MALLIG NATIONAL HIGH SCHOOL

WEEKLY LEARNING PLAN

QUARTER: 1 Grade Level: 8

WEEK: 5 Learning Area: SCIENCE (Physics)
MELC/s: 1. Investigates the effect of temperature to the speed of sound (S8FE –Ie-24).
2. Demonstrate the existence of the color components of visible light using a prism or diffraction grating (S8FE-If-27).
Performance  The learner shall be able to discuss phenomena such as blue sky, rainbow and red sunset using the concept of wavelength and frequency of visible
Standard: light
Day Objectives Topic/s Classroom-Based Activities
1 1. Determine how Effect of Begin with classroom routine:
temperature Temperature a. Prayer
affects the speed to the Speed b. Reminder of the classroom health and safety protocols
of sound. of Sound c. Checking of attendance
d. Quick “Kumustahan”
A. Recall
 Why does sound travel faster in solids than in liquids, and faster in liquids than in gases (air)?
B. Motivation
 Picture Analysis:
 Figure 1 shows how
sound waves varies
during the day and
during the night

 Look closely the picture, any similarities and differences that you can give about the picture? Let the
students point out their answers. (answers may vary)
 How about the arrow on the picture, what does it tell about sound?
 Now, let us find what happens to the speed of sound when the temperature changes? Be ready for our
activity.
C. Discussion
 Do the activity on Faster sound… In hotter or cooler?
 Lesson Guide G-8 First Quarter pp. 67 or LM pp. 83- 84
1. Which cylinder gave the loudest sound?
2. Which cylinder gave the highest pitched sound?
3. If pitch is directly dependent on frequency, then, which cylinder gives the highest frequency sound?
4. Since wave speed is directly dependent on frequency, then, which cylinder gives the fastest sound?
5. How would you relate the temperature of the medium with the speed of sound?
 Discuss the answers in the activity given.
D. Application
 Why do we hear loud sound of music on a hot day than on rainy day?
E. Generalization
 Temperature is a condition that affects the speed of sound. Heat, like sound, is a form of kinetic energy.
Molecules at higher temperatures have more energy, thus they can vibrate faster. Since the molecules
vibrate faster, sound waves can travel more quickly. The speed of sound in room temperature air is 346
meters per second. This is faster than 331 meters per second, which is the speed of sound in air at freezing
temperatures. For every degree rise in temperature, the increase in the speed of sound is 0.6m/s. At 0 0C,
the speed of sound in air is 331m/s. At 10C, the speed will become 331.6m/s. This is determined by the
use of the equation: v = 331m/s + (0.6m/s0C) T
where v is the speed of sound
T is the temperature of the air.
 At a temperature of 10C
V = 331m/s + (0.6m/s0C) (10C)
V = 331.6 m/s.
Speed of Sound

358.0 m/s

343.6 m/s Figure 2 shows how speed of

sound varies with temperature

330.4 m/s
  From the above figure, notice that the speed of sound varies directly with the temperature-as the
temperature increases, the speed of sound also increases.
 One thing to keep in mind is that this formula finds the average speed of sound for any given temperature.
The speed of sound is also affected by other factors such as humidity and air pressure.

F. Evaluation
 Direction: Choose the letter of the correct answer.
1. How would you relate the temperature of the medium with the speed of sound?
A. The higher the temperature, the faster the sound travels.
B. The higher the temperature, the slower the sounds travel.
C. The lower the temperature, the faster the sound travels.
D. The lower the temperature, the slower the sound travels.
2. What is the speed of the sound in air of 250 C temperature?
A. 336m/s B. 325m/s C. 346m/s D. 355m/s
3. Calculate the speed of sound if the temperature of the vibrating water is 28°C?
A. 346m/s B. 347.8m/s C. 350m/s D. 349.1m/s
4. In which of the following will the movement of particles be the fastest?
A. 30°C of water B. 50°C of water C. 70°C of water D. 90°C of water
5. Which of the following quantities tells how hot or cold an object is with respect to some standard?
A. Density B. Mass C. Pressure D. Temperature

2 1. Observe how Properties Of Begin with classroom routine:

sound waves Sound a. Prayer
reflect and b. Reminder of the classroom health and safety protocols
refract. c. Checking of attendance
d. Quick “Kumustahan”
A. Recall
 How does the temperature affect the speed of sound?
B. Motivation
 Why do lots of people love to sing inside the bathroom? (possible answers: because of privacy; hard wall
surfaces of the bathroom bring about multiple reflection of sound that create pleasing sound; echoes are
produce)
 Why do you think open field concerts are usually held during night time? (Possible answer: Sound is
heard well in far areas during night time that daytime).
C. Discussion
 Do the activity on Properties of Sound, Lesson Guide G-8 First Quarter pp. 74- 76
  Station 1: Reflection of Sound Waves
 Questions:

1. Compare the clearness of sound without the book and with the book as barrier
2. What happens to the sound waves as it hits the book?
3. Draw the path of sound waves
4. Give example of a reflected sound.
5. How is echo differentiated from reverberation?

