Topic/Title Sound

Grade Level
Time Allotment/Date
Prepared by/School
Content Standard
Performance Standard
Learning Competencies
Objectives
7
1 hour/ March 26, 2024
Shaina T. Novicio/Aurora National High School
The learners demonstrate and understanding of:
the characteristics of sound
The learners shall be able to:
a. conduct a forum on mitigation and disaster risk reduction
The learners should be able to…
a. describe the characteristics of sound using the concepts of wavelength, velocity, and
amplitude;
At the end of the lesson, the students should be able to:
a. Identify and describe the properties of sound waves, including frequency, amplitude
and wavelength,
b. Experimenting with musical instruments or digital sound synthesizers to produce a
variety of tones, melodies, and rhythms
c.

Elicit
Teacher will conduct routine activities:
- Greetings
- Checking of Attendance
Teacher will review the class of the previous
lesson. She will show the class an image.
● Relate the image on the screen to what
you have learned from the previous topic.
A picture of the different colors of light will be
shown with their wavelengths and frequencies.
The teacher will ask the following questions:
Materials
PPT presentation
● The class will greet the teacher back in return.
● The president or secretary of the class will
report the attendance to the teacher.
Students will answer:
- Light that we see is actually a mixture of
different colors. These colors can be seen
thru a prism.
Students will study the image and answer.

● Compare the wavelength of violet and
red.
● Of all color of light, which has the greatest
frequency? How about wavelength?
● Of all colors of light, which gives the most
energy?
Engage
After the review, the teacher will relate the
concept of light to the new topic by asking the
students:
● Aside from illumination, what other
things can we get from light?
- Orange has a longer wavelength than
blue.
- Red has a longer wavelength than violet.
- Violet has the greatest frequency, while
red has the longest wavelength.
- The one that gives most energy is the
violet because it has the highest
frequency.
PPT presentation
Student answer:
- Aside from illumination, light can also
give us warmth or heat.

Teacher will elaborate that aside from

illumination, light can also give us “warmth”
which is related to heat.

Teacher will present the learning competency:

“Infer the conditions necessary for heat transfer
to occur.”

Teacher will conduct a pre-test to check student

prior knowledge.

Teacher will ask the class:

● Can anyone describe a situation in which
A few selected students will answer the question
you remember feeling the most cold or
and share their experiences about being most hot
most hot that you have ever been?
or most cold.
● But what exactly is feeling hot or cold?
Why do we feel it?
Explore
An image of particles of matter will be shown. Student will study the image: PPT presentation
- The particles are moving. Hot water
● Are the particles stationary or in motion?
 Cold water
Teacher will define thermal energy: Spoons
Any object is said to posses thermal energy due to Empty bottles
the movement of its particles. Food color
dropper
A demonstration will be conducted to show
thermal energy in water.

Demonstration 1: Thermal Energy in Water

1. Two glasses will be prepared: one filled
with hot water and the other with cold
water.
2. Few drops of food color will be placed on
each water and the students will observe
what happens to the food color.
Students will answer the questions based on what
Processing Questions: they have observed.
- The food color spread faster in hot water
● What is the difference between the
compared to cold water.
“spreading” of food color in hot water and - Since the water is hot, the particles are
cold water? moving faster so it is easier to mix the
● Why do you think they behaved food color with the water.
- The hot water contains more energy
differently?
because the particles are moving much
● Which of the two water samples contain faster.
the greater thermal energy?

The teacher will emphasize the concept:

The greater the motion of particles, the higher the
thermal energy.

Objects with higher thermal energy feels warmer

than those with low thermal energy. Students may answer: by checking the
temperature or using a thermometer.
Teacher will ask the class:
● How do we measure thermal energy?

Teacher will review to the class the concept of

temperature:
Temperature is the measure of the average thermal
energy in a system or in an object. If an object has a
lot of energy, then it feels hot, but if it has less A selected student will answer:
energy, then it feels cold. - Thermal energy is from the movement of
particles in an object. The faster the
An image will be shown by the teacher. movement, the higher the thermal
energy, thus the higher the temperature
● Describe what you can see on the image
as well.
by using these three terms: thermal
energy, movement of particles, and
temperature.

When the atoms in a system move faster, the

system has more energy and a high temperature, Students may answer: Yes, ma’am energy can be
and when the atoms are moving slower, the system transferred.
has less energy and a lower temperature.

Teacher will ask the class:

● Can this energy be transferred from one
object to another?

A demonstration will be conducted to show how

energy is transferred between objects.

Demonstration 2: Hot and Cold Spoons

1. A glass with hot water and a glass with
cold water will be prepared together with
two spoons.
2. Two student volunteers will hold each
spoon and feel its initial temperature.
3. One spoon will be placed in the hot water,
Students will answer the questions based on what
the other in the cold water. For a few
they have observed.
 seconds the students will wait. - Yes.
4. The students will retrieve the spoons and - Energy moved from the hot water to the
feel the temperature of the spoons. spoon. Energy moved from the spoon to
the cold water.
Processing Questions: - No. Because energy must transfer if they
have different temperatures.
● Is energy transferred from the two set-
ups?
● What is the movement of energy in the
set ups?
● Can energy transfer if they all have the
same temperature? Students will answer:

Teacher will emphasize to the class the concept of - The ice feels cold.
heat: - The hand transfers energy towards the
Heat is a transfer of thermal energy caused by a ice.
difference in temperature.

Additional images will be shown with guide

questions:
● Imagine holding an ice cube, how does
the ice feel on your hand?
● How do you think heat is being
transferred between your hand and the
ice?

