School Sauyo High School Grade 7

DAILY

LESSON Teacher ROSE P. NAPIRI Learning Area SCIENCE

LOG Teaching Dates Quarter THIRD

Section Time Section Time

Stargazer 6:00 – 6:50 am Gladiola 11:20 am – 12:10

Section/ pm

Time Calla Lily 6:50 -7:40 am

Marigold 7:40 – 8:30 am

Everlasting 10:30 – 11:20 am

I. OBJECTIVES
A. The learners demonstrate the understanding of:

Content Standards • Motion in one dimension.

B. The learners shall be able to:

Performance • Create and interpret visual representations of the motion of objects such as tape charts
and motion graphs.
Standards

C. The learners are expected to:

Learning • Determine the x and y axis of a motion graph.

Competency/ies or
Objectives

LC Code S7FE-IIIb-3

Date February 27, 2023

II. CONTENT

Topic Motion (x and y axes of motion graph)

III. LEARNING RESOURCES

A. References
TG page/s

LM page/s

TB page/s

Additional

Materials from Chalk, board, Manila Paper, Marker, Illustrations, and pictures

LR Portal

B. Other Learner’s Module

Learning
Resources Worksheets

IV. PROCEDURES

A.

Reviewing Do you still remember our lesson last meeting?

previous lesson or
presenting the new What had we discussed?
lesson (ELICIT)
 (The students answer will vary)

B.

Establishing a Do you know a motion graphs?

purpose for the
lesson (ENGAGE)

C. Presenting Figure 1: position of a rolling ball for the same time interval
examples/
instances of the Timer 00:00 00:05 00:10 00:15
new lesson Min sec Min sec Min sec Min sec
(ENGAGE)

0m 5m 10m 15m

Table 1: position of the ball vs. time

Time (s) Position of the ball (m)

0 0

5 5

10 10

15 15

D. Discussing new
concepts and
practicing new The teacher will divide the class into 3 groups. Each group will be given a manila paper and
skills #1 marker. Students will only have 15 minutes to complete the task.
(EXPLORE) 1. Make a table like table 1 and fill it up using the data in Figure 1. Note that the positions of the
ball are shown every 5 meters

2. Plot the values in table 1 as points on the graph as figure 2. Note that the time is plotted on the
x-axis while position is plotted in the y-axis.

3. Lastly, draw a straight diagonal line through the points in the graph.

Try answering the following questions using your position-time graph.

Q1: What is the position of the ball at 7.5 seconds?

Q2. At what time is the position of the ball equal to 12.5meters?

Q3. At what time will the ball reach 20m?

E. Developing
mastery (Leads to
Formative The students will present and explain their works.
Assessment 3) The teacher facilitates the discussion.
(EXPLAIN)

F.

Finding practical
applications of
concepts and skills What is the importance of a motion graphs?
in daily living
(ELABORATE)

G.

Making Motion graphs is a visual representation that uses lines to show how two or more sets of
generalization and measurements are related to each other, it is also a useful tool in visualizing and communicating
abstractions about information about an objects motion.
the lesson
(ELABORATE) A coordinate grid has two perpendicular lines or what we called axes, the horizontal lines or axis is
usually called the x-axis, while the vertical lines or axis is called y-axis and the point where the x
and y-axis intersect is what we called the origin.

The graph that you just present is called Position-Time Graph. You can use this graph to describe
the position of the ball at any given time. For example, if you are asked to find the position of the
ball at 10 seconds, all you need to do is to find the point along the diagonal line where the vertical
line at the 10 seconds mark intersects. Then find where the horizontal line from that point of
intersection will cross the Y axis. This will give you the position of the ball at 10 seconds.

y-axis

Position (m)

x-axis
0 10

Time (s)

H.

Evaluating
Learning
(EVALUATE)

Table: Data of a
man riding a
bicycle
 Graph: Position-Time Graph of a man riding a bicycle

I.

Additional Assignment:
activities for
application or 1.Study the distance vs. time graph.
remediation
(EXTEND)

V. REMARKS

VI. REFLECTION

A. No. of learners *** No. of cases who got a score: _____ and ____ above _____ and _____ below
who earned 80% ____ Stargazer ____ Calla Lily ____ Marigold ____ Everlasting ____ Gladiola
in the evaluation

B. No. of learners *** For students who scored _____ and below: ____ Stargazer ____ Calla Lily ____ Marigold ____
who require Everlasting ____ Gladiola
additional activities
for remediation

C. No. of learners *** No. of learners who caught up with the lesson: ____ Stargazer ____ Calla Lily ____ Marigold ____
who have caught Everlasting ____ Gladiola
up with the lesson *** After remediation/re-teaching, no. of students who scored ____ and above:
___ ____ Stargazer ____ Calla Lily ____ Marigold ____ Everlasting ____ Gladiola _
after remediation

D. No. of learners *** No. of students who scored ______ and below:
who continue to ____ Stargazer ____ Calla Lily ____ Marigold ____ Everlasting ____ Gladiola
require
remediation

E. 1 Which of my *** Pointers why it worked well:

teaching strategies 1.
worked well? 2.
E. 2 Why did these *** Assistance from my:
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: Checked by: Noted By:

ROSE P. NAPIRI ANNABELLE S. CRUZ GILORE E. OFRANCIA, MTM

Teacher 1 HT V, Science Dept. Principal IV