VISION

Ogan Bator School for the Namus envisions to produce future exemplary professionals and skilled
weavers and coconut cultivators, and citizens that embrace Namuwen culture as well as cultural diversity,
making it as the top-performing school in the entire Ogan Bator island

MISSION

Ogan Bator School for the Namus commits itself to produce exemplary professionals and skilled
weavers and coconut cultivators, and citizens that embrace Namuwen culture as well as cultural diversity by
providing them high-quality education, weaving and agricultural seminars, and workshops, equipped
facilities, community immersions in Ogan Bator island and updated learning resources.
MY TEACHING PHILOSOPHY

Teachers are the second parents of the students. This may seem old to hear but this is true and for me,
this is what we mean by good teaching. I will teach because I am passionate to do so and have the heart for
teaching, not just because of the description of my job. Good teaching for me is aiming for my students to learn
the essential things that they need to know and will be applied in their daily lives rather than just teaching for
the sake of salary. Aiming for my students to learn also involves considering first the context of school,
especially the students. I believe that good teaching sees to it that we understand and consider the background
of each student that we teach just like how a parent looks after their children for us to know what approach,
method and strategy best suit their learning preferences and contexts. Lastly, good teaching also involves
answering questions and learning from the students. I believe that teaching is not a one-way process but can be
two-way.

As a future teacher, I envisioned each student to be people with character and intellect. First is the
character, in life intelligence, talent and skill are not enough for you to become a good person. Therefore as a
student passes under my supervision I wish for them to become a person that values the culture, belief tradition
that they have as well as to respect other cultures. I believe that cultures of different areas share the same values
like honesty, love, faith, and respect and only differ on the way they manifest it and that makes me wish my
students to value the culture they have as well as the culture of a Filipino. Secondly, a person with intellect, I
don’t wish for students to have an IQ with the same level of Einstein or other intelligent people, however, I wish
to see the student who undergoes my classes to fully understand the things that I taught to them and knows to
cooperate and work with other people. I want my students to master the concepts that are needed in higher
levels of education and use them for good purposes. The intelligence of a student, along with their good
character can be a good combo to success and making my students attain those with me guiding and teaching
them to make me an effective teacher.

I seek to see my ideal students in reality by providing them with instructional materials and activities
that allow them to have learning experiences involving their actual environment and learn as well as understand
the culture of Namuwen and Ogan Bator. First is the use of folklore, in the form of stories, art, dance and music
that can be associated with our discussion. Even though these don’t belong to the classical materials, I believe
these pieces can be related to the philosophy of Perennialism for the main reason of using these materials is for
the Namus students to deeply understand the culture of the two islands for them to get along with the people of
Ogan Bator at the same time treasuring their values and culture. Second is the use of a variety of activities such
as outdoor, group, experimental and observation activities. I also plan on using real-life scenarios and examples
during the discussion. I believe through these the students are able to understand the lessons better because they
are able to see its relevance to their lives and how these learning will be applied in their lives. They also have
the chance to understand the lesson better for they are allowed to discover the answers or learn by themselves,
individually or with the help of other people, which can make the learning more meaningful, thus manifesting
the philosophy of Constructivism.

The kind of teaching that I envisioned today for the future manifests the Humanistic – Aesthetic
approach in curriculum development. My philosophy of teaching is aligned to this approach due to the
following reasons: First, I seek learner-centered teaching wherein the teacher acts more as a facilitator than as a
lecturer. Through learner-centered teaching, we can give activities that can boost the confidence of the students
that can help in their self-actualization in life. Second, the said approach makes the learning experience more
artistic and personal, in relation to my philosophy; I plan on making use of folklore as well as different activities
for the class, by these we can be novel in the class. Another thing, being a novel that shows something different
every time can make us creative in class as well as instill warm ambiance in the classroom, making myself more
approachable to my students. Third, as well as the last is that the activities that I plan to conduct in teaching
involve analysis, reflection and a chance to understand more the world or the environment they are staying in
right now, which is another characteristic of the humanistic-aesthetic approach. Some activities on the learning-
experiences can make the students, particularly Namus to reflect upon themselves, understand Ogan Bator
island that can help them in their settlement in the said island.
Curriculum Methodological Framework

As the Ogan Bator School of the Namus is established, a curriculum is needed to be implemented as the
foundation and guide in running the school. In relation to this, factors involving the background of the
students as well as the state of the new school must be considered in making the curriculum. As for the
background of the student, the curriculum made considers the socio-economic status, learning style and the
culture of the Namus students. By doing so, programs, learning experiences, and lessons to be included that
will be conducted inside the classroom will be suitable to the students and become relatable for them, at the
same time introducing and observing cultural diversity to them that can help for the students’ adjustment in
their new home in Ogan Bator.

Another thing that is considered in making this curriculum for the Namus is the school itself, the
facilities and the resources the school itself has. This includes the availability of digital and non-digital tools
used in teaching, references to be used in discussion such as books and also other equipment that will be
needed for an effective teaching such as laboratory equipment for science subjects and equipment for
weaving in correspondence to the vision of the school. It must be considered especially because Ogan Bator
School for the Namus is a new school, we cannot expect that the school will be fully equipped; yes maybe they
have the materials needed however it still must be considered if number as well as its quality be sufficient
enough to a number of students. The availability of resources can allow us to create a curriculum wherein the
programs can be made relevant to the students and make learning as concrete as possible and not purely
theories.

The context of the students and the school is essential in developing the curriculum for the Namus
students for us to become aware of the students and the school’s needs. With these needs, we can make
objectives of the curriculum something that can adhere to their needs, thus making the learning processes
more achievable and successful. This curriculum is developed under the influence of Hilda Taba’s paradigm
wherein the teacher or the people responsible in making the curriculum understand first the students’ needs
before making the objectives and goals, thus making the curriculum focused to the students, a learner-
centered curriculum.

Since the school is newly established, it would be best to use Scriven’s Goal-Free Evaluation model in
evaluating the performance of the students. It is the best for the reason that the Namus students are still
adjusting to their new homes and learning the culture of Ogan Bator as well as the common language in Ogan
Bator. We cannot just impose standards and have high expectations from them, as a starting learning
institution evaluators can just evaluate the performance of the school by observing the outcomes of their
programs, whether their activities bring good effects to the students or not. With this evaluation model,
evaluators can just see if there is learning occurred with the use of the implemented curriculum and just cite
areas that pose a negative effect to learning for the school to improve.
 Detailed Lesson Plan in
Biology 8

I. Learning Objectives
At the end of 1-hour interactive discussion, 75% of the students are expected to:
a. explain clearly Mendelian’s third law of inheritance using the concept of dihybrid cross,
b. share real-life examples showing the law of independent assortment; and,
c. solve word dihybrid cross problems using punnett square.

II. Learning Content

Mendelian Genetics: Law of Independent Assortment
Science Learner’s Material 8
Marlene B. Ferido and Jacqueline Rose M. Gutierrez
pp. 341-343

Instructional Materials:
a. Pictures of mixed-race families.
b. Copy of story involving Dumangan.
c. Answer sheets.

Values to be Integrated:
a. Appreciation to the deities or Organ Bator.
b. Gratitude for all the blessings you have received.
c. Respect for the race and ethnicity of other people.

Background of the Learners:

a. 18 from the 20 students are visual learners.
b. All 20 students are immigrants to Ogan Bator; belong to low to middle class families.
c. 18 from the 20 students are average to fast learners.

21st Century Competencies

a. Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills
in a variety of forms and contexts.
b. Solve different kinds of non-familiar problems in both conventional and innovative ways.
c. Develop, implement and communicate new ideas to others effectively.

