WAVES (Anatomy of Transverse and Longitudinal Waves)

JAEN NATIONAL HIGH SCHOOL
BRGY. DAMPULAN, JAEN NUEVA ECIJA
SCHOOL JAEN NATIONAL HIGH SCHOOL GRADE LEVEL Grade 7

TEACHER RICABELLE M. LISING LEARNING AREA Science
DATE & TIME March 8, 2023 /1 Hour QUARTER Third
I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of waves as carrier of energy.
B. Performance Standards Illustrate and label transverse waves and longitudinal waves.
Infer that waves carry energy(S7LT-IIIc-4)
At the end of the lesson, learners should be able to :
C.Learning Competencies/
 Differentiate transverse waves and longitudinal waves
Objectives
Write the LC code for each  Illustrate and label transverse waves and longitudinal waves
 Recognize where these waves are present
II. CONTENT Waves as Carriers of Energy

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Science 7 Teacher’s Guide. Alvie A., Marie C., Leticia C., et al. 2017. pp 195
2. Learner’s Materials
Science 7 Teacher’s Guide. Alvie A., Marie C., Leticia C., et al. 2017. pp 199
pages
3. Textbook pages Science 7 Quarter 3- Module 3: The Waves pp. 7-8
4. Additional Materials from
Learning Resource (LR) Transverse and Longitudinal waves- https://youtu.be/0Anh9HthWgQ
portal
5. Other Learning Materials

Power Point Presentation, laptop
IV. PROCEDURES
A. Reviewing previous Elicit: Students will do an activity to review the previous discussion.
lesson or presenting (The activities in
the new lesson this section will Directions: Study the jumbled words and arrange them to form a
evoke or draw out sentence.
prior concepts or
prior experiences
from the
students)
1.
2.
3.
Answers:
1. Transverse wave exhibits up and down motion.
2. Longitudinal waves vibrate parallel or back and forth.
3. Surface waves are combination of transverse waves and longitudinal
waves.
B. Establishing a Engage:
purpose for the (The activities in Students will share what they remember about Transverse waves and
lesson this section will Longitudinal waves from the previous discussion.
stimulate their
thinking and help
Guide Questions:
C. Presenting them access and
connect prior - How do you differentiate Transverse waves and Longitudinal
examples/instances
of the new lesson knowledge as a waves?
jumpstart to the
present lesson)
Explore: Students will play a game.
(In this section,
students will be Directions: Study the given images and determine what type of wave is
given time to shown. If the image shows a Transverse wave, move your body up and
D. Discussing new think, plan,
down. If the image shows a longitudinal wave, move your body side by
concepts and investigate, and
organize collected side or back and forth.
practicing new skills
#1 information; or the
performance of
the
planned/prepared
activities from the
students’ manual
E. Discussing new
with data
concepts and
gathering with
practicing new skills
Guide Questions)
#2 1.
2.
3.
F. Developing mastery Explain: Teacher will present the topic.

(leads to Formative (In this section,
Assessment 3) students will be Transverse waves vibrate perpendicularly to the direction in which the
involved in an
waves travel. This wave exhibits up and down motion.
analysis of their
exploration. Their
4.
understanding is CREST - The HIGHEST point of a transverse wave.
clarified and
modified because TROUGH - The LOWEST point of a transverse wave.
of reflective
activities)/Analysis
AMPLITUDE - The MAXIMUM DISPLACEMENT of a particle of the
of the gathered
data and results
medium when the wave passes.
and be able to
answer the Guide
Questions leading FREQUENCY - The NUMBER OF WAVES that passes a particular
to the focus point for every unit of time.
concept or topic
for the day.
WAVELENGTH - The DISTANCE BETWEEN corresponding
(There is an CRESTS OR TROUGHS.
integration of
Project SAGIP to PERIOD - The TIME required for one complete wave to pass a
students.) (MASS particular point.
READING)
SPEED - Refers to the DISTANCE THE WAVE TRAVELS PER
UNIT TIME.
Longitudinal waves vibrate parallel or back and forth to the direction in

which the waves travel.
CREST - The TOP of a longitudinal wave.
TROUGH - The BOTTOM of a longitudinal wave.
AMPLITUDE - The HIGHEST amount of VIBRATION that the

medium gives from the rest position.
WAVELENGTH - The length of the wave from compression to

compression.
COMPRESSION - The REGIONS OF HIGH PRESSURE due to

particles being close together.
RAREFRACTION - The REGIONS OF LOW PRESSURE due to

particles being spread further apart.
G. Finding practical Elaborate: Students will watch a video.
applications of (This section will
concepts and skills in give students the Transverse and Longitudinal waves- https://youtu.be/0Anh9HthWgQ
daily living opportunity to
expand and
solidify/concretize
H. Making Guide Questions:
their
generalizations and - How does the energy moves when a Transverse wave passes?
understanding of
abstractions about - How does the energy moves when a longitudinal wave passes?
the concept and/or
the lesson
apply it to a real- - How are sound waves categorized as longitudinal waves?
world situation)
Evaluation:
(This section will
provide
opportunities for
concept check test
items and answer Students will do an activity.
key which are
I. Evaluating learning aligned to the
learning objectives Directions: In a short bond paper, illustrate and label a transverse wave
– content and and longitudinal wave.
performance
standards and
address
misconceptions- if
any)
Extend:
(This section gives
situation that
J. Additional activities explains the topic
Have an advance reading about Mechanical waves and Electromagnetic
for application or in a new context,
remediation or integrate it to waves.
another
discipline/societal
concern)
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional activities
for remediation
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?
Prepared by:
RICABELLE M. LISING
Teacher Intern
Checked by:
MARRY GRACE K. DE GUZMAN

Teacher III
Noted by:
LORENZ SHIELA J. JUATCO

Head Teacher III
BARTOLOME M. GALINDO, JR.

School Principal II

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JAEN NATIONAL HIGH SCHOOL

BRGY. DAMPULAN, JAEN NUEVA ECIJA

SCHOOL JAEN NATIONAL HIGH SCHOOL GRADE LEVEL Grade 7

II. CONTENT Waves as Carriers of Energy

5. Other Learning Materials

F. Developing mastery Explain: Teacher will present the topic.

Longitudinal waves vibrate parallel or back and forth to the direction in

CREST - The TOP of a longitudinal wave.

TROUGH - The BOTTOM of a longitudinal wave.

AMPLITUDE - The HIGHEST amount of VIBRATION that the

WAVELENGTH - The length of the wave from compression to

COMPRESSION - The REGIONS OF HIGH PRESSURE due to

RAREFRACTION - The REGIONS OF LOW PRESSURE due to

MARRY GRACE K. DE GUZMAN

LORENZ SHIELA J. JUATCO

BARTOLOME M. GALINDO, JR.

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