School ISAUB NATIONAL HIGH Grade 7

DAILY SCHOOL Level

LESSON Teacher MARJORIE B. BIDLAN Learning Science
PLAN Area
Teaching date and February 26-27, 2024 Quarter 3RD
time 7:45 – 8:45 AM
10:00 – 11:00 AM

I. OBJECTIVES
A. CONTENT STANDARD The learner demonstrate the understanding of:
of the characteristics of sound.

B. PERFORMANCE The learner shall be able to:

STANDARD create harmonious music using indigenous products.

The learner should be able to:

describe characteristics of sound using the concepts of wavelength, velocity,
and amplitude. S7LT-IIId-7
explain sound production in the human voice box, and how pitch, loudness,
C. MOST ESSENTIAL and quality of sound vary from one person to
LEARNING COMPETENCY another. S7LT-IIIe-8
Specific Objectives
At the end of the lesson, the learner should be able to:

a. Identify the different characteristics of sound;

b. Describe how sound waves are received by the human ear; and
c. appreciate the importance of characteristics sound in their daily
lives.

II. CONTENT Sound

1. characteristics of sound
1.1 pitch
1.2 loudness
1.3 quality of sound
III. LEARNING
RESOURCES
A. REFERENCES LM.pp. 1170-176 1st Edition.

B. OTHER LEARNING Pictures, PowerPoint presentation and video.

RESOURCES (https://yuotube.com/watch?v-d15UW6bbHO&si)

C. TEACHING APPROACH Collaborative Approach

D. SUBJECT MUSIC, HEALTH, ARTS
INTEGRATION

IV. PROCEDURES
 A. Preliminary activity

TEACHER ACTIVITY STUDENT ACTIVITY

a. Prayer
Let us all stand for the prayer. May request, In the name of the father and of the son…Amen
Daisy, to please lead the prayer?

b. Greetings
Good afternoon, students. Good afternoon, ma’am.
To wake you up, hand sideward then shake then
front to right, massage the person in front of you.
Now, turn to left and massage again.

Arrange your chairs properly, pick up the pieces of

papers around you and you may now take your
seats. (Students are arranging their chairs properly
and pick up pieces of paper, if any.)

c. Checking of Attendance
Is there any absent in the class?
None, ma’am.
That’s great.

d. Recalling of the Classroom Rules

Let us recall our guidelines when we are inside
the classroom.

Classroom Rules:

1. Respect one another

2. Be positive

3. Always participate

B. Reviewing or Presenting the new lesson

TEACHER ACTIVITY STUDENT ACTIVITY
Before we proceed to our new lesson, what was our (Students are raising their hands)
previous all about, anyone?
Yes, Audrey
In our previous lesson, we discussed about sound
waves.
Excellent, again what is sound wave?
Very good! A sound wave is a mechanical wave that needs a
Now what are the 3 medium that need by the sound to medium to propagate.
prpagate?
Crest is the highest point of the wave from the
 rest position, while trough is theq

Very good! You have learned a lot in our last topic. Are you Yes ma’am.
excited for new lesson today?
C. Establishing the purpose for the lesson
TEACHER ACTIVITY STUDENT ACTIVITY
Now class try to place your fingers on your throat while
saying ---YES YO, YES YES YO (2X)

What did you feel?

Its vibrating

Were there vibrations in the throat?

Yes ma’am
Try it again and this time, say – “Mom! Phineas and Ferb
are making a title sequence!” (The student will do the pre-test)

Now let’s test your listening abilities through the game

“what am I?”

(the teacher will play the sound of the cricket)

Nice! Next Cricket

(the teacher will play the sound of a coin)

Wow you have a right guess. And for our last audio clip. A coin
(the teacher will play the sound of a pair of a scissors)
Very good! A scissors
Thank you everyone for actively participating in our game.

Now class based of our game, what do the things were

mentioned in the game have in common?
All of them can be used to create sound.
Very good! All of the objects that were mentioned in our
game can be used to create as sound. And that will be our
topic for today, the sound around us.

