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DLL Grade 7 3rd Quarter Edited
DLL Grade 7 3rd Quarter Edited
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Descriptors of Motion Descriptors of Motion Descriptors of Motion Descriptors of Motion
-Where is it? -Distance and Displacement -Speed and Velocity - Acceleration
a. Using Diagrams - Motion Detectors
b. Using Graphs
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Page 119-121 Page 121-122 Page 122-123 Page 123-124
2. Learner’s Materials pages Page 130-134 Page 134-136 Page 136-139 Page 139-143
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the
students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice
their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the
time allotment for each step.
Name the common signage you Review: From our previous lesson, what are Review:
A. Reviewing previous lesson or find in highways and roads that When can we say that an object is the different ways to describe the What is speed? What makes
presenting the new lesson gives direction? in motion? motion of an object? speed different from velocity?
The teacher prepares beforehand Inform the class that the students In this activity, students should be In this activity, students will analyze
B. Establishing a purpose for the the instructions to be given to the should be able to make a roadmap able to design ways to obtain the an example of motion wherein
lesson students. Instructions like that shows how the students get to speed of each member of the speed or velocity is changing by
a. It is right there school from the house. group and decide how to used examining the record of the dots on
b. Turn and it is there these values to determine who a strip of paper.
c. Walk slowly and you will get among them walks fast
there
d. It is from here and there
Using Figure 1 of page 131, Divide the class into groups. Using the same group from the Divide the class into 5 groups.
C. Presenting examples/Instances of describe the positions of the Assigned members as Leader, previous activity. Find a bigger Assigned members as Leader,
the new lesson objects using number line. Time keeper, Note taker, etc. space in the school where the class Time keeper, Note taker,
can perform Activity 3: Fun walk Reporters, etc.
Using Figure 2 of page 132, The group performs Activity 2 : My (page 137)
describe the position of the ball at a Home to School Roadmap on page The group performs Activity 4:
given time. 135 to 136. Following the Doing Detective Work on page 139
instructions carefully. Each student to 141. Following the procedure
should be able to draw its roadmap carefully. Each group should be
in short band paper. able to record the distance travel,
plot values as points in the graph.
During the processing, the teacher Present Figure 5 on page 134 to The teacher explains that after The teacher explains that the
D. Discussing new concepts and should emphasize that once the the class. Let the students determining how far the object difference in length between two
practicing new skills # 1 students have selected their point describe the motion of the dog. moves, the next question will be successive tapes provides the
of reference, they can easily “How fast did it move?” This object’s acceleration or its change
describe any change in the position From the figure define distance and information can be provided by the in speed or velocity for a time
of an object. In other words, they displacement. objects speed or velocity. interval of 1 second.
can easily tell whether an object is
moving or not. At this point, the Define and differentiate Speed form
definition of motion, which is the Velocity.
change in position over time, can
be introduced. Define Average Speed and
Instantaneous Speed
E. Discussing new concepts and Students will describe motion using Discuss Speed as distance travel Students will describe the distance
practicing new skills # 2 motion graphs. Following the divided by time of travel or travelled by the car by plotting the
procedure below: values from the Table 3 on page
Distance traveled 141 using motion graphs.
1. Using the values from figure 2 of Speed =
page 132, complete Table 1: Time of travel The students also interpret the
Position of the ball vs time; graph in terms of speed and
2. Plot the values in Table 1 as acceleration of the moving car.
points on the graph in Figure 3, Discuss Velocity as Speed with
page 134, using graphing paper direction (displacement divided by
3. Lastly, draw a straight diagonal time of travel) or
line through the points in the graph.
Displacement
The teacher also defines motion as Velocity =
a change in position. Gives the Time of travel
definition of Distance and
Displacement.
F. Developing mastery Students are asked to answer the Refer to figure 7 of page 135, Board Drill: Each group should answer the
(leads to Formative Assessment 3) Short Answer Questions (Q1 to displacement-time graph. Answer 1. Who is travelling faster than the Short Answer Questions (Q1 to
Q14 on page131-132.) the following questions: other, a person who covered 10 Q10 on page140-141.)
1. What is the distance of the meters in 5 seconds or the one
Select students to present their object after 2 seconds? who took 10 seconds to cover
answers to the class. 2. What is its displacement after 6 20 meters?
seconds? 2. What is the speed of the car
3. How will you describe the travelling 20 meters in 5
motion of the object between 0s seconds?
and 2s, between 2s and 4s, and 3. What is the velocity of the boy
between 4s and 6s? running 15 km in 3 minutes
going North?
G. Finding practical application of Teacher emphasizes the How far is your home from the What is the maximum speed limit In what instance you are required
concepts and skills in daily living significance that knowledge in school? allowed by law for road vehicles in to increase your speed?
describing motion of an object will the Philippines? - Cite instance like emergency
help them understand common cases.
road signage. - Precaution on safe driving by
using safety belts.
