Sta. Rosa, Lapu-Lapu City, Cebu Philippines: Demonstrate An Understanding of Motion in One Direction

Department of Education
Region VII, Central Visayas

Division of Lapu-Lapu City
District 9
STA. ROSA NATIONAL HIGH SCHOOL
Sta. Rosa, Lapu-Lapu City, Cebu Philippines
DAILY LESSON PLAN

(8As)
Name: Michelle Anne Imbong
Position: Teacher I
Learning Area: Science Grade: 7 November 4, 2019
iPlan No.: 52 Quarter: 1 Duration: 50 min. Monday
Learning Describe the motion of an object in terms of distance or displacement, S7FE-IIIa- 1
Competencie speed or velocity, and acceleration;
s
Subject Motion: Speed and Velocity
Matter
Key Concepts Demonstrate an understanding of motion in one direction
to be
Developed
K -Explain motion of an object as distance or displacement travelled in a given time
Learning S- Measure the motion of an object in terms of speed and velocity
Objectives A- Show accuracy in measuring the motion of an object .
V- Cooperation
Resources Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora M.,
Ed.D. 1998. p. 222. *
Activity Ask four students to volunteer for the activity: Who comes first?
(Introductory) Let the two students race to get the object with different reference point to the table.
The two students will get the time of each student.
The other students are to observe the students who were demonstrating the task.
Ask the following students:
1. Who was the first to get the object? Explain why he had the object first.
The first student, because he was able to get the object first.
2. Aside from getting the object first, what else did you consider who ran the fastest?
Time taken the students to get the object is lesser than the other.
Distance of the students from the object.
Activity Group the students into five.
(Presentation) Let the students perform the Activity: Speed and Velocity using EV3 Robot
Each group are to answer and complete the table below.
(Please see attached activity)
POSITION DISTANCE TIME DIRECTION SPEED VELOCITY
(m) (s) (N,E,S,W,NE, (distance/time) (speed,
SE,NW,SW) direction)
(Initial Position)
Starting Point
Point 1
Point 2
Average
1. Describe the position of the robot at the starting point. The object is at rest/stop.
Analysis 2. How far is the robot from initial position to point 1?
3. How long would it take for the robot to travel from initial position to point 1?
4. What is the direction of the robot from initial position to point 1?
5. How fast the robot move from initial position to point 1?
6. At what point the robot travel the fastest?
7. At what point the robot travel the slowest?
(2 – 7 questions: Varies, depends on the measured value of the group work)
8. Why is direction needed in the activity?To identify the velocity of the object’s in motion
9. What are the factors to consider if the object is moving faster or slower?
Distance, time and direction
10. State the difference of speed and velocity based from your activity.
Velocity and speed measures how fast an object moves based from the distance travelled
over time. However, velocity differs from speed because it depends on the direction of
the objects motion.
Abstraction The Speed and velocity are the quantities of motion that describe how fast an object travel base from
the distance travelled over time. However, in the velocity there must be a consideration to the
direction of the object it travels, which affectsthe amount of velocity that might be equal or lesser
but not greater than the amount of speed.
Application What is the use of speedometer in all automobile? Why is it useful?
It measures the speed/velocity in a given time/instance. It is useful for it reminds the driver of the
vehicle that he/she is moving faster/slower, by that it can prevent future accidents that might happen.
Assessment Object X is identical to object Y. If object X reached its destination 5 seconds after object Y, answer
the questions below:
1. Compare the speed of object X to object Y.
2. What factor causes the difference in speed of the two objects?
Assignment What is the significance of GPS?
GPS or Global positioning system which is commonly used in phones and automobiles. The use of
GPSis significance in determining the location/distance, time, direction and can measure the
velocity/speed of the car. It helps us to easily navigate and reach the destination faster.
Activity
(Concluding)
Remarks
Checked/Inspected by:
KATHRINA TISOY
Subject Area Coordinator, Science
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN

(8As)
Position: Teacher I
iPlan No.: 53 Quarter: 1 Duration: 50 min. Tuesday
s
Matter
to be
Developed
V- Cooperation
Ed.D. 1998. p. 222. *
(Initial Position)
Starting Point
Point 1
Point 2
Average
the objects motion.
Activity
(Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN

(8As)
Position: Teacher I
iPlan No.: 54 Quarter: 1 Duration: 50 min. Wednesday
s
Matter
to be
Developed
V- Cooperation
Ed.D. 1998. p. 222. *
(Initial Position)
Starting Point
Point 1
Point 2
Average
the objects motion.
Activity
(Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN

(8As)
Position: Teacher I
iPlan No.: 55 Quarter: 1 Duration: 50 min. Thursday
s
Matter
to be
Developed
V- Cooperation
Ed.D. 1998. p. 222. *
(Initial Position)
Starting Point
Point 1
Point 2
Average
the objects motion.
Activity
(Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN

(8As)
Position: Teacher I
iPlan No.: 56 Quarter: 1 Duration: 50 min. Friday
s
Matter
to be
Developed
V- Cooperation
Ed.D. 1998. p. 222. *
(Initial Position)
Starting Point
Point 1
Point 2
Average
the objects motion.
Activity
(Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN

(8As)
Position: Teacher I
Learning Differentiate quantities in terms of magnitude and direction; S7FE-IIIa2
Competencies
Subject Matter Motion: QUANTITIES OF MOTION: Scalar vs. Vector Quantity
to be
Developed
K - Differentiate scalar and vector quantity;
Learning S- Categorized the quantities of motion into scalar and vector quantity.
Objectives A-Recognized how direction affects the quantities of motion.
V- Cooperation
Resources Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora M., Ed.D.
1998. p. 222. *
Activity  Routine activity
(Introductory)  Motivation
o Ask two students to volunteer for a game. The two students are to race to get the prize to the
teacher while blindfolded, they are to walk 5 steps, then 3 steps, then 7 steps and then 3
steps.
Process questions:
1. Did you able to get the prize?No
 Ask the student again but this time they are instructed to walk 5 steps north, 3 steps west, 7
steps north and 3 steps east.
Process questions:
1. Did you able to get the prize? Yes
2. Why did you get the prize? The second instruction was given a direction.
3. Compare the two given instruction. The first instruction given was only the magnitude
or numbers to walk while the second instruction given has numbers and direction where
to walk.
Activity  Discuss Scalar and Vector quantity based on the given motivation.
(Presentation)  Post the meaning of scalar and vector quantities.
o SCALAR QUANTITY - are quantities that fully described by a magnitude (or numerical
value) alone.
o VECTOR QUANTITY - are quantities that are fully described by both a magnitude and
a direction.
 Recall the different quantities that measure motion.
o The quantities that measures motion are: distance, displacement, speed, velocity and
acceleration.
o Students are to define each quantities of motion.
o Students are to categorize the quantities if it is scalar or vector.
SCALAR VECTOR
QUANTITY QUANTITY
51. Based from the table what quantities are scalar?

