Daily Lesson Log in Science 7

I. OBJECTIVES Differentiate mechanical from electromagnetic

waves.
a. Content Standards The learners demonstrate an understanding of
waves as carriers of energy.
b. Performance Standards
c. Learning Competencies/Objectives Differentiate mechanical from electromagnetic
Write LC Codes for each waves. S7FE-IIIc-5
II. CONTENT WAVES (Mechanical vs. Electromagnetic Waves)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages 198-201
2. Learner’s Materials Pages 197-199
3. Textbook Pages
Additional Materials from Learning
Resources (LR) Portal
Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or Describe transverse waves, longitudinal waves and
Presenting New Lessons surface waves.
B. Establishing a Purpose for the The students will be shown with images of
Lesson mechanical waves and a chart of electromagnetic
spectrum

They will be asked what is/are the differences of

mechanical waves from electromagnetic waves.
C. Presenting Examples/Instances of 1. The class will be divided into six (6) groups
the new lesson 2. They will perform Activity 3 on Mechanical
vs. Electromagnetic Waves on pages 197-
199.
3. They will answer Q12-Q19
D. Discussing new concepts and The assigned reporter for each group will present
practicing new skills #1 their collaborative output to the class.
E. Discussing new concepts and The teacher explains the difference between
practicing new skills #2 mechanical waves from electromagnetic waves.
F. Developing mastery ( Leads to Answer guide questions in learner’s material pages
formative assessment) 198-199.
G. Finding practical applications of Why is it that many places feel the shaking of the
concepts and skill in daily living earth even though the epicenter of the earthquake
is already far from them?
H. Making Generalization about the Differentiate mechanical waves from
Lesson electromagnetic waves
I. Evaluating Learning 1. Which of the following is a correct statement?
A. Mechanical waves can pass through an
empty space.
B. The waves you created using a rope are
concrete examples of electromagnetic
waves.
C. Mechanical waves require a medium for
 wave propagation while electromagnetic
waves require no material medium for
their passage.
D. Electromagnetic waves require a medium
for wave propagation while magnetic
waves require no material medium for
their passage.
2. Mechanical waves transport energy from one
place to another through___
A. alternately vibrating particles of the
medium.
B. vibrating particles and traveling
particles.
C. particles traveling with the wave.
D. none of the above
3. Which of the following does not require a
medium to propagate waves?
A. transverse wave C. mechanical wave
B. longitudinal wave D. electromagnetic wave
For items 4-5

Wave A

Wave B

Wave C
4. Which two waves have the same amplitude but
different wavelengths?
A. Waves A and B C. Waves A and C
B. Waves B and C D. All waves have the same
5. Which wave has the highest frequency?
A. Wave A C. Wave C
B. Wave B D. All waves have the same
J. Additional Activities for Let the students delve into the internet more
Application or Remediation information on the kinds of electromagnetic
radiation that objects give off.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lesson work? No.
of learners who have caught up
with the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
 Daily Lesson Log in Science 7

I. OBJECTIVES Explain the characteristics of waves

a. Content Standards The learners demonstrate an understanding of waves
as carriers of energy.
b. Performance Standards
c. Learning Competencies/ Relate the characteristics of waves S7FE-IIId-6
Objectives
Write LC Codes for each
II. CONTENT Characteristics of Waves
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages 196-198
2. Learner’s Materials Pages 194-197
3. Textbook Pages
Additional Materials from
Learning Resources (LR) Portal
Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Differentiate mechanical waves from electromagnetic waves
Lesson or
Presenting New Lessons
B. Establishing a Purpose for The teacher will show a picture of sinusoidal waves and ask
the Lesson questions about it

