Detailed

Lesson Plan in
Science Grade 7

Prepared by:

DIANNE A. TAMAYO
Student

Checked by:

MR. EMMERSON RAMIR R. ESPAÑA

Faculty Expert

Checked by:

MS. DINA C. PALANGYOS

Faculty Expert
I. OBJECTIVES:
At the end of the 45-minute lesson, the Grade 7 students must have:
a. identified the characteristics of sound;
b. showed appreciation on the application of sound by sharing experiences observed in
day to day living;
c. created their own sounds using available resources.

II. SUBJECT MATTER:

Topic: Characteristics of Sounds
References: DepEd Science 7 Quarter 3 Module 4: It’s Nice To Hear Me!
Materials: Charts, flashcards, Powerpoint presentation, experiment materials
Values Integration: a. Recognizing the importance of sounds in communication; and

III. PROCEDURE: b. respecting/being sensitive to your surroundings especially when

creating loud sounds.

TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

A. Preliminary

a. Greetings

Good morning, Class!

Good morning, Ma’am!
How are you today?
We are doing great, Ma’am!
Okay! Very good. That’s good to hear!

b. Prayer

Before we start our class today, let us all

stand and pray. Who wants to lead the
prayer?
I volunteer, Ma’am!

Yes, Miss Aquino. Please lead our prayer.

“Our dear loving Father who is in heaven,
thank you for bringing us together as a
class to start the lessons of the day, we
want to ask you to lead us as we start this
day, bless us together until we finish the
class for we pray believing in Jesus name.
Amen”
Okay, you may all sit down now.

c. Checking of Attendance

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Class, let me check your attendance first. I will
call you one by one but instead of saying
“present”, you will say “PAK GANERN”. Do you
understand? Yes, Ma’am!

Okay, good! (teacher will call the names of the

students) (students will say “PAK GANERN”.)

d. Setting of the Classroom Rules and

Safety Protocols in Experiments

Okay, class. Let’s have a reminder again about

our classroom procedures. What is the first (students raise hands)
one again?
Sit properly.
Yes, Ramon?

Nice! How about the second one? (students will raise hands)

Yes, Gia? Listen to the teacher.

Good! And the last one? (students will raise hands)

Yes, Clarence? Raise your hand if you want to answer.

That’s right!

You all did a good job, class! Because of that,

let's do this: PAK PAK GANERN GANERN! ( students will do PAK PAK GANERN
GANERN!)

Now let's go to our safety protocols in

experiments. What is the first one?
(students will raise hands)
Yes, Carlos?
Dress for work in the laboratory.
You are right! Next?
(student will raise hands)
Yes, Jane?
Never eat food and drink beverages while
experimenting.
Correct! How about the third one?
(students will raise hands)
Yes, Janica?
Never touch any of materials, equipment,
chemicals in the laboratory unless you are
instructed to do so.
Good! And the last one:
(students will raise hands)
Yes, Robert?

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 Clean those equipment/materials after you
used. Return them properly.
You are all correct! Now let’s give ourselves
“PAK PAK GANERN GANERN!”
(students will do “PAKPAK GANERN
GANERN)
e. Drill

I have some attached flashcards here. I want

you class to identify what the arrow is pointing
at in every picture of wave that I will show
you. Did you get it class?
Yes, Ma’am!

Let’s look at the first picture. What is the

arrow pointing to?

(students will raise hands)

Yes, Desiree?
Amplitude, Ma’am!

How is it become amplitude?

Because amplitude is the height of a wave.
Okay, good. Let’s go to the next picture:

(students will raise hands)

Yes, Vivian?
Crest
Why is it a crest?
Because it is the highest part of the wave.
That’s right! How about this?

(students will raise hands)

Yes, Clara?
Wavelength
Can you describe the wavelength?

Wavelength is the distance from crest to

crest and trough to trough.

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Okay, good job! And this one?

(students will raise hands)

Yes, Piolo?
Trough

Can you describe it?

It is the lowest part of the wave.
Correct! Let’s it all repeat again!