Analysis Distance and Speed
52. What quantities are vector?
Displacement, Velocity and Acceleration
53. What is your basis in categorizing the quantities of motion?
Based on magnitude with direction
54. What is scalar quantity?
Are quantities that fully described by a magnitude (or numerical value) alone.
Are quantities that are fully described by both a magnitude and a direction.
Abstraction Motion can be best described by its quantities namely: distance, displacement, speed, velocity and
acceleration. These quantities are categorized based on the magnitude with direction and magnitude only. The
magnitude that has direction are characterized as a Vector Quantity while the quantities that measures the
magnitude only is called Scalar Quantity. The quantities of motion that are under the Scalar are the distance
and displacement. On the other hand, displacement, velocity and acceleration are part of the vector quantity.
Application Identify the following if its scalar or vector quantity.
1. 25 m - Vector
2. 25 m East - Vector
3. 56 m/s NW - Vector
4. 25 N - Vector
5. 18 J - Scalar
6. 37 Nm - Scalar
Assessment 1. Explain the difference between scalar and vector quantity?
Scalar quantity measures only the magnitude while Vector quantity measures the magnitude with
direction.
2. Identify if the following quantities are scalar or vector quantity.
a. 3 km N - Vector
b. 3 km - Scalar
c. Speed - Scalar
d. Acceleration - Vector
e. Displacement - Vector
f. Distance - Scalar
g. 2 km/hr SW - Vector
Assignment
Activity
(Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN

(8As)
Position: Teacher I
Competencies
to be
Developed
V- Cooperation
1998. p. 222. *
steps.
Process questions:
Process questions:
to walk.
value) alone.
a direction.
acceleration.
SCALAR VECTOR
QUANTITY QUANTITY

7. 25 m - Vector
10. 25 N - Vector
11. 18 J - Scalar
12. 37 Nm - Scalar
direction.
a. 3 km N - Vector
b. 3 km - Scalar
c. Speed - Scalar
Assignment
Activity
(Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN

(8As)
Position: Teacher I
Competencies
to be
Developed
V- Cooperation
1998. p. 222. *
steps.
Process questions:
Process questions:
to walk.
value) alone.
a direction.
acceleration.
SCALAR VECTOR
QUANTITY QUANTITY

13. 25 m - Vector
16. 25 N - Vector
17. 18 J - Scalar
18. 37 Nm - Scalar
direction.
a. 3 km N - Vector
b. 3 km - Scalar
c. Speed - Scalar
Assignment
Activity
(Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN

(8As)
Position: Teacher I
Competencies
to be
Developed
V- Cooperation
1998. p. 222. *
steps.
Process questions:
Process questions:
to walk.
value) alone.
a direction.
acceleration.
SCALAR VECTOR
QUANTITY QUANTITY

19. 25 m - Vector
22. 25 N - Vector
23. 18 J - Scalar
24. 37 Nm - Scalar
direction.
a. 3 km N - Vector
b. 3 km - Scalar
c. Speed - Scalar
Assignment
Activity
(Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN

(8As)
Position: Teacher I
Learning Create and interpret visual representation of the motion of an S7FE-IIIb1
Competencies
objects such as the tape charts and motion graphs;
Subject Matter Summative Exam
Key Concepts Recall previous discussion on Motion
to be
Developed
Objectives A-answer questions honestly
V- Honesty in answering the exam
Resources Questionnaire
Activity Chairs will be arranged one sit apart.
(Introductory) Rules in answering the exam are set.
Activity __________________________________________________________________________________
(Presentation)
__________________________________________________________________________________
Analysis
Abstraction
___________________________________________________________________________________
Application
Assessment
Assignment
Activity
(Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN

(8As)
Position: Teacher I
Learning Create and interpret visual representation of the motion of an objects such as the tape S7FE-IIIb1
Competencies charts and motion graphs;
Subject Matter Motion: Graphical Representation
Key Concepts to be Demonstrate an understanding of motion in one direction through graphical representations
Developed
V- Cooperation
Resources Science and Technology I: Integrated Science Textbook for First Year. Villamil, Aurora M., Ed.D. 1998. p. 222. *
Strips of paper with dots, cartolina/manila paper, marker, ruler, scissors/cutter
Activity  Routine Activity: Prayer, checking of attendance
(Introductory)  Motivation: Give the situation below to the class:
Supposed you were having your on-the-job training in a private investigating company. You were
asked to join a team assigned to investigate a ‘hit and run’ case. The alleged suspect was captured by the
CCTV camera driving down a road leading to the place of incident. The suspect denied the allegation, saying
that he was then driving very slowly with a constant speed. Because of the short time difference when he was
caught by the camera and when the accident happened, he insisted that it was impossible that he would already
be at the place when the crime happened. But when you were viewing the scene again on the camera, you
noticed that his car was leaving oil spots on the road. When you checked these spots on site, you found out that
they are still evident. So you began to wonder if the spots can be used to investigate the motion of the car of
the suspect and check whether he was telling the truth or not.
Note: Use the given situation to investigate and answer the problem..
Activity  Group the students into 5 groups.
(Presentation) - Let the groups do activity entitled: Doing Detective Work on Science Manual pp. 178-180
- Each group are given the following tape chart and ask to present their output to the class:
GROUP 1
GROUP 2
GROUP 3
GROUP 4
GROUP 5
Output of the activity: Tape chart graph, Distance – time graph, Velocity – time graph
71. How will you compare the distances between successive dots?
Analysis The dots doesn’t have the same length
72. How do the lengths of the tapes compare?
The lengths are not the same
73. If each tape represents the distance travelled by the object for 1 second, then what ‘quantity’ does each piece of tape
provide?
Speed or velocity
74. How will you compare the changes in the lengths of two successive tapes?
The object is either in constant, at res/stopt, accelerating/decelerating in motion
75. How does your distance – time graph look like?
(based on the activity - Answer varies in each group)
76. How does your speed – time graph look like? Is it different from the distance – time graph you made?
The graphs are different.
77. How will you interpret this graph in terms of the speed and acceleration of the moving car?
The distance-time graph indicates the time and the speed/velocity-time graph shows the acceleration of an object.
78. If you found out in your investigation that the arrangement of oil drops left by the car is similar to what you used in
this activity, was the suspect telling the truth when he said that he was driving with constant speed?
(Answer varies in each group, depending on the receive tape chart of the group)
Abstraction 1. What are the ways of describing the objects in motion aside from solving?
Using tape charts, graphs such as distance – time graph and speed/velocity – time graph
2. How helpful the graphs and charts in motion?

