Lesson Plan in Science III
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Transcript of Lesson Plan in Science III
I. OBJECTIVES1. Describe what happens when a transparent object is in the
path of light2. Observe that more light passes through transparent
materials.3. Identify transparent materials.
II.SUBJECT-MATTERA. Topic : Behavior of Light on Transparent MaterialsB. Science Concept: More light passes through transparent
materialsC. Science Processes: Describing, Observing, identifyingD. References : BEC – PELC in Science III V.2.3.1
Science and Health 3 (Revised Edition) pp. 174-178Science for Daily Use pp. 183-186Growing with Science and Health 3 pp. 154-158Science Watch 3 pp. 247-250
E. Materials : flashlight, clear glass and plastic, plastic cover, envelope, clear bottle, water, activity cards, charts
F. Value : Practice conserving light energy.
III. ProcedureA. Preliminary Activities
1. Science News2. Health inspection (optional)3. Review
What happens when light strikes the following objects.
B. Lesson Proper
1. MotivationShow a sunglass and a reading eye glass.Ask: Which is better to use when your father is going to read a newspaper?
2. Presentation Wear the eye glass and ask: Do you think I can see you? Why?
3.
3. Discussion/Analysis1. What did you observe, what happened to the light
when it strikes the materials? Can you describe?2. Did the light pass through all the materials?3. What were the materials that allow more light to
pass through.4. What do we call these materials?5. What helps us see things around us? Is light
important? Why?
4. GeneralizationDescribe how does light behave on transparent
materials?
How much light passes through transparent materials?Concept:
When a transparent material is in the path of light, it allows the light to pass through.
More light passes through a transparent material than any other materials.
5. ApplicationYour teachers asked you to cover your new books. What material will you use so that you can read the title of the book? Why?
IV. EvaluationRead the following items below and choose the letter of
the correct answer.1. More light can pass through materials which are ____a. Luminous b. opaque c. translucent d. transparent
2. The following are transparent materials,excepta. Clear glass c. clear bottleb. book d. plastic cover
3. When light strikes a clear glass window, light will ______.a. Bend bounce c. blocked d. pass through
4. The juice in a clear glass pitcher can be seen because light ________.a. Pass through c. absorbedb. Blocked d. bend
ACTIVITYMaterials: flashlight clear plastic clear glass
Clear bottle plastic cover envelope Cardboard
Procedure:1. Make the room dark. Focus a lighted flashlight on
each of the following materials: clear bottle, clear plastic, plastic cover and clear glass.
2. Observed what happens as light strikes each material.
3. Describe what happens when each materials is in the path of light.
4. Observe what materials allow more light to pass through.
5. Which is a transparent object?a. Blackboard c. chainb. Picture frame d. reading eye glasses
V. AssignmentMake a list of transparent materials.
I. OBJECTIVES
1. Describe what happens when an translucent object is in the path of light
2. Observe that little light passes through a translucent material.
3. Identify translucent material.4. Work cooperatively with the other group members.
II.SUBJECT-MATTER
A. Topic : Behavior of light on Translucent MaterialsB. Science Concept: Translucent materials permit/allow a
little amount of light to pass through them
C. Science Processes: Describing, observing, identifying, experimenting
D. References : BEC – PELC in Science V.2.3.1Science and Health 3 Rev. ed. pp. 183-186Science for Daily Use pp. 183-186Growing with Science and Health 3 pp. 154-158Science Watch 3 pp. 247-250
E. Materials : frosted glass, cellophane, tissue paper Plastic cup, flashlight, activity cards, charts
F. Value : Cooperation/Team work in group activities.
III. Procedure
A. Preliminary Activities
1. Science News/Weather Report
2. Review/Recall (card/flash card relay)Each group will be given an activity card where each pupil will answer. The last pupil to answer will run in front and reports the group’s answer.
Activity: Name all the transparent materials and say the word “clear”
Wood plastic cover air envelopCardboard Glass watertin can clear bottle handkerchief
Ask: How much light passes through transparent materials?
3. Checking of assignment
1. Have you seen a car? Why do we see the people riding inside the car? How do you describe most of the car windows?
2. PresentationPresent the materials to be used and have pupils infer using the prediction chart. Write the predictions under the table.