Explain
Teacher will ask the class: PPT presentation
Radiation
● What are the different ways to transfer
Experiment:
heat? Spoon and candles
(if needed)
The students will then observe how heat transfer
occurs on different situations by doing their own Conduction
experiment. 9 minutes will be provided for this experiment:
activity. Spoon
Candle
The class will be divided into 6 groups and will Matches
conduct 3 different experiments. Small plate
● Group 1 and 2 : Radiation
Convection
● Group 3 and 4: Conduction experiment:
2 empty coke
● Group 5 and 6: Convection The groups will conduct their experiment and bottles
answer the guide questions provided by the Hot water
Radiation Experiment teacher. Cold water
Materials: spoon, candle and match (if it is not Food color
sunny outside) Dropper
1. The students will initially feel the spoon Small basin
to check the temperature.
2. The spoon will then be placed under the
sun for two minutes. (In case the sun is
not available, a lighted candle will be
prepared. The students will then place
the spoon on top of the candle flame,
without the spoon touching the flame
itself.)
3. After two minutes, the students will then Students may answer:
carefully touch and feel the spoon again. - Heat is transferred from the warmth of
the sun to the spoon.
Processing Questions: - There is no direct contact between the
sun and the spoon.
● How is heat transferred from the
- Radiation is a transfer where there is no
sun/candle flame to the spoon? direct contact between objects such as
● Is there direct contact between the two the heat coming from the sun.
objects?
● In your own words, define how heat is
transferred thru radiation.
Conduction Experiment
Materials: spoon, candle, small plate
1. The students will light the candle and
place three drops of melted wax on the
spoon.
2. A few seconds will be given for the wax to
harden again.
3. Light the candle and make it stand on the
plate.
4. Carefully place the spoon with the wax on Students may answer:
top of the flame. Make sure that the flame - Heat is transferred from the flame of the
is touching the flame. candle to the spoon, then to the wax.
5. Observe what happens to the wax. - There is direct contact among the three.
- Conduction is heat transfer where there
Processing Questions: is direct contact between objects.
● How is heat transferred from the candle
flame to the wax?
● Is there direct contact among the flame,
spoon, and the wax?
● In your own words, define how heat is
transferred thru conduction.

Convection Experiment
Materials: two empty coke mismo bottles with
the label removed, hot water (not boiling) and
cold water, liquid food color, dropper, small basin
1. Place hot water in one bottle (do not fill it
too much)
2. Place cold water in another bottle (do not
fill it too much)
3. On the hot water, place a few drops of
food coloring. Make sure that the hot
water turns dark. Students may answer:
4. Place the bottle with hot water on the - Heat transfers from the hot water
basin. towards the cold water. We can see it
5. Carefully, turn over the bottle with cold with the changing of color of the cold
water on top of the bottle with hot water. water.
6. Observe what happens to the cold water. - There is direct contact.
- Convection happens when there is direct
Processing Questions: contact of two liquids.
● How is heat transferred from the hot
water to the cold water? How can you say
so?
● Is there direct contact between the hot
water and the cold water?
● In your own words, define how heat is
transferred thru convection.

After the activity, the teacher will facilitate the

discussion on the result of their experiments.

The teacher will also emphasize the following

concepts on heat transfer:
By conduction – conduction takes place when the
particles between objects are in contact and heat
transfers from hot object to cold object.
By convection – convection takes place only in
fluids when particles from hot material moves to
the cold material.
By radiation – radiation takes place when heat is
transferred by electromagnetic waves (no direct
contact)

Elaborate
Teacher will facilitate a discussion on one of the Bond
most common misconceptions about heat. papers/activity
sheet
The class will explain why this is incorrect: “Isara
niyo and pinto, lalabas ang aircon.”
To sum it up, the teacher will ask the students to
explain the relationship of thermal energy,
temperature, and heat.
The teacher will ask the class:
● In order for heat transfer to occur, what
should be the requirement?
Evaluate
Formative
A quiz will be provided to the students.
They will prepare ¼ sheet of paper and answer
the questions to be provided by the teacher.
It is incorrect to say that the coldness from the
aircon will leave the room because in reality it is
the heat from the outside that can enter the room.
That is why we should close the door when the
aircon is on to avoid the heat to enter the room.
Thermal energy is the energy contained within an
object and it is measured by temperature. When
this energy is transferred between objects we call
it heat.
In order for heat transfer to occur, there should be
a different in temperature between two objects.
PPT presentation
¼ sheet of paper

Identify the given examples is radiation, Answers to the quiz:

convection, or conduction. 1. Radiation
1. The heat from the sun is starting to make 2. Convection
you sweat. 3. Conduction
2. The bath water is super cold in the 4. Conduction
morning, so you pour hot water to make 5. Radiation
it warmer. 6. False
3. You jimp in the pool and a few minutes 7. False
later you feel cold and your lips are 8. True
turning blue. 9. False
4. You climb out of the pool and lie on the 10. False
warm concrete to warm your body back
up.
5. It is noon time and you move under a tree
with a little shade, but you still feel hot.
True or False
6. Thermal energy from one object cannot
transfer to another object.
7. You feel cold when you feel the air from
the air conditioning unit because the
coldness transfer to your hands.
8. To measure the thermal energy within
the object, we check its temperature.
9. Atoms within the object with HIGH
thermal energy moves slow.
10. Heat transfer will occur between two ice
creams with the same temperature.

Extend (Homework)
For other application of heat transfer:
- Observe in your house what other
activities or situations where you can see
heat transfer. Cite at least 2 examples and
identify if it is radiation, conduction, or
convection. Write it on ½ sheet of paper
(crosswise)
References
Science 7 Module 6: Heat Transfer

Prepared by:

CARLA MELISSA G. BALDONADE

SST – 1

Checked by:

BRENDA F DE GUZMAN
MT - 1

Noted by:
IRENE H LLAVE
Principal-II