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    Science 7-DDL6

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    Jay Cueva
    This document contains a daily lesson log for a class on sound production. The objectives are for students to understand the characteristics of sound and how pitch, loudness, and quality of sound vary between people. The content section discusses sound. The procedures section outlines activities where students will explore sound boxes and guitars, discussing how string thickness, length, and tension affect pitch. Formative assessments evaluate students' understanding of these concepts.

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    © All Rights Reserved
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    Science 7-DDL6

    Uploaded by

    Jay Cueva
    25 views3 pages
    This document contains a daily lesson log for a class on sound production. The objectives are for students to understand the characteristics of sound and how pitch, loudness, and quality of sound vary between people. The content section discusses sound. The procedures section outlines activities where students will explore sound boxes and guitars, discussing how string thickness, length, and tension affect pitch. Formative assessments evaluate students' understanding of these concepts.

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    This document contains a daily lesson log for a class on sound production. The objectives are for students to understand the characteristics of sound and how pitch, loudness, and quality of sound vary between people. The content section discusses sound. The procedures section outlines activities where students will explore sound boxes and guitars, discussing how string thickness, length, and tension affect pitch. Formative assessments evaluate students' understanding of these concepts.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    25 views3 pages

    Science 7-DDL6

    Uploaded by

    Jay Cueva
    This document contains a daily lesson log for a class on sound production. The objectives are for students to understand the characteristics of sound and how pitch, loudness, and quality of sound vary between people. The content section discusses sound. The procedures section outlines activities where students will explore sound boxes and guitars, discussing how string thickness, length, and tension affect pitch. Formative assessments evaluate students' understanding of these concepts.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    Grade

    GRADES 1 to 12 School: Level:


    DAILY LESSON LOG Learning
    Teacher: Depedtrends.com Area:
    Teaching Dates and
    Time: Quarter:

    I. OBJECTIVES
    The learners demonstrate an understanding of the
    A. Content Standards
    characteristics of sound
    B. Performance Standards
    Explain sound production in the human voice box, and how pitch,
    C. Learning Competencies
    Write the LC code for each loudness, and quality of sound vary from one person to another.
    S7FE-IIIe-8
    D. Learning Objectives Describe the characteristics of sound.

    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
    4.Additional Materials from
    Learning Resource (LR)portal
    B. Other Learning Resources
    IV. PROCEDURES
    Why is it that solids transmit sounds better compared to
    A. Reviewing previous lesson liquids and gases?
    or presenting the new
    lesson
    (2 mins.)
    elicit

    Show a picture of a sound box and a guitar

    B. Establishing a purpose for the


    lesson
    (1 min.)
    Engage

    Ask the students to give their similarities and differences.


    Activity Part 1: Sounding Box, pages 210-211
    C. Presenting examples/ instances 1. The class will be divided into six (6)
    of the new lesson 2. Each group brings out the materials needed indicated in the
    Explore
    (2-5 mins.) learner’s module.
    3. Read and follow the procedure.
    Answer the questions in the given activity
    D. Discussing new concepts and The group presenters will give and explain their own output.
    practicing new skills #1 The teacher will process the answers
    Explain
    (15 mins.)
    E. Discussing new concepts What will you do to the strings if you want to hear higher and
    and practicing new skills#2
    (10 mins.)
    lower frequencies?

    F.Developing mastery What are the characteristics of sound waves which are common to
    (Leads to Formative Assessment all types of waves?
    3)
    (12 mins.)
    Elaborate
    G. Finding practical applications of Your voice belongs to base or alto. What string instrument will you
    concepts and skills in daily use, an instrument with higher frequency or an instrument with
    living
    lower frequency? Explain your answer.
    (3 mins.)

    H. Making generalizations and Describe the frequency of the different strings in terms of their
    abstractions about the lesson thickness and length.
    (3 mins)

    I. Evaluating learning 1. Which of the following best describes a high frequency


    (8 mins) 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 Let the students make their own improvised musical instruments
    remediation
    (1 min)

    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 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?

    Prepared by: Checked by

    ________________ __________________________
    Teacher School Head

    Observed by:
    ___________________________

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