SCIENCE LESSON PLAN

GRADE QUARTER / DOMAIN DATE

LEVEL
QUARTER 3 – WAVES February 14, 2023
7

I. OBJECTIVES Remarks

The learners demonstrate an

A. Content
understanding of waves as a carrier of
Standards
energy.
The learners should be able to conduct a
B. Performanc forum on mitigation and disaster risk
e Standards reduction

The learners should be able to infer waves

carry energy.

At the end of the lesson, 75% of the

C. Learning learners should be able to:
Competenci 1. differentiate transverse waves,
es/ longitudinal waves, and surface waves
Objectives 2. investigate how waves carry energy
(Write the with by conducting an experiment; and
LC code) 3. illustrate transverse waves,
longitudinal waves and surface waves with
creativity and clarity
S7LT-IIIc -4
II. Waves
1. Types of Waves
II. CONTENT 2. Characteristics of Waves
2.1 Amplitude
2.2 Wavelength
III. LEARNING
RESOURCES

A. References
1. Teacher’s
TG: pages 190-195
Guide pages
2. Learner’s LM: pages 149-154
Materials pages
3. Textbook Breaking Through Science 7 Second
pages Edition pp. 304-306
4. Additional
Materials from
Learning
Resource (LR)
portal

B. Other
Learning
Resources
Reminders:
1. Have your learning materials and other
needs ready for the class.
2. Listen attentively and participate in the
IV. discussion and activities.
PROCEDURES
3. Be polite when asking questions or in
sharing concepts and ideas.
4. Raise your hand if you want to respond
to a question and wait to be
acknowledged.
Teacher’s Activity Learners
Activity
A. Reviewing ELICIT The students
previous will answer the This part
The teacher will show a
lesson or questions targets
video presentation how
presenting orally. indicator
sound is produced and
the new #1 which
what is sound energy? Students
lesson apply
expected knowledge
https://youtu.be/- answers: of content
J9HhdgV1cY
within
curriculum.
The
teacher
1. What are sound? Sound are applies
produce by the accurate,
things that in-depth,
surround us, and broad
like cars, knowledge
rivers, birds, of content
etc. and
pedagogy
2. What did you observe
that
while beating the drum?
The surface of creates a
the drum is conducive
moving up and learning
 down. environme
3. After putting pieces of nt that
paper what did you see? enables an
The pieces of in-depth
paper are and
jumping. sophisticat
ed
(Tell the learners that understand
they will study the details ing of the
in the next activities and previous
in a separate module on lesson and
sound.) learning
process to
meet
individual
or group
learning
needs
within
curriculum
teaching
areas. In
their grade
3 which
describe
sources of
light and
sound, heat
and
electricity
S3FE-IIIg-h-
4

This part
target
indicator
#5 which
managed
learner
behavior
constructiv
ely by
applying
positive
and non-
violent
discipline
to ensure
learning
 focused
environme
nt.
B. Establishing a ENGAGE
purpose for The teacher will ask the Student’s This part
the lesson students with the possible targets
following questions: answer: indicator #
2 which use
1. From the video a range of
Presenting presented to you what do The quick back teaching
examples/instan you think causes the up and forth strategies
ces of the new and down movement of movement of that
lesson the pieces of paper. paper is called enhance
vibration. earner
achieveme
2. How is sound Sound is nt in
produced? produced due literacy and
to the numeracy
vibration of skills.
matter.

3. What is sound? Sound is a

form of
energy,
produced by
the vibration of
an object.

4. When you saw a friend

from a far and you want Student will
to call his attention by answer that
waving your hand, what they move
do you do? their hand side
by side or
simply turning
their wrist 45
degree
repetitively, or
by moving
their fingers.

5. Think of a still lake.

How would you generate
water waves on the lake? Students will
have various
answers from
their
6. How to make periodic experiences.
waves using the materials
in the activity. Student will
 demonstrate
periodic wave
using the rope.
(In case the student do
not have any knowledge
about periodic wave, tell
them to refer on their
book on page 151 figure
1. Periodic wave)

A periodic wave is a wave

with a repeating
continuous pattern which
determines its
wavelength and
frequency. It is
characterized by the
amplitude, a period and a
frequency. Amplitude
wave is directly related to
the energy of a wave, it
also refers to the highest
and lowest point of a
wave.

