SCHOOL CAMARINES SUR NATIONAL HIGH SCHOOL GRADE LEVEL 7

TEACHER REB JULIAN L. SANTIAGO LEARNING AREA SCIENCE

DATE & February 5, 2025 QUARTER THIRD
TIME (45 minute)

I. OBJECTIVES
The learners learn that: Graphing motion provides more accurate predictions about speed and
A. Content Standards velocity.

The learners shall be able to: Represent their understanding using scientific language, force
B. Performance Standards diagrams and distance-time graphs.
I. The learners should be able to describe uniform velocity and represent it using
distance time graphs.

II. LESSON OBJECTIVES:

C.Learning Competencies/ At the end of the of the 45-minute lecture, it is expected that 75% of the students will
Objectives be able to:
Write the LC code for each a. describe uniform motion using distance-time graphs,
b. identify different types of motion graphs; and
c. construct a simple motion graph based on a given scenario.

II. CONTENT Motion Graphs

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Science Links p. 198-206
2. Learner’s Materials
pages
Science 7 Learner’s Material p. 166-186
3. Textbook pages Science in the Modern World Textbook (Grade 7) p. 165-179

FuseSchool - Global Education. (2019, November 17). Displacement Time Graphs | Forces &
4. Additional Materials from Motion | Physics | FuseSchool [Video].
Learning Resource (LR)
portal YouTube. https://www.youtube.com/watch?v=TG2Y2MDx-zE

Power point Presentation

5. Other Learning Materials Television, projector, chalk, marker, pictures, activity sheets etc.
IV. PROCEDURES
Teacher’s Response Student’s Response

A. Preliminary Activities Everyone, please stand up. Let us pray.

(5 minutes) Mr/Ms_____, kindly lead the prayer. Let
us put ourselves in the presence of God.
(The students will stand and pray).
Prayer
In the name of the Father, and of the
Son, and the Holy Spirit, Amen.
“Praise be the name of our Lord
Jesus Christ, now and forever,
Amen.” In the name of the Father,
and of the Son, and the Holy Spirit,
Amen.

Good morning my dear students!

Greetings Good morning, Sir!
How are you today?
(Ask some students about how they feel).
We are doing good, Sir.
That’s nice to hear.

Before you take your seats, kindly pick up

Classroom those pieces of paper and trash near you
Management and arrange your chairs properly.
(The students clean their area and
arrange their chairs properly).
Okay, you may now take your seats.
Thank you, Sir.
 Please be reminded of our classroom
rules, I expect these from all of you, and
Classroom Rules when you are here in the classroom.
Everyone, please read.
Treat others with respect.
Do participate in class discussion
Ask for help when you need it.
Raise your hand before speaking
It’s time to check your attendance. Miss
Checking of Secretary, can you tell me who is absent
Attendance today?

Okay! There are no absentees for today.

Very Good!
None, Sir.
Submission of Do you have your assignments/take
Activities/Assignment home activities?
Yes, Sir.
s

What is our assignment/activity all about?

Our assignment/activity is all about
_____.
Alright! Please pass all your
assignment/activity and I will check it
later. Good job!
(Everybody participates.)
B. Reviewing previous Elicit: Before we proceed with our lesson, I
lesson or presenting (The activities in this
section will evoke or draw hope that you still remember the topic that
the new lesson out prior concepts or prior
has discussed last meeting
experiences from the
(5 minutes) students)

Can someone give me a recap?

Mr/Ms____ can you please stand up and
tell us what it is all about?
Sir, it is all about Speed and
Velocity! Speed indicates how fast
an object is moving without referring
to the direction of motion. On the
other hand, velocity tells how fast an
object to which direction.
Excellent! It was all about Speed and
Velocity

Can you think of a situation where

knowing speed or velocity is useful? How
does it help us in everyday life?

Unscramble the Letters: (Students participates)

Instructions: Look at the pictures and
arrange the letters to make a correct
word.

