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Describe light.
Identify the common sources of light
Identify the common factors affecting light distribution.
The two groups will discuss their answers among the members of the group and share their answers in front of the
class.
GENERALIZATIONS:
Trivia about different light sources.
What is light?
Light is the source of energy.
What are the common sources of light?
A. Natural light main source is the sun. As the sun explodes in the center, the sun produces large amount of
energy. Thus, this energy released as light and heat. Some of this light reaches the earth and is called daylight.
B. Artificial light humans have been able to create light and control light for thousands of years. Earliest forms of
light were fire, such as burning of woods, candles and oils. The most convenient source of artificial light is the
electric light.
C. Bioluminescence light natural light made produced by marine creatures found in deep part of the ocean called
the abyss.
Factors affecting the distribution of light:
1.
2.
3.
4.
5.
Quality of light
Intensity of the light source
Quantity given by the light source
Duration of the light source
Distance of the light source
APPLICATIONS:
EVALUATIONS:
Multiple choice. Choose the letter of the correct answer.
1.
2.
3.
4.
5.
c) waves
d) moon
c) sunlight
c) lamps
d) moonlight
d)sun
c)beneficial
d) facial
d) stars
ASSIGNMENTS:
Make an Spectrum wheel.
Submitted By:
www.wisegeek.com
www.hubblesite.org
LEARNERS ACTIVITIES:
A. Daily Routines
Prayers
Greetings
Checking of Attendance
B. Lesson Recall
What is light?
What are the characteristics of light?
What are some factors that affect the light distributions?
C. Motivations
Activity 1: Relay A Word (Group Game)
The students will group themselves into 3.
The three groups will choose a leader. The leader will read a word given by the teacher. The leaders will
relay the word thru action to the members till the action reaches the last member who will guess that action and relay
the right word to the teacher.
VOLCANO
LIGHT BULB
SUN
MOON
ELECTRIC LIGHT
GENERALIZATIONS:
Three characteristics of light spectrum:
1.
2.
3.
Show a diagram/picture of the electromagnetic spectrum showing the frequency, wavelength and energy.
APPLICATIONS:
EVALUATIONS:
Students will identify what is written on the chart if it is a long wavelength, short wavelength, high frequency, and
low frequency.
ASSIGNMENTS:
1.
2.
3.
Submitted By:
Give the differences between the characteristics of light in terms of their frequency, wavelength and energy.
Gets the speed of waves using the given formula.
Determine which has greatest energy/ lowest energy, based on the wave speed computations.
LEARNERS ACTIVITIES:
A. Daily Routines
Prayers
Greetings
Checking of Attendance
B. Lesson Recall
Give and the meaning of the following:
1.
2.
3.
C. Motivations
Activity 1: Relay A Word (Group Game)
The students will group themselves into 3.
The three groups will choose a leader. The leader will read a word given by the teacher. The leaders will
relay the word thru action to the members till the action reaches the last member who will guess that action and relay
the right word to the teacher.
RADIO
MICROWAVE OVEN
LIGHT
SUN
CELLPHONES
GENERALIZATIONS:
Electromagnetic
Energy
Frequency
Wavelength
Spectrum
Radio
106 eV
1m
105 HZ
-3
-6
-3
Microwave
10 -10
1-10 m
1-5-1011 HZ
3
-3
-6
Infrared
1-10 eV
10 -10 m
1011-1014 HZ
Visible light
1-10 eV
10-7 m
1015 HZ
-3
7
-4
UV light
10-10 eV
10 -10 m
1015-1017 HZ
3
5
-9
-12
X-ray
10 -10 eV
10 -10 m
1017-1020 HZ
6
-12
Gamma Rays
10 eV
10 m
1020 HZ
To get the speed of waves, frequency multiplied by wavelength. (F x W = Wavespeed)
W x F = 1m x 103 1
S
= 108 1 x m
S
= 108 m/s Wavespeed of radio
Show a diagram/picture of the electromagnetic spectrum showing the frequency, wavelength and energy.
APPLICATIONS:
EVALUATIONS:
Compute the Wavespeed of the following:
1.
2.
3.
4.
5.
