Lesson Plan (Science 8) (AutoRecovered) - 063555 - 080802

Republic of the Philippines
Department of Education
Region V
Schools Division of Masbate Province
MASBATE SCHOOL OF FISHERIES
Cayabon, Milagros, Masbate
School Masbate School of Fisheries Grade Level Grade 7

Teacher AIME R. MALINAO Learning Area Science
Time & Date MARCH 2023 Quarter 3rd
I. OBJECTIVES
A. Content The learners demonstrate an understanding of
Standards Waves and different waves around us.
The learners should be able to demonstrate how
B. Performance
transverse, longitudinal waves, and surface
Standards
waves differ from each other.
C. Learning 1. Determine the waves.
Competencie 2. Explain how waves are produced.
s/ Objectives 3. Distinguish between transverse, surface,
(Write the LC and longitudinal waves, and give suitable
code) examples of each.
Topic – MODULE 2 – WAVES AROUND YOU
II. CONTENT
Characteristics of Waves
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s Science 7 Learner’s material, Unit 3 Module 2
Materials pages (page 187)
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource
(LR) portal
B. Other
Learning Manila paper, Colored paper, speaker, laptop,
Resources
IV. PROCEDURES Teacher’s Activity Student’s Activity
A. ELICIT Preliminaries:
“Greetings”
Good morning class! Good morning, ma’am.

Region V
Before anything else, please stand

up everyone, Let’s pray first. Who would
like to lead the prayer? Student leads the prayer
Ok class please remain standing,

to make you energize, let’s have
an energizer, entitled “karate”
Again class, what is the title of
our energizer?
Ok very good. Here are the steps Karate!!!
and follow after me.
Class! Are you ready?

We are ready!
Students perform the energizer
CHECKING OF ATTENDANCE
Is anyone absent today?

Answer may vary
Let me reminds the classroom
norms and regulations. Please everybody
read.
Golden Rules in Classroom
• Raise your hand if you want to answer

or ask questions
• Respect the opinions of your
classmates Students read the classroom
• Be quiet when somebody is speaking norms and regulation provided by
• Share new ideas the teacher.
• Be kind
• Always do your best
Region V
“FEEL ME”
What causes the salt to move? Vibration
ENGAGE
The teacher will give another example:

• Fingers on their throats
• Waving/Hand wave
For another example, please place your

finger on your throat then make the Fingers and Throat
sound like “hmm”
What have you noticed? What two things
are vibrating?
The last example, say “Hi” to your

seatmate There is a vibration
while waving your hands. Is there a
vibration or none?
Region V
EXPLORE
(20 Minutes)
The students are given 30 minutes to

perform the activity and to answer the
questions in the activity sheet. After
completing the activity, the teacher will
briefly discuss the findings. Allow each group
to make yell before discussing their outputs.
Activity: Let’s make waves!

What happens when waves pass by?
Objective
After performing this activity, you
will observe and draw different types
of waves and describe how they are
produced. You will also describe the
different types of waves.
Material needed
• A rope
• A colored ribbon
• A coil springs
• A basin filled with water
• A paper boats
• Tape/Scotch tape
Procedure
A. What are transverse waves?
1. Straighten the rope and place

it above a long table. Hold one end of
the rope and vibrate it up and down.
You would be able to observe the
pulse. Draw three sketches of the
rope showing the motion of the pulse
at three subsequent instances
Region V
(Snapshots at three different times).

Draw an arrow to represent the
direction of the pulse’s motion.
Q1. What is the source of the wave

pulse?
Q2. Describe the motion of your hand
as you create the pulse
Q3. Describe the motion of the pulse
with respect to the source.
GR0UP 2
B. What are longitudinal waves?

1. Connect one end of a long table
to a wall. Place coil spring on top of
table. Attach one end of the coil
spring to the wall while you hold the
other end.
Do not lift the coil spring. Ask one of

your groupmates to vibrate the end of
the coil spring by doing a back-and-
forth motion parallel to the length of
the spring. Observe the waves along
the coil spring. Draw how the coil
spring looks like as you move it back-
and-forth in the box.
Region V
2. Attach a colored ribbon on one

part of the coil spring. You may use
tape/scotch tape to fix the ribbon.
Ask one of your groupmates to vibrate
the coil spring back and forth while
you observe the motion of the colored
ribbon. Remember that the colored
ribbon serves as a marker of a chosen
segment of the coil spring.
Q1. Does the wave transport the

colored ribbon from its original
position to the end of the rope?
Q2. Describe the vibration of the
colored ribbon. How does it move as
wave pass by?
GROUP 3
C. What are surface waves?

