School MARCIAL O.

RAÑOLA MEMORIAL SCHOOL Grade Level 8

Teacher MA. MARNE O. NACIONAL Learning Area SCIENCE
Teaching May 27, 2023 Quarter 2nd QUARTER
Grades 9 Dates and
DAILY Time
LESSON
PLAN

Lesson Plan No.

I. OBJECTIVES
A. Content Standards
B. Performance Standards
The relationship between electricity and magnetism in electric motors and
generators
The learner shall be able to: assemble a simple model of the relationship
between electricity and magnetism.

C. Learning Competencies explain the operation of

a simple electric motor
and generator (S10FE-IIj54)
1. Make a simple device that shows how a magnetic field exerts a force on a
D. Learning Targets wire;
2. Demonstrate the generation of electricity by movement of a magnet through a
coil;
3. Explain the operation of a simple electric motor and generator.

II. CONTENT Main: Electricity and Magnetism

Specific: Electromagnetic Effects

III. LEARNING RESOURCES

A. References
1. Books
Curriculum Guide K to 12 Curriculum Guide- Science (Grade 3 to Grade 10) page 67
Learner’s Materials Department of Education (2016). SCIENCE Smile packets, CG, Science–Learner’s Module
Teacher’s Guide Pp 178-179
Module
2. Online https://www.youtube.com/watch?v=k3SJuozgbfU&t=901s

https://youtube.com/watch?v=uZ97E7rz&feauture=share

3. Materials Laptop Projector electromagnetism Kit

Manila paper Permanent Marker extra wires
Scotch tape pliers, electric tape
Ppt Presentation (reserved—Medicine kit)

IV. PROCEDURES Teacher’s Activity Student’s Activity

Greeting! Good morning Maam/Sir.
I. Preliminary Activities Prayer. Amen
Checking of Attendance Present!
Ask these questions:

 How is electricity related to

magnetism?
ELICIT  How does electricity produce
magnetism?
 How does magnetism produce

SCIENCE 9
 electricity?
A. ENGAGE: Show a 3D virtual Tour of Audio
Visual Studio to engage learners in
performing
Activity 1 For the Record…
(Adapted from the EMI Teaching Sequence by Jenaro
Guisasola and Kristina Zuza)
Virtual Tour of a Radio Broadcasting
Studio
B. EXPLORE: Activity 8 Magnetic Field Around Current-
carrying Conductors
(see activity sheets attached)
Activity 9 Making your own electric motor
C. EXPLAIN: Discussion of activities.
(The teacher will guide and check learners
as they present their outputs.)
D. ELABORATE: Teacher-Learner Discussion:
Summarize what you have learned in this
topic using the concept map given. Draw it
on a separate sheet of paper. You can
improve the concept map by adding text
boxes or you can also make your own
concept map.
E. EXTEND SCENARIO: Water cycle is the hydrological
cycle that describes the continuous
movement of water on Earth. You are a
meteorologist and your grade 8 nephew
asked you to help him understand the
processes in the water cycle in relation to
their lesson on phase change. To help him,
an illustration would be necessary. Your
KEY CONCEPTS
• A typical broadcast studio consists of an
audio console, microphones, computers,
studio monitors, and disc players.
• The audio console converts analog audio
(voice via microphone) and phone calls to a
digital output. It also allows for the mixing
of all sound sources from CDs, computers,
and other digital sources before being sent
to the transmitter. A slider controls the
volume of each sound source.
• The live audio and control rooms are
connected by cables for the exchange of
audio and digital data signal during
recording, mixing, and even editing of all
audio-video elements digitally stored on
hard drives.
KEY CONCEPTS
• Many of the recording technology are
founded entirely or partially on the
relationship between electricity and
magnetism known as electromagnetic
induction.
• Devices that detect and convert
audio inputs to electric outputs or vice
versa are called transducers. Most
transducers like microphones and
speakers use the “generator effect”
characterized by the production of
forces due to a changing electric signal
within a magnetic field or a changing
field near a current-carrying Conductor.
The students perform the laboratory activity
and answer the worksheet
(team A- perform activity
8 Team B- perform activity 9
Presentation of activity outputs.
(Students will present and discuss their
outputs.)
Learners will submit outputs on our next
session.
SCIENCE 9
 task is to create an illustration of the water
cycle. Discuss the specific processes and
label each with arrow. Demonstrate the
arrangement of particles and how they
behave in different states or in every
transformation. Make your illustration
creative and informative.
OUTPUT: An illustration showing the
different phase changes in the water cycle.
RUBRIC:
Criteria Percentage
Content 40 %
Timeliness 10%
Creativity 40%
Neatness 10%
TOTAL 100%

(The students will submit their outputs the

next meeting. )
F. EVALUATE Choose the letter of the best answer.
1. What happens when chocolate melts?
a. The particles of chocolate lose their
orderly arrangement to form gas.
b. The particles of chocolate lose their orderly
arrangement to for liquid.
c. The particles of chocolate keep their
orderly arrangement to form liquid.
d. None of these.
2. Which is TRUE about deposition?
a. It is responsible in cloud formation
b. It is responsible in snow formation
c. It is the exact opposite of evaporation
d. It occurs substance changes directly
from solid to gas.
3. Which is NOT TRUE about evaporation?
a. The substance absorbs energy and the
kinetic energy of the particle
decreases.
b. The substance absorb energy
c. A and B
d. All of the above
4. Three syringes are filled with sand, water
and air then capped. When resting
vertically, the plungers do not move. A
brick is placed on the plunger of all
three. Which of them shows no
compression at all?
A. Syringe with water and air?
B. Syringe with sand and water?
C. Syringe with sand and air.
5-10 (6 points)
Complete the Presentation of how water behaves in
its different states within the water cycle.
V. REMARKS

Prepared by:

MA. MARNE OBEJAS NACIONAL

Teacher III

Observed by:

SCIENCE 9
LEA O. LONDONO MARITES M. IBIETA
Master Teacher II Head Teacher III, Science Department

SCIENCE 9
SCIENCE 9