III. Learning Experiences (7Es Method)

Teacher’s Activity Students’ Activity

A. Elicit
Good morning class! Good morning ma’am!
Percy, kindly lead the prayer. Dear Lord and Father of all, Thank you for
today. Thank you for ways in which you provide
for us all. For Your protection and love we thank
you. Help us to focus our hearts and minds now
on what we are about to learn. Inspire us by Your
Holy Spirit as we listen and write. Guide us by
your eternal light as we discover more about the
world around us. We ask all this in the name of
 Jesus. Amen.
Alright! It looks like that we have no
absentees for today! How are you feeling today?
Yes, Annabeth? I feel good and excited for our class today
ma’am.
Wow! It is good to hear that Annabeth. I
am hoping that all of you here feel the same way
as Annabeth.
Today we are going to discuss a new lesson,
but this is related to our previous lesson. Do any
of you want to share what you have learned last
meeting? Yes, Jason. Yesterday ma’am I learned that each of
our traits are influenced by two genes or what
we call alleles where each allele came from our
mother and father.
Thank you Jason, he is actually right, the
traits that we see in the person or any organism
are influenced by two alleles. What Mendelian
principle asserts this? Yes, Hazel? What Jason said ma’am shows Mendel’s
first law. The Law of Segregation, where the two
alleles separate from one another during gamete
formation. In addition to what Jason said, from
these two alleles that we got from our parents,
only one trait from that came from one allele is
manifested, this shows that one allele trait
dominates from the other which represents
Mendel’s second law is called Principle of
Dominance.
That is excellent Hazel! You got it exactly!
From what Hazel said, the alleles can be
dominant which is represented by a capital
letter, and recessive which is represented by
small letters. Traits that are expressed are those
that have dominant traits. We are able to predict
those with the use of what? Yes, Nico? With the use of punnett square ma’am.
Very good Nico! And with the use of
punnett square, we are able to observe that a
trait can be homozygous dominant, heterozygous
dominant and homozygous recessive.
It is good to see that you have
remembered our previous lesson for this will be
useful in our discussion today, which is about
dihybrid cross and Mendel’s third law of
inheritance.

B. Engage
Now, I want you to look at the following
pictures I will be posting:
 What did you see from the photos? Yes,
Rachel? The pictures show a family where the
parents have contrasting traits.
Nice observation Rachel, indeed the
photos present mixed race families. How can
you specifically describe the appearance of the
family? Especially how their children look? Yes,
Luke? The children have the characteristics
from both their other and father. Especially in
the second photo where the children’s hair
expresses traits from their mother and father. A
blonde curly and a straight brown hair.
What a keen observation Luke! Thank
you. class , what he has said is correct, in one
trait there could be two pairs of factors that can
be inherited, this is also what Mendel has
studied. To understand this better, let us read a
story from Ogan Bator.

C. Explore
For this activity, I want you to group
yourselves into 4. All of you will read the story of
Dumangat, Ogan Bator’s god of harvest and his
wrath to ancient Ogan Bator people. After
reading I want you to work together with your
groupmates in answering the questions that are
printed after the story. Now settle down to your
groups and here is the story of Dumangat:

(See attachment I)
Did you guys like the story? Yes ma’am!
That is good to hear, I selected that story
for you to know something about the deities of
Ogan Bator, where one of them is Dumangat.
Although I have to modify it a little so that it is
still related to our lesson today.
From the story why do you think
Dumangat got mad at the Oganis? Yes, Bianca? It is because ma’am the Oganis forgot to
be grateful.
That is correct Bianca, now do the Oganis
deserve what Dumangat did to them? What do
you think, Will? I think they deserve it for they made a
mistake and Dumangat only wants them to learn
from that mistake.
I respect your opinion Will. You have a
great point, they are at fault. Now please select a
representative from your group to discuss one
question.
Let us start with group 1. Good morning everyone, so here are the
answers of group 1. For question number 1, we
based our answer from the given 9:3:3:1 ratio
from the story. We simply count the number that
have that certain trait, for example for the white
grains we add 9 and 3 from the ration that have
white grain then we add 3 and 1 for brown rice
grain. Therefore the ratio between white rice
grains and brown rice grains is 12:4, simplifying
it, the final answer is 3:1. This is the same ratio
for long-lender and short-broken rice grains.
Wow! That is excellent Piper. Your
english really improved. Good job and to your
group. For the next group let us call the
representative of group 2. Hello everyone, from the ratio we come
with, which is the same with the group 1, we
realized that it is Mendelian ratio. Or the first
seedling, it is stated from the story that all of the
rice that have white, long-slender grains. It has a
1:1 ratio, given that applying our lesson last
meeting with with this kind of ratio we can infer
that the seedlings are homozygous white, long-
slender rice grains and homozygous brown,
short-broken rice grains producing all
heterozygous white, long slender rice grains. On
the other hand when Dumangat got mad, he
removed all those homozygous seedlings. With
the phenotypes of the rice from the harvest we
observe that there are 4 phenotypes however
only two contrasting traits are visible for each
category; color and length of the rice grain. In
addition to that it manifests the mendelian ratio
of 3:1, leading us to the conclusion that the
genotype of the seedling Dumangat left on the
fields are heterozygous white, long-slender rice
grains.
Thank you for a very detailed explanation
Chris, also to group 2, congratulations, your
answers for this item are all correct and on point.
For the last question the last two groups will
answer this. First, may I call the representative
for group 3? Hi everyone, what we realized from the
activity is that, just like from the picture of the
family ma’am shown to us a while ago, there are
two factors involved in describing the rice grain.
Another thing is that Mendel’s first 2 laws, the
law of segregation and principle of dominance.
That is correct Clarisse! Class, from what
Clarisse have shared, we can now observe how
the pictures that are shown a while ago matter to
our discussion today. Thank you Clarisse and
good job group 3. Group 4, it is your time to shine
now. Hey guys, just an addition to what
Clarisse said, we can conclude that even though
there are two factors or categories involved,
Mendel’s ratio is still present on each pair on one
factor and not affecting the other pair.
That is a very nice answer Frank. Thank
you so much for a good participation and work
for the activity, please submit the answer sheets
per group,I will check those after the class.

D. Explain
So from the activity, reading a story of
Dumangat, we are able to observe information
that is important to our lesson today. First is that
there are two factors involved in describing the
rice grain. Second, the cross between parents
that have two pairs of traits simultaneously
produces 4 phenotypes with a phenotypic ratio
of 9:3:3:1, however even if there was a cross
involving two pairs pairs of alleles the Mendelian
phenotypic ratio which is 3:1 is still present for
each pair or allele, thus one pair does not affect
the other. Actually you already have pointed that
out during the activity. Do you understand that
class? Yes, ma’am.
Going back to Mendel’s work, he has
studied the seven characteristics of pea, right
class? Yes ma’am.
And how did he conduct his study first
again? Yes, Connor? He cross-pollinated peas with contrasting
traits.
That is correct Connor and what do we
call this kind of cross? Yes, Thallia? It is called monohybrid cross. It is called
monohybrid cross because from the term itself
“mono” only one contrasting trait is involved in
the cross.
Exactly! Very good Thallia! We are done
with monohybrid cross, for today’s lesson we
will focus on the dihybrid cross. How will you
define dihybrid cross relating from our previous
discussion and activity today? Yes, Jackson? If monohybrid cross involves only one
contrasting trait due to it’s term “mono”,
therefore, dihybrid cross is the kind of cross
involving 2 contrasting traits. This is also evident
in the activity.
What a clear explanation Jackson! Thank
you so much. We must remember that the prefix
“di” means two therefore two factors are
involved in the cross. How about if there are
already three factors involved? Yes, Lisa? It will be now called a trihybrid cross.
Very good Lisa. Now class, is everything
clear? Yes, ma’am.
That is great, class. Now let us proceed in
using the punnett square in showing the
dihybrid cross.
Let us take the example from Mendel’s
work. Mendel crossed a plant with genotype
RRYY (round, yellow seeds) and a plant with
genotype rryy (wrinkled, green seeds).
As you can see there are two categories of
factors involved, round is dominant to wrinkled
and yellow is dominant to green seeds. Applying
your knowledge about monohybrid cross, who
can write the cross between round, yellow seed
and wrinkled seed on the board? Bear in mind
that during 1st parental generation pure-bred
contrasting traits are used. Try it, Jae.