C. Discussing EXPLORE
new concepts Students will This part
and practicing The teacher will group perform the targets
new skills #1 the class into 3 groups activity Let’s indicator
and perform activity Make Waves! #3 which
1. Let’s make waves! and applied a
solicit from the students range of
the idea about waves is teaching
caused by a source of a strategies
vibration and waves can to develop
Discussing new set objects into motion. critical and
concepts and creative
practicing new thinking as
skills #2 well as
Activity 1. Let’s Make other
Waves! higher-
What happens when order
waves pass by? thinking
Objective In this activity, skills.
you will observe and draw
different types of waves
and describe how they
are produced. You will
also describe the different
types of waves.
Time Allotment: 30
minutes
This part
Materials targets
 A rope (at least five indicator
meters long) #4 which
 A colored ribbon managed
 A coil spring (Slinky™) classroom
 A basin filled with water structure to
 A paper boat engage
learners,
Procedure individualy
A. What are transverse or in group,
waves? in
1. Straighten the rope meaningful
and place it above a long exploration
table. Hold one end of the , discovery
rope and vibrate it up and and hands
down. You would be able on
to observe a pulse. Draw activities
three sketches of the within a
rope showing the motion range of
of the pulse at three A vibration due physical
subsequent instances to a quick learning
(snapshots at three shake at one environme
different times). Draw an end of the nt.
arrow to represent the rope
direction of the pulse’s
A quick up and
down This part
movement targets
indicator #
The pulse 5 which
managed
moved away
learner
from the
behavior
motion. source constructiv
 ely by
applying
positive
a. What is the source of and non-
the wave pulse? violent
discipline
to ensure
learning
focused
environme
b. Describe the motion of nt.
your hand as you create
the pulse.

c. Describe the motion of

the pulse with respect to
the source.

You will now tag a

specific part of the rope
while making a series of
pulses. A periodic wave
can be regarded as a
series of pulses. One
pulse follows another in
regular succession.

Tie one end of the rope

on a rigid and fixed object
(e.g heavy table, door
No, it doesn’t.
knob, etc).

As the waves
pass by, the
colored ribbon
moves up and
down
repetitively. It
does not move
Attach a colored ribbon in the same
on one part of the rope. direction as
You may use adhesive the passing
tape to fix the ribbon. waves.
Instead, it
vibrates up
Make a wave by and down
continuously vibrating the along the axis
end of the rope with quick perpendicular
up-and-down movements to the direction
of your hand. Draw the of travel of the
waveform or the shape of passing waves.
the wave that you have
created.

Ask a friend to vibrate the

rope while you observe
the motion of the colored
ribbon. Remember that
the colored ribbon serves
as a marker of a chosen
segment of the rope.

a. Does the wave

transport the colored
ribbon from its original
position to the end of the
rope?

b. Describe the vibration

of the colored ribbon.
How does it move as
waves pass by? Does it
move in the same
direction as the wave?

No, it doesn’t.

As the waves
pass by, the
colored ribbon
moves back
and forth
repetitively. It
vibrates along
the axis
B. What are longitudinal parallel to the
waves? direction of
1. Connect one end of a travel of the
long table to a wall. Place passing waves.
coil spring on top of table.
Attach one end of the coil
spring to the wall while
you hold the other end.

Do not lift the coil spring.

Ask a friend to vibrate the
end of the coil spring by
doing a back-and-forth
motion parallel to the
length of the spring.

