Waves around you

1. Page 1 of 21
GRADE 7
DAILY
LESSON
PLAN
Region
XI
Grade Level 7
Teacher EUSEBIA YAP SALVACION
Learning
Area Science
Teaching
Dates and
Time
Quarter 3RD QUARTER
I. OBJECTIVES
A. Content
Standards
The learners demonstrate an understanding of:
waves as a carrier of energy
B. Performance
Standards
Infer that waves carry energy;
C. Learning
Competencies /
Objectives
Write LC code
for
each
At the end of the session the learners are expected to:
A. define waves
B. show the importance of waves
C. perform the different types of waves
II. CONTENT TOPIC/TITLE: Waves
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide

2. Page 2 of 21
2. Learner’s
Materials
3. Textbook - Learner’s Material in Science
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
Learner’s Material in Science
Teacher’s Guide in Science
IV. PROCEDURES (ANNOTATIONS)
PPS Indicators/KRA Objectives/Rubric
Indicators to be Observed
Preliminaries
May we all stand for the prayer. For Catholic do the sign of the cross and for non-Catholic let us bow our heads. In the
name of the father, the son and the holy spirit. Amen. Almighty God, we praise and glorify your name. Thank you for the
blessings of life and strength that you’ve showered upon us. Forgive us from all our sins, as we forgive those who sins
against us. Thank you for amazing words and opportunity to learn more. We are asking for your help to carry new
knowledge and experiences in our minds and put into action. Grant us your divine wisdom, this we ask in your most
precious name. Amen.
Good morning class!

3. Page 3 of 21
You may now take your seat.
Let me check the attendance first. Make sure that you are in your proper seats so that you will not be marked absent.
Very Good! Everybody is present (in case there is absent the class secretary will put a note on the attendance sheet/log
book)
Before we start, let me remind you about our classroom rules.
1. Pick up the pieces of paper under your chair.
2. You are encouraged to ask questions by raising your hands.
3. Listen well and focus while the discussion is still going on.
4. If you want to go out just say excuse Ma’am. And I will just give my hand signal
5. All your positive responses will be recognized through various clapping imposed by the teacher.
6. After answering your worksheets or quiz pass your paper in front.
7. In group activity, minimize your voice and do not drag your chairs.
INDICATOR 5
Manages learner behavior
constructively by applying positive
and non-violent discipline to ensure
learning-focused environments.
A. Reviewing
previous lesson
or presenting
the new lesson
ELICIT
To start our new lesson, let us have a recap of what we had discuss last meeting.
Acceleration- Refers to the rate of change in speed and velocity of an object.
INDICATOR 1
Applies knowledge of content within
and across curriculum teaching areas.

4. Page 4 of 21
DAY 1
Before we proceed to our new topic, Lets have an activity that is entitled: ‘Mystery box’ The teacher place
different picture of objects related to waves in a mystery box and have students take turns guessing what they
are based on their characteristics and function.
Wi-Fi Router - Produces radio frequency waves to transmit and receive data wirelessly over a computer
network.
Cell Phone - Sends and receives electromagnetic waves to communicate with cell towers, enabling voice
and data transmission.
Guitar - Produces sound waves when strings vibrate after being plucked or strummed.
Light Bulb -- Emits light waves, which are a form of electromagnetic radiation visible to the human eye.
MOV--- Teacher incorporates other
subject, which is the prerequisite
relationship on the topic and concept
links to the present lesson.
IN DICATOR 1
Applies knowledge of content within
and across curriculum teaching areas.
MOV- Teacher helps improve the
mental acuity of learners while
observing and describing the picture.
Hence this helps improve the
problem-solving skills (Mathematics)
and vocabulary skills (English) of the
learners.
.
INDICATOR 2
Use a range of teaching strategies
that enhance learner achievement in
literacy and numeracy skills.
MOV- Teacher helps improve the
mental acuity of learners while
observing and describing the picture.
Hence this helps improve the
problem-solving skills (Mathematics)

