QUEEN OF PEACE HIGH SCHOOL OF CANAN, INC.

Canan, La Paz, Abra

LEARNING PLAN IN SCIENCE 7 (Week 8)

Content:
Motion Graph
Content Standards:
The learners demonstrate an understanding of:
 Motion in one dimension.
Performance Standards:
The learners shall be able to:
 Conduct a forum on mitigation and disaster risk reduction.
Learning Competency:
The learners should be able to;
 Create and interpret visual representations of the motion of objects such as tape charts
and motion graphs.
 Identify key features of motion graphs, such as slope, speed, and acceleration.
 Apply knowledge of motion graphs to solve real-world problems related to motion.
REFERENCE:
Poarch - 2003 http://science-class.net

Teacher’s Activity Student’s Activity

Preliminary Activities (3 Minutes)
Prayer
As I stand before these eager minds, I am filled
with gratitude for the opportunity to share
knowledge and inspire growth. Grant me the
wisdom to teach with clarity and insight, the
patience to guide with kindness, and the empathy
to understand each student's journey. In this
moment, I offer myself as an instrument of your
divine will, trusting in your guidance and grace to
lead me through this demonstration of teaching.
Bless this session with your presence, and may it
be fruitful and enriching for all involved. Amen. Amen.

Greetings
Good Morning Grade 7. Good Morning, sir!
Classroom Management
Checking of Attendance
Quick Recap
Reading of the Learning Competencies:
The learners should be able to;
 QUEEN OF PEACE HIGH SCHOOL OF CANAN, INC.
Canan, La Paz, Abra

 Create and interpret visual

representations of the motion of
objects such as tape charts and motion
graphs.
 Identify key features of motion graphs,
such as slope, speed, and
acceleration.
 Apply knowledge of motion graphs to
solve real-world problems related to
motion.
Explore (5 Minutes)
Before we proceed to our new lesson for today I
would like everyone to participate in this activity
first, is that clear class? Yes, sir!

But before that, I would like to impose a rule that,

when I ask a question and you wish to answer. Just
raise your right hand, is that clear class? Yes, sir.

Who among you, class watches news reports on

television? (raises their hands)

Then do you also watch the weather forecast of the

news? Yes, sir!

Very Good!

Since some of you are now watching the news I

have here an image of a weather forecast report
and I want you to analyze the image and tell me
everything that you observed when I ask you some
questions. Is that clear class? Yes, sir!

Presenting the Image

1. What can you see in the picture? Possible Answers:

-Map
-Typhoon
-Graph
 QUEEN OF PEACE HIGH SCHOOL OF CANAN, INC.
Canan, La Paz, Abra

-PAG-ASA
-Weather Forecast

2. How important is tracking the motion of

typhoons through diagrams and graphs?
3. Do you have any good or bad experiences
during typhoons? In your Barangay or
locality? What are your means of
preparation?
Firm-up:
Transition Message:
Now that we've warmed up our analytical skills with
the weather forecast image, let's seamlessly
transition into our new topic: motion graphs.
-Typhoon tracking using graphs and diagrams
is crucial for comprehending past patterns,
forecasting future paths, and evaluating the
risk to coastal towns. Meteorologists can
better comprehend tropical cyclone behavior
issue timely warnings and prepare for
disasters with the help of these graphic aids.
-Communities typically prepare for typhoons
by monitoring weather forecasts, securing
property, and stocking up on essential
supplies. Establishing evacuation plans and
communication channels with local authorities
helps ensure a coordinated response and swift
action in the event of a typhoon.

Just as we discussed the importance of tracking

the trajectory of typhoons through diagrams and
graphs, today we're going to delve into
understanding motion through graphical
representations.

Remember the engagement and enthusiasm you

showed in analyzing the weather forecast? We're
going to harness that same energy as we explore
how motion graphs can help us understand and
visualize movement in various scenarios.

So, let's keep that momentum going as we embark

on this new journey into the world of motion graphs.
Excited to see where our exploration takes us!

Discussion:

Describing the motion of an object is occasionally

hard to do with words. Sometimes graphs help
 QUEEN OF PEACE HIGH SCHOOL OF CANAN, INC.
Canan, La Paz, Abra

make it easier to picture, and understand.

Remember:
 Motion is a change in position measured
by distance and time.
 Speed tells us the rate at which an object
moves.
 Velocity tells us the speed and direction of
moving objects.
 Acceleration tells us the rate speed or
direction changes.
DISTANCE-TIME GRAPHS (DISPLACEMENT-
TIME GRAPH)

 Potting distance against time can tell you a lot

about motion. Let’s look at the axes:
 Time is always plotted on the X-axis
(bottom of the graph). The further to
the right on the axis, the longer the
time form the start.
 Distance is plotted on the Y-axis (side
of the graph). The higher up the graph
the higher up the graph the further
from the start.

If an object is not moving, a horizontal line is shown

on a distance-time graph.

 Time is increasing to the right, but its

distance does not change, it is not moving.
We say it is at rest.
 QUEEN OF PEACE HIGH SCHOOL OF CANAN, INC.
Canan, La Paz, Abra

If an object is moving at a constant speed, it means

it has the same increase in distance in a given
time:

 Time is increasing to the right, and

distance is increasing constantly with time.
The object moves at a constant speed.
 Constant speed is shown by straight lines
on a graph.
Let's look at two moving objects:
Both of the lines in the graph show that each object
moved the same distance, but the steeper dashed
line got there before the other one:
 A steeper line indicates a larger distance
moved in a given time. In other words,
higher speed.
 Both lines are straight, so both speeds are
constant.

This graph shows decreasinq speed. The moving

object is decelerating.

Graphs that show

 QUEEN OF PEACE HIGH SCHOOL OF CANAN, INC.
Canan, La Paz, Abra

acceleration look different from those that show

constant speed.

 The line on this graph is curving u wards.

This shows an increase in speed since the
line is getting steeper:
 In other words, in a given time, the
distance the object moves is changed
(getting larger). It is accelerating.

Time

A distance-time graph tells us how far an object

has moved with time.

• The steeper the graph, the faster the

motion.
• A horizontal line means the object is not
changing its position - it is not moving, it is
at rest.
• A downward sloping line means the object
is returning to the start.

Il
lz

TIME

Generalization:

Deepening
The distance-time graphs below represent the
motion of a car. Match the descriptions with the
 QUEEN OF PEACE HIGH SCHOOL OF CANAN, INC.
Canan, La Paz, Abra

graphs. Explain your answers.

Transfer:
Valuing
Evaluation

Assignment