Republic of the Philippines

Department of Education
Region VI - Western Visayas
SCHOOLS DIVISION OF CAPIZ

DAILY LESSON PLAN

School CAPIZ NATIONAL HIGH SCHOOL

Teacher KRISTINE D. BAES
Teaching Dates and
November 20, 2019
Time
Grades 1 to 12
Grade Level Grade 7
DAILY LESSON
PLAN Learning Area SCIENCE
Quarter THIRD GRADING
Week

I. OBJECTIVES
The learners demonstrate an understanding of the characteristics of sound.

A. Content Standards

B. Performance Standards

C. Learning Competencies / Objectives
(write the LC code for each)
II. CONTENT
The learners should be able to describe the characteristics of sound using the concepts of
wavelength, velocity, and amplitude.
S7LT-IIId-7
Characteristics of sound
1.1 Pitch

III. LEARNING RESOURCES

A. References

TM pages 208-210

1. Teacher’s Guide pages

LM pages 165-169

2. Learner’s Materials pages

3. Textbook pages

4. Additional Materials from Leaning

Resources (LR) portal

B. Other Learning Resources

LESSON OUTLINE ELICIT: Identifying sound

 This part target COT#7 that
ENGAGE: Blind fold finding your group mates the teacher plans the
sequence of teaching learning
EXPLORE: Performing Activity process

EXPLAIN: Discussion of the Activity

ELABORATE: Relationship of pitch and characteristics of

sound wave

EVALUATE: Metacards

EXTEND: Christmas song

PROCEDURES Students’ Responses / Teacher’s Notes

Activities
Give example of longitudinal wave. Sound wave

A. Reviewing previous lesson

or presenting new lesson

Identify the different sound Sounds of:

Source: https//youtu.be/h8Q-jlHBcXM Cat
B. Establishing a purpose for Cat Dog
the lesson Dog Cow
(Elicit) Cow Chicken
Chicken rooster
Rooster
Explain the relationship of pitch to the
wavelength, velocity, and amplitude
C. Presenting examples /
through constructing cardboard guitar
Instances of the new
with creativity.
lesson

D. Discussing new concepts Group the students into 3 groups with

and practicing new skills 11 or 12 members each. This target COT#5 wherein
#1 the teacher reminds the
(Engage) Each group is given with a specific student to find their group
animal sound mate cautiously.
Group 1 sound of rooster
Group 2 sound of cow
Group 3 sound of dog

Each member of the group will be blind

fold and spread out in a room in 3
minutes

Each member will make their assign

animal sound and find their group in 3
minutes.

Questions:
1. How did you find you groups mates? By making sound of our
group and make it louder

2. Why is it that you did not find your I can not hear the sound of
group mates? my group mates.

Unlocking of difficulties:
Pitch Pitch the highness or lowness
Frequency of sound
Wavelength This part target COT #1
Wave speed Frequency – the number of applies lesson of grade 3
Amplitude times an object vibrates per music class about pitch with
second code MU3ME-IIa-2

Amplitude the distance of This part target COT # 2

crest from the midpoint of which enhances students
the wave vocabulary and literacy
skills.
Wavelength the distance
from crest to crest or trough
to trough; expressed in
 meters
Perform Activity
My own guitar

Objectives: This part target COT #1 in

In this activity, you should be able to science 6 on demonstrate
construct a cardboard guitar to: how sound can be
1. demonstrate how sound is transformed into simple
produced machines.
2. identify factors that affect the pitch
and loudness of the sound produced

Materials:
Corrugated box This part target COT#4 were
Variety of elastic or rubber bands students working in groups
Extra cardboard to construct their own
E. Discussing new concepts
Pair of scissors or cutter cardboard guitar.
and practicing new skills
Ruler
#2 (Explore)
Procedure
1. Cut and design your box.
2. Put the rubber bands around the
box. Make sure that the rubber bands
are almost equally spaced and that the
rubber bands are arranged according
to increasing thickness from the lower
end to the other end of the box.
3. Use your finger to pluck each rubber
band. Listen to the sound produces.
4. This time use the fingers of one
hand to stretch one of the rubber
band. Pluck the rubber band with the
fingers of the other hand and observe.
Questions:
1. What physical signs did you observe The rubber bands vibrate Group 1 Demonstrate how
when you plucked each band. Did you when plucked and sound thickness affect the pitch
hear any sound? could be heard. Sound is and loudness of sound
produced by vibration of the
rubber band. Group 2 illustrate or draw
and label how the rubber
2. How different are the sounds The sound produced by each band produce sounds based
produced by each band with different rubber band is different from on the thickness of the
thickness? the others. The thicker the rubber band and relate it to
rubber band, the louder the pitch and loudness.
sound produced. The thicker
the rubber band, the lower Group 3 Make graphic
the tone. organizer

3. Are there changes in the note when When the rubber bands are
you plucked the stretched band? stretched then plucked, the This part target COT#6 as
F. Developing mastery
pitch increases. students present their work
(Leads to formative
based on their strength and
assessment 3)
4. Arrange the rubber band in Highest note – thinnest, ability.
(Explain)
sequence from the highest note to the lowest note – thickest
lowest note produced.

How will you relate pitch to frequency?
Based on our previous lesson about
waves, what is the relationship of
frequency to wavelength?
The higher the pitch the
higher the frequency. The
lower the pitch the lower the
frequency. This part target COT#3 which
develop their critical
The longer the wavelength thinking and other higher
the lesser the frequency order thinking skills.
because they are inversely
proportional.

Who can relate the relationship of The shorter the wavelength

pitch and wavelength? the higher the pitch. The
longer the wavelength the
lower the pitch.
How do sound saves lives? Siren of ambulance
G. Finding practical
Alarm of earthquake drill
applications of concepts
Siren of fire truck
and skills in daily living
Horn of cars
(Elaborate)
Whistle during accidents or
 calamities
Shouting for help during an
expected event
What have you learned about the The pitch of sound depends
activity? on thickness of the string.
H. Making generalizations
The thinner the string the
and abstractions about the
higher the pitch.
lesson

The teacher will provide metacards

with higher, lower written on it.
This part target COT #2 in
The higher the pitch, the _____ the Higher counting the correct answer
frequency. of their groupmates.

I. Evaluating Learning The shorter the wavelength, the _____ Lower

(Evaluate) the pitch

The higher the amplitude, the _____ Higher

the pitch

The higher the wave speed, the _____ Higher

the pitch
Working with groups:
J. Additional activities for
The groups will present a Christmas
application and
song using the indigenous sound
remediation (Extend)
instruments that they made in their
MAPEH class.
IV. REMARKS

V. REFLECTION

A. Number of learners who earned 80%

on the formative assessment

B. Number of learners who acquired

C. Did the remedial lessons wok?

Number of learners who have
caught up with the lesson.

D. Number of learners who continue to

require remediation

REFLECTION

E. Which of my teaching strategies

work well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?
 G. What innovations or localized
materials did I used / discover which
I wish to share with other teachers?

For improvement, enhancement and/or clarification of any DepEd material used, kindly submit feedback to bid.tld@deped.gov.ph
Source: DepEd Order No. 42, series of 2016

Notes: Attach all activity sheets needed for this DLP

Send soft copy at quiachonandres@gmail.com

Activity No. 1

Activity No. 2

…………etcetera………..