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Division Lanao del Norte

School Grade Level 7
Teacher Learning Area Science
Time & Dates Day 3 Week 1 Quarter 3

I.OBJECTIVES
A. Content Standards The learners demonstrate an understanding of motion in one
dimension.
B. Performance The learners should be able to conduct a forum on mitigation
Standards and disaster risk reduction.
C. Learning
Competencies/Objec The learners should be able to differentiate quantities in terms of
tives(Write the code magnitude and direction (S7FE-IIIa2)
for each LC)
At the end of the lesson, learners are able to:
D. Specific Objective 1. describe magnitude and direction; and
2. differentiate scalar and vector quantities
A. Integration of
Content Within
English, Mathematics. Physics
and Across
Curriculum
II. CONTENT Motion Detectors
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
p.175
Pages
2. Learner’s Material
pp. 176 – 177
Pages
3. Textbook Pages
4. Additional Materials
from LR Portal

B. Other Learning
Resources
IV.PROCEDURES Teacher’s Activity/ies Learner’s Expected
Response/s

Elicit (2 minutes)
•Divide the class into 3 groups.
A. Reviewing previous The students should
•The teacher will provide each
lesson or presenting formulate the word:
group jumbled letters.
the new lesson “MEASUREMENTS”
•The students will formulate a
word from the jumbled letters

A. 5 s and 10 mL are
B. Establishing a Engage (5 min) only numbers
purpose for the •Show the following measurements (magnitude)
lesson a. 5 s b. 2 m up B. 3 m/s right and 2 m up
c. 3 m/s right d. 10 mL are numbers with
direction (magnitude with
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Guide questions: direction)

1. Tell the difference among the
given measurements.

•Present a video clip about 1. The two types of

C. Presenting
measurements. measurements/
examples/instances
https://www.youtube.com/watch? quantities are scalar
of the new lesson
v=_QC42w0npwQ and vector quantities.
Guide Questions:
1. What are the two types of
measurements/quantities?

Explore (15 min)

D. Discussing new •Divide the class into 4 groups.
concepts and Groups I & II - Activity 3.1
practicing new skills Groups III & IV – Activity 3.2
#1 See attached activity sheets.

.
E. Discussing new
(5 min)
concepts and
Each group will choose reporter to
practicing new skills
present their output.
#2

Explain (5 min)  Scalar quantity only

Guide question:
F. Developing mastery 1. How do you describe scalar
quantity and vector quantity>
Elaborate (15 min)
Present a video clip
https://www.youtube.com/watch?
G. Finding practical
v=P1lSWWUkMdQ
applications of
concepts and skills
Guide Question:
in daily living
1. Is distance scalar quantity?
Explain.
2. Is displacement vector
quantity? Explain.
involves magnitude.
 Vector quantity
involves magnitude and
direction.
1. Distance is scalar
quantity because it
only involves
magnitude.
2. Displacement is vector
quantity because it
involves magnitude
and direction.

H. Making (5 minutes) A scalar quantity has a

generalization and Guide Question: magnitude only.
abstraction about the 1. How can you tell that the
lesson measurement is scalar A vector quantity has
quantity or vector quantity? magnitude and direction.

I. Evaluating Learning
Evaluate (5 min)
A. Put a check (√) mark on the a. Scalar
correct column. b. Vector
SCALAR VECTOR c. Vector
d. Scalar
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e. Scalar
a. 5 m f. Vector
b. 25 m/s E
c. 3 km North
d. 1 Ampere 1. It is a vector quantity
because it represents
e. 256 Watts a magnitude (10 mph)
f. 3 km up and a direction
(towards the end
B. Tell whether the situation is a
zone). This vector
scalar or a vector. Explain your
represents the velocity
answer.
of the football player.
1. The football player was
2. It is a scalar quantity. It
running 10 miles in an hour
only gives the location
towards the end zone.
of the box at the west
2. The volume of the box at the
side of the building,
west side of the building is 14
but not the direction.
cubic feet.

Extend (2 min) Scalar quantities

Identify the scalar and vector 400 N
quantities. 500 N
J. Additional activities 1. Ana and Dina were both
for application or pushing a cart towards south Vector quantity
remediation wing of the mall. Ana pushed 640.31 N south
the cart with 400 N and Dina
with 500 N. What was the
resultant force?

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?
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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?
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ACTIVITY SHEET

Name: __________________________________________ Date:____________________

Grade & Section/Group: ____________________________ Score:___________________

Learning Competency: The learners should be able to differentiate quantities in terms of magnitude
and direction (S7FE-IIIa2)

Unit 3 Module 1

Activity No. 3.1A: Scalar and vector Quantities

I. Objective: Describe measurements as magnitude or magnitude with direction.

II. Materials Needed:
Measurements

• 50 m • 10 m left • 2 m/s • 7 m/s²

• 12 Km North • 18 Km/h East • 5 Kg • 15 s

• 30⁰ C • 2 m down • 4 Newton • 20 Watts

III. Procedure:
1. Look closely at the measurements and the examples above.
2. Group the measurements into two and write them in Table 3.1A below
3. Tell whether the measurement is only Magnitude or Magnitude with direction.
Table 3.1A
Group I Is it Magnitude or Group II Is it Magnitude or
Magnitude with direction Magnitude with direction

IV. Guide Questions:

1. How did you group the measurements?
___________________________________________________________________________

2. Describe the measurements you labelled magnitude.

___________________________________________________________________________

3. Describe the measurements you labelled magnitude with direction.

___________________________________________________________________________

Generalization: _______________________________________________________________
____________________________________________________________________________
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ACTIVITY SHEET

Name: __________________________________________ Date:____________________

Grade & Section/Group: ____________________________ Score:___________________

Learning Competency: The learners should be able to differentiate quantities in terms of magnitude
and direction (S7FE-IIIa2)

Unit 3 Module 1

Activity No. 3.1 B: Scalar and Vector Quantities

I. Objective: Describe measurements as scalar or vector quantities.

II. Materials Needed:
Measurements

• 50 m • 10 m left • 2 m/s • 7 m/s²

• 12 Km North • 18 Km/h East • 5 Kg • 15 s

• 30⁰ C • 2 m down • 4 Newton • 20 Watts

III. Procedure:
1. Look closely at the measurements above.
2. Group the measurements into two and write them in Table 3.1A below
3. Tell whether the measurement is scalar quantity or vector quantity.
Table 3.1 B
Group I Is It Scalar Quantity or Group II Is It Scalar Quantity or
Vector Quantity Vector Quantity?

IV. Guide Questions:

1. How did you group the measurements?
___________________________________________________________________________

2. Describe the measurements you labelled scalar quantity.

___________________________________________________________________________

3. Describe the measurements you labelled vector quantity.

___________________________________________________________________________

Generalization: _______________________________________________________________
___________________________________________________________________________