SAN JOSE NATIONAL

Grade
School: AGRICULTURAL AND VII
Level:
INDUSTRIAL HIGH SCHOOL
Learning
Teacher: DIANE MARR N. DENCIO SCIENCE 7
Area:
DETAILED
Teaching
LESSON PLAN
Dates
( DLP ) Quarter: THIRD
and
Time:

At the end of the lesson, the students should be able to:

 define motion;
 define the descriptors of motion;
 differentiate distance and displacement;
I. OBJECTIVES  interpret a position-time graph;
 construct a Venn diagram about distance and displacement;
and
 construct a road map of their house to school which includes
distance and displacement.
A. Content
The learners demonstrate an understanding of motion in one dimension.
Standards
B. Performance The learners should be able to conduct a forum on mitigation and disaster risk
Standards reduction.
C. Learning The learners should be able to:
Competencies a. describe the motion of an object in terms of distance or
displacement, speed or velocity, and acceleration;
b. differentiate quantities (in terms of magnitude and direction)
using the concepts of distance vs. displacement and speed vs.
velocity;
c. create and interprets visual representation of the motion of
objects such as tape charts, motion graphs.
II. CONTENT Topic: Descriptor of Motion
Sub- topic/s:
 Distance vs. Displacement

III. LEARNING RESOURCE

A. References
1. Teacher's Science 7 Teacher’s Guide. Alvie A., Marie C., Leticia C., et al. 2017. pp. 167-
Guide pages 173.
2. Learner's Science 7 Learner’s Module. Alvie A., Marie C., Leticia C., et al. 2013. pp.
Materials/ pages 130-135.
3. Textbook/ pages
4. Additional
Materials from
Learning Resource portal
B. Other Learning Activity sheet, manila paper, laptop, TV, chalk
Resources / SIM
IV. PROCEDURES
Teacher’s Activity Student’s Activity
Preliminary Activities (The teacher will ask the students to
stand and pray. After that, before
letting them to sit, the teacher will
ask the students to pick up the pieces
of dirt or any trash under their chairs.
Then, the teacher will check the
attendance.)
(The students will do what the teacher
instructed them to do.)
A. Reviewing Previous Lesson (The teacher will present an activity
or Presenting the New called Fly Swatter. This activity will
Lesson test the students’ capability to recall
their past lesson.)

Mechanics:
The two groups will select one
representative in each round. The two
representatives have to hit the right
answer to the question of the teacher.
The group which will obtain higher
points will have plus five in the quiz.

(The students will count from one to

two to determine their group.)

Questions:
1. What is the basic unit of life?
2. It is an organelle found in all
types of animal cells which
contains a large range of
digestive enzymes capable of
splitting most biological
macromolecules.
3. These are involved in the
production of proteins by
translating messenger RNA.
4. It includes cytosol, organelles,
vesicles and the cytoskeleton.
5. A membrane-bound
compartment found in a cell.
6. A barrel-shaped microtubule
structure found in most animal
cells, important in the process
of mitosis.
7. An organelle found in
cytoplasm which contains
separate genetic material and is
responsible for the conversion
of food to usable energy in the
form of ATP.
8. A network of membranes in the
cytoplasm if those animal cells
that produce secretions and
involve mostly in the packaging
of materials inside the cell.
9. It serves as a structural function
helping the cell maintain its
shape and protecting the cell
from damage.
 10. A large membrane-bound
vesicle in a cell’s cytoplasm.
11. It is found only in plants and
responsible for photosynthesis.
12. It is the outermost covering of a
cell that regulates the entry and
exit of substances.
13. It is the brain of the cell and it
controls all the functions
occurring in the cell. It also
contains the blueprint of life,
which is the DNA.
14. It plays a central role in the
synthesis of proteins.
15. It is involved in the synthesis
and storage of lipids including
cholesterol and phospholipids,
which are used in the
production of new cellular
membrane.

1. Cell
2. Lysosome
3. Ribosomes
4. Cytoplasm
5. Vesicles
6. Centriole/s
7. Mitochondria
8. Golgi bodies/apparatus
9. Cell wall
10. Vacuole
11. Chloroplast
12. Cell membrane
13. Nucleus
14. Rough endoplasmic
reticulum
15. Smooth endoplasmic
reticulum
B. Establishing the Purpose of (The teacher will present videos that
the Lesson shows the movement of objects. After
that, the teacher will call students
randomly and let them share their
observations in the class.)
(The students will share their
observation.)
(The teacher will ask the students the
definition of motion for them.)
(The students will share their own
definition of motion.)
C. Presenting Examples/ (The teacher will present an activity
Instances of the New entitled: Where is it? wherein the
Lesson students have to find the location of the
things indicated in the activity by just
merely relying on the clues stated in the
activity sheet.) (The students will do the activity.)

