School Sabangan Elementary School Grade Level Grade 4

Teacher Virgeline V. Casis Learning Science

Area

DETAILED LESSON Teaching Dates February 26- March 01,2024 Quarter 3rd Quarter
PLAN and Time
10:15 – 11:05 am

I. OBJECTIVES

Demonstrate understanding of how heat and sound travel using

A. Content standard
various objects.

Demonstrate conceptual understanding of properties/characteristics of

B. Performance Standards light, heat and sound.

At the end of the topic the learner;

C. Learning Competencies /
Objectives 1. Describe how sound travels in solid, liquid and gas materials.
S4FE-IIIf-g-4

Cooperation in performing group activity.

Values Integration
Being obedient in following instructions.

How Sound Travels in Different Materials

II. CONTENT

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages Pages 248 - 249

2. Learner’s Material pages Pages 198 - 199

3. Textbook pages

4. Additional Materials from

Learning Resource (LR) portal

B. Other Learning Resources PowerPoint Presentation, chart, activity sheet

IV. PROCEDURE Teacher’s Activity

(Pre-Developmental) A.PREPARATORY ACTIVITIES

A. Reviewing Previous Lesson or Prayer
Presenting the New Lesson
Greetings
(including Preliminaries)
Checking of Attendance
Review:
Recall previous lessons while doing the activity 1.
Ask the following questions.
1. What happened to the ruler when you suddenly released it?
2. How do you describe the movement of the ruler?
 3. Did you hear a sound?
4. Did the sound coming from the moving ruler suddenly stop
when you held it? When you released it again?

Answer 1. The ruler moved up and down

2. It moved up and down.
3. A sound was produced after the free end was released.
4. The sound stopped when the movement of the ruler was
stopped and sound was heard again when it was released.

Let the students read the objectives.

At the end of the topic the learner;

B. Establishing a purpose for the 1. Describe how sound travels in solid, liquid and gas materials
lesson 2. Infer that sound travels through different media.
3. Show through various activities that sound has the ability to
travel through solids, liquids and gases.

Activity 1

Direction; Ask two (2) students to hold both edges of a jumping rope.
Stand as possible with each other without stretching the rope too
C. Presenting tightly. Create a wavy movement with the rope while the other students
Examples/Instances of the New clap their hands. The wavy movement of the rope must go with the
Lesson flow of the students clapping, instructing students to slow their clapping
or make it faster. Stop moving the rope when clapping stops. Observe
the different waves created . Record your observations.

The waves produced by the rope are compared to the sound waves of
a vibrating object. When a vibration is slow, slow moving waves are
D. Discussing New Concepts and produced. When the vibration is fast, a fast moving wave is produced
Practicing New Skills #1 until such time that the vibration stops.

Activity 1
Direction: From the activity 1,Draw on your paper the movement of the
E. Discussing New Concepts and rope in;
Practicing New Skills #2
1. Slow clapping hands.
2. Fast clapping hands.
3. When clapping hands stop.

F. Values Integration Remind the students;

 In every group activity every member must cooperate and help each
other to accomplish the given task. It is also important to obey or follow
the rules or direction in every activity to accomplish the activity right.

Activity 2
Direction: From the group activity 1, answer the following questions
and write your answer on your paper.

G. Developing Mastery (Leads to 1. How do you describe the motion of the rope when the clapping
Formative Assessment 3) gets slow?
2. How do you describe the motion of the rope when clapping
gets fast?
3. Are waves still produced when the rope stopped moving?

Ask following question:

H. Finding Practical Application
How important is sound in our daily life? Give at least 3 examples
and Skills in Daily Living

Sound is a form of energy. In activity (using ruler) we observed that

when objects make sound they move back in the fort, this movement
called vibration. Without vibration there will be no sound.
Sound waves are imaginary waves produced when an object's
I. Making Generalization and vibrates. When sound produced, sound waves is also produced.
Abstraction About the Lessons

In activity (using rope) the waves produced by the rope are compared
to the sound waves of a vibrating object. When vibration is slow, slow
moving waves are produced. When the vibration is fast, fast moving
waves are produced until such time that the vibration stops.

True or False
Write True if the given statement is true and False if it is not. Write
your answer in your notebook .
1. Without vibration there will be no sound.
2. Sound waves are imaginary waves produced when an object's
J. Evaluating Learning
vibrates. When sound produced, sound waves is also
produced.
3. When the vibration is fast, a fast moving wave is produced until
such time that the vibration stops.
4. Sound travels in waves.
5. When vibration is slow, fast moving waves are produced.

K. Additional Activities for Direction:

Application or Remediation
Bring 2 tin cans, scissors, 20 meters of yarn or heavy- duty string, and
a Science notebook in the class that will be used in the next Science
 activity.

V. REMARKS

VI. REFLECTION

A. No. of learners who earned

80% on the formative test.

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 difficulties did I

encounter which my
principal/superior can help
me solve?

G. What innovation or localized

materials did I use/discover
which I wish to share with
other teacher?

Prepared by:
______________
Virgeline V. Casis
Practice Teacher

Checked by:
____________________
Ma’am Glyn B. Quintinita
Cooperating Teacher

Noted by:
________________________
Ma’am Amparo D. Reynaldo
Principal II