School BAROTAC VIEJO NATIONAL HIGH SCHOOL Grade Level 7

DETAILED Teacher JESSABELLE B. LABOR Learning Area SCIENCE

LESSON PLAN Teaching Dates MARCH 15, 2022 Quarter 3rd
and Time 8:30 – 9:30 AM Lesson 3

I. OBJECTIVES
A. Content Standards The learners 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.
The learners should be able to describe the characteristics of sound using the concepts of wavelength, velocity,
C. Learning Competencies/
and amplitude.
Objectives
S7LT-IIId7
At the end of the lesson, the learners should be able to:
• describe how sound waves are produced and transmitted;
• identify the different characteristics of sound;
D. Specific Objectives: (Daily Task)
• create a musical instrument using recyclable materials; and
• relate and value the importance of the topic to their daily lives.

II. II. CONTENT (Earth and Space, Physics

III. Biology, Chemistry, Physics) Topic: Sound
IV. III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Science 7 Teacher’s Guide. Alvie A., Marie C., Leticia C., et al. 2017. pp. 126 -142.
2. Learner’s Material pages Science 7 Learner’s Module. Alvie A., Marie C., Leticia C., et al. 2013. pp. 149- 159.
3. Textbook pages and Websites SlideShare, Course Hero, Academia.edu and YouTube
4. Additional Materials from 1. Science – Grade 7 Most Essential Learning Competency (MELC)
Learning Resource (LR portal) 2. Curriculum Guide Grade 7 Science
B. Other Learning Resources PPT of the lesson, Google Images, YouTube, Laptop, Science 7 Learner’s Material books
IV. PROCEDURES
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
Preliminary Activities The teacher will ask someone to lead the prayer. After that, the
teacher will remind the students about the class netiquette. Then,
the teacher will ask the class monitor to check the attendance.
The students will do what the teacher
instructed them to do.
Direction: Let the learners review their previous lesson by
A. Reviewing previous lesson or answering the crossword puzzle.
presenting the new lesson. The students will answer the crossword
(ELICIT) puzzle about waves.

The teacher will let the students watch a short video in YouTube
B. Establishing a purpose for the about standard tuning of a guitar. The teacher will tell the students
lesson. to listen to the sound produced by the guitar in order to answer the
(ENGAGE) questions that follow. The students will listen to the sound
produced when the strings of the guitar
are strummed.

Possible Answers:

1. Last string
2. First string
3. The last string or the thinner
Video link: https://www.youtube.com/watch?v=xrUAm_MvGHg
string on a guitar makes a
Questions higher-pitch sound because
1. What string has the highest sound (pitch)? they can vibrate more quickly
2. What string has the lowest sound (pitch)? than the thicker ones.
3. Why do you think does the last string make a higher pitch than
the first string?
 Ask the students to predict if sound can move through solids, The students will watch and observe the
C. Presenting examples/ instances of liquids and gases by saying; video in order to answer the following
the new lesson. questions.
The teacher will let the students do the activity entitled Travelling
(EXPLORE) Sounds which is presented in a YouTube video. The students will
follow the directions stated on the video and will answer the
questions that follow.

Activity 1 Travelling Sounds

“Let’s know if the sound energy travels through solids.”

Direction #1: Place your ear against the table top and tap it with your
finger for several times. Compare the sound of your tapping finger
makes when your ear is placed on and off the table

Q1. In which scenario is the tapping sound the loudest?

“Now, let’s know if the sound energy travels through liquids.”

Direction #2: Fill a large bowl with water. Now tap two spoons/forks
under the water and take note of the sound. Compare the sound
heard in the air to the sound with your ear pressed against the bowl.

Q2. When is the sound the loudest?

“Now, let’s know if the sound energy travels through gases.”

Direction #3. First hum with your mouth open and nose closed.
Compare the sound when your mouth is closed and your nose is
open.

Q3. Based on your observation, what difference in volume do you

notice?

Video link: https://www.youtube.com/watch?v=9fu_c0Yuu3Q

The teacher will instruct the students to do the activities in their
activity notebook. After that, the teacher will choose
representatives to share their answers on the class.

Activity 2. Pitch and Wavelength

Directions. The diagram below shows the relationship of pitch and
wavelength. Study the diagram and answer the questions that
follow.

Questions.
1. How do you describe the wavelength of a sound with low pitch?
2. How do you describe the wavelength of a sound with high pitch?
3. How do you describe pitch of the sound in terms of its
wavelength?
 4. How do you describe the frequency of a wave in sound with low
pitch? With high pitch?