(the teacher will repeat to ask using the

flashcards)
(the students will repeat their answers)
Very good! Since you got all the correct
answers, let’s do it again, PAK PAK GANERN
GANERN! (students will do “PAK PAK GANERN
GANERN”
Alright. We will encounter those terms again
in our next lesson and we will try to apply
their basic concepts. Make sure that you did
not forget them so that we can have a smooth
discussion later on. Understood?
Yes, Ma’am!

f. Review

Now, let us have short review about our

previous lesson. What is it all about again? (students will raise hands)

Yes, Kency?
Mechanical waves, Ma’am!
Correct! And what are the types of mechanical
waves that we have mentioned yesterday?
(students will raise hands)
Yes, Kath?
Transverse and longitudinal waves
That’s right! Can anyone draw a transverse
wave?
(students will raise hands)
Okay, Bea. Go in front then draw it on the
board.
(the student will draw a transverse wave)
Good job! Who can label the wave?
(students will raise hands)
Yes, Andrew.
(the student will label the wave)

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Very good! How about the longitudinal wave?
Can anyone draw it? (students will raise hands)

Yes, Angel. (the student will draw a longitudinal wave)

Nice job! Who wants to label the wave on the

(students will raise hands)
board?

Yes, KC. (the student will label the longitudinal

wave)

Very good! You all still remember our topic

yesterday! Because of that, let’s do it again:
(the students will do PAK PAK GANERN
“PAK PAK GANERN GANERN”
GANERN)

g. Unlocking of Difficulties

Now, let’s move on to our new lesson. But

before that, let’s talk about first those words
that might unfamiliar to you. Are you ready
class?
Yes, Ma’am!
I have prepared a simple activity for you. It is
called “Hear Me Out”. I will play some short
audio files here and I want you to listen
carefully. While I am playing the audio, you
have to guess the word behind the incomplete
letters that will be flashed on the screen. Did
you understand?
Yes, Ma’am!
Good! The first one is:
(play an audio file of a singer singing a song)

The word is:

_IT_H

Correct! Can you read the description? PITCH

Pitch is the highness and lowness of the

sound.
Okay! So when we say pitch, it describes as
how high or low the sound is. For example,
the singer you heard from the audio, her voice
gets at higher pitch to reach the high notes of
the song and it gets lower gradually when the
lower notes come next. Did you get it, class?

Okay, next: Yes, Ma’am!

(play an audio file of a loud horn)

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The word is:
L_UD_E_S LOUDNESS

That’s right! So what is loudness?

Loudness refers to how loud or soft the
sounds seem to a listener.
Okay. When we say loudness, it typically
correlates to the volume of sounds. When
there is higher volume, we perceive that the
sound is loud and it is vice versa. As we
observe to the sound of horn, it was loud
because I put it in a higher volume. However,
loudness is subjective and it varies from
person to person. We can say that the sound I
played was too loud for you but for the others
were not. Do you understand?
Yes, Ma’am!
Alright! Lastly:

(play an audio file of the sound of a piano

together with a drum)

The word is:

Q_ _L_ _Y QUALITY

Correct! And what is quality?

It distinguishes between the sounds of the
same pitch and loudness produced by
different instruments or sources.
Okay. So when we say quality, it depends on
the source of the sounds. For example, the
instruments you heard from the audio file.
They were played with the same notes. But,
they did not sound the same because the
instruments were different. Did you
understand? Yes, Ma’am!

Okay, you all did a great job! Because of that,

let’s do it again: PAK PAK GANERN GANERN! (students will do PAK PAK GANERN
GANERN)

Alright, those are important terms that we will

encounter in our next discussion. Do you have
any questions about it? None, Ma’am!

B. Development of the Lesson

a. Engagement

Okay class, I have prepared a game

here. It is called,” Guess my Sound”.
Can you read the instructions?

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 Yes, Ma’am!

Group yourselves into two. Each member of

the group will go in front of the class, draw
a word from the box, and make sounds
about the word that they have drawn. The
rest of the group will guess the sounds that
their member is making. After the sounds
have guessed by another member, that
member will do the same thing. That will be
repeated until all of the teammates got the
chance to play the game. The group that
has gained a lot of points will be a winner.
Every group has 1 minute and 30 seconds
to win the game. The winner will have an
additional 10 points on the next quiz.

Did you get it, class?

