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Science
Quarter 3 – Module 7
Sounds: How they are Produced
Science – Grade 1 SSES
Alternative Delivery Mode
Quarter 3 – Module 7: Sounds: How they are Produced
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Melissa G. Santillana

Editors: June C. Bernabe, PhD, Margarita M. Daluz, Mercy J. Balagtas,
Fe Ruby C. Flores, Edmira E. Navarro, Denver T. Soriano
Reviewers: SDO Cabanatuan City
Illustrator:
Layout Artist: Melissa G. Santillana
Management Team: May B. Eclar, PhD, CESO III- Regional Director
Librada M. Rubio, PhD- CLMD Chief
Ma. Editha R. Caparas, PhD - Reg’l EPS in LRMS
Nestor P. Nuesca, PhD- Reg’l ADM Coordinator
Priscilla D. Sanchez, PhD- CID Chief
Romeo R. Hipolito- EPSvr in Science
Ever M. Samson, PhD - EPSvr in LRMS

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Science
Quarter 3 – Module 7
Sounds: How they are Produced
Introductory Message
For the facilitator:
Welcome to the Science - Grade 1 SSES Alternative
Delivery Mode (ADM) module on Sound: How they are
Produced.
This module was collaboratively designed,
developed and reviewed by educators both from public
and private institutions to assist you, the teacher or
facilitator in helping the learners meet the standards set
by the K to 12 Curriculum while overcoming their personal,
social, and economic constraints in schooling.
This learning resource hopes to engage the learners
into guided and independent learning activities at their
own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while
taking into consideration their needs and circumstances.
In addition to the material in the main text, you will
also see this box in the body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator, you are expected to orient the

learners on how to use this module. You also need to
keep track of the learners' progress while allowing them to
manage their own learning. Furthermore, you are

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expected to encourage and assist the learners as they do
the tasks included in the module.

For the learner:

Welcome to the Science - Grade 1 SSES Alternative
Delivery Mode (ADM) module on Sound: How they are
Produced.
This module was designed to provide you with fun
and meaningful opportunities for guided and
independent learning at your own pace and time. You
will be enabled to process the contents of the learning
resource while being an active learner.
This module has the following parts and
corresponding icons:

What I Need This will give you an idea

to Know of the skills or competencies
you are expected to learn in
the module.
What I Know This part includes an
activity that aims to check
what you already know
about the lesson to take. If
you get all the answers
correct (100%), you may
decide to skip this module.

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What’s In This is a brief drill or review
to help you link the current
lesson with the previous one.
What’s New In this portion, the new
lesson will be introduced to
you in various ways such as a
story, a song, a poem, a
problem opener, an activity,
or a situation.
What is It This section provides a
brief discussion of the lesson.
This aims to help you
discover and understand
new concepts and skills.
What’s More This comprises activities
for independent practice to
solidify your understanding
and skills of the topic. You
may check the answers to
the exercises using the
Answer Key at the end of the
module.
What I Have This includes questions or
Learned blank sentence/paragraph
to be filled into process what
you learned from the lesson.
What I Can Do This section provides an
activity which will help you
transfer your new knowledge

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 or skill into real life situations
or concerns.
Assessment This is a task which aims to
evaluate your level of
mastery in achieving the
learning competency.
Additional In this portion, another
Activities activity will be given to you
to enrich your knowledge or
skill of the lesson learned.
Answer Key This contains answers to
all activities in the module.
At the end of this module you will also find:

References This is a list of all sources

used in developing this
module.
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary
mark/s on any part of the module. Use a separate
sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving
on to the other activities included in the module.
3. Read the instruction carefully before doing each
task.
4. Observe honesty and integrity in doing the tasks and
checking your answers.
5. Finish the task at hand before proceeding to the
next.
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 6. Return this module to your teacher/facilitator once
you are through with it.
If you encounter any difficulty in answering the
tasks in this module, do not hesitate to consult your
teacher or facilitator. Always bear in mind that you are
not alone.
We hope that through this material, you will
experience meaningful learning and gain deep
understanding of the relevant competencies. You can
do it!