1. Place a basin filled with water
on top of a level table. Wait until the
water becomes still or motionless.
Create a wave pulse by tapping the
surface of the water with your index
finger and observe the direction of
travel of the wave pulse. Tap the
surface of the water at regular
intervals to create periodic waves.
View the waves from above and draw
the pattern that you see in the box. In
your drawing, mark the source of the
disturbance.
2. Wait for the water to become

still before you place your paper boat
Region V
on the surface. Create periodic waves

and observe what happens to your
paper boat.
Q1. Do the waves set the paper boat

into motion? What is required to set
an object into motion?
Q2. If you exert more energy in
creating periodic waves by tapping
the surface with greater strength,
how does this affect the movement of
the paper boat.
Region V
Processing Outputs.
So, in presenting your answers you are

going to make a short yell that In presenting the output, the
represents your group. You will be students will do their yell and
graded with the criteria as your guide in allow them to explain their
performing the activity. outputs from the activity given to
them. Students were guided with
Criteria: the criteria as their guide in
performing the activity.
Content: 40%
Presentation:25%
Clarity of voice and language:25%
Group/Teamwork: 20%
Total: 100%
Integration of lessons across the

EXPLAIN curriculum:
(10 Minutes) English: Use information from new
reports, speeches, informative talks,
panel discussions, etc. in everyday
conversations and exchanges.
EN10LC-la-11.1
ELABORATE The teacher will discuss further about

(10Minutes) the transverse, longitudinal, and surface
Region V
wave through images. Ask students to

give the meaning of the different waves
and how they differ from each other.
The teacher will give examples of “TRANSVERSE WAVE “
transverse, longitudinal, and surface  ROPE
waves in a real-life situation.
 WAVE IN THE SEA
 SURFERS
“LONGITUDINAL WAVE”
 COIL SPRINGS
“SURFACE WAVE”
 WATER IN THE BASIN, OCEAN
AND SEA
Region V
Guide question:
Q1. How do we know that waves carry
energy?
Q2. What happens when waves pass by?
Directions: Read the questions carefully.

Choose the correct answer.
1.) When a sound wave travels from one

place to another, what is transported?
a. Waves
b. light
c. Energy
d. speed
2.) Which waves that has an individual

segment of the rope vibrate
perpendicular to the direction in which
the waves travel?
EVALUATE
a. Longitudinal waves
b. Surface Waves
c. Transverse wave
d. sinusoidal wave
3.) What is a periodic disturbance that

moves away from a source and carries
energy with it?
a. Periodic wave
b. Waves
c. Vibration
d. Energy
4.) Which wave whose motion is
parallel to the motion of the particles of
Region V
the medium?
a. Surface wave
b. Transverse wave
c. Sinusoidal wave
d. Longitudinal wave
5.) What is the repetitive motion that

you do with your hand while waving?
a.Vibration
c. Energy
b. Periodic wave
d. waves
6.) With reference to waves, what is a
disturbance?
a. It refers to the resistance

produced by some particles of a material.
b. It refers to an oscillation produced
by some energy that creates a wave.
c. It refers to the wavelength of the
wave.
d. It refers to the speed of the wave.
7.) Which of the following statements

about longitudinal waves is FALSE?
a. Sound waves are an example of a
longitudinal wave.
b. A slinky spring can be used to
demonstrate how longitudinal waves
travel.
c. Longitudinal waves have areas of
compression and rarefaction.
d. All electromagnetic waves are
longitudinal waves
8.) Fill in the blank. In longitudinal

waves, the direction of the particle
motion is__________ to the direction of
the energy of the wave.
a. Parallel
Region V
b. angled obtusely
b. Perpendicular
d. angled acutely
9.) What is the red arrow pointing at?
a.Compression
b. refraction
c.reflection
d. rarefraction
10.) What does the red line represent?
a. Compression
b. wavelength
b. Rarefaction
d. amplitude
TEST II. CONCEPT MAP

Region V
WAVES
DEFINED AS
11.
14.
TRANSVERSE WAVE 13.
12. Example : Have 15. Example:

Example:
Secondary Compression Ocean
Primary
earthquake and wave
earthquake
waves rarefractions waves
TEST III.ESSAY
Differentiate the transverse,
longitudinal,surface waves and cite one
example of each.
EXTEND Make sinusoidal wave to identify its

(5 Minutes) anatomical structure
V. REMARKS
Region V
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
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?
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: Checked:
AIME R. MALINAO RYAN SIA

Pre-service Teacher T-III/ Cooperating Teacher

Lesson Plan (Science 8) (AutoRecovered) - 063555 - 080802

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Republic of the Philippines

School Masbate School of Fisheries Grade Level Grade 7

Good morning class! Good morning, ma’am.

Before anything else, please stand

Ok class please remain standing,

Class! Are you ready?

Students perform the energizer

Is anyone absent today?

Golden Rules in Classroom

• Raise your hand if you want to answer

What causes the salt to move? Vibration

The teacher will give another example:

For another example, please place your

The last example, say “Hi” to your

The students are given 30 minutes to

Activity: Let’s make waves!

1. Straighten the rope and place

(Snapshots at three different times).

Q1. What is the source of the wave

B. What are longitudinal waves?

Do not lift the coil spring. Ask one of

2. Attach a colored ribbon on one

Q1. Does the wave transport the

C. What are surface waves?

2. Wait for the water to become

on the surface. Create periodic waves

Q1. Do the waves set the paper boat

So, in presenting your answers you are

Integration of lessons across the

ELABORATE The teacher will discuss further about

wave through images. Ask students to

 WAVE IN THE SEA

Directions: Read the questions carefully.

1.) When a sound wave travels from one

2.) Which waves that has an individual

3.) What is a periodic disturbance that

5.) What is the repetitive motion that

a. It refers to the resistance

7.) Which of the following statements

8.) Fill in the blank. In longitudinal

9.) What is the red arrow pointing at?

10.) What does the red line represent?

TEST II. CONCEPT MAP

12. Example : Have 15. Example:

EXTEND Make sinusoidal wave to identify its

Prepared by: Checked:

AIME R. MALINAO RYAN SIA

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