The teacher will ask the following

questions:
 1. Were you able to find the
object? Was it easy or difficult?
2. Is the instruction clear and easy
to follow? What made it so?
3. Were they successful in finding
the object? Was it easy for them
or difficult?
4. What other details or
information included in your
instruction that made it clearer
and easier to follow?
5. In your own words, what is
point of reference and how
important it is?
(The students will answer the
questions.)
(The teacher will explain the
importance of direction and reference
point and connect the activity to the
previous one.)
D. Discussing New Concepts (The teacher will present another
and Practicing New Skills activity which is entitled: Where is it?
#1 2 wherein the students have to locate
the things indicated in the activity by
relying on the measurement indicated
below the object.)

(The teacher will distribute the activity

sheets in each group and explain the
instructions and answer the queries of
the students before proceeding in doing
the activity.)
(The students will do the activity.)

(The teacher will let the students

present their answers in their activity.)
(Each group will present their works
in front of their class.)
(The teacher will further explain the
topic.)

1. What is the location of the dog?

2. What is the location of the tree?
3. What is the location of the
house?
4. What is the location of the dog
with respect to the location of
the house?
 5. What is the location of the tree
with respect to the location of
the dog?

(The students will answer the

(The teacher will present another questions.)
activity similar to the previous one.)

1. What is the initial position of

the ball? What is its final
position?
2. What is the position of the ball 1. The initial position of the ball
at 10 seconds? is at 0 m. Its final position is at
3. At what time is the position of 15 m.
the ball equal to 5 meters? 2. 10 m
3. 5 seconds
(Now, the teacher will task the students
to convert the diagram to graph by
following the guide on page 171.)

(The teacher will instruct the students

to interpret the motion-graph that they
have created.)

(The students will interpret the

motion-graph they created.)
 (Then, the teacher will ask these
questions:
1. What is the position of the ball
at 7.5 seconds?
2. At what time is the position of
the ball equal to 12.5 meters?
3. At what time will the ball reach
20 m?)
(Students may answer these:
1. 7.5 meters
2. 12.5 seconds
3. 20 seconds)
(The teacher will explain distance and
displacement and their differences.)
E. Discussing New Concepts (The teacher will present examples
and Practicing New Skills pertaining to distance and
#2 displacement. The students have to
identify whether the example is either
distance or displacement.)
(The students will answer either
distance or displacement.)
1. 5 km
2. 5 km, East
3. Shortest length
4. Vector 1. distance
5. With direction 2. displacement
6. Shorter and cannot be greater 3. displacement
7. Doesn’t always follow a straight 4. displacement
line 5. displacement
8. 6.5 meter to left 6. displacement
9. 23 meters 7. distance
10. Scalar 8. displacement
9. distance
10. scalar

(The teacher will ask these questions:

 What are the differences

between distance and
displacement?

 Distance does not always follow

a straight line while displacement
always follow a straight line.
 Distance has measurement or
magnitude only while
displacement always has
measurement and direction.
Thus, it is under vector, while
distance is considered scalar.

(The teacher will further explain how to

measure distance and displacement.)
F. Developing Mastery (The teacher will give a short quiz on
how to measure distance and
displacement.)
 1.

2.

3.

4.

(Students will solve the distance and

displacement.)
G. Finding Practical (The teacher will instruct the students
Applications of Concepts to group themselves into five. Then, the
and Skills in Daily teacher will instruct each group to draw
Living(Application) one of their member’s road map from
house to school.)
(Each group will do the activity.)

(The teacher will instruct each group to

present their outputs.)
(Each group will present their
outputs.)
H. Making Generalization and (The teacher will instruct the two
Abstractions About the groups to construct a Venn diagram in
Lesson a manila paper. After that, the teacher
(Generalization) will instruct them to fill the diagram
with the similarities and differences of
distance and displacement; speed and
velocity.)
(Each group will construct their own
Venn diagram in a manila paper.)
(The teacher will instruct the students
to present their outputs in the class.)

Displaceme
Distance
nt
 (Each group will present their
outputs.)
I. Evaluating Learning (The teacher will give a quiz.)
(Evaluation) Quiz #1 Descriptors of Motion.docx
(See attached document.)
(Students will take the quiz.)
J. Additional Activities for
Application or Remediation
(Assignment)
V. REMARKS

VI. REFLECTION
A. No. of learners who earned
at least 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 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

Prepared by:

DIANE MARR N. DENCIO

Teacher I
Checked by:

RHODORA Z. ABIS
Head Teacher VI

Noted by:

MARLON L. MARTINEZ
Principal II