Republic of the Department of Division of Muntinlupa
Philippines Education City
MUNTINLUPA NATIONAL HIGH SCHOOL
University Road, NBP Reservation, Poblacion, Muntinlupa City
LESSON EXEMPLAR IN SCIENCE
Baby’s Breath,
Begonia,
Grade Level 8 Section Bellflower, Unit 1st Quarter
Anthurium,
Calachuchi
Topic Sound
Subtopic Sound
Teaching Date October 16, 2023
The learners demonstrate an understanding of:
Content Standards
the propagation of sound through solid, liquid, and gas
The learners should be able to:
Performance Standard
develop a written plan and implement a “Newton’s Olympics”
The learners shall be able to:
• infer how the movement of particles of an object affects the speed
Learning Competency of sound through it;
• investigates the effect of temperature to speed of sound through
fair testing;
Code S8FE-Ie-24, S8FE-Ie-25
At the end of 60 minutes teaching- learning process, at least 75% of
the learners should be able to…
Specific Learning
Objectives understand how the sound is produced
determine the effect of temperature on the speed of sound;
compute the speed of sound in air at different temperatures;
Science Process Skills explaining, observing, describing, analyzing, critical thinking
Garcia James. (n.d.). UNIT 1 Force, Motion, and Energy. 69-70, 74-75,
References/Resources
77, 82, 84-90.
For Teachers Use For Students Use
Laptop, Projector/TV, Power
Point Presentation, chalk and Ballpen and notebook
Materials eraser
For Activity Use
Laptop, Projector/TV, Power
Ballpen and notebook
Point Presentation
PAGE 1
Concepts: Sound is composed of waves of compression and rarefaction in which the human ear is
(Must specifically
explain or discuss sensitive. It is produced through vibration.
the scientific
concept/s that is
introduced in the
lesson with The velocity/speed of sound is affected by several factors like the medium or carrier of
corresponding
equations and sound. Basically, sound travels fastest in solids and slowest in gas.
illustrations as
needed)
Temperature also affects the speed of sound. As air temperature increases, the
molecules gain more energy which means they vibrate faster. The faster air molecules
vibrate, the greater the rate of sound is transmitted.
Speed of Sound depends on:
Type of medium
~ travels better through liquids and solids
~ can’t travel through a vacuum
Temperature of medium
~ travels faster at higher temperatures.
Formula:
0.6 m/s
◉ V = 331 m/s + TC
°C
Wherein
◉ v = speed of sound
◉ 331 m/s = speed of sound at 0°C
0.6 m/s
◉ = speed of sound per 1°C
°C
◉ TC = temperature in degree Celsius
Sound can be reflected, refracted, and absorbed and also shows evidence of
interference and diffraction.
Reflection of sound is also known as echo.
The reverberation of sound is the repeated multiple reflections of sound in any
enclosed space. Reverberation occurs when the echo produced is as same/strong as
the sound produced by the source.
An echo happens when sound bounces off a surface
Refraction of sound occurs when the wave travels from one medium to another
medium.
1.Wavelength is the distance between two compressions (points) of a sound wave.
2. Frequency is measured as the number of vibrations per second. It determines the
pitch of a sound.
3. Pitch is a measure of how high or low a sound is. It depends on how fast the source
of a sound is vibrating and changes based on the nature and length of the vibrating
object.
High frequency (small space between waves) = high pitch.
PAGE 2
Low frequency (long space between waves) = low pitch.
4. Amplitude is a measure of the amount of energy in a sound wave. It can be seen in
the height of a sound wave and it determines volume.
High amplitude
(tall waves) = loud volume
Low amplitude
(short waves) = soft volume.
Materials Students’
Teacher’s Task Assessment
Needed Task/Activity
The teacher will: The students will:
Ask students to Lead the
pray. prayer.
Daily Instruct the Maintain
Routine students to cleanliness.
(2 mins) observe the Pass the
(Please identify the
different parts of cleanliness of the assignments
your daily routine
before proceeding to
classroom.
the lesson) Check the
attendance.
Get the
assignments.
