unit.
One session per 1–3 weeks
C
Club, camp or enrichmentRun the sessions as an after-school STEM club, a weekend camp or a Brigada-style activity, with more time for simulator missions and video.
Mixed-grade groups, science clubs, learners preparing for a science fair, or a school without spare class time.
2–3 half-days
Planning tips
- Teach the sessions in order. Each one builds on the vocabulary and ideas of the last, and the final simulator session applies all of them.
- Book devices early. The simulator session needs a computer lab, tablets or learners' phones. See Section 6 for options.
- Pair up with a colleague. The packs mix Science and Mathematics. A Math teacher can take the area, graph, angle and trigonometry activities while the Science teacher leads forces and energy.
- Only have one period? Teach one session on its own. Each one starts with its own vocabulary and ends with a quick check, so it stands alone.
- Write it into your lesson plan. Cite the MATATAG week from Section 3 as the competency and the drone session as the enrichment or application activity.
Structure each session with the five-step lesson plan.
Every session follows the familiar five-step DepEd lesson structure. The deck gives you the slides for each step, and the workbook gives learners their independent practice.
Step
What happens
Where it is in the pack
Suggested time
1
Anticipatory setHook the class with a question, a demo or a Philippine example: a spray drone over rice, a drone after a typhoon.
The session divider slide, the first activity (usually a quick hands-on demo) and the Philippine connection slides.
5–10 min
2
Introduction of new materialTeach the vocabulary and the key ideas. Use the predict first slides: learners vote before you reveal the correction.
Words to know, Look closely diagrams, Ideas to land and Predict first slides. Answers appear on the next slide, never on the question slide.
10–15 min
3
Guided practiceWork through an example together, then let learners try the Try-it demo while you ask the guide questions.
Try it first / Worked solution slide pairs, the Try-it demo slides and the activity slides with guide questions.
15–20 min
4
Independent practiceLearners complete that session's section of the workbook alone or in pairs.
Student workbook (02). The matching answers are in the answer key (03).
15–20 min
5
ClosureRun the quick check, discuss the answers and preview the next session.
Check for understanding slides, followed by their Answer key slide.
5–10 min
Getting the most from the deck
- Read the speaker notes. In the PowerPoint, each slide lists its objectives, the expected answers to the guide questions and the MATATAG weeks it supports.
- Let learners drive the demos. Invite a learner to move the slider while the class predicts what will happen. Each demo has a "what to notice" line at the bottom.
- Always predict before you reveal. Misconception and worked-example slides come in pairs: ask, discuss, then advance to the answer.
- Use materials you already have. Hands-on activities use paper, a fan, a ruler, a kitchen scale, a balloon or a swivel chair. Each activity slide lists what you need.
No projector or no internet?
No projector: print the deck PDF (4 or 6 slides per page) as a handout, or show the browser deck on a laptop to small groups.
No internet: download the pack at home or at the division office. The decks, concept lab and workbooks all work offline. Only the simulator session needs a connection.
Getting your class into the simulator.
The Lumipad simulator runs in a web browser on a computer, Chromebook, tablet or phone. There is nothing to install and no account to create. Open lumipaddrones.com/simulator and press Fly.
01
Open the simulator
lumipaddrones.com/simulator
02
Launch and pick a map
Map selector
03
Choose a mission
Or free fly
04
Read the briefing
Controls shown
05
Press Space to start motors
Then climb with W
06
Land and log the result
Activity book
Device
Controls
Good to know
Best for
Keys
Computer or ChromebookSpace start / stop motors · WS up / down · AD turn · ↑↓ forward / back · ←→ slide sideways. Delivery missions: G grab, F drop.
The mission briefing shows the keys before each flight. Use Chrome or Edge for the smoothest graphics.
Computer labs; the teacher's projected demo
Touch
Phone or tabletTwo on-screen joysticks. Left: up, down and turn. Right: forward, back and sideways.
Turn the phone sideways. Close other apps on older phones for a smoother flight.
Bring-your-own-device classes; pairs sharing one phone
Pad
USB game controller or RC transmitterPlug it in before opening the simulator. Sticks are mapped as Mode 2: left stick throttle and yaw, right stick pitch and roll.
Test it first at the controller test page. Feels closest to a real drone.
Clubs; learners interested in real piloting
Which missions to use
The activity book's missions use these simulator mission types. Any map that offers them will work.
- Free fly — for warm-up, hovering practice and the polygon routes.
- Landing practice — for the take-off, hover and land mission and for timed landing trials.
- Delivery and drop targets — for the package missions and the Grade 9–11 projectile drops.
- Racing and follow path — for timed-course investigations and extra practice.
Classroom set-ups that work
- Computer lab: two learners per computer. One is the pilot, the other records data; they swap after each mission.
- Phones: pairs or groups of three share a phone. Collect the flight logs on paper so no learner needs mobile data for more than the simulator.
- One device only: project the simulator and let volunteers fly while the class records the data. Rotate pilots every mission.
- Stations: with few devices, rotate groups between the simulator, the concept lab and the workbook every 15 minutes.
The simulator is slow or will not start+
Use an up-to-date Chrome or Edge browser, close other tabs and apps, and try a smaller map. The simulator needs WebGL graphics, which every recent computer and phone supports; very old school computers may struggle. On weak connections, load the simulator once before class so the map is cached.
The keys do nothing+
Click once on the simulator window so it has focus, then press Space to start the motors. The drone will not climb until the motors are running.
The controller is not detected+
Plug the controller in, then press any button on it with the simulator open. Check it on the controller test page. RC transmitters must be set to USB joystick (HID) mode.
