GODOFREDO M.

TAN INTEGRATED SCHOOL OF ARTS AND TRADES

San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
JUNIOR HIGH SCHOOL DEPARTMENT

4 As LESSON PLAN IN SCIENCE 10

School Godofredo M. Tan ISAT Grade Level Grade 10

Teacher Jolly H. Rivera Learning Area Science
Teaching Date January 17, 2024 Quarter/Week Q2, W5
Learning In person/Face-to-face No. of Days 1 day
Modality

I. OBJECTIVES At the end of the lesson, learners are CO2 Indicators

expected to:
1. Cite examples of practical
applications of the different
regions of EM;
2. Discuss the harmful and
beneficial effects of EM radiation
on living things
and the environment; and
3. Suggest ways to minimize or
prevent exposure to
electromagnetic radiation.
Most Essential Explain the effects of EM radiation on
Learning living things and the environment.
Competencies S10FE-IIe-f-49
(MELCs)
II. CONTENT The Effects of Electromagnetic
Radiation on Living things and the
Environment
III. LEARNING
RESOURCES
References
a. Teacher’s
Guide Pages
b. Learner’s PIVOT Learner’s Material, pages 17-19
Material Pages 3-
8
c. Additional PowerPoint Presentation
Materials from Laptop
Learning Monitor TV
Resources
d. Curriculum A. Integration within curriculum
Link/Integration teaching areas:

Brgy. Pagkakaisa San Narciso, Quezon

“Hawak Kamay para sa Kinabukasan ng Kabataang Godonians.”
 GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
JUNIOR HIGH SCHOOL DEPARTMENT

A.1. Science 8, Q4W2 MELC: Compare

mitosis, meiosis, and their role in the
cell-division cycle. S8LT-IVd-16

A.2. Science 9, Q1W2 MELC: Infer how

one’s lifestyle can affect the functioning
of respiratory and circulatory systems.
S9LT-Ic-27

B. Integration across curriculum

teaching areas:

B.1 Math 3, Q1W3 MELC: is able to

recognize and represent, ordinal
numbers up to 100th in various forms
and contexts. M3NS-Ia-10.3

B.2 Health 4, Q1W3 MELC:

*Recognizes warning labels that identify
harmful things and substances.
H2IS-IVf-15
IV. PROCEDURE
A. Preliminary 1. Prayer
2. Greetings
Activities
3. Checking of attendance
4. Classroom Management
5. Recall of classroom rules
6. Recapitulation of the lesson
7. Reading of the lesson’s objective
B. Developing
Pre-test Indicator 3.
Activity Instructions. Write the letter of the best Applied a range of
answer in your Science notebook. teaching strategies to
1. Suppose a scientist detects an develop critical and
electromagnetic wave with a creative thinking, as well
frequency higher than those of as other higher-order
thinking skills.
gamma rays. The scientist labels
this wave a Z-ray. Which of the
following would always be true of
a Z-ray?
a. A Z-ray would have a
lesser amplitude than
gamma rays.

Brgy. Pagkakaisa San Narciso, Quezon

“Hawak Kamay para sa Kinabukasan ng Kabataang Godonians.”
 GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
JUNIOR HIGH SCHOOL DEPARTMENT

b. A Z-ray would have a

greater amplitude than
gamma rays.
c. A Z-ray would have a
shorter wavelength than
gamma rays.
d. A Z-ray would have a
longer wavelength than
gamma rays.
2. Which of the following statements
best describes an electromagnetic
wave with a long wavelength?
I. It has a low frequency.
II. It has a high frequency.
III. It travels in a vacuum.

a. I only
b. I and II
c. I, II, II
d. I and III
3. Ultraviolet light has a shorter
wavelength than visible light.
Which of the following is another
way ultraviolet light can be
compared to visible light?
a. Ultraviolet light has a
lower frequency than
visible light.
b. Ultraviolet light has a
higher frequency than
visible light.
c. Ultraviolet light travels
faster than visible light.
d. Ultraviolet light travels
slower than visible light.

MOTIVATION - Learning Task 1: B.1 Math 3, Q1W3

Arrange me! (Group Activity) MELC: is able to
recognize and represent,
Instructions. The students will be ordinal numbers up to
grouped into 4. Each group will arrange 100th in various forms
the following Electromagnetic Wave and contexts. M3NS-Ia-
according to their wavelength and 10.3
frequency. 7th having the lowest and 1st
being the highest.

Brgy. Pagkakaisa San Narciso, Quezon

“Hawak Kamay para sa Kinabukasan ng Kabataang Godonians.”
 GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
JUNIOR HIGH SCHOOL DEPARTMENT

Learning Task 2 – Classify me!

