School Grade Level IV- Regular & SSES

Teacher Learning SCIENCE

Area
Teaching Dates
and Time Week 9 Quarter 3
DAILY LESSON
Day 1
PLAN

I. Learning Identifying Ways to

Compentency Protect Oneself from Exposure to Excessive Light,
Heat, and Sound SSP_S4FE-IIIi
A. Content Standards How light, heat, and sound travel using various objects.
B. Performance Standards Demonstrate conceptual understanding of properties/ characteristics of light,
heat and sound
C. Learning Objective Identifying Ways to Protect Oneself from Exposure to Excessive Light
II. Subject Matter
A. Concept
B. Materials Activity Sheets, powerpoint, TV
C. Reference Science 4 Learner’s Material, pp. 216-226
D. Process Observing, Explaining, Describing, Investigating
E. Values Integration Take care in handling different materials.
III. LEARNING TASK
Checking of Assignment
A. ELICIT (5 min) Review: Answer the given question.
 What is the main source of heat and light?
 Why is light important to living things?
 Why is there a need to openb our doors and windows widely?
 Can you give me an example of instrument that produce light?

Activity I
B. ENGAGE (5 min) ”How Good is your Hearing?”
Soft or Loud
Directions: Put a check mark (/) on the box that produces sound. Identify if the
sound produced is soft or loud. Do this in your notebook by writing only the
correct answer.

Ask: Which of the sound do you prefer to hear? Why?

C. EXPLORE (10 min)
Activity 1
How is Sound Produced?

What you need:

*ruler
* table
 What to do:

1. Please the ruler over the edge of the table. Hold it firmly.
2. Push/tap it downwards, then let it go, so that the ruler moves
back and forth.

NOTE: Ensure that you hold the rukler firmly and always protect
yourself from being hit as it moves.

Guide Questions:
1. What did you exert when you push down the ruler and release
it?
2. What happened to the ruler?
3. How will you describe the movement of the ruler?
4. Did you hear a sound?
5. Did the sound coming from the moving ruler suddenly stop
when you held?
6. What happened to the ruler when you released it again? Did
you hear the sound?
7, How do you think sound is produced?

D. EXPLAIN (10 min)

A sound is a form of energy made by vibrations, just like electricity and light.
Sound is made when aire molecules vibrate and move in the patterns called
waves, or sound waves. Think when you clap your hands, or when you slam
the car door shut.

The action produces sound waves, which travel to your ears and the to your
brain, which says, “I recognize that souns”.

When object make sound, they move back and forth. This movement is called
vibration.

The loudness of a sound refers how strong the sounds seems to us when
it reaches our ears. Loud sound also mean intense sound. Sound loses
intensity as it spreads outwarnd in all directions from the source. So
loudness of a sound decreases between a person and the source of the
sound.
 The softness and / or loudness of the sound is called volume. If the
volume of the sound is controlled there will be varying degree of
loudness.
Pitch refers to how high or low a sound is. Materials and sound
Transmission, sound can travel through different materials but the speed
and quality of transmission may vary. The distance between the sound
source and the listener affects the volume of sound.

E. ELABORATE (5 min) Activity 2: What do you Hear?

Directions: Listen the music. The volume set to the softest level that is clear
enough for you to hear. This will be the starting volume for you. Record it in
your data sheet like the one shown below. Copy the table in your notebook. Put
OK for tolerable level and NOT OK for intolerable level

VOLUME LEVEL TOLERABLE LEVEL

10

Adjust the voulume level at constant rate.

Fill out the corresponding table for your observation. Do it in your science
notebook.
F. EVALUATE (5 min) Direction: Choose the letter of the correct answer. Do it in you paper.
1. Which of the following produces soft sound?
A. drum set B. whistle C. jet D. buzzing bee
2. Which of the following best describes volume in relation to sound?
A. The speed at which sound travels
B. The highness or lowness of a sound
C. The loudness or softness of sound
D. The quality or tone of a sound
3. Why does the sound become weaker or fainter as it moves away from the
observer?
A. The sound is lower by the operator
B. The sound spreads to cover a small area
C. The sound spreads to cover a larger area
D. The sound is already absorbed by the environment.
 4. Which of the following best describes pitch in relation to sound?
A. The speed at which sound travels
B. The highness and lowness of sound
C. The loudness or softness of a sound
D. The quality or tone of a sound
5. Which is TRUE about the characteristics of sound
A. Sound could either be soft or loud.
B. The loudness of sound decreases as it moves nearer the
observer.
C. Sound is not heard when it is exactly on the same spot as the
listener.
D. The loudness of sound increases as it moves away from the
observer.

Answer Key:
1. D 2. C 3. C 4. B 5. A
G. EXTEND (5 min) Activity 3:
Can you be a Scavenger?
Directions: You are going on a sound scavenger hunt to investigate how sound
behaves in different situations. Record your observations and thought about the
properties of sound in each location. You should pay attention to volume, pitch,
echoes and other interesting characteristics you noticed.

 Outdoors in an open field.

 Inside a gym or large hall
 Near the open faucet
 Inside the classroom
 Inside a small, enclosed space like cabinet

H. AGREEMENT Activity 4
Where I Belong?

Direction: Look at the things inside your kitchen that produces

loud and soft sound.
Soft sound Loud sound
1. ___________ 1. _____________
2. ___________ 2.______________
3. ___________ 3.______________
4. ___________ 4.______________
5. ___________ 5.______________

REMARKS/REFLECTION

No. of learners who earned 80% in

the evaluation
No. of learners who require
additional acti-vities for
remediation who scored below 80%
Did the remedial lessons work? No.
of learners who have caught up
with the lesson
No. of learners who continue to
require remediation
Which of my teaching strategies
worked well? Why did this work?
What difficulties did I encounter
which my principal or supervisor
can help me solve?
What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

RAYGEN G. ESPINAS
TEACHER III
Writer
SINDANGAN PILOT DEMONSTRATION SCHOOL
SINDANGAN CENTRAL DISTRICT

Content Editor

Language

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