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HOLY CROSS COLLEGE OF CALINAN, INC
Davao- Bukidnon Highway, Calinan Poblacion, Davao City
BASIC EDUCATION DEPARTMENT
LEARNING PLAN
JUNIOR HIGH SCHOOL
Teacher: Reymond M. Bansale
Quarter: 2nd
Content:
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Electromagnetic Spectrum
Light
Plane Mirrors
Spherical Mirrors
Lenses
Optical Instruments
Electricity and Magnetism
Grade Level: 10
Subject Area: Science 10
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pictures
PPT
pictures of the different sample
instrument
bond paper
article
Modular Book
pen
projector
Content Standard:
The learners demonstrate an understanding of:
 the different regions of the electromagnetic spectrum.
 the images formed by the different types of mirrors and lenses.
 the relationship between electricity and magnetism in electric motors and generators.
Performance Standard:
 formulate and find solutions to challenging situations involving circles and other related
terms in different disciplines through appropriate and accurate representations.
 Make a project/tricks showcasing the different characteristics of mirrors and lenses and
produce a gadget utilizing the relationship between electricity and magnetism
G – To fabricate low cost science gadgets with circle base and
teaching aids for the topics in
optics and electromagnetism.
R – Inventors, designers, manufacturers
A – Science and Math teachers, laboratory in-charge, laboratory student assistant
S – Technology has changed the landscape of the education
system in response to the shift
on the way the learners of today learn. The students’ need and dependence to have manipulatives or
anything to see to help them visualize the concepts posed a great challenge to the budget of the
small schools and the creativity of the teachers. These realities posed a great challenge especially in
Science and Mathematics because these areas deal with abstract concepts, especially in optics
and electromagnetism and their applications to real life and therefore students need to get a good
grasp of it. Hence, this evolution in the learning dynamics of students brought additional challenges
to the already complicated Math and Science classroom processes making the hands of the teachers
full. School heads are aware of the ordeal faced by their Math and Science teachers and would like
to help them deal with it but at the same time their hands are tied with the budget available.
Therefore, they scout for companies who are fabricating low cost and environment friendly
teaching aids with materials available in the locality for possible replications and call for agents to
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HOLY CROSS COLLEGE OF CALINAN, INC
Davao- Bukidnon Highway, Calinan Poblacion, Davao City
present their products. Being one of the companies that fabricates improvised equipment and
teaching materials to help teachers in their activities, you got interested with
the call of the
school heads. Immediately, you convened your team to design gadgets and simple visual aids.
Then, you decide to focus on topics about mirrors, lenses and
electromagnetism. As a team,
you decided to divide your team into three groups and present your products to the
teachers
and school heads within two months. For your
gadget, you need to provide a circle base using
scrap woods for your gadget to stand alone.
(In collaboration with Math)
P – low cost science gadgets with circle base and teaching aids
S – Integration of Knowledge, Computations, Quality of Output, and Timeliness
PVMGOCV Focus
Research Skills
 Resilience
 Observation
 Exploration
 Making Conclusion
 Cooperation
 Data gathering
 Involvement
 Describing
 Finding information
 Become a role model for others to follow
 Source checking
in terms of proper decorum during
emergencies and drills.
 Adherence to the government,
community and school policies,
regulations and mandates for the
common good.
 Take an active part in preparing the
community in times of natural calamities
like earthquake, volcanic eruption and
tsunamis.
Week: 1
Date: November 6 – 10, 2023
Learning Competencies/Objectives
The learner ..
1. cite examples of practical applications of the different regions of EM waves, such as the use
of radio waves in telecommunications (S10FE – IIc-d-46);
2. detects radio wave;
3. explain the effects of EM radiation to living things and the environment (S10FE-IIe-F-49);
and
4. suggests ways in reducing damage due to EM radiations.
Learning Activities
Day 1 Forms of waves
INTRODUCTION
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HOLY CROSS COLLEGE OF CALINAN, INC
Davao- Bukidnon Highway, Calinan Poblacion, Davao City
Review
Presentation of the learning competencies/objectives.
MOTIVATION
Students will be asked
1. What are the 2 types of waves?
2. How do wavelength affect the frequency of a wave?
3. what are the types of electromagnetic waves? Cite example.
INSTRUCTION
The students will proceed to their laboratory group.
The students will answer the activity sheet entitled “Screen the UV out”.
Guide Questions
1. How does the newsprint vary in the three divisions of the newspaper?
2. What does this indicate?
3. How does this impact your personal activity?
The class present their answer to the group and the teacher will process the answer of
students and the teacher’s input will follow.
