7 E'S LESSON PLAN IN SCIENCE 7

I. Objectives

A. Content Standard
The learners are able to demonstrate an understanding of motion in one
dimension

B. Performance Standard
The learners shall be able to conduct a forum on mitigation and disaster risk
reduction.

C. Learning Competency and Code

Describe the motion of an object in terms of distance or displacement, speed or
velocity, and acceleration (S7FE-IIIa-1)

D. Learning Objectives
At the end of the lesson, learners should be able to:
a. Differentiate between speed and velocity by analyzing motion graphs.
b. Share the importance of learning speed and velocity in our daily lives.
c. Plot the velocity of an object at specific time intervals using position-time
graphs.

II. Subject Matter

A. Topic
Speed and Velocity
B. Resources
Electronic References
https://www.studocu.com/ph/document/central-bicol-state-university-of-
agriculture/science-technology-and-society/motion-speed-and-velocity/
21953041
https://www.youtube.com/watch?v=RQwpOPJgQ_U

C. Learning Materials
 PowerPoint Presentation, visual aids
D. Skills
Listening, Reading, Speaking, Creativity, Critical thinking

III. Procedure

TEACHER’S ACTIVITY STUDENT’S ACTIVITY

A. PRELIMINARY ACTIVITIES

1. Greetings

Good morning, Ma’am!

Good morning, class!
We are feeling great, ma’am!

How are you feeling right now?

Wow! I am pleased to hear that you are

great because for today we are back again
to welcome a day filled with new
learnings. (The learners will stand up and pray.)
In the name of the Father, and of the Son,
and of the Holy Spirit Amen …
2. Prayer

Now, before we begin, let us not forget to

ask for the guidance of our Almighty
(The students will stretch their arms and
Father. May I ask someone to please lead
legs)
the prayer…

3. Energizer
 Now, let us do some stretching.

Before you take your seats, kindly arrange

your chairs properly and check the
surroundings and pick up the pieces of
paper or any litter under your chairs, if None, ma’am!
there are any.

4. Checking of Attendance
(The learners will clap their hands)

Is there any absence today?

Wow, a perfect attendance! Give

yourselves a round of applause!

5. Classroom Rules

And now, let us have a quick run-down of

our classroom protocols that we need to
adhere to in order for us to achieve a
meaningful teaching and learning
experience, it is shown in the acronym
RULE:
(The learner will read the classroom
R- Raise your hand for queries and
rules.)
recitations.
U- Use phones only if NECESSARY.
L- Listen Actively: Pay attention when
your teacher or classmates are speaking.
E- Engage and participate in class
activities and discussions

(The teacher will call a student to read the

rules)

B. ELICIT

Yesterday, we had a productive discussion.

I want to check your learnings on our
previous topic. What do I have here in my
hand? A car!

Can you describe this car? It is colored red, has wheels, and has
passengers riding it.

Very good! Now, I want you to pass it to

your seatmate when the music is on but
once the music stops, the one who is
holding the car will pick a passenger
containing a question.

Do you understand, my dear learners?

Yes, ma’am!

If that’s the case, let’s start the car’s engine

through music and zoom! Are you ready? Yes, ma’am!

(The teacher will play the music and stops

it randomly)
Questions:
1. What was our previous topic all
about?

Answer:
Our discussion was all about motion
graphs
2. What is motion?
Motion is the continuous change in
position of objects with respect to a
reference point for a particular time
interval.

3. What is a motion graph? A motion graph is a visual representation

that uses lines to show how two or more
sets of measurements are related to each
other

x-axis and y-axis

4. What are the two axes that intersect

perpendicularly and are important in
making a motion graph?

(Answer of learners may vary)

C. ENGAGE

Activity: Speed Scavenger Hunt

Mechanics:
1. Learners will be grouped into 5.
2. Each group will be given an
envelope with a scavenger hunt list
or clues.
(Learners will proceed to their groups and
3. For every item, two learners from
will participate in the game.)
every group must play in hunting for
the item being asked for in the
envelope.
4. Time limit will be set for the
scavenger hunt for every item in the
envelope.
5. Once the item is found, the learners
must paste the picture on the
blackboard.

Content of the envelopes:

1. Clue on the location of the object:

“In and out, I let you roam, But
finding me will bring you home. I
Location: First door (behind)
am in the Northeast of the
classroom.”

Clue on the object: “I travel on four

wheels, speeding down streets with
Object: Car
engines that roar.”

