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 2 – 3, 2025 (WEEK 4) 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
D. Content Motion: Displacement and
Velocity Displacement-Time
Graph

Distance, Displacement, Speed, and Velocity:

a. Distance: The total length of the path traveled by an object, regardless of direction.
b. Displacement: The change in position of an object in a particular direction. It has both magnitude and
direction.
c. Velocity: The rate of change of displacement concerning time. It is a vector quantity, indicating both speed and
direction.
E. Integration GIS Mapping in distance and displacement
Values Education to follow the road regulations by not taking shortcut (displacement)

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MATATAG K TO 10 CURRICULUM

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MATATAG K TO 10 CURRICULUM

II. LEARNING RESOURCES

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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MATATAG K TO 10 CURRICULUM

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior 1. Short Review (DAY 1) Option 1: The lesson will start with a
Knowledge Tell whether the statement is scalar (a quantity with magnitude only) or presentation of a simple situation then
the students will tell whether the
vector (a quantity with magnitude and direction) and provide your reason. situation is scalar or vector and they
will provide why they say so. Please
Activity 4.1 refer to Worksheet Number 4.1.
Guide questions:
ANSWERS:
1. What are the commonalities among (1) This is a scalar value because you
situations 1, 2, 3 and 5? don’t know which direction the
2. Why is situation 4 different from the tricycle is going.
(2) This is a scalar. There is no
other situations? direction.
3. What is the main difference between a (3) This is a vector because you have
scalar and a vector quantity? both a magnitude and a direction.
(4) Time is an example of scalar.
(5) The situation needs to be carefully
analyzed. “Mass” was mentioned in
the situation, therefore the
statement is scalar.
You can make a table to compare the
scalar and vector quantity. Allow your
students to provide their answers.

1. Lesson Purpose Raise this question to your students:

B. Establishing Locale Mapping: Activity 4.2a How far is your house to the school?
What means of transportation do you
Lesson Purpose Study the map below by familiarizing the location of your HOME and use? How long does it take you to
SCHOOL. In the map, there are two roads from your home to school. reach the school?

Ask them one by one since their

experience going to school might be
different from their classmates. We can
also know the experience of our
How far is your house to school? What students why they are late.
means of transportation do you use? How
long does it take you to reach the school? Present this map via projector or
television. You can also print in a used
bond paper or photocopy this
(depending on your school capacity).

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MATATAG K TO 10 CURRICULUM

You can modify this map or you can

Use the worksheet for this activity (see pages 2 – 3). create your own map.

KEY to Activity 4.2a

Unlocking of Content Vocabulary
What is the difference between scalar and vector quantities?

Scalar quantity - a quantity that is described by

magnitude only
Magnitude – numerical value and a unit i.e. 30
meters (the number is 30, the unit is meters)
Examples of Scalar Quantities: 10 km (distance), 1. sample answers:
Road A is approximately 290 cm
50 kg (mass), 27˚C (temperature), 80 mL
Road B is approximately 297cm
(volume), 30 mins (time) Road B is longer than Road A

Vector quantity - a quantity that is completely 2. Possible answer, but answer of

described by magnitude and direction. student may vary.
Examples of Vector Quantities: 80 km/hr East,
which describes the velocity of a vehicle (the
magnitude is 80 km/hr and the direction is East)
20 N upward, which describes a force of 20 N
(magnitude) directed upward 2 m/s2 to the right,
which expresses the acceleration of a moving
object with a magnitude of 2 m/s2 directed to the 3. The new road will be straight
right. from the home to school. The length
of the new road is 130 cm.

4. For practicality, students will take

the new route. Two answers might
arise: First might be NO because of
consciousness as private property,
YES because of rushing.

There are so many physical quantities

that are used to explain various
everyday phenomena. Each of these
quantities is described as either a
scalar or a vector quantity.