Yes, Ma’am!
Good job!
(the students will follow the instructions and
play the game. Examples of words that can
be drawn are whistle, fireworks, angry
mom, husky voice, etc.)

Okay, class. What have you observed

while you were playing the game?
(students will raise hands)
Yes, Layla?
The sounds we produced are differed in
terms of how high and low their pitch of
sound, soft and loud, and smooth and
rough in quality.

Very good! What were the high pitch of

sounds you produced?
(students will raise hands)
Yes, Karrie?
Whistle and fireworks, Ma’am!
How about the loud sounds?
(students will raise hands)
Yes, Estes?
Angry mom, Ma’am!
Accurate! How about the rough quality?
(students will raise hands)
Yes, Miya?
Husky voice, Ma’am!

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You all did a great job! Now, based on
the game that you played, what do you
think is our new topic for today?
(students will raise hands)
Yes, Christian?
I think it’s the characteristics of sound,
Ma’am!
Awesome! Because of that, let’s do it
again. PAK PAK GANERN GANERN! (students will do PAK PAK GANERN
GANERN)

b & c. Exploration and Explanation

Let’s have an activity today. It is called

“Musical Glasses”. I will group you into
two. The first group will go to this side
(left) while the other will stay here
(right).

(the teacher will group the students) (the students will go to their respective
groups)

Now, I will give your activity sheets.

(the teacher will distribute the activity

sheets)

Look at your paper. Can you all read

the materials aloud? Materials:
● Glasses
● Spoon
● Water

The materials are on the table in front.

(the first group will get their materials.)
Group one, pick your materials here.

And group two, get your materials here

(the second group will get their materials)
as well.

Alright! Now, you all read the first

procedure aloud.
Procedures:

1. Put different amounts of water in each

glass. For example, have one glass almost

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 full, one glass half full, one glass almost
empty, etc.
Did you understand the first procedure,
class?
Yes, Ma’am!
Okay, do it now.
(the students will perform the first
procedure.)
Are you done, class?
Yes, Ma’am!
Awesome! Can you all read the second
procedure? 2. Use the spoon to tap on the glasses, one
at a time.
Did you get it, class?
Yes, Ma’am!
Okay, do it now.
(the students will perform the second
procedure)
What have you observed, class?
The glasses produced different sounds.
What kind of sounds?
Higher and lower pitch of sounds.
Alright. Let’s go to the third procedure.
Read it, class.
3. Change the amounts of water in the
glasses.
Did you understand class?
Yes, Ma’am!
Okay, perform it now.

(the students will do the third procedure)

What have you observed, class?
The glass that produced higher pitch of
sound in the procedure 2 became lower
when the amount of water is increased
while the glass with lower pitch of sounds
got higher when the amount of water has
decreased.
Good observation! The pitch that you
heard from those glasses is one of the
characteristics of sound. When you tap
the glass with little amount of water, it
will produce higher pitch of sounds
because there is less mass for the
vibrations to travel through. While for
the glass that contains a lot of water, it

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will produce lower pitch of sounds
because of the greater mass it holds. It
is harder for the vibrations to travel
through the surface of the glass.

Now, let’s have a further discussion.

These are the characteristics of sounds.
Can you read the screen?
Three characteristics of sound
Pitch
Loudness
Quality

Okay. But first, let’s talk about the

pitch. We can go now to the next slide.
Please read.
Pitch is a measure of how high or low
something sounds. It is associated with the
frequency. If the pitch is higher, the
frequency is higher as well, and it will
create thin sounds. While the lower pitch, it
will create grave sounds.
Thank you. It says there that the higher
pitch creates thin sounds. When I hit
these two glasses again (empty and
with water glasses) which glass
produced thin sounds?
(students will raise hands)
Yes, Marcos?
The empty glass, Ma’am!
That’s right. If the glass produced thin
sounds, what can you say about its
pitch?
(students will raise hands)
Yes, Rhea?
The pitch is higher.
If the pitch is higher, what will be the
frequency?
(students will raise hands)
Yes, Bubbles?
The frequency is higher as well.
Why?
Because the pitch is directly proportional to
the frequency of sound.

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Okay, very good! Let’s try to look on
their graphs.