2. Clue on the location of the object:

"I am in the north part of the
 classroom. Location: Blackboard
In a room where knowledge flows,
Where chalk dust dances, see it goes.
In a corner, you'll find me there,
With equations, words, and care."

Clue on the object:

"Pedal your way to where paths
intersect, where spokes meet and
gears connect. Look beneath the Object: Bicycle
shade of green, where rubber meets
the road, the clue will be seen."

3. Clue on the location of the object:

“Through me you see what’s
happening outside, where light and
wind enters. I am in the west part of
the classroom.”

Clue on the object:

“Find me where feet hit the ground,
on a path where speed is found.” Location: Windows on the west side of the
classroom

4. Clue on the location of the object:

“I am in the south part of the
classroom.
Look high and low, seek far and
near,
 Within these bounds, I'm always Object: Image of a runner
here."

Clue on the object:

“Bounce and roll, toss and throw,
In the air or down below.
Round and lively, big or small,
Find me where the game enthralls.”
Location: Wall on the back/south part of
the classroom.
5. Clue on the location of the object:
“I am in the east part of the
classroom. In rows we sit, books in
hand,
On this surface, where lessons
expand. Object: Ball
Where knowledge flows, and minds
connect,
In this space, intellects intersect."

Clue on the object:

“Tail wagging, loyal and true,
My bark echoes, my love for you.
Location: First table on the east side of the
In the yard or by the log, classroom
Find me where I fetch and jog.”
Thank you, class for participating! Now,
based on our activity, what do you think
Object: Dog
our lesson will be about today?

Exactly! Today we will be learning about

speed and velocity!

As we go on with the lesson, you must

achieve the following learning objectives:
(The learners will do the task with a timer)

(The teacher will call a student to read the

learning objectives)
(Learners will volunteer to answer)

Speed and Velocity

(A learner will read the objectives)

Thank you!
At the end of the lesson, learners should be

Are you ready to learn?
D. Explore (10 minutes)
To know more about speed and velocity,
let us have a group activity. I will be
dividing the class into two;
To know your groupings, pick a paper on
this box.
able to:
a. Differentiate between speed and
velocity by analyzing motion
graphs.
b. Appreciate the importance of
calculating speed and velocity for
understanding motion patterns.
c. Determine the velocity of an object
at specific time intervals using
position-time graphs.
Yes ma’am!
(Each of the learners will pick from the
box.)
They may pick one of the following colors
indicating their respective groups:
- Red: Group 1
- Orange: Group 2
(The learners will proceed to their groups)
Proceed to your groupings quietly.

(The teacher will provide the graphs for the

groups to analyze and differentiate.)

Directions:
1. Choose a group leader.
2. Leaders must assign group members
who will do the following:
Group 1: Reporting
(The learners will do their task
a. What is speed and velocity?
cooperatively for 10 minutes.)
b. Differentiate speed and
velocity by studying
distance-time graph (speed)
and displacement/position-
time graph (velocity) .

Group 2: Venn diagram

a. Differentiate speed and
velocity by studying
distance-time graph (speed)
and displacement/position-
time graph (velocity) using a
venn diagram.
3. Leaders must assign group members
who will write their answer and
explanation of the graph.
4. Leaders must assign group members
who will present graphs to the class.
 5. The groups will be graded according
to the rubric:

Criteria pts.

Accuracy of 15
analysis

Presentation 5

I will give you 10 minutes to explore and

finish your tasks and 3 minutes for the
presentation.

Are we clear class?

Okay, You may now start class, and if you

have questions, just ask me!

E. EXPLAIN

Time’s up! Let’s proceed to the group (These are the expected presentation from
presentation. group 1 and 2)

Group 1
What is speed?
- Speed refers to how far an object
moves in a given time interval.

This distance-time graph shows the speed

of an object. It shows how far an object
has travelled in a given time. It is a simple
line graph that denotes distance versus
time findings on the graph. Distance is
plotted on the Y-axis. Time is plotted on
the X-axis

(Learners will clap)

What is velocity?
- Refers to how fast and in what
 direction an object is moving.

A position-time graph shows the velocity

of an object. It depicts motion by plotting
position relative to the starting point on the
y-axis and time on the x-axis. The velocity
is represented by the gradient of a position
vs time graph.

(Learners vary in answers)

(Group 2 will present the venn diagram)

You may now go back to your proper Scalar!
seats.