5. Page 5 of 21
and vocabulary skills (English) of the
learners.
B. Establishing a
purpose for the
lesson
ENGAGE
To start the new lesson, Lets have an activity that is entitled “ARRANGE ME, BECAUSE I’M JUMBLED”
It sounds that all of you are ready, to start the game. I will group you into three. The leaders of the group will
pick up an envelope with set of jumbled letters inside. Then all you have to do is to fix it with the correct
words. By the way, these jumbled words are relevant to the topic to be discuss.
Words inside the envelope to arrange:
WAVES
ENERGY
SURFACE WAVES
LONGITUDINAL WAVES
TRANVERSE WAVES
INDICATOR 8
Selected, developed, organized and
used appropriate teaching and
learning processes to meet curriculum
requirements and varied teaching
contexts.
MOV – Teacher helps improve the
mental acuity of learners while
solving the puzzle. Hence this helps
improve the problem-solving skills
(Mathematics) and vocabulary skills
(English) of the learners.
C. Presenting
examples/instances
of the new lesson And now, let us read the following objectives for our lesson.
At the end of the session the learners are expected to:
A. define waves
B. show the importance of waves
C. perform the different types of waves
INDICATOR 7
Planned, managed and implemented
developmentally sequenced teaching
and learning processes to meet
curriculum requirements and varied
teaching contexts.

6. Page 6 of 21
D. Discussing new
concepts and
practicing new
skills
# 1
EXPLORE
The class will be divided into 3 groups (counting) Each group will choose a leader, they will make their
group name and a short yell. The teacher provides them a reading material (that will serve as their guide)
and task card with rubrics.
Perform the activity, you will observe and draw different types of waves and describe how they are
produced. You will also describe the different types of waves.
Materials needed
 A rope (at least 5m long)
 A colored ribbon
 A coil springs
 A basin filled with water
 A paper boat/ foil barge
 Adhesive tape
Group 1
A. What are transverse waves?
Procedure
Straighten the rope and place it above a long table. Hold one end of the rope and vibrate it up and down.
You would be able to observe a pulse. Draw three sketches of the rope showing the motion of the pulse at
three subsequent instances (snapshots at three different times). Draw an arrow to represent the direction
of the pulse’s motion
INDICATOR 7
Planned, managed and implemented
developmentally sequenced teaching
and learning processes to meet
curriculum requirements and varied
teaching contexts.
INDICATOR 4 and INDICATOR 6
Manage classroom structure to
engage learners, individually or in
group, in meaningful exploration
discovery and hands on activities
within a range of learning
environments.
Use differentiated, developmentally
appropriate learning experiences to
address learner’s gender, needs,
interests and experiences.
MOV – The teacher creates learning
environment where all the learners
feel equally involved of the activity.
This develops respect of each other
individual difference

7. Page 7 of 21
E. Discussing new
concepts and
practicing new skills
Time 1
Time 2
Time 3
INDICATOR 3
Applied range of teaching strategies
to develop critical and creative
thinking as well as Higher Order
Thinking Skills

8. Page 8 of 21
Group 2.
B. What are longitudinal waves?
1. Connect one end of a long table to a wall. Place coil spring on top of table. Attach one end of the coil
spring to the wall while you hold the other end.
Do not lift the coil spring. Ask a friend to vibrate the end of the coil spring by doing a back-and-forth motion
parallel to the length of the spring. Observe the waves along the coil spring. Draw how the coil spring looks
like as you move it back-and-forth
2. Attach a colored ribbon on one part of the coil spring. You may use an adhesive tape to fix the ribbon.
Ask a friend to vibrate the coil spring back-and-forth while you observe the motion of the colored ribbon.
Remember that the colored ribbon serves as a marker of a chosen segment of the coil spring.

9. Page 9 of 21
Group 3
What are Surface waves
2. Place a basin filled with water on top of a level table. Wait until the water becomes still or motionless.
Create a wave pulse by tapping the surface of the water with your index finger and observe the direction
of travel of the wave pulse. Tap the surface of the water at regular intervals to create periodic
waves. View the waves from above and draw the pattern that you see. In your drawing, mark the source
of the disturbance.
2. Wait for the water to become still before you place your paper boat on the surface. Create periodic waves
and observe what happens to your paper boat.
F. Developing
Mastery
(Leads to Formative
Assessment)
EXPLAIN
The students will present their outputs in front. discuss and explain their answers based on the
given questions.
Assessment Questions:
Group 1
a. What is the source of the wave pulse?
b. Describe the motion of your hand as you create the pulse.
c. Describe the motion of the pulse with respect to the source.
INDICATOR 3
Applied range of teaching strategies
to develop critical and creative
thinking as well as Higher Order
Thinking Skills

