LESSON GUIDE

SCIENCE
QUARTER III – WEEK 7
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I. Attributes, Curriculum Content, Standards, and Lesson
Competencies

A. Attributes Key Healthy:

Stage Outcome Be able to practice self-care and healthy habits
(Indicator) (Reports harmful and abusive experiences and
practices)
Life-Long Learner:
Be able to develop their skills and abilities and
recognize their aspirations
(Uses technology responsibly)
B. Content Standard The learners learn that:
1. Science processes help in observing and predicting
how things move.
2. Pushes and pulls can change the position and
shape of objects.
3. Gathering scientific information helps explain the
behavior of objects and materials.
4. Magnets affect some objects and materials without
touching them.
5. Energy is present whenever there is movement,
sound, light, or heat.
C. Performance By the end of the week, learners use simple
Standard equipment and processes to measure and record
data related to movement and describe and predict
the way things around them move using more
scientifically technical language and concepts, such
as speed and force. They demonstrate an
understanding that science processes are used to
gain a deeper understanding about forces that
cannot be seen directly, including the properties of
magnets.
D. Learning Learning Competency:
Competency and Identify that energy is something that can cause
Objectives change including light, sound, heat, energy.
SC4Q3LC9-A2KS2I4, SC4Q3LC9-A6KS2I3
Objectives:
1. Identify and distinguish between different
forms of energy, including light, sound, and heat
energy
 2. Explain how sound energy can cause changes,
such as producing sound in musical instruments or
conveying information through communication.
3. Recognize the importance of safety when
dealing with energy sources and devices.

E. Content Sound, Light and Heat Energy

F. Learning ● the Youtube video:
Resources https://www.youtube.com/watch?v=m3yRRMhrMdU

G. References  Department of Education (2023). MATATAG

Curriculum Guide;
 Ministry of Basic, Higher and Technical Education
(2024). Bangsamoro Basic Education
Contextualization Framework;
 Department of Education (2023). MATATAG
Lesson Exemplars
H. Materials  Pictures
 Recorded audio of different sounds

II. Teaching and Learning Procedures

Agreement Toward Successful Learning Experience

After presenting the lesson objectives, the teacher ensures that the
learners agree through the following questions:
 Do you understand the objectives of the lesson?
 Are you ready to commit to staying focused on our objectives and
working together to achieve them?
 What will you do to achieve the objectives?

Lesson Proper: Inquiry-Based Teaching (5 E’s)

A. Engage

1. Short Review
We start the lesson with a short activity on making a concept map. You
may explain what a concept map is and how it is used.

2. Energy Concept Map

Ask: What do you know about energy?
Then, the teacher will make a concept map on the board based on the answers
of the learners.

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Example:

Possible Answers:
(lights, work, electric, energy drink, around
us, we need it to live, powers our houses, we
get it from food)

B. Explore

1. Show the image below of two children talking and whispering with each
other.

Ask them these process questions:

1. What do you think are the kids doing?
2. How do they communicate with each
other?
3. What is sound?
4. How do we use sound to speak and hear?
5. Can you give examples of how animals
use sound to communicate?

2. Unlocking Content Area Vocabulary

● Energy – is the ability to do work. This means that energy makes things
happen. The Sun, as the principal source of energy for the Earth, makes other
forms of energy possible.
● Energy Transfer - is the process of moving energy from place to place (or
from one object to another), but the form of energy does not change.
● Sound Energy - a form of energy we can hear. It is an energy created when
matter vibrates. Vibrations are very fast back-and-forth movements that you
cannot see but can sometimes feel.

3. Sources and Uses of Sound Energy

Activity 1. Let the learners perform at least three (3) different claps.
(previously learned) or in the Youtube video:
https://www.youtube.com/watch?v=m3yRRMhrMdU
1.1. Ask the following questions:
What happens when you clap your hands?
How does the force and speed of your clap affect the sound?

Activity 2. Worked Example

2.1.Let the learners look at the picture.