Learners keep crashing+
That is normal and the point of a simulator: crashes cost nothing. Coach small, gentle stick movements and start with hovering only. Lumipad trainees who practise in a simulator first crash about three times less often when they fly real drones.
The video: fly it, then explain it.
In the final session, pairs record a short video of their simulator flight while explaining how the drone works and why it flies. The activity book walks them through a script, a six-panel storyboard, a filming checklist and the rubric they will be marked against.
Band
Length and content
Must include
Rubric criteria
G3–6
About 1 minuteName the parts, explain push up and pull down, show a safe landing, share a drone job.
Take-off, hover, turn and land on screen; at least three named parts.
Parts · why it flies · flying skill · helping people · clear video
G7–8
About 2 minutesThe system, a free-body diagram, the tilted thrust, one calculation from their own data, the energy chain.
A diagram held up to the camera; numbers with units; both partners speaking.
Forces · motion and data · energy · flying skill · communication
G9–11
About 3 minutesThrust from momentum, control from torque and feedback, their investigation, a Philippine application and the CAAP limits.
A force diagram and a graph; claims backed by physics or data; peer review before submitting.
Physics · quantitative reasoning · modelling · application and safety · communication
How to record the screen
- Windows: press WinAltR (Xbox Game Bar) to start and stop recording.
- Mac: press ⌘Shift5 and choose Record.
- Chromebook: press CtrlShiftShow windows and choose the video option.
- Android and iPhone: use the built-in screen recorder from the quick settings or Control Center, with the microphone on.
- No recorder? Film the screen with a second phone. Keep it steady and close to the screen.
Privacy and sharing
Learners record their screen and their own voices only. Follow your school's policy on recording minors and get consent before any video is shared outside the class. Videos can be submitted offline by USB or Bluetooth, or through your usual class platform.
Assessing learning.
The packs give you formative checks in every session and one performance task at the end. Use them as written, or fold them into your own quarterly grading.
Type
What it is
Where
Suggested use
Check
Quick checksMultiple-choice questions projected at the end of a session, with a separate answer slide.
Teaching deck: Check for understanding slides.
Formative · not graded
Book
Workbook sectionsDiagrams, tables, calculations and short explanations after each session, plus a final check.
Student workbook (02); answers in the answer key (03).
Written work
Lab
Flight logs and investigationRecorded trials, means and a claim–evidence–reasoning conclusion (Grades 7–11).
Simulator activity book (04).
Performance task, part 1
Video
Explainer videoScored with the five-criterion, four-level rubric. Learners see the same rubric before they film.
Activity book (04) and teacher guide (01).
Performance task, part 2
Safety first, in class and outside.
Learners fly only the simulator and, where available, small toy drones. No other real drone flies during these lessons. The decks teach the CAAP rules as knowledge for the future, not as a flying activity.
Who flies what
Learners fly only the Lumipad simulator and, if your school has them, small toy drones indoors under your supervision. No other real drone is flown in these lessons, and learners never fly one.
At Lumipad workshops, a Lumipad pilot may give a short demo flight with a drone of 250 g or less. Drones this size fall outside CAAP regulation and are treated as hobby or recreational drones. Only the pilot flies it. Learners watch from a safe distance and never fly the demo drone.
CAAP rules for small drones (taught, not practised)
Fly no higher than 400 ft (about 120 m) above the ground. Keep the drone where you can see it. Fly only in daylight and good weather. Stay at least 10 km from airports and 30 m from people who are not part of the flight. Never fly over schools, markets or crowds. Drones of 7 kg or more, and any drone used for paid work, need CAAP certification.
More detail: CAAP regulation primer.
In the classroom
- If a learner's family owns a drone, it can be described or shown switched off, but it is not flown at school. Learners do not fly real drones as part of these lessons.
- If you use toy drones, fly them indoors in a cleared space, one at a time, with propeller guards on and learners standing back.
- For the hands-on demos, keep fans and swivel-chair demos under teacher control and clear the space around them.
- Grades 9–11 discuss lithium batteries: never puncture, over-discharge or charge a swollen battery.
- Weather lessons teach learners to treat rain, strong wind, darkness and any PAGASA wind signal as a no-fly condition.
Questions teachers ask.
Do I need a real drone or any special equipment?+
No, and please do not bring one for learners to fly. Every activity uses everyday classroom materials, and all flying happens in the free simulator. Small indoor toy drones are an optional extra; they are the only drones learners should fly. A projector helps but is not required.
Do I need to know about drones before teaching this?+
No. The teacher guide explains every idea, lists the common misconceptions, and gives an expected answer for every guide question. Try the simulator for 15 minutes before class and you will be ready.
Is it really free? Can I change the materials?+
Yes. Everything is free under CC-BY-SA-4.0. Print, translate and adapt it for your class, and share it with other teachers, keeping the credit to Lumipad Drones.
Can I teach just one session?+
Yes. Each session has its own vocabulary, activities and quick check. The simulator session works best after at least one of the earlier sessions.
Are the materials available in Filipino?+
Not yet; the first release is in English. You are welcome to translate the PowerPoint and workbooks, and we would love to publish your translation with credit.
My class is Grade 2, Grade 12 or a TLE class.+
Grade 2 teachers can use Sessions 1, 2 and 5 of the Grades 3–6 pack with more drawing and less writing. Grade 12 and TLE Electrical and Electronics or ICT classes can use the Grades 9–11 pack, especially the circuits, batteries and signals sessions, together with the build guides in the Lumipad Library.
How do I give feedback or share my class's videos?+
Email hello@lumipaddrones.com. Tell us which pack you used, what worked and what did not. With consent, we would love to feature your learners' videos.