SCIENCE LESSON PLAN

GRADE QUARTER / DOMAIN DATE

LEVEL
QUARTER 2 - PHYSICS November 21, 2019
7

I. OBJECTIVES Remarks

A. Content The learners demonstrate an understanding of

Standards the characteristics of sound.
The learners shall be able to:
B. Performance
conduct a forum on mitigation and disaster risk
Standards
reduction
C. Learning The learners should be able to describe the
Competencie characteristics of sound using the concepts of
s/ Objectives wavelength, velocity, and amplitude.
(Write the S7LT-IIId-7
LC code)
II. CONTENT Characteristic of sound
Pitch
A. Time
Allotment 1 hour

III. LEARNING
RESOURCES

A. References
1. Teacher’s Guide
TM pages 208-210
pages
2. Learner’s LM pages 165-169
Materials pages
3. Textbook pages Breaking Through Science 7; p. 333
4. Additional
Materials from
Learning
Resource (LR)
portal

B. Other
Learning
Resources
C. Prerequisite Science process skills from grade 3 to 6
knowledge
D. Prerequisite Related science process skills (e.g defining,
Skills describing, comparing, observing, illustrating,
 constructing, solving problem and valuing.
Visual aids, meta cards, improvised sounding
E. Materials box
Lesson OUTLINE: This part
targets COT
Elicit : Recalling of the Past Lesson
indicator # 7.
Engage : Sounds like animals The teacher
Explore : Performing Activity plans
sequenced
Explain : Discussion of the Activity teaching
Elaborate : Valuing learning
process
Evaluate : Two corner strategy
Extend : Making indigenous sound
instrument.
Teacher’s Activity Learners Activity
IV. PROCEDURES ELICIT (5 minutes) Indicator #4
A. Reviewing The teacher
previous Prayer
sets rules that
lesson or Checking of are clear to all
presenting attendance learners
the new Setting up rules: before the
lesson Keeping cleanliness of start of the
the classroom class
Raising hands in
answering questions
(no reaction in chorus)
Give each student a This part targets
COT indicator #
meta cards with the 4 wherein
words Electromagnetic students develop
and mechanical waves. collaboration and
shows active
The teacher will ask
participation in
questions about the doing their
types of waves based group activity.
on its medium.
1. Energy from the Sun Electromagnetic wave
reaches the earth
through
2. Type of wave that Mechanical wave
requires a medium.
3. Type of wave that
do not require any Electromagnetic wave
medium.
B. Establishing a Objectives: At the end This part targets
purpose for of the lesson, 75% of COT indicator# 5
 the lesson the students must be Which apply
able to: non-violent
discipline while
C. Presenting 1. discuss and perform
having their
examples/insta activity that activities.
nces of the illustrates the
new lesson relationship of pitch
to wavelength,
velocity, and
amplitude.
2. construct the sound
box that will
demonstrate pitch
and relate it to the
characteristics of
sound with
enthusiasm and
cooperation.
ENGAGE
(5 minutes)
With the same groups
from the first activity.
Each group must
choose the sounds of
the animals. As the
teacher point the group Sound waves
This part
with her hands. The targets COT
students will sound like indicator #2
the animals they which enhance
represent. students
literacy by
What type of wave you understanding
produced in this the define
activity? terms.

Let us find out if this

activity has something
to do with our lesson
today.

