Grade 7 School: Leon Garcia Sr.

National High School Grade Level: 7

Teacher: JOHN RUSSELL V. MORALES Learning Area: Science
DAILY LESSON Teaching Dates and Time: November 11-15, 2019 Quarter: 3rd
LOG
Day 1 Day 2 Day 3 Day 4 Day 5
I.
A. CONTENT STANDARD The learners demonstrate an understanding of motion in one dimension.

B. PERFORMANCE The learners shall be able to conduct a forum on mitigation and disaster risk reduction.
STANDARD
C. LEARNING COMPETENCY The learners should be able to:
*describe the motion of an object in terms of distance or displacement, speed or velocity, and acceleration (SF7FE-IIIa-1)
*differentiate quantities in terms of magnitude and direction (S7FE-IIIa-2)
*create and interpret visual presentation of the motion of objects such as tape charts and motion graphs (S7FE-IIIb-#)
D. OBJECTIVES Students will be able to: Students will be able to: Students will be able to: Students will be able to:
1.describe the motion of an 1.gather data to determine who 1.describe the motion of an 1.apply their knowledge in plotting data on a
object in terms of the distance walks fastest object in terms of its speed graph(as it was discussed last week)
travelled. 2. design ways to obtain the speed 2.differentiate speed from 2.analyze examples of motion with changing
2.differentiate distance from of each member of the group and velocity(which is defined as velocities using tape charts and motion
displacement decide how to use these values to speed plus direction) and graphs.
determine who among them walks average speed from
fastest. instantaneous speed

II. CONTENT DESCRIBING MOTION OF DESCRIBING MOTION OF AN DESCRIBING MOTION OF DESCRIBING MOTION OF AN OBJECT
AN OBJECT IN TERMS OF OBJECT IN TERMS OF SPEED AN OBJECT IN TERMS OF WITH CHANGING
DISTANCE AND AND VELOCITY SPEED AND VELOCITY VELOCITIES(ACCELERATION)
DISPLACEMENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages pp.8-9(2nd part) pp.9-10(2nd part) pp.9-10(2nd part) pp.10-11(2nd part)
2. Learner’s Materials Pages pp.134-136 pp.136-139 pp.136-139 pp.140-143
3. Textbook Pages
4. Additional Materials from
Learning Resource
(LR)Portal
B. Other Learning Resources
IV. PROCEDURES

A. Reviewing previous lesson or Spontaneous review of last After determining how far the Spontaneous review of Spontaneous review of yesterday’s activity
presenting new lesson week’s activity object moves, the next question yesterday’s activity
 will be “How fast did the object
move?” This information can be
provided by the object’s speed or
velocity.
B. Establishing a purpose for the In science, motion is In this activity you should be able Today we will discuss the output
lesson defined as the change in position to gather data to determine who of our activity yesterday which
for a particular time interval. walks fastest. was FUN WALK

C. Presentingexamples/instances Start describing motion Are you familiar with the traffic Read to the students the situation given in p
of the new lesson with the question, “How far did signs below? These signs tell us 140, DOING DETECTIVE WORK
the object travel?” the maximum
or minimum speed limits allowed Here is an activity that you can do to help
by law for road vehicles. In you with your investigation. You will
general, the minimum analyze the motion using strips of papers
----------------------------------- speed limit in the Philippines is 60 with dots. For this activity, assume that the
10m km/h and the maximum speed dots represent the ‘oil drops’ left by the car
limit is 100 km/h. down the road.
5m What are the units used in the
above examples of speed limits?
10m What quantities do these units
----------------------------------- represent that are related to
speed?