Before we continue our discussion, who wants to read

objectives? Any volunteer? (Student will read the objectives)
At the end of the lesson, the learner should be
able to:

a. define sound;
b. demonstrate how sound is produced; and
c. identify factors that affect the pitch and
loudness of the sound produced.
Thank you.
D. Presenting examples/instances for the new lesson
TEACHER ACTIVITY STUDENT ACTIVITY

Now class, whenever you hear the word “sound” what

comes to your mind?
Music
Song
 hearing
Very good all your answers are correct.

What is a sound?
A sound is anything that you can hear!
Sound is made up of sound waves which are cause by a (Students who got perfect scores will raise their
transfer of energy through vibrations.
hands)
Sound waves can be classified as both longitudinal and
mechanical wave. Yes ma’am.

Terms to Remember Longitudinal Wave

- Wave whose motion is parallel
to the motion of the particles of
the medium
Mechanical wave
- Wave that need a medium in
order to propagate

Now class, how do you think are sound waves produced and
transmitted?

To answer that question, you are going to perform an

activity.

Activity 1
My own sounding box
Objectives
In this activity, you should be able to construct a
sounding box to
1. demonstrate how sound is produced; and
2. Identify factors that affect the pitch and loudness of
the sound produced.

Materials Needed
 shoe box
 variety of elastic or rubber bands (thin and thick)
 extra cardboard – optional

 pair of scissors or cutter

 ruler

Procedure
1. Cut and design your shoe box as shown in Figure 2.
2. Put the rubber bands around the box. Make sure that the
rubber bands are almost equally spaced and that the rubber
bands are arranged according to increasing thickness from
the lower end to the other end of the box.

3. Use your finger to pluck each rubber band. Listen to the

sound produced.
Q1. What physical signs did you observe when you plucked
each band. Did you hear any sound? What produced the
sound?
Handle all sharp tools with care.
TA
How different are the sounds produced by each
Q2.
band with different thickness?

4. This time use the fingers of one hand to stretch one of the
elastics. Pluck the elastic with the fingers of the other hand
and observe.

Q3. Are there changes in the note when you plucked the
stretched band?

5. Repeat step 4 with the other elastic bands.

Arrange the elastics in sequence from the highest
Q4.
note to the lowest note produced.

E. Discussing new concepts and practicing new skills #1

TEACHER ACTIVITY STUDENT ACTIVITY

Okay, time is up. Everybody please to your proper seats.

It’s time to present your work in front. Group 1 will be the
first presenter, followed by group 2, 3, and 4.
Thank you group 1, everybody let’s give 5 claps to group 1. Group 1, will present their work.
Next group 2, please proceed in front.

Very good group 2, everybody let’s give ang galing-galing

clap to group 2.
Group 2. Will present their work.
Group 3, now it’s your turn.
Nice! Everybody let’s give aleng Dionesia clap to group 3.
Group 3 will present their work.
Last but not the least, let us call on the group 4.
Good job, group 4. Everybody let’s give 51/2 claps to group
4. Group 4 will present their work.
Job well done everybody you did a great job.

F. Discussing new concepts and practicing new skills #2

TEACHER ACTIVITY STUDENT ACTIVITY
Now to further understand, let us check if your answers are
correct.

Q1. What physical signs did you observe when you plucked
each band. Did you hear any sound? What produced the -sound is produced through vibration
sound?

Ans. The rubber band vibrate when plucked and sound

could be heard. Sound is produced by vibration of the
rubber band.

How different are the sounds produced by each

Q2.
band with different thickness? -the ticker the rubber band the lower the tone.
Ans. The sound produced by each rubber band is different
from others. The thicker the rubber band, the louder the
sound produced. The thicker the rubber band, the lower
the tone.

Q3. Are there changes in the note when you plucked the
stretched band?
Ans. When the rubber bands are stretched then plucked,
the pitch increases.

Arrange the elastics in sequence from the highest

Q4. note to the lowest note produced.

Ans. Highest note-thinnest, lowest note-thickest

When we talk or make any sound, our vocal cords vibrate.

When there are no vibrations felt, no sound is produced.
This means that sounds are caused by vibrations. Vibrations
of molecules are to the to-and-fro or back-and-forth
movement
Of molecules. Vibrations are considered as a disturbance
that travels through a medium. This vibratory motion causes
energy to transfer to our ears and is interpreted by our brain.
Sound waves are examples of longitudinal waves. They are
also known as mechanical waves since sound waves need
medium in order to propagate.

