S outhern C hristian C ollege

United Church of Christ in the Philippines

C ollege of Teacher Education
Midsayap, Cotabato

A DETAILED LESSON PLAN FOR GRADE 7

Prepared by: Norguiana G. Adam

Topic: Calculating Distance and Displacement Date: February 13, 2024

Grade Level: 7 Timeframe: 1 hour
School: Agriculture High School

Content Standard: The learners demonstrate understanding of motion in one direction.

Performance Standard: 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 displacement,
speed or velocity, and acceleration

K to 12 CG Code: S7FE-IIIa-1

I. Intended Learning Outcomes

At the end of the lesson, the students will able to:

a. familiarize the formula for distance and displacement; and

b. solve the given sample problems using the formula.

II. Subject Matter

a. Concept
Motion is an everyday part of life. Without it, no work could be done. Forces acting on
an object may be balanced or unbalanced. This force gives energy to the object which can
either set it in motion, stop its motion, or change its motion in any way. In other words, many
of the things around us move. Some move slowly like the turtles and clouds, others move much
more quickly like the satellites and rockets. Thus, when we are talking about motion, it seems
to be very simple.

b. Topic: Calculating Distance and Displacement

c. References and Links
Science 7 Learner’s module pp. 109-114
Science 7 Learner’s material pp. 166,173, 185
Conceptual Science and Beyond K to 12 Edition pp. 122-127

d. Materials: Power Point Presentation, Chalk board and Picture

III-Lesson Proper
Teacher’s Activity Learner’s Activity
A. Preliminary Activities (3 minutes)
• Prayer (All students are actively
• Greetings participated)
• Checking of attendance
• Checking of homework
• Classroom rules
• Classroom management

A. Review

“Before we go to our topic for this morning, let’s have our “the topic that we have discussed
review on what we have discussed last week. last week is about the motion.”
What is our topic last week?

(the students do the let’s go clap)

“Very good. Let’s give her/him a Let’s go clap.”
“motion is the act of process of
“Yes, our topic is about motion. When we say motion, what moving.”
does it mean?”
“we can say that an object or person
“Amazing! Yes, motion is about movement of an object or is in motion when there is a change
person brought about by force. But what is your basis to say in position or location.”
that an object or person is in motion?” “we use a reference point to say that
the object or person have changed
“Right! We can say that an object or person is in motion in its position or location.”
when there is a change in its location during a period of time.
But how can we find out if there is a change in position or
location of an object or person?” “reference point is the starting
point, or the origin, or the initia l
“Since you mentioned refence point, what does it mean?” position for measuring motion.”

“Exactly, reference point is nonmoving object where

motion is measured. Wow! It seems that you are (the students do the let’s go clap)
learning. Give yourselves a loud Let’s go clap.”
C. Teaching
ELICIT (10 minutes) (All students are actively
participated)
“Since you have the knowledge about the motion especially
the distance and displacement today we will try to perform
some measurement in terms of distance and the
displacement. But before we go deeper, who among you
came in school by walking?” (many students raised their hand)
“Okay, did you know how far you walked or travelled “no ma’am”
before reaching the school?”

“For now, you cannot do to say the distance of your home

from the school. Thus, we hope that after this lesson, you
can know how far is it.”

ENGAGE (5 minutes)
(All students are actively
“In regards to our topic, I prepared here pictures, I want you participated)
to study it, then later on we will try to discuss what behind
these pictures? Or what the picture meant? Is it crystal?” “clear”

Distance
dT = d1 +d2 +d3 +d4…………
Displacement (the students look, brainstorm and
đ = df - di study the pictures)

Now what is your idea about the pictures? “the pictures are all about the
formula for distance and
displacement.”

“Very good, the pictures here are the formula for distance
and displacement. But what does variables mean? Anyone?
I will give extra points to those who can give the meaning “dT = means distance travelled by an
of the variables?” object. d1 means distance
1….d2 +d3 +d4…..while for displacement is
đ = is the distance difference
df = the final position
di = the initial position.”

“Very good, for distance we have the d T = d1 +d2 +d3 +d4….