 Station 2: Refraction of Sound Waves

 Questions:
1. What happens to the loudness of the sound produced by the radio if it is in front of the electric fan? Explain
your answer.
2. If the radio is against the electric fan, what happens to the loudness of the sound? Why?
3. Sketch the direction of sound waves in the two given situations.
4. What property of sound is involved?
 Discuss the answers in the activity given.

D. Application
 Use the concept of reflection and refraction to explain the pictures.

E. Generalization
 Waves have some common properties. The study of the properties of sound waves is called acoustics.
Sound waves are reflected when they hit a barrier.
 Reflection of sound waves off of surfaces is also affected by the shape of the surface. A flat or plane
surfaces reflect sound waves in such a way that the angle at which the wave approaches the surface equals
the angle at which the wave leaves the surface.
 Reflection of sound waves off of surfaces can lead to one of two phenomena - an echo or
a reverberation. Multiple reflections are called reverberation. A reverberation often occurs in a small
 room with height, width and length dimensions of approximately 17 meters or less. This best fits the
bathroom which enhances the voice.
 Refraction of sound on the other hand is describe as the change in speed of sound when it encounters a
medium of different density. Sound travels faster in hotter media. This change in speed of sound during
refraction is also manifested as sort of “bending” of sound waves.

Figure 2 Refraction of sound waves

F. Evaluation
 Direction: Choose the best answer among the 4 choices.
1. An echo occurs when sound
A. is transmitted through a surface.
B. is reflected from a distant surface.
C. changes speed when it strikes a distant surface.
D. all of the above
2. The change in direction of a sound wave around corners is
called
A. diffraction B. interference C. refraction D, interference
3. You can hear noises a long distance away over water at night
because
A. of lowered temperature.
B. water conducts sound better at night.
C. sound is reflected off water more efficiently at night.
D. of refraction of sound in air.
4. The method of detecting the presence, position and direction of motion of distant objects by reflecting a
beam of sound waves is known as _____.
A. RADAR B. SONAR C. MIR D. CRO
5. The technique used by bats to find their way or to locate food is _______.
A. SONAR B. RADAR C. ECHOLOCATION D. FLAPPING

3 Infer that: Colors in Begin with classroom routine:

1. energy of the Relation to a. Prayer
colors of light Energy b. Reminder of the classroom health and safety protocols
increases as one goes c. Checking of attendance
towards the right d. Quick “Kumustahan”
side of the color
spectrum; A. Recall
 Describe the position of the different colors after passing through the prism.
2. red light has the B. Motivation
least energy and  Why do you think we tend objects as having fixed colors?
violet light has the  For example, an apple is red. In reality, an object’s appearance results from the way it reflects the
most energy. particular light that is falling on it. Under white light, the apple appears red because it tends to reflect
light in the red portion of the spectrum and absorb light.
C. Discussion
 Activity see Lesson Guide pp. 85-86
 Analysis:
1. Which thermometer registered the lowest temperature?
2. Which thermometer registered the highest temperature?
3. Which colored plastic allowed more energy to pass through it?
4. Which colored plastic allowed the least energy to pass through it?
5. From your answers in 3 and 4, which color of light has the least energy? The most energy?

D. Application
 Explain the following:

1. Why the sky is blue?

The sky appears blue because of the scattering of blue and violet light from the sunlight in the atmosphere. Violet
light is more scattered than blue light; however, our eyes are most sensitive to blue, thus we see a blue sky.

2. Why the sunset is red?

During sunset, the path through which the light travels in the atmosphere becomes longer. As a consequence,
more blue and violet are scattered from sunlight. Thus, less blue light reaches the ground and the light that
reaches the Earth’s surface is red.

3. Why the clouds are white?

Clouds are made up of cluster of water droplets of different sizes. Since the color of scattered light depends on the
size of the particles, the different-size clusters scatter a variety of colors. The smallest clusters scatter blue light
resulting in blue clouds; the medium-sized cluster make green and the larger ones make red. The combination of
 these result in white cloud.

