Week 1

Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS
BAUAN TECHNICAL INTEGRATED HIGH SCHOOL
DAILY LESSON LOG

GRADE 7-SCIENCE
LEARNING SECTIONS G7- Marangal

TEACHER MARIA ELIZABETH Y. CUSI G7- SCIENCE
DAILY AREA G7- Matatag
LESSON LOG TEACHING G7- Magiting
DATE February 5-9, 2024 QUARTER THIRD
SCHEDULE G7 - Matulungin
WEEK 1 Day 1 Day 2 Day 3 Day 4

OBJECTIVES
Content Standards The learners demonstrate an The learners demonstrate an The learners demonstrate an The learners demonstrate an
understanding of motion in one understanding of motion in one understanding of motion in one understanding of motion in one
dimension dimension dimension dimension
Performance Standards The learners should be able to The learners should be able to The learners should be able to The learners should be able to
conduct a forum on mitigation and conduct a forum on mitigation and conduct a forum on mitigation and conduct a forum on mitigation and
disaster risk reduction disaster risk reduction disaster risk reduction disaster risk reduction
Learning Competencies Describe the motion of an object in Describe the motion of an object in Describe the motion of an object in Describe the motion of an object in
(Write the LC code for each) terms of distance or displacement, terms of distance or displacement, terms of distance or displacement, terms of distance or displacement,
speed or velocity, acceleration speed or velocity, acceleration speed or velocity, acceleration speed or velocity, acceleration
(S7FE-111a-1) (S7FE-111a-1) (S7FE-111a-1) (S7FE-111a-1)
CONTENT Distance and Displacement Speed and Velocity Acceleration Roadmap Activity
LEARNING RESOURCES
References
Teacher’s Guide pages
Learner’s Materials pages pp. 136 - 137 pp. 140 - 142
3. Textbook pages pp.7 pp. 23 pp. 136
4. Additional Materials
Name of School: Bauan Technical Integrated High School
Address: P. Muñoz St. Poblacion I, Bauan, Batangas
Telephone No.: (043) 403 7159
Email Address: bauantech@yahoo.com.ph
(LR) portal
Force, Motion and Energy Quarter 3: Force, Motion and Energy Quarter 3: https://
Module 1-4 Las Piñas Module 1-4 Las Piñas www.brighthubeducation.com/
https://byjus.com/physics/distance- https://sciencespot.net/Media/ middle-school-science-lessons/
B. Other Learning Resources
and-displacement/ speedchall.pdf 35810-acceleration-lesson-plan/
https://www.liveworksheets.com/w/
en/physics/2241734
PROCEDURES
Reviewing the previous lesson or The teacher will ask the students Checking/Analyzing the previous
presenting the new lesson these following questions: group activity.
1. What can you recall on our Let’s do the 321! Let’s do the 321!
previous discussion? 3 – What are the 3 things that you 3 – What are the 3 things that you
2. What is motion? When we can have learned? have learned?
say that an object is in motion? 2 – What are the 2 things that 2 – What are the 2 things that
3. What is point of reference? caught your interest? caught your interest?
4. What do you call the two 1 – What is that one question you 1 – What is that one question you
endpoints of the reference?
want to ask, if there is? want to ask, if there is?
5. What is the difference of scalar
and vector quantity?
Establishing a purpose for the Activity 2. Arrange Me! Activity 3. Analyzing Motion
lesson I. Arrange the jumbled words Graphs
inside the parenthesis to complete Match each description to its
the idea. appropriate graph.
1. SPEED
Let students analyze the It is the _____ (rcaals) quantity 1. A boy running for 20 minutes then
illustration that shows the distance that signifies the _____ stops to rest.
travelled by the boy riding a (dumgainte) of the _____ (ater) of 2. A rock placed on top of a table.
bicycle. change of an object’s motion.
3. A car moving uphill (upward).
1. In the illustration presented, what
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2. VELOCITY 4. A child sliding down the slide.
is the moving object? It is _____ (rcevot) quantity that 5. A moving vehicle suddenly stops
2. What are the reference points signifies the _____ (ugamentdi) of and remain at rest for some time
presented? the rate of change of position and
3. When I say, “the boy is also the _____ (reiidcotn) of an
travelling 4m north,” is it a scalar object.
or vector quantity?
4. How about, “the boy will travel II. Who runs faster?
in a total of 11 meters,” is it a 1. Bicycle vs. Motorcycle
scalar or vector quantity? 2. Dog vs. Mouse
5. Going back to the illustration, 3. Cheetah vs. Lion
what do you think is the distance 4. Spiderman vs. The Flash
travelled from point A to point B? 5. A man that was running vs.
Bicycle
Presenting examples/instances of 1. Are you familiar with these Activity 4: Doing Detective Work
the lesson signs? Where can you usually can A. Using tape chart
this? 1. Obtain from your teacher paper
strips with dots.
2. Label each dot. Start from 0,
then 1, 2, 3, and so on. In this
Guide Questions:
example, each dot occurred every
1. How far did the dog travel from
1 second.
its point of origin to its 1st
2. What it tells us?
destination? In what direction?
3. What are the units used in the
above examples of speed limits?
its 1st destination to its 2nd
4. What quantities do these units 3. Examine the distances between
destination? In what direction?
represent that are related to successive dots.
speed?
its 2nd destination to its 3rd and 4. Cut the strip at each drop,
final destination? In what starting from the first to the last
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drop, and paste them side by side
on a graph paper to form a tape
chart as shown in Figure 11.
B. Using motion graphs

