GRADE 7 School MUZON HIGH SCHOOL Grade Level 7

DAILY Name of ANNA MARIE U. ARGUELLES Learning SCIENCE

LESSON LOG Teacher Area
SY 2024- Date and Time Quarter 3RD
2025

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

The learners learn that…
1. Scientists and engineers analyze forces to predict their effects on
movement.
2. Vectors differentiate the concepts of speed and velocity.
A. Content
3. Graphing motion provides more accurate predictions about speed and
Standards
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.
By the end of the Quarter, learners employ scientific techniques, concepts,
and models to investigate forces and motion and represent their
understanding using scientific language, force diagrams, and distance-time
B. Performance
graphs. They use their curiosity, knowledge and understanding, and skills to
Standards
propose solutions to problems related to motion and energy. They explore
how modern technologies might be used to overcome current global energy
concerns.
Distinguish between speed and velocity using the concept of
C. Learning vectors;
Competencie At the end of the class learners should be able to:
s and a. gather data to determine speed and velocity
objectives b. compare speed and velocity; and
c. relate speed to real-life scenarios.
The formula for speed and velocity is almost the same; they only differ in
D. Content
terms of direction. So, instead of using distance, you use displacement
E. Integration

II. LEARNING RESOURCES

III. TEACHING AND LEARNING PROCEDURE

Short Review
A. Activating Is it possible for two objects to have an equal magnitude of speed and
Prior Knowledge velocity?
Note: Magnitude – numerical value and unit
Lesson Purpose
ACTIVY: FUN WALK
A. Preliminaries
B. Establishing Lesson
1. Start by choosing a spacious place to walk straight.
Purpose
2. Class will be divided into 4 groups.
3. Assigned a record keeper and time keeper.
4. Mark on the ground the starting abd finish lines.
Lesson Activity
ACTIVY: FUN WALK
B. Procedure
1. Half of the group will walk while the other half will observe and record
data.
C. Developing and 2. All participants must start from the starting line at the same time.
Deeping 3. Upon receiving the go signal, all participants must start to walk as fast as
Understanding they could. The other members should observe closely as the participants
walk and determine who walks fastest.
4. Repeat step #3 but this time collect data to support your conclusion.
Discuss within your group how are you going to do this.
5. Present your data recorded in a table form.
 Name Distance (m) Time (s) Speed (m/s)

Guide Questions:
1. What quantities did you measure for your data
2. How did you combine these quantities to determine how fast each
participant were walking?
3. How do you use the result to determine who walk fastest?
4. Can you tell by observation who runs fastest in your team based on the
data gathered by the different watchers, timekeepers, and recorders? Is
your observation the same as that of your classmates?
5. Why do you need to use a watch and not just observe who runs faster?
Learners’ Takeaways
Answer the following questions:
1. At a constant distance, how is speed related to the time of travel?
D. Making 2. At a constant time to travel how is speed related to the distance
Generalizations travelled?
3. Who was travelling faster than the other a person who covered 10 meters
in 5 seconds or the one who took 10 seconds to cover 20 meters?

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

A. Evaluating
Presentation of their output will serve as an evaluation
Learning
Remarks

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 lesson work? No. of learners who have caught up with the lesson.

D. No. of learners who continue to require remediation

Prepared by: Reviewed by: Approved by:

ANNA MARIE U. ARGUELLES RENAN L. MARIGOSIO CRISTINA T.

SANTIAGO
Subject Teacher Head Teacher III Principal III
 GRADE 7 School MUZON HIGH SCHOOL Grade Level 7
DAILY Name of ANNA MARIE U. ARGUELLES Learning SCIENCE
LESSON LOG Teacher Area
SY 2024- Date and Time Quarter 3RD
2025

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

The learners learn that…
1. Scientists and engineers analyze forces to predict their effects on
movement.
2. Vectors differentiate the concepts of speed and velocity.
A. Content
3. Graphing motion provides more accurate predictions about speed and
Standards
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.
By the end of the Quarter, learners employ scientific techniques, concepts,
and models to investigate forces and motion and represent their
understanding using scientific language, force diagrams, and distance-time
B. Performance
graphs. They use their curiosity, knowledge and understanding, and skills to
Standards
propose solutions to problems related to motion and energy. They explore
how modern technologies might be used to overcome current global energy
concerns.
Distinguish between speed and velocity using the concept of
C. Learning vectors;
Competencie At the end of the class learners should be able to:
s and a. describes the motions of an object in terms of speed and velocity;
objectives b. differentiates between instantaneous speed and average speed; and
c. calculate average speed and velocity using the formula.
Motion:
 There are different types of speed. An object that is moving in a specific
direction at a constant speed is called Uniform Motion
 The speed at any instant is called instantaneous speed.
D. Content
 The instantaneous velocity is the speed at any instant in a particular
direction.
 Average speed is the total distance traveled divided by the total time
elapsed in traveling that distance.
GPS a global navigation satellite system that provides location, velocity and
time synchronization.
E. Integration
Values Education to follow road signs by following speed limits to prevent
accident.