E. Generalization
 Energy is directly proportional to the frequency of the light. The list of colors goes from low frequency
to high frequency. Red Orange Yellow Green Blue Indigo Violet. Red has the lowest frequency, so red
has the lowest energy. Violet has the highest frequency, so violet has the highest energy.
Our eyes are sensitive to light which lies in a very small region of
the electromagnetic spectrum labeled "visible light". This "visible
light" corresponds to a wavelength range of 400 - 700 nanometers
(nm) and a color range of violet through red. The human eye is not
capable of "seeing" radiation with wavelengths outside the visible
spectrum. The visible colors from shortest to longest wavelength
are: violet, blue, green, yellow, orange, and red. Ultraviolet
radiation has a shorter wavelength than the visible violet light.
Infrared radiation has a longer wavelength than visible red light.
The white light is a mixture of the colors of the visible spectrum.
Black is a total absence of light.
F. Evaluation
 Directions: Choose the letter of the correct answer.
1. Which of the following lights has the highest frequency?
a. red b. blue c. green d. violet
2. What do different wavelengths of light represent?
a. speed b. amplitude c. colors d. frequency
3. A rainbow usually appears in the sky after a rain. Which of the following statements best explain this
observation?
a. Raindrops acts as prism separating sunlight into colors.
b. The white clouds actually prism composed of different colors.
c. The colors of the rainbow comes from the raindrops in the atmosphere
d. When sunlight is reflected by the ground towards the clouds, it separate into different colors.
4. Which of the following has the longest wavelength?
a. red b. violet c. orange d. green
5. The process of separating white light into bands of colors using a prism is known as _________.
a. refraction b. dispersion c. reflection d. diffraction

4 Infer that: Refractive Begin with classroom routine:

1. light is composed Index of the a. Prayer
of colors of different Color of Light b. Reminder of the classroom health and safety protocols
frequencies and c. Checking of attendance
wavelength; d. Quick “Kumustahan”
2. the frequencies of
the colors of light are A. Recall
inversely  Which colors of light has the least energy? Most energy?
proportional to the B. Motivation
wavelength;  Study and analyze the pictures of the stars at night.
3. the arrangement of  Do you think they have the same energy? Explain your answer.
colors of light shows
the hierarchy of the
color’s
corresponding
energy.

C. Discussion
 Activity-see Lesson Guide pp. 90-91
 Analysis:
1. Which color registered the highest frequency? Shortest wavelength?
2. Which color registered the lowest frequency? Longest wavelength?
3. What did you observe about the wavelengths and frequencies of the different colors of light?
4. What did you observe about the products of frequencies and wavelengths?
5. Does the frequencies of the colors of light increase from red to violet?
6. What did you observe about the corresponding energies from red to violet?
7. How is frequency relate to energy of colors of light?
 Discuss the answers in the activity given .
D. Application
 The effects of colored light on people have been studied by psychologists. They found out that people do
show varied responses to different colors. Colors influence a person’s emotion and degree of activity.
 According to psychologists:
1. Red light/color may bring about a rise in blood pressure, respiration rate, and frequency of blinking. It excites
people.
2. Blue light/color produces effects opposite to those red light; hence, it lessens activity.
3. Purple has a mournful effect.
4. Yellow is joyful and green has a peaceful effect.

 Knowing all these, would you:

a. choose red paint/wall paper for your bedroom?
b. wear black during summer?
c. wear light colored shirt during cold days?

E. Generalization
 What is the relationship between wavelength, frequency and energy?
The greater the energy, the larger the frequency and the shorter (smaller) the wavelength. Given the
relationship between wavelength and frequency — the higher the frequency, the shorter the wavelength — it
follows that short wavelengths are more energetic than long wavelengths.

 How are temperature and color related?

The amount of light produced at each wavelength depends on the temperature of the object producing the
light. Stars hotter than the Sun (over 6,000 degrees C) put out most of their light in the blue and ultraviolet
regions of the spectrum. Stars cooler than the Sun (below 5,000 degrees C) put out most of their light in the red
and infrared regions of the spectrum. Solid objects heated to 1,000 degrees C appear red but are putting out far
more (invisible) infrared light than red light.

 How are wavelength and temperature related?

All objects emit electromagnetic radiation, and the amount of radiation emitted at each wavelength
depends on the temperature of the object. Hot objects emit more of their light at short wavelengths, and cold
objects emit more of their light at long wavelengths. The temperature of an object is related to the wavelength at
which the object gives out the most light.

