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I.

OBJECTIVES
1. Describe what happens when a transparent object is in the
path of light
2. Observe that more light passes through transparent
materials.
3. Identify transparent materials.

II.SUBJECT-MATTER
A. Topic : Behavior of Light on Transparent Materials
B. Science Concept: More light passes through transparent
materials
C. Science Processes: Describing, Observing, identifying
D. References : BEC – PELC in Science III V.2.3.1
Science and Health 3 (Revised Edition)
pp. 174-178
Science for Daily Use pp. 183-186
Growing with Science and Health 3
pp. 154-158
Science 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. Procedure
A. Preliminary Activities
1. Science News
2. Health inspection (optional)
3. Review
What happens when light strikes the following
objects.

B. Lesson Proper
1. Motivation
Show 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.
ACTIVITY
Materials: 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.

3. Discussion/Analysis
1. 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. Generalization
Describe 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. Application
Your 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. Evaluation
Read 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,except
a. Clear glass c. clear bottle
b. 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. absorbed
b. Blocked d. bend

5. Which is a transparent object?


a. Blackboard c. chain
b. Picture frame d. reading eye glasses

V. Assignment
Make 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 Materials


B. 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.2.3.1
Science and Health 3 Rev. ed. pp. 183-186
Science for Daily Use pp. 183-186
Growing with Science and Health 3
pp. 154-158
Science 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 envelop


Cardboard Glass water
tin 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. Presentation
Present the materials to be used and have pupils
infer using the prediction chart. Write the
predictions under the table.

Question Predictions Reality/Truth


1.What will happen
when the material
strikes by the
light
2.How much light
will pass through?
3.Will all the
materials allow the
light to pass
through?

ACTIVITY
Materials: 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/Analysis

1. 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. Generalization

Describe 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. Application

Your 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. EVALUATION

Write TM if the material is translucent and NO if not.

1. Clear bottle

2. Cellophane

3. Wax paper

4. Colored bottle

5. Tinted glass

V. ASSIGNMENT

Cut 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-MATTER
A. Topic : Behavior of light on Opaque Materials
B. Science Concept: Opaque materials absorbed light
C. Science Processes: Describing, observing, identifying
D. References : BEC – PELC in Science III V.2.3.1
Science and Health 3 pp. 174-178
Science for Daily Use pp. 183-186
Growing with Science and Health 3
pp. 154-158
Science Watch 3 pp. 247-250
E. Materials : flashlight, piece of wood, plastic box,
book, bag, handkerchief, charts, activity
cards, flashcard
F. Value : Orderliness

II.Procedure
A. Preliminary Activities
1. Science News/Weather Report
2. Review:
Tell if it is transparent of translucent materials.
1. Glass windows
2. Cellophane
3. Capiz
4. Colored bottle
5. Tinted glass
6. Frosted glass

B. Lesson Proper
1.a. Vocabulary

b. Motivation
Show some materials like cardboard and book. What do
you think? Does the light pass through these
objects?

2. Presentation
a.
ACTIVITY
Get : 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?
ACTIVITY 2
You 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 3
You need: card board tube, thick clothes, colored
paper, tissue paper, a plastic wrapper
rubber 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?

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. Generalization

Describe 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. Application

Activity 1. List some opaque materials that you see

around us.

Activity 2. Dramatization

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. Evaluation

Read 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 Matter

A. Topic: How shadows are formed

B. Science concept: A shadow is formed when the path of light is


blocked by an opaque

material.

C. Science Processes: Describing, Observing, Explaining, Inferring

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: flashlight, book, pencil, bag

F. Value: Perseverance

II. Procedure

A. Preliminary Activities

1. Science news

2. Review

What colors make up white light

How can light be seperated

B. Lesson Proper

1. 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 wall
2. 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/Analysis

What 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. Generalization

How 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 line

b. 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. Assignment

Make shadows using your hands, feet and fingers. Draw the form on
your notebook.

I. Objectives

1. 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 Matter

A. 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 materials

F. Value: sportmaship

III. Procedure

A. Preliminary Activities

1. Science news

2. Review

Why are there different colors?

What are the colors of the spectrum?