Infrared
UV light
Gamma Ray
Microwave
Visible Light
ASSIGNMENTS:
Frequency x
wavelength
1.
2.
3.
Submitted By:
LEARNERS ACTIVITIES:
A. Daily Routines
Prayers
Greetings
Checking of Attendance
B. Lesson Recall
Give and the meaning of the following:
Frequency, energy and wavelength.
Give the two kinds of frequency and the wavelength.
Draw a wave on the board and identify which are the high/short frequency and the longer/shorter
wavelength.
C. Motivations
Activity 1:
Three students will be called on the board and give the following instructions:
Draw a wave on the board.
Label which is the wavelength, frequency and the source of energy or amplitude.
Students will explain their drawings.
LESSON PROPER:
There are seven electromagnetic spectrum.
1.
Radio = has the longest wavelength and has the lowest frequency. Transmit informations from the antenna of
2.
3.
4.
felt but longer infrared can be felt. Infrared energy cannot be seen but can be felt as heat and produces sweat.
Visible light = these are waves we can see as the colors of the rainbows. Each color has different wavelength.
5.
6.
7.
APPLICATIONS:
IN general, the greater the energy, the larger the frequency and the shorter the wavelength.
EVALUATIONS:
Use the information/data written in the chart or use the spectrum wheel to answer the following questions:
1.
2.
3.
4.
d) brighter
ASSIGNMENTS:
1.
2.
3.
Submitted By:
LEARNERS ACTIVITIES:
A. Daily Routines
Prayers
Greetings
Checking of Attendance
B. Lesson Recall
1. What are the seven EM spectrums?
2. Which has the shorter frequency?
3. Relate energy to frequency and to wavelength.
C. Motivations
Activity 1: Find your Pair
Teacher will give different color bonds and sizes. The students will find their pairs.
Activity 2: The Color Puzzle
Students will be asked to form three groups. They will be given a manila paper with color bond papers of
different sizes. The group member will complete and form the required shape and color. The group who will be able to
complete the task will win. Each group will determine the colors of the corresponding bond papers.
LESSON PROPER:
Color Spectrum
Red
Orange
Yellow
Green
Blue
Violet
Near UV light
Energy
Frequency
Wavelength
= 10-9 m
Affix the given data above to the product of each color spectrum.
Frequency x Wavelength
APPLICATIONS:
Remember, the wavelength decreases as the frequency increases.
EVALUATIONS:
1.
2.
3.
4.
Submitted By:
LEARNERS ACTIVITIES:
A. Daily Routines
Prayers
Greetings
Checking of Attendance
B. Lesson Recall
1. What are the seven colors of light?
2. Which has the lowest and highest frequency?
3. Which has the longest and shortest wavelength?
4. Relate energy to frequency and to wavelength.
5. Which among the colors has the fastest Wavespeed?
C. Motivations
Activity 1: Students will be ask to jog for 1 minute; slowly at first then getting faster and faster as goes by. Then
they will be ask to exhale and inhale and sit down.
The following questions will be asked.
1.
2.
3.
LESSON PROPER:
HEAT= transfer of energy between two objects dues to difference of temperature. It always moves from hot/warm to cold.
Heat transfer is related to the change of temperature or change in relative hotness or coldness.
Thermometer = is the instrument used in taking temperature. It is measured by F or C.
ACTIVITY 2: Story Telling
The following questions will be answered by the students.
1.
2.
3.
4.
5.
APPLICATIONS:
EVALUATIONS:
1.
2.
3.
4.
ASSIGNMENTS:
Give the meaning of radiation, conduction and convection.
Submitted By:
LEARNERS ACTIVITIES:
A. Daily Routines
Prayers
Greetings
Checking of Attendance
B. Lesson Recall
1. What is radiation?
2. What is convection?
3. What is conduction?
4. Give examples of radiation, conduction and convection.
C. Motivations
Activity 1: Brush your Hair and skirt
Teacher will call a female student and let her hair brush. Let another female rub a comb on her skirt, after
brushing for 30 seconds to 1 minute, the comb will be brush on top of shredded papers. And on top of the hair.
