GRADE

TEACHER Liezl B. Gomal Grade 7

LEVEL
LEARNING AREA Science 7 UNIT _3_ Force, Motion and, Energy
DAILY MODULE
LESSON QUARTER Third Motion in One Dimension
_1_
LOG
DATE November 7, 2018 DATE November 8, 2018
SECTIONS Dagohoy, Lapu-Lapu SECTIONS Lakandula, Calaguas, Jaena

I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of motion in one dimension.
The learners shall create and interpret graphs based on a given
B. Performance Standards
contextualized situation.
The learners should be able to describe the motion of an object in
terms of distance or displacement, speed or velocity, and acceleration.
1.1 describe motion as a change in position S7FE-IIIa-1.1
1.2 define distance and displacement S7FE-IIIa-1.2
1.3 differentiate distance from displacement S7FE-IIIa-1.3
1.4 describe motion in terms of distance and displacement S7FE-IIIa-1.4
C. Learning Competencies/
Objectives LC code for each Objectives
The students should be able to:
1. define distance and displacement;
2. perform activities which will distinguish distance from
displacement; and
3. Recognize the importance of the concept of distance and
displacement in day-to-day living.
II. CONTENT DISTANCE AND DISPLACEMENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide Pages Pages 119-120 / Curriculum Guide p. 116
2. Learners Guide Pages Pages 130-132
3. Textbook Pages
4. Additional Materials from
Learning Resource(LR)Portal
B. Other Learning Resources
IV. PROCEDURES
Ask the students to identify whether the ff. denotes a scalar or a vector
quantity: (Each student will use a flaglet/metacard to answer.)
1. 50 kilograms SCALAR
A. Reviewing previous lesson or
2. 100 km/hr, East of Batanes VECTOR
presenting the new lesson
3. Time SCALAR
4. 1 mile SCALAR
5. 5 meters to the left VECTOR
Inform the students that the following will be the goals for the day.
1. differentiate distance from displacement;
B. Establishing a purpose for the 2. determine the distance and displacement covered by a moving
lesson object; and
3. Recognize the importance of the concept of distance and
displacement in identifying how far the object is.
C. Presenting examples/instances of A very good way of presenting the concept of distance and displacement is
the new lesson by doing the following activity.

D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads to
Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstraction about the lesson
I. Evaluate learning
J. Additional activities for
application or remediation
Divide the class into 4 groups. Each group will identify 2 ways on how to
reach the end point.
(Students should be able to mention, a long way and a shortcut)
From there, present the concept of distance as the long way and the
shortcut as the displacement.
Process the activity to distinguish distance and displacement.
(Guide Questions)
The student will do Activity on Distance and Displacement? (see the
attached activity sheet)
importance of the concept of distance and displacement in day-to-day
living.
Ask questions that will elicit the ff. key concepts:
Distance vs. Displacement
 Distance: measurement of the actual path traveled
 Displacement: the straight-line distance between 2 points.
Displacement also includes direction!
To assess Objective 1, use formative assessment:
(3 items short quiz about distance and displacement)
To assess Objective 2, use the following rubrics:
 Go for a round trip (home to a place in your city and back) for a day with a
friend and note down the distance covered and the displacement.

V. ASSIGNMENT Day/Date Place Distance Displacement Reflection

Visited Covered for
Round Trip

VI. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your
students' progress this day. What works? What else needs to be done to
VII. 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
questions.
Lapu-
Grade Level/ Section Calaguas Dagohoy Jaena Lakandula
Lapu
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 continue to
require remediation
E. Which of my teaching strategies work
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
can share with other teachers?
Date: Checked by:
ELIZABETH A. SALDAÑA

Science Department Head

How Far
A. Bessie the cow and Sally the bird both traveled from point “A” to point “B.” Sally traveled in a straight line and
Bessie did not. A B

10 m

25 m

1. What distance does Bessie the cow travel? 25 meters

2. What distance does Sally the bird travel? 10 meters
3. What is Bessie the cow’s displacement? 10 meters
4. What is Sally the bird’s displacement? 10 meters

B.

1. If the car travels once around the racetrack, what distance does it travel?
2. If the car travels twice around the racetrack, what distance does it travel?
3. If the car travels once around the racetrack, what is its displacement?

C. Showing Displacement:
1. Draw an arrow showing an object (car) that moves from the 7 m position to the 1 m position.

2. Use the number line below to answer the following questions:

xi xf

a. Draw an arrow to show the displacement.

b. Is the initial position positive or negative?
c. Is the final position positive or negative?
d. Is the displacement positive or negative?
e. What is the displacement [size (with units) and direction (+ or -)]?