A Detailed

Lesson Plan in
Science 3

__SEAN DANIEL G. GUERRERO__

Student Intern

__Marilyn D. Cabangon__
Classroom Teacher

I. OBJECTIVES:
At the end of the 40-minute lesson, the students should be able to:
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 a. identifies the different kinds of sound by representational of objects;
b. explain how sound affects the environment through observation; and
c. demonstrates how the sound works through imitating sounds.

II. SUBJECT MATTER:

Topic: Uses of Sound
References: Quarter 3 – Module 3: Uses of Sound, Light, Heat and Electricity
First Edition, 2020
Materials: PowerPoint Presentation and other visual aids
Values Integration:
Listening Awareness
III. PROCEDURE:

TEACHER’S ACTIVITY PUPILS’ ACTIVITY

A. Preliminary Activities

a. Greetings

(The teacher will greet the pupils with enthusiasm)

Good afternoon, class! (The pupils will greet the teacher and
their classmates)

All: Good afternoon, teacher!

Good afternoon, classmates!
How are you today?

All: We’re fine, teacher!

That’s good to hear.

b. Prayer

Everyone, kindly stand up and we will pray.

(Pupils stand and bow their heads to

pray)
Heavenly Father,

Thank you for this wonderful day. Guide us in

everything we do and keep us all safe and secure. All: Heavenly Father,

Amen. Thank you for this wonderful day. Guide

us in everything we do and keep us all
safe and secure.

Amen.
You may now take your seats, class!

c. Checking of Attendance

Now, I have to check your attendance. What

you’re going to do is when I call your name, kindly
stand up and say any kind of sound that you hear

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in your surroundings, it can be the sound of
animals or anything. Is it okay, class?
All: Yes, teacher!
For example, “Teacher Sean': Buzz buzz buzz”.

Understood?"
All: Yes, teacher!
Alright! Let’s start.
(The teacher will start saying the names of the
pupils who are in the attendance list)
(The pupils will stand up as the teacher
call their names and they will make any
kind of sound)
Very good! Everybody, give yourselves a “Five
Star” clap since everyone is here!

d. Setting of the Classroom Rules

Before we begin our lesson today, you must

always remember our classroom rules and
procedures.

1.

Listen carefully.

What’s our first rule again, class?

All: Listen carefully, teacher!

2.

You raise your hands if you want to speak.

What’s our second rule again, class?

All: You raise your hands if you want to
speak, teacher!

3.

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Pick up the pieces of paper under your tables
and chairs. All: Pick up the pieces of paper under
your tables and chairs, teacher!
What’s our last rule again, class?
All: Yes, teacher!

Have I stated our rules clearly, class? All: Listen carefully, teacher!

What’s our first rule again, class?

All: You raise your hands if you want to

speak, teacher!
What about our second rule?

All: Pick up the pieces of paper under

What about the last rule? your tables and chairs, teacher.

Very good, class!

e. Drill

Now, I have here flash cards. I will first read it to

you and I want you to read it as loud as you can.
Did you understand? All: Yes, teacher!

Let’s start!

(The teacher will start showing the flashcards to

the pupils)
All: Fast!
Fast
All: Slow!
Slow
All: Motion!
Motion
All: Push!
Push
All: Pull!
Pull

(The pupils will give themselves a round

Excellent, class! Give yourselves a round of
of applause)
applause because all your answers are correct.

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f. Review

Okay, class do you have any idea about the words (Pupils will raise their hands to recite.)
you read?
All: Yes, teacher!

Aljeah: It’s all about motion, teacher!

What are they?

Correct.

Will anyone tell me what is the meaning of

(Pupils will raise their hands to recite.)
motion?
Moira: Motion is when an object moves
from one place to another, teacher.

Great job, Moira!

Now, class we’re going to have an activity. I will

show you a picture and I will ask you a question
that you’re going to answer in simple manner. Did All: Yes, teacher!
you understand, class?

Let’s start.

(The teacher will start showing the picture to

pupils)

What do you call this picture? What is the boy (The pupils will raise their hands)
doing? Jhana: Pulling a cart, teacher!

Very good!

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 (The pupils will raise their hands)

Jhana: Pushing a box, teacher!

What about this picture? What is the boy doing?

Very good! (The pupils will raise their hands)

Jhana: Yes, it’s called friction teacher!

Do you have any idea about this picture?