10. Page 10 of 21
Group 2
a. Does the wave transport the colored ribbon from its original position to the end of the rope?
b. Describe the vibration of the colored ribbon. How does it move as waves pass by?
Group 3
a. Do the waves set the paper boat into motion? What is required to set an object intimation.
b. If you exert more energy in creating periodic waves by tapping the surface with greater strength, how
does this affect the movement of the paper boat?
ELABORATE
G. Finding practical
applications of
concepts & skills in
daily living
The teacher will discuss the key concept from the visual aid
Waves- is a periodic disturbance that moves away from a source and carries energy with it.
Example: Water Waves, Light Waves, sound waves and etc.
3 Types of waves
1. Transverse waves- Transverse waves are type of wave in which the particle of the medium
move perpendicular to the direction of the wave.
Example: Waves made by rope
2. Longitudinal waves- Longitudinal waves are those waves in which the particles of the medium
move parallel to the propagation of the wave.
INDICATOR 8
Selected, developed, organized and
used appropriate teaching and
learning processes to meet curriculum
requirements and varied teaching
contexts.
MOV – Learners will watch a video
presentation projected on the screen
allowing them to express what they
get from the video. Teachers allow the
learners to learn something using ICT-

11. Page 11 of 21
Example: Sound wave
3. Surface waves- Waves in which the particles of the medium undergo circular motion.
Importance of waves
 Environmental and Earth Sciences: In earth sciences, seismic waves generated by earthquakes or
artificial sources are critical for studying the Earth's interior.
 Communication Technologies: Waves, particularly electromagnetic waves, are the backbone of
modern communication systems.
 Navigation and Remote Sensing: Waves are essential in navigation and remote sensing
technologies. Radar systems use radio waves to detect the position and speed of objects, crucial for
air traffic control, ship navigation, and weather forecasting.
based learning materials as part of
their activity
H. Making
generalizations
and abstractions
about the lesson
 Students will give their generalization about the lesson. Afterwards the teacher will
give an additional information.
INDICATOR 7
Use strategies for providing timely,
accurate and constructive feedback to
improve learner performance
MOV – The teacher establishes
constructive feed backing where
learners can participate and respond
productively by asking questions and
consolidating learners gained
concept.
EVALUATE

12. Page 12 of 21
I. Evaluating
Learning
Complete the sentence below and choose the answer in the box.
Wave
Transverse Vibration
Longitudinal
Surface
Circular
A. Waves in a rope are called__________ waves because the individual segments of the rope
vibrate _________ to the direction in which the waves travel.
B. When each portion of a coil spring is alternatively compressed and extended, _________
waves are produced.
C. Waves on the surface of a body of water are a combination of transverse and longitudinal
waves. Each water molecule moves in a _________ pattern as the waves pass by.
What are the 3 types of waves?
1.
2.
3.
INDICATOR 9
Designed selected, organized and
used diagnostic, formative and
summative assessment strategies
consistent with curriculum
requirements.

13. Page 13 of 21
4-5. What is wave?
J. Additional
activities for
application or
remediation
EXTEND
In a short bond paper write a short essay on the importance of waves in life.
INDICATOR 9
Designed selected, organized and
used diagnostic, formative and
summative assessment strategies
consistent with curriculum
requirements.
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

14. Page 14 of 21
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?

15. Page 15 of 21
PREPARED BY: CHECKED BY:
GIEVEL E. LLPEZ EUSEBIA YAP SALVACION
Pre-Service Teacher Secondary School Teacher III

16. Page 16 of 21

17. 17 of 21
LEARNING TASKS
Let them choose their leader and let them follow the given tasks. (According to their
chosen tasks)
1. Heat Transfer Relay: Divide the students into teams and set up a relay
race. Each team will have a series of objects representing different materials
(e.g., metal, wood, plastic) placed at various distances. The first student in
each team must transfer heat from a heat source (such as a hot water bottle)
to the object using a specific method (e.g., conduction, convection,
radiation). They then pass the object to the next team member, who repeats
the process until all objects have been reached. The team that completes
the relay first wins.
2. Heat Transfer Skit: Ask students to form small groups and create skits
demonstrating different heat transfer methods. Each group can choose a
specific scenario, such as heating a pot of water on a stove, cooling a hot
beverage using a cold pack, or warming up a room using a space heater.
Students should act out the process and explain the heat transfer
mechanism involved (conduction, convection, or radiation).
3. Heat Transfer Experiment Stations: Set up several experimental
stations around the classroom or laboratory, each representing a different
heat transfer method. For example, one station could involve heating a metal
rod at one end and observing how quickly the other end gets hot
(conduction). Another station could have a fan blowing air over a cup of
warm water, measuring the rate of cooling (convection). A third station could
use a heat lamp to demonstrate radiation. Students rotate through the
stations, recording their observations and discussing the heat transfer
mechanisms involved.
4. Heat Transfer Puzzle: Create a puzzle activity where students match
heat transfer scenarios with the corresponding methods (conduction,
convection, radiation). Provide cards or worksheets with descriptions of
various situations, such as a person getting a sunburn, a metal spoon
heating up in a pot of soup, or a warm air balloon rising in the sky. Students
must analyze the scenarios and match them to the correct heat transfer
method.
5. Heat Transfer Art Project: Encourage students to showcase their
understanding of heat transfer through an art project. They can create visual

