Instructional Plan

iPlan No. Learning Area: Grade Level: Quarter: Duration: _60__minutes

Sci7Q3_005 SCIENCE 7 III
Learning Competency/ies: create and interpret visual representation of the motion of objects such as Code: (S7FE-IIIb-3)
(Taken from the Curriculum
tape charts and motion graphs;
Guide)
Key Concepts / Distance-Time Graph
Understandings to be The motion of an object can be described by plotting the distance moved by the object against the time
Developed
it moved. The slope of the graph gives the speed of the object.
I. Objectives
Knowledge 1. Generate analysis of distance-time graphs of motion of an object.
Skills 2.Construct a distance-time graph from verbal representations.
Attitude 3. Display critical thinking in creating and interpreting visual representation of motion.
Values 4. Act oneness among group members in coming up with one agreed interpretation and justification.
II. Content/Topic
Graphical Analysis of Motion
Interpreting and Constructing Distance – Time Graphs

III. Learning Resources

Activity Sheets
LCD Projector
Graphs & Story Cards
Position-time graph of the hare and tortoise

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IV. Procedure
1. Introductory Activity Say
( 6 minutes)  Your assignment was to read the story about the hare and the tortoise. Can somebody tell what the story all about?
Do
 Show a position-time graph that shows the story of the hare and the tortoise.

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Ask
 Which of the two line segments represents the motion of the tortoise? What about the motion of the
hare?
Say
 We will find out if whose guess is correct or wrong.
2. Activity/Strategy Do
( 20 minutes)  Divide the class in six groups.
 Provide six graphs and six story cards (Appendix 2) per group.
 Let the students match six different stories to six graphs. They have to write reasons beside each graph to justify their
choice.
 Make sure the students must collaborate in brainstorming and coming up with common agreement on the correct
interpretation and justification in matching the cards.
 After matching, let the students paste the matched graphs and story cards in a manila paper.
 Let the students post their output.
Assign each group a specific graph and their corresponding story to report.
3. Analysis Do
( 10 minutes) When students finish matching the card, invite a representative from each group to describe the pair of
cards assigned to them.

After the six pairs of cards have been explained , let the students compare all the graphs to see similarities.

Ask
 Can you see any groups of graphs that have something in common?
Anticipated response: Graphs B& E, Graphs F & C, Graphs A & D
 What is the same in both?
Anticipated response: Graphs B& E:They both start and finish at school
Graphs C & F: They both start NOT in school
Graphs A & D: They both finish NOT in school

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 What is different in graphs B & E?
Anticipated response: B is steeper in the first section and less steep in the last section which means May
was faster at the beginning and slower at the end of her journey. On the other hand, the first section in E is
less steep than the last section meaning Mary was slower in the beginning and faster coming back home.
 In which graphs does the journey start at school? Graphs A, B, D & E
 Which graphs show a journey starting away from school? Graphs C & F
 Which graphs show the journey ending at school? Graphs B, C, E & F

Ask (Transition question)

 How can you tell from the graph if Mary is travelling away from home or towards home?
Anticipated response: Line leaning to the right (positive slope) tells that Mary is moving away from home.
Distance from home increases as time increases. When the line leaning to the left (negative slope),
distance from home decreases as time increases, so Mary is moving towards home.
4. Abstraction
( 10 minutes) Present here the key concepts/understanding you want the learners to develop:

 Let the students recognize that if the object is not moving then the corresponding graph is a
horizontal line.
The position-time graph describes the motion of an object over a period of time. The slope of the position-time graph
reveals important information about the velocity of the object. The slope of a position-time graph reveals the type of
velocity an object undergoes during its motion. A constant slope of a position-time graph indicates a constant velocity.
A varying slope of a position-time graph indicates a changing velocity. The direction of the slope of the position-time
graph indicates the sign of the velocity. For example, if it slopes downward, from left to right, the velocity is negative.

REMEMBER!

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Horizontal Line = STOPPED
Look at the maroon line, which shows the position of an object over time. Is the
object over time. Is the object moving? No.

Positive and Negative Motion

Up is positive (+). Pink is positive (+).
Down is negative (-). Green is negative (-).

Steeper lines are faster.

Object is stopped! Object is speeding up! Object is

speeding up but in opposite direction.

REMEMBER!
Horizontal Line = STOPPED
Curving Line = ACCELERATION

Note to the Teacher:

 Established through questioning the connection between the slope and speed and the direction of motion.
Let the students recognize that a negative slope means that the object is moving in the opposite direction.

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5. Application Tell
( 10 minutes)
Distance-time graphs are a way of visually expressing a journey. With distance on the y-axis and time on
the x-axis, a distance-time graph tells us how far someone/something has travelled and how long it took
them/it to do so.

Construct a graph that describes a journey that has several parts to it. Use the following conditions in
making your graph:

During the first part, 09:00 – 11:00, they travelled 30km away from their home and that took them 2
hours.