(The pupils will look on the chart)

Excellent!

g. Unlocking of Difficulties

At this moment, I have here a chart containing

words that will give you an idea about our next
lesson.

I will first read the word and its definition, and you
will repeat it after me. Is that okay, class?

All: Vibration!

Vibration

It is when an object makes tiny, very fast back- (The pupils will look on the chart)
and-forth movements.

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What’s our first word again, class?

Very good!

All: Silent!

Silent

It means making no sound.

What’s our second word again, class?

Very good!
B. Development of the Lesson

a. Motivation

Now class, we were going to watch something that

is related to our next topic. Are you ready to
All: Yes, teacher!
listen?

Let’s begin.

(The teacher will flash the music video on the

screen)

b. Presentation

Class, when you are watching the music video, did All: Yes, teacher!
the animals say something?

What is it?
All: They’re making their sounds,
teacher!

Very good, sound is a very important element of

nature. It is produced when things around us
vibrate. One recognizes sound by hearing it using
the ears.

Okay, class what does the dog say?

All: Woof woof, teacher!

How about the cat?

All: Meow meow, teacher!

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What about the lion? All: Roar roar, teacher!

It seems like you’re now ready for our new lesson

for today.

c. Lesson Proper

Class, let us be quiet and listen to our

All: Teacher, the sound of the cars
surroundings. What things produce sounds?
outside!

Enzo: Broom broom broom!

Alright, what is the sound of a car?

Skyller: Teacher, the voices of other

Very good how about others?
sections.

Alright. So, we can hear them making noise too.

Class, sound may seem very simple, but it is very

important in our daily lives because it is our main
medium of communication.

All: No, teacher!

Can we communicate effectively without sounds?

All: Because we can’t understand what

How did you say so?
they are saying.

Very good. Because we can't understand what

they are saying.

On the other hand, we can communicate without

sound using gestures, but it is hard for us to
understand it.

Do you know the reason how sounds are created,

All: No Teacher!
class?

Okay, we can create sounds because of vibration.

All: Vibration
Everybody, say 'vibration'!

Vibration is the reason why things can create

sounds. Without vibration, the world would be
silent.

So, if you tap a bell, it will create a vibration, and

(The pupils will listen to the teacher)
that's why we can hear it ringing.

Sound is used for entertainment like sound effects

for movies and song. It is also used for warnings

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and notification methods like telephone ring and
alarm clock. Above all, sound is used for language
and communication like listening to verbal
instruction.

All: Yes, teacher!

“Our lesson for

today is still about All: Sounds, teacher!

Subtraction.
Again, (The pupils will raise their hands)

Samantha: Drum, teacher!

subtraction Zion: Guitar, teacher

means taking
Charles: Alarm clock, teacher!

away a
number and its
answer tells us
how much is left All: Yes, teacher!

after we take away (Ysteven will raise his hand)

a part of it.” (Gian will raise his hand)

“In subtraction, (Rafael will raise his hand)

(Kobe will raise his hand)

we are using this (Ravi will raise his hand)

“-” sign. It is
the symbol of
subtraction.”
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“The greatest
number is called
minuend, while
the smaller
number is called
subtrahend. When
we subtract these
numbers, the
answer will tell
us how much
is left and this
is called the
difference.”
“Our lesson for
today is still about
Subtraction.
Again,
subtraction
means taking
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away a
number and its
answer tells us
how much is left
after we take away
a part of it.”
“In subtraction,
we are using this
“-” sign. It is
the symbol of
subtraction.”
“The greatest
number is called
minuend, while
the smaller
number is called
subtrahend. When
we subtract these
numbers, the
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answer will tell
us how much
is left and this
is called the
difference.”
d. Generalization

Did you understand our topic today?

What is our topic all about again?

Will anyone give me an example of an object that

produces sounds?

Good job, class!

e. Application

Now class, we’re going to have an activity. I have

here a set of pictures of an object that produces
and not producing sounds. I will paste it in the
board and you’re going to encircle the object that
produces sounds. If you want to recite just raise
your hands. Did you understand?

(The teacher will paste the pictures on the board)

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 Excellent, class.

IV. EVALUATION:

Direction: Put a ( ) sign on the line before the word if it produces sound and (X) sign if not.

__________1. Rope

__________2. Cake

__________3. Violin

__________4. Chicken

__________5. Cup

V. ASSIGNMENT:

Direction: Cut out a picture of an object that produces sounds with your guardian.

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REMARKS:

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