Activity 3. Loudness and Amplitude

Directions. The diagram below shows the amplitude of a wave that
produces loud and quiet sound. Study the diagram and answer the
questions that follow.

Questions
1. How do you describe the amplitude of a loud sound?
2. How do you describe the amplitude of a quiet sound?
3. How is loudness of sound determined by the amplitude of sound
waves?

D. Discussing new concepts and Questions for Activity 1. Travelling Sounds Possible answers:
practicing new skills #1. 1. What is the video all about?
2In which scenario is the tapping sound the loudest? Activity 1
(EXPLAIN) 3. When is the sound the loudest?
1 The video tells us that sound travel
4. Based on your observation, what difference in volume do you
notice? through solid, liquid and gas.
2. Tapping sound is louder when ear is on
Discussion: the table.
When an object vibrates, it causes movement in the particles of the 3. Tapping two forks under the water, you
medium. This movement is called sound waves that travel through don’t hear much. But if you pressed your
solid, liquid and gas as vibrations. When they reach our ears, these ear near it or against the bowl, the sound
waves make the delicate skin of the eardrums vibrate. The brain
becomes much louder.
recognizes these vibrations as sounds made by different things. The
size and shape of sound waves determines the kind of sound heard. 4. The sound produced when your mouth is
closed and your nose is louder because
there’s a greater vibration made than when
Questions for Activity 2. Pitch and Wavelength
1. How do you describe the wavelength of a sound with low pitch? your mouth is open and nose closed.
2. How do you describe the wavelength of a sound with high pitch?
3. How do you describe pitch of the sound in terms of its Activity 2
wavelength? 1. The wavelength of the sound with low
4. How do you describe the frequency of a wave in sound with low pitch is shorter.
pitch? With high pitch? 2. The wavelength of the sound with high
pitch is shorter.
Discussion:
3. Pitch is determined by the wavelength;
The frequency of a wave is inversely proportional to its wavelength.
That means that waves with a high frequency have a short the shorter the wavelength, the higher the
wavelength, while waves with a low frequency have a longer pitch. Sound waves with longer
wavelength. While High-pitched sounds have shorter wavelengths wavelengths have lower pitch.
and low-pitched sounds have longer wavelengths. 4. Waves with high frequency produce
sounds with lower pitch
Questions for Activity 3. Loudness and Amplitude
1. How do you describe the amplitude of a loud sound?
2. How do you describe the amplitude of a quiet sound?
3. How is loudness of sound determined by the amplitude of sound
waves? Activity 3
1. Loud sound have higher amplitude.
Discussion: 2.Quiet sounds have lower amplitude
The amplitude of a sound wave determines its loudness or 3. Loud sounds have greater amplitude
volume. Higher amplitudes correspond with louder sounds, while
than soft or quiet sounds
shorter amplitudes correspond with quieter sounds.
“All sounds begin with vibrating matter. It could be the ground The students will listen carefully to the
E. Discussing new concepts and vibrating when a tree comes crashing down. Or it could be guitar discussion and take down notes of the
practicing new skills #2 strings vibrating when they are plucked. From our previous activity, important concepts.
we watched or saw a guitar string vibrating. The vibrating string
(ELABORATE) repeatedly pushes against the air particles next to it. The pressure
of the vibrating string causes these air particles to vibrate. The air
particles alternately push together and spread apart. This starts
waves of vibrations that travel through the air in all directions away
from the strings.”
“Same as through when we talk or make a sound, We are capable of
producing sound which originates from the larynx or the voice box
in the neck. The sound produced is controlled by thin membranous
structures known as vocal cords that stretch across the larynx so
our vocal cords vibrate. When there are no vibrations felt, no sound
is produced. This means that sounds are caused by vibrations.
Vibrations of molecules are to the back-and-forth movement of
molecules. Vibrations are considered as a disturbance that travels
through a medium. This vibratory motion causes energy to transfer
to our ears and is interpreted by our brain. “

“Sound waves are examples of longitudinal waves. They are also

known as mechanical waves since sound waves need medium in
order to propagate. You can see an animation of sound waves
moving through air at this.”
URL: http://www.mediacollege.com/audio/01/sound-waves.html.

Look at picture showing molecules of different media. Notice that

the sound is transmitted differently in different media. Liquid
particles are close to each other than particles in the gases, so
sound waves are transmitted easier in liquids. Between liquids and
solids, the particles of solids are even closer together than the liquid
molecules; therefore, sound travels even faster in solids than in
liquids. Since different media transmit sound differently, sound
travels at different speeds in different materials. Thus, solid is the
best transmitter of sound. Sound travels fastest in solids and
slowest in gases.