Question Predictions Reality/Truth1.What will happen when the material strikes by the light2.How much light will pass through?3.Will all the materials allow the light to pass through?
ACTIVITYMaterials: flashlight plastic cup plastic cover
Typewriting frosted glass Cellophane illustration board
Procedure:1. Make the room dark. Put on a flashlight. Focus it
to the objects one at a time.2. Observe what will happen to the light as it
strikes each material.3. Describe how much light each object/material will
allow to pass through.4. Observe what materials will allow only a little
amount of light to pass through.
3. Discussion/Analysis1. What did you observe, what happened to the light
when it strike the materials? Can you describe?2. Did each material allow the light to pass through?
How much light can pass through?3. What were the materials that allow little light to
pass through.4. What do we call these materials?
4. GeneralizationDescribe how does light behave on a translucent material.How much light can pass through a translucent material?
Concept:When a translucent material is in the path of
light, it allows only a little amount of light to pass through.
5. ApplicationYour mother will make candies/mazapans. She asked
you to buy something in the store. She will use to wrap the candies/mazapans. What will you buy in store?
IV. EVALUATIONWrite TM if the material is translucent and NO if not.
1. Clear bottle2. Cellophane3. Wax paper4. Colored bottle5. Tinted glass
V. ASSIGNMENTCut pictures from the magazines that are translucent.
OBJECTIVES
1. Describe what happens when an opaque object is in the path of light
2. Observe that more light passes through an opaque material.3. Identify an opaque material.4. Practice orderliness while doing the activity
I. SUBJECT-MATTERA. Topic : Behavior of light on Opaque MaterialsB. Science Concept: Opaque materials absorbed lightC. Science Processes: Describing, observing, identifyingD. References : BEC – PELC in Science III V.2.3.1
Science and Health 3 pp. 174-178Science for Daily Use pp. 183-186Growing with Science and Health 3 pp. 154-158Science Watch 3 pp. 247-250
E. Materials : flashlight, piece of wood, plastic box, book, bag, handkerchief, charts, activity cards, flashcard
F. Value : Orderliness
II.ProcedureA. Preliminary Activities
1. Science News/Weather Report2. Review:
Tell if it is transparent of translucent materials.1. Glass windows2. Cellophane3. Capiz4. Colored bottle5. Tinted glass6. Frosted glass
B. Lesson Proper1.a. Vocabulary
b. MotivationShow some materials like cardboard and book. What do you think? Does the light pass through these objects?
2. Presentationa.
ACTIVITYGet : flashlight, piece of wood, book, bag a thick
box, handkerchief, plastic, paper.Do : 1. Focus a lighted flashlight on each of the
following materials. 2. Observe how light strikes/behaves on each object
Answer:1. What happened to the light when it strikes on
each object? Can you describe what happened to the light?
2. Did each material allow the light to pass through?
3. What were the materials that did not allow the light to pass through.
4. What do we call these materials?
b. Findings 1. No light passes through the piece of wood, book,
bag, thick box, thick clothes, cardboard, rubber slippers, and clay. They are opaque materials.
3. GeneralizationDescribe what happens when an opaque material is in the path of light.How much light passes through an opaque material?
Concept:The light may be absorbed or trapped when an opaque material is in the path of light.No light passes through an opaque materials.
4. ApplicationActivity 1. List some opaque materials that you see
around us.Activity 2. Dramatization
ACTIVITY 2You need: a block of wood
light (sun)Do this:
Place the block of wood in the sun from 5 minutes.Observe. What happens to light when it strikes the block of wood?Touch the surface of the block wood.
Answer:Did the light pass through the piece of wood.Describe what happen to the light when it strikes the block of wood.What do you feel when you touch the surface of the wood after 5 minutes?
ACTIVITY 3You need: card board tube, thick clothes, colored
paper, tissue paper, a plastic wrapperrubber slippers, clay, 3 leaves
Do this:1. Look through the cardboard tube.2. Cover the other end with different materials one
at a time. Try a tissue paper, thick clothes, rubber slippers, clay and 3 leaves.
