Agdangan National High

School Grade Level 7

School
Teacher Joy C. Chavez Learning Area Science
Date Section Time
Grade 7 Teaching
3rd Quarter
Daily Lesson Log Dates Quarter
Module 2
and Time

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies/ Objectives.
Write the LC code for each.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Material from Learning
Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
ELICIT and ENGAGE
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson
EXPLORE
C. Presenting Examples/ instances of the
new lesson
Demonstrate understanding of the characteristics of sound such pitch and
loudness.
Creates harmonious music using indigenous materials.
At the end of the lesson, the learners should be able to:
1. Demonstrate how sound is produced.
2. Describe the characteristics of sound such pitch and loudness.
Characteristics of Sound
1.1 Pitch
1.2 Loudness
1.3 Quality
31-42
Let the students recall what they have learned on waves by asking: How
does electromagnetic wave differ from mechanical wave? How
does light differ from sound?
Emphasize that the period will be spent studying how sound is produced.
Begin by asking students to place their palm on their throat while saying
“Hello, how are you?”
Lead students’ discussion toward the questions: What did you feel?
Were there vibrations in the throat? How do you think is sound
produced?
(This is to be done in groups.)
Activity 1: How do different materials produce sound?
Let the students tap their table and observe. Ask them to do the same on
other materials like bamboo, paper, metal, etc.

Tell the students to change the manner of tapping (faster or slower,

stronger or lighter, etc.) and ask them to observe the difference on the
sound produced.

Lead students’ discussion toward the questions: Do all objects give off
sound when tapped? How do we produce sound? Does the
manner of tapping affect the sound produced?

D. Discussing new concepts and (This is to be done in groups.)

practicing new skills #1
Activity 2: What is sound? How is it produced?
Using simple materials (shoe box or any box), rubber bands with various
thickness, ruler and scissors), students will create a sounding box and will
be asked to list steps/procedures that they are going to carry out in order
to investigate the three characteristics of sound (pitch, loudness and
quality).

Groups must first discuss how to proceed. Include the following in the
discussion:
1. What variables should we control?
2. How do we go about with the materials given?
3. How many times should we repeat the procedure to produce the
sound?
4. How do we present our data?

E. Discussing new concepts and N/A

 practicing new skills #2
EXPLAIN AND ELABORATE
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
EVALUATE
I. Evaluating learning
EXTEND
J. Additional activities for application or
remediation
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?
Students present to the class an output of their investigation with the
following elements:
a. The question
b. The procedure
c. The data gathered
d. The discussion of the characteristics of sound in terms of pitch,
loudness and sound.
Some musical instruments have variations in lengths and thickness of
strings and other important parts to produce different notes. Examples
include the lyre/xylophones, harp and guitar strings, etc. (Teacher may
provide pictures or video clips)
The teacher will facilitate the discussion to make a generalization of the
lesson by asking the following questions:
1. How does the sounding box produce sound?
2. Is there a difference in the sound produced by each of the
rubber bands?
3. Which band produced a higher sound? Lower sound?
4. How can you make a softer sound? A louder sound?
5. What factors affect loudness?
6. What factors affect pitch?
The students will be group into four. The students will sing the first
verse in the song “Sarung Banggi” observing the following
characteristics of sound: (Interdisciplinary Contextualization, Science to
History and Culture)
a. Soft with low pitch
b. Loud with low pitch
c. Soft with high pitch
d. Loud with high pitch
Criteria for scoring:
1. Demonstration of the characteristics required - 10 points
2. Harmony - 5 points
3. Teamwork - 5 points
(This should be done in groups.)
Students should be able to create musical instruments using
indigenous products (e.g. coconut shells, pili nut shells, bamboo,
etc.) and use these instruments to compose tunes and present in
a Gig.
(interdisciplinary contextualization, science, engineering and music)
The students will form a group of five (5). One can play a stringed
instrument while the other can play drum and the 3 rd member can use the
instrument that your group will design or create. The last member will be
the group’s solo performer.
The students need to look for local materials which they can use to create
different musical instruments.
They also need to come up with your own composition using the
instruments created.
Check the rubric included to become familiar with the criteria for rating the
group’s output.
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?

Rubric for Extend:

Criteria 4 3 2 1
Makes use of local Makes use of local Makes use of local Makes use of local
or indigenous materials only. The materials only. The materials only. The
materials. The improvised improvised sound of
improvised instrument instrument improvised
Improvised/Localized instrument produces good produces fair instrument is not
Instruments produces good3 quality sound. quality sound. clear and distinct.
quality sound
comparable to
standard musical
instruments.

The group’s original The group’s original The group’s original The group’s original
composition has composition has composition has composition has
good melody. The fair melody and fair melody and fair melody and
Composition
lyrics provided are lyrics provided are lyrics provided are lyrics provided are
thematic and thematic and NOT thematic but NEITHER thematic
meaningful. meaningful. meaningful. nor meaningful.

The group was able The group was able The group was able The group was able
to successfully use to successfully use to use the to use the
the improvised the improvised improvised musical improvised musical
musical instrument musical instrument instrument but instrument but
Performance in their GIG. The in their GIG. The some were out of most was out of
group was able to group was able to tune. The group tune. The group
provide good provide fair was able to provide was able to provide
quality rendition or rendition or fair rendition or fair rendition or
performance. performance. performance. performance.

Total