Name of Teacher: Shaina Mae Ybanez

Grade Level & Section: Grade 7 - Alonzo

Time & Building:
9:10-10:00 AM, Rufus Building, first floor
Time Frame: 50 mins., March 4, 2024
I. OBJECTIVES
A. Content Standards: The learners should be able to: Demonstrate an understanding of the
Characteristics of Sound.
B. Performance Standards: The learners shall be able to:

conduct a forum on mitigation and disaster risk reduction.

C. Learning Competencies/ Objectives:

Write the LC code for each ● Describe the characteristics of sound using the concepts of
wavelength, velocity, and amplitude.
● Explain sound production in the human voice box and how
pitch, loudness, and quality of sound vary from one person to
another; and
● Describe how organisms produce, transmit, and receive
sound of various frequencies (infrasonic and ultrasonic
sound).
II. CONTENT/SUBJECT
MATTER Sound Waves
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Science 7 Teacher’s Guide, pp.
pages
2. Learner’s Materials Self-Learning Modules
pages
3. Textbook pages
4. Additional Materials SCIENCE Third Quarter – Module 3
from Learning Resource Waves: Carries of Energy
(LR) portal
B. Materials Visual aids, PowerPoint Presentation

IV. LEARNING ACTIVITIES

Teacher’s Activity Student’s Activity
Greetings:
Good morning class!
Good morning, ma’am!
Prayer:
Let us all please stand for the prayer. Can I ask somebody to lead
Okay ma’am. Let us put ourselves
the prayer?
in the Holy presence of God,
(proceeds with the prayer)
Amen.
Classroom preparation:
Please stand up straight, arrange your chairs, and pick up pieces of
Students following instructions.
paper on the floor.

Please be seated.

Checking of attendance:
Beadle, are there any absences for today?
None ma’m. All are present.
Okay thank you Jane. It’s good to hear that.

ELICIT
A. Reviewing Previous Lesson or Presenting New Lesson

Class this morning we will have an activity. This game is called Okay ma’am.
“Guess the word”.

I want everyone to participate. You need to count 1-5. Let’s start with Student 1: 1 ma’am
you (pointing to the student from the front row). Student 2: 2 ma’am
Student 3: 3 ma’am
Student 4: 4 ma’am
Student 5: 5 ma’am
(until all are finish counting)
Okay now, I want all group 1 to stand. (Group 1 stands)
Group 2. (Group 2 stands)
Group 3. (Group 3 stands)
Group 4. (Group 4 stands)
Group 5. (Group 5 stands)

Go to your respective groups. (student follows)

Is everything good? So that we can now start our review activity. Yes ma’am everything is good.

Okay, in each group prepare ¼ sheet of paper, write your names. Okay ma’am.

Now, we will start our activity.

Instruction: Guess the word in the given picture. The first group who
guesses will gain 3 points.

What is this? Group 1: Wave ma’am.

Correct! Write +3 on your paper.

How about this? Clue, this is a type of Mechanical

Wave. Group 2: Wavelength ma’am

Wrong! Wavelength is part of a wave. I’m asking for

a type of wave. Anybody? Group 3: Transverse ma’am.

Group 3 correct! Write +3 on your paper.

How about this one? This is also a type of Group 4: Amplitude ma’am.
Mechanical Wave.
Wrong! Amplitude is part of wave. I’m asking for a
type of wave. Anybody? Group 5: Longitudinal ma’am.

Very good! Write +3 points on your paper.

So now, can you remember what was our topic last meeting?
Yes ma’am. It’s all about waves
Yes, very good! Last meeting we talked about waves and their types. ma’am.
Everybody read the definition of a wave.
It is a transfer of energy through a
Yes, wave is a transfer of energy through a medium from one point medium from one point to another.
to another.

Let’s have another activity. This activity is called 4 pics 1 word.

Are you familiar with this game?

Yes ma’am. We used to play this
Wow! Alright let’s start. game before.