Answer:1. Described what happened to the light when you
cover the other end with different materials.2. Did all the materials allow the light to pass
through?3. What were the materials that did not allow the
light to pass through?4. What do you call these materials?
Situation: It’s Mother’s birthday. You surprise her with your gifts. You give her a red wallet. She does not know it is a red wallet. Why?
III. EvaluationRead the items below and write OM if the material is opaque and X if not.
______ 1. Book______ 2. Bottle______ 3. Clay______ 4. Desk______ 5. Paper
IV. Assignment
Do these at home with the help of your parents.
Find out why the earth is opaque.
You need: flashlight (stands for the sun/moon) ball (stands for the earth)
Do this: 1. Focus the lighted flashlight on the ball. Spin the ball once in a while.2. Observe what happens to the light.3. Does the light passes through the ball?
Objectives
1. Explain how a shadow is formed.2. Describe the size of the shadow when the object is near of far.3. Performed the activity on how a shadow is formed
I. Subject MatterA. Topic: How shadows are formedB. Science concept: A shadow is formed when the path of light is
blocked by an opaque material.
C. Science Processes: Describing, Observing, Explaining, InferringD. References: BEC-PELC in Science 2.3.1
Science for Daily Use 3 pp. 191-193 Science watch 3 pp. 256-258
E. Materials: flashlight, book, pencil, bagF. Value: Perseverance
II. ProcedureA. Preliminary Activities
1. Science news2. Review
What colors make up white lightHow can light be seperated
B. Lesson Proper1. Motivation
Have you ever played on a moonlit night?What is something black that seems to be chasing you wherever you go?
2. Presentation
ACTIVITY
You need:A lamp or a flashlight, book, pencil, bag
Do:1. Darken a portion of the room. Shine the flashlight
towards a wall2. Try to block the path of light with your palm.3. Do the same with the other materials one at a time.4. Put each object near and far from the source of light.5. Observe carefully.
Answer:1. What did you see when you block the lightrays with
your hand?2. What can you say about the size of the shadow when you
put your hand near? When your hand is far?
3. Discussion/AnalysisWhat do you call the dark areas formed on the wall?What happen tho the size of the shadow when the object is near? When the object is far?How do you clasify the objects you need that blocked the path of light? (opaque material)What is formed when the rays of light is blocked by an object?
4. GeneralizationHow are shadows formed?What materials should you use to form a shadow?
5. Application Guessing Game
5 pupils will be called to show their talents on shadow making using their hands and fingers. Their classmates will tell what shadow is formed.
III. Evaluation
Choose the leter of the correct answer.
1. When is a shadow smaller? When the object is ________________.a. Near from the source of light.b. Far from the source of light.c. Not expose to light.d. Bigger than the source of light.
2. When is a shadow formed?a. When the object allows the light to pass three.b. When the object blocks the light.c. When the object gives off light.d. When the object covers the whole light rays.
3. How does light travel?a. In a straight line c. in a curve lineb. In a broken line d. in a zigzag line
4. What’s the color of the shadow?a. Red b. white c. black d. blue
5. What is formed when the path of light is block by an opaque material?a. ghost b. shadow c. light d. picture
IV. AssignmentMake shadows using your hands, feet and fingers. Draw the form on your notebook.
I. Objectives1. Determine how a shadow is formed.2. Describe the size of the shadow in the morning, noon and in the
afternoon.3. Work cooperatively with a group.
II. Subject MatterA. Topic: Forming shadow B. Science concept: A shadow is dependent on the position of the
light rays striking on opaque materials.
C. Science Processes: Observing, Inferring, Experimenting, Describing.
D. References: BEC-PELC in Science 2.3.1 Science for Daily Use 3 pp. 191-193 Science watch 3 pp. 256-258
E. Materials: plants, opaque materialsF. Value: sportmaship
III. ProcedureA. Preliminary Activities
1. Science news2. Review
Why are there different colors?What are the colors of the spectrum?
B. Lesson Proper1. Motivation
Let the pupils recite a poem about plants.What are the plants that you see in the garden?Name them.