What I Need to Know

This module was designed and written with you in

mind. It is here to help you master the skill in relating the
sound made to the force applied and the kind of
vibrating object. The scope of this module permits it to be
used in many different learning situations. The language
used recognizes the diverse vocabulary level of students.
The lessons are arranged to follow the standard sequence
of the course. But the order in which you read them can
be changed to correspond with the textbook you are
now using.

The module is about:

• Lesson 1 – Sounds: How they are Produced

After going through this module, you are expected

to:

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 1. relate the sound produced to the force applied
and the kind of vibrating object;
2. produce sound by clapping, tapping, stomping,
blowing and humming; and
3. recognize the importance of sound in everyday life.

What I Know
Choose the letter of the correct answer. Write your
answers on a separate sheet of paper.
1. How do you describe the vibrations when an object
produced a loud sound?
A. smaller
B. smoother
C. softer
D. stronger
2. Which of the following materials a sound CANNOT
travel?
A. air
B. liquid
C. vacuum
D. wind
3. What will the boy do to the bell to produce a louder
sound?

A. He will pull the rope gently.

B. He will push the rope slowly.
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 C. He will push the rope hard.
D. None of the above.

4. Mang Jun is fixing the sole of a shoe, he is hammering

it gently. What kind of sound is being produced?

A. loud
B. soft
C. very loud
D. very soft

5. The traffic policeman stops the car on the road. How

does he produce the sound of his whistle?

A. by beating his whistle

B. by blowing his whistle
C. by shaking his whistle
D. by breaking his whistle

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 Lesson

1 Sounds: How they are Produced

Your fingers produced sound when you snapped

them.
Your feet produced sound when you stamped them.
Your hands made sound when you clapped.
The whistle made sound when you blew it.
The bell made sound when you rang it (Ramos,2010).

Snap your finger Blow your whistle Ring a bell

.
Clap your hands Stamp your feet

What’s In
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 Choose the letter of the correct answer. Write the
chosen letter on a separate sheet of paper.
1. Which of the following things produces a loud sound
while hitting a desk?
A. cotton
B. feather
C. piece of paper
D. metal spoon
2. Mario is playing his drum hard during their school
parade. How did he play his drum?
A. beating
B. blowing
C. shaking
D. strumming
3.The vase has accidentally fallen on the ground
and shattered. What sound is produced by the
object?
A. breaking- “krak krak!”
B. beating- “booom!”
C. blowing- toooot!
D. blasting- “kaboom!
4.Which of the following sounds is pleasing to the ears?
A. music playing
B. sound of traffic jam
C. sound of a drilling machine
D. sound from a landing of an airplane
6. Which of the following is NOT a good practice to
keep our ears safe from harmful sounds?

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 A. listening to a quiet music when relaxing.

B. staying in a traffic jam.

C. speaking in a normal voice during group work.

D. turning down the volume of the radio.

What’s New
What makes sound? Let us find out.
What you need:
A plastic jar with rice grains
A pencil
A thick rubber band

What you have to do:

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1.Observe the plastic jar with rice. Are the rice grains
moving?
Is there a sound produced?
2. Shake the plastic jar gently. Are the rice grains
moving?
Is there a sound produced?

3. Shake the jar harder. Is the sound louder than the

previous one?

4. Place your hand on the table. Tap the pencil

about 10 centimeters from your hand. Does the
pencil make a sound?
Did you feel any vibrations?

5. Tap the pencil harder. Was the vibration the same?

Does the sound get louder?

6. Ask your mother, father, or siblings to pull the

rubber band with you and then don’t let it go.
Does the rubber band make sound?

7. Using the same stretched rubber band, pluck the

rubber band gently. Does it make sound?

8. Using the same stretched rubber band, pluck the

rubber band harder. Does the sound get loud?

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 What is It

Source: Raflores, Ester V, Bagong Likha 1 page 188

The band is playing lively music, and so everybody

dances.
Do you know why we can hear the sound coming
from a band even if they are playing along the road? It is
because of the force they applied to their musical
instruments so that it can produced sound.
Example: If you are playing a guitar, the vibrations of
the strings depend on how hard or soft you
pluck the strings.
When you pluck the string gently, the
sound will be softer because you have
transferred less force to the string. By using
less force, the string does
not vibrate much.
If you pluck the same string with
greater force, the sound will be much
louder, the string will vibrate more.

