GRADE 7 SCHOOL Tagum National Trade School GRADE LEVEL GRADE 7

DAILY LESSON LOG TEACHER LIEZEL M. JUSON LEARNING AREA SCIENCE

8:00-9:00AM/9:00-9:55AM/9:55-10:50AM/10:50-11:45AM/
DATE & TIME TEACHING 1:55-2:50PM QUARTER THIRD QUARTER

I. OBJECTIVE At the end of the lesson, students are expected to:

i. Differentiate quantities in terms of magnitude and direction.
ii. Define scalar and vector quantities.
iii. Realize the value of physics in our lives.
A. CONTENT STANDARDS 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/OBJECTIVES Differentiate quantities in terms of magnitude and direction. S7FE-IIIa-2
(write the LC code for each)

Motion Detectors
II. CONTENT

III. LEARNING RESOURCES

A. References
1.Teacher’s Guide pages
2. Learner’s Materials pages
3.Textbook pages
4.Additional Materials from YouTube; World Wide We
Learning Resource (LR) portal

B. Other Learning Resources Power Point / Video Presentations

VI. PROCEDURE On our past lesson we discussed and described the difference between distance and displacement; speed and
ELICIT velocity; and acceleration. Thus, that they are part of our daily lives and also how they affect our day-to-day routine
A. Reviewing previous lesson like for example going to school everyday.
or presenting the new lesson
ENGAGE Everyday we encounter words and phrases such as going fast, slowing down, speeding up, turn around and stop. We
 also even encounter question like: “How far is your house from school?” “How long do you travel everyday?”
B. Establishing a purpose for Students started to share their opinions and answer randomly.
the lesson
C. Presenting WHERE:
examples/instances of the new In this approach the students will soon realize that these words are associated with mathematical quantities that
lesson have strict definitions. Which are used to described motion of an object either vector or scalar quantity.

EXPLORE Define scalar quantity as any physical quantity that can be identified by:
D. Discussing new concepts I. A number which tells the magnitude of the quantity.
and practicing new skills #1 II. An appropriate unit.
E. Discussing new concepts Example:
and practicing new skills #2  250 m
 50 mph
 2 years
 1 liter
 58 kg.

Vector quantity as any physical quantity that can be identified by:

I. A number which tells the magnitude of the quantity.
II. An appropriate unit.
III. A specific direction.
Example:
 3 m/s2, West
 50 meters, East
 3 miles, South
 3 m, North

EXPLAIN Physics is a mathematical science in which underlying the concepts and principles that have a mathematical basis. The
F. Developing mastery motion of an object can be described by words; the mathematical quantities that are used to describe motion of an
(leads to Formative Assessment object can be divided by two categories either scalar quantity which has magnitude (or numerical value) alone or
3) vector quantity that has both magnitude and direction.
ELABORATE Students will find out the difference between scalar and vector quantities through the following examples given
G. Finding practical above. And realized the importance of physics in our daily lives. For example, in going to school everyday, it is
applications of concepts and skills important that we know how far we are going to travel so that we can manage our time and not to get late.
in daily living
H. Making generalizations
and abstractions about the lesson
EVALUATE Summative Test
I. Evaluating learning
Direction: Answer the following exercises either SCALAR OR VECTOR quantity.

Example: 5 m SCALAR

1. 30 m/s, East ________

2. 5 miles, North ________
3. 20 degrees Celsius ________
4. 256 bytes ________
5. 4000 Calories ________
EXTEND Assignment:
J. Additional activities for Directions: In ½ crosswise copy and answer the following questions. Write SCALAR or VECTOR for each statement.
application or remediation
_________1. Toby went to market and travelled 100 meters to buy fresh fruits and vegetables for dinner.
_________2. Toby took a shortcut upon going home and travelled only 50 meters South.
_________3. Dina has a fever in which her temperature rises to 38 degrees Celsius.
_________4. Tonyo and his friends drink 1 liter coke.
_________5. Ben went to see his friend in the park and travelled in the velocity of 3 m/s, East to 3 m/s, South.

V.REMARKS

VI. REFLECTIONS
1. No. of learners who
earned 80% on the
formative assessment
2. No. of learners who
require additional
activities for remediation
3. Did the remedial lessons
work? No. of learners who
have caught up with the
 lesson?
4. No. of learners who
continue to require
remediation
5. Which of my teaching
strategies worked well?
Why?
6. What difficulties did I
encounter which my
principal /MT/supervisor
can help me solve?
7. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?