Lesson Plan in Science, 10th Grade

Week 1 (July , 2019)

I. Objectives
At the end of the lesson, the pupils should be able to:
Objectives Goal/s Measurables
a. Identify places in the Describe the distribution of
world where volcanoes active volcanoes, earthquake
and mountain ranges epicenters, and major
are located; mountain belts;
b. Identify places in the Describe the different types of
world where plate boundaries;
earthquakes commonly
occur;
c. Explain the occurrence Explain the different
of tectonics activities processes that occur along
using the plate tectonic the plate boundaries;
theory.
d. Use maps in locating Describe the internal structure
active volcanoes, of the earth and possible
earthquake epicenters, causes of plate movement;
and mountain ranges and
to explain their
relationships to the
plate boundaries; and
e. Use models in Enumerate the lines of
simulating how evidence that support plate
continental plates movement
move, how the
convection of mantle
materials causes plate
motion, and how
underwater
earthquakes generate
tsunamis.

II. Subject Matter

Code: S10ES – Ia-j-36
Topic: Plate Tectonics: The Ever-Changing Earth
Reference: Science and Technology, pp. 1-10
Materials: Slide deck, glass board, LCD Projector, slides, charts or enlarged images

III. Procedurez
A. Engagement
The students will solve word equations given by the teacher. The word equation
caters the different pictures musical instrument that can be used for the next activity.
B. Exploration
The students will create their musical instrument out of the materials they have.

C. Explanation
The teacher will present and discuss the prepared presentation and then
questions will be asked to the students.
1. What are the three characteristics of sound?
2. How can you differentiate these characteristics?
3. What is the significance of sound in our lives?

D. Elaboration
Activity: Sound of Music
Students will be group into two. Each group of learners will create music using
their instrument created. They will also explain the science behind their music.

Bixby Knolls Preparatory Academy | San Antonio, Quezon

BKPA-ACAD-4001 rev. 01
 Rubric:
Ratings
Outcomes 1 2 3 4
Student creates Does not present an Includes at least one Includes some Strong aesthetic
effective general interesting musical interesting musical appeal and general
impression. Musical idea. Yet, the overall ideas. The general impression. Would be
Aesthetic ideas do not hold the impression is not impression is enjoyed by many
Appeal listener’s interest. effective. pleasant and listeners. Keeps the
moderately effective. listener interested.

Student work is Musical idea is Musical idea is Involves some Includes very original,
familiar or a cliché. No neither familiar nor a original aspect(s) or unusual or
variety or exploration cliché. However, manipulation(s) of imaginative musical
Creative of musical elements there is no musical idea(s). ideas. Explores and
(range, timbre, development, Explores and varies varies at least two
dynamics, tempo, variety, or at least one musical musical elements.
rhythm, melody). exploration of element.
musical elements.
Student Gives no sense of a Presents one Ending feels final. Presents at least one
establishes completed musical complete musical Uses at least one complete musical
excellent idea. Exhibits no clear idea. However, musical element to idea. Has a coherent
beginning, middle or composition lacks organize the musical and organized form
end section. Form overall ideas and overall with a clear
Craftsmanship appears random completeness. Fails form. beginning, middle,
rather than organized. to use musical and end. Uses
Musical elements elements to organize musical elements to
(range, timbre, musical ideas or organize musical
dynamics, tempo, form. ideas and overall
rhythm, melody) do form.
not connect well or
are not used to
organize musical
ideas or the form.
Student exhibits Instrument was shown Instrument was Instrument was Presents the music
superb to class and was used shown to class and shown to class and loudly and clearly.
but the science behind was used. Some was used. The Instrument is visible
Demonstration their music is not science behind the science behind the to class and was
explained. music is explained. music is explained. It used. The science
was hard to hear the behind their music is
music. well explained.

IV. Evaluation

Direction: Carefully read and analyze the following. Choose and write the letter of the
best answer.
1. Which characteristic of sound will increase if the frequency of sound waves
increases?
A. Pitch C. Loudness
B. Intensity D. Wavelength
2. What characteristics of sound is depends on the sound’s intensity, or the energy
used to make vibration the sound’s medium?
A. Pitch C. Loudness
B. Intensity D. Wavelength
3. Which of the following is not a characteristic of a musical sound?
A. Pitch C. Wavelength
B. Quality D. Loudness
4. What characteristic of sound gives its distinguishable feature?
A. Pitch C. Wavelength
B. Quality D. Loudness
5. Where does the pitch of sound depend on?
A. Frequency C. Amplitude
B. Distance of sound D. Temperature

75% 74% Total

Bixby Knolls Preparatory Academy | San Antonio, Quezon

BKPA-ACAD-4001 rev. 01
 and and
above below
Score Range:
No. of
Students:
Percentage: 100%

Analysis of Results:

RESULTS: Actions to be Taken

65% and above of the
population got 75% and .
above of the total items
More than 35% of the
students got 74% and
below of the total items

V. Assignment

How is a musical sound different from noise?

Prepared by:

JASMIN O. PESIGAN
Science Teacher

Checked by:

JOAN KRISTINE N. FRANCIA

Grade Level Coordinator – Middle School

Bixby Knolls Preparatory Academy | San Antonio, Quezon

BKPA-ACAD-4001 rev. 01