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:

a. define speed and velocity;
b. differentiate speed and velocity;
I. OBJECTIVES c. identify the different examples of speed and velocity;
d. construct a Venn diagram about speed and velocity; and
e. conduct a live broadcast TV about the mitigation and
disaster risk reduction with regards to typhoon.

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: Speed or Velocity

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 group the students
or Presenting the New into six. After that the teacher will
Lesson distribute the illustration boards, chalks
and erasers to each group.)
(The students will group themselves
into six.)
(The teacher will explain the mechanics
of the activity.)

Mechanics:
The teacher will ask or state a problem
the each group should answer correctly.
The group that will got the correct
answer first will gain the point. And the
group that will have the highest points
will have a reward.
(Each group will answer the problems
that will be stated by the teacher.),
B. Establishing the Purpose of (The teacher will ask the students on
the Lesson how fast they will arrive from the place
of origin to the place of destination that
the teacher will state.)

1. house to school
2. gate of school to classroom
3. your house to friend’s house

(The students will answer as the

teacher state a certain place of origin
and destination.)
(The teacher will ask on who is the
fastest and slowest to arrive at the said
destinations.)
(The students will state who the
fastest and slowest are.)

(The teacher will ask the students about

C. Presenting Examples/
Instances of the New
Lesson
the factors that determine the fastest
and slowest student.)
(The students’ possible answer would
be the distance between the place of
origin and destination.)
(Then, the teacher will ask the students
on how they came up with their
answer.)
(The students will answer the
teacher’s question.)
(The teacher will show some examples
that show speed and velocity.)
(The students have to identify
whether those examples are either
speed or velocity.)
(The teacher will reveal the topic and
explain the connection of the previous
activity to their recent activity.)
D. Discussing New Concepts (The teacher will present an activity
and Practicing New Skills called: Fun Walk, wherein the students
#1 have to gather the data to determine
who walks the fastest.)

(This activity will be done by group,

also.)

Procedure:
1. Start by choosing a spacious
place to walk straight.
2. Half of the group will walk
while the other half will observe
and record data.
3. Mark on the ground the starting
line. All participants must start
from the starting line at the
same time.
4. Upon receiving the go signal, all
participants must start to walk
as fast as they could. The other
members should observe
closely as the participants walk
and determine who walks
fastest.
5. Repeat step 4 but this time,
collect data to support your
conclusion. Discuss within your
group how you are going to do
this.

Questions:
1. What quantities did you
measure for your data?
2. How did you combine these
quantities to determine how fast
each participant was walking?
3. How did you use the result to
determine who walked fastest?

(Each group will do the activity and

answer the questions in the activity.)
(The teacher will introduce another
descriptor of motion which is speed and
how to compute speed.)

(After that, the teacher will present a

sample weather bulletin and introduce
the velocity which is another descriptor
of motion.)

E. Discussing New Concepts
and Practicing New Skills
#2
F. Developing Mastery
(The teacher will discuss the following
topics:
 Constant speed/velocity
 Instantaneous speed/velocity
 Average speed/velocity
(The teacher will show two options
(speed or velocity) wherein the students
have to select what suits best the
statement.)
(The students will choose between
two options.)
(See attached document for the
activity.)
(The teacher will divide the class into
four. After that the teacher will be
presenting an activity wherein each
group will analyze the motion of the
typhoon and relate its motion to the
mitigation and disaster risk reduction
and do a live broadcast about it.)
(Each group will pick one typhoon
and analyze its motion.)
(After the allotted time for the activity,
each group will present their work in
class.)
(Each group will present their works.)

G. Finding Practical
Applications of Concepts
and Skills in Daily
Living(Application)
H. Making Generalization and
Abstractions About the
Lesson
(Generalization)
Each group’s presentation will be
evaluated with this rubrics.
rubric.docx
 Based on your previous activity,
what do you think is the importance
of knowing what speed and velocity
are?
(Students will answer the question
asked by the teacher based on their
own understanding.)
(The teacher will instruct the two
groups to construct a Venn diagram in
a manila paper. After that, the teacher
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.)

Speed Velocity

(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