Pitch is the highness

UNLOCKING OF or lowness of sound
DIFFICULTIES
 Pitch Frequency is the
number of waves that
pass a given point in a
Frequency certain amount of
time.
Wavelength the
distance from crest to
Wavelength crest or trough to
trough; expressed in
meters.
Wave speed is how
far a wave moves in a
Wave speed given amount of time.
Amplitude is the
greatest displacement
Amplitude
of the particles of a
medium from the rest
position.
D. Discussing EXPLORE (25 This part
new concepts and minutes) targets COT
practicing new Pre activity: indicator # 4
skills #1 1. Divide the class into where they
4 groups. are group to
2.Encourage the Learners will sit by explore and
learners to collaborate group as instructed. perform
and cooperate with Students work activities to
their group mates cooperatively with one engage
3. Remind the class to another. learners to a
Discussing new have a leader, range of
concepts and presenter and physical
practicing new secretary. learning
skills #2 4. The teacher will set environment.
time limit of 10
minutes to perform
activity. The students will read
5. The teacher will give the procedure from
precautionary the activity sheets. This part target
measures in handling The students will COT indicator
sharp objects. perform the activity. # 7. Students
following
6. The presenter will The presenter from
correct
be the one to discuss each group will
procedure in
the result of the present based on their doing different
activity in class. assigned task: activities.
7. The teacher will ask Group 1.
the students to prepare Demonstrate how
their sound box. thickness affect the
pitch of sound.
 Activity Proper: Group 2. Illustrate
The teacher will or draw and label
monitor the correctness how the rubber band This part
of the activity based on produced sounds targets COT #
the procedure on their based on the 6 wherein
students can
activity sheets. thickness and relate it
learn best with
Post Activity to pitch.
their needs,
discussions: Group 3. Make strengths
Assign the students of graphic organizer. ,interest and
their different task Group 4. They are experiences
during the presentation going to sing any through
of the result. song using a guitar. differentiated
activity
E. Developing EXPLAIN
mastery (leads to The teacher will give
Formative additional information
Assessment 3) Key Questions:
1. What was Sounds
produced when
you plucked the
rubber bands?
2. What causes the Vibration This part
rubber band to targets COT
produce sound? indicator #2
3. How many There are 3 rubber which
rubber band did bands. enhances
you use in this students
activity? numeracy
4. Compare the The thinnest rubber skills
sounds produced band produced high
of each rubber pitch and the thickest
This part
band after you produced low pitch.
targets COT
plucked them in indicator # 3
terms of pitch. that through
art of
5. How can you The higher pitch, the questioning
relate frequency, higher frequency, the students
wavelength, wave speed, can develop
wave speed and amplitude and shorter Higher Order
amplitude to wavelength. Thinking Skills
pitch? (HOTS)
F. Finding ELABORATE This part
practical 1. In your previous Sounds of alarm clock. target COT
applications of lesson in science Siren of ambulance indicator # 1
concepts and skills 5 you discuss and fire truck which
in daily living about the effects Sounds as sign of incorporates
of sound on upcoming calamities their prior
people and or disasters. knowledge to
objects and in Alarm of earthquake a new lesson.
your MAPEH class drill They recall
you performed Horn of cars their topics in
 with accuracy of Whistle during science and
pitch, the simple accidents or calamities music during
melodic patterns Shouting for help their
through body during an unexpected elementary
movements, event. level to relate
singing or playing to the present
musical topic.
instruments. S5FEIIIc-3
2. How important is (within)
the sound in our MU2ME-IIa-1
day to day (across)
experiences?
G. Making
generalizations What have you learned The pitch of a sound
and abstractions from the activity? depends on the
about the lesson thickness of rubber
bands.
The thicker a rubber
band the higher the
pitch. The thinner a
rubber band the lower
the pitch.
Two corner strategy. The students will run
The teacher will put a to the corners of the
label to the two correct answers.
corners of the
classroom, the right
corner and left will be
labelled as LOWER and
HIGHER respectively.
The teacher will ask
these questions below.
H. Evaluating 1. The higher the Higher
learning pitch, the _____
the frequency.
2. The shorter the Lower
wavelength, the
_____ the pitch
3. The higher the Higher
amplitude, the
_____ the pitch
4. The higher the Higher
wave speed, the
_____ the pitch.
a. Additional Working with groups:
activities for Make indigenous sound
application or instrument.
remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require additional
activities for remediation
C. Did the remedial 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?

Prepared by:
JENNIFER B. DEQUINA
Teacher I
Capiz National High School

Checked by:

JUDY B. DUNTON
SSHT V, Science