18. Page 18 of 21
representations of conduction, convection, and radiation using various
materials and techniques. For example, they could use colored pencils or
paints to depict heat flowing through different objects, show the movement
of heated particles in a liquid or gas, or illustrate the transfer of heat energy
from the sun to the Earth.
After doing the said activity, answer the following questions:
1. How would describe the different processes involved in heat transfer?
2. Explain how heat move from one place to another
3. Give examples of heat transfers that occur in every situation
Choose the letter of the correct answer.
1. How does heat travel through the pan?
A. by radiation B. by dispersion C. by convection D. by conduction
2. How does heat travel through the soup?
A. by radiation B. by dispersion C. by convection D. by conduction
3. In what direction does heat travel through the soup?
A. from top to bottom B. both A and B C. from bottom to top D. neither A nor B
4. Which of the following explains why the lady is able to hold the handle of the pan
with her bare hands?
The handle is made of good insulator of heat.
The handle has low thermal conductivity.
The handle has high thermal expansion.
A. I and II only B. II and III only C. I and III only D. I, II, and III
5. Which of the following methods of heat transfer is NOT taking place in the given
situation?
A. Conduction B. Radiation C. Convection D. None of them
EVALUATE

19. Page 19 of 21
RUBRICS FOR DANCE PRESENTATION
CATEGORY 4 3 2 1
Execution indicate a
clear and
accurate
actions that
leads to
explanation
indicate a
relatively
accurate
actions that
leads to
explanation
show less
accurate action
accuracy of
action is
not evident
Accuracy of Content Shows
accurate
facts and
information
Most of the
facts and
information
are accurate
Not all the
facts and
information
are accurate
Inaccurate
facts and
information
RUBRICS FOR SONG PRESENTATION
CATEGORY 4 3 2 1
Melody Excellent
use of
rhythm
Good
contour of
notes
Sometimes fits
the rhythm
Doesn’t
have an
organization
of melody
Lyrics and Content Shows
accurate
facts and
information
Most of the
facts and
information
are accurate
Not all the
facts and
information are
accurate
Inaccurate
facts and
information
RUBRICS FOR DRAMA PRESENTATION
CATEGORY 4 3 2 1
Creativity The
material is
an
attention
grabber.
The material is an
attention grabber.
However, too much
aesthetics made the
Attempts to
make the
material
creative and
unique are
The
material is
too simple
and stiff.

20. Page 20 of 21
The
student is
able to use
the design
to better
explain the
proposal
material difficult to
understand/comprehend.
observed.
However,
much
improvement
could still be
done to
make the
material
more
presentable.
Accuracy of
Content
Shows
accurate
facts and
information
Most of the facts and
information are accurate
Not all the
facts and
information
are accurate
Inaccurate
facts and
information
RUBRICS for ORAL EXPLANATION
CATEGORY 4 3 2 1
Content Accuracy indicate a
clear and
accurate
explanations
indicate a
relatively
accurate
explanation
show less
accurate
explanations
accuracy is
not evident
explanations
Spelling/Grammar There are no
grammatical
mistakes
There are 1-
2
grammatical
mistakes
There are 3-4
grammatical
mistakes
There are
more than 4
grammatical
mistakes
RUBRICS FOR MAKING POSTER/SLOGAN
CATEGORY 4 3 2 1
Creativity The
material is
an
attention
grabber.
The material is an
attention grabber.
However, too much
aesthetics made the
Attempts to
make the
material
creative and
unique are
The
material is
too simple
and stiff.

21. Page 21 of 21
The
student is
able to use
the design
to better
explain the
proposal
material difficult to
understand/comprehend.
observed.
However,
much
improvement
could still be
done to
make the
material
more
presentable.
Accuracy of
Content
Shows
accurate
facts and
information
Most of the facts and
information are accurate
Not all the
facts and
information
are accurate
Inaccurate
facts and
information