Republic of the Philippines

Department of Education
Region III
SCHOOLS DIVISION OF NUEVA ECIJA
Cuyapo West District
VILLAFLORES INTEGRATED SCHOOL
Villaflores, Cuyapo, Nueva Ecija

SEMI-DETAILED LESSON PLAN IN SCIENCE 7

I. OBJECTIVES

1. Measure distance and displacement from a travel map

2. Distinguish distance from displacement and speed from velocity

II. SUBJECT MATTER

A. Lesson Title: Distance and Displacement

B. References
Pabellon, J. and Tubal, G. (2000). Science and technology for a better life
third edition. Makati City: Diwa Scholastica Press Inc.
Narvaza and Valdes.(1996). Physics, second edition. Quezon City:Phoenix
Publishing House, Inc.
Nadora et al. (2013). Conceptual Science and Beyond 7: Brilliant Creations
Publishing, Inc.
C. Materials
Worksheet 1- Map of Route

III. LEARNING ACTIVITIES

A. Preparation
1. Performing routine activities
1.1 Greetings
1.2 Prayer
1.3 Checking of attendance
1.4 Classroom management
B. Review
Differentiate scalar from vector quantity. Give examples of scalars and
vectors.
C. Motivation
1. How far is your house to the school? What means of transportation do
you use? How long does it take you to reach the school?
2. Presentation
A body has moved if it has changed position with respect to a reference
point, like traveling from your house to school. This change in position
is termed as distance. Today, we will study concepts such as
displacement and velocity, which are used to describe motion.
D. Lesson /Activity Proper
Distribute the attached Worksheet to your students. You can ask your
students to work individually or in groups of 3 or 4.

E. Discussion
1. Discuss the answers to the guide questions in the analysis.
2. Emphasize the difference between distance and displacement and speed
and velocity. (Displacement is the shortest distance between two points.
It is a vector quantity, while speed is a scalar quantity. Speed is the ratio
of distance and time of travel, while velocity is the ratio of displacement
and time of travel. In daily usage, speed and velocity are
 interchangeably used. But in physics, speed is clearly differentiated
from velocity.)
3. Is the magnitude of velocity always the same with speed? Give example
to support your answer. (No. For example, if the path of the moving
object is not a straight line, the displacement can be shorter than the total
distance covered. Thus, the velocity will not be the same with the
speed.)
4. Is there a negative velocity? Negative speed? (Yes, there is a negative
velocity. The sign indicates direction. If it is a negative velocity, it
means the object is moving in opposite direction with reference to
another moving object. Thus, negative sign is used with reference to
another object.)
Show that velocity can be changing although its magnitude (speed) does
not change.

IV. EVALUATION
In your journal, discuss your learnings on distance, displacement, speed and velocity
as applied to your own experiences or observations.

V. ASSIGNMENT
Answer the other questions in the worksheets. Write your data, analysis and
generalization on a clean sheet of paper which will be submitted individually (or by
group) in the next meeting.

Presented by:
EVANGELINE A. BOCASAS
Science 7 Teacher
Checked and Observed by:
JEANE A. FELIX
Principal

Date:
 Worksheet 5.3.1
Describing Motion

Purpose
1. Measure the distance and displacement from a travel map; speed and velocity
2. Determine the average speed and average velocity of the person from the given
data

Material
Ruler

Diagram
Angelo, a fourth year student, monitored his trip from his house to school. He
walked from his house (A) to the nearby jeepney stop (B) for 4 minutes. He traveled
by jeepney for 10 minutes to the bus stop near his school (C). From the bus stop,
he took a tricycle to school (E).

D
(School) E
E

B C

Figure 5.3.1 Map of Angelo’s Trip

Scale: 1 cm = 50 m

Procedure
1. Measure the line segment AB, BC, CD and DE on the map shown in Figure
5.3.1. Convert it to kilometers using the scale and record the values in
column 4 of the table shown below. Record the corresponding time of travel
in column 5.
2. Compute Angelo’s average speed in km/min from A to B, B to C, C to D,
and finally D to E. Write the corresponding values in column 6.
3. Convert the speed in km/min to km/h and write the values in column 7.
Data
Means of Line Length of Distance Time of Distanc Distance/tim
Transport Segment Line Travel e/time e
Used Segment
(cm) (km) (min) (km/mi
n) (km/h)
Walking AB
Jeepney BC
Tricycle CD
Tricycle DE

Analysis
1. What was the total distance traveled by Angelo in km?
2. How long did it take him to reach the school?
3. What was his average speed in the first part of his trip? In the succeeding parts?
4. What is his average speed in the entire trip from his house to school?
5. How far is his house to the school? (Hint: Draw a straight line from his house
to school.)
6. Get the ratio of the distance that you measured in Q5 to the total time of travel.
What does this ratio give you?

Generalization
1. Differentiate distance and displacement, speed and velocity.
2. Express average speed and average velocity in equation form.
3. Describe the motion of the jeepney and tricycle used by Angelo in going to
school.

Application
1. Suppose Angelo’s first period class starts at 7:00 A.M. What time should he
leave his house to reach the school at least ten minutes before the time?
2. Sometimes it takes time to wait for jeepneys and tricycles, so what should you
do to avoid being late in your class?
3. Transport strikes are very common especially in the cities. What are the effects
of these strikes to you as students?