B. Lesson Proper

1. 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 sun
2. 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/Analysis

What 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. Generalization

How 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. Evaluation

Supply 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. Assignment

Why 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 Matter

A. Topic: Classifying objects

B. Science concept: Materials are classified into opaque,


transparent and translucent.

C. Science Processes: Classifying, Identifying, Naming

D. 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.183

Science Watch 3 pp. 247-250

E. Materials: real objects, set of letters

F. Value: Cooperation

II. Procedure

C. Preliminary Activities

1. Science news

2. Review

Divide the class into three groups

Each 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 through

2. TSNRLECUANT - scatters light that passes through

3. EUQAPO – do not allow light to pass through.

What value did you show in working with your group?

D. Lesson Proper

1. 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,
cardboard
Do:
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 Amount of light that passes through


materials Much light Some light Little light No light

3. Discussion/Analysis

Jellyfish organizer

Materials can be
classified into:

Transparent Translucent Opaque

4. Generalization

How 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)

III. Evaluation

Write the words in the box in it’s proper column.

clear umbrella steel leather

black bag clear plastic thin fabric

thick towel bond paper frosted glass

sand paper

Transparent Translucent Opaque

IV. Assignment

How do you classify Earth? Explain you answer.


I. Objectives

1. Identify opaque materials

2. Cite examples of opaque materials.

II. Subject Matter

A. Topic: Identify opaque materials

B. Science concept: Opaque materials do not allow light to

pass through

C. Science Processes: Identifying, naming, observing

D. 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.183

Science watch 3 pp.247-250

E. Materials: different opaque materials

F. Value: Valuing things around you.

III. Procedure

A. Preliminary Activities

1. Science news

2. 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 Proper

1. 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 wood
Light (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

O Do not allow light to pass through


P
A
Q
U
E

M
A
T
They absorb the light
E
R
I
A
L
S

Things behind them are not seen at all


Light may be trapped when it strikes a thick surface of an
object

What other objects can allow light to pass through?


What should you do with all the things around you

4. Generalization

What 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. Evaluation

Put 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. Assignment

Write 5 examples of opaque materials

I. Objectives

1. Identify transparent and translucent materials.

2. Differentiate transparent and translucent materials.

II. Subject Matter

A. Topic: Identifying objectis

B. Science concept: Transparent materials allow the light to pass


through.

Translucent materials allow little light to pass


through.

C. Science Processes: Identifying, Observing

D. 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.183

Science Watch 3 pp. 247-250

E. Materials: transparent and translucent materials

F. Value: Patience

III. Procedure

A. Preliminary Activities

1. Science news

2. Review

What are the effects of chemical substances on people?


Animals? Plants?

B. Lesson Proper

1. 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. Generalization

What 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 paper

platic 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. Assignment

List down 5 examples of transparent and translucent materials.

I. OBJECTIVES
1. Describes what happens when light strikes a mirror

2. Appreciate God’s gift.

II.SUBJECT MATTER

B. Topic : Reflection of Light

C. 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, observing

E. 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. Procedure

A. Preliminary Activity

1. Energizer: (Science Songs)

2. Health Inspection

3. 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, Trans- Trans- opaque
art paper, cling wrap plastic, parent lucent objects
objects objects
aluminum foil, crayons.

B. Lesson Proper

1. 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?

Activity 2

Material: A flashlight
A mirror
Procedure:
1. Flash the light on a mirror
2. Observe. What happens to light when it strikes the mirror?

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. Generalization

Base 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. Application

What happens when light strikes a smooth surface?

IV. Evaluation

Draw the effect and explain.

What happens to light when it strikes a mirror?


I. OBJECTIVES

1. Show evidence that light bends when it travels through


one material to another.

2. Observe cooperation in performing an activity.

II. SUBJECT MATTER

A. Topic: Refraction of Light

B. 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, demonstrating

D. References: BEC-PELC in Science III V. 2.3.4

Growing in Science and Health 3 pp. 163-165

Science for Daily Use 3 pp. 180-182

Science Watch 3 pp. 245-246


E. Materials: pencil, glass of water, flashlight, spoon,
activity cards,

F. Value: Cooperation

III. Procedure

A. Preliminary Activities

1. Science News

2. Review. Draw the effect and explain what happens to


light when it strikes a mirror.

