Republic of the Philippines

Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF GUIMARAS
DR. CATALINO GALLEGO NAVA MEMORIAL HIGH SCHOOL
Constancia, San Lorenzo, Guimaras

Lesson Plan in Science 7

Describing Motion in terms of Distance and Displacement

May 11, 2021

I. CONTENT STANDARD: The Learners demonstrate an understanding of motion in one

dimension

MOST ESSENTIAL LEARNING COMPETENCY: Describe the motion of an object in terms of

distance and displacement, speed or velocity, and acceleration. (S7FE-IIIa-1) Week 1-2

LEARNING OBJECTIVES: At the end of the lesson, learners should be able to describe the
motion of an object in terms of distance and displacement

II. SUBJECT MATTER: Describing Motion in terms of Distance and Displacement

SCIENCE IDEAS AND CONCEPTS:

Motion is referred to as a change in position with respect to a reference object.
Reference Point is a place or object used for comparison to determine if
something is in motion.
Distance refers to the length of the entire path the object travelled. It has a
magnitude but no direction.
Displacement refers to the shortest distance between the object’s two positions.
The distance between its point of origin and its point of destination, no
matter what path it took to get to that destination. It has a magnitude and
direction.

MATERIALS: Laptop, Projector, Activity Sheets, Meter Stick, Timer, Marker, Video Clip

REFERENCES:
Department of Education. K-12 Basic Education Curriculum, Science 7 Learners
Material (p. 166-190). Pasig City, Philippines, 2015.
Department of Education. Secondary Education Development and Improvement
Project (SEDIP), Physics Textbook. (p. 257-258). Quezon City, Philippines, 2010.
Department of Education. K-12 Basic Education Curriculum, Science 7 Teachers
Guide. Pasig City, Philippines, 2015.
Quickfactopedia: Distance and Displacement
https://www.youtube.com/watch?v=k1t_TwApE8w

SCIENCE PROCESSES:
Basic: Observing, Experimenting, Inferring, Communicating
Integrated: Graphing and interpreting data

SUBJECT INTEGRATION:
MAPEH-Covid 19 Health protocols
Economics- Saving Resources

VALUES INTEGRATION:
Saving Resources (time, money, and energy)
III. LEARNING TASKS
A. Elicit:
Review student’s prior knowledge through a YES or NO Game. Each student will stand up when the statement
is “YES” (True) and they will sit down if it’s a “NO” (False).
A. In Biology, viruses can travel inside our bodies from the outside environment.
B. In Chemistry, gas is composed of moving particles.
C. In Earth Science, once a year the earth travels a distance around the sun.
D. Everything in this world has motion.
E. I know how to describe an object’s motion scientifically.

B. Engage:
Student will perform a group activity in 5 minutes:
“ANT TRAVEL”
Objective: To trace the path travelled by the ant from its starting point to the end point.
Materials: live ant, bond paper, pentel pen
Procedure:
1.Mark the starting point on one side of the bond paper.
2. Each group must use a live ant to travel across a bond paper.
2.Once the ant started travelling, one member must use a pentel
pen to mark the path travelled by the ant across the paper. Othe
members must make sure that the ant travels across the bond paper.
3.After finishing the activity, the group must identify the shortest path
the ant may travel from its starting point towards its end point.
Students will be asked with this question:
1. How would you describe your ant’s travel? Student’s responses
may vary.
2. Is there another path that the ant may travel to easily reach its
destination
3. Generally, how would you describe an object’s motion?

C. Explore:
Students will explore the concept of describing motion through differentiated activities.

ACTIVITY 1: DESCRIBING THROUGH VISUALS

Objective: In this activity, you should be able to describe the position of the object using
diagrams.
Materials: Diagram, Laptop and Projector
Procedure:
1. Examine the diagram in Figure 1.
2. The positions of the objects are described in the diagram by their coordinates along the
number line.
3. Answer the given guide questions. You may present your output, using a power point
presentation.

Guide questions:
1.What is the position of the dog?
2. What is the position of the tree?
3. What is the position of the dog with respect to the house?
4. What is the position of the tree with respect to the dog?
5. How would you describe the position of the dog with respect to the house and with respect to the
tree?
 ACITIVTY 2: DESCRIBING THROUGH TABLE AND GRAPH
Objective: In this activity, you should be able to describe the motion of the ball using
motion graphs.

Materials: Motion Graph, Laptop and Projector

Procedure:
1. Fill up the table using the data in Figure 2. Note that the positions of the ball are
shown every 5 seconds.
2. Convert the data from the table to a graph. You may use present your graph using an Excel or
Spreadsheet.

Guide Questions:
1. What is the initial position of the ball? What is its final position?
2. What is the position of the ball at 10 seconds?
3. At what time is the position of the ball equal to 5 meters?
4. How would you describe the graph?
5. What conclusions can you draw from the graph of the balls motion?

