KIBATANG NATIONAL HIGH

GRAD
SCHOOL SCHOOL GRADE LEVEL E9

VICTORINA TORTOLA SCIEN

TEACHER LEARNING AREA CE
DAILY LEARNING LOG TEACHING
QUARTER 2ND
DATES/TIME

.1.Describe the motion of an object in terms of distance or displacement;

I. OBJECTIVES
At the end of the week, the 2. Differentiate quantities in terms of magnitude and direction; and
students are expected to: 3. Interpret visual representation of the motion of objects such motion graphs and diagrams.

A. Content Standards The Learners demonstrate an understanding of motion in one dimension.

B. Performance Standards The Learners shall be able to conduct a forum on mitigation and disaster risk reduction.
C. Learning Competencies/ The Learners should be able to Infer the conditions necessary for heat transfer to occur. ( S7FE-IIIh-i-12 )
Objectives. Write the LC code
for each
Force, Motion, & Energy

I. Motion in one dimension

II. CONTENT
1. Descriptors of motion
1.1 Distance or displacement

Cordero-Navaza Delia, Religioso Teresita F., Vengco Lilia G. 2013, You and the Natural World Science.Phoenex
Publishing House, Inc. 927 Quezon Ave., Quezon City

Alumaga, Simon-Antero, et al.,,2014, The Science and Technology Worktext for Grade 7, Vibal Publishing House.
III. LEARNING SOURCES Quezon Ave.,Quezon City

Asuncion, Alvie J. et al.,2017,Science Learner’s Material 7, Department OF Education-Bureau of Learning

Resources(DepEd-BLR)Ground Floor Bonifacio Bldg., DepEd Complex, Meralco Ave., Pasig City, Philippines

A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources

III. PROCEDURES

A. Reviewing Elicit: Evoking the prior knowledge about force. “Brainstorming”. Ask the students on what they can remember and understand
previous lesson on force.
or presenting
5 minutes
the new lesson
Students may write their answers in one to two words in a piece of paper (prepared by the teacher) and paste it in the
board around the word force
Ask a student to form a sentence out of the words they pasted on the board
B. Establishing Engage: Group the students into six. Give the activity sheet where the instructions were given for the activity of the day.
a purpose for Activity:Call a student and ask him/her to stay in a place. let students observe and answer the follow up questions.
the lesson 5 minutes
C. Presenting .) a. Activity Questions:1. It is right there. Describe the motion
examples/ Then ask the students to walk slowly in a certain distance. Let students do the observation again and answer the
instances of the following questions.
new lesson When can we say that an object is in motion? How do we describe the motion of an object?
In this activity, students should be able to realize the importance of the or reference point and direction in
describing the position of an object. Students may use the terms such as beside, above, below, left, right, in front of, or
behind when describing the direction of an object from the reference point. During the processing, it should be
emphasized that once the students have selected their point of reference, they can easily describe any change in the
position of an object. In other words, they can easily tell whether an object is moving or not. At this point, the definition of
motion, which is the change in position over time, can be introduced.
D. Discussing Explore: The group will be given printed graphs from the Figure 1 on page 4 (LM).
new concepts 10 minutes Activity No.2
and practicing
new skills # 1
The positions of the objects are described in the diagram by their coordinates along the number line.
These are the questions from figure 1 in the LM:
E. Discussing
new concepts
and practicing
new skills # 2
What is the position of the dog? What is the position of the tree? What is the position of the dog with respect to
the house? What is the position of the tree with respect to the dog?
Here is another example. In this diagram, the positions of the ball rolling are shown at equal intervals of time.
You can use the diagram to describe the position of the ball at any given time. See fig.2 page 5 (LM)
What is the initial position of the ball? What is its final position? What is the position of the ball at 10 seconds?
At what time is the position of the ball equal to 5 meters?

Students will place their answers in the manila papers (provided by the teacher)
Activity No.3
Using graphs
Another way to describe the motion of the ball is by the use of motion graphs. Convert the diagram in Figure 2
to graph by following the guide below.

I. Fill up Table 1 using the data in Figure 2. Note that the positions of the ball are shown every 5 seconds.
Table 1: Position of the ball vs time (fig.3 page 6 LM)

II. Plot the values in Table 1 as points on the graph in Figure 3. Note that time is plotted on the X-axis while
position is plotted on the Y-axis

III. Lastly, draw a straight diagonal line through the points in the graph.

In this part, students can draw what is instructed in Activity No.3 found in the LM and can call this as position-
time graph which they can also use this graph to describe the position of the ball at any given time. For
example, if you are asked to find the position of the ball at 10 seconds, all you need to do is to find the point
along the diagonal line where the vertical line at the 10 second-mark intersects (Figure 4). Then find where the
horizontal line from that point of intersection will cross the Y axis, which is the position axis. This will give you
the position of the ball at 10 seconds.
Now try answering the following questions using your own position time graph. What is the position of the ball
at 7.5 seconds? At what time is the position of the ball equal to 12.5 meters?
 Here are more illustrations showing the difference between distance travelled (represented by broken
lines) by an object and its displacement (represented by continuous lines).

(the teacher will show and demonstrate the distance travelled (represented by broken lines) by an object
and its displacement (represented by continuous lines).

F. Developing Explain( 10 minutes) Ask the students on the following questions and so they can explain it. Then process their answers
mastery
(Leads to Can you give one difference between distance and displacement based on the given examples? When can displacement
Formative be equal to zero? Is it possible to get zero displacement? What if the ball, the car, and the dog in the illustration go back
Assessment 3)
to their starting positions, what will happen to their respective distances? How about their displacements? If you
answered these questions correctly, then you have most probably understood the difference between distance and
displacement.

G. Finding Elaborate:10 Activity Sheet/Activity Notebook

practical minutes Science LM 7
applications of
concepts and
skills in daily (Worksheets)
living
H.Making
generalization
s and
abstractions
about the
lesson
I. Evaluating Evaluation: Identify the physical quantity that describes by the following as Distance or Displacement,
learning 10 minutes
(This section will provide 1.120 m
opportunities for concept
check test items and
2. 60 km West
answer key which are 3. 3 km
aligned to the learning 4. 120 m 45°NE
 objectives – content and 5. 25 cm
performance standards
and address 6. 90 km
misconceptions- if any) 7. 50 mm
WORKSHEET 8. 250 m South
9. 18 yards
10. 5 km from home to BNSHI

Solve the following problems

1. Find the displacement of a man who is walking 5 m North and 10 m North and 3 m South.
2. Imagine you leave your house and walk 100m down the road to the school. You then walk back home
again. What is the total distance that you cover? what is your displacement?

J. Additional Extend 1. Is the total distance always equal to the total displacement? Explain
activities for 10 minutes: 2. In your activity notebook write your distance from home to school and your displacement from home to
application or
remediation
school.
H. Finding practical applications of concepts and skills in daily living.

V. REMARKS

VI. REFLECTION
A. No.of learners who earned 80% on
the formative assessment
B. No.of learners who require additional
activities for remediation

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 other teachers?

Prepared by: Checked by:

VICTORINA TORTOLA ELLEN AZUELO, PhD,

Teacher -I