MATATAG K TO 10 CURRICULUM

School: DepEdClub.com Grade Level: 7

MATATAG Name of Teacher Learning Area: SCIENCE (PHYSICS)
K to 10 Curriculum Teaching Dates and Time: JANUARY 13-17, 2025 (WEEK 6) Quarter: Third
Weekly Lesson Log

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content 1. Scientists and engineers analyze forces to predict their effects on movement.
Standards 2. Vectors differentiate the concepts of speed and velocity.
3. Graphing motion provides more accurate predictions about speed and velocity.
4. The particle model explains natural systems and processes.
5. Scientists and engineers conduct innovative research to find solutions to the current global energy crisis by
seeking renewable energy

B. Performance By the end of the Quarter, learners employ scientific techniques, concepts, and models to investigate forces and motion
Standards and represent their understanding using scientific language, force diagrams, and distance-time graphs. They use their
curiosity, knowledge and understanding, and skills to propose solutions to problems related to motion and energy.
They explore how modern technologies might be used to overcome current global energy concerns.

C. Learning Learning Competency

Competencies 1. Explain the difference between distance and displacement in everyday situations in relation to a reference point;
and Objectives Lesson Objective 1: Describe the motion of an object in terms of distance and displacement
2. Distinguish between speed and velocity using the concept of vectors;
Lesson Objective 1: Differentiate speed from velocity and solve problems involving speed and velocity
3. Describe uniform velocity and represent it using distance-time graphs;

D. Content Motion: Displacement and

Velocity Displacement-Time
Graph

Graphical representation of motion.

a. Slope of the d-t graph is the object’s speed,
b. Analyzing and interpreting graphs
E. Integration GIS Mapping in distance and displacement
Values Education to follow the road regulations by not taking shortcut (displacement)

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II. LEARNING RESOURCES

Ateneo de Naga University Junior High School Physics Module

Pabellon, J. and Tubal, G. (2000). Science and technology for a better life. Makati City: Diwa Scholastica Press Inc.

Padua and Crisostomo, (1999). Science and technology 4(Physics). Manila: SD.Publications.

Narvaza and Valdez. (1996). Physics, 2nd edition. Manila: Phoenix Publishing House, Inc.

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

Infinity Learn NEET. (2017, May 4). Motion | Distance and Displacement | Physics | Infinity Learn [Video]. YouTube.
https://www.youtube.com/watch?v=21BwUNDOQno

Infinity Learn NEET. (2017b, May 11). What is Velocity? - Full Concept of Velocity - Physics | Infinity Learn [Video]. YouTube.
https://www.youtube.com/watch?v=apewLkLAR-U

Infinity Learn NEET. (2017c, May 18). Physics - What is Acceleration | Motion | Velocity | Infinity Learn NEET [Video]. YouTube.
https://www.youtube.com/watch?v=vxFYfumAAlY

Infinity Learn NEET. (2018, November 8). What is Speed? | Motion and Time | Don’t Memorise [Video]. YouTube.
https://www.youtube.com/watch?v=S9Z1a3sZfHY

Ltd, I. B. J. E. (n.d.). The displacement-time graph game. eChalk.

https://www.echalk.co.uk/Science/physics/motion/dispGame/displacementGame.html

Speed velocity acceleration wild taxi. (n.d.). https://reviewgamezone.com/games4/taxi.php?test_id=14406&title=Speed%20Velocity

%20%20Acceleration\

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 Ask volunteers some concepts

Knowledge 1. Short Review (15 minutes) related to distance-time graph.
Draw and describe a line graph.
Define a slope and give its formula. Before doing Activity 6.1, you
may consider to give a short
discussion about the line graph
and its slope in case they did
not tackle it yet in Mathematics.

Line graph consists of x and y-axis, each representing a distinct variable. In this
case/lesson, one axis will represent values for distance, and the other for time.

Slope describes the steepness of a graph. It shows the change in the y and x
coordinates of plotted points in the graph. It is usually represented by the
mathematical expression slope of line (m) is equal to rise over run wherein the
rise is the change in the y-coordinates and the run is the change in the x-

𝑟𝑖𝑠𝑒 𝑦2 − 𝑦1
coordinates.
𝑠𝑙𝑜𝑝𝑒 = 𝑚 = =
𝑟𝑢𝑛 𝑥2 − 𝑥1

B. Establishing 1. Lesson Purpose KEY:

Lesson Purpose Describe the motion of a car (10 minutes)
1. the distances are the same.
2. As time increases, distance also
increases uniformly.
3. The car is moving at constant.
4. d-t graph:

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Based on the above illustration, answer the following questions:

1. What can you say about the distances between the dots that represent the
covered distance per unit time?
2. What happens to the distance as time increases?
3. What can you say about the motion of the car?
4. Sketch the distance-time graph.
KEY:
2. Unlocking Content Vocabulary (10 minutes)
Words that can be found in the
Activity 6.1 Word Search
box are:
Instruction: Search for words that can be formed by the scrambled letters inside 1. DISTANCE
the box below. There are a total of 6 words that you must find in the box. Clue: All 2. LINEGRAPH
of the words can be related to motion. Once you identify the words, write 3. METERPERSECOND
anything you know about it. 4. SLOPE
5. SPEED
6. VELOCITY

Distance – The change in position

done by a person or object relative to
its initial and final position.

