Good morning Class!

Q: In our last topic/discussion/Lesson, what is all about?

A: We talk about the different types and parts of the waves.
Q; We will use those concepts in order
to easily understand our new lesson which is all about sounds.
Are you ready to learn? Let’s go…
Q; Imagine that you are in concert and you are listening to this drummer boy.
What he is doing in order to create sounds?
A: Using his drums
Q: Correct. He is repeatedly heating the drums with his drumsticks because of these actions
He was able to create vibrations and because of these waves was produced.
When we sat sound waves………..they are longitudinal wave created from the vibrating
source sound waves. Wherein sound waves are mechanical waves.
Q: What does it mean?
A: When we say mechanical waves it needs a medium in order to propagate.
Q: In our previous example earlier the drum that is repeatedly hit by the drummer is the
Medium, a medium to produce sound waves can be in the form of solids, liquids or gases
Now, let’s talk about the speed of sound, the speed of sound is different in various materials.
In which medium do you think will sound travel fastest?
A; Solid
Q: Correct! It will travel fastest in a solid medium or material, it will be followed by liquids and
Then gases.
But why is this so? Why sounds travel fastest in solid and slowest in gases?
It is because of the arrangement and spacing of particles in each medium.
If you will observe this illustration, What have you notice on the particles of solid, liquid and
Gas?
A; The particles in solid are more closely packed than the particles of liquids and gases.
Because of this arrangement of particles in solid, sound waves travel more quickly as
compared to liquids and gases.
Always remember that sound is a mechanical wave. It needs a medium to propagate.
Therefore, we cannot hear sound from outer space because outer space is vacuum with no
solids, liquids and gases. This the reason why we can adhere an explosion in outer space.
Q: Now let’s discuss the characteristics of sound which include pitch, loudness and timbre.
We are going to use the terms that we discuss about sound waves and discussing the properties
of sounds.
CHARACTERISTICS OF SOUND
1. Pitch
2. Loudness
3.
Pitch – refers to the highness or lowness of sound.
The frequency of the wave dictates the pitch of the sound, the higher the frequency, the
higher the pitch of the sound.
Q. Observe the following pictures, which do you think has the higher sound?
A. Picture b
Q. Correct. Since it has the higher number of vibrations pers second and higher pitch as compared
To the sound of waves of picture a which has a lower frequency. Which means it has lower
sound and lower pitch.
Types of ranges of frequencies.
1. Audible range
2. Ultrasonic frequencies
3. Infrasonic frequencies
The human ear can only sense within the frequency range of 20 hertz – 20,000 hertz.
This range is called Audible range.
Ultasonic frequencies- Range to which a human ear can respond vibration frequencies about
20,000 hertz.
Infrasonic frequencies – frequencies below 20 hertz.
Animals like dogs can hear sounds as high as 50,000 hertz
Bats can detect as high as 100,000 hertz.

2. Loudness- is how soft or how intense the sound is as perceived by the ear and interpreted by the
Brain.
- Can be determined by the amplitude – height of the wave and it tells us the amount of
Energy that a wave carries
*High amplitude sounds usually carry large energy and have a higher intensity while
low amplitude sound carries a little amount of energy and have lower intensity.
Q. Observe the following sound waves. Which sound waves do you think is more pleasant to the
Ears.
A. Picture b. Correct, since it has lower amplitude. Therefore it has lower intensity. The sound
that is produced is softer as compared to sound waves in picture a.
Sound intensity is measured by various instruments like a oscilloscope-
 Unit of intensity level for sound is decibel. Named after Alexander Graham Bell- who invented
The telephone that human ears can withstand sound intensity levels from 0 decibels – 120
decibels.

The threshold of hearing is at zero decibel.

The threshold pain is 120 decibels.

Loudness is also considered as a psychological sensation that differs from different people you may
consider pock music as a soft sound while your father may consider it as a loud sound. Your father
may even interpret the sound as distorted sound which is known as noise.
Noise- is a wave that is not pleasing to the senses that is contrast with music which is a special
sound. That forms a pattern and is appealing to our sense of hearing.

4. Timbre or tone quality – used in differentiating two different sounds that have the pitch and
loudness.
- It is how we identify the difference between the quality of tone of one instrument from one
another.
For example: Flute and guitar are playing the same note, the pitch may be the same but the
number of each sound is very different. These two instruments produce different sounds eve
if they are playing the same note. The tone quality depends on the wave form of sound wave.

