Romero 3Q SCIENCE 7

Republic of the Philippines
Department of
Education Region V
SCHOOLS DIVISION OFFICE OF CAMARINES SUR
Freedom Complex, San Jose, Pili, Camarines
LIBMANAN SOUTH DISTRICT
School BAHAO NATIONAL HIGH SCHOOL Grade Level 7

Teacher Ms. Maylord R. Antonio Learning Area Science
Time & Dates January 06, 2021 / 8:00 am – 9:00 am Quarter 3
I.OBJECTIVES
A. Content Standards The learners demonstrate an understanding of motion in one
dimension.
B. Performance Standards The learners should be able to conduct a forum on mitigation and disaster
risk reduction.
C. Most Essential Learning Describe the motion of an object in terms of distance or displacement, speed
Competencies (MELCS) or velocity, and acceleration
At the end of the lesson, learners are able to:

D. Specific Objective 1. Describe motion of an object in terms of distance or
displacement;
2. Solve problems related to distance and displacement; and
3. Cite the importance of understanding the difference between
distance and displacement.
A. Integration of
Content Within
and Across English, Mathematics, Physics, Health Physical Education
Curriculum
II. CONTENT MOTION IN ONE DIMENSION

III. LEARNING RESOURCES Teacher’s and Learner’s guide
A. References
1. Teacher’s Guide Pages p.175
2. Learner’s Material Pages pp. 176 – 177
3. Textbook Pages pp. 145
B. Other Learning Resources
Learning Activity Sheets for Grade 7 from Division of Camarines Sur
https://www.youtube.com/watch?v=MaTk8SI7g9Q
https://byjus.com/physics/distance-and-displacement/
Address: Bahao, Libmanan, Camarines

Sur
Email:
bahaonationalhs@gmail.com.
Department of
Education Region V
IV.PROCEDURES Teacher’s Activity/ies Learner’s Expected

Response/s
A. Reviewing previous ELICIT (2 minutes)

lesson or presenting 4 PICS ONE WORD
the new lesson
Direction: All pictures in each given set depict changes
in the abiotic factors of ecosystems that may occur in
the environment affecting the lives of organisms and
the whole ecosystem. Identify it together with your
pair then after, I will call
random pairs to share their answer with the class. You
Only have 30 seconds to think of it.
POLLUTION
FLOOD

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GLOBAL WARMING
B. Establishing a purpose ENGAGE (3 min)

for the lesson
Watch a short video clip
https://www.youtube.com/watch?v=MaTk8SI7g9Q
Guide questions:
1. How can we say that something is in When it is changing in

motion? position with respect to
2. What are some other ways that we can use to time
describe motion in one dimension?
We can use distance and

displacement.
C. Presenting Lesson:
examples/instances of Motion in One direction
the new lesson Distance and Displacement
EXPLORE (15 min)
Divide the class into 4 groups. The students will perform

D. Discussing new the activity.
concepts and Will be graded according to the rubrics attached
practicing new skills here.

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Department of
Education Region V
See attached activity sheets and rubrics.

(5 min)
E. Discussing new Each group will choose reporter to present their output.
concepts and
practicing new skills
EXPLAIN (5 min)
Presentation and explanation of group output

F. Developing mastery
Feedbacking from the teacher
ELABORATE (20 min)

G. Finding practical
applications of How is displacement used in real life scenario? How
concepts and skills in
daily living is distance used in real life scenario?
Give your personal examples

H. Making generalization (5 minutes)
and abstraction about Guide Question:
the lesson 1. State the difference between distance and
displacement in describing motion and give its
importance
I. Evaluating Learning EVALUATE (5 min)
1. Distance and direction of an object's

change in position from a starting point
a. displacement
b. distance
c. motion
d. reference point
2. David walks 3 km north, and then turns east

and walks 4 km. What is the distance?
a. 7 km
b. 3 km
c. 4 km
d. 1 km
3. A person walks 50 meters directly north,

stops, and then travels 32 meters directly
south. What is their displacement?

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a. 82 meters
b. 18 meters
c. 28 meters
d. 10 meters
4to 5. Enumerate two real life application of distance

and displacement
4.
5.
J. Additional activities for EXTEND (2 min)

application or
remediation Make a roadmap from your house to the nearest
landmark in your place. Indicate the distance and
displacement on it.
Example of roadmap
https://byjus.com/physics/distance-and-
displacement/
V.REMARKS
VI.REFLECTION
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
lessons work? No. of
learners who have

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caught up with the

lesson.
D. No. of learners 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?