Day 2 Electromagnetic Spectrum
INTRODUCTION
Review
Presentation of the learning competencies/objectives.
MOTIVATION
A picture of EM spectrum will be shown.
1. Which of the EM waves have the highest wavelength?
2. Which of the EM waves have the highest frequency?
3. what does high-frequency EM waves imply in our daily lives?
INSTRUCTION
The students will proceed to their respective group.
The students will be asked the following questions.
Procedure
1. Tape one end of the first wire to one end of the battery. Tape the end of the second wire
to the other end of the battery.
2. wrap the loose end of one of the wires tightly around the handle of the fork.
3. turn on the radio to the AM band and move to the selector past all stations until you reach
static.
4. Hold the fork close to the radio. Stroke the free end of the wire across the fork’s sprongs.
5. at the distance of 15 cm from the radio stroke again the free end of wires across the free
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HOLY CROSS COLLEGE OF CALINAN, INC
Davao- Bukidnon Highway, Calinan Poblacion, Davao City
end of fork’s prong.
6. repeat step 5 at a distance of 20 cm from the radio.
Guide Questions
1. What happens when you stroke the prongs with the wire?
2. How does changing the position affects the results?
3. What might be the cause when you hear static sound in your radio? What can be
done to resolve it?
The teacher will process the answer of students and teacher’s input will follow.
INTEGRATION
.
Guide Questions
1. What type of EM waves did you detect?
2. What other devices that we can cause such EM waves?
The teacher will process the answer of the students
EVALUATION
Based on the output of the students.
Day 3 Electromagnetic Spectrum
INTRODUCTION
Review
Presentation of the learning competencies/objectives.
MOTIVATION
The teacher will show some pictures of different effects of EM waves in the environment.
INSTRUCTION
The students will be divided into groups.
The students will answer the worksheet prepared by the teacher.
Questions
1. Identify the hazards of each waves in the EM spectrum
a. Gamma ray
b. X-ray
c. UV ray
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HOLY CROSS COLLEGE OF CALINAN, INC
Davao- Bukidnon Highway, Calinan Poblacion, Davao City
d. Visible light
e. Infrared
f. Microwave
g. radio wave
2. Identify electromagnetic radiations that affect you are exposed to and answer the following:
a. How do these radiations affect you?
b. based on your answer on letter a, would you still expose yourself to such radiations? Why
3. Do you think EM waves are beneficial or harmful to the environment? Defend your answer.
After 20 minutes, the class will check the worksheet in a brainstorming strategy.
Assignment (bring next meeting)
Research more information, cut pictures that constitutes the EM waves, paste or scotch tape
The activity next meeting is make an infographic
Day 4 Electromagnetic Spectrum
INTRODUCTION
Review
Presentation of the learning competencies/objectives.
INSTRUCTION
The students will proceed to their laboratory group.
The students can use 1 mobile phone with a guidance of the teacher.
The students will be given 25 minutes to do the activity.
Activity
Every group will design infographic or a chart that summarize the beneficial and harmful
effects of the electromagnetic waves to the environment and living things.
INTEGRATION
After 25 minutes, each group will present their output on the board
They will elaborate their infographic to the class to present their learnings and knowledge
about EM waves.
Each group will be given 5 minutes to present their output
Guided Questions
After the presentation of all group, the teacher will ask few questions.
1. What do you think is true or common to all the EM waves?
2. Why is it drying outdoor is faster than drying indoor?
3. Why is it that all of the EM waves have different effect even though they are the same
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HOLY CROSS COLLEGE OF CALINAN, INC
Davao- Bukidnon Highway, Calinan Poblacion, Davao City
Electromagnetic waves?
EVALUATION
Based on the output of the students.
Submitted by:
Reymond M. Bansale
Subject Teacher
Submitted to:
Melina C. Gonzales, EdD
Science Coordinator
Date submitted
November 6, 2023
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HOLY CROSS COLLEGE OF CALINAN, INC
Davao- Bukidnon Highway, Calinan Poblacion, Davao City
Teacher: Reymond M. Bansale
Grade Level: 10
Quarter: 2nd
Subject Area: Science 10
Week: 2
Date: November 13-17, 2023
Learning Competencies/Objectives
The learner ..
1. predicted the qualitative characteristics (orientation, type, and magnification) of images
formed by plane and curved mirrors and lenses (S10FE-IIg-50);
2. labeled the incident ray, reflected ray and normal line in the diagram;
3. performed activities uncovering the properties of light;
4. applied the concept of index of refraction;
5. applied Snell’s Law to solve problems on the refraction of light.