Materials needed are:
Hair brush or comb
A box of shredded papers
QUESTION: What happens to the shredded papers when the comb was rub brush on top on it? (without touching
the papers)
Activity 2: Come to Me
Put the aluminium can on its side on a table, after rubbing the balloon on dry hair again hold the balloon
close to the can and watch as it rolls towards it, slowly move the balloon away from the can and it will follow.
Materials needed are:
Balloons
Empty soda can (make sure it is dry inside and out)
QUESTION: What happens to the can when the balloons were put closer to the can?
Activity 3: Rub the 2 balloons one by one against the woollen fabric, and then try moving the balloons together.
Materials needed are:
2 inflated balloons, woollen fabric (or the skirts of the female students)
QUESTION: What happens to the balloons when they were put closer together?
LESSON PROPER:
What is electricity?
Electricity is the set of physical phenomena associated with the presence and flow of electric charge.
Two kinds of electrical charges:
1.
2.
APPLICATIONS:
EVALUATIONS:
Choose the letter of the correct answer.
1.
2.
3.
4.
5.
d)iron
d)more charge
d)more charge
d) rubber
d) cloth
ASSIGNMENT:
Submitted By:
Miss Mirasol L. Miraflor
(Student Teacher)
LESSON PLAN
DATE: January 20, 2015
TIME & SECTION: Grade 7- Benjamin Franklin
SUBJECT AREA: Science
CONTENT STANDARD: The learner demonstrates the understanding of the relations to the geographical location of
the Philippines to its environment.
LEARNING COMPETENCIES: The learner shall be able to analyze the advantage of the location of the Philippines
in relation to the climate, weather and seasons.
OBJECTIVES:
At the end of the lesson, students will be able to:
Describe the different sizes of rocks.
Identify the different kinds of rocks.
Describe the different processes involve in the formation of soil.
SUBJECT MATTER: How soil is formed?
REFERENCES: Unit 4, Module 1, page 62-63 of the Science Learners Guide Manual
LEARNERS ACTIVITIES:
A. Daily Routines
Prayers
Greetings
Checking of Attendance
B. Lesson Recall
1.
2.
3.
C. MOTIVATIONS: The teacher will present different sizes of rocks. Student will identify the sizes from small, big, and
large.
LESSON PROPER:
PRE-ACTIVITY:
Students will be ask to label the four different pictures that will be posted by the teacher. Let the student discuss
their work in front of the class. Call at least 5 students.
Discussions: Types of rocks:
1. Igneous- these are rocks that were are made from fire or heat. Rocks formed from volcano. The rock inside the earth
is still liquid and it is called magma. But when it goes out, it is called lava.(Magma or Lava)
2. Sedimentary- formed from small sediments. These are the kinds of rocks when mountains are first formed.
Eventually most of the broken bits of the rock end up in the streams & rivers that flow down from the mountains.
These little bits of rock & sand are called sediments.(sandstones and shale)
3. Metamorphic- rocks that have been changed. Marble is an example of a sedimentary rock that has been changed
into a metamorphic rock.
Soil is an important to any country. It takes many years before a soil can be formed from rocks. Rocks vary in size.
There are small, medium, large and extra large rocks that can be found anywhere in the world.
The action of the rain, frost, heat and wind broke the rocks into smaller piece. This does not happen overtime. It take
billions of years for this rocks to become a soil.
GENERALIZATION: 2 minute video presentation on how soil so formed from rocks
APPLICATION: Different kinds of soil. Which is good for planting?
EVALUATION: Activity sheets will be provided..
ASSIGNMENT:
Submitted By:
ACTIVITY SHEET
MIRASOL L. MIRAFLOR
NAME: _____________________________________________
Grade & Section:_____________________________
INSTRUCTIONS
1. If igneous rock were made from fire and heat, then sedimentary rocks are formed from what?
a) Small sediments
b) magma
c) lava
d) marble
2. These are rocks that have been changed. An example of this is marble.
a) Igneous rocks
b)bits or rocks
c)sand
d)metamorphic rocks
3. Look at the drawings below. Which is true in the following statement?
a) Drawing C to drawing D to drawing A to Drawing B
b) Drawing D to drawing B to Drawing C to Drawing A
c) Drawing B to Drawing A to Drawing D to Drawing C
Drawing
Drawing
A
Drawing
B
Drawing
C