Republic of the Department of Division of Muntinlupa

Philippines Education City

PEDRO E. DIAZ HIGH SCHOOL
U.P. SIDE SUBDIVISION, ALABANG MUNTINLUPA CITY
LESSON EXEMPLAR IN SCIENCE
Dandelion 12:30-1:30pm
Everlasting 1:30-2:30pm
Gardenia 2:30-3:30pm
Grade Level 8 Section Unit 1st Quarter – Week 5 Pages 10
Gumamela 3:50-4:50pm
Daisy 4:50-5:50pm
Dama De Noche 5:50-6:50pm

Topic Sound
Teaching Date October 19-20, 2023, 12:30 – 6:50pm
The learners demonstrate an understanding of:
Content Standards
the propagation of sound through solid, liquid, and gas
The learners should be able to:
Performance Standard
develop a written plan and implement a “Newton’s Olympics”
The learners should be able to:
Learning Competency
develop a written plan and implement a “Newton’s Olympics”

Code S8FE-Ie-24, S8FE-Ie-25

At the end of 60 minutes teaching- learning process, at least 80% of

the learners should be able to…
Specific Learning
Objectives  understand how the sound is produced;
 determine the effect of temperature on the speed of sound;
 compute the speed of sound in air at different temperatures;

Science Process Skills explaining, observing, describing, analyzing, critical thinking

Garcia James. (n.d.). UNIT 1 Force, Motion, and Energy. 69-70, 74-75,
References/Resources
77, 82, 84-90.

For Teachers Use For Students Use

Instructional Materials, Chalk,
Ballpen and notebook
and Eraser
Materials
For Activity Use
Instructional Materials, Chalk,
Ballpen and notebook
and Eraser

Concepts: Sound is composed of waves of compression and rarefaction in which the human ear is
(Must specifically
explain or discuss sensitive. It is produced through vibration.
the scientific
concept/s that is
introduced in the
lesson with The velocity/speed of sound is affected by several factors like the medium or carrier of
corresponding
equations and sound. Basically, sound travels fastest in solids and slowest in gas.
illustrations as
needed)
Temperature also affects the speed of sound. As air temperature increases, the
molecules gain more energy which means they vibrate faster. The faster air molecules
vibrate, the greater the rate of sound is transmitted.

PAGE 1
Speed of Sound depends on:
 Type of medium
~ travels better through liquids and solids
~ can’t travel through a vacuum
 Temperature of medium
~ travels faster at higher temperatures.

Formula:
0.6 m/s
◉ V = 331 m/s + TC
°C
Wherein
◉ v = speed of sound
◉ 331 m/s = speed of sound at 0°C
0.6 m/s
◉ = speed of sound per 1°C
°C
◉ TC = temperature in degree Celsius

Sound can be reflected, refracted, and absorbed and also shows evidence of
interference and diffraction.

Reflection of sound is also known as echo.

The reverberation of sound is the repeated multiple reflections of sound in any

enclosed space. Reverberation occurs when the echo produced is as same/strong as
the sound produced by the source.

An echo happens when sound bounces off a surface.

Refraction of sound occurs when the wave travels from one medium to another
medium.

1.Wavelength is the distance between two compressions (points) of a sound wave.

2. Frequency is measured as the number of vibrations per second. It determines the
pitch of a sound.
3. Pitch is a measure of how high or low a sound is. It depends on how fast the source
of a sound is vibrating and changes based on the nature and length of the vibrating
object.
High frequency (small space between waves) = high pitch.
Low frequency (long space between waves) = low pitch.
4. Amplitude is a measure of the amount of energy in a sound wave. It can be seen in
the height of a sound wave, and it determines volume.
High amplitude
(tall waves) = loud volume
Low amplitude
(short waves) = soft volume.
Materials Students’
Teacher’s Task Assessment
Needed Task/Activity

PAGE 2
 The teacher will: The students will:
 Ask students to  Lead the
pray. prayer.
Daily  Instruct the  Maintain
Routine students to cleanliness.
(2 mins) observe the  Pass the
(Please identify the
different parts of cleanliness of the assignments
your daily routine
before proceeding to
classroom.
the lesson)  Check the
attendance.
 Get the
assignments.

