WHOLE BRAIN LESSON PLAN

3rd QUARTER
SUBJECT: Science LEVEL: Grade Four
UNIT TITLE: Light, Heat and Sound WEEK: 4
LESSON TITLE: How Sound Travel in Different Materials NUMBER OF SESSIONS: 6

I. LEARNING ENDSTATES

1. What should pupils know and be able to do from this portion of the unit?
Understand how Light, Heat and Sound Travel Using Various Objects.
2. What other self-mastery skills, values and attitudes are being developed?
Learning to THINK: Understands the concept of how sounds travels in different materials.
Learning to DO: Follows proper way of recording, organizing, analysing and interpreting data.
Learning to FEEL: Appreciates the importance and role of sounds in music and in communication.
Learning to COMMUNICATE: Expresses the importance of music and sounds in our lives.
Learning to INTUIT: Foresees what will happen to life without sounds.
o LEAD: Learning to LEAD Promote the use of good sounds.
Learning to BE: Sounds and music enthusiasts.

II. ESSENTIAL QUESTIONS FOR THIS PORTION OF THE UNIT:

What is the essential question should pupils will answer?

 Describe and compare how sounds travel in solids, liquids and gases?
 What are the important ways to attain an effective understanding of the concepts or knowledge?

What are effective ways to apply and tools to use in order to attain a deep understanding of the concepts or knowledge?
 Experiment (Presentation of real/actual materials)
 lecture
III. MATERIALS, METHODS AND ACTIVITIES
Materials Methods Activities
Materials needed in the activities Cooperative Learning Laboratory Work

Activity Sheets Concept Mapping Journal

Power Point Presentation

IV. CREATE RUBRICS FOR ASSESSMENT

RUBRIC FOR THE GROUP ACTIVITY
5 4 3 2 1
Created an original Created a well- Created a well- Created a rap song Created a rap song
coordinated rap song coordinated rap song coordinated rap song with little movement. with no movement.
with movement. with movement. with little movement.
The flow of The flow of The presentation is Most of the The presentation is
presentation is very presentation is well organized. presentation is not not clear.
organized. organized. organized.
Presented an original Presented an original Presented a less Presented an Presented an
and meaningful acronym for LIGHT. original acronym for acronym for LIGHT. incomplete acronym
acronym for LIGHT LIGHT. for LIGHT.
V. INSTRUCTIONAL PHASES

Learning Activities
1. ACTIVATE Present a video clip on the different musical instruments.
Ask the pupils, “What makes these instruments produce sounds? Do you know where sounds came from?”
2. ACQUIRE The teacher will instruct the pupils to go to their assigned groups and perform the given activity. Safety
precautions will also be reminded to the students prior to the conduct of the activity. Activity sheets will be
distributed to each group to accomplish.
Group No: ___________________
Grade & Section: ___________________

THIRD QUARTER
SCIENCE 4
ACTIVITY 1
“What Is Vibration?”
I. OBJECTIVE: Describe how sound travels in solid, liquid and gas materials.
II. MATERIALS: transparent plastic ruler, tables and activity sheets
III. PROCEDURE:
1. Get a plastic ruler and press one end to the edge of the table by holding it down firmly.
2. Push and press down the free end release it suddenly. Observe what happens when you release the
free end of the ruler. Write observations in your notebook.
3. Push and press down the free end release it suddenly. Observe what happens when you release the
free end of the ruler. Write observations in your notebook.
4. Hold the ruler while it is in motion. Observe what happens. Record your observation in your
notebook.
5. Repeat #2 and #3 several times. Observe what happens and record all observations in your notes.
Questions:
1. What happened to the ruler when you suddenly released it?
2. How do you describe the movement of the ruler?
3. Did you hear a sound?
4. Did the sound coming from the moving ruler suddenly stop when you held it? When you released it
again?
Group No: ___________________
Grade & Section: ___________________

THIRD QUARTER
SCIENCE 4
ACTIVITY 2
“Do Sounds Travel in Waves?”

I. OBJECTIVE: Infer that sound travels in waves.

I. MATERIALS: jumping rope, cd copy of a lively music, cd player, speaker set,
wide open area
II. PROCEDURE:
1. Do the activity by pairs. Each pair must have jumping rope.
2. Stand as far as possible with each other without stretching the rope too tightly.
3. Create a wavy movement with the rope when music is played. The wavy movement you create
must go with the flow of music. If the music goes slow and so must the wave you are creating. If
the music goes fast, then you must create a fast wavy motion too.
4. Stop moving the rope when the music stops playing.
5. Observe the different waves you are creating. Record your observations and answers in your
notebook.
Questions:
1. How do you describe the motion of the rope when a slow-music was played? Draw the wave
movement.
______________________________________________________________
2. How do you describe the motion of the rope when a fast-music was played? Draw the wave produced.
______________________________________________________________
3. Are waves still produced when a rope stopped moving? Draw the rope when it stopped moving.
______________________________________________________________
 THIRD QUARTER
SCIENCE 4
ACTIVITY 3
“How Does Sound Travel in Different Materials?”

I. OBJECTIVE: Describe how sound travel in gas, liquid and solid materials.
II. MATERIALS: large basin filled with water, two tin cans, pointed tip scissors,20 meters
of heavy-duty string, activity sheets
III. PROCEDURE:
 Set A (Travel of Sound through Air)
 Set B (Travel of Sound through Water)
 Set C (Travel of Sound through Solid Materials)
(Let them follow honestly and accurately the steps of the activity stated on pages 199 – 204 of
their LM.)

SPEAKER’S DATA TABLE

Medium 1 meter 2 meter 6 meter 10 meter 15 meter 20 meter
Air
Water
Tin Can

LISTENER’S DATA TABLE

Distance (m)
Medium 1 meter 2 meter 6 meter 10 meter 15 meter 20 meter
Word
Heard (Air)
Volume
(1-10)
 Word
Heard
(Water)
Volume
(1-10)
Word
Heard
(Tin Can)
Volume
(1-10)
*the darkened rows need not be filled

Questions:
1. Do you have the same lists of words with that of your partner? If not, what do you think might have
caused the distance?
___________________________________________________________________
2. In which activity do you think is it easy for you to hear the words clearly, in air, water or solid?
____________________________________________________________________
3. In which material/place do you find it to speak very easily?
____________________________________________________________________
4. In which material do you find it easy to listen to the words being said?
____________________________________________________________________
5. How does the type of materials/places affect our hearing?
____________________________________________________________________
6. Refer to your table A. At what distance do you think the words said are easily heard in set A? Set C?
_____________________________________________________________________
7. How does the distance of the speaker and the listener affect the clear hearing and understanding of
words?
_____________________________________________________________________
A. Presentation of Outputs
1. After the activity, the students will present and explain their outputs by group.
 2. The teacher will use the rubrics on Presentation of Outputs (See Attachment).

3.APPLY, PRACTICE, A. Complete the concept map below.

FORMATIVE ASSESSMENT

HOW DOES
SOUND
TRAVELS?
4.SUMMATIVE ASSESSMENT, A. WHAT I HAVE LEARNED TODAY (Journal)
CLOSURE & REFLECTION  What I’ve learned today is about ___________.
 First, I’ve learned that ______________.
 Second, I’ve learned that____________.
 Furthermore, I’ve learned that ____________.
 Now, you know what I’ve learned today.

Prepared by:

RACHEL U. SADABA
Teacher III