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ACTIVITY SHEET
Name: Date:
Grade & Section/Group: Score:_
Activity 1
FINDING LOCATIONS
Directions: Use the number line below to give the positions of the objects. Do not forget the units!
Questions:
What is the position of the sun? 1m

a. What is the position of the clouds?
b. What is the position of the star?
c. What is the position of the sun?
d. What is the position of the heart?

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Department of
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Activity 2
CHANGING POSITIONS
Directions: Objects often change positions. In this activity, find the initial and final positions of the car.
Questions:
A. What is the initial position of the car?

B. What is the final position of the car?
C. If the car travelled in a straight line from the initial position to the final position, how far (distance) did it travel?
D. What is its displacement?

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Department of
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Activity 3
PROBLEM SOLVING
Directions: Read and analyze the scenario using the illustration and answer the given questions. Show your
solution.
2. On his fishing trip Justin takes the boat 12 km south. The fish aren’t biting so he goes 4 km west. He
follows a school of fish 1 km north. What distance did he cover? What was his displacement?
Generalization:

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RUBRICS
1 2 3 4
Computation 1. All aspects 1. Computations 1. Minor 1. Errors in computation
and Execution of the were essentially computational were serious enough to
solution accurate. errors were flaw the solution.
were present.
complete 2. All visual 2. Mathematical
and representations were 2. Representations representations were
accurate. complete and were essentially inaccurate; information
accurate. correct but not was labelled incorrectly.
2. Multiple accurately or
representations 3. The solution was completely labelled. 3. The solution was
for verifying the essentially correct. incorrect.
solution were 3. Inefficient choice
used. 4. Work clearly of procedures 4. No evidence was of
supported the impeded success. how the student
3. Multiple ways solution. determined the answer
to compute the 4. The evidence of was presented.
answer were the solution was
demonstrated. inconsistent or
unclear.
4. Work clearly
supported the
solution
Organization Presentation Presentation Presentation Presentation lacked
was very was fairly was not clearly organization. Poor
organized and organized and organized. transitions between
was very easy pretty Transitions group members
to follow. followable. between individual parts.
Transitions Transitions members were Presentation lacked
between group might have jumpy or order and very
members were been slightly awkward. difficult to follow.
well planned discontinuous
and executed but did not take
cleanly. away greatly
from the overall
presentation.
Teamwork The group The group Group Group did not work
/Participation worked very well worked well with communicated well together. There
with each other each other and relatively well were obvious
and the communicated with a few miscommunications
presentation well. Some lapses in the and lapses in the
was shared members presentation; presentation.
equally among participated some students
the group slightly more dominated the
members. than others. presentation
and others did
not participate
much.

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Visual Aid(s) Visual aids used Visual aids used Visual aids Visual aids were not
were used were somewhat used did not used at all.
effectively effective, but support verbal
throughout weren't used presentation.
presentation. consistently They lacked
Group members throughout information, or
used visual aids presentation. groups
as a members read
supplement, not from them.
as a crutch.
Prepared by: Checked by:
MAYLORD R. ANTONIO ALLAN D. POCHE

Teacher 1 Principal 1

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Romero 3Q SCIENCE 7

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Republic of the Philippines

School BAHAO NATIONAL HIGH SCHOOL Grade Level 7

At the end of the lesson, learners are able to:

II. CONTENT MOTION IN ONE DIMENSION

Address: Bahao, Libmanan, Camarines

IV.PROCEDURES Teacher’s Activity/ies Learner’s Expected

A. Reviewing previous ELICIT (2 minutes)

Address: Bahao, Libmanan, Camarines

B. Establishing a purpose ENGAGE (3 min)

1. How can we say that something is in When it is changing in

We can use distance and

Divide the class into 4 groups. The students will perform

Address: Bahao, Libmanan, Camarines

See attached activity sheets and rubrics.

Presentation and explanation of group output

ELABORATE (20 min)

Give your personal examples

1. Distance and direction of an object's

2. David walks 3 km north, and then turns east

3. A person walks 50 meters directly north,

Address: Bahao, Libmanan, Camarines

4to 5. Enumerate two real life application of distance

J. Additional activities for EXTEND (2 min)

Address: Bahao, Libmanan, Camarines

caught up with the

F. What difficulties did I

Address: Bahao, Libmanan, Camarines

What is the position of the sun? 1m

Address: Bahao, Libmanan, Camarines

A. What is the initial position of the car?

D. What is its displacement?

Address: Bahao, Libmanan, Camarines

Address: Bahao, Libmanan, Camarines

Address: Bahao, Libmanan, Camarines

Prepared by: Checked by:

MAYLORD R. ANTONIO ALLAN D. POCHE

Address: Bahao, Libmanan, Camarines

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