Elicit Laptop,
(5 mins) Projector, “Let’s have a recap first
(The activities in this
section will evoke or and Power on what we have
draw out prior
concepts or prior Point discussed last meeting.”
experiences from the
students)
Presentation Expected answers:
“What was our last topic “Our topic last
all about?” meeting is all about
Power”
“What have you learned
about Power?” “We learned that
Power is the rate at
which work is done.”
“Very good, (name of the
student)! Power is the
time rate of doing work
or delivering energy.”
“What are the variables
in getting the value of “The formula for
Power and what would Power is work divided
be the unit?” by time. It can be also
force multiplied by
displacement over
“Good job, (name of the time.”
student)! In order to get
the value of Power, we
divide the work with
time. Since we can also
use force multiplied by
displacement over time,
PAGE 3
we can conclude the
Power is equal to force
times velocity.”
“It seems that you
remember what we have
tackled last meeting.”
The teacher will let a The student will… Arrange the jumbled
student pick a number pick a number. letters.
then will start the head will answer the
count. The student who activity. 1. NUODS
will be picked will 2. PERAMETTU
Engage: answer the activity. RE
(5 mins) Laptop,
3. YCNEUQERF
(The activities in this Projector,
section will stimulate 4. CHIPT
their thinking and and Power
help them access 5. SPDEE
and connect prior Point
knowledge as a
Presentation
jumpstart to
present lesson)
the Answers:
1. SOUND
2. TEMPERATU
RE
3. FREQUENCY
4. PITCH
5. SPEED
The teacher will… The students will…
call 2 students: 1 hum or
male and 1 produce a Guide questions:
female sound.
tell the students observe the 1. What did you
Explore: to make a sound differences notice about
(10 mins) or to hum. their voices?
(In
students
this section
will be ask the students Are there any
given time to think, Laptop, what they notice differences?
plan, investigate,
and organize Projector, about the
collected
information; or the and Power difference of the 2 2. What did you
performance of the
planned/ prepared
Point voices feel when you
activities from the Presentation hum or when
students’ manual
with data gathering will touch their you produce
with
Questions*).
Guide
tell the students neck then sound?
Structured inquiry*
to touch their make a sound
necks then hum tell their
ask them about observation
what they feel about what
whenever they they felt
make a sound
Explain: Laptop,
(15 mins) Projector, The teacher will process The students will
(In this section,
students will be and Power their answers in the participate actively
involved in an
PAGE 4
activity. during the discussion.
The teacher will show
the topic through Power
Point presentation.
The teacher will call a
student to read what’s
shown in the
presentation then ask
them what they
understand.
The teacher will explain
the concept.
Sound is composed of
waves of compression
and rarefaction in which
the human ear is
sensitive. It is produced
through vibration.
The velocity/speed of
sound is affected by
analysis of their
exploration. Their several factors like the
understanding is
clarified and medium or carrier of
modified because of sound. Basically, sound
reflective activities)/ Point
Analysis of the travels fastest in solids
gathered data and Presentation
results and be able and slowest in gas.
to answer the Guide
questions leading to
the focus concept or Temperature also affects
topic for the day*.
the speed of sound. As
air temperature
increases, the molecules
gain more energy which
means they vibrate
faster. The faster air
molecules vibrate, the
greater the rate of sound
is transmitted.
Speed of Sound
depends on:
Type of medium
~ travels better
through liquids and
solids
~ can’t travel
through a vacuum
Temperature of
medium
~ travels faster at
higher temperatures.
Formula:
PAGE 5
◉ V = 331 m/s +
0.6 m/s
TC
°C
Wherein
◉ v = speed of
sound
◉ 331 m/s = speed
of sound at 0°C
0.6 m/s
◉ = speed
°C
of sound per 1°C
◉ TC = temperature
in degree Celsius
1.Wavelength is the
distance between two
compressions (points) of
a sound wave.
2. Frequency is
measured as the
number of vibrations per
second. It determines
the pitch of a sound.
3. Pitch is a measure of
how high or low a sound
is. It depends on how
fast the source of a
sound is vibrating and
changes based on the
nature and length of the
vibrating object.