Excellent Jae, now we will use Mendel’s

Law of Segregation just like in monohybrid cross,
illustrate the segregation, Irene.

Now, here is what we are going to do

next. Within the two contrasting trait pairs, make
pairs. This is for us to see the 1sy filial
generation. Try it Brian on the board.
 Very good Brian. As you can see , after
making pairs, it is observed that the pair formed
on the parents are identical, so we only just pair
WG to wg forming F1: WwGg looking at the each
factor/category mendelian concept is still
followed, all F1 are heterozygous dominant. In
this case all f1 are heterozygous round and
yellow.
Now let us proceed in getting the 2nd
filial generation using punnett square. Can you
illustrate the cross between 2nd parental
generation are those 1st filial generation,
Annabeth?

Thank you Annabeth. Class, do you think

Annabeth’s answer is correct? Yes ma’am.
Do you have questions so far or
clarifications? None, ma’am.
I am glad to hear that class, but still, if you
have questions do not hesitate to raise it okay? Yes, ma’am
Okay then, let us proceed with the last
step. Just like in monohybrid cross, we have to
get the phenotypic and genotypic of the cross.
Mind that the two factors must be together. For
example, 1 WWGG is called homozygous round
and yellow, and 2WWGg is called 2 homozygous
green, heterozygous yellow. Who wants to
volunteer to make the genotypic ratio? For
phenotypic ratio?
Okay Hazel, you do the genotypic ratio
while you Nico, write the phenotypic ratio.

Thank you Hazel and Nico. class, did you

come up with the same genotypic and
phenotypic ratio that the two wrote on the
board? Yes, ma’am.
It looks like you got how to do the cross
between parents that have 2 pairs of alleles.
Now, what have you observed? Yes Luke? The phenotypic ratio from Mendel’s
experiment is the same with the phenotypic ratio
from the story of Dumangat.
That is correct Luke, now class, from
what Luke said, what is the phenotypic and
genotypic ratio of the contrasting traits of the 2
pairs from the story of Dumangat? Yes, Piper? Each pair from Mendel’s experiment has a
genotypic ratio of 4:8:4 or 1:2:1 and has a
phenotypic ratio of 12:4 or 3:1. Since the the
phenotypic ratio of if the two cases are the sae,
we can conclude that the ratios between the
contrasting traits for the rice grain color and the
ratios between the contrasting traits for the rice
grain length will be the same with Mendel’s
study results which is 1:2:1 for genotypic ratio
and 3:1 for the phenotypic ratio.
Excellent Piper! So, from what Piper have
said, we can see that despite having two pairs of
contrasting traits, the ratio of each pair of
contrasting traits still follows the Mendelian
ratio and is almost the same with monohybrid
cross. With this what have you realized? Yes,
Frank? I have realized ma’am that each pair of
contrasting traits are independent from one
another, thus not affecting one another.
 That is good realization Frank! Thank
you. What Frank said is correct and this
describes Mendel’s third law which is called Law
of Independent Assortment. Let me first post its
definition on the board.

Now class, please read the point of Law of

Independent Assortment. The distribution or assortment of one
pair of factors is independent of the distribution
of the other pair.
Nicely delivered. Thank you. So going
back to the examples given, the law of
independent assortment explains why each pair
of contrasting traits are not affected by one
another. This is for the reason that as to what the
third law states, the distribution of one pair is
independent of the distribution of the other pair.
This explains why traits are inherited
independent of each other.
The law applies to factors (or genes) that
are found on separate chromosomes. Since they
are found on separate chromosomes, the
segregation of one pair of factors is not affected
by the segregation of the other pair. Therefore,
their distribution in the resulting gametes will be
at random. Is everything clear, class? Yes, ma’am.
Do you have any questions? None, ma’am.
That is nice to hear, class.

E. Elaborate
Let us see then, class, if you fully
understand now on how to do a dihybrid cross.
In any sheet of paper, illustrate the cross of the
seedlings given by Dumangat in the story given
that the given seedlings have homozygous
contrasting traits. Also indicate the phenotypic
ratio and the genotypic ratio.
It looks like everyone is now finished
with the tasks, who wants to write the answers
on the board?
Okay all of you are eager to answer. Very
good but I will only call 4 people to write their
answers. Thalia, please do the cross of the 1st
generation. Jae, you write the cross for the 2nd
generation. Percy, write the genotypic ratio of
the 2nd filial generation and Rachel you write
the phenotypic ratio.
 Thank you to the four of you. Class, are
the things written on the board the same as what
is written to your papers? Yes, ma’am.
Excellent! Please give yourselves a round
of applause for a job well done!
So, from everything that you have learned
today, can someone give another example where
the Law of Independent Assortment is present?
Yes, Jason. I think ma’am the law of independent
assortment is visible in each one of us, especially
if you have a big family for we inherit the traits
that we have today from our parents.
Very good Jason. What Jason said is
correct.

F. Extend
Yes, So guys, were done with Mendel’s
third law of inheritance and dihybrid cross, what
have you learned today? Yes, Clarisse? I have learned ma’am that when pairs of
contrasting traits are crossed, one pair does not
affect another because the distribution of each
pair is independent to one another. This is what
Mendel’s Law of Independent Assortment tells
us.
Excellent Clarisse, the explanation behind
this independent distribution of Mendel’s law is
that each pair of traits are located in different
locations of our chromosomes.
It seems like you have a full grasp now of
the Law of Independent Assortment as well as
illustrating dihybrid cross. In regard to the latter,
if I give you a problem showing a trihybrid cross,
would you be up for the challenge? Yes, ma’am!
Wow! That is so great of you guys! Since
you are up for it, I will give one to you as your
assignment.
To wrap up our lesson with Mendelian
Genetics, can one of you now state Mendel’s
three laws of inheritance? Yes, Will? The first law is called the Law of
Segregation which states that the pair of genes
segregate or separate from each other during
gamete formation. Second is the Principle of
 Dominance which states that the dominant trait
dominates or prevents the expression of the
recessive trait. Lastly the third law, which we
have discussed today is the Law of Independent
Assortment which states the distribution or
assortment of one pair of factors is independent
of the distribution of the other pair.
Very well said Will, thank you. Do you
understand our lesson today class? Yes, ma’am.
Do you have questions or clarification? None, ma’am.
That is good to hear, class, you are all
doing well, now please get a 1 whole sheet of
paper, we will have a quiz.

G. Evaluate
Now class, listen to the instructions for
your quiz. In a 1 whole sheet of paper, write the
cross of the problem posted on the board:

Take note that the parents to be crossed

are not purebred, unlike to our previous
examples, however if we are to observe it, it
looks like the parents are alike to the 2nd
parental generation, that is why I only ask you
for 1st filial generation.
I know you are able to nail it guys, after
15 minutes I will collect your papers.
IV. Assignments:
A. In you notebook, illustrate the cross of the trihybrid cross and answer the problem:
You have freckles, dimples, and a widow's peak (you’re heterozygous for all three
traits). Your significant other has freckles and dimples (heterozygous for these two), but a
continuous hairline.
Freckles are dominant over no freckle. Dimples are dominant over no dimples. Widow’s
peak is dominant over continuous hairline (no Widow’s peak).
a) What is the probability that your child will have all three recessives: no freckle, no
dimples and a continuous hairline?

