Download Weekly Science Lesson Plan for Grade 7: Motion in One Dimension and more Cheat Sheet Science education in PDF only on Docsity!
GRADES 1 TO 12
DAILY LESSON LOG
School (^) PIDDIG NATIONAL HIGH SCHOOL Grade Level SEVEN Teacher/s (^) MARYKNOLL D. CARIAGA Learning Area SCIENCE Teaching Dates and Time January 31- February 2 & 5, 2024 Quarter THIRD/FIRST WEEK SESSION 1
SESSION
SESSION
SESSION
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To^ meet the objectives necessary procedures must be followed and if needed, additional lessons, exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using 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 guides. At the end of the session, the learners are expected to:
1. Describe in words the position of an object within the room or the school ground;
2. Elucidate position of moving objects using coordinates in number line and graphical representation;
3. Make a roadmap that shows how to get to school from their house;
4. Determine the speed of a moving object;
5. Calculate speed and velocity; and
6. Observe required speed limit in roads and highways
A. Content Standard The learners demonstrate an understanding of motion in one dimension. B. Performance Standard C. Learning Competency/Objectives (Write the LC code for each.) The learners describe the motion of an object in terms of distance or displacement, speed or velocity, and acceleration. S7FE-IIIa- 1 The learners describe the motion of an object in terms of distance or displacement, speed or velocity, and acceleration. S7FE-IIIa- 1 The learners differentiate quantities in terms of magnitude and direction. S7FE-IIIa- 2 The learners create and interpret visual representation of the motion of objects such as tape charts and motion graphs. S7FE-IIIb- 3 II. CONTENT Content^ is^ what^ the^ lesson^ is^ all^ about.^ It^ pertains^ to^ the^ subject^ matter^ that^ the^ teacher^ aims^ to^ teach^ in^ the^ CG,^ the^ content^ can^ be^ tackled^ in^ a week or two. Descriptors of Motion -Where is it?
a.Using Diagrams
b. Using Graphs
Descriptors of Motion -Distance and Displacement Descriptors of Motion -Speed and Velocity Descriptors of Motion
- Acceleration
- Motion Detectors
III. LEARNING RESOURCES
A. References
- Teacher’s Guide pages Page 119- 121 Page 121- 122 Page 122- 123 Page 123- 124
- Learner’s Materials pages Page 130- 134 Page 134- 136 Page 136- 139 Page 139- 143
- Textbook pages
- Additional Materials from Learning Resource (LR)portal
B. Other Learning Resource IV. PROCEDURES These steps should be done 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 ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step. A. Reviewing previous lesson or presenting the new lesson Name the common signage you find in highways and roads that gives direction? Review: When can we say that an object is in motion? From our previous lesson, what are the different ways to describe the motion of an object? Review: What is speed? What makes speed different from velocity? B. Establishing a purpose for the lesson The teacher prepares beforehand the instructions to be given to the students. Instructions like:
a. It is right there.
b. Turn and it is there?
c. Walk slowly and you
will get there.
d. It is from here and there.
Perform Activity 1: Where is It? on page 131 Inform the class that the students should be able to make a roadmap that shows how the students get to school from the house. In this activity, students should be able to design ways to obtain the speed of each member of the group and decide how to use these values to determine who among them walks fast. In this activity, students will analyze an example of motion wherein speed or velocity is changing by examining the record of the dots on a strip of paper. C. Presenting examples/Instances of the new lesson Using Figure 1 of page 131, describe the positions of the objects using the number line. Using Figure 2 of page 132, describe the position of the ball at a given time. Divide the class into groups. Assigned members as Leader, Timekeeper, Note taker, etc. The group performs Activity 2 : My Home to School Roadmap on page 135 to 136. Following the instructions carefully. Each student should be able to draw its roadmap in short bond paper. Using the same group from the previous activity. Find a bigger space in the school where the class can perform Activity 3: Fun walk (page 137) Divide the class into 5 groups. Assigned members as Leader, Timekeeper, Note taker, Reporters, etc. The group performs Activity 4: Doing Detective Work on page 139 to 141. Following the procedure carefully. Each group should be able to record the distance travel, plot values as points in the graph. D. Discussing new concepts and practicing new skills # 1 During the processing, the teacher should emphasize that once the students have selected their point of reference, they can easily describe any change in the position of an object. In other words, they can easily Present Figure 5 on page 134 to the class. Let the students describe the motion of the dog. From the figure define distance and displacement. The teacher explains that after determining how far the object moves, the next question will be “How fast did it move?” This information can be provided by the objects’ speed or velocity. Define and differentiate Speed from The teacher explains that the difference in length between two successive tapes provides the object’s acceleration or its change in speed or velocity for a time interval of 1 second.
motion of the object between 0s and 2s, between 2s and 4s, and between 4s and 6s? travelling 20 meters in 5 seconds?
3. What is the velocity of the
boy running 15 km in 3 minutes going North? G. Finding practical application of concepts and skills in daily living Teacher emphasizes the significance that knowledge in describing motion of an object will help them understand common road signage. How far is your home from the school? What is the maximum speed limit allowed by law for road vehicles in the Philippines? In what instance you are required to increase your speed?
- Cite instance like
emergency cases. Precaution on safe driving by using safety belts H. Making generalizations and abstractions about the lesson Teacher makes the students realize the fact that understanding motion of the objects will be of great help to those who are lost and in need of clear guide for them to get to their destination safely. The students will answer the questions orally.
1.Is it possible to get zero
displacement? When can displacement be equal to zero? Why is it important to attain the required speed limit in the road or highways? Teacher indicates that acceleration does not take place only on increasing speed along a straight line but could also takes place when a moving object reduces or decreases it speed or when it changes direction. This is to correct the common conception among people that acceleration only refers to objects with increasing speed. I. Evaluating learning Check^ students’^ answer^ on Short Answer Questions (Q1 to Q14) Check students’ answer from the activities given (Developing Mastery) Check students’ answer : Board Drills Check students’ answer in the Short Answer Questions (Q1 to Q10 on page140-141.) J. Additional activities for application or remediation V. REMARKS VI. REFLECTION 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 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.
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 worked well? Why did this 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?
PREPARED BY: CHECKED AND REVIEWED: APPROVAL RECOMMENDED: APPROVED:
MARYKNOLL D. CARIAGA DINAH B. DUMLAO MARCOS T. ANTONIO, JR. DR. RIZALINA T. MANZANO, EdD Teacher I Master Teacher I Head Teacher III School Principal IV DATE OF SUBMISSION: FEBRUARY 08, 2024
