School Grade &

Libagon National High School 7 – A. Bonifacio

Section
Teacher Learning
Rechell S. Craskit SCIENCE
Area
Teaching Dates
Quarter 3
& Time
DAILY LESSON Week No. Duration
PLAN 1 Day 1

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if
needed, additional lessons, exercises, remedial activities may be done for developing content knowledge and competencies. These are assessed using
I. OBJECTIVES Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum guide.
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
Standards reduction.
C. Learning 1. Describe the motion of an object in terms of distance or displacement, speed
Competency/ies or velocity, and acceleration. S7FE-IIIa1
Write the LC Code for each.
Knowledge: Describe the motion of an object in terms of its distance or
D. Learning displacement.
Objectives Skills: Illustrate the difference between distance and displacement.
Attitudes: Display accuracy of illustrating the path of the object’s motion.
Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be tackled in a week or two.
II. CONTENT/TOPIC Motion: Distance and Displacement
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix
of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
RESOURCES
A. References
1. Teacher’s Guide
pp. 6-8
pages
2. Learner’s
pp. 2-6
Materials pages
1. Science and Technology I. Integrated Science Textbook for First Year. Villamil,
Aurora M., Ed.D. 1998. pp. 73-74.
3. Textbook pages
2. Science and Technology IV. Physics Textbook for Fourth Year. Rabago, Lilia M.,
Ph.D., et.al. 2001. pp. 50-61
4. Additional
1. NSTIC Science Manual. Integrated Science Manual. 413 M. pp. 2-13. (Module 8)
Materials from
2. MISOSA 6. Module 24.
Learning
3. EASE Physics. Module 10.
Resource (LR)
4. Project EASE Module 9 Physics pp 1-36.
Portal
B. Other Learning
Manila paper/cartolina, ruler, pen marker
Resources
These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of
learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple
IV. PROCEDURES ways to learn new things, practice their learning, question their learning processes, and draw conclusion about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Show video clip on Motion Song - YouTube (360p), Website:
previous lesson or https://www.youtube.com/watch?v=9G1dhkRJ3ak&t=20s, or URL:
presenting the new https://youtu.be/9G1dhkRJ3ak?t=39.
lesson.
ELICIT (The activities in this section
will evoke or draw out prior concepts of
or experiences from the students)
B. Establishing a Ask two students volunteer to get the book in the table were they are place in
purpose for the same position but tasked to get the book with different path.
AWARENESS

lesson. Ask one student to draw the path taken by the volunteer.
ENGAGE (The activities in this section
will stimulate their thinking and help them Give the following questions to the students:
access and connect prior knowledge as a 1. What did the volunteers do?
jumpstart to the present lesson.)
They are to get the book place in the table but must take a different path.
2. How did the students get the book? By moving.
3. Why can you say that the students are moving?
Because they move from their original position.
4. What does the original position also refer? It also serves as the point of
reference.
5. As they move from their position what do they cover? They cover a
 path/distance.
6. What is distance? It is the whole path taken by the object in the journey.
What does this imply to motion? That motion takes place when the object is
changing its position and covers a distance/a path.

C. Presenting
examples/instance
s of the new lesson.

D. Discussing the new Group the students into five. The tasked are the following:
concepts and 1. Each group are assigned to draw a roadmap of one of the following landmark
practicing new to the school
skills #1.
a. Bulakna Beach Resort
EXPLORE (In this section, students
will be given time to think, plan, b. Kagusuan Beach
investigate, and organize collected c. Our Lady of Divine Providence Church
information; or the performance of the
planned/prepared activities from the d. Salagdoong Beach Resort
student’s manual with data gathering and
e. Logucan Elementary School
ACTIVITY

Guide questions)
Note: Change the landmarks cited above to the places near your school for
students’ familiarization.
2. Estimate the distance in every path taken. Use scale to measure the path.
3. Draw alternative routes to reach the school from the landmark given.
4. Use broken line to draw the shortest alternative route.
Present the task to the class and discuss it to the class for one minute.
E. Discussing the new
concepts and
practicing new
skills #2.
F. Developing 1. What is the total path from the landmark to the school? The object is at
mastery rest/stop.
(Leads to formative 2. Is there any alternative route to reach the school from your landmark? Yes
assessment 3).
3. Did you find a route that can reach you the school the shortest? Yes
EXPLAIN (In this section, students will
be involved in an analysis of their 4. Is the direction of these paths the same? How is direction affects the
exploration. Their understanding is
ANALYSIS

clarified and modified because of

distance? No, it affects for it shortens the path from the original position to
reflective activities)/Analysis of the the final position.
gathered data and results and be able to
answer the Guide Questions leading to 5. What does this route call? It is called displacement.
the focus concept or topic of the day. 6. Define displacement based from the activity. Displacement measures the
distance from the original position to the final position of an object. It is the
shortest path taken.
7. How is motion related to distance/displacement? It is related as the object
changes position it covers a path which can be a distance or displacement.
G. Making What factor we must consider to describe the object in motion?
generalization and The object must change in position in order for it to be in motion.
abstraction about How is motion related to distance and displacement?
ABSTRACTION

the lesson.
As the object in motion, it changes position, as it changes position, the path taken
ELABORATE (This section will give
students the opportunity to expand and of this change is the distance/displacement.
solidify / concretize their understanding Explain the difference between distance and displacement?
of the concept and / or apply it to real –
world situation) Distance is the length of all paths taken to reach one place to another while
displacement only covers the distance from the original to the final destination.it
only measures the shortest path.
 H. Finding practical As a student of Candaping NHS, how is distance and displacement related to you?
application of

APPLICATION
Distance and displacement relates to us as a student as we travel from our house
concepts and skills to the school. It gives us an alternative route that we can use to reach to the
in daily living.
school earlier without being affected by traffic decongestion and travelling far
distances.

I.
Evaluating Based from the activity given.
learning. The roadmap will be graded accordingly:
EVALUATION (This section will
provide for concept check test items and RUBRICS 20 18 16 15
answer key which are aligned to the Creativity Neat, artistic, Neat, artistic, Neat Untidy

ASSESSMENT
learning objectives - content and creative
performance standards and address
misconceptions – if any) Content Well- Presented Presented
presented with less with no
with well- efforts done efforts done
constructed
roadmap
Timeliness Submitted the Submitted Submitted
activity before the activity the activity
the deadline on time late
J. Additional Explain why we are in motion right now.
activities for
ASSIGNMENT

We can say we are in motion every time because of the movement of earth. As
application or earth moves, everything found on earth also moving. That is why motion is
remediation.
relative.
EXTEND (This sections give situation
that explains the topic in a new context ,
or integrate it to another discipline /
societal concern)

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to
VI. REFLECTION help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant
question.
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 lesson
work? No. of learner who
caught up with the lesson
D. No. of learner 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?
G. What innovation or
localized materials did I
use/ discover which I wish
to share with other
teachers?