Day 1

I.
OBJECTIVES A. Content Standards

The learners demonstrate an understanding of motion in one dimension.
B. Performance Standards
The learners shall be able to conduct a forum on mitigation and disaster risk
reduction
C. Learning Competencies
The learners should be able to: 1. Describe the motion of an object in terms of
distance or displacement, speed or velocity, and acceleration; 2. differentiate
quantities in terms of magnitude and direction; 3. create and interpret visual
representation of the motion of objects such as tape charts and motion graphs. D.
Specific Objectives
At the end of the lesson, learners should be able to: 1. Describe the motion of an
object through the distance travelled and displacement. 2. Shares the value of
distance and displacement in different usage of it. 3. Create a roadmap showing how
to get to school from their home. II. VALUES INTEGRATION
Learning and practicing new knowledge that will help life easier.
III. 21ST CENTURY SKILLS
Critical Thinking, Creativity, Communication and Digital Literacy
IV. LEARNING
STRATEGY
7 E’s
V. CONTENT Chapter 11: Force and Motion (Lesson 24: How Motion is
described) VI. LEARNING RESOURCES
Alumaga et. Al (2019). Science and Technology 7 (K-12 Revised Edition). Vibal
Group Inc. ISBN 978-971-07-4432-9. Pp 153- VII. PROCEDURE Preliminaries i.
Greetings ii. Prayer iii. Short Introduction iv. Reminders v. Presentation of Specific
Goals Elicit The teacher will ask the students what they recall of the last activity. The
teacher will ask what they learn about the force. Ask for any clarification for the
previous lesson Engage Where is the furthest place you’ve travel to? How’s your
experience about it? Where they think the place headed, if it is towards north, south,
east or west?
Explore The teacher will show an image of a boy skateboarding at the park.
Ask the students the following: 1. In the diagram, which object moved? How did you
know? 2. In what direction did it move? How did you know? 3. Which is the reference
point?
Explain The students will explain that the skateboard was moving and the direction it
moved was to the right. They will also explain that they know it was moving because
of changing of place of the boy from first point to another. The reference point will be
the park where the boy is skateboarding. Elaborate Key concepts will be discuss by
the teacher.
Motion is seen in many things around us. It is part of our everyday experience. We
experience motion in walking, running, jumping and swimming. Motion is also
observed as we ride in different transportation: jeepneys, car, boat, tricycle and
motorcycles. Even plants, animals and everything around us are in motion.
Objects in motion can move in different path – in a straight line, following a curve,
and in a circle. Their motion can be described quantitively and qualitively.
As we ride jeepneys or bus, we can observe that we are rest at respect with the bus
but, together with the bus, we are moving in respect with the ground.
We can defined motion as a continuous change of position with respect to a fixed
point, or relative to a given point of reference. Point of reference is a place or object
used for comparison to determine if something is in motion.
Activity! Direction: Write five objects in motion that you can observe around you, e.
falling leaves. 1. 2. 3. 4.
Activity Display a figure shown below and let the students answer the following
questions.
 How far did the cat travel from its point of origin to its 1st destination? In what
direction?  How far did the cat travel from its 1st destination to its 2nd destination?
In what direction?  How far did the dog travel from its 2nd destination to its 3rd and
final destination? In what direction?  What is the total length traveled by the dog
from its point of origin to its final destination?  What is the shortest distance of the
dog relative to its points of origin?
Evaluate Problem Solving
Direction: Answer the following question. Show your solution to the answers. 1. A
whale swim due east (from 0 km) a distance of 4 km, then turns around and goes
due west a distance of 3 km. Then finaly, he turns back again and travel due east a
distance of 5 km. a. What is the total distance traveled by whale?
b. What is the displacement?
c. Jessa runs exactly 2 laps around a 400 meters track. a. What is the total distance
traveled by Jessa?
b. What is the displacement?
Create Materials: Pencil/ballpen Ruler Bond paper
Direction: 1. Draw to scale a map showing your way to school. a. Using the
measurements 1 cm = 100 m, show the distance of the road from your home to
school. b. With the help of a compass, determine the geographic direction. Note
down the change in direction as you turn corners or move around curves. 2. Using
your map and the data you put, a. Determine the total distance you travel from home
to school. b. Calculate your net displacement
graphically. Extend Assignment Direction: Try running 15 meters from a starting
line. Record how fast you reach the 15 meter finish line.
VIII. REMARKS
IX.
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 caught up with the lesson. D. No.
of learners who continue to require remediation. E. Which of my teaching strategies
worked well? Why did it work? F. What difficulties

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I.

OBJECTIVES A. Content Standards

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