You have mentioned that Distance-time

graphs can be a useful tool in graphically
presenting the speed of an object,
specifically, how far an object moves in a
given time, without regard to the direction
of the motions.

What quantity do you think is speed, a

vector or scalar?
A fast moving object has high speed and
covers a large distance in a short amount
of time.
Correct!
Since we are talking about distance and
time in speed, which will cover a greater
distance in 5 seconds? A car moving faster
or a car moving slower?

Correct! But why?

Well said! Let’s now move to velocity, It represents or shows the velocity of the
using the position-time graph. As we all object.
know, velocity is linked with speed, only
that, velocity focuses on the change of rate
of displacement with direction rather than Vector!
the distance traveled.

What do you think this line presents?

Because it has both magnitude and
(The teacher points the slope of the graph) direction!

What quantity is velocity? Vector or

scalar?

Why?

Very well said!

F. ELABORATE

Previously, you were able to differentiate

speed and velocity using the motion graphs
presented to you. Now, it is time for you to
plot a position-time graph, to determine the
velocity of an object.

(The teacher will show a huge position-

time graph and statements that will serve
as a guide for learners in plotting the
graph.)

Guide statements:

A car moves….
1. 10 m in 5 seconds
2. 30 m in 15 seconds
(Learners will do their task.)
3. 50 m in 20 seconds
4. 40 m in 25 seconds
5. 70 m in 30 seconds.

Thank you for participating in the class.

We have reached the end of our discussion,
but before having a short quiz, let me ask
you what are the important applications of
learning about speed and velocity in our
daily lives?

(Learners will volunteer to answer)

Driving a car, riding a bicycle, or walking,
we constantly encounter situations where
understanding speed and velocity is
essential for safety and efficiency.
Knowing how to adjust speed according to
traffic conditions, road signs, and the
surrounding environment helps prevent
accidents and ensures smooth travel.

In activities such as running, swimming,

A very insightful answer, very good! What
or playing sports, understanding speed and
else?
velocity is fundamental for achieving
desired outcomes. Athletes use concepts of
speed and velocity to optimize their
performance, whether it's sprinting to the
finish line, diving into a pool with the right
angle and velocity, or kicking a ball with
the appropriate force and direction.

In emergencies such as natural disasters,

accidents, or medical crises, understanding
speed and velocity is crucial for making
split-second decisions that can save lives.
Well said! Last one?

(Learners vary in answers)

 (Learners will clap)

Nice answer! Congratulations everyone!

Clap for yourselves because you did a
great job today!

G. EVALUATE

Directions: Encircle the letter that

corresponds to the correct answer.

Answers:
1. What refers to how far an object
moves in a given time interval?
1. c
a. running
2. d
b. driving
3. a
c. speed
4. a
d. velocity
5. a
6. b
2. What graph shows the speed of an
object and shows how far an object 7. a
has travelled in a given time? 8. a
a. position-time graph 9-10. The answers of learners may vary.
b. graphing paper
 c. graphing motion
d. distance-time graph

3. What quantity is speed?

a. scalar
b. vector
c. tensor
d. none

4. If speed refers to how far an object

moves in a given time interval,
which of the following is an example
of speed?
a. Ian went running at a
distance of 120 m in 30
seconds.
b. Ian is running 15 m north.
c. The airplane is flying 50m
eastward.
d. The satellite is orbiting the
Earth in a clockwise
direction.

5. Which statement defines velocity?

a. velocity is speed with
direction
b. velocity refers to how far an
object moves in a given time
 interval
c. velocity is the same with
speed
d. none of the above

6. What quantity is velocity?

a. scalar
b. vector
c. tensor
d. none

7. What graph refers to how far an

object moves in a given time
interval?
a. position-time graph
b. graphing paper
c. graphing motion
d. distance-time graph

8. Which statement is true?

a. Speed is the time rate at
which an object is moving
along a path, while velocity
is the rate and direction of an
object's movement.
b. Speed and velocity are the
same thing.
c. Speed is all about directions
 while velocity is all about
time.
d. All answers are true.

9-10. What is the importance of knowing

about speed and velocity in our daily lives?

H. EXTEND

Assignment:

1. Plot and graph the following to

determine its velocity.

Position (m) Time (s)

10 1
20 3
40 4
30 5
50 6

2. What is acceleration?

Prepared by: Checked by:

LEANNE KRYSTEL E. CASTRO NOEMI U. SIBAYAN
Pre-Service Teacher Cooperating Teacher