NIÑO PHILIP FERNANDEZ TOPIC: Electromagnetic Spectrum Grade 10

BSED PHYSICS-MATH III TIME FRAME: 1 WEEK

Stage 1: Identify Desired Results
Established Goals

 The students will demonstrate their understanding on the different regions of the Electromagnetic
Spectrum.
 The learner should be able to:
a. compare the relative wavelengths of different forms of EMW
b. cite examples of practical applications of the different regions of the EMW, such as the use of radio
waves in telecommunications
c. explain the effects of EM radiation on the living things and environment.

Enduring Understandings Essential Questions

Students will understand that…
 There are different regions in the EMS.
 Each region has a different wavelength and
frequency.
 These waves emit radiation that harms our
health.
 Each region has a corresponding use in our
everyday lives/ environment.
 How can you apply your knowledge in EMS
on addressing the radiation consumption of
humans?
 What would happen if you receive too much
radiation?
 What is the relationship between the
frequency and wavelength in the EMS?
 What can you design in order to have a small
consumption of radiation in our body?

Students will know…

o The basic properties of all types of electromagnetic radiation.
o The different regions in the EMS
o The corresponding wavelengths and frequency in each region.
o Some examples on the application of each region.
o The effects of EM radiation to the human life and environment,

Students will be able to…

o Recognize the different regions in the EMS.
o Use research skills to find out about the different regions of the EMS.
o Identify the dangers of the EM radiation.
 Stage 2: Determine Evidence for Assessing Learning
Performance Tasks:
 Students will conduct research on important
information about a region of the
electromagnetic
spectrum:
 general properties of that region of the
EMS
 a common use or application of
technology that uses EMR in that region
of the EMS
 Create a gallery walk about the different
regions of the EMS and act as curator in each
display, basin from their research.
Other Evidence:
 Oral and/or written response to one of the EQs
 Differentiate the different regions of the EMS
 Give examples on the uses of each region.
Facet One: Justify why too much radiation is harmful
to our body by writing a paragraph.
Facet Two: Illustrate the rainbow by experimenting
with a prism.
Facet Three: Solve the different wavelengths of the
region by solving a problem.
Facet Four: Compare the different wavelengths of the
EMS by creating a diagram.,
Facet Five: Consider how fast cellphones operate by
writing a comparison between communication
methods 200 years ago today.
Facet Six: Realize that consumption of too much EM
radiation can harm us.
 Stage 3: Build Learning Plan
Learning Activities:

 The lesson will be started with a K-W-L activity to assess students’ prior knowledge and identify
learning goals for the unit.
 After the teacher will present a video presentation about the EMS and ask students about their initial
learning.
 The teacher will introduce to them the research activity and tell them about the objectives and goals for
the plan.
 The teacher will explain the output desired for the students.
 The teacher will give the rubrics for the Gallery Walk and explain what will happen.
 The students will perform the given task.
 After the research, the teacher will check their researches and see to it if there are misconceptions on
the given topics.
 After the students will do the Gallery walk. Other students from different class will serve as the
audience.
 Questions will be asked by the students and/or teachers.
 Wrap up activity will be done after the Gallery Walk (Pair evaluation, self-evaluation and teacher
evaluation).