Learning Activities
Day 1 Light
INTRODUCTION
Review
Presentation of the learning competencies/objectives.
MOTIVATION
4 pics 1 word
The students will identify the word using the four pictures below.
Guide Question
1. What word is shared by these four pictures?
INSTRUCTION
The teacher will ask the students to go with their respective groups for the experiment.
Every group will record their prediction on the table provided.
After 15 minutes, groups 1, 2, and 3 will present their observation while groups 4, 5, and 6
will be the group to raise questions for the interactive classroom.
Guided Question
1. What is your prediction before the experiment?
2. What is your observation or conclusion after the experiment?
Before the period ends, the teacher will clarify all the doubts and questions of the students.
Day 2 Reflection and Refraction of Light
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HOLY CROSS COLLEGE OF CALINAN, INC
Davao- Bukidnon Highway, Calinan Poblacion, Davao City
INTRODUCTION
Review
Presentation of the learning competencies/objectives.
INSTRUCTION
The students will proceed to their respective groups.
The students will do the activity about the reflection of lights 15 minutes.
Guide Questions
1. What do you think is the reason why light reflects on the mirror?
2. What do you think is the property of light?
3. Why is it that light did not go through a mirror?
The teacher will process their answer and additional inputs will follow.
INTEGRATION
The teacher will ask the students.
Guide Question:
1. What will be the angle of the reflected and refracted ray?
2. What will happen if we fire the light ray on a rough mirror?
3. What will happen if we fire the light ray on the water?
Day 3 Image Formation on Plane Mirrors
INTRODUCTION
Review
Presentation of the learning competencies/objectives
MOTIVATION
A picture of ambulance will be shown and questions will be asked to students.
Guide Questions:
1. What is the reason why the word ambulance is written upside down?
INSTRUCTION
The teacher will show the students a plane mirror and ask the questions.
Guide Questions:
1. Do you think that the image in the mirror is the same in the real object?
The teacher will give example on how to do draw a diagram locating the exact location of
objects inside the plane mirror.
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HOLY CROSS COLLEGE OF CALINAN, INC
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PRACTICE
 The teacher will give problem and let the student to draw the diagram of image formations.
Day 4 Image Formations on Spherical Mirrors
INTRODUCTION
Review
Presentation of the learning competencies/objectives
MOTIVATION
The teacher will show examples of diagrams of image formations on Spherical Mirrors
INSTRUCTION
The teacher will give 2 examples of how to draw a diagram locating the exact location of
objects inside the spherical mirror.
EVALUATION
The teacher will ask the students to find a pair and do the worksheet made by the teacher.
1. A concave mirror has a focal length of 18 cm. Where will an image form if an object is placed
58 cm from the mirror?
If the object is 12 cm tall, what will be the height
of the image?
Is the image erect or inverted? ____ real or virtual? _____
2. Where will the image form if the same object is placed 36 cm
in front of the same mirror as in #1? How tall is the image? Is the
image erect or inverted? _____ real or virtual? ____
Submitted by:
Reymond M. Bansale
Subject Teacher
Submitted to:
Date Submitted
Melina C. Gonzales, EdD
Science Coordinator
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HOLY CROSS COLLEGE OF CALINAN, INC
Davao- Bukidnon Highway, Calinan Poblacion, Davao City
Week: 3
Date: August 29- September 1, 2023
Learning Competencies/Objectives
The learner ..
1. describes the different types of plate boundaries (S9ES –Ia-j36.2);
2. name the different types of plate boundaries;
3. identify the different landforms formed as a result of the processes occurring in the
boundaries
4. enumerates the lines of evidence that support plate movement (S9ES –Iaj36.6);
5. determines the scientific basis for dividing the Lithospheric plates;
6. explains the puzzle like structures of the different continents using the continental drift; and
7. describes the vulnerability of community living along the Ring of Fire.
Learning Activities
Day 1 Plate Boundaries
INTRODUCTION
Review
Presentation of the learning competencies/objectives.
MOTIVATION
A picture of map will be shown.
Guide Question
1. What is the hidden word in the pictures?
INSTRUCTION
The students will be grouped into six groups.
The teacher will post the different types of plate boundaries in every corner of the room.
The students will complete the table below. To complete the table, the students will roam
around and take note of the important information.
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HOLY CROSS COLLEGE OF CALINAN, INC
Davao- Bukidnon Highway, Calinan Poblacion, Davao City
Their answer will be written in manila paper.