2. Presentation
ACTIVITY
You need:A potted plant
Do:1. Place a potted plant about 3 feet high under the sun2. Measure its height.3. Measure the shadow cast by the plant in the morning,
at noon and in the afternoon.
Answer:
1. What is the measurement of the potted plant?
Record your findings. Copy the table.
Measurement (cm)Morning Noon Afternoon
3. Discussion/AnalysisWhat do you call the dark areas formed on the ground? (shadow)What kind of object did we use to form a shadow? (opaque material)What is the measurement of the shadow cast by the plant in the morning? At noon? In the afternoon?
4. GeneralizationHow are shadows formed?At what ime of the day does an object cast a long shadow? a short shadow? why?
5. Application Pupils will be divided into 3 groups. Each group will choose a leader. They will analyze and interpret the pictures to be given by the teacher. The leader will report on class what they have seen and observe.
IV. EvaluationSupply the missing word on the blank.1. In the _______________ you cast a long shadow.2-3. A ______________ is depend on the position of the light rays
striking on ____________ materials.4. When the rays are planted, the shadows formed are
_____________________.5. Light rays that strike overhead form short shadows.
V. AssignmentWhy are ther no shadows in darkness? Give reasons
Objectives
1. Identify opaque, transparent and translucent materials.2. Classify objects as opaque, transparent and translucent.
I. Subject MatterA. Topic: Classifying objectsB. Science concept: Materials are classified into opaque,
transparent and translucent.C. Science Processes: Classifying, Identifying, NamingD. References: BEC-PELC in Science 2.3.2
Science and Health 3 pp. 174-178 Growing in Science and Health 3 pp. 154-158
Discover Science 3 p.183Science Watch 3 pp. 247-250
E. Materials: real objects, set of lettersF. Value: Cooperation
II. ProcedureC. Preliminary Activities
1. Science news2. Review
Divide the class into three groupsEach group will be given an envelope which has set of letters inside. They will form a word based on the statement writtten on the envelope. The group who’ll get the incorrect answer will render a Science song, poem or dance.
1. NASTNERRPA – allow almost all the light to paas through2. TSNRLECUANT - scatters light that passes through3. EUQAPO – do not allow light to pass through.
What value did you show in working with your group?
D. Lesson Proper1. Motivation
What are the things that you can see around this classroom? (children will write it on the board)What can you say about those objects?
2. Presentation
ACTIVITY
Get:A flashlight, colored cellophane, clear glass,
cardboardDo:
1. Make the room dark.2. Direct the light on a clear glass, colored cellophane
and cardboard.3. Observe the ability of these materials in allowing
light to pass through.
Answer:1. Can you see what is behind the clear glass, colored
cellophane, cardboard?Copy the table and record your findings. Then check the appropriate box.
Types of materials
Amount of light that passes throughMuch light Some light Little light No light
3. Discussion/AnalysisJellyfish organizer
4. GeneralizationHow do we classify an object when light strike it?
5. Application A. Pupils will classify the words they have written on the
board into transparent, translucent or opaque.B. Teacher will say a word. Raise your right hand if it is
transparent, left hand if it is translucent and both hands if opaque.
Thin curtain (left) Clear plastic bag (right) Tinted glass (left) Dictionary (both) Chalkboard (both)
Materials can be classified into:
Transparent Translucent Opaque
III. EvaluationWrite the words in the box in it’s proper column.
clear umbrella steel leatherblack bag clear plastic thin fabricthick towel bond paper frosted glasssand paper
Transparent Translucent Opaque
IV. AssignmentHow do you classify Earth? Explain you answer.
I. Objectives1. Identify opaque materials2. Cite examples of opaque materials.
II. Subject MatterA. Topic: Identify opaque materialsB. Science concept: Opaque materials do not allow light to
pass throughC. Science Processes: Identifying, naming, observingD. References: BEC-PELC in Science 3 2.3.2
Science and Health 3 pp. 174-178 Growing in Science and Health 3 pp. 154-158
Discover Science 3 p.183Science watch 3 pp.247-250
E. Materials: different opaque materialsF. Value: Valuing things around you.
III. ProcedureA. Preliminary Activities
1. Science news2. Review
How does light behave as it passes from a transparent material to another?What do you call the change in the direction of a light wave?What is the important tool for controlling light?