Compare these two waves:

What have you observed about the

wavelength of the waves?
(the students will raise hands)
Yes, Ramon?
The first wave has shorter wavelengths.
Good! If there is a shorter wavelength,
the frequency is?
(the students will raise hands)
Yes, Ramona?
The frequency is higher.
Very good! How about the second
wave?
(the students will raise hands)
Yes, Robert?
It has longer wavelengths.
Correct! Therefore, if there is longer
wavelength, the frequency is?

Okay, Angelo? (students will raise hands)

That’s right! So what can you say about The frequency is lower.
the relationship between wavelength
and frequency?
(the students will raise hands)
Yes, Aela.
The shorter the wavelength, the higher the
frequency. But when the wavelength is
longer, the frequency is lower.
Very good! How about the relationship
of frequency to the sound?
(students will raise hands)
Yes, Shintaro?

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 If the frequency is higher, the pitch of
sound is higher. But when the frequency is
lower, the pitch of sound is lower.
Exactly. Now, let’s go to the loudness.
Read the slide.
Loudness refers to how loud or soft the
sounds seem to a listener. This is
determined by the amount of energy in
sound waves.
Okay, it says there that loudness is
determined by the amount of energy in
sound waves. For example:

When I hit the glass like this (hit the

glass strongly). What sounds have you
heard?
(the students will raise hands)
Yes, Charmaine?
Loud sounds, Ma’am!
How about this? (hit the glass softly).
What sounds have you heard?
(the students will raise hands)
Yes, Mico?
Weak/quiet sounds, Ma’am!
Very good! So why do you think I have
created a louder sound when I hit the
glass harder? (the students will raise hands)

Yes, Kate?
Because you have used more energy.
Okay. What do you think is the
relationship between energy and
loudness?
(students will raise hands)
Yes, Xyra?
The higher amount of energy, the louder
the sound produced.
Very good!

Loudness actually depends on the

amplitude. Can you describe the
amplitude of these two waves?

(students will raise hands)

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Yes, Janien?
The first wave has higher amplitudes.
Correct! And if there is higher
amplitude, what sound would it create?
Louder sounds, Ma’am!
Very good!

How about the second wave?

(students will raise hands)
Yes, Berna?
The second wave has lower amplitudes.
That’s right! And if there is lower
amplitude, what do you think will be
the sound like?
Weak/quiet sounds.
Accurate!

Lastly is the quality of sound. Can you

please read it?
Quality also called as timbre, is when the
two sounds of the same pitch and loudness
is distinguished.
For example, these glasses (show the
two different glasses), when I strike
them with the spoon at the same
energy. Do they sound the same?
(students raise hands)
Yes, Daniel?
No, Ma’am.
What do you think so?
Because they have different shape and
material used.
That’s right! The quality of the sound is
affected by these factors.

In this picture, what do you observe

class?
(students will raise hands)
Yes, Kopiko?
The values of frequency, wavelength, and
amplitude in sound 1 and 2 are the same.
Okay, that's right! How about the
instruments?
The instruments are different.
Correct! Do you think the sounds they
will produce are the same because they

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have the same frequency, wavelength,
and amplitude? No, ma'am.

Okay. What do you think is the reason

why? Because the instruments sound different
from each other.

Okay, that's right! So if they sound

different from each other, therefore,
the quality of their sounds is different
as well.

You all did a great job, class! Now, do

this with me: PAK PAK GANERN
GANERN!
(students will do PAK PAK GANERN
GANERN)
d. Elaboration

We will be having a seatwork now. It is

entitled: “Exploring Pitch, Loudness,
and Quality”.

Can you all read the instructions aloud?

Instructions:
Imagine you are part of a team exploring a
new planet where strange creatures
communicate through various sounds.
Answer the following questions based on the
scenarios provided. Put your answers on a
piece of paper.

Okay, you may start now.

