School
DAILY LESSON
Teacher
LOG
Teaching Dates
and Time
SJNAIHS
Grade Level
7
DIANE MARR N. DENCIO
Learning Area SCIENCE
April 8, 2022
Quarter
THIRD
I. OBJECTIVES
1. Content Standards
2.
3.
A.
B.
The learners demonstrate an understanding of motion in one
dimension.
Performance Standards The learners should be able to conduct a forum on mitigation and
disaster risk reduction.
Learning Competencies Describe the motion of an object in terms of distance or
/ Objectives
displacement, speed or velocity, and acceleration
At the end of the session, students will be able to:
 define descriptors of motion such as distance and
displacement;
 compare and contrast distance and displacement; and
 relate the concept to their daily lives.
Motion in One Dimension
II. CONTENT
III. LEARNING
RESOURCES
References
 https://www.physicsclassroom.com/
 https://physics.info/displacement/
 https://byjus.com/physics/distance-and-displacement/
 https://studylib.net/doc/8976208/distance-and-displacementworksheet---mr-hubeny
 https://www.youtube.com/watch?v=Td1ATJVz7DM&t=3s
Teacher’s Guide pages Science 7 Teacher’s Guide. Alvie A., Marie C., Leticia C., et al.
2017. pp. 167-173.
Learner’s Materials
Science 7 Learner’s Module. Alvie A., Marie C., Leticia C., et
pages
al. 2013. pp. 130-135.
Textbook pages
Additional Materials
from Learning Resource
(LR) portal
Other Learning
Resources
Laptop, TV, Printouts, Visual aids, PPT, and Video clip
IV. PROCEDURES
i. Prayer
ii. Classroom Management
Preliminary Activities
1. Safety Protocols
2. Classroom rules
A. Reviewing previous
Activity 1: Inquiry
lesson or presenting the
 Ask the following questions to the students:
new lesson
o What is motion?
o What is reference point?
B. Establishing a purpose Activity 2: Snakes and Ladders
for the lesson
 Since this is the first
topic
for
3rd
quarter, the topic
that
will
be
reviewing is the
introductory part of
the topic to be
discussed.
 This first activity
will enable the
students
to
be
acquainted with the
topic as they play the
board game. In this
game, students will
be able to move from
one block to another
 Instruct the students
using the number
to play Snakes and
that they will choose
Ladders
wherein
in the dice. Also,
students will move as
there will be change
to how many they got
of direction as they
as they roll the dice.
will
encounter
The goal is to reach
snakes and ladders
the last block as fast
that will make them
as possible.
go down and up
 After the activity, ask
respectively.
the
following
questions:
o Did you enjoy playing the board game, Snakes and
Ladders?
o What have you noticed as you play the game?
o Did you move from one block to another? How are
you able to move from one block to another?
o Did you have a chance to use the ladder? On what
direction did the ladder lead you?
o Have you bitten by the snake? On what direction
did the snake lead you?
C. Presenting examples/ Activity: Guess The Word
 Students will be able
instances of the lesson
 Instruct the students to guess the mystery words by either to guess the topic
taking forward or backward steps on the alphabetical through decoding
keyboard.
the mystery words
o CGPIVJ ( 2) LENGTH
which are synonyms
o FZO (1 ) GAP
of the topic. This will
o KMTCKCLR (3 ) MOVEMENT
also make them
o UJKHV ( 2) SHIFT
recall what synonym
 Ask the students about the words they decoded.
is.
o What is the synonym of length and gap?
o What is the synonym of shift and movement?
Discussing new concepts Activity 2: Spot-the-Difference/Think-Pair-Share
and practicing new skills
 Instruct the students to find a pair.

Through
this
#1
 Give them one set of pictures each pair and let them activity, students can
identify the difference between the two pictures.
analyze the set of
pictures and find out
the
difference
between the two.
Also, the topic about
the
circumnavigation of
Ferdinand Magellan
and the navigation of
Elcano
will
be
included in here. This
serves
as
an
opportunity for the
students to recall
about the said topic
in
Araling
Panlipunan.