Sounds cannot travel in a vacuum. Remember that sound is a

mechanical wave which needs a medium in order to propagate. If
there is no matter, there is no sound. In the outer space, sound
would not be transmitted.

In real life, we hear all sorts of noises, screaming, shouting, laughing

and this is not just restricted to humans. Animals also make noises
and these are distinctly different from the human voice. Does a
drum make the same sound as a flute? So what’s the difference? To
understand this, we will explore some of the basic properties of the
sound waves.

The Decibel Scale

The intensity of sound waves is measured in units of decibels (dB).
The softest sound a person can hear has an intensity of 0 dB.
Normal conversation has an intensity of about 50 dB. Sound with
intensities of about 120 dB or higher are painful to people.

Characteristics of Sound waves

The main characteristics of sound waves are its wavelength,
frequency, amplitude, time period and velocity or sound speed.
These determine the characteristics of the sound produced.

Wavelength:
-the minimum distance in which a sound wave repeats itself. It is
denoted by a Greek letter λ (lambda). In a sound wave, the
combined length of an adjacent rarefaction and compression also
the distance between the centres of two two consecutive peaks is
known as the wavelength. The S.I. unit of wavelength is also meter.
Frequency:
- it refers to the number of sound waves a sound produces per
second. A low-frequency sound has fewer waves, while a high-
frequency sound has more. Sound frequency is measured in hertz
(HZ) and is not dependent upon the medium the sound is passing
through.

Amplitude:
-it refers to the distance of the maximum vertical displacement of
the wave from its mean position. In fact the amplitude is used to
describe the size of the wave. The S.I unit of measurement of
amplitude is meter (m) though sometimes it is also measured in cm.

Time period:
-it is the time taken by the vibrating body for one complete
vibration and is denoted by T. T=1/f and f=1/T
Time period and frequency are reciprocals of each other.

Velocity of Wave (Speed of Wave):

-it is the distance travelled by a wave in one second and is
represented by the letter v. The S.I unit for measuring the velocity is
meters per second (m/s or ms-1).

The table below shows the speed of sound in different materials.

Table 1: Speed of sound in different materials

Sound speed is dependent on several factors such as:

1. atmospheric pressure
2. relative humidity
3. atmospheric temperature.

Sound can also be characterized by the loudness, pitch and

quality.

Loudness:
• Based on the amplitude of a sound wave, we can
determine the loudness of the sound. When the
amplitude is high, it will produce a sound that is loud and
when the amplitude is low, it will produce a sound that is
soft.
• Loudness is proportional to the square of the amplitude.
This means that if the amplitude is doubled, the loudness
increases four times.

Pitch:
• Pitch denotes the shrillness or flatness of a sound. Sound
can be high or low.
• A woman’s voice generally has a high pitch than a man’s
voice. This is because the frequency of a woman’s voice is
higher.

Quality (Timbre):
• The quality of a sound is that property by virtue of which
two sounds of the same pitch and loudness produced by
the two different musical instrument or people can be
distinguished.

How sound travel?

- Sound travels through a medium in the form of waves. When
vibrations take place, they are transmitted through a medium and
form alternate compression and rarefactions.
 - Compressions are regions in the medium where the particles are
closer whereas rarefactions are regions in the medium where the
particles are spread out.

Audible and inaudible sounds:

Audible sounds are those that can be heard while inaudible
sounds are those that cannot be heard. Human can hear sounds
with frequency between 20Hz and 20,000Hz.
Low frequency sounds which cannot be heard are called infrasonic.
Objects that vibrate at frequencies of above 20,000Hz produce
sound which also cannot be heard by us. It is too high pitched for
humans to hear, but other animals (such as dogs, cats and bats) can
hear. Such sounds are called ultrasonic/ ultrasound. Ultrasound has
many applications in medicine, including ultrasound scans to check
on the health of unborn babies.

The teacher will instruct the students to rearrange the words inside The students will participate and share
the box and form a sentence that defines a term relating to the their answers to the class.
F. Developing mastery characteristics of sound. The teacher will select students to share
(Leads to Formative Assessment their answers on the class. Answers:
3).
Direction: Form a sentence that will best define the term which
relates to the characteristics of sound by rearranging the words
inside the box.

G. Finding practical applications of The teacher will let the students form 7 groups and assign one The students will decide about the
concepts and skills in daily living. instrument to be made by each group (groupings will be decided by groupings and listen to the instructions of
the class whether it’ll be alphabetical or not). The teacher will the teachers as to ask questions for further
(EXTEND) instruct the class to create a musical instrument using recyclable clarifications in doing the given task.
materials found in their area. Take a video while making the said
instrument as well as the sound it produced. Video presentation
should be 3-5 minutes only and will be submitted on the class’s
Google drive before the next meeting. Link will be provided on the
class’s group chat.

