Department of Education

Caraga Administrative Region

Division of Surigao del Norte
Malimono District
PILI ELEMENTARY SCHOOL

LESSON PLAN IN GRADE 4 SCIENCE

February 13, 2019

Grade : 4/Third Grading

Unit/Module :2
Lesson : 54 –Investigating the Properties of Sound
Duration : 50 minutes

Day 1
I. Objectives:
1. Investigate the properties of sounds; (S4FE-IIIh-5)
2. Identify objects that produce soft or loud sound (S4FE-IIIh-5);
3. Infer that sound could be loud or soft (S4FE-IIIh-5);
4. Describe the sound that an object produce (S4FE-IIIf-g-4);
5. Describe that the volume of sounds decreases as the distance of the observer moves further
from the source of sound; (S4FE-IIIf-g-4)
6. Show the importance of sounds in our daily life through oral participation. (S4FE-IIIi-j-6)
I. SUBJECT MATTER
Topic: Loud and Soft Sounds
References: k-12 Curriculum Guide in Science 4
Science (Health and Environment Towards an Active and Responsible Living,
Lilia R. Villanueva, pp. 263-66.
Flight to Discovery 3, Victoria A. Palomar, pp. 204-209.
Science Spectrum 3, Fallaria et. al., pp. 196-197.
Science and Health 3, (Textbook), Coronel, pp. 148-149.

MATERIALS: powerpoint presentation, speaker, recorded sounds, video

II. PROCEDURE
A. Review
Recall what the pupils have learned about the previous lesson by asking some volunteers
from the class.
B. Motivation
 Tell the pupils that you are going to play a game entitled “Bird Box”. In this game,
the pupils will close their eyes and will going to listen and identify the sounds
around them.
 Then the teacher will ask the following questions:
 What are the sounds you hear?
 How where you able to identify the sounds?
 The teacher will write on the board the sounds that the pupils heard and
arrange it into soft and loud sounds. Then ask, what have you observed
on the groupings of the sounds you heard?
 The teacher will then introduce the lesson and tell the pupils that they will
investigate the properties of sound.
C. Pre-assessment of Target Skills(Diagnostic Assessment)
The teacher will ask the pupils the meaning of soft sound and loud sound to assess if the
pupils have prior knowledge of the lesson.

D. Introduction
 The teacher will tell the pupils that they are going to conduct the following
activities:
Activity 1

Soft or Loud?

What to know: How can we make loud or soft sounds? What causes
loud or soft sounds?

What to use: hands

What to do: 1. Clap your hands slowly and lightly three times. Listen to
the sound.
2. Clap your hands faster and stronger three times. Listen
to the sound.
3. Compare the first clapping and the second one.

 After the activity ask the following questions:

 When you clapped your hands slowly and lightly, what kind of sound
did you produce? Why do you think so?
 How about when you clapped your hands faster and stronger, what
kind of sound were you able to produce?
 What do you think is the reason?

Activity 2

Higher, Lower

What to use: speaker

What to do: 1. Turn on the speaker. Set it to volume one. Listen to the
sound.
2. Set the speaker to volume 5. Listen to the sound.
3. Compare the sounds.
 After the activity ask the following questions:
 When we set the radio to volume one, what can you say about the
sound produced?
 How about when we set the radio to the highest volume?

Activity 3

Turn Up, Turn Down

What to use: video

What to do: 1. Play the video. Set the volume of the video to one. Listen
to the sound.
2. Set the sound of the video to volume 5. Listen to the
sound.
3. Compare the sounds.
 After the activity ask the following questions:
 When we set the sound of the video to volume one, what can you
say about the sound produced?
  How about when we set the sound of the video to the highest
volume?

E. Guided Practice (Differentiated Instruction)

GROUP ACTIVITY
 Group the class into 3 according to their learning needs.
Activity 1 (Using Role Playing/Drama Strategy) - Fast Learners
 The group will sound out the pictures of objects inside the box given to them.
Let the pupils show their creativity in this activity.

Activity 2 (Using the Picture Analysis Strategy) - Moderate Learners

 The group will be given pictures.
Say:
 Which ones make loud sounds? Which make soft sounds? Find the
picture that makes the softest sound. Glue it on the manila paper
where it says “soft.” Glue the next loudest sound next to it, and keep
gluing pictures of things that make louder and louder sounds until you
glue the picture of the loudest-sounding object next to the word “loud.”

ACTIVITY 3 (Using the Brainstorming Strategy) - Slow Learners

 The group will be given pictures. They are going to match the pictures to its
corresponding sounds. They will be posting their work on a manila paper.
 Ask the group presenters to post their output. Have the group representative present
the results of the activity. Three (3) minutes may be allotted per group presentation.
 Check the pupil’s responses to the activity.

(Group presentation of output and immediate feedback from teacher and pupils)

 The teacher will play a short video for the deepening of the lesson

F. Independent Practice

Read each situation. Let the pupils answer each question briefly.

 You are watching your favourite television show while your baby brother is sleeping.
What will you do so as not to waken up your sleeping baby brother?
 When you speak loudly, do you easily tire? Why?
 Why is it good to lower the volume of the radio and/or television set?
 What are other ways of conserving sound energy?

Valuing
 Show pictures of objects with no sounds such as an ambulance with no sirens, a fire truck
with no sirens, an alarm clock that doesn’t alarm…..etc…..
Say:
 What can you say about the pictures?
 What will happen if there is no sound on that object?
 What will be the impact of this situation to the community/people?
 What will happen if there will be no sounds around us?
 How about for those people who are deaf and mute? How did we value those people?
 When are we going to use soft sounds? Loud sounds?
 The teacher will further discuss the topic to instill good values to the pupils.

III. Post Assessment of Target Skills

 Tell the pupils to listen carefully as you read the following scenario. Let the pupils identify
if it produce a soft sound or loud sound.
 IV. Closure
A worksheet will be given to the pupils.

Prepared by:

RIA M. BIONG
Teacher-I

Checked and Reviewed by:

ARLYN D. MACAHIDHID
Principal I