F. Evaluation
 The assessment for the day will be based on the outcome/output of the activity: the color wheel. It will be
graded based of the rubric below.
 Student was mindful of classroom rules/procedure
Student follows direction
Student labeled the output correctly(colors and
fractional parts
Colors placed in appropriate place on color wheel
The finish product was neat.
TOTAL POINTS:

Day Objectives Topic/s Home-Based Activities

5 1. Investigate the Speed of MODULE 4:
effect of temperature Sound in Air  Answer Self Learning Module (SLM) Activity: Calculating the Speed of sound (p. 13).
to the speed of  Answer Self Learning Module (SLM) Activity: What I Have Learned (p. 13).
sound.  Answer Self Learning Module (SLM) Activity: What I Can Do (p. 14).

Prepared by: Noted by:

JUSTIN MARK A. FERNANDEZ EUGENE P. SERVITILLO, MA-THM

Subject Teacher Secondary School Principal II
 MALLIG NATIONAL HIGH SCHOOL

WEEKLY LEARNING PLAN

QUARTER: 1 Grade Level: 8

WEEK: 4 Learning Area: T.L.E.-AQUACULTURE
MELC/s: 1. Follow procedures in reporting to appropriate person/s the estimate of materials and resources. (TLE_AFAFCAP9-12PEBCIh-i-7)
Performance  Job requirements are identified from written or oral communications.
Standard:
Day Objectives Topic/s Classroom-Based Activities