Graphs and charts help to understand and describe the motion of an object in an easiest way just by its form.
Cite the different graph interpretation.

Application Complete the table below based on the given tape chart and
pot a distance – time graph and velocity/speed – time
graph.
Time (s) Distance (m) Speed (m/s)
Assessment Based from the given activity:

Rubrics on grading the activity
Assignment How helpful are the graphical presentation of the motion of a typhoons?
It helps to know where the direction would the typhoon go and its speed/velocity as it travel.
Activity
(Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN

(8As)
Position: Teacher I
Developed
V- Cooperation
GROUP 1
GROUP 2
GROUP 3
GROUP 4
GROUP 5
provide?
Speed or velocity

Application Complete the table below based on the given tape chart and pot a distance – time graph and velocity/speed – time graph.

Activity
(Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN

(8As)
Position: Teacher I
Developed
V- Cooperation
GROUP 1
GROUP 2
GROUP 3
GROUP 4
GROUP 5
provide?
Speed or velocity

Application Complete the table below based on the given tape chart and
pot a distance – time graph and velocity/speed – time
graph.

Activity
(Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN

(8As)
Position: Teacher I
Competencies
Developed
Knowledge: Describe the movement of a typhoon through a graph;
Learning
Objectives Skills: Interpret the path followed by a typhoon based on the graph; and
Attitude: Relate the motion of a typhoon to mitigation and disaster risk reduction.
Activity  Routine activity: Prayer, checking of attendance
(Introductory)  Recall the topics discuss in visual presentation of motion.
 Motivation:
- Video presentation on Weather forecast of typhoon Yolanda
- https://m.youtube.com/watch?v=GiSc2fOAPs
Process questions:
a. What does the video all about?
It is all about the Track of Typhoon Haiyan or Yolanda
b. How does the reporter discussed the motion of typhoon Yolanda?
By having a visual representation on its track
c. How helpful the visual representation of the Typhoon?
It helps to identify what storm signal must be assigned to the areas affected by th typhoon, areas hit by
typhoon and its movement.
Activity Group the students into 3 groups:
(Presentation) Present the picture below:
1. Let the students complete the table below based on the presented diagram of the movement of the typhoon “Yolanda”
WEATHER SAFETY
LOCATION WIND SPEED STORM SIGNAL
CONDITION MEASURES
Manila
Bohol
Tacloban
Davao
Laoag
Cebu
2. Using the completed table and the given figure, perform the given task below:
Face the People
Your goal is to discuss mitigation and disaster risk reduction plans relating to the motion
GOAL
of the typhoon.
ROLE Your group will act as a pool of meteorologists.
AUDIENCE The target audience will be the government leaders and citizens of the country.
Your group is o convince the government leaders and the people to stay safe in the
SITUATION
incoming super typhoon.
A super typhoon is to hit Philippines in 2 days’ time. As a pool of meteorologists, you are
to discuss the preparations needed to be done and the safety measures the whole country
PERFORMANCE
through a live TV broadcast which will run for 5 minutes only. You have to specifically
include the areas in the table in relaying the information.
Your presentation will be judged according to: Content, Research quality, Visual appeal,
STANDARDS
and Delivery of Information.
95. What is the category of typhoon Yolanda?

Analysis It is a supertyphoon
96. What are the areas affecte by the supertyphoon Yolanda?
Manila, Bohol, Tacloban, Davao, Laoag, Cebu
97. What is the windspeed of Typhoon Yolanda? It measures upto 280 kph
98. Among those areas affected which is the most affected area?
Tacloban, Bohol, Laoag, Cebu
99. How long did the typhoon Yolanda stay in the Philippine area of responsibility?
From November 7, 2013 to November 10, 2013, it stayed up almost 4 days
100. Describe the motion of typhoon Yolanda.
- November 7, 2013 , 5:00 AM – wind speed is 289.335 south east
- November 8,2013, 8:00 AM - 280 – 335 kph hit the Tacloban City
- November 8, 2013, 12:00 PM – 240 – 295 kph hit the Central and western Visayas
- November 9, 2013, 8:00 PM – 215 – 260 kph out of the PAR
101. How is the weather condition of the typhoon?
Super destructive that the areas affected by it loses their homes and can cause also fatal injuries and death.
Abstraction Motion of the typhoon which often ravages the country creates a massive devastation along path it takes damaging houses,
infrastructure, agricultural crops and industries and even claiming lives of the people. In order to mitigate and reduce this
disaster risk, visual representation of graphs is very useful to describe the motion of these typhoons and predict future
movement and how it affects the area in its path. Using the graphs, we can identify the intensity, size of circulation and
forecast direction and the speed of the typhoon.
Application How helpful the visual representation of motion in mitigation and disaster risk reduction?
It helps to predict the future outcome of the typhoon and keep the people in the vicinity be alert and ready for the typhoon.
Assessment Based on the given activity.
Rubrics on grading the given activity
Assignment Study your lesson and prepare for the summative test.
Activity
(Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN

(8As)
Position: Teacher I
Competencies
Developed
Learning
 Motivation:
Process questions:
d. What does the video all about?
e. How does the reporter discussed the motion of typhoon Yolanda?
f. How helpful the visual representation of the Typhoon?
WEATHER SAFETY
CONDITION MEASURES
Manila
Bohol
Tacloban
Davao
Laoag
Cebu
Face the People
GOAL
of the typhoon.
SITUATION
PERFORMANCE
STANDARDS

Activity
(Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN

(8As)
Position: Teacher I
Competencies
Developed
Learning
 Motivation:
Process questions:
g. What does the video all about?
h. How does the reporter discussed the motion of typhoon Yolanda?
i. How helpful the visual representation of the Typhoon?
WEATHER SAFETY
CONDITION MEASURES
Manila
Bohol
Tacloban
Davao
Laoag
Cebu
Face the People
GOAL
of the typhoon.
SITUATION
PERFORMANCE
STANDARDS