______________________________________________________

______________________________________________________

______________________________________________________

B. Presentation

1. 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.

ACTIVITY CARD
I. Problem : How does light behave when it passes from
one substance or another?
II.Materials: spoon, water, drinking glass
III. Procedure:
1. Fill a drinking glass with water.
2. Place a spoon in the glass
3. Look at the spoon from many different
position.
IV. Observation:
1. What have you observed.
2. How does the spoon appear?

3. Discussion and Analysis

The leader of each group will report their answer.

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. Evaluation

Which situation shows that refraction of light occurs?


Check () the picture.

1. 2. 3.
4. 5.

V. Assignment

Study 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. OBJECTIVES

1. Conclude that sound is produced by things that vibrate.

2. Demonstrate ways to produce sound.


II.SUBJECT MATTER

B. Topic : How Sound is Produced

C. Science Concept: A vibrating object produces sound. As the

vibration stops, the sound also stops.

D. Science Process: Observing, demonstrating,

drawing conclusion

E. References : BEC – PELC in Science III V.3, 3.1

F. Materials : Ruler, fork and spoon, sticks, rubber,

book, 2 pencils, paper

G. Value : Self-control (Practice self-control in

place where there are people.)

III. Procedure

A. Preliminary Activities

1. Science News/Songs

2. 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. Motivation

a. Like light, sound is a form of energy. Energy is


ACTIVITY
needed to make a sound. Do you wonder how sound is
What makes sounds?
What to use: produced? Let’s do so simple activities to find out.
A piece of paper, a ruler, fork and spoon.
What 2.
toPresentation
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/Analysis

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 a sound?

4. Generalization

1. 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. Application

a. 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. Evaluation

Fill 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
_____________.

vibrate energy vibration


sound information

V. Assignment

1. List five sounds you hear early in the morning.


Demonstrate them in the class.

I. OBJECTIVES

1. Demonstrate how loud and soft sound is produced.

2. Observe politeness and kindness in working with the


group.

II. SUBJECT MATTER

A. Topic : Loud and Soft Sounds

B. Science Concept : The loudness/softness of sound


depends on the intensity of vibration.

C. Science Processes : Observing, demonstrating

D. References : BEC – PELC in Science III V.3

E. Materials : a sound box, a block of wood, tuning

fork, sponge spoon

F. Value : Politeness and kindness during the

group activities
III. Procedure:
A. Preparatory Activity
1. Energizer: zoom bah 3x
Zoom basa
Group 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 Ways to produce sound


hear a
sound
1. knock on the  Knocking
chalkboard.
2. Tap the desk  tapping
with a ruler
3. Ring a bell  Ringing
4. say “hello”  Saying/talking/shouting
to a friend
across the room.
5. beat the drum  beating

B. Lesson Proper

1. Motivation:

Tell if it is loud or soft sound.

Whisper, roar of thunder, fireworks, ticking of a clock


2. Presentation

ACTIVITY
Get: a sound box, a block of wood, tuning fork,
sponge, and spoon
Do:
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 loudness
5. 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?

3. Generalization
1. 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. Assignment
1. 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.
I. OBJECTIVE

1. Demonstrate how high and low sound is produced.

2. Show cooperation and orderliness in performing the


activity.

II. SUBJECT MATTER

A. Topic : High and Low Sounds

B. Science Concept : When an object vibrates slowly, it

produced low sound.

When an object vibrates faster, it

produce high sound.

C. Science Processes : Demonstrating, observing

D. References : BEC – PELC in Science III V.3.2

E. Materials : wooden pencil, eight drinking glasses

F. Value : Cooperation

III. Procedure

A. 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 assignment

B. Lesson Proper

1. Motivation

How can you make high and low sounds?

Find out in our activity

2. Presentation

Activity

Materials : wooden pencil,


eight drinking glasses/bottles
of the same size with different
amount 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/Analysis

We 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. Generalization

1. 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. Evaluation

A. 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-pitched


1. Siren
2. Frog
3. Electric
fan
4. Church
bell
5. Bird
6. carabao