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 He blows the trumpet gently. He produces soft
sound.

He blows the trumpet hard. He

produces loud sound.

He beats the drum gently. He produces soft

sound.

He beats the drum hard. He

produces loud sound.

He strikes the bars of the xylophone gently. He

produces soft sound.

He strikes the bars of the

xylophone hard. He produces loud
sound.

The greater the force applied on an object, the

stronger the vibrations, the louder the sound produced.

The lesser the force applied on an object, the weaker

the vibrations, the softer the sound produced.

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 What’s More

Activity 1: Study the following pictures. Put if the

picture shows that greater force is exerted to produce
stronger vibrations and louder sound or if NOT.

1. The boy hits the pot hard.

Source: Raflores, Ester V, Bagong Likha 1 page 189

2. There is a strong and heavy rainfall outside.

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3. Studying and reading in a quiet place.

Source: Espada, Ma. Liza T. Discover and Explore Science p.25

4. Children are playing their improvised musical instruments

while Caloy is hitting the water container hard.

Source: MAPEH 2 Learners Materials p.33

5. The boy is whispering to his classmate.

Source: Espada, Ma. Liza T. Discover and Explore Science p.28

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 Activity 2: Look at the following pictures and tell how
sound is produced. Choose your answer in the word bank
below. Do this on a separate sheet of paper.

beating singing strumming

blowing striking

1. 2. 3.

4. 5.

Source: MAPEH 2 Learners Material p.96

Activity 3: Write T if the statement is correct or F if it is

NOT. Do this on a separate sheet of paper.
1. Sound is a form of energy that we can hear.
2. Sound travels only in the air.
3. Sound travels in all directions.

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 4. All sounds are produced by vibrations.
5. The greater the force applied on objects, the
stronger the vibrations and the sound produced is
louder.

What I Have Learned

Complete the paragraph below and choose your
answers in the word bank below. Do this on a separate
sheet of paper.

Sound is a form of (1) ______ that we can hear. All

sounds are alike in some ways. They are all produced by
vibrations.
The (2) __________ the force applied on an object, the
stronger the vibration the (3) _________ the sound
produced.
The (4) __________ the force applied on an object,
the weaker the vibration the (5) _______ the sound
produced.
How can we make something vibrate harder?
We should exert more (6) _______ in making something
move.

energy force greater

lesser louder softer

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 What I Can Do

Study the pictures A and B below and answer the

questions that follow on a separate sheet of paper.

Reference: Espada,Ma.Liza T. Discover and Explore Science (2009) P-181

1. Lolo Isko is sleeping, how should the grandchildren talk

to each other?
2. Why do you think the grandchildren are only whispering
or making soft sound?
3. Why do you think there are times that sounds need to
be soft?

Reference: Espada,Ma.Liza T. Discover and Explore Science (2009) P-181

1. Jojo is calling his brother from a far because it is lunch

time. How should he call his brother so that he will be
heard?
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2. Why do you think Jojo needs to shout to call his
brother?
3. Why do you think there are times that sounds need to
be loud?

Assessment
Read the following situations carefully. Write the
letter of your answer on a separate sheet of paper.

1. Mico wants to find out how can he make a louder

sound using a jar of rice grains. What would you
suggest?
A. shake the jar harder
B. shake the jar softly
C. drop the jar on soft surface
D. fill in the jar to the fullest
2. How is the sound produced when shaking a plastic
jar with rice grains?
A. The air inside the jar produces sound when
shaken.
B. The hands that hold the jar makes the sound.
C. When the rice grains drop off the surface of the
jar, it makes sound.
D. None of the above.
3. Aiza Seguerra is a good guitarist. What does she do
to make the guitar sound?
A. blow the strings
B. remove the strings
C. pluck the strings by the finger
D. touch the wood of the guitar

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4. What kind of sound is produced when objects
like tables are tapped harder?
A. louder
B. clearer
C. softer
D. smoother

5. How can the boy in the picture make the sound of

his cymbals louder?

A. When he strikes the cymbals hard, the sound

produced is louder than when he strikes it gently.

B. When he strikes the cymbals gently it produces

louder sound than striking it hard.

C. When he strikes the cymbals, it does not vibrate

and there is no sound.