The students will be given 20 minutes to move around and question will be asked after.
Guide Questions
1. What are plate boundaries, and how do they form?
2. What are the major types of plate boundaries, and how do they differ from each other?
3. How do plate boundaries relate to the occurrence of earthquakes and volcanic activity?
The teacher will process the answers of the students and teacher’s input will follow.
Day 2 Plate Boundaries
INTRODUCTION
Review
Presentation of the learning competencies/objectives
MOTIVATION
INSTRUCTION
The students will proceed to their respective groups.
Each group will be given different pictures. The students will spot the differences and
similarities between the three figures below for minutes.
Guided Questions
1. What happens when two continental plates collide at the convergent boundary?
2. How does subduction vary between oceanic-continental and oceanic-oceanic
convergent boundaries?
PRACTICE
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HOLY CROSS COLLEGE OF CALINAN, INC
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In the same group, the students will study the map below.
The students will identify what type of plate boundary based on the arrows and questions
for 10 minutes.
INTEGRATION
A picture of a map showing the plate boundaries.
Guide Questions:
1. How do plate boundaries contribute to the occurrence of earthquakes?
2. What are the practical implications for communities living near these boundaries?
Day 3 Plate Tectonic Theory
INTRODUCTION
Review
Presentation of the learning competencies/objectives
MOTIVATION
A world map will be shown.
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HOLY CROSS COLLEGE OF CALINAN, INC
Davao- Bukidnon Highway, Calinan Poblacion, Davao City
Guide Question
1. Which continents seem to fit together?
INSTRUCTION
The students will be divided into four groups.
Each group will choose one representative to explain and discuss the following evidence:
 Group 1: Fit the continents
 Group 2: Fossils Records
 Group 3: Geological Formations
 Group 4: Seafloor Spreading
In the first 5 minutes, the students will read individually their book, then another 10 minutes
to discuss within their group.
Each group will write their important key notes on a manila paper.
After 10 minutes, the representative of the group will move to another group to discuss their
output for 3 minutes.
After 3 minutes, they will proceed to the next group until they come back to their group.
Each group should formulate at least one question per piece of evidence.
Before the period ends, the leader will be asked to present important key notes from their
activity.
Day 4 Plate Tectonic Theory
INTRODUCTION
Review
Presentation of the learning competencies/objectives
INSTRUCTION
The students will proceed to their respective groups.
The students will post their manila paper on the wall of classroom.
Guide Questions
1. How did the observation of the remarkable fit of the continents' coastlines
lead to the idea of continental drift?
2. Is there any possibility that Mesosaurus from South America could have
swum the Atlantic Ocean to reach Africa? Why or why not?
3. How can a seafloor spreading became an evidence of plate movement?
The teacher will process the answer of the students and teacher’s input will follow.
INTEGRATION
Questions will be asked to the students.
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HOLY CROSS COLLEGE OF CALINAN, INC
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Guide Question
1. How does an understanding of plate tectonics help us prepare for natural disasters, such
as earthquakes and volcanic eruptions?
2. What is the significance of plate tectonics in the study of past geological events, such as
mass extinctions, and what can we learn from these events for our future?
Submitted by:
Ms. Regine C. Sampolio
Subject Teacher
Submitted to:
Melina C. Gonzales, EdD
Science Coordinator
Date submitted
September 10, 2023
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HOLY CROSS COLLEGE OF CALINAN, INC
Davao- Bukidnon Highway, Calinan Poblacion, Davao City
Week: 4
Date: September 4-8, 2023
Learning Competencies:
The learner ..
1. name the world’s major mountain ranges;
2. explains how mountain ranges are formed;
3. describes the important and distinguishing characteristics of the major mountain ranges in
the world;
4. describes the distribution of active volcanoes, earthquake epicenters, and major mountain
belts (S9ES –Ia-j36.1);
5. name the different dangerous volcanoes around the world;
6. analyzes the cause of the different natural phenomena like volcanic eruption;
7. discuss the risks and hazards posed by volcanic eruption to the community;
8. relates hotspots and plate tectonics; and
9. describes the internal structure of the Earth ( S9ES –Ia-j36.4).
Learning Activities
Day 1 Mountain Ranges
INTRODUCTION
Review
Presentation of the learning competencies/objectives
MOTIVATION
A picture of different mountains around the world will be shown.
Guided Question
1. What have you observed in the different mountains?
2. What geological processes are responsible for the formation of mountain ranges, and how
do these processes vary around the world?
