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Region XI Grade Level 7

GRADE 7
Learning
DAILY
LESSON Teacher EUSEBIA YAP SALVACION Area Science
PLAN Teaching
Dates and Quarter
Time 3RD QUARTER
I. OBJECTIVES

A. Content The learners demonstrate an understanding of:

Standards motion in one dimension
B. Performance conduct a forum on mitigation and disaster risk reduction;
Standards
C. Learning At the end of the session the learners are expected to:
Competencies /
Objectives A.
Write LC code
for
each
II. CONTENT TOPIC/TITLE: Distance and Displacement

III. LEARNING
RESOURCES
A. References

1. Teacher’s
Guide
2. Learner’s

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Materials
3. Textbook - Learner’s Material in Science

4. Additional
Materials from
Learning
Resource (LR)
portal

B. Other Learning Learner’s Material in Science

Resources Teacher’s Guide in Science

IV. PROCEDURES (ANNOTATIONS)

PPS Indicators/KRA Objectives/Rubric
Indicators to be Observed
Preliminaries

May we all stand for the prayer. For Catholic do the sign of the cross and for non-Catholic let us bow our heads. In the
name of the father, the son and the holy spirit. Amen. Almighty God, we praise and glorify your name. Thank you for
the blessings of life and strength that you’ve showered upon us. Forgive us from all our sins, as we forgive those who
sins against us. Thank you for amazing words and opportunity to learn more. We are asking for your help to carry new
knowledge and experiences in our minds and put into action. Grant us your divine wisdom, this we ask in your most
precious name. Amen.

Good morning class!

You may now take your seat.

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Let me check the attendance first. Make sure that you are in your proper seats so that you will not be marked absent.
INDICATOR 5
Very Good! Everybody is present (in case there is absent the class secretary will put a note on the attendance
sheet/log book)

Before we start, let me remind you about our Classroom rules.

Manages learner behavior
constructively by applying positive
1. Pick up the pieces of paper under your chair. and non-violent discipline to ensure
learning-focused environments.
2. You are encouraged to ask questions by raising your hands.
3. Listen well and focus while the discussion is still going on.

4. If you want to go out just say excuse Ma’am. And I will just give my hand signal

5. All your positive responses will be recognized through various clapping imposed by the teacher.

6. After answering your worksheets or quiz pass your paper in front.

7. In group activity, minimize your voice and do not drag your chairs.

A. Reviewing ELICIT
previous lesson
or presenting To start the new lesson The teacher will show a picture about motion and students will observe INDICATOR 1
the new lesson and describe the picture. Applies knowledge of content within

Class, may we all stand up. I want and across curriculum teaching areas.

MOV--- Teacher incorporates other

subject, which is the prerequisite
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DAY 1 relationship on the topic and concept
you to take a small jump, three links to the present lesson.

times. IN DICATOR 1
Applies knowledge of content within

Then, carry your chairs a bit. and across curriculum teaching

areas.
MOV-Teacher helps improve the
Lastly, walk three steps from mental acuity of learners while
observing and describing the picture.

your Hence this helps improve the

problem-solving skills (Mathematics)
and vocabulary skills (English) of the
positions, then go back. learners.

Okay. You may be wondering INDICATOR 2

Use a range of teaching strategies

why that enhance learner achievement in
literacy and numeracy skills.

you did those drills. Before we

answer it, take a look at this photo. MOV-Teacher helps improve the
mental acuity of learners while

Class, what do you observe from the observing and describing the picture.
Hence this helps improve the critical
thinking skills and vocabulary skills
picture (English) of the learners.

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Class, may we all stand up. I want
you to take a small jump, three
times.
Then, carry your chairs a bit.
Lastly, walk three steps from
your
positions, then go back.
Okay. You may be wondering
why
you did those drills. Before we
answer it, take a look at this photo.
Class, what do you observe from the
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picture
Class, may we all stand up. I want
you to take a small jump, three
times.
Then, carry your chairs a bit.
Lastly, walk three steps from
your
positions, then go back.
Okay. You may be wondering
why
you did those drills. Before we
answer it, take a look at this photo.
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Class, what do you observe from the
picture
Class, what do you observe from the picture

What can you observe in this picture?

What is he doing?

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 ENGAGE

B. Establishing a
purpose for the To start our new lesson, let us have an activity that is entitled “Don’t step on the line challenge”.
lesson The class will be divided into 3 groups each group must have 10 participants in a game equivalent
INDICATOR 8
of 5 pairs. Each pair, the one partner will be the one to give instructions. Students should use Selected, developed, organized and
directional terms like "left," "right," "forward," "backward, and besides, one partner is blindfolded used appropriate teaching and
learning processes to meet curriculum
he/she need to be listened to get the object at the end point. requirements and varied teaching
contexts.

MOV – Learners will Teacher helps

discuss how the point of reference and the directions given were crucial in locating the object.
improve the mental acuity of learners
while performing the activity. Hence,
this helps improve students to follow
instruction.

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C. Presenting INDICATOR 7
examples/instance
s of the new lesson And now, let us read the following objectives for our lesson. Planned, managed and
At the end of the session the learners are expected to: implemented developmentally
A. define motion. sequenced teaching and learning
B. differentiate distance and displacement. processes to meet curriculum
C. show importance of direction in relative to the point of reference. requirements and varied teaching
D. create and interpret visual presentation using diagrams. contexts.