B. Lesson Proper1. Motivation
Look at the wall that surrounds us.Can you describe it?What is importance of having wall?
2. Presentation
ACTIVITY
You need:A block of woodLight (sun)
Do this:Place the block of wood in the sun
Answer:What happens to light when it strikes the block of wood?
3. Discussion/Analysis
What other objects can allow light to pass through?What should you do with all the things around you
4. GeneralizationWhat is opaque material?
5. Application Teacher will show some words. Pupils will say YEAH if the word is an opaque material and OWW if it is not.
1. Thick book (yeah)2. Cellophane (oww)3. Hollow block (yeah)4. Leather shoes (yeah)5. Thin shirt (oww)6. Colored plastic (oww)7. Crayons (yeah)8. Clear glass (oww)9. Plastic cover (oww)10. Stell (yeah)
IV. EvaluationPut a check (√) if the object is an opaque and cross (x) if not.Write it on the blank._____1. Leather bag_____2. Clear plastic_____3. Ceramic flower vase_____4. Plastic plate_____5. Thick towel
V. AssignmentWrite 5 examples of opaque materials
OPAQUE
MATERIALS
Do not allow light to pass through
They absorb the light
Things behind them are not seen at all
Light may be trapped when it strikes a thick surface of an object
I. Objectives1. Identify transparent and translucent materials.2. Differentiate transparent and translucent materials.
II. Subject MatterA. Topic: Identifying objectisB. Science concept: Transparent materials allow the light to pass
through. Translucent materials allow little light to pass through.
C. Science Processes: Identifying, ObservingD. References: BEC-PELC 2.3.2
Science and Health 3 pp. 174-178 Growing in Science and Health 3 pp. 154-158
Discover Science 3 p.183Science Watch 3 pp. 247-250
E. Materials: transparent and translucent materialsF. Value: Patience
III. ProcedureA. Preliminary Activities
1. Science news2. Review
What are the effects of chemical substances on people? Animals? Plants?
B. Lesson Proper1. Motivation
Teacher will show a clear cellophane and a colored one.Let the pupils compare the two.
2. Presentation
ACTIVITY
You need:Cardboard tube, clear and colored cellophane
Do this:1. Look through the cardboard tube.2. Cover the other end with different materials one at a
time.
Answer:Which object let most of the light pass through?Which object let little amount of light pass through?
3. Discussion/Analysis
What materials allow almost all the light to pass through and things behind them are seen clearly?What materilas allow little amount of light pass through and light is blurred?
4. GeneralizationWhat is transparent object?What is translucent object?Differentiate transparent material and translucent material.
5. Application Write to which the following objects belong.
clear glass plastic plate bond paperplatic cover thin curtain clear plastic
transparent translucent
IV. Evaluation
Write TP if the object is transparent and TL if the object is translucent. Write your answer on the blank.
_____1. Balloon_____2. Clear container_____3. Eye glasses_____4. Plastic bottle_____5. Japanese paper
V. AssignmentList down 5 examples of transparent and translucent materials.
I. OBJECTIVES1. Describes what happens when light strikes a mirror2. Appreciate God’s gift.
II.SUBJECT MATTERB. Topic : Reflection of LightC. Science Concept : When light strikes a mirror, it
bounces off. This is called reflection of light. The way light bounces off mirrors is very much like the way a ball bounces on hard smooth surface.
D. Science Processes : Describing, observingE. References : BEC-PELC in Science III V.2.3.3
Science Watch 3 pp. 242-244 Science for Daily Use 3 pp. 183-186
F. Materials : flashlight, mirror, ball, activity card
G. Value : Appreciation to God’s gift.
III. ProcedureA. Preliminary Activity
1. Energizer: (Science Songs)2. Health Inspection3. Review:
Objects may be grouped as transparent, translucent, and opaque. To which do the following objects belong?
Mirror, glass, plastic cover, plastic plate, ceramic flower vase, Japanese paper, art paper, cling wrap plastic, aluminum foil, crayons.