That’s the end of our discussion for sound. In our next lesson we are going to study the
characteristics of life.
Grade Level: 7th Grade Competency: Describe how organisms produce, transmit, and receive sound
of various frequencies (infrasonic, audible, and ultrasonic sound)
Lesson Title: The Science of Sound: Organisms and Frequencies
Overview and Purpose: This lesson will explore the science of sound and how organisms produce,
transmit, and receive sound waves of different frequencies. Students will learn about the anatomy
of the ear, sound waves, and the properties of sound. They will also explore how different organisms
use sound for communication and survival. Through this lesson, students will develop an
understanding of the physical properties of sound and how it is used in nature.
Learning Objectives: By the end of the lesson, students will be able to:
 Identify the parts of the ear and their functions
 Define and differentiate between infrasonic, audible, and ultrasonic sound
 Explain how sound waves are produced, transmitted, and received
 Describe how different organisms use sound for communication and survival
 Demonstrate an understanding of the properties of sound
Materials Needed:
 Diagram of the ear
 Sound wave demonstration materials (such as a slinky or a tuning fork)
 Audio recordings of different frequencies (infrasonic, audible, and ultrasonic)
 Pictures and videos of animals that use sound for communication and survival
 Worksheets and writing materials
Engage (15 minutes):
 Begin the lesson by asking students what they know about sound. Write down their
responses on the board.
 Show students a diagram of the ear and ask them to identify the different parts.
 Play a brief audio clip of different frequencies (infrasonic, audible, and ultrasonic) and ask
students if they can hear it. Discuss their responses and explain the difference between the
three frequencies.
Explore (25 minutes):
 Demonstrate how sound waves work by using a slinky or a tuning fork. Show how sound
waves are created and how they travel through different mediums.
 Play different audio recordings of infrasonic, audible, and ultrasonic sounds and ask
students to identify which frequency they are hearing. Discuss the properties of each
frequency and how they differ from one another.
 Show pictures and videos of animals that use sound for communication and survival. Ask
students to identify how these animals are using sound and why it is important for their
survival.
Explain (20 minutes):
  Review the anatomy of the ear and how it receives and transmits sound waves.
 Discuss how different organisms use sound for communication and survival. Explain how
sound waves can be used for echolocation, mating calls, and predator avoidance.
 Define and differentiate between infrasonic, audible, and ultrasonic sound. Explain the
properties of each frequency and how they relate to the human ear.
Elaborate (20 minutes):
 Give students a worksheet where they can identify different animals and their use of sound
for communication and survival. Ask them to describe the properties of the sound waves
produced by these animals.
 Play an audio recording of a sound that is not audible to the human ear (such as a dog
whistle) and ask students to describe what they are hearing. Discuss the properties of
ultrasonic sound waves and their uses.
Evaluate (20 minutes):
 Have students write a short paragraph explaining how sound waves are produced,
transmitted, and received. They should also include examples of organisms that use sound
for communication and survival.
 Collect their paragraphs and assess their understanding of the concepts taught in the lesson.
Extension:
 Have students research a specific animal that uses sound for communication and survival.
They should create a presentation that includes information about the animal's anatomy,
sound production, and the properties of its sound waves.

Make me a lesson on this competency "Describe how organisms produce, transmit, and receive
sound of various frequencies (infrasonic, audible, and ultrasonic sound).
Grade Level: High School (9-12) Competency: Describe how organisms produce, transmit, and
receive sound of various frequencies (infrasonic, audible, and ultrasonic sound)
Lesson Title: Sound in Nature: From Organisms to Ecosystems
Overview and Purpose: This lesson