1  Clean tools  Perform Begin with classroom routine:

and Preventive a. Prayer
equipment Maintenance b. Reminder of the classroom health and safety protocols
after use in c. Checking of attendance
line with farm d. Quick “Kumustahan”
procedures.
 Perform A. Recall
routine check-  What are the tools and equipment used in aquaculture?
up and  Classify farm tools and equipment according to their use.
maintenance B. Motivation
 What are the other equipment used in Farm Fishery?
 Do we need to know how to store tools and equipment? Why?
 Read the Selection on how to keep the farm tools and equipment
 C. Discussion
 Show a picture of farm equipment and discuss its preventive maintenance.
 Focus on the do's and don’ts in maintaining the equipment.
 Explain the pointers to remember in safety check.
 Analyze the step by step instruction in checking tolls and equipment before and after use.
D. Application
 Discuss Factors contributing to the rapidly growing interest in maintenance.
 Using the equipment properly and following the maintenance procedure will be a big help in the fish
farm operations.
 Improper tool and equipment storage is responsible for many shop accidents.
E. Generalization
 We will have gains in maintaining facilities that may be a big help in the operations.
 Why do we need to know the maintenance procedures of the equipment used?
 Following the instructions given in each equipment maintenance procedure will mean a good farm
operation.
F. Evaluation
 Essay: How will you able to implement the maintenance program centers on 5Ms?
 Identify the sentence whether for a water pump maintenance or for hand held salinity refractometer.
2  Perform  Perform Begin with classroom routine:
preventive Preventive a. Prayer
maintenance Maintenance b. Reminder of the classroom health and safety protocols
by following c. Checking of attendance
the d. Quick “Kumustahan”
procedures in
sharpening A. Recall
and oiling  “Arrange me.” The steps in cleaning tools and equipment after use in line with farm procedures (water
farm tools pump) are written on the strips of paper that are posted on the board. Volunteer student will arrange
and chronologically and post it on the ladder that they will see on the right side of the board.
equipment. B. Motivation
 “Brainstorming.” Students are grouped into five. Each group will brainstorm about maintenance of
equipment and facilities in fishery. Then all their ideas will be consolidated and each member of the group
will share and present their output.
 Proper maintenance is a means of improving the performance and condition of equipment and facilities.
An effective maintenance identifies problems long before any equipment or facility breaks down or
deteriorate, providing plenty of time for effective maintenance planning.
C. Discussion
 What is the importance of keeping the user’s manual of any farm equipment?
  What ate the 5Ms in maintaining equipment and facilities?
 Give the differences between the maintenance programs to maintenance schedule.
D. Application
 Why is it important to maintain the equipment and facilities in fishery?
E. Generalization
 Proper use of tools, equipment and facilities is a very important task of the worker .They must be able to
use them in accordance to the manufacturer’s manuals to extend the life of the equipment and tools.
F. Evaluation
 I. Directions: Choose the letter of the best answers.
1. What is the most important reason why we maintain our facilities?
A. Assures readiness of installed equipment
B. Extends the useful life of facilities
C. Improves morale of human resources
D. Properly discards hazardous wastes
2. It is a comprehensive list of maintenance and its incidence.
A. Housekeeping Maintenance
B. Maintenance Schedule
C. Maintenance Program
D. Maintenance Checklist
3. This is the best reference for the proper use and maintenance of equipment.
A. Inspection checklist
B. Maintenance program
C. Maintenance Schedule
D. Manufacturer‘s manuals
4. The 5 M’s in the maintenance program.
A. Manpower, management, machines, methods and money
B. Manpower, management, materials, machines and money
C. Manpower, materials, methods, machines and money
D. Manpower, materials, methods, maintenance and money
5. The key factors that contribute to successful maintenance program.
A. Reliability of equipment and facilities
B. Maintainability of equipment and facilities
C. Documentation
D. All of the above
3  Store tools  Perform Begin with classroom routine:
and Preventive a. Prayer
equipment in Maintenance b. Reminder of the classroom health and safety protocols
 designated c. Checking of attendance
areas in line d. Quick “Kumustahan”
with farm
procedures. A. Recall
 What do you mean by proper maintenance?
 How will you maintain the condition of the tools and equipment in fishery?
B. Motivation
 “COMPLETE ME PLEASE’
P____R
T_ OO_
S_O_A_E
 Students will arrange the jumbled letters to come up with the meaningful words.
 How do you keep your tools and equipment at home?
C. Discussion
 What are the proper ways on how to keep tools and equipment?
 Why should we clean the tools and equipment before we store in their proper places?
 What’s the most important reason why we check and clean the tools and equipment before storage?
D. Application
 What significant learning have you gained from the lesson?
 How will you apply your learning gained from today’s lesson?
E. Generalization
 Store commonly used tools in an easy – to- reach location .This will help your work more efficiently
and safely.
F. Evaluation
 Direction: Write PP if the statement tells proper preventive maintenance and IM if does not.
____ 1. Store commonly used tools in a difficult-to-reach location
____ 2. Clean the tools and equipment you used and check them for any damage
____ 3. Have a waste bin close to your
____ 4. Keep your work area tidy. This will help your work more efficiently and safely.
____ 5. Pour solvents or other chemical when cleaning the equipment work and place any waste in it.
4  Follow  Perform Begin with classroom routine:
procedures in Estimation a. Prayer
reporting to and Basic b. Reminder of the classroom health and safety protocols
appropriate Calculation c. Checking of attendance
person/s the d. Quick “Kumustahan”
estimate of
materials and A. Recall
 resources.  What are the proper ways on how to keep tools and equipment?
 Why should we clean the tools and equipment before we store in their proper places?
 What’s the most important reason why we check and clean the tools and equipment before storage?
B. Motivation
 Complete the letter to form a word/group of words from the given definition.
1. E __ __ I M __ __ __ O N – the process of preparing an approximate computation of the probable
cost of a piece of work prepare by a person doing a work.
2. U N __ __ OF __ __ A __ __ R E __ __ N T: any fixed quantity, amount, distance, etc. used as
standard.
3. __ I __ __ OF __ A __ __ R __ A L __: the list of materials needed that are itemized to complete a
job.
4. P R __ J __ __ T P __ __ G R __ __ __ __ G: the listing of activities to determine how and when a
project will start and be completed.
5. __ O __ __ E __ U I R __ M __ __ T: an element necessary to perform a work task in relation to job
applicants.
C. Discussion
 What makes a worst error in structuring aquaculture project?
 What are the disadvantages of these errors?
 How does the bill of materials help in constructing quality aquaculture project?
D. Application
 What significant learning have you gained from the lesson?
 How will you apply your learning gained from today’s lesson?
E. Generalization
 What makes an aquaculture project successful?
 What are the procedures to be considered addressing the job requirements involve in the construction?
F. Evaluation
 Direction. Arrange the following procedures in constructing a fish cage by writing the letter in
chronological order.
____ 1. Constructing the frame of the cage
____ 2. Constructing a feeding ring
____ 3. Determining the shape of a cage
____ 4. Installing lid to prevent fish from escaping and protecting from predators
____ 5. Installing the mesh or netting
____ 6. Installing floatation (Styrofoam, plastic bottle, PVC pipes) for the cage.
____ 7. Preparation of the materials (needed for cage construction)
Day Objectives Topic/s Home-Based Activities
 5  Store tools  Perform MODULE 2:
and Preventive  Answer Self Learning Module (SLM) Activity 1 – 4 (Pp. 10-12).
equipment in Maintenance MODULE 3:
designated  Perform  Answer Self Learning Module (SLM) Activity 1 – 3 (Pp. 14-15).
areas in line Estimation
with farm and Basic
procedures. Calculation
 Follow
procedures in
reporting to
appropriate
person/s the
estimate of
materials and
resources.

Prepared by: Noted by:

JUSTIN MARK A. FERNANDEZ EUGENE P. SERVITILLO, MA-THM

Subject Teacher Secondary School Principal II