Line graph – a type of graph that

shows changes of data in a particular
period of time.

Meter per second – a unit of

measurement for speed and velocity

Slope – the steepness of a line.

Speed – a scalar quantity showing the

magnitude of the distance covered by
an object per unit time or simply how
fast an object reached its final
destination.
Velocity - a vector quantity which
consists of both the magnitude of the
distance covered per unit time and the
direction it is headed.

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C. Developing and GRAPHICAL ANALYSIS OF MOTION (DAY 2) What is a line graph?

Deepening Motion of objects can be described using a graph particularly, the speed and
Understanding velocity can be depicted using a distance vs. time graph/ position vs. time graph. What is a slope?
Let us describe the motion of objects in real life in terms of speed or velocity using
line graphs. Determine the slope if the line
is:
1. Explicitation a. sloping upward
Activity 6.2. Graphing Uniform Motion b. sloping downward
c. horizontal
Use the worksheet for this activity (see pages 2 – 4). d. vertical

KEY for Activity 6.2 Show other examples of

Part A. distance-time graphs with
1. As time increases, the distance of the walking person increases uniformly. different slopes. Ask the
students: What do these lines
tell us? How do you describe the
lines? What does a steeper line
Part B. indicate regarding the object’s
motion?

Learners will answer the

provided worksheet (Activity 6.1)
before the short interactive
discussion facilitated by the
1. teacher to assess their
understanding about the topic.

2. The distance increases uniformly with time. Divide the class into 4 groups.
3. Slope of the graph for different time intervals Each group will plot the data in
Interval Solution Slope/Velocity cartolina or manila paper.
a. t = 0s to t = 2s 2 m/s
Go around the groups and
check if the students are
plotting the data properly.

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b. t = 2s to t = 4s 2 m/s Each group must solve the slope

and answer the questionnaire
available in the worksheet.

Each group will post their

c. t = 4s to t = 6s 2 m/s graphs on the blackboard. One
group’s representative will
explain their graphs.

d. t = 6s to t = 8s 2 m/s

e. t = 8s to t = 10s 2 m/s

Guide Questions:
1. The distance increases uniformly with time.
2. The slope represents the speed
3. 24 m
4. 12 s
5. Average speed
= total distance/ total time =24 m/ 12s
= 2m/s
6. The average speed is the same as the calculated slopes of the graph. This
means that the bicycle has uniform motion.

In this lesson, you will learn

about Graphical Analysis of

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Discussion Motion, which is often helpful in

understanding motion of a body.
MOTION GRAPHS
1. Distance –Time graph Explain the importance of
2. Displacement - Time graph graphs.
1. DISTANCE-TIME GRAPH Graph is a visual representation
▪ An object's motion can be described by of the object’s motion. It shows
plotting the distance moved by the how far the object has traveled
object against the time it moved. This kind of graph only represents the total at a given time or how fast the
distance traveled by a body over time but it does not specify the direction. object moves. The direction can
▪ The slope of the graph represents the speed. also be specified if the graph is
displacement vs. time graph (or
2. DISPLACEMENT-TIME GRAPH
position vs. time graph).
▪ An object's motion can be described by plotting the position of the object against
the time it moved.
▪ The slope of the graph represents the velocity of the object. .

2. Worked Example (DAY 3) The teacher will show the

sample slope in Juan’s travel
from the origin to point A.
Then, the teacher will ask
volunteers to solve on the board
and explain the slope of each
section.

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Juan’s Travel
KEY:

Type of
Displacement-Time Slope Velocity
Graph Motion
zero 0 m/s At rest
Negative -4 m/s Velocity is
constant,
negative
Negative -4 m/s Velocity is
constant,
negative
Positive 2.67 m/s Velocity is
constant,

𝑆𝑙𝑜𝑝𝑒 = 𝑣𝑒𝑙𝑜𝑐𝑖𝑡𝑦 = 𝑑𝑖𝑠𝑝𝑙𝑎𝑐𝑒𝑚𝑒

positive

𝑛𝑡
𝑡𝑖𝑚𝑒
𝑣𝑒𝑙𝑜𝑐𝑖𝑡𝑦 = 60 𝑚 − 0 𝑚
10 𝑠 − 0 𝑠
𝑣𝑒𝑙𝑜𝑐𝑖𝑡𝑦 = 6 𝑚/𝑠

Observe the given graphs below and fill in the boxes with the missing information.
Section Slope Velocity Type of Motion
(positive, negative or (at rest, positive constant Learners will answer the
zero) velocity or negative constant
velocity) provided worksheet (Activity 6.3)
AB before the short interactive
BC discussion facilitated by the
CD teacher to assess their
DE understanding about the topic.

