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Dates and
Time

## DEPARTMENT HEAD MRS. ALMA ARACELI K. CABANDA

OBJECTIVE
A. Content Standards The Learners demonstrate an understanding of some properties of solution.
B. Performance Standards The Learners shall be able to prepare different concentrations of mixtures according to uses and
availability of materials.
C. Learning Competencies/Objectives Describe the different ecological relationships found in an Ecosystem.
Write the LC code for each S7LT-IIh-10

## I. CONTENT(Subject Matter) ECOSYSTEMS

II. LEARNING RESOURCES
A. References
1. Session Guide pages Science 7 Curriculum Guide and Teaching Guide
2. Module/Learner’s Materials pages
Science 7 Learner’s Materials pp.
3. Additional Materials from Learning Manila paper, marker, activity sheets, chalk, illustration board,
Resource (LR) portal ( Laptop, Projector –Indicator 8)
B. Other Learning Resources Images: (Indicator 8)

III. PROCEDURES
A. Review of previous lesson/s or Presenting ELICIT: (Indicator 9)
the new lesson) Let students identify the biotic and abiotic components of the ecosystem.

Question:

## C. Presenting examples/ instances of the new EXPLORE: (Indicator 1,2,4,6)

lesson Group Activity 1: The teacher is integrating English
Table Completion
Directions: Read the given hand-out. The table below shows the quantities with their corresponding
definition and standard units used. Complete the table with the appropriate information.
Quantity Definition Unit

Speed m/s

## Distance Measures the length of the

path travelled by the object.

Displacement 50 m,
NE
Acceleration Change in velocity over a time
interval

## Group Activity#2: The Teacher is integrating Arts

Students should be able to make a roadmap that shows how they get to school from their house.
Questions: What is the Total length of his/her travel from their house to school
What is the total displacement of your travel?

Group Activity #3: The Teacher is integrating Physical Ediucation and Mathematics
Who walks Fastest?
Students will be able to gather data to determine who walks fastest?
Questions: What quantities did you measure for your data?
How did you combine these quantities to determine how fast each participant was
walking?
How did you use the result to determine who walked fastest?
Group Activity #4:
Arrange the jumbled words to come up with a definition of the word Acceleration.
Show pictures to identify3 ways to change acceleration.
Example:

D. Discussing new concepts and practicing The groups will be encouraged to do interactive discussion as they do the activity. Presentation of
new skills (sub-activity # 1) outputs will follow after 10 minutes.

## E. Discussing new concepts and practicing

new skills (sub-activity # 2)
F. Developing Mastery EXPLAIN:
Digital Quiz : ICT integration
Sample questions:
1.Which quantity gives us the actual length of the path taken by a moving object?
2.A physics teacher walks 4 meters East, 2 meters South, 4 meters West , and finally 2
meters North. What is her total displacement?
4 . How does knowing the displacement of an object help in looking for our destination?
5.How do you compute for the speed of a moving object?
6.Which statement describes an object as accelerating?

## G. Finding practical applications of concept ELABORATE:

and skills in daily living Relate the motion of typhoon to mitigation and disaster risk reduction,
H. Making generalizations and abstractions
V.EVALUATION (Assessing learning) EVALUATION.
___1. Which of the following refers to the length of the entire path that the object
travelled? a.displacement b. velocity c. distance
____2.Which of the quantities below shows the distance covered by a moving object?
a.car covering 100 km b.dog walking on a curve road cbus travelling at a rate of 40
km/hr
___3. If a cyclist in the Philippine Team travelled southwest a distance of 6,000
meters in 360 seconds, what would the velocity of the cyclist be?
a. 16.7 m/s southwest b. 18.4 m/s southeast
c. 15.4 m/s southeast
___4. A football field is about 100 m long. If it takes a person 20 seconds to run its
length, how fast (what speed) were they running?
a.4 m/s b. 5 m.s c. 6 m/s
___5. Which of the following situation show that an object is accelerating?
a.A stone on top of the mountain.
b.Sports car moving at 80 km/hr on a straight road.

## A.Agreement (Additional activities for EXTEND.

application or remediation) Problem Solving
1. How fast does a car travel if it covers a total distance of 120 km in 3hrs?

## 3. What is the speed of a jeepney moving along a 10 km highway in 15 minutes? Express

4. A girl is walking a dog at a pace of 2 m/s. When a dog sees a squirrel it takes off
running and reaches a speed of 5 m/s in 3 seconds. What was the dog’s
acceleration?
5.An object moves from point A to point B to point C, then back to point B and then to
point C along the line shown in the figure below.
a) Find the distance covered by the moving object.
b) Find the magnitude and direction of the displacement of the object.

## 2. Bring materials needed for the next activity

VI.REMARKS
VII.REFLECTION
A. No. of learners who earned 80% in the
evaluation
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 die 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.

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