With your same group. You will determine the word described by the
four pictures shown.
Okay ma’am.
(The teacher will show pictures of a sound instruments a band
singing, and a man for the word SOUND PRODUCTION).
 S
P D O

The fastest group to answer will gain +5 points.

No one wants to answer?

It’s 2 words. Sound is correct but what about the other word?
Group 1: Sound ma’am?
Wrong. Anybody? Group 1: Sound Podcast ma’am?

Alright! Very good group 2. It is SOUND PRODUCTION. Group 2: Sound Production

ma’am.
Write +5 points on your paper.
Group 2: Okay ma’am.
Now, in your own knowledge. How are sounds produced?
Student: sound is produced by
Correct! Very good! Are there any instances you can create sound different noises ma’am.
out of materials?
Student: Yes ma’am.

ENGAGE
B. Establishing a Purpose for the Lesson

Priming Questions:

(the teacher will ask these questions to the students and synthesize
the students responses to the questions.)
1. Suppose there is no sound produced by our movement or
produced in a material. How would you feel if there was no sound? Student: I will be scared ma’am.

Teachers’ response: Right. It is scary because you will hear nothing

and it’s very dangerous for us.

2. How does sound help you?

Student: Sound helps us to hear
Teachers’ response: Yes, correct. It helps us to hear some things in ma’am.
our surroundings. Sound also helps us to be safe by hearing things
in our surroundings.

3. What do you think is the reason that some of the blind people/ Student: I think ma’am, it’s
most of them can independently do few things that normal people because of the sound ma’am. They
would do? can’t see but they can hear their
surroundings.
Teachers’ response: Correct! Some blind people can hear sound.
Sounds are their guide to do things that we, normal people, can do.

EXPLORE
C. Presenting Examples/Instances of the Lesson

Hear that sound!

The students will listen to a sound and after 3 minutes they will
interpret the sound based on what and how they perceived the
sound they heard. (students participating)

 Whistle/ guitar/ bee

EXPLAIN
D. Discussion of new concepts and practicing new skills

Let’s have another activity. It’s called “Picture Analysis”.

 (students participating)

What do you think is the person doing? Talking ma’am.

Good. So, when we talk there is pitch, right? Yes ma’am.

What do you think pitch is? Pitch is tone ma’am.

Correct. Pitch refers to the tone or inflection of one’s voice

when speaking. It can convey emotions, attitudes, and
intentions in communication. Also, it is the highness and
lowness of a sound and is determined by the frequency of
the vibrations.

Note that high frequency sound has a higher pitch, and

lower frequency sound has a lower pitch.
Higher pitch ma’am.
If there’s a high frequency sound, there’s a… A lower pitch ma’am.
And if the frequency is lower, it has…

See the diagram below:

(please read)

Frequency- The frequency of a sound wave relates to the Students: Frequency- The
pace at which the sound vibrates as it travels through air. frequency of a sound wave relates
This parameter determines whether a sound is heard as to the pace at which the sound
high or low pitched. In sound, frequency is sometimes vibrates as it travels through air.
referred to as pitch. The frequency of the vibrating source of This parameter determines
sound is expressed in cycles per second. whether a sound is heard as high
or low pitched. In sound, frequency
is sometimes referred to as pitch.
The frequency of the vibrating
source of sound is expressed in
cycles per second.
The SI unit for frequency is hertz. which is defined as '1/T',
where T represents the wave's time period. Understood? Students: Yes ma’am.