B. Study about non-Mendelian patterns of inheritance.

Science Learner’s Material 8
Marlene B. Ferido and Jacqueline Rose M. Gutierrez
pp. 345-347

Answer the following questions:

1. What is the phenomenon in genetics where neither of the two alleles is completely dominant?
2. What is the phenomenon in genetics where one allele is not dominant over the other?
3. What is the phenomenon in genetics where there may actually be more than two types of alleles
Available?
Attachment 1

Story of Dumangat

Long time ago, the island of Ogan Bator was experiencing a crisis regarding their rice
production. For every harvest the people got nothing, if ever there were, it only made the people eat it
sick. This caused a major problem in Ogan Bator’s livelihood and income, and even caused hunger.
Every sunrise they gather at the fields to pray for Dumangat, the deity of harvest. They did this
for a long time, hoping that Dumangat will hear their prayers and receive a good harvest.
One morning, when the Oganis, people of Ogan Bator went to the fields, they saw a good-
looking man wearing a tunic with patterns of Ogan Bator’s textile. Upon realizing that the man is
Dumangat, all of them knelt down.
Dumangat gestured for them to stand up, handed down rice seedlings to the people, and said, “I
heard all of your pleas. Plant these and have a good harvest forever. Swear that you’ll always express
your gratitude for these blessings”. The people praised the god they would do just what he said and the
god left them.
After that encounter with the god, Ogan Bator produced rice plants that are rich in white and
long-slender grains when milled. The island became well-known for this. The people keep up with
their proie to Dumangat, however after years of prosperity, the Oganis seem to forget their promise
and become ungrateful for their blessings. Dumangat saw all of this.
Dumangat wiped out the fields, left out seedlings with unpleasant traits, brown and short-
broken rice grains. The Oganis didn’t mind what happened, until they observed that different quality of
grains were produced: 56% have white, long-slender grains, 19% have brown, long slender, 19% have
white, short-broken grains and 6% of the total harvest have brown, short-broken grains like for every
16 sacks of rice it has a ratio of 9:3:3:1. Only white, long-slender grains are purely edible, the three
other kinds cause sickness, leading to rice scarcity once again.
This problem lasted for 5 years before the Oganis decided to pray for Dumangat to help them
again. The god heard this and descended from the heavens. With an angered look he bellowed, “You
ask for my help and I gave it to you! I’ve only asked for your gratitude, yet you failed! Suffer more until
you learned your lesson”! After that, the god left them kneeling and asking for forgiveness.
More harvest time passed by, the Oganis still produced rice that had the same ratio of 9:3:3:1.
Even with this situation, the Oganis now thanked Dumangat for a good harvest. Dumangat sees this
and forgives them finally. He wiped the seedlings that will produce brown, short-broken grains.

Questions:
● What made Dumangat mad?

________________________________________________________________________________________________________________
● Do the Oganis deserve what Dumangat did?
_____________________________________________________________________________________________________________
___
● What do you think is the ratio of the white and brown rice grains? What about the ratio of rice
grains that are long-slender and short-broken?
_____________________________________________________________________________________________________________
___
● What do you think is the genotype of the seedlings that Dumangat gave as a gift? What about
the seedling he left on the fields when he got mad?
_____________________________________________________________________________________________________________
___
● What can you infer from the activity?
_____________________________________________________________________________________________________________
___
 Detailed Lesson Plan in
Chemistry 10

I. Learning Objectives
At the end of 1-hour interactive discussion, 75% of the students are expected to:
a. define clearly Boyle's Law,
b. share personal experiences with Boyle’s Law; and,
c. solve word problems using Boyle's Law formula.

II. Learning Content

Gas Laws: Boyle's Law
Science Learner's Material 10
Herma D. Acosta et. al
pp. 362-368

Instructional Materials:
a. Multimedia (laptop, projector and video clip showing some application of Boyle’s Law)
b. Visual aid showing the Boyle’s Law formula and some word problems.
c. 4 sets of materials to be used in group activity (syringe, rice husk packs (200g) and small
pot filled with soil, glue stick, and a container.)
d. Activity sheets

Values to be Integrated:
a. Awareness of real-life applications of Boyle’s Law along with its possible dangers.
b. Acknowledging other forms of Ogan Bator livelihood.

Background of the Learners:

a. 18 of the 20 students are visual and active learners.
b. All 20 students belong to low to middle class families.
c. 18 of the 20 students are average to fast learners.

21st Century Competencies

a. Demonstrate ability to work effectively and respectfully with diverse teams.
b. Use communication for a range of purposes (e.g. to inform, instruct, motivate
and persuade).
c. Solve different kinds of non-familiar problems in both conventional and
innovative ways.

III. Learning Experiences (7Es Method)

Teacher’s Activity Students’ Activity

A. Elicit
Good morning class! Good morning ma’am!
Chris, kindly lead the prayer. Dear Lord and Father of all, Thank you for
today. Thank you for ways in which you provide
for us all. For Your protection and love we thank
you. Help us to focus our hearts and minds now
on what we are about to learn. Inspire us by Your
Holy Spirit as we listen and write. Guide us by
your eternal light as we discover more about the
world around us. We ask all this in the name of
 Jesus. Amen.
Ms. beedle, do we have any absentees
today? None, ma’am.
That is good to hear! Thank you Bianca.
So class, how’s life? Would you like to share,
Connor? Life is stressful at the moment because of
the requirements, but despite that, I am excited
because the graduation comes even nearer.
Oh, I have been there, believe me it will
be worth it, Connor. Are you also experiencing
what Connor is having at this moment, class? Yes, ma’am!
That is good to know. Now, as a stepping
stone to your awaited graduation, we will be
learning a new lesson today. But before I
introduce you to our lesson today, can some
please give the class a recapitulation of what we
have done last meeting? Yes, Brian? Last meeting we have done a series of
activities where we have proven that gases have
mass, volume, temperature and exerts pressure.
Good remembering Brian! Thank you.
Aside from what have Brian has said, what other
things that we have discussed in the last
meeting? Yes, Lisa? Last meeting, we also have a review about
the units for pressure, volume and temperature
along with their equivalents or conversions.
That is correct Lisa, thank you so much.
Do you still remember all of these, my dear
students? Yes, ma’am.
That is good to hear then. Since we know
that gases have ass, volume, temperature and
exerts pressure, do you think that these
properties of gases are related to each other? Do
they affect one another? You have an idea
Jackson? I think ma’am those properties of gases
are affecting one another, because going back to
our previous activity I have observed that the
look of the balloon changes and these changes
are caused by factors such as temperature and
pressure.
Excellent Jackson, that is such a good
point! Thank you. What Jackson has said is
actually right, these properties of gases are
related to one another. These relationships
between the properties of gases is what we are
going to tackle for the next meetings, and today
we will be tackling one relationship.

B. Engage
To start our new lesson, we are going to
watch a video. This video is entitled “Pumping
Tyre Animation”. As you watch the video identify
what is the problem encountered by the man and
how did he fix that problem. Here is the video,
happy watching guys.

https://www.youtube.com/watch?v=t0gjjR3VNpg
What can you say about the video clip?
Yes, Irene. The video is funny ma’am!
I am glad that you have enjoyed the video.
Did all of you enjoy the video clip just like Irene? Yes, ma’am!
That is very nice. What is the video
about? Yes, Thalia? The video showed a man driving his car
and eventually got a flat tire and how he fixed the
flat tire.
Very good Thalia. What Thalia said is the
gist of the video. From what she had said, the
man got a flat tire, how did he solve his problem?
Yes, Connor? He used a pump.
That is correct Connor, thank you. The
driver used a manual pump in his attempt on
fixing his flat tire. As he pumps what happened to
the tire? Or rather from the video, what
happened to his head? As he exerted pressure in pumping, his
head got bigger.
Indeed, thank you Connor. As disturbing
as it seems, the driver’s head got bigger as if the
pump was connected to his head. It is an
animated video after all. However if it is in a real
situation we can see that the tire will actually be
fixed as the driver pumps for the tire will be
inflated. Since the tire inflates or somehow
expands what do as pressure outside was
exerted to fill it with air, what do you think
happens to the tire’s volume? Yes, Clarisse? The volume increases ma’am.
That is correct Clarisse. From watching
the video, what properties of gas are shown? Yes,
Will? Pressure and Volume.
Absolutely correct Will. thank you. So,
class our lesson for today is about the
relationship between pressure and volume of
gases. Our next activity will help us to find out
more about their relationship.