Activity
(Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN

(8As)
Position: Teacher I
Competencies
Developed
Learning
 Motivation:
Process questions:
j. What does the video all about?
k. How does the reporter discussed the motion of typhoon Yolanda?
l. How helpful the visual representation of the Typhoon?
WEATHER SAFETY
CONDITION MEASURES
Manila
Bohol
Tacloban
Davao
Laoag
Cebu
Face the People
GOAL
of the typhoon.
SITUATION
PERFORMANCE
STANDARDS
Activity
(Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN

(8As)
Position: Teacher I
Learning Differentiate quantities in terms of magnitude and direction; S7FE-IIIb1
Competencies Describe the motion of an object in terms of distance or displacement, speed or velocity, S7FE-IIIa2
and acceleration;
Create and interpret visual representation of the motion of an objects such as the tape
charts and motion graphs;
Subject Matter Motion: Summative Test
Developed
Knowledge: Review the learned topics through an exam.
Learning Skills: Respond to the questions in the given exam;
Objectives Attitude: Manifest proper behaviour in taking an examination.
(Introductory)  Motivation:
o Give the students 5 – 10 minutes to review and scan there notes on motion
Activity  Distribute the testpapers to the students
(Presentation)  Let the students answer the test questions provided for at least 40 minutes.
 Checking, rationalizing, and recording of the test scores.
123. What is motion?
Analysis Motion is the change of position over a period of time
124. How can we say and object is in motion?
i. When its position changes with respect to a point of reference.
ii. When its distance changes with respect to a point of reference.
iii. When its direction changes with respect to a point of reference.
125. What are the quantities that describe motion?
Distance, Displacement, Speed, Velocity and Acceleration
126. What are the quantity that measures only the magnitude of the objects motion?
Distance, Speed
127. Enumerate the quantities that measure the magnitude with direction.
Displacement, Velocity, Acceleration
128. Differentiate distance from displacement.
Distance is the total path taken by an object while displacement is the shortest path taken by an objects’ motion
measuring from the point of origin and final position.
129. Why is speed and velocity different?
Speed and velocity describe the how fast or slow the objects’ motion however, velocity also identifies the direction of
the objects’ motion.
130. Describe motion by relating distance, displacement, speed, velocity and acceleration.
a. If an object does not change its position at a given time interval, then it is at rest or its speed is zero or not
accelerating.
b. If an object covers equal distance at equal intervals of time, then it is moving at constant speed and still not
accelerating.
c. If an object covers varying distances at equal intervals of time, then it is moving with changing speed or velocity.
It means that the object is accelerating.
131. What are the different visual representation of motion?
Tape chart, graphs such as distance-time graph that shows the speed and velocity of the object and speed/velocity-
time graph that implies the acceleration of an object.
Abstraction Motion refers to the change of objects position over time. We can say an object is in motion if it changes its
position with respect to the point of reference, if its position changes over a period of time and if it changes its direction
with respect to the reference point.
Motion can be describe into distance, displacement, speed, velocity and acceleration. Moreover, it can be
visually presented using the tape charts, and graphs such as the distance-time graph that shows the speed/velocity of the
object and the speed/velocity-time graph that shows the acceleration of an object.
Application
Complete the table below by solving the speed, then plot the values in the table to the given graph.

5 10
10 25
15 45
Assessment (Please see attach file)

1. Elsa is sitting very still on a chair. But Jose claims that Elsa is actually moving. Jose is true if the point of reference is
the ___.
a. Chair b. Floor c. Earth d. Sun
2. Dong walked 300 m East from home to visit Utoy. He then walked another 400 m North to fetch Inday and both of
them walked 300 m West to watch the birds. He left Inday then walked 400 m North. Which of the following
statement is NOT true?
District 9
DAILY LESSON PLAN

(8As)
Position: Teacher I
Learning Area: Science Grade: 7 December 2, 2019
Learning Relate the characteristics of waves; S7FE-IIId6
Competencies
Subject Matter Wave: its Characteristic
Key Concepts to be Demonstrate an understanding of waves as a carriers of energy
Developed
Knowledge: Identify the characteristics of a wave by describing its wave form;
Learning Skills State the relationship of the characteristics of wave such as wavelength, velocity and amplitude.
Objectives Attitude: Relate the characteristics of wave in daily life experiences
Resources charts and drawings of a wave, visual aid, rope, laptop, projector, speaker
Youtube video:
https://m.youtube.com/watch?v=cSsqLXVmtVkc
Activity Using a rope, illustrate how wave is form by shaking the rope.
(Introductory) Process questions:
1. What did you apply to the rope?
There is a transfer of energy
2. How do you describe this transfer of energy?
It moves away from the source of energy
3. What happen to the rope when shake?
The rope oscillates and form a wave.
Activity Video Presentation:

(Presentation) https://m.youtube.com/watch?v=cSsqLXVmtVkc
Task:
1. Key down notes the important points discussed in the video.
2. Draw the wave form and identify the parts based on the video presented.
1. What are the parts of the wave?

Analysis Home, wavelength, crest, trough
2. What does the amplitude of a wave implies?
It implies the energy of the wave.
3. How is frequency and wavelength related to velocity?
There is a direct relation between velocity of the wave and its frequency/wavelength. If the frewuency and
wavelength is higher the waves speed is also higher vice versa.
Abstraction The characteristics of waves lie on its wave form and parts. the given picture below shows the parts of a wave.
Application How the understanding of the characteristics/nature of wave helpful?

it helps in:
1. Adjusting the loudness/softness of sound
2. Brightness of sound
3. Water waves produced and its effects if it too high
Energy to be transferred from one place to another.
Assessment Draw and label the parts of a wave.
Assignment  Study your lesson and prepare for a summative test.
Activity
(Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN

(8As)
Position: Teacher I
Competencies
Developed
Youtube video:

Task:

it helps in:
Activity
(Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN

(8As)
Position: Teacher I
Competencies
Developed
Youtube video:

Task:

it helps in:
Activity
(Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN

(8As)
Position: Teacher I
Competencies
Developed
Youtube video:

Task:

it helps in:
Activity
(Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN

(8As)
Position: Teacher I
Competencies
Developed
Youtube video:

Task:

it helps in:
Activity
(Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN
(8As)
Position: Teacher I
Learning Infer that waves carry energy S7FE-IIIc1
Competencies Differentiate transverse from longitudinal waves and mechanical and electromagnetic S7FE-IIIc2
waves;
Subject Matter Waves: Summative test
Developed
Knowledge: Recall the topics learned on waves;
Learning Skills: Answer the questions that pertains the topics about waves;
Objectives Attitude: Recognize the importance of wave in energy transformation
Youtube video:
o Short review on the topics discussed in waves
Let the students scan their notes in waves and study for the exam for 5 – 10 minutes
Activity  Distribution of the test paper for the exam in waves
(Presentation)  Students are given at least 40 minutes to answer the examination given.
Checking, rationalization and recording of scores obtained in the exam.
1. What is a wave?
Analysis It is a periodic disturbance that moves away from its source and carries energy.
2. How a wave carries energy? As wave move away from its source, the energy come from its source is carried by
the wave through its wave form. As it moves, the energy carried slowly decreases.
Abstraction Wave is a periodic disturbance that moves away from a source and carries energy with it. The energy it carries is due to its
form/shape. Waves exist in many types according to two categories: its movement and used of medium in propagation.
The types of waves according to its movement are the Longitudinal wave which moves back and forth motion; the
transverse wave that moves up and down motion and the surface waves that moves in a circular path.
Application Draw the types of wave.
1. Longitudinal 2. Transverse Wave 3. Surface Wave

Wave
Assessment 1. Indicate the interval that represents a half wavelength.
a. A to E b. B to F c. A to B d. C to E
2. Mechanical waves transport energy from one place to another through
a. alternately vibrating particles of the medium. c. vibrating particles and traveling particles.
b. particles traveling with the wave. d. none of the above.
3. In a transverse wave, the individual particles of the medium
a. moves in circles c. move parallel to the direction of travel
b. move in eclipse d. move the perpendicular to the direction of travel.

Activity
(Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN
(8As)
Position: Teacher I
waves;
Developed
Youtube video:
3. What is a wave?

Wave
b. A to E b. B to F c. A to B d. C to E
c. alternately vibrating particles of the medium. c. vibrating particles and traveling particles.
d. particles traveling with the wave. d. none of the above.
c. moves in circles c. move parallel to the direction of travel
d. move in eclipse d. move the perpendicular to the direction of travel.

Activity
(Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN
(8As)
Position: Teacher I
waves;
Developed
Youtube video:
5. What is a wave?

Wave
c. A to E b. B to F c. A to B d. C to E
e. alternately vibrating particles of the medium. c. vibrating particles and traveling particles.
f. particles traveling with the wave. d. none of the above.
e. moves in circles c. move parallel to the direction of travel
f. move in eclipse d. move the perpendicular to the direction of travel.

Activity
(Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN
(8As)
Position: Teacher I
Learning Describe the characteristics of sound using the concepts of wavelength, velocity, and S7LT-IIId7
Competencies amplitude.
Subject Matter Sound: Its Properties and Characteristics
Key Concepts to be demonstrate an understanding of the characteristics of sound
Developed
Knowledge: Explain how sound is produced through the use of soundbox;
Learning Skills: Construct a sound box to relate the concept of wavelength, velocity, amplitude and how it is produced.
Objectives Attitude: Show craftsmanship in constructing sound box.
Resources Science and Technology IV: Physics Textbook. NISMED. 2012. pp. 372-375.
Activity  Routine Activity
- Play a song with a guitar
Process Questions:
1. What is the name of this musical instrument?
 Guitar
2. How guitar produces sound?
By plucking the string, it vibrates the string cause the production of sound
(Presentation)  Task:
o Do activity entitled: My Own Sounding Box! in Science Manual pp. 206-207
o Answer the pertaining questions in the activity.
o Demonstrate how sound produce
1. What physical signs did you observe when you plucked each band. Did you hear any sound? What produced the
Analysis sound?
The elastic bands vibrate when plucked. Sound is produced by vibration of the elastic band.
2. How different are the sounds produced by each band with different thickness?
The sound produced by each elastic band is different from the others. The thinker the band the louder the sound
produced. The thicker the band, the lower the tone.
Abstraction A sound is a form of energy produced when a vibrating object vibrates to produce sound. Sound is a longitudinal wave and
travels a medium of solid, liquid and gas thus it can’t travel in the empty space. It travels the fastest in solid and slowest in
gas.
Application  Demonstrate how sound is produced using sound box.
 Create a simple melody using the sound box created.
Assessment Based on the given task:
Rubrics of grading the output.
RUBRICS 20 18 16 15
Creativity Neat, artistic, creative Neat, artistic, Neat Untidy
Content Well-presented with Presented with less Presented with no
well- constructed efforts done efforts done
soundbox
Timeliness Submitted the activity Submitted the activity Submitted the activity
before the deadline on time late
Assignment Bring the following:
Sound box
Ruler
Activity
(Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN
(8As)
Position: Teacher I
Learning Area: Science Grade: 7 January 6, 2020
Developed
Knowledge: Explain how sound is produced through the use of soundbox;
Learning Skills: Construct a sound box to relate the concept of wavelength, velocity, amplitude and how it is produced.
Objectives Attitude: Show craftsmanship in constructing sound box.
Process Questions:
 Guitar
(Presentation)  Task:
o Do activity entitled: My Own Sounding Box! in Science Manual pp. 206-207
o Answer the pertaining questions in the activity.
o Demonstrate how sound produce
3. What physical signs did you observe when you plucked each band. Did you hear any sound? What produced the
Analysis sound?
The elastic bands vibrate when plucked. Sound is produced by vibration of the elastic band.
4. How different are the sounds produced by each band with different thickness?
The sound produced by each elastic band is different from the others. The thinker the band the louder the sound
produced. The thicker the band, the lower the tone.
Abstraction A sound is a form of energy produced when a vibrating object vibrates to produce sound. Sound is a longitudinal wave and
travels a medium of solid, liquid and gas thus it can’t travel in the empty space. It travels the fastest in solid and slowest in
gas.
Application  Demonstrate how sound is produced using sound box.
 Create a simple melody using the sound box created.
Assessment Based on the given task:
Rubrics of grading the output.
RUBRICS 20 18 16 15
Creativity Neat, artistic, creative Neat, artistic, Neat Untidy
Content Well-presented with Presented with less Presented with no
well- constructed efforts done efforts done
soundbox
Timeliness Submitted the activity Submitted the activity Submitted the activity
before the deadline on time late
Assignment Bring the following:
Sound box
Ruler
Activity
(Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN
(8As)
Position: Teacher I
Learning Describe how organisms produce, transmit, and receive sound of various frequencies S7LT-IIId7
Competencies (infrasonic, audible, and ultrasonic sound)