Teacher’s explanation:
(The time period is the time it takes for the wave to complete
one cycle. The wavelength and frequency of a sound wave
are mathematically connected as follows: )

The velocity of Sound = Frequency * Wavelength

Types of frequency:

(everybody read)

1. Audible (20 Hz- 20,000 Hz)- a frequency that humans can

hear. Students: Audible (20 Hz- 20,000
Example: Anything that can be heard by a human. Hz)- a frequency that humans can
hear. Example: Anything that can
2. Infrasonic (5 H- 20 Hz)- Infrasound refers to sound waves be heard by a human.
with frequencies below the human hearing range, typically
less than 20 Hz. Infrasonic (5 H- 20 Hz)- Infrasound
Example: Earthquake refers to sound waves with
frequencies below the human
hearing range, typically less than
3. Ultrasonic (17 Hz- 10.5 Hz)- vibrations of frequencies 20 Hz. Example: Earthquake
greater than the upper limit of the audible range for humans
—that is, greater than about 20 kilohertz. Ultrasonic (17 Hz- 10.5 Hz)-
Example: Ultrasound and any other machines used in the vibrations of frequencies greater
hospital. than the upper limit of the audible
range for humans—that is, greater
 than about 20 kilohertz. Example:
Ultrasound and any other
machines used in the hospital.
Now, what are the three types of Frequency? I will give 2
points to those who will participate. Student: The three types of
Frequency are Audible, Infrasonic,
Correct! and Ultrasonic.

Now, what do we mean by "loud"? Student: High volume ma’am.

Yes, correct! When we say loud, it refers to the volume

of a sound.

(please read)
Students: Loudness- The
Loudness- The amplitude of a sound wave determines amplitude of a sound wave
its loudness/ volume. It refers to how loud or soft a determines its loudness/
sound seems to a distant listener. volume. It refers to how loud or
See diagram below: soft a sound seems to a distant
listener.

Teachers’ explanation:
(High amplitude sound means louder sound, and a low
amplitude sound means softer sound. Note: More
energetic sound vibration corresponds to larger
amplitude.)
Student: decibel ma’am.
What do you think is the unit for sound?

Correct! The unit for sound is decibel (dB), which was

named after the person who invented the telephone. Student: Alexander Graham Bell
Who invented the telephone? ma’am.

Very good! The person who invented the telephone is

Alexander Graham Bell.

See diagram below:

On the decibel scale, an increase of 1 dB means that the

sound intensity is increased by a factor of 10.
Student: music ma’am.
Now, what comes to your mind when you hear the word
timbre?

Correct! Timbre refers to the quality of music.

Imagine a bell and a piano in an orchestra. Both instruments

can produce the same musical notes, yet their tones differ
significantly. The piano generates a unique note, but a bell
struck at the same pitch and amplitude makes a sound that
continues to ring after it is struck. This change in sound is
known as the timbre. Timbre is described as the quality of a
sound that is utilized to differentiate between two sounds
with the same frequency. If two sounds have the same
frequency and loudness, they must have different timbres.
ELABORATE
E. Developing Mastery
Play music or sound related to the three basic characteristics of
sound.

1. A piano playing a middle C note has a different timbre Timbre

than a guitar playing the same note. The unique tonal
quality of each instrument is a result of their distinct
construction and materials.
2. Listening to a singer's voice, such as the deep and rich Timbre
timbre of a baritone versus the bright and clear timbre
of a soprano.
3. A rock concert with amplifiers turned up to high volume Loudness
produces a loud sound compared to the gentle rustling
of leaves in a quiet park.
4. The sound of a car horn blaring loudly in traffic as Loudness
opposed to the soft hum of conversation in a library.
5. A bird singing in the morning with high-pitched chirps
compared to the low-pitched rumble of thunder during
Pitch
a storm.
6. The difference in pitch between a man's deep voice
and a child's higher-pitched voice. Pitch

F. Finding Practical applications of concepts and skills in daily

living

Do you think sound is important? Yes ma’am.

Why? ● For easy communication

ma’am.
● Awareness of the
surroundings for our safety
ma’am.

G. Making generalizations and abstractions about the lesson

The perception of sound is based on the sensitivity of the human ear

to different frequencies. Sound waves find applications in various
technologies, including ultrasound imaging, sonar, and
communication systems.

EVALUATE
H. Evaluating learning: Formative assessment:

Get ¼ sheet of paper and answer the following questions.

EXTEND

Prepared by: SHAINA MAE YBANEZ

Student Teacher

Checked & Observed by:

JENIFER AGOL
Teacher I