C. Explore
For our activity today I will group the
class into 4 groups.
Are you with your groups now? Yes, ma’am.
 Okay, now I will distribute the activity
sheet that will be used in conducting the activity.
There are also questions on the activity sheet
that are needed to be answered. Work on that as
a group.

(See attachment 1)

Upon receiving the activity sheet, please

get the materials provided at the back of the
classroom. You also have to get a manila paper
for you to illustrate the graph that you will be
doing on your activity sheet and to be posted in
the class. You have 15 minutes to accomplish the
activity. (The students will conduct the activity)
Guys, 15 minutes have already passed,
please finalize your works and post it on the
board, also select a representative for your
group. The representative will be the one who
will present and explain your work.
Let us start now with group 1. (Representatives from groups 1to 4 will
present their group’s work and answers. )
What a clear and on-point explanation
guys! Please give Bianca, Nico and Hazel a round
of applause for they did a very good job.
From the data that the 4 groups have
presented, what did you find out about the
pressure and volume of the gas, let us say from
the activity, the gas inside the syringe? Yes,
Percy? I have found out ma’am that as the
weights that are placed on the container, the
volume inside the syringe decreases and the
pressure, from what I have found out from the
activity increases.
Excellent, Percy! What Percy said class is
actually right. As the mass of the weights
increases, making the force that pushes the
plunger of the syringe increases. As the plunger
is being pushed, the volume inside the syringe
increases and the pressure inside of the syringe
increases. This behavior of gas explained by
Boyle’s Law, which I will be discussing now.

D. Explain
The activity that we have conducted
today shows Boyle’s Law. Have you heard about
this law until today? Do you have an idea who is
the proponent of this law? Give in a try, Rachel. I did not hear of this law before ma’am
but I know that the man behind this law is a man
named Boyle.
You are witty as always Rachel, thank
you. Class, the man behind this law is Robert
Boyle. He performed an experiment wherein he
trapped a fixed amount of air in the J-tube, he
changed the pressure and controlled the
temperature and then, he observed its effect on
the volume of the air inside the J-tube. He found
out that as the pressure is increased, the volume
decreases.
Does Boyle’s experiment similar to the
activity we have conducted earlier? Yes, ma’am.
How can you say so? Can you explain it,
Chris? If we relate Boyle’s experiment to our
activity a while ago, the sealed syringe served as
the J-tube from Boyle’s experiment for we
trapped air inside of it. We also pushed the
plunger of the syringe making the pressure
inside the syringe increase, just like Boyle
changing the pressure on his experiment. Lastly
the results from the activity are similar to Boyle’s
experiment results.
That is a fantastic explanation Chris!
Thank you so much. Indeed, Boyle’s law clearly
states that as the volume decreases, its pressure
increases, but how does it actually work? Do you
have any idea? None ma’am.
Okay, I understand that, let me guide you
for you to come up with an answer. Do you still
remember the arrangement of the particles of
gases? Yes, ma’am.
Very good! How can you describe the
particles of gas, Lisa? The particles of gas are spread out very
loose unlike to the particles of solids that are
compacted tightly and to liquids that are loose
but less loose than of gases.
Exactly, the particles of gases are spread
out and maximize their container. Now, what do
you think will happen if we make the container
smaller? How can you relate it now to Boyle’s
Law? You have an idea, Luke? Since the particles of gas, like in the
liquids take the shape of its container, when we
make the container a gas smaller, the particles of
the gas are expected to come closer to one
another and induce greater amounts of pressure,
thus supporting what Boyle’s law states.
Very good Luke! As we decrease the
volume, the particles of gas are forced to move
closer to one another, this compression of
particles makes the pressure inside of the
container get higher. With all of this that we
found out up to this moment, how can you
describe the relationship of pressure and volume
or Boyle's law? Yes, Annabeth? We can say that the volume of gas is
inversely proportional to its pressure.
You got that right Annabeth, Boyle's Law
states that the volume of a fixed gas is inversely
proportional to its pressure at constant
temperature. This is denoted with equation:

Which can be read as “the volume of a gas

is inversely proportional to its pressure, if
temperature and amount of a gas are held
constant”.
Where V stands for volume , P for the
pressure.
Let’s take a look at the equation again and
try to change the proportionality sign (α ) with
the equal sign (=). The equation will be like this,
from:

,
To:

The last equation is simply read as “the

product of volume and pressure is constant”.
Is everything still clear, class? Yes ma’am.
Very good, let us continue then.
At this moment let us apply what we have
learned about Boyle’s law, since the volume and
pressure of the gas can be varied, let P1 and V1 be
the initial pressure and volume respectively and
P2 and V2 be the final pressure and volume
respectively. This will be the final formula:

Since the product of initial volume and

initial pressure, and the final volume and final
pressure are both constant, we can make the
formula this way:

This last equation is the formula that we

will be using in solving problems involving
Boyle’s Law. Do you understand, class? Yes, ma’am.
Okay then let us try this sample problem:

In solving this problem, we must first

identify what are the given data and what needs
to be solved. Can you write it on the board,
Brian?

Thank you Brian, so as you see class,

writing the essential or the given can help us to
know what we are looking for. For this problem
what is asked is the final volume. We will start
solving for it by writing the formula first.

So we can see that from the formula that

we need to isolate the V2, it will be just like
finding the x value in our math lesson. So it will
turn out like this:

As you can see, since the operation used

is multiplication we have to use its opposite
operation on both sides so that we isolate the V2.
We divide both sides by P2 then we cancel out P2
on the side of final volume and pressure, leaving
the final volume of the right side. After that, we
will just rewrite the derived formula.
Since we got the formula that we need,
we can now get the final volume by substituting
the given values to the equation that we have.
Try it, Piper?

Good job Piper. For the last step, we will

have to solve the equation. Please do it on the
board, Jae?

Very good Jae! From Jae’s solution we see

that he first gets the product of the initial volume
and pressure before dividing it to the final
pressure. He also crossed out or cancelled out
the unit for pressure (atm) which is present both
on the numerator and denominator, leaving L
which is the unit for volume. What he did was
right and shows how important it is to indicate
the units of the given for us to know what unit to
be used in our final answer.
Always remember to write the
corresponding unit of what is asked and encircle
the box you final answer always and simplify
your answers if needed just like what Jae did,
rounding off his answer. Do you understand it,
class? Yes, ma’am.
That is great! Let us try to solve other
problems to see if you truly understand our
lesson.

E. Elaborate
Now, I will be posting problems on the
board that can be solved using the formula of
Boyle’s law for you to master doing it, so you
have to participate by trying to answer these
problems. Here is problem number 1:

So what is asked or the unknown on the

problem? Yes, Irene? The final volume.
Good, Irene. Our first practice problem is
similar to our example given a while ago. Who
wants to solve it? Give it a shot, Jackson.
 Excellent Jackson! Did you arrive at the
same answer class? Yes, ma’am.
That is fantastic, class. Didn’t you get
confused because of the unit used for pressure? No, ma’am.
Why is that so? Can you explain it, Jason? Because ma’am the unit used on the
initial and final pressure are just the same.
Exactly. Very good Jason. It seems that
you are well practiced solving well from your
math and physics classes. Let us now go to the
second problem:

For this problem, what is being asked?