3. What role do tectonic plate movements play in the creation and growth of mountain
ranges?
INSTRUCTIONS
The students will be grouped into five groups.
Each group will be given a piece of paper. On a piece of paper, it's written about the type
and description of mountain ranges.
The teacher will post different pictures of mountains around the world with their names.
The students will identify, classify and discuss the type of mountain belongs to them for 3
minutes.
Guided Questions
1. What is your basis in identifying the mountains?
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HOLY CROSS COLLEGE OF CALINAN, INC
Davao- Bukidnon Highway, Calinan Poblacion, Davao City
2. How are different types of mountain ranges formed?
The teacher’s input will follow.
INTEGRATION
A video showing the eruption of Mt. Pulag will be shown.
Guided Questions
1. Where Mt. Pulag is located?
2. What type of mountain is Mt. Pulag?
3. Why
ASSIGNMENT: Notebook
Research at least 10 different volcanoes around the world that are classified as active,
inactive, and potentially active and what dates and year they erupted.
Active
Inactive
Potentially Active
Day 2 Volcanoes
INTRODUCTION
Review
Presentation of the learning competencies/objectives
MOTIVATION
The students will be grouped into 5 groups.
The students will be given a scrambled picture then the students will arrange and tell what is
in the picture.
INSTRUCTION
The students will be grouped into 10 groups.
Based on their assignment, the students will make their own graphic organizer by
classifying the different volcanoes around the world.
The students will be given 10 minutes to do the activity. After the time, they will post their
manila paper on the wall of the classroom.
Each group will be assigned to each of the presenters, to whom they will ask questions
related to the output presented.
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 Group 1 will evaluate group 8
 Group 2 will evaluate group 7
 Group 3 will evaluate group 6
 Group 4 will evaluate group 5.
A rubric will be given to each group.
Teacher’s input will follow.
INTEGRATION
A video of the Eruption of Mt. Pinatubo in 1991 will be shown.
Guided Questions
1. What are the primary hazards associated with the eruption of Mt. Pinatubo?
2. Where the families or people living near Mt. Pinatubo prepared for its eruption?
2. How can individuals and families prepare for volcanic eruptions, and what emergency
supplies and plans are recommended?
EVALUATION
Oral recitation
Day 4 Hotspots
INTRODUCTION
Review
Presentation of the learning competencies/objectives
MOTIVATION
A video showing the hotspot in Hawaii will be shown.
INSTRUCTION
The students will be grouped into six groups.
The students will be given a cutout article. Each group will be given a piece of an article,
and they will take note of all the important information on the piece of paper.
The students will be given 20 minutes to do the activity. After 20 minutes, the teacher will
call on some of the students to answer.
Guide Questions
1. How are the hotspots developed?
2. What happens to volcanoes when they move away from the hotspots?
3. In hotspots, what is the role of the magma formed underneath the Earth in
forming volcanoes?
The teacher will process the answer of the students and teacher’s input will follow.
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INTEGRATION
The maps of major volcanic hotspots worldwide (Hawaii, Yellowstone, Iceland) will be
shown.
The students will observe and describe the unique features and characteristics of each
hotspot.
Guided Question
1. What are some potential environmental and societal impacts of hotspot volcanic
eruptions?
EVALUATION
Oral recitation
Day 4 Earth’s Interior
INTRODUCTION
Review
Presentation of the learning competencies/objectives
MOTIVATION
A picture of Earth will be shown.
Guided Question
1. What are the main layers of the earth's interior, and what are their
characteristics?
INSTRUCTION
The students will be grouped into eight groups, and worksheets will be given.
The students will describe the properties and composition of the layers of the earth.
Each group can use one cellular phone for research.
Before the period ends, the leader will be asked to present their initial finding from their
activity.
Submitted by:
Submitted to:
Date submitted
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HOLY CROSS COLLEGE OF CALINAN, INC
Davao- Bukidnon Highway, Calinan Poblacion, Davao City
Ms. Regine C. Sampolio
Subject Teacher
Melina C. Gonzales, EdD
Science Coordinator
Week: 5
August 10, 2023
Date: September 11-13, 2023
Day 1 and 2 : FIRST PRELIMINARY EXAMINATION
Day 3 and 4 : No Class ( Holy Cross’ Day )
Submitted by:
Ms. Regine C. Sampolio
Subject Teacher
Submitted to:
Melina C. Gonzales, EdD
Science Coordinator
Date submitted
August 10, 2023
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Week: 6
Date: September 16-20, 2023
Learning Competencies:
The learner ..