Make me a lesson for Grade 7, 5Es format for this competency "Describe how organisms produce,
transmit, and receive sound of various frequencies (infrasonic, audible, and ultrasonic sound).
Grade Level: 7th Grade Competency: Describe how organisms produce, transmit, and receive sound
of various frequencies (infrasonic, audible, and ultrasonic sound)
Lesson Title: Sounds in Nature: Understanding the Diversity of Sound Frequencies
Overview and Purpose: This lesson will introduce students to the concept of sound and its different
frequencies. Students will learn about how sound is produced, transmitted, and received by
different organisms, including humans. They will also explore the different properties of infrasonic,
audible, and ultrasonic sound waves. Through this lesson, students will gain a deeper
understanding of how sound is used in nature and the important role it plays in the survival of
different species.
Learning Objectives: By the end of the lesson, students will be able to:
 Identify the different types of sound frequencies: infrasonic, audible, and ultrasonic
 Describe how sound waves are produced, transmitted, and received by organisms
 Explain the different properties of sound waves and how they affect the perception of sound
 Understand the importance of sound in the survival of different species
Materials Needed:
 Audio clips of different sound frequencies
 Pictures and videos of animals that use sound for communication and survival
 Worksheets and writing materials
Engage (15 minutes):
 Start the lesson by playing an audio clip of a sound that is not audible to humans (such as
an ultrasonic sound). Ask students if they can hear it and discuss why they might not be
able to.
 Show pictures and videos of different animals that use sound for communication and
survival. Ask students to identify what they think the animals are communicating and why
sound might be important for their survival.
Explore (25 minutes):
 Explain the different types of sound frequencies (infrasonic, audible, and ultrasonic) and how
they are produced.
 Play different audio clips of infrasonic, audible, and ultrasonic sounds and ask students to
identify which frequency they are hearing. Discuss the different properties of each frequency
and how they affect the perception of sound.
  Show pictures and videos of different animals that use sound for communication and
survival. Discuss how different animals use sound and how sound plays an important role in
their survival.
Explain (20 minutes):
 Review the different types of sound frequencies and how they are produced, transmitted, and
received by organisms.
 Discuss the different properties of sound waves, including amplitude, frequency, and
wavelength. Explain how these properties affect the perception of sound.
 Talk about how different organisms use sound for communication and survival. Discuss how
different frequencies are used for different purposes, such as echolocation, mating calls, and
predator avoidance.
Elaborate (20 minutes):
 Give students a worksheet where they can identify different animals and their use of sound
for communication and survival. Ask them to describe the properties of the sound waves
produced by these animals.
 Play an audio clip of a sound that is not audible to humans (such as an ultrasonic sound)
and ask students to describe what they are hearing. Discuss the properties of ultrasonic
sound waves and their uses.
Evaluate (20 minutes):
 Have students write a short paragraph explaining how sound waves are produced,
transmitted, and received. They should also include examples of organisms that use sound
for communication and survival.
 Collect their paragraphs and assess their understanding of the concepts taught in the lesson.
Extension:
 Have students research a specific animal that uses sound for communication and survival.
They should create a presentation that includes information about the animal's anatomy,
sound production, and the properties of its sound waves.
Grade Level: 7th Grade Competency: Describe how organisms produce, transmit, and receive sound
of various frequencies (infrasonic, audible, and ultrasonic sound)
Lesson Title: The Science of Sound: Organisms and Frequencies
Overview and Purpose: This lesson will explore the science of sound and how organisms produce,
transmit, and receive sound waves of different frequencies. Students will learn about the anatomy
of the ear, sound waves, and the properties of sound. They will also explore how different organisms
use sound for communication and survival. Through this lesson, students will develop an
understanding of the physical properties of sound and how it is used in nature.
Learning Objectives: By the end of the lesson, students will be able to:
 Identify the parts of the ear and their functions
 Define and differentiate between infrasonic, audible, and ultrasonic sound
 Explain how sound waves are produced, transmitted, and received
 Describe how different organisms use sound for communication and survival
 Demonstrate an understanding of the properties of sound
Materials Needed:
 Diagram of the ear
 Sound wave demonstration materials (such as a slinky or a tuning fork)
 Audio recordings of different frequencies (infrasonic, audible, and ultrasonic)
 Pictures and videos of animals that use sound for communication and survival
 Worksheets and writing materials
Engage (15 minutes):
 Begin the lesson by asking students what they know about sound. Write down their
responses on the board.
 Show students a diagram of the ear and ask them to identify the different parts.
 Play a brief audio clip of different frequencies (infrasonic, audible, and ultrasonic) and ask
students if they can hear it. Discuss their responses and explain the difference between the
three frequencies.
Explore (25 minutes):
 Demonstrate how sound waves work by using a slinky or a tuning fork. Show how sound
waves are created and how they travel through different mediums.
 Play different audio recordings of infrasonic, audible, and ultrasonic sounds and ask
students to identify which frequency they are hearing. Discuss the properties of each
frequency and how they differ from one another.
 Show pictures and videos of animals that use sound for communication and survival. Ask
students to identify how these animals are using sound and why it is important for their
survival.
Explain (20 minutes):
 Review the anatomy of the ear and how it receives and transmits sound waves.
  Discuss how different organisms use sound for communication and survival. Explain how
sound waves can be used for echolocation, mating calls, and predator avoidance.
 Define and differentiate between infrasonic, audible, and ultrasonic sound. Explain the
properties of each frequency and how they relate to the human ear.
Elaborate (20 minutes):
 Give students a worksheet where they can identify different animals and their use of sound
for communication and survival. Ask them to describe the properties of the sound waves
produced by these animals.
 Play an audio recording of a sound that is not audible to the human ear (such as a dog
whistle) and ask students to describe what they are hearing. Discuss the properties of
ultrasonic sound waves and their uses.
Evaluate (20 minutes):
 Have students write a short paragraph explaining how sound waves are produced,
transmitted, and received. They should also include examples of organisms that use sound
for communication and survival.
 Collect their paragraphs and assess their understanding of the concepts taught in the lesson.
Extension:
 Have students research a specific animal that uses sound for communication and survival.
They should create a presentation that includes information about the animal's anatomy,
sound production, and the properties of its sound waves.