School Grade &

Concepcion National High School 7 – Rizal & Bonifacio

Section
DAILY Teacher
Joselina C. Timkang
Learning
SCIENCE 7
LESSON Area
Teaching Dates
PLAN Quarter 3
& Time

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed,
additional lessons, exercises, remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guide.
A. Content The Learners demonstrate an understanding of motion in one dimension.
Standards
B. Performance The Learners shall be able to conduct a forum on mitigation and disaster risk reduction.
Standards
C. Learning 1. Describe the motion of an object in terms of distance or displacement, speed or
Competency/ies velocity, and acceleration. S7FE-IIIa1
Write the LC Code for each.
Knowledge: Describe the motion of an object in terms of its distance or displacement.
D. Learning
Skills: Illustrate the difference between distance and displacement.
Objectives
Attitudes: Display accuracy of illustrating the path of the object’s motion.
Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT/TOPIC Motion: Distance and Displacement
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
RESOURCES
A. References
1. Teacher’s Guide
pp. 6-8
pages
2. Learner’s Materials
pp. 2-6
pages
1. Science and Technology I. Integrated Science Textbook for First Year. Villamil, Aurora
M., Ed.D. 1998. pp. 73-74.
3. Textbook pages
2. Science and Technology IV. Physics Textbook for Fourth Year. Rabago, Lilia M., Ph.D.,
et.al. 2001. pp. 50-61

B. Other Learning
Manila paper/cartolina, ruler, pen marker
Resources
These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new
IV. PROCEDURES things, practice their learning, question their learning processes, and draw conclusion about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
A. Reviewing previous Pretest: Answer the following questions. Choose your answer from the given choices. .
lesson or DISTANCE, MOTION, DISPLACEMENT, REFERENCE POINT, TIME
presenting the new 1. Total length of path travelled by an object from its initial position to its final
lesson. position
ELICIT (The activities in this section will 2. The object’s over all or net change in position.
evoke or draw out prior concepts of or 3. The change in position over an interval of time.
experiences from the students)
4. The point use as baseline to compare measurements
5. The period when something occurs .
B. Establishing a Show Video Clip: Object in Motion
purpose for the Present the following:
lesson. 1.Topic: Motion: Distance and Displacement
ENGAGE (The activities in this section 2. Learning Competency: Describe the motion of an object in terms of distance or
will stimulate their thinking and help them displacement, speed or velocity, and acceleration. S7FE-IIIa
access and connect prior knowledge as a
jumpstart to the present lesson.)
3. Learning Objectives:
Knowledge: Describe the motion of an object in terms of its distance/displacement
AWARENESS

Skills: Illustrate the difference between distance and displacement.

Attitudes: Display accuracy of illustrating the path of the object’s motion.

C. Presenting Ask two students volunteer to get the book in the table were they are place in same
examples/instances position but tasked to get the book with different path.
of the new lesson. Ask one student to draw the path taken by the volunteer.
Give the following questions to the students:
1. What did the volunteers do?
They are to get the book place in the table but must take a different path.
2. How did the students get the book? By moving.
3. Why can you say that the students are moving?
Because they move from their original position.
4. What does the original position also refer? It also serves as the point of
reference.
5. As they move from their position what do they cover? They cover a
path/distance.
6. What is distance? It is the whole path taken by the object in the journey.
 What does this imply to motion? That motion takes place when the object is changing
its position and covers a distance/a path.
D. Discussing the new Group the students into five. The tasked are the following:
concepts and 1. Each group are assigned to draw a roadmap of one of the following landmark to
practicing new the school
skills #1.
a. Concepcion Chapel
EXPLORE (In this section, students
will be given time to think, plan,
b. Concepcion Basketball Court
investigate, and organize collected c. Candatag Barangay Hall

ACTIVITY
information; or the performance of the
planned/prepared activities from the
d. Concepcion Barangay Captain’s Residence.
student’s manual with data gathering and 2. Estimate the distance in every path taken. Use scale to measure the path.
Guide questions) 3. Draw alternative routes to reach the school from the landmark given.
4. Use broken line to draw the shortest alternative route.
Present the task to the class and discuss it to the class for one minute.
E. Discussing the new
concepts and
practicing new
skills #2.
F. Developing 1. What is the total path from the landmark to the school? .
mastery 2. Is there any alternative route to reach the school from your landmark? Yes
(Leads to formative 3. Did you find a route that can reach you the school the shortest? Yes
assessment 3).
4. Is the direction of these paths the same? How is direction affects the distance? No,
EXPLAIN (In this section, students will
be involved in an analysis of their it affects for it shortens the path from the original position to the final position.
ANALYSIS

exploration. Their understanding is 5. What does this route call? It is called displacement.
clarified and modified because of
reflective activities)/Analysis of the 6. Define displacement based from the activity. Displacement measures the distance
gathered data and results and be able to from the original position to the final position of an object. It is the shortest path
answer the Guide Questions leading to
the focus concept or topic of the day. taken.
7. How is motion related to distance/displacement? It is related as the object
changes position it covers a path which can be a distance or displacement.
Teacher gives further explanation through substitution using Video Clip
G. Making What factor we must consider to describe the object in motion?
generalization and The object must change in position in order for it to be in motion.
abstraction about How is motion related to distance and displacement?
ABSTRACTION

the lesson.
As the object in motion, it changes position, as it changes position, the path taken of
ELABORATE (This section will give
students the opportunity to expand and this change is the distance/displacement.
solidify / concretize their understanding of Explain the difference between distance and displacement?
the concept and / or apply it to real –
world situation) Distance is the length of all paths taken to reach one place to another while
displacement only covers the distance from the original to the final destination.it only
measures the shortest path.
H. Finding practical As a student of Concepcion NHS, how is distance and displacement related to you?
application of
APPLICATION

Distance and displacement relates to us as a student as we travel from our house to the
concepts and skills school. It gives us an alternative route that we can use to reach to the school earlier
in daily living.
without being affected by traffic decongestion and travelling far distances.
 I. Evaluating learning. A.
EVALUATION (This section will Based from the activity given.
provide for concept check test items and
answer key which are aligned to the The roadmap will be graded accordingly:
learning objectives - content and RUBRICS 20 18 16 15
performance standards and address
misconceptions – if any) Creativity Neat, artistic, Neat, artistic, Neat Untidy
creative
Content Well-presented Presented Presented
with well- with less with no efforts
constructed efforts done done
roadmap
Timeliness Submitted the Submitted the Submitted the
activity before activity on activity late
the deadline time
B.Study the picture and answer the succeeding questions.
ASSESSMENT
A ball rolls rightward towards the tree while the car moves leftward towards the
same tree.

J. Additional
activities for
application or
remediation.
EXTEND (This sections give situation
that explains the topic in a new context ,
or integrate it to another discipline /
ASSIGNMENT

societal concern)

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
VI. REFLECTION students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant question.
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional activities
for remediation
C. Did the remedial lesson
work? No. of learner who
caught up with the lesson
D. No. of learner 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?

SCHOOL HEAD’S SIGNATURE:

DULCE C. NAPALA
HT - ll