1. describes the internal structure of the Earth (S9ES –Ia-j36.4);
2. gives descriptions of the different layers of the Earth’s lithosphere;
3. differentiates the continental and oceanic crusts;
4. describes how electromagnetic (EM) wave is produced and propagated;
5. calculates the wave speed and the amount of energy of a photon; and
6. cites examples of practical applications of the different regions of EM waves, such as the
use of radio waves in telecommunications (S10FE-IIc-d-48).
Learning Activities
Day 1: No Class (School Holiday due to the celebration of Feast Day)
Day 2 Earth’s Interior
INTRODUCTION
Review
Presentation of the learning competencies/objectives
MOTIVATION
A picture of Earth will be shown.
Guided Question
1. What are the main layers of the earth's interior, and what are their
characteristics?
INSTRUCTION
The students will proceed to their respective groups.
The students will post their worksheets on the wall of the classroom.
Each group will be given time to roam around to see the answers of other groups for 10
minutes.
After 10 minutes, the teacher will call on students randomly to present their work.
Guide Questions
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HOLY CROSS COLLEGE OF CALINAN, INC
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1. How do scientists gather information about Earth's interior without physically
drilling to the core?
2. How does the thickness of oceanic crust compare to continental crust?
3. How does plate tectonics relate to Earth's interior processes?
INTEGRATION
A video of tsunamis, earthquakes, and landslides will be shown.
Guide Questions
1. How does you knowledge of the Earth's interior help in predicting and
understanding natural disasters such as earthquakes and volcanic eruptions?
2. What measures can be taken to mitigate their impacts?
EVALUATION
Based on their output.
Day 3 Electromagnetic wave
INTRODUCTION
Review
Presentation of the learning competencies/objectives
MOTIVATION
A picture of rainbow will be shown.
Guide Question
1. What causes a rainbow to form in the sky after rainfall?
INSTRUCTION
The teacher will have an interactive discussion about what an electromagnetic (EM) wave is
and how it is produced and propagated.
The teacher will introduce the formula of speed of light, and problem set will be given.
Guide Question
1. How does the speed of light change when it enters a different medium, and
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why does this change occur?
PRACTICE
The students will be given different problem sets.
The students will be given 3 minutes to answer, and after 3 minutes, the teacher will ask the
students to write their answer on the board.
Checking of answers will follow.
INTEGRATION
A picture of damage eyes will be shown.
Guide Questions
1. How does the intensity of light affect the risk of eye damage?
2. What are the long-term consequences of not protecting the eyes from harmful light
exposure?
ASSIGNMENT: Notebook
Solve and show your complete solution.
1. Optical fibers are generally composed of silica, with an index of refraction around
1.44. How fast does light travel in a silica fiber?
Day 4 For Saint Raymond and San Pedro Calungsod class, refer to Day 3 from the Week 6 lesson
plan due to shorten of time.
Submitted by:
Ms. Regine C. Sampolio
Subject Teacher
Submitted to:
Melina C. Gonzales, EdD
Science Coordinator
Date submitted
August 10, 2023
LP SCI 10- BANSALE
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HOLY CROSS COLLEGE OF CALINAN, INC
Davao- Bukidnon Highway, Calinan Poblacion, Davao City
Week: 7
Date: September 25-29, 2023
Learning Competencies:
The learner ..
1. describes the internal structure of the Earth (S9ES –Ia-j36.4);
2. gives descriptions of the different layers of the Earth’s lithosphere;
3. differentiates the continental and oceanic crusts;
4. describes how electromagnetic (EM) wave is produced and propagated;
5. calculates the wave speed and the amount of energy of a photon; and
6. cites examples of practical applications of the different regions of EM waves, such as the
use of radio waves in telecommunications (S10FE-IIc-d-48).
Learning Activities
Day 1 Refer to day 3 from lesson plan week 6. The students need more practice about solving wave
of speed in a medium and in a vacuum.
Day 2 Electromagnetic Spectrum
INTRODUCTION
Review
Presentation of the learning competencies/objectives
MOTIVATION
A different pictures and scrambled words will be shown.
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G U S L H I N T _______________________________
I R A D O E V W A _______________________________
C W A R O M V I E _______________________________
R A X Y _______________________________
D E R F A R N I _______________________________
C U L A N E R L A P N T _______________________________
S I B I V E L G L I T H _______________________________
R F E C E L O I N T _______________________________
E F R R C A T N O I _______________________________
LP SCI 10- BANSALE
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HOLY CROSS COLLEGE OF CALINAN, INC
Davao- Bukidnon Highway, Calinan Poblacion, Davao City
o T L N H G E E A V W ______________________________
INSTRUCTION
The students will be grouped into 10 groups, and a worksheet will be given.