direction? 5. Measure the distance travelled
4, Therefore, how many paths are by the car after 1 second, 2
travelled by the dog?
seconds, and so on by measuring
5. What is the distance between
the initial position and final the distance between drops 0 and
position of the dog? 1, 0 and 2, and soon. Enter your
measurements in Table 3 on the
below.
6. Plot the values in Table 3 as

points on the graph in Figure 12
on the right.

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7. Join the mid-points of the tops

of the tapes with a line. You have
now converted your tape chart to
a speed-time graph.
Discussing new concepts and A. Group Reporting and presentation Guide Questions: Activity 4 : My Home to School
practicing new skills #1 of outputs Activity 2.1 – Speed Challenge 1. How will you compare the Roadmap
Answer the following questions: A. Group Reporting and presentation distances between successive dots? 1. Devise a way to easily measure
of outputs. 2. How do the lengths of the tapes distance. Let your teacher check
compare? your non-standard measurement
3. If each tape represents the distance for precision.
travelled by the object for 1 second, 2. Using your measuring device,
then what ‘quantity’ does each piece gather the data that you will
of tape provide? need for your roadmap. Make
4. What does the chart tell you about sure that you take down notes of
1. What is the total length all names of then roads,
the speed of the car?
travelled by the dog from its point landmarks, corners, posts, and
5. How will you compare the changes
of origin to its final destination? establishments you pass by.
in the lengths of two successive
2. What do we call the total length Record your data properly.
tapes?
of path traveled by the dog? 3. Using your gathered data, draw
6. What then can you say about the
your house-school roadmap on a
3. What is the shortest distance of acceleration of the moving car? short bond paper. Decide on the
the dog relative to its points of 7. How does your distance-time most convenient scale to use
origin? graph look like? when you draw your roadmap.
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4. What do we call the shortest 8. How does you graph look like? An example is shown below.
distance between the object’s How is this different from your graph
initial and final position? in Figure 12?
5. When can displacement be 9. How will you interpret this graph
in terms of the speed and acceleration
equal to distance?
of the moving car?
25 m
10. If you found out in your
investigation that the arrangement of
oil drops left by the car is similar to 4. Label your roadmap properly,
what you used in this activity, was including names of the roads,
establishments, etc. Specify also
the suspect telling the truth when he
6. What if the car will go back to the length of road.
said that he was driving with constant
their starting position, what will 5. Finally, let your teacher check
speed?
be the total distances? What will again your work.
be the displacement?
7. Can displacement be equal to
zero?
8. Can distance be equal to zero?
Discussing new concepts and B. Guide Questions Guide Questions::
practicing new skills #2 1. Which task and distance resulted in 1. How do you determine
the fastest speed? distance?
Task = ____ Distance = ____ Speed 2. What is the total length of your
= ____
travel from your house to your
2. Which task and distance resulted in
school?
the slowest speed?
Task = ____ Distance = ____ Speed 3. How do you determine
= ____ displacement?
3. How far could you speed walk in 4. What is the total displacement
10 minutes based on your speed for of your travel?

