lOMoARcPSD|22199971

School: Calipayan National High School Grade Level: 7

Teacher: Maika J. Jimenez Learning Area:Science
Observation Date: February 17, 2023 Quarter: Third Observation: 1 2 3 4

Semi-Detailed Lesson Plan in Science Grade 7

I. OBJECTIVES
A. Content The learners demonstrate an understanding of motion in one dimension.
Standards
B. Performance The learners shall be able to conduct a forum on mitigation and disaster risk reduction
Standards
C. Learning The learners should be able to:
Competencies 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 At the end of the lesson, learners should be able to:
Objectives 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 Learning and practicing new knowledge that will help life easier.
INTEGRATION
III. 21ST Critical Thinking, Creativity, Communication and Digital Literacy
CENTURY
SKILLS
IV. LEARNING 7 E’s
STRATEGY
V. CONTENT Force and Motion (Describing Motion)
VI. LEARNING Alumaga et. Al (2019). Science and Technology 7 (K-12 Revised Edition). Vibal Group
RESOURCES Inc. ISBN 978-971-07-4432-9. Pp 153-156

Science – Grade 7 Alternative Delivery Mode Third Quarter – Module 1: Let’s Do the
Motion First Edition, 2020

https://www.youtube.com/watch?v=_l3ooUzG8Ls

VII.
PROCEDURE
Preliminaries i. Greetings
ii. Prayer
iii. Checking of Attendance
iv. Review of previous lesson
v. Presentation of Specific Goals
Elicit The teacher will ask the students what they recall about the
previous lesson.
The teacher will ask what they learn about scalar and vector
quantity.
Ask for any clarification for the previous lesson
Engage Activity 1: Map to Success
Create
Materials:
 Short bond paper
 Pen
Instructions:
 Make your own Map of Success
using a Road Map Graphic Organizer
 List down 5 steps you take in order to
achieve the things you desire or your
goals in life
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Activity 2: Let’s Travel

The learners will answer the following
questions:

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.
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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.g. falling
leaves.
1.
2.
3.
4.
5.

Distance and Displacement

As we study the motion of objects, we must first be able to describe the object’s
position. When your parents are going to the market, the tricycle is at rest on the
terminal or where your parents are waiting. The terminal or the waiting place is
the starting position of the tricycle. When your parents reach the market, the
tricycle has changed position. Its new position is the market.

Physicists use variables to represent terms. We will use d to represent car’s position.
We will use a subscript to differentiate between the initial position, di, and the final
position, df.

Now imagine driving from your house to a friend's house located several kilometers
away. How far would you drive? The distance an object moves is the length of the path
between its initial position and its final position. Distance is a scalar quantity. The
distance you drive to your friend's house depends on your path.

In going from your house to a friend’s house, you can take several routes with varying
distance. Let us ignore the actual route that you traveled and consider only the change
in position. This is the displacement from your home to a friend’s house, represented
by a broken arrow line. Displacement is a vector quantity and is characterized by its
magnitude (i.e, the shortest distance between initial and final position) and direction.

Activity!
Problem Solving:
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Activity: Trip to Me!

Instructions:
 Move out from your chairs
 Stand in front of your chair
 A song will be played.
 When the song is being played, move to the next chair on your right side.
 You are only allowed to stop moving from one place to another once the music
stopped.
 Once the music stopped, the one who’s facing opposite the direction of the
teacher ha the opportunity to answer the question.
 The students will answer in chorus once the student can not be able to answer.

Questions:

1. Which refers to the length of the entire path travelled by an object?

2. Which refers to the shortest distance between to object’s two positions?
3. The change in position over an interval of time is called ______________.
4. The distance travelled by an object, how fast the object is travelling, and the direction in which
the object travels to, is measured with respect to _____.
5. Displacement can be equal to distance when ________.

Additional Question:
State the distinction between distance and displacement in our own dialect.

Evaluate Short Quiz!

A. Read each item properly. Write true if the statement is correct and write false if the
statement is incorrect.
1. Motion is the change in position for a time interval.
2. Displacement refers to the length of the entire path travelled by an object.
3. Reference point is needed to determine the position of an object.
4. Displacement cannot be negative.
5. Distance is a scalar quantity.

B. Calculate the distance and displacement in each of the following situations:

1. Bill runs 400 meters to Andy’s house, turns around, and runs 400 meters back home.
• a. What is Bill’s distance?
• b. What is Bill’s displacement
2. Scott travels north 5 miles and then goes west 3 miles before coming straight back south 2
miles. What is his distance?
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Additional Activity:

Elaborate the Filipino quote below and relate it to the concept on the importance of specifying the
reference point when describing the distance and displacement covered by an object.

“Ang hindi marunong lumingon sa pinanggalingan, ay hindi makakarating sa paroroonan”-

Anonymous

Extend
Assignment

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.
Calculate your net displacement graphically.
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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did I encounter
which my principal
or supervisor can
help me solve?
G. What
innovation or
localized
material/s did I
use/discover which
I wish to share
with other
teachers?

Prepared by: Noted:

MAIKA J. JIMENEZ RHONA R. CAMILING, HT I.

Name and Signature of Teacher Name and Signature of Observer