Acceleration in Motion in one dimension

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GRADE 7
DAILY
LESSON
PLAN
Region
XI
Grade Level 7
Teacher EUSEBIA YAP SALVACION
Learning
Area Science
Teaching Dates
and Time
Quarter
4th
QUARTER
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of:
motion in one dimension
B. Performance
Standards conduct a forum on mitigation and disaster risk reduction;
C. Learning
Competencies /
Objectives
Write LC code for
each
At the end of the session the learners are expected to:
A. define acceleration
B. indicate the characteristics of acceleration of a free-falling object.
C. create a graph that shows the acceleration of a moving object
II. CONTENT TOPIC/TITLE: Acceleration
III. LEARNING
RESOURCES
A. References

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1. Teacher’s Guide
2. Learner’s
Materials
3. Textbook -
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
Learner’s Material in Science
Teacher’s Guide in Science
IV. PROCEDURES (ANNOTATIONS)
PPS Indicators/KRA Objectives/Rubric
Indicators to be Observed
Preliminaries
May we all stand for the prayer. For Catholic do the sign of the cross and for non-Catholic let us bow our heads. In the
name of the father, the son and the holy spirit. Amen. Almighty God, we praise and glorify your name. Thank you for the
blessings of life and strength that you’ve showered upon us. Forgive us from all our sins, as we forgive those who sins
against us. Thank you for amazing words and opportunity to learn more. We are asking for your help to carry new
knowledge and experiences in our minds and put into action. Grant us your divine wisdom, this we ask in your most
precious name. Amen.
Good morning class!

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You may now take your seat.
Let me check the attendance first. Make sure that you are in your proper seats so that you will not be marked absent.
Very Good! Everybody is present (in case there is absent the class secretary will put a note on the attendance sheet/log
book)
Before we start, let me remind you about our Classroom rules.
1. Pick up the pieces of paper under your chair.
2. You are encouraged to ask questions by raising your hands.
3. Listen well and focus while the discussion is still going on.
4. If you want to go out just say excuse Ma’am. And I will just give my hand signal.
5. All your positive responses will be recognized through various clapping imposed by the teacher.
6. After answering your worksheets or quiz pass your paper in front.
7. In group activity, minimize your voice and do not drag your chairs.
INDICATOR 5
Manages learner behavior constructively
by applying positive and non-violent
discipline to ensure learning-focused
environments.

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A. Reviewing
previous lesson or
presenting the
new lesson
DAY 1
ELICIT
Do you still remember our lesson last meeting? What had we discussed?
Yes, Exactly! Speed and Velocity
Then, what is Speed and Velocity?
Answer: Speed is the distance travelled in a given amount of time and Velocity the distance travelled by the
object in unit time in definite direction.
To introduce our new topic, The teacher will show students image of superheroes. They will provide what is
common between them.
INDICATOR 1
Applies knowledge of content within and
across curriculum teaching areas.
MOV--- Teacher incorporates other
subject, which is the prerequisite
relationship on the topic and concept
links to the present lesson.
IN DICATOR 1
Applies knowledge of content within and
across curriculum teaching areas.
MOV-Teacher helps improve the mental
acuity of learners while observing and
describing the picture. Hence this helps
improve the problem-solving skills
(Mathematics) and vocabulary skills
(English) of the learners.
INDICATOR 2
Use a range of teaching strategies that
enhance learner achievement in literacy
and numeracy skills.
MOV-Teacher helps improve the mental
acuity of learners while observing and
describing the picture. Hence this helps
improve the problem-solving skills

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(Mathematics) and vocabulary skills
(English) of the learners.
B. Establishing a
purpose for the
lesson
ENGAGE
To start the new lesson, The teacher shows a short video clip of a car race and ask students to identify
instances of acceleration during the race. https://www.youtube.com/watch?v=zoP9FlqyxTo
Questions:
1. When a car speeds up to overtake another, can you point out that moment in the video?
2. Is there a moment in the race where a car seems to move faster than the others suddenly? What might be
happening to that car?
INDICATOR 8
Selected, developed, organized and used
appropriate teaching and learning
processes to meet curriculum
requirements and varied teaching
contexts.
MOV – Learners will watch a video
presentation projected on the screen
allowing them to express what they get
from the video. Teachers allow the
learners to learn something using ICT-
based learning materials as part of their
activity

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C. Presenting
examples/instances
of the new lesson And now, let us read the following objectives for our lesson.
At the end of the session the learners are expected to:
.
A. define acceleration
B. indicate the characteristics of acceleration of a free-falling object.
C. create a graph that shows the acceleration of a moving object
D. Discussing new
concepts and
EXPLORE

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practicing new
skills
# 1
ACTIVITY: Doing Detective Work
Consider this situation
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
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 s
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 wo
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 yo
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 w
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 th
the “oil drops” left by the car down the road.
Materials Needed
 Ruler
 Paper strips with dot
 Cutter or pair of scissors
Procedure
1. Paper strips with dots
Label each dot. Start from 0, then 1,2, 3, and so on. In this example, each dot occurred every 1 second.
1. Examine the distances between successive dots.