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the 10 meter trial? Show your work!
4. How long would it take you to hop 5. Suppose you go back to your
30 meters based on your speed for the home from school, what will be
5 meter trial? Show your work! your total distance?
5. How far could you travel walking 6. From your home, supposed
backwards in 15 minutes based on
that you ride a car that travels at
your results for the 5 meter trial?
uniform speed a distance of 32m.
Show your work!
6. How long would it take you to
in 120 mins. What is the speed of
walk (regular rate) 1 kilometer (or the car?
1,000 m) based on your speed for the 7. How about calculate the
10 meter trial? Show your work! velocity of a car that travels 650
7. Are your results accurate? Why or kilometers northeast in 2.4 hours.
why not?
Developing Mastery (Leads to Read each statement carefully.
Formative Assessment) Determine if it is describing speed
or velocity by writing the
statement inside its corresponding
classification.
1. Tropical storm travelling 88

kph, eastward.
2. Jacob ran 10 meters in 10
seconds.
3. Jean moved the plate 50
centimeters to the right in 3
seconds.
4. Rafael swims 120 meters
towards the shore in 60 seconds
5. A ship cruising 34 miles per
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hour
SPEED VELOCITY
Finding Practical Applications Going back to the first figure… 1. If a child is running across the Give some establishments near to our
of concepts and skills in daily 1. Why do you think it is important to playground and suddenly turns school and its approximate distance
living follow speed limit? without changing speed, does this and displacement from our school.
2. What could possibly happen if it cause a change in acceleration, and if
Let the students share the practicality were not followed? so why?
of knowing the distance and 3. Does obeying a simple traffic sign 2. A truck is driving in a straight line
displacement on their everyday lives make sense for being a good citizen? at a speed of 75 mph. They pass a
particularly when it comes to Why? Why not? police car on the side of the road and
traveling. Like knowing the distance slow down to avoid being pulled
that they travelled from home to over. Is this a form of a change of
school or how far their home is to the acceleration? If so, what is it called?
mall/market. 3. Acceleration is determined by a
change in velocity. Consider what
type of quantity velocity is and
answer the question – is acceleration
a vector or scalar quantity?

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Making generalizations and 1. What is acceleration?
abstractions about the lesson 1. How can you determine if the 2. If an object does not change its
object is fast or slow? position at a given time interval, is it
2. Then, how can you describe accelerating?
speed? 3. Describe the speed of an object if it
3. How do we calculate speed? covers equal distance at equal
What are the possible units of intervals of time. Is it accelerating or
speed? not?
4. How about velocity? Kindly 4. Describe the speed of an object
describe. which covers varying distances at
5. What are the possible units of equal interval of time. Is it
velocity? accelerating?
6. Differentiate speed from 5. What are the conditions so that the
velocity. object is accelerating?
6. When do objects not accelerating?
Evaluating learning Solve for distance and Answer the table below. Learning Task: It’s Solving Time:
displacement. Determine who among the Acceleration!
1. Lucinda walked 400m west participants travelled faster. Solve the following problems below
from her house to the school. involving speed and velocity. Show
your solution.
1. A bird can fly a distance of 250
1. Based on your computations, miles in 5 hours. What is the average
who among the participants speed of the bird?
2. Lucinda walk 300m east to the travelled fastest? Why? 2. If you travel 300km in 6 hours,
street corner. She then walked 2. How about slowest? Why? what is your average speed?
another 600m east to the park. 3. A jeepney moves along a straight
road at an average speed of 10m/s.
What is the distance travelled by the
jeepney in 2.5 s?
3. Lucinda walked 400m west
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from her house to the school. She
then turned and walked 400m east
back to her house.
Compute the following:

Make a draft of your way from your
1. A car travels 90 meters in 45
Additional activities for Make a draft. Trace your way house to school. Ask or search for its
seconds. How fast did it travel?
application or remediation from home to school distance. Bring a short bond paper
2. Calculate the speed of a lion
and art materials that you prefer.
that runs 45 meters in 5 seconds.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned

80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?

No. of learners who have caught
up with the lesson
D. No. of learners who

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continue to require remediation
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I

encounter that my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use or discover that
I wish to share with other
teachers?
Prepared by: Checked by: Noted by:
GABRIEL R. ROCO EdD

MARIA ELIZABETH Y. CUSI CRISTIE D. PUNZALAN Principial IV
Teacher III Master Teacher I

Telephone No.: (043) 403 7159

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Republic of the Philippines

DAILY LESSON LOG

LEARNING SECTIONS G7- Marangal

WEEK 1 Day 1 Day 2 Day 3 Day 4

B. Using motion graphs

6. Plot the values in Table 3 as

Name of School: Bauan Technical Integrated High School

7. Join the mid-points of the tops

Name of School: Bauan Technical Integrated High School

1. Tropical storm travelling 88

Name of School: Bauan Technical Integrated High School

Compute the following:

A. No. of learners who earned

C. Did the remedial lessons work?

D. No. of learners who

F. What difficulties did I

Prepared by: Checked by: Noted by:

GABRIEL R. ROCO EdD

Name of School: Bauan Technical Integrated High School

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