DAILY School SAGBUCO NATIONAL HIGH SCHOOL Grading Period 3RD

LESSON Teacher RICHARD A. BINOYA Teaching Week 1

PLAN Subject SCIENCE Grade Level 7

Time: MONDAY
Date
I. OBJECTIVES 1. describe in words the position of an object;
2. define point of reference;
3. describe motion through visuals – diagrams and graphs;
4. describe the motion of an object in terms of the distance it travelled;
5. differentiate distance and displacement.
A. Content Standards The learners demonstrate an understanding ofmotion in one direction.
B. Performance Standards Conduct a forum mitigation and disaster risk reduction.
C. Learning Competencies Describe the motion of an object in terms of distance and displacement, speed or velocity and acceleration.

II. CONTENT Describing Motion

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Pages 167-173
2. Learner’s Material Pages Pages 166-182
3. Textbook Pages Pages 178-185
4. Additional Materials from Learning Resources Exploring the Realms of Science
B. Other Learning Resources Science for the 21st Century Teacher
IV. PROCEDURES Teacher’s Activity Students’ Activity
A. Reviewing previous - Ask the following questions to the students:
lesson or presenting the A. When can we say that an object is in motion? - Answers of the students may vary.
new lesson B. How do we describe the motion of an object?
ELICIT
B. Establishing a purpose - Have the Activity # 1 – Where is it?
for the lesson - In this activity, students should be able to describe in words the
C. Presenting examples/ position of an object within the room or the school ground.
instances of the new
- Post the following questions on the board:
lesson
A. Were you able to find the object? Was it easy or difficult?
B. Is the instruction clear and easy to follow? What made it so?
- Give each student piece of paper that describes where he/she will
find the object.
Ex. “Turn and it is there.”, “It is from here to there.” - Question A:
ENGAGE
- Then, have the students answer the posted questions on the (Learners are supposed to have a hard time in finding the object.)
board. - Question B:
The instruction is not clear. There should be another object where we can
refer to or compare the position of the object.
- Get the object so that the students will know what the object is.
And put the object back where it is located.
- Let the students revise the instruction (the one that is written on a
piece of paper you gave them) to make it more helpful. Then ask,
what other details or information you included in your instruction
that made it clearer and easier to follow? - The distance of the object and its direction from the other object are added
 to the instruction.
- Emphasize that the object or anything that is used as the basis to
find the location of the object is also referred to as the Point of
Reference.

- Let the students define point of reference in their own words and - A point of reference is something that seems steady that is used to
its importance. compare the position of an object.

- Guide the students in describing motion through visuals like

diagrams and graphs.
- In using diagram, consider the diagram below. The positions of
the objects are described in the diagram by their coordinates
along the number line.

- Question C:
- Let the students answer the following questions: The position of the dog is at -10 m.
C. What is the position of the dog? - Question D:
D. What is the position of the tree? The position of the tree is at 5 m.
E. What is the position of the dog with respect to the house? - Question E:
F. What is the position of the tree with respect to the dog? The dog is 25 meters to the left of the house.
- Question F:
The tree is 15 meters to the right of the dog.

- Give other examples. In this diagram, the positions of the ball

rolling are shown at equal intervals of time. Use the diagram to
describe the position of the ball at any given time.

- Question G:
The initial position of the ball is at 0 m. its final position is at 15 m.
G. What is the initial position of the ball? What is its final - Question H & I: 10 m & 5 seconds.
position?
H. What is the position of the ball at 10 seconds? Table 1. Position of the ball vs time
I. At what time is the position of the ball equal to 5 meters? Time (s) Position of the
- Guide the students in describing the motion of the ball using ball (m)
motion graphs. Let them fill up table 1. 0 0
5 5
- Plot the values in table 1 on the graphing board. 10 10
(Note that time is plotted on the X-axis while position is plotted 15 15
on the Y-axis)

D. Discussing new
concepts and practicing
new skill #1
E. Discussing new
concepts and practicing
new skill #2
F. Developing Mastery
G. Finding practical
applications of concepts &
skills in daily living
H. Making generalizations
& abstractions about the
lesson
ELABORATE
- At what time will the ball reach 20 meters? - 20 seconds
- What is the position of the ball at 7.5 seconds? - 7.5 meters
- At what time is the position of the ball equal to 12.5 meters? - 12.5 seconds
- Start describing motion with the question, “How far did the dog
travel?” - 25 meters
- Emphasize that there are actually two ways to answer this
question. First is by getting the total length of the path travelled
EXPLORE by the dog. So based on the figure, the dog has travelled a total of
25 meters. The other way is by measuring the distance between
the initial position and final position of the dog. Based again on
the figure, the dog has travelled 5 meters to the south.
- Emphasize also that in Science, the first measurement gives the
distance travelled by the dog (represented by broken lines) while
the second measurement gives its displacement (represented by
continuous line).
- Give more illustrations showing the difference between distance
travelled (represented by broken lines) by an object and its
displacement (represented by continuous lines).
EXPLAIN - Encourage the students to answer the following questions and use
these questions as points for discussion.
A. What have you noticed about the distance and the A. Displacement always follows a straight line. Distance does not always
displacement in the given examples? follow a straight line.
B. When can displacement be equal to distance? B. When the path travelled is a straight line.
C. Can displacement be greater than distance? Why? C. No, it can be shorter but it cannot be greater than the distance. Because
D. What if the ball, the car, and the dog in the illustration go displacement is the shortest length between the object’s point of origin and
back to their starting positions, what will be their total its point of destination.
distances? What will be their displacement? D. Their total distances will increase two times (will double) but their
displacements will become zero.
- Define distance and displacement.
o Distance refers to the length of the entire path that the
object travelled.
o Displacement refers to the shortest distance between the
object’s two positions, like the distance between its
point of origin and its point of destination, no matter
what path it took to get to that destination.
- Discussion of distance-time graph and displacement-time graph.
o When a graph is plotted in terms of the distance
travelled by the object and the time it took to cover such
distance, the graph can be called distance-time graph. If
the graph is plotted in terms of displacement and time, it
is called displacement-time graph.
- Refer to the graph.

I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
Prepared by:
Richard A. Binoya
Subject Teacher
- What is the displacement of the object after 2 seconds? - 2 meters
- What is its displacement after 6 seconds? - 0
- How will you describe the motion of the object between 0s and - Between 0s and 2s, the object is moving.
2s, between 2s and 4s, and between 4s and 6s? Between 2s and 4s, the object is at rest.
Between 4s and 6s the object returns to its original position.
EVALUATE Checkup quiz!
- The arrows represent the different distances covered by the
students.
1. Who among the students covers the longest distance?
2. And who has greatest displacement?
Answer:
1. Student C (12 meters)
2. Student C (8 meters)
EXTEND Activity # 2 - My Home to School Roadmap
- In this activity, a student should be able to make a roadmap that
shows how he/she get to school from his/her house.
- Discuss the mechanics to the students.
- Guide Questions:
o What is the total length of your travel from your house
to your school?
o What is the total displacement of your travel?