During the next part, 11:00 – 12:00, they were stationary.

Then, for the third part of the journey, 12:00 – 12:30, they moved a further 30km away from their home.

In the final part, 12:30 – 14:00, they travelled the full 60km back to where they began.

Anticipated output:

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6. Assessment Analysis of Learners
(7 minutes) Examine students constructed graph from the application part.
Check students responses using the point system
5 points – complete and correct
3-4 partially complete and correct
2 point – partially incorrect
1 point – no response

7. Assignment Enrichment
(2 minute) Create a situation/story that involves taking distance in respect to time. Then, Construct a distance – time
graph from the situation/story that you have created.
8. Wrap-up/ Concluding Say
Activity ( 1 minutes)  Going back the a position-time graph that shows the story of the hare and the tortoise.

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Ask
 Which of the two line segments represents the motion of the tortoise? What about the motion of the
hare?
Anticipated response:Red represents the motion of the tortoise while blue represents the motion of the hare.
Notice that the red line is a straight line inclined to right (positive slope) which means that the tortoise is
moving at constant speed and reaches the finish line. The red horizontal line represents that the tortoise has
come to a stop waiting for the hare to arrive.

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On the other hand, at first, the blue line is steeper than the red which means the hare is moving faster (greater
speed) than the tortoise and suddenly come to a stop which is represented by the horizontal line. After which
the hare resumes moving at constant speed by the time the tortoise have reached the finish line.

V. Remarks
VI. Reflections

Name of Teacher/Writer:CHASTREN U. SOON School:CITY OF BOGO SCIENCE AND ARTS ACADEMY

Position/Designation:SST-II Division/Office:CITY OF BOGO
Contact Number:0915 873 8478 Email Address:chastren.soon@deped.gov.ph

Note to the user: Kindly use the Form attached for your comments and suggestions to improve this instructional plan.

Bibliography

How Gliders Fly. Accessed December 04,

2018.https://www.mansfieldct.org/Schools/MMS/staff/hand/lawsunderstandingpositiontimegraphs.htm.

"Distance-Time Graphs GCSE Revision and Worksheets."Maths Made Easy. Accessed December 04,
2018.https://mathsmadeeasy.co.uk/gcse-maths-revision/distance-time-graphs-gcse-revision-and-
worksheets/?fbclid=iwar2wh3cvfa5i1hbqf5x8lmawkcabvvkfwnj9cpim0i8x7tb-tehgeahhgnq.

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APPENDICES:

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Appendix 1:

Explanation of the graph

Red represents the motion of the tortoise while

blue represents the motion of the hare. Notice that the
red line is a straight line inclined to right (positive
slope) which means that the tortoise is moving at
constant speed and reaches the finish line. The red
horizontal line represents that the tortoise has come to
a stop waiting for the hare to arrive.
On the other hand, at first, the blue line is steeper
than the red which means the hare is moving faster
(greater speed) than the tortoise and suddenly come to
a stop which is represented by the horizontal line. After
which the hare resumes moving at constant speed by
the time the tortoise have reached the finish line.

Appendix 2:

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CARD SET A: Distance – Time Graph

A.

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B.

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C.

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D.

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E.

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F.

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Appendix 3:

CARD SET B: Interpretations

1. Mary walked slowly towards school, stopped to look at her

watch realized she was late, and then started running.

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2. After class, Mary with her classmates decided to take their
lunch at Mc Donalds. She suddenly realized that she forgot
her money. She ran back to school to get it and then had to
run to catch up with the others.

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3. Mary ran from her school to the parking area and waited
for the school bus. She realized that she had missed the bus
so she walked back to the school.

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4. Mary walked to the store across the school, bought a pen
and then ran all the way back.

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5. After the mass, Mary walked slowly all the way back to
school.

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6. Mary left school for a run, but got tired and came to a stop
for a rest, and then started walking home.

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ANTICIPATED RESPONSE FOR APPLICATION

Construct a graph that describes a journey that

has several parts to it. Use the following
conditions in making your graph:

During the first part, 09:00 – 11:00, they travelled

30km away from their home and that took them 2
hours.

During the next part, 11:00 – 12:00, they were

stationary.

Then, for the third part of the journey, 12:00 – 12:30,

they moved a further 30km away from their home.

In the final part, 12:30 – 14:00, they travelled the full

60km back to where they began.

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APPENDICES:

A. ACTIVITY SHEETS
B. ANSWER KEY
C. REFERENCES

Appendix D.Comments and Suggestions Form

iPlan Comments and Suggestions Form

Instructions: Kindly accomplish this if you have comments and suggestions to improve/
enhance this instructional plan and send to email address: lrmds.ro7@deped.gov.ph

iPlan Comments Suggestions

No.

Details of the User

Name: School:
Division/ Office
Mobile Number Email:

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