Where:
dT (distance travelled)
d1 (distance 1)
d2 (distance 2)
d3 (distance 3) and so on depending on how many
distance are given.
For Displacement on the other hand,
đ = df - d i
Where:
đ = is the distance difference
df = the final position
di = the initial position
EXPLORE (5 minutes)
(All students are actively
“Since you know the variables in the formula, let’s make participated)
deeper knowledge regarding how this formula functioned by
studying the picture and answering the succeeding
questions. But let me group you into 10. So, let’s count 1-
10. Since you have your groups, please choose one
representative of your group. Representative please get you
copy here. Write your answers in any blank sheet of paper.
I will give you 5 minutes for this activity and I will choose
some group to share their output.”

(the students do the activity)

Guide questions:
1. What is the starting point of a ball?
2. What is the distance covered by the ball??
3. What is the displacement of the ball?
4. It is possible to get zero displacement? When can
displacement be equal to zero?
5. When can displacement be equal to distance?
6. Can displacement be greater than distance? Why or why
not?

EXPLAIN (15 minutes) (All students are actively

participated)
“This time, I want you to share your output in the class.
Yes, group number 2. While the group 2 is presenting their output
please look at you output and check if you are the same or not.
Am I understood?” “Yes ma’am”

(the students do the activity)

A ball is rolled 2 meters to the right, then rolled

1 meter to the left. It is again rolled 2 meters to
the right.
During the course of this motion, the ball has
covered a total distance of 5 meters
 (2 m + 1 m + 2 m = 5 m).

However, the ball’s displacement is 3 meters to

the right or 3 meters East [2 m, East + 1 m,
West + 2 m, East= 3 m, East].

In this case, add the magnitude of the same

directions since the ball is travelled on a
straight line.
2 m, East + 2 m, East = 4 m, East

Then, subtract the magnitude of opposite

directions and follow the direction of the
bigger magnitude.
4 m, East – 1 m, West = 3 m, East.

*Note that direction is present when describing

the displacement of an object or body.
Alright. Very good group number 2. Let us give them a
loud let’s go clap.
I just want to emphasize this points that everyone should to
remember.
POINTS TO REMEMBER:
• In solving for the distance, get the sum of all the
magnitude of the object in motion.
• In solving for the displacement, get the sum of the
magnitude of the same directions. Then, subtract the
magnitude of opposite directions and follow the direction
of the bigger magnitude. *applicable only when there is
only 2 direction involved.

ELABORATE (15 minutes) (All students are actively

participated)
“How do we relate our topic in our life? Anyone in
the class?” “with the use of this measureme nts,
we can determine the location of
something like our house. Or we
can say how far the object from us.”

“Very good. With the help of this method, we can

determine the exact location of something, or even
people.”
“None ma’am”
“Do you have any question?”
“None ma’am”
“Any clarification?”
EVALUATION (15 minutes) (All students are actively
participated)
Directions: in ½ sheet of paper, solve the distance
and displacement of the given problems using the
formula. (20 points)
Problem: Jumar and Moh are twin, Jumar travelled
10 meters West from their house while Moh
travelled 10 meters East.
a) What is the total distance between
Jumar and Moh? (3 points)
b) How far is Jumar from their house?
(3 points)
c) What is the total distance travelled by
Moh from the house? (3 points) (the students do the activity)
d) What is the total displacement of
Jumar? (3 points)
e) What is the total displacement of
Moh? (3 points)
f) Is their displacement the same? Yes
or No then why? (provide short
explanation) (5 points)

EXTEND (All students are actively

participated)
Directions: In ½ sheet of papers, solve the following
problems using the formula of distance and
displacement. (20 points)
1. On his way to school, Analyn travelled 90
meters North, 100 meters East, 90 meters
north, 250 meters East, and 80 meters North.
What is the total distance travelled by
Analyn?
A boy travels 2500 meters to West but then back-
track to East for 1050 meters to pick up a friend.
What is her total displacement?

Corrected by: SHEENA MARIE E. CABALLERO

Cooperating Teacher