ACTIVITY 3: DISTANCE AND DISPLACEMENT IN MOTION VIDEO

Objective: In this activity you should be able to describe an objects motion in terms of distance and
displacement

Materials:
Video Clip, Laptop and Projector
Guide Questions:
1. What is the total length of the path travelled by the car?
2. What is the shortest path that the car may travel from its starting point to its destination?
3. How would you define distance?
4. How would you define displacement?
5. How would you differentiate distance from displacement?

ACITIVTY 4: DISTANCE AND DISPLACEMENT IN EXPERIMENT

Objective: In this activity, you should be able to describe motion by performing a simple experiment.

Materials:
Meter Stick, Timer, Marker
Procedure:
1. Using a meter stick and marker, measure the path to be travelled with the following measurements
from your reference point: 5m to the right, 3m North, 5m to the left.
2. Ask one volunteer from your group to travel the given distance,and record the total time of travel.
3. Find the shortest path from starting point to the end point. Let the same person take the travel using
the shortest path and measure its time of travel
Guide Questions:
1. What is the total distance travelled?
2. What is the displacement?
3. How will you differentiate distance from displacement?
4. When travelling, which route would you prefer to take, the distance or displacement? Why?

D. Explain
1. Answers presented by each group will be discussed.
2. Students will be asked of the following questions:
A. What are the different ways of describing an object’s motion?
B. How would you describe an object’s distance?
C. How would you describe an object’s displacement?
D. Give examples of distances?
E. Give examples of displacements?
F. How would you differentiate distance from displacement?
G. Can distance be equal to displacement? Yes or No, why?
3. Students are encouraged to ask question to clarify misconceptions.
4. The following concepts will be discussed to help students build the concepts further.
 Motion is referred to as a change in position with respect to a reference object.
Reference Point is a place or object used for comparison to determine if something is in motion.
Distance refers to the length of the entire path the object travelled. It has a magnitude but no direction.
(Ex. 5m, 15cm,100km)
Displacement refers to the shortest distance between the object’s two positions.
The distance between its point of origin and its point of destination, no matter what path it took to get to
that destination. It has a magnitude and direction. (Ex. 5m North, 15cm to the right,100km Southeast )

E. Elaborate
Based on the activity and discussion students will answer the following questions:
1. (Integration across learning areas) On your Health in your MAPEH subject, during this pandemic, we
are informed that Covid-19 can be transmitted via droplets when we sneeze, talk, sing and have
contact with an infected person. Does we are advised to maintain physical distancing in the community
and even at home. How much physical distance should we maintain to avoid contact and virus
transmission?
2. (Integration across learning areas) In Economics, why do we need to use displacement rather than the
total distance in transporting goods and travelling into different places? Response: Saving Resources
(time, money and energy)
3. (Localization) Nowadays, Covid-19 vaccines are given in the different areas of the country to combat
the spread of the virus and to achieve herd immunity. Why is it that it takes longer time for the vaccine
to reach the Guimaras Island than those areas in Luzon?

F. Evaluate
Answer the following questions in a ½ sheet of pad paper.
1. Your mother walks 4 meters East, 2 meters South, 4 meters West, and
finally 2 meters North around her flower garden beside your house. Describe
her total distance travelled? Describe her displacement from her starting point
to her destination.

2. Answer the following questions based on the picture:

a. What is the total distance travelled by the boy from point A to C?

b. What is his displacement?
c. Which path should he take from point A to C? Why?

G. Extend
The students will be making a roadmap that shows how he/she get to school from his/her house.
My Home to School Roadmap
1.Using a measuring device, gather the data that you will need for your roadmap. Record your data
properly.
2. Using your gathered data, draw your home-school roadmap on a short bond paper or you may use any
online/ offline apps in making your output. Label your roadmap properly, including names of the roads,
establishments, etc. Specify also the length of road.
Guide questions:
1. What is the total length of your travel from your house to your school?
2. What is the total displacement of your travel?

For geographically isolated students:

1. Device a way to measure your distance travelled. If it is not possible, you may only make a representation of
your roadmap. Extended time will be given in the submission of your outputs. You may submit soft copies or
pictures of your outputs.

For students having difficulties due to the pandemic:

1. You may only make a representation of your roadmap. Extended time will be given in the submission of your
outputs. Please observe health protocols while working on your outputs. You may submit soft copies or
pictures of your outputs.

For students who are working:

1. You may contact your teacher for information regarding the given task. Extended time will be given in the
submission of your outputs. You may submit soft copies or pictures of your outputs.

Section 7- Molave 7-Mahogany 7-Acacia 7-Maple

Learning Outcome
Mastery Learning
Instructional Decision
Possible Causes of
Non-Mastery
Next Step

Prepared by: GEMIMA B. GALVEZ

Teacher I

Noted by: ARMIDA T. TABAOSARES, Ph.D.

Head Teacher IV/OIC