C. Presenting Activity
Examples/Instances of The class will be grouped into six (6) and let them
the new lesson perform Activity 2 on Anatomy of a Wave, pages 194-197.
Le them answer what are being asked for.
D. Discussing new concepts Group presenters will present their collaborative output to
and practicing new skill#1 the class.
E. Discussing new concepts The teacher will facilitate a brief discussion of the findings.
and practicing new
skills#2
F. Developing mastery What is the relationship among wave speed, wavelength
( Leads to formative and frequency?
assessment)
G. Finding practical Suppose you observe an anchored boat to rise and fall every
applications of concepts 4.0 seconds as waves whose crests are 25 meters apart pass
and skill in daily living by it.
a. What is the frequency of the observed waves?
b. What is the speed of the waves?
(Refer answers in the Teacher’s Guide page 198)
H. Making Generalization Describe a wave.
about the Lesson
I. Evaluating Learning

1. The amplitude of the wave in the diagram above is

given by letter____.
2. The wavelength of the wave is given by letter___.
 3. Which of the given intervals represents one-half
wavelength?

A. A to E C. A to B
B. B to F D. C to E
4. Wave Y makes twelve full waves in three seconds.
What is the frequency of wave Y?
A. 2 Hz B. 2.5 Hz C. 3 Hz D. 4 Hz
5. Waves in a lake are 5.00m in length and pass an
anchored boat 1.25s apart
The speed of the waves is:
A. 0.25 m/s C. 6.25 m/s
B. 4.00 m/s D. 16.0 m/s

J. Additional Activities for

Application or
Remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for remediation
C. Did the remedial lesson
work? No. of learners
who have caught up with
the lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?
 Daily Lesson Log in Science 7

I. OBJECTIVES Describe the characteristics of sound using

the concepts of wavelength, velocity and
amplitude
a. Content Standards The learners demonstrate an understanding
of the characteristics of sound
b. Performance Standards
c. Learning Competencies/Objectives Describe the characteristics of sound using
Write LC Codes for each the concepts of wavelength, velocity, and
amplitude. S7FE-III-7
II. CONTENT Sound
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages 208-210
2. Learner’s Materials Pages 206-207
3. Textbook Pages
Additional Materials from Learning Resources
(LR) Portal
Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or Show pictures of different indigenous
Presenting New Lessons instruments in the locality used as musical
apparatus.

B. Establishing a Purpose for the Lesson How are these instruments being played?
C. Presenting Examples/Instances of the The students will be grouped into six (6)
new lesson and perform the Activity 1 on pages 206-
207.
They will read the procedure and answer
the questions.
D. Discussing new concepts and practicing The reporters of all groups will give their
new skills #1 collaborative answers
The teacher will check and process the
answers.
E. Discussing new concepts and practicing The teacher explains further how sound is
new skills #2 being propagated.
F. Developing mastery ( Leads to formative When is sound produced?
assessment) What factors affect the pitch and loudness
of the sounding box
G. Finding practical applications of concepts How do you know that the musical
and skill in daily living instrument that you play is of good quality?
H. Making Generalization about the Lesson Differentiate the sounds being produced by
the rubber bands with different thickness
and length.
I. Evaluating Learning 1. A sound wave is a___
A. longitudinal wave C. standing wave
B. transverse wave D. shock wave
2. Which of the following objects produce
sounds?
A. soft objects C. vibrating objects
 B. radio stations D. objects under
pressure
3. Compared to a thin string of the same
length and thickness, a thick string
produces sounds of____
A. the same pitch C. higher pitch
B. lower pitch D. lower then higher
pitch
4. Thinner strings produce ___sound while
thicker strings produce___ sound.
A. High, low C. higher, lower
B. low, high D. Lower, higher
5. Compared to longer strings, shorter
strings
produce ____ pitch.
A. softer B. louder C. higher D. lower

J. Additional Activities for Application or Let the students make their own improvised
Remediation musical instruments
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lesson work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?