“Let’s have a recap first

on what we have
discussed last meeting.”
Expected answers:
“What was our last topic “Our topic last
all about?” meeting is all about
Power.”

“What have you learned

about Power?” “We learned that
Power is the rate at
which work is done.”
“Very good, (name of the
student)! Power is the
time rate of doing work
or delivering energy.”
Elicit
(5 mins) “What are the variables
(The activities in this Instructional
section will evoke or in getting the value of “The formula for
draw out prior Materials
concepts or prior Power and what would Power is work divided
experiences from the
students) be the unit?” by time. It can be also
force multiplied by
displacement over
“Good job, (name of the time.”
student)! In order to get
the value of Power, we
divide the work with
time. Since we can also
use force multiplied by
displacement over time,
we can conclude the
Power is equal to force
times velocity.”

“It seems that you

remember what we have
tackled last meeting.”

Engage:
(5 mins) The teacher will let a The student will… Arrange the jumbled

PAGE 3
 student pick a number  pick a number. letters.
then will start the head  will answer the
count. The student who activity. 1. NUODS
will be picked will 2. PERAMETTU
answer the activity. RE
(The activities in this
3. YCNEUQERF
section will stimulate 4. CHIPT
their thinking and
help them access 5. SPDEE
and connect prior Instructional
knowledge as a Materials
jumpstart to
present lesson)
the Answers:
1. SOUND
2. TEMPERATU
RE
3. FREQUENCY
4. PITCH
5. SPEED

The teacher will… The students will…

 call 2 students: 1  hum or
male and 1 produce a Guide questions:
female sound.
 tell the students  observe the 1. What did you
Explore: to make a sound differences notice about
(10 mins) or to hum. their voices?
(In
students
this section
will be  ask the students Are there any
given time to think, what they notice differences?
plan, investigate,
and organize about the
collected Instructional
difference of the 2 2. What did you
information; or the
Materials
performance of the
planned/ prepared
voices feel when you
activities from the hum or when
students’ manual
with data gathering  will touch their you produce
with
Questions*).
Guide
 tell the students neck then sound?
Structured inquiry*
to touch their make a sound
necks then hum  tell their
 ask them about observation
what they feel about what
whenever they they felt
make a sound

Explain: Instructional
(15 mins) Materials The teacher will process The students will
(In this section,
students will be their answers in the participate actively
involved
analysis
in
of
an
their
activity. during the discussion.
exploration. Their
understanding is
clarified and The teacher will show
modified because of
reflective activities)/
the topic through Power
Analysis of the Point presentation.
gathered data and
results and be able The teacher will call a
to answer the Guide
questions leading to student to read what’s
the focus concept or
topic for the day*.
shown in the
presentation then ask
them what they

PAGE 4
understand.

The teacher will explain

the concept.

Sound is composed of
waves of compression
and rarefaction in which
the human ear is
sensitive. It is produced
through vibration.

The velocity/speed of
sound is affected by
several factors like the
medium or carrier of
sound. Basically, sound
travels fastest in solids
and slowest in gas.

Temperature also affects

the speed of sound. As
air temperature
increases, the molecules
gain more energy which
means they vibrate
faster. The faster air
molecules vibrate, the
greater the rate of sound
is transmitted.

Speed of Sound
depends on:
 Type of medium
~ travels better
through liquids and
solids
~ can’t travel
through a vacuum
 Temperature of
medium
~ travels faster at
higher temperatures.

Formula:
◉ V = 331 m/s +
0.6 m/s
TC
°C
Wherein
◉ v = speed of
sound
◉ 331 m/s = speed
of sound at 0°C

PAGE 5
 0.6 m/s
◉ = speed
°C
of sound per 1°C
◉ TC = temperature
in degree Celsius

Sound can be reflected,

refracted, and absorbed
and also shows
evidence of interference
and diffraction.

Reflection of sound is
also known as echo.