D. Discussing new EXPLORE

concepts and
practicing new
skills The class will be divided into 3 groups (counting) Each group will choose a leader, they will make INDICATOR 7
# 1 Planned, managed and
their group name and a short yell. The teacher provides them a reading material (that will serve
implemented developmentally
as their guide) and task card with rubrics. sequenced teaching and learning
Activity 2: "Mapping Your Way to School" processes to meet curriculum
requirements and varied teaching
Teaching Strategy: Cooperative Learning contexts.

Materials: Maps, markers, paper

Significance: Students will create a roadmap showing how to get to school from their home, INDICATOR 4 and INDICATOR
applying their understanding of distance and displacement. 6
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 Manage classroom structure to
Instructions: engage learners, individually or in
1) Divide students into groups and provide them with manila paper and markers. group, in meaningful exploration
2) Instruct them to map out the route from their home to school, including landmarks and discovery and hands on activities
distances. within a range of learning
3) Each group will present their roadmap to the class, explaining the distance and displacement environments.
covered. Use differentiated,
developmentally appropriate
learning experiences to address
learner’s gender, needs, interests
and experiences.

MOV – The teacher creates

learning environment where all the
learners feel equally involved of
the activity. This develops respect
of each other individual difference

E. Discussing new
concepts and
practicing new skills

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INDICATOR 3
Applied range of teaching
strategies to develop critical and
creative thinking as well as Higher
Order Thinking Skills

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 EXPLAIN
F. Developing
Mastery INDICATOR 3
(Leads to Formative The students will present their outputs in front. discuss and explain their answers based on the Applied range of teaching
Assessment) given questions. strategies to develop critical and
creative thinking as well as Higher
Assessment Questions: Order Thinking Skills
1) How does distance affect the time it takes to travel from home to school?
2) Why is it important to consider landmarks when creating a roadmap?
3) Describe a situation where distance and displacement on a map will be different.

Let them share ideas and talk within the group using their preferred dialect. The leader will assist
the members if they have clarifications the teacher will translate and let facilitate the learning.

ELABORATE

G. Finding practical The teacher will discuss the key concept from the ppt. INDICATOR 8
applications of Selected, developed, organized and
concepts & skills in Motion- is a movement of an object brought about by force. MOTION occurs when an object used appropriate teaching and
daily living changes position. learning processes to meet
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 curriculum requirements and varied
1. Distance - refers to the length of the entire path that the object travelled. It tells how far an teaching contexts.
object travels and does
not depend on direction. MOV – Learners will watch a video
presentation projected on the screen
allowing them to express what they
 Distance is measure by cm, inches, meters, km, and etc.
get from the video. Teachers allow
Example: Your classmates move 5 steps to the right and 2m left, move 5steps to the left, what
the learners to learn something using
is the total distance travelled by your classmate? Trace the path travelled. ICT-based learning materials as part
Answer: 12m of their activity

2. Displacement - refers to the shortest distance between the object's two position, like the
distance between its point of origin and its point of destination, no matter what path it took to
get that destination.
 Displacement does depend on direction.
Example: Your classmates move 5 steps to the right and 2m left, move 5steps to the left, what is
the total distance travelled by your classmate? Trace the path travelled.

Answer: 2m

Distance and displacement are important for understanding the nature of an object's movement.
While distance gives a complete picture of the path traversed, displacement gives a concise
description of the change in position, which is often more relevant in physics. The distinction
between these two concepts is vital for correctly interpreting and solving problems in kinematics
and dynamics.

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H. Making INDICATOR 7
generalizations Use strategies for providing timely,
and abstractions accurate and constructive feedback to
about the lesson improve learner performance

MOV – The teacher establishes

constructive feed backing where
learners can participate and respond
productively by asking questions and
consolidating learners gained
concept.

I. Evaluating EVALUATE
Learning
Choose the letter of the correct answer.
INDICATOR 9
Designed selected, organized and
1. It refers to the length of the entire path that the object travelled. Does not depend on used diagnostic, formative and
direction. summative assessment strategies
consistent with curriculum
a. Distance b. Displacement c. Motion requirements.
2. It is the movement of an object and occurs when an object changes position.

a. Distance b. Displacement c. motion

3.It refers to the shortest distance between the object two positions and does depend on

b. Distance b. Displacement c. motion

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4. The ball roll 5m. What is the total distance travelled by the ball?
a.5m b. 2m c. 4m

5. How will you compare distance from displacement?

a. Displacement always follows a straight line while distance does not always
follow a straight line.
b. Displacement can be greater than distance

c. Displacement does not depend on direction while distance depends on direction.

Answer:

1.A
2.C
3.B
4.A
5.A

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J. Additional EXTEND
activities for
application or Task: Calculate the distance and displacement in the following scenarios: INDICATOR 9
remediation Designed selected, organized and
used diagnostic, formative and
1. A person walks 4 km east and then 3 km west. summative assessment strategies
consistent with curriculum
2. A car travels 6 km north and then 2 km south. requirements.
3. A cyclist moves 5 km east, then 2 km east again.
4. An athlete runs 400 meters north, then 150 meters south.
5. A boat sails 7 km west, then 4 km east.

V. REMARKS

VI.
REFLECTION
A. No. of
learners who
earned 80 %
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 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
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?
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G. What innovation
or localized
materials did I
use/discover
which I wish to
share with
other teachers?

PREPARED BY: CHECKED BY:

GIEVEL E. LOPEZ EUSEBIA YAP SALVACION

Pre- Service Teacher Secondary School Teacher III

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