D. None of the above

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 Additional Activities
Do the activities below and answer the following
questions that follow on a separate sheet of paper.
A. Write five importance of sounds in our daily life.
B. Do this simple instrument called a kazoo.

What you have to do:

1. Wrap a comb with a piece of paper.

2. Blow or hum through it with your lips together

gently.

3. Blow or hum it hard with your lips together.

Questions:
1. What did you feel on your lips when you blew the
paper?
2. What moved as you blew on the comb?
3. How is sound produced?
4. Compare the sound produced when humming
gently and hard.

I have learned that…_______________________________

___________________________________________________
___________________________________________________
_________________________________________________
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C. Can you see sound? We can see the vibrations that
create sound transmitted between surfaces.
Do this simple activity.
You need:

big bowl plastic wrap rice grains

metal pan metal Spoon

What to do:
1.Put the plastic wrap tightly over the bowl.
(One sheet a tight as you can, ask help to your
parents)
2.Put about 1 teaspoon of rice grains in the plastic.

4. Hold the metal pan close to the bowl and hit it with
spoon gently.

5. Hold the metal pan close to the bowl and hit it

hard with the spoon.

Questions:
1.What happened to the metal pan when you hit it?
2. What happened to the rice grains over the bowl
when you hit the metal pan?
3. When you hit the metal pan gently with spoon,
what happened to the rice grains?
4. When you hit the metal pan hard with spoon, what
happened to the rice grains?
5. How sounds are produced?

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Additional Activities Additional Activities
B C
1vibration. 1. it vibrates
2. Paper
3. By blowing air 2. the rice grain moves.
4. Gently-soft, hardy-loud
5. The sound is produced 2. the rice grain moves gently.
depend on the force applied 3.
4. the rice grains bounce in the
on objects
plastic sheet higher.
5.Sound is produced when we
apply force to the object that
cause the movement and the
sound.
What I Know What’s More Assessment
1.D Act.3 1. A
2.C 1. True 2. C
3.C 2. False 3. C
4.B 3. True 4. A
5.B 4. True 5. A
5. True
Whats In
Additional Activities
1. D What Have I learned? A.
1. energy 1 It helps us to communicate
2. A 2. greater with others.
3. louder 2. we can understand the
3. A 4. lesser context of the words spoken.
5. softer 3.Sound can help people to
4. A 6. force protect themselves from
danger such as the sound or
5. B What I Can Do
horn of the train and other
What’s More 1. whispering vehicles warn people to give
way etc.
Act.1 2. So, their grandfather will 4. Sound is a medium of
not be disturbed. entertainment. Without a
1. / sound, we would not be able
2. / 3. Soft sounds are needed to listen to music or watch
3. X when somebody is sleeping, movies.
4. / studying and praying. 5. Sound plays an important
5. x. role in providing treatment to
Act.2 B.1. shouting patients, for instance,
1. Blowing doctors use stethoscope to
2. Strumming 2. so, he can be heard hear the heartbeat of the
3. Beating patient
4. Singing 3. For him to be heard even
5. Striking he is far away.
Answer Key
References
Espada, Ma.Lisa T. Discover and Explore Science, 2009. Valenzuela City: JoEs
Publishing House Inc., 2009.

Soriano, Bella Angela C, and Soriano Katherine S.. My World of Science and
Health. Tarlac City: Books on Wheels Enterprises, 2008.pages 150-151.

Ramos, Ethel Grace . Science Links 1, 2010 ed. Quezon City: Rex Bookstore,
2010.pages-230-231

https://coolscienceexperimentshq.com/how-to-see-sound/

Canva.com. "worksheet." www.canva.com. Accessed January 4, 2021.

https://www.canva.com/design/DAEQxaa9plw/JsjO2oZ0iFFpnFhxob08
lg/edit.

Pinterest.com https://www.pinterest.ph/pin/537195061776642841/ January

7,2021

Canva.com. "worksheet." www.canva.com. Accessed January 5, 2021.

https://www.canva.com/design/DAEQwf0jAIU/egu3QMwlpIKONM3jYX
lPJg/edit.

Canva. www.canva.com. Accessed January 3, 2021.

https://www.canva.com/design/DAEQxGsNHb8/xqOHDrQJEbHOJn-
GoEImgw/edit.

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