School Magdugo National High Grade Level 7

School
Teacher Levah Messiah A. Kinkito Learning Area SCIENCE
Teaching Date February 21, 2024 Quarter 3
GRADES 1-12 DAILY Time Wednesday 10-11 am
LESSON LOG

Content Standards: The learners demonstrate understanding of the motion in one

dimension.
Performance Standards: The learners should be able to conduct a forum on mitigation and
disaster risk reduction
Key Concepts / Understandings to be
Developed
Learning Competency/ies: Create and interpret visual representation of the motion of objects
(Taken from the Curriculum Guide) such as tape charts and motion graphs
Code/s: S7FE-IIIb-3
1.Objectives: At the end of the lesson, the learners will be able to:
Knowledge Students will be able to cite examples of objects moving in one
The fact or condition of knowing something with familiarity gained
through experience or association
direction.
Skills Students will be able to create a graph of the motion of objects
The ability and capacity acquired through deliberate, systematic,
and sustained effort to smoothly and adaptively carryout complex
represented by tape charts.
activities or the ability, coming from one's knowledge, practice,
aptitude, etc., to do something
Attitude Students will be able to interpret data presented by graph.
Growth in feelings or emotional areas.
A settled way of thinking or feeling about someone or something,
typically one that is reflected in a person’s behavior
Values Students will be able to emphasize the value of accuracy and attention
A learner's principles or standards of behavior; one's judgment of
what is important in life.
to detail when dealing with graphs in motion.
Go beyond learner’s life on earth, include more than wealth and
fame, and would affect the eternal destiny of millions. Intentionally
adding value to people every day.
2. CONTENT/ GRAPHING MOTION
SUBJECT MATTER
3. Learning Resources Science 7 - Learning Module from DepEd - Negros
Oriental

4.1 Introductory Activity (____ -Prayer

Curriculum -Checking of Attendance
minutes). This part introduces the lesson content.
Although at times optional, it is usually included to Contextualization
-Review the previous lesson on the previous lesson.
serve as a warm-up activity to give the learners zest Localization:
for the incoming lesson and an idea about what it to Consider/include here the
follow. One principle in learning is that learning
occurs when it is conducted in a pleasurable and appropriate Local
comfortable atmosphere. Heritage Themes:
A. Reviewing previous lesson or A. Annual Rites, Festivals,
presenting the new lesson and Rituals
1. Drill (Historical/Religious
2. Review Festivals, Local Cultural
3. Checking of Assignment Festivals, Local
4. Unlocking of Difficulties Delicacies/Products
B. Establishing Purpose of the Festivals, Rituals,
Lesson: Wedding Ritual, Palihi
( Motivation) Ritual, Burial Ritual,
4.2 Activity/Strategy (____ ACTIVITY 1: JUMBLED WORDS
minutes). This is an interactive strategy to B. Literary Anthologies Directions: Identify the words described by the brief
elicit learner’s prior learning experience. It serves Written in Local Language
as a springboard for new learning. It illustrates the
description below. Use the jumbled words as your
principle that learning starts where the learners (BALITAW, BALAK, clue to the words being described.
are. Carefully structured activities such as Folktales/ Short Stories,
individual or group reflective exercises, group Local Heroes
discussion, self-or group assessment, dyadic or
triadic interactions, puzzles, simulations or role-
play, cybernetics exercise, gallery walk and the like C. Historical Events,
may be created. Clear instructions should be Enduring Values,
considered in this part of the lesson.
Indigenous Materials,
C. Presenting examples/ instances
Indigenous Cultural
of the new lesson ( Presentation)
 Communities/Indigenous
People, Indigenous Games

D. Topography, Flora/
Fauna (Falls, Mountains,
River, Cave, Trees,
Flower, Fauna

E. Food & Local products

G. Role Model Family

4.3 Analysis (____ minutes). Essential Activity 2: Using Tape Chart

questions are included to serve as a guide for the
teacher in clarifying key understandings about the
Objective: Describe and interpret the motion of an
topic at hand. Critical points are organized to object through graph representation.
structure the discussions allowing the learners to
maximize interactions and sharing of ideas and
opinions about expected issues. Affective questions Consider the situation below to better understand the
are included to elicit the feelings of the learners use of motion graphs and tape charts in describing
about the activity or the topic. The last questions or
points taken should lead the learners to understand motion.
the new concepts or skills that are to be presented
in the next part of the lesson.
D. Discussing New Concepts & Juan is a curious grade 7 student. He wanted to know
Practicing New Skills # 1 his motion as he fetches water for his plants. The
(Modeling, Discussion) problem is that he has no equipment to do this, only a
E. Discussing New Concepts & pail of water and droplets of water on the floor. It is
Practicing New Skills # 2(Guided assuming that the time interval between droplets of
Practice) water is 1 second. Let us help Juan with his problem.
Let us use the steps in using tape charts and motion
graphs.

The following must be observed by using a tape chart.

1. Observe the paper strips with dots.
2. Label each dot. Start from 0, then 1, 2, 3, and so on.
See Figure 1 Below.

3. Examine the distances between successive dots.

4. Measure the distance (in cm) between dots (from 0
-1, 1 - 2, 2 – 3, 3 -4,
etc.), starting from the first to the last drop, and fill in
the table below.

Guide Questions
1. What have you observed on the length in each tape?
2. Based on your observation, what can you conclude
about Juan’s motion? Is he going faster or slower?
4.4 Abstraction (____ minutes). This DISCUSSION
outlines the key concepts, important skills that
should be enhanced, and the proper attitude that
should be emphasized. This is organized as a The position of an object can be described in many
llecturette) that summarizes the learning ways. In this module, we will be able to describe
emphasized from the activity, analysis and new motions through representations by using the motion
inputs in this part of the lesson
H. Making graph and tape charts.
Generalization/Abstraction
Distance-time graphs

If an object moves along a straight line, the distance

travelled can be represented by a distance-time graph.

