Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning – D.O. 42, s. 2016)

DETAILED LESSON PLAN (DLP) Format

DLP No.: Learning Areas: Grade Level: Quarter:

Duration: Date:
36 SCIENCE 7-M 60 mins 3 November 15, 2018
(8:30-9:30) (Thursday)
(10:45-11:45)
Learning Create and interpret visual representation of the motion of an objects Code:
Competency such as the tape charts and motion graphs; S7FE-IIIa-2
/ies:
S7FE-IIIb1
Key The Learners demonstrate an understanding of:
Concepts/  Motion in one dimension
Understandi
ngs to be
Developed
Learning Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015)
Objectives Knowledge Remembering Identify the types of visual representation of a
moving object
Understanding

Skills Applying
Analyzing
Evaluating

Creating Create and interpret visual representation of a

moving object
Attitude Display accuracy in creating and interpreting graphs of a moving body.
Values
Content Motion: Graphical Representation
Learning
Resources
Procedures:
Introductory Activity (5 min)  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(15 min)  Group the students into 5 groups.
- 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:

Output of the activity: Tape chart graph, Distance – time graph, Velocity
– time graph
Analysis(5 min) 1. How will you compare the distances between successive dots?
The dots doesn’t have the same length
2. How do the lengths of the tapes compare?
The lengths are not the same
3. 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
4. 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
5. How does your distance – time graph look like?
(based on the activity - Answer varies in each group)
6. How does your speed – time graph look like? Is it different from the
distance – time graph you made?
The graphs are different.
7. 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.
8. 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(10 min) 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(5 min) 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(5 Based from the given activity:

min)
Rubrics on grading the activity

Assignment(2 min) Reinforcing/

strengthening
the day’s lesson
Enriching/inspiri
ng the day’s
lesson
Enhancing/
inspiring the
day’ lesson
Preparing for How helpful are the graphical presentation of the motion of a typhoons?
the new lesson
It helps to know where the direction would the typhoon go and its
speed/velocity as it travel.
Concluding
Activity(3 min)
 Remarks

Reflections

Prepared by:

Name: Vimson B. Alastra School: Pilar National High School

Position/Designation: Teacher 1 Division: Cebu Province
Contact Number: 09063201672 Email Address: vimson.alastra12345@gmail.com

Group Name: Date:

Grade & Section: Score:

Doing Detective Work

A. Introduction:
Consider this situation below:

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.

Here is an activity that you can do to help you with your investigation. You will analyze the motion
using strips of papers with dots. For this activity, assume that the dots represent the ‘oil drops’ left by the car
down the road.
B. Objectives:
K: Identify the types of visual representation of a moving object;
S: Create and interpret visual representation of a moving object;
A: Display accuracy in creating and interpreting graphs of a moving body.

C. Materials:
Ruler Paper strips with dots Cutter or pair of scissors

D. Procedure:
A. Using tape chart
1. Obtain from your teacher paper strips with dots.
2. Label each dot. Start from 0, then 1, 2, 3, and so on. In this example, each dot occurred every 1
second.

Figure10. A tape chart representing the motion of the car

 3. Examine the distances between successive dots.
i. How will you compare the distances between
successive dots?

4. Cut the strip at each drop, starting from the first to the last
drop, and paste them side by side on a graph paper to form a
tape chart as shown in Figure 11.
ii. How do the lengths of the tapes compare?

iii. If each tape represents the distance travelled by the

object for 1 second, then what ‘quantity’ does each
piece of tape provide?

iv. What does the chart tell you about the speed of the car?

5. The difference in length between two successive tapes

provides the object’s acceleration or its change in speed or
velocity for a time interval of 1 second.
v. How will you compare the changes in the lengths of
two successive tapes?

vi. What then can you say about the acceleration of the
moving car?

B. Using motion graphs

1. Measure the distance travelled by the car after 1 second, 2
seconds, and so on by measuring the distance between drops 0
and 1, 0 and 2, and so on. Enter your measurements in Table 3
on the right.
2. Plot the values in Table 3 as points on the graph in Figure 12
on the right.
vii. How does your distance-time graph look like?

3. Join the mid-points of the tops of the tapes with a line. You
have now converted your tape chart to a speed-time graph.
viii. How does you graph look like? How is this different
from your graph in Figure 12?

ix. How will you interpret this graph in terms of the speed and acceleration of the moving
car?

x. 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?