(Think-Pair-Share)

Instructions. The students will be given

an activity sheet where they will Classify
in which type of Electromagnetic wave
corresponds with the following
applications. They will be given
Lesson Proper permission to rearrange the chairs so as
to provide space for them to work on.
ACTIVITY
They have 2 minutes to think and after
that they will go to their pair and share
their answers to complete the said
Indicator 2. Used a range
activity. The teacher will choose only 3
of teaching strategies that
presenters. enhance learner
achievement in literacy
and numeracy skills.

ANALYSIS Learning Task 3 – Read and Analyze. Indicator 3.

Applied a range of
Instructions. The students will be given teaching strategies to
develop critical and
an article. Read and analyze the various
creative thinking, as well
effects of electromagnetic
as other higher-order
radiation in the environment and other thinking skills.
living things. Then, answer the
questions that follow.
B.2 Health 4, Q1W3
MELC: *Recognizes
warning labels that
identify
harmful things and
substances.
H2IS-IVf-15
A.1. Science 8, Q4W2
MELC: Compare
mitosis, meiosis, and
their role in the cell-
division cycle. S8LT-IVd-
16

Brgy. Pagkakaisa San Narciso, Quezon

“Hawak Kamay para sa Kinabukasan ng Kabataang Godonians.”
 GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
JUNIOR HIGH SCHOOL DEPARTMENT

A.2. Science 9, Q1W2

MELC: Infer how one’s
1. Can living things serve as an indicator lifestyle can affect the
of exposure to electromagnetic functioning
radiation? Why? of respiratory and
2. Based on the article, what are some of circulatory systems.
the advantages that can be given by S9LT-Ic-27
radio frequency and microwaves?
3. How about the disadvantages or the
negative effects of EM radiation? Cite
some examples.
ABSTRACTION The teacher will evaluate and discuss the Indicator 1. Applied a
guide questions and answers of each knowledge of content
within and across
group and add more details regarding
curriculum teaching areas.
the topic.

Indicator 7. Established a
learner-centered culture by
using teaching strategies
that respond to their
linguistic, cultural, socio-
economic and religious
backgrounds.

Indicator 8. Adapted and

used culturally appropriate
teaching strategies to
address the needs of
learners from indigenous
groups.

B.2 Health 4, Q1W3

MELC: *Recognizes
warning labels that
identify
harmful things and
substances.
H2IS-IVf-15

A.1. Science 8, Q4W2

MELC: Compare
mitosis, meiosis, and
their role in the cell-
division cycle. S8LT-IVd-
16

A.2. Science 9, Q1W2

MELC: Infer how one’s

Brgy. Pagkakaisa San Narciso, Quezon

“Hawak Kamay para sa Kinabukasan ng Kabataang Godonians.”
 GODOFREDO M. TAN INTEGRATED SCHOOL OF ARTS AND TRADES
San Narciso, Quezon
“Bringing Academic Excellence; Achieving Lifelong Technical Skills and Innovations.”
JUNIOR HIGH SCHOOL DEPARTMENT

lifestyle can affect the

functioning
of respiratory and
circulatory systems.
S9LT-Ic-27

APPLICATION Learning Task 3. For your INFO! Indicator 2. Used a range

of teaching strategies that
The teacher will group the students enhance learner
according to their interests/talents. achievement in literacy
and numeracy skills.
Using their talents, they will make a
campaign on how to minimize or prevent Indicator 7. Established a
exposure to electromagnetic radiation. learner-centered culture by
using teaching strategies
The students will be graded using this that respond to their
rubric: linguistic, cultural, socio-
economic and religious
backgrounds.

Indicator 9.
Used strategies for
providing timely, accurate
and constructive feedback
to improve learner
performance.

V. EVALUATION Instructions. Answer briefly the Indicator 3.

following question.
1. Explain whether EM radiation is
beneficial or harmful to the
environment and the living
things. Support your idea by
giving some points.
Applied a range of
teaching strategies to
develop critical and
creative thinking, as well
as other higher-order
thinking skills.

VI. ASSIGNMENT Instructions. Define the following terms.

Write your answer on your notebook.
1. Reflection
2. Laws of Reflection
3. Incident Ray
4. Reflected Ray

Prepared by: Observer:

JOLLY H. RIVERA MELANIE L. MOREJON

JHS Teacher I SHS Master Teacher I

Brgy. Pagkakaisa San Narciso, Quezon

“Hawak Kamay para sa Kinabukasan ng Kabataang Godonians.”