H. Making generalizations and Teacher makes the students The students will answer the Why is it important to attain the Teacher indicates that acceleration
abstractions about the lesson realize the fact that understanding questions orally. required speed limit in the road or does not take place only on
motion of the objects will be of highways? increasing speed along a straight
great help to those who are lost 1. Is it possible to get zero line but could also takes place
and in need of clear guide for them displacement? when a moving object reduces or
to get to their destination safely. 2. When can displacement be decreases it speed or when it
equal to zero? changes direction.
I. Evaluating learning Check students’ answer on Short Check students’ answer from the Check students’ answer : Board Check students’ answer in the
Answer Questions (Q1 to Q14) activities given (Developing Drills Short Answer Questions (Q1 to
Mastery) Q10 on page140-141.)
A. Content Standard The learners demonstrate an understanding of motion in one dimension. The learners demonstrate an understanding of waves as a carrier of
energy.
B. Performance Standard
C. Learning Competency/Objectives The learners create and interpret The learners create and interpret The learner infer that waves carry The learners differentiate
(Write the LC code for each.) visual representation of the motion visual representation of the motion energy transverse waves from longitudinal
of objects such as tape charts and of objects such as tape charts and S7FE-IIIc-4 waves, and mechanical waves from
motion graphs. motion graphs. electromagnetic waves
S7FE-IIIb-3 S7FE-IIIb-3 S7FE-IIIc-5
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Descriptors of Motion Summative Test Waves Around You Types of Waves
- Acceleration Descriptors of Motion - Warm up. What are waves? -Let’s Make Waves
-Motion Detectors a. Distance and Displacement
(Group Reporting on Results) b. Speed and Velocity
c. Acceleration
Students should derive the Students are expected to answer In this activity, students should be In this activity, students should be
B. Establishing a purpose for the definition of acceleration from the the given questions in the able to observe how waves are able to observe and draw the
lesson data gathered and present it Summative Test. Interpret the produced. different types of waves and
logically to the class. change of speed/velocity using describe how they are produced.
graphical presentation.
Group Reporting on the Results of From the activity, ask the students Using the same groupings from the
C. Presenting examples/Instances of Activity no. 4: Doing Detective Work the following questions: previous group activity. Students
the new lesson are to perform Activity 1: Let’s
1. What two things are vibrating? Make Waves! on page 145- 149.
2. What caused the salt to move? They are required to follow
accurately the procedure to be able
to differentiate and draw the
different types of waves.
Students emphasizes that any Solicit from the students the idea After the activity, the group
D. Discussing new concepts and change in the velocity of an object about waves are caused by a presents its Group Output in the
practicing new skills # 1 an object results in an acceleration. source of a vibration and waves class. Sharing in their own
Acceleration is either increasing or can set objects into motion. understanding on the different
decreasing of speed and changing types of waves.
directions.
G. Finding practical application of Teacher tell the student that there The teacher explains that waves How engineers and architects
concepts and skills in daily living are some parts in the country that observed in the activity are like designed skyscrapers and bridges
uses motion detectors to detect the other types of waves that are to address the problem regarding
speed of vehicle passing by, observed in the nature. Waves like the stability of constructed building
example in Subic Laguna earthquake and water waves whenever earthquakes occur?
(tsunami).
H. Making generalizations and What is needed in order for an The teacher stress that waves are What are the different types of
abstractions about the lesson object to move? created by a source and as the waves and how one differs from the
waves travel it carries energy within other?
it and cause movement
I. Evaluating learning Evaluate the Group Reporting Check the answer of students in Evaluate the explanation of Check the answer of students in
the Summative Test. students in the oral recitation the Summary Questions
(See Rubric Attached: Title:
Reporting Rubric)
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Characteristics of Waves Mechanical Waves vs. Summative Test on: Production of sound
- Amplitude Electromagnetic Waves a. Types of Waves
- Wavelength b. Characteristics of Waves
- Wave Velocity - Amplitude
- Wavelength
- Wave Velocity
c. Mechanical Waves vs.
Electromagnetic Waves
The teacher asks the students the The teacher asks the students the Students are expected to answer Students create their own sounding
B. Establishing a purpose for the question: How do you describe question: How do waves the given questions in the box using shoe box and rubber
lesson waves? propagate? Summative Test honestly. bands with different thickness.
They will demonstrate how sound is
produced. They will different the
sound produced by each band.
