Republic of the Philippines

Department of Education
REGION X
SCHOOLS DIVISION OF MISAMIS OCCIDENTAL
CLARIN SOUTH DISTRICT

School CLARIN NATIONAL HIGH SCHOOL Grade Level 7

Teacher Trisha Melrose M. Milanes Learning Area Science
Time & Dates 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/Obj The learners should be able to differentiate quantities in terms
ectives(Write the of magnitude and direction (S7FE-IIIa2)
code 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)
A. Reviewing •Divide the class into 3 groups. The students should
previous lesson or •The teacher will provide each formulate the word:
presenting the new group jumbled letters. “MEASUREMENTS”
lesson •The students will formulate a
word from the jumbled letters
Engage (5 min)
B. Establishing a •Show the following
purpose for the measurements
lesson a. 5 s b. 2 m up A. 5 s and 10 mL are
c. 3 m/s right d. 10 mL only numbers
(magnitude)
Guide questions: B. 3 m/s right and 2 m up
1. Tell the difference among the are numbers with
given measurements. direction (magnitude with
direction)
C. Presenting •Present a video clip about
examples/instance measurements.
s of the new https://www.youtube.com/watch?
lesson v=_QC42w0npwQ
Guide Questions: 1. The two types of
1. What are the two types of measurements/quantities
measurements/quantities? are scalar and vector
quantities.
Explore (15 min)
•Divide the class into 4 groups.
D. Discussing new
Groups I & II - Activity 3.1
concepts and
Groups III & IV – Activity 3.2
practicing new
See attached activity sheets.
skills #1
(5 min) .
E. Discussing new Each group will choose reporter to
concepts and present their output.
practicing new
skills #2

Explain (5 min) 1. Scalar quantity only

Guide question: involves magnitude.
F. Developing
1. How do you describe scalar Vector quantity
mastery
quantity and vector quantity> involves magnitude and
direction.
G. Finding practical Elaborate (15 min)
applications of Present a video clip
concepts and skills https://www.youtube.com/watch?
in daily living v=P1lSWWUkMdQ 1. Distance is scalar
quantity because it only
Guide Question: involves magnitude.
1. Is distance scalar quantity? 2. Displacement is vector
Explain. quantity because it
2. Is displacement vector involves magnitude and
quantity? Explain. direction.
H. Making (5 minutes)
generalization and Guide Question: A scalar quantity has a
abstraction about 1. How can you tell that the magnitude only.
the lesson measurement is scalar
quantity or vector quantity? A vector quantity has
magnitude and direction.
I. Evaluating Evaluate (5 min)
Learning A. Put a check (√) mark on the
correct column. a. Scalar
b. Vector
 SCALAR VECTOR
a. 5 m
b. 25 m/s E
c. 3 km North
d. 1 Ampere
e. 256 Watts
f. 3 km up
B. Tell whether the situation is a
scalar or a vector. Explain your
answer.
1. The football player was
running 10 miles in an hour
towards the end zone.
2. The volume of the box at the
west side of the building is 14
cubic feet.
J. Additional activities Extend (2 min)
for application or Identify the scalar and vector
remediation quantities.
1. Ana and Dina were both
pushing a cart towards south
wing of the mall. Ana pushed
the cart with 400 N and Dina
with 500 N. What was the
resultant force?
c. Vector
d. Scalar
e. Scalar
f. Vector
1. It is a vector quantity
because it represents a
magnitude (10 mph) and
a direction (towards the
end zone). This vector
represents the velocity of
the football player.
2. It is a scalar quantity.
It only gives the location
of the box at the west
side of the building, but
not the direction.
Scalar quantities
400 N
500 N
Vector quantity
640.31 N south

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?
 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: _______________________________________________________________
____________________________________________________________________________
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: _______________________________________________________________
____________________________________________________________________________