Direction. Look at the following illustrations, which are suggestions

of how you can make instruments. You could have a lot of fun
making your own musical instruments and produce a unique sound.

For each group, describe how vibrations resulting in sound are

Possible answers:
caused in the case of each of the following instruments.
1. When a wave passes through a denser
medium, it goes faster than it does through
a less-dense medium. So the speed of
sound is faster in solid materials and
slower in liquids or gases.
2. Engineers create devices that send
sound anywhere - through water to a
submarine in the ocean, through wires to
your TV, and through the air in surround
 Real-World Questions: sound movie theaters or emergency
broadcast signals.
1. How does the movement of sound waves through different 3. Use TV, radio at low volume, use less
materials affect the sounds we hear? horns while driving, plant more trees,
2. How might engineers use the knowledge that sound travels shouldn’t play music too loudly during
parties and for businesses, reduce the
through solids, liquids and gases?
source of noise.
3. How can we control noise pollution?

H. Making generalizations and Abstraction:

abstractions about the lesson.
The teacher will let the students do the mind map and put it in a sheet
of paper. The students will draw or write things about the things
they already know about sound.
The students will share to the class what
they have understood about the lesson.

Possible answers:
1. Sounds are made by vibration. Whan
Generalizations: something vibrates it makes waves that
pass through the air to make sound
The teacher will let the students share what they have learned for 2. When we clap our hands, we move air
today’s lesson by asking them the following questions. particles between and around your hands.
This creates a compression wave that
1. How are sounds made? travels through the air.
3. All musical instruments create sound by
2. Explain why you hear a sound when you clap your hands together? causing matter to vibrate through the air.
Most musical instruments use resonance
3. How do musical instruments produce sound? to amplify the sound waves and make the
sounds louder. Resonance occurs when an
4. Vibrations cause sounds, yet if you move your hand back and forth object vibrates in response to sound waves
through the air, you don’t hear a sound. Explain. of a certain frequency.
4. One cannot hear sound when moving
5. Can you distinguish the voice of your mother from that of your hands in air because moving hands in air is
not considered vibration. This is because
father? Describe the sound of your mother and father’s voice in
the movement is very slow.
terms of loudness, pitch and quality. 5. Answers may vary.

I. Evaluating learning The teacher will tell the students do the test in the Google form. The The students will take the quiz.
students will finish the test for 10 minutes.
(EVALUATE) Answers:
Direction: Choose the letter of the correct answer.
1. C
1. A sound wave is produced when an object ____________. 2. A
a. Acceleartes b. Decelerates c. Vibrates d. Decibels
3. D
2. the wavelength of a wave is measured in ___________. 4. A
a. meters b. hertz c. second d. decibels
5. D
3. An echo occurs when a sound wave is _____________. 6. C
a. absorbed b. transmitted c. refracted d. reflected
7. A
4. Another name for the unit hertz is _____________. 8. D
a. cycles per second b. seconds per cycle c. meters
9. C
per second d. decibels
10. D
5. Sound travels fastest in __________.
a. a vacuum b. the sea c. the atmosphere d. a broom stick

6. The organ which helps in hearing sound is _________.

a. eye b. nose c. ear d. tongue

7. If a sound has a higher frequency then it also has a _____.

a. high pitch b. low pitch c. high volume d. low volume

8. Sound cannot travel through ________.

a. solids b. liquids c. gases d. vacuum

9. Diagram shows three types of sound waves generated from

speaker. Which of the following statements is true?
 a. P has higher pitch than Q
b. Q has higher pitch than R
c. R has the highest pitch
d. P, Q and R have the same pitch

Look at the wave forms and answer the following question.

10. Which wave has the highest frequency?

a. (a) b. (b) c.(c) d.(e)
The teacher will give instructions about their assignment.
J. Additional activities for
application or remediation. Directions: In a clean sheet of bond paper, draw a wave that represents each electromagnetic wave. Take a picture
and send it on my messenger before the next meeting.

1. Gamma Rays 4. Visible Light 7. Radio waves

2. X-rays 5. Infrared Waves
3. Ultraviolet Waves 6. Microwaves

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 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:

JESSABELLE B. LABOR
Student Teacher
Iloilo Science and Technology University

Reviewed by:

GLAISA B. LUMAMPAO
Cooperating Teacher
Barotac Viejo National High School