II. LEARNING RESOURCES

https://www.autodeal.com.ph/articles/car-features/what-do-kilometer-markers-mean

III. TEACHING AND LEARNING PROCEDURE

C. Developing and SUBTOPIC: Average Speed/Velocity, and Instantaneous Speed &
Deeping Velocity
Understanding 1. Explicitation
Solve the following problems on Speed and Velocity. Show your complete
solution with proper units. (Note: Round off your answers to 2 decimal
places)
1. A football field is about 100 m long. If it takes a person 20 seconds to run
its length, how fast were they running?
2. If you drive at 80 km/hr, North for 6 hours, what is your displacement?
3. A bullet travels at 850 m/s. How
long will it take a bullet to go 750 m?

2. Worked Example

In planning a trip by car, the driver

often wants to know how long it will
take to cover a
certain distance.
The car will certainly not travel at the
same speed during the trip. The
driver cares only about the average
speed for the trip as a whole. The average speed is defined as follows:

Average speed can be calculated rather

easily. For example, if we drive a distance of
60 kilometers during a time of 1 hour, we say
our average speed is 60 kilometers per hour
(60km/h). Or, if we travel 240 kilometers in 4 hours.

Note that when a distance if in kilometers

(km) is divided by a time in hours (h), the answer is in kilometer per hour
(km/h)

Average Velocity is the ratio of the displacement and total elapsed time.
For
example, if we drive a distance of 60 kilometers, East during a time of 1
hour, we say our average speed is 60 kilometers per hour (60km/h). Or, if
we travel 240 kilometers, East in 4 hours,

If the car returned to its initial position, traveling 240 m, Wes, the
displacement becomes zero, thus the average velocity is also zero.

Sample Problem:
A runner does one lap around a 200 m track in a time of 25 s. What was the
runner's average speed?
Given: total distance – 200 m total time – 25 s
Find: Average speed?
Formula:

Solution: Vave = 200m

25s

Answer: Vave = 8m/s

3. Lesson Activity
 Objective(s):
After this activity, you should be able to:
1. calculate the speed and velocity
2. determine the average speed
Materials Needed:
25 m string
5 stopwatches or wristwatches per group
5 flags or handkerchiefs
Instructions:
CHALLENGE:
Sarig is enjoying his journey around Albay. He is having fun taking pictures
and trying out different activities for tourist. While taking a break he decided
to kook at the Google Map and study his itinerary. He noted the following:
Point A – Ligao City Proper
Point B – Hoyop-Hoyopan Cave
Point C – Ligñon Hill Nature Park
Sarig wanted to know how fast it will take him to travel point A to B, B to C
and A to C. Do you think you can help Sarig find out answers to his
questions? Let’s find out!
To help Sarig, study the table below. Enter the data you gather about the
distance travelled of Sarig from your first Activity about distance and
displacement.
Summary of Path Traveled
From To Distance Time
(Kilometer (Hour)
)
Sarig’s Journey
Ligao City Proper (A) Hoyop-Hoyopan Cave (B) 7.6km 0.6h
Hoyop-Hoyopan Cave Ligñon Hill Nature Park 3.5km 0.5h
(B) (C)
Ligao City Proper (A) Ligñon Hill Nature Park 8.4km 0.7h
(C)

1. How fast did Sarig travel between the following destinations?

Show your solutions
a. Ligao City Proper (A) to Hoyop-Hoyopan Cave of Camalig, Albay (B)
b. Hoyop-Hoyopan Cave of Camalig, Albay (B) to Ligñon Hill Nature
Park (C)
c. Ligao City Proper (A) to Hoyop-Hoyopan Cave of Camalig, Albay (B) to
Ligñon Hill Nature Park (C)

2. How fast did Sarig travel if he will

consider the shortest destination which is
from points A to C? Then, what is the
direction of his travel?

3. Differentiate average speed and

average velocity

The birds may have traveled the

same speed but did not end up at
the same place because they may
have differed in terms of direction.
It can be inferred that Bird A went
to East while Bird B went to West,
which caused them not to see
each other in the same place.
D. Making Experience tells you that a vehicle
Generalizations rarely travels at a constant speed, especially in heavy traffic. You can tell
the speed of a vehicle at any instant by looking at the vehicle’s
speedometer. The speed at any instant is called instantaneous speed.
You will notice that a vehicle may travel down a street
at 50 km/hr in open stretches while overtaking other vehicles, slow down at
30 km/h because of traffic, or come to a stop at the red light. The
instantaneous velocity is the speed at any instant in a particular
direction.
 The vehicle travels at a different speed during its entire trip. For the
entire trip, you must only consider one speed, which is the average speed.
Average speed is the total distance traveled divided by the total time
elapsed
in traveling that distance.

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

Formative Assessment
Kilometer markers are the upright cement poles (usually yellow) at the side
of the road that have numbers and letters written on them. We often see
them in the provinces, specifically, on national roads—also known as the
Pan-Philippine Highway—that stretch across the Philippines.
A. Evaluating
Learning You and your family are travelling to San
Benon Hot Spring in Irosin, Sorsogon. Then,
suddenly you saw the kilometer marker. If
your car is travelling at 80 km/hr, how long
before you reach the town center of San
Benon?
Remarks

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 lesson work? No. of learners who have caught up with the lesson.

D. No. of learners who continue to require remediation

Prepared by: Reviewed by: Approved by:

ANNA MARIE U. ARGUELLES RENAN L. MARIGOSIO CRISTINA T.

SANTIAGO
Subject Teacher Head Teacher III Principal III