Observe the waves along

the coil spring. Draw how
the coil spring looks like
as you move it back-and- Yes, the waves
forth.
moved the
2. Attach a colored ribbon
paper boat.
on one part of the coil
Energy is
spring. You may use an
adhesive tape to fix the required to set
ribbon. Ask a friend to an object into
vibrate the coil spring motion.
back-and-forth while you
observe the motion of the The wave
colored ribbon. carried more
Remember that the energy causing
colored ribbon serves as the paper boat
a marker of a chosen to vibrate
segment of the coil strongly.
spring.

a. Does the wave

transport the colored
ribbon from its original
position to the end of the
rope?

b. Describe the vibration

of the colored ribbon. a. As shown in
How does it move as the figure, the
waves pass by? passage of a
 wave across a
surface of a
body of water
involves the
motion of
particles
following a
C. What are surface circular
waves? 1. Place a basin pattern about
( labador) filled with their original
water on top of a level positions.
table. Wait until the water
becomes still or No, the water
motionless. Create a molecules are
wave pulse by tapping not
transported
from the
the surface of the water source of the
with your index finger vibration. The
and observe the direction figure show
of travel of the wave that the water
pulse. Tap the surface of
particles
the water at regular
merely move
intervals to create
periodic waves. View the in circular
waves from above and patterns with
draw the pattern that you respect to
see. In your drawing, their original
mark the source of the positions as
disturbance. waves pass by.

2. Wait for the water to

become still before you
place your paper boat on
the surface. Create
periodic waves and
observe what happens to a. Waves in a
your paper boat. rope are called
transverse
a. Do the waves set the waves because
paper boat into motion? the individual
What is required to set an segments of
object into motion? the rope
vibrate
perpendicular
to the direction
in which the
waves travel.
b. If you exert more
energy in creating b. When each
periodic waves by tapping portion of a
the surface with greater coil spring is
strength, how does this vibrating
affect the movement of parallel to the
the paper boat? direction in
which waves
3. If you were somehow travel,
able to mark individual longitudinal
water molecules (you waves are
used a colored ribbon to produced.
do this earlier) and follow
them as waves pass by,
you would find that their c. Waves on
paths are like those the surface of
shown in the figure a body of
below. water are a
combination of
transverse and
longitudinal
waves. Each
water
a. As shown in the figure, molecule
the passage of a wave moves in a
across a surface of a body circular
of water involves the pattern as the
motion of particles waves pass by.
following a ___________
pattern about their
original positions.

Waves can set

other objects
b. Does the wave into motion.
transport water
molecules from the Particles
source of the vibration? vibrate
Support your answer alternately to
using the shown figure. transport the
energy of the
wave.

A wave is a
disturbance
that carries
energy from
 one location to
another
location. It is
D. Summary the transport
1. Waves can be typified of energy
according to the direction without
of motion of the vibrating transporting
particles with respect to
physical
the direction in which the
matter. Some
waves travel.
a. Waves in a rope are waves do not
called ____________ waves need matter
because the individual (called a
segments of the rope “medium”) to
vibrate ____________ to the be able to
direction in which the move, for
waves travel. example,
through space.
These are
called
electromagneti
c waves. Some
b. When each portion of waves require
a coil spring is
a medium in
alternatively compressed
order to move.
and extended,
____________ waves are In the process,
produced. the waves
show visible
disturbance or
oscillation in
the medium in
which they
occur. Such
type of waves
c. Waves on the surface is called
of a body of water are a mechanical
combination of transverse waves.
and longitudinal waves.
Each water molecule
There are 3
moves in a
types of
_______________ pattern as
the waves pass by. waves, they
are the
following:
1. Mechanical
waves - are
categorized by
their type of
motion and fall
 into any of two
categories:
transverse or
longitudinal.
Note that both
transverse and
longitudinal
waves can be
periodic.
2. How do we know that
waves carry energy? a. A transverse
wave
propagates so
that the
3. What happens when disturbance is
waves pass by? perpendicular
to the direction
of propagation.
The medium
moves at right
angles to the
direction of the
1. What is a wave? wave.
b. Longitudinal
Waves are
waves in which
the medium
moves back
and forth in
the same
direction as
the waves. In a
longitudinal
wave, the
disturbance is
parallel to the
direction of
propagation.

c. Surface
waves – the
particles travel
in a circular
motion. These
 waves usually
occur at
interfaces.
Waves in the
ocean and
ripples in a cup
of water are
examples of
such waves.