The reverberation of
sound is the repeated
multiple reflections of
sound in any enclosed
space. Reverberation
occurs when the echo
produced is as
same/strong as the
sound produced by the
source.

An echo happens when

sound bounces off a
surface

Refraction of sound
occurs when the wave
travels from one medium
to another medium.

1.Wavelength is the
distance between two
compressions (points) of
a sound wave.
2. Frequency is
measured as the
number of vibrations per
second. It determines
the pitch of a sound.
3. Pitch is a measure of
how high or low a sound
is. It depends on how
fast the source of a
sound is vibrating and
changes based on the
nature and length of the
vibrating object.
High frequency (small
space between waves) =
high pitch.

PAGE 6
 Low frequency (long
space between waves) =
low pitch.
4. Amplitude is a
measure of the amount
of energy in a sound
wave. It can be seen in
the height of a sound
wave and it determines “Yes, Sir.”
volume.

“Do you understand the “None so far, Sir.”

lesson?”

“Are there any questions

or clarifications?

“For you to understand The students will… Generalization

more about sound  Watch a video
waves, I will show you a about sound I have learned that
video.” waves ______
 Write the key
“Take note of the terms or I have discovered
Elaborate:
important words or key important that _____
(10 mins)
(This section will terms on your words on their
give students the
opportunity to Instructional notebooks.” notebooks. I have realized that
expand and Materials  Will answer the _____
solidify/concretize
their understanding “Now answer the generalization
of the concept and/or
apply it to a real- generalization.”
world situation)
One student will share
The teacher will call a his/her generalization.
student to share his/her
generalization.

PAGE 7
Evaluation: Instructional
(5 mins) Materials “For me to know that you The students will Direction:
(This section will
provide opportunities have already understand answer the given Choose the letter of
for concept check
test items and
the lesson, I will show problems on their the correct answer.
answer key which you 2 problems and then notebooks.
are aligned to the
learning objectives – solve it on your 1. In which medium
content and
performance notebooks.” will sound travel
standards
address
and faster?
misconceptions –if A. gas
any)
B. liquid
After answering the C. solid
problems. D. the same in all
media
“Are you done?” “Yes, Sir”
2. Sound travels
“Exchange notebooks faster as
with your seatmates temperature.
then write corrected by.” A. decreases
B. increases
The teacher will call a The assigned C. reached
student to answer the students will tell their absolute 0
question. answers. D. unchanged

3. The speed of a
sound wave depends
on
A. the air
temperature
B. the frequency
C. the medium
D. both air
temperature and
medium

4. Why does sound

travel faster in solids
than in liquids or
gases?
A. the particles are
closer together
B. the particles are
loosely arranged
C. the particles in
solid have more
energy
D. the particles in
solid are harder

5. How will sound

travel when the
temperature in a
medium increases?
A. at the same speed
B. faster
C. slower

PAGE 8
 D. it will not travel.

Answers:
1. C
2. B
3. D
4. A
5. B

“Copy your assignment  The student will Assignment:

on your notebooks.” copy the
assignment on 1. Why is it
Extend: their important to
(5 mins) notebooks.
(This section gives study sound?
situation that
explains the topic in
Instructional
a new context, or Materials 2. What do you
integrate
another
it to
“Are you done copying?” “Yes, Sir.” think our world
discipline/societal
concern) would be if
“Good bye, class!” “Goodbye, Sir!” there’s no
sound?

Remarks

Reflection: A. No. of learners who earned 70% on the

formative assessment.

B. No. of learners who require additional

activities for remediation.

C. Did the remedial lessons work?

D. No. of learners who caught up with the
lesson.

E. No. of learners who continue to require

remediation.

F. Which of my teaching strategies worked

well? Why did this work?

PAGE 9
 G. What difficulties did I encounter which
my principal or supervisor can help me
solve?

H. What innovation or localized materials

did I use/discover which I wish to share
with other teachers?

PREPARED BY:

Ruchelle Tubiano
Student Teacher

CHECKED BY:

Mrs. Ligaya Sedano

Cooperating Teacher

PAGE 10