Yes, Frank? The initial pressure that is exerted on the
balloon.
That is correct Frank, given this situation,
what should we do first? Yes, Hazel? We must derive the equation of Boyle’s
equation for us to come up with the formula to
be used in finding the initial pressure.
Good thinking Hazel! You are on the right
track. Can you show us how it is done?
 That is correct Hazel! Thank you. Did you
do the same thing as Hazel in computing for the
initial pressure? Yes, ma’am.
That is amazing. The second problem
made us realize that it is not always the final data
that is missing on problems, there are times that
we need to find the initial pressure or volume.
This makes knowing how to derive the formula
more important. Also as we can see, Hazel
rounded off her answer to two decimal places.
Please remember now that for every problem
solving that we will do from now on will be
rounded off to two decimal places. Is that clear,
class? Yes , ma’am.
That is good to hear. Now, let us answer
the final problem.

So what can you say about the third

problem? Yes, Luke? We have to look for the final volume,
however what is asked is the final volume in
liters and the initial volume given was in
milliliters.
That is right Luke, since the unit of the
initial and the unknown volume are different,
what is needed to be done? Yes, Bianca? We have to convert our final answer into
liters.
You are correct Bianca, as a review what
is the equivalent of liters to milliliters? Yes, Will? 1000 milliliters is equal to 1 liter.
Good remembering Will! Now, who wants
to solve the last problem? Try to solve it on the
board, Clarisse. Everyone, try solving it in your
notebooks.
 Your solution is very detailed Clarisse!
Good job! Thank you so much. Do you have the
same answers as Clarisse, class? Yes, ma’am.
That is good to know, class! I think you
really got it now. Do you have any questions
regarding our lesson? None, ma’am.

F. Extend
We are now done discussing Boyle’s law,
we have also solved problems applying Boyle's
law that manifests that as the volume decreases,
the pressure increases and vice versa. Regarding
this, do you have experiences or have you seen
things around you where Boyle's law can be
applied? Yes, Connor? Inflating of flat tires ma'am.
Thank you for sharing Connor. Aside from
what Connor had shared, can you cite another
example? Yes, Piper? Our breathing ma’am. When we inhale,
our lungs expand which makes the pressure
inside the lungs decrease and when we exhale,
our lungs contract which makes the pressure
inside increase.
Absolutely Piper! We are not aware of it
but Boyle's law is present in our lives from the
day that we are born. Please give another
example, Annabeth. When we are still in Namuwen ma'am we
 use a life vest when we are swimming
sometimes. We are using a manual pump in
filling the life vests air.
That is correct Annabeth, as you can
observe Boyle's law is mostly applied in inflating
objects. Since Annabeth has shared something
about swimming, let us talk about it. Have you all
experienced swimming or diving? Yes, ma’am.
What do you feel when you are going to
swim deeper? Yes, Frank. As I swim deeper, it gets harder for me to
breathe. I know we cannot really breath
underwater, but what I feel when I attempt to
swim to the deeper part of the ocean and river it
gets even more difficult to hold my breath or the
air that I hold back depletes faster than when I
am swimming on the upper part.
That is amazing Frank! What Frank
shared to us is actually normal because the
pressure underwater increases as it goes deeper,
the pressure underwater increases, causing the
lungs to compress, thus making you out of
breath. Did you like that trivia? Yes, ma’am.
Before ending our lesson about Boyle’s
law, can I ask for some insights of what you have
learned today? Let us start with you, Lisa. I have learned today about Boyle’s law
which is a law that shows the relationship
between pressure and volume.
Very good Lisa. How can you describe the
relationship between volume and pressure? Yes,
Nico? According to Boyle’s law, the volume of
gas is inversely proportional. Meaning as the
volume increases, its pressure decreases and
vice versa.
That is accurate Nico, thank you. This day
is another productive day for each one of us. We
are able to define what is Boyle's law, solve
problems using Boyle’s formula and also give
examples on where Boyle’s law is applied. We
have realized that we experience this law
everyday in our lives because breathing is an
application of Boyle’s law. Do you have any
questions before we proceed to your quiz? None, ma’am.
Very well then.

G. Evaluate
In a 1 whole sheet of paper, answer the
following problems using the GUFSA (Given,
Unknown, Formula, Solution, Answer) method.
Papers will be collected after 10 minutes.
IV. Assignments
A. In your notebook, answer the problem below using Boyle’s Law.
A balloon was inflated to a volume of 5.0 liters at a pressure of 0.90 atm. It rises to an altitude
where its volume becomes 25.0 liters. Will the pressure around the balloon increase or
decrease?

B. Study about Charles’s Law

Science Learner's Material 10
Herma D. Acosta et. al
pp. 369-374

Answer the following questions:

1. If in Boyle’s Law, temperature is constant, what is constant in Charles's Law?
2. What properties of gas are involved in Charles’ Law?
3. Give an example of an application of Charles’ Law.
Attachment 1
Activity: Boyle’s Law

Objective:
Investigate the relationship between volume and pressure of gases at constant temperature.

Materials:
● 25 mL syringe
● Container
● set of weights (packs of rice husk)
● Pot filled with soil
● Glue stick
● candle or glue gun
● match (if you opted to use candle)

Procedures:
1. Fill the syringe with air by pulling the plunger. See to it that the volume reading is at approximately
25.0 mL.
2. Seal the opening of the syringe with the melted glue stick.
3. Stick the tip of the syringe to the soil inside of a pot.
4. Paste the container at the end of the plunger. This will serve as the holder of the weights. You have just
prepared a Boyle’s Law Apparatus.
5. Carefully place a 200-gram weight (1 pack of rice husk) on the container and get the volume reading.
Write the volume reading indicated on the syringe.
6. Place packs of rice husk one at a time to the container on the plunger. Be sure to get the total mass
every time you add weights on the container. Also always record the volume reading as you add
weights.
7. Record the mass and volume reading using the table below.

TRIAL VOLUME (mL) MASS (g) PRESSURE (N/m2)

Take note of the formulas to be considered as well as the conversions that were discussed from the
previous meeting:
P = Force/Area
Force = mass (kg) x acceleration due to gravity (9.8m/s2)
πr2 = Surface Area of the syringe

Q1. What happens to the volume of the syringe as the set of weights is added on top of it?

Q2. What happens to the pressure on the syringe when the set of weights is added?
8. Plot a graph with the pressure at the y axis and volume at the x axis.

Q3. Describe the graph.

Q4. What is the relationship between volume and pressure of gases at constant temperature?

Reference: Science Learner’s Material 10

 Detailed Lesson Plan in
Physics 7

I. Learning Objectives
At the end of 1-hour interactive discussion, 75% of the students are expected to:
a. describe pitch and loudness/intensity of sound using the concepts of wavelength, frequency,
velocity,
and amplitude,
b. share personal experiences with sounds they consider pleasant and unpleasant ; and,
c. perform a simple gig performance applying concepts of sound.

II. Learning Content

Characteristics of Sound: Pitch and Loudness
Science Learner’s Material 7 (Part 2)
Marlene B. Ferido and Jacqueline Rose M. Gutierrez
pp. 41-45

Instructional Materials:
a. Multimedia (projector, laptop, speaker, videos of Namus and Ogan Bator songs, other audio
clips).
b. Materials to be used in activity (shoe box, scissors, rubber band (of different thickness) ruler).
c. Activity sheets

Values to be Integrated:
a. Appreciation of Namuwen and Ogan Bator music..
b. Respect for each individual's talent.

Background of the Learners:

a. 18 of the 20 students are active learners.
b. All 20 of the students are immigrants to Ogan Bator; belong to low to middle class families.
c. 18 of the 20 students are average to fast learners.

21st Century Competencies

a. Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills
in a variety of forms and contexts.
b. Reflect critically on learning experiences and processes.
c. Demonstrate originality and inventiveness in work and understand the real world limits to
adopting new ideas.