Sir, that is a Motion Graph!

NOITOM HPARG

Correct!
Sir, x- axis!

X -SIXA
 Sir, y-axis!
Y-IXSA

Sir, Slope!
PESLO

Great job! All your answers are correct!

Let’s have our objectives for today. At the end of the 45-minute lecture,
Everyone, please read. it is expected that 75% of the
students will be able to:

a. describe uniform motion using

distance-time graphs,
b. interpret different types of motion
graphs; and
c. construct a simple motion graph
based on a given scenario.
C. Establishing a
purpose for the lesson Have you ever raced with your friends?
Or maybe timed yourself while running?
How do you know who is moving faster?
Yes Sir, I reached the finish line first
and I moved farther in less time. The
lesser the time travelled the faster
the person moves (vice-versa).
Great! That’s related to how we measure
motion scientifically.
Engage:
(The activities in this
section will stimulate their Imagine two friends: Anna walks slowly to
thinking and help them
access and connect prior school, while Ben runs fast. If we were to
knowledge as a jumpstart
to the present lesson track their movement over time, how
could we show who is moving faster?
D. Presenting Sir, through writing numbers, using a
examples/instances of stopwatch, or drawing something.
the new lesson In science, we don’t just describe
(5 minutes) movement with words. We use graphs to
visualize motion.
 Explore: Did you bring your graphing paper with
(In this section, students
will be given time to think, you? Let’s plot this data.
plan, investigate, and
organize collected
information; or the
performance of the
(Students participates)
planned/prepared
activities from the
students’ manual with
data gathering with Guide
Questions)

Convert the table graph by following the

guide.
1. Plot the values in table 1 as points on
the graph.
Note: Time is plotted on the x-axis
(horizontal line) while position is plotted
on the y-axis (vertical line).

Table 1. Position of the ball vs Time

E. Discussing new
concepts and 2. Draw a straight diagonal line through
practicing new skills the points in the graph.
#1

F. Discussing new
concepts and
practicing new skills
#2 (10 minutes)
Explain: Guide Questions:
(In this section, students
will be involved in an
analysis of their
exploration. Their 1. What happens to the position of the
understanding is clarified
and modified because of
ball as time increases?
reflective
activities)/Analysis of the
Sir, the position increases as time
gathered data and results
and be able to answer the
2. Is the graph a straight line or a curved goes on.
Guide Questions leading line?
to the focus concept or
topic for the day. Sir, it is a straight line, so the ball is
G. Developing mastery moving at a constant speed.
(leads to Formative 3. Where was the ball at 5 seconds?
Assessment 3)
(5 minutes) Sir, at 5 seconds, the ball was at 5
meters.
4. What is the position of the ball at 10
seconds?

Sir, the position of the ball is 10m.

5. What does the x-axis represent?

6. What does the y-axis represent? Sir, it represents Time

Alright! Your answers are all correct! For Sir, it represents position or distance
us to have a clear understanding on how
we visualize motion using graphs. Let’s
talk about motion graphs.
H. Finding practical Elaborate: Great observations! Scientists record
applications of (This section will give
students the opportunity to motion using something called a motion
concepts and skills in expand and
graph. Today, we’ll learn how these
solidify/concretize their
daily living understanding of the
graphs help us describe movement in a
concept and/or apply it to
I. Making a real-world situation) clearer way.
generalizations and
abstractions about the
lesson Aside from diagram, the motion of an
(10 minutes) object can also be represented by using
graph.

In physics, these are called MOTION

GRAPHS. – A graph is a visual
representation that uses lines to show
how two or more sets of measurements
are related to each other.

- are very useful means of presenting

information and making it easily
understood. It demonstrates trends,
pattern and relationship between sets of
data.

We are going to use the Line Graph.

- it is a graphical display of data that

continuously changes over a specific

amount or period.
-are used to display the comparison
between two (2) variables which are
plotted on the horizontal (x-axis) and
vertical (y-axis) of a grid.