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MATATAG K TO 10 CURRICULUM

C. Developing and SUB-TOPIC 1: Distance vs Displacement (DAY 2) Let the students analyze the illustration
on the left side and let them answer the
Deepening three questions.
Understanding 1. Explicitation
Use the worksheet for this activity (see pages 4 – 5). Important to Remember:
Motion is relative. An object is
Using the diagram, in how many ways can you go to the school from your moving or in motion, depending on
the reference point. When the object's
house in a straight path using the white squares? Each box is 2 meters position changes with respect to a
particular reference point within a
given time period, the object is in
motion.
Answer the following questions:
1. How many ways can you go to the Provide this example to your students
school from your house on a by using a PowerPoint presentation. If
straight path using the white a projector or TV is not available you
squares? can write this in manila paper and post
it in the chalkboard for them to
2. How many white squares are the
remember this example.
longest paths?
3. How about the shortest path? The answer is 3 ways/paths.
Answer for the activity:

Path A: 18 meters
2. Worked Example

Path B: 10 meters, SE
Example:
You walked from your house going to school. If the reference point is your house,
you are in motion because you moved away from your house covering a particular
distance in a given time period. However, if your reference point is your shoes,
you are at rest (not moving) because you did not move away from your shoes even
if you walked from your house to the school.

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MATATAG K TO 10 CURRICULUM

KEY to Activity 4.2b Path C: 18 meters

1. HOUSE TO SCHOOL
Distance: 70 meters
Displacement: 70 meters, East

2. SCHOOL TO HOUSE
Distance: 70 meters
Displacement: 70 meters, West

3. HOUSE TO SCHOOL and SCHOOL TO HOUSE

Paths A and C are distances, while Path
Distance: 70 meters + 70 meters = 140 meters B is displacement.
Displacement:
70 meters, East - 70 meters, West = 0 meters

In Situation C, notice that East and West are in opposite directions. So instead of
adding the two, you subtract the distances. Even without computing, you should
know that the displacement is zero because the initial and final point is the
same. Don’t forget to post this to the
students: The 4 primary directions
are North, South, East and West
3 CONDITIONS OF MOTION
1. Reference point (fixed position/starting
position)
2. Change in position (a certain distance must
be covered)
3. Time interval (time needed to cover the distance)

DISTANCE
▪ Scalar quantity (magnitude only)
▪ denoted by “d”.
▪ Actual length of the path covered

DISTANCE
▪ Vector quantity (magnitude + direction)
▪ Denoted by “d” or d (Note: the arrow indicates direction)
▪ Shortest distance from the initial to the final position of an object
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MATATAG K TO 10 CURRICULUM

Yes, a person can travel a distance of

200 meters but still have zero
displacement if the person’s initial
point and final points are the same.
For example, the person traveled 100
meters, East then traveled 100 meters,
West. This only means that the person
returned to its original position; thus,
having zero displacement.

3. Lesson Activity (DAY 3)

Present the illustration in class and
raise the question.

Distance – a scalar quantity that quantifies the actual length of the path covered When you were asked this question,
Displacement – a vector quantity that quantifies the distance from the initial to the final position “How far did the object travel?” we are
of an object. actually describing the object’s change
in position with respect to the
reference point. In this case, how far
did the boy travel?

There are two ways to answer this

question:
1. Get the total length of the path
traveled by the boy. 25 meters

2. Measure the distance between the

initial position and final position of
the boy. 5 meters South

4. Lesson Activity (DAY 3)

Activity No. 4.3c: Distance and Displacement
The map shows the direction of each
motorized boat from the different island
Use the worksheet for this activity (see pages 6 – 7). barangays. Let your students plot the

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MATATAG K TO 10 CURRICULUM

Sample Answers: displacement from Manaet and

Namantao Port going to Pili Port. Then
raise the question below the map.

This question encourages the student

to consider the practical,
environmental, and social aspects of
bridge construction, fostering critical
thinking and problem-solving skills. It
also prompts the student to integrate
knowledge of forces, materials, and
environmental impact, as well as to
prioritize the well-being of the
community and the preservation of the
natural surroundings.

Here is the answer:

Activity 4.D (DAY 4)

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MATATAG K TO 10 CURRICULUM

Discuss this story to your students.