The students will answer, “What’s my length? ” activity.
The students will compare the relative wavelengths of different forms of electromagnetic
waves using the image below.
The students will be given 12 minutes to do the activity, after 12 minutes the teacher will
call some students to answer.
Guide Questions
1. How do the wavelengths of microwave radiation differ from those of infrared
radiation?
2. How are the wavelength and frequency related in a wave?
3. How do you compare the energies of the different parts of the
electromagnetic spectrum?
INTEGRATION
The electromagnetic spectrum will be shown.
Guide Question
1. If you compare your life to the electromagnetic spectrum, what are the
aspects of your life, from highest to lowest, that you want to work on?
Day 3 For Saint Raymond and San Pedro Calungsod class, refer to Day 3 from the Week 6 lesson
plan due to shorten of time.
LP SCI 10- BANSALE
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HOLY CROSS COLLEGE OF CALINAN, INC
Davao- Bukidnon Highway, Calinan Poblacion, Davao City
Day 4 The waves and its applications
INTRODUCTION
Review
Presentation of the learning competencies/objectives
MOTIVATION
A picture of different applications will be shown.
Guide Questions
1. Do you ever have that moment where you step back and think about how something
you use every day actually works?
INSTRUCTION
The teacher will present the electromagnetic spectrum.
The students will be divided into 7 groups. The students will research the different practical
application and the good and bad effects of different regions of EM waves using their
cellular phones.
The students will make a graphic organizer showing the practical application of assigned
EM waves.
 Group 1- Radio Waves
 Group 2- Microwave
 Group 3- Infrared
 Group 4- Visible light
 Group 5- Ultraviolet rays
 Group 6- X-rays
 Group 7- Gamma Rays
They will write their output on manila paper in preparation for the presentation, and a
representative will be identified to present their output
Before the period ends, each representative of the group will present their initial output in
the class.
Submitted by:
Submitted to:
Date submitted
Ms. Regine C. Sampolio
Melina C. Gonzales, EdD
September 25, 2023
LP SCI 10- BANSALE
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HOLY CROSS COLLEGE OF CALINAN, INC
Davao- Bukidnon Highway, Calinan Poblacion, Davao City
Subject Teacher
Science Coordinator
Week: 8
Date: October -3-6, 2023
Learning Competencies:
The learner ..
1. cites examples of practical applications of the different regions of EM waves, such as the
use of radio waves in telecommunications (S10FE-IIc-d-48);
2. compares microwave, infrared and ultraviolet based on wavelength and frequency;
3. discuss the benefits of microwave, infrared and UV and the danger with too much exposure
of them;
Learning Activities
Day 1: No Class (GRACE)
Day 2 The Waves and its Applications
INTRODUCTION
Review
Presentation of the learning competencies/objectives
MOTIVATION
A picture of the electromagnetic spectrum will be shown.
The teacher will ask the students to give an example of application of electromagnetic
spectrum.
INSTRUCTION
The students will proceed to their respective groups.
The students will post their output in every corner of the room and each representative of
the group will present their output.
Then interactive discussion will follow.
Guide Questions
1. How are the electromagnetic waves used in satellite communication and GPS
technology?
2. How are gamma rays employed in medical treatments, like radiation therapy for
cancer patients?
INTEGRATION
An x-ray machine will be shown.
LP SCI 10- BANSALE
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HOLY CROSS COLLEGE OF CALINAN, INC
Davao- Bukidnon Highway, Calinan Poblacion, Davao City
Guide Questions
1. Are there established safety protocols and guidelines in place for operating the X-ray
machine safely?
2. What are these protocols?
ASSIGNMENT
Each laboratory group will be given a worksheet and they will bring their materials for
tomorrows’ activity
Day 3 Teacher’ s Day
Day 4 For Saint Raymond and San Pedro Calungsod class, refer to Day 2 from the Week 8 lesson
plan due to Teacher’s Day.
Submitted by:
Ms. Regine C. Sampolio
Subject Teacher
Submitted to:
Melina C. Gonzales, EdD
Science Coordinator
Date submitted
October 3, 2023
LP SCI 10- BANSALE
27
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HOLY CROSS COLLEGE OF CALINAN, INC
Davao- Bukidnon Highway, Calinan Poblacion, Davao City
Week: 9
Date: : October 9-13, 2023
Learning Competencies:
The learner ..