Developed
Knowledge: Explain how sound produces, transmits and receives through understanding the parts of the ear;
Learning Skills: Trace the path of production, transmission and reception of sound;
Objectives Attitude: Share the importance of sounds to an organism.
Values: Cooperation
Process Questions:
 Guitar
Activity Group the students into 5 groups.
(Presentation) Let each group illustrate how sound is transmitted in solid, liquid and gas media. One representative from each group is
going to present their work in class.
Sample:
1. How does sound travel from one source to its destination in a closed (solid or liquid) container?
Analysis As sound travels through a medium, sounds travels the fastest in a closed area or container so sounds perceived
clearly.
2. How does sound travel from one source to an open destination (air)? The sound travels to the particles of air in
any direction thus the sound heard in an open destination or area were not clearly listen.
3. How can sound travel from one container to another container? It travels through a medium of solid, liquid and a
gas.
4. Why did we able to hear the sounds?
5. Because of the ear
6. Explain how sound is produce, transmit and perceived.
7. Sound is produced by a vibrating object. When this object vibrates, it vibrates the surrounding particles until it
reach our ears. In the ear, the sound waves vibrates the eardrum and the small bones which is then converted to
electrical signal process by brain.
Abstraction Present the parts of the ear below.
How does sound be received by the ear?
As the sound produce by a vibrating object and transmit through a medium, the pinna (outer part of the ear) focuses and
let the sound waves enter the ear and vibrates the ear drum. When the eardrum vibrates the ossicles connected to the
cochlea also vibrates causing the conversion of sound waves into electrical signals perceived by brain.
What are the three parts of the ear?
The three parts are outer, middle and inner ear.
To what extent can the ear normally hear?

The ear can only sense within the frequency range of about 20 Hz to about 20,000 Hz.
What is the difference between infrasonic and ultrasonic frequencies?
Vibrational frequencies beyond 20 000 Hz is called ultrasonic frequencies while extremely low frequencies are known as
infrasonic frequencies.
Application How are ultrasonics used?
The field of ultrasonics has become an important subspecialty in the science of acoustics. Ultrasonic sources with
frequencies of millions of cycles per second are now used for inspecting metals for flaws. These waves reflect off tiny
imperfections in a metal, indicating where it is weak or likely to fail. Some of the structures that are now routinely
inspected by ultrasonic techniques are bridges, airplanes, and pipelines.
Assessment Trace the path of how sound is produced transmitted and received by the ear.
As the sound produce by a vibrating object and transmit through a medium, the pinna (outer part of the ear) focuses and
let the sound waves enter the ear and vibrates the ear drum. When the eardrum vibrates the ossicles connected to the
cochlea also vibrates causing the conversion of sound waves into electrical signals percieved by brain.
Assignment Group the students into 5 groups.
Let each group illustrate how sound is transmitted in solid, liquid and gas media. One representative from each group is
going to present their work in class.
Sample:
Activity
(Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN
(8As)
Position: Teacher I
S7LT-IIIe8
Explain sound production in the human voice box, and how pitch, loudness and quality
of sound vary from one person to another S7LT-IIIe9
Describe how organisms produce, transmit, and receive sound of various frequencies
(infrasonic, audible, and ultrasonic sound)
Subject Matter Sounds: Summative test
Key Concepts to be Knowledge: Recall the topics learned on sounds;

Developed Skills: Answer the questions that pertains the topics about sound;
Attitude: Manifest honesty and proper behaviour during the exam.
Values: Honesty in answering the exam
Sounds: Summative test
Learning
Objectives
Resources TEST QUESTIONNAIRE

o Short review on the topics discussed in sound
o Let the students scan their notes in sound and study for the exam for 5 – 10 minutes
Activity  Distribution of the test paper for the exam in sounds
 Checking, rationalization and recording of scores obtained in the exam.
132. What is sound? How to produce sound? Sound is a form of energy and a longitudinal and mechanical wave. It is
Analysis produced through vibrations.
133. Why do sound does not travel in vacuum? Sound uses a medium to travel that is why is does not travel in a
vacuum
134. What are the types of medium? These medium can either be solid liquid and gas.
135. Does the speed of sound differ from every medium?
Yes, as it travels in a different medium it affects its speed causing the sound to move faster or slower.
136. What are the elements of sound? The elements are the source/transmitter, medium and the receiver or reception.
137. What enables us to hear sound? The ear helps us to hear sounds; it is one of the elements for the sound to be
perceived.
138. What is an ear? It is an organ part of an organism that serves as the receiver of sound of an organism.
139. Trace how the sound waves produced, transmit and received.
As the sound produce by a vibrating object and transmit through a medium, the pinna (outer part of the ear)
focuses and let the sound waves enter the ear and vibrates the ear drum. When the eardrum vibrates the ossicles
connected to the cochlea also vibrates causing the conversion of sound waves into electrical signals perceived
by brain.
Abstraction Sound is a longitudinal wave and a form of energy that is produced through vibrations of particles that made up
the matter. It travels through a medium which can be a solid, liquid and gas, its characteristics are the amplitude
(volume/loudness/intensity of sound), frequency and wavelength (identity and type of sound/pitch), speed and period. The
property of sound includes reflection, refraction, diffraction, interference, pitch and resonance. Sounds vary due to
difference of frequency produce by an object especially the human voice. The elements of sounds are the
source/transmitter, medium and the receiver of sound (ear).
Present the following:
Application Engineers can design sound-proof barriers or rooms. How is this possible?
Sound cannot travel in a vacuum. If you remove the air between two walls you will be able to greatly reduce the amount of
sound that is transmitted. You can also place sound absorbing materials, like the insulation in your home, between the
walls to cut down on the transmission of sound waves.
Assessment
(Please see attach files)
1. Which of the following objects will produce sound?

a. soft objects c. vibrating objects
b. radio stations d. objects under pressure
2. Which of the following best describes a high frequency sound? It has _____.
a. low pitch c. low energy
b. high pitch d. A and C
3. Compared to a thin string of the same length and tightness a thick string produces sounds of _______.
a. the same pitch c. higher pitch
b. lower pitch d. lower then higher pitch
4. A sound wave is a_______.
a. longitudinal wave b. transverse wave c. standing wave d. shock wave
Assignment Define the following:
1. Brightness – a qualitative expression of light intensity.