III. Learning Experiences (7Es Method)

Teacher’s Activity Students’ Activity

A. Elicit
Good morning class! Good morning ma’am!
You lead the prayer today, Irene. Dear Lord and Father of all, Thank you for
today. Thank you for ways in which you provide
for us all. For Your protection and love we thank
you. Help us to focus our hearts and minds now
on what we are about to learn. Inspire us by Your
Holy Spirit as we listen and write. Guide us by
your eternal light as we discover more about the
 world around us. We ask all this in the name of
Jesus. Amen.
Is anyone absent today? None, ma’am.
That is good. How is the start of your day,
Rachel? Good ma’am.
I see. I hope you are all in a good mood
today. Are you excited to learn something new
today? Yes, ma’am!
That is good to hear, class, but before we
start our lesson, what have you learned from our
last meeting? Yes, Jason? I have learned from our last meeting that
sound is both an example longitudinal and
mechanical wave. It is produced by vibration and
through a medium. I have also learned that
sounds are transmitted most clearly in solids and
least clearly in gases. Lastly, I learned that
sounds cannot travel in vacuum.
What an explicit answer Jason. Thank
you.
Class, what Jason has shared sums up
what we have tackled last meeting. You were
introduced to the concept of sound, where you
have learned that it is also a wave, its
propagation in solids, liquids and gases, as well
as to the sound’s speed. Having that said, we also
learned that sounds have frequency, wavelength,
wavelength, amplitude, speed or velocity, period
and phase just like other kinds of waves. For
today’s meeting, we are going to talk about the
other 2 characteristics of a sound apart from the
ones mentioned before.

B. Engage
Today, class, I have prepared something
for you. I want you to sing along with all your
heart and effortly on the songs that I will present
to you. The lyrics will be flashed on the projector.
Let us start with music number 1:
(https://youtu.be/1Xct1QDGqFE)
Do you know what the first music is? Yes, ma’am!
Can you tell something about it, Jae? The music is entitled Ibalong , a music for
the epic poem of Namuwen with the same title.
That is right Jae, did you enjoy listening to
your group’s music? Yes, ma’am!
I know you will do so. Now let us listen to
the second music. Like on the first music please
try also to sing with all your might.
(https://youtu.be/PgbGiZUikvk)
What can you say about the second music,
Thalia? The melody of the song is catchy but we
don't understand what it says.
I understand that Thalia, thank you.
Although we don't understand the song literally,
did you enjoy listening to it? Yes, ma’am!
That is good to know, and it is evident to
your faces when you are trying to sing along with
it. The second song that we listened to is entitled
Chan Mali Chan. This is a folk song here in Ogan
Bator about showing love to someone. A teasing
courting love song to someone lovely and
precious.
From singing those two songs, did you
encounter some parts that are hard to sing?
What can you say, Chris? In my part ma’am I didn’t get to sing a
part on the Ibalong Song because the note is too
high, especially for a male like me. There are also
parts in Ibalong songs that seem so loud that
make me feel like I am shouting when singing
that part.
You still sang well though Chris, thank
you. Going back to what Chris have shared he
observed that there are parts of the music that
have higher notes than the other and he seems to
hear loud music. Those two things that Chris
pointed to are what we will be discussing today,
the pitch and loudness of sounds..

C. Explore
Please go to your respective groups for
this quarter, we will have an activity.
This activity can help us to understand
the pitch and loudness using the concepts of
vibration, frequency and amplitude.
You will work as a in answering the
questions on the activity sheet that I am
distributing now:

(See attachment 2)
The materials to be used are already
provided and you have made your sound box last
meeting. This activity will be done for 15
minutes and after that we will have a sharing of
answers. You can start now. (Students will conduct the activity in
groups)
What do you think the activity is all
about, Percy? The activity is all about the pitch and
loudness produced by the rubber band when
plucked.
Very good Percy, well done group 1. From
the rubber bands that were plucked, which
among them produced a high pitched sound,
which didn’t? Let me call Brian from group 2 to
answer this question. Did your group notice that
answers this question? We have observed that the rubber bands
that produced high-pitched sound are those
thinner rubber bands. On the other hand, thicker
rubber bands produced lower-pitched sound.
Good observation group 2 and good
explanation Brian. Well done. Now, this question
is for group 3, what is the behavior of the rubber
bands that produced high-pitched sound? How
about those rubber bands that produced low-
pitched sound? Go, Hazel. We have observed that the movement of
the rubber bands that produced high-pitched
sound moves faster than those rubber bands that
produced low-pitched sound.
That is correct Hazel, very good group 3.
Now, for the next question, to be answered by
group 4: How did you produce a soft sound? How
did you produce a loud sound? Share it now,
Clarisse. From the activity, we have observed that
we are able to produce a soft sound by plucking
the rubber bands gently, while lunder sounds
were produced when we plucked the rubber
band harder or seemed to stretch it farther.
That is a good insight Clariesse. Well done
group 4.
This is now the last question before we
proceed to our formal discussion. This is to be
answered by any of you so do not hesitate to
raise your hand if you have an idea. Relating to
what Clarisse said, what did you observe about
the behavior of the rubber bands that produced
loud and soft sounds? Yes, Jackson? I have observed that when we plucked
the rubber band harder, it produced a loud
sound, just like Clarisse said, in addition, the
rubber band moved up and down creating a wide
gap between its crest and trough. This is also
visible when we pluck the rubber band to
produce soft sound, only that it creates a
narrower gap.
 What a keen observer you are Jackson!
Thank you to all that have presented their ideas
and very class for another successful activity.
May I collect the activity sheets with the
answers? Okay, ma’am.