High frequency (small
space between waves) =
high pitch.
Low frequency (long
space between waves) =
low pitch.
4. Amplitude is a
measure of the amount
of energy in a sound
wave. It can be seen in
the height of a sound
wave and it determines
volume.
Sound can be reflected,
refracted, and absorbed
and also shows
evidence of interference
and diffraction.
Reflection of sound is
also known as echo.
The reverberation of
sound is the repeated
PAGE 6
multiple reflections of
sound in any enclosed
space. Reverberation
occurs when the echo
produced is as
same/strong as the
sound produced by the
source.
An echo happens when
sound bounces off a
surface
Refraction of sound
occurs when the wave
travels from one medium
to another medium.
“Do you understand the “Yes, Sir.”
lesson?”
“Are there any questions “None so far, Sir.”
or clarifications?
“For you to understand The students will… Generalization
more about sound Watch a video
waves, I will show you a about sound I have learned that
video.” waves ______
Write the key
“Take note of the terms or I have discovered
Elaborate: important words or key important that _____
(10 mins) Laptop, terms on your words on their
(This section will
give students the Projector, notebooks.” notebooks. I have realized that
opportunity
expand
to
and
and Power Will answer the _____
solidify/concretize Point “Now answer the generalization
their understanding
of the concept and/or Presentation generalization.”
apply it to a real-
world situation)
The teacher will call a One student will share
student to share his/her his/her generalization.
generalization.
Evaluation: Laptop,
(5 mins) Projector, “For me to know that you The students will Direction:
(This section will
provide opportunities and Power have already understand answer the given Choose the letter of
for concept check
test items and
Point the lesson, answer this problems on their the correct answer.
answer key which Presentation 5-item quiz in a ¼ sheet notebooks.
are aligned to the
learning objectives – of paper.” 1. In which medium
content and
performance will sound travel
standards and
PAGE 7
address
misconceptions –if faster?
any) A. gas
After answering the B. liquid
problems. C. solid
D. the same in all
“Are you done?” media
“Yes, Sir”
“Exchange notebooks 2. Sound travels
with your seatmates faster as
then write corrected by.” temperature.
A. decreases
The teacher will call a B. increases
student to answer the The assigned C. reached
question. students will tell their absolute 0
answers. D. unchanged
3. The speed of a
sound wave depends
on
A. the air
temperature
B. the frequency
C. the medium
D. both air
temperature and
medium
4. Why does sound
travel faster in solids
than in liquids or
gases?
A. the particles are
closer together
B. the particles are
loosely arranged
C. the particles in
solid have more
energy
D. the particles in
solid are harder
5. How will sound
travel when the
temperature in a
medium increases?
A. at the same speed
B. faster
C. slower
D. it will not travel.
Answers:
1. C
2. B
3. D
4. A
PAGE 8
5. B
“Copy your assignment The student will Assignment:
on your notebooks.” copy the
assignment on 1. Why is it
Extend: their important to
(5 mins) Laptop, notebooks. study sound?
(This section gives
situation that
Projector,
explains the topic in and Power
a new context, or
Point 2. What do you
integrate
another
it to
“Are you done copying?” “Yes, Sir.” think our world
discipline/societal Presentation
concern) would be if
“Good bye, class!” “Goodbye, Sir!” there’s no
sound?
Remarks
Reflection: A. No. of learners who earned 70% on the
formative assessment.
B. No. of learners who require additional
activities for remediation.
C. Did the remedial lessons work?
D. No. of learners who caught up with the
lesson.
E. No. of learners who continue to require
remediation.
F. Which of my teaching strategies worked
well? Why did this work?
G. What difficulties did I encounter which
my principal or supervisor can help me
solve?
H. What innovation or localized materials
did I use/discover which I wish to share
PAGE 9
with other teachers?
PREPARED BY:
Niño Jerald Razo
Student Teacher
CHECKED BY:
Mrs. Imelda S. Camania
Cooperating Teacher
NOTED BY:
Mr. Jason B. Albaro
Head Teacher V
PAGE 10
