ISAUB NATIONAL HIGH Grade

School: VII
SCHOOL Level:
Learning
Teacher: MARJORIE B. BIDLAN SCIENCE 7
Area:
DETAILED Teaching
LESSON PLAN Dates
( DLP ) Quarter: THIRD
and
Time:

At the end of the lesson, the students should be able to:

a. define speed and velocity;
b. differentiate speed and velocity;
I. OBJECTIVES c. identify the different examples of speed and velocity in our
daily living.

A. Content
The learners demonstrate an understanding of motion in one dimension.
Standards
B. Performance The learners should be able to conduct a forum on mitigation and disaster risk
Standards reduction.
C. Learning The learners should be able to:
Competencies a. describe the motion of an object in terms of distance or
displacement, speed or velocity, and acceleration;
b. differentiate quantities (in terms of magnitude and direction)
using the concepts of distance vs. displacement and speed vs.
velocity;
c. create and interprets visual representation of the motion of
objects such as tape charts, motion graphs.
II. CONTENT Topic: Descriptor of Motion
Sub- topic: Speed or Velocity

III. LEARNING RESOURCE

A. References
1. Teacher's Science 7 Teacher’s Guide. Alvie A., Marie C., Leticia C., et al. 2017. pp.
Guide pages 167-173.
2. Learner's Science 7 Learner’s Module. Alvie A., Marie C., Leticia C., et al. 2013. pp.
Materials/ pages 130-135.
3. Textbook/ pages
4. Additional
Materials from
Learning Resource portal
B. Other Learning Activity sheet, manila paper, laptop, TV, chalk
Resources / SIM
IV. PROCEDURES
Teacher’s Activity Student’s Activity
Preliminary Activities (The teacher will ask the students to
stand and pray. After that, before
letting them to sit, the teacher will
ask the students to pick up the
pieces of dirt or any trash under
their chairs. Then, the teacher will
check the attendance.)
(The students will do what the
teacher instructed them to do.)
A. Reviewing Previous Lesson (The teacher will group the students
or Presenting the New into six. After that the teacher will
Lesson distribute the illustration boards,
chalks and erasers to each group.)
(The students will group themselves

B. Establishing the Purpose of (The teacher will ask the students on
the Lesson how fast they will arrive from the
place of origin to the place of
destination that the teacher will state.)
C. Presenting Examples/
Instances of the New
Lesson
D. Discussing New Concepts
and Practicing New Skills
#1
into six.)
(The teacher will explain the
mechanics of the activity.)
Mechanics:
The teacher will ask or state a problem
the each group should answer
correctly. The group that will got the
correct answer first will gain the point.
And the group that will have the
highest points will have a reward.
(Each group will answer the
problems that will be stated by the
teacher.),
1. house to school
2. gate of school to classroom
3. your house to friend’s house
(The students will answer as the
teacher state a certain place of origin
and destination.)
(The teacher will ask on who is the
fastest and slowest to arrive at the said
destinations.)
(The students will state who the
fastest and slowest are.)
(The teacher will ask the students
about the factors that determine the
fastest and slowest student.)
(The students’ possible answer
would be the distance between the
place of origin and destination.)
(Then, the teacher will ask the students
on how they came up with their
answer.)
(The students will answer the
teacher’s question.)
(The teacher will show some examples
that show speed and velocity.)
(The students have to identify
whether those examples are either
speed or velocity.)
(The teacher will reveal the topic and
explain the connection of the previous
activity to their recent activity.)
(The teacher will present an activity
called: Fun Walk, wherein the
students have to gather the data to
determine who walks the fastest.)
(This activity will be done by group,
also.)

Procedure:
1. Start by choosing a spacious
place to walk straight.
2. Half of the group will walk
while the other half will
observe and record data.
3. Mark on the ground the starting
line. All participants must start
from the starting line at the
same time.
4. Upon receiving the go signal,
all participants must start to
walk as fast as they could. The
other members should observe
closely as the participants walk
and determine who walks
fastest.
5. Repeat step 4 but this time,
collect data to support your
conclusion. Discuss within
your group how you are going
to do this.

Questions:
1. What quantities did you
measure for your data?
2. How did you combine these
quantities to determine how
fast each participant was
walking?
3. How did you use the result to
determine who walked fastest?

(Each group will do the activity and

answer the questions in the activity.)

(The teacher will introduce another

descriptor of motion which is speed
and how to compute speed.)

(After that, the teacher will present a

sample weather bulletin and introduce
the velocity which is another
descriptor of motion.)

(The teacher will discuss the following

topics:

E. Discussing New Concepts
and Practicing New Skills
#2
F. Developing Mastery
G. Finding Practical
 Constant speed/velocity
 Instantaneous speed/velocity
 Average speed/velocity
(The teacher will show two options
(speed or velocity) wherein the
students have to select what suits best
the statement.)
(The students will choose between
two options.)
(See attached document for the
activity.)
(The teacher will divide the class into
four. After that the teacher will be
presenting an activity wherein each
group will analyze the motion of the
typhoon and relate its motion to the
mitigation and disaster risk reduction
and do a live broadcast about it.)
(Each group will pick one typhoon
and analyze its motion.)
(After the allotted time for the activity,
each group will present their work in
class.)
(Each group will present their
works.)
Each group’s presentation will be
evaluated with this rubrics.
rubric.docx
 Based on your previous activity,
 Applications of Concepts
and Skills in Daily
Living(Application)
H. Making Generalization and
Abstractions About the
Lesson
(Generalization)
I. Evaluating Learning
(Evaluation)
J. Additional Activities for
Application or Remediation
(Assignment)
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
at least 80% on the formative
assessment
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
what do you think is the
importance of knowing what speed
and velocity are?
(Students will answer the question
asked by the teacher based on their
own understanding.)
(The teacher will instruct the two
groups to construct a Venn diagram in
a manila paper. After that, the teacher
will instruct them to fill the diagram
with the similarities and differences of
distance and displacement; speed and
velocity.)
(Each group will construct their own
Venn diagram in a manila paper.)
(The teacher will instruct the students
to present their outputs in the class.)
Velocit
Speed
y
(Each group will present their
outputs.)
(The teacher will give a quiz.)
Quiz #1 Descriptors of Motion.docx
(See attached document.)
(Students will take the quiz.)
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

Prepared by:

DIANE MARR N. DENCIO

Teacher I
Checked by:

RHODORA Z. ABIS
Head Teacher VI

Noted by:

MARLON L. MARTINEZ
Principal II