In a distance-time graph, the slope of the line is equal

to the speed of the object. The greater the slope (and
the steeper the line) the faster the object is moving.

The table shows what each section of the graph

represents:

If an object does not change its position at a given

time interval, then it is at rest or its speed is zero or
not accelerating. If an object covers an equal distance
at equal intervals of time, then it is moving at constant
speed and still not accelerating. If an object covers
varying distances at equal intervals of time, then it is
moving with changing speed or velocity. It means that
the object is accelerating.
4.5 Application (____ minutes). This ACTIVITY 3: Using Motion Graphs
part is structured to ensure the commitment of the
learners to do something to apply their new
After collecting the data using the Tape chart we will
learning in their own environment. follow the steps below in making a motion graph.
F. Developing Mastery:
(Independent Practice) 1. Make a table similar to the table below. (Note the
G. Finding Practical Applications data on the table is for sampling purposes only. The
of Concepts & Skills on Daily data provided may vary on your collected
Living (Valuing) data)

2. Plot the values in your table 1 as points in your

graph. Note that time is plotted on the x-axis while
distance is plotted on the y-axis. Make a similar graph
as shown below.
 3. Lastly, draw a diagonal line through the points in
the graph.

4. Interpret the data.

Remember these in interpreting your data. (from
physics info) slope of the distance-time graph is equal
to speed(v).

Guide Questions
1. How does your graph look like?
2. How will you interpret this graph in terms of the
speed of Juan?
3. Based on the graph, do you think Juan is increasing
his speed? Why?
4.6 Assessment (___ minutes). For
the teacher to: a) Assess whether learning
objectives have been met for a specified duration, b)
Remediate and/or enrich with appropriate
strategies as needed, and c) Evaluate whether
learning intentions and success criteria have been
met. (Reminder: Formative Assessment may be
given before, during, or after the lesson). Choose
any from the Assessment Methods below:
I. Evaluating Learning:
Assessment Method Possible Activities
a) Observation Investigation, Role Play, Oral
(Formal and informal observations of learners’ Presentation, Dance, Musical
performance or behaviors are recorded, based on Performance, Skill
assessment criteria) Demonstration, Group Activity
(e.g. Choral Reading), Debate,
Motor & Psychomotor Games,
Simulation Activities, Science
Experiment
b) Talking to Learners / Hands-on Math Activities,
Written Work and Essay, Picture
Conferencing Analysis, Comic Strip, Panel
(Teachers talk to and question learners about their
Discussion, Interview, Think-
learning to gain insights on their understanding
Pair-Share, Reading
and to progress and clarify their thinking)
c)Analysis of Learners’ Products Worksheets for all subjects,
Essay, Concept Maps/Graphic
(Teachers judge the quality of Organizer, Project, Model,
products produced by learners Artwork, Multi-media
according to agreed criteria) Presentation, Product made in
 technical-vocational subjects
d)Tests Skill Performance Test, Open- ACTIVITY 4: EVALUATION/POST TEST
(Teachers set tests or quizzes to determine Ended Question, Practicum, Pen
learners’ ability to demonstrate mastery of a and Paper Test, Pre and Post
skill or knowledge of content) Test, Diagnostic Test, Oral Test, Directions: Write TRUE if the statement is correct
Quiz and FALSE if is not. Write your answer in your
notebook.

1. The graph that shows a slope in a distance-time

graph means speed.
2. A roller coaster does not move in one direction.
3. An object undergoing constant speed traces a
straight line.
4. Objects moving in one direction can be described
through visuals.
5. Tape charts and motion graphs can be used to make
data interpretation easy.
6. Time is plotted on the x-axis.
7. Distance in plotted on the Y-axis.
8. When a graph is plotted in terms of the distance
traveled by the object and the time it took to cover
such distance, the graph is called distance-time graph.
Reinforcing / strengthening the day’s lesson

Enriching / inspiring the day’s lesson

Enhancing / improving the day’s lesson

Preparing for the new lesson

4.8 Concluding Activity (____ minutes). Conclusion:

This is usually a brief but affective closing activity such as a In conclusion, understanding motion through
strong quotation, a short song, an anecdote, parable or a letter representations like distance-time graphs provides a
that inspires the learners to do something to practice their new visual and quantitative way to describe an object's
learning. position and speed, allowing us to interpret and
analyze motion effectively.

Conclusion Activity:

Activity: Motion Graph Reflection

Objective: To reinforce understanding of distance-

time graphs and their interpretation.

Instructions:

1. Have students work individually or in pairs.

2. Ask each student or pair to reflect on the activity
and write a short conclusion paragraph
answering the following questions.

Discuss the reflections as a class.

Reflection Questions:
1. How did your graph look like, and did it
resemble the expected pattern?
2. Explain your interpretation of the graph in terms
of Juan's speed.
3. Did the graph suggest that Juan was increasing
his speed? Why or why not?

Remarks:

Reflections
No. of learners who earned 80% in the evaluation.
No. of learners who require additional activities for remediation.
Did the remedial lessons work? No. of learners who have caught
up with the lesson.

No. of learners who continue to require remediation.

Which of my learning strategies worked well? Why did these
work?
What difficulties did I encounter which my principal or
supervisor can help me solve?
What innovation or localized materials did I use/discover which I
wish to share with other teachers?

Checked by: ________________________________ Date: ____________________

School Head/Supervisor