Using the same groupings from the Before the discussion, the teacher Teacher calls students to present
C. Presenting examples/Instances of previous group activity. Students show the large images of their output (My Sounding Box) to
the new lesson are to perform Activity 2: Anatomy mechanical waves, which the the class. Let them demonstrate
of a wave on page 150- 149. They students were able to generate how sound is produced.
are required to follow accurately the from Activity 1, and a chart of the
procedure to be able to describe electromagnetic spectrum which
waves through amplitude, can be used by the students in
wavelength, and wave frequency. answering the questions in the
Activity sheet.
The students within the group Students should: The teacher discusses that sounds
D. Discussing new concepts and create a model to demonstrate the - Define mechanical waves and are caused by vibrations. Vibration
practicing new skills # 1 relationship among frequency, electromagnetic waves. are considered as a disturbance
amplitude, and wavelength. that travels through a medium
- Identify the common name of (solid, liquid, or gas), This vibratory
electromagnetic waves shown in motion causes energy to transfer to
the chart our ears and interpreted by our
brain.
- Draw waves to re[present each
electromagnetic waves.
Illustration must represent the
wavelength of a wave relative to
others.
E. Discussing new concepts and The teacher demonstrates how to Present the speed of sound in
practicing new skills # 2 measure speed of the wave using different materials. Sound need
the frequency and the wavelength medium for it to travel, thus it
of the wave. cannot travel through a medium.
F. Developing mastery Ask the students to answer the Students will answer the activity Summative Test
(leads to Formative Assessment 3) short answer questions: Summary sheet provided by the teacher that
on page 153 contains the identification of (See Attachment: Summative Test
common names and illustration of Unit 3 Module 1.2)
the different electromagnetic
waves.
G. Finding practical application of The teacher shares to the class The principles of propagation of
concepts and skills in daily living that the Sun is an important source sound are used in the creation of
of ultraviolet (UV) waves, which is musical instruments
the main cause of sunburn.
Sunscreen lotions are transparent
to visible light but absorb most UV
light. The higher a sunscreen’s
solar protection factor (SPF), the
greater the percentage of UV light
absorbed.
H. Making generalizations and Why UV rays are harmful to the How sounds propagated? Can
abstractions about the lesson skin compared visible light? sound waves travel through a
medium?
I. Evaluating learning Evaluate students’ answers in the Check the answers in the activity Check the answer of students in
short answer questions: Summary sheet. the Summative Test.
on page 153
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation who scored below
80%
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?
In this activity, students Students will create a Spectrum Students will design an Students are expected to
B. Establishing a purpose for the are going to create an Wheel and explore the experiment given several answer the given questions in
lesson improvised Photometer to characteristics of light such as materials to show that light travels the Summative Test honestly.
determine which among energy, frequency and in a straight line.
the chemical substance wavelength.
produces brightest light.
Group the students to Group the students to perform Group the students to perform Group the students to perform
C. Presenting examples/Instances perform Activity 1: Light Activity 2: My Spectrum Wheel Activity 4: Light up Straight Activity 4: Light up Straight
of the new lesson Source: Langis Kandila or
Lampara
Data processing may be Data processing may be done In the quest to come up with the
D. Discussing new concepts and done by group by group presentation and class design, students will be able to
practicing new skills # 1 presentation and class discussion of the data and discover and apply the different
discussion of the guide results in tabular form and characteristics and properties of
questions to probe the guide questions to the light.
concept of common light characteristics of
source and how light is electromagnetic spectrum.
produced and propagated
E. Discussing new concepts and Discussion should also be Extend the discussion to Extend the discussion to include
practicing new skills # 2 extended to cover include dispersion as a special dispersion as a special kind of
differences and kind of refraction. refraction.
similarities of brightness
and intensity.
F. Developing mastery Group reporting on the Group reporting on the results Students design an experiment to Summative Test
(leads to Formative Assessment results of the activity. of the activity. show that light travels in a straight
3) line.
G. Finding practical application of What is our main source
concepts and skills in daily of light?
living
H. Making generalizations and Using the Electromagnetic
abstractions about the lesson Spectrum, at what frequency
color is visible to human eyes?
I. Evaluating learning evaluate the group Use Reporting Rubric to Use Scoring Rubric found in page Check the students answer in a
reporting. evaluate the group reporting. 186. Summative Test.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
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?
G. Finding practical application of How thermometers work? Perform Activity 5 : All at once at
concepts and skills in daily living home. Practical application of heat
transfer in that take place within the
respective houses of the students
H. Making generalizations and Students’ illustrate the transfer of Emphasize that different objects or
abstractions about the lesson heat to the class materials conduct heat differently.
Which among the metals observed
conduct the highest heat
conductivity
I. Evaluating learning Check answers of the students (Qi- Use Reporting Rubric to evaluate Check students answers Q1-Q6 in Check the answer of students in
Q11) the group reporting. page 195 – Activity 3: Move me up the Summative Test.
Check students answers Q1-Q4 in
page 197 – Activity 4: Keep it cold