Daily Lesson Log in Science 7

I. OBJECTIVES Demonstrate how sound is produced
 a. Content Standards The learners demonstrate an understanding of
the characteristics of sound
b. Performance Standards
c. Learning Competencies/Objectives Explain sound production in the human voice
Write LC Codes for each box, and how pitch, loudness, and quality of
sound vary from one person to another.
S7FE-IIIe-8
II. CONTENT Sound
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages 207-208
3. Textbook Pages
Additional Materials from Learning Resources
(LR) Portal
Other Learning Resources Youtube videos
IV. PROCEDURES
A. Reviewing Previous Lesson or Compare the sounds of the strings with same
Presenting New Lessons thickness but with different length
Differentiate the sounds produced by each
rubber band with different thickness
B. Establishing a Purpose for the Lesson Show the diagram of solid, liquid and gas
molecules

Let the students describe the molecules of the

different media.
C. Presenting Examples/Instances of the Activity
new lesson The teacher tells the class to be in their
own group and perform the activity by
choosing their own partners.
Allow the students to enjoy the activity but
instruct them to share their experiences and
answer the given questions.
Procedures:
1. Ask your partner to gently tap the other end
of the table/desk with pencil or a ruler.
Q1. What happens?
2. Ask your partner to again gently tap the
other end of the table/desk but this time,
make sure that your ear is not touching the
table/desk.
Q2. What happens?
Q3. In which situation did you encounter
louder and more pronounced sound?
Q4. In which situation did you encounter the
sound clearly?
D. Discussing new concepts and practicing Presentation of output and the teacher will
new skills #1 facilitate a brief discussion of the findings.
E. Discussing new concepts and practicing Let the students watch the video clip on
new skills #2 sound waves
 F. Developing mastery ( Leads to Why is it the sound produced in solids is much
formative assessment) more distinct and louder than when it is
propagated or produced in liquids and gases?
G. Finding practical applications of How can we make a softer sound? How about
concepts and skill in daily living a louder sound?
H. Making Generalization about the Why do molecules of solids transmit sounds
Lesson better than the molecules of liquids and
gases?
I. Evaluating Learning 1. Which of the following would most likely
transmit sound best?
A. Steel in cabinet C. Air in your classroom
B. Water in the ocean D. Water in a
swimming pool
For item numbers 2 and 3.
Solids, liquids and gases differ in the way
the molecules that make them up are
arranged. When sound propagates, the energy
it carries is transferred from molecule to
molecule.

2. Molecules of solids are closest to one

another compared to liquids and gases. The
energy carried by sound can easily transfer,
thus sound travels in solids______
A. The slowest C. with undetermined speed
B. The fastest D. with varying speed
3. Molecules of gases are farther apart, thus
sound travels in gases_____
A. The slowest C. with undetermined speed
B. The fastest D. with varying speed
4. The speed of sound is different in air, steel
and water. Which of the following gives the
correct order of speed of sound from
slowest to fastest?
A. Air, steel, water C. steel, air water
B. Air, water, steel D. steel water, air
5. The following are capable of transmitting
sound EXCEPT_____
A. oxygen B. glass C. vacuum D. tap water
J. Additional Activities for Application or
Remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lesson work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
 F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?

Daily Lesson Log in Science 7

I. OBJECTIVE/S Describe the characteristics of sound.

 a. Content Standards The learners demonstrate an understanding of
the characteristics of sound
b. Performance Standards
c. Learning Competencies/Objectives Explain sound production in the human voice
Write LC Codes for each box, and how pitch, loudness, and quality of
sound vary from one person to another. S7FE-
IIIe-8
II. CONTENT SOUND
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages 210-211
2. Learner’s Materials Pages 209-212
3. Textbook Pages
Additional Materials from Learning
Resources (LR) Portal
Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or Why is it that solids transmit sounds better
Presenting New Lessons compared to liquids and gases?
B. Establishing a Purpose for the Lesson Show a picture of a sound box and a guitar