2. Light Intensity – it is the power of light.
3. Illuminance – indicates how bright a flat, diffuse surface appears based on the reflected light from the surface.
4. Candela – the fundamental unit of luminous intensity.
5. Radian Energy – the energy of electromagnetic radiation.
(Concluding)  Motivation
o Short review on the topics discussed in sound
o Let the students scan their notes in sound and study for the exam for 5 – 10 minutes
Remarks  Distribution of the test paper for the exam in sounds
 Students are given at least 40 minutes to answer the examination given.
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN
(8As)
Position: Teacher I
S7LT-IIIe8
Subject Matter 3rd Periodical Exam
Key Concepts to be Knowledge: Recall the topics learned on sounds;

Developed Skills: Answer the questions that pertains the topics about sound;
Learning
Objectives

(Introductory)  Arrange chairs one-sit apart
Analysis
Assessment
Assignment
Activity
(Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN
(8As)
Position: Teacher I
S7LT-IIIe8
Subject Matter 3rd Periodical Exam
Key Concepts to be Knowledge: Recall the topics learned from previous lessons
Developed Skills: Answer the questions that pertains the topics about the different topics
Learning
Objectives

(Introductory)  Arrange chairs one-sit apart
Analysis
Assessment
Assignment
Activity
(Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN
(8As)
Position: Teacher I
Learning Demonstrate how places on Earth may be located using a coordinate system. S7ES-IVa-1
Competencies
Subject Matter Locating the Philippines using the lines of longitude and latitude
Key Concepts to be Demonstrate how places on Earth may be located using a coordinate system.
Developed
Knowledge: Differentiate the lines of latitude and longitude.
Learning
Objectives
Skills: Trace the lines of latitude and longitude using a globe or a world map.
Attitude: Explain the importance of the lines of latitude and longitude in
locating places in the map or globe.

Resources Science and Technology I: Integrated Science Textbook. NISMED. 2012. pp. 310-311.
Activity Motivation:
(Introductory)
Show to the class a globe or a map.

Ask the ff. guide questions:
1. What is a globe or a map?
2. What are the uses of a globe?
3. How do we find places in a globe or a map?
Activity A. The class will be divided into four groups.
(Presentation) B. Each group will do Activity no. _____ Where in the world is the Philippines?
(Note: The teacher was able to assign the four groups a day
before the activity to bring a map,
if globes are present in the laboratory, the teacher will provide at
least one in each group to be used in the activity)
1. What are your observations in a globe or a map?
Possible answer: I have observed that the globe has vertical and
horizontal lines. There are continents and bodies of water;

countries are in each continents are also labelled .
2. What do you think is the purpose of putting the vertical and

horizontal lines in globes and maps?
1. What do you call the lines running horizontally in the globe? Lines of latitude
Analysis
2. What about the lines running vertically in the globe? Lines of longitude
Trace the lines of latitude and longitude
3. As you trace the lines of longitude and latitude, you have noticed that they are combined together. What is
the purpose in putting together the lines of longitude and latitude?

The locations can be identified through the use of coordinates. (Discussion of coordinate system will be done
on the next day)
4. Name the five lines of latitudes.
Abstraction Differentiate lines of latitude from lines of longitude.

Lines of latitude are lines which run horizontally and divide the Earth into Northern and Southern Hemisphere
while lines of longitude are lines which run vertically and divide the Earth in Eastern and Western
Hemisphere.
Application A. What are the importance of the lines of latitude and longitude in locating places in maps and globes?
B. Name some ways by which lines of latitude and longitude are used easily and conveniently in locating
places.
B1. GPS
B2. Digital mapping
B2. Automotive Navigation System
Assessment 1. Draw a circle which represents the globe.

2. Draw the lines of latitude and longitude intersecting to each other.
3. Label the five lines of latitude and its measurement.
4. Label the lines of longitude and its measurement. (Specifically indicate, the prime meridian and the
International Dateline.)
Assignment 1. Compare the navigational system long time ago, such as the astrolabe and the digital mapping which
uses GPS (Global Positioning System).
2. Study in advance the use of coordinate system in locating places on the globe and map.
Activity
(Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN
(8As)
Position: Teacher I
Competencies
Subject Matter Coordinate System in locating the Philippines
Key Concepts to be Demonstrate understanding of the relation of geographical location of the Philippines to its
Developed environment
K- Identify the location of the Philippines using the coordinate system,
Learning S- locate the Philippines using the coordinate system,
Objectives
A- Cite the importance in locating places using the coordinate system.
V- Cooperation
Activity Recall:
(Introductory) A. Differentiate the lines of latitude and longitude.
B. How do people locate the Philippines in a map or a globe?
The Philippines can be located through the use of lines of latitude and longitude.
Activity A. Prior to the activity, post on the board the sample coordinate system. Let the students identify the equator, prime
(Presentation) meridian, eastern and western hemisphere and northern and southern hemisphere. Let them also take note the
measurements in degrees with a 15 degrees interval.
The class will be divided into 10 groups (each group must have at least 4 members).
Do the given group activity

Coordinate System: A problem location solver!
Group Activity no. ______
An airplane crashes a 40 degrees north
and 60 degrees east.
1. What letter would you
travel to hunt for survivors?
2. What continent would you be on at 10

Degrees south and 70 degrees west?
3. 0 degrees latitude, 0 degrees longitude, the Intersection of the Equator and the Prime
Meridian, would be located in which ocean?

1. By looking at the map, what is the location of the Philippines using the lines of latitude and longitude? The latitude and
Analysis longitude of Manila is 14°N, 121°E
2. How did you locate the Philippines?
Abstraction 1. What is a coordinate system?
It is used in geography to enable every location on Earth to be specified by a set of numbers
2. How does the line of latitude and longitude help in locating places on Earth?
Application
1. How important is the coordinate system in locating places on Earth?
It is a convenient and easiest way to used in locating places on Earth. Digital mapping which uses GPS via satellite is one
of the high technological advancement provided by the idea of coordinate system.
Assessment
Identify the coordinates (line of longitude and

latitude) of the following places.
1. Olongapo
2. Ormoc
3. Roxas
Assignment A. Bring a map of the world tomorrow.
B. Study and apply what we have learned about locating places using the coordinate system.
C. Be ready for a group exercise tomorrow.