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 2.2 Let the learners answer the following questions using the picture.
 Can the two children hear each other in the picture?
 If you think they can, how does it happen? If you think they can't,
why not?
 Are there any signs showing if sound is moving between the two
children?

C. Explain
Activity 1. Knock, Knock! Who’s There?
1. Let the learners do the following:
1.1. Put your ear on the table. Knock using less force.
1.2. Observe the sound you hear. Record your observations.
1.3. Then lift your head with your ears in the air.
1.4. Knock with the same force.
2. Let the learners repeat the activity using more force.

3. Ask: Do you hear something different?

In which condition do you hear a louder sound?

4. Let the learners check the appropriate column below.

Check the appropriate Column
Knock, Knock! Who’s There?
Ear on the Table Ear in the Air
Soft knock using less force
Describe the sound you hear
Hard knock using more force
Describe the sound you hear

D. Elaborate

Activity1: Sound Safari: Exploring Sound Energy at Home and School

Let the learners spend some time at home "listening" for different sources
of sound energy. They should prepare a list in their notebooks, dividing it
into categories like people, animals, nature, household objects, electronics
& gadgets, and others. (to be done a day before)

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 Source of Electronics
Household
Sound People Animals Nature and Others
Objects
Energy Gadgets

Process Questions:
1. What were the most common sources of sound energy?
2. Were there any surprising sounds?
3. How do we use sound energy in different ways?
4. Are there any sounds that are harmful to our ears?

Activity 2. The Sound of Our Lives: An Observation Paper

Lead a class discussion about different sources of sound energy.

2.1. Encourage learners to share examples they encounter in their daily lives
(e.g., musical instruments, voices, car horns, nature sounds, electronic
devices).
2.2. Have each learner select one source of sound energy that they find
particularly interesting or relevant to their lives in their observation paper
2.3. Ask the learners the following: (Let the pupils listen to a recorded audio
and ask question number 1 after each sound is played)
1. Who or what creates this sound?
2. Is it a natural event, a human intervention or something else?
3. How is this sound produced?
4. How does this sound affect people’s lives?
5. Are there any health considerations related to exposure to this sound?

E. Evaluate

Formative Assessment
I. Multiple Choice
Instructions: Read carefully the questions below. Choose the correct
answer from the given choices. Write the letter of the correct answer on
your paper.

1. Which of the following is a source of sound energy?

A. a light bulb glowing B. a stationary car
C. a glass on a table D. a guitar string vibrating

2. Sound is made when things:

A. Melt B. Vibrate C. Freeze D. Disappear

3. We hear sounds because our ears:

A. Catch sound waves B. Make light waves
C. Store energy D. Change color

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4. Which of these is an example of sound energy helping us stay safe on the
road?
A. a car horn B. a whisper C. a clap D. a sneeze

5. Sound travels fastest through:

A. air B. water C. jelly D. wood

II. True or False.

Instructions: Read carefully the following statements. Write True if it is
correct and False if it is wrong.

____1. Sound travels faster through air than through water.

____2. We can use sound energy to communicate with each other.
____3. Sound can only travel through solids, not liquids or gases.
____4. Musical instruments create sound energy through vibrations.
____5. Sound energy can be harmful if it's too loud.

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Answer Keys:

Elaborate: Activity 2.2 (Possible Answers)

1. cat, air, motorcycle, bell, water, mosquitoes
2. Sound can be a natural happening or a human invention
natural happening-cat, air, mosquitoes, water
human invention- motorcycle, bell, fans, music
3. Sound is produced from vibrations moving through solids, liquids or
air.
4. Sound helps us communicate to each other, without sound, we would
not be able to talk to each other, listen to music or watch TV.
It allows us to hear important messages.
5. Loud noise can affect our hearing or may result to hearing loss, can
disturb our sleep which can affect our health

I. Multiple Choice II. True or False

1. D 1. False
2. B 2. True
3. A 3. False
4. A 4. True
5. D 5. True

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