Ask the students to give their similarities and

differences.
C. Presenting Examples/Instances of the Activity Part 1: Sounding Box, pages 210-211
new lesson 1. The class will be divided into six (6)
2. Each group brings out the materials
needed indicated in the learner’s
module.
3. Read and follow the procedure.
4. Answer the questions in the given
activity
D. Discussing new concepts and The group presenters will give and explain their
practicing new skills #1 own output.
The teacher will process the answers
E. Discussing new concepts and What will you do to the strings if you want to
practicing new skills #2 hear higher and lower frequencies?
F. Developing mastery ( Leads to What are the characteristics of sound waves
formative assessment) which are common to all types of waves?
G. Finding practical applications of Your voice belongs to base or alto. What string
concepts and skill in daily living instrument will you use, an instrument with
higher frequency or an instrument with lower
frequency? Explain your answer.
H. Making Generalization about the Describe the frequency of the different strings
Lesson in terms of their thickness and length.
I. Evaluating Learning 1. Which of the following best describes a
high frequency sound? It has___.
A. Low pitch C. low energy
B. High pitch D. A and C
2. Compared to a thin string of the same
length and tightness, a thick string
produces sound of___
 A. The same frequency
B. higher frequency
C. Lower frequency
D. Lower then higher frequency
3. A string that is strummed with great
force has_____
A. Low amplitude
B. High amplitude
C. Low and later becomes high
D. Undetermined
4. A ukulele and a guitar are being played
producing sound waves of the same
amplitude and frequency. Which
statement below is TRUE?
A. Both have the same pitch, loudness
and timbre.
B. Both have the same pitch and
loudness but different timbre.
C. Both have the same pitch and
timbre but different loudness.
D. Both have the same loudness and
timbre but different pitch.
5. Which statement is CORRECT about the
frequencies of the different strings?
A. The thicker the string, the higher the
frequency.
B. The thinner the string, the lower the
frequency
C. The thinnest string has the lowest
frequency
D. The thickest string has the lowest
frequency

J. Additional Activities for Application or

Remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lesson work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Daily Lesson Log in Science 7

I. OBJECTIVE/S Describe the properties of sound.
 a. Content Standards The learners demonstrate an understanding
of the characteristics of sound
b. Performance Standards
c. Learning Competencies/Objectives Explain sound production in the human
Write LC Codes for each voice box, and how pitch, loudness, and
quality of sound vary from one person to
another. S7FE-IIIe-8
II. CONTENT SOUND
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages 210-211
2. Learner’s Materials Pages 211-213
3. Textbook Pages
Additional Materials from Learning Resources
(LR) Portal
Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or Describe the frequency of the strings with
Presenting New Lessons different thickness and length.
B. Establishing a Purpose for the Lesson Allow students to strum each string of a
guitar.
Ask the students what they have noticed.
C. Presenting Examples/Instances of the Activity Part 2: The Guitar
new lesson 1. The class will be divided into six (6)
2. Read and follow the procedure.
3. Answer the questions in the given
activity
D. Discussing new concepts and practicing The group presenters will give and explain
new skills #1 their own output
The teacher will facilitate a brief discussion of
the findings.
E. Discussing new concepts and practicing Differentiate the sound of a guitar having a
new skills #2 higher and lower pitches.
What factors affect the pitch of the strings?
F. Developing mastery ( Leads to formative What are the properties of sound waves?
assessment)
G. Finding practical applications of What will you do to the strings of the guitar if
concepts and skill in daily living you want to lower the pitch of each string?
H. Making Generalization about the Lesson Describe the relationship between pitch and
frequency.
How about the amplitude and the loudness
of the sound?
I. Evaluating Learning 1. Which of the following statements is
TRUE?
A. The higher the pitch, the lower
the frequency.
B. The lower the pitch, the higher
the frequency.
C. The pitch of a high frequency
sound is also high and a low
frequency sound is also lower in
pitch.
D. The pitch of a high frequency
sound is low and a low frequency
sound has a higher pitch.
For items 2 and 3
String # 1
String# 2
 String# 3
String# 4
String# 5
String# 6
2. Which of the following strings has the
second to the lowest frequency?
3. Which has the highest pitch?
4. High amplitude sounds usually carry
____energy and have______ intensity
A. Large, higher C. lesser, lower
B. large, lower D. undetermined
5. A ukulele and a guitar are being
played producing sound waves of the
same amplitude and frequency.
Which statement below is TRUE?
A. Both have the same pitch,
loudness and timbre.
B. Both have the same pitch and
loudness but different timbre.
C. Both have the same pitch and
timbre but different loudness.
D. Both have the same loudness and
timbre but different pitch.