2. What are the types of 3.

waves? Electromagneti
c waves are
created by a
fusion of
electric and
magnetic
fields. The
light you see,
the colors
around you are
visible
because
of electromagn
etic waves. It
does not need
a medium to
travel. It
travels through
a vacuum at
the same
speed
2999,792,458
ms-1

3. Matter
Wave -this
concept is a
little
complicated to
understand.
The dual
nature of
matter; its
ability to exist
both as a
particle and a
wave was first
brought to
light by the
founders of the
field of
Quantum
Physics. For
example, a
beam of
electrons can
be diffracted
just like any
other beam of
electromagneti
c radiation or
water wave.
This property
of matter was
brought
forward by
Louis de
Broglie’s
Hypothesis.

Types of Wave

This part
targets
indicator
#6 which
used
differentiat
ed,
developme
ntally
 appropriate
learning
experience
s to
address
learner’s
gender,
needs,
strengths,
interest
and
experience
s.

For students who struggle

with hands-on activities,
the teacher will provide
them with a simplified
version of the worksheet
and assist them in
completing the task.

For students who excel in

hands-on activities,
challenge them to think
critically and use higher-
level thinking skills to
explain the properties of
their assigned wave.
 For students who are
visually or kinesthetically
inclined, provide them
with opportunities to
observe and manipulate
the materials to explore
the properties of waves.

D. Developing EXPLAIN
mastery (leads
to Formative The teacher will post Students’
Assessment 3) question for oral possible
recitation. answers

1. What do you do when Waving is a

you wave your hand? common
gesture that
Waving your hands are people do to
essentially “vibrating” catch
their hands by doing a someone’s
repetitive back-and -forth attention or to
or side-to-side movement convey a
with your fingers or your farewell or a
palm. (encourage the greeting.
learners to demonstrate
their personal hand
waves.)

2. Think of a still lake.

How would you generate
water waves on the lake? By throwing
stones into the
Water waves can be lake or by
generated by vibrating simply
the surface of the water. disturbing the
Learners can have surface of the
various answers from water
their experiences. Tell
them that the activities
that they would perform
will allow them to
generate waves ad to
understand wave motion.

3. What is a periodic
waves?
A periodic
wave can be
regarded as a
series of
 pulses. One
pulse follows
another in
regular
succession.

E. Finding ELABORATE
practical
applications of The teacher explains that This target
concepts and waves observed in the indicator
skills in daily activity are like other #9 which
living types of waves that are adapt and
observed in the nature. use
Waves like earthquake culturally
and water waves appropriate
(tsunami). teaching
strategies
to address
Making The teacher stress that the needs
generalizations waves are created by a of learners
and abstractions source and as the waves form
about the lesson travel it carries energy indigenous
within it and cause group.
movement.
F. Evaluating EVALUATE
learning
The teacher will give a
multiple choice test.

1. In a transverse wave,
the individual particles of D
the medium________.
a.Moves in circles
b.Moves in ellipses
c.Moves parallel to the
direction of wave’s travel
d.Moves perpendicular to
the direction of wave’s
travel.

2.In a longitudinal wave,

the direction of particles’ B
motion is___________ to
the direction of wave’s
motion a.Perpendicular
b.Parallel
c.Opposite
 d.None of the above

Fill in the blanks for 3 – 5.

A wave is a travelling
3. ______ that transfers
4. _______ and information
but NOT 5. ______.

a. Additional EXTEND
activities
for Let the students cite
application other examples of
or transverse and
remediatio longitudinal waves.
n
V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation

B. No. of learners who require additional activities for
remediation
C. Did the remedial lessons work? No. of learners who
have caught up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other teachers?

Prepared by:

KRISTINE D. BAES
Teacher II
Capiz National High School

Noted by:

MARIA FATIMA S. BOLIDO

Master Teacher In-Charge Grade 7

Checked and Approved:

JUDY B. DUNTON
SSHT-V, Science
STE Coordinator

MA. RITA F. VILLAREAL

Principal IV