-it uses lines to connect individual point,

and those lines represent movement and

may ascend or descend depending on the

trend they show.

To make sure that the information is

properly represented in a graph, a
graphing paper is usually used. It has a
precise square and presents the
information in an accurate manner.

Slope in a graph gives us an idea about

the motion of an object.

Let’s plot these data.

1. Constant Speed (Uniform Motion)

 The object moves at a steady

speed.
 Graph: A straight, sloped line.

Time (s) Distance (m)

0 0
2 4
4 8
6 12
8 16

Interpretation: The object moves 2 m/s

without speeding up or slowing down.

2. Acceleration (Increasing Speed)

 The object speeds up over time.

 Graph: A curved line (steeper as
time increases).

Time (s) Distance (m)

0 0
2 2
4 6
6 12
8 20

Interpretation: The object accelerates,

covering more distance in less time.

3. Deceleration (Slowing Down)

 The object starts fast but slows

down.
 Graph: A curved line that
flattens over time.

Time (s) Distance (m)

0 0
2 10
4 18
6 24
8 28

Interpretation: The object moves fast at

first but slows down over time.

4. Rest or No Motion (Stationary

 Object)

 The object stays in the same

position.
 Graph: A flat, horizontal line.

Time (s) Distance (m)

0 5
2 5
4 5
6 5
8 5

Interpretation: The object remains at 5

meters and does not move.

That is all about the different Motion

J. Evaluating learning Evaluation: (Activity sheet is provided.)
(5 minutes) (This section will provide
opportunities for concept
check test items and
answer key which are Evaluation Activity: Motion Graph Mastery
aligned to the learning
objectives – content and
Directions: Answer the following questions based on your understanding of
performance standards
and address
motion graphs.
misconceptions- if any)

Part I: Multiple Choice (1pt each)

Encircle the letter of the correct answer.

1. Which type of motion is represented by a straight, sloped line in a distance-

time graph?
a) Accelerated motion
b) Uniform motion
c) No motion
d) Irregular motion

2. A car travels at a constant speed. How will its distance-time graph appear?
a) A horizontal line
b) A curved line
c) A straight sloped line
d) A zigzag line

3. If a distance-time graph shows a curved line that gets steeper over time, what
does it indicate?
a) The object is slowing down
b) The object is moving at a constant speed
c) The object is speeding up
d) The object is at rest

4. What does the slope of a distance-time graph represent?

a) Time
b) Speed
c) Distance
d) Direction

5. If a distance-time graph has a flat, horizontal line, what does it tell us?
a) The object is moving faster
b) The object is at rest
c) The object is accelerating
d) The object is moving in reverse

Part II: Identify the Type of Motion Graph (1 pt each)

Look at the graphs below and write the correct type of motion graph in the blank
provided. (Uniform motion, acceleration, deceleration, and no motion.)

__________________1.

__________________2.

___________________3.

________________________4.

Part III: Graph Construction (6pts)

Based on the scenario, draw a distance-time graph:

Every day, you walk from your house to school. The distance between your
house and Camarines Sur National High School is 20 meters, and it takes you 2
minutes to reach your destination. Using the data in the table, create a distance-
time graph to represent your journey from home to school.
 Distance (m) Time (s)
0 0
2 30
4 60
6 90 Answer Key:
8 120
Part I: Multiple Choice

1. b) Uniform motion
2. c) A straight sloped line
3. c) The object is speeding up
4. b) Speed
5. b) The object is at rest

Part II: Identify the Type of Motion Graph

1. Acceleration
2. No motion
3. Deceleration
4. Uniform motion

Extend:
K. Additional activities (This section gives
situation that explains the
for application or topic in a new context, or Kindly research and study Heat transfer.
remediation integrate it to another
discipline/societal
concern)

V. REMARKS

VI. 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 works?
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:

REB JULIAN L. SANTIAGO

Science Teacher

Noted by:

FRANCIA B. ORILLOSA
T III