J. Additional Activities for Application or

Remediation
V. REMARKS
VI. REFLECTION
 No. of learners who earned 80% on the
formative assessment
 No. of learners who require additional
activities for remediation
 Did the remedial lesson 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 these 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?
I. OBJECTIVE/S Create musical instruments using locally
available materials
a. Content Standards The learners demonstrate an understanding of
the characteristics of sound
b. Performance Standards
c. Learning Competencies/Objectives Describe how organisms produce, transmit,
Write LC Codes for each and receive sound of various frequencies
(infrasonic, audible, and ultrasonic sound)
S7FE-IIIe-9
II. CONTENT SOUND
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages 210-211
2. Learner’s Materials Pages 211-213
3. Textbook Pages
Additional Materials from Learning Resources
(LR) Portal
Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting New Lessons

B. Establishing a Purpose for the Lesson Identify the raw materials which are used as
musical instruments
C. Presenting Examples/Instances of the Activity
new lesson Use local/recyclable materials to create
different musical instruments
D. Discussing new concepts and practicing Presentation of output
new skills #1
E. Discussing new concepts and practicing Judging the output of students using rubrics
new skills #2
F. Developing mastery ( Leads to What materials did you use in coming up with
formative assessment) nice improvised musical instruments?
G. Finding practical applications of What is/are the advantages of using
concepts and skill in daily living improvised musical instruments comparable
to standard musical instruments?
H. Making Generalization about the What have you proven after creating
Lesson improvised musical instruments?
I. Evaluating Learning Rubrics Scoring
Refer to Learner’s Material
Page 215 (Improvised/Localized musical
instruments)

J. Additional Activities for Application or

Remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
B. No. of learners who require additional
activities for remediation
C. Did the remedial lesson work? No. of
learners who have caught up with the
lesson.
D. No. of learners who continue to
require remediation
 Daily Lesson Log in Science 7

I. OBJECTIVE/S Present a GIG using improvised musical

instruments
a. Content Standards The learners demonstrate an understanding of
the characteristics of sound
b. Performance Standards
c. Learning Competencies/Objectives Describe how organisms produce, transmit,
Write LC Codes for each and receive sound of various frequencies
(infrasonic, audible, and ultrasonic sound)
S7FE-IIIe-9
II. CONTENT SOUND
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages 212
2. Learner’s Materials Pages 214-215
 3. Textbook Pages
Additional Materials from Learning Resources
(LR) Portal
Other Learning Resources
IV. PROCEDURES
A. Reviewing Previous Lesson or
Presenting New Lessons

Who are the primary members in an

orchestra?
B. Establishing a Purpose for the Lesson Come up with your own composition using the
improvised instruments you have created
C. Presenting Examples/Instances of the Activity
new lesson 1. The class will be divided into six (6)
2. Each group will present a GIG.
You are to play and sing at least 2
songs (any song of your choice and
your original composition).
D. Discussing new concepts and practicing Presentation of the GIG
new skills #1
E. Discussing new concepts and practicing The teacher will facilitate a brief discussion on
new skills #2 the groups’ presentation
F. Developing mastery ( Leads to Aside from the concepts and principles in
formative assessment) sound you learned and applied for a perfect
performance, what other insights can you
identify?
G. Finding practical applications of Why cooperation and teamwork very
concepts and skill in daily living important in presenting a GIG?
H. Making Generalization about the Why do musical instruments important?
Lesson
I. Evaluating Learning Rubric Scoring
Refer to the Learner’s Material, page 215.
J. Additional Activities for Application or
Remediation
V. REMARKS
VI. REFLECTION
K. No. of learners who earned 80% on the
formative assessment
L. No. of learners who require additional
activities for remediation
M. Did the remedial lesson work? No. of
learners who have caught up with the
lesson.
N. No. of learners who continue to
require remediation
O. Which of my teaching strategies
worked well? Why did these work?
P. What difficulties did I encounter which
my principal or supervisor can help me
solve?
Q. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?