B. Lesson Proper1. Motivation
Have you ever wondered why you can see your face in a mirror? How do you look? Are you happy with what you see in the mirror?
2. Presentation / Free Exploration /Activities
Activity 1
Material: A ball
Procedure:
1. Get a ball.2. Ask two classmates to bounce the ball towards each other.3. Observe the direction of the ball as it bounces from the thrower to the receiver,
and from the receiver to the thrower.4. Observe the direction of the ball as it hits the floor. What do you notice about
the angle that the ball makes as it bounces?
Trans-parent objects
Trans-lucent objects
opaque objects
Discussion and Analysis
a. Let the pupils report their findings by group. Discuss the answers in each question written in the activity cards.
b. Teacher additional input
The way light bounces of mirrors is very much like the way a ball bounces on hard smooth surfaces. You can throw a ball at an angle and it will bounce off the floor at the same angle away from you. Light reflects the same way off a mirror. Light reflects from a mirror at the angle as it arrives. Above, you can see light reflecting off a mirror. The angle of the incoming light reflecting off a mirror. The angle of the incoming light and the reflected light rays are the same.
3. GeneralizationBase from the activity we did, what happens when light strikes mirror?Concept:
When light strikes a mirror, it bounces off. This is called reflection of light.
4. ApplicationWhat happens when light strikes a smooth surface?
Activity 2
Material: A flashlight A mirror
Procedure:1. Flash the light on a mirror2. Observe. What happens to light when it strikes the mirror?
IV. EvaluationDraw the effect and explain.What happens to light when it strikes a mirror?
I. OBJECTIVES1. Show evidence that light bends when it travels through
one material to another.2. Observe cooperation in performing an activity.
II. SUBJECT MATTERA. Topic: Refraction of LightB. Science Concept: Refracting is the bending of light as it
passes from one substance to another. The light bends as it goes down when it strike the substance.
C. Science Processes: Observing, demonstratingD. References: BEC-PELC in Science III V. 2.3.4
Growing in Science and Health 3 pp. 163-165Science for Daily Use 3 pp. 180-182Science Watch 3 pp. 245-246
E. Materials: pencil, glass of water, flashlight, spoon, activity cards,
F. Value: Cooperation
III. ProcedureA. Preliminary Activities
1. Science News2. Review. Draw the effect and explain what happens to
light when it strikes a mirror.__________________________________________________________________________________________________________________________________________________________________
B. Presentation1. Show a picture. Ask: Can you tell why the object looks
broken?2. Presentation
a. Group the class into 5.b. Each group will be given different activity card and
different materials needed for the activities.
3. Discussion and Analysis
The leader of each group will report their answer.
ACTIVITY CARDI. Problem : How does light behave when it passes from
one substance or another?II.Materials: spoon, water, drinking glassIII. Procedure:
1. Fill a drinking glass with water.2. Place a spoon in the glass3. Look at the spoon from many different position.
IV. Observation:1. What have you observed.2. How does the spoon appear?
a.1. How does the spoon appear in a glass of water?2. Did you see how the spoon was broken?3. Why do you think the spoon appeared broken in a
glass of water?4. Is it really broken? Why?5. How does light behave when passes from one
substance to another?b. Ask them to remove the spoon, and then have it
dipped again in the glass of water.c. Explain to the class that light bends when it
strikes a substance.d. Let the class discover that if they look at the
sides of the glass the spoon appear to be broken because it changes speed.
e. Tell-them that process is called refraction.4. Generalization
a. What did you observed from the activity?b. What happened to the spoon when placed in a half-
filled glass of water? How did the spoon appear?5. Application
Oral: Have the pupils explain, why does the coin appear to be nearer the surface of water?
IV. EvaluationWhich situation shows that refraction of light occurs? Check () the picture.
1. 2. 3.
4. 5.
