STA.

IGNACIA HIGH SCHOOL

Private
SANTA IGNACIA, TARLAC 2303

(LEARNING PLAN SCIENCE 10)

I. OBJECTIVES
Content Standard:

 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:
The learners:
 conduct an information drive about the effects of electromagnetic wave
exposure to help people make informed decisions
 should be able to make informed choices on selecting the right type of mirrors
or lenses for specific purposes
 shall be able to assemble a simple model of the relationship between electricity and
magnetism.

Learning Competencies:
The learners...

 compare the relative wavelengths of different forms of electromagnetic

waves;
 cite examples of practical applications of the different regions of EM waves,
such as the use of radio waves in telecommunications;
 explain the effects of EM radiation on living things and the environment;
 explain the qualitative characteristics (orientation, type, and magnification) of
images formed by plane and curved mirrors and lenses;
 construct ray diagramming techniques in describing the characteristics and
positions of images formed by lenses;
 identify ways in which the properties of mirrors and lenses determine their use
in optical instruments (e.g., cameras and binoculars);
 demonstrate the generation of electricity by movement of a magnet through a
coil; and
 explain the operation of a simple electric motor and generator.

II. SUBJECT MATTER

Lesson: Forces Caused by Magnetic Fields and Electromagnetic Induction
References:
 Science 10 for the 21st century by Richard L. Antonio pp. 141-152
 Practical Science 10 by Eduard Christian R. Papa Et.al, pp. 108-126
Strategies:
 Discovery Learning
 Active Learning
 Map of Conceptual Change
 Experimentation
 Demonstration Strategy
 Brainstorming

III. ORGANIZING BIG IDEAS:

1
 Essential Understanding
Students will develop an innovative information drive on how to be
knowledgeable with the possible effects of different regions of electromagnetic waves
radiation on living things and in the environment.

Essential Questions
How should we prepare and well equipped in the harmful effects of
electromagnetic waves exposure on living and non-living things?

IV. PROCEDURE

A. Explore
Activity 1: Background Knowledge (Day 1)
Topic: Magnetism

RIGHT NOW, THIS IS MY IDEA QUESTION AFTER THE SESSION

Electromagnetic Induction Questions about the

topics
Electromagnetic
Induction.
(student’s answer)

Activity 2: Word Storm (Day 1)

Procedure:
1. Below is the list of terms that you will encounter as you read this section.
2. In the second column, write words associated to the listed terms. Do this with a partner.
Separate words that you will write using commas.
3. In the last column, use the associated words to define each term as accurately as possible.

Term Associated Words Definition

Deflection
Induction
Magnetic flux
Electromotive force
Mechanical energy
Potential energy
Potential difference

B. Firm-up:
Activity 3: Launch Pad (Day 2)
Most of the magnets that you have encountered in the previous sections are permanent
magnets. This means that they cannot be turned off. In this simple activity, you will encounter
situations wherein the magnetic property of a material can be turned on and off. This device is
called an electromagnet. It uses the magnetic field generated by a current to magnetize a piece of
metal.

Materials: One large iron nail, 1 meter thin-coated copper wire, one D-sized battery, 10 small
paper clips.

Procedure:

2
 1. Wrap the copper wire around the large iron nail leaving at least 20 cm on both ends
exposed. Do not overlap the wound copper wire, and make sure that the distances
between each wire are approximately equal.
2. If the wire has rubber insulator, remove the insulation. Attach one end of the wire to the
positive terminal of the battery, and the other end of the wire to the negative terminal of
the battery.
3. Tape the ends of the copper wires to the terminals of the battery to keep them stable.
4. Place the pointed end of the nail close to the paper clips. Observe what happens.

Guide Questions:
1. What happened when the pointed end of the nail was brought close to the paper clips?
2. In your perspective, why do you think this happened?
3. What new knowledge have you learned about electricity in this activity?

C. Deepen:
Activity 4: A Simple Motor (Day 3)
Objectives:
1. Design and build a simple electric motor, and make predictions on the spin of the
“motor”.
2. Describe the effect of the magnet’s polarity and the conducting wire’s insulation to the
spin of the “motor”
Materials: Two paper clips, two D cell batteries, copper wire, sandpaper, magnet, tape or rubber
band and wood block.
Procedure:
A. Predictions:
1. Enumerate typical household appliances that use electric motors. Write your list on
your notebook.
2. In your own understanding, describe how electric motors work. Create a diagram of
an electric motor. Label the parts that are familiar to you.
3. What do you think is the fundamental driving force of all motors?

Observations
1. Form a coil of copper wire around one of the batteries. Leave about 4 cm of
unwrapped wire on both ends to serve as axles. You must balance the coil through the
axles. Bind the coil neatly and carefully.
2. Once the coil is secure, remove some of the reddish insulation that is coating the wire.
You must only remove half of the insulation around the circumference of the axles.
3. Bend the paper clips and use tape or rubber band to fasten them to the opposite ends
of the battery. Place the magnet on the battery and then the wire coil on the clips.
Make sure that the bare copper wire is in contact with the paper clips.
4. Slightly spin the loop to make it start rotating on its own. You may make slight
adjustments to get this simple motor to function. Make modifications to your setup to
make the coil spin faster.

Guide Questions:
1. Explain how the current flowing through the wire creates an electromagnet.
2. Because the coil of wire becomes an electromagnet, one of its ends is a north pole and the
other end is a south pole. How does this phenomenon cause the coil in this simple motor
to spin?
3. Can you make the coil spin in both directions with your current setup? Explain.

D. Transfer
Activity 5: Background Knowledge (Revisiting Map of Conceptual Change) (Day 4)
Topic: Magnetism

3
 RIGHT NOW, THIS IS MY IDEA QUESTION AFTER THE SESSION

Electromagnetic Induction After the discussion, students

will answer this portion of
background knowledge.

Activity 6: Mini-Task (Day 4)

You are working as a feature writer at a science magazine. Your main objective in
writing is to promote scientific literacy by sharing the relevance of science in the modern
world. Students and science enthusiasts are the ones who read articles. For this month’s
issue, you are asked to write about different 21 st century technologies that involve the use of
radiation. Your copy editor will evaluate your output based on scientific accuracy,
correctness, grammar and creativity.

Criteria:
Creativity= 5 points
Scientific Accuracy= 5 points
Correctness = 5 points
Grammar = 5 points
TOTAL: 20 Points

Prepared by:

MS. MIRASOL Y. VERANO

Science Teacher

Approved by:

PRESENTANCION S. ESPALDON
Principal