Activity Recall:
(Concluding) A. Differentiate the lines of latitude and longitude.
B. How do people locate the Philippines in a map or a globe?
- The Philippines can be located through the use of lines of latitude and longitude.
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN
(8As)
Position: Teacher I
Competencies
Subject Matter Locating Major Cities/Places on Earth
Key Concepts to be Demonstrate understanding of the relation of geographical location of the Philippines to its environment
Developed
K-Identify the lines of latitude and longitude of some famous cities and countries in the map using the coordinate system.
Learning S-Locate some famous cities and countries in the map using the coordinate system.
Objectives
A - Recognize the importance in the use of coordinate system such as digital mapping and automotive navigation system.
Activity The teacher will give a short exercise of the topic tackled yesterday.
(Introductory) 1. Give the coordinates, then the students will identify the place in the Philippines.
(The teacher will provide a map of the Philippines by group so that the answers of students will be uniform)
Activity A. Conduct a group exercise. The class will be divided into groups with 5 members each. (You can make your own
(Presentation) grouping according to the number of students you have)
1. Give a pair of latitude and longitude, and the groups will race to identify place or city.
41°N, 74°W New York
56°N, 38°E Moscow
12°S, 77°W Lima
2. Give the name of a city or place and the groups will race to find the estimated latitude and longitude.
Tokyo 36°N, 140°E

Melbourne 39°S, 146°E
Singapore 1°N, 104°E
Rubric:
2 points if the group made it the first to give the correct answer.
1 point if the group made the correct answer only.

How did you locate the major cities/places on Earth?
Analysis
Did you use the same way in locating places in the Philippines?
Abstraction 1. What is a coordinate system?
2. How is a coordinate system related to digital mapping and automotive navigational system?
Application What is the importance of digital mapping and automotive navigational system?
Digital mapping and Automotive navigation system uses the concept of coordinate system. It is a process by which a
collection of data compiled and formatted into virtual image; which functions as a map that give accurate
representations of a particular area detailing major places and points of interest. It is directed by GPS (Global Positioning
System) that provides geolocation and time information anywhere on Earth.
Assessment Using your map, identify the coordinates (line of latitude and longitude) of the following countries.
1. Mongolia
2. Zambia
3. Japan
Assignment Compare the navigational system long time ago, such as the astrolabe and the digital mapping which uses GPS (Global
Positioning System).
Activity The teacher will give a short exercise of the topic tackled yesterday.
(Concluding) 1. Give the coordinates, then the students will identify the place in the Philippines.
(The teacher will provide a map of the Philippines by group so that the answers of students will be uniform)
Remarks A. Conduct a group exercise. The class will be divided into groups with 5 members each. (You can make your own
grouping according to the number of students you have)
1. Give a pair of latitude and longitude, and the groups will race to identify place or city.
41°N, 74°W New York
56°N, 38°E Moscow
12°S, 77°W Lima
2. Give the name of a city or place and the groups will race to find the estimated latitude and longitude.
Tokyo 36°N, 140°E

Melbourne 39°S, 146°E
Singapore 1°N, 104°E
Rubric:
2 points if the group made it the first to give the correct answer.
1 point if the group made the correct answer only.
KATHRINA TISOY
MITCHEL F. MISA
School Head
District 9
DAILY LESSON PLAN
(8As)
Position: Teacher I
Competencies
Subject Matter Locating Major Cities/Places on Earth
Key Concepts to be Demonstrate understanding of the relation of geographical location of the Philippines to its environment
Developed
K-Identify the lines of latitude and longitude of some famous cities and countries in the map using the coordinate system.
Learning S-Locate some famous cities and countries in the map using the coordinate system.
Objectives
A - Recognize the importance in the use of coordinate system such as digital mapping and automotive navigation system.
Activity
(Introductory)
Activity
(Presentation)
Analysis
Abstraction
Application
Assessment
Assignment
Activity
(Concluding)
Remarks
KATHRINA TISOY
MITCHEL F. MISA
School Head

Sta. Rosa, Lapu-Lapu City, Cebu Philippines: Demonstrate An Understanding of Motion in One Direction

Uploaded by

Copyright:

Available Formats

Sta. Rosa, Lapu-Lapu City, Cebu Philippines: Demonstrate An Understanding of Motion in One Direction

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Sta. Rosa, Lapu-Lapu City, Cebu Philippines: Demonstrate An Understanding of Motion in One Direction

Uploaded by

Copyright:

Available Formats

Department of Education

Region VII, Central Visayas

DAILY LESSON PLAN

DAILY LESSON PLAN

DAILY LESSON PLAN

DAILY LESSON PLAN

DAILY LESSON PLAN

DAILY LESSON PLAN

51. Based from the table what quantities are scalar?

DAILY LESSON PLAN

56. Based from the table what quantities are scalar?

DAILY LESSON PLAN

61. Based from the table what quantities are scalar?

DAILY LESSON PLAN

66. Based from the table what quantities are scalar?

DAILY LESSON PLAN

DAILY LESSON PLAN

2. How helpful the graphs and charts in motion?

Cite the different graph interpretation.

Time (s) Distance (m) Speed (m/s)

Assessment Based from the given activity:

DAILY LESSON PLAN

4. How helpful the graphs and charts in motion?

Cite the different graph interpretation.

Time (s) Distance (m) Speed (m/s)

DAILY LESSON PLAN

6. How helpful the graphs and charts in motion?

Cite the different graph interpretation.

Time (s) Distance (m) Speed (m/s)

DAILY LESSON PLAN

95. What is the category of typhoon Yolanda?

DAILY LESSON PLAN

102. What is the category of typhoon Yolanda?

DAILY LESSON PLAN

109. What is the category of typhoon Yolanda?

DAILY LESSON PLAN

DAILY LESSON PLAN

Time (s) Distance (m) Speed (m/s)

Assessment (Please see attach file)

DAILY LESSON PLAN

Activity Video Presentation:

1. What are the parts of the wave?

Application How the understanding of the characteristics/nature of wave helpful?

DAILY LESSON PLAN

Activity Video Presentation:

Application How the understanding of the characteristics/nature of wave helpful?

DAILY LESSON PLAN

Activity Video Presentation:

Application How the understanding of the characteristics/nature of wave helpful?

DAILY LESSON PLAN

Activity Video Presentation:

Application How the understanding of the characteristics/nature of wave helpful?

DAILY LESSON PLAN

Activity Video Presentation:

Application How the understanding of the characteristics/nature of wave helpful?

1. Longitudinal 2. Transverse Wave 3. Surface Wave

Assignment  Study your lesson and prepare for a summative test.

4. Longitudinal 5. Transverse Wave 6. Surface Wave

Assignment  Study your lesson and prepare for a summative test.