EXEMPLAR SCIENCE LESSON PLAN

GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
8 FIRST QUARTER/ Week 5, Day 2 1

Class Schedule: 2:50 – 3:50 8-O (Thursday) Date: July 4, 2019

I. OBJECTIVES
The learners demonstrate an understanding of:
A. Content Standards
the propagation of sound through solid, liquid, and gas.
B. Performance
The learners represent how the movement of particles
Standards
LEARNING COMPETENCIES:
The learners should be able to infer how the movement of particles of an
object affects the speed of sound through it.
C. Learning
S8FE-Ia-24
Competencies/
Specific objectives
Objectives
- Distinguish which medium transmits sounds fastest.
Write the LC code
- Perform an activity to identify mediums that sounds can travel
for each through and classify them from slowest to fastest.
- Identify the importance of the intermolecular spacing of the medium
in transmitting sound.
II. CONTENT Sound (Sound race… Where does sound travel fastest?)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
Page 52
pages
2. Learner’s Materials
Pages 78 - 80
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting Daily Routine:
the new lesson 1. Checking of attendance
2. Checking of classroom condition.
3. Presenting the objectives of the lesson.

4. Unlocking GEMS of Wisdom.

 EXEMPLAR SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
8 FIRST QUARTER/ Week 5, Day 2 2

ELICIT
Game Ka Na Ba?: Conduct a simple game as a review. Call a representative
from each group. Place colored mats on the floor. Ask the student to step on
the starting point. They have to choose a letter from the word “GAME K N
B?”, and each of these letters correspond to a question. The teacher will ask
question and they have to write their answers on the board they are holding.
Every time they answer a question correctly, they have to move one mat
forward. The first group to reach the final point wins. Remind the students
not to move the mats from where they are placed because this review would
serve as a springboard for the lesson proper.

Question Bank:
G – Its wave moves parallel to the motion of material or the particles of the
medium. (Longitudinal Wave)
A – It is the converging portion of the longitudinal wave. (Compressions)
M – It is the spreading portion of the longitudinal wave. (Rarefactions)
E – Its wave moves perpendicular to the motion of material or the particles
of the medium. (Transverse)
K – It is the lowest portion of a transverse wave. (Trough)
N – It is the highest portion of a transverse wave. (Crest)
B – It refers to the distance between crest to crest, trough to trough, or two
successive compressions. (Wavelength)
? – It refers to the number of waves produced in a given time. (Frequency)
B. Establishing a ENGAGE
purpose for the Simulation: The mats on the floor from the ELICIT part of the plan represents
lesson the intermolecular spacing of solids, liquids, and gases. They were placed
differently on the floor; some mats were too near, and some were too far
from each other. Ask the students to observe how the mats were placed on
the floor.

C. Presenting
Guide Questions:
examples/instances
1. Which representative finds it easier to move from one mat to
of the new lesson
another? Why is it easier for him/her to move from one mat to the
next?
2. Which representative exerts more effort to move from mat to mat?
Why is it harder for them to move from one mat to the next?
3. If these mats represents the molecules of an object, which do you
think is solid? liquid? gas?
4. If the representative from each group represents sound, in which
medium can sound travel slowest? fastest? Let’s find it out!
 EXEMPLAR SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
8 FIRST QUARTER/ Week 5, Day 2 3

EXPLORE
Group Activity:
Pre-Activity: Ask the class to gather into groups. Teacher will provide the
procedures, guidelines and standards to observe in doing the activity. Discuss
the rubrics of the activity to guide the students in meeting their goals.
Provide each group a task sheet and ask the leaders to read the task to their
group mates. Give 10 minutes to each group to finish their tasks.

Activity Proper: (Differentiated Instructions)

D. Discussing new Groups 1 and 2 are assigned to accomplish Activity #3; Sound race… Where
concepts and does sound travel faster from the Learner’s Manual on pages 78 – 80. Some
practicing new skills parts of the activity were modified to make it easier for the group. They are
#1 also tasked to answer the guide questions from the activity.

Groups 3 and 4 are assigned to create a tune for the song composition
below; They are also tasked to answer the guide question that follows
Sound Song
E. Discussing new Sound waves travels through a medium such as a solid, liquid, or gas.
concepts and These waves move through these mediums by vibrating the molecules.
practicing new skills Molecules present in solids are packed very tightly.
#2 Liquids molecules are not packed as tightly as solids.
And gases are very loosely packed.
The spacing of the molecules enables sound to travel much faster through a
solid than a gas.

Group 5 and 6 are assigned to watch a video clip from

https://youtu.be/bSA4gfiahNw on how sound travels in different medium.
F. Discussing new They have to answer the guide questions provided on their task sheets.
concepts and
practicing new skills
#2

G. Developing mastery EXPLAIN

(leads to Formative Post-Activity: Have the students present in the class the output of the task
Assessment 3) that they accomplished.

Guide Questions:
For Groups 1 & 2:
1. Did you hear the mobile phone vibrates when you held it at arm's
length? When you put in in the water? When you held it against the
metal rod?
2. Based on your observations, which is a better carrier of sound? gas
or solid? gas or liquid? liquid or solid?
 EXEMPLAR SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
8 FIRST QUARTER/ Week 5, Day 2 4

For Groups 3 & 4:

1. According to the song, how would you describe the intermolecular
spacing of solid? Liquid? gas?
2. According to the song, in which medium can sound travels fastest?
slowest?

For Groups 5 & 6:

1. How would you describe the intermolecular spacing of solid? liquid?
gas?
2. In which medium can sound travel fastest? slowest? Why?

ELABORATE
Quick Talk: Ask the class to look around them. Talk about the present
H. Finding practical set up that they have in the room.
applications of Tell: Our room is divided into two smaller rooms to accommodate
concepts and skills growing numbers of students in our school. That is the reason why you
in daily living have to share your room with another section.

I. Making
generalizations and Guide Questions:
abstractions about 1. Why do you think you can still hear the voices on the other
the lesson side of the room even if there is already a division?
2. What should you do so that you won’t disturb the class on the
other side of the room? Can you make a commitment about it?
EVALUATE
Direction: Modified TRUE or FALSE: Write T if the statement is correct, or if
the statement is incorrect, change the underlined word to make the
statement correct:

___1. Sound is produced by a vibrating body.

J. Evaluating learning
___2. Sound is a electromagnetic wave
___3. Mechanical wave can only travel through a medium.
___4. Sound waves travel slowest through solids than through gases.
___5. The molecules in liquids are tightly packed that is why sound can travel
fastest through it.

EXTEND
Trivia: Sound travels about 4 times faster and farther in water than it does in
air. Using the concept you learned today, why do whales can communicate
over huge distances in the oceans?
K. Additional activities
for application or
remediation
 EXEMPLAR SCIENCE LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO. PAGE NO.
8 FIRST QUARTER/ Week 5, Day 2 5

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons 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?

Checked by: Prepared by:

_________________________ ___________________________
Mr. Edward F. Puzo Mr. Harry Louie S. Galicia
Science Dept, Head Teacher III Science Dept, Teacher I