Students
will
learn
the
topic
through the aid of a
video clip. The topics
are discussed in
Filipino language for
the students to easily
understand
the
lesson.
 Ask the following questions:
o What have you noticed from the pictures? Are all
set of pictures have the same differences?
o What have you observed to the length of arrows or
dotted arrows or lines among the set of pictures?
o What have you observed to the arrows on the
pictures at the right side?
o What do you think these arrows pertain to?
o Can we consider all the arrows in the pictures as
distance?
 Present one set of pictures from the previous activity and
ask the students to guess the picture showing distance and
the picture showing displacement.
 Present a video clip that discusses about distance and
displacement.
 Ask the students the following question:
o What is distance?
o What is displacement?
o What are the differences between the two?
 In the discussion part 2,
D. Discussing new concepts Activity 4: Plotting Distance and Displacement
and practicing new skills
 Discuss further the differences between distance and there will be integration of
#2
displacement by giving examples. Also, present the Mathematics as the
teacher will show the
examples plotted along the number line and cartesian plane. measurement of distance
 Group the students and instruct them to plot the points to and displacement plotted
know the distance and displacement of an object. Then, let in the number line and
cartesian plane (positive
them present their outputs.
and negative integers).
Also, students within their
groups will be given the
opportunity to plot the
points in the cartesian
plane. And their works will
be immediately check as
they present their outputs
to the class.

E. Developing mastery
Activity 5: Red or Green (True or False)
(Leads to Formative
 Present statements/sentences about the picture/scenario
Assessment 3)
that will be shown. Let the students identify the statements
if those are correct or not. Instruct the students to raise the
GREEN card if the statement is correct and RED card if
not.
1.
2.
3.
4.
5.
The total length of travel from his house to the church
is called distance.
The total distance of his travel is 3m.
The shortest distance between his home and the church
is called displacement.
Displacement is a scalar quantity that includes
magnitude only.
Distance is a vector quantity that includes both
magnitude and direction.
This activity will
assess the students’
understanding about
the lesson by letting
the students decide if
the
statement
presented to them is
true or false.
A. Finding
practical Activity 6: Picture Analysis, Inquiry

applications of concepts
 Show pictures to the class and let them form the letters so
and skills in daily living
they can find out the descriptor of motion related to these
pictures. Then let them identify and state the connection of
these pictures to the four descriptors of motion.
 Ask the following questions:
o What do these pictures pertain to?
o What do you think is the importance of the concept
of distance and displacement in these pictures?
B. Making generalizations Summarize the lesson by asking random students to answer these 
and abstractions about questions:
the lesson
 What is distance?
 What is displacement?
 What are the differences between distance and
displacement?
C. Evaluating learning
Quiz

1.
2.
3.
4.
5.
In this portion, the
students will relate
the
concept
of
distance
and
displacement in the
pictures shown.
This activity will let
the students to
summarize
the
lesson by recalling
the important key
points that they
learn in the topic.
 This quiz will assess
the
students’
Instruct the students to get a ¼ sheet of paper.
knowledge about the
A bird has flown 850 km south for the winter when he topic.
realizes he as to go back because it is still summer. After  Another quiz with
same questions but
traveling 320 km north, what is the bird’s displacement?
An object moves from point A to point B 5 kilometers to simpler numbers to
solve
and
the right. Then from point B to point C 4 more kilometers be
of
to the right. It moves left back to point B. What is the construction
questions
is
object’s distance?
A car travels along a straight road 155 m east then 105 m provided for the IP
student.
west. Find distance and displacement of the car.
A person walks 4 meters east, then walks 3 meters north.
Determine distance and displacement.
Car's speedometer reads 10,500 km at the start of a trip and
10,700 km at the end. Determine distance travelled by the
car.
Quiz (Simpler version)
1. A bird has flown 800 km south for the winter when he
realizes he as to go back because it is still summer. After
traveling 300 km north, what is the bird’s displacement?
2. An object moves from point A to point B 5 kilometers to
the right. Then from point B to point C move 4 kilometers
to the right. It moves 5 kilometers back to the left. What is
the object’s distance?
3. A car travels along a straight road 100 m east then 50 m
west. Find distance and displacement of the car.
4. A person walks 4 meters east, then walks 3 meters north.
Determine distance and displacement.
5. Car's speedometer reads 10,000 km at the start of a trip and
10,200 km at the end. Determine distance travelled by the
car.
9. Additional activities for Instruct the students to have an advanced reading about speed, 
application
or velocity, and acceleration.
remediation
V. REMARKS
VI. REFLECTION
No. of learners who earned
80% on the formative
assessment
No. of learners who require
additional activities for
remediation.
Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
No. of learners who continue
to require remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter
which
my
principal or supervisor can
help me solve?
What
innovation
or
localized materials did I
use/discover which I wish to
share with other teachers?
Checked by:
_________________________
LILIA N. GAN
Master Teacher I
_________________________
VERONICA G. LUIS
Head Teacher III