D. Explain
So our activity today allows us to describe
the pitch and loudness of the sound. This will
also guide us in describing the two
characteristics of sound using the concepts that
we have already learned.
Let us start with the pitch, how can you
define the term pitch? Yes, Bianca? If I were to relate it to music, pitch is the
highness and the lowness of the tone.
Yes, that is just right Bianca. Pitch refers
to the highness or lowness of the sound. From
the activity you have observed that the rubber
bands produced a sound that is high and low.
Your classmate has mentioned that the pitch of
the sound produced varied depending on the
thickness and the manner of movement of the
rubber band when it was plucked.
That movement of the rubber band
manifests the vibration, thus showing the
frequency of the wave, the sound waves. From
this we see that the faster the vibration the
higher its frequency. Having this said, how can
you now describe the pitch of the sound? Yes,
Percy? We can say ma’am that the higher the
frequency, the higher the pitch of the sound will
be. On the other hand, the lower the frequency,
the lower the pitch of the sound.
You are correct Jackson. This explains
why in our activity, the rubber bands that
produced a higher pitch are those rubber bands
that are moving faster, which represents the
higher frequency. This also explains why those
rubber bands that moved slower when plucked
produced a low-pitched sound because it has a
low frequency of vibration.
Since we have found out that the pitch of
a sound is related to its frequency. How can you
describe their wavelengths? Yes, Thalia? I think ma’am that the wavelength of high
pitch sounds are shorter than the wavelength of
low pitch sounds.
That is right Thalia! The wavelength of
high-pitched sounds are shorter than the
wavelength of low-pitched sounds because as
stated from our previous discussion, the
wavelength of any kind of wave is inversely
proportional to the frequency. Meaning, since
high-pitched sounds have high frequency, its
wavelength is short. On the other hand, low-
pitched sounds have long wavelengths because
their frequency is low. Is this clear to you? Yes, ma’am.
Do you have any questions so far? None, ma’am.
You are excellent as always, class. We will
now proceed then in discussing the loudness of
the sound.
In your own understanding, how will you
define the loudness of the sound? Yes, Nico? For me, the loudness of the sound refers
to its volume. This is the property of sound that
manifests if the sound is loud or soft.
Nice understanding you have there, Nico.
Class, the loudness means how soft or intense
the sound is as perceived by the ear and
interpreted by the brain. The loudness of the
sound can be subjective to each person, however
we can still determine if a sound is already loud
or is soft by its decibel number which represents
the amplitude of the sound. When we say
amplitude, what does it mean again? Yes, Luke? Amplitude is the maximum displacement
of a particle of the medium on either side of its
normal position when the wave passes.
Wow! You remember it just right Luke!
Class, to make Luke’s definition of amplitude
simpler, the amplitude of a wave is the distance
between the crest and trough of the wave.
Going back to our activity, you classmate
have said that rubber bands that produce soft
sound have a smaller gap formed when it was
plucked and rubber bands that produce loud
sound produced have wider gaps formed when
plucked. This gap that you said actually
represents the amplitude of the wave because
when we plucked the rubber band, it moved up
and down creating a crest and trough, thus
having an amplitude. Applying what we have
learned about amplitude, how can you now
describe the loudness of the sound using the
concept of amplitude? Yes, Irene? The higher the amplitude, the louder the
sound is. The lower the amplitude, the softer the
sound is.
Very good Irene for explaining it as
simply as possible. That is actually right. Last
thing, how can you describe the decibels of loud
and soft sounds? Yes, Jason? The louder the sound, the higher its
decibel. The softer the sound, the lower its
decibel.
Excellent Jason.
Do you understand now the concepts of
loudness? Yes, ma’am.
Any questions? None, ma’am.
E. Elaborate
Now, let us look at some examples of
sounds that are pleasant and unpleasant and
describe it using the concepts of pitch and
loudness.
First how can you describe the birds’
chirping from the audio I am playing for you?
Yes, Frank? The birds chirping is a peasant sound to
listen to. It has a soft sound, given that I can say
that it has a low decibel, thus has a low
amplitude.
That is right Frank, now for the next
audio clip, the ticking of a clock. How can you
describe it, Will? The clock’s ticking has a low tone and soft
sound. Therefore it has a low pitch, low
frequency and low amplitude, thus it is a
pleasant sound.
Amazing! You really have just related our
lesson to this example. Very good, Will. I may
agree to what you said but just the tick of clock,
not if the alarm goes on.
For the third audio clip, how can you
describe the sound of an ambulance’s siren?
What do you think, Rachel? It is loud, since it is loud it has a high
decibel thus has a high amplitude. This may be
an unpleasant sound for us but this sound is very
useful for emergency purposes.
Excellent Rachel! From that, we can say
that all loud things are bad after all.
The next audio clip is a kind of sound
effect, how can you describe it, Piper? The audio has a high pitch, thus has a
high frequency. This sound is unpleasant for me.
Thank you, Piper. This example shows
that unpleasant sounds are not just loud sounds
but can also be sounds that have really high
pitch.
I am now done giving examples of
different sounds, now it is your turn. Can you
give me one example of a sound that you dislike
and tell us why you don’t like it. Share what is
running on your mind, Brian. One sound that I really dislike the most
are the metal spoon and fork that are banging
with each other. It is not that loud but it has a
high pitch that is unpleasant to my ears.
That is so relatable Bryan. Very good.
It looks like you understand the lesson
well now. Do you have any questions or
clarifications? None, ma’am.
That is great then, however if you are
confused with something in regards to our
lesson, do not hesitate to approach me okay? Okay, ma’am.

F. Extend
Another hour has passed. Thankfully, we
have finished our lesson as planned. Did you
guys learn something? Yes, ma’am.
If you say so, can you give me one thing
that you learned today, Jae? I have learned today that pitch is a
characteristic of sound that varies according to
its frequency.
Yes, that is correct Jae. How about you
Lisa, what have you learned today? I have learned that loudness describes
how soft or loud a sound is. It may be subjective
but with its decibel, which shows its amplitude
we can determine quantifiably if a sound is loud
or not.
Very well said, Lisa. Thank you so much.
Class, to wrap up our lesson, we have
learned today that even if we knew before that
pitch and loudness are somehow similar, this
lesson made us realize otherwise. Pitch is
dependent on frequency, as the frequency
increases, the higher the pitch is vice versa.
Loudness, on the other hand, is dependent on the
sound’s amplitude. The higher the amplitude, the
louder the sound and vice versa. Always keep
that in mind, okay class? Yes, ma’am.
Before we have our quiz I would like to
announce your performance task for this lesson.
Since we are now done with the lesson about
sounds,you are tasked to perform a gig using
improvised instruments. Further instructions are
indicated to the performance prompt that I will
be giving to your group leader, yes you will be
groupe with your former groupmates on the
activity today. Also a rubric for scoring is given
attached to the performance prompt. This will be
performed next week. Do you understand class? Yes, ma’am.

G. Evaluate
Please prepare a ¼ sheet of paper for a
formative quiz.
Instructions: Write T if the statement is
true and F if the statement is false.
1. The wavelength gets longer as the pitch
of the sound gets higher. 1. F
2. The higher the decibel of the sound, the
higher its amplitude. 2. T
3. The frequency of a sound wave affects the
loudness of the sound. 3. F
4. Whispering to one’s ear is an example of a
loud sound. 4. F
 5. Playing a bass drum in outer space
produces a soft sound. 5. F

IV. Assignments
A. In ½ crosswise, write a short essay answering the question: “Do the pitch and loudness of the
sound can be affected by other factors?”
B. Study about intensity and brightness of light.
Science Learner’s Material 7 (Part 2)
Marlene B. Ferido and Jacqueline Rose M. Gutierrez
pp. 49-43

Answer the following questions:

1. How can you define brightness quantitatively and qualitatively?
2. What does luminous intensity mean?
3. What are the main sources of light? Sort is from natural to artificial.
Attachment 1: MUSIC USED IN “ENGAGE”
Ibalong Song (Used as a song from the imaginary Namuwen) -
https://www.youtube.com/watch?v=1Xct1QDGqFE
Chan-Mali-Chan (Used as a song from the imaginary Ogan Bator) -
https://www.youtube.com/watch?v=PgbGiZUikvk

Attachment 2:
Activity: Properties and Characteristics of Sound
Objective
In this activity, you will use your sounding box to describe the characteristics of sound.

Materials Needed
● Sounding Box
● Wooden rod
● Ruler

Procedure
1. Label the rubber bands of your sounding box as S1, S2 and so on. Labeling should start with the
thinnest rubber band.
2. Pluck each rubber band. Listen to the sounds produced.

Q1. What did you observe when you plucked each of the rubber bands and sound it produced? How then is
sound produced?

Q2. Is there a difference in the sound produced by each of the rubber bands? How do they differ?

Q3. Which band produced a higher sound? Which band produced a lower sound?

Q4. How can you make a softer sound? How can you make a louder sound?

Q5. What factors affect the pitch and loudness of the sound produced by the rubber bands?

3. Stretch one of the rubber bands and while doing so, pluck it again.

Q6. Is there a change in the sound produced when you pluck the rubber band while stretching it? How does
stretching the rubber band affect the pitch of the sound produced?

4. Place a ruler (on its edge) across the sounding box as shown in Figure 3. Pluck each rubber band and
observe.

Q7. Is there a difference in the sound produced when the ruler is placed across the box?

5. Move the ruler off center to the left or to a diagonal position so that one side of each rubber band is
shorter than the other side (Figure 4). Pluck again each rubber band on each side of the ruler and
observe.
Q8. Which part of the rubber band (shorter side or longer side) provides higher pitch? Which part provides
lower pitch?

Q9. Again, what factors affect the pitch of the sound produced by the rubber bands?

Reference: Science Learner’s Material

Attachment 3: AUDIO USED IN “ELABORATE”

Birds’ chirping - https://www.youtube.com/watch?v=Qm846KdZN_c
Clock Ticking - https://www.youtube.com/watch?v=nZFFjn9nOwU
Ambulance’s Siren - https://www.youtube.com/watch?v=rCQykaL8Hy4
Very High Pitch Sound - https://www.youtube.com/watch?v=CxTzOpbVaHU

Attachment 4: PERFORMANCE PROMPT AND RUBRICS