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E. Discussing new
concepts and
practicing new skills
2. Cut the strip at each drop, starting from the first to the last drop, and paste them side by side on a graph to form a tape chart as shown in figure 2.
Direction: Answer the following questions. Choose your answer from the box.
 Because of the length of the tape increases uniformly, it means that the speed of the object
increases uniformly.
 The distance between two successive dots increases uniformly.
 Each strip of tape provides the speed of the object every 1 second.
 The change in length of the tape is constant. The change in speed is constant. Or the length of
the tape increases by the same amount in each time interval. The speed increases by the same
amount in each time interval.
 The object is moving with constant acceleration.
 The length of the strips of tape in the chart increases uniformly.
▪ The length of the strips of tape in the chart increases uniformly
▪ The length of the strips of tape in the chart increases uni
Questions:
Q1. How will you compare the distances between successive dots?
Q2. How do the lengths of the tapes compare?

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Q3. If each tape represents the distance travelled by the object for 1 second, then what ‘quantity’ does each piece of tape provide?
Q4. What does the chart tell you about the speed of the car?
Q5. How will you compare the changes in the lengths of two successive tapes?
Q6. What then can you say about the acceleration of the moving car?
In this activity, you will interpret the graph in terms of the speed and acceleration of the moving car using motion graphs.
Procedure:
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 soon. Enter your m
table 1 below.
3. Plot the values in Table 1 as points on the graph in Figure 3

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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.

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F. Developing
Mastery
(Leads to Formative
Assessment)
EXPLAIN
The students will post their outputs on the board. discuss and explain their answers based on the given questions.
Answer the following activity questions:
Q7. How does your distance-time graph look like?
Q8. How does your graph look like? How is this different from your graph in Fig. 3?
Q9. How will you interpret this graph in terms of the speed and acceleration of the moving car?

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ELABORATE
G. Finding practical
applications of
concepts & skills in
daily living
The teacher will discuss the key concept.
 Acceleration- Refers to the rate of change in speed or velocity of an object.
 Acceleration occurs when an object’s changes its speed or direction or both.
Speeding up or slowing down
 When a car speeds up, that is positive acceleration.
 When a car slows down, that is negative acceleration.
INDICATOR 3
Display proficient use of Mother
Tongue,
Filipino and English to facilitate teaching
and learning.
MOV – Teacher allows the learners to
communicate with their group mates to
speak using any language where he/she

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Acceleration Formula
A= (Final Velocity- Initial Velocity)/ Time
Or A=(Vf-Vi)/t
Example:
A car accelerates from rest to 24 m/s in seconds. What is its average acceleration?
Given: initial velocity= 0m/s Solution:
Final velocity= 24m/s a = 24m/s-0m/s
Time= 6s 6s
a= 24m/s
Formula: 6s
initial velocity- final velocity a= 4m/s
time
prefer while working to understand the
concept.
MOV – Teacher also will
interpret/translate statements when
learners are having difficulty to
comprehend.
H. Making
generalizations
and abstractions
about the lesson

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I. Evaluating
Learning
EVALUATE
I. Choose the letter of the correct answer.
1. What is acceleration?
A) A measure of how fast velocity changes
B) The rate of change of distance
C) The rate of change of speed or Velocity
2.Which of the following units is used to measure acceleration?
A) m/s
B) m/s^2
C) kg/m^2
3. What type of acceleration is occurring when an object slows down?
A) Positive acceleration
B) Negative acceleration
C) Zero acceleration
4. Which of the following scenarios represents an object experiencing acceleration?
A) A ball rolling down a hill
B) car moving at a constant speed of 50 km/h
C) A book lying still on a table
5. What does it mean if an object has an acceleration of 0 m/s^2?
A) It is speeding up
B) It is slowing down
C) Its velocity is not changing
Indicator 9
Designs, selects, organizes, and uses
diagnostic, formative and summative
assessment strategies consistent with
curriculum

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6-10 Problem Solving (5pts)
A cyclist its speed from 60km/h to 40 km/h in 5 hours. What was its acceleration?
Answers:
4. C
5. B
6. B
7. A
8. C
J. Additional
activities for
application or
remediation
EXTEND
Directions: Conduct research on famous Filipino athletes and describe their acceleration during their
respective sports.
INDICATOR 8
Selects, develops, organize and use
appropriate teaching ang learning
resources including ICT to address
learning goals.
INDICATOR 9
Designs, selects, organizes, and uses
diagnostic, formative and summative
assessment strategies consistent with
curriculum
V. REMARKS
VI.
REFLECTION
A. No. of learners
who earned 80
% on the
formative
assessment

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B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson
D. No. of learners
who continue
to require
remediation
E. Which of my
teaching strategies
worked well?
Why did these work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?

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PREPARED BY: CHECKED BY:
GIEVEL E. LOPEZ EUSEBIA YAP SALVACION
Pre-Service Teacher Secondary School Teacher III

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