V. AssignmentStudy each pictures carefully. Then answer the questions
1. Why does the girl’s leg appear shorter in water?
2. Why does the fish seem to be nearer the surface of the water?
3. Which printed words appear nearer to the boy’s eyes? Why?
4. Why does the coin appear to be nearer the surface of the water?
I. OBJECTIVES1. Conclude that sound is produced by things that vibrate.2. Demonstrate ways to produce sound.
II.SUBJECT MATTERB. Topic : How Sound is ProducedC. Science Concept: A vibrating object produces sound. As the
vibration stops, the sound also stops.D. Science Process: Observing, demonstrating,
drawing conclusionE. References : BEC – PELC in Science III V.3, 3.1F. Materials : Ruler, fork and spoon, sticks, rubber,
book, 2 pencils, paperG. Value : Self-control (Practice self-control in
place where there are people.)III. Procedure
A. Preliminary Activities1. Science News/Songs2. Review:
Draw the effect and explain.What happens to a pencil when placed in a slanting position in a half –filled glass of water?
B. 1. Motivationa. Like light, sound is a form of energy.
Energy is needed to make a sound. Do you wonder how sound is produced? Let’s do so simple activities to find out.
2. Presentation
ACTIVITYWhat makes sounds?What to use:
A piece of paper, a ruler, fork and spoon.What to do:
1. Hold a piece of paper with two hands. Shake it.2. Put the wooden ruler over the edge of a table. Hold one
end of the ruler with your hand. Pluck the extended edge with your thumb.
3. Place your fingers on your throat. Say “mmmm” in a low tone. Then, get a partner. Feel your partner’s throat as he/she says “mmmm”. You may also talk to each other. Make sure you don’t press hard on your partner’s throat. Just hold your fingers straight.
4. Strike a fork with another utensil and bring it close to your ear. What do you hear?
What have you found out?a. What did you observe from the activity?b. What will happen when objects move backward and forward
very fast?c.How do we call the rapid back and forth movement
of objects?d.What are the ways to produce sound?
3. Discussion/Analysisa. What did you observe from the activity?b. What will happen when objects move backward and
forward very fast?c. How do we call the rapid back and forth movement of
objects?d. What are the ways to produce a sound?
4. Generalization1. When objects move backward and forward very fast they
vibrate.2. The rapid back and forth movement of objects is called
vibration. A vibrating object produces sound.3. There are many ways of producing sounds like plucking,
tapping, drumming, strumming, talking, humming, shouting, etc.
5. Applicationa. Read the group of words. Tap the desk thrice if sound
is produced. Wave your both hands if sound is not produced.______ 1. Plucking of the strings______ 2. A bell on the table______ 3. Tapping on the wall______ 4. Chirping of a bird______ 5. A drum on the floor
IV. EvaluationFill in the blanks with the correct answer. Choose your answer in the box below.1. When you beat a drum it produces sound because
something in the drum ___________2. Annoying noise, barking of dogs, crying of cats,
ringing of telephone is example of ____________.3. Sound is a form of ____________.4. The back and forth movement of an object is called
____________.5. The everyday sounds around us give us kinds of
_____________.
V. Assignment1. List five sounds you hear early in the morning.
Demonstrate them in the class.
vibrate energy vibrationsound information
I. OBJECTIVES1. Demonstrate how loud and soft sound is produced.2. Observe politeness and kindness in working with the
group.
II. SUBJECT MATTERA. Topic : Loud and Soft SoundsB. Science Concept : The loudness/softness of sound depends
on the intensity of vibration.C. Science Processes : Observing, demonstratingD. References : BEC – PELC in Science III V.3E. Materials : a sound box, a block of wood, tuning
fork, sponge spoonF. Value : Politeness and kindness during the
group activitiesIII. Procedure:
A. Preparatory Activity1. Energizer: zoom bah 3x
Zoom basaGroup 1: Guitar: ting! ting! ting! 3x
2: Violin: ing! Ing! Ing! 3x 3: Drum : boom! boom! Boom! 3x 4: Cymbal: clang! Clang! Clang! 3x
2. Review: Do the action listed under the Mini Test column. Then complete the chart
Mini Test Did you hear a sound
Ways to produce sound
1. knock on the chalkboard.