The first challenge for Sarig and Gayon was to differentiate distance from displacement in Sarig means strong while Gayon means
terms of magnitude and direction and then calculate the distance and displacement of a beautiful in bicol.
moving object.
SARIG and GAYON were two immortal
Once they reached Albay, Sarig and Gayon each acquired a device called a “smart phone” siblings living from the faraway place
and located all the tourist destinations in Albay by using Google Maps. However, being a called the Liway-un. To prove their
powerless human, they found it hard to compute the distance they will travel from one abilities, their parents, Makusog and
tourist spot to another. They were sad and clueless! Dawani decided to send them to a place
named ALBAY and challenged them to
Sarig and Gayon must be able to travel to Albay safely and accurately. They need your help. solve five different tasks related to
Are you ready to travel with them all around Albay? Let’s go! energy and motion. Sarig and Gayon
were transformed into human forms
and each of them was also given an
amulet to communicate and return
home to Liway-un. The two soon set off
on their journey to visit the wonderful
locations in Albay in one day.

Please refer to activity number 4.D to

understand the activity.

GUIDE QUESTIONS:
(Note: Use a ruler in measuring the length of path traveled by Sarig and Gayon.
Then, convert the measured length using a scale: 1cm = 2km.)
A. SARIG’s Task
1. Using the map of the path traveled by Sarig, how far do you think will
travel from point A to B to C in kilometers?
2. What about his travel from point A to C in kilometers? A.
1. A to B = 10.5km and B to C = 5.5km
2. A to C = 12.0km

B.

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MATATAG K TO 10 CURRICULUM

B. GAYON’s Task 1. A to B = 5.3 , B to C = 3.5 , and C to

D = 8.2
1. Using the map of the path traveled by Gayon, how far do you think will 2. A to D = 10.7
travel from point A to B to C to D in kilometers? By simply locating the original point to
2. What about her travel from point A to D in kilometers? the end point.

C.
C. Additional Questions
1. By adding the distances traveled by
1. How did you find the distance traveled between Sarig and Gayon? Sarig and Gayon
2. How about their displacement? 2. By measuring the shortest path
from the initial to final positions.

D. Making 1. Learners’ Takeaways Give one difference between

Generalizations distance and displacement
Activity No. 4.F based on the given illustrations.
(Answer may vary)

Can the distance traveled ever

be greater than the
displacement? (Yes, the
distance traveled can be
greater than the displacement if
the path taken is not straight.)

When is the displacement equal

to the distance traveled? (The
displacement is equal to the
distance traveled only when the
motion is along a straight line.)

These pictures are the answer to

the illustration above. Broken
lines represent the distance,
while the solid line represent the
displacement

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MATATAG K TO 10 CURRICULUM

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS
A. Evaluating 1. Formative Assessment (DAY 4) 1. a. 19m
Learning 1. A tricycle travels 7m east, then goes 5m south and turns west and travels 7m b. 5m, North
as shown below. (a) What is the total distance traveled by the tricycle? (b)
What is its displacement? (The teacher can still add
questions).

2. Draw the following on your papers. Using your pens, trace the distance with a 2. Answers:
red dashed line and the displacement with a black arrow. Box as starting
point, triangle as end.

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MATATAG K TO 10 CURRICULUM

3. You drive from your house to your school, which is 10 km away. Afterward, 3. a: 20km
you went home. b: 0 km

a. What distance did you travel?

b. What was your displacement for the entire trip?

4. a. Distance: 31Km
4. Observe the diagram on the right and answer b. Displacement: 3km, E
the questions that follow.
A person starts at A, walks along the bold
path, and finishes at B. Each square is 1 km
along its edge. Use the diagram in answering
the next two questions.

a. This person walks a distance of km.

b. This person has a displacement of
.

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
engagement and other related
materials used
stuff. He/she may also suggest
ways to improve the different
learner engagement/ activities explored/ lesson
interaction exemplar.

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MATATAG K TO 10 CURRICULUM

Others

C. Teacher’s Teacher’s reflection in every

Reflection Reflection guide or prompt can be on: lesson conducted/ facilitated is
essential and necessary to
▪ principles behind the teaching improve practice. You may also
What principles and beliefs informed my lesson? consider this as an input for
Why did I teach the lesson the way I did? the LAC sessions.

▪ students
What roles did my students play in my lesson?
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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