Scenario 1: The Pitchy Planet

1. You encounter a creature that

communicates by making high-pitched
sounds. How would you describe the
pitch of these sounds? The sounds are high-pitched because they
have a higher frequency, similar to a whistle
or a bird chirping.
2. Another creature communicates
with low-pitched sounds. Compare the
pitch of these sounds to something
familiar on Earth.
The sounds are low-pitched, similar to the
rumble of thunder or the growl of a large
animal.
Scenario 2: The Loudness Challenge

3. You come across a creature that

communicates loudly to warn others

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 about potential dangers. How would
you describe the loudness of these
sounds? The sounds are loud, indicating a higher
amplitude and intensity, like a siren or a
loudspeaker.
Scenario 3: Quality Quest

5. On this planet, a group of creatures

produces musical sounds with a
pleasant quality. How would you
describe the quality of these sounds?
The sounds have a pleasant quality, similar
to the tones produced by musical
instruments like a flute or a piano.
b. Values Integration

Okay, since we have discussed the

characteristics of the sounds, can you
tell some of your experiences in
everyday life that relates with pitch,
loudness, and quality in terms of
communication?
(students will raise hands)
Yes, Berna?
My mom’s voice whenever she talks to me.
How’s the variation of her voice in
terms of pitch, loudness and quality
happening?
Her voice gets to higher pitch of sound
when she is somehow feeling annoyed
while talking to me and lower pitch of
sound when she is just calm. For the
loudness, her voice gets louder when she is
angry at me and soft when she talks
normally. And for the quality, her voice
sounds different when she is sick. It is a
little bit husky.
Nice observation! So how do pitch,
loudness, and quality associated with
our emotions? Anyone?
(students will raise hands)
Yes, Marco?
Pitch, loudness, and quality of voice are
closely linked to our emotions. Changes in
pitch often signify excitement (higher pitch)
or stress (lower pitch). Loudness can also
convey intensity of emotion, with louder
voices indicating strong feelings. The quality
of voice can reveal through underlying
emotions such as nervousness, sadness,
etc.

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 Excellent statement! We can conclude
that our voices are reflected by the
emotions that we feel.

How about the loudness? How does

loudness impact the people especially
in the school? Do you think it is
necessary to make your voice louder
when you are inside the campus?
(students will raise hands)
Yes, Angelie?
No, Ma’am.
Why?
Because we have to show some respect.
We might disturb some on-going classes.
Okay, that’s right. What else?
(students will share their other experiences)

You are all correct. As a conclusion, the

pitch, loudness, and quality have a
crucial role when it comes to
communication and sensitivity to our
surroundings. In communication, it
helps us to recognize the emotions
behind the messages that are conveyed
through how high or low the pitch is,
how loud the sounds are, and the
quality of voice have used. In our
surroundings, we can learn that we
have to manage the loudness of our
voices so that we avoid disturbances
that we can cause to other people.

Did you all enjoy our class?

Yes, Ma’am!
Good to hear! Now for the last time,
let’s do PAK PAK GANERN together!
(the students will do PAK PAK GANERN
GANERN)

IV. EVALUATION:
Read carefully and analyze the questions. Write your answer on a piece of paper.

1. Which of the following is NOT a characteristic of sound?

A. Amplitude
B. Velocity
C. Wavelength
D. Tone

2. Which of the following terms refers to the highness or lowness of a sound?

A. Frequency

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B. Loudness
C. Quality
D. Pitch

3. The pitch of a sound is determined by its:

A. Amplitude
B. Frequency
C. Quality
D. Velocity

4. Sound can damage our ears. How can we protect our ears from getting damaged
by sound?
I. Keep away from sound with highest pitch and frequency.
II. Lessen the loudness of the source of sound.
III. Stay away from high amplitude sound that carries large energy.
A. I and II only
B. I and III only
C. II and III only
D. I, II and III

5. Consider a situation where pitch is crucial for conveying a message. Which example best
illustrates this?

A) A loud concert in the park

B) A bird warning others with its song
C) Whispering a secret to a friend
D) Listening to ocean waves

6. Which term is used to describe the distinctive characteristics or attributes of a sound?

A) Loudness
B) Frequency
C) Quality
D) Pitch

7. Which of the following factors affects the loudness of a sound?

A) Frequency
B) Amplitude Answers:
C) Wavelength 1. B 4. B 7. B
D) Quality 2. D 5. B
3. B 6. C
V. ASSIGNMENT:
Look around in your house. Bring something (except instruments) that makes unique
sounds on the next meeting. Describe its pitch, loudness, and quality of the sounds that can be
heard. Present it to the class.

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