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    Science 7-DDL5

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    Jay Cueva
    1. The document outlines a lesson plan on sound production, propagation, and transmission. 2. Key objectives are for students to understand sound production in the human voice box and how properties like pitch and loudness vary, as well as how sound is produced. 3. Planned activities include comparing sounds of rubber bands of different thicknesses, describing arrangements of molecules in solids, liquids, and gases, and discussing how this affects sound transmission.

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    © All Rights Reserved
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    Science 7-DDL5

    Uploaded by

    Jay Cueva
    26 views3 pages
    1. The document outlines a lesson plan on sound production, propagation, and transmission. 2. Key objectives are for students to understand sound production in the human voice box and how properties like pitch and loudness vary, as well as how sound is produced. 3. Planned activities include comparing sounds of rubber bands of different thicknesses, describing arrangements of molecules in solids, liquids, and gases, and discussing how this affects sound transmission.

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    1. The document outlines a lesson plan on sound production, propagation, and transmission. 2. Key objectives are for students to understand sound production in the human voice box and how properties like pitch and loudness vary, as well as how sound is produced. 3. Planned activities include comparing sounds of rubber bands of different thicknesses, describing arrangements of molecules in solids, liquids, and gases, and discussing how this affects sound transmission.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    26 views3 pages

    Science 7-DDL5

    Uploaded by

    Jay Cueva
    1. The document outlines a lesson plan on sound production, propagation, and transmission. 2. Key objectives are for students to understand sound production in the human voice box and how properties like pitch and loudness vary, as well as how sound is produced. 3. Planned activities include comparing sounds of rubber bands of different thicknesses, describing arrangements of molecules in solids, liquids, and gases, and discussing how this affects sound transmission.

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    © All Rights Reserved
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    Grade

    GRADES 1 to 12 School: Level:


    DAILY LESSON LOG Learning
    Teacher: Depedtrends.com Area:
    Teaching Dates and
    Time: Quarter:

    I. OBJECTIVES
    The learners demonstrate an understanding of the
    A. Content Standards
    characteristics of sound
    B. Performance Standards
    Explain sound production in the human voice box, and how pitch,
    C. Learning Competencies
    Write the LC code for each loudness, and quality of sound vary from one person to another.
    S7FE-IIIe-8
    D. Learning Objectives Demonstrate how sound is produced

    II. CONTENT
    Sound

    III. LEARNING RESOURCES


    A. References
    1.Teacher’s Guide pages
    2.Learner’s Materials pages 207-208
    3.Textbook pages
    4.Additional Materials from
    Learning Resource (LR)portal
    B. Other Learning Resources
    IV. PROCEDURES
    Compare the sounds of the strings with same thickness but
    A. Reviewing previous lesson with different length
    or presenting the new
    Differentiate the sounds produced by each rubber band with
    lesson
    different thickness
    (2 mins.)
    elicit

    Show the diagram of solid, liquid and gas molecules

    B. Establishing a purpose for the


    lesson
    (1 min.)
    Engage

    Let the students describe the molecules of the different


    media.
    C. Presenting examples/ instances Activity
    of the new lesson The teacher tells the class to be in their own group and
    Explore
    (2-5 mins.) perform the activity by choosing their own partners.
    Allow the students to enjoy the activity but instruct them to
    share their experiences and answer the given questions.
    Procedures:
    1. Ask your partner to gently tap the other end
    of the table/desk with pencil or a ruler.
    Q1. What happens?
    2. Ask your partner to again gently tap the other end of the
    table/desk but this time, make sure that your ear is not
    touching the table/desk.
    Q2. What happens?
    Q3. In which situation did you encounter
    louder and more pronounced sound?
    Q4. In which situation did you encounter the
    sound clearly?
    D. Discussing new concepts and Presentation of output and the teacher will facilitate a brief
    practicing new skills #1 discussion of the findings.
    Explain
    (15 mins.)
    E. Discussing new concepts Let the students watch the video clip on sound waves
    and practicing new skills#2
    (10 mins.)

    F.Developing mastery Why is it the sound produced in solids is much more distinct and
    (Leads to Formative Assessment louder than when it is propagated or produced in liquids and gases?
    3)
    (12 mins.)
    Elaborate
    G. Finding practical applications of How can we make a softer sound? How about a louder sound?
    concepts and skills in daily
    living
    (3 mins.)

    H. Making generalizations and Why do molecules of solids transmit sounds better than the
    abstractions about the lesson molecules of liquids and gases?
    (3 mins)

    I. Evaluating learning 1. Which of the following would most likely


    (8 mins) transmit sound best?
    A. Steel in cabinet C. Air in your classroom
    B. Water in the ocean D. Water in a
    swimming pool
    For item numbers 2 and 3.
    Solids, liquids and gases differ in the way the molecules
    that make them up are arranged. When sound propagates,
    the energy it carries is transferred from molecule to molecule.

    2. Molecules of solids are closest to one


    another compared to liquids and gases. The
    energy carried by sound can easily transfer,
    thus sound travels in solids______
    A. The slowest C. with undetermined speed
    B. The fastest D. with varying speed
    3. Molecules of gases are farther apart, thus
    sound travels in gases_____
    A. The slowest C. with undetermined speed
    B. The fastest D. with varying speed
    4. The speed of sound is different in air, steel
    and water. Which of the following gives the
    correct order of speed of sound from
    slowest to fastest?
    A. Air, steel, water C. steel, air water
    B. Air, water, steel D. steel water, air
    5. The following are capable of transmitting
    sound EXCEPT_____
    A. oxygen B. glass C. vacuum D. tap water
    J.Additional activities for application or Let the students make their own improvised musical instruments
    remediation
    (1 min)

    V. REMARKS
    VI. REFLECTION
    A. No .of learners who earned
    80% on the formative assessment
    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: Checked by

    ________________ __________________________
    Teacher School Head

    Observed by:
    ___________________________

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