1. describes the distribution of active volcanoes, earthquake, epicenters, and major mountain
belts (S9ES –Ia-j-36.1);
2. determines the scientific basis for dividing the Lithospheric plates;
3. described the convection current;
4. explains the role of convection current in the movement of the tectonic plates;
5. describes the possible causes of plate movement (S9ES-Ia-j-36.5.); and
6. to relate hotspot with plate tectonics.
Learning Activities
Day 1 Let Us Mark Boundaries Activity
INTRODUCTION
Review
Presentation of the learning competencies/objectives
MOTIVATION
Videos will be presented about the locations of earthquakes epicenters and volcanoes.
Guide Question
1. Based on the videos, where do earthquakes and volcanic eruptions occur?
INSTRUCTION
The students will proceed to their laboratory group.
The students will answer the activity sheet entitled “Let us Mark the Boundaries”
The students will describe the distribution of active volcanoes, earthquake epicenters, and
major mountain rages using the different maps, marking pens, and plastic sheet.
The teacher will monitor the progress of each group and provide assistance when needed.
Guide Questions
How do you compare the location of earthquakes epicenters with the location around the
world?
How will you relate the distribution of mountain ranges with the distribution of earthquakes,
epicenter and volcanoes?
LP SCI 10- BANSALE
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HOLY CROSS COLLEGE OF CALINAN, INC
Davao- Bukidnon Highway, Calinan Poblacion, Davao City
The teacher will process the answer of students and teacher’s input will follow.
INTEGRATION
Map will be presented.
Guide Questions
Using the map, determine the areas where the epicenters are formed?
When was the last time you experienced an earthquake?
How was your experience?
The teacher will process the answer of the students
EVALUATION
Based on the output of the students.
Day 2 Convection Current
INTRODUCTION
Review
Presentation of the learning competencies/objectives
MOTIVATION
A plate tectonic puzzle will be shown.
Guided Question
1. Which continents seem to fit together?
2. What do you think is the most likely explanation for each fit?
INSTRUCTION
The students will proceed to their laboratory group.
LP SCI 10- BANSALE
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HOLY CROSS COLLEGE OF CALINAN, INC
Davao- Bukidnon Highway, Calinan Poblacion, Davao City
The students will answer and perform the activity entitled “Push me up and aside to the
Hotspot Activity”
The students will explain the possible causes of plate tectonic movement through
performing the activity.
The teacher will monitor the progress of each group and provide assistance when needed.
Before the period ends, each representative of the group will present their initial output in
the class.
Day 3 Convection Current
INTRODUCTION
Review
Presentation of the learning competencies/objectives
MOTIVATION
A puzzle structure of plate tectonic will be shown.
Guided Question
1. What are the continents that fit together?
INSTRUCTION
The students will proceed to their respective groups.
The students will post their worksheets on the wall of the classroom.
Each group will be given time to roam around to see the answers of other groups for 10
minutes.
After 10 minutes, the teacher will call on students randomly to present their work.
Guide Questions
1. Where does convection influence the movement of tectonic plates?
2. How does the concept of mantle convection explain the movement of tectonic
plates?
3. What is the source of heat that drives convection currents in the Earth's mantle?
INTEGRATION
Video about convection current will be shown.
Guided Question
1. What values or principles serve as the "heat source" in your lives, driving your
actions and decisions like convection currents in the Earth's mantle?
Day 4 Hotspot
INTRODUCTION
Review
Presentation of the learning competencies/objectives
LP SCI 10- BANSALE
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HOLY CROSS COLLEGE OF CALINAN, INC
Davao- Bukidnon Highway, Calinan Poblacion, Davao City
MOTIVATION
A video of hotspot in Hawaii will be shown.
Guided Question
1. Where is the Hawaiian hotspot located?
2. Why does it create a chain of volcanic islands in the middle of the Pacific Ocean?
INSTRUCTION
The students will proceed to their laboratory group.
The students will answer and perform the activity entitled “Drop it like it’s Hot spot”
The students will relate the hotspot with plate tectonics. The students will use 2 sheets of
bond paper, alcohol lamp, test-tube, test-tube holder and match.
The teacher will monitor the progress of each group and provide assistance when needed.
Before the period ends, each representative of the group will present their initial output in
the class.
Submitted by:
Ms. Regine C. Sampolio
Subject Teacher
Submitted to:
Melina C. Gonzales, EdD
Science Coordinator
Date submitted
October 14, 2023
LP SCI 10- BANSALE
31