Divide the class into 4 groups.

Each group will plot the data in
cartolina or manila paper.
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3. Lesson Activities
Activity 6.3. Wheels on the Jeep Go Round and Round Go around the groups and
check if the students are
Use the worksheet for this activity (see pages 5 – 6). plotting the data properly.

KEY for Activity 6.3 Each group must solve the slope
and answer the questionnaire
available in the worksheet.

Each group will post their

graphs on the blackboard. One
group’s representative will
explain their graphs.

KEY:

zero At rest
Negative Velocity is
1. constant,
2. The graph has varying slopes. The jeepney has varying motions. negative
3. Slope of the graph: Negative Velocity is
Interval Solution Slope/Velocity constant,
negative
a. t = 0s to t = 1s 5 m/s
Positive Velocity is
constant,
positive
b. t = 1s to t = 2s 5 m/s

c. t = 2s to t = 3s 0 m/s
The teacher may consider
any of these enrichment
activities.

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 MATATAG K TO 10 CURRICULUM

d. t = 3s to t = 4s 0 m/s
Answers will vary depending on
the recorded time of the timers
and the runner. Teachers
e. t = 4s to t = 5s 5 m/s should monitor and give
feedback to the students during
the presentation.

Guide Questions:
1. The jeepney has non-uniform motion.
2. The slope represents velocity.
3. The jeepney has changing velocities.
4. The jeepney has positive constant velocity (0s-2s), then it stops (2s-4s) and
finally it moves at positive constant velocity (4s-5s).
5. In the displacement-time graph, positive slope means positive velocity, zero
slope means zero velocity (at rest) and negative slope means negative velocity.

(DAY 4)
Activity 6.4. 40-Meter Dash Race (Graphing Activity)

Use the worksheet for this activity (see pages 7 – 8).

Activity 6.5. My Distance-Time Graph Story

Use the worksheet for this activity (see page 9).

D. Making 1. Learners’ Takeaways (ACTIVITY 6.6) The answer of the student may
Generalizations Use the worksheet for this activity (see pages 10 -11). vary depending on their
personal experiences. Please
2. Reflection on Learning (ACTIVITY 6.6) make sure you will read and
Use the worksheet for this activity (see pages 10 -11). provide feedback to the students
so that you can guide them.

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This is a must activity for you to

determine the affective domain
of your students. By this, you
can reflect on your teaching
strategy and personality in
teaching.

Answer of the students may

vary. Please make sure you will
check the answers of your
students and provide feedback
one at a time, and do it in a one-
is-to-one setup.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating 1. Formative Assessment

Learning
EXIT QUESTION OF THE DAY!

Let the students generalize the concepts and skills learned in today’s lesson by answering
the following questions:
1. What information can be obtained from the distance-time graph?
Distance-time graph gives a visual representation of the object’s motion. From the
graph, we can obtain how far the object has traveled at a given time and the speed of
the object.

2. What does the slope of a d-t graph represent? It represents average speed.

3. How do we interpret the motion of an object from the shape of its distance-time
graph?
A displacement-time graph that slants to the right has a constant positive slope. It
shows that the body is moving away from its original position at constant speed.

A straight-line graph that slants to the left has a constant negative slope and it shows
that the body is moving back to its original position at a constant speed.

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A line graph that has a zero slope shows that the body is at rest.

4. What is the difference between average speed and instantaneous speed? How do we
calculate instantaneous speed from a distance-time graph?
Instantaneous speed is the speed of an object at a particular instant or time, while
average speed is the ratio of total distance traveled and total time of travel.
Instantaneous speed can be determined by drawing a tangent line at a particular point
on the curve and calculating the slope of this tangent line. The slope of this tangent
line is the object’s instantaneous speed at that particular point.

The speedometer reading in a vehicle gives the instantaneous speed.

B. Teacher’s Note observations on The teacher may take note of

Remarks any of the following Effective Practices Problems Encountered some observations related to
areas: the effective practices and
problems encountered after
strategies explored utilizing the different strategies,
materials used, learner
materials used
engagement and other related
learner engagement/ stuff. He/she may also suggest
interaction ways to improve the different
activities explored/ lesson
others exemplar.

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every

Reflection ▪ principles behind the teaching lesson conducted/ facilitated is
What principles and beliefs informed my lesson? essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may also
consider this as an input for
▪ students
What roles did my students play in my lesson? the LAC sessions.
What did my students learn? How did they learn?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

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