Figure 5

D. Discussing new concepts and There are actually two ways to Procedure Select a group that will present Prepare beforehand the paper strips
practicing new skills #1 answer this question. 1. Start by choosing a spacious their output of yesterday’s containing dots. The dots should be
1.First is by getting the total place to walk straight. activity. arranged such that the distance between two
length of the path travelled by 2. Half of the group will walk successive dots increases uniformly, like the
the object. while the other half will observe one shown in the module.
In Figure 5 for example, the dog and record data. However, each group can be also asked to
ran 10m to the east, then 5m to 3. Mark on the ground the starting work on a strip having
the south, and another 10m to line. All participants must start different arrangement of dots. Some can be
the west. So it has travelled a from the starting line at the same decreasing uniformly; others
total of 25 meters. time. can be increasing or decreasing but not
2.The other way is by measuring 4. Upon receiving the go signal, uniformly.
 the distance between the initial all participants must start to walk Guide the students in performing Activity
position and final position of the as fast as they could. The other 4 : Doing Detective Work
object. Based again on members should observe closely
Figure 5, the dog has travelled 5 as the participants walk and
meters to the south. determine who walks fastest.
5. Repeat #4 but this time, collect
In science, the first measurement data to support your conclusion.
gives the distance travelled by Discuss within your group how
the object (represented by you are going to do this.
broken lines) while the second Let the students write their output
measurement gives its in a manila paper and prepare for
displacement (represented by presentation tomorrow
continuous line).
E. Discussing new concepts and Can you give one difference Q1. What quantities did you During the discussion, emphasize that any
practicing new skills #2 between distance and measure for your data? change in the velocity of an
displacement based on Answer: We measured the total object results in an acceleration. This
the given examples? distance travelled and time includes change in speed
Answer: Displacement always taken to travel the distance (increasing speed or decreasing speed which
follows a straight line. Distance Q2. How did you combine these is also called deceleration) or change in
does not always follow a quantities to determine how fast direction (although this is not discussed in
straight line. each participant was walking? the module).
Displacement measures the Answer: We divided the distance This is to correct the common conception
length of the straight line that travelled by the time of travel among people that acceleration
connects the object’s point of Q3. How did you use the result only refers to objects with increasing speed.
origin and its point of to determine who walked
destination. Distance fastest? Q1. How will you compare the distances
measures the length of the path Anwer: The fastest participant between successive dots?
travelled by the object. was the one with the highest Answer: The distance between two
computed value of distance over successive dots increases uniformly.
When can displacement be equal time Q2.How do the lengths of the tapes
to zero? compare?
Answer: When the path Speed Answer: The length of the strips of tape in
travelled is a straight line The questions in the above the chart increases uniformly.
activity are actually referring to Q3. If each tape represents the distance
Is it possible to get zero speed. If you travelled by the object for 1 second, then
displacement? know the speed of each what ‘quantity’ does each piece of tape
Answer: No, it can be shorter participant, you can tell who is provide?
but it cannot be greater than the the fastest. Answer: Each strip of tape provides the
distance. Speed is defined as distance speed (or velocity) of the object every 1
Displacement is the shortest travelled divided by the time of second.
length between the object’s travel. Q4. What does the chart tell you about the
point of origin and its point of speed of the car?
destination. Speed=distance travelled Answer: Because the length of the tape
What if the ball, the car, and the time of travel increases uniformly, it means that the speed
dog in the illustration go back to The units of speed can be miles (or velocity) of the object increases
their starting positions, what will per hour (mi/h), kilometres per uniformly.
happen to their respective hour (km/h), or meters per
distances? How about their second (m/s). The difference in length between two
displacements? Q4. At constant distance, how is successive tapes provides the object’s
Answer: Their total distances speed related to the time of acceleration or its change in speed or
will increase two times (will travel? velocity for a time interval of 1 second.
double) but their Answer: The lesser the time of Q5. How will you compare the changes in
displacements will become zero. travel, the greater the speed of the lengths of two successive tapes?
If you answered these questions travel Answer: The change in length of the tape is
correctly, then you have most Q5. At constant time to travel, constant. The change in speed is constant.
probably understood the how is speed related to the or
difference between distance and distance travelled? The length of the tape increases by the same
displacement. Answer: The greater the amount in each time
distance travelled, the greater interval.
Distance refers to the length of the speed of travel Q6. What then can you say about the
the entire path that the object Q6. Who was travelling faster acceleration of the moving car?
travelled. than the other, a person who Answer: The object is moving with constant
 Displacement refers to the covered 10 meters in acceleration.
shortest distance between the 5 seconds or the one who took
object’s 10 seconds to cover 20 meters? Using motion graphs
two positions, like the distance They travelled with the same
between its point of origin and speed of 2m/s. Time of Distance travelled
its point of destination, no travel (S) (m)
matter what path it took to get to Speed and direction 1
that destination. In describing the motion of an 2
object, we do not just describe 3
When a graph is plotted in terms how fast the object moves. We 4
of the distance travelled by the also consider the direction to 5
object and the time it took to where it is going. Speed with Q7. How does your distance-time graph look
cover such distance, the graph direction is referred to as like?
can be called distance-time velocity. Answer: The graph is curved or parabolic.
graph. Q8. How does you graph look like?
If the graph is plotted in terms of Constant speed vs How is this different from your
displacement and time, it is instantaneous speed graph in Figure 12?
called displacement time graph. If you solved for the distance Answer: The shape of the speed-time graph
travelled by each participant is different from the. It is a
over the time he took to cover straight-line graph.
such distance, then you have Q9. How will you interpret this graph in
computed for his average speed. terms of the speed and
 But why average speed and not acceleration of the moving car?
just speed? It is considered Answer: Similar to the answers in Q5 and
average speed because it Q6
represents the speed of the Q10. If you found out in your
participant throughout his investigation that the arrangement of oil
travel. During his travel, there drops left by the car is similar to what you
were instants that his speed used in this activity, was the suspect telling
would vary. His speed at an the truth when he said that he was driving
instant is called instantaneous with constant speed?
Refer to the graph above:. speed. Similarly, the velocity of Answer: If the arrangement of oil drops left
*What is the displacement of the a moving body at an instant is by the car is similar to what we used in this
object after 2 seconds? *What is called activity, then the suspect was not telling the
its displacement after 6 seconds? instantaneous velocity. The truth.
*How will you describe instantaneous speed may be
the motion of the object between equal, greater than, or less
0s and 2s, between 2s and 4s, than the average speed.
and between 4s and When an object’s instantaneous
6s? speed values are always the
same, then it means that the
object is moving with constant
speed. We refer to this as
constant
motion. Where you will be and
what time you will reach your
destination is easily
predicted when you move at
constant speed or velocity.
F. Developing Mastery (leads to
formative Assessment 3

G. Finding Practical applications

of concepts and skills in daily
living
H. Making generalizations and In this module, you have learned how to
abstractions about the lesson describe the motion of objects in terms of
position, distance and displacement, speed
and velocity, and acceleration. You have also
learned how to represent motion of objects
using diagrams, charts,and graphs.
*Let us summarize what you have learned by
relating distance, displacement, speed,
velocity, and acceleration.
  If an object does not change its position at
a given time interval, then it is at rest or its
speed is zero or not accelerating.
If an object covers equal distance at equal
intervals of time, then it is
moving at constant speed and still not
accelerating.
 If an object covers varying distances at
equal intervals of time, then it is moving
with changing speed or velocity. It means
that the object is accelerating.

I. Evaluating Learning

J. Additional activities for

application or remediation

IV. REMARKS

V. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons
work? No. of learners who
have
caught up with the lesson
D. No. of learners who continue
to
require remediation
 E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G.What innovation or localized
materials did I use/discover
which I wish to share with our
teachers?

Prepared by: Checked by:

JOHN RUSSELL V. MORALES EVELYN VIRADOR

Science Teacher HEAD-Science Department