Republic of the Philippines

Department of Education
Region VI – Western Visayas
Division of Iloilo
DISTRICT OF BATAD
January 30, 2019

DEMONSTRATION LESSON
IN SCIENCE GRADE IV

CONTENT: Light, Heat and Sound

CONTENT STANDARD: How light, heat and sound travel using various objects.
LEARNING COMPETENCY: Describe how sound travels in solid, liquid, and gas materials
(S4FE-IIIf-g-4)
Contextualized Competency: Describe how sound travels through different media using
localized game and materials present inside the classroom
Integration: Music, P. E., ESP, Math, ICT

I. OBJECTIVES:
At the end of the 50-minute period, the learner should be able to:
A. describe how sound travels in solid, liquid and gas materials
B. infer that sounds travel through different media
C. Show through various activities that sound has the ability to travel through solid,
liquid and gases.
II. SUBJECT MATTER
A. Topic: How Sound Travels in Different Materials?
B. Materials
Lively music, speaker, projector, activity sheets, stop watch, word strips, pail with
water, two stones
C. References:
Learner’s Material pp. 199-204,
TG pp. 245-248
D. PROCESS SKILLS: observing, describing, inferring, comparing, listening
E. VALUE INTEGRATION:
III. LEARNING TASKS: Cooperation, Honesty, Obedient
A. Engagement (5 minutes)
1. Review
TRUTH or BLUFF.
Two claps if the statement flashed on the projector is true and three claps if
it is a bluff. (Math)
1. Light travels in a straight line.
2. Lights can either reflect of refract.
3. The rainbow came from different colors.
4. The light that strikes a thick cardboard find its way to pass through.

2. Word Drill
Have the guessing game. Divide the class into two groups. Let the pupils
guess the scrambled words flashed on the projector. The first group to get the high
score is the winner.
osidl asg luqdii vtaibe avwes

3. Motivation
If sound travels, where would it travel better? Let us find with our activity
today.
Have the pupils do a short activity demonstrating how vibration of sounds
occur in different media
Direction:
a. Divide the learners into three groups. Each group must have an equal number
of members.
 b. Let one group represent the particles of solid. They should stand as closely as
possible to each other. Shoulder to shoulder distance.
c. Let the second group represent the particles of liquids. They should stand
farther than the 1st group. One-arm distance from each other.
d. The last group would represent the particles of gases so they would stand as far
as possible.
3. Play “Pass the Ball Game” (P.E.)
a. Let the gas group perform first by passing the ball to one of his member not
to the member next to him while playing a lively music and take note of the time
they consumed by using a stopwatch.
b. Let the liquid and solid group perform respectively using the same procedure.
4. After the activity, present to each group the time they started and the time they
finished the activity.
Ask the pupils? (HOTS)
Whose group finished first? Whose group consumed longer time they
finished? What made the solid group comes first? Why the gas group finished the activity
longer?

B. Exploration (15 minutes)

1. Prepare the class for the next activity. Let them sit comfortably in their chairs.
Have them do the tap clap rhythm singing “Row, row, row your boat song” (Music)
a. First, let them tap lightly on their laps
b. Then, they have to clap their hands on the air.
c. Signal when to start singing
Ask the pupils: What have you heard? Where do sounds came from?
d. Do a and b repeatedly until the song is finished. Let them take note of the sounds
they produced while tapping their lap and clapping their hands on the air.
2. Prepare a pail half-filled with water. Choose one representative from each group
to drop a small stone on the water. Let everyone listen to the sound it created.
3. Let the pupils organize their output and place it in their activity sheet for a short
reporting.

Answer the following guide questions: (HOTS)

1. Did you hear a sound when you tap your lap with your hands? What happened to the
sound when you tap your lap with different strength?
2. Where you able to create sound when you clap your hands in the air?
3. Can you make hear the sound underwater when striking two stones together?

ACTIVITY SHEET
“Can you hear me?”

What you need:

 Pail with water
 Two stones
 A chair
What to do:
Listen carefully to the instruction of the teacher.
Guide Questions:
Answer the following guide questions: (HOTS)
1. Did you hear a sound when you tap your lap with your hands? What happened to
the sound when you tap your lap with different strength?
2. Where you able to create sound when you clap your hands in the air?
3. Can you make hear the sound underwater when striking two stones together?

B. Explanation (15 minutes)

 1. Allow them to share their answers and the results of the different activities. Ask
them: How do you find the activities?
2. Discuss the concept to the pupils:

BACKGROUND INFORMATION FOR TEACHER

A sound wave travels at different speed through different media. As it travels,

sound waves is created response to a vibration and easily move back to their original position.
Another cause is how strongly the particles are attached or attracted to each other.

Vibration is the movement of objects back and forth when it makes sound.

During the pass the ball game, the ball was easily passed on from one member
to another when you are standing close to each other. The ball is likened to the vibration
carrying sound wave that is passing through particles that mad up a matter. If the particles that
made up a matter are very close to each other, sound waves passes quickly. And this observed
in solid materials.

In most liquids, the particles are not attracted as strongly to each other as
those in solid particles. Sound waves tend to move a little less quickly and bounce back less
easily than in a solid. Sound waves tend to travel more slowly in liquid than in most solids.

Moreover, the slowest travel of sound waves is in the air. Just like the pass the
ball game, it took so long for the ball to pass all over the members of the group since the
particles present in the air are far from one another and it occupies more space for the sound
waves to travel.

3. Let the pupils make their own generalization. (HOTS)

Ask:
What are the different medium that sound travels? How do sound travels in solid?
In liquid? In gas? Which medium sound travels faster? Why? Which medium sound
travels very slow? Why?
Valuing
What attitude did you develop in our activity today?
D. Elaboration (5 minutes)
Let the pupil do the following:
1. Group the pupils into two. In two minutes, let them create a sound using
different materials present inside the classroom and have their presentation.
E. Evaluation (10 minutes)
Choose the letter of the correct answer.
1. When sound travels through solids, the vibration of the particles occurs ?
A. fast B. slowly C. moderately D. irregularly
2. How do sound travels through air?
A.very fast B. very slowly C. in jumping motion D. fast in random manner
3. Which of the following best describes about the travelling of sounds?
A. Sound cannot travel through a solid
B. Sound travel faster in air than liquids
C. Sound travel faster in solids than in air
D. The travel of sound is not affected by the medium through which it travels.
4. Which of the following best describes the travelling of sound in the air?
A. Sound travels faster in the air because it is wide.
B. Sound travel a little bit faster in the air than in liquid.
C. Sound travel slowly in the air because the sound wave is heavy.
D. Sound travels very slow in the air because the particles are very far apart from
each other
 5. What affects the speed of sound as it travels?
A. Person receiving it
B. The nature of the material
C. The origin of the sound
D. Loudness of the sound

Mastery Level: %
Instructional Decision:

IV. Assignment
Essay (10 points)

Make your own conclusion on this situation.

Astronauts in outer space have talk to each other using a communication device
even if they facing each other. What could be the reason for this?

Prepared by:

JAESYL D. DEDAL
Teacher II
Demonstration Teacher

Process Observer:

JANE S. RUBRICO
Master Teacher II
Checked & Noted by:

RAYMUNDO C. MARTIN JR.

Principal II