G. Developing mastery
TEACHER ACTIVITY STUDENT ACTIVITY
In Activity 1, vibrations produced by the elastic band
produced sound. The sounding box amplified (increase in
amplitude) this sound.
Sound waves can travel in air. When they come in contact
with our eardrums, the vibrations of the air force our
eardrums to vibrate which is sensed and interpreted by our
brain.

Can sound waves also travel in other media like solids and
liquids?

You can try this one. Place your ear against one end of a
(The students will perform the activity by pair.)
tabletop. Ask a friend to gently tap the other end of the table
with a pencil or a ruler. What happens? Then ask your
friend to again gently tap the other end of the table but this
time, make sure that your ear is not touching the table.
What happens?
In which situation did you encounter louder and more
pronounced sound?
In which situation did you encounter the sound clearly?

Sound is produced by the slight tapping of the table with a

pencil or a ruler. This can be heard clearly at the other end
of the table. This shows that sound waves can also travel
through wood or solid. Sound is more distinct in solids than
in air. This also means that sound is heard much louder
when it travels in solids than in air.

What about in liquids?

Can sound travel in liquids too?

Liquids are better transmitters of sound than gases. If two

bodies are struck together underwater, the sound heard by
the person who is underwater is louder than we heard in air,
but the sound is softer than in solids.

Spacing of particles of the medium like solid, liquid and gas

is an important factor on how would is transmitted

Sound waves are transmitted easier in liquids. Between

liquids and solids, the particles of solids are even closer
together than the liquid molecules; therefore, sound travels
even faster in solids than in liquids. Since different media
transmit sound differently, sound travels at different speeds
in different materials. Since solid is the best transmitter of
sound, sound travels fastest in solids and slowest in gases.

H. Finding practical applications of concepts and skills in daily living

TEACHER ACTIVITY STUDENT ACTIVITY
Do you want to know why sound travels faster in hot air?

This is because the hot particles of air gain more kinetic Yes ma’am.
energy and so there is also an increase in the mean velocity
of the molecules. Since sound is a consequence of energy
transfer through collisions, more collisions and faster
collisions means faster sound.

I. Making generalizations and abstractions about the lesson

TEACHER ACTIVITY STUDENT ACTIVITY
Do you have any clarifications?
1. If none, who wants to sum up our todays
discussion?
Very good, let’s give him a round of applause.
None, Ma’am
A sound is anything that you can hear!
Sound is made up of sound waves which are cause by
a transfer of energy through vibrations. Sound waves
can travel in air. Sound waves can also travel
through wood or solid. And sound travels fastest in
solids and slowest in gases.

Do you have any questions?

If none, please close all your notes and modules, we will

be having our short quiz.
J. Evaluating learning
TEACHER ACTIVITY STUDENT ACTIVITY
Let’s evaluate your learning.
Answer this for 5 minutes.
Answer the following. Answer key.
1. Which of the following
produce sound? 1.c
a. clashing cymbals in an 2.b
3.a
empty space
4.d
b. a bell ringing in a vacuum 5.d
c. vibrating objects
d. a table at rest

2.Compare to the speed of

light, sound travels _____
a. faster
b. slower
c. at the same speed
d. there is not enough
information to compare the two.

3. Which of the following would

transmit sound fastest?
a. steel cabinet
b. water in the ocean
c. air in your classroom
d. water in a swimming pool
4.A sound wave is a _____
a. shock wave
b. standing wave
c. transverse wave
d. longitudinal wave

5. Sound waves cannot travel

in a _____.
 a. air
b. water
c. steel
d. vacuum

K. Additional activities for application or remediation

TEACHER ACTIVITY STUDENT ACTIVITY

For your homework,

*Bring the following materials tomorrow: sounding box,
wooden rod, ruler, guitar
Is everything clear?

Alright. Yes, ma’am.

That’s all for today, See you again tomorrow
Thank you, ma’am. Goodbye!

V. REMARK
VI. REFECTION
A. No. of learners who earned 80% in the evaluation.
B. No. of learners who require additional activities for remediation who scored below
80%.
C. Did remedial lesson work? No. of learner
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: Marjorie B. Bidlan

Pre- service Teacher

Checked by: Ma’am EMELY J. LUNESA

Science Cooperating Teacher