JAEN NATIONAL HIGH SCHOOL
BRGY. DAMPULAN, JAEN NUEVA ECIJA
SCHOOL JAEN NATIONAL HIGH SCHOOL
TEACHER RICABELLE M. LISING
DATE & TIME February 20, 2023 /1 Hour
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C.Learning Competencies/
Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
5. Other Learning Materials
IV. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
B. Establishing a
purpose for the
lesson
C. Presenting
examples/instances
of the new lesson
GRADE LEVEL Grade 7
LEARNING AREA Science
QUARTER Third
The learners demonstrate understanding of motion in one dimension.
The learners should be able to conduct a forum on mitigation and disaster risk reduction.
Describe the motion of an object in terms of distance or displacement, speed or velocity,
and acceleration (S7FE - IIIa-1)
At the end of the lesson, learners should be able to :
 Interpret diagrams showing distance and displacement
 Demonstrate the difference between distance and displacement
 Understand the concepts of motion in terms of distance and displacement
Motion in One Dimension ( Distance and Displacement)
Science 7 Teacher’s Guide. Alvie A., Marie C., Leticia C., et al. 2017. pp 172-173
Science 7 Teacher’s Guide. Alvie A., Marie C., Leticia C., et al. 2017. pp 172-173
Science 7 Quarter 3- Module 1: Let’s Do the Motion! pp. 5-8
Power Point Presentation, laptop
Elicit:
(The activities in
this section will
evoke or draw out Plan A - PowerPoint Quiz bee,
prior concepts or Plan B - Recall previous lesson through Q and A
prior experiences
from the
students)
Engage: Teacher will create two paths on the floor
(The activities in - a straight path represented by a continuous line
this section will - a curvy path represented by broken lines
stimulate their
thinking and help
them access and Guide questions
connect prior 1. Are the volunteers in motion while doing the activity?
knowledge as a 2. Who showed the concept of distance?
jumpstart to the 3. Who showed the concept of displacement?
present lesson)
 Explore:
(In this section,
students will be
given time to
think, plan, Two diagrams showing distance and displacement will be shown to
D. Discussing new
concepts and investigate, and students.
practicing new skills organize collected
#1 information; or the Figure 1 a ball rolling along a straight path.
performance of Figure 2. A man travelling along a curvy road.
the
planned/prepared Guide Questions:
activities from the -What does figure I depict about distance and displacement?
students’ manual
E. Discussing new -What does figure 2 depict about distance and displacement?
with data
concepts and gathering with
practicing new skills Guide Questions)
#2
Explain:
(In this section, Teacher will introduce the topic to the students.
students will be
involved in an Motion is accompanied by a series of movements.
analysis of their
exploration. Their
To be in motion, an object must move from its initial position to a final
understanding is
clarified and position.
modified because
of reflective Distance is a scalar quantity.
activities)/Analysis
F. Developing mastery
of the gathered Scalar quantity has magnitude or size but with no direction.
(leads to Formative
data and results
Assessment 3)
and be able to Distance refers to the total length of path travelled by an object.
answer the Guide
Questions leading Displacement refers to the shortest distance between the objects two
to the focus
positions.
concept or topic
for the day.
(There is an Displacement is a vector quantity.
integration of
Project SAGIP to Vector quantity has magnitude or size and direction.
students.) (MASS
READING)
G. Finding practical Students will do Activity 2 in their module.
applications of
concepts and skills in Activity 2. How Far?
daily living Elaborate:
(This section will
give students the Guide Questions:
opportunity to -Define point of reference in your own words.
expand and -What is the distance covered by the dog?
solidify/concretize -What is the displacement of the dog?
H. Making
their
generalizations and
understanding of Additional questions:
abstractions about
the concept and/or - Is it possible to get zero displacement?
the lesson
apply it to a real- - When can displacement be equal to distance?
world situation)
- Can displacement be greater than distance?

I. Evaluating learning Evaluation:

 (This section will Students will answer activity 7 What I Have Learned (Module 1, page
provide 8) in their activity notebook.
opportunities for
concept check test
items and answer
key which are
aligned to the
learning objectives
– content and
performance
standards and
address
misconceptions- if
any)
Extend:
(This section gives
situation that
J. Additional activities explains the topic
for application or in a new context, Assignment: Have an advance reading about speed and velocity.
remediation or integrate it to
another
discipline/societal
concern)
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
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:
 RICABELLE M. LISING
Teacher Intern

Checked by:

MARRY GRACE K. DE GUZMAN

Teacher III

Noted by:

LORENZ SHIELA J. JUATCO

Head Teacher III

BARTOLOME M. GALINDO, JR.

School Principal II