Knocking
2. Tap the desk with a ruler
tapping
3. Ring a bell Ringing4. say “hello” to a friend across the room.
Saying/talking/shouting
5. beat the drum beating
B. Lesson Proper1. Motivation:
Tell if it is loud or soft sound.Whisper, roar of thunder, fireworks, ticking of a clock
2. Presentation
3. Generalization1. What sound is produced when the vibration is hard or
great?2. What sound is produced when the vibration is low or
less?Concept:1. Loud sound is produced when the vibration is hard
strong and great.2. Soft sound is produced when the vibration is slow or
less.4. Application
With the use of your desktop, drum, whistle and bell demonstrate how to produce loud and soft sound.
IV. Write L if the sound produced is loud and S if it is soft.______ 1. Whisper______ 2. Fireworks______ 3. Roar of thunder______ 4. Bomb explosion______ 5. Ticking of a clock
V. Assignment1. Think of the sounds around you. Which sounds are loud
enough to annoy you? Which sounds make you want to cover your ears?
2. You know that loud sounds are made by stronger vibrations than soft sounds. The strengths of sounds are compared in this chart.
ACTIVITYGet: a sound box, a block of wood, tuning fork, sponge, and spoonDo:
1. Pluck the string of the sound box gently.2. Observe how the strings vibrate.3. Pluck the strings harder.4. Observe the difference in loudness5. Top the tuning fork on a wooden block.6. Listen to the tuning fork.7. Top the tuning for again and gently hold its
base into the different objects one at a time.8. Compare the clarity of the sound you heard.
Answer:1. What part of the sound box vibrate when you
plucked the string?2. What did you notice when you plucked the string
harder?3. What happened when you top the tuning fork
gently?4. How did you work with the group?
I. OBJECTIVE1. Demonstrate how high and low sound is produced.2. Show cooperation and orderliness in performing the
activity.
II. SUBJECT MATTERA. Topic : High and Low SoundsB. Science Concept : When an object vibrates slowly, it
produced low sound. When an object vibrates faster, it produce high sound.
C. Science Processes : Demonstrating, observingD. References : BEC – PELC in Science III V.3.2E. Materials : wooden pencil, eight drinking glassesF. Value : Cooperation
III. ProcedureA. Preparatory Activities
1. Energizer: Song: DO RE ME…2. Review:
Through tapping of your desk, demonstrate how to produce loud sound… soft sound.
3. Checking of assignmentB. Lesson Proper
1. MotivationHow can you make high and low sounds?Find out in our activity
2. PresentationActivity
Materials : wooden pencil,eight drinking glasses/bottlesof the same size with differentamount of water
Procedure:
1. Put the eight glasses on the table.2. Strike each glass gently with a wooded pencil.
Listen carefully to each sound produced. What do you observe? Do they all make a note of the same pitch?
3. Discussion/AnalysisWe can tell the difference between sounds by
listening carefully to whether it is a high or low sound.
A low note has a low pitch.A high note has a high pitch.The pitch of a sound is the lowness or highness of
a sound. It is possible for a sound to be loud and high or loud and low. A sound can be soft and high of soft and low.
4. Generalization1. What happens when an object vibrates slowly?2. What happens when an object vibrates faster?3. Does the pitch depend on the loudness of a sound?
Concept
1. When an object vibrates slowly, the pitch of the sound is low.
2. When an object vibrates faster, the pitch becomes higher?
3. The pitch depends on the speed of the vibration.5. Application
Can you tell why an ambulance, police car and fire alarm have high-pitched sounds?
IV. EvaluationA. Fill in the blanks with the correct answers.
1. A high note has a _____ pitch.2. A low note has a _____ pitch.3. If an object vibrates fast, the pitch is _______.4. If an object vibrates slowly, the pitch is _______.5. Pitch is the ______ or ______ of a sound.
B. Write H if the object produces a high-pitched sound and L if it produces a low-pitched sound.______ 1. Drum______ 2. Raindrops______ 3. Fire alarm______ 4. Ambulance______ 5. Police car
V. Assignment The animals and other objects listed in the table below produces sounds we commonly hear. Check () whether the sound produced is high-pitched or low-pitched.
Source of sound High-pitched Low-pitched1. Siren2. Frog3. Electric fan4. Church bell5. Bird6. carabao